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EDUCATIONAL TIMES, 


Journal of the College of Preceptors. 


VOL. LIII. 


From January to December 1900. 


LONDON: 
FRANCIS HODGSON, 89 FARRINGDON STREET, E.C. 


1900. 


Å, 144562 


LONDON : 


PRINTED BY C. F. HODGSON & BON, 


2 NEWTON STREET, HIGH HOLBORN, W.C. 


ARTICLES, &c. 


Appointments, 23, 136, 175, 212, 248, 280, 
314, 370, 411, 449, 488. 
Arnold- Forster, H. O., on School Maps, 


179. 

Assistant-Mastering, Latter End of, 317. 

Astronomy as a Moral Force, 

Bevan, J. O., on Education at the Paris 
Exhibition, "490. 

Bradfield Colle , Jubilee of, 284. 

Bradfield Gree Play, 315. 

Chats on Child Study, III., Children and | 
Pictures, 26. | 


COLLEGE OF PRECEPTORS :— 

Distributions of Diplomas, Prizes, and ' 
Certificates, 177, 450. | 

General Meetings, 67, 308. 

Meetings of Council, 33, 79, 140, 186, 
217, 1, 288, 323, 421, 460, 484. 

Certificate Examinations. — Pass List, | 
Christmas, 1899, 93, 146; Midsummer, | 
1900, 333, 42), 

Professional Preliminary Examinations, | 
—Pass List, March, 1900, 187; Septem- 
her, 1900, 421, 

Teachers’ Diploma Examinations. —Pass 
List, ARTNA 1899,80: Midsummer, | 
1900: 3 


Junior Farik Examinations. — Puss 
List, Christmas, 1899, 109; Mid- 
summer, 1900, 343. 


Commercial Education in Secondary , London Mathematical ‘Society, 


Schools, 213. 
Conference of Teachers, 70, 
Consultative Committee, 310. 


CORRESPONDENCE :— ; í 

Battle of the Scripts—P. E. Kingsford, 

&e., &c., 132. 

Commercial Departments in Schools— 
. À. Organ, 34. 

Ek mentary nS Secondary Schools— 

Examination Dates—W. Ireland, 484. 

Geographical Association—A. J. Her. 

bertson, 170. 
National Home-Reading Union—M, C. 
Mondy, 420. 

Offer from Canada—Strathcona, 365. 

Over-pressure, The Authors of, 34, 

Practical Use of Phonetics — Victor 

Spiers, 207: B. Dumville, 244, 

Public School Training—Q. Cecil, 483. 
istration of Music Teachers — 
eacher, 366. 

Science at Eton —M. W. Hill, 366. 

sae Inspection—F,. P. B. Ship- 


Slaying the Slain—C. Winchmore, 34. 

Unmanageable Girls—M. A. Cantab. , 420. 
What is Grammar }-- Edom Quhite, 244. 
we is not Grammar—T. Le M. Douse, 


wean: Some Difliculties in, 131. 
Douse, T. Le M.on What is Grammar ¢ 
168 


Education Gossip, 22, 65, 136, 174, 212, 
248, 279, 313, 370, 410, 448, 488. 

English Education Exhibition, 61. 

Eve, H. W., on French Syntax Simpliti- 
cation, 482. 


EVENING MEETINGS nt the College of 
ptors, Papers read at :— 
Some Lessons from Thring’s Life: by 
Sir Joshua Fitch, 24. 
Licensing of Teachers: by Prof, Foster 
Watson, 138. 
School Maps: by H. O. Arnold- Forster, 


Commercial Education in Secondary 
Schools: by A. Kahn, 213. 

Unstable Questions of Method in the 
Teaching of Elementary Science; by 
Dr. Wormell, 240 | 

Secondary aneto by Dr. R. P. A 
Scott, 281. 

ane Teaching pA 7 Ariona; by Dr. 

J.J. Finday, e i 

Education at the Paris Exhibition : by | 

Rev. J. O. Bevan, 490. 


Findlay, J. J., on the Teaching of Patriot- 
ism, 442. 

Fitch, Sir J., on Some Lessons from 
Thring’ s Life, 24. 

Fixtures, 21, 65, 136, 173, 211, 247, 279. 313, 
369. 409, 447, 487. 


London Truant School, 405 
Marchant, E. C., on fe Greek Play at 


INDEX, 


Forecasts and Comments, 21, 65, 135, 173, 
211, 247, 279, 313, 369, 409, 447, 487. 
‘French Syntax, State Simplification of, 
413, 482. 
Graminar, What is it? 168. 
| Jonson, Ben, on Education, 26. 
Kahn, A., on Commercial Education, 213. 
Keller, Helen, 372. 


LEADING ARTICLES :— 


Anglo-French Education, 361. 
Assistant- Masters, 163. 

Bill, A, and a Committee, 303. 
Buss, Frances Mary, 202. 
Crown of the Primary, 235. 
Education Minister, 163. 

Five Years’ Record, 399 
Hap-hazard ? 271. 

Higher Elementary Schools, 201. 
London University, 400, 

Mason, C. P., The late, 56. 
Modern Language Congress, 272. 
New Beginning, 125. 

New Parliament, 437. 

State and the Public School, 437. 
ar Boardsand Secondary Education, 


Technical Universities, 55. 
Useful Evidence, 304. 
Year of C onelusions, 13. 


Licensing of Teachers, 138. 
Literary Gossip, 23, 66, 137, 176, 213, 249, 


280, 315. 371, 411, 449, 489. 
190, 226, 260, 292, 328, 425, 464, 504 


Bradfield, 315. 


MATHEMATICAL QUESTIONS AND SOLU- 


TION9S:—Aivar, K. G. P., 224: Anthony, 
E., 82: Archibald, R. C., 378, 379, 4 
Arnold, I., 35, 81, 224, 290, 
Barniville, J. nia "423 : Bates, G. N., 
290; Beyens, Prof., 258, 462; Bhatta- 
charyya, "Prof., 257, 421, 462 ; Biddle, D. 
188, "304" 258, 501: Birtwistle, G., 36 
326; Blaikie, J., 187, 290; Brierley, M., 
82: Brvant, R., 36, ‘82: Cama, B. N., 
149, 257, 379; Carroll, Lewis, 258 ; 
Chartres, R., 379, 422: Christie, R.W. D., 
82, 378, 422, 502: Cochez, Prof.. 3, 81, 
187, 257; Cooney, W. N., 325, 501; 
Crofton, Prof., 36, 82, 189: Cullen, J., 
82, 148, 258, 290, 326, 462, 502: Cunning- 
ham, Lieut.-Col, A., 82, 148, 188, 224, 
290, 326, 422, 461. 501 ; Curjel, H. W. 
36, 82, 148, 188, 223, 224, 257, 258, 289. 
290, 325, 326, 378, 379, 423. 461. 462; 
Davis, R. F. ; 225, 423, 462; De Polignac, 
PrinceC., 187: De Vries, J., 187, 289, 291. 
Droz- Farny, Prof., 35, 148. 223, 258, 289. 


Taylor, H. M., 187, 325: Taylor, J. H., 


36, 187, 224, 257, 289, 290, 378, 422; | 


Third, J. A., 81, 148, 290, 422. 501, 502; 
Thomson, W. L., 290; Thyngaragaivar, 


V. R.. 257: Tucker, R., 188, 223, 290, 


291, 379, 423: Van der Heyden, A. i 
81, 188, 224, 462: Walker, J. J., 
Ward, F. L., 223, 258, 290: Webb, H. ze 
35, 188, 258, 422: Whitworth, W. ae 
189, 258, 379; Wi igzins, T., 148, ony: 
Wilcox, A. M., 148, 187 ; Wilson, G. W., 
147, 224, 257, 289, 325: Woodall, H. J., 
257, 378. 

Month, The, 16, 58, 128, 165, 204, 237, 274, 
306, 363, 402, 439, 479. 

Notes, 14, 56, 126, 164, 202, 236, 272, 304, 
362, 401, 438, aTi. 

Par! xhibition, Education at, 490. 


' Paris, Notes from, 250 


Patriotism, Teaching of, 442. 

Prussian Academy, 207. 

Registration of Teachers, 415. 

Scandinavian School Meeting, 404. 

School Maps, 179. 

Science Teaching, Questions of Method 
in, 240 


‘Scott, Dr., on Secondary Inspection, 281. 


38. 84, 150, ` Thoughts on ee 


i 


1 
| 


Secondary Inspection, 281. 

Some Criticisms, 450. 

Story, A. T., on Astronomy as a Moral 
Force, 249. 

Symposium on Education, 311. 
echnical Education i z Germany, 27. 


Thring’s Life, Some sons from, 24. 

Triumph of Education, 372. 

: Two Hundred Years Ago, 216. 

Universities, 25, 60, 130, 167, 206, 239, 276, 
365, 441, 481, 

Vocabulary Making, 206. 

Watson, Foster, on John Webster, 316, 


ee , Watson, Foster, on The Licensing of 


Teachers, 138. 
Webster, J ohn (Foster Watson), 316. 
Women’s Work at Oxford, 27. 
Wormell, Dr., on Elementary Science 
Teaching, 240. 


REVIEWS, NOTICES, &e. 


REVIEWS. 


Abbott's History of Greece, Part HEI, 
217. 
#schvlus (Sidgwick), 253. 
cEschvlus’ Suppliants (Headlam), 183. 
ak in the Chroniclers (Conybeare), 
141. 


Anderson and Storr’s French Words, 320, 
Appian’s Roman History (White), 78. 

Aristophanes’ Frogs (Huntingford), 285, 
Aristotle’s Ethics (Burnet), 220: (Muir, 


291, 378, 422 Edmondson, T. W., 188;' head), 375. 


Eliott, Prof., 325, 500; Flood, P. W.. 
82 ; George, A., 187; George, M.. 35; 
Gharpurey, H. G. 223; Ghosh, Prof., 
36, 82, 148, 224, 378, 501 ; Goldenberg, 
Prof., 223. Greenstreet, W. J., 289, 422, 
462; Hammond, J.. 187: Hardy, G. H., 
149, 188, 325, 462, 501: Hillyer, C. E.. 
377: Hudson, W. 'H. H., 187; Hunting. 
ton, E. V., 379: Joss. C., 81, 223: 
Know les, R.> 35, 223, 257, 291, 378, 422: 
Lachlan, R., "423: Lawson, J. S., 36: 
Lemoine, Prof., 188, 258: MacC oll, H., 
$2, 258, 377: Male t, J. C.. 325, 461 ; 
Marks, Constance I.. 223, 290, 378, 379; 
Martin, A.. 188; Mathews, Prof., 147, 
500 ; Miller, W. J. C.. 502: Milnes, P., 
289 : Mitcheson, T., %. 326, 422, 423: 
Morel, Prof., 35,148: Morley, Prof.. 461 ; 
Muggeridge, D. G., 223: Nanson, Prof., 
290: Neuberg, Prof., 223, 289, 290, 379, 
462: N. M. W., 223. Orchard, Prof., 
461: Paranj pye, R. P.. 81, 223, 258, 289. 
462: Penchell, F. H.. 82, 148, 224, 257, 
289, 379, 423, ee Preston, G. W., 378: 
Rangachari, V. 148: Rau, R., 462: 
Reay, L. E.. a. "148, 188, 223. 258, 290; 
Rees, E. W., 35. 223, 257: Renshaw, A., 
81; Roach, T. T., 36. 188. 224. 258. ‘378. 
421: Roberts, R. A., 35. 223: Salutation, 
36, 326, 378, 461: Sanjana. Prof., 81, 188, 
258, 289, A 326. 379, 422,423,502 : Smith, 
a G., 289; Savige, Prof.. 377: Scott, 
35, 148: Sharpe. J. W., 81, 147; , 
E Prof., 188, 257: Nmith, J. G. 
422: Ntanbam, W. C.. 501: Stegall, 
J. E. A.. 258: Sylvester, Prof.. 257: 


Aristotle’s Poeties (Tucker), 77. 

Baker's Historical French Grammar, 142. 
Balfour's Nineteenth Century, 373, 
Barnett’s Greek Drama, 285. 

Betis and Swan’s Facts of Life, Part I., 


455. 

Bismarck (Headlain), 77. 

Bradby's Rugby, 286. 

Bury's History of Greece, 417. 

Cauirns’s Introduction to Rhetoric, 30, 

Canadian Atlas, 374, 

Carpenter's Elements of Rhetoric, 30. 

Cicero's Letters (Shueckburgh), Vols. I. 
and LI., 28: Vol. III., 375. 

Cicero's Old Age snd Friendship (Shuck- 
burgh), 454. 

Clark's History of Epic Poetry, 285. 

Clutton- Brock’s Eton, 495. 

Conmain and Kendall's English History, 30. 

Corpus Poetaruin Latinorum (Post gate), 
253. 


Cromwell (Firth), 286. 

Cust's Eton College. 76. 

Dante (Gardner), 219, 

PENTI 318 of National Biography, Vol. 
LX 

Dresser’s Pdueatiati 494, 

Fitch’s Educational Aims and Methods, 
251. 

FitzSimon’s The Gods of Old, 28. 

Frew's aay Lessons m Geography, 
Part II., 

Fruit’s Min a Poe’s Poetry, 143. 

Geikie’s Field Geology, 418. 

Gibbon’s Decline and Fall (Bury), 252. 

Green's British Empire, 373. 


a us: Rome, Vol. VIIL., Part Il., 

74, 

Haberlandt's Ethnology, 219. 

Hannah’s Eastern Asia, 218. 

Homer’s Odyssey (Butler), 494, 

Jenks's History ‘of Polities, 212. 

Koch’ s Roman History (Barnett), 183. 

Lewis's Crystallography 

Lowell's Colonial a 2 Service, 253. 

Lucretius (Bailey), 1 

Lyde’s School Geo cet shies, 319. 

MacCunn’ s The M ing of Character, 
21 


' Macdonell’s Sanskrit. Literature, 252. 
McDougall’s Historical Reader, 373. 
| Mackinnon’s Edward the Third, 182. 
' Macmillan’s Early Childhood, 219. 
!' Maguire's Military Geography, 142. 
Maher’s Psy chology, 495. 
Mair’s Speaking, 
Making of the arent Colonies, 373. 
Matheson’s Roman History, 183, 
Milton (Raleigh), 495. 
Modern Language Association's Report, 


More Finds in Egypt, 182. 

Omond’s Romantic Triumph, 181. 

Peacock'’s Canada, 374. 

Plato’ er Education of the Young (Bosan- 
quet 

Plato's Re able (Tucker), 418. 

Pollard's ngland under Somerset, 493. 

Powell and Tout's History of England, 


455. 
Richardson, Samuel (Thomson), 453. 
Richelieu (Perkins), 454 

Ral o ro Geographical Readers, 


Ruskin, Toin (Meynell), 320. 

Nayce’s "Baby lonians and Assyrians, 220. 

Scott's Studies in Fossil Botan , 418. 

aus History of Greece ( farindin), 
2 


Smith's Transition Period, 285. 

Smyth's Greek Melic Poets, 219. 
Spalding’s London School Board. 415. 
Spence History of the English Church, 
Stock's Logic, 181. 

Sweet's History of Language, 219, 
Tennyson's Early Poems (C ‘ollins), 2885. 
Thorp and Nicholl's Use of the Voice, 183. 
Thucydides (Jones), 141, 

Tod's Charterhouse, 286. 

Unwritten Laws (Pitcairn), 29. 

WwW aliszew ski’s Russian Literature, 181. 
Ware's Educational Reform, 142. 

WwW A 's Nervous System of the Child, 


Weiton’s Logical Bases of Education, 77. 
Winch’'s Problems in Education, 452, 
Woodward's British Empire, 30. 
Worsfold’s South Africa, 219, 

Wyatt's English Literature, 417. 
Xenophon's Hellenica (Underhill), 320. 


GENERAL NOTICES, 


Adventurers All, 499. 
Adventures in the Sonth Pacific, 500. 


_ #schylus’ Prometheus Vinctus ( Plais- 


towe and Mills), 144. 

After Worcester, 499, 

Alexander's Army and Navy Musical 
Drill, 256. 

ne and Rippmann’s First German Book, 


Alge and Rippmann’s German Reader, 32. 

Allan Adair, 500. 

Allen’s Tales from Tennyson, 376. 

Almond’s Christ the Protestant, 32. 

Animal Land, 500. 

Annandale’s Concise Dictionary, 186. 

Arcy's Elementary Chemistry, 184, 

Arnold’s Continuous Story ‘Reader, 496 . 
Geographical Scenes, 186 : Laureate 
Poetry Books, 288 ; Local Readers 
West Country, 287; Passages for Dicta- 
tion, 257. 

Arnold. Forster's Our Great City, 255. 

Arrian’s Coursing (Jolmson), 419. 

Art Studies of Animals, 256. 

Bab’s Baby, 459. 

Bally's German Commercial Reader, 457. 

Baring- Gould’s Crock of Gold, 3. 

Bates's Character Building, 222, 

Benak's French Reader, 145, 

Bells (uthedral Series ast. Paul's, 185 
Carlisle, 185. 


iv 


INDEX. 


Bell's Continental Churches — Chartres, 
458 


Bell’s History Readers, 256. 

Benson's English Grammar, 458. 
Bertenshaw’s French Unseens, EN 
Berthon’s Modern French Prose, 221 

ee s Jesus the Carpenter of Nazareth, 


Blackie’s Conversational Readers, 498 ; 
Drawing Sheets, 458 ; Handbooks of 
English, 322 ; Shaded Drawi 222 ; 
Sciences Handbook, Standard \ L, 375; 
Standard Class Maps, 458. 

Blunt's General intelligence Papers, 146. 

Biy phe s Geometrical Drawing, IIL., 


Bo-Peep, 
Bos’s oe RE Zoology, 496. 
ae s Comparative Anatomy, Vol. I., 


Bout flower’s Aysgarth Sermons, 256. 

Boy Crusoes, 500, 

Boy’ s Own Annual, 460. 

Brennan's From Blake to Arnold, 222, 

British Anthologies (Spenser), 79. 

Brooke- Hunt's Prisoners of the Tower, 32. 

Brown's Easy Greek Syntax, 321. 

Brown’s First Form Grammar, 185. 

Brownie, 400. 

Bunting’s Freehand Ornament Drawing, 
2 


Buss’s Morning and Evening Prayer, 186. 
Busgs's Text- Book of Holy Communion, 322. 
oe de Bello Civili, Book ILI. (Peskett), 


21 
Cæsar de Bello Gallico, Book I. (Bartram), 

144; Book IH. (Colson and Gwyther), 

178: Book V. (Shuckburgh), 143: (Rey- 

pos) 286; Book VI. (Humphrey s), 
Carpenter’s Rhetoric, 457. 

Cartwright’s Brushwork Copy Books, 498. 

Cartwright’s Domestic Science, 420. 

Cartwright’s Practical Chemistry, 376. 

Cassell’s Guide to London, 256; Guide to 
Paris, 256 ; Saturday Journal, 500. 

ara sW orkshop Mathematics, Part II., 

Caxton’s Historical Renders, Book V.. 
420, 

Celia's Conquest, 500. 

Charge! 459, 

Chatty Object Lessons, 185. 

Chatty Readings i in Science, 185. 

Cheetham’s Chemistry, Second Year, 376. 

Children’s Hour, 79, 

Children’s Treasury, 500. 

Chrystal’s Algebra, Part IT., 255. 

Cicero in Catilinam ( Auden), 287. 

Cicero pro Lege Manilia (Nicol), 144, 

Cicero, Selections from (Charles), 419. 

Clowes and Coleman's Chemistry, 376. 

Colin's Contes et Saynétes, 255. 

Comenius (Monroe), 498. 

Constable and Mills’ Algebra, 255. 

Conty’ s Paris Exhibition Guide, 222. 

Conway’ s Stories of Great Men, "419, 

Cooper's Practical Chemistry, 184. 

Coppock’s Volumetric Analy sis, 184. 

Cornford’s English Composition, 420. 

Cranmer (Innes), 

Crown Copy Books, 288. 

Cumberbatch’s Latin Prose, 456, 
Cunuder's Eclectic French Method, 456. 
Cyclopedia of Mechanics, 498. 

Cynthia’s Bonnet-Shop , 459. 

Daudet’s Tartarin (Sennan, 497. 
Daudet’s Tour des Maures (Wall), 221. 
Delbos’s Metric System, 322. 

De oE resonigis Joyeuse Nichée (Alge), 


De Sieur s Princesse Rosette (Cocking), 
Des oii s Pierre Cœur (Payen-Payne), 
Dewey’s School and Society, 376. 


Droll ‘Doings, 460. 
Dugan's Picture-Map of the World, 457. 


Duimas's Histoires d'Animaux (Berten- | 


shaw), 322. 
Dürer (Knackfuss), 376. 
Durfee’s Plane Trigonometry, 497. 
Dutt’s Civilization of India, 255. 
Eurdley-Wilmot’s Our Navy, 32. 
Farl’s Natural Philosophy, 78. 
Ebner’s Herr Walther (North), 287. 
Edser's Heat, 7 
Educational Danie Copies, 498. 
Educational Reader, 498. 
Edwards’s Commercial Law, 288. 
kbmtage's Mechanics of Solids, 497. 
Eutropius, Books I. and II, (Laming), 
221. 


Eve and Bandiss’s 
Supplement, 497. 

Every Ineh a Briton, 499. 

Ewart’s First Stage Botany, 420, 

Farmer's Scarlet and Blue, 256. 

Fasnacht’s Freneh Grannuar, 255, 

Fearenside’s History of England, 146, 

Findlay’s Laudate, 420. 

Fink's History of Mathematics (Beman 
and Smith), 496. 

Flux’s Building of the Empire, 256. 


French Grammar 


Forte’s Italienisches Lesebuch, 221. 

Fortunes of Peggy Treherne, 460. 

Frazer’s Asinette, 456. 

French’s Practical Chemistry, Part I., 
84 


184. 
Fuchs’s Russisches Lesebuch, 322. 
| Garlick and Dater S Object Lessons, 
Standards I.-II., 

| Garlick’s Deaminnehiy 256. 

Geol! Blake, 499. 

Gill’s Cartographic Maps, 458. 

| Girl’s Own Annual, 460. 

Girl Without Ambition, 499. 

Gold in the Furnace, 459. 

Goldsinith’s Anthology iArber), 457. 

Goodrich’s Topies on History, 287. 

| Gordon (Synge), 498, 

Grace and Rosenberg’s Coordinate Geo- 

| metry, Part IL, 31. 

| Grafenberg’s Spanisches Lesebuch, 221. 

‘Great Irishmen, 420. 

| Gre gory and Nimmons’s Physics, Part IL, 

184; Second and Third Stages, 496. 
| Guinness’s Key to the Apocalypse, 222. 
| Gunpowder Treason, 500. 
—Hachette’s Gart Books, 33. 

! l! Hadley’ s Magnetism and Electricity, 78. 
Hall's Greek Testament Reader, 254. 
Hamilton and Kettles Geometry, 322. 
Harrison’ s Earth Knowledge, 145. 
Hartog’s French Grammar, 456. 

Hantl’s Scheaik von Alessandria (Ripp- 

mann), 185, 

Havelok (Holthausen), 498. 

Heads or Tails, 499, 

Heine’s Buch der Lieder, 376, 

Henderson and Parker's Chemistry, 184. 
| Henderson's Muasnetism and Electricity, 

496. 

Hernan's Geometrical Opties, 497. 

Herodotus, Book If. (Stout), 254. 

Higher School Amthmetic, Junior, 497, 

' Hoghton’s Qualitative Analysis, 184, 

‘Hill's Euclid, Books V. and VI., 322. 

Hills Introduction to Science, 254. 

Hill's Millinery, 288. 

Hillis’s Great Books, 256. 

peas. Schiller’s Jugendjahre ( Ham- 

y) 

Homer's Odyssey (Marvin), 500; Book 
HH. (Nairn), 144, 

Horace’s Odes, Book HHE. (Latter), 419; 

(Gwynn), 184; Book IV. (Gwynn), 3l. 
Horace's Satires (Hayes and Plaistowe), 

254. 


House that Grew, 459. 
Hudson's Divine Pedigree of Man, 287. 
Hume's Modern Spain, 32, 


‘t Hutehinson ee Without Tears, 145; 


Book Il., 

Huxley’s Phy E (Fosterand Len), 184. 

In Far Bolivia, 500. 

In Pinafore Land, 500. 

In the Irish Brigade, 459. 

In the King’s Service, 499, 

Lreson’s Book- Keeping, 458. 

Iron Heart, 499. 

fsocrates de Bizis (Woodhouse), 183. 

Johnson's Military Drill, 186. 

Johnston's (T. R.) Scripture Scenes, 222. 

Johnston's (W. & A. K.) Charts, 222; Pic- 
tures for Object Lessons, 458. 

Johnstone's Ancient Greece, 455. 

Jonathan Toms, 459. 

Jones the Mysterious, 499. 

Jungle School, 500. 

Kaiser and Thouuaille’s German Preposi- 
tions, 376. 

Kuiser’s German Composition, 457. 

Kastner and Atkins’s French Literature, 


Kastner's Select French Passages, 145. 
Kennedy’s Beasts, 32. 

King Alfred Readers, 377. 

Krieg und Frieden (Bernhardt), 497. 

Kurz’s Die Humanisten (V oegelin). 287. 

Laboulaye’s Contes Bleus (Fontaine), 
497. 

Lacomblé’s French Literature, 287. 

Lamartine’s Revolution Francaise(Super), 


255. 
' Lamb's Elia, Second Series (Hallward); 
420. 


| 


Lang's Grey Fairy Book, 460. 

Le Bris’ French nfinitive, 456. 

Lehfeldt'’s Physical Chemistr y, 78. 

Leisure Hour, 500. 

Lewis's Manual of © omposition, 256. 

Liet’s Prononciation Francaise, 376. 

Life on the Ocean Wave, 500. 

Life's Anchor, 499. 

Lindsay's Kitty's Garland, 288. 

lattas Freneh Conversational 
322. 

Little Folks, 500. 

Little Ray of Sunshine, 460. 

Little Twin Druzons, 460, 


Manual, 


Livy, Book V. (Hort), 221: (Lanning), 184; 
Book VI. (Laming), 455. 
Livy's Hannibal’s First Campaign 


(Traves), 78. , 
Lonex’s Elements of Hydrostatics, 497, 
Longmans Pictorial Geography Readers, 


| 222, 


Lord’s Mothers’ Songs, 32. 

Love and Mr. Lewisham, 288, 

Lucian’s Charon and Timon (Mills), 287 

Luzel’s Deux Legendes Brétonnes (Du- 
hamel), 321. 

Lyde's Asia, 457, 

Lydon'’s Model Drawing, 498. 

Lycias’s Eratosthenes, &c. (Thompson | 
and Mills), 221. 

Lyster’s First Stage Hygiene, 420. 

Macaulay’ s Frederic the Great (Flux), 145. 

Macaulay's Lord Clive Donnie, 222. 

McDougall’ s Outlines of Geography, 287. 

MeDougall’s Physics and Chemistry, 375. 

Maclean and Murchant’s Electricity and 
Magnetism, 496. 

Maclean's Natural Philosophy, 496. 

Macmillan's Registers, 458. 

Making of Europe. 32. 

Mallock’s Modern Cookery, 322. 

Malot's Remi en Angleterre (Verral]), 144. 

Mansion’s French Literature, 79; German 
Physiology, 185. 

Mark Hamilton's Daughters, 79. 

Marr's Study of Scenery, 145. 

Marshall’s The Frog (Fowler), 221. 

Marshall's New English Series, 222. 

Masse’s Abbey Churchof Tewkesbury, 256, 

ae w's First Sketchof English History, 

Maunder’s Greenwich Observatory, 457. 

Meikle john’ s Europe, 146. 

Mellow’ s English Literature, 145, 

Merimeée’s Coup de Pistolet (Mitchel), 456. 

Miles’s How to Prepare Essays, 186. 

Miller’s Commentary on the Gospels, 221. 

Miss Nonentity, 459. 

Moelwyn- Hughes and Struve’s German 
Method, 456. 

Molières Le Bourgeois 
(Spencer), 321. 

Morgan's Animal Biology, 79. 

Morison’s Chronicle of the Year's News, 
222. 

Moule’s Journeys to Jerusalem, 460. 

Murche’s Combined Readers, 33. 

Muret-Sunders’s German Dictionury, 185. 

Murray's Handy Classical Maps, 31, 183, 
375 


Gentilhomme 


5. 
Murray's Plane Trigonometry, 145. 
My Lady Marcia, 498. 
Nelson's Picture Books, 400, 560 ; 
of the Empire, 458. 
Nestield’s English Grammar, 186, 
Newnham Friendship, 459. 
Ninet’s My First French Book, 79. 
Noah's Ark Greography, 500. 
Nodier’s Tresor des Fèves (Le Francois), 
456. 
Normand'’s č L'Emeraude 
(Binns), 221. 
Norton's Courtesy, 186. 
Ocean Adventurer, 459, 
One of Buller’s Horse, 498. 
Orsi’s Modern Italy, 185. 
Qur Darling's First Book, 460, 
Out with Garibaldi, 459, 
Overton's Geographical Method, Book IIL., 


256. 

Ovid's Metamorphoses (Pearce), 254: 
Vinee, 321: Book I. (Alleroft and 
Haves), 143; Books I. and II. (Peck), 


Pictures 


des 


ov we s Tristia (Simpson), 143; Book III. 
(Woolrych), 286. 

Parker and Haswell's Zoology, 254. 

Parker's Practical Zoology, 254. 

Pearce’s Tales of Ancient Thessaly, 144, 

Pearce’s Universal Writing- Books, 288. 

Pennell’s Over the Alps, 377. 

Phædrus’ Fables (Chambers), 419. 

Philips’ County Readers, Kent, 458: 
Diagram Hand- Maps, 186 ; Handy-V ol- 
ume Atlas, 458: Object- Lesson Pictures, 
458: School Boar Atlas, 498; Semi- 
Upright Copy- Books, 458. 

Pope’s Essay on Criticism (Ryland), 186. 

Practical Problems in Arithmetie, 31. 

Pracger’s Child’s Picture Grammar, 460, 

Princess and Fairy, 185. 

Quer couch: s Tales from Shakespeare, 


145. 
Racine’s Athalie (Eve), 144. 
Raffles, Sir Stanford (Egerton). 322. 
Ransom’s French Grammar, 221. 
Ready`s Essavs and Essay- wW riting, 287. 
Rebmann and Seiler’s Human Frame, 457, 
Red Jacket, 499. 
Red. White, and Green, 498. 
Reddie’s Abbotsholme, 288. 
Religious Education, 288. 
Rhoda, 459. 
Ricks's First Elements of Seience, 222. 
Rebertson-Scott’s Peo yle of China, 457. 
Rolle ston’s English History Note. Book, 


Romance of the South Pole, 459. 

Roscoeand Horden’s InorganicChemistry, 
78. 

Rosenberg’s Mechanies of Solids, 496. 

Rotch’s Ocean of Air, 457. 

Rouse and Sing’s Attic Greek, 419, 

Rutley’s Mineralogy, 376, 

Rslands’s Studies of Heads, 323. 


Incas. 


Bt; aoe First Epistle of (Masterman) , 


SR s Catiline (Hall), 419. 
Sand’s Ailes de Courage (Proper), 79. 

|` Scaunferluto’s Lezioni Italiane, 376. 
Schillers  Maria-Stuart (Muller), 497 

(Schoenfeld), 31. 

i‘ School Days und Holidays, 459. 
Schoolmistress of Haven's End, 499, 
Scott’s Old Mortality (Nicklin), 323. 
Scott's Organie Education, 256. 
Seccombe’s Age of Johnson, 79. 
Secondary Education (Knight), 222. 
Seven Maids, 499. 

Shakespeare, The Swan, 145. 
Sh: Fl s As You Like It (Johnson), 
(Verity), 33. 
Sede Romeo and Juliet (Dow- 
den), 498. 
Shakespeare's The Tempest (Johnson), 


Shenstone’s Inorganic Chemistry, 376. 

Shoosmith’'s Gee wra phy, Part 1., 

Sister of the Red Cross, 500. 

Sisters Three, 499, 

Skeut’s Specimens. of English Prose, 79. 

Smith and Bryant's Euclid, 31. 

Smith's Boyhood of a Naturalist, 32. 

Smith's Commercial Geography, 458. 

Sinith’s Teaching of Mathematics, 255. 

Snailum’s Studies in Bookkeeping, 458. 

Snelgrove's Object-Lessons in Botany, 
Book IlI., 457. 

ecu eealle and Byrne’s German Writer, 


Songe d'Or (Weekley), 322. 

Sophocles’s Antigone (Wells), 375. 
Spencer's Seale Prime, 184. 

Spiers’s First French Book, 321. 
Stanford’s Orographical Map, 458. 
Stein's German Exercises, Part LI.. 497. 
Story of Dick, 256, 

Stroud’s Practical Physics, 78. 

Sunday at Home, 500, 

Swann’s English Literature, 287, 
Tacitus’s Agricola (Walters), 31. 

Taker and Roget’s German Idioms, 497. 
Tarbuck and Majors Sand Modelling, 


Tarr and McMurry’s Home Geography, 


Taylor's Synthetical Maps, 377. 

Technical Instruction Handbook, 457. 

Temple Reader, Junior, 458, 

Tennyson (Rowe and Webb), 377. 

Thomas’s Latin Verse Book, 183. 

Thorogood’s Manipulation ot the Brusn 
420. 

Three Fair Maids, 499, 

Thompson’s Electricity and Magnetism, 
375. 

Thornton’s Physiography, Section IT., 184. 

Three Witches, 460. 

Through a Needle’s Eye, 500. 

Thuevdides’s Histories, Book VI. (Mar- 
chant), 31. 

Tom Andrews, 499. 

Tom Wallis, 459, 

Tom’s Boy, 500. 

Trotiman’s ‘Inorganic Chemistry, 376, 

True Tales of Fairyland, 500. 


Tweeddale’s Geogra shies, 458. 
Underhill’s Seale ? edie, 184. 


Up the Creeks, 459, 

Van Dyke’s Ships and Havens, 460. 

Varley’ s Chemistry, 496. 

Victoria, net (Oliphant), 498. 

Virgil's Æneid, Book I, (Escott), 254; 
Book II. (Wainwright), 144; Book Ay 
(Sandford), 375; (Wainw right), 254 ; 
Book IV. (Warman). 144; Book V. 
(Sidgwick), 143; Book VI. (Phillipson), 
419; Books VÍI.-XII. (Coast), 286; 
( 

Virgil's Georgics, Book I. Maar 455 
Book IV. (Sargeaunt), 1 

Von Wildenbruch’s Oe des Berufs 
(Perry), 287. 

Walker'sCommercial Correspondence,377. 

Walker's Physical Chemistry, 78. 

Wallace’s Timber and ‘Tools, 288. 

Waulpole’s Handbook to Joshua, 255. 

Walther’s Allgemeine Meereskunde 
(Sterling). 255. 

Warren's French Prose, 255, 

Waverley Historical Reader, 256. 

Wells’s Latin Prose Composit ion, 143. 

Werner- ‘Spanhoofd’ s Lehrbuch der De ut- 
sehen Sprache, 255. 

| Wilson's Latin Sentences, 419, 

| Winke fiir junge Kauflente, 376, 

With Buller in Natal. 458. 

With Rifle and Bavonet, 459. 

World and its Commeree, 185. 

Wulfson’s Geographical Qui a 186. 
Xenophon’s Anabasis, Book (Mar- 
chant), 375; Book V. E awana 143. 

Ye Mariners of En land, 498. 

Yeats’s Brush-work Studies, 3. 

Yorke'’s Magnetism and Electricity, 78. 

Young and Linebarger's Calculus, 496. 

Youngs Elementary Phy siography, 221. 

| Zschokke’s “W irthsħaus zu Cransac 


(Joynes), 457. 


THE 


EDUCATIONAL TIMES, 


AND 


Journal of the College of Preceptors. 


Vol. LIII.] New Series, No. 465. 


JANUARY 1, 1900. 


Price to Non-Members, 6d. 
By Post, Td. 


Ce LLEGE OF PRECEPTORS.— 


The Half- Yearly General Meeting of the Members 
of the Corporation will be held at the College, Blooms- 
bury Square, W.C., on Saturday, January 20th, 1900, at 


3 p.m. C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. — 
EXAMINATIONS FOR 1900. 


1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the College will commence on the 
2nd of January, 1900.—At the Midsummer Examination, 

sons who have previously passed in Theory and 

ractice of Education at the Diploma Examination may 
be examined practically for Certificates of Ability to 
Teach. 

2. CERTIFICATE EXAMINATIONS. — The Mid- 
summer Examination for Certificates will commence on 
the ord of July, 1900. `’ 

3. JUNIOR FORMS EXAMINATIONS. — The 
Midsummer Examination will commence on the 3rd 
of July, 1900. 

4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations are held in March and 
September, The next Examination will commence on 
tke 6th of March, 1900. 

5. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
Coll for the Inspection and Examination of Public 
and Private Schools. 


PRIZES. 


Diploma Exramination.—In addition to the Doreck 
Scholarship of £20, the following Prizes will be com- 
peted for:—Theory and Practice of Education, £10; 
Classics (Greek and Latin), £5; Mathematics, £5: 
Natural Science, £5. 


Certificate Eramination,—The “ Isbister Prize ” will 
be awarded to the Candidate who stands First, and the 
“ Pinches Memorial Prize” to the Candidate who stands 
Second, in General Proficiency, Prizes will also be 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classics, Mathematics, Modern Languages, 
Natural Sciences, English Subjects. The “ Tavlor-Jones 
Memorial Prize” will be awarded to the best Candidate 
in Scripture History. Two Medals will be awarded to 
the best Candidates in Shorthand. 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


RELIMINARY EXAMINATION of 


MEDICAL STUDENTS. —The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
ceutical Society of Great Britain, and other bodies, on 
the 6th, 7th, and 8th of March, 1900. 

The Examination will take place in London, and at 
the following Local Centres:—Birmingham, Bristol, 
Leeds, Liverpool. 

Examination Fee, 25s. 

Regulations and Entry Forms may be obtained on 
application to the Secretary of the College of Preceptors, 
Bloomsbury Square, W.C. 

C. R. HODGSON, B.A., Secretary. 


ee ame © 


OLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 


Section lL., clause 5.—‘' The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


` 
SP SSS ser e A e e e e EE E e e e 
l] p 


OLLEGE OF PRECEPTORS. 
(Bloomsbury Square, W.C.) 


LECTURES FOR TEACHERS. 


The First Course of Lectures (Twenty-sixth Annual 
Series), by JAMES SULLY, M.A., LL.D., Grote Professor 
of the Philosophy of Mind and Logic in Universitv 
College, London, on “ Intellectual Education,” will 
commence on Thursday, February 15th, at 7 p.m. 


*,* A Doreck Scholarship, of the value of £20, will be 
awarded at the Diploma Examination at Christmas 
next, to the candidate who, having attended two courses 
of the Training Class Lectures during the preceding 
twelve months, and having passed the full examination 
for a College Diploma, stands first in the examination in 
Theory and Practice of Education. 


The Fee for the Course is Half-a-guinea. 


The Lectures will be delivered on Thursday Evenings 
at 7 o'clock, at the College, Bloomsbury Square, W.C. 


Members of the College have Free Admission to this 
Si C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS, 


BLOOMSBURY SQUARE, Lonpon, W.C. 


CONFERENCE OF TEACHERS 


AT THE 
IMPERIAL INSTITUTE, SoutTH KEN8INGTON, S.W. 
Saturday, January 6th, 1900, 


The Council of the College of Preceptors, havin 
accepted the invitation of the authorities of the English 
Education Exhibition to take part in a Series of Confer- 
ences to be held in the Conference Hall of the Imperial 
Institute after the opening of the Exhibition by H.R.H. 
the Prince of Wales on January 5th, have arranged to 
hold a Conference of heads of schools connected with 
the College, on Saturday, January 6th, when the 
question o 


The Oonditions of the Formation of a Register 
of Secondary Schools 
will be discussed. 


oe Chair will be taken by Sir Josnua FITCH, at 
a.m. 


The subject will be introduced by R. WoORMELL, Esq., 
Sc., M.A., F.C. P., and Papers will be read :— 

“On the Essentials of Sanitary School Premises.” 
By ARTHUR NEWSHOLME, M.D., F.R.C.P., 
D.P.H. (Lond.), Medical Officer of Health for 
Brighton. 


“On Examination Tests, Oral snd Written.” By 
H. L. WITHERS, Esq., M.A., Professor of Edu- 
cation at Owens College, Manchester. 


“On Oral Examinations as conducted in France.” 
By Miss E, WILLIAMS. 


The sanitary sufficiency of School Premises, the 
adequacy of the Teaching Staff and Appliances for 
Teaching, &c., will form the subject of discussion at the 
Morning sitting—from 11 a.m. to 1 p.m. 


The question of Examinations (oral and written) as a 
means of testing the results of the Teaching will be dis- 
cussed at the Afternoon sitting—from 3 to é -m. 

All Teachers, whether members of the College or not, 
are cordially invited to attend, and to take part in the 


discussion. C. R. HODGSON, B.A., Secretary. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 


ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 

60 Examination Centres in Great Britain and abroad. 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


OTICE. — The “EDUCATIONAL 

TIMES” for February will contain the 

CLASS LISTS of CANDIDATES who have passed at 

the recent CHRISTMAS EXAMINATIONS of the 
College of Preceptors, 

| The Volume for 1899 is now ready, price 7s.6d. Cuses 

for binding the Volume may also had, price 1s, 6d. ; 

by post, ls. 8d. 


COLLEGE OF MUSIC. 
(Incorporated.) 


| LoxDon 


GREAT MARLBOROUGH STREET, LonDoN, W. 


FORMUSICAL EDUCATION,AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC. 


Patron: His GRACE THE DUKE or LEEDs. 
Dr. F. J. KARN, Mus. Bac. Cantab., Principal. 
,G. AUGUSTUS HOLMEs, Esq., Director of Examinations. 


| 

| EXAMINATIONS in PIANOFORTE PLAYING, 
SINGING, THEORY, and all branches of Music will 
be held in London and 350 Provincial Centres in April 
next, when certificates will be granted to all successful 
candidates. Last day for entry, March 15. 


| 

| 

| The Higher Examinations for Diplomas of Associate 
| (A.L.C.M.), Associate in Music (A.Mus. L.C.M.), Licen- 
i tiate (1..L.C.M.), Licentiate in Music (L.Mus. L.C.M.), 
and Fellowship take place in July and December. 


The NEW SYLLABUS for the year 1900, containing 

; important alterations (including the new Primary sec- 

tion in Pianoforte Playing), is now ready and may be 
had on application, 


In the Educational Department. students are received 


iand thoroughly trained under the best professors at 


moderate fees. Day and Evening Classes are held. 


T. WEEKES HOLMES, Secretary. 


LONDON 
B.A. AND B.Sc., 1899. 


AT B.A. AT B.Sc. 


107 43 


U.C.¢. Students U.C.C. Students 
PASSED, PASSED, 


Porming Forming 
61°f per cent. &7°3 per cent. 
OF THE LIST, OF THE LIST, 
AND GAINING AND GAINING 
11 Places 12 Places 


in Honours, in Honours. 


FOR CANDIDATES WHO HAVE FAILED 


A Short Course for B.A. and B.So., 1900, 
is provided. 
Fee for the whole Course (B.A.) i all Subjects, 
&&. 8s. Od. 
Fee for the whole Course (B.S8c.) in all Subjects, 
&7. 17s. 6d. 


Single Subjects can be taken, 


Prospectus, and full particulars of Classes, post free on 
application to 


THEE SEBORETARY, 
University Correspondence College London Office, 


32 Red Lion Square, Holborn, W.C. 


THE EDUCATIONAL TIMES. 


(Jan. ] 3 1900. 


IVERSITY COLLEGE 
NORTH WALES, BANGOR. 
(A Constituent College of the University of Wales.) 
Principal—H. R. REICHEL, M.A. 


The Session began October, 3rd, 1899. The College 
Courses are arranged with reference to the degrees 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Se. degrees of the London 
University. Students may pursue their first year of 
medieal study at the College. There are special depart- 
ments for Agriculture and Electrical Engineering, a 
Day Training Department for men and women, and 
a Department for the Training of Teachers in Secondary 
Schools. 

Sessional Fee for ordinary Arts student, £11, 1s.; ditto 
for Intermediate Science or Medical student, £15, 15s, 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session, The new Hall of Residence 
for Women Students in Upper Bangor-—fe2e £31. 10s. for 
the session—is now open, 

At the Entrance Scholarship Examination (beginning 
September 19), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition, One half the total amount offered 
is reserved for Welsh candidates, 

For further information and copies of the Prospectus, 
apply to JOHN EDWARD LLOYD. M.A., 

Secretary and Registrar. 


UNIVERSITY OF WALES. 


MATRICULATION EXAMINATION, 1900, 


The University Court will shortly appoint MATRICU- 
LATION EXAMINERS as follows :— 
English Language 
and the History 
of England and 


*Professor J. W. Hales, M.A. 
Professor J. K. Laughton, M.A. 


Wales iesen oer Pee 
: . B. Hayward, M.A., F.R.S. 
Mathematics ...... Major P. A. Me Mahon. R.A., F.R.S. 
latin E. S. Shuckburgh, M.A. 
OASELE *Professor E. A. Sonnenschein, M.A. 
Greek. ns *R. D. Hicks, M.A. 
Welsh aaa Professor John Rhys, M.A., LL.D. 
French asese H. E. Berthon. B. ès L. 
GEMM. s. *Professor Kuno Mever, Ph.D., M.A. 
Dynamies........... : sere or G. M. Minchin, M.A., 
Chemistry ......... *H. F. Morley, D.Sc., M.A. 
Botany ...ceceececee pror anr J. Reynolds Green, D.Se., 


The Examiners whose names are marked witha * have 
served for the full period of three years, 

Particulars will be given by the Registrar of the Uni- 
versity, Brecon, to whom applications must be sent on 
or before January 30th, 1900. 

IVOR JAMES, 


Registrar of the University of Wales, Brecon. 
_ December, 1899. 


USRS nee STOL. 


DEPARTMENTS: 


Chemistry, Biology. Modern Languages, 
Mathematics. History and Oriental Languages. 
Physics. Literature, International Law, 
Engineering. Classics. Medicine. 

Geology, 


The Second Term will begin on January 16th. 

Sessional Courses are organized for the Matriculation, 
Preliminary Scientific, Intermediate Arts, and Inter- 
mediate Science ExuminationsoftheUniversityvof London, 
and for the B.A. and B.Sc. Degree work. Composition 
Fee for each of the nbove Courses now Reduced to 

£13. 13s. per Session. 
Registration Fee, One Guinea. 

Complete Three Years’ Courses are arranged for 
Mechanical and Electrical Engineering, a Two Years’ 
Course in Civil and Mining Engineering. and Courses for 
Students intending to become Architects and Surveyors, 

The Chemical and Physical Laboratories and the 
Workshops will be open Two Evenings a week. 

Special Day and Evening Courses in all Departments 
are given by the Professors and Lecturers. 

THE WORK OF WOMEN STUDENTS IS UNDER 
THE SUPERVISION OF A LADY TUTOR. 

For full information see Prospectus, which will be 
forwarded free on application to 

JAMES RAFTER, Secretary. 


NIVERSITY MATRICULATION 
AND COLLEGE OF PRECEPTORS,— Mr. 

E. Baynes Bapcock, M.A. Cambridge (Sen. Opt.), 
prepares for Examinations privately and in Classes, 


One or two Boarders can be taken, —62 Warwick Gardens,, 


Kensington, W. 


THE SANITARY INSTITUTE. 


Examination for School Teachers. 


The next Examination in PRACTICAL HYGIENE 
FOR SCHOOL TEACHERS will be held in London 
on February 8th, 9th, 10th, 1990. 

The Examination inelndes: — Part I. Personal 
Hygiene and Physiology.—Part HL. Hygiene in Sehoals 
and Private Dwellings.—And Part LI, Hygiene in 
Edneation. 

Forms and particulars cean be obtained at the Offices 
of the Institute, Margaret Street, London, W. 

E. WHITE WALLIS, Secretary. 


OF EDFORD COLLEGE, LONDON 


(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
SESSSION 1899-1900. 


The Lent Term will begin on Thursday, January 18. 

Lectures are given in all branches of General and 
Higher Education, A single Course of Lectures in any 
subject may be attended, or Students can enter for 
(1) a University Course in Arts or Science in preparation 
for the Exaniunations for Degrees of the University of 
London; (2) a College Course: (3) a Professional 
Training in Teaching (prepares for the Exsuninations for 
Teaching Diplomas granted by the Universities of 
Cambridge and London) ; (4) a Course of Scientifie 
Instruction in Hygiene (designed to furnish women 
with the tmining for sneh posts as are now open to 
them): (5) the Art School, Six Laboratories are open 
to Students for Practicul Work. 

Arrangements will be made for Students who have 
Matricnlated in January, 

Students can reside in the College. 

Further information on application to the PRINCIPAL. 


BEDFORD COLLEGE, LONDON 
: (FOR WOMEN), 
YORK PLACE, BAKER NTREET, W. 


DEPARTMENT FOR PROFESSIONAL TRAINING 
IN TEACHING. 


(Recognized by the Cambridge Syndicate.) 


_ Head of the Department — 
Miss HaNNan ROBERTSON, B.A., 
to whom all applications should be addressed. 


The Session for 1900 begins on January 18. 

The Course includes full preparation for the Examin- 
ations for the Teaching Diplomas granted by the Uni- 
versities of London and Cambridge, held annually in 
December, 

A Course of Ten Lectures for Teachers on the Teaching 
of Elementary Physiology, followed by a class for 

racticnl work, will be given by J. S. Edkins. M.A., 

{.b., on Saturday mornings at 10 a.m., beginning on 
January 20. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 
Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to edneated women who intend to teach. In 
addition to the course of training, it otfers the ad- 
vantages of a College life and one year's residence in 
Cambridge. 

The Students attend the Cambridge University Lee- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers. and are prepared for the Cum- 
bridge Teachers’ Certificate (Theory and Practice). 
Ample po is given for practice in teaching 
science, languages, mathematics, and the other usual 
school subjects in various schools in Cambridge. 

Students are admitted in January and in September. 
Full particnlars as to qualifications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH RoaD, WEST KENSINGTON, LONDON, W. 


Chairman of the Committce—Mr. W. MATHER. 
Treasurer—Mr.C. G. MONTEFIORE, 
Secretary—Mr, ARTHUR G. SYMONDS, M.A, 


TRAINING COLLEGE FOR TEACHERS, 


Principal—Madame MICHAELIS. 
Mistress of Method—Miss E. E. LAWRENCE. 


KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL, ; 


OME AND COLONIAL 
SCHOOL SOCIETY. 
(Incorporated for Examination and Certifleate purposes 
with the National Froebel Union.) 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS, 


Hienspury HILL Hovser, Lonpon, N. 


Principal—The Rev. Davin J. THowas, M.A. 
Vice-Principal— Miss PENSTONE. 

Students (Resident and Non-resident) trained for the 
Exannnations of the National Froebe] Union, and for 
the Teachers’ Diploma of the College of Preceptors, 

A High School for Girls, Transition Class, and 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. 


Sr. GEORGES TRAINING COL- 
LEGE, for WOMEN TEACH ERS.—This College 
provides a complete course of training for well-educated 
women who intend to became Teachers. The Course 
Includes attendance at Professor Laurie’s Lectures on 
Edneation at the University of Edinburgh, nnd practice 
in Clase-Teaching in several schools, Several Bursaries 
of £350 are offered annually, Students may enter m 
January and October for a Course of Three Terms. 
Apply to the PRINCIPAL, 5 Melville Street, Edinburgh, 


JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed by 
the Teachers’ Guild. College of Preceptors, Head- 
mistresses’ Association, Association of Assistant 
Mistresses, and Private Schools’ Association.) 


Address—74 GOWER STREET, Lox pox, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Ageney has been established for the purpose of 
enabling Teachers to find work without unnecessary 
cost. ALL fees have therefore been calculated on the 
lowest basis to cover the working expenses, 

Heulmistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointinents, are invited to apply to this Agency. 

Many Graduates and Promed Tenchers for Schools 
and Private: Families: Visiting ‘Reachers for Musie, 
Art, and other special subjects: Formen Teachers of 
various nationalities: Kindergarten and other Teachers 
are on the Register. and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are arranged, 

Oilice hours--9.39 aan, to 6 pam, Miss Cooper's hours 
for interviews are from 10.30 n.m. to 1.30 p.m., and 
2.30 p.m. to 5 pang; Wednesdavs to 1.30 p.m. only. 


THE JOINT ACENCY FOR MEN TEACHERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 
Registrar—Rev. F. TAYLOR, M.A. Cantub, 


The Agencies for Assistunt-Masters and Tutors 
hitherto conducted by the College of Preceptors, the 
Teachers’ Guild, and the Assistant-Masters’ Association, 
have been amalgamated and placed under the manage- 
ment of a Joint Committee Composed of representatives 
of the following Bodies :— 

Headmasters’ Conference, 
Incorporated Associntion of Headmasters, 
College of Preeeptors, 
Teachers’ Guild. 
Welsh County Schools’ Association, 
Private Schools’ ASSOGIDUION, 
Association of Headmasters of Preparatory Schools, 
Association of Headinasters of Roman Catholic 
Schools, 
Assistant-Masters’ Association. 
Association of Technical Institutions. 
Åc. &e. 

The rates of Commission charged to Assistant-Masters 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Axency 
managed by so widely representative a Committee, 

Headmasters having vacancies on their statis, and 
Assistant-Masters seeking appomtments, are asked to 
conanunieate with the REGISTRAR, 


THE MANCHESTER CLERICAL, 
MEDICAL, AND SCHOLASTIC 


ASSOCIATION, Limited, 
8 KING STREET, MANCHESTER. 


RINCIPALS of Schools are invited 


to send particulars of Vacancies for Assistants, 
School Transfers negotiated. For terms, apply — 
SECRETARY. 


SCHOLASTIC REGISTRY (very 

select). — Masterships. Sale and Purchase of 
Schools, Private Tuition. All Scholastie Work. Large 
and rich connexton,— Rev. F. H. CARLISLE. M.A.. 
8 Serjeants’ Inn, Fleet Street, London. 


ELLAND TRAINING COLLEGE 
FOR TEACHERS. HIGH SCHOOL, AND 
KINDERGARTEN. LEICESTER. 

SO y Miss MokeaN, N.F.U. (Higher), 
Principals— , Miss J, Moraan, BA. fade 
Head Kindergarten Mistress— 

Miss Jounson, N.FE.U. (Higher). 
Preparation for the National Froebel Union Certi- 
fiertes. Cambridge Teachers Diploma. Entrance 
Scholarships. Grounds comprise Tennis Court, Croqnet 
Lawn, &c. 


OYAL INDIAN ENGINEERING 
COLLEGE, Coopers HILL, STAINES, 

The Course of Study is arranged to fit an Engimeer for 
employment in Europe, India, and the Colonies, About 
Forty Students will be admitted in September, 1900, 
The Secretary of State will ofer them for competition, 
Twelve Appointments as Assistant Engineers in the 
Publie Works Department, and Four Appointments as 
Assistant Superintendents in the Telegnuphs Depart- 
ment, One m the Accounts Branch, Pubhe Works 
Department, and One in the Trathe Department, Indian 
State Railways. 

For Particulars apply to SECRETARY at College. 


N R. H. A. NESBITT (joint-author 

of + The Science and Art of Aritlinetie” by 
A. NONNENSCHEIN and H. A. NESBITT, M.A basa few 
hours at his disposal for Lessons in Ladies? Schools in 
Mathematies, History, w> Literature. TMr., Nesbitt 
also gives Lectures on the TeC hurio Arithmetic, 16 
South Hill Park Giurdénsbaanpstead, No W. 


Jan. 1, 1900. | 


THE EDUCATIONAL TIMES. 


UNIVERSITY TUTORIAL! CARLYON COLLEGE. 


COLLEGE, 
Red Lion Square, Holborn, W.C. 


LONDON UNIVERSITY EXAMINATIONS. 


MORNING, AFTERNOON, 


AND 
EVENING CLASSES 
FOR THE 
Matriculation, 
$nter. Arts, Science and Law, 
Prelim. Sci, (43.B.), 
B.A., B.Sc, and LL.B. 
Examinations of London University. 


CHEMICAL, PHYSICAL, and BIOLOCICAL LABORATORIES. | 


the vear 1899 eighty-three Students of Uni- 
versity Tutorial College passed the Matriculation Exam- 
ination, and nearly two hundred were successful at the 
Science Examinations of London University, with 
twenty-six places in Honours. 


ial next Term commences Monday, January 22nd, 
1 . 


Durin 


Full particulars on application to 
THE VICE-PRINOIPAL, 
University Tutorial Oollege, 


32 Red Lion Square, Holborn, W.C. 


Diploma Correspondence College. 
The ONLY College that coaches SOLELY for 


AGP, L.C.P., 
FCP. 


SUCCESSES: 108 at A.C.P.; 
(7 in Honours). 


Full particulars on application to the Principal— 
Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


80 at L.C.P. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &c.—Mr. J. 
Lockey, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Paul's Road, Camden Town, N.W., prepares for 
above in Classics, Mathematics, Anglo-Saxon, Mental 
Science, Education, &c., Orally and by post. Numerous 
successes every year. Terms moderate. 


PRIVATE TUITION, Classes, or Cor- 


respondence Tuition for all Examinations. Fee 
for course of ten lessons in any subject by corres poncent’: 
12s. 6d. (a reduction when more than two subjects are 
i Many recent successes.—F. J. 
Math. Prizeman), 
Road, S.W., 
Schools 


taken at same time). J 
BorRuanp, L.C.P. (Science and 
Victoria College, 87 Buckingham Palace 
and Stalheim, Brunswick Road, Sutton, Surrey. 
visited and Examinations conducted. 


UITION BY CORRESPONDENCE. 


—Homwg Stupy Covrses.—A Course of Twelve 
Lessons, 12s. for one subject; and 10s. for each additional 
subject. English Grammar and Composition, British 
History, Geography, Book-keeping, Latin, Arithmetic, 
Mensuration, Euclid, Algebra, Trigonometry. Mechanics, 
&c. For Prospectus and full particulars, apply—TUTOR, 
Correspondence Institute, 122 Bruntsfield Place, Edin- 
burgh, 


KERIN & LYNAM, 
65 AND 56 CHANCERY LANE. 


LONDON UNIVERSITY CLASSES. 


MATRICULATION CLASSES, INTER. ARTS and 
SCIENCE, PREL. SCI., B.A. and B.Sc. CLASSES. 
New Term last week in January. 

Classes and Tuition for Legal and Medical Pre- 
liminaries, University and Hospital Scholar- 

| ships, Civil Service Examinations, A.C.P., 
| L.C.P., P.C.P., Higher Local, Oxf. and Camb., 
First M.B.: Royal Univ., Ireland, L.L.A. 

CLASSES FOR LADIES. PRACTICAL CLASSES 
in PHYSICS, CHEMISTRY and BIOLOGY. 

Papers Corrected for Schools, 

Private tuition for all Examinations. 

Inter. Sc. Hons. and B.Sc. Botany 
Classical Honours Class. 

The Principal may be seen between 11.15 and 1 any 
day, and 2.30 and 5 p.m. any day (except Saturday), or 
by appointment at any other time. 
| For Prospectus and list of lecturers apply to R. C. B. 
| KERIN, B.A. Lond., First of First Class Classical 

Honours, Editor of “Pro Plancio” and “‘Phædo,” 
| Author of “ London Matriculation Course,” 


Class, B.A. 


SUCCESSES. 


1892-1899. — London Matric., 71; Inter. Arts, Sc., and 
Prel. Sci., 81, 6 in Hons.; B.Sc., 1896-1899, 11; B.A., 
1891-1898, 35, 7 in Hons. ; Science Scholarships, 5; Arts 
Scholarships, 4; R.U.I., 50; Indian Civil, Oxford and 
Cambridge, and many other Successes. 


K.A. LONDON (Classios), 1898 and 1899, 


B.A. LONDON, 1899, 12 successful 
(11 on Official List; more than any other London 
Institution). 


AMBRIDGE TRAINING COLLEGE 
FOR WOMEN. 

The Council are about to appoint a LECTURER at a 
stipend of £90 a year, with residence. Special know- 
ledge of Modern Languages, and experience in teaching 
them according to modern methods, are required. Pre- 
ference will be given to a candidate having a degree or 
an equivalent certificate, 
essential, that the Lecturer should enter on her duties 
at Easter. — 

ean must be sent by January 15th, 1900, to 
the 
obtained. 


GIRLS.—WANTED, in January, FORM MIS- 
TRESS, specially qualified to teach Instrumental Music. 
Salary per annum, out of which £365 shall be paid to 
the Headmistress for Board and Residence. Applica- 
tions, with copies of recent testimonials, to be sent to 
the CLERK by the 12th Jannary, 1900. 

ED. ROBERTS, 
Clerk to the School Governors, 
Solicitor, Ruthin. 


(GOVERNESS STUDENT Required 
in a Ladies’ School. Examinations, Premium 
Apply—48 Hallgate, Doncaster. 


EPPS’S COCOA. 


GRATEFUL, COMFORTING. 


Distinguished everywhere for Deli- 
cacy of Plavour, Superior Quality, 
and highly Nutritive Properties. 
Specially grateful and comforting 
to the nervous and dyspeptic. Sold 
in i-lb. and }-lb. packets, and 1-lb. 
tins, labelled JAMES EPPS & 
CO., Ltd., Homeopathic Chemists, 
London. 
BREAKFAST. SUPPER. 


EPPS’S COCOA. 


moderate. 


INCIPAL, from whom further particulars can bo | candidate. 


THE 
BURLINGTON 
CLASSES. 


27 Chancery Lane, London. 


Principal: Mr, J. CHARLESTON, B.A. 


(Honours, Oxon.; and Lond.), 


TUTORS. 


The Staff includes a number of Graduates of London, 
Oxford, Cambridge, and Royal Universities, Science 
Medallists, and Specialists, 


PREPARATION BY 
CORRESPONDENCE 


MATRICULATION, 
BA, & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L.L.A. 


(Degree for Ladies—St Andrews), 


AGP, LCP, FCP. 


It is desirable, but not| On a thoroughly individual system, which 


ensures the closest attention to the needs of each 
Full corrections of papers, with time-saving 


notes, criticisms, summaries, model answers, and solu- 


UTHIN COUNTY SCHOOL FOR| tion. 


Fees may be based on success, and paid by 
arrangement. 

Correspondence Courses may begin at any 
time, the tuition being individual. 

Preliminary Courses, carefully arranged, for 
beginners. 

Single subjects may be taken— latin, Greek, 
French, German, Italian, Mathematics, Mechanics, 
Physics, Chemistry, Logic, Psychology, Political Bco- 
nomy, &c. 


For TERMS, TESTIMONIALS, &c., 


ADDRESS— 


Mr.d. CHARLESTON, B.A., 


BURLINGTON CLASSES, 


27 Chancery Lane, 
London. 


4 THE EDUCATIONAL TIMES. 


UNIVERSITY EXAMINATION POSTAL 
INSTITUTION. 


Manager—MR. E. S. WEYMOUTH, M.A. Lonp. 
Offices—27 SOUTHAMPTON STREET, STRAND, Loxpox, W.C. 


The University Examination Postal Institution has special Courses to prepare 
through the post for the 


A.C.P., L.C.P., AND F.C.P.; 


also for the TEACHERS’ DIPLOMA (Cambridge or London University); 
also for London University Medical Examinations, and the Oxford and Cambridge 


Locals. 
RECENT SUCCESS.—974 


Candidates prepared successfully through the post for the CAMBRIDGE 
HIGHER LOCAL Examination, during 1895-9 (five years), 54 gaining a mark 
of distinction. Only three failures during the last six years for all Teachers’ 
Diploma Examinations; numerous successes, 


The Institution is now publishing a series of books having special reference 


o the 
nie CAMBRIDGE HIGHER LOCAL 


Examination. Particulars on application. Write for the GUIDE TO THE CAM- 
BRIDGE HIGHER LOCAL BEAMINATION, by the Tutors of the University 
Examination Postal Institution; containing particulars as to books recommended 
for 1899 and for 1900, and General Suggestions for a Method of Study and Statistical 
Tables. (New Edition, March, 1899.) 1s. net; or post free, ls. ld. 


EXAMINATION PAPER 
AB USED BY THE 
COLLEGE OF PRECEPTOR S. 
In strict accordance with the College requirements, and each Sheet 


bears their Watermark. 
Packed in Reams of 480 Sheets... 2s. 6d. 
9 rT) 960 ” rT) Ss. Od. 


Bookkeeping Paper, ruled for Ledger, Cash Book, and Journal, ls. per 100 Sheets. 


Remittance should accompany Order, 


HEWARD & SHELBOURNE, Wholesale and Retail Stationers, 
63 HIGH HOLBORN, LONDON, W.C. 


JOSEPH GILLOTT 


Numbers for Use in Schools— 


per Ream, 


| Gold Medals, 
Paris, 1878, 
1889. 


STEEL PENS. 


Ge" Headmasters should apply for 


EYRE & SPOTTISWOODE’S 


ILLUSTRATED CATALOGUE OF 


DRAWING INSTRUMENTS, 


Sets in Boxes, Protractors, Rules, Scales, Ruling Pens, 

l Drawing Boards, Set-squares, T-squares, Drawing 

Pins, Indian Ink, Brushes, Palettes, Pencils, Crayons, 
&c., &c. 


BOXES OF WATER AND OIL COLOURS, 
And all Drawing Material suitable for Schools and Colleges. 


) 
ing) 1045, 1046. 


LONDON: GREAT NEW STREET, FLEET STREET, E.C. 


CAREY'S “GRADUS AD PARNASSUM,” 


WITH THE ENGLISH MEANINGS. 


Revised, Corrected, and Augmented by a Member of the University of Cambridge. 
Post 8vo, cloth, Price 7s. 
THE STATIONERS’ COMPANY, STATIONERS’ HALL, LONDON. 


(Jan. 1, 1900. 


BY JOHN 8. RAWLE, F.S.A., 
Late Examiner to the Department of Science and Art. 


SECOND GRADE PRACTICAL GEOMETRY, 


PLANE & SOLID, CURVES, SCALES & PATTERN DRAWING. 
REVISED AND ENLARGED. NOW READY. 


Containing the additional matter as required by the Departmental Circular of 
March, 1895, and forming a complete Text- Book for the Science and Art Examinations. 


250th Thousand. MORE THAN 600 DIAGRAMS. 


Price 1s. Bound in cloth, 2s. 
Class Sheets for Practical Geometry mise. + tee as ex’ LB 
Practical Geometry Test Papers ane as sh sai ois .. 4d. 
Freehand Drawing Test Papers ia sa ay eh Sis “ee ls. 
Lonpon: 


SIMPKIN, MARSHALL, HAMILTON, KENT, & CO. 


WORKS BY ALFRED HILEY, M.A. 
1. MENSURATION AND LAND SURVEYING. 


Fourteenth Edition. Pp. 244. Answers at end. Price 2s, 6d. 
This Work has been placed by the London School Hoard on their 
Requisition List for the Use of Pupil Teachers. 


“ Altogether an admirable manual.” —Schoolmaster, a 
“This eminently concise and practical introduction to Mensuration, — Educa- 
tional Review. 


2. RECAPITULATORY EXAMPLES IN ARITHMETIC. 
Sixteenth Edition. Pp. 243. 2s. 


This work can now be had either with or without Answers. It contains Test 
Examples on each rule, and 1,736 Miscellaneous Questions, including 105 full Exam- 
ination Papers set by University Local Examiners and others. 

“ Excellent collection of Arithmetical Examples.’’—Schoolmaster. 

“ Both works are marvels of cheapness and goodness,’ —Journal of Education, 


Published by LONGMANS & CO., LONDON. 


By the Headmaster of Loretto School. 


CHRIST THE PROTESTANT; AND 


OTHER SERMONS. By HEty Hvutcuinson ALNOND, M.A. 
Oxon., Hon. LL.D. Glasgow, Headmaster of Loretto School. 
Crown 8vo, 5s. 


‘Wiser and more inspiriting words were never addressed to those whose views of 
life and whose character were in process of formation. . . . Full of incisive and ripe 
wisdom. . . . Should be in the hands of all boys and of all parents and masters.”' 

*—Professor Marcus Dons in the British Weekly. 


“The difficult question of clerical or lay headmasters would be simplified if we 
could always have laymen who have such a grasp of religious truth, and such a 
power of expressing it, as we find here.’”’—Spectator. 


‘As school sermons—as far as we can judge from the written letter — these 
discourses are excellent.” —Spectator. 


“ In directness and simplicity, and in fervour and earnestness of conviction and 


sympathy, they are such as not to be easily matched in homiletical literature.” 
— Pall Mall Gazette. 


WILLIAM BLACKWOOD & SONS, Edinburgh & London. 


FREE GUIDE TO THE 


CAMBRIDGE HIGHER LOCAL EXAMINATION, 


BY THE 


TUTORS OF THE UNIVERSITY EXAMINATION POSTAL INSTITUTION. 


Ready in the course of January, 70 pp., containing advice as to books 
to read for the 1900 and 1901 Examinations, and the mode of Study, 
and statistical tables (not obtainable elsewhere). A copy of the Guide 
will be sent gratis and post free on application to the Manager of the 
Institute, Mr. E. S. Weymouth, M.A., 27 Southampton Street, Strand,. 
London, W.C., 

275 U.E.P.I. candidates passed the Cambridge Higher Local. 
from 1895 to the June, 1899, Examination, 55 with distinction. 


The Institution prepares through the post-for various University 
Examinations and for the A.C.P., L.C.P., and F.C.P: 


Jan. 1, 1900.] 


THE EDUCATIONAL TIMES. ő 


THE COLLEGE OF PRECEPTORS’ EXAMINATIONS—JULY AND DECEMBER, 1900. 


GEORGE GILL & SONS LIST OF SPECIAL TEXT- whee 


SORIPTURE HISTORY. 


St. Luke. Edited by the Rev. F. MARSHALL, M.A. Cantab. Crown 8vo, cloth 1 te 

Containing — 

l. Introduction.—Author, Life and purpose of Writer; For what Readers, 
Date, Place, Language, and Characteristics of the Gospel: Kings and Gover- 
nors ; Biographical Notices; Geographical Notes; The Synagogue, Sanhedrin, 
Jewish Festivals; Sects and Orders of Men : The Nuazarite V ow, &¢., &C. 

2. Text of the Gospel, with marginal and foot notes, 

3. Comments on the Rerised Version. 

4. Glossary, and Chapters on our Lord's Teachings. 

5. Appropriately coloured Sketch Maps. 


Acts of the Apostles. New Edition. Part I. Chapters I.-XVI. Edited 
by the Rev. F. MARSHALL, M.A. es = we RI i . 16 
Acts of the Apostles. (complete). New Edition. Edited by the Rev. F. 
MARSHALL, M.A.. fc se es a au os . 2 6 
Acts of the Apostles. “New Edition. Part II. Chapters XII.-end. 


yote.— Each of the above editions having been re-edited and enlarged, the 
form and arrangement differs from any ee edition of these works. 
The O, and O. Genesis, With Notes... ae sis ots een 1 
Preparation Papers on 8t. Luke. Per packet ae vis E 
Preparation Papers on Acts of the Apostles. Per packet 0 


The great popularity of this series is evidenced by their adoption for class use 
in the following Schools and Colleges :— 


Wellingborough Grammar School; Mathematical School, Rochester; Dean Close 
School, Cheltenham; Merchant Taylors’ School, Crosby; King’s High School, 
Warwick ; Framlingham College ; Dunstable Grammar School; The King Edward's 
Schools, Birmingham ; Royal St. Anne's Schools, Redhill ; Congregational School, 
Cater ham ; Titlin’s School, Kingston ; Tennison's School, W.C.; The Grocers’ 
Company "School, Hackney Downs; The Grammar Schools, Ashby -de-la- Zouch ; 
Alderman Newton’s School, Leice ster; Downside College, Bath; Newport Grammar 
School, Isle of Wight; Crediton Grammar School; Devon County School: Marling 
School, Stroud; Newcastle High School ; Darlington Grammar School; Maiden- 
head College ; Ehniield Colle ‘ge, York: St. Martin's High School, W.C.: Christ's 
Hospital Girls’ School, Hertford ; Retford Grammar School; St. Albans Grammar 
School; Ipswich Middle School: Clergy Orphan School, Canterbury ; Kendrick’s 
School, Reading; The Kent Colleges at Canterbury and Folkestone; Maidstone 
Girls’ Grammar School; Rochester Girls’ Grammar School ; University School, 
Southport; King Edward’ s Middle School, Norwich; Bury Grammar School ; Bury 
High School ; Bury St. Edmund’ s School; Rother ham Grammar Se hool ; Magdalen 
College School, Brackley ; Queen’s School, Basingstoke: Woodhouse Grove School, 
Apperley Bridge; Rydal fount, Colwyn Bay; Handel College, Southampton ; 
Trafalear House Sehool, Winchester ; Southainpton Grammar School ; Farnham 
Grammar School; Kingswood School; Bath; Spalding Grammar School; Borden 
School, Sittingbourne ; Simon Langton School, Canterbury, Royal Masonic School, 
S.W.; Tottenham Grammar School; Colfe's School, Lewisham ; Hele's School, 
Exeter ; Royal Grammar School, Guildford; Aske’s Hatchum School ; Wolverley 
Grammar School: St. John's School, Leatherhead ; High School, Middlesbrough’; 
Purda Grammar School; Truro College ; Barbourne College, Worcester : Latymer 

pper School, Hammersmith ; Alleyn’s School, Dulwich. 


GEOGRAPHY. 


The Student’s Geography. By GEORGE GILL, F.R.G.S., Member of the 
Chamber of Commerce, &c. Cloth, containing 1,000 PARES. Fourth 
Edition spr . 46 

Physical, Descriptive, Political, Industrial, Commercial, Social. 
Also published in Sections as follows :— 


Section I.—Europe, aoe! British ees and Buea and omer 


oo o 


8. d. 


Introduction a 2 6 
Seotion La.—British Teles bas . 1 6 
Section Il.—Asia, Africa, mnie and Australasia . . 2 6 
Section III.—Asia ... ae . 10 
Section IV.—Africa . 10 
Section V.—America bed . 1 6 
Section VI.— Australasia ; sak she age saz ae . O9 

The Imperial nae 464 pages, crown 8vo, cloth, with numerous 

Maps. For Senior Classes .. on at a an . 2 6 

The O. and O. Geography (Revised Edition), By GEORGE GILL. With 
numerous Coloured Maps 1 0 
A Now Junior Geo Geveraphy. By GEORGE GILL. W ith Coloured Maps and 
Illustrations. ritten expressly for the Junior Forms Examination .... 1 0 
The Geography of the British Colonies. By GEORGE GILL. With 
Coloured Maps of all the Colonies — ... 2 6 
‘The Victoria Atlas. By GEORGE GILL, F.R. G. S. ‘Containing 101 Maps 1 0 
HISTORY. 
The Imperial History of England. By Roscoe Monaay, B.A. . 2 6 
The O. and O. History of England ... bis it s 0 
Outlines and Dates of Enghsh History. By A. A. GuyNIs a : . 10 


This edition will be found suitable for the various set periods, Containing 


constitutional summaries, coloured maps, &¢. 


History Notes. By GEORGE GILL, F.R.G.8. With Maps 0 6 


ENGLISH. 


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THE SEMITIC SERIES. 


An important New Series of Standard Handbooks on the 
Babylonians, Assyrians, and Allied Semitic Races of 
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EDITED BY 


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University of Michigan, U.S.A. 


The First Volume ready January 1900. 


BABYLONIANS AND ASSYRIANS. Life and Customs. 
(With special reference to the Contract Tablets and Letters.) By 
the Rev. A. H. Sayce, Professor of Assyriology at Oxford. 


In crown Svo, cloth, gilt top, 5s. net each Volume. 


PUBLISHER’S NOTE. 


Recent scientific research has stimulated a widely increasing interest 
in the study of the Babylonians, Assyrians, and allied Semitic races of 
ancient history amony scholars, students, and the general reading 
public. It has provided us with a picture of a hitherto unknown 
civilization, and a history of one of the great branches of the human 
family. The object of the present series is to present, compactly and 
in popular scientific form, a knowledge of the more important facts in 
the History, Religion, Government, Jurisprudence, Language, Customs, 
Art, Archwxology, &c., of the peoples dealt with, in a way that will be 
serviceable to the reading public generally, as well as to teachers and 
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VI. BABYLONIANS AND ASSYRIANS. Life and Customs. 

(With special reference to the Contract Tablets and Letters.) By Prof. 

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. BABYLONIANS AND ASSYRIANS. Excavations and 

Account of Decipherment of Inscriptions. By Prof. A. V. HiL- 
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ARABIA. Discoveries in; and History and Religion until 

Mohammed. By Dr. EpUARD GLAZER, University of Munich, Germany | 

IX. DEVELOPMENT OF ISLAMIC THEOLOGY, JURISPRU- 


DENCE, AND THEORY OF THE STATE. By Prof. D. B. Mac- 
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By Prof. ARCHIBALD 


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X. PHŒNICIA. History and Government, including Colonies, 
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XI. PALESTINE AND SYRIA. 
Recent Years. 
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XIII. THE INFLUENCE OF SEMITIC ART AND MYTHOLOGY 
ON WESTERN NATIONS. 


Important Discoveries in 


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[ Jan. 1, 1900. 


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THE EDUCATIONAL TIMES. 


CONTENTS. 
Page Page 
A Year of Conclusions ccc. ogiiy scr steht sy tev cieea eel ccwkads 13 Chats on Child Study. III. Children and Pictures ............... 26 
NOTOR cai scteccd oe, Sts ong tess cadeateidaasea ras aaku ius eaaue tea eanidas 14 Technical Education in Germany ..........::seecccssessesenseetsnceeees 2T 
Summary: ‘The Month aiino E A 16 Women’s Work at Oxford ......usssessesssrenssrestrrrrerrerereesereren: 27 
Forecasts and Comments :-—Fixtures oocococceccececceecccecececcccece 21 Rovio wa oioi e S E E E A niet yam 28 
; 3 Cicero and his Correspondents; Oh, Ye Gods!; Ideals of a School- 
Education Gossip ..............eceeees 22 master; School and College Histories; The Geometry of Crystals ; 
Appointments and Vacancies ...... 23 PACING 
Literary Gossip 23 General Notices E N E EE E E E E EEE TAT 8l 
Meeti f the C il of the Coll of Preceptors .......sssssese 33 
Some Lessons from Thring’s Life. By Sir Joshua Fitch. cas ee aria P 
Paper read at the Evening Meeting of Members ............ 24 COFFORPONGONCO iii ee ara E a aA EEA ENKELE EEN OASEN 33 
: PAA Conference of Science Teachers ; Over-Pressure; Commercial Depart- 
DGIVORRICIOS: sonsonen a AN aE 25 ments in Schools ; Slaying the Slain; Lewis Carroll. 
Ben Jonson on Education .......c....cccceccecceceeececeeetee eee ceecseees 26 Mathematics sosser e a a aaa (OO 


The Educational Times. 


If 1898 was characteristically a year of dis- 
cussion, 1899 has been a year of conclusions, and 
1900 ought to be a year of fruition. At all 

events in the domain of educational politics, the past year has 
seen the definite formulation and legislation of sundry new 
departures, which had been carefully and patiently discussed, 
and which are now, we think, generally accepted, even by many 
who looked on them with some alarm or misgiving. Amongst 
what we have called the conclusions of the year are the passing 
of the Board of Education Bill, the elaboration of a scheme for 
reorganizing the Education Department, to come into effect 
three months hence, the housing of London University at South 

Kensington, and the remodelling of the University by a statutory 

Commission. 

The Education Act, as we maintained from the first, is far 
from being a halting and half-hearted measure : it ought rather 
to be regarded as revolutionary and epoch-making. It brings 
the whole area of “ education in England and Wales” under 
the superintendence of a Board which will practically be a single 
unfettered Minister of the Crown. It virtually puts in his 
hands the educational functions of the Charity Commissioners 
and the Science and Art Department—hereafter to be known as 
the South Kensington Department of the Board of Education, 
or, briefly, ‘‘ The Board of Education, South Kensington.” It 
creates a Consultative Committee, and ordains inspection and 
registration under the authority of the Board, with an implied 
necessity for the examination of schools and the training of 
teachers. It even (practically) calls into existence Local 
Authorities over the whole area; for, by the first clause, it gives 
the Board superintendence over the educational functions of the 
County Councils, and it releases their grants from the technical 
restriction. Again, it involves the appointment of one Parlia- 
mentary Secretary to the Board who will not be the Secretary 
of the Elementary Department. 

Now, all this is all but the complete Ministry of Education. 
So far from the Act making a mere start in the direction of 
reorganization, and being an instalment of a new administra- 
tion, it has essentially reorganized everything. Nothing more 
is necessary beyond the creation of Local Authorities, responsible 
to the Board, and not to the County Councils. Since these 
Authorities are to look to the Board of Education, it matters 


A Year of 
Conclusions. 


comparatively little how they are to be created, so long as the 
majority does not represent the elementary School Boards, and 
so long as they include representatives of County Councils, 
School Boards, Universities, teachers, and women. All these 
are indispensable. When the Local Authorities are created the 
Ministry of Education will be fully equipped, and Parliament 
will have done its work. The rest is the mere routine of 
evolution. 

As the Universities are the final charge and responsibility of 
the Board, the new metropolitan University will be a crucial 
test of its powers and capacities. The remodelling of the 
Education Department and the remodelling of London University 
will be effected simultaneously and side by side. Board and 
University will acquire their virile strength together as we 
turn over the page of the nineteenth century, and begin to write 
the history of the twentieth. The Board must help the Uni- 
versity to be strong, and the University must serve the Board, 
being central to the kingdom, in its most populous area, and 
with its constitution still young and plastic, by supplying the 
“ norma ” of highest-grade education in the continuous national 
scale over which the Board will exercise control from its begin- 
ning to its end. 

The other Universities have their respective and definite 
characters and aims, some closely resembling those which we 
have just imagined for the University of London, others differ- 
ing more or less widely. But, under the elasticity of the new 
organization, not even the ancient Universities of Oxford and 
Cambridge will fail to supply the highest-grade education of 
the continuous scale, for the Board school boy is already able, 
and the Board school girl ought to and will be able, to climb 
from scholarship to scholarship, and to end on a level with 
those who have arrived by way of the preparatory and the 
public school. Under the same elasticity which we have long 
enjoyed as a nation, and which we have maintained by our 
prudent scheme of reorganization, conserving all that is worth 
keeping, and linking the new with the old, we shall see all 
types of English schools continuing to do their special work, 
drawing aid from the State if they accept the State’s control, 
relying on their present resources and connexions if they choose 
to preserve their actual independence, but all profiting alike by 
raised ideals and reinforced energies. 

Throughout the discussions of the past few years we have 
always contended that efficient schools of every variety, 
dependent and independent, public, and! private; would be safe 


14 THE EDUCATIONAL TIMES. (Jan. 1, 1900. 


have charge, by the grouping of counties and county boroughs, of 
areas sufficiently large to permit of complete organization of educa- 
tional work. 

The contrast between this and the original resolution is rather 


striking. The large majority of the Headmasters were clergy- 
men, and they seem to have been impressed by the scheme of 
the Birmingham Archidiaconal Council, which the Bishop of 
Coventry sent to us last month, and which divides England into 
ten educational areas. Dr. Wilson, of Lancing, expounded this 
scheme; but the Chairman declared that it was not in his mind 
when he moved the resolution. He was frankly for county 
areas and a common Local Authority. Mr. Rundall and several 
other members considered it futile to expect that the Government 
would adopt any larger areas than those of the counties. 


under a reorganized Department. Their common interests are 
many, their antagonism will be slight. Whilst the State builds 
and supports a new type on unoccupied ground, effective schools 
of the older types will continue to be filled by very much the 
same kind of boys and girls as those who fill them to-day. No 
doubt there may be cases of hardship here and there, but they 
will scarcely deserve to be regarded as the necessary result of a 
change of system. 

On the whole, then, we can feel confident as we look forward 
to the ‘‘ nineteen hundreds ” for the fruition of the tree which 
has been planted and watered with so much assiduous care. 


NOTES. 

Tae Headmasters’ Conference met this year on December 21 
and 22, at the College of Preceptors. The Rev. H. W. Moss, 
Headmaster of Shrewsbury, presided. There was a large at- 
tendance of Headmasters of ‘‘Conference’’ schools in various 
parts of the country, including the Headmasters of Winchester, 
Rugby, Charterhouse, Marlborough, Merchant Taylors’, Clifton, 
Liverpool College, Nottingham High School, Bedford, Bradford, 
Durhan, Felsted, Haileybury, Lancing, Stonyhurst, Blackheath, 
Godolphin, Chigwell, Mill Hill, Manchester, Tonbridge, and 
Wolverhampton. The Chairman congratulated the Conference 
on the passing of the Board of Education Act, and then sub- 
mitted the first resolution, as follows :— 


That, in the opinion of this Conference, it is important that the 
Local Authorities to be constituted for educational purposes (1) should 
be empowered to deal with education of all kinds—primary, secondary, 
and technical; (2) should have charge of areas sufficiently large to 
permit of a complete organization of educational work; (3) should be 
80 constituted as to do justice to all the interests involved in such 
organization. 


Mr. Moss thought his hearers would all agree that those who 
had profited most by the teaching of elementary schools should 
have access to the higher forms of teaching, and boys should be 
enabled to pass from both primary and secondary into technical 
schools. ‘In reckoning up educational possibilities, it was 
necessary to take into account the large number of private and 
preparatory schools established throughout the country. 
Women’s education, again, was a very important branch of 
the subject. Unless there was a discriminating impartial 
authority, it was quite certain that power and resources would 
be wasted.” Mr. Moss believed that a comprehensive educational 
system logically implied an authority whose purview should 
include all the different kinds of education within its district. 


A RESOLUTION in favour of training was then moved by Dr. 


Rendall :— 


That this Conference heartily sympathizes with the establishment 
of professorships, lectureships, and other University or collegiate 
agencies for the training of secondary school teachers, and presses upon 
all those preparing for the profession the importance of systematic 
training in the theory and practice of education. 


Dr. Rendall said some work in the direction indicated had been 
done, but the work must be better done and more effectively 
organized. It must be carried out by men of experience, weight, 
light, leading, and genius, and not, as hitherto, be a mere appen- 
dage—a little excrescence of the older Universities. Until this 
was done, the training of teachers would not hold the place it 
deserved. Effective lectureships and professorships should be 
established in connexion with the higher cational institutions. 
It was aside of higher education on which County Councils 
and those entrusted with the disposal of funds could most 
effectually assert themselves. Mr. Bell and Mr. Upcott sup- 
ported, but the Rev. C. Eppstein (Reading) opposed the motion. 
He said that the question was very wide, and it was only raised 
because England had been seized with a sort of panic, owing to 
the idea that she was being ousted from the markets of the world. 
The effect of the proposal would be that they would lose that 
elasticity and freedom which had characterized our public 
schools for many years. Headmasters fought shy of trained 
teachers, and would not have them in their schools. This was 
on the familiar lines of the old-fashioned, unbending headmasters 
of five or ten years ago, who are by this time nearly all extinct. 
‘‘ Untrained men have been good enough for me ” used to be 
the argument of reactionary headmasters-—comparable to nothing 
so much as the proud humility of the father of the modern 
Board-school boy :—‘‘ Z never had no book-larning.” Dr. 


THERE was much discussion on the resolution above quoted ; | Rendall’s resolution was carried with two dissentients. 


and, in the end, it was abandoned by almost every member of 
the Conference. Canon Armour, of Crosby, observed that its 
fundamental principle was that the Local Authority should deal 
with education of all kinds. If, therefore, it were passed in that 
form, those who might ultimately appoint the Local Authorities | Chigwell :— 

might accept the principle and reject its second section. He| That this Conference is of opinion that, after the expiration of five 
should be inclined to make the second section the fundamental | jrember of the profession should be qualified for a pluce on the register 
proposition. His fear was that several county boroughs were! of secondary teachers who has not undergone a systematic course of 


not large enough for the complete organization of education— panne i 
“í primary,” secondary, and technical. He moved the following Mr. Swallow reminded the Conference that two efforts had 


amendment, which was eventually carried as a substantive | been made in late years to establish training colleges, and both 
S Natio t= had signally failed. He was convinced each failure was due 


That, ia the opinion of this Conference, it is important that the |" the first instance to the fact that there had been no snifjcient 
Local Authorities to be constituted for educational purposes should | demand for trained teachers to ercate a’ supply. This was a 


Tus did not exhaust what the Headmasters had to say on the 
training of secondary teachers. They carried by a considerable 
majority the following resolution moved by Mr. Swallow, of 


Jan. 1, 1900.] 


matter in which headmasters of public schools in particular could 
help their weaker brethren. ‘They should press this matter 
on the profession now for two reasons: first, they should show 
the public that they were in earnest, and then they could not 
afford to wait, because they would not be allowed to do so. 
There was a provision in the recent Act that the Consultative 
Committee should prepare a register of teachers, and it was 
almost certain that the Committee would insist on some proof of 
capacity for their work being given by the teachers registered. 
Surely the Committee would not be satisfied with a University 
degree.” Mr. Lyttelton supported the proposal, which, he urged, 
was not in any way likely to limit the number of competent 
young teachers. With such a restriction on admission to the 
register, there will be no difficulty whatever in providing the 
means of secondary training. 


Krxa’s Cottece, Lonxpon, is making a courageous effort to 
maintain its scientitic departments abreast of the requirements 
of the age. Judging, however, from the first list of subscriptions 
for this purpose which has appeared in the Times, the £20,000 
required will take some time to collect. It is to be hoped that 
the forthcoming dinner to be held in Lincoln’s Inn Hall, under 
the presidency of the Leader of the House of Commons, in aid 
of the movement, will induce some of our wealthier citizens, 
and especially Churchmen, to assist an institution which, 
although its professoriate must be recruited from Churchmen, 
deserves the support of the country generally. There is no 
doubt that the medical school and the scientific departments 
have suffered in the past owing to ecclesiastical influences which 
have not been at all times progressive. The scientific side of 
the College would have everything to gain by being freed from 
any trace of religious tests. Scientific departments which are 
not adequately equipped and provided with the best teachers 
can be of but little real use. In his recent prize-giving speech 
at the School of Science at Merton—unless both the Standard 
and the Times reporters were ‘‘ nid, nid, noddin’ ”’—Lord Russell 
of Killowen, the Lord Chief Justice, made a curious blunder, all 
the more amusing as, we think, the occasion was his first formal 
entry into the ranks of the champions of secondary education. 
He spoke of a scheme for a Board of Education being ‘‘ shadowed 
forth ” by the Duke of Devonshire, and seemed unaware of the 
passing of the Hill. We have always understood that lawyers 
make a point of not reading a statute until they are called upon 
to construe it; but it seems that peers who are also judges are 
privileged not to know of the coming into existence of their 
own creatious. The Chief Justice’s severe labours on the 
Venezuelan Arbitration would, however, amply excuse any 
ignorance he may show of the contents of the statutes of 1899. 


WE were glad to notice his strong words in favour of pre- 
serving the full play of voluntary effort in education. As he 
said, we do not want boys to be uniform like sausages —a result 
which a uniform system of education must naturally tend to 
produce. The Chief Justice is, indeed, laudator temporis acti, 
and he regretted the disappearance of the old apprenticeship 
system, which was our forefathers’ scheme of technical educa- 
tion, just as, not long ago, in a speech on legal education, he 
regretted that the prolonged legal training in a pleader’s 


THE EDUCATIONAL TIMES. 


15 


chambers was a thing of the past. He spoke the usual comfort- 
ing words for the benefit of the unsuccessful ones, which it is 
well that boys should hear on such occasions. In spite of our 
belief in the power of education, we can hardly accept his con- 
tention that perseverance and strength of character will outstrip 
genius. Yet, although the last may soar to the skies, the 
first two qualities will often remove mountains, and the real 
province of educational effort lies in the development of these. 
But the Chief Justice’s wide and varied experience of life does 
not enable him to show schoolmasters the solution of this ancient 
problem. 


Tue Lord Chief Justice’s career is such a splendid example of 
whut perseverance and strength of character can achieve ina 
learned profession without the advantages of University training 
that no better instance is wanted to show the importance of 
these as educational aims. To rise from a solicitor’s office to be 
premier Judge of the High Court must have required both 
determination and the force of a strong personality—which, 
when he was only Mr. Charles Russell, sometimes, it is said, 
overbore even the Judges before whom he practised. Doubtless. 
occasionally, such characters become brusque and impatient of 
the less decided and assertive ways of men of milder temperament. 
It is the rugged result which Nature’s uncontrolled hand usually 
achieves. But, if a University training develops a finer and 
more sympathetic manner, it may also produce the subtle, 
cynical wit which is far removed from the mellow generosity of 
real culture. Lord Russell of Killowen’s predecessor, the late 
Lord Coleridge, with his literary tastes and old-fashioned, 
courteous manner, suggesting almost the quintessence of 
affectation, might be said to combine both the above results of 
University training. What more biting thing could be said of 
a public man than this by Lord Coleridge: ‘‘ X. is almost an 
orator, he is almost a lawyer—indeed, he is almost a gentle- 
man ” ? 


Tur understanding arrived at between the Oxford University 
Extension Delegacy and the Educational Committee of the Co- 
operative Union is bearing fruit. The Delegacy was represented 
at the Co-operative Congress at Liverpool in May of last year, 
and co-operative representatives have twice recently visited 
Oxford, to confer with the Delegacy on matters of educational 
policy. One result of these conferences is to be seen in the 
appointment of Mr. Joseph Owen, B.A., as a class teacher in 
economics, industrial history, and political science, with a view 
to.improving the teaching of these subjects among co-operative 
members. Examinations will be held in these subjects, and 
the students who do sufficiently well will obtain certiticates, 
enabling them to lecture on these matters as accredited teachers. 
Mr. Joseph Owen has been well chosen as the first Oxford 
lecturer in this new series. Himself a brilliant Extension 
student, he has but recently completed a most honourable career 
at Balliol, obtaining a First Class in the Honours School of 
Modern History, and a research studentship at the London 
School of Economics. 


Tue following ingenious answers come fresh from school. A 
sight translation exercise: ‘ Pourquoi jettent-ils des pierres 
dans mon jardin? Pour m'ennuyer, ~ was rendered: ‘ Why 
do they throw stones into;my-garden ?;(For manure.”’ In a 


16 


THE EDUCATIONAL TIMES. 


[Jan. 1, 1900. 


Sunday school, the question: ‘* What did David play upon?” 
got the ready answer from a very small boy: ‘‘ He played upon 
the floor.” A teacher, desiring to “‘ elicit ” the word ‘‘ anxious ” 
from her class, asked: “ What do we get when we are expecting ' 
somebody?” and received the disconcerting reply: ‘‘ A tele- 
gram.” The dangers of definitions are illustrated by the fact 
that a ladder was proposed by a Board-school boy as an example 
of a transparent object, which had just been defined as ‘‘ some- 
thing you can see through.” 


SUMMARY. 


THE MONTH. 


Tue Headmasters’ Conference and the Modern Languages 
Association both met on December 21. With the former we 
deal in our leading columns. <At the meeting of the Association, 
Prof. Skeat, the President, was in the chair; and among others 
present were Dr. Richard Garnett (the in-coming President), 
Sir Walter Besant, Prof. J. W. Hales, Mr. Israel Gollancz, 
Mr. A. T. Pollard (City of London School), Mr. Sidney Lee, 
Prof. Buchheim, Dr. Furnivall, Mr. Francis Storr. Prof. Walter 
Rippmann, Dr. H. Frank Heath, Mr. Gerrans, Mr. W. G. 
Lipscomb (Hon. Secretary), Dr. Karl Breul, Prof. Fiedler, 
Mr. Michael Sadler, Prof. Schiiddekopf. and Mr. Joseph Knight. 
Prof. Skeat gave an interesting address on the importance of 
“Early English” studies, and was emphatic on the value of 
phonetics. 


It was a fact that all the most valuable improvements made in recent 
years in the science of etymology had mainly resulted from the study 
of phonetics, accompanied by a close and careful observation of the! 
written forms found in our early MSS. The teachers of modern 
languages had at last found out the true clue to the study—namely. 
that it was the spoken utterance which really constituted the word and 
the sentence, and that the written characters were mere symbols con- 
venient for recalling such words and sentences to our recollection, but, 
at the same time, subservient and subordinate. He would exhort all 
his hearers to pay the highest regard to the actual pronunciation of the 
spoken words, and to seize every opportunity of addressing them- 
selves to the ears of their pupils rather than to their eyes. 


Prof. Skeat was presented with a replica of the portrait which 
has been painted for Christ's College. Cambridge. Amongst the 
resolutions of the Association was one declaring that the com- 
pulsory study of both French and German was desirable in all 
secondary schools, and indispensable on the modern sides, or in 
schools other than classical. 


lr rc ~ o n a 


TuE English Education Exhibition, at the Imperial Institute, 
has been arranged in the following five main divisions :— 
(1) Education, as controlled by School Boards and Boards of 
Managers of public elementary schools, together with training 
colleges for teachers in primary schools. (2) Secondary educa- 
tion, including (a) boys’ preparatory schools; (b) private schools 
for girls and boys; (c) endowed and proprietary schools for 
girls ; (d) endowed, proprietary, grammar, and public schools for 
boys; (+) secondary training colleges. (3) Technical education, 
with schools of art. (4) University and higher education. 
(5) Educational institutions and other bodies, not falling under 
any of the above heads. The exhibits are intended to represent 
the education of the present day, and also to illustrate the history 
and traditions of education. One great feature will be the 
number of specimens of the work of pupils and students in art 
and in manual and artistic crafts, and also in ordinary literary 
training. Under the latter head will be comprised sets of ordinary 
exercises, note-books, and examination papers, illustrative of the 
actual work done in the different schools and colleges represented. 
The Exhibition will also include a number of portraits and busts 
of great historical and artistic interest, representing many of the 
great men and women who have been identified with educational 
progress, and also a number of antiquarian treasures from the 
sreat public schools. Among other memorials of peculiar interest 
may be mentioned the original moral philosophy papers shown 
up by Mr. Gladstone in the Schools at Oxford. The Exhibition 
has been supported) most warmly and generously by the great 


institutions of the country. and visitors may expect to enjoy the 
sight of a quite unique collection of objects of educational value 
and interest. The expert who desires to test and compare the 
work of our schools of every grade and type will have the fullest 
materials on which to work; and the ordinary citizen, to whom a 
school note-book is anything but attractive, will be able to gratify 
his artistic interests, to glean some trifles of historical knowledge, 
and even to satisfy his curiosity by the spectacle of an educational 
cinematograph. Arrangements are being made by many educa- 
tional bodies for holding a series of meetings, conferences, and 
lectures on educational subjects at the Imperial Institute during 
the period of the Exhibition. One section of the Exhibition will 
be devoted to the display of the works of educational publishers 
and commercial firms connected with education. 


f 


Pror. HENRY E. ARMSTRONG deprecates, in a letter to the Times, 
the suggestion that the Science and Art Department should 
relinquish its hold on secondary schools :— 


The great fault to be remedied in our system—whether primary or 
secondary—is its excessively bookish and academic character; the 
inspectors of the Education Department have been for the most part 
University men—often well read but nothing more. . . . The inspectors 
of the Science and Art Department, on the other hand, of late years at 
least, have been forced into contact with practical affairs, and the 
spirit of research which dominates and constitutes science has of 
necessity influenced their work; moreover, they have considerable 
experience of secondary schools, their presence having been welcomed 
in many of these, as the Department has had money to dispense, whilst 
the operations of the Education Department have been almost entirely 
contined to elementary schools. 


Prof. Armstrong insists also on the need for stricter discipline in 
schools, and declares that, if the Government had appreciated the 
gravity of the position of this country in the matter of education, 
a wider and more representative Committee would have been 
appointed to reform the Department.—Mr. D. R. Fearon, C.B., 
Secretary to the Charity Commissioners, has been added to the 
Organizing Committee. 


Early in the month, at a meeting in the lecture theatre of the 
Victoria and Albert Museum, Sir John Gorst, on behalf of some 
five hundred subscribers, presented a testimonial to Sir John 


Donnelly, on his retirement from the Science and Art De rt- 
ment. Sir John Gorst said that he had been a colleague of Sir 


John Donnelly about four years, and had received from him on all 
occasions the most loyal co-operation, which had been enhanced 
by a very strong personal friendship. About three vears ago an 
attack was made ostensibly on the Department of which he was 
the head, but it really had a considerable amount of personal 
animus in it. There was an inquiry, by a Committee of the 
House of Commons, in which Sir John Donnelly was virtually 
put upon his trial, and he could only say that, in the opinion of 
his official chiefs—the Duke of Devonshire’s opinion was the 
same as his own—from that inquiry Sir John Donnelly emerged 
with the conclusion in the minds of those who had read the 
evidence, that he had been a most loyal servant of the Depart- 
ment, that his administration of the Department had deserved 
the approbation of the country, and that the insinuations made 
against him were absolutely baseless. 


THE inaugural dinner of the Bristol University College Colston 
Society was held at Clifton on December 7. The chair was 
taken by the Bishop of Heretord, and the guest of the evening 
was Mr. Bryce. M.P. Mr. Bryce said that among all the triumphs 
and laurels of progress, on which two years ago they were 
meditating when they celebrated the sixtieth anniversary of the 
Queen's reign, there was nothing of which on the intellectual and 
moral side they might be more proud in England than of the 
progress their Universities and colleges had made. 


They ought not to seek to bind down institutions like this, which 
were intended to flourish and grow for alltime, by giving a college any 
special direction which would prevent its freest development. A new 
institution was, of course, bound to lay hold of those lines of activity 
which would most bring it into connexion with the practical life of to- 
day, and give it the largest hold on the practical interests of the people 
amongst whom it worked. They had not yet, much ar had béen done 
by some of the University colleges-in some.of athe (cities) reached the 


Jan. 1, 1900.] 


THE EDUCATIONAL TIMES. 


17 


limit of the practical utility and value in municipal life which these 
colleges might have. A college might develop a faculty of commerce, 
and he would be glad if they had the pecuniary resources to see this 
done in Bristol. There was a great deal to be said for the plan of 
having several colleges associated in one University. We were on the 
eve in England of much larger gifts to educational purposes than 
heretofore, and, to meet the deplorable tendency to centralization, we 
should have a larger number of independent intellectual centres to give 
variety and richness in our intellectual life, which it could not have if 
drawn into one centre. 


On December 8, Sir Edward Clarke, M.P., presented the 
prizes at the annual distribution of the Southwark Evening 
Continuation Schools, under the London School Board. Sir 
Edward said that he left school at thirteen, and he never went to 
a University, so that he exactly understood what boys felt upon 
leaving school and in wanting to continue their education. It 
was in the continuation schools that the great hope of the young 
boy and girl students lay. When a boy left school he was only 
just beginning to learn, and, unless the opportunity of further 
education was grasped, the advantage of the school life would 
absolutely disappear. He found his chance in evening classes for 
young men in the City of London College and the Church of 
England Young Men’s Society; and the chance of the boys 
leaving Board schools to-day was in the continuation classes. 
The capacity for acquiring knowledge was greater between the 
ages of fourteen and twenty-one than at any other age, and, if 
these years were wasted, the grandest opportunities for success 
in life were lost. The great advantage of training in school was 
not in that which was learned, but in the habit of learning 
acquired, and the secret of success in life was not in being able 
to N extraordinary things, but in doing ordinary things extremely 
well. 


THE report of the Association for Promoting the Education of 
Women in Oxford records that the Delegacy of Local Examina- 
tions has issued new regulations for the examination of women. 
The first examination is discontinued; candidates will, however, 
be able to qualify for admission to the University examinations 
through the Oxford Higher Local, through Responsions, the 
Senior Local, the Joint Board Higher Certiticate, or other quali- 
fication accepted by the Delegacy. A change has also been made 
in the Honour Examination in Modern Languages. For the 
future each student will be examined in one language, instead of 
two. By this change the examination will be more closely assimi- 
lated to the University Honour School of English Language and 
Literature. 


Founpers’ Day was celebrated at the Charterhouse on December 
12, when a sermon was preached by the Rev. Dr. Rendall, 
Headmaster of Charterhouse School. At the close of the service 
a hundred Old Carthusians dined together in the hall adjoining 
the chapel. The Master of the Charterhouse (Canon Haig Brown) 
presided, having Sir Richard Webster, Bart., M.P., on his left 
hand, and the Bishop of Rochester on his right. Following the 
toast of “Church and Queen,” Mr. Page, one of the assistant- 
masters, proposed “The Navy, the Army, and Reserve Forces,” 
paying a tribute to Colonel Baden-Powell, for whose education 
he was partly responsible, and pointing out that among the dead 
Carthusians was Colonel Keith Falconer, who had added his 
name to the roll of heroes. The Master, in proposing “ Floreat 
weternum Carthusiana domus,” said that eighty-eight Old Car- 
thusians were now fighting in South Africa. Sir Richard Webster, 
in replying to the toast of “The Governing Body,” extolled the 
oe accomplished for the good of the school by Canon Haig 

rown. 


Lord RusseLt oF Kittowen (Lord Chief Justice of England) 
presented the prizes to the successful students at the Rutlish 
School of Science, Merton, on December 12. The school was 
built by means of funds bequeathed for local charitable purposes 
by Mr. William Rutlish, who flourished in the reign of Queen 
Elizabeth. The Charity Commissioners were responsible for the 
scheme, having handed over to the Rutlixsh Trustees an amount 
sufficient to provide the fabric. The building was completed and 
Opened to students three years ago, and subsequently subsidized 
by the Surrey County Council. Lord Russell, in the course of 
his address, said it was originally designed that the proceeds of 
the benefaction should be used for the advancement, by apprentice- 


ship, of youths in the district, but it had been found in recent 
years that the money could not be properly applied to that object. 


He would, however, interpolate the observation which he had mado 
before, and which he had heard others more experienced than himself 
endorse, that, whatever the reason for it, the decay in the practice of 
apprenticing to the trades and handicrafts was a public loss and a 
public evil. He very much doubted whether, under existing conditions, 
we were producing in these days a class of handicraftsmen as well 
qualified, in at least the mechanical part of their business, as in former 
times. 


FURTHER on, referring to the new Board and to the organiza- 
tion of secondary education, Lord Russell said : 


No doubt there was room, under the powers of an act of Parliament, 
by means of a Board of Education, to systematize, to bring into line, 
the whole character of the education of the country, preventing leak- 
age and waste, and bring up the system to the level of the requirements 
of our time. He doubted not that much could be done in that respect. 
While he said that, he by no means desired to see a stereotyped system 
of teaching and a stereotyped set of books to be taught all over the 
country. He thought the voluntary effort of education played in this 
connexion a very important part. It prevented absolute sameness and 
uniformity in the system of teaching, so that boys were not turned out 
of school as sausages were turned out of a sausage machine—of exactly 
the same weight and the same length—but the same play was left to 
individual character and to individual teaching, which presented not 
only a pleasing, but a wholesome, variety of teaching. 


Pror. Forsytu, of Cambridge, gave an address on “The Aims 
of Education” at the prize distribution of Liverpool College. 
Principal Dyson claimed Prof. Forsyth (who was Senior 
Wrangler) as an old student of the college. He also referred to 
the departure of the Rev. H. de B. Gibbins, the Headmaster, to 
take up the appointment of Headmaster of Kidderminster 
Grammar School. During the four years Mr. Gibbins had 
heen connected with the college, the number of scholarships had 
greatly increased, as well as the number and quality of successes 
and other distinctions. Mr. Gibbins’s successor was the Rev. 
W. Hardman, M.A., senior assistant-master at Hammersmith 
Godolphin School. Prof. Forsyth dwelt on the value of educa- 
tion as a preparation for conduct in life, alike in its business, in 
its interests outside the business of lite, and in the use of the 
leisure of life. 


Public opinion was sometimes apt to look upon technical education 
as replacing education; whereas it was its supplemont, and could be 
given very much better when a real and broad foundation had already 
been laid, such as was given in the grammar school and the commercial 
school. The aims of education were to teach acquisition, discipline, 
and culture. The standard and means might be different, but the 
object and spirit and ideal were one—to develop the faculty of reason- 
ing, then the faculty of observation, and afterwards the faculty of 
expression. He urged that the teaching of English composition should 
be more largely practised, and remarked that the study of the geography 
and history of the British Empire would be far more useful to the 
nation than much of the music-ball patriotism of which we got so 
much nowadays. 


AT a recent meeting in Edinburgh of the Secondary Teachers’ 
Association, Dr. J. Strachan read a paper on “ Home Lessons 
from a Medical Point of View.” Dr. Strachan expressed the 
conviction that home lessons were an evil, and ought to be 
discontinued. 


His chief objection against the imposition of home lessons was that 
they were an addition of one, two, or more hours to the school day, 
which, in his opinion, was already too long. Home lessons always fell 
to be learned at a time of night when the young mind had not the 
capacity for the work, and that attempt to over-rule Nature was pro- 
ductive of great evil. He expressed disapproval of punishment and 
prizes, holding that the fear of the former and the desire for tlie latter 
were the cause and source of such serious school delinquencies as 
lying, cheating, copying, and cribbing, which could not but have a moat 
pernicious effect on the future. As regarded the effect of home lessons 
on the health of the children, he instanced the impaired eyesight 
resulting from severe study in youth, and contended that the great 
prevalence of insanity had also a significance in this connexion, and 
ought to give pause to those in authority who were piling on motives 
for pressure in brain work. 


, In the discussion that followed, Mr. MyDonald (Daniel Stewart's 
College) thought Dr. Stracha’scarguments only-applicd to in- 
' judicious home lessons, while Miss Hunter (Secretary) said the 


18 THE EDUCATIONAL TIMES.” 


(Jan. 1, 1900. 


British parent would not do without home lessons for his 
children. 


Pror. ANwYL, of Aberystwyth, gave an address on “ Educa- 
tion” on the annual speech day of Llanidloes Intermediate 
Schools. He said that very often it was as difficult to under- 
stand men’s words in English as ina strange tongue. As life 
advanced it became fuller of complex situations and of those 
crises where a strong mind was required to direct one in the 
true path. 


If a man was to live in this complex civilization of ours, he must be 
strengthened from the very earliest years of life to keep cool in the 
face of difficulty, and to be able to decide rapidly and work energetically. 
Therefore he thought that the work done by children in school should 
very largely be directed towards strengthening the powers of the mind, 
whether it were by the study of a dead and difficult language or the 
attempt to wrestle with a knotty problem in science or mathematics. 
But the discipline of education was not simply the discipline of the 
understanding. It meant also the training of the judgment, the love 
of what was right, and the determination to follow what was right. A 
great element in school life was the opportunity it afforded for training 
character. The battling out of life’s difficulties in youth by children 
with those of their own years was a most excellent preparation for the 
work of life.. But, before school life could have its proper influence 
upon a child’s character, the child must be allowed to stay longer in 
school. He thought those parents who prematurely withdrew their 
children from school did them a very great injustice. 


Tx connexion with the new University of Birmingham, a depu- 
tation was appointed to visit the United States and Canada, with 
the view of inquiring into the working of some of the leading 
Universities. When Mr. Andrew Carnegie made his donation of 
£50,000 he suggested that some of the features of the American 
Universities should be incorporated in the proposed Birmingham 
University, and Mr. G. H. Kenrick, Prof. Poynting (Professor of 
Physics), and Prof. Burstall (Professor of Engineering at Mason 
University) were deputed to make the necessary inquiries. ‘They 
left Birmingham on November 1, und have visited the Cornell 
University, the Massachusetts Institute of Technology at Boston, 
the McGill University at Montreal, and all the leading colleges 
and schools in Chicago, Baltimore, Pennsylvania, and the United 
States generally, concluding their tour at New York. The depu- 
tation will present a report to the University Committee, 
embodying their views. 


Dr. J. J. Finp.ay, in his report to the Governors of the Cardiff 
Intermediate School for Boys, refers to the “ house system ” 
which he has established since his appointment as Head- 
master :— 


We are holding fast to the principles on which it is based, and which 
were originally due to the genius of Dr. Perceval (the present Bishop 
of Hereford) when Headmaster of Clifton, but we are letting our house 
life grow from term to term on lines adapted to our needs. It is 
certainly exercising a pronounced influence upon the character of our 
boys; it is adapted to boy nature; it develops the best qualities of 
public spirit and unselfishness ; it represses those narrowing tendencies 
of caste which, in many towns, have alienated the grammar school from 
civic interests; in short, it recognizes the life of a school as that of a 
vigorous corporate society. All this, we are well assured, is already 
felt and appreciated by our parents, and will be realized far more as 
time goes on. Naturally enough this social life finds its most energetic 
outlet in school games, and among the best fruits of the “ house” 
system must be reckoned a healthy tone relating to all matters of 
athletic and physical exercise. The deplorable excesses to which 
sports often nowadays lead are here checked at the outset; on the 
other hand, the temptation to sedentary habits is overcome by 
habituating our boys to delight in open-air pursuits. 


TuE report of the Governors of Holloway College for 1898-9 
states that the number of students in residence during the 
session, taking the average of the three terms, was 111. The 
average of 1887-8 (the first year of the college) gave less than 
thirty-three students. The list of University honours won in the 
course of the past year includes Firsts in Mathematical Modera- 
tions, the Final Mathematical School, English and Modern 
Languages (Oxford), as well as a First in French (London). ‘The 

laces on the Governing Body void by the resignation of Mr. R. C. 

yhristie and Sir M. Grant-Duff respectively have been filled by 
Prof. F. W. Oliver, whom the Senate of the University of London 
appointed, and Dr. A. W. Ward, co-opted by the Governors. 


Educational Review. 


An important new feature will be the introduction 


of an article in each issue on one of the subjects 
set for the Oxford and Cambridge Local Exam- 
inations. 


CONTENTS FOR JANUARY, 


Notes and Topics. 


Articles: Technical and Secondary Education. By WILLIAM GARNETT, 
Secretary to the Technical Education Board of the London County 
Council.—The Cambridge Junior Local Syllabus. I. Arithmetic. 
By W. P. Workman, M.A., Headmaster of Kingswood School, 
Bath.—How I Learnt to Teach. Ill. By CLOUDESLEY BRERETON, 
M A., L. és L.—Chatauqua. 


University Letters: Oxford, Cambridge, and London. 

Reviews of New Books. 

List of New Books. 

Announcement of a Five-Guinea Prize for the best List of 
Books for the Cambridge Junior Local Examination. 


1900. 


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(Subject, Book Vi) n A. G. Peskett ...0........ 1 6 
pes * Bhakti De Bello Gallico, Book VI. ...... pa SaaS eats 1 6 
Cioero......... ........ De Senectute eese J. S. Reid oo. 3 6 
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Livy owe. Book XXIL oo eee M.S. Dimsdale... ... 2 6 
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GREEK. 
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Demosthenes Oly nthiacs ............ccecceseeeeeeeeees T, R. Glover ............ 2 6 
Euripides ......... Meden isu saesstews ecnesencastaas tarde C. E. 8. Headlam ...... 2 6 
Iie o aienak Hecuba oseanen W. 8. Hadley .......0.... 2 6 
Herodotus ......... Book Co coostedicteosscangeeieeataaves E. 8. Shuckburgh...... 4 0 
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Homer ............... Odyssey, Book >O decsitaves wuts J. A. Nairn.. . In the press. 
Plato ..........cccceeee Apologia Socratis ............ccccceec J. Adam on... ce eceeee 3 6 
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ey. SETA Weer et | AE Ew Gavedconcten eT eat 1 
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ao Sen Pro 8ulla ....laiiseeroeensnsnsosesenee J. 8. Reid... 3 6 
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Lucretius earners Book Voises aaea J.D. Duff... 20 
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Tacitus............... Histories, Book I... G. A. Davies 20.0.0... 2 6 
Vergil.................. Aeneid, Books I.-XU1..........0..... A. Sidgwick ...... each 1 6 
‘i ees Georgics I.-II., III.-IV. ......... i each vol. 2 0 

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ed 
About... Le Roi des Montagnes ............ A. R. Ropes _............ 2 0 
Boileau ............... L'Art Poétique ......sessasneneesesesue a roe Smith ...... 2 6 
Corneille ............ La Suite du Menteur ............... A be naai W, 20 
. : N mts an 
De Staél .......... Le Directoire .....sccsccsscescesessetee fe ao 
Malot ................. Remi et ses Amis «00.0... ee eee M. de G. Verrall ...... 20 
Sik sxe Remi en Angleterre............00055 00 ľe 20 
Merimée.......... Colombe ooo... ccecccccccceccecesssecouees A.R . Rapes AEE 2 0 
Moliére............... WA OO E ee ietee ses E. G. W. 'Braunhoiiz. 2 6 
Ia poraa Les Précieuses Ridicules ......... so 2 0 
ry er eer »» serge Edition, ry) coe 1 0 
o nec Le Misanthrope... ...cccssesseeses » . 26 
E E Le Bourgeois antiliommne ares A. ©. Clapin ............ 1 6 
Ponsard ............ Charlotte Corday eessen A. R. Ropes............... 20 
ert ee Athalie So oi vc gucess toeccbenseovaccecdicas H. W. Eve eessen 2 0 
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GERMAN. 
Benedix............... Doctor Wespe ae K. H. Breul ............ 3.0 
Preytag............... Der Staat Friedrichs des Grossen W. Wagner ............... 2 0 
Goethe ............... Hermann und Dorothea............ Yana and J. W. l3 6 
E Iphigenie auf Tauris ............... K. H. Benl 3 6 
Hauf .................. D Sa he ge ace (ia: A. W. Schlottmann... 3 0 
1e Deutschen Heldensagen (Ha- 
Klee |... ee. gen und Hilde, und Gudrun) }H. J. Wolstenholme: 3 0 
Kohlrausch ...... Das Jahr 1813 ooo. W., Wagner oo... 2 0 
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ie Ganerben un ie Gerech- 
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Sohiller Wilhelm Tell o.oo eee K. H. Breul oo... 2 6 
wir! aee aeae is Abridged Edition. A E E 1 6 
ENGLISH. 
The s ana om i ties A. W. Verity ............ 3 0 
de on the Nativity, L’Allegro, 
Camnriage ne, P Se fe. Aruni 2 6 
radise Lost, Books I. an ; aC‘ 20 
for Schools » Books III. & IV. P 2 0 
More .................. Utopia RE S ETT J. R. Lumby ............ 3 6 
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London: C. J. CLAY & SONS, Cambridge University Press Warehouse, Avé Maria, Lane. 


Jan. io 


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FORECASTS AND COMMENTS. 


January 1, 1900. 
Tut Half-yearly General Mecting of members 
of the College of Preceptors will be held at the 
College on Saturday, January 20, at 3 p.m. 
* w 
* 


Fixtures. 


Tue Annual Dinner of members and their friends, which was 
to have taken place on the day of the Half-yearly meeting, has 
been suspended for the present year. 


As previously announced, there will be no Winter Mecting at 
the College this year. 
* + 
Tue Examination of teachers for the Diplomas of the College 
will begin to-morrow, January 2. 
+ ® 


* 

Tue preparations for the English Education Exhibition are 
now complete. The Prince of Wales has consented to open the 
Exhibition—which is to be held at the Imperial Institute—on 
Friday, January 5. The lectures and conferences on educational 
subjects which have been arranged to take place at the Institute 
during the continuation of the Exhibition will extend over 
three weeks. 

* 

A CoNFERENCE of members of the College and of heads of 
schools sending in their pupils to its local examinations will be 
held in the Conference Hall of the Imperial Institute on 
Saturday, January 6. The subject of discussion will be the 
formation of a register of efficient secondary schools, whether 
by Central or Local Authority. 

o  * 


# 

THE subject will be introduced by R. Wormell, Esq., D.Sc., 
M.A., F.C.P., and papers will be read ‘On the Essentials of 
Sanitary School Premises,” by Arthur Newsholme, M.D., 
F.R.C.P., D.P.H. (Lond.), Medical Officer of Health for 
Brighton ; ‘‘On Examination Tests, Oral and Written,” by H. 
L. Withers, Esq., M.A., Professor of Education at Owens 
College, Manchester; ‘On Oral Examinations as conducted in 
France,” by Miss E. Williams. The sanitary sufficiency of 
school premises, the adequacy of the teaching staff and 
appliances for teaching, &c., will form the subject of discussion 
at the morning sitting—from ll a.m. to 1 p.m. The question 
of examinations (oral and written) as a means of testing the 
results of the teaching will be discussed at the afternoon sitting 
—from 3 to 6 p.m. All teachers, whether members of the 
College or not, are invited to attend, and to take part in the 
discussion. 

** 

Tue annual meeting of the Private Schools’ Association will 
be held on January 12, in the rooms of the College of Preceptors. 
* # 

% 

At the Royal Institution, Mr. C. V. Boys, F.R.S., will con- 
tinue his course of Christmas lectures on January 2, 4, 6, and 9. 
The subject is: ‘‘ Fluids in Motion and at Rest.” 

*% 
* 

At University College, London, the Faculty of Medicine 
resumes work on January 3, the Slade School on January 8, the 
Faculties of Arts, Laws, and Science on January 16. Prof. 
Foxwell’s lectures begin on the 16th, Prof. Ker’s on the 17th, 
Mr. Stopford Brooke’s on the 18th, Prof. Sully’s on the 19th, 


. Prof. Housman’s on the 23rd, and Prof. Gardner’s on the 29th. 


22 


On January 31 Prof. Butler begins a course on Macchiavelli, 
and on February 7 Dr. Moore gives the first of twelve lectures 
on Dante. 

** 

Tne Association of Principals and Lecturers in Training 
Colleges under Government Inspection holds its eighth annual 
general mceting at the Imperial Institute on January 11 and 12. 
The Bishop of London will deliver an address on the Thursday 


afternoon. 


# * 
*% 


Tuk Lent Term of the London School of Economics and 
Political Science will extend from January 16 to March 26. 
There will be sixteen special courses confined to full students 
of the school, the lecturers including Prof. Hewins, Mr. Cannon, 
Mr C. P. Sanger, Mr. A. L. Bowley, Mr. G. Lowes Dickinson, 
Mr. E. A. Whittuck, and Mr. Hubert Hall. There will also be 
twenty-five supplementary courses, including one on ‘The 
Development of the Machinery of Education in England,” by 
Mr. Wallas, beginning on January 22. 

* % 


* 

Tue Modern Languages Holiday Courses Committee of the 
Teachers’ Guild announce that it has been decided to repeat 
the courses at Lisicux and Tours in August, 1900. The en- 
couragements to revisit Lisieux are numerous and great. The 
Committee believe that the Tours course will gradually grow 
in favour, in spite of the greater distance of that city. The 
courses will be of the same duration as in 1899, viz., at Lisicux 
twenty consecutive weck-days, omitting French general 
holidays; and at Tours three weeks, with an extension to four 
weeks, if desired. It has been arranged to open a third course 
of twenty days in 1900 at Elbeuf (on the Seine, near Rouen), 
where the Committee will have the advantage of the presence 
of M. Léon, late Secretary of the French Committee at Lisieux, 
as local organizer. The representatives of the English Com- 
mittee for the courses in 1900 will be—at Lisieux: E. Buck, 
Esq., M.A., St. Edmund’s School, Canterbury ; at Tours: S. de 
Ste. Croix, Esq., M.A., St. Edmund’s School, Canterbury ; and 
at Elbeuf: E. W. Hensman, Esq., M.A., Headmaster of the 
Rawlins School, Quorn, Loughborough. There will be an 
examination at the end of the courses at Lisieux and Elbeuf, 
arranged by a body independent of the Guild. 

* 


* 

Tne jubilee of the North London Collegiate School and the 
Camden School for Girls will be celebrated on April 4. A 
service of thanksgiving and commemoration will be held in 
St. Paul’s Cathedral on the eve of the anniversary, and the 
following day will be celebrated as a day of jubilee, with re- 
ceptions to parents, old pupils, and friends. 

+ % 


* 

Notice has been given by the Vice-Chancellor of Cambridge 
University that ten Stewart of Rannoch Scholarships, each of 
the value of £25 a year and tenable for three years, will be 
offered for competition in May. Four of these are open, two 
being for proficiency in Hebrew, and two in sacred music. The 


other six are for natives of Wilts, Somersct, Gloucester and 
Bristol. 


For the January Examination of teachers for 
Diplomas of the College of Preceptors there are 
263 candidates, which is an increase of 53 on the 
number entered in January, 1899. At the Midsummer examin- 
ation the number was 176, the total for the year being 433. 


+ * 
# 


Tre provision of facilities for secondary training and for the 
examination and graduation of students of pedagogy in the 
University of London has been the subject of much discussion 
during the past few months. It is not anticipated that the 
Statutory Commission will advise the creation of a Faculty of 
Education ; but we understand that a Joint Committee will 
watch the course of events in the interest of the various bodies 
already concerned in the training of secondary teachers. 


Education 
Gossip. 


THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


A ConFereNcE of representatives from the principal London 
colleges was held recently, at the instance of the Royal College 
of Science, with a view to keep before the London University 
Commission some recommendations in the report of the previous 
Commission. Jt is hoped, the Atheneum says, that these will 
find their place among the instructions to the future Senate. 
The most important is the provision that the colleges may 
separately examine and certify their own students at the earlier 
stages, while the final examinations for degrees must be the 
same for all. 

** 

What is a “high school??? The Bishop of Manchester, 
distributing prizes at the Whalley Range Higher-Grade School, 
said that he did not generally care about criticizing terms in 
current use, but he might say frankly that he did not much like 
the titles “ high school” or ‘‘ higher-grade school,’’ because 
their opposites were low school or lower-grade school. ‘* Those 
words certainly had a suspicion of the implication of inferiority, 
and he believed it was better to take a more democratic title, 
and talk of primary schools and secondary schools, inasmuch as 
primary only implied priority and not inferiority.” We fear it 
is a case of “vitia in contraria currunt.” ‘‘ Primary ” and 
“ secondary ?” are engaged. There is some fine promiscuous 
criticism for any one who will go into the whole subject of 
educational nomenclature. . 

* 
# 

Tuer latest concession to Ireland has had a curious reflex 
action on England. The Education Department recently decided | 
to recognize as valid the certificates held by Irish elementary- 
school teachers, whose qualifications, as a whole, are inferior to 
those of English-trained teachers. Taking advantage of this 
change in the Code, says the Schoolmistress, the managers of 
St. Mary’s Roman Catholic Schools, Bradford, have dismissed 
the whole of their teaching staff, and have appointed in their 
places members of the Christian Brotherhood. 

*  % 


* 

Tne first act of Lord Strathcona and Mount Royal as Lord 
Rector of Aberdeen was to move (and secure) the adoption of 
the University Extension scheme, which involves the removal 
of the old Greyfriars Church, and its rebuilding on a neigh- 
bouring site. This has been a question of considerable difficulty 
for some time past. 

** 

On December 15 the Archbishop of Canterbury laid the 
foundation stone of new buildings for the King’s School, 
Canterbury, which is the oldest public school in the country. 

* oo % 


Txoven the new scheme for Lady Holles’s School has not 
been formulated by the Charity Commissioners, the City Press 
hears that, in certain respects, a decision has been come to. 
The school in the past has been of the standard of a National 
school; but in the future Lady Holles’s Trust will be associ- 
ated with a school for the middle classes. Consequently the 
money that has hitherto been devoted to the clothing and feed- 
ing of a certain number of the pupils will no longer be required 
for the purpose. It has, therefore, been decided by the govern- 
ing body to utilize the income for the foundation of scholarships 
to enable deserving pupils, at the close of their school career, to 
continue their education at secondary schools. This utilization 
of the money is certainly the best possible. 

* 
* 

Mr. W. H. Ccunmines, Principal of the Guildhall School of 
Music, presided recently at a conference held at the Guildhall 
School of Music to consider the question of the teaching of 
class-singing and sight-singing in secondary schools. The con- 
veners of the meeting hold that no girl or boy can be considered 
properly educated who, at the age of fourteen or fifteen, is 
unable to sing at sight an easy song or tune from the five-line 
staff. 

* + 
Entuvusiasts are already filling up the programme of jinter- 


Jan. 1, 1900.1 


national and inter-University sports for 1900. The Athletic 
Association of the University of Pennsylvania will send a team 
to take part in the ‘‘ Olympian Games” at the Paris Exposition, 
and in the contests in London, where they will compete with 
Oxford and Cambridge athletes. 


— eoet 


Sır Hvrnert Parry has been appointed 


a ments Professor of Music in the University of Oxford, 
Vacancies in succession to Sir John Stainer. Sir Hubert 


is the author of ‘‘The Art of Music,” and of 
many articles in Grove’s “ Dictionary.” He is a popular and 
characteristically English composer. 
# # 
# 

Mr. Artuur Antuony MacpoxeLL, M.A., Taylorian Teacher 
of German in the University of Oxford, has been appointed to 
the Professorship of Sanscrit, in succession to the late Sir Monier 
Monicr-Williams, for whom he had acted as deputy. Mr. Mac- 
donell took the degree of Ph.D. at Leipzig with a Sanscrit 
dissertation. In addition to Classical Honours at Oxford, he 
gained the Taylorian Scholarship in German (1876), the Davis 
Chinese Scholarship (1877), the Boden Sanscrit Scholarship 
(1878), and was appointed Teacher of German in 1880. He is 
the author of numerous works on Sanscrit philology and Vedic 


mythology. 
*  * 


+ 

Tne Council of King’s College, London, have appointed 
Prof. N. J. C. Tirard to the Chair of Medicine, vacant by 
the resignation of Prof. J. Burney Yeo, M.D., and Dr. W. A. 
Turner to be an Assistant Physician at King’s College Hospital. 

*  % 
* 

At Cambridge the appointment by the Board of Agricultural 
Studies, in consultation with the President of the Royal Agri- 
cultural Society, of Sir E. Clarke, Hon. M.A. St. John’s, 
as Gilbey Lecturer on the History and Economics of Agriculture 
for one year was confirmed. ‘The Board of General Studies was 
authorized to appoint Mr. H. Woods, M.A. St. John’s, as 
University Lecturer in Paleontology for five years. 

* # 
* 
ARCHDEACON Wynve has been selected as Donnellan Lecturer 


at Dublin for the year 1900-1. 
+ * 


* 
Mr. A. W. W. Date, son of the late Dr. Dale, of Birmingham, 
a member of the Council of the Senate and of the Board of 
Examinations at Cambridge, has accepted the position of 
President of Liverpool University College, in succession to Dr. 


Glazebrook. 
+ * 


* 

Mr. E. Tayror Jones, D.Sc., has been appointed Professor of 
Physics in Bangor University College, in succession to Prof. 
Gray. 

* * 

Dr. Apotr Nerraver, M.A., Hon. Fellow of Exeter, has 
resigned the post of Sub-Librarian of the Bodleian, which he has 
held since the year 1873. During that time he has been in 
charge of the Oriental department, and he is well known as an 
Oriental scholar. Mr. A. E. Cowley, M.A., who has been 
acting as Dr. Neubauer’s substitute, is nomiminated to succeed 
him as Sub-Librarian. 

** 

Sır Wits C. Macponarp, of Montreal, has founded a Chair 
of Geology for McGill University, in that city, as a memorial of 
the late Sir William Dawson, whose contributions to the science 
of geology are well known. According to the terms of the gift, 
the income of the endowment will be paid to Lady Dawson 
during her lifetime, and on her death will become available for 


the maintenance of the new Chair. 


+  * 
* 


Dr. Savace has been appointed Lecturer in Bacteriology at 
Cardiff University College. 


THE EDUCATIONAL TIMES. 


23 


Mr. W. F. Coorrr, Clare College, Cambridge, has been 
nominated by the Special Board for Biology and Geology to 
occupy the University table at the Zoological Station at Naples 
until February 1. The same Board have adjudged the 
Walsingham Medal to H. H. W. Pearson, B.A. Caius, and J. 
Bancroft, B.A. of King’s College. 

*  % 


* 

Tne Rev. Ferrreim E. Duckwortn, M.A. Selwyn College, 
Cambridge, late assistant-master of Rossall School, has accepted 
the Headmastership of Fermoy College, county Cork, vacant by 
the death of the late Rev. Frank Stonham, M.A. 

4% & 
# 
Mr. Cooxr, M.A. of King’s College, Cambridge, succeeds 


Mr. Kennedy as Headmaster of Aldenham School. 
* * 


Mr. Wittiam Henwoop, M.A. of Queens’ College, Cambridge, 
who for the past five and a half years has held a mastership at 
the Wyggeston School, Leicester, has been elected Headmaster 


of Necdham Market Grammar School, Suffolk. 


x» 6% 
* 


A vacancy is created in the (joint) Rectorship of the Aberdeen 

Grammar School by the resignation of Dr. Moir. 
+. * 
# 

We omitted last month to record the appointments of Mr. T. 
Read as Headmaster of Brighton Grammar School, and of Mr. 
E. J. Vie, B.A., as Headmaster of the Bluecoat Endowed 
School, Stockton-on-Tees. 

= * 

Owine to the retirement of Miss Dugdale, the Provost and 
Fellows of Denstone College have appointed Miss Marcia Alice 
Rice, of St. Hugh’s Hall, Oxford, and the Godolphin School, 
Salisbury, to be Headmistress of St. Anne’s, Abbots Bromley, 
one of the Woodard Schools for Girls. Miss Rice has taken a 
full ‘‘ University ”? course at Oxford, where she obtained a First 
Class in the Final Honours School of English Language and 


Literature. 
* * 


Turre is a vacancy for a Lecturer of English in the Lyceum 
attached to Malta University. A Roman Catholic will be pre- 


ferred. Applications up to January 5 to the Director of Edu- 
cation, Malta. 


Ir is always satisfactory to hear of the offer of 
substantial prizes for essays on historical and literary 
subjects. Competitions of this kind have often 
enabled clever young men and women to make a mark at the 
outset of their career. At the last meeting of the Irish Literary 
Society, the Hon. Charles Russell, as Treasurer of the Socicty, 
announced that, thanks to the gencrosity of one of the Vice- 
Presidents, Mr. William Gibson, two prizes, one of fifty, the 
other of twenty, guineas, open to general competition, are 
offered for the best essays on ‘‘ The Sicges of Derry and 
Limerick.” Lord Russell of Killowen and Mr. Lecky, M.P., 
will be the judges in the competition, the conditions of which 
can be obtained from the Secretary of the Irish Literary Society, 
8 Adelphi Street, Strand. 


Literary 
Gossip. 


*  & 
* 

Herre is another competition. The Board of Education of 
Sierra Leone offer a prize of £20, to be given to the writer of a 
small history of Sierra Leone which shall be adjudged by a 
Committee appointed by the Board to be the best submitted to 
it in public competition and to be suitable as a text-book for use 
in the schools of the colony, and shall be approved by the 
Governor for this purpose. lf a work is submitted which fulfils 
these conditions, the preliminary cost of its publication will be 
undertaken by the Board, the copyright remaining the property 
of the author, who will receive all profits accruing from the 
sale of the work when the cost of publication shall have been 
repaid. 

#o x 
* 


We have received a copy of the “ First Academic Address 


24, 


THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


given uuder the auspices of the Arts Students’ Asrociation tu 
the Students in the Faculty of Arts in University College, Liver- 
pool, by Walter Raleigh, King Alfred Professor of Literature.” 
It is published at ‘‘ The University Press of Liverpool,” and is, 
we believe, the first product of the new press. Prof. Raleigh’s 


subject was ‘‘The Study of Arts ina Modern University.” 
* % 


x 
On the principle that quality is better than quantity, it is 
absurd to make little quibbles over the genial epilogue of the 
Westminster Play. No doubt the quantity of the a in Eboracum 
is long; but, if you have to bring “ The Belle of New York” 
into elegiacs, what are youtodo? Westminster did as follows: 
Adsum, en, Eboraci bella puella Novi. 
And again— 
O salve Eboraci pulchra puella Novi. 


Turt Rev. J. O. Bevan has printed in pamphlet form the 
Lecture delivered by him at the College of Preceptors in Nov- 
ember, of which we printed a summary last month. His new 
title is: ‘‘How to Save our Private Schools; or Suggestions 
tor the Consolidation of Private Schools in the face of the Board 
of Education Act.” 

* * 

At a recent special sitting of the Jersey States a Bill was 
brought in to allow the optional use of English in the Assembly. 
Another member introduced a measure declaring English 
(instead of French) to be the official language of Jersey from 
May 24 next, the Queen’s birthday. Both measures will be 
discussed when the States meet this month. 

* % 
* 

SEVERAL members of the Gaelic League are engaged on the 
editing of Irish literary texts for publication. Amongst the 
texts in course of preparation is an edition of the poems of 
Geoffrey Keating. The editor has gone through about a hundred 
manuscripts in Trinity College, Maynooth, and the Royal Irish 
Academy, in order to arrive at a text. The public ought cer- 
tainly be grateful for such self-sacrificing labours to place within 
their reach the ancient MS. literature of Ireland. 

*  % 
* 

“ Tuomas AND MATTREW ARNOLD,” by Sir Joshua Fitch, which 
was published by Mr. Heinemann in his ‘Great Educators 
Series,” has been for some little time out of print. A new 
edition revised by the author will be issued shortly, both in its 
original form and as a separate volume in a special binding. 

+o 
* 

AnNoTrer work of interest that Mr. Heinemann has in hand is 
a translation of M. Seignobos’ recently finished “ History of Europe 
from 1814 to 1896.” The author’s aim is to write an “ ex- 
planatory ”? history, showing the organiz tion of the various 
nat ons and parties, and how the political questions of each age 
har been solved. 

+o x 

Mr. Arrr: Resse Wartack, whom the reading public 
associate chiefly with his contributions to science, has written an 
introduction to Mathilde Blind’s ‘“ Ascent of Man,” a new 
edition of which Mr. Fisher Unwin promises in a few days. 
It is understood that the volume, which contains, by the way, a 
fine medallion portrait of the poet, will be followed shortly by a 
selection from Miss Blind’s poems. 

E 
* 

Earty in the new year Mr. Nimmo will publish the first 
volume, by Prof. Sayce, of ‘‘The Semitic Series,” intended to 
present compactly and in popular form the more important facts 
in the history, religion, government, language, customs, «c., of 
the Babylonians, Assyrians, and allied Semitic races. The first 
volume is: ‘Babylonians and Assyrians—Life and Customs 
(with special reference to the Contract Tablets and Letters),”’ 
by the Rev. A. H. Sayce, Professor of Assyriology at Oxford. 
Other volumes will follow at regular intervals; each will be 
complete in itself, and the series, taken as a whole, will neglect 
no phase of the general results of recent scientific research. The 
various authors are specialists in their subjects. 


For some time past Prof. J. B. Bury has been at work on a 
‘‘ History of Greece, from the earliest times to the death of 
Alexander the Great.” This will be published by Messrs. Mac- 
millan. It is based on original authorities tested in the light of 
modern research, and is expected to contain the fullest account 
that has yet been included within the compass of a single 
volume of the political history of Greece. 


SOME LESSONS FROM THRING’S LIFE. 


Ox Wednesday, December 6, at the evening meeting of 
members of the College of Preceptors, Sir Joshua Fitch gave a 
lecture on * Some Lessons from ‘Thring’s Life.” Dr. Wormell took 
the chair. We print a brief summary of this lecture, which will 
be included in a forthcoming volume of Sir Joshua Fitch's 
lectures and addresses, to be published by the Cambridge 
University Press, under the title of “ Educational Aims and 
Methods.” 

The lecturer referred, in the first place, to the very interesting 
paper which Dr. Wormell had previously given to the members of 
the College on “ Edward Thring,” and spoke of its fullness and 
practical usefulness. But the character of the Headmaster of 
Uppingham was many-sided, and there were still some aspects of it 
Which justified further consideration. There was, for example, his 
effort to rid the University of Cambridge of an anomalous usage, 
which, though it happened to be of personal advantage to himself, 
he regarded as unfavourable to the true interests of learning, 
and unworthy of the University. This was the custom of ad- 
mitting to a degree without examination the scholars of Eton 
who were Fellows of King’s College. Thring himself fulfilled this 
condition, and was distinguished both as a classical scholar and 
as Captain of Montem. But he wrote earnestly against the con- 
tinuance of this exceptional privilege, and ultimately succeeded in 
procuring its abolition. His work as a curate in Gloucester, and 
his strong interest in the elementary schools of that city, awakened 
in him, not only an unexpected faculty for teaching, but a belief, 
Which he retained through life, that the true principles of educa- 
tion are applicable to all classes of schools, even the humblest; and 
that the classical master in a great public school might learn 
much from the methods of instruction and discipline which are 
adopted in a good National or Board school. 

Uppingham, to which Thring went at the age of thirty-two, 
absorbed the chief energy and activity of his life until theend. In 
the course of that life he transformed what had been an obscure 
country grammar school, of no great wealth or repute, into one of 
the most remarkable and successful public schools in the kingdom, 
with ample accommodation for three hundred scholars, ten board- 
ing houses, library, laboratories, a gymnasium, workshops, and a 
noble chapel. From the first he resolutely refused to sanction any 
increase beyond that number, as he believed that it was indis- 
pensable to know all the scholars individually, and that ina larger 
school such knowledge was impossible. “I have no right,” he said, 
“to takea boy away from his parents unless I can know him well.” 
Thring was fortunate in having several loyal colleagues—notably 
Mr. J. H. Skrine—who had faith in him, and who made large 
sacrifices of their own private means, with a view to the erection 
of boarding houses, and otherwise, to the extension of the school’s 
usefulness. The story of the financial and other difficulties 
attending his enterprises, as well as of the comparative apathy 
of the local governing body, have been narrated with somewhat 
needless fullness by Mr. G. H. Parkin, his faithful friend and 
biographer. Some characteristic details were, however, cited 
by the lecturer—in particular, the dramatic incident of the flight 
for life of the whole school, with thirty masters and their families, 
to a remote village on the coast of Wales, was described in detail, 
and shown to furnish a striking illustration of Thring’s master- 
fulness, his readiness of resource, aud his power of overcoming 
difficulties. 

With regard to his methods of teaching, some of the most 
striking features were: (1) his insistence on the value of English 
grammar as a help in classical instruction, aud as providing, with 
due comparison of Greek and Latin forms, the best discipline in 
the logic of language; (2) his anxiety to provide for every boy 
some opportunity for the exercise of any special gift or aptitude 
which he possessed, so that, in addition tothe ordinary and time- 
honoured discipline in language, history, divinity, and mathe- 
matics, there should be provision for drawing and design, for 
manual training, for the study-of, music, for phy¥sical)sciencé, and 
for natural history; (3) his faith in the possibilities of @dod, whic!) 
were to be found in even the least interesting and hopeful p ` 


Jan. 1, 1900.] 


THE EDUCATIONAL TIMES. 


25 


and his conviction that it was the duty of the teacher to discover 
what each boy was good for, and to find employment for his best 
faculties; (+) his strong sense of the schoolmaster’s work as a 
religious duty, and of the paramount importance of character- 
forming as opposed to what he called “ knowledge-worship.” 
Many characteristic passages were quoted from Thring’s books 
and diaries, lighted up, as they often were, by grotesque and 
quaint fancies, but always characterized by deep seriousness, and 
by a keen and affectionate insight into child-nature, and by a 
knowledye of the special temptations and difficulties of a school- 
boy’s and of a student’s lite. Of his extra-scholastic activity 
many examples were given. He was practically the founder of 
the Headmasters’ Conference in 1849, and was afterwards the 
first of the heads of great public schools to welcome the Con- 
ference of Headmistresses, and to give to them a sympathetic 
address. His efforts to establish a settlement in one of the 
poorest parts of London, and the formation of a local society in 
the town of Uppingham for lectures, reading, and social im- 
provement, and his lectures and addresses to societies of teachers, 
both in England and in America, all showed him to be a pioneer 
in some of the most important educational movements of our time, 
and entitled him to a high and enduring place in the educational 
history of the century. 


UNIVERSITIES. 


(From our Correspondents.) 


THE end of the October term has been saddened 
by news of the death of one of the best known 
and most popular of our residents. After a 
prolonged period of ill-health, Mr. W. A. Gill, Tutor of Mag- 
dalene, and Junior Esquire Bedell, passed away, regretted and 
mourned by the large number of friends he had gained by his 
devotion to duty and courtesy towards all those with whom he 
was brought into contact. Two other losses are to be mentioned, 
but, in these cases, the causes are happier in their nature: Mr. 
A. W. W. Dale, Tutor of Trinity Hall. goes to Liverpool to take 
up the position lately held by Mr. R. T. Glazebrook; while Mr. 
W. N. Shaw, of Emmanuel, has been chosen to succeed Mr. Scott 
at the Meteorological Office. 

Much dissatisfaction has been caused in Cambridge at the fact 
that the name of, Prof. Moule has been prematurely coupled 
with the impending appointment to the Bishopric of Liverpool. 
Unanimous as the feeling is that Dr. Moule’s would be an ideal 
appointment, it is practically established that Press rumours as 
to episcopal appointments have the effect of putting the candidate 
out of the running altogether. If, however, in spite of all this, 
Dr. Moule should be appointed, there is no doubt that from all 
sections of Churchmen in Cambridge the most hearty con- 
gratulations to the worthy Professor would be forthcoming. 

The Botanic Garden Syndicate have at last yielded to the 
dictates of common sense, and issued a new set of regulations for 
governing admission to the Gardens. For the future, all respect- 
able people are to be admitted from 8 a.m. to dusk, though not 
later than 8 p.m. during the summer months; but the most 
important alteration is that smoking is to be allowed, except in 
the plant houses. 

The University three years ago established a Lectureship in 
the Hausa Language, and, as the period for which the appointment 
was first made has now expired, it is proposed to renew the 
experiment. The Hausa Committee have reported that, in con- 
sequence of the Government assuming the direct control of the 
Niger Company’s territories, the Hausa language will soon take 
a definite place in the training of Civil Servants for West Africa: 
this argument will undoubtedly prevail, and no opposition can 
with any show of reason be raised to the appointment, as the 
funds are provided by the Hausa Association. 

Rumours are also im the air of changes in the relations of the 
Army to the University: at present, the encouragement given to 
men in residence to prepare for the Army is inadequate; the 
intending candidate is obliged to sacrifice his University career 
if he wishes to make marks in a Civil Service competition. The 
result in practice is that the better men prefer to take the 
certainty of success in a University course to the doubtful 
chances of an Army examination. It is quite possible that the 
present enlightened authorities at the War Office will be able to 
find a solution of the difficulty, and recognize the University 
tests of literary acquirements as sufficient, while imposing tests 
of military efficiency similar to those employed with other 
candidates. 


Cambridge. 


The advanced-student system has already borne good fruit. 
Dr. Grafton Elliot-Smith, the first of the scientists sent to Cam- 
bridge by the Australian Universities, has not only been elected 
to a Fellowship at St. John’s, but has now been appointed to the 
important post of Demonstrator of Anatomy in the University. 
The growth of our Medical School proceeds by leaps and bounds ; 
it is the one department of University work which prevents us 
from earning ae reproaches of the educated public. It must 
not, however, be forgotten that the undeniably high standard set 
by the medical authorities here has caused considerable grumbling; 
but there is absolute firmness on the part of those responsible for 
the present condition of affairs, and there is no fear that our 
medical degrees will lose their value in the eyes of the public 
through a decrease in the requirements of the examiners or @ 
laxity in interpreting the rules which govern them. 

The scientific researches commenced by the late Prof. Kan- 
thack on the subject of tuberculosis are now being continued with 
methodical care by Dr. Sladen and Prof. Woodhead; patient 
research without fuss or advertisement will be found in the end 
to produce results of great and permanent value. The important 
fact to be dwelt on at the present moment is that a comparatively 
small sum would be necessary now to eliminate from all the 
herds in England those animals the tuberculous character of 
which is liable to cause active danger to human life. But Govern- 
ment Departments move slowly, and in the case of the tuberculosis 
experiments there is no one who has an axe to grind; private 
enterprise is now beginning what hereafter will have to be com- 
pleted by public exasperation. 

The Carne collection of minerals was recently acquired by the 

University through the efforts of Prof. Lewis, and the wisdom of 
the purchase has already been proved by the fact that Mr. A. 
| Hutchinson was able to inform the Philosophical Society at its 
i last meeting of the discovery of a new mineral. which has been 
named Stokesite, in honour of Sir George Gabriel Stokes: it is a 
colourless transparent crystal of the prisinatic system, and was 
found on a specimen of Cornish axinite.§ B 

The small number of First Classes in the Special Examination 
Lists shows that the Examiners are resolutely determined to 
grant this distinction only in cases of real merit. Twenty-one 
candidates obtain First Classes, and sixteen of these were 
obtained in the tirst parts of the respective Specials, ieaving five 
only for the second part, which confers the degree. It is now 
realized that, for the weaker men, a good poll degree, say a First 
Class in the General, and a First in each part of the Special, has 
a considerably higher value than a low Third in most of the 
Triposes. Whewell Scholarships have been awarded as follows :— 
(1) H. M. Wiener, Caius; (2) R. W. Seward, King’s. Seatonian 
Prize: Rev. John Hudson, M.A. Peterhouse. Crosse Scholar- 
ship: C. T. Wood, B.A. Pembroke. 


Ix connexion with Welsh education there has been 
but little of importance to chronicle recently. The 
Annual Collegiate Meeting of the University Court 
was held this year at Bangor, and in conjunction with it the 
ceremony of conferring the degrees of the University. A meeting 
of the Guild of Graduates, which had been postponed from last 
April, owing to the death of the Warden. Mr. T. E. Ellis, was held 
a short time before the meeting of the University Court, in order 
to elect the officers of the Guild. The new Warden is Prof. 
J. E. Lloyd. M.A.. a former student of Aberystwyth, and of 
Lincoln College, Oxford. and now Registrar and Professor of 
History at Bangor. — The Central Board met this year at 
Newport, and spent most of the time in private session in the 
work of drawing up the Annual Report upon the work of the 
schools for presentation to the Charity Commissioners. The 
General Report upon the Inspection and Examination of County 
Schools, which contains information available to the general 
public, deserves careful study by all who are interested in the 
future of secondary education. Last year, 93 county schools, 
under the Welsh Act, were inspected by the Central Welsh Board 
in compliance with the Treasury regulations. Of these 93 schools, 
61 were visited by the Chief Inspector under the Welsh Board 
(Mr. Owen Owen, M.A.). and 32 by Mr. James Headlam, sometime 
Fellow of King’s College, Cambridge, whom the Board appointed 
as temporary inspector. In Wales and Monmouthshire there are 
now 22 schools for boys, 21 for girls. 43 dual schools, and 7 mixed 
schools. The term “mixed” applied to a school indicates that 
boys and girls are taught together in the ordinary subjects of 
the school curriculum. The term“ dual indicates thatcthere are 
two departments under onetesponsible heard-one-department for 


Wales. 


9 


ond 


6 


THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


boys and one for girls, with separate entrances, class-rooms, and 
playgrounds for boys and girls respectively; but that the school 
managers may, if they think fit, make arrangements for boys and 
girls being taught together in all or any of the classes. In 
practice, the dual schools of Wales vary very considerably. Some 
are practically “mixed” schools, while others have almost complete 
separation of the boys and girls; though in no case is the chief 
mistress in charge of the girls’ department technically a head- 
mistress with separate responsibility for the girls as a whole. 
The 93 schools which appear on the list are under the charge of 72 
headmasters and 21 headmistresses. To the student of secondary 
education it is interesting to note the following facts with regard 
to the credentials of the teachers in the county schools of Wales. 
The headmasters hold degrees as follows: — London, 3+; 
Cambridge, 16; Oxford, 9; London and Cambridge, 4; London 
and Oxford, 3; Glasgow, 2; Royal University of Ireland, 1; 
London and Leipzig,1; London and Strassburg, 1. At present 
there is one without a degree. The headmistresses hold degrees 
as follows :—London, 12; Victoria, 1. At present there ure three 
withoutadegree. The assistant-masters hold degrees as follows: 
—London, 44; Oxford, 22; Cambridge, 20; Victoria, 8; Wales. 3; 
London and Wales, 3; London and Victoria, 1; Oxford and 
Victoria, 1; Royal University of Ireland, 1; Dublin.1; Durham, 1. 
There are, at present, 61 without a degree. The assistant- 
mistresses hold degrees as follows :—London, 54; Victoria, 7; 
Royal University of Ireland, 2; London and Durham, 1; Wales, 1; 
Cambridge and Zurich, 1. There are at present 101 without a 
degree. Further, five headmistresses and seventeen assistant- 
mistresses have passed examinations at Oxford or Cambridge 
which, if those Universities gave the titles of degrees to women, 
would have entitled them to the B.A. degree. The appointment 
of a headmaster or a headmistress without a degree (or, in the 
case of the latter, the Oxford or Cambridge equivalent) is a breach 
of the scheme. Assistant masters and mistresses, however, need 
not be graduates. and it is probable that many of the non-graduate 
assistant masters and mistresses are certificated teachers or the 
possessors of certificates showing a fair standard of attainment. 
Certificated teachers are often appointed owing to their pro- 
fessional skill and experience, which are often in striking contrast 
withthecrudeeffortsof more learned but untrained and unpractised 
graduates. ‘he London degree seems to be in marked favour, 
partly on account of the comprehensive character of its curriculum 
even for the pass standard. One cannot read these figures without 
recognizing the necessity for watchfulness against two dangers: 
the tirst, that the work of many of the schools may be of primary 
or higher-grade rather than of true secondary standard; and the 
second, that the staffs of the schools will not contain many 
masters of high special attainments capable of preparing children 
m such snbjects as classics and mathematics for scholarships at 
Oxford or Cambridge. It is true that these boys will be the few, 
but secondary education aims at giving the best advantages 
to the able few, as well as a sound education to the less able 
many. 


— 


BEN JONSON ON EDUCATION. 


BEN JoNSON was a man of many parts and wide capacity. We 
know him as playwright, epigrammatist, translator, song-writer; we 
have even heard that he tried his hand at the useful art of bricklaying 
and served for some time as a soldier in the Low Countries. Perhaps, 
however, it may be matter for surprise that to his other characters he 
added that of educational theorist and parents’ adviser. That he did 
eo any one may discover for himself who cares to turn to the dusty 
volumes of his published works, and to those particular pages entitled 
“Explorata,” or “ Discoveries.” What these discoveries are may be 
gathered from the title-page of the work where they are described as 
* ‘Discoveries made upon men and matters as they have flowed out of 
his daily readings, or had their reflux to his peculiar notion of the 
times. By Ben Jonson. Printed 1641. London.” It is, in fact, a 
little store-tower of wit and shrewd wisdom that we come upon here, 
and many readers who find his plays uninteresting or tedious may turn 
with genuine pleasure and protit to these quaint “ Discoveries.” All 
manner of topics are touched upon or discussed—the art of writing 
and of oratory, the follies and sins of human nature, the wisdom and 
inspiration of the ancients, the relation of individual judgment to 
authority, and many other matters tind a place in Ben Junson’s 
philosophy. 

Near the end of the “ Discoveries,” we coine upon a little homily on 
education for the benetit of a certain nobleman who had asked Jonson's 
advice on the tuition of his sons. It will be remembered that Jonson 


was himself a scholar of Westminster School, and had the most vrateful' a parent’s choice, when ill-drawn 
memories of his old schoolmaster, Willium Camden, the antiquary. 


Something of his gratitude to Camden he has shown in the poem 
addressed to him beginning with the lines: 


“Camden! most reverend head to whom I owe 
All that I am in arts, all that I know.” 


This passage also shows his high estimate of education and of the work 
of the true educator. “The price of many things is far above what 
they are bought and sold for. Life and health, which are both in- 
estimable, we have from the physician; learning and knowledge, the 
true tillage of the mind, from our schoolmasters. But the fees of the 
one, or the salary of the other, never answer the value of what we 
received, but serve to gratify their labours.” Some of the ideas in 
Jonson's little discourse sound strangely modern and philosephical— 
more philosophical indeed than the views of many nineteenth-century 
teachers. He shows a consideration for the nature of the child, as 
well as of the subject, which is distinctly modern; and his summary 
of the advantages of class teaching is excellent: “It pleaseth your 
lordship,” he begins, “to ask my opinion touching the education of 
your sons, and especially the advancement of their studies... .”” Studies 
have their infancy as well as creatures. We see in men even the 
strongest compositions had their beginnings from milk and the cradle, 
and the wisest tarried sometimes about apting their mouths to letters 
and syllables. In their education, therefore, the care must be greater 
had of thoir beginnings, to know, examine, and weigh their natures, 
which, though they be proner in some natures to some disciplines, yet 
are they naturally prompt to taste all by degrees and with change. 
For change is a kind of refreshment in studies, and infuseth knowledge 
by way of recreation. Thence the school itself is called a ply or game. 
Scholars should not be affrighted or deterred in their entry, but drawn 
on with exercise and emulation. A youth should not be made to hate 
etudy before he know the causes to love it, or taste the bitterness 
before the sweet, but called on and allured, intreated, and praised. 
Yea when he deserves it not.” This is perhaps, going a little far, but 
it is at least in the right direction, in, those days of undue severity 
and hardness. ‘ For which cause,” he goes on, “I wish them sent to 
the best school and a public ;school], which I think the best.” 

This was the day of private tutors; so Jonson finds it necessary to 
defend the public-school system and set forth its merita and advan- 
tages: “ Your lordship, I fear, hardly hears of that as willing to breed 
them in your eye and at home, and doubting their manners may be 
corrupted abroad. They are in more danger in your own family among 
ill servants (allowing they be safe in their schoolmaster) than amongst 
a thousand boys however immodest. Would we did not spoil our own 
children and overthrow their manners ourselves by too much indul- 
gence. To breed them at home is to breed them in the shade, where 
in a school they have the light and heat of the sun. They are used and 
accustomed to things and men, and when they come forth into the 
commonwealth they find nothing new or to seek. They have made, 
too, friendships and aids—some to last till their age. They hear what 
is commanded to others as well as themselves: much approved, much 
corrected ; all which they bring to their own store and use and learn 
ag much as they hear. Eloquence would be but a poor thing if we 
should only converse with singulars [i.e., individuals]. Therefore,” 
says Jonson, triumphantly, “I hke no private breeding; I would send 
them where their industry should be daily increased by praise and 
kindled by emulation. It is a good thing to intlame the mind, and, 
though ambition itself be a vice, it is often the cause of great virtue. 
Give me that wit whom praise excites, glory puts on, or disgrace 
grieveth: he is to be nourished with ambition, pricked forward with 
honour, checked with reprehension, and never suspected of sloth.” 

Alas! most sanguine of men, to be never suspected of sloth is a 
good deal to ask in a world where Emerson has ssid: “ Every man is 
as idle as he dares.” But hear Jonson on athletics and their place in 
the temple of education: “ Though he be given to play, it is a sign of 
spirit and liveliness, so there be a mean hud of their sports and relaxa- 
tions.” One wonders whether Jonson would have thought this happy 
mean observed in the present-day public schools. 

He concludes with these quaintly wise and gracious words of good 
counsel: ‘ And from the rod or ferule I would have them free, as from 
the menace of them, for it is both deformed and servile.” Well might 
the schoolboy of his day have echoed the pruise of his brief but telliny 
epitaph: ‘‘O rare Ben Jonson!” M.S. 


se, pe a OE = Š M 


CHATS ON CHILD-STUDY. 


III. CHILDREN AND PICTURES. 

Pror. Eart BARNES and others have done a great deal in gathering 
facts about a child's notions of drawing and appreciation of pictures. 
Symbolie and diagrammatic, rather than imuginative, again seem to 
be the characteristics of a child's drawing, and Prof. Sully has 
worked out and illustrated this point in u clear and popular form. 
But, as long as our picture. books for children are as wrong as they are 
at present, there is much work still to be done in applying the con- 
clusions of psychologists. The old days, when “any book, so long as 
it is simple, will do for the children” was the» guiding principle oi 
beasts in- Gmpossible Colours 
| frolicked over the page, and Dainty Dick was reducta fromfat to thin 


Jan. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


27 


in twenty clear stages—such days were halcyon compared with the 
present. Nowadays, with so much child-study in the air, a parent 
is not so light-hearted, but spends great care in selecting a book which 
suits his own wsthetic feelings in regard to childhood, rather than one 
which he feela sure his own child would prefer. The market is 
flooded with books to meet this demand. Over most of them “ con- 
fusion” is writ large. The illustrations are often nightmares of 
fantastic detail, with no attempt to throw light on the text. Often 
the text itself is in old English, or some other type that a child cannot 
easily read. The book itself is sometimes too small for a child to handle 
comfortably, sometimes too expensive for him to be allowed to hug 
and finger and pore over. Let the little fellow wash his hands, but let 
him have the book to care for and treasure in his own way. 

The points to be kept in view in illustrating for children are, first, 
to seize upon some very definite idea; and, secondly, to express it as 
clearly as possible. Knowledge of anatomy and perspective are not 
so valuable to the draughtsman asa power of dramatic arrangement. 
Detail may be crowded in to any extent, provided that the very smallest 
has some meuning thant the child can easily grasp when told, or weave 
a fancy round for himself. Again, colouring, however simple, is a 
source of delight that only a lover of children understands; three 
coloured pictures ure worth thirty uncoloured. One of the best 
illustrated books for children I have come across, and one which 
seems to satisfy every requirement, is Boutet de Monvel’s “Joan of 
Arc.” It has, above all, a good story shortly told, numerous large 
pictures gorgeously, yet tastefully, coloured, and plenty of significant 
detail. lt is a pity that some of our stirring stories from English 
history have not been similarly treated. Coloured plates, of course, 
ipcrease the expense of a book; but I would urge, in this connexion, 
that one of the pressing needs of the present day is a greater respect 
for books. If they are cheap and flimsy, and too frequently bought, 
children will never learn to care for nnd love them. A really good 
book once a year is a far better outlay than the same money spent in 
one a quarter. But another way of meeting the difticulty of coloured 
plates is to prepare books with bold, outlined illustrations, which 
could be easily coloured by the parent or a friend, or by one of the 
elder children, with help and suggestions from the younger ones. To 
yo a step further, a still greater attraction to a child is a book entirely 
home-made. A collection of nursery rhymes, for instance (no bought 
book contains all one’s favourites), roughly written in ‘ print,” and 
illustrated as a parent’s own fancy directs, might prove to be the 
greatest treasure of the nursery. 

It is acommon mistake to suppose that children’s books and pictures 
must necessarily be about children. The fact is, they are not fond of 
analyzing their own ways and manner of talk, and always prefer to 
read about grown-up people, so long as the grown-up people are treated 
from a child’s point of view. It is just the knack of treating them in 
this way that constitutes the whole art of writing and drawing for 
children. But itis an art that does not come easily to the nineteenth- 
century analytic mind; and, to get the perfectly childlike standpoint, 
we must go to the childhood of the race, the early myths and the early 
pictures, which never fail to awaken a sympathetic chord in a child’s 
nature. In taking children to the National Gallery, it will be found 
that the most pleasure will be afforded by pictures of the early Italian 
masters, if they are intelligently explained. The perspective is queer, 
but that does not offend the little fellow whose own perspective is in a 
similar stage: the rocks and trees are such as never were on sea or 
land, but it ig quite clear that they are rocks and trees nevertheless. 
Each saint hus a story behind him which we hope the intelligent 
parent can relate; every detail, even tothe pomegranate in the Infant's 
hand, has a precise meaning; while the lavish and exquisite colour, not 
to speak of the gold, appeals to a child’s love of the gorgeous. 

Another common mistake in regard to children’s books and pictures 
is the treatment of humour. There seems to bo very little basis for 
generalization as to children’s sense of humour, except in a negative 
direction. Laughter is very misleading. It is never a measure of the 
sense of humour at any age. Even babies will chuckle as though at 
some good joke, apparently from mere physical well-being, and children 
are always ready to go into fits of laughter if any one sets them off; 
but, probably, their sense of humour never soars beyond the desire for 
“comic relief,” that the writers of miracle-plays and the early paint»rs 
of solemn subjects indulged in. Satan in the one, and a grotesque imp 
in the other, satisfied the uneducated craving to relieve the serious 
Strain. To most children the charm of “ Alicein Wonderland” lies in 

her adventures and bright talk; the actual wit is loat on them. What 
Child, for instance, appreciates the mock-turtle with the calf’s head, 
or the delicate parody of Wordsworth’s “ Leech-gatherer ”? Again, 
Caldecott’s picture-books please because they are simple and good, but 
most of the humorous touches aro lost on a child. We are so eager to 
point out things to children that it is seldom we wait to observe what 
a child will laugh at of his own accord. To put one’s hat on upside 
down is generally provocative of more genuine mirth than the best joke 
in the worid. The sense of humour must be cultivated, that is certain ; 
but, as in the case of all else worth having, the growth is very gradual, 
and, with young children, all one can do is to prepare a soil of habitual 
cheerfulness and content, with merriment over disturbing tritles. 


M. V.H. 


TECHNICAL EDUCATION IN GERMANY. 


Miss Mary C. Dawes writes to us from Bonn :—“ Those interested 
in technical education will, doubtless, have marked in the daily papers 
the noteworthy speech of the German Emperor on the occasion of the 
celebration of the centenary of the Technical High School of Berlin- 
Charlottenburg which took place in October, the festivities 
beginning on the 19th, and lasting for a week. The Emperor's 
address concluded with the reverent reflection that every science leads 
us back to the cause of all things, to the Almighty Creator, ‘ before 
whom we must bow down in humble thankfulness.’ Teachers and 
pupils should hold fast this conviction, and God’s blessing would not 
fail their work. With this wish he bade the institute Godspeed upon 
its second century. 

“ Another notable incident was the unveiling of the monuments of 
Werner Siemens and Alfred Krupp in the presence of their re- 
spective sons. In a commemoration speech on Alfred Krupp, 
Councillor Servaes told his audience that the man to whom German 
industry owed so much was born in 1812, and was pronounced by his 
dying father competent to be placed at the head of his steel-founding 
works as early as 1826. The works were small, and great were the 
obstacles that had to be surmounted; but, supported by his faithful 
mother, the youth undertook the management of them. In his own 
words, which the speaker quoted: ‘ From my fourteenth year I had on 
my shoulders the cares of a father of a family. Working by day, by 
night I had to brood over ways and means of overcoming ditticulties. 
Whilst working at high pressure, often the whole night through, I 
lived on potatoes, coffee, and bread-and-butter, without any meat.’ 
It needed twenty-five years of such unfailing endurance and perse- 
verance before a state of tulerable comfort was secured. Tho growth 
of the works was so slow that they had only 10 men in 1832, whilst 
their number, which had risen to 122 in 1845, was only 72 in 1848. 
But, by one stroke, Krupp’s works were to attain the first place 
amongst the steel foundries of the world, and this by exhibiting at 
the London Exhibition a block of 4,500 lb., the ‘record’ achievement 
of those days. It won the ‘ Council Medal,’ which has not since been 
awarded to the iron and steel industries. This was the starting point 
of a rapid growth, which resulted by 1887, the year of Alfred Krupp’s 
death, in the employment of 20.960 men, who, with their families, 
represented a population of 73,769 souls, the care for whose material 
and spiritual welfare is well known to have been their master’s con- 
stant concern. 

“Never did Alfred Krupp forget or despise the smallness of his 
beginnings. It was from his first modest home that his remains were 
followed to the grave by thousands of his ‘ fellow-workers,’ and within 
these walls is the oftice of his only son and heir, to whom their associa- 
tions make them a sanctuary. The Geheimrath Riedler, the Rector of 
the High School, speaking both of Krupp and Siemens, said : ‘ These 
heroes of the technical sciences—Krupp and Siemens—the great 
pioneers and masters, . . . are immortal examples for us in our duty 
and our aims. They are our patterns of creative energy of a world- 
wide scope, opening out new vistas to the problems of general culture 
and tho study of nature. .. . The Technical High School . . . should 
feel that then only does its activity work in the right direction when 
furthering the needs of technical application, economical progress, 
and national aims, It isin this sense that Krupp and Siemens are 
our true and great forerunners.’ 

“ At a subsequent stage of the proceedings, the same speaker drew 
attention to the fact that the rulers of Prussia, beginning with the 
‘great Kurfürst, had always been ardent patrons of (Germany's tech- 
nical progress ; and he thanked the reigning Emperor for his constant 
support and favour, notably shown on this anniversary by his decree 


AT OXFORD. 


Tur Report and Calendar of the Association for the Education 
of Women in Oxford, which have just been issued, show an in- 
crease of twenty in the number of students on the books. The 
total number of students who obtained Honours in 1599 is fifty- 
four, more than a quarter of the whole body of students resident 
in that year. The ordinary work of the Association has been con- 
tinued, and the Nettleship Library, which is open to all registered 
students and members, has been developed, the financial position 
of the Association being so satisfactory that the Council have 
been enabled to make substantial grants for the purpose. 
Arrangements have also been made to reduce to some slight ex- 
tent the fees paid for lectures and to make a grant to the Poor 
Students’ Fund. 

This report further draws attention to some Important changes 
made by the Delegates of Local Examinations, the body through 
Which women are admitted to Uuiversity examination, The First 
Examination for Women is to be discontimmed. This examination 
Was introduced twenty-two years oag@o jas. an (alternative-to Re- 
sponsions, Which were at that time not open to women.) ln itself 


28 


THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


it was of little value, but women who passed it were qualified to 
enter for the higher examination, and it was employed as an 
entrance test for students who wished to come into residence. 
The examinations that can be taken in its place are specified in 
the regulations issued by the Delegacy. Those which admit of 
French and German being substituted for Latin and Greek are 
either more difficult or are held once in the year only, and it is 
much to be desired that more students should. before coming to 
Oxford, take Responsions, or obtain an exemption accepted by 
the University in the case of men. 

The value of Latin to students of English and history is now 
very generally acknowledged, and the degree course is more 
frequently taken. Unfortunately. however, girls often postpone 
serious work in classics until they come up, and, consequently, 
waste a good deal of time; while a few months’ work under a 
competent teacher would make it possible for them to start 
regular University work at once. Responsions are held four 
times in the year—in March, July, September, and December; so 
that failure does not, as in the case with several other examin- 
ations, mean a delay of a year. | 

The Delegates have also made an alteration in the only Honour 
examination they still conduct. After 1900, students will be re- 
quired to offer either French, German, or Italian for Honours in 
Modern Languages; not two langnages, as before. The standard 
of requirements in the language offered has been raised, and the 
whole examination must be taken at one time. 


REVIEWS. 


CICERO AND His CORRESPONDENTS. 


The Letters of Cicero. Translated by E. S. Shuckburgh. 
Vols. I., II. (Bell & Sons.) 

Mr. Shuckburgh has given us the first instalment of a complete 
translation of Cicero's letters, a task left unattempted, except in 
fragments, since Melmoth’s version of the “ Letters to several 
of his Friends,” which appeared in the middle of the eighteenth 
century, and Heberden’s, of the “ Letters to Atticus,” published 
early in the nineteenth. Since then great advances have been 
made in classical scholarship and in knowledge of antiquities— 
advances embodied in the excellent edition of Messrs. Tyrrell 
und Purser, to which Mr. Shuckburgh freely acknowledges his 
obligations. It is strange that we should have had to wait till 
nearly the end of the century for both a complete edition and a 
complete translation of the work that, of all others, enables us to 
enter most completely into the life and thoughts of a Roman 
statesman, scholar, and gentleman, at one of the most critical 
periods of the world’s history—a period combining, if the com- 
parison be permitted, the interest of le grand siècle with the 
uuiterest of the French Revolution. Mr. Shuckburgh’s work is 
careful and conscientious, and he has had at his disposal all the 
resources of modern scholarship. If we venture to point out 
what seem to us some detects, we are only complying with the 
anticipations of his very modest preface, the keynote of which is 
opus adgredior opimum casibus. Our chief complaint against the 
translation is that it seems, in places, to savour too much of the 
examination-room, and to be wanting in that verve and freedom 
which would commend it toan English reader ignorant of the 
original. Take, for example, a passage from the “ Letters to 
Atticus ” (II. 1): 


Tusculanum et Pompeianum 
valde me delectant, nisi quod 
me, illum ipsum vindicem, aeris 
alieni, aere non Corinthio, sed hoc 
circumforaneo obruerunt. 


My Tusculan and Pompeian 
properties please me immensely, 
except that they have over- 
whelmed me—me, the scourge of 
debt !—not exactly in Corinthian 
bronze, but in the bronze which is 
current in the market. 


“ Tusculan and Pompeian properties ” is a little heavy; “ me, 
the scourge of debt,” is bright. The failure is in the last part of 
the sentence. To a reader ignorant of the Latin aes alienum it 
conveys no idea at all, or, if it conveys any, it implies that Cicero 
Was, at any rate, well off for small change. Heberden’s version 
is dull, but intelligible: “not with Corinthian brass, but debts 
of this ordinary brass money.” Would it not have been better to 
turn the flank of the difficulty, and to put something like this : 
“have encumbered me, not with the works of Corinthian artists, 
but with the bills of Roman money-lenders ”? Again, take a 
passage from a letter to Appius Claudius Pulcher (Fam., Ill. g), 
a noble friend who at any moment might become an enemy : 


Et velim, reliquum quod est 
promissi ac muneris tui, mihi per- 
solvas. Quum ipsam cognitionem 
juris angurii consequi cupio, tum 
meherculetuis incredibiliter studiis 
erga me muneribusque delector. 


I should wish you also to pay 
me the promised addition to your 
former present. I am both anxious 
to complete my knowledge of 
augural law, and am also, by Her- 
cules, incredibly delighted with 
attentions and presents from you. 


The first sentence is, to say the least, stiff. and does not give 


one the idea of a friendly or shghtly deferential request to an 
author for a new volume of his book. Besides, it leaves us in 
doubt what the promised present is. In the second sentence, 
“by Hercules, incredibly delighted ” is surely more Latin than 
English. Here we should be inclined to prefer Melmoth’s 

To this request I will join another, and remind you of executing your 
promise of sending me the completion of your treatise on augury. I 
ask this, not only as being desirous of informing myself as to the rites 
and principles of the sacred college, but as I receive with immense 
satisfaction every mark of your favour. 


There is noambiguity about this, and it is just what Dr. Melmoth 


himself might have written toa literary nobleman. One more 
example (“ Att.,” I. 14): 


Res agebatur in circo Flaminio, 
et erat in eo ipso loco illo die 
nundinarum waytyupis; quaesivit 
ex eo, placeretne ei judices a prae- 
tore legi, quo consilio idem praetor 


The meeting was in the Circus 
Flaminius. and there was in the 
same place that day a crowd of 
market-people—a kind of tiers état. 
He asked him to say whether he 


uteretur. approved of the jurymen being 
selected by the praetor, to form & 
jury for the praetor himself to 
employ. 

The first sentence shows Mr. Shuckburgh at his best; the ex- 
pansion is necessary and is made in a bright and popular way. 
The second sentence is less happy; it is just one of those cases, 
so familiar to teachers of Latin prose, where English is more 
terse than Latin. Would it not be quite adequate to say: “ of 
the praetor selecting his own jurymen,” or, a@ little more fully, 
“of the praetor selecting the jury to try the case with him ” P 
The terse English expression “selecting his own jurymen ” is Just 
one of those of which one is accustomed to say, where one tries 
to turn it into Latin, latet anguis in herba. It is not quite fair, 
perhaps, to judge a work of such magnitude by afew passages taken 
at random; but it is difficult to resist the conclusion that Mr. 
Shuckburgh’s translation, with all its merits, would have been 
improved by a lighter and a freer hand, and a more thorough 
command of terse and idiomatic English. 


On, YE Gops! 


The Gods of Old, and the Story thut they Tell. By Rev. J. A. 
FitzSimon and V. A. FitzSimon, M.D. (Fisher Unwin.) 

The reviewer, anxious to deal fairly with this extraordinary 
volume, must confess himself utterly at a loss, as, wavering 
between tears and laughter, he closes the strangest farrago of 
science and nescience that ever he was invited to pronounce 
upon. ‘The authors—one a doctor of medicine, the other a clergy- 
man—have read a considerable number of modern scientific 
works. They have also read the classical poets—or, rather, 
certain portions of them—and they know Genesis in the Septu- 
agint. Being by nature altogether destitute of any poetical sense, 
they have apparently hit upon the preposterous notion of recon- 
ciling ancient poetry with Hebrew theology and nineteenth- 
century science. Or, rather, they go much: further than that; 
for they positively believe that the poets were consciously clothing 
scientific truths in every detail of the mythology that they 
elaborated. If, for example, Polyphemus sings to Galatea: 
“Lac mihi semper adest niveum,” we are bidden to remember 
that the “steam, gas, oil, and water spouting from the geysers 
and thermal springs are of a white or light straw colour.” And, 
when the giant is made to say that he has found two bear 
cubs for the nymph, Ovid means, of course, that Chemical Force 
has discovered Magnetism and Electricity as special gifts to 
Elementary Matter! And, if only we grasp these and several 
other equally obvious facts, the story of Acis and Galatea “is a 
vivid description of a volcanic outburst and its after-effects, 
written with the master-hand of a poet and a scientist,” instead 
of being “a silly and grotesque love story with a preposterous 
transformation.” In order to understand Oepirrevec éxaoros in 
“* Odyssey’ 114” (like most pseudo-scientists, the authors are 
intolerably careless), you would do well to “heat Sal Ammoniac 
with lime.” 

But perhaps the gem of the book Vis ‘the “interpretation of 


Jan. 1, 1900.] 


Horace, “ Odes” III. vii., the pretty little trifle beginning 
fles, Asterie 2?” 
latest commentators, “ have so failed to be recognized that all 
commentators are forced to agree with the following remark of 
Orellius [sic]: ‘Asterie, Gyges, Chloe, and Enipeus are all 
imaginations of the poet's brain.’ Quite true; but the imagina- 
tions of the true poet, ancient or modern, are bred of reality. 
There must be a theme for song. and the theme in this case was 
one of the geological mutations through which our earth has 
gone.” And so a charming series of notes 1s concocted to “ in- 
terpret” poor Horace. ‘ Lament not, O Metamorphic rocks, for 
the Devonian formation.” and so on. TE 

The authors’ notion of what constitutes evidence is, to say the 
least. as naive as strange. They manufacture arguments entirely 


è 


valueless, with perfect good faith, to support conelusions wholly | our 


unwarranted. “ Here is a passage,” they write, “that can be 
translated in conformity with the Undulatory theory [of Light! 
by rendering aque tremulum as ‘ undulating :— 


Sicut aqua tremulum labris ubi lumen aenis, 
Sole repercussum,” &c. 


Charming, no doubt, and most convenient rendering—only that 
it is obviously impossible, since the despicable rules of grammar 
require us to put aque with labris. 

After inspecting these few samples, the reader, t 
not be startled when we assure him that the Messrs. FitzSimon 
sincerely believe that the ancient poets “had cognizance of and 
belief in the Trinity and a Christ to come,” which belief they 
perhaps exhibited in their writings. Now, such a statement is. 
on the face of it. one that should not be lightly made; and so we 
look eagerly for the evidence on which it is based. And this is 
the stutf we are asked to accept as such :—“ Ovid opens his 
‘Metamorphoses’ with the line— 


Ante mare et terras et quod tegit omnia colum. 
This, by transposition of the letters, becomes— 
Ante Deus ccelum et terram atq’ omnia ore tegit 


— In the beginning God clothes heaven and earth and all things 
by His word.” Spirit of Donelly! and atq’, and ore, “by His 
word!” The “ Theogony ” of Hesiod, we are assured, opens with 
a line which may, by transposition of letters, be tortured into 
“Christ, indeed, the Shepherd, is both the Alpha and Omega.” 

The authors apparently have never heard of comparative 
philology. ‘The etymologies they put down are constantly so 
utterly ridiculous that it is almost an insult to our readers’ 
intelligence to offer specimens. We will content ourselves with 
one, which is by no means among the most preposterous: 
‘‘AvotpeAns, from Avo péda, ‘presiding over resolution,’ as seen 
in the law styled ‘the resolution of force?” We lack patience to 
demonstrate—what is sufficiently obvious without demonstration 
—the absurdity of this twaddle. 

The titles of the authors, and the solemnity of the subjects 
which they handle with such self-assurance, forbid us to regard 


their production as either a parody of medieval reasoning or a’ 


laboured satire on modern pedantry. But, worthless as the 


hook is to a serious inquirer, it may afford, in those lengthy parts , 


of it which are filled with excerpts from and comments on 


classical poetry, a really hearty laugh to any weary student who 


lights upon it. In the hope that it may occasionally fulfil the 
function of u grotesque, it is, after all, worth keeping. The 
authors we would seriously counsel to read such books as Lang’s 
“Custom and Myth,” and Frazer's “Golden Bough”; and to 
reflect how the large parts of ancient poetry that they leave out 
of account—the Homeric Hymns, for example—are to be 
reconciled with their outrageous theory. 


IDEALS OF A SCHOOLMASTER. 


Unwritten Laws and Ideals of Active Careers. Essays by Various 
Writers. Edited by E. H. Pitcairn. (Smith, Elder. & Co.). 
Perhaps the best way of enabling the reader to judge of the 


character and quality of this very readable volume, especially as 


the title is a little vague, will be to enumerate the eighteen 
writers, and the subjects of their essays. 


Sir Reginald Palgrave on the House of Commons, Rear-Admiral 


Penrose-Fitzgerald on the Royal Navy. Major-General Maurice 


on the Britixh Army, Lt.-General McLeod Innes on the Royal 


Engineers, Major-General O'Callaghan on the Royal Artillery, the 
Rev. W. B. Trevelyan on the Clergy, Sir Herbert Stephen on the 


THE EDUCATIONAL TIMES. 
“Quid | 


“The personages mentioned in it, say our ti 
Chancellors, 


| Mr. Alfred Waterhouse on Architects. 


: Harrow, 


we trust, will ! 


l Sir Edward Malet 
writes on Ambassadors, Lord Monkswell on the House of Lords. 


29 


Judges. Mr. Birrell on Barristers, Sir R. Brudenell Carter on 
the Medical Profession., the Rev. A. Austen Leigh on Vice- 
Bishop Welldon on Schoolmasters, the Rev. G. G. T. 
Heywood on Boys at Public Schools, Mr. J. H. Tritton on Banking, 
Mr. Fuller Maitland on Musicians, Mr. G. F. Watts on Art. and 
It is evident that men of 
this stamp could not fail to be interesting when they give us 
their ideas as to the unwritten laws of their several callings, and 
on the ideals which they have recognized for their own guidance. 


‘If it is inevitable that they should seem at times to “ give away ” 
their professional brethren or themselves, or, at least, to show 


how much a professional man may be bound by the twisting 
threads of etiquette. still, on the whole, their candour is delight- 
fully refreshing, and it tends in almost every instance to raise 
ideas of the status and standards of professional life in 
England. 

Dr. Welldon—who wrote his essay on the eve of quitting 
tor the publication of the book has been somewhat 
delayed—sets out by saving that, among the recognized learned 


_ professions, none has risen more rapidly or remarkably in public 
‘estimation than the educational. 
himself is no longer treated as “a sort of higher servant ” by the 
i parents of his pupils. 

t 


The schoolmaster who respects 


Even now there are some who treat private tutors—and, still more 
frequently, private governesses—with the contemptuous indifference 
that is more acutely resented because it is externally polite. But, 
upon the whole, although the teachers of elementary schools live rather 


| hard lives, and teachers of girls are less highly esteemed than those 


‘of boys, masters, and especially headmasters of the great public 
, schools, enjoy as much respect as they deserve; it may even be said 
: that some of them have rather more. 


| Amongst the qualifications of a schoolmaster, Dr. Welldon (who 
| Writes particularly of the masters of public schools) reckons a 
fair knowledge of literature, and he advises young masters to 
undertake some literary work, which will be likely to improve 
‘their scholastic ability. 


' A man who has been engaged, for however brief a time, in literary 


‚study or production comes back refreshed to his work of teaching. 
_ His intellectual life is not stationary, is not monotonous, and whatever 
he learns in pursuing his own subjects he can impart more or less 
| directly to his pupils. For it must not be forgotten that the educational 
| profession is, in its nature, intellectually cramping. 
' At the same time the ideal headmaster should be also in the 
best sense a man of the world. His knowledge of the world 
'will act as a corrective of his scholarship, and will be “an anti- 
dote to worldly ways and worldly views.” In addition, a head- 
master should possess the special tact which is the secret of 
educational success. What this tact is, it is difficult to say. 
“It is generally born in a man; it is seldom, though sometimes, 
won by experience, but without it a man cannot succeed as a 
schoolmaster.” ‘There is no profession in which a good man may 
do so much harm. “ His very virtues become vices; his good- 
ness and kindness are themselves sources of failure, unless he 
knows when to relax and when to tighten the rein of discipline.” 
Dr. Welldon is very suggestive and helpful in considering the 
relations of a headmaster to his pupils, to his colleagues, and to 
parents. 


The choice of good masters is everything. The longer I lived as a 
schoolmaster the less was my faith in systema, time-tables, and 
| educational reforms, and the greater my faith in men. It is personality 

which tells. 


In the relations of a headmaster with his boys, the two great 
needs are a firm discipline and a wise sympathy. 


| Sympathetic severity seems to me to sum up the true character of a 

schoolmaster. But, above all, a schoolmaster, and a headmaster 
especially, must be just; for, as courage is the virtue which boys 
‘admire most in each other, so it is justice which they admire most in 
their masters. A master who is not just, but oppresses one boy and 
favours another, is bound to fail. According to my experience, how- 
ever, the difficult thing is not to be just, but to seem just. I have 
i been sometimes tempted to paraphrase the famous line of /Eschylus, 
| which was said to refer to Aristides, and to remark of myself that I 
wish not so much to be just as to appear just. 


We have quoted enough to show the value and wisdom of Dr. 
Welldon’s essay, and must leave the reader to turn for himself to 
its admirable conclusions—as well as to turn to other essays in 
this noteworthy book, which will be found nolessinteresting than 
| the one at which we lave glanced. 


30 THE EDUCATIONAL TIMES. { Jan. 1, 1900. 


SCHOOL AND COLLEGE HISTORIES. of crystals. The classification is based on the principles of sym- 

(1) “Cambridge Series for Schools and Training Colleges.” | metry. The forms are represented graphically, and a very useful 
Edited by W. H. Woodward.—A Nhort History of the Ex-| nomenclature is devised to represent their relations. The problem 
pansion of the British Empire, 1500-1870. By W. Harrison | of Nature seems to have been to divide space into sections, so 
Woodward, Christ Church, Oxford. (Cambridge University | that each small section is similar and similarly situated to the 
Press.) (2) A History of England for High Schools and larger sections which are built up out of the smaller. The con- 
Academies. By Katharine Conran, Ph.B., and Elizabeth K. ditions to be observed in this division of space lead to a few 
Kendall, M.A. (New York and London: Macmillan.) easily deducible properties of crystals, such as the following :— 

We have in these two volumes two contrasted methods of} Crystals are homogeneous solid bodies, bounded by plane surfaces. 
treating English history, the former of which is more specialized, | The planes are parallel in pairs, for the bottom of one crystal 
and, in a sense, more ephemeral, than the other. Mr. Woodward; must fit the top of another. They are necessarily arranged in 
gives us a history, not of the nation, and still less of the popular | zones, t.e., in sets, the planes of each of which intersect one another 
development, but of the mere movement of territorial expansion. !in parallel edges. The physical properties, such as the cleavage, 
And in doing this he does not seek to provide a digest of the facts as well as cohesion, elasticity, optical and thermal characters, 
relating to colonial history ; for, as he justly says, a manual of | are found by means of Professor Lewis’s geometry to be intimately 
information is not the same thing us a text-book, which should | connected with the symmetry of external form. The first step in 
not merely store the mind with facts, but stimulate and guide the classification is to prospect the thirty-two possible classes of 
the reader in drawing his own conclusions. ‘erystals so that each is a definite group. Beginning with 
Mr. Woodward makes an appeal in his preface which would forms in which the symmetry is least, the author passes upwards 
have been more timely a few years ago. After stating that this from one class to another, so that at each step there is the least 
book is not intended for young students alone, he says : ‘addition to the symmetry of the preceding class. When no 
It would be well if a narrative of the rise of our Empire were needed | further classes can be obtained by this process, a fresh start is 
only by them. No civilized country treats its national history with made with a class which has the least symmetry of a new kind. 
such scant regard as Englishmen. It surprises foreigners to see how In this way all possible forms are exhausted, and all possible com- 
phlegmatically we ignore the story of the growth of our great binations of the pyramids, prisms, domes, and end-faces are made. 
dominion, an unconcern which reacts inevitably upon our schools of all , The completeness of the grouping is only excelled by that of 
types and grades. If Germany, for instance, had such a history as ours, ! Nature herself. The nomenclature and symbolism are based on 
it would be the central subject round which all their national education ' the works of such writers as Naumann. Miller, Groth, and others, 
would revolve. but they are much improved by the author. The deductions from 
There is some truth in this, even to-day, but the sting of the data of goniometrical measurement follow in the main the order of 
reproach has been extracted by scores of recent writers who have | Kopp’s “ Einleitung in die Krystallographie.” although this is not 
dealt more or less systematically with the history of the colonies! one of the works to which the author admits his indebtedness. 
and of the British Empire. It is no longer quite convincing to; The geometrical treatment by the stereographic projection and 
talk of our ignoring the story of our world-wide dominion. the anharmonic ratio of four tautozonal faces, which is associated 
However that may be, Mr. Woodward tells this story in urum j with the name of Miller and with the Cambridge manuals of 
scholarum in an altogether admirable manner. His twelve Miller and of Miller and Brooke, are carried here further than in 
chapters are a continuous and concise narrative of the pro-|any other treatise. From the measurements made, the theory 
gress of expansion, clearly set forth, kept distinct from other! shows how other data not so easily measured may be derived. 
historical issues, and holding the attention of the reader through- For instance, five angles of the crystal oligoclase having been 
out to the single theme and purpose of the book. The original measured, it is required, as a problem, to determine from these 
settlement or conquest of our various dependencies is regarded | five angles the parametral ratios and the angles between the axes 
as of greater historical value and interest than their subsequent ! of the crystal. Spherical trigonometry is brought into requisition, 
developments, and it is on these earlier stages that Mr. Woodward ‘and the required results are then calculated. The work runs to 
chiefly dwells. He does not carry the history of India beyond 600 pages, and is a very interesting addition to the “Cambridge 


1858, nor of Canada beyond 1867, nor of Australia bevond the 
grant of responsible government. From this point of view the 
settlement and subsequent loss of the American colonies clearly 
belong to the scheme of the work, though their story may not for 
all readers be “more instructive than the orderly progress of 
Australia.” One of the dangers of colonial history, as it is 
generally written in these days, is that it tends to sacrifice every- 
thing to the enterprise and heroism of the pioneers. Mr. Wood- 
ward says that “for real insight into motives and forces, the 
Elizabethan time perhaps has merits which the Victorian age 
lacks.” But the Victorian age means sixty years of development 
and organization. One would think that, for historical purposes, 
almost enough had lately been said by way of apology for, or 
glorification of, our modes of acquiring dominion, and that a 
great deal more needed to be said of our indisputable genius for 
organizing and governing our possessions. We must repeat that, 
within the lines marked out by Mr. Woodward, he has written an 
excellent volume, thoroughly suited for school use. 

Miss Conran and Miss Kendall, who are Professors of History 
in Wellesley College, have no such special object as Mr. Wood- 
ward has, and their volume of five hundred pages deals pretty 
comprehensively with the forces which have been at work in 
producing the England of to-day. They pay particular attention 
to laws and institutions, to the struggles for charters and Parlia- 
mentary powers, to revolutions, parties, the growth of democracy. 
and the condition of the people; and less to mere dynastic or 
aggressive wars, save in so far as these may have affected in- 
dustrial prosperity or constitutional tendencies. This is a 
decidedly good book. It has an extraordinary number of maps, 
large and small, over a hundred pictures and portraits (some of 
these being scarcely worth printing), with lists of authorities, 
tables, and other aids to a willing student. 


THE GEOMETRY OF CRYSTALS. 
A Treatise on Crystallography. By W. J. Lewis, M.A., Professor 
of Mineralogy at Cambridge. (Cambridge University Press.) 
This is a very exhaustive and complete treatise on the geometry 


Natural Science Manuals” published by the University Press. 


RHETORIC. 


(1) Elements of Rhetoric and English Composition. First High 
School Course. By G. R. Carpenter, Professor of Rhetoric 
and English Composition in Columbia University. (Mac- 
millan.) (2) Introduction to Rhetoric. By Wiliam B. 
Cairns, Ph.D., Instructor in English in the University of 
Wisconsin. (Boston: Ginn & Co.) 

What, then, is Rhetoric? Prof. Carpenter gives alternative 
forms of definition: “ Rhetoric isthe art of effective communica- 
tion by means of language,” or “ the art of expressing by words 
precisely what we mean.” The second form, he says, is more 
simple than the first. But does it express the same meaning P 
And is either form satisfactory? Surely one can make effective 
communication by means of language without coming within the 
sphere of rhetoric; and one may express one’s meaning with 
mathematical precision without a suspicion of rhetorical aid. 
Further, Prof. Carpenter, a couple of pages later, tells us that 
rhetoric is also, “ to some extent, a science’; but such extent he 
himself assigns to English composition. When the two are 
spoken of as “ parts of an educational system.” rhetoric means 
“the principles of the art,” and English composition means “ the 
practical exercises by which we acquire skill in applying these 
principles.” Instructor Cairns wisely acknowledges the im- 
possibility of giving a perfect definition, and contents himself 
with saying that we may think of rhetoric as “the study that 
teaches us to speak or write our thoughts in the best manner,” 
adding subsequently that * best” means “best adapted to our 
purpose.” He does not trouble himself about English composi- 
tion, but he divides rhetoric into style and invention; “style” 
covering a hotch-potch of matters of grammar, spelling, and other 
elements, and really looking not unlike Prof. Carpenter's *“ English 
composition,” while “invention ” covers the usual large branches 
of rhetoric (description, narration, exposition, argumentation, 
persuasion), although where the “ invention” is prominent is not 
clearly apparent. 


Jan. 1, 1900.1] 


THE EDUCATIONAL TIMES. 


31 


Perhaps it would be well to rest content with a description 
of rhetoric, where one is unable to devise a definition that will 
stand the simplest tests. It may be conceded that grammar 
and rhetoric run into each other, and then all that can be 
expected is a discrimination between the grammatical and the 
rhetorical aspects of the same collocation of words. For 
elementary clusses we have here a considerable field of useful 
work. About a third of each of these volumes is devoted to this 
preliminary matter, and we do not say the space is too large ; 
but we do think that much of it is as good as wasted. What 
on earth is the use of worrying over spelling, punctuation, 
“capitalization ” (use of capitals), incorrect use of words, ordi- 
nary blunders of sheer grammar, analysis of sentences, and so 
forth? <All such things are clearly outside anything that can 
usefully be called “ rhetoric.” What we usually designate the 
“figures of speech,” or “rhetorical figures,” are treated only ina 
casual and extremely fragmentary way; yet one would have 
expected that these would open the discussion, that they would 
be marshalled in some systematic order and explained and 
illustrated briefly but sufficiently. There is also a good deal of 
treatment of the sentence and the paragraph in their rhetorical 
aspects. This is very useful as far as it goes, but it might well 
have gone further, ue, Prof. Carpenter gives it space enough ; 
but what we should have desiderated would have been less pre- 
tentiousness of form and more effectiveness of matter. Mr. 
Cairns, as we have said, treats the great forms of composition 
—the grand subjects of rhetoric—in separate chapters, and his 
sketch will be useful for beginners. But Prof. Carpenter does 
not proceed so far as even to indicate their existence: except that 
he mentions “narrative” casually in dealing with sentences and 
paragraphs. One can only say that both volumes contain a 
miscellany of matter that will prove usefil one way or another to 
the student of English, but that they are both crude performances 
regarded as expositions of rhetoric. Mr. Cairns’s book is much 
more complete, and for elementary purposes needs mainly a 
drastic excision of preliminary matter that ought to be taught 
and arranged under other heads antecedent to rhetorical studies. 
Prof. Carpenter would have been better advised had he also 
excised severely and limited his treatment to the two main 
subjects of his book, sentences and paragraphs, dropping 
rhetoric into subordination. Still, there are schools in this 
country where even such a crude handling of the subject would 
be much better than nothing of the kind at all. 


GENERAL NOTICES. 


CLASSICS. 


The production of school editions of the classics with illustrations is 
becoming a distinct branch of publishing enterprise. The principle of 
training the mind through the eye is so obviously sound that we can 
only wonder that English schools should have been kept waiting so 
long for pictures. But it ia not to be denied that the task of finding 
appropriate pictures among the various objects that have come down 
to us from antiquity is not aneasy one. Merely fancy pictures should 
clearly be ruled out; but this means that the very passages that 
call most distinctly for the aid of illustration are just the passages 
that there is no means of illustrating adequately. Still, on the whole, 
the publishing houses have made a brave beginning; and, being thank- 
ful for what thev have done, we are not disposed to be over critical 
either of the subjects or of the production of the illustrations. 


The Odes of Horace, Book 1V., by Stephen Gwynn (Blackie), contains 
eight little pictures, and the only one to which any serious objection 
can be raised is the bust labelled “Head of Hannibal.” This bust 
is generally regarded as of very doubtful authenticity. The notes, 
occasionally a little long, are generally sound; but we are astonished 
that Mr. Gwynn supports Tumque dum procedit in 2,49. There are 
very few grammatical notes, and a considerable quantity of translation. 


The Agricola of Tacitus, by W. C. F. Walters (Blackie), forms a 
volume of the same series. So much trouble has evidently been spent 
on the preparation of this edition that it is an unpleasant duty to be 
forced to pronounce a verdict, on the whole, unfavourable. The illus- 
trations, taken from the remains of Roman Britain, are well reproduced 
from photographs; but they do not, with one or two exceptions, 
properly illustrate the text. The notes are singularly uneven, some 
being quite advanced, others very elementary. A note is occasionally 
repeated, as, for instance, that on chiasmus; and the renderings, 
frequently given, are not very good. There are, however, some useful 
grammatical notes, and the subject-matter is carefully explained. 
Appendices on “ Questions connected with the ‘ Agricola,’” and its 


purpose, are followed by an entirely elementary note on translating, | —an obvious reference to the importance of, symbols. 


which seems intended for beginners. It is thus difficult to say for 
what students the book is meant. 


From Mr. Murray we have “ Murray’s Handy Classical Maps”— Gallia 
This map is! admirably produced, and coloured on a sound principle. 
The scale algo is considerably larger than that of the ordinary English 
classical maps; and the series seem to mark a welcome and long needed 
advance in our cartography. But it is to be regretted that the map 
of Gaul is not wholly abreast of the most recent scholarship, and does 
not carry us much beyond Kiepert’s school atlas. For example, 
Bibracte is here still identified with Augustodunum ; though the identi- 
fication is now admitted by the specialists to be impossible. The 
indented map, on which what professes to be the route of Cæsar and 
his army is marked, though it follows Kiepert, rests in many of the 
details on mere conjecture, the truth being that it is impossible to 
ascertain the exact line of Cusar’s marches. 

The Historiesof Thucydides, Book VI., translated by E.C. Marchant, M.A. 
(Bell & Sous), is an instalment of a full translation of ‘ Thucydides,” 
which Mr. Marchant is contributing to Bell’s “ Classical Translations.” 
The English is admirably free, without any sacrifice of tidelity. There 
is an excellent introduction of a dozen pages, and a good map. 


MATHEMATICS. 


Euclid’s Elements of Geometry, Books I-IV. Edited for the use of 
Schools, by Charles Smith, M.A., and Sophie Bryant, D.Sc. 
(Macmillan.) 

The propositions of elementary geometry are here treated in Euclid’s 
order, but without any scrupulous regard for the words of Simson. 

There is no repetition, and consequently considerable condensation as 

compared with most other “ Euclids.” Very suggestive and useful 

notes are added, and occasionally alternative proofs are given. Thus 

Euclid II. 12 and 13 have as alternatives the proofs which are analogous 

to 1.47. This is, in many respects, preferable to the less graphic method 

usually adopted. In Book II. the absurd cross diagonals are avoided, 
and in Book IV. the editora have used a wise discretion both as regards 
| form of proof and as regards construction. Abbreviations are very 
freely used. Additional propositions of a well known and useful kind 
i are added to each book, and the proofs are always very neat and some- 
times novel. There isa little want of uniformity in the use of thick 
lines and thin in the figures, to distinguish the lines of construction 
added to the original figure, but this is a small matter. 


' Practical Problems in Arithmetic. Grouped and arranged for Group B, 
Standards V., VI., and VII., and Higher Rules. (Blackie.) 

The questions are arranged according to types, and those formed by 
variations of the given type are, in each case, (A) mental, and (B) written. 
The books are of reasonable size—forty to fifty pages—and are well 
edited and clearly printed. 

The Elements of Coordinate Geometry. Part II., The Conic. By 
J. H. Grace, M.A., and F. Rosenberg, M.A., B.Se. (Clive.) 

This work is based on Salmon’s classical work. but it differs from 
Puckle’s (facetiously called Puckled Salmon) in the care which the 
authors have taken to develop the subject more gradually, and to 
explain every point fully. The exercises are well graduated. 


We have also, from Mr. Edward Arnold, a new and revised edition of 
The Elements of Euclid, I-VI, by R. Lachlan, Sc.D.—a good text-book 
for students of all classes. 


MODERN LANGUAGES. 


Schillers Maria Stuart. Edited by H. Schoenfeld. (New York 
The Macmillan Co.) 

Schiller’s drama has been so often edited as to leave little room for 
fresh illustration. In particular the excellent English editions of 
Dr. Breul and Dr. Buchheim have appeared within the last half-dozen 
years, the latter characterized by a thorough study of the mato- 
rials at the poet’s disposal. Prof. Schoenfeld seems to have drawn 
pretty freely on both editions, besides using the material accumulated 
by Duntzer and others; but he does not appear to have added much 
in the way either of research or of help to the young student. Still, it 
is a carefully worked out and useful edition. His strongest point is 
the suggestive way in which the connexion of the scenes with each other 
and with the action of the drama is brought out. Translations are 
sparingly given, and rightly so; such as find a place in the notes do 
not, however, always set before the student a high ideal of the style 
required for rendering poetry. “ The abundance of forms streamed forth 
profusely from walls and ceiling”; “ Has the verdict been rendered 
against me?” are scarcoly good models; nor, if it is found necessary 
to translate 


ee — aiI aaa a a 


“ Odi profanum vulgus et arceo,” 


should we be put off with “I hate and repel the profane rabble ’’—a 
thoroughly schoolboy version. One curious example of the absence of 
that sound, general knowledge essential to an editor may be quoted. 
In the well known summary of Catholic doctrine we have 
“ Das seine Augen sehen müssen was 
Das Herz soll glanben ” 
The editor 


32 


THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


quotes, à propos of this: “ Nihil est in intellectu quod non prius fuerit 

in sensu ’’—the doctrine of Hobbes, diametrically opposed to Catholic 

philosophy. A moderate number of etymologies are given—some in a 

form likely to fix the student’s attention; others in a less interesting way. 

Every etymology given in school notes—and they should be given but 

sparingly—ought to have some link to connect it with what the 

student may reasonably be supposed to know. The original meaning 
of beklemmen, by the way, is not, according to the best authorities, 

“to seize with claws.” The book is nicely got up, with views of places 

and portraits of the chief characters. We noticed a few misprints, as 

“ teaming ” for “ teeming” (page 226), “ Britanny ” for “ Britain.” 

(1) Dent’s First German Book. By S. Alge, S. Hamburger, and W. 
Rippmann. (2) Dent’s German Reader. By S. Alge and W. 
Rippmann. 

(1) These two books cover the first two years of the course advocated 
by the pioneers of the “ reform” movement in Germany. The general 
principle is to compel the pupils from the very beginning to think more 
or less in German, and to connect the German words, pot with their 
English equivalents, but with the subjects they represent. Accord- 
ingly, the basis of the “ First Book” (in which English type is usred) 
is Holzel’s “ Pictures of the Seasons,” though it is by no means limited to 
them. It isto be hoped that the wall-pictures are better than the 
reproductions of those at the end of the book. Even the originals 
might well be superseded by something more artistic. The book is in 
German throughout, even to the grammatical notes, which are happily 
not intended to be learnt by heart, like 


“ As in praesenti perfectum format in avi.” 


Even the vocabulary avoids English, and gives a short sentence from 
the text to suggest the meaning of each word : for example, we find 
“ Der Jäger schiesst viele Hasen ; es hat einen grossen Sack voll,” instead 
of schiessen, shoot; Sack, sack, bag. Grammar is supposed to be taught 
incidentally, the pupil gradually forming his rules for himself under 
the guidance of the teacher. A summary, still in German, is given 
towards the end of the book. The selection of short poems to be 
learnt is excellent. 

(2) The “ Reader,” in which German type is introduced, is con- 
structed on the same principles as the “ First Book,” and contains, 
besides descriptions adapted to pictures of die Stadt and die Wohnung, 
atories and poetical extracts, all with appended questions and exercises. 
The vocabulary consists partly of illustrative sentences like those 
given in the “First Book,” partly of German definitions of German 
words. Both works are compiled with great care. The system very 
properly makes great demands on the energy and liveliness of the 
teacher. The books might easily be utilized by those who are not 
such strict purists as the authors in the matter of excluding English. 
The plan of teaching seems better adapted to children beginning 
German at a comparatively early aye—and it is much to be wished 
that it should be begun early—than to schoolboys of thirteen or 
fourteen, to whom the grammar of other languages is more or less 
familiar. Towards the accurate translation of German into English it 
does nothing, nor does it profess to; towards the converse process it 
forms an excellent step. If work of this kind could be got through 
early, not only would the practical use of a foreign language come 
more readily, but greater opportunities would be afforded, at a later 
stage, for the indispensable intellectual discipline which accompanies 
scholarly translation into and from one’s own language. 


MISCELLANEOUS. 
“ The Story of the Nations.’—Modern Spain (1788-1898). 
A.S. Hume. (Fisher Unwin.) 

This very interesting volume contains the story of a nation duringa 
century of “struggle upward out of the abyss into which despotism 
and bigotry had sunk it.” There are more things than despotism and 
bigotry to account for the slow development of modern civilization in 
Spain; but that belongs to the earlier, as well as to the later, history 
of the country, and Mr. Hume confines himself to the record of a 
century. He starts with Charles IV. and his Minister Godoz, who 
allowed the ancient monarchy to be dragged at the tail of the French 
Republic, from which unhappy condition it was rescued, after a dozen 
disastrous years, by a popular revolt and the victories of Wellington. 
Revolutions and Carlist conspiracies fill up the annals of the middle 
decades ; and, from the flight of Cristina to the flight of her daughter 
Isabel, the story of Spain is one of constant intrigue, confusion, and 
anarchy. The more recent story of Spain, from the restoration of 
Alfonso XII. and the granting of the Constitution in 1876, is told in 
a single chapter; and the Cuban insurrection, the war with the United 
States, and the loss of the Spanish colonies are dismissed in seven or 
eight pages. No doubt Mr. Hume considered that it was too early 
to chronicle these events with historical detachment and adequate 
detail. From that point of view the narrative of this volume may be 
said to close with the accession of the present King and the earlier 
regency of Queen Cristina. Even so, there is no question as to the 
actual interest and timeliness of this story of modern Spain. 

Our Navy fora Thousand Years. By Captain S. Eardley-Wilmot, R.N. 
(Sampson Low, Marston, & Co.) 
The author of this volume gives us a concise account of “all the 


By Martin 


boys who are developing similar tastes. 
but the book is thoroughiy interesting without them. 


principal operations in which the British Navy has been engaged from 
the time of King Alfred tothe recapture of Khartoum.” He says, very 
truly, that no romance could well be more attractive to young and old 
than such a narrative, which teems with incidents of the most varied 
and exciting character. His aim has been to combine the story of the 
Navy itself with the chief events of our general history ; and, of course, 
that is the best way of showing the real service of our ships to the 
nation. The purpose of the book has been very well carried out. It 
is readable froin tirst to last, and is freely illustrated by naval scenes, 
fights, and portraits of ships. 


Prisoners of the Tower of London. By Violet Brooke-Hunt. (Dent.) 

From Flambard, the tirst prisoner of the Tower, to Arthur Thistle- 
wood and the other Cato Street conspirators, who were the last—and 
these were packed off to Newgate Street, as being unworthy of the 
dignity of a grand State prison—the author of this pleasant volume 
tells us as much as she has learned of the interesting succession of 
historical captives. She has written her story simply and without 
undue pretension ; and, though it might have been toid more learnedly 
and with a nearer approach to finality, there is no necessity to dwell 
on such a contrast. Many extremely interesting records have been 
brought together, and they are linked by a readable narrative. The 
book is well illustrated with portraits and views of the Tower. 


Freehand Drawing of Ornament. By Robert Bunting. (C. A. Pearson.) 
This is a collection of drawing copies reproduced from original 
photographs, selected and arranged by Mr. Bunting, who is art master 
under the Tottenham School Board. There are twenty-two pro- 
gressive copies, and they are admirable examples of the application of 
‘photography to the production of flat representations of the round. 
The book is preceded by some very clear and judicious suggestions for 
freehand drawing. 


(1) Evangelical Belief: a Prize Essay on the present Conjlict between 
Evangelicalism and Sacerdotalism. By J. B. Nichols. (2) Until 
the Day Declare It: a Prize Story. By Margaret Cunningham. 
(3) The Vicar of St. Margaret’s: a Prize Story. By M. G. Murray. 
(Religious Tract Society.) 

These three books represent the outcome of the Religious Tract 
Society's offer of £171 for “the best exposition of sacerdotalism,” 
and the best long and short stories on the evils of the same theological 
standpoint. The parti pris may deprive the stories, at any rate, of 
much of their interest for a large number of readers, but for many 
more it may have a contrary effect. 


The Boyhood of a Naturalist. 


By Fred Smith. (Blackie.) 

This is a very simple narrative of the achievements and observations 
of a boy who was fond of “natural history ’’—in other words, fond of 
grubbing about in the holes and corners of Nature, alwayr finding and 
delighting in common objects of the country. It is a grown man’s 
reminiscence of his boyhood, and will be thoroughly welcome to young 


There are no illustrations, 


Beasts. By Wardlaw Kennedy. (Macmillan.) 

These papers, for the most part reprinted from the Public School 
Magazine, are written by a lover of animals for lovers of animals, and 
will have great attraction for boys with a naturalist turn of mind, 
and perbaps awaken it in others. The anthropomorphic treatment of 
animal life is delightful, and so is the humour, when not strained or 
reduced to mere punning, as is too often the case, while the continual 
resort to misapplied quotation is apt to mar the book for grown-up 
readers. But, in spite of this, everything is bright and freshly told 
from start to finish, and, as the author modestly suggests in his preface, 
“ people who like this sort of thing will find this the sort of thing they 
like ”—and we think they will be fairly numerous. 


The Making of Europe: a simple Account of the Origin and Formation 
of the principal Countries and States of Modern Europe. By 
“ Nemo.” (Nelson.) 

It is not quite clear for whom this easy-going history is intended— 
probably as much for working men whose education was neglected as 
for boys beginning to learn. But we are far from depreciating the 
writer for his simplicity. He assumes no previous knowledge in his 
readers; he is patiently consistent throughout ; and we would certainly 
give the book to an adult eager to learn. 
vanced democratic point of view. 


Mothers’ Songs, Games, and Stories. Translated by Frances and 
Emily Lord. (W. Rice.) 

This is a new “Students” edition of the English rendering of 
Froebel’s “ Mutter- und Kose-Lieder,” containing all the original illus- 
trations, as well as the music, rearranged for children’s voices, with 
pianoforte accompaniment. The book has an interest of its own, but 
we should have preferred a new book for English children on similar 
lines. 

Christ the Protestant, and other Sermons. By Hely Hutchinson 
Almond, M.A. (Blackwood.) 

Mr. Almond is a Church of England headmaster of a school in 
which the large majority of boys are Presbyterians. These Loretto 
sermons take their tone, to some extent, from this; rather peculiar 
condition of things, but we do -not think that they suffer~by it. 


It is written from an ad- 


Jan. 1, 1900. | 


The title of the first discourse is not particularly pleasant, but, with 
that exception, the text of this little volume is well calculated to arrest 
the attention of a thoughful boy. 
A History of the Captivity and Return of the Jews. 
By the Rev. E. J. Nurse, M.A. (Elliot Stock.) 

We have here an excellent little story of the Captivity, put together 
from the Bible narrative and references. It is well illustrated, and has 
a commendatory preface by the Bishop of Coventry. 


Sand-Modelling for School and Home. By Miss Tarbuck and H. Major, B.A. 
(Newmann.) 

A well conceived, freely illustrated volume, intended to assist “the 
teaching of drawing, object-lessons, and geography.” It has a number 
of blackboard sketches and diagrams, maps, and photographs, with 
practical hints and instructions. 

Elementary Brush-Work Studies. By E. Corbet Yeats. (Philip & Sons.) 

There is a sensible and useful introduction to this oblong folio of 
brush-work studies, and each of the two dozen plates is faced by clear 
directions. The book is excellent for its purpose, and can hardly fail 
to cultivate the artistic taste of a beginner with the brush. 


A Summary of Ransome’s Short History of England. (Longmans.) 

A compact summary of the chief events of English history, suited 
for reference, guidance, and, at a pinch, for cramming. It is very 
precise and very comprehensive. For the purposes indicated it is as 
good as any that we know. 

“ Pitt Press Shakespeare for Schools.”—As You Like It. Edited by 
A. W. Verity, M.A. (Cambridge University Press.) 

This is at least equal to the best of Mr. Verity’s previous editions. 
The introduction, the glossary, the extracts from Lodge’s “ Rosalynde,” 
and the hints on metre are all excellent. 


The “ G. S.” Object Readers, Books I.-III. (Edward Arnold.) 
Geography and elementary science again, according to the require- 
ments of the Department, for elementary schools. There are many 
simple progressive lessons on common things, told in simple language. 


Combined Readers in Elementary Science and Geography. Books I-III. 
By Vincent T. Murché. (Macmillan.) 

Mr. Murché’s industry in the production of reading-books is 
indefatigable. He has given us object-lessons before; but he was 
bound to comply with “ Schedule II., Course D, Code of 1899,” and he 
has done it very fairly. 

The Crock of Gold: Twelve Fairy Tales, Old and New. 
S. Baring-Gould. (Methuen.) 

This will be a welcome book of fairy tales for lovers of the fan- 
tastical. It is somewhat clumsily set in a framework of the troubles 
of one Jeremiah Toope, a very inefficient schoolmaster, who was dis- 
missed by his trustees, and took to telling stories. But that is only 
Mr. Baring-Gould’s way. The stories themselves are entertaining, 
and the pictures are attractive. 


We have some admirable little reprints this month. From Mr. 
George Allen comes a well bound and printed volume of Readings 
in John Ruskin’s ‘ Fors Clavigera, 1871-1884, including over a hundred 
ethic and didactic pieces. The same publisher sends us a Reader's 
Companion to ‘Sesame and Lilies, by W. T. Warre, M.A.— an 
analysis and notes which will be welcome to many. From Messrs. 
Macmillan we have Tennyson’s Princess, in the familiar binding of 
the “Golden Treasury Series.” Messrs. Chambers reprint one of the 
most convincing and psychologic stories of childhood, The Story of 
Paul Dombey. 


As usual, Messrs. Hachette’s gift books for the new year make a 
goodly show—in size, gay binding, plentiful illustration, lightness of 
subject, readable type, simple and easy French style. As we have said 
before, these Jour de l’an stories and picture-books are likely, in many 
cases, to be welcome to a French-reading English boy or girl. 
L’ Equipage de la Rosette isa sea-fighting story, dealing with the Anglo- 
French War of 1793-1802, and based on the manuscript of one Jean de 
la Tour, the author's grandfather. This isthe largest volume of the set 
before us, and has ninety illustrations. La Cousine de Suzanne, by 
Francois Deschamps, is a shorter and more domestic story, attractive 
and well illustrated.—Mon Journal, the annual volume, is a store of 
amusing reading for children entering on their ’teens. It is very 
copiously illustrated in colours and black and white.—Still more 
amusing fare for the little ones will be found in three coloured picture- 
books: L’ Alphabet de Pierrot, Diz Petits Négres—a free translation of 
our “Ten Little Nigger Boys”—very quaintly illustrated, and Jacques 
Sans Mémoire.—From the same firm we have the useful Almanach 
Hachette for 1900, quite perplexingly full of little bits of information, 
little utilities and futilities for almost every phase of life. 


WE HAVE ALSO RECEIVED the following publications and new 
editions :— 


London University College Calendar, 1899-1900 (Taylor and Francis) ; 
Who’s Who, 1900 (A. & C. Black); The Englishwoman’s Year-Book, 
edited by Emily Janes, 1900 (A. & C. Black); Holloway College, 
Report of the Governors, 1898-9. 


By 


THE EDUCATIONAL TIMES. 


33 


The School World, Vol. I., 1899 (Macmillan). 

The Boys’ and Girls’ Companion, 1899; The Church Worker, 1899; 
Stories on the Apostles’ Creed; Lessons on Christian Doctrine and 
Christian Practice, by the Rev. M. Stevenson, M.A.; Outline Sermons 
on the Parables and Miracles, by the Rev. H. D. 8. Sweetapple, M.A. 
(Church of England Sunday School Institute). 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held at the College, Bloomsbury 
Square, on December 16. Present: Dr. Wormell, Vice-President, in 
the chair; Rev. J. O. Bevan, Mr. Bowen, Mr. Brown, Mr. Butler, 
Mr. Chettle, Mr. Eve, Mr. Millar-Inglis, Mr. Milne, Rev. Dr. Scott, 
Mr. Sergeant, and Mr. Armituge Smith. 

The minutes of the last meeting were read and confirmed. 

The Secretary reported that the Christmas Certificate Examinations 
had been held on the Sth to 9th inst., and that the number of candidates 
was 7,340, while the number of candidates for the Junior Forms 
Examination was 2,140. 

He reported that the question at issue between the Council of the 
College and the Medical Council had not been decided at the recent 
meeting of that body, but had been deferred till their next meeting, 
in May, 1900. 

The use of the College rooms was granted to the Committee of the 
Headmasters’ Conference, for holding the meeting of the Conference 
on the 21st and 22nd of December. 

The Report of the Examination Committee was adopted. 

The Report of the Teachers’ Training Committee was adopted. 

The draft Report of the Council to the General Meeting was con- 
sidered, and was referred to the President, Vice-Presidents, and Dean 
for final revision. 

The Rev. J. E. Symns, M.A., Headmaster of Bancroft’s School, 
Woodford, was elected a member of the Council to fill the vacancy 
caused by the death of the Rev. R. Alliott. 

The following persons were elected members of the College :— 

Mr. A. Anstey, B.A. Lond., L.C.P., Elmhurst School, Kingston-on- 


Thames. 

Mr. J. Blaikie, M.A. Edin. and Camb., 6 Lancaster Road, West 
Norwood. 

Mr. J. G. Gilchrist, M.A. Aberdeen, A.C.P., Newseat, Rothienorman, 
Aberdeenshire. 


Mr. J. L. Holland, B.A. Lond., L.C.P., 19 Tollington Place, N. 
Mr. G. F. Piggott, A.C.P., Grammar School, March, Cambs. 
Mr. V. A. de Saint-Joseph, Lomas de Zamora, Argentine Republic. 


The following books had been presented to the Library since the 
last meeting of the Council :— 

By the AurHoR—Bevan’'s How to Save our Private Schools. 

By E. ArRNoLv.—Arnold’s G. B. Object Readers, Books I., II, and III. ; Earl's 
Elements of Natural Philosophy ; Lehfeldt’s Text-Book of Physical Chemistry. 

By G. BELL & Sons.—Marchant’s Translation of Thucydides, Book VI. 

By Biackir & Sox.—Gwynn's Horace, Odes, Book IV. ; Walters’ Tacitus, Agricola. 

By W. B. Ciive.—Grace and Rosenberg’s Coordinate Geometry, Part IT. 

By Macmitvan & Co.—Gregory and Simmons’ Exercises in Practical Physics, Part II; 
Smith and Bryant's Euclid, Books I.-IV 


Calendars of Trinity College, London, and University College, London. 


CORRESPONDENCE. 


CONFERENCE OF SCIENCE TEACHERS. 
To the Editor of the Educational Times. 


Drar §81Rr,—I send you particulars of a very important Conference 
of Science Teachers which I am arranging for the Technical Education 
Board for Wednesday, January 10, and Thursday, January 11. I am 
sure, on looking through the list, you will agree with me that we have been 
very fortunate in securing exactly the right men to read papers on the 
various subjects. I shall be very glad to send tickets of admission to any 
teachers who may apply for them, as far as the limits of accommo- 
dation in Conference rooms will permit.—Believe me, yours very truly, 

Bermondsey Settlement Lodge, C. W. KIMMINS. 

Farncombe Street, London, S.E. 
December 8, 1899. 


CONFERENCE OF SCIENCE TEACHERS. 


The great success which attended the Conference of Science 
Teachers held during the Christmas vacation last year has encouraged 
the Board to arrange another, which, it is hoped, will be attended by a 
very large number of teachers from elementary and secondary schools. 
The Conference will be held on Wednesday, January 10, and Thursday, 
January 11, 1900, and there will be two meetings on each day from 
11 to l and 2 to 4. The meetings on the first day will be held at the 
Conference Room associated with the English Education Exhibition at 
the Imperial Institute, and those on the second day at the Shoreditch 
Technical Institute, Pitfield Street; Hoxton, where the Prout-Newcombe 


34, 


THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


natural history collection will be used in connexion with the natural 
history section of the Conference. First meeting, Wednesday, 
January 10, at 11 o'clock, at the Conference Room, Imperial Institute, 
Exhibition Road, 8.W. Chairman, the Right Hon. Sir John Lubbock, 
D.C.L., F.R.S., M.P. Addresses will be delivered by Prof. L. C. 
Miall, F.R.S., of the Yorkshire College, Leeds, on the “Teaching 
of Botany in Schools,” and by Miss Von Wyss, of the North 
London Collegiate School for Girls, on “ Object - Lessons in 
Botany.” The addresses will be followed by a discussion. Second 
meeting, Wednesday, January 10, at 2 o'clock, at the Conference 
Room, Imperial Institute, Exhibition Road, S.W. Chairman, Sir Henry 
Roscoe, D.C.L., F.R.S., Vice-Chancellor of the University of London. 
An address will be delivered by Prof. H. E. Armstrong, Ph.D., F.R.S., 
on “Juvenile Research,” with experiments by juvenile assistants and 
lantern slides. The address will be followed by a discussion. Third 
meeting, Thursday, January 11, at 11 o’clock, at the Shoreditch 
Technical Institute, Pitfield Street, Hoxton. Chairman, Mrs. S. Bryant, 
D.Sc. Addresses will be delivered by Prof. Woods Hutchinson, M.D., 
on “The Early Teaching of Natural History in Schools,” and by 
Mr. J. W. Tutt, Headmaster of the Portman Place Board School, Globe 
Road, Stepney, E., on “Object Lessons in Natural History.” The 
addresses will be followed by a discussion. Fourth meeting, Thursday, 
January 11, at 2 o'clock, at the Shoreditch Technical 


plexions, wrinkled foreheads, frequent colds, and other “ nerve-signs,” 

which show that nerve is going and nerves coming on. It is to show 

the rational remedy for this state of things that our book was written. 
THE AUTHORS OF “ OvkR-PRESSURE.” 


COMMERCIAL DEPARTMENTS IN SCHOOLS. 
To the Editor of the Educational Times. 


Sirk,—In the early part of this year the Technical Education Board 
of the London County Council published a report on commercial 
education, which had been prepared by a special sub-committee, and 
the Board have now found themselves in a position to take action 
based on the recommendations of that report. A few months since 
the Board awarded to Mr. Kahn, then an assistant-master at the 
Central Foundation Schools, a scholarship of the value of £150 to 
enable him to visit the higher commercial institutions of the Conti- 


'nent. He returns to England within the next few days, and it is 


proposed to utilize his services in the establishment of a commercial 
department in University College School. 

A scheme, which has received the general approval of the Tech- 
nical Education Board, has been prepared by the Headmaster, Mr. 


Institute, Pitfield | Paton, and the Board have undertaken to assist the new departure by 


Street, Hoxton. Chairman, Major-General Sir J. F. D. Donneliy, K.C.B., {an equipment grant for the provision of teaching applisnces which 


late Secretary of the Science and Art Department. An address will be 


Mr. Kahn has purchased on the Continent; by a grant of 50 per cent. 


delivered by Prof. W. Ripper, M.I.M.E., of University College, Sheffield, on the stipend of the master of the commercial department, and by 
on “ Metal Work as a Form of Manual Instruction in Schools,” to be | the payment of £400 a year in consideration of the County Council 


followed by a discussion, which will be opened by Mr. C. T. Millis, į 


Principal of the Borough Polytechnic. In connexion with the Con- 
ference, it is hoped to get together a small collection of specially 
designed apparatus used in schools for science teaching. The assistance 
of teachers who have designed such apparatus is specially desired, in 
order to make this section of the work of the Conference as useful as 
possible. Free adinissions will be granted to as many teachers as the 
Conference rooms will accommodate. Applications for tickets of 
admission should be made to Dr. Kimmins, Bermondsey Settlement 
Lodge, S.E., or to C. A. Buckmaster, Esq., 16 Heathfield Road, Mill Hill 
Park, W. T. A. ORGAN, Chairman of the Board, 
Ww. Garnett, Secretary of the Board. 


OVER-PRESSURE. 
To the Editor of the Educational Times. 


Sir,—With reference to your review of our book on “ Over- Pressure ” 
and the remedies which we propose for it, will you grant us space for 
a few remarks on the legitimate use of anthropometrical tables in this 
connexion? 

We have no wish to attempt any proof of a general falling off of 
the English race in height and massiveness, but we do maintain that 
the children of our professional classes who fall below Dr. Robert’s 
very moderate standards are subnormal, that the number of such 
children is far too large, and that suitable regimen will restore the 
normal standard while assisting their intellectual progress. Dr. Robert's 
tables, are, as is well known, based on the measurementa of many 
thousand children of all kinds, from primary and secondary schools, 
from ill fed and well fed classes, from town and country. 

Now, with anv table constructed on data from a small number of 
children, it is likely that the average between those above the un- 
known normal development and those below it may not be identical 
with this norm, which is the atandard for comparison, and therefore it 
may be contended with justice that a child below this average may be 
but one of those who are necessary factors of the average. But, with 
even a few hundred children, Mr. Francis Galton has shown in his 
“ Natural Inheritance” that some 40 per cent. are clustered in the 
centre of the diagram and constitute the norm, while the considerable 
departures above and below it are singularly evenly balanced. 

With the extended data of the tables we have used, the average and 
the mean at each ago are identical. The only correction which needs 
to be applied is that growth takes place unequally, height and weight 
seldom increasing together, but alternately, so that the curve of growth 
of the individual is not like the curve of normal growth, but undulates. 
The average or mean established by these tables is therefore a norm, 
and a norm which is pitched low because of the many ill nourished 
and defective children who have been included. 

The question for the schoolmaster becomes therefore not one of 
statistics, but of biology. It is not, whether in any crowd of boys of 
one age the departures from tho mean, whether above or below, 
are to be taken as parts of the natural variations which make an 
average. It is that, given the mean representing a healthy norm—in 
this case low—that all failure to come up to that standard indicates a 
misdirection or deficiency of energy. 

Among the children of well-to-do parents there isa very considerable 
percentage which falls below this normal standard, and we adduce 
evidence that, in many such cases, existing school methods turn the scale 
against Nature, and produce tonsilar growths, headaches, pallid com- 


having the right to nominate twenty free scholars These scholar- 
ships will be offered for competition shortly after Christmas. 
T. A. ORGAN, 
Chairman, Technical Kducation Board 
of the London County Council. 


SLAYING THE SLAIN. 
To the Editor of the Educational Times. 


SIıR.—I should be glad if you would allow me to call attention to a 
widespread mistake about the new (or twentieth) century. A great 
many people speak of the year 1900 as the first year of this new century. 
It is not ditlicult to show that this is wrong, and that the year 1900 is 
the last year of, and therefore belongs to, the nineteenth century. 

It will hardly be disputed that there is no such year in chronology 
as the year 0. The symbol 0, which is the negation of quantity, cannot 
denote a period of twelve months, though it may mark the starting 
point of an era—the point at which no portion of the era has yet 
elapsed. If authority be wanted for such a matter as this, I may refer 
to Sir John Herschel’s “ Outlines of Astronomy,” § 916 (of ed. 8). The 
first year of the first century of our era is A.D. 1. As a century consists 
of a hundred complete years, it follows that the last year of the first 
century is A.D. 100. The first vear of the second century, therefore, is 
A.D. 101, and the last is A.D. 200. 

We have only to carry on our counting century by century, and it 
will be seen that the tirst year of the nineteenth century is A.D. 1801, 
and that the last year of itis a.D. 1900. The new, or twentieth, century 
will not begin till a.p. 1901.— Yours truly, C. WINCHMORE, 

Purley, December 1. 


[Another illustration of the obvious is this: The nineteenth century 
is not complete until nineteen centuries (19 x 100 years) have come to 
an end—that is, until the last clock-stroke of ap. 1900. The “ wide- 
spread mistake” probably springs from the fact that for a hundred 
years we have written 1S—, and now for a hundred years we shall 
write 19—; and hasty-minded persons think that that vught to be 
conclusive as to the division of the centuries.— EDITOR. | 


LEWIS CARROLL. 
To the Editor of the Educational Times. 


Sir,—As the writer of the authorized “ Life of Lewis Carroll,” I hope 
you will allow me space in your pages to enter a protest against the 
title of a book recently published by Messrs. Dent. I refer to the 
“ Story of Lewis Carroll, told for Young People by the Real Alice in 
Wonderland, Miss Isa Bowman.” 

In the first place, “The Story of Lewis Carroll” suggests that the 
work is a biography, whereas nincteen-twentieths of it consists of 
letters, poems, literary fragments, and personal reminiscences, and 
these only belong to the last ten or twelve years of Mr. Dodgson’s life. 
Again, the “ Real Alice in Wonderland” is Mrs. Reginald Hargreaves 
(Alice Liddell), and not Miss Bowman, whose sole claim to the title is 
the fact that, in the second production of the “ Alice” play, she acted 
the principal part.— Yours faithfully, S. D. CoLLINGwoop. 

The Chestnuts, Guildford, December 14, 1899. 


P.S.—I notice that the name of the authoress does not appear on 
the cover, and this makes the phrase “the Real Alice in Wonderland,” 
which does appear there, still more likely to mislead people. 


Jan. 1, 1900. | 


THE EDUCATIONAL TIMES. 


MATHEMATICS. 


Protemy’s Theorem derived from different expressions for the Area of the 
Quadrilateral. By Groxce Scort, M.A. 


Let ABCD be the quadrilateral. 
Through C draw a parallel to BD to 
meet the circle in C’. Join C’ to D. 
The new quadrilateral ABC’D is evi- 
dently equal in area to the original 
quadrilateral. The area 


ABCD = AABC’+ AADC’. 


The triangle ABC’ has for sides lines 
equal to a pair of opposite sides of 
ABCD. The triangle ADC’ has the 
remaining opposite sides, while the 
angles ABC’ and ADC’ are supple- 
mental. Again, these angles are equal 
to the angles between the diagonals. 
For COB = OBA+CAB, but CAB = CC’B, which is alternate and 
therefore equal to C’BD; therefore, since ABD+C’BD = ABC’, this 
equals the angle of diagonals. The area of the quadrilateral has there- 
fore been replaced by two triangles, each proportional to the rectangle 
contained by a pair of opposite sides. 

But the area of the whole quadrilateral is similarly proportional to the 
area of a triangle formed by the diagonals placed at their proper angle. 
Therefore the rectangle of the diagonals equals sum of rectangles of 
opposite sides. ‘This follows from the fact that triangles having the 
same or supplemental vertical angles are to one another as the rectangles 
under their sides. 


14298, (E. W. Ress, B.A. Oxon.)—In a triangle ABC K is the 
symmedian point, and AS,, BS., CS, the symmedian lines through 
A, B, and C respectively ; prove that 


AK ,BK CK _, 
AS, BS, Cs; 
Solution by the Proposer and R. KNowugs. 
From K and §, draw KD, S,E perpendicular 


AK _ KD 
to AB. Th Se el, 
"AS, SE 
and coordinates of K are given by 
aja = Bjb = yje ; 


2Ac 
th f KD æ ——— — * 
erefore aa act 
š S,B c? 
Is S,E = S§,B B d —!— m., 
also l ,B sin an SC 3 
2 
therefore ea = ats ; 
therefore SB = aa 
AK = 2Ac Ša ĉu sin B Z ea sin B & +e? 52 + ¢ 
AS, BAE” Beet +b casinB athe? 
BK c+ ae 
S -a =e ess 
: BS, a+64+e 
therefore AK , BK CK = 2 


AS, " BS,” CS, 
(Mr. Kera Deva Rav and Mr. G. D. WiLson observe that the point 


in question need not be the symmedian point K. It may be any point 
whatever in the plane of ABC. ] 


5895. (R. A. Roserts, M.A.)—Find the locus of the centre of gravity 
of an arc of the lemniscate of BERNOULLI which is of constant length. 


Solution by H. A. WEBB. 
The lemniscate being r? = a? cos 20, 
ds = s (d1? +r?°d@) = av (sec 26) dd, 
and, if ax be the constant length of the arc, 


f / (sec 20) d0 = x, 


a and 8 being the vectorial angles of the extremity of the arc. 


If (r, 6) be the centre of gravity of the arc, 


f 


r cos 0 = al co8s0.d@ = % (sin 8—sin a), 
K K 


f R, 
ran b = a] sin 0. dô = * (cos a—cos B) ; 
K 


therefore 20 = a+ 6, xr/2a = —sin $ (a— B) 


(KZESZEZEZEZETESIEKE] 


Now the integral of ~ (sec 2a) da = ~v (sec 28) dB is 
C cos (a— 8) + cos (a + 8) = + vV (1 + C3, 


where C is a constant, as may be easily verified. 
Hence from (1) we have for the locus 


C (1 —?r2/2a?) + cos 20 = + /(1+C) (2). 

This curve is the first positive pedal with regard to the origin of the 
conic x?/p + y?/q = 1, where p and g are given by 

p—q = 4a°/Ck?, pg = 2a*/x? (p + q) 


14230. (Professor Cocuez.)—On donne 
un cercle fixe O et un point fixe A, par lequel 
on mène une s¢écante ABC. Sur AB et AC 
comme diamétres on décrit des circonférences 
= et 3^. Lieu des intersections des cordes 
communes à O et & et a O et 3’ quand la 
sécante tourne autour de A. 

Solution by Professor A. Droz-Farny. 

La circonférence = coupe O en B 
et B’; la circonférence =’ coupe O en 
Cet ©. On sait que les axes radi- 
caux de trois circonférences prises 
deux à deux se coupent en un méme 
point. Il en résulte que BB’, CC’ se 
croisent en un point P situé sur la 
tangente commune en A aux deux 
circonférences & et 2’. 

Ona PA? = PB. PB’ = PC.PC. 

Le lieu de P est donc l'axe radical 
du cercle O et du cercle point A, ` 
c’est-à-dire, la droite perpendiculaire 
à AO qui divise en parties égales la 
distance entre le point A et sa polaire 
par rapport au cercle O. 


14346. (I. ArNoLD.)—A cone of marble, the axis of which is 20 feet 
and the base diameter 6 feet, stands on the edge of its base, the axis 
making an angle of 60° with the horizon. What power acting vertically 
at the top of the cone will sustain it? What will be the direction and 
intensity of the least force that will keep it in equilibrium, and what 
inclined position will the cone be in when the sustaining force is a 
minimum ? 


Solution by the ProposgEr. 

Let ABC be the cone, AD its axis, G the centre of gravity, and P the 
power applied at its vertex A. Produce AD to meet the horizontal plane 
HK in E, and let w be the weight of the cone. Put CD = a = DB, 
AD = 45, DG=4, Z BAD =a, 
BEA = £$, and DAP = 9. 

Now, if G cut HK in I, we have 

BE = acosec fs, DE = acot B, 
GE = d+acot8; 
hence we get 

EI = EG cos 8 = b cos £ + a cos B cot B, 

and therefore 

BI = BE—EI = asin 8—b cos 8. 
Again, BA = 4b sec a, and Z BAP =0— a, 
and therefore the perpendicular from B 
upon direction of the force P is 
4bsec a sin (0 —a) = 4b (sin 0— tana cos A), 
and, taking moments about B, we have 

w (asin B— b cos 8) = P. 4b (sin 0—tan a cos 0). 

[The rest in Volume.] 

5963. (Professor MoreL.)—On donne une sphère S, un plan P et un 
point A ; par le point A on mène une droite qui rencontre le plan P en 
un point B, puis, sur AB comme diamètre, on décrit une sphère S’; le 
plan radical des sphères S et S’ rencontre la droite AB et un point M: 

1) Trouver le lieu décrit par le point M quand la droite AB tourne autour 
u point A ; (2) discuter le lieu précédent en supposant que le point A se 
déplace dans l’espace, le plan P et la sphère S restant fixes. 


Solution by MAURICE GEORGI. 


Soient x? + y?+ z2?— R? = 0 l'équation de la sphère S et Z=} l'équation 
du plan P. Soit (z—zo)/a = (y—Yo)/B = (r—zo)/y la droite AB. Les 
coordinats de B sont donc 


Z = zo— {a(h—=) / y} y Yor {Bz ly}, s = A. 


A 


36 


THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


La sphére décrite sur cette droite comme diamétre sera (3) 

x? + y? +z [z0 {a(h— 29) /y} ] z— [yo— {B(4—20) /y}] y- (z+): 
+3([20— {a (4-29) /y}]?+ [yo— {8 (4—=0)/7} }? + (<0 + 2)*) 
—(%—4 [ro {a(à—z0)/7}]} = (Yo—4 [yo- {B(h—5)/y}])* 
— {2-b (3 + A)}? = 0. 

[The rest in Volume. 

14339, (Professor U. C. Guosu.)—A particle of mass m is suspended 
by a fine inelastic string of length a, fastened to a fixed point A. It is 
attached to another string which passes through a small ring at O (whose 

perpendicular distance from the vertical through A is 6), and carries a 

mass m’ at the other end. Prove that, if the particle m is let go when it 


is vertically below A, (1) its velocity, when the string to which it is 
attached has described an angle 0, is 


2g [m {b— (b3 + 4a? sin? 46 — 2ab sin 6)*} — ma (1—cos a]? 
m' (a sin 80 — b cos 0)? | ; 

b? + 4a? sin? }0— 2ab sin 

(2) just at the instant when particle m crosses the line AO, m’ has no 

velocity, and that of m is 


(29)! [m/m {ò +a—(@ + 624} —a {1 —a/(a? + 3%)! | : 
(3) if v and v’ be the velocities of particles m and m’ at any instant, 
r a sin 0 — b cos 6 $ 
(b? + 4a? sin? $9 — 2ab sin 6)! 


Solution by G. Brrtwistie, B.A., B.Sc. ; and H. W. CunseL, M.A. 


m+ 


Let B be the initial position of the particle A 
m (P). [The result given assumes that the \ 
ring QO is in the same horizontal as B; though (6 
this is omitted from the Question. ] oe 
The equation of vis vira is \ A 
mu? + m'u? = —2mga (1 — cos 0) Aa 


i} ——__———o9 
+2m’g(b—OP) ... (1), | 
and OP? = (6—a sin 6)? + a? (1 — cos 6)? 

= 624 4a? gin? $0 — 22d sin 0. 
The velocity of P resolved along OP = v sin APO, and this must = v” 
and OP sin APO = b cos 6—a sin 0. 
gt me v. b cos @—a sin 0 
(6? + 4a? sin? $6—2ad sin 0}? 
[The rest in Volume. } 


14165. (Professor Crorron, F.R.S.)—If 8n+1 is prime, prove that 
n”—2" is divisible by 8n+1 if nis even. Also »”+ 2” is divisible by 
8n +1 if n is odd. 

Solution by H. W. Cursei, M.A. 


(8n)" = (—1)" = (—1)" 2“ (mod 8n + 1), 
since 2 is a quadratic residue 
= (—16)"; therefore mn” = (—2)" mod 8n +1, 


i.e., n"—2" is divisible by 87+ 1 if n is even, and "+2" is divisible by 
8n+1 if n is odd. 


14348, (James S. Lawson.)—Show how to construct a square which 
shall have two adjacent sides passing through two given points, and the 
intersection of the diagonals at a third given point. Show that there are 
generally two solutions. 


Solution by J. H. TAYLOR, M.A.; and Rosgar Bryant, D.Sc. 
[This is a particular 
case of the description of j 
a square about a given 
quadrilateral.— Pitt Press 
Euclid, Miscellaneous 
Examples on Book IV., 
p. 248, No. 74.] 


Let A, B be the given ! 
points on adjacent sides, 
and O the centre of the 
required square. Join 
AB, and upon this, as 
diameter, describea circle 
ADB; draw diameter 
D’‘CD at right angles to 
AB. Join OD and let it meet the circumference again in E. Then 
4 BEA is a right angle, and £ BED, standing on a quadrant, is half a 
right angle; therefore EDO is semi-diameter of required square. 
Produce AO, BO to A’, B’ so that AA’, BB’ are bisected in O. Produce 
EA, EB to meet parallels to EB, EA, respectively, through B’, A’. This 
figure is a equare required. 


é, 
m 


Therefore 


COC CEOREH EHO RM OBR Eee 


Q 


| If OD’ be joined, cutting circle in E’, Z AE’B is a right angle, and 
| AE’, BE’ are the produced sides of another square, of which E’O is a 
| semi-diagonal. 


14351. (Rev. T. Mitcngson, B.A.)—Show that the sums of the series 
Zsin ng and %cos#f, when carried to $ (n—2) terms, are equal, » being 
even and ng = x. 


Solution by Rev. T. Roacu, M.A.; and the Prcpossr. 
| %sin nB/%cosnB to 4 (m—2) terms = sin} (»8)/cos } (n8) = 1 if ng = x. 


14349, (Saturarion.)—A rectangular card lies concealed between 
| the pages of a book, but is so placed that three of its corners are on the 
inner, outer, and lower edges of the book respectively. The inner corner 
being used as a fixed centre, the outer corner is wheeled round until it 
again coincides with the outer edge of the book, when the fourth corner 
is found on the upper edge. The pages being a by b inches, and the 
distance between the two positions of the outer corner of the card being 
ı 2c inches, find the dimensions of the card, and state the necessary limits 

of the values given. 


Solution by H. W. Cunser, M.A. 


Let 4 be the length of the edge in which a corner of the card is fixed. 

| Let x and y be the length and breadth of the card. Cut the page along 
the two positions of the diagonal of the card through this point, removing 
an isosceles triangle of base 2c and height a; turn one of the remaining 
pieces over and place the two diagonal cuts together, and we get a kite- 
shaped figure formed by two right-angled triangles, with a common 
hypotenuse and sides z and y inscribed in a rectangle of sides b—c, a. 
| And it is clear that 


z? + y? = a?+c? and 


JS (az = 
—c) Vat +e) ar ory = be (a? + 2). 
a a 


' given by bf (SES {e+ b-ct(a—+ 0} ). 
QUESTIONS FOR SOLUTION. 
14420, (Professor G. B. Matuews, F.R.S.)—Let p be any odd prime: 


X = (pp) + (3p) + (4p) +... + {} (2p —5) p} +} (2-1), 
Y = (p)? + (2p)! + Bp} +... + {(p—2) pH 
where only the integral parts of the surds are to be taken; thus, if p=3, 
X = (3)'41=2, Yeo (3a, 
and soon. Prove that, when p is of the form 4n+1, the integers X, Y 
are equal; but, if p is of the form 4» +3, X is greater than Y. 


Examples :— p=3, 5, 7, 11, 18, 17, 19, 
X = 2, 8, 20, 62, 88, 160, 206, 
Y =1, 8, 19, 59, 88, 160, 203. 
14421, (Professor Icnacio Berens, M.A., Lt.-Col. du Génie.)— 


Soient O, A, B trois points sur une droite donnée; par le point O on 
mène une droite quelconque OX et l'on détermine sur cette dernière le 
point M tel que langle AMB soit maximum ; et, si l’on fait la même con- 
struction pour tous les droites qui passent par O, déterminer le lieu 
géométrique des points M. 


14422, (Professor E. Leworne.)—Soient deux triangles ABC, A’B’C’ 
dont j’appelle les côtés a, b, c; a’, b',c'. Je suppose ABC fixe. Ils sont 
tels que a et a’ sont perpendiculaires ainsi, que 4 et c et que cet 6’. Cela 
posé, si ABC et A’B’C’ sont homologiques, le lieu du centre O d’homo- 
logie est une conique D circonscrite à ABC; si ABC et B’C’A’ sont 
homologiques, le lieu est une conique D’ circonscriteA ABC; si ABC 
et O’A’B’, le lieu est une conique D” circonscrite à ABC. Les trois 
coniques D, D’, D” ont pour point commun le point de Tarry du triangle 
ABC. Déterminer le triangle A’B’C’ qui est en même temps des centres 
d’homologie O, O’, O” avec ABC, c’est à dire que ABC et A’B’C’ soient 
trihomologiques. Remarquons que par leur construction ABC et A’B’C’ 
sont toujours triorthologiques. 


14423. (Professor Sanzsana).—In the triangle ABC the circle DEF 
is inscribed, and Da, Ef, Fy are the perpendiculars of the triangle DEF ; 
A’, B’, C’ are the mid-points of BC, CA, AB. Prove that the triangles 
ABC, A’‘B’'C’, aBy have the same axis of perspective, whose equation is 

Zaa (s—a)(b—c) = 0. 
This line contains the points 
l/a : 1/5: 1/e [the centre of perspective of ABC, A’B’C’}, 
r, > T2 : r3 [the centre of perspective of ABC, afy], 
be (b+c) r, : ca (c +a) rg: ab (atd)rs 
[the centre of perspective-of A’B’C’, aBy], 


‘and l/a (s—a) : 1/5 (s—4) : 1/e (s—(c) (the Gerconneipoint of ABC]. 


Jan 1, 1900.] 


THE EDUCATIONAL TIMES. 


37 


14424. 


boles équilatéres qui ont une corde normale commune MN. 
14425, (Professor U. C. Guosu.)—Prove that 


[=o (sin x) dx = tw f > (sin z) dx, 
0 0 
and hence evaluate f epee a) dx 


0 l—sing 
14426. (Professor Cocuzz.)—Courbe tanw = p?/(1— p). 


14427. (Professor H. Lancuornge Oxcuarp, M.A., B.Sc.)—On the 
diameter of a circle of unit radius is described the ellipse 3x24 4y? = 12, 
of which 8, H are foci; and on SH as minor axis is described another 
ellipse, of which the area is the same as that of the first ellipse, and of 
which the foci are S’ and H’; then a circle is. described on S’H’ as 
diameter. Find the area common to this circle and to the two ellipses. 


14428, (Professor N. BHatracuaryya.)—If $ represent the length of 
a quadrant of the cardioid » = a (1 + cos 6), and s’ the quadrant of its first 
positive pedal, show that ss’ = 67a’. 


14429, (D. Biopte.)—Let N = 24n+1, where A is a small prime; 
S ,=;the integral portion of ,/(Nz), where x is composite; d = some 
single digit, even or odd with n. What are the limits of x satisfying 
the formula z = (28,—n+d)/(2A)? [In the case of N = 329554457, 
where A = 11, the formula is satisfied by 680820, and 680289, for z; in 
the former d = 2, in the latter d = 4.] 


14430. (J. A. Tuimp, D.Sc.)—A conic, whose centre is O, touches 
the sides BC, CA, AB of a triangle at X, Y, Z, and O’ is the point of 
concurrence of AX, BY, CZ. Show that O bears to ABC the same rela- 
tion that the isotomic conjugate of O’ bears to the anticomplementary 
triangle of ABC (the triangle formed by parallels through A, B, C to 
the opposite sides. 

[The Proposer desires the latter part of Quest. 14371 to be altered to 
the following :—(2) that if A’B’C’ be a variable triangle in perspective 
with ABC with respect to P as centre of perspective, and such that C’A’ 
passes through D, and A'B’ through E, then A’B’‘C’ and ABC are triply 
in perspective, DEF being an axis of perspective ; (3) that one of the 
variable centres of perspective lies on K’; and (4) that the corresponding 
axis of perspective touches K. Consider the case when K’ is the STEINER 
ellipse of ABC. ] 

14431. (Rev. W. Atten Wuirwortn, M.A.)—Show that the altera- 
tion which takes places in the year 1900, in the places of the golden 
numbers in the Gregorian Kalendar, reduces the frequency with which 
the Collect, &c., for the Sixth Sunday after the Epiphany is required in 
the ratio 203 : 188; the expectation of its being required having been 
hitherto ,, in February and #$ in November, but henceforward 7% in 
February and +7, in November; these expectations being calculated 
from theory and not by counting actual occurrences. [Following is the 
rubric after the Gospel for the Twenty-Fifth Sunday after Trinity, and 
upon which the question is based:—‘‘If there be any more Sundays 
before Advent Sunday, the Service of some of those Sundays that were 
omitted after the Epiphany shall be taken in to supply so many as are 
here wanting. And if there be fewer, the overplus may be omitted: 
provided that this last Collect, Epistle, and Gospel shall always be used 
upon the Sunday next before Advent.’’ ] 


14432. (R. Tucker, M.A.)—PSQ is a focal chord of a parabola, and 
PQR is the maximum triangle in the segment cut off by PQ. Prove that 
the equation to the circle PQR is 

8 (z? + y7) —2 (Tp? + 20) az + p (3p? — 4) ay + 6p?a? = 0, 
where p=m—1/m (P is am?, 2am). 
The locus of the centre is a cubic, and, if O is the fourth point of 
section, the locus of the mid-point of OR is a parabola and the envelope 
of the chord OR is another parabola. 


14433. (R. F. Davis, M.A.}—Using ordinary trilinear coordinates, 
prove that the straight lines 
—Bly = ^, —yja = eB, maf/B=e'C; where ê æ= —l, 
cointersect in a point simultaneously lying upon the straight line at 
infinity, and upon the circle circumscribing the triangle of reference 
ABC, which must consequently be one of the focoids (imaginary circular 
ints at infinity). The trilinear coordinates of the other focoid will be 
ound by changing the sign of i. Find the conditions that the general 
equation of the second degree should represent a circle in the form of six 
non-symmetrical relations between the coefficients. 


14434. (EpwarpV.Hunstineron, A.M.)—An astroid, two nephroids, 
and four cardioids are drawn on the same fixed circle of radius a, their 
cusps lying at the quadrantal points of the circle. Prove: a line of length 
2a sliding between either pair of opposite cardioids envelops that 
nephroid which has the same cusps; anda line of length 3a sliding be- 
tween the two one envelops the astroid. (Nephroid = two-cusped 
epicycloid, astroid = four-cusped hypocycloid.) 

14435. (R.C. Arcarpatp, M.A.)—Find the equation of the cardioid 
in trilinear coordinates, and show that its equation in Boothian coordi- 
nates, cusp origin, is 27a? (°? + V?) = 4 (1 +a)’. 

14436. (Rev. T. Roacn, M.A. Suggested by 14376.)—If I, I,, I; I}, 


(Professor NevuserG.)—Trouver le lieu des centres des hyper- | be in- and ex-centres of a triangle ABC, and 0,, 03, 0g circumcentres of 


IIi}, II,I,, I,J, respectively, prove that 03[,0,I30,I, is an equilateral 
hexagon, and find the value of its angles. 

14437, (R. P. Paranspys, B.A.)—Show that there are six conics 
passing through three given points and having contact of the second 
order with a given conic; and, further, that these six conics all touch a 
quartic having the three points as nodes. 


14438. (G.H. Harpy, B.A.)—Evaluate 
f log (cos a — cos z)? dr, P f e dz, 
j 9 COS a — CO8 x 
and n 2o n. ax, n = 0, l, 2, ... 3 


o (cos a— cos z)” +! ; 


the symbol P] denoting the principal value of the integral in question. 


14439. (H. MacCoi1, B.A.)—There are five possible hypotheses, 
H,, H., &c., of which one must be, and only one can be, true; the chance 
of each being one-fifth. Each of the three H,, H}, Hs implies that the 
chance that a statement A is true is ‘52; whereas H, and H; lead each 
to the conclusion that this chance is °06. From these data prove the 
paradoxical (but not absurd or impossible) conclusion that it is probable 
but not true that A is probable; and show that the chances that A is 
probable and true, probable but not true, true but not probable, neither probable 
nor true, are respectively °312, °288, °024, °376. 

14440, (F. H. Peace, B.A.)—It is well known that the velocity 
of sound rises with the temperature. In metal otgan-pipes, this is counter- 
balanced to a certain extent by the expansion of the metal. Find the 
coefficient of expansion of a metal such that the pitch of an organ-pipe 
built of it should remain the same for ordinary ranges of temperature. 


14441. (Rev. T. Mrtcuxson, B.A.)—A regular polygon of an even 
number of sides is inscribed in a circle, and lines are drawn from one of 
the angular points to each of the others. Show that the sum of these 
lines = (a cot x/2n)/(sin r/n) (a being a side of the polygon), and if the 
lines be /,, ho, 43, &c., then 


$ (ħn-14 hn-o+ hy -3+ we) — {Ay in-2 + hin-s) + hans) + wes) = R. 


14442, (J.J. BarxiviLLE, B.A.)\—Having un-1+ tinsi = 10,, prove 
l l 1 l /6 
h EE eet E emia Ogee aera! ORO ey 
me i41 9+1 8941 88141 4 
pan ee st a ee et 
1¢1 11—1 10941 1079-1 /6° 
Mg E doe Mae ah 
1+5 5+5 49+6 4854+56 12 
1 1 1 1 /6 +1 
——— 4 ———— + +} — c +... m 
345 19+5' 18745 185146 20 
1 1 1 /6—1 
i145 10745 105945 20” 
E: Keren _ V3+/2-1 
l+V3 6473 494/73 "" 4 ° 
14443, (R. Know res.)—F, S are the foci of a rectangular hyperbola ; 


from a point T on the circle whose diameter is FS, tangents TP, TQ are 
drawn to meet the curve in PQ; the circle TPQ cuts the curve again in 
CD; prove that (1) the diagonals of the quadrilateral PQCD intersect in 
the axis; (2) two of its sides are parallel. 

14444, (P. Mrines.)—A conic cuts the sides of triangle ABC in 
D, D’, E, E’, F, F respectively ; AD, AD’ intersect the conic again in 
d, d; BE, BE’ ine, d; CF, CF’ in f, f. Show that the intersections of 
da’, ee, ff with the polars of A, B, C respectively are collinear. 

14445, (Rev. J. Cutten.)—Prove that 

gt '—1 0 mod (42 +1), 
if q2'+1 bea prime. 

14446. (D. Epwarpszs, B.A.)—The following reasoning and incorrect 
result are given in Laurent’s Traité d’ Analyse, Tome 1., p. 212 (1885) :— 

“On a dz = pdx+qdy, 

az = pz +qdty +rdz? + Wsdrdy +tdy?, 


où, si l’on fait @:=0, dx=0, dy= TP da, 


š : 3 
0 = qy +rd? +2sdr (2-2 de) +t (Z-2ar) i 
q 4 9 q 


Résolvant par rapport à d?y, on en conclut 
i ee (2-27, e) D 
dx dz q\q g? 
Point out the fallacy, and correct, using the notation of differentials. 


14447. (H.W. CuxseL, M.A.)—If f(x) is finite and continuous for 
all positive finite values of z except a finite number of values, then 


f sin {f(z)} dz and f cos f (x)}.dr 
0 0 


38 THE EDUCATIONAL TIMES. 


(Jan. 1, 1900. 


are convergent or divergent according aa limit i?) is infinite or finite ; 
r 


Foe 


except in the case where limit f(z) = 0 or nx, when f sin { fe} dz may 
0 


be convergent, and the case where limit f(z) = 4m or (2n+ 1) 19, when 
z=: 

| cos {f (x)} dz may be convergent. 

0 l 

14448. (V. Satnrvasa Ranoacuirtr, B.A.) —OA, OB ar> two straight 

lines fixed in direction, and P any point within or without them. Itis 

required to draw through P a straight line so that the part of it inter- 

cepted between the given straight lines may be of given length. 


14449, (Pav. Grason.)—Given that in reducing 1/N (N prime) in 
scale 17 to a pure circulator five consecutive remainders formed are le, 4, 
9, 21, 6 (in scale 17) to find N. 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6348. (The late W. S. B. Woortnovse, F.R.A.S.)—If five points be 
taken at random on the surface of a regular pentagon, prove that the 
probability that they will be the apices of a convex pentagon is 

v7 "1044/5. 


6349. (EuizanetH Biackwoop.)—Given that z, y, z are each between 
the limits 1 and — 1, and that 3x+2y4:, 2r+y+ 32, z+ 3y +42: are each 
between the limits 3 and —3 ; required all the limits of x, y, z. 


6350. (W.J C. Muer, B.A.)—If P, Q be two random points in- 
side a circle whose centre is O, find the average of (1) the perimeter, 
(2) the area, (3) the sum of the squares on the sides, of the triangle OPQ; 
also the respective probabilities that, in one such random triangle, the 
said (4) perimeter, (5) area, (6) sum of squares, will be less than given 
magnitudes. 

6351. (The late Dr. Horkrnson, F.R.S.)—Parallel rays are incident 
on a refracting sphere, and emerge after one internal reflexion ; show 
(1) that, provided the sphere be more refractive than the surrounding 
medium, the caustic will have two sheets with a common asymptotic 
cone, and that one sheet terminates in a cusp, the other abruptly in a 
circle; and (2) trace the caustic when the sphere is less refractive than 
the surrounding medium. 

6361. (Professor W. H. H. Hunson, M.A.)—A paraboloid of revo- 
lution floats with the lowest point of its base in the surface of a fluid, and 
its axis inclined at an angle @ to the horizon; find its height and specific 
gravity. 

6364. (W. E. Wricut, B.A.)—If A, B, C be the angles of a plane 
triangle, find the minimum value of cot A + cot B + cot C. 


NOTICE TO CORRESPONDENTS. 


It is requested that all Mathematical communications should be 
sent to 


D. Bibire, Esq., Charlton Lodge, Kingston-on-Thames. 


NOTICE.—Vol. LXXI. of the “Mathematical Reprint” 
is now ready, and may be had of the Publisher, 
Francis Hopeson, 89 Farringdon Street, E.O. Price 
to Subscribers, 5s.; to Non-Subseribers, 6s. 6d. 


THE LONDON MATHEMATICAL SOCIETY. 


Thursday, December 14, 1899.—Professor Elliott, Vice-President, in the 
Chair, and subsequently Dr. Macaulay and Dr. J. Larmor. Eight mem- 
bers present. 

Professor Edalji, Ahmedabad, Professor W. M. Strong, Yale College, 
and Mr. R. W. H. T. Hudson, of St. John’s College, Cambridge, were 
elected members. 

Mr. Tucker announced the recent decease of Major-General F. Close, 
R.A., elected April 13th, 1871. 

The Auditor’s report was read, and on the motion of Dr. Macaulay, 
seconded by Mr. W. F. Sheppard, the Treasurer’s report was adopted, 
and votes of thanks were passed to the Auditor (Mr. E. G. Gallop) and 
to the Treasurer. 

The following papers were communicated :— 

(1) “A Method of extending the Accuracy of certain Mathematical 
Tubles,’’ (2) ‘Central Difference Formule,’’ Mr. W. F. Sheppard. 

« Circular Cubics,’’ Mr. A. B. Bassot. 

‘ The Theorem of Residuation, being a General Treatment of the Inter- 
sections of Plane Curves at Multiple Points,” Dr. F. S. Macaulay. 

“ The Genesis of the Double Gamma Functions,’’ Mr. E. W. Barnes. 

“ On the Expression of Spherical Harmonics as Fractional Differential 
Coefficients,” Mr. J. Rose Innes. 

« Sums of Greatest Integers,” Mr. G. B. Mathews 


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Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


“twelve months, and having passed the full examination 
fora College Diploma, stands first in the examination in 


> wij] Theory and Practice of Education. 


The Fee for the Course is Half-a-guinea, 

The Lectures will be delivered on Thursday Evenings 
at 7 o'clock, at the College, Bloomsbury Square, W.C. 

Members of the College have Free Admission to this 


Course. 
C. R. HODGSON, B.A., Secretary. 


COLLEGE OF MUSIC. 
(Incorporated.) 


i ONDON 
GREAT MARLBOROUGH STRERT, LoNDoN, W. 


FOR MUSICAL EDUCATION, AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC. 


Patron: His GRACE THE DUKE OP LEEDS. 
Dr. F. J. KaRN, Mus. Bac. Cantab., Principal. 
G. AvuGusTUus HoLMEs, Esq., Director of Examinations, 


EXAMINATIONS in PIANOFORTE PLAYING, 
SINGING, THEORY, and all branches of Music will 
be held in London and 350 Provincial Centres in April 
next, When certificates will be granted to all successtul 
candidates. Last day for entry, March 15, 


The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus.L.C0.M.), Licen- 
tinte (L.L.C.M.), Licentiate in Musie (L.Mus.b.C.M.), 
and Fellowship take place in July and December. 


The NEW SYLLABUS for the vear 1900, containing 
important alterations (including the new Primary sec- 
tion in Pianoforte Playing), is now realy and may be 
had on application, 


In the Educational Department students are received 
and thoroughly trained under the best professors at 
moderate fees. Day and Evening Classes are held. 


T. WEEKES HOLMES, Secretary. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 
ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad, 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


OWENS COLLEGE, MANCHESTER. 
ROYAL INDIAN ENGINEERING COLLEGE, 
TRINITY COLLEGE, LONDON, 
UNIVERSITY TUTORIAL COLLEGE. 
EPSOM COLLEGE. 
CARLYON COLLEGE, 
UNIVERSITY EXAM. POSTAL INSTITUTION. 
BURLINGTON CLASSES, 
(For particulars of the above, see following pages.) 


LONDON UNIVERSITY EXAMS, 
Free Guides. 
FREE MATRICULATION GUIDE. 


No. XXVIL, containing the Examination Papers of 
January, 1899, and Articles on the Special Subjects for 
1900 and 1901, 80 pp. Postage Ld. 


FREE INTERMEDIATE ARTS GUIDE. 


No XIV.. 76 PP containing the Examination Papers 
of July, 1899, full Solutions to the Mathematical Papers, 
and Articles on the Special Subjects for 1900 nnd 1901. 


FREE B.A. GUIDE. 


_ No, XITT., October, 1899, 90 pp., containing the Exam- 
ination Papers of October, 1899, and Articles on the 
Special Subjects for 1900 and 1901, 


FREE INTER. SCIENCE GUIDE. 


No. XI., containing the Examination Papers of Jnly, 
1899, with full Solutions to the Papers in Pure Mathe- 
matics, 


FREE INTER. LAWS GUIDE. 


Containing the University Regulations, Advice on the 
Choice of Text- Books, &c. 


Any one of the above Arts or Beience Guides, Prospec- 
tus, and full particulars of Classes forall London Exmins., 
post free on application to 

THE SECRETARY, 
(University Correspondence College London Office), 
32 Eed Lion Square, Holborn, W.C. 


42 


T. THOMAS’S HOSPITAL 
MEDICAL SCHOOL. 


LONDON UNIVERSITY EXAMINATIONS. 


Special arrangements are made for the following 
courses of instruction :— 


PRELIMINARY SCIENTIFIC EXAMINATION, 


Chemistry — By Wyndham R. Dunstan, M.A., 
F.R.8., Sec. C.S. 
P sics—By H. R. Le Sueur, B.Sc. Lond. 


Botany—By A. W. Bennett, M.A., B.Sc. Lond. 
Zoology—By E. G. Parsons, F. R.C.S. 


INTERMEDIATE EXAMINATION IN MEDICINE. 


Organic Chemistry—By Wyndham R. Dunstan, M.A., 
F.R.S., Sec. C.S. 

Phy siology—By J. B. Leathes, M.B., B.Ch. Oxon. 

Anatomy—By F. G. Parsons, F.R.C.8., and H. B. 
Robinson, M.S. Lond. 

Materia Medica and Pharmaceutical Chemistry—By 
E. White, B.Sc. Lond. 


SOHOLARSHIPS, PRIZES, MEDALS. 


Two Entrance Scholarships in Natural Science, of the 
value of £150 and £60. 

An Entrance Scholarship of the value of £50, for 
University Students. 

Free Sc olarships are given to distinguished pupils of 
Merchant. Taylors’ School, the City of London School, 
and eet College. 

The William Tite Scholarship, £27 10s. 

The Musgrove Scholarship, £38 10s. 

The Peacock Scholarship, £38 10s. 

Thirteen College Prizes of the aggregate value of £180. 

The Cheselden Medal, for Surgery and Surgical 
Anatomy. 

The Mead Medal and the Wainwright Prize, for 
Medicine, Pathology, and Hygiene. 

The Solly Medal and Prize, for Surgical Re 

The Bristowe Medal and the Hadden 
Pathology 

The Gainer Testimonial Prize, for Anatomy and 
Physiology. 

The Sutton Sams Testimonial Prize, for Reports on 
Cases in the Department for Diseases of Women. 

The Tmasurer's s Gold Medal, for General Proficiency. 

The Beaney Scholarship, for Surgery and Surgical 
Pathology. 

The Salters’ Company Research Fellowship, of the 
annual value of £100. 

Particulars of the above and of the full curriculum 


ee for 


are given in the Prospectus, which may be obtained . 


from the MEDICAL SECRETARY, St. Thomas’s Hospital, 
London, 8. E. 


H. P. HAWKINS, M.A., M.D. Oxon., Dean. 


THE LONDON HOSPITAL 
MEDICAL COLLEGE. 


The Hospital is the la eee hospital in the 
kingdom and contains nearly 


Appointments: — Sixty qualified resident eppo: 
ments are made annually. Dressers, clinical and post- 
mortem clerks, and maternity assistants are appointed 
every three months. All appointments are free. Holders 
of resident appointments are also provided free board. 

SCHOLARSHIPS AND PRIZE8S.— Entrance Scholarships, 
value £120, £60, £60, £35, £30, and £20, will be offered 
for competition at the end of September. Numerous 
Scholarships and Prizes are given annually. 

FEKs.—120 guineas in one payment, or 130 guineas by 
instalments. A reduction of 15 guineas is allowed to 
the sons of members of the profession. 

The Students’ Clubs nion, embracing all the 
Scientific, Social, and Athletic Clubs, is available to 
all Students. The Clubs Union ground is at Lower 
Edmonton. 


SPECIAL CLASSES. 


Special Classes are held in the subjects 
the PRELIMINARY SCIENTIFIC M.B. (London) 
EXAMINATION 
ee i Zoology.—By P. Chalmers Mitchell, M.A. 

xon 

Chemistry and Physics. — By Hugh Candy, B.A., 
B.Sc. Lond. 

Fee for the whole Course, 10 guineas 
E are not confined to Students of the 

ospita 

Students who have recently passed the Matriculation 
or other preliminary Examinations can enter at once. 
eee further information apply, personally or by letter, 


MUNRO SCOTT, Warden. 
Mile End, E. 


OUIN SCHOOL OF LANGUAGES, 


34 HARRINGTON ROAD, SOUTH KENSINGTON, 
16 FINSBURY CIRCUS, CITY. 
Principal — F. Tifmorn, B.A. 
Teachers trained on the Gouin Series Method. 
Classes in French, German, Italian at reduced fees to 
Teachers, 


THE EDUCATIONAL TIMES. 


HARING CROSS HOSPITAL 
MEDICAL SCHOOL. 


The Livingstone Scholarship (100 guineas), the 
Huxley Scholarship (55 guineas) and six other Entrance 
Scholarships, including one of 30 guineas for Dental 
Students (total value £550) are awarded annually. 

Two Scholarships of the value of 60 guineas each are 
reserved for Students of Oxford, Cambridge, or London 
Universities. 

Fres.— For the five years’ curriculum of study re- 
quired by the various Examining Bodies and for hospital 

ractice, 110 guineas in one sum, or 12] guineas in five 
instalments, 

The composition fee for sons of registered medical 
ractitioners is 100 guineas, and the fee by instalinents, 
10 HS ae in tive payments. 

1e composition fev for Dental Students is 54 guineas, 
or guineas, payable in two instalments of 30 guiness 
each. 

A proportionate reduction of the above Fees is made 
to Students who have completed part of the curriculum 
elsewhere, 

CHARING Cross HosPITAL is within three minutes’ 
walk of the Dental Hospital of London, and the hours of 
Lectures are arranged to suit the convenience of both 
General and Dental Students. 

The Hospital and School are situated within two 
minutes of both Charing Cross Stations, and the Athletic 
Ground at Eltham can be reached within half an hour 
from Charing Cross. 

THE SOHOOL PROSPEOTUS, containing 
fall information conce g the classes 
prizes and all other arrangements connected 

the Medical School, will be sent on 
hea Beain to the Dean, Chandos Street, 
rand, W.O. 
H. MONTAGUE MURRAY, Dean. 


HE DENTAL HOSPITAL OF 
LONDON MEDICAL SCHOOL, 
LEICESTER SQUARE. 


LECTURES. 
Dental Anatomy and Physiology (Human and Com- 
—Charles 8. Tomes, F.R.S., M.A. Oxon., 


prea? 
L.D.S. on Tue sdays wi “Thursdays, ut 
5 p.m. (Summer). (Demonstrator—A, Hopewell 
Smith, L.R.C.P., M.R.C.S., L.D.S.) 
Dental Surgery and Pathology — William Hern, 
M.R.C.8., L.D.S., on Tuesdays and Fridays, at 
8 a.m. Ban. 


Mechanical Dentistry—E. Lloyd Williams, L.R.C.P., 
M. .8., L.D.S., L.S.A., on Wednesdays, at 
5.30 p. m. (Winter), 

Metallurgy and its application to Dental Purposes— 


(Demonstrator—R. Herschell, 


Dr. Forster Morley, M.A., F.I.C., F.C.S., on Thurs- 
days, at 5 p.m. (Winte a (Demonstrator—Percy 
Richards, .1.C., F.C.S 

The Hospital is open both morning and afternoon. 


During the Sessions the Surgeons of the day will give 
demonstrations at stated hours. 

The Medical Tutor holds classes before each Examin- 
ation for the L.D.S. 

The House Surgeons attend daily while the Hospital 
is open, 

The Saunders and Walker Scholarships, of £20 per 
annum each, and prizes are open for competition. 

Fee for two years’ Hospital Practice required by the 
curriculum, including Lectures, £50 in one payment, or 
| 50 guineas in two yearly instalments, The curriculum 

requires two os to be passed at a General Hospital. 
| Th The fee for this is about £55. Both Hospitals can be 
a tae simultaneously, 
he Fee for Three Years’ Tuition in Mechanical 
Dentistry is 150 guineas. 
The Calendar may be obtained on application to the 
DAN, who attends at the Hospital on Wednesday 
mornings from 10.30 till 12 throughout the year. 


MORTON SMALE, Dean. 


ST. BARTHOLOMEW’S HOSPITAL 


AND COLLEGE. 
The SUMMER SESSION will begin on May Ist, 


FIVE ENTRANCE SCHOLARSHIPS and EXHIB- 
ITIONS are offered for competition on September 26th 
and following days, viz.; Two of the value of £75, one 
of the value of £150, one of the value of £50, and one 
£20: and Students who enter in May are eligible. Other 
Scholarships and Prizes, including the Lawrence, 
Brackenbury, Kirkes, ad Matthews Duncan Scholar. 
ships in Medicine, Midwifery, and Surgery, are awarded 
annually, The total value of Scholarships and Prizes 
awarded is over £800 per annum. 

A RESIDEN ‘TIAL C COLLEGE 18 pro rovided so as to 
living within the 


afford students the advantage of 
Hospital walls, 

All the APPOINTMENTS are open to students with- 
out additional fees. 

Special Laboratories and other arrangements have 
been provided to give the necessary additional instruc- 
tion required by the new regulations, and the courses of 
study have been so arranged that students may with 
adv anta begin in the Summer Session. 

3 cial Classes are held for the Preliminary Scientific 

all the other Examinations for the M.B. and M.D. 
(London). 

For particulars apply to Dr. CALVERT, Warden of 
the College, St. Bartholomew's Hospital, E.C. 

Handbook forwarded on application. 


uired for | 1 


[Feb. 1, 1900. 


HOSPITAL 
SCHOOL. 


MEDICAL 


GUY'S 


The SUMMER SESSION will begin on May 1st, 1900. 


(Students who have recently passed the College of 
Preceptors Examination are advised to enter forthwith 
to prepare for the Conjoint Examinations in July next.) 


The Hospital contains 644 Beds, of which 554 are in 
constant occupation. 


ENTRANCE SCHOLARSHIPS.—Five Scholarships 
will be competed for in September, 1900—Two in Arts 
of the value of £100 and £50, and Three in Science of 
the value of £150, £€0, and £50. Students who enter in 
May, if otherwise eligible, are able to compete. 


APPOINTMENTS.— Hospital appointments are made 
strictly in accordance with the merits of the candidates, 
and without extra payment. 


DENTAL SCHOOL.—A recognized Dental School is 
attached to the Hospital, which affords to Students all 
the instruction required for a Licence in Dental Surgery. 


PRIZES AND SCHOLARSHIPS are awarded to 
Students in their various years, amounting in the 
aggregate to more than £650. 


RESIDENTIAL COLLEG E.—The Residential] College 
accommodates about 50 students in addition to the Resi 
dent Staff of the Hospital. It contains a large Dining 
Hall, Reading Room, Library, and Gymnasium for the 
use of the Students’ Club. 


For Prospectus, particulars of the Scholarships, and 
further information, apply to the Dean, Dr. LaURI8TON 
E. Suaw, Guy’s Hospital, London Bridge, S.E. 


OYAL COLLEGES OF SURGEONS 


AND PHYSICIANS OF EDINBURGH, AND 
FACULTY OF PHYSICIANS AND SURGEONS 
OF GLASGOW. 

Copies of uations for the Triple Qualification of 
this Board (L.R.C.S. E., L.R.C.P. E., and &S.G.), 
containing dates of Professional Examinations for year 
1899-1900, Curriculum, &c., may be had on application 
to JAMES ROBERTSON, Rolicitor, 48 George pare, 
Edinburgh, Inspector and Treasurer for Edinburg 

from ALEXANDER DUNCAN, B.A., LL.D., Faculty all, 
242 St. Vincent Street, Glasgow, Inspector and Treasurer 
for Glasgow, In applying for copies, please state the 
date af commencement of medical study. 


INGS COLLEGE, LONDON.— 


Students received in Arts and Science, Engineer- 

, Architecture, and Applied Sciences, Medicine, and 
ther branches of education. Preparation for London 
and other Examinations. Day and Evening classes. 
Students are classed on entrance according to their 
proficiency, and terminal reports on the progress and 
conduct of Matriculated Students are sent to their 
parents and guardians. There are Entrance Scholar- 
ships and Exhibitions. 
Students who are desirous of studying any particular 
subject or subjects, without attending the complete 
courses of the various faculties, can be admitted as non- 
matriculated students on payment of the separate fees 
for such classes as they select. 
Residence of Students.—There will be a few rooms 
vacant in the College next Term. 
For prospectuses and all information apply to the 
SECRETARY, King’s College, Strand, W.C. 


CORRESPONDENCE LESSONS. 
ISS A. W. GREGORY, L.L.A., 


gives Lessons by Corres ndence in Ppgliah 
History and_ Literature, Anglo-Saxon, French, and 
German, to Students preparing for the Higher "Local 
and other University Beaminatinna: Terms moderate. 
Apply—3 Ickburgh , Upper Clapton, N.E. 


R. H. A. NESBITT (joint-author 


of “The Science and Art of Arithmetic,” by 
A. SONNENSCHEIN and H. A. NESBITT, M.A.) has a few 
hours at his disposal for Lessons in Ladies’ Schools in 
Mathematics, History, and Literature. Mr. Nesbitt 

ives Lectures on the Teaching of AT Beng =e 
à Hill Park Gardens, Hampstead, N. W. 


also 
Sout 


4 


Feb. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


43 


UNIVERSITY TUTORIAL! CARLYON COLLEGE. 


COLLEGE, 
Red Lion Square, Holborn, W.C. 


LONDON [UNIVERSITY EXAMINATIONS. 


MORNING, AFTERNOON, 
AND 
EVENING CLASSES 
FOR THE 
Matriculation, 
S$nter. Arts, Science and Law, 
Prelim. Sct. (4D.B.), 
B.A., B.Sc, and LL.B. 
Examinations of London University. 


CHEMICAL, PHYSICAL, and BIOLOCICAL LABORATORIES, 


During the year 1899 eighty-three Students of Uni- 
versity Tutorial College passed the Matriculation Exam- 
ination, and nearly two hundred were successful at the 
Science Examinations of London University, with 
twenty-six places in Honours. 


sare next Term commences Monday, January 22nd, 


Full particulars on application to 


THE VICB-PRINOCIPAL, 
University Tutorial Oollege, 
32 Bed Lion Square, Holborn, W.O. 


Diploma Correspondence College. 


The ONLY College that coaches SOLELY for 


A.C.P., L.C.P., 
FCP. 


SUCCESSES: 108 at A.C.P.; 
(7 in Honours). 


Full particulars on application to the Principal— 
Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


20 at L.C.P. 


ALFOURD ELY, MA, F.S.A, 


Fellow of University College, London (late of the 
University of Berlin), Teaches and Lectures on Ancient 
Art and History, Classics, and English. Address— 
73 Parliament Hill, Hampstead, N.W. 


OICE TRAINING for SPEAKERS, 
SINGERS, and STAMMERERS.—Apply to Mrs. 
E{ıL BEHNKE, 18 Earl's Court Square, London. Author 
of *' The Speaking Voice,” &c. 
“ Pre-eminent success.’’— Times. 
“Mrs. Behnke is well known as a most excellent 
teacher upon thoroughly philosophical principles,’’— 


Lancet. 
“STAMMERING.” 1s., post free. 

The Classes for the Clergy and Members of the Legal 
and Scholastic Professions will shortly be resumed. 
Special Classes, by request of medical men, for Respira- 
tory Drill and Chest Expansion. 


LOCUTION.—Mıss ROSE PATRY, 


182 HOLLAND RoapD, KENSINGTON, W. (Authoress 
of “ Practical Handbook on Elocution,” published by 
Swan Sonnenschein & Co.), visits Schools, olds Classes, 
and gives Private Lessons. For terms, &c., apply to 
above address, 


KERIN & LYNAM, 
65 AND 66 CHANCERY LANE. 


LONDON UNIVERSITY CLASSES. 


MATRICULATION CLASSES, INTER. ARTS and 
SCIENCE, PREL. SCI., B.A. and B.Sc. CLASSES. 
Classes starting. 

Classes and Tuition for Legal and Medical Pre- 
liminaries, University and Hospital Scholar- 
ships, Civil Service Examinations, A.C.P., 
L.C.P., F.0.P., Higher Local, Oxf. and Oamb., 
Pirst M.B.: Royal Univ., Ireland, L.L.A. 

CLASSES FOR LADIES. PRACTICAL CLASSES 
in PHYSICS, CHEMISTRY and BIOLOGY. 

Papers Corrected for Schools. 

Private tuition for all Examinations. 

Inter. Se. Hons. and B.Sc. Botany Class, B.A. 
Classical Honours Class. 

The Principal may be seen between 11.15 and 1 any 
day, and 2.30 and p.m. any day (except Saturday), or 
by appointment at any other time. 

For Prospectus and list of lecturers apply to R. C. B. 
KERIN, B.A. Lond., First of First Class Classical 
Honours, Editor of “Pro Plancio” and ‘* Phedo,”’ 
Author of “ London Matriculation Course.” 


SUCCESSES. 


1892-1899. — London Matric., 71; Inter. Arts, Sc., and 
Prel. Sci., 81, 6 in Hons.; B.Sc., 1896-1899, 11; B.A., 
1891-1898, 35, 7 in Hons,; Science Scholarships, 5; Arts 
Scholarships, 4; R.U.I., 50; Indian Civil, Oxford and 
Cambridge, and many other Successes. 


M.A. LONDON (Classics), 1898 and 1899, 


B.A. LONDON, 1899, 12 successful 
(11 on Official List; more than any other London 
Institution). 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &c.—Mr. J. 
LocKEY, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Paul’s Road, Camden Town, N.W., prepares for 
above in [Classics, Mathematics, Anglo-Saxon, Mental 
Science, Education, &c., Orally and by post. Numerous 
successes every year. Terms moderate. 


ORRESPONDENCE TUITION, 


Classes, or Private Lessons in all Subjects for all 
Examinations, &c., at moderate fees. Correspondence 
courses arranged to suit needs of individual pnpils. 
Many recent successes.— F. J. BORLAND, L.C.P. (Science 
and Math, Prizeman), Victoria College, 87 Buckingham 
Palace Road, S.W., and Stalheim, Brunswick 
Sutton, Surrey. Schools visited and Examinations con- 


ducted. 
O STUDENTS AND BUSY 


T TEACHERS.—Help by Correspondence. Courses 
of Lessons prepared. Preparation for Examinations, 
College of eptors’ Examinations specislized.—E. 
Rosinson, A.C.P., Brinklow, near Coventry. 


—THE UNIVERSITY PRE- 
PARATORY INSTITUTE, 37 Chambers 
SGmee te Street, Edinburgh, with strong Staff of 
Graduates, L.L.A.’s and Specialists, prepares Ladies 
thoroughly for this Degree by Correspondence. System 
includes plans of study, exercises, weekly teste, careful 
correction, evaluation, and criticism. Class, Open, and 
L.L.A. Prizes. 113 L.L.A. Successes in 1899. 
Moderate Fees. Complete and thorough revision of all 
the prescribed work for each subject during the last 
term, commencing February 19th. The L.L.A. Guide 
for 1900, 1s. L.L.A. Prospectus free. 


OXFORD LOCAL EXAMINATIONS. 
LONDON COMMITTEE (BOYS). 

The Regulations for the Senior, Junior, and 
Preliminary Examinations for 1900 can be 
obtained from the Secretary, 

E. LAYMAN, Esq., 
] Garden Court, Temple, E.C. 


THE 
BURLINGTON 
CLASSES. 


27 Chancery Lane, London. 
Principal: Mr. J. CHARLESTON, B.A. 


(Honours, Oxon. ; and Lond.). 


TUTORS. 


The Staff includes a number of Graduates of London, 
Oxford, Cambridge, and Royal Universities, Science 
Medallists, and Specialists, 


Preparation by Correspondence 


FOR 


MATRICULATION, 
B.A., & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L.L.A. 


(Degree for Ladies—St Andrews), 


A.C.P., L.C.P., F.C.P. 


On a thoroughly individual system, which 
ensures the closest attention to the needs of each 
candidate. Full corrections of i with time-saving 
notes, criticisins, summaries, model answers, and solu- 
tions. 


Single subjects may be taken — Jatin, Greek, 
French, German, Italian, Mathematics, Mechanics, 
Physics, Chemistry, Logic, Psychology, Political Eco- 
nomy, &¢ 

For TERMS, TESTIMONIALS, &c., 


Address—Mr. J. CHARLE STOR, B A. 7] 
BURLINGTON CLASSES, 
27 CHANCERY LANE, LONDON. 


ADVICE AS TO CHOICE OF 
SCHOOLS, TUTORS, &e. 


Parents or Guardians may obtain, 
without charge, Information and Advice 
as to Schools (for Boys or Girls) at 
home or abroad, Tutors for University, 
Civil Service, or Military Examinations, 
and Educational Establishments of every 
kind by sending a statement of their 
requirements to 


R. J. BEEVOR, M.A., 


Manager, Scholastic Association, Ltd., 
8 Lancaster Place, Strand, W.C. 


Telegraphic Address: 
“ Triform, London.” 


Telephone: 
No. 1854, Gerrard. 


N.B.—Parents or Students applying 
by letter are requested to furnish the 
fullest possible details of their require- 
ments, and, if a boarding school is 
wanted, to mention, within certain limits, 
what fees for board and tuition they are 
prepared to pay. 


4 


44, 


THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


IVERSITY COLLEGE 
NORTH WALES, BANGOR, 
(A Constituent College of the University of Wales.) 
Principal—H. R. REICHEL, M.A. 


The Session began October, 3rd, 1899. The College 
Courses are arranged with reference to the degrees 
of the University of Wales and include inost of the 
Subjects for the B.A. and B.Sc. degrees of the London 
University, Students may pursue their first vear of 
medical study at the College. There ure special depart- 
ments for Agriculture and Electrical Engineering, a 
Day Training Department for men and women, and 
a Department for the Training of Teachers in Secondary 
Schools. 

Sessional Fee for ordinary Arts student, £11. 1s.; ditto 
for Intermediate Science or Medical student, £15. 15s. 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session. The new Hall of Residence 
for Women Students in Upper Bangor—fee £31. 10s. for 
the session-—is now open, 

At the Entrance Scholarship Examination (beginning 
September 19), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition, One half the total amount offered 
is reserved for Welsh candidates. 

For further information and copies of the Prospectus, 
apply to JOHN EDWARD LLOYD, M.A.. 

Secretary: and Registrar. 


NIVERSITY COLLEGE OF 
WALES, ABERYSTWYTH. 
(One of the constituent Colleges of the University of 
Wales.) 

TRAINING DEPARTMENT FOR SECONDARY 
TEACHERS, MEN AND WOMEN. 
Professor of the Theory, Practice, and History of 
Education— FOSTER W.: ATSON, M.A. Lond. 


Assistant Lecturers—MISS C. P. TREMAIN, B.A. 
Lond.; D. R. HARRIS, B.A. Cantah. and Lond. 


Preparation for (a) The Degrees in Arts and Science 
of the University of Wales, the curriculum for which 
includes the Theory and History of Education as an 
optional subject in the third year: (4) Cambridge 
Teachers’ Certificate, Theory and Practice; (©) London 
University Teachers’ Diploma; (d) College of Precep- 
tors’ Diplomas. 

Composition Fee for the Session (including Lectures 
and Practice) £10. 

Men Students reside in registered lodgings in the town. 
Some of the Men Students are able, with economy, to 
limit the cost of Board and Residence to £25 per annum. 

Women Students reside in the Hall of Residence for 
Women Students. Terms from 31 to 40 guineas. 

For General Prospectus of Science and Art Depart- 
ments, also for Special Prospectuses of the Normal and 
Agr icultural Departments, and all other particulars, 


apply to 
T. MORTIMER GREEN, 
Registrar. 
OUNG LADY, B.Sc.. Author of 


Scientific Papers, seeks Engagement as TEACH ER 
in School, College, or in a refined Family. Mathematics 
and Sciences, Several years” experience from a Uni- 
versity laboratory, Excellent references. Answer to 
CHEMIST, High School, Maidenhead, 


-NVESTMENT. —Wanted, a few 


Shares or Debentures in a good dividend paving 
Industrial Limited Liability Company. Educational 
preferred, Send full particulars by letter to Miss 
BERTHA, 189 High Street, Lewisham. 


THE “NOTABILIA” SERIES. 


By WALTER BLANCHARD. L.C.P., F.R.G.S., 
Principal of the Intermediate School, Lancaster, 


These Books proe 18. each) are expressly designed 
to economize the time and labour of Students pre- 
paring for Examinations. 


(1) “NOTABILIA OF ENGLISH HISTORY.” 
Now Edition (29th Thousand), with Addenda. 
(2) “TOPOGRAPHICAL GEOGRAPHY.” 
Revised Edition (12th Thousand), with Index. 
(3) “COMMERCIAL GEOGRAPHY.” 


Also, Improved Edition, Price Ninepence, 
“PATTERN LOGIC.” 
A clear, but brief, arrangement of “ Euclid,” Book I, 


T. MURBY, 
5 LupGaaTE Circus BuILpiInas, Lonpon, E.C. 


YMNASTICS, HOCKEY, &c.-—- 


Miss SPENCER HARRY, 
Norwood Gymnasium, is open to additional engage- 
ments, visiting in London or vicinity.—4l Bintield 
Road, Claphiain, S.W. 


oF gom 


Eaa of West. 


E AND COLONIAL 


SCHOOL SOCIETY. 
AE arate for Examination and Certificate purposes 
with the National Froebel Union.) 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS. 


Hi@usurRyY HiLL Horse, Lonpoy, N. 


Principal—The Rev. Davin J. THoMas, M.A. 
Vice-Principal— Miss PENSTONE. 

Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploma of the College of Preceptors. 

A High School for Girls, Transition Class, and 
Kindergarten are attached to the College for purposes 
of Demonstration and Prac tice. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 
Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to educated women who intend to teach. In 
addition to the course of training, it offers the ad- 
vantages of a College life and one year's residence in 
Cambridge. 

The Students attend the Cambridge University Lec- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers, and are prepared for the Cam- 
bridge Teachers’ Certificate (Theory and Practice), 
Ample opportunity is given for practice in teaching 
science, languages, mathematics, and the other usual 
school subjects im various schools in Cambridge. 

Students are admitted in January and in September. 
Full particulars as to qualifications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


THE MARIA GREY TRAINING 


COLLEGE, 
SaLUSBURY Roap, BRoNDEsSBURY, Lonpoy, N.W. 


A FULL COURSE of TRAINING in preparation for 
the TEACHERS’ CERTIFICATE in the Theory and 
Practice of Teaching is offered to Ladies who desire to 
become Teachers. 

Kindergarten Teachers are also prepared for the 
Higher Certificate of the National Froebel Union. 

Scholarships offered in both Divisions, 

College Year begins September, 1900, and January, 1901, 

Dea an iy Miss ALICE Woops, The Maria 
ae Training College, Salusbury Road, Brondesbury, 


ate 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, WEsT KENSINGTON, LONDON, W. 
Chairman of the Committee—Mr. W. MATHER. 
Treasurer— Mr. C. Ge. MONTEFIORE, 
Secretary—Mr. ARTHUR G. SYMONDS, M.A. 


TRAINING COLLEGE FOR TEACHERS, 


Principal— Madame MICHAELIS. 
Mistress of Melhod— Miss E. E. LAWRENCE. 


KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


ESAME HOUSE FOR HOME- LIFE 
TRAINING, 
43a Acacia Roan, N.W. 


Established on the lines of the Pestalozzi- Froebel 
House at Berlin, and managed by a Committee appointed 
by the Sesame Club, m connexion with their practical 
work the Students learn the Theory and History of 
Education, the Development of the Child, Natural 
Science, Simple Gardening, Hygiene, Household Man- 
agement, Kindergarten Games and Occup: tions, &e. 

Primary Course £6. 6s. per term. Higher Course 
£8. 8s. per term. Board and Residence £1. ls. per week. 

Ladies desirous of engaging certificated ladyv-nurses for 
their children are invited to apply before the end of each 
term. 

For full particulars apply to the Principal— Miss 
Scn E PEL. 


T. GEORGE'S TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECON D. 
ARY SCHOOLS AND IN FAMILDERS.—This College 
provides a complete Course of Professional Training for 
Women Teachers, in pre paration for the Cambridge 
Teachers’ Certificate. The Course includes attendance 
at the University. Lectures on Education, in addition to 
Lectures delivered by the College Statt. and the Students 
have ample oppor tunities of guining e xperience in Class- 
Teaching in Schools, Four Heriot Bursaries of £30 are 
offered in October, Apply to the PRINCIPAL, 5 Melville 
Street, Edad. 


HYSICAL CULTURE. — Miss 


AIMÉE Primers (niece of Miss Chreiman), ably 
assisted by Ladies of Miss Chreiman’s staff, visits Se hools 
for Scientific and Reereative Exercises, Special experi- 
ence in Figure Training aud Deport ment.—39 York P lide 


į Portman Square, W. 


IVERSITYCOLLEGE,BRISTOL. 


DEPARTMENTS: 
Chemistry. Biology. Modern Languages. 
Mathematics, History and Oriental Languages. 
Physics. Literature. International Law. 
Engineering. Classics. Medicine. 
Geology. 


Sessional Courses are organized for the Matriculation, 
Preliminary Scientific, Intermediate Arts, and Inter- 
mediate Science Examinations of theU niversit of London, 
and for the B.A. and B.Sc. Degree work. Composition 
Fee for each of the above Courses now Reduced to 

£13. 13s. per Session, 
Registration Fee, One Guinea. 

Complete Three Years’ Courses are arranged for 
Mechanical and Electrical Engineering, a Two Years’ 
Course in Civiland Mining Engincering, and Courses for 
Students intending to become Architects and Surveyors, 

The Chemical and Physical Laboratories und the 
Workshops will be open Two E venings a week, 

Special Day and Evening Courses in all Departments 
are given by the Professors and Lecturers, 

THE WORK OF WOMEN STUDENTS IS UNDER 
THE SUPERVISION OF A LADY TUTOR. 

For full information see Prospectus, which will be 
forwarded free on application to 

JAMES RAFTER, Secretary. 


OES., COLLEGE. = VICTORIA 
INIVERSITY, MANCHESTER. 


PROSPECTUSES for the Session 1899-1900 will be 
forwarded on applic ation: 
. DEPARTMENT OF ARTS, SCIENCE, AND 
LAW ; and DEPARTMENT FOR WOMEN, 
Il, DEPARTMENT OF MEDICINE. 
Ill. EVENING AND POPULAR COURSES, 


Special Prospectuses can also be obtained of :— 


D DEPARTMENT OF roe 
. DEPARTMENT OF LA 
vi DEPARTMENT OF PU Bi IC HEALTH. 
VIL DENTAL DEPARTMENT. 
VIIL PHARMACEUTICAL DEPARTMENT: and 
IX. A LIST OF FELLOWSHIPS, SCHOLAR- 
SHIPS, EXHIBITIONS, AND PRIZES. 


Apply to Mr. CORNISH, 16 St. Anne's Square, Man- 
chester, or at the College. 
SYDNEY CHAFFERS, Bak DAR, 


HPS COLLEGE, SURREY. 


Headmaster : 
Rev. T. N. HART SMITH. M.A., late Assistant-Master at 
Marlborough College. 


Sixteen Assistant-Masters. Classical and Modern Sides. 
Publie School open to all classes alike. 


Special Preparation for the Universities, for London 
Matriculation and Science Exams., and for the Army 
und Navy. 

: Ana Lower School for Young Boys in experienced 
ands 

Seven Entrance Scholarships of £30 each, for boys 
es 14 on July Ist. app he BURSAR., 


OYAL INDIAN ENGINEERING 


COLLEGE, Coopers Hitt, STAINES.— The 
Course of Study is arranged to fit an Engineer for 
employment in Europe, India, and the Colonies. About 
40 Students will be admitted in September, 1900; the 
Secretary of State will offer them for competition Twelve 
Appointments as Assistant Engineers in the Public 
Works Department, and Three Appointments as As- 
sistant Superintendents in the Telegriphs Department, 
One in the Accounts Branch P.W.D..and One in the 
Trattic Department Indian State Railway. For par- 
ticulars apply to SECRETARY at College. 


DUCATIONAL PARTNERSHIP. 
— lady. 


living near London (W.), wishes to hear 
from a qualitied Teacher who would join her in opening 
a Select: Day and Boarding School.—A. B., 35 Carysfort 
Road, Stoke Newi Ronde Soke Niwa a ee 


EPPS’S COCOA. 


GRATEFUL. COMFORTING. 


Distinguished everywhere for Deli- 
cacy of Flavour, Superior Quality, 
and highly Nutritive Properties. 
Specially grateful and comforting 
to the nervous and dyspeptic. Sold 
in }-lb. and }-1b. packets, and 1-lb. 


tins, labelled JAMES EPPS & 
CO., Ltd., Homeopathic Chemists, 
London. 

BREAKFAST. SUPPER. 


EPPS’S COCOA. 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


45 


JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of n Committee appointed by 
the Teachers’ Guild, College of Preceptors, Head- 
mistresses’ Association, Association of Assistant 
Mistresses, aned Private Schools’ Association.) 


Address—7T4 GOWER STREET, LonponN, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Ageney has been established for the purpose of 
enabling ‘Teachers to tind work without unnecessary 
cost. <All fees have therefore been calculated on the 
lowest basis to cover the working expenses. 

Headinistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointinents, are invited to apply to this Agency. 

Many Graduates and Trained Teachers for Schools 
and Private Families; Visiting Teachers for Music, 
Art, and other special subjects; Foreign Teachers of 
various nationalities; Kindergarten and other Teachers 
are on the Register, and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and ‘Transfers are arranged, 

Oltice hours—9.30 a.m. to 6 pm. Miss Cooper's hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.30 p.m. to5 p.m.; Wednesdays to 1.30 p.m, only. 


THE JOINT ACENCY FOR MEN TEACHERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 


Registrar—Rev. F. TAYLOR, M.A. Cantab. 


The Agencies for Assistant-Masters and Tutors 
hitherto conducted by the College of Preceptors, the 
Teachers’ Guild, and the Assistant- Masters’ Association, 
have been amalgamated and placed under the mannge- 
ment of a Joint Committee composed of representatives 
of the following Bodies :— 


Headmasters’ Conference, 
Incorporated Association of Headmasters, 
College of Preeeptors, 
Teachers’ Guild. 
Welsh County Schools’ Association. 
Private Schools’ Association. 
Association of Headinasters of Preparatory Schools, 
Association of Heudinasters of Roman Catholic 
Schools. 
Assistant-Masters’ Association, 
Association of Technical Institutions, 
&c. éc. 


The rates of Commission charged to Assistant- Masters 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Agency 
managed by so widely representative a Committee. 

Headmasters having vacancies on their staffs, and 
Assistant- Masters SSOR NE appointments, are asked to 
communicate with the REGISTRAR. 


EN a 


EDUCATIONAL AGENCY. 


(ESTABLISHED OVER 60 YEARS). 
Proprietors :— 


Messrs. GRIFFITHS, SMITH, POWELL & SMITH. 
Orricks—S Bedford Street, Strand; 


and 22 Henrietta Street, Covent Garden, London, W.C. 


Scholastic. 


Headmasters and Principals « ] 
Private Schools. desirous of engaging qualificd and 


well-recommended English or Foreign Resident, Non- 
Resident, or Visiting Assistant-Masters, can have eligible 


Candidates introduced to them (free of charge) by 
stating their requirements to Messrs, GRIFFITHS, 
SMITH, POWELL & SMITH. 

List of Easter Vacancies forwarded, on application, 
to graduates and other well qualified Assistant- Masters 
seeking appointments for next tern. 


Schools Transferred and Valued. Partner- 
ships arranged. 
effected. List of Boys’ and of Girls’ Schools 
and School Partnerships for Sale, sent gratis 
to intending Purchasers TO WHOM NO 
COMMISSION IS CHARGED. 


Assistant -Mistresses. 
Headmistresses 
Public and Private Schools requiring 
English or Foreign Assistant-Mistresses or 
other Teachers can, on application to Messrs. 
GRIFFITHS, SMITH, PowELL & SMITH, have 
suitable Candidates placed in immediate 
communication with them free of charge. 
List of Easter Vacancies forwarded to English 
and Foreign Assistant-Mistresses, and other 
Teachers, on application. Liberal Salaries. 


THE MANCHESTER CLERICAL, 
MEDICAL, AND SCHOLASTIC 


ASSOCIATION, Limited, 
8 KING STREET, MANCHESTER. 


RINCIPALS of Schools are invited 

to send particulars of Vacancies for Assistants. 

School Transfers negotiated. For terms, apply — 
SECRETARY. 


ENTRAL REGISTRY FOR 
TEACHERS, 2 CRAVEN STREET. CHARING 
Cross.-- Miss Lovisa BRovuGIE supplies highly qualitied 
(iovernesses for Schools and Families. Oltlice hours 11 
to4; Saturdays 11 tol, 


No charge unless sale! 


and Principals of 


THE 


OXFORD SHORTHAND. 


156th Hdition. 


The Oxford Shorthand Co., Dover, have 


of Public ana| Pleasure in announcing that the new 


Three-Shilling Parcel is NOW READY. 


'(NAMBRIDGE UNIVERSITY 


SCHOLASTIC AGENCY, LIMITED. 
| The Register of the Agency is open to Graduates of 
any British or Foreign University, and to experienced 
' Masters, 

For the Regulations and Application Forms apply to 
Professor LEWts, Cambridge. 


l 


| __OXFORD UNIVERSITY 
| APPOINTMENTS COMMITTEE 


Recommends MEMBERS of the UNIVERSITY OF 
re for Scholastic and other Appointments of 
inds. 


Postal Address—The Secretary, Oxford 
| University Appointments Committee, Oxford. 


Telegramsa—Appointments, Oxford. 


Bluackwood’s Edition, 2s. 6d., cloth, post free. 


NEW AND COMPLETE PRAC- 
TICAL GUIDE TO HER MAJESTY’S CIVIL 
SERVICE. Qualifications, Official Regulations, Exaimi- 
nation Papers, Boy Clerks, Female Clerks, &e. 
“TAKE MY ADVICE.” <A Book for every Home, 
giving trustworthy information on everything per- 
taining to daily life. Cloth, 2s. 6d. 


London: JAMES BLAcKWoopn & Co.. Paternoster Row. 


| COMPLETE FRENCH CLASS 
BOOK.—HALLS FIRST FRENCH COURSE 
and FRANCE AND THE FRENCH. As. 6d.; Kev, 
ls. 8d. New and Revised Edition. Contains nearly 
200 Exercises, English and French Grammar, Ques- 
tionnaire, Interesting and Easy Reading Lessons, 
Vocabularies, Maps, &c. 
Lonpon: 
SIMPKIN, MARSHALL, HAMILTON, KENT,&00.,Ltd.; 
| and of all Publishers. 


READY IN MARCH. Demy 8vo, cloth, price 2s. 6d., free by post. 
To Members of the College the price is 1s., or 18. 6d. free by post. 


THE 


New and Revised Edition, small crown 8vo, price 2s. 


AN INTRODUCTION TO GEOMETRY. 


FOR THE USE OF BEGINNERS. 


CONSISTING OP 


CALENDAR 


Whe Eollege of Preceptors, 


FOR THE YEAR 1900. 


CONTAINING 


All information respecting the objects and operations of the College, 
Lists of Officers, Examiners, and Members, the Regulations of 
the various Examinations, §c., with an Appendix containing 
the following Examination Papers :— 


1. Papers set at Examination of Teachers for Diplomas, Midsummer, 1899. 


2. Do. do. do. Christmas, 1899. 
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1899. 
4. Do. do. do. Christmas, 1899. 
5. Papers set at Professional Preliminary Examination, March, 1899. 


6. Do. do. do. September, 1899. 
7. Papers set at Junior Forms Examination ... ... Midsummer, 1899. 
8. Do. do. ioe ... Christinas, 1899. 


*.* Nos. 3, 4, 5, and 6 may be had separately, price, free by post, 7d. each 
set. Nos. 7 and 8, price, free by post, 4d. each set. 


Lonnon: FRANCIS HODGSON, 89 Farainepon Srrest, E.C. 


EUCLID’S ELEMENTS, BOOK I. 


ACCOMPANIED BY NuMEROUs EXPLANATIONS, QUESTIONS, AND EXERCISES. 


By JOHN WALMSLEY, B.A. 


This work is characterized by its abundant materials suitable for the train- 
ing of pupils in the performance of original work. These materials are so 
graduated and arranged as to be specially suited for classe-work. They fur- 
nish a copious store of useful examples from which the teacher may readily 
draw more or less, according to the special needs of his class, and so as to 
help his own method of instruction. 


OPINIONS OF THE PRESS. 


“We cordially recommend this book. The plan adopted is founded upon a proper 
appreciation of the soundest principles of teaching. We have not space to give it in 
detail, but Mr. Walmsley is fully justified in saying that it provides ‘for a natural and 
continuous training to pupils taken in classes.” — Atheneum, 

“ The book bas been carefully written, and will be cordially welcomed by all those 
who are interested in the best methods of teaching Geometry.” —School Guardian. 

“Mr. Walmsley has made an addition of a novel kind to the many recent works intended 
to simplify the teaching of the elements of Geometry. .. . The system will undoubtedly 
help the pupil to a thorough comprehension of his subject.” —School Board Chronicle. 

** When we consider how many teachers of Euclid teach it without intelligence, and 
then lay the blame on the stupidity of the pupils, we could wish that every young 
teacher of Euchd, however hich he may have been among the Wranglers, would take the 
trouble to read Mr. Walmsiley’s book through before he begins to teach the First Book 
to young boys.”’—Journal of Education. 

“ We have used the book to the manitest pleasure and interest, as well as progress, of 
our own students in mathematics ever since it was published, and we have the greatest 
pleasure in recommending its use to other terchers. The Questions and Exercises are 
of incalculable value to the teacher.” — Educational Chronicle. 


KEY to the above, price 3a. 


Lonpon: FRANCIS HODGSON, 89 Farrinepon Srreer E.C. 


46 


THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


FREE GUIDE TO THE 


CAMBRIDGE HIGHER LOCAL EXAMINATION, 


BY THE 


TUTORS OF THE UNIVERSITY EXAMINATION POSTAL INSTITUTION. 


Ready very shortly, 70 pp., containing advice as to books to read for 
the 1900 and 1901 Examinations, and the mode of Study, and statistical 
tables (not obtainable elsewhere). A copy of the Guide will be sent 
gratis and post free to any candidate on application to the Manager of 
the Institution, Mr. E. 8. Weymouth, M.A., 27 Southampton Street, 
Strand, London, W.C., 

275 U.E.P.I. candidates passed the Cambridge Higher Local 
from 1895 to the June, 1899, Examination, 88 with distinction. 


The Institution prepares through the post for various University 
Examinations and for the A.C.P., L.C.P., and F.C.P. 


COLLEGE OF PRECEPTORS’ TEACHERS’ DIPLOMAS. 
University Correspondence College 


Provides Courses for the A. O. P. as follows :— Full preparation for the Examination 
in the Theory and Practice of Education, £7. 7s.; or, Physiology, £1. lls. 6d. ; 
Hygiene, £1. 1s.; Psychology, £3. 3s.; Practice of Teaching, £3. 13s. 6d. ; 

For the L. O. P. the fees are :—for Full preparation, £8. 18s. 6d.; or, for Logic, 
£2. 2s.; for other subjects as for A. C. P. ae 

Prospectus and full particulars of Classes post free on application to 

THE SEORETARY. 
(Univ. Corr, Coll. London Office), 
82 Red Lion Square, Holborn, W.O. 


A New Book on Elocution. 


PRACTICAL MANUAL OF ELOCUTION. 


With List of Recitations. 


By R. I. PATRY. 


Cloth, 1s. 6d. 


é “ A more complete book in an inexpensive form we have not seen.’’—School Board 
hronicle. 
“ A model of condensation and common sense.” — Literary World, 


Specimen Copy 18., post free. 
SWAN SONNENSCHEIN & CO., Lrv., LONDON. 


THE MOTHER’S THREE FRIENDS. 


By Mrs. CHARLES E. GREEN, M.C.P. With 58 Illustrations by KATE E. GREEN. 


“ The book will be read with decided pleasure and profit." —Journal of Education, 

“A book to help young mothers to understand the principles on which the kinder 
garten system of education is based.’ — Birmingham Post. oo 

“Strongly recommended to mothers, nursery governesses, and teachers in kinder- 
gartens.’’— School master. ; 

“ Teachers would find it profitable and pleasant reading.”—Pupi Teacher and 
Scholarship Student. , 

“ Mrs. Green is an excellent exponent of the principles of education.” —Guardian. 

“ Another new work useful to parents.” —Daüy News. 


Price 3s. 6d. 


London: GEORGE PHILIP & Son, 32 Fleet Street, E.C. 
Liverpool: PHILIP, SON, AND NEPHEW, 45-51 South Castle Street. 


Tue GREAT SHORTHAND REFORM 


System now taught in 200 Centres in London, including leading Polytechnics and 
Secondary Schools. 
Full particulars post free from 


THE SCRIPT SHORTHAND CO0., Ltd., 44 Southampton Buildings, W.C. 


THE PRACTICAL STUDY OF LANGUAGES. 


A GUIDE FOR TEACHERS AND LEARNERS. 
By H. SWEET, M.A, Ph.D., LL.D. 


Large crown 8vo, 6s. net. 


“ We heartily commend this singularly interesting and helpful book to all teachers 
and students of languages.” —Manchester Guardian. 


J. M. DENT & CO., 29 ann 30 Beprorp Srreer, W.C. 


NEW BOOK. 


RULES OF FRENCH GRAMMAR AT A GLANCE 


For Teachers and Students. 
By O. F. CAMPHUIS. 

Containaa Summary of the Difficulties of the Language, ina Practical and Simplified 
Form, as a Text-book for use in the Class, and in preparation for Examinations. 
Demy 8vo, wrapper, ls.; cloth, 1s. 6d. 

“ Candidates for examinations will find this summary of rules and exceptions very 
useful. ” —Cusack's Journal, 

“ We can recommend it for its accuracy and clearness.’’— Teachers’ Aid. 

“Students are bound to welcome such a handy compendium.” — Teachers’ 
Monthly. 

“ Rules are well expressed.” —School World. 


POESIES DE L'ENFANCE CHOISIES. 


(French Poetry for Ohildren.) 
By FRANCOIS LOUIS. 
Sixth Edition. 12mo, cloth, 1s. 6d. 
This collection has been made with the greatest care, containing Nuraery Rhymes 


and short easy pieces, such as are rarely found in similar collections, 
and is adapted for the youngest children. 


“ A charming collection of little poems.” — Educational Review. 


Marlborough’s Foreign Commercial Correspondence. 


With PETEPPSIORY, Alphabetical List of Merchandise, Commercial Terms, 
ables of Moneys, Weights, and Measures. 


In wrappers, ls, each; cloth, 1s. 6d. each; or, in One Volume, 5s. net. 


FRENCH AND ENGLISH. 


By A. DTDEVANT. 


GERMAN AND ENGLISH. 


By MATHIAS MEISSNER. 


ITALIAN AND ENGLISH. 


By G. MARCHETTI. 


SPANISH AND ENGLISH. 


By D. SALVO. 


“This book may be strongly recom- 
mended.” — Mark Lane Express. 


“Wihl be found highly serviceable in 
the school the study, and counting- 
house.” — Schoolmaster. 


“Wonderfully cheap, and deserves 
the greatest commendation.” — 
Drapers’ Record, 


“The book should occupy a prominent 
and useful position.” — British 
Trade Journal. 


Lonpon: E. MARLBOROUGH & CO., 51 Orp Baırrey, E.C. 


SHORT FRENCH EXAMINATION PAPERS (110), 


Each containing Six Idiomatic Sentences to render into French. 
Price 2s. 6d., cloth. 

Many of the grammatical questions ure taken, by permission, from the Oxford and 
Cambridge Local Examinations, from those of the College of Preceptors, the London 
Matriculation, the Oxford and Cambridge Joint Board, and from the Cambridge 
Higher Local Examinations, 

“A very useful set of questions.” — Modern Language Quart: rly. 

“The English idioms for translation into French are well chosen. 
little book.” — University Correspondent. 

“ The exercises in the use of idioms are specially good.” — Bookman. 

“ Will be found serviceable for rapid drill in the hands of a judicious teacher.”— 
Educational Times. 

“ Would afford useful practice for intending candidates.” — Eduention, 

“We noticed at the time of its appearance this very useful collection of test papers, 
and need only here add that the kev is full and accurate save for some obvious mis- 
prints and one or two slips that we have noticed.” — Journal of Edueation, 

“We are great advocates of abundant exercises; hence our immediate approval of 
this book.’’—School Guardian. 

“We have much pleasure in recommending this useful collection of papers in 
grammar and idiomatic sentences, It will save the teacher many an hour of labour, 
and would be valuable for a class entering for an examination to work through 
steadily.” — Educational Review. 

A KEY, issued to Teachers and Private Students only, can be obtained from the 
Publishers, 6s. net. (A list of errata is issued with this.) 


By H. R. LADELL, M.A., F.R.G.S. 


THE PUBLIC SCHOOL SPELLING CARD. 


Thirtieth Thousand, Price6d. By the same Author. 

Containing nearly 1,000 words (in which actual mistakes have frequently been 
made, as collected from Dictations, Essays, Examination Papers, &c., during a 
period of more than fifteen vears), with Rules. 

Also, in Book Form, “ HOW TO SPELL AND SPEAK ENGLISH.” Third 
Edition. Price 1s, 

This also embodies most of the errors in the sentences set for correction in the 
Examination Papers of the London Matriculation, the Oxford and Cambridge 
Locals, the College of Preceptors, &c. 


French Essentials and French Conversation Sentences. 


Second Edition. Price 2s. cloth; 1s. 6d. boards. By the same Author. 

“ This short grammar is compiled by a master who knows his business. The type 
is good, the arrangement good, and there is nothing superfluous,’’—Journal of 
Education, 

“Students preparing for examination in French grammar and composition will 
know the worth of this little book. The colloquial sentences at the end are a useful 
addition.” — Bookman. 


London: RELFE BROTHERS, Ltd., 6 Charterhouse Bulidings, Aldersgate, E.C. 


It is a useful 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


THE COLLEGE OF PRECEPTORS’ EXAMINATIONS.—JULY AND DECEMBER, 1900. 


GEORGE GILL & SONS LIST OF SPECIAL TEXT- BOOKS. 


SORIPTURE HISTORY. 
a Edited by the Rev. F. MARSHALL, M.A. Cantab. Crown 8vo, cloth 
n 
1. Tatrodwcliom: inge; and Life and purpose of Writer; For what Readers, 
Date, re ce, , and Characteristics of the Gospel ; Kings and Gover- 
nors ; Biographica otices ; Geographical Notes; The 8 e, Sanhedrin, 
J A Ea, b and Orders ot Men; : The Nazarite ow, &c., &c. 
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Se ee ee 


Feb. 1, 1900. ] THE EDUCATIONAL TIMES. 5o 
CONTENTS. 

é i aie Page Page 
Technical Universities ............ ccc cccces cee cet nce eseceeseteaseenceeees 55 Half-yearly General Meeting of the College of Preceptors ...... 67 
The Late C. Pe Masoni ernro 56 Conference of Teachers at the Imperial Institute EEE EET 70 
NOtOB oocccsssnsatse nce vicet nad cate tonite eee eat eens eee eee aS 56 eet eae eee AEE 76 
Bammary : The Month... .............cccconsorscceereetsccressecensoeseeees 58 Mr. Cust’s Eton ; Bismarck ; Logical Education ; Aristotle's ‘‘ Poetics” ; 

: A Greek History of Rome. 
WUNIVERSItIOS: merena erases aan aden a a amen eects 60 
ica’ General Notices... PEE ENE A AT A EEE 10 
The English Education Exhibition..............cccscsesseceesecesereeeee GL 
, i , Adjourned pce of the Council of the Gases of seats 79 
Correspondence :—London Society for the Extension of Uni- 
versity Teaching crcr isena sdwscnerkve users abe dienveaboedenene 62 Teachers’ Diploma Examination, Pass List ..............2..0-.sssasa- 80 
Forecasts and Comments :—Fixtures ...... a Hoag ua chia it ate o Mathematios ..........os.osesosnesesseoucossossnocosoosssesesossssssssssssosse OL 
EEEE TN 5 ; 
Eraser on Gee. 66. List of Candidates who have passed the Christmas Certificate 
SEE ihe depen and Junior Forms Examinations of the College of Pre- 
Thoughts on Retiring ..............:cssceeeessesceeceeetecesresessesecenene OF OG UOTE oe eiage E E Mulan dedcasa aio soneane cok Aut esses: 93 


The Educational Times. 


Tmovem the conferences of January, at the 
Imperial Institute and elsewhere, have had a 
certain measure of attraction for people engaged in 
the work of education, they can scarcely be said to have shown 
the same actuality and urgency which distinguished our confer- 
ences of two or three years ago. The manifest reason is that 
what we were propounding and asking for in 1897 and 1898 is 
now our own, to do what we can with, and for the moment we 
are not in a phase of actual contention and demand. Rather, 
let us say, we are the busy bees of the Oxford, Cambridge, and 
London Conferences who have settled on their honey and are 
dumb. Our garden of education is full of the honey of organiza- 
tion, which needs to be absorbed, and secreted in the cells. 

Sir George Kekewich and Sir William Abney, who were en- 
tertained a short time ago by the Association of Technical 
Institutions at Mercers’ Hall, gave evidence that they also are 
engaged in transferring the honey to the cell. Prof. Wertheimer 
had proposed the toast of the new Board of Education, and Sir 
George rose with diffidence to respond for something which had 
no existence, and with which he had no connexion. 


He was no longer Secretary of the Education Department or of the 
Science and Art Department, and he did not know what was to become 
of him. All he could say was that, if he should happen to occupy a 
position on the new Board of Education, he should continue to take the 
same interest —he hoped officially—in technical institutions that he had 
taken up to the present more or less as a private individual. 


With regard to the policy of the future, Sir George added :— 


It might be that in technical instruction we were still behind Con- 
tinental nations, and especially in the establishment of great technica] 
colleges, which he was desirous of seeing established. But he had 
great confidence in the English character—in its tenacity and energy ; 
and he was convinced that before long they would be supplied with a 
system of technical instruction which would be second to none in the 
world. 


Sir William Abney said that, for his part, ‘‘if he were en- 
trusted with any duties under the new Board,” he should 
endeavour to do his duty, and to gain the approbation of his 
colleagues and the public. This is all as it should be. Of 
course the new Board, in the domain above the elementary, 
will be very largely concerned with technical instruction, and 
those who are to be amongst its leading officials do well to 
assure the Technicals that their interests will not be neglected. 

As for the literary schools, they will have their battle to 
fight. No one will want to neglect them, but some may 


Technical 
Universities. 


neglect them out of sheer ignorance, or distraction, or shortness 
of vision. Without forgetting that, we are unfeignedly glad to 
note the zeal of the Technicals for their own secondary and 
higher education. There is, indeed, no limit to their zeal. 
Mr. Chamberlain told us at Birmingham of the direction in 
which their zeal is leading them. Birmingham seems likely to 
be the Technical University par excellence. She has her 
Faculties of Arts and Science already, by virtue of the absorption 
of Mason College. She is to have her school of beer, because 
people interested in beer found the money for it. Apparently 
there is no good reason against any faculty whatsoever, if the 
money is forthcoming. For what does Mr. Chamberlain say ?— 


We ought to have a school of railway engineering, of electrical 
lighting, of railway management; every large trade in the town 
ought to be represented in the new University by specialized instruc- 
tion—especially towards the termination of the University course—by 
such specialized instruction as will enable the students to leave college 
fully equipped to take a proper part in the work for which they are 
destined. . . . We are, I think, on the eve of discoveries which may be 
more important for the human race than any that have been made in 
centuries past; and I hope that we are going to take our full share in 
the research and the study which may lead up to these discoveries. 


This, again, is excellent in its way. After all, a University is 
a place for universal knowledge and faculty, for endowed re- 
search and untiring invention. The country will have no 
reason to complain if Birmingham pushes the technical idea to 
its utmost development. London, too, is likely to make a great 
advance in the same direction, though she has other and more 
Imperial functions to discharge. The endowment of the London 
University is beginning in good earnest, for, what with State 
grants, County Council promises, and Lord Iveagh’s munificent 
offer, she is already in a fair way towards equipment. Mr. Busk, on 
retiring from his position as Chairman of Convocation, mentioned 
a fact of very considerable interest. London University, he said, 
bids fair to become a universally recognized sphere for post- 
graduate learning and research. From information which has 
come before the Statutory Commission, it is anticipated that as 
many as a thousand students may be expected to attend the 
University from our Colonies and the United States of America, 
for purposes of research. At the present time, as Mr. Busk 
said, many go to one or another of the German Universities, and, 
without in any way reflecting on the German system, we should 
all prefer to see the students in question imbued with British 
rather than with German ideas. This, amongst other things, is 
what is understood by the Imperial function of London 
University. 


56 THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


Cuartres Perer Mason, B.A., F.C.P., Fellow of 

C. TR University College, London, has passed away full 
of years and of honour. His death will awaken 

many. kindly recollections in the minds of nearly all who read 
these words. Not only was he prominent in his day amongst 
the pioneers of secondary education, forty or fifty years ago, 
and an active member of the College of Preceptors in various 
capacities, but he was also an educational writer of high repute. 

Born at Highgate, in 1820, Mason was educated at Finchley, 
at University College School, and at University College. There 
was exhibited at the Imperial Institute, last month, the 
earliest register of London University, in which Mason’s name 
appeared in the Matriculation list of 1838, when he was 
bracketed first in Classics. Two years later, on taking his 
degree, he stood second to his friend and schoolfellow the late 
Prof. Greenwood. He then studied at Bonn for two years, 
and, on his return to England, was for some time Professor of 
Classics at the Lancashire Independent College. In 1850 he 
entered into partnership with Mr. Fletcher, at Denmark Hill, 
and became sole principal of the school in 1852. For twenty 
years he conducted this school with great ability and success. 
Many of his pupils, who have distinguished themselves in after 
life, will be ready to bear witness to the excellence of his 
teaching ; and we may mention that the late Lord Herschell 
was amongst the number. 

In 1870 Mason withdrew from active work as a schoolmaster, 
and devoted his leisure to literary pursuits and the revision of 
his ‘‘ English Grammar ” and other works. The ‘‘ Grammar ” 
had been a wonderful success. It was the soundest and clearest 
text-book of English which had been produced up to his time, 
Morell’s being the only one which could stand comparison with 
it. It has seen thirty-five editions, numbering 150,000 copies ; 
and, as Mason had retained the copyright, and dealt with an 
honourable firm of publishers, he derived from it a very satis- 
factory income. It had a large sale in the Colonies, especially 
in Canada, and it is not yet by any means superseded. 

Mason was Vice-President of the Council of the College of Pre- 
ceptors from 1872 to 1878, and he held his position on the Council 
from 1860 down to the year 1895. For many years he acted as one 
of the Examiners in English Languageand Literature. Hisinterest 
in educational matters was always keen, and his prominence as a 
private schoolmaster was recognized by the Schools Inquiry 
Commission, before which he gave valuable and interesting 
evidence in 1865. At an earlier period he had acted, with Mr. 
E. E. Pinches and others, on the original London Committee for 
acclimatizing the Oxford Local Examinations. He was an occa- 
sional contributor to the Educational Times, and we may mention 
that in 1881 he wrote a kindly and appreciative memoir of his 
old friend Dr. Pinches, who, like himself, had been distinguished 
in the first rank of English private schoolmasters. 

In 1843 he married Miss Eleanor Edwards, daughter of the 
Rev. J. Edwards, of Stratford-on-Avon, who survives him. 
Mrs. Mason was his invaluable helpmeet at Denmark Hill, and 
she was at the same time a lady of many accomplishments. She 
excelled as a pianist and as a painter, and it may fairly be said of 
her that she was at all times the congenial companion of her 
husband’s most laborious and most leisurely moments. 


NOTHS. 

Many worshippers of varied ideals feel that they have lost a 
leader by the death of Ruskin. Educational reformers will not 
be the slowest to feel it. Although his direct suggestions in 
this field were comparatively few, general, and, needless to say, 
scattered here and there through his works, they are always 
lucid and striking. Education, more than any other profession, 
benefits from the criticism of an outsider, who can judge of the 
finished product better than the man at work. The fact that 
Ruskin never did any teaching of children in no way detracts 
from the value of his words. The supreme importance of 
obedience was the keynote of his preaching, with a fierce 
onslaught against the craze for liberty. Thoroughness in a few 
things he demanded, rather than a flashy show in many subjects. 
Yet he strongly inveighed against teaching children merely to 
read and write, without giving them the taste to read and write 
good things. All we get, said he, as a result of our boasted 
Board school education is indecent scribbling on the pavement. 
There is that germ of biting truth in all his extravagances 
which impresses them so vividly. Instance, again, his ideal for 
free education: Let them be taught habits of industry, cleanli- 
ness, and honesty. So little? you say. Have you, at least, 
attained these ? His views on the essential difference between 
a boy’s education and a girl’s are well worth studying: the 
main idea being that a boy’s should be intensive and progressive, 
a girl’s extensive and conservative. 


Tae vacancy in the Parliamentary representation of London 
University has led to the usual academic discussion as to the 
ideal representation of a University constituency. In addition 
to the claims of social and political doctrinaires, we now 
find those of educationists and educational organizers put 
forward. The view expressed in some papers—the Times, for 
example—that the separate representation of Universities can 
only be justified on the assumption that men of the highest 
literary or scientific distinction are chosen, is too narrow. 
There are periods when the presence in the House of Commons 
of an independent educational reformer, fully conversant with 
the composition of our educational problems, would be invaluable. 
He would, especially if of such University and intellectual dis- 
tinction as would command the confidence of the public-school 
authorities, render more service to the country than a man 
whose brilliant scholarship was his chief recommendation. 
There is no good reason why the present University electorate 
should not be extended. Why the qualification of a voter 
at Oxford and Cambridge should be in effect a mere money 
payment it is hard to say, and our next Reform Bill will 
doubtless herald a change in one way or another. Perhaps our 
younger Universities will then advance their claims. 


One might almost think that the training colleges must 
have a difficulty in finding enough for their students to do, if 
such illustrations for lessons as were exhibited at South 
Kensington are indeed encouraged by the authorities. Such 
marvellous ingenuity in wasting time it has seldom been our lot 
to come across. Some dozen dolls were shown, dressed by a 
painstaking student, to represent the costumes of the different 


Feb. 1, 1900.] 


centuries ; the same inane doll’s expression simpered in the pre- 
Saxon skin attire, the Puritan’s cloak, and the Cavalier’s lace 
and feathers. Rough drawings would bo far more suitable; 
unless, indeed, it is intended to show the sameness of human 
nature under varying conditions. For a lesson on measuring 
heights and distances in trigonometry a very elegant model of a 
church in cardboard was erected: if the girls (there is no dis- 
guising the sex in such cases) cannot grasp the idea without this 
aid, they certainly are not fit to attack the problem at all. A 
tantalizing item in the catalogue was ‘‘ device for teaching the 
Latin declensions.” This turned out to be a box full of different- 
coloured tickets with a Latin noun written on each. There was 
no key to the mystery ; but we suppose the colours had some 
connexion with the declensions. It is difficult to believe that 
an institution professing to teach the laws of memory should 
permit the use (not to say the unblushing exhibition) of such an 
unintelligent mnemonic. 


TeacHers of geography have always a delightful field of 
labour in preparing maps and pictures, but the teachers of 
history have evidently been put to it to excogitate original 
illustrations. The old-fashioned style of studying the sub- 
ject by careful reading and attention to narration is played 
out, as being too dull; our modern pupils must taste, handle, 
see. The well known historical charts, divided into squares, 
each representing a year of a century, have been improved 
upon (?) by a model—a large shallow box, suggestive of geo- 
logical specimens, is found to contain tin soldiers, an inch-long 
doll in a bassinette, a ribbon bow, a cardboard obelisk, and so on, 
dotted about in various squares: this is mercifully provided 
with a key, informing the pupil that this year was celebrated 
for somebody’s birth, that for a war; no event seeming too 
trivial or too important to have a square devoted to it. A still 
more ambitious teacher of history (or is it only some one who is 
about to teach ?) bas devised a plan of an ideal class-room for 
the subject—one wall is covered by blackboards, each standing 
for a century, decorated with portraits, pictures, and names. 
The teacher, so says the explanatory note, may thus literally 
take his pupils through time. Does this mean by marching 
them round the room? On the other wall they will find cor- 
responding blackboards,:but each one represents in this case a 
million years, a geological period. So now geology and history 
can be picked up ambulando, so to speak. Very little harm, 
however, is done by these students in training ; the first week 
of the storm and stress of real school life causes them to shed 
these ornaments. The only pity is that they come to their work 
with such false and disproportionate views as to the real purpose 
of illustrations, and are apt, by reaction, to consider the other 
parts of their training course as equally unpractical. In short, 
they backslide after conversion, and their last state is worse 
than their first. 


A 8ADDER spectacle is afforded by some of the Board school 
exhibits. There is an enormous quantity of brushwork on view. 
This chiefly consists of highly coloured geometrical patterns, 
painted on paper laid out in squares. One onlooker was pro- 
testing in a loud voice that he would never believe young 
children could perform such feats. As it happens, nothing 


THE EDUCATIONAL TIMES. 


97 


could be easier or more mechanical and unintellectual. 
Another onlooker was puzzled to know what it was intended 
to teach, and paused for a reply. If art is supposed to be 
furthered by this terrible square-filling process, it is high time 
that artists should protest against our children’s time being 
spent in work directly inimical to any fecling for art. If merely 
intended to make the children neat and accurate, it is an 
expensive method of attaining such an end. Much of the 
sewing exhibited was beautifully done—exquisitely fine 
hemming, feather-stitching, button-holes, and so on. For a 
technical school of needlework this would be most appropriate ; 
but, for the average needs of the poorer classes in the matter of 
sewing, the girls might almost as well be studying Greek, for 
all the use it will be to them. This protest was made some 
years ago by a lady in an educational paper, but apparently had 
little effect ; and, as we looked at these exhibits, we could not 
help reflecting on the case of a young servant who “finished ” 
her Board school career last autumn without the faintest idea 
how to mend a hole in her stocking. Long ago Matthew Arnold 
said we lacked lucidity; to-day, perhaps, he would say we 
lack common sense. 


Wary has botany been such an unpopular subject in schools ? 
Prof. Miall, in his speech before the conference of science 
teachers at the Imperial Institute, suggested that the method of 
teaching was atfault. Instead of its being taught as a practical 
and experimental science, without the use of technical terms, 
the learner was at once engulfed in a quagmire of book-learning, 
reeking with a formidable terminology. Which is undoubtedly 
true. Possibly the explanation lies not so much in a faulty 
method as in the absence of teachers who really know the 
subject. Hence the reliance on books and the unpopularity of 
the subject. Ignorant teachers will endure as long as the 
subject is thrown into a group, or allowed to count as a 
“special ”?” for a “poll” degree. Botany has too long been 
treated as a Cinderella subject, both by headmasters and by Uni- 
versity Boards of Studies. It is no wonder that the Cambridge 
man forgot the name of the special subject he took up for his 
“ poll ” degree, and could only describe it as being ‘‘ the thing 
you get up by walking about the gardens with a book in your 
hand.” It is the duty of headmasters to employ competent 
teachers, and, if they cannot get them, to find out the reason 
why they cannot be produced by the Universities. 


“ A. B.” writes :—‘‘ There is a passage in your leading article 
in January which is, perhaps, open to misconstruction. You 
say that girls from the Board schools ought to be, and will be, 
able to climb from scholarship to scholarship until they end on 
a level with men at the Universities. Doubtless you implied 
that Oxford and Cambridge still refuse them a degree on the 
ground of their sex; but I would point out that girls are now 
enabled to climb from the elementary schools to the Universities, 
and that some have already done so.” That is quite true, and 
all credit is due for that fact to the ladies whose zeal and 
energy have made such promotion possible. But it is necessary, 
in the interests of the girls themselves, to insist on the point 
which was in our mind when we wrote. Oxford and Cambridge 
refuse to our girls not only degrees, but also, matriculation. 


58 


THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


Women are allowed to attend lectures (not all lectures) and to 
pass examinations, but they cannot yet end on a level with the 
men. 


A MOVEMENT has been started by certain governors of inter- 
mediate schools in Carmarthenshire to establish cadet corps in 
connexion with the secondary schools of the county, and it is 
sought to obtain the approval of the Education Department for 
the scheme. The Battle of Waterloo may have been won 
on Eton playing fields, but it is painfully manifest that the 
mental and physical training and discipline derived from our 
staple games are not prophetic of any recurrence of such a 
result. Our national games are indeed admirable as a training 
for the hand-to-hand mélée of the bayonet age. Now, the 
poacher’s attributes—cunning and keen practised eyesight—are 
as essentinl as the fiery courage which our soldiers have never 
lacked. Take an average London boy on a country common and 
point out to him a rabbit crouching in a tuft of grass, only forty 
yards away, and he will not see it. He has never learnt to mark 
the movements of living objects in relation to their natural sur- 
roundings. Similarly, a first-class marksman may be equally 
Incapable of detecting a creeping man four hundred yards 
away. Cadet corps can, perhaps, do no harm, even if approved 
and regulated by the Board of Education ; but, if they are to be 
of any practical use in the development of serviceable military 
instincts, something is required in addition to the stereotyped 
military drill of existing cadet corps. 


Ir seems probable that at length the buried treasure of our 
local records may be utilized. It is certainly time that some- 
thing should be done in this matter, and we welcome Mr. 
Balfour’s Committee on Local Records, which has just printed 
some ‘' Schedules of Questions ” to clear the ground for effective 
action. What are these local records, and where may they be 
found? Parish registers, parchments of leases, manorial rolls, 
churchwardens’ accounts—these are some of the documenta 
which the historian of the future will find invaluable for his 
work whether in local or general history. As to the where- 
abouts of these old manuscripts, that is just one of the points of 
difficulty in getting to work. In the past they have been kept 
anywhere or nowhere. It has been nobody’s business to preserve 
them in safety, or, indeed, at all, and the result is that many 
have been lost, whilst many will be useless, thanks to years of 
dust and damp. In the church vestry, in the squire’s chest, in 
the parish clerk’s domain, and in other out-of-the-way places 
the search will have to be made. When they are found proper 
shelters will have to be created for these really valuable records 
where the student can consult them, and where he may expect 
to find them in good preservation. It is suggested that, in 
some cases, the free library would be a suitable place for the 
keeping of such documents. The two points of chief import- 
ance are that the student should be able to get at the records 
easily, whatever the local centre chosen, and that he should 
have no difficulty in learning where to go for what he wants. 
As yet these things are not decided ; but a good start has been 
made by the Committee, and its ‘‘ Schedules of Questions ” and 
practical suggestions augur well for the carrying out of a scheme 
for which we have waited long enough. 


SUMMARY. 


THE MONTH. 


On January 5 the Prince of Wales opened the English Educa- 
tion Exhibition in the east wing of the Imperial Institute. The 
Prince was received by the Duke of Devonshire, the Bishop of 
London, Dr. Adler, and various representatives of educational 
bodies throughout the country. The Duke of Devonshire read 
an address which gave an account of the origin of the Exhibition 
out of the intended exhibition of educational objects at Paris. 
The Prince, in declaring the Exhibition open, said it would be 
difficult to bring together any collection more worthy of ‘study 
by those who had the interests of this kingdom at heart. He 
believed this was the first time that any one had been bold enough 
to organize an exhibition in London on a large scale of educa- 
tional work alone; but he hoped it would be found that education 
by itself could produce a most interesting exhibition. It had 
also a significance as a preparation for the Paris Exhibition of 
this year, and they hoped to be able to show foreign critics and 
observers that there was @ unity as well as a wholesome variety 
in English education, and that we could worthily compete in 
friendly rivalry with foreign nations. He was happy to think 
that in declaring the Exhibition open he was assisting a cause 
which had always been supported by his family, and especially by 
his father. 


A LARGE number of educational meetings and conferences were 
held during the month. In association with the Education 
Exhibition, several of the conferences took place at the 
Imperial Institute, in the large hall which will probably be 
used as a Senate House for London University. The tirst of the 
series, held on January 6, was organized by the College of Pre- 
ceptors. We give elsewhere a full report of the proceedings of 
this conference. 


On January 8, a conference of elementary and secondary 
teachers was held at the Institute under the direction of the 
Teachers’ Guild, to consider the possibility of bringing about 
closer organization and better conjoint action between teachers 
generally. Canon Lyttelton, Headmaster of Haileybury, who pre- 
sided, said that already a large number of organizations exist 
among teachers of various grades. What seemed now to be 
needed was unity between these separate organizations. Mr. J. 
H. Yoxall, M.P., would like to see the Teachers’ Guild take the 
initiative, and gather into its folds teachers of all sorts of schools. 
Mr. J. Thornton said that in Scandinavia there was a quinquen- 
nial educational conference, supported by the Government. which 
tended to bridge over the social gulf between teachers of ditferent 
grades, and to solve many problems still acute in England. Mr. 
Charles Bowden pointed to the Educational Institute of Scotland, 
which embraced all the teachers of the country, from the Univer- 
sity to the kindergarten school. 


On the second day of this conference the Rev. T. W. Sharpe, 
C.B.. gave an address on “The Future Supply of Teachers and 
the Methods of Training them.” He said that the training 
colleges should admit no teachers who had not been properly 
prepared to enter the institutions. They wanted to lift the 
training colleges up to the University standard, and to Uni- 
versity recognition. They, as an influential body, should protest 
against the use of set books for the purposes of examinations. 
Where set books existed, no freedom of knowledge was to be 
found. With regard to examinations, he would be satistied if 
there were none, but in that case he would require certificates 
of study in their place. As to the supply of students from the 
rural schools, he recommended that leaflets or pamphlets should 
be printed and circulated amongst the public stating some of the 
advantages that were to be derived by teachers. For the best 
pupil-teachers they would have in the future to look mainly to 
the London County Council and to the School Boards and central 
classes where there had been University Extension lectures. 
Some might even be taken from secondary schools, and in that 
case they should secure the co-operation of the heads of those 
schools to encourage their pupils to take up teaching. He hoped 
that the training colleges would not be captured for the purpose 
of agricultural teaching, which was now so much advocated. 
Country boys and girls wanted as good an-~education as those 
who lived in the towns. 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


59 


THE eighth annual conference of the Association of Principals 
and Lecturers in Training Colleges under Government Inspection 
was held on January 11 at the Imperial Institute. The chair was 
taken by the President, the Rev. H. Wesley Dennis, Principal of 
St. John’s College, Battersea. From the report it appeared that 
the Association has 225 members. In the morning Miss Annie 
Yelland lectured on “ A Visit to Athens in the Age of Pericles,” 
and Prof. Rippmann read a paper on “The Reform Method of 
Modern Language Teaching.” The Bishop of London also 
addressed the conference. After comparing the function of the 
teacher to that of a mustard plaster, the Bishop said: 


From his own knowledge of the English boy, he knew of no means of 
inducing him to learn except at the point of the bayonet, and he was, 
therefore, no great believer in educational methods. The English boy 
had a deeply rooted objection to knowledge, disliking it for its own 
sake, and the problem of the teacher was to cure that dislike. There 
was a great difference between boys and girls; though that view was 
not a popular one nowadays. The girl wanted to learn ; the boy did 
not, and enveloped subject and teacher in the same contempt, wherear 
the girl’s enthusiasm spread to her teacher. He sometimes thought 
men should teach girls and women the boys. But not only was know- 
ledge unpopular with boys; education was unpopular with the parents. 
There was no general interest in teaching; the public considered itself 
absolved from any care in the matter so long as the educationalists, the 
experts, existed. The questions of what the child should be taught, 
and how it should be taught, did not interest the public, and that was 
deplorable, as we should not get on in educational matters until they 
did. Our public schools were institutions half-way between the 
barracks and the workhouse, to which parents sent boys for years, 
divesting themselves of all responsibility in the matter. The great 
question was how to get a fuller and wider recognition of the dignity 
of the teaching profession aud the importance of its work. 


THE annual general meeting of the Headmasters’ Association 
was held at the Guildhall on January 10 and 11, under the pre- 
sidency of Dr. Gow, of Nottingham. The Bishop of Coventry, 
by invitation, explained the scheme of local administrative areas 
put forward by the Birmingham Archidiaconal Association, 
which has already been described in these columns. Mr. R. D. 
Swallow moved the following resolutions, which were adopted 
after discussion :— - 


(1) That, for the purposes of secondary education, the area to be 
administered by the Local Authority should be not less than that of a 
county or county borough; and (2) that adjoining counties and county 
boroughs should have power to unite for auch purposes; (3) that the 
Local Education Authority, hereafter to be established, should have the 
control of the local administration of primary, secondary, and technical 
education, but should not itself directly administer any school or 
institution providing the same; and (4) that such Local Education 
Authority should be invested by statute with definite powers over 
schools of all kinds, however administered, within its own area, such 
statutory powers to vary with the nature of the administration of the 
schools or institutions concerned. 


The following resolution was subsequently carried, on the motion 
of the Rev. T. N. Hart-Smith :—“ That, in the opinion of this 
Association, it is desirable that, without interfering with the 
existing powers of Local Authorities, the main inspection of 
secondary schools should be conducted by, or on behalf of, the 
Board of Education.” 


A RESOLUTION to the following effect was carried after consider- 
able discussion, on the motion of Mr. J. J. Findlay :—“ That this 
Association heartily sympathizes with the establishment of pro- 
fessorships, lectureships, and other University or collegiate 
agencies for the post-graduate training of secondary school 
teachers ; and presses upon all those who are preparing for the 
profession the importance of systematic training in the theory 
and practice of education, with special reference to secondary 
schools. It is further of opinion that after five years from the 
commencement of the Board of Education Act no new member 
of the profession should be qualitied for a place on the register of 
secondary teachers who had not undergone some such systematic 
course of training.” Mr. Findlay said: 

There were certain dangers which would be incurred if teachers 
merely emphasized what was really the theoretical side of the study 
of education, and neglected all the other factors in the problem of 
training. There were two dangers to be guarded against. The first 
danger was that of professors and lecturers neglecting the practical 
side of training, and failing adequately to realize the teachers’ needs. 
Nothing had done more harm to the theory of education, or had 
brought it into more contempt, than the fact that philosophers and 
men who had no experience of the work teachers were doing, or of 


their ideals, had written books which were regarded as standard works 
on the theory of education. Another danger was due to the circum- 
stance of the training movement in England falling hitherto almost 
completely into the hands of primary teachers or women teachers. 
The study of education should rest on a more thorough basis of 
scholarship and culture. 


A CONFERENCE of science teachers, under the direction of the 
Technical Education Board of the London County Council, was 
opened at the Imperial Institute on January 11. Sir John 
Lubbock presided in the morning, when a discussion took place 
on the study of botany. At the afternoon meeting the chairman 
was Sir Henry Roscoe, Vice-Chancellor of the University of 
London. The address was delivered by Prof. H. E. Armstrong, 
Pbh.D., F.R.S., on “Juvenile Research,” accompanied by de- 
monstrations and experiments, the latter undertaken by three of 
his own children. He argued that the teaching of science should 
strictly proceed through observation and experiment. Simple 
illustrations in physics and hydrostatics were employed to show 
the possibility of interesting even the youngest children in the 
pursuit of science. Dr. Gladstone, F.R.S., also addressed the 
conference. 


THE conference was resumed on January 12 at the Shoreditch 
Technical Institute, when Dr. Kimmins presided, in the un- 
avoidable absence of Mrs. Bryant. Prof. Woods Hutchinson was 
also absent through indisposition. Mr. J. W. Tutt, Headmaster of 
the Portman Place Board School, Globe Road, Stepney, read a 
paper on the place of object-lessons in natural history in the 
curriculum of elementary schools. He dwelt on the value of 
living object-lessons, n form of life having its peculiar 
attraction for the young. iss von Wyss, of the North London 
Collegiate School for Girls, emphasized the pie a of 
systematic teaching and constant observation of even the 
commonest objects; Mr. Winch, a Board teacher, and Mr. Pilley, 
on the other hand, lamenting the inutility of purposeless ob- 
servation. Mr. Swayne, one of the inspectors of the Science 
and Art Department, thought that headmistresses, who were 
usually “literary,” had been hitherto unsympathetic towards 
science teaching. The general feeling of the conference was in 
favour of more time and more abundant opportunities being 
given for elementary instruction in natural history. 


AT the afternoon conference, the chair was taken by Major- 
General Sir J. F. Donnelly, K.C.B., late Secretary of the Science 
and Art Department, who referred to the advantages which an 
early acquaintance with wood work and metal work had offered 
to himself. The discussion, opened by Mr. C. T. Millis, of the 
Borough Polytechnic, was continued by Mr. A. W. Bevis, 
director of manual instruction under the Birmingham School 
Board, and by representative teachers from Liverpool, Ports- 
mouth, and elsewhere. Prof. Ripper, of Sheffield, in reply to 
certain criticisms, said that manual instruction was alike an 
educational training and a training for trade purposes. It was, 
and must be, both. He deplored the waste of effort which was 
inevitable in the instruction of young people not destined to 
carry it further; but, as Mr. Mundella had long ago pointed out, 
unless we had technical schools we should lose as a country our 
pre-eminence in the manufacture of metal work, notably machine 
tools. Mr. C. A. Buckmaster brought the discussion to a con- 
clusion. 


THE annual meeting of the Private Schools’ Association (In- 
corporated) was held on January 12, at the College of Preceptors. 
The Rev. J. B. Blomtield (Lewisham Collegiate School), President 
for the ensuing year, said that, with ee to the Secondary 
Education Act and the new Education Board, everything de- 
pended upon administration. If it was coercive, arbitrary, and 
centralizing, governed by ideals set up in other lands, it was 
bound to produce the minimum of good with the maximum of 
evil. If, on the other hand, the he was administered in a 
gencrous and sympathetic spirit, if local needs were considered, 
if the right men were put on the Consultative Committee and Local 
Boards, if the idea of the necessity of beginning with a clean slate 
was abandoned, and if it was not taken that what was English 
was, therefore, wrong, much good might reasonably be hoped 
from it. Resolutions were passed to the effect that in the opinion 
of the meeting the Consultative Committee should be so consti- 
tuted as to do justice to all interests inyolved in the organization 
of secondary education; >that, while. sympathizing with the 


60 THE EDUCATIONAL TIMES. 


(Feb. 1, 1900. 


establishment of universal and collegiate agencies for the training 
of teachers for secondary schools, the meeting urged upon all 
preparing to enter the profession the importance of systematic 
training in the theory and practice of education; and that the 
teachers were in favour of opening private schools to inspection, 
as suggested by the Education Act. if they were assured that the 
Inspectors appointed had experience both in the teaching and 
in the management of schools of a similar type. 


THE annual meeting of the Assistant-Musters’ Association was 
held on January 13, at the City of London School. Mr. Fabian 
Ware explained the provisions of the Bill which the Association 
propose to promote in Parliament ; and remarked that, when it 
came to be discussed in the House, the public would learn what 
an assistant-master in secondary schools was, and what were some 
of his worst grievances. He moved that the resolution passed at 
the Birmingham meeting, held on September 16, should be re- 
affirmed, namely :— 

That Clause 22 of the Endowed Schools Act, 1869, and Clause 4 of 
the Board of Education Act, 1899, should be amended, so as to allow 
all headmasters and assistant-masters a right of appeal to the Board of 
Education, acting through the Consultative Committee, in case of dis- 
missal; and that the Association should approach the Headmasters’ 
Conference and the Incorporated Association of Headmasters, with a 
view to drawing up a concordat affecting the professional custom of 
giving assistant-masters three months’ notice of dismissal, expiring at 
the end of the term. 


Mr. A. G. Munro (City of London School) seconded the resolu- 
tion, which was carried. On behalf of Mr. Kahn—who has been 
studying the question of commercial education on the Continent, 
but was prevented by illness from being present—Mr. de Sainte 
Croix (St. Edmund's School, Canterbury) proposed a resolution 
to the effect that commercial instruction in secondary schools 
must have as base and lateral support a course of liberal educa- 
tion, in which due prominence is given to modern linguistic and 
literary studies. Mr. Atkinson (RKossall), in seconding, dwelt 
on the importance of general mental development, instead of 


merely training the hand. After some discussion, the resolution 
was carried, 


AT a general meeting of Convocation of London University on 
January 15, after a resolution of regret at the death of Sir James 
Paget, Mr. Blake Odgers, Q.C.. presented the report of the com- 
mittee which dealt with the election by Convocation of members 
of the Senate under the new statutes. It stated that the re- 
presentatives allotted to Convocation would have to be chosen in 
May. ‘The representatives would consist of the Chancellor 
(elected for hfe), the Chairman of Convocation, and sixteen 
members, of whom eight would retire every two years. These 
eighteen would form a majority of the members of the Council 
for External Students, who would have to advise the Senate 
regarding the whole of the present work of the University. ‘The 
Academic Council, elected mostly by teachers of the University, 
would perform a like function for internal students. There was 
no restriction on the choice of candidates. The report also dealt 
in detail with the accommodation to be provided at the Imperial 
Institute, and stated that the new constitution would probably 
be in the hands of the University before the next meeting of 

onvocation in May.and before that time it would probably have 
taken up its abode in its new home. The report was carried, as 
was also a resolution dealing with the accommodation in the Im- 
perial Institute. The proceedings terminated with the election as 
Chairman of Sir Philip Magnus, and a vote of thanks to the late 
Chairman, Mr. Busk, now candidate for the representation of the 
University in Parliament, for his services during the past eight 
years. 


THE ninth annual general meeting of the Association of Directors 
and Organizing Secretaries for Technical and Secondary Education 
was held on January 17, at the Imperial Institute. Mr. Macan 
(Surrey), the retiring President, occupied the chair at the morn- 
ing sitting, when Mr. W. Hewitt (Liverpool) was elected President 
for the year 1900. The following resolutions were agreed to:— 


That the Sanitary Inspectors’ Examination Board, having no represen- 
tatives upon it of either Local Authorities or educational institutions, 
is unworthy of public confidence. That this Association is unable to 
understand the action of the Local Government Board in declining to 
place on the above mentioned Board representatives of the City and 
Guilds Institute, the Association of Technical Institutes, and this 
Association. That the interests alike of municipal government and of 


educational efficiency and harmony demand that in the constitution of 
Local Authorities for Secondary Education these should be (a) identical 
with the Local Authorities for Technical Education, and (b) should 
consist of members of the Councils of counties and of county 
boroughs . . . . freely co-opted as regards the administrative counties 
either by the Councils or by the municipal majority of the committee. 
That, in the interests of the effective local administration of education, 
it is essential that the statutory areas for the Local Authority re- 
sponsible for secondary and technical education shall be none other 
than the ordinary municipal areas of the County Councils and County 
Borough Councils, but that free power should be given to Authorities 
in charge of these areas to combine for specific purposes. 


On January 18 Mr. Chamberlain presided at the last meeting 
of the Governors of Mason College, which is to be merged in the 
new University of Birmingham. He said that the Charter of 
the University had been drafted, and he hoped that it would be 
granted within six weeks of the meeting of Parliament. Speaking 
of the future work of the University in technical instruction and 
scientific research, he said: 

1 hope, before long, that we shall do for every trade in the town 
what we are now doing for one or two. We have a school of brewing, 
we have a school of engineering; we ought to have a school of railway 
engineering, of electric lighting, of railway management; every large 
trade in the town ought to be represented in the new University by 
specialized instruction—especially towards the termination of the 
educational or University course—by such specialized instruction as will 
enable the students to leave the college fully equipped to take a proper 
part in the work for which they are destined. ... We are, I think, 
on the eve of discoveries which may be more important for the human 
race than any that have been made in centuries past, and I hope that 
we are going to take our full share in the research and the study which 
may lead np to these discoveries. 


Mr. Chamberlain added a strong plea for a further increase of 
endowment. The contributed fund now exceeds £320,000. 


UNIVERSITIES. 


(From our Correspondents.) 


THE term opens with a sad record of deaths among 
Fellows of Colleges. The University has lost members 
as well known outside as Mr. Ruskin and Mr. G. W. 
Steevens, and as well known inside as Mr. R. L. Abbott and the 
Rev. H. Furneaux. Mr. Furneaux was a remarkable speci- 
alist. To ‘Tacitus, his one subject, he steadily devoted him- 
self all his hfe; and he had his reward. To have produced 
the edition of a classical author of the first rank is a distinction 
rare in Oxford; indeed, in England. Mr. Furneaux achieved it. 
Mr. Abbott 1s a very great loss as a teacher. He was Senior 
Tutor of the Non-collegiate Students, of whose situation and 
needs he had a deep and sympathetic knowledge, and whose 
welfare—at times a tender plant—he did much to foster. 

The appointment most worthy of chronicling is that of the 
new Sanskrit Professor, Mr. Macdonell. He bad done the Pro- 
fessor’s work for some years, and is at once learned and in- 
spiring; every one concerned is thoroughly pleased. 

A great deal of building is being done in Oxford at the 
moment, and its progress during the vacation is quite the most 
noticeable time-index. Much of it is destined to serve the ends of 
natural science, which is steadily demanding and getting more 
and more space and material facilities. Round the original 
Museum the agglomeration of attached buildings goes on grow- 
ing, like the seedlings round a tree. Architecturally the effect is 
ruinous. As to the Museum itself, critics disagree; it was, how- 
ever, Ruskin’s offspring, and is almost the only material monu- 
ment to him in Oxford. Waiving its artistic claims, it 
undoubtedly possesses great historic interest, and in our “ store- 
house of styles” occupies a pigeon-hole by itself. The new 
accretions are in a style not merely different, but discordant ; 
they are, too, so crowded on to it as to spoil at once its effect and 
their own. 

Architecture’s loss is, however, education’s gain. When all is 
finished, we shall have all our science centralized (save for a few 
chemical laboratories) in one very commodious establishment. 
Of the additions, the new Radcliffe Library approaches com- 
pletion; it has been built at a cost of £15,000, granted by the 
Drapers’ Company. It will be as capacious as could be desired, 
and its closeness to the laboratories will be most advantageous. 
In a less forward stage of building are the new Pathology and 
Morphology Departments, built by an anonymous gift of £5,000, 
supplemented by a University grant. When these are up, our 


Oxford. 


— = —— m — 


Feb. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


61 


scientific accommodation will contrast favourably with that at 
Cambridge. 

More of it is, nevertheless, needed. Our geological arrange- 
ments, for instance, are quite inadequate; though the geological 
collection is assuming, under Prof. Sollas’s care, a more present- 
able shape. For geology, we must build in the near future ; 
Cambridge is doing so extensively now. Chemistry is another 
case. The department is far from flourishing at either University; 
but, while Cambridge has, at least, good public laboratories, we 
have not, and the need is crying. At least as needful, however, 
in both cases is some enterprise, some enthusiasm, some fostering 
care, from the top. The divorce of work and pay in the teaching 
staffs is felt among chemical students as a gross scandal with the 
very worst effects. At Oxford there is really no chemical research. 
At Cambridge the private laboratories of Caius and Sidney do a 
good deal; but they are in a state of tacit antagonism to the 
inefficiency of the public laboratory. 

An interesting point which will come up this term is the 
mooted D.Sc. degree. Our Natural Science system at present is 
as follows :—Within a year of Responsions comes a general pre- 
liminary examination. After this one works at one subject for 
the B.A. with Honours, and may then (for the last four years) 
take up research and get a B.Sc. The D.Sc. would put the 
coping-stone to this system, which, with its frank specialization, 
deserves all praise. Cambridge, so superior to us in personnel, 
is here rather behind us. After a man has passed the First Part 
of his Tripos (on three subjects) he takes for Second Part not one 
subject, but two; and, though he is supposed to emphasize one of 
these, he has to know the other well enough to divide and so 
cripple his energies—a half-and-half course, which is specializa- 
tion, and yet is not. There is at this moment on foot at Cam- 
bridge a very strong private agitation for the complete revision 
of this Second Part, which is interesting as illustrating the way 
in which the two Universities tend more and more to adopt 
common methods in pursuit of their common ends. 

The Mathematical Scholarships for the year have just been 
announced. The Senior goes to W. M. Roberts, B.A. of Corpus ; 
the Junior to W. J. Walker, scholar of Balliol; and the Junior 
Exhibition to H. C. Beaven, scholar of Balliol. 


So far the term is young, but we have had plenty 
of excitement in giving our send-off to the con- 
= tingent of the University Volunteers who have offered 
their services for the front. The scene was a most impressive 
one, and will live long in the memory of those who were present. 
The War Office authorities are recognizing fully what a vast 
reserve it possesses to draw upon in the Universities. Already 
five commissions in the Royal Artillery have been offered to the 
Vice-Chancellor, to confer upon candidates selected according to 
his absolute discretion. 

The prevalence of influenza, which was so marked among the 
residents before the undergraduates returned, threatened a grave 
danger to University work, but, fortunately, so far the aidea 
has not taken any hold of the colleges; and it is hoped the danger 
is now practically over. 

The vacancy 1n the office of Esquire Bedell, caused by the 
lamented death of Mr. W. A. Gill, of Magdalene, has been filled 
by the appointment of Mr. A. H. Evans, of Clare, who defeated 
his chic. opponent, Mr. Courter, of Pembroke, by a majority of 
four to one. Another election is now on the tapis. It is to a 
living the presentation to which has fallen in to the University 
owing to the patron being a Roman Catholic. “The election is 
more burgensium, as before,” so runs the stereotyped notice of 
election ; and it is hoped that in a very short time we shall have 
the new enactment which will enable these appointments to 
be made in a manner more in accordance with modern ideas and 
usages. 

Mr. Dale having left Cambridge to take up his new post at 
Liverpool, the tutorship at Trinity Hall has been given to Mr. 
G. B. Shirres; and it is believed the appointment will be in all 
respects satisfactory for the college. At King’s Dr. Montague 
James succeeds to the tutorship lately held by the Rev. A. H. 
Cooke, who has accepted the Headmastership of Aldenham School. 

Before long, the controversy as to the proposed changes in the 
Mathematical Tripos will be in full swing. In spite of the great 
array of distinguished mathematicians whose names appear in 
favour of the changes, there are many moderate men who, 
having full knowledge of the action of examinations, though no 
special knowledge of the tripos in question, will not vote for 
alterations in any existing system until a clear case is made out. 
A good many years ago a somewhat similar measure was intro- 


Cambridge. 


duced, with reference to the Classical Tripos; and during the 
debate in the Arts School only one voice was lifted up against 
the scheme. Being the result of a compromise, it was weakly 
supported by its own authors, and the result was that the Senate 
threw out the Grace by a decisive majority. It does not require 
much of a prophet to foretell a similar fate for the present 
proposals. 

Important work continues to be done by the Tuberculosis 
Committee; and a definite proposal is now made that, if the 
colleges will contribute to the funds of the Association a sum 
of ls. a head of the members in residence, the Committee will 
take charge of the inspection of herds and dairies, so as to 
prevent any chance of milk from tuberculous herds being sup- 
plied to the colleges. The experiment, if successful, will be of 
some value, as tending to show how the problem can be attacked 
without the assistance of a Government Department. In Den- 
mark the State is enterprising enough to protect its staple 
industry, but in England the authorities are hard to move. 

The new wing of the Engineering Laboratory, erected in 
memory of the late Dr. John Hopkinson by his widow and 
family, will be formally opened on February 2 by Lord Kelvin; 
and at the same time a portrait of Dr. Hopkinson will be un- 
veiled. Prof. Ewing is to be congratulated on the continued 
success of his department, which is rising by leaps and bounds. 

Our prospects on the river look fairly bright for the contest 
with Oxford. A crew is at present in practice; but the four or 
five Old Blues who are available to row are at present not called 
upon to take their places in the boat. 

Twenty-four beds in Addenbrooke's Hospital have been placed 
at the disposal of the War Office for the use of our wounded 
soldiers ; and our Medical School will doubtless protit by the ex- 
perience which thus will be attainable. 


THE ENGLISH EDUCATION EXHIBITION. 


THE Exhibition in the Imperial Institute might not inaptly be com- 
pared with London, viewed from the msthetic point. At the first glance 
it disappointed; but, by search and research, the visitor discovered 
much that was worth knowing, studying, and even admiring. Its 
five sections embraced Elementary Education, Secondary Educa- 
tion of both sexes, Higher and University Education, Technical 
Education, Education of the Blind and Deaf. The sections which 
appealed most to the eye were certainly the first and the last two. 
They had objects to display—kindergarten cardboard, wood work in all 
its branches, clay modelling, sewing and fancy work, laundry work 
and cookery, beaten metal and iron work, all in great variety, and 
some of it excellent in style. One could hardly avoid the reflection 
that the annual Exhibition of the London School Board in the Hugh 
Myddelton Schools has been a very excellent training for the display 
of their exhibits. They certainly made a capital show. 

The letterless method of teaching music to children appealed to 
the eye with ita metal clefs, rings, disks, and black and white buttons 
for notes, its breves, crotchets, and quavers. 

The half-dozen schools under the Girls’ Public Day School Com- 
pany which were represented exhibited kindergarten work, maps, 
brush work, badges, school mottoes, examination papers, freehand 
and model drawings, charts, photographs. One girls’ school had a 
fair display of scientific apparatus with written work explaining the 
expansion of solide, density of water, radiation, and other experiments. 
Some specially interesting charts were sent by the North London 
Collegiate School for Girls, illustrating lessons in geography, the 
trade of the British Isles, British exports, Church events from A.n. 
1000 to 1300, armour, the Peasants’ Revolt, locomotion in the middle 
ages, dress, the flora of Australia, the cathedrals of England. The 
subjects lend themselves to a great variety of excellent work, and 
proved the talent and ingenuity that can be evoked for purposes of 
illustration. 

Eton, Winchester, Shrewsbury, Rugby, Charterhouse, the Grey Coat 
Hospital had many ancient and interesting mementoes to show. There 
was a birch in a glass case, but, if truth must be told, it had a miserably 
unused and not perfectly genuine appearance; there was also a bibling- 
rod, whose purpose, even at a third glance, was not revealed to us. 
The Grey Coat Hospital sent its first account and minute books, both 
dated 1698. Eton reminded the world of its pre-eminence by its 
written volumes, its challenge shield won at Bisley by the cadet corps, 
and a series of beautiful photographs of the college. There was a copy 
of the Charter of foundation of “ Seinte Marie College of Wynchestre,” 
dated 1382, at which all gazed reverentially. More attractive than 
piles of examination papers was a boy's letter describing the rebellion 
at Winchester in 1818, when the boys barricaded themselves in the 
tower, laughed at the masters, insulted Gabell, and shouted: “ Williams 
for ever !”’—whose rule, it appears, they ,wished to substitute for 
Gabell’s. There were also copies of the ‘long school rolls,” going back 
even to 1668, 


62 THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


These are the ancients; modernity steps in with Abbotsholme 
and Bedales, not to mention organized science schools, Anglo-French 
schools, and other developments. Many of the photographs were 
worth studying; but, when a teacher and class are under the eye of the 
operator, we would suggest to the former the advisability of assuming 
an attitude not quite so graceless and uncouth as that of a master 
whose school we shall not name. Even when the photographer is not 
there, attitude should count for something with the wise pedagogue. 

It has often been remarked, and that before Teufelsdrickh’s days, 
how important are clothes. In the educational world, and especially 
in the Universities, their value is as that of pearls and rubies. Recog- 
nizing this. Oxford has fully illustrated the subject. There is displayed 
a beautifal hierarchy of individuals in appropriate clothing, beginning 
with the Chancellor of the University, the nobleman in learning’s garb, 
the D.D. in scarlet hood, the Bachelor of Law, Doctor of Music, that 
fine flower of University life the gentleman commoner, the yeoman 
bedel, the verger, the bellman, and the marshal—the last a mere man 
with a top hat. 

Further on was an examination paper worked by Mr. Gladstone in 
1831 in Moral Philosophy. In those days the written examination was 
only supplementary to the viva voce. The paper was preserved by the 
Rev. R. D. Hampden, afterwards Bishop of Hereford, and is doubly inter- 
esting in that a few months later Mr. Gladstone gained the distinction 
of a Double First. The writing is good and clear, but modern examin- 
ation regulations are contravened in that the candidate has left a very 
small margin, has written the questions themselves, and has also 
written on both sides of the paper. It seems strange to reflect that he 
survived the paper sixty-seven years. As one wandered through 
interminable galleries one caught glimpses of portraits of T. H. Green, 
of Dr. Jowett, Darwin, Kelvin, and may other saints of the educational 
and scientific calendar. Ladies, too, were there, as Miss Clough, Miss 
Emily Davies, Miss Buss, Lady Stanley of Alderley. 

The scientific exhibit of Cambridge University was considered very 
fine. Prof. Sims-Woodhead exhibited different media for the cultivation 
of bacteria; the rocking microtome for section cutting, which appeared 
in 1899, could at least, if not self-explanatory, cast abasement into 
minds ignorant of scientific apparatus. There was also on view a 
highly ingenious instrument called “ the auxanometer,” an instrument 
which actually measures the growth of plants ‘‘ while you wait.” But 
the exhibitor only exhibited an artificial plant, actuated by the same fear 
which induces wise parents to talk of the training of children in general, 
rather than attempt a drawing-room display of their own results. 

Oxford showed a correctoris flagellum e Collegio Lincolniensi, a 
sacred relic of bygone days. Ske showed, too, a chart well worth 
attention. It marked the numbers of men receiving degrees from 
1810 to 1898. In the former year 300 matriculated, of whom 140 took 
a degree, 92 going out in Honours. In 1898 the numbers are 800 
matriculations, 650 degrees, 435 in Honours. Cambridge had a similar 
table. In 1800 110 men received degrees; in 1898 the number had 
risen to 756, of whom 412 passed in Honours, 333 ordinary passes, 11 
advanced students. 

The progress of the University Extension movement was also 
chronicled. The number of students is given as 3,500 at the various 
centres in 1873; in the session 1898-9 it had risen to 11,500. Many 
will be glad to know that the set-back of 1896-7 has been recovered, 
and the present is the largest number of students yet entered. Many 
of the time-tables displayed by schools and colleges could have been 
studied with advantage by inquiring teachers. 


_ 


CORRESPONDENCE. 


LONDON SOCIETY FOR THE EXTENSION OF UNIVERSITY 
TEACHING. 


To the Editor of the Educational Times. 


Deak Sik,—In the next issue of the Educational Times will you 
please give your readers as full information as possible about the 
following courses of lectures by Prof. Earl Barnes on “ The History of 
Education ” and “Child Study,” which have been arranged for the Lent 
Term, 1900:—(1) Toynbee Hall, Commercial Street, E., course of ten 
lectures on “The History of Education,” on Mondays at 5.30, com- 
mencing January 22. (2) Bermondsey Settlement, Farncombe Street, 
S.E., course of ten lectures on “Child Study,” on Tuesdays at 5.15, 
commencing January 23. (3) High School, Norland Square, W., 
course of ten lectures on “ The History of Education,” on Wednesdays 
at 5.30, commencing January 24. (4) Northern Polytechnic Institute, 
Holloway Road, N., course of ten lectures on “Child Study,” on 
Thursdays at 5.30, commencing January 25. 

Prof. Earl Barnes is so well known as a distinguished authority on 
these subjects, and as an exceptionally able lecturer, that I need not 
impress upon you the necessity of bringing the matter before teachers 
and others as fully as possible. 

I enclose syllabuses, which will give you some idea of the attractive 
nature of the courses of lectures.— Yours very truly, 

January 2, 1900. C. W. KIMMINS. 


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Contents :—Chief Events in the Life of Shakespeare—Shakespeare’s 
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Plot—Sketch of the Plot—Sketches of the Principal Characters— 
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[Feb. 1, 1900. 


COLLEGE OF PREGEPTORS’ EXAMINATIONS, 1900. 


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Caesar.— Gallic War, Book V. By A. H. Attcrort, M.A., and 
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The English Language: Its History and Structure. By W. H. 
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History of England, The Matriculation. (To 1702.) With 
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Shakespeare.—_As You Like It. Edited, with Introduction and 
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LATIN COURSE, THE PRECEPTORS’. By B. J. Hares, 
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Latin Dictionary, The Tutorial. By F. G. Praistows, M.A. 
Lond. and Camb., Gold Medallist in Classics. 8s. 64. 


Latin Grammar, The Tutorial. By B. J. Hayes, M.A., and 
W. F. Maso, M.A. Third Edition. 38. 64. Bxercises and Test 
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Chemical Analysis, So gee and Quantitative. By WILLIAM 
BRIGGS, M.A., F.C.8., F.R.A.8., and R. W. STEWART, D.Sc. Lond. 3s. 6a. 


Chemistry, The Tutorial. By G. H. Bainey, D.Sc. Lond., Ph.D. 
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Chemistry, Synopsis of Non-Metallic. With an Appendix on 
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Euclid.. Books I.-IV. By Reeert DEAKIN, M.A. Lond. and Oxon., 
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Sonna T Light, Ana Heat, First Stage. By Jomn Don, M.A. 


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COMPLETE CATALOGUE of the University Tutorial Series, ana List of Books classified for College of Preceptors’ 


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Feb. 1, 1900. ] 


LONDON UNIVERSITY 
MATRICULATION, 1900 AND 1901. 


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June, 1900. 


CAESAR.—THE INVASION OF BRITAIN. Book IV, 
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THE EDUCATIONAL TIMES. 65 


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~~ 
od 
an 
aoqoorooo 


FORECASTS AND COMMENTS. 


February 1, 1900. 


Tue first course of Lectures to Teachers, in the 
twenty-sixth annual series, will be given at the 
College of Preceptors by Prof. Sully, on Thursday 
evenings at 7 p.m., beginning this day fortnight. Prof. Sully’s 
subject will be ‘‘ Intellectual Education.” 


w * 
# 


Pror. Ernest A. Garpner has begun at University College a 
course of eight Monday afternoon lectures on ‘ Greek Sites,” 
supplemented by a special class in preparation for the lectures 
to be given in Greece. The lectures during February will be 
on Athens, Eleusis, Epidaurus, and Megalopolis. 


+  # 
& 


Ir has been found necessary to postpone until next term the 
course of lectures which Mr. Stopford Brooke had undertaken to 
give at University College, London, on the poetry of Browning. 


& # 
* 


Pror. Burier’s course of lectures on Macchiavelli began 
yesterday at University College; and Dr. Moore’s course on 
Dante, at the same college, will begin on Wednesday next. 

# % 


Fixtures. 


# 

Pror. Prresscm has undertaken to deliver three free public 
lectures in German at University College, London. The first 
of the three, ‘ Shakespeare in Deutschland,” was given last Mon- 
day. The second, ‘“‘ Leben und Dichten der Spielleute im 
Mittelalter,” will be delivered on February 19; and the third, 
‘ Emanuel Geibel, der Sänger der Liebe und Herold des 


Reiches,” on March 5. 


# * 
* 


A course of four popular lectures to young people, under the 
auspices of the Parents’ Educational Union, will be given in the 
Horbury Rooms on Thursdays, February 1, 8, 15, and 22, by 
Mr. C. Carus-Wilson. The subject will be ‘“ The Wonders of 
Creation.” _— 


# 

Mr. Earr Barnes has begun a course of ten lectures on the 
‘¢ History of Education,” which are given at the Notting Hill 
High School on Wednesday evenings, at 5.30 p.m. The sub- 
division of the subject is as follows :—The Oriental Monarchies, 
Greece, Rome, the Early Church, the Middle Ages, the Re- 
naissance and the Reformation, the Seventeenth and Eighteenth 
Centuries, the French Revolution, the Nineteenth Century, 
Problems of To-day. Tickets for each lecture are 1s. 6d., or for 
the whole course 10s. 6d. (teachers and students being admitted 
for 5s.), and may be obtained from Miss Lauder, 36 Campden 
Hill Gardens, W., and Mr. Perfitt, 90 Holland Park Avenue, W. 


THERE were audiences of between a hundred 
and a hundred and fifty at the two sittings of the 
College of Preceptors’ Conference on January 6. 
Proximity to the Education Exhibition may have accounted for 
a few, but not for many, of those who were present, and no 
doubt the attendance would have been larger—both at the Con- 
ference and at the Exhibition—if they had been held in a more 
central locality. 


Education 
Gossip. 


# * 


Noura Kewnsineton will become more and-more the academic 
quarter of London, but for the present the new home ‘of London 


66 THE EDUCATIONAL TIMES. 
WE are all at the mercy of the Post Office, and, as a rule, 


University strikes a casual visitor with a certain sense of chill. 
That will soon be remedied. B-tween now and May—when the 
Senate will be reconstituted—no doubt a great deal will be done 
to make the spacious rooms of the Institute fit to house the 
Imperial University. 

* * 

Tue Scottish Education Exhibition has been held in the 
National Gallery, Edinburgh, where it was opened on December 
30 with a brilliant ceremonial. The selections for Paris are 
now being made for the whole of the United Kingdom, and the 
exhibits will soon be ready for transmission across the Channel. 

* * 


THe successful candidates for diplomas at the January 
examination of the College of Preceptors numbered 67, out of a 
total entry of 263. 

# š # 

Tue President of the Association of Headmasters put in a 
reasonable plea for the occasional conferment of titular honours 
on eminent headmasters. The audience at the Guildhall laughed, 
not in derision, but because the idea tickled them. The Daily 
News quite commends the suggestion. 

Perhaps the most respected and successful of our present head- 
masters is the layman who presides over St. Paul’s School, and was 
previously Headmaster at Manchester. Few men since Dr. Arnold’s 
day have exerted a wider and more beneficent influence over so large a 
succession of school generations. Why should such unquestionable 
public service not have its appropriate public reward? Mr. Walker 
might have been a bishop long ago if he had been in Orders. Lord 
Rosebery made Mr. Henry Irving a knight, and surely a great school- 
master is as worthy of such an honour as a great actor. 


Seriously, why not Sir Frederick Walker ? 
* % 


a 

Tue Military College at Sandhurst has ‘‘ gone to the front.” 
In other words, the work of the college was so much interfered 
with by the departure of professors and commissioned students 
on active service that it has been closed until further notice. 

* * 
+ 

Toe German Emperor has conferred on Dr. Buchheim, 
Professor of German at King’s College, and a member of the 
Council of the College of Preceptors, the Order of the Red 
Eagle of the Third Class for his long service in promoting the 
study of German literature in this country. 

# 


Sre Jonn Gorst, Vice-President of the Committee of Council | . 


on Education, has appointed as his private secretary Mr. R. L. 
Morant, of the Special Inquiries Office. 
* o # 


Wuar is wrong with the London Diocesan Board of Educa. 
tion? It complains that Churchmen do not adequately support 
it; that it is living on its reserve fund and owes money to its 
bankers. Not only so, but some large Church schools are in 
danger of passing under the London School Board. Who is to 
blame? Oris anybody to blame E 

# 


* 
EpvcattonaL matters are still very little understood by the 
general public. One of our most respectable evening papers 
thinks that the fact of two conferences of headmasters sitting 
separately within a month “ shows that we are only as yet in a 
preliminary state of edncational unanimity.” Perhaps, after all, 
our contemporary, judging ab extra, is approximately right. 
The “Conference” and the ‘‘ Association” headmasters are 
quite distinct to us inside our ring; but outsiders may well 
wonder why they do not meet together: 


Tre Birmingham Diocesan Association appears to have scored 
a little off both bodies of the endowed school headmasters; for 
both seem to have treated combinations of counties for secondary 
administration as a very reasonable thing. The Headmaster of 
Shrewsbury, the President of the Conference this year, wrote to 
the Times to say that the amendment in favour of grouping was 
only carried by 18 to 10; whereas the Conference includes over 
a hundred members. 


[Feb. 1, 1900. 


the Post Office treats us all remarkably well. We have not a 
word to say against it; but the fact remains that a packet of 
manuscript, intended for this number of the Educational Times, 
has gone astray at the last moment between the sender and the 
printer. ‘‘ Things without remedy should be without excuse ”’ ; 
but we must take this means of accounting for the absence of 
the month’s record of ‘‘ Appointments and Vacancies,” of our 
Welsh intelligence, and of sundry other items. 


Pror. E. E. Morais contributes to the January 
number of the English Historical Review a note on 
the story which tells how Wolfe, on the way down 
the St. Lawrence to Quebec, recited Gray’s ‘‘ Elegy,” and said 


Literary 
Gossip. 


he would rather have written that poem than take the town 


from the French. We feared at first that Prof. Morris was 
going to destroy the whole story ; but he only clears away a few 
inaccuracies, and leaves the substance intact. 

* & 

In the same number Prof. Foster Watson has a paper on his 
favourite section of educational history : ‘‘ The State and Educa- 
tion during the Commonwealth.” The Review has many other 
articles of considerable interest, and is as indispensable as ever 
to the student of history. ` 

* 
* 

Or course the Welsh schools ought to make a point of Welsh 
history. This is far more evident than the wisdom of laying 
artificial stress on the Welsh language. The Cardiff Cymmro- 
dorion Society has urged the University, Intermediate, and 
School Board authorities to make. Welsh history a specified 
subject in the schools. 

* * 
. Iw the New York Educational Review there is a sensible 
article, ‘Is Spelling a Lost Art?” which states difficulties 
fairly enough, but does not air any new method of surmounting 
them. There is another paper in the same magazine on ‘‘ The 
Prize System,” suggested by Dr. Hill’s memorable speech at 
University College School. This, too, we considered a sensible 
article, until we suddenly lighted on uncontestable proof that 
the author had lost the art of spelling. He declares that some- 
thing or other has happened ‘thru the abuse of a privilege.” 
What if the art of spelling should be lost in the same way ? 

*  # 


Tue deaths of the veterans, John Ruskin and James Martineau 
—though the latter was of age when Ruskin was at his pre- 
paratory school—has revived many an old memory half buried 
in the dust. The great seer of the Unitarians was at one time a 
disciple of Bentham and James Mill, and a fast friend of John 
Stuart Mill. He cast off their influence, so far as theory was 
concerned, and adopted a more humane and even emotional 
attitude. But Mill was his good friend to the last. 
“o % 


Mr. Lestre SrepHen may have something to say on this point 
in his forthcoming work on ‘‘ The English Utilitarians,” which 
will soon be ready for publication. It is an elaborate work in 
three volumes, and is being looked for with much interest. 

* & 
* 

THE new editor of the Guardian is Mr. Walter Hobhouse, 
who was recently for a few years Headmaster of the Durham 
Cathedral School. The migration from school-teaching to 
editing is not unusual, and not very surprising. The two 
functions are similar in various ways. The journalist revels, 
as a rule, in unlimited freedom, variety, and elasticity ; and, if 
he misses his supple cane and his lavish vacations, he has 
usually a better solatium on quarter-days. 

*  % 


* 

Messrs. Henry Graves & Co., the old established printsellers 
and picture dealers, make a new departure by publishing the 
first part of a series of ‘‘ The Great Masters’ Drawing Studies,” 
selected by Principal Horobin, M.A. The-subject is Landseer’s 
Dogs. For copy-drawing from, the. flat, these clear line engrav- 


Feb. 1, 1900. 


THE EDUCATIONAL TIMES. 


67 


ings, with alternate leaves of good drawing paper, seem to be 


very well adapted. 


# ç # 
* 


A LARGE-TYPE edition of Dr. Moore’s Oxford text of the 
‘¢ Divina Commedia ” will be published at once at the Clarendon 
Press. It will contain a few emendations and corrections and a 
revised index of proper names by Mr. Paget Toynbee. A volume 
of notes by the Rev. H. F. Tozer is in preparation, and should be 
in the hands of Dante students in little more than a year and a 


half from the present time. 
* s 


* 
Amonest other early products of the Clarendon Press will be 
the following works in English (and British) literature :— 
“Celtic Folklore: Welsh and Manx,” by John Rhŷs, M.A. ; 
« A Translation into Modern English of King Alfred’s O.E. 
Version of Boethius,” by W. J. Sedgefield, M.A.; ‘‘ King 
Horn,” edited by Joseph Hall, M.A. ; ‘‘ The Canon of Chaucer,” 
by W. W. Skeat, Litt.D.; ‘‘Dryden’s Critical Essays,” edited 
by W. P. Ker, M.A.; “ Plays and Poems of Robert Greene,” 
edited by J. Churton Collins, M.A.; “The Works of Thomas 
Kyd,” edited by F. S. Boas, M.A.; and ‘‘ Milton’s Poetical 
Works,” edited by H. C. Beeching, M.A. 


THOUGHTS ON RETIRING. 


By a Pepacocug RETIRED. 


It is Black Monday—a day how variously regarded by those 
whom it most concerns !—by the harried parent, hailed with a 
sigh of relief; by the younger hopefuls, banned, amid cries of 
execration and horror that will all be hushed to-morrow, when 
once again the zest and pulsating stir of school life will have set 
hope and ambition a-throbbing in their hearts. Wholly joyful, 
perhaps, is this Feast of St. Orbilius to nobody, save to Miss 
Pinkerton alone, who, having spent five purgatorial weeks as a 
queen unthroned—privata regina—to-day is wafted majestic back 
to the academy at Chiswick. True, it is popularly supposed that 
her brethren of the craft, the august headmasters of Great Britain, 
likewise rejoice this day, and keep festival with pious orgies, 
decent mirth. But, as to the truth of that opinion, we confess 
to have entertained some doubts, as we have frequently had 
occasion to notice that on the morrow of Black Monday the 
temper of these Great Beings is seldom suggestive of that peace 
of mind and serenity of thought that would naturally be 
prompted by the days of “ whitest mark”’ in the working year’s 
calendar. So we prefer to mark down the headmaster as doubtful. 
And those inferior beings, the poor creatures that do his will— 
not, mark you, the keepers of hotels in our great schools, that are 
almost independent of Greatness, because they are men of means 
—but those humble servants or assistants who depend wholly for 
their advancement, perhaps for their subsistence, on the favour 
of the Great Beings—how are we to suppose that they regard 
Black Monday P 

Just see how this pen of mine, so long unused to liberty, frisks 
and curvets over this ample champagne, indulging itself with a 
“free-hand” such as, [ warrant you, it has not enjoyed these 
many years. Behold, good reader, it is the pen of a pedagogue 
retired—ot one to whom Black Monday will henceforward be as 
other Mondays—nay, will be more delightful, more inspiriting. 
more prolific of inward peace and content than all other days of 
the year, just because to-morrow there are no ruffed tempers to 
be coped with, no Virgil to be construed, no Horace to be 
murdered. Fling the fellows behind the fire: burn them whole 
for all the torture that they have daily, hourly inflicted on man 
and boy! But stay! Is it possible that, after the mean, bethumbed 
things have been neglected and hidden away for some months in 
the remotest shelf, in a Purgatory along with dethroned authors 
and the “ books that are no books,” their dry bones may yet live 
again? Is it possible that, from these arid, dreary plains, in 
which so long only the grammarian has strayed, whereon none 
but the scholar has browsed, and only absinth, “stretching far 
and wide like the sea,” has flourished in them—even from these 
fair blossoms may spring again which shall at last waft us some, 
if not all, of the charm of the Muses P 

It is aglad hour; yet would you greatly err should you suppose 
that even on this day, on which the Pedagogue Retired has been 
wont to re-enter his prison-house, he feels no regrets. We have 
heard that, when a clerk or an attorney goes up into the Temple 
to render thanks to the divine Author of his being, he thanks 


God that he is not a schoolmaster. And his gratitude has reason 
in it, to be sure, but not that kind of reason which the grateful 
drudge assumes. To him the awful thing, the immunity from 
which is enough to raise in him the liveliest satisfaction, the dread 
ogre to be coped with by the less fortunate pedagogue, is the 
human boy. But far otherwise thinks the Pedagogue Retired. 
To him, unless, indeed, he mistook his vocation, and threw off a 
livery that he never ought to have assumed, the chief source of 
regret on Black Monday, strange and unfathomable as the asser- 
tion would appear to grateful clerk and contented attorney, is 
that he wrestles no more with the ogres, strives no more to 
civilize and humanize them and bring them into harmony with 
the nature of their Author, feeble though his own conception of 
Him may be. The loss of the ogres is water that tempers the 
wine of his enjoyment. 

Then, again, the loss of the games, in the contemplation of 
which the Pedagogue Retired felt a keen delight long after his 
own joints were stiff and his back was crooked—that is no light 
thing; for, in the playing-fields, he was wont shyly to renew his 
youth like the eagle, as he cheered and shouted with his juniors, 
or merely stood at gaze. There are storm and stress enough 
and to spare in assistant-mastery. But, be it admitted, there is 
fair weather, too; and, thankful as one is to have escaped from 
the Alpine winters, one cannot forget the long spaces of summer 
that divided them. 

Retired! and thus the high hopes with which we set out years 
ago are melted away into nothing. To climb the ladder of the 
profession, to become first one of the Great Beings; and then, 
when in due course all about us grew a little weary of our Great- 
ness, to be promoted into a quiet professorship, a pleasant 
benefice, or even a mighty bishopric, and so to live on and die in 
harness at ninety-five—that was the vista down which in years 
gone by we peered with wistful eyes. And now that stone 
palace which we saw in a vision, and the broad paradise that en- 
compassed it, are contracted into a little brick house and a modest 
rose-garden, as they shall shrink, in turn, to paltry six-foot-by- 
two. We would shed a tear over visions vanished and blighted 
prospects were it not that to-day is Black Monday, and to- 
morrow, in place of construing poor old Horace, we shall be 
drawing a little earth—pulveris exigut munus—over our rose- 
crowns, and not as a sprinkling to cover the dead, but as a life- 
giving covering for that which Pæstum itself cannot undo. Deus 
nubis hæc otra fecit. 


2- sære -= o o ee 


COLLEGE OF PRECEPTORS.—HALF-YEARLY GENERAL 
MEETING. 


Tue Ordinary Half-Yearly General Meeting of the members 
of the Corporation was held at the College, Bloomsbury Square, 
on Saturday, January 20. 

The Secretary having read the notice convening the meeting, 
Dr. WORMELL was appointed Chairman. 

The Report of the Council was laid before the meeting, and 
was taken as read, a copy having previously been sent to every 
member of the College. It was as follows :— 


REPORT OF THE COUNCIL. 


The Council beg to lay the following Report of their proceedings 
for the past half-year before the members of the College :— 

1. They have to report that the number of entries for the Christmas 
Examination for Certificates is 7,340, while the number of entries for 
the Junior Forms Examination is 2,142. At the Midsummer Ex- 
amination, the total number of entries was 6,130; so that the total 
for the present year is 15,612. The Public Distribution of Prizes and 
Certificates to the successful candidates at the last Midsummer Ex- 
amination took place at the College on October 26, when the Chair was 
occupied by the Bishop of London. Due notice will be given of the 
time and place of the forthcoming Distribation. 

2. The Professional Preliminary Examination for intending medical 
students and others was held, as usual, in the first week of September, 
and was attended by 208 candidates. In their last Report the Council 
called attention to a protest which they had felt themselves con-trained 
to address to the President of the General Medical Council againat 
atatements made in a Report of the Education Committee of that body 
with regard to the standard of the College Second Class Examination 
as compared with that of the Oxford and Cambridge Junior Local Ex- 
aminations. In the reply of the President. attention was called to the 
appointment of educational experts by the Education Committee of the 
Medical Council for the purpose of advising them as to the relative 
standard of the various Junior Examinations recognized by the Council, 
and the report made by these experts is referred to im the Report of 
the Education Committee, which was submitted to the Council-at their 


68 THE EDUCATIONAL TIMES. 


[Feb. 1. 1900. 


meeting last month. The Medical Council, however, did not adopt the 
Report of the Education Committee at this meeting, and have deferred 
their final decision on the matter at issue till their next meeting, to 
take place in May, 1900. 

3. For the Christmas Examination of Teachers for the College 
Diplomas 263 candidates have entered, being an increase of 53 on the 
number of entries for the preceding Christmas Examination. At the 
Midsummer Examination the number was 176, making the total 
number of Diploma candidates for the year 433. The Examination 
will be held in London and at the following local centres :— Birmingham, 
Bristol, Leeds, Manchester, Worcester, Jersey, Croydon, Kingston 
(Jamaica), Buenos Aires, Graaf Reinet, and Hong Kong. 

4. In addition to their own examinations of pupils and teachers, and 
the examination of a number of schools by visiting examiners, the 
Council have conducted, during the past half-year, the Preliminary 
Examinations of the Pharmaceutical Society of Great Britain and 
Ireland. 

5. The Twenty-seventh Annual Series of Lectures to Teachers on 
“ The Science and Art of Education,’ which began in February last 
with a course of twelve lectures on “ Moral Education,” by Prof. James 
Sully, M.A., LL.D., was completed by a course of twelve lectures on 
“The Teacher and the Class,” by Mr. P. A. Barnett, M.A. The 
Council, having accepted the invitation of the authorities of tbe English 
Education Exhibition to co-operate with other educational bodies in 
holding conferences of teachers in connexion with the Exhibition at 
the Imperial Institute, South Kensington, have deemed it advisable to 
defer the holding of the next Winter Meeting of Teachers, which 
would have taken place in the same weck, till January, 1901. The day 
assigned to the College of Preceptors is January 6, and it is proposed 
on that day to discuss the question of the conditions of formation of a 
register of secondary schools. Other questions will be discussed on 
subsequent days, under the auspices of other bodies. All the dis- 
cussions will be open to the public. 

6. The usual Monthly Meetings of the members have been held 
during the past half-year, at which the following papers have been 
read :—On October 18, by R. Wormell, Esq., D.Sc., M.A., “On In- 
spection and Science Teaching”; on November 16, by the Rev. J. O. 
Bevan, M.A., “On the Board of Education Act in its bearing on 
Private Schools ”; and on December 6, by Sir Joshua Fitch, M.A., 
LL.D., “On Some Lessons from Thring’s Life.” The substance of the 
papers and the discussions on them have been reported, as usual, in 
the Educational Times. 

7. The Board of Education Act received the Royal Assent on 
August 9, and will come into operation on April 1 next. In the absence 
of precise definitions, it is hardly possible to forecast the effects of a 
measure which is avowedly only intended to pave the way for farther 
measures for the better organization of the secondary as well as the 
primary education of the United Kingdom. It is not anticipated that 
anything in the nature of revolutionary changes in the present system 
of secondary education will ensue, and ample time will probably be 
afforded for the many schools and teachers, whose interests may be 
affected by the working of the Act, to strengthen their position and to 
prove themselves worthy of retaining their place in the educational 
machinery of the country. The present desire of the Government to 
avail themselves of existing agencies for the improvement of secondary 
education is shown by the reinstatement in the House of Commons of 
words in Clause 3 which had been struck out during the passage of the 
measure through the House of Lords, and which provide that the 
Board of Education may inspect any school, not only by their own 
officers, but also “by any University or other organization.” 

8. The Council have been enabled, out of the surplus funds accruing 
from the regular operations of the College to provide for the outlay on 
account of scholarships for intending teachers, and to place the sum of 
£100 to the credit of the Benevolent Fund. They have not, however, 
been able to make any further addition tothe Teachers’ Training Fund, 
the residue of which amounts to about £2,650. 

9. During the past half-year, the Diploma of Licentiate has been 
conferred on seven candidates, and that of Associate on thirty-nine, 
who had passed the required examinations. Eighteen new members 
have been clected, and notice has been received of the withdrawal of 
five. The Council regret to have to report the death of a member of 
their body, the Rev. R. Alliott, and also of the following members 
of the College :—Mr. W. T. Biggadyke,. A.C.P., the Rev. Canon Boger, 
Mr. J. Featherstone, Mr. J. Morgan, L.C.P., and Prof. C. H. Schaible. 


Mr. Beckton said he should be glad to have some information 
with regard to the General Medical Council, who had recently 
decided that candidates for registration as medical students 
should be examined on First Class papers. The College re- 
quired that candidates for a First Class Certificate should pass 
in seven subjects at least, and also obtain a certain aggregate 
of marks, which’would, in most cases, make it necessary to offer 
more than seven subjects. It was well known that the College 
First Class was far more difficult to get than the Oxford or 
Cambridge Junior Local Certificate, or the Certificate of the 
Educational Tustitute of Scotland, which was still recognized by 


the Medical Council. He suggested that the Council of the 
College should agree to examine intending medical students in 
the six subjects required by the Medical Council, and that no 
detinite aggregate of marks should be required. 

The Drax explained that the result of the vigorous protest that 
the College had made aguinst the imperfectly informed action 
that had been taken by the Medical Council was that a committee 
of educational experts had been appointed, to assist the Medical 
Council in coming to a definite decision on the respective stand- 
ards of the various junior examinations which were recognized 
as qualifying for registration. The experts had accordingly 
reported; but, instead of at once accepting and acting on their 
report. the Medical Council had deterred coming to a decision 
until the experts had been requested to supply the reasons tor the 
opinion they had come to; so that, practically, the report was 
hung up until their next meeting. With regard to the question of 
satisfying the examination test in six subjects, the Council were 
perfectly willing to examine in any number of subjects, and to 
certify that the candidates had passed in those subjects; but 
whether the Medical Council would accept such a certificate 
without requiring a fixed total of marks to be obtained he could 
not at present say. 

Mr. THorNtTon said he noticed that, for the present year, the 
number of candidates presented at the pupils’ examinations was 
15,612. It was not many years back that the total number of 
pupils examined annually by the College exceeded the total number 
who presented themselves at both the Oxford and Cambridge 
Local Examinations; but, in a paragraph which recently ap- 
peared in the Times, it was stated that during the past year 
over sixteen thousand candidates had attended the last Cam- 
bridge examination. He would be glad to know whether there 
was any immediate prospect of the College recovering some of 
the lost ground. 

Mr. G. Brown said the question raised by Mr. Thornton was a 
very important one. For some time past the College had been 
making the Second Class Examination more difficult in pro- 
portion than the First Class or the Third. This being so, there 
was a temptation on the part of masters to save the reputation 
of their schools by sending in their pupils to the Oxford and 
Cambridge Local Examinations. 

Mr. VINCENT said he was of opinion that the standard of the 
papers set for the College examinations should be more uniform 
and regular. If greater care were not taken to secure uniformity, 
complaints would continually arise, and the number who attended 
the examinations would decrease. 

Mr. STEWART said his own experience of the Cambridge ex- 
amination and that of the College (which in past time had been a 
fairly extensive one) was that the Second Class Examination was 
slightly more difficult to pass than the Cambridge Junior. As 
to uniformity of examination papers, he thought the Dean would 
be the first person to admit that they were not always equal in 
standard; but neither would the desired uniformity be found in 
the Oxford or Cambridge papers. It was hardly possible to 
secure that the papers should be of exactly the same standard 
unless the questions were the same from year to year, or only so 
far altered as to give an appearance of novelty. 

The Dean said that, since the institution of the Oxford 
and Cambridge Preliminary Examinations, which covered 
ground which had hitherto been occupied by the College Third 
Class, there had naturally been a falling off in the numbers 
attending the College examinations ; but it was Important to note 
that the number of candidates at the recent Christmas ex- 
amination was practically the same as at the previous Christmas. 

With reference to paragraph 4, Mr. OrcHakRD congratulated the 
Council on the high character of the lectures to teachers delivered 
by Mr. Barnett, which had been most highly appreciated by those 
who had attended his course. 

Mr. Tuornton remarked that some time ago the Council 
announced their willingness to arrange for similar courses of 
lectures to be delivered at provincial centres on receiving 
applications from local committees, and to defray some part 
of the expense that might be incurred thereby. He had not 
heard, however, of any provincial centre having taken advantage 
of the opportunity. He thought that this was owing to the 
fact that the offer of the Council had not been widely enough 
advertised. 

Mr. Pincues said the Council had promised that, if application 
were made for a course of lectures in connexion with the training 
of teachers, they would be prepared to provide a lecturer for the 
purpose, but he had no recollection of ayy undertaking having 
been given to defray part ofthe |-cost-of such lectures. (Tt was 


THE EDUCATIONAL TIMES. 


69 


Feb. 1, 1900.] 


agreed that they would send down a lecturer, on condition that 
all expenses incurred were guaranteed by the local committee 
applying for such assistance. 

In reference to paragraph 7, Mr. G. Brown asked whether the 
Joint Commitee for promoting legislation for secondary educa- 
tion was still in existence. 

The Dean replied that it had not been formally dissolved. 

Mr. G. Brown said when that Committee was constituted it 
was distinctly understood that it was to be a Joint Committee of 
representatives of teaching bodies; but, later on, representatives 
of administrative bodies were admitted to it, thus completely 
altering its character. If there were any likelihood of the Joint 
Committee being called together again, with the administrative 
bodies still represented on it, he was not sure that the College 
would be justified in continuing to take part in its proceedings. 

The Daan said he did not think the object of the formation of the 
Committee was in danger of being defeated. In reply toa further 
o he said it was not yet known how the Consultative 

ommittee was to be appointed. In the first instance, the members 
would be appointed by the Crown, and, afterwards, it was under- 
stood that ıt would consist of elected representatives. 

Mr. Tuornton asked whether any intormation could be given 
as to the number of persons who had joined the College in con- 
sequence of the step taken by the Council some few years back, 
for admitting holders of the College diplomas to the privileges of 
membership without payment of the annual subscription. 

Mr. Pincus replied that there had been a falling off in the 
members’ subscriptions, but hardly to the amount that was 
anticipated. He believed that the number of those who had 
availed themselves of the privilege was about forty each year. 

The Report of the Council and the accompanying statement of 
accounts were then adopted. 

The meeting then proceeded to the election of twelve members 
of the Council to fill the places of those retiring by rotation, and 
three Auditors. 

The CuairMan having appointed Mr. Beckton and Mr. Brewer 
to act as Scrutators, the voting papers were distributed and the 
election was proceeded with. On the Scrutators subsequently 
a o aia their report, the Chairman announced that the 

ollowing had been duly elected :— 


MEMBERS OF THE COUNCIL. 
Miss M. E. Bailey, 63 Kensington Gardens Square, W. 
Rev. G. C. Bell, M.A., Marlborough College, Marlborough. 
Rev. A. W. Boulden, M.A., L.C.P., Christchurch Vicarage, Erith. 
Mrs. Bryant, D.Sc., F.C.P., 12 Gayton Crescent, Hampstead, N.W. 
R. F. Charles, M.A., 65 Dartmouth Park Hill, N.W. 
Miss E Day, Greycoat Hospital, Westminster, S.W. 
pate F. Hiron, LL.D., D.C.L., 34 Cliveden Place, Eaton Square, 
S.W. 
Miss S. Jebb, Lyndhurst, Hextable, Swanley, Kent. 
J. V. Milne, B.A., Streete Court, Westgate-on-Sea. 
Barrow Rule, F.C.P., Lightney House. Aberdeen Road, Croydon. 
R. P. Scott, M.A., LL.D., Parmiter’s School, Victoria Park, N.E. 
J. Walmsley, B.A., The Grammar School, Eccles, Manchester. 


AUDITORS. 
J. Bell, M.A., LL.D., 31 Caversham Road, N.W. 
Rev. T. Mitcheson, B.A., L.C.P., Clairville, Pelham Road, Wim- 
bledon. 
James Swift, 229 New Cross Road, S.E. 


In connexion with the statement of accounts Dr. BELL said he 
should be glad to have some information as to the sum advanced 
to the Joint Scholastic Agency. 

Mr. Pincus said that the Joint Scholastic Agency was started 
to take the place of two or three other agencies that had pre- 
viously existed, one of them being the agency which had for 
many years been carried on by the College. It was started under 
` the auspices of the College, the Teachers’ Guild, and the Assistant- 
Masters’ Association, with the distinct understanding that the 
three bodies were equally responsible for all expenses in con- 
nexion with its working. A Registrar was appointed, and the 
Agency had been doing a fair amount of business ; but it would be 
readily understood that in starting such an undertaking it was 
necessary to have a certain amount of money in hand; and as 
Treasurer he took upon himself to suggest that the College should 
advance what was required within certain limits, on the explicit 
understanding that the three bodies were equally liable for any 
loss that might accrue. The sum authorized to be advanced was 
not to exceed £200, and he was happy to say that already a cer- 
tain portion was being returned, which would appear in the next 
balance sheet. 


Mr. CHARLEs pointed out that the money was only lent, and he 
had no doubt the Agency would soon become self-supporting. All 
that was wanted to make it a great success was the support of 
the headmasters. 

The Dean then presented his Report, which had been printed 
and distributed among the members present, and which was as 
follows :— 

THE Dean’s Report. 


In addition to the general statement of the examination work of the 
College during the past half-year, which has been embodied in the Report 
of the Council, I have now to submit to you, in detail, the statistics and 
results of the various examinations. 

The Christmas Examination of candidates for Certificates took place 
on the 5th tothe 9th December at 260 Local Centres and Schools. In 
the United Kingdom the Examination was held at the following places :— 
Aldershot, Anerley, Ashbourne, Aylesbury, Balham, Bamford, Banbury, 
Barnsley, Bath, Bedford, Bexhill, Biggleswade, Birkenhead, Birming- 
ham, Blackpool, Bodmin, Bognor, Bolton, Bournemouth, Bovey Tracey, 
Bradford (Yorks), Brentwood, Bridgwater, Bridlington, Brighton, 
Bristol, Bromsgrove, Buckingham, Bungay, Burnham (Som.), Burnley, 
Bury St. Edmunds, Buxton, Calne, Cambridge, Cardiff, Carnarvon, 
Cheltenham, Chepstow, Chertsey, Chester, Clacton-on-Sea, Clevedon, 
Cowes, Crewe, Croydon, Derby, Devizes, Devonport, Doncaster, 
Dover, Durham, Ealing, Earls Colne, Eastbourne, Edinburgh, 
Epsom, Evesham, Exeter, Faversham, Gillingham (Dorset), Goole, 
Gravesend, Grimsby, Guildford, Halesowen, Halifax, Harleston, 
Harrogate, Hartlepool, Hastings, Hatfield, Haverfordwest, Hawkhurst, 
Hereford, Herne Bay, Hornsea, Huddersfield, Hull, Hulme, Hythe, 
Ilfracombe, Ilkley, Iron Bridge, Jersey, Kingsland R.S.O., King’s 
Lynn, Kirkby Lonsdale, Leamington, Leeds, Leek, Lincoln, Liskeard, 
Littlehampton, Liverpool, Llandudno, London, Longton (Staffs), 
Loughton, Lowestoft, Ludlow, Luton, Lydney, Maidenhead, Maidstone, 
Malmesbury, Malvern, Manchester, Margate, Marlborough, Middles- 
brongh, Midhurst, Morecambe, Newbury, Newcastle-on-Tyne, New- 
market, Newport (Mon.), Newton Abbot, Northampton, Norwich, 
Norwood, Nottingham, Ongar, Penge, Penketh, Penzance, Plymouth, 
Pontefract, Portsea, Portsmouth, Patney, Ramsgate, Reading, Reigate, 
Rhyl, Richmond-on-Thames, Romford, Royston (Herts), Ryde, Satfron 
Walden, St. Anne’s, St. Austell, St. Ives, St. Leonards-on-Sea, St. Neots, 
Sale, Sandwich, Scarborough, Selby, Sheffield, Shepton Mallet, 
Shirley, Shoreham, Shrewsbury, Sittingbourne, Southampton, South- 
bourne, Southend, Southport, Spalding, Stanford-le-Hope, Sudbury 
(Suffolk), Sunderland, Swindon, Tamworth, Taunton, Teignmouth, 
Thorne, Tiverton, Torquay, Totnes, Towcester, Trowbridge, Tunbridge 
Wells, Ullesthorpe, Waltham Cross, Walton (Liverpool), Wanstead, 
Wateringbury, Watford, Wellington (Salop), Weston-super-Mare, 
Whitchurch (Salop), Wigton, Wincanton, Winchester, Windsor, Wins- 
combe, Wisbech, Witney, Wolverhampton, Woodford, Worcester, 
Worksop, Worthing, Yalding, Yeovil, and York. The Examination 
was also held at Batticaloa (Ceylon); Chefoo (N. China); Nassau 
(Bahamas); Georgetown (British Guiana); St. George’s (Grenada) ; 
Kingston and Stewart Town (Jamaica); Lagos; Freetown (Sierra 
Leone) ; and Port of Spain (Trinidad). 

The total number of candidates examined (not including 188 examined 
at Colonial Centres) was 7,042, of whom 4,171 were boys and 2,871 girls. 

Taking the Christmas and Midsummer Examinations together, the 
total number of candidates examined for Certificates during the year 
(not including those who attended the supplementary examinations in 
March and September) was 11,863. 

The following table shows the proportion of thecandidates at the recent 
Examination who passed in the class for which they were entered :— 


Entered. Passed Percentage. 
First Class __...... 570 281 teas 49 
Second Class ...... 2,788 ...... 1,204 10... 46 
Third Class 0... 3,684 ...... 2,643 ...... 72 


The above tabledoes not takeaccountof those candidates who obtained 
Certiticates of a lower class than that for which they were entered. 

The number of candidates entered for the Junior Forms Examination 
(not including 58 examined at Colonial Centres) was 2,046—1,050 boys 
and 996 girls. Of these, 1,407 passed, or 69 per cent. 

At the supplementary Examination for First and Second Class Certi- 
ficates, which was held on the 5th to 7th of September, in London and 
at four Provincial Centres, viz., Birmingham, Bristol, Leeds, and Liver- 
pool, 204 candidates presented themselves. The number of candidates 
examined at these supplementary examinations during the year was 
427. 

The Christmas Examination of Teachers for the College Diplomas 
took place on the Ist of January and five following days in London 
and at the following Local Centres :— Birmingham, Bristol, Croydon, 
Jersey, Leeds, Manchester, South Shields, Worcester, Buenos Ayres, 
Graaf Reinet (Cape Colony), Hong Kong, Jamaica; and Belleville 
(Ontario). It was attended by 241 candidates, of whom 174 were men 
and 67 women. The snbjects of examination included the Theory and 
Practice of Education, Scripture History, English Language, English 
History, Geography, Arithmetic, Algebra, Euclid; ~ Trigonometry, 


70 THE EDUCATIONAL TIMES. 


(Feb. 1, 1900. 


Analytical Geometry, Differential and Integral Calculus, Latin, Greek, 
French, German, Spanish, Natural Philosophy, Astronomy, Physics, 
Animal Physiology, Botany, Geology, Chemistry, Drawing, and Music. 
On the results of this Examination, one candidate obtained the diploma 
of Fellow, six that of Licentiate, and 57 that of Associate. 

The number of schools examined during the year under the Visiting 
Examination Schemes (A) and (B) was 29. 

The Preliminary Literary Examinations of the Pharmaceutical 
Society have been held, as usual, at the times appointed. The number 
of candidates examined during the year was 1,530. The College has 
also conducted Scholarship Examinations for St. George’s Hospital 
Medical School. 


The Dean, in reply to criticisms on the examination questions, 
said that he thought the examiner in Third Class Geography 
was justified in putting a question on rainfall and climate, 
because, after all, it was not a very ditticult thing for 
children to understand that the West of England had more 
rain than the East, or that more corn was grown in Essex 
than on the Yorkshire moors. As to the First Class Arith- 
metic paper, it seemed to be forgotten that there were at 
the end three questions for the benefit of those who could 
not do the more difficult problems. The paper. as a whole, 
should be sufficiently difficult to test good candidates who aimed 
at distinction in the subject; but, at the sume time, it had to 
serve as a pass paper; and, on the whole, the plan of putting 
alternative questions at the end had been found to work well. 
The results did not show that the paper in question had been found 
too difficult for average candidates. As to the Third Class French 
paper, to which reference had been made, he might say that it 
had been carefully arranged so that the sentences to be trans- 
lated into French were based on those to be turned into Eng- 
lish. In the Third Class History paper every question had an 
alternative; and he must say he had been particularly pleased 
with the simple character of this paper. With regard to the 
Junior Forms French paper, he was inclined to think that this 
paper was a shade too difficult, and, in marking the answers, 
allowance had been made accordingly. 

The Report of the Dean was then adopted. 

A vote of thanks to the Chairman concluded the proceedings. 


CONFERENCE OF TEACHERS AT THE IMPERIAL 
INSTITUTE 


THE Council of the College of Preceptors, having accepted 
the invitation of the authorities of the English Education 
Exhibition to take part in a series of Conferences in the Con- 
ference Hall of the Imperial Institute, after the opening of the 
Exhibition by the Prince of Wales on January 5, arranged to 
hold a Conference of heads of schools connected with the College 
on Saturday, January 6, on “ The Conditions of the Formation 
of a Register of Secondary Schools.” 

The Chair was taken by Sir Josuua Fitcn, who said that, in view 
of the reorganization of secondary and primary instruction, re- 
gistration was of great importance, both on professional and 
public grounds. The particular question to which this morning's 
speakers would address themselves was the register of schools. 
But this was part of a larger question, and it presupposed a 
registration of teachers. It was necessary for the proper organ- 
ization of a profession that it should be known who belonged to it 
and what were the qualifications which they severally possessed. 
A fitting analogy would be found in the medical profession, and in 
its General Medical Council, which kept a register of all qualified 
medical men. But more important than the professional interests 
were the interests of the public which were involved. The public 
generally wanted to know something, for its own guidance and 
information, of the persons who entered on the profession of 
teaching, and what sort of schools they severally conducted. For 
the interest of the public, as well as for the ennobling and raising 
of the profession in the eyes of the public, one of the first duties 
in connexion with the reorganization of secondary education in 
England should be the preparation of a full register of schools 
and of teachers. One question which would arise would be as to 
the nature of the qualifications necessary for registration. For 
elementary teachers there would, of course, be the certificate 
granted by the Education Department, while for teachers in 
higher schools and colleges there were University degrees and 
the various diplomas given by the Universities and other public 
bodies for the profession of teaching alone. Another question 
that would arise was as to any possible classification of the 
persons thus registered—whether persons who were connected 
with technical and other special branches should form part of the 


general register, or whether they should be registered in their 
several classes. Then, again, there was the important question, 
what was to be the legal and conventional value of registration 1n 
relation to the parents and public generally—whether there 
should be any disability attaching to persons or schools not 
entitled to a place on the register. All these were questions of 
very great importance which would come before the public in a 
very pronounced and conspicuous form before long, and he did 
not know of any subject which could more properly engage the 
attention of those assembled there that morning. 

The Chairman then called on Dr. WoRMELL to read his paper on 


THE CONDITIONS ON WHICH A REGISTER OF SCHOOLS 
MIGHT BE FORMED. 


Dr. Wormell said: Before proceeding to the subject which I 
have the honour to introduce for discussion, I desire to make a 
few introductory remarks. First, 1 cannot overlook the circum- 
stances which have led to this Conference. It isan outcome of 
the fact that our brilliant neighbours across the Channel are about 
to hold a great Exhibition. They have wisely concluded that, in 
such an Exhibition, education should be made prominent, and 
they have, therefore, invited the co-operation of educators in all 
countries. Let us wish the whole undertaking—the Exhibition 
in all its features—complete success, and, in particular, let us 
hope that the improvement of schools and the promotion of 
general culture may be among the beneficial results. Probably 
we may be able to give a few hints to others by means of our 
exhibits; but I am sure that, if our eyes are kept open, we may 
receive far more hints from the contributions of other nations. 
Kipling has well asked: “ What do they know of England who 
only England know?” 

My second remark has reference to the Board of Education 
Act. No conference on education could be profitably directed 
at the present moment if it did not keep before it the 
potentialities of that Act. Let me say I do not share the mis- 
givings which some express with regard to the intentions of 
the Government in developing the Act. It is not to be a dead 
letter. Its authors intended it to initiate great movements, and 
honestly meant it to be as a fruitful tree well planted. Let us 
continue to receive it without suspicion; let us tend it with care, 
and water it with assiduity. Great social problems are always 
solved in England after much political mending and patching. 
As a great statesman once said: “ Thorough remedies are never 
immediate ; immediate remedies are never thorough.” 

The Government will not begrudge the necessary aid for the 
complete organization we need. They will not spend all they 
have on guns, machines, and inanimate agents. “The strength 
and wealth of nations,” suid Mr. Smiles, in one of his pithy 
sentences, * depend upon coal and iron—not forgetting men— 
more than on gold.” Enlightened and educated men are the 
best part of the national resources in all the leading nations of 
the world. No Government in England in these days will be so 
blind as not to see this prominent and palpable fact. 

Now I come to my proper subject—the conditions of the 
formation of a register of secondary schools. The second reason 
why we want a register of schools is derived from the conditions 
which must regulate the granting of financial aid from the 
public purse, the safeguarding of endowments, and the awarding 
of scholarships. Reasonable evidences of efficiency should be 
required wherever public money finds its way. As all classes 
of schools—public, proprietary, and private—should be open to 
the choice of the gainers of scholarships, all classes should 
submit to reasonable tests, and be placed on the register when 
the test conditions are fulfilled. It is well understood now 
that it is for the public good to foster a healthy spirit of rivalry, 
and to allow freedom to make educational experiments, even to 
ride hobbies. It is both a matter of economy and also a matter 
of common justice and regard for the rights of property to 
utilize the resources of every kind at present available and 
worthy of recognition. 

The subject may well be considered early, for it touches most 
others. There is the question of the registration of teachers, for 
instance. Our subject involves that question, tor it 1s clear that, 
in gauging the efficiency of a school, we must ask whether the 
man or woman in charge of it can be trusted to make, and not to 
mar, the minds and characters of the citizens of the future. In 
other words, it must be asked whether the head teacher is quali- 
fied for registration. But this branch of the subject comes later 
in the Conference. 

The necessity for the registration of schools is evident when we 
consider the absence of comprehensive, reliable, and well-ordered 


Feb. 1, 1899.] 


THE EDUCATIONAL TIMES. 


71 


information. What are the resources possessed by the land for 
secondary education? Who knows? Some affirm that there is 
a general dearth in this respect. How do they know? There 
are no evidences. This is but an assumption. Others say there 
is deficiency in particular localities unnamed. Still an assump- 
tion. There are hundreds of good men and good teachers who 
would like to know where it would be profitable to establish good 
schools, and this well known fact contradicts the assumption of 
a general deficiency. A register of efficient schools is much 
needed to check these gratuitous and mischievous assumptions. 
The register must evidently be more than a list of names—it 
must convey information. It cannot, of course, classify schools 
in order of merit or grades of merit, nor is it at all desirable that 
it should. It can state the special aim of the school, or special 
form of curriculum—classical, mathematical, scientific, general, 
commercial, technical, &c.—and the efficiency must be judged in 
reference to the special aim. In a word, the British parent looks 
for such a register to enable him to make a better instructed 
choice of the school which will supply his own and his 
children’s need. Good private schools should be encouraged to 
increase their efficiency and extend their operations, and such 
encouragement will be afforded by registration. I have said that 
registration implies the application of reasonable tests of efficiency. 
What are they? At a Ea Conference they were laid out 
with much reasonableness and great knowledge of the circum- 
stances by Mr. E. Pinches, and, because I entirely agree with all 
he said, and also because I think we should preserve consistency 
and continuity of argument in our successive Conferences, I 
venture to quote him. Mr. Pinches showed that the criteria of 
efficient education may be said to consist of three factors :— 
(1) Material, in the shape of suitable buildings, fittings, and 
appliances for teaching; (2) personal, relating to the qualifica- 
tions of the headmaster or principal and his assistants ; (3) the 


quality of the education given, as evidenced by the results of an’ 


independent examination by impartial and competent experts. 
The sanitary requirements, the personal qualifications of 
teachers and their registration, and the examination tests, will all 
be dealt with in separate papers by those who follow me, and I 
need not detain you now to consider them. I agree with Mr. 


Pinches that, if the school-room and class-rooms are capacious’ 


enough, the means of ventilation, warming, and lighting satis- 
factory, and the sanitary appliances sufficient, the building as a 
whole should be held to be adequate, although it may be but a 
private house adapted to the requirements of a school. 

Two questions remain—first, what are we to do with the 
inefficient schools? I reply: Refuse to register them—ignore 
them. If, from a sanitary point of view, they are dangerous to 
the community, then the sanitary authority can deal with them. 


Otherwise I would apply a maxim I have lately read in a work of | 


fiction. I may confess, in passing, that lately I have taken 
violently to novel reading, and I find in novels much useful; 
philosophy. The moral of my latest is stated in these words: 
“Strengthen the wheat and it will choke the tares; refine the 
gold and the dross will be consumed.” This maxim will apply 
well to our schools as soon as we get a complete register of those 
that are efficient. 

The last pomt I wish to urge has reference to the authorities. 
We have made up our minds, I think, that there are functions 
which can ouly be worked by a Central Authority, and there are 
others which require a Local Authority. There isa Scylla and a 
Charybdis to be avoided: the Central Authority provided by the 
new Act may keep us from the one, the Local will protect us from 
the other. These two dangers are well described by Edward 
Thring as “ Bumbledom and King Log.” As Thring said, “a 
good phrase is worth ten thousand arguments.” Now, without 
Local Authorities, we may be under King Log. Without the 
Central Authority we may suffer from the corruption and partiality 
of Bumbledom. Unrestrained Bumbledom is often corrupt, rarely 
enlightened and impartial. Uneducated itself, it cares less for 
education than it does for its own party prospects. Yet it is 
generally keen and alert in the collection of local knowledge; and 
directed Bumbledom may place at our service its useful qualities 
without exercising its prejudices. It is clear that the registration 
of teachers must be conducted by the Central Authority, for the 
qualifications of teachers are independent of locality. It is 
equally clear that the registers of schools should be in the first 
place prepared locally. The rules and regulations, and also the 
criteria of efficiency to be applied, should emanate from the 
Central Authority, and to this Authority there should be allowed 
an appeal from schools unfairly neglected by the Local Body 
charged with the duty of preparing the register. 


Dr. A. NEWsHOLME then read a paper on We 


THE ESSENTIALS OF SANITARY SCHOOL PREMISES, 
of which the following is a summary :— 


Although Section 3 of the Board of Education Act, 1899, leaves it 
optional on the part of the Board of Education whether they will 
inspect or not, on the part of proprietors and directora of secondary 
schools whether they will submit to inspection or not, and on the part 
of the Councils of counties or county boroughs whether they will con- 
tribute towards the expense of inspecting under this section, there is 
little doubt that in the near future a large proportion of secondary 
schools, whether under private management or under the control of 
committees or limited companies, will be submitted to inspection in 
accordance with its terms. The inspection is defined as being “for 
the purpose of ascertaining the character of the teaching in the school, 
and the nature of the provisions made for the teaching and health of 
the scholars.” Under these circumstances it is desirable that the scope 
of the inspection, so far as the health of scholars is concerned, should 
be freely canvassed, and that school proprietors and teachers should 
know what may reasonably be expected of them. 

In ascertaining what is now considered by the Education Department 
to be necessary to place school premises in an efficient hygienic con- 
dition, they have a convenient and exact guide in Schedule VII. of the 
Code of Regulations for Elementary Day Schools, which specifies the 
structural requirements in the planning and fitting up of public 
elementary schools. Article 85 (a) of the Education Code states that 
“all new school premises and enlargements must conform generally to 
the rules contained in Schedule VIIL.” It is evident that a distinction, 
which is perfectly reasonable, is here drawn between new school 
premises and those already existent, and it is implied that the same 
standard cannot be.enforced in old as in new buildings. This is an 
important point, as, under the circumstances in which secondary 
schools usually exist, they generally consist of large private houses 
adapted for the purposes of school life, and added to as the growth of 
| the school demands. I shall take this view of the case, and state as 
succinctly as possible what I consider to be necessary sanitary require- 
ments of buildings used as schools, assuming each school to consist of a 
private house, of sufficient size and well built. 

Not the least important matter, if any choice exists, is that the school 
must be well situate so far as its surroundings are concerned. It is 
not likely that any existent school would be condemned on this 
account; but, if any choice is possible, the following conditions must 
| be fulfilled:—The vicinity of a main street, having heavy and noisy 
traffic, or of any noiay factory, railway-station, &c., is most undesirable. 
! Trees overshadowing the house are undesirable, as they impede the free 
| entrance of light and air. The close vicinity of higher buildings, over- 
| shadowing the school, is also most objectionable. An uninterrupted 
'sky-view from each window is the ideal, to be approached as nearly as 
iis practicable. There should be ample space for a playground, or, in 
,the alternative, ready access to a field for cricket and football. The 
Education Department requires that an open space of at least 30 
square feet per scholar shall be maintained. The aspect should 
preferably be such that both morning and afternoon sun will enter the 
class-rooms. The rooms of a private house adapted for a school can 
never be made so perfect as when the building is properly planned as 
a school from the beginning. For reasons already given, I shall 
assume, however, that the present rooms will be allowed to remain. 
The proper width of a school-room according to the Education De- 
partment’s requirements, is from 18 to 22 feet, while class-rooms must 
never measure less than 18 by 15 feet. The use of movable partitions 
is deprecated, and each class-room ought to be capable of being cleared 
without disturbing any other room. Entrances should be separate for 
each department of a large school, and the principal entrance should 
never be through a cloak-room. 

In conclusion, Dr. Newsholme said: It would be quite easy to 
extend this lecture by entering into various miscellaneous requirements 
of school life. A fresh branch of the subject of school hygiene would 
be opened out were we to discuss the mental hygiene of school work, 
or the extremely important question of the prevention of infectious 
diseases in relation to school life. I have, however, confined my 
remarks to the more prosaic and less interesting problems involved in 
the construction and management of schools. The problem of venti- 
lation of the school towers above all other problems in importance. It 
is the main question of school hygiene, and, if it be solved, healthy and 
efficient school-life is ensured. In solving it, the warming of the school 
must necessarily be considered, and the best solution is found by a 
combined system of ventilation and warming. It is hardly necessary 
to remind you, in conclusion, that the function of school education is 
to prepare a child for his after-life, and the true test of the value of an 
educational course lies in whether it fulfils this end. In educating the 
mental and moral we must not neglect the physical parts of a child’s 
nature, if an ill balanced and defective manhood is not to be produced. 
These different parts of our nature are inextricably associated, and 
defects in one react injurious'y on the others. From this standpoint 
the commonplace subject which I have had the honour to bring before 
you to-day is of prime importance to the success of your great>work. 


72 THE EDUCATIONAL TIMES. 


The Chairman having invited discussion on the above papers, 


Mr. G. Brown said that, while Dr. Newsholme had given some very 
good advice as to the construction and fitting up of school premises, it 
was apparent that he had in view more or less ideal conditions with 
which very few schools at present carried on in private houses 
could comply. With regard to private schools, the new Board of 
Education might reasonably be expected to use a wise discretion in 
the exercise of its powers for ascertaining the suitability of the 
buildings and the adequacy of the means of instruction provided. He 
could not help thinking that, if the criteria suggested in the paper 
were strictly applied, not only school premises, but a large pro- 
portion of the churches and chapels in the country would require to be 
reconstructed. Not a few of the ideas that were put forward 
respecting the healthy conditions of a school must be characterized as 
utopian. How, for instance, could it be guaranteed that the pupil’s 
seat should always be placed at a certain angle to the sun’s moving 
light? Then, as to the posture of the children at their desks: no 
doubt, there were certain positions which, if too long persisted in, 
would be detrimental to health; but it was difficult to see how time 
could be found for the constant observation of these minute details. 

Mr. BLOMFIELD hoped that the inspectors chosen would be men who 
were not prejudiced in favour of any particular class of school, and that 
the fullest sympathy would be shown with those who had hitherto 
borne the heat and burden of the day. 

Mr. GUTTEKIDGE would like to know how far down in the school the 
rule as to registration of the teaching staff should extend. In the case 
of schools deemed by the inspector to be inadequately equipped, he 
presumed that time would be allowed for making the changes required 
in order to secure efficiency. 

Miss Ramsay said the difficulty with regard to the angle of sight 
could be met by having movable chairs and desks. She had seen cases 
of spinal complaint which were clearly traceable to the adoption of a 
bad position while writing; whereas, if the teacher had paid proper 
attention to the attitude of the children, much suffering might have 
been avoided. 

Mr. LigHTwoop remarked that as the Chairman of a District Council 
he had never met with any case of resistance to a thorough examina- 
tion of school premises by a sanitary inspector. 

Mr. Mitvak [Nexis did not think private-school teachers sufficiently 
recognized the advance of public opinion with regard to educational 
requirements. Too much trouble could not be taken to improve their 
school-rooms, the furniture, and the teaching staff, in order to meet the 
requirements of the present day. 

Mr. WILSON said that as a private-school teacher le should welcome 
inspection. Of course, they all desired to be dealt with sympathetically, 
and the inspectors should not be too exacting at the outset. 

Mr. SouTHEE endorsed Mr. Wilson’s remarks. They had no reason 
to expect the public to support them unless their school buildings were 
healthy and properly adapted for the purposes they had to serve. 

Mr. WILLIAMS suggested that the sanitary condition of the building 
should come first in order; after that, evidence of good teaching 
should be looked for; and, thirdly, the technical qualifications of the 
teacher should be inquired into. 

Mr. PRITCHARD would like to know whether Dr. Newsholme’s calcula- 
tions were based on the assumption that the children were in the 
schoolrooms the whole of the day. 

Dr. WORMELL, in reply, said the answer to Mr. Gutteridge’s question 
would probably be given at one of the later conferences, when he (Dr. 
Wormell) had undertaken to open the discussion on the subject “ What 
should be the terms of admission to the Register for Teachers for those 
about to enter the profession ?” There were two aspects of the question 
of the order of the criteria forefticiency. In one, he quite agreed with 
the suggestion that the quality of the work should be put before the 
qualification of the teacher; but when they got the whole scheme of 
the registration of teachers in proper working order, it would surely 
be required of those entering the profession, besides the possession of 
an academical qualification, that they should know something about 
the principles and practice of education. 

Dr. NEWSHOLME, in reply, said Mr. Brown had not discussed the 
points raised in his paper. He quite agreed with what had been 
said as to the necessity for a sympathetic attitude on the part of the 
inspector, and a much lower standard would have to be adopted with 
regard to old schools than for those newly erected. It would be 
gathered from the “Code of Regulations” with regard to elementary 
schools, that the inspection of schools would be within certain well 
defined limits, and no secondary school that failed to fulfil the require- 
ments there set forth ought to be registered. His calculation with 
regard to the amount of air space in a schoolroom was not based on 
the assumption of its being occupied for the whole day; and, if it were 
occupied for only a single hour, ten square feet of floor space for every 
scholar should be allowed in new schools, and about seven square feet 
of floor space in old schools, as required in elementary day schools by 
the Education Department. 

Sir JosHua FitcH hoped that teachers generally would carefully 
study Dr. Newsholme’s paper, so that they might see the goal they 
ought to aim at. As to Government inspectors insisting on impossible 


(Feb. 1, 1900. 


and ideal conditions in buildings which had been constructed for other 
than school purposes, he thought, from his experience as an old 
Government official, it might safely be assumed that even Government 
inspectors were amenable to ordinary considerations of common 
sense, and that no unreasonable conditions would be imposed. The 
public interests ought to come first, and, unless efforts were made in all 
the existing public or private schools to attain a higher standard 
of hygienic and sanitary etliciency, those schools must suffer in the 
long run. 


Afternoon Sitting. 
Sir Josnua Fitcn having again taken the Chair, Mr. H. L. 


WITHERS, M.A., Professor of Education in Owens College, Man- 
chester, read the following paper on 


EXAMINATION TESTS, ORAL AND WRITTEN. 


In opening this brief paper on an important and difficult subject, 
may I be allowed to say a few words of thanks to the College of 
Preceptors for its action in summoning this Conference, and for the 
enterprising policy of which that action is only one example among 
many? There are many indications—the Exhibition close by is one 
of them—of the gradual growth of interest in matters of education, 
both among the public at large and among the sundry kinds of 
people—administrators, politicians, officials, managers, teachers, and 
the rest—who are more directly concerned with the questions thus 
raised. But it is still true that, when we consider the immeasurable 
importance to the vitality and happiness of the whole nation of a well 
directed and effectual system of colleges and schools, the most notice- 
able point about such popular opinion, and even such professional 
opinion, as exists is its apathy and its helplessness. It was a saying of 
Thring’s that “the waste in a teacher’s workshop is the lives of men.” 
No saying could be more manifestly true. Yet can any one say that 
there are even now an alertness and an energy about the prevention of 
that waste such as at all correspond with the critical character of the 
issues at stake? But, if the world in general is not yet wide awake, if 
the amount of intelligent energy at work upon problems of education 
is still slight compared with that devoted to other sides of human life, 
such, for instance, as commerce, or the practice and theory of medicine, 
yet the College of Preceptors must be acquitted of all blame for any 
part of this lethargy. For years it has striven to systematize the study 
of education, and to establish a department of training for teachers. 
In spite of the wretchedly poor support its efforts have received, it 
still perseveres, and has quite lately laid us all under a great obligation 
by securing Mr. Barnett to give that course of lectures which have been 
published under the title of “Common Sense in Education and Teaching.” 

The College of Preceptors has thus given practical proof of its belief 
that there are right ways and wrong ways of doing things in school; 
that inquiry can show broadly why one way is right and another 
wrong, and that the general truths thus attained are communicable, and 
may be of great service to any one whose duty it is to make education 
as good as it can be made. 

The subject which I have the honour to introduce for discussion this 
afternoon is peculiarly one in which an inquiry into sound and un- 
sound methods is urgently required, and extremely likely to be fruitful 
in important practical results. I suppose there is no point upon which 
every one is more generally agreed than that a great deal of the in- 
spection and of the examination which now goes on in this country has 
a bad effect upon methods of teaching and on methods of study, that 
it leads to a vast amount of sterile or even mischievous work, and that 
it produces among those who come strongly under its influence an 
eutirely faulty habit of mind. 

The criticism has been expressed with characteristic energy by 
Thring:—“ lf education and training are the true aims of mankind, 
and power in a man’s self the prize of life, then no superstition ever 
ate into a healthy national organism more fatal than the cult of the 
examiner. A system of examination and inspection, in proportion to 
its power, is death to all original teaching, to all progress arising from 
new methods, and even to all improvement which is at all out of the 
routine track. There is no dead hand so dead as living power thrust 
in on work from the outside. It is the doctor putting his fingers on 
the heart when he ought to feel the pulse. Where examinations reign, 
every novelty in training, every new method of dealing with mind, 
becomes impossible. It is outside the prescribed area, and does not 
pay.” (‘ Life,” Vol. II., page 130.] 


EXAMINATIONS ARE NECESSARY. 

At the same time, there is no question, as Thring himself would have 
admitted, that examination and inspection of some sort are absolutely 
necessary. They are necessary, first, because, from the point of view 
of sound financial administration, he who pays the piper must be 
allowed to call the tune, and, when public money is spent, there must 
be some public guarantee that it is spent to good purpose. They are 
necessary, secondly, because in almost every calling some minimum 
standard of qualification must be required from all who enter it; and 
the possession of this standard must be publicly tested. They are 
necessary, thirdly, because, at a great many points in life, choice must 
be made between a number of persons who claim the same position ; 
and this choice cannot be made on public and.equitable grotinds 


— e m a a a 


Feb. 1, 1899.] 


THE EDUCATIONAL TIMES. 


73 


except by means of some form or other of examination. Lastly, they 
are necessary for a quite different kind of reason. The first three 
reasons—the financial, the professional, the competitive—are not, in 
the strict sense of the term, educational reasons at all, but arise from 
certain relations in which, owing to the general nature of human life, 
education stands to certain other human activities. 


TRACHERS’ EXAMINATIONS. 


But the fourth reason is inherent in the nature of the process of 
education itself, and would continue to exist just as strongly if the 
educator had nothing more to think of in his work than the pursuit of 
his own art. Whoever teaches anything must maintain contact with 
the minds of his pupils, and must know what shapes their thoughts are 
taking. The contact maintained must be as sensitive and as delicate 
as possible, but it must also be constant and searching. The procedure 
of the skilful teacher varies flexibly with the result of his observation 
upon the mental processes which he has helped to set up. He will 
constantly be coming to points at which he will feel that, if the mental 
growth for which he has been striving has, in fact, taken place, then 
it will show itself in certain verifiable ways. He will verify 
accordingly, and continue or alter his methods as he finds occasion to 
do. If no one else examines his pupils, he, at least will be for ever 
examining them; his whole art and mystery lie in this. Before each 
lesson begins he will need to know what is the mental stage at which 
they stand; at the end of each clearly defined step he must make sure, 
by a recapitulation drawn from the class, that the step has been 
actually made; at the close he will ascertain that the new knowledge 
is in hand, and available, by requiring same application of it—that is, 
by calling for some exercise or some deduction, which can only be 
worked by those who have, in truth, mastered the new matter, and can 
wield it to their own purposes. Examination, therefore, is not, in this 
sense, a thing alien to the process of education, and imposed upon it 
from without, for the sake of parents, or professions, or Government 
Departments, but a vital portion of that process itself-—one side, indeed, 
of that interchange of minds which is the inmost essence of education. 
It cannot be psychologically wrong to test instruction. ‘‘ What comes 
to nothing is nothing ” ; and good teaching may be known by its fruits. 


OUTSIDE EXAMINERS. 


But the danger begins when the examiner is no longer the teacher. 
This also is necessary, and must be indispensably reckoned with. To 
begin with, the good teacher himself wishes to have his work tested 
and tried by some one other than himself, on whose judgment he can 
rely. He will get new notions, fresh points of view, from such an over- 
hauling, and will be saved from routine and one-sidedness. For the 
less efficient teacher, such a revision, whether by his headmaster or by 
an outsider, is obviously needed to correct and fortify his procedure. 
There may also often be cases where the thing of its kind is good, and 
has been well done, and yet is not the thing which, under all the cir- 
cumstances, is wanted. Value is not simply constituted by cost of pro- 
duction, but also by demand. Infinity of labour may be put into pro- 
ducing something which, after all, nobody wants. A teacher works 
in his own corner of the field, and sees all too little of the rest of 
it. An examiner, if he examines a good deal, must needs take a wider 
view overa larger breadth of human experience. And then there come 
in those considerations, mentioned before, of an extra-educational kind. 
Governors of schools and administrative bodies require some public 
criterion of efficiency. Pupils must, for certain purposes, be pat in an 
order of comparative merit by an external and impartial judge. Or, 
again, to take the instance which, in our discussion, we are specially to 
bear in mind, we may have a public register of certified schools. It is 
clear that schools cannot certify to their own virtues. The outside 
examiner is essential. 

In practice, however, his intervention is often found to work 
disastrously. Why? Because, first, an outside examiner generally 
means an outside syllabus, which is propounded without reference to 
individual schools, still less to individual classes, and least of all to 
individual pupils. The syllabus so propounded will almost certainly 
begin in the wrong place and end inthe wrong place. It will probably 
require more to be done in the time than can be done healthily and 
on sound methods. Because, secondly, an outside examiner often 
does’ not sufficiently consider the influence which his questions will 
have{jupon the work of those who prepare for them, nor the state of 
mindjwhich a right answer to them will imply. He does not see that 
the whole of the syllabus ought to be represented in his paper, and 
that the relative importance of the different parts of the subiect 
ought to be reproduced to scale in the problems which he sets. 
Thirdly, as questions which test mere information are easily and 
rapidly made up, while those which require the exertion of mental 
power on the part of the candidates also require the same exertion on 
the part of the examiner, the tendency is to ask for information, and 
not for thinking. Hence the use of “set books” and “ commentaries,” 
which need so little thought to study and so little thought to examine. 
Hence the whole machinery of cram and sterile memorizing, which 
have led a French philosopher to define an examination as a “ per- 
mission to forget,” because candidates acquire a mass of information 
which they take care not to digest, but keep orude in their mental 


gizzards, so that they may, once and for all, disgorge it on examina- 
tion day. 

I have ventured to recall these trite and only too obvious facts to 
your recollection because I believe a number of useful conclusions 
may be arrived at from a consideration of them. We have seen that 
every good teacher will at every moment keep in contact with his 
pupils’ minds, and inform himself of what is passing in them, and 
that a system of tests or applications of new knowledge will be an 
essential part of his method of education, and, consequently, that there 
cannot be anything vicious in examination as such, but only in the 
form which such examination takes. We have seen also that the 
danger begins at the entry of an outside examiner with his ready- 
made syllabus. Does it not follow from this that the first requisite 
should be that—subject to the necessary conditions of impartiality 
and an adequately high standard—the examiner should be in as close 
touch as possible with the teacher? This leads to a corollary on the 
nature and qualifications of the examiner. It must mean that the 
examiner should have taught, or, better still, be teaching, himself; and 
that, too, under conditions not entirely unlike those of the school 
which he examines. A great deal of harm was done in primary 
schools by creating a body of examiners and inspectors—as such—men, 
fresh from the Universities, who had done little or no teaching them- 
selves. But, if our analysis has been right, examination is only 
educationally sound when it is itself a portion of the process of 
teaching—a finishing touch, which requires from the pupil reasonable 
evidence that his knowledge is practicably available. A great deal 
too much use is still made of examiners who have not taught, or who 
have taught under conditions too different to afford useful analogies. 
I think myself that it will be a great mistake if, under the new Board 
of Education, any large number of Government officials are appointed 
to undertake examinations. Such officials are, in the nature of the 
case, somewhat too remote and out of touch with school work. They 
are appointed too young, and they sometimes fail to see that their 
work is well or ill done according as it helps or hinders really fruitful 
educational work in the schools. 


THE PROFESSIONAL ELEMENT NECESSARY. 


Neither the Central nor the Local Authority should undertake the 
work of inspection directly, unless for exceptional reasons and upon 
appeal, but they should limit their functions to seeing that every 
registered school is, at intervals, examined and inspected by some 
competent professional body, such as the Universities or the College 
of Preceptors. The professional examining boards ought invariably to 
have a proportion of acting schoolmasters among their members. 

Then again, contact between examiners and teachers should be 
further maintained by the method on which the syllabus is drawn up. 
In every case where this is at all possible, the syllabus should be pro- 
pounded in the first instance by the school, then revised, and, if 
necessary, altered by the examining board. This would restore 
initiative and self-direction to the teacher, give elasticity to the curri- 
culum, and bring untold relief to thousands of pupils. It would 
redeem the system of examination from the well deserved reproach of 
woodenness and of Chinese uniformity. It would enable schools to 
develop a mind and a will of their own—to form a character, in fact. 

I am well aware that there is avery grave difficulty in doing this 
where any sort of certificate depends on the examination. Snch a 
certificate is required to mean the same thing at all times and in «ll 
places; otherwise its value would be variable and uncertain. But this 
difficulty is not insuperable. To begin with, it points to the necessity of 
keeping such certificates as few in number as possible. A leaving 
certificate at the close of the school course will serve the purpose of 
matriculation at a University, or of a preliminary examination at the 
commencement of study for a profession. Such a certificate should be 
all that most pupils require; and even for this a liberal system of 
equal options in different subjects, or sections of subjects, should 
secure a sufficient degree of variety. And, in any case, let there be no 
set books, or as few as possible. Let the examinations test power and 
method rather than information. 


ORAL EXAMINATIONS. 


For this purpose written examinations should be, wherever possible» 
supplemented by oral—supplemented, I say, not supplanted, for the 
two things serve different purposes. The powers of continuous think- 
ing and of literary composition are tested by writing in a way that is 
impossible by word of mouth. Moreover, in advanced work, it is not 
practicable to deal orally with difficult problems. Again, in a viva 
voce examination any one question can only be put to one boy, and the 
examiner can only guess very vaguely how many others could have 
dealt successfully with it. Oral examinations are apt to deal too ex- 
clusively with the small change of knowledge, items of information that 
can be handed over in the silver of speech rather than those,“ long 
investments”? of the mind, the real property which cannot in a 
moment be brought to market, but which make, for all that, far the 
most valuable of our assets. 

Yet oral examinations, conducted by experienced and skilful persons, 
have certain manifest advantages. A written-paper of questions, once 
printed, is a mechanical, clumsy instrament to serve, the» delicate 


74 


‘THE EDUCATIONAL TIMES. 


(Feb. 1, 1900. 


purposes of an intellectual probe. It may proceed on wholly different 
lines from those on which the candidates have worked; go that it 
establishes no mental contact at all with them, and fails to unlock 
their intellectual stores. Yet there it lies upon the desk and cannot 
readjust itself. The boys come out and call it a “rotten ” paper; the 
examiner looks over their work and pronounces it “feeble ” and “ dis- 
appointing’’; and the total result is discouragement and misunder- 
standing. Compared with this, viva voce questioning is a sensitive and 
searching instrament of great flexibility. It feels for what it wants, 
and, if it fails by one line, tries another and again another. While the 
printed paper advances in an immobile mass, the oral examination 
Pde inate and skirmishes, and adapts itself to the position which it 
nds. 

In one point more particularly, on which stress has already been 
laid, oral questioning has a conspicuous advantage. It lends itself 
very readily to co-operation between the teacher and the examiner. A 
skilled inspector will almost always begin by asking the teacher him- 
self to examine the class upon one or two topics that have already been 
studied, or else to continue teaching from the point last reached. This 
will—in a very few minutes—give him an insight into the general 
lines and methods which have been followed such as no amount of 
written papers will ever convey. It will save him bowling wides, as he 
might otherwise do, for over after over. 

Where the object of an inspection is to judge of the efficiency of a 
school for purposes of a public register, I venture to think that oral 
examination becomes indispensable. In this case it is the general tone 
of the school and the spirit and skill of its instruction that are upon 
trial. There will be no need to assess the comparative merits of 
candidates or to produce a numerical estimate in the shape of a mark- 
sheet. The inspector’s object is to ascertain how the pupils’ minds are 
trained, and whether their intelligence is alive and growing. He will 
wish to see the place as much as possible in a normal condition, not at 
the close of the academic year, but during the course of it. He will 
pay heed not so much to the answers given him as to the style and 
method with which his questions are attacked. 

There are a great many important aspects of education which a 
written paper never even touches. It is a commonplace that natural 
science is, as a study, worse than useless, unless pupils learn to conduct 
experiments and to manipulate instruments themselves. We are 
beginning to see an analogous truth in regard to modern languages. 
The University of London has lately instituted viva voce reading and 
talking for the French and German examinations in its Arts course. 
The Education Department now requires the recitation of a certain 
number of lines of French from every student who presents the 
language as a subject for his certificate. These innovations, I have 
good cause to know, have worked wonders for the improvement of 
linguistic teaching among the persons affected. The College of 
Preceptors offers an oral examination in modern languages, as a first step; 
later on, perhaps, it will see its way to making such an examination an 
obligatory condition of every modern language certificate. Every test 
in science should be partly experimental; every test in modern languaye 
should be partly oral, or else the inevitable consequence is faulty and 
mischievous methods of study. 

Again, in viva voce examining, whether of a class or of a single 
candidate, other mental qualities than memory and fluency are tested. I 
remember hearing the late Master of Balliol, when some one objected 
to him that a viva voce examination was unfair to very nervous 
candidates, reply that extreme nervousness ought to tell against a man; 
and, contrariwise, that a good address and ready self-possession are 
qualities so valuable in the discharge of public duties that it is to the 
public interest they should be known to carry weight and to influence 
success in examinations. It is certainly true that we ourselves all act 
upon some such theory. Who would dream of appointing a clerk or a 
servant upon written testimonials only ? It is the personal interview 
which decides us. 

It is admitted that the lack of clear articulation and the lack of full 
and continuous expression in speech are among the most obvious de- 
ficiencies of Englishmen, young and old. Searching and stringent oral 
examinations will force us to pay more attention to this fault. 


GENERAL CONCLUSIONS. 


I venture to suggest, as a general conclusion, that, in the highest 
classes of a school with pupils nearly adult, with whom it is both 
necessary and right to look for “results,” written examinations are 
indispensable. These might take the form of an examination for a 
“leaving certificate.” That, in the lower classes, where processes are 
infinitely more important than results, and where the chief danger is 
the forcing upon teachers of an inappropriate syllabus, and upon pupils 
of premature formulation of certain ill-digested notions, inspection, during 
the course of the school year, with careful observation of teaching 
methods, and particularly of practical work, and with brief oral 
examinations, should be the instrument employed. 

Written examinations should be sparingly used in lower forms, and 
should be conducted by the teachers themselves or by the headmaster. 
The Central Educational Authority should not, unless upon appeal, and 
by exception, examine or inspect, but should name professional boards 


of proper academic competence to do the work. The syllabus of work 
should, so far as possible, be propounded, in the first instance, by the 
schools, not by the examining boards; and upon all examining boards 
there should be an adequate representation of acting teachers. “Set 
books” should be discouraged, and examination should, as far as 
possible, take the form not of the exaction of formulated or dogmatic 
knowledge, but of the setting of deductions or problems, the solution 
of which will at once imply correct knowledge, and demand the power 
to apply it. In this way examination will serve as a natural corollary 
to teaching, and will cease to be a disturbing and perverting influence 
upon it. 


Miss E. Wi.uiaMs, President of the Franco-English Guild, was 
then called upon by the Chairman to read her paper on 


ORAL EXAMINATIONS IN FRANCE. 


In France all examinations in arts and sciences, from the certificat 
d’études, which children pass on leaving the primary school, between 
the ages of eleven and thirteen, to the doctorat, qualifying for 
a professorship in one of the faculties, consist of two parts—the first 
written, and the second viva voce. Candidates whose written work has 
satisfied the examiners are declared admissibles, which means that they 
are allowed to take the second part of the examination; but, if they 
fail at the viva voce, their success in the first part counts for nothing. 
They must begin over again from the beginning should they wish to go 
up for the examination a second time. 

In studying the subject of oral examinations in France, we shall find 
it convenient to divide them into three groups. 


First GROUP. 


The first includes those at which the candidates are simply required 
to show that they have comprehended and assimilated the information 
imparted to them in the course of their school career. This group 
comprises the primary examinations known as the certificat d’études, 
the brevet simple and brevet supérieur, and the different sections of the 
baccalauréat, which is, as you know, a secondary examination. At all 
these examinations the viva voce consists chiefly in questions put by the 
examiners on the different subjects in the curriculum. The test ia 
ancient or modern languages consists in reading a text aloud and 
translating it into French; and in the case of modern languages 
answering & few questions in the language in which the candidate is 
being examined. 

The percentage of failures at these oral examinations varies. At the 
certificat d’études—passed, as I have said, by children from eleven to 
thirteen years of age—the failures are very rare; not more, I am told, 
than one in a hundred. At the baccalauréat about five out of fifteen 
fail—that is to say, one-third. 


SECOND GROUP. 


In our second group we place the higher examinations, open to men 
and women, including the teachers’ certificate for training colleges, the 
licence, and agrégation, and also the two examinations known as the 
certincat and agrégation des jeunes filles, open only to women. It will 
be noticed that, whereas all the men’s examinations are open to women, 
the women have certain examinations of their own to which men are 
not admitted. 

Theoretically, all examinations in France are professional—that is to 
say, the diploma granted to successful candidates confers upon them 
the right to teach. But, in reality, a large proportion of the young 
men who pass the baccalauréat, and even the licence, and of the girls who 
take the brevet supérieur, never enter the teaching profession. On the 
other hand, few, if any, candidates work for the training college 
certificate, for the men’s agrégation, or for the special examinations tor 
women, without intending to become teachers. This being the case, it 
will easily be understood that the viva voce examinations in this higher 
group are conducted on different lines from those of which I have 
already spoken. At these examinations candidates are required to show 
that they are able to impart to others the knowledge they have acquired 
and also that they have some originality of thought. 

It will be impossible for me to enter into a detailed study of all the 
oral examinations in the group we are now considering ; for, at the men’s 
agrégation alone, what is known as the section of letters is divided into 
six parts, each with its own separate examination in classics and French 
literature, or grammar, or history, or philosophy, or one modern 
language. The women’s agregation has two sections—letters and 
sciences, each with two subdivisions; on the one side mathematics or 
natural science, on the other history or literature. Each of the oral 
examinations is not the exact counterpart of the others, as we shall 
presently see. I have, therefore, chosen two of these higher examina- 
tions which it seemed to me might specially interest my hearers, in 
order to give a detailed account of the way in which the oral part is 
conducted. 

AGREGATION DES JEUNES FILLES. 

We will take first the agrégation des jeunes filles, which qualifies 
women to teach in the higher classes of a lycée or secondary school for 
girls belonging to the State, for it should be clearly understood that 
these higher examinations are conducted by the State, and that their 
object is to provide teachers for, State schools exclusively? This 


Feb 1, 1900.] 


THE EDUCATIONAL TIMES. 


70 


explains why women have special examinations of their own, the curri- | I have not insisted on it.) An interesting feature in both examin- 


culum of a girls’ lycée differing from that of the boys. 

The section of letters has, as we have seen, two subdivisions— 
history and French literature; but two other subjects—ethics and 
@ modern language, English or German—must be studied, both by 
history students and by students of French literature, although they 
will not be called on to teach a foreign language. At the viva voce 
examination the history students give what is known as a lesson—but 
it might perhaps be more correctly defined as a short lecture—on history, 
and another on geography. They have also to explain and comment 
on an English or a German text. The students of French literature 
have a lesson on French grammar and another on ethics; a third test 
consists in a commentary, grammatical and literary, on a French text; 
and, lastly, they have the same examination in English or German as 
the others. A certain time, varying from one to four hours, 
according to the subject, is allowed for the preparation of each lesson. 
The history students are permitted to consult historical dictionaries 
and maps. No books of reference are given for any of the other 
subjects. The lessons are prepared in the presence of an inspectress, 
whose business it is to see that the candidates receive no extraneous 
help. The average length of each lesson that the candidates give before 
the examiners is about half an hour. They are allowed one or two 
slips of paper, on which are written dates, names, and quotations, but 
are strictly forbidden to read what they have to say; in fact, were a 
candidate to attempt what I am doing at the present moment, she might 
be sure of getting a very low mark. The subjects which candidates 
have to treat all bear on the syllabus they have been studying during 
the past year... . 

AGEREGATION D’ ANGLAIS. 

The second series of oral examinations of which I propose speaking 
is that of the English agrégation, this being the highest examination 
for teachers of English in the State schools, and open to men and 
women alike. Women have, as we have seen, their own examinations 
in letters and sciences; but there is no special examination for women 
in languages. Those who have to teach a foreign language in a 
State school are therefore forced to take the same examination as the 
men. In addition to the translation of a piece of English into French | 
and a piece of French into English, and also a piece of German into 
English, all these translations being taken from set authors, candi- 
dates have to give two lectures, one in French on English literature 
and one in English on the English language and prosody. But here 
the regulations differ somewhat from those of the women’s agréga- 
tion in history and French literature. .. . 

The failures at the men’s agrégations and at the special examina- 
tions for women are necessarily numerous, as these examinations are all 
competitive. The number of candidates finally passed depends upon 
the number of vacancies in the State schools. Not more than two 
women are admitted at the English agrégation each year, because they 
cannot find posts for more than two. The examiners usually pass on 
to the viva voce examination about twice as many candidates as they 
will finally admit. Candidates who have done excellent work at the 
Written examination are not always equally successful at the riva 
voce, and, on the other hand, those who have only just scraped 
through the first part will sometimes show unexpected qualities in 
their oral examination. There is consequently a general feeling that 
it is well not to cut down too closely the list of candidates who are to 
pass on to the second series of testa. 


MARES. 

It will, perhaps, be asked how in competitive examinations such as I 
have just been describing it is possible to observe strict equity in the 
distribution of marks. If each examiner had the sole responsibility of 
the mark he gives, it might be difficult, as the impression produced by 
any given test which is neither superlatively good nor superlatively 
bad undoubtedly depends, to some slight extent, upon the examiner’s 
own frame of mind at the time. But, in these higher examinations, 
no lesson may be given in the presence of fewer than three examiners, 
and very often at the women’s examinations there are as many as Bix 
or seven present. The value of the lesson is frequently the subject of 
a lengthy discussion. Considerable weight is naturally attached to the 
Opinion of the specialists, and, if even then the examiners cannot agree, 
they strike a mean. If one examiner insists upon 10 marks and 
another 12, the marks finally awarded would be 11. I have frequently 
been present at discussions of this kind, and have been struck by the 
perfect impartiality of the judges and by the scrupulous care with 
which they award the marks. 


THIRD GROUP. 

We now come to our third group of examinations comprising the two 
Doctorates, the first of which is a preparation for what would be 
called in England a University professorship, while the second, called 
the doctorat de l Université, lately instituted for the convenience of 
foreigners, does not confer the right to lecture in a French Uni- 
versity. At these examinations the candidate is expected to show 
that he is capable of doing original work. (A certain amount of 
research work is required in some sections of the licence and agré- 
gation; but, as it is not the most important part in these examinatiqns, 


ations for the Doctor’s degree is the soutenance de thése, or public 
debate on the opinions expressed in the thesis. This debate takes 
place at the Sorbonne, and lasts several hours. Failures after a publio 
debate are rare, but examples have been known of men who had 
written a satisfactory thesis, yet failed to obtain their degree because 
they had shown themselves incapable of expounding and defending 
their opinions in a public debate, or because, in the course of the 
debate, they had betrayed gross ignorance on subjects with which it 
was considered that a University professor ought to be acquainted. 
At the new doctorat the debate turns not only upon the written thesis, 
but also upon two other subjects previously chosen by the candidate 
and submitted to his judges. 

We have seen that in the lowest group of examinations the viva voce 
is conducted almost entirely by means of questions and answers; that 
in the second and higher group the work of the examiners consists 
chiefly in listening to what the candidates have to say and determining 
what it is worth; while in the highest group of all the oral examination 
takes the shape of a debate between the examiners and the candidate. 


UTILITY or ORAL EXAMINATIONS. 

The question that still remains to be answered is: Of what use are all 
these oral examinations, and how do they work? 

A few days ago I asked one of my friends who examines for the 
Doctor’s degree of what use the public debate can be at the Doctorate. 
My question seemed to bewilder him, for Frenchmen look upon 
oral examinations as a part of the natural order of things. But at 
length he replied: “ Why, it is of every possible use. In the first place 
[I give you a literal translation of my friend’s expressions] a man may 
write a very good book and yet be a fool. You will never find this out 


jif you only read his thesis; but discuss with him for an hour, and you 


cannot fail to discover what he is worth. Then again, a future pro- 
fessor must not only be able to write: he must know how to expound his 
opinions orally, and to defend them if necessary. Lastly,” my friend 
added, “‘ the art of literary criticism is a lost art in France, or would be 
so were it not for these public debates at the Doctorate, where men 
who would not take the trouble to write an article on the subject 
freely pass judgment during the debate on all the faults of composition 
and style they have found in the thesis, and so help to maintain a 
certain standard of good writing.” ... 

Then there is the question of nervousness. I have come across one 
or two cases—generally women, who had begun to work for examina- 
tions rather late in life—in which the candidate, who had already 
proved herself an excellent teacher, was so paralyzed in the presence 
of the examiners as to be struck almost dumb. But these are ex- 
ceptional cases ; in fact, examiners in Paris have frequently been heard 
to say that women, as a rule, succeed far better in oral examinations 
than men. It appears they have more self-control, express themselves 
more easily and—what I am going to add is not, I fear, altogethor to 
our credit—are quicker to find out what the examiners expect them to 
say,and when they have once found it out they never fail tosay it. On 
the whole, a story told of the late M. Arséne Darmesteter illustrates, 
I think, pretty well what is generally to be understood by nervousness. 
When anxious mothers used to come to him, begging him not to be too 
hard upon their boy at the baccalauréat, as the poor fellow was very 
nervous, he would reply : “ In what subject is he nervous, madam ?”... 


CONCLUSION. 

In conclusion, it seems to me that the utility of the debate at the 
doctorat and of the oral examinations at the agrégution is incon- 
testable. The only query that might be raised is whether the 
lessons and lectures of which I have spoken do not rather tend to 
form brilliant lecturers than teachers. As for the lower examinations, 
such as the brevet supérieur and baccalauréat, if you will excuse my 
once more referring to personal reminiscences, I will confess that, 
whatever the examiner may think, it is possible to get high marks at 
the viva voce for subjects of which one knows almost nothing, especi- 
ally if one has been in the hands of a clever coach. 

Yet it would be a pity to suppress the viva voce, however 
little it may mean, because this would inevitably entail a neglect of 
viva voce work in schools; and one of the most interesting sides of 
educational work in France in the present day is the effort made by 
teachers—an effort often crowned with success—to teach their boys 
or girls to express their thoughts verbally in clear, forcible, and even 
elegant language. 


The CHAIRMAN having invited discussion on the subjects raised 
by Professor Withers and Miss Williams, 


Mr. Eve said the viva voce part of the French examinations was 
evidently most successful in the examination of teachers. The real 
problem was how to conduct such examinations so as to be in touch 
with the examinees. Viva voce tests required special skill on the part 
of the examiners, and it was often difficult to look over the candidates’ 
written papers prior to the viva voce examinations, Mr. Withers 
had expressed his dislike to set books for examinations. He (Mr. Eve) 
was at one time opposed to them, but had now come to the conclusion 
that they formed a valuable part of, the examination.) He did not 


76 


THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


agree that there was no trouble in composing a paper on a get book. He 
was glad to hear it stated that, in examining on a book or a syllabus, 
there ought to be a due sense of proportion. When a boy’s education was 
supposed to be complete, they did not want to find out so much what 
he had been learning, but how he could apply his knowledge; in the 
intermediate stages, they had not only to ascertain what power he 
had acquired of applying his knowledge, but also the immediate result 
of recent teaching. 

Mr. BARLET considered that, in the case of modern foreign languages, 
oral examination was a necessity. A dead language might be learned 
very well from books; but a modern language had to be spoken in such 
a way that it could be understood. It was necessary, therefore, that 
the pronunciation should be studied as well as the grammar. This was 
not always the case in schools, where too frequently the study was con- 
ducted almost entirely by means of translation from and into the 
foreign language. 

Professor Spiers said oral examinations need not be very long. With 
regard to nervousness in children, his experience coincided with that 
of Miss Williams. They mostly seemed cool and collected, especially 
the girl candidates. It could be seen in a very short space of time how 
a candidate stood with regard to speaking or pronouncing a foreign 
language, and the more elementary the examination the quicker 
it could be got through; so that he hoped the College of Preceptors 
would not make a difficulty of the number of candidates, but proceed 
at once to make viva voce a necessary part of its examination in modern 
foreign languages. Set books might be made of great practical use ; 
the great objection to them was that many candidates merely learnt a 
translation which had been given to them. The important thing was 
for the student to know some French by heart, and be able to construct 
sentences on the same material. It was hard to find a common subject 
which would have words that were fairly easy and known to all; 
whereas, if a certain passage from a set book were given and adopted, 
the vocabulary could be taken from that passage, and then the 
intelligence and the accuracy of the candidate could be easily tested 
by the examiner making up a piece of translation into the foreign 
language out of the vocabulary of the set book. 

Mr. ORCHARD remarked that an examination, to be effective, should 
be both written and oral. An examination in French, where there was 
no test of the pronunciation, could not be regarded as a satisfactory 
examination. He also was of opinion that the use of set books was 
to be recommended. 

Mr. Storr said the calling of an inspector was one to which a man 
should devote the best part of his life. He should have served his 
apprenticeship as a schoolmaster, should have commended himself as 
an efficient schoolmaster, and should give the rest of his life to the 
work of inspection. When they saw the sort of men that the system 
of primary education had produced, and how much they had advanced 
the general education of the country, he thought that something 
analogous might be hoped for in secondary education. The sort of 
men they wanted would not be got from the Universities, where their 
main work was University teaching, and he hoped that the Board 
of Education itself would undertake examination and inspection. 

Mr. SouTHEeE said it would be very helpful if they could have 
examiners who had been accustomed to teach. Viva voce was a most 
important part of the work, but its efficiency depended entirely on 
whether the examiner was in sympathy with the work the pupils had 
been doing. 

Mr. WITHERS, in reply, said he thought there should be a number 
of inspectors who should do nothing else. But, if the inspectors and 
examiners could be kept in organic connexion with the teachers, 
it would be of very great advantage from many points of view. He 
thought Professor Spiers’ suggestion that passages for translation 
should be founded on set books a very valuable one, and that the test 
should not be of a kind such as lent itself to memorizing of an un- 
intelligent character. 

The CHAIRMAN proposed that a hearty vote of thanks should be 
passed to Miss Williams and Mr. Withers for their able and 
suggestive contributions. Miss Williams had presented them with 
a most lucid and careful statement of the actual working of viva 
voce examinations in France. Mr. Withers had referred to an 
authority whom they all respected and reverenced, viz., Edward 
Thring, whose objection to what he called the dead hand of 
outside authority coming in and interfering with the life and 
growth of the real teacher was constantly expressed in all he 
wrote and said. He could hardly help thinking that Thring took 
& somewhat exaggerated view in this respect. ‘The truth was 
that, if all schools in England were conducted like Thring’s, 
inspectors and examiners would not be wanted at all; but for 
the average man or woman there was no doubt that an outside 
test was valuable, provided that it was applied under proper 
conditions. Those conditions were not only that the examiner 
should possess knowledge of what he was appointed to examine 
upon, but that he should have tact, and, above all, sympathy. 
He could not agree with Mr. Withers in thinking that an 
outside examiner implied an outside syllabus. It did not seem 


to him that that was at all necessary. The ideal examination of 
a secondary school was that the examiner should put himself in 
communication with the teacher, ascertain the scheme of study 
adopted, the books used, aud the amount of progress that he 
expected this or that form to have made. He should then get 
the teacher to conduct a little oral examination, so that he might 
judge of what was expected of the scholars, and how the 
examination could best be adapted tothe work done in the school. 
It was not the business of the Government to impose this or that 
theory of teaching. All originality, all independence, and all 
enthusiasm would be very seriously interfered with if it were 
supposed to be the business of the Government to impose its own 
syllabus and its own codes upon every school; but there were 
certain general lines which, by universal consent, must be 
followed in all good schools. The object should be to find out 
what the schools professed to teach, and then to discover whether 
that profession was properly carried out, but not to impose upon 
them a scheme of instruction which they themselves might 
disapprove. ‘Then with reference to the differences between 
examination and inspection, it must be remembered that either 
by itself was inadequate. If they had individual examination 
only, and then registered the results. and made their estimate of 
the school entirely dependent upon the number of scholars who 
passed a number of mechanical tests, their estimate of the 
school would be an unsatisfactory one. But, if they went to the 
other extreme and said that because examination had its defects 
therefore they must rely on inspection only, there was the 
possibility of very hasty and inaccurate impressions on the part of 
examiners, who mistook those impressions for a complete estimate 
of the work of the school. He was quite sure there was far 
greater danger of a teacher being misunderstood and undervalued 
if they relied on pure inspection than if they combined inspection 
with examination. Every system of testing a school had its limit- 
ations and defects, but each had also its merits, and the two 
together seemed to be mutually corrective and helpful. He did 
not look forward to any successful method of examining schools 
which did not include some test of the intelligence of 
the teaching, the brightness of the pupils in responding to 
questions, and the amonnt of interest they gave to their work. 
This could only be tested by inspection, and then the examination 
would show how far the knowledge had been accurately and 
thoroughly necessary. Thus it would be seen that both examina- 
tion and inspection were necessary. In the Indian Civil Service 
Examination, with which he had been connected for many years, 
the Commissioners attempted to adapt the examination to the 
needs of the best schools, and to prevent it from becoming a too 
narrow or mechanical test. For example. in English literature it was 
arranged that the examination should be divided into three parts : 
first there was a general paper dealing with the whole subject, 
care being taken that it covered a considerable range. The second 
paper bore on prescribed books for the year, a list of books and 
an indication of the particular period which would be discussed 
having been printed beforehand. In the third part of the ex- 
amination the students were invited to send in a list of the 
hooks they had read with most interest to themselves for the 
viva voce examination. By this arrangement a very fair result 
could be arrived at as to the order of merit in which a student 
should be classed. In conclusion, he congratulated the meeting 
on having had a very useful discussion. 

A vote of thanks to Sir Joshua Fitch for presiding concluded 
the proceedings. 


RHVIBHWS. 


Mr. Cust’s ETON. 
“English Public Schools.”—A History of Eton College. 
Lionel Cust. (Duckworth.) 

It is natural enough that the story of Eton should be fuller, 
and in many respects more picturesque and interesting, than the 
story of other old English public schools. It was munificently 
founded, and has been royally nourished; the patronage of the 
aristocracy, if nothing else, would have filled it with clever and 
fortunate youths, destined to prominent careers. The sun has 
shone continuously for Eton; the gods have been good to it, 
even when they seemed to frown. The Public Schools Com- 
mission of 1861 was a blessing in disguise, for the abuses of the 
old order of things had attracted pe attention, and would 
never have been allowed to go unchecked. Mr. Cust is still in 
some sort of sentimental sympathy with the-past. He passes in 
review the seven Commissioners..on whom the) fate jof(-Eton 


By 


Feb. 1, 1900.1] 


THE EDUCATIONAL TIMES. 


(7 


depended—Lord Lyttelton, “with his high sense of moral and 
religious rectitude” ; Sir Stafford Northcote,whom Lord Salisbury 
described as “ eminently cautious,” and Mr. Gladstone as “a man 
in whom it was the fixed habit of thought to put himself wholly 
out of view when he had before him the attainment of great 

ublic objects ”—and then he proceeds to say: “ It could hardly 
[e expected that Lord Lyttelton and Sir Stafford Northcote 
would be strenuous champions of Eton in her hour of need.” The 
other Commissioners were the Earls of Clarendon and Devon, 
Dr. W. H. Thompson, Mr. Twisleton, and Mr. Halford Vaughan. 
“Tt was before such a tribunal that the Provost, Fellows, and 
Headmaster of Eton College were bound over to stand up and 
answer for their sins. Provost Hawtrey felt the situation 
deeply.” This is almost comical. Considering the general 
awakening of sleepy minds in the fifties and sixties, and the 
ominous controversy which had been brought to a head by 
Sir J. T. Coleridge and Matthew Higgins, the college fared 
remarkably well at the hands of a sufficiently partial Commis- 
sion. 

The history of the school is the history of its endowments and 
buildings, of its masters, and of its roll of distinguished boys. 
The record has been traced often enough already, and the copious 
works of Maxwell, Lyte, and Benson are so well within the 
reach of all who need them that a new volume on Eton cannot be 
looked upon as a manifest need. But, in a series of school 
histories such as Messrs. Duckworth have undertaken, it was 
necessary that one volume should be devoted to the ancient 
foundation of Henry of Windsor, a quaint manuscript portrait 
of whom embellishes this book. Mr. Cust has recognized the 
precise nature of his task, and has performed it very well. He 
goes over the ground in a sufficiently interesting manner, and 
refers to most of the Old Etonians who have won a place in the 
history of their country. 


BISMARCK. 

“ Heroes of the Nations.” Edited by Evelyn Abbott, M.A.— 
Bismarck, and the Foundation of the German Empire. By 
James Wycliffe Headlam. (Putnam's Sons.) 

Mr. Headlam’s biography of Bismarck is on many grounds one 
of the best volumes in the useful series to which it belongs. The 
writer has has not hurried his work, or been content with 
authorities and information already familiar to English readers. 
He is considerably indebted to Kohl, whose “ Bismarck-Regesten”’ 
is indispensable to students of the political and diplomatic career 
of the first Imperial Chancellor of Germany. Kohl is still, or 
was until recently. engaged in collecting reminiscences of Bis- 
marck, which he prints in an annual volume—and, of course, the 
longer he continues to do so the more he will be in danger of 
picking up what 1s apocryphal. Mr. Headlam is also indebted to 
the rather sensational memoirs of the King of Roumania, which 
Bismarck discredited in general terms, as he and his son after 
him discredited a great mass of very interesting Bismarckiana. 
The mercurial Busch falls within this category. Bismarck’s own 
“ Memoirs ” have been consulted throughout as the best attain- 
able guide to his character and personal attitude; and Sybel, of 
course, 18 indispensable for the facts of Prussian diplomacy 
during the decade preceding the final unification of Germany. 

The evolution of Bismarck from the capable Junker into the 
King’s right-hand man and the creator of an empire is interesting 
as a study of shrewdness and success. There is no romance about 
it. Mr. Headlam has told it thoroughly well; but he does not 
bring the personality of the man any nearer to our hearts and 
sympathies, for the simple reason that this clever, positive, 
cynical, and unscrupulous German was not sympathetic, and was 
never willing to pay the price that it costs to own and maintain 
a heart. We would not willingly do him an injustice. Here isa 
pathetic passage from a letter to his wife—undated, but appar- 
ently written from Frankfort at about the age of thirty-five :— 

Yesterday I was at Wiesbaden, and, with a feeling of melancholy, 
revisited the scenes of former folly. May it please God to fill with 
His clear and strong wine this vessel in which the champagne of 
twenty-one years foamed so uselessly! . . . Ido not understand how a 
man who reflects on himself, and still knows, and will know, nothing of 
Good, can endure his life for contempt and weariness. I do not know 
how I endured this in old days; if, as then, I were to live without God, 
thee, and the children, I do not know why I should not put life aside 
like a dirty shirt. And yet most of my acquaintances live thus. 


Bismarck achieved a brilliant success, partly because he was a 
skilful intriguer precisely suited to the situation in which he 
found himself, partly because there was a highly trained army with 
excellent generals ready to his hand, and partly because educa- 


tion and commerce had set Germany on the up-grade of human 
development at least a generation belore he went to school. 

Messrs. Putnam have made themselves a name by the admir- 
able illustration of their biographical and historical volumes. 
We have here five excellent portraits of Bismarck, with many of 
the chief historical scenes of his life—in all, twenty-seven full- 
page pictures directly illustrating the text. 


LogicaL EDUCATION. 
The Logical Bases of Education. By J. Welton, M.A. (Macmillan.) 

Mr. Ruskin was consciously enough extragavant when he said 
that “modern ‘education,’ for the most part, signifies giving 
people the faculty of thinking wrong on every conceivable subject 
of importance to them.” One must, indeed, speak loud if one is 
to hope for a hearing. In any case, the evil indicated by Mr. 
Ruskin may readily be remedied by a careful use of this new 
volume of Prof. Welton’s. 

Mr. Welton has written distinctively well on logic, but we are 
inclined to think that he has never produced anything better than 
this succinct and lucid exposition of the application of logical 
method to educational purposes. After sketching the general 
nature of knowledge, and setting forth the postulates of know- 
ledge, he gives an excellent chapter on the expression of knowledge 
by language. “ Doubt has been expressed,” he asserts, “ whether 
the majority of Englishmen ever either say what they mean or 
mean what they say "—another extravagance which may be per- 
mitted for the effect. The judicious teacher will lay to heart Mr. 
Welton’s remarks and illustrations ; though there is hardly any 
fresh element in them except the setting and the form of pre- 
sentation. Then we get on to logic, which is “the science which 
investigates the origin, development, and structure of know- 
ledge.” The treatment, of course, is conditioned by the specific 
pape of the work. The old formal logic is very shortly 

andled ; the fruitful principles are found in the modern develop- 
ments of the science since Mill “ grasped the truth that the 
function of logic is not to dictate method to science, but to 
accept the methods which science finds successful in the ascertain- 
ment of truth, and by analysis to make clear their essential 
general features.” 

Mr. Welton’s illustrations of principle, and of violation of 
principle, are abundant, fresh, and interesting. There is a cer- 
tain charm of hopefulness in seeing that even Mill could go wrong 
in the practice of what he preached ; that Mr. Herbert Spencer is 
capable of perpetrating the logical fallacy of “ begging the ques- 
tion ” (petitio principii, as the learned have it); and that even the 
astute Mr. Sherlock Holmes can fail to draw the line correctly 
between observation and inference. By the way, however, that 
inference of Mr. Holmes is not, after all, so “ very unsafe ”—for 
practical purposes. Further, the illustrations are extremcly 
valuable in impressing the importance of logical method in the 
most various classes of literary work. The last chapter, which 
expounds the general bearing of logic on education, will be found 
most suggestive and helpful. The “ Exercises in Inference ” con- 
tribute a valuable (and amusing) appendix. The volume appears in 
a series of “ Manuals for Teachers,’ under the general editorship 
of Mr. Oscar Browning and Dr. S. S. F. Fletcher, of the Cam- 
bridge University Day Training College. It will be an admirable 
series if the rest of the volumes come anywhere near the 
excellence of this one. 


ARISTOTLE’S “ PoETIcs.”’ 
Aristotelis Poetica. Textum recognovit, emendavit, in ordinem 
digessit, secundum sententiarum seriem typis distinxit 
T. G. Tucker. (Nutt.) 

This, in plain English, is a new edition of the text of Aristotle's 
“Poetics.” Prof. Tucker has so arranged and printed the 
text as to assist as far as possible the mind of the student by 
appealing to his eye. It is generally conceded that the treatise, as 
it has come down to us, is in much disorder; but previous editors 
have been content in this, as in other cases, to indicate in notes the 
passages that are out of order, and to enclose in brackets whatever 
appears to be spurious. Prof. Tucker, however, resorts to 
distinctive types in the one case, and boldly prints the sections 
in the order in which they should apparently be read. In many 
other ways he employs the devices of the printer's art to make 
the meaning clear—by spacing, indenting. renumbering the 
sections in accordance with the sense, sud so forth. It appears 
to us that the ingenious system here adopted might advan- 
tageously be applied to other dificult authors; and we feel sure 
that Prof. Tickers arrangement of the text willy lighten the 
labours of the reader. 


78 ‘THE EDUCATIONAL TIMES. 


The editor has introduced a number of emendations which are 
-often ingenious; a few are very good, but several of them seem to 
us to err on the side of boldness. But an editor who prints his 
own conjectures in the text throws down the gauntlet toall other 
scholars, urbi et orbi, and, truth to tell, they are generally all 
eagerness to pick it up. In this respect Prof. Tucker is a 
provocative editor; but we shall sternly repress the temptation to 
enter into the lists against him. All we would say is that any 
one who reads the ‘ Poetics” with this text and Prof. Butcher's 
edition will be thoroughly equipped for the task of discerning 
and mastering the treatise. It is almost needless to add that Prot. 
Tucker has largely availed himself of Prof. Bywater’s admirable 
‘text. 


A GREEK History oF ROME. 


The Roman History of Appian of Alerandria. Translated from 
the Greek by Horace White, M.A., LL.D. In 2 vols. 
(Bell & Son.) 

Appian has not been translated since 1679, and that translation 
was not often reprinted; so that Dr. White has broken almost 
virgin soil in this easy English version of a Greek text so well 
known to historians and scholars. Appian was, in many senses, 
a thoroughly competent historian. A Greek colonist in Egypt, 
an advocate in Alexandria, and probably procurator before he 
came to practise in the Imperial Courts at Rome, he soon earned 
distinction in the capital. He was befriended by Fronto, the 
tutor of Marcus Aurelius, and one of Fronto’s letters was 
addressed to Antoninus Pius, asking for the appointment of 
Appian as procurator as a mark of aetinecion in his old age. 
The appointment was made, and it was after this that Appian 
wrote, or, at any rate, completed, his voluminous history. 

Appian is concise in style, often rhetorical, occasionally grand. 
He is a narrator, not a philosopher, and in his narration, very 
naturally, he makes occasional little slips, on which modern 
criticism is severe. His history of Rome, and especially of fighting 
Rome, is a very good compilation, and he could not possibly be 
expected to be minutely accurate in all his details. e writes a 
fluent account, which gives one a very good idea of the consecutive 
events of the Roman people, without much attempt to pick out 
causes and effects, or to show how the State or the imperia were 
built up. In this account there isa great deal which is interest- 
ing. Where there is no time or appetite for more compre- 
hensive and elaborate histories, and where a concise and partly 
contemporary story is desired, carrying us from the origin of 
Rome to the second century after Christ, we cannot do better 
than recommend Dr. White's sufficiently faithful and facile 
translation of Appian. These volumes are illustrated by maps, 
busts, reproductions of Vatican manuscripts, and other aids to 
the text. 


GENERAL NOTICES. 


CLASSICS. 


Hannibal’s First Campaign in Italy (Livy XXI. 39-59), edited by 
F. E. A. Trayes (Bell), is a volume of the excellent series of “ Illus- 
trated Classics?” which help so much to give reality to classical 
work. The introduction is short and interesting. Perhaps the section 
on the characteristics of Livy would meet the wants of schoolboys 
better if it were a little extended and arranged in numbered para- 
graphs. There are chapters on Taine’s “Tite Live,” which, though 
not actually numbered, suggest such treatment. We are glad to see a 
reference to Philemon Holland’s delightful translation. Its racy 
style will often supply a teacher with capital renderings; while its 
differences suggest points easily overlooked. Mr. Trayes’s notes are 
scholarly and meet all real difficulties, both of construction and of 
subject-matter. ln the preface it is stated that attention has been 
drawn to points of both style and idiom with a view to composition. 
This might, in places, have been done more explicitly. For example, 
in the excellent note on dolor injuria indignitas (XLIV. 4), it might 
have been worth while to add, in so many words, that the use of 
words like injuria to mean “a sense of injustice” is a very useful 
“tip” in writing Latin prose. Again, apropos of ut quaeque iis 
impeditiora erant (LVII. 5), a hint that this would be the idiomatic 
rencering of the English “on difficult ground” would not be out of 
place 

Caesu ’s Gallic War, Book III., edited by F. H. Colson and G. M. 
Gwyther (Bell), is another volume of the same series. The notes are 
of a somewhat more elementary description. They are clear and to 
the point. The introduction is well put together, and contains no 
‘superfluous matter. For example, there is no attempt to write a life 


| 
| 


[Feb. 1, 1900. _ 


of Caesar; but some of his chief characteristics are given under 
distinct heads with detinite illustrations, avoiding the vagueness and 
verbiage which are ao apt to disfigure such descriptions. It is supple- 
mented by Mr. Liddell’s account of the Roman Army, which has 
appeared in other volumes of the series. 


SCIENCE. 


(1) Introduction to Physical Chemistry. By J. Walker, D.Sc., Ph.D. 
(Macmillan.) (2) A Tert-Book of Physical Chemistry. By Prof. 
R. A. Lehfeldt. (Arnold.) 

During the last twelve years or so physical chemistry, from a mere 
appendage of ordinary chemistry, has grown into a great volume of 
knowledge, claiming a right to be considered a science in itself. The 
pioneers of this new science, Ostwald and Van’t Hoff, have published 
extensive treatises which have been translated to a large extent into 
English. But, for the student who does not intend to devote himself to 
the science, some smaller and more introductory work was needed. 
This want is now supplied by the two works before us. Both authors 
have previously qualified for their task by acting as translators of 
certain of the works above referred to, as well as being themselves 
investigators and teachers in the subject. The arrangement of the 
two books is somewhat different, and Prof. Walker’s is more extensive 
in its subject-matter, taking the Periodic Law, for instance, not in- 
cluded in Prof. Lehfeldt’s book. The laws of solution, osmotic pressure, 
&c., are equally treated in both. 


Inorganic Chemistry for Advanced Students. By Sir Henry Roscoe, 
F.R.S., &c.,and Arthur Harden, Ph.D., &. (Macmillan.) 

This book strikes one at once as essentially a new edition of the 
senior author’s “ Elementary Lessons” of our school-days, and starts a 
train of reflections on the changing use of the terms “advanced” and 
“elementary.” One of the characteristic features it retains is the 
interweaving of the general with the descriptive portions of the subject. 
Thus a chapter on Equivalents follows the description of the halogens; 
atomic heat and crystallization are discussed between the nitrogen 
group and the alkali-metals ; and so forth. In fact, the book is designed 
to present a definite course of study rather than as a systematic 
treatise chiefly to be used for reference. This is borne out by a new 
feature—the giving of directions for laboratory experiments, each in 
its appropriate place; though the instructions are less detailed than 
they would be in an elementary book. 


Elements of Natural Philosophy. By Alfred Earl, M.A. (Arnold.) 

Under this somewhat old-fashioned title we find a quite modern 
work on the elements of mechanics, physics, and chemistry. The 
measurement of quantities of matter, space, and time and their relations; 
the chief kinds of physical and chemical change; common chemical 
elements and compounds; the meaning of energy; equilibrium, inertia, 
vibration, sound and light—these form the subject-matter, illustrated 
by experiments and mathematical exercises. 


Elementary Practical Physics. By Henry Stroud, M.A., D.Sc. 
(Methuen.) 

This will be a useful manual for a physical laboratory, as it contains 
instructions for the use of the usual instruments and methods for 
measuring length, area, volume, mass, density, time, &c.; experi- 
mental illustrations of the balancing of forces, the barometer, and 
Boyle’s Jaw; and elementary experiments on heat, light, sound, magnet- 
ism, and electricity, all requiring only very simple and readily 
constructed apparatus. 

Heat for Advanced Students. By E. Edser. (Macmillan.) 

This work bears on every page the stamp of the practical teacher. 
It leads the student from the elementary, though not altogether 
simple, subjects of thermometry and expansion to the laws of thermo- 
dynamics and their far-reaching results, both practical and theo- 
retical. Due consideration is given to the historical development of 
the science, and descriptions of some of the very latest experimental 
results are to be found here. There are detailed instructions for 
laboratory experiments, each in its proper place, as well as descrip- 
tions, and, in some cases, photographs of the apparatus by which 
classical experiments have been carried out. There are plenty of good 
illustrations. 

Magnetism and Electricity for Beginners. 
(Macmillan. ) 

This work well maintains the high standard of the series to which 
it belongs. The usual order of treatment is followed—magnetism, 
statical electricity, voltaic electricity. Instructions for a hundred and 
seventy-six experiments are given, and the book is abundantly illus- 
trated. 


Magnetism and Electricity. By.J. Paley Yorke. (Arnold.) 

The subsidiary title of this book is: “An Elementary Treatise for 
Junior Students; Descriptive and Experimental.” To the last word we 
must take objection, since no precise instructions are given for the 
carrying out of experiments. Apart from this deficiency, the im- 
portance of which will depend entirely on the circumstances under 
which the book is used, the book is a good one» Some originality is 
shown in the order of treatment, electrostatics being taken last: 


By H. E. Hadley. 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


79 


(1) Practical Chemistry (First Year and Second Year). By H. Hills, | say, a ‘shield’; the Boers then coolly fire over their heads, till the 


B.8c., B.A. (Philip.) (2), Practical Physics (First Year and 


Second Year.) By H. Hills, B.Sc., B.A. (Philip.) 
These contain lists of laboratory experiments and corresponding 
lecture-headings, intended to be cut out and pasted as headings in the 
student’s note-book. The arrangement of the course is good. l 


Animal Biology. By C. Lloyd Morgan, F.R.S. Third Edition. 
(Longmans.) : 
This excellent introduction to zoology reappears with considerable 
alterations, partly such as are required by recent alterations in the 
syllabus for the Intermediate Science Examination of London Uni- 
versity, partly new diagrams and the usual other improvements of a 
new edition. In its new form it can be safely recommended to candi- 
dates at the examination in question as an eminently readable and 
trustworthy guide. There is a useful glossary of biological terms at 
the end. oe 
MODERN LANGUAGES. 


Petite Esquisse de la Littérature Française. By J. E. Mansion. 
(McDougall’s Educational Co.) | 

The object of the author is to furnish, for higher classes, a French 
reading book on French literature. Considering the difficulty of 
condensing such a vast subject within the limits of a hundred and fifty 
pages, he has succeeded fairly, and a teacher well acquainted with his 
subject might utilize the book with advantage. 
ing too much; unnecessary biographical details are often given, and 
the notices of many authors are too concise to convey an adequate idea 
of them. The description of the quarrel about ‘ Le Cid” may be 
cited as distinctly interesting, and so may the notices of Boileau and 
Montesquieu. On the other hand, Victor Hugo is inadequately 
treated, and the account of the romantic movement wants a good deal 
of expansion. A series of essays in which less knowledge was taken 
for granted would, it seems to us,. have carried out the author’s idea 
better. The real object of a school book on literature is rather to 
show in some detail how a judgment on a few authors may be formed 
than to summarize cut-and-dried verdicts on a great many. 


My First French Book. By M. Ninet. (Blackie.) 

This is a collection of little talks about cats, canaries, rabbits, 
naughty boys, and the like, written in simple language with plenty of 
pictures. By covering up the letterpress they might be also utilized 
for simple conversations. For that purpose it would have been better 
to arrange the pictures and the reading on opposite pages. 


Les Ailes de Courage, by G. Sand, adapted and edited by B. Proper 
(Blackie), is a pretty little story, not too long for a couple of terms’ 
reading. It has a vocabulary and notes. Some of the notes, which 
are not numerous, are suggestive, but most of them are mere 
translations. 

MISCELLANEOUS. 


“ Handbooks of English Literature.” Edited by Prof. Hales.—The Age 
of Johnson. By Thomas Seccombe. (Bell & Sons.) 

Mr. Seccombe has had assigned to him the fifty years from 1748 to 
1798, and reviews, with Johnson as his central figure, the late half of 
our eighteenth-century literature. Within thia period, mainly of 
classical or buckram prose, he has to deal with many artists who have 
left their quality well impressed on our minds; but we doubt if it can 
be fairly said to include “ more great names in our literature than any 
other ‘Age’ included in this series.” Amongst its essayists and critics 
we have Johnson himself, Goldsmith, and the Wartons; amongst writers 
of letters and memoirs, Chesterfield, Walpole, and Boswell; amongst 
political writers and economists, Burke, Adam Smith, and Arthur 
Young; amongst theologians, Paley, Priestley, and the Wesleys; 
amongst historians, Hume, Robertson, and Gibbon; amongst novelists, 
Richardson, Fielding, Smollett, and Sterne; amongst dramatists, 
Colman, Goldsmith, and Sheridan; amongst poets, one or two already 
mentioned, but no great names until we come upon Burns. The scope 
is wide, but the output is hardly more brilliant than that of the times 
of Elizabeth, the later Georges, and Victoria. Apart from that 
Mr. Seccombe has given us a very readable estimate of the time. 


Missionary Travels and Researches in South Africa. By David 
` Livingstone. (Ward, Lock, & Co.) 

There will always be plenty of interest in Livingstone’s story of his 
sixteen years’ residence in the interior of Africa. This handy reprint 
should make a large number of young folk acquainted with a book, in 
some sense a Classic, which delighted their parents on its first publi- 
cation. It is full of characteristic sketches from the banks of the Congo, 
Zambesi, Limpopo, and the Equatorial lakes. Incidentally, Living- 
stone draws a very poor character of the Boers, of their “ oppression,” 
“ suspicion,” “cruelty,” and ‘‘cowardice.” But he bears witness to 
their ingenuity :—“ No winter passes without one or two tribes in the 
East country being plundered of both cattle and children by the Boers. 
‘The plan pursued is the following: One or two friendly tribes are 
forced to accompany a party of mounted Boers, and these expeditions 
can only be got up in the winter, when horses may be used without 
danger of being lost by disease. When they reach the tribe to be 
attacked, the friendly natives are ranged in front, to form, as they 


But it errs in attempt-. 


devoted people flee, and leave cattle, wives, and children to the 
captors. This was done in nine cases during my residence in the in- 
terior, and on no occasion was a drop of Boer’s blood shed.” 


“ British Anthologies.” Edited by Prof. Edward Arber.—The Spenser 
Anthology (1548-1591).. Edited by Prof. Arber. (Frowde.) 
Some fifty poets are illustrated in this acceptable volume of 
Elizabethan poetry. The selection is liberal in spirit and quantity, the 
pica type is excellent for reading, avd altogether the volume is very 
handy and attractive. 


Specimens of English Prose, from Malory to Carlyle. Selected by 
Bertha M. Skeat, Ph.D. (Blackie.) 

This book is intended, and very well adapted, for school use. It isa 
selection of passages for the illustration of literary history, and for 
study rather than simple delectation. The pieces are introduced by 
descriptions of the works laid under tribute; there are occasional foot- 
notes, and each passage is followed by “ points to note in style.” The 
specimens are interesting, and the book will be found very useful. 


A First Sketch of English History. Bv E. J. Mathew, M.A. (Macmillan.) 

We noticed some time ago a small historical text-book by Prof. 
Mathew, of New Zealand. The present volume is a combination of 
three parts, printed at different times, and now bound together with 
their original paginations. Mr. Mathew is guided mainly by the 
evolution of constitutional history, but he has wisely lightened his text 
by introducing a brief narrative of public events. 


Jesus, the Carpenter of Nazareth. By Robert Bird. (Nelson.) 

Mr. Bird has written a graphic life of Jesus, in short and simple 
sentences, for the youngest children. “Two points are dwelt on which 
are common to all the Churches—the beauty of the life of Jesus and 
the personal contact of the Spirit; beyond that lie the dividing walls 
of creeds and dogmas.” The book is imposing in size and full of 
pictures. It seems to be conceived in an excellent spirit, and has been 
produced with much taste and judgment. 


Mark Hamilton's Daughters. By A. Fraser Robertson. (Nelson.) 

A pretty, pathetic, melancholy story of a daughter’s devotion—good 
for grown-up readers, especially for young women with a hard lot in 
life. A novel as safe as the true lessons of life can make it. 


The Children’s Hour. By Mrs. Molesworth. (Nelson.) 

This is a very charming story of children for children; full of 
childish incidents, natural vignettes, pet animals and toys, transient 
laughs and tears. There are dozens of pictures, some coloured, others 
in black and white. 


ADJOURNED MEETING OF THE COUNCIL OF THE 
COLLEGE OF PRECEPTORS. 


AN adjourned meeting of the Council was held at the College on 
January 20. Present: Rev. J. Stewart in the Chair; Mr. Barlet, 
Mr. Baumann, Rev. J. O. Bevan, Mr. Bidlake, Mr. Brown, Mr. Butler, 
Mr. Charles, Miss Day, Mr. Eve, Mr. Harris, Mr. Leetham, Mr. Millar- 
Inglis, Mr. Pinches, Mr. Sergeant, and Dr. Wormell. 

Diplomas were awarded to the successful candidates at the Christmas 
Examination of Teachers, as follows :— 


Fellowship : 


Miss R. Crump. E. Garnett. 


Licentiateship: 
W. M. Daniels. 


Miss E. M. Harrison. W. H. Payne. 
B. Dumville. R. P. Jones. 
J. H. Fudge. W. Mattison. 

Assoctateship : 

P. H. Arch. G. W. Dolbel. T. P. Oakley. 
C. E. Arnold. Miss A. Douglas. G. C. Oldfield. 
T. R. Baldwin. J. Downes. Miss E. J. Overton. 
F. Barnard. H. J. Drewitt. E. J. Owen. 
Miss N. M. Barnard. E. Entwistle. G. H. O. Piggott. 
A. W. Bartlett. Miss A. Foy. Miss B. M. Pringuer. 
P. L. Beck. J. C. Gordon. E. E. Raby. 
Miss M. K. Bell. Miss M. E. Gutteridge. A. E. Roberts. 
W. H. Booth. T. Hay. E. F. Sewter. 
H. Bosomworth. Miss E. Hinton. S. G. Shrive. 
T. R. Bradley. H. St. V. Holden. W. J. Sidery. 
F. A. B. Brett. J. E. Hoyle. Miss E. A. Smyth. 
C. E. Brittain. Miss H. Hulls. J. Stavert. 
H. W. Burchnall. J. H. Irving. Miss C. Stephens, 
R. E. Cawley. W. A. Johnson. Miss E. Story. 
8. W. Clarridge. A. Lane. Miss F. K. Taylor. 
Miss E. A. Craig. W. H. Lawson. J. W. Tucker. 
J. Cussons. Miss M. P. Lovett-Turner. H. Turner. 
Miss F. E. Dannatt. G. H. Matthews. R. H. Venn. 
Miss B. M. Davis. A. Mills. Miss V. E. Vincent. 
A. W. Dawson. A. Moore. J. Waller. 
G. H. J. Dawson. S. F. Motta. Miss E. F. Wood. 
Miss M. A. Divane. R. T. Norton. 


The prize of £10 for Theory and Practice of Education was awarded 
to Mr. B. Dumville, and the prize of £5/for Classics to Mr. W. M. 
Daniels. 


80 


Theory and Practice. 
FELLOWSHIP, 
Morris, W. R. 


LICENTIATESHIP, 


Daniels. W. M. 
Dumville, B. 

Fudge, J. H. 
Harrison, Miss E. M. 
Jones, R. P. 
Mattison, W. 

Payne, W. H. 
Skelly, T. W. K. 


ASSOCIATESHIP, 


Arch, P. H. 

Arnold, C. E. 
Baldwin, T. R. 
Barnard, F. 
Barnard, Miss N. M. 
Bartlett, A. W. 
BKatterbury, Miss M. ML 
Bell, Miss M. K. 
Booth, W. H. 
Bradley, T. R. 
Brett, F. A. B. 
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Brittain, C. E. 
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Story, Miss E. 
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English Language. 


Biss, E. E. 

Booth, W. H. 
Bosomworth, H. 
Britten, H. 
Claxton, W. J. 
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Dawson, A. W. 
Dering, Miss Y. A. J. 
Downes, J. 

Ellison, T, W. 
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Gerrans, W. J. 
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TEACHERS 


En lish a eee 


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Munro, J. 
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DIPLOMA EXAMINATION —PASS LIST, JANUARY, 


Geography —continued, Geometry—continued. 


Prior, O. 

Savage, Miss H. 
Sawyer, K. 
Simmonds, W. d. 
Simon, W. H. 
Smith, Miss F. R. 
Spillett, P. J. 
Stroud, T. 

Venn, R. H. 
Waite, A. 
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Acocks, Miss A. V. 
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Bone, T. W. 

Booth, W. H. 
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Claxton, W. J. 
Corbett, A. J. 
Dawson, A. W. 
Downes, J. 
Fincher, Miss G. V. 
Gedge, C 

Gerrans, W. J. 
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Hart, G. L. 
Hawxwell, J. 
Herlihy, W.J. 
Hills, R. E. 
Hinton, Miss E. 
Horsey. E. P. 
Horspool, R. 
Kennedy, W. 

King, F. A. 

Lacev, H. C. 
Lambert, W. 
Lindow, D. 
Malden, Miss E. L. 
Mather, Miss E. M. 
Moore, A 

Munro, J. 
O'Connor, J. R. 
Pearce, E. 

Piggott, G. H. O. 
Roe. Miss M. B. 
Salter, Miss E. A. 
Sawyer, Miss K. 
Shrive, 8. G. 
Simmonds, W. J. 
Simon, W. H. 
Skinner, G. E. A. 
Spillett, P. J. 
Stavert, J. 

Stevens, Miss A. M. 
Stroud, T 

Venn, R. H. 

Wagg, H.J. 
Waite, A. 

Walker, A. 

Wright, S. H. 


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Aston, Miss F. 

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Budgett, Miss B. 8. (hon.). 
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[Feb. 1, 1900. 


1900. 


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— 
— — ee 


Feb. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


81 


MATHEMATICS. 


4086, (A. Rensyaw.)—If AC be the chord ofa heptagon inscribed in 
a circle, diameter AB (= 2r), and AB be taken as the axis of z, anda 
dine at right angles to it through A as that of y, thon, if (z’, y) be the 
coordinates of C, prove that 


2y’ (2x —r) {r (x —r)—y?} 
{x (z'—r)— y} — y” (22'—r)? 
Solution by Professor SaNsaAna, M.A. 


y 


Let A be joined to any one of the re- 
maining vertices, C, of the heptagon ; 


let Z BAC = 0. Then 
0 = T or ime or for; 
also AC = 2r cos 9, 
x’ = 2r cos? 0, y = 2r cos 6 sin 6. 


Hence, the given left side 
27 sin 20 (r + 2r cos 20) {r (1 + cos 20) r cos 20—r? sin? 20} 


{r (1 + cos 26) r cos 20) —r? sin? 20}2— r? sin? 20 (r + 2r cos 26)? 


2 (sin 20 + sin 46)(cos 20 + cos 40 ) 
(cos 20 + cos 40)*— (sin 20 + sin 40)? 
8 sin 30 cos 0 cos 36 cos 0 2 sin 30 cos 30 
4 cos? 30 cos?0— 4 sin? 38cos?6 cos? 39—sin? 36 
= tan (}m— 0), in all three cases, 
= cot 0 = z’/y’. 
This example is quoted in Vol. LXIX., at p. 125, where, I believe, two 
mistakes occur in the left-side expression. For all regular polygons this 
expression is tan 60 ; and for the heptagon tan 66 is cot 0. 


(Mr. Davis agrees with Professor Sansana’s emendation of the ques- 
tion. Since 


sin ð = y JAC, cos@=2'/AC, sin2@=y¥/O0, cos20 = (z'—r)/ AC; 
therefore tan 30 = y’ (2x'—r)/{7 (x —r)—y”} and tan60 as above.] 


= tan 60 


14365. (Professor Cocuzz.)—Lieu des foyers des hyperboles tangentes 
a l’origine à laxe des z et ayant une asymptote perpendiculaire à Paxe 
des z. 
Solution by R. P. PARAaNJPYE, B.A. 


Let OA = a, when AB is D 
the asymptote perpendicular 
axis of z. If 8 be the focus 
in this position, the coordi- 
nates being ¿, 7, we express 
the condition that 

LOSA = ASD, 

or its supplement, since AO 
and AB are the two tan- 0 A 
gents from A. 

On making some easy reductions, we see 

n'a = + (a—8) {(a—f)?—n}}. 

There is no other condition to be satisfied. Hence there is no locus as 
required, for we can take any point as focus and describe an hyperbola 
(there are, in fact, two for each point) satisfying the given conditions. 


A New Proof that the Medians of a Triangle are Concurrent. 
By J. W. Suarpr, M.A. 


Let ABC be a triangle. Bisect AB, AC 
in F, E; and AF in G. Join BE, CF, EG, 
and let BE meet CF in O. Then EG is 

el to CF, and GF is one-third of GB; 
therefore EO is one-third of EB: and the 
theorem follows at once. 


Note.—If EF and OG be joined, tae proof 
can be arranged as follows ;— 
Since EG is parallel to OF, 


AOFE = AOFG, 
and therefore is one-half of AOFB : therefore EO is half OB. 


14382, (I. ArxoLn.)—Given the three right lines joining the vertices 
of equilateral triangles described externally on the sides of any plane 
triangle, to construct the triangle. a 


Solutions (1) by the Proposer ; (2) by C. Joss, M.A. 


(1) Construct the triangle 
DEF having the sides equal 
to the given lines. On DE, P 
DF describe segments each i 
containing an angle equal 
to 120°. 

Let the arcs intersect in 
O; joia DO, EO, FO. 
Bisect these in L, M, N; 
and through these points 
draw perpendiculars to DO, 
FO, EO, thus forming the 
triangle PQR. Bisect PQ, 
PR, QR in G, H, K; draw 
GH, GK, HK, and pro- 
duce EO, FO, DO to meet 
them in S, T, V. From 
ES, FT, DV produced cut 
off TA = TO, SB = 80, 
VC = VO; draw AB, BC, 
CA: then is ABC the tri- 
angle required. 

It is evident from the 

construction that the six E 
angles AOD, DOB, BOF, 
FOC, COE, EOA are equal; and therefore each of them is one-sixth of 
four right angles, or two-thirds of a right angle. Also since PQ and 
PR are bisected in G and H, then GH is parallel to Q, R, and therefore 
ber pensioner to BE; similarly GK is perpendicular to AF, and HK 
to 


[The rest in Vol.] 


14376. (A. F. Van per Herpen, B.A.) —If I be the incentre, 
1, Ig, I; the excentres, and O the circumcentre of a triangle ABC, and 
if 0, 01, 09, 0, are the circumcentres of the triangles I II}, IIIg, III, 
II, I, respectively, then o, I, O are respectively the orthocentre, circum- 
centre, and nine-point-centre of the triangle 0,0.0,, and the circle ABC 
touches the inscribed and escribed circles of this triangle. 


Solution by Lione E. Reay, B.A.; R. P. Paranspre, B.A.; 
and many others. 


ABC berug the nine- 
point-circle of each of the 
triangles II.,I,, &c., the 
circumradius of each 
= R=o0,[=0,I = 0,I,=0;I, $ 
therefore 0,0, is bisected at 
right angles by IT, at point 
T. So for 0303, 0.0, ; there- 
fore I is circumcentre of 
010303. Also the circle ABC 
passes through T, T, T, 
the mid-points of the sides 
Of 0)0303 : therefore it is the 
nine-point circle of 010303; 
and therefore O is the nine- 
point centre, and ABC 
touches the inscribed and 
escribed circles of 0,090, 
(FeveRRACH’s theorem). 
Again, I,I, and 0,0, are 
parallel, since they are both 
perpendicular to II}; there- 
fore 003 is perpendicular to 
0:02; therefore o is ortho- 
centre of 00405. 


14281, (J. A. Turrp, M.A.)—If a conic touch the sides BC, CA, AB 
of a triangle at X, Y, Z, and another conic touch the sides YZ, ZX, XY 
of XYZ at P, Q, R respectively, then AP, BQ, CR are concurrent. 

Solution by Professor SansANA, M.A. 

Take XYZ as the triangle of reference. Let the equation of the cir- 
cumconic be 8, = Yat+m/B+n/y = 0; 
that of the inconic 

8, = L?a*+ M26? + N2y3— 2MN6y—2NIyva—2L Maps = 0. 
The tangent YA is y/n +ajl = 0, and ZA is af//+ Bim = 0; hence for A 
ajl =—B/m =—y/n. The conic S, is touched by YZ at the point P, for 
which a = 0, B/N = y/M. Thus the equation of AP is 
a (Mm—=Nn)+1(M8—Ny) = 0. 

Similarly, BQ, CR are given by 

B (Nn— LA) +m (Ny— La) = 0, y(Ll—Mm) +n (La—Mg) = 0. 
With ordinary working it will be found that these lines concur in the 
point E 
aj {1 (Mm+Nn—Ll)} = 8/{m(Nn BDI- Mm)} m9] {n (Dit Mm- Nn)}. 


82 THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


14327. (Rosgrr W. D. Cuaisriz.)—Investigate the easiest method | Tangent at origin is 


of securing (1) the first primitive root of a prime, and (2) all the rest. 


E.g., prime = 29; first root 2; .-. 23= 8; .°. 88 = 19, 193 = 15, &c., 
or 2. 3. 8.27.21.26x5 


10.16.11.19.18.14x6. 
Solution by Lt.-Col. ALLAN CunnincHam, R.E. 


Gavss’s method of finding a primitive root is given in MaTnews’s 
Theory of Numbers, Pt. I., 1892, Art. 20. It is direct, but certainly very 
laborious, as it involves computing erery term of the complete period 
of each of the trial roots a, b, c, &c., until a primitive root g 1s obtained. 
It may be much curtailed by testing each trial root a, b, ¢, &c., as to its 
being a primitive root or not, before undertaking the labour of computing 
every term of its complete period. This may be done in a series of tests ; 
if, at any step, a trial root is found to be non-primitive. The steps are 
described as used for the first trial root a. 

(1) Apply the known simple rules as to whether a is a 2-ic residue or 
not. 

(2) When p = 6w +1, apply the known simple rules as to whether a is 
a 3-ic residue or not. 

(3) If a proves to be a 2-ic non-residue, and also a 3-ic non-residue 
(when p = 3w+1), next compute the least residues of a/ (mod p) for 
every exponent f which is a sub-multiple of (y—1), beginning with the 
lowest value of f. Ifany such value of f < (p—1) gives a/ = 1, then a 
is a non-primitive root; but, if no such value of f < (p—1) gives 
al = 1, then a is a primitive root. 

(The rest in Volume. ] 


14229. (Professor Umgs Cuanpra Guosxn.)—If the Lemorne’s circle 
of a triangle ABC cuts its sides AB, BC, and CA in F, F’; D, D’; and 
E, E’ respectively, and if the points of intersection of the symmedians 
AK, BK, and CK of the triangle ABC with FE’, F’D, and ED’ be 
A,, B,, Cı, show that the centre of the Lemorne’s circle of the triangle 
A,B,C, is the middle point of the line joining the symmedian point of 
the triangle ABC and the centre of its Lemoine’s circle. If triangles 
A,B-C,, A,;B,C3, A,B,C, ..., 4,B,C, be formed in the same way as 
A,B,C), and if O2, Os, O,, ..., On be the centres of the LEmorne’s circles of 
these triangles, prove that O,K = 1/(2"*').OK. 


Solution by Rev. J. CULLEN. 


Since FE’, FD, and ED’ are anti-parallels, A,B,C, are their mid- 
points, so that B,C, is parallel to BC; hence the triangle A,B,C, is 
homothetic with ABC (K being the homothetic centre). Also DF’ = adbe/k, 
DD’ = at/k, where k = a2+62+c%. Therefore 

B,C, = (#34 abecos A)/k = fa; 
whence the modulus of similarity of A,B,C, = 4, so that the circum- 
centre of A,B,C, is the centre of the Lemoine circle of ABC; therefore 
O,K = (1/27) OK. Similarly, for AgB,C., &c. 

(Mr. G. N. Barrs solves the Question as follows:—Here A, &c., are 
the mid-points of KA, KB, KC, and the circumcentre of A,B,C, coincides 
with centre of triplicate ratio circle of ABC, and is therefore at mid- 
point of OK (see Quest. 14110); therefore, if O, be centre of triplicate 
ratio circle of A,B,O,, O,K = 40K, and therefore 0,K = (1/2"*') OK.] 


6222. (Professor Crorton, F.R.S.)—A heavy particle rests on the 
summit of a smooth circle ; if it be allowed to slide down the circle, show 
that the parabola which it describes on leaving the circle has double 
contact with the circle. 


Solution by F. H. PeacueLL, B.A. 


Let P be the point where 
the particle leaves the 
circle. 

It is easy to prove that P 
is at a vertical distance 
= 4 radius below A. Call 
the radius a. The velocity 
of the particle at P 


= v {4 (2a9)}. 
Le ZTPX=a; 


then cosa = $, 
sina = } V5, 
tan a = 45. 
Take PX, PY as axes of 
coordinates. Then position 


of the particle, after a time 
t, is given by 


y =— (u sin a.t +}4gt?), z= ucosa.t; 
oe á 32 
therefore, eliminating ¢, we get y = — {ztanat} -2 


co 
This reduces to 2727 + 8 /bax+ l6ay = 0. 


[öx + 2y = 0. 

Equation of a conic having contact of second order with the parabola is 
27x? + 8 / dar + l6ay—A (vV 5T + 2y)(y—mz) = 0. 

If this is a circle, we get A=—6, m=}łvő. 

The equation then becomes 274 y?4 4 (2/5) ax+4ay = 0, 


which is the equation of the given circle. Thus the circle osculates the 
parabola at the origin. 


(Mr. J. H. Tayor, M.A., refers to SaLmon’s Conic Sections (1862), 
pp. 210-212, and says, ‘‘ It is evident that Dr.SaLmon would have called 
the Question ‘ a contact of the second order,’ not a ‘double contact.’ ’’} 


5916, (Epwyn Antuony, M.A.)—Show that, for all positive integral 
values of n except unity, 2n! is less than {n(n +1)}”. 


Solution by H. W. Curset, M.A.; Rosgrt Bryant, D.Sc. ; 
and many others. 
Since the geometric mean is greater than the arithmetic mean, if 
n>l, then {1.3.5...(2n—1)}'"<m and (2.4.6... 2n) <n+l; 
therefore 2n!< {n(n+1)}*. 


6330, (H. MacCoxrz, B.A.)—The chances of two causes X and Y are 
respectively -1 und -2. The chance that, if the cause X present itself, 
an event Z will accompany it, whether as a consequence of the cause or 
not, is ‘6 ; and the chance that, if the cause Y present itself, the event 
Z will accompany it, whether as a consequence or not, is °7. Moreover, 
the event Z cannot appear in the absence of both the causes X and Y. 
On the assumption that X and Y are independent, and that Z is more 
probable when X and Y both occur than when only one of them occurs, 
show that the chance of the event Z lies between (18 and ‘186. [This 
result does not agree with Boor’s (see Laws of Thought, p. 321, especially 
the foot-note), whose formula would give ‘190697 ... for the exact chance. ] 


Solution by the PROPOSER. 


Denoting the data by the symbol e, and employing generally the prob- 
ability notation already explained in the Educational Times, and else- 
where, we have 


a: (2=8)(£-3)(E--8)(E= By eee 


? (>52) (=> =) (32 = 0) 
IY ui\ry Y y 
in which z, y, z are statements respectively asserting the occurrence of 
the causes X and Y and the event Z. From the fifth factor of the above 


data, we get z = e(z+y) = ertcy; 


therefore 
Se a T ee EY ee 
€ € € € € € € 
E E E i E E E E E A 
e z € y e zy 10°10 10 10 10 10 ay 
20 2 z 
100 100 zy 
for | i A since 3~ = 0. 
e 10 10 y 


But, from our fourth and seventh data, = lies between 1 and T š 
Hence Æ lies between *18 and 186. 


€ 
(The rest in Volume. ] 


13483. (P. W. Fioop.)—Given the base and vertical angle, to con- 
struct the triangle geometrically so that the rectangle of the sides shall 
have a given ratio to the square of a line drawn from the vertex toa 
point in the base. 

Solution by the late Mongan BRIERLEY. 

The base AB and the vertical D 

angle ACB being given, the diameter 
DH of the circumcircle is given. 
Divide DH in I, so that DH: DI 
= the given ratio of AC. BC : CK?, 
CK being the required line drawn 
from the vertex to the base. 

On HI describe a circle, cutting 
the base in K, through which point c 
draw the line HKC to meet the 
circumcircle in C. ACB will be the 
required triangle. A 

By similar triangles, 

HD: DI :; HC: KC, 
and HC.KC = {HK.KC+ KO} 
= AC.BC; H 


AC.BC : CK? = HC ° KC = DH: DI = the given ratio. 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


83 


QUESTIONS FOR SOLUTION. 


(Professor G. B. Maruews, F.R.S.) — When n is an 
indefinitely large positive integer, every point of the curve 
r = a{1+(1/n)sinné} is indefinitely near the circle r =a. Prove, by 
elementary considerations, that, notwithstanding this, the limit of the 
perimeter of the curve certainly exceeds 2a./(x?+4) [its exact value is 
4a/2E, (1/+/2)]. Show also that, under the same circumstances, the 
limit of the perimeter of r = a {1 + (1/n) sin n?6)} is infinite. 


14450. 


14451. (Professor Nevspgrc.) — Trouver laire de la courbe 
L- = 2, 
14452. (Professor Umes CuHanpra Guosu.)—If N and 9’ are the 


Brocanrp points of a triangle ABC, A,, As, 43 and A’), A’s, A's are the 
areas of the triangles NBC, AAC, NAB and O’BC, AC, Q'AB, show 
that 


q.) Sime Ar Oe n Âs 2 4 4 n An, 
4A E Eh bBo ab Be ae’ 
Gi.) Se n OA OB aC _ U VALIB IC, 
“ 24A be ač athe ate ab? ’ 
ii b ° 
(iii.) QO" = pcre J {a2 (a? — b3) +83 (2? -c3) +e (2 —a)} ; 


where w is the Brocarp angle and A the area of the triangle ABC. 


14453. (Professor A. Droz-Farny.)—Construire un triangle, dont 
- on connait la base, la hauteur correspondante et sachant que sa droite 
d@’ Ever est parallèle au côté donné. 


14454. (Professor SanzAna, M.A.)—Solve, in rational numbers, the 
equation M?—2zN? = 1?—1, where x stands for any one of the natural 
numbers 2, 3, 4, 5, 6, .... e solution gives N4+1 as the difference 
of two squares. I have reason to believe that 5 is the only small value 
of z admissible. For the method see CurystaL, xxxiii., §§ 15-19.] 


14455. (Professor Cocnzz.)—Courbe p'—3ptanw+2 = 0. 


14456. (Professor N. Buatracnaryra.)—There are » smooth rings 
fixed to a horizontal plane, and a string, the ends of which are fastened 
to two of the rings, passes in order through them. In the loops formed 
by the successive portions of the string are placed a number of pulleys 
whose masses are m, jm, 4m, 3, 4m, &o. If, in the subsequent motion, 
all the portions of the string not in contact with the pulleys are vertical, 
show that the acceleration of the rth pulley is {(n—2r)/n} g- Discuss 
the case when n is even. 

14457, (D. Brivptz.) — N = Aa, +b, = r (mod Ap +g), where the 
quantities are all integral but not necessarily all positive. Prove (1) that 

aq—b,p =—mr (mod Ap +9), and, if a7 —b,p = Aa, + b, then 

agqg—bap = m'*r (mod Ap +9), 
or, continuing the process, @,7—5,p =+m"r (mod Ap +9), 
according as nis even or odd ; (2) that when r = 0, eventually arq = bp. 
Further, bearing in mind that in (1) m = p, but that 3, is not necessarily 
< A, show (3) that by a process inverse to the above a series of residues 
of N, in respect of successive primes, can be found without division of N 
as a whole. 

14458, (J. A. Turrp, D.Sc.)\—XYZ isa triangle inscribed in ABC 
and having its sides proportional to the medians of ABC. Show that the 
envelope of the circumcircle of XYZ is the Lemorns ellipse of ABO. 


14459. (R. Tucker, M.A.)—PQAR is a conormal circle of a para- 
bola (A being the vertex), and AP, QR cut in p; AQ, RP ing; and 
AR, PQinr. Show that the circle pqr is given by the equation 


2 
ai + y? + 2axr + Ee Hay +4830? = 0. 
p 


Also the orthocentre of pqr is (S,+8)}a, tua; and AAQR = 4Apgr. 
[For notation, &c., cf. Quest. 13730, Reprint, LXIX., p. 67.] 

14460. (R. F. Davis, M.A.)—Given the base of a triangle in magni- 
tude (= 2a) and position, ani also the length (= 4) of the line bisecting 
the vertical angle (vertex to base), prove that the locus of the vertex 
referred to the base as axis of z and a perpendicular to the base through 
its middle point as axis of y is 

(22+ y? + a*)? = 42202 + Pr) Pay’). 

14461. (Rev. W. Atten Wuirwortn, M.A.)—If a straight line be 
divided at random into three parts z, y, z, show that the expectation of 
the volume (y+z) (¢+2z) (x+y) is 14 times the expectation of the 
volume zyz. 

14462. (G. D. Wimson, M.A.)—Prove algebraically that 
baa —1)’ (n—=m)! m! 

zoa es 
b0 2 (n—m— 2b)! bl (m +b)! 
m (277 oy (—1)? (n—m)! m! (2n—2p)! ( zjm 

2 p0 (n—m — 2p)! p! (m+n)! (n—p)! Vy 
where A = 4(n—m) if (n—m) be even, or = §(n—m— 1) if (n—m) be odd. 


gom -2 (3—3)? 


14463. (R. C. ArcuiBaLD, M.A.)—Express the coordinates of any 
point on the cardioid as rational functions of a variable parameter, and 
show that the locus of a point which moves such that the triangle formed 
by joining the points of contact of the tangents drawn therefrom to the 
cardioid is, in general, a curve of the eighth degree. (This theorem is 
due to Professor Zaunapuix. Evidently Quest. 11427 (i.), Reprint, 
Vol. Lví., p. 42, is a special case. ] 

14464, (Epwarp V. Hunrinctron, A.M.)—The angle between the 
rincipal axes of two given concentric ellipses is 90°, and a+ b =a’ +b’. 
how that a line of length a—d’ (or a’—5) sliding between these curves 

envelops an astroid; and that any line rigidly connected with this 
sliding line envelops an involute of an astroid. (Astroid = hypo- 
cycloid of four cusps.) 


14465. (Rev. T. 
Roacu, M.A.) —In a 
parabola, PG, PM, 
PR are perpendicular 
to PT, PX, PA. Find 
the condition that M 


bisects GR. T xX AS N G M R 


14466. (Rev. A. M. Wricox, M.A.)—Four pennies are placed flat 
on a table so that each touches two of the others. Find when the 
space enclosed between them is a maximum or minimum. 


14467. (G. H. Harpy, B.A.)—Prove that 
[ _ {9(=-2)—9(2—)} de = (6-2) {9(@)-9(-»)}, 


rovided each side of the equation represents a determinate quantity. 
educe the values of 
ie cle a ee ea 
iz cosh (z — a) cosh (z — 6)’ Pf sinh (z —a) sinh (z — b) 

14468. (R. P. Paranspye, B.A.)—Show that, if ryz be the rect- 
angular Cartesian, and r, 6, the polar coordinates of a point, and z, y, z,r 
be integers, then the product zyzr is a multiple of 7,200, provided 0 and 
$ have commensurable trigonometrical ratios. [N.B.—The last con- 

ition is necessary ; otherwise the question is not true, e.g., 2? + 2? + 12 = 33, 
but 2.2.1.3 = 12.] (This is a generalization of Quest. 14367.) 

14469. (H. MacCoLrL, B.A.)—Professor Savace’s Quest. 14394 has 
suggested the following :—Given that a is real and positive, and that z 
and y are each taken at random between a and —a, what is the chance 
that (z + y)” is less, and (z+y)"*' greater, thana? Show that there are 
four different answers (including zero) depending on the oddness or even- 
ness of n, and on the numerical limits assigned to a. 


14470. (J. J. Barnivrire, B.A.)—Having «4, -)+t.1 = Sün, prove 
1 1 1 1 /21 
— +—— + —— + ee ae 
that 1+1 4+1 1941 91+1° 6’ 
1 1 1 1 /21 
— + — +t t- tl [I 
i44 4+4 1944 9144 12’ 
1 1 1 1 743/21 
— + — + — + ———_ = — — 
4+5 7+6 31+6 14845 90 ° 
l l l 1 7+2V21 
o 246. 1005 aa a F 
ER ee E ETE S 
2+5 6+5 23+6 110465 14 
Me ty CE. _ v21 
l+1 6—1 2941 139—1 14° 


14471. (Lt.-Col. ALLAN CunnincHam, R.E.)—(Suggested by Quest. 
14445.) (1) Show that 
q7 = 1 (mod p), where z = 27°-* Q = 92, p = Q.4941 = prime. 
(2) Show that 
q7 = l (mod p), where z = 2°*-*, Q = gf, p = Q.16%41 = prime. 


14472, (Rosgrr W. D. Cuarstre.)—It is known that we can form a 
test for a divisor 2" or 6” by cutting off n figures. It is required to 
generalize the process for divisors 3 (2"), 3(5"), 9(2"), 9 (67), 11(2"), 
11 (5"), 37 (2”), 37 (5"), and generally p(2”) or p(5"). 

14473. (W. S. Coonzy.)—Construct the triangle, being given any 
three of the following six points:—the centres of the squares described 
externally and internally on the sides. 

14474, (R. Know1zs.)—Tangents from a point T meet a parabola in 
P, Q; the circle TPQ cuts the parabola again in C, D; the sides PC, QD 
of the quadrilateral PQCD meet in E; the diagonals in G; M is the 
mid-point of EG; MN,, EN,, GN; are drawn at right angles to the axis; 
MN, meets the parabola in K. Prove that KN; = EN,. GN}. 

14475. (A. Grorcz.) — Find, the-mazximum value of’ an isosceles 


84 


THE EDUCATIONAL TIMES. 


[ Feb. 1, 1900. . 


triangle DEF inscribed in an isosceles triangle ABC, D being on BO, 
n inclined at an angle a to BC, where a is less than both }A and 
+ (w—A). 


14476. (Professor E. J. Nanson.)—If 
2 —_— — 

ee SAO o 
a b c 

then s b é 0. 


@— ie" ca” cab 
14477. (C. E. Bickmore, M.A.)—Express as the product of two 
factors, each factor being the sum of two squares, (a?— 4b! + ct)? + (4abe)4, 


14478. (Rev. T. Mircueson, B.A.)—P, Q are the ends of conjugate 
semi-diameters of an ellipse, and a straight line drawn from the intersec- 
tion of the normals at P and Q, through the centre C, meet PQ in S, 
whilst the tangents meet at the point (4, $); show that 


cs = A 
(ath? + eÀ 


14479. (Satutation.)—I is the incentre of the triangle ABC, of which 
A is the greatest angle. P is a point on the incircle, and through P lines 
are drawn parallel to the three sides of the triangle, and meeting the in- 
circle again in Q, R, S respectively. QR, RS being joined, provethat the 
quadrilateral PQRS is a maximum when AIP is a right angle, and find 
its mean area. 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6366. (G. J. Gairritus, M.A.)—Prove that the sum of the squares 
of the reciprocals of all numbers which are not divisible by the square of 
any prime is l5x-?, 


6372. (Rev. J. L. Kircuix, M.A.)—Find the sum of the following 
series, n and / being integers :— 


1+k(n—1)4 k (k—1)(n—1l)n R k (k—1)k—2) (n—1) (n) (n +1) io 
1.2 1.2 1.2.3 1.2.3 

6381. (W. J. C. Mrmzex, B.A.}—A Gunrer’s surveyor’s chain is 
broken at random, at two of the junctures of its links, into three pieces. 
Show that the probability that a triangle can be formed of these picces is 
33; and hence, by a general solution, prove that the chance of being 
able to form a triangle with three random segments of a divided straight 
line is 5° or 4. 

6385. (R. Penptesury, M.A.)—Two triangles circumscribe a para- 
bola, and the two circles which circumscribe the triangles intersect in O 
(not the focus of the parabola). Prove that the conic which passes 
through the six vertices of the triangles also passes through O. 


6387. (R. A. Ronexts, M.A.)—Prove that the inflexional tangents 
of a plane cubic may be arranged in twelve sets of six, each of which 
touches a conic. 

6400. (J. Hammonp, M.A.)—Prove that the surface 

B+y343-—3ryz = 
is one of revolution, and find its axis and the equation of the generating 
curve (referred to its asymptotes as axes). 


ee ee 


NOTICE TO CORRESPONDENTS. 
= is requested that all Mathematical communications should be 
sent to 
D. Brppuz, Esq., Charlton Lodge, Kingston-on-Thames. 
NOTICE.—Vol. LXXI. of the“ Mathematical Reprint” 
1s now ready, and may be had of the Publisher, 
Francis Hopason, 89 Farringdon Street, E.O. Price, 


ta Subscribers, 5s.: to Non-Nubscribers, 6s. 6d. 


THE LONDON MATHEMATICAL SOCIETY. 


Thursday, January llth, 1900.—Lt.-Col. Allan Cunningham, R.E., 
V.P., in the Chair. Ten members present. 

The following members were elected :—Miss Beatrice M. Cave Browne 
Cave, Miss Frances E. Cave Browne Cave, and Mr. H. W. Richmond, 
M.A., Fellow of King’s College, Cambridge. 

Professor Love gave a sketch of a paper by Mr. J. H. Michell, entitled 
“ Elementary Distributions of Plane Stress.” 

Lt.-Col. Cunningham (Mr. Kempe in the Chair) communicated a pre- 
liminary sketch of a ‘‘ General Method of Factorization of Biquadratics,’’ 
with special application to quartans, N = 24+ y'. 

The following papers were communicated in abstract, viz. :— 

“ A Problem in Resonance, illustrative of the Mechanical Theory of 
Selective Absorption of Light,” Professor H. Lamb. 

‘“ An Abstract Simple Group of Order 25920,’’ Dr. L. E. Dickson. 


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Feb. 1, 1900. ] THE EDUCATIONAL TIMES. 87 


Recent Results. 


“A VERY WONDERFUL TRIUMPH.” 


JACKSON'S SYSTEM OF UPRIGHT PENMANSHIP 


IN RELATION TO 


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ve recent Competition instituted by the proprietors of “ Great Thoughts °—the results of which have just been 
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and unapproached superiority of Upright Penmanship. The fact that this Competition was open to all without favour or 
distinction, and that it was absolutely independent in its character, only emphasizes the contrast and enhances the success 
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SIX PRIZES were offered to those girls and boys who produced the best written transcriptions of a prose passage 
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of adjudication was a most difficult one. Five out of the six First Prize Winners come from as many different schools, and 
EVERY ONE OF THOSE SCHOOLS adopted the Jackson System of Upright Penmanship many years ago, with 
the most gratifying results. The Winning Schools, as given in “ Great Thoughts,” are here subjoined, together with their 
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lst PrRizE—NELLIE PLATT, age 8, 
SIR JOSIAH MASON’S ORPHANAGE, BIRMINGHAM. 


(This School is the Grand Silver Challenge Shield-Holder for 1899-1900, and Winner of 173 Prizes and 166 Certificates of Merit in Jackson’s 
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lsr Prize—DAVID WIGGINS, age 12. 
SEAHAM HARBOUR NATIONAL SCHOOL. 


(This School was the Grand Silver Challenge Shield-Holder for 1897-8, and Winner of 503 Prizes and 263 Certificates of Merit in Jackson’s 
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2ND PrizeE—LILLIE TYRER, age 12. 
NORMA SCHOOL, WATERLOO, LIVERPOOL. 


(This School was the Grand Silver Challenge Shield-Holder for 1898-9, and Winner of 162 Prizes and 72 Certificates of Merit in Jackson's 
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2np Prize—H. H. SMILES, age 10.) 
SOUTH HETTON BOYS’ SCHOOL. 
(This School has been the Winner of 100 Prizes and 313 Certificates of Merit in Jackson’s Imperial Competitions since 14891—Nine years.) 


8RD PrRizE—WINNIE CLARIDGE, age 6. 
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The only other (3rd) Prize Winner, & boy, had been taught on the sloping style, and was 13 years of age. 


The above-named Schools also secured 61 out of the 247 Certificates of Merit—more than one-fifth of the entire number awarded. 


For Prospectus, Prise List, Specimen Books, and all partioulars of Jackson’s System of Upright Penmanship, 
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88 THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


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Feb. 1, 1900.] 


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Taa ae 
AER UE E» 
i : `A TLA 


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89 


MESSRS. BELLS NEW 


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NOW READY. 
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9() THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


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9i 


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92 THE EDUCATIONAL TIMES. 


(Feb. 1, 1900. 


CAMBRIDGE UNIVERSITY PRESS. 


COLLEGE OF PRECEPTORS’ EXAMINATIONS, JULY AND DECEMBER, 1900. 


THE PITT PRESS SHAKESPEARE FOR SCHOOLS. 


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Guardian, — Mr. Verity is an almost ideal editor of school texts.” | 


As You Like It. 1s.6d. With Introduction, Notes, Glossary, and 
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and on the date and sources of the play. All of these aids evince patient research, 
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CAMBRIDGE MILTON FOR SCHOOLS. 


Guardian,— This edition will, we feel sure, long continue to be the standard 
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Paradise Lost. Books III. and IV. Edited, with Introduction 
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PITT PRESS SERIES. 


AUTHOR, WORK. EDITOR. PRICE 
Macaulay........... Lays of Ancient Rome (with s. d. 
Ivry and The Armada) ......... J. H. Flather............ 1 6 


School World.—“ In thorough keeping with the other volumes of this series, an 
evidence of patient labour, and no mean tribute to Macaulay himself... . The 
notes are brief and pointed, and two useful maps are appended, The introduction 
is brief, but exceedingly well done.” 

Scott oo... Marmion iosysisevaseeusedawteriass eee J. H. B. Masterman.. 2 6 

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Bcott ow, Lay of the Last Minstrel ......... J. H. Flather............ 2 0 

G Walt mal It is one of the very best edited school-texts ever placed before the 
publie.” 


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(Subject, Book V) oane. A. G. Peskett ............ 1 6 
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Cicero.................. De Seneetute aer J. S. Reid... oo. . 3 6 
Horace ............... Odes, Book TIT... ee. De GOW erasers eeu 2 0 
Livy... Book XXIL aea M.S. Dimsdale ......... 2 6 
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Euripides ......... Medea areren C. E. S. Headlam.... 2 6 
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Xenophon ......... Anabasis, Books III. and V....... A. Pretor... each 2 0 


ANEW FRENCH VERSE READER. 


A Primer of Prench Verse for Upper Forms. Edited by 
FREDERIC SPENCER, Professor of the French Language and Literature in the 
University College of North Wales; formerly Chief Master of the Modern Side 
in the Leys School, Cambridge. 3s. 

Guardian. —“ A really valuable contribution to the list of French school books.” 

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isa book to which he ean always turn again with pleasure.” 

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Only the English teacher can make a selection of French verses which will appeal to 
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| Sehools and Training Colleges. The Editions in the Cambridge Series for Schools 


—— 
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| 
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ENGLISH GRAMMAR. 
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Academy.—" A tirst-rate book.” 

Educational Tines. We hope that this book will find its way into the hands 
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CAMBRIDGE SERIES FOR SCHOOLS AND TRAINING COLLEGES. 


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Specially suited for candidates for Queen's Scholarship Examinations, 
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July, 1900. 


A Short History of the Expansion of the British Empire, 
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Geometrical Drawing, With Notes and Examples. Part I. 
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_ Part [. contains Plane Geometrical Drawing and Solid Geometry so far as it is 
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The Formation of Character: some Educational Aspects of 
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University College, Liverpool. [Nearly Ready. 

Outlines of the History of the English Language. By T.N. 


TOLLER. late Fellow of Christ’s College, Cambridge; Professor of English in the 
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London: C. J. CLAY & SONS, Cambridge University Press Warehouse, Ave Maria.Lane, 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


93 


CLASS LIST 


OF PUPILS WHO HAVE PASSED 


THE CHRISTMAS EXAMINATION OF 


THE COLLEGE OF PRECEPTORS. 


(Throughout the following List, 


bracketing of names implies equality.) 


PRIZES. 


General Proficiency. 
Mr. Heys, Elinfield College, York. 


Misses Sell and Harry, Gartlet, Watford. 


Miss Bowen, Red Maids’ School, Bristol. 
Mr. Oakes, Oakes Institute, Walton, Liverpool. 
Classics. 


Mr. Hevs, Elmfleld College, York. 
Private tuition, 


Mathematics. 


. Quine, A. F. 
(Ishister Prize.) 

~ Dunham, Miss A. G. 
(Pinches Prize.) 

. Fry. Miss B. 

; Inkster, R. L. 


AG N me 


. Quine, A. E. 
. Charles, Miss D. S 


N 


l. Inkster, R. L. Mr. Oakes, Oakes Institute, Walton, Liverpool. 
2. Evans, W. D. Mr. Rider, Devonport High School, 


English Suljects.* 


Mr. Bayley, Wellington College, Salop. 
f Dunham, Miss A. G. Misses Sell and Harry, Gartlet, W ntford. 
Howell, H. F. Mr. Bayley, W ellington College, Salop. 


* Lady Gwendo'en Onslow, Private tuition, was disqualitied for the First Prize 


1. Steward, G. E. 


English ‘Subjects in consequence of being ov er 18 years of age at the commencement of 


the Examination. 


Modern Foreign Lanquages.* 
Mr. Hawe, High School for Boys, Croydon, 
Mr. Richards, Stoke New ington Grammar School, 


1. Charles, L. 8. 
2. Richards, A. H. 


Natural Sciences. 
Mr. Heys, Elintield College, York. 
Mr. Heys, Elinticld College, York. 


1. Quine, A. E. 
2. Holden, J. 
Taylor-Jones Prize for Scripture History, 

Miss Holgate, Guelph College, Clevedon, 


Pitman Medals for Shorthand.t 
Mr. Rider, Devonport High School. 


Wallis, Miss E. H. 


Evans, W. D. 
(Nilver Medal.) 

(Faulkner, P. L. 

ee raight, BW. 
(Bronze Medals.) 


* Lady Gwendolen Onslow, Private tuition, was disqualitied for the First Prize for 
Modern Foreign Languages, and Miss I. Y. Craig, Manchester High School for Girls, 
was disquatitied for the Second Prize for Modern Languages, in consequence of being 
over 18 years of age at the commencement. of the Examination. 

tA. S. Hurst, Private tuition, was disqualitied for the Silver Medal for Shorthand 
in conseqnence of being over 18 years of aze at the commencement of the Examination. 


Mr, Cusack, the Cusack Institute, Moorfields. 
Mr. Nixon, High School, Romford. 


for 


List of the Candidates who were FIRST and SECOND in each Subject of Examination. 


Scripture History. 
1, Wallis, Miss E. H. Miss Holgate, 


Clevedon, 


Guelph College, | 1. Inkster, R. L. 


Mechanics. 


Electricity and Magnetism, 


1. Roberts, H. E. U. 
2. Turpin, J. A. 


Mr. Oakes, Onkes Institute, 


> : Private tuition, 
Walton, Liverpool, f 


Mr. Parlett, St. James'Collegiate 


Dunham, Miss A.G. Misses Sell and Harry, Gartlet, | 2. Atherton, J. H. Mr. Oakes, Oakes Institute, School, Jersey 
, ; Watford. on Walton, Liverpool, , ve 
Fry, Miss B. w PN en Red Maids‘ School, Hook-keeping. Chemistry. 
Meredith, L. P. Mr. Goftin, Westminster City England, C. Mr. Thickpenny, Breydon}1, Quine, A. E. Mr. Heys, Elmffeld College, York, 
: School, S.W. 1. e ; Honse, Bourne mouth, 2. Steward, G, E. Mr. Bayley, Wellington College, 
| Southwell, Miss Miss Mingworth, Trafalgar Wmight, B. W. Mr. Nixon, High School, Salop. 
1 A.B. Square School, Scarborough, Romford 
Stutehbury, MissM. M Welington, Latics’ College, Desisnsidian: Natural History. 
Tuke. Miss B Misses ete a Wintersdorf, 1. Macmillan, D. Mr. Ashby, Sidcot School, |1. Savage, G. H. Mr. Hooson, Bourne College, 
’ ° Birkdale, Southport. , Winscombe. nrn, Birmingham. 
, 2. Bailey, J. B. Mr. Onkes, Oakes Institute, ]2. Quine, A. E. Mr. Heys, Elintield College, York. 
English Language. Walton, Liverpool. 
1, Steward, G. B. Mr, Bayley, Wellington College, Tesnek Drawing. 
. E: i : 1. Phillips, W. J. Mr. Hooson, Bourne College, 
Dunham, Miss A. G. Misses Sell and Harry, Gartlet, | 1. Pa aca J. H. tes ie eek Quinton, Birmingham, 
2. Watford, mpied, §. r. Parlett, St. James’ Collegiate PEAS z 
Kenyon, H. L, Mr Walnisleys GrammarSchool School, Jersey. Ainsworth, Miss Mrs, Clark, Stainsbridge College, 
, Eccles, ; Craig, Miss I. Y. Miss Burstall, Manchester High Malmesbury, 
English History. s Onslow, Lady 
Cox, S. W. C. Mr. Te Sueur, Grammar School, Gwendolen 
Gillingham., Turpin, J. A. 
1. | Fry, Miss B. Miss Bowen, Red Maids’ School, 
Savage, G. H Mr. Hooson, Bourne Coll 
Savage, G. H. r. Hooson, urne ege, , 
Quinton, Birmingham. 1. Hohl, Miss M. E. 
Geography. 2. Welham, J. B. 
Dunham, Miss A.G. Misses Sell and Harry, Gartlet, 
Watford. 1. es: Tanay 
1. | Jones, R. N. Mr. Bayley, Wellington College, iwendolen 
Salop $ J i 2. Scaramooci, N. U. 


yp. 
Stroud, Miss V. B. Mrs. Barnet and Miss Mayoss, 
Alexandra Coll. Southampton, 


Arithmetic. 


1, Lammin, Miss F. L. 
1. Cox, S. W. C. Mr. Le Sueur, Grammar School, 
Gillingham. 2. Lammin, Miss §. L. 
Fennings, H. G. Mr. Pulling, Salway College, 
Leytonstone. 
2. | Goldberg, J. Mr. Berkowitz, Tivoli House 


School, Gravesend, 
Mr. Heys, Elmtield College, York. 


Algebra. 


Quine, A. E. 
Wilson, S. R. 


Quine, A. E. 


L. W. 
School for Girls. Crantield, Miss E. E. 


Mrs. and Miss Lloyd, Slepe Hall, 
Private tuition. 


St. Ives, Hunts. 


2. | Hayward, Miss H. Mrs. Yarrow, Elerker College, 
Parlett, St. J Richmond Hull. 
a ati Jersey, ‘Colgate Howell, H. F. Mr. Miyley, Wellington College, 
Salop. 
German. Rood, F. S. Private tuition. 
Private tuition, Walker, Miss C. A. Miss Burstall, Manchester High 
Private tuition, School for Girls, 
Italian. . 
Private tuition, : Music. 
1. Keer, Miss C. M. Misses Harrington and Miss 


Mr. Borland, Victoria College, 
Buckingham Palace Road, 


Spanish. 

Misses Thomson and Spragge, 
Mecklenburg House, Putney. 

Misses Thomson and Spragge, 
Mecklenburg House, Putney. 


Latin. 
Mr. Heys, Elmfield College, 


York. 
Mr. Fulford, Grammar School, 


Boobbyer, Lonsdale House 
School, Norwich, 

Misses Beard, Oxford College, 
Clacton-on-Sea, 

Miss Holgate, Guelph College, 
Clevedon, 
Mrs. Walter, Welland Hall 

College, Spalding. 


Austin, Miss A. C. 
Gates, Miss E. D. 


E 


Leaper, Miss M. 


Political Economy. 


. Bromley, Miss E.R.S. Misses Thomson and Spragee, 
Mecklenburg House, Putney. 


pas 


ee ee A ok Penistone. Alcock, Miss E., M. Miss Theedaim, Haddo and 
. Cox, S. W. C. h a Aa : rales Grammar School, Ai 2 oan K ollegiate School, 
, THAN ham, reek, ° 'rDoroug 
A ‘Davies, G. MacD. Mi mt wae School for 1. Charles, L. 8. Mr. Hawe, High School for Boys, Dunham, Miss A. G. Misses Sell and Harry, Gartlet, 
- r m oys ras M eee Croydon. Watford, 
enner, d. a g hool, | 2, Quine, A. E. Mr. Heys, Elmfield College, York. Shorthand. 
` ortha 
Euclid. Hebrew. 1, Hurst, A. 8 Private tuition. 
1. Jackson, W. B. Mi pay ley, Wellington College, | 1. Goldberg, J. urA Te e T a House | 2° Evans, W. D. Mr. Rider, Devonport High 
NILIOD Be ie . 
Fry, Miss B. Miss Bowen, Red Maids’ School, | 2 Trapowski, G. Mr. Berkowitz, Tivoli House School, 
Quine, A. E Mr Hove Elmfield College. York. Rono ee freee ORI 
, A. E. eys, e : ; . , ' ; 
2. Sinith, A. D. Mr. rnes - LAW Purse Sound, Light, and Heat. l 1. Rush, Miss E. W. Misses Harrington and Miss 
Grammar School, Cambridge, 1. Inkster, R. L. Mis Tiec, Cata Institute, P a House 
Turpin, J. A. Mr. Parlett, St. James’ C ate alton, Liverpool, School, Norwich, 
si a Sclicol: Soe ESURU Dunham, Miss A.G. Misses Sell and Harry, Gartlet, Goodman, MissM. E. Miss Holines, Queen’s College 
. Watford, for Girls, South Hampstead. 
Trigonometry. , 2 Oakes, C. Mr. Onkes, Oakes Institute, | 2. | Hinley, Miss E. F. MissJohnston, Raleigh Memorial 
1. Inkster, R. L. Mr. Oakes, Oakes Institute, j^ Walton, Liverpool. School, Stoke Newington, 
Walton, Liverpool, Tobin, J. A. Private tuition. Stroud, Miss V. BO Mrs. Barnes and Miss Mavoss, 
2. Evans, W. D. M i Rider, Devonport High Wilson, 8S. R. Mr. Fulford, Grammar School, Alexandta) College, South- 
1001, : 


u Penistone, ainpton, 


94 


THE EDUCATIONAL TIMES. 


[Feb. 1. 1900. 


a. = Arithmetic. e. 
al. æ Algebra. | el. 
b. = Botany. eu. 
bk, = Bookkeeping. J. 
ch, = Chemistry. IA 


d. = Drawing. 
do. = Domestice Economy. 


yeo. = 


GENERAL CLASS LIST—BOYS. 


N.B.—The small italic tetters denote that the Candidate to whose name they are attached was distinguished in the following subjects respectively :— 


English. ge. = German. 
Electricity. gr. = Greek. 

Euclid. h. = History. 
Freneh. he. = Hebrew, 
Geography, i = Italian. 


Geology. lL = Latin. 


m. = Mechanics. s. = Scripture. 
ms, = Mensuration. sd. = Sound, Light, and Heat. 
| mu. = Music. sk. = Shorthand. 
nh. = Natural History. sp. = Spanish. 
| p. = Political Economy. tr. = Trigonometry. 
ph. = Physiology. w. = Welsh. 


z = Zoology. 


The small figures} and? prefixed to names in the Second and Third Class Lists denote that the Candidates were entered for the First and Second Classes respectively. 


In the addresses, Acad. = Academy, C. or Coll. = College, Coll. S. = Collegiate School, Comm. = Commercial, End. = Endowed, Found. = Foundation, H. = House, 
Inst. = Institute, Int. = International, Inter. = Intermediate, Prep. = Preparatory, 8. = School, Tech. = Technical, Univ, = University. 


First Class.—Honours Division. 


Quine, A.E. se.hureudl.ch.ph.sh. 

Ebhumntield Coll., York 

Inkster, R.L. a.al.tram.sd. 

Oakes Inst., Walton, Liverpool 

Smith, A.D. s.ew.el.ch.sh. 

Perse Gram, 8., Cambridge 

Jackson, W.B. eu.ms.ch. 

Wellington Coll., Salop 

Charles, L.S. f.l.gr.sh. 

High S. for Boys, Croydon 

Stewart,G.E. e.al.ch. 

Wellington Coll., Salop 

Jones, R.N. g. Wellington Coll., Salop 
Kenner, J. a.al.bk.ms. Hizh S., Brentwood 
Evans, W.D. fsh. Devonport High 5. 
Turner, A.C. nsf. se. 

Collett H., Bournemouth 
Wilson,S.R. Lsd.ch. Gram. S., Penistone 
Hawkius,T.J. f. Wellington Coll., Salop 
Oakes,C. ms.sd.ch. 

Oakes Inst., Walton, Liverpool 
Ozden, W. ms. Gram. S., Penistone 
Holden, T. hkrh. Elintield Coll., York 
Richards, A.H. Stoke Newington Gram. S. 
Beckett, J. s.e.h.bk.mi.z. 

Westminster City 8. 
Cox,S. W.C. h.a.al.ch. Gram.S. Gillingham 
Davies,G.MacD. el. ms. 

l High S. for Boys, Croydon 
Stone,G. me. Friends’ S., Saffron Walden 
Goldberg, J. sa.hk.he. Tivoli H.,Gravesend 
Macnaught, D.D. Grafton H., Manchester 
Savage,G.H. s.h.uro. 

Bourne Coll., Quinton, Birmingham 
Yarnall,C.W. sd. Collett H., Bournem’'th 
Butler, J.N. Sidcot S., Winscombe 
Wraight, B.W. bk.sh. High 5S., Romford 
Macmillan, D. ms.d. Sideot S., Winscombe 
Turpin, J.A. ew, St. James’ Coll. N., Jersey 
Jones,C.J.H. Elintield Coll., York 


Rendell, E. Wilsford H., Devizes 
Meredith, L.P. 8. Westminster City 8. 
Ward, H.G. Friends’ S., Penketh 


Ebntield Coll., York 
Burner, L.H. Portsmouth Gram. S. 
Whittle, R. Elinfield Coll., York 
Atherton,J.H. m.ms. sed. 

Oakes Inst., Walton, L'pool 
Sterne, H.H. E. Anglian S.,Bury St. Ed's 
Eas: Eimfield Coll., York 


Leese,J. 8. 


Bartlett, A.G. D. f.d. Private tuition 
Trapowski,G. he. = Tivoli H., Gravesend 
LTucker,T. K.sd. Portland Gram.sS.,Plym’th 
Jobling, E. Lucton S., Herefords, 
Evans,R.H.B. Oakes Inst., Walton, L’pool 


First Class.—Pass Division. 


Kenyon, H.L, e. Gram. 8., Eccles 
Smailes, A. St. Martin’s Gr. S., Scarboro’ 


(Potter,A.J. Stoke Newington Gram. S. 
(Ray. F.C. al. Private tuition 
Cox,C. D. Gram. S., Shoreham 
Nixon, W.A. High S., Romford 
(Fleming, W. Friends’ S., Penketh 


Hickiny,J.B. ge. Chaloner'’s S., Braunton 
Salisbury, A.G. ch. 

Kingsholine S., Weston-s.-Mare 
Tobin,J.A. sd. Private tuition 
Harris, W.M. Clyde H., Hereford 
Horsman, W. ms. Boys’Middle S.,Tiverton 
Betbeder, J.F. f. Selhurst Park Coll., S.E. 
Smith, H.F. a Gram. S., Shoreham 
Wright,G. E. Brighton Gram. S. 
McDonald, R. bk. 

Portland Gram. S8., Plymouth 
Williams,A.E. bk. 
Stoke Newington Gram. S. 
(Dannatt, P.H. Alresford H., Margate 
Howard, H.S. E. Anglian S., Bury St. Eds 
Phillips, W.J. d. BourneC. Quinton, B'ham 
Carr, W. Elmfield Coll., York 
Husbands, F.A. Private tuition 
LUSpear, T.H. s. E. Cornwall Coll., Liskeard 
Fanlkner,J.E. Stretford Comm. S. 
Smith,G. ch. Oakes Inst., Walton, L'pool 
Nicholls, H.W, fil. Kelly Coll., Tavistock 
Faulkuer,P.L. sh. 
The Cusack Inst., Moorfields 
Bush, E. P.D. Wilstord H., Devizes 
sting s. Farnworth Gram. 8., Bolten 
Whitehouse, E. Wellington Coll., Salop 
Eddowes, W.R. me. ~ Leek Grain. 8. 
Bickerstatle,T.G, sh. 
Stourwood C., Southbourne, Hants 


Goodman, H.T. Halesowen S., nr. B ham 
Nichol!s,G.H. Stoke Newington Gram, S. 
(Bailey J.B.oms. OakesInst., Walton, L'’pool 
| Fitzmaurice, W. H. Chaloner'sS. Braunton 
| Gall. H. ch. d. Private tuition 
Tudball,T.B.D. s. Castle Hill S., Ealing 
f Bartholomew, E.E. , 
i Holme Wood Coll., Up. Tulse Hill 
| Croisdale, P. D. High S., Brentwood 
LSonthwell.O. Gram. S., Spalding 
( Hacyuoil, G.de la P. af. 
| Gram. S., Gillingham 
| King, W. St. Joseph's Coll., Dentuark Hill 
(Rolls, F.H. St.John's Coll. Green Lanes, N. 
Harland, H.J. Brighton Grain. S. 
Jenner. L.W. Brighton Gram. 8. 
Jones, J.T. High S., Brent wood 
Samways, E.R. a. Gram. S., Gillingham 
Shovelton. W. Kingswood N., Bath 
(Bassett H.W. High S., Romford 
| Brooks, W.J. Lowestoft Coll. 
( French, E.M. Elintield Coll., York 
Swain, A.M. St. John’s C., Green Lanes, N. 
f Booth, F. St. Martin's Gram. S., Searboro’ 
LLeGallais,G. Victoria College, Jersey 
fBlampied,S. f- St. James’ Coll. S., Jersey 
| Chase, H.P. Lucton S., Herefordshire 
| Houghton, W.C. Private tuition 
| Johnson, A.R. Richmond H., Handsworth 
Henson,S. Boys' Middle S., Tiverton 
rCothay, F.H. Argyle S., Sunderland 
UHiscoek, H.W. Northgate S., Winchester 
Tomlin, H. ch. Private tuition 
(Ainsworth, A. W. 


| Milton Abhas S., Blandford 
(Skelt, R. Boys’ Middle S., Tiverton 
Leetham, H.M. Thanet Coll., Margate 


Matthewman,T.H. 
Oakes Inst., Walton, Liverpool 
Foster, R.C. bk. Loughton S. 
Gardner, R.P. 
St. John’s Roy. Latin S., Buckingham 
Haines, S.G. 

Winchester H., Redland Rd., Bristol 
Gruchy,C. J. Gram. 8., Gillingham 
Johnson, J. Southport Modern S. 

(Gerrard, H.K. Oakes Inst., Walton, L'pool 
LJenne,H.H. bk J. High S. for Boys,Jersey 
Cornwell, S.W. 
í Winchester H., Redland Rd., Bristol 
Ehrensperger, H.R. 
Boys’ Coll. S., Aldershot 
Ponntney, R.P. High S., bron Bridge, Salop 
Seabrook, H.S. 
Waltham Coll., Walthain Cross 
Willcox,C.L.T. f. 
Hazeleroft, Weston-s.-Mare 
faunas B. 


Apsley S., Kingsdown, Bristol 
| Higson, W.D. 
Martin, H. Polytechnic Inter. S., W. 
(Charnock, E. f. Hindley & Abram Gram. 8. 
l Leach, W.W. Holly Bank S. Cheetham Hill 
(Bailey, T.H. Kingswood S., Bath 
UWhyte, D.S. Maida Vale S., W. 

Hobbs, W. s. Boys’ Middle S., Tiverton 
f Coupland, C.G. bk, Gram. S., Sherehaim 
| Harris,C. P. ms. Kingswood S., Bath 
LSawyer,H.8. 9 Northgate S., Winchester 

Fennings, H.G.a.SalwayColl., Leytonstone 


Rogers, A.8.8.  Lucton S., Herefordshire 
Slee, A.H. Chaloner’s S., Braunton 
Blurton,C. Alresford H., Margate 


Vevers,O.H. Private tuition 
(Belsham, H. A.C. sh. High S., Romford 
UWilliams,S. High S. for Boys, Croydon 

Hal, E.W. Northgate S., Winchester 

Watson, W.R. Oakes Inst., Walton, L' pool 

Diekinson,G. H. Balham S. 
(Dunean, E. B. King's College S., Wimbledon 

Messervy, F.G. Northgate S.. Winchester 
Wright, H. Brighton Gram. &. 
(Hillman, HAM. Highs. for Boys,Crovdon 
| Jarvis, H.G. Gram. S., Newton Abbot 
| Wricht, A.H. Halesowen S., nr. Bohain 

Etherington, B.C. Thanet C., Margate 

Horrod,G.W.T. Polytechnic Inter. S., W. 

Shirlaw. L.A.  Lueton S., Herefordshire 

Robins, F.W. Boys’ Coll. 8., Aldershot 

Brown, H.W. New Coll., Margate 

Scorer, F. Barton S., Wisbech 

Crane, H. Hillmartin C., Camden Rd., N.W. 

Scott, S.E. Kingswood S., Bath 

Kemsley, D. Loughton S. 
(Archer, F. Private tuition 


Private tuition |- 


' Clare,C.G. 

| Ihekman,T. D. 

Pave E.R. 
Weller, R.D. 


Douglas S., Cheltenham 
Private tuition 

Stoke Newington Gram. N. 
Bedford Gram. 8. 


Second Ciass.—1st Division. 


1Howell, H.F. h.ms.ph.d. 
Wellington Coll., Salop 
Williams, W.A. me. Wilstord H., Devizes 
‘Davis, W.J. .dOakeslust., Walton, L'pool 
Raymont, F.R. aleh. 
Ashville Coll., Hurrogate 
1Proudlock,O. M. 
Perse Gram. S., Cambridge 
f Mav, S.G.W. g.a.ch. Raleigh Coll., Brixton 
| Walton, A.J. a.m.sd.el. 
L Blenheim H.. Richmond Hill 
(Nunnerley,T. B. a. Wellington Coll., Salop 
LOwen S.J. malal. Wellington Coll., Salop 
Brown. H. a.al. Northgate S., Winchester 
Sturges, E. Lal. fch. WellingtonColl. Salop 
Jones,C. B. a.al fick Private tuition 
Kirkby.W. fI.ch. Ashburne Gram. S. 
Barlow, T.M. aal fich. 
Wellington Coll., Salop 
Andersom, A.C. aal. Private tuition 
Bennell, H. L. h.q.ge.YermontColl., Clapton 
Phillips. A.B. al. Wellington Coll., Salop 
Bussey, L.E. g.d. Raleigh Coll., Brixton 
| Procter, E.A. fad. Wellington Coll., Salop 
i Reeve, W. al Private tution 
| Smith, T.D. fch. Ashburne Gram. 8. 
| Tucker, E.E.G. gaal. 
U E. Devon County S., Sampferd Peverell 
OStapleton,A.L. Friends’s. Saffron Walden 
Wheater,S. af Scarborough Gram. 8. 
('Bridye,T.E. St. Bede's Coll., Hornsea 
| Reed, R.B. far. Private tuition 
| Roberts. HLE.U. el.ch. Private tuition 
L Wood, W.H. AL Ashburne Gram. S. 
Edmunds,C.T. h.f. Private tuition 
Bayley. H.A. L. f.sh.WellingtonCol. ,Salop 
Brvan,C. W.G. L Private tuition 
| Painter,G. a.al.ch.d. Trowbridge High S. 
(Le Cornu, J.P. f. Oxenford H., Jersey 
| Pepper, J.E. q.c.alf. 
L St. Martin's Gram. S., Searhoro’ 
Luce,G.P. f. Oxenford H., Jersey 
(ao TIA. q.a.sh, Mercers’ S., E.C. 
England,C. æ bkd. 
Breydon H., Bournemouth 
Polytechnic Inter. S., W. 
Devonport High N. 
Private tuition 
Brighton Gram. 8. 


| Holloway, H. 
| Rollin,S. a.al. 
(Wilkinson, W.J. 
Blake, P.C. a.f. 
Pollard, A.E. a.al. f.d. 
Esplanade H., Southsea 
Gibling, T.W. a. 
St. John's Royal Latin S., Buckingham 
r Barlow, W.G. a.d. Blue Coat S., Reading 
LSinelair.J.M. af. Cliftonville C., Margate 
(Clarke, E. al. Wellington Coll., Salop 
| Hunt. H. f. Univ. 8., Southport 
| Neill, W.A.H. Oxenford H., Jersey 
(West, F.T. Gravesend Modern 8. 
Brigham, W.F. a.ch.d. 
| St. Martin's Grain. S., Searboro' 
Dawson, R.D. emch. Private tuition 
f Bodkin,P.A. ch. Private tuition 
Livingston. H.D.al. Gram.8., BoveyTracey 
f Morris, W.O. Northgate S., Winchester 
LRobbins.C. a.alehd. Trowbridge High 8. 
r Brace, C.C.C. a.l. Vermont Coll., Clapton 
Hamilton, G.W. 
Oakes Inst., Walton, Liverpool 
| Parkinson, J. ech. 
Lancaster Coll., Morecambe 
| Rodgers, N.P. e.n, 
| Montrose Coll., Brixton Hill 
Sooby,G.G. 

Paragon H., Bracondale, Norwich 
Stubbs, J.R. f. Wellington Coll., Salop 
| Umpleby, F.E. Ashville C., Harrogate 
(Walker, R. ach. Lancaster C., Morecambe 
f Brown, F.J. Central Found. S., E.C. 
| Middleton, H. a.ch. Earls Colne Gram. 8. 
| Nicholson, A.W. J. 

St. Martin's Gram. S., Scarboro’ 

Price, T.B. Wellington Coll., Salop 
Rolfe,C. B. aol.eh. 

Perse Gram. S., Cambridge 

Swavne, R.W. bk. Private tuition 

| Wells, W.D. ad. Mereers’ S., E.C. 

( Beeby,C.A. ch. Ashburne Gram.. 8S 


} Rluemel,C.S. New Coll., Maryate 
| Canning, F.V. aal. Blue Coat S., Reading 
LGIbbs,S. R. s.e.gr. Private tuition 
(Eilen, F.H. a. Wilsford H., Devizes 
Lee, W. fch. Ashburne Gram. S. 
OChippindale,C, Elmfield Coll., York 
| Conpe, S.H. ph. Gram. S., Altrincham 
t Dutton.G.F. d. Ashville Coll., Harrogate 
| Gair,C. J.D. ch. Elmtield Coll., York 
UIGnzel A. f. Battersea Polytechnic 
a BSG. ad sh, 
Blue Coat S., Reading 
| Chinery, L.F. d. Mercers' S., E.C. 
Godwin, R.S. a. Gram. S., Gillinghain 
Nichols, W.T. a. Sideot S., Winscombe 
Proud, R.S. High S., Brent wood 
Scott, H.L a al f.ge. 


Broadgate S., Nottingham 
LWelham,J.B. ge. Private tuition 
(Carter, W. fid. Friends’ S., Penketh 

Davis, A.H. d. Private tuition 
Martin, W.A. Handel Coll., Southampton 
í Corney, W.E. Brunswick H., Maidstone 
| Maides, W.F. a.d. Grain. S., Shoreham 
t McMahon,G. fick, Birkenhead Inst. 
| Piquet,C.J. f. Oxenford H., Jersey 
Shackleton,C.F. a. al. 
Whitworth S., Derby 
(Stewart. J. a. Oakes Inst., Walton, L'pool 
r Brewer, H.R. a.d. Epsom Coll. 
| Despointes, A.L.J. f. 

Cliftonville Coll., Margate 
| Dickinson, T.S. Ashville Coll., Harrogate 
| King, N.A. Ealing Gram. 8S. 

Pearee,L.H. d. Bovs’ Coll. S., Aldershot 
Read,G.L.g.a. Friends’ S., Saffron Walden 
| Robey,G.L. a.al. Camden Rd. Coll. S., N. 
Treharne, E.G., al.m.ch. Private tuition 
(Billington, F.H. Wellington Coll., Salop 
| Bruce, O. Private tuition 
lL Phillips,C.W. d. Wellington Coll., Salop 
Alcorta, M. sp. Clyde H., Hereford 
Anderson,G.8. a.al. Bracknell Coll., Berks 
| Brown,J.P. a.f.ch. Birkenhead Inst. 
| Evans,D.G. qg.a.al. Kingswood S., Bath 
| Green,G.G, a. High 8. for Boys, Croydon 
| Ibbetson, T.H. Manor H., Clapham 
| Myatt, P.E. a. Leek Gram. S. 
ea Newcastle Modern S. 
Reid, W. ge. Stoke Newington Gram. S. 
(Comer, D.W. Saham Coll., Watton 
Day, H.H. Windsor Hr.-Grade S. 
Mellard,R.W. a. Weliington Coll., Salop 
(Brooks, H. q.ch. Earls Colne Grain. S. 
| Hobbs, J.E. aal. Woodlfonl C.,S. Wood ford 
LOckenden,S. a. Central Found. S., E.C. 
Bomford, L.A. Cliftonville Coll., Margate 
Copland, J. fi Private tuition 
| Cowley, H.R. Gram. S., Romford 
| Donbavand,T. a.f. 

St. Martin’s Gram. 8., Scarboro’ 
Fitzgerald ,J.H. d. 

Parkdene and Poyntington 8. 
| Humphry,H.W. a.d. 

Breydon H., Bournemouth 
! Lindsey, H. ge. High 8., Romford 
| Parkinson, G.S. Bath Coll, 

Svkes,A. A Pannal Ash Coll., Harrogate 
Welling Sige. 

Waltham Coll., Waltham Cross 
Burronchs,G.H. ch. Birkenhead Inst. 
Lake, F.W. c.el.ch. 

| Oakes Inst., Walton, Liverpool 
Kinnersley C.J. 
i Winchester H., Redland Rd., Bristol 
(Aris,G.F. Marlborough Coll., Tue Brook 
| Letehford,C. P. a. Tenterden 8. 
| MacPherson, W. R.C. TauntonH., Brighton 
| MeDonagh, R.C. P. Private tuition 
| Rimmer, F. Oakes Inst., Walton, L'pool 
LTaylor,C. H. Private tuition 
r Burrage,C.C.W. f. St. Paul's S., W. 
| Calthrop, E.S. ch. Lynton H., Witney 
| Logan, W.H. Leamington Coll. 8. 
| Marshall,C. H. Dulwich Coll, 
| MeCloughin, B.G. Private tuition 
| Fetzsche, R.A. Age. Mereers’ S., E.C. 
| Reaman,C. d. E. Anglian S., Bury St. Ed's 
Scott, N.bk.d. OsborneHighS., W.Hartlep'l 
| Simpson,T.H. a.al. Kingswood S., Bath 


| Smith, H M. Ashburne Grain. 8, 


TSutch, H. Vermont Coll., Clapton 
pod A. HL, f: Knowsley, Torquay 
Austin, J.S. f Private tuition 
f Lee, TH dàClaāughton ColkS., Birkenhead 


Feb. 1, 1900.] THE EDUCATIONAL TIMES. 95 


BOYS, 2npb Crass, Ist Div.—Continued. 


| Rood, F.S. fd. Private tuition] (Barker, E.E. ch. Private tuition] | Rusht A 1 , 
McNeill, M.J. Gram. S., E. Finchley] | Ward,C.F. ch. Private tuition] | Botting, H.W.  Warbrecek Coll, A | ee cae al Goan H 
Puddicoinbe,F. al. St. Mary's Hall, Cardit] LWright, F.W. a. Ashburne Gram. 8.] ! Colenso, J.E. Private tuition] | Strang, D.B. Marlborough C., Tue Brook 
BAREDE R Siih PT F1Abbott, R.S. Waltham C., Waltham Cross Cornforth, J. W. , Tapply,M. Claremont H., Wateringbury 
Bve. N H ord H., Sutherland Avenue, W.| | Chambers, H.S. a. Breydon H., Bournem'th| | Apsley S., Kingsdown, Bristol] | Thorp, L.G. Kingswood S., Bath 
ye, N.H. al. _ Private tuition! | Chunrehill.J. St. Mary's Hall, Carditt] | Dawson,G. King’s Coll. S., Wimbledon! | Webster, R.C. Gram. S., Southport 
Copestake, H.C. a. Whitworth S., Derby) | 1Finch, G.S. Apsley S. , Kingsdown, Bristol] | Dunwell, A.S. Mercers’ S., E.C.| Woolley, A.G. f. Cleave's S., Yalding 
Duncan, D. Ellesmere S., Harrogate Keeley H.P. Kingswood S., Bath| | George,C.H. Northgate S., Winchester!) -Bush v 7i : i 
Favell, R.V. Oakham 8. ww eers S E Isaacs, S. he Private tuitio a e Seen Ma yira 
Latey, W. Mercers’ S., E.C. 3. he. rivate tuition! | Deuchar,J.L Belle Vue S., Norwich 
Hardwick, S.H. High S., Sutton, Surrey| | Oldershaw,G. F.OakesInst., Walton L'pool Lynas, P. Thorne Gram. S., Doncaster Mil ME S e Voie ante 
Little,S.H. a. High S. for Boys, Croydon ‘Thompson, W C. Milton Coill., Ullesthor Milsome,B Northgate S., Winchester A a al ia 
: son, W.G. ; AL, : pe Beng ot | Taylor, C.H. g. Private tuition 
Magill, R.J.e.HolbornEstateGram.S., W.C. Wood, F.J Brighton Gram. S.| | Redfern, E. Friends” S., Penketh 7 ; Re 
Saunders, S.M. f.l. Weymouth Coll. e 5 1 | Rees, F.H.C. E Private tuition 
| iSmith, T.L. ( Bassil, B.F. Ongar Gram. S. Palmer, W.H. Private tition (CArdley,H.J. Friends’ S. Saffron Walden 
Woodhouse Grove S., Apperley Bridge| | Berwick,G.H. al.l. Private tuition) | Taylor, J. van S. Private tuition] | Gardner, E.B. Oakes Inst., Walton, L’ pool 
Turner, W. d. BourneColl., Quinton, B'ham | | Blagbrouxh, A. i a Porter S., Halif. Thomson, J.F. f.d. Private tuition| | }Greensted, F. Y. Sandwich School 
Barr, W. Galway Coll, Leytonstone ee r Spee Riel a ee \Vitty,T. H. Private tuition] | Hume.M.L. New Coll., Margate 
Beswick. R.E. Belmont iM on f are , g | Lewis, E. L. al, Kingswood S., Bath 
eswick,R. mont S., Exmouth] | Davis E G. Tudor Hall. Hawkhurst| [ Bevan, H. al. St. Kilda’sColl.,Waterloovihe ; ns G © SGearboro 
pan ae Park H., Broadstairs| | Gritith,J.W. Z. Brighton Gram. S.| | Grey,C.G. d. Fauconberge, Beccles m Br a a Satie 
rockhurst,A.E. a. Stage vy ‘tion | | Hill, F.E. Loughton $ san aaa atk hire er Noy a 
Kingsholme 8., Weston-s,-Mare| | riled ah M. ge New Coll, Margate | Hole S.H. d. Saxby H pie Munnings, R.J. Lowestoft College 
Dabbs D.W. St.John’sC..GreenLanes, N. ood,J.M, ge. Ne ., Margate l “7 j | Oswald,J.J. Mereers’ S., E.O. 
lee are Beh de P AS tes, N| | tMerewether, W, Clyde H., Hereford | LHowell, J.W. St. John’s C.,Green Lanes, N.| | Thornley, F.E. Cliftonville Col., Margate 
ries, x gh 5. for Boys, Croydon ackless, P. £ Shethe ie mma! aia, aor 
Finlay A. Peaks tation ENT a a Wesley ANE EE a PE ener H., Clapham Ward, E.H. . Devizes Gram. S. 
Jones, E.C. Private tuition | | Somerville H. a.f. Birkenhead Inst Cheal AE i Glinene S A E T SERET la 
Nixon. H. High 8., Romford] peewhy 3 oe ú m y , ; eal, A.E. Sliftonvi e oll, argate right, B. L. Private tuition 
Rice G.E. ge. St, Olave's Gram. S.. S.E. U y, J.F. a.al. l anor H., Clapham Duncan, N.A. Stoke Newington Gram. S.] CWilliams,A.P. Mercers' 8., E.C. 
mye, OMe kitien | (eran See Maton! CA Pe Coe Cermen] BME p preat tat CaaS 
( Buck,H. Earls Calne Gram. S. | Garbett, F A neton S Herefordas, John, B.G. ` Weston S., Bath Gee one Se AAA o: 
aie . -3 s, l 5 se, E. : reS., Apperley Buy 
a „C.B. PA Wellington Coll., Salop| | Holt, W Oakes Inst., Walton, L'poel | Jones, A.B. aal.  Fauconberge, Beccles] | Ross, E.C.O. caidas i aT 
opkias,S.E. a. Jones,G.P. a. Private tuition! | Kitching, A. al. Coll. a Smith.G Tottenham Coll 
5i Friends’ S., Saffron Walden) | Marriott, T.G. Brunswick, H., Maidstone| | Pawson, J.C. Alresford H., Margate Wright C.T. Pannal Ash Coli Harrogate 
Vickers, A.H. Herne Bay Coll. | | R 'binson, J.W. al. Bolton Gram. S.| | Reeve, J.L. Private tuition EA S = 
Watson, A.J. 2. Private tuition] | Salisbury, R.B. Belle Vue, S. Norwich| LUnsworth,C. Anerley Coll., S.E. | ( Burton, W. „E rate: tutini 
(Hayhurst,J.R. al.f. Private tuition] (Wilshire, H.B. Whitworth S., Derby| (Andrews,J E. Mercers' S., E.C.]| | tee á ee Seen ea 
} : 3 ; : czy . ` Kg ; : "te N., De 
UEA Der ‘onport High S.| Second Class.—2nd Division Beate f mae Ce a E A ADENS 
Pickering, M. Gram. S., Penistone sE = IEvar EC . Fe eae S vep] | HOUERS, A.C. Private tuition 
Sabine, W. Pannal Ash Coll., Harrogate] (Back, F.C. Kingswood 8., Bath Miller, HS. al grr te ise M a oe 
Sherwin,F.L. Salway Coll., Leytonstone| j Hobson,C. B. Wellington Coll., Salop) ; Potter, J.B. f. Ashburne Gram. S. R cat D sere Stes 
Clark,H.G. fd. Taunton H., Brighton | Metcalfe,B.B. f Lewisham Park S., S.E.| | Pye, J.W. Thanet Coll., Margate e Northgate S POUR on 
Friend, R.H. al. Woodford C., S.Woodford | | Parsonage, J.H. als Ramsay, J.A. High 8., Romford] | Saul,C.M. f. Burlington H. Richmond 
Lancaster,8.D. d. Bracknell Coll., Berks Nantwich & Acton Gram. 8.| | Rogers, W.W. Welington Coll., Salop] | gneil,s. d. ‘Devonport Highs 
Lockyer, H.A. Handel Coll., Southampton | Salmon,G. W. Esplanade H., Southsea Scammell, T.E. Vaughan, W.W Private aition 
Nibbs, N. Mel.. al. Private tuition |’ | Salter,C. Trowbridge High S. Winchester H., Redland Rd., Bristol Woudhouse R Ww 
1Vereker,M.C.P. Stranraer 8., Fareham | | Triges, B.P. __, Lowestoft Coll. | | Seabrook, H.H. E.CornwallColl., Liskeard L Charterhouse S.. Godalmin 
Wiliams, H.M. /. a Boys em RR 1 Stedman, A.G. Midhurst Gram. S. P Rattle,F.A 5 a KU K 
34 St. Andrew Sq., Edinburgh ebb, W. i. eston S., Bath) | Strickland, H.F. Private tuition ALIE, P.A. rivate tuition 
{ Farrow, A.H. Bilton Grange S., Harrogate ( Burney, W. H.S. J. Private tuition] (Tessicr,N.Y. Private tuition atari Gan sek Pie 
Hammond,T.C.el, Ellesmere S., Harrogate | Crantord,L.G. Englefield H., Hickory Bluett,A. Leek Gram. S. ans ier T 
Pickorecill_ A.P Leamington Coll. S | | Matthews,8.C.E. Gravesend Modern S.| | Bowden, H.L ee P ae elma 
gill, A.P. g rN Maurer PN. f. Oxenford H Jere St. j h a R : ` | Collum, R.A. Gram. S., Shoreham 
\Folliot,T. A. Handel Coll., Southampton Still. E.G.M Hoe Grat : » JONN 3 ROY. Latin S., Buckingham Edinger F.H. 
° ae »&.G.M, n. S., Ply mouth] | Horton,J.J. Private tuition ARET, = 
Fe ee hile ou Leeds Swann, H.W. Perse Gram. S., Cambridge| | Jenkins, T.J Comm. and Civil Serv. C., Forest Gate 
awes,J.H. rivate tuition cies : N ` a A 2 Goad,C.J. a. Lipson S., Plymouth 
| Humphrey,L.J. ch. Earls Colne Gram. 8.| (Balls, L.C. W. f. Willesden High 8. Lo re Pras 08 ane Eryn Manstiell,H.A. a 
Johnson,¢. Sudbury Gram. 8.| | Garrett, P. A.J.C. Private tuition ~ n R d _ Eastbourne Coll. | | Winchester H., Redland Rd., Bristol 
Mountford,F. a. Leek Gram. 8.| | Harrow,T.W. Oakes {nst., Walton, L' pool No. cee a. E. Anglian S., Bury St.Ed's| | Potts,B.L. Epsom Coll. 
White, B.J. Tottenham Coll. 8.] | Het ER Private tuition Aky mts Coll. S., Bridgwater ! Rudd, S. afe Willesden High 8. 
1Barber,E.H. Stoke Newington Gram. S. | ae Leek Grain. S. 5 ar iecauien ane Pinhal LSlinn,G.V. Private tuition 
per einer a a eek Winchester H., Redland Road, Bristol} | Richardson, H.S. Whitworth S., Derby] (Aitken, A.H. f. Private tuition 
To owe se Ree a ae ej | Tripp, F.H. fae. | Stamp, L. D. Private tuition] | Aspinall, J. f. Newton C., Newton Abbot 
| Giteon W. ge Bale aen oy Waltham Coll., Waltham Cross} ('Yerburgh,R.R. 8t.Paul’sH.,St. Leonards! | Camm,T.H. Weston S., Bath 
Í Grace, E. M. Wellington Coll., Salop ( Beare,J.T. a.f. Gram. S., Newton Abbot Bailey,C.B. h. Gram. S., Spalding | ‘Clarke, T.A. p Rea S., Chelte we 
Humphrey,S.W. a. | Borrow,G.N. Arlington Pk. C., Chiswick| | Collinson, J.L. W. S. Swindon High 8, | ook OORT alt L 
‘Thorne Gram. S., Doncaster| | Dickey, W.C. Portland CoN., Chiswick Davey,C. Friends’ S., Penketh| | En wards, E. Ciyde H., Hereford 
| MIngram, W. M. Alresford H., Margate} | Edmiston, J.F. Private tuition| | Fenton, J. Blackpool Gram. 8.| | Gayton, W.J.G. Private tuition 


Hall, H.J. d. HolbornEstateGram.s.,W.C. 


Lax, H. Pannal Ash Coll., Harrozate} | Furness, H., _ Lancaster C., Morecambe | Hughes, T.G. aal. County S., Abergele : 
Lidhetter,J.S.a, Friends’S. SaffronWalden| | Gardner,D.S. The College, Weston-s,-Mare| | Perry, E.J. f Croad’s S., King’s Lynn bar n a a Ta J ae 
IMcTurk, R.W. High S., Brentwood Goldberg,P. he. Tivoli H., Gravesend] | Storr, L. Tottenham Cot. | | Lleyd,C.E. Christ's Coll., Blackheath 
Shute.J.V. Private tuition} | Jackson, R. sh. Private tuition| | Sunman,G.R. Grosvenor Coll., Luton] | Norman, H.J. High S. for Boys, Croydon 
Woollatt, P.C. Private tuition| | Le Brun, J.R. f. St.James' Coll. S. ,„Jersey| | Thornber,E.S. a. Carlton Rd. S., Burnley | Parkinson, W. Oakes Inst. Walton, T pool 
hsl) Massingham, H.R. Earls Colne Gram. S.| | Weston, N.F. St. Leonards Coli. | | Pearson, W. M. Argyle S., Sunderland 
ae a 3 x PE see ae Rs | Moyle, H.H. Private tuition} (Welfenden,H.K. d. Hornsey Gram. S. | | Samuel, W.S. f. Maida Vale S., W. 
er erae Gram Sa CAME?) T Parle Fs. Private tuition] (Carroll, B.M. King's Coll. S., Wimbledon| | Lhompaoo, H.S. d. Tanuton H., Brighton 
Evans BN Verne e S EO | Smith, RG. a. Epsom Coll.| | Collier.V.N.f Raleigh Coll., Brixton| CW bite: W. a/. 34 St. Andrew Sa. „Edinburgh 
orbes, A.H. ermont Coll., Clapton Willy, W E.G Private tuition Ed oe gibt os 16 ‘ 
as soe ,W.E.G. wards,O.M. Anderson,O.H. Birkenhead Inst. 
knits eens Se eth f Brown, F. Mercers’ S., B,C. Comm. & Civil Serv. C., Forest Gate Anstin, S. Perse Gram. S., Cambridge 
Peck, R.R. Lowestoft Coll. 5. P ’ 3 E 
IShead,G. EB. Lowestoft Coll.| | Cavanagh, F.G. d. Devonport High S. | Pa Wellington Coll., Salop EE cu ae R 
IShirlaw,J.3. Lucton S., Herefordshire| | Hill,E.S. Or eee Gram. S., Eccles De ee ae Bee ae aaa 
Wiliams G. W.A. d. Wellington Coll. Salop | Winchester H., Redland Rd., Bristol] | Mase, F. W. Croada 8., King's Lynnj | Hyatt, J. Wilson Coll, Stanford Hill 
B i i Upton, W. Chaloner's S., Braunton| | Pearce.C.F. Boys’ Coll. S., Aldershot| ! Masters H.E. -Sandwich School 
yu. b vy YU, 1B i ie = a È | Scott, J.W. L. f. Dulwich Coll. veal, Manor NR., Clapham 
a a. al eet Gram. 8. Ae ae a a | Sheldon,G.W. HighS. for Boys, Croydon | Simpson, R.G.3. Argyle N., Sunderland 
E . Brig iton 3 ee | ae S . overs ieee | Solomon, A.T. LaneasterColl. “Moree: unbej | Skinner, T.F. Wesley Coll., Shetheld 
AT . u a ete Gerrard, H.3. Elmtield Coll. York | Taylor, F.W. Brunswick H. ., Maidstone] | ey pe Earls ao Grain. 8. 
INicolle,C.B. f. Gibson,J.8. Wellington Coll., Salop | Thompson, R.W a | eee W. Eton H.. Albi oe af 
| St. James’ Coll. S., St. Helier's| | Gil, T.W. Marlborough Coll., Tue Brook] { purer H eNOS Ne eee y T Deh cae ae private vaitibn 
Nudd,P.W. Midhurst Gram. S.| | Hughes, A.C. Ascham H., Reading ye ee Aad eh Sle panes = 
| Stucke ,E.T. ch. The College Clevedon Shepherd, S.G. Wellington Coll., Salop AR N Private tuition] ¢ Bonnezen, R.T.B. Handel C.. S'hampton 
Trible, H.B. a. Falmouth Gram. S.| | Sug. H.H. Oakes Inst Walton, L’poo! O a Margate] ' Edmunds, H.H. Grain. N. ou xham 
' ; Tyle ’ fal ; Barragry,R. rivate tuition} | Hareourt, H.W. Mercers’ 8., E.C. 
Yonge, C.E. Handel Coil., Southampton Ty a eee H.. Redland Rd.. Bristol| | Date, M. Trowbridge Hizh 8.| | Hay J.R. Oakes Inst., W a L pool 
(Broadbent, B.P. Kingswood 8S., Bath Welsh, W. al. ?, Mercers' S E C | Dawson, W.G. bk. . „Private tuition | Tsanes, J. Tivoli H., Grav esend 
| Colman, A. Chaloner's S., Braunton} (Young, W.F. a.al. Devonport High 3. l Oniden berk, Es Gy. Divan H. Gravesend) | Mid: liman, J.H, Woodford C., 8. Woodford 
| Evans, H. a.al. Ongar Gram. S. Breeze V E ; | Lane, B.H. Dean Close S., Cheltenham] | WVonderheyde,J. Lancaster C., W. Norw'd 
{ Pe a Woodford C., a oodford Busty RGC lmfield Coll., York | ea ý Diatr Mia w a Ui Wishlade, T. W. Lucton S., Herefords. 
arcourt Gram. S., Gillingham P as f oten, B.S, . Bede's Colt., Hornsea , 
Jones, P.H. Birkenhead Inst | ince ew Pp ee Gram, R Tork Sees gs. sack pool Granis, E c a Cane 
Drinkwater, B. W. ge. Mercers’ 8., E.C.} | Coxon, W. "Swanscombe S; Greenhithe : SERRAR T St. ‘Andrew Sq., Edinburgh | Elton, H.B. Sherborne S., Dorset 
Fryer, H.G. Mercers’ 8., E.C.} | !Dadd, H.J. Hoe Gram. S., Plymouth| | Riches, E.H. Mercers’ 8., E.C. | | EYenitt,G.V. Trevu Acad., Camborne 
Grainger, J.C. ch. Friends’ S., Wigton| | Hayward,C.W. Wellington Coll, Salop| | Row. T. B. Friends’ cen Walder, | | Fincher, S.C. New Coll., Margate 
1H : ; ’ py! . riends’ 8., Saffron Walden ‘ 
arvey,F.M. Perse Gram. S., Cambridge} | tLe Feuvre,F. Victoria Coll., Jersey] | Sproston, H. Private tuition} | Millar, A.S. f. Private tution 
Johnson,J. al. Devonport. High S.| | Pelly. R.G. J. St. Paul's S., W.| | Tuckey, A.W. ch. Private tuition] | Plumpton,E.H. Emsworth S. 
Rendall, S.S. Clifton Coll., Bristol. | | Porter, O.F. Cliftonville Coll., Margate! | Whiteman, J.W. f£. Wykeham H., Clifton | iSnily, F.A. Hart H., Burnham, Som. 
Mundy, A.J. Becchenclitf, Peckham| | Prentis, M.W. Holme S., S. Norwood Hill] | Willains, A.D. St. Paul's S., W.| UYivian, A.C. St. Paul's S., W. 
paa aa »8'th Shore, Blackp'] oe ra: EER Ongar Gram. 38.} (Wilson, R. M. g Private tuition f Elliott, J.E. Private tuition 
’ Fourie Coll Guluten: Bian aL er a oys' High S., Shrewsbury| (Bathe, C. D. DS “Cliftonville Coth; Margate) Fried man, H/B. Tivoli H., Gravesend 
Rapson,S Cliftonville Coll. Mar Me ams, Kingsh = Goodman, F.J. Private tuition] Y Gerrard ,CcT. Eltntield Coll., York 
)S. ` ga ingsholme S., Weston-s.-Mare Hay ward, A.L. J- Brighton Gram. 38.| | Hanson, A.T. Private tuition 


96 THE EDUCATIONAL TIMES. [Feb. 1, 1900. 
al aoa 


BOYS, 2xp Class, 2ND Div.— Continued. Froome. H.E. Gram. S., Shoreham] | Caley, J.M. Southport Modern S. | ( Bemrose, R. l ; 
Howard, D.C. Private tuition] | Hillyer, A.J. Up.Hornsey Rise HighS.,N.| | Elphick, E.E. Durham School Boys’ High 8., Iron Bridge, Salop 
Kimpton, W.H. Stationers’ S., N.| | Jepheott,F.G. ge. Private tuition] | Forsyth, D.P.M. Bridger, H. New Coll., Worthing 
Lake,J. Oakes Inst., Walton, L'pool} | Jook. Holborn EstateGram. S., W.C. St. Aubyn's, Woodford Green Campbell,C.M. : Private tuition 
Nockels, F.L. New Coll., Worthing} | Liddle, T.A. Loughton School} | 'Kimpton,H.L.K. Private tuition] | Cole,C. Edward VI. Mid. S., Norwich 
Orme,C.L.O. Ashburne Gram. S.| | Lowther, R.W.H. Highfield 5., Chertsey Morgan, B.M. Mercers’ S., E.C. | | Creed, B. B. Handel Coll., Southampton 
Pascoe V.L. Licensed Victuallers’ S., S.E. | | MeMurtrie,F.E. Salway C., Leytonstone] | Silversides, J.O. Monk Bridge S., York | | Hardy, D. W. Private tuition 
Sims,J.F. Douglas S., Cheltenham | | Parry, H.C. Smith,G. L. Private tuition| | Haskell, E.G, Private tuition 
Steeple, H. Private tuition Winchester H., Redland Rd., Bristol! | Woodrow,C. Private tuition} | Laughton,J.A. Private tuition 
Tungate,M.D. Ashville Coll., Harrogate] | Phillipps, R.A. Midhurst Grau. S.| CYoung,J.8, Felix Inst., Lavender Hill| LMason, H.S. Gram. S., Chepstow 
Young,C.T. Woodford Coll., S. Woodford iut ni WD E EET 'Bishop,8. Loughton School ——— 
Amos,S.E. a. Woodhouse Grove S., Apperley Bridge Burrows.L.W.O. Wynport H., Brighton 
St. Augustine's Coll., Ashford, Kent Tregea, W. Private tition) | Cooper,C.E. ie Private tuition Third Class.—ist Division. 
Ash,G.H. Gram. 8S., Shoreham | LThompson, H.G. d. Old Elvet S., Durham Doe A.J. d. Saltram Crescent High S., W. 3Cahen, L. a/f.ge. | 
Bennett, C. Private tuition] Donnellan, J.A. Private tuition] | Gaunt, T.C. Highbury H., St. Leonards , St. John’s Coll., Green Lanes, N. 
Edwards, E.L. 3] Water Street, Rhy]| | Galbraith,W.1. Wellington Coll., Salop| | Parke, W.J. a. Wilenski, R.H. Maida Vale 3., W. 
Hughes, H.A. LI. Hunt.C.T. Kendrick Boys’ S., Reading} | St. Martin’s Gram. S., Scarboro’ Coley, W.G.G. Northgate S., Winchester 
St. John’s Roy. Latin S., Buckingham] | Martyn,J.N.G. Ivel Bury S., Biggleswade} ; Ramsbottom, H.G. *Phillips,L.L. al. Private tuition 
James, R.H. St. Leonards College| | Pearce, H.G. Private tuition] | Queen Mary's S., Clitheroe] 'Py le,0.E. Gram. S., Shoreham 
Mannering, M. Pepler, W.J. Trowbridge High S.| | Romeril, P.P. f.CharingCrossS.,St.Helier’s 2Mcelroy,F. a.al.ch. Devonport High 8. 
| High S., Baldslow Rd., Hastings} WSimith,T.B, Monk Bridge S., York| | Salter, F.H. | Boys’ High S., Shrewsbury 3Linusdell,H.A.W. a. High S., Brentwood 
Moore, W. Holborn Estate Gram. S., W.C. | ‘Beer J.H. Gram. S., Shoreham| | Venner,F. Lyttelton Gram. 8. .Gt. Malvern 2Humphrey, H.J. a. Blue Coat S., Reading 
-ickmere, R.O. Highbury Park S., N.| | Daviea, F.C. d. Private tuition] (Williams, M. Comm. S., Penzance| Field, H.T. d. Eton H., Albany St., Hull 
Small, E.G. Comm. S., Ludlow | Eccleshall J. Farnworth Gram. S., Bolton] 7Arbuckle,Q. Thorne Gram. S., Doncaster Capea Castle Hill a 
Strachan, S.W. Brunswick H., Maidstone ae ry , ldawadel | HW ea Call PRN 2Grimoldby,G.A. New Coll., Margate 
: ASS Mayne, W.H. 1vel Bury S., Biggleswa lel | Brodie, H.W. New Coll., Margate] rap G Oakes Inst., Walton, L 1 
Tudor, M.T. Private tuition] | Morgan, W. J. Helis F BG: Kigdmols.stAnveonseal o ee swoi Se bau 
IWells,G.J.H. Tottenham Coll., S. | f Lady Hawkins’ Gram. 8, Kington | Hopwood, T. Modern Coll 8 Rhyl UCotton,S. F. Kingswood S., Bath 
Woodman,(. al. | Richardson.C.W Cowes Grain. S. l aa i Pa, i (?Congdon.T.E. E. Cornwall C., Liskeard 
Farnworth Gram. 8., Bolton! | Radda J. St. Mary's Hall, Cardiff (Biddle, J.C. Lucton 8S., Herefords. | U Rendell, E.F. Wilsford H., Devizes 
: a ee as gs AE i i ra | Brock, L.J.S. St. John'sC.,GreenLanes,N. | (Kelly,J.H. a. E. Cornwall Coll., Liskeard 
Benn,P.E. Private tuition] | Sandifer, W.S. Balham Schoo! | Drayton,C Scarborough Gram. S tLedger. A.V Private tuition 
 cifemai. 6. S Mano a pA | Jones W.J.T Blackpool Gram. S. Sims W.G "Brunswick H., Maidstone 
Deacon, E.O. Stoke Newington Gram. 8. Gram. S., Cowfold, Horsham] | Leewarden E Central Found S E C UVollum L. St. Martin's Grain g Saar hore! 
Denton, J. St. Martin's Gram. S., Scarboro’| | Stitt. F.B. Comm. Acad., Crook oe or ing on ow I Ce anaes aN Sanaa ay fy 
Edwards, W.C Private tuition] UTargett, A.B. Witton Gram. S., Northwich Moss, 8. Finsbury Park Coll., N. f Buckmaster, F.H. f. Devonport High 8. 
H hrev. ELS. High S.for B O l md f BELL, A. B. ssi Smith,C.E.H. Wellington Ter. S.,Taunton]| | 3Mounsdon,C.F. d. 
umphrey, H.S. High 5. tor Boys,Croydon) Board, W.P. Sowerby, H. Tonbridge School Bourne Coll., Quinton, Birmingham 


ILyne, W.F. Gram. S., Newton Abbot: 


| 
Summerleaze Coll. S., E. Harptree L2Wilson,J.D. ch. St. Paul's S., W. 


Wood,A.@. Northgate S5., Winchester 


Mortimer, H.B. Gram. S., Longsight A _E. bk. .. Bow rk. N. 2Roy $ 
Nash, H. Friends’ S., Penketh Tens. E. bk. Coll. S pe ae al (pee ty Rydal ba t. r cen Bay Rogers, F. Medburn St. z , Somers ea 
Vince, L.J. a. Mt. Radford S., Exeter! | Mason, J.H. Private tuition | Pomi a : eae ous eu . (Bory A: St. John’s Coll.,Green as. Xi 
White, J.S. Gram. S., Spalding} | Paze, V. Honrar RIE | Sik oa K 
Asser, V.G. Gram. S., Shoreham| | Russell, E. P. Private tuition] | Tuck C.E Edward VI. Mid. S., Norwich *Roberts,C. a.ch. Devonport High 8. 
baa te ee tnition| (Vosper,T., J. Trowbridge High 8. Wren,T. D. i ‘Towcester 8. | (Campbell, R.P. Warrior Sq. S., Southend 
'aithness, W. R. aling Gram. S. è B. ey i ae: eee | | Grove,J.P. e.a.eu. 
Clarke, W.J.H. Coll. S., Lapford, Devon ees B se ie eet ( Downing,C.G. Edward\ I.Mid.S.,Norwich "Halesowen Si near Birmingham 
reese __Private tnition] | Colley, W.H. Private tuition ee Hapa A *King,H.W. Breydon H., Bournemouth 
Doekrill,W.A. Brunswick H.,Maidstone| | Crane,H.H. Mercers’ 9., E.C.| | Schocling,S.P. Univ. S., Stroud Green, N. | ( Browne, R.R. West Cliff H., Dawlish 
Farndell,J. P. Mercers’ S., E.C. | | Dickenson,E. Carlton Road S., Burnley | Sparke HJ. Hounslow Comm Coll. | | Hewitt, B.A. qa. fid. 
| German,F.E. The College, Weston-s.-Mare} | Doll, W.H. Gram. S., Shoreham Teak baile J.P g : Licensed Victuallers’ S., S.E. 
| Hearn,J. Private tuition] | James, E.S. P.K. Manor H., Clapham Be Perse Gram. S.. Cambridge | Hughes, W.H. Conım. S., Ludlow 
| Late up Garage tuition) | Middleton, H.E. ein's O.. Green Lanes, N.| | Tranter, R.H. Hightield 8., Chertsey | (Baker,A. s.9.a.eu. Coll. S., Lapford, Devon 
Morris,8.G. Vermont Coll. Cla ton | st. Johns G., oe anes, A| | White, R.G. Private tuition | | 1'Mockett, W.S. New Coll., Margate 
bk f y VP Packer, A.J. W. Merzers’ 8., E.C. ; tion | Pollock, E.A. Argyle H., Sunderland 
Payne, M.V. _ Grosvenor Coll., Luton | | Parkhouse, H.C. Lipson S., Plymouth Grammer, F. _ Private tuition yt BJ ” 
Toghill, E.S.d. Licensed Victuallers’S.,S. E. | Tecp At Trowbridge High S. Little, H. Brighton Gram. S. | (Audley, R. Leek Gram. S. 
eae Claremont C., Blackpool! (White, E. R.B. Private tuition acme _ Raleigh Coll., Brixton| | *Lake,E.H. d. Lowestoft Coll. 
ICole,R.T. Knowsley, Torquay : Vassila,R.H. High 8S. for Boys, Croydon] (4Scott,D.G. St. John’s, Worthing 
Hedley J.S Newcastle Modern S Altham,G. Wellington Coll., Salop. Carl N A , 
Sohn a RH fae a i ia S.| | Balls, W.B. Gram. S., Newton Abbot F cy,J. ew Coll., Harrogate Evans,J.W. Birkenhead Inst, 
oe ue Ee Ele i TAR S A | Fear, H. H. Call. S., Bridgwater Chivers, A. Bourne Coll., Quinton, B'ham| | Greenway, E.E. s.e.h.g.a. 
Pon a a ane T i> Poa e | Gregory, L. L., f. Dean Close S. Chelt'ham Dene, A.C. Manor H., Clapham Brean Villa S., Weston-s.-Mare 
nady, Jr. way Coll, Leytonstone | Horton, H., Up. Hornsey Rise High S., N. Jobling, B. Lucton S., Herefordshire (*Hope,P.C. Mercers’ S., E.C. 


Norcombe,T.P. Mt. Radford S., Exeter | Mannoock,T.C., f. Charlecote, Worthing Midwinter,G.C. Manor H., Clapham 


Oldham J.S. Fauconberge, Beccles | Mason, R.H. Ashford H., Birkenkead Roberts, A.J. Camden Rd. Coll. S., N. Loni Ne Ee o Coll. Salop 
| ee aw peram, S., Shoreham) | Palmer, W.J. Croad’s S., Kings’ Lynn TE Edward VI., Mid. S., Norwich | | Porter, H.A. e. Gravesend Modern S. 
Van Toll. CH. Wo a ae ea | Scorer, H.S. Barton S., Wisbech| | Bligh,E.G. Woodford Coll., S. Woodford | (Westlake, L. T. Kiugswood S., Bath 
; ee WN res >| | Spray, F.R. Comm. S., Penzance| | Harvey,C. P.R. Private tuition : : 
Wale,W.H. Gram. 8.,Newton Abbot) | Tindle,R. Singleton H., Newcastle-on-T.| | 'Moffat, P.W. Kingston S., Yeovil] (ago one e a Game ae 
Second Class.—3rd Division | Trezurtha,T. W. Comm. S., Penzance] | Nichol, W.D. Boys’ Coll. S., Whitchurch 2Maglione,R.G. Private tuition 
o ° * | | Watson, H. Gram. S., Spalding Beane Anerley Coll., S.E. Taylor WH ‘ 
Bertini, U. F. Breydon H., Bournemouth| LWorkman, L.M. Clyde H., Hereford| (Thomas,G.H. The College, Weston-s.-Mare | E. Devon County S., Sampford Peverell 
Carpenter,G. St.John's C.,Green Lanes, N.| ¢ abraham,A.B. Brunswick H., Maidstone 2Turner,L.F. Brunswick H., Maidstone 


! Cook, T.R. Croad's S., Kings’ Lynn 
Gull, W.H. High S. for Boys, Croydon 
Lee,T.H.T, al. Central Found. S., B.C. 


(aie BelvoirH.,St. Peter’s,Jersey 


Liley,R. High S. for Boys, Croydon 
| Parker,J.A. Cliff House Coll., Hove Dea E Vaona 
i Sapsford, F.J. Mercers’ S., E.C. A 


Brown, A.B. Coll. S., Ringwood Rd., Poole 
Brown,H.T. Oakes Inst., Walton, L'pool 
| Clements, R.V. Ed. VI. Mid. S., Norwich 


| Middleton, F.H. Da de : s , (3Kitson, A.J. D. St. Paul's S., W. 
K Sy ; gzer, H. Private tuition| | Smith, H.O. Licensed Victuallers’ S., S.E. . ey 

ee ee eae en SS ae Davies, W.B. Tutorial S., Penarth| \Wickham,H.B, L'pool Coll. Middle S. | (Allott,H.eaaleus, | Private tuition 

aL kenad Fret, | | Rogerson, A.W. Camden Rd. Coll. S., N.| ¢ alien,G.T. Kendrick Boys'School, Reading It era ea aaa a 

Trethowan,N. Devonport High S. Bebe a Poa aparece D Beswick, W. Bourne Coll., Quinton, B'ham Seward A. anand BlucCoatS.. Read e 

Ward, P. ch, Ashville Coll., Harrogate] | Street V. +» Burnley) | Huson,S.W. E. Anglian S. Bury St. Ed's) ( Wood,C.H. g.a.al.d. Elmfield Coll., York 


LWarr,C. New Coll., Margate lRashlcigh,G. Wellington S., Heaton Moor 


F Alichurch, L.B, Ashville Coll., Harrogate L — Stourwood Coll., Southbourne, Hants Romanis,S. Nelson Coll., Blackheath es Warbreck Coll., Aintree 
| Fitter, W.H. Private tuition] (Alexander, A. Private tuition) Wardie S7 G2 Finsbury Tark Oo Li le Sb John's Roy. Latin S., Buckingham 
Flenley, W.E. d. Warbreck Coll., Aintree| | Boys,J-C. Epsom College| /Brigden,J. W. Taunton H., Brighton| | 2Colson, F.E. Loughton 8. 
Seaton, W.D. Clark's Civil Serv. C., W.C. | | Date,5. _ Trowbridge High S.| | Clist, E. West Somerset County S. | | 2pavies, W. Birkenhead Inst. 
f Allardice, W. McD Private tuition Drown, H. Univ. S., Stroud Green, N.| | Hubbard,C.R. EdwardVI. Mid.S., Norwich | Gooch, J.G. Gram. S., Spalding 
| Ayres, R AS Coll 8 Bowes Park. N Hughes, D.H. Colebrook H., Bognor Latter,F. High 8. for Boys, Croydon] | Holden G.C. Farnworth Gram. S. Bolton 
| oe Ae pa aay: ‘| | Leaver,J. Friends’ 8., Penketh| | Wilde,J. Gram. S., Sale| | Prosser, L.G. a.ew.d. Comm. S. Ludlow 
Tuckney Ela Mercers’ 8 MEL. Sharp,J.B. The School, Eaton Secon] | Williams,J.R. Private tuition! | Souch, W.J. h.a. Witney of Science,Oxon 
| Clare, H. al. Bourne C., Quinton, Bham| | ate cect Vickers,C. D. Private tuition| | Stevens, R.8. h.a.ew.Coil.S., Lapford, Dev'n 
oes Trowbridge High 8. Weitzmann,C.G. Saham Coll., Watton Falla, H. f. Pen-y-Craig, St. Helier’s Gee Perse Gram. S., Cambridge 
rump, J.A. Private tuition] | White, H. Stamford Hill Coll. S., N.| | Gorringe, A.L. Manor H., Clapham | |2Pitchford, E. Wellington Coll., Salop 
Edwards, H.J.C. l : Harwood, A.J. Burnley Gram. S.| ; Milton, E.S.R. e.h.g.eu.f.ge 
| Coll. S., Ringwood Rd., Poole Dodson, H.J. Sudbury Gram. S.| | Lewis, W.H. St. John’s C., Green Lanes, N. | meS ge T St. Leonards 
! French, P.M. St. Augustine'sC., Maidstone Figgins, W.P. Devizes Gram. S.| | Penna, V.G. Henley H., Kilburn] | 2Prebble,M & 4 Sandwich S 
Jacob, J.H. St. Paul's S., W.} | Grimwade, A. Central Found. S., E.C.| | Sheldon, R. W. Private tuition} | ay ALT Sh wsbury Coll. 
i Lawtield, F.W. E.AngliansS., Bury St. Ed's Hoghton, W. Lytham Coll., Lancs. [3 PETINONE A.d- Shrewsbury Voll. 


Yendell, W.J. s.¢.h.g.a.eu. 
Coll. 8., Lapford, Devon 


l | Wadman,E.T. 
Lyne, S.E. af. Gram, S., Newton Abbot L Grosmont, Dyke Road, Brighton 


King, W.W. — Btonyhurst C., Blackburn 
Tudor, F.C. 


1 Madge, E. Marlborough C., Tue Brook 


; : ; sa: : : OO) ¢Bowrey,F.H. Crossley & Porter S.,Halifax| | Jigins,H.A. a. Gravesend Modern S. 
e ii Gorka ee Pee a | Pery G. L Gee S., Tune Wells Chalmers, V.F. Snaresbrook Coll. | | 3Jones, A. B. Newcastle Modern 8. 
iar w Ñ N i a on D. i $ Bradley High S., Newton Abbot Gould,P.O. Corner H., Godstone Kahane, J. Sge. Kersal S., Manchester 
Hobson, H.G oan alwich Con. | f Appleby, F High 8., Romford| | West P-T. Se ne a ae T H Cliftonville Goll, Margate 
z 141.. ; . My yi oll We, e o bs u n y, ls. o C 
Jones-Lloyd,C.T. Wellington Coll., Salo Ashton, L. Wellington S., Heaton Moor - Blade J.W. Osborne High S pe tl 4 Patterson I ae nee 5 
Millyard,C.V.,d. | Devonport High S. | |) Barkley,J.E. Scarboro’ Gram. 8.| { AV a T“ Trowbridge High S ' ” Oakes Inst., Walton, L'pool 
Roache, H.L. d. Private tuition| | Berlandina, A.H. Private tuition Taw Or eg TOWOTINRE- DIEN A: > E : 
Shaw, J.A. Lancaster Coll., Morecambe| | Charles, H. L. Clyde H., Hereford REETA d. F stendi m Wigton Carts E. W. Coll. S., Ring woot aE gal 
| Stephany,M. Central Found. S.. E.C. Constable, T.G. Weston S., Bath aget, .M. 3 ughton S. Gastrol, T, Oakes Inst., Walton, pool 
(Wilton, D. al. Devonport High 8.| | Gardner, W.A. TheCollege, Weston-s.-Mare Potma Castle ae a EATR oes Gram. So opga 
Bowden, W.L. f. Mt. Radford S., Exeter E S. for Boys, Croydon | Wadsworth J.H n ae aay: lan Orie’ 
( Brown, B.B. Private tuition| Richmond, W.T. Lonsbury C.,Up. Clapton Crossley and Porter S., Halifax 


Thompson,G. a.al.eu.d. 


| Thompso . ge Waltham O., Waltham Cross 
Wellington Coll., Salop 


| Ellison, W. Pembroke Ooll., Harrogate 


(Birrell W.F. Private tuition} Weston, A.L. Private tuition 


eee ee 
e me 


Feb. 1, 1900. ] 


BOYS, 3rp Crass, 1st Div.—Continued, 
Binns,C.S, ead, Ashville C., Harrogate 
Eason, H.A. E. e.c.d. 

Edgbaston Acad., B'ham 


2Mathews,C.G. Devonport High S. 

3Moss, W.A. Warrior 8q. S., Southend] | 2Fewson, W. 
Mott, J.J. Gram. S., E. Finehley| | 2Hail, F.G. 
Sims, D.P. e.a.a f.d. ! HiN,C.H. 7.0. 


i Burlington Coll., Spring Grove, Isleworth 
Spofforth,J. Thorne Gram. 8., Doncaster 


Dunn, F.P. Mercers’ S., E.C. 
| Dunning, H. a.al.eu.d. 

Wellington Call., Salop 
| 2Marks, W.S. The College, Clevedon 
| Russell,0.S. a. Gravesend Modern 38. 
LYork,R. a.al.eu.d. Wellington Coll., Salop 


| Kenner, T.W. 


| 2Le Sueur, H. 


| aus H. F.a 


Ashby,N. 
f (Austin, H. ad. Wellington Coll., Salop [aBirtwistle, F.J. 
Gian Hise Cae. | Billington, R. h.a. Wellington Coll., Salop] | Kilgrimol 8., St. Annes-on-Sea 
aFirth, J.B. ` | ?Brand, W. D. Manor H., Clapham| | Burn,J. aeu.. 


Comm. & Civil Serv. C., Forest Gate *Gorringe, H. 


*Hood,F.W. Laugharne S., Southsea 
l Hudson, F.J. a.eud. , Hollowell, A. 
Thorne Gram. S., Doneaster| ! Keeley, W. o. 


| Loveless, H. 
l3Lowe, A.C. 
| *Ponnd, R.O. 


| Laight, H. a. Edward VE. Mid. 8. Norwich 
2McClymont,C.s. Private tuition 
Shepherd,G. G. eh. Webs 

Licensed Victuallers’ S., 8.E. 


| Thorley,J.W. e.a.eud, | AINA 
ram. S., Doncaster] | “ohe pens, 2, 
peat © pon | Totield, F.O. 


| 2Watson, H.B. Stoke Newington Grain. S. 
2Wauch,G W. Elintield CoN., York 
| Weldon, H. A.C. Ealing Gram. S. 
| Whitehead, C.C. aal.eu. 
L Perse Gram. S., Cambridge 
Harrisson, P. D. Friends'S. ‚Saffron Walden 
Tonkin,S. ec.d.Oakesinst., Walton, L'pool 
(Coleman, B. s.¢.7.d. 
Perse Gram. S., Cambridge 
ICrosoer,H.R.S New Coll., Margate 
Lawson,B. e.a.d. 
Thorne Gram. S., Doncaster 
eee H.P. AS. 


22 Royal York Crescent, Clifton 


Wilkinson, N 
Wilson, A. a. 


*Galloway, H. St. Paul's S., W.| | 2Phillips,B.B. 
*Gavin,C. M. Gram. S., Gillingham] | 2Procter,J. d. 
2Gi1l,S. E. Trowbridge High S.| | Riches, S. a. 


Holland, J.B. a. Ashville Coll., Harrogate 
Lough,G. ew. Hurst Lodge S.,East Putney 
Marston,G.W. eaf. Ashburne Gram. 8. 
Moody,G.S. ad. Tottenham Coll. 8S. 
2Rusbridge, A. York H., Reading 
{ Shearman,H.H. a.eu. 

Perse Gram. S., Cambridge 


Austin,J.W. Boys’ Coll. S., Whitchurch 
(SDL ELE. New Call, Margate 
*Coates, W.E. Elmtield Coll., York 
Davies,H.G. af. Highfield S., Highgate 
Hamlyn, T.M. The Abbey S., Penzance 
| Keen, E.B. Epsom Coll. 
13Lobel. E. f.ge. Kersal S., Manchester 
l Miers, H. a.d. 

St. Martin's Gram. S., Searboro' 
| Richardsen, W.L. Hipperholme Gram. 8. 
i 7Rutter,H. A. High S. for Boys, Croydon 
| Stone,G. aeud, Wellington Coll., aol 
Clyde H., Herefo 


| Todd, H.W. 


( Barnish, L. a. 
| 2Bilney, J.W. 


Lee, Y M. a. 

MeClay, T. 

Mottram, J.S. 
| mith, H. H. 
(Taylor, R.T. 


LTooby, H.T. gaal. 2Ainsworth, A.T. 
Bennett, R.T. St. Panl's S., W.| | Beattie, A.P. 
Chapman, J.W. B. Anglian S., BurySt. Ed's 
Greaves,G.H. ) Clarke, R.E. 


' Comm. & Civil Serv. C., Forest Gate 

(Marshall, C.J. mala. Bracknell C., Berks 

(Boulton, W.E. Private tuition 

| Brisbourne,C. Y. ¢.A.a.eu. 

Wellington Coll., Salop 
Private tuition 


| Clarkson,R. 
| Winches 


| Glover, H.H. 
| Coins, T.R. | ?Gunn,H. 


| 2Daltow,LI.P. Marlboro’ Coll., Tue Brook 


| Davis, R.W. e.a.d. 


| 
| 2Downes, D.L. Milton Call., 
| Eaton, W.E. ea.eu.d. 


i ?Kennerde 11,C.C. Comm. 8., Astley Bridge 


| 2Liversedge,S.G. 
1 2O'Reilly, H.W. 


ast ee S., Bury St. Edmunds 
piles. W.L. aeu. 


Burgess Hill Righ S., Sussex 


| ?Rainforth, H.S. 


L2Womersicy, R. 
(Appleton, A.B. a. 
| Bennett, W.R. a.eu.d. Devonport High 8. 
Burgess, W.T. a. 
2Day, A.W. d. 
Deverill,C.H. 
| High Street S., Burnham, Bneks 
| Henderson A. h.a. 

Jones, A.C.G. 


Kellett,J.M.a.d. Ashville Coll., Harrogate 
Mitchell, A.G. aval.d. 


| Taylor, V. ad. 
i Woodrutte, R. 


| Bowrey, H. bk. Stoke Newington Gran. 5. 
2Bramsdon- Bransburv,V.D. 


| Fuller, A. a. al. 
| Harris, A.J. a. 

Licensed Victuallers’ S 
| Howes, J.H.N. sh. a. 


| 2Jackson,A.V. 


*Browning, W.J. NorthgateS., Winchester 


Davies, W.E. 
| Gledhill, E. h.a. WitneyS. of Science,Oxon 


*Harvey,A. d. 


THE EDUCATIONAL TIMES. 


Elinfileld Col., York 
| *Gladwell, F.M. The College, West on-s.-M. 
| *Goodall, C. E. Mercers’ N., B.C. 
| *Hickman,W.T. Ratcliffe Coll., Lejer ster 
| Moechtiz.E.G.S, f.ge. King’s C., Wimbledon 
| Marshall A.J. a, Devonport High S. 
| Martindale, J. B. s.g.a. 
Kilgrimol S., St. Annes-on-Sea 
Robson, J.W. aen. 
Benwell Delaval S., Newcastle 
Sanders, A. P. Oakes Inst., Walton, L'pool 
| Southgate, E.G. Lueton S., Herefordas. 
| Titeomb, F. Witney S. of Science, Oxon 
Tyrrell, E. d. Edward VI.Mid. S., Norwich 
Williams, W.e.«.Oakeslnst., Walton, LD’ pool 


Scarboro’ Gram. S. 


| Chippindale, O. a. 
Westbourne S., Paddington 
Ullesthorpe 


Wellington Coll., Salop 
Eton H., Aibany St., Hull 
Northgate S., Winchester 
Jersey Modern 8, 

a. High S., Brentwood 
J. el. Ashton C., St. Helier's 
Barnsley High 8. 
Boys’ Coll., Devizes 


Wellington Coll., Salop 


M. | Benwell Delaval S., Newcastle 
| 2Cleave,T.C, Devonport High N. 
| Cooke, N. a. Farnworth Grain. 8., Bolton 
| 2Doble, F.C. 


Vicarage S., Bradworthy, Devon 


E. a. Halesowen 8. nr. B'ham 
Brnnswick H., Maidstone 
H. Raleigh Col., Brixton 


Pembroke Coll., Harrogate} | 2Fielding, J. Blackpool Gram. N. 
The College, Clevedon] | Goring, F.J. Kendrick Boys’ S., Reading 
Private tuition] | 3Grahamsley, W.T. New Coll., Harrogate 

Central Found. S., E.C. | | 2Harris,C. L. R. Hull Gram. N. 

H. Private tuition] ; Holliday, F. h.a. Gram. S., Goole 
ash. Grosvenor Coll., Luton! | Hutehins, R.A. g. Mary St. H., Taunton 


P.a. High S., Whitley Bay 
Elmtteld Coll., York 
New Coll., Harrogate 


Earls Colne Gram. S. 


| Longlands, J. a.eu.d, 
Benwell Delaval S., Newcastle 

2Newhouse, C.G. ch. 
| Edward VI. Mid. S., Norwich 
| Pink,P. s.a.eu. Perse Gram. S., Cambridge 
| Rankin. J. e.q.aceu. Cowes Gram, S. 
| Rodwell, A.T. Devizes Gram. S. 
| Squire, A.J. St. John's Coll., Southend 
| Tubb,G.A. aeu. Modern S., Maidenhead 
(Wilson, S.M. New Coll., Margate 


Ranks, E.C. Grain. S., Eccles 
*Calvert,A.D. Cliff House Coll., Hove 
Clarke, H.J. d. Shepton Mallet Gram. S. 
Cooper, T.G.a.eu. University S., Herne Bay 
i Foreman, V.O. malf. Esplanade H., S'thsea 
GIN, F.E. ed. Bickerton H., Southport 
Hill, W. oal, Windsor Hr.-Grade 8, 
! Hodgson,S.M. High S., Brentwood 
j 2Kassel, J. a. Gram. S., Howden 
| Mer cer, R. aval. Oakes Inst., W alton, L' pool 
| Moore,T.S. Elmtield Coll., York 
| 7Morgan,F.W.E. Technical C., Bradford 
Pironet, A.N. Oxentord H. ., Jersey 
Richardson, D. High S. for Boys, Croydon 
(2Wallis,C. Stamford Hill Coll. S., N. 


(Anderson, R. a. Argyle H., Sunderland 
Brown, M.F. af. Cleave's 9., Yalding 
Creagh, E. d. Ealing Dean S. 

| 2Dow, ILE. Friends’ S., Wigton 

| Espley,H. a. Wellington Coll., Salop 
| Glass, W.H. Wilsford H., Devizes 
| ?Good win, E.E. Boys’ High S., Shrewsbury 

2Hearder, W.S. Gram. S., Newton Abbot 

| Henderson, D.G. d. 

Comm. & Civil Serv. C., Forest Gate 
HiN,R. e. Southport Mudern 3. 
Hodgkinson,H. a.eu. 

Wellington Coll., Salop 
| Howson, H.G.h.a.8StokeNewingtnGram.S. 
; Jackson,G.T. a.al. High S., Brentwood 
| Jones, V. P. Wellington Coll., Salop 
| Joy, W.H. Gravesend Modern S. 
| Kemp. S.H. s.d. Elmfield Coll., York 
i Langdon, P.L. e.a. 

Upper Hornsey Rise High S., N. 

i Middleton, H.P. Manor H., Clapham 

| 2Pearee,S.E.H. Brunswick H., Maidstone 


Coll. 8.,Lapford, Devon 
Stoke Newington Gram. S. 


Friends’ S., Penketh 
ad. 

Cliftonville Coll., Margate 
Ongar Gram. S. 

Private tuition 
St. Paul's S., W. 

Leek Gram. S. 
Wellington Coll., Salop 
d. Merton H., Penmaenmawr 
e.a.d. WellingtonColl. ,Salop 


eu.d. Searisbrick C., Birkdale 
Trafalgar H., Lee-on-Solent 


Warwick H., Southsea 
Cleaves S., Yalling 


, 8. FE. 


Friends’ S., Saffron M 
Finsbury Park Coll., 

Great Ealing a 

Oakes Inst., Walton, L'pool 

a Earls Calne Gram. S. 

Lucton S., Herefords 

Private tuition 


Leek Gram. S. 
s. Brunswick H., Maidstone 


d. E. Anglian S., BurySt. Ed's. 
e. d. 
ter H., Redland Rd.. Bristol 
Private tuition 

af. Herne Bay Coll. 
Ashley H., Worksop 
Sandwich S. 


i 3 as afla i etn ‘i Rash brook, H.M. aeth Devonport Hichs, 
| pea anng P ets Y. MAN PER g Newell, E.D. Private tuition 
| Harrison J.C. Private tuition] | Mande A.” Friends’ S., Saifron Walden} | Taylor, H.H. Ashville Coll., Harrogate 
VARiNNET H. a ? Triyata tuluo 2Marks A.S. Private tuition] | Taylor, W. eu. Highbury H., St. Leonards 
arc aan Well ngton Call., Sal Massey,C.E. al. Leek Gram, S. | ; Turner, T. a. Ashburne Gram. 8. 
: AENEAN EO y anp 2Spedding, J. E Private tuition} CYendell,A.H, Coll. S., Lapford, Devon 
Relf,C.H. Brunswick H., Maidstone eal Kiu B. PIVARA Ludon , 
3Scholey, A. Russell End. S., Ledbury| | Stoney, M.P. Epsom Coll.| /2Buswell, W.D. Wallingford Gram. S. 
Shaw, R.C. s.a. Tottenham Coll. §.| Swinhoe. M.C. Private tuition] | Colinan,€.P. al. St. Bede's Coll., Hornsea 
< : f Bates, S.H. s. St.John'sC.,Green Lanes, N.| | Cook, R.O. ea. Hightield S., Highgate 
(Bentall, L. New Coll., Worthing} | Brown, A.C. Wilson Coll., Stamford Hill] | Cooper,C.R. h.a. Halesowen 8S., nr. B'ham 
Bone, H, Private tuition) | 2Clayton,F.H. a. Gilbert, B.J.en, St. Kilda’sC., Waterlooville 
2Cater,C.D. St. Leonards Coll, S. 


| File, F G.H. 
Fincher, P.R. 
Gainsford A.J. e. 


Brunswick H., Maidstone 
New Coll., Margate 


Oa 
Towcester School 


| Curry, R.F.@. 


Gordon, E. Grafton H., Manchester 

Ley, A.J. Gram. S., Gillingham] | 3G; 

OxentaleC.B. Ashville Coll., Harrogate] aonya N 
| Paliner,C.E. r.a. Clifton Coll., Harrogate iy 


| Robson, W.E. ea.al.en. 

St. Martin's Gram. S., Scarboro’ 

Rallin, W. Private tuition 

Smithers, R. sh.a. Clacton Gram. S. 

| Spencer,S. e.f-ge. Broadgate S., Nott'ham 
Stewart, J. a.eu.d. 

Oakes Inst., Walton, Liverpool 

| Washbourn,T. eaf. Swindon High 8. 

Waugh, H. F, a.d. Tottenham Coll. S. 

West, R.O. g.d. E. Anglian S.,BurySt. Ed's 


( Barnes, W.L. a.eu. Ashville C., Harrogate 

| Biggs,C.G. aeu.d. Mod. S., Maidenhead 
Brooks, J.L. Witney S. of Science, Oxon. 

| 3Burke, A. Polytechnic Inter. S., W. 
Casserley,W. S. s.f. 

St. John’s Coll., Green Lanes, N. 


| Powell, D.H. 
| Rowell,T.E. 


Sydenham,J. 


Willett, E.W. 


| *Byrne,F. 


Spee Park Coll., Chiswick 
Court,A.F. a. d. 


| Dixon, A.A. al. Coll. S., Bishop Auckland 


| Winchester H., Redland Rd., Bristol 
Hopkius,D. aal. 


| 2Jackson, A.E. d. West Brighton High S. 
| Maxwell, G.S. 


| Rylands, H.J. 
| Spencer, W.R. aeu. Ashville C., Harrogate 
| Stathers, R.W. 


| Wellings,C. a.al. 
Waltham Coll., Waltham Cross 


f*Bullard,E.G. 


Holt, F.A. aJ. Merton H., Penmaenmawr 
l 2Horner, A.L. 
| Winchester H., Redland Rd., Bristol 
| Jordan, C.T. e.g.. St. Leonards Coll. 
| Light,G.S. s.. Brunswick H., Maidstone 
| Mardon, W.J.T. Gram. S., Bovey Tracey 
| Maxwell, N. e.f.d. 
Oxfonl H., Sutherland Avenue, W. 
| 2Moore, F.A. Perse Gram. S., Cambridge 
Peacock, J. W.B. a. 
Lancaster Coll., 
| Reading,G.J. a. 

Licensed Victnallers' S., S.E. 
*Robingon,V. St. John’s, Green Lanes, N. 
Tanner, J.C. Milton Coll., Ullesthorpe 
| Tomkins, W.F. 
| Edward VI. Mid. S., Norwich 

Uft_T.H. g.a.d. Public Coll, , Torquay 
| #Visiek, H.C. Brighton Gran. S. 
Wall ,S.H. St. Aubyn's, Woodford Green 
Willis, J.H.D. A. 

Wondabay S., Weston-s.- Mare 

L Winterbottom, B. 31 Water St., Rhy] 


(*Addison, H.G. gr. Private tuition 


kes Inst., Walton, Liverpool 
eu. Highbury H.,St. Leonards 


Private tuition 


Friends’ S., Saffron Walden 
Morecambe 
Manor H., Clapham 
a, Witney S. of Science, Oxon 
a.al. Newcastle Modern S. 
sad. Eastbourne Old S. 


Bridlington Comm. S. 
W. en, 
Kendrick Boys’ 8., Reading 


a. Taunton H., Brighton 


Bt. Paul's S., W. 
Private tuition 


97 


i Anderson, H.G. eu. Friends’ S., Wigton 
| Bayshaw,W.N. e. Ellesmere 8., Harrogate 
| ?Barratt, L. Balhan S. 
Bennett, 'E. K. ¢.9. Elm H., Wareham 
| Boon, W.B. a.d. St. Winifred’ s$. » Torquay 
| Battery,G.R. a. Wellington Coll., Salop 
| Chu bD T.W. R. Gram. S., Shoreham 
Corfield, H.W. d. Comm. S., Ludlow 
Cuiverwell, R.E. 9.a. 
Winchester H., Redland Rd., Bristol 
| Dixon, W.H. a. Ashburne Gram. N. 
| Dyer, S.A. qd. Swindon High S. 
i Everitt, F.C. E. Anglian S., Bury St. Ed's 
| Fearnhead, W. s. Claremont C., Blackpool 
| %Green, R.C.C. Highbury H., 5t. Leonards 
Hrlson, E. g.a. 
E. Devon County S., Sampford Peverell 
| Hewlett, V.G. Kendriek Boys’ 8., Reading 
Hoyle,J.e.q.a. Kilgrimols. St. Annes-on-S, 
Hughes, H. seg. Hightield S., Highgate 
| Hyde, C.R. h.o. Gravesend Modern S. 
| Kemp,G.W. Licensed Victuallers’ 8., 8.E. 
| *hingzett,E.P. Private tuition 
| Mannington.C. Highbury H., St. Leonards 
| 2Masters, B.F. Sandwich S. 
| Mawson,G.R. Comm. S., Ludlow 
i Moncrieff, A. Anerley Coll., S.E. 
| Roskilly,C. a. Hoe Gram. S., Plymouth 
| 


E Russell, D.J. High S., Brentwood 
?Nargeant, H,W. Raleigh Coll., Brixton 
| Saul, T.A. al. Southport Modern S. 
| Stedinere,C. aal.d. | Clyde H., Hereford 
| Stiehling,R.E. Polytechnic Inter. N., W. 
| Stuart,G.R. De Gresley Lodge, Southsea 
Tarrant, O. E. BourneColl.. Quinton, B ham 
| Tickle, E. Catford Coll. S., S.E. 
\ Waterson, E.H. eu. Bracknell Coll., Berks 


cr Addey, W. Friends’ §., Penketh 
| Bateman, R. Farnworth Gram. S., Bolton 
| Chave, W.H. a.aleu. 
E. Devon County 8., Sampford Peverell 
| Davidson O.F. a.d. Elintield Coll, York 
Deacon,S, eal. High S. for Boys, Croydon 
Diplock, T.G.e.ad. HighS. for Boys, Croydon 
| *Dutson K.J.F. Gram. 8., Chepstow 
| Eldred, E. a, Earls Colne Grain, S. 
| Evans, W.H. R. Colebrook H., Bognor 
Forsyth,G.A.a. St. Aubyn’s, WoodfdGreen 
2Fox, G.N. Epsom Coll. 
| Grice, S.W. g. Colebrook i. Bognor 
È Jones, H. d. Wellington Coll., Salop 
3J ones, L.W.I. Stranraer S., Fareham 
| Lambrick, F.a.eu.AshvilleColl. Harrocate 
; Lucas, E. J. Trow bridge High 
| Lucas, J. af. Oxenford H. y 
| #*MeWitliam, A. FarnworthGram.S.,Bolton 
| Mooney, W. Oxenford H., Jersey 
| Moss. L.H. e.a f. 8. Park Coll., Wimbledon 
| Parker, J.F. e. Private tuition 
| Parsons, R.C. a. Wilsford H., Devizes 
Payne, W.S., e.a. Licen'd Victuallers’S. NS. E. 
| Ratelitf,S.A. a Castle Hill S., Ealing 
| Ross, G. De Grisley Lodge, Southsea 
| Simpson, W. Sidcot S., Winscombe 
| Stanley, J.C. a. Sydenham H., Leamington 
I Ward, J. q. Elmtield Coll., York 
| Wildman, W.S. ¢.9.4. 
Kilgrimol S., St. Annes-on-Sea 
ices a. Bracknell Coll., Berks 
(Yelland, W.M. &.e.a. St. Anstell S. 


(2Adams, W.G. Clyde H., Hereford 
| Bradley, W. Brunswick H., Maidstone 
| Burrows, H. F.a /.St.Jobhn'sColl., Southend 
| Clarke, G. Salway Coll., Leytonstone 
| Conrad, P.S. £ Portsmouth Gram. 8. 
Crasoer, S.W. a. Sandwich S. 
3De Fraine, A.C. Private tuition 
Dezenstre, A. f. Catford Coll. S., N.E. 
| *Gall.G.H. Private tuition 
| 2Hammett,D. St. Mary's Hall, Carditf 
| Hoddell J.E. a.d. Clyde H., Hereford 
| 7Horth H.E. Clyde H., Se 
| Jones, C. d. Tottenham Coll. 
| Lawrence,S. S.G. a. University N. Herne Ray 
Lowe, W.J. a.d. Southport Modern 8S. 
M alley, H.W.R. Devonport High N. 
Marsh, G.W. d. Epsom Coll. 
| Matthews, H. Mt. Radford S., Exeter 
| McEwan, Q. Devonport High S. 
McPherson, D.C. 
Winchester H., Redland Rd., Bristol 
Murden, A.E. a.d. 
Perse Gram. S., Cambridge 
Noble, R.S. Laucaster Coll., Morecambe 
Norman, W.G. Shepton Mallet Gram. N. 
Parkinson, S.S. Gravesend Modern 3, 
| Perkin,J.N. 
I B. Devon County S., Sampford Peverell 
2Poole, C.H. The College, Clevedon 
Sanderson. J.a. LytteltonGram. N., Malvern 
| Spencer, P.J. en. Modern S.. Maidenhead 
| Street, T.E. ch. Private tmtion 
Wudweeks, W.R. Wilsford H., Devises 
Theeman, C.H. Cliftonville Coll., Margate 
Willetts, J.T. Halesowen 8. nr. B'ham 


tBaldwin, L.S. Kendrick Boys’S,, Reading 
( sRinneham.G.E. Wilsford H., Devizes 
IBuehanan, B.C. Brighton Gramn., N. 
| Burton, J.C. Grafton H., Manchester 
Cuckett, H. Aca, Brunswick H.,Maidstone 
| Clark, H.A. Lucton 8.) Herefords. 
Cochran, Pa. ~Gram. Ba, Howey Tracey 
3Cocks, F.G. Dunheved Coll., Lannceatea 


9s 


BOYS, 8RD Crags, Ist Div.—Continuearl. 
| *Cooper,G, Lowestoft Coll. 
*Currie,B.M.. Prelim. Medical S., E.C. 
'2Darley,W. Pannal Ash Coll., Harrogate 
| Davis,C. A.I. d. 
| Brean Villa S., Weston-s.-Mare 
| Ferraro, J.H. Devonport High S. 
l?Gibbs, R.C.  Salway Coll., Vevtouaton: 
| ?Grittiths,G.P. a. Ed. VI. Mid. S., Norwich 
| Grove, E.C. a, Halesowen S., nr. Boham 
Hess,J.R.M.a. Friends’ S., Satfron Walden 
*hitto,W.H. Arlington Pk. C., Chiswick 
Leggett,C.W.C. a.d. 
Eton H., Albany St., Hull 
Lewis, R.P.g. WoodabayS. , Weston-s.-Mare 
2Macnanghton, A. W. Ebor S., Bexhill 
2Miell, R.H. West Brighton High S. 
Murch, A. Belle Yue S., Norwich 
Norden, D. C.a. St. Kilda’s C., Waterlooville 
20Osborn, E.A. Gram. S., Spalding 
| Pile, J.E. ecw. St.Kilda's C.,Waterlooville 
| Pos <ate,G. ad, Gravesend Modern S. 
| Smules,S. e.d. Argyle H., Sunderland 
Surridge, V. E.S. f. 
| Highbury H., St. Leonards 
| Ward, L.L. a. Modern S., Maidenhead 
2Zoccola, U.C. i. Maidenhead Coll. 


( Benton, N.M. h. Highbury H., St. Leonards 
Biden, W.M. Epsom Coll, 
Chorley.F.a.d. Oakes Inst., Walton, L' pool 
Dalryiuple, W. a. 

Oakes Inst., Walton, L'pool 
Davidsou,A.McC. 
| Friends’ S., Saffron Walden 
| 2Dickinson, R.C. Balham School 
Forster, E.H. Thorne Gram. S., Doneaster 
Foster, H. e.a. Lucton S., Herefords. 
| Godden,G. L. Merton H.. Southwick 
| 2Hassett, P. Dudley Middle-class S. 
2Howkins,G.P. Milton Coh., UHesthorpe 
Hudson, W.H. F.a.a. Esplanade H.S thsea 
Jewell, D.T. /. Newhaven Coll. 
| Lax, G. Pannal! Ash Coll., Harrogate 
|  LeQuesne,C. Charing Cross S., St. Heliers 


Liles, W. E. a.cu. Perse Gram. 8. Cambridge 
Leveridge,E.G.e.a. Trafalgar H., Winch’'st'i 


2Mackson,A.H. 

St. John’s Coll., Green Lanes,N. 
2McDonnell,G. Wirral Coll., Rock Ferry 
McDougal, R.H. a.eu.d, 

Benwell Delavel S., Newcastle 
Shackle, A.qe. Walthain C.,Waltham Cross 
Webb,G.W. a. Perse Gram. S., Cambridge 
Weeks,F.H. a. Kendrick Boys’S., Reading 
2Adams,H.A. Devonport High S. 
Barlow, E. f.ge. Waltham C., Watham Cross 
Chapple, L. e. St.John'sHr.GradeS., Penge 
Coates,G. F.H. s.q.a. 
Kilgrimal 8., St. Annes-on-Sea 
Great Ealing S. 
2*Collier,T. Farnworth Gram. S., Bolton 
Cope,T. St. Augustine's S., Longton 
3Cortield, C.H. St.John's C. Green Lanes, N. 
Eddington, A.J. a. Sideot S., Winscombe 
Fenwick,E. f. Waltham C., Waltham Cross 
Franks, E. a. Crossley & Porter S., Halifax 
?Hase,H.S. Edward VI. Mid. S., Norwich 
3Jackman,J. Balham S. 
2Limouzin,G.A. HighS.forBoys,Croyden 
2Major, F.W. Shrewsbury Coll. 
Malzard,F.J. £ Salvandy Terr. S., Jersey 
2Milnes,C, Christ Ch. Hr.Grade8.,8’thport 
INizhtingale,J.M. St. Bede’sColl., Hornsea 
Pritchard, W.J. a 
\ London Coll. Gram. S., Holloway 
| Spring, S.H. a. Stoke Newington Gram. S. 


Cohen, A.J. 


Sturgeon, S.M. eu. PolytechnicIuter.S., W. 
Totield, R.A. g.a. 

Licensed Victuallers’ 8., S.E. 
| Walker, E. aal. Friends’S. Saffron Walden 
| Williamson, W. W.e. Ed. VI. Mid.S.,Norwich 
| Wire, B.J. a. 

Comm. & Civil Serv. C., Forest Gate 


2Atkinson, A. 
St. Martin's Gram. S., Scarboro’ 
Barlow, H.H. a.d. 
Eton H., Albany St., Hull 
Great Ealing S. 
Bentley, A.B. a Comm. S., Ludlow 
Birtwhistle,C.H. d. Private tuition 
Blyth,N.R. Perse Gram. S., Cambridge 
Booth, H. a. Elinfield Coll., York 
Brookes,T.H. a. 
Lyttelton Gram. 8., Malvern 
Cumbor.J. o.d. ThorneGram.S., Doneast'r 
| Dadda, F.E. a. St.John’s C.,Green Lanes,N. 
| 2Duggleby, C.S. 
' St. Martin’s Gram. S., Scarboro’ 
| Feather. N. d. New Coll., Harrogate 
Fox. W.E. Sidcot S., Winscombe 
| 2Gardiner, A.B. St. Paul's §., W. 
Goodchild, G. High S., Brentwood 
Harvey, I.E. qe. High S., Romford 
2Hollingworth,C. Private tuition 
| Hundley,G. d. Loughton S. 
Lake. R.G.J. e. llfracom: be Coll. 


Benjamin, R.S. 


——— YF 


2J aw,B. d. New Coll., Harrogate 
Marshall, E.J. a.d.. 

Cathcart Coll., Cathcart Hill, N. 
McCallum, D. Clarence H., Filey 
McCallum, R. a, Devonport High S. 
Mudford, W. a.d. Boys’ MiddleS. Tiverton 
sNightingale,A. High 8.for Boys,Croydon 


THE EDUCATIONAL TIMES. 


| Osborne, J.G. a. 
| Price, L.J. r.d. 
| High S., Chapel Place, Runcorm 
' Samuel B.B. raf. Maida Vale S., W. 
| Sargent, R.W.FitzG, Private tuition 
| Shipley, E. u.d. 
Benwell Delaval S., Newcastle 
! Sinee,C.M. W.a. Southdown C., East bourne 
i Stanton E.H. Towcester Schuvl 
i @Stetford, H.M. 
Oxford H., Sutherland Avenue, W. 
Taylor. F.C. a. Modern S., Maidenhead 
! Tinsley, P.G. a. Gram. S., Spalding 
i 2Trumper, T. Y. Devizes Gram. S. 
{?Turnbull. R.C. High S., Sutton, Surrey 
| ?Wallis,G. F.C, Farnham Gram. NS. 
LWright,PF. a. Wellington Coll., Salop 
CArnold, H. Balham S. 
| Belton, H.H. E. Anglian S., Bury St.Ed's 
“Bennett, J. Barton S.. Wisbech 
3PBrown, R.K. Grosvenor Coll., Luton 
| Evans, M.G. Trowbridge High 8. 
| Hawksworth, T. E.S. a.d. 
| Derwent H., Bamford 
; Howard,J.K.E. a. 


| St. Aubyn’s Woodford Green 
| Hubbard, R.L.F. Clyde H., Hereford 
| 3Leach, C.E. Gram. 8., Shoreham 
| Lowe, D.P. Southport Modern S. 
| Lowe,J. eu.d. Friends’ S., Penketh 


Worthing Gram. 8. 


| Middleton, H. Leek Gram. S. 
| 2Neville,P.A. Westminster City S. 


| Newbery,H. g.a. Tudor Hall, Hawkhurst 
| Phypers, W.A. a.eu. PerseGr.S., Cambridge 
| Reeve H. ad, 

{ Burlington C., Spring Grove, Isleworth 


| Russell,J.D. Minster Yard S., York 
| Nilkstone, P.S. Grafton H., Manchester 
3Sim, H. Balhan N. 


Lucton R., Herefords. 
Strode, T.W. R. Castle Hill S., Ealing 

| Suverkrop, R.M. Oxenford H., Jersey 

| Tanner, A.N. a.f. Northgate S., Winchester 

| Tavlor, W.F. Gram. S., Romford 
Wethey. E.H. s. 

Winchester H., Redland Rd., Bristol 
| Wilson, H.T. al. Friends’s. Saffron Walden 
!2Wright, P.C. Kendrick Boys’ S., Reading 
| 7Youny,A. 

L Stourwood C., Southbourne, Hants 
2Aldridge, F.R. Balham 8. 
Bartlett. J.K. Cliftonville Coll., Margate 

| Berger, H.E. ge. New Coll., Margate 

| Bird,S.C. a.eu. Perse Gram. 8.,Cambridge 
| ?Bird, W.A. E. Anglian S., Bury St. Ed's 

| Budd, W. a. Midhurst Grain. S. 
Bush, W.T. a. Brunswick H., Maidstone 
Clay pole, A. Barton S., Wisbech 

| *Coeck, J.W. Finsbury Park Coll., N. 

| Cuddeford, H.G. S. 

| Hurst Lodge S., East Putney 

| 2Eccles,H.N. Channel View S., Clevedon 

| 2Edwards,W.G. Castle Coll., Guildford 
| 2Ford,C. W. Westtield H., Reading 
| 2Gilling,E. Ashley H., Worksop 

Hatch,C. a. Christ Ch. Hr.GradeS.,S' port 

Haworth,H.R. Lytham Coll., Lanes. 

Hearsey,A.F. a. Worthing Gram. S. 

Holland,H.M.a. Ashville Coll., Harrogate 

*Houzhton,J.E. Cliftonville C., Margate 

|?Humphry,A.s. [selden S., Bournemouth 
Joyner, R.A. The College, Clevedon 
Large, E.H. Woolston Coll., Southampton 

| 2Lewis,M. St. John’s C., Green Lanes, N. 

| 2Lias,J.W. Bradley High S., Newton Abbot 

| Madeley, F.W. h.a. Bracknell Coll., Berks 
| Mason, F.H. a. Brunswick H., Maidstone 
| 3Middlebrough,G. Ousegate S., Selby 
| Mott,C. A.a.al. Richmond H., Handsworth 
| Nock, H. q.a. Wellington Coll., Salop 

| Patterson, J. Newcastle Modern S. 

| 2Perkins,H.C.L. Taunton H., Brighton 

| Philip, N.Y. ge. Highbury H., St. Leonards 

| Pragne, F. a. Newcastle Modern S. 

| Pringle, H. ge. High S., Romford 

| Robinson A.L. a. Bickerton H., Southport 
| Roper, A.F. a. Friends’ S., Saffron Walden 
| Stabell, A. a. Argyle H., Sunderland 
| Stansmore, R. eu. 
St. Kilda’s Coll., Waterlooville 
| Stratton, R.E. Gram. S., Sale 
Townson, W.K. Private tuition 
Turner, P.G.C. J. Bowood H., Folkestone 
| Waite, B. a. York H., Reading 
White, E. f. Up. Hornsey Rise High S., N. 
Wild, H. a. Bickerton H., Southport 
| Wood,H.W. a. Northgate S., Winchester 


{Appleby,R. e.a. High 8., Romford 
| 7Aylen,R.S. Private tuition 
Bailey,J.O.S. The College, Clevedon 
Banks,A.G. e. Bickerton H., Southport 
Bausor,T.P. a. Perse Gram, 8., Cambridge 
|2Bond,C.A., a. Central Found. S., E.C. 
2Carless,S. Cathedral King’s S., Worcester 
2Coulthurst, T. Castle Hill S., Ealing 
| *Cross,P. Lyttelton Gram. 8., Malvern 
Curtis.J.O. A. 
Winchester II., Redland Rd., Bristol 
2Davies, F.W. — Old College, Carmarthen 


| 2Smith, L.S.C. 
! 


IGravenell,H. W. Ongar Gram. S. 
Greenwood, H. Elmfield Coll., York 
Hall, V.B. Brondesbury Coll. 


| 2Harral, W.H. Crossley & Porter S., Halifax 


| Harrison, W. Ashville Coll., Harrogate 
| *Harvey,P.D. Loughtem School 
| Holroyd, T.H. 5 Wyndham Rd., Edgbaston 
| @Johns,H.A. Salway Coll., Leytonstone 
i Jolly J.C. 20 West Cliff, Preston 
| Lether,C.R. a.d. 

| St. Martin’s Gram S., Searborn’ 
| *Lyvth J. E. Anglian N., Bury St. Ed's 
| MacLean,G.H. Newcastle Modern S. 
| Moore, T.J. a. Gravesend Modern N. 
| Needham, F.A. ek. Raleigh Coll., Brixton 
| 32Ouslow-Ford, M. St. Paul's S., W. 
Ottey EL. Highbury Park NS., N. 
| ?7Palfrey,T. Sudbury Grain. 8. 
Palmer, A.A. Private tuition 
| Perry. E.W. e.a. Hishfield N., Chertsey 
p 3Sessel, S.J. Tivoli H., Gravesend 
; Stanners, R.W. 

| 14 Grosvenor Crescent, Scarboro’ 
| Thompson-Smith, E. a.d. 

| Oxford H., Brighton 
| ?Wilkins,A. Gram. S., Gillingham 
LWilson,T.G.a. Oakes Inst., Walton, L’ pool 


Blair, E.G. s. Hythe S. 
Bradbeer, R.G. a. 
Wiuchester H., Redland Rd., Bristol 
3Brady, H.V. Stoke Newington Grain. 8. 
| ?Bush, H.T. Brunswick H., Maidstone 
| Cima, V.A. a. Fitzroy Coll. S., W. 
| Cook, A. a.d. Bickerton H., Southport 
| #Dalton,G. L. Claughton Coll.S., Birkenh'd 
| Eglin, ALN, Private tuition 
Ellis, A.C. a. Private tuition 
2Fox,A.R. The Crescent S., Sheffield 
| *?Gendle,G.G. 

Bradley High 8., Newton Abbot 
Hardie,E, Edward VI. Mid. S., Norwich 
Hobbes, J.F. a.d. Wellington Coll., Salop 
Hoskins, W.J. e. Wellington Coll., Salop 
PHoyland,C. Ashley H., Worksop 
2H, A.W. Private tuition 

Huddy, W.H. a. Devonport High S. 
Hurry,J. a. Barton S., Wisbech 
| 2Irviny,H. Birkenhead Inst. 
j Jetteries, A.G. Edward VI.Mid.S., Norwich 
| 2Jones, M.F. Private tuition 
| Kempe,C. ge. Waltham C.,Walthain Crors 
| Leith,R.a. Waltham C., Waltham Cross 
| 27Levey,R.P. Nelson Coll., Blackheath 
| Luckock, H.A.a. StokeNewingtonGram.s. 
| Naf,O. Waltham C., Waltham Cross 
| Nicholsyon,G.T. eu. 
Benwell Delaval 8., Newcastle 
Fernie Coh., Highgate 
Coll. S., Bridgwater 
Gram. S., Romford 


| 
| 'Ray.C. 
| *Teinlett, P.H. 
| Twentyman,E. 
Wood bridge, P.P. 
Highbury H., St. Leonards 


(Argent.A. a. High S. for Boys, Croydon 

2Batt, F.J. Private tuition 

2Clarke,R.N. Hol bornEstateGrain.S.,W.C. 

Currv,J.C. s. Claremont H., Wateringbury 

|?Darley,T. Pannal Ash Coll., Harrogate 
Drake, H. a.l. Oakes Inst., Walton, UL’ pool 
Edwards,S. W. ¢.a.f.ue. 

Waltham Coll., Waltham Cross 
Fisher,H.R. d. The Coll., Walton-on-Naze 
Fitch,C.A. a. Oxford H., Brighton 
Foreman, F.C. s.g.a. 

Brunswick H., Maidstone 
| Gibbs, L.H.H. a. 
I Comm. & Civil Serv. Coll., Forest Gate 
| Hartley,R.K. a. 
Holly Bank 8., Cheetham Hill 
| 7Henderson, W.S. Balham S. 
| 2Hongh, E.S. New Cross Coll. S. 


Howell, R. Gram. S., Gillingham 
Hunter, A. a. Ashburne Gram. 8. 
| SHunter, W.M. Vermont Coll., Clapton 
VHurst,A.N. sh. Private tuition 
Jackson, P.E. d. Elinfield Coll., York 
Lakeman, L.a.al.d. HartH., Burnham,Som 
Lotzerich, M.W. Herne Bay Coll. 
Manning, A. F.a. Kendrick Boys’S., Reading 
| Mawdsley, A.J. Bickerton H., Southport 
Moss, E. Bickerton H., Southport 
2Rendell,F. Gram. S., Newton Abbot 
Robson, W. a.d. Elmfield Coll., York 
| Saul, W.B. d. Southport Modern S. 
Shenton, W. L.E. s. 

Northgate S., Winchester 
| Stedman, H. Brunswick H., Maidstone 
| Sutton,G.A. H.a. Lancaster C., Morecambe 
| Swindley,N. Birkenhead Inst. 
| Wadsworth,C.P. e. Grain. S., Goole 
| *Warth.T.J. Manor H., Clapham 
| Watkinson, F. a. Ashburne Gram. S. 

Welborne, W.E. a.d. Wimbledon Coll. S. 
Wilde,C.A.H.F. a. Earls Colne Gram. S. 
| Wilkinson, W.L. Castle Hill S., Ealing 
UW ills,J.D. Gram. S., Sale 
Abraham, W. Up. Hornsey Rise High 8., N. 
Allison, F. a Higher Grade S., Selby 
| Baker, L. Colebrook H., Bognor 
2Baldwin,C.W.T. ch. Private tuition 
Barton, H.K.d. BreanViNlaS.,Weston-s.-M. 
Bromley, E.G. Stoke Newington Gram. S. 
Castle, A.H. Friends’ S., Saffron Walden 
Caudell, E.C. s. Hythe S. 
Chart, E.F. East Anglian S., Bury St. Ed's. 
Dadswell, S.H. Brunswick H., Maidstone 
| Downes, A.L. Milton Coll., UNesthorpe 
2Franklin, A.T. Lyttelton Gram. S., Malvern 


[Feb. 1, 1900. 


| Grant, B.C. eu. 


Devonport High 8. 
| Harris,C. A. a.d. Brunswick H., Maidstone 
| Heath,C. Licensed Victuallers’ S., S.E. 
| *Hendry,J. Colebrook H., Bognor 
i Horne, J. d. Academy, Crewe 
| Lee, R. d. Ellesmere S., Harrogate 
| Mackintosh, W.B.a. Lawn H., Clapham Rd. 
| Maude, A. P. L.a.d.Claremont C., Blackpool 
| Moody, A.V. ead. Cricklewood N., N.W. 
| 3Needham,J.C. Raleigh Coll., Brixton 

Peebles, A. Woodford Coll., S. Woodford 
| Saunders, H. E. High S., Brent wood 
| 25mart, F.W.H. Cliftonville Coll., Margate 
| Smythurst, J.F. a.d. Liskeard High S. 
| Squier, J.B. a. High S., Brentwood 
t Taylor, A.C. Highbury H.. St. Leonards 
| 2Taylor, F.W.HolbornEstateGran. S., W.C. 
'2YVhompson,C, Friends’ S., Penketh 
i Tippen, F.J. Cleave's S., Yalding 
Waldron, L.M. Private tuition 


‘Aitken,J. Gram. 8., Spalding 

| Algar, F.W. a. Edward VI. Mid. S., Norwich 

| 2Baker, B. Longton S., Staffordshire 

| *Bemrose, P. 

| Boys’ High 8., Tron Bridge, Salop 

| Bennett, T. a.d. Benwell DelavalS., N’castle 
Birtwistle, W.M. s.¢.a. 

Kilgrimol S5., St. Annes-on-Sea 
| Boit, P.E. Lyttelton Gram. S., Malvern 
Bolton, E.R. Private tuition 
| Boulton, H.V. a.d. Wellington Coll., Salop 
Box, L.A. @. High S. for Boys, Croydon 
Browne, F. St. John’s Hr. Grade S., Penge 
Coard, G.A. Woodford Coll., S. Woodford 
Corline, A.E. St. Winifred's 8., Torquay 
2Cross, E. W.d. LancasterColl.,W.Norwood 
2Emanuel, M. Tivoli H., Gravesend 
| Evershed,R.A. a. 


Burgess Hill High S., Sussex 
Furse,J.J. Hoe Gram. S., Plymouth 
Grave, F. Gram. S., Romford 


| Grittith, H.H. Oxford H., Brighton 
| Hammond, G.S. Bickerton H., Southport 
HIU R.G. Gram. S., Newton Abbot 
| 2Hince, L. Milton Coll., UNesthorpe 
| Hewtson,.J. Stoke Newington Gram. S. 
| 2K eech,C. A. Crossley & Porter S., Halifax 
| Lunt.D.G. 5 Wyndham Rd., Edgbaston 
*Mackenzie, K.L.Clark sCivil Serv.C., W.C. 
Martin, H.E.L. eu. 
Winchester H., Redland Rd., Bristol 
| Martyn. P. a.d. St. Austell S. 
| MeCracken, E. Friends’ S., Wigton 
McLachian, W.S. a Cruad’s S.,King’sLynn 
Moreton,A.G, d. 
l High St. S., Burnham, Bucks 
| 2Patton,T. High S., Corbridze-o-T. 
|?Pring,F.J.A. WellingtonTer.S ,Taunton 
Rees, B. a. St. Mary's Hall, Carditf 
| Reeve, H. Private tuition 
| Rolfe, E. W. a. Modern S., Maidenhead 
| Roscher,M.L. A. 
| Friends’ S., Satfron Walden 
Cliftonville Coll., Margate 
Lawn H., Clapham Rd. 
King’s Coll., Wimbledon 


| Scott, A.F. 
| Slade, J.O. a. 
Wise, A.J. 


Allen,G.H. a. 
High S., South Shore, Blackpool 
Allen, V.B. a. 
| High 8., South Shore, Black poot 
| 2Barlow H.T. West Clitf S., Ramsgate 
| *Battrich,A. 
| Archbp. Holgate's Gram. S., York 
| Bett,R. a. Barton S., Wisbech 
Bevans, E.L, ef. Merton H., Southwick 
2Browne-Cave,E..J.C. 
| Oakes Inst., Walton, Liverpool 
| *Bull,H.S. Stuke Newington Gram. S. 
| AColdridge, F. 


Bradley High S., Newton Abbot 
Cubitt,T.P. a.d. Ed. VI. Mid. S., Norwich 
Davey, F. Friends’ 8., Penketh 
Evans,R. Oxford H., Brighton 
Exton,L. Stourwood C., S'bourne, Hants 
2Field,C.K. King’s Coll. 8., Wimbledon 
Freeman,P. Perse Gram. S., Cambridge 
2Holmes, ES. Cleave's S., Yalding 
| Knill, E.P.d. ApsleyS.,Kingsdown, Bristol 
| Mole, W.F. e.a. Fulham Gram. S. 
| *BMoon, W.J. Kingswood 8., Bath 

Organ, W. a. Redland Grove Coll., Bristol 
2Perkins,R.F. Gram. S., Spalding 
Popplewell, R.E.C. a. Midhurst Gram. S. 
| Sands, R.H. Ilfracombe Coll. 
| Siuallpeice,H.G. Northgate S., Winchester 
| Smith,C. B. Rose Hill S., Bowdon 
| Taylor,J.C.a. Kilgrimols. St. Annes-on-Sea 
| Walmesley.J.T.a Brighton H., Oldham 
2Watkins, R.N. Boys’ High S., Shrewsbury 
Wigg, H.O. a. High S., Brentwood 
[Wonter P: Bourne Coll. Quinton, B ham 


Woods,F. Licensed Victuallers’ S., S.E. 
3Wright,J. Southport Modem S. 


(2Adam,S.D. Oxford H., Sutherland Av.,W. 
ı Bates, T.C. g. Brunswick H., Maidstone 
| Bebbington,G.H. a. Ashville C. ,Harrugate 
i Bell, H.W. g.a. York Manor S., York 
Billing,J. e. Hart H., Burnham, Som. 
Biaset, F.W. a. New Coll., Worthing 
*Brandreth, H/D. Gram. S., Bovey Tracey 
3Buckel, E:-F.W. 
Kastinan’s R. N, Acad., Winchester 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


99 


BOYS, 3rd Crass, Ist Div.—Continued. 
{ Burton, H. C. Whitworth S., howe 
*Coulthurst, R.L. Southgate Coll., 
2Crow,P.A. 
Comm. & Civil Serv. C., Forest Gate 


3Dennis, E.A. Private tuition 
2Deuchar, A.C. Belle Vue S., Norwich 
Dorey, E. A. a. Ashton Coll., St. Heliers 


Downing, A. L. Edw. VI. Mid. S., Norwich 


Forbes, J. Farnworth Gram. S., Bolton 
$ Green,F. d. Raleigh Coll.. Brixton 
Hampson,S. Castle Hill S., Ealing 
*Hull,H.R.B. Etonhurst, Weston- s.-Mare 
*Hulse,C.E. Longton S., Statfordshire 


King, L. J. ha. Nortngate S., Winchester 
2Morris, D. Wirral Coll., Rock Ferry 
Payne, R.deP. a. Esplanade H., Southsea 
i Procter, H. Linden H., St. John’ s, N.E. 
Shardlow, H.A. d. Derwent H., Bamford 
Skinne r,C. V.a. 
Licensed Victuallers’ S., S.E. 
Skinner, L. St. John’s Hr. Grade8S. “Penre 
Smith, W.G. a. Grain. S., Spalding 
' Sumpter, A.A. Private tuition 
Symons,C.J. Coll. S., Bridgwater 
Valentine,S.B. a.f. 
E. Anglian S., Bury St. Ed's 
2Vincent, S.M. Plymouth Public S. 
*Ward,A.G. Devonport High 8. 
2Weller,C. Private tuition 
Withinshaw,C.V. 
Westgate Coll., 
A Woolstencrotft,G. d. Friends’ S., Penketh 


Third Class.—2nd Division. 


farinn a ee Highbury H., St. Leonards 
Wellington Coll., Salop 


Arthur, A.J. 
| Bensley, H. E 9. 
| Bostock, S.M, 8. 

| Cabot,T. A. 
| *Chandler, A.R. 

Chapman,G. 
Winchester H., Redland Rd., Bristol 
*Clare,S.R. Edward VI. Mid. S., Norwich 
J Cooper, H.E. a. Modern S. , Maidenhead 
Coulson, H. Scarborough Gram. S. 
} 3Ellerm. 8S. Stamford Hill Coll. 8S., N. 
Farrants, E.H. Earls Colne Gram. S. 
Fulcher, E.G. Towcester S. 
Godden,C. F. 
| Holden, O.M. Halesowen S., nr Birham 
| Horne, Poa. Northampton H., Cheltenham 
| 3Hunns, E.J. 
3Jetteries, E. L. Edward VE. Mid. S., Norwich 
Kirby, H.C. York Manor S., York 
Lavey,S. B. a.d. Great Ealing S. 
| Lewis, E.C, Woodabay S., Weston-s.-Mare 
Mallan,G.J.P. e. Tivoli H., Gravesend 
Mayer, P.L. Wellington Coll., Salop 
Messervy, L. d. Northgate S., W inchester 
SMoodie,R. Wilson Coll., Stamford Hill 
| Morton,C. al, Leek Gram. 8. 
Murdock, H.M. Highbury H., St. Leonards 
INewhery, D.H. Bast bourne Old S. 
2Nicholson, B.J. Bridlington Comm. S. 
Nicholson, R. McYV. Epsom Coll. 
2Prond, A.W. Mercers’ 8., E.C. 
Shackleton, H.S. a. Whitworth S., Derby 
{ Shilston, A. a. Hythe 8S. 
4 Still,J. Oakes Inst., Walton, L'pool 
| Symons,C. H. Maidenhead Coll. 
) Thon son, E.R. E. Anglian S., Bury St. Ed's 
Titford, W.B. Leigh Hall C., Leigh, Essex 
Toleman, W.H.J. Elton High S., Bristol 
Watson, F.B. Loughton School 
Webber,S.A. Coll. S., Bridgwater 
*Welch,C.H. Private tuition 

Westacott, H.H. g.a. 

Chaloner'’s S., Braunton 
?Wilmer,J.P. Alma H. Paignton 
3Woolley,S.L. Devonport High S. 


Aron,F.A. f.ge. Norman Rd. S.,Rusholme 
3Austin, E.R. Boys’ Coll. S., Whitehurch 
Bantill,W.H.E. a. Acton Comm. S. 


1 *Bell, R.A. Claughton Coll. S., Birkenhead 
Bolton, J.W. ad. York Manor 5S., York 
d 


Wellington Coll. 
Taunton H., Brighton 


King’s Coll., Wimbledon 


3Bryant, F.W. Edward VL. Mid.s., Norwich 
*Budge,J.A.D.  Croad s S., King’s Lynn 
Chew,J.E. a.d. The College, Weston-s.-M. 
Collins,I. g. Tudor Hall, Hawkhurst 
2Coxon,R. St. Martin's Gram. S., Scarboro’ 
*Davies,R. H. 
Dixon,0.G. P. h.a. 
Kendrick Boys’ 8., Reading 
3Elleray, J.P. Hillsborough S., Tunb. Wells 
Ford, F.W. a.d Clyde H., Hereford 
i George, W.T. Edward VI. Mid. 9. „Norwich 
Hall, R. a. 
Hamilton,J. a. 
3Jewell, H. f. 


Birkenhead Inst. 


Ashburne ‘Gram. S. 
Wellington Coll., Salop 
Newhaven Coll. 

Jones,C.S. 


Balham 8. 
Jones,C.G. a. 
Comm, & Civil Serv. C., Forest Gate 
4 *Kerry,R. Univ. 8., Stroud Green, N. 
2Kitcher, A.H. East Cliff S., Bournem'th 
LeMonnier, L. C. Pen-y- -Craig, St. Heliers 
Manning,C.F. East bourne Old 3. 
McCarthy, J.W. ad. 
| 8t. John’s Royal Latin S., Poona 
Neville, W.F. a. Blackpool Gram. 
Page,G. e.a. Edward VI. Mid. 
*Pett, W.H. 


S., spa: 
New Cross Coll. S 


Westsyate-on-Sea 


» Salop 


Oxentord H. , Jersey 


Castle Hill S., Ealing 


Gratton H., Manchester 


Pratt,B.E. a. Norwood Central High S. 


Robinson,C.H. Northgate S., Winchester! | Gardiner, E.G.d. High Park Hill Coll., Ryde 
Gouldbourne, A.F. d. Wellington C., Salop 
Black pool 


| 7Rowley,T. 
| Sharpus,J.W. 
Simmons,H.S. e. 
Burgess Hill High S., Sussex 
Elmfield Coll., York 
Lytham Coll., Lanes 


Warbreck Coll., Aintree 
Maidenhead Coll. 


| Smith, A.M. 
Sutclitfe,C.B. a.d. 
Symonds,G.J. d. 

Lyttelton Gram. S., Malvern 
Thomson, J.K. Ashford H., Birkenhead 
Vickery, J.S. ApsleyS., Kingsdown, Bristol 


( Berlandina, H.H. e. Private tuition 
} Burton,C.G, Wilsford H., Devizes 
Cieminson, P.C. Coll. 5., Bishop Auckland 
Dandridge, W. Herne Bay Coll. 
Drake,G.L. 
Comm. & Civil Serv. C., Forest Gate 
| Fairweather, P.E. 

Comm. & Civil Serv. C., Forest Gate 
*Gatenby,H. Bridlington Comm. S. 
Gambier,C. Helston, Brighton 

| 7Gibbs, M.A. Private tuition 
4Girling,C.B. Barton 8S., Wisbech 
Hanson,F. W. g.a. 
Norwood Central Hich 8. 
*Highton,R. Southport Modern 8, 
| 2Jones, W. Longton S., Statfordshire 
| Keable, R. e.a. High 8. for Boys, Croydon 
2Kenward, F.R.E. 
The Douglas S., Cheltenham 
| Kinnersley, W.H. 
| Winchester H., Redland Rd., Bristol 
*McKinley,H. 
St. Martin's Gram. 8., Scarboro’ 
Middleton, W. e. 

St. John’s Hr. Grade S., Penge 
| Miller. H.L. Burgess Hill High S., Sussex 
| Morris, W.F. Kendrick Boys'S., Reading 
| Nicolle,C. D.K. Jersey Modern 5. 

Palmer, H.S. 
Paragon H., Bracondale, Norwich 
| 2Philips,E.McK. Devonport High S. 
| Rogers, H.T. Egerton Park olk., Bexhill 
#Scrase,H.A. Brighton Gram. S. 
i Sparkes,C.D. l Merton H., Southwick 
| 2Stone,R, Uxbridge Prep. S. 
Tomlin, P.S. Leigh Hall C., Leigh, Essex 
Tompkins, W.H. a. Willow H., Walsall 
2Woodley,J.R. Stamford Hill Coll. S., N. 
Wright,A.A. Balhan S. 


(Axworthy,C.F. a.d. 
| St. Winifred's S., Torquay 
| Balls, H.L. Clacton Gram. S. 
Bates, H.F. Gram. S., Spalding 
Bolton, F.B. a. Preston Class. & Comm.S. 
2Brent, L.C. Woodford Coll., S. Woodford 
Butcher, T.W. Wilsford H., Devizes 
| Butterworth,C. a. Ashville C., Harrogate 
Clayton, W.F. a. 
Bilton Grange S., Harrogate 
Cluer, A.C. Up. Hornsey Rise Highs. ,N. 
*Cooper,A.R. Shepton Mallet Gram. S, 
| Dalton, E.a. Gravesend Modern S. 
| Dawson,C.C. Ed. Vi. Mid. 8., Norwich 
| Derry, W.R. a. 
| Christ Ch. Hr. Gr. S., Southport 
2Downes,A.C. King's Coll., Wimbledon 
| 2Duckham,T.H. 
| St. Gwnlliw, Newport, Mon. 
*Emmott,F. Crossley & Porter S., Halifax 
Glenister, W.M. Highbury H.,5t. Leonards 
| Hardman,C.H. 

High S., South Shore, Black pool 
2Johnson,A. Banham Gram. S., Attleboro’ 
Janes, F.C. Whitchurch Gram. N. 
Lee,S. M. a. Sutherland H., Yarmouth 

| Michell, L, W. Maida Vale S., W. 
| Morrell, F.A. High Park Hill Coll., Ryde 
Oliver, F.M. a. Salway Coll., Leytonstone 
Redgate, J.E. g. East Bridgford Coll. 
| 2Renl, B. L. Salway Coll., Leytonstone 
| Ritson, J.A. High 8., Corbridye-on-T. 
| 7Rutherford, H.C. Private tuition 
Sheutall,H. Bilton Grange S., Harrogate 
Simson, D.C.U. Highbury H., St. Leonards 
Smnith,H. Crossley & Porter S., Halifax 
Smith, H.B. St. Paul's S., W. 
| Smith, W. a. Leek Gram. S. 
| Spencer,§S. York H., Reading 
| Thorp, W. Anerley Coll., S.E. 
| Tidbury,C.H. Kendrick Boys’ 8., Reading 
Trumble, F.J. High S. for Boys, Croydon 
2Williams,A.M. Comm. S., Astley Bridge 
Williams,J.B.R. a. Comm. S., Ludlow 
Wood, L.T. a. Colebrook H., Bognor 


2Audas,R.S. Private tuition 
Badge, C. W. Comm. S., Penzance 
| Bagnall,G.E. g.a. Nelson Coll., Blackheath 
| Baines, W.J.B. a. The College, Clevedon 
| 2Baker, M.G. Private tuition 
2Blunden,O. 


| Archbp. Holgate’s Gram. S., York 
2Bolingbroke, H.T. Pe on Gram. S. 
Brooker, P. Farnworth Gram. , Bolton 
Brown, M.V. E. Up. Hornsey ena N. 


Champion,G.T. The College, Clevedon 
Chaster,C.S. Private tuition 
Davenport, E.B. a. Comm. S., Ludlow 
Elborough,C. Private tuition 
Emmatt, R. Ellesmere S., Harrogate 


| Fitch, E.W. a.d. Ascham C.,Clacton-on-Sea 


| Fradd, P.H. St. Winifred’s S., Torquay 


Hayes, W.A. 8. Claremont Coll., 
| #Heimnell,C, Coll. 5., Bowes Park, N. 
Holland, J.M. Barton S., Wisbech 


| Huntley, A.E.e.h. TheColl. Weston-s.-Mare 
Alresford H., Margate 
Comin. S., Penzance 
Ashgrove N., Clifton 


Hutson, E.G. 
f *James, J.P. 
Jones, W.C. 
Le Sueur, P, Jersey Modern 8. 
| Mackintosh, A. B.a. Lawn H.,Clapham Rd. 
McGonn,R. Maidenhead Coll. 
McHutehon, J.A. Highbury Park S., N. 
| Mills, O.R. 


Winchester H., Redland Rd., Bristol 


| Morey,R. Cowes Gram. S. 
| Munckton,H.a.d. Hart H., Burnhain, Soin, 
| Robinson, Hd. W ellington Coll., 
Smallbone, E.W. d. 

Pierremont Coll., 

Whitworth S., Derby 
Elintield Coll., York 
Cowes Gram. S. 


| Smith, H.M. 

| Spink, A. a.d. 

| Sullivan, R. 

| Thomas, E.J. a. 


| Kendrick Boys’ S.. Reading 
3White, B. Felsted 5. 
(Axtens,F., Hart. H., Burnham, Som. 


| Birki, W. a. Lyttelton Gram.S., Malvern 


| Charles, S.W. High S. for Boys, Croydon 
Luton 


| Cheesman, A.M. Grosvenor Coll., 
| Chivers, P.R.P. a.d. 


Perse Gram. S., Cambridge 
Harrogate 
| Desprez, R.V. e.a.d. Gram. S., Streatham 
near B'ham 


| Denham, N.E. Clifton Coll., 
| Dorse, F.T. a. Halesowen S., 
| Edwards, A.J. a. Leek Gram. S. 
| 2F lack, H.W. St. Paul's 5., W. 
| Goddarl, H.M. Wellington Coll., § 
| Gorringe, R.B. Ealing Gram. S. 
| Hardy, W.S. Finsbury Park Coll., N 


Hariand, R. St. Martin sGram. S., Scarboro’ 


Haworth, J. A.S. L Almondbnry Grain. 8. 
2Dupey, W. Sidcot S., 
Ireland,G. 
2Lambert-Shea, W.A. 


| Montague, M.R. New Coll., Margate 
| Morrish,J. Trowbridge High S. 
Mould, A. Brunswick H., Maidstone 


Pugh,M.H. a. 
IRiehardson, J.M. 
Richardson, S.G. 
| *Spawforth,G.c. 


Reading Coll. S. 
Private tuition 


Henley H., Kilburn 


| Stevenson, B. Caversham H., Caversham 


| Thurston. H.F.. Nelson Coll., Blackheath 
i Whale, W.P. a. Midhurst Gram. S. 
| Wheatley, A. d. Allenby Coll., 

Whittle, J. R.d. FarnworthGram.S., Bolton 


Williams, E.R. a. Hoe Gram. S., Plymouth 


( Alford,C.P.W., Arlington Pk. C., Chiswick 
| Arnott, O. Private tuition 
| Barley,C. D. Belmore H., Cheltenham 
' Barnes, J.C. a. Cread’s N., King’s Lynn 
| Burton, D. g.a. Nelson Coll, Blackheath 
| Bush, A.G. Private tuition 
| Cathcart,G.D. d. 

Cathcart Coll., Cathcart Hill, N. 
| *Clements, W.Y. 

Winchester H., Redland Rd., Bristol 
| Cole, W. V. Belinore H., Cheltenham 
| Copp, A.H. e. Ilfracombe Coll. 

Cowden, W. 

Sandy ford Acad., Newcastle-on-Tyne 
| Davis,G. a. Great Ealing S 
| Dodd, T. ser, Academy, Crewe 


| Duncan, E.St.C. Hounslow Comm. Coll. 
Eaton, E.E. Scarisbrick Coll., Birkdale 


Eaton, N.A. a. Leek Gram, N 
| Farrer, H.G. Lancaster Coll., Morecambe 
Fieldhouse,S. The College, Clevedon 
Godwin, T.V New Coll., Margate 
| Hog, A.W. Hurst. Lodge S., East Putney 
| Jones, O. en. University S., Herne Bay 
| King, W.H. a. St. Leonards Coll. 5. 
| 7Lefeaux,W. Lancaster Coll., W. Norwood 
| 
| 


Livock,S.G. 
Paragon H., Bracondale, Norwich 
Manbey,B.F. Crompton S., Southend 
Masters,J.M. a. Brunswick H., Maidstone 
| Osborne, D.H. Maidenhead Coll. 
| Palfrey, R. 4.9. Sudbury Gram. S. 
| Parkhouse, O. Lipson S., Plymouth 
| Pennington,J.W. 
Boys’ Coll. 8., Whitchurch 
| Penrose, A.V. a. Wimbledon Coll. 5. 
| Pinnock, W.A. Birkenhead Inst. 
' Porter,J. H. Whitworth S., Derby 
| 2Preston, F. B. Grafton H., Manchester 
| Reveirs,G. L. a. LancasterC., W. Norwood 
Richardson,S.H. e.d. 
Searisbrick Coll., Birkdale 
i Ross, F. a. Marlborough Coll., Tue Brook 
| *Ruddlese.G. Granville Coll, Ramsgate 
| unten Edward VI. Mid. S., Norwich 
y Nawtell, G.H. Gram. S., Gillingham 
f Nmith, R.A.V. d. Ed. Vi. Mid. S. , Norwich 
| Speyer, H.F.R. s$. 
Westgate Coll., 
| White W.H.G. 
L Wigham, A. 


( Bean,F. E. 


Westvate-on-Sea 
Private tuition 
Friends’ S., Wiyton 


Raleigh Coll., Brixton 


Salop 


Broadstairs 


Salop 


Winscombe 
Woodabay S., Weston-s.-Mare 
Private tuition 
| Marden.s.T. a. Ascham C.,Clacton-on-Sea 


Private tuition 


Derby 


Private tuition 


| Biddulph, R.N. W. 
Elmfield Coll., York 


| Blair, R.O. gia, 


| Blythe, M.J. Cambridge H., Coventry 
| ? Bowles, P. BE. Central Found. S., E.C. 
| Broad, H.E. High S., Romford 
| Brunton, J.N. Ashville Coll., Harrogate 
Casson, H. EB. L. Willesden High 5. 
Cowel,E. Loughton S. 


|} Denson, T.R. a. Wellington Coll., Salop 
| Donaldson,A. Friends’ S., Penketh 
| Ewbank, W.F. Marlborough C., Tue Brook 
| Farntield,B.S. Woodford C., S. Woodford 
| Fisher, B.C. d. Southgate Coll., N 
Fletcher, A.J. Chaloner's S., Braunton 
| Fordham, E. Perse Grain. S., Cambridze 
| Graham, R.G. Wyllies, Cuckfield 
Greenland, S.O. Wimbledon Coll. 5. 
2Hancock,P. Birkenhead Insc. 
| Harvey, W.N. Highfłeld S., Rock Ferry 
Jones, S. a. Esplanade H., Soutlisea 
' Keateh,H. a. South Park C., Wimbledon 
Kingston,C.R. a.d. 
| Christ Ch. Hr. Grade S., Southport 
i Oxford H., Brighton 
West Brighton High 3. 


E.A. 
MeManus,C.J. 
| Milsom, H.J. 


St. John’s Roy, Lat. S., Buckingham. 
Mogg, F. L. a. Devonport High S. 
Neeves, R.W. Herne H., Marsate 


| Osborne, H. Kendrick Boys’ S., Reading 
Parker,G.L. a. St. Leonards Coll. S 
Peggs, F. Tottenham Coll. 5. 
Phipps, H.W.F. Ongar Gram. S. 
Price, R.R. a.d. HighS.,Chap. PI., Runcorn 
Rickard, J.W. a. Rutland S., Filey 
Robinson, H.W. 
Bilton Grange S., Harrogate 
| Smith, E.H. a. Almondbury Gram. S. 
| Smyth, W.M. F. Redland Grove C., Bristol 
| 2Stevens,G. P. Private tuition 
| Trower, R.G. Gram. S., Shoreham 
| ‘Fudball, W.A. Castle Hill S., Baling 


| Wardill,J.J. Bridlington Comm, S. 
LWicks,G. Belmore H., Cheltenham 
(Armstrong,A.B. Stranraer S., Farcham 
| Avery,C.W. Chaloner's S., Braunton 


| Baldwin, B.S.a. ThorneGram.s., Doncaster 
Bastard, E.S. Mary St. H., Taunton 
Brewerton, R. a.d.Scarisbrick C., Birkdale 
| Brewerton,T.A. Scarisbrick C., Birkdale 
| Burling, F. a.d. Barton S., Wisbech 


| Cleg, G.H.d. WestgateC., We 'stgate- -0N -SeA 
| Crisp, H.C. a. Ashville Coll., Harrogate 
| Dean,C.E. Boys’ Coll. S., Aldershot 
| Folker, E.R. Willesden High S. 

Grant, D. High 8. for Boys, Croydon 


Grundy,T. a. 
| *7Henley, W.P. 


Friends’ S., Penketh 

Sudbury Grain, S. 
! Hilton, H.C. e. Avenue S., Leigh, Lanes. 
! Hutson, G.L. Bickerton H., Southport 
j Isaacs, C.Y. a. Pierremont C., Broadstairs 
| Jackson, T.N St. Bede's Coll, Hornsea 
| Jones, S.G. Westtield H.,Reading 
| Kenworthy, W.P. Private tuition 
| Leheup,C.E. d. Cliftonville Coll., Margate 
| Lewis, L.R. Highbury Park S.. N. 
ı Lindsey, E.J. Anerley Coll., 5. E. 
MeNicoll,J.M. a. 

Crossley & Porter S., Halifax 
Merrett. H. a. Portway High S., Bath 
| 2Millard, S.W. Manor H., Clapham 
Pankhurst, W. a.d. 

Burlington C., Spring Grove, Isleworth 
| Payne, A.J. a. Ongar Gram. ïS. 
| Pennington, O.F. 
| Christ Ch. Hr.-Grade S., Southport 
| 2Pickard,F.C. Rassell End. S., Ledbury 
| Riches, P.G. a. Leek Gram. S. 
| Smith, W.D. 8. Gram. S., Goole 
| Southwell, F.E. Clarence H., Filey 
| Taylor, M.C. Etonhurst, Weston-s.-Mare 
I 3Todd, F.R. Prep. 3., Minehead 
| Trotman, H.T. Gram. S5., E. Finchley 
| Trounson, H. a. Ashville Coll., Harrogate 
| Trowbridge, F.W. Reading Coll. 8 
| Unwin, F. a. Ashburne Gram. S. 
| Wilkinson, R. Elmtfield Coll., York 
| Willmott, A.S. Castle Hill 5., Ealing 
| Woodall, J. E. qaa. 
| Halesowen S., Nr. Birmingham 

Woodbridge, W.N. Hounslow Com. Coll, 
(Wye A.S. Kendrick Buys’ 5., Reading 


fBall,C.A. IHfracombe Coll. 
| Booth, H.T. Mercers’ School, B.C, 
i 2Borrow,C, Arlington Pk. Coll., Chiswick 
| Brock, A.J. Balham N 
| Byrom, J.W. eu. Gram. N., Sale 
| Cahen, C. B. St. John’s C., Green Lanes, N. 
| Cheadle, F. 

Boys’ High S., Iron Bridge, Salop 
| 2Cowlin,P W. Sideot 8, , Winscombe 
| Cox,S.8. Edward VI. Mid. Su Norwich 
| Dallow,C. Comm. N., Ludlow 
| Dodds, G. H., a. High S. , Corbridge -on-T. 
i Farmer, E. M, Crossley & Porter S., Halıtax 
| Galloway, J.K., a. 
| Oakes Inst., Walton, Liverpool 
| Goodall, E.C. Cliftonville Coh., Margate 

Gregory, R., 

Archibp. Holgate’s\Gram. S., York 

| *Harris,J.D. Tivoli H., Gravesend 


100 


BOYS, 3RD CLass, 2ND Div. — Continued. 
| Heaton,C., a. Bag ee Modern S. 
Hill,E. Waltham Coll., Waltham Cross 
2Huvches,A.J.H. Sandwich S. 
Ingram, W.G., a. Wilton Grove S., Taunton 
Lancaster, H.H., @ Blackpool Gram, N. 
Longman, E.G, Clacton Gram, S. 
Mabbott,C.J. Comin. S., Penzance 
: tMaxwell, W. Blackpool Gram, N. 
| Morse,J.P. Ebor S., Bexhill 
Peaty, A., a. St. Mary's Hall, Carditl 

) Robathan, A.H., a. 
| Combe Lodge S., Gt. Malvern 
| Rose.M., haa. Halesowen S., nr. Wham 
| Smith, A.R., a. Sudbury Gram. N. 
| *Vauyvhan,E. Academy, Crewe 
Webster, L.F. Perse Gram. S., Cambridge 
Wills, R. C. Devonport Hizh 5. 
(Wright,S. Wellington S., Heatou Moor 


Arnold,C.G. Bourne C., Quinton, B'ham 
Arthur, E.C., a. Brunswick H., Maidstone 
Bilton, J.G. Leek Grain, S. 
Bond, W.J. Gram. S., Newton Abbot 
Churchill, W. eu. St. Mary's Hall,Carditl 
Clark, A.E. d. Bracknell Coll., Berks. 
Dale, J.W. Tudor Hall, Hawkhurst 
Day, H.A. Northgate S., Winchester 

Eastbury,C.P. 
Winchester H., Redland Rd., Bristol 
| Ellis,G.E. e. Reading Coll. N. 
| Foxeroft,S. Elintield Coll., York 
3Fuller, R.S. Castle Hill S., Ealing 
Godfrey, A.H. a.d. Devizes Gram. S. 

| Gorringe, W.S. 
Burgess Hill High S., Sussex 

Gough,L.J. d. 

Bourne Coll., Quinten, Birmingham 
| 2Grandin, R.H. W. St.James‘Coll.S. Jersey 
| Green, A.R. a. The Douglass, Cheltenham 

2Harris, F.S. Private tuition 

Hinc, A.G. The Cedars, Uxbridge Rd., W. 

| Lake, W.W. The Cedars, Uxbridge Rd., W. 

Martin, F.M. Graveseud Modern S. 

| Merrifield, A. Comm. S., Penzance 

| Monk,F. Coll. S., Bishop Auckland 
Normanton,T.P. a. 

Crossley & Porter S., Halifax 

£Norris,H.P. Lonsbury Coll., Up. Clapton 


2liver, R.C. Tutorial S., Penarth 
Parrott,S.C. a. Grosvenor Coll., Luton 
Price, H.W. Coll. S., Bridgwater 


| Read, A.F. 
| Robertshaw, J.W. a. 
Pannal Ash Coll., Harrogate 


Devonport High 3. 


Smith,G.E. Highbury Park S., N. 
Symons,C. H. Gram. S., Shoreham 


Titford, B.B. Leigh Hall Coll., Leigh, Essex 
| Ward,C.H. a.d. Derwent H., Bamford 
| Williams, A.H. Mary St. H., Tannton 
\*Wood,T.E. New Coll., Harrogate 


Abbott, E. Salway Coll., Leytonstone 
Aylwin,C.T. Stranraer S., Fareham 
Baskerville, R.H. Grafton H., Manchester 
Barts. Salway Coll., Leytonstone 
| Bentall,F. New Coll., Worthing 
Brown, P.S. AschamColl.,Clacton-on-Sea 
| Corke,R. Crompton S., Southend 
| Curnoek,G. W. Acton Comm. S. 
| Ditmas, T.O.B, WellingtonTer.S., Taunton 
Dudley, J.W. a. Elmtield Coll., York 
2Kastabrook,D. St. Mary's Hall, Cardit! 
Embleton,C. F. Black pool Gram. S. 
“Few,J.R. Wilsford H., Devizes 
Fisher,G. W. TheColl,, Walton-on-the-Naze 
Fiske, H.B. Burgess Hill High S., Sussex 
Gilbert, H.B. Reading Coli. S. 
Glenister, R.T. Tudor Hall, Hawkhurst 
Godwin, N.V. New Coll.. Margate 
Groves,S. Spencer H., Northampton 
Hadaway,G.D. a. 
Comin. & Civil Serv. C., Forest Gate 
Harvey,A. a. Comm. S., Penzance 
Hibbs,G. A. d. 
Stourwood Coll., Southbourne, Hants 
Jacobs, W.J. Belgrave H., Littlehampton 
4Jensen,J.D. Private tuition 
Jones,S.L. The Cedars, Uxbridge Rd., W. 
Lewis,J. e. Great Ealing S. 
Levy,A. Tivoli H., Gravesend 
Lister,J.N. Bailey S., Old Elvet, Durham 
Marchant,H.E. Esplanade H., Southsea 
| McKay,D. 9 Wilson Coll., Stamford Hill 
Milne, T.B. Oakes Inst., Walton, LU pool 
Perrett,J.L. The College, Clevedon 
Pratt.C.C. Hizh S., Brentwood 
Rice, E.M. a. Oxford H., Brighton 
| Riches,B.R. a. Ed. VI. Mid. 8., Norwich 
Righton, E.R. a. 
The Douglas S., Cheltenham 
i 7Rose,E. Warbreck Coll., Aintree 
| Rowley, E.O. d. 


Balham 5, 
*Tavlor,C.S. Balham S. 
Trittt, J.W. Searboro’ Gnun. S. 
Van Toll, H.F.G. Worthing Grain. S. 
Waddell, F, 


Ashville Coll., Harrogate 
Warr, W.G. a. 


St. John’s Royal Latin 8S., Buckingham 
Webb, E. Bracknell Coll., Berks 
Withinshaw,A. a. Ashville C., Harrogate 


Apps,G. Tudor Hall, Hawkhurst 
eis 11.0. Leigh Hall C., Leigh, Essex 


e e rc e a a 


| Bickerstatfe, E. 


i Blight, H.V. 
| Holmwood H., South Hill Park, N.W.| C Wilson, V.J.M. Liverpool Coll. Middle 8. 


THE EDUCATIONAL TIMES. 


| Webber, F.B. 
Wilson J.C. 
Wilson,S. A. 


Maidenhead College. 
Highbury Park S., N. 
High S., Brentwood 


Stourwood Coll., Southbourue, Hants 


| Chapman, R.F. Maidenhead Coll. 
| Conquest,C. D. Ivel Bury NS., Biggleswade 
| Corke. D. f Crompton N., Southend | aek T 
| Cashion,Č.A. Ed. VL Mid. S., Norwich] '3Blay, S.T. 
DALAR. ade Ed. VL Mid. S. Norwich| | Bowen- Davies, E. 
| Elliott, R.L. Boys’ Coll. 8., Aldershot | Brake,G. R.H. a. 
| 
t 
| 


(Armellini, G.G. a. Oxenford H., Jersey 
Cliftonville Coll., Margate 
Stoke Newington Gram. N. 


Private tuition 


Galpin, H.J.A. Lipson S., Plymouth | St. John's Royal Latin S., Buckingham 

Greenwood, S.E. d. Ashville C., Harrogate| | Chilton, P.J. Loughton 8, 

Galiver:A. E. Reading Coll, S.| | Coleman S.J.M. Lueton 8., Heretords. 
"Halladay, W.H. Ongar Gram. S.| | Colson, W.H. a. , Loughton 8. 
| ?Harrisson, N.M. | Cooper, F.S. Univ. S., Herne Bay 
| The College, Weston-s.-Mare| | Crang, W. Nfracombe Coll. 
| 
| 


2Hill,J. Russell End. S., Ledbury | Curry, W. St. Martin's Gram. S.,Scarboro’ 
Hinton,J.L. Mt. Radford S., Exeter] | 7Dickins,5.H. , 
Horman, F. Oxenford H., Jersey Clanghton Coll. S., Birkenhead 


| Edwards, A. F.M. Hurst Lodyes., E. Putney 
| Elvidge, J.G. Finsbury Park Coll., N. 
| Fright,G.E. Coll. S., Bishop Auckland 
Fryer. O.H. London C. Gram. S. Holloway 
George J.O, Private tuition 
Gilbert, E.M., Claremont H., Wateringbury 
Gubert, A. Highbury H.,St. Leonards 
| Hawdon, A.F. d. Newcastle Modern N. 
| HIN, D.F. Trowbridge High N. 
Jones,G.R. Oakes Inst., Walton, L'pool 
2Markwell, A.G. CHÈ Homse Coll, Hove 


| Horn, A.C. 

| Horner, R.M. 

| James, E.E. 
Joel, P.N. a. 
Jones, J. D. 

| Kasner, K.K.P. 


Balhan 5S, 

Manor H., Clapham 
Lipson S., Plymouth 
Gravesend Modern S. 
Ebor S., Bexhill 
Castle Hill S., Ealing 
| Letcher, H.J. Oxentord H., Jersey 
| Milbourn,J. Warbreck Coll., Aintree 
Mins, W.H. Salway Coll., Leytonstone 
| 2Nickels, F. Coll. S., Bowes Park, N. 
| Northen, W. Barton S., Wisbeeh 


2payne,A.J. Belgrave H., Littlehampton ee Castle Coll., Guildford 
| Rees, F. Acadeniy, Crewe ; a am, E. Merton H.E enmaenmawr 
| Renton, E.G. Ellesmere S., Harrogate sborn, H. Academy, Crewe 


Pashley,G.H. a. 

Thorne Gram. 8., Doncaster 
Pethybridge,T.L. Gram. S., Bovey Tracey 
2Royal,J. H. Private tuition 
Russell, E.B. Cleave's S., Yalding 
| Sanderson,G.A. Upton S., Slough 
| 28hnte, H.C. Redland Grove Coll, Bristol 

*Smith,G.D. Gram. S., Sale 
| Smith, N.E. a. Longton S., Staffordshire 
| 3Nomerville-Woodiwis, R. Private tuition 
| Telfer, H. a. Alinondbury Gratin, S. 
| Totty,J. a. Christ Ch. Hr.Gr. 8.,South port 
i Van Zwanenberg,G. 
| The College, Highbury New Park, N. 

Weldon,J. a. St. Bede's Coll., Hornsea 
| 2Westhy,F, The College, Hendon 
Wood,8.A. Bourne Coll. Quinton, B'ham 


(Aylward,S. 

| Beal, H.G. 

| ?Bevan, F.A. 

| Bigio, M. 
Bowker, A.E. 
Burgess, L.E. d. 

| Cotter, V.F.H. 

| Coupe, W.H. a.d. 

Preston Class. and Comm. 8. 

2Cunnah, E.E. Private tuition 
Curnow. T.G. d. Comm. S., Penzance 
Davey, W.H. d. Grain. S8.,Gillinghain 
| *Dominy,G. St. Leonards Coll. N. 


Rogers, L.C.C. WellingtonTer. S., Taunton 
} 2Nmith, R.G. Loughton S. 
| Sumner, T. Cambridge H., Coventry 
Thompson, E.B. d. 

| The Cedars, Uxbridge Rd., W. 
| ?Watkins, D. Lucton S., Heretords. 
White, CW. a. Gram. S.. Spalding 
| Wilson, A.T. HighCaythorpes., Bridlington 
Woodcock, R.S. Ebor S., Bexhill 


2Baker,C.B. Ealing Dean 8S. 
Braund,R.M. Gram. S., Romford 
Brookinan, P.H.a, Laugharnes. Southsea 
*Brown,T.M. Balham 5. 
2Burbidge, F.C. New Coll., Worthing 
Charlewood, H.R. a.d. 

Westbourne S., Paddington 
| Cullen,C.V. Boys’ Coll, S., Aldershot. 
| Dobson,C.H. Hurst Lodge S., E. Putney 

Doo,H.E. a. Perse Gram. S., Cambridge 
Elliott, P. H.T.a. Perse Gram.8, Cambridge 
| Goodrick,G. High 8.,S. Shore, Blackpool 
Gurteen,Q. Ascham Coll., Clacton-on-Sea 
2}Tansell, A. W. St. Paul's S., W. 
Heyward, P.S. 
Bradley High 8., Newton Abbot 
| Hill. H. Southport Modern 5. 
| Jackson, R.H. SA A T an 
| Legate. E.G. d. Esplanade H., Southsea 
Main, F.W. aual. 
The Coll., Highbury New Park, N. 
Maliphant,C.W. Barton S., Wisbech 


Clacton Gram. 8. 
Oxford H., Brighton 
Private tuition 

Great Ealing S. 
Fulham Gram. 8. 
New Coll., Margate 
Kingston S., Yeovil 


one Todor Hall, Hawkhurst 

3Dyer, R. Boys’ Middle S., Tiverton 

Marshall,G.W.S, d. 2B wards <7 yen 
Catheart College, Cathcart Hill, N. | pale ania Bere urge 


2Martin,G.J.M. Boys’ Coll. S., Aldershot 8 . 
Metcalfe, S. a, Argyle H., Sunderland Gibbons H.G. Sone of OMicers: Woolwich 
| Nunn, A.F. Maida Yale S., W.J, Apsley S., Kingsdown, Bristol 
| Noun, J. a. Burgess Hill High S., Sussex | Gooch, E.H. Thorne Gram. S., Doncaster 
Partington, F. Farnworth Gram. S., Bolton | Greyson, S A. Thorne Gram. g. Doncaster 
2Partridge, F.W. Pannal Ash C. Harrogate| | Grifin, J. E.H. a. Walthamstow Modern S. 
Peake, A.G. Private tuition | *Hall,T.E.B. The Abbey S., Penzance 
| Philip, F. Y. i Highbury H., St. Leonards | Harding, H. Academy, Crewe 
| 71 ickup, R.W. Private tuition | Hawkes, B. Trowbridge High S. 
2Purvis, F.C. Grain. 8., Newton Abbot | Hont,C.H. Reading Coll. S. 
Rayner, H.A. Oakes Inst., Walton, L'pool| | Kempster,M. d. The College, Clevedon 
Richards,J.H. Wellington Coll., Salop | King, H.M. Coll s. Grimsby 
Smith, A. a. Carlton Road S., Burnley! | Knowles G.A.a. cam 
Spurgeon, E.LaM, New Coll., Worthing The College, Weston-s.-Mare 
Bella, J.W. B Knox, E.M. a.d. 
( Bella, J. CW | St. Martin's Gram. S., Searboro’ 
| a sae : E Leith,M. Waltham Coll.. Waltham Cross 
| Bras Mere ° | Lesueur, W.G. SalvandyTerraceS. Jersey 
| Coana ae S | Paseall,A.H. Gram. S., Sale 
ooper, i, C. 2R T. 3 £ i S. N i 
Archbishop Holgate’s Gram. S., York [Pant Ea Pa ward VIe Bide SuN OF MIEN 


Rob .L. 
Crowther, F. a. Ashley H., Worksop s e Coll., Westgate-nn-Sea 


West Cliff S., Ramsgate 
Maida Vale S5., W. 
Wallingford Gram. S. 
Brighton H., Oldhaim 


D'Alcorn, H.W. E. Gram. S., Spalding| | Sec ; 
| Davies, L. Claremont Watering bury Sn oe Tee CREE. 
; Foulstone,C. Ashley H., Worksop] | Smith W ' ; DECENS 
| à 0. a, = . 
| Fox,A.E. Wilson Gol Stamford Hill] {Sung pe’ © Higher-Grade 8., Selby 


| Greengrass, H.W. 


Holme Wood Coll., Upper Tulse Hill Be Devon oniy S Samora Fever 


Trimmer,G.C. Salway Coll., Leytonstone 


i vn O00 Eob; Sudbury Gram. 8.1 | Tnek, A.C. Edward VI. Mid. S., Norwich 
| Homewood,C. ÀA. Graie S., Shoreham | Viucent,F. Barton S., Wisbech 
: Irvin, E. Elmfield Coll., York) | Willows, B.L. 

| Joachim, L. High S., Sutton, Surrey : 


| Winchester H., Redland Rd., Bristol 
(Wing, R.A. 


Adams, W. Gram. 3., Shoreham 
Ane. A.C. Archbp. Holgate’sGraim.s., York 

| Bainbridge, J. C. Í 
Crossley & Porter S., Halifax 


| John, B.H. Weston S., Bath 
2Jones, H.L. Grafton H., Manchester 
Jordan, H. g. Modern Coll. S., Rhyl 
Keedwell,G. a. Redland Grove C.. Bristol 
Laslett W.H. FarnworthGram.S., Bolton 


Lyon,S. Cathcart Coll., Cathcart Hill, N. 


Private tuition 


Mills, W.G. King's Coll. S., Wimbledon] | Raker,C. West Brighton High S. 
| Moore, J.G. Elmfeld Coll., York] | Baxter, H.T. Hounslow Comm. Coll. 
| Rawlinson, E. Earls Colne Gram. S.| | Benbow, P. 


Reynolds, A. Wellington S., Heaton Moor Boys’ High 8., Iron Bridge, Salop 


Rushworth, W.J. Upton S., Slough! | èBilliald, H.A. Sandwich School 
Shaw, F.B. acd. Burrongh, H.M. Private tuition 
High S., South Shore, Blackpool! | Cerutli,M. Lawn H., Clapham Rd. 


Nim, E.B. Oxenford H., Jersey 


Chalk, R.R. f St. John’s Coll., Southend 
i Vincent, R.B. e Finsbury Park Coll., N. 


Colson, F.C. a. Woodford C., 8. Woodford 


[Feb. 1, 1900. 


| Crews, R.W.F. 
| *7Davies,A.E, 
| Doyle, GS, 


Devonport High 8. 
Finsbury Park Coll., N. 
Cricklewood S., N.W. 
| Dye, H. Esplanade H., Southsea 
| Evans,J. The College, Hendon 
i Green, W.H. Woodford Coll., S. Woodford: 
| Grizsby,F.G. Reading Coll. 8. 
| Hall,s. a. Finsbury Park Coll., N. 
| Hobson,G. K. Wellington Coll., Salop- 
| Hodgson, J. Stamford Hill Coll. S., N. 
| John,J.O. New Coll., Harrogate- 
| Jones, T.B. a. 
St. John’s Royal Latin S., Buckingham 
| Morgan, L.J. Mt. Radford S., Exeter 
Moynihan, H.L. d. 
Kendrick Bovs’ S., Reading 
Osborn,J.R. Woodford Coll., S. Woodford 
Pindar,J.C. 

Blenheim H., Scunthorpe. Doncaster 
Prebble, W. Saudwich 8. 
2Reeks,C. P. 

Stourwood Coll., Southbenrne, Hants 
2Roberts,E. St. Mary's Hall, Caniiff 


Row,J.H. d. Comm. S., Penzance 
Russell, A,G. Highbury Park 8., N 
Scantlebury, R. Devonport High 8S. 


2Seabright,F.F. Central Found. 8S., E.C. 
Short, 0.5. Oldtiell Park S5., Bath 
Stone.G. E. Gram. S., Gillingham 
Thorpe, S.H. Catheart C. Cathcart Hill, N. 
| Turnbull, P. Westbourne Rd. S., Shettield 
| *Turner,J.H. Beecheneliff, Peckham 
| Vaughan, B, St. Mary's Hall, Cardiff 
Warlow,W. 

Winchester H., Redland Rd., Bristol 
Watson,J. d. Sudbury Gram. S. 
Williams, A.J. a. Devonport High 8. 
Willett, R.D. a. Salway Coll., Leytonstone 
( Woolnough,C.A. New Coll., Worthing 


(Alma b.. S Univ. Coll. 8., W.. 


Allan, A. D.G. St.John’sC.,GreenLanes,N. 
2Allin, B.S. Private tuition 
Ayrton, G. A.W. New Coll., Harrogate- 
Barnett, H.W. Reading Coli. S. 
| Bayly, A.J. York H., Folkestone 
| 2Bolitho, W.C.G. Philological S., Southsea 
Brown, B.H. 


Butchard, P. Gravesend Modern 8. 
Carter, R.H. Wilton Grove S., Taunton 
Carter, T. Bickerton H., penal ea 
Cullum,J.G. Gram. S., Shoreham 
Drake,H. High S. for Boys, Croydon 


Faulkner, W. d. 

Francis,F. 

| Hill, H.V. 
Jackson, A.C. a. 
High 8., South Shore, Hayes ae 
Jackson,V. a. New Cross Coll. 8. 
| Jones,E. a. Wellington S., Heaton Moor 
| Knowles. N. Bourne Coll., Quinton, B'ham 
| Lathbury, R.L. Hightield 5., Chertsey 
Lovell, A.J. a. The Douglas S., Chelt’ haus 


Barton S., Wisbech 
Laugharne S., Southsea 
Grain. S., Streatham 


Maclean, N. High S. tor Boys, Croydon 
Penberthy, L.H. Devonport High S. 
Seott,G. Oakes Inst., Walton, L’ pool 


| Smith,N.M. Stoke Newington Gram. S. 
2Smooker,G. D.Coll.8., Ringwood Rd. Poole 
Thomas,C.V, St. Bede's Coll., Hornsea 
Tucker, A. 14,GrosvenorCreseent,Scarburo’ 
L*Winter,G. Wallingford Gram. S. 


Barnett, A. f. Great Ealing S. 
Bioodworth, W.J. 
| The Douglas S., Cheltenham 
| 2Bourdas, E. Hereford Cathedral S. 
Bowerman,J.K. Laugharne S., Southsea 
2Burnip,C. W. Comm. Acad., Crook 
Burrell, H.V. Arlington Park C., Chiswick 
Davies, F.D. d. 
Stourwood Coll., Southbourne, Hants. 


Edwards, H. Brunswick H., Maidstone 
Evans, R.F. M. Lucton S., Herefords. 
Fielder, F. Trafalgar H., Winchester 


Glaze, F.C a.Halesowen S.nr. Birmingham 


2Gordon,C. O. St. Bee's Coll., Southsea 
Gough,C. Wellington Coll., Salop. 
Green, R.T. d. rnsley High 5. 
Gross, H.R, Willesden High S. 


2Gunn,D.R. Salway Coll., Leytonstone 

Hall, D. University 5., Herne Bay 

Hatelie, D. a. Devonport High S. 

2Ingram,C.E.S. Private tuition 

| Leconte, R. AS BurgessHill Highs. Sussex 

Keyte, H.W. Claremcnt Coll., Blackpool 
Kingdon, H.W. d. 

Pierremont Coll., Broadstairs. 

Maxted, F.R. Brunswick H., Maidstone 


May,C.W. King’s Coll., Wimbledon 
Nocl,G. St. James’ Coll. S., Jersey 
Parker,O. Gram. S., Newton Abbot 
Pettit.G.J. Northgate S., Winchester 


| Pratt,s. Holloway Coll., N 
Skardon,G.F. Hoe Grain. S., Plymouth 
Stacey, A.C. West ChHT S., Ramsgate 

| Theobald, E. J.F. Wilford H., Devizes 

| *Warren, W.H. Weston S., Bath 
Waterson, H. a. 
High S., South Shore, Blackpool 


Third Class.—3rd Division. 


CBlaker, J.H. —Egertea Park Coll., Bexhill 
a Brouwn, C.A; Private tuition 


Stamford Hill Coll. 8., N.. 


Feb. 1, 1900. | 


THE EDUCATIONAL TIMES. 


101 


BOYS, 3RD Cuass, 8RD Div.—Continued. 
3Bullpitt, H. Belvedere, Hayward's Heath 
Chew,J. High S., South Shore, Black pool 
*Coates, J.C. Lucton S., Herefords. 
Cornish,A. a. Wilton Grove S., Taunton 
E:inery,F. a. Towcester S. 
2Godfree, R.B. Highfield S., Chertsey 
Greenhous, A.V. Milton Coll., UNesthorpe 
Handcock, H.R. Highbury H.,St. Leonards 
Hawkes,C.H. Linden H., St. John’s, S.E. 
Heselton,C.P. a. Bridlington Comm. 8. 
Jones,N.A. Oakes Inst., Walton, L' pool 
2Jupp, H.J. W. West Brighton High S. 
Kirby,F. 

Winchester H., Redland Rd., Bristol 
Lacey,N. New Coll., Margate 
Lees, W. Brighton H., Oldham 
Lewis, A.G. Apsley S., Kingsdown, Bristol 
McNair, F.C. d. Ongar Gram. 8S. 
Meredith, A. Windsor Hr. Grade 8. 
Millard,C.S. d. Trowbridge High S. 
Nutt,P.J. Comm. 8., Somerton, Som. 
Osborne,S. P. Maidenhead Coll. 
Parvin, F. New Coll., Margate 
2Phillips,C.R. Haileybury Coll. 
#Redtearn,G. St. Bede's Coll., Hornsea 
Robertson, R.B. 

Bilton Grange S., Harrogate 
Rowberry,F.G. d. Clyde H., Hereford 
Ruif, H. E. Anglian S., Bury St. Ed's 
Scholer, J.M. St. Leonards Coll. S. 
| Smith, F. Coll. S., Bishop Auckland 
Snow,A.C. a. Trafalgar H., Winchester 
Southwell, P.H.G. Clarence H., Filey 
Starsmore,F.P. a. 

St. John’s Royal Latin 8., Buckingham 
Tee, W.W. a. Loughton N. 
Thompsou, A.J. a. GrosvernorColl., Luton 
Thorne, H. Ruck Park S., Barnstaple 
| Tolley, W.J. 

Winchester H., Redland Rd., Bristol 
Whittingham, J.A. a. 

St. John’s Royal Latin 8., Buckingham 
Williams,J.P. AschamnC.,Clacton-on-Sea 


Williams, L.J. Corner H., Godstone 
Wilson, V. Barton S., Wisbech 
Young. H.E. Scarborough Gram. 8. 


( Bateman,H.W.J. s. Westfield H., Reading 
Baxter,N.S. Hurst Lodge S., East Putney 
2Boardman,R, Christ's Coll., Blackheath 
Maidenhead Coll. 
Alresford H., Margate 
Chalke, S.P.  Salway Coll., Leytonstone 
Clarke, K.C.S. Comm. S., Penzance 
Cross,A.G. Lancaster Coll., W. Norwood 
Cullatine, J.E. Ashley H., Worksop 
Daines,G.M. St.John’s Hr. Grade S., Penge 
Davison, N.L. Private tuition 
| Eason,A. H. Fulham Gram. S. 
Faulkner, P. Bickerton H., Southport 

| Green, W. W. Haslemere Gram. S. 
Grimshaw, W.J. Ashville Coll., Harrogate 


Brewis, F.G. 
2Carver, A.G. 


Tneson, W.G. Clyde H., Hereford 
Kelvey,P. Rutland S., Filey 
Leete, P.H. Highbury Park S., N. 


Lockyer, N. Handel Coll., Southampton 


Mallet, R.B. St. James’ Coll. S., Jersey 
3Massy, H. St. Mary's Hall, Carditl 
Munden, M.M. Mary St. H., Taunton 


20'Mullane,J.J. Private tuition 
Osborn, E.J. The College, Walton-on-Naze 


2Oswald,T.O. Old Elvet S., Durham 
Pennington,J. Elintield Coll., York 


*Reddall, D.A.G. Wilson C., Stamford Hil! 
Richardson,C.K. a. 
Bilton Grange S., Harrogute 


Riches,C.E. Worthing Grain. 8. 
Rutland,S. A. Gram. S., Streatham 
Savory, W.B. Private tuition 


Smith, R.M. Combe Lodge S., Gt. Malvern 
2Tasker,L. Gram. and Coll. S., Carnarvon 
Thatcher, R. 

Winchester H., Redland Rd., Bristol 
Waller, P. ad. Windsor Hr. Grade S. 
Webb, R.L. Grosvenor Coll., Luton 
White, F.J.a.Grosmont, DykeRd., Bright'n 
Wilson, A. 

Archbp. Holgate's Gram. S., York 
Worsley,H. Claremont Coll., Black poo] 


Baker, A. E. Lucton S., Herefords. 
Brown, F.J.d. Claremont H.,Wateringbury 
3Button,F. Carlton Road S., Burnley 
Cadinan,T. H. Oakes Inst., Walton, L'pool 
Chester, J.G. a. 

St. John’s Royal Latin S., Buckingham 


Dale, H. Swindon High S. 
Frecker,H.B. a.d. Fitzroy Coll. 5., W. 
2Glassborow,R.B. 


Coinm. & Civil Serv. C., Forest Gate 
3Haley,T. New Coll., Harrogate 
Heslop, F.A.C. High8.,8.Shore, Blackpool 


Hewitt, L.B. Herne Bay Coll. 
Knowles,G.c. Portway High S., Bath 
Laing, J. 


Burlington C., Spring Grove, Isleworth 
Light, D.O. Esplanade H., Southsea 
Martindale,W. a. Elintield Goll., York 
Mead, F.W. Lewisham H., Weston-s.-Mare 
Nazer,H.C., Stoke Newington Gram. S. 
Paul,J.G.A, Perse Gram. S., Cambridge 
2Procter, H. Scarborough Gram. S. 
Purkis,G.S. Laugharne S., Southsea 


| Schröter, J.A. Oakes Inst., Walton, L'pool 
Siinmons,C.E. Cliftonville Coll., Margate 
Smith,B.A. Hurst Lodge S., East Putney 
Castle Hill S., Ealing 


Tautz, R.H. 
Taylor, R.H. 

Victoria Coll., Buckingham Palace Rd. 
Waters, D.R. a. 


(Ames, H.a. St. Martin’sGram.S. ,Scarboro’, 
| Arthur, N, Oxenford H., Jersey 
| Baker, A. Stourwood C.,S'thbourne, Hants 
| 2Berkeley, H.P. 
| Victoria Coll., Buckingham Palace Rd. 
| Burrough, E.G. Private tuition 
Burrow, R.H. Gram. S., Newton Abbot 
Champion, A. The College, Weston-s.-Mare 
*Chitty, F.T. Central Hill C., Up. Norwood 
| Clements, R. Belmore H., Cheltenham 
| *Cottrell, W.F. Kendrick Boys’S., Reading 
Cusack,T. Gram. S., Streatham 
Davies, P.T. Pierremont Coll., Broadstairs 
2Evans,H.W.P. King's Coll., Wimbledon 
Foster, A St. Bede's Coll., Hornsca 
Georve, A.J. Edward VI. Mid. S, Norwich 
Godfrey, R. Brunswick H., Maidstone 
| Graham, F.B. Woodford Coll., 8. Woodford 
Hall, H.C. New Coll., Margate 
| Harvey, H.W. Lyttelton Gram. S., Malvern 
Harris, H. E.M. a. 
St. Catherine's, Littlehampton 


Hunt, A.W. St. Aubyn's, Woodford Green 
Ibbotson,G.F. Bickerton H., Southport 
Jacobs, E.A. 
Lavinzton,H.V. 
Winchester H., Redland Rd., Bristol 
Little,T. Windsor Hr. Grade S. 
Lower, N.E. W.d. StokeNewingtonGram.S, 
Mace, W.O. f. 


Private tuition 


Hove Park S., Brighton 
2Ollard, K. Barton 8., Wisbech 
Payne,G. H.S. West Cliff S., Ramsgate 
Perkins, W. A.d. Kendrick Boys’S., Reading 
?Redinan,C. University Coll. S., W.C. 
Richmond,C.F, Grafton H., Manchester 
Sharland, L. Elton High S., Bristol 
Shields,C, Crossley and Porter S., Halifax 
Thorpe, H. Belgrave Villa S., Lee, S.E. 
Tucker, L. 

The College, Highbury New Park, N. 
Webster,G. Belle Vue S., Norwich 
Wildblood,N.R. Longton S., Staffordshire 
Williams, H. L. Southport Modern S. 
2Wilson, F. A.Crossleyand PorterS. , Halifax 


(Aston, F.E. York Manor S., York 
| Bates, H. High 8. for Boys, Croydon 
| Birch,S. Uxbridge Preparatory S. 

Bishop,D. Stamford Hill Coll. S., N. 


3Bond, E.H. HolbornEstateGram.s. ,W.C. 
Capstick, E. Aschain Coll., Clacton-on Sea 
Charlesworth, B.J. Longton S., Statls 
Claphain,N.Q@. New Coll., Harrogate 
Courtney, W.R. Trafalgar H.. Winchester 
3Creasy, H. New Cross Coll. S. 
2Engelhardt, R.H. 

Crossley and Porter 8., Halifax 
Farmer, J.A. Etonhurst, Weston-s.-Mare 
Francis, H.S. Clitford S., Beckington, Bath 
Franklin, H.N. Coll. S., Grimsby 


Gitford, H. Coll. S., Grimsby 
Gillam, A. H. 


St. John’s Royal Latin 8., Buckingham 
Harding, W. Academy, Crewe 
Hargreaves, I. Deal Coll. 
Hill, W.S. Rugby H., Brighton 
Hitchings, R.G. Trowbridge High S. 
Horley, W.H. Gravesend Modern S. 
Lees,T.C. d. Brighton H., Oldham 
Lovell, J.A. The Douglas S., Cheltenham 
Macdonald, A. R. 

Burlington C., Spring Grove, Isleworth 
Marchant,C.W. Esplanade H., Southsea 
Middleton, H. a. 

Westbourne Rd. S., Sheffield 
Musek,8.H. Blackpool Gram. 8. 
3Norton, H.G. St.John'sC.,GreenLanes,N. 

| Parry, M.C. e. Lucton S., Herefords. 
Peirce,C. A.J. Hurst LodgeS., East Putney 
Perry, R.K. Hightield S., Chertsey 

j Phillips, E.B. Wellington Coll., Salop 

| Randall, W. d. EB. Anglian S., BurySt. Ed's 

| Redman, J.E. Norwood Central High S. 

| Roe, H.T. Bourne Coll., Quinton, B'ham 

| Russell,C. H. Public Coll., Torqnay 

(Sims, H.G. Kendrick Boys’ 8., Reading 


(Bradley, F.T.H. Leigh HallC., Leigh, Essex 

| Browning,S.L. d. West Brighton Highs. 

| 2Finlayson,H.P. Prelim. Medical S., E.C. 
Goodman,H.C.E. Public Coll., Torquay 
Harvey, R.M.  Hightield S., Rock Ferry 
Heath, W.K. 

Winchester H., Redland Rd., Bristol 
Howarth, W. Bickerton H., Southport 
Key, H. TheCollege, HighburyNewPark,N. 

| #Leete,C. L. Highbury Park S., N. 
Mabbott, L.C. Conm. S., Penzance 
Manstield, L.W. R. 

Bourne Coll., Quinton, B'ham 
Martin, E.H. a. Gram. S., E. Finchley 


Newton, A.C. Gram. 8., E. Finchley 
Pusey,C. W. Ongar Gram. S. 
Reed,J.S. Argyle H., Sunderland 


3Sexton, F.A. Edward VI. Mid. 8., Norwich 
Thorn, R.G. Devonport High 8. 


Saham Coll., Watton 


Venn, H.S. 
Watt, AJ. Southport Modern S. 
Winkworth,S.R. a. Gram. S., Shoreham 


Biggs,F. 

Binmore, H. A. 

Boddington,G. R. 
Bourne Coll., Quinton, B'ham 


York H., Reading 
High S., Brentwood 


Bogle, W.T. Milton Coll., Ullesthorpe 
*Bultz,H.G.S8, Alma H., Paignton 
2Callow,F. Highbury H., St. Leonards 


*Clay,H. Crossley and Porter S., Halifax 


Darling, M.K. Mt. Radford 5., Exeter 
Eddison,J.H. New Coll., Harrogate 
Ed wards, A.W. Clyde H., Hereford 


| Featherstone,G.E. Ashley H., Worksop 
| Gamble, V.F.G. Grain. 8., Shoreham 
| Gibbons,E. Up. Hornsey Rise High N., N. 
| Goy,S. B. a. Claremont H., Wateringbury 


Groves,T.H. Wellington Coll., Salop 
Hancock, J. A. Strettord Comin. S. 
Holmes, F.G. Perse Gram. S., Cambridge 


| Hopkins, F.H. a. Upton S., Slough 
| Hughes, W.M. Hillsboronghs. ,Tunb. Wells 
| Knowles, W.L.TheCollege, Weston-s.-Mare 
| Milne,J.M. Ongar Gram. S. 
| O'Donoghue, F. L. 
I Highbury H., St. Leonards 
| Osborne,C. W. Hounslow Comm. Coll. 
2Philips,J.D. 


School for Sons of Officers, Wool wich 


Pierce,J.H. Wellington Coll., Salop. 
i Pownall, L.D. Bickerton H., Southport 
| Rayner, R. Elmfield Coll., York 


| ?Read,C. H. 
St. Augustine's Coll., Ashford, Kent 


Rix, H.W., Croad’s S., Kings Lynn 

| Robinson, L. Derwent H., Bamford 
Skinner, H.V. New Cross Coll. S. 
Steinberg,S.R. 


| Cathcart Coll., Cathcart Hill, N. 
Stephenson, A.G. Coll. S., Grimsby 
Thornley, N.G. Bolton Gram, S. 

LWattson, R.F. Stamford Hill, Coll. S., N. 


(Armitage, W. Crossley & Porter S., Halifax 
| Barnes,C.C. Gram. S., Gillingham 


| Betts, F.G. Croad's S., Kings Lynn 
| Bonner,C.B. g. Balhain S. 
Bridson,E.P. Stoke Newington Gram. 8. 


| Brown, RN, 
Cornish,G. a. 


Ivel Bury S., Biggleswade 
Upton S., Slough 


2Deakin,V.E. Sluewsbury Coll. 
| Exmer, F.M. Balham S. 
Edwardes, M.J, Castle Coll., Guildford 
Hammond, E.C. High S., Brentwood 


| Hepworth, E.C. Woodford C., 8. Woodford 
| Hewitt, F. W.F. New Cross Coll., S. 
| Horsley, F. Private tuition 
| Kesterton,H.E. LeighHallC., Leigh, Essex 
| Langley, H. Redland Grove Coll., Bristol 
| Lees, E.H. Kilgrimol S., St. Anne’s-on-Sea 
| Madden, L. Almondbury Gram. S. 
| Manchester, L.H. Balham 8. 
Price, R.A. Bt. Bede's Coll., Hornsea 
Ryder, A.W. Cliftonville Coll., Margate 
Thomson, W.C. Marlborough C.,Tue Brook 
Wimberley, H.A. Tottenham Coll. S. 


Adamson,T.J. St. Bede's Coll., Hornsea 


Anderson, B.V. Grain. S., Gillingham 
Barrett,S. a. Gram. 8., E. Finchley 
Benson,E. Balham N. 


Cooper, H.P. Leigh Hall C., Leigh, bssex 


Dobson, W.E.  Warbreek Coll., Aintree 
Dooley, E, A. aN a A 
Dowling, R. Trafalgar H., Winchester 
Dyke, B.F. Apsley H., Margate 


Eckett, J.C. Marlborough Coll., Tue Brook 
Eddon,J.H. Elinfield Coll., York 
Elliott, W.G. Holloway Coll, N. 
Everest, A.E. d. Shrewsbury Coll. 
Fielding, K.H. 

Paragon H., Bracondale, Norwich 


Garnett, F.J. Tudor Hall, Hawkhurst 
Gibbinys, H. Trafalgar H., Winchester 
Hayles, H.B. West Clitt S., Ramsgate 
Hyland, A. Tudor Hall, Hawkhnrst. 
3Johnson, F. Crossley & Porter S., Halifax 


Bourne C., Quinton, B'ham 
Gratton H., Manchester 
Derwent H., Bamford 
Pearse, G. L. Anerley Coll., S.E. 
Pigott.C. The Chilterns, Halton Tring 
| *Podester,J.P. Salvandy Terrace S., Jersey 
| *Reeves, B.A. Private tuition 
| Rhodes, F.T. a. Lucton S., Herefords. 
Rix,N.V. Croad's S., Kings Lynn 
Saville,C.F.H. Argyle H., Sunderland 

Smith, W.W. d. 
Lewisham H., Weston-s.-Mare 

| Starsmore, H. 

St. John’s Roy. Latin S., Buckingham 
Store, R.N. Coll. 8., Grimsby 
Thornton,J.H. BourneC., Quinton, B'ham 
| Wills, E. Comm, S., Penzance 

Wills, F. W. Gram. S., E. Finchley 
Willetts, H. Halesowen S., or. Birmingham 


(*Aldred,A. Gram. S., Sale 
| Baldwin, H.R. Lucton S., Herefords. 
| Barlow, A. d. Polytechnic Inter. S., W. 
Bassett, J.J. Croad’s S., Kingsdiyimi 
4Batman, W.H. Private tuition 


| Jones, P.W. 
| Lowry, L. 
| McClure, R.S. 


Coll. S., Bridgwater] | Bowle, A.H. 


Hounslow Comm. Coll. 
| Buck, A.F. Boys’ Coll. S., Aldershot 
| Corke,V.C. 

| Paragon H., Bracondale, Norwich 
| Gardner, E.N. Oakes lust., Walton, L' pool 
| Garratt, A.E. a. Southport Modern S. 
Grieve, J.W. Balham 3. 
3Johnston, A. The College, Hendon 
Laurie, F.C. Thornton H., Redruth 
Major, S.R. Ascham Coll., Clacton-on-Sea 
MeEwen, J.H. Edward VL Mid.S., Norwich 
3Medhurst, W. Winton H., Folkestone 
Muirhead, W.D. Ashville Coll., Harrozate 


Murray, F.G. Taunton H., Brighton 
Norris, G. Hart H., Burnham, Som. 
Pick mere,T. Highbury Park S., N. 
| Smith, J. Private tuition 
Stidolph,H.G. Catford Coll. S., S.E. 


4Stroug,J. Woolston Coll., Southampton 
| Taylor, H.A. Laugharne S., Southse 
j Thompson,G. W. Herne H., Marzat 
| Trevena, W.J.Lewishams., Weston-s.-Mare 
LWyles,G. W. Wimbledon Coll. S 


(Arnott,c. R. Castle Coll., Guildford 
| Bellamy, R.C. The College, Heaton Moor 
| Brain, N.A. a Ciyde H., Heretord 


Burgess, A.C. Gram. S., Spalding 
Cowderoy, R.R. Apsley H., Margate 
Evans, A. St. Mary's Hall, Carditf 
Gordon, R. Ousegate S., Selby 
Harris, A. Tivoli H., Gravesend 


| Hebblethwaite, B. St. Bede's C., Hornsea 
| Hinton, H. Catford Coll. S., S.E. 
| Hohaes, F.J. Croad’s S., Kings Lynn 
| Martin,C.3. West CHtE S., Rainspate 


Martin,J. Welliugton Coll., Salop 
| 2MeLeod, R. Private tuition 
Miles, R.W. Weston S., Bath 


Muddiman, W.J. Woodford C. ,S. Woodford 
| Parrott,C.G. Campbell H.,Cothaim, Bristol 
| Parry, H. a. Lucton S., Herefords. 
| Patterson, C.D. 
| Crossley and Porter S., Halifax 
| *Rattenbury,S.F. Balhain 5. 
| Shoosmith,C. B. Lucton 8., Herefords. 
| Walker, A.J. Wocdford Coll., S. Woodtord 
; Wanlle, Y.O.C. Bourne C., Quinton, Bam 


| Wheatley, H. Ongar Gram, N. 
« White, H.J. Sudbury Gram. N. 
(*Baker,G.A. Birkenhead Inst. 

Caudwell. WT. Trafalgar H., Winchester 


Gregory, W.A. Upton S., Slough 
Hoftinann,J.S. Broadgate 5., Nottinghain 
Jenuings,G.A. BelyraveH., Littlehampton 
Leach, HLO. Crossley & Porter X., Halifax 
Norminyton,H. 

Crossley & Porter 8., Halifax 
2Ransford, L.G. Private tuition 
Rayner,P. Lyndon Mount S., Liverpool 
j *Runeciman,J. Barton S., Wisbech 
| Sherborne, H. Portway High S5., Bath 
I Snow, H.B. Crompton S., Southend 
Soady, L.J. Devonport High S. 
2Stewart,G. Belgrave H., Littlehampton 
Thomson, W.R. Hounslow Comm. Coll. 
| Warwick, V. Borough Coll. S., Rotherham 
| Wild,J. High S., South Shore, Black pool 

Wilmoth, H. a. Preston Class. & Comm. S. 
Wiseman, H.J. Trowbridge High S. 


(Ashworth,H. Carlton Road S., Burnley 
| Batt, W.E. Devonport High 5. 
| Broadhead, S.W.V. Lipson S., Plymouth 
| Dale,F.H.d. 
| Christ Ch. Hr. Grade S., Southport 
Weston S., Bath 
Morley, R.W. Whitworth 5., Derby 
| Philp, F. The College, Hendon 
Squire, J.G. Kendrick Boys’ S., Reading 


Hes, F.E. 


St. John’s Royal Latin 8., Buckingham 
Bolton,W.O. 

| Victoria Coll., Buckingham Palace Rd. 

| Cleeve,C. Wellington Coll., Salop 

Coe,C.H. South Park Coll., Wimbledon 
Coldridge, P.R. 

Bradley High S., Newton Abbot 

| Dyson, W.L. Bilton Grange 5., Harrogate 
George, R.H. a. 

St. John's Royal Latin S., Buckingham 
| Gordon, H. Apsley S., Kingsdown, Bristol 
| Hawkes. R.3. Bowvod H., Folkestone 
| Heath, W.G. Gram. S., Bovey Tracey 
| Kuight, H.B. Kendrick Boys’ S., Reading 
| #7Leat,G. Charing Cross S., St. Helers 

McLean, J. Lucton S., Herefords, 

Menzies, A. Gram. S., Altrincham 

| Rayner,C.G. Oakes Inst., Walton, L poal 

| Richardson,C. Snaresbrouvk Coll. 
Watkinson,H.R. 

Farnworth Gram. S., Bolton 


Ea F. a. 


( Beal, W.J 
{ Archbp. Holgate’s Gram. 8., York 
12Cornish,J.W. Ashton Coll., St. Heliers 
| Driskell, J.A. Gram, S., Shoreham 
| Grant,J.C. Univ. S., Herne Bay 
| Grovesy A. Cliftow Coll., Harrogate 
Harris,s. Fivolicll., Gravesend 
3Harrisom T. WintomH., Folkestone 
| Julhuson, E.G. Boys Coll. 3., Aldershot 


102 


THE EDUCATIONAL TIMES. 


(Feb. 1, 1900. 


BOYS, 3RD Crass, 3RD Div.—Continued. 


St. John’s Royal Latin S., Buckingham 
Laing,H. 

Burlington Coll. ,SpringGrove, Isleworth 
Nevell,C.  Clitford S., Beckington, Bath 
Parsonson,H.E. Trowbridge High S. 
Rainforth, E.P. Private tuition 
2Russell, H. Private tuition 
Sturrock, F. a. Salway Coll., Leytonstone 
Tucker, B.E. Gram. S., Bovey Tracey 


Stretford Comm. S. 
Bailey,G.C. Stoke Newington Gram. 8. 
Balden,J. W. 

Archbp. Holgate's Gram. S., York 
Bond,H. Lucton S., Herefords, 
Bruce,R.H. High 8. for Boys, Croydon 
Evans, H.A. Castle Coll., Guildford 
Henderson, W. Windsor Hr. Grade 8S. 
Holdgate, W.G. Perse Gram.8.,Cambridge 
Jones, R.E. Wellington Coll., Salop 


e 


First Class.—Honours Division, 


Gartlet, Watford 
Fry, B. s.h.al.eu.ph. Red Maids’ S., Bristol 
Southwell,A.B. s. ph. 
Trafalgar Sq. S., Scarboro’ 
Alcock, E. M. s.ph.p. 
Haddo & Westwood Col . 8., Scarboro' 
Stutchbury,M. s/.d. 

Ladies’ Coll., Wellington, Salop 
Pulling,G.E. S Salway C., Leytonstone 
Tatt, E.E. s.ph.d. George Green N., Poplar 
Cumming, M.M. s.h. 

Ladies’ Coll., Wellington, Salop 
Rush, E. W. s.f.phħ.mu.do. 

Lonsdale H., Norwich 
Robinson,C. 


Haddo & Westwood Coll. S., Scarboro’ 
Fictcher, E.M. f.do. Arundel H., Scarboro’ 
Macey,D. s.e. Milton Mount C., Gravesend 
Dixon,F. s. Brookville, Filey 
Gates, E.D. sf.mu. Guelph Coll., Clevedon 


First Class.—Pass Division. 


Ford,E.A. s.mu. Eton H., Sheffield 
Craig, EL Y. f.qe.l. 
Manchester High 8S. for Girls 
Cox,C. sf. Milton Mount C., Gravesend 
Manbey,C.A.M. Crompton S., Southend 
Quibell, E.M. 

Ladies’ Coll., Wellington, Salop 
Geeson,O.M. f. SlepeHal, St.Ives, Hunts 
Clarson, D. Ladies’ Coll., Wellington, Salop 
Marples, W.E. Treverbyn, Hornsey Lane, N. 
Halket, J.I. George Green S., Poplar 
Crantield, E.E. s.d. 

[ Slepe Hall, St. Ives, Hunts 
Dobbs, B.E. Ladies’Coll., Wellington, Salop 
Franklin, M.H. s. 

Ladies’ Coll., Wellington, Salop 
Deane, B.M. sf. Lonsdale H., Norwich 
Shovelton,M. h. Private tuition 
Eaton,G.A. s. 

Ladies’ Coll., Wellington, Salop 
Beart, A. f.mu. Slepe Hall, St. Ives, Hunts 
Vergette,N.F. s. 

26 Ashley Rd., Hornsey Rise 
Tyler, W.L. s. Slepe Hall, St. Ives, Hunts 
Hicklin,F. d. St. Editha's S., Tamworth 
Zillessen,J.M. f.ge. 
Mecklenburg H., Putney 
Aldous,A. Milton Mount Č., Gravesend 
Allen, E.M. Harley H., Hereford 
Bennett, B.M. 8. Sidcot School, Winscombe 
Dugard, E. B. 

Ladies’ Coll., Wellington, Salop 
Shann, E.A. 

Enmoor Lodge Coll. 8., New Leeds 
Brooks, K. J. Milton Mount C., Gravesend 
Bath, I.H, Vale View H., Devizes 

[ Bourke. Wright, S.f.mu. 
Wincham Ladies’ Coll. 
Jones, A.E. Ladies’Coll., Wellington,Salop 
Brame, D.P. Harborne Ladies’ Coll. 
e s. ph. 
26 Ashley Rd., Hornsey Rise 
Tonks, M.N. Ladies'Coll., Wellington,Salop 
Massiah,{. bk. St. Kilda’s Coll. S., Bristol 
Bromley, E.R.S. s.p. 
l Mecklenburg H., Putney 


Phillips,S. P. Fonthill S., Barnsley 
Lea, F. s.bk. Ouseyate S., Selby 
Barlow, A.E. Crossbeck H., Ilkley 
Parker, E. Clough S., Reigate 
Patterson,J.8. Crossbeck H., Ilkley 


Cah me 


Langner,D.J. 

Oxford H., Sutherland Avenue, W. 
Masters, H.J. Belgrave Villa S., Lee, S.E. 
Matthews, C. L. Woolston Coll., S'hampton 

| Millington, E.N. Wellington Coll., Salop 

| Moutrie, A.E. Catford Coll. S., S.E. 
Nicholson,C.D.P. Montrose H.,Plymouth 
3Rothwell, P. Castle Col., Guildford 
Self, P.S. Stoke Newington Gram. Ñ. 
Slinn,G. Welhugton S., Heaton Moor 

| Street, R.O. a. 

| Stourwood Coll., Southbourne, Hants 
Thornett, A.V. Ongar Grain. S. 

leTurner,C.H. Stranraer S., Fareham 


(Allen,P. a. Trafalgar H., Winchester 
2Aspinall,J. Crossleyand PorterS., Halifax 
Davis, A.A. a. Raleigh Coll., Brixton 

| Guille, H. Upton S., Slough 
Hall, E.G. Lucton S., Herefords. 
Hine, C.H. Gram. S., E. Finchley 

| Jackson, T.D. Cliftonville Coll., Margate 


| Kendall,G. Elintield Coll., York] | Davis, E.C. Lyttelton Gram. 8., Malvern 
| Read, R. Carlton Road S., Burnley | | Johnson, B.S. , Loughton 8. 
| Rowland,P. Acton Comm. S. | | 2Meldruin,A.H. Gram. S., Sale 


Preston Class. and Comm. S. 


| Smith,R. 
Dudley Coll. S. 


(Wright, H.B. 


( Barfoot,G.A. Stranraer S., Fareham 
| Baron, R. High 8.,South Shore, Black pool 
| Collings, J.E. Charing Cross 8.,St. Heliers 
| Dalton, E.K. Gravesend Modern S. 
| Day,O. Archbp. Holyate’s Grain. S., York 
| Fielden-Taylor, B. Private tuition 
Groves, W.E. Beechencliff, Peckham 
Pybus, V. CambridgeH., Bridlington Quay 

Russell,N.H. Stoke Newington Gram. S. 
| Sleep HC. 38, Tavistock PL, Plymouth 


| Smith,d. Black pool Gram, 3S. 
|*Waller,E.L. Burlington H., Richmond 
LWhite,C. Barton 8., Wisbech 


(Cookson,E. Oakes Inst., Walton, L'pool 
| Dardart,L.C. Weston S., Bath 


GENERAL CLASS LIST — GIRLS. 


(For list of abbreviations, see page 94.) 


LSceott,J. Brentwood, Southport 
(Aldrich. K.M. s.d. Waketield H., Norwich 
| Beetlestone,M. s.mu. 
St. Helier’s Coll., Shifnal 
Comyn,M. f. Clough S., Reigate 
Mutton,C.M. s/f.do. 

26 Ashley Rd., Hornsey Rise 
Reynolds,C.D. af. Guelph Coll.,Clevedun 
Walker,C.A. d. 

Manchester High 8. for Girls 
Leaper,M. mu. Welland Hall C., Spalding 
Pugsley, R.E. esh. Helvetia H., Jersey 

(Tucker, M-L bk. 
St. Kilda’s Coll. 8., Bristol 


“Allen,H.M. s. 
Ladies’ Coll., Wellington, Salop 
| de Mouilpied, H.R. s/f. 
Wintersdorf, Birkdale 
Haines,T.M. Brompton Science S., S.W. 


Hiscock,M.C, Alexandra C., S'hampton 


(Smith, M.P. Sidcot 8., Winscombe 
| Thomas, M.E. s. 
| Summerfield Hall, Maesycwmmer 
Walis, E.H. sf Guelph Coll., Clevedon 
Cooper, B.s. Ladies'Coll., Wellington, Salop 
King,D.J. Vale View H., Devizes 
Tuke, B. s. Wintersdorf, Birkdale 
Dixon, B. E. 20 York Villas, Brighton 
Startup,C. L. sf. 
Slepe Hall, St. Ives, Hunts 
Bainbridge, H.W. Wintersdorf, Birkdale 
(Blackburn, D. s. Church Mid. C1. S., Leeds 
Gordon-Cranmer, E.A. f. 
| George Green S., Poplar 
The Queen's S., Chester 
Harley H., Hereford 
St. Mary's S., Bungay 
Helvetia H., Jersey 


Owens, A.E. 
Thompson, F.F. 

(Goate,S.M. d. 

| Luce, E.A. s./.sh. 

| Winbush, W.M. bk. 

| Brondesbury High S. for Girls 

LWoodman,D. North Park Coll., Croydon 
McGrath, F. bk. Private tuition 
Bristow, F. mu.de. 

| Ellesmere H., Whitchurch 
Vickers, B. Hazel Grove High S., Stock port 

‘Jollitfe, E.M. Vale View H., Devizes 
Wilson, F.G. Reginald Terrace S., Leeds 
Hardisty, M.B. High S., Chingford 
Stevens, L.M. Hughenden, Bexhill 
Winbush, D. 

L Brondesbury High 8. for Girls 
Allen,E. Stoke S. for Girls, Devonport 
Neal, M. Eton H., Shetheld 

LWyatt,D.C. Friends’ 8., Saffron Walden 
Hewson,G.E. Alwyne Coll., Canonbury 
Powell, R.A. mu. 

Ellesmere H., Whitchurch 
Harries,G.M. Slepe Hall, St. Ives, Hunts 
Porter, E.A. 26 Ashley Rd., Hornsey Rise 

( Pinley, M.W. mt. 

Sidgwick H., Hr. Broughton 

Simpson, E. W. Arundel H., Scarboro’ 

( Frowde,C. D. Private tuition 
Hayward, H. d. EllerkerC., Richmond Hill 
Walker, E. Ellerker Coll., Richmond Hill 


Brewer, K.M. s.mu. 
Arlington H., Newport, Mon. 
Hunt, M.L. s/f. 

Girls’ High S., Sudbury, Suffolk 
| Jones,G.C. Wiutersdorf, Birkdale 
| Scott, F.M. Waketieid H., Norwieh 

Thomas,B. Raleigh S., Stoke Newington 
Wuggott, E. s. Salem H., Sunderland 
Grimshaw, M. 
Enumoor Lodge Coll. S., New Leeds 
(Clifford, K.E. Private tuition 


Dodd,C.H.M. f. 


Ellerslie Ladies’S., Bromsgrove 


Witts, E.M. Brompton Science S., N.W. 
Drenan,O. Ellerker Coll, Richmond Hill 


Chapman,A.M. Private tuition 
Weedon, L.A. George Green S., Tapar 
Harman, A.E. Hastings High N. 
Chapman, 1). F. Private tuition 


Second Class.—I!st Division. 
\Ramsay,F.M. fish. 


St. John’s Coll., Sutton, Surrey 


18troud,V.B. s.4.do. 
Alexander Coll., Southampton 
iLammin,8.L. sf.sp. 


IClayton.G. d. St. Bernard's, Southsea 
IHickman,A.M. 8.¢.2. 

Mecklenburg H., Putney 
Stuart Menteth,L.F. f.qe.i.4. 

Ashburne H., Chepstow 
Stutchbury,E. s.g. 

Ladies’ Coll., Wellington, Salop 
Pither, K. e.a. Milton Mount. Gravesend 
Steinthal,D. sid. Wintersdorf, Birkdale 
Hohl, M.E. f.ge. Private tuition 
Webb,G.C. s.g. 

Ladies’ Coll., Wellington, Salop 
lJaggard, E.M. mu. Ripley H.,BurySt. Ed's 
Moody, H.E. a.al, St. Andrew'sHall S port 

Name AT Convent of Loretu, Hulme 
Guthrie J. a.al. 

Milton Mount Coll., Gravesend 
Wennings,M. mu. 

6 Orchard Gardens, Teignmouth 
Richards, L.E. f. 


Mecklenburg H., Putney 


St. John's Hill S., Shrewsbury 


(Dawson,S.C. f. Mecklenburg H., Putney 
1Good, D. Mecklenburg H., Putney 
Woolf, F.S. fige. Mecklenburg H., Putney 

(Cranfield, N.f.d. Slepe Hall, St. Ives, Hunts 

LThorley, M. Friends’ S., Penketh 
Wolstenholme, M. s.f 

Milton Mount Coll., Gravesend 
Keer,C.M. d.mu. Lonsdale H., Norwich 
Montford,A. d. Friends'sS.,Saffron Walden 

( Lee,M.M.P. 8.a.f. 

Queen's Coll., Twickenham 

| Odam,E.R. North End High 8., Portsm'th 
Thomas, M.J.T a.mu. 

St. Maur Coll., Chepstow 

Denison,D. s.f.d. Wintersdorf, Birkdale 

(M urray, J.M. f. Private tuition 
Traviss, H.G.M. d. 

Eversley H., Willesden Green 
IBarritt, M.C. Friends’ S., Sattron Walden 

(Drover, E. Westbourne H., Cowes 
Tilsley, H.E. /. 

Ellerslie Ladies’ S., Bromsgrove 
Baugh, F.L. St. Andrew's Hall, Southport 

E fage. 

Milton Mount Coll., Gravesend 
Cooper, H. a.ch. Friends’ S., Wigton 
Dun, E.S. High S., Chingford 

LWhitehead, D. Friends’ S., Saffron Walden 

(Gunson,E. L. f.d. 

Westcombe, Dyke Rd., Brighton 
Jones, A.M. s. 

Ladies’ Coll., Wellington, Salop 
Parker,G.E. f.ge.d. Hendon Coll., N.W. 
Bennett, M.E. Girls’ Coll. S., Aldershot 
Gray, E.H. EllerslieLadies'S., Bromsgrove 
1Ainsworth,L.W. d. 

Í Stainsbridge Coll., Malmesbury 


1Helder,F. E. Wintersdorf, Birkdale 


Newman, A.R. Christ's Coll., Blackheath 
2Parr, L.0.S. Gram. &., Sale 
Raimes,J.M. 
| Archbishop Holgate’s Gram. S., York 


Wainwright, T. Southport Modern S. 


r Adams, A. Gram. S., E. Finchley 
| Barrett, P.H. Arlington Pk.Coll. Chiswick 
| Castle, A.C. Gram. S., E. Finchley 
| Cummings, L.P. Argyle H., Sunderland 


| Dean, W. Hightield S., Rock Ferry 
| 2Hobbs, E. Maidenhead Coll. 
Lavell, M.D. 


St. John’s Royal Latin 8., Buckingham 


Rivers, A.P. Trafalgar H., Winchester 
Scherf, W. Polytechnic Inter. S., W. 
Shiriaw,A. ucton 8., Herefords. 


LJenkins,R. a. Milton Mount C. Gravesend 
PGrassam,N. k, Spalding Central Classes 
Robins, H.J. Wynaud H., Bowes Park 
Chappell, H.C. Waveney H., Harleston 
( Edwards, E.C.M. s.d.do. 
Comm, & Civil Serv. Coll., Forest Gate 
Harries, A.B. Slepe Hall, St. Ives, Hunts 
i Pope, C.K, 
L Ravenscourt H., Ravenscourt Park, W. 
( Baker, R.A. s.do, Queen's C., Twickenham 
Gadsdon,E.M. s. 5 Clapton Square, N.E. 
[ey nl E E: a. Haldon View S., Exeter 
Waldram,F. L. a.mu. Russell H.,Grimsby 
Pickett,J. Verecroft, Devizes 
Wales, E.F. f.ge. 


L Brean Down H., Burnham, Som. 
(Mayo, I.G.R. Lancetield S., Southend 
| Relton, D. f.d. Private tuition 
USmith, H.N. Wakefield H., Norwich 


Darby,M.A. a.f. Roan Girls’ S., Gr'nwich 
Hawke,M.L. f.d.mu. Bellevue, St. Austell 
a 8. 

Westbourne High S., Bournemouth 
Brewer, M.S. Private tuition 
Hallam, K. mu. Welland Hall C., Spalding 

| 'Hmley, E.F. do. 
| Raleigh S., Stoke Newington 
Small, M.K. ph. 12 Plashet Rd., Plaistow 


Earnshaw, E.M. Girls’ High S., Cheadle 
[Morey DA. s. Eastrop H., Chichester 
| Oldham,J. s$. 
L Ladies’ Coll., Wellington, Salop 
(Evans,E.W. smu. Totnes Girls’ S. 
; Kelsey, B. Milton Mount Coll., Gravesend 

Wharton,B. Friends’ S., Penketh 

Woodbridge, A.A. Langley H., Ashbourne 


( Carr-Jackson, W. fge. Hendon Coll., N.W. 
| Cole, D.F. Coolhurst 3., Crouch End 
| Dun, A.L. High S., Chingford 
IGIN,E. a. 8t. Andrew's Hall, Southport 
Wibberley,A.M. Langley H., Ashbourne 


( Batty,M. Milton Mount Coll., Gravesend 
| Bonner, E.A. Wintersdorf, Birkdale 
| Carter, J. E. Mornington H.,W. Kensington 
LCraven, A.A. Crossley & Porter S., Halifax 
Heape,C.M.Ladies’Coll., Wellington, Salop 
Hedderwick,E. The Limes, Chiswick 
| Roberts, F.M. Avondale, Liverpool 
| Rutfell,F. Milton Mount Cull., Gravesend 
| Shields, H.K. Alexandra C., Southampton 
Gap ie ee hf. 
Brownhills H., Southampton 


( Bretherton,G.E. f. 

| Milton Mount Coll., Gravesend 

Kendrick H., Brighton 

| ‘Gates, M. R. Guelph Coll., Clevedon 
Hinds,K.M. f.ge. The Mount, Banbury 
Mackie, A. McM. Southbrooke, Middlesbro’ 

(Daniels, L.M. Ten Mile Villa, Chigwell 


Dearlove, E.M. 
St. Margaret's High S., Lee, S.E. 


| Cowderoy, W. h. 


Dent, E.A. Ousegate S., Selby 

Derwent,G. Arundel H., Scarboro’ 
| Johnson, A. Ashburne H., Chepstow 
| Mason, M.M. ZJ. 


Ellerslie Ladies’ S., Bromsgrove 

Morley, B.C. Eastrop H., Chichester 
CStueger, V.M. Crossley & Porter S., Halifax 
(Hainar,C.J. Ellesmere H., Whitchurch 
| Heywood, A.F. s.h.f. Private tuition 
Wilkinson, A, d. Milton Mt. C., Gravesend 
( Bingham,E.D. ee Wakefield H., Norwich 
| Brigys,N. Brent woods Southport 
|) \Charlesworth, F. Shethield-Mid..Cl. 5. 


Feb. 1, 1900. ] THE EDUCATIONAL TIMES. 103 


GIRLS, 2xp Cass, Ist Div.—Continued.| | Duffett, H.M. J. | Carter, E.M. Sidcot S., Winscombe} | Foulstone,F.N. 
Harries,G. Milton Mount Coll., Gravesend Lithend Ladies’ S., Bishops Waltham| | Maddison, E.A. Private tuition] | High 3., Warren Grove, Barnsley 
Moon,W. Milton Mount Coll., Gravesend] | Ebdon,G.M. s. Modern HighS., Penge] | Pither, E. Milton Mount C., Gravesend| | Groves, E.M. sh. Reading High 8. 
Moscrop,G.E. Crossbeck H., Ilkley} | ee Milton ea 3 T ee ce. a S., Wokingham| | LUE TI Ae ENE ig terete 
z 5 | Gurney, L.M. ughenden, Bexhi O ams, F. B. opwood, W.A. bley H., E. Putney 

COE Way a een Miles E.B. Eton H., Cheltenham St. Hilda’s, Littlehampton| | Pettitt, E.K. 

IDingley C. Cumberland C Ks Green| | Morrison, M.M. Welland Hall C., Dre Wren, W.P. 3. f. Hope Lodge, Bexley Heath Southolme High S., Whalley Range 
King WP. Gartlet, Watford] | Palier,L. Clarence Coll., Wood Green| f Butt, F.M. d. Wintersdorf, Birkdale| | Ray, M.E. d.Brownhill’s H., Southampton 
Low Mi D. eee Prak AN aa | Raven, D.O. J. Arundel H., Searboro’ (Jone, G. Modern High 8. Penge| | Roberts,J. St. Winifred's, Southampton 
UWilloughby H.M. s. Private tuition| Todd, A. W. 14 Wilson Street, Derby | | Pearce, M. Stoke S. for Girls, Devonport LWinstanley,F. /. St. Winifred’'sS'thampton 
Clav. A.E i Milton H., Atherstone Bell. N.M. Fairholme, Rhyl] | Sharpe, K. Ladies’ S., The Close, Brighton} /( Bullock, W. Ladies’Coll., Wellington, Salop 
a ME d ann re Botting,C. Sunfield H., Wellington, Salop] | Sharpe,S.C.A. Cedar H., Ramsgate | Cleave, AT High 8., Pontefract 
ay ue r Practising S., Stockwell Coll Hinge,T. Wm. Gibbs S., Faversham] | Smart,C. P. The Mount, Banbury] | Day,G.E. Windsor Hr. Grade S. 

Crocker. A. d "3t. r Hall S'th none [Kell Milton Mount Coll., Gravesend| | Thorn, M.E. s. Willesden High S. for Girls] | Nicolle, E.M. J. 
Pascoe AE. Gonree Green S. Poplar Tinley, M. Ashley H., Worksop Unsworth, A. L. Six Roads S., St. Lawrence, Jersey 
Preen,C. 8. ph. North Hackney High S. Allen. f Stoke S. ae Girls Deron r D epee E KOA Convent of Loreto, Hulme 

RR . Batt,E.M. wllege H., Newbury verest, F.C. rosvenor S., Wokingham Bae oT ; 

a as = Pon te cole Dening,E.C. f. | Fairweather, W. L Ladies’ Coll., Wellington, Salop 
\\Finiey.F.M. Girls’ Coll. 8, Aldershot Toulton, Cothelestone, Taunton| | Stainsbridge Coll., Malmesbury] (Clement, A.E. Girls’ Coll. S., Aldershot 
H denen D'A.Milton Mt. C.. Graves nd | Gardner, B. Modern High S., Penge} | Hawke, M. Bellevue, St. Austell] | Court, N.Y. Beecholine Coll., Belper 
RASNI n M. Barnie H Cae ŞS Graham, E.M. Granville H., Southampton} | Learner, M. Clough S., Reigate{ | Croall, M.1. Girls’ High S., Wanstead 
oto s M a "| | Jones, F.M. Ladies'Coll., Wellington, Salop] | Mott, F.H. Fern Lea, St. Leonards] | Hadwen,L,. d. Friends’ S., Penketh 
Rvans,J.E. f.mu. St. David'sS.,Carnarvon| | Lillywhite,E. Stanmore H., Richmond] | Smith, L.C. ENesmere H., Whitehureh| | Harris,C.L. Harley H., Hereford 
Robinson, E. St. Andrew's Hall, Southport) (White, M.A. Private tuition Tyrrell,G.M, Roan Girls’ S., Greenwich| | Moore,G.S. Ystrad H., Newport, Mon. 
Thomas, L.H. /. Hendon Coll., N.W. E allis,J.K. Slepe Hall, St. Ives, Hunts| | Rice, M.V. Wynaud H., Bowes Park 
Warts, K.J. St. Olave's S., Taunton 


1Balmforth, E.G. Church Mid. Cl.S., Leeds 
Carouge,J.H. f.d. Private tuition 
Chandler,C.A. f. Roan Girls'’S.,Greenwich 
Gaston,E. ph. N. Hackney High 8. 
Scott,S.S. 52 Cromwell Avenue, Highgate 
Stutchbury, L. 

adies’ Coll., Wellington, Salop 


(Chatterton, W. St. George’s H., Doncaster 

| Forshaw, A.H. ge. Private tuition 

| Jenner, M.E.B. d. 

| Colonnade Gdns. S., Eastbourne 
Jones, N.I. Ystrad H., Newport, Mon. 

| Phillips,G. BE. Grosvenor Coll., [ford 

Salt, A. Beechoime Coll., Belper 


Ballock,E.M. 

Lithend Ladies’ 8., Bishops Waltham 
| Etches,M.B. Ellesmere H., Whitchurch 
| Freegard, M. f. 6 Chandos Rd., Buckingh’m 
| Gotelee, K. Ellerker Coll., Richmond Hill 
| Hardie,C, f. Private tuition 
Hills, F.A. ge. St. Cuthbert's C., Forest Hill 


[Bite Brompton Science S., S.W. 


( Anderton, M. St. Andrew’s Hall, South port 
| Buckeridge,M.G.J. College H., Newbury 
| Gardner,F. Ellerker C., Richmond Hill 
| Gray, M.M. mu. Russell H., Grimsby 
i Jarrett, B.M. 

| Carleton Queen's Coll., Tufnell Pk., N. 
| Skelton, D.A. Oxford H., Leatherhead 


Bennett, E.M. 6 OrchardGard's,Teignw'th| | Hind, M.L. Slepe Hall, St. Ives, Hunts Underdown,G. Monk Bridge S., York 
Paterson, M. Friends’ S., Wigton] | Maddison, N.B. Private tuition| | Wallace, H.J. 5 Osnaburgh Terrace, N.W.| į Smith, E. 
Toovey,M. Private tuition] | Olney, D.A. Modern High S., Penge] | Williams, F. L Lithend Ladies’ S., Bishops Waltham 
i Thomas, M.E. Harley H., Hereford Grey Coat Hospital, Westminster ( Bates, H.A. Spalding Coll. $. 
i Weaver, F.L. South Croydon Coll.| fHartley,C.M. Raleigh'S., Stoke Newington | Chapman, M, B. 
Second Class.—2nd (Division. Austin, A.C.mu.Oxford Coll.,Clacton-on-S, | | 1!Horne, A.K. Sunny Bank Coll., Wilmslow} | Prospect H., St. Neots’, Hunts 
: ne Bailey,E.A. e. Spalding Coll. 8.] | Nottaye,M. | Dobbs, E.A. St. Maur Coll., Chepstow 
Chapman, D.M. f. Private tuition! | Coldham,M. J. | Clark's Coll. High S., Fitzroy Sq., W.| | Evans, M.W. 
tDuake-Cohen, M. Private tuition Girls’ High S., Sudbury, Suffolk} | Payne, L.M. J. West Ham High 8. Summerfield Hall, Maesycwmmer 
f ‘Carter, E. Park Road S., Bingley] | Cnrling, M. The Laurels, Herne Bay] (Stephenson-Jellie, E. Private tuition] | Greenwood, H.M. niche H 
Coward, F.M. Ellesmere H., Whitchurch| | 'Dunn, D.M. 8t. John's S., Lichfield] -¢ ; : re Slepe Hall, St. Ives, Hunts 
Ibbetson, A.M. f. Private tuition| | Hughes, A.M.K. Sandwich S. aoM HOM HE S., Pengel | Harding, E.E.M. Down End, Clifton 
Carder, A.E. Private tuition] | Norris, I. Guildown Coll.S.,Tunb'dge Wells Westview, Grosvenor, Margate| | Hart, B.M. Collingwood Coll., Lee, S.E. 
Smith, E. Stainsbridge Coll., Malinesbury| | Rescollor, A. M. | Frost, A. West Ham High S.| | Linton, V. S. Fairlight, Croydon 
Boothroyd, A. D. e.f. Brentwood, Southport High S., Radcliffe, Manchester] | Kerr, E.B. St. Winifred’s S., Torquay| | Martin, M. Snnfield H., Wellington, Salop 
Cn S Sici a eee eae Rowe, A. Brook Green Coll., W.| | Thomas, M.E. Mingay, B.J.M. g Ae oe eee 
1 Dean, M.C. s. Wintersdorf, Birkdale VAST My Pepe Ha, at Peon Huat Summerfield Hall, Maesycwmmer ee E.s Akong A RETA 
Hinds, E.C. f.ge. The Mourt, Banbury | Abbott, A. St. Hilda's, Exeter! /Callander,G.G. Coborn S., Bow] | “OVSAR Abbey H., Abbey Rd., N.W. 
Lodge,M.G. d. Hazelhurst, Penarth| | Aitken,J. Sf. Wintersdorf, Birkdale| | Claydon, M. Welland Hall Coll., Spalding Oswald, L. Mayñeld Coll., Marlborough 


| Balshaw, F.E. Comm. S., Astley Bridge 

| Cowey, W.Y. d. 34 School Hill, Lewes 

| Daws, M.C. Church H., Beckley, Sussex 
Driscoll, B.A. f. 

Ashton H., St. Clements, Jersey 

| Kidd,E.P. Devonshire H., Bridlington 


Hobson, J.A. Hightield S., Addiscombe 
Read, M. Park H., Blackburn 
Swift, R.M. 8t. Helier’s Coll., Shifnal 
Wilson, F. High Caythorpe S., Bridlington 
tWillocks, E.B. Hythe S. 


Thornley, L. Bolton High S. for Girls 


l Baskett, M. K. Ellerker Coll., Richm'd Hil) 
Blake, E.G. 

Freemantle High S., Southampton 
Ficken, E.R. f. Roan Girls’ S., Greenwich 


Sams, A.F. Roan Girls’ S.. Greenwich 


(Hollidge, K. Llandaff H.. Norwich 
Maxton, M. s. Eldon H., Stoke Newington 
May, M.E. Westview, Grosvenor, Margate 
Parsons,S.J. Hoe Park 8., Plymouth 


Jones,D. f.d. Nornian. F.G Guelpl 3 Arkell, K.M. Malvern H., Reading) | Sawv ` : : 
ii h an,F.G. ph Coll., Clevedon , ’ | Sawyer, L.D, Clarence Coll., Wood Green 
PE Tie Rae aa Thorburn, E. M. /.SlepeHall,St. Ives, Hunts e rated E | Willata F.J. Wynaud H., Bowes Park 
Moore, F.E. George Green S., Poplar| ( Dening, M. M.B. J. | Lewis, M.A. Arlington H., Newport, Mon. Y orvereon AE, Fatt ni ies es 
Ward,G.A. Cornwallis High S., Hastings Toulton, Cothelestone, Tannton| | Matthews. E. Bockett, E.M. J. Private tuition 
s > | | Harraway, M.J. Verecroft, Devizes ‘Milton Mount Call.. Gravesend| | Carter.G. M. Vale View H., Devizes 
( Earle, H.E. e. ReedhamOrphanage, Purley} | 1Horrocks,G. jwi iton sall Gravesend| | Coek.N. Spalding Coll. S. 

Haynes, E.B. Private tuition ye | Powicke,A. Milton MountColl. Gravesend oe >. 

iLicense, M. 3. Church Mid. Cl. S.. Leeds| | Rockville S., Chorlton-cum-Hardy! | Reeves,C. d. Wellington Coll., Hastings] | Fidler,Jd, = wollene Hay New bury 
Main MC. mu St Cloud a | Johnson, L. ph. Forest View H., Chingford Wilson, V.C.A. Mecklenburg H., Putney | Hall,C.E. TheBriars, Hagley Rd., Edgbast n 
Martin, B. Ladies’ S., The Close, Brighton| S392 E. Milford H.; Abergaveiny |) Bavan, B.S, Garilet: Wattard Non ae ea oe 
Pengelly, K. Areville Coll., Rhyl] (Cafin.E.V.M. mu. Tredegar H., Brighton! | Black, A.L. Wakefield H., Norwich] | Pinworth,E.L, Oakley High'S,, Scuthsea 

Robinson, B. Hemdean H., Caversham Eaton, E.M.A. St. Mary N S., Whitchureh l Bowers, H. The Laurels, Herne Bay : | a es i ye : 


Edmonds, N.W. = Kendrick H., Brighton 
lEdmonson, L. Cambridge H., York 
| Higgins,M. York H., Stony Stratford 
Hulbert, E.M. Coborn S., Bow 


G Potter, I.F. Ellerker Coll., Richmond Hill 
Soltan, L. Clough S., Reigate 


(Bellamy,R. Clarence Coll., Wood Green 
| Craneh, M. L. Stapleton Hall S., Stroud Gn. 
| Grahain,J.N. Raleigh S., Stoke Newington 


Cudlipp, D.A. St. Winifred's, Southampton 
Davis, D.W. Hope Lodge, Bexley Heath 
ENSY Maytield Coll., Marlborough 


Sniegon, M. M. f. 
St. Joseph's Conv., W. Hartlepool 
REE St. Winifred’s S., Torquay 


Thornbery,N. St. Monica's S., Edgbaston Murray, B. Private tuition 


Till,K.A. Oakhill High 8. ; Mowbray, B. Welland Hall Coll. Spalding} | Watt. WA. iv iti 
Williams,E.M. /. Beep eeehenuare Oliver, M.B.L. d. eae a Meck! ao ae Gresly, E. 8. Craigholi, Buxton 
Elvaston, Thurlow Park Road, S.E. oe Bonington Hes Y neuen (Goodwin N M Torrhill Coll tastings Sen a SEAE SOE N 
Williams, A.L. Hoe Park 3., Plymouth} | Hooker, M.C. Alexandra C., Seuthampton| (Garratt, E. Daisy Bank S., Rochdale 
( Bennett, S. fice. Craigholm, Buxton] | Pearce, M.V. Girton H., Yeovil| | Hobson, M, Highfield S., Addiscombe 
Bone, E.M. Waverley Coll., Stroud Green | Holt, Y.M. Gartlet, Wattord 


High S., King Square, Bridgwater 
Deverell, A.M. E. g.f. 
6 Chandos Road, Buckingham 


| Le Cornu, E. f. 
Six Roads S., St. Lawrence, Jersey 
I1Marchbank,J.N. 


Crainpton,L.C. J. Fairlawn S., Newmarket 
| }Cullum,K.D. mu. 
Arlington H., Newport, Mon. 


Second Class.—3rd Division. 


Edwards,E.J. (Archer,S.A. mu. Ashleigh H., Tutbury 


Lithend Ladies'8., Bish Walth Davies, M.A. | Brooks, EB. Ebley H., East Putney 115 Elswick Rd., Newcastle-on.-T. 
E Wae. a | Summerfield Hall, Maesyewmmer| | Culpin,E. Spalding Coll. S.| | MeBurney,A.S. Avondale, Liverpool 
Hansell, A.M. a. Private tuition} | Dickinson, A. E. Eton H., Sheffield] | Godley,C. Ashley H., Worksop] | Monday, K.M. Holmeroft Coll., Loughton 
Lewis, E. d. Private tuition| | Jennings, M. Grey Coat Hosp., W'minster} | Holt, E. Crossbeck H., Hkley| CRobinson, A.E. St. George's H., Doncaster 
May,M.C. Westview, Grosvenor, Margate Jones, M.G. mu. À | levers, N. B./.TonaCottage,SuttonColdteld ( Aldis, D. St. Augustine’s, Norwich 
Moore, M.E. Prospect H., St. Neots, Hunts Arlington H., Newport, Mon. | | Longman, H.N. DevonshireH., Wincanton | Bays, E.A. Colville H., Swindon 
Slater, M.E.S. St. Hilda's, Littlehampton Long,B. Frimley Rd. S., Camberley May, D. Oxford Coll., Clacton-on-Sea | Bowles, A.M. 

Wheatley, B. High S., Rothwell] | Rogerson, E.A. High 8.,Oakengates, Salop] | Rank, E. d. Wintersdorf, Birkdale Clark's Coll. High S., Fitzroy Sq., W. 


Thomas,E. Milton Mount C., Gravesend 
[Bernhard AlexandraC. Southampton 


Smeal, L. Friends’ S., Wigton 
Staden, F. Slepe Hall, St. Ives, Hunts 
Terrey,1.A.d. Brownhill’s H., Sthampton 


| Deane, M. Collingwood Coll,, Lee, S.E. 
| Drew, T.A. ‘Jura,’ CharingCross, Birkenl’d 
| Fairweather, I. Ashley H., Worksop 


Barnard, H.J. f. Tivoli H., Gravesend 
1 Bond, A.D. do. 


Woodcock, R.T. d. Guelph Coll. „Clevedon 


Bray,K.F. Cornwallis High S., Hastings 


Griffiths, E.M. f.Milford H., Newport, Mon. | | Bernhardt, B.C. d. Private tuition 


Hogben. M. `. Cloud, Souths Booty, LC. fd. Clarence H., Filey} (Ayre,F.E.L. Gartlet. Watford] | Palmer, }.M. Ley bourne H., Aylesbury 
oD. Miners Call Davee] | Corbould,M. EllerkerColl.,RichmondHiil| | Blyth,E.G. d Girls’ High 5., Waustead| | Puling, E.R. Salway Coll., Leytonstone 
Smith,O.M. g. Clarence Cuil. Wood Green| | Earl, N.M. Ellesmere H., Whitchurch! | Dunn,B. Wynaud H., Bowes Park] Williams, F.E. Brooklyn H., Wellington 
f i Gedye, U.B. Crossbeck H., Hkleyj| | Fryer, M.M.C. St. Manr Coll., Chepstow] Bray. C.E. Wellington Coll., Hastings 
eee Te Ga te Hole,M. Clarendon Coll., Clifton | (Wells, I.E. Hanover H., Ryde Doel È Welland Hall Coll, Spalding 
Jordan, W.M. Church H., Beckley, Suasex| | Parson, M. L. A, Clarence C., Wood Green| -Hocken,M. Stoke S. for Girls, Devonport| | Greig, E.A. St. Margeret's, Cardiff 
Lane” Clough Reiatel ee Wintersdorf, Birkdale [Then AR Torrhill Coll., Hastings} | Holder, E.G. Cavendish High S., Redhill 
Parker K. St. Andrew's Hall, Southrort Royle,L.M. Brentwood, ae ae Whalley, M. Sidcot S., Winscombe] | Hunt,N.D. Oxford Lodge, Wolverhampton 
WeirrlR « 8 tall, POUL POTS) USmith,G. High 8., Dukinfield, Cheshire : Morison G.A 
eir, T.R. s Roan Girls’ S., Greenwich] F Anslow, M.E. D. /. St. David'sS. Carnarvon | (Clarke,E.A. Prospect H., W. Hartlepool iJe, 
' > ec ae i Jewers,C.M Oriel H., Harpenden 4 Jesmond Rd., Newcastle-on-T. 
Anslow,G. St. David's S., Carnarvon} | Forster, N.S.Joseph'sConv., W. Hartlepool Middleton D Ashley i Worksop | Taylor, N. E.V. Rougemont, Blackpool 
Pe B Me High 8. for Girls E E T i Ser oS ee Philip, M.Y. d. Park Mansion,St. Leonards| (Thompson, W. Clough S., Reigate 
Bailey,G.A. Londa H., Norwich | EAIRT Di Tivoli I, Gracia Robertson, N. B. Areville Coll., Rhyl] Bard, M.M. St. Mary's Day S., Highgate 
Blacklock, M. Friends’ S., Wigton| | Murrell,G.E. £ Eagley Bank, Southport Waco Cleveland C., S. Hackney l F oo alee a a 


Cherrett, E.M. Alexandra C.,Southampton 
Clarke,S.M. Girls' Coll. S., Aldershot 
Dawson,I.E. d. Wintersdorf, Birkdale 
Dodd,E.L. Somerville H., Northampton 


| Squier, E. Me Coll. S., Stanford-le-Hope 
Wilson, MIM. EllerkerGolbj Richmond Hill 


(ENiott,B. HighS,, Waltham Cross 


1 Southampton Terr., S. Farnborough 
Zillessen,E. A. ge. Mecklenburg H. Putney 


( Binns, R.E. HoghtonTerrace 8S., Southport 


Taylor,E. Clanville H., Stoke Newington 
Walter, M.A. Girls’ High S., Wanstead 
(Cargill, R.V. f. Private tuition 


| Tayior g d. Sidcot S., Winscombe 


104 


THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


GIRLS, 2xp Cuass, 3RD Div.—Contiuued. 
Guelph Coll., Clevedon 


Markwell, K.M. 

[se 51 Ditchling Rise, Brighton 
Searby,C. Spalding Coll. 8. 
Bhose, M. George Green 8., Poplar 
Flecknoe, M.H. 

Licensed Victuallers’ 8., S.E. 
Hamer,M.A. Henry St. 8., Bolton 
Heddy, J.M. St. Mildred’s, Eastbourne 
Searby, K. Spalding Coll. 8. 


Simpson, M. 
Beech H., Holmes Chapel, Crewe 
Worswick,J. Saxonholme Whalley Range 


Cockell, D. Gordon Square S., W.C. 
Collins, L. Friends’ 8., Wigton 
Cox, I.M. Larchmount Hall, Yatton 


| King, G.M. Welland Hall Coll., Spalding 
| Neal, M.B. 61 Pevensey Rd., St. "Leonards 
j West, M.E Coborn S., Bow 
L Wilkins, M. Cavendish High S., Redhill 


( Chambers,S.A. Moseley High S. for Girls 
Crompton,C.S. 

St. Andrew's Hall, Southport 

| Fowler, B. Sidcot S., Winscombe 

Garside,A. St. Andrew's Hall, Southport 

Les, iW. Hazelhurst, Penarth 


Tibbs,J.M. The Limes, Buckhurst Hill 
( Robson, V. Minerva Coll., Dover 
Savage,C. M. Mecklenburg H., Putney 
Shaw, W.H. Woodford S., Southsea 
Bawden, D.M. St. Hildred’s, Southsea 
Grant,E. Gram. S., Goole 


Williams, B.R.S. 
Brean Down H., Burnham, Som. 


Cooper,C.C. Church H., Beckley, Sussex 
Hammond,S.E. Ladies’ Coll., Retford 
Meggy,K. ‘' Datisligats BrOK NEE neton] | 


Bell, L.A. Avondale, Liverpool 
Bones,B. 40 Stockwell Park Rd. , S.W. 
Burningham, K. 

Grey Coat Hospital, Westminster 
Heath,E. Milton Mount Coll., Gravesend 
Lee, M.E. Montrose H., Margate 
Patterson, E.A. 

Elvaston, Thurlow Park Rd., S.E. 
Payn, H.S. f. 3 Plaisance Terrace, Jersey 
Stewart, A. St.Catherine’sS. Southampton 


Bromley, M.A. Private tuition 


Palmer, L.B. Pembroke H., Norwich 
Ashby,D. Holmcroft Coll., Loughton 
Cohan, A.M. Avondale, Liverpool 
Davis, P. Clifton H., Knutsford 
Friston, B.A. Duppas H., "Herne Hill 


Graham, V.R. Brondesbury Highs. forGirls 
Hirst, A. St. Andrew's Hall, Southport 
Lewis, M. A. Windsor High S., L' pool 
Louis, E.A. Hampton H., Redland, Bristol 
Marks, E. M. Licensed V ictuallers’ S., S.E. 
Sanderson, M. City of Durham S. for Girls 
Thomas, W.M. Private tuition 
Thompson, M.A.A. 

Licensed Victuallers’ 8., S.E. 


Baldwin,M.0.G, 18 South St., Greenwich 
[Bea D.E. Holmeroft Cull. , Loughton 
Rodway, C.G. 
i The Hollies, Hagley Rd., Edgbaston 
Treble, L. M.Grey Coat Hosp., Westminster 
Barnes, L. Ashley H., Worksop 


Cooper, E.M.d. Wellington Coll. , Hastings 
Lancaster, K. f. Wellington Coll., Hastings 


Oxley,A. E. Gartlet, Watford 
Scott, K.M. College H., "Newbury 
Thompson, R. Sidcot S., Winscombe 
Gleave,E. Friends’ 8., Penketh 
(Goo ban, W.MorningtonH.,W. Kensington 
Jeffery, F. M. Private tuition 
Robbins, H. Wilton H., Reading 
Wigy,G.N.M. Private tuition 


Third Ciass.—!st Division. 


1Onslow,G.F.M. s.h.f.i. Private tuition 
2Creaser, H. Cambridge H., York 
Sharpe, A. M.Charch H., Beckley, Sussex 
IGoode, M. L. Mecklenburg H., Putney 
1Davies, G.E. Longford S., Cotham, Bristol 
2K riend, K.B. mu. High S., Chingford 
Rossct,J. s.e.higJSf.ge.d. 

Y. Garn, Bromley, Kent. 
1Moss,G. St. Olave’s S., Taunton 
aTootell, O.s.f.ge. Barton Hill „Marlborough 


Charles, D.S. L Private tuition 
Gent, M. e.g. Langley H., Ashbourne 
iSiınith, C.G. Bedford Hill Coll, , Balham 
Ford, À. E. Burlington S., W. 
Larch, D. ge. Clifton Lodge 8., "Lee 
Rogers, N. G. eh.g.ph. 
People’s Coll., Nottingham 
Sykes, E.H. s.¢.h y.a.ae. Abbey H., Selby 
?Livesey, E.D.Crossley & Porter S. Halifax 
1Fitton,G.F. Church Mid. Cl. S., Leeds 
Gernon J. ph. N. Hackney High S. 
2Hartley, E.L. Burnley Hr. Grade S. 
2Hutchinson, H. f. 
Valley Bridge H., Scarboro’ 
2W hitehead, E.E. f.ge. Clarence H., Filey 
2Yeadon,J. Burnley Hr. Grade S. 


( 'Bartlett, K.C. Private tuition 


2Martin, R. d. Clough S., Reigate 
2Sinclair,E. mu. St. Hilda's, Exeter 


f Frost, E.E. ¢.g.a.d. Langley H., Ashbourne 
| Jones,G.M. s.h. Harborne Ladies’ Cull, 
| 2Wilson, E.M. f.d. 
\ High S., King Sq., Bridgwater 
Milton Mount C.,Gravesend 
ICape,M.E, s. Private tuition 
| ?7Kippax A.L ch. Burnley Hr. Grade 8 
| Levesley, L. eg.c.d.eu.d, 
Spalding Central Classes 
Richardson, K.L. 
St. Hilda’s, Littlehampton 
| Rowley,E. de la M. a. 
L Modern High S., Penge 


R T. 


Bascombe, N.W. a 
Onley High S., Southsea 
| Jowett, H.M.Crossley & Porter 8. „Halifax 
| 28 argent, J.F. Verecroft, "Devizes 
('IShearsmith, E.A. Abbey H., Selby 


aHopkins,C. St. Monica's S., Edgbaston 


Cadney, H.D. e. Brook Green Coll., W. 
2Davey, F.M. f. 
Clark's C. High S., Fitzroy Sq., W. 


(Appleton, E.E. e.a. Burlington School, W. 
| Bomford, H. G. s.d. Dresden H. „Evesham 
j *Stanley, C.W. The Manse, Little Baddon 
IVinnicombe, M. s.mu, St. Hilda's, Exeter 
Young,G.M. s. Lonsdale H., Norwich 


2Etherington, F.E. Langley H., Ashbourne 
2Lammin, E.S. f Mecklenburg H., Putney 
Lawford, A. $.e.a.qe. Private tuition 
Mess, F.M.s.¢. Luttengate,StokeNewington 
3Saville, G. Crossley & Porter S., Halitax 
paee 

Fortescue Coll., Radstock, Bath 
ee E. 8h. 


Crossley & Porter S., Halifax 

SThackara,G.C. St. Bernard's, Southsea 

Davies, E. M.C. o.f.qe. The Hollies, Malvern 
2U pward, R.E. de L'E. /. 

St.Hilda’s, Littlehampton 

Devonport High S 

owcester S. 


Bate, M.S. g.a.ew sige. 
Newbery, G.A. 8.9.a. 
Turner,C.M. s.e.a.f. 
Ladies’ Coll., Wellington, Salop 
Tykort, H.A. s.f.d. St. André, St. Heliers 
| Whitelaw, A.M. s.e.h.a. f. 
Hyde H., Tollington Park, N. 


E s.9.a. Dresden H., Evesham 

| Finucane, M.H. g. Langley H., Ashbourne 
Halewood, A. eq.a.fd. 

St. Andrew’s Hall, Southport 

Messiter, N. s.a. Witney 8. of Science, Oxon 

Miles,G. s. Elmhurst S., Burgess Hill 

3Schofield, E, Burnley Hr. Grade S. 


Alabone,E.M. s.h.d. 
Raleigh 8., Stoke Newington 
Hunt, A. St. Bernard’ s, Southsea 
Johnson. E.E. mu. Ashleigh H. , Tutbury 
Midgley,M.S. Friends’ 8., Saffron Walden 
(2Richardson, L. Brompton ScienceS.,S8.W. 


2Cooke,S8. LV. Wintersdorf, Birkdale 
"Davies L A. 

Southolme High 8., Whalley Range 
jog M.f.d. Ashley Highs. ,Long Sutton 
Parish Ay M. eh.g. 

"Rockville S., Chorlton-cum-Hardy 
Richardson,E. e.a. 

‘St. Andrew's Hall, Southport 

Tykort,E.M.a.ajid. St. Andre, St. Helier’s 


Ie F.E. s.h.a. f. High S., Haslemere 
2Fowles Frimley Rd. S., Camberley 
EA E. M. South Croydon Coli. 
Hoddinott, M.C. Hazelhurst, Penarth 
2Lodge, F. K.s. MillbridgeS.,Lr. Edinonton 
| Viner, M.K, mu. Ley bourne H. , Aylesbury 
| Watkins, L.L. 8.e.ha fd. 
| Westbridge H., Herne Hill 
2Wilson, E.M. mu. 
L Oxford Lodge, Wolverhampton 


('Chapman.E. Church Mid. Cl. S., Leeds 
| Clark, F.M. Lonsdale H., Norwich 
(2Ventham.J. Oxford H., Leatherhead 


Davies,G.S. s.e.a. Millburn S., Forest Hill 
(Lyon AG. ead. Crossbeeck H., Ilkley 
i Steele, E.M. Milton H., Atherstone 
ea 

High S., Farnworth, Bolton 


( Broadbent,G.A. s.a. Glengarry, Birkdale 
| 2Carr,C. Oxford Lodge, Wolverhampton 

: 2Halket, H.W. George Green S., Poplar 
| Jones, G. A.a.d. Lulworth H. Caerleon,Mon. 
L Willcocks, M.A g.a. Seaton H., Plymouth 


Anderson, D.B. s.e.a. Home Pk. C., Stoke 
[iiare Ad. Claremont, Margate 
2House, N.M. Alexandra Coll., S’hampton 
| Lomer,J. K.R. a. Roy. Masonic Inst.,8.W. 
! Thomas, E.M. f.d. Hendon Coll. 
(8Waller,N. St. Catherine’s S., Shampton 


(Bennett, E.M. Girls’ Coll. S., Aldershot 
| Cardell, M.E. 6 Orchard Gdns. ,Teizgnm'th 
| Cook, M. Friends’ S., Satfron Walden 
2Downey,G. d. 
St. Joseph's Conv., W. Hartlepool 
Jolly J. a.d. 
The Hollies, Hagley Rd., Edgbaston 


| 7Parry,M.E. Harley H., Hereford 
| ?Tasman, D. K. Froebel H., Sandown 
(3Wallis,N. Fairholme, Rhyl 
(Borton, M.E. Trafalgar Sq. S., Scarboro’ 
Britton, K. Wynaud H., Bowes Park 
Bunning, M.W. d. 
| Lulworth H., Caerleon, Mon. 
| Day,C.C. afid. Royal Masonic Inst.,S. W. 
2Essex, M.M. Bleudon H., Lewisham 
2Frisby,1. D. Spalding Coll. 8. 
Golden, B. a. 35 Dulwich Rd., Herne Hill 
Hunter, E. e.a.d. 

St. Andrew’s Hall, Southport 
Marsland, M. a.d. Goodrich Rd.S., Dulwich 
§IMoffat, D.E. Camdeu H., Bigvleswade 
Sellers, A.G. Private tuition 
2Starkey,A. Girton H., Yeovil 
Wainwright,E. a.d. 

Convent of Loreto, Hulme 
Weyman,E.E. 

Southolme High S., Whalley Range 
'Wheeler,M.B. s.fge.d. Clarence H., Filey 
( Baynton,E.W. d. Bury H., Aylesbury 
| Delacour, M. 

Girls’ High S., Sudbury, Suffolk 
| 2Fanlkner, K.F. Hemdean H., Caversham 
| 2Harding,M. Guelph Coll., Clevedon 

Jones, M.V. s.a. Ashburne H., Chepstow 
3Orbell, K. West Hulme S., Clacton-on-Sea 
L@Swinhoe, E.R. St. Mildred's, Eastbourne 


( Barlow, W.L. Westbourne H., Cowes 
, 4Barnes, A.C. Somerville H. „Northampton 
| Davies, B. M. f. The Hollies, Malvern 
2Davies,M.R. Jf. Minshull H., Beckenham 
2Duckhouse, M.A. 
Stafford St. S., Breewood, Staffs. 
3Ellerbeck,E.B. 
Highbury H., Lavender Hill 
| Foster,G. e.a./. Clough S., Reigate 
Holmes, W.R. e.a. 
| Regent St. Higher Grade 8., Plymouth 
| Howard,C. s.¢.a. Academy, Crewe 
| Jevons, W.A. ea. 
Ladies’ Coll., Wellington, Salop 
ER M. eJ. Conv ent of Loreto, Hulme 


(*Bolam,R. 4Jesmond Rd., N'castle-on-T. 

| Bradley, D.P. Lindum H., Louth, Lines. 

| Carver, J.A. Private tuition 
Cobden, N.F. a.f. 8t. André, St. Heliers 
Cowe,P.F. The Crescent S., Norwich 

| Creaser,E. a. Cambridge H., York 
Evans,E.D.K. e. 

Denehurst, Church Stretton, Salop 
| Hulse, M. e.g. St. Augustine's S., Longton 
| 2Lea, E. Grey Coat Hospital, W estininster 
| Wallace, ‚K. a.d. 

Priory Farm 8., Earls Colne 


(Bryant, ,H.M.eaf Harley H., Hereford 


Bryant, O. a. Russell H. , Grimsby 
Bunting, S.M. f. Friends’S. Saffron Walden 
| Frape,B.L. Burgess Hill High 8S., Sussex 
| Frape, D.F. s.mu. 
Burgess Hill High S., Sussex 
Haddon, M.K. ef. ge. The Hollies, Malve rn 
| Jamison, M, W. e.u. f.ge. Harlesden Coll. 
2Lammin,F.L. fisp. 
Mecklenburg H., Putney 
Luckin, E.M. s.d. 

Hightield, Highbury Place, N. 
| Morris, P. Comm. S., Ludlow 
| ?Wilson, L.A. Crescent Coll., York 
ewan w ead. Hall Gate, Doncaster 

2Wright, W.M. f. The Hollies, Malvern 


2Colley, M.E. LansdowneColl., Notting Hill 

Heygate,G.M. a. Girls’ Coll. S., Aldershot 

Hill, O.M. s.d. Lynwood, Trowbridge 

Lewis „J. s.e.h. Ladies'C. „Wellington, Salop 
| Mason, C.E.s. 5 Clapton Square, N.E. 
| Peniston, E.M. e.a. 

Regent St. Hr. Grade S., Plymouth 
Pinder, N. Oxford Coll., Clacton- -on-Sea 
Slater, G.E. s.ħ.d. 

Claremont Coll. S., Forest Gate 
Taylor,L. a. Convent of Loreto, Hulme 
aW ‘atton, W.M. 

L Ladies’ Coll., Wellington, Salop 


Bennett, M. A.S. s.ea.d. 
l Camden S. for Girls, N.W. 

Boss,B.C. d. Fitzroy Coll. S., W. 
| Buck,E.G.d. Norfolk H., Gosport 
| ?Carder, H.K. Private tuition 
| 2Evans,C.H. 


| The Briars, Hagley Rd., Edgbaston 
| Frazier,O.B. a.f.d. 

Ladies’ Coll., Wellington, Salop 
Freeman, D.J. h.a f.d. West Ham High 8. 
2Frowd, M. Highbury H., Lavender Hill 
| 2Gooderhain, E. W aveney H., Harleston 
i Jackson, C. M.P. a.fiqe. 

Pembroke H., Lee, S.E. 
Langendorf,M.M. ge. 


George Green S., Poplar 
3Lawrence, A.K. 


Clark's Coll. High 8S., Fitzroy Sq., W. 
| Macnaughton, A. a.f.ge. 

24 Ashley Rd., Hornsey Rise 
| Robinson,J. ge. Minerva Coll., Dover 
| #Wall,C, Stoke S., Devonport 

aW allis, E.E. A. 
South End Girls’ S., CastleCary 
| 7Williams,F. Milton Mount C., Gravesend 


Wright,C.L. e. St. Mildred’s, Eastbourne 


Allcot,E. e.a. Tue Brook High S. 
Brown, E.H. f. Royal Masonic Inst., S.W. 
l Cardwell, S.A. g.d. 
| Girls’ 8 , Promenade, Blackpool 
| Davidson, M. s.e. a Glengarry, Birkdale 
Davies, E. 'W.e.h.a. Muswell Hill HighsS.,N. 
Grogan, H.M. 
Convent 8., Queen St., Scarboro" 
| aHalsall, D. St. Andrew's Hall, ‘South port 
3Hatherell, L.E. 
Stainsbridge Coll., Malmesbury 
Jenkins, M.J.s. Lytham & Fairhaven Coll. 
Jones,G. M.A, Pengwern, Cheltenham 
| Tittin, R.E.F. h.a.d. 
Camden S. for Girls, N.W. 
| ?Whitwam,R. St. Mildred's, Eastbourne 
Williams, A. a. St. Andrew’ s Hall, Southp’t 


2Wilson, L.M. Henry St. S., Bolton 
(Cardal, H.M. e.a.d. 
Ladies‘ Coll., Wellington, Salop 


| Dalton, L. e. Milton Mount C., Gravesend 
| Derriman, F.E.J. f. Avonbank H., Bath 
| Drake, N.J. Coll. 5., Lapford, Devon 
| *Elliott,M.O. Arundel H., Scarboro’ 
| Forrer. H. A.A. e.f.ge. Avondale, Liverpool 
Goddard, M.R. s. 

Burgess Hill High S., Sussex 
2Grey,M.M. Cliffe H., Gravesend 
IHatwood,C. Fairholine, Rhyl 
#Hatwood,G. Fairholme, Rhyl 
| Hardman, B. e.a. 


St. Andrew’s Hall, Southport 
| Koop,H.M.L. f.ge.d. 

Westcombe, Dyke Rd., Brighton 
Mitchell, I. e Collingwood C., Lee, S.E. 
Neate, M. ef. College H., Newbury 
3Page, K.E. Bute H., Deal 
Rawlins, A. Verecroft, Devizes 
aRundell, H.H.M.C. 
| George Green S., Poplar 
| Seott,D. d. Alexandra Coil., Sham pton 
eet: 


4, Jesmond Rd., Newcastle-on-Tyne 
Wright,C. g. Milton H., Atherstone 
( Armour,J. d. 
4, Jesmond Rd., Newcastle-on-Tyne 
Blomfield, M.E. d. 
Friends’ S., Saffron Walden 
arton, M. f. Dennington C., Hampstead 
.K. Royal S., Bath 
Frost, G. N. ea. Bridge H., Royston, "Herts 
Hiley,M.E. eu.d. St. Maur ‘Coll.,Chepstow 

Holland,E. s.a f.d. 
6, Chandos Rd., Buckingham 

| McQuown,C.M. aid. 
| Cainden $. for Girls, N.W. 

| Mitchell, H. L. ay. 

| Regent St. Hr. Grade 8., Plymouth 
| Potts, K. a. Lime Tree H., York 
| 2Sinith, E.E. St. Winifred’s, Southampton 
2Suwerby, M.G. St. George’sC., Hampstead 

| Stephenson, E. k.d. 
St. Joseph's Conv., W. Hartlepool 
Tuff, W.G. a.d. Burlington School, W. 
Wilcox,G. a.al. St. Andrew's Hall, S' port 


r3Andrew, E.A. Crescent Coll., York 
| Ballantine, M.A. ClevelandC.,S. Hackney 
Barritt, E. M. a.d. 
Friends’ S., Saffron Walden 
St. Andre, St. Heliers 
Abbey H., Selby 
Brown,N.E. Park H., Congleton 
*Carpenter, M.W. ' 


Burton H., Weston-s.-Mare 
| Chubb, E.M. f. North Park Coll., Croydon 
| Clark,D. a. Bridge H., Royston, Herts 

Cohen,A.R. a.ge.d. Minerva Coll., Dover 
Cundell, M. a. Crossbeck H., Ilkley 
Daulman,G.E. d. 

College H., Holyhead Rd., Coventry 
| Duxfield,M. a. St. Andrew's Hall, S'port 
Elsey,K.S. s.d. Mecklenburg H., Putney 
Fletcher, L.H. St. Andre, St. Heliers 
Forrest, E. a. Burnlam H., È. Bridgford 
Gowen, E.D. Grosvenor S. Wokingham 
2Jones, M. St.J oseph'sConv., W.Hartlepool 
Knight, G. s. Western H., Nottingham 
| 3Longland, K.A. Girls’ High 8S., Swindon 
*Medd,M. d. Valley Bridge H., 'Scarboro' 

Merrington, F.M.M. 

The Laurels, Herne Bay 
7Rider,E.C. Oakley High S., Southsea 
2Robertson,M. Waveney H., "Harleston 
7Simpson, L.N. 14 Cliff Pk. Villas,Southend 
Stokes, H.G. a. Orchard Lodge, Malvern 
Swann M. d. Breakspear Coll., Brockley 
Walker, E.B. suf. Av onbank H., Bath 
Webster, D.F. a. 

Mighheld, Highbury Pl., N 
Williamson,A. e.d. Private tuition 
Young,G. a. d RaleighS.,StokeNewington 
(?Barber,C. A. West Haw High 8. 

4Billingham, W.M. 
Milford H., Newport, Mon. 


Beghin, M. a.f. 
Birdsall,G. e.a. 


Caws,M.H. Westbourne H., Cowes 
Cecil, E. e. Wharncliffe H., Sandown 
| Dearnaly,A.E. s. The Grange 8. , Marple 
| Dell, N. Friends’ S., Saffron Walden 
2Dobell W.A. St. Mildred’s Eastbourne 


Dyer, E.K.d.ClaremontColl.8:, ForestGate 
Frecker,H-s.e.a.d.CamdenS. forGirls,N. w. 


Feb. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


105 


GIRLS, 3kD Crass, lst Div.—Continued. 
Gillingham, M.C. Private tuition 
Godden, E. Licensed Victuallers’ S., S.E. 
Hatton, F. 3. Cornwallis High S., Hastings 
*Hayzen,H.M. West H., Forest Hill 
2Lany,G.L. Gartlet, Watford 
2Mallett, A.C. LicensedVictuallers’S.,8. E. 
3Padgett, S.R. Clifton H., Kuutsford 
Pine,M.d. Regent St. Hr.GradeS.,Plym'th 
3Verinder,F. Eldon H., Stoke Newington 
(2W oodd,C. M.L. Grattan H., Malvern 


(@Arnold,G, Holloway Coll., N. 

| Beck, H. Gate Burton S., Lincoln 
2Brewster,K. Milton Mount C., Gravesend 
2Carr,M.J. Private tuition 
3Davies, H.M. Modern Coll. S., Rhyl 
*Downey,C. St.Joseph'sConv., W.Hartlep’] 
Funnell, B.L. Llanreath, Boscombe 
Hopper, E. H.s. Devonshire H., Bridlington 
2Looker, M.E. A. 

Girls’ S., Promenade, Blackpool 
IMoon,G.M. Furtescue C., Radstock. Bath 
Salter, A. a. Southernhay S., Exeter 
Scott, E.M. Burlington S., W. 
Simpson, M.W. h.a. 14 Wilson St., Derby 
Taylor, D.O. a. Russell H., Grimsby 
Tee, E.M. ea. Gwyrfai, East Cowes 
Turner, J. People's Coll, Nottinghain 

| Washington, J.f.d. Warren Grove, Barnsley 

| 2Whitwam, K. St. Mildred’s, Eastbourne 

(2Williams,E. Abbey H., Abbey Rd., N.W. 
Attrill, M.I. Westwing Coll., Ryde 
*Beard, B.E. 

Dore and Totley High S., Yorks. 
Brown, H.M. a. George Green S., Poplar 
Buchanan, J.R. a 26 Trinity RA., Bootle 
Daniel, M.E. e. Moorlands, Harrogate 


2Fletcher, M.E. St. Mary's S., Bungay 
tFowler,C.O. Churchill H., Alcester 
2Headington, I.W. 


Vernon, Pembridge Villas, Bayswater 
2Howells,E. Towcester §$. 
Kent, E.M. Crossley & Porter S., Halifax 
2Lees,G. Convent of Loreto, Hulme 
Moore,G. L. e.d. Private tuition 


Llanreath, Boscombe 
| 2Harris,M. 87 Victeria St., Norwich 
| Holliday, F. e.a. Reading High 8. 
Holinan,N. s.¢.3 Brunswick Sq., Exmouth 
James, B.R. Southernhay S., Exeter 
James,L. s.e. Slepe Hall, St. ives, Hunts 
Kerr,J.A.C. Clarence H., Filey 
2Murphy,L.G. Coborn S., Bow 
2Pcarce.C.G. Gram. 8. for Girls, Worcester 
Pedley, M.E. s.h. 

Ladies’ Coll., Wellington, Salop 
Powell,K. a.d. Royal Masonic lust., S.W. 
| Reeve, L.E. sea. S. Croydon S. for Girls 

Simms, E. Thornbeck H., Darlington 
| St. Barbe,O.8t.B. Grattan H., Malvern 
Tayler, M.L. Coll. S., Brentford 
| Turnham, E.M. Leybourne H., Aylesbury 
Webb, LM. Win. Gibbs’ S., Faversham 


| Green, M.E. 


*Willinott, V. Gresham Coll., Brixton 
A hn: Hazelhurst, Penarth 
Bailey,M.J. Royal Masonic Inst., S.W. 


Chapman, E. a.d. 

St. Andrew's Hall, Southport 
Coates, M.A. Southbrooke, Middlesbrough 
Griflin,G.A. 8. Avonubauk H., Bath 
Grundy,E. d. 

Enville H., Ashton-under-Lyne 
Hayward,E. M. College H., Newbury 
2Hobbs,G. Evering High S.,9. Newington 
Howard, H.O. e. Fairlawn S., Newmarket 
Hughes,G.G. Arcville Coll, Rhyl 

: 3Jessup, K.H, Wm. Gibbs’ S., Faversham 
| Lucking,R. e.f. Westwood, Maldon, Essex 
McKenna,G. Convent of Loreto, Hulme 
Prince, F.B. 14 Wilson St., Derby 
| Sankey,C.E. e. Albert ParksS., W. Didsbury 
| Sears, M.A. Leybourne H., Aylesbury 
| Staddon, H.M. St. Winifred's S., Torquay 
$Taylor,S. Burnley Hr. Grade S 
Tebbit,D. Oxford Coll., Clacton-on-Sea 
| Wainwright, A. d. 

St. Andrew's Hall, Southport 
|?Warnes,M. Devonshire H., Bridlington 
| Wood, M.A. J. Lansdowne H., Llandudno 
LWyse,O. d. St. Andrew's Hall, Southport 


Nash, E.A.E ¥ Kingsgate St., Winchester] (Baines, D.G.a.d. EllesmereH.,Whitchurch 


tRayuer, E. 
2Reeve,E.S.E. 
Girls’ High 8., Sudbury, Suffolk 
oes Brompton Science N., S.W. 
Searby,K. a. Goodrich Rd. S., E. Dulwich 


Batts, L.G. Alexandra Coll., S'hampton 
Cosford, I.a. Goodrich Rd. S., E. Dulwich 
Creswick, E.M. a. Eton H., Shettield 
Dale, M. Parkticld Ladies’ C., High Barnet 
Daynes, N.L. Private tuition 
Denison, M. s. Wintersdorf, Birkdale 
*Goldney,O.H.M. 
Dorchester H., Clacton-on-Sea 
Hil, D.M. f. = St. Hilary's, Scarborough 
*Holder, L.A. StainsbridgeC., Malmesbury 
Jackson, H.G. EllerkerC., Richmond Hill 
2Kay, E.M. Crossley & Porter, S. Halifax 
Kelland, R.A. d. Girton H., Yeovil 
?Kitts,E.M. Woodward H., Sunderland 
*McUall,V. M. StainsbridgeC., Malmesbury 
Mould, M.G. s. People’s C., Nottingham 
3Pirrie, M. ge. Brook Green Coll., W. 
Saunderson, M. D.a. WilberH., Biggleswade 
Scott, M.J. s. Burlington S., W. 
*Sherratt,H.L. Lulworth Lodge, Birkdale 
Strachan, E.A. ad. 
Parktield Ladies’ Coll., High Barnet 
l white a. Leybourne H., Aylesbury 


Bardney, R.M. Langley H., Ashbourne 
Boadella, F. L. s.e. 

Clark's Coll. High 8., Fitzroy Sq., W. 
*Chapman, B. Stoke S., Devonport 
Chapman,O.M. a. Russell H., Grimsby 
?Dimond,E. A. 

Parktield Ladies’ Coll., High Barnet 
Foster, A.M.C. a. 
Kendrick Girls’ S., Reading 
Gibson,M. e. 
Haddo & Westwood Coll. S., Scarboro’ 
Harding, W.L. e.h.. 
Larchmount Hall, Yatton 
Holton,H.W. «. 

68 Chandos Rd., Buckinghain 
| Hooper, L. Hanover H., Ryde 
James,M.J. Ronton Vicarage, Eccleshall 
Pogson, E.M. d. Wellington C., Hastings 
Porter, A. e.a. 

Melbourne Coll., Thorton Heath 
Pritchard, E. 

Grey Coat Hospital, Westminster 
Ruddin, N. Convent of Loreto, Hulme 
Shakeshaft, E.M. s. 

Camden H., Biggleswade 
Tarbet,M.H. 


Dixfield S., Exeter 
Witbycombe, B.M, 
West View, Highbridge, Som. 


Private tuition 


Beech,M. 

The Hollies, Hagley Rd., Edzbaston 
Bowden, L.S. Albert Villas S., Mauchester 
Carter, W.F. e. 

Normanton, Preston Pk., Brighton 
Coles,M. e.g. 

Heath Cottage S., Blaenavon, Mon. 

Dunk, W.E. Modern High S., Penge 

*Dyer,B.G. 61 Pevensey Rd., St. Leonards 

| Enion,S.A.a/.S7Shakespearest.,M chester 


Bettle, B. York H., Stony Stratford 
Brown, B.T.M. St. George's C., Hampstead 
| Butler, M. E.d. Sidcot S., Winscombe 
Cant,G. s.e. Wintersdorf, Birkdale 
Cavander, V.I. s. 
Parkfield Ladies’ Coll., High Barnet 
| Copsey, M.F. af. Camden S. for Girls, N.W. 
2Denton, M. L. Pembroke H., Norwich 
Fairclough, M. Convent of Loreto, Hulme 
Forrest, V.R. Private tuition 
Forster, M. Southbrooke, Middlesbrough 
2Grant, W. Carlton Road S., Burnley 
| 2Goldsmith,B.J.  Llandat H., Norwich 
Grittiths,F. a. 

Hill House C., Haverfordwest 
| Harris, E. Tivoli H., Gravesend 
| Hutchinson, M.E. St. Maur C., Chepstow 

Jacob, K. a. Brightbe Coll., Southend 


Lord,G.M. Church H., Beckley, Sussex 
30Olson, E.G. High S., Chingford 


Procter, N. a.d. Milton Mt. C., Gravesend 
Rochmann,E.O. seu. 

Westbourne 8S., Westbourne Park, W. 
Rowell, M. a.d. 

4 Jesmond Rd., Newcastle-on-Tyne 
|! Stephens,G. Milton Mt. Coll., Gravesend 
| Summers, L.A. a. 

Cotswold H., Dursley, Glos. 
| Webber, M. The Private 8., S. Monlton 
|2Willmott,G. Gresham Coll., Brixton 


2Wilson, H, Henry St. S., Bolton 
Wood, R. a. 18 Railway St., Beverley 
( Barber,C.A. 


Parktield Ladies’ Coll., High Barnet. 
Bennett, A.M. Girls’ Coll, S., Aldershot 
Bown, G.S. d. 

Rossholme High S., Weston-s. -Mare 
Bragger, E.R. aaf. 

Langley H., Friern Rd., Dulwich 

Bray, I.E. d. Wellington Coll., Hastings 

| Bray, M. Valley Bridge H., Scarboro’ 

Burt, M.E. 9 Kings Avenue, Ealing 

} 2Cross, E.F. Beech H., Eccles 

| 2Dugdall, G.L. Cambridge H., Chichester 

Ellen, E.M. a.d. Camden S. for Girls,N.W. 

Farmer, R.C. d. Private tuition 

Haddan, M.C. 

2 Alleyn Crescent, W. Dulwich 

Totnes Girls’ S. 

Dagmar H., Hatfield 

West Ham High S. 

Summerbrook, Reading 

Down End, Clifton 

Fulford Field H., York 

Morfey, M.C. Lanceticld S., Southend 
| Morley, E.O. d. 


| 2 Alleyn Crescent, W. Dulwich 
| Nicholas,C.E. e.d. 

| Longford S., Cotham, Bristol 
| Northwood, E.M. s.e. 

| Lansdowne H., Llandudno 
| Rice,E.N. Alexandra C., Southampton 
| Speak,J. Coll. S., Bishop Auckland 
| Spencer, M. d. 


Harris, A. 

| Hill, R.A. g.d. 
Hunt, E.M. e. 
Kidgell, E.A. 
King, E.M. 
McCurdy, N. a. 


St. Joseph’s High S., Bracknell 
3Stallybrass,E. Milton Mt. C., Gravesend 
Stocks, A.B. ee Burleigh H., Addlestone 


| 3Watts,I.N.S. Grey Coat Hosp., W'minster 
» Wightman, G.M. a.d. 
| 8 Brunswick Sq., Exmouth 

Willis, M.M. Wim. Gibbs’ S., Faversham 
Alexandre, A.C. a. 48 David Place, Jersey 
Barnett, D. e.d. Balham S. 


| Birtwhistle,J. M, Private tuition 
| ?Chantry, E.A. Ousexate S., Selby 


| Close, E.S. Southbruuke, Middlesbro’ 
Cowen, E.R. d. 
Oakfield, Booth St., Handsworth 
Couch,I.M. e. Rockvale, Brixham 
Daintry,E. e.a. BridgeH., Royston, Herts. 
de Robert, K.E.M. Modern High S., Penge 
2Denham, L.I. Licensed Victuallers’s.,8. E. 
Evans,5.M. e. Harley H., Hereford 
Foskett, T.E. a. Camden S. for Girls, N.W. 
*Gant,L.M. Collingwood Coll., Lee, S.E. 
2Glindon, E.A. mu. 
Aston H., Hammersmith 
| Griffin, E. Orchard Lodge, Malvern 
Heaton, A.M. Warbreck C., Aintree, L’ pool 
23Hobday, R.M. Eastteld S., Walthamstow 
Hopkins, L. a. St. Andrew's Hall,S'thport 
Hughes, M.A. a. Grosvenor S., Wokingham 
Lewis, B. St. Maur Coll., Chepstow 
Lupton, N.L. People's Coll., Nottingham 
| Moorhouse, A. St. Andrew's Hall, S'thport 
Oughton, M.G. d. Coll. S., Bp. Auckland 
Parry,C.M. d, Harley H., Hereford 
Pay ze, M. e. Thanet Hall, Margate 
Sharp, J.O. a. Thoresby C., Kings Lynn 

| Sowter,B.A. eg.af. 
Conv. S., Queen St., Scarboro’ 
West.M.F. f. Camperdown, W. Norwood 
3Withell,G. Stoke S., Devonport 
| 23Wrixon,C. E. Hartington H., Beckenham 
LYoung,P. d. Benwell Delaval S., N'castle 


(Bray,M. Cornwallis High S., Hastings 
| Buckthought,E.L.M. Seaton H.,Plym'th 
Cetti,B. a. Brooklyn H., Wellington,Salop 
Childs, L.C. Private tuition 
| Clarke, H. L. Coll. 8S., Lapford, Devon 
| Clarke, K.A. 8, West St. S., Buckingham 

Craig, J. ad. Cull. S., Stanford-le-Hope 

Davies,G.J. Fulford Field H., York 
| *Davies, L. L. The Queen's S., Chester 
Easterbrook,C. B. e.a. Modern S., Torquay 
2Franuklin, E. Bllerker C., Richmond Hill 
Franklin, E. Twickenham Coll. 
Garlick, E.a.Cumberland C., Acock’s Green 
Haigh,J.M. St. George's Coll., Barnsley 
3Hayes, E.H. 

Grey Coat Hospital, Westminster 
Hill,M., Cornwallis High S., Hastings 
Hindle,J.L. Glengarry, Birkdale 
| Hurlock,E.W. Camden S. for Girls, N.W. 

Kelley,F. s © Lytham & Fairhaven Coll. 
Leaiman,E.A.R. 
Coryton H., Mutley, Plymouth 
Lundberg, E. Greshain Coll., Brixton 
Mawson, D. Arlington H., Newport, Mon. 
Morey,D.G. a. 3 Brunswick Sq., Exmouth 
Roberts, M.H. Girls’ High S., Swindon 
Saies,E.M. Friends’ 8., Saffron Walden 
Squire, D. B. 
Parktield Ladies’ Coll., High Barnet 
| Strip, B. a. Licensed Victuallers’ S., S.E. 
| Thomas, M. B. St. Margaret's, Cardiff 
| Thurston, {. Collingwood Coll., Lee, S.E. 
| Verdin, M.E. Licensed Victuallers’S.,8.E. 
| 7Wade,G.M.Girls' HighS. Sudbury, Suffolk 
\?Wallace,E. Milton Mount C., Gravesend 


Blurton, F.I. St. Cecilia's Coll., Margate 
Bonner,C. Royal Masonic Inst., S.W. 
Box, K. M.C. a.d. St. Maur Coll., Chepstow 
Cameron, U.C. e.f. Dixtield S., Exeter 
Coldicutt, F. B. s. Alexandra C., S’hampton 
Colebrook, G. Malvern H., Birkdale 
Glanfield,L.L. s. St. Margaret's, Carditt 
Goodman, M.E. do. Queen's C., Hampstead 
Gunner, E.A. Whitgift H., Croydon 
Jones, K. a. St. Lawrence's, Long Buckby 
Kasner, F.L. e.a. Private tuition 
Luscombe, B.A. Camborne H., Torquay 
Mather, A. E. Blendon H., Lewisham 
Medealf,C.M. Royal Masonic Inst., S.W. 
Miles, D. E. 
| Clark's Coll. High 8., Fitzroy Sq., W. 

Munden,A.S. 

Westbourne 8., Westbourne Pk., W. 

Philpott, D. e. 

4 Jesmond Rd., Newcastle-on-Tyne 
| 3Pigg, W.L. Private tuition 

Prestige,C.J. Hill HouseC., Haverfordwest 

Rantzen,R. Manustleld H., Maida Vale, W. 
| ?Richarason,M. The Halve, Trowbridge 

Tallents,L.H. d. Warren Grove, Barnsley 

8Thomas,L. Hoghton Ter, S., Southport 
| Williams, A. L. a. Girly’ Coll. 8., Aldershot 
LWoods,N. ad. Ellerker C.,Richmond Hill 


[aiaries d. Coll. 8., Brentford 


2Barritt, M.E. Glebe PLS., Clissold Pk. N. 
Bassett, E.M. a.d. Roy. Masoniclust., S.W. 
Beresford, L.A. a. 14 Wilson St., Derby 
Blackwell, D. d. Wakefield H., Norwich 
| Canfor,J.L. 
Westbourne S., Westbourne Pk. W. 
Clements, E.M. St. Wilfrid's, Hastings 
| Edwards, W.C. Abercromby 8., Liverpool 
Etheredge, B.M. George Green S., Poplar 
Franklyn, H.A. e. Private tuition 


| Goldthorpe,M. Hall Gate, Doncaster 
Green, I. d. South Villa S., Rotherham 
¢Grove, B.H.M. Ystrad H., Newport, Mon. 
2Hayes, O.E. Battersea Polytechnic 
Holley, D. a. St. Bernard's, Southsea 
ZJones,L. A. SunfleldH., Wellington,Salop 
2hidson, E. D. Ladies’ C., Wellington,Saiop 
3Lempriere, M.M. 

Glebe P1. 8., Clissold Pk., N. 
Matthews,M. s. LunsdowneH., Llandudno 
Newbery, E. s. Church H., Beckley Sussex 
Smallridge, M.A. R. 

Addiscombe S., Barnstaple 
Smith,B.B. f. Friends’ S., Satfron Walden 
Springer, M.E. fige. Minerva Coll., Dover 
Tamlyn,M. L. e.a. 
Hill House C., Haverfordwest 
Tanner, W.E. a. 
| Woodstock Rd. S., Finsbury Park 
| Taylor, N. a. Licensed Victuallers’ S., B.E. 
Tucker, P.E. s.e. Totnes Girls’ S. 
Turnbull, H.I. Thornbeck H., Darlington 
Waddiugton,B. s. 
Devoushire H., Bridlington 
Warren,M.M.A. a. 
Ashley High S., Long Satton 
| Wilkinson,C.M. g. 
| Conv. S., Queen St., Scarboro’ 
Wilkinson, V.A.M. 14 Vernon St., Derby 
Wilmott, O.M. s.i. Private tuition 

LYeo, E.L. g. Colville H, Swindon 
*Bowhill, E.M. Pembroke H., Norwich 
Burslem, M. a. Newton H., Tunb. Wells 
Cremer, N. Wm. Gibbs’ S., Faversham 
Davies, L.D. 

Normanton, Preston Pk., Brighton 
*Fllett, E. George Green S., Poplar 
Gambier, H.F. 51 Ditchling Rise, Brighton 
3Harper, L. Coll. S., Brentford 
3Harris,E. Collingwood Coll., Lee, S.B. 

| Heath, E. e.h.g. 

i St. Margaret's High S., Lee, S.E. 
Holman, W. Eton H., Cheltenham 

Horman, J.S. a.f. 

| 


Six Roads S., St. Lawrence, Jersey 
3Humphries, D. St.George'sColl., Barusley 
3Knight, A. St. Mary's S., Bungay 
3Langton, A.M. Private tuition 
2Linton,K. Crossley & Porter S., Halifax 
Lowry, W. 

Clanville H., Stoke Newington 

Luther, M.A. d. Shrewsbury Coll, 

3Page, C. G. Ebrington H., Exeter 

Peace,E.A. Tue Brook High S., L'pool 
Pearcey, G.E. 

Grey Coat Hospital, Westininster 

St. Hilda's, Exeter 
People's C., Nottingham 

Red Maids’ S., Bristol 
Harborne Ladies’ Coll. 
Gyane:m, Calne 


*Pen warden, I. 
Powell,G.M. a. 
Rogers, E. A. 
Sidwel,G.A. 
Simpkins,M,A. 
Stokes, M.T. 
Winsley, St. Mildred’s Rd., Lee, S.E. 
Taylor, A. H. Calthorpe H., Banbury 
Thompson, E.G. s.d. 
igh S., Poplar Avenue, Edgbaston 
Tidey,M. s. Oxford H., St. Leonards 
£Verinder, A. Eldon H., Stoke Newington 
Woodroffe, F. d. Camden 8S. forGirls, N.W. 
Beall, M.F. 1, Childebert Rd., Balham 
Behn, A. Private tuition 
Belsham, F.A. a. SussexH., WillesdenLane 
Berestord, N.C. a. 
Coll. S., Stanford-le-Hope 
| Bullen, W.E. Seaton H., Plymouth 
Catchpole, B.A. Fairlawn 8., Newmarket 
| Catford, D. s.d. Friends’S, Saffron Walden 
Connor, E.M. ge. 
Darbyshire, M. e. 
Dickson, V.L. 5. 
Fearon, L. d. 
Foster, F.M. 
| Furze, D. d. 
Garbett,F.M. 
Brooklyn H., Wellington, Salop 
Greenwood, E. Burnley Hr. Grade S. 
Hayman, A.M. 3 Bmnswick Sq., Exmouth 
Henderson, I. a.Westoe High S., S.Shields 
*Hensman,J. B. Queen’s Coll., Acton 
2Hobbs, E. 
| Vernon, Pembridge Villas, Bayswater 


Private tuition 
Clifton H., Knutstord 
Wintersdorf, Birkdale 

Clough 8., Reigate 
St. Margaret's, Carditf 
Clough 8., Reigate 


Hopkinson, F.A. Ashley H., Worksop 
How, E. Stoke S., Devonport 
| Howarth,G.M. & Wintersdorf, Birkdale 

Irwin, M.G. Private tuition 


Jerinyn, I. s.d.Milton Mount C. Gravesend 
| King, M.A. Vale View H., Devizes 
| Lancaster, M. E.a. Western H., Nottingham 
Lyon, E.M. «Ag. Crossback H., Hkley 
Mallan, J.R.T. Tivoli H., Gravesend 
Mann, J.M. Priory Farm S., Earls Colne 
Morris,G. Royal Masonic Inst., S.W. 
2North, E.A. Hemdean H., Caversham 
| Putt. H.L E. a. Holloway Coll., N. 
3Reid, M.I. Whitgift H., Croydon 
Simpkins, A.M. Gyanerm, Calne 
Nimith, A.B. Licensed Victuallers’ S., 8. E. 
| Thomas, D.R. Private tuition 
| Towle, E. a. Milton Mount Coll. Gravesend 
Underhill, H M. 
Ladies’ Coll., Wellington, Salop 
| SWenden,A.S. Coborn S., Buw 


Williams, E.C.(d. 
Brooklyn H., Wellington, Salo, 


106 


GIRLS, 3RD Crass, lst Div.—Continued. 
LYoung, B. s.d. Clanville H., S. Newington 


Anderson,A.G. s. 
Brownhill'’s H., Southampton 
Bayne, K.W. d. 

4 Jesmond Rd., Newcastle-on-Tyne 
Brinnie,K.A.T. Cainden 8. for Girls, N.W. 
3Capstick, E.M. Avondale, Liverpool 
Cole, E.V. Milton Mount Coll., Gravesend 
Cottle,G. a. Seaton H., Plymouth 
Dickie, B. Gresham Coll., Brixton 
Evans, P.J. a. Breutwood, Southport. 
Freeman, R.H. People’s Coll. Nottingham 
Holbourn E.W. s.d. Spalding Coll. S. 
Horniblow, M.E. s. 

Friends’ 8., Saffron Walden 
Howarth,G.M. a. Eton H., Shettield 
Jenkins, S. a Clark's Coll. High S., Brixton 
| Jordan, E.M. Addiscombe S., Barnstaple 
| Kent, W.M. Torrhill Coll., Hastings 

Kenyon, A. Burnley Hr. Grade N. 
j| Le Gresley, A.M.G. 

Ashton H., 8t. Clement's, Jersey 
3Linington, A.J. Roan Girls’ S., Greenwich 
Loveless, M. Royal Masonic Inst., S.W. 
2Mills,J.C. 14 Wilson St., Derby 

| Milne,M.M. a. George Green S., Poplar 
Moore,K.M. Prospect. H.,St. Neots, Hunts 


amme eee 


*Pollott, W. South Croydon Coll. 
Radford, E. a. Beecholme Coll., Belper 
2Rawlins,E. Sumimerbrook, Reading 


Stringer, H.M. e. 

The Limes, Buckhurst Hill 
Taplin, E.M. Camden S. for Girls, N.W. 
Timms, W.C. a.d. S. Hornsey Board S., N. 
Tuck,A. St. Olave’s S., Taunton 
Webb, E.M.J. a. St. Kilda’s Coll. S., Bristol 
Wiliams, Y.M. f. CamdenS, forGirls,N. W. 


Third Class.—2nd Division. 


Adams, L. Collingwood C., Lee, S.E. 
Alexander,M.C. s. Maytield C., Marlboro’ 
Bonham, M. A. ProspectH. ,St Neots, Hunts 
Bulleyn,E.M.d. AbbeyH.,AbbeyRd.,N.W. 
Cole, F.M. a. Guelph C., Clevedon 
Darby, V.G. Lancetield S., Southend 
Ellam,C.G. 

Parkfield Ladies’ C., High Barnet 


2Fisher, E.K. Upland S., Newbury 
| ?Ford,J.R. St. Maur C., Chepstow 
Gazel, L. Zelzah H., St. Heliers 
Goddard, E. Clough S., Reigate 
Grummitt, A. Spalding Coll. S. 


Hallewell, D. 

Westview, Grosvenor, Margate 
Haughton, A.E. Ladies’ Coll., Retford 
Hiscock, M. L. Lynwood, Trowbridge 
Hiscock, R.E. a. Alexandra C., S'ainpton 


Irwin, A.E. Shrewsbury Coll. 
Jackson, M.C. 3 Brunswick Sq., Exmouth 
Johnson, L.M. a Rockvale, Brixham 


| Hall,M.B. a. Girls’ Coll. 5., Whitchurch 


Northam,D.K. Larchmount Hall, Yatton 
2Poppleton,M. Spring Bank, Manchester 
Richardson, H.E. Waketleld H., Norwich 
*Riddick, E.E.StainsbridgeC., Malmesbury 
Roberts, M.A. Totnes Girls’ S. 
Rowley,C.O. Private tuition 
Sarll,R.E. Slepe Hall, St. Ives, Hunts 
Simpson, f. B. Enville H., Ashton-u.-Lyne 
Stephens, E.M. 

Brean Down H., Burnham, Som. 
*Stott, M. 
Sullivan,S.M. 
Todd, R. 
Vincent,J. 


St. George’s H., Doncaster 
Calthorpe H., Banbury 
People's Coll., Nottingham 
Girton H., Yeovil 
Walker, D.M. Orchard Lodge, Malvern 
*Wheatley,M. Mount Pleasant S., Derby 
Wilkinson, F.M. a. 
High S., South Shore, Blackpool 
Williams, R. M. d. St. Winifred’s,S hampton 


Alexander,C.J. Towcester S. 
Allen, M.L. a. Burnley Hr. Gr. S. 
Ball, M. EB. Park H., Congleton 
Bower, D. e. Holly Rd.8., Fairtield, L' pool 


Broad, D. A. 

Clark’s Coll. High S., Fitzroy Sq., W. 
Bruce, E.M. d. Durham H., Ucktield 
Cowell, D.K. Durham H., Ucktield 
Doyle,M.a.d. Collingwood Coll., Lee, S E. 


2Foden, H. Craigholin, Buxton 
4Green,C.E. Warwick H., Roade 
2Habgood,G. Malvern H., Reading 


Haines, M. ea. 

Girls’ High 8., Sudbury, Suffolk 
2Hall, H.G. Clifton H., Leyton 
Hassall, L.E. s. Camden H., Biggleswade 
Hening,G.E. e.d. 

Brooklyn H., Wellington, Salop 
Hopcroft, B.F. E. 

Alexandra Call., Southampton 

Horrocks, L. Comm. 5., Astley Bridge 
Keith-Murray,C. E. 

St. Winifred's, Southampton 


Kitts, M.L. Headland Coll., Plymouth 
Locke,O. a. Harley H., Hereford 
2Mackrow, F.M. Private tuition 
Matthews, F.L. Acad., Crewe 


Oetiker, R.M. e.a. Baffronholme, Lincoln 
Ouiff, A. E.Crossley H.,Newcastle-on-Tyne 
Peacock,C.E. a. Camborne H., Torquay 
| Pentelow,E. Prospect H.,St. Neots, Hunts 


THE EDUCATIONAL TIMES. 


| Rainforth,Z.J. J. 
alway, M.B. 
Scott, N.M. 

| Shrubsole, E.G. ge. Reading High N. 

| Tapseott, B. High S., King Sq. Bridgwater 
Taylor. E.E. 

Winsley, St. Mildred’s Rd., Lee, S.E. 
Thurston, F.M. Margate Ladies’ Coll. 
Tozer,M. Modern X., Torquay 


( Beauchamp, E.M. a. 
Grey Coat Hospital, Westminster 
Blenkarne, E.C. g. 
The Old Grange, Hampton-on-Thames 
} 7Boulton, E.M. Ladies’C., Wellington, Salop 
*Christie, L. Elgin Coll., Bayswater 
Clare, 1. K. The Hawthorns, Ealing Comin. 
i ?Davidson, F.M. Private tuition 
Firkin,G.D. Royal Masonic Inst., S.W. 
| Fisk, D.N. Avondale, Liverpool 
i 7Foster, H.M. Grey Ccat Hesp., Wininster 
Gilbert, K. e St. Andrew's C., Chichester 
| Gold, ALP. a. Orton Coll., Water Orton 
| Good, V.A. Mecklenburg H., Putney 
| Hall, F.P. a. 43 David Place, Jersey 
| Harrison, E. 8. Brook Green Coll., W. 
| Henderson, J. South Villa S., Rotherham 
| Horniblow, &.H. 
Merton H., Charlbury, Oxon 
| Hudson, E.B. d. Camden S. for Girls, N.W. 
| Jenkins, L. Bute H., Deal 
| 2Lane, B.E. Roan Girls’ S5., Greenwich 
| Lee, E. Harley H., Hereford 
| Llewellin,C.E. Bren Holly, Newport, Mon. 
| McCready, F.E. 
Coryton H., Mutley, Plymouth 
Metz, F.E. Great Coat Hosp., Westminster 
| Routh, G.H. Reading High N. 
| Rundell,M.G.E.M. GeorgeGreenN., Poplar 
| Seott,G. e.a. Crossbeck H., Ilkley 
Suttley,S.D. e. 
Girls’ High 8., Sudbury, Suffolk 
| 2Thompson,D.S. 

Parkfield Ladies’ Coll., High Barnet 
| Ward, E.M. Welland Hall Coll., Spalding 
| Watson, E.M. Wintersdorf, Birkdale 
| Widger,E.K. d. Headland C., Plymouth 
| Wilson, D.M. Thanet Hall, Margate 
LWilson,E. Arundel H., Searboro’ 


(*Belcher, W.R. Grosvenor 8., Wokingham 
| Bizley,K W. d. Kendrick Girls’S,, Reading 
| Boll, M.W. 

The Hollies, Hagley Rd., Edgbaston 
| Brightwell, M.J.  Lancetield S., Southend 
| Burgoyne,C. St. Andrew's Hall, Southport 
! Chovil, E. Harborne Ladies’ Coll. 


Private tuition 
Upland S., Newbury 


English, E.K. Royal Masonic Inst., S.W. 
Fisher, M. Rougemont, Blackpool 
Fry, B.D. Peterstield H., Midhurst 


| Gainage,G.M. Licensed Victuallers's.,S. E. 
| Harrington,J.M. a.d. 

South Hornsey Bd. S., N. 

| Hearn,H.C. e. Goldielands S., Settle 

Hitchcock, H. South Croydon X. for Girls 

Longley, A.M. Howard Coll., Bedford 

1 Loomnes,E.B. Camden S. for Girls, N.W. 

Lowenthal, E.F. d. 

Royal Masonic Inst., S.W. 

Towcester N. 

Collingwood C., Lee, N.E. 

I8 Railway St., Beverley 

| Parsons, E. Brightbe Coll., Southend 

| Puttick, B.A. Private tuition 

Simimons,M. Mansfield H., Maida Vale, W. 

Veasey, M.K. Modern S., Torquay 

1 *Wallis,U.E. Guelph Coll., Clevedon 

| Walmsley,J. s. Glengarry, Birkdale 

(2Westron, M. High St. S., Burnham, Bucks 


(Andrews, F.R. Royal Masonic Inst., S.W. 
2Barker,M. Warren Grove, Barnsley 
Bolderston,M.O d. 

| 2 Portland Place, Newbury 
Boulting, L. E. 


Grey Coat Hospital, Westminster 
' Chevassus, S.M. E. f. West H., Forest Hill 
| Docking, M. North Park Coll., Croydon 
| Gardiner, M.A. e. 
Girls’ High 8., Sudbury, Suffolk 
Green,G.R. Rose Bank S., Brentwood 
| Hartland,M. e. Larchmount Hall, Yatton 
| ?Lalor,M.E. Mayfield Coll., Marlborough 
| Lawson, A.R. Brunswick H., Gravesend 


| Masom,N. 
2North, D.D. 
Pape,M.A. 


Leeming,G.E. Comm, N., Astley Bridge 
Manley,M. Royal Masonic Inst., S.W. 


| Meich,B. d. St. Augustine’s S., Longton 
Murch,G.A, a.d. Private tuition 
Nix, D.P. St. Mildred's, Eastbourne 
| Provis, D.U. Clarendon Coll., Clifton 
2Pryer, H.J. 26 Ashley Road, Hornsey Rise 
| 2Ribbands, D.M. Froebel H., Sandown 
| Riehardson,G. Torrhill Coll., Hastings 
| Rutherford, N. a. 26 Trinity Road, Bootle 
| Siineox,G. E. Kempston H., Malvern Link 
Walley, P.M. St. Mary's S., Whitchurch 
White, E. Ashleigh H., Tutbury 
Wiley, N.F. h. High S., Pontefract 
Woodward, A.M. a. Woodtord S. Southsea 


{2Allin,R.  Clark’s Coll. High S.,Brixton 
| Bagnall, H. M. Blendon H., Lewisham 
| Boswell, A.L. Lulworth H.,Caerleon, Mon, 
Caddick, F.J. Oxford Lodge, Wolverh pt'on 
Charley, M.D. 2 Oxford Park, Ilfracombe 
Clark,N. Benwell Delaval S., Newcastle 


| Doble, E. a. 
| Frerichs,N. 


Rockvale, Brixham 
Torrhill Coll., Hastings 


Westoe High S., S. Shields! | Gover, M.E. Longford S., Cotham, Bristol 


| Hamlett, E.A. L. 
11 Queen’s Avenue, Muswell Hill 

Heaton, M.H.. a. Eton H., Shetteld 
| Heyman, F.W. E.E. 
| South Bristol Girls’ High S. 
| Hitcheock,C.L. Newland S., Tonbridye 
| Inuaes,C.a. Camden S. for Girls, N.W. 
| Mead, E. London Coll., Stratford 
| Mordin, D. d.ClanvilleH. StokeNewington 
| Ness, E.R. s.h. Hightield, Highbury P1., N. 
| Norman, B.M. 

Woolston Ladies’ Coll., Southampton 
| Olivant, M.A. Welland Hall Coll. Spalding 
| Olswang, L. q. Gloucester H., Kew 
| Plant,L. Oxford Lodge, Wolverhampton 
| Poley, N.T. | Fonthill Coll., Gt. Malvern 
| Precious, F. a, Lime Tree H., York 
| Pursey, A.E. 

St. Augustine's Up. Grade S., Kilburn 
Relph, H.M. Bp. Fox's High S., Taunton 

| 2Shewring, I.C. 
| North End High S., Portsmouth 
| Snape, D. d. Lytham & Fairhaven Coll. 
| Sparke, M.L. Gleneoil, Deal 
| 2Stoneham,J.W.G.D. The Hollies, Yatton 
| Swain, M.C. Red Maids’ N., Bristol 
Thurlby,J. d. Welland Hall C., Spalding 
Floghill, B.L. Licensed Victuallers’ N.,N. E. 
| 'Twist,M. Private tuition 
| 2Walker, A. Melbourne C., Thornton Heath 
Wilson,A. St. Andrew's Hall, Southport 
Windle, A. g. St. Andrew’s Hall, Southport 


( Aitchison, M.J. a. 
Westmorland Rd. High S., Newcastle 
Bennett,C.T. d. 
West Holme S., Clacton-on-Sea 
| Beveriige,A. s.e. 
St. Andrew's Hall, Southport. 
Brereton, M.E. Royal Masonic Inst., S.W. 
| Budds,A.e 34 Park Rd., Sittingbourne 
| Carr-Jackson, R. d. Hendon Coll. 
| Caswell, E.M. Eastrop H., Chichester 
| Date, I. Brean Down H., Burnham, Som. 
Dixon,E. Mowbray S., Sunderland 
Farrance, A.M. d. 
| High S., King Square, Bridgwater 
| 2Fraser, J.C. St. Mary's N., Bungay 
| Geeson, E. Slepe Hall, St. Ives, Hunts 
Hall, E.G. 
Haddo & Westwood Coll. S., Scarboro’ 
| Hastuck, D.M. e.f. Private tuition 
2Heaverman, M.E. 
Licensed Victuallers’ N., S.E. 
| Hedley, B. Anglo-French Coll., Hornsey 
2Helme, E.M. Wintersdorf, Birkdale 
Hutchinson, M.B. 
Coll. H., Barbourne, Worcester 
| 2Lee,E. 


Harley H., Hereford 
| Marchment, L. E. 


Licensed Victuallers’ S., S.E. 
Middleton, D.E. 

High S., Poplar Avenue, Edgbaston 
| Mitchell, E. Henry St. 5., Bolton 
| Onions, E.M.C. 
| Sunfield H., Wellington, Salop 
| Raw,J.C.a. Coll. S., Bishop Auckland 
| Rose, M.C. Private tuition 
| 2Saunders,E.A. George Green S., Peplar 
| Sims, D.ColL.S., Brunswick PL,S'thampton 
| Smalley, V.B. Radclitfe, Manchester 
| Spencer, W.J.a.d. Spring Bank, Manchester 

Stovell, D. Waverley Coll., Sydenham 
Twyman,G. ClanvilleH. ,StokeNewington 
2Williains,M.E. The Manse, Little Baddon 
Lewood FP. Ellerker Coll., RichmondHill 


(7Adams,F. St. Hilda's. Exeter 
Bennett,G. s.d. Summerbrook, Reading 
Pree, LG. Ashton H., St.Clement’s,Jersey 

| Brooktield,E.B. eJ. Bayswater High S. 

| Curling, M.a. The Laurels, Herne Bay 

| Ellis, M.W. Camden S. for Girls, N.W. 


2Gray, E. Mecklenburg H., Putney 
?Harwood, K.D. Gartlet, Watford 
Hill, W.H. a. — Orchard Lodge, Malvern 


| Horrocks,G. d. St. Editha’s S., Tamworth 

| Hudson, K. M.L. Private tuition 

Kemp, A.M. a. Witney S. of Science, Oxon, 

King,J.M. Clarendon H., Wimborne 

| Lear, E.M. Norfolk H., Gosport 

| Lipscombe, E.E. St.Mildred’s, East bourne 
| McClymont,J.A. 

$7 Shakspeare St., Manchester 

! Miller, E.M. St. Mildred's, Eastbourne 


Milton, A.F. Grosvenor Coll., Hford 
2Pace,E. Fairlawn S., Newmarket 
Pearce,G.V. 


Kenilworth, Lower Weston, Bath 
2Row,E.B. Girls’ Highs. , Sudbury, Sutlulk 
Stringer. E.A., 

Sumunerfield Hall, Maesycwmmer 
2Tait,E.M. 61 Pevensey Rd., St. Leonards 
Thorne, L. R. Coll. H., Barborne, Worcester 


Turner, A. K. Howard Coll., Bedford 
2Wynne, E. Spring Bank, Manchester 
Barfoot, A.M. Stranraer S., Fareham 
Corney, B. d. Newland S., Tonbridge 
2C0x, A.E. Colville H., Swindon 


Edmeston, M.E. Royal Masonic Inst. W.: 
Edwards, A.F. 


Wallasey Girls’ Coll’ B| | Foster; L. R. d: 


[Feb. 1, 1900. 


Goodfellow,G.K. Howard Coll., Bedford 
Goodman, E.Glebe PlaceS.,Clissold Pk., N. 
| Herridge, E. E. Devonshire H., Wincanton 


*Hicks,E. Malvern H., Reading 
Hogg,G.M. Royal Masonic Inst., S.W. 
Hulks, N.E. Dagmar H., Hatfield 
| Hunt, V. St. Maur Coll., Chepstow 


| Kittow, D.M. 
| Leak, F. M. 


Headland Coll., Plymouth 
Bow Modern S., Bow Road 


2Lowes, L.M. Woodward H., Sunderland 
Miskin, W.A. Wm. Gibbs’ S., Faversham 
| Noake, K. Milford H., Shrewsbury 


| Pullen, M.B. Wandsworth High S. 
| Root, D.M. d. Royal Masonic Inst., S.W. 
;Smith,C.A. Stella H., Cathcart Hill, N. 
i #Nparrow, H.L. Kendrick Girls’s., Reading 
| Stewart, E.M. a Brentwood, Southport 
| 2Sykes,R.L. Grain. S., Goole 
| Tubbs, M.A. Royal Masonic Inst., S.W. 
| Webb, D.M. Rose Bank S., Brentwood 
Wiliams, M.S. George Green S., Poplar 


( Alderton,E.M. f. West H., Forest Hill 
| Apperly,K. Wintersdorf, Birkdale 
| Ball, L, B. Mecklenburg H., Putney 


| Barton, E. College H., Newbury 
| Bayliss, Maud Windycrott, Brondesbury 
Beattie, F.M. Calthorpe H., Banbury 
Benjamin, V. Elgin Coll., Bayswater 
Booth, A.E. 49 Nicoll Rd., Willesden 
Bowker,M. St. Andrew's Hall, Southport 
| Cleinent,N.S.a.d. St. Winifred’s,S’hampton 
| Clark,F.L. Stainsbridge C., Malmesbury 
| Clarke, F.M, George Greeu S., Poplar 
| Cotching,M. e. 

St. Joseph's Conv., W. Hartlepool 
| *Deacon,B.L. Larchmount Hall, Yatton 
| Draper, L.G. Oldtield Park S., Bath 
| Fisher,J.R. Royal Masonic Inst., S.W. 
| Fuller, E.M. Arcville Coll, Rhyl 
; Garner, M.L. Orchard Lodge, Mal vern 
| Gordon, O.M. Camden S. for Girls, N.W. 
| Harbor,J.E. e.f. York H., Farnham 
i Harding,G.M. Royal Masonic Inst., 8. W. 
| Harding, W. Down End, Clifton 
| Helme, E.M. d. Wintersdorf, Birkdale 
Holme, D.W. The Hollies, Malvern 
| Howe,G.A. a. Gram. S., Goole 
į Joyes, E. Raleigh S., Stoke Newington 
| Luscombe, A. Seaton H., Plymouth 
| Maxwell, N. Western H., Nottingham 


| Morris, B. Raleigh S5., Stoke Newington 
O'Loughlin, A. a. Vale Park S., Liseard 
Potts, E. 26 Ashley Rd., Hornsey Rise 


| Read,C.L.a.d. High X. for Girls,Gravesend 
Rendell, J.B. L. 

Chisholm Coll. 8., Weston-s.-Mare 
Rickell, G.M. Crescent Coll., York 
Rist, M.N. Burlington S., W. 
Nanders, R.A. Bridge H., Royston, Herts. 
Smith, K.M. Girls’ High S., Wanstead 
Squirrell, F. A. St. Wilfrid's, Hastings 
Stanton, N.G. Welland Hall C., Spalding 
Stubbs, M. 

Westbourne High S., Bournemouth 


| 

L 

(iani y g. 26 Ashley Rd., Hornsey Rise 
| 


Bard, D. St. Mary's Day 3., Highgate 
Baughan, M. E.L. 
Kendrick Girls’ S., Reading 

| Benton,G, Royal Masonic Inst., 8.W. 
| Boorman,I. d. Coll. S., Stanford-le-Hope 
Brooker, E. Milton Mt. Coll., Gravesend 
Carnley, M.A e. Valley BridveH. ,Scarboro’ 
| Clarke,A. Lea Holm, Waterloo, L'pool 
| ?Corke, W. FLA. Balham 3. 
| Dring, L., Modena H., W. Ealing 
| Edwards, B.M. 
| Stapleton Hall S., Stroud Green 
| Fairhurst, D. H. S. Hornsey High 8. 
| Fisher, M.A. Hemdean H., Caversham 
| Giles, M. Verecroft, Devizes 

Hawson,I.M. a. 

Longford S., Cotham, Bristol 
| Hunt,M.F. Priory Farm S., Earls Colne 
| Jones, E.J. Brentwood, Southport. 
; Kingecome,8.  Gunnerside S., Plymouth 
| Kynaston,G.E. 

Sunfield H., Wellington, Salop 
| Lamb,G.F.  Cairnbrook Coll., Woodford 
| Le Boutillier, M.A. a. Vauxhall S., Jersey 
| Monks, H. Broomfield High S., Manchester 
Noecl-Bell,F.H.M. g. Private tuition 
Oliver,I. Girls’ S., Brough 
| Porter, M.M. The Halve, Trowbridye 
, Robinson, L. L. 
| Broad Green 8S., Wellingboro' 
| Sharman,A. Ramsey H., Wisbech 
| Shaw, E.E. a. 


Carleton Queen's Coll., Tufnell Pk., N. 
Smith, A.M. George Green S., Poplar 
| Stubbs, 1.E. Longford S., Cothain, Bristol 
| Tompson,C.E. Maytield Coll., Marlboro’ 
Vassallı, D. M. g. 
Convent S., Queen St., Searboro’ 
Williams,M. Abbey H., Abbey Rd., N.W. 
| 3Youens, A.I. Licensed Victuallers’ S., S.E. 


L2Young,J. Wakelield H., Norwich 
(Ash,M.G, St. Bernard’s, Southsea 
Cocking, M.L. Howard Coll., Bedford 
Eden,A. 5 Clapton Square, N.E. 


| Fryer,F.Ega. Bt. Maur Coll., Chepstow 
Fisher, N: @ Holloway Coll., N. 
4 The Crescent, Selby 


Feb. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


107 


GIRLS, 3RD CLass, 2ND Div.--Continued. 
| Grittith, E. L.K. Fairhaven, Bexhill-on-Sva 
: Hanbury, F.H. Private tuition 
| Hargreaves, A. Eagley Bank, Southport 
| Holloway, M. Royal Masonic Inst., S.W. 
| Holt, A.M. e. Wintersdorf, Birkdale 
| Hone, F.M. d. George Green S., Poplar 
| Jenner, E.H. E. 

i Colonnade Gardens S., Eastbourne 
! Jennings,G.M. d. 
Normanton, Preston Pk., Brighton 

Kent, M.E. u. Ashley H., Worksop 

3Laidlaw, J.M. Clark's C. High S.,Brixton 

Leeming, D. Convent of Loreto, Hulme 

Little, J.G. Arlington H.,Newport, Mon. 

McMahon,G.A. Camden 8. for Giris,N.W. 

Meldrum, H. Lenwood 8., Altrincham 

Mountield,H. Girls’ Coll. 8.,Whitchureh 

Owles,S.F.E. Ladies’ C.,Wellington,Salop 


Pearse, M.L. Seaton H., Plyineuth 
*Peasiand,F.M. Warwick H., Roade 
Pinder,C. Balham 8. 


Robathan,G. Arlington H.,Newport, Mon. 

2Russell, C.M.  Hemdean H.,Cavershain 
| Salt, N. Hollygirt, Nottingham 
| 2Seargeant, A.B. The Hollies, Malvern 
Shirley,M. A. e. 

Ellerslie Ladies’ S., Bromsgrove 
Simmons,M. Manstield H.,Maida Vale, W. 
Tebbitt, P.E. St. Lawrence's, Long Buckby 
Veale, F. St. Hilda's, Exeter 


Atkin,M.G. Glenarm S., Moseley 
2Bird. M.E. The Queen's S., Chester 
Brookes, A.H.F. a. Howard Coll., Bedford 
Chandler, M. L. 8 Brunswick Sq., Exmouth 
| *Churchouse, D.L. 13 Richmond Rd., Hford 
| Clayton,J. Eton H., Shetheld 
Cole, F. L. Seymour H., Richmond 
Coope,R. Gainsboro’ S., Plymouth 
Crawshaw, A.M. Clarendon H., Wimborne 
*Culverwell,M.E. St. Olave’s S., Taunton 
Delauney, B.E. Private tuition 
Field, E. Stoneycroft Coll., Liverpool 
Foxton, K. Lime Tree H., York 
| Hall, F.E. The Larches, Wolverhampton 


Holbeck, E. St. Catherine's S., Shampton 
Jameson, B. Modena H., West Ealing 
Jetlery,E.L. Private tuition 
Lanydon,F.M. Hanover H., Ryde 
Law, E.I. High S., Chingford 
| Mattock, E.H. Stamford St. S., S.E. 
®Morgan, M.E. Guelph Coll., Clevedon 


Payne,H.F. Licensed Victuallers’ S., S.E. 


Stanier, L. D. Girls’ High S., Swindon 
Steart,E. A. Duke St. Girls’ S., Bath 
Sutton, S.J. The Ferns, Hassocks 
Syrett, F.M. 88 Beckenham Rd., Penge 


LTyers,L.B. d. Bartholomew H., Newbury 


( Bevis, K. St. Bernard's, Southsea 
Boldero, M.A. Langton H., Bury St. Ed's 
Davidson, J.H. W.Camden S. forGirls,N.W. 
Dee, N.E. Parnella H., Devizes 
Dyke, N. Devonshire H., Wincanton 
Kast wood ,B. E. Oak Hill 8., Edgerton 
Hilton, M. s. St. Andrew’s Hall, arpa 
Johnson, W.M.d. Wm.Gibbs’S., Faversham 
Keyzor,M. Mansfield H., Maida Vale, W. 
Lee, D. L. 7.f. Gloucester H., Kew 
2Longman,F. Devonshire H., Wincanton 
Love, W.E. Wilber H., Biggleswade 
Mundy, E. Beecholme Coll., Belper 
Nicolle, M.SixRoadsS.,St. Lawrence, Jers'y 


Peake, D. St. Andrew’s Hall, Sonthport 
Peck,O.H. Coolhurst S., Crouch End 
Perrin, A.J. 


Langley H., Friern Rd., Dulwich 
| 7Reeve,D.M. North Park Coll., Croydon 
!?Richmond,C.E., Kendrick H., Brighton 
Saines, E.J. a, Horndene, Epping 


Scarlett, H.M. Wandsworth High S. 
Slinn, D. Linwood S., Altrincham 
Smith, A. High S., Farnworth, Bolton 
Stepple, D. Westbridge H., Herne Hill 


Stevens, E.T. e. 

Brean Down H., Burnham, Som. 
3Suteliffe, E.M. Wintersdorf, Birkdale 
Tebbitt, D. St. Lawrence's, Long Buckby 

| Thomas,G. M. s. Colville H., Swindon 
; von Stralendorf,G. A.W. A. 

| Wintersdorf, Birkdale 
| Whiteley, A. L. 


Rockville S., Choriton-cum-Hardy 

Williams,C. A. Parnella H., Devizes 

| Williams, E. Hill House C., Haverford west 
ı Williams,J.A.M. 

L Normanton, Preston Park, Brighton 


( Bradley, B. 
Bulton, M.N. 

Grey Coat Hospital, Westininster 
Burgess, P. St. Margaret's High S., Lee,S. E. 
*Case, L.A. Wilton H., Reading 
Creighton, E. 

Grey Coat Hospital, Westininster 
Coad, H.M. e  Gunnerside S., Plymouth 
Collier,M. L. Teddington Coll. 
Dunkerley,T. g. 

The Hawthorns, Ealing Common 
Eyre,G.E. Western H., Nottingham 
2Fayin,A. Anfield Coll., Liverpool 
t Finlay,N, Brentwood, Southport 
| Hawkins,G.I. 

} Parkfleld Ladies’ Coll., High Barnet 


Royal Masonic Inst., S.W. 


| Horton,N, Girls’ Coll. S., Whitchurch 
| Jones, A. Harley H., Hereford 
| Lalonde, E.G. J. Bayswater High S. 
| Lambert, M.M. d. Newland S., Tonbridge 
| Lewis,M.M. Kendrick Girls’ S., Reading 
| Mallinson, M. Wintersdorf, Birkdale 
| McRae,D. f. Lansdowne C., Notting Hill 
| 7Mendham,G. St. Mary’s S., Bungay 
| 7Owen,C. Linwood S., Altrincham 
Sankey, M. e. TheLarches, Wolverhampton 
Small, R. Orchard Lodge, Malvern 
i Turtle, E. Hanover H., Ryde 
. Velati, L.T. Bartholomew H., Newbury 
| Weaver, L.E. South Croydon Coll. 

| Webley,S.C.G. 
Ellerslie Ladies’ S., Bromsgrove 


LWiseman,[I.V. Brightbe C., Southend 
Aspin, K.O. 
( Prep. S., Queen Parade, Harrogate 


| Bunyan,E.M. 8. Hornsey Board S., N. 
| Burke,L. St. Margaret's High S., Lee, S.E. 
| Clarke,M.E. Grey CuatHosp., Westminster 


Deaus,R. Abbey H., Selby 
2Diddell,G.M. 
Holmwood H., South Hill Pk., N. 


2Duncan,E.M 30Glengarry Rd.,E. Dulwich 
Enderby, L.A. Spalding Coll. 8. 
Gardner, P.I.GreyCoatHosp., Westminster 
| 2Glasspool,F. Clark's C. High S., Brixton 
| Greenslade, A. S. Hilda's, Exeter 


Heater, D. College H., Newbury 
2Hurphreys, V. Hollygirt, Nottingham 
Hunt, D. Down End, Clifton 


Jameson, B.A. Girls’ High S., Wanstead 
Martin, M. Oxford Coll., Clacton-on-Sea 
Mimmack,R. Devonshire H., Orpington 
Mitchell, N. Storrs Hall, ingleton 
Moore,A. Breakspear Coll., Brockley 

| Newman, N. a. 
Ladies’ S., The Close, Brighton 
Penson, M.E. Howard Coll., Bedford 
| Rayner, M. Private tuition 
| Sainpson,E.M. Western H., Nottingham 
Sanderson, R. St. Hilary's, Scarboro’ 
| Snowden,O.K.M. Clifton Mount, Dartford 
| Squire, A.M. Bp. Fox's High S., Taunton 
| Stent, K. Whitgitt H., Croydon 
Stevenson, I. Hildesheim H., Taniworth 
2Taylor,E. Y. Stanmore Coll., Balham 
| Tonks, D.E. Oxford Lodge, Wolverh'pton 
Waller, H.M. Malvern H., Reading 
Woods,E. Breck Coll., Poulton-le-Fylde 


( Banks, W.M. Surrey H., Arundel 
| Blake,S. Goodrich Rd. S., E. Dulwich 
Brook, M.H. The College, Totnes 
Burbidge, M.F. Hemdean H., Caversham 
Brown,A.E.M. 

Claremont Villa, Sutton-on-Hull 
| 2Clark,G.M.M. Girls’ High S., Wanstead 
| 27Graves,S.J. Clifton H., Leyton 
| Harper,M.M. Western H., Nottingham 
*Heath,L.A. College H., Newbury 
Hopkins, R. M.F. Witneys.of Science,Oxon 
Lynch,N. St. Joseph's Conv., W. Hartlep’) 
aMcRae,E.M. Lansdowne C., Notting Hill 
Moores, M. s. 

Beech H., Holmes Chapel, Crewe 

Ortner, B.L. Seymour H., Richmond 
Pickup,M.J.E. Valley Bridge H.,Scarboro’ 

| Radburn, F.E. d. randsworth High 8S, 
Roach,M. St. Hilda's, Exeter 

| Rovers, E.A. Brandon H., S. Croydon 
| Thomas, E. s. Milton Mount C., Gravesend 
| Thompson,G.A. Ystrad H.,Newport, Mon. 
| Ward, E. L. Westbourne it, Cowes 
| 2Wells,S.P. Private tuition 
(Wendon,A.M. Totnes Girls’ S. 


Allen, B.L. Coolhurst S., Crouch End 
AAR Clanville H., Stoke Newington 
| Ashcroft, F.A. 

High S., South Shore, Blackpool 
| Barr, M.B. Queen’s Coll., Acton 
| Bartlett, M.J. St. Winifred’s, Shampton 
| Boddy,M.L. The Elms, Sutton-on-Trent 
| Carter, E.G. a. Westholine, Maidenhead 
| Cartwright,C.M.M. Guilford HighsS.,W.C. 


Chisman, E. B. Malvern H., Reading 
Clarke, E. Elgin Coll., Bayswater 
Clarke, E. Lulworth Lodge, Birkdale 


Copping, E.W. 
Grey Coat Hospital, Westminster 
| Cray,O.1. Stella H., Cathcart. Hill, N. 
| Darby,M. d. Milton Mount C., Gravesend 
| Dowton, E. M.Carden HighS., Peckham Rye 


| Ede,F.M Burlington S., W. 
| 2Elliott, F.G. St. Mary's S., Bungay 
| Goodwin, E. 


St. Kilda’s Coll. S., Bristol 
| Jones,H.H.G. 
Brooklyn H., Wellington, Salop 


| Lane, EK. Elgin Coll., Bayswater 
| Lennard, W.G. 
| Grey Coat Hospital, Westininster 


MacCarthy, E.B. Private tuition 
Mathias,S.N. Hill HouseC., Haverfordwest 
Millington, E. The Halve, Trowbridge 
| Peacock, A.M. St. Margt's. HighS., Lee, S.E. 
| Pitman,M.C. Grosvenor S., Wokinghat 
| Roberts, B.J. Prospect H.,St. Neots, Hunts 

Sabin, M.K. Camden S. for Girls, N.W. 
| 4Shattock,A.M. Hendean H., Caversham 
Smith, M.M. Colville H., Swindon 
Thomas, M.B. Private tuition 


Tucker,G.M. Clifton Mount, Dartford 


Tuckwell,M. Sonthoe H., Richmond 
L2Wade,F. Shetticld Mid. Cl. S. 
(Angell, D.M. 


| Parkfield Ladies’ C., High Barnet 
| Burton, F. Ousegate S., Selby 
| Chenery, M.S. The Limes, Buckhurst. Hill 
| 2Farley, F.B. The Limes, Buckhurst Hill 
| 2Havzen, E.M. West H., Forest Hill 
! Hutton,E.M. Brookville, Filey 
| Kiddle,O. St.Andrew’s Hall, Southport 
| Marten,H.M. 
| Girls’ High S., Sudbury, Suffolk 
| Neave,C.M.a. Pembroke H., Norwich 
Rapley, L. d. St. Andrew 'sColl. Chichester 
Still, M.E. Raleigh S., Stoke Newington 
| Whatley, D.N. d. Sumimerbrook, Reading 
Wheatley, A. Goodrich Rd. S.,E. Dulwich 
Whitcombe, M. Royal Masonic Inst., S.W. 
! Whiteley, L.C. e. 
Haddo & Westwood Coll. S., Scarboro’ 
Whitmore, E. Cavendish High S., Redhill 
| Wintle, F.L. d. College H., Newbury 
LWoolf, A.G. Private tuition 


Aland, M.G. High S., Frome 
| Belini E. Clark’s Coll. High S., Brixton 

Bushell,E.M. Royal Masonic Enst., S.W. 
| Day, A.M. Pembroke H., Norwich 
| Goodfellow,M.A. Howard Coll., Bedford 
| Hallam, M. 40 Haughton Rd.,Handsworth 
| Halsall,E. St. Andrew's Hall, Southport 
| Heasley, M.I. 26 Trinity Road, Bootle 
| Horton,E.F. The Laurels, Herne Bay 
| Ingram, K. Harley H., Hereford 
| Jones, A.S. 49 Nicoll Rd., Willesden 
| Jones, D. a. Clark's Coll. High 8., Brixton 
| Loveloek,G.E. Holm Vale S., Nottingham 
| Morley, M.I. d. 
| 2 Alleyn Crescent, W. Dulwich 
| Naughten, A.E. 
| Grey Coat Hospital, Westininster 
| Newhouse, E. Friends’ 8., Penketh 
| Palmer, M.E. Hemdean H., Caversham 
| 2Pennington, M.M. Collingw'd C., Lee, S.E. 
| ?Rushworth,G. 

Melbourne Coll., Thornton Heath 
| Scannell,G. Lansdowne H., Llandudno 
| Shanks,G.G. 
| Battlehurst Coll. 8., Hexham-on-Tyne 
| Tautz, E.E. Hurst Dene, Bexhill 
LWebb,J.G. Woking High S. 


Third Class.—3rd Division. 


(Archer,E.T. Royal Masonic Inst., S.W. 
Best, M.C. 14 Wilson St., Derby 
Bird, M. P. 63 TyrwhittRd.,St. Jolin’s,S. E. 

| Bruckhaus, V.G. 

| The Old Grange, Hampton-on-T. 

| Carter,J.J. 

Rockville S., Chorlton-cum-Hardy 
Casley,F. a. Bp. Fox's High 8., Taunton 
Chasty,E.E. Prospect H.,St.Neots, Hunts 

| Cornish, R.F. Bp. Fox's High S., Taunton 

| Dizzle, M. a. Ramsey H., Wisbech 
| Docking, R. North Park Coll., Croydon 
| Earnshaw, E.A. Girls’ High S., Cheadle 

| 2Eastabrook, L. 

| Longford S., Cotham, Bristol 
Fisher, E.J. a. Westelitfe Coll., Southend 
Gardner, D. 

Devonshire Rd. S., Honor Oak Park,S.E. 
| Gearing, E. V.GreyCoat Hosp., Westiniuster 
| Goman, E.F. Minerva Coll., Dover 
| Green, A.M. Kempston H., Malvern Link 

Hanwell, M.C. 51 Ditehling Rise, Brighton 

ı Horne,E.M. Newton H., Tunbridge Wells 

| Howarth,S. A. Malvern H., Birkdale 

Hyde, D.A. a. 

Clark's Coll. High S., Fitzroy Sq., W. 
Lemon, E.I. Roden H., Ongar 
Manstield, A.K. Harley H., Hereford 
Neville- Rolfe, L. 
| Vernon, Pembridge Villas, Bayswater 
| Oram,D.S. a. Devonport High 8S. 
| 27Osyood, B. Upland S., Newbury 

Precious,A.E. George Green 8., Poplar 

Preston, A. a. evonport High 8. 

Price, E. Lansdowne H., Llandudno 
Rangecroft, E.H. 

Highleigh H., St. John's, S.B. 

Rebbeck, I.R. Bartholomew H., Newbury 

Roebuck, L. St. Kilda’s Coll. 8S., Bristol 

| *Schotield, A.A. Ashley H., Worksop 

Sinith, D.M. g. 

Girls’ S., Promenade, Black pool 
Tidman,L.C. Stamford St. 8., S.E. 
| Webb, H.I. Win. Gibbs’ N., Faversham 

*Williains,C.G. Windsor High S., L'pool 

CWyatt,L.M. Ellesmere H., Whitchurch 


Boden, A.M. 
Convent S., The Avenue, Southampton 
| Chambers, D. St. Andrew's Hall, Southp't 
Cutlack, I.M. Prospect H.,St. Neots, Hunts. 
Dutch,L.E. Friends’ S., Satfron Walden 
| Fox,V., St. George’s H., Doncaster 
| Hill, E.B. Girls’ High S., Swindon 
| Irwin, M.M. g. 
| Conv. 8., Queen St., Searboro’ 
Millen,G.E. d Cavendish High S., Redhill 
Morten, F.  Abbeytield Mount, Shetheld 
Postlethwaite, E. a, Aintree HighsS., L' pool 


Reay,M. St. George’s Coll., Barnsley 
Stewart, D. L. Guelph Coll., Clevedon 
Thompson, N.M. RoyalMasonicIinst., S.W. 


( Brownlow, M. Ramsey H., Wisbech 
| Caiger, E.M. Devonshire H., Wincanton 
Coe, A. Pu Bridge H., Royston, Herts 
Dodsworth, F, St. Hilda's, Gosforth on-T. 
Farrer, B. e. Storrs Hall, Ingleton 
| Gardner, A. M. Ashley H., Worksop 

Gowing,M.E. Private tuition 

Greening, K.S. a. Chestnut H., Lincoln 
| Henry, I.E. 36 Glengarry Rd., E. Dulwich 
| Hopkinson, E.O. Ashley H., Worksop 
| Muuroe, H.B. Hazelhurst, Penarth 
| Ollis, W.L. Wellington Coll., Hastings 
| Pennefather, E.M. Seymour H., Richmond 
| Puckridge, M.I. Upland S., Newbury 
| $Rayment, F.I. Ashiey H., Worksop 

Reburu, F.B. Gainsboro’ S., Plymouth 

Robinson, B. Henry St. S., Bolton 
| Rosenthal, R. Minerva Coll., Dover 
| Rowbottom,F.8. Lonsdale H., Norwich 
| Scott, C.E. Milford H., Newport, Mon. 
| Skelton, M. Dunkirk H., Clacton-on-Sea 
| Uridge, V. Highleigh H., St. John's, S.E. 
Webb, M. Addiscombe H., Margate 


(Buckland,C. 
Clark's Coll. High S., Fitzroy Sq., W. 
Chavanna, E.R. 
Grey Coat Hospital, Westminster 
2Copleston, M. L. 
Melbourne Coll., Thornton Heath 
| Farmer, B.M. Collingwood C., Lee, N.E. 
Hutchin, E.M. George Green 8., Poplar 
4James,A. Cumberland C., Acock’s Green 
Leyman,F. Ousegate S., Selby 
Lowson, E. Devonshire H., Bridlington 
| 3Rogers, E.M. 
Stapleton Hall S., Stroud Green 
Sharpe, A. a. St. George's Coll., Barnsley 
Smortitt,C.E. Fonthill S., Barnsley 


(Bennett,H.M. Lansdowne H., Llandudno 
| Bevington,N.E, Ashley H., Worksop 
| 2Bridgland,N. Elm Lodge, Petersham 
| Brown, B.B. Tufnell Park Coll., N. 
| Burbage, F.T. High S., Haslemere 
Clare, J. Clark's Col. High S., Brixton 
Crampton, E. St. Andrew's Hall, Southp’t 
| Crane, C.M. South Hornsey Board S., N. 
| Cullen, E.V. Girls’ Coll. S., Aldershot 
Jenkin, A.G. g. 

25 Coinage Hall St., Helston 
| Lover,G. Craigholm, Buxton 
| Nickell,F.G. Seaton H., Plymouth 

Sharp, F.B. Prospect H., St. Neots, Hunts 
Short, E.B. Oldtield Park S., Bath 
| Spedding, M. Stoke S., Devonport 
: Sugg, C.M. Warbreck C., Aintree, L' pool 


| Taylor, L. Cumberland C., Acock’s Green 


Wood ward,G. Gresham Coll., Brixton 
| Wootton, W. Addiscombe H., Margate 
( Adams,O.M. S. Bristol Girls’ High S. 

Anderton,R. Storr’s Hall, Ingleton 


*Blackman,LL. Wellington C., Hastings 
Bottrell, L.M. 

High S., Poplar Avenue, Edgbaston 
Bray,M.S. Wellington Coll., Hastings 
| Brinjes, M.E. Royal Masonic Inst., S.W. 
| Bronghton, M. South Croydon 8. for Girls 

Collins, A.T. High S., Haslemere 
Durow,E. a. Lonsdale H., Derby 
| Eliot,M.C. 

Canvent S., The Avenue, S'hampton 
Elstone, M.G. Granville H., Southampton 


Jelly, G.W. Duke St. Girls’ S., Bath 
Kitson, M. Anfield Coll., Liverpool 
Potter,G. Lonsdale H., Derby 
Terson,I. St. Mildred’s, Eastbourne 
White, K.F. West H., Forest Hill 
Wilson, I.B. 385 Glossop Rd., Shettield 


(Eyles,E. Ladies’ 8., The Close, Brighton 
Haigh, M.F. Private tuition 

| Hamlin, F.B. Hollybank, Bridgwater 
Henderson,M.A. Abbey H., Selby 

| Hope, E.M. Grosvenor Coll., [ford 
Hunter, A.M. Milford H., Newport. Mon. 
Jackson, H. E. Sherwood S., WoolwichCom. 
Lancaster, R.E.M. 

Brean Down H., Burnham, Som. 
Ledbrook, M.E. Leigh Bank C., Leamington 
Palmer, E.M. — Heindean H., Caversham 
Park,O. Ashbourne H., Nottingham 
Shacklady,M.G. a. 

| Warbreck Coll., Aintree, Liverpool 
| Shawyer,O. St. Hilary's, Scarborough 
| Wilson,M. Grey Coat Hospital, Wiminster 


LWoodhouse,N. Private tuition 
( Davison, A.C. Weston S., Bath 
Ferris,C, 73 Kennington Park Rd., S.B. 


Field wick, E.W.M. 
| Mecklenburg H., Putney 
| Heppell E. Deanraw, Langley-on-T. 
| Hoekley, A.F. 51 Ditehling Rise, Brighton 
Hyde,G.A. St. Winifred’s, Southampton 
Johnson, E.M. West H., Forest Hill 
Jones,G. Wintersdorf, Birkdale 
Morgan, D. York H., Farnham 
Norris, M. A,—Kendrick Girls’8., Reading 
Oliver, E. MIK. Stranraer S. Fareham 
*Simnuons, E. MI | Gram. 8:, Ea Finchley 


108 


THE EDUCATIONAL TIMES. 


(Feb. 1, 1900. 


GIRLS, 3RD Crass, 3RD Div.—Continued, 
Slocombe, M.L. St.Mildred’s Eastbourne 
| Southern, K.E.  Beecholme Coll., Belper 
| 2Thiehaut, R.A. 
Clark's Coll. High 8., Fitzroy Sq., W. 
Thomas.B.E. a. St. Winifred’s S.. Torquay 
| Wilde, M, Clifton H., Knutsford 
| Woodward,A. a. 
L Goodrich Rd. S., E. Dulwich 


Abey,F. The Poplars, Wolverhampton 
Baer, A. 82 Albert Rd., Longsight 
Bayliss, May 


Windycroft Coll., Brondesbury 
Storrs Hall, Ingleton 
Private tuition 


Bloom, R. 
| 2Chidwick,N. 
Dodds, F.I. 
Westmorland Rd. High S., Newcastle 
Haines, H. Summerbrook, Reading 
| Hallett, M.H. George Green S., Poplar 
| Haymes. J., Abbey H., Selby 
| Jones, W. Woking High S. 
| Lamont,@. Anfield Coll.. Liverpool 
| Lanham, B.E. 9 Kingsgate St., Winchester 
Oldham,N. St. Andrew's Hall, Southport 
Redfearn, H. M. 
High S., Sonth Shore, Black pool 
| Rozem R, ~ Dunkirk H., Clacton-on-Sea 
Simmonds,C. West Central Coll. 8.,W.C. 


(Barnes.,D. St. Catherine's S., S’hampton 
| Boyce, E.H. 

Haddo & Westwood C. S., Searboro’ 
2Bromley, A.M. Private tuition 
Crabtree,M. St. George's H., Doncaster 
Ede, A.L. Grey Coat Hospital, W'minster 
Hardman, F. E.F. 

Braeside Coll., Fortis Green, N. 

Harris, M.R. Seaton H., Plymouth 
Henry.M. Richmond H.. Breck RdA., L'pool 

a House, F.M.Conv. S., Queen St., Scarboro’ 


Larchmonnt Hall, Yatton 
| Kidd TR. Clifton H., Levton 
| Lines, W. The Halve, Trowbridge 
| Morton. M.E. $. St. Winifred’s, S’hampton 
| Mountain,C,L. EtierkerC. Richmond Hill 
| Phillips, A.E.A, 9 Kingsgate St., W'chester 
| Pope, E.L.A. Oldtield Park S., Bath 
| Pyser, A. Heathfield H., Cardiff 
Sharpe,D. A. 
| Grey Coat Hospital, Westminster 
| Summers, D.M. Lancefield 8., Southend 
Ware, F.C. 
Grey Coat Hospital, Westminster 


| Inelis, A.M, 


(Camello,T. 
Girls’ S., Mechanics’ Inst., Pudsey 
Capell, M.B. Milton S., nr. Northampton 
| Double, A. Oxford Coll., Clacton-on-Sea 
| Ellis, A. L.A. Devonport High 8. 
| Filshie, IS. Roden H., Ongar 
Gale E. E. Gyanerm, Calne 
Manhire,L. Milford HI., Newport, Mon. 


Musgrave, E.L. 9 Victoria Rd., Barnsley 
Parlby,A. Collingwood Coll., Lee, S.E. 


Parton, M.L. Monntfiels, Shrewsbury 
Smythe, E.G. Highleigh H. St. John’s,S. EB, 

| Springford.A.L. Vale View H., Devizes 
Thomas, E.1.M. 

20 Ashley Rd., Hornsey Rise 
| Turner, F. Gram. 8., Goole 
Weddell. E.M. 

Grey Coat Hospital, Westminster 


(Kelly. E.M. Heathfield H., Cardiff 
| Peacock, M. Royal Masonic Inst., S.W. 
| Rutt, E. Twickenham Coll. 


| Surnmers.G,E. 
Grey Coat Hospital, Westminster 
Woodford, M. The Hollies, Yatton 


(Abbott, H.E. Storrs Hall, Ingleton 


| Atkinson, M. Verecroft, Devizes 
| Bremner, B.M. — Anfield Coll, Liverpool 
i Brewer,C. Lansdowne Coll..Notting Hill 
Bright, E. Gresham Coll., Brixton 
Chambers, F.M. 
Sherwood S., Woolwich Comm. 
Hancock, M. 14 Wilson St. Derby 
Heale, H.E. Sussex H., Willesden Lane 
Legge, D. Milton Mount Coll., Gravesend 
Penney,J.F.E. a. 
| High 8. for Girls, Gravesend 
Prentice, A. Dagmar H., Hatfield 
| Rapson D. Addiscombe H., Margate 
| Whitlock, D. St. Catherine's S.,S'hampton 
| Whitton, K.M. 
Holmwood H., South Hill Pk., N. 


Blower, E.M. Shrewsbury Coll. 
Hoddinott, P.M. Hazelhnrst, Penarth 
| Ledger, M.E. The Limes, Bnekhurst Hill 
| 2Macey, I. Stoke S., Devonport 
| Pinder, L. Balham S. 
| *Riehanis,C. A. Tutorial S., Penarth 
| Thompson, M.A. 
Buckleigh Lodge, Streatham 
Colville H., Swindon 


| 

| Vinee,G.E. 
| Warrington. E. B.I. 

L Highleigh H., St. John's, S.E. 


Biddle, D. 14 Wilson St., Derby 
Burgham, F.a. Clark's C. High S.,Brixton 
| Elecomb, A.H. South Croydon Coll. 
| Lamb, D. Storrs Hall, Ingleton 
Marston,G. Margate Ladies’ Coll. 
Poole, E.F. Melbourne C., Thornton Heath 
Stubbs, F. Beech H.. Holmes Chapel Crewe 
Tootell,G. Barton Hill, Marlborough 
Waters, M. Heathfield H., Cardiff 
Williams, E.B. q. 
Sherwood S., Woolwich Common 
LWood, L.M. Devonport High 8. 


r Barson, G.V. Reginald Terrace S., Leeds 

| Box, J.M. 11 Queen's Avenue, Muswell Hill 

| Braybon, E.F. Surrey H., Arundel 

| Caudwell,E. | Royal Masonic Inst., 8. W. 
Chandler, E,W. 

Grey Coat Hospital, Westminster 
| Cook, E.L. Coolhurst S., Crouch End 
| Coxford,G.L. 

St. Margeret’s High S., Lee, 8.E. 
| Greening, B.M. Eton H., Sheffield 
| Manchester, M.C. Balham S. 


' Sanbrook,N, Castle H., Great Malvern 
Webb, M.C, Fairlawn S., Newmarket 
(*Cox,F. Manor H., Havant 
| Fox,N. 211 Kings Rd., Reading 
| Havley.M. Storrs Hall, Ingleten 


| Hayter, E.L. Westb'neHighS., Bonrnem'th 
(Johnson, N.E. St. Winifred's,Southampton 


(Andrews,.M. e. 

Buekleigh Lodge S., Streatham 
| Leeks, H.L. Grey Coat Hospital W'iminster 
| Seott H. Huntclitfe H., Harrogate 
| Tarner,J.V. St. Mary's Day S., Highgate 
| Wood, M.LK., 

L Summerfield Hall, Maesyewmmer 


(Campbell, E.A. Brompton ScienceS.,S.W. 
{ Crook, L.E. St.Winifregd’s, Southampton 
| Henderson, M. Balham S. 
\ Ledger, E. The Limes, Buckhurst Hill 


(Carter, R. 36 Glengarry Rd., E. Dulwich 

| Jopling. F.S. 

! Woolston Ladies’ C., Sonthampton 
Miners, M.J. Guilford High S., be 
Row, K.D.E. Devonport High 8. 
Thacker. M. Powerseroft, S. Woodford 
Trevitt, M.G. Windsor High S., Liverpool 


NAMES OF CANDIDATES IN THE ABOVE LISTS WHO HAVE PASSED THE ORAL 
EXAMINATIONS IN FRENCH AND GERMAN. 


Arthur,J.D. J. Oxenford H., Jersey 
Bailey, J.B. f. OakesInst., Walton, Liverpool 
Barber, E.H. f. Stoke Newington Gram. 8. 
Bartholomew, E.E. /. 

Holme Wood Coll., Up. Tulse Hill 
Benn,P.E. f. Private tuition 
Blampied,8. f. St. James’ Coll. S., Jersey 
Cabot, T.A. J. Oxenford H., Jersey 
Cahen, L. f. St.John’s Coll., Green Lanes, N. 
Charles, L.S. f.g. High 8. for Boys, Croydon 
Davies A L. f. High S. for Boys, Croydon 
Davies,G.MeD. f. High S. for Boys, Croydon 
Dezeustre, A. f. Catford Coll. S., S.E. 
Duncan, N.A. g. Stoke Newington Gram.S. 


Alcock, E.M. fig. 
Haddo & Westwood Coll. S., Scarboro’ 
Bartlett, K.C. f. Private tuition 


J= French. g = German. 


BOYS. 


Evans, R.H.B. f. OakesInst., Walton, L'`pool 
Faulkner, P. L. J. TheCusack Inst., Moorfields 
Gill G.H. f. Private tuition 
Goldberg,J. f. Tivoli H., Gravesend 
Guzel,A. J. Battersea Polytechnic S. 
Hamilton,G. W. f. OakesInst., Walton, L'pool 
Hedley, J.N. J. Newcastle Modern S. 
Hillman, H.A. M. f. Highs. for Boys, Croydon 
Horman,F. J. Oxenford H., Jersey 


Luce,G.P. J. 

Malzard, F.J. f. Salvandy Ter. S., Jersey 
Mauger, P. V. f. Oxenford H., Jersey 
Merton, H.M. g. Univ. S., Herne Bay 


N eill, W.A.H. f. Oxenford H., Jersey 
Nicholls,G.H. f.g. Stoke Newington Gram. S. 
Nicolle,C.B.f. St. James’ Coll. S., Jersey 
Oakes, C. f. Oakes Inst., Walton, Liverpoo!) 
Parkinson,G.S. J. Bath Coll. 


Inkster, R. L. f. Oakes Inst., Walton, L'pool | Patterson, W. J. Newcastle Modern S. 
Jenne, H.H. J. High S. for Boys, Jersey | Piquet,C.J. f. Oxenford H., Jersey 
LeBrun, J.R. f- St. James’ Coll. S., Jersey | Pirouet, A.N. f. Oxenford H., Jersey 
LeCornu,J.F. f. Oxenford H.. Jersey | Potter, A.J. f.g. Stoke Newington Gram. S. 
Lucas,J. f. Oxenford H., Jersey 

GIRLS. 
Dixon, F. f. Brookville, Filey | Marples, W.E. ). 


Dodd,C. H.M. Z. 
Ellerslie Ladies’ S., Bromsgrove 


Treverbyn, Hornsey Lane,N. 


Mayo, I.G.R. f. Lancetield S., Southend 


| Reynolds, C. D. f. 


Oxenford H., Jersey | Richards, A. H.f.g.Stoke Newington Gram.S. 


Samuel, W.S. f. Maida Vale S., W. 
Smith,C.E.H. f Wellington Terr. S., Taunton 
Smith,G. f Oakes Inst., Walton, Liverpool 
Tropewski,G. f. Tivoli H., Gravesend 
Turpin, J.A. J. St. James’ Coll. S., Jersey 
Watson, W.R. f. Oakes Inst., Walton, L' pool 
Welhan,J.B. g. Private tuition 
Weller,C. f. Private tuition 
Wilenski, R.H. g. Maida Vale S., W. 
Williams, A.E. f.g.Stoke Newington Gram.S8S. 
Wilhams,S. f. High 8. for Boys, Croydon 
Woodrow,C. J. Private tuition 


I Guelph Coll., Clevedon 
Robinson,C. fg. 
Haddo & Werntwood C., Scarboro’ 


Brame, D.P. f. Harborne Ladies’ Coll. | Gazel. L. f. Zelzah H., St. Heliers | Moon, W. f. Milton Mount Coll., Gravesend | Ruffell, F. J. Mi i ; 
Brooks, K. f. Milton Mount Coll., Gravesend | Gordon.Cranmer,E.A, J. Murray,J.M. f. Private tuition | Sim ae Eo Pe BEAT ee 
Carouge,J.H. f. Private tuition George Green S., Poplar | Mutton,C.M. J. 26 AshleyRd., Hornsey Rise | Southwell, A. B. S-9. i 4 

Cole, D.F. g. Coolhaurst. S., Crouch End | Fletcher, E.M. f. Arundel H., Scarboro’ | Onslow,G. F.M. J. Private tuition i Trafalgar Sq. S., Scarboro’ 
Cox,C. J. Milton Mount Coll., Gravesend | Fry, B. /. Red Maids’ 3., Bristol | Pither, K. J. Milton Mount Coll., Gravesend | Taff, E.R. f. George Green S Po dar 
Craig, t. Y. fg. Manchester High S. for Girls | Halket, J.I. f. George Green S., Poplar | Porter, E. A. /. 26 Ashley Road, Hornsey Rise | Vergette, N.F.f. 26 Ashley Road Hornsey Rise 
Davies, L.A. f. Hohl, M.E. g. Private tuition | Pulling,G. EB. f. Nalway Coll., Leytonstone | Weedon, L.A. J. George Green S., Po lar 

Southulme High S., Whalley Range | Lorch, D. J. Clifton Lodge 8., Lee OME 


Feb. 1, 1900.] 


THE EDUCATIONAL TIMES. 


109 


JUNIOR FORMS 


Abraham, E.S. Devizes Gram. 8. 
Abrahains.1. Great Ealing S. 
Adains, A.E. Highfield S., Chertsey 


Adams,P.J. St. Aubyn’s, Woodford Green 


Addis, H.S. Hounslow Comm. Cull. 
Addis, R.S. Hounslow Comm, Coll. 
Adney,T.H.L. Comm. S., Ludlow 
Ahier,G.A. High S. for Boys, Jersey 
Aitken,B. Edgbaston Acad., B'ham 


Aldrich, J.D.F. Parkdene & Poyntington S. 
Alford, A.N. Arlington Pk. Coll., Chiswick 


Allen, A.M. St. Aubyn’s, Woodford Green 
Allen, F.A. Thanet Coll., Margate 
Allen, J.W. Thanet Coll., Margate 
Allen, P.W. Stoke Newington Gram. S. 
Allex,F.G. High S. for Boys, Jersey 
Alsop, W. Marlboro’ Coll., Tue Brook 
Amaral,G. Brunswick H., Maidstone 
Ambrose,G. St. Winifred’s S., Torquay 
Anderson,G. L. King’s Coll., Wimbledon 
Angus, J.L. Tynemouth H., Tynemouth 
Anning, H.P. St. John’s Coll., Southend 
Arch,A.B. Gram. S., Romford 
Archer, H.W. Brunswick H., Maidstone 
Ashworth,A.C. Earls Colne Gram. S. 
Atkinson, H. Lytham Coll., Lanes. 


Atkinson,S.F. Portland St. S., Leamington 
Attree ,V.H. University S., Hastings 


Austin,E. 116 St. Owen St., Hereford 
Austin,J.B. Raleigh Coll., Brixton 
Bachmann,E.T. Oxenford H., Jersey 
Bagley, E. Coll. S., Bowes Park, N. 
Baines,G. Lytham Coll., Lancs. 
Baker, H. Edgbaston Acad., B'ham 
Baker,O.A. Norwood Central High S. 
Baldwin, H.C.C. 


Greenwich Prep. S., South St., S.E. 
Balleny,J.C. Elm Pk. 8.,Neweastle-on-Tyne 
Bantill, M.E. Acton Comm. S. 
Barclay,J.H. High S., Whitley Bay 
Barnes, H.  KilgrimolS., St. Annes-on-Sea 


Barnes, R.H. St. John’s, Worthing 
Barnett, B. Edgbaston Acad., B'hain 
Barnwell, H.M. Leamington Coll. S. 
Barrow, A.K. Sandwich 8S. 
Barten,J. High S., Romford 
Bartholomew,S. 

Comm. & Civil Serv. C., Forest Gate 
Barton,A.L. Bedford Coll., Clapham 
Barwick, F. Rutland S., Filey 
Basker,H.R. Eversley, Weston-s,-Mare 
Bates,A.S. Highfield S., Chertsey 
Batten, J. de H. Mary St. H., Taunton 
Bayes, J.D. Leamington Colt. S. 
Bay field, W.F. Croad’s S., King’s Lynn 
Beach, M.H. Raleigh Coll., Brixton 
Beckwith, H.G. Sonthport Modern 8. 
Beere, R. H. Portland St. S., Leamington 


Bel, R. Comm. & Civil Serv. C., Forest Gate 


Bell, R.D. Sandwich 8. 
Bell, T.O. Earls Colne Gram. S. 
Benest, P.G. Jersey Modern 8. 
Bennett, H.C. Westtield H., Reading 
Bennett, N. D. Apsley H., Margate 
Bennett, R. Bmnswiek H., Maidstone 


Bennett, T.S. The College, Weston-s.-Mare 


Berry,R.E. Sonthport Modern S. 
Betney, F.W. Black pool Gram. S. 
Billington, H. St. John's Coll., Brixton 
Bird, A.H. Sydenham H., Leamington 


Birtwistle. F. Kilgrinol N., St. Annes-on-S. 
Bishop, F.W. Portland St. S., Leamington 
Blackmore, H.D. St. Blazey Gate Gram. S. 
Blake,C.G. Hythe 8. 
Bleackley,A.V. Lytham Coll., Lanes 
Bleiner,A.  Pierremont Coll., Broadstairs 
Bloy,C.R. New Coll., Margate 
Blundell,S.T, Cliftonville Coll., Margate 
Blyth,C.W. Ascham Coll., Clacton-on-Sea 


Blyth,G. High S., Brentwood 
Blyth, R.S. Earls Colne Gram. S. 
Bobbett. J.A. Ascham H., Clifton 
Bobby,W.C, Cliftonville Coll., Margate 
Bodley, W. Torquay Public Coll. 
Bollam,M. Elm H., Wareham 
Booth,S. B. Edgbaston Acad., B'ham 
Booth, T.O. Edgbaston Acad., B'ham 


Botham,C.EB. The College, Walton-on-Naze 


Bowyer,S. High S. for Boys, Jersey 
Brace,C.G. Park S., Wood Green 
Bracher, E. W. Wilsford H., Devizes 
Bradford, H. Leamington Coll. S. 
Bradford, L. Eversley, Weston-s.-Mare 
Bradley,F.D. Northgate S., Winchester 
Bradshaw, F.A. High 8., Romford 


Bredon,A.8. 14 Grosvenor Cres., Scarboro’, 


Brewerton,A. Scarisbrick Coll., Birkdale 
Briercliffe,R.D. Farnworth Gram. S., Bolton 
Briggs, H.8. Southport Modern S. 
Briggs,8. St. Patrick’s, Bradford 


EXAMINATION.— PASS 


BOYS. 


Broadhead, L.R.Central Hill Coll., Norwoad 


Brooks,S8. W. Blackpool Gram. 8. 
Broome,J. Whitworth S., Derby 
Broomhall,T.H. Barnsley High 8. 
Brown, E. EB. Southgate Coll., N. 
Brown, G.R. Northgate S., Winchester 
Brown,H. Cowes Gram. 8. 


Brown, H.L. Carlton Road S., Burnley 
Browu, H.P. WinchesterH., Redland, Bristol 
Brown,Jd. Brunswick H., Maidstone 
Brown,J.T. Southgate Coll., N. 
Bryan,C.H. Towcester S. 
Bryan,H. Archbp. Holgate’s Gram. 8., York 
Bucklev,C.H. StourwoodColl. Southbourne 
Buckpitt,V. Grosvenor Prep. N., Bath 
Bunee,J.F. Herne Bay Coll. 
Bunt, F.H. Comm. S., Penzance 
Burns,J.A. Central Hill Coll., Norwood 
Burrough, H.M. Private tuition 
Burton. P.E. Blackpool Gram. §. 
Butler, H. 

St. John’s Royal Latin 8., Buckingham 
Butterworth, C. Grafton H., Manchester 
Bygrave, H.C. St. John's Coll., Brixton 
Caddock, W.H. Southport. Modern S. 
Campbell,P. St. Aubyn’s, Woodford Green 
Campbell-Whyte, A. 

Waltham Coll., Waltham Cross 
Tynemouth H., Tynemouth 

Grafton H., Manchester 

Caversham H., Caversham 
Cawley,J. St. Patrick’s, Bradford 
Chate, H. Mutley Gram. S., Plymouth 
Champion, A. H. The College, Weston-s.-Mare 
Champion,G. New Coll., Margate 
Charlesworth,C.E. Barnsley High S. 
Chatto,J.R.C.K. Private tuition 
Chittell, S. Norwood Central High 8. 
Clare,G.A. Marlborough Coll., Tue Brook 
Clark,P. Coll. S., Bowes Park, N. 
Clark, W.R. The Halve, Trowbridge 
Clarke, F.P. Apsley H., Margate 
Clemow, D. Mary St. H., Taunton 
Coates, A.C. 

St. John’s Royal Latin 8., Buckingham 
Codiferro,P.G. Wellington S., Deal 
Cohen,G.A, Great Ealing S. 
Cole,G.F. Hythe 8. 
Coleman, P. Lynwood, Trowbridge 
Collenette,C.L. St. Aubyn's, Woodford Green 
Collinge,J. Carlton Rd. S., Burnley 
Collins, F., Brunswick H., Maidstone 
Collins, J.S. Acton Comm. S. 
Constantine, V. Lytham Coll., Lanes. 
Cook, D. De Gresley Lodge, Southsea 
Coombe,S. High S. for Boys, Jersey 
Cooper, F.L. Marlborough Coll., Tue Brook 
Cooper, T.W. Highfield S., Chertsey 
Coppen,G.S. High S., Romford 
Corse, B.D. 

Comm. & Civil Serv. O., Forest Gate 
Cosway, W.H. Greenway H., Tiverton 
Couche,C. H. Mt. Radford S., Exeter 
Couche, J.A. Mt. Radford S., Exeter 
Coveney, E.J. Brunswick H., Maidstone 
Cox, W.G. Acton Comm. 8S. 
Crabtree,C.J. HighS., Sonth Shore, Black pl 
Craighead, R.F. Blackpool Gram. S. 
Crane, E.F. Edgbaston Acad., B'ham 
Creasy, W.S. New Cross Coll. 
Crick, H. 2 Hazelwood Rd., Northampton 
Cringle, A. Comm.&Civil Serv.C. Forest Gate 
Crittall, W.F. Clacton Gram. S. 
Crocker, E.J. South Park Coll., Winbledon 
Crockwell, L.H. W. Torqnay Public Coll. 
Cropp, W.G. Salvandy Terrace S., Jersey 
Cropper,J. B. Southport Modern S. 
Crowther,C. E. 

High 8S., South Shore, Black pool 
Dalby, H.S. Portland St. S., Leamington 
Dale, L.G. Earls Colne Gram. S. 
Daniel, R.M. Marlborough Coll., Tue Brook 
D'Arcy,N. 

St. John’s Royal Latin S., Buckingham 
Darnton, L. Hounslow Comm. Coll. 
Davies, E. Arlington H., Newport, Mon. 
Davies, F.L. Modern Coll. S., Rhyl 
Davies, J. Pierremont Coll., Broadstairs 
Davies, W.H. Edgbaston Acad., B'ham 
Davison, R. A.P. Surrey H., Anerley 
Dearing, W. Brunswick H., Maidstone 
Decaristo, A. Stoke Newington Gram. S. 
De La Mare, C. J. High S. for Boys, Jersey 
Dewbery,E.W. Spencer H., Northampton 
Dickens, H.C. Brunswick H., Maidstone 
Dillon,C. L. St. Winifred's S., Torquay 
Dixon,G. W. Sudbury Gram. 3. 
Dobson, H. Archbp. Halgate’s Gram. S., York 
Dodsley,D. Carlton Road S., Burnley 
Dedson,G.H. Sudbury Gram. S. 


Carey, F, 
Carter,S. K. 
Case,S.T. 


Doody,C. W. Northgate S., Winchester 
Dore,A.H.M. Portland St. S., Leamington 
Double,C.F. Cliftonville Coll., Margate 
Douglas,J.T.M. Cricklewood S., Willesden 
Dowling,J.A. Pierremont Coll., Broadstairs 
Drayson, E.H. High Park Hall Coll.,Ryde 
Duckworth, W.C. MarlboroughC. Tue Brook 
Dugdale,D. Kilgrimol S., St. Annes-on-Sea 
Dummett,G, Norwood Central High S. 
Dunn,S.8. Wellington S., Deal 
Edre,J.A. Barton S., Wisbech 
Edginton, W.E. Devizes Gram. S. 
Edwards,C.G. StourwoodColl. Southbourne 
Edwards, E.G. St. Margaret's, Cardiff 
Edwards, H. Loughton 8. 
Edwards, W. High 8.,South Shore, Black pool 
Eldridye,J.G. Leamington Coll. S. 
Elliott,G. K. Highfield S., Chertsey 
Ellison, W.T. Portland St. S., Leamington 
Elphick,S.B. Ascham Coll., Clacton-on-Sea 
Eltringhan.,S.H. ElmPark S8.,N'castle-on-T. 
kmery,E. A.B. Shepton Mallet. Grain. S. 
Enfield, A.H. Gravesend Modern 8. 
Escolme,J. Blackpool Gram. S. 
Esnouf,A.E. Oxenford H., Jersey 
Evans,G.F. Modern Coll. S., Rhy? 
Exley,O. Archbp. Holgate's Gram. S., York 
Faulkner, W. Waltham Coll., Waltham Cross 
Fazan. A. E. Thanet Coll., Margate 
Fazan, L.C. Thanet Coll., Margate 
Fearnhead,E.A. Claremont Coll., Blackpool 
Fenton,J. Blackpool Gram. 8. 
Few, A.W. Devizes Gram. 8. 
Fielden, H. The College, Weston-s.-Mare 
Finney, E.B. Gravesend Modern S. 
Fish, D.H. St. Aubyn’'s, Woodford Green 
Fisher, H.W. Black pool Gram. 8. 
Fisher,J.D. 

Christ Ch. Hr. Grade S., Southport 
Fisher, W. Gravesend Modern 8S. 
Flatman, W.H.J. Hightield S., Chertsey 
Fletcher,C. B. Spencer H., Northampton 
Fletcher, E. Barton S., Wisbech 
Fluck,C.G. Stoke Newington Gram. S. 
Foley,J.W. Raleigh Coll., Brixton 
Forbes, A. Christ Ch. Hr.Grade 8. Southport 
Forbes,S. H. New Cross Coll. 
Foster, H.O. Loughton 8. 
Foster,S. St. Bede’s Coll., Hornsea 
Foxwell, E. Sydenham H., Leamington 
Francis,R.R. Cliftonville Coll., Margate 
Gallichan,S. Oxenford H., Jersey 
Galloway,J. High 8.,South Shore, Black pool 
Galt, R.L. Leamington Coll. S. 
Gardiner, A. Castle Coll., Guildford 
Gardner,C.V. 

St. John's Royal Latin S., Buckingham 
Garratt, J. Barton S., Wisbech 
Garrett, H.V. Monk Bridge 8., York 
Gaskell,C.C.T. Eversley, Weston-s.-Mare 
Gattield, E.K. Cliftonville Coll., Margate 
Geall, P. D. Colebrook H., Bognor 
Germain, J.P. Charing Cross 3., St. Heliers 
Germain, W. Pembroke H., Jersey 
Germon,N. H. Greeuway H., Tiverton 
Germon, R.A. Greenway H., Tiverton 
Gibson,R. Old Elvet S., Durham 
Gilbert,G.H. Claremont H., Wateringbury 
Gill, H. Marlborough Coll., Tue Brook 
Gill, R. Gram. 8., Shoreham 
Gladwin, W.A. Apsley H., Margate 
Godwin, L.C. Winchester l., Redland, Bristol 
Golding, H.H. Ntourwood C., Southbourne 


Goodale, R.R. Gram. S., Spalding 
Goodale, J.C. Gram. S., Spalding 
Goodchild, H.H. Earls Colne Gram. 8. 


Goodinan, E. 
Gostelow, A.C. 
Graham, A. 
Graham, R. D.C. 
St. Catherine's, Littlehampton 
Grantham,P.V. St. John's, Worthing 
Grassam,T. Spalding Central Classes 


Grosvenor Prep. S., Bath 
Gram. S., Spalding 
High S., Romford 


Greenwood, R.A. Monk Bridge S., York 
Griffith, V.I Oxford H., Brighton 
Grithths,A. Acton Comm. S. 


Grigg. E.J. Winchester H., Redland, Bristol 
Grist, E.G. Devizes Gram, 8. 
Guiton.J.E. Jersey Modern 8. 
Gunn, F.V. Ascham Coll., Clacton-on-Sea 
Haines, W. D. Univ. S., Hastings 
Hall,J. Blackpool Gram. S. 
Hal, R.C. Private tnition 
Hall, W. Comm. S., Penzance 
Hallett,C.A. Grosvenor Prep. S., Bath 
Hamilton,J. Hizhfield S., Chertsey 
Hammond, W.T. CombeLodveS.,Gt. Malvern 
Hancock, H.W. Univ. S., Hastings 
Handford,D.J. Arlington H..Newport, Mon. 
Hanson, H. Black pool Gram. S. 


LIST, CHRISTMAS, 1899. 


Hanson,T. E. 
Harkness,T.H. 
Harrington,G. W. 
Harrison, A.E. 
Harrison,C. H. 

Comm. & Civil Serv. C., Forest Gate 
Harrison, E. Black pool Gram. SN. 
Harrison,J.W. Black pool Gram. S. 
Hasler, A.E. High 8. for Boys, Jersey 
Hasler,J.F. High S. for Boys, Jersey 
Hawes, E.T. 

St. John's Royal Latin S., Buckingham 
Hawken,B.B. Leamington Call. N. 
Hawkirs,J.H. Claremont Coll., Blackpool 
Haydon,F.G. Raleigh Coll., Brixton 
Hayman,R. L. Gram. S., Romford 
Hayman, W.S. Mary St. H., Taunton 
Haynes,N. Portland St. S., Leamington 
Haywood,G. University S., Hastings 
Heard,G. D. High S., Romford 
Heayn, H.A. St. Austell S. 
Henderson, A.F. Cliftonville Coll., Margate 
Hepworth, S.C.J. Southgate Coll., N. 
Hey wood, F.S. New Coll., Margate 
Hibbs,F. A. Elm H., Warehmn 
Hide,C.C. Comm. S., Ludlow 
Hillkirk,W.B. Belgrave Villa S., Lee, S.E. 
Hills, P.C. St. John's, Worthing 
Hince, H.L. Milton Coll., Ullesthorpe 
Hinchifte,C.H. Thorne Gram. 8S., Doncaster 
Hindle, W.E. 

Christ Ch. Hr. Grade 8., Southport. 
Hitchcock.M.C. Earls Colne Gram. S. 
Hobbs, A. R.M. Towcester S. 
Hobson, R.J. Sydenham H., Leamington 
Hodge,J. Comm. S., Penzance 
Hodgson, A. Lytham Coll., Lanes. 
Holden, P.G. eamington Coll. S. 
Holgreaves, W.F. MarlborouchC,,Tue Brook 
Holl, E.G. Wandsworth H., Heaton 
Holland, R.L. Southport Modern S. 
Holt, J.T. Towcester S, 
Hopkins, A.E. KilgrimolS.,St. Annes-on Sea 
Hopkins, R.J.W. Highfield S., Chertsey 
Horn,A.C.R. Loughton S. 
Horne, B.C. Hounslow Comm. Coll. 
House,C.H. Shepton Mallet Gram. SN. 
Howles,E.T. Stoke Newington Gram. S. 
Hughes,E.F. Hillsborough S., Tunb. Wells 
Hughes,J.V. Southport Modern S. 
Hume,A, — New Coll., Margate 


Norwood Central High 8S. 
Torquay Publie Coll. 
Gravesend Modern S. 

St. John’s Coll., Brixton 


Hume,G. New Coll., Margate 
Hunt,A. Oxenford H., Jersey 
Hunter,M. Southdown Coll., Eastbourne 


Huntsman, H. Highbury Park S., N. 
Husband,W. Charing Cross S., St. Heliers 
Hutton,E. Northgate S., Winchester 
Hyde, F. Lytham Coll., Lanes, 
Hyland,D. Kilgrimol S., St. Annes-on-Sea 
Niman, J.C. H. 

St. John’s Royal Latin S., Buckingham 
Ireland, W.G. St. Winifred’s S., Torquay 
Jackson, H.E. Raleigh Coll., Brixton 


Jacobs, P.J. Tivoli H., Gravesend 
Jager, F.W. Stoke Newington Gram. N, 


Jaques, A.B. 
Jaques, W.G. A. 
Janes, R.A. 


Tynemouth H., Tynemouth 
Gram. S., Romferd 
Thanet Coll., Marrate 


Jarvis, J.H. Cliftonville Coll., Margate 
Jean, J. W. High S. for Boys, Jersey 
Jetferv, H.J. Thanet Coll., Margate 
Jetlreys, E. L. Gram. S., Shoreham 
Jenkinson, J. 20 Eastgate St., Stafford 
Joachim, B. High S., Sutton, Surrey 


Joel, E.C. Gravesend Modern S. 


Johnstone, R.E. Allerton H., Watford 
Jolly, D. St. Aubyn’s, Woodford Green 
Jones,G. Cowes Gram. 5. 
Jones,T. Ashgrove S., Clifton 


Judson, T.C. Private tuition 
Kaiser,C.R. Abp. Holgate's Gram. S.. York 
Keeshan,H. Whitchurch Gram. N. 
Kemp, H.V. Claremont Coll., Blackpool 
Kench, L.S. Sydenham H., Leamington 
Kennedy, A.B. Pierremont C., Broadstairs 
Kennett, A.J.S. Leainington Coll. N, 
Kennett, D.G. Brunswick H., Maidstone 
Kenrick, W. Southport Modern sS. 
Kenworthy, W. Southport Modern N8. 
Kershaw, R. Kilgrimol S., St. Annes-on-Sea 
Kettle.R. Comm. &Civil Serv. C..ForestGate 
Kidd, E.J. Wiuchester H., Redland, Bristol 
Kidd, R.E. Broadgate S., Nottingham 
Kidman,C.J. Barton S., Wisbech 
Kinch, H. Christ Ch. Hr.Grade S., Southport 
King,C.F. 116 St. Owen St., Hereford 
King,C.M.D. Claremont H., Wateringbury 
Kirkaldy,C. H. St. Aubyn’s, Woodford Green 
Kneebone, A. St. Austell S. 
Knight, L. Southport Modera 8, 


110 


BOYS, Junior FormM8—Continued. 
Knowles, F.H. The College, Weston-s,-Mare 


Richards, R.S.H, Sto 


ke Newington Gram. S. 
Richardson, C. E. i 


Univ, S., Hastings 


Stocker, W.M. Coll. S., Bowes Park, N. 


Brockley H., Peckham Rye Comm. Stokes, J.W, Castle Coll., Guildford 


Knowles,J. W. Lancaster Col., Morecambe Mitchell W.H. V. Clacton Gram. S. Richardson, D.S. Strange, A.G. Gravesend Modern 8. 
bey, L.J. Oxenford H., Jersey Monk, H.G. Northgate S., Winchester St. Aubyn's, Woodford Green Strange, A.R.B. Gram. 8., Shoreham 
Lang, F.H, Allerton H., Watford Monkman, R.G. Croad's S., King’s Lynn Rigby, L. Claremont Coll., Blackpool Strange, D.T. F. University 8., Hastings 
Langlois, P, High S. for Boys, Jersey Monks,C. P. Farnworth Gram. S., Bolton Rimington,H, Strickland,J.G. The College, Weston-s,-Mare 
Langstone, A, Westfield H., Reading Morgan,M. Marl borough Coll., Tue Brook Rand 8., Oswald Rectory, Wragby {Sntelj fle,T.  Kilgrimo] S., St. Annes-on-Seg, 
Larke, A.J. Stoke Newington Gram, 8 /Morissey, T.H. The College, Weston-s.-Mare Ritchie, F.S. Thanet Coll., Margate Sutton, F.W, Raleigh Coll., Brixton 
Lathbury,C. L. Hightield S., Chertsey Morley, G.C. Sudbnry Gram. S. Ritchie, B.P, Thanet Coll., Margate Swan, K.T Park S., w reen 
Latter, R, Crompton S., Southend Morris, P, Great Ealing S. Robbins, c, St. John’s Coll., Brixton Syvret, R.L. High 8. for Boys, Jerse 
Lawrence, H.C. Hightield S., Chertsey Morrison, J.C. Gram. S., Spalding Roberts, W.H.8, TheCollege, Weston-s.-Mare Taberner, W.H Farnworth Gram. 8. Bolton 
Lawry,T. St. Austell S. Mortimer,G, Torquay Public Coll. Robertson, A.V, Talbot,5S Brunswick H , Maidstone 
Learmonth, A. oss, A, Great Ealing S. Comm. & Civil Serv. C., Forest Gate Tallis, C.J. . James’ Coll. -, Jerse 
Kilgrimol S., St. Annes-on-Sea Moxham, W.E. Tynemouth H., Tynemouth Robins, E.T, Southport Mod, S. Tatham, H.H, Leamington Coll. 8. 
LeBrocq, J.W, High 8. for Boys, Jersey Moy-Thomas,¢. Southdown C., East bourne Robins, A.J, Edgbaston Acad., B'ham Tatterstield,H. W, St. Winifred's S., Torquay 
LeBrocq,S. E, igh $ l ingt 


Muller, P, High S., South Shore, Black pool 


Robins, W.A. Oxenford H., Jersey 
Munsey, W.F. The College, Heaton Moor i 


Harleston H., St. Lawrence, Jersey Robinson, D, Kilgrimo] S., St. Annes-on-Sea 


Taylor,C.H. gbaston Acad., Birmingham 
LeBrocq, W.E. High 8. for Boys, Jersey Nancollas, G.T. St. Blazey Gate Gram. S. Robinson, D, M, Gram. S., Spalding Taylor,C St. Winifred'a -» Torqua 
LeCappelain,T.q. Nason, C. W., University S., Hastings Robinson, F. Barton N., Wisbech Tebbs, J.M, rton S., Wisbec 
Belvoir H., St. Peter's, Jersey Naylor, J, Black pool Grain. 8. Robinson, H.T. Univ. 8., Hastings Thane, W.R. Leamington Coll. 8. 
LeCornu, P., Needham, R.L, Oxford H., Brighton Robinson,J. D. Marlborongh C., Tue Brovk Thomas, A.B, Redland Grove Coll., Bristol 

Harleston H., St. Lawrence, Jersey Neesam, H. Archbp. Holgate's Gram. S, York Robinson, S.G. St. Bede's Coll., Hornsea Thompson, F.D. Oxford H., Brighton 
Lee, R.S. N, Sudbury Gram. 8. Newton. J. Allenby Coll., Derby Robson,§, St. Bede's Coll., Hornsea Thompson, H.C. Oxford H., Brighton 
LeFeuvre,G.¢. Oxenford H., Jersey Nickson, F. Kilgrimol S., St. Anties-on-Sea Rockett, A.V, Coll. S., Bowes Park, N. Thompson, W.H. Blackpool! Gram. 8, 
Legg,T.E. St. Aubyn’s, Woodford Green N iedermayer, R. A. Roe, B.J, Bt. John’s Coll., Southend Thornber, W, Carlton Rd. 8., Burnley 
LeGresley, E.T. Seuthdown Coll., Eastbonrne Roissier, C.J. E. Ashton Coll., St. Heliers 


Tinney, R.H.L, 
Harleston H., St. Lawrence, Jersey Norris, H. A. Raleigh Coll., Brixton Roht, G.E. King’s Coll., Wimbledon Kingsgate Comm. Coll., Broadstairg 


LeGresley, H.T. Oakley, R.W, Wilton Grove S., Taunton Roper, F.W., Hounslow Comin, Coll. lTitjen, M.G. University 8., Hastings 
Harleston H.,‘St. Lawrence, Jersey Oates, R.H. Mile End H., Newport, Mon. Russell, N.P, Highbury Pk, N., N. Todd, A. 
Leighton, F. Norwood Central High S. Okey,T, Gram. S., Romford Sale, R.F. Hfracombe Coll. Comm. & Civil Serv. C., Forest Gate 
LeMasurier,C.F. Ashton Coll., St. Heliers OWA T.M. Brunswick H., Maidstone Sampson, L. Tivoli H., Gravesend Todd, J, Brunswick H., Maidstone 
Masurier,J.P. High 8. for Boys, Jersey Orviss, H.G. Salvandy Terrace S., Jersey Sanders, H, Comm. 8., Ludlow Todd, R.J.K, Greenway H., Tiverton 
Sueur,J. High S. for Boys, Jersey Oswald, W.J, Old Elvet S., Durham Sanderson, W.M. Tombs, W. D.R. 
Levene, L.L. Tivoli H., Gravesend Owen, P. Comm & Civil Serv., C., Forest Gate Holmwood H., South Hil Park, N.W. 
Levett, P. New Coll., Margate Owers, S.A.V. Glenwood Coll., Newmarket y St. Austell S. Toogood, E.H. St. Bede's Coll, Hornsea 
Levin, M.I. Great Ealing 8, Palliser, T.A. Elm Park S., Newcastle-on-T, Sargeant, R.A. Lancaster Coll., Morecambe Trachy S.J. Belvoir H., St. Peter's, Jerse 
Liddiatt, A. W. Clacton Gram. S. Palner, G.E, Southdown Coll., Eastbourne Satchell, C, High S., Whitley Bay Tregaskis, W.G. Torquay Public Coj. 
Limb, A. Elm Bank S., Nottingham Parker, R. Shepton Mallet Gram. 8S. Saunders, W, St. Patrick's, Brad ford Trehen, FJ. Charing Cross S., St. Heliers. 
Linden,J.F, Clacton Grain. §. Parkes,C.G.S, Savill,c, High 8., Romford Treveal,J.G. The College, Weston-s,-Mare 
Lindsay,G.M. Raleigh Coll., Brixton Comm, & Civil Serv. C., Forest Gate Saward, T.W, Loughton 8, Turner, A St. Austell S 
Line,T, Apsley H., Margate Parry-Jones, D. R. Leamington Coll. S. Sayers, W.H. Brunswick H., Maidstone Turner, E.G Herne Bay Coll. 
Ling, H.E. King’s Coll., Wimbledon Pascoe, F.J. St. Austell S. Scammell, E, Hart H., Burnham, Som. Turner, R. Southport Modern S. 
Liuctord, K.G. Hightield S., Rock Ferry Pearce, W.E, St. Austell S. Scannell, H.G. Raleigh Coll., Brixton Turner, R.H. 
Lippa, A. Sudbury Gram, 8. Pelling, R. E. Ivel Bury 8., Biggleswade Scott, E.C. Great Ealing S. Archbp. Holgate's Gram. 8., York 
Little, H.L. Ashted S., Birmingham Penny,G. Hart H., Burnham, Som. Scott, H.F. Lancaster Coll., W. Norwood Tyler, P, Waltham Coll., Waltham Cross 
Littlewood, L. E. Pentecost, F.G. 


Scott, L. University S., Hastings Tyndall, W, De Gresley Lodge, Southsea 


St. John's Royal Latin S., Buckingham Comm. & Civil Serv. C., Forest Gate |Scott, W.E. Southport Modern S./Tyrer,c. Brunswick H., Maidstone 
Littlewood, R.A. ; Penty, F. Archb'p. Holgate’s Gram. S., York Seruton, A, Hart H., Burnhain, Somerset, Tyrer, R.L. Brunswick H., Maidstone 
St. John’s Royal Latin S., Bnekingham Perceval, J.L. Surrey H., Anerley Senlly, A.J. Private tuition Tyson, L.A. Apsley H., Margate 
Livermore, H. Raleigh Coll., Brixton Percival,C, Thanet, Coll., Margate Searby, H. Gram. S., Spalding Unwin, R.H, Earls Colne Gram. 8, 
Llewellyn, W.M. Perkin, E.A.O. Greenway H., Tiverton Sellars, H. Blackpool Gram. 8. Valois, F.J, 
Kingsholme S., Weston-s.-Mare Picot, H.S. High S. for Boys, Jersey Settles,G. W.R. Harleston H., St. Lawrence, Jersey 
Lioyd,F.J. Greenway H., Tiverton Picot,J. High S. for Boys, Jersey Comm. & Civil Serv. C., Forest Gate Venn, H.J. Mt. Radford S., Exeter 
Lomas-Smith, E.V, Southdown C., Eastb’rne Pinks,S. R. New Cross Coli, Seyfried, J.F., High S., Rom ford Vergeth,G, Barton 8S., Wisbech 
Lones, A, Allerton H., Wat ford Piper, A.H. Leamington Coll. 8, Sharland, R.H. St. John's Coll., Southend Villar,G. The College, Weston-s.-Mare 
Long, E.C. Private tuition Plank, H. Stoke Newington Gram. S. Sharp,T.s, Ascham Coll., Clacton-on-Sea Waite, B.A.B. Spalding Central Classes 


Longrigg, J.H. Portland St. S., Leamington 
Longrigg,J.H. Hightield S., Rockferry 


Pocock, P, Hart. H., Burnham, Som. 


Sharples, W, Claremont Coll., Black poo) 
Poingdestre,C. E. CharingCrossS. St, Heliers ‘ 


Wakeman, A.R. Clif House Coll., Hove 
Shenton,c. F.G. Northyate 8., Winchester 


X ; Walden, H.E, High 8. for Boys, Jersey 
Looker, A.G. Grafton H., Manchester Polkinghorne, W.G. St, John's C., Brixton Shephard, W.E. Edgbaston Acad., B'ham Walker, H.A, Highfield S., Rock Ferry 
Lovedee, W.H. Leainington Coll. 8./Pollard, H. Comm. S., Penzance Sherriff, B. Northgate S., Winchester Walker, W. Blackpool Gram. 8S. 
Lowish, W.J, Rutland S., Filey Pollexfen, F.J, Silverlock, H, Oxford H., Brighton Wall, M.C. Mary St. H., Taunton 
Luckock, P.B. Stoke Newington Gram. 8, St. John's Royal Latin S., Buckingham Simon, A, Leamington Coll. 8, Wall. R.M. Comm. S., Ludlow 
Lyon,H.W. Monk Bridge 8., York Ponting, R.H. The College, Weston-s.-Mare Simpson,J. Brunswick H., Maidstone Wallace, R.C. Seven Kings Gram. S. 
Macaulay,C, Newhaven Coll. Pope, E.B. Grosvenor Prep, S., Bath Simpson,O.G.E. Private tuition Wallis, H.G. Bt. John’s Coll., Southend 
Mace E.R. Hythe S. Poppy,G.K. Gleuwood Coll., ewmarket Slater, A. Cowes Gram. S. Wallis, O.P, St. John’s Coll., Southend 
Maddison, S.P, Acton Comm. S. Pottie,G. Sloper, E.M. Boys’ Coll., Devizes Walmsley, J omm. S., Astley Bridge 
Maiden, A.E, South port Modern 8, Comm, & Civil Serv. C., Forest Gate Smallbones,C. E. Devizes Gram. S. Walter, H. Central Hill Coll., Norwood 
Makin,G. Kilgrimol S., St. Annes-on-Sea Powell, A. L. Aysgarth, Wolverhampton Small wood,G. R, Bowoou H., Folkestone Wanstall,N, P, Cliftonville Coll., Margate 
Maliphant, A.V, Barton S., Wisbech Powell,C. A. Smith,C.B, St. Austell S, Ware, A. Norwood Central High S. 


Malzard,J.P, Charing Crass S., St. Heliers 


Paragon H., Bracondale, Norwich 
Malzard,S. Belvoir H., St. Peter's, Jersey 


Smith,C. W.S. Parkdene & Poyntington S. 
Powell, M.C. Wyncott H., Thornton Heath 


Smith, F.A. Leamington Coll. S. 


Warren, A.E, Wilton Grove 8., Taunton 
Warren, P.E, Wilton Grove 8., Taunton 


Mann,D, St. Winifred's S., Torquay Prangnell,C.R. Northgate 8., Winchester Smith, FJ. Barton S., Wisbech Welch, A.H. Claremont Coll., Black pool} 
Mann,T.H. Earls Colne Gram. § Preller, H.W.G. Belgrave Villa S., Lee, S.E. Smith, W.J. The College, Weston-s.-Mare Welsford,G.N, Greenway H., Tiverton 
Mansfield, A.M. Catford Coll. S., S.E. Prew, L. Hart H., Burnham, Som. Sinyth, R. Univ. S., Hastings Whalen, F.J, Thanet Coll., Margate 
Marchant,S. H.S, Price, K.E, St. Bede's Coll., Hornsea Snell, J. Stanford +» Lydney, Glos. Whippie,J.R., Redland Grove Coll., Bristol 
Greenwich Prep. S., South St., S.E. Prince, P.H, Norwood Central High S. Solomon,V. D. Boys’ Coll. S., Aldershot |W lite, D.R, Southport Mod. S. 
Marchant, W.B. arls Colne Gram. S. Purkiss, F, Acton Comm. S. Southwood, E. White, J.E. High S., Sutton, Surrey 
Marrett, T.J. High 8S. for Boys, Jersey Pye, W.G. 116 St. Owen St., Hereford Comm. & Civil Serv. C., Forest Gate Whittle, H, Claremont Coll., Blackpool 
Marriott, G.L. Private tuition Quorn, L.G. Sowerby, F. A. Mutley Gram. S., Plymouth Whyte, H.S. 
Marsh,J.D. Boys’ Coll. S., Aldershot Comin, & Civil Serv. C., Forest Gate Sporing, B. Comm. & Civil Serv. C., Forest Gate 
Martin, A. W, West Cliff 3., Ramsgate Rainer,G.M. Belgrave Villa S., Lee, S.E. Comm, & Civil Serv. C., Forest Gate Wigg,S.H. Glenwood Coll., Newmarket 
Martin, L.C. Gravesend Modern 8, Rait, R. Northgate S., Winchester Spouse, G.M. Norwood Central High 8, Wigmore, J.R. Towcester S. 
Maskell, J.W. Brunswick H., Maidstone Ralli,T.C, Private tuition Sprott, N.A. Private tuition Williamson, E. 46 Avenham Lane, Preston 
Mathews, J.R. New Cross Gol]. Ramsden, L, Langley H., Ashbourne Spurgeon,s. E, Wilson,C, Sudbury Gram. S. 
Matthews,C, L. St. John's Coll., Southend Randall, H.B. Waltham C., Waltham Cross Comm. & Civil Serv. C., Forest Gate Wilson, C.J. Highbury Pk. 8., N. 
Maundrell, F, Devizes Grain, S. Rawlins, H.G. Devizes Gram. 8. Spurrell, H.P, St. John’s Coll., Brixton Wiltshire, H.J. Devizes Gram. S. 
Mawson,S. A. Comm. 8., Ludlow Ray, R.R. St. Austell 8. Stainton,J.H. Hightield S., Chertsey Witt,C. W. Clacton Gram. 8. 
Maxted,V, Brunswick H., Maidstone Rayner, G.F, Clacton Gram. S. Stanstield,G.H. Tynemouth H., Tynemouth Wood,C. B. Northgate S., Winchester 


Maycock,R.A. High S. for Boys, Jersey Read, W.G, Pierremont Coll., Broadstairs 
Mayers, B, Richmond H. High S., Egremont. Redford,F, Marlborough Coll., Tue Brook 
McKechan, D. Elm Bank S., Nottingham Reed, E. Earls Colne Gram. S, 
Meathrel,F, Winchester H., Redland, Bristol Reid. F, University S., Hastings Stepple, E.C. Herne Bay Coll. 
Mecklenburg, A.P., Hounslow Comm. Coll, Reynolds,G. Hightield S., Chertsey Stevens, H.H, Marlborough C., Tue Brook 
Medlin, L.T, St. Blazey Gate Gram. S, Rice R.K. Oxford H., Brighton |s 

Messervy K, Northgate S., Winchester Richards, R.A. 

Michell,J. B. Comm. 8., Penzauce 


Statham, W, Norwood Central High 8. 
Stedham,S. B. Knowsley, Torquay 
Stedman, E.W, Brunswick H., Maidstone 


Wood,C.J. Sandwich S. 

W. Fern Bank, Harpurhey 
Wood, H. Kilgrimol S., St. Annes-on-Sea 
Wood bridge, P, H. Hounslow Comm. Coll. 
Wright, P. Elm Pk. S., Newcastle-on-Tyne 
Yelland, W.F, St. Austell S. 
Ziman, A. Tivoli H., Gravesend 


St. John’s Royal Latin S., Bnekingham 
wart, W.G. Edgbaston Acad. „Birmingham 


GIRLS. 


Acfield, F.E. gt. Winifred's, Southampton Arch, M.G. Spalding Coll, 8. Bailey. I.D. The Larches, Wolverhainpton Barnes, L. Mowbray S., Sunderland 
Adams, Y.C.M. North Park Call., Croydon Arinstrong, H.N. St. Hilda's, Gosforth-0.-T. Ball E. L. T8 Kennington Park Rd., S.E, Baroni, E. 

Adey R.E. College H., Newbury Askew, C, Castle Hal! S., Northampton Balshaw,S.A, Comm. $., Astley Bridge Clark's Coll. High S., Fitzroy Sq., W. 
Adkin, A.M, Atkinson, G, City of Durham S. for Girls Banbury, A. Sonthernhay S., Exeter Barrett, K. 

Winsley, St. Mildred's Rd.. Lee. SẸ. Austen, D.K, St. Wilfrid's. Hastings | Barclay LM, 26 Ashley Rd., Hornsey Rise Raleigh Memorial S., Stoke Newington 
Aldwinckle, H.M, Summerbrook. Reading Attwooll E O.P., Clifton H., Leyton Barham, M. Tentereroft S., Lincoln Barry, M.I. Private tuition 
Alexander, W. A.R. Private tuition Averill, C.A. Dresden H., Evesham Barker, E. St, Mary’s Conv., Middlesbrough Bartrum, I, The Laurels, Herne Bay 
Amsden, A.I. Private tuition Averill F.V, Dresden H., Evesham Barlow, A.B. Westbourne H., Cowes Baty, LV. Springfield Corbridge-on-Tyne 
Anderson, M. Collingwood Coll., Lee, S.E. Axtens,G.M, Private tuition Barnes, A. "strad H., Newport, Mon. Baxter, G.M. George Green S., Poplar 
Andrews, C.M, Queen’s Coll., Acton Bailey, E. St. Bernard's, Southsea Barnes, H. Saffronholme, Lincoln Bay tield) CJA] Newnhain H., Wimbledon 


Feb. 1, 1900. | 


THE EDUCATIONAL TIMES. 


111 


GIRLS, Junior ForMs—Continved, 
Bayfield, I.R. Newnhain I., Wimbledon 


Baylis,G. P. Brompton Science S., S.W. 
Baylis, L.M. Dresden H., Evesham 
Bayly,D. 6 Orchard Gardens, Teignmouth 


Bazley, M.L. The Halve, Trowbridge 
Beaumont,G. V. Passmore, New Malden 
Bedford, E.R. SomervilleHL., Northampton 
Bedford, M. — Somerville H., Northampton 
Beer, B.L. St. Winifred’s, Southampton 
Bell, D. Brompton Science S., S.W. 


Bennett, M.O. 6Chandos Rd. Buckingham 
Benson, E. 14 Wilson 5t., Derby 
Bibby, A. St. Mary's Conv., Middlesbrough 


Bingley,M. Heathtield H., Cardiff 
Birkenfeld, A. Royal Masonic Inst., S.W. 
Bishop, D.E. Twickenham Coll. 
Bishop, E. Brunswick H., Gravesend 


Blandford, A. The Beeches, Sutton, Surrey 


Bluck,E.Y. Dresden H., Evesham 
Blyton,F. 1. Spalding Coll. S. 
Bodington, R.A. The Gables, Harrogate 
Bolt, N. Towcester S. 


Bond, E.S. 2 Alleyn Crescent, W. Dulwich 
Bond, H.B. 2 Alleyn Crescent, W. Dulwich 
Bone, L.H. Crossbeek H., Hkley 
Bonner, D.A. 6 Chandos Rd., Buckingham 
Bonner, D.J. Alexandra Coll., Southampton 


Booth, A.C. 49 Nicoll Ra, Willesden 
Borrett, D. Waveney H., Harlesden 
Bowdler, A.M.V. Mounttields, Shrewsbury 
Bowes, D. 51 Ditehling Rise, Brighton 
Bowes, M. Sittingbourne Coll. 


Bowler, E, Clark's C. Hizhs., Fitzroy Sq.,W. 


Bowver,M.E. 9 Granville H., Southampton 
Boyd, A.M, Private tuition 
Boyd, L.F. George Green S., Poplar 
Bradley,R. Elin Lodge, Petersham 
Bradley, R. Royal Masouic Inst., S.W. 
Brem, M.F. St. Wilfrid's, Hastings 
Breslauer, V. Brompton Science S., S.W. 


Brewer, M.L Ellerker Coll., Richmond Hill 


Bridger, M.A. High S., Haslemere 
Brine,C.M, Royal Masonic Inst., S.W. 
Brodie,E. , Lanyleigh, Balham 
Brooker,B. Claremont. Coll., Liverpool 
Brooks, E.G. College H., Newbury 


Brown,C.E, Norma S., Waterloo, Liverpool 


Brown,G. Obelisk H., Barnsley 
Brown, R.F. St. George's Coll., Barnsley 
Brownhill,G.S. Wynford H., Belvedere 
Buck, E.C. Priory Farm S., Earls Colne 


Buck,M. Parkholme, Netherwood Kd., W. 
Buckley,E.M. 
High S., South Shore, Blackpool 


Bull,H.M. The Mount, Banbury 
Bull, P. E. Portland St. S., Leamington 
Bullen, K.E. Glenwood Coll., Newmarket 
Bundy,A.L. 


Convent S., The Avenne, Southampton 


Burden, N.V. Mil Hih Coll., Eden Bridge 
Burkinshaw, E. 171 Bedford St., Liverpool 
Burstall,E. 171 Bedford St., Liverpool 
Burton, E.E. Westoe High S., S. Shields 
Bush, E. E. Norfolk Coll., Leyton 
Buswell,M. | St. George's Coll., Barnsley 
Cagney, K. St. André, St. Heliers 
Callender, M. Royal Masonic Inst., S.W. 
Canova,T.K. Royal Masonic Inst., S.W. 
Cant, M.H. George Green S., Poplar 
Caporn,E.R. Haslemere S., Clapham Pk. 


Cardin, E.M. Carden High S., Peckham Rye 


Carpenter,E. Clough S., Reigate 
Carter, L.M. 9 Kingsgate St., Winchester 
Carter, M.F. 5 Clapton S4., N.E. 


Carter,S E. The Mount, Banbury 
Casswell,M.R. Welland Hall Coll., Spalding 
Castle, B.M. George Green S., Poplar 
Chambers, E.M. Newnham H., Wimbledon 
Charles, F.M. 

Summerfield Hall, Maesyewmmer 


Christie, E. Elgin Coll., Bayswater 
Church, E. A. Girls’ High S., Sudbury 


Clare, F.A. Farnborough Parochial S., Bath 
Clark,E.M.E. St. Winifred’s, Southampton 


Clarke,C. Private tuition 
Clay, M.G. Sunny Bank Coll., Wilmslow 
Cleverly, M.E. Marlborough H., Swindon 
Clifton, E. Collingwood Coll., Lee, S.E. 


Coaker, J. 
Coker, M.E. 
St. Michael's Avenue S., Northampton 
Coldman,N.L. 
Langley H., Friern Rd., Dulwich 
Cole, A.R.ConventS., TheAvenue,S hampton 


The College, Totnes 


Coleman, E. Lynwood, Trowbridge 
Collier,E. Camden S., Hull 
Collins, F.M. Orchard Lodge, Malvern 
Collins, K.M. Brompton Science 8.,S.W. 
Congdon J. Claremont Coll., Liverpool 
Connell, K. Haslemere S., Clapham Pk. 
Connell M. Haslemere 8S., Clapham Pk. 
Cook,G.F. Queen's Coll., Acton 
Cooke, A. High 8., Farnworth, Bolton 


Cooke, N. St. Joseph's Conv., W. Hartlepool 
Coope, A. High S., Farnworth, Bolton 
Cornelius, E.R. 6 Orchard G'd'ns, Teignm'th 
Cottell,M.F. 

Normanton, Preston Pk., Brighton 


Coughlan,E. 21 Home Park Villas, Stoke 
Cowley,J. Richmond H.,Breck Rd.,L’pool 
Cowling, M. Girls’ Coll. S., Morley 
Cox,M. St. George's H., Doncaster 
Cranfield, W. Slepe Hall, St. Ives, Hunts 


Creber, B.E. L. 
Valletort Rd., Stoke, Devonport 
Crockett,D.F. 

St. Michael’s Avenue 8.,Northampton 
Crouch,C. E. Clifton H., Leyton 
Culf,D. Priory Farm S., Earls Colne 
Cuppaidze,A.D.G. The College, Totnes 
Curtis,M. 228 Gt. Clowes St., Manchester 
Dale,M.H. Alexandra Coll., Southampton 
Dancy, E.M. Private tuition 


Darby,N. Crescent H., Gravesend 
Darley, M. Lime Tree H., York 
Davidge, E. Frimley Road S., Camberley 
Denham, A.M. Clifton H., Ramsgate 
Denny, E. Wilber H., Biggleswade 


Diggle, L.W. 
Diggle, M.F. 
Dinwoodie, EB. 
Dixon, A.G. 
Dixon, E. D. 


Allerton H., Watford 
Allerton H., Watford 
Richmond H., Egremont 
Romford H., Forest Gate 
Belle Vue, Herne Bay 


Dixon, K.M. Hightield S., Harrogate 
Dixon, Z. Mowbray S., Sunderland 
Dobson, I. Clough S., Reigate 
Donkyn,M. Clough S., Reigate 
Donovan, E. Convent of Loreto, Hulme 
Dorrell,C, Royal Masonic Inst., S.W. 
Downes, F. Westhourne H., Cowes 
Dranstield, A. 9 Victoria Rd., Barnsley 


Drew, N.B. Duke Street Girls’ S., Bath 
Driscoll, N.E. Ashton H.,St.Cleiment's, Jersey 
Dudfield, M. Dresden H., Evesham 
Duplock, M.C. Cavendish High S., Redhill 
Durant,G. Milton Mount Coll., Gravesend 
Durn, R.M.H. 

Normanton, Preston Pk., Brighton 


Dyer, W.M. Harley H., Hereford 
Kastauch, F. Waveney H., Harleston 
Eastwood, M. Royal Masonie Inst., S.W. 
Edgar, A. Clanville H., Stoke Newington 


EKdmund,D. Pendennis 8., Streatham 
Edsall, M.B. Langley H., FriernRd., Dulwich 
Edwards, M.C. St. Frideswyde’s S., Penarth 
Edwards, N.C. 

Wallasey Girls’ Coll. S., Liscard 
Elsom,K.TI.R. St. Bede's Colt., Hornsea 
Emily, F.M. Helvetia H., Jersey 


Etheredge,G.J. George Green S., Poplar 
Etheridge, N.G. St. Winifred’s, Shampton 
Evans, A. Claremont Coll., Liverpool 


Evans,A.E. St. David's S., Carnarvon 
Evans, D. Manor Rd. Coll., Twickenham 
Evans, J. Milton Mount Coll., Gravesend 
Evans,I.G, Harley H., Hereford 
Everatt, E.M. Pendennis S., Streatham 
Everitt, M.E. Acton Comm. 8. 
Evett, L.A. Wilton H., Reading 
Exton, V.M. Forest View H., Chingford 
Fairweather,G. 


Coll. S., Brunswick Place, S'hampton 


Farmer, K.M. Private tuition 
Farmer, L.M. Brentwood, Southport 
Fenwick,A. Haslemere S., Clapham Pk. 
Field, E. L. Hazelwood, Hawkhurst 
Fielding, M. Convent of Loreto, Hulme 
Fincken, f. Royal Masonic Inst., S.W. 
Fisher, B.M. The Ladies’ Coll., Halifax 
Fisher,F. Milton Mount Coll., Gravesend 
Foll, K. 99 Manor St., Clapham 
Ford, M.A. Westbourne H., Cowes 


Forster, R.G. Brooklyn HighS., Leytonstone 
Foster, M.E. Albert H., Harrogate 


Fowell, F.M. George Green S., Poplar 
Fowler, A.M. St. Maur Coll., Chepstow 
Fox, B.M. Dudley H., Stanford Hill 
Fox,F. Clifton H., Ramsgate 
Francis, B.E. St. Maur Coll., Chepstow 


Frankland, N.M. Hemdcan H., Caversham 
Freeman, E.S. Private tuitiou 
Freeman, K.M. Private tuition 
Freeman, S.M. Devonshire H., Wincanton 
Frith, A., Convent of Loreto, Hulme 
Frost,E.M. Somerville H., Northampton 
Fry, A. E.E. Somerset H., Redcliffe, Bristol 
Furlonger,G. High S., Haslemere 
Furneaux, E.H. Olive H., Brockley 
Gadd, E.B.  Pestalozzian S., Southampton 
Gallagher, K. St.Joseph's Conv., W. Hartlep'l 
Galliford, E.I. Brompton Science 8,, S.W. 
Gardiner, D.G. Fairhaven, Batheaston, Bath 
Gardiner, K.M. Fairhaven, Batheaston, Bath 
Gardiner, M.P. Girls’ Hizh S., Sudbury 
Gardner, M. Lynwood, Trowbridge 
Garlick, F.C. Girls’S., Promenade, Blackp'l 
Gascoigne,D. St.Mary's Conv., Middlesbro’ 


Gates,G.J. The Laurels, Herne Bay 
Gauntlett, A. E. Verecroft, Devizes 
aent,S. Langley H., Ashbourne 


Gillard,A.M. Fairhaven, Batheaston, Bath 


Girton, A. Brompton Science S., S.W. 
Glantield,O.E. St. Margaret's, Cardit? 


Gledhill, E.M. 

Beech H., Holmes Chapel, Crewe 
Glover, F. E.V. Private tuition 
Glover, F.G. Coll. H., Barbourne, Worcester 


Gloyne, M. St. George’s H., Doncaster 
Godboll,G. Waveney H., Harleston 
Godfrey,F.M. 14 Wilson St., Derby 
Gooda, N. Waveney H., Harleston 
Goodall, S.M, Portway Coll., Reading 
Gooderham, E. Waveney H., Harleston 
Gostelow, L.M. Spalding Coll. S. 
Grant, E. Lea Holm, Waterloo, Liverpool 
Grason, M. St. George's Coll., Barusley 
Grassain,E. H. Spalding Coll. 8. 


Green, K. 
Green, N.L. 
Greenlees, E.M. 

Park C,. Northumberland Pk., Tottenham 
Gregory, E.E. “Camperdown,” W. Norwood 
Gritfiths, M.S. Harley H., Hereford 
Griffits, V. Royal Masonic Inst., S.W. 
Grimshaw, B.B. Girls'Gram. S., Levenshulme 
Gutteling, W.M. 

Park C., Northumberland Pk., Tottenham 
Hacktord,E. Spalding Coll. S. 
Hale, A.M. St. Winifred’s, Sonthampton 
Hall, M.C. The Ladies’ Coll., Halifax 


Waveney H., Harleston 
Rose Bank S., Brentwood 


Hambly, A.D. Wintersdorf, Birkdale 
Hanson,N. The Ladies’ Coll., Halifax 
Hargreaves, M. Eagley Bank, Sonthport 
Harper, M. Norma S., Waterloo, Liverpool 


Harris, E.R. 
Harris, M.G. 
Harris,O. K. 

Longford Girls’ S., Cotham, Bristol 
Harrison, M. 9 Victoria Ril., Barnsley 
Hartley, V. 12 Seafield Ra, Hove 
Hatch, L. Summerbrook, Reading 
Hatsell,L.B. Somerset H., Redeliff, Bristol 
Hauser, L.M. Wm. Gibbs’ S., Faversham 
Hawker, E.R. Westholine, Maidenhead 
Hawkeswood,G.M. Dresden U., Evesham 
Hawkins, A. Coll. S., Stanford-le-Hope 
Hawkins, M.A. Brompton Science S., S.W. 
Haworth,E.M. Ioghton Fer. S., Southport 


Romford H., Forest Gate 
51 Ditchling Rise, Brighton 


Hayhow, W. Glenwood Coll., Newmarket 
Heyward, B. Collingwood Coll., Lee, S.E. 
Hearson, E. Langleigh, Balham 
Hedley. E. St. Maur Coll., Chepstow 
Heller, F.M. Brompton Science S., S.W. 
Herbison, E. Heathtield H., Cardit 
Hexter, H.  Clanville H., Stoke Newington 


Heywood, E. Brompton Science S., S.W. 
Hickley, E.M. Sullivan Coll., Southampton 


Hicks, E. Orchard Lodge, Malvern 
Hills, M. Queen's Coll., Twickenham 
Hilton, E.M. 


Winsley, St. Mildred’s Rd., Lee, S.E. 


Hirschberg, E.J. Wintersdorf, Birkdale 
Holbourn, D.W. Spalding Coll, S. 
Holt,C. Somerville H., Northampton 


Holt F, Brent wood, Southport 
Holthusen,G. M. ClaremontColl., Forest Gate 
Hood, R.G. Langley H., Ashbourne 
Hopps,M. St. Joseph’s Cony., W. Hartlepool 
Horsburgh, H.H. Norma S., Waterloo, L’pool 
Howard, A.E.A. Ripley H., High Barnet 
Howard,M.E. Mile End H., Newport, Mon. 


Howe,S.G. St. Maur Coll., Chepstow 
Howell, R. Devonshire H., Wineanton 
Hoyle,S. The Ladies’ Coll., Halifax 


Hughes,S. St. Joseph's Conv., W., Hartlepool 
Hnnt, D.J. Langley H., Friern Rd., Dulwich 


Hunter,G.M. SomervilleH., Northampton 
Hurst, B.M. Romford H., Forest Gate 
Ibbs,M.T. Coll. S., Stanford-le-Hope 
fevers,C, Brentwood, Southport. 
Hlingworth, L.H. Abbey H., Selby 
Isaacs, I.V. Queen’s Coll., Twickenham 
Isaacs, M.E. Queen's Coll., Twickenham 
Isley,M. Richmond H., Breck Rd., L’pool 


Jack, H.M. 


Norma S., Waterloo, L'pool 
Jackson, D. 


Fonthill S., Barnsley 


Jackson, E. Marlborough H., Swindon 
Jackson,G.L. Private tuition 
Jarman,Q. Royal Masonic Inst., S.W. 
Jay,E. Collingwood Coll., Lee, S.E. 


Jeffrey,A M. Castle Hall S., Northampten 
Jetfery,E.C. Castle Hall S., Northampton 
Jetlreys, E. Milford H., Newport, Mon. 
Jennings, BE. Westoe High S., S. Shields 
Johnson, B.L Margate Ladies’ Coll. 
Johnson, B.E. St. Winifred's, Southampton 
Johnson, I. E.H. Ashleigh H., Pat hiiry 
Johnson, M. L. Woodford S., Southrea 
Jones,C. Collingwood C., Lee, S.E. 
Jones, E.M. St. David's S., Carnarvon 
Jones, M.A. Orchard Lodge, Malvern 
Jones, M.A. Avon IL, Bradford-on-Avon 
Jones, N. St. Manr Coll., Chepstow 
Jones, N. Richmond H., Breek Rd., L'pool 
Jopson,C. F. Carden High S., Peckham Rye 
Kearsey, N. Clanville H., Stoke Newington 


Kelly,G. Heathfield H., Cardiff 
Kent, M.E. ENerker Coll., Richmond Hill 
Kershawe,S. B. 

Elleslie Ladies’ S., Bromsgrove 
Kerwood,J. St. Bernard's, Southsea 
Keyte, L.F. Westholme, Maidenhead 
Kidner, M.W. Bp. Fox's High 8., Taunton 
Kirby, F.K. Somerville H., Northampton 
Kirby, M. 


Haddo & Westwood Coll. S., Scarboro’ 
Klee, F. Mowbray S., Sunderland 
Knight, D.F. Haslemere S., Clapham Park 
Knight, E. Somerville H., Northampton 
Knott,C. A. St. Maur Coll., Chepstow 
Lacey, H.E. George Green S., Poplar 
Laing, F.G. Wiutersdorf, Birkdale 
Lansdell, C. Milton Mount Coll., Gravesend 
Lansdowne, D. Passmore, New Malden 
Lawrence, E.M. Brompton Science S., S.W. 
Lawrence, A.B. Brentwood, Southport 
Lee,P. Milton Mount Coll., Gravesend 
Lepine, M. Queen’s Coll., Twiekenham 
Lesslie, L.V. George Green S., Poplar 
Lewer, B.M, Spalding Central Classes 
Lewis, E. L. Private tuition 


Lewis,G. Milford H., Newport, Mou. 
Lewis,J. Wintersdorf, Birkdale 
Lewis,J.F. Alexandra Coll., Southampton 
Liebes, L. Tivoli H., Gravesend 
Little, I Springfield, Corbridge-on-Tyne 
Lioyd,G.M. South Hornsey High N. 
Lowick, A.L. Howard Coll., Bedford 
Loxton, E.M. L. Wilton H., Reading 


Lubbock, M.W. Brompton Science S., S.W. 
Ludlow, E.M. Albert Pk. Girls’ N., Didsbury 
Lyford, N.B. The Larches, Wolverhampton 


Lyle, A.M. Ystrad H., Newport, Mon. 
Lyon, S.D. Tivoli H., Gravesend 
Malzard, R.P. 43 David PL, Jersey 
Mace, A. Thanet H., Hounslow 
Macgregor, D.K. Private tuition 
Maguire, A.M. St. Andre, St. Heliers 
Manger, J. Helvetia H., Jersey 
Mann, F. Dennington Coll., W. Hampstead 


Marriott, D.F. Private tuition 
Marshall, L.M. Dresden H., Eveshain 
Martin, E.G. Northumberland H. Tottenham 
Martin,G. St. Mary's Conv., Middlesbrough 
Martin, K.M. Areville Coll., Rhyl 
Martin, K.S. Bishop Fox's High S., Taunton 
Masters, L. The Pebbles, Tenterden 
Mathew, K.M. North Pk. Coll., Croydon 
Matthews, D. Milton Mount Coll, Gravesend 
Mawson, F.A. City of Durham S. for Girls 
MeAdam, M.C. | Dudley H., Stamford Thill 
McConneh, E.M. Wintersdorf, Birkdale 
Mefntosh, E.K. Brompton Science S., S.W. 
McLaren, K. Richmond H ‚Breek Rd., pool 
Mecklenburgh,E.C. Norfolk Coll., Leyton 
Mellor, E.M. 

High S., Poplar Avenue, Edgbaston 


Merry, E.M. Parkside, Harrogate 
Metson, ©. F. Priory Farm S., Earls Colne 
Michols,N. 171 Bedford St., Liverpool 


Middleton, L. N.K. 
Brean Down H., Burnham, Som. 


Millard, F. City of Durham S. for Giris 
Miller, A.J. Sunnyside S., Fleetwood 
Miller,C.M. Sullivan Coll., Southampton 


Minty,C.A. Clifton H., Leyton 
Morzan,S. Suminerfield Hall, Maesyewmimer 
Morley.M. Milton Mount Coll., Gravesend 
Morris, D. L. 

Winsley, St. Mildred’s Rd., Lee, S.E. 
Morris, S.A. Ystrad H., Newport, Mon. 
Mostyn, M. Royal Masonic Inst., S.W. 
Monlton, L. Broomfield High S., M'chester 
Muirhead,C.E. Dudley H., Stamford Hill 
Mundle, K. Milton Mount Coll., Gravesend 
Munro, M.B. Parktield Lacies'C., High Barnet 


Murley,H. George Green S., Poplar 
Musker, M.E. 26 Trinity Rd., Bootle 
Nairne, M. Convent of Loreto, Hulme 
Napier,M. 6 Orchard Gardena, Teignmouth 
Neale, V.C. Belle Vue, Herne Bay 
Needs, T. Woking High S. 
Newby,F. Brentwood, Sonthport 
Newsome, M. Girls’ Coll. S., Moriey 
Nichols, D. Wilber H., Biggleswade 
Nicoll,M. Brentwood, Southport 
Norris, L.M. Bp. Fox's High S., Taunton 
Nott, A. Priory Farm S., Earls Colne 


O'Connor, E.K. Mornington H., Portsmouth 
Orchin, M. Addiscombe H., Margate 
Orme. B.M. Clifton H., Leyton 
Orsborn, E.M. Portland St. S., Leamington 
Owen, N. Richmond H., Breek Rd., L'pool 


Owen, W.E. — 26 Ashley Rd., Hornscy Rise 
Pace, E. Fairlawn S., Newmarket 
Paine, O.T. Glenwood Coll., Newmarket 
Palmer, E.F. Belle Vue, Herne Bay 


Parker, L.B. Licensed Vietuallers’ S., S.E. 
Parker, M. E.G. Richmond H., Egremont 


Parkes, E.M. Ystrad H., Newport, Mon. 
Parkin, W. Froebel TI., Eastbourne 


Parkirson, E.M. High 8. for Girls, Gravesend 
Parrott, L.E. Leybourne H., Aylesbury 
Parry, W.H. Girls’ Coll. S., Aldershot 
Partis, A.A. Camden S., Hul 
Paulet, E.M. Brompton Science S., S.W. 
Paull, H. E. City of Durham S. for Girls 
Pearson, B.M. Harley H., Hereford 
Peat, E. L. Harley H., Hereford 
Pell, E.K. St. Michael's Av. N., Northampton 
Pellatt, D.M. Dawson Sq. S., Tynemouth 
Percival, A.M. Avon. H., Bradford-on-Avon 


Pettengill,G, Torrhill Co., Hastings 
Phillips, E. M. Mounttields, Shrewsbury 
Pickup, EF. St. George's H., Doncaster 
PintoL#ite,G, Convent of Loreto, Hulme 
PintoLeite.M, Convent of Loreto, Hulme 
Piper, H.E.M. Brompton Science S., S.W. 
Pleydell, M.B. Addiscombe H., Margate 


Pond, i. R. 
Pocley. L.H. 
Pope, N.T. 
Porteh, B. L. 
Porter, L.S. 
Porter, M. 


Licensed Victuallers’ S., S.E. 
St. Winifred's, Southampton 
Elgiu Coll., Bayswater 
Brompton Science S., S. W. 
Ystrad H., Newport, Mon, 
Waveney H., Harleston 
Postans, M.H. Sullivan Coll., Shampton 
Pover, F. Wm. Gibbs’ S., ee ae 
Powieke,G. Milton Mount Coll., Gravesend 
Price, E. M. 

Convent S., The Avenue, Shampton 
Price,M. M. Girls’ High N., Sudbury 
PritchanlGFE. Private tuition 
Proctor M.M. Welland Hall Coll., Spalding 
Padneyv B. My Girky High N., Sudbury 
Radehtt, M. Win, Gibbs’ 5., Faversham 


112 THE EDUCATIONAL TIMES. [Feb. 1, 1900 


Sherwin, L. St. Bernard's, Southsea [Thomson,A.H. Castle Hill S., Maidenhead |Wheatley,F.E. Westoe High 8., 8. Shields 
Sibthorpe,E. Salisbury H., Littlehampton |Thorburn, M.J. Portland St. 8., Leamington |Whibley,E. Sittingbourne Coll. 
Siddons, H.M. Castle Hall S., Northampton /Thoren,O. St. Joseph's Conv.,W. Hartlepool |White,E. R. George Green S., Poplar 
Siddons, W.A. Castle Hall S., Northampton /Thoumaian, F. L. Howard Coll., Bedford |White, H. 9 Kingsgate Street, Winchester 
Simmonds, B. Wm. Gibbs’ 8S., Faversham [Thurlby,E. Welland Hall Coll., Spalding |White, I.M. Summerbrook, Reading 
Sinith, A. Rougemont Coll., Black pool [Tickle, A. E. 171 Bedford St., Liverpool | Whitehouse, K. D. 


GIRLS, Junior ForMs—Continued. 
Ragg,L.K. Millbridge S., Lower Edmonton 
Railton, H.M. 

Brean Down H., Burnham, Som. 
Ramsbottom, M. Brentwood, Southport 
Randall,A.E. Mile End H., Newport, Mon. 


Rankin, M.M. Sunnyside S., Fleetwood (Smith, A.F. Mill Hill Coll., Eden Bridge |Tildesley,G.I. The Larches, Wolverhampton 40 Haughton Road, Handsworth 
Rapson, E.M. Highwood H., Liskeard |Smith, B. E.H. Harley H., Hereford |Tindall, E. K. Fairlawn S., Newmarket | Whitfield, E.G. Harley H., Hereford 
Rawlins, M. Verecroft, Devizes |Smith,C. Parnella H., Devizes [Tompson,M. Langton H., Bury St. Ed’s|Whiting,G.M. William Gibbs’ 8., Faversham 


Smith, D. D.St. Michael’sAv.S.,Northampton /Toulmin-Smith, L.L.J. Whybrow R. Salisbury H., Littlehampton 
Smith, F.K. Licensed Victuallers’ S., 8. B. “ Camperdown,” W. Norwood |Wiggs, M.E. Millbridge S., Lower Edmonton 
Smith,G.E. Licensed Victuallers’ S., S.E. [Triffitt, A. B. Valley Bridge H., Scarboro’ |Wilby, I. Belle Mont. H., Ossett 


Rayment, M.B. Hemdean H., Caversham 
Rayner,L. 41 Park View Rd., Manningham 
Reakes, E.M. Grosvenor S., Wokingham 


Reain, A.B. High S., Pontefract |Smith,J.M. Girls’ High S., Wanstead |Troop,G. St. Mary's Conv., Middlesbro’ |Wildash,D.K. Eastticld S., Walthamstow 
Reed, M.E. Gwyrfai, East Cowes |Smith, L. Waveney H., Harleston |Truscott,F.M. Castle Hill S., Maidenhead | Wilding, M.E. Orchard Lodge, Malvern 
Rees, L.A. Langley H., Friern Rd., Dulwich |Smith, N.K. Monk Bridge S., York [Turner,E.E. St. Winifred’s, Southampton |Wileman,L.R. 

Reinohl,L.A. Brompton Science S., 8.W. |Smither,J.L. Hemdean H., Caversham |Turner,G.M.K. Crossbeck H., Hkley St. George's Coll., W. Hampetcad 
Reitz, L. George Green 8S., Poplar Snowdon,R. Hizhtield S., Harrogate |Turney,H.J. Prep. 8., Byfield, Northants | Wilkins, B. 9 Victoria Road, Barnsley 
Rendell, L. 8t. Winifred's, S'hampton |Spanton, E. Bloomfield H., Bagdale, Whitby |Turney, L. Guelph H., Margate |Willett, H. Daisy Bank S., Rochdale 
Reynolds, B.A. Sunnyside S., Fleetwood |Sprott,C.M.A. Private tuition |Venton, M.I.T. Haldon View, S. Exeter |Williains, E.A. 


Richardson, E.M. Passmore, New Malden jStandley,V. The Crescent S., Norwich Vigers,J. Clough S., Reigate Summerfield Hall, Maesycwmmer 


Richardson, M. The Elins, Sutton-on-Trent |Stanley, V. The Halve, Trowbridge |Viney, L.E.C. Glebe PlaceS., Clissold Pk.,N. |Williams,G. St. David's S., Carnarvon 
Ridd, L.E. Hazelhurst, Penarth |Starkey, L. Monk Bridge 8., York |Waite,D. | Milton Mount Coll., Gravesend | Williams,L.M.P. 9 King's Avenue, Ealing 
Riley, L. B. Dresden H., Evesham |Starling, E.E. Priory Farm S., Earls Colne |Wakefcrd, M. High S., Haslemere |Williams, M.L,Old Sodbury H., Old Sodbury 
Robb, H.L. Thoresby Coll., King’s Lynn |Ntart,E. A. Hightield S., Harrogate |Walden,E.S. Brompton Science 8., S.W. | Willis, M. College H., Newbury 
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COLLEGE OF PRECEPTORS. 


Hectures for Teachers 


ON THE 


SCIENCE, ART, AND HISTORY OF EDUCATION. 


INTELLECTUAL EDUCATION. 


To be delivered by JAMES SULLY, M.A., LL.D., Grote Professor of the Philosophy 
of Mind and Logic at University College, London. 


SYLLABUS. 


I.—Edneation in its relation to Natural Development—Historical Evolution of 
the Ldea of Education— Different Aspects of Educational End: Fullness of Individual 
Development, Fitness for Life; Readiness for the Social State and the Duties of 
Citizenship —Respective Functions of Parent, State, and Teacher, in Edneation— 
Chins of the Home, of the Child's World, and of the Child’s Inner Self--Relation 
of Education to Social Conditions, to the Spirit of the Age, and to Progress. 


IT.—Intelleetual Education in its relation to Education as a Whole—General 
Valne of the Intellectual Side of Man—Gradual Evolution of the End of Intellectual 
Education: from Practical Skill (the End of Savage Training) to Intelligence— 
Contliet of Ideas of different stages of Culture in Contemporary Discussions: Useful 
Knowledge versus Culture The True Standard of ‘‘ Knowledge- Values ’’—What a 
Cultivated Intelligence includes—In what sense Intelligence can exist in a Child. 


TII.—The Process of Mental Development—Growth of Intelligence or Gradual 
Storage and Assimilation of Material—The Part of Feeling and of Effort in Intel- 
lectual Development -The Organic Base of Intellectual Progress: the Efficiency of 
Sense-Oruuns, Muscles, and Brain - First Movements of Intelligence in the Child’s 
own World (Play), and in the Search for Facts and Explanations—The Problem of 
the Y onng Child’s Curiosity—-The Too Much and the ‘too Little in the way of the 
Grow n-Up’'s Stimulation of the Growing Intelligence. 


IV. —(1) Intellectual Education begins by a Primary Presentation of Sense Material 
— The Wakefulness of the Early Senses--Animal and Human Senses compared— 
The importance of the Finer Exercises of Eve, Ear, and Hand—Interest of Children 
in the: Report of the Senses—Interest and Value of a Testing of the Senses—Over- 
training of the Senses, 


V.—A Child's Interest is in Things rather than in Sensations—The Attitudes of 
Child and Animal towards the World of Objects—The Charm of the Ever Unfolding 
New -The Gradual Evolution of Interests and their Effect on Attention and In niry 
—The Teachers Function in relation to young half-formed Interests—What 
Seine an Interest means—-The Place of Sturdy Etfort in the Growth of 

nterests, 


VI.—The Progressive Examination of Things by the Child—First, “General” 
Timpressions, and, later, Full and Concrete ones—The Minds that “stick” at 
General Tmpressions--What Education can do to take the Young Mind beyond 
these -Methodical Analysis of Presentations and its Difficulties —Error of plunging 
Child mto the Abstractions of “Qualities ” and ‘ Relations ’’—Illustrations from 
the Teaching of Form and of Drawing. 


_ VIL.—The Relation of Observation to Assimilation of Sense-Presentations—Interest 
in Objects includes Impulse to Assimilate—The Lower Kind of Animal Assimilation: 
Recognition—Assimilation as Expansive, and as Mastering the New through its 
relation to the Old- -True and False Conception of Apperception—The Apperceptive 
Attitude and its relation to the Store of Impressions ~The Aim of Object Teaching 
as the Development of right Apperceptive Attitudes, 


VIIT.--The Way in which the Inner Store of Ideas grows into an ordered 
Multiplicity -Observation and Memory—The Child who Sees and Forgets—Associa- 
tive Grouping of Ideas Apperceptive Systems as the Beginning of Organized 
Knowledge -Types of Associative Grouping : the Mind for Particulars and Details, 
and the Mind for Generalities and Relutions—The Exercise of the Memory as 
Training in Exactness -Errors of Childish Reproduction, Single and Recurring, 
and the way to deal with them. 


IX.—The Psychology of Language as affecting Processes of Instruction—General 
Function of Names and of Articulated Language in the Growth of Intelligence— 
The Seer and the Namer of Things --Language as fixing the Results of Methodical 
Observation-—The Need of Language in carrying out an orderly Arrangement. of 
Idens—The Teacher's Problem of selecting Fitting Language, and of insisting on its 
ts Reproduction — Language as a Fetish and as an Object of Contempt in 

eaching, 


X.—(2) Secondary Presentation of Intellectual Material through the medium of 
Language—The Aim and Process of Verbal Instruction, pure and simple—Words as 
Abstract Symbols, and as contributing to the Formation of Images—The Appercep- 
tive Process in following Verbal Instruction—The Teacher must excite the Learner 
at once toa Reproduction of Ideas and toa further Elaboration of these —Different. 
Ways in which a Child's Mind may go wrong here— How a Child thinks of the 
Desert -- How the Skilled Teacher keeps in touch with the Imaginative Movement of 
his Pupils’ Minds, 


XI.—The Name as Instrument of Thought—Transition from Image to General 
Tctea-— How a Child represents a Class of Things and their Qualities and Relations— 
The Problem of Thought-Training--The Child to rise above the Particular and yet 
to hold fast to Particulurs—The Value of Judicious Presentation of Examples— 
When and how Delinitions are to be reached. 


XIT.—Thought as an Articulated setting forth of Relations—Comparison of 
Primitive and Cultured Forms of Language—Grown-up Language as the Child’s 
Burden - Meaning of the Rule “ Fron the Indetinite to the ‘Definite ”— Early 
Exercises in Reasoning -The Stimulation and Restraint of Thought—How to deal 
with the Backward and the too Forward Reasoner, 


The Fee for the Course of Twelve Lectures is Half-a-G uinea. 


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LECTURES ON LANGUAGE AND LINGUIS- 
TIC METHOD IN THE SCHOOL. 


Delivered in the University of Cambridge, Easter Term, 1889, by 
S. S. Lavrit, A.M. Ed., LL.D. St. Andrews, Professor of the Insti- 
tutes and History of Education in the University of Edinburgh. 
Third Edition. 4s. 


By the same Author. Second Edition, Revised. Price 6s. 6d. 


INSTITUTES OF EDUCATION. 


Comprising an Introduction to National Psychology. 
Just published. Price 3s. 6d. 


ELEMENTARY TRIGONOMETRY. 


By A. J. Pressnann, M.A., F.R.S.E., sometime Scholar of St. 
John’s College, Cambridge, Mathematical Master at the Edinburgh 
Academy; and Cnarves Tweepir, M.A., B.Sc., F.R.S.E., Mathe- 
matical Lecturer and Assistant Professor, University of Edinburgh. 


“It is a pleasure to read a book so well planned and so thoughtfully written as 
this. It diters widely from most English manuals of the subject,” —Journal of 
Education, 


PRACTICAL PLANE & SOLID GEOMETRY. 


By JAMES Rippet, Headmaster of the Art School, Heriot-Watt 
College, Edinburgh. With numerous Exercises and Examination 
Questions, 2s. 


Specially adapted for Science and Art Classes and the Elementary Stage of Practical 
Plane and Solid Geometry, Science Subject No. L; also for Government: Exain- 
mations and the Elementary Stage of Geometrical Drawing, 


“A very reliable and thorough manual.” — School Guardian. 


THE PRINCIPLES OF FRENCH GRAMMAR. 


With numerous Exercises. By CHARLES S. LE HARIVEL, ancien 
Professeur de la Ville de Paris, Lecturer on French at the Moray 
Houee Training College, Edinburgh, &c. 2s. 6d. 


“A simple and well-graded exposition of French grammar, illustrated at every 
step by practical exercises, and supplemented by a vocabulary, whieh makes the 
book self-contained and suitable for study without recourse to a dietionary.” — 
Scotsman, 


*,* KEY to the GRAMMAR for Teachers only, 28. 6d. 


By the same Author. 


ELEMENTARY FRENCH GRAMMAR. 
THE CHILD’S FRENCH GRAMMAR. 


By Cuara A. FAtrRGRIEVE (Diplomée), Teacher of French in 
George Watson’s Ladies’ College, Edinburgh. Price 8d. 


ls. 


974 pages, reduced to 3s. 6d., bound. 


SURENNE’S PRONOUNCING FRENCH AND 
ENGLISH DICTIONARY. 


A special feature is that the Pronunciation is shown by a different 
spelling. 
Attention is requested to this extremely cheap issue. 


SURENNE’S FRENCH AND ENGLISH DIC- 
TIONARY. 


Without Pronunciation. Reduced to ls. 6d. 


OLIVER & BOYD’S OBJECT-LESSON 
CARDS. 
With Actual Objects attached. 


I. THR VEGERTABLE KineGvom. Set of 20 Cards in Box. 
IT. Tur ANIMAL Kinanom. Set of 14 Cards in Box. Zls. 
III. THRE MINERAL KinGnom. Set of 14 Cards in Box. 2ls. 


21s. 


OLIVER & BOYD, Edinburgh. 


Srupkin, Marsan, Hasintoyxy & Co., Limited, “London. 


116 


THE EDUCATIONAL TIMES. 


[Feb. 1, 1900. 


THE WARWICK SHAKESPEARE. 


General Editor—Professor C. H. HERFORD, Litt.D., 


Trinity College, Cambridge ; 


Professor of English at University College; Aberystwyth. 


HE WARWICK SHAKESPEARE is now so generally known and widely used that a detailed description of the 


series is superfiuous. 


It is acknowledged to be “infinitely superior to any other school edition.” 


Of the latest volume 


(“Henry VHI.”), THE ATHENÆUM says :—“ Compiled with extreme care and pains and with that fullness of annotation 


and attention to ‘esthetic’ comment to which we are accustomed in the ‘ Warwick Shakespeare. 


9 99 


To the whole series may be applied the verdict of THE ACADEMY upon “ A Midsummer Night’s Dream”: “ In brief, 


here is an edition to be unreservedly recommended.” 


The Publishers will be pleased to entertain applications for Specimen Copies. 


VOLUMES SET FOR EXAMINATIONS, 


as. Ton LIKE IT. Edited by J. C. Smitu, M.A. (Edin.), | 


(Oxon.), oraris Exhibitioner of Trinity College, Oxford ; late Rector, 
kt Hin School. 
OLLEGE OF PRECEPTORS, 1900. 
OX FORD LOCALS (JUNIOR AND SENIOR), 1900. 
CAMBRIDGE LOCALS (JUNIOR AND SENIOR), 1900. 


CORIOLANUS. Edited by Epmunp K. Cuampers, B.A., 
formerly Scholar of Corpus Christi College, Oxford; Chancellor’s English 
Essayist, 1891. ls. 6d. 

CAMBRIDGE HIGHER LOCALS, 1901. 


HAMLET. Edited by Epmunp K. Cuampers, B.A., Editor 


of “Coriolanus,” &c. 1s. 6d. 
CAMBRIDGE HIGHER LOCALS, 1 
LONDON UNIVERSITY B.A. (HONOURS), 1900. 
ST. AN DREWS UNIVERSITY M.A., 


A MIDSUMMER NIGHT'S DREAM. Edited by 
EpMUND K. CHAMBERS, B.A., Editor of “ Coriolanus,” &c. 1s. 6d. 


OXFORD AND CAMBRIDGE SCHOOLS (HIGHER CERTIFICATE), 1900. 
LONDON UNIVERSITY INTERMEDIATE (PASS), 1900. 


RICHARD THE SECOND. Edited by C. H. Herrorn, 
Litt. D., Trinity OTER Cambridge; Professor of English at University College, 
A bery stwyth. ls. 6d 


OXFORD AND CAMBRIDGE SCHOOLS (HIGHER AND IOWER 
CERTIFICATES), 1900. 


HENRY THE EIGHTH. Edited by D. NicmoL Smita, 


M.A. 1s. 6d. 
TEACHER’S CERTIFICATE (SECOND YEAR), 1900. 


JULIUS CÆSAR. Edited by Artutr D. Innes, M.A., 
formerly Scholar of Oriel a Oxford. 1s, 
ABERDEEN UNIVERSITY one 1900. 
QUEEN'S ‘SCHOLARSHIP, 
QUEEN’S CERTIFICATE (SCOT. ), 1901. 


OPINIONS OF 


A MIDSUMMER NIGHT’S DREANM.—“ It is wonderfully rich in illustrative matter, 
and no aspect or interest of the play is neglected. In his treatment of chronological 
und historical questions, Mr. Chambers is modestly convincing and delight fully 


sine: two rare praises for Shakesperian scholars. In brief, here is an edition to 
be unreservedly recommended,’ — Academy. f ; 
“One of the best of the ‘ Warwick Shakespeare’ series, and contains a thorough 


and satisfactory exposition of the play.” — 4dthen@um, 


CoRIOLANUS.—‘' The most. complete edition of ‘Coriolanus’ with which we are 
acquainted, Mr. Chambers’ essay on Shakesperian metre is not only painstakin 
anil scholarly, but made unusually attractive by absence of pedantry and the soun 
sense of its arguments.’ *>— Guardian. 


As You LIKE Ir.—“ Edited with great care and skill.” 
—Journal of Education. 
“The introductory matter and appendices are admirable.” 
— University Correspondent. 
HAMLET.—“ In an excellent series, this play seems to be specially well edited. 
Its appendices will give an intelligent student more than an inkling of 
what literature, literary history, and literary criticism mean.’’—Bookman, 


RICHA RD THESEcOND.—" Professor Herford’s excellent edition,’’— Atheneum, 
‘Furnished with a glossary, many admirable historical and literary notes, 
and an introduction which leaves little on the score of Incid exposition and intelli- 
gent criticism to be desired, We have encountered few better works of the kind, 
and we heartily commend it on the score of common sense as well as of scholarship. 
eaker. 
THE TEMPEST.—“ The editor shows considerable powers of delicate Analysis and 
helpful criticism. His introduction is a very subtle and sympathetic piece of work, 
and admirably written, to boot. The notes and similar apparatus are very accurate 
and sutliciently full. Mr. Boas keeps a judicious balance throughout between the 
respec tive claims of scholarship and of literary criticism proper.”’— 4cademy, 
“ Of the good quality to which we are accustomed in the series, ”— Spectator. 


— 


| (3) “ 


I900, I90I. 


THE TEMPEST. Edited by F. S. Boas, M.A., formerly 
Exhibitioner of Balliol College, Oxford; Lecturer, Oxford Society for the Exten- 
sion of University Teaching, 1s. 6d. 

TEACHER'S CERTIFICATE (SECOND YEAR), 1900. 
EDINBURGH UNIVERSITY M.A. (PASS), 1900. 


THE MERCHANT OF VENICE. Edited by H. L. 
Witukrs, B.A., Principal of Isleworth Training College, London. 1s. 6d. 
ABERDEEN UNIVERSITY JUNIOR LOCALS, 1900. 


TWELFTH NIGHT. Edited by Artnur D. Innes, M.A., 
formerly Scholar of Oriel College, Oxford. 1s. 6d. 
ST. ANDREWS UNIVERSITY M.A., 1900. 


REMAINING VOLUMES OF THE SERIES— 


CYMBELINE. Edited by A. J. Wyatt, M.A. Cantab. et 
Lond. 1s. 6d. 


HENRY THE FIFTH. Edited by G. C. Moore SMITA, 


M.A., formerly Scholar of St. John’s College, Canori: Professor of English 
at the Firth College, Shetlield. 1s, 6d. 


KING JOHN. Edited by G. C. Moore Smith, M.A., Editor 


of ‘‘ Henry the Fifth.” (In preparation.) 1s. 6d. 


MACBETH. Edited by Epmunp K. Campers, B.A., 
ee Scholar of Corpus Christi College, Oxford ; Chancellor’s English Essayist, 
S. 


RICHARD THE THIRD. Edited by Georce MACDONALD, 
M.A.. Balliol College, Oxford; former Classical Examiner in the University of 
Edinburgh. ls. 6d 

Other Volumes in Preparation. 


THE PRESS. 


Hevry Tur Frern.—‘‘ We have nothing but praise for the section on the 
Elizabethan theatre. or for the scholarship and critical ability displayed in the 
treatment of the play as a whole. No better edition could be found either for 
the class teacher or for the solitary student."— tthenwmem, 

“The notes which are appended are unusually full and grapple with the real 
dithiculties..’—Speaker. 


THE MERCHANT OF VENICE.—* The introduction and notes alike are models of 
interpretation by suggestion as well as by clear, pointed exposition, We have seldom 
met with a school Shakespeare in whic h the writer has so completely succeeded in 
placing himself in the position of the intelligent student his book is designed to 
guide.” — Educational Times, 

** One of the best small editions that we have seen, . What is not given in 
the introduction is given in the excellent notes, throughout which our attention is 
kept fixed on the play, its plot, and the persons who are concerned in it. The 
glossary is good and useful. We heartily recommend this edition.” 

—Journal of Education, 


RICHARD THE THIRD.—“ A very careful piece of work, done with s cee 
attention to the needs of students as practical experience has revealed them. 


is a good appendix on the prosody of the play.”’—dcademy,. 


A FEW OPINIONS AS TO THE SERIES IN GENERAL. 


(1) “THE WARWICK SHAKESPRARE, the Beneral scheme of which is now too 
well known to need any description from us.” —Guardian, 
(2) “THE WARWICK SHAKESPEARE is one of the most desirable of annotated 
editions,’ '—deademy,. 
* The series will be of exemplary value for purposes of tuition or study.” 
—Notes and Quertea, 


(4) ‘‘ This useful and comprehensive series.” — University Correspondent, 


LONDON: 


BLACKIE & SON, LIMITED, 50 OLD BAILEY, EC. 


London: 


Printed by C. F. Hopason & Son, 2 Newton Street, High Holborn, W.C. 


: and Published by Francis Hopa@son (89 Farringdon Street, E.C, 


EDUCATIONAL TIM 


THE 


t NA 


Journal of tbe College of Wreceptors. 


Vol. LIII.] New Series, No. 467. 


MARCH 1, 1900. 


Price to Non-Members, 6d. 


By Post, 1d. 


OLLEGE OF PRECEPTORS.— 
EXAMINATIONS FOR 1900. 

1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the Coll will commence on the 
10th of July, 1900.—At the Midsummer Examination, 
sania who have previous paver in Theory an 

tice of Education at the Diploma Examination may 
be examined practically for Certificates of Ability to 


2. CERTIFICATE EXAMINATIONS, — The Mid- 
summer Examination for Certiticates will commence on 
the 3rd of July, 1900. 

3. JUNIOR FORMS EXAMINATIONS. — The 
Midsummer Examination will commence on the 3rd 
of July, 1900 


4. PROFESSIONAL PRELIMINARY EXAMINA- | 


TIONS.—These Examinations are held in March and 
September, The next Examination will commence on 
the 6th of March, 1900. 


6. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
College for the Inspection and Examination of Public 
and Private Schools. 
PRIZES. 


t oma Examination.—In addition to the Doreck 
Scholarship of £20, the following Prizes will be com- 
ted for:—Theory and Practice of Education, £10; 
Rhassics (Greek and Latin), £5; Mathematics, £5: 
Natural Science, £5. 

Certificate Examination.—The “ Isbister Prize” will 
be awarded to the Candidate who stands First, and the 
“Pinches Memorial Prize” to the Candidate who stands 
Second, in General Proficiency. Prizes will also be 

warded to the Third and Fourth in General Pro- 

ciency, and to the First und Second in the following 
subjects :—Classics, Mathematics, Modern Languages, 
Natural Sciences, English Subjects. The ‘‘ Taylor-Jones 
Memorial Prize” will be awarded to the best Candidate 
in Scripture History. Two Medals will be awarded to 
the best Cundidates in Shorthand, 


| The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Sare, W.C. 


C. R. HODGSON, B.A., Secretary. 


Co OF PRECEPTORS.— 
CERTIFICATE EXAMINATION, JULY ap 
DECEMBER, 1900. 


Notice is hereby given that at the above Examinations 
the following additional (alternative) subjects will be 
yet :—Latin, Class I., Cesar, Gallic War, Book VI., 
Virgil, .Eneid, Book 11.; Scripture, Classes I. and II., 
the First Book of Samud. 


PRELIMINARY EXAMINATION of 


MEDICAL STUDENTS. —The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficates ized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
eeutical Society of Great Britain, and other bodies, on 
the 6th, 7th, and 8th of March, 1900. 

The Examination will take place in London, and at 
the following Local Centres :—Birmingham, Bristol, 
Leeds, Liverpool. 

” Examination Fee, 258. 
ulations and Entry Forms may be obtained on 
application to the Secretary of the College of Preceptors, 

oomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


Cor OF PRECEPTORS. — 


EXTRACT FROM THE By-Laws. 


Section II., clause 5.—"‘ The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such ns are 
engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C 
C. R. HODGBON, B.A., Secretary, 


d | cussion on “ School Maps : what they are and what they 


(OLEG OF PRECEPTORS.— 


(Bloomsbury Square, W.C.) 

The next Monthly Evening Meeting of the Members 
will take place on Friday, the 16th of March, when 
H. O. ARNOLD-ForRSTER, Esq., M.P., will open a dis- 


ought to be.” 

The Chair will be taken at 7.30 p.m. by J. Scott 
KELTIB, Esq., LL.D., Secretary the yal Geo- |. 
graphical Society. 


embers have the privilege of introducing their | 


friends, C. R: HODGSON, B.A., Secretary. 


OLLEGE OF 
(Bloomsbury Square, W.C.) 


LECTURES FOR TEACHERS. 


The First Course of Lectures (Twenty-eighth Annual 
Series), by JAMES SULLY, M.A., LL.D., Grote Professor 
of the Philosophy of Mind and Logic in University 
College, London, on ‘Intellectual Educat ion,” com- 
menced on Thursday, February 22nd, at 7 p.m. 

For Syllabus, see p. 120. 

*,* A Doreck Scholarship, of the value of £20, will be 
awarded at the Diploma Examination at Christmas 
next, to the candidate who, having attended two courses 
of the Training Class Lectures during the preceding 
twelve months, and having passed the full examination 
for a Coige Diploma, stands first in the examination in 
Theory and Practice of Education. 

The Fee for the Course is Hulf-a-guinea, 


The Lectures will be delivered on Thursday Evenings | 


at 7 o'clock, at the College, Bloomsbury Square, W.C, 
Members of the College have Free Admission to this 


Course. C. R. HODGSON, B.A., Secretary. 


AND COLONIAL 


mo: 
SCHOOL SOCIETY. 
(Incorporated for Examination and Certificate purposes 


with the National Froebel Union.) 

TRAINING COLLEGE FOR SECONDARY 
TEACH ERS. 
HiremsBuRry Hitt Hovse, Lonpon, N. 
Principal—The Rev. Davip J. THOMAS, M.A, 
Vice-Principal— Miss PENSTONE. 

Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploma of the College of Preceptors, 
A High School for Girls, Transition Class, and 


Kindergarten are attached to the College for purposes 


of Demonstration and Practice. 


IMHE MARIA GREY TRAINING 


COLLEGE FOR WOMEN TEACHERS, 
SALUSBURY RoaD, BRONDESBURY, Lonpon, N.W. 
Principal—Miss ALıcEe Woops. 

A Full Course of Professional Training is offered to 
ladies who desire to become Teachers in Secondary 
Schools or in Kindergartens. 

The Course for students preparing for the Cambridge 
Teachers’ Certificate or for the London Teachers’ 
Diploma begins in September or January, und lasts for 
one or two years. The Course for Kindergarten students 
wreparing for the Higher Certificate of the National 

roebel Union begins in September, and takes two years 
and one term. 

Ample opportunities are given for Practice in Teaching 
in the School and Kindergarten of 150 pupils on the 
premises, as well as in other Schools, 

The Winkworth Hall of Residence, close to the College, 
accommodates 20 students, 

Scholarships to the amount of £230, from public and 
private sources, are annually awarded. 

For all particulars as to qualifications for entrance, 
terms, scholarships, &c., apply to Miss ALICE Wvuops, 
at the College. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 


. ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. i 
60 Examination Centres in Great Britain and abroad. 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


PRECEPTORS. | 


ONDON COLLEGE OF 
(Incorporated.) 


GREAT MARLBOROUGH STREET, LoNDoy, W. 


MUSIC. 


_ IN PRACTICAL AND THEORETICAL MUSIC, 


Patron: His GRACE THE DUKE OF LEEDS. 
Dr. F. J. KARN, Mus. Bac. Cantab., Principal. 
G. AUGUsTUs HOLMES, Esq., Director of Examinations, 


EXAMINATIONS in PIANOFORTE PLAYING, 
SINGING, THEORY, and all branches of Musie will 
be held in London and 350 Provincial Centres in April 
next, when certificates will be granted to all successful 
candidates, Last day for entry, March 15. 


The Higher eExaminations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus.L.C.M.), Licen- 
tiate (L.L.C.M.), Licentiate in Music (L.Mus. L.C.M.), 
and Fellowship take place in July and December. 


_ The NEW SYLLABUS for the year 1900, containing 
important alterations (including the new Primary sec- 
tion in Pianoforte Playing), is now ready and mny be 
had on application, 


In the Educational Department students are received 
and thoroughly trained under the best professors at 
moderate fees. Day and Evening Classes are held. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &e.— Mr. J. 
LocKEY, M.A. Lond. (Branches I.and IV,), F.C.P., 106 
St. Paul's Road, Camden Town, N.W., prepares for 
above in Classics, Mathematies, Anglo-Saxon, Mental 
Science, Education, &c., Orally and by post. Numerous 
successes every year, Terms moderate. 


LONDON 
MATRICULATION. 


AT THE JANUARY EXAMINATION, 1900, 


118 


University Correspondence 
College Students 
l PASSED. 


pama aem 


FOR THOSE WHO HAVE FAILED 


A Short Course for June, 1900, is provided. 
Fee for all subjects, £3. 13s. Gd. 


Prospectus and full particulars of Classes may be had, 
post free, from . 
TEE SECRETARY, 

(Univ, Corr. Coll. London’ Office), 
32 Red Lion Square, Kolborn, W.C. 


[] 
4 


FOR MUSICAL EDUCATION, AND EXAMINATIONS: 


T. WEEKES HOLMES, Secretary. 


118 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


NIVERSITY COLLEGE 
NORTH WALES, BANGOR. 


(A Constituent College of the University of Wales.) 
Principal—H. R. REICHEL, M.A, 


The Session began October, 3rd, 1899. The College 
Courses are arranged with reference to the d 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Sc. degrees of the London 
University. Students may pursue their first year of 
medical study at the College. There are special depart- 
ments for Agriculture and Electrical Engineering, a 
4 A Training Department for men and women, and 
r ‘ rege for the Training of Teachers in Secondary 

ools, 

Sessional Fee for ordinary Arts student, £11. 1s.; ditto 
for Intermediate Science or Medical student, £15. 15s. 
The cost of living in lodgings in oe averages from 
£20 to £30 for the Session. The new Hall of Residence 
for Women Students in Upper Bangor—fee £31. 10s, for 
the session—is now “eta 

At the Entrance Scholarship Examination (beginning 
September 19), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition. One half the total amount offered 
is reserved for Welsh candidates. 

For further information and copies of the Prospectus, 


apply to JOHN EDWARD LLOYD, M.A., 
Secretary and Registrar. 


OF 


Diploma Correspondence College. 
The ONLY College that coaches SOLELY for 


A.G.P., 


L.C.P., AND F.G.P. 


SUCCESSES: 145 at A.C.P.; 20 at L.C.P. 
Full particulars on application to the Principal— 
Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


EATON, DEVON 
SCHOOL FOR GIRLS, 


Pupils under 12 years of age, £36 a year. 
Pupils from 12 to 16, £46 a year. 
Pupils over 16, £56 a year. 


No extras. Resident Governesses. 


Drawing, Painting, and Music taught by Visiting 
Masters. 


a 
. Apply to the Principal, Miss MARY GROVER, Seaton, 
von, 


OUNTY INTERMEDIATE 


SCHOOL, PRESTEIGN, RADNORSHIRE.— 
An ASSISTANT-MASTER is required for next term. 
Woodwork essential; ability to teach Vocal and Instru- 
mental Music desirable. Salary £90. Apply to A, 
HOWARD SMITH, M.A., B.Sc., Headmaster. 


R. H. A. NESBITT (joint-author 


of “The Science and Art of Arithmetic,” by 
A, SONNENSCHEIN and H, A. NESBITT, M.A.) has a few 
hours at his dispos for Lessons in Ladies’ Schools in 
Mathematics, History, and Literature. Mr. Nesbitt 
also gives Lectures on the Teaching of Arithmetic.—16 
South Hill Park Gardens, Hampstead, N.W. 


(Seaside), 


GERMANIST erbietet sich zur ausfihrlichen 

sprachlichen und stilistischen Korrektur deutscher 

ufsitze. Mässiges Honorar. Näheres — Dr. Phil. 
PETsCH, Würzburg (Bayern). 


RMY SCHOOLMASTERS.—There 


are a few vacancies in the Corps of Army School- 
masters. Civilian Schoolmasters only will be ted 
who have on second year’s papers in the First or 
Second Division, or who hold a certificate, qualifyi 
them to superintend pupil teachers, from the Committee 
of Council on Education, Students in Training Colleges 
will also be accepted under certain conditions, Candi- 
dates must not be over twenty-four years of age. 
Further particulars can be obtained on application, in 
writing, to the DIRECTOR OF ARMY SCHOOLS, War 
Office, London, S.W. 


HIGH S8OHOOL, STAMFORD, NORTHANTS. 


BOARDERS are received by the 
Separate 


” Headmistress, Miss.L, M. Monro, Se 
cubicles. Music excellent. Terms on application. 


Full particulars as to qualifications for 


, Teaching in Schools. 
offered in October. Apply to the PRINCIPAL, 5 Melville 


Course of Stu 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 


YORK PLACE, BAKER STREET, W. 


ENTRANCE SCHOLARSHIPS. 


One Reid Scholarship in Arts, annual value £31. 10s., 
tenable for three years; one Pfeiffer Seholarship in 
Science, annual value £48, tenable for three years, will 
be awarded on the results of the Examination to be held 
in the College on June 26th and 27th. 

Students are prepared for all the University of London 
Examinations in Arts arid Science. Lectures are given 
in all branches of General and Higher Education, Six 
Laboratories are open for Practical Work. 

STUDENTS CAN RESIDE IN THE COLLEGE. 

Prospectus and all particulars on application to the 
PRINCIPAL. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACH ERS. 
Principal—Miss M. PUNNETT, B.A. (Lond.). 
The object of this College is to give a professional 
training to educated women who intend to teach. In 
addition to the course of training, it offers the ad- 
vantages of a College life and one year’s residence in 
Cambridge. 
The Students attend the Cambridge University Lec- 
tures on Teaching, in addition to those of the Resident 


‘and Visiting Lecturers, and are eeuna for the Cam- 


bridge Teachers’ Certificate (Theory and Practice), 
Ample opportunity is given for practice in teachi 
science, linza , mathematics, and the other usua 
school subjects in various schools ín Cambridge. . 
Students are admitted in Jan and in tember. 
Ayl EAE ma PRA 


scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH RoAp, WEsT KENSINGTON, LONDON, W. 


Chairman of the Committee—Mr. W. MATHER. 
Treasurer—Mr. C. G. MONTEFIORE. 
Secretary—Mr. ARTHUR G. SYMONDS, M.A. 


TRAINING COLLEGE FOR TEACH ERS. 


Princi Madame MICHAELIS. 
Mistress of Method—Miss E. E. LAWRENCE. 


KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


T. GEORGE'S TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND- 
ARY SCHOOLS AND IN FAMILIES.—This College 
rovides a complete Course of Professional Training for 
‘omen Teachers, in og care for the Cambridge 
Teachers’ Certificate. The Course includes attendance 
at the University, Lectures on Education, in addition to 
Lectures delivered by the College Staff, and the Students 
have ample opportunities of gaining experience in Class- 
Four Heriot Bursaries of £30 are 


Street, Edinburgh. 


OYAL INDIAN ENGINEERING 


COLLEGE, Coopers HILL, STAINES.—The 

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THE EDUCATIONAL TIMES. 


119 


London University Examinations, CARLYON COLLEGE. 


KERIN & LYNAM, 
65 AND 66 CHANCERY LANE. 


Class, B.A. 


At the January, 1900, Examinations the 
following successes were gained by students of ` 
University Tutorial College :— i 


Inter. Laws and LL.B.— 4 students j 
passed, one with First Class Honours. 

Matriculation—31 students passed. 

Prelim. Sci. (M.B.)—17 students passed 
being one-third of the whole list. 


Full particulars of Classes may be had from | 
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THE 
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Preparation by Correspondence 


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On a thoroughly individual system, which 
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M.A. LONDON (Classics), 1898 and 1899, 2. 
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B.A. LONDON, 1899, 12 successfal 
(11 on Official List; more than any other London 
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FREE GUIDE TO THE 


CAMBRIDGE HIGHER LOCAL EXAMINATION, 


BY THE 


TUTORS OF THX UNIVERSITY EXAMINATION POSTAL INSTITUTION. 


New Enition (70 pages), containing advice as to books to read for 
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Seventh Edition. With an Appendix of Easier Exercises. 
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COLLEGE OF PRECEPTORS. 


Lectures for Teachers 


ON THE 


SCIENCE, ART, AND HISTORY OF EDUCATION. 


INTELLECTUAL EDUCATION. 


To be delivered by JAMES SULLY, M.A., LL.D., Grote Professor of the Philosophy 
of Mind and Logic at University College, London. 


SYLLABUS. 


L.— Education in its relation to Natural Development—RHistorical Evolution of 
the Iden of Education- Diferent Aspects of Educational End: Fullness of Individual 
Development, Fitness for Life: Readiness for the Social State and the Duties of 
Citizenship— Respective Functions of Parent, State, and Teacher, in Education— 
Claims ot the Home, of the Child's World, and of the Child’s Inner Self—Relation 
of Education to Social Conditions, to the Spirit of the Age, and to Progress, 


II.—Intellectnal Edueation in its relation to Education as a Whole—General 
Value of the Intellectual Side of Man—Gradual Evolution of the End of Intellectual 
Education: from Practical Skill (the End of Savage Training) to Intelligence— 
Conflict of Ideas of ditferent stages of Culture in Contemporary Discussions: Useful 
Knowledge versue Culture—The True Standard of ‘‘ Knowledge- Values ""—What a 
Cultivated Intelligence includes—In what sense Intelligence can exist in a Child, 


III.—The Process of Mental Development—Growth of Intelligence or Gradual 
Stornge and Assimilation of Material—The Part of Peeling and of Effort in Intel- 
lectual Development —The Organic Buse of Intellectual Progress: the Efficiency of 
Sense-Orguns, Muscles, and Brain— First Movements of Intelligence in the Child’s 
own World (Play), and in the Search for Facts and Explanations—The Problem of 
the Young Child’s Curiositv—The Too Much and the Too Little in the way of the 
Grown-Up’s Stimulation of the Growing Intelligence. 


IV.—(1) Intellectual Education begins by a Primary Presentation of Sense Material 
—The Wakefulness of the Early Senses—Animal and Human Senses compared— 
The Importance of the Finer Exercises of Eve, Ear, and Hand—Interest of Children 
in the Report of the Senses—Interest and Value of a Testing of the Senses—Over- 
training of the Senses, 


V.—A Child's Interest is in Things rather than in Sensations—The Attitudes of 
Child and Animal towards the World of Objects—The Charm of the Ever Unfolding 
New— The Gradual Evolution of Interests and their Effect on Attention and Inquiry 
—The Teacher's Function in relation to young half-formed Interests—Whut 
Tee an Interest means—The Place of Sturdy Effort in the Growth of 

nterests, 


VI.—The Progressive Examination of Things by the Child—First, “General ”' 
Impressions, and, later, Full and Concrete ones—The Minds that “stick” at 
General Lmpressions—-What Edueation can do to take the Young Mind beyond 
these— Methodical Analysis of Presentations and its Difficulties— Error of plunging 
Child into the Abstractions of ‘Qualities’ and * Relations’’—TIllustrations from 
the Teaching of Form and of Drawing. 


VITI.—The Relation of Observation to Assimilation of Sense-Presentations—Interest 
in Objects includes [mpulse to Assinuilate—The Lower Kind of Animal Assimilation : 
Recognition —Assimilation as Expansive, and as Mastering the New through its 
relation to the Old—True and False Conception of Apperception—The Apperceptive 
Attitude and its relation to the Store of Impressions—The Aim of Object Teaching 
as the Development of right Apperceptive Attitudes, 


VITI.—The Way in which the Inner Store of Ideas grows into an ordered 
Multiplicity—Observation and Memory—The Child who Sees and Forgets—Associan- 
tive Grouping of Ideas—Apperceptive Systems as the Beginning of Orgunized 
Knowicda Types of Associative Grouping : the Mind for Particulars and Details, 
and the Mind for Generalities and Relations—The Exercise of the Memory as 
Training in Exactness— Errors of Childish Reproduction, Single and Recurring, 
and the way to deal with them. 


e 

IX.—The Psychology of Language as affecting Processes of Instruction—General 
Function of Names and of Articulated Language in the Growth of Intelligence— 
The Seer and the Naimer of Things-—Language as fixing the Results of Methodical 
Observation—The Need of Language in carrying out an orderly Arrangement of 
Ideas—The Teacher's Problem of selecting Fitting , and of insisting on its 
Adios Reproduction— Language asa Fetish and as an Object of Contempt in 
Teaching. 


X.— (2) Secondary Presentation of Intellectual Material through the medium of 
Language—The Aim and Process of Verbal Instruction, pure and simple—Words as 
Abstract Symbols, and as contributing to the Formation of Images—The Appercep- 
tive Process in folowing Verbal Instruction-—The Teacher must excite the Piia 
at once to a Reproduction of ldeas und to a further Elaboration of these— Different 
ways in which a Child's Mind may go wrong here—How a Child thinks of the 
Desert—How the Skilled Teacher keeps in touch with the Imaginative Movement of 
his Pupils’ Minds. 


XI.—The Name as Instrument of Thought—Transition from Image to General 
Idea— How a Child represents a Class of Things and their Qualities and Relations— 
The Problem of Thought-Training—The Child to rise above the Particular and yet 
to hold fast to Particulars—The Value of Judicious Presentation of Examples— 
When and how Definitions are to be reached. 


XII.—Thonght xs an Articulated setting forth of Relations—Comparison of 
Primitive and Cultured Forms of Langu Grown-up Langu as the Child’s 
Burden—Meaning of the Rule * From the Indefinite to the finite ’— Early 
Exercises in Reasoning—The Stimulation and Restraint of Thought—How to deal 
with the Backward und the too Forward Reasoner, 


The Fee for the Course of Twelve Lectures is Half-a-Guinea, 


*,* The Lectures will be delivered on THURSDAY EVENINGS at_7 o’elock, at the 
CON Ue, E oomsoury Square, W.C.—Members_of the College have free admission 
o urse, 


March 1, 1900. ] THE EDUCATIONAL TIMES. 121 


New. GILL’S New. 
“CARTOGRAPHIC” 


ALL MAPS 


FOR SECONDARY SCHOOLS. 


Edited by GEORGE GILL, F.R.G.S. 


Size, NoT OVER-CROWDED, NOT UNDER-SIZED, BUT BOLD AND CLEAR. 
80 x 60 in MOUNTED ON 8TOUT LINEN, ROLLERS, AND VARNISHED. ` Price 16s. 
i Compiled from the latest statistics, artistically coloured, and thoroughly reliable. 
*ENGLAND AND WALES. *IRELAND. INDIA. ASIA. 
*SCOTLAND. EUROPE. *AFRICA. *N. AMERICA. 


* The Set Geography for the Local Examinations. 


——_—  ——. te —— ae eee —s-- —. a ee?“ a ae — o_o ec a E — eee -_———_—— E. ia 


Class Text-Books for the 1900 Examinations: 


RELIGIOUS KNOWLEDGE. sd. ENGLISH AND ENGLISH GRAMMAR. 8. d. 
Marshall’s St. Luke. Edited by the Rev. F. MARSHALL, M.A. . 1 6 ee A aS You Like we ont Paon 7 the non pated hs by ni 
d RSHALL ost suitable for Junior Students 
Marshall’s Exodus (Nearly ready) ; .1l 6, TT 5 , 
Macaulay’s Lays of Ancient Rome. By the Rev. G. PRESTON, M.A. .. 1 6 
Marshall's Acts of the Apostles (complete) .. miep | Soott’s Marmion, Edited by the Rev. F. MARSHALL, M.A., and similar to 
Marshall’s Acts of the Apostles. Part II.: Chanter XIII. ne . 1 6 the above, Containing Introduction, TAG Appendix, Notes, and Maps 
Church Catechism. With Nòtes. By the same Author ... d hó In the press, ready in February 2 6 
The O. and O. Genesis 10 ane 0: and ee Re-written and Enlarged by the Rev. CHARLKS sce 
a | OOKE, ea ies 
The Preparation Papers on St. ‘Luke and | the Aots of ‘the Apostles are | Preparation Papers iz English Grain: By the Rev. "@. PRHETON, M. A. 
now ready, Per packet... wee . each 0 8 Per packet. ... 0 8 
, Bxercises in Composition, Dictation, and Letter Writing 1 0 
GEOGRAPHY. _ The O. and O. ee Book site 1 0 
The Student’s Geography. By GEORGE GILL, F.R.G.8.. Member of the | 2,345 Words E 0 2 
Chamber of Commerce, &c. Cloth, containing 1,000 pages, Fourth ce 
Edition ; 
Physical, Descriptive, Political, Industrial, Commercial, Social. BOOK-KEEPING. 
Sarll’s Practical Book-keeping. 128 pp.. cloth E 1 0 
Also published in Sections as follows :— = Plentai Uia Book, » illustrating the Arrangeme nt of the, Bought, 
Secti Euro Sales, Cash, Bi ooks and Ledge: consisting of Gradnat IXerCIses, 
der ed oe od Oe een a aritian teine ey oe l followed by Examination Papers set by the College of Preceptors, accompanied 
Asia, Africa, America, and Australasia. 2s. 6d.— Section IIL Asia. | by Sudl-worked and outline keys, 
1ls.—Section IV. Africa. 1s.—Section V. America. 1s, 6d.—8ection VI. Sarll’s Double Entry Book-keeping. 256 pp., cloth.. 2 0 
Australasia, 9d. | Sarll’s Exercises in Double Entry Book-keeping. 128 pp., choth 1 0 
The Imperial Geograph pages, crown 8vo, cloth, with numerous The above with all introductory matter, full explanations, outline keys, &e. 
Maps. For Senior Classes 2 6 ; Manuscript Books pudlished to droom pani the above, 
The O. and O. Geogra graphy | (Revised Haltion). By Groras GILL, With _ For Practical: ee anne PR E Na or Ledger - 07 
numerous Coloured 1 0 | For Double Entry :— Journal 5d. Ledger . 07 
A New Junior Geography. By Gaoans Gm. With Coloured Maps er Short and Introductory Exercises ... 7d. 
Illustrations. (Expressly written for Preparatory Forms) . 10! Key to Double Entry Book-keeping a 3 0 
The Geography of the British Oolonies. By ees Gn, With | Key to Practical Book-keeping . . 2 0 
Coloured Maps of all the Colonies ... e : 26, 
The Victoria Atlas. By GRORGE GILL, F.R. G. S. Cai 101 Maps „10, LATIN AND FRENCH. a. d. APERE SCIENCE. 
: The O. and O. Latin, Part I. Phys Measurements .. 2 6 
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MATHEMATICS AND ARITHMETIC. The O. and O. Latin, Part I. Elementary Ph 2 6 
Marshall's Student’s Euclid, complete. By the Rev. F. MARSHALL, M.A... 2 0 | an (Exercises) Dati i 1 0 Applied onanio. i oo . 
e O. an Part echanics 
Marshall’s Examination Euclid. Books I.-IV. ate asi . 1 0 (Translations)... 1 0 Mechanios of Pluids 20 
The O. and O. Algebra ... ang or a .. 1 6 consent French Correspond- | Magnetism and Electricity 2 6 
Preparation Papers in Algebra. Hy A.CnwonrH, M.A. > O| moB and opr, pant”? G Borean gnana, oet ol Tris TE 
The O. and O. “ Practical Arithmetio,” 176 PP., crown 8vo ae Pdition), ı The O. and O. French, Part I... 1 0. ws and blems .. 2 6 
cloth, enlarged (with Answers, 1s. 6d.) 1 0 | Phædrus, Books I. and II. .. 1 0 Qhemistry of Common Objects... 2 6 
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A Graduated Examination Arithmetio, 160 pp., cloth ... a 10) Vergil— Æneid, Book VI. `.. 1 0 | Science and Art Geometry, Part 14 
i oe . Cicero de Senectute 1 0 
The Metric System, Practical Guide to, containing Appendix, &c. wee 0 2 ' Preparation Papers in Prench _ 08 Science ae Art Geometry, i 
The Motric Chart (60 by 40), in 4 tints, mounted and varnished be .. 10 6 | Preparation Papers in Latin 0 8 cra of Art Geomet l X 
The Long Tot Book, hy the Rev. CHARLES BROOKER, M.A. ww nœ 03 MUSIC. ‘ New Government Drawing i 
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122 


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[March 1, 1900. 


COLLEGE OF PRECEPTORS’ EXAMINATIONS, 1900. 


SUITABLE BOOKS 


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March 1, 1900. ] THE EDUCATIONAL TIMES. 123 


MESSRS. LONGMANS & COS LIST. 


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A STUDENT’S HISTORY OF ENGLAND. 


FROM THE EARLIEST TIMES TO 1885. 


Vol. L.—n.c. 55-4.p.1509. With 173 Illustrations. Crown Svo, 4s. Vol. [1.—1509-1689. With 96 Illustrations. Crown Svo, 48. Vol. IJ I1.—1689—1885. 
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COMPLETE IN ONE Votunme, with 378 Illustrations. Crown S8vo, 12s. 


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124 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


CAMBRIDGE UNIVERSITY PRESS. 


NEW WORK BY SIR JOSHUA FITCH. 


Educational Aims and Methods. Lectures and Addresses by Sir 
Josuca Fiten, M.A., LL.D., late Her Majesty's Inspector of Training Colleges, 
and author of “ Lectures on Teaching,” © The Arnolds and their Influence on 
English Education.” [Nearly ready. 


The forthcoming volume consists of lectures and addresses given in Cambridge, 
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America, Its general aim is to direct attention to various aspects of educational 
theory and of practical work; and it includes several monographs on the lives of 
distinguished and representative teachers, 


a a se) a E 


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I 
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THE PITT PRESS SHAKESPEARE FOR SCHOOLS. 


Subject for Cambridge Local Examinations, December, 190: Oxford Local 
Evraminations, July, 1900; and College of Preceptors Examinations, 1900, 


As You Like It. 1s.6d. With Introduction, Notes, Glossary, and 
Index, by A. W. VERITY, M.A., sometime Seholar of Trinity College, Cambridge. 


Guardian.— Mr. Verity. the editor, has provided material for all sorts of 
students, For the beginner we have the notes and n reprint of Charles Lamb’s 
outline of the story. For older readers we have copious extracts from Lodge’s 
t Rosnlvnde. For the examinee, the etymologist, and the curious student, we have 
the glossary, the index of the important words and phrases, and the notes on metre 
and on the date and sources of the play, All of these aids evince patient research, 
accurate scholarship, and thoughtful judgruent.”’ 


PITT PRESS SERIES.-NEW VOLUMES. 


A NEW FRENCH VERSE READER. 


A er of French Verse for Upper Forms. Edited by 
REDERIC SPENCER, Professor of the French Language and Literature in the 
University College of North Wales: formerly Chief Master of the Modern Side 

in the Leys School, Cambridge, 3s. 


Guardian. —“ A really valuable contribution to the list of French school books.” 

School World. -A very good book." 

Educational Times, —* The rules are well expressed. and it may contidently be 
suid that a pupil who has read this book with care will acquire an insight into 
French prosody such as no other ‘ primer’ could give hin, and will feel that this 
is a book to which he can always turn again with pleasure.” 


Hauff.— Der Scheik von Alessandria und seine Sklaven. 
Edited, with Notes and Vocabulary, by W. Rrepmaxs, M.A., Professor. of 
German at Queen's College, London, (Diemediately. 


| Racine.—Athalie. 


Cicero.— Pro Lege Manilia, Edited, with Introduction and Notes, by 


J.C. NicoL, M.A., Trinity Hall, Master of Portsmouth Grunnar School, 1s. 


Subjects for Cambridge Local Examination, December, 1900. 


Homer.—The Odyssey, Book XI. Edited. with Introduction and 
Notes, by J. A. NAIRN, M.A.. Fellow of Trinity College. 2s. 


Malot.—Remi en Angleterre. Edited, with Notes and Vocabulary, 
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Edited, with Introduction and Notes, by H. W. 
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Literature. — Admirably edited. .. . The introduction is a model of its kind— 


l neidin style, full of facts. 2... It is almost an ideal edition for use in higher forms.” 


l 


Neotsman, -7 There could be no better edition of the play for English students,” 


CAMBRIDGE SERIES FOR SCHOOLS AND TRAINING COLLEGES. 


General Editor—W. H. Woopwarp, of Christ Church, Oxford, Principal of University (Day) Training College, Liverpool, and Lecturer on 
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Adapted for Use of Candidates for Certificate Examinations of Education 
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The Making of Character: some Educational Aspects of Ethics. 
By Jous MacCuny, Balliol College. Oxford; Professor of Philosophy in 
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Specially suited for Candidates for Queen’s Scholarship Examinations, 
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A Short History of the Expansion of the British Empire, 
1500-1870. By WirLram H. Woovwarp. With Maps. Crown 8vo, 
cloth, 4s.; cloth extra, gilt top, 5s. 


Athenenum.— Thoroughly to be recommended,” 


Educational Times. —" Mr. Woodward tells this story in usum scholarum in aun 
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School World.—“ Ut is full of wisdom applicable to our own day.” 


Geometrical Drawing, With Notes and Examples. Part I. 
Plane and Elementary Solid. By W. H. BLYTHE, M.A., Jesus College, 2s. 6d. 
Extract from Preface.— This book is intended for Candidates reading Geome- 
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_ Part L contains Pline Geometrical Drawing and Solid Geometry so far as it is 
meluded in the Syllabus, Geometrical Drawing (Art), Subject 1 A, page 231, Science 
and Art Directory, 1899.” . 


Geometry for Young Beginners. An Introduction to Theoretical 
oe eon Geometry, By F. W. Sanprerson, Hendmaster of Oundle 
SNOOL, 8. . 


Teachers? Monthly (Birmingham).—* We are delighted with this book.” 
Morning Post.—" The work will commend itself to teachers and students.” 


Demonstrations in Greek Iambic Verse. By W. H. D. ROUSE, 
M.A.. formerly Fellow of Christ’s College, Cambridge; a Master at Rugby 
School. Crown 8vo, 6s. ` 

Literature. —" In many ways an improvement on the work of predecessors in the 
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Educational Times.— We hope that this book will find its way into the hands 
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S, World.—“ This is a good book, whieh should be obtained by every classical 
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-Atheneum — Mr. Rouse has written with care and judgment, and his work 
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Graduated Passages from Greek and Latin Authors for 
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of Blackheath Proprietary School, Crown 8vo, l 

Part  l.—Easy. 1s. 6d. Part II.—MODERATELY Easy. 2s. 
Part ILI.— MODERATELY DIFFICULT. 2s. Part IV.—DIFFICULT. 2s. 


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*.* Cambridge Editions of Carsar, Vergil, and Xenophon, -The attention of 
Schoolmasters ts called to the fact that there are now two editions of some of the 
works of these authors in the Pitt Press Series and the Cambridge Series for 
Schools and Training Colleges, The Editions m the Cambridge Series for Schools 
and Training Colleges have Complete Vocabularies, Vf, in ordering, the Edition 
required Is not specified, the Pitt Press Edition, without yeabulary, will be sent, 


The following editions have COMPLETE VOCABULARIES. 


Caesar.—Gallic War, I. (1-29), II., III., IV., V., VI. Edited, 
with Introduction, Notes, and Complete Vocabulary, by E. S. SuucK BURGH, 
ls. 6d. each. 


Vergil.— Aeneid, I., II., V., VI., IX., and XITI. Edited, with 
Introduction, Notes, and Complete Vocabulary, by A. Stpa@wick, Reader in 
Greek in the University of Oxtord, 1s, 6d. each. 


Xenophon.—Anabasis, II., III., IV., and V. Edited, with Notes 
and Complete Vocabulary, by G. M. Epwarps, Fellow and Classical Lecturer 
of Sidney Sussex College, Cambridge. ls. 6d. each. 


Ovid.—Selections from the “Tristia.” For the Use of Middle 
School Classes. Edited, with Notes and Vocabulary, by H. F. MORLAND 
NIMPSON, Rector of Aberdeen Grammar School, formerly Scholar of Pembroke 
College, Cambridge. 1s. 6d. 


School Guardian,—“ Exact and scholarly, and at the same time simple, text- 
books, The University Press are to be congratulated upon having secured as editors 
such eminent scholars: their names are n guarantee of their work. These text-books 
will find their way into numberless preparatory schools and lower forms of publie 
schools; they deal so thoroughly and clearly with the subject in each case that 
nothing better could be desired by master or pupil, Among others, there is this 
immense advantage: ench volume is its own note-book and dictionary ; the student, 
however elementary his knowledge, needs only the beok in hand and a simple 
krannnar. 


A MANUAL FOR CONFIRMATION CANDIDATES. 
The Church Catechism Explained. By the Rev. A. W. ROBINSON, 


B.D.. Warden of the Mission College of Allhallows Barking, F.C.. and Examin- 
ing Chaplain to the Bishop of Waketield. Second Edition. Fcap. 8vo, 2s. 
Record.— A really nseful manual.” 
Chureh Bells.— A very excellent book ; quite one of the best, if not the best, on 
the Catechism.” 
Church Times.—"* An admirable work, both as to the matter and its arrangement,” 


Six or more copies of the two following books for class use can be supplied at Half 
the published prices, and may be ordered through any Bookseller. 


Gespel History of our Lord Jesus Christ in the Language of 
the Revised Version. arranged in a Connected Narrative, especially for the use 
of Teachers und Preachers. By Rev. C. C. JaMgs, M.A., Rector of Wortham, 
Suffolk, and late Fellow of King’s College. Crown 8yo. Second Edition, 3s. 6d, 


A Harmony of the Gospels in the Words of the Revised Version, 


With copious References, Tables, &c. Arranged by Rev. C. C. JAMES, M.A. 
Crown 8yvo, Ss. 


London: C. J. CLAY & SONS, Cambridge University Press Warehouse;“Ave Maria Lane: 


March 1, 1900. ] THE EDUCATIONAL TIMES. 125 


The Frances Mary Buss Schools; University of London Senatorial 


Elections ; the Battle of the Scripts. ‘ 
p General Notices ............uusnensersserensersrseesrsosooeensasreetreseesee 143 


CONTENTS. 
Page Page 
A Now Bòpinning <cssiticssenioiviccdevausausetesvinesenteveweeootet eke sis 125 The Licensing of Teachers. By Prof. Foster Watson. Paper 
11E? PENEI EEEE EAA AE E eee 126 read at the Evening Meeting of the Members of the 
Sammary : The Month ....soeseesssssesesessrsreererseseesesrreesesseeee 128 Coego OF Roce mores Pape ee ee ge cs he ey ees a 
Universities... 5. .ccccococccccccccccaecceccccececveeecevecces 130 Meeting of the College Council... .. er eet er 140 
Some Difficulties in Discipline ............... T E E E 131 RGViGW Sos hciacceedicas cians aN EEA EEA a ee ee a 14] 
C d 132 A Monument of Alfred ; The Oxford Classical Texts ; Geography and 
OFTFOSPONGGNGG: aniti rotnn EE ELESE REA War : The New Organization ; Historical French ; A Whimsical Study. 
Forecasts and Comments :—Fixtures ................:csceeee eee eeees 135 a ae , 
Education Gossip ............. 136 College of Preceptors Certificate Examination, Foreign and 
Appointments and Vacancies 136 Colonial Centres.—Supplementary Diploma Pass List ... 146 
Literary Gossip ...........eeeeeee sesse 137 Mathematics sons Gs cciconsndecntae lens dices aeawen sind ESES 147 


that is not long to wait. A Bill introduced in April might 
certainly be passed in July, even at our leisurely British rate of 
Parliamentary procedure. 

Yet, as our readers are well aware, the Act, as it stands, will 
cover a large area of educational activity, and will become 
operative at once. The Permanent Secretary, a grata persona 
with all branches of the teaching profession, will know how to 
direct the new energy into the old channels, and he will have at 
his side three principal Assistant-Secretaries, specially concerned 
with technical, elementary, and secondary education. It is 
understood that Sir William Abney and Mr. Tucker have been 
appointed to two of these positions, but that the third is not 
(when these words are written) finally selected. It is very 
seriously to be hoped that the Assistant-Secretary for Secondary 
Education will be an official thoroughly in touch with the ideas 
on which secondary schoolmasters and the Universities have 
definitely expressed their opinions during the past five or six 
years. There was an article in last week’s Guardian, written 
with much insight into the situation, which reminded the 
Government that they have been provided by schoolmasters 
themselves with a rare opportunity. 


—— 


The Educational Times. 


Mosr interests of late have had to bow to the 
bcenae interest of war, compared with which nothing 
has had much chance of arresting and holding the 
public attention. The subject of education has suffered with the 
rest, yet not so much as the rest, because it has been borne in 
upon the mind of the country that war and education have a 
great deal to do with each other, and that physical strength 
and physical courage will not go very far without the applica- 
tions of science and the guidance ofa trained intelligence. War 
in itself is an ‘‘ugly and venomous ” thing; but it carries in its 
head the ‘‘ precious jewel ” of self-revelation, stimulus, national 
union and effort. We do not wonder that statesmen and 
politicians, writers and speakers, have on many recent occasions 
agreed in declaring that we need nothing so much for the future 
as the trained intelligence and the scientific mind. Every new 
stimulating influence is welcome, no matter whence it flows. 
All is grist for our mills to grind. The people want to be better 
educated, not only to be drilled on their feet and made cunning 
with their hands, but to be trained in mind and character as 
well. If war has served to bring them to this point, let us be 
thankful for the fact. 

The Board of Education will help us to make our new 
departure. It is now virtually constituted; we have the out- 
lines of its new organization at the same moment with the 
stututes of the remodelled University of London, and the two ce eee) Per ey nani E eater aaa T 
will work together in shaping our public education according to ner Mare of Education and TE r de Ema wbili 
our needs. One month from to-day the Act of last Session will | the promises of the Act become realities or not. 
come into operation, and the Government seem to be fully bent! It cannot be too often pointed out that the main educational 
on completing the machinery by which it is to do its work. A |energy, zeal, and enthusiasm of the past few years, of which 
day or two ago, the Duke of Devonshire said in the House of|the Board of Education Act is in large measure the outcome, 
Lords that the Departmental Committee appointed to consider | have been manifested by the Universities, by the secondary 
the consequent changes of staff and of organization had made | teachers, and by people concerned in secondary education. The 
two reports, which had been to a certain extent acted upon, and|elementary zeal came to a head in 1870; the technical zeal 
were being carried into effect. The Committee, he said, was had its fruition twenty years later. All the friends of educa- 
now engaged in considering its third and probably final report, | tion are concerned in the new reforms; but, if the secondary 
and it would be presented in a short time. Being asked when | schoolmasters had not spoken out and insisted, if there had been 
he hoped to introduce the Bill for constituting the Local Author-}no Oxford and Cambridge Conferences, no Royal Commission, 
ities to carry out the new system, the Lord President thought! and no continuous activity of the secondary associations, there 
that he would probably not be in a position to bring it in until! would at this moment have been either no Bill at all or a Bill 
the Board of Education Act had come into operation. Well, | treating national education’in the ‘secondary stage as a mere 


The opportunity is indeed unique. For once, all the living forces 
representative of secondary and higher education—the Universities, 
the public schools, and the other secondary schools—are united, and 
speak with unanimous voice in favour of reform. They ask for the 
training and certifying of teachers, the appointing of inspectors, for 
the establishing of a representative Consultative Body by which the 
Board of Education and schools of all kinds may be brought into 
| organic and constant relationship. The new Act provides for all this; 
but, since its provisions ieave registration, training, and inspection all 
optional, and indicate no principles on which the constitution of the 


——$—$—$—<—<—$—<————— = rr aaaea Iaa aaa alala a ai aaa aaas 


126 


question of higher-grade Board schools. ‘The Board of Educa- 
tion Act is comprehensive, conciliatory, and impartial as 
regards the different branches of education, but it is stamped 
in particular with the secondary hall-mark. If the new 
organization and the new administration correspond with 
the ideas on which the Act is evidently framed, we may be 
hopeful as to the future of secondary schools. There is no 
reason why a great deal of useful work should not be under- 
taken at once—there is every reason why it should be under- 
taken. Inspection, registration, the definition of efficiency, the 
statement of conditions for grants in the case of non-technical 
schools—all these things require immediate attention. The 
fact is well brought out by Dr. R. P. Scott in his thoughtful 
and vigorous article in the Fortnightly Review for February. For 
the improvement of secondary education, he says, 


Four things are necessary to be done. First, to find out exactly 
what is going on inside our existing uninspected schools. That means, 
as the first step, an intelligent survey by competent and experienced 
inspectors. And they must be men and women in sympathy with 
various types of educational endeavour, not pedants or mere partisans 
of literature or of science, or of State monopoly, but anxious to stimu- 
late and to make use of every bit of good private effort. The next 
thing to be done is to rescue many of our day secondary schools from 
financial embarrassments, and to place the salaries and prospects of 
assistant masters and mistresses on a satistactory level. The third 
step would follow at once—the raising of the intellectual standard of 
many of the schools, improvements in the professional preparation of 
the teachers, and the diffusion throughout the nation of a clear and 
inspiring idea of what a good secondary school could and should do for 
its pupils. But, concurrently with this, the fourth need should be 
grappled with—namely, the spread of the public-school spirit as far as 
possible throughout secondary education. 


This is well and judiciously said. The new Act, rightly 
administered, should help us to advance in all these directions. 


= =e a eae ee — 


NOTHS. 
Tue Statutory Commission for the reorganization of Lon- 
don University has reported its conclusions to Parliament. The 
document which now lies on the table consists of 136 statutes 
and regulations, which will receive the Royal Assent before the 
end of the present month, provided that no motion in a contrary 
sense is carried in the meantime in either House. The effect of 
the new statutes is in accordance with what has already been 
made public. The Senate will consist of 54 members—4 to be 
appointed by the Crown; 16 by Convocation ; 2 each by the 
Colleges of Physicians and Surgeons, University and King’s 
Colleges, the Incorporated Law Society, and the County Council ; 
1 each by Lincoln’s Inn, the Inner and Middle Temples and 
Gray’s Inn, the City Corporation, and the City and Guilds In- 
stitute; and 16 by the Faculties of Arts, Science, Medicine, 
Theology, Laws, Music, Engineering, and Economics. The last 
two faculties are new creations, and they will have their 
schools at the Central Technical Institute and the Schoo) of 
Economics. 


Tue Senate will have three Standing Committees: an Aca- 
demic Council of twenty, including the sixteen representatives 
of the faculties; a Council for External Students, numbering 
twenty-eight, and including the sixteen representatives of Con- 
vocation ; and a Board for the Extension of University Teaching, 
which will probably take over the work of the London Society. 
The Academic Council and the Council for External Students 
will provide respectively for the Intermediate and Final ex- 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


aminations of internal and external students— Matriculation 
being identical for both classes; and they will arrange between 
them for “the equalization, as far as possible, of the standards 
of knowledge and attainments prescribed for the degrees con- 
ferred upon internal and external students.” Convocation will 
retain the proxy vote for the Chancellorship, the Chairmanship 
of Convocation, the sixteen representatives on the Senate, and 
the Parliamentary representative of the University. 


Tur schools of the University will include University and 
King’s Colleges; Hackney, New, Regent’s Park, and Cheshunt 
Colleges, the Richmond Wesleyan College, and St. John’s Hall, 
Highbury; Holloway and Bedford Colleges for Women; the Royal 
College of Science and the Wye Agricultural College ; the ten 
hospital schools of medicine, including the London School of 
Medicine for Women; the Central Technical College, and the 
London School of Economics and Political Science. When funds 
permit, the Senate will appoint professors, readers, lecturers, 
and ‘recognized teachers.” Special provision is made for the 
encouragement of post-graduate study and research. The 
Senate will have power to confer “ad enudem” and honorary 
degrees. These are the main provisions of the new statutes ; 
and it is now at last reasonable to affirm that the teaching Uni- 
versity of London is constituted on definite and durable 
foundations. 


Å CORRESPONDENT supplements as follows our notice last 
month of the appointment of Mr. Hobhouse as editor of the 
Guardian. The notice in question, we must admit, was a 
little meagre in regard to the transfer of an eminent school- 
master to the editorial chair of our leading Church paper—a 
paper which is distinguished, amongst other ways, by its 
excellent weekly summaries of educational events. ‘‘ Walter 
Hobhouse was a scholar of Balliol, student of Christ Church, 
Fellow of Hertford, tutor of Hertford and of Christ Church, 
winner of the Chancellor’s English Essay Prize, 1885, and 
of the Chancellor’s Latin Essay Prize, 1886. He was 
placed in the First Class in Classical Moderations, as well 
as in the First Class in Litere Humaniores. But for the 
break-down of health at Durham last Easter, he was thought 
by good judges the fittest headmaster for Eton, should a 
vacancy arise. He is a man of decided, but moderate, Church 
views, of strong and calm judgment; a good representative 
of the old High Churchmen, scholarly and loyal, and by no 
means in sympathy with the extreme men who detest that 
Reformation which has probably been the greatest factor in 
the history of Great Britain, and has certainly developed all 
that is most energetic, expansive, and permanent in our 
national life.” 


Mr. Ernest Gray, M.P., has recently paid a visit to Wales, 
and delivered an address at Lampeter on ‘‘ Our National System 
of Education.” His words were not words of comfort to the 
Welsh educational enthusiast. Not only is the average attend- 
ance in Welsh elementary schools much lower than in England, 
but the county in which he was speaking is, according to the 
Departmental returns, at the bottom of the scale, showing a 
percentage of only 72:9, as against 82 in the English counties. 
It also appears that the teaching is by no means satisfactory. 
Apparently he thought that a cold douche,would have ajbracing 
effect upon his audience. He explained\that*he dwelt upon the 


March 1, 1900. ] 


black spots in Welsh education, and refrained from speaking of 
the great things Wales had done, because, if there was only one 
Welshman present, they might safely count upon hearing those 
things during the course of the discussion. This is a little 
hard on the Celtic Ego—although he is perhaps a little pam- 
pered. However, we are glad to see that the ‘‘facer’’ was 
taken with laughter and applause. 


Tue Primate’s recent speech in Convocation on the Leeds and 
Manchester schemes for bringing voluntary schools into real 
connexion with the national system of elementary education 
showed little sympathy with either. The increasing financial 
burden, due to Departmental insistence on efficiency, presses 
heavily upon Churchmen in districts such as Lancashire and 
some parts of Yorkshire, where voluntary schools are the rule 
and Board schools the exception. By the Leeds scheme it is 
proposed that the Local Education Authority should be enabled 
to aid voluntary schools out of the rates, and that the managers 
of schools should be compelled to make provision for the 
separate religious instruction of children when required by a 
reasonable number of parents. The Manchester scheme, on the 
other hand, would provide for the transfer of the schools, neck 
and crop, over to the Local Authority, subject, however, to 
adequate representation of the religious body whose school was 
so transferred upon the committee of managers. The Arch- 
bishop, in effect, says: ‘‘ A plague on both your schemes!” and 
thinks the generosity of Churchmen is not yet exhausted. 
Doubtless he sees much scope for skirmishing in the first 
scheme, and no way of retreat in the second. 


Warrenatt and South Kensington, which have winked for 
some time past at the running of secondary schools by the 
elementary School Boards, are returning to the mood of strict 
legality in anticipation of their new responsibilities under the 
Board of Education Act. At the London School Board meeting 
on Febrnary 15, a communication was read from the Science 
and Art Department, stating— 


That it had been brought to their notice that, in certain science or 
art schools and classes under the management of School Boards, no 
fees are charged, and the cost of the instruction given is defrayed out 
of the school fund ; that they are advised that this application of the 
school fund is illegal; that they will refuse to recognize new schools 
or new classes, or new subjects in existing schools or classes, if they 
are supported wholly or partially out of the school fund; that in 
Section VI., page 2 of the“ Science and Art Directory” it is provided that 
every science or art school or class must have local support either in 
the form of fees and subscriptions or of rates; that no school or class 
will be permitted to charge abnormally low fees in order to compete 
with others in the same locality; and that in this section the word 
“ rates ” applies to rates levied under the Technical Instruction Acts, 
or any other rates which may be lawfully applied to the payment of 
Science and art instruction, and not to the “school fund,” which is 
raised under the provisions of the Elementary Education Acts, and 
cannot, as the Department are advised, be lawfully so applied. 


The Department inquired how the School Board proposed to 
comply with the views here expressed. The letter was referred 
to the School Management and the Evening Continuation 
Schools Committees for consideration and report. We imagine 
that these Committees will defer their reports until after 
April 1. It will remain for the Education Board to cut the 
Gordian knot. 


Tume deputation from University colleges in England and 
Wales which brought before Sir John Gorst the needs of the 
day training colleges met with little encouragement. The 


THE EDUCATIONAL TIMES. 


127 


old residential training colleges, which began the work of train- 
ing teachers in this country, have now not nearly enough 
accommodation. Moreover, these colleges are limited in their 
scope by the fact that they are, in nearly every case, maintained 
by denominational funds, and impose a denominational test on 
their students. Furthermore, very few of them are affiliated tO 
any University, and they are thus necessarily narrower in their 
influence than they would otherwise be. It was plain ten 
years ago that something must be done to give wider oppor- 
tunities to candidates for the teaching profession. Hence the 
day training colleges organically connected with Universities. 
Of these there is now a considerable number, doing excellent 
work, in England and Wales. But there is not enough money 
to carry on the work as it should be carried on; for, though a 
Government grant is made, it is on a much lower scale than 
that given to the older residential colleges. The students have 
had to be admitted at reduced fees, and they suffer considerable 
hardship in some cases by reason of the smallness of the sum 
(£15) allotted to them for board and lodging. Sir John Gorst 
suggested that School Boards should augment the public grant 
from their funds; but it is evident that such a disposal of the 
“ school funds’? would be illegal. Meanwhile, the day train- 
ing colleges must be content to wait, it seems, and carry on 
their work as best they may with the funds at their disposal. 


Ir is often alleged that the free library movement in this 
country has proved a failure, and there are always those ready 
and eager to assist at its obsequies. It is stated, with an air of © 
severe superiority, that four-fifths of the books borrowed are 
works of fiction, and that solid and improving reading is 
neglected. It is even affirmed that the free library is a refuge 
for the “unclean loafer,” and that this is one of its most 
heinous offences. As to that, it is conceivable that some would 
welcome the aforesaid loafer, as showing sparks of better 
things, and a desire for edification—else why should he not 
choose the warmth of the neighbouring public-house? That 
most reacers read novels is probably true. At Cardiff the 
Libraries Committee is working, by means of lectures, &c., to 
train children in the schools to care for the best books. The 
schools and the libraries are closely connected, and many 
interesting experiments are -now going on there. Manchester, 
too, is doing something in this direction. Last winter a course 
of lectures on “ English History in Works of Fiction” was 
given in several branch libraries in the city, and the result was 
so encouraging that another course is now being held on similar 
lines. The subject this year is changed. ‘‘ Nature in Books ” is 
now the theme of the lecturer. ‘‘ The Drama of Nature ” and 
‘ The Unfolding of the Plot ” are two of the subjects. Books 
and Nature ought never to be dissociated ; but, unfortunately, 
town life has helped to separate them a good deal. A walker 
should also be a reader, and often is. 


Tue Agricultural Education Committee has aptly sugge 
that such secondary teaching work as is at present carried on 
under the Board of Agriculture should be transferred to the 
Board of Education, so that one body shall be responsible for 
agricultural education as a whole. While not losing sight of 
education.as a means of mental training pure and simple, the 
importance of its being suited. to particular \work )in/after life 
must be considered, and, what is more, the possibility of almost 


128 


any science subject properly taught being made a means of all- 
round education. At present those who take most advantage 
of elementary education become fitted for clerkships and similar 
employment. The result is that intelligent country lads crowd 
into the towns and there is a dearth of farm hands. There are 
several important questions, economic, social, hygenic, behind 
all this, and any scheme which would tend to settle these must 
be of the greatest value to the community. It is evident that 
rural education will have to be made different from that of 
towns. A question of wages no doubt comes in—a clerk well 
fitted for his work may get more than an ignorant agricultural 
labourer; but the training which the latter at present receives 
is not suited to his needs. 


At a recent meeting of representatives of the Chambers of 
Agriculture, Mr. Williams, a practical farmer, expressed his 
opinion that the present system aimed at discovering a possible 
Chancellor of the Exchequer in every school. He suggested 
that this was unfair to the majority of country boys, and it is 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


available from school gardens, the work of insects and birds, 
the needs of domestic animals, come in for attention. Lastly, 
some slight introduction to farm measuring, and agricultural 
machinery as exemplified by wheel and axle, pulley, and cog 
wheels, finish the course. 


Tae action of Eady v. Elsdon recently tried before Mr. 
Justice Ridley and a special jury is a rarity in the history of 
English law. Of actions brought by pupils against their 
masters there has been, perhaps, more than enough; but it is 
not often that the tables have been turned, and the master has 
brought an action against the pupil (an infant) for damage done 
to the master’s property. There has been some misconception 
as to the actual defendants, and even the Times in its leading 
article on the case assumed that the action was brought against 
the infant’s parent, thereby adding an unnecessary terror to 
those which are supposed to afflict a father having boys at 
school. By English law an infant lacks the legal capacity to 
contract (except for necessaries), and, therefore, no action van 


interesting to note how these remarks agree with some made by|be brought against him for the purpose of making him liable 
Prof. Ripper at the Conference of Science Teachers with regard | upon any agreement he may have entered into. But an infant 


to more specialized education. 
engineering students, only one or two, said Professor Ripper, 
became what the training was intended to fit them for, namely, 
successful engineers. The majority ended in being failures; 
whereas, if they had received manual instruction, they might 
have been successes instead. Mr. Williams pointed out that 
Scotland still possessed many of the best agricultural labourers, 
although the children had been educated time out of mind. 
What he wished was that subjects of direct usefulness to the 
boy in his life in the country should not be omitted, or left in a 


Even out of a very large class of may commit a legal wrong provided he be over seven years of 


age, when the mind is considered capable of criminal intent, 
and he may be sued for any damage which follows from any 
wrong or actionable negligence committed by him. 


In the above case Mr. Eady might have brought his action 
for the damage done by the fire to his premises; but, having 
recovered compensation from the insurance company in respect of 
such damage, he sought only to recover his collateral out-of- 
pocket expenses and loss of professional profits from the author 


minority, and he had come to the conclusion that a change'of the mischief. It is satisfactory to know that the jury gave 
might be made in this direction without detracting one whit him £450, and, as the infant has expectations, there seems to 
from the education now given. Little or no evidence of such a! be some probability that his judgment will prove effective. 
calling as agriculture is apparent in most village schools, The case does not show that an action would lie against the 


although much instruction as to things bound up with life in 
the country is allowed, if not very strongly encouraged. 
Although the walls are often covered with pictures “ of all the 
animals that entered the ark,” one seldom sees the representa- 
tion of a cow, or, if one does, as likely as not the maid is shown 
milking her from the wrong side. . No reading book used deals 
with the farm. Indeed, direct discouragement may be given 
to a boy who might be desirous of tilling the land, for, if he 
prove dull at other subjects, he is told that he is only fit to drive 
a plough or to feed the pigs. In arithmetic, bills of parcels 
occupy the pupil’s attention, when his brain might be just as 
well exercised with calculating how many bushels of turnips 
there would be in a certain crop, or how much land could be 
cultivated under given conditions in a given time. 


Tue Agricultural Education Committee, who have taken the 
matter up, are, in the words of Sir William Hart Dyke, “ deter- 
mined to see it through.” They have drawn up a careful 
syllabus of lessons which the Education Department is consider- 
ing, and it is most probable that some such line of teaching will 
in time become compulsory in all village schools. In this 
syllabus simple but true and practical object lessons on every- 
day plant structures, the importance of air and water to vegeta- 
tion, are first dealt with. Then elementary notions of tillage to 
be obtained, as far as possible, by visits to farms, and where 


parent. A child is neither the servant nor the agent of his 
parents, so as to make them liable for his wrongful acts. If, 
ho wever, a parent concealed from the master the vicious pro- 
clivities of his boy, and damages resulted to the master there- 
from, the parent would, we think, be liable, although we cannot 
recall any instance where such an action has been brought. 
A master is entitled to assume that a boy has no physical or 
mental abnormalities, unless they are brought to his notice ; and 
the common-law action of deceit would lie if damage to 
the master resulted from non-disclosure. 


SUMMARY 


THE MONTH. 


Tue new scheme prepared by the Charity Commissioners for 
the administration of the Colet Fund provides that the Mercers’ 
Company may pay annually to St. Paul’s School out of Dean 
Colet’s Foundation two-thirds of the total income, or the sum of 
£14,000, whichever is the larger amount; and, in the case of the 
Girls’ School, one-third of such income, or such smaller sum as 
remains after payment of the sum set apart for the purposes of 
St. Paul's School. The residue of the income, if any, will be 
allowed to accumulate. and will be dealt with under a further 
scheme for the promotion of secondary education in or near the 
County of London. The schools of the foundation are (a) a 
school for boys, to be called, as heretofore, St. Paul's School, and 
maintained in the present buildings as {a classical. school with 
a modern department, and, if the Governors think fit, other 


March 1, 1900. ] 


departments, under the supervision and control of the High 
Master ; (b) a school for 400 girls, to be called St. Paul’s Girls’ 
School, and maintained on the site in Hammersmith already 
acquired. The High Master’s salary is fixed at £300 per annum 
and an annual capitation fee of £3 to £6 on each of the first 300 
boys, and of £2 in respect of each scholar beyond that number; 
the Headmistress receiving a fixed stipend of £200 and a capi- 
tation payment of £2 to £4, and £2 respectively. The fees are as 
follows: * Registration, 10s.; entrance, £5; tuition, for boys, £20 
to £30; ditto, for girls, £15 to £25. The High Master and Head- 
mistress are given the power of dismissing assistant-teachers. 
subject, however, to an appeal to the Governors. As regards 
scholarships, one-third are open scholarships, and are to be com- 
peted for by candidates hetween twelve and fourteen years of 
age; and, as regards one-third of the scholarships, special weight 
is to be attached to subjects proper to the modern department. 
Greek is not to be required. In the Girls’ School, provision is 
made for thirty scholarships, of which thirteen are open to 
candidates between the ages of twelve and fourteen years, whether 
attending the school or not. The Governors are to employ £700 
a year for exhibitions for girls. 


Tue Corporate Property (Charities and Endowments) Com- 
mittee of the London County Council submitted on February 6 
and 13 a report in reference to St. Paul’s School, which recom- 
mended, amongst other things, that assistant-masters in the 
school should be paid their salaries by the Governors direct, and 
that the Charity Commissioners should be asked to consider the 
question of the reconstitution of the governing body with a view 
to the reduction in the number of Governors the Mercers’ Com- 
pany might appoint, and to the appointment of three members at 
least by the Council. After several speeches objecting to the 
report, Mr. Organ, Chairman of the Technical Education Board, 
sald the Council was the Secondary Education Authority for 
London, including the City, and therefore it had a right and a 
duty to deal with the matter. The representations of the Council 
had had weight with the Commissioners in the past. The 
Technical Education Board was mainly responsible for the 
report, and he could promise the Council that, if they sent it 
back, the Committee would bring it up again with fuller details. 
Mr. Gilbert, Chairman of the Committee, said he was willing to 
take the report back, and this course was agreed to. 


Tut National Education Association, at its meeting on Febru- 
ary 12, received a report from its Executive Committee, stating 
that the main feature of the past year has been “the persistence 
of the Government in pursuing, a administrative actions, that 
policy of restricting and crippling popular education which was 
rejected by Parliament in 1896.” It is added :—“ The creation in 
certain districts of a spurious Local Authority for Secondary 
Education, which has neither the power nor the responsibility 
of adequately supplying schools, but which can prevent others 
from doing so, has been followed by the attempts to suppress 
higher-grade schools and by other attacks upon the progressive 
development of the education of the people.” The Committee 
say that they have done all that was possible to help members of 
the Association and others to resist “ these insidious proceedings,” 
and they have reason to hope that the efforts to check them may 
be more successful “now that their effect is becoming apparent 
to the larger public.” As to training colleges, the report states 
that the popular dissatisfaction with the insufficiency and the 
predominantly sectarian character of the provision for training 
elementary teachers has continued to grow. “The present in- 
adequate and unfair system affects our whole national system of 
education; but influences behind the present Government will 
apparently prevent any reform so long as it remains in office.” 


Oy February 14 a Gladstone memorial bust was unveiled in 
the Debating Hall of the Oxford University Union Society by 
Sir William Anson, M.P. The bust has been subscribed for by 
past and present members of the Society, and executed by Mr. 
Onslow Ford, R.A. The President, Mr. R.C. K. Ensor, of Balliol 
College, occupied the chair, and there was a large attendance. 
The bust was unveiled amid loud cheers. It is a striking like- 
ness of Mr. Gladstone, who is represented in his D.C.L. robes. 
A plate upon the pedestal records the fact that Mr. Gladstone was 
Secretary of the Union in Easter Term, 1830, and President in 
Michaelmas Term of the same year, Sir William Anson said in 
the course of his address : 

_ There was a deep-seated conservatism on some points discernible 
in ‘fr Gladitone’s character. When Mr. Gladstone was staying at 


THE EDUCATIONAL TIMES. 


129 


All Souls College in 1890 ho himself (the Warden) became aware that 
this conservatism, as regarded all matters of University legislation, 
was so intense as almost to be quite reactionary. It was almost 
impossible to recall the Oxford of Mr. Gladstone’s day ; but one might 
wish that the literary culture which he, in common with the statesmen 
of his time and a hundred years before, enjoyed might not die out. 
One could not measure other men by Mr. Gladstone’s capacity as 
regarded literature. His literary activity would do credit to a life 
devoted to nothing else but literary production. 


Mr. Horace Piunkett, Vice-President of the Irish Board of 
Agriculture and Industries, stated in answer to a question in the 
House of Commons that it was the intention of the Lord Lieu- 
tenant to transfer to the new Board, as from April 1, the Science 
and Art Department's institutions in Dublin, namely—the Royal 
College of Science, the Museum, the School of Art, the National 
Library, and the Botanical Gardens; but the grants in aid of the 
Science and Art teaching will continue for the present to be 
administered as heretofore from South Kensington. 


A copy of the charter and statutes which are to govern the new 
University of Birmingham has been laid on the table of the 
House of Commons. They contain a list of honorary and other 
officers covered by the terms of the charter, but only three 
persons are mentioned who have been definitely appointed to 
positions inthe new University. The first Chancellor will be Mr. 
Chamberlain. No name is associated with the office of Principal, 
which is to be a Crown appointment, made through the Lord 
President of the Council; but the Vice-Principal nominated is Dr. 
R. S. Heath. who has been acting Principal of Mason University 
College. The appointment of the first Dean of the Faculty of 
Medicine has been conferred on Dr. B. C. A. Windle, F.R.S. 


A DINNER in aid of the funds for the new scientific laboratories 
at King’s College, London, was held in Lincoln’s Inn Hall on 
February 14. Mr. A. J. Balfour presided, and he was supported 
by the Bishop of London, Mr. Justice Byrne, Principal Robertson, 
Mr. W. F. D. Smith, M.P., Sir Michael Foster, M.P., and many 
others. Mr. Balfour said: 


King’s College will, without question, be one of the great teaching 
centres of the new London University. It requires at this moment, to 
enable it to carry out that great function, the assistance of the public 
to supply it with adequate scientific accommodation, especially, I am 
informed, in the matter of a bacteriological and physiological laboratory 
and lecture-room. The results of scientific research are not provincial, 
but extend their benefits to all parts of the civilized world, and, in no 
small degree, to this great Metropolis. Let us, therefore, who are 
dwellers in London, feel that we have some obligation to the world at 
large, corresponding to the international position which we occupy. 
Let us do what we can as a community to further that investigation 
into the secrets of Nature—that storming of the citadels of knowledge 
in which all civilized men are, or ought to be, co-operators. It is 
because we have in King’s College an organization ready to hand 
which has already shown its capacity for prosecuting such investi- 
gation that we now appeal for generous and liberal support to enable 
it to carry out that work more efficiently in the future. 


UNIVERSITY COLLEGE, LIVERPOOL, has obtained a new charter 
from the Crown, under which the Court of Governors secure 
various additional powers. The Council is to be reconstituted. 
Hitherto, in addition to the President, two Vice-Presidents, 
Treasurer, and Principal, who are ex-officio members, the Council 
has consisted of thirteen members, of whom two are professors 
chosen annually by the Senate, and eleven are persons elected for 
a term of three years by the Court of Governors. Under the pro- 
visions of the new charter, the Council will, in addition to the 
above-mentioned ex-officio members, consist of twenty-one 
members, of whom three will be professors chosen by the Senate, 
fifteen will be persons elected by the Court of Governors, and 
three will be persons to be nominated by the Liverpool City 
Council. 


A RECENT Blue-book furnishes a return showing the extent to 
which, and the manner in which, Local Authorities in England, 
Wales, and Ireland have applied, or are applying, funds to the 
purposes of technical education (including science, art, technical, 
and manual instruction) during the years 1897-98 and 1898-99 
under the Local Taxation (Customs and Excise) Act, 1890, the 
Technical Instruction Acts, 1889 and-1891, the Welsh Inter- 
mediate Education Act, 1889, and the, Public Libraries and 
Museums Acts. The amount expended on technical education, 
exclnuive of the sums allocated to intermediate and technical 


130 ` 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


education under the Welsh Intermediate Education Act, was in| proud of their skill in propounding mathematical conundrums, to 


1897-98 £860,104, and the estimated total expenditure during the 
year 1898-99 was £874,611. The amounts raised by loan on the 
security of the local rate under the Technical Instruction Acts 
were in 1897-98 £69,333, and in 1888-99 £133,583. The total 
amount of the residue received under the Local Taxation (Customs 
and Excise) Act by the Councils of counties and county boroughs 
in England, excepting Monmouth, in respect of the financial year 
1897-98, was £834,826, of which £759,400 was appropriated to 
educational purposes and £75,426 to the relief of rates, the latter 
sum including £42,108 devoted by the London County Council to 
relief of the rates. Of the forty-nine counties, forty are applying 
the whole of the residue, and nine a part of it. to technical 
education. The total of the residue paid to the thirteen County 
Conncils and the Councils of three county boroughs in Wales 
and Monmouth was £40,061, and these Local Authorities are 
devoting the whole of it to intermediate and technical education 
under the Welsh Intermediate Act, 1889. In the case of Ireland 
the residue is not applicable to technical education. Twelve 
Local Authorities expended on technical education during the 
year 1897-98 £5,649, and the estimated total expenditure by them 
during 1898-99 was £4,523. 


Sır MıcnaEL Foster was elected M.P. for the London Uni- 
versity, in the week ending February 10, in succession to Sir John 
Lubbock, now Lord Avebury. Sir Michael polled 1,271 votes. 
against 863 for Dr. Collins and 586 for Mr. Busk. Chairman of 
Convocation. We are unable to define Sir Michael's political 
attitude, and must allow him to attempt the definition for him- 
self. After the declaration of the poll, the new member said : 


Even if he were the superior person he had been called by some 
newspapers, he could not expect to sit in an isolated chair, and he 
must respond to the lash of the Whips of one side or the other. He 
had carefully considered on which side of the House he should sit, and 
he had come to the conclusion that it was only consistent with the 
opinions which he hadexpressed concerning the present war, and withthe 
feelings which he had as to the supreme importance of strengthening 
the bonds of our great Colonies with this little island, that he should, 
first of all, at all events, take his seat among the supporters of the 
present Government. But he took it that he might so order his ways 
that he did not sacrifice to party demands, or jeopardize by party 
action, the opportunities that he might have of forwarding in the 
House all interests of science, learning, and education. He was 
subject to tradition. As one who was born in the same town as 
Oliver Cromwell, who was married from the house in which he 
dwelt, as one whose forefathers—obeying what they thought their 
consciences—sheltered their friend John Bunyan when he preached 
outlaw sermons in the woods of Hertfordshire, he felt that tradition 
wrapped him so about that the war cry of civil and religious liberty 
always made him prick his ears. 


Tne Gilchrist Travelling Studentship of £70. which, in De- 
cember, 1899, was in the award of the Committee of Manage- 
ment of St. George's Training College, Edinburgh, has just 
been awarded to Miss Maude E. Newbegin, M.A. Miss New- 
begin—who received her professional training at St. George's 
Training College—is at present Lecturer on English History 
and Latin at Edgehill Training College, Liverpool. She intends 
to make the system of organization and the methods of the 
French écoles normales the special object of her study. 


UNIVERSITIES. 
(From our Correspondents.) 


THE controversy regarding the Mathematical 
Tripos, after being waged fiercely in fly-sheet 
form, came to a conclusion in the Senate House 
on February 15. Newspaper readers have been kept fully 
informed of the arguments used by both sides, but it may be 
interesting to note the two distinct points scored by the opponents 
of the change. The second part of the Tripos, on the authority 
of Dr. Routh, has been practically a failure, and the new scheme 
of cutting down the first part to the level of Oxford Moderations 
was an attempt to force the better men to take two years for the 
second part, instead of, as at present, taking the first part at the 
end of the third year, and letting the second part take care of 
itself. The other point that scored in argument was this: If 
the first part has proved unsatisfactory, it is not the fault of the 
regulations, but of the examiners, who fail in their duty of 
properly carrying out the rules by which the examination is 
governed. Some examiuers, it is hinted not ambiguously, are 


Cambridge. 


show their own power in mental gymnastics, and not to test the 
training of the average man who submits himself for examination. 
A large number of members of the Senate, not themselves experts 
in mathematics, proceeded upon the common-sense ground that it 
was for the promoters of change to prove their case. The number 
of those voting was smaller than would have been expected, but 
the abnormal character of the weather was sufficient to account 
for the fact ; and the graces were defeated by substantial, though 
not overwhelming, majorities. 

A new departure has been taken by the War Office authorities 
in regard to the selection of University candidates for the Army. 
Hitherto, at every half-yearly examination, a certain number of 
commissions have been given to candidates from all the Uni- 
versities, competition among such candidates taking place in the 
examination of candidates for admission to Sandhurst. The 
nature of the schedule of subjects for that examination makes it 
expedient to work at a large number of subjects simultaneously. 
In fact, the whole examination is designed to encourage cram 
instead of training. Men refuse to give up the regular course of 
their work for their degree to take the chances of success in the 
Civil Service Commissioners’ Examination. The War Office 
authorities have grasped the situation, and boldly thrown the 
responsibility of selecting the candidates upon the University 
itself. Ten Commissions in the Artillery have been assigned by 
the Vice-Chancellor, acting with the advice of experts, and 
universal satisfaction has been expressed at the way in which a 
difficult task was discharged. 

On February 7 a crowded and enthusiastic meeting was held 
in the Senate House, at which resolutions were unanimously 
passed, urging the necessity of making the University Volunteer 
Corps a nursery for the scientific training of our future officers. 
Mr. Roberts, of Caius, under whose command the Corps was 
practically galvanized into anew existence, in a most able speech 
dwelt upon the importance of training University men in the 
various departments of military science. After all, amateur 
soldiering is as good an amusement and quite as healthy a 
pursuit as the practice of that sort of athletics which consists in 
looking on while others play football or cricket. At the present 
moment lectures on tactics given in the University are well 
attended. One College (Magdalene) provides lectures on the 
same subject for its own men, dhigugh the enterprise of the re- 
vered Master, Mr. Neville, who was Vice-Chancellor when the 
first University Volunteers were sworn in nearly forty years ago. 

Natives of Asia not of European parentage have for some 
considerable time been allowed to n for Greek in the 
Little-go a selected English subject, but there was no provision 
to enable such candidates to obtain exemption by means of 
passing the Senior Local Examinations unless they qualified in 
Greek. This anomaly is now to be removed, and, for the future, 
our Asiatic confrères will be able to come to the University with all 
their preliminary examinations behind them, ready to start the 
serious work of their tripos. The Senior Wranglership last year 
went to a native of India, and this year the Member’s Prize for an 
English essay has been awarded to a gentleman whose name pro- 
claims his nationality—Mr. Rajjappaya Nazayanan. 

The University Reader in Talmudic, having had an attractive 
offer made to him from another quarter, has been induced to 
remain with us on condition of receiving an additional grant of 
£100 per annum, thus making up the income to £450 a year, of 
which sum, however, £250 is provided by private munificence. 

The Senate on February 15 duly ratified the proposal of the 
Council to abolish the present system of presenting the benefices. 
and the first Board of Electors was nominated at the same time, 
The list is a fairly representative one, and is composed ex- 
clusively of members of the Church of England. The principal 
grace was opposed by the redoubtable Dr. Mayo, who was, how- 
ever, only able to persuade seven other members of the Senate to 
side with him, while seventy-seven recorded their votes in favour 
of the grace. 

The Chancellor has been asked to interpret the statutes relating 
to a somewhat important point—whether University Readers are 
precluded from taking private pupils. The Chancellor has 
answered the question in the negative; so that the unofficial 
coaches will now find the competition keener than ever. The 
decision will be received with a certain amount of indifference 
by the well established coaches. As the readers are valuable 
recruits to the ranks of examiners, the new regulation, by 
practically closing this occupation against them, will probably do 
more harm than good. 

Personal items of the Month.—Chancellor'’s Classical) Medals, 


March 1, 1900. | 


THE EDUCATIONAL TIMES. 


131 


(1) Ernest Harrison, B.A. Trinity, (2) Russell Kerr Gaye, 


- Trinity ; Pitt Scholarship, T. G. Johnson, Jesus ; Porson Scholar- 


ship, W. Rennie, Trinity ; Davies Scholarship, F. H. Marshall, 
Emmanuel; Seeley Medal, F. W. Head, B.A. Emmanuel; Hulsean 
P C. J. B. Gaskoin, B.A. Jesus. 


SOME DIFFICULTIES IN DISCIPLINE. 


In these days of large classes one of the most pressing problems of 
discipline is: How to keep a class together as an organic whole, at the 
same time that each individual is kept busy. Even in large schools 
where there is careful classification the difticulty is felt by experienced 
teachers. In smaller schools and less happy conditions (where the 
novice usually has to begin his career) the inexperienced teacher often 
feels he is a hopelessly poor disciplinarian ; whereas it is often a mere 
matter of solving this single problem. After all, good discipline is of 
a slow and gradual growth, and very often the results of the so-called 
“born disciplinarian” are by no means so good or so permanent as 
those of a teacher who has built up rationally his own powers. A great 
writer on education has said that the fountain of discipline is the will 
of the pupil, and that obedience and attention must be active; if 
mechanical, they become a sort of disobedience and inattention, finally 
degenerating into servility, the very opposite pole to truo discipline. 
This is probably the reason of our dissatisfaction with the results of 
Board-school education; it is not so much a question of this or that 
subject that has been taught or neglected, but it is the discontented, 
sulky, even idle, habits engendered by the military government of 
huge classes. 

I. The most important point to bear in mind is the distinction 
between amusing a class and interesting it. An old teacher will often 
say: “Interest can be over-done; I don’t believe in too much of it.” 
Reason and experience both show that this is false. Interest can never 
be over-done. But amusement can be, and very often is; and it must 
be admitted that training colleges are responsible for a great deal of 
evil in this respect. One of the leading teachers in England overlooked 
this point in an “ Essay on Stimulus” written some years ago. He 
advocated the use of bright and entertaining sentences for analysis or 
translation, in preference to the dull old exercises once in vogue. This 
is well; but it must be continually emphasized that an interest in the 
subject of an exercise is not an interest in translating it from one lan- 
guage to another. So subtle is this distinction at times that many 
brilliant teachers, who can always command the attention of their 
class, are surprised at the poor progress in the subject. The boys’ 
minds have been busy and cheerful indeed, and never bored, but they 
have not been busy over the essential things. For this reason brilliant 
teachers are in some cases more harmful than the incompetent who 
cannot hold the class together at all; for the mischief done by the 
former is not so easily apparent. As a test, then, of one's work, it is 
always better to ask, not only: “ Have my pupils been thoroughly in- 
terested and hard at work all the lesson?” but also: ‘In what have 
they been interested?” And let us measure our progress more by the 
quality than the quantity ; and the quality is to be measured by the 
resultant activity of the pupils. Another point is to be noted in this 
connexion: Although the interest awakened in a subject can never be 
too great, it can be given too lavishly and too soon. Interest should 
rather be a gradual acquisition of the pupil than the gift of the teacher, 
and Arnold’s rule, never to give a piece of information till the class 
had earned it, although often impracticable, is very sound in principle. 
Some teachers have a feverish desire to pick out all the most interest- 
ing parts of a subject, and in so doing they are in danger of producing 
a kind of mental dissipation in their class, as if one should spend his 
time in reading only the Review of Reviews. The self-restrained patient 
teacher will get a far more permanent interest aroused, although it 
may not bear full frnit until his pupils are removed from his influence. 
How far more permanently interesting, for instance, is it to feel the 
difficulty of the character of Hamlet after reading and re-reading the 
play than to have the opinions of many commentators served up in a 
bright discourse! In order to illustrate the distinction between interest- 
ing and merely amusing a class, no subject in the curriculum is more 
appropriate than reading—that béte noire of the weak disciplinarian. 
Teachers are always trying to discover good reading-bovks, and 
publishers trying to meet the demand by fresh departures, many of 
them entirely mistaken from an educational point of view. The 
numbers of historical and geographical readers are a striking instance 
of the futile attempt to do two things at once. The old idea of com- 
bining penmanship and morality only raises a smile now; but the con- 
fusion of aim in a geographical reader is no less ludicrous. It must be 
admitted, however, that the choice of a reader is a difficulty. If too 
heavy and abstruse, there is little opportunity for the pupils’ exercise 
in intelligent expression ; on the other hand, if too easy and interest- 
ing, there is a hurry to vet on to sce what comes next. Considering 
the enormous ontput of story-books for children in the present day, 
there seems no need whatever to foster the taste for mere tales during 
School hours. The very short time that can be devoted to the reading 
lesson ought to be spent in an endeavour to render as well as possible 
Pieces of distinct literary merit. Interest in the subject of the piece 


will doubtless be aroused, but only the interest in the actual rendering 
of it should be counted unto the teacher for righteousness. The old- 
fashioned book of extracts had many points to recommend it; the fault 
lay in the sense of unreality that always attends an extract, divorced 
from its context and often meaningless in consequence. ()n the other 
hand, again, the whole of a standard work would not afford sufficient 
variety. This difficulty could be easily solved if the fetish notion that 
every pupil must be provided with a copy were broken down. 

The following experiment was once tried in a class of girls, and by 
its means an hour of boredom to the pupils and misery to the teacher 
was rendered one of the pleasantest in the week. Each girl was told 
to come to the next lesson with a book of her own choosing (from the 
home or the school library) prepared to read a passage of it to her 
fellows. The choice was to be kept a secret till the appointed hour, 
when one by one the girls stood up and read their pieces, while the 
others listened critically in order to vote on the best at the end. 
Pathos and fun followed one another quaintly, and all were eager to 
hear, so that any inaudibility or indistinctness was quickly pulled up 
by the class. The teacher indeed had little to do but to look on, limit 
the time, and jot down critical notes. It need bardly be said that the 
competition became so keen that the pieces were thoroughly practised 
beforehand in private, to the immense advantage of the pupil. The 
voting was managed by each pupil assigning marks to each reader in 
turn. These were quickly added at the end, and the order of merit 
was announced. After this, the teacher gave a short criticism of each 
reader, and a general criticism on the votes of the class, pointing out 
her reasons for agreement or disagreement. Thus each member of 
the class was busy during the whole lesson, and busy on the right 
points. One incidental advantage may be mentioned, that the pupils 
saw the real book from which the extract was read, very often in a far 
more attractive edition than would be possible in a school book. 

II. Another general principle to bear in mind is that the various 
enthusiasms lying dormant in a class of children may be utilized. After 
a little observation it will be noticed that one pupil revels in excessive 
neatness, another in getting through a large amount of work in a given 
time, another in showing somebody else how to do it, another in 
shortening his labour by various devices. Each of these virtues is 
usually allied to a complementary vice—the neat one is slow, the quick 
one inaccurate, and so on. Instead of fighting the vices, it is often 
more profitable to call attention to the virtues, as opportunity arises, 
in order that the whole class may be leavened by them. For instance, 
in the up-hill work of giving a class a thorough mastery of a rule in 
arithmetic, certain definite ideals should be put before them, and no 
one should consider that he knew the rule till each ideal wus fulfilled. 
To be quick, to use the best. methods, to be neat in work, to be so clear 
as to the why and wherefore that you could explain it to the first man 
in the street. to be absolutely accurate—these are the points for a class 
to aim at. Certain lessons are appropriate for emphasizing certain 
ideals, e.g., simplification of fractions is a good opportunity for the 
neat pupil to shine forth as an example. The quick, inaccurate worker 
should be made to do his example by two, or even three, different 
methods. Impatient at first, he will gradually become interested in 
making his answers correspond, and this will prove a greater spur to 
accuracy than being merely told that the answer is wrong and the 
example must be redone. It may be objected that a second method is 
often clumsy, as, for instance, when an addition of decimals is to be 
checked hy adding the vulgar fractions; but the apparent waste of 
time is fully compensated by the training in accuracy, for it is assumed 
that the boy is already quick enough, and the boy is of far more im- 
portance than the example; though, to judge by many a teacher’s 
procedure, one would hardly suppose so. 

III. The function of competition as an aid to discipline is another 
leading point to be considered. Roughly speaking, competition does 
no harm if used only for sheer routine work, in which it is almost 
impossible to awaken a rational interest. An enormous amount of 
memoriter work in language-teaching comes under this head, where it 
ig certainly true that “repetition is the teacher's sheet-anchor.” But 
no subject is quite exempt from this burdensome duty, so distasteful to 
the brilliant teacher. Marks are by no means necessary for compe- 
tition; but where they are not employed the teacher’s utmost ingenuity 
is required to keep the work alive. The Jesuits were specially clever 
in this direction, and their methods are well worth attention. Their 
class-matches, for instance, where the pupils were divided into sides 
and challenged one another, are not so ditticult to manage as they 
sound by the description; for the class thoroughly enjoys it and enters 
heartily into the orderly arrangement of details, and a pupil will learn 
his lesson to save his side from defeat much more readily than to save 
himself from detention. The choice of leaders and sides need not take 
place every lesson, but may hold for half a term, and even then need 
not be arranged in actual school hours; so that very little loss of time 
is occasioned. 

When the pupils are widely varied in capacity, or at widely different 
stages in a subject, the common refuge is a subdivision. But sub- 
divisions are always the mark of a young teacher who is anxious to 
suit every one: a case has been known of a class of five pupils in 
French, in three divisions. An experienced teacher never makes a 
division in a class if he cancpossiblyavoidiit; for he knows that it 


132 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


means direct loss of time, loss of the “ sympathy of numbers,” con- 
fusion in setting preparation work, and distraction to every one in the 
room owing to the varied work going on. With very rare exceptions, 
the class can be made to work together somehow; there will be a loss, 
no doubt, to a few pupils, but not the loss equal to that caused by a 
subdivision. In language-teaching the old fetish order of noun, adjec- 
tive, pronoun, &c., can be entirely discarded. If one pupil has never 
done his adjectives, let him, nevertheless, plunge into the pronouns with 
the rest. The boy who is far ahead of the others is harder to deal 
with than the one who is behind. If he is obliged to work by himself 
for the greater part of the lesson, a pleasant change for every one can 
be made by putting him up to be questioned in turn by all the others; 
they will be glad to humble him, and he will endeavour to stand the 
fire with easy nonchalance. Work at a map in geography affords a 
good opportunity for this device. As for the inevitable group of back- 
ward pupils, repetition of verbs, &c., should often be done together by 
the whole class, for their benefit, the mere volume of sound being very 
helpful to the weak memories. A point often overlooked with regard 
to the backward is that they should frequently be allowed to join in 
the chorus, or answer single questions with their books open before 
them. It is far better that they should do this than give wrong or 
muddled answers; of course the rest of the class will see the reason of 
this and tolerate it easily. 


CORRESPONDENCE. 


THE FRANCES MARY BUSS SCHOOLS. 
(NORTH LONDON COLLEGIATE AND CAMDEN SCHOOLS For GIRIS.) 
To the Editor of the Educational Times. 


Dear Sır, —The fiftieth anniversary of the foundation of these 
schools falls on the approaching fourth of April. As the estab- 
lishment of the North London Collegiate School in 1850 marks 
the first step in the development of the reformed system of 
girls’ schools, which has characterized the half-century, and as 
the name of its founder stands in the foremost rank of the 
reformers, it is felt that the occasion may fitly be celebrated as a 
time of jubilee in the wider as well as in the narrower sense. 
We, therefore, invite you to take part in the proposed. celebra- 
tions, and we shall have much pleasure in sending cards of 
invitation, with all particulars, on hearing from your of your 
desire to be present. A service of commemoration and thanks- 
giving will be held in St. Paul’s Cathedral on the evening of 
April 3. Receptions will be held at the Schools in the afternoon 
and evening of the following day, which is the Day of Jubilee, in 
the course of which the commemoration music will be sung by 
the school choir in the Great Hall. We specially desire your 
co-operation in the Cathedral service. 

Wituiam Latuam, Chairman of the Governors. 

ALFRED J. Buss, Clerk to the Governors. 

SoPHIE Bryant, Headmistress, N.L.C.8.G. 

Faxyy J. Lawrorp, Headmistress, C.8.G. 
Sandall Road, Camden Road, N.W. 


———— 


UNIVERSITY OF LONDON SENATORIAL ELECTIONS. 
To the Editor of the Educational Times. 


Sir,—The new Senate of the reconstituted University of 
London is to be appointed in May next, and as sixteen members, 
or about one-third of the whole, are assigned to Convocation for 
election, there is now a good opportunity for securing an im- 
proved representation of the interests of secondary education in 
the Governing Body of the University. A Committee has been 
appointed by the Incorporated Association of Headmasters, to 
which representatives of the various associations working for 
secondary education have been co-opted; and, as it will be im- 
portant to have the active co-operation of all London graduates 
who are in sympathy with the object, you will render great 
service by making known that only “registered graduates "— 
t.e.. Members of Convocation—will be able to vote. Under the 
new statutes, the elections will be by means of voting papers— 
transmissible by post—and in the several Faculties as follows :— 
Six Senators to be elected by Arts graduates, six by Science, two 
by Medicine, and one each by Law and Music. Those graduates 
who are not yet in Convocation are strongly urged to enrol 
themselves ; and it should be known that all Doctors and Masters 
are immediately eligible, but Bachelors in Arts, Science, and 
Music must have graduated three years before acceptance; those 
in Law and Medicine two years. The fee is 5s. per annum, or a 


i 


| tife composition of £1. The application and fee should at once 
i be sent to the Registrar.—I am, Sir, your obedient servant, 

l R. W. HixtToN, Chairman of the Committee. 
Aske’s Hampstead School for Boys, Cricklewood, N.W. 


THE BATTLE OF THE SCRIPTS. 
To the Editor of the Educational Times. 


S1zn,—Mr. Joseph Deedy has done good service in collecting par- 
ticulars as to the pronunciation of Latin affected at thirteen of our 
secondary schools. Let me offer your readers a summary. 1 means @ 
pronounced as in father; 2, as in fate. 3 means c and g before e and i 
as in critic, gift; 4, as in city, gypsy. 5 means c before e and i as in 
violoncello. Charterhouse, 2, 4; Cheltenham, 2, 3; Christ Church, 
Oxford, unsettled; Christ’s Hospital, 1, 3; Downside College, Bath, 
1, 4,5; Dulwich, 2, 3,4; Eton, 2,4; Maynooth, 1, 4, modified Italian ; 
Rugby, 1, 2, 3; Stonyhurst, 1, 4; Westminster, 2, various; Whitgift, 
Croydon, 2, 4; Winchester, 1, 4. 

Mr. Deedy brings up what to me seem unanswerable arguments for 
land 3. Latin has no k—c served its purpose; many words beginning 
with ce and ci are almost identical with the Greek from which they 
were taken, as cetus, ketos; circus, kirkos ; cera, keros; coelum, koilos. 
In the verb dico, dicis, dicit, the first form has the letter hard; 
logically, the others would have it so, too; and, further, it must con- 
tinue so to explain the perfect, diri (diksi). Note, similarly, virgo, 
virginis; rer, regis; duv, ducis; lego, legis, lexi, lectum. There are 
many other arguments. As regards the vowels, the results of com- 
parisons with other languages are all in favour of the “ Roman values,” 
as in futher, reinn, &ce. 

Will you let me take this opportunity of saying that I shall be 
happy to send, post paid, to any reader of the Educational Times 
interested in this matter, a copy of my little book of tables of “the 
sounds of speech,” issued in connexion with “ International Phono- 
graphy,” the current (15th) edition of “The Oxford Shorthand ” ?— 
Yours sincerely, Percy E. KINGSFORD. 

Excelsior, Dover, January 18, 1900. 


To the Editor of the Educational Times. 


DEAR Sır, —The heads of secondary schools are interested to know 
the result of the second year’s competition between the Script and 
Pitman systems conducted by Mr. Easterbrook in the Owen’s School, 
Islington. I now enclose you copy of Mr. Easterbroook’s report. The 
result of the first year’s competition was the subject of editorial notice 
in 1898 in Education, the Educational Times, the Journal of Education, 
and other educational journals; but, as the competition was in the 
elementary stages, only the results in the more advanced stages have 
been looked forward to by those interested in the shorthand question. 
Mr. Easterbrook’s experiment, extending over two years, is the first of 
the kind that has ever taken place, and we trust that you will deem it 
worthy of notice.— Yours faithfully, F. STRATFORD MALONE. 

January 16, 1900. Secretary, Script Shorthand Co., Ltd. 


Owens School, Islington. 

December 14, 1899. 
The results of the second year’s teaching of the parallel classes in 
shorthand are as follows:—The Pitman class consisted of nine boys 
and the Script class of five boys; but, for purposes of strict com- 
parison, I ought, perhaps, to omit from the latter class one pupil who 
had learnt a little of the system before he joined our class, although it 
was very little indeed. This pupil obtained 123 marks, being at the 
head of the list. They were examined in reporting two passages—one 
read to them at sixty words a minute and the other at seventy words a 
minute. The marking, in order of merit, was as follows :—(Total— 
130 marks) Script pupil, 121 marks; ditto, 115; Pitman pupil, 110; 
ditto, 108; Script pupil, 103; Pitman pupil, 61: Script pupil, 29. 
The remaining six pupils, all from the Pitman Class, could do prac- 

tically nothing with the passages. 
J. EASTERBROOK, Headmaster. 


To the Editor of the Educational Times. 


Sizr,—Your number of February, 1899, recorded a lecture on short- 
hand by Sir Edward Clarke, in the course of which he recommended 
the old “Taylor” system as being specially easy of acquisition and 
reliable in practice. In the recent College of Preceptors’ Examination 
(December, 1899) my pupil, Charles Bryan, who passed in the First 
Division of the Second Class, scored a rather remarkable success in 
shorthand. He began the study of the Taylor system less than eight 
weeks before the date of the examination, and, in acquiring facility, 
had to rely largely on copying practice. Owing to the demands of 
other subjects, we were unable to devote more than twenty minutes a 
day to dictation.— Yours faithfully, Hvueu W. Innes, LL.B. 

37 Gillingham Street, Eccleston Square, S.W. 

January 22, 1900. 


March 1, 1900.] THE EDUCATIONAL TIMES. 133 


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134 THE EDUCATIONAL TIMES. 


| March 1, 1900. 


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R.A.S. and G. H BRYAN, Sc.D., M.A., F.R.S. 3s. 6d. 


TRIGONOMETRY, THE PRECEPTORS’. Edited by WILLIAM BRIGGS, 


M.A., LL.B., F.C.S., F.R.A.S. 2s. 6d. 


Masom, 


2s. 6d. 
(In preparation, 


Non- Metals, 


By F. ROSENBERG, M.A. Camb., 


L. L.B., 


Complete Catalogue of the University Tutorial Series, and List of Books classified 
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135 


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FORECASTS AND COMMENTS. 
March 1, 1900. 


Tur Professional Preliminary Examination of the 
College of Preceptors, for certificates recognized by 
the Education Department and various professional 
bodies, will be held on March 6-8. 


# & 
= 


Pror. Sutiy’s course of weekly lectures on ‘ Intellectual 
Education ’’—the first course of the twenty-eighth annual series 
of Lectures for Teachers at the College of Preceptors—began on 
February 22. The second lecture will be delivered this evening 
at 7 p.m. 


Fixtures. 


# & 
* 


Tue next Evening Meeting of members of the College of 
Preceptors will take place on Friday, March 16, when Mr. 
Arnold-Forster, M.P., will introduce a discussion on ‘“ Maps—- 
what they are and what they ought to be.” The lecture and 
discussion promise to be exceptionally interesting, and it is 
expected that a number of distinguished geographers and carto- 
graphers will be present. Dr. Scott Keltie, Secretary of the 
Royal Geographical Society, will take the chair. 

eo 


* 

Ox March 2 and the five followiag Fridays, Miss F. M. 
Purdie, of Newnham College, will lecture (to women only), at 
the Home and Colonial Training College, Gray's Inn Road, on 
“ Phonetics and their Uses in English and Foreign Language 
Teaching.” These lectures are given by the trustees of the late 
Miss Soames, in pursuance of her work in English and foreign 
phonetics. They will deal with the methods and aims of 
phonetics generally, and will also describe the Soames Phonetic 
Method of teaching children to read. A syllabus will shortly be 
ready, and may be obtained from Miss Verrall, 26 Gloucester 
Place, Bnghton (Soames Trustee). Admission to the lectures 
is free, and all teachers are specially invited. 


* 

As the rooms lately occupied by the School of Art Wood- 
Carving in the Imperial Institute buildings have been handed 
over to the London University, the day classes, and a special 
Saturday afternoon class for pupils who cannot otherwise attend, 
will, after March 1, be carried on in the North Gallery of that 
building. The evening classes will, necessarily, for the present 
be closed. Some of the free studentships, maintained by means 
of funds granted to the school by the City and Guilds Institute 
and the Worshipful Company of Drapers, are vacant, and forms 
of application for these, and further particulars relating to the 
school, may be obtained from the manager, Miss Rowe. 

*  % 
* 

At the Royal Institution, on March 22, Mr. H. J. Mackinder, 
M.A., F.R.G.S., will deliver the first of a course of three 
lectures on “ Equatorial East Africa and Mount Kenya,” in the 
place of Mr. KE. A. Fitzgerald, who is unable to deliver his 
lectures owing to his departure for South Africa. 

*  % 
* 

Turre will be examinations this month for fifteen major 
scholarships, and for exhibitions and sizarships, at Trinity 
College, Cambridge, and for entrance scholarships at Magdalene 
and Selwyn. 

* + 

A SCHOLARSHIP of £50 a year will be offered-for, competition 

on the results of an examination’ in’ classics, open to candidates 


136 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


for entrance and to students in their first year, to be held at 
Newnham College on March 14 and two following days. The 
scholarship is tenable for three years from entrance. The 
Mathilde Blind Scholarship of £50 a year for three years will 
be offered for competition to candidates intending to take a three 
years’ Honours course in literature on the results of an examin- 
ation to be held at Newnham College on June 13 and two 
following days. Candidates will not be eligible for this scholar- 
ship unless they are qualified in mathematics for entrance to 
the college. 
ee 

Tue Easter Conference of the Private Schools’ Association will 

be held at Oxford during the week commencing April 24. 


Tue small Committee representing the Educa- 
tion Department and the Treasury, which was 
appointed on the passing of the Board of 
Education Act to reorganize the work hitherto carricd on in 
Whitehall, at South Kensington, and at Gwydyr House, and to 
provide for the new administration which will be necessary 
under the above-mentioned Act, is understood to have virtually 
completed its task. The Committee has taken a long adjourn- 
ment, and apparently little remains to be done except to make 
the definite appointments which will complete the new staff of 
the Education Department in its several subdivisions. 

¥ 


+ 

THE Government are, doubtless, well aware of the import- 
ance which is attached by secondary schoolmasters, and by all 
who understand the question of English education as a whole, 
to the cfficient organization of the Secondary Education 
Department of the new Board. We may also trust that they 
have been careful to mark the necessary distinction between 
such secondary education as will be based, in the main, on 
technical instruction—which must needs be encouraged by 
Departmental grants, and which may be treated on the lines 
of direct continuation from the clementary schools—and that 
other kind of secondary education, whose basis is mainly 
literary, which is pursued in the public schools, endowed or 
proprietary, and in private schools, and which could not 


possibly be treated on the same lines of eontinuation. 
* 


Education 
Gossip. 


TueEre are, unfortunately, many bodies and individuals who 
do not, even yet, perceive this necessary distinction, or who 
deliberately ignore it, as though their masterful way of ignoring 
the laws of gravity would succeed in making water run up-hill. 
They talk too often as if every secondary school ought to be 
graded on to the Government elementary schools. It is ab- 
solutely impossible. 

** 

SECONDARY education will depend for its encouragement and 
control on a secondary and non-technical Department of the 
Board, on the Under-Secretary of that Department, and on the 
Consultative Committee. The distinction has been partly re- 
cognized and provided for by the new Act; and the secondary 
profession of teachers are now looking, not without anxiety, 
for the appointment of the permanent Secondary Assistant- 
Secretary. There ought to be no question about the appoint- 
ment of an official who has a thorough knowledge of the 
literary schools, who is in touch with the organized secondary 
bodies, and who would inspire confidence in the secondary 
profession. 

* * 

Waen our next number makes its appearance, the Education 
Board will be constituted and at work. The first of April is 
the date on which the Act is to come into operation. Parlia- 
ment is not trivial enough to make porssons d'Avril of the 
educational world ; but it is amusing, none the less, to find that 
the date on which the Board of Education is to set about its 
administrative work is a Sunday. 

O 


% 
We fear that Sir Philip Magnus has had to pay dearly for the 


vindication of his right to sit as a member of the Court of 
Governors of the Worshipful Company of Plumbers; but it may 
be supposed that the costs of the long litigation will follow the 
decision of Mr. Justice Farwell on February 19. May we also 
suppose that the Court of Governors will accept the judge’s 
sensible advice, and avail themselves of Sir Philip’s able assist- 


ance in the future ? 


*  # 


* 

Two exhibitions (one of the value of £50, and one of the 
value of £30) will be offered by Trinity College, Cambridge, to 
candidates selected for admission to the Civil Service of India 
at the open competitive examination held in August, 1900. 
The first of these exhibitions is open only to those whose names 
are placed not lower than twenty-fifth on the official list of 
selected candidates, and who either are members of Trinity 
College or are not members of any college in Cambridge or 
Oxford. The second of these exhibitions is open only to mem- 
bers of Trinity College whose names are placed on that list. 

+o # 
° # ' 

Prizes, each of the value of £10, are offered by Trinity 
College to those among the candidates selected at the open 
competitive examination held in 1900 who during each term 
of their year of probation have resided at the college, and who, 
in the “ Final Examination ” to be held in 1901, pass highest 
in Arabic, Sanscrit, or Persian, provided that they obtain at 
least three-fifths of the total marks given for those languages 
respectively. 

* * 

Tne Mathematical Association held its annual general 
meeting at University College on Saturday, January 27, when 
papers were read by the President, Sir Robert S. Ball, Prof. 
R. W. Genese, and Messrs. R. F. Davis and J. A. Third. It 
was announced that the Mathematical Gazette, the second volume 
of which commences with the present year, would in future be 
issued six, instead of three, times a year. The Gazette will 
contain articles suggestive of improvements in methods of teach- 
ing, or covering ground not satisfactorily treated in text-books, 
reviews of mathematical books of the first importance, together 
with shorter notices of new text-books, elementary mathematical 
notes, problems, and any other matter of direct interest to mathe- 


matical teachers. 


+ á # 
% 


A nrquest of £20,000 has been made to the New College, 
Hampstead (now a constituent college of London University), 
under the will of the late Mr. Henry Vaughan. This is the 
largest amount ever bequeathed to a Congregational college. 
New College is the best endowed of any of the colleges of the 
Congregational denomination. The present Principal is the Rev. 
R. Vaughan Price, M.A., who succeeded Dr. Samuel Newth in 


1889. 


+ %* 
w 


Ir is far better to lower the fees, when possible, than to lose 
pupils. It appears that the number of students at the Guildhall 
School of Music has during the past year or two fallen off, and 
the number of new pupils for the spring term is nearly 30 per 
cent. less than in the corresponding period of 1896. A report 
has been presented on the subject to the Court of Common 
Council, and the recommendation has been made that the en- 
trance fees of pupils shall be lowered, and the fees of the’ pro- 
fessors slightly increased. The students even now exceed 
three thousand. 


——+ 0 


Tae Lord President of the Committee of 


oe Council has appointed Sir William Richmond, 
vaii K.C.B., R.A., Mr. T. @. Jackson, R.A., Mr. 


E. Onslow Ford, R.A., and Mr. Walter Crane 
as a Council to advise the Department of Science and Art on art 
matters relating to art schools and classes, the Art Museum, 
and the Royal College of Art. He has also appointed Mr. 
A. Spencer, Headmaster of the Municipal School. of, Art, 
Leicester, to be Headmaster of the Royal College of Art. 


March 1, 1900.] 


THE EDUCATIONAL TIMES. 


137 


Tue Principalship of Aberdeen University has been vacated by 
the sudden death of Sir William Geddes, LL.D. Sir William 
was formerly Professor of Greek at Aberdeen, and became 
Principal in 1885. 

*.* 

Mr. Kany has been appointed Master of the Commercial Side 
of University College School, under the arrangement recently 
made between the authorities of the school and the Technical 
Education Board of the London County Council. 

* % 


% 
Dr. N. Trrarp, who has been appointed Professor of Physio- 
logy at King’s College, London, has resigned his Examinership 
in Natural History in the College of Preceptors.—Mr. G. T. 
Moody, D.Sc., F.C.S., has been appointed one of the Examiners 
in Chemistry in the College of Preceptors, in the place of Prof. 
W. N. Hartley, F.R.S., who has retired. 
* % 
* 
At Oxford Mr. C. H. Firth, M.A. Balliol College, has been 
elected Ford Lecturer in English History for the ensuing 


academical year. 
*  % 


+ 
Tuer Vice-Chancellor of Cambridge University announces that | 


he has appointed Mr. Frederic Harrison, M.A., Hon. Fellow of 
Wadham College, and Professor of Jurisprudence to the Inns of 
Court, as Rede Lecturer for the present year. 

# # 


* 
Tue Rev. F. H. Crase, D.D. of Christ’s College, Cambridge, 
has been elected Hulsean Lecturer for 1900-1. 
* % 
* 
Tue Professorship of Medicine at Edinburgh University is 
vacant by the death of Sir T. Grainger Stewart. 
* o % 


s 
Mr. James Marr, M.A., has been appointed Headmaster of 
Banff Public School, in succession to Dr. Wilson. 


—_——_—_+0e—_____ 


No two opinions would coincide as to the best 
twenty or fifty books on the history, theory, and 
practice of education. The question is one of much 
importance, and, if our readers—many of whom are competent to 
form a valuable judgment on this subject—would try their 
hands at a selection, the result could not fail to be interesting. 
We observe that the School Board for London has forwarded to 
the public libraries of the Metropolis a list, drawn up by 
experts of the Board, of books for teachers and others interested 
in the history or theory and practice of education, with the sug- 
gestion that the books be added to the libraries. The books 
recommended are fifty-eight in number, and cover a wide field, 
from Tylor’s ‘‘ Anthropology ” and Mill’s ‘‘ System of Logic” 
to Froebel’s ‘‘ Mother-Play ” and Heerwart’s ‘‘ Course of Paper 
Folding.” It is satisfactory to know that in most libraries 
many of the books proposed are already on the shelves. 

* 

* 


Literary 
Gossip. 


ConsipErtne the eminence of St. Paul’s as a first-grade 
classical school, it is not surprising to find that eight out of thirty- 
four editors of the new “‘ Scriptorum Classicorum Bibliotheca 
Oxoniensis ’’ (Clarendon Press), to which we draw attention in 
one of our reviews of this month, are either Old Paulines or past 
or present masters at St. Paul’s. 

* & 
# 

Tume: Bill permitting the optional use of the English language 
in the Jersey ‘‘ States” was carried by a large majority. The 
language question in Austria (shall we add in the Transvaal ?) 
is not to be so easily settled. Meanwhile our Celtic brethren 
are pushing their own language question for all it is worth. 
Though we have no great idea of its importance, we will quote 
from an Irish paper the strongest argument which we have yet 
seen in favour of the teaching of Irish to Irish children. 

Any one who knows the language of Ireland, with its magnificent list 


of 60,000 townland and other place names, has opened up for him a 
new field of vivid interest and pleasure. These fine names will stand 


for ever as a monument of the beauty and variety of our language, and 
the poetic and imaginative faculties of our ancestors. But to those 
who do not know Irish they are of course incomprehensible. It is 
strange for people to live in their own country and not to know the 


meaning of their surroundings. 
* 


Tue death of Mr. H. D. Traill is a loss to English letters and 
a loss to Literature, which he edited with much ability. He 
was an Oxford Honour-man, and began his London career by 
working in the Education Department. 


* 

Tur Oxford Delegacy for the Extension of University Teach- 
ing give some interesting particulars in their report for last year. 
No fewer tuan 1,231 lectures were delivered by thirty-four 
lecturers in 119 local centres. The lecturers on literary sub- 
jects were the Revs. J. G. Bailey, R. Bayne, and W. Tuckwell, 
and Messrs. F. S. Boas, R. W. Bond, W. G. de Burgh, E. L. S. 
Horsburgh, R. Ashe King, J. A. R. Marriott, W. Alison Phillips, 
J. C. Powys (the newest edition to the ranks), and E. de Sélin- 
court. The gross average attendance at lectures was 4,376 ; 
the average per centre being 104. Judged by the average 
attendance, the most popular lectures were the following :— 
Mr. Marriott’s ‘‘ English Novelists,” at Cheltenham, evening 
lectures, average attendance, 315; Mr. Horsburgh’s ‘‘ Shake- 
speare,” at Bolton, evening lectures, 312; Mr. King’s “English 
Novelists,” at Gloucester, evening lectures, 220, and Mr. 
Marriott’s ‘‘ English Novelists,” at Redditch, evening lectures, 
200. 

* * 

Wirn regard to our notice, in January, of Prof. Schoenfeld’s 
“ Schiller’s Maria Stuart ” (Macmillan), we are assured by Dr. 
Schoenfeld that he has not used Dr. Buchheim’s edition at all. 
There is so much common material for Schiller criticism that 
we can quite understand coincidences. Certainly, our reviewer 
had no intention whatever of implying that other editions had 
been unfairly used. Dr. Schoenfeld also informs us that he 
had very high authority for coupling the quotation ‘‘ Nihil est 
in intellectu quod non prius fuerit in sensu” with Catholic 
symbolism. Possibly he is right; its most usual application is 
certainly to the philosophy which maintains that all knowledge 
comes through the senses, and that there are no such things as 
innate ideas. 

*_* 

Mr. W. B. Crrve announces a new ‘ History of Greece,” 
by W.J. Woodhouse, M.A., Lecturer in Ancient History and 
Political Philosophy in the University of St. Andrews, sometime 
Craven Fcllow in the University of Oxford, and author of 
“ Aetolia : its Geography, Topography, and Antiquities.” This 
book is intended primarily for those who are studying in outline 
the history of Greece down to the death of Alexander for ex- 
aminations such as the London University Intermediate Arts 
and B.A. It will also be found useful in schools where Greek 
history is offered for the Locals or the Oxford and Cambridge 
Board Examination. 

* * 

Tre same publisher will shortly produce ‘‘The Tutorial 
History of English Literature,” by A. J. Wyatt, M.A., joint 
author of ‘ The Intermediate Text-Book of English Literature.” 
The common complaint against smaller histories of literature is 
that they attempt too much, and fail to preserve due proportion 
between the greater and lesser writers. Mr. Wyatt has only 
incidentally included the lesser names. The work of our great 
writers has been described many times: here the attempt is 
made not only to describe again the work of our great writers 
for its own sake, but through it to tell the story of our literature 
as a whole. Illustrative extracts form a prominent feature in 
the book, and will, it is believed, considerably add to its 
educational value. 

* * 

In “ The Story of the Nations ” the history of Italy is divided 
into three separate volumes, ‘‘ The Tuscan Republics,” ‘Venice, ” 
and ‘* Modern Italy,” the last\ of; which, Mra Fisher Unwin will 


138 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


publish next week. It gives a clear account of Italy during 
the last hundred and fifty years. The author is Prof. Orsi, 
Professor of History in the Reale Liceo Foscarini, Venice, and 
already favourably known as the author of a short history of 
Italy and other scholarly work. 


THE LICENSING OF TEACHERS. 


At the evening meeting of the members of the College of 
Preceptors, held at the College on February 14, with the Rev. J. O. 
Bevan in the chair, Prof. Foster Watson read a valuable his- 
torical paper on “The Licensing of Teachers in England in 
the Past.” We regret that we are unable to report this lecture 
in full. 

Prof. Foster Watson’s introduction was in the following 
terms :— 


“ Not a man in Europe,” says Cardinal Newman, “ who talks bravely 
against the Church but owes it to the Church that he can talk at all.” 
It is only when we come to read the history of the middle ages that 
we realize the full import of what Newman asserts. And, whatever 
may be said on the subject by partisans, the impartial] historian of 
education will always gladly recognize the glorious part played by the 
Church in the episcopal and early monastic schools. Not that the candid 
inquirer will necessarily suppose that the Church was the first or only 
institution which recognized the responsibility of handing on the torch 
of learning from one generation to another, or of spreading widecast 
the benefits of culture and instruction. The Holy Catholic Church 
had been founded on the model of the “ Universal Empire,” which the 
City of Rome had held before itself in its political vision. The 
military, social, political organism, which hoped to complete itself 
in universal dominion had, it is true, passed away. But, like the 
waves of the sea, as the currents of history moved onward into fresh 
regions the old ideals passed onwards, and moulded the new waters 
with the old forms of aspiration towards a universal empire, now to 
ecclesiastical, rather than political, ends. In attempting large and far- 
reaching ecclesiastical objects, it was not likely that educational ends, 
in some subsidiary degree, would be left out. For the institutions 
of Church and State, corporations as they are of the highest and most 
comprehensive forms, “never die,” and for the continuance of the 
ideas for which they stood to future ages— nay to even the following 
generation—the culture and education of the young is too pressing 
and obvious a condition to escape the urgent attention of a State or 
religion of even a comparatively low type. 

We should expect, therefore, that the care for the young in their 
up-bringing would not be overlooked by the builders of the old Roman 
Empire. Into this I cannot go further than to quote the words of 
Gibbon: “In all the cities of the Roman world the education of youth 
was entrusted to masters of grammar and rhetoric, who were elected 
by the magistrates, maintained at the public expense, and distinguished 
by many lucrative and honourable privileges.” Without further 
inquiry on what would be an interesting question—viz., to what degree 
the organization in this direction was elaborated by the Romans—I 
only pause here to remark that the arrangements spoken of by Gibbon, 
however thorough, or however lacking, in their completeness, were 
clearly directed to the production of the citizen—probably, indeed, with 
that high ideal before them, as declared in detail to us by Quintilian, 
of the bonus orator. 

With the words of Cardinal Newman still sounding in our ears, it is 
best to respectfully pass by in comparative silence the early centuries 
of the Christian era; for details of educational history are lacking, 
or, when found, are not indicative, for the most part, of the en- 
couragement of secular learning. The Fourth Council of Carthage, 
for instance, disallowed the reading of secular books, even by the 
bishops. This was in 398 a.p.; and, although there were individual 
Churchmen who had more generous views as to literature, yet it would 
seem that learning and teaching came into prominence in the 
Christian Church with the foundation and development of the Bene- 
dictine Order of monks. 

It was not, however, till the time of Charlemagne that education 
became organized as such. ln 787 he addressed a letter to the abbots 
of the monasteries throughout his Empire. This proclamation has been 
called “the first general charter of education for the middle ages.” In 
it abbots are exhorted to study ‘‘letters,” to enable them to under- 
stand more clearly the contents of the Scriptures, and because, 
“although right doing be preferable to right speaking, yet must the 
knowledge of what is right precede right action.” But the abbots are 
further expected to choose men for study who will not only be zealous 
and capable students, but also will be desirous of instructing others. 
These instructions were issued to bishops as well as to abbots. 
Theodulf, the Bishop of Orleans, was one who carried out the directions 
of the King. The spirit in which he did this is seen by the fact that 
he required all the clergy in his diocese to receive all children who 
should be sent by their parents to be taught in each parish, and that 
no fees were to be exacted. There is the principle of universal free 


erg 


elementary education suggested. How far this was adopted in the 
other dioceses, or even in Theodulf’s own, it is difficult to suggest. 
But the idea of universal education is there, and it is in the spirit of 
his great King, Charlemagne. I only add that Charlemagne established 
the great Palace Schools for the people about his Court, together with 
others of the laity from a distance, and that into these schools he 
brought the most distinguished scholars of the day, one of the greatest 
being obtained from England, viz., Alcuin, of the York School. .. . 


After rapidly tracing the progress of the organization of 
education through several centuries, the lecturer quoted decretals 
from the Popes requiring bishops, or their officers, to license fit 
persons to teach, and ordering that no payment should be asked 
for such licences. Cases were quoted to show the qualifications 
required in applicants for the licence. Cases, further, were 
quoted to show that unlicensed teachers and schools were put 
down vigorously. The conclusion was that the evidence pointed 
to obtaining a licence as being the only mode of entrance to 
school teaching from the twelfth century onwards. Mr. Watson 
continued :— 


Mr. Arthur F. Leach did an inestimable service to the history of 
education in showing with such a wealth of illustration the importance 
of the chantry schools in English education of the pre-Reformation 
times. “ The great bulk of the chantries,” he says, in England, “ seem 
to have been founded in the fourteenth, fifteenth, and sixteenth 
centuries. and went on in increasing crowds with the spread of wealth, 
right up to the Reformation.” Although the chantry priest was, in the 
first place, appointed to pray for the soul of an individual, his family, 
and friends, eventually other functions fell to his lot, one of the most 
common being that of teaching poor boys. As there were chantries in 
connexion with most, if not all, of the important churches of the 
country, that the teaching of children should be required of the chantry 
priest by the bequeather of a chantry was analogous to the institution 
by the Church of a prebend in the cathedral churches for the schol- 
asticus. 

Mr. Leach has nothing to say about licences to these chantry priests 
in his “ English Schools at the Reformation—1546-48”; but, in his 
newly issued volume on “ Early Yorkshire Schools,’ * he has given 
interesting cases in connexion with licensing of teachers in the chapter 
schools of York, Beverley, and Ripon. 

In connexion with York, he tells us how, in 1367, Mr. Adam, of 
York, Precentor, complained that, “ Whereas by immemorial custom 
the keeping school in the city of York for teaching boys singing ought 
to be held in a certain place belonging to the Cathedral Church, the 
appointment and removal of the rector or master of which was appur- 
tenant to the Precentorship, yet divers chaplains, holy-water carrters, 
and many others, actually keep song school or schools in parish 
churches, houses, and other places in York, to the no small prejudice and 
grievance of the Precentor. ...’’ All such masters, or keepers of 
schools, on the order of the Archbishop, were required to give them up 
within a fortnight on pain of ecclesiastical censure. 

In 1375 one of the York schools had a master, John of York, who, 
on appeal to the Chancellor, had an unlicensed grammar-school 
master put down. The alternative was pain of excommunication. 
Mr. Leach refers to further cases of suppression of unlicensed teachers 
at St. Paul’s, London, 1137, and at Winchester in 1180, at Canterbury, 
1307-22; and states that similar rights were exercised by the Abbot of 
Walden, at Saffron Walden, in 1475. 

The cases referred to by Mr. Leach at Beverley are given more 
circumstantially. 

In 1304, on the motion of the rector of the school, Robert of Dalton, 
clerk, ‘‘ who, unmindful of his salvation,” had dared to teach school 
there, to the prejudice of the liberties of the Church, was directed by 
the Chapter to desist in nine days, or he would be solemnly excom- 
municated in Dalton Church. In the following year, Stephen of 
Gorton, clerk, received a similar warning for keeping an adulterine 
(1.e., unlicensed) school in Kelk. If he did not desist, he, too, was to be 
excommunicated, but, in his own school (‘in scholis ipsius Stephani” ). 
Mr. Leach’s third case is at Beverley itself—an action against Geoffrey 
of Sancton, in 1305, for keeping an unlicensed school. He was warned 
to abstain from teaching, and actually fell under sentence of excom- 
munication. “ But, as with hardened mind, he despised the things of 
the Church, a hearing was refused him. They, therefore, asked the 
Official to avoid the said Geoffrey in the Consistory Court and other 
places whatsoever, and cause him to be avoided by others; that 
whilst he is shut out from common intercourse, being overwhelmed 
with shame, he may be more easily bent to the grace of humility and 
the result of reconciliation.” This was effectual, for, in 1306, the 
Chapter directed Sir Alan of Humbleton to absolve Geoffrey of Sancton 
from excommunication. 

The system of licensing teachers, I take it, thus remained in the 
hands of the Church till the time of the Reformation. As Mr. Leach 
has shown, the chief schools at that time were the chantry schools, 
and, with the dissolution of these, consequent—upon the Chantry Acts 


* “Yorkshire Archiwological Society's Record Series,” 1898. (1899.) 


March 1, 1900. } 


THE EDUCATIONAL TIMES. 


139 


of 1546-48, in the reign of Edward VI., the system of licensing, it 
would seem, lost its universality. But it continued to exist, at least, as 
a survival from the old ecclesiastical system. As I shall show, it con- 
tinued without a break to remain part of the Canon Law of the English 
Church. 

In the reign of Mary, on the restoration of the Roman Church, 
there was, in 1555, an attempt to return to the practice of licensing. 
In the “Constitutiones Legatins R. Poli Cardinalis” the eleventh 
Decretum is in Latin: “ Let no one, for the future, dare to undertake 
in any place the office of teaching, unless he has been examined by the 
Ordinary, and has been admonished as to the books which he ought 
to read. If it be otherwise, let him incur the pain of excommunication, 
and be prohibited from teaching for three years. And, amongst those 
who already perform the office of teaching, if any one should be found 
unworthy in faith, teaching, or morals, let him be ejected ; but, if worthy, 
let him be confirmed.” 

Immediately after Elizabeth’s accession, at the meeting of Convoca- 
tion of the Province of Canterbury, it was proposed—but it does not 
seem clear whether it actually became an ordinance—“ that no one 
should be admitted to teach youth, either in schools or private families, 
unless he has been approved by the Ordinary.” This was embodied in 
the injunctions given by the Queen concerning the clergy and laity of 
this realm. And, again, in 1571, Convocation of Canterbury not only 
made this quite definite, but added: ‘ That the bishop shall approve no 
schoolmaster as worthy of the office of teacher, unless, in his judg- 
ment, he has sufficient knowledge [“ nisi quam suo judicio doctum 
invenerit’’}, and unless he is recommended as worthy in life and morals 
by the testimony of pious men.” 

In Queen Elizabeth’s reign there still need to be considered the 
notices of the Visitations of the Archbishop’s province. In 1567 
Archbishop Parker laid down in one of the Articles of Visitation the 
question : ‘‘ Whether the officers and ministers, including the school- 
masters, within your church, as without, do either privily or openly 
preach or teach any unwholesome, erroneous, seditious doctrine.” It 
is true that at the same time the inquiry is to be made: “ Whether your 
schoolmasters be of a sincere religion, and be diligent in teaching and 
bringing up of youth.” But it is quite clear that, with these visita- 
tions of Elizabeth’s reign, the machinery of the Bishop with regard to 
the old ecclesiastical jurisdiction over schools is now being brought to 
bear for a political and religiously orthodox, rather than a pedagogi- 
cal, purpose. The Privy Council, for instance, in 1581, ask Arch- 
bishop Grindall to have a good regard to the execution of the 
Act regarding recusant schoolmasters. Whereupon Grindall at once 
despatches the order for inquiry: “Whether any schoolmaster of 
suspected religion, or that is not licensed to teach by the Bishop or 
Ordinary, doth teach in any public or private place within this diocese.” 
So, again, in 1583, Archbishop Whitgift directs the similar inquiry 
throughout his province, from all schoolmasters, “as well publio as 
private, with order that such as be unsound may be removed, according 
to the statute in that behalf provided.” In 1585, again, Whitgift is 
making inquiries in the diocese of Chichester, and in 1588 he enjoins 
the churchwardens and sworn men in the ordinary visitation of the 
diocese of Sarum to inquire “if any within your parish doth teach 
without licence of his Ordinary, under his seal.” In 1604 the English 
Church Canons were adopted, and, I suppose, continue to be the Canon 
Law of this realm to-day. The Seventy-seventh Canon enjoins: 
“ No man shall teach either in public school or private house, but such 
as shall be allowed by the Bishop of the Diocese, or Ordinary of the 
place, under his hand and seal, being found meet as well for his 
learning and dexterity in teaching as for sober and honest conversation, 
and also for right understanding of God’s true religion; and also ex- 
cept he shall first subscribe to the first and third Articles” —+.c., “ King’s 
Supremacy ” and “The Church of England as a true and Apostolical 
Church.” (This Canon was supplemented, if not superseded, by the Act 
of Uniformity of 1662; and it was only the Act of 9 and 10 Victoria, 
c. 59, which repealed the section of the Act of Uniformity which 
imposed the sanction of punishment on those teaching without the 
licence. By 32 and 38 Victoria, c. 56, s. 20, the Endowed Schools 
Commissioners are to provide in every scheme for abolition of the 
necessity of having the Ordinary’s licence.) The ecclesiastical juris- 
diction of schoolmasters by the bishop was turned into an instrument 
for the punishment of heresy, rather than the promotion of education ; 
though Bishop Gibson, in his “Codex Juris Eoclesiastici Anglicani,” 
1761, says that the licences to teach school appear without number on 
the records of particular sees, as also prohibitions. I may add to this 
the interesting fact that in the Commonwealth the power of licensing 
schoolmasters was exercised by the major-generals, and it is needless 
to add that good affection to the Council of State was a necessary 
condition of the licence. The ecclesiastical aspect has become political, 
and the pedagogical aspect over-shadowed. I have found a case in 
which the political side is all-prominent in Charles I.’s reign 
—in 1629. In that year Andrew Bird, head of the Free School at 
Reading, complains that the Chancellor of the diocese has granted a 
licence to one to teach grammar to the prejudice of the borough 
school. “It is,” says the King’s ordinance, “ the King’s pleasure that 
he cause that licence to be revoked.” 

To show how the question of licences could be made obnoxious to 


Nonconformists, let us take the case of R. Claridge. Richard Claridge 
was a Quaker, who, in 1707, kept a successful school at Edmonton. 
Lord Coleraine and another parishioner took exception to the school 
on the ground that Claridge might proselytize children, and that, at 
any rate, the school was an eyesore to the vicar, his lecturer, and the 
master of the free school. Claridge was cited to appear personally at 
Doctors’ Commons, charged with teaching boys and young men in the 
rudiments of the grammar and English tongue, and other school- 
learning, without licence in that behalf first had and obtained. This 
action dropped through; but, eight months afterwards, Lord Coleraine 
put up his footman, Edward Earl, to prosecute Claridge. Earl was a 
man who was no householder, nor had he any “visible estate”; but 
he was thought good enough for the purpose. The cause was tried at 
the Consistory of St. Paul’s. Evidence was given tending to show 
that the prosecution arose from malice and ill will, and that 
Edward Earl was pot acting of his own initiative, but at “the 
instance, request, and charges of Lord Coleraine.” But the case pro- 
ceeded, whereupon Claridge applied, throngh his counsel, to the 
Queen’s Bench for a prohibition to stay proceedings in the ecclesi- 
astical court. His counsel argued that teaching school is lawful for 
any person by the common law; that canons against the common law 
are void, and that Acts of Parliament and offences against them 
belong to the judgment of the temporal, and not to the ecclesiastical, 
courts. A prohibition was granted to stop proceedings till the next 
term, when the spiritual eourt might appear to show cause why a 
writ of prohibition should not be made out. The counsel on the 
other side did not appear, and the ecclesiastical court was tied up 
from any further prosecution. 

Now how vexatious these proceedings were will be judged when 
it is pointed out that Claridge taught some of these children gratis ; 
that he claimed “ not to corrupt the youth, but to instruct them in the 
principles of truth and righteousness.” But, to show conclusively 
that the legal action was based on difference of theological tenet, and 
not upon any question of educational fitness, it is enough to say that 
Claridge was an M.A. of the University of Oxford, where he had 
the reputation of being a good orator, philosopher, and Grecian. 
That he was a good teacher may be concluded from the size of his 
school, in which the boarders increased, and divers of the towns- 
people also sent their children to him. A clear atatement of the 
bishops’ views as to their ecclesiastical jurisdiction is to be found 
in a letter from Bishop Nicholson to Mr. Baron Price in 1706. 
He says: “ Archbishop Arundel’s Constitutions in Lyndwood’s ‘ Pro- 
vincial,’ where it is stated that all manner of teachers (quicunque 
docentes, as well as magistri) are under the cognizance of the Canon as 
to licensing. 2. The gloss observes that the instructors of women 
and girls (which will hardly ever appear to have been the case of 
men in orders) are comprehended under that general title. 8. The 
private teachers (in cameris et introitibus) are then required to have 
licences from the Ordinary in form; and they that have them not, are 
to be proceeded against as sowers of schism.” * 

This, however, is not the view held by the Crown Law Courts, as 
will be shown by the following case :— 

In 1700, a schoolmaster called Cox was summoned before the 
Ecclesiastical Court at Exeter for teaching school without a licence 
from the bishop, and, on motion before the Lord Chancellor, an order 
was made that cause should be shown why a prohibition should not go. 
It was in the Court of Chancery moved to discharge the said order, 
alleging that before the Reformation this was certainly of ecclesiastical 
jurisdiction. Lord Keeper Wright gave judgment: “ That both Courts 
may have a concurrent jurisdiction, and a crime may be punishable 
both in the one and the other. The Canons of a Convocation do not 
bind the laity without an Act of Parliament. But I always was, and 
still am, of opinion that keeping of school is, by the old laws of 
England, of ecclesiastical cognizance. Therefore, let the order for 
prohibition be discharged.” But he held that, if it was for the teaching 
of any school except a grammar school, viz., writing schools, reading 
schools, and dancing schools, and suchlike, then the prohibition was 
to be granted. 

As a practical illustration that, in the popular view, jurisdiction 
was accorded to the bishops’ power of licensing, the case of the 
charity schools may be cited. These schools, established about 1700, 
by 1760 had reached the number of over 1,800. The number of 
scholars was about 42,500.¢ The great text-book for these school- 
masters was Dr. Talbot’s “ Christian Schoolmaster.” It is there dis- 
tinctly stated that to take the bishop’s licence is required from every 
teacher; and it is added that any one teaching in any parish without a 
licence ought to be prosecuted by the churchwardens of the parish 
where he teacheth for the said offence. 

My last instance of insistence on the necessity of obtaining the 
bishop’s licence falls within the reign of our present Sovereign. Ina 
book called “ Church-Clavering ; or, the Schoolmaster,” by the Rev. W. 
Gresley, Prebendary of Lichfield,J we bave a picture drawn as it 


*From a letter of Bishop Nicholson to Mr. Baron Prioe, 1705, in 
Sir H. Ellis’s “ Letters of Eminent Literary, Men.” 

t “Charity School Sermon,” by Dr. Worthington, 1768. 

t Published in 1843. 


140 THE EDUCATIONAL TIMES. 


[March 1, 1900. 


presents itself to his mind of an ideal master of a National school. 
Joseph Primer just escapes becoming a Dissenter preacher and becomes 
instead a teacher of a National school. “I have often wished,” he 
says, ‘that I had received a regular licence and commission from the 
bishop. I should feel more comfortable with such an authority, and 
do not live without the hope of receiving one some day.” An inter- 
locutor inquires: “ Well, but you do not mean to say that in the present 
day you would prevent all persons from keeping schools unless they 
are licensed by the bishops?” 

To which Primer replies that “those who belong to the Church 
should obey its rules. All Church of England schoolmasters, I conceive, 
would be bound to go to the bishop for a licence if he required it... 
let the bishops [continues Primer], if they think fit, revive the practice 
of licensing masters. Let such masters be subject to a strict examina- 
tion as to their principles and qualifications, and let the Church-people 
send their children to masters who are so licensed. What is then 
more extraordinary in requiring that schoolmasters should be licensed 
than forbidding surgeons or lawyers to practise without authority ? 
And is it not better to send our children to be educated by a master 
whose competency is guaranteed by authority than to commit them to 
the tender mercies of any ignorant person who may think fit to open a 
school? ” 

With Mr. Primer’s last argument we all here should cordially agree. 
But, seeing that national education has to be organized, we wish our 
licensing or registration to be national also, and have it on a wide basis 
which may,or rather shall, include all teachers of every sect and denomi- 
nation—men and women teachers, public and private teachers, Univer- 
sity, secondary, and elementary teachers, on the common possession 
of the knowledge of the principles of, and skill in, the practice of teach- 
ing—without regard to either theological or political opinions held by 
the teacher. The National Church once was without the competition 
of dissenting bodies of theological thinkers. It included the nation. 
Now the nation includes all the churches. But the importance of 
education is still as great and is much more widely recognized as 
urgent. It behoves us therefore as a nation to assert the distinction 
between a qualified teacher and one not qualified with as keen an 
emphasis as was done by the old licence of the Church, though now on 
strictly professional lines. 

Nor ought we to be ungrateful to the Church for the organization of 
the past. Modern developments have led to a differentiation of 
functions. The Church once provided the hospitals, almshouses, 
libraries, and provided our other national needs. Now voluntary 
secular bodies manage hospitals, Poor-laws provide for the poor, 
municipalities for libraries. So we now have School Boards—and we 
have rates levied on the people for the support of schools, instead of 
the old endowments of prebends and chantries for teachers. Necessarily, 
therefore, the differentiation of teachers from Church jurisdiction has 
followed that of other professions—as, for instance, doctors and 
lawyers. But the historical study of the old conditions strengthens the 
case for registration by an appeal to past experience of the ages; and, 
at least, one reflection will follow the study of the question of licensing, 
viz., that the fall force of the old conviction of the need of personal 
piety and soundness of conversation and devotion to the teaching office, 
which belonged to the best ecclesiastical tradition of the teacher, 
should unconsciously be at work as the true and only lasting basis for 
a professional spirit in the future as it has been in the past; and for 
the rest—let us so far, in our national registration of teachers, learn 
from the old ecclesiastical system of licensing to follow what was good 
in it, and to avoid its errors and failings. So, finally, we see that 
registration is no new thing. It was found necessary in the middle 
ages, when education was, considering the difficulties, so wonderfully 
organized. And now that we, in this age, are beginning to organize 
education, we too, at last, have learned to recognize the need of 
licensing which was recognized and provided for so thoroughly in those 


ages. 


Mr. THORNTON remarked that teachers used to think a great deal of 
registration, and he thought that the extent of the disagreement as to 
the way in which it should be brought about had greatly diminished. 
The more important question, however, was not the registration of the 
teacher, but the registration of the school. If that were secured, the 
registration of the teacher would come about indirectly. 

The CHAIRMAN regretted that the lecturer had not found time to say 
something about the origin of the Universities. The reason of the 
selection of Oxford and Cambridge as the seats of learning was not 
clear, but it was evident that certain eminent teachers had gathered 
there, that their schools had gradually increased in numbers and impor- 
tance; they acquired certain privileges, and became, in course of time, a 
close corporation ; subsequently, all the different schools and colleges were 
constituted under one governing authority, and the supreme master 
was called the Chancellor, this word being presumably originally an 
ecclesiastical term. The mode of disputation which had been touched 
upon by the lecturer was extremely interesting, and it might be noted 
that this disputation gave rise to the term “ Wrangler,” now in use at 
Cambridge. In past times the clergy were the professors of all 
sciences. They were the leeches and the law-makers, and were con- 
cerned in the administration of the law. Ata certain time the Pope 


made a decree that ecclesiastics should not take part in legal cases as 
advocates; and, in order to avoid the consequences of this decree, the 
ecclesiastics put on wigs, which enabled the tonsure to be concealed. 
That was the origin of the wearing of wigs. He was glad to hear some- 
thing about the licensing of girls’ schools. It was well known that at 
the time of the Renaissance certain ladies—as, for instance, Lady Jane 
Grey—attained very great proficiency, even in the classics; but such 
exceptional cases were due to special circumstances, and the education 
of girls was generally very much neglected. It was interesting to 
note a remnant of old-time procedure in the power of conferring 
degrees still possessed by the Archbishop of Canterbury. 
A vote of thanks to the Lecturer concluded the proceedings. 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held on February 10. Present: 
Dr. Wormell, Vice-President, in the Chair; Mr. Barlet, Rev. J. O. 
Bevan, Mr. Bowen, Mr. Brown, Mr. Butler, Mr. Charles, Mr. Chettle, 
Mr. Eve, Rev. Dr. Hiron, Mr. Millar Inglis, Mr. Milne, Mr. Pinches, 
Mr. Rushbrooke, Rev. Dr. Scott, Mr. Sergeant, and Rev. J. E. Symns. 

The minutes of the last meeting were read and confirmed. 

The Diploma of Licentiate was granted to Mr. C. Clifford Lloyd, who 
had passed the required examination. 

The Report of the Finance Committee was adopted. 

The Report of the Examination Committee was adopted, and 
Mr. G. T. Moody, D.Sc., F.C.8., was appointed one of the Examiners in 
Chemistry. 

The Moderators and Examiners for the year 1900 were appointed. 

The Very Rev. the Dean of Wells was re-elected President of the 
Council, and Dr. Wormell, Sir Philip Magnus, and the Rev. J. Stewart 
were re-elected Vice-Presidents. Mr. H. W. Eve was re-elected Dean, 
and Mr. E. E. Pinches Treasurer of the College. 

The following persons were elected members of the College :— 

Miss E. A. Hargreaves, A.C.P., Hope House, Barton-on- Humber. 

Miss A. B. Knight, Powerscourt, Boscombe, Bournemouth, 

Miss A. Petter, A.C.P., Fairfield Road Higher-Grade School, 
Fishpondgs, Bristol. 


The following books had been presented to the Library since the 
last meeting of the Council :— 


By the Bureau oF EpvcaTIOoN, WasHINa@Ton, U.S.A.—Report of the Com- 
missioner of Education, 1897-98, Vol. I. 

By E. ARNOLp.—King Alfred Readers, Books I.-VII.; Bell’s German without 
Aa, Book I.; De Ségur’s Histoire de la Princesse Rosette and La Petite Souris 

rise, 

By G. BELL & Sons.—Colson and Gwyther’s Cesar, Book ITI. ; Headlam’s Trans- 
lation of the Suppliants of -Eschylus; Pendlebury’s Short Course of Elementary 
Plane Trigonometry: Seccombe’s Age of Johnson; Trayes’ Hannibal’s First Cam- 
aign in Italy; Wainwright's Virgil's Æneid, Book II.; Warman’s Virgil’s Æneid, 

ok IV.; Wells’ First Exercises in Latin Prose Composition. 

By BLACKIE & Son, LtTnp.—Blackie’s Merit Certificate Handbook of British 
History; Blackie's English Classics, Three Parts (Tennyson’s Poems); Harrison's 
First Steps in Earth-Knowledge; Henderson and Parker’s Introduction to 
Analytical Chemistry; Ninet's My First French Book; Proper’s Sand’s Les Ailes 
de Courage; Skeat’s Specimens of English Prose. 

By C. J. CLAY & Sons.—Cambridge Local Examination Papers, 1899; Edwards’ 
Xenophon’s Anahasis, Book V.; Eve’s Racine’s Athalie: Nuicol’s Cicero, Pro Lege 
Manilia; Reynolds’ The Teaching of Geography in Switzerland and North Italy ; 
Shuckburgh's Cesar’s Gallic War, Book V.; Sidgwick'’s Virgil’s Aeneid, Book V.; 
Simpson’s Selections from Ovid's Tristin ; Verity's Shakespeare’s As You Like It; 
ymas Malot’s Remi en Angleterre; Woodward’s Expansion of the British Empire, 
1500-1870. 

By W. B. CLIV R.—Matriculation Directory, January, 1900; Fearenside’s Matricu- 
lation History of England. 

By MACMILLAN & Co., Ltp.—Williams’ Dryden’s The Hind and the Panther. 

By SIR Isaac Pitman & Sons, Lrp.—Pitman’s Commercial Correspondence in 
English, Shorthand, French, and German. 

y WHITTAKER & Co.—Cooper’s Elementary Practical Chemistry; Coppock’s 
Volumetric Analysis ; ied te Hoffinan’s Schiller’s Jugendjahre, 
Calendar of the Roval Holloway College, Egham, 1899-1900. 
Calendar of the Pharmaceutical Society, 1900. 


COLLEGE OF PRECEPTORS 
CERTIFICATE AND JUNIOR FORMS EXAMINATION. 
ERRATA IN CLASS LIST (CHRISTMAS, 1899). 


CERTIFICATE EXAMINATION, 


ee SEconD Crass (Boys). , : 

Insert in lst Division: Ledger, A. V., Private tuition, and omit in Third Class, 
f lst Division. 

Insert in 3rd Division: Washington, J. H., Balham S. 


: THIRD CLass (Boys). 
Insert in 1st Division: *Turpin, W. E., Nelson Coll., Blackheath. 
Insert in 3rd Division: Yeomans, H., University S., Stroud Green. 


SECOND CLASS (GIRIS). 


Insert in 3rd Division: Tait, E. M., 61 Pevensey Road, St. Leonards, and omit in 
Third Class, 2nd Division. 


THIRD Crass (GIRIS). 
Insert in 2nd Division: Hayes, F. J. A., h.f., Guildford Lodge 8,, Lee, 5.B, 
JUNIOR FORMS EXAMINATION, 
Boys. 


Insert : Lamdin, A., Castle Coll., Guildford. 
Broome, J., for Whitworth 8., Derby, read Allenby Coll.,; Derby. 
Newton. J., for Allenby Coll., Derby, read Whitworth 8., Derby. 


March 1, 1900. | THE EDUCATIONAL TIMES. 14] 


Alfred has been commemorated as the “creator of the English 
Navy.” No doubt he utilized the sea-faring qualities which had 
always been displayed by the northern Teutons. Asser gives us 
an account of the famous fight in Swanage Bay. 


Day by day the number of the miscreants [perversi] grew ever larger, 
so that, were thirty thousand slainin one day, others would take their 
place twice told. Then bade Alfred make barks [cymbas] throughout 
the realm, and keels [galeas], that is long ships, that he might meet 
the foes in sea-fight, as they came in. Therein embarked he adven- 
turers [piratos] and let them keep the water-way [vias maris]. But 
himself hied he with all speed to Exeter, where the heathen were 
wintering, and shut them up in that city, and besieged them. On 
his seamen also laid he strait command that they should suffer no 
supplies to reach the foe by way of the Narrow Seas [in parte freti]. 
Then met there his seamen 120 ships, laden with armed warriors, 
coming to the help of their kinsfolk [concivium]. And when the 
King’s officers found ships thus fiiled with heathen war-men, then 
leapt they to arms, and boarded the savages like men. But the 
heathen, who now for nearly a month had been wave-tossed and ship- 
worn, vainly returned the onset. So that in a moment their line of 
battle was shattered [lacerata] and sunken in the place called Swan- 
wich; and they perished one and all. 

Alfred's long ships were bigger than the Norsemen’s “esks.” 
They were manned by sixty or more oarsmen, and were neither 
Frisian nor Danish in build; but “so as it seemed to the King 
they would best profit.” After Alfred the land had rest from the 
Vikings for a hundred years. 


REVIEWS. 


A MONUMENT OF ALFRED. 
Alfred in the Chroniclers. By Edward Conybeare, M.A. 
(Elliot Stock.) 

We have here the best book which could have been written in 
advance of the millennium of the death of Alfred the Truth- 
teller—not, in the ordinary sense of the word, the most popular 
or easily readable, but still the most attractive and interesting 
for any grown-up and intelligent reader. It is, above all, an 
ideal book for a historical student, because Mr. Conybeare has 
set himself to give, in good plain English, all the notable early 
authorities for the life of King Alfred, extracted from the 
chroniclers, and presented side by side, with due explanations 
and cross-references. The extracts number fourteen, and their 
sources are as follows, the original text being in Latin when not 
otherwise indicated:—Asser, “The Deeds of Alfred”; the 
Anglo-Saxon Chronicle, in Old English; the “Chronicles” of 
Eethelwerd; Simeon of Durham’s “ Deeds of the English 
Kings”; William of Malmesbury’s “ History of the Kings”; 
Henry of Huntingdon’s “ Histories of the English ”; Florence 
of Worcester’s “Chronicles”; Geoffry Gaimar’s “L'Estorie des 
Engles,” in Old French; Roger of Wendover’s “ Flowers of 
Histories ” ; John of Wallingford’s “* Chronicles of the English ” ; 
John of Brompton’s “Chronicle”; Ingulf’s (interpolated) 
“ History of Crowland” ; the Book of Hyde ; and the Chronicle 
of St. Neot’s. 

From these texts Mr. Conybeare has taken all that relates 
directly to Alfred, with so much more as serves to illustrate and 
characterize his time. To these hundred and fifty pages of 
authentic narrative we would send all who can read history, all 
who can lend themselves to the quiet and straightforward record 
of the Chroniclers, not merely for their own entertainment, but 
as a training for the historical taste and instinct. 

Prefixed to the documents which we have mentioned the reader 
will find an admirable “ Introductory Sketch ” of eighty pages, in 
which Mr. Conybeare has given us an adequate account of the 
Celtic and Teutonic mixture of races, laws, customs, characters, 
and ideals over which Alfred was born to exercise dominion, and 
which he did so much to combine and weld into a single nation. 
He shows us how our English conception of the life and work of 
the Anglian King has been built up on the early English histories, 
and he adds to the lifelike qualities of the picture by describing 
and quoting from Alfred’s written works, his laws, and the 
beautiful poem of “ The Proverbs of Alfred,” of which we have 
only two manuscripts of uncertain date. It has never been 
translated ; but Mr. Conybeare supplies a version, close in word 
and metre, of one-third or one-fourth of this legendary bequest of 
wisdom from “ England's darling.” We quote afew passages :— 


TuE OxForD CLassicaL TEXTS. 


“ Scriptorum Classicorum Bibliotheca Oxoniensis.” — Thucydidis 
Historiæ, recognovit H. Stuart Jones (Tomus Prior); Lucreti 
de Rerum Natura libri sez, recognovit Cyrillus Bailey. 
(Clarendon Press.) 

It is now many years since Jowett suggested that the Clarendon 
Press should issue a series of texts of the classical authors. The 
project was one into which the Master of Balliol entered very 
keenly, and long cherished; but the design was perforce abai- 
doned because it was found impossible to obtain collations of the 
manuscripts in the Continental libraries. So engrossing are the 
duties generally assigned to the scholars who would be willing to 
undertake such work, and so entirely are we in England still 
wanting in those facilities with regard to leave of absence and 
funds for travelling students that exist in countries where the 
higher education is under State control, that the Englishmen who 
are able to range through the libraries of Europe at their leisure 
are exceedingly few in number. 

Nor eyen now, it is clear, would it have been found possible to 
publish such a series as the present had it not been that during 
the last two decades an immense mass of manuscript work has 
been done by foreign scholars, and the text of many classical 


Thus quoth Alfred, Thus quoth Alfred : authors has thus at last been placed upon a satisfactory basis. 
England’s joy : “ Hard is it to row Ţ Even now by no means all the greatest authors have been so 
Would ye, my folk, Gainst the tide in his flow; | generously dealt with. It is indeed only quite recently—long 
List now your Lord, Bo is it to toil subsequent to the days of Bekker, subsequent even to the two 
RE a ee ag the heart’s own tur- j| Dindorfs—that the work of classifying manuscripts. deciding 
, . : as . ; ` n 5 
How ye may this world’s Yet he that in youth E i ee Y see sn ee ae down to 
Worship wield, So to labour is fain, . f ee e xS y taken in hand. In many 
And eke your soul World’s wealth for to gain, cases—as, eal aes e, if t ies o enophon—a great quantity of 
To Christ may cleave.” That in eld he may rest ; eee bibs t oF ae t 1o z oe, “ae: Ie at : 
Wise were the words And eke 'mid his wealth, 1s somewhat unfortunate that, side by side with a laudable 
That Alfred spake : Aye worketh God’s will, zeal to get at the manuscript readings, there has grown up on the 
T ae : ania A His youth’s hard spell Continent a desire to improve upon them, which we cannot help 
De ilaty ed you, Ithath sped him full well....” | regarding as carried to great excess. What an English student 
Poor iaa ska rich Thus quoth Alfred : desires to see before him in his text is the testimony of the best 
People of mine, “If thon in thine eld naar rea o Coe of ea eee or best manuscript 
That all do fear | Art wasted in wealth, reading available: always providec that obvious and certain 
Our Christ and Lord, And no more canst lead thee corruptions are removed, so far as they can be removed. He feels 
Love Him and please Him With power nor with might, quite a secondary interest in the ingenious improvements that are 
Who Lord is of Life. . . . And no more hast strength ee by sea eee at ee line. Of course he does 
z ; For to steer thee aright; not despise the good emendation; but he cannot help feeling that 
oe sone mi Then thank thy Lord i so very few even of the most attractive emendations that can be 
L gat, Of all His love, offered, after obvious mistakes have been put right, are certain! 
est they harry the land ; : ` Bo ; y 
With firo-raising hand ; 4 . at ae bi nies what the author wrote, and he would sooner put up with an 
; nd the light of the day almost certain corruption than accept a wholl i 
That the Church have her Audofal iho mirth S Ht p } 10olly uncertain 


peace, He maketh for man. 
And the chur! be at ease, And whereso thou wendest, 


His seeds for to sow, Say this at the end: 


His meads for to mow A 
i Whate’er may befall me 
To the welfare of all. Sod’s will be done. ” , 


To the knight this I tell, 
Let him look to it well . . .” 


It seems to us that this is the view of the matter taken by the 
authorities of the Clarendon Press; that it is, at least for English 
students, the view that ought to be taken ; and that consequently 
we have here in the first two volumes_the beginnings of what 
promises to be a series of the utmost value,to all lovers of the 
classics. Mr. Stuart Jones has of course, availedthimself largely 


142 THE EDUCATIONAL TIMES. 


{March 1, 1900. 


of Dr. Karl Hude’s collations. Mr. Bailey depends mainly on the 
labours of Lachmann. But the former gives in his preface a lucid 
account of the best manuscripts of Thucydides and a very useful 
estimate of the importance of Messrs. Grenfell and Hunt's 
papyrus fragments. The critical apparatus—which, like the 
preface, is written in Latin—is cut down to the briefest possible 
dimensions consistent with thoroughness. Only those readings 
are noticed that have some real importance, either as showing an 
early divergence between different classes of manuscripts, or, at 
least, as Mr. Bailey says,as exhibiting common errors of the 
manuscripts. Mere blunders are excluded when the right thing 
is forthcoming in one or any other manuscript. 

We have thus briefly indicated the general scope of the series. 
It may be of interest to our readers if we append the complete 
list of the authors so far arranged for, and the editors in charge 
of each :—Æschylus, A. Sidgwick; Apollonius Rhodius, R. C. 
Seaton ; A ohana W. M. Geldart, F. W. Hall; Cæsar, R. L. 
A. Du Pontet; Catullus, R. Ellis; Cicero, A. C. Clark, S. G. 
Owen, W. Y. Fausset; Cicero, Op. Rhet., A. S. Wilkins; Cicero, 
Op. Phil., J. S. Reid; Cicero, Epp. L. C. Purser; Demosthenes, 
S. H. Butcher; Euripides, G. G. Murray; Herodotus, G. C. 
Richards; Homerus, D. B. Monro, T. W. Allen; Horatius, E. C. 
Wickham; Juvenalis et Persius, S. G. Owen; Lucretius, C. 
Bailey ; Martialis, W. M. Lindsay ; Ovidius, S. G. Owen; Pindarus, 
W. R. Hardie; Plato, J. Burnet; Plautus, W. M. Lindsay; 
Propertius, J. S. Phillimore; Sallustius, A. M. Cook; Sophocles, 
W. J. M. Starkie; Tacitus, H. Furneaux; Terentius, R. Y. 
Tyrrell; Thucydides, H. S. Jones; Tibullus, J. P. Postgate; 
Vergilius, F. A. Hirtzel ; Xenophon, E. C. Marchant. 

The paper, type, and binding are all that can be desired, and 
students and scholars alike will want to possess these books. 
True the price, if we mistake not, is rather higher than that 
asked for some of the texts issued by Continental firms; but the 
extra value is in the format; and, if the books are not remarkably 
cheap, they are as far as possible removed from being nasty. 
They will not fall to pieces; that merit alone is worth the 
difference. Many of the authors are to be issued in three forms, 
paper covers, limp cloth, and “on India paper’; but to the more 
severe authors, such as Thucydides, is denied the felicity of India 
paper. But the authors of antiquity were not troubled about 
such matters; and it is a far ery from Thucydides to India paper. 


GEOGRAPHY AND WAR. 


“ Cambridge Geographical Series.” Edited by F. H. H. Guille- 
mard, M.D.—Outlines of Military Geography. By T. Miller 
Maguire, LL.D. (Cambridge University Press.) 

The newapapa afford a very good “ ge aga at ” course of 
geography. Nothing can teach a man the map of the world, the 
configuration of the land, the people, productions, and climate of 
particular countries half so well as the printed records of wars 
and expeditions. What would most of us know about the Cape 
Colony and Natal, the South African Republics and their borders, 
apart from the lessons of the past three or four months, or the 
corresponding lessons of an earlier date? The intelligent reader 
of letters and dispatches from the battlefields of a single genera- 
tion should have a fair knowledge of the geography of many 
different portions of the world. This is not precisely what Dr. 
Maguire understands by “ military geography ”; though it is an 
approximation to it. Military and naval strategy is based in 
large measure on the knowledge of geographical detail. 


Many of our international difficulties could never have arisen had 
the leaders of either political party been possessed of any sound know- 
ledge of military or political geography. Our diplomacy has drifted 
into strange blunders, not so much through lack of skill as through 
lack of knowledge. Delagoa Bay, the key of South Africa, is a striking 
example ; so are several districts on the borders of Canada. ... A very 
rudimentary knowledge of the movements of armies from the valleys 
of the Euphrates and Oxus, and from the Khanates of Tartary towards 
India, from the days of the early Persians to those of Nadir Shah, 
would have prevented much wild talk on public platforms between the 
years 1876 and 1882. 


No one will question that a student who is specializing for the 
Army or Navy at a college or University ought to make a salient 
feature of the study of geography, physical and political alike. 
“ Every day,” wrote General Sherman, one of the heroes of the 
American Sivil War, “ I feel more and more in need of an atlas, 
as the knowledge of geography in its minutest details is essential 
to a true military education.” That was said by Sherman as a 

oung man, twenty years in advance of the war. He devoted 
Limself to geographical study, and it enabled him to render 


invaluable services at Chattanooga, Atlanta, and Savannah. 
Instances are innumerable. The Boers have been able to hold 
the British in check for four months largely by their superior 
knowledge of the geographical detail of a country beyond their 
borders, whilst the Cape Colony and Natal had not carefully 
surveyed or mapped their own frontiers. 

Dr. Maguire writes for students the geographical and strat- 
egical history of the chief wars of the century. He discusses 
the leading principles of strategy and military geography, the 
laws which govern the command of the sea, the significance of 
frontier features in military operations, the all-important question 
of fortification in its relations to geography, the selection of 
lines of march, and the influence of climate on military move- 
ments. Three chapters are devoted to the geography of European 
roads and defiles, and to the principal historic lines of invasion. 
The interest of the book is inexhaustible for one whose work and 
taste are concerned in military affairs. We turn to its pages at 
hazard for an illustration. There is an acute criticism of the 
fortifications of France since 1870. They are “ stupendous,” but 
‘‘in many cases useless from a strategical point of view.” 


After the war Germany reduced the number of its small places to a 
considerable extent, while France increased its forts d'arrêt. In 1882 
there were in France 147 places or independent forts, and 434 outworks 
and detached barriers. . . . The expense of construction and mainten- 
ance is a terrible drain on the resources of the State; but the waste of 
men in garrisons who ought to be with the armies in the field is a far 
more costly charge, and perchance a fatal injury to the State. 


In 1880 the Commission of Defence laid it down that the 
various sections of the fortified frontiers and defensive positions 
would require garrisons to the aggregate of 518,194 men; and 
the number of places and forts has since been considerably in- 
creased. 


If a nation will have forts and places, instead of placing them in a 
cordon along the frontier, a study of strategic geography would suggest 
that they should be placed perpendicular to the frontier, just as 
strategy suggests when possible a flank instead of a front attack... . 
The great danger of entrenched camps, as was fully evident in 1870, 
is that they prove a fatal attraction to field armies which pivot on 
them. After any check or temporary disaster the troops fall back 
into them, get shut up, and surrender. Thus Metz entrapped Bazaine, 
and even the small fortress of Sedan was injurious to MacMahon. 


For soldiers, or for a boy who wants to be a soldier, this is a 
book of the utmost interest and utility. 


THe NEw ORGANIZATION. 


Educational Reform: The Task of the Board of Education. By 
Fabian Ware. (Methuen.) ` 

This is a very complete review of the educational position as it 
is formed by the Board of Education Act. The first chapter 
traces the movement for the organisation of education from the 
Endowed Schools Act of 1869 to the recent Act of 1899. The 
second reviews the national resources for secondary education. 
The capital and talent invested in private schools are properly 
included. “The private day school has arisen either owing to 
the inability of endowed schools to meet the requirements of a 
locality, or in response to the demand of certain parents for an 
education which satisfies definite religious or social conditions. 
Those which meet this demand will continue to exist, and those 
that are efficient will contribute no little to the moral force and 
stamina of the nation.” *“ Dependence on public favour is the 
key to the private school dae em.” There is something yet to 
be said for private schools which is not even hinted at here. 
When they are assured that they are fairly safe against destruc- 
tion by State-supported competition they will attract much more 
capital than has hitherto been possible. The following is a case of 
fact :— A private schoolmaster had £3,000 to spend in building a 
school-house. Instead of taking for his model a modern public 
school, he chose a plan of building which could easily bealtered into 
two private residences. Herein he was wise, for he knew that as 
affairs stand at present the greater his success the more likely 
would be the appearance of an endowed or State-aided competitor 
within afew yards of him, which would kill his school. This 
uncertainty of tenure accounts for the fact that there are few 
private schools held in buildings designed and built solely for the 
purposes of a school. The necessity for a census of schools and 
a criterion of efficiency is very fairly stated at the close of this 
chapter. The chapter on Technical Education insists emphati- 
cally on the folly of attempting to transplant any foreign system 
into this country, and the still greater folly of adopting a-misre- 
presentation of a foreign system.““It ‘is probably true that the 


March 1, 1900. | THE EDUCATIONAL TIMES. 143 


average middle-class German is a better educated man than, right good of the poet is to plunge soul-torward into his works.” 
the average middle-class Englishman; but this is not due to; After a plunge he sometimes rises with an ecstatic fervour 
technical or commercial institutes—it is due to the perfect | redolent of a voung literary professor's lecture-room, and speaks 
organization of secondary education in Germany. This chapter thus :— 
forms a good introduction to those which follow it. and deal with 
the Board of Education Act and its expected developments. 
including the Consultative Committee. the general inspection of 
pace 3 r ð aa H o ee pee a Pon | Repeat - Ligeia ” with the rising inflexion ; then pause a moment for 
Opportunity.” and in particular the description in this chapter the quid tonei of the mame to How into and throush your Poul: er 
take Y p ; ee that how aptly does ‘“ My beautiful one!” How from the lips! 
of the kind of men who should be selected to help the Board to | Mere Similar appreciative comment om ie Raven aiid 
UU) VC nationals yaten | The Bells.” Prof. Fruit has brought much enthusiasm and 
industry to bear upon his task, and. in no unkind spirit, we 


The maiden’s name, “ Ligeia,” begins with the liquid of liquids: 
“ Ligeia: Ligeia! 
My beautiful one!” 


Histortican FRENCH. ‘would recommend him to let his literary tastes ‘come out East.” 
Outlines of French Historical Grammar. By A. T. Baker. a ae ue tae ee 
(Dent.) | 
Tt is. perhaps. unfortunate for this book that it appears so | 
soon after the English translation of Darmesteter's. it ix, how- GENERAL NOTICES. 
ever, on a different system—on German lines, in fact. rather than =o: 
on French lines—so that there is room for both. The introductory CLASSICS. 


matter is clearly arranged, and includes a tabulated list of! Vergil: Georgice, Book IV., edited by John Sargeaunt (Blackwood), is 
dialectic peculiarities which is likely to be useful. Its value ,® volume in “ Blackwoods’ Classical Texts ”—the first of the series 
would have been still greater if the short chrestomathie at the that has come under our notice. We have recently referred in this 
end of the book had contained short annotated specimens of the | Column to two new illustrated series—those of Messrs. Bell & edge and 
several dialects. The account of popular Latin. so interesting a nee ange Now Messrs. aia ea nee elas sh Abadi 
feature of Prof. Darmesteter’s book. is perhaps too brief; and | : pee bl sae ie ee yates ae - Se eee a 
so is the notice of the changes which took place after the Old cee ce Si eae Sa a pee Bt ashes aan ea tin ee 
French period. The section on vowel and consonant changes, I ; q y i Ne 


i : f ; The editing of the specimen before us is thoroughly competent ; 
which occupies a considerable part of the book, is clear and full. | the notes are brief and interesting, and the introduction and 
and does not omit, as is sometimes done, the Germanic element | appendices are of more than average merit. Mr. Sargeaunt’s re- 


of the language. Even more attention might have been given marks on the flowers of Vergil are specially pleasing. He rightly 
to that element, and the student’s path enlivened by an occasional savs that the narcissus of line 123 is “probably the Sternbermia 
reference to the representatives in Modern German of the lutea,” but might have added that this is none other than the autumn 
original words. One is inclined to ask. in this connexion, daffodil of our gardens—figured, for example, in Robinson. The price 
whether it would be possible to treat phonetic changes more of the book is remarkably low. 


briefly. There is some danger of “not seeing the wood for Firat Exercises in Latin Prose Composition, by E. A. Wells (Bell & 
trees.” In discussing the accidence ot verbs, Mr. Baker has Sons), is another remarkably cheap book issued by a firm that is 
wisely confined himself as much as possible, to a single form for | pouring out a great number of superior elementary books. A series 
each part of the verb in Old French, which is a distinct gain to | of vocabularies is followed by exercises on the rules of Latin grammar, 
the student. We cannot but regret that he has dispensed with the rule, in every case, being very brietly stated at the head of the 
paradigms, and that he has not seen his way to give us an! exercises. This book requires no grammar or dictionary. We have 
alphabetical list of strong verbs in addition to the scientific noticed that the syllables are not in all cases correctly marked, The 
classification. We miss. by the way. the perfects of na/fre and | 8ystem of marking longs only is to be commended. 
virre, both interesting forms. In dealing with the syntax the Ovid: Metamorphoses I., lines 1-150, by A. H. Allcroft and B. J. 
book is less satisfactory. The subjunctive, for example. is in- Hayes (Clive), is a volume of the uscful Matriculation series issucd 
adequately treated. But it is difficult for any one, especially if With a view to a forthcoming examination. The reason for slicing up 
he is under the fascination of phonetics, to combine in one small the book is, no doubt, cogent ; but, as the same price will buy a com- 
book a reference grammar of Old French and a history of French : Plete edition, with pictures, it is scarcely likely that this work will be 
syntax, as well as a study of the later changes, which have | #dopted in our schools. 
produced the vocabulary. i!“ The Cambridge Series for Schools and Training Colleges.”—(1) Ovid, 
— | Selections Jrom the Tristia. By H. F. Morland Simpson. (2) Cæsar, 
A Wuinstca Stunv. De Bello (Gallico V. By E. S. 8huckburgh. (3) Veryil, .Eneid V. 


The Mind and Art of Poe's Poetry. By John Phelps Fruit. Pro- By A. Sidgwick. (4) Xenophon, Analasis V. By G. M. Edwards. 


E SEET I ec? a ae (Cambridge University Press.) 
cea Callens’ Me Tee a deure dii Arlin Some months ago, in noticing a volume of Mr. Sidgwick’s well known 


Th | d hetiiebivk “ Vergil,” which is included in the above series, we took occasion to 

one pe Be ee ee eee ee X ee eae | express our ignorance a8 to what special features are supposed to tit the 
written, but we cannot discover any for its publication. Prof. | series for “ Training Colleges.” We have an idea that the system of 
Fruit in his preface says: “ I have kept. whimsically. to a study 


es J teaching Latin in those colleges differs in many respects from the 
of Poe's poetry and known no other poet the while: | have, j|system in vogue hitherto; and we believe that those responsible for the 


therefore, no opinions to venture on questions of comparative! work in training colleges base their work on the teaching of the 
merit.” Such a self-denying ordinance would not commend | celebrated German theorists. Take up Gurlett’s “Latin Reader.” 
itself to the catholic soul of the poet ; and a tea-tuster’s palate in | Have you any doubt as to what features are supposed to render it 
time loses its power of appreciating the favour of richest Pekoe. | specially fit for the use of those who follow the great theorists? Now 
Prof. Fruit has made a mistake in indulging his whim, because , we have opportunity of examining four of the “Training College” 
he has thereby diminished his power of making ux partake of his | Volumes together; and we have no hesitation in returning the answer 
enthusiasm for the subject of his admiration. Even if light were to the question wo propounded. A book for training colleges has a 
needed for the due interpretation of Poe's poetry. nothing could ie i That is all; in oe respects it differs not at all from 
be more useful for this purpose than a short account of the M ee Rad n a ae ded pa ee oe Si BCs 3 = 
literary atmosphere and influences which surrounded him. i isd ai i re SAPT ae ak 3 i as Eos t S i 
Whence came the poet’s fine sense of tone and cadence? Was it E E Aa dk E E sce E am 


. : A ; supply “the model of elegant translation ” when the pupil “ has done 

the influence of the classical poets which hie best.” As the book is intended for those who ee akin a first 
brought me home acquaintance with Latin poetry, we think this plan is rather severe on the 

To the glory that was Greece pupil. It is easy to vive too much help in translation; to give none 

And the grandeur that was Rome, seems to us equally wrong in theory. With another part of the 


f ; f f editor`s plan, however, we cordially agree. He has avoided as far as 
or of Coleridge and Keats? Such questions, however, are may be references to dictionaries, grammars, and parallel passages. 


outside the sphere of our author's critical activity; and, instead, | The selection is designed to illustrate the life of the poet; therefore, 
we are given page upon page of paraphrase in which he drives | some of the most beautiful of the “ Tristia ” are necessarily omitted. 

home the obvious with most unkind iteration. We think} Mr. Edwards’s “Xenophon” supplies,a>marked contrast to Mr. 
that, in spite of the pains taken to make his paraphrases read | Simpson’s book; and we cannot imagine how lit is(suitable for the 
melodiously, Prof. Fruit belies his own advice “ that to get the! same series. It has a very long introduction, printed in long sections 


144 THE EDUCATIONAL TIMES. [March 1, 1900. 


and small type, with a most forbidding look about it; and among the | mind than to quote, as Mr. Nicol has done, contentio quaedam et com- 
notes are many quotations and bits of learning that will be entirely | paratio, nec dificiles nec inhumani senes. It prepares him, too, to use 
useless to the young student. Mr. Shuckburgh’s volume of “ Cwsar ” | a large lexicon with advantage. Nizolius ought to lie on the table of 
is supplied with a map of the Gallic campaigns that will, at least, | every sixth-form class-room. The index is conveniently arranged for 
startle the principals of training colleges, for its aggressive hideousness | the comparative study of constructions. 
has seldom been surpassed, even in an English school book. It is to be| n, s ‘ : ‘ 
understood that we offer no adverse criticism of these two books, as Ci seed Gallic War, Book I. Edited by J. W. Bartram. (Longmans. ) 
. : This edition is to be recommended for its large clear print and 
ordinary school books; they are neither better nor worse than : : A , i 
i . excellent illustrations, showing pretty well everything that is known 
hundreds of others produced by men who are out of touch with the bout the R idi The i sod. ‘Thejateoduc- 
teaching of low forms, and forget what a beginner’s requirements are. a rt > d oia C 3 a Oena chin i ne the 
But we wish to emphasize our proteat against the title of the series. ARG ARARA eee ee ee eer eee TS he g e th 
K f cae , , impression that it is intended to reappear in succeeding volumes of the 
Bell’s Ilustrated Classics. = 1) Vergil, Enetd II. By L. D. Wainwright. | series. A short special introduction to the first book would be a useful 
(2) Vergil, Æneid IV. By A. S. Warman. ; _,., | addition. The vocabulary is carefully drawn up, the meanings of 
_Mr. Warman’s notes occupy twenty-five pages; Mr. Wainwright's, | words being well classified. The notes are fulland helpful. Attention 
eighty. Probably the ideal lies somewhere between the two extremes. | ig often called to quite ordinary constructions; but perhaps that is not 
Certainly Mr. Warman s comments seem to us too slight in parts; but, | amiss for beginners. Occasionally, but not often, a free translation is 
on the whole, his volume is well suited to its purpose, and is the work given without showing how it is led up to. 
of a man who understands the needs of beginners. Mr. Wainwright’s 
edition is quite elaborate enough for middie, or even upper, forms, as MODERN LANGUAGES 


the following specimen will show. Commenting on the words integer i ; : : : ; 
wvi, Mr. Wainwright remarks that “ Roby considers it [the genitive] | Racine: Athalie. Edited by H. a A M.A. (Cambridge University 
ress. 


‘losel d with th i imi, with jectiv 
closely connected with the locative use of animi, with such adjectives Phe: exeellantceditionavof French: Glaadical “plays edited: by DE 


as wyer, anrius, fidens, maturus, victus, &c. Except with animi, the ait : p 
construction is only found in the poets, and later writers auch as | Braunholtz for the “ Pitt Press Series” are well known to English 
Tacitus.” He shows a wide acquaintance with the work of other teachers, and have justly attracted attention even on the Continent. 
. . 9 . ° s . 
commentators, including Henry, and with verse translations. Altogether, We welcome Mr. Eve's edition of Racines masterpiece as a worthy 
companion to these volumes The first part of the introduction deals 


this is a scholarly edition. Both books have good introductions and! °° raat sea d with 
grammatical summaries ; only it is to be understood that everything | With the history of French tragedy and Racine’s place in it; and wi 
i 7 the consideration of “Athalie” as a drama. In the space of 


in Mr. Wainwright’s volume is on a more liberal scale. The illustra- k . ii 
some fifteen pages, Mr. Eve succeeds in giving a clear and 


tions, all taken from authentic sources, form a great attraction. ; ; 
. F accurate account of what is absolutely essential for the proper 
Tales of Ancient Thessaly, by J. W. E. Pearce (Blackwood), is a oae P of the play. The second part of the introduction 
departure in elementary reading books, and, like the two volumes just | consista: of € Notes on the. French: Alexandrine.” Tt cannot- be too 
noticed, is welcome as the work of an editor who understands the | strongly recommended that pupils should receive a knowledge of 
difficulties of beginners. Two or three pages at the beginning of the French prosody as soon ag they proceed to read poetry in that 
book, in which Mr. Pearce deala very intelligently with these ditti- language. Mr. Eve’s Notes are clear and helpful; but is it well to 
culties, would form a valuable lesson to many of the editors whose work [use the terms anapust, pron, choriamb, &c., in dealing with French, 


comes under our notice. The text of the book is adapted—with the | Sarma nine ticali 5 ish avar 
requisite Bowdlerization and de-Madaurization—from the fuurth book of | E e D is pace RN ace A ar ia mele tints 


bs ’ ” . ° ° ° 
Apuleius’ “ Metamorphoses.” The central portion is occupied with the | that scrupulous care which we expect from the Cambridge Press; and 
the notes are excellent alike in substance and in expression. 


story of Cupid and Psyche; but we have also the robbers’ cave and the 
transformation of Lucius. There are some exercises for re-translation, ; , i ‘ 
a very good index on grammar, to which references are given in the! Malot : Remi en Angleterre. (A Selection from Sans Famille.) Edited 
notes, and, of course, there is a vocabulary. About the notes there is by Margaret de G. Verrall. (Cambridge University P ress.) . 

an unconventionality that makes them refreshing to the reviewer who| There can be no doubt that the well merited success of “ Remi et 
looks through so much that he knows is absolutely useless to schoolboys. | 8e8 Amis,” by the same editor, has led to the publication of this 
“If you can’t read Latin pretty easilyand connectedly,” says Mr.Pearce, | further selection from Malot’s novel. The notes and vocabulary have 
in a somewhat lengthy, but very comforting, aside, “take this as a| been prepared with the same care, and the book can, therefore, be 
general rule for picking your way through a complex sentence.” recommended as warmly as its predecessor. We have only one sug- 
There is something which the poor pupil will think worth having. We! gestion for the next edition—the “classification of the uses of the 
think that those teachers who are tired of “cooked ‘Livy’” might French subjunctive in this book ” would be far more helpful if the 
protitably give Mr. Pearce’s “Tales” a trial, What joy it would have | Sentences were quoted in full, or, at any rate, in such a form as to give 
been to learn to read Latin in such books as Messrs. Bell and Messrs. | a meaning. It is a wearisome process to refer to the text for every 


Blackwood are now issuing ! quotation, and very few students will have the patience to do so. 
Homer, Odyssey XI., edited by J. A. Nairn (Pitt Press), is an admir- | Madame de Ségur: Histoire de la Princesse Rosette and La Petite 
able book for use with upper forms and for University students. Souris Grise. Edited by B. Daly Cocking. (Edward Arnold.) 


There is much learning here in a narrow compass. The introduction| Two short fairy tales, which show the usual strong and weak points 
gives an account of the Homeric Underworld that will be valuable | of the French fairy tale. The first contains more than reminiscences 
even to advanced scholars. An outline of Homeric grammar follows, | of Cinderella. The faultless princess happily weds an equally fault- 
and several special points connected with grammar and prosody are | less prince, who appears to be taken quite as much by her extremely 
dealt with in a series of appendices. We should have liked to see|retined manners as by the apparently boundless resources of her 
a comparison of Homer’s Hell with Vergil’s and Dante’s. The book | wardrobe. Some half-dozen costumes are described in detail. The 
may be unreservediy commended as a first-rate edition. other tale is intended to show the dangers of being inquisitive. In 
The latest volume we have received from Messrs. Clive is a half-| Spite of the enmity of the fairy Détestable, the heroine Rosalie is 
crown Prometheus Vinctus, edited by F. G. Plaistowe and T. R. Mills. | eventually betrothed to Prince Gracieux. There is a faint, old- 
The introduction contains the leading facts about the Greek drama and | fashioned smell of musk about these tales which makes us sure that 
the theatre. The circumlocution by which the editors avoid saying |a healthy English boy will not read them with pleasure; and we doubt 
whether there was a stage or not in the theatre of the fifth century is whether an English girl will be satisfied with such fare. The notes 
a piece of ingenious but rather low cunning, if we may say so without | have been written with evident conscientiousness, and the vocabulary 
intending any offence. “ Beyond the orchestra, and facing the audience, | i8 practically complete as far as we have tested it. Such slips as are 
was the area on which the actors performed.” We should like to | to be found in the printing are too trivial to enumerate. 
tackle a few of the numerous examination candidates who will use this | Cassell’s Lessons in French. By L. Fasquelle, Prof. De Lolme, and 
volume after they have read the introduction, and ask them whether Prof. E. Roubaud. New Edition, revised by J. Boielle. (Cassell.) 
there was a stage or not. The description of metres is rightly limited | The First Part (145th thousand) and the Second Part (95th 
to the senarius and the anapwstic measure. The notes are all that) thousand) are issued in a single volume. The whole book has been 
the candidate can require. reset in clear type, and each lesson, with the exercises bearing on it, 
Cicero pro Lege Manilia. Edited by J. C. Nicol. (Pitt Press.) has been brought within the compass of an hour’s work. This book 
The introductory matter includes a clear account of the long conflict | is too well known to need a detailed description. It is to be regretted 
with Mithridates, and a good analysis of the speech. The notes are | that the examples of the grammar rules are not taken from modern 
adequate, but do not give too much help; in fact, the editor protests | French. The practice of using seventeenth-century passages for this 
in his preface against the tendency to make things too easy for boys | purpose is, indeed, common, but still to be deprecated; it tends to 
and save them the trouble of thinking. In two directions his notes | obscure the very marked changes which the language has undergone 
are particularly valuable—the varied meanings of words like ratio, | in the last two centuries. Mr. Boielle has done his work with com- 
res, &c., are carefully collected, and short quotations to illustrate the | mendable thoroughness; and the book will be found useful for pur- 
meanings of words are freely introduced. Nothing is better calculated | poses of reference, even by teachers who do not Care tointroduce it into 
to tix the meaning of contentio or difficilis, for example, on a boy’s | their classes. 


March 1, 1900.] 


THE EDUCATIONAL TIMES. 


145 


Select Passages from Modern French Authors (Senior and Junior Course). | volume which will be very welcome to the general reader, especially 


Compiled by L. E. Kastner. 

These selections are taken from authors of the seventeenth century, 
from Chateaubriand and Lamartine down to Heredia, Zola, and Loti. 
They are primarily intended to supply candidates for higher examina- 
tions with specimens of authors from whom passages are likely to be 
taken ; but they are well enough chosen to make them an interesting 
anthology for general readers. To such readers, and probably to most 
teachers, a few notes on unfamiliar phrases and allusions would be 
very welcome. But few Englishmen could identify all the proper 
names or interpret all the numberless technical words that find 
their way into modern French poetry. The notices of authors pre- 
fixed to each group of extracts are often open to the reproach: 
“Brevis esse laboro; obscurus fio.” They do not take sufficient 
account of the limited knowledge of the average student or sixth- 
form boy, to whom a phrase like “ A link between the self-confession 
of the Romanticists and the impassibility of the Parnassians,” or 
“There is no doubt that a good deal of his satanism is pure charlatan- 
ism,” ig not easily intelligible. What such students want is short 
estimates of authors expressed in ordinary language, and based on the 
extracts selected—such estimates as Mr. Kastner very likely gives in 
his own lectures. 7 


A First German Writer. By A. A. Somerville and L. 8. R. Byrne. 
(Rivingtons.) 

This is not altogether a new book, but is made up from the grammar 
and exercises by the same authors, with certain alterations and 
additions. The exercises consist of short sentences of the ordinary 
type, interspersed with a good many continuous stories and other 
pieces adapted to the stage which the pupils have reached. Even 
Mr. Punch’s “ Not a fair exchange,” enumerating the foreign articles 
to be found in an English house, has been ingeniously brought in. 
There is a good deal to be said for the arrangement; the verbs, 
including even the passive voice, come first, then the declension of 
adjectives, and then the declension of nouns. The order of de- 
pendent sentences comes comparatively late, so that the continuous 
pieces in the first half of the book are made up entirely of simple 
sentences. The book is practical, and evidently the result of consider- 
able experience in teaching. 


German without Tears. By A. H. Hutchineon. (E. Arnold.) 

This is adapted from Mrs. Hugh Bell’a “ French without Tears.” It 
is a collection of childish stories, with pictures, readily lending them- 
selves to conversational exercises. The vocabulary is strictly limited, 
and very few idioms are introduced. It should prove a useful help 
for those who begin German in the nursery; it is much to be wished 
that more children did so; the difficulties of elementary German are 
less than must be encountered in the early stages of French. The 
book is printed in English type. 


A Compendious German Reader. Compiled by G. B. Beak. (Blackwood.) 

This book is intended for Army classes, and will be found useful 
either as a reader or for “ unseens.” It contains a number of extracts 
from modern historians, illustrating the history of Germany from 1640 
to 1888. Many of them, but by no mesne all, are descriptions of 
battles. We have, for example, notices of Stein and his reforms, of 
Joseph If. and of Bismarck on Social Democracy. An appendix, to 
which reference is constantly made, contains a history of Germany 
during the same period, written in clear and readable English. The 
historical extracts are supplemented by a few literary ones, including 
passages not only from the classics, but from quite modern writers, as 
Paul Heyse, Spielhagen, Sudermann, and Gerhart Hauptmann. These 
are accompanied by short notices of the authors. The idea of the book 
is a good one, and it is well carried out. 


Schillers Jugendjahre, eine Erzählung. By F. Hoffmann.& | 
F. Hamby. (Whittaker.) 

Neither the vocabulary nor the notes of this edition are satisfactory ; 
there are omissions in the vocabulary, and the notes are neither 
scholarly nor suggestive. Nor, indeed, are they always correct—for 
example, to “ Kein Opfer schien ihm zu gross, das er ihren nicht mit 
Freude hatte darbringen migen” we have “the auxiliaries should 
follow the finite verb, but when there are two only one is inverted: 
‘ No sacrifice to him so great that he would not willingly consent to 
it.” The explanation is, at least, wanting in clearness; a single word 
cannot be inverted; while the translation is neither literal nor a free 
rendering into English; the past tense is ignored, and darbringen (one 
of the many words that do not appear in the vocabulary) is mis- 
translated. 


ited by 


MISCELLANEOUS. 


The Scientific Study of Scenery. By John E. Marr, M.A., F.R.S. 
(Methuen.) 

This pleasant book, with its twenty-one capital illustrations and 
many diagrams, is concerned with a distinctive subject, to which Mr. 
Marr gives the name of Geomorphology, “sprung from the union of 
geology and geography.” It discusses the origin of scenery in the 
contour of the earth’s surface, where it has been subjected to volcanic 
and other elemental agencies; and we owe the book as it stands to the 
conjunction in one person of the physiographer and the artist. It is a 


readers who have acquired a love of scenery by travelling; and it has 
a special value for students of geology and physiography. 
Historical Tales from Shakespeare. By A. T. Quiller-Couch. 
(Edward Arnold.) 

Mr. Quiller-Couch has naturally confined himself to the plays which 
were not used by Charles and M Lamb for their “ Tales from 
Shakespeare.” We have, therefore, little of the romantic interest 
which was the main attraction of the earlier volume, but, in its place, 
a somewhat stiff and archaic paraphrase of the dialogue and action of 
“ Coriolanus,” “Julius Cisar,” “ King John,” “ King Richard the 
Second,” “King Henry the Fourth,” “ Fifth,’ and “Sixth,” and 
“King Richard the Third.” Of these eight plays we have the sub- 
stance of the plots in narrative form, told by a competent hand. It is 
no longer Shakespeare, but the book may serve a useful purpose in 
more ways than one. 


A Short Story of English Literature. By E. S. Mellows. (Methuen.) 

Miss Mellows has added one to the long list of stories and histories 
of our national literature, and, if she does not increase the sum of 
knowledge, she unquestionably makes a pleasant contribution to the 
variety of our English handbooks. She recounts the progress of 
literary thought and production in England, with titles, subjects, 
occasional brief extracts, biographies of authors, and summaries from 
time to time of the historical conditions and characteristics of suc- 
cessive periods. The book is suitable for reading by boys and girls as 
a general introduction to literary annals; though even for this limited 
purpose it might have been possible to secure a little more precise 
exactitude. <A touch of revision would have improved such phrases or 
sentences as these: “The earliest inhabitants of these islands... 
were the Ancient Britons”; “by the third century a form of writing 
was in use”; “Utopia, which means nowhere.” On the whole, how- 
ever, Miss Mellows is accurate and very readable. 


First Steps in Earth Knowledge: being an Introduction to Physiography. 
By J. Ansted Harrison, B.Sc., and W. Jerome Harrison, F.G.S. 
(Blackie.) 

The subject commonly called “ Physiography” is defined by the 
authors us “the application of all the sciences to the study of the 
great globe which we inhabit.” This text-book is an introduction well 
written, illustrated, and printed. It consists of three sections forming 
elementary introductions to the sciences of mechanics, physics, and 
chemistry. 


Plane Trigonometry for Colleyes and Schools. By Daniel A. Murray, 
B.A., Ph.D. (Longmans.) 

Although there are already so many good text-books on this subject, 
yet this book has a raison d'étre on account of the clear and intelligent 
explanations of principles, which maintain a logical consecutiveness 
throughout the work. The exercises are good and well graduated. 


(1) Institutes of Education, comprising an Introduction to Rational 
Psychology. Second Edition. (2) Lectures on Linguistic Method in 
the School. Third Edition. By Prof. S. S. Laurie. (Edinburgh: 
Oliver & Boyd.) 

These are revised and extended editions of two of Prof. Laurie’s 
well known and very helpful volumes. There is much new matter in 
the “Institutes”; though the book remains essentially the same as 
when it first appeared. To the volume of “ Lectures” is added an 
out-of-print essay on “ Language versus Science” as a basis of school 
instruction. 


The Swan Shakespeare. With Introductions, Notes, and Illustrations. 
(Longmans.) 

The “ Swan Shakespeare” is a new edition of the plays, with a 
separate volume for each play, and with many useful and attractive 
features. The edition is intended for the use of schools, and the 
apparatus is ample for the guidance and assistance of young students. 
Each volume begins with an illustrated life of Shakespeare, and in 
each there are ten full-page pictures. The editors of the several plays 
have worked studiously on a common plan, and we imagine that the 
series will commend itgelf to most of those who make its acquaintance. 
The plays already published are “ Julius Cæsar,” “The Merchant of 
Venice,” “ King John,” “ The Tempest,” “ As You Like It,” “ Henry V.,” 
“ Richard IJ.,” and “ Macbeth.” i 


Macaulay’s Frederic the Great. Edited by A. T. Flux. (Macmillan.) 

This edition of one of the most brilliant of Macaulay’s Essays will 
be found useful by the general reader as wel] as by the student. The 
innumerable historical and literary allusions in Macaulay’s “ picture- 
prose ” must, one would think, prove a stumbling-block to most people 
—to the Australian miner, for instance, or the American backwoods- 
man, in whose huts, it is said, the “ Essays ” are frequently to be found. 
Mr. Flux has performed his difticult task with considerable skill. His 
notes are plentiful, but brief and to the point. There is a map of 
Europe at the time of the Seven Years’ War, and a sketch of Macaulay’s 
life. In the latter we are frequently told the sums of money made by 
Macaulay: the author had possibly the desire to give the world in 
general the advice that Macaulay gave his nephew, that, “if he minded 
his syntax, he might eventually, hope, to, reach @ position which would 
give him £300 a year, a stable for his horse, six dozen of audit ale 


146 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


every Christmas, a loaf and two pats of butter every morning, and al N.B.—The small italic letters denote that the candidate to whose name they are 


good dinner for nothing, with as many almonds and raising as he cou 
eat at dessert.” 


“ University Tutorial Series.”— The Matriculation History of England. 
By C. S. Fearenside, M.A. (Clive.) 

This concise and carefully considered book is designed in the first 
place to meet the requirements of the London Matriculation syllabus, 
which is not likely to change its general character under the new order 
of things. It is a history of England to the end of the seventeenth 
century, with the geography relating thereto. Mr. Fearenside has 
done his best to observe due proportions in dealing with different 
periods, he has arranged his text in the manner most likely to aasist a 
student who makes good use of his memory, and he has made “ ample 
provision for problem work ”-—which apparently means that he has 
suggested topics and questions for treatment. ‘I'he plan of the book 
is practical and helpful. 


General Intelligence Papers, with Exercises in English Composition. 
By Gerald Blunt, M.A. (A. M. Holden.) 

An excellent book of papers for practice in the reproduction of 
miscellaneous knowledge. The easier questions can be answered by a 
boy or a girl with intelligent parents who talk freely at meals; the 
more difficult ones by boys and girls who read and remember things; 
others, again, only by studious boys and girls from fourteen upwards. 
It is a book of which much use may be made. 


Europe: Its Physical and Political Geography. 
Meiklejohn. (A. M. Holden.) 
A good introductory text-book of physiography, with chapters on 
latitude and longitude, day and night, and the seasons. This is un- 
doubtedly a very serviceable little buok, full of matter, but not over- 
loaded. The information is clearly and simply eet forth, and there are 
two capital maps of Europe, physical and political. From the same 
publisher we have a third edition of Mr. Meiklejohn’s British Colonies 
and Dependencies. 


Of texts with notes or glossaries we have The Faerie Queene, Book VI., 
edited from the original editions by Kate M. Warren (Constable & Co.); 
The Hind and the Panther, with introduction and notes, by W. H. 
Williams, M.A. (Macmillan)—a very good school edition ; L’ Allegro, 
1l Penseroso, Comus, and Lycidas, with introduction and notes, by 
T. F. Huntington (Harvard: Ginn & Co.); Macaulay’s Essay on Horace 
Walpole, with introduction and notes, by John Downie, M.A. (Blackie 
& Son); and from the same publishers, in *“ Blackie’s English Classics,” 
Miurmion, Canto IlI., and Robert Browning, Select Poems. 


By M. J.C. 


Amongst our reprints this month we have Charles Darwin’s Journal 
of Researches into the Natural History and Geology of the Countries 
wixited during the Voyage of H.M.S. “ Beagle” round the World. (Ward, 
Lock, & Co.) This is a volume of the “ Minerva Library.” It is well 
printed, with the original illustrations, and is prefaced by a short 
biography. From the same publishers we have Holmby House: a Tale 
of Old Northamptonshire, by G. J. Whyte- Melville. 


WE HAVE ALSO RECEIVED the following publications and new 
editions :— 

The Royal Holloway College Calendar, 1899-1900 (Spottiswoode). 
The London Matriculation Directory, No. XX VII. (Burlington House, 
Cambridge). 

Mentally-Dericient Children: Their Treatment and Training, by 
G. E. Shuttleworth, B A., M.D. (H. K. Lewis)-—a second edition of this 
well known and useful work. 

The Newton Object-Lesson Handbook, Part IT]. (Blackie). 

combined Readers in Elementary Science and Geography, by Vincent 
T. Marché, F.R.G.8., Book Il. (Macmillan). 

Algebra for Elementary Schools, Part 1., by H. S. Hall, M.A., and 
R. J. Wood, B.A. (Macmillan)—a serviceable introduction on easy lines. 

“ Arnold’s Geographical Handbooks.’'—VII., Africa; VIIL, United 
States of America: IX., Central and South America; X., The World in 
Outline (Edward Arnold). 

Chambers’x New Recitations for Schoola, selected by R. C. H. Morrison 
and W. Woodburn, Books I.-V. (Chambers). 

The Arcadian Keciter, Book III., selected by Margaret W. Rudd 
(Cox & Co.). 

A Primer of Mental Science, by the Rev. John H. MacMahon, A.M., 
LL.D. (Simpkin, Marshall). 

The National Vocalist, edited by Alexander Anderson (Curwen & Sons). 


COLLEGE OF PRECEPTORS. 


CERTIFICATE EXAMINATION. 
CHRISTMAS, 1899. 
List of the successful candidates at the Foreign and Colonial Centres— 
Batticaloa, British Guiana, Chefoo, Frectown (Sierra Leone), Grenada, 


Kingston (Jamaica), Lagos, Nassau (Bahamas), Stewart Town (Jamaica), 
and Trinidad. 


Id attached was distinguishe 


al = Algebra, 


d = Drawing, 


e = English, 
ru = Euclid, 
J = French. 


din the following subjects respectively :— 
u = Arithmetic, 


q = Geography, 
A = History, 

/ = Latin, 
ph = Physiology, 
s = Scripture, 
sp = Spanish. 


The small figures! and 2? pretixed to names in the Second and Thint Class Lists 
denote that the candidates were entered fur the First and Second Classes respectively. 


Boys. 


First CLass.-- HonouRS DIVISION, 


Richards, F. O. l 


Middle School, Georgetown, British Guiana. 


First Chass. - Pass Diviston, 


Hartwell, €C. N. 

Rilev. P.J. 

Wiliams, O. St. M. 
Chase, L. 

Smart. A. B. íl. 


SECOND CLASS. 


Lancaster, P. M. 
Southey, W. G. d. 
Power, H. E. 

Randle, 4. B. 

l Bannerinan, H. S. 


China Inland Mission School, Chefoo, 
pe Fe op on on 
ee ae oe on 
Private tuition, 
Church Missionary Gr. S., Freetown, Sierra Leone. 
Ist DIVISION. 


China Inland Mission School, Chefoo, 


Private tuition, ‘i 
Chinn Inland Mission School, Chefoo, 
Wesleyan Boys’ High School, Lagos, 


SECOND Chass, - 2ND DIVISION. 


Clarke, S, T. 
Korunting. J. B. 
Rendal, G. H. 
Pierey. J. E. 
O'Reitfe, T. A. 
Willinms, P. R. 
Lovatt, W. H. 
Isanes, J. T. 
Potter, G. H. C. 
Olumuyiwa, C. 0O. 
Lapite. D.J. 
Wiles, N. C. 


China Inland Mission School, Chefoo, 
C. M.N. Grammar School, Lagos. 
China Inland Mission School, Chefoo. 
Private tuition. = À 
China Inland Mission School, Chefoo. 


Middle School, Georgetown, British Guiana. 
Private tuition, 

C.M.S. Grunmar School, Lagos, 

Wesleyan Boys’ High School, Lagos. 
Private tuition. 


SECOND ULASS. -3RD DIVISION, 


Fishe, C. H. 
Boxee, T. A. 
Cromwell, O. 
Liverpool, J. B. 
Pritchard, R. 
Hyde, J. B. 
Waller, W. J. 


China Inland Mission School, Chefoo, 
Private tuition, 

oe ve 
oe College, Nassan, Bahamas. 


Wesleyan Boys’ High School, Lagos, 
Private tuition, 


THIRD ChLAss.—Ist DIVISION, 
Southey, M.V.s.e aal en. China Inland Mission School, Chefoo. 


Hutton, P.W. s.e hga. 
Rohlehr, A. B.B. s.a. 
€ Gray-Owen, H, 
OOThomas, B. L. 
Irving, S. J. h.a. 
Lawson, A. M. a. al. 
l Le Prevost, P. A. H. 
Cannagasibey, E G. 
C2? Davies, N. V. 
t Waddilove, W. J. al. 
Phillips, S. C. 
Edwards, C. l. 
2Brown, H. F. 
2Hunte, F. N. 


D 


Lucas, J. G. M. a. 
Zephyrine, M. W. a. 


THIRD 


2Johnson, A. 
v IMacanlay, C. A. 
¢2Pritchard, W. 
( Brown, E. 4. a. 
= 2Douglas, H. R. 
Vinavagunoorti, M. a, 
Reindorf, J. A. 
€ Wilson. F. J. 
¢ Wilson, W. C. 
Dosumnu, A. S. 
{ supr J. 


Suppramaniam, M. a. 


Zumudeen, S. 1. Meal. d. 
Doraswamni, 8. a, 
Dubisette, J. C. A. 
Sowonola, K. A, 


2Kdward, L. C. 

Perkins. F. B. 

Wey. LT. a, 
Johnson, OC. T. a, 
Roberts, A. M. a, 
Roberts, E. he 
Wallace, D. F. A. 
*Levine, J. S. 

Sharples, J. S. A. K. 
Tambi Pillai, K. 
Anderson, H. C. C. a, 
Piggott. J. N. 
Sanmugam, T. a. 


THIRD 


Stewnrt, A. N. a. 
Wiliams, C. J. A. 
aJohnson, E. L. 
sSomanadar, R. D. 
USithanibarapillai, N. 
Canagasabai, A. E. 
George, C. 0O. 
Campbell, H. a, 
Turtle, C. 


Cu, ve 


LEJ Lay 
Middle School, Georgetown, British Guiana, 
Chinn Inland Mission School, Chefoo, 
Church Missionary Gr. N., Freetown, Sierra Leone. 
C. M.S. Garaminar School, Lagos, 


. on ” 
China Inland Mission School, Chefoo, 
Wesleyan Central Institution, Batticaloa. 
C.M. NS. Graninar School, Lagos, 
China Inland Mission School, Chefoo, 
Church Missionary Gr, S., Freetown, Sierra Leone. 
Private tuition, 
Middle School, Georgetown, British Guinna, 
Private tuition, 
99 


CLASS.—2ND DIVISION, 


Queen's College, Nassau, Bahamas, 

Church Missionary Gr. S., Freetown, Sierra Leone. 
eae College, Nassau, Bahamas, 

Middle School, Georgetown. British Guiana. 
Private tuition. 

Wesleyan Central Institution, Batticaloa. 

C.M. N., Gaaminar School, Lagos, 

Private tuition. 

China Toland Mission School, Chefoo, 

Wesleyan Boys’ High School, Lagos. 

Vern Gruner S., Georgetown, British Guiana. 
Wesleyan Central Institution, Batticalon. 
Private tuition, 

Wesleyan Central Institution, Battienlon. 
Private tution. 

C.M. N. Grammar School, Lagos, 

Private tuition, 


C. M. S8. Grammar School, Lagos. 

Private tuition. 

Middle School, Georgetown, British Guiana. 
Private tuition. 

Chinn Inland Mission School, Chefoo, 
Middle School, Georgetown, British Guiana. 


Wesleyan Central Institution, Batticaloa. 
Middle School, Georgetown, British Guiana. 


Wesleyan Central Institution, Batticaloa. 


CLA88.— 3RD DIVISION. 


Private tuition. 

Weslevan Boys’ High School, Lagos. 
Middle School, Georgetown, British Guiana. 
Wesleyan Central Institution, Batticaloa. 


on a9 LEd a? 
oe oF ay oD 
Wesleyan Boys’ High School, Lagos. 
Private tuition, 
Queen's College, Nassaty, Bahamas. 


March 1, 1900. ] 


THE EDUCATIONAL TIMES. 


147 


GIRLS. 


i First CLAss.— Pass DIVISION. 

Currall, K. F. s. ph. China Inland Mission School, Chefoo. 
Rendall, E. K. 8. mA ” oe r » 

*Hollar, O. A. a. Barbican High School, Kingston, Jamaica. 
McLaughlin, F. A. 8. ee si 


* The Taylor-Jones Prize for Scripture History has been awarded to Miss O. A. 


Hollar, who was bracketed equal with another candidate. 


SEcoND CLass.--lsT DIVISION. 
Corbett, J. L. . a. al. China Inland Mission School, Chefoo. 
Armstrong, H. ad 8. 3D 20 a3 a9 yp 


Carrall, F. F oe pe s9 se gs 

Palazzi, A J. St. Joseph’s Convent, Port of Spain, Trinidad. 
Moodie, M. M al. Barbican High School, Kingston, Jamaica. 
Reid, I. C d. China Inland Mission School, Chefoo. 


Riley, N. ` J. St. Joseph's Convent, Port of Spain, Trinidad. 
SECOND CLA8S5.—2ND DIVISION. 
China Inland Mission School, Chefoo, — 
J. St. Joseph’s Convent, Port of Spain, Trinidad. 


SECOND CLass.—3RD DIVISION. ; 
Westwood High School, Stewart Town, Jamaica. 
J. St. Joseph's Convent, Port of Spain, Trinidad. 


Barbican High School, Kingston, Jamaica. 

St. nied a ‘onvent, Port of Spain, Trinidad. 
Edenholme, St. George’s, Grenada, 

Westwood High School, Stewart Town, Jamaica. 
Barbican High School, Kingston, Jamaica. 


Reid, E. P. 
Scheult, C. 


K , B. 
Winter, F. A. 
Elliott, M. A. 
mnt, M. L. 


THIRD CLA8s3.—1l8sT DIVISION. 
Watson, A. s. c.a. f. China Inland Mission School, Chefoo, — 
2Herrera, H. St. Joseph’s Convent, Port of Spain, Trinidad. 
Navary, B. » op i) ” 
*Collins, W. pe oe 9 s” 
Henderson, A. M. e.h.g.d. Westwood High School, Stewart Town, Jamaica. 
James, J. a.f. China Inland Mission School, Chefoo. 


Lawrence, 8, M. h. Y. Barbican Tigh School, Kingston, Jamaica. 
pen ee St. Joseph’s Convent, Port of Spain, Trinidad, 
oucaud, V. » 


’ China Inland Mission School, Chefoo. 


3 Queen's Coll ; Nassau, Bahamas. 


Gostick, M. G. " 
rbican High School, Kingston, Jamaica. 


Brown, L. L. 


THIRD CLAss.—2NbD DIVISION. 
Anduze, A. . 8p. St. Joseph’s Convent, Port of Spain, Trinidad, 
Weir, E. H.C. China [nland Mission School, Chefoo., 
Parry, A. L. T i is * ” 
Andrew, E. is si 5$ rs 5 
Parkhill, G. L. a. d. > es po os os ` 
De Gannes, E. St. Joseph’s Convent, Port of Spain, Trinidad, 
Adamson, J. A.V. s. China Inland Mission School, Chefoo. 
Galt. E. St. Joseph’s Convent, Port of Spain, Trinidad. 
Levy, 8. A. Westwood High School, Stewart Town, Jamaica, 
Navary, E. St. Joseph’s Convent, Port of Spain, Trinidad. 


Collins, E. 
Merrilees, E. 
*Prada, V 


China Inland Mission School, Chefoo. 

me St. Joseph’s Convent, Port of Spain, Trinidad, 
Broderick, N. L. N. Barbican High School, Kingston, Jamaica. 

0’ Maton V. St. Joseph’s Convent, Port of Spain, Trinidad. 
Ne ier, ° >» ” . oe * 


THIRD CLAs8s.—SRD DIVISION, 

St. Joseph's Convent, Port of Spain, Trinidad. 
Girls’ High School, Batticaloa. 

St. Joseph's Convent, Port of Spain, Trinidad. 
Private tuition. 

China Inland Mission School, Chefoo. 

Westwood High School, Stewart Town, Jamaica. 


ueen’s College, Nassau, Bahamas. 

restwood High School, Stewart Town, Jamaica. 
Private tuition. 
St. Joseph’s Convent, Port of Spain, Trinidad. 
L. Westwood High School, Stewart Town, Jamaica, 
M. op os 9s Pe 


Í Monteil, F. 
Speldewinde, R. I. h. 

Ut rich, F 
Antoine, A. 

Hartwell, J. G. 
LT A. CA 

eighington, A, M. A. 
Bethel, L. I. 

{ Clemetson, E. EJ 
Wilson, R. 8. a. 
Bryant, E. 
Marchalleck, B. 


K. 
Surgeon, H. J. . ” a ry) 
Grant, B. L. v ” o, » 
Kernahan, M. St. Joseph's Convent, Port of Spain, Trinidad, 


Kernahan, Z. 


Armstrong, L. A. a. Westwood High School, Stewart Town, Jamaica. 


JUNIOR FORMS EXAMINATION. 
Boys. 


China Inland Mission School, Chefoo. 
Middle School, Georgetown, British Guiana, 


Andrew. G. F. 


Bowman, J Chins Inland Mission School, Chefoo. 
Clarke, C. B Middle School, Georgetown, British Guiana. 
Cooper, W. E China Inland Mission School, Chefoo. 
Denny, Middle School, Georgetown, British Guiana. 
Durham, J. A - * ooo . 

Felgate, E. R. A China Inland Mission School, Chefoo. 

Fishe, E. G. ge oo oe ” 3 

Gint, 8. G. S. oe se os os oe 

Henry, J. R. Middle School, Georgetown, British Guiana. 
Hogg, T. A. China Inland Mission School, Chefoo. 


China Inland Mission School, Chefoo. 


Wesleyan Central Institution, Batticaloa. 
China [Inland Mission School, Chefoo, 


King, G. E. 
Krishna Pillai, 8. O. 
Le Prevost, H. W. S. M. 
Lloyd, C. J. 

Lord, H. G. 
Madhoo, J. 

Pearse, B. H. 
Sharples, G. C. C. 
Tonkin, C. 

Vanheer, A. 
Washbrook, H. G. 
Wason, T. A. 


Middle School, Georgetown, British Guiana, 
Vern Grammar 8S., Georgetown, British Guiana. 
China Inland Mission School. Chefoo. 

Middle School, Georgetown, British Guiana. 
China Inland Mission School, Chefoo. 

Wesleyan Central Institution, Batticaloa. 
China Inland Mission School, Chefoo. 

Middle School, Georgetown, British Guiana. 


GIRLS. 
Bernard, E. St. Joseph’s Convent, Port of Spain, Trinidad. 
Boucand, M. j s9 “a E 
de Verteuil, A. es i ew a 
Faure, G. 29 ge ied wy 
Gostick, V. ueen’s College, Nassau, Bahamas. 
Herrera, M. 


t. Joseph’s Convent, Port of Spain, Trinidad. 
Eastcote, Georgetown, British Giu 


St. Joseph’s Convent, Port of Spain, Trinidud. 


Jordan, E. A. A. uana. 


Eustcote, Georgetown, British Guiana. 
McWatt, C. N ; i se a 
Smyth St. Joseph’s Convent, Port of Spain, Trinidad. 


Sturrup, E. M. Queen’s College, Nassau, Bahamas. 


SUPPLEMENTARY DIPLOMA PASS LIST. 
COLONIAL CENTRES.—JANUARY, 1900. 


Theory and Practice of Education. Euclid. 
880C LICENTIATESHIP. 
, Condell. C. E Condell, C. H. 
olisi nguage. ABSOCIATESHIP. 
i aiaia f H. Forrester, T. C 
Hatmer, J. Trigonometry. 
Rudd, R. W. LICENTIATRSHIP. 
English History. Condell, C. H. 
Rudd, R. W. Mechanics. 
G hy. LICRNTIATERSIIP. 
CO Erdener, W. H. Condell, C. H. (hon.). 
Hatmer, J. French 
Rudd. R. W. '  ASSOCLATESHIP. 
Tanner, B. (hon.). Hatmer, J. (Aon.). 
Arithmetic. Spanish. 
Condell, C. H. ASSOCIATRSIUIP. 
Rudd, R. W. Rudd, R. W. 


Algebra, 
LICENTIATESHIP. 


Condell, C. H. 


Animal Physiology. 
LICENTIATESHIP, 
Condell, C. H. 


MATHEMATICS. 


To prove that, in any triangle, the perpendiculara from the vertices upon the 
opposite sides are concurrent. By J. W. SHarrg, M.A., late Senior 
Fellow of Gonville and Caius College, Cambridge. 


In the triangle ABC, draw A 
BE, CF perpendicular to CA, 
AB, respectively, intersecting 
each other at O. Join AO. 
Bisect AO, BC at G, H, re- 
spectively ; and join EG, GF, 
FH, HE. 

Then, since the angles AEO. 
AFO are right angles, and G 
is the middie int of AO, 
therefore GE, GA, GF, GO 
are all equal. 

Similarly, HB, HF, HE, HC 


rl_--\--~-------- 


are all equal. Therefore 

4 HFB = B, 4 HEC =C, 

L AFG = Z FAG, c 

and ZEGF =2A; also GEH = Z GFH. 

Now LHFB+ Z HEC = Z EHF +4; 
therefore LEHF+2A = B+C+A = 2 right angles ; 
therefore Z EHF + Z EGF = 2 right angles ; 
therefore the equal angles GFH and GEH are each a right angle; 
therefore LAFG+ Z BFH = a right angle; 
therefore ZOAB+B = a right angle ; 


therefore AO produced is the perpendicular from A upon BC. 

Note 1.—If P be the middle point of GH, it follows, since HEG, HFG 
are right angles, that PE, PG, PF, PH are all equal. This establishes 
the fundamental property of the nine-point circle, and gives a construc- 
tion for its centre P and diameter GH. 


Note 2.—The above proofs depend only upon the first book of Evcuip. 


14198. (Professor G. B. Maruews, F.R.S.)— Given the general 
equation of a conic referred to rectangular axes, find the locus of (è, n), 
first, when z—{ = 0, y—7 = 0 are conjugate with respect to the conic ; 
and, secondly, when z+y—g—n = 0, z—-y—E+n = 0 are conjugate. 
noes show that the equation of the axes of the conic may be wnitten in 

e form 


(a—b){Cry—Fr—Gy +H} —h {C (z2—y?) + 2Fy—2Gz+A—B} = 0. 


Solution by G. D. Wiison, B.A. 


The condition that the lines (x+my+n=—0 and Lr+My+N =0 
should be conjugate with respect to the conic is 


A/L + BmM + CnN +F (nN + nM)'+G@ (wO'+ ON) +H (UM +unL)-= 0; 


148 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


therefore, if the lines z— = 0 and y—» = 0 are conjugate, 
Cin—Fi-—Gn+H = 0, 

and, if the lines z+ y——n = 0 and x—y—f+7 = 0 are conjugate, 

C (2 —n’?) + 2Fn—2GE+A—B = 0. 
These define the locus of the point & n) in each case. Both these loci 
must pass through the four foci. Now the axes form a conic passing 
through the foci and the centre (G/C, F/C). Hence the equation of the 
axes can be written 


A {Czy—Fz—Gy +H} + {C (z?—y) + 2Fy —2Gz+ A-B} = 0 


where A {CH—FG} + {AC—G?—BC+F*} =0; 
so that A = —(a—d)/h. 
14448, (V. SRINIVASA RANGACHARI, B.A.)—OA, OB are two straight 


lines fixed in direction, and P any point within or without them. It is 
required to draw through P a straight line so that the part of it inter- 
ength. 


cepted between the given straight lines may be of given 
Remarks by Gzrorce Scorr, M.A. 
This problem has long been recognized as insoluble by elementa 
geometry, i.e., when only ruler and compass are allowed to be employed. 
The problem can be solved graphically by the use of the trammel or by 


tracing the conchoid of Nicomzpzs and finding its intersections with one 
of the lines. 


Fie. 2. 


[Before consigning this problem to limbo, a brief analysis of what can 
be determined regarding it may prove useful. 

Let OC, perpendicular to OA (Fig. 1.), equal half the required line 
when P is between the lines (the only case we need examine). Draw CD 
parallel to OA, cutting OB in D. Then the circle EDF, described about 
O as centre, is the locus of the circumcentre of OXY (or OX’Y’, for there 
are two lines possible in this case). Having the circum-radius given, 
and the length of the required line XY, take M as the centre of the circle 
(Fig. 2), and join MX, MY. Moreover, make Z XMN = 2XON (given 
by Fig. 1). Then N is a known point, and NG (perpendicular to XY) 
is also known; also GX, GY are known. Produce NG to H, making 
GH = OP (given by Fig. 1). Then the conchoid of Nicomgpes (in 
respect of the point N and the line XY, together with the constant 
GH = OP) cuts the circle in O and O’, and we obtain OX, OY or OX’, 
OY’ for application to Fig. 1. Otherwise, with N as origin and NM as 
axis, the loop of a limaçon can be drawn, p = a cos0—b, where a = 2NM 
and ò= OP. This will intersect XY in P, P’. 

But, algebraically, we may take PN = u, XY = a, OP = b, NG = c, 
GX =d. Then 

bu = {d- a/ (u? — c?) } {a—d+ J(u? —c)} = R?— MP2, 
whence we readily obtain a biquadratic in u. This should enable us to 
assign two positive values to PN. Then, bisecting ON and drawing 
LM at right angles to meet the locus EDF in M, we are able at once 
to find X, Y by describing the circle through O. 

For the case in which P is external to OA, OB, similar reasoning 
applies, but here the solution depends on Euc. 111. 36, and the value of t 
is negative. | 


14409. (F. H. PracueLL, B.A.)—In a newspaper competition, in 
which a prize of £x is offered, every correct coupon obtains an equal 
share of the prize, and a competitor may send in as many coupons as he 
likes. A person enters for this competition, and it is found that there 
are y correct coupons besides his own. What number of coupons (all 
correct) should he have sent in in order that his net profit may be the 
greatest possible, supposing each coupon to cost him s pence? Find also 
the amount of thie profit. 

Solution by H. W. Cunzer, M.A. 


If ¢ is the number of coupons, then ¢ is the greatest integer, such that 


Fig. 1. 


240z (E = $1) >85, 
Ety §Fty—l 
i.e., such that (E+ y)è +y — 1) < 240zy/z, 
i.e., (2 + 2y —1)? < 960zy/z +1; 


therefore 2¢+2y—1 = greatest odd integer n (960zy/s+1)* 


= 2k—1, say. 


er Ss GSS sg > iS 


Then 


¿= k—~y, and net profit = ae Ria 


3; pence. 

[Rev. T. Roacu, M.A., solves the first part of the question as follows :— 
Let A send in p coupons; then he receives 240zp/(p + y)—pz pence. For 
a maximum  2402/(p+y)—:+p(—2407/(p+y)?} = 0; 
therefore p= (2402y/z)*~y, 
which is in virtual agreement with Mr. CursEL’s result. | 


14389. (Rev. A. M. Witcox, M.A.)—If a straight line be drawn 
from the figure X to the figure XII on a clock, and another from the 
figure IX to the figure I, all the figures being supposed on the circum- 
ference, prove that the area of the dial between the straight lines is 
one-sixth of the whole area. 


Solution by Rev. T. Wiaarns, B.A.; and 
L. E. Reay, B.A. 


Required area 
= AEB—DEC 
= (OAEB—OAB)—(ODEC—ODC) 


ie (=- rvs) — (== - rvs) 
3 2 6 2 
7 
na 
14417. (J. A. Tuirp, D.Sc.)—The locus of the centre of a variable 


inconic K of a triangle is a conic having (imaginary) double contact 
with the maximum inscribed ellipse on the line tacos A = 0, if the locus 
of the point of concurrence of the lines joining the points of contact of K 
with the sides to the opposite vertices ia the envelope of a system of 


similar circumconics. 
Solution by Rev. J. CULLEN. 

Let (x, y, z) be the point of concurrence; then the equation of the 
inconic is %(a/z)'=0. Also, if (a, B, ~y) be its centre, we have 
1/z = a (S—aa), (2S = aa). Now the condition for a system of similar 
circumconics which are similar to 2//r = 0 is 

Z (l sin A)?—22mn sin B sin C = 4 (7 cos A)?. 
Hence the equation of the envelope is 

kz (sin A/x)?— 2% [(1 + 4) 2 sin? A sin B sin C — k sin B sin C]/yz = 0. 

Substituting for r, &c., we get 

(1 +k) [2 (aa)?—22bepy] + 4R2kX (a cos A)? = 0, 
R being the radius of the circumcircle of the triangle of reference. 
Therefore, &c. 


14311. (Professor U. C. Gwosu.)—Points 0), Og, Os, ..., On are taken 
in order on the circumference of a circle circumscribing a triangle ABC. 
If AO,, AO,, AOg,..., AOn, BO,, BO, BOs, ..., BOn, CO,,COg, COs, ..., COn 
cut BC at Gi, G3, Gs, ...3 Gs, AC at F,, F,, Fs, oes Fa, and AB at 
H,, Hy, H;,..., Ha, reprae show that (1) F,H,, F H3, F;Hs,..., EnH n 
will ail pass through the same point A’; (2) ZF,A’F,.1 = Z G,OG 
O being the centre of the circle ; (3) if N,, Na, Ng, ..., Nn be the points of 
intersection of OG,, OG, OG, .... OG, with F,H;, F.H;, F3;Hs, ..., Fa Ha, 
they will lie on the circumference of the circle described on OA’ as 
diameter. 


Solution by Professor A. Droz-Farny. 

Dans le quadrilatère inscriptible 
ABO,C, G, est le point de coupe des 
paires de côtés opposés. 

Il en résulte que le triangle F,G,H, 
est autopolaire par rapport à la 
circonférence ; G, se trouvant sur BC, 
sa polaire F,H, passe par le pôle A’ 
de BC. 

En outre OG, est perpendiculaire 
sur F,H, ce qui démontre les deux 
dernières parties. 


rely 


10344, (Professor Morsv.)—Si a est un nombre impair premier avec 
3 et 5, (a?—1) (a*—16) {a?— (2n + 1)?}? est divisible par 23040. 


Solution by Lt.-Col. ALLAN Cunnineuam, R.E. 


Every odd number w is of form œ = 4i+1; therefore œ? = 841. 
Here a and (2n +1) are doth odd; therefore œ? —1 = 8a and 
{a?—(2n+1)?}? = (8a)? = 6407. 
Again, a being prime to 3, a = 3841; therefore a? = 36 +1, at =/38" +1; 
therefore (a2?—1)(a4—16) = 38/ (38 —~15) = 98”. 


March 1, 1900. ] 


THE EDUCATIONAL TIMES. 


149 


Again, « being prime to 5, a = dy4+1 or 5y+2, a° 
therefore (at—1) = 5y”. 
Thus the complete product is divisible by 8 x 64 x 9x 5 = 23040. 


by/+1, a4 = dy’+1; constructed similar to three given triangles. Having given the triangle 


| ABC and the three triangles, reconstruct the triangle A’B’C’. 


| 


4482, 


(Professor NevsBERG.)—Soient a, 4, c, d les côtés AB, BC, 


a : 2 1 
Cor.—Similarly it may be shown that, if a, b be odd numbers and prime; CD, DA d’un quadrilatère sphérique ABCD circonscrit à un petit cercle. 


to 15, then the continued product to n terms (a*—4*) (a*—6*) (a*—6*) ... 
contains 2!" ("+ 3”. 5", 


14317. 


(G. H. Harpy, B.A.)—Prove Frui.ani’s theorem 
N plar) =o (bx) de = {p (© )— b (0)} log aj, 
0 z 


extending it to apply to the cases in which (1) (+), while possessing a 
determinate integral near any value of z, has a discrete set of infinities 
in the range (0, œ); (2) only the principal value of the integral is deter- 
minate. Consider also the case in which ọ (z) oscillates at infinity 
between finite or infinite limits. As examples, evaluate 


“tog (LPTs) de, f° (eene) ae 
f, log a z ’ f, x ’ 


“( a 1_\% p ETE he, NOR 

f, cosar cosbr/ x’ Jo \cosaz ue) x 

[The last two integrals are defined by their principal values. | 
Solution by the PROPOBER. 


The usual proof of the formula is, if ò >a, 
lim F p (ax) —@ (br) dr = lim ce + f)  (z) 
ah eH 
= {9 (æ )— $ (0) } log ajb. 


h=0 Hew jy x ħ=0 H=% 
Now, provided ¢ (œ ), ọ (0) be determinate, this remains valid under the 
conditions (1); for we can choose A, H initially so that all the infinities 
of » (ax), p (bx) fall in (k, H). And the same is true under conditions (2). 


Thus, f log (176 =) = = log (1—p}*log 4., 
; = 


x 


l—pe-°s] 2 
whether pbe = 1. And 
l l dx b 
E e Ta ( ). 
8 a i) x ne a 
[The rest in Vol.] 


14239. (B. N. Cama, M.A. In continuation of Quests. 14177 and 
14207.)—If OP,Pz ..., OQ,Q,... be two vectors including a right angle, 
meeting an equiangular spiral (pole O) in the points P,, P3, ..., Qis Qz, ..., 
show that the parabolas drawn to touch the curve at P,Q,, P,Q, ..., 
and having the chords of contact for their focal chords are in geo- 
metrical progression ; further, that their axes are parallel to a fixed line. 


Solution by the PROPOSER. 


It is clear that P,Q, is parallel to P,Q,. — p 
Now the latus rectum of the parabola P,Q, is 2 
(OP,?+ 0Q,?)! sin? g ; 
ie., sä (er Coke T aiiai cotei sin? p 
=æ a6” (1 eT Ot gin? o, Q 
For the parabola P,Q, it is 
(OP; + 0Q,*)! sin? g; 
i.e., = a (e (mtadcota , [luten] eotat sin? ¢’ 
= ach tmi cota (4 pe teot sin? g’. 


Also ¢ = 9’, since each = 2(y—a). 
Thus the latera recta are proportional to 1, e"°**, e?" cota, 
therefore the curves are in G.P. 


Also, the o's bein the same, and P Q P oa b . ll ] h 
axes are parallel. j 1Qi, P,Q, eing parallel, the 


QUESTIONS FOR SOLUTION. 


14480. (Professor G. B. Marnews, M.A., F.R.S.)—Let the vertices 
X, Y, Z of an equilateral right-angled spherical ERE be denoted by 
100, 010, 001 ; and let any point P be called rational and denoted by adc 
when cos PX : cos PY : cos PZ = p, : py: py, where pi, ps, P are positive 
integers. Further, let a triangle ABC whose vertices are rational be 
called a unit triangle when the determinant Z44;b,c4,=41. It is 
required (1) to prove that, if ABC...L is a spherical olygon whose 
vertices are rational, it can be divided into unit triangles; (2) to find 
the least number of such triangles. [Azample.—The triangle whose 
vertices are 100, 230, 503 can be decomposed into 12 unit triangles 
whose vertices are, respectively, (100, 110, 201), (110, 230, 311), 
(311, 230, 431), (431, 230, 321), (431, 321, 311), (311, 321, 522), 
Gr GAR SS ma 

, , , » 201). i i iti 
if not, which 127) ’ ) this the simplest decomposition ? 

14481. (H. M. Tayror, M.A., F.R.S. Suggested b Quest. 14382. 

——On the sides of a triangle A’B’C’, triangles OA, CAB, A‘B’C = 


ee 9 


Démontrer la relation sina sind cos*4B = sinc sind cos? tD. 


14483. (Professor S. Strcom, M.A.)—Obtain the current function 
for the motion along OX, in an infinite liquid under no forces, of the 
cylinder whose right section is 


{(æ+a} +y} {(r—0) +y} = m (a4 5) (274%), 
where m > 1. [If m = 1, we have the case of two orthogonal circles. ] 


14484, (Professor A. Droz-Farny.)—On joint un point A de la 
directrice d’une parabole au sommet S de cette derniére. AS coupe 
la courbe en un second point B. La tangente en B rencontre en P le 
diamétre de la parabole mené par A. Tirons la deuxième tangente PC. 
La droite CB est normale en B à la parabole. 


14485, (Professor SansAna, M.A.) — Eliminate p and g from 
c= p(p—2'), y= 4(p+2'), and p-e = 4. 
14486. (Professor Cocnez.)—Courbe p?—2p+tanew—3 = 0. 


14487. (J. A. Turev, D.Sc.)—In Quest. 14292, show that, if the 
locus of S is LMN, the locus of P is the conic which touches the sides of 
ABC at L’, M’, N’ ; and that, if the locus of P is LMN, the locus of S 
is the circumconic which touches AL, BM, CN. 


14488, (Professor Uses CHanpra Guosu.)—If the vertical angle A 
and base BC (= «) of a triangle ABC are given, show that the locus of 
its Brocarp points is 

(x2 + y?) —a (x2 + y?) (x+y cot A) + 4R%y? = 0, 
R being the radius of the circumcircle of the triangle, B the origin, and 
BC the axis of x. 


14489. (Professor N. Buatracnaryya.) — A triangle ABC is such 
that its circumcentre is coincident with the centre of its Brocarp ellipse. 
The lines AQ, BQ, CN meet the opposite sides in D, E, F, respectively ; 
and likewise the lines AN’, Ba’, Ca’ meet the opposite sides in D’, E’, È’, 
respectively. Let the lines EF, E’F’; FD, FD’; DE, D'E’ meet, 
produced, if necessary, in P, Q, R, respectively. Prove that (1) the 
lines AP, BQ, CR are concurrent; (2) the sum of the squares of the 
axes of the ellipse = + (5R?—2A cot w), where R denotes the circumradius, 
A the area, and w the Brocarp angle of the triangle. 


14490. (D. Bippiz. In continuation of Quest. 14457.)—Let it be 
known that a factor of N is Ap+1, and let N = Aa, +1. Again, let 
a = Adotls, = Aty+e3, ...; Or, in general, a, = (a,_1—¢,)/A. 
Prove that an— pen + p*tn-1—en-2+...+p" is a multiple of Ap + 1, for 
all values of n within the range. Further, supposing p to be unknown, 
show that, if Bn — NCy + N32 Cy 1 — 23 Cy 2 + .. 4n” bea multiple of An+ l, 
then An +1 is a factor of N. 


14491. (R. Tucker, M.A.)—Squares are described externally on the 
sides of the triangle ABC, and tangents are drawn from their centres to 
the incircle of the triangle. Prove that 


2% (tangents)? = 2A (2+ 3 cot w)— 3 (bc). 


14492. (R. F. Davis, M.A.)—The tangent at any point P of the 
conic az?+2hry + by*+2fy = 0 intersects the axis of z in T, and upon 
PT a point Q is taken such that the angle QOT = 2POT. Prove (with- 
o imaginaries) that the locus of Q is a straight line. Deduce Freoren’s 
theorem. 


_ 14493. (J. H. Taylor, M.A.)—If A’, B’, C’ are vertices of similar 
isosceles triangles described all externally, or all internally, on the sides 
of any plane triangle BCA, the straight lines AA’, BB’, CC’ are equal 
and concurrent. 


14494. (Rev. T. Roacu, M.A.)—Along the hedge of a circular field 
of radius r are placed 2» heavy posts at equal distances. A man brings 
the posts together, one at a time, to one post. Show that the product of 


the 2n—1 walks multiplied together = 2”. r"~!. n, 


14495. (R. C. ArcniBatp, M.A.)—The points p,, Pa Py, where the 
three parallel tangents to a cardioid cut the double tangent perpendicular 
to the axis, are joined to the centre O of the fixed circle. Prove, 
geometrically or analytically, that the angles »,Op,, p,Op; are each equal 
to 60°. 

14496. (G. H. Harpy, B.A.)—Prove that 

So? (u) a(n) oz (t) e3? (v) = {P (u+r) +9 (u—e)} a? (u +0) o? (u—r) ; 
the notation being that of Waizrsrrass’s theory of elliptic functions, 
and the summation applying to the six possible divisions into pairs of 
the functions o, Ci, O3 O3. 

14497. (R. P. Paranspyz, B.A.)—Show that any triangle can be 


rojected into a triangle of given form so that the circle inscribed in the 
tter may have the projection of a given point as centre. 


14498, (Huon MacCort, B.A.)—Let A-= If a is trué, z is true: 


B = If 8 is true, r is true; C= Ifa and B are both)true, (7 is true: 
V = If either A or B is true, Cis true; W = If C is true, either A or 


150 


B is true. Is V a formal certainty: Is W? As a particular case, 
suppose P and Q to be two poisons which are deadly when taken 
separately, but mutually counteracting and harmless when taken together, 
and that A = He has just taken P, B » He has just taken Q; and 
x = He will die (that is, from the poison or poisons). 


14499. (Lt.-Col. ALLAN Cunninonam, R.E.)—Prove that the continued 
product P = (a Fb) (BFP (Fb)... (PY 
is divisible by { (2x)! (2".n!)}"*? if (aF b) is divisible by (2”)!+(2".n!). 
14500. (G. D. Wriuson, B.A.)—Prove that, for the series 1, 3, 11, 
4l, ... in which vasi +un-1 = Uns 
Up +t Ug = UE. peg? {uy ‘p-p ty paeeiys if p +q be even, 
and Vy t ug = Uj(p-q+1) VUa(pry-1 + Uipsqel if p+ be odd. 


14501. (Rev. T. Wiccins, B.A.)—Given a triangle ABC, find a 
point D within it such that DA?+ DB? + DC? isa minimum. 


14502. (J. J. Baunivititze, B.A.)—Having t,-1+%,1.1 = Tun, prove 
that eer er mene e 
l+1 6+1 4141 28141 2/9 
l 1 1 1 9 
—-+ --+- -— $+ | +.. = 
1+6 6+6 4146 281+6 16 v5’ 
r poe l + l aaa 
2+3 7+3 4743 32243 10 
i 1 + l me 1 + = l 
247 7+7 4747 32247 0 18 
hs ge See, _ 5 
l+1 8-1 5+1 3877-1 6” 
45 +2 
PE EOE ae Ms ae aaa 
1-41 2°41 1374+41 89°41 6 
14503. (Ronerr W. D. Curistre.)—Show that the primitive roots 


of 331 are connected with the associated roots by the modular equations 
” = wmod33l, r? =— œ? mod 331, 
where r is a primitive, and 7, an associated, root ; also w signifies one of 


the roots of z3+1 = 0, namely, $ {1+ “(—3)} or 3 {1—~(—3)}; and 
generalize the result. | 


14504. (R. Know ves.)—The circle of curvature is drawn at a point 
P of a parabola; PQ is the common chord: an ordinate from P to the 
diameter through the focus meets the parabola in R, and a diameter 
through Q in O. If T be the pole of PQ with respect to the parabola, 
prove that TO, PQ, and the tangent at R are paralle!. 


14505. (Anon.) — A small ring P of mass m is acted on by 
gravity, and by a force u PA towards a fixed point A. It is placed on a 
circular wire, radius a, angle of friction br, at rest in a vertical plane, 
with its centre C vertically below A. If AC =r and (ue—my)/3 = pa, 
tind the limits between which equilibrium may exist. If the wire be 
slowly rotated in its plane around its centre, what will happen to the 
small ring when released from rest, distinguishing the different portions 
of the ring according to the effect produced ? (Trinity College, 1895. ] 


14506. (Rev. J. Cutten.)—Let l 
H = aq), a, .-., an (mod P) = Bp Bz ..., Bm (mod Q) 
be the possible forms of the half-sums of the factors of a given number N ; 
P being the product of certain small primes, ?', 3', and A? (the factors 
being of the known form A: +1), and Q the product of two (or more) 
primes not contained in P. Then, if the solutions of 


PA + a = Bi, Ba, ...}9 Bm + uQ = PA’ +a 
be A = Bi, Bay ++) Bm (mod Q) and A’ = Bi, Br, ay Ba (mod Q), 
show (1) that B; —Bi =... =B — Bn =d, a constant; 
(2) how to draw up a strip for a prime p (not contained in P or Q) with 
n symbols corresponding to aj, az, --., an in each division; (3) that the 
sume strip can be used for B,, B2 .... [The tentative work for numbers 


like 54, 979, 718, 449, 197 (factor of 10‘*—1) may be much shortened 
in this manner, and the strips may be written down from position. ] 


14507, (Epwarp V. Hustinoaton, A.M.)—Given 

Sf (#1) +f (29) +.. +f (tn) = 0, 
where the z's may be chosen at pleasure provided z,+2,+...+2%, = 0. It 
is evident that, if f(z) = Cz, the condition is satistied. Prove that this 


is the only admissible form of the function. 


14508, (W. H. Satmon, B.A.)—The frustum of a pyramid with 
quadrilateral base is such that the intersections of the opposite faces are 
coplanar (A) ; prove that (1) the diagonals of the frustum are concurrent 
(O); (2) each diagonal of the frustum is divided harmonically by O and 
its point of intersection with A; (3) the diagonals of each face are divided 
harmonically by their point of intersection and the plane A. 


14509, (I. Arno.v.)—Given two circles, one within the other, a 
point P can be found such that the extreme portions of any right line 
cutting both circles shall subtend equal angles at P. n 


THE EDUCATIONAL TIMES. 


[March 1, 1900. 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6405. (The late Professor Syivester, F.R.S.)—If p, q, r,s are the 
distances of a point in a circular cubic from the four concyclic foci 
A, B, C, D, prove that 

(p—9)(q—1) (r= p) _ (a-r) (r=) (e—a) 
ABC BCD 
= (r—*)(*—p)(p—7) a earl- (9-8) 

; CDA DAB 

6409. (Professor Matz, M.A.)—A point is taken at random on each 
side of a regular hexagon, and these points are joined by straight lines 
to the centre of the hexagon. On each one of these lines a point is 
taken at random. If the /irst set of random points be joined in their 
respective order, find the mean area of the hexagon thus formed; also, 
do the same if the second set of random points be joined in their respec- 
tive order. 


6419. (J.J. Watxer, M.A.)—Three lines in space are determined 
each by a pair of planes 
m = By+C\s+1 20, z+m =0, (a = Diy +E,2).... 
Prove that the equation to the pair of planes through the axis y = 0, 
= = 0, and one of the two lines meeting it and each of those three lines, 


is 1 1 1]=0. 
mı Mo Ms 
Ny a y 
6467, (Colonel CLarxe, C.B., F.R.S.)—A given finite straight line 


is intersected in two points by a circle; find (1) the most probable length 
of the intercepted segment, and (2) the chance that it contains the middle 
point of the given line. 


6487. (W. A. WnrrwortH, M.A.)—Express all the numbers from 
1 to 140 by four nines. Algebraical symbols and decimal points may be 
used, but the expression for each number must contain the four nines 
and no other figure, Also express the same series of numbers by four 
fours. [Asan example of what is required, Mr. WuirwortnH gives the 
number 34 thus:—34 = (99+ ./9)//9 =4x4x vitvi] 


6495. (W.S. B. WooLHovse, F.R.A.S.)—If within a given enclosed 
area three points be taken at random as the apices of a triangle, show 
that (1) the average of the square of the area of all such triangles will be 
reduced to one-third the value, if one of the points be fixed at the centre ; 
also, (2) if within a given volume of space four points be taken at random 
as the apices of a tetrahedron, the average of the square of the volume of 
all such tetrahedra will be reduced to one-fourth the value if one point 
be fixed at the centre: and (3) that this theorem is true when the. en- 
closed area or volume of space is of any form whatever. 


a — NS 


— eee ee eee ee ome 


NOTICE TO CORRESPONDENTS. | . 
It is requested that all Mathematical communications should be 
sent to 
D. Bibble, Esq., Charlton Lodge, Kingston-on-Thames. 


= a eee 


NOTICE.—Vol. LXXII. of the “ Mathematical Reprint” 
is nearly ready, and may be had of the Publisher, 
Francis Hopeson, 89 Farringdon Street, H.O. Price, 
to Subserthers, 58.; to Non-Subscribers, 68. 6d. 


THE LONDON MATHEMATICAL SOCIETY. 


Thursday, February 8, 1900.—Professor Elliott, F.R.5., Vice-President, 
and subsequently Lt.-Col. Cunningham, R.E., Vice-President, in the 
Chair. Twelve members present. 

Professor Elliott announced that the Council had passed the follow- 
ing resolution, viz.: “That, the objects of the London Mathematical 
Society requiring that it ehall consist of more than 250 members, it is 
resolved that the number of its members may be increased by further 
elections to 350”; and that the same had been registered at Somerset 
House. 

Professor Love gave a sketch of a paper by Mr. J. H. Michell, 
entitled “ Some Elementary Distributions of Stress in Three Dimen- 
sions.” Dr. J. Larmor joined in a discussion of the paper. 

Major MacMahon gave an interesting account of recent work on 
“ Combinatorial Analysis: the Foundation of a New Theory.” Lt.-Col. 
Cunningham asked several questions on the subject of the communica- 
tion, l i 

- The following papers were taken as read :— - 

“A Formula in the Theory of the Theta Functions,” by Prof. A. C. 
Dixon. 

“The Canonical Reduction of a Pair of Bilinear Forms” and “ Re- 
duction of a Generalized Linear Substitution (to a Canonical Form ; 


| with a Dynamical Application,” by) Mr. Bromwich. 


March 1, 1900.] 


THE EDUCATIONAL TIMES. 


151 


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COLLEGE OF PRECEPTORS.—|(\OLLEGE OF PRECEPTORS axb! MEDICAL SOHOOLS. 
EXAMINATIONS FOR 1900. ASSISTAN'-MASTERS’ ASSOCIATION, ST. THOMAS'S HOSPITAL MEDICAL SCHOOL. 


1. DIPLOMAS.—The next Examination of Teachers| A Meeting will be held at the College, Bloomsbury CHARING CROSS HOSPITAL MEDICAL SCHOOL. 
for the Diplomas of the College will commence, on the | Square, on Wednesday, 4th April, when a Paper willbe DENTAL HOSPITAL OF LONDON MEDICAL 
10th of July, 1900.—At the Midsummer Examination, | read by A. H. Kaun, Esq., M.A., on “ Commercial | SCHOOL. 

ersons who have previously passed in Theory and | Education in Secondary Schools.” MIDDLESEX HOSPITAL MEDICAL SCHOOL 


ractice of Education at the Diploma Examination may The Chair will be taken at 7.30 p.m. by W. GARNETT, < g S 
be examined practically for Certificates of Ability to| Esq., M.A., D.C.I LONDON HOSPITAL MEDICAL COLLEGE. 


. 


Teach A Discussion will follow the reading of the Paper. i (For particulars of the above, see next page.) 


2. CERTIFICATE EXAMINATIONS. — The Mid-| ary 
unn Pe for Certificates will commence on C OLLE GE OF PRECEPT ORS. T8208 COLLEGE OF MUSIC 
the of July, ; E 5 

3. JUNIOR FORMS EXAMINATIONS. — The (Incorporated.) 

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oO uly, A 


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a Ia IMM 


TIONS.—These Examinations are held in March and by post IN PRACTICAL AND THEORETICAL MUSIC. 
September. The next Examination will commence on T ' 
the 4th of September, 1900. can Members of the College... 1s. 6d. Patron: His GRACE THE DUKR OF LEEDS. 

6. INSPECTION AND EXAMINATION OF To Non-Members... ...... 28. 6d. Dr. F. J. KARN, Mus.Bac. Cantab., Principal. 


SCHOOLS.--Visiting Examiners are appointed by the| The Calendar contains, in addition to the Lists of 


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Scholarship of £20, the following Prizes will be com- EXAMINATION PAPERS 1 Tune Lin Doaron ane oe ee a will 


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nan a me Latin), £5; Mathematics, £5:| Preliminary, and Diploma Examinations held in 1899. entry, ( Bugland). June 15, (Scotland and Ireland), 
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awarded to the Third and Fourth in General Pro- ANDREWS grants Diploma and Title of L.L.A. jand Fellowship take place in July and December, 
ficiency, and to the First and Second in the following | t° B omn. ion Ce nG Britai d SYLLABUS for the year 1900, containing important 
subjects :—Classics, Mathematics, Modern Languages, | p Se eect ats ae ee Britain and abroad. ' alterations (including the new Primary section in Piano- 
Natural Sciences, English Subjects. The‘ Taylor-Jones OF spectus, apply to the SECRETARY, L.L.A. | forte Playing), may be had on application. 
Scheme, The University, St. Andrews, N.B. Dp . : 
In the Educational Department students are received 


Memorial ats will be pasta . Br best E . 

in Scripture History. Two Me als will be awarded to : FHA z and thoroughly trained der the best PSN 

the best Candidates in Shorthand, R YAL INDIAN ENGINEERIN G | moderate tees: ` Day and Brenk Classes a ela, d 
COLLEGE, Coopers HiL, STaInEs.—The DR 

Course of Study is arranged to fit an Engineer for T. WEEKES HOLMES, Secretary. 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
employment in Europe, India, and the Colonies. About 
40 Students will be admitted in September, 1900; the 


Bloomsbury Square, W.C. ne 
4 
Secretary of State will offer them for competition Twelve Un we r § i ty 


C. R. HODGSON, B.A., Secretary. 
Appointments as Assistant Engineers in the Public 
Works Department, and Three Appointments as AS- 


sistant Superintendents in the Teineraphs Department, | (E O 1e $ © S 19 O 11 © € T C C 


ticulars apply to SECRETARY at College. 
Sir Te ote et or 


ING’S COLLEGE, CAMBRIDGE. College. 


—There will be a Competition for Two CHORAL 
SCHOLARSHIPS (one Tenor and one Bass) on Thurs- - —— 
day, May 17; stipend £80 each for three years, with 


certain allowances of the value of about £25a year. The 
successful candidates will be required to enter the Col- 
„as Members of the University, not later than July 5, 
1900, For further information apply to the DEAN. 
o 


aen a e e e 


OLLEGE OF PRECEPTORS.— 


CERTIFICATE EXAMINATION, JULY AND 
DECEMBER, 1900. 


Notice is hereby given that at the above Examinations 
the following additional (alternative) subjects will be 
set:—Latin, Class I., Cesar, Gallic War, Book VI, 
Virgil, .Eneid, Book 11.3 Scripture, Classes I. and II., 
the First Book of Samuel. ~ 

.C. R. HODGSON, B.A., Seeretarn. 


—— —— ee 


PRELIMINARY EXAMINATION of 


MEDICAL STUDENTS. —The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
eeutical Society of Great Britain, and other bodies, on 
the 4th, 5th, and 6th of September, 1900. 

The Examination will take place in London, and at 
the following Local Centres :—Birmingham, Bristol, 
Leeds, Liverpool. 

Examination Fee, 25s. 

Regulations and Entry Forms may be obtained on 


HoE AND COLONIAL 
SCHOOL SOCIETY. 


T 
arromtea S Teamia Gitte mores LONDON UNIVERSITY EXAMS. 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS. 


Hiausury HILL Houser, Lonpoy, N. 


Principal—The Rev. Davip J. THOMAS, M.A. FREE GUIDE TO MATRICULATION 


applica ya to the Secretary of the College of Preceptors, ice-Principal—Miss PENSTONE. (Postage Id.), 
oomsbury Square, W.C. Students (Resident and Non-resident) trained for the 
C. R. HODGSON, B.A., Secretary. Examinations of the National Froebel Union, and for INTER. ARTS, INTER. Science, B.A., OR 


the Teachers’ Diploma of the College of riage a 
A High School for Girls, Transition Class, and INTER. Laws EXAMINATION. 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. aS ae 
a Pa ek na ee ee Da Re 


ONDON M ATRICULATION and Any one of the above Guides, Prospectus, and Surther 
B.A. Course, College of Preceptors Examinations, particulars will be sent post free on application to 
Cambridge Local and Higher, Royal Irish, &c.— Mr. J. 


Lockky, M.A. Lond. (Branches I.and IV.), P.C.P., 106 THE SECRETARY 
St. Paul’s Road, Camden Town, N.W. sf ? 
i : Ae a ental (Univ. Corr. Coul., London Ofce,) 


above in Classics, Mathematics, Anglo- 
82 Red Lion Square London; W.C. 


((OLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 

Section II., clause 5.—'' The Council may grant the 
privileges of Meinbership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
engaged in teaching in Secondary Schools.’ 

Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Rloomsbury 
Square, W.C. Science, Education, &c., Orally and By pont. Numerous 

C. R. HODGSON, B.A., Secretary. ! successes every year. Terms moderate. 


[April 2, 1900. 


154 
St. THOMAS’S HOSPITAL 
MEDICAL SCHOOL, 

ALBERT EMBANKMENT, S.E. 

The SUMMER SESSION will commence on 

TUESDAY, May Ist. 

Students entering in the summer are eligible to com- 
pete for the Science Scholarships of £150 and £60 
awarded in October. 

A Scholarship of £50. open to University students, 
and other prizes and scholarships of the value of £500, 
are offered for annual competition. 

All appointments are open to students without extra 
payment., 

Special Classes for the Examinations of the University 
of London are held throughout the vear. 

Tutorial Classes are held prior to the Second and 
Final Examinations of the Conjoint Board in January, 
April, and July. 

A register of approved lodgings and of private families 
receiving boarders is kept in Secretary's office. 

Excellent Day Club secommodation is provided in the 
school building, and an athletic ground at Chiswick. 

Prospectuses and all particulars may be obtained from 
the Medical Secretary, Mr. G. REN DLE, 

H. P. HAWKINS, M.A., M.D. Oxon.. Dean. 


HARING CROSS HOSPITAL 
MEDICAL SCHOOL. 
The SUMMER SESSION, 1900, will commence on 
Tuesday, May Ist. 

The Livingstone Scholarship (100 guineas), the 
Huxley Scholarship (55 guineas), and six other Entrance 
Scholarships, total value £550, are awarded annually, 

Two Scholarships of the value of 60 guineas cach are 
reserved for Students of Oxford, Cambridge, or London 
University, 

Students who join in Summer have the same privileges, 
as regards Scholarships, &¢., as Students joining in 
October of the same vear. 

Fres.—For the five years’ curriculum of study re- 
quired by the various Examining Bodies and for Hospital 
Practice, 110 guineas in one stun, or 121 guineas in five 
instalments. 

The composition fee for sons of registered) medical 
practitioners is 100 guineas, and the fee by instalments, 
110 guineas in five payments. 

The camposition fee for Dental Students is 54 guineas, 
or > guineas payable in two instalments of 30 guineas 
euch. 

A proportionate reduction of the above Fees is made 
to Students who have completed part of the curriculum 
elsewhere. 

CHARING Cross Hospitan is within three minutes’ 
walk of the Dental Hospital of London, and the hours of 
Lectures are arranged to suit the convenience of both 
General and Dental Students. 

The Hospital and School are situated within two 
minutes of both Charing Cross Stations, and the Athletic 
Ground at Eltham can be reached within half an hour 
from Charing Cross, 

THE SCHOOL PROSPECTUS, containing 
fall information concerning the classes 
prizes, and all other arrangements connecte 
with the Medical School, will be sent on 
application to the Dean, Chandos Street, 
Strand, W.C. 

H. MONTAGUE MURRAY, Dean. 


[HE DENTAL HOSPITAL OF 


LONDON MEDICAL SCHOOL, 
LEICESTER SQUARE. 
The SUMMER SESSION, 1900. will commence on 
Tuesday, May Ist. 

Dental Anatomy and Physiology (Human and Com- 
mrative)—Charles S. Tomes, F.R.S.. M.A. Oxon., 
PRS. L.D.S., on Tuesdays and Thursdays, at 
5 p.m. (Swnmer).  (Demonstrator—A,. Hopewell 
Smith, L.R.C.P., M.R.C.S., L.D.S.) 

Dental Surgery and Pathology — Willium Hern, 
M.R.C.S., L.D.S., on Tuesdays and Fridays, at 
8 a.m. (Summer). (Demonstrator—R. Herschell, 


Mechanical Dentistry—E. Viloyd Williams, L.R.C.P., 
M.R.C.S., L.D.S., L.S.A., on Wednesdays, at 
5.30 p.m, (Winter). 

Metallurgy and its application to Dental Purposes— 


Dr. Forster Morley, M.A., F.I.C., F.C.S., on Thurs- 
days, at 5 p.m. (Winter). (Demonstrator—Percy 
Richards, F.1.C., F.C.8.) 


The Hospital is open both morning and afternoon. 

During the Sessions the Surgeons of the day will give 
demonstrations at stated hours, 

The Medical Tutor holds classes before each Examin- 
ation for the L.D.S. 

The House Surgeons attend daily while the Hospital 
is open. 

The Saunders and Walker Scholarships, of £20 per 
annum each, and prizes are open for competition. 

Fee for two years’ Hospital Practice required by the 
curriculum, including Lectures, £50 in one payment, or 
50 guineas in two yearly instalments, The curriculum 
requires two vears to be passed at a General Hospital. 
The fee for this is about £55. Both Hospitals can be 
attended simultaneously. 

The Fee for Three Years’ Tuition in Mechanical 
Dentistry is 150 guineas. 

The Calendar may be obtained on application to the 
DRaAN, who attends at the Hospital on Wednesday 
mornings from 10.30 till 12 throughout the year. 


MORTON SMALE, Dean. 


THE EDUCATIONAL TIMES. 
MEDICAL SCHOOL, 


f 
MORTIMER STREET, LonpDON, W. 


The SUMMER SESSION, 1900, will commence on 
Tuesday, May 1st. 

Full opportunities for study are offered to students 
preparing for any of the Examinations in Medicine and 
Surgery in the United Kingdom. 

Classes will be held in the following subjects :--Mid- 
o wifery, Pathology, Pathological Histology, Bacteriology, 
| Forensie Medicine sand Publie Health, Anatomy, 

Practical Physiology and Histology, Chemistry and 
| Practical Chemistry, Materia Medica, Therapeutics, 
Psychological Medicine with Climecal Demonstrations, 
Practical Pharmacy. 

Students entering in May are eligible to compete for 
the Entrance Scholarships (value £100 and £60) 
awarded at the commencement of the ensuing Winter 
Session, The Broderip Scholarships, Governor's Prize, 
Hetley Prize, Lyell Medal, Leo old Hudson Prize, and 
Freeman Scholarship, are rnin annually, the Murray 
Scholarship) (in connexion with the University of 
Aberdeen) every third year. Eighteen resident appoint- 
ments are open for competition annually, without fee, 

The composition fee, admitting tothe whole curriculum, 
is 135 guineas; if paid in three instalments, first 
instalment 60 guineas. 

For University of London Students requiring Prelim- 
inary Science Instruction, 150 guineas, or by instalments, 
For members of Universities recognized by the General 
Medient Council and other Students who have completed 
their Anatomical and Physiological Studies the fee for | 
admission as General Student is 70 guineas, or by 
instalments, 75 guineas. Students fromthe Universities 
of Oxford and Cambridge entering in May are cligible to 
compete for the University Scholarship of £60 awarded 
at the commencement of the Winter Session. Fee for 
Dental Students, 54 guineas. 

The New Laboratories 
Physiology, Chemistry, Biology, Pathology, Bacteri- 
ology, with all modern improvements, as well as a. 
new and larger Dissecting Room and Operative 
Surgery Room are now in regular use. 

The Residential College contains accommodation 
for thirty Students. 

For prospectus and further particulars apply to 


W. PASTEUR, M.D., Dean. 


Lo DON HOSPITAL MEDICAL 
COLLEGE. 
The SUMMER SESSION commences on May 1. 
Students entering then are eligible to compete for the 
Entrance Seholarships in September and October. 
Twenty-seven Scholarships and Prizes are offered 
annually. 


, 


Special arrangements are made to meet the require- ; 


ments of students entering in the Summer Session, 
A reduction of 15 guineas is allowed to the sons of 


~ 
and Class - rooms for | C 


members of the profession. 

Enlargement of the Colege.— The new Laboratories 
and Class-rooms for Bacteriology, Pubhe Health, 
Operative Surgery, Chemistry, Biology, &e., are now 
open. 

For prospectns and full particulars apply to 

Mile End, E. MUNRO SCOTT, Warden. 


Diploma Correspondence College. 
The ONLY College that coaches SOLELY for 


A.G.P., 


L.C.P., AND F.G.P. 


SUCCESSES: 145 at A.C.P.; 20 at L.C.P. 


Full particulars on application to the Principal— 
Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


EATON, DEVON (Seaside), 
SCHOOL FOR GIRLS. 


Pupils under 12 years of age, £36 a year. 
Pupils from 12 to 16, £46 a year. 
Pupils over 16, £56 a year. 


Resident Governesses. 


No extras. 


Drawing, Painting, and Music taught by Visiting 
Masters. 


Apply to the Principal, Miss MARY GROVER, Seaton, 
Devon. 


NAB. H. A. NESBITT (joint-author 


of “The Science and Art of Arithmetic,” by 
A. SONNENSCHEIN and H. A. NESBITT, M.A.) has a few 
hours at his disposal for Lessons in Ladies’ Schools in 
Mathematics, History, and Literature. Mr. Nesbitt 
also gives Lectures on the Teaching of Arithmetic.—16 
South Hill Park Gardens, Hampstead, N.W. 


MIDDLESEX HOSPITAL EDFORD COLLEGE, LONDON 


(FOR WOMEN), 
York PLACE, BAKER STREET, W. 


The Faster Term begins on Thursday, April 26th. 

Lectures are given in all branches of General and 
Higher Education. 

Students are prepared for all the University of London 
Examinations in Arts and Science, 

A single course of Lectures in any subject may be 
attended. ; 

There is a Department for Professional Training in 
Teaching and an Art School, 

Students can reside in the College, 

Prospectus and all particulars on application to the 
PRINCIPAL, 


BeerORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
ENTRANCE SCHOLARSHIPS, 
The Henry Tate Scholarship in Science, annnal value 
£50; a Pfeiffer Scholarship in Seienee, annual value 


£48: a Reid Scholarship in Arts, annual value £31. 10s. : 


all tenable for three years, will be awarded on the results 
of the Examination to be held at the College on June 
26th and 27th. Candidates must be under 19 years of 
age on the first day of the examination, 

For further information apply to the PRINCIPAL, 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 
Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to cducated women who intend to teach. In 
addition to the course of training, it offers the ad- 
antages of a College life and one year’s residence in 
‘abridge. 

The Students attend the Cambridge University Lec- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers, and are prepared for the Cam- 
bridge Teachers’ Certitieate (Theory and Practice). 


Ample epee is given for practice in teaching 
science, languages, mathematics, and the other usual 


school subjects in various schools in Cambridge, 

Students are admitted in January and in meu 
Full particulars as to qualitications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


- a4 
MHE MARIA GREY TRAINING 
COLLEGE FOR WOMEN TEACHERS, 
SALUSBURY Roab, BRONDESBURY, LONDON, N.W. 
Principal— Miss ALICE Woops. 

A Full Course of Professional Training is offered to 
ladies who desire to become Teachers in Secondary 
Schools or in Kindergartens. 

The Course for students preparing for the Cambridge 
Teachers’ Certificate or for the London Teachers’ 
Diploma begins in September or January, and lasts for 
one or two years. The Course for Kindergarten students 
preparing for the Higher Certificate of the National 
Froebel Union begins in September, and takes two years 
and one term, 

Ample opportunities are given for Practice in Teaching 
in the School and Kindergarten of 150 pupils on the 
premises, us well as in other Schools. 

The Winkwerth Hall of Residence, close to the College, 
accommodates 20 students, 

Scholarships to the umount of £230, from public and 
private sources, are annually awarded, 

For all particulars as to qualifications for entrance, 
terms, scholarships, &¢., apply to Miss ALICE Woops, 
ut the College. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, WEST KENSINGTON, LONDON, W. 


Chairman of the Committee—Mr. W. MATHER. 
Treasurer— Mr. C. Q. MONTEFIORE, 
Secretary—Mr. ARTHUR G. SYMONDS, M.A. 


TRAINING COLLEGE FOR TEACHERS- 


Principal—Madame MICHAELIS. 
Mistress of Method—Miss E. E. LAWRENCE. 


KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


NT GEORGE'S TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND- 
ARY SCHOOLS AND IN FAMILIES.—This College 
rovides a complete Course of Professional Training for 
Vomen Teachers, in preparation for the Cambridge 
Teachers’ Certificate. The Course ineludes attendance 
at the University, Lectures on Eduention, in addition to 
Lectures delivered by the College Staff, and the Students 
have ample opportunities of gaining experience in Class- 
Teaching in Schools, Five Heriot Bursaries of £30 are 
offered in October. Apply to the PRINCIPAL, 5 Melville 
Street, Edinburgh. 


XFORD. — Vacation Course for 


Women Students on English Language and Liter- 
ature, by University Lecturers and Tutors, For inform- 
ation apply to! Mrs: BURC -11 Beechcroft( Road, Oxford. 


April 2, 1900. | 


THE EDUCATIONAL TIMES. 


JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed by 
the Teachers’ Guild, College of Preceptors, Head- 
mistresses’ Association, Association of Assistant 
Mistresses, and Private Schools’ Association. ) 


Address—7T4 GOWER STREET, Lonpon, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Ageney has been established for the purpose of 
enabling Teachers to find work without unnecessary 
cost, All fees have therefore been calenlated on the 
lowest basis to cover the working expenses, 

Headmistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking up- 
pointments, are invited to apply to this Agency. 

Many Graduates and Troned Teachers for Schools 
and Private Families: Visiting Teachers for Music, 
Art, and other special subjects: Foreign Teachers of 
varions nationalities ; Kindergarten and other Teachers 
are om the Register, and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are ar ranged, 

Ottice hours —9.30 a.m, to 6 pan. Miss Cooper's hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.30 p.m, to 5 pnw; Wednesdays to 1.30 p.m. only, 


THE JOINT ACENCY FOR MEN TEACHERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 
Reqistrar—Rev. F. TAYLOR, M.A. Cantab, 


The Avencies for Assistant-Mausters and Tutors 
hitherto conducted by the Colleze of Preceptors, the 
Teachers’? Guild, and the Assistant- Masters’ Association, 
have been wmmahkzimated and placed under the manage- 
ment of a Joint Committee composed of representatives 
of the following Bodies :— 


Headmasters” Conference, 

Loeorporated Association of Headmasters. 
College of Preceptors, 

Teachers’ Guild, 

Welsh County Schools’ Association, 
Private Schools’ Association. 


London University Examinations. THE 


BURLINGTON 
CLASSES. 


27 Chancery Lane, London. 


Principal: Mr. J. CHARLESTON, B.A. 


(Honours, Oxon.; and Lond.). 
TUTORS. 


! The Staff inclndes a number of Graduates of London, 
Oxford, Cambridge, nnd Royal Universities, Science 
Medallists, and Specialists, 


Preparation by Correspondence 
: MATRICULATION, 
| 
| 


UNIVERSITY TUTORIAL 


COLLEGE, 
Red Lion Square, Holborn, W.C. 


SECTIONS OF THE FOLLOWING 


DAY AND EVENING CLASSES 


ARE JUST COMMENCING: 


MATRICULATION FOR JUNE AND 
JANUARY, 

PRELIM. SCI, (MB. FOR JULY, 

INTER. SCI. AND INTER. ARTS, 

INTRODUCTORY CLASSES FOR 

| 


B.A., & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L.L.A. 


(Degree for Ladies—St Andrews), 


A.C.P., L.C.P., F.C.P. 


On a thoroughly individual system, which 
ensures the closest attention to the needs of each 


JULY, 1901, 
INTER. LAWS AND LL.B. 

candidate, Fall corrections of papers, with time-saving 
notes, criticisims, summaries, Model answers, und solu- 


EASTER VACATION CLASSES | tions. 


Single subjects may be taken—Iatin, Greek, 


Commence on Tuesday, April 10th, 1900. 


The Chemistry Course extends over three weeks ; 
Physies Course is held during Easter week only, com- 
mencing on baster 'Punesday. 


Association of Headmasters of Preparatory Schools, 
Association of Headmasters of Roman Catholic 
Schools, 


the 


| French, 


German, Italan, Mathematics, Mechanics, 
Physics, Chemistry, Logic, Psychology, Political Eco- 
hoy, &C. 


Assistant- Masters’ Association, 
Association of Technical Institutions. 
XC, ke. 


The rates of Commission charged to Assistant- Masters 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Agency 
managed by so Widely representative a Committee, 

Headmasters having vacances on their stalls, and 
Assistant- Masters seeking sppointinents, are asked to 
cCoinmunicate With the REGISTRAR. 


NIVER SITY COLLEGE OF 
NORTH WALES, BANGOR. 
(A Constituent College of the University of Wales.) 


Principal—H. R. REICHEL, M.A. 


The Session began October, 3rd, 1899. The College 
Courses ure arranged with reference to the degrees 
of the University of Wales and include most of the ! 
Subjects for the B.A. and B.Sc. degrees of the London | 
University. Students may pursue their first year of 
medical study at the College, There are special depart- | 
ments for Agriculture and Electrical Engineering, a 
Day Training Department for men and women, dad 
a Departinent for the Praning of Teachers in Secondary | 
Schools. | 

Sessional Fee for ordinary Arts student, £11. 1s.: ditto 
for Intermediate Science or Medical student. £15. 15s, | 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session. The new Hall of Residence | 
for Women Students in Upper Bangor—fee £31. 10s. for 
the session—is new open, 

At the Entrance Scholarship Examination (beginning 
September 19), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition, One half the total amount offered 
is reserved for Welsh candidates, 

For further information and copies of the Prospectus, 


apply to JOHN EDWARD LLOYD, M.A., 
Secretary and Registrar. 


— —— + 


IVERSITY OF “WALES. — The 


SIXTH MATRICULATION EXAMINATION 
will commence on Monday, June 25, 1900. Particulars 
from the REGISTRAR, University Otlice, Breeon, from 
whom Forms of Entry can be obtained. Entries must 
be made not later than Monday, J une 4, 1900. 


HE COLLEGE HALL OF RESI- 
DENCE FOR WOMEN STUDENTS, 


Byxa Prace, Lonpon, W.C. 


The Office of PRINCIPAL will become vacant at the 
end of the present session, and the Council are prepared 
to receive applications from intending candidates for the 
ap ointment up to the 15th of May. 

‘or particulars apply, by letter, to the Hon, SECRE- 
TARY at College "Hall. 


For TERMS, TESTIMONIALS, &c 


BURLINGTON CLASSES, 
27 CHANCERY LANE, LONDON. 


O RRESPONDENCE TUITION, 


Classes, or Private Lessons in all Subjects for all 
Examinations, &¢., at moderate fees, Correspondence 
courses arranged to suit needs of iida pupils. 
Many recent successes. F. J. BoRLAND, LCP. (Science 
and Math. Prizeman), Vietoria College, 87 Buckingham 
Palace Road, S.W.. and Stalheim, Brunswiek Road, 
Sutton, Surrey. Schools visited und Examinations con- 
ducted. 


Prospectus and further particulars may be had froin 
THE VICE-PRINCIPAL, | 
University Tutorial College, | 

32 Red Lion Banno, Holborn, W.C. 


CARLYON COLLEGE. 


65 AND 66 CHANCERY LANE. 


LONDON UNIVERSITY EXAMINATIONS. 


LONDON MATRICULATION, INTER, ARTS, SCI- 
INCE, and PREL. SCHL, B.A.. and Buse. EX AMEN- 
A ATL INS. Day and Evening Classes. New Term starts 

in May. 


Classes and Tuition for all Preliminaries TNE g s 
Scholarship Examinations, Oxford and Cam. ARTNER wanted in an old-estab- 
bridge, B.U.1., &o. lished middle-class Girls’ School, near London. 


One who can introduce Boarders: or who has a kind 
connexion, -~ PRINCIPAL, Gibson's Library, St. Mar- 
eee 


Papers Corrected for Schools, 
Private tuition for all Examinations. 
Prospeetus and full details on application to R. C. B. 


ae a ates eis. of sn Class | Classical | —— Se -c - -lMMMHitoyoiM 
onours itor o wedo,” * Pro Plancio,” &c. 

COMPLETE FRENCH CLASS 

SUCCESSES. BOOK.—HALL'S FIRST FRENCH COURSE 

1892-1899. — London Matric., 71; Inter. Arts, Se., and | and FRANCE AND THE FRENCH. ls. 6d.; Kev, 

Prel. Sei., 81, 6 in Hons.; B.Sc., 1896 1899, 11; B.A., | 1s. 8d. New and Revised Edition, Contains nes arly 

1891-1898, 35, 7 in Hons, ; many other Successes. Scholar: | 200 Exercises, English and French Grammar, Ques- 


ships, R.U.L, Indian Civil, Oxford and Cambridge, &c. 


B.A. LONDON, 1899, 12 successful. 
W.A., 2 (1898 and 1899). 


OXFORD LOCAL EXAMINATIONS. 


LONDON COMMITTEE (BOYS). 
Forms of Entry for the Examinations in July 
next at the London (Boys) Centre can be ob- 
tained from the Secretary, 
E. LAYMAN, Esq., 
1 Garden Court, Temple, E.C. 


tionnaire, e AA and Easy Reading Lessons, 
Vocabulari ies, Maps, &c 


Connon 
SIMPKIN, MARSHALL, HAMILTON, KENT,&CO.,Ltd.; 


and of all Publishers. 


EPPS’S COCOA. 


GRATEFUL, COMFORTING. 


Distinguished everywhere for Deli- 
cacy of Flavour, Superior Quality, 
and highly Nutritive Properties. 
Specially grateful and comforting 
to the nervous and dyspeptic. Sold 
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156 


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(April 2, 1900. 


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ON THE 


SCIENCE, ART, AND HISTORY OF EDUCATION. 


INTELLECTUAL EDUCATION. 


To be delivered by JAMES SULLY, M.A., LL.D., Grote Professor of the Philosophy 
of Mind and Logic at University College, London, 


SYLLABUS 


T.—FEdnention in its relation to Natural E EE Evolution of 
the Idea of Edneation -Ditferent Aspects of Eduentional End: Fullness of Individua 
ae velopment, Fitness for Life: Readiness for the Social State and the Duties of 

Citizenship Respective Functions of Parent, State, and Teacher, in Education — 
Claims of the Home, of the Child's World, and of the Child's Inner Self -Relation 
of Education to Social Conditions, to the Spirit of the Age, and to Progress. 


I1.—Intelleetual Education in its relation to Edneation as a Whole —General 
Value of the Intellectual Side of Man- Gradual Evolution of the End of Intellectual 
Education: from Prictical Skill (the End of Savage Training) to Intelligence — 
Conflict of Ideas of dierent stages of Culture in Contemporary Disenssions: Useful 
Knowledge rexsas Culture—The Prue Standard of t Knowle dee- Values’ -Whata 
Cultivated Intelligence ineludes—In what sense Intelligence enn exist in a Child. 


HI- The Process of Mental Developme nt -Growth of Intelligence or Gradnal 
Storage and Assimilation of Material- The Part of Feeling and of Etfort in Intel- 
lectual Development -The Organic Base of Intellectual Progress: the Kihicienev of 
Sense-Organs, Muscles, and Brain— First Movements of Tntellwence in the C hild’s 
own World (Play), and in the Seareh for Faets and E \planations ~The Problem of 
the Young Child's Curiosity The Too Mueh and the ‘Poo Little in the way of the 
Grown-Up's Stimulation of the Growing Enteilmzence. 


IV.- (1) Intellectual Education begins bya Primary Presentation of Sense Material 
—The Wakefulness of the Early Senses Animal and Jhunan Senses compared — 
The Importance of the Finer Exeretses of Eye, Ear, and Hand—Tnterest of Children 
in the Report of the Senses— Interest and Value of a Testing of the Senses—Over- 
training of the Senses, 


V.—A Child's Interest is in Things rather than in Sensations- The Attitudes of 
Child and Animal towards the World of Objects) The Charm of the Ever Unfolding 
New The Gradual Evohition of Tnterests and their Bileet on Attention and Dnyuiry 
—The Teacher's Function in relation to young dalf-formed Interests Whit 
Awakening an Interest means—The Pinee of Sturdy divert m the Growth of 
Interests, 


VE.—The Progressive Examination of Things by the Child—First, “General” 
Tropressions, and, later, Fall and Conerete ones—The Miwds that “stiek at 
General Finpressions What Edneation can do to take the Young Mind beyond 
these- Methodieal Analysis of Presentations and its Detierdties (Error ot plunging 
Child into the Abstractions of “Qualities and * Relations “—ITlustrations from 
the Teaching of Form and of Drawing. 


VET.—The Relation of Observation to Assimilition of Sense-Presentations -Interest 
in Objects inelades Impulse to Assimilate The Lower Kind of Animal Assimilation: 
Recognition Assimilation as Expansive. and us Mastering the New through its 
relation to the Old True and False Conception of Apperception —The Apperceptive 
Attitude and its relation to the Store of Pnipressrons — The wun of Object’ Teaching 
as the Development of right Apperceptive Attitudes, 


Vill.—The Way in which the Inner Store of Ideas grows into an ordered 
Multiplicity, Observation and Memory The Child who Sees and Forgets Associa- 
tive Grouping of Tdeas— Apperceptive Systems as the Besinning of Organized 
Knowledge -Types of Associative Grouping: the Mind for Particulars and Details, 
and the Mind for Generalities and Relutions-- The Exercise of the Memory as 
Training in Exaetness— Errors of Childish Reproduction, Single and Recurring, 
and the way to deal with them. 


IX.— The Psvehologyv of Language as affecting Processes of Instruction -General 
Funetion of Names and of Artneulated Language in the Growth of Patelligence— 
The Seer and the Narerof Things Language as fixing the Results of Methodical 
Observation The Need of Language iu carrying ont an orderly Awrmingement of 
Tdeas--The Teachers Problem of selecting Fitting Langunge. tend of insisting on its 
Acenmte Reproduction— Language asa Fetish and as an Object of Contempt in 
Teaching. . 


X.— (2) Secondary Presentation of Intelleetnal Material through the medium of 
Tangunge The Ann nand Process of Verbal Pnstrnetion, pure and simple -Words ns 
Abstract Svinhbols, and as contributing to the Formation of Pmages —The Appercep- 
tive Process in following Verbal Instruetion- The Tescher mustexcite the Learner 
at once toa Reproduction of Ideas and toa further Elaboration of these - Different 
ways in which a Clild’s Mind may go wrong here- How a Child thinks of the 
Desert— How the Skilled Teacher Keeps in touch with the Linaginative Movement of 
his Pupils’ Minds, 


XI.—The Name as Instrument of Thought—Transition from Image to General 
Tdea—How a Child represents a Class of Things and their Qualities and Relations — 
The Problem of Theught-Training —The Child to rise above the Particular and vet 
to hold fast to Particulars—The Value of Judicious Presentation of Exainples—- 
When and how Delinitions are to be reached. 


X1J.—Thonght as an Articulated setting forth of Relations—-Compuarisen of 
Primitive and Cultured Forms of Languagee—Grown-up Language as the Child's 
Burden— Meaning of the Rule * From the Indefinite to the Definite’ *— Early 
Evercises in Reasoning—The Stimulation and Restraint of Thought—How to deal 
with the Backward and the too Forward Reasoner. 


The Fee for the Course of Twelve Lectures is Half-a-Guinea, 


** The Lectures will be delivered on THURSDAY EVENINGS at 7 o'clock, at the 
Calle De o Square, W.C.—Members_of the College have free adinissicon 
to the Course. 


April 2, 1900. | THE EDUCATIONAL TIMES. 157 


New. GILL’S | New. 
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*ENGLAND AND WALES. *IRELAND. INDIA. ASIA. 
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Marshall’s Acts of the Apostles. Part II.: Chapters XIII.-end 1 6 | Tho O. and O. Grammar. By the Rev. CHARLES BROOKE, M.A, ee 
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LONDON: GEORGE GILL & SONS, LIMITED, 13 WARWICK LANE, E.C. 


158 


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[April 2, 1900. 


A FEW OF THE PUBLICATIONS OF 


MOFFATT & PAIGE, Ltd. 


ENGLISH CLASSICS. 


Edited by THOMAS PAGE. 
In these Editions, Notes are Classified and Arranged. 
Other Works in preparation. 


THE PLAYS OF SHAKESPEARE. 


Contents :—Chief Events in the Life of Shakespeare—Shakespeare’s 
Works—Introduction—Date and Early Editions—Source of the 
Plot—Sketch of the Plot—Sketches of the Principal Characters— 
Literary Notes—Notable Passages—Proverbial Expressions and 
Familiar Quotations—The Text-—Miscellaneous Notes— Notes on 
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a 
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*AS YOU LIXE IT 
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160 


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162 


THE EDUCATIONAL TIMES. 


[April 2, 1900. 


CAMBRIDGE UNIVERSITY PRESS. 


COLLEGE OF PRECEPTORS’ EXAMINATIONS, JULY AND DECEMBER, 1900. 


THE PITT PRESS SHAKESPEARE FOR SCHOOLS. 


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outline of the story. For older readers we have copious extracts from Lodee’s 
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and on the date and sources of the play. All of these aids evince patient research, 
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esssossossosevosossoncoosoosonsoo 


eonecevew Wo Bho B SERVERS soesesseseso 


Caesar............... De Bello Gallico, Books IV.-V. 
(Subject, Book V.) oana A. G. Peskett ............ 1 6 
a wees De Bello Gallico, Book VI. ...... ee eats 1 6 
Cloero.................. De Senectute ......... 0c J.8. Reid 0.0... 3 6 
Horace ............... Odes, Book IIT. ..................2... J. GOW osse. 2 0 
Livy... Book XXIL oo. eee M.S. Dimsdale ......... 2 6 
Vergil.................. Aeneid, Books VI. and XII....... A. Sidgwick...... each 1 6 
Buripides ......... Medea onirici erii in C. E. 8. Headlam ...... 2 6 
Lucian ............... Menippus and Timon ............... E. C. Mackie ............ 3 6 
Xenophon ......... Anabasis, Books III. and V....... A. Pretor............ each 2 0 


ae we have the notes and a reprint of Charles Lamb's ' 


| 
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a a a a 


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London: C. J. CLAY & SONS, Cambridge University Press Warehouse, Ave Maria Lane. 


April 2, 1900. ] THE EDUCATIONAL TIMES. 163 


CONTENTS. 
Page Page 
The Education Minister... .........cccccsccccceccecveccessescesseseeseesee LOS Distribution of Diplomas, Prizes, and Certificates at the 
Assistant- Masters ..........cccccccscsccescsssesenecesseesenseesesseeeee ces 163 College of Preceptorg .............seseceese cesses cesses sseaeecnenes 177 
Noteer E E sosneusaeeetecncene 164 School Maps. By H. O. Arnold-Forster, M.P. Paper read at 
Summary: The Month .0.........cesscssscsecseseeseeceeceeceeseeseeees 165 the Evening Meeting of the Members of the College 
Er F ee a eter eee oeren 167 Of Proceoptors © sseiadeies ecededaddensdecdsnensen iaia aaa 179 
What is Grammar ? By T. Le Marchant Douse, M.A. ......... 168 ROW IG WG isin skin as hae Saas See side nda Sens bg Vee eae assi sane iskee 181 
Corrosnondenoó Literary Handbooks; Laws of Thought; The Greatest Plantagenet ; 
p E EE E A E E E T ET ALO Greek Originals; Roman History Primers; Æschylus in English ; 
The Geographical Association. The Voice. 
Forecasts and Comments :—Fixtures .............:..ccceccssseeseeees 173 General Notices .........ccccccccececcecsencnecesseccsnccecescensesses sense 183 
Education Gossip ..................... 174 Meeting of the Council of the College of Preceptors ............ 186 
Appointments and Vacancies...... 175 College of Preceptors: Professional Preliminary Pass List ... 187 
Literary Gossip sses 176 | Mathematics..........00..eseecceesecetseesessenseeceseeesesseaceenee een eneens 187 


important as that of public education. On him, to a great 
Che Educational Times. pai will depend e g of the course which the Edu- 
ws cation Board is to take in the coming years, especially in regard 
l Tue Board of Education has been constituted | to secondary education. It is true that he is only the political 
stl for exactly a month past, though it is only and temporary head of the Department; but, in any case, it 
to-day that its powers have come into operation. | 8°¢™5 probable that there are years of useful work before him 


The Duke of Devonshire was nominated on March 3 as Presi- 28 President of the Board. They will be years of no little 
dent of the Board, and, by virtue of the Act, the Board was difficulty and suspense, for the lines on which the new organi- 
established on the same day. Our readers are sufficiently zation is to be conducted have not yet secured the final and 
familiar with the provisions of the measure whereby unanimous assent of those who are entitled to be heard on the 
England has now, for the first time in her history, a Minister | Patter. The Duke of Devonshire has a great opportunity and a 
in the Cabinet responsible for the whole domain of education |8teat responsibility. There is ground for the hope that he will 
from the kindergarten to the University. We shall not have | 2°t disappoint us. 
long to wait for the initial exercise of the authority of the 
Board. The details of its organization are not before us as we 
write, but they may be published at any moment. The conditions Tue deputations from the London County 
under which the President of the Board and his permanent: eee Council and School Board to the Charity Com- 
Secretaries will henceforth control our elementary, secondary, missioners, to suggest some reformation in the 
technical, and higher education will, in many respects, be prac- conditions upon which assistant-masters in secondary schools 
tically the same aa those which have existed under the old hold their posts, could not have expected to serve any immediate 
régime. In other respects they will be entirely new, being purpose. Mr. Alderson, the Chief Commissioner, recognizing 
created for new purposes. What secondary teachers will now ‘the moribund condition of his educational jurisdiction, contented 
be most anxious to see is the nomination of the Consultative | himself with expressing his sympathy with anything that would 
Committee, which, we must hope, will be as far as possible, improve the position of assistant-masters as regards tenure, 
representative of all the interests of education, even if it does salary, and pension. As the grievances of assistant-masters 
not follow the constitution set forth in the last Government found a place in the nunc dimtttss of the Charity Commission on 
Registration Bill. One of its chief and earliest duties will be its educational side, we may perhaps hope that the matter will 
to create a Register, and there are a dozen good reasons why not be lost sight of by the Board of Education. 
this task should be taken in hand without delay. As the Dean, It must, however, be borne in mind that the powers of the 
of the College said at the last Distribution of Prizes, the Act is Board in this direction are in no wise more extensive than those 
one for which public opinion was thoroughly ripe, and which, if | possessed by the Charity Commissioners. They are merely 
carried out with wisdom and discretion, will produce a very , transferred to the Board of Education, and any amelioration in 
marked improvement in education. the lot of assistant-masters in endowed schools, if recourse is not 
Our first Minister of Education enters on his duties as;to be had to fresh legislation, must be brought about by changes 
President of the Education Board with the good will and con-|in the schemes of such schools. When the Endowed Schools 
fidence of all. The Duke of Devonshire has been associated | Acts were passed the importance of providing reasonable security 
with education in its various aspects for many years past—as|of tenure and advancement for assistant-masters was not 
Lord President of the Council, as Chairman of the Association | appreciated, and consequently there is no express provision 
for Promoting Technical and Secondary Education, and as/ with that object in the Acts. Under their general powers to 
Chancellor of the University of Cambridge. He has shown at/| frame and regulate schemes the Commissioners might, however, 
all times the tact, the comprehension, the foresight, the com-| have introduced such provisions. The lack of initiative and 
bination of enterprise and caution, which are pre-eminently | power to grasp the educational needs of the age which the 
necessary in dealing with a subject so complicated and all-| Commissioners have too often shown/ fully accounts for this 


164 


THE EDUCATIONAL TIMES. 


[April 2, 1900. 


omission, and they depart from the educational stage perhaps| stated in a German paper that the Kaiser has expressed a 
less regretted by the assistant-masters of the endowed schools} personal interest in the proposal. 


than by any other educational section. 

While upon this subject it may be well to point out that the 
separate alteration of school schemes, which is now the only 
method by which through existing agencies a change can be 
brought about, is clearly out of the question. Fresh legislation 
will be necessary, andan early deputation to the Board of Educa- 
tion suggesting that the Board should frame a Bill, after refer- 
ence to the Consultative Committee, embodying the views of the 
profession as to the status and conditions of tenure of assistant- 
masters, might probably lead to some result. It may be said 
that the formation of the Register should precede such a 
measure. But the matters at issue are definite and urgent ; and 
a Bill promoted by the Board would mean business, while the 
introduction of a private members’ Bill, as has becn suggested, 
would not. 


NOTES. 


THanks to the consideration which it has shown to the repre- 
sentatives of the Headmasters’ and the Assistant - Masters’ 
Associations in matters of school curriculum, the Central Welsh 
Board for Intermediate Education has been able to combine 
elasticity with firmness in its work in relation to the county 
schools. Owing to the larger area of the country, and other 
considerations, it might be difficult in any scheme of secondary 
education for England to work such a body as the Central 
Welsh Board; but, so far as Wales is concerned, educationalists 
who know the system intimately are of opinion that it has been 
remarkably successful. The aim of the Board has been through- 
out not to crush the individuality and originality of the teacher, 
but to guide their development on the most fruitful lines. The 
county schools are already making their influence felt in many 
districts on the life of the country, and a noticeable feature of 
the scholarship lists at the University Colleges of recent years 
has been the high places obtained by pupils from these schools. 
Generally speaking, the educational system in connexion with 
the Welsh University and the county schools seems full of 
promise. 


Tae Town Council of Hamburg has endorsed the proposal to 
combine the various institutions of the city in a single organi- 
zation of University rank. Hamburg has a fine ethnological 

museum, a museum of antiquities, a museum of arts, an observ- 
_atory, a chemical and a physical State laboratory, an institution 
for natural history, a botanical institute, and a public library. 
With respect to medical science, there are a number of good 
hospitals, of which the new State Hospital at Eppendorf is one 
of the best equipped on the Continent. The Institution for 
Tropical Diseases established by the Imperial Government will 
be in connexion with the hospitals of Hamburg. As a first 
step in the direction of University organization the Senate of 
Hamburg recently submitted a scheme to the representative 
assembly of the city providing that the heads of the above 
institutions, together with a staff of lecturers, should form the 
“ teaching body ” of Hamburg, and elect a rector. The number 
of lectures will be augmented, and it is huped that the com- 
bination of the various institutions may lead in course of time 
to the formation of a fully equipped University. We see it 


Eart Fortescue, whom we quote merely as a veteran in 
education, recently wrote a letter to the Times which, to say 
the least of it, did not support the claim for further State aid 
towards the training of elementary teachers. Concluding his 
letter, Lord Fortescue says: 


I have examined the report of the Education Department for 1899, 
presented since last July, and I find that the average cost of each 
student in the male training colleges was £62. 7s. 5d. for the year 
ended June 30,1898. At Hammersmith, the highest, it was £69. 4s. 9d. ; 
at Chester, the lowest, it was £51. 18s. 1ld.; and the cost of tuition in 
those sixteen boarding colleges was £3,470. 7s. 3d., and of keep 
£37,524. 128. 10d. . . . I would suggest that, as the contribution of the 
State towards the training of elementary schoolmasters seems to be 
needlessly large, it ought either to be diminished for the relief of the 
taxpayer, or a larger number ought to be trained for the money, which 
I venture to think practicable without any sacrifice of etħiciency. It 
should never be forgotten that these students are almost wholly drawn 
from the wage class, and are trained at very small cost to their 
parents for an honourable and, on the whole, increasingly remunerated 
profession. 


“The wage class” is good. So are Lord Fortescue’s inten- 
tions. So, no doubt, are the intentions of those who ask the 
Government not so much for fresh money as for a more com- 
prehensive provision for the training of teachers without 
invidious distinctions. 


A HoLIDay course held at Oxford last year mainly, but not 
exclusively, with a view to the needs of foreign students, 
proved to be such a successful experiment that it will be 
repeated this summer. The object isto provide foreign students 
with practical help in the study of English language and 
literature. Courses of lectures in modern poets and prose 
writers have already been arranged, and small classes will be 
formed for practice in letter-writing, composition, and pronun- 
ciation. In response to a request from teachers of English in 
foreign schools, English institutions and social customs will 
also be dealt with, and the following are among the chosen 
subjects :—Political parties, etiquette, Parliamentary procedure, 
trial by jury—this last to be illustrated by a costume represent- 
ation. St. Hugh’s Hall has been secured as a vacation school 
for July, August, and September. Here it is hoped that “ all 
will enjoy the advantage of college life while conforming to 
the best traditions of an English home,” and the association of 
English and foreign students under such circumstances is not 
the least among the attractions offered. The arrangements 
have the approval of Mr. Arthur Sidgwick, Mr. Michael Sadler, 
Miss Maitland, Principal of Somerville College, and Miss Rogers, 
tutor in classics to the Association for the Education of Women, 
and there are other well known Oxford names on the list. Mr. 
Sidgwick has promised to lecture on ‘‘ Mrs. Browning,” and 
Miss Maitland on “ The Education of Women in the Reign of 
Victoria.” 


Sıxce we dealt last month with the question of rural educa- 
tion the Elementary Code for 1900 has appeared, and its new 
provisions go far towards creating the conditions which we 
regarded as necessary. It is a good augury of what the Board 
of Education will be able to do when it sets to work. No 
doubt the block-grant system of judging—and paying for the 
work done in all subjects, ron the) aggregate) rather than in- 


t 
April 2, 1900.] 


THE EDUCATIONAL TIMES. 


105 


dividually, is to be welcomed from the point of view of the rural 
teachers. The more ‘urban subjects” have hitherto been 
found most effective for the purpose of grant earning. Again, 
the kind of teaching is to be determined by the requirements of 
each district and the needs of the scholars. There is hence- 
forth no reason why rural economy should not become part of 
the general education of all village children. 


here again ‘ Nature knowledge ” should do much towards the 
endin view. The question of actual work on the land may well 
be left to a process of gradual development; and here it may be 
pointed out that a special grant is still obtainable for teaching a 
number of subjects, among which are gardening and manual 
instruction, which lutter has been taken to include the former in 
times gone by. The importance of a special training of the 
girls who are to be the housewives of the next generation has 
been further recognized. Altogether the Code is decidedly en- 
couraging for those who have laid stress on the value of rural 
education. Opinions differ as to its probable effect on element- 
ary education in general ; but we are not surprised to see that 
bodies like the Agricultural Education Committee have welcomed 
it ‘‘ with the greatest satisfaction.” 


Tus month brings round the hundredth anniversary of the 
poet Cowper’s death. ‘John Gilpin” is still very much alive ; 
but, we think, there are not many in this generation who claim 
acquaintance with Cowper’s “Tirocinium: or a Review of 
the Schools.” Its condemnation of the low tone and rude 
manners of the schoolboys of his day is expressed in such 
extreme terms that it might be thought to be due as much to 
his sensitive and retiring nature as to the actual hardships and 
persecution endured by him at the hands of his schoolfellows at 
Westminster. Cowper’s criticism was, however, justifiable. 
In an article on ‘Public Schools,” which appeared in the 
Edinburgh Review only some ten years after the poet’s death, 
Sydney Smith denounces the bullying tyranny and accompany- 
ing slavery prevalent in the public schools in stronger language 
even than Cowper’s. Sydney Smith could only suggest as a 
remedy the establishment of small schools so as to permit more 
effective supervision. The evil has, fortunately, almost entirely 
disappeared, and, instead of a ‘“ Tirocinium,” we have the school 
magazine. The conservative instincts of schoolboys have, at 
last, succumbed to the civilizing spirit of the century. 


Opportunities of | 
giving object lessons have been afforded in all standards, and | 


{ 


the public schools, on the ground that they are biassed in favour 
of England, opens out a vista of charming possibilities to the 
American schoolboy. He doubtless, by this time, has suggested 
that Spanish histories should receive similar treatment. The 
strong local equation in American politics may lead to strange 
results. While English history is anathema in Chicago, Boston 
may refuse to countenance any educational recognition of the 
growth of Russia’s uncultured despotism, and the development 
of modern Germany may be treated as non-existent on the West- 
ern slope. One of the trustees of the Chicago schools, we are 
told, is President of the Ancient Order of Hibernians. We 
thought so. We may take courage, nevertheless, because the 
still small voice of the Report of the American Historical As- 
sociation, recently issued, speaks thus:—‘‘ The pupils in our 
schools can ill afford to lose such an introduction to the study of 
the history and institutions of the United States; for without a 
knowledge of how the English people developed and English 
principles matured they can have slight appreciation of what 
America means.” There is, perhaps, a municipal election 
pending in Chicago. 


SUMMARY. 
THE MONTH. 
Ox March 16 Lord Balfour introduced in the House of Lords 
an amending Education Bill for Scotiand. This measure is 
mainly concerned with higher education, its chief purpose being 
to organize the administration of various funds, and to establish 
Local Authorities for secondary and higher education. Lord 
Balfour said that the Act of 1872, dealing mainly with elementary 
education, had various clauses touching higher schools and higher 
education, putting such under local School Boards, with provision 
for their maintenance out of rates and ancient endowments. 
On the whole the power of the School Boards had been well 
and wisely exercised, but there had in some quarters been a 
| tendency to grudge expenditure, and higher schools were at a 
' disadvantage in not receiving assistance from Imperial funds. 

The Government hoped the authority they set up would rule over a 
wider area than the parish or the burgh, and would be enabled to 
harmonize and to provide the means whereby every child, either by 
means of higher schools, higher departments, or, in the event of these 
two methods failing, by means of bursaries, would be brought within 
the reach of higher schools, if he or she would profit by it. They pro- 
posed to take us their unit of administration the county and some of 
the larger boroughs, and one parish of Govan, which at present had a 
Higher Education Committee of its own. He regretted that it had not 
been found possible to lay down in the Bill the precise conditions of 
the constitution of these Higher Committees. They proposed to do that 
by a scheme to be subsequently approved by Parliament. The reason 
for that was this: that the circumstances of the counties and towns 
differed so widely. They intended that there should be on the Higher 
Education Committees a considerable representation of the municipal 
element, whether County Council or Town Council; that those School 
Boards which gave higher education should also be represented, 


Ix the review to which we have just referred, Sydney Smith | and that there should be a small admixture of gentlemen chosen for 


maintains that the most eminent Englishmen in every art and 
science had not been educated in public schools. As he was a 
Winchester boy himself, the admission is all the more remark- 
able, and he attempted to prove his case by a formidable list of 
poets, philosophers, lawyers, men of science, warriors, states- 
men, and divines who were never at a public school. It would 


s . ° . . ° . . . j 
be interesting if a similar list were made of the distinguished | kign than was the case in Enyland. Secondary education had for a 


| confidence of the locality. 


their interest in education and on account of their possessing the 


WITH respect to professional representation and the assistance 


of educational experts, Lord Balfour went on to say— 


A Consultative Committee had been established for Wales, and one 
would shortly be established for England. Scotland and England, 


i however, were hardly parallel in this matter. Scotland had much less 


to do in the matter of the organization of its system of higher educa- 


men of the Victorian period. As to science and mathematics | long time been part of the national system of education in Scotland, 


the contention is still largely true, but certainly not as to states- and he found no difficulty in ascertaining Scottish opinion. 


men, warriors, and men of letters. 


THe announcement that the Chicago Board of Education have 
decided to omit histories of England from the literature used in 


But on 
matters of administration large towns such as Edinburgh and Glasgow 
differed materially from one another, and there were different problems 
affecting Highland and Lowland counties. and urban and rural districts. 
He proposed, therefore, to rely mainly for advice and assistance upon 
the County Committees. He believed they would form tha best Con- 
sultative Committees for the Vice-Presideut of the Scotch) Educational 


i Department. They would exist all over Scotland, and would Know the 


166 


THE EDUCATIONAL TIMES. 


a 


{April 2, 1900. 


needs of their own particular district, and he should look with con- 
siderable jealousy on the establishment of any Committee which would 
tend to come between the Vice-President of the Council and the 
Local Authorities who were doing the local work of education. On the 
other hand. he did not regard this as a matter of principle. He was 
open to argument and conviction on the subject, and if there was a 
more general desire for a Consultative Committee in Scotland than he 
believed there was he would be willing to revise his opinion. 


A MOTION virtually in favour of establishing a Roman Catholic 
University in Ireland out of national funds was made in the 
House of Commons on March 283. and defeated by a majority of 
eighty-six. Neither the Ministerialists nor the Opposition were 
Unanimous on the subject. Fourteen Liberals and fourteen 
Unionists voted with the Nationalists. Sir H. Campbell- 
Bannerman, Sir W. Harcourt, Sir H. Fowler. and other Liberals 
took no part in the division; but included in the minority of 
ninety-three were Mr. John Morley, Sir E. Grey, Mr. Asquith. 
Sir Robert Reid. Mr. Haldane, and Mr. Birrell. The Unionists 


accompanying them included Mr. Courtney. Sir W. Anson, Mr. |! 


Jebb, Mr. Malcolm., Mr. Monk. Mr. H. Foster, Mr. Yerburgh, and 
Sir Barrington Simeon. The majority of 179 was composed | 
almost entirely of Ministerialists. Mr. Balfour—-whose speech | 
warmly supported the motion—being among the number. 


Os March 23,in the House of Lords, Lord Reay congratulated T 


the Education Department on the new Code. which completes 
what is known as the “ block system" of grants to elementary 
schools, and at the same time gives credit for several new sub- | 
jects in the rural schools. Lord Reay assumed that one object of 
the Committee of Council had been to bring the English Code 
more in harmony with the Scotch Code. Having assimilated the 
Code to some extent, it would have been wiser to have put in it 
all the guarantees which the Scotch Code gave. One of the 
things he feared was that the increased powers given to the 
inspectors would lead to friction between the inspectors and 
managers. He also feared that there would be a diminution of 
the earning powers of the urban schools. The Duke of Devon- 
shire replied :— 


i 


The cases of England and Scotland were very far from being 
analogous, because Scotland had authority to introduce secondary 
education, whereas the School Boards in this country had no such 
power. The Government had, however, under consideration a measure 
which they considered necessary to constitute the authority which 
should give to localities the power to afford secondary education. When 
that time came they might be in a position to make some further ad- 
vances towards assimilating English and Scotch Codes. The proposed 
additional powers to inspectors would be subject, if necessary, to appeal 
to the Education Department. 


THE Civil Service Estimates provide, as usual, for the dis- 
tribution of the Parliamentary grants to the Universities and 
University colleges. Wales, as our readers are aware, is 
favourably treated in respect of these annual subventions. The 
grant to the University of Wales is to remain at £4,000. as com- 
pared with £2,000 granted to the Victoria University and £42,000 
to the Scottish Universities. The grants in aid of University 
colleges amount to £37,000, of which £25,000 goes to English 
colleges and £12,000 to Welsh, divided into equal parts for 
Aberystwyth, Bangor, and Cardiff. In addition to this, a grant 
of £20,500 is to be made in respect of Welsh intermediate schools 
— £500 towards the cost of Inspection and examination, and the 
remainder in the form of grants in aid to the various counties to 
meet an equal sum raised in each case by a county rate of $d. in 
the £. Out of a total estimated sum of £105,700 to be ex- 
pended on Universities, University colleges, and intermediate 
schools, Wales gets £36,500, or a little over a third. The follow- 
ing are the amounts estimated to be due in respect of inter- 
mediate schools in each county and county borough in the 
Principality :—Anglesey, £259. lls. 8d.; Brecon, £577. 8s.; 
Cardigan, £610; Carmarthen, £1,322. 2s. 10d.; Carnarvon, 
£1,250; Denbigh, £1,228. 1s. 1d.; Flint, £925. Is. lld.; Gla- 
morgan, £5,608. 8s. 6d.; Merioneth, £569. 6s. 7d.; Monmouth, 
£2,049. 4s. 9d.; Montgomery, £709. 12s. 8d.; Pembroke, £883 ; 
Radnor. £358. 13s. 10d.; Cardiff, £2,029. 8s. 1ld.; Newport. 
£690; Swansea, £650. 


Is answer to a question in the House of Commons, the Trish 
Attorney-General said that the National Education Board had 
received a letter from the Gaelic League, urging the desirability 
of conserving the Irish language in the schools in the interests of 


the poor people of Ireland, as is now done with the Welsh 
language in Wales, with the approval of the Committee of 
Council on Education for Great Britain. The matter is now 
under the consideration of the Commissioners. who are the 
proper authorities to deal with it in connexion with the revision 
of the school programme shortly to be carried out. 


Tue Cambridge Teachers’ Training Syndicate, in their annual 
report for 1899, state that during the year lectures on the Theory, 
History, and Practice of Education pee been delivered by Mr. 
S. S. Fletcher, of King’s College. Two examinations have been 
held, in June and December. 
seven centres — London, Cambridge, Cheltenham, Liverpool. 
Edinburgh, Aberystwyth, and Waterford—when 117 candidates 
presented themselves for examination, of whom 6 were placed in 
the first class, 81 in the second, 16 in the third, and 14 failed to 
satisfy the examiners. The December examination was held at 
London, Cambridge, Cheltenham. and Exeter, when 57 candidates 
resented themselves for examination, of whom four were placed 
in the first class, 32 in the second, 16 in the third, and 5 failed to 
satisfy the examiners. This makes a total of 174 candidates 
examined this year, as against 145 examined in 1898 and 154 in 
1897. It is the largest number the Syndicate has ever examined. 


Tuk report of the Committee of the Cambridge University Day 
raining College for the academical year 1898-99 has been pub- 
lished. In June, 1899, the college consisted of twenty-four 
students—seven in the third year, eleven in the second year, and 
six in the first year. The professional education of the students 
has beeu given by the Principal, Mr. Browning, of King’s College, 
Masters of Method, Mr. S. S. Fletcher, of King’s College, and 
Mr. Iliffe. of St. John’s College, and by Mr. Jenkyn Jones, of 
Caius College. The instruction in music has been given partly 
gratuitously by Mr. Sedley Taylor, of Trinity College, and, 
partly, at Mr. Taylor’s expense, by Mr. Field Hyde. Of the 
present students, eleven hold scholarships given by the Drapers’ 
Company, and two hold scholarships given by the Clothworkers’ 
Company, and one an exhibition given by the Leathersellers’ 
Company. One is a sub-sizar of Trinity College, one holds a 
choral scholarship at King’s College, and one a choral scholar- 
ship at Jesus College; one holds a sizarship at St. John’s College, 
and three hold exhibitions at Emmanuel College. The Committee 
desire to express their gratitude to King’s, St. John’s, and 
Emmanuel Colleges for these exhibitions and those which they 
have offered for the ensuing year; they are still of opinion that 
the progress of the college must depend upon assistance of this 
nature being continued and extended. 


Ox March 9 Miss Sara A. Burstall, B.A., formerly scholar of 
Girton College. Cambridge. now Headmistress of the Manchester 
High School for Girls, gave an address to the female students of 
the Mason University College on “The Position of Women in 
the New University.” Prof. Burstall presided. Miss Burstall 
said that she felt profoundly convinced of the excellence of such 
a solution as had been achieved in Birmingham by the co- 
educational college and the impartial University. The great 
movement which had given women the opportumty of sharing 
in the studies and culture which strengthened and stimulated, 
refined and consoled, was now fifty years old. The first result 
was the recognition of the right of women to education and 
degrees. That was so much a commonplace now that there had 
been no question in the new University of Birmingham as to 
whether women were to have degrees or not. It was taken for 
granted. Women in the new University, in all but one—and that 
a technical—faculty, were on absolute equality with men. She was 
particularly gratified to know that women were eligible, not only 
to study and obtain degrees, but also to any and every office 
connected with the government of the University. 


On March 15 a deputation from the London School Board was 
received by Mr. G. H. Alderson, Chief Commissioner of the 
Charity Commission, to hear certain suggestions as to the 
schemes applying to secondary or technical schools. Mr. 
Whiteley introduced the subject by explaining that the School 
Board for London were of opinion that it would be a very useful 
provision in all future schemes, or alterations of schemes, for 
secondary or technical schools that. wherever a headmaster called 
upon an assistant-master to resign, there should be an appeal 
from the headmaster’s decision to) the \orerning body of the 
school. The deputation had also been asked to wrge upon the 


The June examination was held at ° 


April 2, 1900.] 


THE EDUCATIONAL TIMES. 


167 


Commissioners the desirability of a provision being inserted in 
the scheme for these schools, providing for the appointment of 
an independent auditor, who would be able to examine the 
valuable deeds of endowed schools periodically, and to check the 
accounts. Mr. Alderson, in reply, said there appeared no 
objection to the appointment of an independent auditor, pro- 
vided he had no power to surcharge; and, as to the further 
question of the dismissal of assistant-masters, the Commissioners 
had distinct sympathy with anything which would tend to im- 
prove their condition. As, however, the powers of the Com- 
missioners in this matter were about to be transferred to the 
Board of Education, he must refrain from saying anything which 
would prejudice the question before it had been considered by 
the new Department to which it would be referred. The Com- 
missioners also received a deputation of a similar character from 
the London County Council. 


In their annual report for the past year, the Poor Schools 
Relief Committee of the London Diocesan Board of Education 
state that the operation of the Voluntary Schools Act during the 
past three years has made it abundantly clear (1) that the special 
aid grant does little more than meet the permanently increased 
expenditure which is demanded, an expenditure which, in many 
cases, is even out of proportion to the amount of aid grant 
allotted; and (2) that, whilst in past years “the intolerable 
strain” served as a stimulus, so that the Committee were able to 
boast that not only were existing Church schools preserved, but 
fresh accommodation was continually being provided, the Act of 
1807 seems, for the time, to have had an enervating influence 
upon many who expected much more from it than it has effected, 
or, indeed, was designed to effect. If, therefore, the schools are, 
through the operation of the Act, better equipped, staffed, and 
salaried than in the past, they will, the Committee say, never- 
theless, still feel severely the financial strain, unless the flow of 
voluntary contributions be liberally maintained. Upwards of 
£22.000 is being raised and expended upon the rebuilding and 
enlargement of two Church schools in the East end of London. 
In another part of the diocese the important schools of St. Paul, 
Hammersmith, have recently been rebuilt, all of which “ shows 
the keen interest which is being taken in Church schools in the 
poorest districts, and ought to serve as a stimulus to the more 
well-to-do parts of the diocese.” It has been determined by the 
Committee to revert to the plan of inviting a special “ Church 
Schools Sunday” appeal throughout the diocese, and Sunday, 
July lo, has been chosen for the purpose. 


A PARLIAMENTARY return gives particulars with respect to the 
evening continuation schools inspected for the year ended 
April 30, 1899. It appears that the number of schools inspected 
was 9,908, the number of scholars on the books was 474,563, the 
grants paid by the Education Department amounted to £184,271, 
and the total income of the schools for the year amounted to 
£371,768, of which the sum of £123,031 was derived from School 
Board rates. 


Tue Committee of the City and Guilds Institute have decided 
that in counties and county boroughs possessing an organization 
for the promotion of secondary education, recognized by the 
Science and Art Department, such organization may, on appli- 
cation through the Secretary of the Technical Instruction Com- 
mittee, or otherwise, be held responsible, under certain conditions, 
for the conduct of the [Institute's examinations, and for the 
establishment of new classes in technology, in accordance with 
Clause VII. of the “Science and Art Directory.” The Committee 
will. however, continue to require, as a condition for the regis- 
tration of a class in any technológical subject, the approval by 
the Institute of the qualifications of the teacher proposed to be 
appointed. 


Ox March 13 Dr. G. E. Shuttleworth read a paper before the 
Childhood Society, the Rev. T. W. Sharpe in the chair, on “The 
Training of Defective Children under School Boards.” Tracing 
the formation of special classes for the instruction of dull, back- 
ward, and defective children to Germany (where they had existed 
since 1863), the lecturer stated that at the present time probably 
no fewer than six thousand children were receiving special in- 
struction within the limits of the German Empire: 

In Scandinavian countries such instruction had existed for upwards 
of twenty years. In England, the Leicester School Board had actually 
opened the first special class in April, 1892; though the London School 
Board had formally approved the system in March, 1891, and started 
centres of instraction in the following year. The latter had now no 


`~ 


less than 2,125 children on the roll at upwards of fifty “ special ” 
centres scattered through the metropolis; and, in addition to London 
and Leicester, the School Boards of Birmingham, Bolton, Bradford, 
Brighton, Bristol, Burnley, Halifax, Nottingham, and Plymouth had 
established special classes, whilst Manchester, Liverpool, and Derby 
had determined to do so. The estimate of the Departmental Committee 
was that at least 1 per cent. of the elementary school population of the 
country would require such special provision, which would be facilitated 
e grants from the Education Department under the Act of 


UNIVERSITIES. 
(From our Correspondents.) 


No review of the past term could mean much if it 
left out of sight the weather. The Oxford climate is 
singularly enslaving, and, in its clumsy, inevitable 
way, can almost paralyse work if it pleases. This term it has 
pleased, and hence a certain inertia in University life. 

Quite early in term there died one of our greatest men, Sir 
William Hunter, Curator of the Indian Institute. Probably the 
Indian Civil Service draws at present a greater preponderance of 
its recruits from Oxford than ever before. In the University 
life of such men Sir William Hunter played a notable part; his 
experience and his sympathy were every one’s help. Of his own 
work, theadministrative part, which first made him famous, is, of 
course, achieved; but his literary labours, which promised in- 
calculable things, will now never be. The great “ History of 
British India,” whose first volume appeared in 1899, must remain 
a fragment. 

Early in term (February 6) the preamble to the statute estab- 
lishing D.Sc. and D.Litt. degrees was passed nem. con. Prof. 
Poulton, indeed, gave such circumstantial proof of the success of 
the B.Sc. that opposition was paralysed. On February 20 
various amendments were thrown out, including a propona that 
heads of houses and professors should receive these degrees ex 
oficio and without examination. This proposal, which is not, 
however, such a mere case of “ corrupt oligarchy ” as it sounds, 
was crushed by the self-abnegating zeal of the President of 
Trinity and the Professor of International Law. Finally, on 
March 13, the statute was definitely approved. There can be 
little doubt that, in the case of the D.Sc., it is a real step gained, 
completing our excellent modern science course as sketched 
in my last letter. Whether the B.Litt. has been, or the D.Litt. 
will be, at all as valuable is by no means equally certain. 

On February 20 the preamble was carried to yet another 
statute of distinctly parallel tendency, affecting the Law School. 
The proposal, backed by Sir William Anson and Prof. Dicey, is 
to allow graduates of other Universities to take our B.C.L. The 
idea is to collect the more advanced students of Law from 
America and the Colonies as well as from the United Kingdom. 
and build up at Oxford a great school for the most advanced 
study of law. The question then is: Will our present staff 
suftice P If the Professors are concentrated upon the B.C.L. 
School, will the non-professorial lecturers in law be able to cope 
alone with the Final School of Jurisprudence? One, of course, 
can only answer this by making a careful scrutiny of our per- 
sonnel ; most answers so given are in the affirmative. 

The War Office has awoke to many things lately; and 
amongst them to the merits of the Universities as recruiting- 
grounds for officers. The Vice-Chancellors of Oxford and Cam- 
bridge have suddenly been authorized to dispose of no less than 
seventy-three commissions apiece. There is no lack of appli- 
cants, and choice is to be made from them according as they 
possess “ good moral character ” and “any academic distinctions.” 
So, at least, the War Office has proposed ; how an already over- 
worked Vice-Chancellor will dispose remains to be seen. In so 
far as the step. in itself an emergency step, indicates an official 
desire to base the Army more on the Universities than hereto- 
fore, it can only meet with our approval. In all, about two 
hundred and fifty Oxford men have gone to the front in various 
capacities. The list includes not a few prominent undergraduates. 

The O.U.D.S., this term, acted “ Twelfth Night.” Itis rapidly 
becoming confined to Shakespeare, which seems a pity, since it 
can then only do moderately what is better done elsewhere. 
Greek plays give an academic society far more chance of being 
interesting. Only scholarship is, unhappily, not the forte of the 
O.U.D.S.; and their last attempt at a Greek play, “ The 
Knights,” contained so little recognizable Greek that its memory 
still haunts them as an awful warning. 

Music in Oxford has, for various reasons, been rather in the 
background during this term. Chief antong these reasons is the 
lamentable illness of Mr. John) Farmer, to whom,.as‘an organizer, 


Oxford. 


168 THE EDUCATIONAL TIMES. [April 2, 1900. 


if not as an organist, Oxford music owes very much. On March 7} instructed. The popular anger was quickly roused, and the gross 
Sir Hubert Parry, our new Professor of Music in succession to| impropriety of the whole transaction led to communication with 


Sir John Stainer. delivered his inaugural lecture. the Home Secretary. and a decision on the part of that official on 
A new research scholarship, in Egyptology, has been started at | the distinct impropriety of the conduct of the whole proceedings. 
Worcester College; and the first of “ Laycock Scholars ” accord- It should be noted. however, that the persons convicted and 


ingly is Mr. D. MacIver, of Queen’s ; a most auspicious beginning. | fined had. by paying their fines, removed any disqualitication for 
Mr. C. H. Firth, M.A. Balliol College, has been elected Ford | office, civil or military, it being specially provided by a statute of 
Lecturer in English History for the ensuing academical year. | 1829 that a felon who has suffered his imprisonment or paid his 
Sir William Markby, D.C.L. Balliol College, having resigned the | fine shall be in the same position as if he had received a pardon 
Readership in Indian Law, is to be succeeded by Mr. E. J.| under the Great Seal. Still, the decision of the Home Secretary 
Trevelyan, late Judge of the Calcutta High Court and late Vice-|is a graceful one, inasmuch it states that, on the recorded facts. 
Chancellor of Calcutta University. the convictions should never have taken place. ‘The town has 

The Hall and Houghton Prizes show a great falling off in the! been put to great expense, not so much in keeping order in the 
study of Divinity in Oxford. Of the two senior prizes, neither | Market Place as in protecting Mr. A. 1. Tillyard. the Mayor, from 
was awarded ; for the Junior Septuagint Prize there was not even | the anger of the mob. If any great success ix achieved in South 
a candidate. The Junior Greek Testament Prize was alone won, | Africa, it will be interesting to see how the Cambridge cele- 
by Mr. P. B. Emmet, B.A. Magdalen College. brations will be managed by our municipal authorities. 

Oxford Evangelicalism will be greatly weakened by the ap- ; ey Prizemen :—Chancellor’s Medal for o M 
pointment of Dr. Chavasse to the see of Liverpool. No one| Frank Sidgwick; Porson Prize, R. K. Gaye; Powis Medal, 
seems yet to prophesy confidently who will succeed him as] Gilbert Norwood. 

Principal of Wycliffe Hall. a. es ae ae D. Princinal of the Tl 
—— R. T. C. Epwarns, D.D., Principal of the Theo- 
Wuik things Irish have been attracting the Wales. logical College. Bala, and formerly Principal of the 
Cambridge. attention of the British public, the University has! . ... University College of Aberystwyth, who had eer 
only followed the fashion in acquiring a valuable failing health for some time, died on March 22 at the age of sixty- 
collection of Irish antiquities which formerly belonged to Mr. | 0M: He was the son of Dr. Lewis Edwards, D.D., his predecessor 
Murray, of Edenderry, King’s County. The collection, which is |!" the Principalship of the Bala Theological College, and a de- 
probably worth about £600, was acquired for a quarter of that scendant of the Rev. Thomas Charles, B.A., of Bala, D. ae 
sum, and the whole of the purchase money was raised by Prof. founders of the British and Foreign Bible Society. rT... 
Ridgway with the aid of the Antiquarian Society. Mr. Murray | Edwards was a graduate of both London and Oxford. oo 
has stipulated that his name shall be attached to the collection, M.A. list of London University he held the RECON: PHC Ue HES! 
and that the sets of objects from separate graves or found other- | Place in that year being taken by the late Prot. Jevons. At 
wise associated shall never be broken up or divided. a Be aoe b a D a A a a 

T hiha i k : i E C. ass in the School of Litera Humaniores. erg g. 
ee ne ee ee a Ne however, he chiefly devoted himself to theology, and wrote, among 
University in memory of the donor's son Raymond Horton-Smith, | Other works, a well known commentary on the First Corinth- 
M.A., M.B. of St. John’s College ; the prize to he awarded totus: As first Principal of Aberystwyth. he. with other faithful 
the candidate for the M.D. degree who during the academical | friends of the College, some of whom are still living. succeeded. 

ear has presented the best thesis. Much valuable work is done through much anxiety and apparently insuperable difficulties. in 
D the members of our Medical School in this connexion, and the) oe the College on a permanent footing. In this work, which 
establishment of a prize will doubtless serve to perpetuate work ; nas by now borne abundant fruit, Dr. Edwards's energy and 
of solid and permanent value. magnetic personality contributed in no small degree to the success 

The annual report of the examiners for poll degrees contains ae E E a Ne Renner Nea 
nothing very startling. The special examinations in Theolo | = $ Wena oy Da Se a ae 
show 83 failures out a 277 snd anes which is somewhat abnor- i Bei i we Ga T an a M pe 

: ae i AE ARO NT iree of her most distinguished sons—Mr. T. E. Ellis, M.P.. Dr. 
P T m nn ae a aus ee cee i P aa oe ah a i most active educationalists 
a w i me = A tae ees meme a Ha The next meeting of the Court of the University of Wales will 

enate have the courage to non-placet personal graces we shall | : a aes ee 
have made some progress towards the maintenance of uniformity | Pe held at Wrexham on April 26. On the following day the 
öl standard. April meeting of the Central Welsh Board will be held at Car- 

To oppose a personal grace is generally a somewhat invidious | #4TVON- ; ; 
taste, bas there ae a on which the dictates of duty plainly | „ The following gentlemen have been elected by the Guild OF 
point to such a course. On March 13 the Reporter gave notice i e a cried of three senn P ei April o, 1900 -_ Mr °D o e 
of a grace for the appointment of a certain gentleman to fill the ` A A ee aria aie dea = 
new e at a Lecturer iii Ro Mr. E. G. Browne, | B.Sc.. Her Majesty's Inspector under the Science and Art 
who is closely associated with the training of Student Inter-! Department for Wales; Mr. F. Llewelyn Jones, B.A., LL.B., 
preters in Cambridge, at once gave notice of opposition on the | Solicitor, Holywell; Prof. Edward Edwards, M.A., of the Uni- 
ground that Cambridge men have of late years been habitually ' Versity College of Wales, Aberystwyth; Mr. F. P. D odd, M.A., Head- 
thrust aside in the making of all such appointments. The result Master of the County School, Blaenau Festiniog ; and Mr. T. W. 
of the voting must have been a surprise for the Council, as the | Phillips, B.A., Headmaster of the County School, Newport, Mon. 
heey a slates by 61 t019. It was-once said by a-wel kioin S= 

ead of a house that “imported professors think they should, 
come in duty-free ""—those days are hippie over; but Gambedee WHAT IS GRAMMAR ? 
men for Cambridge” will be a cry which will have a material, 1. AT a recent University examination one question in the 
effect on the determination of future appointments. English paper required candidates to explain what is meant by 

If the term came in likea lamb, it certainly went out likea lion | grammar and to give its chief divisions. It was my duty to read 
as far as our social life was concerned. On the evening of “ Lady- | some hundreds of the answer hooks, and I was struck by the 
smith Day” the usual patriotic bonfire was duly lit in the Market | fact that not one candidate—thanks probably to the bad school- 
Place; the undergraduates and townsmen alike were more zealous | books that abound—was able to give an exact answer to the 
than discreet in their selection of appropriate material. Fire-| question, and very few approximated to exactitude. Some, for 
wood was commandeered from various sources of supply, includ- | example, furbished up the antiquated definition current in ladies’ 
ing the Corporation’s bandstand on Christ's Piece. The result |‘ seminaries” early in this century (perhaps in the last) to the 
was that a few undergraduates and townsmen were duly arrested, | effect that “grammar is the art of speaking and writing with 
and, in the morning, charged with “feloniously stealing, taking, | propriety "—which it isn’t. Others, less badly, called it “the 
and carrying away” the combustible materials in question.| science of words,” or even “the science of language,” both of 
In hot haste the Mayor and his bench of local wiseacres, without | which formule are too wide and too vagne. Similarly, as to 
mtimating to the accused the serious character of the charge|the “chief divisions” of grammar, many candidates thought 
against them, accepted pleas of guilty from some and convicted | that the “ parts of speech ” were meant; others gave that hoary 
others of the prisoners. The proper course would have been to | quartet “ Oriori stymology, Syntax, and Prosody,” of 
give a warning and remand the prisoners till counsel could be! which only “ Syntax” is unobjéčtionable: 


April 2, 1900.) 


2. Now let it be noted first that grammar proper is not an 
“art” any more than chemistry proper; both are sciences, which 
investigate facts and deduce laws or principles, and neither is 
concerned with the way in which these latter are carried out in 
practice. Grammar, e.g., takes no more—perhaps less—account of 
what we call “ orthography,” or of rhetoric, or of prose or verse 
composition, or of syllogistic logic, than chemistry does of the 
alkali trade or of the manufacture of aniline dyes. 

3. Next, chemistry having been thus mentioned in connexion 
with grammar, let us note the close analogy that subsists 
between the two—so close, indeed, that I was rather surprised 
that none of the more intelligent candidates should have thought 
of utilizing it. For how did men work towards and arrive at a 
science of chemistry P? By observing and examining the various 
forms of matter as they exist in Nature, reducing complex 
forms to simpler constituents, and these, again, to irreducible ele- 
ments. If for “forms of matter ” we substitute “ forms of speech ” 
or “ groups of words,” then it was by precisely the same pro- 
cedure that men arrived at a science of grammar; and the 
imitative repetition, to some extent, of this “analytical” pro- 
cess is the very best way of introducing commencing students to 
each of those sciences. (See § 9.) In text-books of both, how- 
ever, the method nearly always adopted is the “ synthetical ” or 
constructive one, beginning with irreducible elements, and 
passing on, firstly, to the simpler, and then to the more and 
more complex, combinations of such elements. 

4. I have instituted this slight comparison in order to arrive 
at satisfactory definitions. If I am correct, chemistry may be 
defined as the science that treats of the elements of matter and 
their various compositions; and, in exactly parallel terms, 
grammar may be defined as the science that treats of the elements 
of spEECH and their various combinations. The latter definition 
is, I think, at once elastic enough and precise enough to cover 
grammar, both. over its widest ranges—historical grammar, 
comparative grammar—and within its narrowest limits—viz. 
the special grammar of an individual language at a given stage ; 
e.g., the grammar of present-day English, to which, in this 
article, I must confine my attention. 

o. But what are the “elements of speech”? Some grammar- 
books apo to ignore speech altogether, and, for elements, go 
back to letters, as if language depended on the evolution of alpha- 
betical writing! The illustrious authors are unaware that in 
the history of man, for every word that has been more or less 
clumsily represented by symbols, thousands of millions have 
been spoken—t.e., uttered—as clusters, or, rather, concatenations, 
of voice sounds. It would seem, therefore, at first sight, as if 
‘elements of speech” might be defined as “simple voice sounds,” 
of which such clusters are made up. But this definition will not 
do; for, firstly, all simple voice sounds are not elements of 
speech; and, secondly, no such sound in and by itself, unless (as 
very rarely happens) it is also a word, has any linguistic value. 
This latter point opens a new consideration—viz., that. unlike 
the chemist, the grammarian, in much of his work, besides the 
physical—t.e., acoustic and physiological—characteristics of his 
speech forms, has to take into account their psychological con- 
tent—t.e., the percepts. concepts, thoughts, emotions, and 
volitions expressed by them, or what is commonly called their 
“meaning ’’; and of “meaning” the phonetic elements of speech, 
as such, are destitute. To avoid possible difficulties, therefore, 
let us take “speech” to denote language regarded on its 
physical side, and the wider and more abstract “language” 
to denote speech regarded on its psychological side. Then 
elements of speech may be defined as simple voice sounds applied 
to linguistic purposes. Language appears as soon as * meaning ” 
comes in; its ultimate element, therefore, is the word. 

6. The study of the elements of speech in general, as found in 
various languages, and apart from grammar, has been raised, 
within the last half-century, almost to an independent science, 
under the name of phonetics. The phonetic system of any par- 
ticular language is called its phonology—sometimes rendered 
“soundlore ” ; German, Lautlehre—and falls within its grammar, 
of which (when synthetically treated) it should form the first 
“chief division.” I have seen the name, indeed, in two or three 
of the more pretentious school-books ; but, in each instance that 
I can call to mind the author proceeded at once to show that he 
knew little or nothing of the thing.* 
a a at nn Mine oe 

* Per contra, 1 remember seeing the subject, althongh the name did 
not appear, handled with knawledge, and to the requisite extent fora 


pian in Dr. Gow’s fresh and interesting “Method of English,” 
art I. 


THE EDUCATIONAL TIMES. 


169 


7. Under phonology, two subsidiary matters may be glanced ut. 
The first relates to methods of representing spoken sounds to the 
eye, by means of symbols. Such symbols are purely arbitrary. 

hey may be diagrams (as in Bell’s “ Visible Speech”), or, say, 
in Laputa, even material objects. Phoneticians, however, gener- 
ally use the letters of the ordinary alphabet, and various modifica- 
tions of them. The main requisite is that every sound should 
have its own single and special symbol, and no second one. With 
such an alphabet, or system of symbols, the “ spelling,” as we call 
it, of every word in the national vacabulary would correspond with 
the pronunciation. Our current spelling, often facetiously called 
“ orthography,” is to be noticed under phonology, chiefly that it 
may be condemned for its appalling demerits. It ranks, in fact, 
with inconvenient habits acquired (sometimes with infinite 
trouble) through imitation of the traditional bad habite of people 
about us. 

8. The other matter relates to the syllable. This, que syllable, 
is not recognized in language, as above defined; but a single 
syllable may be, and very often is, a word, and is then. of course, 
recognized as such. Yet, as a sound-group utterable by a ante 
explosion of the voice, the syllable may fairly find a place under 
paonology. In formal word-analysies, indeed, the syllable assumes 

unctions of great importance; for, from historical and com- 
parative grammar—at least, of the Indo-European languages— 
we learn that the fundamental syllable of a composite word, and, 
probably, the secondary syllable, were themselves originally 
independent words. 

9. From the merely phonetic “ elements of speech,” let us now 
turn to the “ elements of language ’’—+.¢., words. In this depart- 
ment, although it 1s generally planned with reference to the 
form of words, we have also to keep continually before us their 
meaning and use. It is here and hence that we discover the 
advantage of the analytical, and the disadvantage of the 
synthetical, treatment of grammar (§ 3). Thus, before he 
deals with words, the grammarian’s business is to classify them, 
the classes generally acknowledged being known as the “ parts of 
speech’; but, with one or two exceptions (the noun and inter- 
jection), the grounds on which these classes are differentiated 
involve the relationship of words of one class to words of another. 
This, in turn, involves references to phrases and to sentences—at 
least, to simple sentences or propositions—which may be called 
the psycholagical units of language, as expressing a single com- 
plete thought. But in strictly synthetic grammar we do not 
reach sentences, either simple or compound, till we came to 
syntax. 

10. It may be pointed out, by the way, that claeeitication is a 
rocess that must be applied to grammar, as to other sciences, 
rom one end to the other—to sounds, to rules, and to sentences, 

as wellas to words; without it, indeed, grammar would be a mere 
unscientific jumble. And the main classes, of course, may sever- 
ally be subdivided. Inthe case of words, for example, each class 
is distributed into sub-classes: nouns—e.g., into ‘“ proper,” 
“common,” or “masculine,” “feminine,” &c., according -to 
meaning or use. 

11. But, as above said (§ 9), we have naw to deal specially with 
the form, or construction, of words. Hence the second “ chief 
division ” of grammar is called morphology (‘‘form-lore’’), which 
may be subdivided into tnflecton, derivation, and composition. 
The second and third of these are sometimes taken ther 
under one or the other of the two names; and not without 
reason, for “derivation ” covers the formation of words by means 
of suffixes, of which some are known to be, and all probably 
once were, themselves independent words; so that we have here 
a species of “composition.” Again, the latter term indicates the 
formation of words by prefixes (which have kept their independent 
character to a much larger extent than suffixes), or by combining 
national words ; and, from another point of view, the resulting 
words may be regarded as “derivatives” from their primary 
components. To the term “ iuflexion ” a slight objection may be 
raised, inasmuch as, besides its titular and abstract use, it takes 
& concrete sense to indicate a vowel change, and more especially 
an ending that modities the relationship of a word; but no 
practical difficulty arises. This subdivision of morphology, 
together with the classes and sub-classes of words, used to be 
treated in English grammars under the head of “etymology,” 
.a term for which we have found a better use; and in Greek and 
Latin grammars, under the head of “accidence,” which is still 
often employed. 

12. There should be, however, a fourth subdivision under 
‘morphology—viz., accentnation;. for, accent)is A powèrful and 
extensive modifier of words—i.e., spoken words. dn writing our 


170 


rigid ortnography carefully conceals its eects trom che eye. For 
example, if the initial syllable of a compound or a der ivative word 
has a long vowel, and is accented, the vowel is often shortened, and 
the neighbouring vowel or vowels tend to disappear. ‘Thus we write 

break+fust as breakfast; but we say brekf st; so, tira pence | 
gives tupp'ns, kuo +ledge = nóllej ; and many similar. And, 
if the accent be shifted from one syllable to another, the former, 
even if long. tends to disappeur—e.g., compare, but incomp ‘rable; 

beleöny (the old pronunciation), but now baleny. ln instances 
like ewercise (x = ks) beside example (x = gz) we note phenomena 
closely similar to the effects produced by the primitive [ndo- 
European accentuation upon the vocabulary of the parent 
Teutonic speech: which effects, after thousands of years, still 
survive in modern Teutonic dialects, in the past or passive 
participles of our own weak verbs. For example, where the tinal 
d is due to the fact that the full accent originally followed a 
primitive t—e.g., primitive, domito- = Latin, domitu-8; gives 
English tamed—if the accent had immediately preceded the ¢ 
(domito). we should have had -th for d—tameth, and so beloveth. 
and thousands more. 

13. I have lett myself neither time nor space to remark on the 
third “ehief division ” 
with the mutual relationships of the words and phrases that 
make up a simple sentence, whether it stands alone or is a 
member—7.e., a Clause— of a composite sentence; and, hkewise, 
with the relationships, inter se, of clauses that make up a sentence 
of any degree of complexity. 

14. To sum up: it appears that the material, or subject-matter, 
of grammar consists of sounds, words, and sentences. The “chief 
divisions ” of grammar are, accordingly, phonology, morphology 
—comprising inflexion, derivation, composition. accentuation— 
and syntax. T. Le MARCHANT Douse. 


CORRESPONDENCE. 


THE GEOGRAPHICAL ASSOCIATION. 
To the Editor of the Educational Times. 


Sir,—May I call the attention of any of your readers who are 
interested in the teaching of geography to the Geographical Associa- 
tion, which was founded some years ago for the improvement of 
geographical teaching? Hitherto the Association has confined its 
efforts to the field of secondary education, but, at the annual meeting 
held in January last at the Imperial Institute in connexion with the 
English Education Exhibition, the Association was thrown open to 
teachers in primary schools as well, a step which, it is hoped, will 
greatly extend its usefulness. 

The aim of the Association, explained in some detail in the enclosed 
leaflet, is, firstly, to supply teachers with information as to the best 
methods of teaching geography; and, secondly, to impress upon educa- 
tional authorities the value of geography as an educational subject, when 
properly taught. The Committee some years ago memorialized various 
boards of public examiners, and note with pleasure the increasing 
tendency among examiners in geography to discourage mere learning 
by rote, and to set questions which call out the pupils’ intelligence and 
reasoning powers. The events of the past few vears, with the growth 
of public interest in what are called Imperial questions, encourage the 
Committee to hope that public opinion will heartily support their efforts 
to raise geography in this country to the position it already holds in 
the educational systems of our chief Continental rivals. 

The Association devotes much attention to the improvement of such 
aids to teaching as text-books, atlases, hand and outline maps, and 
lantern slides, and possesses a collection of more than 1,500 slides for 
the use of its members. By means of lectures, meetings for discussion, 
and the publication of occasional papers, it seeks to spread information 
regarding the best methods that have been adopted in our own or in 
foreign countries; and,as there is at present no journal in this country 
written especially for teachers of geography, the American Journal of 
School Geography, edited by Prof. Dodge, of Columbia University, New 
York, has been temporarily adopted by the Association as a medium 
for dise ussing methods and diffusing information among teachers. 

The Aesociation numbers among its members many of the best 
known teachers of geography in the country, and has from the first 
received a large measure of encouragement and support from the 
various geographical societies, whose services to the cause of education 
it gratefully acknowledges. 

I shall be glad to send copies of the enclosed leaflet to any who 
apply, and to receive the names of persons who may wish to join the 
Association.—I am, Sir, yours faithfully, 

A. J. Hernertson, Hon. Sec. 
Assistant to the Reader in Geography in the 
| University of Oxford. 

25 Norham Road, Oxford, March 18, 1900. 


of grammar—viz., syntax, which deals 


THE EDUCATIONAL TIMES. 


i 
| 


| 
| 


Cresar.—De Bello Galico. 


[April 2, 1900. 


BELUS ILLUSTRATED CLASSICS. 


Edited by E. ©. MARCHANT, M.A., 
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Ceesar.—De Bello Gallico. Book I. Edited by A.C. Lippe t, 
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Virgil. _Atneid. Book II. Edited by L. D. Warinwaicut, M.A., 
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mayne, Esq., Goldsmiths’ Institute, New Cross, S.E. ; Lambeth 
(East), E. Janau, Esq., 92 Elms Road, Clapham Common, S.W.; 
Lambeth (West), The Rev. E. B. Hugh Jones, M.A., St. John’s 
Training College, Battersea, S.W.; Marylebone, Robert Mit- 
chell, Esq., The Polytechnic, Regent Street, W.; Southwark 
and Lambeth (North), E. B. Gammon, Esq., 18 Grosvenor 
Park, Camberwell, 8.E.; Tower Hamlets, E. J. Sharpe, Esq., 
30 Powerscroft Road, Lower Clapton, N.E.; Woolwich and 
Plumstead, J. R. Clayton, Esq., Royal Arsenal Mechanics’ In- 
stitution, Plumstead Road, Woolwich, S.E. The secretaries 
named above will be responsible for the examinations in the dis- 
tricts for which they have been elected, and communications 
with regard to the examinations should be addressed to them. 
The examinations of the Department will commence on April 28, 
and will extend over several weeks. 

*  * 
* 

Pror. H. G. Srerey, F.R.S., will conduct the annual course 
of excursions of the London Geographical Field Class, arranged 
to illustrate the physical geography and geology of hills, valleys, 
and rivers in the basin of the Thames. The course begins on 
April 28. The excursions this year illustrate the geological 
structure of the London basin by devoting a day to examina- 
tion of each of the cretaceous groups of rock which share in 
the great trough-shaped fold which depresses the overlying 
tertiary strata. The stratification will be seen at Godalming, 
Otford, Gomshall, Oxted, and Upnor. One excursion to 
Bedford will be made in illustration of the oolitic rock which 
has been found beneath London in some deep borings. 

©. & 
* 

THe Royal Agricultural Society of England and the High- 

land and Agricultural Society of Scotland *have-joined‘forces in 


174 THE EDUCATIONAL TIMES. 


the establishment of an examination in the science and practice 
of agriculture to take the place of the separate examinations 
which have heretofore been held by the two Societies independ- 
ently. Candidates who pass this examination, which is under 
the management of the National Agricultural Examination 
Board appointed by the two Societies, are to receive the National 
Diploma in Agriculture. Those who obtain not less than a 
ccrtain percentage of the maximum number of marks in each 
of the subjects will receive the Diploma with Honours, a gold 
medal being awarded to the candidate who is highest on the 
Honours list. It has been arranged that the first examination 
for the Diploma shall be held in the Great Hall of the York- 
shire College, Leeds, on Monday, April 30, and five following 
days, 

: * * 

Tne examination for the Lightfoot Scholarship will begin at 
Cambridge on May 1. It is open for competition to all mem- 
bers of the University who, having resided at least one year 
and being still in residence, or having taken their first degree, 
are under twenty-five years of age when the examination 
begins. The names of candidates should be sent to the Vice- 


Chancellor, through their tutors, not later than April 28. 
m 


* 
*% 


THe examination for Tyrwhitt’s Hebrew Scholarships and the 
Mason Prize for Hebrew will begin at the same University on 
Tuesday, May 8. Candidates for these scholarships or the 
Mason prize must send their names to the Vice-Chancellor on 
or before April 25. 

+ * 

At St. John’s College, Cambridge, an examination for election 
to a choral studentship will be held on Wednesday, May 2. 
The studentship will be awarded to a bass singer. Further in- 
formation may be obtained from any of the tutors, Dr. Sandys, 
or the Rev. C. E. Graves. 

* * 

Tue Council of Bedford College for Women will, in June 
next, award an additional science scholarship, the ‘ Henry 
Tate Scholarship,” of the value of £50 per annum for three 
years. This scholarship was endowed by the late Sir Henry 
Tate. The Committee of the Liberal Memorial to Mr. Glad- 
stone have offered to the Council an annual prize of the value of 
£5 to be expended in books, to be given for proficiency in 
history, political science, or economics. This prize will be open 
for competition to all present students and all students who 
have left the college not more than one session. The first 
award will be made in the Easter term 1901; the subject will 
be announced during next term. 

+o o % 

Tur local centre examinations of the London College of Music 
in various branches of practical music will commence on the 
2nd inst. In theory of music the examinations will be held 
simultaneously at all centres on April 7. In the teaching 
department of the College the new term will begiù on April 23, 
when rehearsals will also be resumed of the orchestra, choir 
(S.A.T.B.), operatic class, string quartet, and ladies’ choir. 

+ % 


* 
Tne Bangor Old Students’ Association will hold its annual 


e e e e l 
réunion at Bangor during the Easter vacation, beginning on! 


Thursday, April 12, and ending on Tuesday, April 17. 
* % 


Tur second course of ‘‘ Jowett Lectures ”’ will be delivered at 
the Passmore Edwards Settlement, Tavistock Place, by Prof. 
George Adam Smith, of Glasgow, on Thursday, April 26, and 
seven following Thursdays, at 3 p.m., and again at 8 p.m. The 
subject will be ‘The Religion of Israel in the Eighth and 
Seventh Centuries B.c.” 

* # 


Tue Special Inquiries Branch of the Education Department 


have again prepared a table of holiday courses on the Continent | 


for instruction in modern languages. The courses will be held 
as follows :—(1) in Germany ut Bonn (August 6-18) ; Greifs- 


[April 2, 1900. 


classes continue until August 25), and Marburg (First Course, 


July 8-28; Second Course, August 5-25). (2)1n France at 
Elbeuf (August 38-28); Lisieux (August 3-28); Tours 
(August 3-24); and Paris (First Course, July 2-31; Second 
Course, August 1-31). (3) in Switzerland at Geneva (July 18- 
August 28); Lausanne (July 19-August 29); and Neuchatel 
(First Course, July 16—-August 11; Second Course, August 13- 
September 8). For further details we must refer our readers 
to the complete table above mentioned. 


THE heads of Colleges at Oxford and Cam- 
bridge have agreed to accept the first Monday in 
December as the date before which no scholarship 
examinations shall be held. The agreement 
applies to all open scholarships, whether given for classics, 
mathematics, science, or history, and to all close scholarships. 
This is hard luck for a boy who completes his nineteenth year 
shortly before that date. But the age difficulty is familiar at 
the Universities, and we must conclude that, in a choice of 
evils, the authorities bave chosen that which seems to them to 
be the least. 


Education 
Gossip. 


** 

A CORRESPONDENT of the Orford Magazine—which, we regret 
to see, loses the services of its late versatile and genial editor— 
takes a pessimistic view of the change :— 


The Orford Magazine and the schoolmasters must be easily pleased if 
they think that the new arrangement here as to scholarships is any 
gain or a matter of congratulation. It rather makes confusion worse 
confounded ; by it eighteen colleges examine in the space of six weeks! 
It is not for the sake of any single college that we complain; all are 
equally likely to suffer in the mélée, and deserve to do so: but, in the 
interests of the persons most concerned, t.e., the schoolboys, may we 


| not ask if something can be done to stop this suicidal rivalry? The 


Headmasters’ proposal of a close time has simply resulted in cutting off 
a month of the scholarship season, and already a representative of one 
of the most distinguished schools in England is writing to the Times to 
protest. Neither the Headmasters nor the colleges seem to have any 
care for boys who had the mistortune to be born in the summer months. 
It is to be hoped that after this year, at any rate, the colleges will con- 
sent to drop their recriminations, and adopt a reasonable rearrange- 
ment of their examinations. If not, there is nothing for it but 
Government interference, by a new Commission or otherwise. 


# & 
* 


Tar War Office is lavishing commissions on the Universities. 
In addition to the first distribution, it has offered seventy-three 
cach to Oxford and Cambridge, twenty-eight to Dublin, twenty 
to London, and smaller numbers to other Universities. 

+o * 
* 

Eprnpuren University has conferred its honorary degree of 
LL.D. for the first time on a woman. The new Doctor is Miss 
Eleanor H. Ormerod, the entomologist, who for many years, 
under Government auspices, has done excellent work by study- 
ing the insect pests of agriculture. 


o å # 
* 


THe Senatus Academicus of Glasgow University have con- 


ferred the honorary degree of Doctor of Laws on Mr. Robert 
Caird, F.R.S.E., President of the Institution of Engineers and 


Shipbuilders in Scotland ; Professor A. R. Forsyth, Cambridge ; 
Mr. John G. Kerr, M.A., Headmaster of Allan Glen’s School, 
Glasgow ; Mr. Andrew Stewart, D.L., Glasgow ; emeritus Pro- 
fessor George G. A. Murray, Glasgow ; and Mr. ArthurS. Wocd- 
ward, of the Geological Department of the British Museum. 


* 6 
* 


Mr. E. Werker, M.A., contributes to the University Cor- 
respondent a good estimate of the value of a German degree of 
*h.D.—which, as he says, is now “as much in danger of being 
over-valucd as it was previously of being under-valued.” 

Germany has twenty-two Universities, Austria seven, and Switzer- 


land four, and, though the regulations vary slightly in individual cages, 
the general conditions laid down by the authorities are, roughly 


| speaking, the following :—(1) Proof that theycandidate hasjstudied for 


three years at a University. (2)_A dissertation (on (some subject 


wald (July 16-August 4); Jena (August 6-18; conversation | approved by the faculty. (3) An oral examination (practically always 


_ April 2, 1900.] 


THE EDUCATIONAL TIMES. 


175 


oe 


in German) on the branch of learning from which the subject of the|the Academy, he mentioned its relations with the Hohen- 


dissertation is taken (Hauptfach), and on two other branches selected 
by the candidate (Nebenfacher). (4) A fee of about £15. 


# 6 & 
* 


zollern rulers since its foundation by Leibnitz. ‘Let it 
continue its labours of disinterested devotion,” the Emperor 
concluded, ‘‘ so that, in the words of Leibnitz, through science 


Tut value of such a degree evidently depends on that of the | might be promoted the honour of God and all that is best in 
three years of University study. As for the dissertation, Mr. | human races.” 


Weekley says: 


The German Doctorate of a good University is, if obtained with 


£ * 
* 


Mr. Fasran Warr, author ot the series of essays on “ Educa- 


distinction, a proof of sound scholarship and original power; but it is} tional Reform,” reviewed in our last number, has been named 
erroneous to suppose that the average degree is at all equal in value to , as Director of the British Educational Section of the Paris Ex- 


a good place in an Honours school at one of the English Universities. 
The dissertation is supposed theoretically to constitute an original 


contribution to the advancement of learning; in the majority of cases English Guild, in Paris, on ) 
it is merely a laborious and minute compilation of a set of facts drawn | with special reference to the Board of Education Act.” 


from a limited field connected with some special subject. 
¢ * 


Torre will be a fortnight’s delay, beyond that which we 


mentioned last month, before the London University statutes | 


can receive the Royal Assent. The responsibility is thrown on 
the Queen’s printers. The Commissioners state, in their final 
report, that neither the Royal College of Music nor the Royal 
Academy of Music is willing to become a.school of the Univer- 
sity except on conditions which the Commissioners were unable 
to accept; and, in the circumstances, they made neither Trinity 
College nor the Guildhall School of Music a school of the 
University ; but they included a certain number of the teachers 
of the principal schools of music amongst the recognized 
teachers of the University, so that internal students of the 
University would have the opportunity of pursuing their course 
of study at those institutions. The Commissioners regret to 
state that the four Inns of Court have declined, without ex- 
planation, to join in establishing a law school. Such a school 
is very necessary to the completeness of the University, and it 
is hoped that further steps may be taken to obtain the co- 


operation of the Inns. 


# ç  # 
* 


At the meeting of the Senate of Dublin University on Shrove 
Tuesday, a grace was passed for the conferring of the degree of 
LL.D. honoris causa at the next Commencement on his High- 
ness Sir Bhagwatsinghji Sagramji, K.C.I.E , Thakur Saheb of 
Gondal, an Indian prince who is much interested in the cause of 
education. We gave an account, a few months ago, of some of 
the more notable services of the Thakur to education in India. 

* * 
+ 

Ox March 3 Dr. William Garnett gave a lecture at the Dur- 
ham College of Science on “ English Education, as illustrated by 
the Education Exhibition.” The Warden presided, and unveiled 
the bust of Dr. Garnett, modelled by Mr. G. J. Frampton, A.R.A. 
Dr. Garnett was formerly Principal of the College. 

*  # 
# : 

AT Berlin the Prussian Academy of Sciences has celebrated its 
bicentenary. The Minister of Education, Dr. Studt, read the 
Imperial decree previding for the augmentation of the chairs 
devoted to German philology and technical sciences. He further 
announced that His Majesty had provided means for the publica- 
tion of the works of Wilhelm von Humboldt and of the 
Dictionary of Clussical Jurisprudence. A number of decorations 
in honour of the day had also been awarded, including the 
Order of the Red Eagle to Prof. Theodor Mommsen. Lord 
Kelvin, of Glasgow, and the Right Hon. Frederick Max Miiller, 
of Oxford, were elected foreign members of the Academy ; and as 
corresponding members the following gentlemen were elected :-- 
Prof. Josiah Willard Gibbs, Newhaven, U.S.A.; Sir John Burdon 
Sanderson, Oxford, physico-mathematical class ; Prof. Frederick 
Kenyon, London, and Prof. J. P. Mahaffy, Dublin, philosophical- 
historical class; Prof. John Stuart Murray, London, for history ; 
Prof. Francis Griffith, Ashton-under-Lyne, Oriental philology ; 
and Prof. Frederick William Maitland, Cambridge, for juris- 


prudence. 


# 6% 
* 


_ Tue Kaiser certainly deserves well of the friends of science, 
both in Germany and elsewhere. In his address of welcome to 


hibition. Mr. Ware lectured during the month before the Franco- 
“ Secondary Education in England, 
Our 
neighbours, it seems, show a friendly eagerness to be abreast of 
our doings in these matters. 


On the nomination of the Secretary for Scot- 


Appointments and, the Rev. J. Marshall Lang, D.D., has 
y and. been appointed to the Principalship of Aber- 
acancies. 


deen University, which was vacant by the 


death of Sir William Geddes. 
* 


% 
*% 


Dr. Epwarp Cairn, Master of Balliol College, Oxford, who 
was formerly Professor of Moral Philosophy at Glasgow Univer- 
sity, has been nominated as Gifford Lecturer in the latter 
University in place of Sir Michael Foster, M.P. 


% * 
% 


Size Wittrasm Marksy, Reader of Indian Law at Oxford, has 
been appointed a Perpetual Curator of the Indian Institute. 
He is succeeded as Curator by the Rev. W. H. Hutton, of 
St. John’s College. Mr. F. C. Montague, M.A. Oriel, has been 
appointed a Curator of the Institute in place of the late Sir 


William Hunter. 


X %* 
* 


Mr. E. J. Trevetyan, late Judge of the Calcutta High Court 
and Vice-Chancellor of Calcutta University, has been appointed 
Reader of Indian Law at Oxford in place of Sir William 
Markby, resigned. 

+ * 

Two headships are vacant at Oxford by the resignation of 
Dr. J. E. Sewell, Warden of New College since 1860, and of the 
Hon. G. C. Brodrick, D.C.L., Warden of Merton since 1881. 
No fewer than six heads, by the way, were elected in 1881— 
Sir W. Anson, Warden of All Souls; Dr. Fowler, President of 
Corpus; Dr. Bright, Master of University; Mr. Thorley, 
Warden of Wadham; Dr. Inge, Provost of Worcester; and 
Dr. Brodrick. The oldest head of a college (by election) will 
now be Dr. Bellamy, President of St. John’s. 

*  % 


* 

At Cambridge, Dr. Langley has been approved as Deputy for 
the Professor of Physiology, Sir Michael Foster, up to Michael- 
mas, 1901.—Mr. W. B. Hardy, M.A., has been appointed Senior 
Demonstrator in Physiology for a period of five years, from 
Christmas, 1899.—Dr. H. K. Anderson has been reappointed 
Assistant- Demonstrator. 

* * 

Tre General Board of Studies at Cambridge has appointed 
Dr. Breul to be Reader in Germanic, and Mr. E. G. W. Braun- 
holtz, M.A., to be Reader in Romance ; whilst the appointments 
of University Lecturers in French and German are cancelled. 
Mr. H. Woods, M.A., has been appointed University Lecturer 
in Palwozoology at Cambridge for a period of five years from 


Michaelmas, 1899. 


# žá E 
* 


Dr. Hector Crank Cameron, President of the Faculty of 
Physicians and Surgeons, Glasgow, has been elected to the 
Chair of Clinical Surgery in the University. 

* % 


Tue Rev. J. P. Manarry,Professor of Ancient History in the 


176 THE EDUCATIONAL TIMES. 


[April 2, 1900. 


University of Dublin, has expressed a desire to resign his 
Chair. 
“o s 
* 

Ar Owens College, in pursuance of the Act of Parliament 
passed in 1899, Mr. R. C. Christie, Sir W. H. Houldsworth, 
Bart., M.P., and Dr. Schunck were re-elected governors; and 
the Rev. Dr. Maclaren, Sir F. Forbes Adam, Mr. Edward Parting- 
ton, and Mr. W. J. Crossley have been elected governors of the 
College. At a recent meeting of the Court, the Marquis of 
Lorne, M.P., was elected Parliamentary governor in place of 
Lord Balcarres, who has resigned. Mr. A. H. Worthington 
was re-elected a member of the Council, and Prof. Jebb, M.P., 
was elected a representative of the Court of the University in 
place of the late Mr. Jacob Bright, the other retiring represen- 
tatives being reappointed. On the recommendation of the 
Senate, Mr. W. A. Bone was appointed demonstrator and assis- 
tant lecturer in chemistry and assistant lecturer in metallurgy, 
and Mr. F. W. Gamble demonstrator and assistant lecturer in 
zoology. 


# 6% 
* 


Tue Principalship of the Bala Theological College is vacant by 
the death of Dr. Charles Edwards. 


* ç # 
* 


THERE is a vacancy for a Lecturer in French at Liverpool 
University College, and for an Assistant-Lecturer in French at 
Mason University College, Birmingham. Dr. Tille, Lecturer in 
German at Glasgow University, has retired from his position in 
consequence of extra-mural utterances and intra-mural intoler- 
ance. 


Tue Periodical for March has a highly interesting 
illustrated account of the Oxford University Press 
Binding House, an art manufactory which employs 
hundreds of the most skilful artisans of both sexes. Some of 
its best products are naturally seen in the covers of Bibles, for 
which 100,000 skins are annually used, whilst over a million 
copies are sold every year. 


Literary 
Gossip. 


Only long experience enables one to differentiate between the 
different kinds of leather, which, by-the-by, are called by purely con- 
ventional names. In the leather store at the Binding House all the 
better kinds of skins are kept in stock. Here is the genuine Russia 
leather, the skin of small Russian cows being used in this connexion. 
The undyed skin alone possesses the distinctive aroma of Russian 
leather in perfection. Only those skins exported by the Russian house 
of Savin, and bearing its stamp, are generally regarded in the trade as 
genuine. The odour is supposed to be derived from some gum, but, 
however this may be, the process is a secret one, and has been 
jealously kept for some two centuries. The imitations are numerous— 
thanks to the use of creosote, &c.—and so good that even an expert 
might be bafed unless he had some of the genuine Russia beside him. 
Imitation Russia leather is often made of “ English calf.” Goats’ 
skips provide most of the best binding leather. 

* * 
* 

Tue Binding House must be in its way a paradise of artistic 
craftsmen. Some of the more elaborate bindings (not a few of 
which will be seen at the Paris Exhibition) have taken the 
artists weeks and months to perfect. Sometimes the workman 
follows a copy; sometimes he decorates the leather with a 
design of his own. The best bindings of this class cover the art 
publications of the Clarendon Press, the Oxford edition of the 
poets, prayer books, and other devotional works. 


+  # 
* 


Mr. Gotpwin Samuru seems to have begun—and not yet ended 
—a complete career as a Canadian scholar and man of letters 
since he was Regius Professor of History at Oxford. More 
than that, he almost appears to have transferred the freshness 
and energy of youth to the closing years of his life. Only a few 
months ago he published a vigorous and well considered History 
of England. Now we have on our table an octavo volume of 
Shakespeare criticism, in which he has searched the texts of the 
plays for indications of the poet’s personal qualities and con- 


victions. ‘‘ Shakespeare the Man” (Fisher Unwin) is a note- 
worthy and very attractive volume, which will impress the 
reader more deeply than ever with a sense of Mr. Goldwin 
Smith’s literary versatility. 
* % 
* 

Dr. R. W. ForsytH writes to us from the Royal College of 
Science that he has undertaken the duties of Reporter for the 
Physical Society of London, and sends us reports of the meetings 
of the Society of March 2 and March 23. We regret that we 
have not sufficient space for the publication of these valuable 
notes on the progress of physical science, for which we must 
refer our readers to the pages of our scientific contemporaries. 


* g 
* 


We take this opportunity of acknowledging the contributions 
which occasionally reach us from mathematical correspondents 
—apparently under the impression that the Educational Times 
has unlimited space to devote to the interests of mathematics. 
Alas, it is not so! From time immemorial we have found room 
for a palestra in which the great wits of pure mathematics 
have wrestled with each other over problems which, it may be 
supposed, have been caviare to the general reader. But we are 
compelled to draw a line which excludes correspondence on 
mathematical subjects, lest, as happens now and then in an ill 
regulated school, rà êv waAaiorpg should encroach too much on 
the ypáupara and the povorkn. 

% 


* 


Tue trustees of the Liberal Memorial Fund, after providing 
for the Gladstone statue in the central lobby of the Houses of 
Parliament, have been able to establish an annual ‘‘ Gladstone 
Essay Prize ” of the value of £10 at each of the Universities of 
Oxford, Cambridge, and London, and of the value of £5 each at 
the University Colleges of Birmingham, Bristol, Leeds, Liver- 
pool, Manchester, University College, Bedford College, and 
King’s College, London, Newcastle-on-Tyne (Durham Science 
College), Nottingham, Sheffield, Aberystwyth, Bangor, and Car- 
diff, and also at St. Andrews, Glasgow, Aberdeen, and Edinburgh 
Universities, and Dundee University College. 


# 6 
# 


Mr. Fisher Unwin announces an important contribution to 
the history of Wales. We wrote quite recently in these 
columns that there was room and demand for a more systematic 
treatment of Welsh history. ‘‘The Welsh Pecple: their 
Origin, Language, and History,” consists of extracts from the 
Report of the Royal Commission on Land in Wales and Mon- 
mouthshire. It is edited, with additions, notes, and appendices. 
by Dr. John Rhys, Principal of Jesus College and Professor of 
Celtic in the University of Oxford, and Mr. David Brynmor 
Jones, Q.C., M.P. 


? 


*  # 

J 

A xew edition of ‘‘ Gray’s Letters,” in three or four volumes, 
is to be published by Messrs. Bell & Sons. The Rev. Duncan 
Tovey, sometime Clark Lecturer at Trinity College, Cambridge, 
has undertaken the responsibility of editing the collection, 
which will be fuller than any which has yet appeared, and will 
include several letters that have only lately been brought 
to light. The whole of the correspondence between Gray and 
Mason will be included. 

** 

Messrs. Pearson are making arrangements for a number 
of volumes dealing with the leading nations of the world, and 
entitled the ‘‘ Great Peoples Series.” The general editorship 
has been undertaken by Prof. F. York Powell, who aims at 
placing before the public a concise and interesting history of 
each of the great peoples. Volume I. will be ‘‘ The French,” 


by Mr. Arthur Hassall. 


t è # 
* 


Brap¥FiEtp CoLtecE celebrates its jubilee this year, having 
been founded in 1850. The Atheneum says that a history of 
the school up to the present time is being prepared by \MroA. F. 
Leach, of the Charity Commission. 


m aae e pe _ S, a a gy fT 


April 2, 1900. ] 


THE EDUCATIONAL TIMES. 


177 


COLLEGE OF PRECEPTORS. 


DISTRIBUTION OF DIPLOMAS, PRIZES, AND CERTIFICATES. 


THE public distribution of Diplomas, Prizes, and Certificates 
to the successful candidates at the last Christmas Examinations 
took place at the College, Bloomsbury Square, on March 21. 
The Chair was occupied by Mr. H. Weston Eve, the Dean of the 
College, who was supported on the platform by Dr. Wormell, 
Vice-President; Mr. E. Pinches, Treasurer; Rev. F. Besant, Rev. 
J. O. Bevan, Mr. Charles, Dr. F. E. Gladstone, Mr. Hagreen, 
Prof. T. R. Jones, Mr. Langler, Dr. Lawrence, Mr. Musson, Mr. 
Milner-Barry, Rev. J. E. Symns, Rev. R. O. T. Thorpe, Rev. J. 
Twentyman, and others. 

The CiarrMan said: 

I cannot open these proceedings without stopping one moment 
to pay a tribute to a very distinguished member of our Council 
and of this College who has passed away from us in the last few 
months—I mean Mr. Charles Peter Mason, who was one of the 
most distinguished private schoolmasters of his time, and a very 
loyal supporter of this College, and who is known to the world 
and probably to many of you as one of the men who first organized 
in this country that very important element of education, the 
teaching of our own language. It so happens that the present 
moment is marked by two very important educational events— 
one is the thanksgiving at St. Pauls which takes place in a few 
days tocommemorate the jubilee of the foundation of the Frances 
Mary Buss Schools. The late Miss Buss was for many years a 
member of our Council, and reudered us very valuable services. 
I may, perhaps, remind you that even in her last days she was 
not forgetful of this College, and left us a small legacy. To 
her is owing one of the greatest movements of the second half of 
the century. She was the first, I think, who took seriously in hand 
—ait least in such a way as to impress the public—the improved 
education of girls. I am sure that, when the day comes to 
celebrate the jubilee of the commencement of her undertaking, 
there will be many thousands of “old girls ”—I believe that is 
the proper terin to use—scattered over the country, who will 
remember with gratitude the benefit which ber initiative has 
conferred upon them. 

The other important educational event is the coming into 
operation of the Board of Education Act, which takes place, I think, 
on a somewhat ill-omened day—the first of April. I trust that 
there will not be associated with that Act the same’ results that 
we are accustomed to link with that memorable day. I believe 
that it is an Act for which public opinion was thoroughly ripe, 
and which, if carried out with wisdom and discretion, will 

roduce a very marked improvement in our education generally. 

he obvious results that we have to anticipate from it are: 
first, it will, it is to be hoped, secure two reforms for which tbis 
College has for many years very earnestly pressed, the efficient 
registration of schools and of teachers and the training of 
teachers; secondly, it will stimulate — though I hope not 
unduly stimulate—the inspection of schools. The inspection 
of schools is valuable for two reasons—first, it is a good thing 
to see ourselves as others see us; and, next, it ig impossible that 
an intelligent man can go from school to school without, like the 
honey bee, collecting good ideas and handing them on to others. 
Lastly, we anticipate a result which, if I call ita good one, you may 
Bay involves a paradox. The working of the Act will probably tend 
to make some of our teaching more mechanical. The word 
“mechanical” may be used in a good many different ways. 
Some of the peasants in the more backward parts of Europe, who 
are still using the same wooden plough that you remember in the 
“ Georgics,” are doing their work in a very mechanical way; on 
the other hand, the skilled artizan, who is helping in some com- 
plicated manufacture, or carrying out some great engineering 
work, also does his work in a mechanical way. But there is a 
very great difference between the mechanical way of the peasant 
and that of the skilled artizan. I have noticed in myself and 
in other people that one is too apt in teaching not to think where 
one is going—to drift on just as the spirit moves one. I some- 
times feel inclined a come across such teaching to quote 
two lines of Wordsworth— 


Me this unchartered freedom tires, 
I feel the weight of chance desires. 


Now what I trust we shall get by the gradual operation of 
good inspection, and the training of teachers, is that in secondary 


schools, as is alrendy the case in primary schools, the best 
methods of doing the simpler elements of teaching will be more 
rigorously laid down and more carefully carried out. If a teacher 
starts from such a foundation, he will then, when he lets himself 
go, be able to do far more by following his own devices than if he 
follows his own devices from the very beginning without any 
such guidance. The person who sets to work to teach by the light 
of Nature has probably little to guide him but the experience he 
gained when he was a boy or girl at school, and the people who 
taught him at school had, perhaps, little but what they could 
gain from their teachers; and so, unless some step is taken to 
spread knowledge of the best methods, there is a danger of our 
lapsing into the state of things which Horace describes— 


«tas parentum pejor avis tulit 
Nos nequiores, mox daturos 
Progeniem vitiosiorem. 


Of course this has not been altogether the case; I am only putting 
in an extreme way the danger which arises from the absence of 
machinery for spreading good traditions and good methods of 
teaching. Therefore I still stick to my paradox that we may gain 
something if a little more of the mechanical element is introduced 
into our secondary teaching. 

I am afraid I have occupied too long with these general 
dissertations. I now come to the most important part of 
my talk, and that is to offer my hearty congratulations to the 
boys and girls who have won prizes. Looking back upon my 
own school-days, | know what a satisfaction it was to me to win 
prizes, and I have no reason to think that, though the present 
generation, and especially, I beleve, the young Indies, have the 
credit of being much in advance of what their fathers and 
grandfathers were at their aye, they have ceased to feel 
a hearty pleasure in winning their prizes. l shall not, as 
I have known some speakers do, rather condole with them 
than congratulate them. My observation of a good many years 
leads me to think that, on the whole, the boys who do best at 
school and at college, if they do not always carry off the great 
prizes in after life, yet do, as a general rule, rise to useful 
and honourable stations in the world. They have taken the first 
step. They have shown, as a general rule, some of the qualities 
that conduce to making good and useful men and women. They 
have learned something of method. They have generally 
sound minds in sound bodies, they have learned some of the 
principles of self-denial, and occasionally, but not, I hope. always, 
prefer work to play. Remember, too, that there are few more 
generous rivalries m after hfe than those which exist between 
boys and girls who are tighting for a prize. 

Perhaps you will expect me, as I have started on this line, to 
say one or two words as to what you ought to carry away from 
school. I will put first what is important, but not so important 
as some other things—a habit of accuracy. Boys and girls do not 
always realize what a part accuracy plays in the world. ‘Take 
an example which is very familiar to us just now—the power of 
sending a shot or shell into an area not much bigger than the 
square outside—I might say, not much bigger than this room—and 
that from a distance of several miles. Just think what a number of 
people must each of them have carried out with perfect accuracy 
the piece of work assigned to them. Picture to yourselves, again, 
some greatengineering work like the great dam now being made on 
the Nile, or the Forth Bridge, that had to be put up bit by bit. You 
have there an admirable illustration of that rigorous accuracy 
which modern science has gradually learned. Therefore, every 
boy or girl who is trying to acquire habits of method and 
accuracy at school is so far fitting himself or herself to 
play a useful part in the great work of the world, and the work 
of the world is a machine that gets every day more and more | 
complicated. and calls more and more upon every man and woman 
to do fully his own proper part in it. A short time ago I had 
an opportunity of looking over some reports from examiners on 
the work of a recent examination, and, as might be expected, 
there were some commendations of good and accurate work, and 
some fault found with a considerable want of it. There is one 
subject in particular in which accuracy seemed to be at a very 
low ebb—that is, the subject of Latin. I am not going to preach 
that Latin is the all in all in education. The day for that is 
long passed. For myself, I believe that Greek is a more valuable 
language to learn, and is at least as good a discipline. Į also 
believe that, unless you can carry classical studies to a fairly 
advanced point, you will get both more discrpline and more perma- 
nent benefht out of modern languages. But. for all that. Latin still 
remains an admirable discipline, and there are few people 


178 THE EDUCATIONAL TIMES. 


[April 2, 1900. 


who, when they grow older, would not be sorry if they 
had not learned any Latin at all. What I want to im- 
press upon you is that, if Latin is to be learned, it ought to 
be learned well, and that the rather disagreeable drudgery of 
mastering the grammar must be resolutely faced. Latin 
grammar is not in itself a delightful subject, but without it you 
cannot possibly make out the sense of a Latin author, unless, 
indeed, you go to work in that most mean and miserable way— 
trying to learn a “crib” by heart. So much for accuracy. 
But there is another much higher thing that you should 
take away from school, and that is, love of books or of 
science, or of both. I sometimes fancy that we school- 
masters might do even more than we do to stimulate that 
love of books. The habit in English schools of reading very 
minutely small portions of authors, valuable as it is, does not 
always conduce to a habit of wide reading. I have noticed that 
French boys of sixteen or seventeen have read in classics far 
more widely than English boys of their age, though they are not 
probably as accurate ; and one of our great problems in education 
is to combine with some very careful reading a wider range than 
Is at present often realized in schools. Above all, our business 
as teachers is to encourage as much as ever we can the study 
of our own literature. The other day I was looking through 
the regulations for Prussian secondary education, and from 
beginning to end the key-note is—how will this study bear 
on a knowledge of the German language and German literature 
and the greatness of the German nation? I think we Englishmen 
cannot do too much to set before us as one of the ends and 
aims of education the due appreciation of what is probably 
the greatest literature in the world since the Greek and a 
legitimate pride in the greatest country and noblest type of 
government that the world has ever seen,— 


A land of settled government, 

A land of just and old renown, 

Where freedom slowly broadens down 
From precedent to precedent. 


Lastly. there is one more result that you should take away from 
school still more important than either of the other two, and that 
is, training in character. In many waysthe modern conditions of 
all good schools differ from the conditions of a good many years 
ngo. In one way, perhaps, they are a little less favourable to 
the formation of character, because boys and girls are better 
looked after than they used to be, and, therefore. though there is 
less chance of going wrong, there is perhaps a little less chance 
of forming the stronger and nobler types of character. But 
there is still plenty of room, even in the best organized school, for 
laying the foundation of that kind of character which will carry 
a man or woman safely through the difficulties of the world. 
After all, masters and mistresses cannot do everything, and one 
of the most valuable features of English schools—I am glad to 
say.as much of girls’ schools as of boys’ schools—is the way in 
which a common life is inculcated; boys and girls learn the 
way to give and take, to get over their natural selfishness, and 
to feel that they must live for others. I am afraid this is a little 
bit like a sermon, but after having preached the intellectual side 
I think it is right to impress upon you that there is a higher side 
of school life even than the intellectual. 


The Diplomas, Prizes, and Certificates were thenfdistributed, 
after which Dr. WorMELL said it was his pleasing duty to move a 
hearty vote of thanks to the Chairman for his useful and in- 
teresting address. He felt that he had undergone a kind of 
promotion. When the first boy of the class was asked temporarily 
to take the master’s chair, the second moved into the place of the 
first, and the Bard of Avon had led them to expect under these 
circumstances that the proud second “dressed in a little brief au- 
thority” will play “fantastic tricks before high heaven.” But he 
could assure them he should endeavour to perform his brief task 
with the decorum and discretion that were shown on occasions 
when the task was in the hands of the Dean, for he was sure that 
this vote was never moved more heartily than it was now, and 
never with feelings further removed from mere formality; it had 
never been more worthily bestowed, nor upon one who had 
gained a better title to their thanks. It was not possible to limit 
their indebtedness to Mr. Eve to the services rendered that day ; 
throughout an active lifetime he had consistently advocated 
higher culture upon rational and progressive lines,and as Dean 
ot the College he had always laboured assiduously and with great 
tact to make the examinations more useful and to preserve their 


quality. 


with such firmness that he always had his way. 


Ulysses say, that 


Time hath, my lord, a wallet at his back 

Wherein he puts alms for Oblivion 

A great-sized monster of ingratitudes : 

Those scraps are good deeds past; which are devoured 
As fast as they are made, forgot as soon 

As done; 


yet their memory of the indebtedness of education to Mr. Eve, 
and the indebtedness of the College, was so deeply written that 
time’s wallet could not obliterate it. There were not many who 
could undertake the post of Dean. Just think of the examiners ! 


His duty was to bring those examiners into line—they were an 


obstinate class of men—yet he did his work with such gentle 


courtesy that they could not be offended, and, at the same time, 
Then there 
were the teachers. Their popular constitution gave the 


teachers the right and the opportunity of making suggestions 


for improvement, and there was no suggestion that was ever 
seriously made but was carefully considered by the Dean. Then 
there were the disappointed ones, those who, perhaps, in spite 
of honest endeavour, had not reached the level of merit which 


justified the receipt of a certificate or a diploma, and, as a rule, 


it was only natural that they should think the examinations 
were at fault. He did not know at all how the Dean managed 
to sooth them all. but he was quite sure that he succeeded. He 
felt particularly pleased to see the Dean occupy the chair that 
day, because he had always been of opinion that the College 
ought to be more self-contained than it was. He did not think 
it necessary always to run about and beg and pray some out- 
sider to take the post of honour. At times, no doubt, it was 
useful, when there were burning questions to the front, to invite 
a man of light and leading to give his opinion upon those 
questions, but, as a rule, they need not go outside, for there 
were many members of the College who could very well 
perform the functions of distributing prizes. Therefore, he 
did hope that this would not be the last. time by many that they 
would be favoured by seeing the Dean inthe chair. He was 
glad to see that the Dean had put the work of Miss Buss before 
the initiation of the work of the Board of Education Act. He 
conceived that it was a matter of greater importance. With 
regard to the work of the Board, he was not afraid at all of 
the first of April—its work would not be regulated by “ Carlyle’s 
majority.” 

The Rev. J. O. Bevay, in seconding the vote of thanks, said 
that upon the last occasion they had a bishop in the chair; 
now they had a dean. and, as there seemed to be such a sus- 
picion of semi-clerical atmosphere abont, it might not be 
unfitting for a poor priest to second the vote of thanks. Occa- 
sionally it might be necessary to go outside the College to 
procure a chairman to preside on occasions like the present ; 
but he was convinced they could not have obtained a better 
chairman than Mr. Eve. As there was a power behind the 
throne which controlled the proceedings of government, so it 
was with reference to the examiners. There was a power even 
behind them, and the realization of that power had been brought 
forward by Dr. Wormell. With regard to the address to which 
they had listened, he thought it was one which ought not only 
to be listened to, but should be read. Speakers might be 
divided into different classes. There were some with regard to 
whom it might be said that it was known what their subject 
would be; but the Dean was not a man of this sort—they were 
not always certain as to what view he would take upon certain 
subjects. As to the remarks about the ill-omened day when 
that Bill was to come into force, he might relieve Dr. Wormel] 
and the Dean from any misgiving on that point by stating that 
the first of April would be a Sunday, and, this being a dies non, 
the Bill would not come into force until the second. The 
Chairman had referred to the value of accuracy, and he might 
have touched more particularly on the special need of accuracy 
in the subject of Euclid, for which he (the speaker), as an 
examiner, was more immediately responsible. 

The vote of thanks having been passed by acclamation, the 
CHAIRMAN, in reply, said: I teel very much the extreme kindness 
of Dr. Wormell in moving this vote, and of Mr. Bevan in 
seconding it. I can only say that I wish I deserved half the 
compliments that have been paid me. It must be a privilege for 
candidates for the examinations to see their-examiners ‘spirit to 
spirit, ghost to ghost.” When. you get home \go to your 
Tennyson, and look up the passage. 


Although it might be true, as Shakespeare made 


April 2, 1900. | 


THE EDUCATIONAL TIMES. 


179 


SCHOOL MAPS. 


AT the Monthly Meeting of members of the College of Pre- 
ceptors, held on Friday, March 16, Dr. J. Scort-Ke tir in the 
Chair, Mr. H. QO. ARNo.Lp-Forster, M.P., read a lecture on 
“School Maps: What they are and what they ought to be.” 


Mr. Arnold-Forster said it would be agreed that the teaching of 
geography in this country was lamentably behindhand. What was 
said on this subject by the Royal Geographical Society in 1886 was, 
to a large extent, true to-day, and, in the interval that had elapsed, 
they had not made the progress that might fairly have been expected 
in geographical teaching. To show the state of things existing four- 
teen years ago, he read several extracts from the Report of the 
Geographical Society of that date. 

The chief difticulty which confronted any one who desired to pro- 
duce a good map was the apparent inability of most of the persons 
concerned to discriminate between a good and a bad one. He had 
found that the general method of estimating a school atlas which was 
in favoar throughout the country was to make a sort of equation 
between its weight avoirdupois and the smallness of its cost, and, 
when it was discovered how little they had to pay and how much it 
weighed, and also the amount of colour they could get, they attained 
their ideal of what a good atlas should be. It was because he had 
been compelled to realize the truth of this that he was anxious now 
to appeal to the members of the College of Preceptors to help in 
getting over the dead weight of incapacity, and arriving at an under- 
standing of whut was really desirable. Until there was a demand on 
the part of teachers of geography for that which was scientific and 
correct, those concerned in the production of maps might waste their 
money and their energies, and little or no progress would be made. 
It could not be denied that there had been considerable improvement 
of late years, and that, through the efforts of the Royal Geographical 
Society and other educational bodies, there had arisen in this country 
a body of persons who were doing their best to quicken the educa- 
tional conscience with regard to the teaching of geography; but 
these efforts had not yet been so successful as he should like to see 
them. In July, 1897, the Teachers’ Guild issued a leaflet, in which 
they laid down what were considered to be the essentials of a good 
school atlas, and he desired to acknowledge how much he had been 
assisted by this leaflet in forming the ideals which he had tried to pat 
into practical shape. ‘He had also received a great deal of assistance 
from the Geographical Association, which had been good enough to 
nominate two gentlemen, very well known in the ge>graphical world, 
to give him the benefit of their assistance and advice. 

In compiling a school atlas, the first difficulty he met with was to 
know what to leave out. The tendency had been, with regard to a 
school atlas, to ignore the fact that you could not put everything into it. 
In dealing with the English elementary schools, it was necessary to 
remember that they had to consider the time and the pockets of the 
scholars or their parents, and one of his guiding principles had been to 
include as much as possible without detriment tothe subject. In the first 
place, it was obvious that a school atlas should be scientifically accurate, 
a quality which did not always characterize the books which were in 
use in the schools at the present day. Therefore, he would start by 
saying that scientific accuracy should be an absolute sine qua non, to 
which he would add that the execution of the maps must be euch as to 
attract and not to repel the child; so that among the undesirable 
qualities he would place the inartistic production of maps, which 
offended the taste of a qualified observer, and failed to interest the 
child who was using them. Then, again, they should be sufficiently full 
for the purposes of general instruction in the class-room; but it was 
important to point out that it must not be attempted to construct 
school atlases to be used as reference atlases. They should not expect 
to find on a school atlas every place that was mentioned in the daily 
papers; if they attempted to do that, they would most certainly fail, 
because the atlas would be so overcrowded that it would become ob- 
scure and unintelligible. Therefore, in his opinion, it was only neces- 
sary to include all the names which a teacher engaged in the everyday 
work of teaching in an elementary school had a right to expect to find 
in the atlas. It would be a mistake to leave out of maps names which 
were undoubtedly connected with the history of this country or such 
general history as the pupils were supposed to learn. In the maps 
which he had prepared would be found a considerable number of places 
which, from a geographical point of view, were not legitimately in- 
cluded in maps of this kind. For instance, there would be found the 
battlefields of our country, and also certain battlefields which were 
memorable in the history of the world, though not particularly associ- 
ated with the history of this country. Of course a place like Crecy 
had little geographical signification, but he thought it would be very 
undesirable that a teacher having only one book to use should not be 
able to ask his pupil to point it out on the map. In putting in such 
names as this he admitted that he departed from his ideal of making it 
a purely geographical map. He only referred to this apologetically, 
because, although he felt there was an intimate connexion between 
geography and history, the historical aspect should not be a pre- 
dominant feature in the teaching of geography. 


LS TT A aE 


Geography divided itself naturally into political and physical 
geography, and he did not think these separate branches could be 
taught satisfactorily from one map. It had been his aim to separate 
these two kinds of maps altogether, because a confusion arose from 
attempting to combine the two. In his own maps it would be found 
that there were both a physical and a political representation of all the 
countries represented in the atlas. For the purpose of preparing his 
maps he had visited Switzerland to see the excellent work done at the 
Institute at Berne, and he had been to Germany and other countries to 
see what they did. We lived in a country that had a larger coast line 
for its area than any other country in the world, and there was no 
important town in the country that was more than fifty miles from the 
sea or an arm of the sea. Therefore, he thought fit to incorporate in 
the atlas one example of sea mapping in the shape of an Admiralty 
chart. Although he did not expect school-children to take the sound- 
ings of Portsmouth Harbour, he thought they should understand the 
great difference that existed between the treatment of sea mapping and 
land mapping. Again, it was absolutely essential that British children 
when looking at the maps should be able to realize in the clearest 
manner the great country they belonged to, and therefore the portray- 
ing of the British Empire was a very important part of the work. He 
had tried to correct the natural failure in the child’s mind to see things 
in their due proportion, and had represented the whole of the com- 
ponent parts of the Empire on one uniform scale, so that they might 
see at a glance, for instance, the enormous extent of Canada and the 
relative insignificance of the British Islunds compared with the great 
tracts of the earth’s surface which they controlled. 

His experience was that children were apt to regard maps as things 
not very intimately connected with their own experience, and he had, 
therefore, endeavoured to familiarize children with the meaning of a 
map by introducing them at the outset to a series of diagrams which 
would enable their imaginations to pass from the actual physical 
appearance of the country as it presented itself to their eyes and 
the representation of the country on the map. To this end he had 
been greatly assisted by the Ordnance Survey. He had also given a 
local map—that is, a map of London and the environs. He thought it 
was important that children going out, as they did, upon expeditions, 
school treats, and so forth, should when they came back be able 
to point out on the map the place that they had beento. It had often 
been said that in order to understand geography at all one must 
travel. He quite agreed with that ; but they could not all travel, or, at 
any rate, only to a very small extent, and for those who could not it 
was necessary to give some representation of the features of the 
country with which they were familiar. Another question that might 
not perhaps interest them very much was the question of the spelling 
of the names. Any one who had had anything to do with the prepara- 
tion of maps would be aware that the spelling of names was one of the 
great problems that had to be dealt with. There was no canon of 
gecgraphical spelling, and one had really togo very much as he thought 
best. The Asiatic Society had a canon of geographical spelling for 
Asiatic names which he thought was rather a hard doctrine. No doubt 
it was very good to spell Luknau, and to follow the Asiatic spelling 
throughout the Asiatic map, but he was quite certain that children 
coming across these unfamiliar spellings would be unaware that they 
were dealing with old friends. He had tried to give a familiar 
spelling, 80 that a child might look at the map, and know what the 
places were. Further than that, he thought they ought to teach 
children, at the very earliest stage possible, the real names of places. 
We had got familiar with the names of places which had become 
Anglicized, such as Leghorn (Livorno), which was inconceivable to an 
Italian. It was misleading the children to call places known all over 
the Continent by names absolutely unfamiliar to the people who lived 
in those places. Therefore, he had adopted the expedient, in every 
case where there was any great variation between the accepted name 
in this country and the actual name of the place, of putting in two 
names. This had landed him in some difficulty, because, in Switzer- 
land there were three forms—one, the form which we were pleased to 
use; another, the German form; and a third, the French form— 
and he had put in all three names. He also advocated the addition of 
the accents; otherwise a child would not be able to pronounce the name 
correctly. These were some of the principles which had guided him 
in producing his maps. He had endeavoured in every case to give 
the child some idea of the scale of the map. Taking the map of Africa, 
for instance, they would find the whole of the European continenr. 
introduced, and in a moment they would be able to see the proportion 
between those small European countries which dominated these 
enormous expanses of African territory ; and this in itself was a lesson 
in political geography which was very well worth teaching, and very 
important, if people could be made to comprehend it. 

He had not attempted to deal with geological and commercial maps. 
He found that in the prospectus of the Teachers’ Guild they suggested 
the teaching of geology and commercial facts on a map; but he con- 
sidered this was outside the scope of any ordinary map. At any rate. 
it was outside the possible limits of an elementary school map. Though 
geology was a very delightful and interesting (subject, it was not one 
which should be taught in elementary schools.~Then, with regard to 
the indication of elevations, from the Ordnance Survey map it would 


180 


THE EDUCATIONAL TIMES. 


(April 2, 1900. 


be reen that there was a method of expressing elevation adopted in 
which colour was used in combination with contour lines. Now, if they 
were to look at his maps, it would be seen that he had reversed the 
method of treatment, and put the dark colouring where the light 
colouring was. This was not a very material point, but he thought 
it was a more artistic way of treating the subject. While speaking of 
the Ordnance Survey maps, he would like to trav that he thought in 
them we had something to be proud of; but he regretted that the 
arrangements for selling and distributing them were very unsatis- 
factory, and he looked forward to the time when these maps would be 
in every one’s hands. He had come there that evening not only to put 
his views before the meeting, but to receive their suggestions; and in 
doing so he would warn them not to put their ideals too low. He 
most strongly objected to the system which was prevalent, though 
quite in accordance with some interpretation or misinterpretation of 
the Code, of doling out the teaching of geography in homaopathic 
doses during each particular term of the child’s school life. He saw 
no advantage in putting into a child’s hands during six months of the 
year a little book which dealt, for instance, with the geography of 
Ireland and the tidal currents, or another which dealt with the United 
Kingdom, India, and the wind currents. For teaching purposes it 
might be necessary to divide the subject into as much as they could 
get their pupils to assimilate in a particular time. The whole value of 
an atlas depended upon its being comprehensive. It was necessary for 
a child to have the power of comparison and of examining one map 
alongside of another, and also the power of realizing the meaning of 
school maps. 

All these things together went to teach a child geography, and to 
give a grown man an interest in the study; and he protested against 
people putting their ideals too low and saying that, because you 
cannot imagine a child in the First or the Second Standard finding 
an intellectual use for the whole atlas, that was any reason you 
should not put it into his hands. He had gone through the syllabus 
of geographical teaching of the Sheffield School Board, which was 
founded on the Code, and adapted to the snccessive standards, and he 
was able to demonstrate that the whole subject-matter of the syllabus, 
from the First Standard to the Jast, was illustrated by his particular 
atlas, and that there was absolutely no advantage to be gained by 
giving a child in the First Standard only the particular atlas illustrations 
which were appropriate to that standard, to the Second Standard 
what was appropriate to that, and so on up to the Seventh Standard. 
There was here no saving of money. On the contrary, there was 
great gain by adopting the contrary process of putting into the hands 
of the child, during his school life, the whole of the geographical 
information that it was proposed to make his during his stay in the 
school. With regard to the form of map which, in his opinion, should 
not be adopted, there were some faults which were common to all, 
and which were very serious departures from scientific methods. 
For instance, it would be seen in many of the specimens ex- 
hibited that there was an absolute failure to carry out the map 
to the extreme verge of the page. That was a very vital prin- 
ciple. Taking the map of Italy, which was his bête noire, in some 
of the atlases it would be found that Italy was represented as a 
peninsula. bounded on the north by the Snhara, on the east by the 
Sahara, and across the Mediterranean Sea again by the Sahara. 
There were four white places found in that map. By this method 
they absolutely failed to teach any of the elementary facts of the 
geography of Italy. The whole geographical history was gone, the 
political history was gone, the Alps were gone, and the consequences 
of that environment of mountains was eliminated from their view. In 
some maps there was also a great excess of colouring for political 
divisions. which was confusing, and, in most cases, absolutely useless, 
to the child; and, lastly, there was a great overcrowding of the maps, 
which would be condemned by all those who had any regard for the 
eyesight of the child, or any love for precision and clearness in the 
production of a map. 

Mr. Arnold-Forster concluded by inviting criticisms on the maps 
which he had exhibited, and which had been in the hands of the 
audience during the lecture. 


Mr. Eve explained that Mr. L. W. Lyde was unable to be present at 
the meeting; but he had expressed in writing his views as to some of 
the desiderata in making maps for the use of school-children. 
Physical and political maps should be printed side by side. 
Heights should be indicated by colour, not by contour. The 
snow-line should be clearly shown, and, if possible, the green 
shade should exhibit the whole range of ordinary cniltivation 
There should be a minimum of names, and in the physical maps 
these might be indicated by initial letters only. The atlas 
should on no account be unwieldy, and should not cost more than 
half a crown. Every map should have an inset of England on its 
own scale. Astronomical maps were unnecessary ; but three or four 
good climatic maps should be included. There should also be an index 
containing every name that appeared in the maps, and illustrations of 
typical animals and plants of each district. Railways should be 


-æ a a ar 


hr m e e E E m a SS SSS SSS SSS Sr a a a ao IM 


marked only in the political maps. Mr. Eve, after pointing out tbat 
in many respects Mr. Lyde was in agreement with Mr. Arnold-Forster, 
went on to observe that some improvement might be effected in 
isothermal maps if different colours were used to denote different 
degrees of average temperature for the whole year, and some other 
means were adopted of indicating on the same map whether the climate 
was an extreme one or an equable one. All maps should have bold 
outlines, and the number of names should be cut down as much as 
possible. Mr. Arnold-Forster advocated the placing in the hands 
of school-children of an atlas which should serve for their entire 
school career; but this course was rendered difficult by the tendency 
of children to soi) and damage their books. There was therefore 
much to be said in favour of providing small books intended for one 
term’s work. 

Mr. LANGLER remarked that, while it was important that a reference 
atlas should contain as many names as possible, in maps for school 
use the principle of selection insisted upon by Mr. Arnold-Forster 
should be largely used, and names of minor importance should be 
omitted. He was giad to say that some improvement in this direction 
had taken place in recent years. He should also like to insist on the 
desirability of a correspondence between the names shown in text- 
books and the names printed in the atlas. Every name shown in the 
former should appear in the latter. The insertion in every school 
map of a scale of comparison with some known anit would increase 
the usefulness of the map. 

Mr. WILSON considered that a good school map should show on its 
surface as much information as to the operations of the human race 
during historic time, and of Nature during the geological ages, as 
could be put upon it without overcrowding. Mr. Arnold-Forster had 
expressed his opinion that geology ought not to come into play at all 
in the teaching of geography; but it seemed desirable that, in a 
leeson on geography, constant reference should be made to the bearing 
of geological facts on the questions dealt with. For instance. it was 
impossible to get a thorough knowledge of the migration of population, 
or of the flora and fauna of a country, without knowing something of 
the geological structure of the rocks and the soils produced by their 
decomposition, and, accordingly, a geological map should always be 
used in connexion with ordinary maps. It was important that child- 
ren should be taught to understand the meaning of maps; and, for 
this purpose, a teacher might usefully explain, by means of models. 
the construction of maps and the difference between Mercator’s and 
other projections. 

Mr. CuisnoiM remarked that considerable progress had been made 
in geographical education in this country since the issue, some fourteen 
vears ago, of Dr. Scott Keltie’s Report, which had been referred to by 
Mr. Arnold-Forster. The institution of Chairs of Geography at the 
Universities had greatly influenced this progress, but much remained 
to be done before England could attain to the position already 
reached by Germany in this respect. Maps of the kind submitted by 
Mr. Arnold-Forster, if they could be procured at moderate cost, would 
materially assist the improvement of geographical study. He agreed 
with what Mr. Arnold-Forster had said as to the general principles that 
should be adhered to in drawing up a school atlas, but he did not think 
it necessary to have the physical and poiitical features entirely 
separated one from the other. It would be undesirable to have political 
maps giving no ideas of the physical features at all. For instance, in 
studying the geography of India, it was not only necessary for the 
child to learn the position of Bombay, but he must understand also 
that it is backed by mountains which not long ago separated it from 
the enormous hinterland which has made it the seaport it now is. 
Again. Sydney, the capital of New South Wales, suffered from being 
cut off in the same way by a series of mountains; and this should be 
shown onthe map. The child could be made to understand how the 
mountains had a very important effect on the history of the colony. 
He was glad to see, however, that the maps handed round seemed 
suitable for their purpose. As to the spelling of names, hethought Mr. 
Arnold-Forster’s remarks were entirely sound. Two of the suggestions 
communicated by Mr. Lyde were specially interesting and valuable. 
Some climatic maps were absolutely essential; and it was certainly 
desirable that highlands should not be merely indicated, but that 
certain shades of colour should be used to indicate definite selected 
elevations. 

Mr. MASTERMAN contended that at least one geological map should be 
included in every elementary atlas. The older rocks should be indi- 
cated by one colour and the newer ones by another. 

The CHAIRMAN said that geographical education had made no small 
progress of late years, and the fact that there were Professors of 
Geography at Oxford and Cambridge was a proof that geography was 
gradually achieving a position in this country which would in time be 
quite equal to that which it held in Germany. The great drawback 
was the inefiiciency of the teaching. Mr. Wilson had advocated the 
introduction-into school maps of a number of details which in his (the 
Chairman’s) opinion would more suitably be looked for in the School of 
Geography at Oxford. Mr Arnold-Forster’s remarks applied only to 
elementary maps, and he had set forth certain principles which Bhould 
govern the construction of such maps, -AH maps should becharacterized 
(1) by clearness and legibility, (2) by a principle of selection(of details, 


April 2, 1900. ] 


THE EDUCATIONAL TIMES. 


only the more important ones being shown, and (3) by attractive 
appearance. 

The Lecturer briefly replied, and the usual votes of thanks concluded 
the meetiny. 


REVIEWS. 


LITERARY HANDBOOKS. 


(1) “Short Histories of the Literatures of the World.” Edited 
by Edmund Gosse, LL.D.—A History of Russian Literature. 
By K. Waliszewski. (Heinemann.) (2) “ Periods of 
European Literature.” Edited by Prof. Saintsbury.— The 
Romantic Triumph. By T. S. Omond, M.A. (Blackwood.) 

(1) Sixty years ago few would have cared to maintain that 
there was anything which deserved the name of a Russian 
literature. A few journalists, a few pioneers of ee in- 
quiry, a little verse, and a little artless fiction of the domestic 
order accounted for most of the secular output of the Russian 
press. Then the stimulating influence of German philosophy 
and ideals, which did so much to open up new vistas in English 
and American thought, and which had already given rise in 
Russia to a mystic kind of nationalism, and to the fateful Pan- 
slavonian theory, began to yield a harvest of more purely literary 
achievement. After periods known to Russians as those of 
national evolution and emancipation—after a transition in which 
Karamzine and Joukovski, Kryloff and Pouchkine were the 
most conspicuous names—we come almost suddenly on the 
pleiads of Lermontoff, Gogol, and Tourguenieff, of Dostoievski 
and Tolstoi. All these are more or less familiar to us, owing to 
the study of Russian language and letters by the Western 
uations and the industry of translators. Later Russian novels 
are full of gloom and mysticism, tragedy and fatality, passion 
and crime and despair. Mr. Waliszewski estimates the re- 
putation of his countrymen, and analyses many of their plots. If 
It were not for the actuality and variety thus given to his text, it 
would strike an ordinary reader as ponderous and vague. But at 
ull times it is characteristically Russian in its outlook and point 
of view—never more so than when he deals with what he takes to 
be the typical qualities of his race. Here, for instance, he is 
commenting on a speech of Dostoievski, in 1880, at the dedication 
of a monument to Pouchkine :— 

The new “elect nation,” called to realize the kingdom of God on 
earth—becanse she does not isolate herself proudly within herself, 
because she is disposed to see a brother in every foreigner, and an un- 
fortunate, rather than a malefactor, in the greatest criminal, because 
she alone incarnates the Christian idea of love and forgiveness-—the 
heiress presumptive of the tribe of Judah, as described in Dostoievski’s 
speech, simply belongs to that cycle of Messianic ideas in which the 
theory of Panslavism has become finally merged. Yet on one point 
the orator accentuated his disagreement with the Slavophils, by ex- 
tolling that national gift for assimilating foreign culture whereby the 
Russian had succeeded, or was to succeed, in realizing that type of 
“universal man,” who has since become the object of a good deal of 
joke, but who, at that moment, thanks to Dustoievski's burning words, 
evoked a transport of enthusiasm. 

(2) Mr. Omond's pleasantly discursive volume aims at present- 
ing a general picture, “ preferring broad outlines to finished 
studies,” and making less of biography and bibliography than of 
the displayed features of the romantic triumph. The subject is 
- fascinating, and has an interest involved in the mere recital of 
facts, apart from any allurements of style or presentation. But 
Mr. Omond is equal to his opportunity—which, indeed, is not to 
account for what is known as the Romantic revival or revolt. 
since that task has been assigned to Prof. Vaughan in another 
volume of the same series. The author of the present volume is 
almost too modest in his disavowals and disclaimers; but the 
main thing is secured when he recognizes that the “ Romantic 
triumph ” implies a return from eighteenth-century formalism 
and literary deportment to actuality, sincerity, sympathy with 
the warmer moods of human nature, and the knowledge of men 
and women from within, as well as from without. 

We cannot follow the subject in detail; it must be enough to 
say that Mr. Omond’s readers will find themselves easily led 
through an attractive field. His treatment of Coleridge ts fine 
on the whole; but there is one passage in regard to which we 
must slightly demur to his inference. The thought of Coleridge, 
he truly says, did not create a school, but it passed into the very 
heart of his age. 

The heart, even more than the intellect, of the rising generation 
became Coleridgean. From him comes most that is strong in modern 


181l 
| idealism ; from him much that is weak in our philosophy and religion. 
The banalities of the pulpit derive from him, as well as its freedom. 
The common division between faith and knowledge, reason and under- 


standing, the intellect and the heart—division exemplified even by 
Tennyson when he tells how 


“ A warmth within the breast would melt 
The freezing reason’s colder part, 
And like a man in wrath the heart 

Stood up and answer’d : I have felt ”— 


this dangerous division comes direct from Coleridge. Dangerous, 
indeed! For the soul of man is not built in water-tight compart- 
ments, like Faraday’a knowledge, and, if one faculty can misicad, we 
have no security that another may not. 


“ No security,” of course; but does Mr. Omond deny the possi- 
bility? Is it not possible for the same man to act in successive 
moments with the faculty of reason and with something which 
impulsively sets reason asideP ‘Tennyson calls this something 
“a warmth within the breast,” and it is, in fact, an ensemble of 
conviction—a reserve of previous reasoning, perhaps, but com- 
bined with sensuous sympathies, and summoned by the will to 
confute what may be only a fallacious deduction of the mind. 
Where is the “dangerous division,” if we only understand our 
terms P 


Laws or THOUGHT. 


By St. George Stock, M.A. Pembroke College, Oxford. 
(Oxford: B. H. Blackwell.) 

This is the kind of text-book that students love, for it contains 
the whole subject in the small compass of four hundred small 
octavo pages. It is a kind of Liebig’s, or rather St. George 
Stock’s, concentrated essence of logic. ‘That this description is 
no exaggeration will be seen on reading the list of writers on the 
subject to whom the author acknowledges indebtedness. He has 
boiled down portions of the following works. flavouring the whole 
with some good pinches of Aristotle :—the works of Archbishop 
Whately, Mills, and Hamilton, Prof. Jevons’ “ Lessons.” MceCosh’s 
“ Discursive Laws,” Thomson's “ Laws of Thought,” and the 
books of Bain, Jevons, Bradley, Walker, Ray, and Weatherley. 
The gist of each argument, the pith of each classification, the 
core of each discrimination, used by these writers‘is to be found 
somewhere, and to some extent, within these pages. It is 
necessary in such a compendious text-book that much shall be in- 
troduced abruptly and dogmatically, for there is no space or time 
hee introductory preparations. For students working with a 


Logie. 


= a ee 


tutor this methodical summarizing of the materials will be found 
very useful, but for the private student it would need to he 
supplemented by wider reading. For the benetit of such there 
might have been some guidance as to this reading, as, for instance, 
“ Here read chapter iv. of Thomson, ‘ Laws of Thought’”; or“ Here 
read such a chapter of Mill.” 

The methods aduopted throughout are strictly deductive. For 
instance. the meanings of terms are usually arrived at by first 
taking them in their widest sense. and then cutting away the 
‘colloquial or metaphorical meanings which are not used in the 
science, gradually developing the exact and limited scientific 
‘connotation. A good example of the general method is the 
fixing of the meaning of the word “laws” in the phrase “laws 
of thought.” 


The word “law” is so ambiguous that it will be well to determine 
more precisely in what sense it is here used. We talk of the ‘‘ laws of 
the land ” and of the “laws of Nature.” A law in the political sense 
is a command imposed by a superior upon an inferior, and sanctioned 
by a penalty for disobedience; but by the “laws of Nature” are 
meant merely certain uniformities among natural phenomena. 

These differences are then fully discussed, and the following 
definition is finally deduced :— 

The laws of thought in their ultimate expression are certain 
uniformities which invariably hold among mental phenomena and so 
far resemble the Jaws of Nature; but in appearance they may be 
violated, owing to error, as the laws of the land may be violated by 
crime. 

This method of starting with the widest possible view and then 
narrowing it to what is required is applied in every part. For 
example, the discussion of mood id figure begins by counting 
all the possible ways of varying the terms of propositions which 
had previously been lettered 4, E, I, O. “There are 64 possible 
moods, 4 possible figures, and 256 possible forms of syllogism.” 
The application of the preceding rules strikes out illegitimate 
moods, and then it is found that mine legitimdte pairs of 
premisses remain, and thabjonezof) the nine is sterile. The next 


Fs 


182 


step is to determine how many of the legitimate moods are valid 
in the four figures, with the result that nineteen combinations of 
mood and figure are found to be at once valid and useful. Then 
this fact is clenched in the famous mnemonic lines giving a 
name to each mood im each figure, and indicating thereby the 
laws of conversion. To the usual five lines are added two 
others— 


Quinque subalterni, totidem generalibus orti, 
Nomen habent nullum, nec, si bene colligis, usum— 


translated thus :—‘ The five subaltern moods which are derived 
from the same number of moods with universal conclusions have 
no name, and, if you draw the conclusion rightly, no use.” 

The treatment naturally grows more interesting as the work 
proceeds, and the student who toils through the drudgery of the 
earlier chapters is rewarded by the interest of the later. The 
last chapter deals with Aristotle’s division of fallacies, and an 
appendix contains sets of most useful exercises, arranged 
according to chapters, the answers to which may be obtained 
from the author. 


THE GREATEST PLANTAGENET. 


The History of Edward the Third (13827-1377). 
Mackinnon, Ph.D. (Longmans.) 
There is plenty of room in these days for separate cla at 
of our most active and distinguished monarchs, not merely as 
sections of a general history or articles in a dictionary of bio- 
graphy, but in the form of independent volumes, based on special 
research. The work should be done by writers of historical 
training and instinct, of adequate leisure and industry, and not 
as a mere repatching of old materials, a repetition of other men’s 
work in a different phraseology. Dr. Mackinnon gives us a 
portly volume on the greatest of the Plantagenets, which is, in 
some measure, a history of England during the middle half of 
the fourteenth century. He has set about his task in the right 
way, studying for himself the contemporary chronicles and docu- 
ments, and guiding himself by the critical labours of scholars 
who have edited these same contemporary records. On the 
whole, his volume is a historical biography of Edward such as 
we had a right to expect from a careful and legitimate student 
of history. It is an independent work, which tells the tale of a 
very important period in reliance on the best authority, and. in 
so doing, avoids the dryness of a mere narration of facts. Indeed, 
the author is so anxious to avoid baldness and dryness that he 
occasionally indulges in a facetious vein. Speaking of a sermon 
from the Chancellor at the opening of the last session of Edward's 
reign, he says: 


By James 


The bishop canted with an unction which must have threatened the 
gravity of his auditors. . . . Like St. Paul, the King had been spared to 
be a chosen vessel of Divine grace. If it were permissible to shake 
one’s head during the delivery of a courtly sermon, in the supreme 
Court of Parliament, surely every head must have wagged at this 
solemn deliverance. ... In contemplation of this chosen vessel, let 
those present strive to merit. the same grace and eschew all vice (great 
inward lau-hter assuredly!). The head may be sound and.full of 
virtue, but some of the members at the same time be sick. So the 
King, who is the head of the nation, may be a pattern of virtue, and yet 
his subjects be given to sin (renewed inward risible shakings !). 
“Risible shakings” will hardly pass muster. We prefer Dr. 
Mackinnon in his more sober mood, which is, in fact, the mood of 
his ordinary moments. He is not always gilding the pill of 
history for his St. Andrews students with pawky reminiscences 
of Carlyle. a 

It is unnecessary to say that this volume abounds in highly 
interesting pages, of which the author has very frequently made 
the utmost. The life of Edward the King and Edward the 
Prince are full of dramatic passages. Their warfaring in France 
has been told with great spirit by Froissart, by our own Baker 
de Swinbroke, Chandos Herald, and other writers of the four- 
teenth and fifteenth centuries; and Dr. Mackinnon does not 
allow much of their original vigour to escape in the course of 
transposition. Not only Crecy and Poitiers, but various inter- 
mediate battles by land and sea, are described with plenty of 
liveliness and effect. The naval encounter with a big Spanish 
fleet off Winchelsea, a sort of rehearsal of the battle of the 
Armada, two hundred and thirty years later, makes a very 
atirring story. The English were greatly overweighted by the 
Spanish vessels, but they were handled by descendants of Vikings 


THE EDUCATIONAL TIMES. 


t 


\ 


[April 2, 1900. 
and ancestors of the men who won Aboukir and Trafalgar. One 
incident of the day is worth quoting :— 


The “Salle du Roi,” commanded by Robert de Namur, was en- 
gaged in hot combat with a large Spaniard, when the Captain made 
full sail, and sped off, dragging the English vessel along. The inter- 
locked ships passed near Edward, who called out: ‘“ Rescue the ‘ Salle 
du Roi.’” Inthe noise of battle the order was unbeard, and the 
Spaniard got clear away in the gathering darkness. Thereupon one 
of Lord Robert’s servants, named Hanekin, sprang on board the 
Spaniard, and, mounting the rigging, cut the ropes that held fast the 
sail. Down flapped the canvas, and the vessel came to a standstill. 
It was a daring deed, in keeping with the wild, reckless bravour of 
the age, and it was effectual, for Lord Robert and his men, clambering 
over the bulwarks, cut down the crew, and returned with their prize 
amid the cheers of the English fleet. Before night closed, and the 
triumphant trumpet blast of the English ship announced that the 
battle was over, seventeen great ships had been captured; the rest 
escaped in the darkness. 


The least that can be said for Dr. Mackinnon is that he has 
produced a good reading book on satisfactory lines, which will 
make the reign of Edward III. stand out more prominently in 
the mind of every one who studies it. 


GREEK ORIGINALS. 


More Finds in Egypt. (Egypt Exploration Fund.) 

The most important of the classical ‘ finds” in this second 
instalment of the Oxyrrhyncus Papyri is a fragment of Men- 
ander’s comedy of the “ Shaven Lady.” This play, hitherto 
known by two lines only (though there is an epigram in the 
“ Anthology ” describing its subject), now ranks among the chief 
remains of the dramatist, the fragment containing about fifty 
lines. The plot is of the familiar type, a soldier of fortune and 
his mistress being the principal characters. The incident which 
gave the play its name reminds us of a complication which has 
done duty in modern fiction times without number. The soldier 
cuts off the lady's hair in a fit of groundless jealousy; he has 
witnessed her affectionate greeting of a stranger whom he 
supposes to be a lover, but who turns out to be a brother. In 
the domain of history, the chief example is a list of the Olympian 
victors at seven celebrations of the Games, 480, 476, 472, 468, and 
456, 452, 448 B.c. The order in which the contests are given 
agrees, in the main, with what we find in Pausanias and else- 
where. It is interesting to see that the winning horses came 
from Sicily or Argos in every case Where the name is decipher- 
able. The dates, it will be observed, fall in with the poetical 
activity of Pindar and Bacchylides, and the particulars given by 
the papyrus help to settle some disputed points. The latest date 
known for any composition of Bacchylides has hitherto been 
468 B.c.; we now know that he was writing in 452. But the 
most interesting fact suggested by the fragment is one that 
relates to matters far more important than a list of successful 
athletes, viz., that modern critics are far too ready to correct the 
scholiasts and ancient commentators generally. There is not 
much to say—or, rather, much that can be said within available 
space—about fragments of extant authors. We observe, however, 
that the text of a portion of St. John’s Gospel (about thirty 
verses) agrees in the main with the readings of Westcott and 
Hort, and that some of the scholia on Homer are found to be 
earlier than was supposed, and are accordingly raised in value. 
The documents relating to private affairs are very varied. There 
are aioe tua for ear-ache and other maladies (it may be 
noted that the ancients found turpentine useful), a horoscope. 
mortgages, marriage settlements, writings of divorce, registra- 
tion of titles and property generally. One or two examples may 
be given. Syra complains that her husband had squandered her 
dowry and ili-treated her. He was without means when she 
married him and took him to live in her parents’ house (the old 
people must have been complaisant), and she asks that he be 
compelled to repay her dowry of 200 drachme, with half as much 
again by way of fine. Unfortunately, we shall never know whether 
she got it. In the next documents the parts are reversed. Tryphon 
complains that his wife Demetrous had left him, though he had 
provided for her in a way that exceeded his resources (xat treép 
duvayev), and that she had carried off with her property of the 
value of 40 drachmæ. Tryphon, hope triumphing over experience 
(as Dr. Johnson put it), marries again, and complains that 
Demetrous and her mother had assaulted the second wife. A 
man writes that the fruit crop at Memphis had been poor; never- 
theless he sends five hundred beans and fifty apples for his 
friend’s nephews and fifty apples for himself and, ‘the little 


April 2, 1900. | 


THE EDUCATIONAL TIMES. 


183 


one.” Another makes a remittance of 8 drachme for the services 
of a mouse-catcher (pvoĝnpevrýs, a word not in Liddell and Scott). 

It is satisfactory to know that the store from which the editors 
have to draw is far from being exhausted. 


Roman History PRIMERS. 


(1) Roman History. By Dr. Julius Koch, translated by L. D. 
Barnett. (Dent.) (2) A Skeleton Outline of Roman History. 
By P. E. Matheson. (Longmans.) 

(1) Dr. Koch's compendium, which appears as a volume of the 
“ Temple Primer ” series, includes within a limit of 150 pors the 
whole of Roman history from the earliest times to the fall of 
the Western Empire. It is based on the best modern authorities, 
and is characterized throughout by a just sense of proportion. 
The small-print summaries of the several periods and the source 
of our knowledge about them are particularly valuable. A sixth- 
form boy or a University student ought to find it very useful in 
revising and methodizing his work for examination. The trans- 
lation leaves much to be desired. Little or no effort is made to 
avoid the cumbrous sentences and over-technical language which 
often make learned German books repulsive to an English reader. 
Sentences like “the Gallic conquest added to the aging body of 
the Roman State a limb which contributed largely to the re- 
newal of its youth”; “The influences of foreign culture also 
enter now with potency into the land,” and such a phrase as 
“in the excessive confidence of his absolutely unswerving 
methods,” are scarcely English. The translator seems not to 
have realized that a good translation of German often involves 
as much reconstruction as a version of Livy or Cicero. 

(2) That this unpretending little book should have reached an 
eighth edition is sufficient evidence of its utility. In the present 
issue some twenty-five pages have been added, carrying the history 
from the death of Augustus to that of Marcus Aurelius. Besides 
the chronological list of events, two points call for notice—the ex- 
cellent short summaries of the general character of the several 
periods into which the history is divided; and the careful tabula- 
tion of the details of treaties, constitutional changes, &c. For 
example, the proposals of M. Livius Drusus in B.c. 91 are thus 
tabulated—Object : (1) Restoration of a reformed Senate. (2) Pro- 
vision for poor citizens. (3) Justice to the Italians. Details: 
(1) New corn law. (2) Agrarian law. (3) Transference of jury 
courts to a Senate enlarged by 300 equites. (4) Extension of the 
franchise to the Italians. 


AESCHYLUS IN ENGLISH. 


The Suppliants of Avschylus. Translated, from a revised text, 

by Walter Headlam. (Bell & Sons.) 

This little volume appears in Messrs. Bell’s shilling series of 
classical translations; and it is a long expected instalment of 
what we trust will be ultimately a complete prose translation 
of Aischylus. Mr. Headlam says that “there is no longer any 
reason for oe this curiously interesting play too difficult 
to read.” Of the many excellent footnotes supplied by the 
translator we need not here speak in detail: they certainly justify 
the statement that the text of the play has been revised. Mr. 
Walter Headlam is well known as a learned and militant com- 
mentator on Æschylus ; and anything from his pen on the subject, 
on which he differs so widely from the ingenious champions of 
manuscript oddities, is worthy of attention. We must, however, 
express in general terms our admiration of the ingenuity and 
scholarship displayed in dealing with the many thorny places in 
the text. It appears to us that in his method Mr. Headlam is a 
follower of Wecklein; and this means that every difficulty is 
solved in a manner that never fails to command our respect, 
even though it may fail to compel our assent. 

This play—so archaic in manner, whatever be its date—does 
not afford much scope to the translator. There is plenty of 
spirit in the story and its unfolding, but little that is beautiful ; 
and we await with much interest Mr. Headlam's version of the 
“ Prometheus ” and the “ Oresteia.” Of the “ Supplices,” his own 
expression “curiously interesting" seems to sum up in two 
words both the strong and the weak points of the play. But 
such small opportunities as he had Mr. Headlam has seized. 
We append a brief specimen of his translation. It is the place 


where the daughters of Danaus are in suspense while the snip of | 


their wild suitors is approaching. 


O fora seat somewhere in the heaven above, against which watery 
clouds turn into snow, or some sheer, goat-free, uncommuniable, 
solitary, beetling crag, some vulture-haunting peak, assuring me a 


'is appreciated by musical students. 


examiner, but a poor thing for the candidate. 


plunge into the depth, before I meet perforce with a wedlock that 
rends my heart! Thereafter I refuse not to become a prey to dogs 
and a feast unto the fowls of the land; for death delivereth from 
sorrow and sighing. Come death, befall me death before the marriage 
bed! What way of escape can I yet find to deliver me from wedlock ? 


We cannot too strongly recommend all who have occasion to 
study the “ Supplices ” to lay out a shilling on Mr. Headlam’s 
translation. 


Tue Voice. 

(1) Speaking. By William Mair, M.A., D.D. (Blackwood.) 
(3) The Natural Use of the Voice. By George E. Thorp and 
Wm. Nicholl, F.R.A.M. (Edward Arnold.) 

(1) Dr. Mair has aimed at producing a practical manual chiefl 
designed to cure provincialisms in pronunciation. It is doubtful 
whether mere written directions without the assistance of oral 
demonstration can achieve substantial results in this direction. 
Correct pronunciation is the result of constant imitation and 
comparison, and rules may often prove misleading when em- 
ployed by persons whose auditory and vocal organs vary in power 
aad sensitiveness. A large part of the book is devoted to a care- 
ful description of the vowel and consonant sounds, with simple 
directions for their formation; and ample lists of words are given 
for purposes of exercise in both similar and contrasted modes of 
pronunciation. The rest of the book contains much sensible and 
poena. advice on speaking, with particular reference to the 

aults generally met with in the pulpit. The book is written for 
the special guidance of young men preparing for the ministry, 
and it would seem that a monotonous and indistinct delivery is 
as common in Scotch pulpits as in English. In England speakers 
are indistinct because they have never practised themselves in 
keeping their teeth apart while speaking. The only remedy is 
constant reading with a small cork between the teeth, and Dr. 

Mair might well have insisted more strenuously on the import- 

ance of this exercise. 

(2) The appearance of a fourth edition of ‘‘ The Natural Use of 
the Voice” shows that its scientific treatment of voice production 
The authors have added a 
short chapter on expression in singing. 


eee 


CLASSICS. 


‘““Murray’s Handy Classical Maps.” Edited by G. B. Grundy.— 
(1) Britannia, (2) Hispania, (8) Italia. (John Murray.) 

In a note on the map of Gallia we spoke highly of the admirable 
manner in which Mr. Murray’s maps are produced. They are, indeed, 
vastly superior to any maps that have hitherto been within the reach of 
English classical students. The scale is large and the system of 
colouring perfect. The “Italia” will be a great boon to all who read 
Roman history, for it shows at a glance the method by which Rome 
controlled the peninsula. The impressive appeal to the eye will assist 
the memory and help the imagination. The modern names are, in 
most cases, added to the ancient. It is greatly to be hoped that the 
series, when completed, will be iesued in the form of an atlas. 


A Latin Verse Book, by A. H. Thomas (Rivington), is intended for 
beginners in elegiacs, and comprises all that is covered by “ Pantin,” 
“ Clivus,” and “Gepp.” The pupil starts with single feet, to arrive at 
last—if he does arrive—at easy pieces to be done without assistance. 
Mr. Thomas in no way departs from what may be regarded as the 
established method of teaching Latin elegiacs to beginners. The 
weakest point in this system seems to us to occur in the middle, or 
what we may term the “Gepp,” section—that stage in which each 
piece of poetry printed is followed by an “adaptation.” It is true 
that Mr. Thomas does not make it possible, as Gepp does, for the pupil 
to “do” the adaptation without once looking at the English passare ; 
but we cannot help thinking that this “ adaptation ” business would be 
improved by an infusion of Mr. Rouse’s ingenious “ demonstration ” 
plan. Every teacher knows how desperately difficult it becomes at a 
certain point in Latin verse teaching to make the pupil think for him- 
self; and, though we gladly acknowledge that Mr. Thomas has done 
something to solve this difficulty, we doubt whether he has entirely 
disposed of it. In the third part the passages are taken from papers 
set in public-school scholarships and Army examinations. 


Isocrates, De Bigis, edited by W. J. Woodhouse (Clive), was called 
into being by an announcement that the speech is selected for examina- 
tion by the University of South Africa. It is a good subject for the 
Doubtless it served its 
purpose in its day. What that purpose was, indeed, is not quite clear; 
but Mr. Woodhouse leans to the view that the speech is-8 rhetorical 


exercise. This is the only pointin which he divérges from the views of 


134 


THE EDUCATIONAL TIMES. 


[April 2, 1900. 


Prof. Jebb, on whose “ Attic Orators” he has drawn largely in his 
introduction. The ca: didate will find all that he requires in the 
volume, and we note with pleasure the clearness with which the gram- 
matical points are explained. To express elementary notes clearly and 
brietly is often ditticult. Mr. Woodhouse seems to us to have suc- 
ceeded. The language of the speech contains no difficulties; but it is 
not likely to be read in our schools. 


Ovid, Metamorphoses I. and II., with Ovid’s autobiography, edited by 
W. T. Peck (Ginn), belongs to the American series of school classics 
which, in addition to notes and vocabulary, is provided with maps, 
illustrations, and word-groups. The autobiography is contained in 
“ Tristia ” IV. 10, which is printed in full at the beginning of the bouk. 
Some of the illustrations are well produced. The vocabulary is more 
elaborate than we usually find in English school-books. The notes are 
simple and very brief. On the whole the volume well sustains the 
favourable opinion that we have formed of this series. 


Livy, Book V. Edited by W. C. Laming. (Blackie.) 

This is a useful edition, with a good supply of maps and illus- 
trations, to which a plan of the siteof Veii might, with advantage, have 
been added. There is a carefully written introduction, dealing with 
Livy as a historian, and with the credibility of early Roman history. The 
appendix contains useful hints on translation, and some sentences and 
longer passages of English, to serve as exercises. Still more might 
have been done in this direction by following the lines of a Latin 
exercise book, too little known, Simpson's “ Cicsarian Prose.” The notes 
are, on the whole, very fair, but there is room for careful revision. For 
example, in chapter xxxviii., terga casa, following immediately on nec 
ullu cedea pugnantium fuit, can hardly mean “the rearguard was cut 
to pieces,’ even if the words would bear that meaning. Again, in 
chapter, xl., muliebris fletus et concursativu . . . rogitantium viros 
natosque cus se fato darent, the last words can hardly mean: “ To what 
faʻe they (the women) were to abandon themselves.” Surely they were 
asking their husbands and sons to what fate they (the men) were 
consigning them. There is no mention made in the preface of 
Weissenborn’s notes, which might have been consulted with advantage. 


The Odes of Horace, Book III. Edited by S. Gwynn. (Blackie.) 

Horace has been, in recent times, so often and so well edited that it 
is hard to see why this volume was published. The editor does not seem 
to have consulted the best modern editions, and his work does not 
stand hich in point of view of scholarship or of felicity of rendering. 
It might be possible, with the admirable works of Dean Wickham, Mr. 
Page, and Dr. Gow before one, to construct a perfect elementary school- 
book, but we can hardly say that Mr. Gwynn has succeeded in doing 
so. ‘Take, for example: 


Quicumque mundo terminus obstitit, 
Hunc tangat armis visere gestiens 
Qua parte debacchentur ignes, 
Qua nebulæ pluviique rores, 


which is thus rendered : “ Whatever boundary bars the universe from 
spreading, she shall reach with her sword, in eagerness to behold from 
what quarter wells the riot of fire, from whence the mist and dew of 
rain.” The first clause is nonsense, and the force of the tense (“has been 
get,” Wickham, Page) is missed; qua parte can hardly mean “whence”; 
while it is clear that Horace meant the torrid zone to be a limit both 
of human habitation and ot Roman conquest, not an object of scientific 
investigation; and, lastly, “ wells the riot of fire ” is one of those un- 
meaning expressions which may find a place in inferior modern poetry, 
but are quite alien to the sanity of Horace. Again: 


ex quo destituit deos 
Mercede pacta Laomedon, mihi 
Castæque damnatum Minerva, 


is translated : “ Doomed from the day that Laomedon cheated the gods 
of their covenanted hire, doomed by me. . . .” Here destituit is treated 
as equivalent to fraudavit (Lewis and Short) without any reference to 
the more generally accepted view that it is used in its ordinary sense 
and mercede pacta is an ablative nbsolute. Again,the dative of the agent 
with a passive participle, a usage almost exclusively limited to cases 
where the dative can be otherwise accounted for, is accepted as a 
matter of course, and even said to be very common in verse. Wickham, 
by the way, takes it as meaning “ handed over for punishment to me.” 
The book contains some pretty illustrations from ancient vases, &c. 


(1) Scale Primæ. By J. E. Spencer. (2) Scale Mediz. By P. A. 
Underhill. (Bell & Sons.) 

Illustrated classical readers for the lower and middle forms of schools 
are now becoming common, and have frequently been noticed in these 
columns. Among them, Messrs. Bell’s Series, of which these two books 
form part, holds an honourable place. “Scale Primw’’ begins with 
short narratives, many of them from Roman history, consisting 
entirely of simple sentences, each beginning a fresh line. Then follow 
continuous stories, still limited, for the most part, to simple sentences. 
The third part contains a few simple extracts from classical authors. 
The extracts seem to be nicely graduated, and the vocabulary is 
carefully drawn up. Occasionally in the made-up stories one comes 
across phrases and modes of expression that do not look quite classical, 


and would be the better for revision by a first-rate writer of Latin prose. 
“Scala Mediæ” contains selections from Eutropius, followed by the 
story of the Helvetian War, from the First Book of Cæsar, with 
notes and vocabulary. It may be questioned whether a complete 
section of Cæsar, with all its difficulties, is the best sequel to the 
simple sentences of Eutropius. Would it not have been better to choose 
easy narrative passages from the whole of the “ Gallic War,” with short 
connecting links? The schoolboy would have had more facts, and 
less oratio obliqua. The First Book of Cæsar has been edited far too 
often. 
SCIENCE. 


Lessons in Elementary Physioloay. Bv Thomas H. Huxley, LL.D., 
F.R.S. Enlarged and Revised Edition. (Macmillan.) 

Just a third of a century has passed since Huxley wrote his excellent 
introduction to physiology, which has, in the meantime, gone through 
five editions, and has been reprinted more than a score of times. This 
clear exposition has been the basis of much, not to say most, of the 
educational work since achieved in physiological science. The re- 
vision has been undertaken by Sir Michuel Foster and Dr. Lea. In a 
modest preface Sir Michael gives most of the credit for this difficult 
work to his collaborator. The work is now well up to date, and 
teachers will find it once again conspicucusly useful. 


An Introduction to Analytical Chemistry. By G. G. Henderson, D.Sc., 
M A., and M. A. Parker, B.Sc. (Blackie.) 

After some exercises on “dry ” reactions, the student is led through 
the “ wet” tests for all the common bases and acids, and the means of 
separating the metals of the five groups. The more important methods 
of organic analysis complete the book, which has been carefuliv 
prepared, and should prove a valuable laboratory manual. It is not 
intended for absolute beginners, but for those who have already had 
some training in practical work. 


An Introduction to Qualitative Analysis. 
(Rivingtons.) 
The author has endeavoured to present the usunlly dull mechanical 
work of “ test-tubing’’ in such a way as to be of educational value. 
He consequently begins by experiments to prove that particular salts 
contain particular metals, and that the salts of one metal differ from 
one another in their reactions. At the end of Part I. tables are given 
for the analysis and separation of the substances already studied. In 
Parts II. and III. a larger number of bases and acids are dealt with. 
Teachers who are obliged to push their pupils into analysis early will 
find this a useful guide. 


Elementary Chemistry for High Srhools and Academies. By Albert L. 
Arcy. (Macmillan.) 

American teachers of chemistry have taught us the best way to set 
to work; but the present book falls below the usual American standard. 
It adopts the plan we are now all abandoning, of telling the beginner 
about elements and compounds, atoms and molecules, at the outset ; 
and, while it follows the plan of questioning after giving instructions 
for an experiment, the questions sometimes too obviously point to the 
answer. The spelling of ovid, chlorin, and sulfur (why not also 
fosforus 7) will look strange to British eyes. 


By H. P. Highton, M.A. 


“ Text-Books of Technology.”— Practical Chemistry, Part I. By W. 
French, M.A. (Methuen.) 

This book contains a course of experimental work for beginners in 
chemistry, following to a large extent the scheme of the Headmasters’ 
Association. It has been carefully drawn up, the scheme including 
lecture-table experiments as well as those to be done by every pupil. 
But it would seem that the last two pages were finished in a great 
hurry, or we should not find in them the unexplained symbol H30, nor 
this sentence: ‘‘ Our conception of an atom, if it exists, is far too smal! 
ever to hope to find the mass.” 


Elementary Practical Chemistry. By A. J. Cooper, B.A., B.8o. 
(Whittaker. ) 
A good introduction to chemistry suitable for an evening course or 
day clusses with limited time. The most modern plans of work are 
followed. 


Volumetric Analysis. By John B. Coppock. (Whittaker.) 
The student will here find all the usual methods of volumetric work 
set out and explained in a compact manner. Previous knowledge of 
general chemical theory is assumed. 


Exercises in Practical Physics for Schools of Science. By R. A. Gregory 
and A. T. Simmons, B.8c. Part II. (Macmillan.) 
This second part carries on to heat, light, sound, magnetism, and 
electricity the methods already noticed in the first part, and maintains 
the high standard of the latter. 


Elementary Practical Physiography, Section II. 
M.A. (Longmans.) 
A continuation of Mr. Thornton’s course of lessons and experiments 
in elementary science, planned so as to be serviceable to candidates 
for the Queen's Scholarship Examination. The-»well printed text is 
simple and sound, and there are some very good illustrations, 


By John Thornton, 


April 2, 1900.] 


MODERN LANGUAGES. 


The Muret-Sunders Encyclopedic English-German and German-English 
Dictionary. Abridged Edition. English-German by B. Kliatt; 
German-English by H. Baumann, M.A. (Grevel & Co.) 

This “abridged” edition of the Muret-Sanders Dictionary com- j 
prises over 1,730 pages in triple columns, which argues much for the 
dimensions of the unabridged work. A vast labour has been under- 
taken by the editors, and, as they say in the preface, apologizing for 
the number of abbreviations, it is no light matter to deal thoroughly 
with the two richest vocabularies in existence. Abbreviation was 
doubtless necessary in order to keep the dictionary within reasonable 
compass; and opinion may differ as to the value of some of the indica- 
tions and discriminations for which these scores and hundreds of signs 
and tokens are employed. Many of them belong to what is known as 
the Toussaint-Langenacheidt phonetic method; another series, printed 
distinct from the words, relate to accent and stress of syllables. In 
any case the apparatus of the dictionary errs, if at allpon the side of 
superfluous utility. Mr. Baumann, who is responsible for the German- 
English section, tells us that he has been engaged ou his work for fully 
four years, which one can well believe. He has based his German 
vocabulary on that of Sachs and Villatte in their German-French 
Dictionary, and on their “ unsurpassed method of grouping compounds.” 
The task of producing this work must have been exceedingly laborious, 
but it will save labour for all who use it. 


Hauff’s Der Schetk von Alessandria. 

(Pitt Press.) 

This is a welcome addition to the elementary reading-books avail- 

able for schools, the “ Karavane ” having become almost too hackneyed, 

and Mr. Rippmann’s name is sufficient guarantee for good editing. 

The notes are intentionally not very numerous, but they are sufficient. 

The vocabulary is well arranged, and contains a good many idiomatic 
uses of words, thus relieving the notes. 


Edited by W. Rippmann. 


Outlines of German Philology. By J. E. Mansion. (W. H. White & Co.)’ 

This is a useful summary of the most important points of historical 
German grammar. 
reference to English as well as to German; but it is not as readable as 


Behaghel’s well known book, of which an English translation has been | 


published. The introductory chapter on the history of the language | 


would be much improved by the insertion of short annotated specimens 
of Gothic, Old High German, &c. 
names much more real to a student. | 
very properly follows, and contains some good illustrations, indicating : 
the work of a practical teacher. The vowel and consonant changes are | 
well set out, and much trouble has been taken to fix the attention by . 
variety of type. The same remarks applv to the accidence; syntax | 
has been intentionally left alone. The appendix contains some useful 
lists of words belonging to the common Germanic stock, with English | 
and German side by side, of Latin and French loan-words in both 
languages arranged under several heads, and of a few words etymo- 
logically interesting. 


A very few lines would make such | 


MISCELLANEOUS. 


“Story of the Nations.”—Modern Italy, 1748-1898. By Prof. 
Pietro Orsi. (T. Fisher Unwin.) 

It is true, as Prof. Orsi says, that the internal history of the pen- 
insula of Italy has been somewhat neglected by students; though for 
artists, antiquarians, churchmen, and travellers, no country is more 
resorted to or better known. One reason is that the unity of Italy 
was broken almost beyond hope of recovery, and, for the first hundred 
years of the period which is dealt with in this volume, the peninsula 
as a whole had no organic history. It has been different during the 
last half-century. The Risorgimento has revived its interest and im- 
portance; Garibaldi, Mazzini, and Cavour gave us a new Italy, 
though, as we said when noticing Mr. Stillman’s ‘t Union of Italy,” the 
essential work of reunification is not even yet completed. For the 
former of these two sections, we have been content to follow Italian 
history through the annals of the Papacy and the records of the 
Napoleonic wars; and, indeed, Prof. Orsi gives us very little in the 
way of connected narrative before the present century. His story is 
brightly told, with more of the genuine Italian spirit and feeling than 
English writers have been able to import into their books. 


“ Bell’s Cathedral Series.” — (1) The Cathedral Church of Saint Paul: an 
Account of the Old and New Buildings, with a short Historical 
Sketch. By the Rev. Arthur Dimock, M.A. (2) Carlisle. By C. 
King Eley. (Bell & Sons.) 

(1) This is naturally one of the most interesting volumes of Messrs. 
Bell’s excellent series of “ English Cathedrals.” The history of St. 
Paul’s runs parallel with the history of the City of London, and it is 
told by Mr. Dimock with as much fullness as his space allowed. The 
book ia illustrated by thirty-nine good pictures of the old and new 
cathedrals, and it ought-to find a large sale amongst Londoners. 

(2) Mr. Eley gives a succinct account of the Cathedral Church of 
Carlisle. Carlisle, he says, “is not a large or a notable cathedral.” It 


i rr aaa auam 


THE EDUCATIONAL TIMES. 


A short chapter on Phonetics | 


185 


seems to us very notable in its way, if only for its correspondence with 
the significant history of the north-western shoulder of England. 


Amongst the reprints of the month, we have from Messrs. 
Macmillan a cheap reissue, in one volume, of Mr. Parkin’s Edward 
Thring. including life, diary, and letters, but considerably abbreviated 
from the first edition.—Messrs. Ward, Lock, & Co. provide a low- 
priced edition of Dean Stanley’s Life of Arnold, with portrait and 
illustrations, and the interesting appendices of the original work.— 
Messrs. A. & C. Black send us Scott’s Ivanhve, with introduction and 
notes by J. Higham, M.A. 


The World and its Commerce. (Pitman.) 

A compact and handy primer of commercial geography. The 
section dealing with the United Kingdom is much fuller, and gives 
much more local information, than the sections on foreign countries. 
There are many maps, some political, some physical, some showing the 
distribution of products. The railways of Great Britain and the United 
States are mapped and described ; otherwise there is a deficiency in 
this respect; and the chief sea-routes and caravan-routes do not seem 
to be dealt with at all. The book, however, only claims to be a primer, 
and it is so full of well arranged useful information that we have no 
hesitation in recommending it for use in class, either by itself or in 
conjunction with an ordinary text-book of political geography. 


Princess and Fairy; or, The Wonders of Nature. By Lily Martyn. 
(Chambers. ) 

A little princess, with whom town-life has disagreed, ts sent into the 
country to recruit. She is fortunate enough to be attended by a 
governess who looks like a fairy, who teaches her experimentally the 
wonders of Nature. Under this delightful guidance her royal] highness 
learns all about snails and glaciers and the construction of sweet peas 
and camels. The story is slight, but interesting, and is told witha 
play of quiet humour that cannot fail to make it a favourite reading 
book. There are many excellent illustrations by which the youthful 
reader is taught to observe, and some pretty pictures of the princess 
and her fairy teacher. 


It is clearly arranged, and written with constant : (1) Chatty Readings in Elementary Science: Nature Knowledge; 


(2) Chatty Object-Lessons in Nature Knowledge. (Longmans.) 

(1) This new series of Readers has some excellent points: the text is 
well printed, simple, and varied; the illustrations are copious and 
above the average in quality, the large coloured ones and many of the 
others being pretty, as well as directly to the point; while some of the 
unobtrusive little ones, showing clearly the teeth, hoofs, and so on of 
the various animals, are specially good. The book would have been 
better, and no less chatty and attractive, if arranged on some kind of 
logical plan. The lists of words at the head of exch chapter (an old 
fetish of the Code) are essentially unnecessary. The “ Teachers’ Notes” 
at the close destroy the character of the book from a child’s point of 
view, and are not in any way way valuable enough to justify their 
intrusion, for any teacher of average ability would be able to expand 
the reading lesson without such aids. Still, for elementary purposes, 
the series may be commended. 

(2) Ample aid for teachers haa been provided in another series of 
handbooks from the same publishers, entitled “ Chatty Object-Lessons 
in Nature Knowledge,” written by F. W. Hackwood in three volumes 
for the first three standards. It will be found a very useful and 
suggestive help to young teachers who are expected to give object 
lessons on plants and animals without having had a vertige of previous 
scientific training—an expectation, by the way, greatly to be deprec- 
ated. The lack of logical arrangement—in thirty lessons we tind 
such diversity of subject as “the monkey,” “the oyster,” “ flowers,” 
and “national foods ”—is a more serious drawback in this series 
than in the Readers, since every course of object lessons should have 
some general law as n background to check the tendency to dis- 
cursiveness. Some of the questions designed for the class are poor, 
but it is to be hoped that no teacher will follow any printed notes of 
lessons blindly. The outline sketches for the blackboard will be found 
particularly usefal. 


A First Form Grammar. By M. Morgan Brown. (Longmans.) 

If English grammar is passing away from our schools as one of the 
chief form subjects, there will still remain the need to give children 
some clementary notions of the parts of speech before plunging them 
into the highly inflected dead languages. Even Ascham assumes in his 
child of tender years “a knowledge of the three concords,” apparently 
“picked up” in the nursery. The teacher himself must be the source 
of happy explanations and illustrations, but a plainly printed, simple 
text-book, such as Mr. Morgan Brown has prepared, for the pupils to 
have in their hands as a base of operations, will prove a most useful 
aid. He has kept steadily in view that the book is a mere stepping- 
stone to Latin grammar, and this singleness of aim will be a recom- 
mendation to many teachers. Inevitable difficulties, such as the 
distinction between “ substantival ” and “ adjectival,” are well brought 
out by continual repetition, while all luxurics in the matter of technical 
terms are excluded. The exercises at the end are handy for prepara- 
tion work, being well within a pupil's unaided power, Wesnote, the 
following omissions and imperfections :—The subjunctive of the verb 


186 


THE EDUCATIONAL TIMES. 


[ April 2, 1900. 


“to be,” for some inscrutable reason, is labelled “not given”; the 


perfect tense is classed ns a past tense, thus preparing a rock ahead | Hand- Maps. 


for the sequence of tenses in Latin; “can” is treated as an anxiliary 
verb; no help is given (and it is easy enough to give) in the matter of 
finding the subject of a sentence—“ what we are talking about” being 
no clue to the given example, “ All over the field we found mushrooms.” 


Courtesy: A Reader for Older Boys and Girls. By H. E. Norton. 
(Macmillan.) 

There is certainly room for improvement in the manners of most 
boys and girls, and a Reader devoted to the subjects of Courtesy, 
Politeness, Good Manners, Chivalry, and Patriotism is very opportune. 
Simple explanations of these terms are given, and distinctions between 
them are carefully drawn, while the bulk of the book is devoted to 
illustrative anecdotes, tragic, pathetic, and humorous, with very few 
that can be charged with priggishness. The illustrations are feeble, 
but no doubt add to the interest of the book for school-children. In 
the hands of a capable teacher who will supplement the stories from 
his own experience, this book will prove a pleasant change from the 
ordinary run of information-laden Readers. 


The Concise English Dictionary. By Charles Annandale, M.A., LL.D. 
New and enlarged Edition. (Blackie & Son.) 

This well-approved “ literary, scientific, and technical” dictionary of 
the English language reaches us in a new form, enlarged by a supple- 
ment of additional worda and by very useful appendices. Thus there 
is a list of names from mythology and fiction, followed by a list of 
authors, a table showing the formal modes of addressing persons of 
title or official rank, and a conspectus of the moneys of the world. 
Whilst the substance of the book is enlarged and improved, its price is 
considerably reduced, so that whatever value it may originally have 
had is relatively increased. 


How to prepare Essays, Lectures, Articles, Books, Speeches, and Letters, 
with Hints on Writing for the Press. By Eustace H. Miles, M.A. 
(Rivingtons.) 

Mr. Miles’s experience as an Honours coach in essay writing at Cam- 
bridge University has enabled him to supply this useful book on a 
vague and difficult class of subjects, such as the expression of ideas, 
style, speaking, writing, proof correcting. The author—perhaps not 
without reason—passes severe comments on the failings of teachers. 
He says, in the preface, that “unfortunately a great deal of our teach- 
ing is in the hands of those who do things instinctively and by the 
light of Nature. They themselves do the whole thing as a whole, and 
they may do the thing very well. But, because they do it in this way 
themselves, it does not in the least follow that this is the best way for 
others to learn to do it”; and, in several places, he pauses to con- 
sider the reasons * why teachers so often fail to teach.” This critical 
attitude towards teachers will be apt to provoke a tu quoque, for there are 
some of the chapters which leave the reader with a tantalizing feeling 
of vagueness and want of precise answer to the questions raised. For 
instance: “ What is style?” We are treated to an admirable analysis 
of the characteristics of the expression and style of the Sermon on 
the Mount. We have also the following suggestive rhyme :— 

“ Ideas should be the Author’s own, seen clear by his own eyes, 

Free from wrong Aims, Omissions, Bias, Fallacies, and Lies, 

With Unity, Proportion, Order, Interest, and Style. 

Style varies with the Subject, causing anger, tear, or smile, 

Excitement, scorn, calm reason, action, sympathy, or fear 

(To the aim and audience fitted) ; holds the attention and is clear. 

Music and Balance, Contrasts, ‘Tropes’ and Rhetoric should be 
seen ; 

The Punctuation, Grammar, Language, where ‘Good Use’ is 
queen.” 

Yet we cannot answer the question: ‘‘ What is style?” Nevertheless, 

the work teems with useful suggestions, not only for pupils, but also 

for teachers and examiners. 


Outlines of English Grammar. By J. C. Nesfield, M.A. 
(Macmillan.) 
A handy and generally sound introduction to grammar, including 
etymology of the simplest kind, rules of syntax, and a little analysis. 


Pope’s Essay on Criticism. Edited, with Introduction and Notes, by 
F. Ryland, M.A. (Blackie & Son.) 

A very good piece of work by the editor of “ The Rape of the Lock.” 

The “ Essay ” is well elucidated, and the volume is one which we should 
unreservedly commend for students on literary lines. 


A Text-Book for Morning and Evening Prayer and the Litany. By the 
Rev. Septimus Buss, LL.B. (Rivingtons.) 

An excellent introduction to the critical study of the Prayer-Book. 

Mr. Buss keeps the historical value of the English liturgy well in 

view. His hundred pages are just what is needed for boys and girls 


who are to be examined in this subject, and for others who are not. 


Geographical Questions specially adapted for Examinations in Com- 
mercial Geography. By J. Wulfson. (Relfe Bros.) 
A classified collection of well chosen questions, which will serve 
very aptly a8 a guide to elementary teaching of commercial and 
utilitarian veography. 


Messrs. G. Philip & Son send us a series of coloured “ Diagram ” 
The series includes thirty different maps. The 
specimens submitted are physical maps without names, though the 
positions of the greater towns are indicated. In all there is a small 
inset map of the British Isles, drawn to the scale of the larger ones. 
A series of “ Diagram ” outline maps accompanies the coloured ones. 


From Mr. Edward Arnold we have a collection of geographical 
scenes, tastefully printed in flat colours—Mont Blanc, Gibraltar, Hong 
Kong, Land’s End, &c. They are on large single sheets, and may be 
used, mounted or unmounted, for decorative purposes, or to aid 
a geography lesson, or even for copying. They are decidedly superior of 
their kind. 

Military Drill for Boys’ Schools, with suitable Music. 
(Gill & Sons.) 

This is the fifth part of “ Musical Drill.” It is simple and practical, 
well printed and illustrated, and should be very serviceable to 
teachers. m 


By Ben Johnson. 


WE HAVE ALSO RECEIVED the following publications and new 
editions :— 

Return from Local Authorities as to the Application of Technical 
Education Grants ; Calendar, History, and General Summary of Regula- 
tions of the Department of Science and Art, 1900. 

Combined Readers in Elementary Science and Geography, Book III., 
by V. T. Murche (Macmillan). 

Medical Indoor Gymnastics, 
Norgate). 

One Year of Sunday School Lessons for Young Children, by Florence 
U. Palmer (Macmillan). 

Object-Lessons in Botany from Forest, Field, and Garden, Book II., 
by E. Snelgrove, B.A. (Jarrold). 

Play the Man; Talks with Boys, by Herbert Reid (Oliphant, 
Anderson, & Ferrier). 

Notes on the Acts of the Apostles i-xvi., by E. A. Belcher, B.A., and 


by Dr. M. Schreiber (Williams & 


-anem A 


PRECEPTORS. 

A MEETING of the Council was held at the College, Bloomsbury 
Square, on March 7. Present: Dr. Wormell, Vice-President, in the 
Chair; Mr. Charles, Miss Dawes, Mr. Easterbrook, Mr. Eve, Mr. 
Harris, Miss Jebb, Rev. R. Lee, Sir Philip Magnus, Mr. Millar Inglis, 
Mr. Pinches, and Rev. J. E. Symns. 

The minutes of the last meeting were read and confirmed. 

The Diploma of Associate was granted to J. Kirkpatrick, W. J. 
Herlihy, and C. H. Condell, who had passed the required examination. 

Six members of the Council were appointed to represent the College 
at the Jubilee Commemoration of the Frances Mary Buss Schools, to 
take place at St. Paul’s Cathedral on April 3. 

Miss M. Crookshank, L.L.A., St. Leonard’s College, Amhurst Park, 
N., was elected a member of the Council in place of Miss Bailey, 
resigned. 

The following persons were elected members of the College :— 

Mr. J. Cussons, B.Sc.Vict., A.C.P., 4 Mount Pleasant, Portmadoc, 
N. Wales. 

Mr. B. Dumville, B.A. Lond., L.C.P., 9 Clissold Road, Stoke 
Newington, N. 

Miss E. Hinton, A.C.P., 28 Hazelwood Road, Northampton. 

Mr. A. Lane, A.C.P., 11 Putney Bridge Road, Putney. 

Mr. G. C. Oldfield, A.C.P., Church Road, Ashton-on-Mersey, 
Manchester. 

Mr. G. H. O. Piggott, A.C.P., Craven College, Highgate, N. 

Mr. J. W. Tucker, A.C.P., 3 Mount Pleasant, Portmadoc, N. Wales. 

Mr. R. H. Venn, A.C.P., 118 High Street, Crediton. 


The following books had been presented to the Library since the 
last meeting of the Council :— 


By the AGENT-GENERAL FOR NEW SouTH Wa Les.—Annual Report of the Depart- 
ment of Mines and Agriculture for the year 1898; Coghlan’s Wealth and Progress of 
New South Wales, 1897-8, 

By the BUREAU OF EDUCATION, Wasninatron, U.S.A.—Report of the Com- 
missioner of Education for the vear 1897-8, Vol. LI. 
fear the GENERAL MEDICAL COUNCIL,—Minutes of the General Medical Council, 

By G. BELL & Sons.—Spencer’s Scale Prime: Underhill's Seala Mediæ. 

By BLACKIE & Sox, Lrp.--Newton Object Lesson Handbook, No. IH.: Blake- 
ney s Browning's Select Poems; Downie’s Macaulay's Essay on Horace Walpole ; 
patna Horace Odes, 111,; Laming’s Livy, Book V.; Leask's Scott's Marmion, 

santo i 

By C. J. CLAY & Sons.—Blvthe’s Geometrical Drawing. Part I.: Nairn’s Homer's 
eye Book XI.; Cambridge Higher Local Examination Class List, December 


By W. B. Crive.—Hayes’ Matriculation Latin. 

By Macaiinan & Co., Lrp.—Nestield’s Outline of English Grammar and the 
Uses of the Parts of Speech; Sandys’ Demosthenes (On the Peace, Second Philippic, 
On the Chersonesus, and Third Philippie). 

By RELFE Bros., Ltp.—Charterhouse Parsing Book; Notes on Analysis and 
Parsing; Register of Music Practice; Oxford and Cambridge Preliminary Examina- 
tion Papers in French; Belcher and Carter's Notes on the Actsof-the Apostles, 
i.-XVL.; Perrault’s Contes des Fees, with Notésancd Voeabulary; Ransom’s Modern 
French Grammar; Wulfson's Geographical Questions, 


April 2, 1900. ] 


THE EDUCATIONAL TIMES. 


187 


COLLEGE OF PRECEPTORS. 


PROFESSIONAL PRELIMINARY EXAMINATION—PASS LIST. 
Marca, 1900. 


EF inclined at an angle a to BC, where a is less than both 4A and 
4 (w—A). 
Solution by J. H. Tayton, M.A. 


The limitations of the magnitude of a make the point D always fall 
within BC. Let EFD, E’F’D’ be two triangles of the series; G and G” 


THE Supplementary Examination by the College of Preceptors | are the middle points of their bases ; and GD, G’D’ their altitudes. 


for Certificates recognized by the General Medical Council, the 
Incorporated Law Society, the Royal College of Veterinary 
Surgeons, the Pharmaceutical Society of Great Britain, the 
Education Department, and other bodies, was held on the 6th, 
7th, and 8th of March, in London, and at four other local 
centres, viz., Birmingham, Bristol, Leeds, and Liverpool. The 
following candidates obtained Certificates :— 


First Ciass. 
Pass Division. 


Berry, A. W. Doughty, W. C. Loughborough, W. G. 
Burn, A. J. Harries, E. H. R. Thomson, G. M. 
Chater, V. Iredell, J. S. Vandermin, H. F. 
Dawson, R. B. King, W. W. 

SECOND CLass. 

First Division. 
Andrews, J. O. Busby, R. G. ©. Smith, J. B. 
Barker, E. E. Collet, G. G. Speer, 8. 
Battle, F. A. 

Second Division. 
Austin, G. E. Henry, W. R. Smith, M. R. 
Balchin, E. J. Hills, H. J. South, F. M. W. 
Brown, B. B. Miller, C. A. E. Taylor, R. W. 
Clarke, R. W. L. Roberts, W. R. 8. Thompson, E. M. 
Ernst, H. E. G Sadler, H. J. Young, A. 
Griffiths, T. Shaw, E. H. 

Third Division. 
Beadnell-Gill, R. Marriott, ©. L. Roberts, J. G. 
Casey, E. R. Miller, J. R. V. Russell, E. P. 
Chaplin, E. Parker, W. B. Stanley, P. A. 
Collins, W. T. _ Powell, L. L. Whiteley, E. P. 

MATHEMATICS. 
6361. (Professor W. H. H. Hupson, M.A.)—A paraboloid of revo- 


lution floats with the lowest point of its base in the surface of a fluid, 
and its axis inclined at an angle @ to the horizon; find its height and 
specific gravity. 

Solution by the Proposer. 

Let the equation of the paraboloid referred to rectangular axes, with 
the vertex as origin, be yY? +: = dar (1) 
where the axis of = is parallel to the horizontal tangent at the lowest 
point Q of the base, the coordinates of which are A, k, 0. Therefore 
I? = ah. 

Let the coordinates of P, the point of contact of the horizontal tangent 
plane, be a:?, 2at, 0, where ¢ = cot @. The equation of the plane of 
flotation is A Hh) SR. E E E AT 

If PV parallel to the axis meet the plane of flotation in V, the co- 
ordinates of V are } + 2at?— kt, 2at, 0. The coordinates of H, the centroid 
of the immersed portion, which divides PV in the ratio 2:1, are 
} (at? + 2h —2kt), 2at, 0. The coordinates of G, the centroid of the 
whole body, are 24/3, 0, 0. ‘Therefore the direction cosines of HG are 
proportional to 4(5at?—2kt), 2at, 0. But HG is vertical ; therefore its 

irection cosines are proportional to 1, —¢, 0. Therefore 


4 (5at?—2kt) = —2a. 
Therefore k= aa LO) and A= aA OE a pain’ 03 
2¢ 16¢? 4 sin?20 ` 
This gives the height. Now PV = 4+at—k@ = x' suppose, and from 
(1) and (2) the projection on the plane yz of the section of the solid by 
the plane of flotation is y?+22 = 4a(ty+h—kt) = 4aty—4at? + 4az’. 
This is a circle of area 4waz’, and therefore the area of the section is 
4xax’ cosec @. Since all parallel sections are similar curves, the area of 
any section parallel to this cutting PV ata distance from P is 4waz cosec 8 


4uazdz = 2wax. Therefore the specific 


0 
gravity of the solid referred to the fluid is z/h?. Making the substitu- 
tions, this will be found to be 

4 


( 


14475, (A. Grorcx.)— Find the maximum value of an isosceles 
triangle DEF inscribed in an isoscelos triangle ABC, D being on BO, 


and the volume immersed is 


1 +5 sin? @ 


5 + sin? @ 


A 
E; j 
B D'D K C 
EF’: EF :: AG’: AG, by similar triangles ; 
QD’: GD:: GK: GK, ” 19 
therefore AE'D'F : AEDF :: AG’.Q@’K : AG.GK, 


and AK is a straight line of fixed length, and the rectangle of its seg- 
ments is greatest when it is bisected. Therefore the greatest triangle 
of the series is that of which the base bisects AK. 


6400. (J. Hammonp, M.A.)— Prove that the surface 
B+y3428—3zry2 = a 

is one of revolution, and find its axis and the equation of the generating 

curve (referred to its asymptotes as axes). 


Solution by James Buarxre, M.A.; H. M. Taytor, M.A., F.R.S. ; 
Professor JAN DE Vries; and others. 


This equation may be written 
(z+y +2) 
x (x74 924 22—ys—czr—ry) = a’, 
or (z +y +2) 

x {3 (a? + y? + 2%) — (x+y + 2)*} = 2a, 
This meets the plane r+y+2=pvV3 
in a circle of the sphere 

pv3 {3 (22 +y? +r) —3p?} = 2a3, 
The surface is therefore one of revolu- 
tion, the axis being the line x= y =s. 
If r be the radius of the circle above 
mentioned, then we may write 
BHY = tp, 

where p is the perpendicular on the 
cutting plane, and the equation takes 
the form pr? = 2a3/(3./3). This is 
clearly the equation to the generating 
curve, in which any plane through the axis meets the surface, p and r 
being rectangular coordinates. It is easily seen that this curve has two 
infinite branches on the same side of the intersection with the plane 
z+y+z = 0, and on opposite sides of the line r = y = z. The surface of 
revolution is therefore in the form of a trumpet with mouthpiece and rim 
both at infinity, the axis being asymptotic to the tube, and the plane 
+y+s = 0 to the rim. 


14466. (Rev. A. M. Wircox, M.A.)—Four pennies are placed flat 
on a table so that each touches two of the others. Find when the 
space enclosed between them is a maximum or minimum. 


Solution by Prince O. pz Potronac; J. H. Taytor, M.A. ; and others. 


The space enclosed is equal to the area of the lozenge formed by joining 
the centres of the four circles represented by the pennies, minus the sum 
of the four circular sectors thus obtained, which latter is constant, as the 
sum of the angles of the lozenge is constant. Hence the maximum of the 
space enclosed coincides with the maximum of the lozenge, and occurs 
when such lozenge is a square (0 = in). 

The same can be seen graphically. Every possible modification of the 
figure is identical with one in which one side of the lozenge remains fixed ; 
that is to say, two of the pennies, say 1 and 2, remain fixed, while 
pennies 3 and 4 roll together backwards and forwards, on land2. Now, 
starting with the figure in which the centres form a square, if the top 
pennies are made to roll a little to the right or a little to the left, the 
spaces enclosed will be identical by reason of absolute symmetry. Hence 
the space corresponding to the square lies between two indefinitely near 
equal spaces. By a known principle, it is then a maximum or a mini- 
mum, and the graphic construction shows it to be a maximum, the 
minimum corresponding to the final position in which two of the pennies 
touch the other three (0 = 4x). 


14365. 


(Professor Cocuez.)—Lieu des foyers des hyperboles tangentes 


188 


des z. 

Solution by Professor SaANJANA, M.A. 
origin, 
OA (= a) axis of zx, 
AB the asymptote, i 
S either focus, and / 
MSN ordinate, we 
have J | 
Z ASO = ASN Pa 

= r— ASM , 

or = w—ASN 


= ASM, ON V] M| 
according as AO | Nady Ñ | 
touches nearer or | 


further branch. This 


O being 


leads to 
ZSOA + 2SAO x 
= $m or łr ; 
hence, in both cases, ` 
tan SOA . tan 2SAO i 
= 1 è i 
If, then, B 
OM =z N i 
and SM = Y, i 
we have y 2y{(a—z) 1, that is, x te 
z (a—z)?*-y? —2£ a 


Thus either focus lies on a cubic passing through the origin, touching 
the axis of'y, having a node at z =a and an asymptote z = 2a. 


14263. (D. Bippte.)—T is a multiple of (N—T)!: prove that N is 
factorizable, unless N—T = 1; and, conversely, that N is either a prime 
or the square of a prime, when no lower value of T than N—1 will 
fulfil the conditions. 


Solution by H. A. Wess ; Lt.-Col. ALLAN CunninGHAM, R.E. ; and 
G. H. Harpy, B.A. 


Let (N—T)' = P, and T = PQ, P and Q being positive integers. 
Then N = P?+T = P?+ PQ = P(P+Q). Hence N is factorizable, 
N-T = P?=1. (1) 

In the second case, the condition T = Q x (N—T)! is not satisfied by a 
lower value of T than (N—1). Hence T = N—1, or T = N, or Q = 0, 
and only under one of these three conditions does the equation 
N = P(P+Q) hold good. The first condition gives Q = N —1, and, 
since P(P+N—1) = N, we must have P=1. The second condition 
gives N=0. The third condition gives N = P?. Hence the only 
possible factors of N are N and 1, or P and P. N is therefore a prime, 


-or the square of a prime. 
[The rest in Volume. | 


14465. (Rev. T. ' 
Roac, M.A.)— In a 


unless 


parabola, PG, PM, K 

PR are perpendicular 

to PT, PX, PA. Find 

the condition that M 

bisects GR. T x AS N G M R 


Solution by R. Tucxer, M.A.; LioxeL E. Reay, B.A.; and many others. 
NR = latus rectum = 4AS, and NG = 2AS; NM = 3AS. 


But NM.NX = PN? = 4AS.AN; 
3NX. = 4AN ; AN = 3AS; SP = latus rectum, 
and ASPG is equilateral. 
6172. (J. J. WaLxerR, M.A.)—The sides of a triangle repelling with 


a force varying inversely as the cube of the distance (as in Quest. 6120), 
show that the attractions of the three sides on a particle sifuate at the 
centre of the inscribed circle are reducible to three forces perpendicular 
to the sides and proportional respectively to the angles which they sub- 
tend at that point. [With the solution to this Question, we shall be glad 
to receive a solution, partial or complete, of the connected Quest. 6120 
(by the late Professor W. K. Cuirrorp, F.R.S.), which is as follows :— 
‘< The sides of a triangle repel with a force varying inversely as the cube 
of the distance: (1) find the position in which a particle will rest; also 
(2) supposing the faces of a tetrahedron to repel according to the same 
law, find where a particle will rest.’’] 


THE EDUCATIONAL TIMES. 


à l'origine a l'axe des x et ayant une asymptote perpendiculaire a l’axe 


[April 2, 1900. 


Solution by Professor T. W. EDMONDSON. 

(6172.) Consider tho re- 
pulsion at I due to the 
side BC. 

Take an element PQ(=4dz) 
in BC, and join IP, IQ, 
cutting the circumference 
of the incircle in p, q, re- 
spectively. 

Let the angle DIP = 9, 
and let the mass of each side 
per unit length be m. 

Then 
repulsive force of PQ 
a mdr 

13 Be 

Draw PR perpendicular to 6 
IQ, and let PR = dz’; ' 

dxjdz’ = sec@ and dr'/(rdé) = IP/Ip = sec 8; 
therefore dr = r sec? dô. 

Hence repulsive force of PQ = m/r? cos 6 d0; 
and we have component of repulsion due to BD 


in direction DI = p fe eosto a6 = a {} (w—B) + sin $B cosġB}, 
0 
ir -iB 


in direction BD = ” | 

r“ Jo 

We shall have similar expressions for the repulsion-components of 
DC, CE, EA, &c. 

[The rost in Volume. ] 


4381. (Artemas Martin, M.A., Ph.D.)—A sphere of radius r rolls 
down the surface of another sphere of radius R, placed on a horizontal 
plane. The surfaces of both spheres and plane are rough enough to 
ensure perfect rolling. Find the point of separation of the spheres and 
the path of the centre of the upper one. | 


Solution by Professor SEBASTIAN Siecom, M.A. 
Supposing the motion to start from 
the position in which the line joining 
the centres is vertical; the equation of 
energy is 
M (K? + R3 0,7 + (2? + y? + 476?) 
= 2mg (r+ 2R—y), 
where 6,, 6, p are the angles made 
with the vertical at the time ¢ by the 
radii which were initially together, 
and by the line joining the centres at 
the time ¢. Taking the origin at the 
original point of contact of the lower 
sphere with the plane, we have, for 
the point O, 
x = (r+ R) sing—Ré, 
r (0—¢p) = R (0 +o); 
whence y = (r+R)cosġ+R, 
R9, = rô- (r + R) >. 
Let P be the normal pressure, F the 
friction at C. Then, for the lower 


sin 0 cos 0 d0 = Me cos? 4B. 


A 
M (K? + R?) 6, = PR sin p— FR (1 + 008 @).........00068. 


sphere, 
for the upper, 
mz = Psing—Fcos¢, my = P cosp+F sing-mg, mk? = Fr 
TE (3, 4, 5) ; 
M (K? + R3) 6, = mRz—mk? (R/r) 6 ; 
and, since 6, 6), 7, 6, 6, x all vanish together, 
M (K? + R?) 6, = mRr— mk? (R/r) 6. 
[The rest in Vol. | 
14361, (Professor E. Lemorns.)—Dans un triangle ABC inscrire un 
triangle A’B’C’ semblable à un triangle donné et tel que ABC et A’B’C’ 
soient orthologiques. On sait que deux triangles ABC, A’B’C’ sont dita 


orthologiques si les perpendiculaires abaissées des sommets de lun sur 
les côtés de l’autre sont concourantes. 


Solution by A. F. van per Huypen, B.A.; and H. W. Cursen, M.A. 


Within the angle ABC, find a point H at which the sides subtend 
angles supplementary to those of the second triangle (1. 33). Draw 
any line DE perpendicular to AH. Draw DL, EL perpendicular to 
AB, AC. It is easily seen that the locus of L is the straight line AL. 

Find BM, the corresponding locus through B, and let AL, BM intersect 
in K. Draw KA’, KB’, KC’ perpendicular to the sides of, the triangle. 


whence 


' Then A’B’C’ is the triangle required! 


April 2, 1900.] 


THE EDUCATIONAL TIMES. 


189 


Obviously, AH, BH are perpendicular to B’C’, C'A’. Hence, from 


the reciprocity of orthological properties, CH must be perpendicular to 
A'B’. Therefore also the triangle A’B’C’ is similar to the given triangle, 
as required. 


14224. (Professor Crorron, F.R.S.) — Four points are taken at 
random in a triangle. Find the chance that the point nearest to the 
side AB shall also be the nearest to AC. (Ans., }.) By means of this, 
an elementary proof may be given that the chance of a convex quadri- 
lateral is 2. 

Solution by Rev. W. A. Wuitwortn, M.A. 

More generally, if n points be taken, the chance will be 1/(2”—1). 

We know that, if P be a random point 
on a line OQ = a, the expectation of OP” 
will be a”"/(m+1). (Expectation of Parts, 
Prop. tv.) 

Let P be the point nearest to AB. Draw 
OPQ parallel to AB and PZ parallel to 
AC. Since P is the point nearest to AB, 
the other »—1 points must lie on the area 
OQC, and, if P is to be also nearest to AC, 
they must lie on the area OPZ. 

But the chance that one falls on the 
latter area is OP?/OQ?; and the chance 
that all fall thereon is OP*"~7/OQ*"~*; and, by the proposition cited, the 
expectation of this is 1/(2n—1), which is therefore the chance required. 


(The rest in Volume. ] 


QUESTIONS FOR SOLUTION. 


14510. (Professor Maruews, M.A., F.R.S.) — Suppose that the 
Jacobian transformation of the sixth order converts «, K into A, uK 
respectively ; prove that 


morals} ny 
3 2 l+’ 


14511. (Joux C. MarerT, M.A., F.R.S.)—If in the sextic algebraic 
equation 2 — pi + pot! — psi + p2? — pst + ps = 0, 
the sum of three roots is equal to the sum of the other three, (1) prove 
4Ps Qa — Q,Q3°— PR? + Ps QQ- ps" = 0, 
where Q= pP— 4P", Q3= Pa — 4 Pat 4n, Qy= p; — 4p, p+ t P PaP; 
(2) solve the equation. 


ô 0 $ 


N 


l—x’ 


14512. (Professor Necnerc.) — Trouver dans le plan du triangle 
ABC un point M qui soit le centre de gravité de ses projections A’, B’, C’ 
sur BC, CA, AB, pour les poids donnés a, B, y. 

oo 
which can pass, in a horizontal plane, between the 
walls and the obstacle; taking the case when the 
length of the rectangle is twice its breadth. 0 X 


14514. (Professor Cocuez.)— Courbe p = tan w tan 2w. 


14515. (J. A. Tuirp, M.A., D.Sc.)—X, Y, Z are three points in 
the plane of a triangle ABC, such that the pairs AY and AZ, BZ and 
BX, CX and CY are equally inclined to the bisectors of the angles A, B, C 
respectively. Y moves on the straight line “s, and Z on the straight 
line u.. Prove the following statements: —(1) the locus of X is a 
straight line a; (2) if pass through B, and u. through C, ua passes 
through A; (3) if u» be perpendicular to CA, and «, to AB, ua is per- 
pa to BC; (4) if L, M, N be the points where tia, ts, “e meet 

C, CA, AB respectively, AL, BM, CN meet in a point P; (5) AX, 
BY, CZ are concurrent in a point whose locus is, in general, a conic 
circumscribed to the triangle and passing through P; (6) if t, tie meet 
on the cubic circumscribed to the triangle, and ing through every 
pair of isogonal points whose join passee through P sis. 


Uf (y2—2%)/yz} + mf (2?— 2°) /z2} +n {(2?9—-y?)/zy} = 0, 


where /, m, n are the co-ordinates of P, ua, tés, ttc are concurrent. 


14513. (Professor F. Monztry.)—In the figure Y 
OX, OY are vertical walls at right angles ; A is the 
corner of an obstacle. Find the largest rectangle 


14516. (Professor Jan DE Vries, Ph.D.)—For each conic of a given 
pencil the orthoptical circle (circle of Monae) is constructed. How many 
of these circles will pass by a given point ? 


14517. (Professor SansAna, M.A.)—In tho triangle ABC, AD is 
wn from A dividing BC in the ratio m:n; AE and AE’ are the 
internal and external bisectors of the angle A. Prove that 
AD cos DAE = {(n.AB+m.AC)/(m+n)} cos$A, 
and AD cos DAE’= {(n. AB~m. AC) /(m+n)} sin gA. 
Also apply these equalities to find the distances of the centroid from the 
incentre and the excentres; and show that the sum of the squares of 
these four distances is 1GR?—§ (a? + 67 +c). 


14518. (Professor A. GotpensEeRG.)—Résoudre le système 
(x + 2y) (xz +22) = a2, (y+2z)(y+2z) = &, (2421) (2+ 2y) = c?. 


14519, (Professor U. C. Guosu.)—Find the sum of the products of 
the terms of the geometric series a, a?, a’, a‘, ..., a", taken rat a time, 
r being less than n. 


14520. (Professor N. BHaTracHaryya.)—Required a direct proof of 
the old problem :—If the bisectors of the base angles of a triangle, being 
terminated at the opposite sides, be equal, show that the triangle is an 
isosceles one. (See TopHUNTER’s Euclid). 


14521, (D. Brppisz.)—[In continuation of Quest. 14457 and 14190. ] 
Writing down N in terms of 3 and its powers, the only coefficients used 
being +1 or 0, it will be convenient to omit both index and root, using 
only the sign preceding (or 0), and reckoning the powers from the right 
hand (as usual). Thus, 1843 = 37 — 35— 344 3?— 3 + 1, and it may be written 
+0——0+—+. Similarly, 1769 may be written +—++0—-—-—. 
Since the last sign is for 39( = 1), the first index is one less than the 
number of signs (including zeros). Prove that, having bracketed together 
any number of the given signs beginning with the first (which is always 
positive), and having assigned to them the value they would have if 
standing alone, we can, to the successive signs beyond, append p, p?, p’... 
in ascending order, and thus obtain a multiple of 3,41, a factor of N 
(p being even), provided we reverse the signs attached to the odd powers 
of p when the factor is 3p +1, but leave them unchanged when the factor 
is 3p—1. Thus, 1769 =(+—++0)——-—, and 66+ 20—400 +8000 
= M (61); also 66—10—100—1000 = M (29). 

14522. (J. H. Tayor, M.A.)—If A, B, C are vertices of equilateral 
triangles described all externally, or all internally, on the sides of a 
triangle A’B’C’, and Aa, Bb, Ce are diameters of circle circumscribing 
those equilateral triangles, then AA’, BB’, CC’ are equal and concurrent, 
and a, b, c form an equilateral triangle and are middle points, each of a 
pair of arcs, on sides of the triangles ABC, A’B’C’. [The Proposer 
desires that the words ‘‘ equal and”’ be omitted from Quest. 14493. ] 


14523, (R. Tecker, M.A.)—Pairs of chords are drawn, from points 
on a given circumference, in fixed directions. Find the radius of the 
circular locus of the centroids of the variable triangles. 


14524. (R. F. Davis, M.A.)—If A, B, C, D be the angles of any 
convex quadrilateral, 
sin A {sin C+ sin B— sin (A + D)} : sinC{sin A + sin B—sin (C + D)} 
= sin A + sin D—sin(A+D) : sinC+sin D—sin (C+D). 


14525. (J. Macrteop, M.A.)—KL isa diameter of the circle KML. 
From L any two chords LM, LN on the same side of KL are drawn and 
produced to meet the tangent at K in Q’ and O. Through O a line is 
drawn parallel to MN, and LQ’ is produced to mect it in Q. QQ is 
bisected in V, and the straight line OV in P; through P a tangent 
is drawn to the parabola which is touched by OQ, OQ’ in the points Q, 
Q’, and meeting OQ, OQ’ in R, R’. Prove that the angle KOL is equal 
to the angle of the focal distances of P and R. 


14526. (R. C. ArcniBatp, M.A.)—With reference to the centre of 
the fixed circle, the corresponding tangent and normal pedal curves 
(positive or negative) of the cardioid are similar. 


14527. (G. H. Harpy, B.A.)—Explain precisely what is meant by 
the assertion that the principal values of such integrals as 


tan ar dx, o l dr ! 
! x cosar 1+.x? 
0 0 
are determinate quantities; and prove rigorously that it is true. (See 


Caucuy, Mémoire sur les Intégrales Définies; and Mr. Curser’s note, 
Reprint, Vol. Lxx., p. 55.) 


14528, (R. P. Paranspye, B.A.)—Show that any triangle can be 
projected into an equilateral triangle whose centre of gravity is the 
projection of a given point. 

14529, (Lt.-Col. ALLAN CunnincHaAM, R.E.)—Show that g7 = 1 (mod p), 
where z = }. 2101, Q=gt, p=Q.2100+1 = prime. 

14530. (Roxsert W. D. Curistiz.)—If 6m+1 =a prime, prove 

47," = 0 (modp) and 1,?"+r™%= 0 (mod p), 
where r and r, are associated primitive-roots. 


190 


14531. (J. J. Barnivitue, B.A.)—Prove that 

l 1 1 l /3 +1 

——+ ; +t c — te = 

14+2 7+2 97 +2 135142 6’ 

-- 0 t -— +t — — +... = — 
l4 V5. 94 Vó 1614 37 28894 0/5 s? 

l 1 1 1 /6 5—1 
—— + — , + -+- =+. m = 
lty lltV76 2414/76 52914 76 10 i 
sth OE es + -— a l -+ a V7 + 6-1 
l+ V7 1384/7 387477 87494477 ` 10 ; 


14532. (Rev. J. Cutien.)—Let A be any conic in the plane of a 
given triangle ABC. A point P is taken on A, and parallels through P 
to BC, CA, AB meet A again in A’, B’, C’. Prove that AP, BP, CP 
intersect B/C’, C'A’, A'B’ in three collinear points L, M, N. (A parti- 
cular case is that the intersections of the symmedian lines with the 
corresponding sides of Brocaxn’s triangle are collinear.) 

Prove also tbat, if A be the circumcircle, then LMN is at right angles 
to the Simson-line of P. 


14533. (Rev. T. Wicerns, B.A.)—Express the numbers 131, 133, 
137, 139 by four nines. Algebraical symbols and decimal points may 
be used, but the expression for cach number must contain the four nines 
and no other figure, Also, express the number 113 by four fours, with 
similar conditions, (‘The above is part of Quest. 6487, which was re- 
proposed in the March number.) 


14534. (W. S. Coonry.)—Let O,, O}, O3 be the centres of squares 
described externally, and w, w» w the centres of squares described 
internally on the sides a, b, c, respectively of triangle ABC. Join ©, to 
w and œz, Meeting side BC in P, P’; O, to w, and w, meeting CA in 
Q, Q’; Us tow, and w» meeting AB in R, R^. Prove that A’, B’, C, 
the intersections of P’R, Q’P, R'Q are the centres of the insguares of 
ABC, and that, if AA’, BB’, CC’ meet sides of A’B’C’ in a, B, y, then 
triangle aBy is similar to ABC. 


14535. (R. Kxowxues.)—A circle touches a parabola in a point P, 
and cuts it in C, D; prove (1) that the line joining the pole of CD, with 
respect to the parabola, to P is bisected by the axis; (2) if the circle pass 
through the focus, CD passes through a fixed point on the axis. 


14536, (I. Arnoip.)—In any triangle the radius of the circumscribed 
circle is to the radius of the circle which is the locus of the vertex, when 
the base and the ratio of the sides are given, as the difference of the 
squares of those sides is to four times the area. 


14537. (R. Cuartres.)—A point P is taken at random in a polygon 
ABCD... of » sides. What is the probability that, if » other random 
points be taken, one shall lie in each of the triangles APB, BPC, &c. ? 


14538, (Sarvutration.)—Arrange in one plane two triangles of given 
dimensions in such manner that two specified vertices may coincide, and 
the other four be concyclic. 


14539. (Professor Lancuorne Oxcuarnd, M.A., B.Sc.)—If r and n 
be any positive integers, show that the sum of the series 


142743744" H.A" 
is a fraction, whereof the numerator is exactly divisible by n, and the 
denominator is some integer independent of »n. 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 
6498. (J. W. Russet, M.A.)—Show that 
5 (a+b +c)? (a+b)? (b +c)? (c +a} — 3a? (a +b) (a +c)’ 
is divisible by (a + b+c)’ +abe. 


6514. (W.J. C. MıLLer, B.A.)—Find, to 4 decimals, the value of 
l pl-z fçl-zx-y z 3ryz(1—xz—y—:) 

dxd dz re Tee CR eee er ee gt . 

Ri j, YE Sa) (=y) (=a) (@ +9 +2) 


6515. (ELIZABETH Buackwoop.)—C is the centre of a given circle, 
X, Y aro random points in the area, and P is any point in the circum- 
ference; two concentric circles, with radii CX, CY, divide CP into three 
segments : find the chance that these three segments can be the sides of 
an acute-angled triangle. , 


6530. (W. E. Wricut, B.A.)—Two vertices of a given triangle 
move along a diameter of an ellipse and the periphery respectively ; find 
the locus of the third vertex. 


6531. (Professor Syivester, F.R.S.)—Prove that only one proper 
circular cubic can be drawn having four concyclic foci at the angles of a 
trapezoid. (May be solved with Quest. 6405, reproposed in Ed, Times of 
March, 1900.) 


6535. (Professor TownsgenD, F.R.S.)—Three forces, given or taken 
arbitrarily in a common space, being supposed transferred to the centre 
of the quadric determined by their three lines of direction in the space ; 
show, on elementary principles, that the plane of their resultant moment 
is always conjugate to the direction of their resultant force with respect 
to the surface. 


THE EDUCATIONAL TIMES. 


[April 2, 1900. 


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THE LONDON MATHEMATICAL SOCIETY. 

Thursday, March 8, 1900.—Prof. Elliott, F.R.S., Vice-President, in 
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The Chairman announced that, in accordance with a resolution of 
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Votes of condolence with the families of the late Prof. Beltrami and 
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GEORGE SAINTsBURY, M.A. Extra fcap. 8vo, 2s. 6d. 


Edited, with Introduction 
Second Edition. Extra 


Moliére’s Les Précieuses Ridicules. 
and Notes, by ANDREW Lane, M.A. 
fcap. 8vo, Is. 6d. 


Musset’s On ne badine pas avec l'Amour, and Fantasio. 
Edited, with Prolegomena, Notes, &c., by W. H. PoLtock. Extra 
fcap. 8vo, 28. 


Racine’s Esther. Edited, with Introduction and Notes, by GEORGE 
SAINTSBURY, M.A. Extra fcap. Svo, 2s. 


Voltaire’s Mérope. Edited, with Introduction and Notes, by GEORGE 
SAINTSBURY, M.A. Extra fcap. 8vo, 2s. 


*.* The above sic plays may be had in ornamental case, and bound 
in Imitation Parchment, price 12s. 6d. 


Lonpon: HENRY FROWDEH, Oxrorp University Press WAREHOUSE, AMEN Corner, E.C. 


London: Printed by C. F. Hopason & Sos, 2 Newton Street, High Holborn, W.C. ; and Published by Francis HopGson; 89)Farringdon Street, EC. 


THE 


EDUCATIONAL 


Journal of the College of Preceptors. 


Vol. LIII.] New Series, No. 469. MAY 1, 1900. Price to Non-Members, 6d. 
(COLLEGE OF PRECEPTORS.—|(NOLLEGE OF PRECEPTORS.— Lor DON COLLEGE OF MUSIC. 
EXAMINATIONS FOR 1900. ise Frit Baware, W. fs ree eee (Incorporated. ) 
1. DIPLOMAS.—The next Examination of Teachers | _. G MARLO 8 , Lo , W. 
for the Diplomas of the College will commence on the | 'Wormall Eog, DSe. MA., will read a Paper onl onns S TDOROVan ATERET, ONDON 


in Theory and 
iploma Examination may 
Certificates of Ability to 


ns who have previousl 
tice of Education at the 
be examined practically for 
Teach. 
2. CERTIFICATE EXAMINATIONS. — The Mid. 
summer Examination for Certificates commence on 
the 3rd of July, 1900. 


3. JUNIOR FORMS EXAMINATIONS. — The 
Midsummer Examination will commence on the 3rd 
of July, 1900. 


4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations are held in March and 
September. The next Examination will commence on 
the 4th of September, 1900. 


5. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
Coll for the Inspection and Examination of Public 
and Private Schools. 

PRIZES. 

Diploma Examination.—The following Prizes will be 
offered for competition :—Theory and Practice of Edu- 
cation, £10; Classics (Greek and Latin), £5; Mathe- 
matics, £5: Natural Science, £5. , 

Certificate Examination.—The “ Isbister Prize” will 
be awarded to the Candidate who stands First, and the 
‘Pin ches Memorial Prize” to the Candidate who stands 
Second, in General Proficiency. Prizes will also be 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classics, Mathematica, Modern Languages, 
Natural Sciences, English Subjects. The ‘‘ Taylor-Jones 
Memorial Prize" will be awarded to the best Candidate 
in Scripture History. Two Medals will be awarded to 
the best Candidates in Shorthand. 

The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C. 

0. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 


CERTIFICATE EXAMINATION, JULY anp 
DECEMBER, 1900. 


Notice is hereby given that at the above Exammations 
the following additional (alternative) subjecte will be 
set :—Latin, Class I., Cesar, Gallic War, Book vI., 
Virgil, Eneid, Book 11.; Scripture, Classes I. and II., 
the First Book of Samuel. 
C. R. HODGSON, B.A., Secretary. 


RELIMINARY EXAMINATION of 


MEDICAL STUDENTS.—The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficates recognized by the Education De ent, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
ceutical Society of Great Britain, and other bodies, on 
the 4th, 5th, and 6th of September, 1900. 

The Examination will take place in London, and at 
the following Local Centres :—Birmingham, Bristol, 
Leeds, Liverpool. 

Examination Fee, 258. x 

Regulations and Entry Forms may be obtained on 
oo to the Secretary of the College of Preceptors, 

loomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. — 


EXTRACT FROM THE By-Laws. 

Section II., clause 5.—‘‘ The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such ns are 
engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


-, D.Sc., M.A., read 
“ Unsettled Questions of Method in the 
Elementary f 
The Chair will be taken at 7.30 p.m., and a discussion 
will follow the reading of the Paper. 
Members have the privilege of introducing their 


friends. C. R. HODGSON, B.A., Secretary. 


(O ULEGR OF PRECEPTORS, 


THE CALENDAR FOR 1900 


is now ready, and may be obtained from Mr. F. 
Hopaeon, 89 Farringdon Street, E.C. Price, free 
by post, 

To Members of the College ... 1s. 6d. 


To Non-Members ... 2s. 6d. 


The Calendar contains, in addition to the Lists of 
Members, and of Schools sending in candidates to the 
Certificate Examinations, the tions 
the Examinations to be held in 1900, &c., and the 


EXAMINATION PAPERS 


set at the Certificate, Junior Forms, Professional 
Preliminary, and Diploma Examinations held in 1899. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 
ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
e E A te palais pi TLA. 
or , 8 ECRETARY, 
Scheme, The Univ ratty, Bt. Andrews, N.B. 


OYAL INDIAN ENGINEERING 


COLLEGE, Cooprrs HILL, STAINES.—The 
Course of Ready is to fit an eer for 
em oy ment in Europe, India, and the Colonies. About 
40 Students will be admitted in September, 1900; the 
Secretary of State will offer them for competition Twelve 
Appointments as Assistant Engineers in the Public 
Works ent, and Three Appointments as As- 
sistant Superintendents in the Tel pha Department, 
and One in the Accounts Branch P.W.D. For par- 
ticulars apply to SECRETARY at College. 


OME AND COLONIAL 
SCHOOL SOCIETY. 

(Incorporated for Examination and Certificate purposes 
with the National Froebel Union.) 
TRAINING COLLEGE FOR SECONDARY 
TEACHERS. 


Hiensury Hitt Hovssr, Lonpox, N. 


Principal—The Rev. Davip J. Tuomas, M.A. 
Vice-Principal—Miss PENSTONE. 

Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploma of the College of KROpo, 

A High School for Girls, Transition » and 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &.—My. J. 
Lockgzy, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Paul’s Road, Camden Town, N.W., prepares for 
above in Classics, Mathematics, Anglo-Saxon Mental 
Science, Education, &c., Orally and by post. Numerous 


successes every year. moderate. 


FOR MUSICAL EDUCATION,AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC. 


Patron: His GRacE THE DUKE OF LEEDS. 
Dr. F. J. Kann, Mus. Bac. Cantab., Principal. 
G. AuGustus HoLmgs, Esq., Director of Examinations. 


EXAMINATIONS in PIANOFORTE PLAYING 
SINGING, THEORY, and all branches of Music will 
be held in don and 360 Provincial Centres in J 
(June for Scotland and Ireland), when certifieates wi 
be granted to all successful candidates. Last day for 
my g Basiand), June 15, (Scotland and Ireland), 


The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A. w EO: Licen- 
tiate (L.L.C.M.), Licentiate in Music N Mus, .C.M.), 
and Fellowship take place in July and ber. 

SYLLABUS for the par 1900, containing important 
alterations {including the new Primary section in Piano- 
forte Playing), may be had on application. 

In the Educational Department students are received 
and tho trained under the best professors at 
moderate fees. Day and Evening Classes are held. 


T. WEEKES HOLMES, Secretary. 


T. GEORGE’S HOSPITAL 
MEDICAL 8CHOOL. 
HYDE PARK CORNER, 8.W. 

The SUMMER SESSION of 1900 will commence on 
Tuesday, May lst. 

Particulars of Classes, Fees, Entrance Scholarships, 

Exhibitions, and Prizes, &c., &c., may be obtained on 

application to the Dean of the School, at the Hospital. 


University 
Correspondence 
College. 


FREE GUIDES 


LONDON UNIVERSITY EXAMS. 


Free Gurbe to MATRICULATION 
(Postage 1d.), 
Inter. Ants, Inrgr. Science, B.A., oR 
Inter. Laws EXAMINATION. 


Any one of the above Guides, Prospectus, and further 
particulars will be sent post free on application to 


THE SECRETARY, 
(Univ. Corr. (Coll., London Offtce;) 


32 Red Lion Square, London, W.C. 


194 


THE EDUCATIONAL TIMES. 


[May 1, 1900. 


UNIVERSITY OF LONDON. 
OTICE IS HEREBY GIVEN, that 


the next Half-yearly Examination for MATRIC- 
ULATION in this University will commence on MoN- 
DAY, the llth of June, 1900. - In addition to the Exam- 
ation at the University, Provincia) Examinations will be 
held at University College, Aberystwith : University 
College, Bangor; The Modern School, Bedford ; Mason 
University College, Birmingham; University College, 
Bristol ; College and Technical Buildings, Dumfries 
Place (for University College), Cardiff: The Ladies’ 
College, Cheltenham (for Ladies only): The Heriot-Watt 
College, Edinburgh; The Roval Medical College, Epsom; 
The Victoria Hall (for The Yorkshire College), Leeds ; 
St. Edward's College, Liverpool; University College, 
Liverpool; The Owens College, Manchester; Ruther- 
ford College, Neweastle-on- Tune; University College, 


Nottingham; The Pubhe Buildings, Penzance; The: 
Technical Schools, Plymouth: University College, Shef- 


field; Hartley College, Southampton. 

Every Candidate is required toapply tothe REGISTRAR 
(University of London, Burlington Gardens, London, 
W.) fora Form of Entry on or befure April 25th. 


F. VICTOR DICKINS, M.B.. B.Sc., 
April 4th, 1900. Registrar. 


NIVERSITY COLLEGE OF 
NORTH WALES, BANGOR. 
(A Constituent College of the Umversity of Wales.) 
Principal—H. R. REICHEL, M.A. 


The Session began October 3rd, 1899. The College 
Courses are arranged with reference to the degrees 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Sc. degrees of the London 
University. Students may pursue their first year of 
medical study at the College, There are special depart- 
ments for Agriculture and Electrical Engineering. a 
Day Training Department for men and women, and 
a Department for the Training of Teachers in Secondary 
Schools. 

Sessional Fee for ordinary Arts student, £11. 1s.: ditto 
for Intermediate Science or Medical student, £15. 15s. 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session. The new Hall of Residence 


for Women Students in Upper Bangor -fee £31. 10s. for | 


the session—-iS now open. 


At the Entrance Scholarship Examination (beginning 


September 19), more than twenty Seholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition. One half the total amount offered 
is reserved for Welsh candidates, 

For further information and copies of the Prospectus, 


apply to JOHN EDWARD LLOYD, M.A., 
Secretary and Registrar 


METHOD GASPEY-OTTO-SAUER 


FoR THE STUDY OF MODERN LANGUAGES, 
PUBLISHED BY JULIUS GROOS, HEIDELBERG. 


JUST OUT. 

Elementary German Grammar, combined 
with Exercises, Readings, and Conversa- 
tions, by Dr. Emit Otto. Revised by Dr. 
J. WRIGHT. Seventh Edition. 8vo, cloth, 2s. 


Elementary French Grammar, by Dr. J. 
WRIGHT. Second Edition, with Vocabulary. 
8vo, cloth, 2s. 


Elementary Swedish Grammar, combined 
with Exercises, Readings, and Conversa- 
tions, by HENRY Fort. 8vo, cloth, 2s. 


At present the Grammars of the “ Gaspey- 
Otto - Sauer ” Method comprise: GERMAN, 
FRENCH, DctcH, ITALIAN, RUSSIAN, SPANISA, 
and Swrpisa. Besides the Grammars, there 
are smaller Guides, Reading, and Conversation 
Books. 


For complete Catalogues (also for Germans, 
French. Italians, Portuguese and Brazilians, 
Spaniards, &c.), gratis and post free, apply to 
Messrs. DuULAU & Co., 37 Soho Square, W. 


Mr. Davip Nott, 57-59 Long Acre, W.C. 


Sampson Low, Marston, & Co., Fetter Lane, 
Fleet Street, E.C. 


London. 


MATHEMATICS (Pure and Applied). 


_— Wanted, Advanced work, Schools, Coaching, 
Examinations, Research. 


Access to British Museum 
Reading Room. Good testimonials. Permanent work 
Pe Address—Lapy GRADUATE, 10 Matheson 
ond, West Kensington. W. 


- ' tures on 


COLLEGE, 


BE DFORD 
(FOR WOMEN), 


| YORK PLACE, BAKER STREET, W. 


i -ENTRANCE SCHOLARSHIPS. 


| The Henry Tate Scholarship in Science, annual value 
£50; a Pfeifer Scholarship in Science, annual value 
£48: a Reid Scholarship in Arts, annual value £31, 10s. ; 

all tenable for three years, will be awarded on the results 

(of the Examination to be held at the College on June 
26th and 27th. Candidates must be under 19 years of 

| age on the first day of the examination. 

For further information apply to the PRINCIPAL. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 
Principal— Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to educated women who intend to teach, In 
addition to the course of training, it offers the ad- 
vantages of a College life and one year’s residence in 
Cambridge. 

The Students attend the Cambridge University Tec- 
Teaching. in addition to those of the Resident 
and Visiting Leeturers, and sre prepared for the Cam- 
bridge Teachers’ Certificate (Theory and Practice). 
Ample opportunity is given for practice in teaching 
science, Lucie, mathematics, and the other usual 
p school subjects in various schools in Cambridge, 

Students are admitted in January and in September. 
Full particulars as to qualifications for adiission, 
p scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL., Wollaston Road, Cambridge. 


| HE MARIA GREY TRAINING 
COLLEGE FOR WOMEN TEACHERS, 
SALUBBURY Roap, BRONDESBURY, Lonpnon, N.W. 


Principal—Miss ALICE Woops. 


' A Full Course of Professional Training is offered to 
‘ladies who desire to become Teachers in Secondary 
Schools or in Kindergartens. 

The Course for students preparing for the Cambridge 
‘Teachers’ Certificate or for the London Teachers’ 
Diploma begins in September or January, and lasts for 
one or two years. The Course for Kindergarten students 
yreparing for the Higher Certificate of the National 
Vecchi Union begins in September, and takes two years 
and one term. 

Ample opportunities are given for Practice in Teaching 
in the School and Kindergarten of 150 pupils on the 
premises, as well as in other Schools, 

The Winkworth Hall of Residence, close to the College, 
accommodates 20 students, 

Scholarships to the amount of £230, from public and 
private sources, are annually awarded. 

For all particulars as to qualifications for entrance, 
terms, scholarships, &¢., apply to Miss ALICE Woops, 
at. the College. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH RoaD, WEST KENSINGTON, Lonpon, W. 
Chairman of the Committee-—-Mr. W. MATHER. 
Treasurer —Mr.C. G. MONTEFIORE. 
Seerctary— Mr. ARTHUR G. SYMONDS, M.A. 
TRAINING COLLEGE FOR TEACHERS. 
Principal --Madame MICHAELIS. 

Mistress of Method—Miss E. E. LAWRENCE. 
KINDERGARTEN AND SCHOOL. 

| Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


QT. GEORGES TRAINING COL- 


ARY SCHOOLS AND IN FAMILIES. —This College 
rovides a complete Course of Professional Training for 
I Women Teachers, in preparation for the Cambridge 
| Teachers’ Certificate. 
lat the University, Lectures on Edneation, in addition to 

Lectures delivered by the College Staff, and the Students 
‘have ample opportunities of gaining experience in Class- 
Teaching in Schools. Five Heriot Bursaries of £30 are 
| offered in October. Apply to the PRINCIPAL, 5 Melville 
, Street, Edinburgh. 


i 


‘THE ANSTEY PHYSICAL TRAINING COLLEGE 
() TERS a professional Training in 


Swedish Gymnastics (both educational and 
medical) to Ladies of good education. 


The Course begins in September, and lasts 
two years. Age of admission, 18 to 30. The 
work is particularly interesting and healthful, 
and is remunerative, there being more openings 
for trained teachers than can be filled. 

Apply, for illustrated prospectus, to THE 


PRINCIPAL, The Leasowes, near Halesowen, 
Worcestershire. 


LEGE FOR WOMEN TEACH ERS IN SECOND. | will also be accepted under certain conditions. 


LONDON | JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed b 
the Teachers’ Guild, College of Preceptors, Head- 
mistresses’ Association, Association of Assistant 
Mistresses, and Private Schools’ Association.) 


Address—74 GOWER STRERT, LONDON, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Agency has been established for the purpose of 
enabling Teachers to find work without unnecessary 
cost. All fees have therefore been calculated on the 
lowest. basis to cover the working expenses. 

Headiistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointments, are invited to apply to this Agency. 

Many Graduates and Trained Teachers for Schools 
and Private Families; Visiting Teachers for Music, 
Art, and other special subjects; Foreign Teachers of 
various nationalities; Kindergarten and other Teachers 
are on the Register, and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are arranged. 

Otlice hours--9.30 a.m. to 6 p.m. Miss Cooper’s hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.50 p.m. to 5 p.m.; Wednesdays to 1.30 p.m. only. 


THE JOINT ACENCY FOR MEN TEACHERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 
Registrar—Rev. F. TAYLOR, M.A. Cantab. 


The Agencies for Assistant-Masters and Tutors 
hitherto conducted by the College of Preceptors, the 
Teachers’ Guild, and the Assistant-Masters’ Association, 
have been amalgamated and placed under the manage- 
ment of a Joint Committee composed of representatives 
of the following Bodies :— 


Headmasters’ Conference. 
Incorporated Association of Headmasters. 
College of Preceptors, 
Teachers’ Guild. 
Welsh County Schools’ Association. 
Private Schools’ Association. 
Association of Headmasters of Preparatory Schools. 
Association of Headmasters of Roman Catholic 
Schools. 
Assistant- Masters’ Association. 
Association Technical or 
c. : 


The rates of Commission charged to Assistant- Masters 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Agency 
managed by so widely representative a Committee. 

Headmasters having vacancies on their staffs, and 
Assistant-Masters seeking appointments, are asked to 
communicate with the REGISTRAR. 


EATON, DEVON 
SCHOOL FOR GIBLS. 
Pupils under 12 years of age, £36 a year. 
Pupils from 12 to 16, £46 a year. 
Pupils over 16, £56 a year. 
No extras. Resident Governesses. 


Drawing, Painting, and Music taught by Visiting 
Masters. 


Does to the Principal, Miss MARY GROVER, Seaton, 
evon. 


RMY SCHOOLMASTERS.—There 


are a few vacancies in the Corps of Army School- 
masters. Civilian Schoolmasters only will be accepted 
who have passed on second year’s papers in the First or 
Second Division, or who hold a certificate, qualifying 
them to superintend pupil teachers, from the Committee 
of Council on Education. Students in Training easly 
ndi- 
dates must not be over twenty-four years of age. 
Further particulars can be obtained on application, in 
writing, to the DIRECTOR OF ARMY SCHOOLS, War 


(Seaside), 


he Course includes attendance | Otfice, London, 8.W 


EPPS’S COCOA. 


GRATEFUL. COMFORTING. 


Distinguished everywhere for Deli- 
cacy of Plavour, Superior Quality, 
and highly Wutritive Properties. 
Specially grateful and comforting 
to the nervous and dyspeptic. Sold 
in }-lb. and }-lb. packets, and 1-lb. . 


tins, labelled JAMES EPPS & 
00., Ltd., Homoopathio Chemists, 
London. 

BREAKFAST. SU. 


EPPS’S COCOA. 


May 1, 1900.| 


London University Examinations. 


CLA 


: 27 Chancery 


UNIVERSITY TUTORIAL 
COLLEGE, 
Red Lion Square, Holborn, W.C. 


‘Oxford, Cambridge, and 


Revision Classes 


FOR 


MATRICULATION, JUNE, 1900, 
COMMENCE ON MONDAY, MAY 2, 1900; 
AND FOR 


INTER. ARTS, SCIENCE, 


AND 


PRELIM. SCI. (M.B.), JULY, 1900, 


ON TUESDAY, JUNE 12, 1900. 


MATRIC 


tions. 


ee | . 
: Single subjects may be taken — latin, Greek, 
Biological, Chemical, and Physical Laboratories. | French, Hoke at Italian, Mathematics, 


nomy, &c. 
Prospectus and further particulars may be had from | 
THE VICE-PRINCIPAL, | 
University Tutorial College, 
32 Bed Lion Square, Holborn, W.C. 


R. H. A. NESBITT (joint-author 


of ‘‘The Science and Art of Arithmetic,” by | 
A, SONNENSCHEIN and H. A. NESBITT, M.A.) has 
hours at his disposal for Lessons in Ladies’ Schools in 
Mathematics, History, and Literature. Mr. Nesbitt 
also gives Lectures on the Teaching of Arithmetic.—16 
South Hill Park Gardens, Hampstead, N.W. 


OR SALE.—Ladies’ old-established 
prosperous DAY SCHOOI in the N.W. district. 
It bears a high reputation for its successes in the different 
sublic examinations. 28 pupils at good terms. The 
rincipal, who is retiring after 16 years, wishes to find 
an etlicient successor to carry on her work. Price for : 
goodwill, school furniture, household fixtures, and one 
piano, £190. Household furniture optional. Address— 
RINCIPAL, Office of ‘‘ Educational Times,” 89 Farring- 
don Street, F.C. 


Palace Road, S.W., and 
Sutton, Surrey. 
ducted. 


T 


THE EDUCATIONAL TIMES. 


THE 
BURLINGTON 


Principal: Mr. J. CHARLESTON, B.A. 


(Honours, Oxon,; and Lond.). 


| TUTORS. 
The Staff includes a number of Graduates of London, 


Medallists, and Specialists. 


Preparation by Correspondence 


B.A., & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L. 


(Degree for Ladies—St Andrews), 


A.C.P., L.C.P., F.C.P. 


On a thoroughly individual system, which 
ensures the closest attention to the need 
candidate, Full corrections of pa 
notes, criticisms, summaries, model answers, and solu- 


Physics, Chemistry, Logic, Psychology, Political Eco- 


| For TERMS, TESTIMONIALS, &c., 

Address—Mr. J. CHARLESTON, B.A., 
BURLINGTON CLASSES, 

27 CHANCERY LANE, LONDON. 


ORRESPONDENCE TUITION, 

Classes, or Private Lessons in all Subjects for all 
afew Examinations, &c., at moderate fees, 
courses arranged to suit needs of individua pupils, ; 
' Many recent sucecesses.— F. J. BORLAND, L.C.P. (Science 
und Math. Prizeman), Victoria Colle 


Schools visited and Examinations con- 


New Edition. 


HE ELEMENTS OF BOOK.| 


KEEPING, by SINGLE and DOUBLE ENTRY: ' 
with Practical Explanations and Exercises on the most 

useful forms for Business, 
LL.B., late Dean of the College of Preceptors. 


Loypon: LONG@MANS & CO., PATERNOSTER Row, E.C. 


195 
CARLYON COLLEGE. 


65 AND 66 CHANCERY LANE. 


LONDON UNIVERSITY EXAMINATIONS. 


LONDON MATRICULATION, INTER. ARTS, SCI- 
ENCE, and PREL. SCL, B.A., and B.Se. EXAMIN- 
oe alae Day and Evening Classes. New Term starts 
in May. 

Classes and Tuition for all Pretiminaries, 
Scholarship Examinations, Oxford and Cam- 
bridge, R.U.I., &o. 

Papers Corrected for Schools. 

Private tuition for all Examinations. 

Prospectus and full details on application to R. C. B. 
KERIN, B.A. Lond., First of First Class Classical 
Honours, Editor of ‘‘ Phædo,” ** Pro Plancio,” &c. 


SUCCESSES. 


1892-1899. — London Matric., 71; Inter. Arts, Se., and 
Prel Sei., 81. 6 in Hons.: B.Sc., 1896-1899, 11; B.A., 
1891-1898, 35,7 in Hons. ; many other Successes, | Scholar- 
ships, R.U.I., Indian Civil, Oxford and Cambridge, &c. 

B.A. LONDON, 1899, 12 successful. 
M.A., 2 (1898 and 1899). 


SSES. | 


Lane, London. 


Royal Universities, Science 


FOR 


ULATION, | 


Diploma Correspondence College. 
The ONLY College that coaches SOLELY for 


A.C.P., 


L.C.P., anp F.G.P. 


SUCCESSES: 145 at A.C.P.; 20 at L.C.P. 


Full particulars on application to the Principal— 
Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


L.A. 


r s of each 
rs, with time-saving 


Mechanics, 


HE SHEFFIELD SCHOOL 
BOARD requires at the Central Higher School, 

a Gentleman to teach German (Elementary and Ad- 
vanced), with good qualifications and experience in 
teaching. He should be also able to take part in other 
_work if necessary. Forms of application may be obtained 


from JNO. F. MOSS. 
School Board Offices, Sheffield. Clerk to the Board. 
March 2th, 1900. 


Correspondence 


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SEAHAM HARBOUR NATIONAL SCHOOL. 
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2ND Peize (GIRLS). 


NORMA SCHOOL, WATERLOO, LIVERPOOL. 
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SOUTH HETTON BOYS’ SCHOOL. 


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LADIES’ SCHOOL, 21 ST. MICHAEL’S ROAD, WALLINGTON. 


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Cowper.—The Task, and Minor Poems. By Evizarnetn Ler, 
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Johnson, Lives of Milton and Addison. By Prof. J. W. Drrr, 
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Macaulay.—Essay on Johnson. By D. Nicnot SMITH, M.A., Editor 
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By J. H. LOBBAN, M.A., formerly Assistant-Professor and Examinerin English, 
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Milton.—Lycidas, L’Allegro, Il Penseroso, Comus, Arcades. 
By C. J. BATTERSBY, M.A., Grammar School, Bridford, 

Scott.—Lady of the Lake. By W. E. W. CoLiins, M.A. 

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200 | THE EDUCATIONAL TIMES. [May 1, 1900. 


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London: C. J. CLAY & SON S, Cambridge University Press WarehousgiiAveoMariá Lane. 


May 1, 1900.] 


THE EDUCATIONAL TIMES. 


Nene eee ———————___ ITE 


CONTENTS. 

Page Page 
Higher Elementary Schools ............00000.:00 sc cect crete 201 | Forecasts and Comments :—Fixtures .............cccceceeeseceesee ees 211 
i Education Gossip ............-...0006 212 
Frances Mary Buss o...on cceececeeeeeeeee cence cen eee ee ser t 202 ` Appointments and Vacancies...... 212 
ha e E S aes sented dines E ee 204 Literary Gossip... 218 

' Commercial Education in Secondary Schools. By A. Kahn, 

Summary : The Month .............cccccce cee ee cece ence cent ee ees 204 | M.A. Paper read at the Evening Meeting of the College 
UniveraitiOs en oo hese trees he eet 206 OF Precoptorb 5 csccicsiiasccssiauisdenspat eas A ERUN RAES 213 
. ; Two Hundred Years Ago ..........sssssseruoerersrevssrersesssressreeee 216 
On Vocabulary Making ...............ccc cee cee cee ce enon cee rsrsrsr 206 Meeting of the Council of tha College of Precéptors Sinsi: 217 
The Prussian Academy «22546 scscci.ne wesids in civenee eis een erreren 207 TRO VIGW Bois 58h accor E A san eee pate ee Re cactemaayentexen ements 217 

Two Histories: Nimium in Parvo; A New Cyclopedia; Books for 
Correspondenee: sorrienni renr aD EEr E EEE EA AiE 207 Teachers; The Greek Lyre; Aristotle; Semitic Civilization, 


Practical Use of Phonetics; Elementary-cum-Secondary Schools : 
Paris International Assembly. 


General Notices ...........ssossesosoeressensosereovenssessoesoosserosssasse 
Mathematics... .......ee....sonnossseepsesseresseporseecrscesuepeeorossereesses 


mes. 


The Educational Ti 


— 
———$___—_ 


Tue Board of Education is at work, and, so far 


Siemens as elementary education is concerned, it is be- 
Schools. ginning to show its hand. Such of us as are 


interested mainly in higher and secondary edu- 
cation must be content to wait a little longer, until the De- 
partmental Committee, appointed last July, has had time to 
make its final report. On November 2 the Duke of Devonshire 
stated officially that ‘‘the Committee will have regard, in their 
recommendations, to the provisions of the Board of Education 
Act relating to secondary schools, and the undertaking of the 
Government to establish a third branch of the Education Office 
to deal therewith.” On February 12, in answer to a question 
in the Commons, Sir John Gorst said: ‘ The Committee have 
made already two interim reports. The final report is shortly 
expected.” On March 8 Sir John Gorst said, in answer to 
Mr. McKenna: ‘The arrangements for establishing a third 
branch of the Board of Education are still under consideration.” 
Now it is May; Parliament has reassembled after the Easter 
recess, but, at the moment of writing, we ere not aware that 
the third branch is established, or that the Consultative Com- 
mittee is appointed. The first members of this Committee, our 
readers will remember, are to be ‘‘ appointed by Order in 
Council,” without the advice of the Universities and other 
educational bodies, and ‘‘ subsequent members in such manner 
as the Order in Council may direct.” That is how we stand at 
present—in an attitude of indecision and expectancy. The 
President and Vice-President of the Board must not think us 
unduly inquisitive. The Act of 1899 is not remotely connected 
with secondary education. It is the outcome of secondary zeal, 
of secondary Conferences, of a secondary Royal Commission. 
We have no desire for raw haste; but secondary teachers will 
doubtless be glad when the work of registration is put in hand, 
and when the third branch is organized under an Assistant- 
Secretary who understands the recent developments and present 
needs of secondary education. 


with its ampler powers, has decided that such schools shall be 
conducted by the Board (with separate registers and separate 
accounts) for pupils up to the close of the year in which they 
attain the age of fifteen, and with State grants for each pupil on 
the following scale :-- 


ee te Practical Work 
Principal Grant. ! Grant. 
Fee Grant. — - - 
Higher | Lower | Higher | Lower 
Scale. | Scale. | Scale. | Scale. 
Firat year...... 10s. 278 258. 8a. 6s. | 
Second year... 108. 35s. 338. 12s. 10s. | 
Third year . 10s. 478. 40s. | 18s. 15s. | 
Fourth year... | 10s. 65s. | 558. 258. | 18r. | 


| | | | 


That is to say, when the Inspector is satisfied, and when 
provision is made for ‘‘ practical work,” the State will find fees 
varying from £2. 5s. to £5. There is nothing in the Minute 
from which we are quoting to show who is to build and main- 
tain the edifice of the Higher Elementary schools, but we 
presume that in this respect the precedent set in the higher- 
grade schools will be followed—that is to say, that the 
premises will be provided out of the rates. 

This, of course, is secondary education, supplied by the State 
up to an outside age limit of sixteen, in competition with 
private enterprise and endowment. But there are two saving 
clauses :—(1) The schools are to be exclusively continuation 
schools, for pupils who have been at least two years in an 
ordinary public elementary school (Board or Voluntary); and 
(2) “The school must be shown, to the satisfaction of the 
Board, to be necessary in the locality.” The latter of these 
guarantees is vague, inasmuch as ‘‘the satisfaction of the 
Board ” is indeterminate. The former is an absolute guarantee 
as far as it goes, but it is quite possible that some of the pupils 


|in the new schools (which may be multiplied indefinitely) will 


-be diverted from endowed and private schools. We have, how- 
ever, always anticipated that continuous education on Board- 


Meanwhile, as we have said, the Board has made a beginning ' school lines would be systematized under the new organization. 
of its new work. The Committee of Council never saw fit to | The State was bound to make provision for it, and though a large 
regularize the position of the higher-grade schools, which were. 


in their origin an irregular encroachment by the elementary 


School Board on the secondary domain. The Board of Education, 


number of the pupils in the Higher Elementary schools will 
be under the old elementary age-limit, and all of them will be 


‘transferred from the ordinary, elementary, schools,’ we need not 


202 


be so doctrinaire as to complain that this first step of the 
Board of Education perpetuates the overlapping of elementary 
and secondary provisions. 


In the history of the recent changes in girls’ 
education, once more brought to public notice 
by the jubilee of the North London Collegiate 
School, whose existence exactly coincides with the last half- 
century, there are few elements more interesting than the 
personality of Miss Buss. She marks a distinct change in the 
type of headmistress. Instead of aiming at appearances, 
accomplishments, and mere show of any kind in her pupils, 
she substituted solid acquirements, common sense, and modest 
demeanour. ` ‘‘ Be visible through and through” she would 
say to them, and certainly she lived up to the maxim herself. 
After insisting on being trained for her work before beginning 
it, she set herself a clear task, namely, to plan a scheme of 
religious and liberal education, and to bring it within reach of 
the great middle class. Her first prospectus boldly appealed to 
‘‘ professional gentlemen of limited means, clerks in public and 
private offices, and persons engaged in trade and other pursuits.” 
This dominant note has been maintained throughout the fifty 
years of the life of the school, and, even looking at the many 
University honours gained by the pupils, we consider that none 
of them so truly redound to the glory of the institution as its 
absolute lack of that snobbishness which has become such a 
blot on our boys’ public schools. Its esprit de corps even has 
been free from all exclusiveness, so that last month’s jubilee 
seemed more like that of the whole field of education than that 
of a single school, started as a private venture in a London 
suburb, amid all the prejudices of the early Victorian period. 

With regard to Miss Buss’s general management we have 
only met with one adverse criticism—as to her tendency to 
over-organization. Notoriously bad as were the results of the 
old-fashioned ladies’ schools, with their innocence of time-tables 
and system generally, there is a distinct, if subtle, danger in the 
opposite extreme. Under Miss Buss’s régime the girls were 
forced willy-nilly to be methodical and business-like. Rules 
punctuated every step they took, time was mapped out so that 
not a moment was lost—a very little margin was left for 
individual judgment and the wise exercise of liberty. Was an 
action right or wrong? ‘‘ Multiply the results ” was the touch- 
stone Miss Buss would apply. Thus there was a rule that no 
girl must put her hand on the banister, for, if some four 
hundred did so, the banister would be soiled. And rules of this 
type were innumerable. Logically there should have been a 
prohibition of sneezing, for, if the whole school had sneezed at 
once, the result might have been dire. In girls of a weak 
character this excess of rules dealing with trifles has a tendency 
to make them weaker still, by checking the power of initia- 
tive, while in the case of the nervous and over-conscientious 
more serious results are possible. And we are disposed to con- 
clude that the typical ‘‘ North Londoner,” with her prompt and 
orderly habits, is what she is in virtue of the general tone of the 
school, and in spite of the excessive amount of regulations laid 
down for her well-being. 

The school authorities have printed a ‘Jubilee Magazine”’ 
with illustrations and articles describing the history of the 
school. A paper by Mrs. Bryant on its development from 
the earliest days, with an account of the achievements of 


Frances Mary 
Buss. 


THE EDUCATIONAL TIMES. 


[May 1, 1900. 


pupils in examinations, deserves preservation in some more 
permanent form. It shows how a consistent ideal of inter- 
mediate education has been maintained throughout the school’s 
career. More might easily have been done to make the 
number of value as a commemorative record. An analysis 
of the school registers as to numbers, ages of entrance, 
average length of a pupil’s school life, social origin, whether 
any changes were observable in later years as due to the 
Elementary Education Act of 1870, with some account of the 
actual organization of the school for teaching and games, might 
well have been included. Instead, we have a smart, pleasantly 
written analysis of the characteristics of the ‘‘ new girl,” and a 
learned disquisition on the doings of the ‘‘old girl” from the 
days of Clytemnestra to those of Miss Frances Power Cobbe. 
We may add that some of the ‘‘ Memorabilia” or personal 
anecdotes of Miss Buss she herself would have cut out with 
a ruthless hand. The following, which does not appear, is 
very characteristic:—‘‘I was once in church,” she told the 
present writer, ‘“‘ with a pewful of girls, and saw symptoms of 
a fainting fit in one of them; I leant across and whispered in 
her ear: ‘ You dare faint!’ This completely restored her.” 
Those who knew Miss Buss will readily believe that it did. 


NOTES. 

Fottowrxe close on the reorganization of the Education 
Department and the constitution of the Board of Education, it 
was announced that Mr. W. Tucker, C.B., a Principal Assistant- 
Secretary to the Board of Education, had retired from the 
service on reaching the age of sixty-five. Mr. J. White (Assis- 
tant-Secretary) has been promoted to be Principal Assistant- 
Secretary; Mr. F. R. Fowke (assistant-director for science) ; 
Mr. H. W. Hoare, Mr. W. I. Ritchie, and Mr. H. M. Lindsell 
(senior examiners) to be Assistant-Secretaries. It will be 
remembered that Mr. Tucker was a member of the Reorganization 
Committee, and that he was appointed as the first Principal 
Assistant-Secretary for Elementary Education at Whitehall 
under the new Board. Sır George Kekewich has notified that 
communications relating to Elementary Education should be 
addressed to ‘‘ The Secretary, Board of Education, Whitehall,” 
and those relating to Science, Art, and Technical Education to 
“The Secretary, Board of Education, South Kensington.” 
How and where are we to address communications relating to 
Seconaary Education—when it is neither science nor art, nor 
technical instruction ? 


PresEnTATION Day at London University falls on Wednesday, 
May 9, when it is hoped that the Prince of Wales will be 
able to preside. The ceremony will be held at the new home 
of the University, at South Kensington, to which most of the 
effects of the University have now been removed. An effort 
is being made to retain the buildings at Burlington Gardens 
for the use of the University ; though it is feared that the 
Treasury has already destined these buildings to a different 
purpose. The old lecture-theatre in Burlington Gardens could 
doubtless be put to very good use by the London Senate, which 
within the next few years will widely extend the sphere of 
its operations. More room, as we have always said, must soon 
be found for the metropolitan University, but for this and,other 


May 1, 1900. } 


purposes we ought now to look to the munificence of private 
donors. 


A coop example of the complete misconception which exists 
on some School Boards as to their proper sphere of work is 
afforded by the letter of the Chairman of the Cardiff School 
Board in the Zmes of April 24. He there complains that, by 
the limitations of the new Minute issued by the Board of 
Education, it will be impossible to train their pupils in future 
for the Trinity College, Cambridge, scholarships. He is proud 
of the fact that last year one of their pupils secured a £100 
scholarship at Trinity. This only shows how misguided much 
of the educational enthusiasm of the country is. Without 
pressing the technical objection that it is not within either the 
letter or the spirit of the Elementary Education Acts that the 
rates should be used for such lines of education, it is self- 
evident that the work can only be done at the expense of the 
real work of “higher elementary ” schools. This should be 
technical and commercial, preparatory to the technical school 
proper, while it is the function of the secondary school to 
prepare for the Universities. 


THE discussion on the subject of ‘‘ Our Educational Organiz- 
ation ” at the conference of the National Union of Teachers at 
York indicated a general unanimity with regard to the formation 
of the future Local Educational Authorities. The conference 
suggested that the Authorities should be elected on the parochial 
register, for the same areas as the County Councils, and should 
be responsible for primary, secondary, technical, and commercial 
schools within such areas. The scheme, doubtless, has the 
merit of simplicity, and in educated constituencies it is probable 
that fit representatives would be chosen. Such Authorities, 
however, would have a large spending power, and it would be 
difficult to prevent the election of members being affected by 
political and mere local considerations. No special aptitude for 
the work to be done could be assured, and the duties might just 
as well be performed by the existing County Councils. The 
ideal Authority is, however, still undiscovered. When are we 
to have the Government’s promised Bill ? 


A LITTLE to our surprise, the grievances of the assistant- 
masters of our secondary schools found voice in a recent Socialist 
conference. The circumstance shows a growing appreciation of 
the importance to the State of the well-being of the scholastic 
profession. The inadequate salaries of assistant-masters in 
secondary schools was fully admitted, and complaint was made 
of the high salaries paid to headmasters in comparison with 
those paid to their assistants. What is most required is a 
levelling up; for, except in, perhaps, half-a-dozen schools, 
headmasters are by no means overpaid. It is certainly true 
that headmasters in both public and private schools are often 
overworked; but, as overwork involves a violation of the eight 
hours’ day gospel, they must not expect any Socialist sympathy. 


Ir would appear, from the Archbishop of Canterbury’s speech 
at the meeting in support of the National Society held at 
Canterbury, that the Society contemplates an extension of its 
activity into the area of secondary education. Dr. Temple 


THE EDUCATIONAL TIMES. 


203 


found a tendency in certain quarters to exclude religion as 
much as possible from such education owing to the inextricable 
network of conflicting interests involved. To avoid such a 
calamity he would give parents everywhere the right of choosing 
for themselves the kind of religious instruction to be given to 
their children. This is somewhat vague, and, taken literally, 
sounds an impossible solution if religious instruction is to form 
part of the school curriculum. There would, we suspect, be 
differences even among Church people as to the scope and 
character of such instruction. The common-sense view of 
the matter is one we have already expressed in these 
columns—that the Board of Education, in dealing with 
secondary schools, should pursue its course as if no religious 
question existed. Thus, it will not require the watchful 
attention of the National Society now advised by the Arch- 
bishop. When the religious bodies are agreed upon a scheme, 
it will be a simple matter to pass it into law. 


Tue Franco-English Guild, which enjoys the patronage of 
the French Minister of Public Instruction, the English Educa- 
tion Department, and the American, as well as the English, 
Ambassador, bids fair to enlarge its activities this notable 
Exhibition year. The history of the Guild has, indeed, been 
one of steady growth; and it has done much to give practical 
expression to the entente cordsale that has so long—may we not 
say always ?—marked our relations with our neighbours in 
matters educational. And this is not surprising seeing that 
the classes, the reunions, and the monthly meetings organized 
by the Committee afford opportunity for much pleasant inter- 
course. Occasional lectures of more than usual interest are also 
given, and some well known English names appear on the lists. 
Thus, some months ago, Mrs. Henry Sidgwick (Principal of 
Newnham College) addressed the members on ‘‘ The Place of 
University Education in the Life of Englishwomen”; some 
time after Mrs. Wynford Philipps (foundress of the Women’s 
Institute) dealt with ‘‘ Women’s Work in London.” Lately, 
too, other characteristic sides of club-life (the reading-room, 
the tea-room, the library, &c.), have been developed—these, 
it may be noted, are far less familiar to the French than to the 
English ‘‘ working woman ’’—and the present Jocal is situated 
in the Rue de la Sorbonne, the very centre of academic life and 
interests. The Guild has now passed into its tenth year of 
existence, and it numbers with the American contingent over 
three hundred members, of whom more than two-thirds are 
French. A Franco-Polish section has just been affiliated at the 
request of some of the Polish residents in Paris. 


Amonest the many difficult problems which confront those 
who administer our English Poor Law there is probably none 
more serious than that of dealing with the children who, through 
no fault of their own, are brought within the circle of its opera- 
tion. In the past, evil has too often resulted from early contact 
with the workhouse, but there are many signs which point to 
better things to come. Most persons are agreed that to take 
the children out of the workhouse atmosphere is the first and 
most imperative duty of those responsible—-to set them in a 
new place, and give them a chance of developing healthily and 
normally. At Styal, in Cheshire, there is a happy and well 


204 


THE EDUCATIONAL TIMES. 


| May 1, 1900. 


managed colony of such children living in separate homes under 
the care of foster-mothers. Nobody who sees the children at 
work or play can doubt the wisdom of the Guardians of the 
Chorlton Union, who are responsible for the Styal Colony. 
In Whitechapel a somewhat different experiment is about to 
be tried. Semi-detached cottages are to be the homes of 
the children here, and the number of children under the care 
of one foster-mother is not to exceed ten. This is a smaller 
number than the Styal mothers look after, but it is quite large 
enough. At Whitechapel also the boys and girls will be mixed 
in the different homes as they are under normal conditions, and 
this is as it should be, though it is unusual in such institutions. 
The children are to go to a neighbouring elementary school, and 
there will be no distinctive dress or badge to mark them off 
from their schoolfellows. A lady superintendent, who is to be 
a trained nurse, will have the general control and government 
of the children, and to her the various foster-mothers will be 
able to turn in any doubt or difficulty which may meet them in 
their work. How Oliver Twist would have stared could he 
have been transported by the time-machine to Whitechapel, 
and the foster-mother in the semi-detached cottage; and how 
Charles Dickens would have rejoiced to see the walls rising for 
the buildings which are intended to be real homes for these 
London children ! 


Tue Society of Experimental Fish Culture is getting to work 
at the Crystal Palace, which is to be its headquarters. Its 
museum, speaking in a wide sense, will include specimens of 
living fish and the creatures on which they feed. The general 
public will soon have an opportunity of adding to their know- 
ledge, and the proposed system of detailed labels should help 
them considerably. It would be better if we bore in mind 
more than we do the definition of a great authority, who said 
that ‘a museum is a collection of labels illustrated by suitable 
specimens.” The full value of our public natural history 
collections has never been properly recognized from an educa- 
tional point of view. Professor Flower did much at the 
British Museum in Cromwell Road, and his teaching is making 
itself felt in those institutions which have left the days of raree- 
shows behind. Educational series of plants and animals are 
considered a necessary adjunct to the collections from the 
country which it is the aim of local museums to get together 
In individual cases the whole museum became educational, and 
natural history made one subject among a number. Many 
existing collections might be made more interesting and capable 
of imparting knowledge in a direct way by the expenditure of 
a little trouble and money. The Buckland Museum of Economic 
Fish Culture has long been a standing example; but perhaps no 
better instance could be taken than the Zoological Society’s 
Gardens in Regent’s Park. Here the labels tell nothing further 
than the name, sex, locality, and donor of the animal. The 
visitor learns nothing further unless he obtains the printed 
guide, which is totally inadequate, and he must get some 
naturalist of his acquaintance to go with him if he really wants 
to know the interesting points about the creatures before him, 
which appeal all the more strongly to him, being, as they 
are, alive. Some lecturers on natural history have used the 
Society’s collection to supplement museum work, but the task 
of doing so is by no means easy under the existing conditions. 


SUMMARY. 


THE MONTH. 


Ox April 3 a service was held in St. Paul's Cathedral in 
commemoration of the founder and benefactors of the Frances 
Mary Buss Schools. While the opening hymn—‘ All people 
that on earth do dwell ”—was being sung, a procession, headed 
by more than a hundred lady graduates, passed up the“centre 
aisle. Representatives of schools and educational associations 
followed, and behind them representatives of colleges and 
University authorities, administrative City Compamies, school 
authorities, and. last of all, the Bishop of London and the 
Archbishop of Canterbury. The form of service included a 
commemoration of the founder and benefactors, which was said 
by the Bishop of London, the congregation standing. This was 
succeeded by two thanksgivings. one for “the foundation and 
progress of the Frances Mary Buss Schools,” and the other 
“for all benefits to the education of women during the half 
century.” 


Taking as his text the words, “ Who can find a virtuous woman ? for 
her price is far above rubies,” the Archbishop remarked that one of the 
first things said of the woman spoken of in the chapter from which 
these words were selected was that she could be trusted because she 
had been educated to be a woman in reality. If women were to be 
educated as they should be, there was no faculty which they possessed, 
no impulse, no affection, no quickness of wit, no delicacy of conscience, 
which did not demand to be cultivated to the highest point. She 
should be developed into a real woman, just as a man should be 
developed into a real man. The utilitarian view of education must 
not be pushed too far. A woman would render all the duties she 
owed to her place in God's system more efficiently if her whole mind 
were trained than she would otherwise do. Iu many ways their 
education must differ from that of men, but whatever power they had 
ought to be cultivated to the very utmost. How were they to determine 
what the education of women should be? The answer was that it must 
be determined by experience. Let women choose for themselves, pursue 
any study for which they had a natural desire, because, as a rule, it 
would be found that for that they had a natural aptitude. If left to 
themselves to study how and what they wished, it would be found 
more and more that the great principle on which women’s education 
had to be guided would be visible to women themselves, and, without 
any restraint from men, they would follow that which suited the 
whole sex best and would become real women—the most blessed gift 
of God. 


On April 5 a meeting of old pupils was held at the Cloth- 
workers’ Hall. kindly lent for the occasion by the Worshipful 
Company of Clothworkers. Mr. Cronin, Master of the Company. 
who presided. welcomed the gathering to the hall, and in a 
speech pointed out the paramount value of education as a train- 
ing for life. Subsequent speakers, all of whom, in the course of 
personal reminiscences of the school, bore testimony to the great 
influence for good exercised by Miss Buss in the life and training 
of the scholars, and also to her constant efforts in regard to the 
education of women, included Miss Emily Davies, founder of 
Girton College, Cambridge, who spoke of the time when public 
examinations were first opened to women; Miss Woodward, 
Headmistress of Gloucester High School; Mr. Latham, Q.C.. 
Chairman of the school and Past Master of the Clothworkers’ 
Company. who described the way in which the Brewers’ Company 
and the Clothworkers’ Company came to assist the school; Miss 
Burstall, Headmistress of Manchester High School; and Mrs. 
Bryant, the present Headmistress of the school, who said that 
the co-operation in those jubilee celebrations of all the schools. 
colleges, and Universities, without exception, throughout the 
country was due to the feeling that honour was due to the 
schools as pioneers in the higher education of women. On 
the motion of Miss Clara Collett, seconded by Mrs. Septimus Buss, 
a vote of thanks was accorded to the chairman and the Cloth- 
workers’ Company. 


Tne new Board of Education issued on April 6 a Minute—to 
quote its own words—‘“ establishing higher elementary schools.” 
commonly known as higher-grade schools. A public elementary 
school may be recognized by the Board as a higher elementary 
school under the following conditions:—The school must be 
organized to give a complete four years’ course of instruction, 
approved by the Board; no child shall be admitted into a higher 
elementary school unless he has been under instruction at a 
public elementary school, other thama ‘higher elementary.school, 


May 1, 1900.] 


for at least two years, and has been certified by an inspector of 
the Board to be qualified to profit by the instruction offered in 
the higher elementary school. Attendances may not be recognized 
ina higher elementary school for any scholar who is upwards of 
fifteen years of age, and no scholar may remain in a higher 
elementary school beyond the close of the year in which he or 
she is fifteen vears old. The school must be shown, to the satis- 
faction of the Board, to be necessary in the locality, and the 
premises must be recognized by the Board as suitable for the 
purposes of a higher elementary school. The grant varies from 
25s. to 65s., with extra grants for practical work. It may be 
reduced at the rate of not more than 10s. per annum for every 
unit of annual average attendance above the number for which 
the school staff is recognized by the Board. No member of the 
teaching statf may undertake duties not connected with the 
school which may occupy any part whatever of the school 
hours. No scholar may attend a higher elementary school who 


is attending an evening school or class under the regulations of 
the Board. 


THE annual meeting of the National Association for the Pro- 
motion of Technical and Secondary Education was held on 
April 6 at the offices of the Association, Queen Anne’s Cate. 
Sir W. Hart Dyke, M.P., presided, and there were present, 
among others, Sir F. S. Powell, M.P., Mr. H. Hobhouse, M.P., 
Sir U. Kay-Shuttleworth, M.P.. Sir H. Roscoe (Hon. Secretary), 
Mr. W. Bousfield, and Sir P. Magnus. The Chairman regretted 
the absence of the President of the Association, the Duke of 
Devonshire, who had found it impossible to attend. With regard 
to technical and secondary education, and especially technical 
education, he said that the advance had been steady during the 
past ten years; and in no part of the country could it be said 
that there was a retrograde movement. The report of the 
Association upon the question was one of the best documents of 
the kind shieh he had ever perused. 


Tue Government some time ago set abont obtaining particulars 
as to the provision made for the University teaching of Roman 
Catholics —first in foreign countries and again in the British 
Colonies. The inquiry was suggested by the demand of Irish 
Roman Catholics for a State-aided University. It appears from 
the printed returns that there is no direct precedent in Protestant 
countries for an endowed Roman Catholic University. The 
Prussian Universities are mainly supported by the State, which 
has assumed control over all the medieval foundations, and has 
deprived them of every vestige of ecclesiastical government. 
Their general character in regard to secular and religious 
education is in many respects similar to that of the older 


THE EDUCATIONAL TIMES. 


205 


gregations ; but they are incorporated under the laws of the 
various States and territories, so as to secnre recogmition for 
the degrees which they confer. There are as many as sixty-one 
institutions of this kind in the United States, out of a total of 
484; but, in common with the colleges of other denominations, 
they are debarred from public endowments, whether federal or 
municipal. 


Roman Catuorics clearly fare better within the Empire than in 
foreign countries. In the Australian Colonies and at the Cape, 
higher education is open to all without distinction. In Malta 
99 per cent. of the people are Roman Catholics. “The instruc- 
tion imparted inthe University and inall Government educational 
institutions in this colony is based on Roman Catholic principles.” 
The Government grant for this Roman Catholic University, with 
its lycée, amounted last year to £4,245. 17s. 4d. “The wishes of 
his Grace the Archbishop of Rhodes, Bishop of Malta, are met 
to the extent that changes contemplated in the curriculum of the 
Faculty of Theology are submitted to him for approval before 
their adoption; and the professors occupying chairs in that 
faculty. as well as the examiners, are appointed by the Governor 
of Malta, after communicating with his Grace.” The conditions 
in Malta are governed, no doubt, by the overwhelming pre- 
ponderance of Roman Catholics in the population ; still, it has 
been pointed out that we have the British Government paying 
public money (over and above the amount of the original endow- 
ments of the Jesuits) tor the direct propagation of the Roman 
creed. 


In Canada the Roman Catholics number about two millions 
out of more than five. In Quebec alone they were at the last 
census 1,000,000 out of a total of 1,400,.000—that is, five-sevenths, 
as compared with about three-quarters in Ireland. St. Boniface 
College, Winnipeg, is affiliated to and shares in the State endow- 
ment (land only) of the University of Manitoba. St. Francis 
Xavier's College and St. Anne's, in Nova Scotia. are both 
Roman Catholic Universities. St. Anne's has a small grant 
from the local Government. Laval University, which has build- 
ings both at Quebec and at Montreal. was founded in 1802 by 
the Seminary at Quebec, receiving a Charter from the Queen in 
the same year. “In 1876 Pope Pius IX. recognized it by a Bull. 
Under the Royal Charter the Roman Catholic Archbishop of 
Quebec for the time being is named as Visitor, and the Superior 
of the Seminary as Rector. Under the Pope's Bull, the Cardinal- 
| Prefect of the Propaganda is named as Patron. Here, again, the 
Roman Catholics rely on their own efforts. The State sanctions 
the University, but does not endow it, and the consequence is 
that the professors and lecturers teach for a bare subsistence. 


English Universities, except that the State, in its impartiality | On the other hand, the Montreal Branch University (Succursale). 
provides for Roman Catholic faculties of theology, conditionally an offspring from the University at Quebec. receives an annual 
on their acceptance of State control. The consequence is that | grant of twenty thousand dollars from the Provincial Legislature 
friction exists between the Minister of Education and the! —® direct State endowment of Roman Catholic education within 
Roman ecclesiastics. who assert their authority over the faculties, | the British Empire.” 
as at Breslau and Bonn, whilst they do all in their power to 
promote independent colleges and academies, both in and out of | THe National Union of Teachers opened its Easter Conference 
(Germany, under the control of their Church. They patronize in at York on April 16. Mr. Marshal] Jackman, President for the 
this way a number of Free Catholic Universities in Belgium, | year, confined his address to the subject of security of tenure for 
France. and Italy. It has been argued that “this more or less. teachers, which, as he said, has more importance than ever, in 
compulsory education of German Catholic students, theological view of the new superannuation scheme. After dwelling on the 
or otherwise, outside of Germany, is a source of weakness to! injustice of leaving teachers without appeal in case of dismissal, 
the State. which might be avoided if the Roman Church were’ he gave some useful information as to the guarantee of security 
allowed to control one or more State-aided Universities within : in other countries. 
the Empire. ‘ ; In Belgium the tencher could appeal against his dismissal to the 
, ' equivalent of our Education Department, and even to the King 
In Switzerland the general rule is one of undenominational , himself. In Sweden he could appeal to the King’s Supreme Court. In 
equality. At Fribourg there is a faculty of Roman Catholic ' France there was a careful and elaborate system of uppeal to prevent 
theology, which was for a time much resorted to by German the capricious dismissal of teachers, the final Court of Appeal being 
Catholics. Fribourg is a State University, supported and con- the Conseil Supérieur de l’Instraction Publique. In Austria and 
trolled by the Federal Government, and perhaps it comes | eae eee appeal was to a ar ke 4 E oe 
nearest of all Universities in Europe to the type of a Roman | With England, Hungary presented, perhaps, the most interesting study 
Catholic University provided ibe a seculne on ündenomis| {70m the tenure: point of rew.. Tn Switzerland there was no -appen 
national system. Under a concordat with the Federal Govern. | but the teachers were appointed in most cantons for a certain number 
z : i of years by the parents of the scholars. Unless the teacher broke his 
ment the Holy See has absolute control over the theological Si i i 
faculty. Fribourg is at this moment subiect to something lik | contract, he cannot be dismissed. A special Court of Appeal existed 
a boycott on the part of the Germain New Catholics pee 2 | 4 in Wurtemburg. In Prussia the public schools were all denominational. 
hardly besaid thatthe German Govern ; > 3 ANC 1b need | The teacher was appointed by the school committee, and must be of 
er neg : ment ın no way recognizes | the same religious denomination as that with which the school was 
the foreign Universities to which German Catholic students | connected. His salary was paid by the committee, but a subsidy, as 
resort. In the United States there is a large number of Roman |in this country, was received from the State. As in this country also, 
Catholic Universities and University colleges. These are for the | the State pensions the teacher. When once appointed, he could not be 
most part under the control of the Roman episcopate or con- 


dismissed, unless he changed his religion, whea he might not only be 


206 


dismissed, but, with his dismissal, came the loss of his pension. He 
had not seen any return which gave the number of cases of dismissal 
in Prussia. The teacher was given the right of appeal against dis- 
missal in Queensland to the Governor in Council; in South Australia 
to the Minister of Publio Instruction ; in New Zealand to a special 
Court of Appeal; and in Tasmania the teacher could only be removed 
by the Minister, with the consent of the Local Boards of Advice. In 
Quebec and Manitoba there was an appeal to the Courts of Law in case 
of unjust dismissal. 


On the concluding day the Conference passed the following 
amongst other resolutions :— 


1. That this Conference hereby gives a hearty welcome to the im- 
portant reform instituted in the Day School Code for 1900, whereby 
(a) detachment of the instruction from the monetary considerations 
which were almost inseparable from the old system of cumulative 
grants; (b) variety and elasticity in school work, and freedom to 
adopt curricula suited to the circumstances and capabilities of the 
various schools, with the consequent opportunities for the brightening 
of children’s lives; and (c) the manifestation of greater intelligence in 
teaching and learning are at length secured. In the opinion of 
Conference, this reform continues a series of other changes in the 
right direction, instituted during the last ten years; and Conference 
calls upon members of the Union to demonstrate, by increased educa- 
tional effort, the loyalty and gratitude with which they receive the New 
Code. 

2. At the same time Conference strongly deprecates the principle 
of initiating financial improvements in the conditions of some schools, 
wholly or in part, at the expense of others. 

3. In the opinion of this Conference, the official recognition of 
higher elementary education which is given by the Minute of the Board 
of Education, dated April 6, 1900, marks an important stage in the 
progress of popular education, and deserves the hearty welcome of all 
concerned. Conference, however, records its emphatic opinion that 
due provision should be made for similar education by means of suit- 
able grants to higher classes in public elementary schools where such 
classes are established, with the consent of the Board of Education. 
Conference is also of opinion :— (a) That the article in the Minute 
which states that no child may remain in a higher elementary school 
beyond the close of the year in which he or she is fifteen years old 
should be withdrawn; (b) and that the Minute should permit of 
children, upon admission, taking that stage of instruction for which 
they are most suited. 


The second of these resolutions evidently stultifies the first. 


Tune Clothworkers’ Company have just made the first award of 
an annual free studentship established by them a short time ago 
at the Datchelor Training College. The studentship entitles 
its holder to a year’s residence at Datchelor House, and to a 
year's training in the College, together with preparation for the 
examinations of the Cambridge Teachers’ Training Syndicate, or 
for the Teaching Diploma of the London University. It has been 
awarded to Miss Emily Humphreys, B.A. Lond., who was for a 
time a student at Holloway College. 


UNIVERSITIES. 


(From our Correspondents.) 


A MEETING of the Court of the University of Wales 
was held at Wrexham on April 26, under the presidency 
of the Senior Deputy Chancellor, Dr. Isambard Owen. 
In the absence of the Treasurer of the University, Sir James 
Hills-Johnes, V.C., who has gone to South Africa, Mr. Cadwaldr 
Davies, Junior Counsel to the University, bas been Acting- 
Treasurer. The members of the Court were entertained to luncheon 
by the Mayor of Wrexham (Councillor Thomas Jones). The 
Central Welsh Board for Intermediate Education held a meeting 
on April 27, at Carnarvon. Among the questions under considera- 
tion was that of holding the annual examination of the schools 
at Easter instead of in July, as at present. 

The Guild of Graduates of the University of Wales met this 
year at Cardiff. The reports of the Literary and Welsh Dialect 
Sections of the Guild were adopted. At an open meeting of the 
Guild the Warden (Prof. J. E. Lloyd, M.A.) delivered his presi- 
dential address, and a paper on “ University Settlements” was 
read by Mr. J. G. Davies, M.A., Headmaster of the County 
School, Neath. A society, consisting mainly of professors, lec- 
turers, and past students of the Welsh University Colleges, will 
probably be formed to consider the possibility of doing work in 
the large towns of Glamorganshire and Monmouthshire similar 
to that done by University Settlements elsewhere. Profs. Burrows 


Wales. 


THE EDUCATIONAL TIMES. 


(May 1, 1900. 


and Chapman, of the University College, Cardiff, are among the 
leading promoters of the movement. 

A considerable sum of money has been recently bequeathed to 
the University of Wales by the late Mr. Pierce Davies, of Leeds, 
for the purpose of founding scholarships tenable at the University 
Colleges of Aberystwyth and Bangor. 

Principal J. Viriamu Jones, F.R.S., who is still at Geneva, is 
said to be making steady progress towards ei recovery 
from his recent severe illness, and it is hoped that he will be able 
to resume his duties at the beginning of next session. In the 
meantime Prof. Thompson, M.A., Professor of Chemistry, has 
been appointed by the Council of the College as Acting-Principal. 
Principal Reichel, M.A., of Bangor, is also acting as Pro-Vice- 
Chancellor. 


ON VOCABULARY MAKING. 


THE composing of vocabularies is a profession that lacks a dis- 
tinctive title; but, as the poets are divided by those who do not 
write poetry into major and minor, so you, reader, may, with 
convenience, speak of our vocabulary manufacture as the pro- 
fession of Minor Lexicography. Dr. Johnson himself, a major 
lexicographer, declared that the making of dictionaries was dull 
work—yet is his “ Dictionary ” no dull reading ; but with minor 
lexicography it is otherwise. The pursuit 1s exciting enough; 
but, as light literature, the finished work is not ranked high. The 

rfect minor lexicographer is not more frequently produced by 
Kacare than is the major poet. London went near to yielding one 
in the late Dr. Hubert Holden; but we can point to errors even in 
his vocabularies. We believe, however, that there is one of these 
rare beings now living at Cambridge. But most minor 
lexicographers have the failings of men, and leave out words. 
Their friends always discover the omissions, and worry about 
them; but the minor lexicographer, if he be wise, is not greatly 
impressed by their grief. 

Minor lexicography is not a very lucrative profession. Lord 
Macaulay writes that in the reign of Charles the Second its 
members wore threadbare coats; but nowadays it is possible for 
a good scholar, by unremitting industry, to earn quite fourpence 
in an hour. We have known one minor lexicographer who 
became, a rich man by the following ingenious device. He had 
the presence of mind to drop the little earnings won in his 
profession into the drains of Buenos Ayres at a moment when 
they were at ditch-water level; and after the lapse of but a few 
weeks the shrewd fellow managed to float out on the top when 
they had risen prodigiously. But it has been said, with truth, 
that wealth lightly gained is seldom well spent. Our poor 
friend ran through almost all that his successful speculation 
had brought him in a pathetic attempt to invent a new kind of 
rhubarb ; and on a day when he had but a few pounds remaining, 
and fancied that he had almost succeeded, he chanced to receive 
a catalogue from an eminent firm of horticultural practitioners— 
and, behold, he had been anticipated! We lost sight of him for 
some years after that dreadful misfortune, but at length lighted 
on him in Mayfair, dressed as a one-armed organ-grinder. He 
then said that he was doing fairly well, and had no intention of 
returning to his earlier profession. 

Minor lexicography is an art to be won only by long practice 
and close observation. It is, therefore, of little use to set down 
a recipe for making a vocabulary, because, as Izaak Walton says 
of his own art of angling: “ You then have my fiddle, but you 
have not my fiddlestick.” Nevertheless, we will here declare the 
system which we, now risen, as we believe, to the very top of our 
profession, and about to be admitted by the good offices of a 
grateful reader into the gifts or almshouses at C——, have, 
through a long life passed in close study, brought at length well 
nigh to perfection. First, then, you will make sure that you 
have a pen that is fine at the points, but yet glides fluently, so 
that your writing may not be checked, and the words may fall 
quickly from your hand. You must be at the expense, too, of 
providing yourself with many sheets of large paper, which may 
be of any size between royal and double crown. You will 
require one column for every page of your author, and you may, 
with convenience, put four columns on every page. You will then 
write out all the words without any attempt to classify them ; 
for you are to observe that classification, which some members 
of our profession practise, is not only a hindrance to dispatch, 
but is very apt to cause attacks of spleen and even frenzy. 
When all the words are thus written down in-columns, yow shall 
sort out all those whose initial is-A, and then. you shall(arrange 


May 1, 1900. ] 


THE EDUCATIONAL TIMES. 


207 


with great care and circumspection according to their true 
alphabetical order, and write them out fair, with their meanings 
and all that your reader will need to know concerning them. 
Every word, as he finds his proper order of precedence, in the voca- 
bulary, you shall cross off in the column. And thus you shall pro- 
ceed through the whole gamut of the twenty-six letters until you 
come at length to Zed and the end of your columns. This method 
is by far the most expeditious yet discovered, and, though at 
first you will experience many checks and failures in the applica- 
tion of it, yet, if you do but persevere, it shall at length yield you 
ue round sum of fourpence in the hour, as we have declared 
above. 

There is little glory to be won in this profession of minor 
lexicography. Therefore, if you adopt it, good reader, you must 
follow it for the sake of gain, for, truth to tell. the bookseller that 
employs you will scarcely follow the example of Milton’s stationer, 
and herald your works into the world as deathless and never-to- 
be-blasted laurels. Yet, if their life be short, there is the con- 
solation that it will be passed amid a goodly company of orators, 
poets, generals, and philosophers, whose society they will be per- 


mitted to share, and whose books they will have the honour of | 


interpreting. It is the habit of industrious scribes that have 
not made much of a figure in the world to publish, in their old 
age, those bulky Reminiscences, Memories, Memoirs, or what 
not, from which you are to learn, if you please. that the author 
was intimate with the great So-and-so, was a frequent guest at 
the dinner table of the famous What-d'ye-call-'em, and was 
admitted into the salon and knew the secrets of Madame Thing- 
umbob. It is not often possible to test the writer's veracity, and 
it is seldom possible to avoid a suspicion that he has magnified 
the part he bore in the transactions that he describes. To the 
gentleman who played the Cock in “ Hamlet ” there remained, in 
his old age, but the unsubstantial recollection of that one trium- 
phant crow, for his name was not onthe bill. But we have at 
hand, and shall bequeath to posterity, unimpeachable evidence 
that we were clothed in the same cloth as Virgil and Cicero— 
nay, as the elder Pliny himself, that prince of compilers. Here 
is, at least, an honour that none can wrest from you, none can 
dispute. For the rest. it is well to embrace the tenets of 
Epicurus, and, having the means to gain a competence. to trouble 
not about glory. 

_ We will conclude this paper with an expression of hope that 
in days to come the black races may be admitted into the profes- 
sion of minor lexicography. The tomahawk is now but rarely 
seen, and the assegni is fast disappearing before the beneficent 
progress of our arms. But the tamed savage, disgusted at the 
collapse of the ancestral business, has, in some parts of our 
Empire, not taken kindly to those forms of labour that we have 
hitherto offered him in its place. We minor lexicographers are 
not an exclusive race; and, when the time is ripe. there will 
doubtless be many members of the profession who will readily 
accept appointments as teachers and professors in schools 
founded for the training of our black fellow-subjects. They 
will then be able to employ their pupils in the work which, of 
course, will still be put into the haad of the professors in the 
first instance. The professors also will receive the fees from the 
booksellers, and, retaining the one-half, more or less, as their 
rightful commission, will pay over the residue to the coloured 
scribe. It may be anticipated that the endowment of such 
lectureships and professorships will greatly raise the status of 
the minor lexicographer, and will provide posts at once pleasant 
and lucrative for those who, like ourselves, have worn out their 
strength in the pursuit of this honourable calling. 


THE PRUSSIAN ACADEMY. 


Miss Mary C. Dawrs, who was present at the bicentenary festival 
of the Prussian Academy, to which we referred last month, sends us 
the following description :— 

“ Memorable indeed was this extraordinary concourse of learned and 
distinguished men, to whom their various robes and decorations gave 
a rarely picturesque setting of colour and form. Amongst the most 
conspicuons were the rich velvet rectorial robes, those of the University 
of Leipzig being still further embellished by a border of ermine; there 
were also the Paris “Immortels” in their green embroidered robes; 
whilst an element of pleasant variety was supplied by the various 
forms—triangular, square, and round—of the academic ‘caps.’ 

“After the performance of a sixteenth-century sonata, by Giovanni 
Gabrielli, for six trombones, cornet, and violons, conducted by Dr. 
Joachim, Prof. Vahlea, the President, opened the meeting. The 


assembly was thereupon addressed by the distinguished Berlin 
theologian Adolf Harnack. In an eloquent speech of an hour's 
duration, the renowned Church historian sketched in broad and clear 
outline the history of the Academy, dwelling more especially on the 
brilliant epoch under Frederic the Great, and on the present, and 
concluded with the following peroration :—‘ Science constitutes neither 
the sole nor the highest task of humanity. Those, however, to whom 
her interests are committed should devote themselves with their whole 
heart and their whole strength to her cause. However various the 
phases assumed by different scientific epochs, the fundamental task 
remains one and the same—to preserve a keen and lively appreciation 
of truth, and to convert the kosmos of forces, under which form this 
world is presented to us, into a kosmos of ideas. May it be the lot of 
our Academy, during this its third century, to continue to assist in 
furthering this work of humanity, and may powers of darkness keep 
at a distance, whilst the Light, which was in the beginning, illumines 
its way, and the Word, which was in the beginning, enlightens its 
spirit!’ Jubilant applause greets the speaker, and the conspicuous 
figure of the great Roman historian Theodor Mommsen, whose silvery 
age is still buoyed up with the elasticity of youth, steps forward and 
shakes hands with the theologian. 

“Then followed the reception of deputations in groups. The first 
of these included the Royal Societies of Göttingen, Leipzig, Halle, 
Munich, and Vienna; the foreign Academies—three from Paris, one 
. from London, 8t. Petersburg, and Rome respectively ; Trinity College 
Dablin, represented by Prof. Mahaffy; Helsingfors; Turin; the 
Società Regle of Naples, represented by Mommsen, and Christiania 
by Nansen. The last was greeted with vociferous applause, and 
much merriment was caused by his presenting to the President, 
instead of the congratulatory address, his chapeau claque! A second 
group embraced the twenty-two German Universities; as also the 
German Universities of Austria and Switzerland; while the Prussian 
Provincial Associations constituted a third. These groups were 
followed by representatives of the remaining Berlin academies and 
high schools, as well as of various art institutes, corporations, 
companies, and societies. Congratulatory telegrams were also received 
from the Grand Duchess of Baden and King Oscar of Sweden, who is 
a corresponding member of the Academy. After fitting words of 
warm thanks from the various secretaries, the proceedings were brought 
to a worthy close by the singing of Stadler’s fine hymn, ‘ Grosser Gott, 
allmachtiger Gott.’ 

“The founder of the Academy was the Kurfürst Frederic III., 
whose keen appreciation led him thus to embody the conceptions of 
Leibnitz. Frederic the Great added to the lustre of the academic 
annals by his zealous participation in its work; whilst Frederic 
William III. and Emperor William I. showed their interest and favour 
as reformers. From the present Emperor the Academy receives a 
support worthy of the traditional patronage that the Prussian rulers 
have bestowed on science. One of the chief modern developments has 
been the founding, in autumn last, of the International Association, 
the idea of which is to be traced back, it appears, to the original 
scheme projected by Leibnitz, which is said to have had in view a 
union of all European Academies. Amongst the numerous decorations 
we may mention the awarding of the Order of the Red Eagle, First 
Class, to Dr. Theo. Mommsen, and the same of the Fourth Class to 
Dr. Ad. Harnack. Amongst those elected to honorary memberships 
is Prof. Max Müller, of Oxford; whilst in the list of corresponding 
members we find, for the branch of anatomy and physiology, Burdon 
Sanderson, of Oxford; for that of classical philology, Frederic Blase, 
of Halle, and Geo. Hatzidikis, of Athens; and for that of history, 
Fred. Kenyon, of London, and John P. Mahaffy, of Dublin.” 


CORRESPONDENCE. 


PRACTICAL USE OF PHONETICS. 
To the Editor of the Educational Times. 


Sır, —Some people swear by phonetics; some only swear at phonetics. 
For a long time the too alluring promises of eager phoneticians acted 
as a deterrent to the wary. May I put forward a plea in favour of 
phonetics, not as a panacea—Figaro said more than a hundred years 
ago: “Il n’y a point de remède universel ”—but as a help, a valuable 
help, to the teacher of French ? 

Whilst writing a French book for beginners, I was endeavouring to 
guide in their pronunciation the many teachers who teach French, as 
well as many other subjects, and who have not resided eight or ten 
years in France, and who therefore cannot be certain of their pro- 
nunciation. I looked in vain for symbols of any real value. Of course, 
English equivalents are ridiculous. Boolony, mongseer, &c., we are sick 
of. The symbols of the International Phonetic Association are wonder- 
fully adapted to render French sounds, with all their shades. The ə 
(e upside down) is the half-pronounced/e in le, de, me; the 6, or 9, is 
the eu long, as in peu, creux; the @ is the’euw shortxas in peur, seul; 


208 


THE EDUCATIONAL TIMES. 


[May 1, 1900. 


j is the German j, as in ja (English y, as in yes); there is a short a— 
ie. &; a long a—t.e.a; a short o—i.e. > (half an o); and a long o—i.e. 
o, &c. These symbolsa—of which very few are hard, and which are 
very quickly learnt—enable the hardest words to be easily transcribed. 
Monsieur is mosji; feuille is fej; queue is ki; &e. 

Of course these symbols by themselves will give no one a correct pro- 
nunciation. But, whereas no foreigner who has not resided eight or 
ten years in France can read quite correctly a page of French without 
having an experienced French scholar at his elbow, once he has 
mastered, by the aid of a Frenchman, the proper value of the phonetic 
svinbols on the list (a matter of half an hour’s work), he can read by 
himself any page in phonetic transcript with a correct pronunciation, 
and perfect himself in his speech by reading aloud c:rrectly. 

The Iuternational Phonetic Association has published many books 
which, notwithstanding several serious defects, are most useful. I 
would strongly recommend to colleagues for their own use and for 
that of their pupils “© L’Ecriture Phonétique,” by Paul Pasay (Associa- 
tion Phonétique, Bourg-la-Reine, Seine, France). 

On the value of learning and teaching the production of the sounds, 
I will venture upon no expression of opinion, having met but one 
practical and successful teacher who believed in it. But it is surely 
well worth the while of all French teachers who do not feel absolutely 
certain of their speech to learn the few symbols in the phonetic 
alphabet in order to make sure of a correct pronunciation. It is very 
quickly learnt, and the time and trouble expended are amply repaid. 
] may add that I have tried it with many pupils during the past half- 
year, with results as satisfactory tu themselves as they are to me. The 
time saved is enormous. The transcript enables a whole class to get 
up correctly the pronunciation of two whole pages at home, the 
only time taken up in class being when the teacher reads and divides 
the words into groups.— Yours faithfully, VICTOR SPIgRs. 

King’s College, London. 


ELEMENTARY-CUM-SECONDARY SCHOOLS. 
To the Editor of the Educational Times. 


Sir,—-If one should be in doubt as to the boundary-line separating 
a neighbour’s land from one’s own, experience has shown that it is best 
to hoe up the ground in broad daylight to the utmost limits suggested 
by one’s own way of thinking on the matter. The Board of Education, 
at the very outset of its career, gives us a good example of such breezy 
courage. Hitherto, the higher elementary schools, which some 
School Boards had established, were, it was thought, recognized by the 
Education Department, sub rosa only, as experiments and stop-gaps. 
Tt was, indeed, assumed that the Elementary Education Act of 1870 
did not authorize the expenditure of public money in establishing what 
were practically secondary schools. The new Board has, by a minute 
recently issued, boldly given ofticial recognition to such schools. By 
what authority this is done we know not, for there is nothing in either 
the Elementary Education or the Board of Education Act to justify 
the departure. 

If the power exists, there seems to be nothing to prevent any 
deticiencies in the supply of secondary education being made good 
through the instrumentality of School Boards. This is certainly not 
what the country contemplated ; and the very point was raised a short 
while ago by the County Council, in reference to the action of the 
London School Board; but it has rot been pressed to a decision.— 
Yours faithfully, A. E. H. 


PARIS INTERNATIONAL ASSEMBLY. 
To the Editor of the Educational Times. 


Sir,— The Paris International Assembly is receiving the cordial 
support of many well known men here and across the Channel, and 
generally throughout Europe and America. Its primary purpose is to 
make the Exhibition. and the Congresses (nearly 150 in number) in con- 
nexion with it, as useful as possible to those who will visit Paris this 
summer. The idea took shape at the meeting last year of the British 
Association and the Association Francaise. Its President is M. Léon 
Bourgeois, ex-Premier of France, and tor England the Vice-Presidents 
are the Right Hon. James Bryce, M.P., and Sir Archibald Geikie, 
F.R.S. Already French, British, and American Committees of influen- 
tial character are working well together. The plan of the Assembly 
is, first of all, to arouse a keen interest in the Exhibition and the Con- 
gresses; then to guide people to such of the Congresses and portions 
of the Exhibition as they may most wish to visit. To this end special 
assistance will be given tothe different classes of visitors, and particu- 
larly to the more serious-minded. ‘There will be courses of lectures on 
special and general subjects, rendezvous, information bureau, expert 
guidance, private hospitality, means of visiting the different educational 
institutions, aud excursions to the many points of interest in the city 
and surroundings, All this is but a brief outline of the Assembly’s 
programme, and any further information of it, or of the Congresses 
and Exhibition, will be gladly given. — Faithfully yours, 

'T. R. Marr, 


5 Henrietta Street, Covent Garden. Assistant-Secretary. 


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In these Editions, Notes are Classified and Arranged. 
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Works —Introduction—Duate and Early Editions—Source of the 
Plot—Sketch of the Plot—Sketches of the Principal Characters— 
Literary Notes—Notable Passages—Proverbial Expressions and 
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1900.] 


THE EDUCATIONAL TIMES. 209 


OXFORD UNIVERSITY PRESS. 


Clarendon Press Classics. 


A 


LATIN 


UTH OR, 


CAESAR—Gallic War (Books L, IL)... 


— Gallic War 
—— Gallic War 


(Books IIL-V.) ......... 
(Books VI.-VIIL.) ...... 


penne SUE WN OE n adda caaas hades E 


CATULLI VER 


ONENSIS ...........0000. 


OCICERO—Selections (in 3 Parts) ......... 
a i E O es cca ice Gunn OESR 
= Do Dano. i 
Po Oaa i 
—— Pro Marcello 

—— Pro Ligario } Madge 
— Pro Rege Deiotaro 

ee a, MOU EEEE EEEE R 


—— Select Orations (for Schools)......... 


—— In Q. Caecilium Divinatio 

—— In C. Verrem Actio Prima } EEN 
—— Philippic Orations I., IL, IN., V., VIL 
—— Speeches against Catilina .............. 
—— Selected Letters (for Schools) ...... 
— Belect Letters. Toxt.................00 


HORACE —Odes 


COI D e ENEA AT 


—— Beleoted Odes .........-....ccccccrereeeres 
JUVENAL—Thirteen Satires ............... 
DEVY = Books Vin VIL... siraan 


OVID—8Selections (for Schools) ........... 
— Tristia (Book I.)  ...... ......ecceec sees 


—— Tristia (Bo 


ak IEL i: ank 


PLAUTUS—Captivi .ssz.sccsss sssssssersssees 


— Trinummus 


ieee eee eee ee ee 


PLINY—Selected Letters (for Schools)... 
it ag — Institutionis Oratoriae 


SALLUST ...... 
TACITUS—The 


eee ee ee eee eee Pee eee ee eee eee eee | 


CORREO Ree eee Oe eRe 


Annals (Books L-IV.) 


— The Annals (Book I.) .................. 
TERENOE—Adelphi ........:..ssecescesrsesees 


— Andria ... 


TIBULLUS and PROPERTIUS — Se- 


lections ...... 


VIRG 12 VOWED oyr areais 
—— Aeneid (Books I.-IIL) ............... 
— Aeneid (Books IV.-VL) ............... 
— Aeneid (Books VII.-IX.) ............. 
— Aeneid (Books X.-XIL) ............... 
—— Buocolics and Georgics .................. 


—— Bucolics ... 


ETETETT TEREE eee eee eee eee eee | 


— GQeorgics (Books L, IL) ............... 
—— Georgics (Books IIL, IV.) ............ 


—— Aeneid I. 
— Aeneid IX, 


Pee ee ee Pee eee eee eee eee eee 


oe Pe eee Pee eee ee eee eee eee eee) 


AND GREEK. 


EDITOR. ac : AUTHOR, EDITOR. rae 
Charles E. Moberly ................0000000. 2 0 | AESOHYLUS—Agamemnon.................. Bethe Ge Wik iiia 3.0 
i” a T ataa A A T O a | AR 3 0 
Wo l aAa -E | e PR EE R A g Aan tarate 3 0 
Se S tasaa 3 6 | —— Prometheus Bonnd........................ A O: PICMG oi sitesaveassssriaaeacs 2 0 
Pohan MUE aunan 3 6 ARISTOPHANES—The Acharnians ...... W. W. Merry... cssscssseessseseerenees 30 
Henry Walford ..................... h T ee = T TGR, a ea co. Gabesaaensgbeesseesaraudeeaneess 3 6 
St. George Stock ....0.....cccescesseeeeeees ey | = Tho MIRED i ccsesccctenacianteadeasaisvecase 5.9 AON 3 0 
i Piette. SAA PAOA Te aes E Pee ne ne eee ET er ee rrr 30 
W. Ramsay and G. G. Ramsay ...... ge se!) See ER MMU A TO A Ji: Otan a a a 
= The WARDS crosain A spuna A aoe 
a O | | E O PEE E 2 6 CEBES—Tabula (School Edition) ......... Ci Dod ORTON suroan L-6 
DEMOSTHENES — Oratio 
A. B. Poynton ae Te Philip. e L: Philippio L; ea Evelyn Abbott and P. E. Matheson 3 0 
fe are Rhein as Ee | EID SAEs: E E E 
YR Kii ag | — Vol. IL: De Pace; eg | en x 4-6 
e ALLIS .csssssoossosoosssssosoossosooseosoo ' De Chersoneso ; Philippio ee: , 
w eona E PR pot I E Ss a 2 6 
ta == Speech on the Orown ................... © » 3 6 
E. PE AE ERA J 6. EURIPIDES -Aloestis ...................... C. S. Jerram oon. eeeeseseesesneseeneneenens : : 
C. B Prichard and E.R. Bernard... S O L Gyeiggg 2 WB Long. cnn $ 
Albert Watson ........eeeeeseeseseens 4 0 _— Hecuba . és Q B. Rul idaan aa 2 6 
E. C. Wickham ............:sesceeseeeeeeey BD , “ean T scsi N ET BRE Ea E EA TTT 3 0 
W O N ans i aia Bh E a O N T ENEE ET T a S a 3 0 
C. H. Pearson and Herbert A. Strong 9 0 —— TOM ..eessersssserssereerriseserrreerresesses si maiii i ee 
A. R. Cluer and P. E. Matheson...... 5 o —— Iphigenia in Tauris ............eee OOO pe O cestenseecseeenetecsens seeeeeses 3 0 
wr e > R 2 6 edea T E T A E EAEE A TS TTT C. B. fi E p PETE E E T FO TETE 2:0 
n A o da 2 0 HERODOTUS —Book TE aiiai ana ATOA BODOG. aonaid a 3 0 
M. T. Tatham Par ee, Se 5 0 — Selections ETEF ETA TTET E T W: W: Merry PPEP PINE EET TPE EOE 2 6 
i,” in 2 € -HOMES—Disi (Books L-ZUL) cnius DEB, MONO siisii 6 0 
pes ee a 2 6 —— Tliad ee on PE pAn EE Re a a : : 
b IN APETITE N STE Iliad ( 0 a) WYTTMPTITITIL TTT rr YREETTITTITITT TTT TTT Tritt 
aar ate and W.R ai à — Iliad (Book III.) cisacssccacssecpscesciss M TORI e Na. a 
J. B. Allen ; ars rae eq Tad TOON LAL saichaccanpadaniecedvand Herbert Hailstone ..................000008 1 6 
SDN ig I Clg tags Soe agi ' — Odyssey (Books I.-XII.)............... Wis. Wy. Mo nnana dn 5 0 
W. Ramsay and G. G. Ramsay ...... 6 6.).— Odyssey (Books I. & II., se aay E SE TET each 1 6 
S. G. OWEn sssssssessis sreo senserssree serens 3 6 | —— Odyssey (Books VI. & &'VIL) ss Aaaa 1 6 
E A E N AT . 2 0  —— Odyssey (Books VIL-XIL) ......... sac) TPAR Ni 3.0 
Wallace M. Lindsay 00.0... 0.0.0.0. 2 6 , —— Odyssey (Books XIII. XXIV) seee po ameseneneennneeeeenanesteneenn: 5 0 
C. E. Freeman and A. Sloman ...... 3 0 | LUOIAN—Vera Historia ............:0:s000 AE E a ES EPOE EE A EAS ETT 1 6 
C. E. Prichard and E. R. Bernard... 3 0 | LYBIAS—Epitaphios ................-.-.00 Pe MN: E PEE E ET E 2 0 
\w. PEOTBON E N ogee 6 aia —The Apology ........ PAOTR uit St. George Stock ...............: rr ae : s 
W. We OAD aisin DG.) ee BN EERE ELE SEE E NTA PEE N ae 
H PPM aa an G 0. | —— Bolootionn siiissiiicsscnnasriiiii asi a T TEEI 5 0 
tial ae Ri ete eee a o | —— Selections (2 Vols.) .. ..........++ B. Jowett and M. X Knight ......... 12 0 
oe a a 30 PLUTARCH—Lives of the Gracchi ...... G. E. Underhill......... arenneren 4 6 
C R Preem ea A A: ieii PA 30 SOPHOOLES (2 Vols.) saririsa Lewis Campbell and Evelyn Abbott 10 6 
Ys en ae eee — Oedipus Rex (Dindorf'’s Text) ...... Bani Joia 1 6 
A. BIOMAN osesessseseesssescnessnsees sissecer 3 0 | THEOCRITUS (for Schools) -..----...-.... Bh, aR usa 4 6 
lG. GP. MANORS: gaa 6 0 | THUCYDIDES (Book L). meee Wa H. Forbes oo ceesssesseseecsrestencens 8 6 
( T > 
T. L. Papillon and A. E. Haigh ea. 3 6 ota - Selections (for Junior y, S. Phillpotts and C. S. Jerram ... 3 6 
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ao 20 *.* A KEY to Sections 1-3, for Teachers only, 2s. 6d. net. 
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C. S. Jerram PEE ETI S ý ` 2 6 | m Anabasis (Book IV.) TIETE TITT ga  Spbeuessdbesensbovostssootgssoronine 2 0 
PARAT te ae "OS dae Anabasis (Books IEL, LV.) is<ssess A a aa e O 
BA S HDERRSEAEAE SERENE SEER tiesenspans | — Anabasis (Vocabulary) ............... r . A ii 1 6 
fh. panensustarrrapieanitition 2 6 | — Oyropaedia (Book I.) ......-...-..-.-+. D FRR iaaii 2 0 
99 tae nanesseenenesscsnecegeansenses 1 6 | —— Oyropaedia (Books IV. and V.) ... 9p csssseceessseseenecsestenecsetaneeseesees 2 6 
ON ita oa cee EA tE a aaa: CROKE Bac TY: iaaii D R: RSPR inanon a 30 
In Two Parts 2 0 | — Memorabilia ..............0:..::::eeeeeseeees Je Marsra rn aN TN 4 6 
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210 THE EDUCATIONAL TIMES. 


[May 1, 1900. 


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es ee eee 


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THE EDUCATIONAL TIMES. 


211 


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FORECASTS AND COMMENTS. 


May 1, 1900. 

Tux next Monthly Evening Meeting of members 
of the College of Preceptors will be held on 
Wednesday, May 16, when Dr. Wormell will read 
a paper on “‘ Unsettled Questions of Method in the Teaching of 
Elementary Science.” 


Fixtures. 


* x 
* 

Tue British Child-Study Association holds its annual meeting 
at Manchester this year on May 3 and 4. The members of the 
Association will have an opportunity of studying the “ child” 
from the concrete and practical point of view, as there are to be 
model lessons and educational exhibits in the High School for 
Girls, Dover Street, of which Miss Burstall is Headmistress. 
The Council of Owens College is to entertain the members at a 
conversazione in the new buildings of the Christie Library. 

* & 


* 
A course of six evening lectures on “The Poetry of Robert 
Browning,” by the Rev. A. Stopford Brooke, begins at 
University College, London, on Thursday, May 3. 
* % 


On May 4 Prof. Oscar Montelius will give the first of six free 
lectures on ‘‘ Prehistoric Chronology,” on the Yates foundation, 


at University College. 


* 
& 


Mr. H. J. Mackmper, M.A., began on April 24 a course 


; of six lectures at the London School of Economics and Political 


Science on ‘‘ The Geographical Conditions of the Great Powers.” 
* * 


Max 9 will be Presentation Day at the University of London. 
It is hoped that the Prince of Wales may be able to preside over 
the ceremony in the Senate House of the University at South 
Kensington. 

i ** 

Mr. Aveustrixe BırrzrıL, Q.C., M.P., is to begin his Quain 
lectures at the University College on May 14, when he will 
treat of the “ Marriage Laws within the British Empire.” 

* * 


* 

At the Summer Meeting of the Cambridge University Exten- 
sion, to be held at Cambridge next August, from the 2nd to the 
27th, the subject chosen is ‘‘ Life and Thought in the Nine- 
teenth Century,” and the courses of lectures are being arranged 
so as to present in broad outline a view of the more remarkable 
movements and events of the century and its distinctive con- 
tributions to our social and political life. The most important 
section of the meeting will be that on National Development, 
in which Prof. A. V. Dicey, Dr. Augustus J essop, the Master of 
Trinity, and others will lecture. There will be lectures on 
“ Educational Progress in the Century,” intended primarily for 
teachers, and a small Educational Exhibition will be organized 


for illustrative purposes. 


* x 
# 


Tue Board of Education have decided, at the suggestion of 
the Council of the Society of Arts, to open, on or about 
November 1, an Exhibition of Modern Illustration in the 
Victoria and Albert Museum, South Kensington. The Exhibi- 
tion will consist of works in black and white intended for book, 
periodical, and newspaper illustrations, and will be confined 
solely to modern examples of typographical worky executed 
since 1860, This limit covers).the time during which photo- 


212 


THE EDUCATIONAL TIMES. 


[May 1, 1900. 


graphy has been available for reproductive purposes, and during | dollar of 25"; grains, and nine-tenths fine. 


The greenbacks and 


which consequently the original drawings have been preserved, | Treasury notes are called in. 


and are available for exhibition. The Board will be assisted in 
the selection and arrangement of the drawings by an influential 
committee, with some additional members, which had already 
been organized by the Society of Arts. 


Tut Management Committee of the Bir- 
mingham University scheme have received the 
Report of the Advisory Committee appointed 
to consider the best means of utilizing the 
endowments of Mr. Carnegie and an anonymous donor for 
scientific and commercial training respectively, and to visit the | 
United States and Canada for the purpose of inspecting various 
educational institutions. The document is long and important. 
Its recommendations point to the necessity of raising the endow- 


ment fund to a total of something like half a million sterling. 
+o * 
% 


Education 
Gossip. 


A Comnitrre has been appointed to consider the organization 
of the Royal Uollege of Science at Dublin, consisting of Sir 
William Abney, K.C.B., Chairman, the Secretary of the Depart- 
ment, and the Assistant-Secretary for Technical Instruction, the 
Commissioner of Valuation for Ireland, and Mr. S. E. Spring- 
lice, C.B. The reference is as follows:—‘* To consider and 
report on the future position and functions of the Royal College 
of Science for Ireland with reference to technical instruction as 
related to industries and agriculture in that country ; to report 


on the requirements of the college as regards staff and organiza- | 


tion; and to make recommendations as to the arrangement and: 
nature of the new college buildings.” 


* & 
% 


Ir is said that the number of female students, Frenchwomen 
and foreigners, in the Paris faculties, including the Faculties of 
Science and Medicine, has increased so much during the last 
five years that some young Frenchwomen, Russians, and 
Roumanians have proposed to form themselves into the nucleus 
of a female association analogous to the General Association of 
the male students. The Lance? says that the object of this new 
association will be to make the female students better acquainted 
with one another, to give assistance to those who are in need of 
it, and to provide something of the nature of a family circle, 
especially for those who, having come from far and not possessing 
the means of frequently returning home, lead a solitary existence 
in Paris during the long weeks of the vacations, when sttdy is 
necessarily interrupted. Only one of the female students of 
medicine in Paris is English. 

** 

THERE are now fourteen day training colleges in England and 
Wales—viz., Aberystwyth, Bangor, Birmingham, Bristol, Cam- 
bridge, Cardiff, Leeds, Liverpool, London (King’s College), 
Manchester, Newcastle, Nottingham, Oxford, and Sheffield. Of 
these, four (Cambridge, Liverpool, London, and Oxford) have 
men students only, while Bristol is the only one exclusively for 
women students. The others all make provision for both men 


and women. 


* ¥ 
* 


At the last half-yearly meeting of the General Council of the 
University of Glasgow Professor Ramsay commented on the 
resolution of the Court to discontinue the junior classes in 
Latin and Greek. The degree of M.A., he pointed out, could 
be taken without Greek, and he was sorry to say that the class 
of all othersin the University who most availed themselves of 
the option of taking any subject instead of Greek was the 
schoolmaster class—the very men to whom they looked for the 
teaching of Greek throughout the country. 

+o o% 
* 

Recent changes in foreign currencies call for the attention of 
teachers of commercial arithmetic. On February 27 last the 
American Senate and Congress arrived at an agreement as to 
a gold currency, which is now in use. The unit is the gold 


* s 

# 

Ox January 1 of the present year the Austrian currency 
reform, which has been in progress since the year 1892, reached 
its final stage. The krone (divided into 100 feller) now 
definitely replaces the old gulden, as the exclusively legal 
currency of the Empire. The abbreviations sanctioned are for 
the krone the letter k. (in distinction from the Scandinavian 
kr.), and for the heller the letter A. The Austrian exchange, 
as given in English newspapers, has accordingly been quoted 
since the commencement of this year in kroner and heller instead 
of gulden and kreuzer. The pound sterling exchanges at par for 


25 kroner. All the text-books of commercial arithmetic now in 
| use require alteration in these respects. 
x * 
# 


ACTIVE steps are now being taken for the establishment of 
Commercial Universities at Marseilles, Hamburg, and Berlin. 
The advance of commercial education is very marked in Japan. 
The establishment of an Imperial High School of Commerce at 
Tokio has had such satisfactory results that a like school is now 
in contemplation for Osaka, and the creation of a degree of 
Doctor of Commercial Science (Shogyogakushi) is under dis- 
cussion. l 

+o 
* 

Tarre are four grades of commercial schools in the Japanese 
Empire. In schools of the second and third grades, de- 
signed for youths who have completed their fourteenth year 
and will devote three to five years to special study, amongst 
the subjects taken up we find ethics, Japanese, Chinese, and 
English (or other foreign language), mathematics, geography, 
history, economics, commercial legislation, bookkeeping, com- 
modities, principles of commerce, business practice, and 
gymnastics, together occupying respectively thirty and thirty- 
three hours a week, with a five years’ course. In the third 
grade correspondence and commercial arithmetic figure as 
additional subjects, and the whole course is more extensive. 


o*,* 

A MOVEMENT is in progress to establish a Chair of Mining in 
the Welsh University, in connexion with the University College 
of Bangor. Wales, of course, is pre-eminently a mining 
country, and the idea of the new professorship seems to be 
popular in the north of the Principality. 


* * 
# 


Tre Governors of Porth Intermediate School some months 
ago gave the Headmaster (Mr. Samuels) six months’ notice to 
terminate his agreement as Headmaster. This came to the 
notice of the Welsh Central Board and the Charity Commis- 
sioners, with the result that the Commissioners pointed out that 
the resolution of the Governors to dismiss the Headmaster was 
invalid. We learn that another inquiry will be held by the 
Central Board at an early date into the alleged breach of the 
Glamorgan scheme for intermediate education by the Porth 
Governors. 


On the urgent request of the Council of 


ARPI PERIA St. John’s Hall, Highbury, the office of 
Vacancies: President (in succession to the late Lord 


Harrowby) has been accepted by the Rev. 
Alfred Peache, who was, with the late Miss Peache, the 
munificent founder of the college. In spite of the many 
changes recently made in the staff of St. John’s Hall, it is 
stated that the number of men at the college is decidedly 
increasing. For a few years, possibly owing to certain regu- 
lations imposed by the Bishops on non-graduate candidates for 
Holy Orders, there had been a decrease. Those regulations, 
the Guardian says, the Bishops have now, to some extent, 
modified. 


May 1, 1900. | THE EDUCATIONAL TIMES. 213 


Tue death is announced of Prof. W. R. Herkless, LL.D., of | tinance; its letters of threat and approval, sent by interested readers, 

St. Mungo’s College. and from time to time inserted by Defoe; its columns of small talk, 

* ë # which became so popular that for a while they were issued in a separate 

= supplement; and its puffs of foul quacks and enterprising merchants, 

Tue Chair of English Literature in the University of Glasgow | the Review contained every essential part of the modern newspaper, 
has been vacated by the resignation of Prof. Bradley. Mr. whose progress from it is simply one of specialization. 

Edmund Gosse has been mentioned as one of the candidates for| We hope that this is not quite so historical as the rest of Mr. 


the vucant post. Bateson’s paper. 


* è * 
% r 


Mx. 3 AET arr a een Academy, has been} 7 iteyature gives some particulars of the father of the late Miss 
appoint eadmaster of Strachan School. Buss, and incidentally suggests what may have been a con- 


Sa tributory motive for the foundation of the now famous school in 


N 
Miss Constance E. ASHBURNER has been selected out of Camden Town. 


ninety-three candidates as Headmistress of the Lincoln Girls’ | During the late forties he experienced a severe struggle for a liveli- 
High School. hood, and his wife and daughter came nobly to his assistance, by 

a establiehing in 1850 a seminary for girls, then called the North London 
Collegiate School for Girls, which was the origin of the present 


Tne Literary Section of the Welsh Guild of foundation. Buss not only became its professor of drawing, but (sic) 
Literary Graduates has had a good sale for the first volume | teacher of science, too, having first acquired the necessary knowledge 
© 


alte! : . : : of chemistry, botany, physiology, mechanics, &c., making his own 
Gossip. of its reprints of old books, which contains the | models for demonstrating the latter science. In 1874 he issued 


works of Morgan Llwyd o Wynedd, edited by! (privately) a profusely illustrated volume on “ English Graphic 
the late Warden of the Guild. The second volume will! Satire,” in the preparation of which he was aided and encouraged by 
include the three earliest Welsh tracts — * Oll Synnwyr his daughter. An excellent portrait of the artist, painted by himself 
Pen Kembero’’. (1547), «Yn y Llyfyr hwnn ” (1546), and = the “ Pickwick ” days, hangs upon the walls of the North London 
Ban wedy i dynny o Gyfraith Howel dda” (1550). This CEGO: * x 
volume is to be edited by Mr. Gwenogvryn Evans and the DES , f g , : 
Secretary. The third volume is “Drych y Prif Oesoedd,” It is interesting to notice the English books set as subjects of 
edited by Mr. Samuel J. Evans, M.A , Headmaster of Llangefni | examination for the Brevet Supérieur, and also for admission to 
County School. This book will be ready for publication | certain French training colleges. The latest decree issued by 
before the end of the summer. Mr. Evans is keeping in view! the Minister of Public Instruction gives the following selection, 
the needs of the intermediate schools, and the book will contain ' Which is to stand for a period of three years from 1900 :— Words- 
notes and a comprehensive preface in the English language. worth’s “Ode to Duty,” “ Michael,” ‘The Old Cumberland 
* * Beggar,” ‘‘ Jarrow Visited,” “Jarrow Re-visited,’”’ ‘ Daffodils,” 
Tue Secretary of the Dialect Section (Prof. E. Anwyl, M.A., |‘ The Small Celandine,” “The Solitary Reaper,” “ The Night- 
Aberystwyth) reported to the last meeting of the Guild that the ingale,” “The Cuckoo,” 5 The Skylark,” “A Highland Girl,” 
vocabulary of dialect words and expressions which he has | and “The Green Linnet” ; Dickens’ “ The Christmas Carol” ; 
arranged in alphabetical order was steadily increasing. It,Froude’s ‘‘ Oceana” ; Goldsmith’s ‘‘ The Traveller” and “The 
now amounts to over 1,700 words and expressions. Some pro-| Deserted Village.” 
gress had also been made in tracing out the boundaries of the Taps 
various Welsh dialects. The Secretary said he hoped to beable) Tue list of German books to be studied for the same purpose 
to study closely the information which he had accumulated, and perhaps shows a more characteristic choice, including, as it does, 


to prosecute further inquiries on points of difficulty. Goethe’s ‘ Faust” and “ Egmont,” Schiller’s ‘¢ Thirty Years’ 
* * a : 


* War,? short poems by both th st togetl ith 
At the last meeting of the Royal Historical Socicty, Mr. W. J. ee from Heine ig Riese Gee nates ee 
Corbett, Fellow of King’s College, Cambridge, read a very inter- ny % 
esting paper on ‘ The Tribal Hidage in the Seventh Century.” d 


Mr. Corbett pointed out that the list of tribal hidages is made| Nor the least interesting sight to the English visitor at the 
up of multiples of 12,000. This enables him to make a com- | Paris Exhibition will be the books sent by eminent London 
plete rearrangement of the kingdoms under the Heptarchy.| publishing houses, under the auspices of the Publishers’ 
Altogether the kingdoms at one time (some twelve in number) | -\ssociation, which will be shown in the British Section. 
contained 144,000 hides or families ; though some were treble or | Many of the books submitted have been rejected by the 
double kingdoms, and others half a normal kingdom of 12,000 ' British Commissioners owing to the lack of space; and the 
hides or even less. So, with the hundreds of England, some |selected books have now been catalogued and forwarded 
are larger than others. The date of the list and its origin were |to Paris. 

assigned by the author to the Peterborough chroniclers in the| ————- a arr eee 
middle of the seventh century. In the discussion which followed, 

- Mr. Harrison, Dr. Seebohm, and others acknowledged that they COMMERCIAL EDUCATION IN SECONDARY SCHOOLS. 
were deeply impressed by the paper, but reserved a final opinion 
until the papers and maps had been published in the Society’s 
Transactions. 


Ox April 4 Dr. Wittiam Garett, Secretary to the Technical 
Education Board of the London County Council, took the Chair 
at a joint meeting of the College of Preceptors and the Assistant- 

* Masters’ Association, when Mr. A. Kaus, M.A., of University 
In the new number of the English Historical Review Mr. College School, read the following puper on “Commercial 
Thomas Bateson has a diverting paper on “ Defoe and Harley,” Ao a A = 
which pillories anew the ingenious and unscrupulous writer to The question of commercial education opens up at once the whole 
whom all succeeding generations have owed sv much literary problem of the curriculum. Thirty years ago the grammar-schoo] 


. . ; master was scarcely conscious of the existence of such a problem. To 
satisfaction. Harley and Defoe seem to have made quite a fine him, classics in the morning and mathematics in the afternoon were 


art of their secret and mysterious communications. To our! the dumbells and bars by which the constituent parts of the mind were 
modern ideas, Harley placed an excessive value on Defoe’s venal | best developed. The faculty psychology alone was the basis of the 
pen. There can be no doubt that the Reriew was a vastly curriculum. The pupil was by mental gymnastics to be made adaptable 


interestin a in i f : for all the duties of life. 

SAYS : B peper An. ate day Mr. Bateson somewhat cruelly Then there came a race of schoolmen who were driven to confess 
y ae ; that knowledge itself, knowledge of the world, was a necessary equip- 

With its secret policy of upholding Harley, unfalteringly maintained | ment for life. True, they said, jitcis (the function of, education to 


for near ten years; its vigorous discussions of trade, politics, and | develop all the faculties; we must have mental gymnastics ; but, 


+ * 


214 


THE EDUCATIONAL TIMES. 


[May 1, 1900. 


ceteris paribus, those subjects of study are to be preferred which not 
only serve as disciplines, but also impart useful knowledge. Indeed, 
certain knowledge is so indispensable that the curriculum must find 
room for it, even in the absence of “disciplinary value.” Thus the 
subjects of study came to be regarded as (a) educational and useful ; 
(b) educational but not useful; (c) useful but not educational. 

In such a view of the curriculum the mind is looked upon as con- 
sisting of a number of communicating departments—memory, imagin- 
ation, observation, judgment, reasoning, emotions, will—the efficiency 
of each department increasing with its employment. Now experience 
shows that the trained powers are not transferable from one field of 
mental activity to another. You may be a good judge of a horse, but 
a bad judge of pictures; and yet the process of judging is the same in 
the one case as inthe other. The keenness of observation and sagacity 
of inference of the horse-expert are powers only as long as they are 
exercised on horses. That a man may reason well in space-relations 
and badly in matters of human conduct is a phenomenon of daily 
experience. We may be able easily to recall mathematical formule 
without being able to recall melodies and colours. Poetic imagination 
does not carry with it scientific imagination. The emotions of the 
epicure are excited by the sight of a festal banquet, whilst poverty 
and suffering may leave him untouched. My point, then, is this: that 
the powers of the mind are confined to the spheres of ideas in which they 
have been developed. And, if this be conceded, it follows that in the 
determination of the curriculum we have to consider not only what 
powers, but also what concepts, will contribute to the attainment of 
the end of education. 

There seems no meaning, therefore, in the distinction between 
educational and useful subjects. The distinction applies more 
correctly to method. A number of isolated facts strung together 
without system form an appendage; they are mere impressions of 
sound and sight; but, if the facts are acquired by the processes of 
thought and the ideas are woven into one pattern, the treatment of the 
subject is educational, and power is developed for apperceiving new 
ideas in the same field. A common instance of uneducational method 
is to be found in the teaching of elementary algebra, which contents 
itself with securing manipulation of symbols without aiming at an 
extension of the concept of number. 

The curriculum, I have tried to show, must stand in direct relation 
to life itself. It is the teacher who must make the curriculum educa- 
tional; that is to say, it is the teacher who must develop power and 
cultivate interest in the fields of thought and activity that are covered 
by the curriculum. Now a large portion of life consists of the work 
necessary for our maintenance, and education must therefore be incom- 
plete if it does not concern itself with the preparation for the sphere 
of work which the pupil is to enter. Neither from the ethical 
nor from the psychological point of view can there be any dis- 
tinction in kind between that portion of education which prepares 
him to perform his share of labour with efficiency and that portion 
which does all the rest to prepare him to live the life of a good citizen 
of his country and of the world. 

If education, then, is to be a complete equipment for life, it must 
include technical education. I wish to consider this evening the 
special education demanded by commercial life, and how far 
secondary schools should supply this demand. In dealing with this 
subject one experiencesthe difficulty of differentiating the technical from 
the general, because the qualifications of the ideal man of commerce, as a 
manof commerce, coincideins large measure with those which we associate 
with the ideal citizen. The commercial man is placed in the turmoil 
of life itself ; his operations are by their very nature always shared by 
others. The whole commercial fabric is based on trust and good faith, 
and honesty and integrity of character must be from first to last the 
distinguishing feature of the ideal business man. Preparation for 
commerce will therefore insist with special force on all those 
elements in education which are closely bound up with the formation 
of character. Again, much of the knowledge and skill which the man 
of business requires is furnished by the course of studies planned 
irrespective of the exigencies of commerce. Arithmetic, English 
composition, foreign languages, are all subjects of a general 
curriculum, and at the same time are of direct utility in the office and 
on the exchange. 

Now, we cannot take a survey of the commercial community without 
being struck with the general ignorance that pervades it. I would 
suggest the following questions to be put to an average clerk, as a test 
of his commercial intelligence :— 

1. What is the effect of writing “not negotiable” across a cheque? 

2. Explain the functions of the Clearing House. 

3. Say all you know about a bill of lading, a charter party. 

+. Explain the currency systems of France, Germany, Austria, and 
the United States. 

5. Since when have we had free trade in England? Are there any 
other European countries at the present day with the free trade 
system ? 

6. What has been the effect of the closing of the mints in India upon 
Chinese trade ? 

You would, I am afraid, get very little comfort from the answers. 
The public generally has an exaggerated idea of the training afforded 


by business life itself. The ordinary parent believes strongly in 
taking away his boy from school at fifteen, or even fourteen, and 
sending him to the office to earn 6s. a week. There is a very large 
demand for this cheap labour ; and headmaaters of London schools will 
tell you that they are continually receiving applications for smart 
boys who can write neat hands and are quick at figures. But, while 
the supply of boy labour is scarcely equal to the demand, there is 
always a crowd of candidates fora clerkship worth 25s. to 30s. a week. 
The office training has made an unskilled labourer of the boy who 
wrote a neat hand; and his labour is a glut on the market. But the 
potentiality of British commerce offers almost infinite room for men 
possessed of knowledge and skill, and the problem, therefore, that 
presses for solution is how to replace the ignorance of to-day by com- 
mercial intelligence and power of to-morrow. Let me say at once that 
I believe that experience itself must always supply an important factor 
in the equipment for commercial life; but, under modern conditions, 
the commercial probationer is his own teacher, and the value of his 
experience will depend upon the adequacy of his preparation. The 
inefficiency of the commercial assistant must, therefore, be traced to a 
deficiency in his education. 

I tried to point out at the beginning of my paper that intelligence 
and interest in a particular pursuit must be developed by disciplines 
that bear upon the pursuit. This pedagogical principle has found con- 
firmation, if not expression, in the creation of modern schools and 
modern sides; but, unfortunately for commerce, there have been 
influences at work which have disturbed the balance of the curriculum 
of these schools, and made but light matter of literary studies. These 
are of double importance to commerce, for not only do they stand in 
intimate relation to the training of a morally directed will, bat they 
form a large and essential part of the basis of knowledge directly 
applicable to commercial questions. A comparison of the English 
second-grade secondary school with the German Realschule, for 
instance, reveals at once the far higher importance that the latter 
attaches to the literary side of the curriculum. Taking one of the 
authorized programmes of the Prussian Realachule, I find that, on the 
average, throughout the school the humanities take up more than twice 
as much time as is allotted to mathematics and the natural sciences. 
Prussia has no South Kensington and no schools of science. The debt 
that German commerce owes to education is due largely to the 
admirable German secondary school system, in which the modern 
schools take a prominent place. And I would lay stress also on the 
excellence of the teaching that is characteristic of German schools. 
The teacher of the Realschule is trained for his work; his tenure is 
secure; he is adequately paid; and provision is made for his uld age. 
Look for a moment at the question of modern-language teaching. The 
Report of the Commercial Education Committee of the Technical 
Education Board tells us: “We are strongly of opinion that modern 
languages should be taught, as far as possible, as spoken languages.” 
With this we shall all agree. But wherce are we to get the teachers 
who are themselves fluent linguists? The German modern-language 
master spends a year in England and a year in France. He has 
every encouragement given him to prolong his training. The English 
secondary-school master has no inducement held out to him to spend 
time and money abroad after the completion of his University course. 
I hope I may be pardoned for referring to so commonplace and mean 
a thing as money. I do not find it mentioned in reports of conferences 
on commercial education that have from time to time been held; and 
the Chamber of Commerce, that has issued elaborate schemes, and 
offers large prizes and scholarships, seems never to have given a 
thought to the improvement in the lot of the teacher. 

Although the Realschule has done much for German commerce, there 
is a growing feeling that it does not take sufficient cognizance of branches 
of knowledge that have an immediate bearing on the conduct of business 
and commercial development. There is an increasing tendency in 
Germany to establish schools with a greater commercial bias or to add 
commercial departments to existing schools. In Bavaria, for instance, 
there are now ten Realschulen, in which a modification of the ordinary 
curriculum is introduced in the last two years of the school course for 
pupils preparing for commercial life. If it is true of the German 
modern school that it does not sufficiently cultivate an interest for 
commerce and higher commercial studies, then it is ten times true of 
the English modern school, with its strong industrial bent. In our 
modern secondary schools, then, I would urge a bifurcation during the 
last year, or the last two years, into a commercial and an industrial 
section. In the smaller schools many of the subjects might, of course, 
be taught in common to the two departments. The course of study 
that I have in my mind for the commercial department would consist 
of English literature and composition, history including a survey of 
the great periods of the world’s history, geography with special regard 
to its economic side, one or two modern languages, commercial know- 
ledge including descriptive economics, commercial arithmetic and 
algebra, geometry and mensuration, chemistry to lead up to the exam- 
ination of merchantable products, book-keeping. Subjects like short- 
hand and typewriting I would make optional. 

An understanding of the share that commerce contributes to the 
world’s well-being will implant respect for commercial, work, and will 
counteract that baneful and immoralCconception of commerce that 


May 1, 1900.] 


THE EDUCATIONAL TIMES. 


215 


makes it a mere synonym of money-making. I have before spoken of 
the paramount importance of character in the business man. I cannot 
but believe that a right appreciation of the economic nature of his 
vocation will do something to guard him against the temptation to 
derive gain by unscrupulous means. We must show that commerce is 
not gambling, and that it does not consist of giving or receiving illicit 
commissions. ‘ Economics,” then, should find its place in the com- 
mercial department; and I would include its study in lessons on 
general commercial knowledge, which would give some idea of com- 
mercial organization, legislation, and technique. With this subject of 
** commercial knowledge ” should be co-ordinated a large portion of the 
arithmetic. Thus, a discussion on Capital would lead to questions on 
interest; with the chapter on Companies should go the arithmetio of 
shares. Bills of Exchange would lead in their train questions on 
discount and on exchange. With Insurance we should have questions 
on premiums and annuities. Contracts would lead to calculations in 
which enter all, or tome, of the elements of commission, insurance 
premium, freight, and exchange. Telegraph Codes would take us to 
questions on combinations and permutations ; and so on, and so on. 

Commercial arithmetic suffers at present from a want of text- 
books that are in touch with the actuality of transactions. Take, for 
instance, the little book on “ Commercial Arithmetic” by Mr. Taylor, 
of Nottingbam. It has run toa third edition, and is evidently exten- 
sively used. The book contains four examples on the finding of simple 
interest. The first has a period of 3} years, the second 12 years, the 
third 57 years, and the fourth 8} years. If the writer had had any 
notion of commercial operations, he would, of course, have turned his 
years into days. Then, again, in nearly every example of compound 
interest we have the absurdity of interest being paysble yearly, while 
the whole amount is made due before the expiration of the year. An 
example on stocks puts “ Goschens” (23 per cent.) at 96%, 4; and in a 

uestion on exchanges the price of silver is quoted at 5s. per ounce. 

The date of the edition before me is 1896.) There isa point in this 
connexion which deserves special mention. We have no decimal 
coinage, but we can make one for the purposes of arithmetic. Facility 
in decimalizing money and evaluating the decimal is the secret of the 
commercial ready reckoner. Strange to say, the books that make 
commercial arithmetic a speciality have all,to my knowledge, failed 
to grasp the simplicity of the little problem, although as long ago as 
1870 Messrs. Sonnenschein and Nesbitt showed that the number of 
farthings is equal to the number of thousandths of a pound + +, of $ 
of that number. 

I need not insist on the important part which modern languages 
must play in the curriculum; but I must part company with 
those who believe that the teaching of French and German 
should be mainly occupied with the translation of business letters. 
This practice in correspondence generally amounts to nothing more 
than words, words, words. It arouses neither enthusiasm nor interest ; 
it is utterly barren. To sacrifice to this stuff a knowledge of some of 
the great French and German masterpieces is a cruel injustice to the 
boys. What I shonld do, if time permitted, would be to give through 
the medium of French and German a systematic account of the com- 
mercial methods, machinery, and important laws of France and 
Germany. 

In the conduct of a commercial form I do see a danger—the danger 


that its course of studies may degenerate into mechanical routine | trad 


work. Care would have to be taken that general culture and those 
disciplines that are the bases of higher commercial studies received 
their due share; and equal care would have to be taken that the com- 
mercial department was not made an asylum for the outcast. 

So far I have had in my mind second-grade secondary schools only. 
A system of commercial education will also include evening instruction, 
first-grade schools, and commercial institutions of University rauk. 
The title of my paper precludes me from dealing with the functions of 
evening classes or of the University ; but I shall not have completed 
my subject if I do not say a few words on the higher commercial 
education suitable for a boy who does not enter business before the 
age of eighteen. I confess that higher commercial education appeals 
neither to the average merchant nor to the average parent. It is some- 
thing, however, that touches the whole nation, its commercial security, 
and commercial development. For you will surely agree with me that 
in a country like England, with a democratic Government, it is a 
matter of the greatest concern that the commercial community shall 
have as leaders men capable of considering questions of currency, 
tariffs, taxation, treaties, and of inquiring into the commercial con- 
ditions of other countries, their policies, and their methods. A proposal 
has often been made to establish a commercial institute with a two or 
three years’ course. The London Technical Education Board recom- 
mends as a substitute the formation of commercial departments in 
first-grade schools. The advantages that must acorue to a commercial 
school that is conducted as part and parcel of an efficient public 
school are obvious; but this association will at the same time weaken 
the support from other schools. The experiment is being made. With 
the assistance of the London Technical Education Board, we have 
established a Commercial Department at University College School. 
To put before you its aim and character I cannot do better than read 
to you our programme :— 


UNIVERSITY COLLEGE SCHOOL, 


COMMERCIAL DEPARTMENT. 


The minimum age of admission is fifteen. Attainmenta must be of 
standard required for passing one of the following examinations (one 
modern language being included among the subjects) :—Cambridge 
or Oxford Local Senior Pass or Junior Honours; London University 
Matriculation ; C.O.P. First Class. Intermediate L.C.C. scholars will 
be admitted to the course if they can show a satisfactory knowledge 
of French or German. 

The aim is to prepare (1) for the higher branches of commercial 
life, (2) for an institution of University rank in the higher branches of 
industry and commerce. The course is two years in length. At the 
end of the first year an examination will be held for admission to the 
second year’s course. At the end of the second year’s course, the pupils 
will present themselves for a leaving examination conducted by the 
Technical Board, on the result of which examination certificates will 
be granted. The examinations will be partly oral. 


Course or STUDY. 


English literature and composition, commercial science, economics, 
commercial arithmetic, commercial history, commercial geography, 
book-keeping, mathematics. 

Two of the following languages :—French, German, Spanish, Latin. 

Optional : chemistry, shorthand, typewriting, drawing, higher mathe- 
matics. 

English.—Selected works of English literature, e.g., Bacon’s Essays, 
Burke, Arthur Helps. Essay writing, précis writing, practice in 
speaking, debates on commercial topics. 

Mathematics (first year only). — Algebra: progressions, permuta- 
tions and combinations, logarithms, annuities, and compound interest. 
Geometry: Euclid III., IV., VI. Trigonometry: elements up to and 
including solution of triangles, with special reference tc the processes 
of surveying. 

Arithmetic (first and second year).—Rapid addition, abridged 
methods of multiplication and division, rapid decimalization of money ; 
application of arithmetic to percentage, proportion, calculation of 
averages ; interest, discount, commission, calculation of present value, 
C.I.F.; foreign weights and measures, exchange, banking operations, 
international stock exchange transactions, sinking funds, conversion 
of loans. Frequent practice in mental arithmetic and casting up of 
profit and loss. 

History.—(1) Short sketch of the industrial and commercial history 
of antiquity. (2) Commercial and industrial history of the middle 
ages ; centres of commerce; divisions of society in England; Peasants’ 
revolt and economic effects. (3) From the discovery of America up to 
the invention of the steam engine; special study of the development 
of England’s foreign trade. (4) The industrial revolution. 

Geography (first and second year).—Physical geography; elements 
of geology, especially as regards coal and metals; agricultural, indus- 
trial, and commercial geography of the world; British colonies. 

Economics (second year only).—Nature, scope, and methods of 
economic science; production and distribution, labour, capital, division 
of labour, values; free trade and protection; equilibrium of demand 
and supply; money; credit; wages; relation of State to labour and 


Commercial Knowledge (second year only).—The machinery of 
business. Merchant, trader, &c.: principal, agent, partners ; companies, 
company law, syndicates and trusts; employers’ liability ; transit by 
land and water, navigation law; tariffs, banking, bills of exchange and 
other negotiable instruments ; insurance, hypothecation; chambers of 
commerce and consulates; patents and trade marks; contracts, tele- 
graph codes. To be illustrated by (a) reference to actual reports of 
commerce and current newspapers, (b) visits to docks and large oom- 
mercial and industria] houses, banks, &c. 

Modern Languages.—French and German : Reading of works of travel 
and industry, economical treatises, descriptive economics ; commercial 
condition of foreign countries taught in the foreign language ; commer- 
cial correspondence, essays—the foreign language to be used as the 
vehicle of teaching as far as possible; deciphering of foreign hand- 
writing. 

Spanish, Italian: reading, elementary grammar, conversation. 

Chemistry; Shorthand (Pitman’s or Script); Drawing: Freehand, 
drawing to scale. 

We have uphill work before us, because we have to convert the 
parent, the merchant, and perhaps also the schoolmaster. 


Mr. BARKER said that a large proportion of the boys in the school of 
which he was headmaster would enter commercial houses in the 
City on leaving school, and these boys would be better fitted for 
their work if a good scheme of commeicial education could be adopted 
for the fifth and sixth forms. But at present there was little induce- 
ment to boys to remain at school in order to undergo this training, as 
at the end of it they could not secure a better position than they 
might have done without the training eighteen months earlier. 
Merchants, in fact, did not appear to require the \services_of well 


216 THE EDUCATIONAL TIMES. | May 1, 1900. 


educated lads, and in some cases they positively discouraged efforts on Board could do. Amongst other things, a Minister of Commerce might 
the part of their employees to acquire knowledge which might be of! arrange for the introduction of the metric system and its adaptation 
use to them in business. It had been said that commercial education į to English trade, a change which could be introduced with very little 
suffered from a lack of efficient teachers, and he was afraid that this disturbance of our present methods. The reason why employers pre- 
state of things would continue so long as the position of teachers in ferred German clerks was that they were better educated than English 
this country contrasted ro unfavourably as it did with that of teachers! ones, and it followed that, if this state of things were altered, the 
on the Continent. In France and Germany teachers were encouraged | German clerk would no longer find employment in England. He 
to acquire the necessary knowledge, and were sure of adequate remu- | agreed with the lecturer that it was undesirable to restrict the reading 
neration when they had completed their training. If similar induce-' of French and German to commercial lettera. This kind of reading 
ments were offered here, there would no doubt be an ample supply of did not afford the culture which was to be derived from the study of 
properly qualitied teachers. He thought that the lecturer had somewhat ! general literature, and which was so necessary to the formation of 
exaggerated the reluctance of headmasters to let their boys enter; character. 

special commercial schools. Every teacher would naturally preferthat| Mr. LANGLER supported Mr. Barker in refuting the accusation made 
a promising boy who had been for some years under his care should | against teachers, which seemed to involve unwillingness on their part 
complete his school career with him; but no headmaster would! to promote the welfare of the boys under their charge. 

object] to a boy entering another institution if by so doing he! Mr. Kann having replied to the various speakers, a vote of thanks to 
would receive special training which the school curriculum did not | the lecturer concluded the proceedings. 

provide for. SO ae ee ly aT Pe ES Eee Eee eens Te RE E 

Mr. Paton thought it was very hopeful for the new venture that it 
was in the hands of a man who thoroughly believed in the humanities, 
and who was going to treat commercial education, not as the educa- 
tion of a machine, but as a branch of liberal education. Up to the 
age of thirteen or fourteen, in fact, it differed in no essential respect 
from ordinary school education. It was undesirable that special com- 
mercialschools should be established in which the curriculum should 
be confined to commercial subjects, because in teaching such subjects 
utilitarian methods must almost necessarily predominate, with the result 
that both mind and character would be dwarfed. It was commonly 
said that a boy who was clever was too good for business, but he held, 
on the contrary, that there was no better field for the development of a 
man’s intelligence than a large commercial establishment. It was 
important that commercial education should not be begun too early, as 
otherwise, although efficient clerks might be produced, they would not be 
men capable of adapting themselves to new conditions, able to plan 
and able to grapple with the real problems of commercial life. That 
there was need of such men was shown by consular reports, from 
which it appeared that English trade was being ousted from one 
market after another. 

Mr. G. Brown said the new Commercial Department was fortunate 
in having the support of the Technical Education Board, and in start- 
ing with a selected set of pupils of London schools. But, if it was to 
prove a success, it would be necessary to convince the heads of com- 
mercial firms that the training given would be really serviceable. At 
present there was little demand for higher commercial education. It 
was true that it was requisite for the few who were to become 
pioneers of commerce, but for the great majority of men employed 
in business houses all that was required was rapidity of calculation, 
ability to write a Jetter and spell well, and ordinary tact and intelli- 
gence. Then, too, the prospects offered were hardly such as to warrant 
the expenditure of much time and money in special preparation. The 
average commencing salary was from eight to twelve shillings a week, 
and for a large proportion of employees there was small prospect of 
advance beyond fifty pounds a year. He was opposed to the conversion 
of ordinary secondaty schools into commercial training institutions. 
A wisely arranged school curriculum shonld provide for the proper 
general training of boys intended for commercial life as well as for 
those who were to follow other pursuits, and it was useless for boys to 
commence to specialize until their future career had been definitely 
decided upon. The success of Germans in commercial enterprise was 


TWO HUNDRED YEARS AGO. 


Ir is easy to take our educational privileges and blessings as a matter 
of course, and without very much thought or gratitude. But these 
things have not been always so; indeed they are startlingly new, as one 
realizes in reading any hook of biography or social custom earlier than 
the middle of the present century. Seventeenth-century England 
looked with very little favour on learned women. In Mrs. Earle's 
recent book on “Child Life in Colonial Days” there is plenty of evi- 
dence that colonial opinion on this question was even more conservative. 
In that book Mrs. Earle gives us a graphic picture of the life of the 
wives and daughters of the men who had left these shores to settle 
beyond seas, and build up a new life for themselves and their families. 
That the colonial women of the seventeenth century were “notable 
housekeepers” there is not a shadow of doubt. One stands amazed 
before the chronicle of their labours and accomplishments. They were 
the clothiers of the community; spinning and weaving, dyeing and 
bleaching, cheese-making and soap-boiling—these were only some of 
the numerous duties they performed. Needlework of the most 
fantastic and intricate kind, Jace-making, and the most wondrous 
quilting, occupied the spare momente of these industrious housewives, 
and it is no wonder if they had little leisure to spare for intellectual 
pursuits properly so called. 

Mrs. Earle gives a typical day’s work of a young eighteenth-century 
girl, who lived in Connecticut, and kept a diary. Here is Abigail 
Foote’s record :—“ Fix’d gown for Prude. -Mended mother’s riding- 
hood. Spun short thread. Carded tow. Spun linen. Worked on 
cheese-basket. Hatchelled [combed] flax with Hannah: we did 51 lbs. 
apiece. Pleated and ironed. Read a sermon of Doddridge’s: sporied 
apiece. Milked the cows. Spun linen and did fifty knots; made a 
broom of guinea wheat straw. Spun thread to whiten. Set a Red 
dye. Had two scholars from Mrs. Taylor’s. I carded two pounds of 
whole wool and felt nationly. Spun harness twine. Scoured the 
pewter.” 

A pretty good record, too, and varied! Is it not, perhaps, a little 
humbling to modern readers? There are some curious items in the 
day’s account, which set us wondering. The sudden appearance of 
Dr. Doddridge’s sermons in the list is unexpected. After such a hard 
morning's work something lighter would have been allowable for 
Abigail’s reading. But she was clearly a serious-minded maiden, and 
largely due to the high level of their general education, and this was | naturally betook herself to sermons. Then there is the mention of the 
assisted by the encouragement and support given by the German two scholars from Mrs. Taylor’s. Can it be that Abigail added the 
Government to their teachers—a support which was unfortunately | profession of teaching to ber other employments! It is impossible to 
entirely lacking in the case of secondary-echool teachers in this; decide. Then comes the final confession, “felt nationly,” the mean- 
country. The Technical Board were doing something to supply this de- | ing of which word is not clear, but it seems to imply a sense of 
ficiency, and he felt sure that any money they might spend in this satisfaction over a well spent day ; and, if that is a true interpretation, 
way would be well spent. He could not agree with a previous speaker | surely Abigail Foote was entitled to the feeling. We should have felt 
that England was far behind other nations in commercial progress. | not only nationly, but absolutely exhausted, in her place. 

On the contrary, he thought this country was fully maintaining the| In Governor John Winthrop’s “ History of New England” (1646), 
position it had won. The reason for this was to be found, not in the; there ig an instructive paragraph bearing on the subject of girls’ 
training obtained at commercial institutions, but in the character of | education. “A godly young woman of special parts is said to have 
Englishmen. Tact, determination, power of taking pains, willingness  “ fallen into a sad infirmity, the loss of her understanding and reason. 
to work through periods of pressure, and eagerness to advance—these | Which had been growing upon her divers years by occasion of giving 
were the qualifications required for commercial men, and these were | herself to reading and writing”; and it is further alleged that she 
the qualities that teachers should try to develop in boys who were to |“ had written many books.” “If she had attended to her household 
make their way in the world of commerce. affairs, and such things as belong to women, and not gone out of her 

Mr. SHIPHAM questioned whether it would be wise to give toa school | way and calling to meddle in such things as are proper for men, whose 
with snch a liberal curriculum as that sketched by Mr. Kahn the title | minds are stronger, she had kept her wits, and might have improved 
of a commercial school, as in the event of the school proving | them usefully and honestly.” 
successful an impetus would be given to the demand for an education| It was, in fact, well understood that a woman’s education was 
of a utilitarian and inferior type. domestic and industrial. Ifa girl learnt to read and write, that was 

Mr. SONNENSCHEIN said it was true that at present English | sufficient. Sometimes arithmetic was added, but in a good many cases 
commerce was ahead of that of other nations; but it was doubtful | the girls were left without any instruction at all, even in the “three R's.” 
whether it would remain so, considering the great progress made by | No doubt in the pioneering days of colonial life it was for the ultimate 
Germany during the last hundred years. He hoped that an English | good of the community that the women should devote their energies 
Minister of Commerce would be appointed, as such a Minister | mainly to such employments as sustained the life of their households, 
might remedy many of the things that shackled our trade, and could | from the making of cheese and tho spinning of flax to the manufacture 
promote commercial education far more effectually than the Technical ' of brooms and harness. : 


re a a e a a a e - 


May 1, 1900.] 


THE EDUCATIONAL TIMES. 


From that picture it is interesting to turn to the words of a 
seventeenth-century Englishman, who had visions of a new era in the 
education of women. In an essay printed in 1697, Defoe writes as 
follows :—‘“ I have often thought of it as one of the most barbarous 
customs in the world, considering us as a civilized and Christianized 
country, that we deny the advantages of learning to women. We 
reproach the sex every day with folly and impertinence; while, I am 
confident, had they the advantages of education equal to us, they 
would be guilty of less than ourselves. . . . One would wonder indeed 


how it should happen that women are conversible at all; since they are | 


only beholden to natural parts for all their knowledge. Their vouth is 
spent to teach them to stitch and sew or make baubles. They are taught 
to read indeed, and perhaps to write their names or so, and that is the 
height of a woman's education. If knowledge and understanding had 
been useless additions to the sex, God Almighty would never have given 
them capacities, for he made nothing useless. . . . Besides, I would 
ask such what they can see in ignorance that they should think it a 
necessary ornament to a woman; or how much worse is a wise woman 
than a fool? . .. Shall we upbraid women with folly when ’tis only 
the error of inhuman custom that hinders them from being wiser ? ” 

After this chivalrous defence of women’s capacities, Defoe proceeds 
to state what they might fitly be taught, and it is noteworthy that he 
dwells much on the effect of education in improving the conversation 
of women. That, of course, implies much beside, and behind. “They 
should be taught. all sorts of breeding, suitable both to their genius and 
quality. And, in particular, music and dancing, which it would be a 
cruelty to bar the sex of, because they are their darlings. But besides 
this they should be taught languages, and particularly French and 
Italan; and I would venture the injury of giving a woman more 
tungues than one. 

“ {hey should be taught to read books, and especially history; and so 
to read as to make them understand the world, and be able to know 
and judge of things when they hear of them.” But even this is not the 
limit of Defoe’s visionary scheme of education. He goes further 
still, and adds, in a burst of enthusiasm and generosity: “ To such 
whose genius would lead them to it I would deny no sort of learning, 
but the chief thing in general is to cultivate the understandings of the 
sex that they may be capable of all sorts of conversation, that, their 
parts and judgments being improved, they may be as profitable in their 
conversation as thev are pleasant.” 

In conclusion, after another profession of faith and further argu- 
ment, Defoe declares that “all the world are mistaken in their practice 
about women. For I cannot think God Almighty ever made them so 
delicate, so glorious creatures, and furnished them with such charms, 
s0 agreeable and so delightful, and with souls capable of the same 
accomplishments with men, and all to be only stewards of our houses, 
cooks, and slaves. Not that I am for exalting female government in 
the least, but, in short, I would have men take women for companions, 
and educate them to be fit for it.” 

That was written rather more than two hundred years since, but 
even yet there linger some who find themselves more in sympathy with 
Governor Winthrop than with Daniel Defoe. M.8. 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held at the College, Bloomsbury 
Square, on April 7. Present: Dr. Wormell, Vice-President, in the 
Chair; Mr. Buumann, Rev. J. O. Bevan, Mr. Bidlake, Mr. Brown, 
Mr. Butler, Mr. Charles, Mr. Chettle, Miss Crookshank, Mr. Eve, Rev. 
Dr. Hiron, Mr. Millar Inglis, Mr. Montgomery, Mr. Pinches, and Dr. 
R. P. Scott. 

The minutes of the last meeting were read and confirmed. 

The report of the Finance Committee was adopted. j 

The Rev. J. O. Bevan was appointed to represent the College at the 
Educational Congresses organized by the Association Internationale 
in connerion with the Paris Exhibition. 

The following persons were elected members of the College :— 

Mr. G. W. Dolbel, A.C.P., Oxford Road, Basford, Stoke-on-Trent. 

Miss A. G. Doré, 50 Gladsmuir Road, Highgate, N. 

Miss M. E. Gutteridge, A.C.P., Baynard Castle, Gravesend. 

Mr. T. Hay, M.A. Camb., B.Sc. Lond., A.C.P., 15 Broomfield Road, 
Chelmsford. 


The following books had been presented to the Library since the 
last meeting of the Council :— 


By E. ARNOLD.—Arnold's Geographical Pictures. 

By G. BELL & Sons.—Murray’s Graduated Exercises and Examination Papers in 
Book-keeping. 

By BLACKIE & Son, Ltp.—Annandale’s Concise English Dictionary ; Laming’s 
Eutropius, Books I. and II.: Ryland’s Pope's Essay on Criticism. 

By C. J. CLAY & Sons.—MacCunn's The Making of Character; Rippmann’s 
Hauff’s Der Scheik von Alessandria. 

By W. B. CLive.—Brigges and Stewart's Advanced Practical Inorganic Chemistry ; 
Thompson and Mills’ Lysias’ Eratosthenes and Agoratus. 

„By MACMILLAN & Co.—Berthon’s Specimens of Modern French Prose; Binns’ 
Normand’s L’Emeraude des Incas; Hyslop’s Euripides’ Andromache ; Wall's 
Daudet's La Tour des Maures, 

Calendar of King’s College, London. 
Calendar of Royal University of Ireland, and Supplement, 
Year Book of the Joint Scholarships Board, 1899-1900, 


REVIEWS. 


Two HISTORIES. 


(1) Sir W. Smith's History of Greece, from the Earliest Times to 
the Roman Conquest. New Edition. Revised by G. E. 
Marindin. (Murray.) (2) History of Greece. By Evelyn 
Abbott. Part ILL. From the Thirty Yeurs’ Peace tu the Full 
of the Thirty at Athens. (Longmans.) 

(1) It is nearly half a century since Smith's “ Greece” appeared. 
The interval has been singularly rich in archeological discoveries 
and in scholarly criticism of the Greek classics, and has even been 
distinguished by“ finds,” like the Odes of Bacchylides and Aristotle 
on “ The Constitution of Athens.” Nor has it been less marked by 
the growth of a keen interest. on the part of a considerable section 
of the public, in Greek literature and antiquities. The investiga- 
tions of Dr. Schhemann, Prof. Ramsay. and their fellow-workers, 
and University and public-school representations of Greek plays, 
have appealed to a constantly increasing circle. It was time, 
therefore, that so useful a manual, which, bused as it was on 
Grote’s great work, embodied the best knowledge of the time, 
should be brought up to date. It would have been difficult to find 
a morecompetent editor than Mr. Marindin, the scholarly colleague 
of Mr. Wayte in the production of the new “ Dictionary of 
Antiquities.” The present edition reproduces for the most part 
the ipsisstima verba of Sir W. Smith's “ History.” but certain 
portions have been practically rewritten. This is especially the 
case with the chapter on Greek Art and with the whole of the 
First Book (the Mythical Age.) Recent discoveries and specu- 
lations have added so much to our knowledge of the period that 
this was absolutely necessary, and we only wish Mr. Marindin 
had drawn even more freely on his stores of information. The 
chapter on the Homeric Poems is rather hard reading; it assumes 
too much knowledge on the part of the reader, and introduces 
perhaps inevitably, a good many qualificatious of the view which 
the writer on the whole prefers. 

The revision of other parts of the book seems done with care 
and judgment. Take, for example, the battle of Marathon and 
the fate of Miltiades. The map of the district is better, and the 
topographical particulars clearer, the result, no doubt, of more 
recent investigutions (eastwards, by the way, is accidentally put 
for westwards); the more rhetorical part of the description of 
the conditions under which the battle was fought is slightly 
abridged; the question of the guilt of Miltiades and his treat- 
ment by the Athenians is dealt with in a more judicial way; 
and an interesting parallel between his case and that of Sir 
Walter Raleigh is suggested. It is not easy to say whether 
the editor’s adherence to the lines and the proportions of the 
original book is justitied; nearly half of it is still oceupied by 
the history of the fifth century s.c., and no attempt has been 
made to deal with Greek life after the heroic age. or with the 
Hellenizing of a considerable part of the world, both subjects 
excluded from Smith's “ Greece.” Probably the object is still 
to supply a sound and trustworthy handbook for the classical 
student rather than a popular history appealing to the general 
reader. ‘The illustrations are somewhat less numerous than 
in the earlier editions, but are all to the point, and admirably 
engraved. More than half of them are new. ` 

(2) Twelve years have passed since Mr. Abbott printed the first 
part of his “‘ History of Greece.” His notes in the present volume 
are full of proofs that he has contrived to keep pace with the 
rapid growth of materials; and it says much for his enthusiasm 
that after all that he must have endured he declares that Greek 
history in the fifth century B.c. has an interest that is in- 
exhaustible. 

Holm’s valuable work, which is on much the same scale as Mr. 
Abbott's, is in our Judgment a far more interesting book. There 
is, of course, much more in it that is original, and the disserta- 
tions and notes are as entertaining as they are learned. But it 
cannot be denied that Holm is of little use to the beginner. His 
History appeared in the same series as Mommsen's great Roman 
History; and facts are grouped and inferences interwoyen with 
facts after the method made familiar by the earlier book. We 
have found that students cannot muke much of Holm unless they 
have previously endured a course of Oman; and we have often 
had reason to sympathize with the knowing candidate for a 
Bible Clerkship at All Souls who observed that the style of 
Herodotus is marked by the exquisite simplicity of Oman. Mr. 
Abbott's History comes somewhere letween Holm and Oman, and 
is a likely book for sixth forms@nd University students. 


218 


The difficulties that encounter modern historians of ancient 
Greece are countless. On very many matters it is simply im- 
possible to arrive at certainty. The Greek historian, whatever 
purpose he set before himself in writing, never undertook to 
supply a complete chronicle of passing events. He would select 
some department of past or contemporary history—perhaps of 
both—and everything that did not lie within that compartment 
he would deliberately omit. To censure Thucydides, for example, 
as Prof. Mahaffy censures him, because “he passes in con- 
temptuous silence over all the artistic development of Athens, is, 
we hold, beside the mark. 

It has been pointed out again and again that the writing of 
history did not in ancient times mean what it means nowadays; 
and the broad effect of the difference of theory is that our 
modern writers on antiquity are too often left by their ancient 
authorities wholly or partially in the dark. Over the countless 
difficulties thus caused Mr. Abbott passes lightly, with the 
single exception that he enters in an appendix into the dis- 
crepancies between the accounts of the rule of the Four Hundred 
at Athens given by Thucydides and Aristotle. He is very 
properly chary of accepting anything that rests on uncertain con- 
jecture or doubtful combination. We do not understand how he 
can still hold that the election of the Athenian generals took 
place in May. About the meaning of a passage in which 
Thucydides asserts that Pericles did not hold an ecclesia during 
the first invasion of Attica, we do not see that there need be any 
question. We know that there was but one regular meeting in 
each prytany, and that this meeting was held on widely different 
dates in different prytunies. When we remember that the in- 
vasion lasted but a month or so, it is not much to suppore that 
Pericles, standing in the high position in which he then stood, 
was able to arrange that the regular meeting that would, 
perhaps, have taken place during the invasion should be post- 

oned. 

j Of Pericles Mr. Abbott is not an enthusiastic admirer. He 
blames him strongly for not providing shelter and drainage for 
the population that was crowded into Athens during the invasion 
of Attica, and seems to hint that he was responsible for the awful 
epidemic that made the city desolate, and carried off the states- 
man himself and his two sons. Upon his strategy he is as severe 
as Pflugk-Hartung. What is possible for a power almost 
exclusively naval, and exposed to the attacks of a great combina- 
tion of land forces, is a question that might well tax the professed 
strategist. “ Between the seizure of Platæa,” says Mr. Abbott, 
“and the invasion of Attica there was an interval of nearly three 
months, in which . . . a blow might have been struck at Bæotia, 
or measures taken to secure the passes over the Isthmus of 
Corinth.” This is merely a repetition of Duncker’s criticism, 
except that Mr. Abbott ought, of course, to add “and the passes 
into Bæœotia.” It would have been of little use to lock up the 
Athenian army in the passes over the Isthmus, and to have left 
Cithæron and Parnes open. However, Mr. Abbott gives a 
reference to Delbrück; and, in regard to these plans of 
operations, we can only say that we do not think Mr. Abbott has 
sufficiently considered Delbrück’s reply to Duncker (pages 89 
et seq.). 

It is very hard to write Greek history without becoming in- 
volved in an “intellectual difficulty ” on which Mr. Herbert 
Spencer has laid stress. “Measuring other people’s actions by 
the standards our own thoughts and feelings furnish” is an 
error to which the historian of Greece is peculiarly liable. The 
reason is, perhaps, that we moderns feel a sympathy with the 
Athenian genius such as we are not capable of feeling with 
the haughty spirit of Rome. Greek thought dominates our 
schools, and we are apt to imagine that, when we take to think- 
ing, we think like the Greeks. So we sometimes censure or 
praise a Pericles for reasons that would never have occurred to 
a Greek of the fifth century before Christ. To the era of Tory 
Mitford and Radical Grote there has succeeded the era of 
modernizing historians—the school of which Miiller-Stribing 
Was once so conspicuous an ornament, and in which Prof. 
Mahaffy is now a distinguished teacher. Mr. Abbott, so far 
as we remember, does not quote either Müller - Stribing or 
Prof. Mahaffy; but he occasionally thinks as they might 
think. 

The volume closes with a useful compilation entitled “ Litera- 
ture, Art, Society, &c.” We note with interest that Mr. Abbott 
follows Mr. Haigh’s views on the production of tragedies, and 
we think it would have been well to point out that the state- 
ments in Gardner and Jevons’s “ Manual” are, in some cases, at 
variance with Mr. Haigh’s opinions. 


THE EDUCATIONAL TIMES. 


[May 1. 1900. 


Niuium In Parvo. 


A Brief History of Eastern Asia. By J. C. Hannah, M.A. 
(Fisher Unwin.) 


Mr. Hannah has essayed a sufficiently formidable task. In the 
compass of 274 pages he has compressed the history of China, 
Japan, Tartary, Burmah, Siam, and India, from the semi-mythical 
Hwangti, who regulated weights and measures in 2332 B.c., to the 
occupation of the Philippine Islands, in 1898, by the forces of the 
United States. Evidently, then, the field is an enormous one, 
and the author would, perhaps, protest against any but technical 
criticism, against the merest hint that the result of his labours is 
neither interesting nor illuminative. He would say that his book 
is, of necessity, an outline only, an affair of dates, of battles, of 
conquests, and of dynasties; and that no one would think of 
criticizing the cheerful occupants of the cases in a surgical 
museum because they do not compete in beauty with the Venus 
of the Louvre. There is, of course, a good deal to be urged in 
favour of such a plea; and we may say at once that, if any one 
desire a handy compendium of names and dates referring to the 
Far East, no better volume can be found than Mr. Hannah's. 
The perpetual forays and raids (rather than wars) of Tartar tribes, 
the feuds of Kiptchak and Uzbeg, the battles fought by Huns 
and Turks, the rise of Chang and the fall of Wong—all such 
matters may be found briefly set down, dated, and indexed. As 
a skeleton, then, the “ Brief History” is very well; and the 
student who likes to regard the great epic of the East in a 
“bony light” will find his account in possessing Mr. Hannah’s 
book. 

But, from the standpoint of true education, how thin it all is! 
Dr. Johnson, we know, liked history to be composed of hard 
facts, with reliable dates attached; he laughed at the “ painted 
style,” as he called it. But these axioms were certainly delivered 
in the most drowsy moments of our good old Homer. For what 
does it come to, after all, this succession of names, barbarous 
and outlandish, this dry roll of massacres of savages by savages, 
this recitation of emperors whose titles sound like gongs beaten 
out of tuneP It is simply an elaborate variant of the great 
dictum of Mr. F.’s aunt: There are milestones on the Dover 
road—an insignificant catalogue of events, which lie like useless 
lumber in the cells of the memory, keeping out far rarer store. 
The history of man, whether Asian or European, is surely some- 
thing far more than a litany of battle, and murder, and sudden 
death. The inhabitants of India have always fought one tribe 
with another. Doubtless; and what does that matter? The 
po Togan facts in Indian history are. surely, not the bloody 

rawls which Indians indulged in, in common with all peoples of 
the earth ; but rather Indian art and Indian thought— ites mar- 
vellous hill temples that stand in the wastes of Ceylon, making 
Coleridge’s opium vision seem but a literal history; the vast 
metaphysic ehich still keeps its secrets, and smiles calmly at the 
“yea” and “nay” of the young physical science of the West. 
And there are the great décor of Indian life, the wonders of its 
sacred cities, all the colour and glow of the swarming streets, the 
splendour of temple and palace, the suggestion, always present, of 
myriads who lead a life quite secret and remote from anything 
that we have dreamed of in the West, who have lived that hidden 
life age after age, unchanged and unchangeable. To tell of these 
things, surely, is to tell the history of India; to realize such 
things is to be “educated ” in Indian history, since it is to 
understand ali that is significant in the life of Indian men and 
women. 

Of course the historical skeleton is necessary; but it is, 
emphatically, a skeleton to be kept in a cupboard, to be glanced 
at now and again, and immediately to be decently hidden from 


view. The human mind is a vessel of strictly limited capacity.. 
owers, so that Darwin, who. 


an instrument of strictly limited 
had turned his intellect into a fact-grinding machine, could 
relish Shakespeare no more, and the youth who excels as a 
lightning calculator is not likely to appreciate Keats or to rival 
him. There was a time, of course, when the dynasty of Gradgrind 
reigned, and ideas were nothing accounted of, but this furious 


and barbarous Tartar race has been pa and we are- 


generally agreed that facts are not of the slightest consequence 
save as the embodiment of ideas. It will be admitted that it is 
highly desirable that English boys and girls should understand 
a little of the East and the Easterns, and to this end we would 
recommend an agreeable compilation known as the “ Arabian 
Nights,” with certain of the works of Mr. Rudyard Kipling. 
The study of Mr. Hannah’s “Brief History’ is for those of 
riper years. 


May 1, 1900.] 


A New CYCLOPEDIA. 

“ The Temple Cyclopwdic Primers.”—(1) A History of the Eng- 
lish Church. By the Dean of Gloucester, (2) Ethnology. By 
Dr. Michael Haberlandt. (3) Dante. By Edmund G. Gard- 
ner, M.A. (4) The History of Language. By Henry Sweet, 
M.A. (5) A History of Politics. By Edward Jenks, M.A. 
(6) A History of South Africa. By W. Basil Worsfold. (J. M. 
Dent & Co.) 


We have here a very promising new series of neat little volumes, 


which lay the foundation of a library of condensed information | 


by competent writers on great subjects. As the titles of the first 


six volumes testify, the selection of subjects is, so far, judicious , b ; | ; l 
to refer to in drawing up time tables, and in arranging hours for 


and comprehensive, and the manuals—which may not inaptly be 
described as finger-and-thumb books—are such as will specially 
appeal to the scholar and the student. 

(1) We must very cordially congratulate Dean Spence on the 
manner in which he has condensed the history of the English 
Church—a great subject—into the modest limits of a primer. It 
is just possible to infer from the tone of the book rather than from 
any distinct pronouncement that the author's sympathies go with 
the party which calls itself Evangelical, but not the most resolved 
of Catholics covld deny the very admirable impartiality with 
which Dr. Spence tells the story of the Ecclesia Anglicana. There 
is, perhaps, a tendency to insist overmuch on the peculiar merits 
of Celtic Christianity—always rather a beautiful spirit than an 
organized body—but this is, after all, an amiable weakness, akin 
to the famous literary cultus of “Celtic glamour.” We may 
question again whether the author’s depreciation of plainsong is 
well considered, since there are many who would maintain that in 
the Gothic church and for the Gothic rite there can be no more 
fit or more splendid accompaniment than the grave and sonorous 
Gothic melody; but these are but trifles which interfere little, 
if at all, with the excellence and the usefulness of an admirable 
little book. 

(2) Dr. Haberlandt has given an excellent outline of ethnology, 
and the value of his primer is largely due to the fact that he 
holds the one key to the understanding of the human enigma. 
He has grasped the fact that man is what he is by reason of his 
desire of the unknown, or in other words, through the influence 
of religious emotion. Tobacco, as the author points out, was 
originally incense ; clothes were, in the first place, vestments ; and 
the list might be indetinitely extended. Language, for example, 
has long been considered the differentia of man, and thisis true, 
but only true if we go back to language in its beginnings when it 
was a solemn chant used in the lyric of incantation. And, no 
doubt, the first tools were ritual knives, the first roast meats were 
burnt offerings; nay, was not the fire itself it aes) a great 
symbol of adoration? Dr. Haberlandt, as we have said, has 
grasped this most important principle. and the recognition of it 
has enabled him to write a very striking sketch of human be- 
ginnings. It is to be regretted that he does not quite appreciate 
the nuances of the English language ; there is certainly an invoca- 
tion to laughter in such a sentence as: “this poverty of sentiment 
made his art productions rude and plump.” 

(3) Mr. Gardner’s “ Dante” is a compact introduction to the 
life, times, and works of the great Florentine. Only one chapter 
out of four treats of the * Divina Commedia ”; so that the book 
does not tread a well beaten path, but is faithful to its title. The 
student who will read and master it will have a right henceforth 
to speak of Dante, and need not be afraid of taking his name in 
vain. 

(4) Mr. Sweet gives us a scholarly compendium on compara- 
tive philology. No one is more competent to do so. As we read 
it the “science of language ” assumes clearness, proportion, and 
attractiveness. We do it less than justice by merely mentioning 
its good qualities; but our mention must at least be adequate. 
We will, therefore, say that this is the best introduction to the 
subject (considering its compass) with which we are acquainted. 
The chapter on the “ Affinities of Aryan” is excellent. Its bold- 
ness will certainly not set a single discerning reader against it. 


Books For TEACHERS. 


(1) The Nervous System of the Child: Its Growth and Health in 
Education. By Francis Warner, M.D. (Macmillan.) (2) The 
Making of Character: Some Educational Aspects of Ethics. 
By John MacCunn, M.A., LL.D. (Cambridge University 
Press.) (3) Early Childhood. By Margaret McMillan. 

The first two books on our list may be taken as contributions to 
that somewhat vague domain—the library of a training college. 

Nihil alienum is apparently the motto of those who are training 


THE EDUCATIONAL TIMES. 


219 


our teachers. The idea is perhaps pressed too far. considering 
the short space of time usually allotted to a teacher to prepare tor 
his work. However, every one will admit that the brain of a 
child is par excellence the subject that he should study. and 
curiously enough there are very few works dealing with it that 
he can easily utilize. Vague outpourings on child-study we have 
in all copiousness, but definite instructions and generalizations 
to guide the observer are the great desideratum, and to these 
Dr. Warner's book is a welcome contribution. Lecturers in 
training colleges will find it exceedingly useful to read and 
expound in connexion with definite experiments and observations 
on the children in the practising schools, and also for the students 


sleep, games, and meals. Although minute details are furnished 
for observation, a notable warning is given that “the less a child 
is conscious of his own body the better,” and the teacher's work is 
to be carried out simply and naturally without attracting the 
child’s attention to what is being observed about him. ‘Teachers 
will be glad to find a doctor emphasizing the fact that regular and 
moderate brain activity is as important to general health as fresh 
air, food, and exercise, and still more to note his insistence on 
the bad economy of giving girls too many written exercises, and 
of over-working the teacher, who, if he uses his scant leisure in 
reading for an examination, in over-much correction and prepara- 
tion of lessons, or even in too earnest self-development, is apt to 
lose the spontaneity and geniality of demeanour so important m 
the class-room. Unfortunately, in its present state this book can 
only be used for reference, and hardly as a manual. With a little 
more clearness and conciseness it might easily have been an ex- 
cellent text-book on the subject. 

(2) “The Making of Character” stands at the other extreme. 
Written in an easy, flowing style, divided and subdivided, and 
provided with a marginal analysis, it aims at giving a philo- 
sophical and poetical flavour to the prosaic work of the training 
college. It touches lightly on such subjects as Heredity. 
Friendship, Citizenship, Self-development, with copious quota- 
tions from the poets, chiefly Wordsworth, and writers of text- 
books on psychology, chiefly Prof. James. Much of the earlier 
part indeed may be described as Prof. James diluted. Now he 
does not need dilution, and a reference to his excellent books 
would have been more appropriate. Neither do we need in our 

resent stuge of educational literature yet another refutation of 
ir. Spencer’s doctrine of natural reactions. The chapters im 
which the author breaks more or less fresh ground, such as that 
on Casuistry, are very interesting, and there is a great deal of 
suggestive thought throughout. The book will be a godsend to 
students who are troubled in writing their periodical essay. 
How far such essays contribute to a sound grasp of the subject 
is, of course, another question; but it must be owned that 
verbosity and vagueness are fatally easy in psychological dis- 
cussion, and anything that fosters mere talk should be rigidly 
kept under. 

(3) Miss McMillan’s book is a little gushing, and a trite 
socialistic; but it is a good book nevertheless. It is the 
outcome of close observation and a sympathetic mind, and 
we gladly commend it to mothers and impressionist teachers 
and tenders of children. 


THE GREEK LYRE. 


Greek Melic Poets. By H. W. Smyth, Professor of Greek at 
Bryn Mawr College, Pennsylvania. (Macmillan.) 

The text of this book is substantially a selection from Bergk’s 
“ Poetze Lyrici Greci,” with additions from the recovered poems 
of Bacchylides and the fragments obtained by Messrs. Grentell 
and Hunt. Prof. Smyth has a remarkably wide knowledge of 
the literature bearing on the subject, and he has produced a book 
every page of which is a monument of his erudition. That the 
work is suited to occupy a place in the red series of “ School 
Class Books ” we cannot think. It is altogether over the heads 
of any school-folk with whom we ever came in contact. Thus 
Prof. Smyth does not stop to explain the Greek lyric metres. He 
writes of the complicated metrical systems as if his schoolboy 
knew all about the greater Schmidt and Westphal, and under- 
stood them too. He makes passing reference to the modes as to 
familiar things that boys might whistle on their way to school. 
Can he be conscious that vast numbers of people are wholly 
unable to grasp the most elementary principles of stress and 
accent ; and that no less a student than Southey gave “ Wellington ” 
for a dactyl and “ Nelson” for a spondee? Again, Prof. Smyth 
prints without a word of explanation the fragments of, music 
discovered in recent years at-Delphi. “These things are duly set 


220 


forth in five-eight time, and sliced up into bars ; and the English 
reader, if he is capable of plumbing the lesser mysteries of five- 
eight time, presently tinds himself in the fathomless abyss of the 
method that controls musical accent, word accent, and syllabic 
quantity in Greek. It is surely startling to a beginner to find 
how completely word accent is disregarded in Greek music when 
so much attention is paid to length of syllable; because it comes 
to this. that the musical stress accent throws a fulse stress uecent 
on to an unaccented long or short syllable whenever, as constantly 
happens. there is no accented syllable in the thesis (according to 
the Greek usage) of the foot. This might not seem a necessary 
assumption were it not that the performers danced as they sang. 
Otherwise it would not be necessary to assume that there was a 
musical stress-accent placed on the thesis when the syllable or 
syllables of which it consists are without accent. To take a 
familiar modern instance. Every one knows that singers begin 
the great aria “ He was despised ” in the “ Messiah” by making 
a strong stress accent on the word “ was,” merely because " was ” 
comes first in the bar. But Madame Sainton- Dolby used to phrase 
the passage correctly by accenting the anucrusis * He”; but sucha 
device seems to become impossible when dancing is combined 
with singing. We only mention this problem as one of many 
which Prof. Smyth passes over in silence; and the result ix that 
a book in many ways admirable is, to a great extent. barely 
intelligible even to the fairly advanced scholar. Even the 
notation employed is not a matter of common knowledge among 
young persons; but, of course, such a trifling matter is here 
assumed to be as familiar as the alphabet. 

It is a further objection to the book as a class-book that many 
of the passages printed cannot be explained with any certainty. 
It is bad enough to have to tackle the choruses of the 
“ Agamemnon ” with a class; but it would be simply intolerable 
to go through fragment after fragment that, as far as its setting 
and application goes, is merely a convenient vehicle for a display 
of ingenuity ad learning. Let Prof. Smyth severely prune his 
text, alter the character of his commentary, and take nothing in 
the region of Greek metrical systems and Greek music as known, 
and he may then turn out a book that will be of real value in our 
schools ad colleges. 

We greatly regret that we are forced to write thus unfavour- 
ably of a book by an American scholar so able and so learned; 
and it is a pleasure to qualify our remarks with an assurance 
that the one error consists in dressing up this work as a school- 
book. It is, in reality, an advanced edition, suitable to be used 
by scholars who have travelled some considerable distance in the 
ways of Greek lyric poetry. Even for such, there is very much 
to be learned from Prof. Smyth’s introduction and commentary ; 
and we hope that the editor will secure for his work a wider circle 
of readers, by adopting our suggestion that he should issue a 
smaller and more elementary book, adapted from the volume 
under notice. 


ARISTOTLE. 

The Ethics of Aristotle. Edited by John Burnet. (Methuen.) 

This new edition of the “ Ethics” of Aristotle contains within 
the compass of a single convenient volume all that University 
students will require. Sir Alexander Grant's commentary—the 
permanent value of which is acknowledged by Prof. Burnet—is 
naturally no longer abreast of Aristotelian scholarship. Sir 
Alexander Grant was a pioneer: he cleared the road for others 
to tread, and his work was finished. For the student of the 
present day the essuys prefixed to that edition retain their use; 
but the commentary is out of date. The edition that replaced 
Sir Alexander Grants at Oxford was Prof. Stewart’s—an 
admirable work of great erudition, but suited rather to the 
doctor than the disciple. “Greats” candidates will welcome 
in Prof. Burnet’s more modest work a commentary brief, but, 
for the most part, adequate. Conflicting views are sufficiently 
indicated in the notes; but lengthy discussion is avoided. 

Nevertheless, it would be unfair to Prof. Burnet to imply that 
his work has no importance except as a manual for the schools. 
The fact is he has very definite views on the origin and nature of 
the Nicomachean Ethics, and he sets out his views with clearness 
and ability. He holds that all the books are the genuine work of 
Aristotle, substantially in the condition in which he left them ; 
though he admits that they bear traces of editing. * In par- 
ticular.” he says, “ many of the summaries and transitions break 
the argument in a way that can hardly be attributed to Aristotle 
himself, and which we do not observe in his more finished works. 
But this does not detract seriously from the integrity of the text.” 
The theory of “duplicate passages,” advocated in this country 


THE EDUCATIONAL TIMES. 


[May 1, 1900. 


by Prof. Cook Wilson, he rejects on the ground that the re- 
petitions may be accounted for by the fact that the ‘ Ethics ” is 
dialectical, not scientific. Several solutions, therefore. are offered 
of the same problem, and Aristotle must not be tied down to any 
one solution. It will be gathered that Prof. Burnet believes the 
central books, so often ascribed to Eudemus, to be genuine. As 
for the Endemian Ethics, he points out that the undoubted work 
of Eudemus differs only from its undoubtedly ‘ Nicomachean ” 
counterpart in matters of detail; and he believes that Kudemus 
is nothing more than a commentator—the most authoritative, no 
doubt—on Aristotle. 

This view of Eudemus has a most important bearing on 
Prof. Burnet’s commentary. Taking Eudemus as the arch- 
commentator, he prints the text of Eudemus under the passages 
of the Nicomachean Ethics with which it corresponds; and he 
accepts the presumed interpretation of Eudemus as the in- 
terpretation of an oral witness, and therefore far superior in 
authority to all other Aristotelian commentators, ancient or 
modern. If this view of the matter is correct, it is clear that 
the Eudemian Ethics acquire an importance much greater than 
has hitherto been attributed to them. We think, however, that 
it would have been well to give a summary of the arguments by 
which Sir Alexander Grant and others have supported the opinion 
that the Nicomachean Ethics V.-VII. are in reality the Eudemian 
Ethics TV.-V1.; because, while we allow the force of Prof. Burnet’s 
argument, we do not see that he has disposed of the reasons put 
forward by those who champion their Eudemian origin. In view 
of the immense effect which Prof. Burnet’s belief has on his 
edition, we require to be entirely satisfied as to the soundness of 
his doctrine. As he leaves the matter, he gives us only a new 
theory of the relations between the text of Aristotle and the text 
of Eudemus; and the student will require still to acquaint him- 
self with the older theory, and will probably be unable to decide 
between the two. No doubt this reticence is largely due to a 
desire to be brief—the reason why many great controversies 
are dismissed in the commentary in a few lines, with a mere 
“I am convinced,” “I have always held.” But this reticence 
is not wholly counterbalanced by a mere ipse dirit. Even the 
student will desire to know a little more in detail the grounds of 
the faith that Prof. Burnet has in him; and we think that 
Aristotelian scholars will rise and bombard him with questions 
to which he will have to reply with a more lengthy counterblast. 


Semitic CIVILIZATION. 


The Semitic Series.” Edited by Prof. J. A. Craig.-—-Babylonians 
and Assyrians: Life and Customs. By the Rev. Prof. A. H. 
Sayce. (Nimmo.) 

The editor of this new series very justly says that, among the 
early peoples who have contributed to the ideas which underlie 
our modern civilization, there is none to whom we owe a greater 
debt than that which we owe to the Semites. (Greece and Rome. 
no doubt, are young in history as compared with the Hebrews, 
Sumerians, Babylonians, and Assyrians. Classical studies, says 
Prof. Craig, of Michigan, no longer enjoy a monopoly of attention 
in our Universities—and, for that matter, they never did, for the 
Universities have never been without their Hebraistic studies, 
in history and customs, if not in language and archeology. So, 
the editor goes on to say, the time saved by the diminished stress 
on Greek and Latin is, in many instances, and might be more 
frequently, given to the study of Semitics :— 

It is here that we find the earliest beginnings of civilization 
historically known to us; here that early religious ideas, social customs 
and manners, political organizations, the beginnings of art and archi- 
tecture, the rise and growth of mythological ideas that have endured 
and spread to Western nations, can be seen in their earliest stages ; 
and here alone the information is supplied which enables us to follow 
them most successfully in their development. 


The series, then, is intended to carry out these views as to the 
value of the earlier historical and documentary records, and to 
provide a number of Semitic handbooks by competent writers for 
the use of students, theologians, and intelligent readers. The 
order of issue is not to be chronological, nor in accordance with 
the arrangement of subjects in the prospectus. Mr. Sayce’s 
volume is the sixth of the nine already promised, and assigned to 
authors of established repute in Europe and America. The 
present volume is excellent in itself, and serves to commend the 
series beforehand. It is full of narrative interest, and is dis- 
tinguished by remarkable fullness of detail on the various aspects 
of Assyrian and Babylonian life. After a general description of 
the land of Babylonia and its-inhabitants, Ma:.(SayceGdepicts for 


May 1, 1900. |] THE EDUCATIONAL TIMES. 221 


us many features of the family life of Sumerians and Semites,| tadpole stages are reproduced on the double plate between pages 98 
their education, the relations of freemen and slaves. the govern- | 8nd 99 is, however, not at all to be commended. The “ process” 


ment, religion, law, the army, trade, land-tenure, money, wages, ' blocks, referred to under the heading of ‘“ woodcuts” in the preface, 


and prices, with many incidental customs. The story 1s one of | 
in a manner well 


very considerable interest, and it is written 1 
calculated to attract the general reader with no pretension to | 
scholarship. On the whole, it seems reasonable to conclude that 
these volumes of the “Semitic Series ” will contribute much to the | 
better knowledge and systematic study of the earliest mundane ! 


civilizations. 


GENERAL NOTICES. 


CLASSICS. 


A Textual Commentary upon the Holy Gospels. 
(Bell.) 

We welcome the first part of Prebendary Miller’s important work on 
the text of the New Testament. The commentary is compiled in great 
part from the materials left by Dean Burgon. Mr. Miller’s qualifica- 
tions as a collaborator and editor in this branch of Biblical studies are 
too well known to need insistence here. It is enough to say that the 
recognized leaders of textual criticism have united in welcoming the 
work. As for the manuscripts, Mr. Miller starts “from the results 
reached by Tischendorf in his eighth edition.” But important additions 
have been made to the apparatus by the inclusion of many collations 
made by English scholars. The Patristic evidence has been very 
extensively added to as the result of Dean Burgon’s labours. The 
quotations of the Fathers were under his direction copied and bound 
up in sixteen large volumes, which, after his death, were acquired by 
the British Museum. Mr. Miller has had a copy made of these quota- 
tions so far as they concern the Gospels. We sincerely trust that Mr. 
Miller will be enabled to complete his task. The volume before us 
contains the introduction and the first fourteen chapters of St. 
Matthew. ) 


Lusias, Eratosthenes and Agoratus, edited by J. Thompson and T. R. | 
M ills (Clive), is competently done, and will meet all the needs of those 
readers for whose use it is intended. The grammatical notes are 
brief, but clear, and the introduction gives in a small compass just ' 
what is required for the understanding of the speeches. | 

Livy, Book V., edited by A. F. Hort (Rivingtons), may be com- | 
mended as an unpretending and scholarly edition. There are no 
pictures—which is possibly a loss, and no fine writing—which is certainly | 
a gain. The editor has acted on the principle that ‘‘ over-completeness 
is a vice in a school edition’; the notes meet most of the real +e 
culties a schoolboy encounters in a straightforward way. Perhaps 
they hardly do enough to add brightness to his work. We should : 


By Edward Miller. 


disposed to object to the rendering of ex malignitate praedae partitae 
(chapter xx.),“ out of jealousy at the division of the booty.” Opposed as 
the phrase is to ex prodiga largitione, the meaning “ niggardliness ” 
seems more appropriete for malignitas. 


Eutropius, Books I. and II., edited by W. C. Laming (Blackie), is 
printed in good large type, and has plenty of illustrations. The notes 
are useful, but somewhat long. Probably it is desirable in dealing 
with such a succinct narrative as that of Eutropius to add some 
historical details; but it seems scarcely necessary to give nearly half a 
page to Julius Cæsar and Augustus, who are mentioned incidentally. 
The book concludes with a number of exercises for retranslation. 
lt ought to increase the popularity of Eutropius as an elementary 
reading-book. 

SCIENCK. 
The Frog: An Introduction to Anatomy, Histology, and Embryology. By 
the late A. Milnes Marshall, M.A., M.D., D.Sc., F.R.S. Edited by 
G. Herbert Fowler, B.A., Ph.D. (David Nutt.) 

The late Prof. Milnes Marshall put much of that straightforwardness 
which was but one feature of his attractive personality into the books 
he wrote for students. His works on the practical anatomy of animals 
are in many ways the best of their kind in our language. The clear 
directions as to methods of procedure printed in italic, and the para- 
graphs devoted to each of the structures to be studied, with all their 
names in heavy type, appeal alike to those new to the work or only 
familiar with more involved text-books like Huxley and Martin’s 
“ Practical Biology.” Marshall and Hurst’s “ Practical Zoology” 
covers the animal side of the last-mentioned work with the exception 
ot the frog, to which Milnes Marshall devoted a special book. It is | 
the seventh edition of the latter, edited by Dr. Herbert Fowler, which | 
is now before us. Dr. Fowler’s continuous working knowledge of the 
book since its first issue has suggested but little in the way of addition 
or alteration in the subject-matter. Perhaps the greatest change is to 
be found in the substitution of original illustrations of the meta- 
morphosis and development for those which, as the editor says, have 
done duty in various text-books for a hundred and fifty years. This is 
a step which every one will welcome, and Miss Mabel Green’s diagrams 
are most clear and useful. The way in which her drawings of the 


are badly made and but poorly printed. It seems strange that the 
publishers of a scientific book should be satisfied with work that would 
not pass muster in a popular illustrated paper. One thing those who 
have much to do with this and similar text-books would like to see 
altered is the system of describing the figures. It would be infinitely 
better if the parts were labelled with their names instead of letters 
referring to a description below or on another page. More space would 
be necessary and less detail could be introduced into any one diagram ; 
but the advantages would, without doubt, quite outweigh the difficulties 
of securing them. 
MODERN LANGUAGES. 


Charles Normand’s L'Emeraude des Incas. Edited by the late F. Aston 
Binns, M.A. (Macmillan.) 

This is one of the “elementary texts” in Mr. Siepmann’s popular 
series, and it is well suited for, say, a fourth form. The story will be 
new to most teachers; it is full of incident, partly humorous, partly 
sensational. Both the notes and the vocabulary show careful work on 
the part of Mr. Aston Binns and Mr. T. H. Bayley, of Loretto, who 
undertook to finish the work left incomplete by Mr. Binns’s death. The 
text is accurately printed, the only slip we have found being saississant 
on page 30. There are three appendices, with words, sentences, and 
passages for retranslation. 

E. Daudet, La Tour des Maures. Edited by A. H. Wall, M.A. 
(Macmillan.) 

This is also one of Mr. Siepmann’s elementary texts. The story is of 
rather an exciting nature, and is well suited for rapid reading. The 
notes are brief, but suticient. The vocabulary requires revision. On 
the first page we tested there were eight words not to be found in the 
vocabulary. 

Specimens of Modern French Prose. 
(Macmillan. ) 

Mr. Berthon has already given us a little volume of selections of 
French poetry. The present hook shows the same happy discrimina- 
tion and the same conscientious editing. It contains ten short stories 
by as many different authors, averaging about twenty pages in length. 
It will prove particularly useful to teachers who prefer to prepare their 
pupils for unseen translation rather than for a set book. The bio- 
graphical and historical notes are distinctly good; the renderings of 
diticult passages are in most cases thoroughly idiomatic. 


A Modern French Grammar. By. J. U. Ransom. (Relfe Brothers.) 

On the whole a careful piece of work, following the time-honoured 
arrangement of rules and sentences for translation from and into 
French. The rules are usually well expressed, but we take exception 
to some, for instance, to this: “ After si, if, use the pres., imp., ind., 
or imp. and plup. subj. tenses; 8il vient, if he comes; si on Vetit 
prié, if they had requested him.’ A better way of putting the rule is: 
“ After si (if) use any tense of the indicative except the future and 
conditional, and no tense of the subjunctive except the pluperfect.” 


(1) Spanisches Lesebuch fiir hohere Handels- und Realschulen. By 
Dr. 8. Grafenberg. (2) Italienisches Lesebuch, u.s.w. By Dr. Luigi 
Forte. (Frankfurt: Carl Jiigels Verlag.) 

These two volumes complete a series, the English, French, and 
German parts of which huve already been noticed in these columns. 
They follow the same plan, which is to use as material those topics of 
commercial science, especially under the head of Products, which find 
special illustration in the countries respectively concerned in each 
volume. Thus, in the Spanish part, we find sections on the orange, 
coffee, vine culture, tobacco, and cork; in the Italian, like selections for 
marble, sulphur, cream of tartar, olives. In like manner the economio 
history and geography of each country are represented by readings 
derived from standard writers. The appearance of such books marks 
the rapid advance made in the practical study of languages. They 
should command the attention of teachers in the commercial schools, 
now arising amongst us, as aids of the best description to such 
instruction in foreign languages as is required of their institutions. 


MISCELLANEOUS. 


Elementary Physiography. By Ernest Young. (Educational Supply 
Association.) 

This book is primarily intended to meet the requirements of the 
Science and Art Department in elementary science, and is clearly 
printed and satisfactorily illustrated. We have, however, noticed 
several inaccuracies and slipshod statements which are inexcusable. 
The definition of matter as “ that which has weight ” is very unsatis- 
factory. In the chapter on gravitation it is stated that, if a hole 
went throngh the centre of the world to the other side, and a stone 
were allowed to fall, it would fall faster and faster till it reached the 
centre, and there it would stop and fail no further. The motion would 
clearly be an oscillation of diminishing amplitude. Again, what is the 
meaning of “ Heat is a quantity,” and “ The specific gravity of warm 
bodies is less than that of cold bodies” ? With careful revision the 
book would make a satisfactory elementary text-book for the purpose 
aimed at. 


Edited by H. E. Berthon. 


222 THE EDUCATIONAL TIMES. [May I, 1900. 


Story Lessons on Character Building (Morals) and Manners. By Lois | a brief glossary. A teacher in want of a literary recitation- book may 
Bates. ( Longmans.) | be recommended to take this one into consideration. 

This is a collection of some seventy little incidents from child life,| (2) The story of Beowulf has been paraphrased by Miss Thomson in 
illustrative of good and bad conduct, from “ Honesty ” to “ How not a pleasant simple style. It does not profess to be an exact translation, 
to clean a slate.” Teachers who have not yet acquired the enviable nor to be quite complete. lt is intended for children, and seems well 
gift of “making up” will find the book quite a boon in dealing hour , adapted to its end. 
after hour with little children who are always ready for a story. (3) Miss A. J. Cooper supplies a short preface to a selection of 
Some of the lessons are perhaps too trivial to have been included, and | twenty of Tennyson's poems. There are no notes—which to many 
the blackboard summaries might well have been left to the teacher's | will be a recommendation. 


Ingenuity. Key to the Apocalypse, or the Seven Interpretations of Symbolic Prophecy. 

The Pictorial Geographical Readers. Books I.-III. (Longmans.) By H. Grattan Guinness, D.D. (Hodder & Stoughton.) 

Talks about places and lively descriptions of natural phenumena| Bacon, with his usual politic caution, carefully excluded Divine 
have, with most teachers, wisely taken the place of the old learning of | prophecies from his sweeping assertion “that they ought all to be 
definitions and lists of counties, with poring over meaningless maps. ' despised, and ought to serve but for winter talk by the tireside.’” Such 
The present series of text-booke will be found helpful to a teacher in an exclusion is, from a scientific standpoint, logical; because the 
preparing his notes for such talks, while the intelligent illustrations objection to belief in Divine prophecy is included in a disbelief of 
and diagrams will suggest work for the blackboard. As Readers we miracles, and his conclusion merely negatives the suggestion that there 
hardly consider them so successful. The old artifice of intelligent son | can be a natural faculty in man enabling him to foresee future events. 
and ever-willing-to-inform father is resorted to, with no freshness to|The very region of mystery which Bacon had no wish to probe 
recommend it, and it must be remembered that children of the present | exercised, however, the greatest fascination over the mind of Sir Isaac 
day are not to be captivated by Sandford and Merton dialogues in- | Newton, who probably expended more time in worthless exposition of 
troducing solid subjects. There are some slight vaguenesses here and: Biblical prophecy than in writing his “ Principia.” Such researches 
there; for instance, we are told that the earth’s crust consists of land have long ceased to attract either learned scientists or theologians. 
and water, when children are only too prone to fancy that the land: Dr. Guinnese’s plan of operations is, indeed, simplicity itself. The 
stops where the sea begins. The third book of the series is free from ' teaching of Scripture is consistent: Daniel has expounded his own 
these blemishes, is more original in subject-matter, and a more prophecies: therefore the same relation must exist between Daniel's 
substantial aid to the teacher. Some of the lessons, such as that on prophecies and those of St. John as between the figures of speech and 
the formation of the Union Jack, are not made the most of, and, as is; representation used by them. So by a simple proportion sum the 
frequent in such manuals, the order of the lessons is unsatisfactory. | Apocalypse is expounded. The result is not comforting to the Church 
Secondary Education : a Handbook of the Board of Education Act, 1899. pot Rome, Lhe Douni ¥ ersien:makes:vne Anawe to: the proportion sum 

(Knight & Co.) come out as pagan Rome. 

This is a serviceable collection of documents and materials relating (1) The Paris Exhibition of 1900, a Practical Guide. (2) Pocket Guide 
to elementary, secondary, and technical instruction. It includes a good to Paris. (Paris and London: Conty.) 
historical introduction, the text of the Act of 1899, the recommenda- | Fortified with these two handy little guides, the English visitor to 
tions of the Secondary Commission (1895), and the return of the'the Paris Exhibition, whose name will be legion, in spite of every 
Department on secondary schools (1898), with notes, and an appendix ' temptation to “stop away,’ will find himself well prepared for his 
of other secondary and technical Acts. wanderings through the labyrinth. The guides are in English, 
From Blake to Arnold: Selections from English Poetry (1783-1853). | clearly printed and profusely illustrated. 


With Introduction, Critical Essays, and Notes by C.J. Brennan,; The Tempest; As You Like It. Edited by R. Brimley Johnson. 
M.A. (Macmillan.) | (Blackwood.) 

A very good piece of work, hailing from Sydney. The title-page is | The notes to this edition are of a very simple character. There are 
muddled, for after the name of Mr. Brennan paar the names of J. P. no allusions to alternative readings of the text and no quotations from 
Pickburn and J. Le Gay Brereton aa “editors,” and immediately after other plays or authors. They are confined to brief interpretations of 
that is a preface by “ the editor.” The introductions are fresh and ' ditticult words and passages, and there are no philological explanations 
perspicacious, and the selections are generally admirable. ‘either in the notes or glossary. Whether it be wise in teaching 

A Book of Courtesy. By H. E. Norton. (Macmillan.) I hakespeare to exclude all questions of literary criticism and all 

Mr. Norton writes a well intentioned and useful book. It is, in a ' references to the history of language, is much disputed. Those who 
sense, didactic, because it begins with the undoubted truth that |think that it is will find in this edition just what they want. An 
Englishmen are amongst the worst-mannered people in the world, dis- | introduction on the style and date, the sources and “ moral” of the 
liked by other nations for their rude and overbearing ways; and it | play, covers the usual ground. 


goes on to show what courtesy means, to commend it by every means, 
to quote authorities, and to tell many stories in illustration of its pre- 
cepts. It is a good book for boys. 


Morison’s Chronicle of the Year’s News, 1899. Compiled by George 
Eyre-Todd. (Glasgow: Morison Bros.) 

A serviceable diary and epitome of events now in its second year. 
The system of the compiler is to extract each day the leading facts and 
information recorded in the daily papers, and to guide the reader to 
what he wants by a subject-index at the end. This is a very service- 
able publication. 


The First Elements of Science, arranged as Observation Lessons, and 
correlated with Drawing. Parts I.-III. Written by George Ricks, 
B.Sc. Lond.; illustrated by Alfred Wilkinson. (Macmillan.) 

This is a very careful and artistic, and, at the same time, a very 
simple and graphic, series of picture lessons, calculated, as the title seta 
forth, to combine first instruction in natural science with the training 
of observation and the practice of freehand drawing. The illustrations 
are drawn in white outline on a black ground, and they are quite large 
and clear enough for blackboard and class work. The text is concise, 
and will help the teacher to make useful and interesting lessons. 


Macaulay’s Essay on Lord Clive. Edited, with Introduction and Notes, 
by John Downie, M.A. (Blackie & Son.) 

Macaulay’s “Clive” is still the best account we have of one of the 

main founders of our Indian Empire. The Essay has often been edited 

for schools, but Mr. Downie’s edition may claim to be considered 


Amongst Readers we have Book IV. of Messrs. Longmans’ “ Pic- 
torial Geographical Series’’; and Books I. and II. of the same 
publishers’ ‘Domestic Economy Readers.” The latter publication 
promises well for a simple, well printed introduction to the subject. In 
Messrs. Chambers’s “ Continuous Series”? we have a selection from 
Tennyson’s poems, with a few simple notes of explanation, such as 
would come better from the teacher. 


We have on our table a number of volumes on book-keeping and 
business operations. Amongst the best of these are Worked Studies 
and. Questions in the Theory and Practice of Book-keeping and Advanced 
Accounts (Banking and Exchange), by Alfred Nixon (Longmans) ; 
Graduated Ezercises and Examination Papers in Book-keeping, by P. 
Murray (Bell & Sons); Advanced Book-keeping (Pitman & Sons); and 
Business Terms and Phrases, with Equivalents in French, German, and 
Spanish, and Facsimile Documents (Pitman & Sons). 


We have received from Messrs. W. & A. K. Johnston two series of 
hanging charts on rollers, devoted respectively to Cooking and Sewing 
and Knitting Diagrams, for Standards I. to VII. They are clearly 
designed and coloured, and should be very useful for purposes of 
ocular demonstration. From the same publishers we have a similar 
series of “ Pictures for Object-Lessons ”—those submitted to us being 
a boldly drawn collection of Plants of Commerce.—Messrs. Blackie & 
Son send us a large portfolio of twenty-four sheets of Shaded Drawtngs 
of Models and Ornaments for Class-Teaching, designed by Lewis R. 
pais Crosskey, which will be found serviceable as copies, and especially 
amongst the rest before a selection is made. The notes are adequate, | useful in assisting a practical teacher of drawing.—From Messrs. 
and to the point. | Nelson & Sons we have a series of “Pictures and Diagrams” on 
“ The New English Series.” Edited by E. E. Speight, B.A.—(1) The'hanging sheets, connected by a top-roller, illustrating Animal 

New English Poetry Book. (2) The Adventures of Beowulf. Physiology.—Similar in form is a“ Royal Wall Atlas,” comprising seven 
(3) Selections from the Poetry of Tennyson. (Marshall & Son.) maps of Bible Lands.—Messrs. Ruddiman Johnston publish a series 

(1) This is an excellent selection from English poems and ballads, from of six coloured oleographs of Scripture scenes. They are well framed 
Spenser to Swinburne. The choice has been made with much taste, and glazed, and are sufficiently attractive to adorn a wall as well as to 
and there are very few poor or indifferent entries. We have rarely | illustrate a lesson and fix the eye of a pupil. "The enterprise of the 
seen a more judicious and yet catholic selection. The volume ends with | publishers in providing these framed pictures\deserves_ encouragement. 


May 1, 1900. ] 


THE EDUCATIONAL TIMES. 


223 


MATHEMATICS. 
14295. (N. M. W.)—Solve the simultaneous equations 
(7 +9) (az—dy) = Pian aac ate (i., ii.) 
(z—y) (ay—bz) = b(a + b) (a —b)3 ' 
Solution by Constance I. Marrs, B.A. 
Put ax—by = X, ay—br = Y; 
therefore (a—b)(z+y)=X+Y, (a+b)(r—y) = X-Y. 
Hence X(X +Y) = a(a—b)? (a+b)! nn (iii.), 


Y(X—Y) = b(a +b) (a=b) 
Put Y = vX ; then 
X? (1 +v) = a(a—b)? (a + b)3, 


CX? (1—v) = b(a +b)? (a—b); 


therefore oa suin 
o(l—e) b(a—b) 
b (a— b) + v {b (a—b)—a (a + b)} +7a(a+6) = 0, 
or b (a—b)—v (a? + b3) +e?a (a+b) = 0 ; 
therefore {b6—av} {(a—b)-(a+b)v} = 0. 


[The rest in Volume.] 
14265, (R F. Davis, M.A.)—If O be the centre of inversion (con- 
stant = «*), investigate the formula of transformation 
tangent from point P to the circle C 
= A (tangent from inverse point P’ to inverse circle C’), 
and show that A = OP (or «?/OP’) / tangent from O to C. 
Apply this to Quest. 13801. (See Mathematical Reprint, Vol. LXX., p. 73.) 
Solution by E. W. Rugs, B.A. 
OP =p, OP’ = 9’, 
OC =a, OC’ =d, P(pe) 
CA =r, CA’ =r’. 
Take O for origin and 
line CC’ for axis of z. 
PT: 
= p?— 2ap cos 0 +a? — 1? 
= (x*/p7)— 2a (x*/p’) cos 0 
PT: +r; 
== p'?—2a’p’ cos 0 +.4’2—1’?. 
(The rest in Volume. } 


14459. (R. Tucker, M.A.)—PQAR is a conormal circle of a para- 
bola (A being the vertex), and AP, QR, cut in p; AQ, RP ing: and 
AR, PQin r. Show that the circle pgr is given by the equation 


2 
23 4y? + 2ar + Bite ay +%48,a* = 0. 
p 


Pip. ™+6) 


Also the orthocentre of pqr is (8,+8) 4a, dua; and APQR = 4Aper. 
[For notation, &c., cf. Quest. 13730, Reprint, LXIX, p. 57. ] 
Solution by the Proposer. 
Equation to AP, m,y—2z = 0; to QR, my +2 + 2amam, = 0; hence 
z, = 4 (—amgms), y, = —amzm,/m,. 
Analogous results for (Z > Ya)» (Z, y,), whence the given result is easily 
verified. (Tangent)? from A = 3S,a?; 
= (tangente)? from P,Q, R = 23 [mt + 61)? + {(28, + p?)/2u} m+ +8,] a? 
= 2(S,+ 65, + 3S) a? = (2S, + 158,) a? 
= (S? + 1584) a°. 
Equation to qr is Mamy + 2m\x = ap; 
therefore perpendicular from p on qr is 
2m; y — mgm z = (mam; — 2mgmsz) a, 


whence &c. 
Again, Apqr = (ła?) T (n — m) = +A PQR. 
14225. (Professor Neusexa.)—Eliminer z, y, z entre les équations 


(x—y) (x-z) = ayz, (y—zx)(y—z) = bzr, (2-2) (2-y) = cry. 
Solution by R. F. Davis, M.A.; G. D. Muecerines, B.A. : Professor 
A. GOLDENBERG ; and many others. 
From the identity 
(y —2) (2—2) (=— y) + yz (y—z) + zx (z— x) + zy (x —y) = 0, 
we get 1/a+1/5+1/e = 1; which is the required elimination. 


14363. (Professor Nzunerc.)—Trouver le lieu des foyers des para- 
boles qui ont une corde normale commune MN. 


Solutions (1) by Professor A. Droz-Faxrny; (2) by H. W. Curse, M.A. 


‘1) La tangente en M a la 
parabole sera perpendiculaire a 
MN. Soit P un point quelconque 
de cette perpendiculaire. P sera 
le pôle de MN par rapport a une 
des paraboles; O étant le milieu 
de MN «t R celui de POU, cette 
dernière droite sera un diamètre 
de cette parubole qui la coupe en 
R et la parallèle à MN par R sera 
la tangente en ce point a la courbe. 
Cette tangente rencontre PM en S, 
et comme les deux tangentes SR 
et SM sont orthogonales, S est un 
point de la directrice et MR est 
sa polaire par rapport a la courbe. 
On aura donc le foyer F en abais- 
sant SF perpendiculaire sur MR. 
Dans le triangle isoscéle MRO, la 
perpendiculaire abaissée de R sur 
la base MO divise cette dernière en L en deux parties égales; donc la 
droite LR est fixe. Si enfin de L on abaisse LG perpendiculaire à MR, 
on a évidemment MG = FR. 

Le lieu de F est donc une cissoide d’axe ML, d’asymptote LR, et dont 
le point de rebroussement est en M. 


(The rest in Volume. } 


14216. (R. Know zs, B.A.)—S, H are the foci of an ellipse; from 
S perpendiculars SY, SZ are drawn on tangents to the ellipse from the 
same point O. Prove (1) that HO and YZ are at right angles; and 
(2) show that this is also true of the parabola. 


Solution by Lionst E. Reay, B.A.; R. Tucker, M.A.; F. L. Warp, 
B.A.: and others. 


(1) KOZ = Z8OY = Z82ZY, 
since SO, ZY are concyclic. 

Therefore, since SZ is perpen- 
oe to OZ, YZ is perpendicular 


(2) In the parabola, YZ becomes 
the tangent at the vertex, and OK 
—that is, HK—is parallel to the 
axir. 

Therefore YZ is perpendicular 
to HK. 


L 


K 


14206. (R. F. Davis, M.A.)—I1f AP bisect the angle BAC of a 
triangle and be a mean proportional between AB, AC, then 


BP? =2AB.DP and CP? = 2AC.DP. 


Solution by O. Joss, M.A. A 
From the data, ABP and APC are similar. 
Draw CE parallel to DP, meeting BP in E. 
AB BP PE 
on AP ~ CP ~ CP 
and LOPE = 4A. 
Therefore A PEC is also similar. Therefore 
CE.AB = BP. PE, i 
and CE. AC = CP}, vA 
2DP.AC = CP’. E 
6387. (R. A. Rosexrs, M.A.)—Prove that the inflexional tangents 


of a plane cubic may be arranged in twelve sets of six, each of which 
touches a conic. 
Solution by R. P. Pananspys, B.A., and H. G. GHARPUREY. 
The equation of a cubic can be always reduced to the form 
I +y ++ 6mryz = 0. 
(Sarmon, Higher Plane Curves, § 217.) 
The inflexions are the intersections of this curve with the Hessian, viz., 
—m? (x5 + y? + 2) + (1 + 2m3) zyz = 0; 
therefore the inflexions are obtained from the equation of the curve and 
zyz = 0. Therefore the inflexions are 
zm0, y= —-z; T=0, y= =~; 
l= -27 y=0; au -, y= 0; 
t=a-y, 520; r=—wy, :=0; 


r=0, y= —oi:; 
rm wz, y= 0: 
t= —w*y, 2 =U, 


224 THE EDUCATIONAL TIMES. [May 1, 1900. 


The tangents at these points are easily found. For the inflexions in 
the first two rows they are 


—2mr+y+2=0; therefore —2mr+y+:z:=0; 
—2mwr+y+oz=0; therefore —2mr + wy + œr = 0 ; 
—2mwr+y+ors = 0; therefore —2mz + wy + wz: = 0; 

r—2Imy+2=0; 
wr — my + az = 0; 
See. adii w r— my + wz m 0. 
[The rest in Vol.] 


14290. (D. BıbbLE.)—In a plane triangle, the square of the distance 
from the incentre to any vortex is in inverse proportion to the difference 
between the square of the inradius and the product of the segments into 
which the point of contact divides the opposite side. 


I. Solution by A. F. vAN per Heynen, B.A., and many others. 
With the usual notation, we have 
TA?(*2—BD.DC) = {13+ (s—a)?} {r?—(s—5) (e—e)} 
= m +r? {(s—a)?— (s— b) (s—c)} — {a2(s—a)}/s 
= r+ tr? {(x—a)?— 2(s— b) (s—c) + ats} 
= ri + pr? {(s—a)? + (8 — b)? + (8 —e)?— s3}. 
The symmetry of this expression demonstrates the required result. 


II. Solution by W. H. Satwon, B.A. 
With usual notation 
1 / {r2— (s—b)(s—ce)} = 1/ (2—2 cot $B cot $C) 
œ (sin $B sin}C)/sintA « cosec*4A « AI. 


14378. (F. H. PeacueLL, B.A.)—P is any point on z?ja? + 47/2? = 1; 
two points, D, E, are taken ulong the inward-drawn normal and tangent 
at P, respectively, such that PD = half the ordinate, PE = half the 
abscissa. Prove that DE cuts the axis at tan-! {(- 2ah)/(a? + 5) cot 2g}, 
where œ is the eccentric angle of P. 


Solution by K. Q. PANCHAPAGESA AIYAR. 
PD = }bsing, PE = jacos®. 
The equation to the normal PG is 
ax sec p— by cosec p = a?— b? ; 
therefore G is the point 
{(a?—5?)/a.cosg, 0}. 
PG = b'a v(a? Bin? o + b? cos? o). 
Again, the equation to the tangent at 
Pis xj/acosġ+yjbsinġ = 1; 
therefore T is the point (a/cos¢, 0)« 
therefore PT = tan ọ V(a? sin?ġ + 5 cos? 9). 
- [The rest in Vol.] —— 
14414. (L. Arnotp.)—Find the centre of gravity of a loop of the 
lemniscate cf James BERNOULLI whose polar equation is r? = a? cos 26. 
Solution by Rev. T. Roacu and G. D. Wirson, B.A. 
The limits of the first loop are 0 =0, r =a, | 
0= 4r, r=0; and it is symmetrical with | 
regard to the axis of x. ‘Therefore 


y= 0; 


7a ff rosa do dr | Í] r dê dr 


= ta [Coos 20)? cosa ao | f” cos 20 d0 = ga. 9 | 
0 0 


0 


“a —2sin?0)i d sino. 


Let 2sin?@ = sin?p; then 


f costo dsing = 


z oe 
872 Jo 38/2 


fa + cos 29)? dp 
: : 


14471. (Lt.-Col. ALLan Cunnincuam, R.E.)— (Suggested by Quest. 
14446.) (1) Show that 


q = l (mod p), where z = 29-3 Q = 4, p= Q.4°41 = prime. 
(2) Show that 
q7 = l1 (mod p), where r = 29-4 Q =g, p=Q. 16? +1 = prime. 
Solution by the PROPOSER. 


(1) If q = 1, then Q = 1, p = 5, and ¢* = 1 (mod p), obviously ; and, 
if 7 = 2, then Q = 4 and p= 4.4441 = 1025, which is not prime ; 80 
that in what follows q is talicn > 2. 


Now (p—1)/8Q = 4.2% = v3 = r; and $z is even, since g>2. 
Also Q.4% = —1 (mod p); therefore Q. 419 — (—1)* = +1 (mod p); 
therefore g7. FÊ = +1 (mod p) ee (A). 
But p = (2°, 9)? + 1, wherein 2° is always a multiple of 16 (since 7 >2), 
so that 2 is an 8-ic residue of p, when p is prime (see Messenger of Mathe- 
matics, Vol. xxv., p. 18), i.e., 2 = 2°" ") = +1 (mod p). 

This reduces (A) to g? = + 1 (mod »’. 

(The rest in Volume. ]- 


14397. (Professor U. C. Guosu.)—A ball, projected from any point 
on the rim of a circular ring resting on a smooth horizontal table, comes 
back to the point of projection after » impacts with the ring. Determine 
the inclination of the line along which the hall is projected to the radius 
of the ring through the point of projection, and show that, if » = 3, this 


angle is tan-! (e), e being the coefficient of restitution. 


Solution by J. H. Taytor, M.A. ; and H. W. CuxseL, M.A. 

Let P be the point of projection, 
and PA, AB, BC the first, second, 
and third chords of the path de- 
scribed by the ball. Let / OPA 
be a, ZOAB be B, ZOBC be y, 
&c. Then 

tan 8 = 1/e tana 

(after one reflection), 
1/e tan B = 1/e* tana, 


tany 


tany = = l/e" tana 
(after reflections). 
Also 4 POA = x—2a, 
4 AOB = r—28, 
4 BOC = r—2y, 
and so on. — [The rest in Volume.) 
QUESTIONS FOR SOLUTION. 
14540, (Professor G. B. Marnzews, F.R.S.)—Prove that, if 
Q Feira Yo, thon gen MN OHA 
-2 z0 256 Kr’ 
where A, A’ are the moduli into which x, «’ are transformed by the 
change of q into g. 

14541. (Joun C. Mater, F.R.S.)—If the roots 1), 29, Tg, 14, 25. T6- 
Xz, tg of the equation 2° — pt? + par — ppt? + pax’ — pyr? + per? — pyr + pg = 0 
ure connected by the relations 

Ly ttot Mgt Xy = Tg + Tg ++ ïg and 7,Xqrgry = Ig tyrzZg, 
(a) prove Pr = VPs (Pa— 3P Pat ipi"), 
(QP; — 2ps / ps + 2p, P8)? = (QF —4Q) (P7 — 4 P8Qe), 
where Q, = p — 1p, Qy = Pa — piP: (2 Vps) —2 V pa Qi = Me— VPs Qe; 
(L) solve the equation. 

14542. (Professor E. Lemorne.)—Dans un triangle ABC soient G le 
barycentre; L, M, N les milieux de BC, CA, AB; /, m les milieux de 
AG, BG; D le point situé sur LN au tiers de LN à partir de N. Pour 
trouver le centre de l’hyperbole de Kıererr, il suffira de prendre le 


point I où ?M recoupe le cercle des neuf points; de prendre le point H où 
ID recoupe ce cercle ; Hm recoupera le méme cercle au centre T cherché. 

14543. (Professor MorLey.)—The greatest number of regions into 
which » spheres can divide space is 2n + 4n (n—1)(n—2). 

14544. (Professor A. Dxoz-Farny.)—Une droite coupe une spirale 
logarithmique. Quel est le lieu des centres de courbure correspondants 
aux divers points d’intersection ? 

14545. (Professor K. J. Sanzana.)—Eliminate r and a from 

xz = r (cosa +8in a), y = 2a cot 2a—r (cosa—sina), 
and 2r = a {sec a + cosec a— (2 sec a cosec a)i}. 
Hence find the locus of the centre of a circle touching a parabola and 
two variable perpendicular tangents. [See Vol. LXIV., p. 56.) 

14546. (Professor Nevnexc.)—Si les angles des triangles ABC, 
A'B'C vérifient les égalités A + A’ = x, B = B’, les côtés sont liés par 
la relation aa’ = bY + cc. 

14547. (Professor LaANcHorng OrcHarp, M.A., B.Sc.)— Show that, 
if » be any positive integer greater than unity, 

P+ 4 F444... 4 — (V4 Ds ashe... +m) Oo 
(L4 243444... 4 2)3— (154 254 354 454... +05) 

14548. (Professor Cocuzz.)—Courbe psin 4w+2p+1 = 0. 

14549, (J. A. Tuixv, M.A., D.Sc.)—K is a conic circumscribed to 
a triangle ABC ; P is a point on it; Q is the isogonal conjugate of P 
with respect to the triangle; R is the point where PQ meets K again : 
L, M, N are the points where AR, BR, CR meet BC, CA, AB respec- 
tively : X, Y, Z are variable points, Y lying on QM and Z on QN, such 
that the pairs AY and AZ, BZ and BX, CX and CY are equally inclined 


May 1, 1900. ] 


THE EDUCATIONAL TIMES. 


225 


to the bisectors of the angles A, B, C respectively. Prove that the locus 
A = X is QL, and that the locus of the point of concurrence of AX, BY, 
is K. 

The construction usually given for KierertT's hyperbola (see Caszy’s 
-lnalytical Geometry, p. 442) is a particular case of the foregoing. 

14550, (Professor U. C. Guosu.)—A ball projected from a focus of 
an immovable elliptic ring, which rests on a smooth horizontal table, 
ulong a line making an angle 0 with the major axis, will rebound from 
the ring after one impact with it along a line inclined to the major-axis 

sin 6 [e(1—e) cos 0 + e—e?] 

e (e— 1) cos4 0— e(l +7) cos 0+ (e+ le 
« being the coefficient of restitution. Determine for what values of @ the 
ball will cross the major axis after having only one impact with the ring, 
and obtain the equation of the envelope of the lines of rebound of the ball 
after one impact with the ring. 

14551. (Professor N. Buarracuarrya.)—If f(x) represent the co- 
efficient of a number z, prove that 

l 
l+ —— } or 
f(s) so? 


Prove also that the converse of 


at an angle equal to tan- ; 


1 1 
oe a E ee 
f (abe...\ i * Fa 
when a, b, ... are prime to one another. 
this proposition is true. 


1+ 


ny 14552. (D. Brppie.)—It being given that N = 150809, A = 7. 
= 2AM +1, and that its factors are of form 

24mu+1, prove the validity of the method of 10745 ey OS) (R) 
factorization employed in the adjoining ex- 379 28 133 
ample, the rule being as follows:—Take, as 337 3 3 31 301 
first divisor (D,), the number next below VN 3238 1 2 33 90 
of proper form, say 24m,+1; and take, as 281 3 ô 38 74 
first dividend, M—m,. These yield, as 253 2 4 42 128 
-quotient and remainder, Q, and R,. Since 2389 1 3 45 0 
divisors patently composite can be discarded, 2.7.45+1 = 631; 
‘take, in succession, D, = D,-1—~2Apa, Where N = 239.631 


dtn = 1 or other small digit that dous not carry 
D, beyond the next prime (of the particular 
form) in descending order. Next, utilize (2Au,Qn-1+ Rn-1 + un)/Dn = Ky 
with R,; also «,+Q,-1 = Qno. When R,=0, N = D,(24Q,+1). 
{In the example, two divisors are tried which might have been excluded, 
namely, 323 = 17.19 and 253 = 11.23; but the final result is unaffected 
thereby. ] 


14553. (R. Tucxen, M.A.) —AP, AQ are vertical vectors of a 
parabola, and PQ is a focal chord. The circle APQ cuts the curve in R. 
The conormal point (of PQR) lies on a parabola, as also does the circum- 
centre of APQ. The intersections of (AP, QR) and of (AQ, PR) lie on 
the same cubic, and PR touches a semi-cubical parabola. AR, PQ in- 
tersect on a parallel to the dircctrix. 

14554. (R. F. Davis, M.A.)—Given a conic and a circle having 
double contact, prove that the envelope of a variable circle, whose 
centre lies on the first and which intersects orthogonally the second, 
consists of two fixed circles. 


14555. (G. H. Harpy, B.A.)—Discuss the distribution of the zeroes 
< ~?wv+1l 
; f th B t 1 . z = . Z= — z ae v E RIE P 
of the integral function ¢ (=) = sin > (—) eer 


in the plane of the complex variable. Prove that those which lie in the 
positive quadrant approach asymptotically, as their moduli increase, to 
the pointe an = (2n+4) w+i log {(4n41) x}; 

i.c., that, if we surround each of the points a, with a circle of arbitrarily 
small radius p (less than, say, 4x), we can determine a finite quantity R, 
such that all the zeroes of œ (z) in the quadrant whose moduli are < R 
lie in the circles p), each circle containing one of them, and only one. 


14556, (R. P. Parayspyr, B.A.)—Trace the curve (z/a)" + (y/b)" = 1 
when n» is an infinite positive integer, distinguishing the cases when it is 
odd or even. 


14557. H. MacCoLL, B.A.)—Let a = ‘“‘ If A is true, then, if B is 
true, C is true.” Let 8 = ‘‘ If A and B are both true, C is true.” Show 
(1) that a formally implies 8, but that 8 does not formally imply a. 
Give (2) a concrete example in which a is false and 8 true. Give (3) an 
example in which éeco-thirds is the chance that a is true, and three-fourths 
the chance that Bistrue. Definition -—The conditional “If A is true B 
is true” means ‘‘ The chance that A is true and B false is zero.” 

(The Proposer wishes to point out that at the end of Quest. 114498 
A and B are misprints for a and 8. } 

14558. (Rev. J. Cutiten.)—Show that the method of Quest. 14506 
<an be used to determine the prime or composite character of all numbers 
of the form 4n+1 of eleven figures (or under). Apply the method to 
express 3.2%+1 as the sum of two squares and to determine if this 
partition is unique. 


14559, (Lt.-Col. Autan Cunnincuam, R.E.)—Solve 


Sr = ba. bys Sa. 8r = 8a. 8y; Sa: Sp Sy ... Sy =ΠBa. Sh. he... By 


where « denotes a sum of successive integer cubes. 
14560. (Rosert W. D. Cuaistiz.)— 


A gentleman a garden had 
Of a yards long and c yards broad. 


A walk of equal width all round 

He made that took one-fourth the ground. 
Ye skilful in geometry, 

Tell me how wide the walk must be. 

alll fractions discard and integers use, 

Or time and trouble you’ll certainly lose. 


14561. (J. J. Barniviniz, B.A.)—Having tini + %_1 = 8n, prove 
1 l I 1 ső 
that -— + — +t ——+ ———+.. = — 
< i+]. 741 5541 43341 2/3’ 
1 ] 1 l JSS 
— + + +... = —-, 
1+7 iti 08¢7 43347 6/3 
1 1 l 1 J/15+1 
meres — + piles a ioe = 9 
5+7 2947 22747 178747 42 
1l , 1 Pat O ea, 
1147 8347 67347 42 O’ 
E Car Cone PA 2/1543 
l+4 444 3144 24444 30.” 
ss _./” 
ae eee l + ce N ee = vers v2 
/54¢7%2 VY544/2 VS54381A2 6 
14562. (J. W. MeLLorR, B.Sc.)—A vessel contains equal numbers (7) 


of red, white, and black balls, which have the power of disposing them- 
selves in sets of three, such that the only possible combinations are two 
red and one black, two white and one black, or one each of red, black, 
and white. What is the probability of the occurrence of each set, 
(1) assuming that the black ball has an equal degree of attraction for 
ench of the other balls, (2) assuming that the black ball exerts an equal 
degree of attraction for a red and a white ball, but that a black with ared 
ball has + more degrees of attraction for a white than for a red one, and 
similarly a black with a white ball has s times more attraction for a 
different coloured ball ? 

14563. (R. Know res.) —Froma point T tangents TP, TQ are drawn 
to the parabola y? = 4az. Prove that when the circle TPQ touches the 
parabola the locus of T is the parabola y* = 4a(2a—z). 

14564, (R. Cuanrres.)—If ABC be a triangle, P and Q random 
points, find the mean value of the mth power of the triangle PAQ 
(1) when P and Q are confined to the base BC, (2) when P and Q can be 
anywhere in the triangle. Also find the same when ABC is a sector of a 
circle, centre A; and deduce the former results from these. 

14565. (Satcrarion.)—AB, CD are diameters, perpendicular to each 
other, of the circle ACBD ; P is a point on the circumference between A 
and C; und, with centre A and radius AP, the arc PQR is described, 
meeting the circle again in R, and having CQ tangential to it. Prove 
that the arc PQR bisects the circle, when the radius of the latter bears to 
that portion of its circumference which lies between P and B the same 
ratio that subsists between CQ? and the area (of the circle) lying outside 
the rectangle APBS. 

14566. (R. J. Darras, M.A.)—If we have a set of «—1 equations, 

a(l +E). (x + 2741) Herre = 0 (vy = 1,2, ... nl), 
these cannot coexist with the equation a (1 +2,2})—4 (£n +23) +er,2, = 0 
unless a certain relation holds between a, 6, c, when the equations are 
indeterminate. Find these relations for the cases n = 3, 4, 6, 6. 

14567. (H. W. Curse., M.A.)—Construct with ruler and compasses 
a harmonic pencil O (AC, BD); the angles AOD, BOC being given. 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COL UMNS). 

6543. (W. J. C. Miuier, B.A.)—If P, Q, R, S be random points, 
taken one in each of the sides of a quadrilateral ABCD, find (1) the 
average area of the quadrilateral PQRS, and (2) the probability that the 
area of such a random quadrilateral will be less than a given area. 

6544, (Cuxisting Lapp, M.A.)—Four points A, B, C, D are selected 
at random on a sphere, all points being equally probable, and two small 
circles are drawn, the one passing through B and having A for a pole, 
and the other passing through D and having C fora pole. Prove that 
the chance that they cut sach other is );7. 

6558, (A. Maxtin, M.A.)—If an experiment succeeds in three trials 
out of four, show that the chance that in » consecutive trials there are 
never three consecutive successes is (pr (2+a"*! + p"*), where a and 8 
are the roots of the equation 3x°7+27+1 =0 

6573. (EvizanetuH Biackwoov.)—If the four coefficients of a com- 
plete cubic equation be each taken at random between 1 and —1, find the 
chance (or the nearest attainable limits of the chance) that the roots of 
the equation will be imaginary. 

6576. (R. Tucker, M.A.)—An inkstand is formed 
of two conical frusta, placed as in the annexed cut; z 
the vertex of the inner frustum being at the centre of EA 
the base. Given the radii of the three sections to be 
a, b, c, and the slant sides /,, 4, find (1) how much ink ' wW 
the bottle will hold, so that, if it be inverted, no ink = 
will be spilt, taking as a ety ae the radii 
1, 4, } inches, and the slant sides 2, 1 inches respec- EZIN 
aie and (2) given the sum of the slant sides constant, —— 
construct the inkstand of maximum capacity. 


226 


THE EDUCATIONAL TIMES. 


[May 1, 1900. 


6587. (W. E. Wricut, B.A.)—From a point on a curve of the 
second degree tangents are drawn to another curve of the second degree. 
Find the envelope of their chord of contact. 


NOTICE TO CORRESPONDENTS. 
It is requested that all Mathematical communications should be 


sent to p, Brppix, Esq., Charlton Lodge, Kingston-on-Thames. 


NOTICE.—Vol. LXXII. of the “ Mathematical Reprint” 
is now ready, and may be had of the Publisher, 
Francis Hopason, 89 Farringdon Street, E.O. Price, 
to Subecrihars, 58.3 to Non-Suhserihors, 6s. 6d. 


THE LONDON “MATHEMATICAL SOCIETY. 

Thursday, April 5, 1900.—Lt.-Col. Cunningham, R.E., V.P., in the 
Chair. Twenty members present. 

Mr. F. W. B. Frankland, B.A., Fellow of Clare College, Cambridge, 
was elected a member. 

The Misses B. M. and F. E. Cave Browne Cave and Mr. R. W. H.T. 
Hudson were admitted into the Society. 

The senior Secretary read a letter from Mrs. J. J. Walker thanking 
the Society for its vote of condolence with her on the death of her 
husband. 

The following communications were made :—- 

“On the Addition Theorem for the Bessel Functions,” Mr. H. M. 
Macdonald. 

“The Orthoptic Loci of Curves of a given class,” Mr. A. B. Basset. 

“ Proof of the Uniform Convergence of Fourier’s Series,” Prof. Love. 

“ An Extension of Orthogonal and Boolian Covariants,” Major Mac- 
Mahon. 

A paper was also received from Mr. Bromwich on “ Weierstrass’s 
Canonical Reduction of a ‘Schaar’ of Bilinear Forms.” 

Messrs. Macaulay, R. W. Hudson, Whittaker, and the Chairman spoke 
to one or more of the papers. 

The Chairman reminded members that the May meeting would be 
made “special” as announced at the March meeting and subsequently 
by printed circular. 

The following papers are promised for the May meeting :— 

‘*The Differential Equation whose solution is the ratio of two solu- 
tions of a Linear Differential Equation,” Mr. M. W. J. Fry 

* A Congruence Theorem relating to Eulerian numbers and other 
Coetficients,” Dr. Glaisher. 


JUST PUBLISHHD 


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MODELS AND ORNAMENT 


FOR CLASS TEACHING. 


Drawn under the Superintendence of 


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from the actual objects both in Outline and in Shading. They may 
also be used for copying in Outline only, and for this purpose will be 
found of value as a means of training the Students to realize the 
appearance of objects in perspective, as well as conveying a knowledge 
of light and shade and a correct method of working. 


*.* Detailed and Illustrated Prospectus post free on application. 


BLACKIE & SON, Limitep, Orp BAILEY. 


LONDON : 


MESSRS. BELL’S LIST. 


BELL’S HANDBOOKS TO THE GREAT 
PUBLIC SCHOOLS. 


Crown 8vo, Profusely Illustrated, 3s. 6d. net each. 


Under the above title Messrs, BELL are publishing a series of historical and 
descriptive handbooks, dealing with the principal Public Schools of England. They 
are Intended to give a ‘short account of the foundation and history of each school, a 
description of the growth and present condition of the buildings, a trustworthy 
account of the method and routine of the educational system, and, lastly, accurate 
Information as to the games, amusements, and non- -scholastic interests which may 
prevail in the school. 


FIRST VOLUMES OF SERIES. 


CHARTERHOUSE. 


By A. H. Top, M.A., late Scholar of Trinity College, Oxford; Assistant- 
Master at Charterhouse. With 58 Illustrations, chiefly from 
Photographs by L. MARSHALL, Assistant-Master at Charterhouse. 


[Reudy. 
RUGBY. 
By H. C. Brapsy, M.A., Assistant-Master at Rugby. 


Illustrations. 
ETON. 
By A. Ciutton-Brock, New College, Oxford. 


With numerous 
[ Ready. 


[In the press. 


Bell’s Science Series. 


EpitEp BY PERCY GROOM, M.A, 
AND Pror. G. M. MINCHIN, M.A., F.R.S. 


Néw Volume. 


AN INTRODUCTION TO THE STUDY OF THE 
COMPARATIVE ANATOMY OF ANIMALS. 


By Givpert C. Bourne, M.A., F.L.8., Fellow and Tutor of New College 
Oxford; University Lecturer in Comparative Anatomy. 


Crown 8vo, Illustrated. 288 pages, 4s. 6d. 


Vol. I. ANIMAL ORGANIZATION, THE PROTOZOA AND CŒLENTERATA. 

In this introduction to the study of the Comparative Anatomy of Animals, 
the author has necessarily been guided by the requirements of the elementary 
examinations at the leading Universities of Great Britain. Having found 
by experience that beginners find great ditliculty in apprehending the full meaning 
of the cell-theory at the commencement of their studies, he has departed from the 
course ustully ursued in lectures and practical instruction, and, instead of be- 
ginning with ihe study of cells, he hus taken the common frog as a type of animal 
organization, The ge {neral anatomy of the frog is first described in some detail : 
the microscopic structure of its organs and tissues is next explained, and then the 
cell-theory and the phenomena of the cell-division are dealt with. In this way the 
student is led gradually from famihar to new and unfamiliar conceptions. 


In Two Parts. Crown 8vo, 4s. 6d. net each. 


GREGOROVIUS’ HISTORY OF THE CITY OF ROME 
IN THE MIDDLE AGES. 


Translated by Mrs. HAMILTON. 


Vol. VII. Tue FIFTEENTH CENTURY. 


Crown Svo, 2s. 6d. Part I., separately, 1s. 


GRADUATED EXERCISES AND EXAMINATION PAPERS 
IN BOOK-KEEPING. 


FOR NATIONAL, INTERMEDIATE, AND PRIVATE SCHOOLS, 
BUSINESS COLLEGES, AND CIVIL SERVICE ACADEMIES. 


By P. Murray, F.8.8.S., F.Sc.8. (Lond.), Lecturer in Book-keeping 
and Commercial Knowledge, Business and Civil Service College, 
Belfast ; Author of “ First Principles in Book-keeping,” “ Book- 
keeping for Competitive Examinations,” “ Business Book-keeping,”’ 
“ Advanced Arithmetical Examination Papers,” “ Business and 
Civil Service Tot Book,” &c. 


London: GEORGE BELL & SONS, York(Street, Covent Garden. 


May 1, 1900.] THE EDUCATIONAL TIMES. 227 


MESSRS. BELL'S LIST. 


COMPLETE CATALOGUE "ALOGUE POST FREE ON APPLICATION. 


Fart Ow Reader See nel i BELL'S ILLUSTRATED CLASSICS. 
CORPUS POETARUM. LATINORUM Edited by E. C. MARCHANT, M.A. 
| 
| 


a se aliisque denuo recognitorum 


et brevi lectionum varietate instructorum, edidit Pott 8vo, with numerous Illustrations, Maps, and Plans, 


Is. 6d. each. 
JOHANNES PERCIVAL POSTGATE, Litt. D. ~ The volumes may be had with or without Vocabularies. 
PARRER, NEW AND FORTHCOMING VOLUMES. 
Cæsar. Book I. By A. C. LıbpeLL, M.A., High School, 
EDITOR. | EDITOR. Nottingham 
Grattius . . J. P. Postgate. Etna . . Robinson Ellis. oe 
Manilius . . Malvin Becbert. Persius . . W.C. Sammers. Cæsar. Book V. By ArtHur Reynoups, M.A., Merchant 
Phedrus . . James Gow. | Lucan . . W. E. Heitland. Taylors’ School. 


of Christ’s College, Finchley. 


Horace’s Odes. Book III. By H. Larrer, M.A., Chelt- 
enham College. [Zn the press. 


A. Vergil’s Æneid. Book I. By the Rev. E. H. Escort, 


| 
Valerius Flaccus . . Edited by J. B. Bury. Cæsar. Book VI. By J. T. PuiLLIrson, M.A., Headmaster 
Pott 8vo, with Vocabulary, 1s. | 


First Exercises in Latin Prose Composition. By E. 


WeL1s, M.A., Highfield School, Southampton. M.A., Dulwich College. 
“ A neat little Latin book, original, and withal practical. A | Vergil’s Æneid. Book III. By L. D. Warnwaieut, M.A., 
boy well drilled in its methods cannot fail to get a reasonable St. Paul's School. 
hold on Latin idiom.”—School Guardian. Vergils Zineid. Book VI. By J. T. PHrtireson, M.A., 
Headmaster of Christ’s College, Finchley. [ May. 
Vergil’s Zineid. Selections from Books VII.-XII. 
E 8 By W. G. Coast, B.A., Fettes College. [ May. 
BELL'S CLASSICAL TRANSLATIONS, 7 N.S. Com BA, Penes College. Lau: 
New Volumes. AEren of Blackheath School. [May. 


Cicero.—Speeches against Catiline. I. and II. (1 Vol.). 


Æschylus. — The Suppliants. Translated by WALTER By F. Hzrerine, M.A., Blundell’s School, Tiverton. 


Heapuiam, M.A., Fellow of King’s College, Cambridge. [ Shortly. 
“ It is a distinct help to the understanding of a difficult and | Cicero.—Selections. By J. F. Cmarres, B.A., City of 
corrupt play.” — Literature. London School. [Shortly. 


Phædrus.—A Selection. By Rev. R. H. Cma{mBERS, M.A., 
Headmaster of Christ’s College, Brecon. [Zn the press. 


Stories of Great Men. By Rev. F. Conway, M.A., Mer- 


Thucydides. Book VI. Translated by E. C. MARCHANT, 
M.A., late Classical Master at St. Paul’s School. 


chant Taylors’ School. [Shorti y. 

ides. Translated MARCHA : 
a rc a a MT | Xenophon.—Anabasis. Book I. Edited by FE. C. Mar- 
CHANT, M.A. Shortly. 
“« Judging from this specimen, we think that he succeeds in x h Ana} Book II. BVE. C.M | n 
being more literal than Jowett and more accurate and idiom- nts r 2 Jas a I ao T, 
atic than Dale.”-—School World. [Zn the press. 


better than Dale’s and more correct than J owett’s. ”___ Taterature. Unifi with the Illustrated Classics. 
Price 18. each. 
Scale Primæ. Simple Stories and Fables for Translation, 


with Notes and Vocabulary. By J. G. Spencer, B.A., 
St. Paul’s Preparatory School. 


Scale Mediæ. Extracts from Eutropius and Cæsar. With 
Notes and Vocabulary. By Percy A. UNDERHILL, M.A. 


Livy. Book XXI. Translated by J. BERNARD BAKER, 
M.A., Tutor of Non-Collegiate Students, Oxford. 


Livy. Book XXII. Translated by J. BERNARD BAKER, 
M.A. 


“We can congratulate Mr. E. C. Marchant on a scholarl 
and readable a of Thucydides VI. His version y BELL’S ILLUSTRATED LATIN READERS. 


Livy. Book XXIII. Translated by J. BERNARD BAKER, 
M.A. ILLUSTRATED PROSPECTUS OF THE SERIES ON APPLICATION. 


LONDON: GEORGE BELL & SONS, YORK LL & SONS, YORK STREET, COVENT GARDEN. 


228 | THE EDUCATIONAL TIMES. [May 1, 1900. 


THE ROYAL SCHOOL SERIES. 


Splendid New Wall Pictures for Schools. New Number of Nelson’s Royal Wall Atlases. 
ARTISTIC. EFFECTIVE. CHEAP. _ BIBLE LANDS. 


Being Wo. IV. of Nelson’s Royal Wall 
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JUST ISSUED Seven Sheets, 41} in. by 3] in. Full Coloured, 


Mounted on One Roller, price 15s. 
IN NELSON’S ROYAL PORTFOLIO This Ailis containe on & lirga scale all the 
Ma ired to Illustrate Old and New Testa- 
(GEOGRAPHICAL SERIES) ae a eae doy a T 


Geography required for an understanding of the 


PIC 7 y R E S$ O F Bible Lesson have not hitherto been available. 
LIST OF MAPS. 
1. The Ancient World. 2. Canaan. 3. Dominions 
THE EMPIRE. 


of David and Solomon. 4. Palestine. 5. Galilee. 
6. 8t. Paul’s Journeys. 7. Persian and Roman Empires. 
A Series of Beautiful Pictures of Striking Scenes in the British Empire. 
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ANIMAL PHYSIOLOGY. 


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ground, on strong Manilla paper. Size 34 in. 
by 30} in. Mounted on roller to turn over. 


NOW READY. 
The Houses of Parliament, West- The Suez Canal. 


s ° e Price 20s. the Set. 
minster. Gibraltar, from near Algeciras. 1 The Skeleton, . 2 The Muscles, 3. The Tooth, 
` : 6 aps oO estion è Circulation o 
The Taj Mahal, Agra. Jamaica—Sugar Plantation. the Blood” The O Orzaus of Respiration. a The 
° e e eys : 6 8. 6 ervous ystem. 
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*,* Othe ject hand, will follow shortly. Li ication. ene 

m r Subjects 1n hand, will follow shortly. List on application NOW READY. 
These Illustrations are true pictures, the originals painted by well known Water-Colour 

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Nothing better for Geographical Object Lessons could be provided. 
een ee With Music in both Notations. By ALICE 


| 
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A re a a me i & IV Book I. ... 8d. | Book IV. ... 1s. 3d. BEAUTIFULLY ILLUSTRATED. Books I., II., and III 10s a 
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students, candidate Pupil Teachers, the highest class in the Elementary School, or lower forms of the Secondary School. 

“A delightful exposition of the subject.’,—ScuooL TIMES. 


GREEK AND ROMAN HEROES. 


Selections from Plutarch’s Lives, adapted for Class Reading by H. Spenser, LL.D., Classical Master in the Edinburgh Academy. With 
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THE 


, ae Te 
ap 
| ye 3 


t 


. 
a 
« 


EDUCATIONAL ‘TIMES, 


AND 


Journal of the College of Preceptors. 


Vol. LIII.] New Series, No. 470. 


JUNE 1, 1900. 


Price to Non-Members, 6d. 
By Post, ld. 


Oe OF PRECEPTORS. — 
EXAMINATIONS FOR 1900. 


1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the College will commence on the 
10th of July, 1900.—At the Midsummer Examination, 

rsons who have previously ‘passed in Theory and 

‘actice of Education at the Diploma Examination may 
be examined practically for Certificates of Ability to 
Teach. 


2. CERTIFICATE EXAMINATIONS, — The Mid- 
summer Examination for Certificates will commence on 
the 3rd of July, 1900. 

3. JUNIOR FORMS EXAMINATIONS. — The 
Midsummer Examination will commence on the 3rd 
of July, 1900. 

4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations sre held in March and 
September. The next Examination will commence on 
the 4th of September, 1900. 


5. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
College for the Inspection and Examination of Public 
and Private Schools. 

PRIZES. 

Diploma Exramination.—The following Prizes will be 
offered for competition :—Theory and Practice of Edu- 
ention, £10; Classics (Greek and Latin), £5; Mathe- 
matics, £5: Natural Science, £5. 

Certificate Eramination.—The “‘ Isbister Prize” will 
he nwarded to the Candidate who stands First, and the 
“ Pinches Memorial Prize” to the Candidate who stands 
Second, in General Proficiency. Prizes will also be 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classics, Mathematics, Modern Jang S, 
Natural Sciences, English Subjects. The“ Taylor-Jones 
Memorial Prize” will be awarded to the best Candidate 
in Scripture History, Two Medals will be awarded to 
the best Candidates in Shorthand, 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


COLLEGE OF PRECEPTORS.— 
CERTIFICATE EXAMINATION, JULY AND 
DECEMBER, 1900. 


Notice is hereby given that at the above Examinations 
the following additional (alternative) subjects will be 
set :—Latin, Class I., Cesar, Gallic War, Book VI, 
Virgil, Æneid, Book II.: Scripture, Classes I. and II., 
the First Book of Samuel. 

C. R. HODGSON, B.A., Secretary. 


(PRELIMINARY EXAMINATION of 


MEDICAL STUDENTS.—The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ticates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
ceutical Society of Great Britain, and other bodies, on 
the 4th, 5th, and 6th of September, 1900. 

The Examination will take place in London, and at 
the following Local Centres :— Birmingham, Bristol, 
Leeds, Liverpool. 

Examination Fee, 259. 

Regulations and Entry Forms may be obtained on 
application to the Secretary of the College of Preceptors, 
Bloomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 

Section 1I., clause 5.—‘* The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
‘engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College sre requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


(JOLLEGE OF PRECEPTORS.— 


(Bloomsbury Square, W.C.) 

The next Monthly enue Meeting of the Members 
will take pluce on Wednesday, the 13th of June, when 
R. P. Scott, Esq., M.A., LL.D., will read a Paper on 
“The Inspection of Secondary Schools: Of what tests 
ought it to consist ?” 

The Chair will be taken at 7.30 p.m., and a discussion 
will follow the reading of the Paper. 

Members have the privilege of introducing their 


friends. C. R. HODGSON, B.A., Secretary. 


Os OF PRECEPTORS. 


oe) 


THE CALENDAR FOR 1900 


is now ready, and may be obtained from Mr. F. 
Hopason, 89 Farringdon Street, E.C. Price, free 
by post, 

To Members of the College 1s. 6d. 
To Non-Members 2s. 6d. 


The Calendar contains, in addition to the Lists of 
Members, and of Schools sending in candidates to the 
Certificate Examinations, the Regulations respecting 
the Examinations to be held in 1900, &c., and the 


EXAMINATION PAPERS 


set at the Certificate, Junior Forms, Professional 
Preliminary, and Diploma Examinations held in 1899. 


THE UNIVERSITY OF ST. 
ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad, 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HOME AND COLONIAL 
SCHOOL SOCIETY. 
(Incorporated for Examination and Certificate purposes 


with the National Froebel Union.) 
TRAINING COLLEGE FOR SECONDARY 
TEACHERS. 


HieuBuRyY HILL Hovse, Lonpon, N. 


Principal—The Rev. Davip J. Thomas, M.A. 
Vice-Principal—Miss PENSTONRE. 

Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploma of the College of Preceptors. 

A High School for Girls, Transition Class, and 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &c.—Mr. J. 
Locxgey, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Paul’s Road, Camden Town, N.W., prepares for 
above in Classics, Mathematics, Anglo-Saxon Mental 
Science, Education, &c., Orally and by post. Numerous 
successes every year. Terms moderate, 


R. H. A. NESBITT (joint-author 


of “The Science and Art of Arithmetic,” by 
A. SONNENSCHEIN and H. A. NESBITT, M.A.) has a few 
hours at. his saa srs for Lessons in Ladies’ Schools in 
Mathematics, History, and Literature. Mr. Nesbitt 
also gives Lectures on the Teaching of Met etig =e 
South Hill Park Gardens, Hampstead, N.W. 


COLLEGE OF MUSIC. 


[OX POX 
(Incorporated.) 


GREAT MARLBOROUGH STREET, LonpoyN, W. 


FOR MUSICAL EDUCATION,AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC. 


Patron: His GRACE THE DUKE OF LEEDS. 
Dr. F. J. Kary, Mus. Bac. Cantab., Principal. 
G. Avaustus HoL{ Es, Esq., Director of Examinations. 


EXAMINATIONS in PIANOFORTE PLAYING 
SINGING, THEORY, and all branches of Music will 
be held ın London and 350 Provincial Centres in July 
(June for Scotland and Ireland), when certificates will 
be granted to all successful candidates. Last day for 
entry, Friday, June 15. 

The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.M ls ered a Licen- 
tiate (L.L.C.M.), Licentiate in Music (L.Mus.L.C.M.), 
and Fellowship take place in July and mber. 

SYLLABUS for the year 1900, containing important 
alterations (including the new Primary section in Piano- 
forte Playing), may be had on application. 

In the Educational Department students are received 
and thoroughly trained under the best professors at 
moderate fees. Day and Evening Classes are held. 

T. WEEKES HOLMES, Secretary. 

(JORRESTONDEN > TUITION, 

Classes, or Private Lessons in all Subjects for all 
Examinations, &c., at moderate fees, Correspondence 
courses A to suit needs of individual pupils. 
Many recent successes.— F. J. BORLAND, L.C.P. (Science 
and Math. Prizeman), Victoria College, 87 Buckingham 
Palace Road, S.W., and Stalheim, Brunswick Road, 
a Surrey. Schools visited and Examinations con- 

ucted. 


University 
Correspondence 
College. 


FREE CUIDES 


LONDON UNIVERSITY EXAMS. 


Free Guipre To MATRICULATION 
(Postage 1d.), 


INTER. ARTS, INTER. Science, B.A., ov 
INTER. Laws EXAMINATION. 


Any one of the above Arts or Science Guides, Pros- 
pectus, and further particulars cili be 
sent,post free on application to 


THE SECRETARY, 
(Univ. Corr. Col., London Office,) 
$2 Red Lion Square, London, W.C. 


| t; 
230 i 


THE EDUCATIONAL TIMES. 


[June 1, 1900 


IVERSITY COLLEGE. OF 


NORTH WALES, BANGOR. 
(A Constituent College of the University of Wales.) 


Principal—H. R. REICHEL, M.A. 


The Session began October 3rd, 1899. The College 
Courses nre arranged with reference to the degrees 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Sc. degrees of the London 
University. Students may pursue their first vear of 
medical study at the College, There are special depart- 
ments for Agricniture and Electrical Engineering, a 
Day Training Department for men and women, and 
u Department for the Training of Teachers in Secondary 
Schools. 

Sessional Fee for ordinary Arts student, £11. 1s.; ditto 
for Intermediate Science or Medical student, £15, 15s. 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session, The new Hall of Residence 
for Women Students in Upper Uangor—fee £31. 10s. for 
the session—is now open. 

At the Entrance Scholarship Examination (beginning 
September 19), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition. One half the total amount offered 
is reserved for Welsh candidates, 

For further information and copies of the Prospectus, 
apply to JOHN EDWARD LLOYD, M.A., 

Secretary and Registrar. 


THE ANSTEY PHYSICAL TRAINING COLLEGE 


FFERS a professional Training in 
Swedish Gymnastics (both educational and 
medical) to Ladies of good education. 


The Course begins in September, and lasts 
two years. Age of admission, 18 to 30. The 
work is particularly interesting and healthful, 
and is remunerative, there being more openings 
for trained teachers than can be filled. 


Apply, for illustrated prospectus, to THE 
PRINCIPAL, The Leasowes, near Halesowen, 
Worcestershire. 


EATON, DEVON 
SCHOOL FOR GIRLS. 


Pupils under 12 years of age, £36 a year. 
Pupils from 12 to 16, £46 a year, 
Pupils over 16, £56 a year. 

No extras. Resident Governesses. 


Drawing, Painting, and Musie taught by Visiting 
Masters, 


Apply to the Principal, Miss MARY GROVER, Seaton, 
Devon. 


T. GEORGE'S TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND- 
ARY SCHOOLS AND IN FAMILIES. Princépal— 
Miss M. R. WALKER. This College provides a complete 
Course of Professional Training for Women Teachers, 
in preparation for the Cambridge Teachers’ Certificate. 
The Course includes attendance at the University 
Lectures on Edueation, in addition to Lectures delivered 
by the College Stell, and the Students have ample oppor- 
tunities of gaining experience in Class-Teaching in 
Schools. Five Heriot Binaries of £30 are offered in 
October. Apply to the PRINCIPAL, 5 Melville Street, 
Edinburgh. 


(Seaside), 


BERYSTWYTH COUNTY 
SCHOOL.— Wanted, ASSISTANT-MASTER, to 
teach Classics and Foreign Languages. Must have Uni- 
versity Degree and teaching experience, To commence 
duties In September, Salary, £130 per annum, Appli- 
cations, stating nge and qualifications, with no more 
than six testimonials, to be sent by June 23rd, 1900, to 
JOHN EVANS, 6 Portland Street, Aberystwyth. 


UCLEUS OF GIRLS’ DAY 

SCHOOL for disposal, in a rapidly growing 

neighbourhood, North London; 23 pupils. Apply— 
MISTRESS, 118 Queen’s Road, Peckham. 


Modern Languages holiday Courses. 
Organized by the Teachers’ Guild. 


ELBEUF, LISIEUX, AND TOURS. 
1900. 


Commencing on August 2nd. 
Preliminary Programme gratis, ’ 
. Handbook, giving full particulars, price 6}d. by post, 
‘from the Offices of the Guild, 74 Gower Street, London, 
W.C. 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 


ENTRANCE SCHOLARSHIPS. 


The Henry Tate Scholarship in Science, annual value 
£50: a Pfeifer Scholarship in Science, annual value 
£48: a Reid Scholarship in Arts, annual value £31, 10s., 
all tenable for three years, will be awarded on the results 
of the Examination to be held at the College on June 
26th and 27th. Candidates must be under 19 years of 
age on the first day of the examination. 

For further information apply to the PRINCIPAL. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 


Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to educated women who intend to teach. In 
addition to the course of training, it offers the ad- 
vantages of a College life and one year’s residence in 
Cambridge. 

The Students attend the Cambridge University Tec- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers, and are prepared for the Cam- 
bridge Teachers’ Certificate (Theory and Practice). 
Ample opportunity is given for practice in teaching 
science, aeie mathematics, and the other usual 
school subjects in various schools in Cambridge. 

Students are admitted in January and in September. 
Full particulars as to qualitications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


MHE MARIA GREY TRAINING 
COLLEGE FOR WOMEN TEACHERS, 
SALUSBURY Roap, BRONDESBURY, LONboN, N.W. 
Principal—Miss ALICE Woops. 


A Full Course of Professional Training is offered to 
ladies who desire to become Teachers in Secondary 
Schools or in Kindergartens, 

The Course for students preparing for the Cambridge 
Teachers’ Certificate or for the London Teachers’ 
Diploma begins in September or January, and lasts for 
one or two years. The Course for Kindergarten students 
sreparing for the Higher Certificate of the National 

roebel Union begins in September, and takes two years 
and one term, 

Ample opportunities are given for Practice in Teaching 
in the School and Kindergarten of 150 pupils on the 
premises, as well as in other Schools. 

The Winkworth Hall of Residence, close to the College, 
accommodates 20 students, 

Scholarships to the amount of £230, from public and 
private sources, are annually awarded. 

For all particulars as to qualifications for entrance, 
terms, scholarships, &c., apply to Miss ALICE Woops, 
at the College. 


HE DATCHELOR TRAINING 
COLLEGE, 
CAMBERWELL GROVE, S.E. 
(In connexion with the keo i Collegiate School for 
irls. 
Governing Body—The Worshipful Company of Cloth- 
workers of the City of London. 


Principal—Miss Rige, 
Mistress of Method and Lecturer—Miss CARPENTER. 
Assisted by other Teachers and Lecturers. 


This College provides a full course of professional 
training for Women Teachers, together with abundant 
opportunity for regular class teaching in a school of 
over 400 pupils, Special provision is made for instruc- 

‘tion in Physiology and Hygiene, Elocution, Drawing, 
and Ling’s Swedish Drill. 

Students are prepared for the Examination of the 
Cambridge Teachers’ Training Syndicate. 

Fees moderate. 


A COLLEGE HALL OF RESIDENCE 
is provided for Students in the Training College. Terms 
moderate, 
A Free Studentship (Training and Residence) will be 
awarded in September, For conditions apply to the 
SECRETARY. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, WEST KENSINGTON, LONDON, W. 


Chairman of the Committee—Mr. W. MATHER. 
Treasurer—Mr. C. G. MONTEFIORE. 
Seerctary—Mr. ARTHUR G. SYMONDS, M.A. 


TRAINING COLLEGE FOR TEACHERS. 


Principal—Madame MICHAELIS. 
Mistress of Method—Miss E. E. LAWRENCE, - 


KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
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JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed by 
the Teachers’ Guild, College of Preceptors, Head. 
mistresses’ Association, Association of Assistant 
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Address—74 GOWER STREET, Lonpon, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Ageney has been established for the purpose of 
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lowest basis to cover the working expenses. 

Headinistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointinents, are invited to apply to this Agency. 

Many Graduates and Trained Teachers for Schools 
and Private Fromiies; Visiting Teachers for Music, 
Art. and other special subjects; Foreign Teachers of 
various nationalities; Kindergarten and other Teachers 
are on the Register, and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are arranged. 

Otlice hours—9.30 a.m, to 6 p.m. Miss Cooper’s hours 
for interviews are from 10.30 aan, to 1.30 p.m., and 
2.50 p.m. to 5 pem. ; Wednesdays to 1.30 p.m. only. 


JOINT AGENCY FOR ASSISTANT-MASTERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUABE, LONDON, W.C. 
Registrar—Rev. F. TAYLOR, M.A. Cantab. 


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Headmasters’ Conference. 
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Welsh County Schools’ Association. 
Private Schools’ Association. 
Association of Headmasters of Preparatory Schools. 
Association of Headinasters of Roman Catholic 
Schools. 
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Association of Technical Institutions, 
&e, &c. 

As the Agency is not working with a view to profit, 
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are fixed as low us possible, and it is hoped that all 
branches of the profession will support an = Agency 
managed by so widely representative u Committee, 

Headmasters having vacancies on their staifs, and 
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communicate with the REGISTRAR. 

Ottice Hours—10 a.m. to 5 p.m., Saturdays, 10 a.m. to 
lp.m, Interviews generally bet ween these hours or by 
special appointment, 


ANTED.—A Certificated FEMALE 
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Salary £45, with board and lodging. Answers by 2nd 
June, to Mr. BANNERMAN, Free St. Leonard's Manse, 
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FIRST BOOK OF ENGLISH 


GRAMMAR, GEOGRAPHY, AND ENGLISH 
HISTORY. With Arithmetical Tables, Dates, &e. By 
A. K. ISBISTER, M.A., LL.B., late Dean of the College of 
Preceptors. 


LONDON: LONGMANS & Co., PATERNOSTER Row, E.C. 


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EXAMINER IN EUCLID, containing the Enunci- 
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Editions, Questions on the Definitions, Arithmetical and 
Aleebraical Demonstrations of the Propositions in Books 
Ll.and V. and a large collection of Geometrical Problems 
for Solution, Designed for Class and Self-Examination. 
and adapted to all Editions of Euclid. By A. K. Issis- 
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LONDON: LONGMANS & Co., PATERNOSTER Row, E.C. 


EPPS’S COCOA. 


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LONDON UNIVERSITY 
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Classes and Tuition for all Preliminaries, 
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. Bci., 81, 6 in Hons. ; , 1896-1899, 11; B.A., 
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| ships, R.U ly Indian Civil, xford and Cambridge, &c.- 


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On a thoroughly individual system, which 


The ONLY College that coaches SOLELY for 


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The above fees are reduerd to students of Unirersitu Cor- ' ensures the closest attention to the needs of each 


respondence College, and to students who hare previously candidate. 
worked ut University Tutorial College. 


tions. 


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nomy, &c. 
Prospectus and further particulars may be had from 
THE VICE-PRINCIPAL, 
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Full corrections of pa r papers, with time-saving 
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For TERMS, TESTIMONIALS, &c., 
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SUCCESSES: 145 at A.C.P.; 20 at L.C.P. 


Full particulars on application to the Principal— 
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ERMAN TEACHER, speaking Eng- 


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pany of an ENGLISH MASTER for a three weeks’ 

liday ne to Ireland in August.—A. H., 22 Cambridge 
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COASHY’S EUCLID. 


THE ELEMENTS OF EUCLID. 

BOOKS I.—VI., and PROPOSITIONS I.—XXI. of BOOK XI. 
Together with Appendix on the CYLINDER, SPHERE, CONE, &c., with Copious 
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By JOHN CASEY, LL.D., F.R.S., Fellow of the Royal University of Ireland, 
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June 1, 1900. ] THE EDUCATIONAL TIMES. 233 


New. GILL’S New. 
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*ENGLAND AND WALES. *IRELAND. INDIA. ASIA. 
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The Student’s Geography ... es 4 “ è | imperial Geography ; 3 % Viotoria Atlas ; ‘i % 
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or in Three Parts ... a a .. each O0 9 ' Elementary Ohemistry bis 2 6 | Class Mark Book . 20 
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LONDON: GEORGE GILL & SONS, LiMiTED, 13 Warwick LANE‘ E:C. 


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THE EDUCATIONAL TIMES. 


{June 1, 1900. 


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LIMITED, 50 OLD BAILEY. 


June 1, 1900.] THE EDUCATIONAL TIMES. 935 
CONTENTS. 

Page Page 
“The Crown of the Primary ” ............ceesce cece eee eeeeeecnecee ees 235 Forecasts and Comments :—Fixtures ................ccccecceseeces eas 247 
Education Gossip ............ 248 

selec ESE E EE E O 236 i MPRE 
IN OUCB ooe rE E RAS Appointments and Vacanciss 248 
Summary: The Month: orreina EEE ON EAEra 237 | Literary Gossip ..........c. ccc eee cases 249 
U OIWereiiest ces ences cis ee eee eaten 230 Astronomy asa Moral Force. By Alfred T. Story............... 249 
Unstable Questions of Method in the Teaching of Ele- | Notes fron Paris opsceni doa O T 250 
mentary Science. By Dr. Wormell. Paper read at the | Meeting of the Council of the College of Preceptors ...... 251 
College of Proceptors.........cccsescessssecesetecesaesevesseveseuees 240 Reviews ES pert e ere tn entree een tree: eeteteernene eee sensei seenet 251 

Sir Joshua Fiteh's Lectures: Gibbon Edited; The Oldest Aryan ; 

AE EAE E AEE EEE E E E 244 New Problems for the New World ; Revised Texts. 


What ¢ Grammar’: Practical Use of Phonetics : Morton Luce 
Testimonial: The Paris Education Congress; ‘ The Frog; The 
National Home-Reading Union, 


General Notices 


Cee eet ee eee eee eee temas m eee reer er teres eure teResmeeeerevenves 


Mathematics 


i ee ee 


The Educational Times. 


WE referred last month to the Board of Educa- 

“The Crown tion Minute of April 6, establishing higher 

Primary.” elementary schools, which was important as 

being the first contribution of the Board to a 
general reorganization of systematic and continuous education 
under State control. These higher elementary schools appeared 
to be satisfactory in themselves, although the Minute for the 
first time authoritatively prolonged the elementary-school age, 
and to that extent sanctioned a certain overlapping and com- 
petition of elementary and secondary education. But the new 
schools are to be governed by conditions which reduce this over- 
lapping to a minimum, and leave no doubt as to their aims and 
limitations. In this respect they differ materially from the 
older higher-grade schools, which were originally an un- 
authorized outgrowth of the elementary schools, and became to 
all intents and purposes secondary schools. 

On May 3 Mr. Jebb raised in the House of Commons a very 
interesting discussion on the new Education Code, which has a 
distinct bearing on the Minute. Referring to the objections 
which had been raised to the block grant, especially on the 
ground that it was inadequate for the maintenance of the 
higher-grade schools, Mr. Jebb said : 


If the new Code stood alone, that objection would have force. But 
the new Code had been supplemented by the Minute of the Board of 
Education. issued on April 6. That Minute made provision for estab- 
lishing a new type of higher-grade school, which must be organized to 
give a complete four years’ course of instruction approved by the 
Board. That course would begin from a point represented by Standard 
V., but would thenceforth be on a higher plane than that of the 
ordinary elementary school. No scholar would be allowed to remain 
in such higher-grade school after the clore of the school year in which 
he or she was fifteen years old. This Minute had nothing directly to 
do with secondary education. It created a type of school which was 
to crown our system of primary education. 


On the question of the age-limit Mr. Jebb was very clear and 
precise. Elementary education, whether ordinary or higher, is 
planned for a leaving age of fifteen. In secondary education 
there are two main classes of schools, those in which the normal 
leaving age is sixteen or seventeen, and those in which it is 
eighteen or nineteen. The pupils of such schools take up the 
higher industrial employments, or commerce and business, or 
scientific and professional pursuits. They pass on toa technical 
college, a University college, or a University. 


A child in an ordinary elementary school had, or should have, three 
choices open to him—(1) To stay in that school till he had completed 
the standards; (2) after passing Standard IV. to pass to a higher 
elementary school; (3) to pass to a secondary school at the same 
break. Now tho higher elementary school set up by the Minute 
answered to the second of these choices. It was to be a higher primary 

i school, not a lower secondary school, and so its course was planned to 
| end at the age of fifteen at latest. 

Nothing could be plainer. Mr. Jebb knew what the Educa- 
tion authorities had been discussing and planning; and the 
words which we have quoted read as if the speaker knew that a 
logical decision hud been deliberately tuken by the Board of 
Education. But in the meantime the Board itself had been en- 
larging onits Minute. Replying (through the mediation of Mr. 
Chamberlain) to the inquiries of certain elementary teachers in 
Birmingham, the Board had said that there was nothing in the 

‘Minute of April 6 to compel any higher-grade school with a 
school of science attached to come under the operation of the 
i Minute, and nothing to prevent those higher-grade schools ‘‘con- 
tinuing their work as at present.” They may conform to the 
. Minute or leave it alone, as they please. To quote Mr. Jebb’s 
speech again, 

There ia nothing in the Minute to prevent a School Board already 
giving higher elementary teaching in its ordinary schools from con- 
tinuing to do so. The loss which some School Boards will suffer under 
the block grant can be made up by a very small addition to the rate. 
In Leeds, for example, that addition would be represented by one-third 
of a penny inthe pound; in Manchester, by one-eighth of a penny; in 
London, by one-thirty-seventh of a penny. But it has been urged 
that the transference of a child from the ordinary elementary school 
to the higher elementary is an evil in itself, as involving a break in 
the continuity of school life. But such a break occurs in secondary 
education when, at much the same age, a pupil passes from a prepara- 
tory to a higher school, and it is not found to be injurious. 

Standing by itself this interpretation of the Minute is dis- 
appointing and discouraging. We had supposed that the 
higher elementary were to be substitutes for the higher-grade 
schools—that the higher-grade schools, with their advanced 
secondary education and their practical absence of an age-limit 
and their irregular constitution, were either to conform to the 
new type or to square themselves with the Elementary Educa- 
tion Acts. We shall be told to wait and see what will come of 
the recent action of the Local Government Board auditor, who 
has made a stroke for legality, and has surcharged the School 
Board for certain sums granted to higher-grade schools: we 
are assured that a court of law will presently make the existing 
Acts plainly understood and respected. If the Board of Educa- 
tion is in harmony with the Local Government Board, if it knew 


236 THE EDUCATIONAL TIMES. [June 1, 1900. 


and intended the consequences of the block grant, if it holds|they doubt the administrative capacity of the Board of 
that the higher-grade schools are illegitimate, and that the | Education; but, as Mr. Chamberlain pointed out, it is some- 
higher elementary must be the real “ crown of the primary,” | what unusual to find the representative of a Department 
why does it say that there is nothing in the Minute with which ' opposing a Bill which has the approval of the Government. 
the higher-grade schools need concern themselves? We have | Why it should have been necessary to proceed by Bill is hardly 
quoted the Board’s communication to Mr. Chamberlain, and Mr. | apparent, as the Board of Education Act, by Section 2 (2), 
Jebb’s impressions in the House of Commons. In the same! provides for the transfer from the Charity Commissioners to the 


debate Sir John Gorst, a member of the Board, put the matter 
as frankly and as plainly as he could :— 


It is a statement which has been made over and over again by the than the carrying of a Bill through all its stages. 
however, that the Government is advised that the administration 


official representatives of the Education Department that no School | 
Board has any legal right to expend the school funds upon secondary 
education. You have, consequently, this state of things. You have 
School Boards who have established excellent higher-ygrade schools, , 
whose work I have always spoken of in terms of the warmest eulogy ; | 
and the School Boards are now supporting these schools in an illegal 
manner from the school funds. What, then, is to be done? This 
Minute affords the opportunity of placing these schools on a legal and | 
legitimate footing, and although there may be some higher-grade 
schools which will stand out. and take the chance of the Law Courts— 
the chance of the decision of the Court of Queen’s Bench being con- 
trary to the expressed opinion of the Education Department—yet I 
believe the great majority of those schools have hailed with satisfaction 
the publication of this Minute, and that they will convert themselves 
into higher elementary schools so as to place their proceedings on a ` 
proper and legitimate footing. | 


That being so, we may wait for the decision of the Court of | 
Queen’s Bench and for the obedience of the School Boards. The 
main fact—and it is a reassuring fact—is that the higher ele- | 
mentary schools are to be the crown and limit of education by: 
the School Boards, and that for secondary education we are to! 
have secondary authorities. | 


NOTES. 

Tue knighthood which has been conferred on Mr. R. C. Jebb, 
M.P. for Cambridge University and Regius Professor of 
Greek in the University, may be regarded as a tribute 
to education. Sundry Oxford and Cambridge professors have 
been knighted in recent years, some as men of science, others as 
distinguished in history and letters. Mr. Jebb unites various 
qualifications, and our readers will not need to be reminded of 
the many services which he has rendered during the past few 
years to the cause of what we may call the political organiza- 
tion of education. He has done much to keep the politicians 
well informed as to the claims of higher and secondary educa- 
tion, and to bring the representatives of differing views and in- 
terests into line. It would be impossible to contest his right 
to figure in the list of Birthday honours, and, if he is as well 
satisfied to be called Sir Richard as plain Professor, everything 
is as it should be. 


THE spectacle of a Cabinet Minister lecturing a Government 
Department on its red-tape dilatoriness is a charming novelty in 
Parliamentary debate. It is true that, in his criticism of the 
attitude of the Charity Commissioners towards the King 
Edward’s School (Birmingham) Bill, the Colonial Secretary spoke 
merely as plain Mr. Chamberlain, the Member for Birmingham, 
but we do not think his words were any the more palatable on 
that account. Brutus was not much relieved by reflecting that 
Antony was only ‘‘a plain, blunt man.” The Bill under 
discussion proposes to transfer the control of the endowment of 
King Edward’s foundation from the Charity Commissioners to 
the Board of Education, and naturally the Commissioners 
question the advisability of change. It is not clear whether 


Board of Education of matters relating to education by means 
of an Order in Council. Such procedure would be far simpler 
It may be, 


of an educational endowment is not a matter ‘relating to 
education” within the meaning of the subsection. Such a 
narrow construction is, of course, possible, and, if acquiesced 
in, must needs lead to a lot of piecemeal legislation in the near 


future. It would be well to amend the subsection. 


ALTHOUGH criticisms on the character of the training which 
our Army officers receive have of late been plentiful, no attention 
has been given to the equally important preliminary education 
of Woolwich and Sandhurst cadets on which such training is 
based. Of all preparations for a professional career it is diffi- 
cult to conceive one more unsatisfactory. We are speaking of 
the majority who enter Woolwich or Sandhurst after eighteen 
months’ or two years’ coaching at an Army crammer’s, and not 
of the minority who enter straight from school. The war has 
shown that mere technical proficiency in an officer is useless 
unless united with self-reliance, alertness, and some degree of 
cultivated observation and imagination, enabling him to make a 
shrewd guess as to the working of minds very differently con- 
stituted as compared with his own. The rough and tumble of 
ordinary school life, if continued until the age of eighteen, 
affords a satisfactory means of cultivating such qualities. The 
average Army candidate, however, leaves school at fifteen from 
the fifth form, and his real education is at an end. With an 
Army coach he is exclusively engaged in working up subjects for 
marks, with reference solely to the form of questions set in 
previous examinations. Pent in town or in a suburb, with sur- 
rounding influences which promote neither moral nor intellectual 
health, and with few opportunities for open-air exercise, he 
develops a supercilious conceit and a narrow intellectual sym- 
pathy which choke the growth of his general intelligence. He 
has, of course, many good qualities, but they exist in spite of the 
“ education ” to which he is at present doomed. 


Tue London School Board has again, by one of its Committees, 
inquired into the question of school attendance. The period 
tested was the last quarter of the year 1898, during which 
190,919 children, or over 33 per cent., failed to make a proper 
attendance, and there were over 120,000, or over 21 per cent., 
who missed school more than three times a week. The figures 
are serious, and the outlook is not made brighter by the informa- 
tion that matters are rather worse in non-Board schools. The 
Vice-Chairman of the Committee is glad that Sir John Gorst has 
introduced a Bill increasing the maximum penalty which may 
be inflicted on parents of absentee children from 5s. to 20s. It 
is, however, doubtful whether mere penalties will succeed in 
bringing over parents to the side of the school authorities. The 
figures above given are so enormous that they are\not explained 


June 1, 1900.] 


THE EDUCATIONAL TIMES. 


237 


by the natural desire of poorer parents to increase the earning 
capacity of their families. There isa feeling abroad among the 
working classes that the education given in the higher standards 
is unpractical, and, if such an idea has become general, the 
matter isexplained. It isa mistake to assume that the working 
man has not the interest of his children at heart. Sir John 
Gorst’s recent speech in the House of Commons fortunately 
shows that it has dawned on the Board of Education that 
children in elementary schools have an environment. It is a 
step towards discovery that the parent is the best attendance 
officer. 


Tue higher diploma of the Alliance Francaise, an association 
for the propagation of the French language beyond the French 
borders, is well worth the attention of those who wish to equip 
themselves as language teachers in their own countries. It 
certifies the holder as qualified to give lessons in French 
(language and literature) d ?’étranger; and its value is due to 
the fact that no one can be admitted to the examination without 
making at least fifty attendances at the cours arranged, in two 
series, by the association. The subjects to be dealt with this 
year are, as before, historical grammar, difficulties in modern 
grammar, pronunciation, diction, phonetics, modern and classical 
literature, French institutions, and French art. The lectures 
begin in Paris on July 1 and last till the end of August; ad- 
mission forms, with full particulars, can now be obtained from 
the Secretary, 45 rue de Grenelle. Last year 500 entries were 
received, of which 174 were from Germans, 89 from Americans, 
60 from Russians, 50 from English, and the remainder from 
very miscellaneous nationalities. Ninety-one obtained the 
higher diploma. The Alliance received the formal approval of 
the Minister of the Interior as far back as January, 1884, and 
was officially reconnus d'utilité publique by the President of the 
Republic in October, 1886. Among its past presidents have 
been Monsieur Ferdinand de Lesseps and General Février, 
Grand Chancellor of the Legion of Honour. The president for 
the current year is Monsieur Foncin, Inspector-General of 
Public Education, and the director of studies is Monsieur Brunot, 
lecturer at the Sorbonne and at the Ecole Normale Supérieure. 
The holiday courses arranged by this same Alliance, at Caen, 
Nancy, and elsewhere, will be familiar to a large number of our 
readers. 


Tuere is a bright freshness in the list of subjects dealt with 
at the Parents’ National Educational Union Conference, which 
shows the presence of no little originality in the Organizing 
Committee. ‘‘ The Education and Training of the Ordinary 
Domestic Nurse,” ‘The Educational Aspect of Gardening,” 
and ‘‘The Virtues of Simplicity,” are titles which, by them- 
selves, would go far to make the Conference a success. 
Educational discussion in England has been in the past far too 
technical and professional, and we heartily welcome breezes of 
opinion and ideas which have their origin elsewhere than 
among the regular furrows of educational life. It is to be 
hoped that the Parents’ Union will continue to be loyal to its 
unprofessional name and origin. Prof. Bryce, in his address on 
“The Influence of Parents,” wisely urged that such influence 
should be principally devoted to the development of taste, 
logical thought, and religious feeling. The atmosphere and 
silent forces of home life are in such matters more powerful 


than those of school. We have left behind us the days when 
schoolmasters were convinced that parents could not bores 
know anything about their own children. 


Onty of late has the ethical value of athletics received any 
practical recognition in the French educational system. It is, 
therefore, the more interesting to notice that a premium has 
been officially put on this development in connexion with the 
Paris Exhibition. Last March the Minister of Public Instruc- 
tion addressed to the heads of secondary and of higher primary 
schools all over the country a circular inviting them to use the 
opportunity for carrying out an athletic competition to be held 
on a large scale at Paris on Tuesday and Wednesday in Whitsun 
week. The following are the principal sections :—Flat races, 
obstacle races, tug-of-war, high, long, and pole jumps, putting 
the weight, throwing the disc. To afford some standard of 
comparison with our own arrangements it may be mentioned that 
the flat race length varies from 90 to 1,500 metres; the age 
limits are: for juniors under sixteen, for seniors under twenty- 
one. For the final contests, second-class railway fare will be 
allowed by the State to all who take first places (excepting only 
in the tug-of-war), and incidental expenses will be liberally met in 
various ways. A tennis tournament, double and single, has 
also been organized, but it is open to scholars from Paris alone, 
the game being comparatively little known in provincial schools. 
The prix régionaux are to be medals; at Paris medals and objects 
of art. The technical details of the competition are being 
carried out by a committee consisting entirely of members of 
the Union of the French Societies for Athletic Sports. 


Mr. Armitace Smira presided on May 19 over a meeting 
convened in the theatre of the BirkbeckInstitute by the 
London Association of Art Masters. Attention was drawn by 
various speakers to the mischief of overlapping in science anıl 
art teaching caused especially by the State-aided classes of the 
London School Board, established in localities where technical 
institutes were already in existence. The institutes appear to 
have lost a considerable number of students—over six hundred in 
a single institute—through this cause. The Principal of the 
Goldsmiths’ Institute urged that the self-respect of students 
was damaged by receiving free instruction and free materials. 
It is certain that the institutes which charge a small fee have 
suffered greatly by a competition artificially fostered. If the 
gratis teaching were better than that which is paid for, the 
public might shrug their shoulders at the complaints of the in- 
stitutes; but, of course, it is not so. There is reason, however, 
to hope that the grievance complained of is now in a fair way 
of being remedied. 


SUMMARY. 


THE MONTH. 


On May 3the House of Commons debated the Education Code 
of 1900. Mr. Jebb moved that: ‘‘ The proposals contained in the 
Code of Regulations for Day Schools and in the Minutes of the 
Board of Education laid before Parliament during the present 
session are conducive to the interests of education.’ His object 
was to provide an opportunity for a general discussion, the 
Government having given a day for that. purpose. _Mr. Jebb 
touched first on the new Code. and then on the-Minute-recently 
issued by the Board of Educition, and his aim was to bring out 


238 THE EDUCATIONAL TIMES. | June 1, 1900. 


the larger aspects of these proposed changes and the principles | else by black gowns of heavy watered silk, richly embroidered 
which underlay them. The great feature of the new Code was | with gold, the Prince being so arrayed as Chancellor of the Uni- 
the block grant. The first merit of the block grant was that it| versity of Wales,” Lord Kimberley as Chancellor of London 
delivered primary education from the influence of a mercenary | University, Sir H. Roscoe as Vice-Chancellor and Lord Spencer 
motive. Under the old system of payment for individual subjects | as Chancellor of the Victoria University. Among their supporters 
there was a strong inducement to turn a school into a machine for | were Mr. E. H. Busk (Chairman of Convocation), Lord Davey. 
earning the largest possible grant, irrespectively of the true! Lord James. Mr. Bryce, M.P., Sir U. Kay-Shuttleworth, M.P.. 
educational interests of the children. After considering the} Sir M. Foster, M.P.. Mr. Jebb, M.P., Sir A. Rollit, M.P., Mr. 
effects of, and objections to, the new system of grants, Mr. Jebb|J. A. Campbell, M.P., Bishop Barry, Mr. Armine Wodehouse, 
went on to discuss the new type of schools established by the} Mr. W. H. Dickinson (Chairman of the County Council), Dr. 
Board. We have dealt with this subject in our leading columns. | Collins, the Chief Rabbi (Dr. Adler), Sir Owen Roberts, and Sir 
R. Blennerhasset. Nearly five hundred of both sexes had won 
degrees and honours, and about three-fourths of them were 
present to receive their awards—the diplomas at the hands of the 
Chancellor, the medals from the Prince. Afver the ceremony the 


Mr. A. HUTTON gave a more critical turn to the debate by 
moving, as an amendment, that the proposals of the Government 
contained “ provisions that are not conducive to the best interests | z`. 
of education.” His speech. with Mr. Mather’s and others, was | Prince of Wales said: , , 
practically a plea for the School Boards which have developed | No one wishes more sincerely than I do happiness and prosperity to 
the higher-grade schools in order to secure continuous education | this University. From all we have heard from the Chancellor, I think 


for their ablest pupils, without letting them slip out of their | this University is in a fair way to become one of great importance, and 
control; or because the parents would not a to their being | will hold its own, no doubt, with many of the others which are of 


shifted into other (secondary) schools. Sir John Gorst answered ancient origin. 1 ami gladi to think that, as the result of some 


` . . . | difficult and, I may say, some delicate negotiations, London University 
for the Government. With part of his speech we have dealt in i : : seme ; : 
our leading columns. Mr. Mather had charged Sir John with nes mom touni è home tn the ape eee one im whioh Tino 


aoe : you all take deep interent. We, of the Institute, are very grateful to 

striking at the higher-grade schools. Her Majesty’s Goverment for all they have done in this matter, and 
The first blow [he said] was delivered three years ago, when I was for having facilitated the arrangements, which I hope are now com- 

a party to applying a scheme to schools of science very much like the | plete. It only rests for me to express a fervent wish that the London 

present one. I remember that occasion very well. Everybody had | University will not regret having left its old home, and will find that it 

been crying out for this reform, but, as soon as it was made, I am | has ample room for all its requirements. 

sorry to say that the managers of the schools did what many of them —— 


have done in oe present case. They sat down and made calculations; QOy May 10 the Scottish Higher Education Bill was read au 
sd Gee hie 3 Sheet ie oe w ea aa second time in the House of Lords, where it was the subject of a 
pe ‘ good deal of criticism. Lord Balfour expressed his gratitude to 

ee sagas ei et lling A P E E AEEA E A those who had brought before him points which had raised diffi- 
culties in their minds, because he would thus be enabled to con- 


would get more held their tongues and said nothing. . . . All these |. l i 
schools of science are going on quite as comfortably aa they went on!*ider them before the Bill reached the stage of Committee. 


before the change, just in the same way as all these higher elementa There were three main provisions round which criticism had 
schools will go 8 perfectly comfortably after this Code has come io | largely centred :—(1) The constitution of the Local Higher Edu- 
operation . . . The second blow which I struck at the schools of | Cation Committees and their relationship to the Scotch ducation 
science was that there was a provision put into the “ Directory ” which | Department; (2) the proposal to have a rating power for higher 
prevented schools of science from earning double grants—from getting | education in future; and (3) the method of providing and dis- 
one from the Education Department and another from the Science | tributing the central funds which were amalgamated for the pur- 
and Art Department, at the same time for the same work. It was an | pose of higher education in Scotland. 
abuse which had grown up, and it was very properly put a stop to. 
The third blow which I struck, according to the hon. member, was! Muere has been a great fuss over the Birmingham (King 
that the Local Government Board auditor, over whom I have no | Edward the Sixth) Schools Bill—a private Bill which proposes 
tag i } to transfer to local governors certain of the powers exercised 


ae isal] : wer 
E r eE aroha ion ee Phineas under statute by the Endowed Schools Commissioners. On 


which I have no more to do with than the hon. member himself. May 16 Mr. J. A. Pease opposed the second reading. Mr. Grant 
Lawson, one of the Commissioners, supported Mr. Pease, and in- 


As we went to press last month a letter was printed, too late for fused fire into the debate. a -n 
comment, from Mr. Chamberlain's private secretary to the Bir- ; a T = te T ei oe were eats E ilps gia 
mingham branch of the National Union of Teachers, who had | others, it had been his duty to get those particular clauses defeated an 
written to the Colonial Secretary expressing alarm as to the ee EES ee nad he should progon aar he e once 
operation of the Education Board’s Minute of April 6. The | the course, which he thought he was compelled to adopt, of letting the 


. . f ___ | bad parts go by in order that he might stop the worst parts. He knew 
letter, to which we refer elsewhere, was in the following terms : that, if he, as the representative of the Charity Commission, had moved 


Dear Sir,—I am directed by Mr. Chamberlain to say that he has | the rejection of the Bill in toto, the members for Birmingham would 
now received the following replies to your three questions from the | have fallen upon him fiercely. They were wise and honourable, and 
Education Department : (1) There Js nothing in the Minute which | gome of them right honourable; they felt very strongly, he understood, 
compels any higher-grade school, with a school of science attached, upon this Bill, and they would have joined vigorously in that debate as 
to come under the operation of the new Minute. (2) There 18 | the representatives of the doctrine of Home Rule for Birmingham. .. . 
nothing in the Minute which makes it otherwise than permissible | The Charity Commissioners did not object to this property being 
for those higher -grade schools to continue their work as at present, | handed over to some other authority, but they did object to its breaking 
and the new scheme is one into which School Boards and school man- | loose from all control whatever. If any other body would take it over 
agers may come, if they please, and if they will fulfil the required | the Charity Commissioners would be glad to get rid of it. i 
conditions; but there is nothing in the Minute which compels them to 
transform their schools into the type of school laid down in the new w. ; EN i 
Minute. (3) The new Minute does not state that the new type of Ta ee protagonist of epee accepted this 
school must necessarily be in a totally separate building:from the | ©"® lenge. He Ki they had been tol that there was no pre- 
ordinary elementary school, and, so far asthe requirement of a separate | Cedent for this Bill. If there were not, then it was their business 
head-teacher is concerned, this requirement already applies to the | to make one; but, in fact, there was a precedent last Session, and 
higher-grade schools, referred to above, as it exists in the day schools | the course now proposed was adopted in the case of the Mason 
Code, which already makes it impossible for the head-teacher of an | College Bill. They were dealing here with a great foundation— 
elementary school to have any duties in a school of science, eventhough | one of the greatest in the United Kingdom—with an income 
this latter be attached to an elementary school. Mr. Chamberlain | of something like £37,000. Mr. Chamberlain said that the school 
trusts that these answers will be satisfactory.— Yours, &., J. WiLsoN. | had been reformed again and again, until now it gave thorough 
satisfaction to the people of Birmingham. Surely it was not a 

May 9 was Presentation Day at London University, and the | part of the Radical creed to come in and say, with regard to such 
Prince of Wales was present. The Times reports that when the |an institution: “ You will be opposed by three gentlemen and a 
Prince entered, with a procession of dignitaries, “the scene became | number of clerks, who will interfere in every detail.” 


dazzling. His ie: Highness, the Earl of Kimberley, Earl} The school had been improved again and again, and was it to be 
Spencer, and Sir H. Roscoe were distinguished from everybody | supposed that they could not alter one of=the details without going to 


a i a ee ee ee 


-= 


June 1, 1900.] 


this precious Charity Commission, who would take about six months 
to investigate one subject? There was a proposal $o improve the 
higher education of girls in Birmingham, and they proposed to arrange 
for a transfer of property to another charity. This involved the dis- 

of some rent-charges and a certain amount of Consols. From 
first to last, there was never the slightest doubt as to the propriety of 
the proposal. The Commission went through all the details with an 
amount of red tape which would have astonished a Government office. 
In the interval Consols fell from 112 to 103, so that the Charity lost 
a considerable sum of money, all owing to this utterly incompetent 
body. The people of Birmingham protested; they had seen enough 
of it. They did not know the Board of Education, but they did know 
the Charity Commission, and they did not want to know it any more. 
Therefore, they proposed under the Bill to go to the Board of Educa- 
tion, which could revise or refuse their proposal. It seemed to him 
that the Charity Commission wanted to make the Board of Education 
as bad as themselves. He thought the Board of Education would not 
thank them. 


‘The Bill is going through. 


On May 22 the seventh annual meeting of the Association of 
School Boards was held at St. Martin’s Town Hall, under the 
presidency of the Dean of Manchester. Dr. Maclure dealt with 
the functions of the Board of Education, and especially with the 
Minute establishing higher elementary schools, and said he 
thought it might be assumed that the Association was in accord 
with the main principles of the new Code. The principle of the 
block grant had met with almost universal approval on the part 
of those who were experts, or were interested in elementary 
education. The most important business before the meeting was 
a resolution to the effect : “ That the Association draw the atten- 
tion of the Board of Education to the urgent need for further 
training college accommodation, residential or otherwise. 
this Association is of opinion that more college accommodation 
of an undenominational character, for the training of elementary 
school teachers, is urgently required.” Mr. Lyulph Stanley gave 
the resolution his warm support, insisting, however, that it was 
only “ one of the posts on the way.” The Association, he declared, 
wanted more than they were at present asking, but by-and-by 
they would demand a great deal more; namely, a great extension 
of training-school accommodation open to all. Other resolutions 
were passed commending non-county boroughs, urban and dis- 
trict councils, and rural district councils, as affording the best 
local areas for secondary education authorities, and in Bo ofa 
Government grant in the case of defective and epileptic children. 


Tue Master of Trinity College, Cambridge, fe his inaugural 
address as President of the Teachers’ Guild at the annual 
meeting of that body on May 24. Dr. Butler spoke of specializa- 
tion as a “narrow-minded giant.” 


Such glorious tracts of knowledge as history, biography, literature, 
art, and poetry were left untraversed because “it would not pay,” to 
pursue the less fertile paths labelled “ Mathematics” and ‘‘ Natural 
Science.” It was certain that before long it would be necessary to re- 
consider methods. The tendency would be to give weight to examina- 
tions which tested general intelligence. We should choose for our 
college brotherhood men who may, or may not, come to the top of any 
particular Tripoe, but men whom we can guarantee as educated gentle- 
men. The slight knowledge of English shown at present by a consider- 
able number of selected candidates was appalling. There was no 
substance, no arrangement, no mind apparent in what was written. 


Dr. Butler concluded by stating that an insight into the life 
of Greece and Rome should be the patrimony of all readers. 


iven to Bedford College, London, 
the award of a travelling studentship, to be competed for by 
former students of the College who hold a Teachers’ Diploma and 
have had two years’ experience of teaching. The Council will 
shortly announce the subjects proposed for investigation. Appli- 
cations should be made not later than December 1, as the award 
will be made at the end of that month. The following students 
were presented for degrees by the Principal of Bedford College, 
at the University of London, on May 9:—B.A.’s: Misses K. L. 
McArthur (Second Class Honours in English), M. H. Scott, 
J.‘A. Abraham, E. Curtis, W. B. Cuthbertson, N. E. Smith, 
E. M. Walrond, and E. L. Young. B.Sc.’s, First Division: 
Misses S. G. Hacking, E. Pearce, and R. M. Syer. Honours 
candidate recommended for a Pass: Miss A. M. Raisin. Two 

raduates who have obtained diplomas in the “ Art, Theory, and 

istory of Education '"—Misses E. D. Bishop, B.A., and E. M. 
Odell, B.A.—were prevented from attending. 


THE Gilchrist Trustees have 


THE EDUCATIONAL 


That | Y 


TIMES. 239 


UNIVERSITIES. 
(From our Correspondents.) 


THE Summer Term that is now half through has been 
uneventful, and is doomed already to a tame end. 
“ Commem.” is not to be; honorary degrees, functions, 
balls are all deemed unsuited to “the circumstances of the 
country”; the Encænia is to be banished to the Divinity School. 
and only attended by such as cannot escape it. The Australian 
delegates, who would else have been made Doctors with all due 
pomp, have been smuggled to Oxford, labelled, and smuggled off 
again, with as much secrecy as so many spies. 

The Classical Moderations list was a long one, and has provoked 
the usual comments. Every one points out that a Second loses all 
value when so many attain it; and every one proposes as a remedy 
the substitution of four classes for three. This is all just enough, 
perhaps; but the case of the First Class is quite as unsatisfactory. 
Clearly something should differentiate the class of absolutely 
first-rate scholars from those who are thoroughly competent 
scholars, but are not first-rate. At present, nothing does. The 
gap inside the First Class between the best and the worst man in 
it must be nearly as great as that between the latter and the men 
who get “Gulfs.” To some extent, this deficiency in the Schools 
is remedied by the University Scholarships the Ireland, the 
Hertford, and the three Cravens. But these are not numerous 
enough for the annual crop of really first-rate scholars; and the 
“ mentions ” which might supplement them are too capriciously 
varied in number. Thus, for the Hertford Scholarship there 
were in 1899 some half-dozen “mentions,” while in 1898 there was 
not one; and yet there can be little doubt that.1898 was the better 
rear. Perhaps the real remedy would be to look the facts in the 
face frankly, and bisect the First Class into Division A and 
Division B. This might restore to scholars some interest in the 
examination’s results. And, if only some day it could be ordained 
to take place after, instead of before, “Greats,” there might be 
interest in its work too. The suggestion sounds topsy-turvy, but 
is not a new one; and might really work wonders, in saving 
classical study at Oxford from being a mere iteration, blind and 
lifeless, of ideas learned at school. 

The statute making degrees of B.C.L. and D.C.L. accessible 
to persons who, having obtained an Arts degree in other Uni- 
versities, shall come to Oxford to study law, was approved by 
Congregation on May 1. The scheme, in furthering which Prot. 
Dicey has taken a leading part, may, therefore, be regarded as 
adopted. It is meant to have the effect of fostering in Oxford an 
advanced study of law. 

Most of the year’s University prizes have just been announced. 
The English Essay goes to the Hon. R. D. Denman, Balliol, who 
had previously the Stanhope to his credit. Mr. E. 8. Bouchier, 
Exeter, won the Chancellor's Latin Essay. Mr. A. C. Carré, 
Balliol, already a Craven Scholar, won both the Latin and the 
English Verse—a feat not performed since the first quarter of 
the century. Of the two Gaisfords, that for Greek Prose fell to 
Mr. H. W. Garrod, Balliol, a Craven Scholar ; and that for Greek 
Verse to Mr. J. V. Scholderer, Trinity. Every rose, unhappily, 
has its thorn; and, possibly, the prize-winners of this year will 
specially appreciate this truth. No one can envy them the task 
of reciting their compositions at an Enceenia held without éclat, 
or even amusement, in the cheerless shades of the Divinity School. 

On May 1 Congregation accepted the preamble of a statute 
instituting a Geography Diploma. This, with the establishment 
here of a School of Geography, should give a stimulus to a 
aT which at Oxford wanted one. The actual statute, however, 
is likely to be amended a good deal, so that a discussion of it 
might be rather premature. 


Oxford. 


Here in Cambridge summer games are being 

Cambridge. played amid wintry surroundings, and Mafeking 
»onfires are welcome to warm our fingers as well 

as to prove our patriotic enthusiasm. Just for once the sun 
shone on May 14, when we were honoured by a visit from the 
King of Sweden, who was the recipient of an honorary degree. 
The whole ceremony in the Senate House was a great success. 
The King delighted everybody by his geniality and courtesy; in- 
comparably the finest and handsomest man in the whole assem- 
blage, he seemed to enjoy the fun as thoroughly as the youngest 
undergraduate, while picking up the points of the Orator’s speech 
a great deal quicker than any of the crowd-of assembled scholars. 
A guard of honour selected from the University Volunteers was 
on duty in Senate House yard, and the King, nimbly~ getting 


240 0... 


over the rail, informally inspected the men and had a cheery chat 
with the officer in command. The King. with his suite, was after- 
wards entertained at lunch in Trinity College Lodge, and in reply 
to the toast of his health made a charming reply in Latin, the 
ipsissima verba being given herewith. : 

Illustrissime Dux, Reverendissimi et Doctissimi Rectores et Profes- 
sores, gratissima certe mente semper istam, ut præ ceteris creta notan- 
dam, diem commemorabo, in qua, faustisaimo sane numine, huic præ- 
clarissimæ Universitati Cantabrigiensi Gradum honorificum Legum 
Doctoris in me conferre placuit. Præterea liceat mihi non solum 
gratias vobis sincerissimas referre, verum etiam vota facere pro gloria, 
per secula duratura, huius Civitatis Academic, nec non pro prosperi- 
tate et valetudine omnium Civium vestrorum. Dixi et concludo: Vivas, 
Floreas, Vigeas, Alma Mater Academica! 


The relief of Mafeking was celebrated in a most unusual 
manner. Taught by experience, the authorities had determined 
to start a bonfire under official auspices; the leading under- 
graduates were solemnly enrolled into a committee, and Mid- 
summer Common was chosen as the site of the tiery festivities. 
Anything more funereal can hardly be imagined: twenty thousand 
people watching a large bonfire, and getting out of the way of 
rushes made by the more turbulent spirits of the town and 
University. A few fireworks served to keep the crowd from the 
dreaded Market Place. and a strong force of imported constables 
guarded the place where tradition ae decreed that great events 
shall be celebrated by unofficial bonfire builders. Nothing 
happened, and the Mayor must have felt glad that his ruse was 
successful. It should be stated, in honour of that functionary, 
that he went among the crowd, and was present when the 
Mayoress assisted in starting the conflagration. 

The fact that very considerable numbers of men have gone to 
the front, or have accepted commissions in the regular forces, 
has had a very noticeable effect on University life. The 
energetic poll-man, who does not consume all his energy in the 
search after knowledge, has a very brightening effect upon the 
social side of our existence. The loss of nearly a hundred and 
fifty of our best men cannot fail to make itself felt. The military 
ardour of the nation nowhere shows itself in such a practical 
form as in Cambridge, where enthusiasm takes the form of actual 
military work rather than that of reading the newspaper in an 
armchair and doing nothing to help. It is possible that before long 
the University will establish an examination in military science, 
as an avenue to the B.A. degree. A proposal to do the same for 
agricultural science is practically unopposed, and the scheme for 
the “military special” has even stronger grounds for com- 
mending itself to the University. 

The Special Board for Classics is again on the war path; 
having met with a decisive defeat in the attempt to reform the 
Classical Tripos last year, it now suggests the addition of three 
more papers to the existing schedule, with a view to requiring 
from the candidates a better knowledge of the subject matter of 
the classical writers. One suggested change consists in the 
introduction of a set-book in the philosophical part of the examina- 
tion. It remains to be seen how this new proposal will commend 
itself to the Senate, but it is quite certain that there is no great 
general sympathy with the small body of classical scholars who 
are constantly trying to make the Cambridge Classical Tripos a 
feeble imitation of Oxford Greats. 

The authorities of the Cambridge University Day Training 
College announce that a course of lectures will, if a sufficient 
number of students present themselves, be given during July 
and August. This course will, together with the Educational 
Section of the University Extension summer meeting, form a six 
weeks’ course for teachers. Cambridge is always ready to wel- 
cone these summer guests, who come to learn but remain to 
teach. = 

The Examiners for the History Tripos have been the cause of 
another small storm in a tea-cup. The regulations under which 
they examine require them to place the candidates in each class 
in one or more divisions ; they found strict obedience irksome, so 
ignored the regulation. The Senate were next asked to rescind 
the regulation which the Senate had ratified, but that long- 
suffering body, by forty-four votes to thirty-four, decided that the 
original regulation was made for the purpose of being observed 
and not of being placed under the table ty any examiners, how- 
ever eminent. 

A sudden jump in the percentage of men plucked in one par- 
ticular Law Examination from about 15 or 20 to over 50 per cent. 
has caused ominous mutterings, and the various nominating 
bodies are finding an occasional thorn in their rosy beds. The 
Board for Modern Langu»ces is proposing a new oral examina- 


THE EDUCATIONAL TIMES. 


[June 1, 1900. 


tion in French and German to test the conversational powers of 
the candidates: this new test is to be entirely separate from the 
Tripos and Special, and will be a useful thing for schoolmasters 
who require to know whether candidates for mastershipsx in 
modern languages have this very necessary qualification in 
addition to a scientific knowledge of a foreign language.” o, 

Through the munificence of the Rev. Dr. Wiltshire a Ọniver- 
sity Prize is to be founded for proficiency in geology and miner- 
alogy as tested by the class list in the first part of the Natural 
Science Tripos. l 

In the matter of Mr. Goudy’s appointment, to which reference 
has been made in a previous letter. it may now be placed on 
record that the Senate has definitely ratitied it by a majority o 
149 votes against 106. 7 

The following awards have been made:—Tyrwhitt Hebrew 
Scholarships: (1) C. T. Wood, B.A.. Pembroke; (2) T. H. Hen- 
nessy, B.A., Jesus. Winchester Reading Prizes: G. F. Kelly, 
Trinity House, and J. A. Hubback, King’s. Stewart of Rannoch 
Scholarships in Sacred Music: E. S. Roper, Corpus, and G. W. 
Brewster, ings Adam Smith Prize: S. J. Chapman, Trinity. 


DurinG May there have been few events of import- 
ance in connexion with Welsh education. One was 
the opening of the County School, Llanfyllin, Mont- 
gomeryshire, when Principal Roberts, M.A., of Aberystwyth, was 
the principal speaker. It is hoped that the County School 
buildings at Blaenau, Festiniog., and at Barmouth will be opened 
at no distant date. Among recently opened buildings of the 
kind are those at Carnarvon, commanding beautiful views of the 
Snowdon range and of the Menai Straits. One of the most 
pleasing features of most of the new County School buildings is 
the excellent provision made in them for the teaching of science. 

It is most gratifying to tind what remarkable progress second- 
ary education is making in Wales both on the literary and on 
the scientific side. Already the University Colleges are begin- 
ning to profit in a marked degree from the new order of things. 
From the point of view of Classics, however, it is regrettable thut 
Greek is at present but little studied in the intermediate schools. 
This cannot be due to an attempt simply to meet modern com- 
mercial needs, otherwise the study of German would presumably 
be systematically promoted. However, these developments may 
possibly come later, when the schools have laid down a solid 
foundation of culture on the basis of a thorough knowledge of 
the languages which the majority of the children will require in 
their daily life. 

The end of May was largely occupied with the University 

examiners’ meetings. Each meeting consists of the external 
examiner, an internal examiner representing each college, and 
the Vice-Chancellor as chairman. On all questions of passing 
or failing, or the place of a candidate for Honours, the ultimate 
decision in the Dan erity of Wales’ rests with the external 
examiner. The examinations will begin in the second week in 
June. 
_ The Aberystwyth College Old Students’ Association have 
decided to commemorate the late Mr. T. E. Ellis, M.P., a former 
student of the college, by means of a medal to be awarded to past 
students of the college who have made original contributions to 
knowledge or rendered eminent public service. 


Wales. 


UNSTABLE QUESTIONS OF METHOD IN THE TEACHING 
OF ELEMENTARY SCIENCE. 


AT the Monthly Meeting of members of the College of Pre- 
ceptors held on Wednesday, May 16, Dr. R. P. Scott in the 
Chair, Dr. R. WorMELL read a lecture on “ Unstable Questions of 
Method in the Teaching of Elementary Science.” 

In the first attempt to give a title to my lecture, I placed it as 
“Unsettled Questions of Method.” But this on second thought 
seemed ambiguous. Had the questions been settled and become 
unsettled? Were any methods of teaching ever settled. Alas! 
it is too true that we are very slow in fixing even the funda- 
mental principles, even the foundations, of method in education. 
We have no firm grip of anything. Even when we have thought 
that—thanks to a Socrates or a Plato, a Pestalozzi or a Froebel, 
a Payne or a Quick, a Thring or a Fitch—we had been able 
firmly to cement acorner stone of the structure, the Vandals have 
come and loosened it. When'‘we have tried our hardest to render 
a few points so set that we might safely build on them we have 
fonnd. them slipping from under us. We’'are told to prove all 
things and hold fast that which is good. The latter part of this 
injunction is much needed at ptesent. if we are justified in beliey- 


June 1, 1900. | 


THE EDUCATIONAL TIMES. 


241 


ing that there is really a science of education. ‘ Hold fast that 
which is good ”—this should be written on the walls and door-posts 
of our schools. 

l EDUCATION HAS A SCIENCE. 

If there be a science of education, it must have the character- 
istics of all sciences. It deals with the laws of the develop- 
ment of human intelligence, and no limit can be placed to the 
possible expansion of human intelligence. Science has no 
standard of excellence. It is as infinite as the wisdom of God 
from whom it emanated, and, in this respect, the science of 
education maintains its claim to be called a science. A science 
as ever changing, since it constantly soars higher and higher ; 
but it is also immutable, for it never loses contact with its base ; 
that is to say, its fundamental laws. Because of its unlimited 
powers of expansion a science can always keep pace with and 
adapt itself to the ever changing claims and requirements of the 
age. Without rendering uncertain its first principles or holding 
them in a loose grip, education may likewise adapt itself to pro- 
gressive conditions. I often think that one reason why we are not 
sufficiently tenacious of that upon which we have once agreed is 
the fear lest we should curtail its adaptability. But when we 
follow the analogy of other sciences we shall see that this fear is 
groundless. There might be found to-morrow a new method of 
decomposing water which would open up new industries; but 
this would not render the methods already used untenable. So 
it.is with education. 

Now, are there any laws which we can lay down as laws of 
Nature in education? A little reflection will show that there 
are such laws, and some of them have been formulated as clearly 
as were Newton’s Laws of Motion. For instance, one of these is 
stated by Pestalozzi as follows :—‘ Nature,” said he, “develops 
all the human faculties by practice, and their growth depends 
upon their exercise.” 

He bade us inquire what are the child’s faculties, how they 
have beem developed by Nature, to what extent they are still 
capable of development, and what is the Divine intention with 
regard to them. He bade us assist Nature by multiplying the 
exercises. 

The natural theory of education starts with a few such prin- 
ciples as the following :— 

1. Every child is capable of action, and surrounding material 
objects stimulate it to action. 

2. The external stimulants act through the organs of sense. 

‘3. The sensations are the fundamental elements of knowledge. 

‘4, The development of the mind begins with the reception of 
sensations and proceeds by the formation of ideas. 

5. Natural education is the action and reaction between the 
external stimulants and the mind’s power, causing growth and 
development. 

6. When Nature is the educator the laws of the learner's bein 
govern the educator's action, and determine what he does an 
what he leaves undone. He ascertains, as it were, from the child 
himself how to conduct his education. 

To these another important fundamental principle has been 
added by Prof. Payne :— 

7. The learner’s ideas must be incorporated with the learner’s 
mind and become part of his being. ords are the conventional 
signs, the objective representatives, of ideas ; and their value to 
the learner depends on his possession of the ideas they represent. 
The words without ideas are not knowledge to him. 

ee we should keep these laws the better in mind if we 
named them as they do in other sciences. We have Pascal’s 
Law, Boyle’s Law, Joule’s Law: yy not Pestalozzi’s, Payne’s, 
Scott’s, or any other discoverer’s law—for instance, Quick's 
law: “Education is a process of cultivation’? The horticulturist 
who has learnt by observation Nature’s methods can assist the 
processes of growth and development, and sometimes even control 
them. So also can the educator. The giving of this assistance 
as the purpose of education. It is education— 


Yet Lacks EXactTNEss, 


Now, you will at once recognize these rules as the foundation 
of Froebelian teaching, the kbone of the kindergarten ; yet 
they are often set aside and forgotten at the next and subsequent 
stages. My purpose now is to show how they may be, and ought 
to be, preserved in the teaching of elementary science. The 
principles of education remain true in all stages, although they 
are often masked or hidden, and a more subtle search is required 
to find and expose them; yet they are to be revealed, and those 
who have had opportunities of following the growth of many 
pupils from childhood to maturity recognize the identity of the 


principles which are applied, consciously or unconsciously, from 
without the pupil, or from within, at different stages. It is true, 
for example, all through the course of education that science 
which is merely bookish science is very useless, and yet few 
exercises work out Nature’s method of teaching more perfectly 
than real experimental work—that is to say, continuous and 
systematic inquiries, the answers to which are found and tested 
by practical operations carried out by the student himself. The 
necessity for system in this work is, perhaps, referred to by 
Carlyle. He asks: * Does not the very fox know something of 
Nature? Exactly so; it knows where the geese lodge! The 
human reynard, very frequent everywhere in the world, what 
more does he know than this, and the like of this ? ’’* 


Many METHODS, YET NO INCONSISTENCY. 


But my purpose to-night is to revive your interest in some 
methods having a bearing on the teaching of elementary science 
which you have heard of before, and some apparently very 
modern, and to show that each has its proper place and purpose, 
and that the discovery of new methods n not displace old 
friends. | 

Tut Socratic METHOD. 

Perhaps one of the oldest methods of teaching is that method 
of sharpening the wits by cross-examination called “the Socratic 
method.” In its pure form this method is applicable to two kinds 
of science, one which is based on operations and actions that are 
universally going on amongst men, and respecting which all 
persons—even the very young—have some knowledge. This is 
the science of conduct. It is that science upon which Socrates 
himself exercised his art of questioning. e could do this on 
such subjects as virtue, industry, thrift, &c., without providing 
any knowledge but what may be supplied by the mind of the 
student who seeks an answer to the question. We may still do 
the same with the same class of subjects. 

The other subject to which the Socratic method in its pure and 
simple form is applicable is a certain stage of elementary science 
in which every question can be accompanied bya practical ex- 

riment from which the answer is derived by simple observation. 

ut this method does not carry us far, and we soon find it 
defective. 
| Tue Heuristic METHOD. 

The Socratic method pure and simple is destructive, and we 
want a constructive addition to it. Recently this addition has 
received a name, if not a local habitation. One of the earliest 
recorded experiments in physics is that of Archimedes with 
the crown of Hiero: Every schoolboy knows the story of the 
problem about the crown, the revelation of the bath, and the 
excitement of the philosopher as he rushed through the streets 
shouting: “ Eureka!” 

Since then the word has been much used for advertising 
purposes as indicating discovery or experiment. For instance, 
enterprising haberdashers ask us to buy wreeker shirts. And 
now the same verb evpioxa, (“I find out” or “ discover’’) gives a 
name to a method of teaching chemistry and physics—the 
heuristic method. It is true this method is applicable to other 
subjects—to art, to geometry, to algebra, &c. t me quote a 
passage from a recent text-book :— 

Examples were given of these applications, and a practical exercise 
with a young pupil was done with a number of wooden cubes as 
follows, the answers being given by the pupil without aid from the 
questioner :— 

Place one and say how many squares face you., Write down the 
number.— Answer: One. 

Add as many as make a square larger. How many have you added ? 
—3. 

Write down the number. What is the total ?—4. 

Add as many as make the square. How many have you added ?—5. 

And the total ?—9. 

What sort of numbers are 1, 3, 5 ?—Odd numbers. — 

And the numbers 4 and 9 ?—One even, the other odd. 

But what numbers make up 4?—Two two's. 

And 9 ?—Three three’s, | 

What sort of numbers, then, are 4 and 9 ?—Square numbers. 

Continue to build up squares. How many do you add next ?—7. 

Write down the number and say what are down altogether.—1, 3, 5, 
7, and the total 16. 

How many numbers ?—4, 

And the total the square of what ?—4. 

Then the mode of forming the successive additions was deduced, 
and the fact that 1+3+5+...+(2n—1) = n? was established, and, it 
may be said, was discovered by the pupil. 


*T. Carlyle, “ Hero Wership,” Lect. iii., page 167, second edition. 


242 


THE EDUCATIONAL TIMES. 


[June 1, 1900. 


Tue HEURISTIC METHOD SUITABLE FOR CHEMISTRY AND PHysics. 


There is, however, no subject that offers such scope for this 
method as chemistry and physics. An eminent chemist, in 
answer to an inquiry of mine as to his view of this question, and 
also as to the exact points of controversy, writes as follows :— 


Elementary chemistry and physics are subjects admirably fitted to 
assist in educational development by heuristic methods, and very easy 
problems, such as ‘“ Why does iron rust?” “ What happens to chalk 
when it is burnt?” may be put before the student, so that he may 
get some idea of the methods of discovery, and learn to help himself. 
A knowledge of the facts of a science, however interesting, will 
scarcely assist us in our everyday life. The controversy is between 
those who simply think that “knowledge is power” and those who 
hold that it is the knowledge of how to use knowledge that avails. 
Chemistry, to be of value educationally, must, according to the latter, 
be taught as are carpentering, cookery, and dressmaking—not by 
attendance at lectures (though these occasionally may be useful to 
students of such subjects), but by practical methods of investigation. 
Guide and assist the student by all means, they say, but let him 
depend as far as possible on himself. 


The setting of little problems as here indicated is possible 
early in the teaching of science, but it is not quite the beginning. 
The first stage involves seeing and reasoning; the second doing, 
seeing, and reasoning. 

Exercises in observation of experiments performed by the 
teacher must precede experiments in the hands of the pupil, or 
much will be lost. One of the most enthusiastic advocates of 
this method, and of what he calls “juvenile research,” Prof. 
Armstrong, seems to recognize this point of order, for he says : 


In practice, the only serious difficulty met with has been to induce 
students to give themselves the trouble to consider what information is 
gained from a partioular observation; to be properly inquisitive, in 
fact. I cannot think that this arises, as a rule, from mental incapacity. 
When we consider how the child is always putting questions, and that 
nothing is more beautifully characteristic of young children than the 
desire to know the why and wherefore of everything they see, I fear 
there can be little doubt that it is one of the main results of our pre- 
sent school system that the natural spirit of inquiry, inherent to a 
greater or less extent in every member of the community, should be 
thus stunted in its growth, instead of being carefully developed and 
properly directed. 


To maintain and develop that natural spirit of inquiry we 
must work with Socratic questioning and heuristic exercises 
mixed or alternating. 

To exhibit this alternation a lesson was given by the lecturer 
ae a intelligent school-boy from a neighbouring elementary 
school. 

Experiment and question by the lecturer, followed by the answer 
of his “ victim,” constituted the lesson, and here and there a little 
heuristic problem was interposed to be worked out by the students 
individually. It is impossible to convey the whole effect, but the 
following sketch of the lesson will indicate the method. 

Lesson. 

What is this ?—A pair of scales. 

What am I doing with it ?— Weighing. 

Why are the scales now steady ?>— Because the weights balance. 

That word of yours gives a name to all appliances for weighing. 
What can we call them all ?— Balances. 

What part of the balance is this ?—The beam. 

When I shake it what does the beam do?—Moves up and down. 

Yes; we say, it “ oscillates.” 

Look now at this U-tube. What does it contain ?— Water. 

I shake it. What does the water do ?—It oscillates. 

What does it remind you of ?—The beam of the balance. 

It is one; but tell me what is above it.—Air. 

On which side ?—Both sides. 

What balances the air pressure on the right ?—The air pressure 
on the left. 

What forms the beam of this balance ?— Water. 

[Here is the place for a problem or problems to prove and give a 
general idea of the magnitude of the air pressure. } 

ProBLEM.—Take a wide-mouthed bottle, such as is used for pre- 
served fruit; also take a hard-boiled egg with the shell removed. 
Drop a burning piece of paper into the bottle, and keep the fire 
burning for a minute or two by adding other bits of paper. Then 
place the egg on the mouth of the bottle so as to act as a stopper. 
Wait and see what happens, and then explain it. 

(The egg is forced into the bottle by air 
questions on the problem the lesson is resumed. 

I tilt the tube. What is driven out on the left ?—Air. 

And let in on the right ?—Air. 

I close the end on the leftj.with the finger, and place the tube 


ressure. After some 


upright. Show me the beam of the balance now. What presses on the 
right ?—Air. 

And on the left ?—Air and water. 

On which side is the air pressure greater ?— The right. 

How do you know ?—Because water is added to that on the eft to 
balance that on the right. 

What is this ?—A glass (U-tube. 

And this ?--A foot rule. 

Take the foot rule, and measure the arms of the tube.—One is 
fourteen inches; the other rather lees. 

What do I pour in ?—Mercury. 

What length of tube does the mercury take up ?—About two inches. 

I now pour water into the longer arm. What happens?—The 
mercury rises in the other. 

Now point to the mercury forming the beam. Measure the mercury 
above the beam on the one side.—It is one inch. 

Measure the water on the other.— It is thirteen and a half inches. 

What balances the thirteen and a half inches of water ?—One inch 
of mercury. 

What have you proved ?—That thirteen and a half inches of water 
balance one inch of mercury. 

Then which is the heavier ?—Mercury. 

How many times as heavy as water ?—Thirteen and a half. 

Measure this tube.—It is three feet long. 

What difference is there between the two ends ?—One is open and 
the other closed. r 

What am I pouring in ?—Mercury. 

I fill it, close it with my finger, invert it, put the end under the 
mercury in a cup, and then remove my finger. What happens ?— 
The mercury sinks in the tube. 

What signs are there that I am weighing something ?—The mercury 
oscillates. 

Show me the beam of this balance.—It is in the cup. 

What is above the beam in the tube ?—Mercury. 

What outside ?—Air. 

Is there any air above the mercury ?—No. 

How do you know ?—The tube was filled with mercury, and no air 
has got in since. 

What are the two pressures which now balance ?—That of the air 
and that of the mercury. 

Measure the mercury.—It measures two feet five and a half inches. 

Yes, nearly two and a half feet. 

How many feet of water would balance that mercury ?—Two and 
a half by thirteen and a half. 

That is nearly what ?—More than thirty-three feet—less than thirty- 
four feet. 

(Then the siphon as an inverted balance is dealt with, and several 
heuristic problems with siphons of different forms are proposed for 
experimental solution. ] 


TEACH NOT INDIVIDUAL SCIENCES AT FIRST. 


There are other questions of method not yet as stable as they 
ought to be. For instance, let us ask with what sciences we shall 
begin. It is clear that, if we wish to ay any number of 
things—plants, animals, or sciences—Wwe must have some know- 
ledge of the characteristics of the things to be classified ; hence 
we must have a science course preliminary to the prosecution of 
individual sciences. Huxley provided the preliminaries for one 
section when he created physiography; but that is not enough— 
we must carry the medley further, and teach at first a science of 
common things. 

RATE oF EFFICIENT WORKING. | 

The next question is one of rate of working—the horse-power 
of the average pupil. What constitutes a fair and reasonable 
year’s work in science for scholars of ten, twelve, or fourteen 
years? My opinion is that we expect and attempt too much. We 
do not give our plants time to grow, and, as to our structures, we 
build too rapidly for them to endure. There is avery general 
want of patience in this work. It is of the same kind as that 
evinced by a maiden aunt who was present when her little nephew 
was learning to read. The governess wished him to get at the 
word by looking at it as a whole, and noting its leading con- 
sonants. The word was p-e-n-c-i-l. The lad was beginning to 
shape his lips for it, but aunt was impatient. ‘ You stupid boy, 
what have you in your pocket? ”—“ A ball.” “ No, stupid. 
What do you write with P ”—“ A piece of chalk.” Thus aunt’s im- 
patience wrecked the lesson. 


HvuxLey’s Law on TECHNICAL EDUCATION. 


There is yet another law which seemed to be more stable a few 
years since than it does now. I call it the “ Huxley Law on 
Technical Education.” It was first promulgated at Manchester. 

The workshop is the only real school for a handicraft. The educa- 
tion which precedes that of the workshop shouldbe entirely devoted to 
the strengthening of the body, the-elevation of the moral faculties, and 


June 1, 1900. | 


THE EDUCATIONAL TIMES. 


243 


the cultivation of intelligence, and especially to the imbuing the mind 
with a broad and clear view of the laws of that natural world with the 
components of which the handicraftsman will have to deal; and the 
earlier the period of life at which the handioraftsman has to enter into 
the actual practice of his craft the more important is it that he should 
devote the precious hours of preliminary education to things of the 
mind that have no direct bearing on his branch of industry, though 
they be at the foundation of all realities. 


THE BALANCE OF METHODS YET TO BE FOUND. 


Now, a little reflection on these laws, methods, and principles 
will show that we have not found the right balance amongst 
them. Weare apt to run one at a time to excess and to neglect 
others. Take, for instance, the heuristic method. As applied to 
mathematics, it is represented by problem work. Of this Prof. 
Chrystal has freely spoken as follows :— 

The history of this matter of problems, as they are called, illustrate 
in a singularly instructive way the weak point of our English system 
of education. They originated, I fancy, in the Cambridge Mathematical 
Tripos Examination, as a reaction against the abuses of cramming 
book-work, and they have spread into almost every branch of science- 
teaching. At first they may have been a good thing. He who could 
work the most problems in three or two and a half hours was the 
ablest man, and, be he ever so ignorant of his subject in its width and 
breadth, could afford to despise those less gifted with this particular 
kind of superficial sharpness. But, in the end, it all came to the same: 
we prepared for problem-working in exactly the same way as for book- 
work. We were directed to work through old problem-papers, and 
study the style and peculiarities of the day and of the examiner. 

But the fact is we may run any one of these principles to 
excess if we ignore the others. Let us take the heuristic method 
and consider its effect when applied in science, to the exclusion 
of social, religious, and literary influences. If I want to trace a 
curve of high order, I find assistance by running it to infinity, 
and seeing what it is like there—what are its branches; what its 
asymptotes. At infinity the method we are considering may 
exhibit a narrowing of human sympathies and enjoyments. For 
instance, the mind and soul of Cavendish were nourished ex- 
clusively by heuristic methods. This is how Cavendish is de- 
scribed by his biographer :— * 

He did not love, he did not hate, he did not hope, he did not fear; 
he did not worship as others do; he separated himself from his fellow- 
men, and apparently from God. There was nothing earnest, en- 
thusiastic, heroic, or chivalrous in his nature, and as little was there 
anything mean, grovelling, or ignoble. He was almost paszionless. . . 
An intellectual head thinking, a pair of wonderfally acute eyes 
observing, and a pair of very skilful hands experimenting or recording, 
are all that I realize in reading his memorials. His brain seems to 
have been but a calculating engine, his eyes inlets of vision, not 
fountains of tears; hie hands instraments of manipulation, which 
never trembled with emotion, or never clasped together in adoration, 
thanksgiving, or despair ; his heart only an anatomical organ, necessary 
for the circulation of the blood. 

This man, destitute of passions and of sympathies, during his 
body life, poured down light upon, without warming, the world. 
His discovery of the composition of water has given to industry 
a vitality and an intelligence the effects of which it would be 
difficult to exaggerate; yet it is clear that the race could not 
exist if all were developed into emotionless Cavendishes. There 
is room for much variety of methods and of implements in 
education. and what is now needed is that we should seek to give 
each its proper function. 


Now THE TIME TO CO-ORDINATE METHODS. 


As I have said recently, the times seem ripe for the promotion 
of a better degree of proportion. A solvent has been found for 
that rigid aversion which literature and art for generations 
maintained towards science of all kinds. The tendency of some 
scientific societies and departments to retaliate and to detract 
from the importance of literary studies has disappeared. There 
is no danger now that the new ‘educetion Department will favour 
either at the cost of the other. It is an oft-repeated truism that 
to know one another better, to be able to dwell on similarities 
rather than on diversities, are the first steps towards a better 
understanding between two parties, and certainly this saying has 
no truer Hees than that to science and literature. To 
recognize the common growth of scientific and other instincts is 
a matter of prudence, lest in trying to root up weeds from among 
the wheat we should at the same time root up that which is as 
valuable as wheat. Considering the severance which formerly 
existed between literature and science, men could hardly wonder 
that when thrown together in the after-work of life they should 


*“ Life of Cavendish,” by Dr. Wilson, page 185. 


meet as strangers, or if the severe garb, the curious implements, 
and the strange wares of the latter should seem little attractive 
when contrasted with the light companionship of the former. In 
proportion as they are led to know each other in the minds of the 
young, in that proportion will the estrangement become im- 
possible. Here, then, is our plea for a co-ordination of methods. 
Method is better than impulse, deliberate purpose than erratic 
action, the clear glow of sunshine than irregular reflection, and 
definite utterances than an uncertain sound. In proportion as 
knowledge is better than surmise, proof than opinion, in that pro- 
portion will the teacher value a discrimination between the 
certain and uncertain, and a just estimate of the issues depending 
on the use of this method or on that. We should each accord to 
his neighbour full liberty to make his own experiments in his 
own way, but we should hold on firmly to the plans and im- 
plements which we ourselves have proved to be effective. 


The CHAIRMAN agreed with the lecturer that the moral results of 
teaching, whether of science or any other subject, were the most im- 
portant consideration. It was a common error to suppose that there 
was an antagonism between science and the humanities; they were, in 
fact, only complementary parts of a complete system of education, and 
neither could be properly left out. If it was true that some devotees 
of science were not very lovable men, it was also true that equally 
unlovable men were to be found among those who spent their lives in 
the pursuit of literature. Boys should not begin the formal study of 
science at too early an age, but should rather be taught that general 
kind of knowledge which the lecturer had called “the science of common 
things” before devoting special attention to a particular branch of 
science. Teachers would agree that the study of physics should pre- 
cede that of chemistry. He would like to recommend to the attention 
of science teachers Dr. Hill’s “Introduction to Science.” He con- 
sidered it extremely useful, as it dealt with the general principles and 
methods of science, as well as with the application of these to certain 
problems of the day. 

Dr. Moopy remarked that the advocntes of the heuristic method did 
not desire to see that method adopted to the exclusjon of all others, 
but they objected to the method which consisted only of the learning 
of a number of facts, and claimed that at least a few hours a week 
should be given to the heuristic method. Science teaching could not 
be carried on in the same way as literature teaching. The pupils must 
be encouraged to help themselves. Far too much was attempted in 
school work, with the result that children only acquired superficial 
knowledge. He found that boys of eleven or twelve, who were sup- 
posed to have worked through two books of Euclid, for example, had 
very little capacity to deal with riders. Better results would be pro- 
duced if the boys’ attention were confined to a few problems and they 
were taught to approach these problems from all sides by means of a 
large number of exercises. 

Mr. ORCHARD was of opinion that, though much relating to science 
teaching was still “ unsettled,” it was at least settled that the method 
styled “ heuristic ” had come to stay. The Socratic method, to which 
reference had been made, could scarcely be called an avenue of truth. 
Beyond showing a student how much—or, rather, how little—he knew, 
it could not be said to convey much information. The business of 
science was to interrogate Nature; take note of her responses and 
interpret them; then, by the discriminative and assimilative power of 
the mind, arrange and connect them into a systematic whole. This 
was certainly to a great extent effected by the heuristic method as 
expounded by the lecturer. The experiments should be undertaken 
under skilful and careful guidance, and at first should be very easy and 
confined to general principles, for which there should be some theoretic 
basis, so that the pupil might be aware of what he was driving at. 
Again, the problems ought to be suggestive—e.g., consideration of the 
force of gravity might lead to the discovery that the weights of bodies 
are independent of their volumes, thus suggesting the important notion 
of mass. Undoubtedly, the learning of physics should precede that 
of chemistry. He entirely concurred with the lecturer’s remarks as to 
patience being an indispensable science virtue, and as to the importance 
of preserving a due proportion in studies. 

The Rev. J. O. Bevan said the discussion of scientific method was 
interesting to all teachers, because there was no subject to which 
scientific method might not with advantage be applied. The evil 
results attendant on the neglect of scientific method were illustrated 
by the backwardness of some of our artisans as compared with those of 
Germany, with the necessary consequence that the Germans were 
securing trade which formerly was in the hands of the British. 
Another illustration was afforded by the course of the war in South 
Africa, which was influenced by the fact that very many of our officers 
had neglected to make an adequate study of the art of war. The 
value of the study of science lay not so much in the acquirement of 
knowledge of facts as in the mental discipline to be derived from the 
search after truth. 

Dr. Wor{eLL having replied to the remarks.of the various speakers, 
a vote of thanks to the lecturer concluded the proceedings. 


244 


THE EDUCATIONAL TIMES. 


{June 1, 1900. 


CORRESPONDENCH. 


WHAT IS GRAMMAR? 
To the Editor of the Educational Times. 


Sır, —I have some remarks to make in reply to Mr. Douse’s article 
on “Grammar.” As to definition. Johnson defines grammar as “the 
art of using words properly.” That which Mr. Douse sneers at, as at 
one time current in ladies’ seminaries, is given by the celebrated 
Lindley Murray. Whether grammar be called a science or an art is 
not a very important matter. Like chemistry, it was studied, and its 
principles or laws of nature determined, while it retained the name of 
an art. The principles of grammar are, however, only indirectly laws 
of nature, it being properly part of the science of physiology. 

Mr. Douse, while complaiuing of vague definitions, falls into the 
opposite error, excluding one half of his first chief division. The 
analogy between chemistry and grammar is given in Wilson’s “ Inorganic 
Chemistry,” differing from that of Mr. Douse in being logically 
applied. The letters of the alphabet correspond to the chemical 
elements. Some of the chemical elements do not exist in Nature 
except in combination ; parallel to this, some letters are not in them- 
elves words. In one sense all the letters are words; they are sounds 
which convey a meaning, as in the sentence: “ Do you spell your name 
with an 8?” 

The chemical element fluorine is remarkable as never having been 
observed, only known ag a constituent of compounds, like a letter only 
to be sounded in combination. 

In § 5 Mr. Douse speaks of letters as if they were merely written 
characters or symbols and not sounds. The examination of one or two 
grammar books will not fail to unfold a correct definition of ortho- 
graphy, namely, that division of grammar treating of the form and 
sound of letters and syllables. Mr. Douse takes up letters and syllables 
under the heading phonology, and appears to think the different name 
makes it a different subject. At the same time the term “phonology” 
is no more appropriate than “morphology ”—the one relating to sounds, 
the other to symbols. 

Concerning orthography, Milton speaks in his “ Latin Grammar” as 
follows :—“ Grammar, touching letters and syllables, is omitted as 
learnt before, and little different from the English spelling-book ; 
especially since few will be persuaded to pronounce Latin otherwise 
than their own English.” l 

And Lindley Murray: “The sentiments of a very judicious and 
eminent writer (Quinctilian) respectirg this part of grammar may, 
perhaps, be properly introduced on the present occasion: ‘Let no 
person despise as inconsiderable the elements of grammar because it 
may seem to them a matter of small consequence to show the dis- 
tinction between vowels and consonants, and to divide the latter 
into liquids and mutes. But they who penetrate into the innermost 
parts of this temple of science will there discover such refinement and 
subtility of matter as are not only proper to sharpen the understand- 
ings of young persons, but sufficient to give exercise for the most 
profound knowledge and erudition.’ ... Thus, to principles ap- 
parently the most trivial as a few plain elementary sounds we owe 
that variety of articulate voices which has been sufficient to explain 
the sentiments of so innumerable a multitude as all the present and 
past generations of men.” 

Mr. Douse will not find a parallel to his remarkable use of the terms 
“speech ” and “language” in any science. _ 

Though sounds precede written characters, yet in the case of words 
taken from, say, Latin and Greek into English their origin, so far as 
English is concerned, is from the written characters. The elements of 
grammar are sounds and symbols which, either by themselves or in 
combination, convey a meaning; like chemical elements which, either 
by themselves or in combination, form substances found in Nature. 

Mr. Douse (§ 9) calla his second division morphology, and, following 
the name, treats of words as if always written; committing a similar 
error to that which he wrongly ascribes to grammarians in orthography. 
The illustrious grammarians of any age, not being members of the 
College of Projectors, did not set themselves the task of classifying 
words before they did anything with them. Mr. Douse’s term “ phono- 
logy” is as appropriate when treating of words as “morphology,” having 
the same relationship to morphology as physiology has in the science 
of biology. “Etymology” is the proper name for the part of grammar 
treating of words, to quote from Milton: “ Etymology teaches what 
belongs to every single word or part of speech.” 

Objection may very fairly be taken to prosody as a division of 
grammar, though authorities are not wanting for its inclusion. One 
part of it, orthoepy, may be very properly included in etymology. 

In conclusion, the true elements of grammar are—(1) elementary 
sounds represented by symbols, and called “letters” and “ syllables”; 
(2) elementary compound sounds represented by symbols, and called 
“words”; (3) sentences. The corresponding divisions are— (a) ortho- 
graphy, (b) etymology, (c) syntax.— Yours, &c. EDOM QUHITE. 


PRACTICAL USE OF PHONETICS. 
To the Editor of the Educational Times. 


Bır, — Being deeply interested in the subject of phonetics, especially 
as applied to French, I was pleased to see a letter from Prof. Spiers on 
this important subject in your May number. I cannot, however, agree 
with all that Prof. Spiers says. Not for a moment would I venture to 
oppose Prof. Spiers on questions of French grammar or literature. I 
recognize as willingly as any one the high position he holds in the 
world of modern languages. 

Prof. Spiers is, no doubt, a perfect master of French pronunciation ; 
but one may be all that without comprehending the full use of 
phonetics. Let me illustrate my meaning. He says: “ The ð, or ¢, is 
the eu long in peu, creus; the œ is the eu short, asin peur, seul.” Now 
the difference between ¢ and œ (ö is not the same as ¢) is not one of 
length. Both sounds could be produced and kept on for half an hour 
if one only had sufficient breath. The difference is one of quality. 
$ is closer than œ; that is, the lips are more rounded, and the hole 
between them smaller or closer. Prof. Spiers goes on: “ There is a 
short a (a) and a long a (a).” Once again, the difference is not one of 
length. Indeed, it is possible to find words where the a is long, e.g., 
dard, which is pronounced da:r (: means long), and davantage (third 
syllable), which is pronounced davata:z. Prof. Spiers might, perhaps, 
reply that he meant what is here indicated. Be that as it may, he 
has not explained the sounds properly; and one of the chief reasons 
why so much bad pronunciation exists is that words are used with 
meanings 80 vague. 

Prof. Spiers, while implying doubt as to the efficacy of phonetics 
in ordinary classes, states that a teacher can, by the aid of a French- 
man, in half an hour acquire the power to use these symbols, and, by 
the help of them, read correctly henceforward. It seems to me that it 
is here where the error creeps in. If a teacher's pronunciation is 
faulty, it will require not half an hour with a Frenchman with the 
symbols, but many hours, to perfect it. The partisans of phonetics, in 
their anxiety to press the adoption of them, have always made this 
mistake. And the system is doomed to failure if the teacher has not 
had, at the least, some weeka’ training. 

Of what use, then, is the study of phonetics? First, it is an immense 
saving of time ; and, secondly, it enables a foreigner to produce sounds 
which he would probably never succeed in producing without such a 
training. A man with a good ear, an excellent control of his vocal 
organs, & retentive memory, and a keen desire to excel, will acquire a 
fairly good pronunciation by residing in France from one and a half to 
two years, and all without the aid of phonetics. But, as far as pro- 
nunciation ts concerned, I will venture to say that the same man will 
acquire an equally good result in three months under the tuition of a 
phonetic expert, such as M. Zundt-Burguet, of the Alliance Fran- 
çaise. 

Any one who has tried to learn French pronunciation from a French- 
man knowing nothing of phonetics, though speaking perfectly, cannot 
fail to have had some very trying experiences. He has tried and tried 
again, with such encouragements as the following :—“ Now you have it 
nearly.” “ Now try once more.” ‘ Not quite so good.” “ Now listen 
to me.” “You have got it now.” “ No, you have lost it again.” 
What does all this mean? It means that the Frenchman produces the 
sound perfectly from long usage; but he does not know evactly what 
he does with his tongue, jaws, and lips. Indeed, when he does try to 
explain, he often misleads rather than helps his pupil. Three-quarters 
of the labour can be saved by a careful study of the various positions 
of the jaws and tongue, and the part played by the nose. This pre- 
liminary training, however, requires not half an hour, but several 
months. The symbols are practically useless in themselves. Each of 
them represent: a certain definite position of the organs of speech. In 
several cases this position can only be gained by long and painful 
practice. When one has become habituated to English the organs grow 
into certain ways of moving, which render it extremely difficult to put 
them readily into the new positions. So it is that some English people 
never acquire a really good pronunciation of a foreign language, even 
after many years spent in the country. 

“T’Ecriture Phonétique” is of little use to one who has not had some 
previous training in phonetics. The best English book on the subject 
is Prof. Rippmann’s “Elements of Phonetics,” but even this will 
appear terribly barren unless one has previously had some practical 
lessons by a master of the subject. Personally I only know of two in 
England—Prof. Rippmann, of Queen’s College, and Dr. Baker, of the 
County High School, Isleworth. 

In conclasion, I may say that I, in a humble way, have used the 
system with beginners at the Finsbury Pupil-Teachers’ School. The 
first month was spent entirely in the examination of sounds, English 
and French—in short, an elementary course of phonetics. This was 
continued, together with elementary French grammar. A little later I 
introduced the “First French Course,” and at the end of six months 
most of the pupils could ask and answer questions of various kinds in a 
French altogether superior to that of the ordinary student at such 
a period.— Yours faithfully, B. DUMVILLE. 

Rouen. 


June 1, 1900. | 


THE EDUCATIONAL TIMES. 


245 


MORTON LUCE TESTIMONIAL. 
To the Editor of the Educational Times. 


Drar Sir, —We beg to ask your support to a testimonial which we 
and others of Mr. Morton Luce’s friends desire to present to him. 
Mr. Luce, with whom we have been acquainted for several years, is, as 
you are doubtless aware, a gentleman of superior literary attainments, 
the author of an excellent manual for the study of Tennyson, and a 
well-known lecturer on English literature. The chief reason for offer- 
ing Mr. Luce a testimonial at the present time is that a prolonged 
illness has compelled him to discontinue all work, both literary and 
educational, and that repeated premature attempts to resume such 
work have so seriously undermined his strength that, according to the 
opinion of his medical advisers, a lengthened period of r-st and free- 
dom from anxiety is essential to his recovery. These conditions cannot 
be secured by any means or effort of his own, his savings having 
already been greatly reduced by illness, and, on this account, we are 
confident that the proposed testimonial will receive the warm and 
liberal support of his friends and of the admirers of hia work. Although 
Mr. Luce’s literary work appeals to a comparatively limited number of 
people, we feel that his ‘‘Commentary on Tennyson” will win for him 
in his present difficulties sympathizers and friends from among all 
who inherit the language in which the poet was privileged to write. 
Apart from all considerations of the great personal worth of Mr. Luce, 
we believe there are many who, in contributing to the propored testi- 
monial, will, on Mr. Luce’s resuming his literary work, recognize that 
they have rendered a public service, and will regard it as a privilege 
to he associated with such a testimonial. 

l The Hon. Treasurer, T. G. Jeffery, Esq., will receive all contribu- 
tione. Other communications should be addressed to one of the Hon. 
Secretaries.— We remain, yours truly, 

Eowarp Downen, Highfield House, Rathgar, Dublin. 
RICHARD GARNETT, 27 Tanza Road, Hampstead, London, N. 
J. CHuRTON CoLLINS, 51 Norfolk Square, London, W. 

C. Luoyp-Morean, 16 Canynge Rond, Clifton, Bristol. 
Stoprorp A. Brooke, 1 Manchester Square, London, W.C. 
GEORGE SAINTRBURY, 2 Eton Terrace, Edinburgh. 

J. E. Sanpya, St. John’s College, Cambridge. i 


Hon. Treasurer, 
T. G. Jeffery, Esq., Capital and Counties Bank, Redland Branch, Bristol. 


Hon. Secretaries, 
B. Bevan-Petman, M.A., King’s College, Cambridge. 
H. W. C. Smith, Esq., B.A., Stone House, Grove Road, Redland, Bristol. 
Edgar J. Masters, Esq., 70 Lancaster Road, Stroud Green, London, N. 


PRELIMINARY List oF SUBSCRIPTIONS. 


Prof. Edward Dowden 
Dr. Richard Garnett ... ............cccee cee ee eee e es 
Rev. Stopford A. Brooke... 
Prof. C. Lloyd-Morgan 
The Right Honourable Sir Edward Fry......... 
R. J. MacMordie, Esq., M.A, Belfast ...... ..... 
Colonel C. R. Luce, Malmesbury 
J. Wilson Swan, Esq., M.A., F.R.S. ......... nee 21 
H. Richardson, Esq., M.A., Marlborough 
College 
The Misses Rodham and Pupils, Quantock 
House School, Weston-super- Mare 
The Misses Appleton, Ellenborough House, 
CRNOM sraa a ne eE TAE hel on 5 
Miss Bulkley, Duncan House, Clifton 5 
Mrs. E. 8. White, Tresilian, Clifton............... 3 
2 
2 
1 


. 
COC Coe rea ron ener enn wsoeese ree ree 
Pr ee osete o soueno 


ee 


rr ses 


Ce ee eo ee | 


Mrs. E. Portsmouth Fry, Rodney House, 

Weston-super- Mare 
Dr. R. H. Luce, Derby 
Miss E. E. Bartlett, Badminton House 


Ce Oe id 


er 


myy anoo GQ © CoCOUANIDNWOSB 


Proceeds of “Tennyson Evening” at Caux, 
277 france 80 cents... ccc cieieecscoseversecediany 1 
Prof, Sante DULY. tse eaoelicciadewracrmatereatnces 
Mrs. Baines, West Hartlepool 
Arthur M. Lee, Esq. 


ooow COO OOc O © ESCSCoacceoa 


Onwls 


ee ee ee ee ee sodais oevoooot oop 


THE PARIS EDUCATION CONGRESS. 
To the Editor of the Educational Times. 


MonsiEvuR,—Le Comité d’Organisation du Congrès international de 
l Enseignement primaire a l'honneur de rappeler à toutes lee personnes 
qui,en France et à l'étranger, s'intéressent aux questions d'éducation 
que ce congrès s’ouvrira à Paris, le jeudi 2 août, pour durer jusqu'au 
dimanche 5 inclusivement. 

I sera divisé en cinq sections, correspondant aux cinq questions 
mises à l'étude. I. L'éducation ménagère: sa définition, ses limites, 
son adaptation à chacun des degrés de l'enseignement primaire. 
II. De la fréquentation scolaire. IlI. De l'éducation morale: son 
objet, ses principes, ses méthodes et ses procédés. IV. De l'enseigne- 


ment primaire supérieur: son objet. ses limites; movens de l'adapter 
anx intérêts régionaux et locaux. V. Des institutions post-scolaires : 
cours d'adultes et lectures publiques, ete. 

Le Comité se préoccupe d’assnrer quelques commodités aux membres 
du Congrès, tant étrangers que Francais. Pour le voyage, M. le Ministre 
vient de demander aux Compagnies de chemins de fer de leur accorder 
une reduction de 50% sur les prix du tarif ordinaire. 

En ce qui concerne le séjour A Paris, le Comité peut déjà les prévenir 
que la carte qui leur sera délivrée par ses soins, conformément à l'art. 5 
du règlement (1), lear donnera droit à l'entrée gratuite AP Exposition 
pendant toute la durée du Congrès. Le réglement n'avait pu leur 
garantir cet avantage, qui n’a été accordé que par une mesure récente. 
En outre, le Comité fait des démarches en vue de leur préparer, soit 
dans des maisons particulières, soit dans des établissements d’instruc- 
tion publics ou privés, une hospitalité économique ; il espère pouvoir 
aussi leur désigner des restaurateurs qui se seraient engagés à leur 
faire les conditions les plus avantagenses. Un avis ultérieur fera con- 
naître les mesures qui auront été définitivement prises ù ce sujet. 

Enfin, le Comité a constitué des commissions’ particuhères pour la 
réception des adhérents, l’organisation des séances, des conférences, 
des fetes, etc. 

Il signale de nouveau A tous ceux qui doivent prendre part au 
Congrès, inspecteurs d'académie et inspecteurs de l'enseignement 
primaire, directeurs et directrices d'écoles normales et d'écoles 
primaires supérieures, instituteurs et institutrices, membres des 
comités des œuvres auxiliaires ou complémentaires de école, Pintért 
qu’ils auraient à se réunir pour étudier préalablement les questions 
mises à l’ordre du jour et à s'entendre pour désigner les personnes les 
mieux préparées à présenter, en des conclusions précises, le résultat 
des délibérations prises en commun. Les auteurs des mémoires sont 
invités à faire suivre leurs conclusions de projets de résolutions. 
Les mémoires devront t'us être adressés, avant le 15 juin 1900, a 
M. Trautner, 20, rue Etienne-Marcel, Paris, secrétaire du Comité 
d'Organisation, qui les transmettra ensuite aux rapporteurs compétents. 

Pour que cette transmission soit possible, il est nécessaire que 
chaque mémoire ne vise qu'une seule question. Pour ¢tre mieux guide 
dans quelques-unes de ses démarches, surtout dans celles qui con- 
cernent le logement, le Comité serait heureux de connaitre, avant le 
10 juin, les noms des membres du Congrès. Les adhésions des collegues 
étrangers serout néanmoins reçues jusqu’au 1“ août prochain. 

G. Jost, 

Le Secrétaire Général. 
GRÉARD. 

Le Président du Comité d'Organisation. 
L. TRAUTNER, 

Le Secrétaire. 


“THE FROG.” 
To the Editor of the Educational Times. 


Dear Srr,—In the notice of “The Frog,” by A. Milnes Marshall, 
seventh edition, by G. H. Fowler, the editor's statement in the preface 
that the new illustrations (pages 98-99) are woodcuts is challenged, 
and they are described as process blocks, poorly made and badly 
printed. Allow me to assure you that Miss Green's drawings were cut 
on wood by one of the few firms which still practise the craft, and 
that, ao far from the publisher sparing expense, the cost of this series 
is about ten times as much as that of process blocks. Miss Green's 
very delicate and minutely realistic pencil drawings have been rendered 
by the wood-cutter with great skill. It is true they contrast with many 
of the other illustrations cut from the late Prof. Marshall’s drawings ; 
but that ia because the latter are of a diagrammatic nature, and lend 
themselves to a bold black-and-white treatment, which is not possible 
in the case of the new drawings.— Faithfully yours, D. Nutt. 

57-59 Long Acre, London, W.C., Muy 2, 1900. 

[We regret that our reviewer (whilst speaking highly of Miss Green’s 
drawings, as well as of Dr. Fowler's editing) mistook the woodcuts in 
question for process blocks.—Evitor. ] 


THE NATIONAL HOME-READING UNION. 
To the Editor of the Educational Times. 


Drar Sır, —May I ask the favour of your kind assistance in making 
known to teachers that the new Book List for the Young People’s 
Section is now ready, and will be sent by return of post on receipt of 
the fee of ls. 6d., which also covers the cost of the Magazine con- 
taining the articles upon the books, with suggestions and questions 
especially useful to teachers ? 

The Book Lists of the Union are not published, as a rule, until the 
Ist of October; but the Committee have made a special effort to issue 
this List early, in the hope that it will be useful to teachers who desire 
to requisition books and to plan out their work for the coming 
season.—I remain, yours faithfully, M. C. Monpy, Secretary. 

May 25, 1900. 


2-46 THE EDUCATIONAL TIMES. 


m e e a m a e a 
aaa eee 


A FEW OF THE PUBLICATIONS OF 


MOFFATT & PAIGE, Ltd. 
ENGLISH CLASSICS. 


Edited by THOMAS PAGE. 
In these Editions, Notes are Classified and Arranged. 
Other Works in preparation. 


THE PLAYS OF SHAKESPEARE. 


Contents :—Chief Events in the Life of Shakespeare—Shnkeapeare’s 
Works — Introduction—Date and Early Editrons—Source of the 
Plot—Sketch of the Plot—Sketcher of the Principal Characters — 
Literary Notes—Notable Passages— Proverbial Expressions and 
Familiar Quotations—The Text—Miscellaneous Notes—-Notes on 
the Language of the Play—Etymological Notes—Proper Names— 
Examples of Paraphrasing— Examples of Analysis of Sentences— 
Anachronisms and a few Typical Questions selected from various 


Examinations. REVIEWS :— 


Saturday Review.—“ Mr. Page has edited ‘ English Classics’ in a manner to 
command approval.” 


Sir HENRY ERVING.—"* A most faithful and scholarly edition.” 


rs Telegraph.—(Julius Casar) t... is invaluable as an aid to the study of the 
play 


South Africa,—“ What a handy ‘ book of the play’ they form!” 


Néudent's Friend, Bombay.—" Decidedly the very best for students, be they 
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Educational News. —° Tt would be difficult to imagine anything more perfect than 
this edition of ‘ Macbeth, aon l 
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*AS YOU LIKE IT 

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TEMPEST. se 

TWELFTH NIGHT aad 
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Practical Teacher.—' Marked by those features of almost exhaustive pom tal ion.” 


d. 

“PARADISE LOST. Books 1 and 3. ee cari ) 2 Oo 

SAMSON AGONISTES tbs re 2 

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Just Published. Extra feap. 8vo, pp. 112, with Two Maps, stiff covers, 1s. 6d. 
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*,.* The subject of the a volume is an examination of the Chaucer Canon. 
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London: HENRY FROWDE, 
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FORECASTS AND COMMENTS. 


l June 1, 1900. 

Tue next eed Meeting of the College of 
Preceptora will be held on Wednesday, June 13, 
when Dr. R. P. Scott will read a paper on “ The 
Inspection of Secondary Schools: of what Tests ought it to 
consist ? 


— 


Fixtures. 


* .# 
v 


Mr. MackinpeEr’s course of three lectures on ‘“ The Economic 
Possibilities of South America” will begin on June 12. The 
lectures will be given at the London School of Economics, 
10 Adelphi Terrace, on Tuesdays at 8.30 p.m. 

& 
# 


On June 14 the American Ambassador, Mr. Choate, will 
present the prizes at the Leys School, Cambridge. 
* s 
= 
Tue Rev. Dr. Moore will give a course of twelve free lectures 
on ‘‘ Dante’s Purgatorio,” on the Barlow foundation at Univer- 
sity College. 


= # 
# 


Tue Bradfield Greek play comes this year after an interval of 
two years instead of the usual three. Bradfield celebrates its 
jubilee this year, and the ‘‘ Agamemnon ” will be part of the 
celebration. The first performance is fixed for June 19. 

++ 


THREE entrance scholarships—the Reid in Arts, the Henry 
Tate and the Pfeiffer in Science—will be awarded on the results 
of an examination, to be held at Bedford College, London, on 
the last Tuesday and Wednesday in June. Forms of entry can 
be obtained on application to the Principal, and must be returned 
not later than June 15. The scholarships are all tenable for 
three years, and are of the annual value of £31 10s., £50, and 
£48, respectively. 

* + 

THREE free studentships, of the value of £46 annually, are 
offered by the trustees of the Reid Fund, jointly with the 
Council of Bedford College, to the female students taking the 
highest place in the First Division of the Oxford and the Cam- 
bridge Senior Local and the Honours Division of the London 
Matriculation. The free studentship offered on the result of 
the Cambridge Senior Locals is tenable for three years, and the 
others for two ycars. All further information about these 
scholarships may be obtained from the Reid Trustees, Bedford 
College. 

* + 

A GLapsroxe Memorial Prize, of books to the value of £5, 
will be offered for competition, for the first time, inthe summer 
of 1901, and the subject of the essay, which must deal with 
history or political science, will be announced in a few weeks’ 
time. The competition will be open to all present students of 
Bedford College, and to all students who have left the college 
not more than one year. 

* s 

As we have already announced, a meeting of University Ex- 
tension students and others will be held at Cambridge, from 
August 2 to 27. The meeting will be divided into two parts. 
The first part will last from August 2 to 15, inclusive, and the 
second from August 15 to 27, inclusive. The meeting will be 
opened on the morning of August 2, at 12 o’vlock, by the Right 
Hon. A. J. Balfour, M.P., who will ‘deliyeran inaugural address. 


248 


The general subject of the lectures throughout the meeting will 
be ‘‘ Life and Thought in England in the Nineteenth Century.” 
The lectures will present, in broad outline, a review of the 
more remarkable movements and events of the century which is 
drawing to a close. Its distinctive contributions to our national 
life will be discussed, as well as advances in scientific discovery. 
An attempt will be made to show how changed conditions have 
given rise to new problems, and what some of these problems 


are. 


* e 
* 


A Frenca holiday course, under the direction of Prof. Louis 
Bascan, will be held at Luc-sur-Mer, near Caen, between 
August 3 and August 24. This course is specially intended for 
English teachers, and the inclusive cost, for the three weeks, 
will be £9. Prof. Bascan refers, for personal inquiries in this 
county: to Sir Joshua Fitch, Canon Daniel, and the Rev. G. W. 

arrod. 


Tue demand for registration is a natural sequel 
to the growth of self-respect in any professional 
body. The position of Irish intermediate and 
elementary teachers has recently been im- 
proved in various ways. We are not surprised to hear that the 
Association of Intermediate and University Teachers of Ireland 
have passed a resolution in favour of registration, and are 
endeavouring to raise the subject in connexion with the Irish 
Intermediate Education Bill. 


+ ** 
# 


A MONSTER petition is being prepared by an ‘‘ Imperial Pro- 
testant Federation ” in Ireland against the endowment of a new 
Roman Catholic University, on the ground that the Dublin and 
Royal Universities already give Catholics all that they ought to 
desire. This statement, being examined, simply means that one 
man may define what another man is entitled to wish for— 
which is, at least, questionable. 

* 


Education 
Gossip. 


v 


* 
Oxrorp’s latest Chair is the Wykeham Professorship of 
Physics, in connexion with which the University is called on to 
provide a special laboratory. To meet this and other necessary 
expenditure, the colleges have once more been appealed to for 
contributions to the University chest. 
Š s 


* 

THe Duxe or Devonsutrr, as we all know, is ready with his 
Secondary Education Bill, but the Cabinet, as a whole, are 
dubious. The London correspondent of the Manchester Guardian 
assures us that the Duke’s colleagues regard the prospect of the 
debates on such a bill with dismay. ‘‘ They remember what 
happened in 1896, when clauses setting up a local authority for 
secondary education, were discussed. There is also another 
reason, which is summarized in a piece of advice given to a 
member of the Government, the other day, by one of its most 
distinguished rank-and-file supportere—‘ Now’s your chance for 
a Secondary Education Bill, while Lord Cranborne is in South 
Africa.’ The Cabinet may dread the odium theologicum, but 
that is not all packed up in the person of Lord Cranborne. 

*. * 


_ Campriper has decided that the University of Tasmania be 
adopted as an institution affiliated to the University. The 
Bachelors of Arts, or Bachelors of Science, of the University of 
Tasmania, who have satisfied the examiners in Latin, one other 
language not being English, and mathematics, in any one or 
more of the three annual examinations required for their 
degree, will be entitled to be admitted to the privileges of 
affiliation. 
*.* 

Porrrarts of the late Prof. Blackie and of Dr. George Mac- 
donald have been added to the gallery of Old Aberdonians, in 
Marischal College, Aberdeen. 

“o ë 

In the case of educational endowments, at any rate, pre- 

cedence must be accorded to those who give most. - The Duke 


THE EDUCATIONAL TIMES. 


[June 1, 1900. 


of Northumberland recently informed the Northumberland 
County Council that he was prepared to build, and adequately 
maintain, at his own cost, with such assistance as might be 
derived from the Science and Art Department and County 
Council Grants, a secondary day school for boys in Alnwick, on a 
site of twelve acres, plans for which, at an estimated cost of 
some £10,000, had been already prepared. 
o # 


THE pupil-teacher problem becomes more and more difficult of 
solution. For instance, Mr. T. S. Aldis, one of Her Majesty’s 
chief inspectors on the schools in the West Central Division of 
England, reports that the dearth of pupil-teachers is becoming 
a matter of urgency, on account both of the immediate incon- 
venience and of the consequent dearth which it creates in the 
supply of teachers of a higher grade. The School Board in Bir- 
mingham require more than five hundred pupil-teachers, with 
a view to the future supply of qualified assistants; and they can 
only muster three hundred. 


s #8 
# 


IncrpENnts in the higher education :—There were disorderly 
scenes in the streets of Oxford, arising out of a continuation of 
the rejoicings over the relief of Mafeking. Property was wrecked 
to supply fuel for bonfires, and the police were compelled to 
charge the mob several times with their batons to break up the 
crowds. The fire brigade, also, had to play upon the demon- 
strators, and this led to free fights. The house of Herr Hein, 
German Lecturer at Aberdeen University, who is suspected of 
pro-Boer tendencies, was mobbed by the students, and a number 
of windows were smashed. He was, also, roughly treated in 
his class-room. A special meeting of the Senatus has had 
to deal with a number of the students concerned in the affair. 

* s 

BIRMINGHAM is now a University city. By the Royal Charter, 
“ our trusty and well-beloved Councillor Joseph Chamberlain,” 
together with some 226 others, forming the first Court of Gov- 
ernors, have been created ‘“ one body politic and corporate, with 
perpetual succession and a common seal, by the name and style 
of the University of Birmingham.” At the present moment 
the University of Birmingham and Mason College are separate 
institutions, but they are to be united under the provisions of 
a Bill before Parliament, which, if passed in the present Session, 
should come into operation on the Ist of October, which will be 
the twentieth anniversary of the opening of the college. 


Tue Rev. H. G. Grey, of the Lahore Mission 


a a E E of the Church Missionary Society in India, has 
Vacancies: accepted the post of Principal of Wycliffe Hall, — 

vacated by Dr. Chavasse, now Bishop of Liver- 

pool. Mr. Grey graduated from Wadham in 1873 with a 


Second Class in Greats. He was vicar of Holy Trinity from 
1877 to 1885, and curate of St. James’s, Clapham, for the two 
years following. In 1887 he offered himself to the Church 
Missionary Society, and has worked in succession at Quetta, St. 
John’s College, Lahore, and Amnitsar. 

# 

By consent of the University of Melbourne, Dr. J. W. 
Gregory has accepted the post of scientific director of the 
National Antarctic Expedition, which is to sail from England 
next year. It remains to fill the three other scientific posts 
which the committee have decided to attach to the expedition. 
It is understood that nothing will be settled in regard to these 
till Dr. Gregory’s return to England in the autumn. 


# 

Dr. F. T. Roperts and Mr. R. J. Godlee have been appointed 
to the Holme Professorships of Clinical Medicine and Surgery, 
respectively, at University College, London. Dr. G. Vivian 
Poore succeeds Dr. Roberts as Professor of the Principles and 
Practice of Medicine. 

*.* 

Ir is stated that Dr. Warre, of Eton College, will resign the 

Headmastership in the course of the present’year.—Oanon Fur- 


June 1, 1900.] 


THE EDUCATIONAL TIMES. 


249 


neaux, Headmaster of Repton School, intends to retire in 
August from the position which he has held during the past 
eighteen years.—The Rev. J. T. Handford is resigning the 
Headmastership of St. Peter’s School, York. 

* # 


# 

Tue Professorship of Hebrew and Old Testament Exegesis at 
King’s College, London, is vacated by the death of Prebendary 
Stanley Leathes. 

+” 

Tae Rev. ArcuiBaLp Roserrsoy, D.D., Trinity College, Prin- 
cipal of King’s College, London, has been elected Bampton 
Lecturer for next year. The subject will be “‘ The Kingdom of 
God in the History of Christian Thought.” The estate now 
brings in £120 a year for each lecturer, but, owing to a debt of 
£650, it has been decided by Convocation at Oxford that no 
election shall be made to the office of Bampton Lecturer for the 
years 1902, 1904, 1906, 1908, and 1910. Thus there will be 
only five lectures during the next ten years. 

* s 


* 
At Oxford, the Rev. Edward Moore, D.D., Principal of St. 
Edmund Hall, has been reappointed as Lecturer on Dante for a 
further period of two years. 
* s 
2 
Eprvsuren University has elected Dr. John Wylie to succeed 
the late Sir T. G. Stewart in the Chair of Medicine. Dr. Wylie, 
who is fifty-six years of age, is a graduate of Edinburgh. 
* 8 


2 
Tue General Board of Studies at Cambridge will shortly 
proceed to the election of a University Lecturer in Physics, in 
connexion with the Special Board for Physics and Chemistry. 
The appointment will be for five years from Michaelmas, 1900, 
and the stipend will be £50 per annum. 
# 


Tue University of Glasgow is about to appoint a new Lecturer 
in German. Owens College announces vacancies for Lecturers in 
Hebrew and Arabic. Bangor College has vacancies for Assistant- 
Lecturers in Electrical Engineering and Method. Mason College 
is also about to appoint a Master of Method. 

* * 


At Baroda College there isa vacancy for a Professor of English 
Literature. 
* s 
At the High School, Dundee, there are vacancies for a master 
of the Modern Language Department, for a lady superintendent 
of the girls’ school, and for two mathematical masters. 
* s 
THE Governors of the Fishmongers’ Company have elected 
Mr. G. W. S. Howson, M.A., assistant-master at Uppingham, 
to the Headmastership of Gresham’s School, Holt. 
o # 


# 

Mr. J. Cricuton, B.A., of St. Olave’s, Southwark, succeeds 

Mr. A. P. Irwin as Headmaster of Foster’s Endowed School, 

Sherborne; and Mr. L. M. Penn, M.A., has been appointed 
Headmaster of Victoria College, Congleton. 


a 


An excellent suggestion was made by Mr. Flin- 

Literary ders-Petrie at the Society of Arts a fortnight ago. 
Gossip. He recommends the establishment of a national 
repository for science and art. We are not poor 

in museums and galleries, but we need more classification, 
which implies more room. For instance, the authorities of the 
British Museum are seeking power from Parliament to hand 
over large accumulations of printed books and papers to local 
authorities. There is a manifest disadvantage in dispersing 
printed documents which are not so worthless as to merit de- 
struction. The documents now in the British Museum are 
of stone, metal, textiles, paint, and printers’ ink. The theo- 
retically best classification would keep all the printed docu- 
ments together, even if other homes had to be found for the 
stone and metal. 


Ir is good news for such as consult or borrow books from the 
London Institution that the authorities are contemplating the 
provision of an adequate catalogue. The one which exists is 
by no means a model of completeness or systematic arrange- 
ment, and good collections deserve good catalogues. 

# # 


Tue University of Chicago Press, which is developing into one 
of the chief educational publishing bodies in the United Stutes, 
sends us the first three numbers of the Elementary School Record, 
to be completed in a series of nine parts. They contain an 
account of the working of the experimental school attached to 
the Pedagogical Department of the University, and give evidence 
of successful work in the manual training of children. 

* * 


WE have received the Fights Week number of the Oxford 
Magazine, frivolous, ingenuous, with comic illustrations—a veri- 
table memento vivere, addressed by the twenty-year-old students 
of our most ancient seat of learning to revive the faded memo- 
ries of the generations which preceded them. This is how the 
youngsters describe themselves for the edification of their 
parents and schoolmasters, who pay their bills for them and who 
worked them up to scholarship pitch :— 

Thrice happy, careless of our destinations 
And all the dark unseen; 

Our only care was thought of Moderations, 
Our only foe the pran ! 


THE conclusion of the great work of the “Dictionary of 
National Biography” will be celebrated at the Mansion House 
on the 29th of June. The proprietor, editor, and some of the 
principal contributors have accepted invitations to lunch with 
the Lord Mayor on that day. | 


Mone federation of the Empire! Mr. Flavelle, who should be a 
French-Canadian, and who is in business at Toronto, has founded 
two travelling fellowships in the University of Toronto—of 
£150 a year each—the holders of which are to study modern 
history in Oxford for two years. They are to be selected 
from among the Toronto graduates who have taken a First Class, 
either in Classics or in Classics with English and History. The 
avowed object of the foundation is to train men for public life 
in Canada. 

* * 


Kine ALFRED’s version of the a Consolations of Boethius,” done 
into Modern English, with an introduction, by Mr. W. J. 
Sedgefield, will be published immediately by Mr. Henry Frowde. 
The Anglo-Saxon text followed is that edited by the translator 
for the Oxford University Press last year, and the book should 
be welcomed by those interested in the commemoration of the 
forthcoming millenary of King Alfred’s death. Mr. Sedgefield 
hopes that the Modern English dress now given to the King’s 
best book will help to make him less an unsubstantial shadow 
for Englishmen of to-day, and more a real man—practical, right- 
feeling, and earnest beyond his generation. 


ASTRONOMY AS A MORAL FORCE. 


By Aurrep T. Story. 


I THINK it was Sir William Herschel who said that an undevout 
astronomer must be mad, or words to that effect; and we know 
that the philosopher Kant, in his great work “ The Critique of 
Pure Reason,” remarks that there is nothing so calculated to 
strike the mind with awe as the starry heavens and the moral 
law. The saying is aremarkable one, and it recalls to my mind 
an observation made to me some years ago by a young mechanic 
who had been attending a course of lectures on astronomy. He 
said: “ One cannot study a subject like that without becoming a 
better and more thoughtful man. All that order and beauty and 
harmony, all that mutual dependence and marvellous interaction 
existing between millions of bodies, suns and systems and 
satellites, large and small, all working together with such wonder- 
ful exactitude and balance that their revolutions and their 
relative influence one upon another can be calculated and pre- 
dicted with the greatest nicety—it is impossible to think of it 
without being impressed, in a.way that words cannot express, with 


250 


THE EDUCATIONAL TIMES. 


the Being from whose mind it comes, and who must have in-j degree of importance. 


[June 1, 1900. 


But. in proportion as they are allowed to 


tended that the same sublime order and majestic symmetry | monopolize more than their due share of interest, they lower 
should obtain amongst the lesser creatures of His universe, and ; and circumscribe the plane of life, and pee it from reaching 


especially those who are, so to speak, soul of His soul.” 

These may not be the exact words of the young mechanic, but 
they embody his thought; and it is a thought so pregnant with 
meaning that the more it is pondered over the more deeply are 
we struck with its beauty and its truth. The harmony that 


the grandeur and altitude native and possible to it. Hence 
the value, the high moral value, of the study of astronomy. 
We often hear it affirmed that the study of science tends to 
enlarge the mind; and that it undoubtedly does if pursued in 
the right spirit. But there are aspects of scientific study whose 


reigns amongst the heavenly bodies is the harmony of the Divine! effect is the very opposite of broadening, and, as we may say, 


Mind. It is a harmony so wondrous that it leaves nothing super- 
fluous, shows nothing wanting. From the tiniest moon or 
asteroid to the most stupendous system, there is not one body 
without its due place and influence, not one but has its own 
beauty and radiance, even though that beauty, that radiance, be 
only reflected—like the light of our moon, for instance. Nay, 
when it comes to that, all owe something elsewhere: nothing 1s 
what it is of its own self. For the harmony is an inter-harmony 
—-a something that cannot exist of itself alone. Each star, planet, 
world, depends on others. on the whole, and the whole again on 
the Central Soul, which is harmony, and lives and works through 
it all. The ancients were so struck with the sublime and ordered 
movements of the heavenly bodies that they likened them to a 
choric dance, which. in turn, they supposed to be accompanied 
by a celestial music—the music of the spheres. There is not 
only something very beautiful in the idea, but there is—as seems 
more than probable—an adumbration in it of a great truth. One 
of the conquests of the latter half of the century in the domain of 
science is the law of the correlation of forces. We know that, 
according to this law, no power is, or can be, lost. We know 
that, if it disappears as one thing, it reappears, or is traceable, as 
another. Thus the force we call electricity may be transformed 
into light, into heat, or into motor power; but, whatever the 
change, there is no Joss, no waste. 

In Nature electricity manifests itself to our intelligence as 
light in the lightning, as sound in the thunder, as energy in 
its destructive force. Dispersed through Nature, it is equally 
active in other, though more subtle, forms. It is in reality the 
same force revealing itself to different senses. So, we may say, 
it is with that choric dance of the spheres imagined by the 
ancients. To their eyes it was a dance, a stately movement; to 
their ears, the ears of the soul, it was music; while to the 
higher spiritual sense it was Divine harmony. To us moderns, 
used as we are to dwelling almost exclusively on external things, 
much of that inner sense which is so beautiful in the ancients, 
and is seen in such splendour in the Hebrew Scriptures, has been 
lost—lost, that is, in the depth and intensity it once had ; and so, 
perhaps, the wonder and glory of the heavens do not so readily 
translate themselves to our minds as the ordered and rhythmic 
dance, as celestial music, as beauty, as creative, thought-out work. 
But, though the stars do not appeal to us in this way, or do 
not thus appeal to many, yet few are they who could study their 
structure, their motions, their interdependence one upon another, 
the laws of their existence, their inner life, so to speak, without 
being deeply influenced thereby. The order and harmony which 
se in and through them enter into our souls as we study 
and contemplate their nature and movements, and can never 
again wholly leave us. We may not be at once transformed to 
their perfection of order and balance; we are not, and cannot be, 
suddenly so changed. But the force with which those per- 
fections strike us, revealing, as they do, the beauty and unity of 
the creative thought, wherein there is no anarchy, the sense of 
awe and mujesty they constantly create in us, as, perhaps, 
nothing else does in the same degree, gradually and insensibly 
work a change in our minds, fashioning us, as it were, more 
and more to their Divine model. 

Careful study in other departments of Nature—as, for instance, 
in botany and chemistry—reveals the same system, the same 
symmetry of movement and of life, so to speak; but here they 
do not seem to possess the same moral value to us, possibly 
because these branches of investigation are more nearly allied. to 
our everyday domestic economies and sublunary needs. In the 
case of astronomy, on the other hand, we are lifted suddenly, 
and at a bound, into another and a higher region—one in which 
we are brought in contact with forces and movements of such 
magnitude, and a life so vast, that the contrast strikes into 
insignificance the temporal ends and paltry ambitions of the 
terrestrial sphere. 

No one who studies astronomy seriously can altogether avoid 
comparisons such as these. It does not follow, of course, that 
the things terrestrial should be neglected or misprised. They 
are essentials to be regarded and dealt with according to their 


elevating, the mind. Take, for instance, the man whose thoughts 
are occupied solely with the explosive power of certain chemicals, 
the sum of whose ambition is to discover a compound which will 
destroy a whole legion or an entire city at a blow. He may be 
anything but a bad man; but there is nothing in his investiga- 
tions to elevate and ennoble the mind. Very much the same 
thing may be said of one who devotes his time and strength 
to mineralogy with a view to the discovery and extraction of the 
precious metals, The study is perfectly legitimate and honour- 
able; but its tendency is to impoverish the mind in its higher 
and broader relations and aptitudes—as we know, in the case of 
Darwin, his devotion tothe minutiw of physiological and morpho- 
logical action in animals and plants resulted in the atrophy and 
stultification of certain of the higher attributes of his nature. 
Such a thing could not arise from the study of astronomy. 
Its influence is to awaken just those faculties which suffered 
most in the great naturalist—to awaken and strengthen others 
also. It stirs and stimulates the imagination, wherein alone the 
soul can see and be, in a manner, in touch with the Divine order- 
ing and handling of the universe. It purifies awe and lifts 
reverence into its true and natural atmosphere, and, while it 
humbles man by showing him his insignificance, he is, at the 
same time, elevated by being enabled to see’ that, despite his 
littleness, he possesses something of grandeur in that he finds 
in himself points of contact with the Divine Mind in being able 
to perceive the wonderful order with which it works, and to 
appreciate and love the perfections of that order. 

Such being the case, is it too much to think that one, seeing 
and admiring the Divine order and harmony manifest in the 
universe, as revealed to us by astronomy, will be influenced 
thereby to wish to see in his own life and conduct, public as well 
as private, something of those supernal qualities P It is impossible 
to think otherwise. It is an inalienable attribute of the best 
natures to aspire unceasingly to the better and higher; and it 
cannot be that they should study that marvellous reign of law— 
attuned, as we put it, in the language of human feeling, to music 
and the dance—which is for ever above our heads, like a school 
lesson to be learned, without wishing to bring down something of 
its beauty, something of its perfection, into our too often 
tumultuous earthly life. And is not desire the parent of effort? 
So I hold that astronomy would be a most valuable adjunct to 
our school studies—for the higher forms, of course. Taught in 
a broad and sympathetic manner, it might be made to do wonders 
for the future citizens of our world-empire. Emerson, in one 
of his thoughtful and suggestive essays, speaks about yoking an 
implement to a star, and making it productive for human needs. 
But how much nobler to hitch the minds of youth, so to speak, to 
the constellations in their ordered and harmonious courses, and 
so to use them as instruments for the perfecting of our civic and 
national life ! 

To some this may seem nothing but imagination, pure and 
simple, and yet it is not so; for, inasmuch as—and in so far as— 
we have the powers to comprehend and admire all the beautifully 
adapted machinery of the heavens, to that extent we have a 
certification and assurance of our ability to approximate thereto. 
if we will, in our own life and doings. 


NOTES FROM PARIS. 


Tue British Educational Section at the Paris Exhibition is now in 
good working order. The Palais de l'Education et de |’Eneeignement 
is admirably placed. It forms part of the great building in the Champs 
de Mars,with the Eiffel Tower marking the entrance, and the renowned 
Chateau d’Eau the opposite end of the rectangular ground-plan—the 
whole lying on the left bank of the Seine, opposite to and connected 
by the Pont de Jéna with the Trocadéro. On the ground-floor the fine 
arts are illustrated; the scholastic department is above. Here the 
space assigned to Great Britain is certainly very limited; but the 
exhibits are so admirably laid out that the arrangements, unlike those 
at the Imperial Institute, do not suggest any undue crowding—and 
this with every square inch occupied, even thus early in the day. The 
section is approached by a transverse gallery, free-on both sides, and 


June 1, 1900.] 


THE EDUCATIONAL TIMES. 


w 


3) 


251 


about the centre, arranged in three parallel groups, the six screens 
assigned to Scotland and Wales are placed. Beyond this, and standing 
at right angles on the same gallery, are five screens provided with 
shelves which afford space for relics, modern mementoes, photographs, 
and representative specimens of work from the Universities, the great 
public schools, with the secondary schools for girls aud boys, 
technical schoole and Board schools, with their offshoots. At the 
end of this gallery, and lying at right angles to it along one main eide 
of the building, recesses have been arranged for some admirable ex- 
amples of photography; beyond these, again, astronomical, geological, 
and other scientific charts are similarly arranged. Space has been 
found to screen off a small office, and here Mr. Fabian Ware, Director 
of the British Section, and a French colleague attend in turns to 
answer inquiries. Close at hand are hung photographs representing 
four sections of the Franco-English Guild, and just in front of these 
Mr. Gladstone’s famous examination paper is a very conspicuous object. 
Our nearest neighbours are Germany, with scientific apparatus, and 
France, with specimens from the écoles normaler. The collection is a most 
interesting one, and remarkably free from a certain element of 
“dullness” that so often goes with purely educational exhibitions. 
There can, indeed, be only one opinion as to the arrangements in this 
department, viz.:—that they reflect great credit oa those who are 
responsible for their practical working. It is, however, to be regretted 
that here, as at the Imperial Institute, Ireland is unrepresented. 

Two recesses in the Education Section of the Paris Exhibition have 
an interest all their own, for they are furnished by the pupils of the 
Maisons d’Education de la Légion d’Honneur, whose position is 
unique among French schools. Founded by Napolean, in the first 
decade of the century, for the children (orphaned or not) of the mem- 
bers of the Legion, they were organized, in every detail, by the War 
Minister, under whose control they still remain. There are three such 
maisons in France, all in the neighbourhood of Paris: one is at St. 
Denis, adjoining the famous abbey; another at Les Loges, in the very 
heart of the forest of St. Germain-en-Laye; the third is at Ecouen, in 
the famous château of the Montmorency family, close to the forest of 
the same name. Of these, St. Denis stands facile princeps, for only the 
daughters of superior officers are eligible, and the educational pro- 
gramme isthe widest. Ecouen is occupied mainly by the daughters of 
active non-commissioned officers, reinforced by some whose fathers 
are subalterns, retired or on “ half-pay ” as commissioned officers. At 
Les Loges the technical side of education is developed, and the pupils 
are often the children of men in the ranks. At the present moment 
there are just under a thousand names on the books of the three 
houses, and of these a very smull contingent is supplied by children of 
civilian members of the Legion. There are no religious restrictions, 
and education is free, with a few places reserved for paying pupils. 
All the schools are ander the rule of the “ headmistress,” at St. 
Denis, and, once a year, the pupils are there gathered tugether to 
celebrate the national fête. The mistresses—les dames they are 
called—are almost exclusively chosen from among former pupils; 
most of them now hold the higher Government diploma. An Old 
Girls’ Association is a recent feature of the system. “ Famille,” 
“ Honneur,” “ Patrie,” are the watchwords of all concerned; and, 
if the education is less ‘progressive’? than in some of the best 
known girls’ lycées, the moral tone is of the highest, and the standard 
of manners worthily represents this tone. 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held at the College, Bloomsbury 
Square, on May 16. Present: Dr. Wormell, Vice-President, in the 
Chair; Mr. Barlet, Rev. J. O. Bevan, Mr. Bidlake, Mr. Brown, 
Dr. Buchheim, Mr. Charles, Miss Dawes, Mr. Eve, Miss Jebb, Rev. 
R. Lee, Mr. Millar Inglis, Rev. G. P. Pearce, Mr. Pinches, Rev. Dr. 
Poole, Mr. Rashbrooke, Rev. Dr. Scott, Mr. Storr, Rev. J. E. Symns, 
and Rev. J. Twentyman. 

The minutes of the last meeting were read and confirmed. 

The Diploma of Associate was granted to Miss A. V. Acocks, who 
had passed the required examination. 

The report of the Examination Committee was adopted. 

The report of the Education Committee was adopted. 

The following persons were elected members of the College :— 

Mr. G. W. Dolbel, A.C.P., Oxford Road, Basford, Stoke-on-Trent. 

Miss A. G. Doré, 50 Gladsmuir Road, Highgate, N. 

Miss M. E. Gutteridge, A.C.P., Baynard Castle, Gravesend. 

Mr. T. Hay, M.A. Camb., B.Sc. Lond., A.C.P., 16 Broomfield Road, 
Chelmeford. 

The following books had been 
last meeting of the Council :— 

By G. BELL & Sons.—RBell’s History Readers (Tudor Period) ; Bell’s Reading 
Books (Scott's Ivanhoe); Liddell’s Cæsar, Book I.; Pearce’s Selections from Ovid's 
Metamorphoses; Wainwright's Virgil's .Eneid HI. 

By BLACKIE & SoN.—South Kensington Drawing Sheets, Sets I., IL., and LIL.; 
Cheethim’s Elementary Chemistry (Second Year) ; Crosskey’s Shaded Drawings 


of Models and Ornament for Class-Teaching ; Dowmie’s Macaulay's Essay on.Clive ; 
Moore Smith’s Shukespeare’s King John, 


presented to the Library since the 


ao oe J. Cray & Sons.—Plato’s Education of the Young (Translated from “ The 
ublic’’). 
y W. B. Cuiv R.--Hayes and Pluistowe’s Hornce’s Satires. 

By HACHETTE & Co.—Oger’s Erekmann-Chatrian’s Madame Thérèse. 

By MacĒsıiLLAN & Co.—Brennan, Pickburn, and Brereton's Selections from 
English Poetry (1783-1853); North's Ebner's Herr Walther von der Vogelweide 
Voegelin’s Kurz’s Die Hunanisten. 

By Rivinatons.-~-Duhnmel's Luzel's Denx Légendes Bretonnes. 

Calendars of Queen's College, Gulway, 1899-1900; Bedford College, London, 1899. 

The Medical Register, 1900; The Dentists’ Register, 1900. 


Se E E — 


——— w 


REVIEWS. 


Sır Josnua Fitcu’s LECTURES. 


Educational Aims and Methods. Lectures and Addresses by Sir 
Joshua Fitch, M.A., LL.D. (Cambridge University Press.) 

All who have enjoyed the reading of Sir Joshua Fitch’s former 
treatises will welcome this new volume with much expectation of 
entertainment and help, and they will not be disappointed. It 
may be true, as the author admits, that this collection “is more 
miscellaneous and less systematic in its character than the ‘ Lec- 
tures on Teaching’ ”; but there is not an uninteresting element in 


| the work, and throughout it exhibits the high ideals of the func- 


tions of a school and the appreciation of the work of teaching 
which we associate with Sir Joshua Fitch. It shows in every 
| pr his o grasp of the situation described or explained with 

is usual lucidity and grace of diction. The volume consists of 
lectures and addresses given at various times before different 
academic audiences in England and America, and is fitly 
described by its title. This might be expanded with appropriate- 
nessinto educational aims, methods, and aspirations of the past and 
the present, and their connexion with social and industrial neces- 
sities, religious controversies, and political events. The subjects 
may naturally be divided into three classes :—(1) Questions of 
method specially interesting to teachers; (2) questions which 
have recently formed the subjects of public discussion and are 
of general interest; (3) the biographies of some educational 
reformers. 

First in the first section, and also first in the work, is the lecture 
on the “ Methods of Instruction as illustrated in the Bible.” The 
first point made in this interesting lecture is drawn from an 
analogy between the life of a nation and the life of a man. 
“ What is true in the infancy of society and of nations is true 
also of the childhood of every human being. It is easier to 
enforce the observance of particular acts than to make their 
meaning intelligible.” ‘There was a stage. a very early stage, in 
the history of the chosen people wherein what they needed most 
was positive injunction respecting abstinence from certain faults 
to which, owing to the special circumstances of their lives, they 
were most prone. There is a similar stage in the lives of the 
young.” This view of the necessity of imposing commands 
without explanation in the beginning is followed through a 
transitional reference to Wordsworth’s “Ode to Duty.” to the 
further necessity of leading the pupil to recognize as early as 
possible the value of the injunctions he is expected to obey. j 

The author, however, fails, we think, to trace in the Book of 
Proverbs what was, after the period of mere injunction, the first 
sketch of a system of education. His view that the proverb is 
less effective as an instrument of teaching than direct injunction, 
that there is an air of paradox and unreality about it, and that it 
is more interesting and intelligible to older people than to 
children, is not in agreement with the experience of many teachers 
who have freely used the proverbs. It is perfectly true that the 
pe and the scheme of education cast by the Book of 

roverbs apply to different ages, but a judicious selection may 
well be used even with our younger children. It is, perhaps, no 
aim of the author in this lecture to go beyond the “ Methods of 
Instruction as illustrated in the Bible,” but as he dwells on the 
characteristics of Hebrew poetry, and discusses in connexion 
with this the question, “ What poetry is suited for children?” it 
would require but a little advance to consider the use of Bible 
studies as part of a literary training, and a means of perfecting 
style. Illustrations of this influence may easiiy be drawn from 
the prose writings of Matthew Arnold, one of Sir Joshua Fitch’s 
favourite authors, and from those of many others. 

In the first section of subjects are a lecture on “ The Evolution 
of Character,” in which, for once, Sir Joshua surrenders himself 
to a scientist's point of view, and discusses the main items of the 
| modern creed of evolution; another on “ The Training of Reason,” 
i which is in Sir Joshua’s best form; and a lecture on “ Hand Work 

and Head Work,” that is to say, manual andtechnical instruction. 
` The second class of subjects; deals,withendowments, and all 


252 


THE EDUCATIONAL TIMES. 


[June 1, 1900. 


the vexed questions of their use and abuse, the University 
Extension Movement and its relation to schools, the Sunday 
school of the future, and higher education of women. On all 
these subjects we recognize that the author has said what he 
ought to have said. 

The third section consists of the lectures on Socrates, Ascham. 
Joseph Lancaster, Pestalozzi, and Edward Thring. The first 
four are frequent and familiar subjects of our author; the times, 
the character, and methods of Socrates is perhaps his favourite 
subject, and yet it is ever fresh when coming from him, and 
never more so than in this last casting of the lecture. We yet 
have something to learn from Athens. The lecturer has had 
much reason to know and appreciate the work and character of 
Lancaster, for in the fifties, when Sir Joshua was Principal of the 
Borough Road College, there were on his Committee a number 
of aged Quakers who had known Joseph personally, and who 
had pleasant recollections of him and much reverence for his 
memory. 

The lecture on Pestalozzi is all too short. We have several 
biographies of Pestalozzi—for instance, Baron Roger de Guimps’, 
translated by Margaret C. Crombie, and J. Russell's work—but 
this life has not yet been treated fully with such judicious estima- 
tion and spiritual sympathy as Sir Joshua Fitch always brings 
to his criticisms. His appreciation here is a little qualified. He 
tells us: “ There is no finality in the system of Pestalozzi. He saw 
with intense clearness some fundamental truths, but he could not 
see all the practical applications of those truths.” This must be 
true of all living educational systems and of every educational 
reformer. A system which is “ final” is dead, and no mortal can 
see beyond the veil and live. Pestalozzi himself was conscious of 
his defects. He says he was deficient in sustained attention, 
reflection, circumspection, and forethought. His views of life 
and the world, taken from his mother’s parlour, were necessarily 
limited. The want of practice in boyish sports made him 
awkward. Yet, although his schoolfellows called him “ Harry 
Oddity of Foolstown,” they loved him for his good nature and 
obliging disposition. Later in life, believing that all people were 
like-minded with those of the home from which he took his 
standard, he trusted everybody, and was often mistaken and 
deceived. 

We have not space in which to consider the lecture on Thring, 
but we commend it to our readers. In this, as in all the lectures 
of the book, there is evidence that the natural limitations to the 
use of all schemes and methods, the dangers of excess or abuse, 
the transient influence of the personality of the apostle or founder, 
are weighed with an impartial and matured judgment and ex- 
plained with great clearness and perfect taste. 


GIBBON EDITED. 


The History of the Decline and Fall of the Roman Empire. By 
Edward Gibbon. Edited, with Introduction, Notes, Ap- 
endices, and Index, by Prof. J. B. Bury. (Methuen.) 

When a professor of history edits an eighteenth-century 
historian for readers of the twentieth century, he testifies not 
merely to his own opinion of the original text, but also to the 
fact that scholars and men of judgment continue to find it both 
readable and trustworthy. Hume and Robertson “we laud as 
classics and leave on the shelves.” Gibbon also is a classic in 
the literary sense; a balanced and musical writer of prose, and 
the literary progenitor of Macaulay. But we keep him “on the 
line” in our libraries, and do not sky him on the somnolent 
upper shelves. That is because he stands the test of time; the 
more we read him the more we find how much labour he gave to 
his task, how clear, as a rule, was his judgment, and how careful 
he was in his statement of facts. 

In one important respect we believe that Gibbon substituted a 
prejudice for the impartial exercise of his judgment. The moral 
of his history is defined in his own epigram: “I have described 
the triumph of barbarism and religion.” He lamented the 
breach of continuity in the development of human society along 
the lines of the classical spirit and “ pagan ” thought, of which 
Marcus Aurelius was the highest outcome. For this breach of 
continuity the Northern barbarians and Roman Christianity were 
responsible. Instead of progress he found retrogression; and, 
not content with watching the inevitable evolution of facts, 
recognizing the necessity of the struggle, pt goons in the 
victory of the Teutons and Scandinavians, and balancing the 
ultimate benefits of this victory against the temporary ae ate 
of Roman literature, culture, and philosophy, he expended on the 
Christian Church a vast amount of sarcasm, bitterness, and scorn. 


vain; and it is feeble to deprecate his sneer. 
sympathy than he for the warriors and the Churchmen; but all that 
has since been added to his knowledge of facts has neither reversed 
nor blunted the point of the “Decline and Fall.” 
temperament may shut the eves; faith, wedded to some 
creasing purpose” which it shrinks from grasping, may divert from 
the path of facts. But, for an inquirer not blinded by religious pre- 
possessions, or misled by comfortable sophistries, Gibbon really ex- 
pounded one of the chief data with which the philosophy of history 


his attitude would have been different. 


Prof. Bury in some sense re-states and defends Gibbon’s 
position :— , 

To attempt to deny a general truth in Gibbon’s point of view is 
We may spare more 


Optimism of 


“ one in- 


has to reckon. How are we to define progress; how recognize 


retrogression ? 


It is not quite evident what Prof. Bury means by saying that it 


is feeble to deprecate Gibbon’s sneer at the Church and Christi- 
anity. The question raised is one of historical interpretation. 


Gibbon was an eighteenth-century man; if he had lived to-day. 
The historical instinct 
makes one desire to follow facts and interpret them, quite apart 
from our own predilections and prejudices. The historian 
describes the past, and knows that it led to the present. If he 
goes on to say: “I wish it had been otherwise,” he may be well 
worth listening to, but, for the moment, he is no longer a 
historian. The “faith” which sees a steady purport in history, 
and grasps that purport as being the working out of physical and 
psychological laws, producing wisdom from experience and 
settled institutions from freedom. cannot be, as Prof. Bury says. 
diverted from the path of facts. On the contrary, it abides by 
the facts whatever they may be, and sees them “ co-operating to 
an end ”—not the end which it wishes, or a vague end which it 
shrinks from grasping. but an actual and definite end for each 
individual born into the world—the summation of a series 
whereof he or she is merely the last term. 

We have been bened into what reads like a reflection on 
Gibbon by Prof. Bury’s implied defence of what is really the 
weakest part of his © History.” But we hasten to say that the 
editor's introduction of sixty-eight pages is a very interesting. a 
moderate and impartial estimate of the qualities of Gibbon as a 
historian. It shows the limitations of “the greatest history of 
modern times”; it allows that Gibbon would probably have 
taken a somewhat different standpoint if he had lived a hundred 
years later ; it grants his cynicism and reserve of sympathy :— 

It is well to realize that the greatest history of modern times was 

written by one in whom a distrust of enthusiasm was deeply rooted, 
and who regarded history as ‘‘little more than the register of the 
crimes, follies, and misfortunes of mankind.” This cynicism was not 
inconsistent with partiality, with definite preposseasions, with a certain 
spite. In fact, it supplied the antipathy which the artist infused 
when he mixed his most effective colours. The conviction that en- 
thusiasm is inconsistent with intellectual balance was engrained in his 
mental constitution, and confirmed by study and experience. It 
might be reasonably maintained that zeal for men or causes is an 
historian’s marring, and that “reserve sympathy ’’—the principle of 
Thucydides—is the first lesson he has to learn. But, without venturing 
on any generalization, we must consider Gibbon’s zealous distrust of 
zeal as an essential and most suggestive characteristic of the “ Decline 
and Fall.” 
That is admirably judicious, and, so interpreted, we can accept all 
that Prof. Bury says of Gibbon’s virtues. He is “still our 
master, above and beyond ‘date.’”” The editor's added notes, his 
valuable appendices of authorities and sources, and the very 
excellent index of 164 pages by Mrs. Bury complete an edition of 
Gibbon which is, on its own account, a precious and indispensable 
contribution to history. 


THE OLDEST ARYAN. 


“ Short Histories of the Literatures of the World.” Edited by 
Edmund Gosse, LL.D.—Vol. IX. A History of Sanskrit 
Literature. By Prof. Arthur A. Macdonell, M.A., Ph.D. 
(Heinemann.) 

The Boden Professor of Sanskrit at Oxford gives us in this 
volume almost the first English history of Sanskrit literature— 
the prehistoric literature of the Hindoos, which was before we 
know anything about them except that they were. It ® true 
that Prof. Max Miiller wrote an account of “ Ancient Sanskrit 
Literature” many years ago, confined to the Vedic age, which 
was at the time of its appearance a revelation to Englishmen. 
Since then there has been much research, and a great classifica- 
tion of ideas. German as well as English scholars have been at 
work, Prof. Macdonell amongst them. There was consequently 


~ 


June 1, 1900.) . 


a clear demand for such a volume as this, which is at once a 
summary for the student and an attractive literary survey for 
the cultivated reader. A hundred years ago, it is to be remem- 
bered, we knew next to nothing of Sanskrit. 
laid the foundations of our exact knowledge of the language, 
which we now rightly regard as the key to Hindoo character, 


thought,and religion. “Vedic” literature, in the simple meaning of 
indoo “ Scrip- 
tures.” The Scripture of India is less narrative and historic than 
the Syrian Scripture, but it is equally valuable as a guide to the 
religious and moral thought of the writers and their contem- 
poraries. The “ Rig-veda,” the oldest Sanskrit book, may be 
described as the Hindoo Book of Psalms—the “ Verse Scripture.” 
It is a collection of hymns in praise of the gods, which were used 
as an accompaniment to the offering of soma juice and melted 

ja The “ Sama- 
veda ” and “ Yajur-veda ” were also in the nature of service-books, 
The “ Atharva-veda,” roughly 
corresponding to Apocrypha as compared with canonical books, 
is a book of incantations, not to say exorcisms, addressed to the 
Such are the four sections of Vedic literature, 
which, representing religious ideas at an earlier stage than any 
other literary monuments of the ancient world, “ are of inestim- 


the words, implies nothing more or less than the 


butter, the oblation or sacrifice of the mild Hindoo. 


mainly based on the “ Rig-veda.” 
demon-world. 


able value to those who study the evolution of religious beliefs.” 


The “Brahmauas” are the later prose works of the Hindoo priest- 
hood, comprising a very complex ritual—brahman signifying 
As the“ Vedas” give us the oldest poetry 
of the Indo-European family, so the“ Brahmanas” give us the oldest 
As to their substance, there need be no illusion: “they 

orm an aggregate of shallow and pedantic discussions, full of 
sacepdotal conceits, and fanciful or even absurd identifications ” ; 
whereas the “ Vedas ” are “ poetical in matter and form,” and their 
thought is, on the whole, “ natural and concrete.” Next to these | - 
—‘ threads ” or 
“ clews” of ritual, the record of practice and traditional cere- 
monial, which are reckoned amongst the sources of Indian in- 
digenous law. Lower down the stream of time we come upon 


“ devotion” or “prayer.” 


E 


elements of Sanskrit literature come the “ Sutra’ 


the epics, lyric poetry, drama, philosophy, science, and fables. 


Prof. Macdonell supplies many illustrations of Sanskrit poetry, 
rendered by himself in metre, though without attention to rhyme. 
Here from the “ Atharva-veda ” is an incantation for the bedside of 


a sick person : 
Just as a yoke with leathern thong 
They fasten on that it may hold: 
So have I now held fast thy soul 
That thou may’st live and may not die, 
Anon to be unhurt and well. 
Downward is blown the blast of wind, 
Downward the burning sunbeams shoot, 
Adown the milk streams from the cow, 
So downward may thy ailment go. 


Here is a sleep charm: 

The man who sits and he who walks, 

And he who sees us with his gaze, 

Of these we now close up the eyes, 

Just as we shut this dwelling-house. 

The reader will find a varied interest in Prof. Macdonell’s 

book. For the student it is rendered doubly valuable by an 
appendix on the authorities for Indian technical literature, law, 


history, grammar, mathematics and astronomy, medicine, and the 


arts, as well as by a series of general bibliographical notes. 


New PROBLEMS FOR THE NEw Wor .p. 


Colonial Civil Service: The Selection and Training of Colonial 
Officials in England, Holland, and France. By A. Laurence 
Lowell. With an account of the East India College at 
Haileybury (1806-1857), by H. Morse Stephens. (Macmillan.) 

Victories, like a great many other things, are apt to produce 
more difficulties than they solve. Certainly, since the decent 
interment of the late General Monroe, the new questions which 
have to be met by the United States are numerous, and not the 
least difficult of these is the one which Mr. A. Laurence Lowell 
has placed before his readers in this volume. Mr. Lowell’s method 
of dealing with his subject is excellent and convincing. He begins 
by a review (with evident knowledge) of the methods of trainin 
adopted by the various colonizing nations of modern times, an 
then proceeds to apply what lessons can be drawn from them to 
the conditions which obtain in his own country. 

If it be necessary that America should become a colonizing 
power (and it appears now inevitable that it must be so) it is well 


THE EDUCATIONAL TIMES. 


H. T. Colebrooke 


253 


that she should at least realize how large is the responsibility 
which she is undertaking, and prepare to play her part well. Mr. 
Lowell has gone through the systems of England, Holland, and 
France to obtain information. With regard to the last of these, 
we may observe at the outset that the French system has not yet 
had time enough to prove useful for purposes of comparison. 
Of the English system it is to be recollected that there are two 
rfectly distinct methods which have been used in supplying the 
ndian Civil Service (and in some senses that of the Colonies), 
namely, that of patronage and that of competitive examination. 
Both these systems have their special value, and to-day some of 
us are not quite so certain as Macaulay was that the method 
of getting the best article is always by open competition. In the 
second part of the volume there is a most interesting review by 
an old Cambridge man, H. Morse Stephens, A the greatest 
authority we have on Indian history, of Old Haileybury, the 
college of the East India Company. He thus sums up what he 
has to say on this subject: “ It appears clearly from this history 
that the patronage system produces .. . results not inferior to 
wise competitive examination.” No doubt there was less danger 
of that quagmire of all education, cramming, being resorted 
to under the system of qualified patronage than there is under 
that of open competition. 

After a full consideration of both the English systems, Mr. Lowell 
feels that, admirable as they are here, they are not suited to the 
United States. The difficulties to be overcome there are, first. 
that the habits of thought of our cousins are entirely different 
from our own. 

In England there is a strong feeling against making appointments 
to public office on the ground of personal favouritism, and, on the other 
hand, there is no serious opposition to basing appointments on a standard 
of scholarship which practically confines them to a emul! educated class. 
-- In America the popular feeling is very nearly the reverse on both 
these points. 

They have no objection to patronage in itself, and they would 
regard any high educational standard as being a perfectly 
indefensible piece of class legislation. ‘They would have little 
jealousy of a system of favouritism which virtually contines 
appointments to the men who have influence with politicians ;" 
and they hold that even if an educational standard could be estab- 
lished it would be practically impossible to maintain it. If it 
were placed at the standard of the best educational establishments 
of America, the jealousy of the lesser States Universities would 
be at once aroused, and political machinery would be put in force 
to lower the standard. 

Mr. Lowell is of opinion that the only solution of the difficulty. 
as far as America is concerned, is the foundation of a special 
College something after the style of old Haileybury. He proposes 
that entrance to this shall be by nomination as in the cases of 
Annapolis and West Point; that after nomination the educational 
standard in the college should be kept at a high standard, quite 
as high as that of the best Universities; and he most aptly points 
out that for those who are destined to make their career far from 
home the inestimable advantage of an esprit de corps. which 
cannot be obtained under the system of open competition. is 
almost an essential. He observes that the life of the civil 
servant in the colonies is entirely different from anything which 
18 usual in the United States. ‘There are no men in the United 
States whose ordinary vocation is ruling Asiatics, or whose 
normal occupation involves the art of administering dependencies.” 
And, therefore, he holds that the pay and conditions of pension, 
&c., should be so good as to justify the best men in giving their 
lives to the Colonial service, and that then they should he so 
trained both in general culture and in special training that 
the best possible results may be obtained from them. 


RevIsEeD Texts. 

(1) Hechyli Tragediz, cum fabularum deperditarum fragmentis, 
poete vita, et operum catalogo. Recensuit Arturus Sidgwick. 
(Clarendon Press.) (2) Corpus Poetarum Latinorum a se 
aliisque denuo recognitorum. Edidit J. P. Postgate. Fasc. 
III. (Bell.) 

(1) Mr. Arthur Sidgwick’s edition of Æschylus is a valuable 
piece of work, and confirms the good opinion we have formed of 
the “Oxford Classical Texts.” Starting, of course, from the 
Medicean, he has supplemented its deficiencies with the readings 
of later MSS. and—where all fail—with conjectural emenda- 
tions. The result is a far more scholarly text than that familiar- 
ized by the editor's well known school edition of separate plavs. 
With regard to the conjectural emendations, itis inevitable that 


254 


there should be wide difference of opinion. The corruptions | Selections from Ovid's Metamorphoses. Edited by J. W. E. Pearce. (Bell.) 


in the text of ASschylus are so serious that it is absolutely 
necessary to draw somewhat freely on the fons perennis of 
conjectural emendation; and what. in the case of such a text. 
appears to one scholar a probable emendation may very 
well appear to another altogether unlikely. We have long 
regarded Mr. Sidgwick as a conservative—almost a high old 
Tory—in textual matters; and in editing this text we cannot 
but think that he must occasionally have been surprised at his 
own boldness. Still, it is needless to say, he does not go to such 
lengths as Wecklein and Nauck ; and on the whole his text is a 
very satisfactory compromise between the excessive fidelity of 
Dr. Verrall and the reckless depreciation of manuscript authority 
in which the most advanced editors indulge. A noteworthy 
feature of the book is the inclusion of the Fragments, which will 
be welcome to more advanced students and add much to the 
value of the work. 

(2) Speaking generally, the critical apparatus of the new 
Corpus of the Latin Poets is on a more extensive scale than that 
of the Oxford series of tests. The volume before us contains 
Grattius, Manilius, Pheedrus,the “ Aelna,” Persius, Lucan (includ- 
ing the Fragments), and Valerius Flaccus. The volume, admir- 
ably edited under the general direction of Dr. Postgate. is a 
monument of industry, and is highly creditable to all concerned 
in its production. We trust that it will not be many years now 
before this great work is completed, and we congratulate Dr. 
Postgate on the progress that he has already made. In an in- 
teresting preface benevolo lectori, he apologizes for the long 
interval that has elapsed since the preceding fusciculus appeared. 
But nobody who knows the immense trouble that is involved in 
the preparation of such a work as this will think the apology 
necessary. Both of these important works will take their place 
among the books indispensable to the English student. 


GENBRAL NOTICES. 


CLASSICS. 
Edited by E. C. Marchant.—Vergil’s Æneid. 
Book III. Edited by L. D. 


“Illustrated Classics.” 
Book I. Edited by E. H. S. Escott. 
Wainwright. (Bell.) 

There is a good deal of difference between these two volumes of 
Bell’s “ Illustrated Classics.” Neither of the introductions reaches a 
high standard, but it is by no means easy to make points on so wide 
and complicated a subject in a way that appeals to schoolboys. Both 
editors accept the common idea of the character of Æneas, without 
making an effort to appreciate and explain Vergil’s point of view. It 
is just possible that a great artist like Vergil failed in an essential 
point; to assume offhand that he did so is inadequate criticism. The 
late J. R. Green, in one of his charming “Stray Studies,” has, it 
seems to us, made out a very good case for the much-abused hero. As 
the series is probably to include most of the books of Vergil, it might 
be worth while for the general editor to consider whether it is not 
desirable to prefix. to each of them an identical introduction, drawn 
up with extreme care, such as he himself could give us. When we 
come to the notes the difference is striking. Mr. Wainwright’s extend 
to ninety pages, in which he makes carefal and scholarly use of his 
materials, and shows judgment in dealing with conflicting interpre- 
tations. Perhaps he may even have gone a little too far in this 
direction for an elementary edition. Mr. Escott has but twelve pages; 
the help given is scarcely sufficient in amount, and there are several 
examples of inaccuracy and poor translation. Thus, in “ officio 
nec te certare priorem poniteat,” priorem is called proleptic; in 
“‘dederatque comam diffundere ventis,” diffundere is said to be 
epexeyetic of the single word comam; and the familiar “ vera 
incessu patuit dea,” is rendered “by her gait the true goddess 
stood revealed,” as if dea were the subject. Again, one can hardly 
approve talia moliri, “to act thus”; or fertur equis, “is run away 
with,” which does, no doubt, appear in Page, but not as a translation. 
Nor is it satisfactory to say that in “ erumpere nubem,” nubem is in 
the accusative after the transitive sense of rumpere, “to burst the 
cloud and come forth.” 


The Satires of Horace. Edited by B. J. Hayes and F. G. Plaistowe. 
l (Clive.) 

This edition is evidently intended for pass students. No difficulty 
is passed over; indeed, many comparatively common constructions, which 
ought to be familiar to a schoolboy sufficiently advanced to read the 
“ Satires ” with profit, are explained. The work seems to be done with 
accuracy and judgment, so farasit goes, but one misses theliterary flavour 
and delicate taste which characterize the editions of Dean Wickham and 
Prof. Palmer. To the latter the editors would seem to be under con- 
siderable obligations ; but there is a large stock of common matter on 
which every editor of Horace must draw. There is nothing about the 
book to indicate that it is a labour of love. 


THE EDUCATIONAL TIMES. 


(June 1, 1900. 


This volume of Bell's ‘ Illustrated Classics ” contains the stories of 
Pyramus and Thisbe, Philemon and Baucis, Midas, and the search of 
Ceres for Proserpine. The introduction is brightly written, and includes 
short specimens of Golding’s, Garth’s, and King’s translations, which 
a teacher might make very instructive. The notes are clear and 
scholarly, and some, like that on longa mora est, show considerable 
power of dealing with schoolboys’ difficulties. What is especially to be 
commended is the abandance of illustrative quotations from English 
poetry, both in the notes and in the short and interesting introductions 
to the several extracts. Nothing contributes more to the highest 
objects of classical teaching. The illustrations are plentifal and good ; 
though, perhaps, it is doubtful whether a mulberry-tree and a lizard 
from Nature need have been included. It is to be regretted that the 
‘‘ Metamorphoses ” take so small a place in school reading. They are not 
harder than the “ Aneid,” and contribute more to the knowledge of 
classical legend, in which schoolboys are generally so deficient. 
Examining bodies might take a hint. 


Greek Testament Reader. By T. D. Hall. Second Edition. (Murray.) 

This is an unpretentious, but judiciously compiled, little manual, 
which is very well fitted to assist those who, * not having the advantage 
of systematic instruction. are yet desirous of acquiring the power of 
reading the New Testament in the language in which it has been pre- 
served to us.” The short notes at the foot of the text explain every 
difficulty in a clear and really helpful manner: and Mr. Hall wisely 
refrains from pointing a moral, and from long illustrative quotations. 
The book is suitable for use also in the middle forms of schools. Indeed, 
it would give a better insight into the general contents and teaching 
of the Gospel narrative and the Epistles than can be got from plodding 
through successive books. There are no passages from the Acts of the 
Apostles. 


Herodotus, Book II., translated by J. F. Stout (Clive), is a fluent 
rendering from Stein's text. Mr. Stout is a useful acquisition to the 
staff of translators engaged by the University Correspondence College, 
for he manages to be quite literal without degenerating into the 
ancient, but now happily discarded, style of dear old Bohn. But Mr. 
Stout cannot write English hexameters, as the following lines will 
show :— 


“These, prepared with such skill, were the drugs of Zeus-born Helen, 
Excellent drugs, the gift of Thonis’ wife, Polydamna, 
Egypt's queen; for there the fertile meads yield abundant 
Drugs, some good when mixed in the wine-cup, others as baneful.” 


The last line is the only one that is satisfactory as a hexameter. 


SCIENCE. 


An Introduction to Science. By Alex Hill, M.D.. (Dent.) 

We are not quite sure of the title of this little book, as there appear 
to be two title-pages, with variations. Both, however, describe it as 
“an introduction,” so that when we read in the preface that, “if read 
without previous training or study, this book can hardly fail to be mis- 
leading,” we feel somewhat bewildered. The frankness of the warning, 
at any rate, disarms our criticism, and leaves us free to say that there 
are many things in the book that are interesting, some that are new, 
and others which, though old, are retold so as to be worth the retelling. 
But when we take the bonk as a whole we are puzzled to say for whom 
it is written, and must leave each of our readers to form his own 
judgment from the above quotation. 


(1) An Elementary Course of Practical Zoology. By the late T. J. Parker 
and W. N. Parker. (Macmillan.) (2) A Manual of Zoology. By 
the late T. J. Parker and W. A. Haswell. (Macmillan.) 

These two books on zoology, alike in external appearance and in the 
presence, on the title-page, of the late Prof. Jeffery Parker’s name as 
joint author, are otherwise altogether unlike. (1) The first is on the lines 
originated in Huxley and Martin, and familiar by the name of “ type- 
system.” It combines descriptions of a limited number of animal 
species, written so as particularly to bring out the broad biological 
laws which they illustrate, with instructions for the dissection and 
microscopic examination of them. The “types” selected are those set 
down in the syllabus of the Intermediate Science and Preliminary 
Scientific Examinations of London University, with one omission—the 
skull of the dog. In spite of this solitary omission, the book is likely 
to become the standard text-book for those examinations, as it leaves 
nothing to be desired in clearness of statement. There are many 
illustrations, not a few of which are new. 

(2) The other book deals not with selected animals, but with the 
whole animal kingdom, and is in large measure a condensation of the 
great text-book of the same authors. Considerable care has been 
devoted to the condensation, and the plan of treatment varies with the 
different animal groups. Sometimes we find detailed description of a 
central type, followed by a statement of the main variations from 
this; at others, a generalized account of the whole group. Some of 
the small and unimportant divisions are omitted. Those who have 
wished for something smaller than the big “ Parker,and Haswell,” will 
welcome the present manual. 


ee ee —— 


June 1, 1900.] 


THE EDUCATIONAL TIMES. 


259 


MATHEMATICS. 


The Teaching of Elementary Mathematics. By David Eugène Smith, 
Principal of the State Normal School at Brockport. (Macmillan.) 
This is a work of three hundred pages, showing how the subjects 

included as elementary mathematics have developed in history, and 
how they have been used, and are being used, in education. It deals 
in succession with arithmetic, algebra, and geometry, and endeavours 
to answer for teachers such questions as— Whence comes the subject ? 
Why am I teaching it? How has it been taught? What ought I to 
read in order to be duly prepured to teach it? The critical treatment 
of these questions will help to stimulate teachers to revolt against 
some antiquated customs, and to desire more rational methods. 
According to the author, it seems that America, following England’s 
lead, has gone into problem-solving too extensively, neglecting the 
logic of the subject, which, both educationally and scientifically, is the 
most important part of it. The historical outline is not as well ordered 
as it might be, and the earlier treatises, which are worth noting for 
their clearness of exposition and for the amount of Latin and learning 
expended on them, are not mentioned. For instance, the earliest in 
our language is “The boke called the boke of algorym or Augrym 
after lewder use. This boke tretys the Craft of Nombrynge” (Egerton 
2622). The explanation of numeration there given is as follows :— 
“ Every figure & he stonde aftur a nother toward the lyfte side he 
schal betakene ten tymes as much more as he schul betoken & he stode 
in the place there that the figure afore hym stondes. Loo an ensam- 
pulle 9634. The figure foure that has his schape 4 betokens bot hym- 
selfe for he stondes in the first place. The figure of thre that has his 
schape 3 betokens ten times more then he schuld & he stode there as 
the figure of 4 stondes that is thretty ”; and so on until the number is 
read “Nine thousande sex hundryth & thretty & foure.” All the 
simple rules are explained with equal fullness, and some outline of 
their methods seems essential to a work sketching the various ways in 
which the subject has been taught in the past. A very useful chapter 
is the last, which is headed “ The Teacher’s Bookshelf.” 

Longmans’ Elementary Algebra, up to and including Quadratic Equa- 
tions. By Wm. Geo. Constable, B.Sc., B.A., and Jas. Mills, B.A. 
(Longmans.) 

The chief feature of merit in this elementary text-book is the oare- 
fully graduated sets of exercises and examples. The authors have 
omitted formal proofs when such proofs contain difficulties for be- 
ginners; but they have carried their caution in this respect further 
than is advisable in several cases. For instance, the rule of signs for 
multiplication is laid down as follows :—‘ The following rule must be 
observed: If the signs of the two quantities be alike, the sign of the 
product is +,” &c. Not a word is said which will help the beginner to 
8ce some reason for the rule; and rules without reasons are out of 
place in algebra. 


Algebra: An Elementary Text-Book for the Higher Classes of Secondary 
Schools and for Colleges. By G. Chrystal, M.A., LL.D., Professor 
of Mathematics in the University of Edinburgh. Part II. Second 
Edition. (Black.) 

When Prof. Chrystal’s work first appeared it was at once recognized 
as an epoch-making book as regards algebra, rendering the subject 
exactly serviceable as herald and pioneer for the recent rapid develop- 
ments of the higher mathematics. The experience of a few years has 
confirmed all teachers in this estimate of its value. “ Algebra is 
generous,” says D’Alembert. “ L’algébre est généreuse; elle donne 
souvent plus qu’on ne lui demande.” The truth of this saying is 
emphasized by the work of Prof. Chrystal. The subject has now 
become an unrivalled training in consecutive and sustained mathe- 
matical reasoning. The second edition now before us develops further 
the theory of series with a view to rendering it more useful to students 
proceeding to study the theory of functions. A sketch of the modern 
theory of irrational quantity is added to the chapter on limits, and 
forms a sound basis for the subsequent structure of pure analysis in 
its most modern form. 


MODERN LANGUAGES. 
Lamartine: Scénes de la Révolution Francaise. Edited by O. B. Super. 
(Isbister.) 


Mr. Super has made a good selection of chapters from the “ Histoire 
des Girondins,” including only such portions of the larger work as are 
not open to criticism on account of their inaccuracy. They relate 
exclusively to Louis XVI. and his family. There is a short bio- 
graphical sketch; it is strange to find no mention of “Jocelyn.” The 
notes are mainly historical, and are kept within reasonable bounds. 


Contes et Saynctes. Edited by T. F. Colin. (Ginn.) 

A useful selection of fourteen short stories and four slight dramatic 
sketches, all taken from writers of the present day, and suggesting the 
more harmless contes published in such papers as Le Journal. They 
are suitable for rapid reading, and will help to increase the vocabulary. 
There are a few notes at the foot of the page, with renderings or ex- 
planations; the list of words at the end ought to be fuller. 

French Prose of the Seventeenth Century. Selected and edited by F. M. 
Warren. (Isbister.) 
While there are numerous editions of dramas of the “classical ” 


century, there has hitherto been a lack of books introductory to the 
study of the prose-writers of this period. Mr. Warren’s selections 
from the works of Descartes, Pascal, La Rochefoucauld. Bossuet, and 
La Bruyére can warmly be recommended for use in the highest classes 
of schools and at the University. There is a convenient introduction, 
perhaps a little too brief, dealing with these writers, and the notes 
have been written with care and will be found helpful to the young 
student. 
An Elementary French Grammar. By G. E. Fasnacht. (Macmillan.) 
This book gives the essentials of French grammar in little more than 
a hundred pages. It is carefully printed and skilfully arranged, and 
should serve well for purposes of reference, especially as far as the 
accidence is concerned; in the sections devoted to syntax the en- 
deavour to put things concisely has led to some rather serious omissions. 


Lehrbuch der Deutschen Sprache. By A. Werner-Spanhoofd. (Isbister.) 

The author’s system stands midway between the classical method 
and that of the extreme partisans of the neuere Richtung. His 
principle is that each lesson should teach one grammatical fact or set 
of facts. With this view, he begins each chapter with a development 
lesson—t.e., a few short sentences, from which the rule or principle— 
for instance, the government of an, auf, &c.—is to be gathered. This 
part of the process, he thinks, should be done as much as possible in 
German—indeed, after a few lessons, the explanatory remarks are 
given in German. It is doubtful how far this is wise; to talk about 
grammar in German would seem to be out of the range of beginners. 
The book, however, is so arranged that the teacher can please himself 
on this point. Then follow reading exercises, longer sentences or anec- 
dotes, still harping on the same string; then the grammar in English, 
vocabulary, and exercises. The exercises consist partly of German 
sentences to be completed, partly of English sentences to be trans- 
lated. The plentiful supply of such exercises makes the book very 
useful for oral, as well as for written, work. The book is, on the whole, 
a good one; and the anthor tells us that it has been practically 
tested. But one may doubt whether it is effective in teaching the 
declension of nouns, or even that of adjectives. Two chapters for the 
former and a single chapter for the latter are hardly sufficient. It 
would have been better to spread the nouns, group by group, over a 
number of chapters dealing with other points. 


Walther’s Allgemeine Meereskunde. Edited by Miss S. A. Sterling. 
(Isbister.) 

A knowledge of German is indispensable to a scientific man. 
Probably that is the reason why the University of London has of late 
years done its best to exclude it, at least in practice, from its Matricu- 
lation Examinations. While school reading should be mainly literary, 
it is a distinct advantage if a boy destined for scientific studies can 
gain, before leaving school, an elementary knowledge of the commoner 
technical words and phrases he ia likely to meet with. This abridg- 
ment of Walther’s “ Physiography of the Sea,” to use the nearest 
English equivalent to JMeereskunde, is, therefore, a welcome addition to 
our list of reading-books. The chapters on marine fauna and flora 
supply a biological vocabulary, while those on the saltness of the sea, 
on icebergs, and on denudation and volcanic islands, introduce the 
reader to chemical and geological terminology. At the same time, the 
subject-matter is far more valuable than that of many of the story-books 
now in vogue. Even Hauff’s “ Karavane” might often give place to it 


| with advantage. The notes and vocabulary are fairly useful, but might 


easily be improved. Translations like “ mountain of folding,” for 
Faltengebirge, “horsts” for Horste, ‘“land-complexes” for Land- 
komplere, “laterite” for Laterit, are not helpful; while it is quite 
unnecessary to translate Kreta or Sauerstoff, or to say where St. Helena 
and Formosa are situated. What is really wanted is an explanation, 
and not merely the English equivalents, of technical terms outside the 
vocabulary of an educated man with no pretension to specialist 
knowledge. 
MISCELLANEOUS. 
Our Great City, or London the Heart of the Empire. By H.O. Arnold- 
Forster. (Cassell.) 

The place of London in the world, and of Londoners in the history of 
the world, with a general description of the city, are the main features 
of this excellent little book. The author’s forte is the clear arrange- 
ment of details. If anything, Mr. Arnold-Forster is too comprehensive; 


but this is a fault on the right side. There are chapters on municipal 


government and education, and a suggestive chapter on London as 
it might be. Altogether, it is an arresting and stimulative reading- 
book. 

“ Temple Encyclopwdic Primers.”—The Civilization of India. By 

Romesh C. Dutt, C.I.E. (Dent.) 

An excellent volume of an excellent series. Mr. Dutt takes us 
through the Vedic and epic ages, the “age of laws and philosophy,” 
the rise and progress of Buddhism, the Puranic and Rajput nges, the 
Afghan, Moghul, and Mahratta ascendencies. The story is fascinating; 
the author has told it very well, and the illustrations are very attractive. 
“ Handbooks to the Bible and Prayer Book.” Edited by the Rev. 

Bernard Reynolds, M.A.—Handbook to Joshua. By the Rev. 
G. H.S. Walpole, D.D. (Rivingtons.) 
A good book for teachers, arranged jin, a seric of)chapters with 


256 


- 


THE EDUCATIONAL TIMES. 


[June 1, 1900. 


text and notes, followed by lessons on the matter and method of each | Great Books as Life Teachers. 


chapter, and ‘ blackboard sketches” of moral inferences. The system 
is a little elaborate—which is all the better for the teacher. 


(1) “ Bell’s History Readers.” —English History during the Tudor 
Period, 1485-1603. (Bell & Sons.) (2) ‘‘ Waverley School Series.” 
—Alternative Historical Reader, Book II. (McDougall’s Edu- 
cational Co.) 

The former of these two volumes gives a simple narrative for 
young readers, which is printed in good bold type, well illustrated, 
accurate, and sufficiently comprehensive. The summaries of the 
lessons are useful, and the book may be commended. The “ Alter- 
native ” Reader comprises British history from 1603, with a résumé of 
the earlier period. It is well printed and specially well illustrated. 
The lessons are accompanied by a few detinitions and words for 
spelling. 

“The Pedagogical Library.” —Orqanic Education: a Manual for 
Teachers in Primary and Grammar Grades. By Harriett M. Scott, 
assisted by Gertrude Buck, Ph.D. (Isbister.) 

An educational report, of American origin, describing a plan of work 
based on actual experiment, in Detroit. It is pedantic, but at the eame 
time practical and suggestive. 


The Abbey Church of Tewkeshury, with some Account of the Priory 
Church of Deerhurst, Gloucestershire. 
(Bell & Sons.) 

A well written guide to two very interesting ecclesiastical buildings. 
This is one of the continuation series of volumes uniform with “ Bell's 
Cathedral Series.” It has forty-four excellent illustrations. 

The A BC of Drawing and Design. By F.G. Jackson. (Chapman & Hall.) 

A series of ruled drawing books and cards for graduated copying of 
designs, arranged for elementary standards. 


Art Studies of Animals, Plants, Common Objects, and Conventional Forms. : 


(Maecmilian.) 
vay hd ° . . . 
l'his is a book of somewhat promiscuous copies for freehand drawing, 


with a few plain instructions in what are called the “ principles of, 


ornament.” The idea is good, and it is well worked out. 


A Practical Method of Teaching Geography. Book II.: Eur-pe. 
By J. H. Overton. (Cassell.) 

Outline maps of Europe in different aspects, and portions of Europe, 
each map being covered by tracing paper, so that the learner may go 
over the ground with his pencil. There are also directions for 
systematically exercising the memory. 

Penmanship for Pupil-Teachers, §’c. By A. H. Garlick, B.A. 
(McDougall’s Educational Co.) 

Copies and directions. There are notes at the foot of each page, 
intended to fix the attention of the writer. The plan is good; the 
“hand” is nearly perpendicular, and very distinct. 


Scarlet and Blue; or, Sonas for Soldiers and Sailors. 
Farmer. (Cassell.) 

The editor of “ Gaudeamus” and “Dulce Domum” has here 
collected the words and music of nearly a hundred old English songs 
for soldiers and sailors, or dealing with them. He has also added 
thirteen regimental songs specially annexed by as many different 
regiments. The book is consequently full of old favourites, whose 
titles are household words, and whose airs are fixed in the memories of 
all. Notes and type are excellently printed, and the volume is a store 
of good things. 


The Army and Navy Musical Drill. By A. Alexander. (Philip & Son.) 

A very serviceable book of exercises for boys, well illustrated and 
explained, and accompanied by some of the best tunes (without words) 
by Arne, Boyce, Donizetti, and others. This is a capital book for its 
purpose. 


Cassell’s Guide to London, and Cassell’s Guide to Paris and the Universal 
Exhibition of 1900. (Cassell.) 

These are two good guides, clear and cheap, with plans and many 
illustrations. They are in paper covers, or they could not be so cheap; 
but they will easily survive a few weeks of daily use. There will be 
plenty of need for them in the coming season. 


Edited by John 


‘“ Arnold’s School Series.”—-Passaqges for Dictation, selected from the 
Works of the best Prose Writers for Advanced Students. (Edward 
Arnold.) 

A handy little book of 167 passages in two parts, one set more 
difficult than the other. Some of the pieces were set in Queen’s 
Scholarship and Teachers’ Certificate Examinations, but most of them 
are speciail, selected. The authors should have been quoted in each 
case, 


“The World's Epoch Makers.” --Crunmer and the Reformation in 
England. By Arthur D. Innes, M.A. (Edinburgh: Clark.) 

The idea of this series cannot be regarded as original; but there is, 
perhaps, still plenty of room for short biographies of the central men 
of important periods. Mr. Innes gives us not so much a life of 
Cranmer as an account of the ecclesiastical period in which he was 
prominent. He has done his work very well, and the volume may 
be found useful. 


eee uM a a aaaaaħŘħõ 


By H. J. L. J. Massé, M.A. | 


By N. D. Hillis. 
& Ferrier.) 

Mr. Hillis gives us here a collection of “studies of character, real 
and ideal.” It is, apparently, a book of American origin. We :light 
on an anecdote of a bishop’s “miter.” Anecdotes, literary} com- 
ments, and good moral inferences make up the substance of the 
volume. 

Practical Building Construction. By John Parnell Allen. 
(Crosby Lockwood & Son.) 

A third edition, revised, of a well known handbook for students 
intending to qualify as architects and surveyors, and to pass the 
Science and Art exuminations. It has over one thousand very clear 
and detailed illustrations. 


The Building of the British Empire. With Notes on the Growth of 
Constitutional Government in the Colonies, Imperial Federation, 
Statistical Tables, Etymology of Colonial Names, Biographies of 
Empire Builders, &e. By Arthur T. Flux. (A. M. Holden.) 

This new volume of “ Prof. Meiklejohn’s Series,” judging from its 
title-page alone, should be a very systematic and instructive work for 
young readers, on historical and geographical lines, with a touch of 
politics and reasoned patriotism. That, in fact is a very good descrip- 
tion of the book. Its history is summary rather than narrative, and 
there is an infinitude of well arranged detail. It is a serviceable 
manual, and will make a good sequel or companion to general text- 
books on history and geography. 


(Oliphant, Anderson, 


Home Geography and the Karthasa Whole. By Ralph 8. Tarr and 
Frank M. McMurry. (Maemillan.) 

Messrs. Tarr and McMurry design a set of three volumes on geo- 
graphy, of which thie is the firat. The second will deal with North 
America, and the third with “ Europe and the other Continents ’— 
from which it may be concluded that the work is intended primarily 
for students in the United States. The first volume is concerned 
mainly with physical geography and earth-knowledge, the main 
illustrations being taken from North America. It is a thoroughly good 
book on a sensible plan, though not specialiy adapted for our own 
schools. 

A First Manual of Composition. By E. H. Lewis, Ph.D. (Macmillan.) 

Here we have another book from over the water—an attempt tocon- 
vert the young grammarian into a rhetorician, or, at any rate, to bridge 
the gulf between the analysis and the construction of sentences. It is 
not easy, as it depends on the talent of the pupil more than the skill of 
the teacher. But Dr. Lewis has provided a vreat deal of useful practice. 
He recommends the correction of pupils’ exercises by means of rubber- 
stamps ! 

“The Prize Library.”— Wellington. By George Hooper. 
J. K. Laughton. (Macmillan.) 

These two reprinted biographies very naturally find a place in the 
publishers’ series of cheap books suitable for small prizes and 
presents in schools where the prize fund is not large, and where the 
distribution of a large number of books at the end of a term is 
rather conventional and ornamental than anything else. Both 
volumes are well written, and Mr. Laughton is an acknowledged 
authority on the life of Nelson. 


The Story of Dick. By Major Gambier Parry. (Macmillan.) 
This simple and wholesome story may be classed, from some points 
of view, with the two volumes last mentioned. It is a sort of 
elementary recruiting text-book, and will do asa gift for boys, pro- 
vided that the giver thinks it suitable for the boy. 


Us, and Grandmother Dear. By Mrs. Molesworth. (Macmillan.) 
These are two volumes of Messrs. Macmillan’s half-crown illustrated 
stories ‘“‘for presents and prizes.” They are amongst the most popular 
of Mrs. Molesworth’s tales—“ Us” for young children and the other for 
older boys and girls—with pictures by Mr. Walter Crane. 


Nellie's Memories. By Rosa Nouchette Carey. (Macmillan.) 

An experimental volume: a novel of Miss Carey’s ‘abridged for 
schools.” Miss Carey is charming in her way, but we fear that her way 
is too sentimental for the schoolroom. And the abridging only con- 
centrates the sentimentality. 


Eight Ausgarth School Sermons. By C. H. Boutflower. (Macmillan.) 

The Chaplain to the Bishop of Durham was accustomed for some 
eight years to preach from time to time in the chapel of Aysgarth 
School. He has now published a tew of his simple and straightforward 
sermons as a memorial to the late Headmaster, the Rev. C. T. Hales. 
The discourses are well considered and reasonably colloquial. 


WE HAVE ALSO RECEIVED the following publications and new 
editions :— 

The New Code—1900 (N.U.T. Edition). 
Organ. 

The Coming of the Kilogram: a Plea for the Adoption of the Metric 
Sustem of Weiyhts and Measures—new edition, by H. O. Arnold-Forster. 
(Cassell.) 

Practical Metal-Plate Work, edited by Paul N. Hasluck (Cassell) — 
the second volume of a series of works on technical instruction. 

Electric Bells: How to Make and Fit Them. Edited by Paul N. 
Haslack. (Cassell.) 


Nelson. By 


By J. H. Yoxall and T. A 


_=_—_—_—_— ao 


June 1, 1900.] ` 


THE EDUCATIONAL TIMES. 


257 


MATHEMATICS. 


14169. (Professor Cocuzz.)—Etudier la courbe 
(22+ 3y)?(x—y)+z+y = 0. 
Solution by G. D. Wison, B.A. 
Put z+y = 42X, 
y—r = V2Y, 
and the equation becomes 
(SX + Y)2Y =x 2X. 
This is unchanged if we put 
—X, —Y for X, Y. Also Y and 


X must be of the same sign, and 
(solving as a quadratic for X) 


Y? = A. 
The only real asymptote is 
Y=0, and X=0 is an in- 
flexional tangent at the origin. 


6405. (The late Professor SyLvestTER, F.R.S.)—If p, q, r,s are the 
distances of a point in a circular cubic from the four concyclic foci 
A, B, C, D, prove that 


(p—9) (9-1) (r—p) _ (=r) (r—s) (8-9) 


ABC BCD 
_ (r—8) ls- p) (p-r) _ (s—p) (p-o la-a) 
CDA DAB À 


Suluticn by Professor Sincom, M.A. 
If AC, BD meet in O and OA =a, OB=4, OC=¢, OD =d, we 
shall have (SatMon, Higher Plane Curves, p. 250), 
(6+¢)p+(a—b)r =(a+c)q and (c—d)p+(a+d)r = (a +e)s, 
whence c(p—4)+b(p—r)+a(r—9)=0 
and c(p—s)+d(r—p)+a(r—s) = 0. 
Finding 4, d from these equations, and putting bd = ac, wo find 
O° (p—8)(v —9) + a0 {(p—s) (p—g) + (7-8) (7-9) } +r- s) (t-g) = 0, 
whence ¢(p—s)(p—g)+a(r—s)(r—g) = 0 
and (s—p)(p—9)(¢—s) : (g—r)(r—s8)(s—q) = a:¢ = DAB: BCD. 
(*—p)(P-9) l=) _ (G-r) (rs) (8-9) ge 
DAB BCD ae 


14350. (Professor N. Buarracnaryya.)—If a quadrilateral that is 
complete can be circumscribed about a circle, prove that the line of 
collinearity of the middle points of the diagonals passes through the 
centre of the circle. 

Solution by J. H. Tayor, M.A.; and F. H. PEACHBLL, B.A. 

Let the middle points 
of AC, BD, EF, respect 
ively, be H, K, G. 

Then 

AAHB = ABHC 
and ADHC = AAHD. 
Therefore 

AAHB + ADHC 
= quadrilateral ABCD. 
Similarly, 
 AAKB+ ADKC 
= $quadrilateral ABCD. 


Therefore, at any point f 
P on straight line HKG, 


the sum of triangles APB, DPC = 4 quadrilateral ABCD 
(Pitt Press Euclid, p. 103, Ex. 3, Solutions, p. 46). 
Now AB+CD = AD+BC, 


and, if O be the centre of the circle inscribed in quadrilateral, the altitudes 
of triangles ABO, BCO, CDO, DAO are equal ; therefore 


AABO + ACDO = 4 quadrilateral. 
Thereforo O must lie on HK. 


14325. 
cients in the expansion of (1— z)“ 
= {(m+n)(m+2n)...(m+rn)}/n.r! 
Solution by F. H. PeacueELL, B.A., and H. J. WooparL, A.R.C.S. 
m+n m (m+n) (m+ 2n) 28 
pare m3! 


(R. KNnowxes.)—Prove that the sum of the first (r + 1) coeffi- 


m/n 


m 
n 


(1—z)-™" æ 14 a+ 


! Also 
| Therefore 


(=r) = l+z742%+.... 


n 
Therefore required sum is the coefficient of 2” in (1—2z)-(™/)-1, 
therefore = {(m+n)(m+2n)... (m+rn)} [nr ort. 


(I—2)-mm tte (14 Beg (14 Za BM) ry... 
n n°. a. 


and 


e 


14267. (B. N. Cama, M.A.)—If an equiangular spiral be inscribed 
in a rectangle, prove that (1) the angular points of the rectangle lie on 
another spiral, (2) the lines joining the points of contact of opposite 
pairs of sides intersect at right angles in the pole, (3) the area of the 
quadrilateral of the chords of contact varies as the area of the rectangle. 


Solution by the Proposer and H. W. CurseL, M.A. 


Let the spiral PQRS be inscribed in 
the rectangle ABCD. Then, since the 
locus of intersection of orthogonal tan- 
gents is a copolar spiral, therefore ABCD 
is inscribable in another spiral. 

Also the quadrilaterals OBQR, OCRS, 
OPDS, OPAQ are cyclic; therefore 


ZQOR = ZROS = z SOP = Z POQ 
= a right angle; 


therefore QS, PR intersect at right angles 
in O. Now the 


area of PQRS œx PR.QS œ AB.BC cosec?a œ area of ABCD. 


14377. (E. W. Rees, B.A.)—If, on the sides of a triangle ABC, 
squares BB,C,C, CC,A,A, AABB be described, and if A.A;, B;B,, 
CC, intersect in the points C’, A’, B’, and if through A’, B’, C perpen- 
diculars be drawn respectively to BC, CA, and AB, prove that these 
perpendiculars intersect in a point O which is the centre of gravity of 
the triangle A’B’C’, and that the symmedian point of this triangle is G, 
the centre of gravity of the triangle ABC. 


Solution by the PROPOSER. 
From similar triangles B’OC’, A.AA3, we have 
OB’/OC’ = AA,/AAs = bje. 


Therefore OA’: OB’: OC’ =a: bi, 


and the perpendiculars intersect in O. 


And O is the centre of gravity of triangle A’B’C’. For let C’O meet 
A’B’ in mg. Then, from triangles B’C’m,, A’C’ms, we have 
B’m;/A’ms = (B’C’ sin @,)/(A’C’ sin Q) ; 
and, from triangle AGB, 
sin 6,/sing, = BG/AG = BM./AM, = B,B;/A.As3. 


For A,A;? = 3? +c? —2bc cos ALAA, = 67+ ¢7+2becosA = 4AM;?; 
therefore A,A, = 2AM, and B,B; = 2BM,. 
[The rest in Volume. } 
14266. (V. R. Tuyacanacaryar, M.A.)—Find the equation of a 


curve (in Cartesian coordinates) which, is such; that) the radius of 


258 


THE EDUCATIONAL TIMES. 


(June 1, 1900. 


-curvature at any point is equal to the length of the curve measured up to 


Trace the curve. 


Solution by H. A. Wess and H. W. Ourgsgz, M.A. 
With the usual notation, s = ds/dy; therefore ds/dy = ¢/2 ettr), 
c being a constant length. 
Now ds = Bec y dr = cosedy dy. 
Therefore dz = c v2 cos 4 e+?" dy, dy =eV/2siny ott dy. 
Therefore z—A = ce**ir sin (y +}łr), y—B = —cev** cos (p+ fx) ; 
A and B being constants. 


that point from a fixed point on the curve. 


Take the origin at a point on a curve, the directions of the axes being | the radii 


such that y =—4r. Then at the origin s =c/2. Also A = 0, B =c. 
z? + (y — 0)? = Petir m cte-2 tan")? si(y-c) 

log {z+ (y—c)*} = 2 loge—2 tan-! z/(y—e). 

This is the equation of an equiangular spiral whose angle is łr. 


Therefore 
-0r 


14122. (The late ‘‘ Lewis CarroLL.”’)—It is given that (1), if C is 
true, then, if A is true, B is not true; and (2), if A is true, B is true. 
‘Can C be true’ What difference in meaning, if any, exists between the 
following propositions ?—(1) A, B, O cannot be all true at once ; (2) if C 
-and A are true, B is not true ; (3) if C is true, then, if A is true, B is not 
true. 

Solution by H. MacCout, B.A. 

Using my usual method and notation, let œ denote the data 

{C : (A: B')} (A : B), which is synonymous with {C : (AB)’} (AB‘)’, 
we get S (C°) = C" (A” + B‘ + A'B’, S(C"%p) = C™A’. 
As neither of the products on the right-hand side is a formal impossibility, 
it follows that neither C” (that C is impossible) nor its denial C™ (that C is 
possible) is formally inconsistent with our data ġ. Hence, without further 
data, we cannot answer the question ‘‘ Can C be true?” To answer 
« Yes’ would be to assert C™; to answer ‘‘No’’ would be to assert 
C”; and neither conclusion is legitimate without further data. 

Expressed in the same notation, the ProroseR’s second question is 
‘‘ What difference, if any, exists between the three statements (ABO)”, 
(CA: B'), {C : (A: B')}? The first and second are each equivalent to 
C : (AB)'’, and the third is equivalent to C : (AB)”. Now, since (AB) 
formally implies, but is not equivalent to, (AB)’, it follows that the third 
statement formally implies, but is not equivalent to, the first and second. 
(See my paper in Mind, January, 1900.) 

[The rest in Volume.) 


14416. (Professor Ianacio Begyexs, M.A., Lt.-Col. du Génie.) — Si 
dans un triangle ABC on mene ane droite AD et l’on prolonge 
AD, = AD, considérant les droites AB, AC, AD comme les magnitudes 
-et directions de trois forces, leur résultante est la droite AD’ isotomique 
de AD dans le triangle proposé. 


‘Solution by Professor A. Droz-Farny; and 
H. W. Cvs, M.A. D, 


Tirons CD,, et soit E son point milieu, et 
prolongeons AE de EF = AE. AF sera la 
résultante des deux forces AC et AD,. N 
reste donc à chercher la résultante des forces 
AF et AB. Comme 


CE = ED, et AD = AD,, F 
.AE est parallèle à BC et égale à CD; donc 
AF = CD. 
Portons sur BC 


BD’ = CD = AF. 
Les points D et D’ sont conjugués isotomiques 
et le quadrilatère AFD’B est un parallélo- 
gramme. Donc la résultante des forces AF 
et AB est bien la droite AD’. 


D B8 


6322. (J. E. A. Sreacatt, M.A.)—Solve r—y =a, zs+y =ò in 
positive integers, a and b'being integers prime to each other, and one 
odd, the other even. 


Solution by H. W. CURIEL, M.A. 
x(z+1)=a+b; 


therefore z is odd and z is even, and every resolution of a+ into a pair 
of factors c, d gives a solution if c >a, namely, z = ¢, z = d—l, y = e—a. 


14208. (Rev. T. Roacm, M.A. Suggested by Quest. 13173.)—Six 
circles are described, each passing through the incentre and touching 
one side of the triangle at one of its extremities. (1) Show that the 
centres of the six circles lie on the radii ID..., on three circles concentric 
with the incircle. (2) Show that the product of the radii of three 
alternate circles = 2R*r. 


Solution by F. L. Warb, B.A.; and L. E. Rear, B.A. 


Let ID meet perpendicular to AO 
in G ; therefore 


LGCI = §r—ACI = jx—30, 
and £CID = Jr—}C; 
therefore Z GCI = GIC; 
therefore GI = GC; 


therefore circle, centre G, radius GI, 
touches AC at C. 


Similarly, the other centres lie on 
D.... Also, if GM is 
perpendicular to IC, 
GI = _1C | =æ. AD__ = one ioe 
2siniC 2ain?3C 2rr,/ad’ 


where r, ... are the escribed centres = ab/2r.; therefore alternate products 
m DOP cy 2Cr aor (y = 2r R2. 
BraTbTfe lêrarirer 4A 
[The Proposer solves the second part of the Question as follows :— 
GI = ID/(2 sin? 3C) = r/(2 sin? 3C) ; 
therefore product of three radii = r3/(8 sin? 4A sin?4$B sin? 40) = 2R?r.] 


14391. (Professor E. Lzemome.)—Si ABC est le triangle de référence, 
l la distance du point A’ an côté BC, m la distance du point B’ au cétéCA, 
n la distance du point C’ au côté AB, et que A,y = A'iz, Bız = Bir, 
C,z =C’,y soient, en coordonnées normales, les équations de AA’, BB’, 
CC’, ` ABC et A’B’C’ seront triplement homologiques par permutation 
circulaire (c’est-à-dire que AA’, BB’, CC’; AB’, BC’,CA’; AC’, BA’, CB’ 
concourront en L, en M et en N). Sil’ona A,B,C, = A’,B’,C, et 
abe A, B,C, (l— ha) (m— hy) (n — he) 

+ Imn (bA’; + ¢A,) (cB’, + aB,) (a0 + bC,) = 0, 

a, b, e sont les trois côtés et Aa, Av, he les trois hauteurs de ABC. On 

suppose OZIZ ha OZmeh, Ven Zhe. 
Solution by Rev. J. CULLEN. 

If AA’, BB’, CC’ are concurrent, then, clearly, A,B,C, = A% B^ 0%. 
Again, since the points A’, B’, C’ ero (J, AA’), AA), (Bn m, B'i), 
(vC’,, wC,, n), the equations of AB’, BC’, CA’ are 

BB’ y — mz = 0, yO z—nx = 0, AA’, 2—ly = 0. 
Therefore Ap» A’, B,C’, = In; also A(bA’,+cA;) +al = 24; 
hence A = —@ (l— ha) / (6A; + cA,), &e. 
Similarly, the condition stated holds for AC’, BA’, CB’. 


14368. (D. Bippix.)—If the roots of the cubic equation 27+ gr +r =0 
be 2, Za, Tz, ai that the sum of the products of (%,—2)/%3, (%3—273)/21) 
(z73—2,)/72, taken two at a time, is — 9. 


Solution by Rev. T. Roacu, M.A.; R. P. Paranspye, B.A. ; 
and many others. 


g = Fa (aza) _ 2 Le (t)r tata} 


od tat a | XX er3 
S 3 
Also Xr; = 0, Z% =—r; therefore S = eet, 
Again (7,+2%3+23)? = 0; 3r +3r = 0; S = —9. 


Mr. PaRanspye observes that it is necessary that none of the roots 
should be zero, but they need not be real. ] 


14205. (Rev. W. ALLeN Wurrwortn, M.A.).— If convergents to 
/3 be formed in the usual way by a continued fraction, show that the 


(2+ /3)"+ (—1)” V3 

(2+ 4/3)"—(—1)" 

Solution by Rev. T. Roacu; and Professor SansAna, M.A. 
a" —B" 

i wl gel : 


nth convergent is 


/J3 = 4—1 = 2-1-3... = 2-1 


n being number of components, and a, 8 roots of K?—4K +1] = 0. 
[HarL Higher Algebra, xxxi. a, No. 8.] Therefore 


* A n 
J3 = 2- (2+ /3)"—(2— 3) 


(2+ /3)"t!—(2— /3)"*" 


_ (2+ 73)" (8+ 2-/3)—(2— 73)" (3—23) 
(2+ /3)"*) — (2— /3)**) 


ng PHVB + CA pg (24 V3) l I) 


(2+ /3)*+!_ (2 — 73) "*! (2 +4/3)t?—(— 42 


June 1, 1900.] 


THE EDUCATIONAL TIMES. 


259 


QUESTIONS FOR SOLUTION. 


14568. (Professor G. B. Matrnuews, F.R.S.)—Let y(n) denote the 
number of positive integral solutions of z + y = n, subject to the conditions 


that 3x5 4y and 2x Z Ty: then 
Zy (n) x” = (14 x34 24 H 8 4 27 4 Qh 4 29 + lO + ol 4 I? + 713) 
+(1—2z7)(1—2°). 
Hence obtain an analytical expression for y (n). 


14569. (Joun C. Mater, F.R.S.)—Being given that the roots of an 
algebraic equation of the twelfth degree, a), ag, as, ays Bi, Be, Bs, By, Yis Yas 
Ys» Y, are connected by the relations 

a; + ag + as + ay = Bi + By + Bst By = 11+ ¥at 73+ VM) 
@a,030, = B,B2B3B, = VVN 
solve the equation. 


14570. (Professor Nzvpeue.)—Les plans symétriques des faces d’un 
tétraédre par rapport aux sommets opposes forment un nouveau tétraddre. 
Trouver le rapport de similitude des deux tétraédres. 


14571. (Professor MogLer.)— Prove that the sum of the cubes of the 
coeffi cients in the expansion of (1—z)~? is, when convergent, 
cos § (px) r (1—4p)/ {r (1-2) }, 
p being real or complex. 


14572. (Professor E. Lemornz.)—Soit ABC un triangle. Appelon§ 
A,, B, C, les pieds sur BC, CA, AB des trois bissectrices des angles 
du triangle, et A’,, B’,, C’, les pieds des trois bissectrices des angles sup- 
plémentaires. On soit que A’,, B'i, C'i sont en ligne droite, ainsi que 
A’,, Bı Cı. Cela posé si nous appelons p le demi-perimétre du triangle, 
R le rayon du cercle circonscrit, r le rayon du cercle inscrit, d la distance 
des centres de les deux cercles. Démontrer que les distances P, P’ du 
centre de gravité du ABC aux droites A’,B’,C’, et A’,B,C, sont respec- 


2 4 9 . —a)t*—>+ —9 
pm Str ERs), P' m (P= 2)!= 76 (4R =a), 


tivement 


*, étant le rayon du cercle exinscrit tangent au côté BC et da la distance 
du centre de ce cercle au centre du cercle circonscrit. 


14573. (Professor E. J. Naxsox.)—Prove that 
= sin? A sin (B—C) = —sin (A + B + C) n sin (B-C). 


14574. (Professor A. Droz-Farny.)—La bissectrice intérieure de 
l’angle A du triangle ABC coupe en D et E le côté BC et la circon- 
férence circonscrite au triangle. Soit I le centre du cercle inscrit. 
Calculer le rapport AI/DE. Que devient ce rapport lorsque les côtés du 
triangle sont en progression arithmétique, BC étant le côté moyen P 


14575. (J. A. Tuirp, M.A., D.Sc.)—If A’B’C’ be the first Brocarp 
triangle of ABC, and D, E, F be the points where B’C’, C'A’, A'B’ meet 
BC, CA, AB respectively, show (1) that DA’, EB’, FC’ are tangents to 
the Brocar circle of ABC, and (2) that DA, EB, FC are tangents to 
the circumconic of ABC which passes through the Brocarp points. 


14576. (Professor Cocuzz.)—Courbe (z?— y7) ry = 1. 
14577. (Professor Lancuorne Orcnarp, M.A., B.Sc.)—Sum to n 
terms the series 1454344435433 439+.... 


(Professor K. J. Sanzana.)—If A vury inversely with B, then 
B varies inversely with A; this is taken to be mathematically correct, 
but often fails when applied to purposes of practical inference. Thus, 
though it is true that price varies inversely with supply, we cannot say 
that supply varies inversely with price, for a higher price produces a 
more plentiful supply. Explain the apparent anomaly ; or is the con- 
verse logically incorrect ? 


14579, (Professor N. Buatracuarrya.)—The axes of a given ellipse 
E are 2a, 2b : and a similar ellipse E, is inscribed within the evolute of E ; 
another similar ellipse E; is inscribed within the evolute of E,, and so on. 
If S„ denote the sum of the areas of the ellipses E, E,, E, ... En-1, prove 


14578. 


qi—§2\m 
oe Bm {14 (7) } Se 
14580. (Professor Umes Cuanpra Guosy.)—Show that the sum of 


the rth powers of all the numbers less than any number N and prime to 
it, is 
Netty 41) {(1—1/a)(1—1/6)(1—1/e) ...} + By .r/2! 
x N~? (l—a)(1—8)(1—e)... 
—Bs [ {r (r—1)(r—2)} /4! ].N""* (1-0) (1 —38)(1-e4) ... 
+B, [ {r (r—1)(r —2)(r — 3)(r—4) } /6 1] ce eee) 
— &c., 

a, b, c, &c., being the different prime factors of N, and B,, B;, Bs, &c., 
the Bernoullian numbers. 


14581. D BıDDLE.)—A given square has inscribed to it a random 
square and acircle. Find the respective chances that a point taken 
at ragdom in its area shall lie (1) within the inscribed square but outside 
the circle, (2) within the circle but outside the inscribed square. 


14583, (R. Tvucxen, M.A.)—The tangent at D, the extremity of 
the diameter through A, to the circumcircle ABC meets AC, AB produced 
ing, r. The orthocontre and S.-point of Agr are given by cos? B cos? C, 
cos A cos B, cos C cos A and 2bcTI cos A, ca, ab, respectively. If pa (pr, pe) 
are the circumradii of Agr, &c., then papsp- = R3/P?, where P = T (sin A). 
If Qa, Q'a, €C., are the B.-points of Agr, &c., thev the sum of the squares 
of the six tangents from A (B, C) to the circles 20’N,2’,, &c., equals 
44 sin? w/P and the product of the tangents = 32R‘Asin!?@/P*, If Ba, 
Cr meet in T,, and so on, then AT,, BT,, CT, meet in cot A cos A, 
cot B cos B, cot C cos C. 


14583. (J. Macteop, M.A.)—EBK, HCL, two unequal circles ex- 
ternal to each other, are cut by the line of centres AD in B,C. AM 
= diameter of EBK, and DN = diameter of HCL; M, N being 
on line of centres. ME is tangent to EBK, and NHto HCL. EB and 
NH meet in F, and ME and HC in G. Prove that FG = 4EH. 


14584. (R. F. Davis, M.A.)—ABC is a given triangle; O circum- 
centre, R circumradius. If along AO AP be set off = R.cos*4A, 
the circle centre P, radius PA touches the incircle of ABC (as well, of 
course, as the circumcircle). Hence, if A be a fixed point on a given 
circle, and PQ a variable chord of constant length, the incircle of the 
ar iad APQ touches a fixed circle. (Due to Mr. C. E. McVicxrr, 

A.) 


14585, (J. H. Taytor, M.A.)—If three circles, which touch a fixed 
straight line at the focus S of a parabola, touch the parabola in P, Q, R; 
and cut in points p, g. r a circle which, centred on the axis, es 
through S and touches the parabola, the circles pSO’, gSO’, r8O’ (where 
O’ is the reflection of the focus in the directrix) intersect at 60°. 


14586. (R. O. ARCHIBALD, M.A.)—Any circle through the cusp and 
centre of the base of a cardioid cuts the curve again in two points P,, Pa 
and its double tangent in P}, P,. Show that, (1) the line P,, P} produced 
is tangent to the cardioid; (2) the lines P,P;, P,P, (which do not meet 
unless produced) are tangent to the cardioid at P,, P, respectively. 
Conversely, if any tangent toacardioid meet the curve again in P,, P» 
and if the tangents to the curve at P,, P, meet the double tangent in 
Ps, Pay the points P,, P}, Ps, P, lie on a circle through the cusp and 
centre of the of the cardioid. 

Note.—The tangents P,P}, P,P, when produced cut on a hyperbola, 
and the points P;, P, divide the points of contact of the double tangent 
harmonically. This result was first stated by Sreneckx, Crelle’s Journal, 
1866, p. 362, and later by WoLsTENHOLME in Educational Times Reprint, 
1874, Vol. xx., p. 34, Quest. 4142. ] 

14587. (G. H. Harpy, B.A.)—Prove that the line element of a 
sphere of unit radius may be expressed in the form 

ds? = {dn?«—dn?s} (da? — dB?) ; 
that the equation of a circle on the sphere is 
psn? (a— B) sn? $ (a+ 8)+¢7an?} (a+ B)+r sn*}(a—B)+s= 0; 
and that the condition that two circles should cut at right angles is 
pe + p's.= gr +¢'r. 

14588. (R. P. Paranspyz, B.A.)—Prove by elementary considera- 
tions, and without the use of continued fractions, that the most general 
positive integral solution of the equation 2?—2y? = 2? is 

z= k(A?+2y?), y = QhAp, z= th (A?—2y%), 
where A and u are prime to each other, and the ambiguous sign is chosen 
to make z positive. 

14589. (Rev. J. Cutzten.)—If a, B, y are vectors from a point P to 
the vertices of a given triangle ABC; also p, q, r are the trilinear co- 
ordinates of P, and p,, qı, 7, those of another point Q, show that the 
vector PQ is Zap,a/Zap,, with the condition Zapa = 0. [F.g., Za°a'Za? 
with Za = 0 is the vector from the centroid to the symmedian point. ] 
Apply the above result to prove Quest. 14532. 


14590. (G. D. Wiison, B.A.) —If the conic represented by 
ix? + my? +nz? = 0 (areal coordinates) be a parabola, show that the 
equation of its axis is 


cos A 


cos 3 (my —nz) + cos B cos C 


bm cn 


14591. (E. W. Rees, B.A.)—Give a geometrical construction of a 
triangle, two sides and the inradius being given. 

14592. (Lt.-Col. ALLAN Cunnincuam, R.E.)—Solve in integers in a 
general form the equation N,.N;, = N,.N,, where N, = 7,'+4y,%, and 
give. numerical examples. 

14593. (Roseet W. D. Cureriz.)—Find all the primitive roots of 
any prime of the form 12/+1 from a single equation 

ax™ br" —c = 0 mod 12/4 i, 
and extend the same, if possible to all primes. 

E.g., z74+5z—1 = 0 (mod 13). : 

14594. (V. Dawtet.)}—Points P and Q are taken on the sides CA, 
CB of a triangle ABC, so that PC.QC = PA.QB. Show that the 
envelope of the line PQ is the parabola touching CA and CB in A and B, 
and for which semi-latus rectum = 4?/CV5, CV being the median. 
through C. 


(nz—=lr)+ (lx —my) = 0. 


260 


14595. (R. Kxowres.)—If d denote the distance between the centres 
of the nine-puint and circum-circles of a triangle, prove that 


a= R: (1—8 cos A.cos B. cos C). 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6614. (J. J. Wacker, M.A.)—If u, v, w are any three functions of 
x, and if tc’ stands for dw : dr, D'w for d'w:da’,..., prove that the 
formula 


zi -2 5 
*-l yn Dneu . D” ew ? 
= 
+... enD ee u. Dre + D we tr, 


is implicitly symmetrical in «w, «; and exhibit its ive in an toel 
symmetrical form. 


6626. (Professor Syivester, F.R.S.)— (1) If ois any rational function 
of w, investigate a method for determining the condition to which A must 
be subject in order that Ap+ 1 = 0 shall have one or more real roots of 
œ lying between Oand 1. (2) If ọ, y are any two rational functions of w, 
investigate a method for determining the condition to which A, u must be 
subject in order that Ap+puy+1=0 shall have one or more real roots 
of w lying between 0 and 1. 


6629. (Professor WotstENHoLME, M.A.)—Prove that the locus of 
the equation 


r sin z sin ?z sin dz 
— yn! = a ia ry ee 
2 0 z 2z 4z 


from x = —1 to z = l is the straight line y = x. 


6830. (Professor Nasu, M.A.)—If three tangents OP, OQ, OR be 
drawn to a semi-cubical parabola from any point O, prove that (1) the 
circle through P, Q, R meets the curve in three other points P’, Q’, R’, 
the tangents at which will meet in another point O’; (2) the middle 
point of OO’ always lies on a fixed straight line; and (3) the lines joining 
O, O’ to the cusp make equal angles with the axis. 


6632. (Professor Gexese, M.A.)—Find the envelope of the asymptotes 
of conics inscribed in or circumscribed about a given quadrilateral. 


6633. (W. J. C. Mitter, B.A.)—A rifleman, who, on an average, 
hits his mark « times out of 4, fires at random at a circular target which is 
turning round a vertical axis through its centre. Find his chance of 
hitting the target, and show whut this chance becomes when a: b = 11: 14. 


nu'D" rw" + nDuwe’ . Deu 


e n=} . 
Rn? z smr? 
ee te dz 


yt, ° zZ 


NOTICE TO CORRESPONDENTS. 
It is requested that all Mathematical communications should be 
sent to D, Bippiz, Esq., Charlton Lodge; K ingatan: on-Thames. 


NOTICE.— Vol. LXXII. of the st Mathomatisal “Reprint” 
is now ready, and may be had of the Publisher, 
Francis Hopason, 89 Farringdon Street, H.C. Price, 
ta Subscribers, 58.: to Non-Nubscribers, 68. 6d. 


— -- -= - < ——_—_— c -M —— 


THE LONDON MATHEMATICAL SOCIETY. 


Thursday, May 10, 1900.—Prof. Elliott, F.R.S., Vice-President, in 
the Chair. Twenty-two members present. 


THR SPecIrAL GENERAL MEETING. 

The Chairman, having read the By-laws bearing upon the subject of 
the meeting, announced that it was proposed ‘‘ that By-law IV., 1 (By- 
laws, p. xiii.) be amended by substituting the words ‘half past 6 o’clock 
in the afternoon’ for ‘8 o’clock in the evening.’’’ The motion, having 
been seconded by Dr. J. Larmor, was carried unanimously. 


ORDINARY GENERAL MEETING. 

Dr. Glaisher communicated ‘‘ A Congruence Theorem relating to 
Eulerian Numbers and other Coefficients.”’ 

Prof. Lamb spoko on ‘* A Peculiarity of the Wave-System due to the 
Free Vibrations of a Nucleus in an extended medium.”’ 

Prof. Love gave a description of Mr. J. H. Michell’s ‘* Diagrams 
illustrating Distributions of Stress in Two Dimensions” (a paper com- 
municated at the January meeting). 

T'he following papers were taken as read :— 

‘ The Differential Equation whose Solution is the Ratio of Two Solu- 
tions of a Linear Differential Equation,” Mr. M. W. J. Fry. 

“ Note on the Quinquisectional Equation,” Prof. L. J. Rogers. 

‘On the Differentiation of Single Theta Functions,’’ Rev. M. M. U. 
Wilkinson. 

“ Linear Substitutions commutative with a given Substitution,” 
Dr, L. E. Dickson 

Lt.-Col. Cunningham, R.E., showed that numbers which are ex- 
pressible in the two forms N = (uz? + vy") /a = (wx? + y2)/a’ are always 
composite, when pr = p’v’: and showed how to reduce them to the forms 
N = X?4 wY? = X24 uvY”, the factorization of which is known from 
Euler’s researches. 


THE EDUCATIONAL TIMES. 


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SC HOOLS.—Visiting Examiners are appointed by the 
College for the Inspection and Examination of Public 
and Private Schools, | 

PRIZES. 

Diploma Exvamination,—The following Prizes will be 
offered for competition :—Theory and Practice of Edu- 
cation, £10; Classics (Greek and Latin), £5; Mathe- 
matics, £5: Natural Science, £5. 

Certificate Examination.—The ‘Ishister Prize ” will 
be awarded to the Candidate who stands First, and the 
**Pinches Memorial Prize” to the Candidate who stands 
Second, in General Proeticiency. Prizes will also be 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classies, Mathematies, Modern Languages, 
Natural Sciences, English Subjects. The‘ Tavlor-Jones 
Memorial Prize’? will be awarded to the best Candidate 
in Seripture History, Two Mednls will be awarded to 
the best Candidates in Shorthand. 

The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C. l 


C. R. HODGSON, B.A., Secretary. 


1 


RELIMINARY EXAMINATION of 


MEDICAL STUDENTS. —The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
fticates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
ceutical Society of Great Britain, and other bodies, on 
the 4th, Sth, and 6th of September, 1900. 

The Examination will take place in London, and at 
the following Local Centres :—Birmingham, Bristol, 
Leeds, Liverpool, 

Examination Fee, 25s. 

Regulations and Entry Forms mav be obtained on 
application to the Secretary of the College of Preceptors, 
Bloomsbury Square, W.C. 


C. R. HODGSON, B.A.. Secretary. 


OLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 

Section II., clause 5.—‘‘ The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 
CERTIFICATE EXAMINATION, JULY axD 
DECEMBER, 1900. 


Notice is hereby given that at the above Examinations 
the following additional (alternative) subjects will be 
set :— Latin, Class I., Caesar, Gallic War, Book YVI., 
Virgil, Æneid, Book 11.; Seripture, Classes I. and II., 
the First Book of Samuel, 


C. R. HODGSON, B.A., Secretary. 


—— + 


Cee OF PRECEPTORS. 


THE CALENDAR FOR 1900 


is now ready, and may be obtained from Mr. F. 
Hopason, 89 Farringdon Street, E.C. Price, free 
by post, 

To Members of the College ls. 6d. 
To Non-Members 2s. 6d. 


The Calendar contains, in addition to the Lists of 
Members, and of Schools sending in candidates to the 
Certificate Examinations, the Regulations respecting 
the Examinations to be held in 1900, &c., and the 


EXAMINATION PAPERS 


set at the Certificate, Junior Forms, Professional 
Preliminary, and Diploma Examinations held in 1899, 


UNIVERSITY DIPLOMA FOR WOMEN. 
HE UNIVERSITY OF 


ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad, 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


OME AND COLONIAL 
SCHOOL SOCIETY. 


(Incorporated for Examination and Certificate purposes 
with the National Froebel Union.) 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS, 
Hieguspery Hitt Horse, Lonpoy, N. 


Principal—The Rey. Davin J. Thomas, M.A. 
Vice-Principal—Miss PENSTONE. 

Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploma of the College of Preceptors, 

A High School for Girls, Transition Class, and 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 
TALGARTH Roap, WEST KENSINGTON, Lonpon, W. 
Chairman of the Committce—Mr. W. MATHER. 
Treasurer—Mr.C. G. MONTEFIORE. 
Secretary—Mr. ARTHUR G. SyMonbvs, M.A. 
TRAINING COLLEGE FOR TEACHERS. 
Principal—Madame MICHAELIS. 

Mistress of Method—Miss E. E. LAWRENCE, 
KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys Situ. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


OTICE. — The “EDUCATIONAL 
TIMES" for AUGUST will contain the CLASS 
LISTS of SUCCESSFUL CANDIDATES at the MID- 
SUMMER EXAMINATIONS of the College of Pre- 
ceptors, 


LOXPOX COLLEGE OF MUSIC. 
(Incorporated. ) 


GREAT MARLBOROUGH STREET, LONDON, W. 


FOR MUSICAL EDUCATION, AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC, 


Patron: His GRACE THE DUKE OF LEEDS. 
Dr. F. J. KARN, Mus. Bac. Cantab., Principal. 
G. Atatstus Ho.MEs, Esq., Director of Examinations, 


EXAMINATIONS in PIANOFORTE PLAYING 
SINGING, THEORY, and all branches of Music will 
be held ın London and 350 Provincial Centres in July 
(June for Scotland and Ireland), when certifientes will 
be granted to all successful candidates, Last day for 
entry, Friday, June 15, 


The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus. L.C.M.), Licen- 
tiate (L.L.C.M.), Licentiate in Music (L.Mus.L.C.M.), 
and Fellowship take place in July and December. 

SYLLABUS for the vear 1900, eontaining important 
alterations (including the new Primary section in Piano- 
forte Playing), may be had on application. 

In the Educational Department students are received 
and thoroughly trained under the best professors at 
moderate fees, Day and Evening Classes are held. 


T. WEEKES HOLMES, Secretary. 


Sa aes a ee, a 


University 
Correspondence 
College. 


FREE GUIDES 


LONDON UNIVERSITY EXAMS. 


FREE GUIDE TO MATRICULATION 
(Postage 1d.), 
IntER. Arts, INTER. ScieNcr, B.A., OR 
INTER. Laws EXAMINATION, 


Any one of the ahove Arts or Science Guides, Pro- 
spectus, and further particulara will he 
sent post freeon application to 


THE SECRETARY, 
(Univ. Corr. Colhkk, London Office.) 
32 Red Lion Square, London, W.C. 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


964 
UNIVERSITY COLLEGE OF 
NORTH WALES, BANGOR. 


(Incorporated under Royal Charter, and a Constituent 
College of the University of Wales.) 


Princitpal—H. R. REICHEL, M.A., late Fellow of 
All Souls College, Oxford. 
DEPARTMENTS. 


Subjects, Professors, 


Greek oo... aa W. Rhys Roberts, Litt. D., late Fel- 
low of King’s College,Camnbridge. 
Latin an E. V. Arnold, Litt. D., late Fellow 


of Trinity College, Cambridge. 
French and German Frederic Spencer, M.A. (Camb.), 
© Phil. Doe. (Leipzig). 
Semitic Languages... T. Witton Davies, B.A., Ph.D. 


History J. E. Lloyd, M.A., Lincoln College, 
Oxford. 


Constitutional History The Principal. 


English language W. Lewis Jones, M.A., late Scholar 
and Literature of Queens’ College, Cambridge. 


Philosophy ............ James Gibson, M.A., Fellow of 
St. John’s College, Cambridge. 

Mathematics............ . H. Bryan, Sc.D.. F.R.S., late 
Fellowof Peterhouse, Cambridge. 

Welsh woo. J. Morris Jones, M.A., late Scholar 
of Jesus Coll., Oxford. 

Physies i. E. Taylor Jones, D.Sc. 


Chemistry 0... J.J. Dobbie, M.A., D.Sc., late Clark 
Fellow of Glasgow University. 


Biology aa R. W. Phillips, M.A., (Camb.), 
D.Se. (Lond.), late Scholar of 
St. John's College, Cambridge. 

Zoology on Prip J. White, M.B. (Edin.), 
F.R.S. E. 

Agriculture 0.a... Thomas Winter, M.A. (Edin.), 
F.G.S. 

Education .............. J. A. Green, B.A. 


Inclusive Tuition Fee £11. 1s. a year. Laboratory 
Fees additional, on the scale of £1. 1s. per term for six 
hours a week. 

The College Courses qualify for the degrees of the Uni- 
versity of Wales, and include most of the Subjects for 
degrees of London University in Arts and Science, 
Students wishing to Graduate in Medicine in the Uni- 
versitiesof Edinburgh and Glasgow can make one Annus 
Medicus at this College. Special provision is made for 
Electrical Engineering, There are a Day Training 
Department for men and woen and a Department for 
the Training of Secondary Teachers. 

The average cost of living (in lodgings) and tuition at 
Bangor for the Session (33 weeks) is from £30 to £40, 
A Hall of Residence for Women, under the supervision 
of Miss Mary Maude, who is the College Lady Super- 
intendent of Women Students, is now open. 

At the Entrance Scholarship Examination (which 
commences in September in each year) over 20 Scholar- 
ships and Exhibitions, ranging in value from £40 to £10, 
will be offered for competition, 

For detailed information as to Courses, Entrance and 
other Scholarships, &c., apply to the Secretary and 
Registrar. 


Bangor. J. E. LLOYD, M.A. 


UNIVERSITY COLLEGE OF 
NORTH WALES. 


DEPARTMENT FOR THE TRAINING OF 
SECONDARY TEACHERS. 


(Recognized by the Cambridge Syndicate.) 


Professor of Eduention—J, A. GREEN, B.A. Lond., 
assisted by Miss C. GRAVEs8ON, B.A. Lond., and 
an Assistant-Lecturer to be appointed, 


Preparation is offered for the Cambridge Diploma 
Theoretical and Practical) and for the Teachers’ 
iploma of the University of London. 
"ull particulars of the Course (which is open to both 
men and women students), Fees, Scholarships, &¢ 
may be had on application to the REGISTRAR, 


ELLAND TRAINING COLLEGE 


FOR TEACHERS, HIGH SCHOOL 
AND KINDERGARTEN, LEICESTER. 


Princtpal—Miss MoRGAN, N.F.U. Higher Certificate. 
Head English Mistress—Miss J.B. MORGAN, B.A. Lond. 


(Assisted by a Staff of Trained and Certificated 
English and Foreign Teachers.) 


eee gad ate or aa aons o ah National Froebel 
mon, Cambridge Teachers’ Diploma, Oxf 
Cambria Locals. &e. j Hoan 
rounds include Tennis Court, uet lawn, Sand 
Playground, Garden, &c. oe : 
Prospectus, with particulars of Boarders’ Fees, En- 
trance Scholarships, on application. 
Resident GOVERN ESS STUDENT can be received. 


Premium 25 guineas. Excellent opportunity f ini 
Teachers’ Diplomas, PE re on gene 


| connected and progressive course, but a single course of 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
Principal — Miss ETHEL HURLBATT. 


The Session 1900-1901 will open on Thursday, 
October 4th. Students are requested to enter their 
names on Wednesday, October 3rd. 

Lectures are given in all branches of General and 
Higher Education. Taken systematically, they form a 


Lectures in any subject‘may be attended, 

Courses are held in preparation for all the Examina- 
tions of the University of London in Arts and Science, 
for the Teachers’ Diploma (London), and for the 
Teachers’ Certificate (Cambridge); and also a Special 
Course of Scientific Instruction in Hygiene. Six 
Laboratories are open to students for Practical Work. 
Two Entrance Scholarships awarded veurly. A Glad- 
stone Memorial Prize and the Early English Text 
Society’s Prize are awarded to students each June, 

The Art School is open from 10 to 4. 

Students can reside in the College. 

Full particulars on application to the PRINCIPAL. 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACR, BAKER STREET, W. 


DEPARTMENT FOR PROFESSIONAL TRAINING | 
IN TEACHING. 
(Recognized by the Cambridge Syndicate.) 
Head af the Department—Miss H. ROBERTSON, B.A. 


The Third Term of the Session 1900 begins on | 
Thursday, October 4th. 

The Course includes full preparation for the Exami- | 
nations for the Teaching Piplonas granted by the' 
Universities of London and Cumbridge, held annually in 
December. 

The Council will, in December, award a Gilchrist 
Travelling Studentship, value £70. 
Full particulars on application to Miss ROBERTSON. | 


HE DATCHELOR' TRAINING 
COLLEGE, 


CAMBERWELL GROVR, S.E. 
(In connexion with the E a Collegiate School for 
irks.) 


Governing Body—The Worshipful Company of Cloth- 
workers of the City of London, 


Principal—Miss RIGG. } 
Mistress of Method and Lecturer—Miss CARPENTER. 
Assisted by other Teachers and Lecturers, | 


This College provides a full course of professional 

training for Women Teachers, together with abundant 

opportunity for regular class teaching in a school of | 
over 400 pupils. Special provision is made for instruc- 

tion in Physiology and Hygiene, Elocution, Drawing, 

and Ling’s Swedish Drill. 

Students are prepared for the Examination of the 

Cambridge Teachers’ Training Syndicate. 

Fees moderate, 


A COLLEGE HALL OF RESIDENCE 

is provided for Students in the Training College. Terms 
moderate. 

A Free Studentshi 
awarded in Septem 
SECRETARY. 


(Training and Residence) will be 
‘r. For conditions apply to the 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 


Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to educated women who intend to teach. In 
addition to the course of training, it offers the ad- 
vantages of a College life and one year’s residence in 
Cambridge. 

The Students attend the Cambridge University Lec- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers, and are prepared for the Cam- 
bridge Teachers’ Certificate (Theory and Practice). 
Ample appar oniy is given for practice in teaching 
science, languages, mathematies, and the other usual 
schoo! subjects in various schools in Cambridge. 
Students are admitted in January and in September. 
Full particulars as to qualifications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL. Wollaston Road, Cambridge. 


T. GEORGES TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND. 
ARY SCHOOLS AND IN FAMILIES. 


Principal—Miss M. R. WALKER. 


_This College provides a complete Course of Profes- 
sional Training for Women Teachers, in preparation for 
the Cambridge Teachers’ Certificate. The Course 
includes attendance at the University Lectures on 
Education, in addition to Lectures delivered by the 
College Staff, and the Students have ample oppor- 
tunities of gaining experience in Class-Teaching in 
Schools. Five Heriot Bursaries of £30 ure offered in 
October, Apply to the PRINCIPAL, 6 Melville Street, 
Edinburgh, 


JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed b 
the Teachers’ Guild, College of Preceptors, Head. 
mistresses’ Association, Association of Assistant 
Mistresses, and Private Schools’ Association.) 


Add ress—74 GOWER STREET, Lonpoy, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Agency has been established for the purpose of 
enabling Teachers to find work without unnecessary 
cost. All fees have therefore been calculated on the 
lowest basis to cover the working expenses. 

Headmistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointments, are invited to apply to this Agency. 

Many Graduates and Trained Teachers for Schools 
and Private Families; Visiting Teuchers for Music, 
Art, and other special subjects; Foreign Teachers of 
various nationalities; Kindergarten and other Teachers 
are on the Register, and every endeavour is made to 
supply suitable candidates for any vacancy, 

School Partnerships and Transfers are arranged. 

Otfice hours —9.30 a.m, to 6 p.m. Miss Cooper's hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.30 p.m, to5 p.m.; Wednesdays to 1.30 p.m. only. 


JOINT AGENCY FOR ASSISTANT-MASTERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 
Registrar—Rev. F. TAYLOR, M.A. Cantab. 


The Joint. Agency for Assistant-Masters and Tutors is 
under the management of a Joint Committee composed 
of representatives of the following Bodies :— 


Headmasters’ Conference. 
Incorporated Association of Headmasters. 
College of Preceptors, 
Teachers’ Guild, 
Welsh County Schools’ Association. 
Private Schools’ Association, 
Association of Headmasters of Preparatory Schools, 
Association of Headmasters of Roman Catholic 
Schools, 
Assistant-Masters’ Association, 
Association N Technical Institutions. 
C. ; 


As the Agency is not working with a view to profit, 
but to benelit Assistant-Masters, the rates of commission 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Agency 
managed by so widely representative a Committee. 

Headmasters having vacancies on their staffs, and 
Assistant-Masters ceuking appointments, are asked to 
communicate with the REGISTRAR. 

Otlice Hours—10 a.m. to 5 p.m., Saturdays, 10 a.m. to 
l p.m. Interviews generally between these hours or by 
special appointment, 


SSOCIATION FOR PROMOTING 


THE EMPLOYMENT IN ELEMENTARY 
SCHOOLS OF GIRLS WHO HAVE HAD A 
SECONDARY EDUCATION. 


President : 
THE ARCHBISHOP OF CANTERBURY. 


Chairman of Erecutive Committee : 


Sir JOSHUA FITCH. 


Honorary Secretary : 
Miss J. MERIVALE, 
4 Park Town, Oxford, 
who will be glad to supply information. 


HE MARIA GREY TRAINING 
COLLEGE FOR WOMEN TEACHERS, 
SALUSBURY Roap, BRONDESBURY, LoNpoN, N.W. 


Principal—Miss ALICE Woops. 


A Full Course of Professional Training is offered ta 
ladies who desire to become Teachers in Secondary 
Schools or in Kindergartens, 

The Course for students preparing for the Cambridge 
Teachers’ Certificate or for the London Teachers’ 
Diploma begins in September or January, and lasts for 
one or two years. The Course for Kindergarten students 
wreparing for the Higher Certificate of the National 
Preebel Union begins in September, and takes two years 
and one term, 

Ample opportunities are given for Practice in Teaching 
in the School and Kindergarten of 150 pupils on the 
premises, as well as in other Schools. 

The Winkworth Hall of Residence, close to the College, 
accommodates 20 students, 

Scholarships to the amannt of £230, from public and 
private sources, nre annnally awarded, 

For all particulars as to qualifications fer entrance, 
terms, scholurships,)&¢., apply (to) Miss ALICE Woons, 
at the College. 


July 2, 1900. 


THE EDUCATIONAL TIMES. 


LONDON UNIVERSITY 
EXAMINATIONS. 


SUMMER VACATION CLASSES 
FOR BEGINNERS 


IN PRACTICAL CHEMISTRY, PHYSICS, 
BOTANY, AND ZOOLOGY, 


These Olasses commence Tuesday, Aug. 7th, 1900, 
at University Tutorial College, London, and meet 
daily for four weeks. The Chemistry, Botany, and 
Zoology Courses extend over four weeks, ‘and the Phy sics 
Course over two weeks, 

The subjects will be dealt with in a very elementary 
manner, and in Zoology and Botany the work at first 
will be taken very slowly, so that the student may 
acquire skill with ‘the knife nnd mic roscope, and thus 
pursue his private work t to greater advantage. 


Summer Vacation Revision Class 
for B.Sc. 


Classes are held in subj ects for the B.Sc. Examination, 
Oct., 1900, commencing Tuesday, Aug. 7th, at University 
Tutorial College, London, and exte nding over 2 period 
of four weeks. Special attention is paid to practical 
work. 

Daily Lectures, supplemented by Private Tuition or 
small Exercise Classes, are given in Pure and Mixed 
Mathematics, and the more important parts taken up in 
Zoology and Botany. 

During the last two Sessions, nearly 300 students 
of University Tutorial College have passed the Prelim, 
Nei (M.B and Inter. Science Examination of London 
University with 3O places in Honours, and 64& 
students have passed the BSc. Examination with 15 
places in Honours. 


Full particulars of classes may be had from 
THE VICH-PRINCIPAL, 
University Tutorial College, 
32 Bed Lion manere Soori W.C. 


pa Bee a m ae —— e 


ENGINEERING AND CHEMISTRY. 


iC AND GUILDS OF LONDON 
INSTITUTE. 


SESSION 1900-1901. 

The Courses of Instruction at the Institute's CEN- 
TRAL COLLEGE (Exhibition Road) are for Students 
not under 16 years of age; those at the Institute's 
TECHNICAL COLLEGE, FINSBURY, for Students 
not under 14 vears of age. The Entrance’ Examinations 
to both Colleges are held in September, and the Sessions 
commence in October. Particulars of the Entrance 
Examinations, Scholarships, Fees, and Courses of Study, 
may be obtained from the respective Colleges, or from 
the Head Otfiee of the Institute, Gresham College, 
Basinghall Street, E.C. 


AND GUILDS CENTRAL TEOHNIOAL 
na 3 COLLEGE. 


(EXHIBITION Roan, S.W.) 

A College for higher Technical Instruction for Day 
Students not under 16 preparing to become Civil, Me- 
chanical, or Electrical Engineers, Chemical and other 
Manufacturers, and Teachers, Fee fora full Associate- 
ship Course, £25 per Session, Professors :— 

Civil and laa Hi Enuiner a eae C. UNWIN, 

F. n M.Inst.C. 
Electrical aN. E. EUT F.R.S., 
Past Pres. Inst. E.E. 
Chemistry—H. E. ARMSTRONG, Ph.D., LL.D., F.R.S. 
Mechanics and Mathe A HENRICI, Ph.D., 
LL.D., 


OITY AND GUILDS TECHNICAL COLLEGE, 
FINSBURY. 
(LEONARD STREET, CITY Roan, E.C.) 
A College for Intermediate Instruction for Day Stu- 
dents not under 14, preparing to enter Engineerin and 


Chemical Industries, and for Evening Students. Fees, 
£15 per Session for Day Students. Professors :— 


Physics and Electrical Engineering —S. P. THOMPSON, 
D.Sc., F.R.S., Principal of the College, 


Mechanical: Engen and Mathematics—W, E. 
Daupy, M.A., B.Sc., M. Inst.C. E. 


Chemistry—R. MELDOLA, F.R.S., F.I.C. 
JOHN WATNEY, Hon. Secretary. 


City and Guilds of London Institute, 
Gresham College, Basinghall Street, E.C. 


THE 


265 
CARLYON COLLEGE. 


665 AND 66 CHANCERY LANE. 


B U R L. | N G T O N LONDON UNIVERSITY n N 


CLASSES. 


| 27 Chancery Lane, London. 
Principal: Mr. J. CHARLESTON, B.A. 


(Honours, Oxon.; and Lond.). 
TUTORS. 


The Staff includes a number of Graduates of London, 
Oxford, Cambridge, and Royal Universities, Science 
Medallists, und Specialists. 


Preparation by Correspondence 


MATRICULATION, 
B.A., & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L.L.A. 


(Degree for Ladies—St Andrews), 


A.C.P., L.C.P., F.C.P. 


On a thoroughly individual system, which 
ensures the closest attention to the needs of each 
candidate. Full corrections of papers, with time-saving 
notes, criticisms, stunmaries, model answers, and solu- 
tions. 

Single subjects may be taken — Latin, Greek, 
French, German, Italian, Mathematics, Mechanics, 
Physics, Chemistry, Logic, Psychology, Political Eco- 
nomy, &c. 


For TERMS, TESTIMONIALS, &c., 
Address—Mr. J. CHARLBSTON, B.A., 
BURLINGTON CLASSES, 

27 CHANCERY LANE, LONDON. 
NAMBRIDGE UNIVERSITY 

SCHOLASTIC AGENCY, Lrtp.—MASTERS are 
wanted (1) for West Indies. Drawing and French. 
£80 or £90, Resident, (2) For Cape Colony. Mathe- 
maties and general work. £120, Resident. Free 
passages. Particulars will be sent provided inquiries 


areaccompanied hy testimonials. Apply tothe Director, 
Prof. LEWIs, Cambridge. 


LLAN GLE} N'S SCHOOL, GLAS- 


GOW.—Wanted, for the Secondary and Science 


Departments, two ASSISTANT-MASTERS, Apply to 
the HEADMASTER, stating (1) University or other 
distinctions, Secondary 


(2) general qualifications for 
School work, (3) know leda of Laboratory Courses, 
(4) experience in Teaching, Salary from £120 to £150. 


ERMAN LADY (18), seeks Situation 

in good English family, as GOVERNESS or 

COMPANION. Apply to Mr. and Mrs, WALTER 

FaRMER (French and German Boarding Sehool for 

English Children), Ruhfautchen Platz 3, Braunschweig, 
Germany. 


ON DON 


MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &e.— Mr. J. 
LocKEY, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Pan's Road, Camden Town, N.W., prepares. for 
above in Classics, Mathematics, "Anglo. Saxon, Mental 
Science, Education, &¢., Orally and by post. Numerous 


SUCCESSES EVEryY year. Terms moderate. 
ME- H. A. N ESBITT. Gontaithes 
of “The Science and Art of Arithmetic.” by 
A, SONNENSCHEIN and H. A. NESBITT, M.A.) has a few 
hours at his disposal for Lessons in Ladies’ Schools in 
Mathematics, istory, and Literature. Mr. Nesbitt 
also gives Lectures on ‘the Teaching of Arithmetie.—16 
South Hill Park Gardens, Hampstead, N.W. 


ORRESPONDENCE TUITION, 


Classes, or Private Lessons in all Subjects for all 
Examinations, &ec., at moderate fees. Correspondence 
courses ur ranged to suit needs of fdd pupils. 
Many recent successes. — F. J. BORLAND, LC.P. (Science 
and Math. Prizeman), Victoria College. 87 Buckingham 
Palace Road, S.W., and Stalhenn, Brunswick Road, 
Sutton, Surrey ‘ Schools visited and Examinations con- 
ducted, 


-a a a a a a 


| 


LONDON MATRICULATION, INTER. ARTS, SCI- 
ENCE. and PREL. SCI, B.A., and B.Sc. EX AMIN: 
ATIONS. Day and Evening Classes. 

Classes and Tuition for all Preliminaries, 
ine eee r puna Oxford and Cam- 
bridge, B 

Papers raha 7 “Schools. 

Private tuition for all Exmninations. 

Prospectus and full details on application to R. C. B. 
KERIN, B.A. Lond., First of Virst Class Classical 
Honours, Editor of ‘* Phado,” ‘“‘ Pro Plancio,” &c. 


SUCCESSES. 

1892-1899. — London Matrie., 71; Inter, Arts, Se., and 
Prel. Sci., 81, 6 in Hons.; B.Sc., 1896-1899, 11: B.A., 
1891-1898, 35,7 in Hons. ; many other Successes. Scholar: 
ships, R.U.I1., Indian Civil, Oxford and Cambridge, «ce. 

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i 
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270 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


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271 


July 2, 1900. ] THE EDUCATIONAL TIMES. 
CONTENTS. 
Page Page 
Hap Hazard) overa aaa ee eek eats ead 271 Secondary Inspection. By Dr. R. P. Scott. Paper read at 
the College of Preceptors ..........essesessseesseseresoseprseresres 281 
A Modern Language Congress .............ccsceceseee cee eeereecen sae ees 272 aie: j 
The Jubilee of Bradfield College. By E. C. Marchant, M.A. ... 284 
VOUS eiea a E N E i 272 i 
OVO 08 asein ae a a a aa aaa OO 
Summary : The Month .....ssessssssssseesessessecsesseesrrrerersreseesse 274 Old Stagers and No Stagers; Literary Handbooks ; Public Schools ; 
U 276 Mr. Firth’s Cromwell. 
i ha C) ene ee eet ern re ore ery 
AER N General: Notices) sissies arrandi narre a EAE TE 286 
Forecasts and Comments :—Fixtures ..............c.cccee cesses eee eee 279 Meeting of the Council of the College of Preceptors ............ 288 
Education Gosaip ccteviecsaetseigs 219 Correspondence .......essssssosessreseossrnssoresesssoeanrerceseossereerses 289 
Appointments and Vacancies...... 280 Secondary Inspection; What is not Grammar ? 
Literary Gossip ............cccceeceeees 280 Mathematics sisitna ina a 260 


The Educational Times. 


a ee S E a Ea, NE E, == T ————— 


Just a year ago, we observe on turning back! 
to our file, the Board of Education Bill had 
found its way into Grand Committee. It: 
passed into law with very little difficulty; and just three! 
months ago it came into operation. We cannot at the moment 


fix the date of its practical and effective application, because ' 
that depends on a number of wise and eminent men who, what- | 
ever may be their faults, are neither old men in a hurry nor' 
young men in a galloping haste. In one word, the working of | 
the Act is slow. We have spoken of the new Higher Elementary ' 
Schools projected as ‘‘the crown of the primary.” During the 

past month an Order in Council has been printed, and it will 

take effect this month, transferring the educational functions of 

the Charity Commissioners to the Board. Beyond this, we are 

not aware that the Board has done anything definite on its new | 
lines except the shifting of a few officials and pigeon-holes. As! 
we go to press, we have heard nothing about the Consultative | 
Committee—unless it be a little gossip from behind the ses 
as to the selection of individuals to sit on this Committee. Wei 
made a remark to deaf ears, many months ago, to the effect that. 
much valuable time would be saved by appointing this Com-: 
mittee as the first proceeding under the Act. There were six | 
or eight months after the passing of the Act during which the | 
selection of the Committee might have been provisionally made, 

and the Order in Council necessary for their appointment could 

have been issued in the first week of April. The advantage of | 
such a course was obvious. The fourth clause of the Act pro- | 
vides for the establishment of 


a Consultative Committee consisting, as to not less than two-thirds, 
of persons qualified to represent the views of Universities and other 
bodies interested in education, for the purpose of— 

(a) Framing, with the approval of the Board of Education, regula- 
tions for a register of teachers, which shall be formed and kept in 
manner to be provided by Order in Council: Provided that the register 
so formed shall contain the names of the registered teachers arranged 
in alphabetical order, with an entry in respect to each teacher showing 
the date of his registration, and giving a brief record of his qualifica- 
tions and experiences; and 

(b) Advising the Board of Education on any matter referred to the 
Committee by the Board. 


The third clause provides that 


the Board of Education may by their officers, or, after taking the advice 
of the Consultative Committee hereinafter mentioned, by auy Univer- | 


Hap-hazard ? 


sity or other organization, inspect any school supplying secondary 
education and desiring to be so inspected, for the purpose of ascertain- 
ing the character of the teaching in the school and the nature of the 
provisions made for the teaching and health of the scholars, and may 
so inspect the school on such terms as may be fixed by the Board of 
Education with the consent of the Treasury. 


These are the functions of the Consultative Committee. 
Without it the Board cannot seek the advice of the educational 
experts, cannot frame preliminary regulations for the Register, 
and cannot direct any University or other organization to 
inspect secondary schools. The Board may not be keen for 
the advice of experts, and there may be no urgent need for in- 
spection until the Secondary Authorities are created. But 
every one is keen, and there is urgent need, for a Register. It 
seems to us that the delay in the appointment of the Consulta- 
tive Committee is most unfortunate. 

The Board of Education, we infer, see no reason whatever for 
being in a hurry. We have no desire to put them out of step 
by goading from behind, but we trust that they will not in the 
meantime allow their policy and system of operations to be 
imposed on them from without. The manner in which the 
Board are to deal with the endowed schools—so far as any 
change is to be made from the methods of the Charity Com- 
missioners—is, we should have thought, pre-eminently a matter 
on which they would desire to have the advice of their Con- 
sultative Committee. We cannot say what they would have 
desired, but, as a matter of fact, they seem to have adopted the 
policy of inviting the managers of educational trusts through- 
out the country to come to Parliament for separate and private 
Acts. If we are wrong, we shall be glad to be corrected. The 
debate of June 22, on the third reading of the Birmingham 
(King Edward VI.) Schools Bill, in the House of Commons, 
leaves this important matter in an extraordinary—not to say an 
impossible—position. We simply cannot believe that the Board 
of Education, having taken over the responsibilities of the 
Charity Commission, intend forthwith to abandon all present 
and prospective control over the management of the school 
trusts, and to go back to the old plan of management by 
local bodies without supervision. Yet Mr. Balfour stated in the 
course of the debate that the Birmingham Bill ran on general 
lines which the Board of Education were prepared to accept in 
the case of other charities. 

To make the matter perfectly clear, so far as the Leader of 
the House may have accurately interpreted the. opinions and 


179 


2 THE EDUCATIONAL TIMES. 


intentions of the Board of Education, let us see precisely what 
it was that Mr. Balfour said. He observed that it was a mis- 
take to treat the Birmingham Bill as though it were introduced 
by a local authority without any reference to a central 
authority. 


That was not the case. The Bill was referred to the new Educa- 
tion Department, and upon it that Department passed judgment and 
introduced amendment. The new Education Department were of 
Opinion that the Bill ran on general lines, and they were prepared 
to approve any other Bill which resembled this. Therefore, they 
were not legislating at random, but on general educational conditions 
which had been considered by the central department of the Govern- 
ment which had been entrusted with the duty. In the next 
place, was it possible to proceed by general leyislation? It was 
manifestly impossible, in his judgment, to proceed by a general Act 
which should be applicable to 22,000 cases, or half that number, or 
a quarter that number, or an infinitesimal portion of that number. 
Every case must be tried on its merits. He had no doubt that 
there were, outside Birmingham, other great institutions which 
might be treated, and they probably would be treated, as it was 
proposed to treat King Edward's School. In those cases the 
Education Department would apply the same principle which 
applied to that Bill. Jn future, private Bills would be submitted 
to the Education Department, and he had no doubt the House would 


be prepared to sanction similar measures as they were about to) 


sanction this Bill. 

After that, we may expect a deluge of fresh Jegislation. If 
all the schools which want to be rid of supervision bring in their 
Bills, as Mr. Balfour invites them to do, Parliament will soon be 
sick (if it is not already sick) of the very name of education. 

Mr. Balfour holds that this is the only fair and just way 
to proceed. It is not the way of the Endowed Schools Com- 
mission and Acts of Parliament. It is not the way of those 
who think that endowed schools need the supervision of a 
central authority, empowered to step in at any moment and 
revive a dwindling school by a modification of its scheme. Nor 
is it the way of those who think that the Board of Education 
should retain, and not dispense with, the powers of organization 
which have lately been collected in their hands. It is difficult 
to look without misgiving on the hap-hazard manner in which a 
momentous new departure seems to have been taken by the 
Board as a mere incident in the engineering of a Birmingham 


private Bill. 


A MEEFTING of the German Association of Modern 


A Modern Language Teachers was held at Leipsic in Whit- 
Congreea. sun week, and attended by nearly two hundred 


persons, including a delegate from the French 
Government and a representative of the English Modern 
Language Association. The real interest of the meeting 
consisted in the general acquiescence in the principles of the 
reformers, or neuere Richtung, who, under the inspiration of 
Prof. Vietor, of Marburg, and with the practical experience 
of distinguished schoolmasters like Prof. Hartmann, of Leipsic, 
Prof. Wendt, of Hamburg, and Prof. Walter, of Frankfort, have 
for years been endeavouring to give a new direction to modern 
language teaching. Their methods are becoming known in 
England, and may be found fully developed in the series of 
class-hooks now being published under the auspices of Prof. 
Rippmann. The aim is to cultivate as much as possible, and 
that from the earliest stages, the power of thinking in the 
foreign language, and, as a means to that end, lessons are to be 
carried on as much as possible in that language. The resolu- 


[July 2, 1900. 


mcthod of instruction in the lower classes, though it was 
obvious that the sympathies of their supporters were with oral 
methods in those classes. 

The most important of them were as follows :—The foreign 
language is to be the medium of instruction, only exceptional 
difficulties being explained in the mother tongue; translation 
is to be the exception and not the rule; syntax is to be taught, in 
the main, by the inductive method out of the reading-book ; free 
composition in the foreign language is to be the rule, translation 
into it hardly falling within the range of school-teaching ; 
reading-books should be selected to initiate boys and girls as 
much as possible into the life and ways of thought of other 
nations. Only one resolution of the reformers was rejected. 
It was to the effect that the teacher of a foreign language 
should not make the learning of the mother tongue an object of 


| his teaching. Concurrently with these resolutions, others were 
was | passed, urging the appointment of an adequate modern language 
| teaching staff at all Universities not fully equipped in that 


direction, a better supply of travelling scholarships to enable 
teachers to become familiar with English and French life, 
and permission for the alumni of the non-Latin schools to 
study modern languages at the Universities. This resolution 
called forth a formal protest on the part of a considerable 
minority. 

The discussions were supplemented by several interesting 
lectures. One dealt with the study of Chaucer, another with 
the effect of political divisions on the formation of the Romance 
languages, and a third with the system of instruction adopted 
at Frankfort, where French is used in preference to Latin in 
the lowest classes of the different types of schools as a common 
basis of general grammatical knowledge. One of the most 
interesting features of the gathering was the invitation to the 
Paris Congress addressed to the assembly by Prof. Schweitzer, 
who is eminently doctus sermones utriusque linguæ, and an 
enthusiast for modern language reform. He dwelt in 
graceful and eloquent words on the international value of 


‘such a teaching of modern languages as might bring about a 


real understanding of the thoughts and aims of other nations. 
The Congress was by no means limited to formal discussions ; 
hospitality was the order of the day. Most of the members 
met at dinner in the hall of the famous Buchhiandlerhaus, and 
finished the evening at a representation of the ‘‘ Meistersinger 
of Nuremberg” given in their honour by the Opera Company. 
Other evenings were passed in the enjoyment of the Commers, 
where, to the clink of beer-glasses and the accompaniment of 
toasts and songs, some of them written for the occasion, the 
time passed very pleasantly. | 


NOTES. 


Tue Secondary Education Bill, intended to supplement the 
Act of last year by establishing Local Authorities, has been 
introduced as we go to press, but too late for comment 
this month. The interval for comment will be a long one, 
as the Bill cannot become law this Session. It provides that 
County and County Borough Councils shall be empowered 


tions adopted dealt with the higher classes of the Oberreal- to submit schemes, either separately or in combination, for 
schulen—that is, of the schools in which no Latin is taught—and | the establishment of Statutory Committees, to take uver the 
it was maintained that they were compatible with any efficient local control of secondary and technical education, and to 


July 2, 1900.] 


THE EDUCATIONAL TIMES. 


273 


administer the Parliamentary grants already at their disposal, | the College of Preceptors began in 1862. In the following year 


without restriction to technical objects. There is a clause con- 
ferring on the Councils a fuller power of rating than they 
already possess. The Duke of Devonshire has been unable to 
carry out his undertaking to create a third branch of the De- 
partment for Secondary Education other than technical, but he 
designs a subdivision of Sir William Abney’s branch, under 
Mr. W.-N. Bruce as Assistant-Secretary, which will partly 
serve the same purpose. The Duke looks forward to yet another 
Bill in the future for the further delimitation of elementary and 
secondary education. It will certainly be needed. 


WE are not surprised to find the skies of June speech-days 
displaying somewhat of a military tone. Mr. Choate’s speech 
at the Leys School was, however, an exception, due perhaps 
more to diplomatic discretion than to a conclusion that his 
audience ‘‘ cared for none of these things.” Cultured Americans 
make ideal distributors of prizes. Speaking with a quaint 
directness of language and wide knowledge of practical life not 
often met with in educated Englishmen, they find a more ready 
response in an audience of schoolboys. Lord Coleridge, at the 
City of London School, was perhaps too learned and improv- 
ing, while Lord Cross, at Rossall, overburdened his speech with 
a not very necessary panegyric on the virtues of athleticism. 
We must, however, be grateful to him for giving us a variant 
of the Queen of France and cricket story in the form of Queen 
Adelaide and the football. Speeches on speech-days are, how- 
ever, as sermons, free from criticism, and one is happy to think 
that their usual buoyant tone only reflects the buoyant spirits 
` of the boys. 


WE are sorry to have to record the death of Dr. C. A. Buch- 
heim, Professor of German Language and Literature at King’s 
College, London, and a member of the Council of the College of 

-Preceptors. He was born in Moravia seventy-two years ago, 
and studied at the University of Vienna. After a short stay in 
Paris, he came to England, in 1852, and settled down in Lon- 
don, where he was engaged for some years as a translator, in 
the teaching of his native tongue, and in correspondence for 
German literary papers. He was, we believe, the first to intro- 
duce the novels of Dickens to his countrymen in a German ver- 
sion. After he had lived eleven years in London, and edited 
several German works for English schools, he was appointed to 
his professorship at King’s College in 1863, and held the chair 
to the time of his death. For some time he was German tutor 
to the children of the Prince and Princess of Wales. His 
literary labours were mainly devoted to the editing of 
Lessing, Schiller, Goethe, and Heine. His many German texts, 
with elaborate introductions and notes, some of which were 
recognized as the most scholarly editions of German master- 
pieces which had appeared in England, will be fresh in the 
memory of our readers. Most of these were published by the 
Clarendon Press, who also printed his ‘‘ Modern German 
Reader.” Amongst his other works we may mention ‘‘ Mate- 
rials for German Prose,” ‘‘ Deutsche Lyrik,” ‘‘ Balladen und 
Romanzen,’”’ and Heine’s ‘‘ Lieder und Gedichte ’’—the three 
last-named being volumes inthe ‘“ Golden Treasury ” series. In 
1897 the University of Oxford conferred on him the honorary 
degree of M.A., which he privately described as ‘‘ an ample re- 
ward for a life of hard work.” Dr. Buchheim’s connexion with 


he was appointed an Examiner in German; he was elected to 
the Council in 1867, and took the Fellowship Diploma in 1873. 


Tue Committee recently formed to secure the presence of 
women on Secondary Educational Authorities has appointed an 
Executive Committee, with Sir Richard Jebb as Chairman and 
the Right Hon. A. D. Acland as Vice-Chairman. Mr. H. B. Garrod, 
the treasurer of the Committee, invites contributions to meet 
the necessary expenses. It may be remembered that the Report 
of the Royal Commission on Secondary Education (1895) made 
the following recommendation :—‘‘ We think that women ought 
to be eligible for appointment (whether by a public authority or 
by co-optation) upon both sets of authorities [that is, county 
authorities and county borough authorities], and that it is 
indeed desirable to provide that a certain number shall be 
women, as experience seems to have shown that the interests of 
girls often receive insufficient attention, and that there is also a 
risk that women may not be chosen unless some special pro- 
vision for their presence is made.” Comparatively few women 
have been appointed on the Technical Instruction Committees 
of the County Councils, and the object of the new Committee 
is to provide beforehand for a more satisfactory state of things 
in regard to the authorities hereafter to be created. The Hon. 
Secretary of the Executive Committee is Mrs. J. R. MacDonald, 
3 Lincoln’s Inn Fields. 


Tar first annual meeting of the Agricultural Education Com- 
mittee was held on Friday, June 22, at the Rooms of the 
Society of Arts. Lord Egerton of Tatton took the chair, and 
the adoption of the report of the Executive Committee was 
moved by Sir William Hart-Dyke, and seconded by Mr. J. H. 
Johnstone, M.P. In the words of the latter speaker it would be 
difficult to find any Committee which in the short space of 
eleven months had accomplished so much of its object as the 
one inquestion. Sir William Hart-Dyke referred to the altera- 
tion in the Code for rural schools, which we have already dis- 
cussed in these columns. He welcomed the special circular 
issued by the Board of Education to managers and teachers of 
rural elementary schools, impressing upon them ‘the import- 
ance of making education in the village school more consonant 
with the environments of the scholars than is now usually the 
case, and especially encouraging the children to gain an intel- 
ligent knowledge of the common things which surround them in 
the country.” The Committee have succeeded in persuading 
the new Board of Education to modify the ‘‘ Science and Art 
Directory,” which now includes separate curricula (1) for rural 
schools of science for boys, and (2) for girls’ schools of science. 
They have also put themselves in touch with Technical 
Instruction Committees and Agricultural Societies, and have 
issued some twenty-three pamphlets. A special reader is 
being prepared, containing selections from classical English 
authors bearing on agriculture, for use in elementary schools ; 
and a series of Nature-study leaflets modelled after those 
published in America by the Cornell University are in con- 
templation. As there is still much left to be done, the 
Agricultural Education Committee agreed to continue work, 
and re-elected the old Executive, with one or two additions, 
including the Countess of Warwick. -The question as to the 


204 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


educational work of the Board of Agriculture is still unsettled. 
The training of teachers has not yet been put on a proper foot- 
ing, and means to fulfil the provisions of the Code, so far as 
possible, must be devised at once. 


Lorp BEAconsFIELD, in one of his airy excursions into political 
economy, said that, while the nation was always prone to be 
anxious about the misfortunes of all uther industries, it never 
concerned itself about the condition of agriculture—by far the 
largest and most important industry in the kingdom. The 
report of the Executive Committee fortunately shows that 
that is no longer the case. Much credit is, indeed, due to this 
Committee for the advice given by it to the Board of Education 
when framing the New Code in order to ensure both a general 
and really practical course of education in agricultural subjects 
in country schoole. The Royal Agricultural Society has for 
many years endeavoured to develop in secondary schools some 
interest in the subject. The system of junior scholarships 
established by the Society lent itself somewhat too kindly to 
text-book cramming; but it was mainly due to the efforts of the 
Agricultural Society that the subject was recognized at all in 
secondary schools. We are glad to learn that the Committee 
intends to go on with its work and to do its best to secure 
further reforms in agricultural education. 


Tue controversy between the London colleges and the 
Medical Council is reaching an acute stage. Recently the mini- 
mum period of medical study necessary to enable a student 
who has passed the qualifying examinations to be registered as 
a practitioner was extended from four to five years. This 
change has apparently led to a certain diminution in the numbers 
of students attending the medical departments of the colleges, 
which now seek to obtain the recognition of the last year spent 
by a student in certain schools, if engaged in scientific study, 
as a part of such minimum period of five years. This system, 
of course, enables a medical student to save the expense 
of one year’s training at a medical college; but, says the 
Council, “we are jockeyed out of our five years’ bona fide 
medical study.” Both parties have expressed their views in 
strongly worded reports ; and it would seem that the colleges are 
minded to question the jurisdiction of the Council to lay down 
any conditions as to where the five years’ course of medical study 
should be pursued. The controversy is, indeed, a compliment 
to secondary schools, as showing the admitted excellence of their 
scientific training. It, perhaps, aleo points to the res angusta 
domt of the medical colleges, which prevents them from 


lowering their fees, to enable them to attract a larger number 
of students. 


Tue deplorable estrangement from Nature which modern 
conditions of life and education entail on the children of our 
large towns is glaringly illustrated by a correspondent’s ex- 
perience during a holiday at Whitsuntide, spent near Leith 
Hill, in Surrey. His wife had taken with them a young 
servant of some eighteen years, bright, intelligent, and well 
educated according to London School Board standards. She 
had, however, never been out of London except for two or 
three day trips. The evening of their arrival was wet, and 
she was sent to the landlady for some firewood to lay a fire. 


She returned, exclaiming: ‘‘ Look! she has given me bits of 
trees. These won’t light a fire!” They were only very 
serviceable, well dried, chopped twigs. The following morning 
she stood in amazement in front of a gooseberry bush—‘‘ Grow- 
ing!” The volumes contained in the tone of voice could not 
be expressed. It took her nearly a week to learn the differ- 
ence between rows of potatoes, beans, and carrots, and she 
found great difficulty in hearing the notes of the cuckoo, 
although she heard the song of other birds easily. Her de- 
lighted wonder at the sight of a brood of chickens but a few 
hours old was exquisitely refreshing, and she wanted to bring 
one to London as a house pet. London! She thought a week 
in the country was enough at a time. 


Ir is inevitable that the pupils of the new secondary schools 
will be principally recruited from the elementary schools of the 
country. According to the report of the Welsh Central Board 
for 1899, five out of every seven scholars in the secondary 
schools of Wales come from public elementary schools. The 
result is not an ideal one, inasmuch as a small proportion only 
remain to complete their full secondary-school course, and the 
education given in the junior forms is not a satisfactory con- 
clusion to the education uf a boy intended for trade or commerce. 
Without further organization, such a result is inevitable in 
England, as it now is in Wales. At present in Wales both 
elementary and secondary schoolmasters are dissatisfied. The 
former complain that boys leave for secondary schools who would 
do far better to complete their education in the higher standards, 
and the latter suffer from a congestion in the lower forms which — 
hampers the real work of their schools. 


SUMMARY. 
THE MONTH. 


Tuk Board of Education is gradually applying the special 
powers of reorganization conferred on It by the Act of 1899. 
During the month a draft Order in Council was issued as a “first 
instalment,” by which some of the powers of the Charity 
Commissioners relating to trusts for educational purposes are 
transferred to the Board. The reorganizing zeal of the Depart- 
ment is evidently not to be contined to the directions of the Act. 
Thus, in the last week of May, the President of the Board 
approved a Committee consisting of the Right Hon. J. L. 
Wharton, M.P. (Chairman); Mr. Stephen E. Spring Rice, C.B., 
of Her Majesty’s Treasury; Mr. T. H. Elliott, C.B., of the Board 
of Agriculture; General Pennie, C.B., of the Board of Education 
(Victoria and Albert Museum); Dr. H. F. Parsons, of the Local 
Government Board; Mr. W. T. Blanford, F.R.S., late of the 
Geological Survey of India; Professor C. Lapworth, F.R.S., of 
Mason University College, Birmingham; with Mr. A. E. Cooper, 
Board of Education, South Kensington, as secretary; to inquire 
into the organization and staff of the Geological Survey and 
Museum of Practical Geology; to report on the progress of the 
Survey since 1881; to suggest the changes in staf and arrange- 
ments necessary for bringing the Survey in its more general 
features to a speedy and satisfactory termination, having regard 
especially to its economic importance; and, further, to report on 
the desirability or otherwise of transferring the Survey to another 
public Department. 


Ir may be convenient to place on record the main provisions of 
the Order in Council referred to above :— 

1. The powers of (a) inquiring into charities; and (b) requiring 
accounts and statements to be rendered and answers to questions to be 
returned; and (c) requiring copies of and extracts from documents to 
be furnished; and (d) searching records; and (e) requiring the 
attendance of witnesses and the production of documents; 
and (f) examining witnesses on oath and administering oaths 
conferred on the Charity Commissioners and their Assistant 
Commissioners and officers by the. enactments specified \in)Part I. of 


July 2, 1900.] 


THE EDUCATIONAL TIMES. 


275 


the First Schedule to this Order, or by any scheme under the Chari- 
table Trusts Acts, 1453 to 1894, or the Endowed Schools Acts, 1869 to 
1889, may, so far as they relate to trusts for educational purposes, be 
exercised by the Board of Education and their officers concurrently 
with the Charity Commissioners and their Assistant Commissioners 
and other officers. 2. There shall be transferred to the Board of 
Education (a) all powers conferred on the Charity Commissioners by 
any scheme made under the Endowed Schools Acts, 1869 to 1889, or 
any of them, and regulating an endowment held for, or applicable to, 
educational purposes in Wales or the county of Monmouth, or by any 
scheme amending any such scheme, except such of those powers as 
relate to the vesting or transfer of any land or funds of the endowment 
in, to, or from the Official Trustee of Charity Lands or the Oficial 
Trustees of Charity Funds; and (b) all powers conferred on the 
Charity Commissioners by the Charitable Trusts Acts, 1853 to 1894, or 
the Endowed Schools Acts, 1869 to 1889, so far as those powers are 
exercisable in respect of any endowment so regulated. 


On June 13 the Council of the University of Birmingham 
held its first meeting. Amongst those who attended were Mr. 
Chamberlain, Chancellor, the Lord Mayor of Birmingham, Vice- 
Chancellor,and Dr. Heath, Vice-Principal. The Council resolved : 
“ That all the professors and other members of the teaching staff 
and all officers and servants of Mason University College be 
hereby appointed to the same offices and places in the University 
of Birmingham as they at present hold in the College until 
September 90 next.” Itis not till October 1 that the Birmingham 
University Act. which has received the Royal Assent, comes into 
operation, and by a clause in the Act every one included in the 
resolution is transferred to the University. The appointments 
now made cover the intervening time, and a further effect of the 
resolution is that the Senate of the University is formally con- 
stituted. The Council divided the professional staff into Faculties 
of Science, Arts. and Medicine, and the Faculties of Science and 
Arts will proceed to elect their Deans, who will have seats on the 
Council. The Dean of the Medical Faculty (Dr. Windle) is 
elected under the Charter, but in the other two cases the election 
lies with the professors. The Faculty of Medicine, in accordance 
with the Charter, will have to appoint an additional representa- 
tive on the Council, and when these elections have been made the 
Council will be complete. The formal business included the 
appointment of three committees: (1) General Purposes ; (2) 
Finance and Estates ; and (3) Library. An Advisory Board was 
also constituted, consisting, of ofticers of the University and 
members of the former Advisory Board, to consider the report 
having relation to the deputation to the United States and 
Canada, which was referred at the last meeting of the Court of 
Governors to the Council, with power to take such action in the 
matter as might seem to them desirable. The following appoint- 
ments were made :—The Vice-Principal (Dr. Heath) as Registrar 
of the University, Mr. Charles Showell as Treasurer's Deputy. 
Mr. John Humphreys, L.D.S., as honorary secretary of the 
Dental School,and Messrs. Cornish Brothers, of New Street, as 
booksellers and publishers to the University. It was decided to 
hold the first Matriculation Examination of the University in 
September next. 


On June 14, the House of Commons discussed the Education 
Estimates. Sir John Gorst made an interesting speech, from 
which we quote what he said as to the necessity of greater 
accommodation for the training of teachers :— 


If Parliament really intends to have teachers properly taught and fit 
for the work they have to do, they must pick the children out of the 
elementary or higher elementary schools when they are of proper age. 
They must send them with a scholarship to secondary schools, as 
they are trying to do in Wales. They must there have them taught 
to teach, and they must have a sufficient supply of training colleges 
in which to train these young teachers as soon as they are fit 
to be trained. At the examinations of Christmas, 1899, of those who 
succeeded a great number were quite unable to get into the training 
colleges for want of room. Of men, 2,338 desired to obtain admission 
into training colleges, but only 1,042 got in; 223 failed to get in, not 
from failure in examinations, but through lack of accommodation, 
while 1,073 failed in examinations. In the case of women, there were 
3,968 who desired admission to the training colleges. Of these 1,575 
got in,and 1,369, though qualified, were unable to get in for lack of 
accommodation. Every place in every training college in the country 
is absolutely full. 


Tne new Code of regulations for evening continuation schools 
for the year 1900-1901 substitutes for “ English” the two grant- 
earning subjects of “ English Language” and “ English Litera- 
ture.” We subjoin the syllabus of the latter subject :— 


1. What is literature ? It may be approached either for relaxation 
(“light ” literature), or for instruction (philosophy, science, history in 
certain aspects), or for knowledge of, sympathy with, and pleasure in 
the spiritual life and history of humanity (poetry in the widest sense). 
The permanent and transient elements of poetry. Writers are the 
children of their ages, and their works reflect their infinitely various 


| personalities; but all great writers express, in their own way, the 


central truths and interests of human nature. The making of English. 
The Anglo-Saxons. Their heathen lays. Beowulf. The gleemen. The 
coming of Christianity. Caedmon. Alfred. The Norman Conquest. 
English swamped by Norman French. The Celtic fringe and its bards. 
Romance. 

2. English literature begins again. Its debt to French. Renaissance. 
Chaucer. How he sums up the literary tendencies of his age. His 
romance and realism. Wyclif and English prose. 

3. Literature withers during the Wars of the Roses. Importance of 
printing. Caxton. Malory. The Renaissanceagein. The humanists. 
Wyatt and Surrey. Literature withers again during the disputes about 
religion. Exception in the English Bible and Prayer Book. 

+. Elizabeth. Growth of national life and patriotism. 
Sidney. Their influence. Elizabethan lyric and pastoral. 

5. The origins of drama. Its position in Elizabethan society, the city, 
the court. Marlowe, the first great dramatist. 

6. Shakspere: his life and plays. Roughlv, the plays fall into four 
chronological periods: the Histories, e.g., “ Richard II.,” “ Henry IV.,” 
“ Henry V.”; “The Comedies, e.g., “As You Like It,” ‘ Twelfth 
Night” ; the Tragedies, e.7., “ Hamlet,” “ Macbeth,” “ Lear”; the 
Romances, e.g., “ Cymbeline,” “ The Tempest.” (Only one or two plays 
should be treated with any detail.) 

7. Elizabethan prose. Its application to the literature of knowledge 
by Bacon, Hooker, Raleigh. 

8. From Elizabeth to James. 
Carew. Growing artificiality of lyric. 
Herbert, Vaughan. 

9. Puritanism and poetry. Milton. 

10. The Restoration. Intluence of French literature. Common sense 
and lucidity become the literary ideals. The age of prose begins. 
Dryden. 

11. Prose, and prosaic poetry. The “classic ” ideal. 
Johnson. 

12. The reaction from prose. Feeling for romance, for Nature. 
The first comes to a head in Coleridge, the second in Wordsworth. 


Spenser, 


The courtly poets, Donne, Herrick, 
The religious poets, George 


Pope. Swift. 


13. Later developments of romanticism. Shelley, Byron. The 
worship of beauty. Keats. 
14. Nineteenth-century prose. History. Macaulay, Froude. Social 


speculation. Mill, Carlyle, Arnold, Ruskin. 

15. The beginnings of the novel. Its nineteenth-century develop- 
ment. 

16. Tennyson sums up the ideals of his age. 
study of the individual. Browning. 


A new impulse to the 


Tut new Directory of the Board of Education, South Ken- 
sington, containing regulations for establishing and conducting 
science and art schools and classes. has been published. Many 
of the regulations have been moditied, more particularly those 
referring to administrative matters and practical work. The 
syllabus of practical mathematics has been revised, but the 
subjects remain much the same as were prescribed in last year's 
syHabus. A syllabus of an advanced stage of practical mathe- 
matics has been added. The syllabus of mineralogy has been 
slightly modified and recast. The laboratories in a school of 
science are to be available for preparation work by students of 
the school beyond the school hours of the time-table. Courses 
of work for schools of science in rural districts have been added. 
The obligatory subjects of the elementary course tor men are :— 
(1) mathematics; (2) chemistry (with practical work); (3) 
physiography (Section I.) or elementary physics (with practical 
work); (4) biology (Section I.) or elementary botany (prac- 
tical work may be in the field or garden); (5) drawing, 
practical geometry. or practical mathematics. Manual instruction 
in its application to workshop and garden must also form part of 
the course, which is intended to cover two years. The elementary 
course for women in schools of science differs slightly from the 
foregoing. Physics and chemistry are optional for the second 
year, and hygiene may be taken instead of botany. Practical 
mathematics is not included. Separate advanced courses of work 
are prescribed for men and women who have passed through the 
elementary courses. 


Tur ScHoor or ART Woon-Carvine at South Kensington 
having received from the Clothworkers’ Company a grant of 
£50, this, in addition to a similar grant from the Drapers’ Com- 
pany, has enabled the schodb ito contmue ats) work: for_another 
year in rooms rented from the Imperial Institutet But for this 


276 THE EDUCATIONAL TIMES. [July 2, 1900. 


timely grant it would have been necessary to close the school, as | Clark University at Worcester in 1887, endowing it with one million 
the Committee of the City and Guilds Institute, in consequence of | dollars, to which he added a like amount later on. In accordance 
the increasing demands on their funds, have been obliged to with- | With the usual course in America, this institution, founded by a single 
draw their annual grant of £250. The closing of the school is,| individual, has already been the beneficiary of large amounts from 
however, only deferred for a vear, unless aid towards its funds | local donors. 
can be obtained from some other source. 


UNIVERSITIES. 
ONE result of the order of merit in the University Honour lists (From our Correspondents.) 
is that the top men and their schoolmasters have come to expect : x 
a little biographical attention from the Press. We add a few _ Tutend of a summer term which has no “Commem. 
details as to the highest Wranglers in the Cambridge Mathe- Oxford. IS almost monopolized by the Final Schools. Can- 
matical Tripos. The Senior Wrangler, Mr. Joseph Edmund didates this year were expected to be fewer than 


Wright, having gained a minor scholarship, entered Trinity in, usual, because a special decree was passed, allowing those on 
October, 1897. He was educated at the Liverpool Institute. Mr. ;ervice in South Africa to postpone their exammatIons for one 
Arthur Cyril Webb Aldis, Second Wrangler, matriculated at Year. The Vice-Chancellor announces the names of fifty-one 
Trinity Hall in October, 1897, as a scholar of that foundation, | undergraduates who have availed themselves of this permission. 
having previously been educated at the Grammar School, Walsall, But in the Honour schools the number this year is 4609, agramst 
where his father, Mr. J. A. Aldis, M.A. (formerly scholar of 490 last year, a drop of only twenty-one. The Pass schools, on 
Trinity). was Headmaster. andat King Edward's School, Birming- the other hand, are no less than seventy-four to the bad—47 
ham. Mr. William Cecil Bottomley, Third Wrangler, is a son of against 491. It will be noticed that this year the Honours men 
Mr. Wiliam Bottomley, solicitor, of Manchester. He was edu- considerably outnumber the pass men. Probably this does not imdi- 
cated at Tettenhall College and Owens College. and matriculated Cate any new preponderance of the student, but results rather from 
at Trinity in October, 1897. Mr. Balak Ram, Fourth Wrangler, a very general belief that a “ gulf "—te.,a pass without Honours. 
was born in 1876, at Jullundhar, Punjab, India. and is a son of in an Honours school—is easier than a pass through the Pass 
Mr. Madho Ram. He was educated at the Government College, schools. Whetherthis belief is founded on fact may be doubted, 
Lahore, and entered St. John’s College as scholar and prizeman but its results are good; even for the man of average stupidity, 
in October, 1897. Mr. John Chadwick. Fifth Wrangler, gained the crumbs that fall from the table of “Greats” are probably 
an entrance scholarship at Pembroke College in 1877. Mr. more stimulating by far than the dead level of elementary all- 
Marples, bracketed Sixth Wrangler, was educated at the Clangh- round knowledge “got through ” in “ Groups.” The only things 
ton Collegiate School, under Mr. W. R. Yardley, L.C.P., and at) that suffer much are “Greats” lectures. Just asa fleet must steam 
University College. Liverpool. He is a B.Sc. of Victoria Univer- the pace of its slowest ship, so a lecture tends to sink to meet the 
sity. At the age of sixteen (we are informed by Mr. Yardley) he capacity of its least capable hearer. 
made a collection of over three hundred and fifty varieties of The ill effects of this come out specially in our very loose 
imports into Liverpool, placed them in boxes with labels. and lecture system. Oxford lectures were originally collegiate affairs 5 
presented them to his old school. He showed great application, a college tutor lectured to his pupils. He lectured on wide 
was an adept at drawing and shorthand. and had an advanced subjects in few hours, and was saved from being either too 
knowledge of French and German. Miss W. M. Hudson, who is: meaninglessly general or too irrelevantly particular, by possessing 
equal to Eighth Wrangler, is the daughter of Prof. Hudson, of a close personal knowledge of his hearers and their requirements. 
King’s College. She was born in London, and educated at'Now that lectures have for many years been inter-collegiate. this 
Clapham High School. She entered Newnham with a scholar- | saving condition has ceased to work; and the lecturer's position 
ship in 1897. Her brother, Prof. Hudson, was Senior Wrangler | has. in consequence, become very dificult. while tor the serious 
two years ago. Miss Greene (between Ninth and Eleventh | student it is getting proverbial that “lectures are no use.” There 
Wranglers) was born in Shropshire, and educated at Ladies’ are two remedies. One may revert to the collegiate system : in philo- 
College, Wellington, and Orme Girls’ High School. tsophy this is to some extent happening; energetic tutors lecture 
classes of their pupils informally in their own rooms; or, if lectures 
remain inter-collegiate, as for the most part they are bound to de, 
A MEETING of the Council of the University College of North fewer must be given, upon more definitely limited subjects, and 
Wales, Bangor, was held at the college on June 20. Mr. W. W.' these few must extend over more hours. Of this reform also 
Firth, B.Sc. Victoria, formerly Whitworth Exhibitioner, was there are signs and foretastes already ; and, as a rule, the more 
appointed to the Assistant-Lectureship in Electrical Engineering eminent and the better teacher a lecturer is, the more you will find 
which the college has been enabled to establish by the liberality, him radically dissatisfied with the existing arrangements. The 
of the Company of Drapers. Mr. Firth began his career in the evil is greatest in the case of lectures for Honour Moderations— 
works of Messrs. Platt at Oldham, and was trained in Owens certainly the school of whose possibilities least is made. It is 
College, Manchester, and the Royal College of Science, London. | also rampant in those for “Greats,” and bad in several other 
Mr. Alexander Darroch, M.A., was appointed Assistant-Lecturer | cases. 
in the Day Training Department. Mr. Darroch is a trained | My indictment of the Classical Honour Moderations School in 
certificated teacher, who, after teaching for some years in Scottish my last letter preceded by only ten days a tardy attempt at reform. 
public schools, entered the University of Edinburgh, where he; On June 6a form of statute was promulgated. and the preamble 
wona Rhind Philosophical Scholarship, and graduated with First ! of it approved, providing that there shall in future be a Fourth 
Class Honours in Philosophy. After graduating, he attended Class. That a change was urgently wanted, almost every ex- 
classes in the subjects of Education and Political Economy, | Moderator would testify, It is less certain whether the proposed 
gaining a medal in each subject, and in the latter also the; Fourth Class is the best form for the change to take. The con- 
Merchant Company's Prize. In 1899 he was appointed a Heriot gestion in the school is at the top end not at the bottom. And 
Research Fellow. A vote of thanks was passed to the Piercy | by leaving the classes First. Second. and Third. while subdividing 
Trustees for their donation of £1000 to founda Piercy Scholarship , them where advisable, we should preserve that continuity of the 
at the college. school and its classes, at which the proposed change deals a 
a | violent blow. However, the Fourth Class will almost certainly be 
A TYPICAL “pious donor” in the United States died early in: adopted ; no opposition was offered in Congregation to the first 
June. Jonas Gilman Clark had made money in land. gold. and steps towards it, and on June 19 the second stage was also passed. 


banking, and twenty years ago he retired to Worcester, Massa-' The important Hertford Scholarship has been won by Mr. 
chusetts. According to an obituary notice in the Times: R. W. Livingstone, New College. Five “mentions” were given, and 


He had long had a desire to found a University, his purpose being, | the names placed only in alphabetical order. This is just what— 
in his own words, “to increase human knowledge, and transmit the, Moderations being as they are—is wanted ; but it rests entirely 
perfect culture of one generation to the ablest youth of the next; to! With the caprice of the examiners, who do not often act so wisely. 
afford the highest education and opportunity for research.” He had | The Lothian Prize for this year has not been awarded. 
given a close study to the subject of the higher education, and was! Prof. Burrows, who has since 1862 been Chichele Professor 
anxious to include in his proposed University the best features to be of English History, is retiring from the active performance of 
found in institutions in America and elsewhere. He travelled ex- his duties, which will, of course, devolve on a deputy. Who he 
tensively in search of information, studying the records of education. will be is not settled; and Oxford is exceptionally rich just now 


as carried on in Egypt, Greece, and ancient Rome, as well as the: jn her younger History dons -Probably,either Mri BH. Firth or 
experiences of contemporary Europe. He then secured a charter for i Mfr, C. W. C. Oman will be appointed. 


July 2, 1900. ] 


THE EDUCATIONAL TIMES. 


277 


THERE seems to be a good prospect of extensive 
building operations taking place in the Long 
Vacatiou. The plans for the Botany School are 
practically approved by the Senate, and before the men return to 
residence some progress will doubtless be made in the actual 
work. The Geological Museum will also by that time have made 
substantial progress, while it is not beyond reason to expect that, 
through the lucky windfall of the Squire bequest, the Law School 
will also take material shape before many months are over. The 
proposal to roof in the eastern quadrangle of the University 
Library has not met with prompt acceptance from the Senate ; 
in the debate it was to all intents and purposes admitted that the 
architectural features of the King’s Parade front were not of such 
importauce as to necessitate consideration, but the depleted state 
of the University Chest was a determining factor in the arguments 
against the costly alterations suggested by the Syndicate. 

The resignation by Dr. Sidgwick of the Knightbridge Pro- 
fessorship of Moral Philosophy, on account of ill-health, came as 
a great surprise to all except the Profexsor’s intimate friends. 
He will carry with him into his retirement the good wishes of all. 
Dr. Sidgwick’s good work for Newnham and his unfailing gene- 
rosity to that institution are known to but few, and it is to be 
hoped that for many years Mrs. Sidgwick may, in her difficult 
position as Principal of Newnham, have so valuable an adviser 
ever at her side. 

Prof. Somerville has already begun to win the confidence 
of the University and the public for his new department of Agri- 
culture. We have lately had a striking proof of this. Mr. Mac- 
furlane Grieve, who, though an Oxford M.A., has been admitted to 
the Cambridge degree ad eundem, has come to the conclusion 
that a Professor of Agriculture without an experimental farm is 
like a Professor of Chemistry without a laboratory. Mr. Grieve, 
whose residence isat Impington Park, near Cambridge, has accord- 
ingly offered to the University free of rent till 1909 a farm of 
145 acres on his estate, within three miles of Cambridge. It is 
hardly necessary to add that this generous offer has been gladly 
accepted by the Senate. 

At the beginning of 1899 a grant was made to Mr. W. W. 
Skeat, of Christs College, towards defraying the cost of a 
scientific expedition to the Malay peninsula. The report shows 
that much valuable work has been done in the fields of ethnology, 
geology, and zoology. 

The publication of the various Tripos lists has not been pro- 
ductive of any great surprises, but a remarkable state of things 
is shown to exist with reference to the relative popularity of the 
various subjects. For example:—Mathematics, Class I., 16; 
Class II.. 26; Class III., 21; total 68. Classtes, Class I. 19; 
Class I1..63; Class III., 31; total 113. Natural Science, Class Í., 
40; Class IT.. 43; Class IIl, 39; total 122. The numbers in the 
Chemistry Special are also increasing, a result due to the rapid 
growth of our Medical School. In the Medieval and Modern 
Languages Tripos one man is placed in the first class with one 
mark of distinction; the women’s list contains four first classes 
with three marks of distinction. 

On June 12 we administered honorary degrees of Doctor of 
Law to Mr. Choate, the American Ambassador; Lord Rosse, 
Chancellor of Dublin University; Mr. Gully, the Speaker ; and Sir 
William Anson, Warden of All Souls, Oxford. The recipients of 
the Doctorate in Science and Letters included—Science: Sir 
Benjamin Baker, Sir Walter Buller, M. Jules Poincaré, member 
of the Institute of France; Letters: Mr. Ingram Bywater, Regius 
Professor of Greek at Oxford: Prof. Davidson, Edinburgh; Prof. 
Flinders Petrie; Mr. W. L. Newman; Prof. W. M. Ramsay, of 
Aberdeen; and Prof. White. of Harvard. Next year we hope to 
have two of these names repeated—Buller and White, with the 
possible addition of Baden-Powell. 

Mr. Wilberforce has been elected to the vacant Lectureship in 
Physics, and Mr. Sykes has been appointed to succeed Dr. Sandys 
as Tutor of St. John’s. 

The festivities of the May week were much overclouded by the 
intimate association of so many Cambridge men with the war. 
The number of visitors was much below the average, and several 
of the balls usually held were given up altogether. First Trinity 
had no difficulty in keeping head of the river, and will probably 
be able to put on two strong crews for Henley. 


Cambridge. 


Tue latter part of June-in the University of Wales 
has been very largely occupied with various University 
examinations. Owing to the large number of options 
which the Wales degree allows, it is found needful to spread the 
examination over some time, so as to prevent “clashing > between 


Wales. 


subjects taken by students. The Matriculation Examination of 
the University was held this year in the week beginning June 25. 

The examinations of the Central Welsh Board for Intermediate 
Education will be held during the last fortnight in July. It is 
not improbable that the question of changing the time of the 
examination from July to Easter will be again raised. It is felt 
by many that it is a very severe strain on children to have to 
undergo an important examination in very hot weather, such as 
we had at the end of July last vear, with the risk of interruption 
from the emotional disturbance caused by thunderstorms. Doubt- 
less the question of the date of the examination will receive verv 
careful consideration on the part both of the Central Board and 
of the Headmasters’ Association. 

A movement is now on foot to establish a University Settle- 
ment in Cardiff. To this end an association is being formed, with 
an executive committee to carry out the work. This movement 
has been started for the most part by some of the past students of 
the Welsh University Colleges. There is no doubt a very con- 
siderable field in Wales for the dissemination of culture from 
University and other centres both by individual and collective 
effort, and this new movement may well supply a want in this 
direction. In the industrial districts, especially ot Glamorganshire 
and Monmouthshire, institutions, such as a settlement aud the 
like, could do much to brighten the lives of the inhabitants. In 
Cardiff itself it is only fair to state that the University College. 
through its excellent system of evening and day technical and 
other classes, which are attended by hundreds of the inhabitants 
of Cardiff and the district, has been now for some years doing a 
great work for popular education in Glamorganshire. Itis to be 
hoped that if the proposed settlement is started its promoters will 
come to a clear understanding with the College authorities as to 
their respective spheres of work, so as to prevent the overlapping 
of classes and the like. As some of the leading spirits in connexion 
with this interesting and valuable new movement are connected 
with the Carditf College, no doubt this precaution will be taken. 

The headmasters and headmistresses of the county schools of 
South Wales and Monmouthshire have elected as their representa- 
tives upon the Central Welsh Board for Intermediate Education 
Mr. R. W. Jones, B.A., Headmaster of the Gelligner Grammar 
School, and Miss L. M. Benger, Headmistress of the Swansea 
High School for Girls. 


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July 2, 1900. 
Tue General Meeting of Members of the College 
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The Council propose to arrange for a Winter Meeting of 
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* 
Jury 4 is Harrow speech day. The same date is fixed for the 


Bradfield College Jubilee dinner. 


+ 86 
® 


On July 10, Lord Reay presides at the annual meeting of the 


Children’s Happy Evenings Association. 


+ 
* 


AN examination will be held at the Charterhouse, London 
and Godalming, on July 10 and 11, for ten or more scholar- 


ships, open to boys between twelve and fourteen years of age. 


+  # 
* 


Tue London School of Economics and Political Science 
offers three studentships for the encouragement of research— 
one of £100 a year for two years, and two of £50 a year, 
confined, in the first instance, to women students. The 
examinations will be held on July 17 and 18. Particulars 
may be obtained on application to the Director, at 10 Adelphi 


Terrace. 


©  # 
* 


THe Duxe and DucueEss or York have promised to present the 
prizes to the cadets of the Thames Nautical Training College, 
on Thursday, July 19. The Committee of the ‘‘ Worcester ” 
have engaged the General Steam Navigation Co.’s new steamer 
“ Eagle” to take the Duke and Duchess and a large company 
to the ‘‘ Worcester,” off Greenhithe, on the occasion. The boat 
will leave Fresh Wharf, London Bridge, at noon. 


Tur Midsummer entries for the Diploma ex- 
amination of the College of Preceptors number 
270, a figure which stands favourable comparison 
with the 186 of last year. 

* % 

Oxrorp Convocation has passed a statute providing that the 
subjects on which the occupant of the newly established Wyke- 
ham Chair of Physics, for which the endowment, in accordance 
with the arrangements of the University Commission, is provided 
by New College, shall chiefly lecture shall be electricity and 
magnetism. The election of a professor will be proceeded with 
as soon as possible. 


Education 
Gossip. 


+ % 
% 

THe Atheneum says that it is “ expected by optimists ” that 
the University of London will set out on its new career with a 
fully constituted Faculty of Law. It is hoped that the Inns of 
Court will fall into line, after all, and associate themselves with 
the University. One seat on the Senate was assigned by the 


280 


Statutory Commission to each of the four Inns, but it seemed 
doubtful for a time whether the Inns would avail themselves of 
the opportunity thus presented to them. 

* 


* 

Vicrorta UnIvERsITY now includes agriculture among the 
subjects of examination for the degree of Bachelor of Science, 
thus following the example of Cambridge, Durham, and Wales 
in the recognition of agriculture as a study within the University. 

* % 


* 

Tne authorities of the Gilchrist Educational Trust have 
established in commemoration of their late chairman, Mr. Leigh 
Holland, who was specially interested in the higher education of 
women, a Fellowship of the value of £100 a year, to be held in 
alternate years by students of Girton and Newnham respectively. 
The holder of the Fellowship must have been placed in the 
First Class of one of the triposes, and will be required to follow 
a course of preparation for the profession of medicine or teaching, 
or such other professional pursuit as may be approved by the 
trustees. The first award will be made by Girton in July. 

4 


AN honorary scholar, at a school or University, is a scholar 
who stands first in the examination, but leaves the emoluments 
for the candidate who comes next to him. That is honourable 
as well as honorary, and it is good to see the increasing fre- 
quency with which rich men’s sons covet and attain this 
position. The names of two of these appear in the latest 
scholarship list of Cheltenham College. 

*  # 


THe ‘* Universities Catholic Education Board,” in their 
report for 1899-1900, claim that they have been instrumental 
in appointing a chaplain and lecturer at both Universities. The 
subjects of the lectures given every Sunday during term time 
embrace religion, philosophy, and history. There were forty- 
five Roman Catholic undergraduates in residence at Oxford and 
twenty-seven at Cambridge. The expenditure in the mainten- 
ance and salaries of chaplains and lecturers amounted to £617 ; 
subscriptions to £660. The estimated expenditure for 1900 is 


£800. 


* 8 © 
* 


At the recent annual mecting of the Central Council of 
Diocesan Conferences, Canon Brooke, of Rochester, painted 
an alarming picture of the insecurity of the denominational 
system. We quote as we find it. 

It was tottering to its very basis, and, unless something was done, 
they would have, in the course of two or three months, voluntary 
schools given up right and left on all sides. He thought that, if 
Church people were going to do anything in this matter, they should 
act at once. It was a fallacy to suppose that the parents were 
generally interested in this matter of religious education. The clergy, 
in his opinion, had neglected their schools in the most shameful and 


abominable manner. l 


* %* 
* 


Tar following have been appointed by the Committee of 
Management to the staff of examiners in the London College 
of Music:—John Greig, M.A. Edin., Mus.Doc. Oxon.; John 
C. Bowen, musical director of the Dominican Church, Haver- 
stock Hill; Matthew Kingston, Mus.Bac. Cantab.; F. W. 
Pacey, Mus.Bac. Oxon.; and H. G. Trembath, Mus.Bac. 


Oxon. 


*  * 
* 


THe Council of Newnham College has finally arranged to 
purchase the freehold of the site of the college buildings, at 
present held on lease from St. John’s College. This freehold 
will be acquired at Michaelmas, 1900, on payment of £18,000. 
Towards this sum gifts and promises amounting to nearly 
£18,900 have already been received. 

+o * 


+ 
Tue Grocers’ Company offer four scholarships tenable at their 
school at Oundle, covering boarding and tuition fees (amounting 
to £76 or £81, according to age), open to sons of officers, naval 
or military, who have been killed in action or have died of dis- 
ease during the campaign in South Africa. These scholarships 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


will be awarded by the Court by selection, subject to a qualify- 
ing examination. Applicants must not be less than ten or more 
than fifteen years of age, and the scholarship will be tenable 
so long as the boy remains in the school. Applications to be 
addressed to the Clerk, Grocers’ Hall. 


Der. TyrRRELL, Professor of Greek at Trinity 
College, Dublin, has been appointed to the 
Chair of Ancient History, in succession to Dr. 
Mahaffy, now Senior Fellow. Prof. Tyrrell is 
many-sided—his volume on Cicero’s Letters is well known, as 
also is his exceptional literary acumen. 

*. % 


Appointments 


Vacancies. 


Dr. Ottver Lopere, D.Sc. Lond., Professor of Experimental 
Physics in University College, Liverpool, a Staffordshire man, 
has been appointed by the Crown to be Principal of Birming- 
ham University. Dr. Lodge was at one time scientific adviser 
to the Electrical Power Storage Company. He is the President 
of the Physical Society of London, has been a Fellow of the 
Royal Society since 1887, and has written largely in the 
scientific journals on mechanics and electricity. His works 
comprise ‘‘ Modern Views of Electricity,” a collection of his 
contributions to the scientific press, ‘‘ Lightning Conductors 
and Lightning Guards,” ‘‘ Pioneers of Science,” a popular 
illustrated work on astronomical biography and discoveries, and 
“ The Work of Hertz and his Successors.” 

* % 

WE regret to learn that illness is assigned as a cause of Dr. 
Henry Sidgwick’s resignation of the Knightbridge Chair of 
Moral Philosophy in the University of Cambridge, which he had 
held for seventeen years. 

* + 

CONSIDERATIONS of health also account for the resignation by 
Canon Shuttleworth of the Chair of Pastoral Theology at King’s 
College, London, and for the retirement‘from active duties of Mr. 
Montagu Burrows, Chichele Professor of English History at 


Oxford. 


+ # 
* 


THe approaching retirement is announced of Mr. F. W. 
Walker, High Master of St. Paul’s School, and previously High 
Master of Manchester Grammar School. Mr. Walker has 
served at both these schools the traditional full term of a 
headmastership, and he raised them both to the highest level of 
efficiency. Of his work at St. Paul’s we shall speak again. 

* # 


® 
Tuere have been more than the ordinary number of changes 
this year at the public schools. Repton has received a new 
Head in the person of the Rev. H. M. Burge, of University 
College, Oxford, who succeeds Canon Furneaux, resigned. A 
new Headmaster is required for Sedbergh School, Yorkshire, in 
the place of Mr. Hart. The statement that Dr. Warre, of Eton, 
contemplated retirement was made without foundation. 


% 
At Oxford, Mr. E. De Selincourt, M.A., has been appointed 
Lecturer in Modern English Literature for a term of three years. 


* 
Tur Lectureship in Paysiology at Durham University is vacant 
by the death of Mr. G. E. Williamson, F.R.C.S. 
* w 


CarpirF University CoLLEGE is about to appoint assistant- 
lecturers in the normal and intermediate training department, in 
classics, and in history, with English language and literature. 


OxrorD is always generous with the books which 
she annually produces in her capacity as printer 
and publisher. She has just sent to Birmingham 
University several hundred volumes from the 
Clarendon Press, to the value of £100 sterling. Mason College, 
of course, has a good library, of its own; but( the Birmingham 
University Library is still sn nubsdus. 


Literary 
Gossip. 


July 2, 1900. ] 


THE EDUCATIONAL TIMES: 


281 


THE interesting collections of the late Dr. Fortnum will cost 
the University of Oxford about a thousand pounds to reduce 
finally into her own possession. In addition to £500 con- 
tributed by Brasenose College, the University is spending 
double that amount on the extension of the Ashmolean, which 
is necessary for the accommodation of the Fortnum and other 


recent acquisitions. 


+ 6 
# 


Mr. Furvpers Perrie, the Professor of Egyptology at Univer- 
sity College, London, had a very good reception when he was 
presented for his honorary degree at Cambridge. The Public 
Orator pointed out that he had taught archwologists the great 
value of a strictly scientific method. ‘‘ He had carefully sur- 
veyed Stonehenge and the other principal monuments of Great 
Britain, and had written, with no less care, on ‘ Weights and 
Measures’ and on ‘Inductive Metrology.’ He had explored 
the Pyramids of Egypt, and, by his discovery and excavation of 
the site of Naucratis, and his researches among the ruins of the 
Labyrinth in the region of Lake Moeris, had, in both cases, 
triumphantly vindicated the veracity of Herodotus.” This 
was almost as nice for Herodotus as though he, too, were being 
capped as D.Sc. or Litt. D. cantay, 

* 

Tue five-hundredth anniversary of the foundation of Cracow 
University was duly celebrated on June 7. A large number of 
men of science, including representatives of most of the 
European Universities and colleges, attended. The Austrian 
and foreign investigators went in procession on Thursday 
morning to the Church of St. Mary, where a Papal Brief in 
reference to the celebration was read. The graves of the 
founders of the University were visited, and wreaths were 
deposited on them. At the special commemorative meeting 
subsequently held, speeches in Latin were delivered by Prof. 
Tarnowski, the Rector, and Dr. von Hartel. An illuminated 
address was presented by a deputation from Oxford Univer- 
sity. 

* * 

Tue process of Celtogalvanism still continues. The Board of 
Education prints as an appendix to specimen schemes intended 
for use in Welsh-speaking districts a note stating that, ‘‘in 
districts where Welsh is the home language of the children, it 
is advisable that Welsh be freely used as the medium of instruc- 
tion in the lower part of the school, especially in such subjects 
as object lessons on geography. But the English lesson, the 
chief aim of which is to ‘impart a command’ of correct English, 
should be conducted as far as possible in the English language, 
though Welsh should be used for the purposes of necessary 
explanation.” The Board also recommend billingual school 
reading books. The Celtic tongues are very interesting, as a 
matter of history and literature; but falling water does not go 
uphill. To teach those children English would be the true 


education. 


“* * 
* 


CAMBRIDGE is very wise in giving a large option of subjects 
for its University Essays. The adjudicators of the Prince 
Consort Prize announce the following subjects for dissertations 
for the year 1902 :—(1) “The Second Athenian Confederacy.” 
(2) “ The Client-Princes of the Roman Empire.” (3) “ Alexius 
Comnenus.” (4) ‘ Political and Commercial Relations between 
England and Flanders under the Houses of Lancaster and York.” 
(5) “The Theory of Toleration under the later Stuarts.” (6) “The 
Colonial Charters and their bearing on American Polity.” Any 
one of the following subjects may be chosen by a candidate for 
the Cobden Prize in 1901 :—(1) ‘ Lessons to be deduced from 
recent experience at home and abroad in the application of Co- 
operative Methods to Agriculture, with special reference to 
credit associations.” (2) ‘‘ The nature and limits of the services 
that may be rendered by Statistical Methods to Economic Inquiry 
in ascertaining the causes which determine the general rate of 
wages in a modern industria! community, and in appraising their 
relative importance.” (3) “The causes and effects of Changes in 
the relative Values of different kinds of Agricultural Produce in 


the United Kingdom during the last fifty years.” (4) ‘ The 
influence on International Trade exerted by changes in the 
methods and cost of Transport by Land and Water during the last 
fifty years; with special reference to the United Kingdom, 
Germany, and the United States of America.” (5) ‘‘ The methods 
by which the burden of Taxation upon different individuals and 


classes should be determined.” 
* * 


Tue Stopford Brooke Lecture Fund at University College, 
London, has reached about £700, out of the £10,000 which it 
was desired to collect. It is expected that a first course of 


lectures may be arranged for next year. 
% 


Tart Princk or Wares has accepted a copy of the third 
volume of the ‘‘ Handbook to Christian and Ecclesiastical 
Rome” (A. & C. Black), by M. A. R. Tucker and Hope 
Malleson. This volume contains an account of the Order of 
St. John of Jerusalem, of which one of the authors is a member, 


and of which the Prince is Grand Prior in England. 
* % 


THE volume on Wales which Prof. Owen Edwards has been 
writing for ‘‘The Story of the Nations” series has now been 
finished, and the manuscript is in the publisher’s hands. Prof. 
Edwards has succeeded in collecting a number of curious and 


interesting pictures for the illustration of this volume. 
“o & 


“ A History of Bradfield College by old Bradfield Boys,” edited 
by Mr. A. F. Leach, will be published shortly by Mr. Henry 
Frowde, Oxford University Press. The book will be a hand- 
some volume, and will contain many illustrations. Mr. Leach 
is already known asa historian of Winchester College, and author 
of ‘‘ English Schools at the Reformation.” 


SECONDARY INSPECTION. 


AT the Evening Meeting of the College of Preceptors. held o£ 
Wednesday, June 13, Dr. WoRMELLin the chair, R. P. Scott, Esq., 
M.A., LL.D., read the following paper on " The Inspection of 
Secondary Schools: of what tests ought it to consist * ” 


THE Royat COMMISSION ON SECONDARY EDUCATION: ITS OUTCOME. 


It is now nearly five years since the Report of the Royal Commission 
on Secondary Education was signed, and since then not a few things 
have happened in the educational world. We have much to be grateful 
for to the Bryce Commission, since, like its great predecessor of 1864, 
it has come to conclusions which are constructive, and offer a definite 
plan of organization. We may agree with many of its recommenda- 
tions, or we may differ from the plan as a whole; but the promulgation 
of a reasoned system is a challenge to all and sundry to formulate 
reasons for accepting or for rejecting the proposals thus authoritatively 
made. The interchange of opinion on the Report, taken together with 
the definition of terms which results from discussion, does good service 
to the cause of education; it helps clear thinking, and clear thinking 
should lead in due time to right action. 

Some persons may be inclined to discount the results of the Bryce 
Commission, because after five years so few of its detinite recommenda- 
tions have been placed upon the Statute Book. Such criticism seems, 
however, to ignore facts. It is the fate of Education Commissions in 
England to be effective partially, and after much delay; yet the Board 
of Education Act has passed and has opened the door to a series of 
momentous changes of which few people recognize the importance. 
Thus, we have now a Minister of Education—in name; we have 
a Board of Education—still in the throes of being about to be; we have 
a Permanent Secretary, who is responsible—in theory—for the whole 
education of the country; we have a Consultative Committee—in posse. 
Registration of teachers is imminent, and a Local Authority Bill looms 
in the near future; nor should it be forgotten by those who are 
not enthusiastically in favour of such a measure that this subject was 
accorded a prominent position in the Queen’s Speech, and has thus 
acquired a definite place on the Government programme for the 
present Session. Thus, though it must be conceded that in secondary 
education the wheels of the administrative chariot are driving heavily, 
yet it is a fact, apparent even to the naked eye, that it moves. 


One Causk oF DELAY IN LEGISLATION. 


It may be affirmed, without much fear of contradiction, that, while 
part of this delay is due to natural causes (such as the ingrained 
English dislike to reform, and the consequent inertness of officials), 
some of the delay is due to the) method adopted by the Commission 
itself. The Commission pointed out truly enough the urgency of tbe 


282 


case, and circumstances continne to justify its view; but, owing to 
political exigency, the Commission was hurried in its work, and, though 
only appointed in March, 1894, its Report was called for before the 
autumn of 1895, in order that its recommendations might form a basis 
for legislation on the subject in 1896. The Commission was unable,| 3. In sanitary inspection no report ought to become public property, 
therefore, to present with sufficient force the case for reform. It and action ought not to be taken on such report by the proper 
omitted to base its conclusions on widespread investigation and authority until those responsible for the school have been allowed a 
inspection, and, in consequence, the movement for giving effect to reasonable time to set right any shortcomings which inspection may 
the Commission’s recommendations has been deprived of much of the , have revealed. 

force which otherwise it should have acquired. A general inspection; +. In educational inspection, the report, before submission to the 
of schools is a necessary preliminary to effective and well considered Local or Central Authority, should first be submitted to the head- 
action, and until that necessary step has been taken we shall remain; master or priacipal of the school, not with the object of allowing 
in the dark, not only as to what provision for secondary education ‘alteration in the statements therein contained, but in order to afford 
exists, but also as to the equally important fact of the quality of an opportunity of adding any comments or explanations which would 
this provision. We need such an inspection, not only in the interests | help the Authority in its judgment of the report itself. 

of education, but also in those of justice to vested interests: 
and in those of the economy of public money. Unless we take 
stock of our educational resources, we shall not realize the richness | 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


Register of Schools. It is clear that, in the future, admission to this 
Register will be indispensable for any school if it is to hold its own 
against competition. After a time the public willonly use such schools 
as are registered as efticient. 


INSPECTION OF THREE KINDS: CONSIDERATIONS AFFECTING INSPECTION. 
Turning now to the kinds of inspection :— 


of its variety. We may, in ignorance, trample out of existence 
many valuable and delicate seedlings; we may bring to undeserved 
ruin many teachers whose work lies outside the public and ofticial 
groove; we may embark on an unnecessarily costly experiment, ; 


through building and maintaining new schools, where often it might , 


be possible to make use of snch schools as exist. 

But if, in the interests of the nation, we really desire to preserve 
variety, to deal justly with vested interests, to build up an efticient 
system of secondary schools, with due regard to economy, it is indis- 


1. Sanitary inspection deals with the buildings, the class-rooms— 
their adequacy and suitability as to light and uir—the playgrounds, 
plaving-tields, offices, the actual situation of the school, its accessi- 
bility, dc. [tis highly important that this kind of inspection should 
be thorough, and be undertaken by an inspector chosen for his know- 
ledge not only of the principles of sanitation generally, but of the 
application of uch principles to school conditions in particular. 
Regulations as to the conditions desiderated in the matter of floor- 
space, position of windows and doors, approved moder of ventilation, 


pensable to set on foot a wise system of inspection, even though on a! Width of passages, &c., should be issued for the guidance of those who 
small scale to begin with, eo administered that from the outset it may are responsible for the upkeep of schools, and the inspectors in their 
enjoy the contidence both of teachers and of the public. reports should be allowed for some time to come a considerable 
latitude in applying the principles to concrete cases, and should in all 
Two ASPECTS oF INSPECTION, cases of reasonable approximation to the approved conditions issue the 
One of the incidents in “ Alice in Wonderland ” somehow fixes itself | certificate of sanitary etticiency. This inspection ought to be in the 
in my mind as illustrating two aspects of our present attitude towards | hands uf men and women specially appointed for this specific purpose. 
inspection. The bewilderment of the teacher who bas lost his bearings In the case of Local Authorities administering large areas, the Local 
under the new conditions, the impassive, go-as-you-please air of the, Authority would probably appoint, but the Central Authority ought to 
high officials, nre both reflected in Alice’s first interview with the sen- have available such inspectors, whose services might be placed at the 
tentious Cheshire Cat. The Cheshire Cat, you will remember, always disposal of Local Authorities administering small areas. 
offers its advice grinning, and from a safe distance :— | 2. The second kind of inspection is administrative. It will be 


4 


“ It looked very good natured, she thought; still, it had very long | 
claws and a great many teeth; so she felt that it ought to be treated | 


with respect. 


“Cheshire Puss, she began, rather timidly, as she did not at all. 
know whether it would like the name, ‘will you please tell me which | administered. 
: the school belongs, the fee charged, the number and age of the pupils, 


way I ought to go from here ?’ 
è ““That depends a good deal where you want to get to,’ said the | 
at. 

“<I don’t much care > gaid Alice. 

“Then it doesn’t matter which way you go,’ said the Cat. 

Ra so long as I get somewhere, Alice added as an explanation. 

“‘Oh! you're sure to do that,’ said the Cat, ‘if you only walk long 
enough.’ ” 

The obviousness of such advice need not hide from us its wisdom, 
nor the difficulty, under present circumstances, of applying it in 
ee practice to schools which do not set out with any definiteness 
of aim. 

There is, perhaps, hardly any word which has stood, and stands, 
for more apprehension, anxiety, and heartburning among teachers 
than the word inspection. Nor is this to be wondered at, for the term 
is 80 wide that only use and custom can narrow its application. To 
inspect is to look into—i.e., for the purpose of reporting to a proper 
authority; and inspection as applied to schools may be taken to mean 
to look into any (or all) of the matters which relate, whether 
directly or indirectly, to teaching. Thus a complete inspection will, 


for the purpose of reporting to the proper authority, look into and | 


estimate the efficiency of (a) the premises in which the teaching | 
takes place; (b) the administrative conditions in which the teacher is 
placed; (c) the instruments through which the teaching is com- 
municated to the learner; (d) the result of the teaching as 
evidenced in the pupil. 

The Bryce Commission distinguished these four tests from each 
other. The first three are inspectional, and are classed as sanitary, 
administrative, and educational inspection respectively. The last is 


essential for the Local Education Authority of the future, on which will 
be thrown the responsibility of supplying (or aiding the supply of) an 
adequate number of secondary schools, to know the exact conditions on 
a fixed day in each year under which each school in the local list is 
It should know the type of secondary school to which 


the number for whom accommodation is provided, the number and the 
qualifications of the staff, the income of the school from endowment, 
from grants (central or local), from fees, &c. It should know exactly 
how the school is administered, whether by governing body, directors, 
or proprietor; and, if the school is administered under a scheme or 
other legal instrument, it should know whether the provisions of such 
document are faithfully carried out. It will readily be seen that much 
of the work of administrative inspection can be conducted by means of 
a return made at the instance of the Board of Education. A copy of 
this return would naturally be placed in the hand of the educational 
inspector when about to visit the school. The foregoing details of the 
return should be public. Also, for the official information of both 
Local Authority and Central Authority, but not for publication, the 
actual salaries paid to assistant masters and mistresses should be noted. 
It should be competent for the Board of Education to take any 
necessary steps to verify such return. 

3. The third kind of inspection—educational inepection—is that 
variety of inspection which generally monopolizes the name; but this 
is too frequently confused with examination, with which it is nearly 
allied. It will be well to distinguish the two. Educational inspection 
of the school, as distinguished from examination of the pupils, should 
consist in a looking into for the purpose of making an official report 
thereon (a) the suitability of the curriculum—that is, of the whole 
course of instruction—to the professed aim and type of school; and 
(b) the general working of the school regarded for this purpose 
as a part of administrative machinery. Such inspection com- 
prises the organization of the school into forms and sets, the syllabus 
of work assigned to each form and set, the number of pupils in each 


the examination test, and should be distinguished from inspection. i form and set, the proficiency as regards teaching of each member of 
It is true that these kinds of inspection tend to overlap; yet it will: the staff. Such inspection should further report upon the discipline 


be well if we endeavour, in speaking of them, to keep them distinct. 


And before dealing with them separately it may be well to indicate some 
importaut considerations which should accompany their use. 

1. The cost of inspection ought certainly to be borne by the State. 
It would be unreasonable to expect that a school doubtful as to its 
efficiency should have to pay for having the doubt decided against it ; 
and yet this is the very case in which inspection would be most 
serviceable. Jn Wales schools pay for being inspected; but, as they are 
examined as well as inspected, the payment may probably be regarded 
solely as an examination charge. 
ip 2. That only such schools as are reported upon satisfactorily under 


of the school, the method by which it is obtained, the general rela- 
tions between teachers and pupils, the efficiency of the school 
outside its strictly instructional orbit—the school games, the school 
societies, the influences which outside the class-room also help in 
character building. For an inspection of this kind to be really 
ethcient we need singularly able, industrious, honest, and tactful men 
and women as inspectors. It will be dithcult at first to find in any 
large number persons really fitted to undertake this work. Moreover, 
it should be borne in mind that each secondary school will, in general, 
require more than one inspector to properly appraise its work. We 
shall need inspectors qualified respectively;to inspect (in) Classics, in 


all three heads should be allowed to be classed as “etticient” in the’ modern languages, in English and mathematics, in science, and in 


July 2, 1900. ] ‘THE EDUCATIONAL TIMES. 283 


art. If this removes one difficulty —that of not requiring too much from | school age allows, a certain proportion should enter for some public 
any one inspector—it creates another—that of increasing the number | examination, such as the University Locals or the examinations of the 
of inspectors and the stringency of the test. But neither is this! College; and it is important to note that one (or more) whole forms 
difficulty insuperable; for it would be possible, and in general it would | should thus be presented, and the results of this and other external 
be satisfactory, to vary each year, after the first time of inspection, | examinations should be noted in the inspector’s report. This report 
the chief stress of the inspection. One year the educational inspec- | will be made more complete, and, therefore, more valuable, if it could 
tion might be principally directed to ascertaining the school efti- | incorporate also the report on an inspection of the annual examination 
ciency in the humanities, say; the next to the scientific side; and | of the school conducted somewhat as follows :—The headmaster or prin- 
it might be possible, on special recommendation, to allow individual | cipal assigns among the staff the whole of the setting and marking of the 
schools of admitted efficiency to be inspected once only (say) in three ' examination papers, no teacher, as a rule, examining his own pupils. The 
years, provided the results of ontside examinations continue satisfac- | questions as set are submitted to the examiner for revision and approval ; 
tory. The good results of inspection conducted in this manner | the papers, when marked, are also submitted to him. With a compara- 
cannot be doubted, and examples of its benefits will be within the! tively small expenditure of labour, the inspector, under these circum- 
experience of many of us. To take two illustrations drawn from my | stances, is able to bring to bear the whole force of his personal 


own knowledge. Teachers in secondary schools, speaking generally, 
are grievously lacking in the power to teach in the presence of an 
adult visitor. This self-consciousness is an evil in itself; but, in fact, 


many secondary teachers who possess good ability are weak in teaching ' 


power—that is, in mapping out a lesson, in presenting its points with 
clearness and force, in getting hold of the pupils’ attention and 
keeping it, in questioning, in summarizing—because they have never 
been helped by the sympathetic criticism of a master of their craft. 
This an inspector should be. He should, through having been a 
teacher himself, know the difficulties of the task, and, like a cricket 
expert watching a county match, he should be a keen and accurate 
judge of the skill shown by batsman and bowler. Ina recent case 
which has come to my knowledge a friend of mine, who is a good 
French scholar, not only acknowledged, in a letter he recently sent 
me, the gain which the hints of the inspector had been to him in 
teaching the subject, but added that, when the inspector went away, 
many of the boys had a much greater liking for French than they 
had when he came. 

Such an inspector should examine individual pupils only so far as he 
wished to do so, in order to verify any impression he might have 
formed ; but the examination of the school should be entirely distinct 
from its inspection. The main reason for keeping the two distinct is 


experience in estimating the result ; and if on a single sheet he would 

put against each subject in each form a letter, such as “ G ” (good), 

“F” (fair), “M” (moderate), to denote the standard attained, it would 

be possible, almost at a glance, to see which subject and which forms 

> being taught well, and which not so well. In school inspection 
the general result is best realized by means of a few bold strokes in a 
complete and well defined outline. 


NEED FOR A COLLEGE OF INSPECTORS. 


But, in order to get inspectors to deal thus with their work, there is 
the need of a corporate and professional feeling among inspectors as 
such. Inspectors should meet in conference, to compare and contrast 
the results obtained in similar schools under various conditions in 
different parts of the country ; experiments in teaching should be by 
them watched and recorded, their judgment, favourable or otherwise, 
tabulated, their own methods discussed and modified. In this manner 
a college of inspectors could do invaluable work for schools. As- 
suredly, an ever increasing importance attaches, and must attach, to 
inspection. Examination (both public and private) has its place, and 

that an important one, in the school economy ; but the weight attaching 
| to it is likely to decrease as inspection grows in etticiency, and, there- 
, fore, in public repute; but when it is recognized that examination, at 


in order to get the best out of the inspector. If he has to go through | most, touches but a small proportion of the pupils of any one school ; 
the drudgery involved in stacks of examination papers, his judgment that it is a test which perforce is a test of instruction rather than of 
will be pressed to death by sheer pounds avoirdupois, and he will evade | education; that, in the nature of things, it takes no account of the 
the task of thinking, and will assume that the teacher and the school’ spirit and tone, of the discipline, of the subtle influences of tradition, 
public will be charmed to hear skilful variations on the theme that | of the formative intercourse between teacher and pupil—all elements 


Brown, ma., of the Shell, did an excellent paper in French Unseen, and 
that Wilkinson, min., of the Preparatory, gained absolutely full marks 
in the Junior Arithmetic paper. 


Overwork as to details is the reason why too frequently in school | 


reports we cannot see the wood for the trees. Frequently this 
is not so much the fault of the tester as of the test. And it 
must, of course, be obvious that inspection, whether regarded as 
an art, or as a craft, suffers incalculably from the want of recog- 
nized types of schools and standards of teaching. Except in the 
case of the great public schools and tbe schools which prepare for 
them, there are as yet no recognized types of curricula, so that 
the inspector is unable to carry with him to the school any accurate, 
or even approximate, standard of comparison by which to estimate its 
work. Each secondary school is officially a separate and unrelated 
entity, and the inspector who recognizes the disadvantage of this has, 
perhaps, been bidden not to proclaim these difficulties from the house- 
tops, lest, perhaps, the school concerned should transfer its custom to 


jin the school’s highest life; it may, perhaps, be acknowledged that a 
| body of teachers could hardly set themselves a more fruitful, if difti- 
| cult, task than that of helping to form a healthy public opinion among 
parents, as well as among legislators and administrators, as to the 
| absolute and urgent necessity of pressing into the service of the 
inspection of schools a body of efficient men and women, whose work 
shall be carried on in such conditions of official recognition and cor- 
porate life as ultimately shall ensure its success. 


| Mr. Eve called attention to the reports now issued by the Col- 
lege of Preceptors based on the notes of the several examiners, 
often combined with inspection. It was not easy to draw up such 
reports because they had to be submitted to governing bodies who 
, were not always familiar with school details. For this reason the 
' plan had been adopted of sending the general report to the governors 


(and the minuter details (including practically all the remarks of the 
life examiners) to the headmaster of the school. He agreed with the 

; ; ; : ; lecturer that it was extremely difficult to find suitable inspectors. It 

I may point out that the College of Preceptors is endeavouring, ‘would be regrettable if the work of inspection were entrusted to young 
and with a great deal of SUCCESS to carry ont this plan which I have | men who had not had sufficient experience as teachers to fit them for 
just been speaking about; and, in a memorandum which was pent m the task. He knew one man who was almost ideally qualified to be an 
March. last year to the Secretary, Intermediate Education (Ireland) inspector, a man of advanced scholarship and of considerable experi- 
Commission, the College Atatos that the method Which psema to-be ence as assistant-master and headmaster, and who, in addition, had 
very acceptable to schools is as follows :— had much miscellaneous experience, being a member of a County 


sol) anamection of the mol or part of school may be taker ia \Conncil and managing a good deal of their odnontional work. Un. 
Certificate and Junior Forma Examination Schemes, a report being ‘fortunately, few men with such qualifications were available, and a 


furnished on the combined examination and inspection. (2) In! R a? ee py at RM a eat ha a 
addition to the full schedules of marks awarded in every subject, i : : , 
which are supplied to all heads of schools sending in candidates to| Miss CRooKsHANK thought that the inspection of a school should 
the Certificate and Junior Forms Examinations, the College not be placed in the hands of a single inspector, but that at least two 
furnishes, for a small additional fee, a written report on the work Should be associated in the work. A school should also not be inspected 
of the candidates (where whole classes have been sent in). These | by the same inspector in successive years. These precautions would 
reports are based on the remarks made by the individual | tend to correct variations of standard. 
examiners while marking the answers of the candidates, and are,| The Rev. J. O. Bevan said an examiner was expected to combine so 
therefore, of the nature of a judgment on the work compared with | many different qualifications that it was very ditlicult to obtain suitable 
that of other schools as they pass in succession before the! men in sufficient number. All inspectors should have had experience as 
examiner’s mental vision. To this comparative appreciation by a / heads of schools, and know something about the management of them. 
large number of experts in their particular subjects greater weight ' Otherwise teachers would feel the Jack of that sympathy which should 
would probably attach than to that of a single examiner. This! exist between the inspector and the principal and teachers of the 
scheme has only been in operation for two or three years, and the | school inspected. It should be borne in mind that the inspectors would 
growing demand for these reports shows that they are found | not all be Government inspectors, as the Act provided for inspection 
useful. by other bodies, whose reports would of course have the same 
To the educational inspection properly conducted, an indispensable | weight as the Government reports. Examination of ayschool by 
supplementary test is the examination of the pupils, of whom, if the paper work alone was not sufticient.. it wasimportant (that the 


some other examining body which cultivates a more discreet mode of 


284 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


examiner should visit the school and become acquainted with its 
“atmosphere.” He could then deal with the answers of the pupils in 
different ways according to the particular type of school presented to 
his consideration. Inspectors were sometimes unjustly criticized when 
their reports did not agree with the experience of the head teacher. 
lt sometimes happened, for example, that a pupil who generally did 
good work in school was unwell during an examination, and con- 
sequently unable to do himself justice. He agreed with Dr. Scott that 
private schools furnished a valuable asset in the country’s educational 
atock, and it was to be regretted that such schools suffered not only in 
the present, but also in their prospects for the future, from want of 
concerted action. 


Miss WALKER considered that reports should be full and candid. 
They would then be of assistance to the principal in remedying defects 
and in raising the standard of the school from year to year. 


Mr. ORCHARD thought that inspection should be compulsory; other- 
wise those schools which most required it would shirk it. To be 
thorough, inspection should embrace the teacher, the taught, and the 
school premises. The inspector and the examiner should go through 
the examination work together as far as possible, and prepare a joint 
report. Pupils should be examined vira roce, in order that the value of 
their knowledge might be accurately estimated. To be able to draft a 
satisfactory report an inspector should have had experience in teaching, 
so that he might come to the work with the necessary knowledge and 
sympathy with teachers and pupils. He agreed with the lecturer that 
there should be different inspectors for difterent classes of subjects. 


Mr. SHIPHAM thought that, having regard tothe enormous ditticulty 
of forming a correct estimate of the work of a school, it was important 
that sutticient time should be devoted to the inspection. Instead of the 
one or two days usually spent on the oral examination and inspection of a 
school, at least five days should be allowed if a trustworthy estimate 
was to be formed. When an inspector visited a school for a single day 
the boys were on their best behaviour; but this unnatural condition 
would net last for five days. This would, of course, increase the 
expense, but it was necessary. 

The CHAIRMAN, referring to the lecturer’s remark that up to the 
present time the recommendations of the Secondary Education Com- 
mission had only been partially put into effect, said he was sure that 
the Commissioners bad reason to be satisfied that so much had already 
been accomplished. He felt that inspection, supplemented by a certain 
amount of examination, ought to be welcomed by teachers, as it might 
be the means of emancipating teaching from the tyranny of examin- 
ation. Inspection should cover all the work of a school. There was 
danger in incomplete or one-sided inspection. An inspector who was a 
specialist in science or in literature, for example, might unduly 
stimulate his favourite subject to the detriment of other subjects. The 
last speaker had rightly urged that inspection should not be hurried. 
It was of the highest importance that the inspector should patiently 
take such time as might be required. He agreed with Mr. Eve that 
gpecial care was required in preparing reports for governing bodies, as, 
from their unfamiliarity with school details, they might easily mistake 
a suggestion for improvement as being a censure. The College of 
Preceptors, therefore, did wisely in supplementing its reports to 
governing bodies by recommendations to heads of schools. 


Dr. Scott having replied to the remarks of the various speakers, 
a vote of thanks to the lecturer concluded the proceedinys. 


THE JUBILEE OF BRADFIELD COLLEGE. 


BRADFIELD completes her fiftieth year of existence this year. 
Founded in 1850 by * Tom ” Stevens, rector and squire of Brad- 
field, with three pupils. the school gradually increased during 
the first decade of its existence both in numbers and reputation. 
In 1860 the number of boys was about a hundred and twenty, 
and that number was maintained, but not substantially added to, 
during the next decade. The founder was so convinced of the 
stability of his school that in 1862 he obtained a Royal Charter, 
having previously conveyed the buildings and land to trustees. 
But in the trust deed he committed an error that well mgh 
proved fatal to Bradfield. For by reserving to himself absolute 
power as Warden over the funds, and over the head and assistant 
masters, he in effect forged against himself and his offspring the 
deadly weapon that has the magic power of dealing the blow that 
kills even when the wielder of it is unconscious that he has 
raised his arm to strike. He created a dual control. 

By 1880 Stevens was seriously embarrassed. ‘The numbers had 
fallen to tifty and three; the resources of the founder had been 
crippled by the large sums he had expended in “restoring ” and 
refurbishing his church; and in 188] he was compelled to retire 
from the Wardenship, resign the living, and dispose of his 
property. 


Bradtield had at the best, it might seem, furnished to; boys. 


the scholastic world, and to the authority that controls its 
destinies, a striking example of the miserable consequences that 
attend upon the setting up of a double head. It seems odd now 
to reflect that Stevens had started bis school as a choir school. 
Deeply interested in one side of the Oxtord movement, he had 
dreamed of setting up a cathedral service in his parish church ; 
and for that purpose he had found the resources of the village 
inadequate. have no thought of disparaging the energy of 
Mr. Abdy Williams; and I am not concerned here to estimate 
the value, educational or otherwise, of his Greek music and his 
Greek instruments. But I do not think that in this year of 
jubilee the chapel music at Bradticld can be accounted a strong 
feature, In this case the founder's “intentions ” faded with the 
founder. 

And vet. after all, Tom Stevens had builded better than he 
knew. For in 1880 the present Headmaster, Dr. H. B. Gray, to 
whom the resuscitation of the school is wholly due, had left 
Westminster to take charge of the fifty-three. For five or six 
years he had a hard strnggle for existence. But by 1888 the 
battle had been won; and now, in place of fifty-three, there are 
over three hundred boys in the aoe The only dark spot m 
the outlook, as it seems to me, is the consequence of the fact that 
the prosperity of Bradtield has been in its inception. and is in its 
continuance, so entirely due to its chief. “ May the king live for 
ever!” should be the pious wish of all O.B.B.’s; but, however 
fain one may be to abstain from words of ill omen, it should act 
as a warning to all concerned that Dr. Gray, for the first time in 
his life, was recently ordered to spend three days in bed in con- 
sequence of overwork. Let him inspire his heutenants, and adopt 
betimes that most valuable and most inspiring of the arcana of 
rulers—that the chief business of the chief is to do nothing; and 
that salaries should vary in inverse proportion to the amount of 
work accomplished. 

With this one reservation at which I have hinted, but on which 
I am unwilling to dwell, the outlook for Bradtield is bright 
indeed. The school lies amid some of the fairest scenery of 
Berkshire; the site is high, and the situation salubrious; the 
school looks down from a beautifully wooded eminence ona village 
and church so fairly placed that it is no wonder a mystic should 
have been seized with a longing to praise God continually there 
with singing sweet as that elusive music with which the neigh- 
bouring wood re-echoes. The buildings, though not palatial, are 
adequate; they have grown up in so pleasantly haphazard a style 
from the old manor-house, the nucleus from which Tom Stevens 
started, that they present a charming unity in their very diversity. 
Perhaps a more solid advantage is the present popularity of the 
modern boarding schools. As against the ancient foundations, 
the expenses are generally smaller, and the accommodation and 
appliances are better. 

The great day schools do not seem to be making way; they 
certainly are not. in most cases, obtaining their fair proportion of 
the natural increase in demand. The prejudice against edu- 
cating sons in great towns does not diminish among parents: 
some of the most successtul day schools have done injury to them- 
selves by proclaiming too loudly their scholastic successes. On 
the whole, we rather expect a considerable increase in the 
numbers at Bradfield, always assuming that Dr. Gray does not 
allow the sword to wear out the scabbard. 

If Dr. Gray continues to guide the fortunes of the school for 
another ten years, its fortune is apparently assured. We read that 
when Brasidas the Spartan died a chapel was erected to his 
memory at Amphipohs, which he had delivered from the enemy ; 
and, by a pleasing convention, he was declared founder of the 
city. So when the present head of Bradtield—after the lapse. as 
we must all hope, of many more than the ten years just mentioned 
—shall have suffered the common lot of all men, it will not be 
strange if the college chapel, now a torso. is completed in his 
memory, and if, perhaps in a still more remote future, Dr. Gray 
comes to be looked upon as the œcist of the college. Certainly 
“Tom” Stevens's achievement, estimable as were his aims, is 
scarcely the kind of plant that burgeons into pious memories and 
founder's day speeches. At the most it may be his lot to play 
Zeno to Dr. Gray’s Chrysippus. 

Of the triennial Greek plays that have proved a valuable 
attraction at Bradfield. I shall say nothing at present, as Í 
hope to give some account of the jubilee performances in the 
next number of this journal. As for sports and games, cricket 
and soccer flourish; and the red-couted cadet corps. as com- 
petitors at Bisley know, is a tower of strength. The “ bug- 
hunting ” club seems to attract a large number of the junior 
E. C. MARCHANT. 


July 2, 1900. | 


THE EDUCATIONAL TIMES. 


285) 


REVIEWS. 


OLD STAGERS AND No STAGERS. 


(1) The Greek Drama. By Lionel D. Barnett. (Dent.) (2) The 
Frogs of Aristophanes. ‘Translated by E. W. Huntingford. 
(Methuen.) 

Between the “ Old Stagers ” and the “ No Stagers ” the battle 
rages yet. If we may quibble with the metaphor,the Enghsh 
stage, we may say, was already occupied by an “old stager” in 
the person of Mr. Haigh. But there was room for a“ no stager ” ; 
and in due time Mr. Barnett has made his entrance. He is, 
however, placed at a disadvantage, because, whereas Mr. Haigh 
had space wherein to dilate upon the why and wherefore, Mr. 
Barnett is compelled in his little manual to state only his con- 
clusions without giving reasons. One consequence of this en- 
forced reticence is that his book will not serve the purpose of 
examination candidates. He isa disciple of Dörpfeld and Robert ; 
and his work provides in a convenient compass a general survey 
of their views. Those who follow the long-lived controversy over 
the details of the tifth-century theatre may well be amused to 
note how one by one the notions that they learned in youth for 
facts are being relegated to the limbo of exploded things. The 
thymele, for example, which of late years has shifted its position 

and its signification more than once, has now disappeared alto- 
gether; and we are to think of the word as a mere synonym of 
“orchestra.” These things are very perplexing; and, full of 
learning as is Mr. Barnett’s book, we cannot think that the 
construction of the fitth-century theatre is a suitable subject to 
be dealt with in a handbook so small that theories have constantly 
to be stated as though they were ascertained facts. 

We much prefer that portion of Mr. Barnett’s hook which is 
devoted to the dramatists. And here we have in a small compass 
some admirable criticism, as bright and sound as it is learned. 
“ Kschylos,” savs the author, “is the greatest of the Greek 
prophets, and with Pindar he is the last.” We rather think that 
Isocrates would have winced at this dictum. Sophokles is 
“a polished man of the world, a refined sensualist of singular 
. sweetness of charm and manner.” Euripides is described much 
as Wilamowitz and Dr. Verrall have depicted him. Aristophanes 
is neatly hit off as a combination of Rabelais and Mr. W. S. 
Gilbert, though, of course, Mr. Barnett recognizes that the genius 
of Aristophanes has other sides too ; for was not his the soul that 
all the Muses chose for their abiding place ? 

Among the extant plays of Aristophanes, “ The Birds” and “The 
Frogs” undoubtedly occupy the highest place as daring flights 
of fancy. In “The Birds” the poet climbs up into heaven; in “The 
Frogs ” he goes down into hell. Of “The Frogs” a spirited and 
ingenious verse translation is before us. Mr. Huntingford is 
especially successful in representing the verbal puns of the 
original. Perhaps the happiest hit is made in the passage where 
Charon declines to take the slave Xanthias on board “ unless he 
has fought at Arginusz for his skin.” “ Slaves not taken ” (rhymes 
Mr. Huntingford) “ Unless he’s fought at sea and saved his 
bacon.” The bragging of Dionysus is admirably turned :— 

I'd like a small adventare with a devil, 
To raise the journey’s rather prosy level! 


Whether the translator is well advised in freely introducing | 
It 1s often easy to make a point | 


modernisms we are not sure. 
by frankly indulging in anachronistic renderings; but they have 
au incongruous effect; as when, for example, we read of Thera- 
menes :— 

Theramenes ? he’s clever; he’s a fox at politics, sir, 

Who, if he plays to beat the ace, and finds he’s in a fix, sir, 

Consults his sleeve without your leave, and always wins the trick, sir. 


That is adaptation rather than translation ; and the modernity 
of it jars in the neighbourhood of allusions to the details of 
ancient life and manners. Take another example:— 

Where the porpoise comes round at the bos’un’s shrill sound 
To the dingy black bows, and in fun 

Flings up tothe ship a prophetical tip 
On the number of miles of the run. 


The words we have italicized are a highly diverting adaptation 
of the original—pavreia xai oradiovs ; but, with the assistance of 
a modern reference, it introduces a point that has no place in the 
original. 

In rhyming Mr. Huntingford has much facility; he can make 
his lines jingle like church bells— 


Change the metre, rather fleeter, hail Demeter, harvest Queen ; 
You must greet her and entreat her with a sweeter tune, I ween. 


That he does not stick at trifles in order to secure this jingling 
effect is shown by such lines as this :— 
And in a crisis if he’s high in power, makes money of it. 


But, whatever difficulties present themselves, Mr. Huntingford 
never flags. His rendering is a most spirited performance, and 
will make good reading even for those who know nothing of the 
original. We conclude with a longer extract that shows what 
the translator can do in the lyric passages :— 

Come forth, Iacchus, come! 
And leave thy honoured home 
To dance upon this lawn, and here to meet 
The brotherhood 
Of holy men and good, 
Iacchus, O Iacchus! 
And waving round thy brows 
A wreath of myrtle boughs 
That teems with leaf and berry, 
With fearless feet 
Strike up the measure, unrestrained and merry, 
With grace that every sense can please, 
The mystic dance of holy votaries. 


LITERARY HANDBOOKS. 


(1) “Periods of European Literature.” Edited by Prof. Saints- 
bury.— The Transition Period. By G. Gregory Smith. M.A. 
(Blackwood.) (2) The Eurly Poems of Alfred Lord Tennyson. 
Edited by John Churton Collins. (Methuen.) (3) A History 
of Epic Poetry (Post-Virgilian). By John Clark, M.A. 
(Edinburgh: Oliver & Boyd.) 

(1) Mr. Gregory Snuth, Lecturer in English in the University 
of Edinburgh, is under the impression that there is a “ pleasant 
fiction, which abides with us too securely,” that the change 
from the old to the new in Western languages and literatures 
came to us “suddenly and strangely, as at the pass of a 
harlequin’s wand.” lt would be very difficult to hold an idea of 
this kind, and we are not quite clear as to where Mr. Smith 
has found it laid down in “critical tradition.” What has un- 
questionably existed in our literary manuals for generations 
past is a certain vagueness, slurring, and even manifest neglect 
in dealing with the fifteenth century, arising partly from lack 
of knowledye and of sympathy with the authors of that century, 
but mainly from the fact that these authors could not compare 
with Dante and Chaucer, that they were crippled by the un- 
certainty of literary form, and that their inspiration was rather 
for fugitive songs, allegories, and pastorals than for masterly 
‘and sustained poems. Of course, Mr. Smith is perfectly 
laccurate in pointing out that there was no absolute gap or 
check of literary development, that the transition was natural, 
regular, and continuous, and that the value of the actual pro- 
ducts of this period has too often been under-estimated. 

The contents of this volume, so far as Britain is affected, are 
concerned with the Chaucerian tradition, the influence of the 
metrical romances, the Scottish poets, the ballads and popular 
songs, the development of the drama, the moulding of English 
prose, and the stimulating effects of the printing press. The 
chapters on French literature deal with the medieval traditions, 
poetry before and after Villon, the chansons, the early drama, 
the chronicles, nouvelles, didactic works, and the development 
of French prose. Other chapters are devoted to the Italian 
humanists, the early romanticism, popular song, the rispetts 
and sturnelli, to the Spanish ballads and German Volkelieder, 
and to the drama in Spain, Italy, and Germany. Mr. Gregory 
Smith’s volume is one of the most comprehensive and informing 
of the series to which it belongs. 

(2) Mr. Collins tells us that he has given much time and labour 
to this critical edition of Tennyson's earlier poems ; and, indeed, 
the fact is evident in the work. This volume will earn for its 
writer an additional tribute of gratitude from all who have 
learned to appreciate his keenly critical and accurate methods of 
literary study. He begins with an introduction of forty-three 
pages on the sources and inspirations of ‘Tennyson's art, and then 
proceeds to reproduce the poems in their chronological order, 
supplying commentaries and notes, with the variant readings 
from earlier editions. Anappendix gives us the poems temporarily 
and finally suppressed, with the Cambridge prize poem of “'lim- 
buctoo”; and at the end there is a complete bibliography. To 
the lover of Tennyson this volume will be invaluable, not to say 
indispensable. It does not lend itself to quotation by way of 
illustrating its critical system, and we must be content to com- 
mend it as one of the most scholarly achievements of English 
literary analysis. 


286 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


(3) Mr. Clark examines with some thoroughness, and in an at- 
tractive manner, the epic poetryof Europe after the time of Virgil. 
From the “ Pharsalia ” and the * Thebaid,” from “ Fingal” and 
* Beowulf,” from the “Song of Roland” and “The Cid, he takes 
us through the stories of the great national epics of Germany, 
Italy, Spain, Portugal, France, and Britain, dealing with their 
metre and characteristic qualities, and frequently comparing one 
with another. The book has considerable critical value; but, as a 
simple collection of plots, it will be welcomed by many readers. 


Pusiic Scuoos. 

By A. H. Tod, M.A. (2) Rugby. By H.C. 
Bradby, B.A. (Bell & Sons.) 

(1) There can be no doubt but that Godalming is a far more 
healthy site for a public school than Smithfield. Physically and 
morally and mentally, woods and fields and fresh air must be 
better for boys than the reek of central London, the network of 
dingy streets, and the weariness that seems to hang over the 
places which men have long inhabited. And yet one cannot read 
Mr. Tod's account of Charterhouse without feeling that the 
change from town to country was a heavy loss. Indeed, he con- 
fesses as much. The “traditional loyalty towards the school 
suffered,” he says, “a severe shock at the migration” ; and all 
through the book we feel that this is the history of a practically 
new school—a very admirable one, doubtless ; no mean nurse of 
heroes, and yet scarcely connected more than in name with the 
old foundation that Thackeray loved. Probably the change was 
both wise and inevitable, and yet it was a pity; since tradition 
and sentiment and the religion of the ancient site were entities 
as real and true as fresh air and sanitation, and it is above all by 
sentiments and traditions, and the indefinable emotions which 


(1) Charterhouse. 


any one is entitled to a hearing on the later and most authorita- 
tive additions to the historical biography of the Protector, it is 
Mr. Firth, of Balliol; and it may be said, on the publishers’ be- 
half, that Cromwell could not possibly be omitted from a series of 
national heroes. Mr. Firth has based this volume in part on his 
article contributed to the “ Dictionary of National Biography ”’ 
twelve years ago, and within the twelve years there have been 
new publications of seventeenth-century papers, as well as a 
natural accumulation of points in the mind of the biographer. 
The consequence is that this volume deserves to be regarded as 
new in all important respects—for the “ Dictionary ” article is 
merely the skeleton which Mr. Firth has clothed. 

The Civil War, as Mr. Firth very wisely and clearly points out, 
was a historical and constitutional crisis even beyond what the 
actors in it conceived. That it was partly a war between 
Puritanism and Popery. and partly a struggle between Parliament 
and King. every schoolboy knows; though schoolboys are not 
always made to understand, and, perhaps, could not understand, 
how these two antagonisms grew out of and into each other. 
But what Mr. Firth is concerned to show is that our constitutional 
history came to its main turning-point sixty or more years before 
we finally based the tenure of the throne on a written contract 
with the people. 

To themselves the Parliamentary leaders seemed defenders of the 
existing constitution in Church and State against the revolutionary 
changes of the King. In reality, the greatest innovation of all lay 
in the claim of the Commons that Church and State should be con- 
trolled by the representatives of the people, not by the will of the 
King. When that claim was once made the struggle for sovereignty 
was an inevitable and irrepressible conflict. 


It is quite true that the popular claim was relatively new and 
aggressive—yet based, it must be well understood, on the inherent 


emanate from ancient things, that character is formed. We are right of a nation, and on the ancestral practice of our Teutonic 


glad to note that the author is alive to the great defect of the | forefathers. 


Charles honestly thought that he was fighting for 


public - school system — its tendency, growing stronger and |* his own ”—for the prerogative of his ancestors, which they had 
stronger, to make for a rigid uniformity, to crush out originality | come—more fatuously than blasphemously—to attribute to the 


of character as the eighth deadly sin. 
this. since, in the last resort, nations are often saved by the 
abnormal man who can grapple with the abnormal danger ; and 
yet the sourest critic of the public school would hesitate if he 


It is a serious defect. ! direct 


{ 


gift of God. *‘* Remember,” he said to the Commons in 
1626, “that Parliaments are altogether in my power for their 
calling, sitting, and dissolution; therefore, as 1 find the fruits of 
them good or evil, they are to continue or not to be.” The 


were asked for a remedy. Rugby has a form of “specialists” ;'descendants of Saxon Assemblies and English Witenagemotes 
i were convinced by language of this kind that the time had come 


but even the boldest headmaster would hesitate before constituting 
a class for original geniuses. 

(2) Rugby School inevitably suggests Arnold, and this volume 
in Messrs. Bells series of ‘“ Handbooks to the Great Public 
Schools | gives reason to the common opinion by choosing a 
portrait of the great Doctor as its frontispiece. But. when one 
turns to the very admirable history which Mr. Bradby has 
written, one sees, we will not say the injustice, but the exag- 
geration, of the popular view. Rugby had a history. had heroes, 
before Dr. Arnold; and now. as the century closes, and we 
permit ourselves to review and to revise its most cherished 
dogmas, it may be permissible to hint a doubt even as to the 
great mythos of “Tom Brown.” A “school for Christian gentle- 
men ” was Dr. Arnold’s ideal. Negatur, a scholastic opponent 
might reply; the ideal was rather, if Dr. Arnold had but known 
it. a school for high stoical gentlemen, and the ethos cultivated. 
though it expressed itself in terms of Christianity, drew its true 
inspiration from the fountains of Marcus Aurelius. An admir- 
able discipline, we will all admit, and yet there is something 
lacking, and perhaps it is the absence of this “ something ”—let 
us say, boldly, that * something ” stands for the mystical element, 
the transcendent love, which is the note of true Christianity— 
which leaves the character of the ruling caste in England de- 
ficient in certain very important points. “It is Just, but it is not 
gracious,” was the comment of a foreigner on the English rule 
in India; and one recognizes the truth of the criticism, and one 
may inquire whether this lack of graciousness is not to be traced 
to the stoic discipline of Arnold. A word of praise must be given 
to the excellent series of illustrations, which give a kind of 
pictorial history of Rugby. They prove, by the way, that the 
sham Gothic of 1809, foolish enough in all conscience, is infinitely 
preferable to the elaborate and learned perversity, to the fireworks 
in coloured brick, which issued from the brain of Mr. Butterfield 
in the seventies. 


Mr. Firtu’s CROMWELL. 
“Heroes of the Nations.” 
Oliver Cromwell, and the Rule of the Puritans in Englund. 

By Charles Firth, M.A. (Putnam’s Sons.) 


Edited by Evelyn Abbott, M.A.— 


to put their house in order. 

Mr. Firth is not a Cromwell bigot, but his estimate of the man 
is necessarily high—high in the historic sense. which has 
recently induced a Tory Government to acquiesce in the erection 
by an aristocratic Imperialist of a statue to a regicide, between 
the Commons which he flouted and the Lords which he abolished. 
Either as a soldier or as a statesman, says Mr. Firth, Cromwell 
was far greater than any Englishman of his time, and he 
was both soldier and statesman in one. He was not a Cæsar or 
a Napoleon, but he “bestrode the narrow world” of England 
“like a Colossus.” 


GENERAL NOTICES. 


CLASSICS. 

(1) Ovid, Tristia, Book III. Edited by H. R. Woolrych. (2) Vergils- 
Æneid. Selections from Books VII.—XII. Edited by W. G. Coast. 

(3) Cæsar, Gallic War, Book V. Edited by A. Reynolds. (Bell.) 
Here we have three more volumes of Bell’s “ Illustrated Classics,” 
which have been so frequently noticed of late in this column. Several 
reproductions from photographs have been introduced with excellent 
results; and the maps are greatly superior to those contained in the 
earlier volumes of the series. It is, indeed, manifest that the publishers 
are sparing no pains to render the series as nearly perfect aa possible ; 
and we observe, with much interest, that it is to be extended to Greek 
books. We find Mr. Woolrych’s notes on Ovid scholarly and accurate, 
but here and there rather “ advanced,” and suited rather to the teacher 
than the taught. They contain some interesting allusions, and should 
fiud favour with an intelligent learner. Mr. Coast has contrived to 
present a fairly continuous narrative of the last six books of the 
"“ Æneid,” “ preserving the main features of the story.” This volume is 
admirably suitable for beginners in Vergil. The major portion of the 
introduction is simple and elementary, but there is a section devoted 
to translations of Vergil which will not fail to interest teachers. The 
notes are short and to the purpose. This book should be widely 
adopted. Mr. Reynolds's “ Cæsar V.” is about on a level with the other 
books of Cwsar in the same series. The exercises, however, and some 
of the grammatical notes are rather more elaborate. The editor haa 


We are being rather overdone by lives of Cromwell; but, if | made good use of Mr. Rice Holmes’s book and of previous editions. 


July 2, 1900.] 


THE EDUCATIONAL TIMES. 


287 


Topics on Greek and Roman History, by A. Goodrich (Macmillan), 
is a book in which teachers and students of ancient history may 
find a convenient store of references to modern authorities. The lists, 
which are elaborate, contain so many books that every one is sure to 
have access to some of the works mentioned; and, with the help of 
Mr. Goodrich, any one who has to lecture on the subject, or write essays, 
or get up periods for examination, will be able to save the time so often 
spent in hunting for material. The matter is divided up into a great 
number of topics, so that every branch of political history and the 
‘allied subjects—topography, geography, literature, &c.—is adequately 
represented. We cannot make out why ‘‘ Cæsar, J. C., De bello 
‘Gallico,” is included in the general list of authors under Roman history. 
We do not gather that the object of the compiler is to supply a list of 
original authorities; if it were, we should look for Thucydides and 
Cicero, and the whole host of ancient authors. 

Lucian, Charon and Timon, being set for the London Ma- 
triculation, has been edited and translated by T. R. Mills (Clive). 
We have examined the volumes, and find them all that can be 
desired for the purpose. The competent manner in which the volumes 
of this series are edited is now well known and generally recognized. 
We are pleased to see that Mr. Mills acknowledges the sources on 
which he has drawn 


Cicero in Catilinam. Edited by H. W. Auden. (Blackwood.) 

It is somewhat difficult to see the raison d’étre of this edition; the 
Catilinarian orations have already been more than once handled ina 
scholarly way. The introduction contains, among other things, a brief 
history of the conspiracy, a useful notice of the rhetorical form of 
the orations, and a historical summary of the political position, going 
back to a period before the Gracchi. The summary fails to trace the 
filiation of popular leaders from Tiberius Gracchus to Cassar, and the 
brief life of Cicero, while referring to his exile, makes no mention of 
its connexion with the events of his consulship. An appendix gives 
some useful notes on the rhetorical figures and connecting particles 
employed by Cicero, and a few passages for Latin prose. The notes 
are meagre, and do not show either very exact scholarship or ex- 
ceptional felicity of translation. Thus, “scelus anhelantem’’ is 
rendered “breathing out wickedness,” “panting for villany.” Both 
cannot be correct. Again, for “sed, cum viderem, ne vobis quidem omni- 
bus re etiam tum probata si illum, ut erat meritus, morte multassem,” 
we have “but being aware as I was that if I, at a juncture when not 
even all of you were convinced of the fact, put him to death.” The 
English reads very like a crib, the force of etiam tum is not brought 
out, and both the position of vobis between ne and quidem and the 
tense of multassem are ignored. Further on inveteruscent is trans- 
lated “ continue their long life,” which might easily divert a schoolboy’s 
attention from the inceptive verb. It would be easy to multiply similar 
examples. The pictorial illustrations are interesting, and include a 
picture by a modern Roman artist of Cicero addressing the Senate, 
and restorations of the Forum and the Temple of Jupiter Stator. 


MODERN LANGUAGES. 


Ein Opfer des Berufs und Mein Onkel aus Pommern. By E. von Wilden- 

bruch. Edited by R. C. Perry. (Whittaker.) 

These are two short stories by E. von Wildenbruch, ona of the most 
distinguished of contemporary German authors in the three fields of 
poetry, drama, and fiction. The first deals with the adventures of an 
ambitious, but not very sensible, young author, whose desire to shine in 
realistic fiction prompts him to make personal experience of the life of 
a cab-driver. The other tells the story of the very brief visit to Berlin 
of a Pomeranian squire of the old school, disposed to quarrel with 
everybody and everything. The stories are amusing, and meet the 
desire felt by many teachers for books dealing with modern everyday 
life; but it may be questioned whether they have literary merit or re- 
finement enough to make them a profitable study for one or two terms. 
The notes and vocabulary are carefully done, and attention has been 
called to veiled allusions to quotations from German classics. Examples 
of good grammatical notes are those on “auf das Glatteste ” and “ehe 
ich mich’s versah.” On the other hand, the order of “als wollte sie 
sagen,” a construction to which attention is repeatedly called, should 
have been explained, and a note like that to “einige kurz hinge- 
worfene Redebrocken,” “a few remarks which I casually threw out (as a 
feeler),” might just prevent a boy from looking out for the real meaning 
of Redebrocken. One or two phrases are not explained, for example, 
“die schattigen Hallen des Thiergartens” and “der Molkenmarkt,” 
which, from the context, ought to be a police-station. Some sentences 
for re-translation are added. It is a question whether a vocabulary is 
useful in a book intended for fairly advanced pupils; it is apt to en- 
courage the idea that German and English words exactly answer to 
each other, and to postpone the acquisition of the useful art of using a 
dictionary with judgment. 

(1) Histoire de la Littérature Francaise. By E. E. B. Lacomblé. 
(2) A Short History of English Literature, by A. E. H. Swaen. 
(Noordhof, Groningen.) 

These books are written by Dutch schoolmasters for the pupils of 
modern schools. M. Lacomble’s preface is a protest against the too 
utilitarian treatment of modern languages which appears to prevail in 


Holland, and of which there are many signs both in Germany and in 
our own country. His book makes no pretensions to originality, but 
gives, in the space of about a hundred pages, clear and appreciative 
notices of the chief French authors down to our own times. He has care- 
fully avoided treating any but the best authors, and has thus been able 
to devote space enough to each, and to produce a very readable book. 
M. Swaen’s book is on the same lines, but more names are introduced 
in a volume of about half the length of M. Lacomblé’s, and the notices 
are hardly as interesting. Nor is the English quite free from fault. 


Ebner’s Herr Walther von der Vogelweide. Edited by E. G. North. 
(Macmillan. ) 

This book consists of selections from Ebner’s work on “ Walther von 
der Vogelweide,” which is written for young people, and deals with an 
episode in his life when he attached himself to Philip of Swabia, 
about a.D. 1200. There is a brief introduction, describing the position 
of affairs in Germany at that time, as well as notes, a vocabulary, and an 
appendix of drill in words and phrases, with sentences and longer 
passages for translation, as in other volumes of the series. In the 
introduction, which is clearly written, there is an odd slip. Walther, 
having been born about 1170, is said to have died about 1228, at the 
age of seventy. The notes aro fair, but would bear improvement. 
For example: zu Mute sein, “to feel” ; and zu Mute werden, “ to begin 
to feel,” are mixed; darnach angethan is inadequately explained; and 
an anomalous expression like ich bin gesessen is left unnoticed. It is 
scarcely necessary to describe the position of Coblentz, Magdeburg, and 
Mayence. Some of the space yained by omitting them might, with 
advantage, have been given to notes on some of the purticles, which 
are such a constant source of difliculty. 


Isolde Kurz’s Die Humanisten. Edited by A. Voegelin. (Macmillan.) 

This story, taken from the authoress’s “ Florentiner Novellen,” is in 
the same series as “Herr Walther von der Vogelweide,” and deals, 
as its name implies, with the Renaissance in Italy. As in that 
volume, there are some notes that could be spared; half a page on 
Regulus is unnecessary, nor need the positions of the St. Gothard, 
Milan, and Bologna have been described. Otherwise the notes seem 
satisfactory. Perhaps one or two illustrations from “ Romola ” would 
have added to their interest. 


MISCELLANEOUS. 


The Divine Pedigree of Man, or the Testimony of Evolution and Psycho- 
logy to the Fatherhood of God. By Thomson Joy Hudson, LL.D. 
(Putnam’s Sons.) 

This is an attempt to outline a scientific basis of Christian theism. 
In other words, it is a book of natural religion, written to impress 
spiritual ideas on the ‘‘constantly enlarging class of men who are im- 
bued with the ultra-scientific dogma that nothing in either physical 
science or spiritual philosophy is worthy of belief if it is not contirmed 
by a series of well authenticated facts.’ Such people, Dr. Hudson 
thinks, are too apt to conclude that there is no logical necessity for the 
existence of an intelligent deity ; and he wants to show them that there 
is—that science, indeed, furnishes the data for the inductive study of 
religion. His main theses are that the “objective mind” feeds and 
educates the ev.bjective mind, which is specially fitted for life on the 
higher plane, aud which contains in itself ‘‘all that is worth preserving 
in the future life.” The “impellent energy” of physical, mental, 
moral, and religious progress is an “evolutionary instinct”; and on 
this instinct the author bases both the necessity and the proof of con- 
tinuity. Man was made in the image of God: to this extent he may 
know something of God—but the knowledge shows him not so mach 
human attributes in God as divine attributes in man. The reasoning 
is close, shrewd, and reverent; and the book thoroughly deserves to be 
read 


Essays and Essay- Writing for Public Eraminations. By A.W. Ready, B.A. 
(Bell & Sons.) 

Mr. Ready gives us in this volume the apparatus with which he has 
been accustomed to coach young men entering for Army and other 
examinations in the art of writing a sensible essay. His directions 
and admonitions are often much to the point :—‘‘ Genius is above 
rules; but you presumably are not a genius. .. . Cut your sentences 
short. . . . On no account be funny or flippant. . . . Write the exnct 
title of the essay at the top of your first page; keep looking at this 
title, and ask yourself constantly if you are writing to the point.” 
There are twelve sample essays, preceded by an analysis and sketch of 
each, and followed by notes and explanations. After these come a 
few rational lectures for advanced students on the adornments of 
writing; and at the end we have about a hundred subjects set for 
Army examinations since 1884. Altogether, this book is calculated to 
be very useful to those for whom it is intended. 


(1) The Story of the West Country. (Edward Arnold.) (2) Outlines 
of Geography, an Introductory Text-book,. (McDougall.) (3) Geo- 
graphy through Object-Lessons, Part I. By F. H. Shoosmith, 
Ph.D., B.Sc. (A. G. Dawson.) 

(1) “The Story of the West Country” is-another of Mr. Arnold’s 
well designed “ Local Readers” It. gives a descriptive account of “the 
western watershed ”-—of the Southern’ shires from ¢ flampshire to 


288 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


Cornwall, together with Gloucestershire. The book is well printed, 
and has good pictures and a map. (2) The “ Outlines of Geography ” 
is on a more formal plan, including statistics of all the countries of the 
world. It is lightened by many clear maps and pictures, and may be 
regarded as a satisfactory school-book. (3) Dr. Shoosmith’s introduc- 
tion to physical geography, illustrated by himself, is simple and 
commendable. 


“ Methuen’s Commercial Series.” Edited by H. de B. Gibbins, Litt.D. 
— Commercial Law. By W. D. Edwards. (Methuen.) 

A good book of a good series, comprising a general outline of the 
commercial law of England, for such as are preparing for business 
life and need some clear notions of the law which will affect them. 
It is a serviceable guide, simply written. 


The Laureate Poetru Books. (Edward Arnold ) 

This is a varied and well chosen collection of English poems in 
seven clearly printed paper-covered books. We cannot say why the 
same poems should be repeated in different books. It looks like 
padding, and shows that there is no systematic graduation. 


Hints for the Ure of Parents of the 
With a Preface by the Bishop of 


Religious Education in the Home. 
Upper and Middle Classes. 
Bristol. (Rivingtons.) 

A very sensible and helpfal colloquy with parents who are sensible ; 
and prefaced by a very reasonable and pertinent commendation by Dr. 
Forest Browne. This is a paper-covered tract; but it is worth pre- 
serving. 

Kitty’s Garland. By Lady Lindsay. (Kegan Paul.) 

A penny paper-covered book of sixteen poems for children. They 
are admirable in their way, as poetical as they are simple, as literary 
as they are childish. We like them very much. 


Timber and Tools: A Tert-Book for Manual Training Classes. 
Jerome Wallace. (Nelson.) 

This is a text-book for higher-grade science schoole and classes for 
manual work generally. It is not specially framed for a particular 
examination, but contains all that is necessary for the City and Guilds 
Institute, the Sloyd Association, and similar examining bodies. 


Edited by Dr. W. Garnett and 
By Clare 


By 


“ Text-Books of Technology.” 
J. Wertheimer.— Millinery, Theoretical and Practical. 
Hill. (Methuen.) 

Very clear and practical, with many diagrams, and well calculated 
to guide an intelligent young milliner towards good work and dainty 
achievement. 


Abbotsholme, 1889-1899; or Ten Years’ Work in an Educational Labora- 
tory. By Cecil Reddie, B.Sc., Ph.D. (George Allen.) 

Dr. Reddie gives us in this volume an elaborate account of his | 
school, with thirty tempting photographs, a large number of press 
notices and other appreciations and descriptions of what seems to 
be a valuable and enjovable course of manual, moral, and mental 
instruction in a delightful country home. The hook is a glorified | 
prospectus, and something more. Dr. Reddie is doing a good work, | 
and deserves to succeed. 


Love and Mr. Lewisham: the Story of a very Young Couple. By 
H. G. Wells. (Harper & Brothers.) 

Mr. Wells is so old an acquaintance of our readers that we need not | 
commend this story to them as clever and appetizing. It is not, like | 
his earlier books, a work of scientific imagination, but only a pathetic | 
story of an usher, thoroughly true to life and full of keen observa- ` 
tion. Mr. Lewisham was a South Kensington scholar, and very green | 
at that. He fell in love and married on nothing—then he went round 
to the scholastic agents in search of work. His ambition ran too high 
to begin with, as may be gathered from the ejaculation of Mr. Blen-: 
dershin’s chief assistant :—‘‘I say! One and twenty, no degree, ) 

| 


games, two years’ experience as junior—wantsa headmastership of an 
endowed school. ...” “ Fifty-resident,” said Mr. Blendershin, con- 
cisely, “ that’s your figure.” There is plenty of humour in this story, 
with a large infusion of cynicism. It is too cynical for boys and girls, | 
but older readers will find much in it to amuse and interest them. i 


Of texts with notes we have King John in the ‘ Warwick Skake- | 


gpeare’’ (Blackie), edited by Prof. G. C. Moore Smith, M.A.—a_ 
good match for the editors Henry V. in the same series; Tennyson’s | 
Princess—a good edition, with introduction and notes by Andrew J.: 
George, M.A. (Isbister); Pope’s Iliad of Homer (I1., VI., XXII., 
and XXIV.), with introduction and notes by Paul Shorey, Ph.D. 
(Isbister); Scott’s Ivanhoe, abridged for use in schools (Bell & Sons); | 
Cowper’s The Task and Minor Poems, by Elizabeth Lee, Milton’s Paradise | 
Lost I.-IV., by J. Logie Robertson, and Goldsmith's Select Poems, by J. H. 
Lobban, in “ Blackwoods’ English Classics,” adequately dealt with under 
the editorship of Mr. Lobban. Messrs. A. & C. Black send us three 
volumes of an annotated “ school edition ” of Scott’s poems— Marmion, 
The Lady of the Lake, and The Lay of the Last Minstrel—well edited 
and rather poorly illustrated. From the same publishers we have 
Scott’s The Talisman, with introduction and notes by W. Melven, M.A. 
Messrs. Methuen send us A Son of the State, by W. Pett Ridge—not 


bad reading for comfortable boys about a pauper boy; full of the 
salt of humanity. 


Amonget the reprints we have Dr. A. R. Wallace’s Travels on the 
Amazon and Rio Nearo (Ward, Lock, & Co.), first published forty- 
seven years ago. Wallace was only second to Darwin in the exposi- 
tion of the theory of natural selection and evolution; and Darwin 
said to him on one occasion: “ You are the only man I ever heard 
of who persistently does himself an injustice, and never demands 
justice. But you cannot burke yourself.” This is a very interesting 
book, and well illustrated. 


WE HAVE ALSO RECEIVED the following publications and new 
editions :— 

Directory and Regulations for Establishing and Conducting Science 
and Art Schools and Classes—August, 1900-July, 1901. (Her Majesty’s 
Stationery Oftice.) 

Report of the City and Guilds of London Technical Institute. (Gresham 
College.) 

“University Tutorial Series.” —The Tutorial Latin Grammar, by 
B. J. Hayes, M.A., and W. F. Masom, M.A. Fourth Edition. Latin 
Composition, by A. H. Allcroft, M.A., and J. H. Haydon, M.A. Fifth 
Edition Revised. (Clive.) 

Crown Copy-Books, 1-14 (Educational Supply Association)—a com- 
plete set of well arranged and engraved copy-books, good in style and 
on good paper. 

Universal Writing- Books, designed by John T. Pearce, B.A. (Black- 
wood)—with and without headlines, on feint-ruled paper, well calcu- 
lated to produce a consistent handwriting. 

Evercise-Book of Facsimile Commercial Forms, Domestic Copy-Book 


for Girls, Commercial Copy and Evercise-Book (Pitman & Sons)—ad- 


mirably designed and excellently printed; serviceable in every way for 
commercial schools. 

The Vivid Map-Sheets (A. G. Dawson)—very bold outline-maps, with 
a few principal features of each country, enlarged from the maps in 
the “ Warwick Head and Hand Geographies.” 

Tirentieth Century Readers, First and Second Primers. (Chambers.) 

The New Penny Magazine (Cassell & Co.)—a very good illustrated 
volume for boys and girls. 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held at the College, Bloomsbury 
Square, on June 16. Present: Mr. Pinches, in the Chair; Miss 
Crookshank, Mr. Barlet, Rev. J. O. Bevan, Rev. A. W. Boulden, 
Mr. Butler, Mr. Eve, Mr. Rule, Dr. R. P. Scott, Mr. Sergeant, Rev. 
T. W. Sharpe, and Rev. J. E. Symns. 

The minutes of the last meeting were read and confirmed. 

The Secretary reported that the number of entries for the forth- 
coming Certificate and Junior Forms Examinations, to take place on 
July 3-6, was about 5,300, and the number of entries for the Diploma 
Examination, to take place on July 10-13, about 280. 

He reported the death of Dr. C. A. Buchheim, a member of the 
Council. 

Saturday, July 21, was fixed as the date of the next Ordinary 
General Meeting of the members of the College. 

The draft Report of the Council to the General Meeting was con- 
sidered, and referred to the President, Vice-Presidents, and Dean for 
final revision. 

The following persons were elected members of the College :— 

Miss B. A. Blick, A.C.P., 30 Woodstock Rd., Moseley, Birmingham. 


Miss M. M. Butler, St. Joseph’s Convent, Claylands Road, 
Clapham. 

Mr. J. H. Fudge, B.A. Lond., L.C.P., Parmiter’s School, Victoria 
Park. 


Mr. W. J. Herlihy, A.C.P., St. Joseph’s College, Denmark Hill. 
Miss V. E. Vincent, A.C.P., Convent High School, Weymouth. 


The following books had been presented to the Library since the 
last meeting of the Council :— 


By E. ARNOLD.—Arnold’s Geographical Handbooks, Nos, VII.-X.; Laureate 
Poetry Books, L-IX.; Story of the West Country; Passages for Dictation; Hamil- 
ton and Kettle’s First Geometry Book, and Answers; Leakey’s De Musset’s 
Monsieur le Vent et Madame la Pluie. 

By G. BELL & Sons.— Baker's Translation of Livy XXL, XXIL, and XXNIIT.; 
Coast's Selections from Vergil’s Eneid, Books VII.-NIL.; Marchant's Translation 
of Thnevdides, Book VIL; Reynolds's Cesar, Gallic War, Book V.; Woolryeh’s 
Ovid’s Tristia, Book ITT. 

By A. & C. BLhack.—Higham's Scott's Ivanhoe: Mackenzie's Scott’s Lay of the 
Last Minstrel and Scott's Marmion; MeKinlay’s Scott's Lady of the Lake ; 
Melven’s Scott’s Talisman; Ord's Scott's Quentin Durward. 

By C. J. CLay & Sons.— Fitch's Educational Aims and Methods, 

By W. B. CLive.—Alleroft and Havdon's Latin Composition ; Hayes and Mason's 
Tutorial Latin Grammar; Lyster's First Stage Hygiene; Mills’s Lucian’s Charon 
and Timon. 

By MacMILian & Co.—Fasnacht’s Elementary French Grammar. 

By J. Murray.—Murray’s Handy Classical Maps: Britannia, Hispama, Gallia, 
and Italia and Sicilia; Greenidge’s Student's Gibbon, Part I.; Hall's Greek Testa- 
ment Reader; Hassall and Haverfield's Student's France, 

By WHITTAKER & Co.— Perry's Wildenbruch’s,; Ein Opfer(des(Berufs und Mein 
Onkel aus Pommern. 


July 2, 1900. | 


THE EDUCATIONAL TIMES. 


289 


CORRESPONDENCE. 


SECONDARY INSPECTION. 
To the Editor of the Educational Times. 


DEAR Str,—In the course of the discussion which followed Dr. Scott’s 
lecture on the “ Inspection of Secondary Schools,” I had the privilege of 
supporting Mr. Kahn in his plea that inspectors should report on the 
adequacy of salaries paid to assistant-masters, and on the conditions 
attached to the tenure of their appointments. Dr. Scott replied 
sympathetically, but charged us with drawing a red herring across the 
path ; and a lady who spoke also rejected our suggestion, a suggestion 
as absurd, she urged, as if one should propose to use a scale of salaries 
in testing the efficiency of assistant-curates. 

First, Sir, forthe red herring. I thought we all desired an inspectorate 
which should reveal not only inefticiency, but also the causes of in- 
efficiency; and Dr. Scott himself expressly said that the inspectors 
ought to inquire into the amount of endowments and the proper 
application of the same. It would, therefore, be open to an inspector 
to point out that too much of the endowment was spent on plant, and 
too little on persons. Especially would he be likely to do this if he 
believed, as many do, that there is a cash nevus between inetticiency of 
schools and inefficiency of teachers. 

I am not sure that the analogy of assistant-curates is very illumin- 
ating. Social status on the one hand, the noble traditions of 
nineteen centuries on the other, may do much to counteract the 
injustice of not giving the hire of which the labourer is worthy. 
Even so, it still remains true that in the long run—not very long—an 
ill-paid ministry tends to become an inefficient ministry. This stream 
of tendency making for inefficiency is stronger in the case of assistant- 
masters. Meagre payment impairs the effective force of the present 
generation; it helps to deter the able, and to attract only the inferior 
men in the rising generation. The enthusiasm of a young man listening 
for his vocation is often chilled by the calm prudence of a parent. “I 
don’t want my son to be a curate, or that sort of thing,” said the father 
of one of the boys in my class to me the other day; ‘‘ there’s no living 
to be got out of that.” Obviously “that sort of thing” stood for that 
poor relation of the professions to which the boy’s class-master had the 
“ misfortune ” to belong. 

And is it altogether ignoble to think of payment in making one’s 
choice of a profession? A young man, even burning to spend him- 
self in the service of humanity, may properly reflect that there are 
other ways of service than the Church and the school. Who is to 
throw stones at him if he decides that he can serve his generation 
most effectively, and live most nearly according to the law of his 
nature, in a profession the members of which receive a “living 
wage”? 

If the community wishes to underpay teachers, the community will 
suffer. Those who clamour for martyrs are akin to persecutors. 
Persecution is twice cursed; it curseth sometimes him that suffers. 
—I am, Sir, yours faithfully, F. P. BEVILL SHIPHAM. 


WHAT IS NOT GRAMMAR. 
To the Editor of the Educational Times. 


Sır, —In your current number a certain Edom (Edomite ?) affects 
to “reply ” to my article on “ Grammar ” in your April number. I am 
always pleased to receive instruction from any critic competent to give 
it, but, unhappily, your correspondent himself compels me to declare 
that he is totally incompetent. A writer who tells us that “ letters are 
sounds,” and, conversely, that “‘ sounds are called letters and syllables ; ” 
also that “letters are words,” because we use the corresponding sounds 
as their names, proclaims aloud that he has not yet mounted the very 
first rung in the ladder of thought; for one of the earliest linguistic 
lessons that an intelligent teacher impresses on children is to dis- 
criminate between things and their names, between abstractions and 
their concrete symbols. Further, all the diverse things that I care- 
fully differentiated he jambles together again and treats as identical or 
indifferent. Of the revolution effected in linguistic study by modern 
philology he has never heard, but shelters himself behind obsolete 
dicta of a pre-scientific age. The only valuable points of his letter, 
however, are the quotations, which are, at any rate, sensible, although 
they are of interest chiefly as fossils. With regard to my article, I 
desire to leave it as it stands. 

I may add, as to Wilson’s “ Chemistry,” that I never saw it; but I 
made no boast of the obvious analogy I employed, which, indeed, 
various other sciences would also have supplied. As to my method, 
your learned readers will at once recognize that it is based on the pro- 
cedure of Plato in similar cages, and naturally does not agree with two- 
penny grammar primers. 

I remain, sir, your obedient servant, 
June, 1900. T. Le M. Dorse. 


MATHEMATICS. 


14424. (Professor Nevsere.)—Trouver le lieu des centres des hyper- 
boles équilatères qui ont une corde normale commune MN. 


Solution by Professor K.J.SangAna, 
M.A.; Professor A .Droz-FARNY; 
and H. W. CrrgseL, M.A. 


The angle between the chord 
MN and the tangent at M is equal 
to the angle subtended by MN at 
the extremity R of the diameter 
through M. 

Thus MRN is a right angle. 

Draw CO parallel to RN to 
meet the chord. Then MCO is a 
right angle, and MO is half of 
MN. 

Hence the locus of C is the 
circle on MO as diameter. 


14501. (Rev. T. Wicorns, B.A.)—Given a triangle ABC, find a 
point D within it such that DA? + DB? + DC? is a minimum. 


I. Solution by J. H. Taxtor, M.A. 


The general problem of which this is a particular case is given in 
Wiuiiamson’s Diff. Cal. (1877), § 157. 
Let A have coordinates A, k; B, 0,0; C,a,0; D, x,y. 
o (u) = 322+ 3y?—2axr— 2hr —2ky + a+ h24+h*. 
dujdx = 6x—2a—2h = 0, suppose. d?u/dz? = 6 
dufdy = 6y—2k, @u'dy? = 6 (c), duj(dxdy) = 0......... (B). 
Therefore x = } (a+ h), y = 4k for the minimum, indicating clearly the 
centroid. 


II. Solstion by Professor JAN be Vries, Ph.D. 
E being the middle point of BC, we get BD? + CD? = 2DE?+ $BC*. 
Again, G being the centre of gravity, we have, by the theorem of 


STEWART, 2DE? + AD? = 3DG*+ 3AE?. 
Combining with AB?+ AC? = 2AE*+ $BC°, 
we obtain AD? + BD?+ CD? = 3DG?+ 4 (a? + 57+). 


Hence AD? + BD?+ CD? will be a minimum if D coincides with the 
centre of gravity. 


IIT. Solution by F. H. Peacne xt, B.A. 


If A, B, C, &c., be any number of points, O their centroid, P any 
other point, then the sum of the squares of distances of P from A, B, C, 
&c., exceeds the sum of the squares of distances of O from these points by 
n.OP?, where » is the number of points. Then, fora minimum in the 
question given, D must evidently coincide with the centroid of the triangle. 

[See Casry’s Sequel, 6th edition, p. 25.] 


14410. (Rev. T. Wicorns, B.A.)—Inscribe in a given triangle the 
triangle of least perimeter. 


Solution by J. G. Smitn; W. J. GREENsTRERET, M.A.; G. D. Wiston, 
B.A.; and many others. 
The pedal triangle is that 
required. A 
For, because ROPB is cyclic, 
therefore RPB = ROB; 
because AROQ is cyclic, there- 
fore ROB = åA; 
because ABPQ is cyclic, there- 
fore QPC = A. 
Therefore B 
RPB = QPC. 


Therefore, if Q, R be fixed, QP + RP is minimum. 

Similarly for the others. Therefore any change in the position of any 
vertex of PQR increases the perimeter. Therefore PQR has minimum 
perimeter. 


1 , (P. Mruyzs.)—A conic cuts the sides of triangle ABC in 
D, D’, E, FE’, F, F respectively ; AD, AD’ intersect the conic again in 
d, d ; BE, BE’ ine, d ; CF, CF’ in f, f. Show that the intersections of 
dd’, ed, ff with the polars of A, B, C respectively are collinear. 

Solution by R. P. Paranspyg, B.A.; and Professor SansAna, M.A, 


With the triangle ABC as the triangle of reference, let the conic be 


O = ax? + by? +e? + fyz + Wyss + QALY coceeeereecererees (1). 
The equation of the lines AD, AD’ is 
by? + e524 -2fyz-am Oy.. rece De Tye te ewes (2). 


290 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


The locus a2? + 2gzr+2hzy = 0 passes through the intersection of (1) | Hence AM may be drawn as the line joining A to the intersections of 


and (2). Therefore the equation of dd’ is 
ax + 2gz + 2hy = 0, 
and we get similar equations for ee’ and ff’. 

Now we easily see that the line 2/f+y/g+2/k = 0 passes through the 
intersection of dd’ and BC, &c. Hence the three points in question are 
collinear. 

Mr. Cursgt solves the Question as follows :— 

et the polars of A, B, C cut da’, ee’, ff’ in P, Q, R. Now the polar 
of A cuts AD, AD’ in the harmonic conjugates of A with respect to Dd, 
D’d’. Therefore P lies on BC. Similarly Q and R lie on AC, AB. 

Let O be the pole of DD’. Then OR, OQ, OA are the polars of C, B, 
P. Therefore OQ, AR and OR, AQ cut DD’ harmonically. Therefore 
OA, QR cuts DD’ harmonically; but OA, AP cut DD’ harmonically. 
Therefore QR cuts BC in P.] 


14493. (J. H. Tayor, M.A.)—If A’, B’, C’ are vertices of similar 
isosceles triangles described all externally, or all internally, on the sides 
of any plane triangle BCA, the straight lines AA’, BB’, CC’ are concurrent. 


Solution by W. L. THomson and the PROPOSER. 

Let A’BC be one of the isosceles A 
triangles, the base angles being @. 
Let AA’ cut BC in D. Let AX, AY 
be perpendiculars from A on BA’, Y 
CA’. Then 
BD _ AABA'_ AX _csin(B+0) X 
DC AACA’ AY bsin(C+0)` 
Similarly, if BB’, CC’ cut AC, AB in 
E, F, respectively, 
CE _asin (C +0) and AF 
EA csin(A+0) FB asin(B+0)' 
BD CE AF _ 
DC EA’ FB 
Therefore AA’, BB’, CC’ are con- 
current. 


14445. 


d AF _bsin(A +6) 
Therefore 


l. 


A 


(Rev. J. CULLEN.)—Prove that 


zi 
q —1=0 [mod (g.2°+1)), 
if g.2%+1 bea prime. 


Solution by Lt.-Col. ALLAN Cunninouam, R.E. ; and H. W. Cunset, M.A. 


Let q.2°+1 = p (a prime). 

Thea, provided ¢ > 2, ea 

Also (p—1)/2qg = 2°! and 2%.¢=—1 (mod p). 
Therefore (29) PUA (q) P-D = (—1)(?- De = 41. 
Therefore 232-0, gP 24 41, whence g? | = +1 (mod p). 


The proof fails when q2: but, when g=1, p=3, and it is 
obviously true; and when g = 2, p = 9, which is not prime. Unfortu- 
nately, the form (¢.27+1) gives no small primes, none in fact when 
q > 20 (except p = 3). 


14278. (I. Anno_p.)—Two non-concentric spheres intersect, forming 
a shell. Find the centre of gravity of the larger shell and its distance 
from the centre of the larger sphere, the distance between the centres of 
‘the spheres being d, and the radii of the spheres being R and r. 


Solution by the PROPOSER. 

Let R? represent the weight of whole 
‘concentrated at centre of gravity C of larger 
‘sphere, and 7° the weight of part at A, the 
‘centre of gravity of the smaller sphere; d K 
‘being equal to AC, the distance of their 
‘centres. 

The centre of gravity of shell will be in 
AC produced. Let it be G. Then, by a 
well known theorem, 

CG: CA :: P: R323, 

or CG:d ::7;R3-2; 
therefore CG = dr3/(R3— 13), 
which determines the centre of gravity of the shell KBLE. 


X 


14512. 
ABC un 
sur BC, CA, AB, pour les poids donnés a, 8, y. 


Solution by H. W. CurIsL, M.A. ; and Constance I. Marrs, B.A. 


Let A’M meet B’C’ in A”, and let Z BAM =0 and ZCAM = 9. Then 


B'A” : A”C' = y: B. Therefore sin@; sing = BsinC; ysin B. 


(Professor Neupgera.) — Trouver dans le plan du triangle 
int M qui soit le centre de gravité de ses projections A’, B’, CO’ 


two els to AB, AC at distances BsinC, ysinB. Similarly, BM 
and CM may be drawn. 


14201. (R. Tucker, M.A.)—P, Q, R are points on a parabola, such 
that PQ, QR are normals to the curve. If SP, SQ, SR are denoted by 


fis Tq, T3, prove (rg = 71)? = (17 +19)? (2r3—ri— rs) ; 
hence they cannot be in A.P. Show that the circle PQR is given by 

m? (m3 + 2)? (x2 + y?) — 2pgax — 4pmay + m? (m? + 2) (m? + 4) qa? = 0, 
where P is the point (am?, 2am) and p, q stand respectively for 


m‘'+4n?+2, mi+6m?+4. Find also when the circle passes through 
the focus. 


Solution by F. L. Warp, B.A. 

With the usual notation, let PQ meet axis in G,, and QR in G,. Drop 
Denote P, Q, R by (2, y,), &c. 
AM, AM, = AG? Or Zita = (z; + 2a}, since MG, = 2a. 
Laz = (Tg + 2a)?, 


PM,, QM,, RM; perpendicular to axis. 
Now 


Also since MG, = 2a. 


eaemuewecen we nannan we: e 


Q 


From these, and since r; = 7,+a, &c., 


21 (ra—rı) = far, and 24(13—1%9) = dare: 
therefore (%3— ra) [(T2— 11) = rati [1 Le = raz? /r (z, + 2a). 
But ay (%—1",) = 4ar,; therefore (x, +2a)/z, = (ri + 19)/2r ; 
therefore (rg— ro) / (r¥3—1}) = 4r ra! (r) + r), 
which is the same as the result given. 

[The rest in Volume. ] 
14476. (Professor E. J. Nanson.)—If 
at—be b—ca . c*—ab a b c 
a eas arabe Pca cab 
Solution by J. BLarxie, M.A. ; L. E. Reay, B.A. ; and many others. 
If = { (a? —be)/a} =0, 2(a%be— bc?) = 0. 
Multiplying by a+b+c, we get 
3 {aioe tahe (Ee) = 0 or a(b?-ca)(e—ab) = 0. 
Therefore = {a/(a?—be)} = 0. 


= 0, then = 0. 


14458. (J. A. Turrp, D.Sc.)—XYZ is a triangle inscribed in ABC 
and having its sides proportional to the medians of ABC. Show that 
the envelope of the circumcircle of XYZ is the Lemorne ellipse of ABC. 


Solution by Rev. J. CULLEN and G. N. Bates, B.A. 


The sides of the pedal triangle XYZ of the symmedian point K are 
proportional to the medians. Hence, if the lines KX, KY, KZ revolve 
round K through an angle @, the triangle formed by joining (K-X,, BC), 
&c., is similar to XYZ, the modulus of similarity being sec 6. ‘Therefore 
the envelope of the circle X, Y.Z, is the in-conic whose foci are K and G, 
the centroid, since in general, if the ranges forming the pedal triangles 
of A and its isogonal conjugate A’ revolve through an angle 0 in contrary 
directions, the six points are concyclic, the envelope of the circle being 
the in-conic whose foci are A and A’. 


(Mr. Bartes observes that this is a particular case of Mr. CuLLEN’s 
Quest. 14182; see Vol. LXXII., p. 65.] 


14499. (Lt.-Col. ALLAN CunninGHaAM, R.E.)—Prove that the continued 
product P= (a b) (a3 05) (a5 Fd)... (a EB") 
38 divisible by {(2n)!+(2".n!)}"*) if (aFb) is divisible by (2n)!+ (2". n!). 
Solution by Rev. J. Cutnen: H. W. Cunser, M.A.; and the PROPOSER. 
Let N = 1.3.5...2n—1 = (2n)! (2*. ut). 
Now, if r is odd, we have 
a EO = (aF Oaia ae, 


July 2, 1900.] 


THE EDUCATIONAL TIMES. 


291 


and, since a = +b (mod N), 

a 4a" 764.40"! = rb"! (mod N). 
Therefore «= 8" is divisible by rN, and hence P by 1.3.5...27—1.N”, 
i.e., by N”*!. 


14443. (R. Knowxzs.)—F, S are the foci of a rectangular hyperbola ; 
from a point T on the circle whose diameter is FS, tangents TP, TQ are 
drawn to meet the curve in PQ; the circle TPQ cuts the curve again in 
CD ; prove that (1) the diagonals of the quadrilateral PQCD intersect in 
the axis; (2) two of its sides are parallel. 


Solution by Professor A. Droz-Farny. 


Soient 237—y? = a? et x?+ y? = 2a? les équations de l'hyperbole équi- 
latére et du cercle FS La polaire d’un point (z', y’) par rapport à 
Vhyperbole étant{z1’—yy’ = a?, l'équation d'un ecercle TPQ sera de la 
forme (zx — yy’ — a?) (T£ + yy’ +d) + (x?-y?-a?) = 0. 

Cette conique sera un cercle passant par le point (z’, y) du cercle 
T? +y? = 2a? si A =p =—a?, 

Les droites PQ et CD auront donc respectivement pour équations 
T2 =y = È, rz + yi = a, 

Ces denx droites étant symétriquement disposées par rapport à l'axe 
transverse de l'hyperbole, le quadrilatère PQCD est un trapéze ayant 
cet axe comme médiane orthogonale. Il en résulte immédiatement les 
deux questions proposées. 


14516. (Professor Jax ne Vries, Ph.D.)—For each conic of a given 
pencil the orthoptical circle (circle of Monee) is constructed. How many 
of these circles will pass by a given point ? 


Solution by the Provosgr. 
Denoting by Ax the minor of the determinant 


Mi Ai A3 
A= 4 am ag 
Csi, Uy gg | 


belonging to ay, the centre of the conic 
AT? + Lay TY + alay? + 23% + any + ay, = 0 
is determined by Zo = Åz i Agi Vo = ån: Ag. 
If the same conic is represented by the equation 
bg? + boon? + bsg = O, 
we have by = A: Ay; and the quantities 
u, =—by | bis 


will be determined by 


ta = — bag | bog 


A3? + (an + aAa) A g Au + A? = 0. 
[The rest in Volume. ] 


14474. (R. Know.es.)—Tangents from a point T meet a parabola in 
P,Q; the circle TPQ cuts the parabola again in C, D; the sides PC, QD 
of the quadrilateral PQCD meet in E; the diagonals in G: M is the 
mid-point of EG; MN,, EN., GN, are drawn at right angles to the 
axis; MN, meets the parabola in K. Prove that KN,? = EN..GN3. 


Solution by R. Tucker, M.A. 
Let P, Q, C, D be (m, ma, mz, m); then Z (m) = 0. Now 
PC is y (my +m) —2x = 2am m3, QD is y (m+ m) — 2r = Zamomy...(i.) 5 


therefore 2rp_ = —a (mymg+mgm,) and 2xq = —a (myst mamy); 
therefore Ary = —a (m) + ma) (mz + my). 
Hence KN ? = dary = € (ty + mo)?. 


From (i.), yg = a (ay m3— mymy) (m, + my) = a (amy + mo) (my + Wg) / (0, + m3) 


and Ya = a (mmz ~My) (mg + mg) = a (ny + ma; (My + mo) (mg + M3). 
Therefore yeyo = KN. 
QUESTIONS FOR SOLUTION. 
14596. (Professor G. B. MATHEWS, F.R.S.)—Prove that 
1 l 1 1 
nane e O E - z Oe bee = > 
(l=) (I-y) (=a) Ia) en I-84) 7 (1 ys) (ay) 
TEE, eee ae ee 

(1—2y?)(l—zy) (1—zy) (l—y) 
1 l 1 1 


l—zty l= =y? l= ry 
and show how to construct any number of such identities. 

14597. (Professor NerBeRrG.)—Trouver les relations entre les abscisses 
de quatre points pris sur l'hyperbole équilatère 2y = 1, et tels que les 
tangentes en ces points touchent une même circonférence. 

14598. (Professor Moriex.)—A string is attracted to a centre O, 
according to Nrwron’s Law, and rests over two pins equidistant from O. 
Prove that the least length of the string is 2r (1+ 6)? where r is the 
distance of a pin from the centre, and 26 is the angle (supposed <2) 


which the pins subtend at the centre. [The curves concerned are con- 
sidered in an article in the Annals of Mathematics, October, 1899.] 


14599. (Professor Cochzez.)—Courbe psinw—2p+1 = 0. 

14600. (Professor E. J. Nanson.)—If a triangle be self conjugate 
to the conic S, and two of its vertices lie respectively on S’ + a8, S’+ aS, 
prove that the third vertex lies on S’ + »S, where A(A+py+v)+0 = 0. 

14601. (Professor K. J. SANJÁNA.)—An object is placed in front of 
a combination of three coaxial convex lenses, whose focal lengths are f, 
Joy fa respectively, and the successive distances between them «u, d. If 
the final image is in the same position as the object, prove that 


(fi— 2) (f3—-9) + fg (Ni — 9 + fg— 8) 50 esses (1); 
2 fa (a + b) + fifa —fib (2a + b) — fe (a + b)? — faa? + ab (a+ b)*= 0... (2); 
and (a +b f+ a*fg—ab (a+b) = O eee cc ccc eenes (3). 


If a, b be given, the focal lengths are a (a+ b)/2b, ab/2 (a+), b(a+b)/2a 
respectively, and the final image is equal to the object in magnitude. [A 
particular case is the system formed by three convex lenses of focal 
lengths 3, }, 3, at intervals 1, 4; see WoLsTENHOLME, No. 2,781.] 


14602. 


(Professor N. Buattracnaryya.)—A light string just fits 
round an ellipse (eccentricity = e), and is under the action of a central 
force towards a focus, varying inversely as the distance. If T and T’ be 
the tensions at the extremities of any focal chord, show that e-iTæe +e To. 
is constant. If N be the normal pressure on the ellipse at any point 
whose distance from the centre of force is r, prove that 

bu 1 a r 

VJ (2ar—r*) Fe 7 (2ar—7*) log ay 

14603. (J. A. Turxp, M.A., D.Sc.)—U isa straight line in the plane 
of a triangle ABC, A, is the conic with respect to which U is the polar 
of the centroid, and ABC self-polar. Prove the following statements :— 
(1) If a variable in-conic, touching BC, CA, AB at X, Y, Z, has its 
centre on U, AX, BY, CZ cointersect on a circum-conic, A>. (2.) Ifa 
variable circum-conic has its centre on U, and if LMN be the triangle 
formed by the tangents to it at A, B, C, AL, BM, CN cointersect ona 
conic, As, passing through the mid-points of the sides of ABC. (3) Aj, 
Ao, 4g are similar and similarly situated, and intersect on U. (4) Fhe 
centre of A, bisects the distance between the centres of A, and A.; the 
line of centres passes through the centroid; the centroid and the centre 
of A, are the centres of similitude of A,and A3. (5) Ai, Ag A3 are 
parabolas, hyperbolas, or ellipses, according as U touches, cuts, or does 
not cut in real points the maximum inscribed ellipse of ABC; they are 
circles when U is the line Za cos A = 0, and equilateral hy perbolas when 
U passes through the symmedian point; gencrally their eccentricity is 
constant, as U envelops a conic having double contact with the maximum 
inscribed ellipse on the line ZacosA = 0. (6) Ifa variable circum-conic 
pass through the centre of Aj, its centre-locus is A3, and if L’M’N’ be 
the triangle formed by the tangents to it at A, B, C, AL’, BM’, CN’ 
cointersect on U. 

14604. (Professor Umrs Cuanpra Guosn.)—If a conic circum- 
scribing a quadrilateral ABCD be inscribed in a quadrilateral abcd, ah 
touching the conic at D, dc at A, cd at B, and da at C, prove that the 
following quartets of lines are concurrent and harmonically conjugate : — 
(1) DB, AC, dd, ac (see SALMON’8 Conies, p. 242); (2) DA, BC, ae. ef; 
(3) AB, DC, bd, ef: and that the three diagonals of either quadrilateral 
form a self-conjugate triangle with respect to the conic. 

14605. (D. Brppie.)—In a tetrahedron, the trilinear coordinates of 
the point of contact of the inscribed sphere with any face, taken in refer- 
ence to the edges of that face, are in direct proportion to the combined 
perpendiculars to the respective edges, from the opposite vertex and its 
projection on the plane of the face, the ratio being that between the area 
of the particular face and the entire surface of the tetrahedron. 


14606. (R. Tucker, M.A.)—ABC, A’B’C’ are the in- and circum- 
triangles of the same circle, and their sides are parallel. Prove 
AB = 47 (sin $A) A'B’, 
and that A'A, B’B, C’C meet in 
(s—a)a/a = {s —b) B/h = (s—c) yfe. 

14607. (Rev. W. ALLen Wuitwortn, M.A.)—‘ Find two unequal 
integers such that the sum of their reciprocals shall be equal to the 
reciprocal of a given integer N.’’—Show that there are 

$ (2a+ 1) (2841) (2741)... —$ 
solutions of this question, where the prime factors of N are given by 
N =a bc’... 
For example, if N = 12, there are seven solutions, viz., 
tae = 1sty Hae tas = Ys tya = det yo 
= itys 

14608. (Epwarp V. Huntineron, A.M.)— Let a and A be the radii 
of the circles through the cusps and vertices respectively of any epi- or 
hypo-cycloid having an odd number of cusps. Then, according as h—3u 
is positive or negative, a line of length A +a, sliding within the curve, 
will envelope an epi- or a hypo-cycloid-haying double( the number of 
cusps. 


) 1 1 
ts =astiss Ti 


292 


THE EDUCATIONAL TIMES. 


[July 2, 1900. 


14609. (R. C. Arcuirnatp, M.A.)—Prove the following relations 
between the cardioid and the three-cusped hypocycloid or tricuspide :— 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 
6635. (Curisting Lapp.)—If A, B, C, D are four fixed points on a 


(i.) The envelope of the parabolas, with foci on a cardioid and always sphere, and P is a variable point, prove that the mean value of 


tangent to two fixed lines drawn at pleasure through its cusp, is a 
tricuspide. (ii.) A cusp S of a tricuspide and its opposite vertex V are 
joined. Any tangent to the tricuspide intersects this line SV in A. With 
centre V and radius VX, a circle is described which cuts the tangent 
again in P. The locus of P is a cardioid. 

14610. (R. F. Davis, M.A.)—Prove that the length of the chord of 
the circumcircle to a triangle ABC, drawn so as to bisect the sides AB, 
AC, is 2R {1—cos? B cos? C}f, 

14611. (G. H. Harpy, B.A.)—A, B, two of the angular points of a 
triangle XAB, lie on two faces of a tetrahedron, and the side AB passes 
through its centre of gravity. The sides XA, XB divide the opposite 
edge in fixed ratios 0 : 1—0, 1—ọ : 9. Prove that the locus of X con- 
sista of two points, a straight line and a conic; and that the latter will 
be an ellipse, parabola, or hyperbola, as 


{3 (6+ 9) —2(1 + 469) }? = 40g (3 — 46) (3—49). 


Verify this when 6 = ọ =}. 
14612. (R. P. Paranspyz, B.A.)—Find the maximum number of 
cusps that a curve of the mth degree can have. 


14613, (Rev. J. Cutten.)—Two points P and Q lie on the circum- 


| radius a about a 


cos PA cos PB cos PC cos PD 
ys (cos AB cos CD + cos AC cos BD + cos AD cos BC). 


6637. (A. Martin, M.A.)—The square root of 9781, when expanded 
as a continued fraction, contains 157 quotients in a period. Is there a 
prime number of the form 4n+ 1l, composed of four digits, having a 
greater number of quotients in a period of its square root ? 


6642. (J. R. Harrxıs, M.A.)—When two or more spherical soap- 
bubbles, blown from the same mixture, are allowed to coalesce into a 
single bubble, prove (1) that we obtain for the radius of the bubble an 
equation of the form 

siori—rsm—... = a(n? + 1+ ...—27), 
ris To, ... being the radii of the bubbles, and a some positive quantity; 
and (2) verify (what one would infer also from physical considerations) 
that this equation implies a reduction of the total surface. 

6648. (H. Forrey, M.A.)—In a plane triangle ABC, bisect AB in 
D, and take DBA opposite to DA, or DAB’ opposite to DB, each equal 
to half the sum of AC and BC; and prove that the semi-perimeter AA’ 
or BB’ will subtend an acute angle at C if the base AB does not exceed 
half the sum of AC and BC. 

6654. (C. Leupgsporr, M.A.)—A particle is revolving in a circle of 
centre of attractive force varying inversely as the square 


circle of a given triangle ABC, and subtend a constant angle at O, the, of the distance. Suddenly the centre of force is shifted to a point O, 
centre. Prove that the locus of the intersection of the Simson-lines of P | distant by a very small quantity c from the centre of the circle C. Show 


and Q is a hypotrocoid. 


14614. (Lt.-Col. Arkan Cunninouam, R.E.)—Factorize completely 
(17927 + 1). 
14615. (W. R. Hucnes.)—The four points determined by the inter- 


section of the tangents and common chords of the circles of curvature at 
two points P, Q on an ellipse lie on a circle coaxal with the circles of 
curvature. 

14616. (R. W. D. Curistiz.)—Prove for primes of the form 4M—1 
the modular equation a?+6 = 0modyp, 
where a and J are any primitive roots; e.g., prime 11, roots 2, 6, 7, 8, we 
have 2247 = 674+8 = 774+6 = 8742 = 0 modli. 

14617. (V. Daniz..)—The locus of the middle point of the intercept 


of a variable tangent by tangents from a fixed point toa parabola is the 
tangent parallel to the polar of the fixed point. 


14618. (J. J. Baantvitte, B.A.)—Prove that 
1 1 l 1 l 1 
-—-— + —— + EREE n. = + -- 
2+7 7+ 4747 32247 3V5 18’ 
1 1 1 1 2/2+1 
See ee ee a, Pe ee a= = =j 
547 17 4+7 9747 56547 28 
447 15+7 19147 246847 1540” 
Ne le eee 
347 2347 50347 11043 + 7 70 
14619. (R. Kxowuss.) —If 


F2/(l—2)" = 1+(m+ 1)° x+ (2m + 1)! 22... + (2m 4+ 1*7! 2" + &., 
where m is any positive integer greater than 2, prove that (1) Fr isa 


function of the form 14+ Br+Cz2+&c. of the degree (w—1) in z; 
(2) the coefficients in it of z and 2” ”' are respectively (m+ 1)""'—n and 
{m—1)""'; (3) the sum of its coefficients is 2—1!.m"~'; eg. if m = 3, 
n = 5, the series becomes 1 + 44x + 7427+ &c., and 


Fr = 1 +251lz+ 11312? + 64525 + 1624. 


14620. (Srish Cuanpra Guosu, M.A.)—A comet of very small 
dimension and mass M is projected to move in a parabola (parameter 
= 4u) under the action of a focal attractive force (= uu"), from a point 
distant R from the focus. Another particle, mass m, is then shot off 
from the focus at an angle @ to the principal diameter, and strikes the 
comet with velocity v. Investigate the subsequent motion of the comet, 
the coefficient of restitution being e. Supposing these elements to be in 
C.G.S. units, and a fraction + of the energy dissipated by collision to be 
spent in thermal effects, calculate the heat generated. 


14621. (H. W. Cunset, M.A.)—If quadrilaterals can be at the same 
time inscribed in a conic C, and circumscribed to a conic C2, prove that 
triangles can be at the same time inscribed in C, and circumscribed to 
the conic C3, which is the polar reciprocal of C, with respect to Cz; and 
if P is the common vertex of such a triangle and quadrilateral, the vertex 
of the quadrilateral opposite to P and the side of the triangle opposite to 
P are pole and polar with respect to C3. 


14622. (Rev. T. Roacu, M.A.)—If T,, T;, T, is a triangle described 
about an ellipse, then the angle subtended by T}, Taat S = 2 comple- 
ment of that subtended by P, Q, the points where the tangents from T, 
touch. 


that the eccentricity of the new orbit described by the particle is 
a-'e+4a-%c? sinasin2a nearly, a being the angle subtended at C by the 
line joining O to the position of the particle at the moment of the change. 

6657. (Professor Sytvester, F.R.S.)—If A, u, v, ... @ be any prime 
integers, and py, Pans paw --- Mean the primitive roots of p»—1, p¥—l, 
per—1... respectively, show that, if 


P = {1—(1/a)} {1-(1/n)} ... {1— (1/0)}, 


1 1 1 
l e ee 
1 1 1 1 l ) } 
} ——4 P —_ - = ieee a ee, = +3 RN a ee i — ses . 
TE a(i Eo ET l= ppt 


NOTICE TO CORRESPONDENTS. 
It is requested that all Mathematical communications should be 
sent to D, Binnie, Esq.. Charlton Lodge, Kingston-on-Thames. 


NOTICE.—Vol. LXXII. of the “ Mathematical Reprint” 
is now ready, and may be had of the Publisher, 
Francis Hopeson, 89 Farringdon Street, H.O. Price, 
to Subscribers, 5s. : to Non-Subscribers, 68. 6d. 


THE LONDON MATHEMATICAL SOCIETY. 


Thursday, June 14, 1900.—Lord Kelvin, G.C.V.O., President, in the 
Chair. Present, three foreign members, twenty-one ordinary members, 
and a visitor, Prof. Stringham, California. 

At the request of the President, Prof. F. Klein made a few remarks on 
the continuation of the edition of Gauss’s collected works. 

Prof. Darboux spoke ‘‘Sur différents problémes relatifs aux trans- 
formations de l’espace et aux déformations finies de la matière, et sur 
leurs rapports avec la théorie des systèmes triples orthogonaux "’; and 
Prof. Poincaré spoke ‘‘ Sur quelques théorémes relatifs à l’analysis situs 
et sur les propriétés des polyédre dans l’espace à plus de trois dimensions.” 

Prof. Stringham also made a few remarks on “A Proof of the Directro- 
focal Property of the Plane Sections of s Cone in Non-Euclidean Space.” 

Prof. Elliott read some *‘ Notes on Concomitants of Binary Quantics.” 

In consequence of the lateness of the hour Lord Kelvin simply read 
the titles of the following papers :— 

“Some Multiform Solutions of the Partial Differential Equations of 
Physical Mathematics and their Application,’’ Part II., Mr. H. N. Carslaw. 

‘ Some Quadrature Formulæ,” Mr. W. F. Sheppard. 

‘‘ Extensions of the Riemann-Roch Theorem in Plane Geometry,” 
Dr. F. S. Macaulay. 

‘ On the Invariants of a certain Differential Expression connected with 
the Theory of Geodesics,’? Mr. J. E. Campbell. 

‘“ On the Transitive Groups of Degree n and Class n—1,’’ Prof. W. 
Burnside. 

«The Invariant Syzygies of Lowest Order for any Number of 
Quartics,’’ Mr. A. Young. 

‘‘ Canonical Reduction of Bilinear Forms,” Part II., Mr. Bromwich. 

“The Energy Function of a Continuous Medium,” Mr. H.M. Macdonald. 

“ Note on the Representation of a Circle by a Linear Equation, 
Mr. J. Griffiths. 

Messrs. Darboux and Poincaré were admitted into the Society. 

Votes of thanks to the foreign members were passed for their 
communications. . 


July 2, 1900.] 


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Journal of the College of Wreceptors. 


Vol. LIII.) New Series, No. 472. 


AUGUST 1, 1900. 


Price to Non-Members, 6d. 
By Post, 7d. 


OLLEGE OF PRECEPTORS.— 
EXAMINATIONS FOR 1900. 


1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the College will commence on the 
Ist of January, 1901.—At the Midsummer Examination, 

rsons who have previously passed in Theory and 

ractice of Education at the Diploma Examination may 
T ined practically for Certiticates of Ability to 
each, 


2. CERTIFICATE EXAMINATIONS. —The Christ- 
mas Examination for Certificates will commence on the 
áth of December, 1900. 


3. JUNIOR FORMS EXAMINATIONS. — The 
Christmas Examination will commence on the 4th of 
December, 1900. 


4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations are held in March and 
September. The next Examination will commence on 
the 4th of September, 1900. 


5. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
College for the Inspection and Examination of Public 
and Private Schools, 


PRIZES. 


Diploma Evamination.—The following Prizes will be 
offered for competition :—Theory and Practice of Edu- 
cution, £10; Clasnics (Greek and Latin), £5; Mathe- 
maties, £5: Natural Science, £5. The Doreck Scholar. . 
ship of £20 will be awarded on the results of the Christ- 
mas Examination. | 


Certificate Eramination.—The “ Ishister Prize ” will 
be awarded to the Candidate who stands First, and the | 
“ Pinches Memorial Prize” to the Candidate who stands | 
Second, in General Proficiency. Prizes will also be 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classies, Mathematics, Modern Languages, 
Natural Sciences, English Subjects, The‘ Tavlor-Jones 
Memorial Prize” will be awarded to the best Candidate 
in Scripture History. Two Medals will be awarded to 
the best Candidates in Shorthand. 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


RELIMINARY EXAMINATION of 


MEDICAL STUDENTS, — The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficntes recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
ceutical Society of Great Britain, and other bodies, on 
the 4th, Sth, and 6th of September, 1900. 


The Examination will take place in London, and at 
the following Local Centres:—Birmingham, Bristol, 
Leeds, Liverpool. 

Examination Fee, 25s. 

Regulations and Entry Forms may be obtained on 
application to the Secretary of the College of Preceptors, 


ÁJ 


Bloomsbury Square, W.C 
C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 

Section ILI., cluuse 5.—' The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
engaged in teaching in Secondary schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 


CERTIFICATE EXAMINATION, 
DECEMBER, 1900. 


Notice is herehv given that at the above Examination 
the following additional (alternative) subjects will be 
set :—Latin, Class I., Cæsar, Gallic War, Book VL, 
Virgil, Eneid, Book I1.; Scripture, Classes I. and II., 
the First Book of Samuel. 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. 
(Bloomsbury Square, W.C.) 


LECTURES FOR TEACHERS 


ON THE SCIENCE AND ART OF EDUCATION. 
THE PRACTICE OF EDUCATION. 


To be delivered by H. L. WITHERS, Esq., M.A., 
Professor of Education at Owens College, Man- 
chester, late Principal of the “ Borough Road” 
Training College, Isleworth. 


The Second Course of Lectures (Twenty-sixth Annual 
Series), will begin on Saturday, October 6, at 5 p.m. 

The Syllabus will be published in the September 
number, 

The Fee for the Course is Half-a-guinea. 

The Lectures will be delivered on Saturday Afternoons 
at 5 o'clock, at the College, Bloomsbury Square, W.C. 

Members of the College have Free Admission to this 
Course. C. R. HODGSON, B.A., Secretary. 


NOLLEGE OF PRECEPTORS. 
/ (Bloomsbury Square, W.C.) 


The Council of the College of Preceptors will shortly 
proceed to the appointment of additional EXAMINERS 
In PHYSICS and PHYSIOLOGY. Candidates must 
be Graduates, and should have had experience = in 
teaching, Applications (twenty copies), stating age, 
ee ate &¢., should be addressed to the DEAN of the 
College not later than the Ist of October. If testimonials 
are sent, they should be not more than three in number, 
and twenty copies of each should be forwarded, 

C. R. HODGSON, B.A., Secretary. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 


ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad. 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


L L A ST ANDREWS UNIVER- 
pasarap SITY.—Oral Classes for London students 
in all subjects of this examination are 
held at the Day Training College, White Street, Fins- 
bury Street, and Ropemaker Street, Finsbury Pavement, 
E.C. and are conducted by Mr. 8. BLows, M.A. Honours 
Cantab., B.A. Honours, B.Sc., and Teacher’s Diploma, 
London, 
Correspondence Tuition in all subjects for country 
students. 
All applications to be addressed to Prof. CUSACK. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish. &ec.—Mr. J. 
Lock EY, M.A. Lond. (Branches I. and IV.). F.C.P., 106 
St. Paul’s Road, Camden Town, N.W., prepares for 
above in Classics, Mathematics, Anglo-Saxon, Mental 
Science, Education, &¢., Orally and by post. Numerous 
successes every year. Terms moderate, 


ORRESPONDENCE TUITION, 
Classes, or Private Lessons in all Subjects for all 
Examinations, &c., at moderate fees. Correspondence 
courses arranged to suit needs of individual pupils, 
Many recent successes,—F. J. BorLanp, L.C.P. (Science 
and Math. Prizeman), Victoria College, 87 Buekingham 
Palwe Road, S.W., and Stalheim, Brunswick Road, 
Sutton, Surrey. Schools visited and Examinations con- 
ducted, 


MEDIOAL SCHOOLS. 


CHARING CROSS HOSPITAL MEDICAL SCHOOL, 
ST. THOMAS'S HOSPITAL MEDICAL SCHOOL. 
ST. BARTHOLOMEW’S HOSPITAL. 

LONDON HOSPITAL MEDICAL COLLEGE. 
MIDDLESEX HOSPITAL MEDICAL SCHOOL. 
GUY'S HOSPITAL. 

ST. MARY’S HOSPITAL MEDICAL SCHOOL. 
DENTAL HOSPITAL MEDICAL SCHOOL. 
KING’S COLLEGE HOSPITAL. 


(For particulars of the above, see following pages.) 


TRAINING OOLLEGES, &o. 


CAMBRIDGE TRAINING COLLEGE, 

MARIA GREY TRAINING COLLEGE, 
DATCHELOR TRAINING COLLEGE. 

HOME AND COLONIAL TRAINING COLLEGE. 
KELLAND HOUSE, LEICESTER. 

BEDFORD COLLEGE, LONDON. 

ST. GEORGE'S TRAINING COLLEGE, 
FROEBEL EDUCATIONAL INSTITUTE. 


(For particulars of the above, see following pages.) 


OTHER COLLEGES, &c. 


UNIVERSITY COLLEGE OF NORTH WALES. 
UNIVERSITY COLLEGE OF WALES. 
UNIVERSITY COLLEGE, LONDON, 
UNIVERSITY COLLEGE, BRISTOL. 

KING'S COLLEGE, LONDON, 

OWENS COLLEGE, MANCHESTER. 
UNIVERSITY TUTORIAL COLLEGE, 
TRINITY COLLEGE, LONDON, 

LONDON COLLEGE OF MUSIC. 

CARLYON COLLEGE. 

UNIVERSITY EXAM. POSTAL INSTITUTION, 
WESTFIELD COLLEGE. 


(For particulars of the above, see follotcing pages.) 


LONDON MATRICULATION, 


JUNE. 1900. 


202 


SUCCESSES 


WERE GAINED BY STUDENTS OF 
University Correspondence College. 


For those who have falied 


A SHORT COURSE FOR JANUARY, 
1901, IS PROVIDED. 


Pee for all Subjects £3. 17s. 64. 


Prospectus, Guide to Matriculation, Inter. Arts, 
Inter. Laws, Inter. Science, and B.A. Examinations, 
and further particulars, will be sent, post free, on appli- 
cution to 


THE SECRETARY, 
University Correspondence College London Oter, 


| 32 Red Lion Square, Holborn, W.C. 


296 


THE EDUCATIONAL TIMES. 


[Aug. l. 19C0. 


L NIVERSITY COLLEGE 
NORTH WALES, BANGOR. 


(Ineorporated under Royal Charter, and a Constituent 
College of the University of Wales.) 


Principal—H. R. REICHEL, M.A., late Fellow of 
All Souls College, Oxford, 


DEPARTMENTS, 


Subjects. Professors, 
Greek oo ee W. Rhys Roberts. Litt. D.. late Fel- 
low of King’s College Cambridge. 
DUUN acestcadesiosacencce E. V. Arnold, Litt.D., late Fellow 


of Trinity College, Cambridge. 
French and German Frederie Spencer, M.A. (Camb.), 
Phil. Doe. (Leipzig). 
Semitic Languages .. T. Witton Davies, B.A., Ph.D. 


History oo... cc. J. E. Lloyd, M.A., Lincoln College, 
Oxtord, 


Constitutional History The Principal. 


English Language W. LewisJones, M.A., late Scholar 
and Literature of Queens’ College, Cambridge, 


Philosophy o.... 2... James Gibson, M.A., Fellow of 
St. John’s College, Cambridge. 

Mathematics ... ....... G. H. Bryan, Se.D.. F.R.S.. late 
Fellowof Peterhouse, Cambridge. 

Welsh 0... aaa J. Morris Jones, M.A., late Scholar 
of Jesus Coll., Oxford. 

Physies aa E. Taylor Jones, D.Se. 

Chemistry a. J.J. Dobbie, M.A., D.Sc., Inte Clark 
Fellow of Glasgow University. 

Biology oo R. W. Philips, M.A., (Camb.), 


D.Sc. (Lond.). late Seholar of 


St. John's College, Cambridge. 


ee ee Philip J. White, M.B. (Edin.), 
F.R.N.E. 


Zoology 


Aaea Bh Thomas Winter, 
F.G.S, 
J. A. Gren, 


Agriculture M.A. (Edin.), 


Education B.A. 


Inclusive Tuition Fee £11. ls. a vear. aboratory 


Fees additional, on the scale of £1. Is, per term for six 
hours a week. 

The College Courses qualify for the degrees of the Uni- 
versity of Wales, and include most of the Subjects for 
degrees of London University in Arts and Science. 
Students wishing to Graduate in Medicine in the Uni- 
versities of Edinburgh and Glasgow can make one Annus 
Medicus at this College. Spec ial provision is made for 
Electrical Engineering, There are a Day Training 
Department for men and women and a Department for 
the Training of Secondary Teachers. 

The average cost of living Gn lodgings) and tuition at 
Bangor for the Session (35 weeks) is from £30 to £40, 
A Hall of Residence for W omen, under the supervision 
of Miss Mary Maude, who ts the College tad 
intendent of Women Students, is now open, 

At the Entrance Ne Eaa Examination (which 
commences in September m each year) over 20 Scholar- 
ships and Exhibitions, ringing in value from £40 to £10, 
Ww il be offered for competition, 

For detailed information as to Courses, Entrance and 
other Scholarships, &¢., apply to the Secretary and 
Registrar. 


Bangor. J. E. 


y Nuper- 


LLOYD, M.A. 


| | NIVERSITY COLLEGE OF 
NORTH WALES. 
(A Constituent College of the University of Wales.) 


DEP: ARTMENT FOR THE TRAINING OF 
SECONDARY TEACHERS, 


(Recognized hy the Cambridge Syndicate.) 


Professor of Education—J. A, GREEN, B.A. Lond.. 
assisted by Miss C. GRAVESON, R. A. Lond., and 
an Assistant- Lecturer to be appointed, | 


Preparation is otfered) for the Cambridge Diploma | 

(Theoretical and Practical) and for the Teachers’ 
Dion of the University of London. 

Fall particulars of the Course (which is open to both | 


men and women students), Fees, Scholarships, &c.. 
may be had on PHENO to the REGISTRAR. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, WEesT KENSINGTON, Lonpoy, W. 


Chairman of the Committee—My, W. MATHER. 
Treasurer—My.C, G. MONTEFIORE, 
Seerctary—Mr. ARTHUR G. SYMONDS, M.A. 
TRAINING COLLEGE FOR TEACHERS. 
Principal —Madame MICHAELIS, 
Mistress of Method —Miss E, E. LAWRENCE, 
KINDERGARTEN AND SCHOOL, 
Head mistress — Miss M. Boys SMITIL 


Further particulars may be obtained on application 
to the PRINCIPAL, 


oF! BEDFO 


opportunity: for 


(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
Principal — Miss ETHEL HURLBATT. 


The Session 1900-1901 will open 
October 4th. Students are requested to enter their 
names on Wednesday, October 3rd. 

Lectures are given in all branches of General and 
Higher Education. Taken systematically, they form a! 
connected and progressive course, but a single course of 
Lectures in any subject may be attended, 

Courses are held in preparation for all the Examina- 
tions of the University of London in Arts and Science, 
for the Teachers’ Diploma (London), and for the 
Tenchers’ Certificate: (Cambridge); and also a Special 
Course of Seentitie Instruction in Hygiene. Nix 
Laboratories are open to students for Prictical Work. 
Two Entrance Scholarships awarded vearly, A Glad- 
stone Memorial Prize and the Early English Text 
Society's Prize are awarded to students each June. 

The Art School is open from 10 to 4, 

Students can reside in the College, | 

Full particulars on application to the PRINCIPAL, 


EDFORD COLLEGE, LONDON 


(FOR WOMEN), 
YorRK PLACE, BAKER STREET, W. 


DEPARTMENT FOR PROFESSIONAL TRAINING 
IN TEACHING, 
(Recognized by the Cambridge Syndicate.) 

Head of the Department—Miss H. ROBERTSON, B.A. 

The Third Term of the Session 1900 begins on 
Thursday, Oetober 4th, 

The Course includes full preparation for the Exami- 
nations for the Teaching iplomas granted by the | 
Universities of London and Cambridge, held annually in. 
December, 

The Council will, in December, 
Travelling Studentship, value £70. 

Full particulars on application to Miss ROBERTSON, 


TNHE MARIA GREY T RATNIN NG 
COLLEGE FOR WOMEN TEACHERS, 
SALUSBURY Roan, BRONDESBURY, LONDON, N.W., 


Principal—Miss ALICE Woops. 


A Full Course of Professional Training is offered to, 
ladies who desire to become Teachers in Secondary | 
Schools or in Kindergartens. 

The Course for students preparing for the Cambridge | 
Teachers’ Certificate or for the London Teachers’ 
Diploma begins in September or January, and lasts for 
one or two years. The Course for Kindergarten students 
reparing for the Higher Certificate of the aed 

roebel Union begins in September, and takes two years 
and one term, 

Ample opportunities are given for Practice in Teaching | 
in the School and Kindergarten of 150 pupils on the, 
premises, as well as in other Schools, | 

The W iInkworth Hall of Residence, close to the College, | 
accommodates 20 students, 

Scholarships to the amount of £230, from publie and 
private sources, are annually aw arded. 

For all particulars as to qualifications for entrance, 
terms, scholarships, &¢., apply to Miss ALICE Woops, 
ut the College. 


award a Gilchrist 


J 


HE DATCHELOR TRAINING 
COLLEGE, 


_ CAMBERWELL GROVE, S.E. 
(In connexion with the Datchelor Collegiate School for 
Girls.) 
Governing Body—The Worshipful Company of Cloth- 
workers of the C ity of London. 


Principal -Miss RIGG. 
Mistress of Method and Lecturer—Miss CARPENTER. 
Assisted by other Teachers and Lecturers. 


This College provides a full course of professional | 
training for Women Teachers, together with abundant 
vegülar elass teaching in a school of 
over 400 pupils. Saal wovision is made for instruc- 
tion in Physiology and Hygiene, Elocution, Drawing, 
and Ling’s Swedish Drill. 

Students are prepared for the Examination of the 
Cambridge Teachers’ Training Syndicate. 

Fees moderate. 


A COLLEGE HALL OF RESIDENCE í 
is provided for Students in the Training College. Terms 
moderate. 

A Free Studentship (Training and Residence) will be 
awarded in September. For conditions apply to the | 
SECRETARY. 


ÇENTRAL REGISTRY FOR! 


TEACHERS. — Miss Lovisa Broven (late 
Registrar of Women Teachers in connexion with the 
Teachers’ Guild) supplies University Graduates, Trained | 
and Certifiented Teachers, for Publie and Private 
Schools, Visiting Teachers of Special Subjects, Kinder- 
garten Mistresses, dc., as well as English and Foreign 
Governesses for Private Families. —2 Craven Street 


Charing Cross, ae 


on Thursday, | 


COLLEGE 


(Incorporated. ) 


OF MUSIC. 


GREAT MARLBOROUGH STREET, LonpDon, W. 
FOR MUSICAL EDUCATION,AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC. 


Patron: HIs GRACE THE DUKE OF LEEDS. 
Dr. F. J. KARN, Mus. Bac. Cantab., Principal. 
G. AUGUSTUS HoLMEs, Esq., Director of Examinations. 


EXAMINATIONS in PIANOFORTE PLAYING 
SINGING, THEORY, and all branches of Musie will 


be held in London and 350 Provincial Centres in Decem- 
ber. When certificates will be granted to all successful 
candidates, Last day for entry, November 15. 

The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus. L.C.M.), Licen- 
tinte (L. eM). Licentiate in Musie (L.Mus, ~/C.M.), 
and Fellowship also take place in December, 

SYLLABUS for the yeur 1900, containing important 
alterations (including the new Primary section in Piano- 
forte Playing), may be had on application, 


In the Educational Department students are received 
and thoroughly trumed under the best professors at 
moderate fees. Day and Evening Classes are held. 


T. WEEKES HOLMES, Secretary. 


()WENS_ co COLLEGE, VICTORIA 
UNIVERSITY, MANCHESTER. 
PROSPECTUSES for the Session 1900-1901 will be 


forwarded on appheation :—- 
I. DEPARTMENT OF ARTS, SCIENCE, AND 
LAW: and DEPARTMENT FOR WOMEN, 
TI. DEPARTMENT OF MEDICINE. 


II. EVENING AND POPULAR COURSES, 


Special Prospectus can also be obtained of :— 
n DEPARTMENT OF ENGINEERING. 
©. DEPARTMENT OF LAW. 
. DEPARTMENT OF PUBLIC HEALTH. 
DENTAL DEPARTMENT, 
Vv THE PHARMACEUTICAL DEPARTMENT: and 
IX. FELLOWSHIPS, SCHOLARSHIPS, ENX- 
HIBITIONS, AND PRIZES, 
Apply to Mr. CORNISH, 16 St. Anne's Square, Man- 
chester, or at the College. 


SYDNEY CHAFFERS, Registrar, 


sive RSITY 
BRISTOL. 


ENGINEERING EDUCATION. 


COLLEGE. 


COURSES FOR CIVIL, MECHANICAL, MINING. 
AND ELECTRICAL ENGINEERS, AND FOR 
ARCHITECTS AND SURVEYORS, 


Professor—T. E. STANTON, D.Sc. 


Special facilities are offered in the way of College 
Scholarships and Engineering Works Scholarships, 
favourable arrangements being made with firms in oer 
near Bristol for practical training to be obtaimed in 
works concurrently with the College Course, 

Surveying, Field Work, and Geology form prominent 
features of the Civil Engines ring Scheme. 

A College Diploma is awarded to students who pass 
the qualifying Examinations. 

The Institution of Civil Engineers accepts the Pre- 
liminary Certificate of the College in lien of its Entrance 
Examination. 

Sessional Courses are also organized for the Matricn. 
lation, Preliminary Scientitie, Intermediate Arts, and 
Intermediate Science Examinations of the University of 
London, and for the B.A. and Bese. Degree work. 
Composition fee for each Session 13 guineas. Regist- 
tion fee 1 guinea, 

The work of women students is under the supervision 
ofa Lady Tutor. 

Applic: itions for vacancies in October to be made as 
curly as possible to the SECRETARY, from whom pr» 
piu and particulars of residence in Clifton m:e w be 
obtained, JAMES RAFTER, Secretas Y. 


OME AND COLONIAL 
SCHOOL SOCIETY. 

(Incorporated for Examination and Certificate purposes 
with the National Froebel Union.) 
TRAINING COLLEGE FOR SECONDARY 

TEACHERS. 


Higubury HILL House, Loxpox, N. 


Princtpal—The Rev. Davin J. Tuomas, M.A. 
Vice-Principal —Miss PENSTONE. 


Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel U nion, and for 
the Teachers’ Diploma of the College of Preceptors. 

A High School for Girls, Transition C lass, and 
Kindergurten are attached to the College for Purposes 
of Demonstration and, Practice. 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


297 


LONDON UNIVERSITY 
EXAMINATIONS. 


SUMMER VACATION CLASSES 


FOR BEGINNERS 
IN PRACTICAL CHEMISTRY, PHYSICS, 
BOTANY, AND ZOOLOGY. 


These Olasses commence Tuesday, Aug. 7th, 1900, 
at University Tutorial College, London, and meet 
daily for four weeks. The Chemistry, Botany, and 
Zoology Courses extend over four weeks, “and the Phy sics 
Course over two weeks. 

The subjects will be dealt with in a very elementary 
manner, and in Zoology and Botany the work at tirst 
will be taken very slowly, sO that the student mav 
acquire skill with the knife and microscope, and thus 
pursue his private work to greater advantage. 


Summer Vacation Revision Class 
for B.Sc. 


Classes are held in subjects for the B.Sc. Examination, 
Oct., 1900, commencing Tuesday, Aug. 7th, at University 
Tutorial College, London, and "extending over a period 
of or weeks, Special attention is paid to practical 
wor 

Daily Lectures, supplemented by Private Tuition or 
{small Exercise Classes, are given in Pure and Mixed 
Mathematics, and the more important parts taken up in 
Zoology and Botany. 

During the last two Sessions, nearly 300 students 
of University Tutorial College have passed the Prelim, 
Nor (WB) and Inter, Science Examination of London 
University with 3O places in Honours, and 6& 
students have passed the B.Se. Examination with 16 
places in Honours, 


Full particulars of classes may be had from 
THE VICE-PRINCIPAL, 
University Tutorial College, 
32 Red Lion Square, Holborn wW.C. 


ALFOURD ELY, M.A., F.S A. 


Fellow of University College, Lardon (late of the 
University of Berlin), T enches and Lectures on Ancient 
Art and History, C Inssies, and English. Address— 


73 Parliament Hill, , Hampstend, N.W. 
R. H. A. NESBITT (joint-author 


I of “The Science and Art of Arithmetic," by 
A. SONNENSCHEIN and H. A. NESBITT, M.A.) hasa few 
hours at his disposal for Lessons in Ladies” Schools in 
Mathematies, History, and Literature. Mr. Nesbitt 
also gives Lectures on the Te aching of Arithmetic.—16 
South Hill Park Gardens, Hampstead, N.W. 


ISS LOUISA DREWRY gives 
LECTURES, READINGS, and LESSONS in 
English Language and Literature and kindred subjects ; 
exmnimes: and helps Students by letter and in her 
Reading Society. Miss DREWRY has some leisure.— 
143 King Henry’ S Road, London, N.W. 


YMNASTICS, HOCKEY, &e— 


Miss SPENCER HARRY, Principal of West 
Norwood Gyinnasium, iS open to additional enmege- 
ments, Visiting in London or vieimity.—41 Bintield 


Road, Clapham, S.W. 
Do DEPORTMENT, AND 
PHYSICAL EXERCISES. — Mr. and Mde. 


MARGUERITE ST, CLAIR attend high-elass Schools (in 
Loudon and the Country), for Instruction in all Bull 
Room and Faney Dancing.—Greville House, 195 Isledon 
Road. London, X. 


HYSICAL CULTURE. — Miss 


AIMEE PHIPPs (niece of Miss Chreiman). ably 
assisted by Ladies of Miss Chreimian’s stall, visits Schools 
for Scientific and Recreative Exercises, Special experi 
ence in Figure Tronime and Deportment. — 39 yer 
Place, Portinan Square, W. 


TNIVERSITY MATRICULATION 


AND COLLEGE OF PRECEPTORS.—Mr. E. 
BvyNEs Bapcoock, M.A., Sidney Sussex College, Cam- 
bridge (Semor Optime), prepares for Examinations 
privately and in Classes. One or two Boarders can be 
taken, —62 Warwick Gardens, Kensington, W. 


THE 
BURLINGTON 
CLASSES. 


27 Chancery Lane, London. 


Principal: Mr. J. CHARLESTON, B.A. 


(Honours, Oxon. ; and Lond.). 
TUTORS. 


The Staff includes a number of Graduates of London, 
Oxford, Cambridge, and Royal Universities, Science 
Medallists, and Specialists. 


Preparation by Correspondence 


MATRICULATION, 
B.A., & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L.L.A. 


(Degree for Ladies—St Andrews), 


A.C.P., L.C.P., F.C.P. 


On a thoroughly individual system, which 
ensures the closest attention to the needs of cach 
candidate. Full corrections of papers, with time-saving 
notes, criticisms, summaries, model answers, and solu- 
tions, 


Single subjects may be taken— Latin, Greek, 
French, German, Italian, Mathematics, Mechanies, 
Physics, Chemistry, Logic, Psychology, Political Eco- 
nomy, Åc. 


For TERMS, TESTIMONIALS, &c., 
Address—Mr. J. CHARLESTON, B.A., 
BURLINGTON CLASSES, 

27 CHANCERY LANE, LONDON. 


CARLYON COLLE GE. 


65 AND 66 CHANCERY LANE. 


LONDON UNIVERSITY EXAMINATIONS. 


LONDON MATRICULATION, INTER. ARTS, SCI- 
ENCE, and PREL. SCL, B.A., and B.Sc. EXAMIN. 
ATIONS. Day and Evening Classes. New Term in 
September and October, 

Classes and Tuition for all Preliminaries, 
Scholarship Examinations, Oxford and Cam- 
bridge, R.U.I., &c. 

Papers Corrected for Schools. 

Private tuition for all Examinations, 

Prospectus and full details on application to R. C. B, 
KERIN, B.A. Lond., First of First Class Classical 
Honours, Editor of “ Phiedo,” ** Pro Plancio,” &e. 


SUCCESSES. 


Prel. Sei., 81, 6 in Hons.; B.Sc.. 18%-1899, 11; B.A... 
1891-1898, 35,7 in Hons.: many other Successes, Seholar- 


ships, R.U.1., Indian Civil, Oxford and Cambridge, &c. 
B.A. LONDON, 1899, 12 successful. 
W.A., 2 (1898 and 1899). 


Diploma Correspondence College. 
The ONLY College that coaches SOLELY for 


A.G.P., 


L.C.P., AND F.C.P. 


SUCCESSES: 145 at A.C.P.; 20 at L.C.P. 
Full particulars on application to the Principal— 


Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


HIGH SCHOOL, STAMFORD, NORTHANTS. 
OARDERS are received by the 

Headmistress, Miss L. M. MONRO.  Sepamte 
cubicles, Terms on application. 


; | Workshops, 
1892-1900. — London Matrie., 74; Inter. Arts, Ne., and | 


ING’S COLLEGE, LONDON.— 
FULL COURSES for MATRICULATED STU- 
DENTS in Arts, Scrence, Engineering, Medieme, and 
Theology at composition fees, or students may attend 
the separate classes, 
aE piettion for all Exaininations of the London Uni- 


VRE ÑT TERM commences Thursday, October 4, 

There are n few vacancies for Resident Students. 

For prospectuses and all information apply to the 
SECRETARY, Ring Colle, ye, London, W.C. 


[SIVERSITY 


COLLEGE 


OF 
WALES, ABERYSTWYTH. 
(One of the constituent Colleges of the Univ. of Wales.) 


TRAINING DEPARTMENT FOR SECONDARY 
TEACHERS, MEN AND WOMEN, 
Recognized by the Cambridge Teachers’ Training 
Svudicate, 
Professor of the Theory, Practice, and History 
Education— FOSTE 'R WATSON, M.A. Lond. 
Assistant- Lecturers — Miss C. P. TREMAIN, B.A. 
Wales: D. R. HARRIS, B. A. Cantab. and Lond. 


Pr eparation for (a) the Degrees in Arts and Science 
of the University of Wales, the curriculum for which 
includes the Theory and History of Education as an 
ee subject in the third year; (b) Cambridge 

cachers’ Certificate, Theory and Prichen: (c) London 
University Teachers’ Diploma; (d) College of Precep- 
tors’ Diplomas. 

Composition Fee for the Session (ineluding Lectnres 
and Practice) £10. 

Men Students reside in registered lodgings in the town, 
or at the Hostel for Men Students to be opened in 
October, 1900. 

Women Students reside in the Hall of Residence for 
Women Students. Terns froin 27 to 42 guineas. 

For further particulars apply to 


T. MORTIMER GREEN, Registrar. 
L à 


of 


IVERSITY COLLEGE, 


LONDON. 
ENGINEERING AND ARCHITECTURAL 
DEPARTMENT. 


Assisted by Technical Education Board of London 
County Council and by the Carpenters’ Company. 


SESSION 1900-1901, 


The Courses of Instruction in Mechanical, Civil, 
Municipal, and Eleetrical Engineering and Architecture 
commence on October 20d. They are arranged to cover 
periods of two and three years. 

Particulars of the Courses, of Entrance Scholarships, 
of the Matriculation Examination, and of the Fees, may 
be obtained from the SECRETARY, 


Professors. 


Mechanical Engineering . T. Hudson Beare, M.LCE. 
Electrical Engineering J. A. Fleming, D.Sc., F.R.S. 
Municipal Engineering .. Osbert Chadwick, MLC E., 


C.M.G. 
Civil Engineering... ........ L. F. Vernon Harcourt, 
M.LC.E. 
Architeeture a T. Roger Smith, F.R.1.B.A. 
PAVSICH o aea. H. L. Calendar, F.R.S. 
Chemistry oa. W. Ramsay, F.R.S. 
Applied Mathematics ...... K. Pearson, F.R.S. 
Economie Geology a. T. G. Bonney, E.R.S. 
Mathematics M.J. M. Hill, F.R.S. 


The New Wing of the College, opened by H.R.H. the 
Duke of Connaught in May, 1893, contains spacious 
Mechanical and Electrical Engineering Laboratories, 
Drawing Otice., Museum and  Jeeture 
Theatres, The Laberutores are fitted with all the 
best appliances for practical work and for research work 


of the most advanced character, 
W ESTE! ELD COLLEG Me 
Fincuiky Rowan, HAMPSTEAD, N.W. TWO 
ENTRANCE SCHOLARSHIPS, of the value of £45 
and £50 a vear for two yeurs, will be offered for com- 
petition among women stndents at an Examination to 
be held on September 12 and 13. Candidates must have 
passed the Matriculation Examination of London Uni- 
versity in Honours or in the First Division, and the 
suecessful competitors will be required to enter into 
residence in Oetober next, and to read for the B.A. or 
B.Se. Degree of London University. Further parcieulars 
and entrance forms may be obtained from the Secretary 
tothe Council, Miss S. M. SMEK. 


UEEN'S COLLEGE, LONDON.— 


First-rate Edneation Free. The GOV ERN ESS Es’ 
BENEVOLENT INSTITUTION wil shortly 
present FOUR FREE PU PILS to Qneen’s College or 
Queen's College School, fora period of four years, 
Candidates must be daughte rs of officers, professional 
men, or gentlemen of equal position, between 14 and 18 
years of age, in some measure dependent on a Governess 
relative, 
Applications can be made at os oltice a oe 18, 
1 
Secr oe u to the Feovernesses’ 
Benevolent Lustelution, 


32 Suck ville Streetu W. 


THE EDUCATIONAL TIMES. 


j Aug. 1, 1900. 


2°99 
S T. THOMAS'S 
MEDICAL SCHOOL, 
ALBERT EMBANKMENT, Lonpon, B.E. 


The WINTER SESSION of 1900-1901 will open on 
Tuesday, October 2, when the prizes will be distributed 
nt 3 p.m. by Sir WILLIAM MACCORMAC, Bart., 
K.C. V.O.. in the Governors’ Hall. 

Taree Entrance Scholarships will be offered for com- 
petition in September, viz., one of £150 and one of £60, 
in Chemistry and Physies, with either Physiology, 
Botany, or Zoology, for First Year's Students; one of 
£50 in Anatomy, Physiology, Chemistry (any two) for 
Third Year's Students from the Universities. 


Scholarships and Money Prizes of the value of £300 are | 


awarded at the Sessional Examinations, as well 
several Medals, 

Special Classes are held throughout the vear for the 
Preliminary Scentifle and Intermediate M.B. Examina- 
tions of the University of London, 

All Hospital Appointments nre open to students with- 
out charge. 

Club-rooms and an Athletic Ground are provided for 
students, 

The School Buildings and the Hospital can be seen on 
application to the Medical Secretary. 

The fees may be paid in one sum or by instalments. 
Entries may be made separately to Lectures or to Hos- 
pital Practice, and special arrangements are made for 
students entering from the Universities and for Quali- 
fied Practitioners. 

A Register of approved lodgings is kept by the Medical 
Secretary, who aliso has a list of local Medical Prac- 
titioners, Clergvmen, and others who receive students 
nto their houses, 

For Prospectus and all particulars apply to Mr. 
RENDLE, the Medical Secretary. 

H. G. TURNEY, M.A., M.D. Oxon., Dean. 


as 


(CHARING CROSS HOSPITAL 


MEDICAL SCHOOL. 

The WINTER SESSION, 1900-01, will commence on 
Tuesday, October 2nd, 1900, at 4 p.m..when LORP LISTER, 
President of the Royal Society, will deliver the Third 
bienninl HUXLEY (LECTURE. 

The Livingstone Scholarship (100 guineas,) the Huxley 
Scholarship (55 guineas,) and six other Entrance 
Scholarships, total valne £550, are awarded annually, 

Two Scholarships of the value of 60 guineas each are 
reserved for Students of Oxford, Cambridge, or London 
University. 

FEEs, — For the five years’ curriculum of study re- 


uired by the various Examining Bodies and for hospital | 


ractice, 110 guineas in one sum, or 121 guineas in five 
instalments, 

The composition fee for sons of registered medical 
Practitioners is 100 guineas, and the fee by instalments 
110 guineas in five payments. 

The composition fee for Dental Students is 54 guineas, 
or 60 guineas payable in two instalments of 30 guineas 
each, 

A proportionate reduction of the above Fees is made to 


Students who have completed part of the curriculum | 


elsewhere, ak 
CHARING Cross Hospital is within three minutes’ 


walk of the Dental Hospital of London, and the hours | 


of Lectures are arranged to suit the convenience of both 
General and Dental Students. 

The Hospital and School are situated within two 
minutes of both Charing Cross Stations, and the Athletie 


HOSPITAL 


| 
I During t 


UY’S HOSPITAL MEDICAL 
SCHOOL.—The WINTER SESSION will begin 
on Monday, October Ist, 1900. Five Open ENTRANCE 
SCHOLARSHIPS of the combined value of £410 are 
offered for competition in September next, and numerous 
Prizes, Medals, and Scholarships are awarded annually. 
| The COLLEG E accommodates 60 residents, and contains 
Reading Rooins, Dining Hall, and Gymnasium for the 
general use of the students. During last year more than 
_ 7500 patients have been treated in the Wards of the 
Hospital. The Preliminary Scientific Class for Students 
¿who matriculated at London University in July will 
begin on October lst. The Clubs’ Union Athletic 
Ground at Honor Oak Park is easily accessible froin the 
Hospital, A handbook of information for students about 
to enter the profession will be forwarded on application 
For further particulars, or Prospectus of the School, 
Apply personally or by letter to the DEAN, Guy's Hosp- 
ital, London Bridge, S.E. 


THE DENTAL HOSPITAL OF 
LONDON MEDICAL SCHOOL. 

| 

The WINTER § 


i 


LEICESTER SQUARE. 


ESSTON, 1900-1901, will commence on 
Monday, October 1st. 
‘ Dental Anatomy and Physiology (Human and Com- 
wrative)— CHARLES S. Tomes, F.R.S., M.A. Oxon., 
*R.C.S.. L.D.S., on Tuesdays and Thursdays at 
5p.m. (Summer). (Demonstrator--A. HOPEWELL 
SMITH, M.A.. B.C. Cantab. F.R.C.S.) 
‘Dental Surgery and Pathology — WILLtaAM HERN, 
M.R.C.S., L.D.S., on Tuesdays and Fridays, at 
AR ae (Demonstrator—R. HERSCHELL, 
DS, 
' Mechanical Dentistry—E. Lioyn Wititams, L.R.C.P., 
M.R.C.S., L.D.S., L.S.A., on Wednesdays at 5.30 p.m. 
(Winter). 
Metallurgy and its application to Dental Purposes— 
Dr. FORSTER MorLEY., M.A., F.LC., F.C.S., on 
Thursdays at 5 p.m. (Winter.) (Demonstrator— 
| Percy Ricnarps, F.C, F.C.S8.) 
The i nes is open both morning and afternoon, 
Sessions the Surgeons of the day will give 
demonstrations at stuted hours. 
The Medical Tutor holds classes before each Examin- 


vation for the L.D.S. | 
| The House Surgeons attend daily while the Hospital | 


is open. 

The Saunders Scholarship of £20 per annum and 
Prizes are open for competition, 

Fee for two years’ Hospital Practice required by the 
Curriculiun, including Lectures, £50 in one payment, or 
50 guineas in two vearly instalments, The Curriculum 


requires two years to be passed at a General Hospital. 


The fee for this is about £55. Both Hospitals can be 
attended simultaneously. 


The fee for three years’ Tuition 
Dentistry is 150 guinens. 
The Calendar and further particulars will be sent on 


application to the DEAN, 
MORTON SMALE, Dean. 


in Mechanical 


OYAL COLLEGES OF SURGEONS 

AND PHYSICIANS OF EDINBURGH, AND 

FACULTY OF PHYSICIANS AND SURGEONS 
OF GLASGOW. 


Copies of Regulations for the Triple Qualification of 


5 is t de R. UN. ep LA. Ba . Jes de `, 2 DU. 
Ground at Eltham can be reached within half an hour , ASe eee ET RG, 


from Charing Cross. 
THE SCHOOL PROSPECTUS, containing 
full information concerning the classes. 


prizes, and all other arrangements connected | 
n 


with the Medical School, will be sent 
application to the Dean, Chandos Street, 


Strand, W.C. 
H. MONTAGUE MURRAY, Dean. 


ING’S COLLEGE, LONDON, and 
KING'S COLLEGE HOSPITAL. 


The WINTER SESSION will commence on October 1. | 


SCHOLARSHIPS AND PRIZES. 


At Entrance £500 is awarded annually, of which £150 | Esq., F.R.C.S. 


is for Divinity, Classics, and Mathematics; £220 is for 
Science and Mathematics ; £130 is for Science, 


prizes and scholarships. 


There are chambers and buttery for students at King's) Various Special Departments, 
| office of the Medical School. 


College, and an approved list is kept of medical men who 
receive students into their houses, 


the University, and for the Conjoint Board Examina- 
tions, special classes have been organized for the London 


Matriculation, and for the Primary and Final Examina- | Physiological Lecture R 


tions for the F.R.C.S. 

During the vacation extensive additions to the accom. 
modation of the Departments of Anatomy and Physiology 
have been made, 

Detailed information of Classes, Scholarships, Prizes, 
and other matters, may be found in the Prospectus, or 
may be obtained from the Sub- Dean or the Secretary by 
letter, or by interview at appointed hours, 


ALFRED W. HUGHES, M.B., M.S., F.R.C.S.. 


Dean, 


RAYMOND CRAWFURD, M.A.. M.D. Oxon., 


M. R.C. P., Sub- Dean, | 
For Prospectus apply to the SECRETARY, King’s! held throughout the vear, 


College, Strand, W.C. 


ito JAMES 


ning dates of Professional Examinations for year 
1900-1901, Curriculum, &e., may be had on application 
ROBERTSON, Solicitor, 48 George Square, 
Edinburgh, Inspector and Treasurer for Edinburgh: or 
from ALEXANDER Duncan, B.A., LL.D., Faculty Hall, 
242 St. Vincent Street, Glasgow, Inspector and Treasurer 
for Glasgow. In applying for copies, please state the 
date of commencement of medical study. 


A reduction of 15 guineas is made to the sons of 
members of the profession, 


October 1st, 1900. 
Students can reside in the College within the Hospital 


HE LONDON HOSPITAL 


MEDICAL COLLEGE. 


The WINTER SESSION commences on October 2nd. 

The Annual Dinner will be held in the College Library 
on Monday, October Ist, Dr. GILBaRT SMITH in the 
‘hair. 

The Hospital is the largest in the Kingdom; nearly 
800 beds are in constant use, and no beds are closed, 
Being the only general hospital for East London— i.e., 
‘fora million and a half people—the practice is immense, 
| In-patients last year, 13,234; out-patients, 189,638: neci- 
_ dents, 20,068; major operations, 2,508. 

APPOINTMENTS.—Owing to the enormous mmber of 

' patients, more Appointments, salaried and resident. are 
popen to students than at any other hospital. Sixty 
| qualified Appontments are made annually, and more 
than 150 Dressers, Clinical Clerks, &., appointed every 

three months, All are free to students of the College. 

Holders of Resident Appointments have free board. — 

SCHOLARSHIPS AND PRIZES. — Thirty-four Scholar- 
ships and Prizes are given annually. SEVEN EN- 

TRANCE SCHOLARSHIPS will be offered in 

September. 
een Classes are held for the University of London 
and other Higher Examinations. Special entries for 

Medical and Surgical Practice can be made. Qualified 
Practitioners will find excellent opportunities for study- 
ing the rarest diseases, 


ENLARGEMENT OF THE COLLEGE.—The New Ilahar- 
atories and Class Rooms for Bacteriology, Public Health, 
Operative Surgery, Chemistry, Biology, &c., and the 
New Clubs Union Rooms are now in ful) use. 

The Clubs Union Athletic Ground is within easy reach 
of the Hospital. i 

Luncheons and dinners at moderate charges can be 
obtained at the Students’ Club, 7 

The Metropolitan and other Railways have stations 
close to the Hospital and College, 

For prospectus and information as to residence, &¢., 
apply, personally or by letter, to 


Mile End, E. MUNRO SCOTT, Warden. 


T. BARTHOLOMEW’S HOSPITAL 
AND COLLEGE. 
The WINTER SESSION will begin on Monday, 


walls subject to the colleginte regulations, 

The Hees Pi contains a service of 750 beds. 

Scholarships and prizes of the aggregate value of 
nearly £900 are awarded annually, 

The Medical School contains large Lecture Rooms and 
well-appointed Laboratories for practical teaching, as 
well as Dissecting Rooms, Museum, Library, &e. 

The Amalgamated Clubs Ground (ten acres) is at 
Winchmore Hill, within easy reach of the Hospital. 

For further particulars apply personally or by letter 
to the WARDEN of the College, St. Bartholomew's 
Hospital, E.C. A handbook forwarded on application. 


XCEPTIONAL OPENING FOR 


A BOARDING SCHOOL.—BROADSTAIRS.— 
A pair of handsome Queen Anne Honses, esch 12 rooms, 
besides baths and all modern appliances, Sanitation, 
gas and water supply perfect. C 
open fields in the rear. Half-way between Town and 
North Foreland, Fucing the Sea and East Esplanade. 
and two minutes’ walk from the Beach. On Lease nt 
£120 per annum: or Freehold, £2,000, of which half can 
remain, Separate Class-room, 22 ft. square, convertible. 
(Photo.)  *,* Each House can be let during the Season 
at Seven Guineas per week. — THOMAS URIK, 15 
Paternoster Row, E.C. 


Garden, with spacious 


ST. MARY’S HOSPITAL MEDICAL SCHOOL, 
PADDINGTON, W. 


The WINTER SESSION 


nations. The Hospital atfords every facility for clinic 


IMPROVED LABORATORIES, 


Bacteriology: a new Laboratory Class 


Special Laboratory for Public 
SPECIAL TUITION,—In addition to svste 

provided for the Intermediate and Final M.B 

without additional fees, 
CLINICAL APPOINTMENTS. 


appointed annually. 


NEW OUT-PATIENTS’ DEPARTMENT.—The New Out-patients’ Departinent in the Clarence Wi 


its extensive accommodation and modern equipment, posse 


PRELIMINARY SCIENTIFIC COURSE, 


For Calendar apply to the SCHOOL SECRETARY, 


cal School provides complete preparation for the Degrees of the U 


—The Physiological Laboratories have been further extended, and a 
‘ oom, adapted for advanced Practical Classes, has been added. 
of the Pathological Department has taken place, including the 


: : oom, fitted with electric 
Practical Classes in these subjects: and a new Museum. 


Health Courses and for the 


matic Courses of Lectures and Demonstrations, s 
. Examinations of the Universit ies of Oxford, Cambric 


—The numerous Clinical Appointments in the Hospital are f 
and the Resident Medical Officers are appointed by competitive Examination 5 fo 


will commence on October Ist, with an Introductory Lecture by H. S. COLLIER, 


The HOSPITAL is in close proximity to Paddington Station, G 
Great Central Railway: and to several stations of the M 
During the curriculum £300 is awarded annually in The Medi 


sreat Western Railway; to the terminus af the 
etropolitan, District, and Central London Railways. 
niversities and other Higher Exami- 


al work in all branches of Medicine and Surgery, and in the 
A register of residences for students in the Vicinity of the Hospital is kept in the 


ENTRANCE SCHOLARSHIPS IN NATURAL SCIENCE.—One of £145, two of £78. 15s., 
In addition to the regular courses of instrnetion for oe. of oe 15s. (open to students from Oxford and Cambridge) 
| ptember, 


one of £52. 10s.. 
are awarded annually by Examination ip 


special 
h A complete re-organization 
provision of new Laboratories for Pathology and 
light and every modern improvement, for 
The Chemical Laboratory has been extended. and 3 
study of Pathological Chemistry has been added. 
ou tuition is 
ee, and London 


all students, 
Of the latter, eighteen are 


€ ) C ing, with 
sses exceptional advantages for clinieal work. 


— Special Classes, including Lectures and Laboratory work, are 


H-yA. CALEY, MID., Dean. 


Aug. 1, 1900.] 


THE MIDDLESEX HOSPITAL 
MEDICAL SCHOOL. 


The WINTER SESSION, 1900-1901, will commence 
on Monday, October 1st. 

Two Entrance Scholarships (value £100 and £60) will 
be competed for September 25th, 26th, and 27th. 

One Entrance Scholarship (value £60), open to 
students of the Universities of Oxford und Cambridge 
will be competed for on September 25th and 26th, Notice 
in writing to be sent to the Dean on or before Septem- 
ber 18th. 

There are annually eighteen Resident 
Appointments open to Students without extra fee. 

Composition Fee for general Students for whole 
Medical Curriculum 135 guineas; for Dental Students, 
54 guineas. 

Special terms in favour of University Students who 
have commenced their medical studies, and of Univer- 
sity of London Students who have passed Prelim. Sci. 

The Residential College adjoins the Hospital, and 
provides accommodation for thirty students. 

Prospectuses and all particulars may be obtained 
from W. PASTEUR, M.D., Dean. 


T. GEORGE'S TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND- 
ARY SCHOOLS AND IN FAMILIES. 


Principal—Miss M. R. WALKER. 


This College provides a complete Course of Profes- 
sional Training for Women Teachers, in preparation for 
the Cambridge Teachers’ Certificate. The Course 
includes attendance at the University Lectures on 
Edueation, in addition to Lectures delivered by the 
College Staff, and the Students have ample oppor- 
tunities of gaining experience in Class-Teaching in 
Schools. Five Heriot Bursaries of £30 are offe in 
October. Apply to the Principal, 5 Melville Street, 
Edinburgh. 


Hospital 


THE ANSTEY PHYSICAL TRAINING COLLEGE 
()FFERS a professional Training in 


"Swedish Gymnastics (both educational and 
‘medieal) to Ladies of good e lucation. 


The Course begins in September, and lasts 
‘two years. Age of admission, 18 to 30. The 
work ig particularly interesting and healthful, 
and is remunerative, there being more openings 
for trained teachers than can be filled. 


Apply, for illustrated prospectus, fo THE 


PRINCIPAL, The Leasowes, near Halesowen, 
Worcestershire. 


ENGINEERING AND OHEMISTRY. 


CITY AND GUILDS OF LONDON 


INSTITUTE. 
SESSION 1900-1901. 

The Courses of Instruction at the Institute’s CEN- 
ae peal ts Ae (Ezp tien Road) are for Students 
not under yenrs of age; those at the Institute's 
TECHNICAL COLLEGE, FINSBURY, for Students 
not under 14 years of nge. The Entrance Examinations 
to both Colleges are held in September, and the Sessions 
commence in October. Particulars of the Entrance 
Examinations, Scholarships, Fees, and Courses of Study, 
may be obtained from the respective Colleges, or from 
the Head Office of the Institute, Gresham College, 
Basinghall Street, E.C, 


CITY AND GUILDS CENTRAL TECHNIOAL 
COLLEGE. 


(Exuipition Roap, S.W.) 


A College for higher Technical Instruction for Day 
Students not under 16 preparing to become Civil, Me- 
chanical, or Electrical Engineers, Chemical and other 
Manufacturers, and Teachers. Fee for a full Associate- 
ship Course, £25 per Session, Professors ;~- 

Civil and Mechanical Enginccring—W. C. UNWIN, 

F.R.S., M.Inst.C. E. 
Electrical Engincering—W. E. AYRTON, F.R.S., 
l Past Pres. Inst. E.E. 
Chemistry—H. E. ARMSTRONG, Ph.D., LL.D., F.R.S. 
Mechanics and ee ee HENRICcI, Ph.D., 
` R.S. 


. ey . 


CITY AND GUILDS TECHNIOAL COLLEGE, 
FINSBURY. 
(LEONARD STREET, City Roan, E.C.) 
A College for Intermediate Instruction for Day Stu- 
dents not under 14, preparing to enter Engineering and 


Chemical Industries, and for Evening Students. Fees, 
£15 per Session for Day Students. Professors :— 


Physics and Electrical Engineering—S. P. THOMPSON, 
D.8c., F.R.S., Principal of the College. 
Mechanical Engineering and Mathematics—W. E. 
Dasy, M.A., B.Sc., M. Inst.C. E. 

Chemistry—R. MELDOLA, F.R.S., F.I.C. 

l JOHN WATNEY, Hon. Secretary. 

City and Guilds of London Institute, ” 
Gresham College, Basinghall Street, E.C, 


ue A EN ae a 
a —— 


THE EDUCATIONAL TIMES. 
JOINT AGENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed by 
the Teachers’ Guild, College of Preceptors, Head- 
mistresses’ Association, Association of Assistant 
Mistresses, and Private Schools’ Association.) 


Address—74 GOWER STREET, Lonpon, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Agency has been established for the purpose of 
enabling Teachers to find work without unnecessary 
cost. All fees have therefore been calculated on the 
lowest basis to cover the working expenses, 

Headmistresses of Publie and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointinents, are invited to apply to this Agency. 

Many Graduates and Trained Teachers for Schools 
and Private Families; Visiting Teachers for Music, 
Art, and other special subjects; Foreign Teachers of 
various nationalities: Kindergarten and other Teachers 
are on the Register, and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are arranged, 

Otfice hours —9.30 aan. to 6 p.m. Miss Cooper’s hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.30 p.m. to 5 p.m.; Wednesdays to 1.30 p.m, only. | 


bo n ĖĖ—O 


JOINT ACENCY FOR ASSISTANT-MASTERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 


Registrar—Rev. F. TAYLOR, M.A, Cantab. 


The Joint Agency for Assistant-Masters and Tutors is 
under the management of a Joint Committee composed 
of representatives of the following Bodies :— 

Headmasters’ Conference. 

Incorporated Association of Headmasters. 

College of Preceptors. 

Teachers’ Guild. 

Welsh County Schools’ Association. 

Private Schools’ Association. 

Association of Headmasters of Preparatory Schools. 

‘Association of Headmasters of Roman Catholic 
Schools, 

Assistant-Masters’ Association. 

Association of Technical Institutions. 


e &c. 


EY a 


As the Agency is not working with a view to profit, 
but to benefit Assistant-Masters, the rates of commission 
are fixed as low as possible, and it is hoped that all 
branches of the A E will support an Agency 
managed by so widely representative n Committee. 

Headmasters having ian on their staffs, and 
Assistan,-Masters seeking appointments, are asked to 
communicate wih the REGISTRAR. 

Ottice Hours—10 a.m, to $ Pm. Saturdays, 10 a.m. to 
lp.m. Interviews generally betwy“™ these hours or by 
special appointment, 


SESAME HOUSE FOR HOME-LIFE 


TRAINING, 
43a Acacia Roan, N.W. 

Established on the lines of the Pestalozzi-Froebel 
House at Berlin, and managed bya committee appointed 
by the Sesame Club. In connexion with their practical 
work with the children, the Students learn the Theory 
and History of Education, the Development of the Child, 
Natural Science, Simple Gardening, Hygiene, House- 
hold Management, Kindergarten Games and Occupa- 
tions, &¢. 

Primary Course £6. 6s. per term. Higher Course 
£8. 8s. per term. Board and Residence £1. ls. per week. 

Ladies desirous of engaging certificated lndy-nurses for 
en children are invited toapply before the end of each 

erm. 

For full particulars apply to the Principal—Miss 
SCHEPEL. 


BERDARE HALL, CARDIFF. — 
RESIDENCE FOR WOMEN STUDENTS OF 


WALES AND MONMOUTHSHIRE. 
Principal—Miss KATE HURLBATT. 


Fees 30 guineas and 40 guineas per annum. College 
tuition fees £10 per annum. Scholarships of £35, £2, 
and £20, and Exhibitions of £10, will be obtainable 
on result of Scholurship Examination to be held Septem- 
ber. A Medical School and Department for Secondary 
and Elementary Training are attached to the College. 
Apply to the PRINCIPAL. 


EATON, DEVON (Seaside), 
SCHOOL FOR GIRLS. 
Pupils under 12 years of age, £36 & year. 
Pupils from 12 to 16, £46 a year. 
Pupils over 16, £56 a year. 
No extras. Resident Governesses. 
Drawing, Painting, and Music taught by Visiting 
Masters. 
Apply to the Principal, Miss MARY GROVER, Seaton, 
Devon, 


THE UNIVERSITY COLLEGE OF SOUTH | 


| 


299 


SCHOOL TRANSFERS. . 


The Scholastic, Clerical, 
. and Medical 


Fssociation (Limited), 


8 LANCASTER PLACE, 
STRAND, 
W.C., 


undertakes the Transfer of Schools and the 
Negotiation of Partnerships. 


For particulars as to terms, &c., apply to 


the Manager, 
R. J. BEEVOR, M.A., 


8 Lancaster Place, Strand. 


Telegraphic Address—“ Triform, London.” 
Telephone No. 1854 (Gerrard). 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 


Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to. give a professional 
training to educated women who intend to teach. In 
addition to the course of training, It offers the ad- 
vantages of a College life and one years residence 1y 
Cambridge. 

The Students attend the Cambridge University Tec- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers, and are prepared for the Cam- 
bridge Teachers’ Certificate (Theory and Practice). 
Ample opportunity is given for practice 1m teaching 
science, languages, mathematics, and the other usual 
school subjects In various schools in Cambridge. 

Students are admitted in January and in pe ete 
Full particulars as to qualifications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge, 


TRINITY COLLEGE, LONDON, 
(Inet, 1872.) 


Dresident — 
THE Rient Hon. LORD COLERIDGE, M.A., Q.C. 


Warac,¢— EDMUND H. Turpin, Mus. D. 


Michaelmas Term commences Tuesday, September 25, 
when the individual tuition In all Practical and Theo- 
retical Musical Subjects, as well as Class Tuition in the 
Theory and History of Music, during the day and 
evening, to professional and amateur students, will be 
resumed, 

Lessons in the Theory and History of Music will also 
continue to be given by correspondence. 

The College Choir, conducted by Dr. H. T. PRINGUER, 
is open to non-students, and meets on Tuesdays ut 5. 

The Orchestra meets on Mondays at 4.50 p.m. 

Prospectus and Students’ entry form on application, 


y Order, 
SHELLEY FISHER, Secretary. 


Mandeville Place, Manchester Square, W. 


K ELLAND TRAINING COLLEGE 
FOR TEACHERS, LEICESTER. 


( Miss Moraan, N.F.U. (Higher), 
t Miss J. MORGAN, B.A. (Lond.). 


Preparation for the National Froebel Union Certi- 
ficates. Cambridge Teacher's Diploma. Entrance 
Scholarships. Grounds comprise Tennis Court, Croguet 
Lawn, &c. STUDENT-TEACHER required for Sep- 
tember 18th. Premium 25 guineas. 


GCHOOL BOARD FOR LONDON.— 


The Board are about appoint an ORGANIZER 
OF HOUSEHOLD MANAGEMENT upon a scale of 
£250, rising by £5 annual increases to £300 per annum, 
together with £50 oe annum for travelling expenses, 
The duties of such officer will be to organize and 
supervise the work of the School Board for London 
in the subjects of instruction, Cookery, House- 
wifery, and Laundry - work, under the new Code 
of the Board of Education. Applicants must apply 
on the proper form, to be obtained at the Head 
Otfice, and must report any certificates that they possess 
in connexion with the teaching of Cookery, Honsewifery, 
Laundry-work, or Domestic Economy, and any other 
educational qualifications, including certificates of the 
Science and Art Department. They should also state 
what has been their experience in connexion with the 
supervision and teaching of domestic subjects. Apphen- 
tions must be sent in not later than the 25th August, 
1900, addressed to the CLERK OF THE BoarRp, School 
Board for London, Victoria Embankment, W.C., marked 
outside “ Household Management,” 


Principals— 


300 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 


FREE GUIDE TO THE 


CAMBRIDGE HIGHER LOCAL EXAMINATION, 


BY THE 
TUTORS OF THS UNIVERSITY EXAMINATION POSTAL INSTITUTION. 


APRIL Epition (76 pages), containing advice as to books to read for 


the 1900 and 1901 Examinations, and the mode of Study, and statistical | 


tables (not obtainable elsewhere). 
gratis and post free to any candidate on application to the Manager of 
the Institution, Mr. E. S. Weymouth, M.A., 27 Southampton Street, 
Strand, London, W.C. 


281 U.E.P.I. candidates passed the Cambridge Higher Local 
from 1895 to 1899, 56 with distinction. 


The Institution prepares through the post for various University 
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Seventh Edition. With an Appendix of Easier Exercises. 
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HINTS ON FRENCH SYNTAX. 


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“ The merit of the book is its simplicity and brevity, and we have no 
hesitation in saying that these Hints would prove a valuable supple- 
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clear, bold type, and interleaved throughout, this book is one we can 
confidently recommend not only to teachers for class use, but as an 
invaluable aid to students preparing for the Scholarship, Certificate, 
and London Matriculation Examinations.” — The Practical Teacher, 
January, 1900. 


Lonpon: WILLIAM RICE, 3 Broapway, LupeaTE Hitt, E.C. 


OXFORD LOCAL SHAKESPEARE, 1901. 


DINGLEWOOD SHAKESPEARE MANUALS, By STANLEY WOOD, M.A. 


HENRY THE FIFTH, QUESTIONS AND NOTES. 1s. 


“ A little brochure of some {ty pages, which will suggest some useful thoughts 
to masters teaching the play. °” —Journal of Education. 


MBROHANT OF VENIOB, QUESTIONS AND NOTBS. 1s. 


“ Cannot but prove useful to candidates for whom these plays are set,’’— 
Scotsman. 


CAMBRIDGE LOCAL SHAKESPEARE, 1900. 


AS YOU LIKH IT, QUESTIONS AND NOTBS. 1s. 


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Each of the Manuals contains about 250 Questions, of which all the most difficult 
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JOHN HEYWOOD, LONDON AND MANCHESTER. 


.. We can 


A copy of the Guide will be sent ' 


| 


AUGUST NUMBER NOW READY. 


THE SCHOOL WORLD. 


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PRICE SIXPENCE. Anmnal Subscription, including postage, 8s. net. 


LEADING CONTENTS. 


MANUAL INSTRUCTION IN WOODWORK. (Illustrated.) By 
A. GODFREY Day, A.M.I.M.E.—& CHAT ABOUT HEADMASTERS. 
By the Rev. Canon FOWLER, M.A.—_PRACTICAL SOLID GEOMETEY. 
By Prof. G. B. MATHEWS, M.A., F.R.8.—-SOME CBNTURY-ENDS. By 
C. S. FEARENSIDE, M.A. OBSERVATIONAL ASTRONOMY. A Series 
of Notes upon the Positions and Apparent Motions of Celestial 
Bodies. (Illustrated.) By Prof. R. A. GREGORY, F.R.AS.—THE SOCIAL 
STATUS OF WOMEN SCHOOL-TEACHERS. By CAMILLA JEBB.— 
PRAOTICAL WORK IN PHYSICAL GEOGRAPHY. Experiments 
and Observations for the New Schedule of the Oambridge Junior 
Local Examination. (Illustrated.) By Dr. A. J. HERBERTSON, F.R.G.S. 


MACMILLAN & CO., Lro., LONDON. 


G5 Headmasters should apply for 


EYRE & SPOTTISWOODES 


ILLUSTRATED CATALOGUE OF 


DRAWING INSTRUMENTS, 


Sets in Boxes, Protractors, Rules, Scales, Ruling Pens, 
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And all Drawing Material suitable for Schools and Colleges. 


LONDON: GREAT NEW STREET, FLEET STREET, E.C. 


JOSEPH GILLOTT'S 
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Gold Medals, 
Paris, 1878, 
1889. 


351, 352,382, 404, 729,303, 
170, 166, 5, 6, 292, 293, 
291 (Mapping), 659 (Draw- 
ing); and (for Vertical Writ- 
ing) 1045, 1046. 


TE EDR, A HE Behnke Method of Voice) QT. ANNE'’S-ON-SEA.—BOARDING 
; gA SCHOOL, fronting Promenade Gardens 
HE LONDON INSTITUTE) Stemmerors. Apply to Mrs Burt BEHSKE, 18| pr) to be Let Unfurnished. Rent £%. First-class 


FOR THE ADVANCEMENT OF PLAIN | #tl’s Court Square, 


ndon, 


NEEDLEWORK will grant a Certificate showing that 
Candidates have an Examination in the Theory 
and Practice of Needlework Teaching. 

Miss Sacu, Diplémée of the London Institute for the 
Advancement of Plain Needlework (gold seal) will 
conduct a Year’s Course for Kindergarten Students 
Lower School Mistresses, and others, in preparation for 
the above, beginning September 26th. Fee for the Year's 
Course £1. 1s, Further particulars may be obtained 
on Mrs. WoopnorsE, 63 South Side, Clapham 

mmon. 


RMY SCHOOLMASTERS.—There 


are a few vacancies in the Corps of Army School- 
masters. Civilian Schoolmasters only will be accepted 
who have on second year’s papers in the First or 
Second Division, or who hold a certificate, qualifying 
them to superintend pupil teachers, from the Board of 
Education. Students in Training Colleges wi also be 
accepted under certain conditions. Candidates must 
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Hir DIRECTOR oF ARMY SCHOOLS, War Office, London, 


. . 
ne 


WANTED (B.Sc. Durham) Engage- 
ment as VISITING MISTRESS to teach 
Herany: goology, ar Pae. Pease by Correspon- 
ence. ew e. yt ; Ne. 
8 Spring Terrace, North Shiel . Oe 


“ Pre-eminent success.’ — Times. 
“ Highly successful methods.”’— Medical Times. 
“TI have confidence in advising speech sufferers to 


place themselves under the instruction of Mrs. Behnke.” 
— Editor, Medical Times. 


“Mrs. Behnke is well known as a most excellent 
oar upon thoroughly philosophical principles.’’— 
ancet, 


Small Classes for Voice Training for Teachers and 
others. 


“STAMMERING,” 1s., post free. 


— College of Pre- 
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® Service, and all Students 


i send the Aspirant, a Weekly Journal, Review, 
and Cosh ine these ‘and all Examinations. No student 
Wit weber MUG inw up for his examination should be 
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Numerons testimonia : fiag subscribers and readers. 


$ a> >} red be fit, f 
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the price of 1d. weekly, Irom Mic under a certain 
than I did for 30s. for a dou"? aie vewsagents, or 
tutor. Saturdays, ld. Bou. Aa 7 vender Hill, 
from the Publishers, TILDESLEY & ie gest 8 
London, S.W. 


ier 
Health Resort. Further particulars from Mr. WwW. 
WHITTINGHAM, 28 South Drive, St. Anne’s-on-Sea. 


CHOOL APPOINTMENTS.— 


Principals and Assistants are requested to SRA 
state their requirements to the SECRETARY, M. C. M. 
AND SCHOLASTIC ASSOCIATION, LTD., 8 King Street, 
Manchester. 


EPPS’S COCOA 
| 

GRATEFUL, COMFORTING. 
Distinguished everywhere for Deli- 
cacy of Flavour, Superior Quality, x 
and highly Nutritive Properties.. 
Specially grateful and comforting’ 
to the nervous and dyspeptic. Bolg 
in 3-lb. and 3-lb. packets, and 1-lb. 
tins, labelled JAMES BPPS & 
CO., Ltd., Homoopathic Chemists, 
London. 

BREAKFAST. SUPPER- 


EPPS'S GOGOA. 


Aug. 1, 1900. | THE EDUCATIONAL TIMES. 301 


New. GILL’SsS 
“CARTOGRAPHIC” 


WALL MAPS 


FOR SECONDARY SCHOOLS. 


Edited by GEORGE GILL, F.R.G.S. 


New. 


Size, | NOT OVER=-CROWDED, NOT UNDER-SIZED, BuT BOLD AND CLEAR. 
80 60 in MOUNTED ON STOUT LINEN, ROLLERS, AND VARNISHED. Price 16s. 
° Compiled from the latest statistics, artistically coloured, and thoroughly reliable. 
“ENGLAND AND WALES. “IRELAND. INDIA. ASIA. 
*SCOTLAND. *EUROPE. "AFRICA. *N. AMERICA. 


* The Set Geography for the Local Examinations. 


<i .| 2S nn ua u aaaaaaaaeaeaaŘŮĖŐ—— M ŘŇŘiiIiți a aAA 
— -— m 


Ciass Text-Books for the Examinations in 1900. 


GEOGRAPHY. 8. d. ENGLISH AND ENGLISH GRAMMAR. 8. d. 
The Student’s Geography. By GEORGE GILL, F.R.G.S., Member of the Shakespeare, As You Like It. Second Edition (in the press). Edited by 
Chamber of Commerce, &c. Cloth, containing 1,000 pages. Fourth the Rev. F. MARSHALL, M.A. Most suitable for un Students .. . 1 6 
Edition + s+ 4 6 | Macaulay, Lays of Ancient Rome. By the Rev. G. PRESTON, M.A, 1 6 
Physical, Descriptive, Political, Industrial, Commies a Social. Scott, Marmion. Edited by the Rev. F. Marsiaty, M.A., and similar to 
Also published in Sections as follows :— 
Section L E pe, inching B: ritish lale 8, and Physical and Commercial the above. Containing Introduction, Text, Appendix, Notes an tee eh 
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1s.—Section IV. Africa. 1s.—Section V. America. ls. 6.—Section Preparation Papers in English Grammar. By the Rev. G. PRESTON, M.A. 
VI. Australasia, 9d. Per packet. . 0 8 
The Imperial Geography. 464 puges, crown 8vo, cloth, with numerous Maps. Exercises in Composition, Dictation, and Letter Writing cas : 1 0 
For Senior Classes. New edition .. The O. and O. Spelling Bo “io 
The O. and ©. Geography (Revised Edition). By GEORGE GILL, With 2345 Words 0 2 


numerous Colaured Maps soe s a aes sah 
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RELIGIOUS KNOWLEDGE. 


HP — =æ N 
on Oo OoOo O 


The Geography of the British Colonies. By GEORGE GILL. With Coloured 
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The Victoria Atlas. By GEORGE GILL, F.R.G.S. Containing 101 Maps Marshall’s Acts of the Apostles (complete) . 2 6 
Marshall’s Acts of the Apostles. Part IIl.: Chapters XIII.-end 1 6 
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The Metric System, Practical Guide to. Containing Appe mdix, &e.. .. 0 2 The O and O Latin, Part IT. Elementary Physics . 2 6 
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Sarll’s Double-Entry Book-keeping. 256 pp., cloth we Uae 2 0 hore’ D sor. cute i i | DRAWING. 
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Specimen Copies of the above Publications will be sent post free to Head Teachers in most cases. — Specimens of Class Text-Books only will be sent. 


LONDON: GEORGE GILL & SONS, LiMiTED, 13 Warwick ( LANE,,E.C. 


802 


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London: GEORGE BELL & SONS, York Street, Covent Garden. 


CoNINGTON’s Edition, 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 


sD 


A FEW OF THE PUBLICATIONS OF 


MOFFATT & PAIGE, Ltd. 
ENGLISH CLASSICS. 


Edited by THOMAS PAGE. 
In these Editions, Notes are Classified and Arranged. 
Other Works in preparation. 


THE PLAYS OF SHAKESPEARE. 


ConTENTSs :—Chief Events in the Life of Shakespeare—Shakespeare’s 
Works —Introduction—Date and Early Editions—Source of the 
Plot—Sketch of the Plot—Sketches of the Principal Characters— 
Literary Notes—Notable Passages—Proverbial Expressions and 
Familiar Quotations—The Text—Miscellaneous Notes—-Notes on 
the Language of the Play—Etymological Notes—Proper Names— 
Examples of Paraphrasing—FExamples of Analysis of Sentences— 
Anachronisms and a few Typical Questions selected from various 


Examinations. REVIEWS :— 


Saturday Review.—" Mr. Page has edited ‘ English Classics’ in a manner to 
command approyal.”’ 

Sir HENRY IRVING.—‘‘A most ae and scholarly edition.” 

Daily Telegraph.—(Julius Cæsar) “... is invaluable as an aid to the study of the 


play.” 
ica.—* What a handy ‘ book of the play’ they form!” 


South 
Student's Friend, Bombay.—" Decidedly the very best for students, be they 
Indian or English.” 
Atheneum.— * Essentially books for students.” 
Educational News.— It would be difficult to imagine anything more perfect than 
this edition of ‘ Macbeth j 
*AS YOU LIKE IT 
CORIOLANUS 
‘HAMLET 
HENRY V. 
"JULIUS CESAR. 
KING JOHN.. 
KING LEAB.. 
MACBETH i sci 
MERCHANT OF VENICE sis 
"MIDSUMMER NIGHT'S DREAM 
‘RICHARD THE SECOND `... 
TEMPEST... ses 
TWELFTH NIGHT sa ii 
* For Current Examinations. 


BACON. 


Schoolmaster.—‘ The edition will stand as an examplar,” 8. d. 
BACONWN’S ESSAYS. Part 1 sas . 2 6 
Essays I.-X XVI.,with Life, Introduction, Notes arranged and classified, Analysing, 


Paraphrasing, Indexes, &ec. 
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Aug. 1, 1900.] THE EDUCATIONAL TIMES. | 303 


CONTENTS. 
Page |; Page 
A Bill and a Committee .cc:ceviirs sei ens nena 303 : The Latter End of Assistant Mastering ...............0cecce eens 317 
Useful Evidence ............... cece eee eee aiaee DOES 1. “ARO VIO WS ions a sGcsusasacs a aE sap daseas ol aaot 318 
| Our Best Book of Reference ; Greek Education ; School Geographies 5 
o RESTE ‘ o E E EEE E E E A E A a | Hellenica; Ruskin a French Glossary: 
ammory Ok BOG MOn iat eiceasomradae nether eee eter ` General Notices: siieu T r E ATAATA 321 
Half-yearly General Meeting of the College of paecenion® ... 3808 . 
y COrrespondene: seiss reas reay are ea EA asi Anaa 323 
The Consultative Committee 0.0.0... cece ieee cence ener tees 310 Cambridge University Extension Summer Meeting ; St. Paul's School ; 
A Symposium on Education ...............cceceeceneee ere cee cee nee nen ens 311 London Inter. Arts. 
Forecasts and Comments :—Fixtures ...........sccescecsecen sence ces 313 Adjourncd Meeting of the Council of the College of Preceptors 323 
Education Gossip eessen 313 Teachers’ Diploma Examination.—Pass List..................660065 324 
Appointments and Vacancies...... 314 Mathematics............ RT . 325 
Literary Gossip ........c.cc ee eee eens 315 — List of Candidates nA have aed the Mideummer Certif- 
The Greck Play at Bradfield. By E. C. Marchant, M.A. ...... 284 | cate and Junior Forms Examinations of the College of 
John Webster. By Professor Foster Watson ...............0000+ 316 PYGCOPLORS: sreresi tasan hnr ea N detest Roe areas 333 


{ 
| representing all interests because it has to deal with all interests, 
— Ube Ei Educational Times. and specially representative of interests with which it is 
= = "| specially enjoined by Parliament to deal—then there isa strange 
Tre Government Bill ‘‘ to make better pros and inexplicable gap in its constitution. Of the eighteen mem- 
vision for enabling County Councils and other bers of the Committec, not one is associated or concerned with 
Local Authorities to aid forms of Education not private or unendowed secondary education. Mr. Acland, Sir 
being Elementary,” and the Order in Council establishing “a W. Hart Dyke, and Mr. Hobhouse are, or have been, in the 
Consultative Committee of the Board of Education,” were both public service. Dean Maclure, Archdeacon Sandford, and Dr. 
circulated in the closing days of June. The result was that we Waller are concerned in the administration or management of 
were able to do no more, in our July number, than mention the schools chiefly elementary. Mr. Gray is a spokesman of the 
introduction of the Bill, whilst the list of the Committee would elementary teachers in the House of Commons. Miss Manley is 
be in the hands of our readers on the same day as our article the principal of a training college for elementary teachers. The 
lamenting the prolonged delay in its appearance. Perhaps most remaining ten hold appointments in endowed Universities, 
of our readers, when they saw the list, were disposed to wish that | colleges, or schools. Not one can be regarded as representing, 
the delay had been further prolonged. It is not an ideal list,.or as specially qualified to speak on behalf of, the distinct 
and the pity of it is that such a little more would have sufficed | majority of secondary teachers. 
to make it excellent. The President of the Board of Education | Why this marked exclusion? We do not for a moment 
appears to have consulted his official advisers and relicd on his imagine that it was intentional, because it is so precisely cal- 
own judgment; and we readily admit that five-sixths of the'culated to defeat the objects of the Board of Education Act and 
names on the Committee agree pretty closely with what we: ‘the new Education Bill. The Act enjoins that the Consultative 
should expect as the outcome of an open vote of teachers and Committee shall be consulted before the appointment of inspec- 
parents, of the professional organizations and the bodies which 'tors of secondary schools desiring to be inspected. The schools 
administer education. chiefly tending to be inspected are those which are local and 
The organized professional and administrative bodies were not unendowed, and which have not been under the Charity 
consulted—the Duke of Devonshire did not think that it was Commissioners. It is public policy to induce them to undergo 
his duty to take this means of securing an even representation , inspection ; and the Board of Education begins a delicate task 
of the interests and authorities concerned in education. He may by omitting to place on the Consultative Committee a single 
have been right in taking this view of his duty, and at any rate person who would naturally induce the confidence of unendowed 
he is the person mainly responsible under the Act. The odd schools. Again, the Act enjoins the Committee to frame regu- 
thing is that his list has been criticized because it does, in many lations for a register. You can register straight away the ele- 
respects, appear to represent the various bodies and organiza- mentary teachers, and a large majority of teachers in the 
tions, and does not, in the opinion of these critics, include a endowed schools. It is public policy to induce private teachers 
sufficient number of detached and uncommitted personal judg-'to present themselves for registration, and to complete thcir 
ments. Others, again, have urged that technology, and the ' qualifications if these are not already sufficient. Yet the Board 
important interests of technical institutions and schools—with of Education omits to place on the Committee a single member 
which the Duke of Devonshire is known to be in close and warm! who can be countcd on to remind his colleagues of some of the 
sympathy — are inadequately rcpresented. The Universities most intricate difficulties of registering a whole profession for 
might well have spared a place on the Committec for a pro-ithe first time. Nothing could be better calculated to make the 
minent technologist. ‘new departure in secondary education, difficult at the best, still 
Our own criticism is more definite and specific; and we urge: more difficult. Private schoolmastera, as a wholc, have met the 
it with the greater freedom because we consider the list de. public demand for efficiency with admirable public spirit. The 
cidedly strong in all but onc particular. If the Consultative | Board of Education—unwittingly, we quite _believe-—ignorcs 
Committee is to be representative in any sense of the word— , them and their spirit as matters of ‘no account. 


A Bill and 
a Committee. 


304. 


We understand that these considerations have been brought 
before the President of the Board, and we have little doubt that 
what must have been an unintentional omission will be sup- 
plied before the first meeting of the Committee. 

We print the text of the new Education Bill in our ‘“ Sum- 
mary of the Month.” Its main purpose is to entrust the 
Education Committees of the County and Borough Councils, 
including members who are not on the Councils, with the ex- 
penditure on any form of education other than elementary of 
the local taxation grants, and of a further sum of money to 
be raised by rate, provided that the rate does not exceed two- 
pence in the pound. The Committees are to submit schemes of 
administration to the Board of Education; but, as to the 
character of such schemes, the Bill itself does not afford much 
guidance. No public money is to be directly expended for the 
purpose of religious instruction; but the Councils are not 
debarred from aiding schools in which such instruction is given. 
It is also provided that aid may be given to a school conducted 
for private profit—any grant under this head being subject to 
the sanction of the Board. Before erecting new secondary 
schools, or aiding such as already exist, the Councils are to have 
regard to the existing supply of efficient schools within their 
area. Finally, there is provision for an appeal to the Board of 
Education, wherever the manager or managers of a school may feel 
aggrieved by the action of any Council, on the ground that it 
operates unequally or unfairly with respect to the school. It 
will be generally admitted that this is a fair outline of a Bill 
for the establishment of Local Secondary Authorities. It may 
need to be filled in, but it is liberal in conception, and affords a 
basis on which it will be possible to build. The Duke of Devon- 
shire has introduced this measure at a season which allows 
ample time for its discussion. We by no means object to 
leisurely progress in the task of secondary organization, pro- 
vided that the clear and logical outcome of discussion on the 
problems set before us is permitted to have its due weight in 
the ultimate decisions of the Department. 


A WELL written and comprehensive summary 
of the present condition of education in the 
United Kingdom has been prepared by the Educa- 
tion Sub-Committee of the Royal Commission appointed in 
connexion with the International Exhibition at Paris. It 
provides accurate information for all who take an interest in the 
subject, especially for foreigners, who know little or nothing of 
our complicated system of education. From this ‘“ Descriptive 
Handbook ”—which is published by Messrs. Eyre & Spottis- 
woode—we quote one or two passages on English secondary 
education in private schools—partly as pièces justificatives for 
what has been said in the preceding article. 


Useful 
Evidence. 


As far as can be calculated from such statistics as have been 
collected, about 40 per cent. of the boys receiving secondary education 
in England are to be found in private schools under no sort of public 
control. From what has been said on a former page as to the 
English feeling in favour of the freedom of all parents to select the 
course of education which they think best for their children, and when 
it is remembered that, not only are there social conditions to be satis- 
fied, but also greater divergoncies of religious belief probably than 
exist in any other country, it will be understood that private schools 
are likely for a long time to continue to play a considerable part 
in the English educational system. They appear to include every 
grade of educational aim and merit, and are occasionally the trial- 
ground of interesting experiments. They are sometimes found com- 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 
has been a movement among them in favour of securing some author- 
itative certificate of efficiency, so that a clear line may be drawn 
between the good and the bad. Under the Board of Education Act, 
1899, they can, if they so desire, apply for inspection by the State. 
The best of them already make use of the local examinations conducted 
by the Universities. 


We have more than once dwelt on the neccssity of re- 
membering the highly efficient preparatory schools in all 
arguments touching the interests of private education in 
England. This is what the ‘‘ Descriptive Handbook” has to 
say about them :— 


One class of private schools deserves especial mention here—viz., 
the preparatory schools, so called because they prepare boys from the 
age of eight to thirteen or fourteen for the great public schools. 
These schools may thus be regarded as a part of the public-school 
system, which, through entrance and scholarship examinations, exer- 
cises a predominating influence over their curricula. Their fees are 
usually high, and many of them maintain a standard of equipment 
unequalled even by the foremost public schools. The statistics sent 
to the Paris Exhibition, collected from 240 of the most prominent of 
these preparatory schools, show that the number of boys averages 
about thirty-six to each school; that each school has four or five 
classes, as a rule, and that the total aggregate number of boys gives an 
average of about eight boys to each teacher. It will thua be seen 
that the conditions favour an amount of individual attention to each 
pupil which is desirable when dealing with very young boys, but, 
unfortunately, cannot be provided by poorer schools. They are, with 
very few exceptions, boarding schools, und probably more than half of 
them exclusively so. Schools started and carried on by companies, or 
some sort of combined voluntary effort, have a tendency to pass into 
the ranks of endowed schools, but they play an important part in the 
provision of secondary education. They are in many instances 
denominational in character. There is a Church Schools Company, 
and the Roman Catholics, Wesleyans, and the Society of Friends have 
their own organizations for secondary education. 


With regard to girls, ‘‘more than 70 per cent. of the girls 
receiving secondary education are to be found in private schools.” 
Taking boys and girls together, it is safe to say that 60 per cent. 
of them are educated in schools which the Board of Education 
do not consider it necessary to represent on their Consultative 
Committee. 


NOTES. 


Tn: floor of the House of Commons is not a satisfactory 
arena for the discussion of questions of educational policy, and 
the recent debates on the Irish Intermediate Education Bill 
fully illustrate its unsuitability. The Bill purports to carry out 
certain recommendations of the late Intermediate Education 
Commission with a view to make the education given more 
thorough and the examinations less tainted with mere mark- 
registering characteristics. It also proposes formally to 
recognize two distinct courses of modern and grammar school 
education. Mr. John Redmond made a strong appeal to the 
Government to follow the precedent of the English Act by 
establishing a Consultative Committee to assist the Irish Board 
of Education with their advice. There was, however, no real 
discussion on the provisions of the Bill. The debate on the 
second reading turned mainly on the grievances which Irishmen 
are supposed to suffer owing to the absence of provision for the 
compulsory teaching of the Irish language in the schools. The 
same rather hollow discussion was renewed on a subsequent 
day in Committee of Supply, on the Vote for Elementary 
Education in Ireland. 


We admit that a determination of the right policy of our 


peting, not unsuccessfully, with local endowed schools. Recently there | National Boards of Education towards the different provincial 
y y | p 


Aug. 1, 1900.) 


THE EDUCATIONAL TIMES. 


305 


languages still spoken in these islands is a matter of some|done before our ships are entirely manned by Lascars and zd 


nicety and importance. It is, however, not likely to be 
attained by the perfervid oratory of Irish Nationalist members 
in the House of Commons. One would naturally look for full 
discussion in educational conferences before a particular course 
is decided upon. The drawbacks involved in haphazard 
Parliamentary discussion are clearly seen in this case. Some 
members debated the matter as if the question at issue were 
the compulsory and universal teaching of Irish, while others 
advocated only the utilizing of Irish for the more effective 
teaching of English, by what is now called ‘the bilingual 
method.” Mr. Bryce strongly urged the latter course, and 
Mr. Gerald Balfour was prepared to accept such a modified 
proposal. Indeed, given a competent teacher, there is nothing 
to prevent his using a pupil’s knowledge of Erse to teach him 
English equivalents. Such a plan is pursued with advantage 
in some Welsh and Scottish Gaelic-speaking districts. But it is 
only found necessary in a few places, even in Wales. It would 
certainly be ridiculous at this day to make the learning of Irish 
compulsory. That some of the Irish members should have 
pressed such a demand shows what a gulf separates them from 
their Scottish and Welsh colleagues, when a choice has to be 
made between sentiment and utility. 


Tue President of the Board of Trade, on his recent journey 
to Liverpool, was able to pay a visit to the cadet ship ‘‘ Con- 
way,” for the purpose of giving away the prizes. The day, we 
hope, is not far distant when the Board of Education will rise 
to a sense of its responsibility for the proper education of boys 
who intend to become officers in our mercantile marine. At 
present only a very small proportion of the premium apprentices 
taken into the merchant service receive any technical instruction 
before they join a ship, and it is quite time that other training 
ships for merchant marine officers should be added to the 
“ Worcester” and ‘‘ Conway.” Mr. Ritchie, like all who 
know the facts, bewailed the steady increase in the number of 
foreign sailors in our merchant ships, and there is good reason 
to believe that there is a similar increase in the number of 
foreign officers employed. The German clerk has been a very 
real bogey in commercial education: it is time that we should 
recognize even another in the form of the Scandinavian sailor. 
The Duke of Argyll, when giving away the prizes on board the 
“ Worcester,” suggested that the tone of the officers affected 
the supply of English seamen. Nothing would tend more to 
the raising of the officers’ tone than that their early training 
should be obtained on a good training ship. 


THE remedy, after all, is not far to seek ; but the co-operation 
of both the Board of Trade and the Board of Education is 
necessary. ‘The latter must recognize seamanship and naviga- 
tion as technical subjects for instruction in which, on board 
training ships, proper provision must be made in seaport towns; 
and the Board of Trade must pursue its present policy of 
improving the conditions of a sailor’s life on board ship. We 
have only recently admitted that ‘‘ factory legislation” is as 
necessary on sea as it is on land. Again, the number of free 
training ships for boys who intend to become ordinary seamen 
should be increased. They are now a luxury provided only for 
Poor-law children. It is to be hoped that something will be 


genus omne, generically called ‘‘ Dutchmen” by the British 
seaman. 


Miss Stansrexp, in her Report, issued by the Local Govern- 
ment Board, on the Industrial Training of Girls, disapproves 
strongly of ‘‘half-timers.”” School duty and house-work on 
alternate days is, she thinks, bewildering. Certainly anything 
that tends to a lack of method in girls’ education is a very 
serious evil, since women in the home are never forced by 
circumstances into the punctuality and order which is a sine 
qua non in nearly all the occupations of men. But in house- 
work method is as pleasant and economical as it is in anything 
else, and its absence spells overwork and ill-temper. Now 
Miss Stansfeld prefers the Poor-law schools to the cottage 
homes, because the strict routine and discipline of the former 
are better educative influences than the Jatssez faire of the 
latter. Of course, laissez faire is the arch enemy; but, on the 
other hand, we doubt whether routine in itself is a producer of 
method. Once the rules are relaxed, the pupil is apt to be 
as helpless as the slaves in Liberia. The ideal seems rather the 
cottage home, where the girls might be induced to draw up 
their own time-tables, and be definitely instructed in the art of 
doing one thing while another is in progress, and thus learn to 
manage with method even the smallest establishment. As in 
every branch of life, it is the ounce of thought that is worth 
the pound of industrious pottering. 


Tue London School Board is, apparently, earnest in its en- 
deavour to make really effective the teaching of domestic 
economy. It is about to appoint a lady at a substantial salary 
to superintend this subject throughout its schools. We hope 
that whoever is appointed will correct some of the absurdities 
that now exist. From the folly of teaching chiefly how to 
cook cakes and sweetmeats, the other extreme seems to have 
been reached. We have just heard of a little girl of ten, very 
full of enthusiasm at joining the cookery class—her first morning 
of two and a half hours was entirely spent in cleaning a huge 
stove, and she reached home so dirty and exhausted that she 
could not attend afternoon school. Her indignant mother 
stopped the cookery idea at once, to the child’s bitter dis- 
appointment. Of course, mothers are very unreasonable, and 
cleaning a grate is as important as anything else in cooking, 
but surely there was a plentiful Jack of wisdom in selecting 
such work for a first performance. 


THE Court of the Merchant Taylors’ Company advertise for a 
new Headmaster in Holy Orders, or who intends to take Orders, 
and under forty years of age. The conditions, we fear, will 
greatly limit the choice of the Court: in other words, they are 
not likely to get as good a headmaster as they doubtless desire 
to get. What can a clerical head of a London day school effect 
which a lay head could not? Prebendary Baker is doubtless 
an excellent headmaster, but not by virtue of his being a clergy- 
man. As for the condition of age, it would have excluded 
Dr. Wood when he went to Harrow, Mr. Walker when he 
went to St. Paul’s, and many another ripe schoolmaster who has 
made history in his fifth and sixth decades. The Court have 
their preferences, and perhaps reason for their preferences ; but 
they are certainly narrowing their field of choice. 


806 


THE EDUCATIONAL TIMES. 


(Aug. 1, 1900. 


An interesting experiment was made by the London Sohool 
Board at their annual musical display, at Queen’s Hall, on the 
4th of last month. In place of the usual vocal competition 
between its schools, it submitted the pick of them to the severe 
test of showing what they could make of a grand oratorio. 
One school was selected from each of the ten divisions, and 
these two hundred and fifty children forming the sopranos and 
altos, with the staff of the Board supplying tenors, basses, 
orchestra, and soloists, went satisfactorily through nearly the 
whole of ‘Judas Maccabseus.”” Making all due allowance for 
the strong support given by the excellent body of tenors and 
basses, the children acquitted themselves in a most creditable 
manner. Much volume of sound could not be expected, but 
their leads were taken up clearly and pursued unfalteringly, 
and there was never any sign of a breakdown. Once only 
Mr. Cowley got upon bis feet and waved with desperate 
determination, but almost immediately he was free to resume, 
with a smile, his measured and confident beat. 


For all that, we trust that the Board will be satisfied with 
the display as a proof of what can be attained by the teaching 
in its schools, and will not be encouraged by its success to let 
such performances regularly take the place of simple competi- 
tions. The latter are more suitable for children, both as being 
less likely to be injurious to their voices and as being more con- 
ducive to the acquisition of good and refined singing. We are 
the more inclined to this opinion by the singing of certain 
numbers by particular schools, to which, consequently, particular 
attention had been given, such as the duet “ Hail, Judea!” by 
the Ecclesbourne Road boys, and the duet ‘‘O Lovely Peace!” 
by the Haselrigge Road girls. These were after all the most 
enjoyable features of the afternoon’s performance, being sung 
in perfect time and with good tone and expression. Still, the 
effect of the whole was to make us very hopeful with regard to 
the future of choral singing in London. 


WE comnend the following adventures in grammar to the 
various societies for the study of childhood. We think the 
subtlety of the child-mind has, perhaps, not yet been fully 
diagnosed. Teacher: ‘‘ What is the gender of viande?” 
Pupil: ‘‘ That depends on what gender the animal was.” 
Teacher: ‘‘ Why have you made enfant feminine?” Pupil: 
“I did it to make it agree with its mother.” The former 
opens up endless possibilities of delicate suggestion in a menu, 
while the latter has a moral element the origin of which still 
remains to be traced. 


SUMMARY. 


THE MONTH. 


Tue Government Education Bill, “to make better provision for 
enabling County Councils and other Local Authorities to aid 
forms of Education not being elementary,” was introduced in the 
House of Lords by the Duke of Devonshire in the last days of 
June. It will be convenient, in view of future discussion, to 
place the text of this measure on record. 


1.—(1) So much of the residue under Section 1 of the Local Taxation 
(Customs and Excise) Act, 1890, as is paid to any county or borough 
fund shall be applied for the purposes of education, and shall, after 
adequate provision has been made for technical and manual instruc- 


tion, and subject to the like conditions and restrictions as are imposed 
by the Technical Instruction Act, 1889, as amended by this Act, with 
respect to the aid thereby authorised, be applicable to the purposes of 
any other form of education. 

(2) The money so applied shall be administered by the Council of 
the county or borough through an Education Committee of the 
Council constituted in accordance with a scheme made by the Council 
and approved by the Board of Education. 

(3) Every such scheme may provide for including in the Education 
Committee persons, male or female, who are not members of the 
Council. 

(4) The Education Committee of a Council shall not raise money by 
loan or by rate, and shall not spend any money beyond the sum allowed 
by the Council. 

(5) A scheme made under this section may provide for a joint Hdu- 
cation Committee of two or more Councils, and may make such other 
provisions, including provisions with respect to the powers and duties 
of the Committee, and its relation to the Council or Councils by which 
it is appointed, as may appear necessary or expedient for carrying this 
Act into effect within the county or borough, or any part thereof. 

(6) If the Board of Education approve any such scheme without 
modification, or with any modifications agreed to by the Council, the 
scheme shall have effect as if enacted by this Act, but shall be subject 
to revocation or alteration by a scheme made in like manner. 

(7) If the Council do not submit a scheme within twelve months 
after the passing of this Act, or within such further time as may be 
allowed by a special order of the Board of Education, or-if the Council 
have, at the expiration of twelve months after submitting a scheme, 
failed to agree with the Board of Education as to any modifications 
suggested by the Board, that Board may make a scheme which shall. 
have effect as if made by the Council and approved by the Board. 


2.—(1) Money raised by a rate under the Technical Instruction Acts 
1889 and 1891, shall, after adequate provision has been made for 
technical and manual instruction, and subject to the like conditions. 
and restrictions as are imposed by the Technical Instruction Act, 1889, 
as amended by this Act, with respect to the aid thereby authorised, be 
applicable to the purposes of any other form of education. 

(2) Where money is so raised by a Council of a county or county 
borough it shall be administered through an Edueation Committee. 
established under this Act. 

(3) The amount of the rate to be raised in any one year by a Local 
Authority for the purposes of the Technical Instruction Acts, 1889: 
and 189], and this Act shall not exceed the sum of 2d. in the pound, 
and the rate levied under those Acts by the Couneil of a borough or 
urban district shall not, when combined with the rate levied there- 
under by the Council of a county, exceed the said limit. 

(4) Paragraph (g) of Section 1 of the Technical Instruction Act, 
1889, is hereby repealed. 

8.—(1) A school shall not be deemed to be aided within the meaning 
of the Technical Instruction Acts, 1889 and 1801, and this Aet, by 
reason only that— 

(a) Any scholarship or exhibition granted or supplemented 
under any of the said Acts is held at that school; or 

(b) The use of any museum, laboratory, workshop, or apparatus 
established, or maintained, or equipped wholly or in part under 
any of the said Acts, or the instruction given by any technical or 
scientific instructor paid wholly or in part under any of the said 
Acts, is available to scholars of the school equally with other 
students. 

(2) A Council in the performance of their duties with respect to 
education shall not give any preference or advantage to any school on 
the ground that it does or does not belong to, or is or is not in con- 
nexion with or under the management of, any particular church, sect, 
or denomination, or that religious instruction is or is not given in the 
school. 

Provided tbat aid shall not be given under this Act to any school in 
respect of religious instruction, and for the purposes of this Act this 
restriction shall be substituted for the restriction imposed by para- 
graph (c) of Section 1 of the Technical Instruction Act, 1889. 

(3) Notwithstanding the proviso to paragraph (f) of Section 1 of 
the Technical Instruction Act, 1889, aid may be given to a school con- 
ducted for private profit to such extent and under such conditions as 
the Board of Education may, having regard to the special circumstances 
of the case, think expedient. 

(4) For the purpose of determining the restrictions and conditions 
imposed by this Act, Section 1 of the Technical Instruction Act, 1889, 
shall be construed as if— 

(1) References to aid out of the local rate were references to 
aid out of any fund or rate applicable to education under this 
Act; and 

(2) References to technical and manual instruction were refer- 
ences to any form of education which is aided under this Act; and 

(3) References to the Technical Instruction Act, 1889, and to 
Section 1 thereof were references to this Act. 


4,—(1) Every Council shall make such reports and returns and give 
such information to the Board of Education with respect to their pro- 


Aug. 1, 1900.] 


ceedings under the Technical Instruction Acts, 1889 and 1891, and this 
Act as that Board may require. 

(2) Every Council shall, in the exercise of their powers of establish- 
ing and aiding schools under the said Acts, have regard to the existing 
supply of efficient schools and to the existing application of money 
‘applicable to purposes of education. 

5.—(1) If the governing body of any school feel aggrieved by the 
action of any Council on the ground that it operates unequally or 
unfairly with respect to the school, or is otherwise prejudicial to 
the school, they may complain to the Board of Education, and that 
Board, after communicating with the Council, shall determine the 
matter, and the Council shall comply with any order made by the 
Board of Education for removing the ground of the complaint. 

(2) For the purposes of this section the expression “governing 
body” shall include any corporation, trustees, or other persons 
managing a school. 

6.—Nothing in this Act shall affect any, certified industrial, day 
industrial, or reformatory school, or any Poor Law school. 

7.—In the application of this Act to Wales and Monmouthshire, the 
county governing body under the Welsh Intermediate Education Act, 
1889, shall take the place of the Education Committee under this Aot. 

8.—(1) This Act may be cited as the Education Act, 1900. 

(2) It shall not extend to Scotland or Ireland. 

(3) It shall come into operation on the 1st day of April, 1901. 


IN response to an influentially signed convening circular, a 
meeting was held on the last day of June, Mr. Arthur Sidgwick 
presiding, “ to consider the feasibility of establishing a permanent 
Federal Educational Council, consisting of accredited repre- 
sentatives of all forms of educational effort, for the purpose of 
expressing the united opinion of the country in public resolutions 
and of pressing such resolutions upon the attention of all authori- 
ties responsible for the conduct of education.” The following 
resolutions were passed :— 


1 That, in the opinion of this Conference, it is desirable to establish 
some permanent Council which will be able to speak on behalf of 
organizations identified with educational effort in this country, and yet 
in no way interfere with existing agencies and efforts. 

2. That, in order to elicit and formulate the opinion of such organi- 
zations in respect of the broader issues without interference with 
special points of view, it is desirable that such a Council should consist 
mainly of accredited representatives of existing educational bodies. 

3. That the Federal Educational Council be constituted as follows :— 
(a) Representatives, in no case exceeding two, shall be appointed by 
each of the bodies named on a list to be subsequently prepared by the 
Organizing Committee; (b) the Council shall meet not less than twice 
a year, and may meet whenever it shall seem desirable to the Chair- 
man of the Council to summon it; (c) at its first ordinary meeting in 
each year the Council shall elect a Standing Committee; (d) the 
duties of the Standing Committee shall be (i.) to consider such 
questions as may come up in the intervals between the meetings of the 
Federal Council and report to it, and (ii.), if so instructed by the 
Council, to carry out in the intervals between its meetings such of ite 
resolutions as may require to be promptly dealt with; (e) the Council 
and its Standing Committee shall be composed of both men and 
‘women. 

4. That the function of the Federal Council shall be public discussion 
and the publication of all resolutions adopted. 

5. That a Committee of twenty-five, with power to co-opt five 
others, be formed, for the following purposes :—(a) To consider and 
formulate suggestions for financing the Federal Council; (b) to pre- 
pare a list of educational bodies to be represented on the Federal 
Council; (c) to approach and invite these bodies to appoint and send 
—— representatives each to a second Conference at an approved 
date and place; (d) to formulate in detail the constitution of the 
Federal Council to be submitted for ratification to this second Con- 
ference. 


A MEETING of the two Councils of the Provinces of Canter- 
bury and York on Secondary Education was held in the Church 
House, Westminster, on July 6, at the close of the joint sessions 
of the two Convocations. The Archbishops of Canterbury and 
York presided. There were present besides the Archbishops, the 
Bishops of Winchester, Durham, Hereford, Newcastle, Coventry, 
Hull, and Beverley, the Dean of Manchester, Lord Hugh Cecil, 
M.P., Sir F. S. Powell, M.P., Prof. Sir R. Jebb, M.P., Mr. 
Stanley Leighton, M.P., Mr. J. G. Talbot, M.P., and others, with 
the Archdeacon of Exeter and Canon Maitland Wood, hon. secre- 
taries. The following resolutions were passed :— 


1. That the Law Committees of the two Councils be requested to 
submit a joint report on the Government Education Bill, 1900, at a 


THE EDUCATIONAL TIMES. 


307 


session of the two Councils to be held during the month of November 
ensuing. 

2. That these Committees be instructed to consider the proposals of 
the Bill generally, and especially to consider whether under them the 
interests of religious education are or can be adequately secured. 

3. That it is desirable that there should be some organization in 
every diocese for the encouragement of religious instraction and train- 
ing in the matter of secondary education, for the maintenance of 
Church teaching in the secondary schools in which it is now given, and 
for securing complete liberty of religious teaching in any schools to be 
hereafter founded. 


THE Secretary of the Local Examinations Board of Edinburgh 
University intimates that the examinations will be discontinued 
after June, 1901. On May 25 last the Senatus sent a remit to 
the Local Examinations Board requesting a report on the possi- 
bility of continuing the scheme without further and increasing 
drafts upon the capital fund. The Board, at a meeting held on 
June 12, ES the secretary to reply that it was their opinion 
that the steady decline in the number of candidates, due to the 
operation of the Government Leaving Certificate Examinations, 
would continue, and that they would incur further annual loss. 
They therefore recommended that the last examination should 
take place in June, 1901, and that a circular to this effect should 
be issued to all interested parties. The Senatus accepted this 
recommendation on June 29 last, and ordered the terms to be 
published by the Local Examinations Board. 


Tue Board of Education having refused the application of the 
London School Board for the recognition of the existing seventy- 
nine higher elementary Board schools under the Minute of the 
Department on the ground that the establishment of so large a 
number in London alone would be inconsistent with the intention 
of the Minute, the School Board have addressed a letter to the 
Department in defence of their position. Their two main con- 
tentions are as follows :— 


They have applied for recognition of forty-three separate schools for 
boys and girls in seventy-nine departments. The Board of Education 
say that so large a number of higher elementary schools in London 
alone would be inconsistent with the intention of the Minute. The 
School Board point out that London has a population of about 
4,500,000. The School Board are, therefore, proposing one school 
for higber elementary education for a unit of more than 100,000 
population. The School Board await the decision of the Board of 
Education in other towns, but they will be much surprised if towns of 
much less than 100,000 inhabitants do not obtain such schools, 
and if larger towns, like Manchester, do not obtain several. They 
contend that in no case should London be treated worse in proportion 
to its population than other parts of the country, and, further, that 
an allowance of one such school to 100,000 population is, so far 
from being excessive, much less than is required to bring the oppor- 
tunities of the most efficient education within the reach of all who 
desire and deserve it. ... Those who are acquainted at first hand 
with the educational needs of London, whether Her Majesty’s in- 
spectors or the members and officials of the Board, or of the Technical 
Education Board, are agreed that it would be disastrous to accept in 
London the need for schools of science as a measure of the need for 
higher elementary education. The Board, therefore, rely on a fair 
opportunity being given them to substantiate the claims of all schools 
which they have submitted, both in regard to premises, equipment, 
and staff, and the existing proficiency of the scholars. 


THE members of the Head Teachers’ Association held their 
quarterly meeting on July 14, in the St. Bride’s Institute, the 

rincipal business being the delivery of an address by Dr. 
William Garnett, M.A., Secretary of the Technical Education 
Board of the London County Council, on “ Higher Elementary 
Education.” Dr. Garnett said he did not believe in class differ- 
ences in connexion with educational work. 


As teachers, the world was their parish, and they must look after the 
interests of all classes alike. Schools, however, must differ, and pupils 
must separate in accordance with the future that was intended for 
them. It ought to be the business of every one to seize on genius 
wherever found, and never to allow a lack of means to interfere with 
a child entering into that society for which his talents qualified him. 
His own belief was that a very large supply of free places in our great 
public schools, with a very liberal allowance in maintenance grants, so 
as to enable the poorer children from public elementary schools 
to climb the educational ladder, was the real solution of the difficulty 
connected with higher education. He deprecated the. commercial 


308 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 


spirit of the age, so far as it applied to education; and, though he did | F. Pocock, from the rae 
a 


not say it was ruining education, he was bound to declare it an 
increasing danger. 


EarLY in the month the foundation-stone of the new building 
for the London School of Eeonomics and Political Science, to be 
erected in Clare Market, was laid by the Bishop of London, who 
hoped that the school would have a vigorous life, for one of its 
objects would be to equip politicians rather better than they 
were va Sch at present for the work they had to do. Incoming 
forward to assist ın the scheme for this hall, Mr. Edwards had 
set an example to the citizens of London which, it was to be 
hoped, would be followed, for the new University would require 
large aid from private sources if it was to do its work and under- 
take the teaching of the multitudes who needed and wished to 
be taught. Mr. Bryce proposed a vote of thanks to the London 
County Council, which, he said, had done many good, wise, and 
bold things, tor which, as usually happened in such cases, it had 
received a good deal of censure; but it had never done anything 
which showed more foresight and insight than when it undertook 
to give a subvention and its countenance to a school of political 
science. The recognition given by the University of London to 
the subjects there to be taught would, he hoped, react on the 
older Universities, and induce them to do likewise. A student- 
ship of £100 for one year has been awarded to a candidate who is 
prepared to devote himself to the study and investigation of the 
question of compensation in relation to the amendment of the 
laws regulating the sale of intoxicating liquors. 


Tne Leysian School Mission is managed entirely by former 
students of the Leys School at Cambridge. For fourteen years 
it has worked in narrow premises in a narrow street, but it has 
now been decided to buy a site at the corner of City Road and 
Old Street at a cost of £36,000. A hostel is to be built to accom- 
modate about sixteen residents, and to have in addition some 
spare rooms for Old Leysians passing through London. Adjoin- 
ing is to be placed a building named Moulton House, providing a 
residence for about forty young men engaged in business who 
can devote some of their spare hours to the work of the mission. 
One of the large halls will seat fifteen hundred people, and a 
smaller one four hundred. Thirty class-rooms will also be erected, 
a spacious drill-hall and gymnasium, club-rooms for men and 
women, a room for the Boys’ Brigade, a girls’ parlour and rooms 
where the very poor may receive medical and surgical aid. The 
total cost will reach at least £60,000. 


THE results of the L.L.A. Examination of the University of St. 
Andrews, which was held at numerous centres in Great Britain 
and Ireland, France, Germany, Belgium, Switzerland, Italy, 
Malta, Turkey, Natal, Cape Colony, New South Wales, and the 
United States, have been published by the University, from 
which it appears that 980 candidates entered for the examination 
at 84 centres this year, as compared with 959 at 77 centres in 
1899, and 950 at 74 centres in 1898. 319 candidates entered this 
year for the first time; and, from the commencement of the 
scheme in 1877, 5,108 candidates in all have been entered for ex- 
amination. 136 candidates have this year completed the requisite 
number of subjects, and will receive the L.L.A. diploma of the 
University. 


At Bedford College, London, Miss F. C. Johnson, B.A., has 
been appointed the Reid Fellow for two years. The following 
entrance scholarships have been awarded :—The Reid Scholarship 
in Arts to Mary Fox, the Henry Tait in Science to Winifred 
Gibson, the Pfeiffer in Science to Agnes Mary Cooke. Mildred 
O. Power has 0} tained the certificate of the Sanitary Inspectors 
Examination Board, qualifying for sanitary inspectorships in the 
metropolis. The Early English Text Society's Prize ae been 
awarded to Grace A. Wilson and Ethel Strudwick jointly. The 
Council will in December award a Gilchrist Travelling Student- 
ship of the value of £70; and, in June, 1901, will award the 
Gladstone Memorial Prize. M. L. Dale has passed the M.A. 
Examination in Branch I., Classics. 


THe Governors of Holloway College have offered bursaries of 
the value of £30 a year each for three years to E. C. Sexton and 


of London School for Girls. The 
Mitchell and Davies Scholarships at the same school have been 
awarded to C. Brock, H. Robbins, and V. Webb. The Annual 
Distribution of Prizes by the Lady Mayoress will be held on 
October 10. The scholarships to be awarded include presenta- 
tions from the following City companies :— The Grocers’, Drapers’, 
Salters,’ Broderers’, Merchant Taylors’, and Leathersellers’. 


Tue following entrance scholarships have been awarded at 
Holloway College :—Scholarships of £60 a year, for three years. 
to Miss M. Biden, mathematics, Sydenham High School; Miss 
E. East, mathematics and physics, Sheffield High School; Miss 
P. Fischer, German and French, Liverpool High School; Miss E. 
Heaton-Smith, English, private study; Miss M. Riley, classics. 
Orme School, Newcastle, Staffordshire. Scholarships of £50 a 

ear, for three years, to Miss E. Brock, mathematics, Bromley 
High School; Miss M. Quixley, English, Sydenham High School ; 
Miss A. Shove, French, Blackheath High School; Miss M. 
Sladden, mathematics, St. Stephen's High School, Clewer. 


THE following is a list of the scholarships now annually awarded 
by the Technical Education Board of the London County Council : 
—600 junior county scholarships, 70 intermediate county scholar- 
ships, 5 senior county scholarships (besides a certain number of 
free places at London colleges), 30 schools of art ae 
30 artisan art scholarships, 100 junior artisan evening art exhi- 
bitions, 200 evening exhibitions in science and technology. 
2 Swanley horticultural scholarships, 7 junior scholarships in 
practical gardening (for boys), 9 domestic economy training 
scholarships (for young women), 780 domestic economy scholar- 
ships (for girls), 32 cookery scholarships (for girls), 20 com- 
mercial scholarships (for boys). The Board has also awarded the 
following scholarship: during the past year :—2 scholarships in 
sanitary science tenable at the pathological laboratory of Claybury 
Asylum, 3 special scholarships for teachers tenable at commercial 
institutions on the Continent (for men), 2 special art scholarships 
for deaf pupils (for boys). In all cases, except where otherwise 
specified, the above scholasshine are apportioned between boys 
and girls or young men and young women. 


COLLEGE OF PRECEPTORS.—HALF-YEARLY GENERAL 
MEETING. 


Tue Ordinary Half-Yearly General Meeting of the members of 
the Corporation was held at the College on Saturday, July 21. 

The Secretary having read the notice convening the meeting, 
Dr. WoRMELL was appointed Chairman. 

The report of the Council was laid before the meeting, and 
was taken as read, a copy having previously been sent to every 
member of the College. It was as follows :— 


REPORT OF THE COUNCIL. 


The Council beg to lay the following Report of their proceedings for 
the past half-year before the Members of the College :— 

1. They have to report that the number of candidates entered for 
the Midsummer Examination for Certificates is about 3,900, while the 
number of entries for the Junior Forms Examination is about 1,400. 
These figures show a considerable falling off in the Certificate Examina- 
tion, while there is a slight increase in the entries for the Junior Forms 
Examination. The Public Distribution of Prizes and Certificates to 
the successful candidates at the last Christmas Examination took 
place on the 21st of March, when the chair was occupied by the Dean 
of the College. 

2. The Professional Preliminary Examination for intending medical 
students and others was held as usual in the second week in March, 
and was attended by 82 candidates. In the uncertainty that existed 
respecting the action of the Medical Council with regard to recognition 
of the College Second Class Certiticate, it was only to be expected that 
the number of entries for this Examination would compare uvfavour- 
ably with the entries for the corresponding Examinations in previous 
years. The Council of the College had been given to understand that 
the question at issue between them and the Medical Council as to the 
comparative standard of the various “Junior” Examinations would be 
submitted to experts whose services had been called in to assist the 
Education Committee of the Medical Council in arriving at a just con- 
clusion on a highly technical matter. Every facility was afforded by 
the College to the English expert in conducting his inquiries, and the 
Council have been expecting to be informed by the Medical Council as 
to the result of his investigation; but, although his report was sent in 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


309 


several months ago, no communication has been received, and the 
College is still left in doubt as to whether recognition will henceforth 
be confined to the First Class Certificate, or whether the Second Class 
will also be accepted by the Medical Council as qualifying for registra- 
tion as a medical student. 

3. For the Midsummer Examination of Teachers for the College 
Diplomas 280 candidetes have entered (including 14 who enter for the 
practical Examination for Certificates of Ability to Tesch). This 
number shows a very large increase as compared with the number of 
teachers who presented themselves for the corresponding Examination 
last year, and is larger than at any previous Diploma Examination con- 
ducted by the College. The forthcoming Examination will be held in 
London, and at the following Local centres:—Birmingham, Bristol, 
Leeds, Manchester, Cheltenham, Jersey, Florence, Lapford, Workington, 
and Belleville (Ontario). 

4. In addition to their own Examinations of pupils and teachers, and 
the Examination of a number of Schools by Visiting Examiners, the 
Council have conducted during the past half-year the Preliminary 
Examinations of the Pharmaceutical Society of Great Britain. This 
Society has decided, after July next, to discontinue its special Prelim- 
inary Examination, and to accept in lieu of it the College Second Claas 
Examination, for which candidates will be able to enter four times a 
year as heretofore. 

5. The Thirty-first Annual Series of Lectures to Teachers on “The 
Science and Art of Education’? commenced on the 22nd of February 
with a Course of Twelve Lectures on “ Intellectual Education ” by 
Prof. James Sully, M.A.; and a Course of Twelve Lectures on “The 
Practice of Education” will be delivered in the autumn by H. L. 
Withers, Esq., M.A., Professor of Education at Owens College, Man- 
chester. The Council propose to arrange for a Winter Meeting of 
Teachers to be held in January, 1901, similar to the Meetings held in 
January, 1898 and 1899, with courses of lectures on special departments 
of education, to take place during the next Christmas vacation. 

6. The usual Monthly Evening Meetings of the Members have been 
held during the past half-year, at which the following lectures have 
been delivered :—‘‘The Licensing of Teachers in the Past,” by Prof. 
Foster Watson, M.A.; “School Maps,” by H. O. Arnold-Forster, Esq., 
M.P.; “Commercial Education,” by A. Kahn, Esq., M.A.; “ Unsettled 
Questions of Method in the Teaching of Elementary Science,” by R. 
Wormell, Esq., D.Sc., M.A.; “The Inspection of Secondary Schools,” 
by R. P. Scott, Esq., M.A., LL.D. The lectures and the discussions on 
them have been reported, as usual, in the Educational Times. 

7. The Board of Education Act came into operation on the lst of 
April last, and almost immediately an important Minute was issued, 
which, in authorizing the establishment of Higher Elementary Schools, 
on certain well defined conditions, may be regarded as a considerable 
step towards the delimitation of Primary and Secondary Education. 
The requirement of two years’ attendance at a public elementary 
school antecedent to admission to the Higher Elementary School, the 
limitation of the “attendance grant” to pupils in such schools who are 
not over fifteen years of age, and the requirement of evidence of the 
need of such a school for the circumstances of the locality will, the 
Council consider, tend to prevent overlapping and interference with 
existing secondary schools, and they trust that the Government will 
not be induced to make any material modification in the provisions of 
the Minute. The Bill relating to Secondary Education, introduced 
by the Duke of Devonshire in the House of Lords on the 26th of June, 
will receive the careful consideration of the Council. 

8. During the past half-year, the Diploma of Fellow has been con- 
ferred on two candidates, that of Licentiate on eight, and that of 
Associate on seventy-two, who had passed the required examinations. 
Twenty-seven new members have been elected, and notice has been 
received of the withdrawal of five. The Council regret to have to 
report the death of one of the oldest members of their body, Dr. C. A. 
Buchheim, F.C.P.; and also of the following members:—Dr. D. A. 
Altschul, Mr. J. H. Burton, Mr. W. R. Lee, Mr. J. S. Patmer, and Mr. 
W. Smith. 


In reply to Mr. Brown, the CuatRMan said that the Second 
Class having been used for some years by candidates for the 
medical profession, and it having got abroad that the Second 
Class Certificate was no longer accepted as a qualification for 
registration, a good many who would have appeared as candi- 
dates in that class had gone elsewhere. 

Mr. Brown said he did not think that this entirely accounted 
for the falling off. His own impression was that the standard 
which the College had been adopting for the Second Class during 
the last few years had tended in great measure to restrict the 
number of entries for that class. He had called attention to 
this matter before, and he believed that, if the returns year by 
year were analyzed, it would be found that there was a consider- 
able difference in the proportion of passes in the Second as 
compared with the other classes. These two facts taken 
together would account for the falling off. It was partly due 
$o the action of the Medical Council, and partly to the action of 


the College itself in raising the standard of the Second Class 
Examination. 

Mr. OrcuHarp said it had appeared to him for some time past 
that some of the papers set at the Certificate examinations had 
been unduly difficult; but he was bound to say that on this 
occasion no objection could, in his opinion, be fairly taken to the 
papers as a whole. 

Mr. Beckton asked whether, since the Report was drawn up, 
there had been any communication made by the Medical 
Council. 

The CHAIRMAN replied that the communications with the 
Medical Council had been almost continuous for the past two 
years, and they were still going on. As far as the College was 
concerned, the discussion with the Medical Council had not come 
to an end. 

In reference to paragraph 7, Mr. Brown said that attention 
was drawn to the Minute which had been issued by the Board of 
Education regarding higher elementary schools. He thought 
they would all be agreed that this was a step in the right direc- 
tion, and he hoped that whatever pressure might be brought to 
bear on the Board to neutralize that Minute would be firmly re- 
sisted. It was the first step towards delimitation. With regard 
to the Secondary Education Bill, this Bill was drawn on very 
generous lines towards private teachers, and no doubt attempts 
would be made to alter some of the clauses of that Bill by those 
who were not too well disposed towards private schools. He 
would like to ask whether the College, representing as it did pri- 
vate teachers, was prepared to use the influence it possessed to 
preserve this feature of the Bill in the event of it being attacked. 
He noticed that on the Consultative Committee which had 
recently been appointed there was no representative of the first 
organization representing secondary education in this country. 
They were told that the Committee was not intended to repre- 
sent interests, but the views of those interested in secondary edu- 
cation. The College of Preceptors did not represent interests. It 
could not be said that it represented exclusively private teachers, 
or that it aimed at doing so. But, if the College id not represent 
interests, it must be acknowledged by everybody that its ex- 
perience of every phase of secondary education was second to 
none, and, moreover, its position had been recognized by the 
Government. Looking, however, at the names on the Com- 
mittee, he maintained that it did represent interests, inasmuch 
as the chief mouthpieces of various associations were to be found 
upon it. As was stated in a leading article in one of the daily 
papers, there was nobody on the Committee who could speak in 
a reliable way for the private schools which did more than half 
the work of secondary education in this country. If that was so, 
it was evident that, though there might be no desire on the part of 
the Government to deal otherwise than justly with private schools, 
yet it was most important that means should be afforded for 
securing the fullest information from those best qualified to speak 
on their behalf. For this, if for no other reason, the College 
ought certainly to be represented on the Committee. 

Mr. Eve said this matter had recently been considered by the 
Council, when it was agreed that a courteous representation 
should be made to the authorities, pointing out the fact that there 
was no one on the Consultative Committee who could be said to 
represent the views of teachers in private schools. He was 
glad to hear that Mr. Brown agreed that the Bill did, in 
fact, give nearly all that private schoolmasters could reasonably 
ask for. It would not, of course, be possible to make bie of 

ublic money to private undertakings. It was further distinctly 
implied that, in making provision for the supply of secondary 
education in any district, all efficient existing schools should be 
considered, without regard to their being public or private. Of 
course, regard would have to be had to the circumstances of 
ocean and an undoubtedly efficient school in a particular neigh- 

ourhood might be found to be too expensive. But, assuming 
that the Bill was amended in the spirit in which it seemed to be 
drawn, he could not see that private schools had much to fear 
from its operation. 

The CuaIRMAN said he was one of those who maintained that 
their Charter remained in its main provisions as unimpaired now 
as on the day it was granted. In particular the College was com- 
missioned to look after the training of teachers, especially those 
engaged in private schools; and it could not, therefore, be denied 
that it was their proper province to look after the interests of 
those schools. 

Dr. Scott said it was well known that the Bill could not 
become law this year, but he had no doubt that next Session would 
see it through. The Minute as to theyhigher elementary 


310 


THE EDUCATIONAL TIMES. 


[ Aug. 1, 1900. 


schools could not fail to have an injurious effect on secondary 
schools, if it were not pipple mented by the creation of proper 
local authorities. The safeguard lay in the syllabus; but nothing 
was said in the Minute with regard to a syllabus. 

The Report of the Council was then adopted. 

The Dean then presented his Report, which had been printed 
and distributed among the members present. He explained that 
the statistics—which it was impossible to fill in, in consequence of 
the lateness of the examination—would be given when the report 
was published in the Hducatiunal Times. 


TuE Deran’s REPORT. 


In addition to the general statement of the examination work of the 
College during the past half-year, which has been embodied in the Report 
of the Council, I have now to submit to you, in detail, the statistics and 
results of the various examinations. 

The Midsummer Examination of candidates for Certificates took place 
on the 3rd to the 7th July at 151 Local Centres and Schools. In 
the United Kingdom the Examination was held at the following places :— 
Aldeburgh, Alvechurch, Ashford (Kent), Aylesbury, Barnstaple, Bath, 
Belfast, Belper, Bentham, Berwick-on-Tweed, Betley, Birmingham, 
Blackpool, Borden, Boston Spa, Bournemouth, Brighton, Bristol, Brox- 
bourne, Bruff (Co. Limerick), Camborne, Camelford, Cardiff, Carnarvon, 
Castle Cary, Cheltenham, Cheshunt, Coleraine, Cork, Croydon, Deal, 
Dublin, Dumfries, Durham, Ealing, East Grinstead, Eaton Socon, 
Eccles, Edgbaston, Ely, Exeter, Eye (Suffolk), Fakenham, Falmouth, 
Faversham, Forest Hill, Frome, Goudhurst, Greenwich, Grimsargh 
(Preston), Halton (Bucks), Handsworth, Hanley Castle, Hartlepool, 
Hastings, Hatfield, Havant, Hereford, Herne Bay, Horsmonden, 
Huddersfield, Hutton (Preston), Jersey, Kingston-on-Thames, Kington 
(Herefordshire), Launceston, Leeds, Lewes, Liskeard, Liverpool, 
Llandudno, London, Lynsted, Manchester, Margate, Market Bosworth, 
Market Harborough, Matlock, New Brighton, Newcastle-on-Tyne, 
New Malden, Newtownbarry, Northwich, Nottingham, Oswestry, 
Painswick, Pencader, Plymouth, Porthcawl, Portsea, Portsmouth, 
Ramagate, Richmond, Ripley (Surrey), Rochester, Ruabon, Ruthin, Rye, 
St. Austell, St. Leonards-on-Sea, Sandwich, Seaford, Shebbear, Sheffield, 
Sidcup, Slough, Southampton, Southend, Southport, Spalding, Stroud, 
Sunderland, Tamworth, Taplow, Taunton, Thirsk, Torquay, Upping- 
ham, Wells (Somerset), Weston-super-Mare, Winchcombe, Wirksworth, 
Woodstock, Worthing, Yarmouth, Yeovil, York. The Examination was 
also held at Colombo (Ceylon), Gibraltar, and Constantinople. 

The total number of candidates examined (not including 12 examined 
at Colombo) was 3,725—2,395 boys and 1,330 girls. 

Taking the Christmas and Midsummer Examinations together, the 
total number of candidates examined during the year ending Midsummer, 
1900 (not including those who attended the supplementary examinations 
in March and September), has been 10,952. 

The following table shows the proportion of the candidates at the recent 
rca eal Examination who passed in the class for which they were 
entered :— 


Entered Passed. Percentage. 
First Class __...... 458 see 222 ssc 49 
Second Class ...... D252. sven 138 < piven 59 
Third Class _...... 2,020 ...... 1,414 ...... 70 


This does not take account of those candidates who obtained Certificates 
of a lower class than that for which they were entered. 

The number of candidates entered for the Junior Forms Examination 
(not including 10 examined at Colombo) was 1,310—828 boys and 482 girls. 
Of these, 1,066 passed, or 81 per cent. 

At the Professional Preliminary Examination for First and Second 
Class Certificates, which was held on the 6th to 8th of March, in London 
and at four Provincial Centres, viz., Birmingham, Bristol, Leeds, and 
Liverpool, 78 candidates presented themselves. 

The Examination of Teachers for the College Diplomas took place on 
the 10th of July and three following days in London and at the following 
Local Centres : — Birmingham, Bristol, Cheltenham, Jersey, Lapford, 
Leeds, Manchester, and Workington. The Examination was also held 
at Belleville (Ontario) and at Florence (Italy). It was attended by 253 
candidates—173 men and 80 women. In addition to these, 13 candidates 
(11 men and 2 women) were examined for Certificates of Ability to Teach. 
The subjects of examination included the Theory and Practice of Educa- 
tion, Scripture History, English Language, English History, Geography, 
Arithmetic, Algebra, Euclid, Trigonometry, Analytical Geometry, Differ- 
ential and Integral Calculus, Mechanics, Physics, Latin, French, German, 
Italian, Animal Physiology, Geology, Botany, Astronomy, Chemistry, 
Drawing, and Music. On the results of this Examination, 4 candidates 
have obtained the Diploma of Licentiate, and 107 that of Associate; 
Mid 8 candidates have obtained Certificates of Practical Ability to 

each. 

The Preliminary Literary Examinations of the Pharmaceutical Society 
have been held, as usual, at the times appointed. The number of candi- 
dates examined during the past half-year was 1,096. 


The Report was adopted. 
A vote of thanks to the Chairman concluded the proceedings. 


THE CONSULTATIVE COMMITTEE. 


Tur Consultative Committee of the Board of Education, to 
which we refer in our leading columns, was appointed by Order 
in Council at the beginning of July. The text of the Order is as 
follows :— 


1.—(1) There shall be established a Consultative Committee of the 
Board of Education consisting of eighteen members. 

(2) The following persons shall be the first members of the Com- 
mittee :—Rt. Hon. Arthur Herbert Dyke Acland, Sir William Reynell 
Anson, Bart., M.P., Prof. Henry Armstrong, Mrs. Sophie Bryant, 
Rt. Hon. Sir William Hart Dyke, Bart., M.P., Sir Michael Foster, 
K.C.B., M.P., Mr. James Gow, Litt.D., Mr. Ernest Gray, M.P., 
Mr. Henry Hobhouse, M.P., Mr. Arthur Charles Humphreys-Owen, 
M.P., Sir Richard Claverhouse Jebb, M.P., Hon. and Rev. Edward 
Lyttelton, Very Rev. Edward Craig Maclure, D.D., Dean of Manchester, 
Miss Lydia Manley, the Venerable Ernest Grey Sandford, Archdeacon 
of Exeter, Mrs. Eleanor Mildred Sidgwick, Prof. Bertram Coghill Alan 
Windle, M.D., Rev. David James Waller, D.D. 


2.—(1) Subject to the provisions of this Order as to the retirement 
of the first members of the Committee, the term of office of a member 
of the Committee shall be six years. 

(2) On the first day of October in every second year six members of 
the Committee shall go out of office and their places shall be filled by 
such persons as the President of the Board of Education appoints. 

(8) A person going out of office may be reappointed. 


3.—(1) The Committee shall elect a chairman, who shall hold office 
until the next day for the retirement of members of the Committee, 
but, if he continues to be, or is re-appointed, a member of the Com- 
mittee, he may be re-elected chairman: 

Provided that, if during his term of office the chairman ceases to bea 
member of the Committee, the Committee shall elect a new chairman. 

(2) The chairman shall preside at every meeting of the Committee 
at which he is present. 


4. Such person as the President of the Board of Education appoints 
shall be the secretary to the Committee and shall hold office during the 
pleasure of the President of that Board. 


5.—(1) The Committee shall meet at such times, and notice of meet- 
ings shall be given to the members of the Committee in such manner, 
as the President of the Board of Education appoints. 

(2) At a meeting of the Committee six shall be a quorum. 

(3) Subject to the provisions of this Ordera Committee may regulate 
their own procedure. 

(4) No act or proceeding of the Committee shall be questioned on 
account of any vacancy in their body. 


6. The President of the Board of Education may for special purposes 
appoint sub-committees of the Committee, and any sub-committee 80 
appointed may, within the limits authorized by the President, add to 
their number persons not being members of the Committee. 


7. If a member of the Committee is absent from two consecutive 
meetings of the Committee, except for some reason approved by the 
President of the Board of Education, his office shall become vacant. 


8. On a casual vacancy occurring in the Committee by reason of the 
death, resignation, or absence of a member, the President of the Board 
of Education shall appoint another person in his place, and the person 
so appointed shall hold office until the time when the person in whose 
place he is appointed would regularly have gone out of office, and shall 
then go out of office. 


9. In making appointments under this Order, the President of the 
Board of Education shall have regard to the requirements of the Board 
of Education Act, 1899, that the Committee shall consist, as to not less: 
than two-thirds, of persons qualified to represent the views of Uni- 
versities and other bodies interested in education. 

10. The President of the Board of Education may fix the times of 
retirement of the members of the Committee appointed by this Order, 
so that six of them shall retire on the first day of October, one thousand 
nine hundred and two, six on the first day of October, one thousand 
nine hundred and four, and six on the first day of October, one: 
thousand nine hundred and six. 

11. The Interpretation Act, 1889, applies for the purpose of the 
interpretation of this Order as it applies for the interpretation of an 
Act of Parliament. 

12. This Order may be cited as the Board of Education (Consultative 
Committee) Order in Council, 1900, and shall come into operation on 
the first day of October, one thousand nine hundred. 


We add some particulars as to the personal qualifications of 
the members of this Committee, which will doubtless play a 
prominent part in reorganizing the system of secondary education 
in England and Wales. Its duties will be to advise the Board of 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


311 


Education in regard to the inspection, &c., of secondary schools, 
with other matters referred to it by the Board, and to frame 
regulations for the creation of a Register of Teachers. 


Rt. Hon. A. H. D. Acland. Formerly M.P. and Vice-President of the 
Committee of Council on Education. 
(Official element.) 

Sir W. B. Anson, Bart.... M.P. Oxford University. (University Liter- 

ary Education.) 

Prof. Heary Armstrong. City and Guilds Institute, South Kensing- 
ton. (Technical.) 

D.8c.; Headmistress North London Collegi- 
ate School for Girls; Headmistresses’ 
Association ; Member of Council, College 
of Preceptors. (Girls’ Endowed Literary 
Schools.) 


“Mra. Sophie Bryant 


Right Hon. Sir W. Hart 
Dyke, Bart. ............ M.P.; formerly Vice-President of the Com- 

mittee of Council. (Official element.) 

M.P. London University; Professor of Phy- 
.siology, Cambridge; Sec. Royal Society. 
(University and Scientific Education.) 

+. Headmaster, High School, Nottingham ; 
Headmasters’ Association. (Literary ‘‘Con- 
ference ” and “ Association ”’ Schools.) 

M.P. (State-aided Elementary Schools.) 

M.P.; Ecclesiastical Commissioner. (Of- 
ficial element.) 

A. C. Humphreys-Owen. M.P. (Welsh County Council, Intermediate 
Literary Education.) 

M.P. Cambridge University; Professor of 
Greek at Cambridge. (University Literary 
Education.) 


Headmaster of Haileybury; Chairman of 
Teachers’ Guild. (Literary “Conference ” 


“Very Rev. E.C.Maclure, Schools.) 

D.D. ..........+5........ Dean of Manchester. (Elementary Schools; 
School Board Administration.) 

Principal of Stockwell Training College; 
British and Foreign School Society. 
(Women Elementary Teachers’ Training.) 

Archdeacon of Exeter. (Church of England 
Voluntary Schools.) 

Principal of Newnham. 
sity Education.) 

Prof.B.C.A.Windle,M.D. Dean of Medical Faculty, Birmingham. 

(Roman Catholic; University Scientific 
and Technical Education.) 

Rev. D. J. Waller, D.D... Secretary of the Wesleyan School Con- 

ference. (Nonconformist Denominational 
Schools.) 


* These six were members of the Royal Commission on Secondary 
Education. ; 


SirMichael Foster,K.C.B. 
James Gow, Litt.D. 


Ernest Gray, M.A. 
“Henry Hobhouse 


*Sir Richard Jebb 


*Hon. and Rev. Canon E. 
Lyttelton 


Miss Lydia Manley 


eaceeece 


Ven. E. G. Sandford...... 


*Mra. E. M. Sidgwick...... (Women’s Univer- 


A SYMPOSIUM ON EDUCATION. 
Brine “A MipsumMMER Ni@Ht’s DREAM.” 


It was late at night as I sat in my easiest arm-chair musing over the 
latest number of the Pedagogic Review and the educational problems of 
the hour. Gradually I was conscious of a drowsy feeling stealing over 
me: my thoughts became vague and indistinct, and my body ceased to 
be to me a matter of any importance. When I awoke I found myself 
in a curious cave by the banks of a sluggish stream, in the midst of a 

‘strangely varied assembly. 

“We were talking about education,” explained one of their number 
politely to me, as I opened my eyes. “I scarcely know how you have 
come amongst us—evidently not by the usual river-way,” continued 
the speaker, indicating with a wave of his hand the waters of the Styx 
flowing by; ‘‘ but, at any rate, you must have later information than 
we have, and your views would certainly be listened to with sympathy 
and respect.” 

“What is this ridiculous nonsense I hear about ‘gonetic psycho- 
logy, ” broke in a stentorian voice, “these lucubrations of which I have 
heard on the philosophy of education? How these pedagogues waste 
their time! What were my words to Boswell these hundred years ago 
and more ?—‘ Education is as well known, and has long been as well 
known, as ever it can be.’ There is no philosophy of education, save in 
the imagination of these men. How much time do you suppose I 


should have had to complete my Dictionary, Sir, had I frittered away 
my time in idle and vacuous discussion of this kind ? ” 

The good Doctor glared round on the occupants of the cave so 
fiercely as he said this that for a few moments nobody dared to make 
reply; though I observed a gentle-looking old man in one corner 
showing unmistakable signs of disagreement with the opinions so 
dogmatically expressed. 

“Have you not thought, Sir,” began he mildly, “of the infinite 
delicacy of the mind of a little child, and the mysterious unfolding of 
its nature? We have learnt that it is the work of the educator to bring 
about the harmonious development of all the faculties, and this is 
surely an advance since your day !” 

“ Sir,” said Dr. Johnson, ‘‘ I hate by-roads in education. Speak not 
to me of kindergartens ; I will have none of your modern fantasies.” 

“ Come, let us live for our children,’ murmured Froebel sadly to 
himself, in his humble seat by the river; but the Doctor did not hear 
him, as he had just risen abruptly and changed his seat. ‘I would I 
could take him through the pleasant paths of my kindergarten, and 
show him there my fair and fragrant flowers, opening in the sunshine.” 

“ Many things have I seen and many things heard,” exclaimed the deep 
voice of a determined and imperious-looking Oriental, “yet have I never 
heard of such cockering ways in the training of the young. Nought 
but evil can result from such up-bringing. ‘Spare the rod and spoil 
the child’ was ever my motto, and I have yet to learn that a better 
system of youthful training has been discovered.” 

“ Hear, hear!” cried Dr. Busby, who had taken no part in the 
debate up to this point. “It was good enough for Westminster in my 
day, and should be good enough for the world to-day. Why, I flogged 
the poet Dryden and the philosopher Locke, and more than half a 
Bench of Bishops, in their youth. I flogged some of the finest men in 
England, and I tell you, Sir, they owed their greatness largely to the 
keenness of my birch.” 

“The now Prime Minister agrees with you, Sir,” broke in a quiet 
voice from the back of the cave. “I was in the Press Gallery on the 
night of the debate on the Youthful Offenders’ Bill, and I can assure 
you that his views were perfectly sound on the question.” The pale- 
faced young man with the gentle voice turned out to be an over- 
worked journalist lately come across the river for reasons of health, 
not unconnected with the ventilation of our Houses of Parliament. 

“And, by the way,” he continued, “it may interest you to know 
that the Association for Child-Study is being severely criticized just 
now, and there promises to be a reaction agaiust the modern craze for 
philosophic education. The writer of a brilliant article in a well 
known magazine has recently shown, to his own perfect satisfaction, 
that there is no such thing as a science of teaching, but only an art ; 
that the best kind of schoolroom is one in which buckets full of tears 
are shed by the pupils, and that it is only the incompetent teacher who 
attempts that impossible feat to teach a child to think. A child’s 
business is to learn what he has been set to learn, whether he likes it 
or not, and there’s an end of the whole matter. An education is a 
perfectly simple and easy thing.” 

“Young man,” said Dr. Johnson, “I should like to be brought 
acquainted with the writer. He isa man of sound sense and under- 
standing.” 

“ And have you nothing to say?” said another speaker, sharply 
turning to me, the silent listener to the debate. “We should like to 
hear what you have to tell of the latest developments. What is the 
conception of education now held by the experts ? ” 

I expressed myself as very deeply interested in the discussion ; but 
was bound to confess that, though there were still some who held 
enthusiastically to the views of Froebel and Pestalozzi, and there was an 
occasional controversy on the subject of corporal punishment in certain 
circles, the real interest of educationalists now centred round a very 
different point. The questions now being asked on all hands were 
these: “How shall we train our boys to be good Imperialists; and 
what equipment shall we give them for a life of national defence ? 
Who will pay the cost of rifle corps, and what are the objections to 
conscription in schools ? ” 

“But you should read the educational papers and talk to the head- 
masters.” 

“ Rifle-shooting and cadet corps; leaving certificates of military 
proficiency; technical education,” muttered the journalist, abstractedly, 
in @ curious interjectional manner, as of one mentally jotting down 
heads for a newspaper article. 

“ But Lord Salisbury has just told us that rifle-shooting is not to be 
accepted as technical education,” put in another new comer, who had 
just caught the remarks of the last two speakers. 

“That may be so,” said the other; “but it is likely to stand for 
every other kind of education—elementary, secondary, and University 
—if one can trust the signs of the times. We are all soldiers now- 
adays, and Mr. Kipling writes our educational treatises. . . ae 

At that point I lost consciousness of my surroundings; the voices in 
the cave died away into a far distance, and the last thing I saw dimly 
through the oncoming darkness was the perplexed and troubled face of 
Friedrich Froebel, poring over the pages of “ Stalky & Co.” in the 
newest edition, MS. 


312 


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FORECASTS AND COMMENTS. 
August 1, 1900. 
A course of twelve lectures on ‘‘The Practice 
of Education ” will be delivered at the College of 
Preceptors by Prof. Withers, of Owens College, 


beginning in the first week of October. 


+  * 
# 


Tue Council of the College are arranging for a Winter 
Meeting of Teachers, to be held in January, 1901, with courses 


of lectures and demonstrations on various subjects. 


+ à * 
# 


Tur Ricut Hon. A. J. BaLroug, M.P., will inaugurate the 
Summer Meeting of University Extension Students at Cambridge 


on Thursday, August 2, by an address in the Senate House. 
* % 


# 

Tae Geoffrey Fellowship, and possibly another, will be 
awarded at Newnham College in August. Applications from 
former students of the college are invited, and should be sent 
on or before August 3, to the Principal, from whom the 


conditions of tenure can be obtained. 


+ # 
+ 


A Pustic Hearta Concress will be held at Aberdeen from 
August 2 to 7, under the auspices of the Royal Institute of 
Public Health. Among the papers promised may be mentioned 
the following :—*‘ Disinfection,” by Prof. Delépine ; ‘‘ Sewage,” 
by Prof. Percy Frankland, F.R.S.; and “The Origin and 
Treatment of Malarial Fever,” by Dr. Patrick Manson. There 
will also be submitted and discussed a report on the inquiry 
made into the chemical and bacteriological condition of the air 


in the London Board schools. 


+ * 
* 


Tue National Home-Reading Union is holding a Summer 
Meeting at Edinburgh, which will be concluded on Saturday 
next. 


Fixtures. 


+ * 
* 


On October 9 Convocation of London University will proceed 
to elect sixteen members of the Senate. The election of 
Senators by the various Faculties is fixed for October 12. The 
first meeting of the Senate under the new constitution will 
take place on October 24. 


Dr. Warre, of Eton, has raised a lively con- 
troversy by his proposal to ‘‘enrol, for the 
purpose of instruction in drill, manœuvres, and 
the use of arms,” all young men at the Uni- 
versities and boys at the public secondary schools over the age 
of fifteen who are capable of bearing arms.” LEighty-three out 
of a hundred and two headmasters who have been consulted say 
ditto to Dr. Warre; but, in the course of the correspondence, 
the ‘‘capable of bearing arms” has been altered to ‘‘ willing 
and able to bear arms.” Is all this ‘“ epoch making,” or only a 
sort of fougue de khaki ? 


Educational 
Gossip. 


+ 


Pror. ARMSTRONG, 8 member of the Consultative Committee, 
has taken part in this correspondence mainly by way of ad- 
vocating science teaching as the foundation, not merely of 
neo-militarism, but apparently of all education. Speaking of 
last year’s Joint Board Certificate Examination, he says : 


Winchester and Eton College head the list, the former gaining sixty- 
eight and the latter fifty-nine certificates; of these) Winchester gained 


314 


two in ‘“‘science”’ but Eton none, although in 1898 and 1897 Eton had 
the distinction each year of gaining one certificate in a scientific 
subject. Bradford Grammar School and Oundle were the only two 
schools to score double figures in science in 1899; yet they did as well 
as Eton in Latin and Greek. I have no wish to exaggerate the value 
of such figures, but they at least show the way the wind blows, and also 
afford some indication of the extent to which Huxley’s advice to make 
science ‘‘a foundation of education” is taken in the school. 


+  * 
* 


THe Bısuor or Lonpoy, when he opened the new buildings 
of the Kilburn Grammar School, practically supported the 
plea for better scientific method in our teaching. The neces- 
sity for this, he said, had been impressed on his mind by what 
had been happening in South Africa, where, though the raw 
material was as good as ever it was, yet it was impossible not 
to feel that there were great blanks in the capacity of some. 
Somehow or other we had not cultivated knowledge, and the 
application of the best knowledge to whatever had to be done. 


+ * 
# 


Tue endowment fund of Birmingham University now exceeds 
£400,000. Sir James Chance has given £50,000, and Lord 
Calthorpe has bestowed on the University some twenty-five acres 
of land, valued at between £15,000 and £20,000. 


+  # 
# 


A Country Covnci can hardly be a pious donor; though, no 
doubt, its members may be held pious in their regard for 
education. The Bangor Council has offered six acres as the 
site of new buildings for Bangor University College, on the 
erection of which a sum of £20,000 will be expended. 


+ * 
* 


Here is the University athletic record for the past year :— 
To the credit of Oxford: Boxing and fencing, Association foot- 
ball, billiards double, billiards single, golf, point-to-point 
steeplechase, athletic sports, racquets double, racquets single, 
lawn tennis single, and ice hockey—total, 11. The Cambridge 
successes are: Cross-country, Rugby football, hockey, chess, 
Boat Race, swimming, &c., lawn tennis double, tennis double, 


and tennis single—total, 9. 
*. # 


= 

WE mentioned some time ago that the London School Board 
had asked the Charity Commission to facilitate in various ways 
the entrance of their scholars, by the scholarship ladder, into 
St. Paul’s School. They invited the Commissioners to provide 
that English grammar might be regarded as an alternative for 
Latin grammar in the entrance scholarship examinations ; but 
the Commissioners have not been able to comply with this 


request. 


& 
# 


At the St. Paul’s Apposition, on July 25, the High Master, 
referring to the new scheme of the Commissioners, said there 
was much in it which did not commend itself to his judgment ; 
but, taking it as a whole, the present Commissioners had done 
what their predecessors failed to do, and had put an end 
to a state of things which was very damaging to St. Paul’s. 


+  % 
# 


Tue Almoners of Christ’s Hospital, whilst proceeding with 
the erection of new school buildings for boys, on the estate 
recently acquired by them at Horsham, where it was also 
intended to build a school for girls, have, it is said, induced the 
Charity Commissioners to vary their scheme so far as to sanction 
the retention of the girls’ school at Hertford, and to increase it 
by the addition of new class-rooms. 


& * 
# 


Tue Canadian Government makes an interesting invasion of 
the mother country by offering bronze medals for competition 
in British and Irish schools, by an examination to be held at 
Christmas in the history and geography of Canada, 


THE EDUCATIONAL TIMES. 


(Aug. 1, 1900. 
Te Chair of Moral and Mental Philosophy 


Ap ee in the University of Cambridge, vacated by the 
Vacanowe: resignation of Dr. Henry Sidgwick, has been 


filled by the appointment of Mr. Sorley, Pro- 
fessor of Moral Philosophy in Aberdeen University. 
* # 


# 

Mer. Warrer Rateicu, of University College, Liverpool, has 
been appointed to succeed Mr. Bradley (resigned) as Professor 
of English Language and Literature in the University of 
Glasgow. 

* * 

THe Queren has appointed Prof. McCall Anderson, Professor of 
Clinical Medicine in the University of Glasgow, to the Chair of 
Systematic Medicine, vacant by the resignation of Sir W. 


Gairdner. 
“ k 


= 
Tue Council of King’s College, London, have elected the Rev. 
A. Nairne, M.A., late Fellow of Jesus College, Cambridge, to 
the Professorship of Hebrew and Exegesis of the Old Testa- 
ment, in succession to the late Dr. Stanley Leathes. 


+ * 
# 


Tue Council of King’s College have also appointed Mr. H. G. 
Atkins, M.A., First Class Honours (with special distinction in 
German), Mediæval and Modern Languages Tripos, Cambridge, 
Instructor at the Royal Naval College, Greenwich, to the Pro- 
fessorship of German, in succession to the late Dr. Buchheim. 

* & 
= 

In October the electors to the Chichele Professorship of 
Modern History will proceed to the election of a Deputy- 
Professor. Candidates should send in their names to reach the 
Registrar of the University before August 31. The stipend 
is fixed at half the emoluments of the present Professor 
(Mr. Burrows), and the half will amount to about £500 
per annum. The Deputy-Professorship will cease when the 
present Professor’s tenure of office expires, and at the next 
vacancy the payment of the Professorship will be fixed at £900 
a year. The Professor is required to lecture and give instruc- 
tion principally on the History of Great Britain and Ireland, 
and the British Colonies and Dependencies. He may also treat 
of other parts of Modern History. 

# 


Tar Scottish Education Department have appointed Principal 
Grant-Ogilvie, of the Heriot-Watt College, Edinburgh, to be 
the Director of the Museum of Science and Art, Edinburgh. 


+  * 
* 


Tue Governors of St. Peter’s School, York, have appointed 
the Rev. E. C. Owen, assistant-master at Bromsgrove School 
since 1893, to the Headmastership of the school. Mr. Owen 
was formerly a scholar of Pembroke College, Oxford, and 
graduated with a First Class in the Final Classical School in 
1892. He will take up his work at the commencement of 
next term. 

** 

Mr. R. T. Rosinson, M.A., B.Sc., late scholar of Peterhouse, 
Cambridge, and senior mathematical master of the Wyggeston 
School, Leicester, has been appointed Headmaster of the 
Grammar School, Burton-on-Trent. 

* 


= 

Mr. H. Repmonp THompson, M.A. Oxon., assistant-master 
at Sherborne, has been appointed Headmaster of Eastbourne 
College, in succession to the Rev. M. A. Bayfield, whose retire- 
ment is due to ill health. or 

& 

Mre. C. Carer, B.A., of Ilminster School, has been appointed 
Headmaster of Mirfield Grammar School, in succession to the 
Rev. C. T. Raynham, retired. 

e s 
& 

THe Rev. J. W. Davison, M.A., of Shaftesbury Grammar 
School, succeeds Mr. R. Stead, B.A.,-as Headmaster of 
Folkestone Grammar School. 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


315 


Ar the annual meeting of Old Taylorians at the end of June 
Prebendary Baker announced that he would retire from the 
Headmastership of Merchant Taylors’ School next Christmas. 
Mr. Baker will then have completed a term of thirty years as 
Headmaster. 

*.* 

Tue Headmastership of Bedford Modern School will be vacant 

next Christmas by the resignation of the Rev. Dr. Poole. 
* 


* 
We regret to note the death of the Rev. A. R. Vardy, Head- 
master of King Edward’s School, Birmingham, at the early age 
of fifty-nine. Mr. Vardy had been Headmaster for twenty-one 
years. 
* * 

Miss Frances H. Merv, M.A. Edin., has been appointed 
to the post of Warden of the University Hall, St. Andrews, 
recently rendered vacant. Miss Melville was the first woman 
to take the M.A. degree at the University of Edinburgh with 
First Class Honours in Philosophy. For three years she acted 
as assistant to Prof. Seth, of Edinburgh, and latterly occupied 
the position of Lecturer in Mental and Moral Science at the 
Ladies’ Training College, Cheltenham. 

* % 
* 

Turre have been some notable changes in the staff of the 
girls’ high schools. Miss H. M. Jones having retired from the 
Notting Hill School, she has been succeeded as Headmistress 
by Miss E. Gavin (Girton), Headmistress at Shrewsbury. Miss 
Wise, assistant-mistress at Notting Hill, has been appointed to 
succeed Miss Gavin. The new Head of Kensington High 
School is Miss Home, of Clapham High School. Notting 
Hill loses four of its assistants in addition to Miss Jones. 


Tue International Association of Academies is 
now constituted, and it includes the eighteen follow- 
ing Academies :—Academy of Sciences, Amsterdam ; 
Prussian Academy of Sciences, Berlin; Academy of 
Sciences, Literature, and the Fine Arts, Brussels; Hungarian 
Academy of Science, Budapest ; Academy of Sciences, Christi- 
ania ; Society of Sciences, Gottingen; Academy of Sciences of 
Denmark, Copenhagen; Academy of Sciences of Saxony, 
Leipzig; Royal Society, London; Academy of Sciences of 
Bavaria, Munich; Academy of Inscriptions and Literature, 
Paris; Academy of Sciences, Paris; Academy of Moral and 
Political Sciences, Paris; Academy of Sciences, St. Petersburg ; 
Accademia dei Lincei, Rome; Swedish Academy of Sciences, 
Stockholm; Academy of Sciences, Washington; Academy of 
Sciences, Vienna. The Association is divided into two sections, 
one of Literature and the other of Science. There will be a 
general international meeting once in three years. ' 

* # 
* 


Literary 
Gossip. 


Tm: London Mathematical Society send us their ‘‘ Complete 
Index of all. the Papers printed in the Proceedings of the 
Society ” (Francis Hodgson). The ‘‘ Proceedings ” occupy 
thirty volumes; and, without a general index, the search for par- 
ticular papers must often have been a tedious occupation. The 
date of the earliest paper, we note, is 1865. 

e * 


# 

We need hardly eay that this list of papers includes some of 
the most brilliant output of the most original mathematicians of 
this country during a third of a century, including Cayley. 
W. K. Clifford, A. De Morgan, Clerk Maxwell, H. J. S. Smith, 
Sylvester, and others. We note a contribution of Mrs. Bryant’s, 
“ On the Ideal Geometrical Form of Natural Cell-Structure,” 
and several early indications of the genius of the ill-fated 
Arthur Buchheim, son of the late Prof. Buchheim. 

* # 

THe English Historical Review tor J uly continues Mr. R. S, 
Rait’s study of +‘ The Scottish Parliament before the Union,” 
and Mr. Basil Williams’s ‘‘ Foreign Policy of England under 
Walpole,” Mr. Henny Bradley, noting the variants which are 


found in old manuscripts of the Latinized name of Manchester, 

makes a somewhat fanciful suggestion of ‘‘ Mammium’’—or, in 

Celtic form, ‘‘Mammion’’—as the original name—‘‘a de- 

rivative, perhaps, of mammad, ‘mother.’’’ Anyhow, Mr. Bradley 

bids us discard ‘‘ Mancunium. ” We will take it ad referendum. 
# ; 


A voLumE of much interest has been compiled by Mr. Horace 
Hart, M.A., Printer to the University of Oxford. It is entitled, 
‘“ Notes on a Century of Typography at the University Press, 
Oxford, 16938-1794, with Annotations and Appendices.” Mr. 
Hart’s knowledge of the printing art is extensive. He is 
probably the greatest living authority on the subject, and the 
information which he gives is, therefore, most valuable. 

© % 
# 

Tax Copyright Bill, which had almost passed the House of 
Lords, has gone by the board, owing to the old-fashioned fallacy 
that Parliament has not time to carry into law as many measures 
as may be required for public purposes in each succeeding 


Session. 


” s 
# 


TreacHErs and their pupils buy more books than any other 
class of readers, and they will be interested in the statement 
that the booksellers are urging the publishers—who will be 
nothing loth—to produce a larger percentage of ‘‘ net books.” 
The Booksellers’ Association have just addressed the Publishers’ 
Association to that effect. A circular with the suggestion is 
being sent round the members of the latter body, and no doubt 
there will be some result. Scientific and technical books, it is 
argued, should be brought under the net system. 

* s 
# 

Very good prices were paid at a recent sale of children’s 
books at Messrs. Sotheby’s. A Horn Book of the seventeenth 
century, covered in leather, with a figure of Charles I. on horse- 
back, fetched £23. 5s.; while a somewhat similar one of the 
same century, with a nearly obliterated figure of St. George and 
Dragon, ‘although silvered on the back, only reached £15. To 
us, a more human interest seems to attach to the nearly 
obliterated St. George than to the more perfect alphabet 
decorated with the figure of Charles. Tiny fingers must have 
often wandered from the dreary letters to the exciting picture 
for a solace which the Charles I. Horn Book, although con- ° 
taining the full alphabet, with an additional S, could not give. 

“o s 
= 


Turse books, with many others, were the property of the 
late Mr. Andrew Tuer, whose recent works on children’s books 
are well known. Charles and Mary Lamb’s ‘‘ Poetry for 
Children ” realized £81. Perhaps there is still a glorious 
future for many an old battered ‘‘ Public School Latin Primer.” 


THE GREEK PLAY AT BRADFIELD. 
By E. C. Marcuant, M.A. 


I do not propose to set before the readers of this journal a detailed 
criticism of the “ Agamemnon” as performed at Bradfield during the 
last days of June—to indicate over again the several degrees of success. 
with which Clytzamnestra and the King, Talthybius, best of heralds, 
and the ill-starred Cassandra overcame the difficulties that beset them. 
Perhaps at no season of the year is crambe repetita so unwelcome a 
dish as in the torrid heat of August. But, now that the stage picture 
has faded, it may not be amiss to attempt to estimate the effect of 
these unique performances at Bradfield on those who take part in 
them and on those who watch them. 

The story of the Bradfield plays is known to everybody. A disused 
chalk-pit, delightfully situated, and in close proximity to the college, 
has been transformed by the energy of Dr. Gray into a most pleasant 
open-air theatre, wherein everything may very well pass for Greek. 
The seating capacity of the auditorium cannot fall far short of two 
thousand ; and the seats are sufficiently uncomfortable to put one in 
mind of the jests in Aristophanes. In the centre of the orchestra there 
is an altar of Dionysus, and the stage and its buildings are elaborate 
enough to shock Dr. Dörpfeld. None but the extreme purist will 
quarrel with these concessions to the modern taste.) (More doubtful is 


316 


THE EDUCATIONAL TIMES. 


[ Aug. 1, 1900. 


the seating for the musicians, that occupies the extreme corner of the 
stage on the O.P. side, where Mr. Abdy Williams, looking quite genuine 
as a tragic poet, directs in modern fashion his white-robed minstrels. 
It is no easy task, this direction of the music—for the members of the 
chorus cannot see Mr. Williams, and so not infrequently it happens 
that the singers go before and the minstrels follow after, or vice versa. 
But nobody who has had to do with school music will deny that 
Mr. Williams overcomes the considerable difficulties that beset him in 
a masterly fashion. It may indeed be here set down that the critics 
are too apt to overlook the many awkward problems involved in cast- 
ing a Greek play entirely with English schoolboys. One who has both 
figured in a Greek play and directed a school band and choir is glad to 
record here that the Bradfield performances are a monument to the 
patience and care of those concerned in their production. 

The centre of the stage presents the palace of Agamemnon, and on 
the right is the watch-tower, from which the beacon was deacried. 
The watchman, be it noted, was not portrayed as a low comedian such 
as some of the editors regard him. He did not even execute a break- 
down when he delivered the passage “I will dance the prelude.” I 
believe that this view of the part is correct, and that schylus did not 
intend his watchman to be such a funny fellow as the editors are apt to 
make him. 

The chorus streamed in by a single parodos on the spectators’ right. 
Instead of twelve—which is supposed to be the correct number in the 
“Agamemnon ”—there were fourteen singers and a leader, according 
to the number doubtless adopted in ancient reproductions of the 
“ Oresteia.” 

The proceedings of the Bradfield chorus are somewhat curious. 
When they are not striding through their evolutions they lead the 
slackest existence possible, lolling about the steps that communicate 
with the stage, utterly heedless of what is doing before them, despite 
the bustling, fussy, interventions of the coryphaus. At times the 
leader seems to be making frantic efforts to galvanize his followers 
into life; but they presently relapse again into the old listlessness. 
Clytzemnestra’s harangue on Marconi signalling; the herald’s account 
of the storm and the loss of Menelaus; the arrival of their monarch, 
with whom they profess to sympathize so deeply; the Queen’s em- 
barrassment, so marvellously conveyed in a speech directly addressed 
to the chorus; the ravings, coherent or incoherent, of inspired Cas- 
sandra; nay, the very murder of their sovereign lord—all these things 
pass before the old gentlemen like pictures in a dream, and leave them 
slumbering on, until, on a sudden, they start out of their lethargy in 
the same unaccountable way as a man awakes from a dream, bustle 
about, and discuss, with energy transient enough, what is to be done. 
Presently this show of interest fades away, and the latter portion of 
the play becomes a mere dialectical dispute, in which the chorus dele- 
gate their part to their spokesman, and once more recede out of the 
action. The effect of this detachment of the chorus is that the choric 
songs themselves seem to the spectator wholly irrelevant. They do 
not blend with the rest of the play, but gape apart from it; one gets 
heartily sick of the doddering old fellows, and feels thankful enough 
that the authorities have cut down their part. No doubt Greek acting 
was statuesque, quiet, restrained; but really the persons who bear an 
important part in the play, and whose presence is essential to the 
working out of the plot, must have displayed in action some signs that 
they were not merely bored spectators. How would the Bradfield 
chorus manage the two remaining plays of the “ Oresteia ”? 

The stage picture when Agamemnon entered in his chariot, dragged 
by slaves, followed by attendants, and attended by two companies of 
soldiers, was worthy of the highest praise. The King preserved the 
requisite dignity in a trying situation while Clytemnestra got through 
her long speech. This is, perhaps, the most difficult part of the play 
to perform, the speech making as great demands on the actor’s skill as 
the famous counterfeiting business in “ As You Like It.” It is not to 
be expected that the Bradfield players should rise to heights seldom 
reached on the professional stage. But they handicapped them- 
selves unnecessarily by taking the whole play at one unvarying pace. 
Distinctness of enunciation is commendable, but too much is sacrificed 
to it when it becomes impossible for the spectator to detect the con- 
fusion of Clytamnestra. She spoke the rapid verses as deliberately as 
a judge pronounces a verdict. The effect of this extreme deliberation 
on the spectator is an impression of monotony; and those who are 
without a knowledge of Greek sufficient to supplement the deficiencies 
of the actors frankly admit that they are bored. But not only is the 
utterance in parts excessively slow; the words are spoken in a detached 
manner which is wholly unlike the Greek method. The Greeks, as we 
know, ran their words into one another—there were no gaps. Aristo- 
phanes tells us that an actor made yadnva dpa sound like yaAjy épa— 
no doubt because he detached the words just as they do at Bradfield. 
One very ugly result of this method is that the elided enclitics are 
separated from the word that precedes and attached closely to that 
which follows. But, apart from the general question of pronunciation, 
it is manifest that some lines in Clytzemnestra’s greeting require to be 
delivered more rapidly than others. 

Of what value are these performances? First they leave an indelible 
impression on the minds of those who take part in them, and who watch 
them. Despite the absenee of mask and buskin, and other necessary 


concessions, they enable the student to understand the Greek drama 
much better than he understood it before. No doubt the necessary 
preparation breaks into the ordinary school work and causes con- 
siderable inconvenience. But masters who object on this ground to 
such occasional variations of the routine forget that the lessons learned 
from the Greek or Latin play stay in the mind throughout life, and 
are at least of no less value than the lessons that it temporarily sup- 
plants. That the Bradfield authorities are partly prompted by a mere 
sordid motive would be a wholly unjustifiable statement. But any out- 
sider who sets himself to weigh the pros and cons cannot fail to see 
that the value of the advertisement secured is not to be overlooked. 
Notices in the newspapers before and after, special trains conveying 
multitudes of persons from remote towns, the display of the school and 
its surroundings to many who otherwise would never have visited the 
place—such things must count for much. As for the spectators, the 
function is one which they are glad to have attended. The natural 
beauty of the surroundings, the soft colours of the dresses set off by 
the green of the trees, the twittering of the Greek lyres, the birds 
flying in and out among the players, the concrete seats successfully 
defied with the aidiof a little pad; these, and many other details, are the 
source of pleasant memories thereafter. 


E JOHN WEBSTER. 


By Prof. Foster WATSON. 


Pror. Croom ROBERTSON, in his monograph on Holles, thus refers to 
Webster. Early in the year 1654, “ came forth a work entitled ‘ Examen 
of Academies,’ by the Rev. John Webster, an army chaplain, inveigh- 
ing, in the fashion of the day, against the whole system of academic 
study, and, in the fashion of the century, against Aristotle as answer- 
able for it all.” Prof. Robertson has prominently before his mind the 
clever reply of Ward, and hardly, I think, does justice to Webster. 
He is evidently impressed by the first half of Webster’s title-page : 
‘“ Academiarum Examen; or, the Examination of Academies. 
Wherein is discussed and examined the Matter, Method, and Customs 
of Academic and Scholastick Learning, and the insufficiency thereof 
discovered and laid open.” 

But the second half is more suggestive: ‘‘As also some Expedients 
proposed for the Reforming of Schools, and the perfecting and 
promoting of all kind of Science. Offered to the judgements of all 
those that love the proficiencie of Arts and Sciences, and the 
advancement of Learning (1654).” 

Webster’s chief objection to academic learning is that it seems 
to pose as a substitute for religion—with which it has nothing to do. 
School theology he abhors. Even the teaching of languages seems to 
him a pis aller. Webster, in his fantastical manner, longs for the 
universal language of all living things. “The mind receiveth but one 
single and simple image of everything, which is expressed in all by 
the same motions of the spirits, and doubtlessly in every creature 
hath radically, and naturally the same sympathy in voice and sound, 
but, men not understanding these immediate sounds of the soul, and 
the true schematism of the internal notions impressed, and de- 
lineated in the several sounds, have instituted and imposed others, 
that do not altogether concord, and agree to the innate notions, and 
so no care is taken for the recovery and restauration of the catholic 
language in which lies hid all the rich treasury of Nature’s admirable 
and excellent secrets.” 

The labour which is spent in learning foreign languages Webster 
looks upon as disproportionate to the results. He insists that, even if 
a man had perfect knowledge of many, nay, all languages, so that 
“he could give unto man, beast, bird, fish, plant, mineral, or any 
other numerical creature, or thing, their distinct and proper names 
in twenty several idioms or dialects, yet knows he no more thereby 
than he that can only name them in his mother tongue, for the in- 
tellect receives no other nor further notion thereby, for the senses 
receive but one numerical species or ideal-shape from every indi- 
vidual thing, though by institution and imposition, twenty, or one 
hundred names be given unto it, according to the idiom of several 
nations.” 

The mental discipline of language study does not appeal to Webster. 
He admits that by reading other languages the intellect may be en- 
riched by the gathered knowledge. But it is knowledge of things, 
rather than words, that constitutes the treasure. “ Excellent,” says 
he, “and worthy was that attempt of the renowned and learned 
Comenius in his ‘ Janua Linguarum ’ (if it had been as well understood 
and seconded by others) to lay down a platform and seminary of 
all learning and knowable things, that youth might as well in their 
tender years, receive the impression of the knowledge of matter and 
things, as of words, and that with as much ease, brevity, and facility.” 

Webster points out the fact that, by use and exercise, those who 
travel and live in divers countries will learn two or three languages, 
whilst we are “hard tugging ” to gain one by rule and method. How 
necessary, therefore, if a language is to be learned by grammatical 
rules, to choose the simplest and most certain way! He praises the 
Clausulary Method * of Dr. Webbe, which would enable students, he 


* Account of Webbe—reference to teaching of (the dumb. 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


317 


thinks, to obtain perfection in a comparatively short time ; and he is of 
opinion that, if that system had been followed, the advantage to the 
nation would have been incredible. ‘‘ But we are in this like trades- 
men, who all bandy and confederate together to suppress any new 
invention, though never so commodious to the Commonwealth, lest 
thereby their own private gain should be obstructed or taken away.” 
It is, therefore, the dark and confused method of teaching Latin 
which is obnoxious to Webster. He has praise for Comenius as a 
reformer. So, too, he speaks of the elaborate pains of our country- 
man, Mr. Brinsley, who therein deserves great commendation. Yet it 
is for the universal language he longs, so as to repair the ruins of 
Babel. He listens with more than half-belief to the traveller's story, 
told by Sir Kenelm Digby, of one in Spain, deaf and dumb, yet 
taught to speak and understand others. Examples from the Chinese 
and the Rosicrucians are quoted to show the possibility of a primordial 
language of Nature. 

With regard to language, therefore, Webster’s position is: the 
universal language of Nature for all living beings if possible; failing 
that, simplification of method of teaching foreign languages. The fact is 
that Webster’s interest is in the practical. He objects to logic, because 
it leads men to “ babble, argue, and say very much, but still to remain 
nescious and ignorant.” His complaint against mathematics is that 
the treatment is that of argumentation without any solid practice; 
whereas he affirms that ‘‘ their superlative excellenvy transcends most 
of all other sciences in their perspicuity, veritude, and certitude, and 
also in their uses and manifold benefits.” He advocates more arith- 
metic and geometry. Music, which he includes in mathematics, he 
complains is only developed on that vulgar and practical side “ which 
serves as a spur to sensuality and voluptuousness, and seems to be the 
companion of melancholics, fantastics, courtiers, ladies, taverns and 
tap-houses . . . yet for the mysterious part thereof, which consists in 
the discovering the nature, quality, distinction, sympathy, dispathy, 
significancy, and effects of all sounds, voices, and tones that are in 
Nature, these are altogether unknown and neglected; as also how far 
it might be serviceable to Natural Philosophy, and the laying open of 
the universal harmony of the whole mundane fabric, that remains un- 
tried and unattempted.” 

Astrology receives high praise from Webster, who greatly admired 
Mr. Ashmole, Mr. William Lilly, Mr. Booker, Mr. Sanders, and Mr. 
Culpepper. The other parts of mathematics of which he approves are 
statics, architecture, pneumatarithmie, stratarithmetrie — these arts 
were praised, he tells us, by Dr. John Dee. He asks if to be 
supinely neglectful of these is consistent with a nation being the 
fountain of learning and well-spring of science. 

He makes a vigorous attack on the scholastic philosophy. He is 
wroth because magic is condemned. He claims that chemistry or 
pyrotechny deserves more study. So, too, medicine and surgery 
require better study. The Universities do not study the inner nature 
of things, nor magnetical philosophy, towards which Dr. Gilbert had 
done so much. From all which he concludes that Aristotle ought to 
be superseded. 

Webster offers remedies or “ expedients” in theology, grammar, 
logic, and mathematics. In theology he wishes that men no longer 
style themselves “ divines,” that they do not pretend through their 
learning to a knowledge of God’s Word; and that what can be dis- 
covered of God and supernatural things by the power of reason and the 
light of Nature may be handled as a part of natural philosophy. In 
grammar, again, he recommends Brinsley and Comenius. In logic, 
he expresses the desire that induction, which is the chiefest and 
most beneficial part, may be serviceable and helpful for the dis- 
covering of science. In mathematics, he wants to see Copernicus, 
Kepler, Tycho Brahe, Galileo take the place of Aristotle and Ptolemy. 

His expedients or suggestions concerning custom and method must 
be given at length. 

1. Webster desires that men may not be tied up all to one method or 
way, lest, however good it may be, it shall hinder them from following 
a better. “It is clear,” he says, “that there may be many ways to one 
place and divers methods for attaining the same end of knowledge, so 
that we would not exclude men from trials that they may find out the 
best; so we would not tie them to any one, lest it prove the worst.” 

2. “ That time be not misspent or trifled away, which is an irreparable 
loss and utterly irrevocable and therefore I could wish that Apelles’ 
motto might be had in everlasting remembrance, Nulla dies sine linea; 
and therefore long vacations and intermissions are to be looked upon 
as Scylla and Charibdis, the rocks and shelves whereon young men 
may easily suffer shipwreck.” 

3. “ That degrees should be given according to merit, industry, and 
proficiency, and not according to years, sufficiency, and formality.” 

4. “That exercises should be not only verbal and disputative, but 
practical and operative. As Nature has given them two hands and 
but one tongue, so they may learn to work more and speak less.” 

5. ** That exercises be in English as well as other tongues.” 

6. “That neither antiquity nor novelty may take place above verity, 
lest it debar us from a more diligent search after truth and science. 
Neither ie it fit that Authority (whether that of Aristotle or any 
other) should enchain us, but that there may be a general freedom to 
try all things and to hold fast that which is good, that so there might 


be a philosophical liberty to be bound to the authority of none, but 
truth itself ; then will men take pains, and arts will flourish.” 

7. “That the order of studying subjects be: Mathematics, Natural 
Philosophy and other Sciences, the Tongues, Physics, Logic, Meta- 
physics, &c.” 

In answer to Webster’s book appeared a tract with the title: 
“ Histrio-Mastix : A Whip for Webster (as ’tis conceived) the quondam 
Player. 1654.” This examen examinis is written by Thomas Hall, B.D., 
Pastor of King’s Norton. He contends that Webster lands himself in 
contradictions—by at one moment approving of human learning, and the 
next saying that human learning disables men for the ministry. And, 
again, he argues that Webster forbids teaching children by grammar 
rules, whilst he “cries up” Mr. Brinsley’s way of teaching, “which every 
one knows hath reference to rules.” Hall makes much fun of Webster's 
advocacy of magic and astrology as studies. He goes on: “ Add to 
this his praising the study of Physiognomy as an excellent, laudable, 
and profitable science (which yet the learned judge vain and foolish) ; 
also his extolling of chemistry and preferring it before Ar'stotelian 
philosophy and advising scholars to leave their libraries and fall to 
laboratories, putting their hands to the coals and furnace (so they 
may quickly find, pro thesauro, carbones, beggary instead of learning, 
and, walking thus in the sparks of their own fire, lie down in sorrow. 
Isaiah 1. 11).” So, too, Webster is uriticized for his attitude to Galen: 
“ Having railed on Aristotle, the prince of philosophers, next he falls 
foul on Galen, the father of physicians, only for building on Aristotle’s 
principles ; out of his ignorance he calls him an ignorant pagan, an idol, 
a blind guide.” 

Thomas Hall was the master of the Grammar School at King’s 
Norton. He is said to have been a contributor and collector of books 
for the library at Birmingham Grammar School. He founded a 
similar library in his own school at King’s Norton. He edited in 
1651 “ Wisdom’s Conquest,” and in 1655 “ Phaeton’s Folly,” both 
consisting of translations from Ovid, in which he followed, as a con- 
fegsed disciple, the pedagogic method of John Brinsley. He wrote 
many theological books. His most famous work was the “ Vindicia. 
Literarum: The Schools Guarded; or, The excellency and usefulness 
of Arts, Sciences, Languages, History, and all sorts of humane Learn- 
ing, in subordination to Divinity and preparation for the Ministry, by 
ten arguments evinced, ten cavils against it by Familists, Anabaptists, 
Antinomians, Lutherans, Libertines, &c., are repelled and answered 
and many calculations to prevent all mistakes are added.” 

It is from the consideration of such men’s writings that one sees how 
much the educational reformers had to accomplish. Hall was a Uni- 
versity man, with a good deal of force of character, which is seen on 
the educational side by his founding of school-libraries and his accept- 
ance of Brinsley’s leading in classical translations. He pronounced 
himself a lover of learning; yet the advocacy by Webster of experi- 
mental science study is contemptuously met by pro thesauro, carbones. 
Nor is there any recognition of Webster's suggestions for improvement 
in language teaching. 

It is interesting to note the mixture of what we now recognize as 
sound and unsound in Webster, and to see how neatly Hall avoids the 
reforms, and hits on Webster’s weak points of astrology and magic. 
It must be in transitional ages, and, indeed, in all ages, that some 
reformers carry along with them the tmpedimenta which it never 
occurs to them to throw away or exchange, although their use is gone. 
Truth and error are clung to with equal constancy, and progress is thus 
retarded. Yet, even the Websters help; their weak points are dis- 
credited by the Halls. Lover of learning as is Thomas Hall, John 
Webster, in his own generation, and later, counts for even more, viz., as 
® lover (it is his delight to call himself so) of the advancement of 
| learning. It is on account of this attitude, rather than from any 
material contribution of his to pedagogy, that I venture to epeak of him 
| in higher terms than does Prof. Croom Robertson. 

In histories of movements we chiefly have our attention drawn to 
the few clear-sighted, and often one-ideaed men, who stand out as 
leaders. But, when an impetus in any particular direction arises, there 
are always men who should be included in a comprehensive survey, 
who unite in themselves different grades of combinations of the new 
truth with the older errors. It is difficult to estimate how much is due 
to these. They bridge over the transition from the old to the new by 
retaining something of what is familiar. They help us to realize how 
strong is the sense of continuity. Hence they carry along with them 
to the new truth others who are on a similar plane of thought with 
themselves. 


THE LATTER END OF ASSISTANT-MASTE RING. 


[WE take the following article to be a somewhat pessimistic 
estimate of the position of assistant-masters in English schools— 
or the record of an unfortunate experience. But we print it be- 
cause it is vouched for as a true statement by a former assistant 
and headmaster.—EnITor. | 


Wrat becomes of our assistant-masters ? >The eviderice of one 
observer may be interesting, and, perhaps throw a) little light on the 


318 


THE EDUCATIONAL TIMES. 


[ Aug. 1, 1900. 


subject. I will describe something of the later history of certain 
assistant-masters whose career has come under my personal ob- 
servation. 

I started my scholastic life in n country grammar school, of about 
ninety boys, which mustered a staff of five assistants under the direc- 
tion of a headmaster. Salaries ran from £30 to £60, the senior 
assistant receiving an unknown sum, which we ordinary assistants had 
good reason to believe did not exceed £100. These were “resident ” 
salaries, and therefore additional to board and residence, but not wash- 
ing. One of the five was a German of the paternal government and 
military discipline type. He believed in all the boys kneeling down 
to pray in the dormitory at a given signal, and concluding the prayer 
at another signal. As the headmaster declared that he would have no 
rules in the school, because a boy once used the book receptacle of his 
desk as a spittoon, and excused himself on the ground that there was 
no rule against such an act, our German and his headmaster soon 
parted company. For one term he lived “on tick” in a friendly 
lodging house. Then he obtained a post in a private school in the 
North, which practised co-education on the strict separation system. 
One day the girls, under the headmaster’s wife, met the boys, under 
our German, in the public streets. The boys “ passed by on the other 
side” and did not raise their hats to the girls. The head’s wife 
remonstrated. Our German backed his flock, and wrote me a long 
letter, in support of his conduct, teeming with misogynist criticisms. 
On my urging the “ inexpediency”’ of quarrelling with your head’s better 
half, whatever the abstract merits of the quarrel may be, I received a 
curt letter terminating our acquaintance on account of my unworthy 
complaisance. Thereafter only the gods know what became of this Don 
Quixote among pedayogues. But, as his views on matrimony, which he 
thought should be not a mating of passion but something after the 
nature of Prof. Sully’s “‘ peedotrophic partnership,” cut him off from 
the refuge of a wealthy marriage, and as his views on life and death 
were distinctly peculiar, he has probably long since “ shuffled off this 
mortal coil.” 

He was replaced by a Swiss, who claimed to be of high birth, 
affected the dress and manners of a Mayfair dandy, and asserted, in 
his fits of pseudo-righteous indignation, that he must be made of 
different flesh from his colleagues. At first our head took to him and 
advanced even to the familiarity of his Christian name. But it was 
presently discovered that our friend had entered on a flirtation with a 
lady who was among those unofficial attachés to be found in the 
entourage of every country boarding school. There was never, I 
believe, any real evidence on the matter, but the headmaster thought 
there was, and the Swiss followed the German. I heard of him again 
in a wealthy Jews’ college, and soon after in a small sea-side school, 
obviously a step down. Once I saw him on the beach of another sesa- 
side town; but the refuge of a friendly bathing-shed spared me a 
meeting. Lastly I heard he was travelling about with a small circus 
company. Doubtless he is still circulating upon ever lower rungs of 
social status, whence he is not likely, I fear, to rise again. This man 
had powers, but no backbone. The third assistant retired to the 
serener air of journalism. There, ‘I was given to understand, he “ made 
more’”’ than ever he did as a schoolmaster. He referred, of course, 
to pounds, not pupils. Later I learnt that he was a thorn in the flesh 
of his editor for his irregularity, but indispensable for his “ champagne 
style,” whenever he could be induced to supply copy. The remaining 
members of this staff,including another Swiss, who replaced the dandy, 
pursued less chequered careers. The Swiss is still an assistant. Two 
others are headmasters of public schools. One, passing through two 
years of stormy conflict in the headmastership of a proprietary 
school eventually slain by the united competition of polytechnics and 
Board schools, entered the ranks of journalism and now sits in an 
editorial chair. 

Another school of which I had some knowledge was a first-grade 
public school. Here there appeared to be four exits for assistant-masters 
—a headmastership, retirement (not on a pension, but on savings), 
suicide, and death. One only, to my knowledge, personally released 
himself from the prospect of penury-cum-senility ; but many passed 
out of assistant-mastering by the narrow way through which there is 
no re-admittance. 

The last staff that came under my observation was that of the 
proprietary school already mentioned. When my friend took up the 
headship he did not forget the days of his assistant-mastering. He 
was a man belonging to the class called “ viewy.’? He endeavoured to 
put new wine into old bottles, and had quixotic notions of profit- 
sharing. His assistants drew full salaries to the last day. He himself 
received as his last term’s salary fifteen shillings, and started life again 
with a wife and child and £150 in the Savings Bank. Him also journalism 
saved from the workhouse. The junior assistant on the staff handed 
over to him, when he became a headmaster, was drawing £40 non- 
resident, and left very shortly to “work for a degree.’ The senior 
assistant, who was drawing £100 non-resident, took a curacy under 
the out-going head. The two others remained with my friend. They 
came, however, to look upon the profit-sharing plans, not as a benevo- 
lence, but as a mere concession of bare justice, and his new wine soon 
burst their old wine-skins. They set up a college in a private house, 
and have there attained the mensure of success reserved for private 


ventures in a poor neighbourhood with mean ideals of the dignity and 
usefulness of education. Of the two men who replaced them, one is 
still an assistant, the other has recently attained to the honour and 
toils of a headmastership—perhaps also (which Heaven forbid !) to its 
latter end of poverty and despair. 

These men I knew, and their careers, so far as I know them, I ‘have 
sketched from personal observation. But one does not pass through 
several schools without hearing the fate of many men besides those 
with whom one comes into personal contact. Thus several figures rise 
before me, asif appealing for some word of sympathetic mention. Sad 
faces all, and marked with the brand of a mute despair, they have 
passed through the rough ways of assistant-mastering, and sat in the 
coveted seat of honour that is built up of capitation fees. Now they 
have fallen once more upon evil days. One, late a secondary-school 
headmaster, now teaches in a Board school, and ekes out his salary by 
lecturing in a polytechnic, so often, it would seem, an asylum for 
secondary-school failures. Another—only the gods know how he 
lives—but he stands and makes his plaint in the forefront of every 
discussion on the right of appeal from governors to some central 
board. Yet another, bowed down by years, gray-haired and grim, who 
once was buoyant and commanding, ekes out a small pension with any 
educational odd job that sympathetic spectators can send to his door. 
Another, I remember well, came seeking work at the hands of his old 
pupils and finding none. All these were once—in their youth, I 
presume—held to be good men and true. All, without exception, 
maintained their dismissal to be an outrage on gratitude and common 
justice. No one of them admitted either honest incapacity or approach- 
ing senility. Yet even the attainment of headmaastership has not 
preserved them from an old age of penury, humiliation, and despair. 

The humiliation of a headmaster fallen upon evil days, with “ none 
so poor to do him reverence ”—who shall gauge its bitterness? Out- 
side of Russia no man stands in such a post of despotic exaltation as 
the English headmaster, and, when he slips upon the treacherous paths 
of scholastic reputation, his fall is proportionately heavier and his 
humiliation proportionately more profound. Some are luckier, and, 
falling, glide gently into the lap of literature, art, or even commerce. 
Of those who do not fall, but release themselves from the bondage of 
the blackboard and the ferule, many rise to eminence. One of our 
greatest modern dramatists once sat on the pedagogue’s stool. Mr. 
H. G. Wells, the latter-day Poe among English novelists, is also, I 
believe, blood-brother of the race of ushers. Another, who mingles 
dramatic essays with the conduct of a junior form in a small public 
school, told me recently that it is surprising how many minor actors 
once played the pedagogue’s rôle on the boards of a less public stage. 
Many assistant-masters, as all the world knows, find a haven from the 
persecutions of schoolboy malice—but not, I fear, from the pinch of 
poverty—in the broad bosom of the Church or the humbler sphere of 
the Nonconformist pulpit. One I have known who found reat and 
security in a wealthy marriage. 

Such variety is there even in the small company that one man em- 
braces in his experience. Could the witness of others be added to it, 
how intensely interesting would be the recital, how strange the 
diversity of fate! Even the travelling circus, I fear, is not the lowest 
circle of the inferno of unsuccessful or superannuated teaching. Who 
has not, at times, suspected the quondam usher in the stately bow, 
grave glance, and measured voice that accompanied the presentation 
of that vulgar necessity of life, a tram ticket? And many a sandwich- 
board, we know, has covered the manly breast that was once the 
“glass of fashion and the mould of form” to admiring, if tremulous, 
youth. But these have fallen, being tripped up by the snares of weak- 
ness and indulgence. Those I have portrayed above were honest men, 
and, withal, Christians and gentlemen. If they were incapable—a 
point not always proven—their incapacity was honest, and they fell 
beneath the heel of circumstances, not of crime; and to that ex- 
tent they have a claim against the State that allowed them to be 
lured on by the semblance of security to an old age of penury without 
any provision against the caprice of fate, and a just grievance against 
the eternal laws of right. QUILL PEN. 


REVIEWS. 


Our Best Book or REFERENCE. 


The Dictionary of National Biography. In Sixty-three Volumes. 
Edited by Leslie Stephen and Sidney Lee. Vol. LXIII. 
(Smith, Elder, & Co.) 

This colossal cyclopedia of British nography is now brought 
to a close, and the title which has appeared in our review 
columns for more than fifteen years past will appear there no 
more. We have so constantly recognized the exceptional value 
of this contribution to the written annals of Great Britain and 
Ireland, and spoken of the place which it must occupy amongst 
our historical and literary authorities, that we have only to 
repeat and confirm our former judgmentssin dealing ywith the 
work as a whole. 


Aug. 1, 1900. | 


THE EDUCATIONAL TIMES. 


319 


= I ewes 


The concluding volume is prefaced by a statistical account of 
the Dictionary, and contains many interesting details of its con- 
ception and achievement. The number of separate notices 
amounts to 29,120, and the varying character of the lives thus 
recorded is analyzed with much care by the writer of the “ state- 
ment ” :— 

It is believed that the names include all men and women of British 
or Irish race who have achieved any reasonable measure of distinction 
in any walk of life; every endeavour has been made to accord admis- 
sion to every statesman, lawyer, divine, painter, author, inventor, 
actor, physician, surgeon, man of science, traveller, musician, soldier, 
sailor, bibliographer, book-collector, and printer whose career presents 
any feature which justifies its preservation from oblivion. No sphere 
of activity has been consciously overlooked. Niches have been found 
for sportsmen and leaders of society who have commanded public 
attention. Malefactors whose crimes excite a permanent interest have 
received hardly less attention than benefactors. The principle upon 
which names have been admitted has been from all points of view 
generously interpreted ; the epithet “ national” has not been held to 
exclude the early settlers in America, or natives of these islands who 
have gained distinction in foreign countries, or persons of foreign birth 
who have achieved eminence in this country. 

The notables who have found their way into these volumes 
number 36 to the end of the fifth century, 81 in the sixth century, 
134 in the seventh century. After that the number falls again. 
In the fourteenth century it is 678, in the fifteenth, 659; in the 
sixteenth, 2,138; in the seventeenth, 5,674; in the eighteenth, 
5,789. The nineteenth century has 12,608 names of distinction. 
Comparing these numbers with the total of the population who 
may be supposed to have reached the age of four-and-twenty, we 
may say that about one in five thousand has gained distinction ; 
but in the nineteenth century—partly, no doubt, because the re- 
cords are more abundant—the rate has risen to about one in four 
thousand. 

Eighteen articles in the Dictionary are over twenty pages in 
length. Mr. Lee’s Shakespeare runs to 49 pages; Col. Lloyd's 
Duke of Wellington, 34; Dr. Gardiner’s and Dr. Fowler's Bacon, 
32; Mr. Firth’s Cromwell, 31; Dr. Jessopp’s Queen Eliza- 
beth, 28; Mr. Leadam’s Walpole, 28; Mr. Stephen’s Marl- 
borough, 26, and his Scott, 25. Of the whole Dictionary 
(29,000 pages), Mr. Sidney Lee has written 1,370 pages, 
Mr. Leslie Stephen and Pisfecsbe Laughton, 1,000 each; 
and altogether thirty-four contributors have written over two 
hundred pages. The occasional contributors are naturally more 
numerous than those who have written the greater part of the 
Dictionary. They include men like Canon Ainger, Mr. Sidney 
Colvin, the late E. A. Freeman, Professors Hales, Herford, Jebb, 
Goldwin Smith, Silvanus Thompson, and Tyndall, Sir Alfred 
Milner, Mr. John Morley, and the Deans of Ripon and Winchester, 
who have given us memoirs of well known men based on their 
personal acquaintance and kindred experience. 

On the whole, the editors of this invaluable work of reference 
justly claim that it may be held to serve the national and 

eneficial purpose of helping the present and future generation 
to realize the character of “their ancestors’ collective achieve- 
ment, of which they now enjoy the fruits.” In some countries a 
work of this magnitude and general utility has been produced 
under the auspices of a State-aided Academy, or subsidized from 
the national exchequer. The “ Dictionary of Biography” has 
cost its publisher, Mr. George Smith, something like £150,000, 
and has been written by the literary men of the last two decades, 
and privately edited, without the dignity or rewards of an 
Academy. Mr. Smith could not have devoted his wealth to a 
better purpose. He has performed a national service, and has 
earned the thanks of every individual Englishman. 


GREEK EDUCATION. 


The Education of the Young in the Republic of Plato. Trans- 
lated into English, with Notes and Introduction, by Bernard 
Bosanquet, M.A., LL.D. (Cambridge University Press.) 

The author of the “Companion to Plato’s Republic” here 
supplies an introduction to Plato’s ideas which audi to be very 
helpful to beginners in the study of the philosophy of education. 

This introductory work contains only a portion of the educational 

scheme of Plato. It translates part of Book II. and Books III. 

and IV., but the translation is supplemented by a very suggestive 

commentary and by versions from the author's own hand. Like 

Plato's own work, these comments are partly descriptive and 

partly speculative. Plato, in the first instance, discussed the 

education of the young as he found it in his day, and later on he 
tried to sketch an ideal scheme of education which would carry 


the human mind to the fullest practical and theoretical efficiency. 
It is the former part of the work, namely, that which dealt with 
actualities, that 1s considered here. The question to be solved is 
not how to make the very best of a human mind and human 
society, but how to explain on theory the why and the wherefore 
of the methods of the Greek educators. Plato thought the 
originators of the system of his day builded better than they 
knew. Of the true principles which underlay their work they 
themselves were unconscious, and these Plato sought to reveal. 
We may, in these days, envy the simplicity of the task. The 
Greek citizen’s son, in the best age of Greece, was taught 
reading and writing, a little practical arithmetic, and the 
elements of geometry ; he was taught to sing and to play, and 
was instructed in dancing and in athletic exercises by special 
teachers. Then, as now, “efficiency in war was a duty, and 
a fine physical development an end in itself.” True, the 
arithmetical notation in use was cumbrons, and books were costly. 
Words were not separated, and the learner had to acquire the 
power of interpunction, or dividing word from word within the 
sentence, as he learnt to read. These were, therefore, simple 
matters in the simple curriculum which would occupy time, but 
which, our author points out, would also have educational value 
in the then condition of the human mind. 

The author reminds us that “ we suffer from an embarras de 
richesses in the intellectual world; and we can hardly see the 
wood for the trees.” One of the most useful hints he draws for 
us from Plato is that, instead of teaching a number of things at 
the same time as the most convenient way of making room for 
all that seems necessary to learn, we should aim at bringing 
before the growing mind just so much, and no more, of the best 
experience as it is able to appropriate with advantage to its 
grant? This lesson he enforces by deriving the word * school” 
rom a Greek word meaning “leisure.” This conception of 
leisure is not that of amusement or holiday making. It is 
opposed both to this and to the pressure of bread-winning 
industries, and indicates the space and atmosphere needed for 
the human plant to throw out its branches and flowers in their 
proper shape. “To have leisure for any occupation was to 
devote yourself to it freely because your mind demanded it; 
to make it, as it were, your hobby. It does not imply useless 
work; it implies work done for the love of it. Wherever a 
mind is really and truly growing, the spirit of leisure must 
be there.” 


ScHooL GEOGRAPHIES. 


(1) A School Geography of the World. By Lionel W. Lyde, M.A., 
F.R.G.S. (Black.) (2) “ Royal Osborne Geography Readers.” 
— VI. The British Empire. (Nelson.) (3) Object Lessons in 
Geography and Science, Part II. By David Frew, B.A. 
(Blackie.) 

(1) Teachers of advaneed geography have long been seeking 
a satisfactory text-book to put in the hands of their pupils. The 
best of lessons and lectures without a book are apt to be un- 
satisfactory in their results—even when copious notes are taken. 
What is required is a text-book that provides the nucleus of 
lessons, rather than the lessons themselves—one that suggests 
lines of thought, rather than pursues them, leaving a large share 
of research to the pupils—one that is well arranged, without 
being a mere catalogue—one that is readable, without being 
“chatty ”—full of information, without being dull. All this, we 
think, and more, will be found in Mr. Lyde’s manual. Perhaps 
he has shown his greatest wisdom in his omissions. Geography 
is so inexhaustible that text-books which attempt to be complete 
always succeed in being confusing. To name, for instance, all 
the exports of Hamburg is to induce stupidity. Statistical 
tables can always be referred to, if necessary, but they are out of 
place in a school book. Mr. Lyde has not only avoided this very 
common error, but has shown remarkable restraint in every 
direction, so that, although attractive enough, the book leaves 
the cream of the interest for the teacher to develop in the class. 
Thus any paper taken at random might be set to pupils (who had 
“done” their various countries in lower forms) to work out by 
themselves, with the help of a good atlas. We are pleased to 
note, by the way, that no space is wasted with maps, the pupils 
being evidently intended to use an atlas intelligently. The 
matter is sometimes so condensed as to be obscure to the average 
pupil, but the lessons would elucidate everything ; and we hardly 
think this kind of obscurity a drawhack in advanced forms. 
That the book is intended exclusively for elder pupils is obvious 
from the problem paper at the end, which, we hope, will cause 
astonishment and retormation in many a headmaster who has 


4 


320 


THE EDUCATIONAL TIMES. 


[ Aug. 1, 1900. 


internal and external history of Sparta during the period covered 


hitherto considered any one of his staff competent to teach 


geography. There is no new method in all this, but it is 
geography treated rationally, and calculated to become, as our 
author says, second only to literature in educational value. 

(2) There is little in the “ Royal Osborne” volume to dis- 
tinguish it from a host of other geographical readers—the 
usual attempt to attract the pupil who has no foundation of 
knowledge, by flashes of “interesting” facts, graphically pre- 
sented statistics, and descriptions couched in rather oppresively 
ornate language, with ordinary illustrations and maps. The 
chapters, however, are full of information and far from dull. No 
doubt this book will be found useful to those who have no time 
allowed for treating geography properly. Standards VI. and 
VII. must be very peculiar in their mental requirements to judge 
by the “Notes.” Very many simple words (e.g., “abruptly,” 
“vividly ”) are explained, while such words as “ plateau,” 
“ diameter,” “ the movement of a port,” are left to the standards’ 
imagination. 

(3) The second part of Mr. Frew’s “ Geography and Science’ 
is as practical and ingenious as the first. The aim throughout 
is to arouse the interest of young children in the world around 
them, and to connect ideas of locality and geography with con- 
stant observation and experiment. Good teachers will be thankful 
for the hints and aids which are given them in this volume. The 
method is unquestionably based on a scientific principle. Used 
intelligently, it can hardly fail to make the geography lesson 
interesting. 


HELLENICA. 


A Commentary on the Hellenica of Xenophon. 
G. E. Underhill. (Clarendon Press.) 
We do not like the “ Hellenica.” Take it as a whole, it is a 
singularly dull and confused work, though relieved here and 
there by a bright and interesting episode. It would, indeed, 
require a genius for dullness to write an uninteresting account of 
the trial of the Generals and the trial of Theramenes. Of such 
great topics as the restoration of Athenian democracy, the rise of 
Thebes, and the peace of Antalcidas Xenophon has made nothing ; 
and large portions of his history are calculated to depress and 
repel all who are not forced to consult it. The work is formless 
and without any definite plan—casual. slipshod, unworthy of the 
respectable talents of its author. In short, we unhesitatingly 
subscribe to all the hard things that modern writers have written 
of it. And Mr. Underhill does not demur to this unfavourable 
judgment; but sets himself, in an elaborate discussion of the 
circumstances under which the “ Hellenica” was composed, to 
explain the grounds on which it rests. This section and, indeed, 
the whole of the introduction are a valuable contribution to the 
study of the subject. Mr. Underhill has brought together the 
views of the modern experts, and, after a long discussion, he 
arrives at the following conclusion :— 


By 


Xenophon was animated, like many another man, with an irresistible 
impulse to write a history of his own times. For nearly half a century 
he must have kept a diary, or common place book. These notes at 
various times in his life he attempted to work up into a more or less 
continuous history. But he never succeeded . . . in viewing the course 
of events from a high and lofty watch-tower. In many of them he 
played no inconsiderable part himself, and in all he takes no pains to 
conceal his own personal feelings and predilections. 


What is all this but an admission that Xenophon had not the 
qualifications of a historian? Mr. Underhill, it is true, makes 
this excuse for him, that he is a more accurate authority for the 
period than the orators, than Diodorus and Plutarch. But, after 
all, this amounts merely to this, that a contemporary historian, 
however bad, is necessarily a better authority for the facts of 
history than a contemporary advocate or than a very bad 
historian and a memoir writer who wrote centuries later. 

In another section of the introduction Mr. Underhill struggles 
manfully with the muddled chronology of Xenophon, and does all 
that can be done to put things straight. This is a matter in 
which it is easy to gauge the competence of Xenophon for the 
task that he felt such an irresistible impulse to undertake. And 
of the chronology he has contrived to make such a tangle as is 
well-nigh inextricable. Mr. Underhill has drawn together all 
the information that has been brought to bear on this unspeak- 
ably dull subject. and has done all that can be done to clear up the 
many problems that Xenophon has set us. 

ln an appendix Mr. Underhill deals in a masterly way with 
several historical points—the political history of Athens between 
the Four Hundr 


and the close of the Peloponnesian War; the 


by the “ Hellenica ”; the efforts of Athens to recover her lost 
empire; and other matters of less magnitude but equal interest. 
In dealing with every one of these intricate questions Mr. Under- 
hill displays the results of wide research and a ripened judgment ; 
and the information he gives in a convenient compass will be a 
boon to all students of this period. Mr. Underhill has doubtless 
dedicated many years to his task, and, were it not that Xenophon 
is the author of much better works than the “ Hellenica,” we 
should say that the rich diadem with which Mr. Underhill has 
crowned him is a great deal more than he deserved to receive. 


RUSKIN. 
John Ruskin. By Mrs. Meynell. (Blackwood.) 

An essay of three hundred pages, intended to be “ principally 
a handbook of Ruskin” was a well-nigh impossible task, and we 
hardly think the difficulty has been lessened by the mode of treat- 
ment. The chief desiderata are clear ideas of Ruskin in his 
separate capacities of art critic, social reformer, and writer of 
English, with some guidance as to the order in which his books 
should be approached. Instead of this, we have the twenty-seven 
chapters devoted one by one to his chief books taken chrono- 
logically, and very slight expository and critical notes on the 
points, apparently, that struck Mrs. Meynell as interesting, with 
the inevitable extracts. Considering the small space at her 
command, and the mass of material to be dealt with, some of her 
over-nice criticisms of Ruskin’s English seem misplaced, even 
whimsical, and we could wish that she had devoted more of her 
book to such good material criticisms as she gives us on “The 
Two Paths,” and to such interesting glimpses of Ruskin’s en- 
deavours to carry out his principles as she gives in the chapter 
on “ Fors Clavigera.” To those who know their Ruskin the book 
will prove very inadequate, and to those who do not it will be to 
a great extent unintelligible. But there is a large class of readers 
who know him a little, and know that little wrong, and to them 
Mrs. Meynell’s chapters ought to be helpful, for she points out 
how he has been misunderstood, and reconciles his apparent in- 
consistencies wherever she can, and this, too, in a judicial spirit. 

It must be admitted, however, that Ruskin is the last person to 
need expository treatment. Lucid as daylight (in spite of his 
tendency to use “ which ” instead of “that ”), he only needs to be 
read, and to be read “ exquisitely closely,” to use Mrs. Meynell’s 
happy expression. As for comments, he has made them quite 
delightfully himself, and as for inconsistencies and exaggerations 
they are half his charm. In short, “ you must love him ere to 
you he shall seem worthy of your love.” All he has suffered from 
are the misunderstandings and misrepresentations of second- 
hand acquaintances, and we fear that this volume may add to 
their number. 


A FRENCH GLOSSARY. 


French Words and Phrases. By J. G. Anderson and F. Storr. 
(Rice.) 

This vocabulaire systématique has been put together to meet a 
want felt by the compilers in their teachıng, and has had the 
advantage of some years’ practical use in a less complete form. 
Like many teachers, they have been struck with the gaps in the 
vocabulary of schoolboys, however carefully their reading may 
have been directed, and have returned to the plan, which used to 
be commoner than it now is, of making a systematic catalogue of 
words. One or two such vocabularies of Latin and Greek words 
have, if we remember right, been recently published. The book 
is arranged under the ordinary headings, including “ social” and 
“political and civil,” which ought to be very useful. Perhaps 
the best chapter. as it certainly must have been the most difficult 
to compile, is that entitled * Sentiments,” including phrases like 
faire la part de, se demander si, à contre-ceur, &c. A good deal of 
space is given to games. among them Rugby football—probably 
“socker” has not yet acquired droit de cité in France. In 
another edition chess, draughts, and cards might be ineluded. 
Perhaps ladies would like a little more attention given to their 
dress, which is treated with somewhat Spartan simplicity—we 
mean that of Sparte sans Helene, or Paris sans Froufrou. A“ dress,” 
by the way, is rather toilette, or costume, than robe. Other minor 
points are—un fort en themes, rendered “a promising scholar,” 
which is often used in rather a depreciatory sense, of a good mark- 
getter without much real ability; distingué, “of good address,” 
which really means a little more, and approaches more nearly to 
“a perfect gentleman.” The last phrase appears as the rendering 
for un galant homme, not much used in that sense in modern 


Aug. 1, 1900.} 


THE EDUCATIONAL TIMES. 


321 


French. Professeur de rhétorique, so often mistranslated, might 
also be inserted under the heading * Education.” But the book 
is, on the whole, extremely well put together, and supplies a 
real want. The idioms and proverbs in the concluding chapters 
are well selected. 


GENERAL NOTICES. 


CLASSICS. 


The Aeneid of Virgil, Books VII.-XII., edited by T. E. Page (Mac- 
millan),is thethird and concluding volume of Mr. Page’s“ Virgil,” in the 
“ Red Series.” Notwithstanding the great number of editions in existence, 
this skilful and able editor has not failed to find a place for himself; 
and his commentary will be consulted with pleasure and profit by 
readers who appreciate the combination of learning and literary skill 
that he has at his command. Mr. Page once more exhibits his 
familiarity with Latin poetry, and his sound common sense, that 
prompts him to brush aside pedantic and strained explanations, how- 
ever strongly supported by his predecessors. To the interpretations 
that he substitutes for those which he rejects we do not always assent. 
Thus, for example, at X. 361, haeret pede pes densusque viro vir, he tells 
us that haeret pede, “ is held gripped with foot,” is parallel with densus 
viro vir, “ close locked with man.” Both the manner of Virgil and the 
Homeric parallel which Mr. Page quotes seem rather to show that 
haeret belongs also to viro; but it is not to be denied that the current 
“ways of taking” the line are not free from objection. Mr. Page 
occupies a considerable amount of space in setting Conington right, 
and he occasionally comes down somewhat heavily on Mr. Sidgwick. 
At XII. 283, diripuere aras, which “all the editors explain of despoiling 
the altars so as to got lighted brands to fight with,” means, says 
Mr. Page, “the altars aro hastily broken up.” Part of his very inter- 
esting note on this passage we here transcribe: ‘“‘ While overhead the 
‘whirling tempest’ and ‘ iron hail’ of missiles fill the air, in the centre 
of the plain we see . . . the scared snatching at the sacred vessels to save 
them, while Latinus himself secures the images of the gods and flies.” 
All this looks plausible enough, and, no doubt, if we accept in detail 
his paraphrase of the lines, “the picture,” as Mr. Page says, becomes 
“absolutely clear.” But, when we read the Latin, we at once begin to 
doubt, if only because “the whirling tempest and the iron hail” aro 
sandwiched by Virgil between diripuere aras and craterasque focosque 
ferunt. There appears to be no “striking contrast,” such as Mr. Page 
finds between the action of the altar-breakers and that of the fighting 
men. He should have noted, too, that Servius already explained di- 
ripucre a8 dejecerunt, dissipaverunt ; and surely there must be good 
reason why “all editors” have agreed to reject the interpretation 
which Mr. Page regards as self-evident. We cannot help thinking that 
in this case the ingenious editor has neglected one half of his favourite 
castigatque audttque dolos; he has remembered to “ chastise,” but has 
perhaps forgotten to give a patient hearing to the subtleties of the 
critics. Every reader, however, will find in this edition much to in- 
struct, and not a little to amuse. As to the soundness of Mr. Page’s 
brilliant suggestions each will judge for himself. 


Cæsar, de Bello Civili, Book III., edited by A. G. Peskett (Cambridge 
University Press) is a careful and thorough piece of work well worthy 
of its position in the “Pitt Press Series.” Mr. Peskett is well acquainted 
with the works of all the chief authorities, both on the matter and the 
diction of Cæsar ; but he is able, whenever there is any call for it, to 
exercise an independent judgment. The historical notes are particu- 
larly thorough, and the grammatical are adequate. The insertion of 
rebus after quibus cognitis in chapter 62, isa good emendation; forCasar 
“ nowhere else uses the neuter quibus in the sense of ‘which things.’ ” 
Of course such a use is essentially silver. Mr. Peskett has used such 
books as Mensel’s “ Lexicon” and Driiger’s “ Historical Syntax” with 
diligence and discrimination. In textual matters he is conservative. 


Ovid, Metamorphoses, Selections, edited by J. H. Vince (Blackwood), 
is one of the neat volumes of an illustrated series that is very suitable 
for middle forms. Mr. Vince endeavours to interest the pupil in 
magic and mythology. The selection is a good one, and the editing is 
competent and thorough. We think, however, that the critical notes 
and the parallel passages, which are plentiful in the volames of this 
series, might well be cut down. Young pupils learn very little from 


such comments. The type, paper, and illustrations leave nothing to 
be desired. 


Easy Greek Syntax and Ezercises, by H. E. Haig Brown (John 
King), is a little collection of elementary rules made by the editor for 
the special benefit of his own pupils. The book reaches the standard 
of the scholarship examinations in public schools. The rules are 
illustrated by brief exercises. This book will not be of any use to 
average pupils, for it covers a great deal of ground in a very few 
pages. We cannot but regret that the severe competition among 
scholarship candidates necessitates such publications, which are en- 
tirely opposed to sound educational methods. In matters of scholar- 
ship Mr. Haig Brown is not a safe guide. Thus, he confuses Aéyw and 


i e a a a e e a = 


nui in his examples; writes oùðels obx òpeiàei .. . ovdev for ovdels 
ovdev ogelAec; gives où rè awoxrev@ kal ef éyOpbs el where he means oùô' ei 
éxOpds el; and so on. But, despite its defects, the book will enable the 
poor, clever boy to scramble over a lot of ground in a short time. 
Whether he will assimilate much of this pemmican we doubt. 


MODERN LANGUAGES. 


Le Bourgeois Gentilhomme. Edited by F. Spencer. (Dent.) 

The preface to this edition contains a very questionable sentence :— 
“ The dithculties of French grammar must indeed be overcome, and the 
art of intelligent translation acquired, by a process of more or less 
laborious training. But this training should be obtained elsewhere 
than in the masterpieces of literature.” No doubt there is some truth 
in this as far as grammar is concerned, but surely the masterpieces of 
literature are the very field for acquiring the art of intelligent transla- 
tion. It is just those masterpieces which will bear close and compara- 
tively slow reading; whereas second-rate storics about the adventures 
of a pion or ashowman’s apprentice hardly deserve it. The notes con- 
sist mainly of renderings, mostly good, of ditticult phrases, but they 
are too apt to leave the pupil without any indication of how they are 
arrived at. Thus chatoutllantes is simply rendered “flattering,” and 
vous avez le caquet bien afilé, “ vou chatter very glibly,” without any 
hint of how the words come to have the ‘sense given to them. There 
are a few grammatical notes, good of their kind, but sometimes ex- 
pressed in rather too technical language for schoolboys. We shonld 
have liked to see a little more in the way of illustration; for example, 
attention should have been called to the sly humour of the contrast 
between M. Jourdan’s good old song “ Je croyais Jeanneton...” and 
the affected nonsense of his tutor. Nor would a very simple explana- 
tion of the “categories” and the syllogism, or of “carte aud tierce” 
have been out of place. 


First French Book for Children. By V. Spiers. (Simpkin.) 

This book has the advantage of being written directly for English 
children, and not adapted from the German. Thus, no use is made of 
H6lzel’s wall pictures, which, as the author points out, are specially 
adapted to an agricultural population. The course consists of thirty 
lessons. Each deals with some point of elementary grammar, anid 
most of them contain a short piece of poetry or a song to be com- 
mitted to memory. The grammatical part of the lessons is really 
a series of practical suggestions to teachers how to frame exercises 
securing constant repetition. The suggestions are well adapted 
to their purpose, and ought to produce lively lessons. Al the 
“stage directions” are in French, which may be suggestive to the 
teacher; they are hardly likely to benefit his pupils. The songs, voca- 
bularies, and other important parts of the lessons are given in an 
appendix in phonetic spelling for those who desire to use it. There is 
music for several of the songs, and the book concludes with an ele- 
mentary grammar, summing up the points taught in detail, and written 
in English. The range is that of the Third Class of the College of 
Preceptors. There are some pretty illustrations, one of the prettiest 
being to the song “ La Ville de Paris renversce.” Altogether, the 
book, in the hands of a teacher who will take the trouble to follow its 
directions, and will not spare himself, ought to produce good results 
in a class of children. Perhaps it does not quite solve the problem for 
schoolboys as distinguished from children—it is a singularly ditticult 
one. 


A Short History of French Literature. By L. E. Kastner and 
H.G. Atkins. (Blackie.) 

Without doubt a convenient handbook of French literature is 
needed—one which would tell the story of the great writers in a 
thoroughly attractive form, and which would incorporate the results 
of the latest research without any show of erudition. The writer 
would require a fair share of the critical faculty, but he would do well 
not to write in too subjective a strain. The book before us, while 
evidently compiled with considerable care, hardly succeeds in supply- 
ing adequately what is wanted. For purposes of reference it is not 
sutliciently full. There are a number of Gallicisms, due no doubt to 
the authors’ familiarity with French literary criticism. There are, on 
the other hand, very few errors in matters of fact, and it is quite clear 
that much time and thought has been given to the book. 


F.-M. Luzel’s Deux Légendes Bretonnes. Edited by J. Duhamel. 
(Rivingtons. ) 

The stories of “ La Princesse du Soleil” and “ Mao Kergerac” are 
Breton folk-tales, taken down and translated faithfully into French by 
Luzel, who was himself a Breton deeply interested in the life and ways 
of the simple people of Brittany. The legends, edited with good notes 
by Mr. Duhamel, are excellent specimens of their kind, and they form 
a welcome addition to our stock of reading books for beginners. The 
text runs to only thirty-six pages; there is no vocabulary. 


Longmans’ Elementary French Unseens. By T. H. Bertenshaw. 
(Longmans. ) 

This is a collection of seventy-five extracts, mostly from modern 
authors, the average length being about twenty-five lines. A few 
notes at the bottom of the page call attention tothe unusual pronuncis 
ation of certain words; there|are7further notes dealing with matters 


322 


of grammar, or actually suggesting translations. A vocabulary is 
added, so that the book contains a good deal more than the title would 
lead one to suspect. There is aleo a “ Teachers’ Edition,” published at 
a slightly higher price, and containing a dozen pages of additional 
notes. The idea is a good one, and the editor has done his work 
carefully : the pieces are suitable and the notes are well expressed. 


Histoires d@’ Animauz. Selected from A. Dumas. Edited by T. H. 
Bertenshaw. (Longmans.) 

An amusing reading book, with good illustrations by H. J. Ford and 
Lancelot Speed. The stories are taken from “Le Capitaine Pamphile ” 
and the “ Histoire des mes Bétes.” They are annotated in much the 
same way as the “ Elementary Unseens” noticed above. There are in 
this book also a number of ‘‘imitative exercises,” phrases and sentences 
for translation into French. The “ Teachers’ Edition ” contains the 
translation of these passages, as well as additional notes on subjects 
suggested by them. The practice of issuing separate editions for 
teachers should be extensively followed. 


Le Songe d'Or, and other Stories. Edited by E. Weekley. (Blackie.) 

This “reader for middle and upper forms” is edited on somewhat 
novel lines. It contains five tales: Nodier’s “Le Songe d’Or,” 
Topffer’s “ Le Lac de Gers,” “ Mérimée’s “L’Enlévement de la 
Redoute,” Gautier’s “Le Pied de Momie,” and Nerval's “ Emilie,” 
and they are all capital representatives of the French short story. 
The notes are in French. We belicve that only one other school 
edition has appeared in England in which this feature also occurs ; 
the idea is a sound one, as is the advice given by Prof. Weekley in his 
preface: “ Each tale should be read aloud and used as the basis of 
some simple conversational practice before being trauslated into 
English.” There is an appendix, containing sentences for retrans- 
lation, taken from the text, and illustrating “what most teachers 
perhaps find to be the four constructions which present most difficulty 
to their pupils, viz., the subjunctive, the use of on, the use of en, and 
the inversion after the accusative relative.” 


A Simplified French Conversational Manual. By Louise Litta. 
(David Nutt). 

This is a handy little book, intended to assist the traveller by pro- 
viding vocabularies and useful sentences. It also describes the princi- 
pal routes to Paris and places of interest in the French capital. 
There are some hints on pronunciation which would have been better 
omitted. “ Zhr krawer” is a poor change for “ Je crois.” Phonetics 
run mad again ! 


(1) Russisches Lesebuch. (2) Deuwtsch-russisches Worterbuch u. Gespräch- 
buch. By Prof. L. Fuchs. (Frankfurt: Carl Jiigel.) 

The study of the Russian language, which has hitherto been 
neglected in this country, seems now, by reason of commercial re- 
quirements, to be gradually asserting its claims to attention. It is 
noticcable that at the last examination of the Society of Arts several 
candidates preecnted themselves offering Russian, and the needsof com- 
mercial students are being met by the provision of teachers at various 
educational institutes, whilst the old Universities now provide for the 
higher study of this Janguage. Probably those who foster commercial 
education as a means of promoting British trade interests conceive that, 
if Germans are able to secure an advantage over British competitors in 
the Russian markets mainly through knowledge of the language of the 
country which fits them for the work of commission agents and 
travellers, Englishmen should not shrink from the difficulties it 
presents in order to win back lost ground. The books under notice 
respectively afford practice in reading and in conversation, and should 
be extremely useful to any who have previously learnt German. The 
reader is provided with an excellent vocabulary at the end, whilst the 
conversation book is divested of everything trivial, and supplies just 
the materials wanted for practical purposes. As things are, English 
students stand in need of some grammar of Russian better than any 
yet in the market. We trust that this will ere long be supplied. 


We have also received Keys to the Appendices to several volumes of 
the series edited by Prof. Siepmann, viz.:— La Tour des Maures,” 
“TL? Emeraude des Incas,” “ Die Humanisten,” and “ Herr Walther von 
der Vogelweide ” (Macmillan). 


MISCELLANEOUS. 


(1) Analysis of English History. With Appendix and Maps. By 
W. C. Pearce and Dr. S. Hague, LL.B. Revised by W. F. 
Baugust, of the United Westminster Schools. (Thomas Murby.) 
(2) Chambers’s School History of the Colonies: Greater Britain, its 
Rise and Growth. With many Illustrations and Coloured Maps. 
(W. & R. Chambers.) (3) Alfred: the Model of English Kings. 
(Cassell.) (4) Theal’s Little History of South Africa. (T. Fisher 
Unwin.) (5) ‘‘Chambers’s School History of the Victorian 
Era.”’—The Reign of Queen Victoria. (W. & R. Chambers.) 

These five little books are examples of the various forms which 
text-books on history must take to meet the requirements of the 
times. No. lis a complete compendium of English history. Pearce 
and Hague’s history has had a course and a popularity very much like 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 


the more ancient Ince’s ‘‘ Outlines,” and the latest revision gives it 
new life, bringing it up to the needs of the moment. Nos. 2 and 4 
are histories of portions of space, 3 and 5 of portions of time. The 
former deal with the English colonies and the district of special 
interest at the present moment—namely, South Africa—the latter 
with the two greatest sovereigns this island has seen—Alfred the 
Great and Victoria the Good. All are low priced and within the 
reach of elementary schools. To Theal’s “ Little History of South 
Africa” is added a very reasonable account of the origin of the 
present war. 


A First Geometry Book. By J. G. Hamilton, B.A., and F. Kettle, B.A. 
(Edward Arnold.) 

Every thoughtful attempt to smooth the entrance on systematic 
geometrical reasoning deserves to be encouraged. A preliminary train- 
ing which will make the mind really acquainted with the elementary 
properties of lines and figures is a necessity for quick and smooth 
success. Such a preliminary course should, however, foreshadow the 
processes to follow, and in no cases should it create new difficulties by 
the introduction of methods of reasoning not in conformity with the 
methods to be used subsequently. This work of Messrs. Hamilton and 
Kettle fulfils these conditions, and is a carefully prepared and useful 
contribution to an important and always interesting educational 
problem. 


The Contents of the Fifth and Sirth Books of Euclid. Arranged and 
explained by M. J. M. Hill, M.A., D.Sc., F.R.S. (Cambridge Uni- 
versity Press.) 

Many have been the attempts to replace Euclid’s difficult Fifth Book 
by a reasoned system of proportions equally sound and applicable to 
the Sixth, and, at the same time within the comprehension of ordinary 
students. Such attempts have not succeeded ; and the Fifth Book is 
still omitted, with the exception of the fifth definition, required for 
the first and thirty-third propositions of the Sixth Book. Prof. De 
Morgan’s suggestions on the subject have probably found most favour; 
and Prof. Hill bases his treatment and notation on those of De Morgan. 
He reduces the number of definitions required, and, by the use of the 
Theory of Relative Multiple Scales, proves all that Euclid does, and 
more. The abstract character of the Fifth Book in part accounts for its 
difficulty ; hence Prof. Hill mixes the two books by taking up proposi- 
tions from the Sixth as soon as a sufticient number of propositions from 
the Fifth have been established. Itis not easy to prophesy on this 
subject, but the difficulties seem to be almost wholly cleared away 
in Prof. Hill’s work. 


The Metric System. A Practical Manual. 
(Methuen.) 

Tho metric system has usually been imperfectly treated in chapters 

that are mere appendices to the arithmetical text-books. Here it 

receives full and adequate treatment. The problems are numerous 


and well arranged. 


By Léon Delbos, M.A. 


“ Builders of Greater Britain.”—Sir Stamford Raples: England in the 
Far East. By Hugh Edward Egerton, M.A. (Fisher Unwin.) 

In writing the biography of a famous Englishman, Mr. Egerton has 
made use of a considerable number of papers preserved at the India 
Office, some written by, and some relating to, Raffles; in addition to 
which he has drawn on a large mass of correspondence. The abundance 
of materials has enabled him to produce a full and trustworthy 
account of a man who was highly popular with his countrymen early 
in the century, and to whose adventurous energy and firm administra- 
tion we owe the acquisition and building up of our Straits Settlements, 
and especially of Singapore. Apart from his connexion with the East 
India Company and his service to the nation, Rates won much dis- 
tinction as a naturalist. The foundation of the Zoological Society, in 
which he was associated with Sir Humphry Davy, was his idea, and 
he did more than any one else to make it a success from the be- 
ginning. The volume is good reading. It would have been improved 
by a serviceable map ortwo. Those actually printed are useless for the 
general] reader, even though they were the work of Raffles. 


The Economics of Modern Cookery ; or, a Younger Son’s Cookery Book. 
By M. M. Mallock. (Macmillan,) 

This is a revised edition of a sensible, well written, and very in- 
structive cookery-book, which was published four yoars ago under the 
second of the two titles printed above. It is well adapted for the 
practical teaching of intelligent young householders, 


Handbooks of English, I—IV. (Blackie & Son.) 
Elementary class-books, containing poetry for recitation, rules and 
exercises in English grammar, paraphrase and composition, with 
spelling and word-building. They are well arranged, on a simple pro- 
gressive plan. 


Text-Book for Holy Communion, Baptism, and Conjirmation. 
By Rev. Septimus Buss. (RKivingtons.) 
Mr. Buss has written an explanatory comment on three Offices in the 
Book of Common Prayer, intended both for the general reader and for 
students. It gives a clear account of) the origin of the variousservices 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


323 


or sacraments, and the changes through which they have passed into 
their present form. 
Studies of Heads, after the Originals by Henry Ryland, R.I. 
(C. W. Faulkner.) 
Four black-and-white studies on plate-marked folio sheets, very 
suitable for copying with pencil or crayons. They are delicately 
drawn and excellently printed. 


Amongst the reprints of the month are Jane Austen’s Sense and 
Sensibility, with an introduction by Austin Dobson, and illustrations 
by Hugh Thomson (Macmillan); Charles Kingsley's At Last: a 
Christmas in the West Indies (Macmillan) ; Sir Walter Scott’s Quentin 
Durward, with introduction and notes by H. W. Ord, B.A. (A. & C. 
Black) ; George Borrow’s Lavengro, with an introduction by Theodore 
Watts-Dunton (Ward, Lock, & Co.); Captain Marryat’s Snarleyyow, 
with an introduction by David Hannay (Macmillan); Charles 
Kingsley’s Glaucus, or the Wonders of the Shore (Macmillan); Defoe’s 
Robinson Crusoe, with introduction by Henry Kingsley (Macmillan) ; 
Captain Marryat’s The Pirate and The Three Cutters (Macmillan) ; Jane 
Austen’s Pride and Prejudice (Macmillan). 


An excellent text with notes is Mr. Nicklin’s Old Mortality (Cam- 
bridge University Press). A short introduction gives us a few pages 
on the novel before Scott, a life of Scott, and an estimate of this par- 
ticular “ tale of my landlord.” The text is elucidated by footnotes, and 
Mr. Nicklin has added a historical appendix and a glossary. In 
“ Blackwoods’ English Classics ” we have Johnson’s Lives of Milton 
and Addison, edited by J. Wight Duff; Macaulay’s Life of Johnson, 
edited by D. Nichol Smith; and Scott’s Lady of the Lake, edited by 
W. E. W. Collins. Mr. Nicol Smith also edites Dryden’s Essay of 
Dramatic Poesy (Blackie & Son). In the “Swan Edition” of Shake- 
speare (Longmans) we have a good edition of King Henry V., by 
D. Ferguson. Messrs. Nelson & Son print, with a few notes, Little Nell, 


ST. PAUL’S SCHOOL. 
To the Editor of the Educational Times. 


Dear S1r,—I thank you for the kindly mention of my name in 
your last number of the Educational Times ; but the rumour of 
my hig Hers is baseless. I still find my happiness in my 
work. erhaps the mistake has arisen from a confusion of 
St. Paul’s with Merchant Taylors’.—Faithfully yours, 


St. Paul’s School, West Kensington, W. FRED. W. WALKER. 
July 1, 1900. 


[We relied on a weekly contemporary. Apparently all head- 
masters were expected to resign at the close of the century: 
Mr. Walker is the third or fourth victim of unfortunate vaticina- 
tion.— EDITOR. | 


LONDON INTER. ARTS. 
To the Editor of the Educational Times. 


S1r,—The following is taken from the afternoon mathematica] 
paper set at the recent Inter. Arts Examination of the London 
University :— 

“ The whole surface of a cone is 20 square feet, and the radius 
of the inscribed sphere is 3 feet. Show that the volume is 20 
cubic feet.” 

The volume of a sphere of radius 3 feet is given by 


jrr = 4x 33 x 27 = 113 cubic feet approximately. 


How can such a sphere be inscribed in a cone the volume of 


from “The Old Curiosity Shop,” and David Copperield’s Boyhood.| which is 20 cubic feet ? 


Goldsmith’s Traveller, with ample notes on every page, is reprinted 
by Messrs. Moffatt & Paige. 


Wk HAVE ALSO RECEIVED the following publications and new 
editions :— 

University Correspondence College Calendar, 1900 (Burlington House, 
Cambridge)—with articles on the “ special subjects ” for 1901. 

Synopsis of Townsend Warner's Brief Survey of British History 
(Blackie)—a multum in parvo, very useful for private students. 

The Laws of Law, by T. Baty (Effingham Wilson)—a valuable essay 
on the basis of the science of law. 

Early English Church History for Elementary Schools, by the Rev. 
F. L. H. Millard, M.A. (Kendal: T. Wilson)—an excellent little record 
of National Church history. 

A Rational Manual of Spelling, by F. H. Shoosmith, Ph.D. (A. G.| 
Dawson); Kindred Idea Spelling for the Lower Classes (same publisher) 
—two useful helps for the specific teaching of spelling. 

Little Stories for Little Readers (W. & R. Chambersa)—a first peeing 
book. 

Passing Thoughts, by Mrs. Septimus Buss (Elliot Stock)—a book of | 
amiable verse, dedicated to the memory of Frances Mary Buss. 

Elements of Algebra, by W. W. Beman and D. E. Smith (Boston : 
Ginn & Co.). 


CORRESPONDENCE. 


CAMBRIDGE UNIVERSITY EXTENSION SUMMER 
MEETING. 


To the Editor of the Educational Times. 


Sır, —I venture in the name of the Syndicate to ask you to do 
us the kindness of permitting me, through your columns, to in- 
form such of your readers as are intending to come up to 
Cambridge for the Summer Meeting in August that they should 
make application without delay. The general subject chosen for 
this year’s gathering is so appropriate to the closing year of the 
century that the number of applications for admission already 
received is largely in excess of the number at the corresponding 

riod on the last occasion. It is possible the Syndicate may 

ve to restrict the numbers, in view of the limited accommodation. 
Already it has been found necessary to refuse all applications for 
special admission to the inaugural address to be delivered by 
Mr. Balfour in the Senate House on August 2, and to confine the 
admission to members of the Meeting. The accommodation 
offered by certain colleges is already allotted, but convenient 
lodgings will easily be obtainable in the town. I shall be glad 
to give further information to any who may be desirous of attend. 
ing the Meeting.—I am, &c., R. D. RoBErtTs. 

yndicate Buildings, Cambridge. 
July 14, 1900, 


Indignor quandoque bonus dormitat Homerus. 


Derby, July 23. W. P. Goupre. 


ADJOURNED MEETING OF THE COUNCIL OF THE 
COLLEGE OF PRECEPTORS. 


AN adjourned meeting of the Council was held at the College on 
July 21. Present: Dr. Wormell (Vice-President) in the Chair; Mr. 
Barlet, Rev. J. O. Bevan, Mr. Bidlake, Mr. Butler, Mr. Charles, 
Mr. Eve, Mr. Harris, Mr. Leetham, Mr. Pinches, Dr. R. P. Scott, Mr. 
Sergeant, Rev. J. Stewart, and Mr. Walmsley. 

It was resolved that a memorial should be sent in to the 
President of the Board of Education, in reference to the constitution 
of the Consultative Committee. 

Diplomas were awarded to the successful candidates at the Mid- 
summer Examination of Teachers as follows :— 


Licentiateship. 


Clark, R. Skelly, T. W. K. Sterrey, C. E. 
Jones, R. J. 

Associateship. 
Acock, Miss A. F. Gwinn, F. Neill, J. C. 
Baldock, Miss L. Hall, Miss B. Nevin, R. 
Beattie, R. Hampson, W, Nevin, Mrs. B. J. 
Bermingham, Miss M. E. Handsford, H. Peppiette, C. H. 
Blakemore, W. Harris, A. E. Pilkington, G. 0. 
Boughey, Miss M. E. Ineson, J. S. Pye, W. H. 
Brinnicombe, J. R. M. Jones, 8. Rahtz, F. J. 
Bury, Miss H. Jordan, A. V. Reynolds, Miss E. 
Carter, E. Kearns, Miss A. C. Robson, J. 
Cheetham, W. H. Ketcher, Miss F. F. Roe, A. 
Claxton, W. J. Kibblewhite, V. G. Roff, Miss M. A. 
Cook, T. H. P. Knight, Miss A. M. Rogers, Miss M. H. 
Cooke, R. Knight, Miss L. M. Sharpe, H. E. 
Cooper, H. Lacey, H. C. Shimwell, Mixa J. E. 
Cushing, J. H. Lambert, W. Sillett, W. E. 
Davies, G. Leeming, W. T. Simon, W. H. 
Davies, D. N Leighton, F. T. Skinner, G. E. A. 
Day, Miss C. C. Lelliott, J. E. Snape, A. 
Debenham, Miss E. M. Lindsay, A. S. Stapley, Miss J. 


Stark, Miss A. L. 


De Levante, Miss F. M. 
Stephens, H. H. 


Dyall, Miss E. 


Longstaff, J. L. 
Lorriman, J. 


Dyer, S. H Lowe, J. E. Stroud, T. 

Eley, G. C. Mclay, G. Taylor, A. 
Ellidge, Miss B. A. Marsh, J. Taylor, F. 
Ellison, T. W. Mason, A. J. Tucker, Miss A. 
Enderby, J. B. Mather, Miss E. M. Twigg, T. L. 
Evans, W. Mercer, A. Wage, H.J. 
Fish, Miss H. M. Minchington, C. H. Walker, M. F. 
Frost, E. Mold, Miss H. Walton, W 
Gedge, C. Morgan, E. J. Ware, Miss A. M. 
Gillham, Miss E. G. Morris, D. L. Watkin, S. 
Gledhill, J. R. Mulrooney, W. Willbec, Miss A. 8. 
Glenny, Miss E. F. Naumaun, Miss E. Young, A. W. 


Greentree, Miss A. 


324 


Theory and Practice. 


LICENTIATESH IP. 


Henderson, B. L. K. 
Sterrey, C. B. 


ASSOCIATESHIP. 


Acock, Miss A. F. 
Armstrong, J. 
Baldock, Miss L. 
Beattie, R. 


Bermingham, Miss M. E. 


Bessant, J. E. J. 
Blakemore, W. 
Booth, E. R. 
Boughey, Miss M. E. 
Bury, Miss H. 
Carrack, W. S. 
Carter, E. 
Cheetham, W. H. 
Claxton, W. d. 
Cole, Miss M. H. 
Colley, J. B. 
Cook, T. H. P. 
Cooke, R. 
Cooper, H. 
Craig, D. 
Cushing, J. H. 
Davies, G. 
Davies, D. N. 
Dav, Miss C. C. 


Debenham, Miss E. M. 
De levanté, Miss F. M. 


Dent, J. G. 

Dering, Miss V. 
Dyall, Miss E. 
Dyer, S. H. 

Ele Vv, G.C. 

Ellidge, Miss E, A. 
Ende rby, J. E. 
Evans, V. 

Fish, Miss H. M. 
Frost, È. 

Gillham, Miss E. G. 
Gledhill, J. R. 
Glenny, Miss E, F. 
Gray, 

Grienttee. Miss A. 
Hall, Miss B. 
Hampson, W. 
Hansford, H, 
Harris, A. E 
Heuth, C. 
Holmyard, I. B. 
Ineson, J. 
Johnstone, E. M. 
Jones, N. 

Jordan, A. V. 
Kearns, Miss A. C. 
Kemp, A. 

Ketcher, Miss F. F. 
Kibblewhite, V.G. 
Knight, Miss A. M. 
Knight, Miss L. M. 
Lane, E. E. 
Leeming, W.T. 
Leighton, F. T. 
Lelliott, J. E. 
Lindsay, A. N. 
Longstaff, J. L. 
Lorriman, J. 

Lowe, J. E. 

Lucas, Miss M. A. 
McLay, G. 

Marsh, J. 

Mason, A. dJ. 
Mather, Miss E. M. 
Mercer, A. 
Minchington, C. H. 
Mold. Miss H. 
Morgan, E. J. 
Morris, D. L. 
Mulrooneyv, W. 
Naumann, "Miss E. 
Neill, : 

Nevin, R. 

Nevin. Mrs. B. J. 
Oldfield, Miss E. 
Pass, G. J. 
Peppiette, C. H. 
Pickard, T. 

Pilkin ton, G. 0. 
Pye, W. H. 

Rahtz, F.J. 

Roe, A. 

Rott, Miss M. A. 
Rogers, Miss M. H. 
Schuck, Miss M. A. 
Scriven, Miss M. E. 
Sharpe, H. E. 
Shimmwell, Miss J. E. 
Sillett, W. E. 
Skinner, G. E. A. 
Snape, 

Stanley, J. 


THE EDUCATIONAL TIMES. 


TEACHERS’ DIPLOMA EXAMINATION—PASS LIST, Jury, 1900. 


Theory Practice—contd. 


Stark, Miss A. L. 
Stephens, H. H. 
Stroud, T. 
Taylor, A. 
Tavlor, F. 
Tucker, Miss A. 
Twigg, T. L. 
Vareoe, J. T.S. 
Walker, M. F. 
Walton, W. 
Ware, Miss A. M. 
Watkin, S. 
Wilbee, Miss A.S 
Young, A. W. 


English Language, 


Barr, T. 
Beattie, R. 
Bennett, W. 
Bessant, J. E. J. 
Brinnicombe, J. R. M. 
Bruhn, Miss E. 
Bryan, T.J. 

Calway, T. 
Clerinentson, G. 
Colley, J. B 

Craig, D. 

Dent, J. G. 

Ele A ; G, C 

Felix, H. L. 

Garner, E. 

Gwinn. F. 

Hassall, H. 

Hohny ard, I. B. (hon.). 
James Miss E. 
Jeffkins, Miss E. O'M. 
Johnstone, E.M. 
Jones, A. H. 

Jordan, A. V. 

King, F. A. 
Kitchener, E. E. 
Lamb, J. 

Leighton, F. T. 
Luens, Miss M. A. 
Mitchell, Miss S. H. 
Morgan, Miss E. 
Morrell, J. A 

Oldfie ld, Miss E. 
Read, C. 

Rogers, T. A. 
Portsmouth, Miss F. L. 
Sawver, Miss K. 
Schuck, Miss M. A. 
Stanley, J. 

Stiling, "Miss M.T. 
SvkKes, A. 

Twi izg, T. L. 

Vane, Miss M. A. 
Varcoe, J. T. S.. 

Ward, R. 

Williams, F. B. 


English History. 


Beattie, R. (hon.). 
Beer, Miss E. B 
Bennett, W. 
Boughey, A. W. D. 
Brvan, T, J. 

Calway, T. 

Claxton, WO, 
Clementson, G. 

Dent, J. T 

Elev, G. . 

Ellison, T. W. (hon.). 
Forrester, T. C. 
Gedge, C. (hon.). 
Gillett, Miss M. F. 
Goddard, C. 

Grittiths, J. 

Gwinn, F. (hon.). 
Hac ‘kett, W. 

Hall, T. W. 
Harkness, A. 

Hassall, H. 
Johnstone, E. M. 
Jordan, A. V. 
Kitchener, E. E. (hon.). 
Lacev, H. C. 
Lambert, W. (hon.). 
Twig hton, F. ve 
Mitchell, Miss S 
Morrell, J. A. 
Naish, J. 
Oldtield, Miss E. 
Parr, J. 'R. K. 


Proffitt, H, 
Read, C. 

Rean, Miss A. 
Rider, J. B. 
Rogers, Miss J. 


H. (hon.). 


English History —contd. 


Scriven, Miss M. E. 
Nimon, W. H. 
“Smith, Miss F. R. 
Stanley, J. (Aun.). 
Stroud, 

Twigg, T. L. o ). 
Varcoe, J. T.S 

Waite, A 

West, Miss M. E. 


Geography. 


Benttie, R. 
Bessant, J. E. J. 
Briard, C. M. 
Brynn, T. J. 
Clementson, G. 
Cole, Miss M. H. 
Colley, J. B. 
Craig, D. 

Dent, J. 

Dent, J.G. 

Eley, G. C. 
Hackett, W. 
Harrison, MissA.M. (hon.). 
Hassall, H. 
Holnyard, I. B. 
Jordan, A.V. 
Kitchener, E. E. 
Leighton, F. T. 
Lucas, Miss M. A. 
Mitchell, Miss S. H. 
Naish, J. 
Oldtield, Miss E. 
Parr, R. K. 
Read, C. 

Rider, J. B. 
Robson, J. 
Stanley, J. 
Twirg, T. L. 
Varcoe, J. T. S. 
Ward, R. 


Arithmetic. 


Abbott, W. L. 
Barr, T. 

Beattie, R. 
Bennett, M 
Boughey, A . W.D. 
Briard, Č. M. 
Brvan, T. J. 
Calway, T. 
Clementson, G. 
Cole, Miss M. H. 
Colley, J. B. 

Craig, D. 

Dent, J. 

Dent, J.G. 

Drake, R. A. 

Elev, G. C. 

Ellison, T. W. 
Goddard, C. 
Hackett, W. 
Harkness, A. 
Hassall, H. 

Holmy ard, I. B. 
James, Miss E. 
Jordan, A. V. 
Kendal, W.C. 
Lamb, J. 

Lane, E. E. 
Leighton, F. T. 
Mathers, Miss M, J. 
Minchington, C. H. 
Morrell, J. 
Oldtield, Miss E. 
Parr, J. R. K. 
Pass, G. J. 

Piffe- Phelps, W. 
Portsmouth, Miss F. L. 
Protfitt, H. 

Read, C. 

Rider, J. B. 

Smith, Miss F. R. 
Stanley, J. 

Stiling, Miss M. T. 
Tinney, Miss M. E. 
Twige, T, L. w 
Varcoe, J. T, 8 
Ward, R ET ). 


Algebra, 


FELLOWSHIP, 
Morris, W. R. 


LICENTIATESHIP. 


Skelly, T. W. K. 
Sterrey, C. E. 


Algebra—continued, 
ASSOCIATESHIP, 


Beattie, R. 
Bryan, T. J. 
Clementson, G. 
Dent, J. G 
Harkness, A. 
Hassall, H. 
Holmyard, I. B. (hon.). 
Morrell, J. A. 
Pass, G. J. 
Pilfe-Phelps, W. 
Reynolds, Miss E. 
Skinner, G. E. A. 


Waugg, H. J. 


Euclid. 
LICENTIATESHIP. 


Morgan, W. 
Skelly, T. W. K. 


ASSOCIATE3SHIP. 
Beattie, R. 
Brvan, T. J. 
Clementson, G. 
Harkness, A. 
Hassall, H. 
Holmyard, I. B. 
Kemp, A. 
Kitchener, E. E. 
Lamb, J. 

Lane, E. E. 
Pass, G. J. 
Sillett, W. E. 
Stanley, J. 
Twigg, T. L. 
Ward, 


Trigonometry. 
FELLOWSHIP, 
Morris, W. R. 


LICENTIATESHIP. 


Haycock, G.S 
Jones, R. J. 


Mechanics. 
LICENTIATESHIP. 
Henderson, B. L. K. 
ASSOCIATESHIP. 


Calway, T. 
Craig, D, 
Gedge, C. (hon.). 
Stroud, T, 
Varcoe, J. T.S 


Conic Sections. 
LICENTIATESHIP. 


Haycock, G. S. 
Jones, R. J. 
Skelly, T. W. K. 
Sterrey, C. E, 


Astronomy. 
None passed. 


French. 
LICENTIATESHIP. 


Henderson, B.L.K. (hon.). 


ASSOCIATESHIP. 


Beer, Miss E. B. (hon.). 
Briard, C. M. 

Fischer, T. J. 

JeiTkins, Miss E. O'M. 
Johnstone, E. M. 
Portsmouth, Miss F. L. 
Reynolds, T E. 
Schmitt, O. P. (hon.). 
Stapley, J: 


German. 
LICENTIATESHIP. 
Clark, R. 


ASSOCIATESHIP. 


Fischer, T. J. (Aon.). 
Schmitt, O. P. 
Schuck, "Misa M.A. 
Shimwell, Miss J. E. 


{ 


(Aug. 1, 1900. 


Italian. 
ASSOCIATESHIP, 


Anderson, W. A. (hon.). 
Fischer, T. J. 


Latin, 
ASSOCIATESHIP, 
Leighton, F. T. 


Experimental Physics. 
FELLOWSHIP., 
Richardson,C.W.H. (hon.). 


LICENTIATESHIP, 
Goss, 


ASSOCIATESHIP, 
Eley, G. C 
Felix, H. D. 
Hac kett, W. 
Hands, Miss E. M. 
Skinner, G. E. A. 


Chemistry. 


LICE Parte eae, 
Oakley, T. P. (Avn.). 


bSCCIATES UIs 
Eley, G. 
Mitchell, Siss 8. H. 


Pass, 


Animal Physiology. 


LICENTIATESHIP, 
Clark, R. (A on.). 
Goss, 'R. J. 
Henderson, B. L. K. 
James, T. È. 


ASSOCIATESHIP. 
Abbott, W. L. 
Bessant, J. E. J. 
Calway, T, 


Felix, H. D. 
Furneaux, Miss R. N. 
Hackett, W. 

Hands, Miss E. M. 
Hansford, H. 
Jordan, A. V. 

Kemp, A. 

Kennedy, W. 
Kitchener, E. E. 
Mitchell, Miss S. H. 
Naish, J. 

O'Connor, Miss M. (hon.). 
Oldtield, Miss E. 
Parr, J. 'R.K. 
Profitt, H. 

Rey nolds, Miss FE. (Ron.). 
Robinson, Miss E. 
Shimwell, Miss J. E. 
Stiling, Miss M. T. 
Twigg, T. L. 

West, Miss M, E. 


Botany. 
LICENTIATESHIP, 
Friend, A. J. 


A8SOCIATESHIP, 


Clark, A. me 

Jordan, A. V. (Aon.). 
o’ Connor, Miss M. 
Reynolds, Miss E. 
West, Miss M. E. 


Geology. 
LICENTIATESHIP, 
Clark, R. (hon.). 


Scripture History. 
Wilbee, Miss A. S. 


Drawing. 
Calway, T. 
Davies, D. N. 
Hassall, H. 


Musici 
None passed, 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


325 


MATHEMATICS. 


(H. M. Tayor, M.A., F.R.S. Suggested by Quest. 14382.) 


14481. 
—On the sides of a triangle A’B’C’, triangles B’C’A, C 
constructed similar to three given triangles. Having given the triangle 
ABC and the three triangles, reconstruct the triangle A’B’C’. 


Solution by the PROPOSER. 


ABC (Fig. 1) is the given triangle having been formed by construct- 
ing on the sides of the triangle A’B’C’ the triangles AB’C’, BO'A’, CA’B’ 
similar and homologous to the given triangles LAY, MXY, NXY 


L 
M 

X , Y 

Fig. 2. 

Kj 

[LA 
P 
Fig. 4. 


- 
- 
-” 
Ce 


/ 47 
= 
40 =22=="Q 


rd 
ie 


f 
Fig. 3. 
(Fig. 2) respectively ; it is required, from these data, to reconstruct the 
triangle A’B’C’. 
[The triangles ABC in Figures 1 and 3 are identical, but they are 
drawn apart merely for the sake of clearness. ] 


Construction. — Take any point P (Fig. 3), and construct APCQ 
similar and homologous to AXNY; and AQAR similar and homologous 
to AXLY; and A RBS similar and homologous to A XMY. 

Next take a point o (Fig. 4), and describe A pog similar and homologous 
to APCQ, Açor similar and homologous to AQAR, Aros similar and 
homologous to A RBS. 

Now (in Fig. 3) describe APOS similar and homologous to Apos of 
Fig. 4. We shall prove O to be coincident with A’. 


[The rest in Volume. ] 

14511, (Joun C. Marer, M.A., F.R.S.)—If, in the sextic algebraic 
equation 18 — px? + pax — p23 + p,z*— pez + py = 0, 
the sum of three roots is equal to the sum of the other three, (1) prove 

l tpe Qa — Q Q? — PEQ? + Ps Q:Q3- P5? = 0, 

where Qo=p,—4p,7, Q3= p3 — $2 P+ 47,5, Q, =P — $2 Ps + i2 P- A; 
(2) solve the equation. 
I. Solution by the Proposer; H. W. CugseL, M.A. ; and Prof. SANJANA. 

(1) Let 2, 22, Z3, +4, Xs, Te be the roots of the equation ; then 

Lyt Tyt Tg = 4+ T5 +T = } p. 


Let now Lylat Lglg t Lgl, = t, LyZg +T Te + TET, = to, 
Tifo = Vis TylgTe = 19; 
and we find tt U iaia (i.). 
M+09+4)1(t) +i) = py; therefore vitr =Q; ...... (ii.) 
jug + $p (0) +v) = p4; 
therefore Uiiig = Qy Ota ttt, = Ps, City = pe ... (iii, iv., v.). 


From (i.) and (iii.), we have 

2m = Q+ W(Q—4Q,), 
and from (ii.) and (v.), 

20, = Q3+ V(Q3— 4ps), 
Substituting for u,, tig, vi, 0% 
condition. 

(2) The roots of the sextic are the roots of the cubics 


2a — px? + {Qt V(Q2—4Q,)} z— {Q+ VQ —4p)} = 0. 


2u = Q2— V(Q,7—4Q,); 


203 = Qs— V (Q? —4 p56) ; 
in (v.) and rationalizing, we get the required 


II. Solution by G. H. Harpy, B.A. 


It is interesting to consider this equation from the point of view of the 
Ga ors theory. 
The function p, = x, +22+2; = [123] has, in general, 20 values, viz. : 


A'B, A'B'C are | [123], [124], [125], [126], [134], [135], [136], [145], [146], [156], 


[234], [235], [236], [245], [246], [256], [345], [346], [356], [456]; 
and satisfies an equation Gay (Dy rcar aa nes (i.). 
The group of ¢, is of order (3!)? = 36; and the solution of (i.) involves 
the complete solution of the sextic, for, if 7, +2,+73,... are known, 80 


are Tis Xo, Ty... 
(The rest in Volume. ] 


14534, (W. S. Coonry.)—Let O1, O,, O, be the centres of squares 
described externally, and a, wo, ws; the centres of squares described 
internally on the sides a, b, c, respectively, of triangle ABC. Join QO, to 
w, and ws, meeting side BC in P, P’; O, to ws and œ, meeting CA in 
Q, Q’; O; to w and a, meeting AB in R, R’. Prove that A’, B’, C, 
the intersections of P’R, Q’P, R’Q are the centres of the insquares of 
ABC, and that, if AA’, BB’, CC’ meet sides of A’B’C’ in a, 8, y, then 
triangle afy is similar to ABC. 


Solution by the Proposer. 
14473 


From Quest. 
and from figure, 
LAO oe; = A Aw,Ds ; 
therefore the perpendic- 
ulars AD and AE are 
equal. Draw O,S per- 
pendicular to AC and 
O,T to AB. ACQO, is 
similar to ACP’O,, and 
ADQ is similar to CSO.. 

Therefore 

CQ/CP’ = CO,/CO, 

= AC/BC ; 

therefore QP” is parallel 
to AB, and, similarly, 
PR’ and RQ’ are parallel 
respectively to CA and 
BC. ADQ and CSO, 
are similar. Therefore 


AQ/AD = CO,/SQ, ; 
also 
AR’ AE = BO,/TO, ; 


but AD = AE 
and CO, = BO, > 
therefore AQ/AR’ = TO,/SO,, 


therefore diagonal of completed parallelogram P’QAR’P passes through 
O, and also through A’ (since Q’R is parallel to PP’), and bisects QR’ in 
a. Similarly, BO, and CO; pass through B’ and C’, bisecting P’R and 
PQ’ in Band y. Therefore sides of aBy are parallel to sides of ABC. 
Angles of A BR’O, are 45°, 90°— B, and 45°+ B. Therefore 

BR’ = (ce cos B)/(B), where (B) = sinB+cosB. 
Also AR = (c cos A)/(A) and RR’ = (ecosC)/(A)(B). 
Similarly, QQ’ = (b cos B)/(A)(C), PR’ = (4/c)BR’ = (bcos B)/(B). 


sin BAB’ _ R’B’ AQ _ PR’ TO, _ (A)(C) sin(B+ 45°) _ (A)(C) (B) 
sinCAB’ B’Q AR’ QQ’ SO, (B) sin (C+ 45°) (B) (©) 
= (A) = sin (A +45°) _ ein BAO; 
sin (45°) sin CAO, 


Therefore A. BB’CO, is a harmonic pencil, as is also C. BB’AO,. There- 
fore lines drawn through B’ parallel to AO, and CO, will make angles of 
45° with AC, and have the parts intercepted by the sides AC and AB, 
and AC and CB bisected at B’. Therefore B’ is centre of insquare to 
AC. Therefore, &c. 


14222. 


are free from a, is annihilated by ao 2. + 2a, 
l 


(Professor ELLrorr, F.R.S.)—If P+ aQ, in which P and Q 


a 0 
<=- --+... bo 
mo ©, 


- | show that Q=0, and that, when m >I, 
1 


ramel 


a2 


————_ P. 
i OA, Òm -r 


ð 
ig, Q5 
Solution by G. D. Wiison, B.A. 


Q+ P) = 0, 


By hypothesis (« d4 5 l)a, di 
y hyp r (Oaa (n+ )a aS 


and P and Q are free from a,. Hence 


0a, ; da, 


+ Š (n+ 1) an 22- = 0, Š = 0 


nal Ls | nel 


(il, ii, ii). 


OERI K] 


THE EDUCATIONAL TIMES. 


32622 THE EDUCATIONAL TIMES. [Aug. 1, 1900. 


326 
‘Therefore 0 = S (n41) an [from (iii.)] 
Oy dm, es rnal n+l 
oP dP 
= + 1) an, — c -- tlr 1) Ie 
3, (n Ja oa n41 Oy Ol yy - r ( oi r 
+(m—r +1). ae 
Therefore 
m-l o-P m-l 32 P 
+1)a ( 2e) aaia Piia e 
2, (» ) an n+l A E aa; 04, Dlm -r = 0 ) 00741 08m-r 
=—2 3 7: 
r=2 Dar Om + 1— -r 
ð N DP Q 
B t, fr 1 n = 1 a 9 
£ oad 2 ae a Oty «1 edn Da m zee Vaa Anel 
m=} d? ¿P dQ 
‘hence +1) a, - 2 ( 2 = 
3 Ja nel = dar Olm - r Oln 
m dP ÒQ 
= —2 ——?2(m+1 
ct Ou, O4n+1- r (m Mad 
"i oP dQ 
a= 42 
menh 3 04, Ome i-r On +1 


Putting m = 1, 2, ..., &c., in this, we obtain the result stated. 


14532. (Rev. J. Curien.)—Let A be any conic in the plane of a 
given triangle ABC. A point P is taken on A, and parallels through P 
to BU, CA, AB meet A again in A’, B’, C’. Prove that AP, re CP 
intersect BC, C’A’, A’B’ in three collinear points L, M, N. arti- 
cular caso is that the intersections of the symmedian ‘lines vi the 
corresponding sides of Brocarp’s triangle are collinear. 

Prove also that, if A be the circumcircle, then LMN 1s at right angles 
to the Smson-line of P. 


Remarks by Professor SANJANA. 


The first part is D haa readily by trilinears. 
proof of the last part te 


The triangle A'B Č is inversely similar to ABC. Hence 
ZMA’/N = A = BAC = MPN; 
therefore M, P, A’, N are concyclic; so also are N, P, L, B’ and L, P, M,C’. 
180°—PML, 


I append a geometrical 


Thus ZPMN = 180°—PA’N = 180°—PC’L = 
so that LM, MN are in a straight line. 


Let the arc PA subtend an angle a at the circumference; let LMN 
"meet A’P in Q; and lot POP’ be the diameter. The angle made by 
-LMN with BC = Z PQL = PLM—APA’ = PB’A’—APA’ = a = 4POA. 
‘But the angle which the Simson-line of P makes with BC = $P’0A ; 
tence LMN is at right angles to the Susson-line. See the Lemma on 
P. 73, Vol. xvIII. 


14454. (Professor Sanzána, M.A.)—Solve, in rational numbers, the 
equation M*—2zN? = z*—1, where x stands for any one of the natural 
numbers 2, 3, 4, 6, 6, (The solution gives N‘4+1 as the difference 
of two squares. I ‘have reason to believe that 6 is the only small value 
of x admissible. For the methud see Curystal, xxxiii., §§ 15-19.] 


Solution by H. W. Cunser, M.A., and Lt.-Col. ALLAN CunnineuaM, R.E. 


x cannot be even, for M?+1 cannot be divisible by 4; and, since 
M? + 1 a 0, mod z, all the prime factors of z must be of the form 4n + 1. 

A large number of values of z will be excluded by the condition that 
2x must bea quadratic residue of all factors which occur in z?7—1 to an 
odd power. This condition excludes the following values less than 100 :— 
13, 25, 29, 41, 53, 61, 78, 85, 89,97; z = 6, 17, 37, 65, 101 give solu- 
tions z = b, M = 8, Ne 2, the remaining solutions may be deduced 
with the help of 1939—10 x 6? = l; = 17, M = 72, N = 12, the re- 
maining solutions with the help of 35? — 34°62 = l; z = 37, all ‘solutions 
are easily deduced from 43?— 62.74 =—1 and 62—74 = — 38, since 74 is 
A non-residue of 9; z= 65, all solutions from 8?—130 '=—66 and 


62. 130 =—1; z= 101, all solutions from 10?—202 =—102, and 


202 x 221? = — 1, since 202 is a non-residue of 25. 


673— 
3141?— 

14188. (SaLvTaTIoN.)—Bisect AB (= unity) in C, and AC in D; on 
AB describe a semicircle; from A, D draw parallel lines intersecting 
the semicircle in P, Q respectively ; ; S, T being the projections of P on 


AB, and of § on DQ, prove that 4ST is the sine of an angle = 3PAB. 


Solution by Q. Brutwist.e, B.A. ; 
Professor T. SavaGce; and many others. 
AP = cosé@; 
AS = cos? @; 
DS = cos?@—1 
ST = sin Pee 0-1): 
4ST = sin 6(3 —4 sin? 6) 
= gin 36. 


therefore 
therefore 
therefore 
therefore 


14299. (Rev. ‘I’. Mircueson, B.A.)—Let P,Q,R, be an equilateral 
triangle such that P, is on one side of a square, Q, and R, on the adjacent 
sides, Q,R, parallel to the other side, and O the mid-point of Q,R,; and 
let PQR be any other equilateral triangle, whose angular points are 
the same sides, "OR passing through O, and let P,Q, meet PQ in S, PR; 
meet PR in T. Then the circle passing through P, P,, S, T touches 
QR in O, and circles passing through O, T, R, R and O, S, Q, Qi, 
respectively, are each one third of the first circle. (An echo of 
Quest. 14235.) 


Solution by I. ARNOLD and the PROPOSER, 


Let ABCD be the square, and P,Q,R, an equilateral triangle inscribed ; 
O the mid-point of Q,R,, and QR passing through it meeting BC in R and 
AD in Q. From O draw OP perpendicular to QR meeting BA in P; 
then is RPQ the other equilateral triangle. A circle described on OP as 
diameter passes through PSTP, touching QR in O. 


It is also evident that QO is the diameter of the circle passing through 
QSQ,0, and that OR is the diameter of the circle passing through OR,RT, 
and these diameters are equal. But OP? is equal to 30R%, and, circles 
being as the squares of their diameters, this makes either of the emaller 
circles one third of the larger circle. 


QUESTIONS FOR SOLUTION. 


(Professor G. B. Marnews, F.R.8.)—Prove that 

2E (gn) 2 = (28+ 24)/{(1—z) (1—25)}, 
and show how to find a similar expression for ZE {an/(a+)} 2". 
usual, E (z) is the integer defined by E (z) <z <E (z)+1.] 


14624, (Professor E. Lemornz.) — Soit en coordonnées normales 
a (m—n), b(n—1), c(l—m) les coordonnées d’un point M de la droite de 
Lemoine; soit A,B,C, lo triangle formé par les perpendiculaires abaissées 
de M r tivement sur BC, CA, AB; soit un triangle A’B’C’ homo- 
thétique a A,B,C,. (1) Si AA’, BB, CC concourent en O, le lieu de O 
est une hyperbole équilatére circonecrite à ABC; si AB’, BC’, Ca’ 
concourent en O’, ou AC’, BA’, CB’ concourent en O”, les lieux de O” et de 
O” sont aussi des h rboles équilataree circonsorites à ABC. (2) Donner 
les équations des trois courbes, 


14623. 


[As 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


327 


14625. (Professor E. J. Nanson.)—Tangents are drawn from vy’z', 
q” u”z” to conics touching the lines z = 0, y = 0, z = 0, lz + my + nz = 0; 
show that the locus of their intersection is 


(le + my + nz) {1 (2/2!"/x) +m (y'y/y) +n (z2"|2)} 
= (lX + my + nz’) (lz + my” + nz”). 


14626. (Professor Ngusere.)—Une ellipse de grandeur invariable se 
déplace dans son plan de manière que ses foyers glissent sur deux droites 
données. Construire le point de contact de cette ellipse avec son 
enveloppe. 


14627. Professor S. Strcom.)—Trace the curve 
(z—=2)? {(z-2) y?— (6—7) z3}? = 64 (3 — x) xy?, 
with special reference to its shape in the neighbourhood of the origin. 


14628. (Professor Franz RooeL.)—Prove that the number of all 
numbers <n and prime ton 


p(n) =n+2 (as zg) Crt- Jas 


1 1 (Qn)? Sa. Sl, 
— Se ea, da VE, =e A 1d 
mie a7) en) 3! SERIL 
i 1 1 ; (27)t Sa | (27r)? S Še 
2| (—2_ ~ 1 _/\ (agys_ C S: p C Sy _ S lar, 
Ü | (as rai)" 51S, i 


3! S G 
T a e a A 
1 2” 3” 4” 

14629. (J. A. Tutrp, M.A., D.Sc.)—If a variable conic touch the 
sides BC, CA, AB of a triangle at X, Y, Z, and if the locus of its centre 
be the join of the symmedian point and the Gerconng point, show that 
the locus of the point of concurrence of AX, BY, CZ is the circumscribed 
equilateral hyperbola having as centre the point of contact of the nine- 
point circle and the in-circle. Similar theorems hold for the ex-circles. 


14630. (Professor CuchEz.)—Courbe p = 2 tana/(1—2 sin w). 
14631. 


triangle, prove that 
cos A sin’ A sin‘ (B — C) + cos B sin? B sint (C— A) + cos C sin? C sint (A — B) 
= sin A sin B sin C fsin? (A — B) sin? (C— A) + sin? (B— C) sin? (A — B) 
+ sin? (C— A) sin? (B—C)}. 


14632. (Professor Umes Cuanpra Guosn.}—Determine the area of 
the quadrilateral formed by joining the feet of the four normals drawn 
from a given point to a central conic. 


14633. (D. BıpDLe.)—A certain group of cubic equations of the form 
234+qr+r-= 0, where g and r are both minus quantities, is capable of 
transformation into y3—2y—2 = 0, by taking y = mz. Prove that, 
with the same values of g and r respectively, #3 +:°+ł4(q4+r) = 0 and 
z —z? —4 (q Fr) = 0 have a root in common. Also, from the foregoing 
law, deduce a method of finding either of the two equations in z, having 
given the fellow to it only. - 


14634. (R. Tucker, M.A.)—O’ is the in-centre of ABC. AO’ pro- 
duced meets the circum-circle in A’. Tangents from A’ to the in-circle 
meet the circum-circle in 44, &}. Prove that Aa, = Aa, = AO’, and that 
the in-circle of ABC is also the in-circle of A‘a,@,. (Analogous results, 
of course, for Band C.) Also 


singA.sin$A’ = 7/2R; Aa,. BA’ = 2Rr = AO’.O’A’ = &c. 


14635. (R. F. Davis, M.A.)—Prove that (1) the trilinear coordinates 
of the foci of the ellipse touching the sides of the triangle of reference 
ABC at the feet of the perpendiculars are given by the equations 
Blyt+y/B = tcos A, yja+ajy = tcosB, a/B+B/a =tcosC, where 
t? cos A cos BcosC—t+2=0; (2) these foci all lie on the conics 
a? cot A + BycosecA =... =...; (3) F is a focus when, HL being drawn 
perpendicular upon AG (Quest. 13878), KF is taken a mean proportional 
between KA and KL, and bisects the angle between them. [G = cen- 
troid, H = orthocentre, K = symmedian point. | 


14636. (R. C. ArcnıBaLD, M.A.)—Given a parabola y? = 4az, with 
focus S, a circle 2? - 10az + y? +9a? = 0, and the fixed point (—3a, 0). 
If any line through the fixed point cuts the parabola in P,, P}, and the 
circle in Ps, P,, show that (1) the circle SP,P, touches the parabola ; 
(2) the circle SP;P, touches the parabola in P,; (3) the circle SP,P, 
touches the parabola in P}; where the lines P,P}, P,P, do not intersect 
without being produced. Conversely, a circle touching a parabola and 
passing through its focus S cuts the curve in two points P,, P, such that 
the line P,P, passes through a fixed point. The circle through 8, tan- 
gent to the parabola at P,, meets the line in P}, and the circle through S, 
tangent to the parabola at P,, meets the line P,P, in P,. The points P,, 
P, lie on a fixed circle through S. 


14637. (Epwarp V. Huntinoron, A.M. Generalization of No. 
14134 and No 14608.)—Let two equal epi- or hypo-cycloids be so situated 
on the same fixed circle that a cusp A of one and a vertex V of the other 
lie in line with the centre O. Call OA = a and OV = h; aand A need 
not be commensurable. Then (1), if A and V are on the same side of O, 
a line of length h—a, sliding between the curves, will envelop an epi- 


where S, denotes 


(Professor SansaAna, M.A.)—A, B, C being the angles of a 


or a hypo-cycloid according as 4—«a is positive or negative; (2) if A and 
V are on opposite sides of O, a line of length +a will envelop an epi- 
or a hypo-cycloid according as h—3a is positive or negative. In either 
case the enveloped curve has twice as many cusps per circumference as. 
the given curves. 

be a tangent to a parabola meeting the axis T wee 
in p. Prove the following construction for 


the second tangent :—Centre S, radius ST, 6 
describe circle cutting Sp in R, and let P g 
Sy: SR =SR:8¢; 


then Tg is the second tangent. 


14638. (Rev. T. Roacu, M.A.)—Let TP 


Q 
14639. (G. H. Harpy, B.A.)—If Zu, (X) be a summadle divergent 


series, having the sum Í e-u (X, a) da, 
0 


where t (x,a) = 3 u (X), 

on! 
prove that it may be integrated term by term in (zò, X), provided 
(i.) u (X, a) may be integrated term by term, and (ii.) the order of. 
| e-ada fir (X, a) dX 
0 


To 


may be changed. Deduce, and verify independently, that if 
(x, a) = e-4(1+cosX) cos (X —asin X), 
Y (x, a) = e-a(l-cos2mX) cos (mX +a sin 2mX)/(1 + X3); 


fox f oaa = g, | daf" oax = 0; 
0 0 o Jo 


[2x | da = 0, f daf yax =} -7 


0 em amp 
14640. (R. P. Paraxseye, B.A.)—A pseudo-periodic function $ (1) 
satisfies the equations ọ(n+2w) = p (u)+2a, (+ 2w) = p (4) + 2B, 
and has no essential singularity at a finite distance. Find its most 
general expression. [a and £8 are any constant quantities. ] 


14641. (Lt.-Col. Arras Cunnincuam, R.E.)—Solve in integers in 
a general form the equation N,N, = N.N,, where 
N, = (6+ 3iy 8) / (x2 + 3y 3), 
and give numerical examples. 


148642, (Roserr W. D. Cunxisriz.)— Establish directly, by use of the 
quintic roots of minus unity, Dr. Revscuue’s Einfach Factor of the 
prime 11, and, if possible, extend same to other primes, 


integration in 


then 


14643. (J. J. Barnxivitte, B.A.)—Prove that 
P RE EE O, eg SE E. 
1411 4-11 11411 29—11 ~ 245’ 
BD oe a ot 5 
1419 5—19 19419 71—19 22/3’ 
Bay Mee oti S. /3 
1+71 9—71 71471 559-71 22/5” 
J i E EE E vi. 
1+ 17-1 27141 4319-1 6 
ge ey ee a ES oe ee E 
1+1 1941 34141 6119-1 V5 

14644, (V. Danrec.)—If a chord of the parabola y? = 4ar and the 


tangents at its extremities form a triangle of constant area }a‘a?, the 
pole of the chord lies on the parabola y? = 4az + A2a?, 


14645. (W. R. Hucues.)—PP’, PM are diameters of an ellipse and 
a circle, osculating at P, and MP’ meets the ellipse again in Q. Prove 
that the tangents at M and Q and the common chord PR meet in a point. 


14646. (R. KĒxowLes.)—Prove that the sum of the first r terms ia 
the expansion of (l—z)~” is 
[1 —1/(n—1) (r+ 1) (r+ 2) (r +3)... (r+n—1) 2% 
—pyr (r+ 2)(r+3)...(r+n—1) 2°"! + par(r41)(r+3)...(rt+n—L)z"*?,,. 
tp, or(r+1)...(r+a—3) (r+ n—1) zt"? 
For (r+1) (r+ 2)... (r+n—3) (r+n—2) 27°" "}] + (1—2)%, 
in which p, is the coefficient of z” in the expansion of (1+2)"~', for 
instance, if n = ő, Pi = 4, P3 = 6, Ps = Pa- = 4. 


14647. (Sarvration.)—ABC being any plane triangle, produce CA 
to A’, AB to B’, and BC to C’, so that A’B’C’ may be similar to another 
given triangle, and m times as large as, ABC. 


328 


THE EDUCATIONAL TIMES. 


Aug. 1, 1900. 


14648, (Prebendary Wuitwortn, M.A.)—If a straight line be 
divided at random into four parts, the expectation of the sum of the 
squares on the greatest and least parts is to the expectation of the sum of 
the squares on the other two parts as 53 to 19. (Solution by Algebra.) 


14649. (H. W. Curiel, M.A.)—If in hyperspace of » dimensions 
we call the hypersphere of highest possible dimensions simply a sphere, 
and a space of (7—1) dimensions simply a plane, and the figure corre- 
sponding toa triangle in space of 2 dimensions and a tetrahedron in space 
of 3 dimensions a (» + 1)-hedroid, prove that the following theorem is 
true if » is even and not true if x is odd:—In space of n dimensions the 
#+2 spheres circumscribing the +2 (+ 1)-hedroids determined by 
n+ 2 planes meet in a point. 


14650. (Professor LaANcHornE OrcHarkp, M.A., B.Sc.)—An oblate 
spheroid, of mass m, and angular velocity w, describes under gravity an 
ellipse about another oblate spheroid, of mass 1,, placed at one focus, 
which last spheroid itself is simultaneously describing, with velocity r, a 
similar ellipse about a mass m; placed at one focus. Find the whole 
velocity of m, at any point on its path. 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6672. (J. Grirritus, M.A.)—If four pairs of points are so arranged 
on a plane that any three of the pairs form a group of six points on a 
conic, prove that (1) the four pairs must all lie on the same conic; and 
hence (2) the eight points of contact of two conics with their common 
tangents lie on another conic. 

6675. (C. TayLor, M.A.)—Find the positions of a chord of a given 
curve of the xth degree which subtends angles equal to a and £ at given 
points A and B respectively. 


6679. (Rev. T. R. Terry, M.A., F.R.A.S.)—Show that the value 
Ng T 
of the continued fraction NN N,N, -wien Nagar ead 
l+ l+ l+ 14+ 
= pee le css 9 (1+.)"—(1—2)" 


(2r—1) (27 +1) (L+ ry" + (1— r)" 
6684. (R. A. Roserts, M.A.)—Show that an ellipse, inscribed or 
circumscribed to a triangle self-conjugate with regard to a conic, cannot 
meet the conic in more than two real points. 


6685. (W. R. Wessrrorr Ronerts, M.A.)—Show that, if, in the plane 
Ix+my+nz=aq, l,m, n, $ be functions of two variables of the form 
au? + be? 4 2qu42fv+e, then the plane will envelope a cubic surface in 
which curves of the families « = constant, v = constant will be touched 
at their intersection by conjugate tangents of the surface. 

6689. (J. R. Harris, M A.)—A tetrahedron is cut bya plane so that 
the section shall be a rhombus. Prove that the side of the rhombus is 
half the harmonic mean between a pair of opposite edges. 


NOTICE TO CORRESPONDENTS. 


It is requested that all Mathematical communications should be 
sent to D, Bippix, Esq., Charlton Lodge, Kingston-on-Thames. 


THE LONDON MATHEMATICAL SOCIETY. 


At the October meeting (1899) of the Council it was agreed that an 
“Index” to the first thirty volumes of the Society’s ‘‘ Proceedings,” 
and a complete List of Members from the foundation of the Society 
should be drawn up by the Secretaries in consultation with the 
Treasurer. 

The ‘* Index” of papers, which was recently issued to members, con- 
sists of three parts. In the first part the papers are arranged in alpha- 
betical order of authors’ names; in the second part they are classitied 
under subject headings ; and in the third part the titles of the papers 
coutained in the several volumes are arranged in the order in which 
they are printed. 

Further, at the March meeting, it was ordered that one thousand 
copies of the first part of the ‘‘ Index” should be printed for gratuitous 
distribution. Upwards of five hundred copies have been so distributed 
by Mr. F. Hodgson, 89 Farringdon Street, E.C. Mr. Tucker (Hon. Sec.) 
will be happy to receive a /tmifed number of names of gentlemen who are 
members of scientific socicties to whom this part is likely to be of service. 

The “ List of Names ’’ has also been issued, and shows that about four 
hundred and forty persons have at one time or other been on the roll. 

The complete ‘‘Index’’ (112 pages), and the ‘‘ List of Names” (16 
pages), can be obtained from the Society’s publisher, at the above 
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This new Series, issued under the editorship of Professor TYRRELL, is distinguished by several important features for the 
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Soe ye hse 
S ONA 
wh 


OS ga Ere norte S 


aig 9 ‘\ ‘ 
N Ni . 
Se [OMIM 
ee en le Nie ENN TAS 


1 a 
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Woopnouse, M.A., formerly Assistant-Lecturer in Classics, University 


College of North Wales. 


Ilustrated with full-page coloured reproductions of vase 
paintings, &c.: photographs of bas-reliefs, statues, and famous 
paintings; and numerous black and white illustrations specially 
drawn for this Series. Orown 8vo, cloth. 


THE PUBLISHERS WILL BE PLEASED TO SEND SPECIMEN COPIES 
TO TEACHERS WITH A VIEW TO INTRODUCTION. 


Eutropius.—Books I. and II, Edited by W. Crcu 
Laminec, M.A., Classical Master in Edinburgh Academy. 1s. 6d. 


Livy.—Book V., Edited by W. Cecit Lamina, M.A. 2s. 6d. 


Tacitus.—Agricola. Edited by W.C. Firamsteap WALTERS, 
M.A., formerly of Christ’s College, New Zealand. 1s. 6d. 


Virdil._Aeneid III, Edited by Professor Sanprorp, M.A., 
Queen’s College, Galway. Is. 6d. 


Horace.—The Odes. Books I., II., 11I.,and IV. 
Edited by StarpHen Gwyxyx, B.A., late Scholar and Hulmean Exhibitioner of 
Brasenose College, Oxford. 1s. 6d. each. 


Cicero.—The First Catiline Oration. Edited hy 
Professor C. H. Kerxe, M.A., Queen’s College, Cork. 1s. 6d. 


Cicero.— The Catiline Orations. (COMPLETE.) 
Edited by C. H. Keenz, M.A. 2s. 6d. 


Sallust.—The Catiline Conspiracy. Edited by 
the Rev. W. A. Stonzg, M.A., Assistant-Master in Bristol Grammar School. 


[In September. 
Virgil._Georgdics I. Edited by S. E. Winsotr, M.A., 
Assistant-Muaster in Christ’s Hospital. 1s. 6d. [In September. 


Livy.—BookK VI, Edited by W. Ceci Lasinc, M.A. 
[In September. 


E “ft Gx. RA 
y A = Z Pra 
+ s ee aa / í 
A r 
"i "E 
E A 


| À 
| a 


JoHN Brown, 


E. WInsott, 


Dardan Shepherds, wearing the tunic, Phrygian cap, cothurnus, 
and carrying the baculus. 


Lonpon: BLACKIE & SON, Limiten, 50 Op BAILEY. 


THE EDUCATION 


NAL TIMES. (Aug. 1, 1900. 


CAMBRIDGE UNIVERSITY PRESS. 


COLLEGE OF PRECEPTORS’ EXAMINATIONS, 1900. 


THE PITT PRESS SHAKESPEARE FOR SCHOOLS. 


Atheneum.— The Pitt Press BA ala can stand in competition with any of 
the numerous editions of the sort now showered upon reviewers.” 


Guardian,—“ Mr. Verity is an almost ideal editor of school texts.” 


As You Like It. With Introduction, Notes, Glossary, and Index, 
by A. W. VERITY, M.A., sometime Scholar of Trinity College, Cambridge. 1s. 6d. 
Guardian.—“ Mr. Verity, the editor, has provided material for all sorts of 
students. For the beginner we have the notes and a reprint of Charles Lamb’s 
outline of the story. For older readers we have copious extracts from Lodge's 
* Rosalynde.’ For the examinee, the etymologist, and the curious student, we have 
the glossary, the index of the important words and phrases, and the notes on metre 
and on the date and sources of the play. All of these aids evince patient research, 
accurate scholarship, and thoughtful judgment.” 


CAMBRIDGE MILTON FOR SCHOOLS. 


Guardian,—“ This edition will, we feel sure, long continue to be the standard 
school text of ‘ Paradise Lost.’ 


Paradise Lost. Books III. and IV. Edited, with Introduction 
and Notes, by A. W. VERITY, M.A. 2s. 


PITT PRESS SERIES. 


AUTHOR. WORE. EDITOR. PRICE. 
Macaulay............ Lays of Ancient Rome (with 8. d. 
vry and The Armada) ......... J. H. Flather............ 1 6 

School World.—‘‘ In thorough keeping with the other volumes of this series, an 
evidence of patient labour, and no mean tribute to Macaulay himself. The 


notes are brief and pointed, and two useful maps are appended. The introduction 

is brief, but exceedingly well done.” 

Boott ................. Marmion -aaaeeeaeo J. H. B. Masterman... 2 6 
Guardian.—“ Far and away the best school edition of the poem we have seen ; 

and it will be difficult, probably impossible, to improve on it.” 

Boott ...........0...... Lay of the Last Minstrel ......... J. H. Flather............ 20 


Te rdian.—“ It is one of the very best edited school-texts ever placed before the 
publie.” 


Oaesar ............... De Bello Gallico, Books IV.-V. 
(Subject, Bk V) aoee A. G. Peskett ........... . 1 6 
EEE E A De Bello Gallico, Book VI. ...... Ge, A 1 6 
Cicero.................. De Senectute .00...... cece ceeee J. 8. Reid... 3 6 
Horace ............... Odes, Book II... J. GOW ceren 2 0 
Livy... Book XXII. eneen M. 8. Dimsdale ......... 2 6 
Vergil... Aeneid, Books VI. and XII....... A. Sidgwick...... each 1 6 
Euripides ......... Medea 2325.20.55 oviduct C. E. 8. Headlam ...... 2 6 
Lucian ............... Menippus and Timon ............... E. C. Mackie ............ 3 6 
Xenophon .......... Anabasis, Books ITI. and V....... A. Pretor............ each 2 0 


CAMBRIDGE SERIES FOR SCHOOLS AND TRAINING 
COLLEGES. 


School Guardian.— Exact and scholarly, and at the same time simple, text- 
books. The University Press are to be congratulated upon having secured as editors 
such eminent scholars; their names are a guarantee of their work. These text-books 
will find their way into numberless preparatory schools and lower forms of public 
schools; they deal so thoroughly and clearly with the subject in each case that 
nothing better could be desired by master or pupil. Among others, there is this 
immense advantage: each volume is its own note-book and dictionary ; the student, 
however elementary his knowledge, needs only the book in hand and a simple 


grammar.” , _ 7 
The following editions have COMPLETE VOCABULARIES. 


AUTHOR. WORK. EDITOR. PRICE. 

8. es 

Caesar......... De Bello Gallico, Books V. and VI. E.S. Shuckburgh... each 1 6 
Vergil........ Aeneid, Books VI. and XII. ......... A. Sidgwick _...... » 16 
Xenophon... Anabasis, Books III. and V. ......... G. M. Edwards ...... » 1 6 


*,.* Cambridge Editions of Caesar, Vergil, and Xenophon.—The attention of 
Schoolmasters is called to the fact that there are now two editions of some of the 
works of these authors in the Pitt Press Serics and the Cambridge Series for 
Schools and Training Colleges. The Editions in the Cambridge Series for Schools 
and Training Colleges have Complete Vocabularies. Vf, in ordering, the Edition 
required is not specified, the Pitt Press Edition, without vocabulary, will be sent. 


ENGLISH GRAMMAR. 
New and Enlarged Edition (Thirty-sixth to Forty-fifth Thousand). 


The Elements of English Grammar. By A. 8S. West, M.A., 
Trinity College, Cambridge. Fcap. 8vo, 2s. 6d. 


Prefatory Note to the Enlarged Edition.—Some hundreds of additional Ques- 
tions and Examples are given in the present edition, and in a few places the wording 
of the text has been altered. The numbers of the paragraphs remain the same. 


School World.—‘' The larger work shows a master hand. It is adapted to the 
hicher forms, and its historical survey contains just what is wanted for examination 
purposes, ... Both books deserve a large sale.”’ 


An English Grammar for Beginners. 
ls, 


School World.—“ The smaller of these two works ought to be extensively used for 
the teaching of junior forms, Its matter is arranged with the greatest care, its 
explanations are full and easily adapted to juvenile intelligences. . .. Altogether 
the book is worthy of high commendation.”’ 


By A. S. West, M.A. 


CAMBRIDGE SERIES FOR SCHOOLS AND TRAINING COLLEGES. 


General Editor—W. H. Woopwarp, of Christ Church, Oxford ; Principal of University (Day) Training College, Liverpool; and Lecturer on 
Education i in Victoria University. 


The Education of the Young in the Repnblic of Plato. 
Translated into English, with Notes and Introduction, by B. BOSANQUET, M.A., 
LL.D., Author of ‘‘ A Companion to Pluto’s Republie.” Crown 8vo, 2s. 6d. 


Literature,—“ A scholarly translation, with notes and an introduction, sketching 
well and concisely the history of Greek education.” 


The Making of Character: some Educational Aspects of Ethics. 
By Jonn MacCuny, Balliol College, Oxford ; Professor of Philosophy in Univer- 
sity College, Liverpool. Crown 8vo, cloth, 2s. 6d.; cloth extra, gilt top, 3s. 6d. 

Literature.—“ An acute and thoughtful book.” 


A Short History of the Expansion of the British Empire, 
1500-1870. By W. H. Woopwarp, Christ Church, Oxford; now the Prin- 
cipal of University (Day) Training College, Liverpool, and Lectureron Education in 
Victoria University. With 7 Maps. Crown 8vo, cloth, 4s.; cloth extra, gilt top, 5s. 

Atherneum.—* Thoroughly to be recommended.” 


Geometrical Drawing. With Notes and Examples. 
BLYTHE, Jesus College. Part I. Plane and Elementary Solid. 
Part II. Solid or Descriptive Geometry. 2s. 


By W. H. 
2s. 6d.— 


Ertract from Preface.—“ Part I. contains Plane Geometrical Drawing and Solid 
Geometry, so far as it is included in the Syllabus, Geometrical Drawing (Art), 
Subject 1a, page 231, Science and Art Directory, 1899. In Part II. is added a 
course of instruction in Solid Geometry suited to the Elementary Stage of Science 
Subjects as given on page 78 of the above Directory. This book will also be found 
of use to all Army Candidates.”’ 


Geometry for Young Beginners. An Introduction to Theoretical 
and Practical Geometry, By F. W. SANDERSON, Headmaster of Oundle School. 
ls. 4d. 


Educational Aims and Methods, Lectures and Addresses by Sir 
Josita Fitcnu, M.A., LL.D., late Her Majesty’s Inspector of Training Colleges, 
and Author of ‘ Lectures on Tenching,” ‘‘ The Arnolds and their Influence on 
English Education.’’ Crown 8vo, 5s. 


Speaker.—* There is an admirable chapter on grammar schools, an account of 
Thring’s life and work, and a discussion of the modern provision for women’s edu- 
cation, The volume is full of instruction and suggestion for students of education 
in all its aspects.” 


PITT PRESS SERIES.-NEW VOLUMES. 
Scott.—Old Mortality. 


Glossary. By J. A. NICKLIN, 


Edited, with Introduction, Notes, and 
2s. 6d. 


Caesar.—De Bello Civili. Book III. Edited by A. G. PESKETT, 
M.A., Fellow of Magdalene College, Cambridge. 2s. 6d. 


London: C. J. CLAY & SONS, Cambridge University Press Warehouse, Ave Maria Lane. 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


333 


General Proficiency .* 
1. Hurst. A. W. 
(Ishister eee), 
2. Isherwood, F. T. V. 
(Pinches Prize.) 
3. de Minvielle, C. C'E. 


4. Adamson, R. B. 


Bosworth. 


Lane, N. 


English Subjects.t 
1. Isherwood, F. T. V. 
2. (Cummings, H. L. 
Langdale, Miss D. M. 


Mathematics. $t 
1. Hurst, A. W. 


2. Isherwood, F. T. V. 


Bosworth. 


ment of the Examination. 


Miss B. Fry, Red Maids’ School, Bristol, was disqualified for the Second Prize 
for General Proficiency in consequence of being over 18 years of age at the com- 


meneement of the Examination. 


Miss A, Pearce, Red Maids’ School, Bristol, was disqualified for the Third Prize 
for General Proficiency in consequence of being over 18 years of age at the com- 


mencement of the Examination, 


+ Miss A. Pearce, Red Maids’ School, Bristol, was disqualified for the First Prize 
for English Subjects in consequence of being over 18 years of age at the commence- 


ment of the Examination, 


t Miss A. F. Marks, private tuition, was disqualified for the First Prize for | 
Mathematics in consequence of being over 18 years of age at the connnencement of | 


the Examination. 


CLASS LIST 


OF PUPILS WHO HAVE PASSED THE MIDSUMMER EXAMINATION OF 
THE COLLEGE OF PRECEPTORS. 


[Throughout the following List, bracketing of names implies equality. ] 


PRIZES. 


Rev. L. H. Pearson, Dixie Grammar School, Market 


Dr. Isherwood, University School, Southport. 


Dr. Isherwood, University School, Southport. 
Mr. Hanna, Argyle House School, Sunderland, 
Miss Cowper, Durham House, Crouch Hill. 


Rev. L. H. Pearson, Dixie Grammar School, Market 


Dr. Isherwood, University School, Southport. 


* Miss A. F. Marks, private tuition, was disqualified for the First Prize for 
General Proficiency in consequence of being over 18 years of age at the commence- 


| 1. Allman, T. 
2. Dorey, G. 


Rev. Brother Elst, St. Aloysius College, Hornsey | 


1. Choyee, J. C. 
2 Thomas, T. G. 


Messrs. Butler and Brown, Tollington Park College. 


1. Burr, F. M. 
2. Walton, W. 


| 
i 
| 
| 
Hurst, A. W. 
| 


Pilley, W. C. 
(Silver Medal.) 
Wildsmith, S. P. 
(Bronze Medal.) 


Modern Foreign Languages. $ 


Mr. Diekes, Beechen Chiff, The Gardens, Peckham 
ve. 
Mr. Spargo, Jersey Modern School, St. Heliers, 


Classics. || 


Rev. L. H. Pearson, Dixie Grammar School, Market 
Bosworth. 
Rev. R. H. Chambers, Christ’s College, Brecon. 


Natural Sciences. 
Messrs, Butler and Brown, Tollington Park College. 
Rev. T. J. Cunningham, Hutton Grammar School. 


Taylor-Jones Prize for Seripture History. 


Rey. L. H. Pearson, Dixie Grammar School, Market 
Bosworth. 


Pitman Medals for Shorthand. T 


Mr. Gubb, Taunton’s Trade School, Southampton. 


Rey. Brother Elst, St. Aloysius College, Hornsey 
Lane, N. 


_§ H. Joly, St. Joseph's Academy, Kennington Road, was disqualified for the 
First Prize for Modern Foreign Languages in conseqnence of being over 18 years of 


age at the commencement of the Examination. 


Examination. 
* A. S. Hurst, 


Examination, 


|| Miss A. F. Marks, private tuition, was disqualified for the First Prize for 
Classics in consequence of being over 18 years of age at the commencement of the 


private tuition, was disqualified for the Silver Medal for 
Shorthand in consequence of being over 18 years of age at the commencement of the 


SCHOLARSHIPS FOR INTENDING TBACHERS. 


Marks, Miss A. F. 


Private tuition. 


Scripture History. 


1, Fry, Miss B. Miss Bowen, Red Maids’ School, 


Bristol. 

Hurst, A. W. Rev. L. H. Pearson, Dixie 
Grammar School, Market 
Bosworth. 


Marks, Miss A. F. Private tuition. 
LWhyham, MissE.M. Miss Leys, Royal Naval School, 
Twickenham, 


English Language. 
1, Marks, Miss A. F. Private tuition. 
Langdale,MissD.M. Miss Cowper, Durham House, 
2. Crouch Hill. 
l Miss Bowen, Red Maids’ School, 
Bristol. 


English History. 

Miss Bowen, Red Maids’ School, 
Bristol. 

Private tuition. 


Geography. 
Isherwood, F. T. V. Dr. Isherwood, University 
School, Southport. 
2. Fry, Miss B. Miss Bowen, Red Maids’ School, 
Bristol. 
Arithmetic. 
Private tuition. 
Rev. 
Grammar 
Bosworth. 


Algebra. 

Private tuition. 

Miss Bowen, Red Maids’ School, 
Bristol. 


Euclid. 

Private tuition. 

Rev. L. H. Dixie 
Grammar Market 
Bosworth. 

Miss Bowen, Red Maids’ School, 
Bristol. 


Pearce, Miss A. 


1, Pearce, Miss A. 
2. Marks, Miss A. F. 


pad 
a 


Marks, Miss F. A. _ 
Hurst, A. W. Dixie 
Market 


Pearson, 
School, 


ve 


l. Marks, MissiA, F. 
2. Fry, Miss B. 


1, Marks, Miss A. F. 
Hurst, A. W. 
i | 


Pearson, 
School, 


Pearce, Miss A. 


Trigonometry. 
1. Marks, Miss A. F. Private tuition, 
2. Isherwood, F. T. V. Dr. Isherwood, University 
School, Southport. 


Mechanics. 
1, Hurst, A. W. Rev. L. H. Pearson, Dixie 
Grammar School, Market 
Bosworth. 


Messrs. Kendon, Son, & Beninns, 
Bethany House School, Goud- 


hurst. 
Isherwood, F. T. V. Dr. Isherwood, University 
School, Southport. 


S. P. 
2 


List of the Candidates who were FIRST and SECOND in 


| Fry, Miss B. 


Book-keeping. 


1. Burr, F. M. 


2 Devine, R. 


* (Harris, Miss E. 


1. Pilcher, A. M. 
Cotton, R. 
UMidmer, T. W. 


i (Dorey, G. 
-| 
Walton, W. 


1. Joly, H. 
2. Wedgewood, J. I. 
1. Posso, E. 


Santos, H. 
2. 
Vasquez, A. J. 


1. Marks, Miss A. F. 
fem J.C. 


Isherwood, F. T. V. Dr. 


Choyce, J. C. 
l; oe J. H. 
Thomas, T. G. 


1. Ades, A. 


Messrs. Butler and Brown, 
Tollington Park College. 

Private tuition. 

Misses Lapthorn, St. Bernard’s, 
Southsea, 


Mensuration. 


Mr. Telfer, Wreight’s School, 
Faversham. 

Mr. Walmsley, Grammar School, 
Eceles. 

Mr. LaTouche, Hastings Gram- 
mar School. 


French. 


Mr. Spargo, Jersey Modern 
School, St. Heher’s, 

Rev. T. J. Cunningham, Hutton 
Grammar School, 


German. 


Rev. Brother Alphonsus, St. 
Joseph’s Academy, Kenning- 
ton ud. 

Private tuition, 


Spanish, 


Rev. P. C. Murphy, Christian 
Brothers’ College, Gibraltar, 
Messrs. Brabham and Sellicks, 
The Gables, Burstow, Horley. 
Rev. P. C. Murphy, Christian 
Brothers’ College, Gibraltar. 


Latin. 


Private tuition. 

Rev. L. H. Pearson, Dixie Gram- 
mar School], Market Bosworth. 

Isherwood, University 

School, Sonthport, 


Greek, 

Rev, L. H. Pearson, Dixie Gram- 
mar School, Market Bosworth. 

Mr. Skerry, Skerry’s College, 
Chancery Lane, W.C. 


Rev. R. H. Chambers, Christ 
College, Brecon. 

Hebrew. 

Dr. Isherwood, University 


School, Southport, 


each Subject of Examination. 


Miss Bowen, Red Maids’ School, Bristol. 


Sound, Light, and Heat. 


Anderson, Miss M. Miss Warnock, Brynderwyn 

: Ladies’ School, Coleraine, 
Crocker, W, Mr. Parkinson, Queen's Park 
College, Harrow Road, W. 


Electricity and Magnetism. 


. Dibben, F. J. Mr. Gubb, Taunton’s Trade 
School, Southampton. 


fund 


2. Carmichael, F. J. Mr. Gubb, Taunton's Trade 
School, Southampton. 
Chemistry. 
1. Knollys, F. N. A. R. Mr. Thurnham, Borden Gram. 
mar School, Sittingbourne, 
2. Hunter, A. E. Private tuition. 


Natural History. 


Messrs, Butler & Brown, Tolling- 
ton Park College. 


pd 


. Burr, F. M. 


2. Shaw, E. H. Private tuition. 
Drawing. 
1. Fry, Miss B. Miss Bowen, Red Maids’ School, 
Bristol. 
2. Guzel, A. Mr. Wells, Battersea Poly- 
technic Science School. 
Music. 
(Morris, G. E. Pir: Morley: Horsmonaen School, 
ent. 
Poulter, Miss M. Miss Poynting, Upper Mount, 
Southsea. 
Powlson, T. H. Mr. Jones, The Tutorial School, 
Penarth. 


Sackville, Miss E. Mrs. Sackville, Eastgate School, 
Stalford. 


Political Economy. 


1. Fry, Miss B. Miss Bowen, Red Maids’ School, 


Bristol, 
2. Bonnezen, R. T. B. Private tuition. 
Shorthand. 
1 Hurst, A. S. Private tuition. 
* UPilley, W. C. Mr. Gubb, Taunton's Trade 
School, Southampton. 
Domestice Economy. 
1, Colson, Miss P. C. Miss Parkes, Winehain Hall 
College, Northwich, 
2. Starkey, Miss A. Miss Grover, — Friedenheim, 


Seaton, Devon. 


334 THE EDUCATIONAL TIMES. [ Aug. 1, 1900. 


GENERAL CLASS LIST—BOYS. 


N.B.—The smal] italic letters denote that the Candidate to whose name they are attached was distinguished in the following subjects respectively :— 


a. = Arithmetic. e. 
al. æ Algebra. el. 


æ English. 
= Electricity. 


ge. = German. 


m. = Mechanics. s. = Scripture. 
gr. æ Greek. 


ms. æ Mensuration, sd. = Sound, Light, and Heat. 


b = Botany. eu, = Euclid. h. æ History. mu. = Music. , sh. = Shorthand. 
bk. = Bookkeeping. f. = French. he. = Hebrew. nh. = Natural History. sp. = Spanish. 

ch. æ Chemistry. q. wm Geography. i. æ Italian. | . = Political Economy. tr. = Trigonometry. 
d. = Drawing. geo, = Geology. l = Latin. ph. = Physiology. w. = Welsh. 


do. = Domestic Economy. 


z = Zoology. 


The small figures and ? prefixed to names in the Second and Third Class Lists denote that the Candidates were entered for the First and Second Classes respectively. 


In the addresses, Acad. = Academy, C. or Coll. = College, Coll. S. = Collegiate School, Comm. = Commercial, End, = Endowed, Found. = Foundation, H. = House, 
Inst. = Institute, Int. = International, Inter. = Intermediate, Prep. = Preparatory, S. = School, Tech. = Technical, Univ. = University. 


First Class.—Honours Division. 


Hurst,A.W. 8.¢.h.a.al.eufil.ch 

Dixie Gram. S., Market Bosworth 

Isherwoud,F.T.V. ¢.A.g.al.tr fil. 
University S., Southport 
de Minvielle,C.d'E. a.al.bhvsish. 

St. Aloysius Coll., Hornsey Lane, N. 
Adamson,R.B. h.z. Tollington Park Coll. 
Sherren, H.G. /.sh. Private tuition 
Pilcher, A.M. h.al.ms f.sd.sh. 

Wreight’s S., Faversham 
Cozens, W.G. el.d. 

Taunton's Trade 8., Southampton 
Creedy,H.D. Ealing Gram S. 
Midmer,T.W. al.msf. Hastings Gram 8. 
Rothera, L. al.d. 

Dixie Gram. 8., Market Bosworth 
Burr, F.M. bk.z. Tollington Park Coll. 
Wilson,H. sh. Wreight’s S., Faversham 
Cotton, R. a.ms.f. Gram. S., Eccles 
King, H.H. Tollington Park Coil. 
Yates, J.W. a.ol.d, 

Dixie Gram. 8., Market Bosworth 
Bastard, H.R. sd. Camelford Gram. S. 
Wells, E.L. d. Hastings Gram. S. 
Tuck,F.L.N. I. Taunton S., Taunton 
Morris,G.E. mu. Horsmonden S., Kent 
Haslam,J. Wirksworth Gram. 8. 
Jack, W.A.M. f. Dulwich Coll. 
Argent, S.W.H. A. 

Stafford Coll., Forest HIN 
Wildsmith,S. P. ge.sh. 

St. Aloysius Coll., Hornsey Lane, N. 
Bryan,J. al.f. 

37 Alcester St., Stoke, Devonport 
Allward, F.L. d. Tollington Park Coll. 

(Warren ©. Js Polytechnic Inter. S., W. 
Spicer,J.C. Sandwich Gram. S. 
Pilley, W.C. ah. 

Taunton's Trade S., Southampton 
Kendall, A.W. f Hutton Gram. S. 
Taylor,A.A. d. 

Taunton’s Trade S., Southampton 
Walton, W. J. Hutton Gram. N. 
Russell,C. H. Sandwich Gram, S. 
Benians,S. P. al.sd. Bethany H., Goudhurst 

Choe. J. The Jersey Modern S. 
Devine, R. DAL ch. Private tuition 
Cummings, H. L.sh. Argyle H.,Snnderland 
Squire, A.B. el.ch. 

Yorkshire Society's S., S.E. 
Stordy,G. f. Hutton Grain. S. 


First Class.—Pass Division. 


McSweeny,D.L. al.bk. 
St. Joseph's Coll., Dumfries 
Row, R.W.H. Mt. Radford S., Exeter 
Woodhouse, CW. f. Private tuition 
Weston, F.G. Hastings Grain. S. 
Choyee, J.C. Lar. 
Dixie Gram. S., Market Bosworth 
Chubb, J.F. Jonin 
St. John’s Choir S., St. Leonards 
Hinge,S. sh. Wreight’s S., Faversham 
Kordik,A.C. ged, 
St. Aloysius Coll., Hornsey Lane, N. 
Doo, H. fl. Private tuition 
Shalmers, H.J. Tollington Park Coll, 
Horton, W.C. L Private tuition 
Craddock, F.J. fl. Bath Coll. 
Welgwood, J.I. ge. Private tuition 
Kitto, B.T. Tollington Park Coll. 
Metcalfe, W.S. Yorkshire Society's S.,S.E. 
Soames, J.H. gr. 
Skerry’s Coll., Chancery Lane, W.C. 
Dale, A.R. Private tuition 
Cullen, W.G, Polytechnic Inter. S., W. 
Dibben,F.J. el. 
l Taunton's Trade S., Sonthampton 
Gray, M.LW. /. Private tuition 
Becquet,G.P. fish. 
St. James's Coll, S., Jersey 
Stuttard, V.A. Stafford Coll., Forest Hill 
(Brady, P.J. Private tuition 
Hobson, H.G. Dulwich Coll. 


Aveling,C.J. al. Private tuition 


Evans, D.G. Kingswood S., Bath 
Day, E.W. sh. Tollington Park Coll. 
Wrizht,H.G.H. Tollington Park Coll. 

(Brown,A, — St. Joseph's Coll., Dumfries 

LSullivan,B.M, d. Hastings Gram. S. 
Briggs. A. Tollington Park Coll. 
Gibb,J.G. Private tuition 
Roberts, D.S. 


Bible Christian Coll., Shebbear 
Sale, T.W. sd.d. 
Marylebone Central Hr. Grade Tech. 8S. 


Stirling, K. f. Private tuition 
Tobin, J.A. Private tuition 
Barker, W. Hutton Gram. S. 
(Johnson, J.H. 
| King Charles I. 8., Kidderminster 
LOldfield,G.K. Sandwich Gram. S. 
Smith,S.G. University S., Southport 
King, N.A. Ealing Gram. S., 


Richford,E.P. f. Sandwich Gram. S. 
Bouch, E. Trafalgar H., Lee-on-the-Solent 
Woodhouse, R.W. d. 
Charterhouse 8., Godalming 
Miles, W. Farnham Gram., S. 
Pask, E. H.A. Taunton S., Taunton 
(Harris,J.C. ch. 


Private tuition 
White,O.D. d. 

i Highfield, Waudsworth Comm. 
Sprawson, F.E. Private tuition 
Moss, R.D. d.sh. Tolington Park Coll. 
Sanders, L.B. Sandwich Gram. 8. 
Scales, J.E. /. Ruthin Gram. S. 
Innes, R.F. Bible ChristianColl.,Shebbear 

( Farrant, J.A.P. 

| Tannton’s Trade S., Southampton 

| Honwink,H. ge. Private tuition 

LMonson, J.H. Polytechnic Inter. S., W. 
Watmough, E.H. Weymouth Coll. 

(Parsons-Sinith,E.M. Sandwich Gram, 8. 


 Roberts,H.H. fil. Ruthin Gram. S. 
Matthews, A. Tollington Park Coll. 
Wigzell, H, HarlesdenColl., N.W. 
Donnellan, J.A. Private tuition 


Austin,J.S. 
Powell,C. W. sh. 
(Browne. R.R. 
| Cooper, E. 
| Crowley,C. L 
LNicolhl, J. 
(Chapman. A.D, 
| Winchester H., Redland Rd., Bristol 
| Jackson, T.. The Western Coll., Harrogate 
| Jones, H.H. sh. Private tution 


Private tuition 

Comm. Coll., York 

West Clit H., Dawlish 
Christ's Coll., Blackheath 
Portsmouth Gram. S. 
University 5., Southport 


(Yates, M.W. Cambridge H., Margate 
Smith, A.W. Tollington Park Coll. 


Private tuition 


(Page, A.A. 
Wesley Coll., Shettield 


Pierce, W.R. 
[Scott,G.B. 

Royal Naval S., Lee-on-the-Solent 
Waters, A.B. Horsmonden S., Kent 
Yates,G.H. 

Fartown Gram. S., Huddersfield 
Patterson, W. Private tuition 
f Lord,C.R. al. Gram. S., Eccles 
( Maile,C.G, Wm. Ellis S., Gospel Oak 


Turner,J. Sandwich Gram. S. 
(Garner, C.Q. f Hastings Gram, S. 
Taylor, R.T. Private tuition 

Burgess,C. W. Bethany H., Goudhurst 


Lienard,L. Borden Grain.s. Sittingbourne 
Thomas, T.G. Lgr. Christ Coll., Brecon 
Chipman, H.B. Sandwich Gram, S. 
r Beswick, R. E. Belmont S., Exmonth 
Hayes, L.C. Private tuition 
Ades, A. fhe. University S., Southport 


Calway,F. HLF. Taunton N., Taunton 
Keevil, R. St. John’s Coll., Brixton 
Todd, A.H. f. Knowsley, Torquay 
Gill, R. Bath Colleze 


Lewis,R.P.KingsholmeS , Weston-s.-Mare 


( Roberts, H.E. Ruthin Gram. S. 
| Whittield, A.A. 


L St. Aloysius Coll., Hornsey Lane, N. 


Taylor,R. Hotton Gram. 8. 
Turner, A.J. A. Private tuition 
Danter, G.A. Comm. Coll., York 


Ruthin Grain. S. 
Private tuition 


(Gyllencreutz,J.R. 
LSmith, MLR. 
Parker,J.W. 


Central Chambers, Working St., Cardiff 


(Clarke, R. W.L, Private tuition 
| Highatt, F.W. 
Trafalgar H., Lee-on-the Solent 
Peaty,C.R.M. d. Private tuition 
Shevelton, W. Gram. S., Eccles 
Riddle,F. f. Broomwood Coll., Battersea 
( Evans,F.C. Kingswood S., Bath 
| Higyins,J. Private tuition 
| Jacob, L.H. Borden Gr. S., Sitting bourne 
| Morgan, W. 
L Lady Hawkins’ Gram. S., Kington 
Ollerhead,H.S. f. 
Newton Coll., Newton Abbot 
| 1Medhurst,H. Horsmonden S., Kent 
Temple,E.E. d. HolineS.,8. Norwood Hill 
Igglesten,G.F. 
Borden Gram. S., Sittingbourne 
Brown,J.W.H. d. 
Singleton H., Newcastle-on-Tyne 


Herbert, F.W. Private tuition 
McGhee, J. S- Private tuition 
Weller, R.D. Bedford Gram. 8. 


Second Class.—!st Division. 


Smith,O.C. eu.l. bk. fue. 

Tollington Park Coll. 
Walker,E. e.a.ulfich.d. 

Wirksworth Gram. 8. 
Quin Harkin,A.T. al. 

St. Aloysius Coll., Hornsey Lane, N. 
MRussell,S.A. Taunton's Tr.S., S’hampton 
Button,A. y.a.al.eu.d. S'th Hornsey S.,N. 
IMead,E.A.d. Taunton's Tr.8.,8'hampton 
IMears,C.H.N. Bible ChristianC. ,Shebbear 
Burley,G.A. al.fige.d. Hastings Gram. 8. 
Macmillan, A. d. Hutton Gram. S. 
Wolfenden,H.K, ed.sh. Hornsey Gram.S. 
Cuddon, E. g.a.al.d. South Hornsey S., N. 
Dyson, E.T. s.¢.9. Ruthin Gram. S. 
ICraddock,G.J. 

Bible Christian C., Shebbear 
Baschwitz,P. u. f.ge. Hythe S., Kent 
ILey,E. Bible Christian Coll., Shebbear 

f'Fox,C. B.D. 
Elmhurst 8., Kingston-on-Thames 
Smith, F.F, Leh. . Sandwich Gram. S. 


(Ahier,P. s.h.al J. The Jersey Modern S. 
| Hewitt, H.W. g.¢.d. Tollington Park Coll. 
Lee, A.J. ald. BibleChristianC.,Shebbear 
Storer, F. al.ch.el. 
Dixie Gram. S., Market Bosworth 
Cae Central Found. S., E.C. 
Scowcroft, B. al. University S., Southport 
('Tucker,G.A,. ch. 
f Taunton's Trade S., Southampton 
Wilson,V. s.g.  Wreight’s S., Faversham 
( Adolphus, E.M. s. Brighton Modern 8. 
| }Brown,C.M.D.SingletonH. ,N’castle-o.-T. 
| Etheridge, F.P. Hastings Gram. S. 
UMarly,G. 4 Hutton Gram. 8S. 
( Fisher,C.H. d. 
St. Aloysius C., Hornsey Lane, N. 
| Rowell, W. al.cu.d, 
Dixie Gram. S., Market Bosworth 
| Sleeman, R.P. d. 
| Taunton's Trade S., Sonthampton 
LWalker, A.B. aJ.d. Wirksworth Grain. S. 


( Broughton, F.E. al. Gram. S., Belper 
UiCulverwell,J.F. J. St.John'sColl., Brixton 
(Brinkman, H.G. 
St. Aloysius Coll., Hornsey Lane, N. 
ARoberts,A.F., 
Chandos Gram. S., Winchcombe 
IBerry,J.F. St. Joseph's Coll., Dumfries 
f Broad, G. L. Lewes Gram. 5. 
LiLake,H.W, Eastbourne Coll. 
( Perry, B. a.bk.d Queen’sPk.C., HarrowRd. 
| Sturt, R.W, d.sh. 
( Skerry’s Coll, Chancery Lane, W.C. 
MWeariny, D.G. Taunton S., Taunton 
Muller, P.W. ge.d. Leytonstone Coll, 


(Chart, E. Littlestone Coll., Kent 
| Morris, W.0O.a.al. NorthgateS., Winchester 
(Shopland, W.K. a.al.eu.d. Tavistock Gr.S. 
Butters,J.H. d. 
Taunton's Trade S., Southampton 
| Claxton, A.O.D. a. Eye Gram. S. 
| Cooke, H.W. al.ch.d. 
| Wreicht's S., Faversham 
l'Ellis, F. Hastings Grain. S. 
| Hills, H.J. Dover College 
LPeace, S.M. Yorkshire Society's S., S.E. 
('Nezet, R. J. 8t. Joseph’s Coll., Duinfries 
Procter, C.J. Private tuition 
f Borrow,E.J. d. Tollington Park Coll. 
\Jemmett, V.a.eu.d. Wreight’sS. Faversham 
Williams,R.T. s.h. Ruthin Gram. 8S. 
(Bone,A. ch.d.  Wreight's S., Faversham 
IDe Meza,A. Tollington Park Coll. 
Gibbons, L. R.W. al.d. Thedersey Moderns. 
(Criswick, A.M. Tollington Park Coll. 
Knighton, W.T.G. CambridgeH.,Margate 
IMcKay,J. St. Joseph's C., Durnfries 
Combridge, H.J. d. ornsey Gram. S. 
Gallard, W. The Modern 8., E. Grinstead 


Shepperd, H.A. Richmond Hill 8. 
Anvliss,A.H. a.d. Hastings Gram. S. 
Kemp,B. Wreight's S., Faversham 


ULewis,C.G.G. Bath College 
Ashley, A.d. Private tuition 
Shepherd, E. DixieGram.8.,Mkt. Bosw'th 


Stephens, P.A. f. Hastings Gram. S. 
Hogben, W. al. Wirksworth Gram. S. 
Stone, W. Wirksworth Gram. S. 
Taylor, W.T. Wirksworth Gram. 8. 
Wivel, W.D. Hutton Gram. S. 
rites WwW. Tollington Park Coll. 
Dennis, J.D. Wreight's S., Faversham 


| ‘Macdonald, A.H. 

| Felix Inst., Lavender Hill, S.W. 
| Stace, E.C. Hastings Gram. S. 
LWitthaus.F.P. Tollington Park Coll. 


( Homberger,8. ge. Dunstable Gram. S 
Livingstone, H.L.  Tollington Park Coll. 
Styring,C. University S., Southport 

LUrquhart,G. aol, Polytechnic Inter.S.,W. 
Dew,J.W.al.St. Catharine's S., Broxbourne 
Gregory, H.E. 3, Hastings Gram. S. 

Cate al. Tavistock Gram. S. 
Drabble, H. bk.d. Cavendish S., Matlock 

| INye, E. Horsmonden S., Kent 

Rawlinson,C.S. 

Dixie Gram. S., Market Bosworth 
Roberts,C. D. Seaford College 
Iı Towler, R.A.G. Bath College 
Walthall, L. d. Gram. S., Belper 


(Fcster,T. d. Bethany H., Goudhurst 
| Hutchinson, A.B. al. Sandwich Gram. S. 


Lock,C.R. Taunton S., Taunton 
Lonsdale, H. University N., Southport 
Muirhead, J.A. The Jersey Modern S. 


Slinn,G.V. d, 
(Davy,G. s. 
| Evans, J. J.W. 
Parrott, D.F. 
(Elkington, N. 
Taunton's Trade S., Southampton 
Harvey,J.G. Sandwich Gram. N. 
Palchett,A.N, Clayesinore S., Entield 
| Slater, H.B. University 3., Southport 
IWatkinsou,C.E. d. 

Fartewn Gram. S., Hudderstield 
LWhiteley, E.P. s. Private tuition 
(Hall, Dixie Gram. S., Market Bosworth 
| Johnson, G.M. Huntly H., Southsea 
| Pritchard. R. ad. Hastings Gram S. 
Shaw, E.H. pà. Private tuition 

Bisiker, F. W. Tollington Park Coll. 
Holines,F.A, Bible Christian C., Shebbear 
LWhite,C. d. Newcastle Modern S. 
(Atkinson, H.G. Ashford Grain. S. 
| Cates, A.H. uld. 
Hillmartin Coll., Camden Rd., N.W. 
Dutt, K. d. Deal College 
| Hodgson, E. W. Tollington Park Coll. 
Mcintyre, M.F. 
St. Aloysius Coll., Hornsey Lane, N. 


Collett H., Bournemouth 
Wreight’s S., Faversham 
Aske's HatchamS., S.E. 

Seaford College 


Aug. 1,:1900.] 


BOYS, 2np Cass, lst Div.—Continued. 
(Bosworth,A. W. Dixie Gr.8.,Mkt. Bosworth 
| Delahunty, P.Catholie Coll. ‘Inst. M’chester 
| 1Edwards, K.J.F. 

Borden Gram. S., Sittingbourne 

Lester, H. L. W. Hastings Gram. S. 
Thomas, A.R. Ruthin Gram. 8. 
LWrenn,A.B. s. Private tuition 


Lightbown, A.S. Grain. 8., Eccles 
McConkey, R. 
| Hillmartin Coll., Camden Rd., N.W. 
\Murray,J.R. Tollington Park Coll, 


( Boney,T.K. Tollington Park Coll. 
Bush AT. Hoe Gram. 8., Plymouth 

1Collins, W.T. d. Holt H., Cheshunt 
| 'Odell,C. al. Hasland H., Penarth 
{ Russell, E.P. d. Private tuition 


1Foot,8. Hoe Gram. S., Plymouth 
Garner,G.H. Ruthin Gram. S. 
Nicholson,C. H. 


| Fartown Gram. S., Huddersfield 
| Reeves, F.S. Hastings Grain. S. 
Thomas, T.T. d. 
| Hampton Gram. 8., Glasbury-on-Wye 
Walker, W. d The Academy, Waketield 


Bell,G.A. Taunton Trade S., S' hainpton 
| Chittick, W.H. Montrose C., “Brixton Hill 
Davies, O. W. 

King Charles I. S., Kidderminster 
| Fuller,J. d. Gram. S., Lymm 
| Harris, A. d. South Hornsey S., N. 
l IHartley, R.N. J. Wigan Inst., Wigan 
Haworth, M.B. Montrose C., Brixton Hill 


(*Anderson,J.G. d. Tollington Park Coll. 
Denham, H.Y. Hutton Gram. S. 
Gay ton, H. Taunton's Trade S.,S'hampton 
ISanderson W.H. Hastings Gram. 8. 


¢ Bannerman,G.H.M. 
Borden Gram. S., Sittingbourne 
1Carrick, W.R. Yorkshire Society’ 85.,S.E. 
Causton, A.J. Rutlish S., Merton 
Colley,H. D. ge. Tollington Park Coll. 
Gurley,J.H. f. Brixton Gram. 8. 
| Lefeaux,L. Lancaster Coll., W. Norwood 
Macintosh, D.G. al. Tollington Park Coll. 
Painter,O. H. d. Hornsey Gram. 8. 
Samuel, B.B. f. Maida Vale S., W. 


RNE al, 


Dixie Gram. S., Market Bosworth 
Hughes, H.J. s.d. ‘Oswestry Grain. 8. 


| Moore, F.H Froebel H., Devonport 
l Parker, A. A. Tollington Park Coll. 
Roberts, R.O. s$. Ruthin Gram. §. 
Scott, D. L. St. John’s Coll., Brixton 
(Gerry, A St. Joseph's Coll., Dumfries 
| Passby, W.H. University S., "Rochester 


Shepherd, P.J. ch. 
Borden Gram. S., Sittingbourne 


( Crasoer, B.S. Cambridge H., Margate 


| Roberts, E.H. al. Ruthin Gram. 8. 
i Roberts, J.J. Ruthin Gram. 8. 
| Twiss,G.V.d. St.Joseph's Coll., Duinfries 


| Vanden Heuvel, F.G.A. fe. 
Paddington High S. for Boys 


1Wacher,G, King's S., Canterbury 
(Fox,8. R. Wreight's S., Faversham 
1Hitchins,T.J. Hoe Gram, $., Plymouth 
Oakley, F. Horsinonden S., Kent 
| Wells,C. ol. Oxford H., Herne Bay 
LWilliams,C.J.R. Tavistock Gram. 8. 
Allen, A.F. 


Taunton's Trade S,, Southampton 
| Broomfield, E.F. 

Taunton’s Trade S. Southampton 
IDuveen,J.E. Bath College 
Ed war ‘ds, E. Oswestry Gram. 
re P. T. d. 

Hillmartin Coll., Camden Rd., N.W. 

| Hammond, E. = Hanley Castle Gram. S. 
Hurst, A. S. eh Private tuition 

| Jones, E. Pencader Gram. 8., Carmarthen 
| Ogilvie, J.A.G. Hornsey Gram. 8. 


| | Sellon, B.H. Gram. S., Eccles 

UWhite BJ. Private tuition 
Dawes, H.J. 

f King Charles I.8., Kidderminster 
Dawson, H. d. Wreight' 8 S., Faversham 

eres C. G. Lewes Gram. S. 
‘Ingle, W. Yorkshire Society's S., S.E. 


Second Class.—2nd Division. 


Brown, F.G. Hutton Gram. S. 
Burniston, H. H. Hartley Coll.,S'hampton 

avy,H. Wreight’s S., Faversham 
Dixon, L.F The School, Eaton Socon 


|'Farrance,T.H. Bethany H., Goudhurst 
| levers,C.L. Sandwich Grain. 8. 
Miller, A. B. 

St. Aloysius Coll. , Hornsey Lane, N. 
| Norton, W.J. St. Joseph’ 8 High S., Cardiff 
| Palmar, R.H. Tollington Park Coll. 

Tollington Park Coll. 
Richards, P. B. 


Bible Christian Coll., Shebbear 
Rodgers,R. Montrose Coll., Brixton Hill 


THE EDUCATIONAL TIMES. 


Russell, B.H. Sandwich Gram. S. 
1Wincent,J.H. 

Taunton's Trade S., Southampton 
Barber,C.D. Deal College 


Bettridge,S, W. 
| }Bonnezen, R.T.B. 
| Fairclough, J. 
Catholic Coll. Inst., M'chester 
Gritfth,E.S. Penwerris Gram. S., Falm'th 
Hall, H.P. Paddington High S. for Boys 
Le Cornu, H.J. The Jersey Modern S. 
Page, L.A. d. 
Taunton's Trade S., R T 
Sparks,J.B. Mercer's S., Holborn, 
Spice, W. d. Hastings Gram, 8. 


(Avery,B. St.James’sS., Keyham, Devonp't 
| Pover, L Wreight’'s S., Favershain 

Webber,C.H. d. 
Bible Christian Coll., Shebbear 


IDOne,J.B.H. St. John’s Coll., 
Moseley, H.O. 

Dixie Gram. S., Market Bosworth 

| Pinhey, W.K. Horsmonden 8S., Kent 

Wilkinson, E.J. Southport Comm., Coll. 


Taunton S., Taunton 
Private tuition 


Grimsargh 


Wyard,S. Hasland H., Penarth 
\Balkwill, A.W. Taunton S., Taunton 
(Maynard, WT. St. Winifred’s 8., Torquay 
Miskin,J.B.D. Kent. Coll., Canterbury 


Brooker, W. d. Hastings Gram. S. 


IGalloway,N. Private tuition 
| Herhert,C. Bethany H., Goudhurst 
| Hodgkins, A.G. Holt H., Cheshunt 


Hogg, E.P. Taunton’s TradeS., 3’ hampton 
1Pickthall,H.S. Harlesden Coll., x. W. 
'Robertson,C.A. bk. 

Westgate Coll., Westgate-on-Sea 
Romeril, A.J. The Jersey Modern S. 
Smith, J Wreight’s S., Faversham 
Stumwbles, H.W. Froebel H., Devonport 
Travis, W. d. University 8., Southport 


(Crow,P.A. sh. 
Comin. & Civ. Serv. High S., Forest Gate 
Hubbard, R.K. d. Bethany H., Goudhurst 
| Pawlyn, J.H. Cavendish S., Matloek 
LTurnbnul],A. Argyle H., Sunderland 


(Cull,P.W. Taunton’s Trade 8., S‘hampton 
i Diplock, W.H.L. eu. 

Lancaster Coll., W. Norwood 

Harris, P.F. BibleChristianColl. ,Shebbear 

Pearce,T. Camelford Grain. S. 

Smith, E. ch.d. TheHuishGram. S., Taunton 

(Vav asor, R. d. Barnstaple Gram. S. 


Dunn, F. A. Sandwich Gram. S. 
Faull, W.B. A. Bible AOE GEA, 

: Sadler, E. J.B.H. aad. 
St. Catharine’s S., Broxbourne 


r eer d. Private tuition 
Burgess, V.G. Bethany H., Goudhurst 
Dickinson, J.H Hutton Gram. 8S. 
Hunt, W.H. Taunton S., Taunton 
Kent,T.L. Eye Gram. 8S. 
Mead, P.T. Taunton’s Trade S.. S‘hampton 
IMoffat, C.R. Hutton Gram. $. 


Price,E. S. Hasland H., Penarth 
Sergeant, F.G 

Hillinartin Coll., Camden Rd., N.W 

| Shaw, W.A. Hasland H., Penarth 

Wallis,G. F.C. Farnham Gram. 8. 

White, E. Bethany H., Goudhurst 

LYouny,J. Argyle H., Sunderland 


(Baker. W.A. Douglas S., Cheltenham 
| Durrans,T.H. d. Polytechnic Inter.S., W. 
| Greenough, T.R. University S. Southport. 
| Leslie, E. = d. Taunton $., Taunton 


e] | Lias,J.W. d 

Bradley High S., Newton Abbot 
IMusgrave, W.W. 
tl The Huish Gram, 8., Taunton 


(Board,W.P. s. 
Summerleaze Coll. 8S., E. Harptree 
Boorman, H.A. Ashtord Gram. S. 


| Buckley, C. University N., Southport 
Buley,G.H. Sandwich Gram. S. 
Jefferson,T Comin. CoM., York 
Martin, H.G.C. Ashford Gram. 8. 


Orrell, R.T. 2. 


Arlington Villa, Eastern Rd., Bri pouon 
Richardson,G. Gram. HighS., Thirsk 
Smart, T.W. Hanley Castle Gram. S. 


Stiles, A.W. 
Hillmartin Coll., Camden Rd., N.W. 
LTeape, N.D. ch.d. Eastbourne Coll. 


í Davis, A.H. Sandwich Gram. S. 
Eades,A.T. ¢.Market HarborcughGram.s, 
Edwards,H.LeR. The Jersey Modern S. 
Hodgkins,J.R. Burton-on-Trent Gram. S. 
Lee, A. Catholic Coll. Inst., M’chester 
Lewis, E. W. s. Oswestry Gram. 8S. 
O'Kelly,R. St. Joseph's Coll., Dumfries 
1Parsloe,J.A. St. Joseph's Coll., Dunifries 
Pritchard, D. Hastings Grain. 8S. 
LToNer,H. The Huish Gram, S., Taunton 


Beale,J.A. Langford H., Brighton 
Bryant,A.J. Eye Gram. 8, 
Colpitts,C.T. d. Old Elvet S., Durham 


Herford,G.A. 
St. Aloysius Coll., Hornsey Lane, N. 


| Jennings, W.F. Manor H., Havant 
Kinch,A.G, St. Catherine's C., Richmond 
| Moras. C. Private tuition 
Sing,J. Queen's Park Coll., Harrow Rd. 


(Alexander,C.E. University S., Rochester 
i Gilburt, T.F. d. Camelfonl Grain. S. 
| Grittin, F.V. Mercer's S., Holborn, E.C. 
| Perkins,G.B. Bath College 
Price,C.M. St. John’s Coll., Brixton 
Ratsey, W.C. Bible ChristianC.,Shebbear 


Coles, H.C. Taunton S., Taunton 

| Grok T. W, Bible Christian C., Shebbear 
Harding, C. A.S. 

Taunton’s Trade 8., Southampton 


| 
| James, B.E.W.A. d. 
St. Aloysius Coll., Hornsey Lane, N. 
Langley,G.F. 
| Nt. Aloysius Coll., Hornsey Lane, N. 
Palnar, H.J. Ashford Gram. 8. 
(Brocklesby, H.M. 
Hillmartin Coll., Camden R4., N.W. 


Goodrich, E.E. Tollington Park Coll. 
Lewis,S. F.Taunton'sTrade S. »Southa’pton 


(Beadnell-Gill, R. 
| Birtill, J.M. 
| ‘Davis, R.T. 


Private tuition 
Private tuition 
Private tuition 


Felton, A. Sandwich Gram. S. 
Gunn,B.M. Kensington Park Coll., W. 
Guy,C.R. Deal College 
| Khem Private tuition 


Vanderbeken, H.G. f. Taunton S.,Taunton 


(Berry, J.N.s. Fartown Gr. S., Huddersfield 
| 1Bibby,J.R. Gram. 8., Bentham 
| !Bossano, A.bk.Christian Bros.C. Gibraltar 
| Caithness, W.R. Ealing Gram. S. 

Charles, W.B. Oswestry Gram. S. 


1Hill,F. 'B. Bethany H., Goudhurst 
Morris, A.E. Grove H., Highgate 
Richardson, J.M. Private tuition 
Scott, A.P. Middlesex Coll., Tottenham 
(Bayley, R.O. Rye Gram. 8. 
Bradbury,C. University S., Southport 
| Bruce,J. Bethany H., "Gondhurst 
| Dabell ,C.M. Taunton S., Taunton 
Forrest, R. Hutton Gram. S. 
| Kiugzett, E.P. Private tuition 
Maundrell, H.H. 


Kingsholme S., Weston-s.-Mare 
Sage,G.W. Grove H., Highgate 
Shanly, A.B. 

St. Aloysius Coll., Hornsey Lane, N. 
Stedeford,J.B. Stafford Coll., Forest Hill 
Turner, R.S. Hutton Gram, S. 


Wilkinson, H.J. Southport Comm. Coll. 


Brewer. F.L. Tollington Park Coll. 
Coxall,L. d. Hr. Grade S., West Bridgford 
Jewell, H.D. St. John's Coll., Brixton 
Kelland, W.W.The HuishGrain.s. »raunt’n 
Labbett, E.H. d. 
Hillmartin Coll., Camden Rd., N.W. 

| Martin, F.C. Tollington Park Coll. 

| MceDonald,J.T. 

| Taunton’s Trade 8., Southampton 
IRighy, F.H. d. 

l St. Aloysius Coll., Hornsey Lane, N. 


(Jones,C, Llandudno College 
Linaker,F.W. s. Ruthin Gram. 8 
Reeve, F.H. d. Ashford Gram. S. 

Gea wicca Private tuition 
Zucco,G. D. BordenGrain.8. Sittingbourne 


(Griffiths, E. A. Oswestry Gram. 8S. 
| Hindle,G.W. Yorkshire Society’s S., S.E. 
( Livingstone,J. Tollington Park Coll. 
ULloyd, C.E. Christ's Coll., Blackheath 


(Atkinson, F.C. Ashford Gram. 8. 
| Buckeridge, F.O. 

Elmhurst S., Kingston-on-Thames 

Smith, E.D. Newcastle Modern S. 

LSmith,S.A. Dixie Gram. S. Mkt. Bosworth 


( Downer, F. Ryde H., Ripley, Woking 
Harvey,G.F. St. Joseph’ s Coll., Dumfries 
ILanaway,F.C. d. Private tuition 


Neil, A. Camelford Gram. 3. 
| Osborn, A.H. Hornsey Grain. 8, 


| Smeeth, M.P. Bible Christian C., Shebbear 


LTarring,R.J. Tollington Park Coll. 

(Davy,E.V. Seaford College 

| Hill,C.H. The Jersey Modern S. 
Holford,F.R. Bethany H., Goudhurst 
Mead, J.R. d. 


Bible Christian Coll., Shebbear 
| Prichard,L. d. University S., a ea 


Quarmnby, H. Tollington Park Coll 
| Quiggin,G. University S., Southport 
| Sharp,J.B. The School, Eaton Socon 
| Simpson, M. Ruthin Gram. 8. 
| Spencer,R.K.N. 


| Borden Gram. S., Sittingbourne 
(Stephens, LI.H.C. Hastings Grain. S 


Broomfticld,R.C. Bethany H., Goudhurst 
Carter, A.C. Private tuition 
Frankenstein,O.R. 
Peterborough Lodge S., Finchley Rd. 
Goulborn,V. Ealing Grame S, 
| Lax, W.A. Borden Gram. S.,Sittingbourife 
| Pearce, T.M. Taunton’ sTrade S. „S'hampton 


339 


| Pect,J. University S., Southport 
LWatt, E.G. Hastings Gram. 8. 
(Grammer,F. a, Private tuition 
| Grime,A.J. University S., Southport. 


| Jackman, R.O. Borden Gr.S. „Sittingbourne 
| Jones, H. 8. Gram. S., Eccles 
| Kennedy, L. Ashtord Gram. S. 
Lingham,P. E. d.University S., Rochester 
Smits, A. St. Joseph's Coll., Dumfries 
Wait, W.A. Lonsbury Coll., Up. Clapton 


Baker,M.B. Lewes Gram. S. 
Blackburne,P. Yorkshire Society's S.,S. E. 
Culverwell, R.H. Taunton S., Tannton 


Fearnside, F. Comm. Coll.. York 
l Fox, A.R. Brooklyn Villa, Shetħeld 
| Harrison, W.N. Horsinonden S., Kent 
| Hughesdon,A.H, = Tollingten Park Coll. 
| 1Jackson,G.B. Hutton Gram. S. 
IMorris,C. W. Grove H., Highgate 
| Nichols,C.E. Taunton S., Taunton 
Sansom, W.E.R. Sandwich Gram. 8. 
Shaw,G. e. Rutherford C.,Newcastle-on-T. 
(Bennett,J.W. Middlesex Coll., Tottenham 
| Clague,J.A. Crescent S., Shettield 
Palman, H.G. Holt H., Cheshunt 
Revill, A.A. Hastings Gram. S. 


| Witeon,C.J. ,C.J.V. 
Gram. S., Longsight, M'chester 


Second Class.—3rd Division. 


Baker,H.R. Sandwich Gram. S. 
Charlton,T.F. 

Arlington Villa, Eastern Rd., Brighton 
| IChitson,G.C. Hutton Gram. S. 
| Dickinson, R.E. Grove H., Highgate 
| Entwisle,J. Ruthin Gram., S. 
| Fogarty,S.C. 

Taunton's Trade 8., Southampton 

į Jennings, H. E.R. Manor H., Havant 
! Matson, H.B. The Modern S., E. Grinstead 
i Mead, A. 
| Arlington Villa, Eastem Rd., 
!IShirvell, E.A. 
L 37 Alcester St., Stoke, Devonport 
(Bailey, E. Hutton Gram. N. 
| Davies,G. Ruthin Gram. S. 
Fielder, T.J.G. Private tuition 
Frankenstein, M.E. 

Peterborough Lodge S., Finchley Rd. 
| Priten St. John's Coll., Brixton 


Brighton 


Pritchard, W.J. g. 
London C. Gram. 8., Holloway Rd., N. 


(Bolster, W. H. St. John’s Coll., Grimsargh 
| Eberhardie, R.C. Broomw ood Č. , Battersea 
Eland,G. E. Old Elvet S., Durham 
Hanıpson, R.E.V. Southport Comm. Coll. 
| Kent, D.S. R. Montrose Coll., Brixton Hill 
| Mooney, D.J. St. Joseph's Coll, Dumfries 
Murray,M. The Jersey Modern S, 
Pearce,C.T. Tavistock Gram. 8. 
Reid, T.W. The Modern S.. E. Grinstead 


Sill, J.P. Ruthin Gram, 8. 
| Tresidder, H. E. d. 

Penwerris Gram. S., Falmouth 

ly Young,J.S. Private tuition 


Firmin,A.C.C. 
St. Catherine’s Coll., 
Haworth,R.J. d. 
Montrose Coll., Brixton Hill 
\!Hay,F.G. The Gables, Burstow, Horley 


( Ashton,H.J. 

St. 'Aloy sius Coll., Hornsey Lane, N. 

| Buggs, H.J. Horsmonden S., Kent 
Drakes,B.J. Wharfedale Coll., Boston Spa 
Flenley, W.E. Warbreck Coll., Aintree 
Kivlichan, W.F.8t.Joseph'sColl. ,Dumtries 
Loxton,N. 'G. Cavendish S., Matlock 

| Macfarlane, A. Tollington Park Coll. 

| Meares, L. V.N. BibleChristianC. Shebbear 

Reece, A.G. Ashford Gram. S. 


Crowther,C.W. St. John's Coll., Brixton 
Dougherty, V.W. 

St. Catherine's Coll., Richmond 
Duckett, W. St. Joseph's Coll., Duintries 
Gantner,S.A. 

Cathcart Coll., Cathcart Hilt, N. 
Garner, E. Rye Gram. 8. 
Hutchinson, H.H. 

The Academy, Waketield 
Parkyn,8S.S. Tollington Park Coll. 
Rose,J.A. The Gables, Burstow, Horley 


1Babbage, R.H. Gram. 8,, Lymn. 
Clayton,H. St. Catharine's S. Broxbourne 
Dawes, A.H. St. John's Coll, Brixton 
Gordon, C.O. eu. St. Bee's Coll., ‘Southsea 
| Kenyon, J.D. Llandudno College 

Ramsbottom,G. H. 
"St. John's Coll., Grimsargh 


'Baddiley, R. R. Modern S., Doncaster 
Bingley, E.J. Grove H., Highgate 
Fuller, E. B. The Huish Gram. S. , Taunton 
Pout, F.H. Wreight’s S., Fav ersham 
Reeve; G.E. 
King Charles I) S.f Kidderminster 
Waites G F. H- 
Holly Bank $., Cheetham Hill, M'chester 


Richmond 


336 


THE EDUCATIONAL TIMES. 


[Aug 1, 1900. 


BOYS, 2np Crass, 3RD Div.—Continued, 

( Addison, W.R.F. Horsmonden S. Kent 
Cres pin, H. 

| Hillmartin Coll., Camden Rd., N.W. 


| Cumming, H. Taunton S., Taunton 


Edwards, E.R. Birkbeck S., Kingsland 
Haworth, H.R. Lytham Coll., Lanes. 
Hill, F.C.R. Montrose Coll., Brixton Hill 


| Hilton,G. 
\'Lowe,C.E.D. 


(Bell, A.L. 
Bush, A.S. 
Elmhurst S., Kingston-on-Thames 

| Davis,T.R. Lancaster Coll., W. Norwood 
Ramsbottom,J. d. University S., S'thport 


Avenue S., Leigh, Lanes. 
Loughton S. 


High S., Camborne 


Slack,R.A. Comm. Coll,, York 
Woodcock, B.S. Private tuition 
(Bound,A.L. 


| Taunton's Trade S., Southampton 
| Denley,H.B. St. Philip's Gr.S8., Edgbaston 
| Shettord, H.M. Oxford H. ,Sutherl’dAv.,W. 
L White, W. al. Private tuition 


f Belbin, D.W. d. Tollington Park Coll. 
| Capurro, A. Christian Bros.Coll. Gibraltar 
| Gasteen, H. S. furSous ofOtticers, Woolwich 
| Meikle, W.E. § Albion Rd., North Shields 
; Robinson,H.H. High S., Camborne 
| Rothwell, P. Ryde H., Ripley, Woking 
| Shaw, A. Wreight’s S., Faversham 
| Treasure, E.H.M. Arnold H., Hove 
(Turner, T.S. Bible Christian C., Shebbear 


( Bowen, J.S. PencaderGram.S.,Carmarth’n 
| Carless,S. Worcester Cathedral King's S. 
| Cherry, J.W. Gram. S., Eccles 
| Leach,C.C. 

| Holly Bank S., Cheetham Hill, M'chester 
| Raynolds,A.J. St. Catherine's C., Richin'd 
(Wood, A.L. University S., Southport 


( Barlow,E. Waltham Coll.,Waltham Cross 
| 'Harvey,C.P.R. Private tuition 
| Roper, W. St. Joseph's Coll., Dumfries 
LThorne,F.J. Taunton S., Taunton 


( Dodds, W.F. Ventnor Coll. S. 
i Steel, W.H. 

Kingsholme S., Weston-s.-Mare 
| Vasquez, A.J. Christian Bros.C. Gibraltar 
(Vincent,E. Taunton’s Trade 8.,8 thampt'n 


( Bridger, H. New Coll., Worthing 
i Gray,H. Grain. S., Bentham 
| Prinee,S. Taunton's Trade S., S'thampton 
LStokes,J.G. Borden Gram. S., Sittingb’rne 


(Ayris,S.B. Ashford Gram. S. 
| Butters, F. Private tuition 
| Franks,W. Yorkshire Society's S., S.E. 
| Hore, W.E. University S., Rochester 
| Rumfitt, A. Private tuition 
Simpson, A. The Academy, Waketield 


(Bemrose,R. | Boys’ High S., Tron-Bridge 
| Worrocks, R.C. Wilmslow Gram. S. 
Roberts, R.A. 

Missionaries’ Sons' S., Blackheath 
Baker,H. Halbrake S., Wandsworth Com. 
Dinnis,G.H. Kensey S., Launceston 
Gardiner,S.E. ol. Hanley Castle Gram. S. 
Orry,J.F. Catholic Coll. Inst., Manchester 

(Sherwood,T.B. Gram. S., Eccles 


( Barnacle,G.A.S. d. St.John’sC.,Grimsargh 


Leech,N. The Jersey Modern 8. 
Pritchard,R.A. : 
LU London Coll. Gram. S., Holloway Rd., N. 
( Barnes,O.F. Horsmonden 8., Kent. 


| Casey, E.R. Private tuition 
Geach,B. Penwerris Gram. S., Falmouth 
Jenkins, T.R. Private tuition 
| Millard, H.J. Bible Christian C., Shebbear 
(Perret, A.G. St. Philip's Gr. S., Edgbaston 


( Beech,J.F. Ruthin Gran. S. 
| Coldridge,F. 
, Bradley High S., Newton Abbot 
Knowlson,L.A. YorkshireSocicty'sS.,S.E. 


Low, M.A. Ruthin Gram. S. 
(Mason, J.H. Private tuition 
(Smith, F. E. Grove H., Highgate 


Austen, R.B. d. Selhurst Park Coll., S.E. 
Chadwick, H. University S., Southport 
Chureh,E. Bailey S., Old Elyet, Durham 

\Milligan,C.C. FartownGr.S.,Hudderstield 


{ Aclains,G. A. Private tuition 
| Aspden, H.L. St. Joseph's Coll., Dumfries 
| Harkness, A.T. ElmhurstS.,Kingston-o.-T. 
Hooper, F.J. d. The Gram. S., Lannceston 
Horner,J. E.B. Tollington Park Coll. 
| Johnson, W.B. Old Elvet 8., Durham 
Le Quesne,C. 
Charing Cross S., St. Helier’s, Jersey 
Pattinson, I.G. 
Holly Bank S., Cheetham Hill, M’chester 
Smith, F.G. The Huish Gram. S., Taunton 


Moss,C. University S., Southport 
CKnight,T. Oxford H., Herne Bay 
| Smith,G.E. St. John's Coll., Griisarch 
| Speed,S.C. 

L Elmhurst S., Kingston-on-Thames 
( Easton, L.S. 


Bonlen Gram. B., Sittingbourne 
| 'McKenna,G.A.St.Joseph'sColl., Dumfries 


Slade, J.O. Lawn H., Clapham Rd. 
White-Corbett,T.J. 
Douglas S., Cheltenham 


With, P.A. Albemarle Coll., Penge 
( Ascough,P. The Mount Acad., Malton 
| Bolster, F. St. John’s Coll., Grimsargh 
| Brooking, P.W. Private tuition 


LFletcher,J.H.V. Gram. S5., Eccles 


Third Class.—t!st Division. 


Joly, H. qalfiged. 
St.Joseph’s Acad., Kennington Rd., S.E. 
Allman, T. fiar.d. 
Beechen Cliff, Peckham Rye 
1Weller,C. Private tuition 
1Bulkley,C.A. St. Helen’s Coll., Southsea 
Sheppard, C.W. Private tuition 
*Knollys,F.N.A.R. ch. 

Borden Grain. S., Sittingbourne 
Solomon, R.S. Sandwich Gram. S. 
2Jee,J.P. ol. 

Dixie Gram. S., Market Bosworth 
Statham, R.S.S. f. Bradfield Coll., Berks, 
IGodfery,C.M, Mt. Radford N., Exeter 
Eskell, P.R. Bath College 

(nI E Royal Naval S., Eltham 
(Balchin. E.J. Private tuition 
U Macdonald, D. Hastings Gram. 8. 
Le Morvan, R. a.alf. 
l St.Joseph's Acad., Kennington Rd..8.E. 
Mills P.E. d. Hornsey Gram. 8. 
Ford, F.J. e.g.a.alew Al 
Wirksworth Gram. S. 
Wesley Coll., Shettield 
Hutton Gram. S. 
Tollington Park Coll. 


Wtarforth, A.W. 
2Witty, B. 

May,P. mool f. 
2Ponter, E.H.R.F. 


Kingsholme 8., Weston-s.-Mare 
(Burgess, W. Broomwood Coll., Battersea 


Seton, A.B. Seaford College 
(Beesley, F.M. Wirksworth Gram. 8. 
| *Curtis, E. A. Hornsey Gram. 8, 


| Flack, A. South Hornsey 8.,N, 
| Grover, R.V. ¢.al.eu, Tollington Park Coll. 
Skinner, A.J. Private tuition 


(Godden, A. Taunton's Trade S.,S’ hampton 
U Roberts, W.D. Ruthin Grain. S. 


(McCormack,P. eal, 


Catholic Coll. Inst., Manchester 


| 
Slater, W.P. g.c/.d. 
University S., Southport 


*£Valvandre,G.E. J. Bethany H.,Goudhurst 


2Hodge,G.D. 
1Foote, T. D. 
('Balcomb,C.A. ch. 


Tollington Park Coll. 
Tonbridge 8. 


| 
Curtis, J. Hutton Gram. S, 


Twiss, P.J S.d. St.Joseph's Coll., Dumfries 


Jackman, H.C. 


High 8., St. Luke's Rd., Torquay 


(Jones, F. afl. Wirksworth Gram. S. 


aa Bible Christian Coll., Shebbear 


2Vey,G.d. Queen’s Park Coll., Harrow Rd. 


Cowie,R. a. Barnstaple Gram. S. 


Green, V.H. Dixie Gr.S., Market Bosworth 


(Burr,E.G.ec.al. Tollington Park Coll. 


| Mather,J.H.y.a.alf. Tollington Park Coll. 


| Matthews, A-E, ad. 


People’s Coll. Hr. Grade S., Nottingham 
Bath College 


| People’s Coll. Hr. Grade S., Nottingh'm 


Adeock,J.P. 
Faull, H.G. e.d. 


| Leigh, W. qalf 
eae rq aS 


Wirksworth Gram. S. 


Taunton’s Trade S., Southampton 


Gee egal. Oswestry Gram. S. 


Magor, H.B. Bible Christian C., Shebbear 


§Nickinson,E. 8t. John's Coll., Brixton 
prtomounld Ged: eaa. 
| Wreight’s S., Faversham 


Alvechurch Gram. 8. 
Hutton Gram. S. 
Adams, J. eal.eu.f. 


Deal College 
Clift, W.P. f. 


High S., St. Luke's Rd., Torquay 
ICobham,H. Private tuition 
Eastman, A. o.d. 

Taunton's Trade S., Southampton 
Lacey, W.S. eof. Park H., Broadstairs 
Oliver,C.B. ea. f. Newcastle Modern S. 
Simsohn, J. aal S. Ramsgate S. 
| Smith, P. P. «.al.d. 

i High Pavement S., Nottinghain 
Thomas,G. Barnstaple Gram. S. 


(7Amy,S.L. The Jersey Modern 8. 
| Bradshaw, J.A. St. Joseph's C., Dumfries 
| 2Duveen,E.J. Bath College 
| Jones, W.D. 
Pencader Gram. S., Carmarthen 
*Sawyer,T.A. 
Taunton's Trade S., S'hampton 
Wills, P.J. f. 
L High 8., St. Luke's Rd., Torquay 


Ligate, W.G. al J.l.d. Wirksworth Gram.S. 
Powlson,T.H. amy, Tutorial S., Penarth 
| Stain, F.O. Dixie Gram.S., Mkt. Bosworth 


EA d. 
2Whitehead,R.S. 


Borden Gram. S., Sittingbourne 


| ?Ward,C. 

i White, W. d. 
Marylebone Central Hr. Grade Tech. 8. 
“Bishop, A. Ryde H., Ripley, Woking 
| *Burraze,C. Borden Gram. S. Sittingbourne 
2Cole, T.H. Hastings Gram. S 
Goodver,A. q.d. 

People'sColl. Hr.Grade S8.,Nottingham 
| 7Heynes,D.H. Taunton S., Taunton 
| Jenimett,C.W. a.alf Worthing High 5. 
| Penney,C. 
| People’s Coll. Ur. Grade S. Nottingham 

*Snaylam,R. Hutton Gram. N. 
Winckler, F. Ryde H., Ripley, Woking 

Dutton, T. Gram. S., Longsight, M'chester 
{stranding P.S. 


Crocker, P.R. e.d. 

Bible Christian Coll., Shebbear 
| Cunnah, E.E. Private tnition 
| French, H.J. a. Coll. S., Lapford 

Hughes, J.G. a.l. Oswestry Grain. 8. 
Marsh,A. W. eu. 

Dixie Gram. S., Market Bosworth 
| Maryoseph,S. he. Ramsgate Schook 
| Mason, W. cu. South Hornsey S., N. 

*Sewell, E.D. 
i Victoria Coll., Buckingham Palace Rd. 


(?Baker,M.G. Private tuition. 
Collier, H.C. q. Wirksworth Gram. S. 
Cowie, W. a.d Queen’s Pk. C., Harrow Rd. 
Cullen, D.F. e.d. Polytechnic Inter.S., W. 
| Faulkner, W.M. eu. Tollington Park Coll. 
Francis, H.E. Newcastle Modern 8. 
| Harris,S.E. e.eu. Wreight's S., Faversham 
{2%Jones,E.LI. Richmond Hill S., Surrey 
| Jones, L. o.al. Llandudno College 
| Saword, A.E. Tollington Park Coll.. 
| Shoobridee,H.J.Aeaf. AshfordGram.s. 
j Swinhoe, M.C. Private tuition 
Thurston, H.M. 9.0. 
Wreight’s S., Faversham 
| Wort, R.J. d. Broomwood Coll., Battersea 
LYates,A.H. al. Tollington Park Coll. 


( Barrett,J. 7. Beacontield Coll., Plymouth. 
| *Bell, H.W. York Manor S., York 
Berry, W.H. e.a. Wreight’s S., Faversham 
Hodge J.H. «.Gram. S., St. Ives,Cornwall. 
| Hunt,J.B.¢.e/. 
| Elmhurst, Kingston-on-Thames 
| 20ddy, R.H. Technical Coll., Bradford 
| *Patterson, P.H. Private tuition, 
| Srigley, T.W. g. Cavendish S., Matlock 
| Swain, L. a.d. 
| People’s Coll. Hr. Grade S., Nottingham 
| 


Hastings Gram. S. 


| Taunton's Trade S., Southampton 
| Hayward,C.H. saule. 

| The School, Eaton Socon 
| Thomas, W.F.G. 


| The Douglas S., Cheltenhain 
Walsh,T. e.ol. BeacontieldColl., Plymouth 


Collier, F.C. a. fil. 
Collins, F.C. a.d. 
| Taunton's Trade S., Southampton 
| Crawford, D.MCF. e.g.al. f. Gram.s.,Eccles 
i Curd,C. wf 
| St. Aloysius Coll., Hornsey Lane, N. 
Hibbert, F. d. Gram. S., Eccles 
Kettle, R. a. 
Comm. & Civ.Service HighS., Forest Gate 
Main,J. R.T. Dagmar H., Hattield 
|  Ray,C.L. Fernie Coll., Highgate 
| Roberts, W. Ll. ¢.g.c.eu. Ruthin Grani. N. 
L#Youny,C.S. Bath College 


(*Atkins, W.H. Eye Gram. 8. 
| Boaden, W.F, gen, Tollington Park Coll. 
“Brander,J. The Bronshill S., Torquay 
Irving,S.G. g.eu.  Tollington Park Coll. 
| Roberts, V. Ruthin Gram. S. 
| Rolley,H.E. d. 

High Pavement S., Nottingham 
Sanders, W. g. Barnstaple Gram. 8S, 
Theobalds, H.L. g.«.d. 

Wreight'’s S. Faversham 

Travers,G. aal. CatholicC. Inst. ,M'chester 

Twiss,J.O. St. Joseph's Coll., Dumfries 
Wood, F.M. o.d. 

People’s Coll. Hr. Grade S., Nottingham 


2Adam,S.D. Oxford H.,Sutherland Av., W. 
Ball.J.L. al. South Hornsey S., N. 
Batkiu, W.C. Wirksworth Gram. S. 
Burton, F.W. al.eu. Tollington Park Coll. 
| Edwards, V.G. e..  Tollington Park Coll. 
| 2Faulkner, R.N. sh.Cusack Inst., Moortields 
Flack, W. eu. South Hornsey S., N. 
Jenkins, R.E. naf. Taunton S., Taunton 
Jones, W.R. aleu f. Gram. S5., Eccles 
Parry,S.P. g.0. Oswestry Gram. S. 
| ?Recagno, H. Christian Bros.’C., Gibraltar 
Theobald, H.W. J. 

St. Aloysius Coll., Hornsey Lane, N. 
Wardle,J.M.G. o.eu.d. Finsbury ParkC.,N. 
| Whitehead, F.W. s.e.0. Sandwich Grain. 5. 
| Williama, T.H. o.eu. 
| Gram. and Coll. S., Carnarvon 
| Willis,J.H. e.l. 

L Dixie Gram. 8., Market Bosworth 
(2Budgen,S.N. d. 
Borden Gram. S., Sittingbourne 


Wirksworth Gram. S. 


Westhorpe, W.H. Seaford College: 
White,G.E. 4. 

People's Coll. Hr. Grade 8., Nottingham 
Wren, H. ih. Stafford Coll., Forest Hill 


Barrett, A.High Pavement S., Nottingham 
Bonnor, F.H. «u.d. Clyde H., Hereford 
Cadinan,A.L. gaal. 

Montrose Coll., Brixton Hill 
| Callaghan, L. CatholicColl. Inst. ,M'chester 
| Challen, F.H. al. Tollington Park Coll. 
| Coghlan, E. 

People's Coll. Hr. Grade S., Nottingham. 
Colyer,P. g. Wreight’s S., Faversham 

| Coombe, W.H.C. eaul.en. 

| St. Jaines’s S., Keyham, Devonport 
De Meza,J. a. Tollington Park Coll. 
4Eddison,J.S. Cavendish S., Matlock 

| Frommbholz,G.A. aad, 

Marylebone Central Hr. Grade Tech. 8. 
Garrett,H.V. sh. Monk Bridge S., York 
Hart,C.W. St. John’s Coll., Brixton 

| Lowndes, W.H. : 
| The Chilterns, Halton, Tring 
| Mason,F.E. g. Wirksworth Gram. 8. 
| *7Pardington,A.E. s. 
| Chandos Gram. S., Winchcombe 
| Saunders, H.A. 

High S., St. Luke's Rd., Torquay 
| Shaw, W.H. a. 

High Pavement S., Nottingham. 

L swright,H.W. Hornsey Grain. 8. 


(Cash, F.G. Bethany H., Goudhurst 
| Guttridge, B.C. a. Tollington Park Coll. 


i 7 a : SNG Hayes, R.R. Beverley 8., Barnes 

| Edmondson, W. n, = Oswestry Gram.. 8.) | Kendall,J.G. Market Harboro’ Gram. S.. 
| *Fielding,F. Stanwell H., W. Hampstead Maynard,H.C. eg.a. 9 Ashtord Gram. S. 
Goss, L.S. fil. The Chilterns, Halton, Tring 2Nicholson G yee Gie H., Highgate 


2Usher, H. Hutton Gram. $. 


f Butter,S.E. g.e. Wreight’s S., Faversham 
| Croft,N.T. o. Montrose Coll., Brixton Hill 
| JEskell, R.L. Bath College 
Farjeon,H. qe. 

Peterborough Lodge S., Finchley Rad. 
2Gillies, A.M. Tollington Park Coil. 
Hodge, H.F. a. Gram. S., St. lves,Cornwall 
Nicoll,F. d. South Hornsey S., N. 
| Sanderson, B.R. 
| St. Dominic's Gram. S., Haverstock Hill 
| Sutton, A. f/f. 

L People’s Coll. Hr. Grade S., Nottingham 


(Bilney,A.R. aol, UniversityS., Rochester 
| Morgan, F.J. ¢. Tollington Park Coll, 
| North, B. enal. Tollington Park Coll. 
| Wallington,R.F. 

St. Joseph’s Coll., Dumfries 
| *Wise,W.C. Lancaster Coll., W. Norwood 
(Wood, E.E. HighPavementS,, Nottingham 


( Burton,W. d. 
People’s Coll. Hr. Grade S., Nottingham 
Davis, P. e.a. Dagmar H., Hattield 
| Dewey, E. eal. Beaconfield Coll., Pr mi'th 
Fox,C. H., aal. Worthing High S. 
Francis, W.J., a 
Penwerris Gram. 8., Falmonth 
| 2Horman,G.D. d. Hastings Grain, N. 
| Linell, A.G. New Coll., Worthing 
| 2McGeoch,P. St. Joseph's Coll., Dumfries 
Scales, L. Ruthin Gram. S. 
White,J. Catholic Coll. Inst., Manchester 
Wild, A. el. 
L People's Coll. Hr. Grade S., Nottingham 


Barlee,R.J. g.a. Oswestry Gram. S 
[ Bomtord CA. Private tuition 


Presland,C.W. e.al. Tolington Park Coll. 
Stokes, F.G. a.f. 
Kingsholme S., Weston-s.-Mare 
Vernon,R. d. 
People’s Coll. Hr.Grade S., Nottingham 


Clark, R.D. ¢.0. 
Osborne High S., W. Hartlepool. 
| Croucher, E.H. 
| Borden Gram. 8., Sittingbourne 
| Edwards,J.T. aol. 
Lady Hawkins’ Gram. S., Kington 
| Finn-Keleey,H.F. p.f- Ashford Gram. S. 
| Flatt, A.W., Camden Rd. Coll. S., N. 
Harman,H.A. g.a. 
St. John's Choir S., St. Leonards 
Hoggarth, W. d. 
People’s Coll. Hr. Grade S., Nottingham 
Lacey, E. University S., Rocherter 
| Mucklestone, H.P. a. Tollington ParkColl. 
| Pitinan, E.W. Lewes Grain. 8. 
\?Tu!],G.E. Trafalgar H.,Lee-on-the-Solent 


4Blackall, L.C. F. 
f St. Aloysius Coll., Hornsey Lane, N. 
| Emmett, E, e.u.al. Deal College 
» Ewusi, K. s.e.a.l. African Inst.,Colwyn Bay 
Gam well, P.C. a. Seaford College 
Guichard, H.W. f. Tollington Park Coll. 
HiN, J.E. o.d. 

People’s Coll. Hr.-Grade S., Nottingham 
Jamnes, J. Pencader Gram. S., Carmarthen. 
Morris,C.H. Taunton S., Taunton 

l Parrott, W.S. s.l. 
The Chilterns, Halton, Tring. 
Poole, T.W. HighPavementS.,Nottingh’'m 


FBayliss, A:D.E. u.ul sA Tollington Park C. 
-Bottonney, GF. Dagmar Hip, Hattield 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


BOYS, 3RD Crass, Ist Div.— Continued. 
| Branfoot,G. u.f. Argyle H., Sunderland 
| Cook,G. Grove H., Highgate 
| Copp,H. u. Hoe Gram. S., Plymouth 
| 3Evans, H. Ryde H., Ripley, Woking 
2Farrell, F. St. Joseph’s Coll., Dumfries 
Hills,A. 'H. Osborne High S. W. Hartlep'l 
Loosen.G.A. a.d. Taplow Gram. N. 
| Moir, E.H. St. Catharine's S., Broxbourne 
| 2Pettifer, T.P. Private tuition 


*Rothwell,S. Ryde H., Ripley, Woking 
Smith, P.des. Wellington Terr. S.,Taunt'n 
PR C Wirksworth Grain. N. 
orne, A.E. Taunton S., Taunton 

| turner tik Duncan H., Gt. Yarmouth 
Walmsley, U.B. Mid. Class S., Whitby 
Boden,H.D. Willow H., Walsall 
Couch,H. a. E. Cornwall Coll., Liskeard 


{ Dexter, W.C. ar. 

People’ s Coll. Hr.GradeS., Nottinghain 
Durkin, F. a. Osborne High S., W. Hartiep'l 
Gray, F. H. aleu. 

Dixie Gram. S., Market Bosworth 


Johnson, J.N. Bethany H., Goudhurst 
3Muir, J.M. St. Joseph's Coll., Dumftries 
North,R. a. Tollington Park Coll. 
1Pryer,C.H. Clyde H., Hereford 


Quinton, F.C. o. Tollington Park Coll. 
Sheehan, D. Catholic Coll. Inst., M’chester 
Smith, W.C. 

People’ s Coll. Hr.Grade S.,Nottingham 
Sonnenthal, H.M. 


| Peterborough Lodge S., Finchley Rd. 
*Weeks,J.R. olt H., Cheshunt 
Adcock, L.F. Dagmar H., Hatfield 
Browne, B.H. H. g. Oswestry Gram. N. 
Davies, B.J. Polytechnic Inter. S., W. 
3Doward, H. Southport Comm. Coll. 


| 2Eglin, A.N. Private tuition 
Ferus,J. Catholic Coll. Inst., Manchester 
3Gareze, A.L. Christian Bros’.C. „Gibraltar 
Gibbons, R. Coll. 8., Lapford 
Gill, F. G. qaal. Eye Grain. S. 
Holgate, J. E. al. University S., Southport 
Holloway, L.C. Grove H., Highgate 
Langridge,S. Lewes Gram. N. 
*Lear,H.G. Portland Gram. S., Plymouth 
Martin, A. ¢. 

People's Coll. Hr. Grade S.,Nottingham 
Simpson,C-F.a.al. The School, EatonSocon 
Swidenbank,G. e.a. Tollington Park Coll. 
Walthall, J.R. gu. Gran. S., Belper 
Woodrow ,C. Beaconfield Soll., Plymonth 
Woods, E. R a. Tollington Park Coll. 


4Armour,H. Ryde H., Ripley, Woking 
Brown,C.H. Seaford College 
Dodsworth, P.C. aal f. 

Newcastle Modern 8. 
Hallain,F.V. d. Tollington Park Coll. 


Humphry, A.S. Iselden S. Boscombe 
Jones, A.J. f. The Jersey Modern $. 
Law, E.I. Private tuition 


Lawson, A. e.h. 


Tollington Park Coll. 
Lewes,N. a. 


University S., Southport 
Rash,J.C. g.a. Eye Gram. 8. 
wales. H. Hutton Gram. S. 
3Wallis, N.L. St.Catherine’s, Littleh’ mpt'n 
Ward,C. 
People’ s Coll. Hr. Grade S., Nottingham 
Wood, W.H. d. 
People’ s Coll. Hr. Grade S., Nottingham 


Abbey, A.J.St.Catharine’s S., Broxbourne 

Beardsley, F.¢.¢.d. Gram. S., Bentham 
*Carr,J. Beacontield Coll., Plymouth 
Castle,S.C. acl. 

Marylebone Central Hr. Grade Tech. S. 
Cozhlan,O. a. 

People’s Coll. Hr. Grade S., Nottingham 
*Elford,A.E. Camelford Gram. S. 
Gareze,G. Christian Bros.’Coll. Gibraltar 
3Good,R.G.CathcartColl.,CatheartHill,N. 
Le enna Hanat UG. f. Ashford Gram, S. 

ellett,J.H. y.a. Alvechurch Gram. 8. 
Marshall, J.A. a. Argyle H., Sunderland 
McLoughlin, P. 

Catholic Coll. Inst., Manchester 
Pearson, F.H. g. New Brighton High S. 
*Percy,H.J. Portland Gram.S.,Plymouth 
Pierce, I.J. a. Wreight's S., Faversham 
Rose, W. g.a. Eye Gram. 8. 
Steer,P.R. a. Hoe Gram. S., Plymouth 
Thorne,C. «a. Queen’s ParkC.,Harrow Ra. 
*Towler,K.F. Bath College 
Waketield, P. aall. 

Cumberland H., Milton, Gravesend 
Whitehead, T.C. a. 


High Pavement S., Nottingham 


Wood,H.a. Bt. John’s Ċoll., Brixton 
ee Lewisham Park S., S.E. 
Boundy Middle S., Torrington 
Hilson, ue w 


People’s Coll.Hr.Grade S., Nottingham 
Hoad, F.I. e. Rye Grain. S. 
Hopkins,C. W.R. a. MaldenC., New Maiden 
Lloyd,F.H. l. Oswestry Grain. S. 
2Mace, W.O. s. Hove Park S.. Sussex 
Nathan, L.. Rusholme High 8.,M chester 
Patching, H.R. Wreight’s S., Faversham 
Roberts,R.F. l “Oswestry Gram. S. 

] Rooke,I. aal. The School, Eaton Sceon 
| Runciman, J.G. Barton N. , Wisbech 


| Samuel, R.J.Osborne High S., W. Hartlep'? 
|2W atson, G.A. Bethany H., Goudhurst 
LWilks, W.E. Tollington Park Coll. 


( Arnold,R. a. Ryde H., Ripley, Woking 


| 2Bumsted, W.F. Horsmonden S., Kent 
| Dyer, W.Ll. a. Taplow Gram. S. 
| #File,F. Horsmonden S., Kent 


| Fryer,S. P. Kingsholme S., Weston-s.-Mare 


| Guiton, J.E., The Jersey Modern S. 
| 2Leonard,S. Ryde H., Ripley, Woking 


| Mathias, R. L. 
Kingsholme S., Weston-s.-Mare 

| Oliver, H.C. q 
T aoi 8 Trade S., Southampton 
Price, F. South Hornsey Sa N. 
| Shacklock, H. d. Montrose C., Brixton Hill 
relai Dare, J.L. Dagmar H., Hatneld 


| Taunton's Trade 5. , Southampton 
| Warburton, R.W. e.u.d. ClydeH., Hereford 
Watts, F. a. Barnstaple Gram. S. 
IW ilkinson, A.E. a. Wreight's S.,Faversham 


L2Willis,J. Mid. Class S., Whitby 
(Barton C. Southport Comm. Coll. 
| ?Bull,H.M. Oswestry Gram. 8 


| Bush,G.C. High Pavement. S.,Nottinyham 
i Davenport, R.T. Private tuition 
| Dickinson, H.A. f. 

| High Pavement S., Nottingham 
| 'Ditehfield,J. Preston Class. & Comm. S. 
| Graham,J.A. a. Private tuition 


2Howat,C.D. Hutton Gram. S. 
| Hylton, D.Y. Bath College 
| Loosen, A.F. Taplow Gram. S. 

Martin,J. St. John’s Coll., Brixton 

ee W.N. $ 


Bible Christian Coll., Shebbear 
| Moore, B.J.W.M. d. Private tuition 


| Newman, P. 
| People’s Coll. Hr.Grade 8.,Nottinghain 
| Orel, C. a. Froebel H., Devonport 
| Prevel,J. f. 


St. Aloysius Coll., 
| Sheffield, W.H. d. 
| Simsohn,H. 
! Sonndy, L.H. ea. 

Trigg, A.E. a. 
Taunton’s Trade 8S., Southampton 

| Weinberg,G.J. eu.f. 
L St. Aloysius Coll., Hornsey Lane, N. 


( Benest,P.G. f. The Jersey Modern S. 
| Crosthwaite,E.F. a. Taplow Gram, 8. 
| Dalla Volta,V. West ClitfS., Ramsgate 
| Davies,W. St. Joseph’s Coll., Dumfries 
! Deighton, W.V.a 
Mon tause Coll., Brixton Hill 
| Dennis, W.H.J. u. 
| Bible Christian Coll., Shebbear 
Edwards, D. Tollington Park Coll. 
| Gould,J. "nal. Southport Comm. Coll. 
| 2Harrington,G.H. Tollington Park Coll. 
| Harrop, D. Catholic Coll. Inst. Manchester 
| Hawke,R. y.a. Hoe Gram. S., Plymouth 
| Iddeson, w 
Skerry s Coll., Chancery Lane, W.C. 


Hornsey Lane, N. 
Cork Gram. S. 
Ramsgate School 
Taplow Gram. 8. 


| Job, L.K ’ Tollington Park Coll. 
Jones, A. Ruthin Gram, S. 
Jones,C.G.A. Tollington Park Coll. 
Jones,J. al. Pencader Gr. S., Carmarthen 


‘Laing, Q. Ryde H., Ripley, Woking 


Morris, W. 1. 
Tucker, G.H. 


Horsmonden S., Kent 


L Kingsholme S., Weston-s.-Mare 
Walton, H. Tollington Park Coil. 
2Abbott,H.D.L. Thanet Coll., Margate 
aka S. (E York Manor S., York 


| Cornish,C. P. Bible Christian C., Shebbear 


| Cripps, W.G. Lewes Gram. S. 
3d wards, A. Wreicht’s S., Faversham 
Gapes,S. A. St. John's Coll., Brixton 
Harnor,P.W. a. St. John's Coll., Brixton 


| Huggett, S.G. e. The Mod. S., E. Grinstead 
| Naylor, W. CatholicColl. Inst. „Manchester 
Ovey, H. Polytechnic Intermediate S., W. 
Parry,A. Taunton’sTrade S. Southampton 
Roberts, M.G. e. 

| Bible Christian Coll., Shebbear 
| *Saunders,J.T. 

| St. Catharine’sS., Broxbourne 

Tallack,R. a. "Deal College 

Turner,C.W.T. a. Wreight’s S., Faversham 
2Yorke,G. Camden Rd. Coll. S., N 


(Ades,D., University S., Southport 
| Beard, H.S. ge. Selhurst Park Coll., S.E. 
i Pra a St. John’s Coll., Brixton 
Dashper, W 

Taunton's Trade $. , Southampton 
Dawkins, W. «.al. 

Dixie Gram. S., Market Bosworth 
Greenwood,R.A. Monk Bridge S., York 
Houghton,S. Deal College 


Kennedy,A.B. Taplow Gram. S. 
2Royce,H.M.W. Grain. S., Eccles 
Salter,A.W. Montrose Coll., Brixton Hill 
Sandford, H., 

Cumberland H., Milton, Gravesend 
Shilton,C.P. a.eu. 


Dixie Grain. S., Market Bosworth 
2Wallington,T.H. 
L St. Joseph’s Coll., 


Dumfries 


r Bradwell,S. University S., Southport 
| 2Brannam, J.W. Rock Park S., Barnstaple 
| Conway, A. f 
St. Aloy sius Coll., Hornsey Lane, N. 
Dawkins, W.H. a. 
"Borden Gram. S., Sittingbourne 
St. Joseph's Coll., Duinfries 
Taunton S., Taunton 
Manor H., Havant 


| 2Foy, E.N. 
| Fraser, A. 
| Goodall, E.G. a. 
| Haynes,J.P. d. 
| Christian Bros.’ Coll., Gibraltar 
| 3Jones,G.H. Gram. & Coll. S., Carnarvon 
2Macnab,P. Ryde H., Ripley, Woking 
Morris, A.G. a. Clyde H., Hereford 
Peters, E.J.D. a. E. CornwaliC., Liskeard 
Pigott,C. 7. The Chilterns, Halton, Tring 
| Robey, R.R. Camden Rd. Cull. S., N. 
| Sears,S.E. f. Westbourne Rd.S., Shettield 
| Smith, W.H. Oswestry Gram. S. 
| 2Sworder,N. Cambridge H., Margate 
| Warden, A.L. a.f. 
| Taunton's Trade S., Southanipton 
LWillis,S.J. Horsmonden 38., Kent 


Third Class.—2nd Division. 


(Bensted,W.P. Wreight’s S., Faversham 
Beswarick,T.0O. d. 

Bible Christian Coll., Shebbear 
Botheras,A.E.J. s.Stattord C., Forest Hill 
Braden, W. a d. 

Borden Gram. S., Sittingbourne 


Butt,A. Baylis H., Slough 
Clark,A.B. The Crescent. S., Shetheld 
Clayton,H.J. J. Hastings Gram. S. 


| 2Cogan,J.R. Wharfedale Coll., Boston Spa 
Dinnis,A. g.a. Hoe Gram. 8., Plymouth 
Dunton,H.W. al. Montpelier S., Paignton 
Edwards,L. a. Private tuition 
| Faull, E. «. Gram. S., St. Ives, Cornwall 
| ?Higham,W.E. Southport Comm. Coll. 
| Hitehcock,T.C.L. g. | Ashford Gram. S. 
Horbury,N. Southport Comm. Coll. 
Isitt, F.H. a. Taunton S., Taunton 
Le Brocq, W.E. a. The Jersey “Modern S. 
2Maclean,K. Ealing Gram. S. 
| Mather,P. a. 

Catholic Coll. Inst., 
McDowall, A.S. d. 
Mitchell, F.A. 
Nicholson, A.N. 
Pickett,F.N. e. 

Bible Christian Coll., Shebbear 

| Ransom, C. f.ge. Broomwood C., Battersea 
Richardson, R.J. a. Hounslow Comm. Coll. 
Robertson, W. St. Joseph'sColl. Dumfries 
Sampson,F. P. g.e. Stafford C., Forest Hill 
| Steb ings, H.V. a. Deal College 
Wilmot A.J. e Tollington Park Coll. 


(Abrahams, H.V. Walthamstow Modern S. 
| ?Barr, J.S. Taunton'sTrades. Southanpt'n 
| Beamish, W. Beacontield Coll., Plymouth 
*Beaumont, W.N. Bethany H., Goudhurst 
Burghard, R. Warwick H., Southsea 
Cooper, W.H. 

People’s Coll. Hr. Grade 8., Nottingham 
Dann,J.H. d. 

Taunton's Trade S., Southampton 
Davies, E.F. Ruthin Gram. 8. 
Dav ies M. d.Queen’s ParkColl., Harrow Rd. 
Dumont, E.C. St. Joseph's Coll., Dumfries 
Henson, H.J. d. 

People’s Coll. Hr. Grade S., Nottingham 
2Hibbert, H.C. Cavendish S., Matlock 
MeCormick,A. Ashford Gram. S. 
| a Sone E St. Joseph’sC., Dumfries 

2Reynolds,H.E. Froebel H., Devonport 
| Rubinstein, H. Ramsgate School 
Settles,G.W.R. a. 

Comm.& Civ. Serv. High S., Forest Gate 
Smith,C.E. a. The School, Eaton Socom 
Trevail,J.H.e, Bible Christian C. ,Shebbear 

| 7Walker,T. Old Elvet S., Durhain 
| Webber,C. W.K. 7. 
L The Chilterns, Halton, Tring 


(Blackaby,R.S. University S., Rochester 
Bush, F. T. Market Harborough Gramı. N. 
2Cox, H. d. St. Philip's Gram.S., Edgbaston 
Daniel, W.a.l. The Huish Gram.S. Taunton 
Fearnside,G. A. Comm. Coll., York 
| Felton, H. E. Hanley Castle Gram. S. 
| Hayman,E. a. 

Landscore Coil. S., Teignmouth 
Heslop,G.C. Argyle H., Sunderland 
Irvine,J.D. 

Taunton's Trade S., Sonthampton 

| Jester, F. d. Alvechurch Gram. S. 
| Le Blancq,S.C. eu. The Jersey Modern S. 
Orchard,C.R.R. we C., Long Eaton 
ISanders, R. , South Si olton 


Manchester 
Gram. 8., Streatham 
Ventnor Coll. S. 
Oswestry Gram. S. 


Coll. § 


Snow,N. The n S., Shettield 

, Thornton, J. Baylis H., Slough 
Underwood, E.J. Taunton S., Taunton 
Young, F.S. al. Seaford College 
Anderson, W.J. 


Christian Bros.’ Coll., Gibraltar 

| 2Billiald, H.A 
Lady Hawkins’ Gram. S., Kington 

| Botting,E. a. Ryde H., Ripley, Woking 
i *Day,G.W. Hastings Gram. 8S. 
| Deacon, G.C. Taplow Gram. S. 
| Eaves, J.S. St. Joseph's Coil, Dtirafries 


! Grinstead, J. 
| 2Lawson, W. 
| 7Lund, W.H. 
| St. Dominic's Gram. S., Haverstock Hill 
ale J.H. Gram. S., Eccles 
McKenzie, T.S. a. Gram. S., Eccles 
| Nodes, L.G. e.l. Polytechnic Inter. S., W. 
t Smuithers, H.J. Bethany H., Goudhurst 
| Taylor, H. Wellesley Coll., Long Eaton 
(Winn, D.E. Camden Rd. Coll. S., N. 


Ryde H., Ripley, Woking 
Mid. Class S., Whitby 


Abraham, H.C. 

Taunton's Trade S., Southampton 

| Armitage, R. Fartown Gr. S.,Hudderstield 
Bullock, A.J. 

Taunton's Trade S., Southampton 
| Cameron, A.J. St. Joseph's Coll., Dumfries 
| Caporn, W.H. a. Montrose C., Brixton Hill 
| Chambers,T.S. Holt H., Cheshunt 
| 2Conpe, W. Preston Class. and Comm. S. 

Dale, R.J. a. Hastings Grain. S. 
Ford,F.S. e. Tollington Park Coll. 


| 2Gold, N.T. Albemarle Coll., Penge 
| 7Harker,F.M. Brighton Gram. S. 
| Huggett, S.J. University S., Rochester 


Jacques, H. High S., Sutton, Snrrey 
2Jones, W.A. Gram. & Coll. S., Carnarvon 
| Kearney, L. St. Joseph's Coll., Dumfries 
Lloyd, R.M. Ruthin Gram, S. 


Mawdsley, R. University S., Southport 
Newby,N. Gram. 3., Bentham 
Pawlyn, R.S. Cavendish S., Matlock 


| Perry,W.J. The Douglas S., Cheltenham 

| Plackett, W. ad. 

| People’s Coll. Hr. Grade S., Nottingham 
Russell, J. d. Cambridge H., Marzate 
Smith,S.T. Clyde H., Heretord 

| Stanbury, A. The Gram. S., Launceston 

| ?Townson, W.K. Private tuition 


Walker, F.J. Grove H., Highgate 
Benest,S.G. The Jersey Modern S. 
Blake, H.S. Hounslow Comin, Coll. 
Channer, J.A. Carter H., Deal 
Chevens, P.J. Lewes Gram. S. 

| Chisholm,J.S. Argyle H., Sunderland 


| Denliey, H.O. 
| Fellows, W.H.G. 
Taunton's Trade S., Southampton 
Hamilton,V.H. Hutton Gram. S. 


Hanley Castle Gram. S. 


| Haworth, J Hutton Grain. S. 
| Hayward, W.H. Taplow Grain. 8. 
Kirkham, P. 


People's Coll. Hr. Grade S., Nottingham 
Lowther,J.A. Gram. S. Eccles 
McLennan,A. e. 

| Osborne High S., W. Hartlepool 
Mein,O.C. Oswestry Gram. S. 
Milburn,T.M. 
Chandos Gram. S., Winchcombe 
Spencer,F.W. 
High Pavement S., Nottingham 
*Spurgeon,J.A. Private tuition 


| Street,C. D.G. Tollington Park Coll, 
Turner, W.K. d. Taunton S., Taunton 
2Whitby,G.B. Gram. S., Yeovil 


( Almond,T.H.GramS., Longsight, M'chest'r 
| Appleton, R.A. e. Gram. & High S., Thirsk 
| Earley, F.H.CatholicColl., Inst., 3E ‘chester 
| Hargrave,J.B. 


St. Kilda’s Coll., Waterlooville, Hants 


HarrisB. Wreight’s S., Faversham 
| Hart, A. a. Horsmonden S., Kent 
| Hoare, E.A. Camden Rd. Coll. S., N. 
| Holden,S,G. Worthing Gram. S. 


| Jones, E.H. KingsholmeS., Weston-s-Mare 

| Loetschert, W.H. 

| St. Aloysius Coll., 
Loveless, A.W. g 


Hornsey Lane, N 
Raleigh Coll., Brixton 


Lund,G.D. Worthing Gram. S. 
Marshall,J.A. Grain. 5., Eccles 
Sinunons,A.J. University S., Rochester 
| Smitb, R.B. a. Linden H., St. John’s, S.E. 
| Sullivan, C.C. Hastings Gram. S. 


| Walker,O.H. Holt H., Cheshunt 
| Walker,S.G. Holt H., Cheshunt 
| Warren, D.S. Montrose Coll., Brixton Hill 
| Whellen, M. a. Ryde H., Ripley, Woking 
LYoung,F.D. Newcastle Modern S. 


Bowes-Scott, R. 
2Fanmner,B. 
St. Joseph's Acal., Kennington Rd. .S.E, 


6 Redesdale St., Chelsea 


Forster,J.f. Tutorial S., Penarth 
| $%Gorringe, R.E. Ealing Gram. 8. 
IGrittiths, F.A. Private tuition 


Hall ,C.E. The Huish Gram. S., Taunton 
Holden, A. Gram. 3., Belper 


Kilbride,T.J. 

St. Aloysius Coll., Hornsey Lane, N. 
Lemon,C. Barnstaple Gram. S. 
Lowe,G.E.Fartown Gram. S., Hudderstield 
Mason, A.W. Grove H., Highgate 
Moore, R.E. Gram, S., Bentham 


Morissev,T.H. The Coll., Weston-s.-Mare 
Reil, J.B. s. The Modern S., E. Grinsteal 
Richards, D.J.R. f. Private tuition 
Terry,J.L. Sandwich Grain. 8. 
Tucker, A. a.Taunton’sTradeS, Siamypton 
Wallington,Q. St. Joseph's Pe ainil ries 
3Waliond, W. Dead College 
OW dias, M ask Ruthin Gram. S. 


338 


BOYS, 83RD CLass, 2ND Div.— Continued. 
(Cantlie,C. Holt H., Cheshunt 
Clarke,O.R. a. Taplow Grain. 5. 
Collins, L.T.a. KingsholmeS.,Weston-s.-M. 
| De Meza, E. Tollington Park Coll. 


Edwards, H.M. Oswestry Gram. 8. 
?Harden,R. Bethany H., Goudhurst. 
Holdsworth, H.S. a. 
Gosberton Hall S., Spalding 
Hulles,H. a. Ramsgate S. 
2Kelly, R.D. Parkdene & Poyntington S. 
Luckhurst, H. Sandwich Grain. S. 
Peach,S.G. Taunton S., Taunton 
Perry,C.A. Bible Christian Coll. Shebbear 
Prescott,H.J. 
Taunton’s Trade S., Southampton 
Thomas, J.g.al. PencaderGr.S. Carmarthen 
Wolstenholme, H. UniversityS. Southport 


(Agerup,H. Montrose Coll, Brixton Hill 
Broad bridge, M. 

St. Aloysius Coll., Hornsey Lane, N. 
Cann,H.B. Portland Gram. S., Plymouth 
Coller,H. e. RusholineHighS., Manchester 
2Creightou, F.A.E.CornwallColl., Liskeard 


Crowley,S. W. Park S., Wood Green 
9De Fraine, A.C. Private tuition 
Gilling, E. Gram. & High S., Thirsk 


2Grant, L, Highfield, WandsworthCommon 
Greig, L.L. Malden Coll., New Malden 


Grey, B. Taplow Gram. 8. 
2Hatzfeld, L.E. al. Bethany H., Goudhurst 
Hawken, W.T. Camelford Gram. S. 
Hobbs,H. Ashford Gram. S. 


| Hoggett, F.R. Westbourne Rd. S. ,Shetfield 
King, A. St. Joseph's Coll., Dumfries 
McGrady,8.H. The ModernS.,E.Grinstead 
Pickard, H.R. Bible ChristianC. ,Shebbear 


Pinhey,R.K. Horsmonden S., Kent 
Rowney, F.H. Taplow Gram. S. 
Salisbury,G. B. 


Kingsholme S., Weston-s.-Mare 
Stallabrass,T.F. a. Ealing Gram. 8. 
Stevens,J. Bible Christian Coll. ,Shebbear 
Walters,T. al. 

St.Joseph’s Acad. , Kennington Rd.8.E., 


( Adamson,J. Argyle H., Sunderland 
| Bullen, F. arnstaple Gram. S. 
| Burehell,A. Wreight's S., Faversham 
Cross, P.H. Mutley Gram. S., Plymouth 
Evans, H.T. Private tuition 
Ferrary,N. Christian Bros.’ C., Gibraltar 
Hayon,C. a. 
Harcombe,J.D. Taunton S., Taunton 
2Hazard,R. Montrose Coll., Brixton Hill 
Marsh,W.S. — Stafford Coll., Forest Hill 
Tombs, W.D.R. a. 
Holhnwood H., South Hill Park, N. 
Wells, A.J. Richmond Hill S., Surrey 
Williamson,G.M.  Tollington Park Coll. 
Xavier, f. Victoria Coll., Jersey 


(Bennett, H.D. ea. Gram. 8., Streatham 
1 Burley,S. H. 

Fartown Gram. 8., Huddersfield 
Davies,H. Pencader Gram.S.,Carmarthen 
Dobbins, R.J. St. Joseph's Coll., Dumfries 
Green,C. W. g.a. Eye Gram. 8. 
Henton, H.E. 

Dixie Gram. 8., Market Bosworth 
1Lane,J.D. Allhallows Gram. S., Honiton 
Langley,S.H. 

Hillmnartin Coll., Camden Rd., N.W. 
Larbalestier, C.M. The Jersey Modern 8S. 
Loup,G.L. Borden Gram. 8., Sittingb'rne 
Marsh,S.T. Park S., Wood Green 
Murray,J. St. Joseph's Coll., Dumfries 
O’Keetle,J. St. Joseph's Coll., Dumfries 
Patterson, I.A. Newcastle Modern S. 
Pledger,O. g. 
Scorey, W. d. N. London High S., N.W. 

Taunton's Trade S., Southampton 
2Stone, E. E. Private tuition 
Turner,R. D.B. Oswestry Gram. S. 
Watson,S.E. 

Osborne High 8., W. Hartlepool 


cm 


Worsley,Q. Hutton Gram. 8. 
2Brown,F. Ashford Gram. 8, 
Bullock, A.E.  Wreight's S., Faversham 
Carr, J. University S., Southport 


Croxford, P.H. Taplow Gram. S. 
?Garwood,C.R. Selhurst Park Coll., S.E. 
Gwilliam,P.O. The Coll., Weston-s.-Mare 
Harrison,8.C. Tollington Park Coll. 
Hielt,J. Taunton’s Trade S., Southampton 


—— AR 


Hudson, H. L. New Coll., Worthing 
IKeats, B.A. Royal Naval 8., Eltham 
Morrissy, L. Baylis H., Slough 


| Neep, H.W. 

Dixie Gram. 8., Market Bosworth 
Northwood, T.G. Llandudno College 
Posso, L. Christian Bros.’ Coll., Gibraltar 
Rawlinson, T.W. New Brighton High 8. 
Rigby,P.J. 

St. Aloysius Coll., Hornsey Lane, N. 
Sharpe,G. Deal College 
Small, F.B. 

Waterloo with Seaforth Inst., Liverpool 
Walker,G. eu. Llandudno College 
Winter, J.M. University S., Southport 


St. Mary’s Hall, Cardiff 


THE EDUCATIONAL TIMES. 


(?Amine,A., Montrose Coll., Brixton Hill 
Blake,L.G. Duncan H., Gt. Yarmouth 
Brunt,T. d. Southport Comm. Coll. 


Clennett,C.R. Gram. & High S., Thirsk 
Golden, A.W. Rye Gram. 8. 
Hart, H.C. Hanley Castle Gram. 8. 
| Haslock, P. Ryde H., Ripley, Woking 
| Hitcheock,H.H. Ashtord Gram. S. 


Hurst, H.H. 
Waterloo with Seaforth Inst., Liverpool 
| Igglesden,C. H. J. Ashford Gram, 8. 
| Inger, R. Elm Bank S., Nottingham 
ı McRitchie, W.McP. 
Montpelier S., Paignton 
Meikleham,D.L. 
Hillmartin Coll., Camden Rd., N.W. 
Meredith, T.F. 
| Lady Hawkins’ Gram. N., Kington 
1Pigott, T.W. Borden Gr. S. Sittingbourne 
| Quin,C. 
Robinson,G.D, 


Bavlis H., Slough 
Gram. S., Eccles 
Rogers, H.B. Seaford College 

| Spenditt,C.K.  Wreight’s S., Faversham 
Weatherseed,H.V. Hastings Gram. S. 
Woodcock,C.R.e. Wyndham H., Aldeburgh 


Ball, A.A.H. Private tuition 
Bennett, F.C. a. Camden Rd. Coll. S., N. 

| Chad wick,C.R. 
Stretford Comm. S., Manchester 
| Cross, L.H. Taunton S., Taunton 
Friend,S. R. Sandwich Gram. S. 
Hook, L.C. Wellington Terr. 8., Taunton 


| Lee, F.J. Tollington Park Coll. 
Passey, R.D. 

Lady Hawkins’ Gram. 8., Kington 
Patten, A.W. Conun. Coll., York 
Richards, F, W. Camelford Gram. 8. 
Rogerson, A. 


Waterloo with Seaforth Inst., Liverpool 
| 2Rowe,C. A.P. High S., Camborne 
| Saunders, N.V. West Clit S., Ramsgate 
(2Webb,8.G. Bethany H., Goadhurst 


( Baker,8.K. Holt H., Cheshunt 
i Bannister,H.J. 
| St. Philip's Gram. S., Edgbaston 
Berry,R.S.B.S. Oswestry Gram. S. 
| Bridge, P.C. Gram. S., Streatham 
| Brunton, L.A. 58 Leyland Rd., Lee, S.E. 
| 2Diplock, T.L. LancasterColl., W. Norwood 
| Edgar,J. Deal College 
| Farr, E.G. Clyde H., Hereford 
| French. F.W. 
| Taunton's Trade S., Southampton 
2Greengrass, H.W. 
Holme Wood Coll., Up. Tulse Hill 
| 2HiN, H.J. Hastings Gram. 8. 
| Howe, H. York Manor S., York 
Jarvis, H.E. 

Tauncon’s Trade S., Southampton 
Phillips, R. L. a. Hastings Grain. S. 
Pither,C. Bible Christian Coll., Shebbear 

| Marett,T.C. f. CarltonH.,Grouville Jersey 
Muller, J. L.B. ge. Private tuition 
Sheppard,8.M.P. Bath College 
Smith,H.P. Elm Bank 8., Nottinghain 
2Super, P.F. 

Taunton's Trade S., Southampton 
Squire, L.C.T. Camelford Gram. 8S. 
Winchester, F.A. 

St. Aloysius Coll., Hornsey Lane, N. 


( Andrews,J. Cavendish S., Matlock 
| Ayling,G. Malden Coll., New Malden 
Beard shaw, H.D. Taplow Gram. S. 
Carlyle, B.J. University S., Southport 
Chandler,R. Deal Colleze 


Dunton,A.R. al. Montpelier S., Paignton 


George, H.H. Park S., Wood Green 

Lambert, P.G. Taplow Gram. S. 
| Le Pays,R. Taplow Gram. S. 
| Maurice, R.G. J. 


| Plaisance Terrace 8., 8t. Luke's, Jersey 
| May,S.C. 

The College, Highbury New Park, N. 
Montague, R.H. Ealing Grain. S. 
2Roberts, H.P. 

Chandos Gram. 8., Winchcombe 
Watkins, A. Bible Christian C., Shebbear 


UIWaugh, S.R. Private tuition 
Backhouse, A.G. Gram. 8., Eccles 
Bald win, H.C.C. 


Prep. 8., South St., Greenwich 

Bascombe, E. L. New Coll., Worthing 

| Betbeder, L.G. Selhurst Park Coll., 8.5. 
| Bonner, A.8. 

Taunton’s Trade S., Southampton 
Brock,V.H. Hounslow Comm. Coll. 
Budgen, P.J. Borden Gr. 8S. Sittingbourne 
Chinneck,F.A. a. West Brighton High S. 
Donnellan,J.T. 

St. Philip’s Gram. S., Edgbaston 
Eckersley, A.E. 

Stretford Comm. S., Manchester 
Ginger, W. Gram. S., Longsight, M'chester 


Hart,C.O. Ashford Gram. &. 
2Hartley, R. The Academy, Waketield 
Haworth, S. University S.. Southport. 
Igglesden,G.H. Ashford Gram. S. 
Martyr,H. Kew Coll., Surrey 


Parker, R.S. 
St. Philip's Gram. 8., Edgbaston 


| Perkins, H. 

| Holmwood H., South Hill Park,N. 
| Raper, E.C. Crompton 8., Southend 
| Rickie, R.B. a. Gram. S., Belper 
| Ruck,C.F.L. The Douglas S8.,Cheltenh'm 
Skinner,J.D. Tankerton Coll., Whitstable 
Wall, A.B. The Douglas S.,Cheltenham 
Westington, R.H. Mutley Gram. S., Plym’h 
| Wilks, A.E. Clyde H., Hereford 
Williamson, E.e. 46 Avenhain Lane, Preston 


Bridson,H. Hutton Gram. 8. 
Brooks,8. W. Gram. S., Bentham 
Cave, A.M. Cork Gram. 8S. 
| Chandler, F.S. Park S., Wood Green 
| Cheal, A.G. Bethany H., Goudhurst 
| Dean,C.G. Taunton S., Taunton 
| Ellis, E. Gram. 8., Streatham 
Evans, A.E. Taunton S., Taunton 
Kew, W.T. Ealing Gram. S. 
Marshall,C.E. Gram. §., Eccles 
2Morris, H. Grain. 8., Eccles 
LOvery,H. Rye Gram. S. 
Allen,P. Rye Gram. 8. 
Baird,M. Lancaster Coll., W. Norwood 
| Cattle,C. H. Hornsey Gramm. S. 


| 2Comerford,A.A.Cusack Inst., Moortields 
Gilbert,J.K. a. 
| Kingsholme S., Weston-s.-Mare 
1Heenan, M.C. Wimbledon Coll. 
| Higgs,G.N. West Cliff S., Ramsgate 


Mitchell, E.J. d. Woodstock Gram. S. 
Peck, W.H. Eye Gran. 8. 
Perry, A.B. Coll. S., Fairford, Glos. 
| Port, R.W. Sandwich Gram. 8. 
| Seller, R. Comm. Coll., York 
LTheaker, V. Gram. S., Streatham 


Third Class.—3rd Division. 


(Boorman,W.J. Bethany H., Goudhurst 
| Bray,F.H.A. Montrose CoN., Brixton Hill 
| Bruce, A.R. Gram. S., Longsigdit, M’chester 
| Clarkson, L.H. d. Gram. S5., Streatham 
| Crowhurst,C. Seaford College 
| Dalinan,S.S. Holt H., Cheshunt 
Davies,G. Middleton Coll., New Brighton 
Dawson, E.A. St. Jobn’s Coll., Griwsargh 
| Evans,F.J. Clyde H., Hereford 
Harmon,L.C.Taunton’sTrades, ,S‘hampt'n 
Humphries,E.L. Bethany H., Goudhurst 
| Loisy,E. fl. Beacoutield Coll., Plymontn 
| Loreh,J.A. St. Thomas’ Abbey, Erdington 
IMackenzie,G.A. Private tuition 
Marchant,S.H.8. 
| Prep. 8., South St., Greenwich 
Norton, R.W. Private tuition 
Organ, F.C. Froebel H., Devonport 
Ramsay,H.C. Nelson H., Clapham Com. 
| Rees,T. Old College, Carmarthen 
Renouf,L.P. W. l. 
St. Thomas’ Abbey, Erdington 
Roberts,J.F. 

Lady Hawkins’ Gram. S., Kington 
Sollitt, T.M. York Manor 8., York 
| Webb, L.J. Hastings Gram. 8. 

Williams,H.P. The Coll., Weston-s.-Mare 
2Woodger, P.N. Duncan H., Gt. Yarmouth 


Beck,C. Cavendish 8., Matlock 
Brunton, A.H. 58 Leyland Rd., Lee, S.E. 


| Crosby,B.C. The Gram. S., Launceston 
| Cuffe, L.C.M.G. J. Private tuition 
| Duck, W.C Taplow Gram. 8. 
| Gray, H.W. a, Gram. S., Bentham 


St. Austell S. 
Comm. Coll., York 
Hounslow Comm. Coll. 


| Jolliffe,8. 

| Lackenby, W.F. 

| Nailer, W.E. 

| Parkes,C.G.S. 

| Comin. &Civ.Serv. High S., Forest Gate 

| Reid, W.E. Carter H., Deal 

| Rheinlander,E.A. Malden C., New Malden 

| Waddington, H. Modern S., Doncaster 
Watson, J.S. Gosberton Hall S., Spalding 


Whelan, H.O. Hounslow Comm. Coll. 
Williams,T. a. Gram. S., Bentham 
2Wood,R. Castlebar Court, Baling 


LYeo,O.E. d. The Huish Gram. S5., Taunton 


Beckett,A. Bath College 
Boniface, M. High S., Sutton, Surrey 
Cusack,E. 8t. Joseph's Coll., Dumfries 
Frank, R.F. Horsmonden S., Kent 


Galliano,A.Christian Bros.’Coli. Gibraltar 
| Gollan, D. W. Bethany H., Goudhurst 
| Goodburn, H. Hutton Gram. 8. 
| Hallum,S.S. Taunton’sTradeS.,S’hampton 
| Hitchcock, F.J. Grain. 8., Belper 

2Keevil,A.F.M. 

Kinesholine S., Weston.-s.-Mare 

Knott, F.A. Holme Wood C.,Up.TulseHill 

Latham,C. Belle Vue H., Greenwich 
| Paste te Ryde H., Ripley, Woking 
| Lyall,H.L.V. Comin, Coll., York 
| Maskell,P.F. Malden Coll., New Malden 
| Stuteley,H.A. Horsmonden 8., Kent. 

Waghorne,H. The Douglas S., Cheltenham 

Wood, E. Hastings Gram. N. 

2Wood-Clarke,C.J.D. 

Malden Coll., New Malden 


[ Aug. 1, 1900. 


Butterworth, F. Southport Comm. Coll. 
Chalmers,C. Lancaster Coll.,W. Norwood 
Evans,B. Pencader Gram. S., Carmarthen 
Foster, H.I. Model S. Training Coll., York 
| McColl,G. Taunton's Trade S., SShampton 


(Allberry,W.H. Stafford Coll., Forest Hill 


| Muller, H.V. Hastings Gram. 8. 
Sleep, A.W. Froebel H., Devonport 
Taylor,C.H. The Coll., Weston-s.-Mare 
Travis, F. University S., Southport 


ve Gram. 8. 


| Wadman,R. 
New Brighton High 8. 


Wilkins, F. W. d. 


(Craig, A. 
Drury, W.H. 
du Rocher, F.E. 
St. Philip's Gram. S., Edgbaston 
Forman,A.M. Richmond Hill 8., Surrey 
Gooch,J.W. 
Hillinartin Coll., Camden Rd., N.W. 
Harris, F.R.G. 
| Kingsholme 8., Weston-s.-Mare 
| Kidner, R.W. Taunton S., Taunton 
Metcalfe, H.G. 
Gram. S., Longsight, Manchester 
| 2Náf,O. Waltham Coll., Waltham Cross 
Newsom,G.F. 
St. Philip's Gram. S., Edgbaston 
| 2Simnpson,C. Beverley S., Barnes 
| Smith,F. Rusholme High S., Manchester 


University S5., Southport. 
Modern S., Doncaster 


| Sullivan, A.N. Hastings Grain. 8. 
| Trounce,H.T, Holt H., Cheshunt 
, Warren, H. Hanley Castle Gram. 8. 
LWoolldridge,L. Froebel H., Devonport 


(Baker,F.A.The Huish Grain. 8., Taunton 
| Balsillie,J.D. Hornsey Gram. 8. 


Billington, H. St. John’s Coll., Brixton 
2Bolitho, W.C.G. Private tuition 
| Brewer,F.J. 


St. Aloysius Coll., Hornsey Lane, N. 
Butler,S.J. Sandwich Gram. 8. 
| Cameron, D.G.H. 

Elm Park,Shotley Bdge. N'cestle-on-T. 
Chillingworth, D.H. Cork Gram. 8. 
Howlett, A. West Clit? S., Ramsgate 
McBreen,H.Q. St. Joseph's C., Dumfries 
Trill,M.H. Tutorial S., Penarth 
| Tydeman, F.M. Gram. S., Streatham 
| Voce,T.G. a. Private tuition 
Wells,A.V. Gosberton Hall S., Spalding 


(Bacon,E.H. Mutley Gram. S., Plymouth 
| Basshain,S.E. Bethany H., Goudhurst 
| Chaney, W.H. Elmhurst, Kingston-on-T. 
| Clemens, W.H. 

Taunton's Trade S., S'hampton 
Cochrane,C.V. St. John’s Coll , Brixton 
Dempster,T. 

Waterloo.with-Seaforth Inst., Liverpool 
Green,J.L. St. Catharine's S.,Broxbourne 
*Hewerdine,G.A. Private tuition 

| Hyde,F. Lytham Coll., Lanes. 
| Kelsall, W.A. 

Grain. S., Longsight, Manchester 
| Martin,L.G. 
| St. Aloysius Coll., Hornsey Lane, N. 
Roberts, H.F. Bible ChristianC.,Shebbear 
Slade, L.W. The Huish Gram. N., Taunton 
Stevens, V.G. Seaford College 
(pie Malden Coll., NewMalden 


Willis, R. Bethany H., Goudhurst 
Wooster, E.C. Private tuition 


(Cook, W. Gram. & High S., Thirsk 
| Duckett, V.R. Cambridge H., Margate 
Grand, B. Wreight's S., Faversham 


Margolionth, J.F. 58 Leyland Rd., Lee, S.E. 

2Palmer, W.H. Modern S., Doncaster 

| 7Roe, A.W. Hastings Gram. 8. 
Stivey,C.M. Froebel H., Devonport 
Thwaites, A.R.S. 

Montrose Coll., Brixton Hill 
| Underwood, T. Ryde H., Ripley, Woking 
| Whittley, A.W.G. 

, Mutley Gram. S., Plymouth 
| Board, A. P. 


Dixie Gram. S., Market Bosworth 
Chandler, H.F. Grove IH., Highgate 
| Cureton.T. Meredith H., Lichtield 
Davies, R.T. Park 5., Wood Green 
Harrison, H.W. 
Pen werris Gram. 8., Falmouth 
| Lawrence, J. The Douglas S., Cheltenh'm 
Lester, L. W. Hastings Gram. 8. 
Livesey,M. Taplow Gram. S. 
| Long.O.G. Kingsholine 8., Weston-s.-Mare 
| 7Morris, R.B. Ealing Gratin. S. 
| Rigby,.J.F. Ruthin Gram. 8. 
2Snow, H.B. Crompton S., Southend 
[white E. St. John’s C., Sutton, Surrey 
Wills,C.H. Bradley HighS.,Newton Abbot 


Barrasford, G. St. Joseph's C., Dumfries 
*Beckett Hope,P. Private tuition 
| Bonnard, L.H. Richmond Hill S., Surrey 
| Bridges, W. KingsholmeS., Weston-s.-Mare 
Burrell, I.P. 

St. Aloysius Coll., Hornsey Lane, N. 
Cutts,A. ModelS. ree 1l., York 
Gibb. A. St. Joseph's Coll., Dumfries 

h Hogan. P: St. Aloysins C,,HorhseyLane, N. 
| Hogg, E.C. The-Modern 8., E: Grinstead 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


339 


BOYS, 3RD Cass, SRD Div.—continusd, 
James A. Hoe Gram. S., Plymouth 
3Jane, R. EB. Willow H., Walsall 
Klitz,C.M. Taunton’s Trade §., S' hampton 


Martin, E. Bethany H., Goudhurst 
| Nuttall,T. University S., Southport 
Shaw,G. B. Hasland H., Penarth 


Silvester, A. H. The Huish Gr. S. „Taunton 


| Thomson, E. Taplow Gram. S. 
| Wilis, J.B. Willow H., Walsall 
Wright, F.E. Warwick H., Southsea 


Benjamin,C.H. e. Ealing Gram 8. 
Clayton, F. St. Catharine’s S., Broxbourne 
| Dodgson, F. Hutton Gram. 8. 
| Hammond,E.W. Camden Rd. Coll. S., N. 
| Holzapfel, H.T. Duncan H., Gt. Yarmouth 


| Kelly, .B. St. AloysiusC. ,Hornscy Lane, N. 
| Pike, ; Eye Gram. 8. 
| Setford, B.E. Park S., Wood Green 
White, H. E.G. Grove H., Highyate 


(Clarke, P.A. Wyndham H., Aldeburgh 

| Dowdeswell, F.J. B Taplow Gram. S. 
. Emdon,R. R. Froebel 

| Grant, R. 

i Connn.& Civil Serv. High S., Forest Gate 


. Devonport 


| Hanson. Gram. 8S., Bentham 

| Hart, J.B. Hornsey Gram. S. 
Henri, A.W. New Brighton High S 
Hill, B. University S , Southport 


| Husbands, J.A. Malden Coll. New Malden 


| Kirk,G. Monk Bridge S., York 
| Mason,C.J. Comin. Coll., York 
| Mustapha,S. West Clitf S., Ramsgate 


First Class.—Honours Division. 
“Marks, A.F. s.eh.aaleutn fla. 


Private tuition 
Fry, B. s.h.9.a.al.fid.sh. 
Red Maids’ S., Bristol 
Pearce,A. s.c.h.g.a.aleufd, 
Red Maids’ S., Bristol 
Annand,A.T. ¢9f.d.Red Maids’S., Bristol 
Whyhain, E.M. s.¢.f.qe. mit. 
Royal Naval S., Twickenham 
Brown,S. Rutherford C., Newcastle- o.-T. 
Ruddle, A.A. Bible Christian C., Shebbear 
Gill, M. h.sd.d. Queen's P’k C., Harrow Rd. 
Hogan, M. f.d.mu. 

St. Mary’s Convent, Newtownbarry 
Clayton,G. d. 8t. Bernard's 5., Southsea 
Steyaert, M. f. 

St. Ethelburga’s Convent S., Deal 
Luddington,S. al.d. 

Rutherford Coll., 
Tddeson, K. f. 
Guyatt,H.R. 


Newcagtle-o.-T. 
Private tuition 
Portsea Coll. S. 


Firet Class.—Pass Division. 


Lovell, E.M. J. 

High S. for Girls, Wells, Somerset 
McLeod, L. sh. Lynton H., Portsmouth 
Ismiridés A. a.f. 

English S., Pera, Constantinople 
‘Baunders, V.M. 
Stroud Green High 3., Oakfield Rd., N. 
Kingsford,M.B. f.d. 
Up. St. Leonards Ladies’ Coll. 
Ancereon sd. 


ra ene a rwyn Ladies’ S., Coleraine 
Spurgeon, M. LyndaleColl.. „Worthing 
Appleton, L.M. 


Wincham Hall Coll., Northwich 
Harwis,E. bk. St. Bernard’s S., Southsea 


(Hartigan,M. St. Mary's Cony ent, Bruff 
| Hod gson J.G. E a ,Clacton-on -Sea 
M. bk 


viss, H.G.M. bk 
as i Eversley H., Willesden 


Hardstaff,G. M. f. Kirkstone, W. Bromwich 
Norris, M. A.f. Holt H., Fakenham 
Ryalls,R. 8. A `S Up.8t. LeonardsLadies’C. 
Thomson, E.G. f. Durham H., Crouch Hill 
Payton R.E. d.TheHollies, SohoPk. B'ham 
(Batty,J. A.S. Verulain, Potter's Bar 
Whittington, E. f.ge. Ruthin Gram. $. 
Butler,G. fd. Durham H., Crouch Hill 


| Parr,G.J. Tudor H., Muswell Hill,N. 
| Seldon,N.A. 

Bible Christian Coll., Shebbear 
j Vine, L.C. a. 
| Hillmartin Coll., Camden Road, N.W. 
Walker, B. Llandudno College 


2Amos, R. B. Stretford Comm. S.,M'chester 
| Baker H A The Jersey Modern 8. 


Birtwistle,F. University S., Southport 
| Brown,C. Southport Comm. Coll. 
| Glenister,G. E. Hastings Gram. S. 

Henley,G.E. 


Kingsholme 8., Weston-s.-Mare 
Joaquim, B.J.P. 

St. John’s Coll., Sutton, Surrey 
LeRossignol,J. 

Bible Christian Coll., Shehbear 
Mason, E. A. Taunton’sTradeS.,S’hampton 


| Mason,P.G. Hounslow Comm. Coll. 
| Mulliner,F. Southport Modern §. 
Phillips, H.8. Ramsgate N. 


Rooke, T.A. Gram. and High S., Thirsk 


|?Woodward,G. Hanley Castle Gram. S. 
Wooster,G. H. Private tuition 
( Bromfield,D.A. 


St. Aloysius Coll., Hornsey Lane, N. 
Graham, W.T. New Brighton High S. 


Kneen,A. Lytham Coll., Lanes, 
Marchington, W.B. Hutton Grain. S. 
Plackett, H.W. Comm. Coll., York 
Ray,R. R. St. Austell S. 
(2Ward,F. The Academy, Wakefield 


(Cardell,C.P. 
Davies, E.F. 
Lady Hawkins’ Gram. 8., Kington 
Powis, E.R. The Huish Gram. 8., Taunton 
Smith, W.O. Oswestry Gram. S. 
Wroth. „J.B. a. 
Kingshohne S., Weston-s.-Mare 
Hasland H., Penarth 


Sunny Hill 8., Ilfracombe 


Wyard,L. 


(Coysh,C.C. Landscore Coll.8., Teignmouth 
| ?Hancock, J.A. 
Stretford Comm. S., M’chester 
Harries, T.L. Pencader Gr. S., Carmarthen 
Lipinski, H. Ramsgate School 
tape L.W. 
Taunton's Trade S., S'hampton 
| Musgrave,H. Taunton S., Taunton 
Pithers,S.J. 
Hillmartin Coll., Camden Rd., N.W. 
Turner,M.B. Duncan H., Gt. Yarmouth 


Chandler, H.F. Camden Rd. Coll. S., N. 


3Cave,G.C. Hastings Gram. S. 
a Wharfedale C., Boston Spa. 
| F 


arr, J.S. Gosberton Hall S., Spalding 
| Flisher,G.E. Rye Gram. 8. 
| Francis, M. Deal College 
| Harman,A.B. 


| St. John’s Choir S., St. Leonards 
| Lale,H.P. Taunton S., Taunton 
j Lilly, A.N.I. 
2 Delgamy Villas, Crown Hill, Devon 
Mott, W.R. St.John’s Choirs. St. Leovards 


GENERAL CLASS LIST — GIRLS. 


(For list of abbreviations, see page 3A.) 


(Earnshaw,E.M.d. Girls’ High S., Cheadle 
| Feist, A.F. Private tuition 
Lilley, M.M. f. 
Conv. S., The Avenue, Southampton 
Whitehead, F. A. University S., Rochester 
Mc Robert, A. 

Brynderyn Ladies’ 8., Coleraine 
Carter,K.M.Up. St. Leonards Ladies’ Coll. 
Kinnersley,J.M.f. Clarendon Coll. Clifton 
Picqué, L. J. Manor H., Surbiton 
Wallis, E.J. Girton H., Yeovil 
Adams, B. mu. Girton H., Yeovil 
Eedes, M. The College, Goudhurst 
Langdale, D.M. e. Durham H.,Crouch Hill 

( Goddard, E.C. J. 
Up. St. Leonards Ladies’ Coll. 
| Jefferiss,F. E. 
L The Hollies, Soho Park, B'hanı 
Fegan, &. St.Mary's Conv.,Newtuwnbarry 
Stones,F. 

Holly Bank S., Cheetham Hill, M’chester 
Adam,M. University S., Rochester 
Bromley,C.J. Abney ParkC.,Stamford Hill 
Coulston, L. L. Eton H., Cheltenham 
Ginn,R.E. Abney Park C., Stamford Hill 
Fagan,G. St. Mary's Conv., Newtownbarry 

( Baker, M. MillburnH.,Honor Oak Pk.,S.E. 
LGinaty,A. ay Ethelburga's Conv. 8., Deal 
Laendler,V 
Engish S., Pera, Constantinople 
Harvey,H.B. High 8, for Girls, Wells,Soin. 
(Keeling,A. Chatsworth C., Stamford Hill 
| Lloyd,N.J. The Hollies, Soho Park, B'ham 
Robinson,M.A. Eldon C., Thornton Heath 
Young,C. High 8. for Girls, Wells, Som. 


Second Class.—t!st Division. 


Zingel, N.B. 8.en.7e. 
Stroud Green High 8., Oakfield Rd., N. 
Norris,B.M. al.e 
Stroud Green High S., Oaktield Rd., N. 
( Wench, I.L. hy. 
Stroud Green High 8., Oakfleld Rd., N. 
White, R. al.ge.d. 

Central Foundation 8. for Girls, E. 
Stott, A.M. Private tuition 
Jenner, E. V.H. d. 

Colonnade Gardens 8., Eastbourne 
Oakes, A.K. s.eu. 

Stroud Green High S., Oakfield Rd., N. 
Lock,M.B. e/f.ge. Grosvenor Coll., Bath 


Whitelaw, A.M. s. Hyde H.,Tollington PK. 
Todd, E. s. Gordonville Ladies’ S. Coleraine 
Poulter,M. sf.d.mu. 
Upper Mount S., Southsea 
Price, E. F.N. s/f. Cork High 3. 
Wilson, M.I. 8. 
Stroud Green High S., Oakfield Rd., N. 
/ Beere, L. d. 
Central Foundation S. for Girls, E. 
Rosset,J.sy.ge.d. ‘Y Garn” Bromley, Kent 
King, V.M. Skinners’ Co’s.S.,Stamford Hill 
Hornby,L.M. s. Lyndale Coll., Worthing 
Lynch,J. 
Waring, F.J.A. s.e/.ge. Victoria eS 


('Philp,8.E.0, A. FinsburyParkHighS., 
l 1Reynolds, B.M. 
Coleridge Coll. 8., Finsbury Park 
Sel M.C. e.d. 
Convent S., The Avenue, Southampton 


(Clement, D.M. s. Hyde H.,Tollington Park 
Dyer, A.E. «.bk.  Kilmar Coll., Liskeard 
Girard, M.J. f. 

Convent 8S., Eden Grove, Holloway 
Jarrett, K. Rye Coll. S., Sussex 


f Protin, G. f. 

St. Ethelburga’s Convent 8., Deal 
West, D. s.e.y.d. Up.St. Leonards Ladies’C. 
White, E. M. 

Skinner's Co.'s School, Stamford Hill 


Hayworth,D. s. 
Skinners’ Comreny. s 8.,Stamford Hill 
1Hone, D. niv ersity S., Rochester 


(Kirk, F.C. d. Cent.Found. 8. for Girls,E. 
| Levi,G.E. ge. 
Skinners’ Company's S., Stamford Hill 


('Culverwell,H. f Clarendon C., Clifton 
| Martin,P. Private tuition 
| Newton,D.C. Cent.Found. S. for Girls, E. 
| 'Paimer,L.L. Rye Coll. 8., Sussex 
LWilson,P. Victoria Coll., Belfast 


( Barry, B. a. St. Mary's Convent, Bruff 
Condell, M.A, /. 
St. Mary's Convent, Newtownbarry 
\ Kench,D.E. Breakspear Coll., Brockley 


Ryan,N. St. Mary’s Convent, Bruff 
(Flint, LC. vk. Cent.Found. 8. for Girls, E. 
(Stanley,E.M. mu. Moseley Ladies’ Coll. 

Artbury,F.E. s. Huntingdon H., Ely 

Cox, H. E. sd. Cent. Found.S. for Girls, kK. 
| Tarratt, F.R. 8. 

L Stroud Green High S., Oakfield Rd., N. 


St. Mary’s Convent, Brutf 


Patrick,G.H. 
Market Harborough Gram. S. 
| Perkins,S.V. The Modern S., E. Grinstead 
Simmons,G.H. 
Kingsholme S., Weston-s.-Mare 
LWnght,8.G. Southport Modern S. 


Buckmaster,F.L. 
Anglesea H., St. Mary Cra 
Chattaway,T. Richmond H., Handsworth 
Froebel H. Devonport 
Hanley Castle Gram. S. 
Huggins,C.O. Manor H., Havant 
Mansbridge 8S., Ryde H., Ripley, Woking 
irit, V. St. Philip's Gram. S., Edgbaston 
2()’Gorman,C. Private tuition 
Paton,A. Portland Gram. S., Plymouth 
Stanley, E.G 3. 
St. Kilda's Coll., Waterlooville, Hants. 
Watson, W.H. Bethany H., Goudhurst 


( Bennett, D. 


| Evans, D. A. 
Guilding, N.H. 


Private tuition 
| Bourn, J. Hutton Gram. 8. 
Davison,H.W. Argyle H., Sunderland 
Farrow,J.W.Stret ford Comm.S., M'chester 
' Fern, W.S. The Huish Gram. S., Taunton 
ı Isitt,H.S.G, Taunton S., Taunton 
Morgan. R. The Bronshill S., Torquay 
Pearne, W.H. Cork Gram. S. 


Cooper,T.A. Ashford Gram. 8, 
Grisewood, P. Kensey, Launceston 
Jarrard, E. E. 
Taunton's Trade S., Southampton 
LMessent, H. Montrose Coll., Brixton Hill 


Convent S., The Avenue, Southampton 
Marling, E. d. Greystone S., Yeovil 
McCandless, A.C. 

Gordonv ille Ladies’ S8., Coleraine 


(Amon,J.A. b. Rye Coll. 8., Sussex 
|  Broxholm, V.H. 
| Abney Park Coll., Stamford Hill 
| ICarver, J.A. Private tuition 
| Colley-Green,H.M. The Coll., Goudhurst 
lDevereux.d. 
St. Mary's Convent, Newtownbarry 
MacDonnell, M.K. St. Mary's Conv., Brutt 
Wildish,L. d. University S., Rochester 


(Bennett, E. Wincham Hall C., Northwich 
McCormack, E. s. St. Mary's Conv., Brutf 
O'Connor, F. Lynton H., Portsmouth 

E 


[con JF. 8fed. 


Skinners’ Company’s S., Stamford Hill 


Whitaker, K.M.E. ge. Glendair S., Ilkley 


( Hucker,E. d. 

| Exrglish S., Pera, Constantinople 
| Loseby,D. Dixie Gr. S., Market Bosworth 
| Ridout,C.E. ee Durham H., Cronch Hill 
(Steele, E.M. Milton H., Atherstone 


(Buhay,B. al. 
| Central Foundation 8. for Girls, B. 
LConstable,G. Heathleigh S., Horsmonden 


Cattle, F.L. 
Stroud Green High S., Oakfield Rd.,N. 
| Leahy,M.s. St. Mary’s Convent, Bruff 
Moore,S.A. s. Cork High 3. 
| Po e, M. C. d. 
| avenscourt H., Ravenscourt Park, W. 
aaa .H. s. Sulliv an Coll., S ‘hampton 
Whyman, A.B. s. Private tuition 


Smith,F.M.E. The College, Goudhurst 
Hooper, D.A. d, Clydesdale, East Finchley 


(Freeman,E. J. 
Ravenscourt H., Ravencourt Park, W. 
| Hornby, K. W incham Hall C., Northwich 
Liversedge, B.E. /. 
Royal Naval S., Twickenham 
\Wolverson,M.E. Ely H., Wolv erhainpton 


MacGill,E. d. 
English S., Pera, Constantinople 
(Swanston, E.A.u. Brook valeCollS., Belfast 


(Dickin, E, W. 
Skinners’ Company's-S., Stamford Hill 
Francis, A. Heathleigh i, Horsmonden 


340 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 


Second Class.—2nd Division. 


(Brook,B. d. Hanover H., Ryde 
Herridye,C.M. Buckland H., Axminster 
ILeach, M. P. Private tuition 


Liken, B. Brynderwyn Ladies’S., Coleraine 
Minter, H.M. Up.St. Leonards Ladies’Coll. 
Wagstafie F.J. Park Rd. S., Bingley 
Watts, E.M. 

Skinners’ Company's S8., Stamforl Hill 
Whittingham,A.A.Old Paine S., Croydon 


f Cassidy, E. Coston Park S., Levenshulme 
| Madge, V.E. Royal Naval S., Twickenham 
| Pettera E Hollies, SohoPark, B'ham 
Potts, A.E. 
Skinners’ Company’s S., Stamford Hill 


Hutcheson, E.M. e. Vietoria Coli., Belfast 
Oxley, N.G. Breakspear Coll., Brockley 


1Henry, V.M.. Benhilton Coll., Sutton 
( Nich an DG. 
Skinners’ Company's 8., Stamford HNI 
Silvester, E.C. ^l. 
Skinners’ Company’ s S., Stamford Hill 
Tate, D.E. High S. for Girls, Wells, Som. 
W atson, E.A. The College, Goudhurst 


('Arney,G.G.High S. for Girls, Wells, Som. 
Fielding, H.G. J. 
Moss H., Whitefield, 
Ockelford. H. L. s.f. 
West Green Coll. S., Tottenham 


Manchester 


O'Neill, E.B. Victoria Coll., Belfast 
Thomson, F.M. 
Skinners’ Company’s S 


Etherington,G. W.B. 
Beechcroft Coll., 
Nourian,A. J. 
"English S., Pera, Constantinople 
Thompson.G.F.M. Victoria Coll., Belfast 
Woollatt, M.R. Private tuition 


(thomson i, Fishguard Gram. S. 


Dormer,M.J. 
St. Mary's Cony., Newtownbarry 


., Stamford Hill 


Richmond Hill 


Thomson. H. Wincham HallC.. Northwich 
Wood, D.E. Clarendon Coll., Clifton 


Gorringe, E.M. 8. South Croydon Coll 
Gunnell, E. s. 
Ravenscourt H., Ravenscourt Park, W. 
Hughes, E. 
Brynderwyn Ladies’ s. , Coleraine 
Moody, H.S. /.W.GreenColl.s Tottenham 
Woodward, V.E. s. 13 Vyvyan Terr., Clifton 


Jewers,H.M. Castlebar High S., Ealing 


Baldwin, K.I. d. Woodhouse Hall, Leeds 
Holt,E. Private tuition 


Jacobsen,M.H.f. High S., Dartmouth 
McCready, V.M. Vietoria Coll., Belfast 
Sleigh, MLE. Up.St. Leonards Ladies’ Coll. 
Woollatt, E.M. V. è Private tuition 


1Bennett,J. 

St. Mary’s Conv., Newtown barry 
Evans,J.M. d. HighS., DoverSt., M’chester 
Hearle,L. s. 

The Hall, Montpellier, Cheltenham 
Jennings, M. 
Skinners’ Conipany’s S., Stanford Hill 


lArmitaye,A.E.M. Private tuition 
Spence, J.M. s. AbneyPk.C. Stamford Hill 
Spofforth, N.W. 15 VyvyanTeraree,Clifton 
Stewart, M.A.T. s. Victoria Coll., Belfast 
Vining, G.CullegeH., Queen's RA.. Peckham 
Wood, H.K. Harborne Ladies'Coll., B'ham 


Burt,E.C.A. d. Upper Mount S., Sonthsea 
(Horan D. St. Mary's Conv., New tow nbarry 
Wright, L.B.W. 15 Vyvyan Ter., Clifton 
Batty, E. A.S. Verulam, Potter’ s Bar 
Golden,M. Ashley High S., Long Sutton 
heer 


Convent S., Holt Hill, Birkenhead 
Matthews,S. St. Stephen's C., Hounslow 


Buges,C.M. Heathleigh S., Horsrnonden 
Leavey,L. 
aa H., Honor Oak Park, S.E. 


Cheyn Salem H., Sunderland 
Doubs E.M. 
Skinners’ Company’s S., Stamford Hill 
Kavanagh, M. 

St. Mary's Conv., Newtownbarry 
| MeDowail M. A. Roy. Nav.S. Twickenham 
Seordo,K. f. 

English School, Pera, Constantinople 
Smith, F.A. The Hollies, ‘Soho Pk, „B'ham 
Tatam, G. d. Fern Bank, Wands. Com. S.W. 
Wrixon,C.E. 


Copley, L.C.d. 
Central Found. S., for Girls, E. 


Stanmore Coll., Balham 


Bradley, M. 

Wincham Hall Coll., Northwich 
Casley,L.L. Haldon View S., Exeter 
Conway,N. St. Mary's Conv., Brufl 
Hawkins, L.M. Durham H., Crouch Hill 


Rose, E.M.E. s 


The Hall, Monbpelier, Cheltenham 


Taylor,G. 
Ravenscourt H., Ravenscourt Park, W. 


; eader, L. M. Heathleigh S., 
Todd,E. d. 


(Gardiner, A. E.F. d. 


| Morgan,G. 


"Horsmonden 


Onslow Hall, Kensington 


(Collins, D.S. Brook Green Coll. W. 
| Ford, W.G.P. St. Kilda’s Coll. 8., Bristol 
O'Shaughnessy, J. St. Mary's Conv., Brut! 
Rees, M.M. Surrey H., Anerley 


; The Vicarage S., Clapham Comm., 8.W. 
| Jones, H.M.C.L. AshlandsColl., Oswestry 
| Gibbs. M.G.M. Private tuition 
Durham H., Crouch Hill 
| Townsend,E.L. d 
The Hall, Montpellier, Cheltenham 
Warren,M.M.A. 
Ashley High S., Long Sutton 


Codd, A. 
St. Mary's Convent, Newtownbarry 
| Hughes,S.G. 
| Gordonville Ladies’ 8., Coleraine 
| Penfold, A. Heathleigh S., Horsionden 
(Sowden, M.G. Kilmar Coll., Liskeard 


( Funnell, B.L. 
Golding,M. 
St. Mary's Convent, Newtownbarry 
| Hanson,R. Southport Comm. Coll. 
| Loseby, E.M. f. 
Dixie Gram. S., Market Bosworth 
Murphy, K.N 
Skinners’ Company's S., Stamford Hill 
| Roberts,C. E. Hainault H., ford 


Llanreath S., Boscombe 


Seed, E. Sunny Lea, St. Anne’s-on-Sea 
Robson, M.E. Hackney High Schoo! 
Trim,A.A. Denmark Coll., Wimbledon 


Woodman, M.M. d. 
High S., Northwood, Rickmansworth 


High S. for Girls, Wells, Som. 
Kerr, M.R. MillburnH., HonorOQak Pk.,S.E. 
Marsden, E. Cavendish S., Matlock 
Neville,E.N. Castlebar High S., Ealing 
| Starkey, A. do. Friedenheim, Seaton 
| Vineent,J. Girton H., Yeovil 
(Williams, D. The Hollies, Soho PK., B'ham 


ee hi d. 


Second Class.—3rd Division. 


(Taylor,I.M.C. 
Townsend,H.M. 
The Hall, Montpellier, Cheltenham 


Jenkins,M.L. Fishguard Gram. 8. 
Standen, F. The College, Goudhurst. 


(Maberly,E. The Hollies, Soho Pk., B’ham. 
\'Nethercot, R.M. Private tuition 


( Bosward,J.D. d. Rye Coll. 8., Sussex 
| Cross, E.F. Ashlands Coll., Oswestry 
Deschamps,G.L. 

Glenholme S., Basingstoke 
French, H.M. 
| Lynsted Coll. S., Sittingbourne 
| McComb, M.S. Victoria Coll., Bellast 
LTaylor,G. The College, Goudhurst 


(Cuppage,E. Cork High S 
UiStandring, D. d. 
High S., Dover St., M'chester 


(Gillirgham,M.C. Private tuition 
| Hawley, L.M. 
Skinners’ Co.'s. S., Stamford Hill 
| 1McAfee, F. L. Private tuition 
Richardson, A.K. 
Denmark Coll., Wimbledon 


(Grant, E. Brunswick K., Gravesend 
| Ham-Smith, F.C. Surrey H., Anerley 
| Nasbet, E. s. Salem H., Sunderland 
ee S. Private tuition 
Twist, M. Private tuition 
Nicolle, E.M. f. 

Six Roads S., St. Lawrence, Jersey 

Crabtree,G. 
High S., Dover St., Manchester 

| Quinn, M.J. 
St. Mary’s Convent, Newtownbarry 
Rogers,C. Royal Naval S., Twickenham 


Crippen,A.F. 
Lynsted Coll. S., Sittingbourne 
Hobson,H. s. St. Mary's Convent, York 
Johns, A. Queen's Park Coll., Harrow Rd. 
Piggott, M.M.M. Hillside 8., Clifton 
Thomson, M. 

Ravenscourt H., Ravenscourt Park, W. 
Wilson, A. f.  Glenhelme S., Basingstoke 
Wilson,E. Victoria Coll., Belfast 


es 


20 York Villas, Brighton 


Skinners’ Co.’s S., Stamford Hill 
Pollott, W. d. South Croydon College 


Mold, M.F. 

High S., Northwood, Rickmansworth 
Sadler, I. W. Highs., Clark’sColl. „Brixton 
Speakman, D.P. Betley Ladies’ C., Crewe 
Jones, M. W. Rye Coll. S., "Sussex 


Bowyer,M.A. 


Woolston Ladies’ Coll., Southampton 


Green, M.L. Old Palace S., Croydon 
Phillips,N. G. Ashlands Coll., ‘Oswestry 
Shaw,B. High 8S., Dover St., Manchester 


(Gibbs, H.E.S. 
| Green, M.E. 
| Horsey, E.M. 


| Macdonald, Vv. 


( Chalmers, E.A. 


Holt H., Fakenham 
Llanreath S., Boscombe 
Mayfield S., Broxbourne 

l Ruthertord, H.M. 


Abney Park Coll., Stamford Hill 

(anuit, R.E, Royal Naval S., Twickenham 
Did-dell.G.M. 

Holmwood H., South Hill Pk., N.W. 
Griffiths, A.A. 

Westbourne High S., Bournemouth 

| Howe, F.E. The Hollies, Soho Pk., B'ham 


Harrow Road 


Hilside S., Clifton 
Ashlands Coll., Oswestry 


Brondesbury High S. 


Queen's Park Coll., 


Hallifax, E. 
Owen, F.M. 


Derriman, F.E.J. Avonbank H., Bath 
Palk,C.E. Girton H., Yeovil 
Segar, A.E. Brondesbury High S. 
Webber,B. Girton H., Yeovil 


| Weeks,M.M. d. 
| Skinners’ Co.'s S., Stamford Hill 
West, F.R. Castlebar High S., Ealing 


Ellison, W. = Stagsdene S., Bournemouth 
Hartigan,J. St. Mary's Conv., Brutf 
Lacamp, L. St. Mary's Conv., York 
| Robinson, A. D. Victoria Coll., Belfast 


Selfe,G.M. Denmark Coll., Wimbledon 


( Barr, K.A, Skinners’Co.’s 8.,Stamford Hill 
| Sharpe, H. L., 
32 Blenheim Gardens, Willesden 


( Beech, M. The Hollies, Edgbaston 
| Bowack, W.A.CardenHizhsS. ,PeckhamRye 
| French, L. L. The College, Gondhurst 
| Froggatt, E.C.Girton LondonRd, Croydon 
Goulden, 'D. Vigne H., Margate 
| Lodge, E. Fartown Gram. S., Hudderstield 
Brock, P. E. 
Houndiscombe Place S., Plymouth 
(Grant, W.R. Brunswick H., Gravesend 


(Southam, E. Private tuition 
Adice, E.W. Abney Park C., Stamford Hill 
Nutter, B. 

Ravenscourt H., Ravenscourt Pk., W. 
Spencer, L.M. 


The Vicarage 8.,Clapham Comm.,S.W. 


Third Class.—!st Division. 


David,J. e.h.a.f. 
St. Ethelburga’s Conv. S., Deal 
ae ‚I.M. s. 
Skinners’ Co,'s S., Stamford Hill 


(*Cook, E.M.s. 
Coll. H., Queen’s Rd., Peckham 
Upton, A.F. Sunny Lea, St. Annes-on-Sea 


(*Morant,A. 2e. 

| Kensington High S., Redelitre Sq., S.W. 

(CSmith, E.M. Hyde H., Tollington Park 
3Gilling, M.N. 

Skinners’ Co.’s S., Stamford Hill 
2Fromow,L. s. 

Beechcroft Coll., Richmond Hill 
*Zelinski,S. Central FoundationS. forGirls 
2David,S. St. Ethelburga’s Conv. S., Deal 

Rowland,C. A. 

Thorntield Ladies’ Coll., Bowdon 
Tannahill,E. e.ul. 

L Brynderwyn Ladies’ S., Coleraine 
3Benson,M. sf. Upper Mount, Southsea 
3Woodhams, E. d. 

High S. for Girls, Wells, Som. 
3Knowles, D. Breakspear Coll. , Brockley 
Marchant, W.M. hagad. 

Stroud Green High S., Oakfield Rd., N. 

3Barter, W.M. 

Skinners’ Co.'s 8., Stamford Hill 


Cane,L. Queen’s Coll., Haverstock Hill 
IWynne,G.E, d. 
Skinners’ Co.'s S., Stamford Hill 


*Davies,G.S. Millburn H.,HonorOak,S.E. 
2Alford, E.V. d. MontreuxH. „Brondesbury 
Lambert, M.E. ehaalenu. f. 

Heathleigh S., Horsmonden 
3Moore, N. d. Queen’sPk.Coll., HarrowRd, 


Fath,B.A.F. /. TheBonhams,St. Leonards 
Sturt, E.W. s.e.g. HydeH.,TollingtonPk. 


O C.E. 
Skinners’ Co.'s S., Stamford Hill 
3Johnson, M.S. d. 


| Newton,C. e.h.a 
| Skinners’ Co.’s S., Stamford Hill 
*Potts,K. 
*Gibbs,E.V. s. 
Felix Inst., 
( Brown, M. e.a. 
Skinners’ Co.'s S., 


Lavender Hill, S.W. 


2Smith,E.E.M. 


Skinners’ Co.’s S., Stamford Hill 


White, E.B. a.ul./. 


High Pavement S., Nottingham 
Private tuition 


Wilson, A.M. ge.d. 


Woolston Ladies’ Coll., Southampton 


Lime Tree H., York 


Stamford Hill 
2Pulsford,G.F. BreakspearColl., Brockley 


Pappi,M. eJ. 
English S., Pera, Constantinople 
Andreae, M.M. ¢e.a.al.eu. 

St. Mary's Conv., Bruff 
2Bushby,C.A. Rye Coll. S., Sussex 
Murden,A.E.e.al.MundellaS., Nottingham 
?Pearson,L. s. BeaufortH.,Stratford.o.-A. 
Le ae d. 

Central Foundation 8. for Girls, E. 


(Avery,H.M. s. 
Skinners’ Co.'s S., Stamford Hill 
Barry,M. eud. St. Mary's Conv., Bruff 
| Dowding, R.E. a. Harley H., Hereford 
2Gollan, M.I. The College, Goudhurst 
Purves, L. s.e.g.a.f. 
The Avenue, Berwick-on-T weed 


L 
eee Lulworth H., Caerleon 


Duncan, E.F 

Gordonville Ladies’ S., Coleraine 
Wefers, L. BrynderwynLadies’ S? „Coleraine 
Wilson, W.L. s.ge.d. Private tuition 


| 
Barnes, J.M. High S. for Girls, Wells, Som. 
Burnett, E.M. e. 
Skinner's Co.’s S., Stamford Hill 
Dickinson, E.G. 
| Oldham, L. G.M. s.h. 
Skinners’ Co.'s S., Stamford Hilt 
Stewart,H.M. e.a.d. 
'Gonionville Ladies’ 8., Coleraine 
Wyatt, W.G. gaal Sf. 
Stroud Green High 8., Oakfield Rd.. N. 


Anderson, E.S. 8.¢.a. Victoria Coll. , Belfast 


(Evans,M.A. saf. 

Stroud Green High S., Oakfield Rd., N. 
Harper, M.E. ef. Victoria Coll., Belfast 
Walton,G.E. s.a. 

L Stroud Green High S., Oakfield Rd., N. 


2Bell,A.M. Millburn H., Honor Oak, S.E. 
ANE fal 
English S., Pera, Constantinople 
| Cooke, M.W. aal.S. 
| Stroud Green High 8., Oakfield Rd., N. 
Dery,C. St. Ethelburga's Convent S., Deal 
2Kempthorne, E.s. 
| Beechcroft C., Richmond 
LULewis, M.W. Queen's Coll., Twickenham 


(Brown,M. ol.ge. 

Stroud Green High S., Oakfield Rd., 
Dworzak, E.M. enue. 

Stroud ve High S.,Oakfield Rd., N 
emer B. ad 

Skinners’ Co.'s 8., Stamford Hill 

2Nunn,A.C. Westcliff Coll., Southend 
| Shelly, K. St.Mary’sConv. ,Newtownbarry 
| Wout Brea St. Mary’ s Conv., Bruff 


Grove H., Highgate 


Woolley, A.K. e.g 
Skinners’ Co.'s 8., Stamford Hil} 


(Aston, A.L. eJ. Frocbel H., Worthing 
Black,N. of. 

Stroud Green High S., Oakfield Road,N. 
Bound, F.M. a. 

Stroud Green High 8S., Oakfield Rd., N. 
Bridges,G. a. Arrow H., Kington 
Peny D.H. 


Skinners’ Co.'s S., Stamford Hill 
*Miller,G. High S. for Girls, Wells, Som. 


(Borland H.W. f.ge 
| Stroud Green High S., Oakfield Road,N. 

Holden, E.M. e. 

Up. St. Leonards Ladies’ Coll. 
' She eaf. 

St. Mary’s Conv., Newtownbarry 
Southall, E.M.s.fye. Alwyne C.,Canonbury 
Stevenson,G.S. S. 

Stroud Green High S., Oakfield Rd., N. 
Turner, L.H. eg f Private tuition 
Wilks, R.M. a, 

Stroud Green High S., Oakfield Rd., N. 

Wright,F.E.a. . 

C High Pavement S., Nottingham 


f Gogarty, L., 
St. Ethelburga’ s Convent S., Deal 
Hornby, D. e.o. ye. 
The Hollies, Soho Park, B'ham 
Read,E.K. g.f. 
Skinners’ C's S., Stamford Hill 


('Comrie,K.M.N. Kirkstone,W. Bromwich 
2Drover,B.S.J. Sullivan C., S'hampton 
Gleeson, H. maal. St. Mary's Conv., Bratt 
Gruchy,C. f St. James’ Coll. S. , Jersey 
Mason,A.H. af. 

High Pavement S., Nottingham 
Nicholson,R. a. Portsea Coll. S 
Pearce, E. 
|: Stroud Green High S., Oakfield Rd., N. 


Stoneham,J. W.G. D. The Hollies, Yatton 
Waish,K. ead. 


Cullerne,G. M. 
Skinners’ Co,'s S., Stamford Hill 
| 2Nettleship, M. 
| Skinners’ Co.'s 8., Stamford Hill 
Paxton,J.H. s.¢.h.g.a. 
The-Avenue, Berwick-on-Tweed 
§Pritchard, R. I. M: 
Royal Naval S., Twickenham 
Turner, M.E. g.ge. Private tuition 


St. Mary's Conv., Brulf 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 


341 


GIRLS, 8rp Crass, 1st Div.--Continued. 
Day, M. a.d. 
Stroud Green High S., Oakfield Rd., N. 
Dennis,G.M. e. 
| Addington H., Thornton Heath 
Hayward, M.B.B./. 
Brankseme Coll., New Milton, Hants 
Johnson, F.E. A. ey. 
Lansdown Ladies’ Coll., Bath 
Lodge,E.¢. FartownGrain.S., Hudderstield 


Billings, L.E. a. 
Stroud Green High S8., Oakfield Rd., N. 
I 2Boorman, E. «d. 

Stantway, Bedford Hill, Balham 
3Delves, A.M. Rye Coll. S., Sussex 
3Lang,G.L. Gartlet, Watford 
Seymour, F.M. g.a. Milton H., Atherstone 
Sinclair, M. M. Holmwood, W. Meon, Hants 


( Avery,M.L. e. Thorne Rd. S., S. Lambeth 

Brown, W.E. s. 

Skinners’ Co.'s S., Stamford Hill 
| Bryant,E. e.a. Linwood S., Altrincham 
Macdonald, J. a. 

t Stroud Green High S., Oakfield Rd., N. 
Murphy,H. e.a.eu. St. Mary's Conv., Brutf 
Ricks, K.M. 

High Pavement 8., Nottingham 

Lawniteley, KF. St. Kilda’s Coll.S., Bristol 


(Cortes-Smith, M. sp. 
Harwood, S.A. The 
Houston,C.E.M. e.f. 

Gordonville Ladies’ S., Coleraine 
Howard,E.L. s.e. 

i Stroud Green High S., Oakfield Rd., N 

| Noyce, M.I. Up. St. Leonards Ladies’ Coll. 

| Rands, I. L.e. AddingtonH. ,Thornt’nHeath 
| Scott, A.31 Brigstock Rd., Thornton Heath 
| Smyth, I.M. aval. 

| Stroud Green High S., Oakfield Rd., N. 


Danehurst, Putney 
College, Goudhurst 


Spensley,M. J. 
High Pavement S , Nottingham 


( §Anderson, K.M. 

{ Carleton Queen’s Coll., Tufnell Park, N. 
| Crease, E. Aintree High S., Liverpool 
2Dash,G.M.AbneyParkColl., Stamford Hill 
Harrison, A.B. v.Mundella S., Nottingham 
Kenn, Y.e. English S., Pera, Constantinople 
Lambrides, H. e.a_/f. 

English S., Pera, Constantinople 
Micklam,F.M.TheSouthendsS., Winchester 
Robinson, W.E. Holloway Coll., N. 
| Rogers, A.M.H. f. 

Beechcroft Coll., Richmond Hill 

Wilson, F.M. s.¢/.ge. Private tuition 


(Carter, D.F. Up. St. Leonards Ladies’Coll. 
Greig,J. Queen’s Park Coll., Harrow Rd. 
*Holmes,R.M. Prestwich High S. 
3Johnson, E.S. Henley H., Ware 
Maclean, H.C. 

Beechcroft Coll., Richmond Hill 
Risdon, E.E. D. s.h.g.f. 

| High S. tor Girls, Wells, Som. 
Stebbing, L.S. e.g.f- Private tuition 

| Theophilus,B. J. 

Fairhaven, Batheaston, Bath 
Tyler, E.F. s.e. 

Skinners’ Co.’s S., Stamford Hill 
Wright, K. «. Southend S., Winchester 
Yates,C.B.A. e. 

L Abney Park Coll., Stamford Hill 


Barrington,G.E. e.f. 

Up. St. Leonards Ladies’ Coll. 
Byatt,G. Skinners’ Co.'s S., Stamford Hill 
Clements, M.G. s. Hyde H.,Tollington Pk. 
Leonard, D. 

Stantway, Bedford Hill, Balhaır. 
3Moore, E.M. 20 York Villas, Brighton 
Nash, M.H. Upland Coll., Stroud 
Nield,E.M. Millburn H., Honor Oak, S.E. 
Ollard,G.A.M. Up.St.Leonards Ladies’C. 
Phillips, W. s.¢. Private tuition 
2Spencer, B.H. Private tuition 
Stewart, R.M. ef. 

Gordonville Ladies’ S., Coleraine 
Whyman,M. Private tuition 


N C EY. 


Beck,E.M. g. 

Addington H., Thornton Heath 
Bolt,M.E. f.d. Hillside, Clifton 
2Fox, L.M. Girton H., Yeovil 
ı Goddard, M. I. e. Fulham Park Coll., S.W. 
| Jettrey,M.E. Victoria Coll., Belfast 
| Read, I.F. f. Eden Coll., Eden Bridge 
Royle, D.M. s.e.a. 

Temple Coll., Forest Gate, E. 
Wood,D. ea. 
The Close, Dyke Rd. Brighton 
3Worrall,C.M. 
Moss H., Whitefield, Manchester 


(Brame,M.E. g. HarborneLadies’C., B'ham 
*Bunce,M.E.S. Durham H., Crouch Hill 
*Couldery,D.W. Rye Coll. S.. Sussex 
Dunbabin,E.M. Mundella S., Nottingham 
*Fromow,M.S. Oxford Coll., Gunnersbury 
Hillman,A. e. 

Stamford Hill and Clapton High S. 


Hurlstone-Piper,D. f. 
Highfield, Wallington 
Magill, E.G. al. Victoria Coll., Beltast 
| O'Shaughnessy, L. e.a. 
St. Mary’s Conv., Bruff 
Penrose,J.B. 


| Skinners’ Co.’s S., Stamford Hill 
Wright, I.M. 
High Pavement S., Nottingham 


Apostolidi,M. e.f. 

English S., Pera, Constantinople 
Bilbe,N.C., e. Froebel H., Worthing 
Butler, M. Ebley H., East Putney 
Croome,G.M. 

High Pavement, S. Nottingham 
Goodhew,G. M. ed. 

Lynsted Coll. S., Sittingbourne 
2Harris, E. 

St. Ethelburga’s Convent 8., Deal 
Haward,D.M. ul. Glencoil, Deal 
2Hooton,M. Aintree High S., Liverpool 
Hosking, E.M. d. 

82 Blenheim Gardens, Willesden 
Leverington,M. s. Bracklinn H.,S.Norw'd 
Mayhew,G.E. 

Skinners’ Co.’s S., Stamford Hill 
Shreeve,O.E. Huntingdon H., Ely 
Stonebridge, V.E. Huntingdon H., Ely 


Westbourne High 8., Bournemouth 

Chinn,E. Ebley H., East. Putney 

, Evans, V.M., 15 Vyvyan Terrace, Clifton 
Fluck,E.F. 

Skinners’ Co.'s S., Stamford Hill 
Gable,H.M. AbneyPk.Coll.,Stamford Hill 
Godon,M. J. 

Westcombe, Dyke Rd., Brighton 
Groombridge,G. s.ef. 

Lansdowne Coll., Notting Hill, W. 
| Gyles,G. Bracklinn H., 8. Norwood 
| Harrison,L. A.M. s.h. AnfieldColl.,L’pool. 
| Lob de Laversay,S. s. 

Westcombe, Dyke Rd., Brighton 
| Manley,R.,a. Girls’Gram.S., Levenshulme 
( Mason, D. e. Lyndale Coll., Worthing 


| 1Andrews,H.D. 


(Anyan,A.G., e. 
Girls’ S., South Shore, Blackpool 
Baggs, B.B. 
The Vicarage S., Clapham Common,S. W. 
| Courouvacaly, B. eu. 
English S., Pera, Constantinople 


Freegard, M.G. s.e. HydeH., TolingtonPk. 
Harvey,E.A. 15 Vyvyan Terrace, Clifton 
#Hatwood,C. Fairholme, Rhyl 


| King,A. The Close, Dyke Rd., Brighton 
Kitto,C.E. s. 
Stroud Green, High 8., Oakfield Rd., N. 
| 2Lee,E. High S., Walton-on-Thames 
May,L.H. Manor H., Havant 
Parkinson,D. a. f. Elvaston, W. Norwood 
Parson,F.M. Lyndale Coll, Worthing 
*Smith,B. Fartown Gram.S., Huddersfield 
Stokes,G.E. s. Durham H., Crouch Hill 


Cakes Private tuition 
2Bridge,C. Prestwich High 8. 
j Fletcher, D.F. 


High Pavement 8., Nottingham 
Franks,G. Aintree High S., L'pool 
Gifford,G.M. 
Abney Park Coll., Stamford Hill 
Goodwin, B.G. d. 
Skinners’ Co.'s S., Stamford Hill 
Hamlett,C.E. d. 
1] Queen's Avenue, Muswell Hill 
| Jones, M.E. Ashlands Coll., Oswestry 
O'Donnell, A. St. Mary’s Conv., Brutf 
Patten, E.M. Claremont H., Catford, S.E. 
Quaid, N. a, St. Mary’s Conv. Brutf 
Shaw,M. a. Carlton H., Redhill 
| Tucker,E.M.C. 
High S., Wylde Green, Birmingham 
Wynne,F. f.d. 
St. Ursula’s S., Westbury-on-Tryin 
( Beck,M.E. Elmhurst S., Burgess Hill 
| Bruford,L. St. Kilda’s Coll. S., Bristol 
| Freeman,F. 


31 Brigstock Rd., Thornton Heath 

| Hincks,£.D.M. s 
High S. for Girls, Wells, Som. 
Johnson, L. a. Queen's ParkC., HarrowRd. 
*Lloyd,A.A, BromleyGirls’&Prep.S., Kent 

Papwork,L.S. a. 
Batley, Ladies’ Coll., Crewe 

2Peacey,L.C. 


a Private tuition 
Puddephatt,O.E. e.h.a. 
The College, Goudhurst 
Shepherd,D.F.a. Harley H., Hereford 
Temple,J.D. e. Modern High S., Penge 


Berry,I. West Green Coll.S., Tottenham 
Browning, E.G. e. Priory H., York 
Codd,M.E. d. 

St. Mary’s Conv., Newtownbarry 
Griffin,M.L. Up. St. Leonards Ladies'Coll. 
Hodges, E.C.L. s.e. 

Old Bank H. Coll. 8., Castle Cary 
3Jarvis, E. L. BromleyGirla&Prep.S., Kent 
Lunnon,K.M. g. Fellenberg S., Maidstone 
Mower, A.E. Southend S., Winchester 


' 3Ottway, L.B. 
| Higher Grade 8., Monnow Rd., S.E. 
Russell, M.A. a. 

Skinners’ Co.’s S., Stamford Hill 
7Sims,B.M. Private tuition 
Walesby,E.K. e. 

Skinners’ Co.'s S., Stamford Hill 

j Weekes,G. f. 
X 31 Brigstock Rd., Thornton Heath 


(Ashton,M.E. 2. Mundella S., Nottingham 
| Brown-Constable, A.A. Glencoil, Deal 
| Bunce,G.E. Durham H., Crouch Hill 
| Cook, M. a.d. Lonsdale S., E. Finchley 
| Eugleman,F.M. a. 

i Skinners’ Co.'s S., Stamford Hiil 
| Glazebrook,C. 

Beecheroft Coll., Richmond Hill 
Griftin,G. Up. St. Leonards Ladies’ C. 

| Heppell, R.D. 

Skinners’ Co.’s S., Stamford Hill 
Hodgson,E. a. Holmwood C., Southend 
Kenyon, H. 4 Lulworth Lodge, Birkdale 
aLeader, M. W. 

Lansdown Ladies’ Coll., Bath 
Malpass,F.M. g. 
Beaufort H., Stratford-on-Avon 
| Mawby,G.A. e. Mundella S., Nottingham 
McCreath,J. s.h. 
Sandgate, Berwick-on-Tweedl 
Mills,M.K. Fartown Gr. S., Hudderstield 
Priestley,D. a. Linwood S., Altrincham 
| Quaid,J. a. St. Mary's Conv., Bruff 
| Robinson, L.N. Private tuition 
Slater,J.E.High Pavement 8.,Nottingham 
Walmsley,G. The Grange, Marple 


(Bolger, K. St.Mary’sConv., Newtownbarry 


| 7Harwood, K.D. Gartlet, Watford 
| 2Pirrie,M. Brook Green Coll., W. 
| Ralph, D.L. Glencoil, Deal 


| Sproule,N.M. ef Victoria Coll., Belfast 
Vipan,L.E. e. Huntingdon H., Ely 
Woods, H.M. 

| Skinners’ Co.'s S., Stamford Hill 
Yeatman,E. Victoria P’k High S., Bristol 


Colt, M. e. Upper Mount, Southsea 
Cregan,A. . St. Mary's Conv., Brutt 
Crowhurst, M.E. The Coll., Goudhurst 


Gaynor,M.A. f. 
| St. Mary's Conv., Newtownbarry 
| Harris, D.H. a. BallinaH.HighS., Brixton 
Jones, L.R. Stretton H., Fleetwood 
Miller,M. Clanville H., Brooke Rd., N. 
| Nash, K. e. 

Skinners’ Co.’s S., Stamford Hill 
Sangar,A.V. s8.e/. . Hillside, Clifton 
Selfe,M.E. Denmark Coll., Wimbledon 
Summers,N.G. g.f. 

Royal Bay H., Gorey, Jersey 

| Tinley, A.K. e. BelleVueH., Hurstpierpoint 
Wilson,J.K. a. 
| Wincham Hall Coll., Northwich 
Wilson,M.M. e Private tuition 


Browne, M.N. a. 
Woolston Ladies’ Coll., Southampton 
Carter,M. e.a. 
Sandgate, Berwick-on-Tweed 
Connolly,M.a St. coi Conv., Bruff 
| Gable,M.P. Abney Pk.Coll.,Stamford Hill 


Hall, F.J.I. Brondesbury High S. 
Jackson,G.M. 
Holmwood H., South Hill Park, N.W. 


| Leader, F. ef Lansdowne Ladies’ C., Bath 
| Richards, M.A. E. 

High Pavement 8., Nottingham 
Rowland,K. Girton, London Rd., Croydon 
Scholefield,M.A. e. 

Temple Square S., Aylesbury 
Smallman,L, g. 

Ashleigh Villas, East Boldon 
Sulimanje,V. f. 

ScotchMiss.S., Hasskein,Constantinople 
Webb,E.M. Llandudno Coll. 
Wilkinson,M. f. 

$1 Brigstock Rd., Thornton Heath 


Third Class.—2nd Division. 


(Anning, E.M. g. 
Ravenscourt H., Ravenscourt Park, W. 
Daniell,M. e.a f. 
Norfolk H., Hagley Rd., B’hain 
Densham,M. e.a. Coll. S., Lapford 
| 3Ewan,G.L. Clarendon H., Gosport 
| Frankland, E.C. g. MowbrayTer.S. Thirsk 
| Gatehouse,B. e. 
| Old Bank H. Coll. S., Castle Cary 
| Goodrick. F.M. s.e.g.a. 

Mowbray Place S., Sowerby 
3Graves,S.J. Clifton H., Leyton 
| Hanson,E.C. a. Private tuition 
Kelly,K. St. Mary’s Conv., Newtownbarry 
Kirkland,F.L. e.al. 

Skinners’ Co.'s S., Stamford Hill 
Kitchen,G.M. 

Fartown Gram. S., Huddersfield 
McAuiiffe,J. St. Mary’s Conv., Bruff 
| Meldrum,E.e. Linwood S., Altrincham 


| Parry-Jones,N.Y. 
| 48 Park Avenue, Oswestry 
| Schofield,C. Ferndale S., Poole 
Willson, L.A. 

Westbourne S., Westbourne Park, W. 
IBeck,E. Victoria Coll., Belfast 
Brett, R.L. Holt H., Fakenham 
Cook, B.C. Skinner’sCo,'s 8.,Stamtord Hil 
Edyar,A. Clanville H. Brooke Rd., N. 
Garlick, F.C. Girls’S.,SouthShore.Blackp'l 
Gresty,F. e. Derwent H., Whalley Range 
Gribble,S.D. 15 Vyvyan Terrace, Clitton 
Harris,F.S.E. e. 

Norfolk H., Hagley Rd., Birmingham 
| Kirk,E.C. Up. St. Leonards Ladies’ Coll. 

2Parslow,M. 
Stamford Hill & Clapton High S. 
| Price,E.W. Skinner’sCo.'sS.,Stamtord Hill 
(Reb, M. St. Ethelburga’s Convent 8., Deal 


Richardson, M.A. BurnhamH.,E. Bridzt'rd 
Russell, V.V. Private tuition 
| Williams,G. Upland Coll., Stroud 
Wilson,R.M., Sunnyside S., Fleetwood 


f2Admans, W. The High S., Herne Bay 
| Booth, F.H. High PavementS.,Nottingh im 
Bull, B.J. J. Rilston S., Oswestry 
Darom,S. f.ge. 
Scotch Miss.S., Hasskein, Constantinople 
2Embleton, R. 
| Holmwood H., South Hill Park, N.W. 
2Etherington,E. 
| Higher Grade S., Monnow Rd., S.E. 
Evans,I.G. Harley H., Hereford 
Galpin, D.M. The Girls’ High S.,Clitheroe 
LYoung,M. Mill Hill Park High 8., W. 


Alexander,A.H.G. /. 
Royal Naval S., Twickenham 
Flint,H. e. Carlton H., Redhill 
Ingram,W. s. 

High S., Popular Avenue, Edgbaston 
Mitchell,G.E. The Crescent C., York 
Parson,M.F. Lyndale Coll., Worthing 
Sherwood,G.M. Private tuition 
Weston,H. a. Harley H., Hereford 


Birtwell, E.Girls’S, ,SSouthShore, Black pool 
Burton,A.M. 
High Pavement S., Nottingham 
| *Churchouse, D. L. Hainault H., [ford 
Elliston, M.V. e. Tem ple Sq. 8., Aylesbury 
| Grindley,F.J. a, St. Winifred’s, hampton 
| Heywood, M. Private tuition 
| Hutchinson, E. 
| High PavementS., Nottingham 
| McKay,T. e.h. 
St. Ursula’s S., Westbury-on-Trym 
| Schrader,C.E. s. Hamilton Coll., Sidcup 
Smallman,F.M. f. Victoria Coll., Belfast 
| Fonder eden, D.C.e. Lyndale C., Worthing 
Whitfield, D. L.e.g. Clarendon Coll.,Cliftun 


Davies, W.E. 
Ballina House High S., Brixton 
Duplock, M.C. Cavendish S., Redhill 
Fuller,G. Temple Square S., Aylesbur 
Guppy,A. Clanville H., Brooke Rd., N. 
| 2Hinwood, F.M. 

Freemantle High S., Southampton 
| Meakin, A.M. Betley Ladies’ Coll., Crewe 
| Möller, L. Southville H., Aldeburgh 
| 20'Donnell,C. 

Ady. Elem. Girls’ S., Merthyr Tydfil 
Priestley, N.A. Ebley H., East Putney 
Scott, F.D. Loretto H., Hornsey Lane, N. 

| Sears,M. de La B. e.f. , 

65 Oakhurst Grove, East Dulwich 

Stafford, M.A. 
Beechcroft Coll., Richmond Hill 
Wilkinson,G. The High S., Herne Bay 
Wood, D. e. Dunedin, Station Rd., Harrow 


Thorne Rd. S., South Lambeth 
Barker, A.E. Mowbray Place S., Sowerby 
| Cameron.R.T. e.g. Highfield C., Black pool 
Carter,J.D.a.Sandgate, Berwick-on-Tweed 
Casley,M.G. Haldon View, Exeter 

| Gould, M.B. 

Skinners’ Co.’s S., Stamford Hill 
| Hishon,R. a. St. Mary’s Conv., Bruff 
| Lang,C.D. f. Royal Naval S., Twickenham 

Larkin, MS. The College, Goudhurst 
Mayer, M.A. f. Betley Ladies’ Coll., Crewe 
Purcell, K. St. Mary’s Conv., Bruff 
Stent, M. Froebel H., Worthin 
| Williams, L.M. e. Harley H., Herefore 
Young, E. d. Queen’sColl.,Haverstock Hill 


one that 


Skinners’ Co.'s S., Stamford Hill 
Andrews-Bligh,V.M. g. 
Carlton H., Grouville, Jersey 
Princess Gardens S., Belfast 
Fartown Gr. S., Hudderstield 
Victoria Coll., Belfast 
Rye Coll. S., Sussex 


pe 


| Bell, H.G. 
Berry,E. 
Clements,M.J. 
Colebrooke, A.M. 
Constable,M. al. 

Heathleigh Sa Horsmonden 

Coombes, L. 
Higher/Grade S., Monnow Rd., S.E. 
| Greenwood, W.  Ashmount S., Sheeld 


342 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 


GIRLS, 3RD Crass, 2np Div.—Continued. 
Hall, S.E. 

High S., Poplar Avenue, Edgbaston 
Payne, E.C. Girton, London Rd., Croydon 
Kutter, L.G. u. Henley H., Ware 
Seed, F. Stretton H., Fleetwood 

| Snow, D.M. Private tuition 

| Stanstield,M. Ryde H., Ripley, Woking 
Symes, D. 

Edentield H., Withington, Manchester 


Acres, V.a Private tuition 
Cates, A.M. Denmark Coll., Wimbledon 
Clare, F.A. ea Private tuition 
Goddard, D.M. Mundella S., Nottingham 
| Hoof. D.B. Holmwood Coll., Southend 
| Horwood, L. Temple Square S. Aylesbury 
Lancefield,E. Waveney H., Peckhain 
McVittie, E. Victoria Coll., Belfast 
Renfry, L.A. Royal Naval S., Twickenham 
2Richards,C.A. Tutorial S., Penarth 
4Stallebrass,C. E. 
Abney Park Coll., Stamford Hill 
Unett,C.M. e. Betley Ladies’ Coll., Crewe 
Wicks, E.A.E. High 8. for Girls, Wells,Sum. 


(on ea ey 


Berg, E. Clapton Coll., N.E. 
Chatham, E. Dunedin,Station Rd., Harrow 
Clennett, dJ. f. Mowbray Place 8.,Sowerby 
2Cox,F. Manor H., Havant 
Gamunon,E. Private tuition 
Hare,F. f. Lansdown Ladies Coll., Bath 
Howe,E. 
Lucas, D. 
| Marsh,E.M. 

! The Vicarage S., Clapham Comm.. S.W. 
| Minton-Senhouse,C. M. 

Ravenscourt H., Ravenscourt Park, W. 
Trott, M.S. 
3Walker, W.M., 

| Sudbury and Wembley High S. 


Woodford High N., Essex 
Ferndale S., Poole 


Buckland H., Axminster 


Walter, E. e. Froebel H., Worthing 
White,D. 187 Highbury New Park, N. 


( Adin,C.C, 

| Saxonholme High S., Whalley Range 

| ?Davey, W.M. Kilinar Coll., Liskeard 
Davis, H.E. 20 York Villas, Brighton 
De la Hoyde,M.C. J. 

The Convent, Highgate Rd., N.W. 
Eagle,R. Queen’s Park Coll., Harrow Rd. 
Erlebach,D.M. 137 HighburyNewPk.,N. 
Ford, M. Hyde H., Tollington Park 
Haynes, B.M. Haldon View, Exeter 
Hebditch,E.T. Durham H., Crouch dill 
LeGresley,F.J. 

l Chestnut Farm, St. Mary's, Jersey 

Lindsey,M. Cavendish S., Redhill 

Manor H., Havant 

The High S., Herne Bay 

r 
l 
| 


Spurgeon, M.8. 

Watson, M. 

Williams, E.E. 
Skinners’ Co,’s S., Stamford Hill 


Bizion,C.E. J. 
Cony, 8S., The Avenue, Southampton 
Brierley,D.A. a. 

Moss H., Whitefield, Manchester 
Goodwill, L. e.St.Michael's, Malton, Yorks. 
Graham, M.C.E. g. 
| Ravenscourt H., Ravenscourt Pk., W. 

McGrath,A. 

St. Mary’s Conv., Newtownbarry 
| 5839 Private tuition 
| “Scott, M. Denmark Coll., Wimbledon 

Shipp,B.M. Glenfern H., Burnham, Som. 
Smith,G.M.F. Private tuition 
Wilson, E.D. 

Gowan Villas, Jesmond, N’castle-on-T. 


(Allen,G.E. g. Lynton H., Portsmouth 
| Boyce,M.O, Kynerton, Ullet Rd.,L' pool 

Buckler, D. L. Westford, Streatham 
| Cox, A. M.E. f. RoyalNavalS. Twickenham 


i Rani oe 
‘ony. S., The Avenue, Southampton 
| Lloyd,G.M. 
Skinners’ Co.’s B., Stamford Hill 
| Maass,E. f. St. Hilda's, Gosforth-on-T. 
| O'Reilly, M. St. Ethel buryga’sConv.s., Deal 
| Stanford, D.F. 
Beechcroft Coll., Richmond Hill 
Taylor, L.C.M. E. «a. 
Hyde H. Tollington Park 


poene 


| Tnek,B. W. Lynton H., Portsmouth 
(Turner, A.D. Hariey H., Hereford 
eae Ryde H., Ripley, Woking 

2Brooks,F.E. Prestwich High 8. 


| Cowdy,D.M. 
| Davison,8.1. 
Skinners’ Co.’s S., Stamford Hill 
'Haines,E.M. 
Strathinore Coll., Sydenham Park 


Hamilton Coll., Sidcup 


—. 


Harris, F.C. Harley H., Hereford 
Hudson, A. Stretton H., Fleetwood 
| Knight, E. Anfield Coll., L’ pool. 
| Mitchell, A. Ryde H., Ripley, Woking 


| O'Neill, A. a. 
| St. Mary's Convent, Newtownbarry 
Pegcey, E.I. Private tuition 
Petford,E. A.M. 
Gothic Hall S., Highgate Rd., N.W. 
Plunkett, K. M. e. 


St. Mary’s S., 2 Qneen Sq Brighton 
Powell, E.E. Lulworth H., Caerleon 
! Stainp, ELF. High S., Waltham Cross 


Stewart,J. St. Ethelburga’s Conv., S., Deal 
Sykes,A. Fartown Gram. S., Huddersfield 
| White, F.B. Private tuition 
| Yeates, H. 
t Park Lane S., Wellington Pk., Belfast, 


2Atkinson,B. 

r Westbourne High S., Bournemouth 
Besant, E.S. AbneyPk.Coll. StamfordHill 
Cook, 1.. B. Private tuition 
Herapath,E.R. 15Vyvyan Terrace,Clifton 
Ingram, M.E.C. e 

| The Hollies, Soho Park, Birmingham 

| Knowles, N. Abney Park C.,Stamford Hill 

| Muir,J.M. Girton, London Rd., Croydon 
| Pearce, L. The College, Goudhurst 


| Savage, E. M.G. St. Faith's, Seaford 
Segar, H.E. Brondesbury High 8. 
Symes, F.G. 


Edenfield,H. Withington, Manchester 
Unett,E.E. a. Betley Ladies’ Coll., Crewe 


Bartleman,M. Sibson Rd. 8., Sale 
Brown,J. Aintree High 8., Liverpool 
| Harkness,J.M. 
| The Hollies, Soho Park, Birmingham 
| Henderson, A.a. Sandgate, Berwick-on-T. 
Holman, A.M. Summerland H., Topsham 
Jones, K. L.B. 
l Anglo-French Coll., Up. Norwood 
Kennedy, E.A. 
Beaufort H., Stratford-on-Avon 
Large, M. The College, Goudhurst. 
Long, E. A. The Hollies, Soho Park, B'ham 
Mulvany, K. E.C. 

Convent 8., Eden Grove, Holloway 
| Rose, M. 31 Brigstock Rd. Thornton Heath 
| Studholine, B.H. 

L  Edenfield 8., Withington, Manchester 


(Barker,C.M. Mowbray Place S., Sowerby 


| Bowditch, D.V. Oakwood H., Brighton 
| Burgess, P.M. Private tuition 


| Coles,G.M. 


South-Western Coll., Finborough Rd. 
Davies, L.O. f. Oakwood H., Brighton 
Ely, L.A. Cedar H., Rainsyate 

| FitzHenry, M. 


Church Home 8., Clyde Rd., Dublin 
Messiter, F.E. f. Private tuition 


| ?Phillips,R.OrielH., Harpenden,St. Albans | (Cleave, A. 


| Freeman, M.F.K. Hamilton Coll., Sidenp| | 2Shipman,S.E. 


Gard,$., Girton H., Yeovil 
Hexter,H. Clanville H., Brooke Rd., N. 


| Rutland County S., Uppingham 
| Smedley, E.B. The Hill 8., Sandiacre 


| Smith, D. The High S., Herne Bay 
Stoner, L. 


London Coll. Gr. 8., Holloway Rd., N. 


(Armstrong, E.M. 

Girls’ S., South Shore, Bluckpool 
Barkley, E.M. Princess Gardens S., Belfast 
Childs, A.B. Girton H., Yeovil 
Dickson,N. Princess Gardens S., Belfast 
Greenhill, E.D. Mowbray Places. Sowerby 


Hall,F.A. Burnham H., E. Bridgford 
Heath, E.J. Hamilton Coll., Sidcup 
Hunter,F. 2 Clarendon Place, Brighton 


| Jones, M.M. Gwynfa Coll., Penmaenmawr 
20' Reilly, E. St. Ethelburga'sConv.S., Deal 
Ouvrie,M. St. Ethelburga’s Conv. S., Deal 
2Powles,G.M. 
Stantway, Bedford Hill, Balham 
Speller,E.M. 
Coll. 8., Brunswick Place, Southampton 


Thomas, T.S. Rilston S5., Oswestry 
Woolley,E.P. 
L Skinners’ Co.’s S., Stamford Hill 


Betts, K. L.A. J. 

Ravenscourt H., Ravenscourt Park, W. 
Bugg, A. High S., Waltham Cross 
Chiuchen, M. Queen's Pk. Coll., Harrow Rd. 
Freeman, M.E. Milton H., Atherstone 
Isgar,G.H. High S. for Girls, Wells, Soin. 
Lark,A. Pemberton Coll., Up. Holloway 
Loomes,E.S. 

Carleton Queen's Coll., Tufnell Park, N. 

| Munroe,E. FartownGram.S., Huddersfield 
Stewart, A. 

Ladies’ Coll. 8., Bangor, Co. Down 
Stoner,C.E. 

Abney Park Coll., Stamford Hill 

Worswick,C. 
i Saxonholme High 8., Whalley Range 


(Crees, H.K. Selwood S., Frome 
Fisher, N. Temple Square 8., Aylesbury 
Lam bert,O. oodford High 8., Essex 
Trenwith, E.L. Cork High 8. 
Williams,M.E. Stretton H., Fleetwood 


Third Class.—3rd Division. 


(Chubb,F.E. 

| Harker,N. 

| Mainwaring,M. 
| Trachtenburg, R.L. 

| Ravenscourt H., Ravenscourt Park, W. 
[Wels St. Mary's Convent, Bruff 


High 8., Waltham Cross 
Aintree High S., L’ pool 
Harley H., Hereford 


Welsh, A.M. a. 
Blackdown S., Wellington, Som. 


*Christy,M.A. Brookvale Coll. S., Belfast 

Elkington, A.M. 

Anby H., Downs Park Rd., N.E. 
Freeman, R. Girl's S. ‚South Shore, Bl'ekp'l 

| Glover, E. E.V. Private tuition 
Hartley, S. BlairgowrieS., Kirkby Lonsdale 
Hoskin, E. Highwood H., Liskeard 
Lioyd,A. The Hollies, Soho Park, B'ham 
Mockler, M. 

St. Mary's Convent, Newtownharry 
| Monkhouse,L. Granville H., S’hampton. 
| Baas tee 

The Hall, Montpellier, Cheltenham 
Spark,E.G. f. GwynfaColl., Penmaenmawr 
Thompson, E.G. e. 

Ravenscourt H., Ravenscourt Pk., W. 
LWard, E.A. RutlandCountyS., U ppingh’m. 


DA Woodford High 8S., Essex 


Garfield H., Paignton 
| de la Perelle, H.J. 

| Vauxhall S., St. Helier's, Jersey 
| Han:pson, E.M. Southport Coinm. Coll. 


Isaacs, I.V. Queen's Coll., Twickenham 
Wardell,H.L. e. 
St. Michael's, Malton, Yorks 


(Coombes,G.D. Harringay S., Hornsey 
Ellis, H. Clarendon CoH., Clifton 

| MeClellan,K. FartownGr.S., Huddersfield 

| Newman,C, The Close, Dyke Rd., Brighton 

| Pittaway,N.E. 

L High 8., Langley Green, B'ham 


Dixon, E.M. 20 York Villas, Brighton 
Fowler,M. L. Girton H., Yeovil 
Grahain, I.E. 


1 Cranley Gdns., Muswell Hill Rd., N. 
Neale,D. Dunedin, Station Rd., Harrow 


Higes,M.E. 11 Queen's Av. Muswell Hill 
[ Hote i a. Granville H., Southampton 
i Johns, D. 8t. Monica’s, Southampton 

Jones, E. Woodford High S., Essex 

Jordan,G.A. Hillside, Clifton 
| Lightfoot,E. Aintree High S., Liverpool 
| Pierce, E.M. Cavendish S., Redhill 
Willox,C. M. Cavendish S., Redhill 


(Bedford, A.M. 

Winford H., Heron Hill, Belvedere 
| Caldwell,C.M. Princess GardenssS., Belfast 
| Mash, A.C. St. Hilda's, Gostorth-o.-T. 
| Harlow,E.M. Addiscombe H., Margate 
' Moss,J.J. 84 King St., Gt. Yarmouth 
| Osborn, V.A. Cairn orookColl.,S. Wood ford 

Wainwright,M.H. Woodcross H., Sedgley 


Ward,E.K. Milton H., Atherstone 
Bedford,M.I. 

| Wynford H., Heron Hill, Belvedere 
Parker, L.E. 


| Sudbury and Wembley High 8. 
Scott, B.L. BelleMontH.,Ossett 
Turner, L. Crane H., Cranbrook 
Wilson,8. Cumberland H., BouverieRd.,N. 

(Heath,L.M.E. High S., Waltham Cross 
Kelly,M.C. 32 Blenheim Gdns., Willesden 
Kenny,B.M. 

Conv. S., The Avenue, Southampton 


Reid,E.M. Waveney H., Peckham 

Cox,M.L. St. Monica’s, Southampton 
[Tweedie .M. 

Cavendish H., Sefton Pk., Liverpool 

( Blandford, L. Ferndale S., Poole 
| Chappell, M.E. 


Crofton H., Cheetham, Manchester 
Ginn, D.A. Abney Park C., Stamford Hill 
Parkinson,M.E. Sunnyside S., Fleetwood 
Sawer,C.M. Derwent H., Whalley Range 


(Bishop, H.M. 

| Carleton Queen's C., Tufnell Park, N. 

| Blundell, A. Lulworth Lodge, Birkdale 
Coates, E.M. South Hornsey S., N. 
Eastwood, P.L. Oak Hill S., Huddersfield 


Clifford, R.A. Brondesbury High 8. 


Fausset, E.M. Stretton H., Fleetwood 
Imperiali, E.C. 
L Cunvent 8., Eden Grove, Holloway 
(Arnold, A. L. Oakwood H., Brighton 
Gaskell, B.A. The Poplars, Southport 


Wheeler, E. Queen’sPark Coll., HarrowRd. 
(Griffiths, H.G. AngloFrenchC.,Up, Norw’d 


| Hammond,N. Woodford High S., Essex 
Hughes, M.S. Oakwood H., Brighton 
Swaby,V. The College, Goudhurst 
f Heaton,J. 46 Avenham Lane, Preston 
Holder,A.f.Conv.S., EdenGrove, Holloway 
King, H. The Poplars, Southport 
Mace, A. Thanet H., Hounslow 
| Steeple,A. e. Park S., Middleton, Lancs. 
.Tueker,H.G. Durham H., Crouch Hill 
Gander,A. 2 Clarendon Place, Brighton 


Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. | 


NAMES 


Adamson,R.B. f.g. 
Allman,T. f.g. Beechen Cliff, Peckham Rye 


Allward,F.L. fig. Sa te Park Coll. 
Austin, J.S. f. rivate tuition 
Barker, W. f. Hutton Gram. S. 


Becquet,G.P. f. St. James’ Coll. S., Jersey 
Briggs, A. fg. Tollington Park Coll. 
Brinkman, H.G. f.g. 

8t. Aloysius Coll., Hornsey Lane, N. 


Burr,F.M. /. Tollington Park Coll. 
Chalmers,H.J.f.g.  Tollington Park Coll. 
Choyce,J.C. J. 


Dixie Gram. S., Market Bosworth 


Cotton,R. J. Gram. S., Eccles 
Craddock, F.J. f. Bath College 
Day,E.W. fg. Tollington Park Coll. 
Annand,A.T. f. Red Maids’ S., Bristol 
Butler,G. /. Durham H., Crouch Hill 


David,J. f. St. Ethelburga’s Cony. S., Deal 


David,S. f. St. Ethelburza's Conv. S., Deall Gruchy,C. s. 
Dery,C. f. St. Ethelburga's Conv. S., Deal] Henry, V.M. S. 


JUNIOR FORMS 


Adams, B.F. 
Adcock, F.H. 
Addison, P.F. 


Gosberton Hall S., Spalding 
Dagmar H., Hatticla 
Horsmonden S. 

Aggett,J. Stafford Coll., Forest Hill 
Alcock,G. Middleton Coll., New Brighton 
Aldecocea,G. Catholicinst., Hopest., L’ pool 


Alexander, A.C. University S., Rochester 
Allcock, H.A. Richmond Hill S. 
Allen, J.E. Wirksworth Gram. 8, 
Anderson, W.A. Sandwich Gram. 8S. 


Andrew,F. Osborne High S., W. Hartlepool 


Ankers,T. Hanley Castle Gram, N. 
Anness, W.P. Eve Gram. §. 
Anson, V. Mutley Gram. S., Plymouth 
Appleton,J. Deal College 
Archer, P.H. Hornsey Gram. 8. 
Arnold, A.J. St. Austell S. 


Amold,E.E. The Huish Grain. S., Taunton 
Attenborouch,s. Margate College 


Attwood, W.G. Margate College 
Austin,G. R. Oswestry Gram. 8, 


Austin, W. Bible Christian Coll., Shebbear 


Ayling, B. Mt. Radford S., Exeter 
Ayling, W. Malden Coll., New Malden 
Ayres, H.F. Thanet Coll., Margate 
Bacarese, A. Christian Bros.’ Coll. Gibraltar 
Baddeley, R.W. Walden H., Herne Bay 
Bain, H.R. KingsholmeS., Weston-s.-Mare 
Baird,C. Lancaster Coll., W. Norwood 
Baker,T.H. Camelford Gram. S. 
Balchin, A.B. Hastings Gram. S 
Ball, F.C. The Huish Gram. 5., Taunton 
Ball,R.G. The Huish Gram. 8., Taunton 


Bancroft,S.A. Jura, Adelaide Ril., Birkenh'd 
Banks,J.F. Waterloo withSeatorthInst., L'p! 
Barling,C.H. Rye Gram. 5. 
Barlow,J.R. St.Philip’s Gram.S.,Edybast'n 


Bartlett, S.E. Private tuition 
Bartrum,S.G. Walden H., Herne Bay 
Bastard, A.E. Camelford Gram. S. 


Bate, W.J. Chandos Gram. S., Winchcombe 


Bates,J. Rye Gram. 8. 
Beale, A.F. Langford H., Brighton 
Beamish,G. —__ Beacontield Coll., Plymouth 
Beamish,T. Beaconfield Coll., Plymouth 
Beard, J. W.P. Richmond Hill, S. 


OF CANDIDATES IN 


THE ABOVE 


LISTS 


EXAMINATIONS IN FRENCH AND GERMAN. 


f= French. 


g = Gerinan. 


BOYS. 


Tollington Park Coll.| de Minvielle,C.d’E. f 


St. Aloysius Coll., Hornsey Lane, N. 
Dorey,G. Saa. 
Duveen,J.E. f. 
Eskell. P.R. J. 
Foote,T. D. f. 
Gill, R. f. 

Gray, M.I. W. f.q. 


Isherwood, F.T. Y. S. UniversityS. Southport 
Joly, H. f.g. 


The Jersey Modern S.] Lewis,C.G.G. f. 
Bath College] Lord,C.R. fi 
Bath College] Marly,G. f. 
Tonbridge S.| Matthews, A. fig. 
Bath College] Moss, R.D. 4. 
Private tuition} Page, A.A. f. 
Hurst, A.W. f. DixieGram.S., Mkt. Bosworth] QuinHarkin,A.T. g 


Le Morvan,R. f. 


St. Joseph's Acad., Kennington Rd., S.E.| Stordy.G. f. 
Bath College] Theobald, H. W. J. 


Gram. S., Eccles 


St. Aloysius ‘Coll, Hornsey Lane, N. 


Hutton Gram. S.| Towler,R.A.G. f. 
Tollington Park Coll.! Walton, W. /. 
Tollington Park Coll.| Wedgwood,J.I. fy. 

rivate tuition! Weller,C. J. 


WHO HAVE PASSED THE ORAL 


Smith, A.W. fg. Tollington Park Coll. 


Hutton Gram. 8. 


St. Aloysius Coll., Hornsey Lane, N. 
Bath College 
Hutton Grain. S. 
Private tuition 
Private tuition 

Whitfield, A.A. @. 
St. Aloysius Coll., Hornsey Lane, N. 


Riddle, F. f.. Broomwood Coll., Battersea! Wildsmith,S.P. f.g. 


St. Joseph’s Acad., Kennington Rd., S.E.| Rothera,L. f. Dixie Gr. S., Market Bosworth 


Kenuall. A.W. f. Hutton Gram. S./ Samuel, B.B. f. 
King, H.H. fia. Tollington Park Coll.| Sellon, B.H. /. 
Kitto, P.T. fg. Tollington Park Coll.| Sherren,H.G. 


Kordik, A.C. f. 
St. Aloysius College, Hornsey Lane, N. 


J. 
Shoveltou, W. f. 


GIRLS. 


Fry,B. /. 
Girard, M.J. J. 


Convent S., Eden Grove, Holloway] Pearce, A. f. 
St. James’ Coll. S., Jersey} Picquh, L. f. 


Benhilton Coll., Sutton 


Red Maids’ S., Bristol] [ddeson, K. f. 


EXAMINATION.— PASS 


Maida Vale S., W.| Wivell, W.D. J. 
Gram. S., Eccles| Wright, H.G.H. f. 
Private tuition! Yates, J. WJ. DixieGram.S.,Market Bosworth 
Gram. S., Eccles! 


St. Aloysius Coll., Hornsey Lane, N. 
Hutton Gram. 8. 
Tollington Park Coll. 


Private tuition] Protin,G. f St. Ethelburga’s Conv. S., Deal 


Ouvrie,M. J. St. Ethelburga’s Conv. S., Deal] Reb,M. St. Ethelburga's Conv. S., Deal 


BOYS. 


Reddoes, F.T. St. Philip's Gram.S.,Edgb’st’n 


Beecroft, V.R. Taplow Gram. S. 
Beesley, A.C. Wirksworth Grain. S. 
Belaney,A.S. Hastings Gram. 8. 


Bell,A.C. Taunton’s Trade S. Southampton 
Bemister, R.C. H. Worthing High S. 
Bennett, L.H. Hill Croft, Amhurst Park, N. 
Berry,G.H. 

Queen’s Walk Inter. S., Nottingham 
Bertault, E. Cambridge H., Margate 
Betteridge, T. Taunton’sTradeS. S'thampt’n 
Bigsby, A.J. Margate College 
Birkin,S.T. Bethany H., Goudhurst 
Black, J.H. Catholic Coll. Inst., Manchester 


Blair,J. D. Cork Gram. S. 
Blissett, A.E. Margate College 
Blyth,J.M. Wreight’s S., Faversham 


Bosher, B. Queen’s ParkPrep.S., HarrowRd. 


Botting, A. Ryde H., Ripley, Woking 
Boughey,J. New Brighton High S. 
Boustred, F. A.P. Grove H., Highgate 


Boyd, D.S. Osborne High S., W. Hartlepool 


Bowes,G. K. Walden H., Herne Bay 
Bowes,T. D. Gram. & High S., Thirsk 
Bowmer,J.J. Wirksworth Gram. S. 
Bowyer,A. Malden Coll., New Malden 
Bradly, L.H.M. Margate Coll. 
Bray, H.W. Worthing High S. 


Brennan, F. Catholic Coll. Inst., Manchester 


Beidgland,C. Stafford Coll., Forest Hill 
Brizes,C, The Acad., Waketield 
Brodie,H. St. Catharine's S., Broxbourne 


Broker,C.C. Margate Coll. 
Brook-Smith,G.aA. Eye Gram. 8. 
Brown,A. Hutton Gram. S., Preston 
Brown, D.P.M. Gram. S., Streatham 
Brown,H. Beaconfleld Coll., Plyinouth 
Buckley,C.S. 

Catholic Coll. Inst., Manchester 
Bungey, A.C. 


Taunton’s Trade S., Southampton 


Burd, H.W. Cork Gram. S. 
Burdett, B. Malden Coll., New Malden 
Burkmar,E. Deal Coll. 


Burns,J.J. Catholic Coll, Inst., Manchester} Conner, W.G. 
Rye Gram. S.| Cooke, L. 


Bushby, H.G. 


Bushell, J.H. Oswestry Gram. $S. 


Butler, H.J. Seaford Coll. 
Butts,A.H.C. University S., Rochester 
Buxton,J. 


neen’s Walk Inter. S., Nottingham 
Cabedo,C. Christian Bros.’ Coll., Gibraltar 
Calder H.F. Cork Gram. N. 
Campbell,G.C. Raleigh Coll., Brixton 
Campbell, W.L. Claremont H., Sunderland 
Canilla,E. Christian Bros.’ Coll., Gibraltar 
Carcaud, W.G. St. John’s Coll. S. Jersey 
Cardin, M.H., Cavendish S., Matlock 
Carr,H. Ryde H., Ripley, Woking 
Carroll,C. Kensey, Launceston 
Carson, N. 

St. Aloysius Coll., Hornsey Lane, N. 
Carter, A.C. Seaford Coll. 
Castle, W.L. Margate Coll. 
Catley,E.M. Comm. Coll., York 
Chalker,F. Bible Christian Coll., Shebbear 
Champ, W. Wreight’s S., Favershan: 
Chate, H.S. Taplow Gram. 8. 
Cheasley,L.C.The Huish Grain. S.,Tauntoun 
Cheel, P.E. Margate Coll. 
Clarke, A.R. 

Queen’s Walk Inter. S., Nottingham 
Clarkson, E.A. Hutton Gram. S., Preston 
Clayton, W.F. Gosberton Hall S., Spalding 
Clemson, A.L. 

St. Philip's Gram. S., Edgbaston 
Clibborn, H.C. Oswestry Gram. ïS. 
Cliff, R.C. Rutland County S., Uppingham 
Clutsom,S.V. Arlington Villa, Brighton 
Coates,H. Hutton Gram. S., Preston 
Coates,S. Oswestry Gram. N. 
Cochrane, L.V. St. John’s Coll., Brixton 
Collier, N.G. 

Queen’s Walk Inter. S., Nottingham 
Collins,F. Catholic Inst., Hope St., L pool 
Collins, F.W. Dagmar H., Hattleld 
Collins, H.J. Taunton S., Taunton 
Colyer, W. Wreight’s S., Faversham 
Conchie, R.A. Taunton'sTrade 8.,S’hanpton 
Connell,J. Catholic Coll. Inst., Manchester’ 
Cork Gram. S. 


Taplow Gram.S.| Eales,C. 


Red Maids’ S., Bristol] Steyaert,M. f. St. Ethelburga’s Conv.S., Deal 
Manor H., Surbiton] Thomson, EB.G. Durham H., Crouch Hill 


LIST, MIDSUMMER, 1900. 


Coombes, W.C.J. 
Borden Gram. S., Sittingbourne 
Cornfoot, D. Wreight's S., Faversham 
Corrisan, H. Catholie Coll. Inst., Manchester 
Cosgrovesf. Catholie Coll. Inst., Manchester 
Cottrell G.F. Cambridge H., Margate 
Cowlishaw J. 
Queen's Walk Inter. S., Nottingham 


Cox, W.A. Taplow Gram, 8. 
Cracknell, R.R. Eye Gram. 8. 
Cradock, W.N. Grove H., Highgate 
Crease, F. Taunton S., Taunton 
Cremer, H. Wreight's S., Faversham 
Crocker,G. RK. Catford Coll. S., Lewisham 
Crocker, W.R. Catford Coll. S., Lewisham 
Cropley, P. Ryde H., Ripley, Woking 
Cross, R.A. Bethany H., Goudhurst 
Cuthbert, H. Hastings Gram. 8. 
Dagger, W. St. John's Coll., Grimsargh 
Dale,J.J. St. Philip's Gram. S., Edgbaston 
Dale, R.P. Cork Gram. 8. 
Dalton, A.T. Cork Gram. 3S. 


Daltou, B.N. 
Dalziel, P, 
Danells, B. - 
Daniels, F.K. 


Oswestry Gram. S. 

Osborne High S..W. Hartlepool 
Hastings Gram. S. 
Tankerton Coll., Whitstable 
Davies, D. New Brighton High 8. 
Davies,H. Tutorial S., Penarth 
Davies,J.E. Gram. and Coll. S., Carnarvon 
Davies, R.C. Oswestry Gram. S. 
Davies, T.H. Oswestry Gram. S. 
Davies, T.R. Oswestry Gram. 8. 
Daw, A.G. Hill Croft, Amhurst Park, N. 
Denman, D. Trafalgar H., Lee-on-the-Solent 
Derrick, J. L. Private tuition 
Detruz, L.G. Raleigh Coll., Brixton 
Dew, M.T. St. Catharine's S., Broxbourne 
Dillon,S. Gram. and Coll. S., Carnarvon 
Dinwiddie, D.M. Bethany H., Goudhurst 
Dold, T.H. The Huish Gram. S., Taunton 
Dresser, E.E. Commercial Coll., York 
Drewett, D.S. Margate College 
Drimmont, H.C. MutleyGram.s., Plymouth 
Duke, F.G.P. Mutley Gram. S8., Plymouth 
Duke,G.E. Mutley Gram. ST, Plymouth 
Margate College 


344 


BOYS, Juxior ForMs—Continued, 


Ede,G.G, St. Austell S. 
Eden,J.A. Taunton's Trade S., Southampton 
Eden,P.J. Taplow Gram. N. 
Sdnonds, H.T. University S., Rochester 


Ed wards,G.H. 
Edwards, L.V. 


Wreight’s S5., Faversham 


St. James’ 8,, Keyhan, Devonport 
Elliott, A.H. Brooimwood Coll., Battersea 
Eltringham,G.A. 


Elm Park, Shotley Bridge, Newcastle-o.-T. 
Etherington,C.G.A. Thanet Coll., Margate 
Evans,E.J. Gratin. and Coll. S., Carnarvon 
Evans, H.A. Bible Christian C., Shebbear 
Evans, H.Queen'sWalk Inter.S., Nottingham 
Faherty, L. B.P. St. Philip's Gr. S. Edgbaston 
Faherty, S.T. St. Philip's Gr. S., Edgbaston 
Farrell, E.J. St. Philip's Gr. S., Edgbaston 
Faweett-Barry,J. Beacontield C., Plymouth 
Felstead,S. A. 

Queen’s Walk Inter. S., Nottingham 
Fennell, E. Cath. Inst., Hope St., Liverpool 
Ferrey, E.M. Margate Coll. 
Filmer, F.S. Wreight's S., Faversham 
Finch,W. Catholic Coll. Inst., Manchester 
Finigan, W. Cath. Inst., Hope St., Liverpool 
Finn,J. Catholie Cull. Inst., Manchester 
Fletcher, F. 

Queen's Walk Inter. S., Nottingham 
Fletcher, J.W. 

Elin Park, Shotley Bridge, Newcastle-o'-T. 

Fleury, A. St. Aloysius C., Hornsey Lane,N. 


Freeman, P. Kensey, Launceston 
Freeman,S. Kensey, Laurceston 
French S. Maryate Coll. 


Fnidge, S.W. Taunton’sTrade S. Southa'pton 
Gaitskell, E.R. Crompton S., Southend 
Gareze,A. Christian Bros.’ Coll., Gibraltar 
George, A. Wreight's S., Faversham 
George, H. Wreight’s S. Faversham 
Gerahty,C.C. St. Catharine's S., Broxbourne 
Geretti, E.C. St. John’s Coll., Brixton 
Gibbings, E.M, Cork Gram, 8. 
Gibbons, J.G. High S., Birchfield Rd., B ham 
Gibbs,J. Hanley Castle Grain. 8, 
Gillard, H.W. The Huish Gram. S., Taunton 


Gillham,G. E. Bethany H., Goudhurst 
Gillings,C. D. Taplow Gram. 8. 
Gillings, H.F. Taplow Gram, 8. 
Glassey,J.R. Gram. B., Belper 


Glazebrook, H.P. Richmond Hill S. 
Goater, E.G. Taunton'sTradeS. Southam pt’n 
Gooycee, H.C. Taplow Gram, 8, 
Gordon,C.S. Jura, Adelaide Rd., Birkenhead 
Gray-Jones,A.F. New Brighton High 8. 
Greasley,A.E. Stafford Coll., Forest Hill 
Greatorex,H.H. Gosberton Hall 8.,! Spalding 
Greaves, A.C. 

Queen's Walk Inter. S., Nottingham 
Green, F. HillmartinColl.,CamdenRd.,N.W. 
Greenland,J.P. 

Kingsholme S., Weston-s-Mare 
Gresswell, H. Richmond Hill S. 
Gribble, H. Mutley Gram. S., Plymouth 
Gritfln,O.8. St. Philip'sGram.S., Edgbaston 
Grittiths,H.G. Walden H., Herne Bay 
Grover,G.S. Lloran H., Oswestry 
Groves, S. Thanet Coll., Margate 
Gudgeon, B.R. 
Convent S., The Avenue, Southampton 
Guest, T.J. Horsmonden S. 
Hazger, R. Middleton Coll., New Brighton 


Hall, H.N. Dagmar H., Hatfield 
Hall, P. Ryde H., Ripley, Woking 
Hand, R.H.J. Oswestry Gram. S. 


Hannaford,C.A. Mutley Gram.S.,Plymouth 
Hannah, L.S. Bible ChristianColl. ,Shebbear 
Hardwick,G.W.G. Worsmonden 8. 
Harmsworth,G.A. Raleigh Coll., 
Harrington,G.J. 

Convent S., The Avenue, Southampton 


Brixton 


Harris,C. K. Wreight's S., Faversham 
Harrix,F.A. Taplow Gram. S. 

Harrison, E.T.G, Margate College 
Harrison,J. Maryate College 

Harrison,R.G, Cork Gram. N. 
Harrison, W.R. Margate College 
Hart, A.R. Hanley Castle Gram. S. 
Hart, B.F. Cavendish S., Matlock 


Harvey, P. Bible Christian Coll. ,Shebbear 
Hatch,F. Bethany H., Goudhurst 
Hauser,J. Wreight's 8., ” Faversham 
Hawes,N.F. Park 8., Wood Green 
Haynes, F.H. Blackpool Gram, S. 
Haywar ‘d, S.J. The Huish Gram. S., Taunton 
Head, A. F. Wreight’s S., Fave rsham 
Head, H. Wreight’s 8., Fav sulted 
He ‘aply, R.T.G. Hastings Gram. 
Heard, T.N. The Huish Gram. B., tented 
Heard, W.H. The Huish Gram. S., Taunton 
Heath,C. 

Queen's Walk Inter. S., Nottingham 
Henneguy,J. 

St. Aloysius Coll., Hornsey Lane, N. 
Herford,H. St. Aloy sius C. „Hornsey La. JN. 
Herford,J. 8t. Aloysius C.,Hornsey La. N: 
Herratt, G.H. 

Queer’ s Walk Inter. 8., Nottinghain 
Heywood,S.C. Bible Christian C., Shebbear 
Hickley, H.J.Taunton’s Trade 8.,8 ‘'thampt' n 
Higgs Ws. Margate College 
Higne tt, F.L. St.Catharine’s S., Broxbourne 
Hin, J. F.H. New Brighton High 8. 
Hil R. Deal College 


LC 


THE EDUCATIONAL TIMES. 


Hinds,A.F. Lancaster Coll., Norwood 
Hingston, F.B. bork Gram, 8. 
Hodgkins, W.1. Holt H., Cheshunt 


Hoepstein, C.S. LancasterColl., W.Norwood 
Hoyan,C. Catholic Coll. nst., Manchester 
Hogben, A. Wreight’s S., Faversham 
Hogg, B. Deal College 
Holder, T.S. Penwerris Grain.S., Falmouth 


Holyate,S. D. Monk Bridge NS., York 
Holloway, B.E. Wreight’s S., Faversham 


Holman, W.G. High S., Camborne 
Home, P.T. Hanley Castle Gram. S. 
Hope, J.W. 

Queen's Walk Inter. S., Nottingham 
Hopkin, H.L. Hastings Gram. S. 
Hopkins,F.G. Worthing High 8, 
Hornby, W.W. Richmond Hill X 
Horne,C. H. Cork Gram. 


Houghton, R. Taunton'sTrades.,S’ hampton 
Howson,H.C.0. Broom woudCull. , Battersea 
Huckle, W.M. 

Queen's Walk Inter. S., Nottingham 
Hughes,C. Cork Gram. 8. 
Huinphreys, H. 

Waterloo with Seaforth Inst., Liverpool 
Humphreys,R.W.Gram.&Coll.S. ‘Carnarvon 
Hunt,C.P. Eye Grain, S. 
Hunter, W. H. Comm. Coll., York 
Hston,G.J. Margate College 
Ingle, P.T. Cork Gram. S. 
Jacobson,G. Catholic Coll. Fust., M chester 


James, H.W. Alvechurch Gram. 
James,S.G. Sandwich Gram. S. 
Jarvis,H.J, 


Queen's Walk Inter. S., Nottingham 
Jeffery, E. Wreight’s 8., Faversham 
Jeffreys,O.A. Tudor H., Muswell Hill, N. 
Jemmett, R.F. Worthing High S. 
Jewitt, E. Comin, Coll., York 
Johns,M.E. The Huish Gram. 8., Taunton 
Johnson, A.M. Eye Grann. S. 
Johnson, W.H. Gosberton Hall S.,Spalding 
Jones, A. S. Wreight’sS., Fav ersham 
Jones C.M. Wirksworth Gram. S, 
Jones,C.S. Oswestry Grain. S. 
Jones, I.G. Sandwich Gram. 8. 
Jones,J.F. Seaford College 
Jones, T.E. Margate College 
Jones, W.E. Margate College 
Joynt, N. L. Cork Gram. S. 
Lackie,J. St. Aloysius Coll., HoruseyLa.,N. 


Lafermne,M.L. Grove H., Highgate 
Lambert,S. Taplow Gram. S. 
Lamb Hawkes,M. W.E. Cork Gram. §. 
Lane, A Deal College 


Langford, H.H. LancasterColl., W.Norw'd 


Lardner,G. Taplow Gram. S. 
Larkworthy,N.J. 

Bible Christian Coll., Shebbear 
Lashinore,A.J.S. Oswestry Gram. S. 
Le Maistre,S.G. 


Pen-y-Craig, St. Helier’s, Jersey 
Lewis,C. B. Taunton S., Taunton 
Lewis,J. Lady Hawkins’ Gram. S., Kington 
Lewis,J.8. Oswestry Gram. S. 
L’Hollier,J.L. St. ark Gr. S., Edgbaston 
Lincoln, H.W.TrafalgarH., Lee- on-the- Solent 
Lindley, E. The Academy, Waketield 
Line,J.K. Etchingham Park S., Finchley 
Linsey,T.T. University S., Rochester 
Lisle,R.G. Taunton's Trades. , Southampton 
Llewellyn, B.G. KingsholmeS., Weston-s.-M. 
Lloyd, A. Deal Col). 
Long,A. St. Philip's Gram. S., Edgbaston 
Long, R.C. Kingsholine S., Weston-s.-Mare 
Long, T.E. The Academy, Waketield 
Longsdon, F. D. Taplow Gram. S. 
Lowden,C.E. Taplow Gram. 8. 
Lowe,C. Beaconfield Coll., Plymouth 
Ly nskey, G. Catholic Inst. , Hope St., L’pool 
Lyon Clark, H.M. 

‘Convent 8., Pulteney Rd., Bath 
Kay,H. Queen's Walk Inter. S., Nottingham 
Kaye,G.J. St. Philip's Grain. 8., Edgbaston 
Keeble,A.P. Bible Christian Coll. ., Shebbear 
Keevil, J.F. Kingsholme 8., Weston-s.-Mare 
Kelsall, E.H. 

Queen's Walk Inter. S., Nottingham 
Kendall,G.N. High S., Camborne 
Kendall,S.V. Seaford Coll. 
Kennedy, T.H. 

Waterloo with Seaforth Inst., Liverpool 


Kent,G. St. Austell S. 
Kerfoot, E.M. Hutton Gram. S., Preston 
Kerfoot, W.A. Hutton Gram. S., Preston 


Kilbride,J. St. Aloysius C., Hornsey Lane,N. 
Kilkenny, C. St. AloysiusC, Hornsey Lane, N. 
Kingsford,8.J. Taplow Gram. 8. 
Kinnell, M. Seaforth Coll. 


Knight,J.B. Lloran H., Oswestry 
Knighton,T.S. Cambridge H., Margate 
Koekkoek,P.R. Seaforth Coll. 


Macgregor, J.L. Lonsbury C., Up. Clapton 


Macintosh, D. Grove H., Highyate 
Mack,E. Wellesley H., Gt. Yarmouth 


Macpherson,A.K. Private tuition 
Madge, B.W. Bible Christian Coll., Shebbear 
Maher,W.H. Cath. Coll. Inst., Manchester 
Makins, F.K. Private tuition 
Mallen,E. Catholie Coll. Inst., Manchester 
Mann,T. Penwerris Grain. S., Falmouth 
Mansel), A.E.Chandos Gram.S., Winchcombe 
Mares, W.J. Fraukfort 8., Forest Hill, S.E. 
Marks, A. E. ' Taplow Grain. 8. 


S.[Milne, A. 


[Aug. 1, 1900. 


Marsh,G. Hutton Gram. S., Preston] Rayment, P. Dagmar H., Hatfield 
Martyn, W.H. St. Austell S. | Rayment,S. Dagmar H., Hattield 
Maskell, L.W. Malden Coll., New Malden| Rebuan, H.R. Hastings Gram. 5. 
Maskell,S.H. Malden Coll., New Malden | Reinhardt,C. 
Mason, H. Alvechurch Grain. 8, St. Aloysius Coll., Hornsey Lane, N. 
Mason, W.R. Gosberton Hall S., Spaiding|Relton,A.E. Hil] Croft, Amhurst Park, N. 
Masterson,T. Cath. Coll. Inst., Manchester] Relton,S. Deal College 
Matthews,G. Mount Radford 5., Exeter} Revill, H.W. ' Hastings Gram. S. 
Matthews, H. Cambridge H., Margate] Rice,J.E. The Modern S., E. Grinstead 
Matthews,S.G. Rice, W. Hanley Castle Gram. S. 
Queen's Walk Inter. S., Nottingham] Richards, D.G. Stafford Coll., Forest Hill 
Mayer, A. Thanet Coll., Margate] Ricketts,C.R. Park S., Wood Green 
Maynard, W. Rye Gram. S.| Riddle, L. Broomwoud Coll., Battersea 
McCallum, D. Gram S., Streatham | Rimmer,J. Catholic Inst., Hope St., L'pool 
McCormack, J. Cath. Coll. Inst., Manchester] Roberts,C.L. Arlington Villa, Brighton 
McCormick, S.J. Dagmar H., Hatteldj| Roberts, O.H.S. Arlington Villa, Brighton 
McIndoe,M.J. Taunton S., Taunton} Robertson, R. Deal College 
S.| McLennan, R. L. Rogers, A.W. Grove H., Highgate 


Osborne High S., W. Hartlepool | Rolfe, H. St. Aloysius Coll., Hornsey Lane, N. 


Medhurst,S. Horsmonden 5. Rooston, E. 
Meek, J.W. Grain. S., Bentham Queen’ s Walk Inter. S., Nottingham 
Mejer,P. St. AloysiusColl., Hornsey Lane, N.| Root, E.J. Taplow Gram. 8. 


Brixton Roots, P. W. 
Rotherme},F.P. 
Queen’ s Walk Inter. 8., Nottingham 
Roxborough, L. Deal College 
Rundle, R. ity Bible Christian Coll. Shebbear 
Rundle,S.P. Bible Christian Coll., "Shebbear 
Russ, W. Bible Christian Coll., Shebbear 
Russo,J. Christian Bros.’ Coll. , Gibraltar 
Ryoss,V.W. West Cliff S, ? Ranisgate 
Saunders, C.W. Taunton'sTrades. 3" hampt'n 


Mercer, B. 
Meredith,J.A. 
Lady Hawkins’ Grain. S., Kington 
Merrick, H.E.C. Richmond Hill 8. 
Metzner,F.E, Richmond Hill S. 
Meyrick, J.F. Bible ChristianColl.,Shebbear 
Millar, E.S. Oswestry Gram. 5. 
Miller, D.B. Tudor H., Muswell Hill, N. 
Miller,F. St. AloysiusColl., Hornsey Lane, N. 
Margate College 


Raleigh Coll., University S., Rochester 


Milne, L. Tutorial S., Penarth Saunders, F., W. 
Milton, F.F. University S., Rochester Kingsholme S., Weston-s.-Mare 
Milton, H.W. The Huish Gram. S., Taunton |Scarborough, A.J. 
Minter, P. Wreight’s S., Fav ersham St. Philip's Gram. S., Edgbaston 
Minter, W. Wreight’s S., Faversham) Scott, A. Wreight’s S., Faversham 
Mintram,W. Taunton's Trade 8.,S’hampton| Seabrook, E.J.M. Margate Coll. 
Miskin,G.S. Wreight’s S., Faversham |Setford, A. H. Park S., Wood Green 
Moore,G. Wreight’s S., Favershain| Sewell, A.C.H. Lancaster Coll., W. Norwood 
Moryan,E.L. Catford Coll. S,, Lewisham |Shaftoe, L. Monk Bridge 8., York 
Morrisun,G.J.F. Sharpe, F. Deal Coll. 
Kingsholme S., Weston-s.-Mare|Shaw, H.M. Clifton H., Aintree 
Moss, F.J.G. The Huish Gram. S., Taunton |Shaw,R.W. Dagmar H., Hattield 
Mulholland, F. Shaver,]I. Deal Coll. 


Catholic Inst., Hope St., Liverpool Sheehan, F. St. Aloysius C., Hornsey Lane,N. 


Murray, W.H Cork Gram. S. | Sheehan- Dare,C.A. Dagmar H. , Hatfield 
Nesling, E. B. Eye Gram. S.i Sherritt, E.J. Taplow Gram. S. 
Newsham, W. Gram. S., Bentham |Shkerritt,G. E. Dagniar H., Hatfield 
Nicholls-Jones, T.C. Oswestry Gram, S. |Sbort, S.C. Bible Christian Coll., Shebbear 
Nichols,G.H. Taplow Gram. S.[{Shrimpton,P. Beacontield Coll., Plymouth 
Nichols,J.E. Hanley Castle Gram. S. |Shury, A. L. Richmond Hill S. 
Nixon,M.C.H. Broomwood Coll., Battersea | Silk, W. Deal Coll. 


Noakes, A. Rye Gram. 8. Simonds, F.L.deW. Mutley Gr. S., Plymouth 


Noakes, W.J. Rye Grain. S. |Simpson,S. Broomwood Coll., Battersea 
Nolan, H. St. Aloysius C.. Hornsey La., N. Lyddon Villa S., Leeds 


Sim pon, W.T. 
Sinclair, W. 
Elm Park, Shotley Bridge, Newcastle-o'-T. 
Singer,C. W. Tutorial S., Penarth 
Sittord, R.R. The Modern S., E. Grinstead 
Skipper, F.H. "Margate Coll. 


Northwood, W. Grain. N., Bentham 
O'Brien, L. St. Philip's Gram. S., Edgbaston 
O Keefe, A.H. Cork Gram. 8. 


Oliver,C. 
St. Aloysius Coll., Hornsey Lane, N. 


Oliver, E.L. St. Philip's Gram.S., Edy baston|Slocock, A. H. Ricmnond Hill S. 
Oliver,S.C. Lady Hawkius’ Gr. S., Kington Smart, R.G. Hanley Castle Gram. S. 
Olliver, H. Deal College|Smedley,C.F. Gram. 8., Belper 
O'Neill,J. St. Aloysius C., Hornsey La., N.|Smedley, W.H. Grain. 8., Belper 

Onyon, R.R. Eye Gram. S.[Smith, A.G. Oswestry Gram. S. 
Owen, F.K. 8 Birch Rd., Lr. Bebington| Smith, H.G. Elm Bank S., Nottingharn 
Owens, A. St. Aloysius C., Hornsey La., N.|Smith,H.H. Ww orthing High S. 


Owens,C. St. Aloysius C., Hornsey La., N.|Smith, P.H. St.Philip’s Gram. S., Ed: chaston 


Page, H.G. W. Oxford H., Herne Bay Smith, W.D. Grove H., Highgate 
Palmer,T. Cork Gram. S. [Snelgrove, F.W. Park S., Wood Green 
Panting,F. The Huish Gram. S., Taanton|Snow,F.B. University S., Rochester 


Southwood. R.J. TheHuishGram. S. ‚Taunton 
Spence, A.M. 


Parkes, H.H. Brean Villa S.,Weston-s.-Mare 
Parkes,J.H.G. Brean Villa S8., West’n-s.-Mare 


Parkin,H.J. Taplow Gram. 8. Im Park, Shotley Bridge, Newcastle-o.-T. 
Parrott, F.H. Richmond Hill 8, {Spiller,J. Thanet Coll., Margate 
Parrott,R.J. Richmond Hill 8,|Sprague, A. Mt. Radford S., Exeter 
Parsons,G.E. Gosberton Hall S., Spalding|Sproston, A. Gosberton Hall S., Spalding 
Partington, L.W. St.John’s Coll.,Grimsargh |[Stantield,G. Maryate College 
Payze,J.A. Richmond Hill S. |Steel, A. McK. Taunton S., Taunton 
Peacock,O.R. Eye Gram. §.|Stephens, A.C. Hastings Grain. S. 

Peak,H. Hutton Gram. S., Preston|Stephenson,R. Osborne High S., W. Hartlep'l 
Peariman,J. Ryde H., Ripley, Woking |Stewart,C. Ryde H., Ri ley, Woking 
Pearson, R.E. Oswestry Grain. S. Stickland ,G. St. Juhn’s oll., Brixton 
Pegrum,D. Holt H., Cheshunt Stillman, M. M. Gram. S., Belper 


Stone, G.W. The Huish Gram. S., Taunton 
Storm, J.M. Chandos Gram. S., Wincheombe 
Stretton, E. Baylis H.. Slough 


Penketh,C. H. Catholic Coll. Inst. M’nchest’r 
Pennington, F. E. Malden Coll.,New Malden 
Perkin,H.C. Bible Christian Coll. ,Shebbear 


Perry, T. St. Aloysius Coll. Hornsey La.. N. Sullivan, R. Malden Coll., New Malden 
Phillips, A.J. Lloran H., Oswestry |Talbot,F. Kensey, Launceston 
Phillips, L.P. Hill Croft, Amhurst Park, N.| Tanton, T.E.H. Malden Coll., New Malden 
Phillipson, W.T. Gram. S., Bentham |Taylor,C. Wellesley Coll., Long Eaton 
Philpott,G.T. Tutorial S., Penarth] Taylor, F. Wellesley Coll., Long Eaton 
Playfair, D.P. Margate College} Taylor, J.A. Gram. S., Bentham 
Playford, P.P. Wellesley H., Gt. Yarmouth | Taylor,T.B. Grain. S., Bentham 
Pieavin, W. Middleton Coll., New Brighton|Taylor,T.R. Tannton S., Taunton 
Poole, J. Hutton Gram. S., Preston] Taylor, W. University S., Rochester 
Portch, W.H. RradleyHigh S. Newt’ nAbbot| Thomas,J.W. Lyddon Villa S., Leeds 


Posso, H. Christian Bros.’ Coll. , Gibraltar| Thomas, W.R. Malden Coll., New Malden 


Potter, A. Wirksworth Gram. 8. Thompson, J.A.L. Gwynfa, Penmacnmawr 
Ponpart,M. Richmond Hill S. |Thong-Chua The Oaks, Deal 
Powell,G.E. Hastings Gram. S.| Thorne, E.S. Margate College 
Powell.W.R. Hastings Gram. S. Thornton, W. Baylis H., Slough 
Pratt, W. Queen’s Park Prep. S., Harrow Rd. |Thurston, W. Margate College 


Tomblings, D.G. Sandwich Gram. S. 
Tomblings,B.H.G. Sandwich Gram. 38, 
Toomer, F.C. Taunton'sTradeS., ,S'’hampton 
Tow nsend, G.E. Margate College 
Tregenza, C. New Brighton High 8. 
Trenchard, A.H. TheHuishGram.s.,Taunton 
Trew,F. Grove H. | Highgate 
Trood, C. Christian Bros.’ Colk, ' Gibraltar 
Tuck- Brown, M.  Wreight st., Faversham 
Turner,C.R. Eye Gram. S. 


Prescott,G.A. Christian Bros. 'Coll. Gibraltar 
Prescott, H. Christian Bros.’ Coll. Gibraltar 
Prevel, F. St. Aloysius Coll., Homsey La., N. 

Price, A. Waterloowith SeaforthInst., L'pool 
Pruden, B.Queen’sWalklnter.s.,Nottingh’m 
Pnllin,S.C. Malden Coll., New Malden 
Purchase, F.R. The Huish Gram. S., Taunton 
Radford, B. Ryde H., Ripley, Woking 
Ramagge, A. Christian Bros.’Col). Gibraltar 
Ramshaw,F.L. Taunton’sTradeS,S‘hampt'n 


“Aug. 1, 1900.] 


THE EDUCATIONAL TIMES. 345 


BOYS, Junior Forms—Continved, 
Turner,S.W. Taunton’sTradeS.,S’hampton 
Tyack,J.S.B. High S., Camborne 
Tyrrell, W.H. Lancaster Coll., W. Norwood 
Underwood, W. Ryde H., Ripley, Woking 
Underwood, W.A. High S., Camborne 
12 Seatield Rd., Hove 
Monk Bridge S., York 
Valgimigli,L. Catholic Coll. S., M’chester 
Vey,A. Queen's Park Prep. S., Harrow Rd. 
Vickery, W.J. The Huish Grain, S.,Tauntou 


Vickridge,A.L. Stafford Coll., Forest Hill 
Vining, L.E. Gram. S., Belper 
Wade, A. W. 


Holmwood H., South Hill Pk., N.W. 
Wakeford, W.A.B. 
Taunton’s Trade S., Southampton 


Allen, F.M. Huntingdon H., Ely 
Allen, W. Sontholme High S., Whalley Range 
Amsden,F.F. Private tuition 
Andrews,G.A. Glanmor, Gorleston-on-Sea 
Anness, J. WestbourneS., WestbournePk., W. 
Antram,K. St. Stephen’s Coll., Hounslow 
Armstrong,J. Sandgate, Berwick-on-Tweed 
Arthur, M. LeM. S¢. James’ Coll. S., Jersey 


Bailey, A. A.F. St. Monica's, S‘hampton 
Bailey, M. St. Bernard’s, Southsea 
Ball,G.E. Friedenheim, Ealing 
Banks, I. M. Huntingdon H., Ely 


Barber,S.G. Moravian Ladies’ S., Fairtield 
Barette, F. A. 

Six Roads S., St. Lawrence, Jersey 
Barlow,A. Stand Lotge High S., Radcliffe 
Barnes,A. AnglescaVillaColl., Walton, LD’ pool 
Barnes,H. Moss H., Whitefield, M’chester 


Barrett, M. Selwood XS., Frome 
Barthe, A. Conv. S., Pulteney R4., Bath 
Barthe, B. Conv. S., Pulteney Rd., Bath 
Bartlett, N. Coventry Hall, Streatham 
Baxter,C.G. 

Church Home S., Clyde Ri., Dublin 
Baxter, H. 


Church Home S., Clyde RA., Dublin 
Beausany, M. St. Mary's Conv., Bruff 
Benner,G. 

Stroud Green High 8., Oakfield RA., N. 


Bennett, B. Selwood S., Frome 
Bennett,G.M. 

Stroud Green High S., Oakfield Rd., N. 
Betts, H.M. 


Stroud Green High S., Oakfield Ra., N. 


Bevan,G. Frankfort S., Forest Hill 
Bibbings,D. Duke Street S., Bath 
Blackhurst, M. Sunnyside S., Fleetwoo.! 
Blyth, K.M. Holt H., Fakenham 
Boxgs,O. Carlton H., Eccles 


Bonnoud, Y. Conv. S., Pulteney Rd., Bath 


Bonny,A.M Private tnition 
Bonny,O.G. Private tuition 
Boucher, E. St. Helen's Coll., Streatham 
Bourke, K. St. Mary’s Conv., Brut 
Boyland,G.E. 


Fullarton S., Chorlton-on- Medlock 
Brigham, K.J. 
Fullarton S., Chorlton-on-Medleok 


Brna, I. Helena High S., Burgess Hill 
Brooks, M.E. Prestwich High S. 
Brothers, F. Prestwich High S. 
Brown, D.H. Denmark Coll., Wimbledon 
Brown,R. 
Church Home S., Clyde Rd., Dublin 

Brown, W.F. 

Stroud Green High S., Oaktield Rd., N. 
Browne, M. 


Church Home S., Clyde Rd., Dublin 
Bruce, A.B. Oxford Coll., Gunnersbury 
Bruce, E.G. Oxford Coll., Gunnersbury 
Bushby,G. Bromley Girls’ & Prep. S., Kent 
Byrne,F. 

114 Lordship Rd., Stoke Newington, N. 


Byrne, M.M. Kilmar Coll., Liskeard 
Carroll, K.M. 

Church Home 8S., Clyde RA., Dublin 
Carsley, E. E. Ashlands Coll., Oswestry 
Casley, E.R. Haldon View, Exeter 
Cawley, A.E. 


Valletort Rd. S., Stoke, Devonport 
Chambers, L. Sherwood S., Woolwich Comin. 
Chaplin, A. Oakwood H., Brighton 
Cłarke, B.M. Stratford Abbey Coll., Stroud 
Clarke, E.A. St. Helen's Coll., Streatham 
Clemens, L. Moravian S., Fulneck 
Cleminson,A.I.I. The Bryant S., Wainfleet 
Cochrane, E.K. 

Raleigh Memorial S., Stoke Newington 
Coles,A.K. The Southend S., Winchester 
Collins,M. Ursuline Coll. & High S., Cork 
Conroy,M.E. S.Mary'sConv.,Newtownbarry 


Cornford, H.M. Faversham Coll. S. 
Couchman,C. Cranley H., Muswell Hill 
Cowgill, B.C. Carlton H., Becles 
Coxen,A. New Brighton High S. 
Danagher,A. St. Mary's Conv., Brutf 


Dance,W.L, Addington H., Thornton Heath 
Daniel, W. St. Bernard’s, Southsea 


Waldron, A. White, G.C. Church Hill H.,Queenstown} Wilson,J.C.B. Cork Grain. 8S. 
Queen's Walk Inter. S., Nottingham] White, H.V. The Huish Gram. S. Taunton} Wilson,O. R. L. Private tuition 
Walsh,J. Catholic Inst., Hope St., L' pool] White, L.C. The Huish Gram. S., Taunton} Wilson, R.F. Cork Grain. S. 
Walsh,S. New Brighton High S.| Whitehead, B. University S., Rochester} Wintersgill, W.G. Monk Bridge S., York 
Walter, E.G. Crompton 8., Southend] Whittle, F. 120 Bold St., Liverpool] Wolfe, S.A. Cork Gram. 8. 
Walton,G. W. St.Catherine’s Coll., Richm nd] Whitworth, H.P. Private tuition] Woods,1.A. Eye Gram. 8. 
Warl,E.J. Convent S., Pulteney Rd., Bath} Wilcock, R. Grain. S., Bentham} Wood ward, W. 
Ward,H. Queen's Walk Inter.S.,Nottingham| Wileman,G. W.B. Cambridge H., Margate Queen’s Walk Inter. S., Nottingham 
Waters, E.C. Taunton’s Trade 8S.,S’hampton}| Wilkinson,C. Deal College| Woodward, W.G.W. Hanley Castle Gram. S. 
Watson, W.C. Osborne High S.,W.Hartlep'l| Wilkinson, R. Margate Colleze| Wooldridge, L. Thanet Coll., Margate 
Watt, H.J. Stafford C., Forest Hill] Wilkinson, R.W. Thanet Coll., Ma. vate] Worsley, R. Catholic Inst., Hope St., L'poul 
Weaving, T.J.J. Wirksworth Gram. 8.| Williams, D. Ll., Wright, A.G. 
Weekes, A. Ryde H., Ripley, Woking} Elm Park,Shotley Bridge, Newcastle-on-T. Queen's Walk Inter. S., Nottingham 
Welch, W. Hastings Gram. S.| Williams, E.G. Wrizht,G.C. Eye Gram. 8. 
Wells, B. W. Private tuition Bradley High S., Newton Abbot! Wright, W. A.B. Taplow Gram. 8. 
West,C. Frankfort S8.,Forest Hill,S.E.| Williams,J. Osborne High S., W. Hartlep’l| Yeoman, E.W. Taunton'sTradesS.,S'thampt'n 
Whibley, B. Bethany H., Goudhurst] Willis, R. Dixie Gram. S., Market Bosworth) Young, B.W.Taunton’sTradeS. Southampt'n 
White, E.W. The Acad., Waketield| Willmott, A.S. Hanley Castle Gram. S.| Yuill, J.L. Stafford Coll, Forest Hill 


GIRLS. 


Dash, L. Abney Park Coll., Stamford Hill, N.| Hare,J. Kensington H., York) Mackellar,F.M. 

Deacon, E.K. Selwood S., Frome! Harpur, M. Princess Gardens S., Belfast Winecham Hall Coll., Northwich 

Delay,L. Church Home 8S. Clyde Rd., Dublin| Harrington,E.C. Madden, L. Wincham Hall Coll., Northwich 

Dempsey, A. St. Mary's Conv., Bruff Cumberland H., Bouverie Rd., N.| Maddison, H. 

Denman, D.G.S. Harris, B. Grosvenor Coll., Liverpool Swaffield Road S., Earlsfield, S.W. 
Jeckelow Grange S., Northallerton} Harris, F. Grosvenor Coll., Liverpool] Makins, M.S. Private tuition 

Devereux,A.B. Harrison, E.M. Cork High S.| Maleolmson,G.E. Muncaster H., East bourne 

St. Mary’s Conv., Newtownbarry| Harrison,K.A. Cranley H., Muswell Hill} Mallalicu,A. Moravian Ladies’ S., Fairtield 
Dickson, EB. Stamford Hill & Clapton High S.| Harrison, L. M. Kensington H., York] Malone,C. 
Dinwiddie, A.D. The Coll., Goudhurst] Hart,J. Moravian S., Fulneck Church Home S., Clyde R4., Dublin 


Marchant, D. 


Dobsou,G.E. MowbrayP1.8. Sowerby, Thirsk; Hartley, E.M. High S., Wylde Green, B'ham 


Doubleday,H.J. The Coll., Goudhurst| Harvey,G. E. Holt H., Fakenhain Stroud Green High S., Oaktield Rd., N. 
Dowdell, E.M. Abney Pk.C. Stamford Hill, N.| Hasse, D. Moravian S., Fulneck! Mason, W. Stamford Hill & Clapton High 3. 
Downie, M.C. Granville H., Southampton} Haswell,M. New Brighton High S.| Massy, L.B. 
Dunean, F.E. Muncaster H., Eastbourne; Hayes, L. Branksome Coll., New Milton, Hants. 
Duncan, H. Monnow R4. Hr.Gr. Boards.,8. E. Monnow Rd. Hr. Grade Board S., S.E.| Masters, R.O. 
Dunn, A. St. Mary's Couv., Brutt] Hayward, N.W. Abney Park Coll., Stamforl Hill, N. 
Eberhardt, M.F. Branksome Coll., New Milton, Hants} Mathew, H.M. Royal Naval S., Twickenham 
Stroud Green High S., Oaktield Rd., N.| Henderson, M. E.F. Mawhood, R.M.L. Ashmount S., Sheftield 
Edinunds, E. A. Elmgrove H., Cotham Grove, Bristol; MeCall, M. Kensington H., York 
Conv. S., The Avenue, Southampton! Herford, R. Stand Lodge High S., Radelitfe| McCarraher,C. 
Ellis, L. H. St. Helen's Coll., Streatham} Heygate, B.M. Huntingdon H., Ely Freemantle High S., Southampton 
Elphick, A.B. St. Helen's Coll., Streatham} Hill, M. Sibson Rd. 8S., Sale; MeMinn,s. 
Emery, E.M. Glebe Place S., Clissold Pk., N.| Hodgson,C.A. Kensington H., York Church Home S., Clyde Rd., Dublin 
Emery, K. Brunswick H., Kingston Hill, Hodgson, M. Meaker, M.B. Oid Bank H., Castle Cary 
Evans, A.E. Woodland H., Thirsk: Jeckelow Grange S., Northallerton] Meech,G.E. Helena High S., Burgess Hill 
Evans, M. Arrow H., Kington! Hoffmann, E. M. Meeze,E.M. Byltield S., Painswick 
Evans,M.A. Claremont H., Catford, S.E. Abney Park Coll., Stamford Hill, N.| Menhinick, L. The Coll., Goudhurst 
Ewart,J. Manor H., Surbitun| Holloway, B.M. Old Bank H., Castle Cary} Menhinick, M.E. The Coll.. Goudhurst 
Fagan, M.M. St. Mary’sConv., Newtownbarry| Horne,N. New Brizhton High S.| Milch,S. Private tuition 
Farzus, E.R.T. Horner, M.E. Woolland H., Thirsk! Milne, M. Girls’ S., South Shore, Blackpool 
Home Glen, Strawberry Hill, Twickenhain! Horrocks, D. Highfield Coll., Black pool} Mitchell, M. Ryde H., Ripley, Woking 
Farwell, M.G.B. Horstield, F. Stand Lodge High 8.,R wdclitfe] Moody, H. M. 


Branksome Coll., New Milton, Hants; Howard, E. St. Mary's Conv., Brut Stroud Green High S., Oakfield Rd., N. 


Ferguson, M. New Brighton High S.| Howard, E. V. High S., Wylde Green, B'hain| Morley, R. Cumberland H., Bouverie R1., N. 
Filmer,C.E. Huadson,M.V. Princess Gardens S., Belfast] Morris, C.E. The Hollies, Soho Pk., B'ham 

St. Mary's Priory, Stamford Hill, N.| Huggett, N. Morris,G.A. Haslemere S., Clapham Park 
Fisher, M. Woodland H., Thirsk Monnow Rd. Hr. Grade Board S., S8.E.| Morris,S. < Plas Madoc, Rnabon 
FitzHenry, K. Huxley,A. New Brighton High S.| Morton, M.S. The Newlands, Bootle 

Church Home S., Clyde R1., Dublin] Ingram, E.A. High S., Wylde Green, B’hain! Mulcahy,M. St. Mary's Couv., Brutt 
FitzMahony,E. UrsulineColl.& HighS. Cork! Isherwood, R. Mumford, E.M. 1 Laurie Square, Romford 


Murphy,C. Ursuline Coll. & High S., Cork 
Myers, R.L. 

Strond Green High S., Orkfleld RAL., N. 
Nightingale, V.V. ClaremontH. ,Catford,S.E. 
Norris, A. Swaffleld Road 3S., Earlstield, S.W. 
Northcote, D. Royal Naval S., Twickenham 


Oakes, L. New Brighton High S. 
Olden, L.H. Sullivan Coll., Southampton 
Oldham, E.W. Prestwich High S. 
O'Shaughnessy, N. St. Mary's Conv., Bruff 
O'Shea,C. St. Mary’s Cony., Bruff 
Oswald, B.A.L. Private tuition 


Paliner,E.N. Lavender Hill High S., S.W. 
Pariniter,C. D. 

Coll. S., Brunswick Place, Southampton 
Parry-Jones, B.D. 48 Park Avenue, Oswestry 
Parry,R.B. 

Hampton Gram. S., Glasbury-on-Wye 


Flood, A. M. Stour H., Sandwich Southolme High S., Whalley Range 
Forrest, E.V. Up. St. Leonards Ladies’ Coll.| Jackson, A. Huntingdon H., Ely 
Foster, E.A. Stratford Abbey Coll., Stroud) James,D.A. The Hollies, Soho Pk., B'ham 
Fowler,M.K. 9 Grosvenor Coll., Liverpool! James, E. D.N. Upland Coll., Stroud 
Fromow,E.R. Oxford Coll., Gunnersbury| James, W.E. The Hollies, Soho Park, B'ham 
Galbraith, A. Jemmett, D.A. Private tuition 
Branksome Coll., New Milton, Hants; Jones, E. Ebley H., East Putney 
Galbraith, B. Jordau,E.I. Prep. S., South St., Greenwich 
Branksome Coll., New Milton, Hants] Jowett, M. W. 
Ganderton,A.N. Girls’ Coll. S., Church St., Morley 
Court H, Atch Lench, Evesham] Kelly,M.H.M. Princess Ganlens S., Belfast 
Garfit, D.M. Kelsey,M. Lynsted Coll. S., Sittingbourne 
Fullarton S., Chorlton-on-Medlock| Kerfoot, F.B. East View, MorrisGreen, Bolton 
Garrett, M.J. Kensington H., York} Ketley, W.M. Old Bank H., Castle Cary 
Gaytoa,D.M. Kidd, A.M. 
Conv. 8., The Avenue, Southampton Elmgrove H., Cotham Grove, Bristol 
Gibson, A.M. Bromley Girl's & Prep.s., Kent) Kidd,J. 
Ginn, M.G. Stroud Green High S., Oakfield Rd., N. 
Abney Park Coll., Stamford Hill, N.| King.C.G. Holt H., Fakenham 
Godding,G.D. Private tuition} Kinsman,G.H. Carlton H., Eccles! Patton, A.L. Tufuell Park Terrace 8., N. 
Goodman, M. Ryde H., Ripley, Woking| Kohn,E.V. Pearce, I.M. Burleigh H., Addlestene 
Gorton, E.A. Woodcross H., Sedgley Abney Park Coll., Stanford Hill, N.| Peattield, M.E. The Ferns, Hassocks, Sussex 
Gould,B. = Ursuline Coll. & High S., Cork] Kynaston,A. Old Bank H., Castle Cary] Peck, M.G. Huntingdon H., Ely 
Grandison, B.S. Granville H., Southampton} Labat,C.M. Fairhaven, Batheaston, Bath} Peckham,V.R. 
Gray,A.C. Clifton Lodge S., Lee, 3.E.) Lamicraft, E. Ryde H., Ripley, Woking Stroud Green High S., Oakfield Rd., N. 


Gray, E.B.S. Eden Coll., Eden Bridge| Lang, K. Moravian S., Fulneckj| Penny, K. The Coll., Goudhurst. 
Gray, L.J. Clifton Lodge S., Lee, 5. E.) Laver. D.M. Old Bank H., Castle Cary| Peto, M.S. Up. St. Leonards Ladies’ Coll. 
Green,F.A. Lea, J. H.A. Philips,F.J.M. 


Stroud Green High S., Oakñeld Rd., N. Westbourne S., Westbourne Park, W. Raleigh Memorial S., Stoke Newington 


Green, M.L. Westford, Streatham} Ledger, E.W. Up. St. Leonards Ladies’ Coll.| Phillips, E. Private tuition 
Greentield, L.M. Glanmor, Gorlestone-on-Sea| Lee, E.StroudGreeen Highs. ,Oaktield Rd.,N.| Phillips, L. F.B. University S. Rochester 
Grezyz, B.M.S Cork High S.| Lee, L.M. Ashlands Coll., Oswestry} Phipps, B.A. Bytield S., Painswick 
Gritfin, W.B Selwood S., Frome] Le Gros,A. Kilinar Coll., Liskeard} Pickup, B. M.A. 

Grist, M. St. Helen’s Coll., Streatham] Lever, B. Old Bank H., Castle Cary Girls’ S., South Shore, Blackpool 
Gubbins, M.J. St. Mary's Conv., Brutt] Lewis,C.8. The Coll., Goudhurst! Pierce,M.A. Claremont H., Catford, N.E. 
Gulliver,G. Wincham Hall. Coll., Northwich] Lewty, E. Linwood S., Altrincham} Pinhey, D.J. Westford, Streatham 


Powell,G.F.M. Stratford Abbey Coll., Stroud 


Guy,L.B. Lintott, A.R. The Newlands, Bootle 
Pratt,G. 


South Western Coll. , Finborough Rd., S. W.| Livesey, E. Stand Lodge Hizh S., Radclitte St. Stephen's Coll., Hounslow 


Hahn, H. Livick, A.G. Holt H., Fakenhain) Ragdale, H.E. MossH., Whitetield, M’chester 
Abney Park Coll., Stamford Hill, N.| Llewellyn, A. Upland Coll., Stroud; Ranshaw, E.H. Haslemere S., Clapham Park 
Hailes, E.M. Lounton, A. Sandgate, Berwick-on-Tweed) Rayner, B. D, Addington H., ThorntonHeath 


Reader, E.V. Heathleigh N.. Oswestry 
The Southend S., Winchester; Ready, M.B.E. Glanmor, Gorleston-on-Sea 
Plas Madoc, Ruabon} Rebourg, F. L. Vauxhalls. St. Helier's, Jersey 
Sandgate, Berwick-on-Tweed Reid. J.E. Ebor, Dorking 
St. Mary's Conv., Brnffj Reid, M.C. 
Westford, Streatham Fullarton. S., Chorlton-on-Medlock 


Holmwood H., South Hill Park, N.W.| Love,0.H. 
Hall, E. Y. Garn, Bromley, Kent| Lunn, M. 
Hamilton,N. New Brighton High S.| Lunt, E. 
Hammond, M.O. 1 Laurie Square, Roimford| Lyall, L. 
Hancock,E.J. Moravian Ladies’ S., Fairtield| Lynch, L. 
Hardie, P. Kensington H.,.York| Macfarlane, B.M. 


Maytield, Broxbourne 


346 


THE EDUCATIONAL TIMES. 


[Aug. 1, 1900. 


GIRLS, Junior Forms—Continued, 
Richards, D.R. 

25 Westwick Gdns., W. Kensington Park 
Richards, M.I. Westtord, Streatham 
Richards,P.C. Private tuition 
Richardson, B. E. 

Mowbray Place S., Sowerby, Thirsk 
Richardson, K.J. Oxford Coll., Gunnersbury 
Rigler,C.M. Royal Naval S., Twickenham 
Rocke,G. Church Home S.,Clyde Rd., Dublin 
Roberts, E.M. St. Stephen's Coll., Hounslow 
Roberts, M. Ashlands Coll., Oswestry 


Robertson, D.J. 
Addington H., Thornton Heath 

Robinson, F.M. 
Cumberland H., Bouverie Rd., N. 


Rolfe,E.F. Stratford Abbey Coll., Stroud 
Root,G. Y. Garn, Broinley, Kent 
Rowley, M.P. Private tuition 
Roy,M.B. Helena High S., Burgess Hill 
Ryan, K. St. Mary's Conv., Brut? 
Ryan,N. St. Mary's Conv., Bruff 


Sadler,B. Southolme High S., Whalley Range 
Salisbury, E. New Brighton High S. 
Salter, E.D. The Laurels, Kegworth 
Sandford, D.G. Claremont H., Catford, S.E. 
Sawle,M.T. Kynerton, Ullett Rd., L'pool 
Scott, E. Alwyne Coll., Canonbury 
Scroggie, H.M. Lavender Hill High S., S.W. 
Scutt, B. Swaffield Road S., Earlstield, S.W. 
Sewell, B. 

Coll. S., Brunswick Place, Sonthampton 
Sewell, D. E. 
Shepherd, A. 
Shepherd, J.F. Kenilworth, Lr. Weston, Bath 


1 Laurie Square, Romford] Taylor, S.E. 
Mill Hill Park High S., W.| Thomas, A.M. 


Shepley, H. Moravian Ladies’ S., Fairtleld 
Shiels, E. L. St.George's Girls’ S., Kensington 
Shinner, A.R. 

Abney Park Coll., Stamford Hill, N. 
Simpson. E.A. Behe Mont H., Ossett 
Sinelair, E.M. Carltou H., Eccles 
Skeoch, M.E.R. Sunnyside S., Fleet wood 
Sleigh, I.G. Up. St. Leonards Ladies’ Coll. 
Smith, A. ukintield High S., Cheshire 
Smith, M. Girls’ Gram. S., Levenshulme 
Smith, M.F. Oakwood H., Brighton 
Smith, W.M. 

Conv. S., The Avenue, Southampton 
Smithin,J.M.Court H., AtchLench, Evesham 
Solley,J. Stour H., Sandwich 
Somers,D.M. Clifton Lodge S., Lee, 8.E. 
Spaven,A.R. 

Southolme High S., Whalley Range 
Spencer, E.M. 1 Laurie Square, Romford 
Sprigys, E. Coventry Hall, Streatham 
Squire, M. Girls’S., Mechanics Inst., ey 
Stacey,G.M. Ellesdon H., Bexley Heat 
stamp, B.C. Frankfort S., Forest Hill 
Staubury,C. Stratford Abbey Coll., Stroud 
Stebbings, H.M. Glenconl, Deal 
Ntone, H.M. 

Branksome Coll., New Milton, Hants 
Stower, L.A. Fulham Park Coll., S.W. 
Stringer, E.E. Cork High 8. 
Sullivan, M. St. Ethelburga’s Conv. S., Deal 
Sunner,M.P. Cork High 8. 
Sutton, F.G. Westford, Streatham 
Swattield,S.E. Cork High 8. 
The Hill S., Sandiacre 


Fullarton S., Choriton-on-Medlock 


Thompson, F. E.V. 
Gwynfa Coll., Penmaenmawr 


Thom,D. High S., Walton-on-Thames 
Thorne, A. Old Bank H., Castle Cary 
Thornhill, M. St. Mary's Conv., Bruff 
Thrupp, D. The Ferns, Hassocks, Sussex 


Tippet, A.M. St.George'sGirls'S., Kensington 
Tippetts,W.L.deC. Woodford 8., Southsea 
Tonkin,T.M. University 8., Rochester 
Townend, G. Belle Mont H., Ossett 
Tread well, D.C. Eden Coll., Eden Bridge 
Turner, D.J. St. Stephen's Coll., Hounslow 
Turner,E. L. Abney Park C., Stamford H., N. 


Uff, E.M. Oxford Coll., Gunnersbury 
Varley, E.M.M. 

Abney Park C., Stamford Hil, N. 
Vaughton,A.M. The Hollies,Soho Pk., B'ham 
Vaughton,D. The Hollies, Soho Pk., B’ham 


Wadsworth,M. NorthKensingtonColl.S8., W. 
Wakeling, P.E. Westford, Streatham 


Walker,C. Moss H., Whitetield, M’chester 
Walsh, N. St. Mary's Conv., Bruff 
Watt,M. Private tuition 
Watts,B. St. Ethelburga’s Conv. S., Deal 
Webb, H.M. The Coll., Goudhurst 
Welcome,M. Lulworth Lodge, Birkdale 
Wellacott, B.A.S. Private tuition 
Wellacott, L.M. B. Private tuition 
Wells, M.E. Private tuition 
Wheeler, K.E. 


Westbourne S.,Westbourne Pk., W. 
Wheildon,R.E. 

Coleridge Coll, S., Finsbury Park 

White, A. Old Bank H., Castle Cary 

White, E. Old Bank H., Castle Cary 


Whiteley, W. Belle Mont H., Ossett 
Whitelock,C.M.E. Old Bank H.,Castle Cary 
Whittinghan, P. Plas Madoc, Ruabon 


Wicks,P.R. The Ferns, Hassocks, Sussex 
Wilkinson,S.I, Cranley H., Muswell Hill 
Willett,J. Ashlands Coll., Oswestry 
Willett, M. Ashlands Coll., Oswestry . 
Williamson, D. 


Stamford Hill and Clapton High S. 


Wilson, F.E. Woodland H., Thirsk 
Wilson,G. Woodland H., Thirsk 
Wiltshire, L.F. Private tuition 


Winship, G. Sandgate, Berwick-on-Tweed 
Winter, E.E. A. St.Stephen'sColl., Hounslow 
Monnow Rd. Hr. Grade Board 8., S.E. 
Wood,F.E. The Hollies, Soho Pk., B’ham 
Woodroffe, A. 
St. George’s Girls’ S., Kensington 
Woods, K.D. Denmark Coll., Wimbledon 
Wren,E.R. 
Stroud Green High S., Oakfield Rd., N. 
Wright, M.B.B. 

Abney Park Coll., Stamford Hill, N. 
Wright, W.C. 

Elmgrove H., Cotham Grove, Bristol 
Wylie, E. Burleigh H., Addlestone 
Yarnall,G. Ashlands Coll., Oswestry 
Yendell, E.F. 

South Western C., Finborough Rd., S.W. 
Yeoman, M, Coventry Hall, Streatham 
Yoakley, E.Church Homes.,ClydeRd. Dublin 
Yonge,S. Frankfort S., Forest Hill 
Youny,C.J. Lavender Hill High S., S.W. 
Youny,G.L. Cavendish S., Redhill 
Young, M.K. Mill Hill Park High 8., W. 


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yost free. graphy in the University of Rome., Sixteenth Edition, 10s. 6d. 
‘A bright little introduction to the study of lowers.” —Journal of Botany. “Tt is the best and handiest guide yet produced.” —Alhenæum. 


EOMAN ANTIQUITIES (Elementary). By Prof. Ramsay. With numer- 


HOW PLANTS LIVE AND WORK. A Simple Introduction to Real ous Illustrations. Ninth Edition. 4s. 


Life in the Plant World, based on Lessons originally given to Country Children, 


By ELEANOR HUGHES-GIBB. With Hustrations. Crown 8vo, cloth, 2s. 6d. A HISTORY OF GREEK LITERATURE. From the Earliest: Period to 
“ Well calculated to make the study of botany attractive.’’—Scolsman. opa He panes ieee rae FRANK B. a M.A., D.Litt., Principal of 
OPEN-AIR STUDIES IN BOTANY: Sketches of British Wild Flowers ae atfield s Hall, in the University of Durham, Second Edition, Cloth, 
in their Homes, By R. LLOYD PRAEGRR, B.A., M.R.LA.  Hlustrated by “The best history of Greek literature hitherto published.’—Speetator, 
Drawings from Nature, and Photographs, Handsome cloth, 7s. 6d. ; gilt, 8s. 6d., 
st free, A HISTORY OF ROMAN LITERATURE. By the Rev. C. T. 
“A fresh and stimulating book.” — Times. CRUTTWELL, M.A., Hon. Canon of Peterborough Cathedral. From the Earliest 


. : j Period to the Times of the Antonines. Sixth Edition, 8s. 6d. 
OFER AIR Grote a GROLO T ee ae alta on a “ Full of good scholarship and good criticism.” —Alhenæeum. 


after Photographs, and Hlustrations. Handsome cloth, 8s. 6d., post free. SPECIMENS OF ROMAN LITERATURE FROM THE EAR- 
“A charming book... beautifully illustrated.” — Atheneum, , LIEST PERIOD TO THE TIMES OF THE ANTONINES. 
: Pais mies T Third Edition, Edited by C. T. CRUTTWELL, M.A., and PEAKE Banton, M.A. 

PRACTICAL GEOLOGY, AIDS IN. By Prof. GRENVILLE COLE, F.G.N., Part L— Romas THouGut: Religion, Philosophy and Science, Art and 
Royal College of Science for Ireland, With numerous IHustrations. Third Letters. 6s. g 
Edition, Revised. Crown 8vo, 10s. 6d. ; : Part 1I.—RoMaN STYLE: Descriptive, Rhetorical, and Humorous Passages. 

“ Prof. Cole treats of the examination of minerals and rocks in a way that has 5s. Or, in one Vol., with Synopsis and Indices, complete, 10s. 6d, 
never been attempted before." —Athenaum, “A work not only useful, but necessery.’—Salurday Review. 

SOUND. Forming an instalment of an important work entitled A Text-book | A HISTORY OF ENGLISH LITERATURE AND OF THE 
of Physics. By J. H. Poyxting, Se. D.. F.R.S., and J.J. Tomson, M.A., ENGLISH LANGUAGE. From the Norman Conquest. With munerous 
F.R.S., Hon. 8e.D. Dublin, Hon. D.L. Princeton, With Hustrations, Hand- Excerpts and Specimens. By GEORGE LILLIE Crark, LL.D.. late Professor of 
some cloth, Second Edition, 8s. 6d. ; History and English Literature, Queen’s College, Belfast. New Edition, In 

“ Will serve as an introduction to the most abstruse treatises.” —Scolsman. Two Vols., royal 8vo, cloth, 25s. 


METALLURGY (An Elementary Text-book). By Prof. HUMBOLDT “A more than usually agreeable book.” — Times. 
SEXTON, F.I.C., Professor of Metallurgy in Glasgow and West of Scotland | A MANUAL OF BNGLISH LITERATUBE. For the use of Colleges, 


Technical College. With numerous IHustrations. Second Edition, Revised, Schools, and those preparing for Competitive Examinations, With an Appendix 
6s. on Recent Literature, by Nir H, CRAIR, K.C.B., M.A.. LL.D. From the larger 
“ Possesses the great advantage of giving a course of practical work. ”— Mining work by Dr, CRark. Eleventh Edition, Crown 8vo, cloth, 7s. 6d. 


Journal, “ Needs no recommendation.’ — The Spectator, 


Loxnpon: CHARLES GRIFFIN & CO., Lrv., EXETER STREET, STRAND. 


PROFESSOR MEIKLEJOHN’S SERIES. 


Crown 8vo, 410 pp. Price 2s. 6d. | A New Spelling Book. With Side Lights from History. 
Eighth Edition. Crown 8vo, 152 pp. : ‘ i ; ls 


A SCHOOL “We agree with the main principle here fohowed— that spelling should be learnt 
through the eve rather than through the ear. -The School Guardian. 
GE OGRAPH Y ° The Spelling List. For Civil Service and other Exam- 
inations. With a Key to Correct Spelling. Fourth Edition. 
WITH SPECIAL REFERENCE TO COMMERCE oe y I 8 
Crown 8vo, 146 pp. . ; . : : i : . ls. 
AN D H ISTO RY. “Your ‘Spelling List’ isn very decided advance in the right direction, ably con- 


ce oe ea oh coy HN recommend it to our 
° > upils.""—The Rev. H. P. Gurne A. essrs. Wren & Gurney), Powis Square, 
With Maps and Diagrams. London. eA y), q 


BY 7 ca 
J. M. D. MEIKLEJOHN, M.A., Professor of the Theory, History, A New Poetry Book for the Use of Schools and Families. 
and Practice of Education in the University of St. Andrews, Fourth Edition. 156 pp. . f f : : . ls. 

AND 


l . Sui cere “ This neatly bound little collection, which is one of Professor Meiklejolin’s series 
M. J.C. MEIKLEJOHN, B.A., sometime Adam de Brome Exhibitioner of school manuals, may be contidently recommended to teachers in search of new 


of Oriel College, Oxford; F.R.G.S. selections for recitation.” --The Schoolmaster. 
“After examining this new production with both interest and care, Fifty New Lessons in English. Being a Historical 
the verdict is, perforce, ‘admirable’ °—The Teachers’ Monthly. Metbod of Parsing. By Professor J. M. D. MEIKLEJOUN, M.A. 
“In thie, the latest work issued from 11 Paternoster Square, our Crown Svo, 102 pp. . : i ; . ; ls. 6d. 
expectations have been fully realized.” —The School Teacher. COOSA very interesting little book of exereises in sinple Enghsh philology.” - 


“ It furnishes a useful step between the ‘Short Geography’ and the The Journal of Education. 


‘New Geography.’ It is not an abridgment of the latter, but an entirely 
distinct work, written on the Comparative Method, and replete with 


The New Freehand Drawing Cards. By Frash G. 


useful and interesting information.” —The Practical Teacher. JacKSON, of the Birmingham Municipal School of Art; Author of 
“This is a well-planned book, with many good features, and the “Lessons in Decorative Art”? and “Theory and Practice of 
romise of the title-page is sedulously fulfilled.” —The Educational Design.” Standards IIT., IV., and V., 28. each. 
imes. Standards VI. and VII., 2s. 6d. each. 
“The whole plan of the book has been carefully thought out, and as ‘Nothing so good has yet been offered to teachers of drawing as this excellent 


the result we have a good School Geography.’’—The School Guardian. | series of cards.""—The Schoolmaster, 


= f [See next paye. 


LONDON: A. M. HOLDEN, 11 PATERNOSTERSQUARE, 


348 


THE EDUCATIONAL TIMES. 


[ Aug. 1, 1900. 


PROFESSOR MEIKLEJOHN’S SERIES. 


ARITHMETIC AND ALGEBRA. 


A New Arithmetic, By G. A. Curistiay, B.A. (Lond.), 
und G. CoLLAR, B.A., B.8c. (oac Fourth Edition. Crown 
Svo, 562 pp. š 4s. 6d. 


“Ww e consider it s0 satisfactory that we jake at once inad it on our list of 
books,’ ' Rev. G. H. 8. Walpole, D.D., Principal, Bede College, Durham. 


A Short Arithmetic. By G. A. Curistian, B.A., and 
A. H. BAKER, B.A. Crown 8vo, 196 pp. . ; á é 1s. 
With Answers, 1s. 6d. 


“A book of well graduated examples, and just as much theory as will explain the 
methods of their solution,”—The Educational Times 


A School Algebra for Junior Forms. By F. Oscar 
Laxe, B.Sc. Lond., Assistant- Master, King Edward’s School, Bir- 
mingham. Crown 8vo, 232 pp. ‘ . 1s. 6d. 

With Answers, 266 pp. 2s. Od. 


“Avery trustworthy book for beginners, extending to indices, surds, and pro- 
eressions.”—The University Correspondent. 


COMPOSITION. 


The Art of Writing English. A Manual for Students. 
With Chapters on Paraphrasing, Essay Writing, Précis Writing, 
Punctuation, and other matters. By J. M. D. MeEIKLEJOHN, M.A. 
Second Edition Crown 8vo, 3840 pp. 2s 6d. 

“e The Art of Writing English’ teems with set advice, ” The Literary World. 
“Whatever Prof. Meiklejohn writes is sure to be vigorous and mev, and, on the 


subject of English composition, he is peculiarly well qualified to speak. 
The Journal of Education. 


One Hundred Short Essays in Outline. By Professor 
MEIKLEJOHN. Second Edition. 110 pp.. . Is. Od. 


* This is undoubtedly one of the most useful books for pupil teachers, Scholarship 
und Certificate students, ever produced,’’—The Practical Teacher. 


General Intelligence Papers; with Exercises in English 
Composition. By Grratp BLUNT, M.A. Crown 8vo, 130 pp. 2s. Od. 
‘This little book is likely to be very useful, It av oids the faults of so many books 
of the same class; the que stions are not too difficult.’—Rev. Joseph Wood, D.D., 
Headmaster of Harrow School. 


ENGLISH LANGUAGE. 


The English Language: its Grammar, History, and 


Literature. By J. M. D. MEIKLEJonN, M.A. Nineteenth Edition. 
Enlarged, with Exercises and additional Analyses. Crown 8vo, 
470 pp. , ‘ ; : ; i . 4s. 6d. 


tI gave it toa girl candidate for an English scholarship; she got first place. and 
valued the help she got from the book.” —W. Johnson, Esq., B.A., Blmfiold College, 
or 


A New Grammar of the English Tongue. With 
Chapter on Composition, Versification, Paraphrasing, and Punc- 
tuation. With Exercises and Examination Questions. Eighteenth 
Edition. Crown 8vo, 280 pp. . ; : i ; . 2s. 6d. 


A Short History of = sau came eneunee: 
76 pp. : ‘ : 


An Outline of the serery = sii Literature. 
Crown 8vo, 110 pp. . Is. 6d. 


Crown 8vo, 
1s. Od. 


A Short Grammar of the English Tongue, with Three 
Hundred and Thirty Exercises. Eleventh Edition. - Is. Od. 


This little book is written in the clearest and simplest style for 
beginners. It contains :— 


i, The Simplest Definitions. 
it, Slowly gradnated Exercises. 
iii, Clearly printed Tables, 


iv, Graduated Methods of Parsing. 
v. Bad Grammar Corrected. with Reasons, 
vi, Analysis, With Plain Diagrams, 


A. M. HOLDEN, 


LONDON: 


| 


| what a School Geography needs to he,’ 


GEOGRAPHY. 


A New Geography on the Comparative Method. With 
Maps and Diagrams and an Outline of Commercial Geography. 
ed M. D. Merkiesonun, M.A. Twenty-fourth Edition. 135th 
Thousand. Crown 8vo, 630 pp- : i . 4s. 6d. 


‘A most useful manual for examiners, and full of ene matter for students 
of coeraplie Its picturesqueness of description and vividness of style make it 
almost as interesting and enjoyable reading as a book of travels.”—The Journal of 
Education. 


A School Geography. With special reference to Com- 
merce and History. With Maps and Diagrams. By J. M. D. 
MEIKLEJOHN, M.A. and M. J. C. Meixteyoun, B.A. Crown 8vo, 
410 pp. f : ; i 2s. 6d. 


“ This is a well-planned hook, with many pied atures and the promise of the 
title-page is sedulously fullilled,”"—The Educational Times. 


A Short Geography, with the Commercial Highways of 
the World. Sixteenth Edition. Crown 8vo, 196 pp. ls. Od. 


“Terse, practical, informative, and statistic. This shilling Geography is exactly 
*—The Teachers’ Aid. 
“Clearness and conciseness exemplified.” —The Private Schoolmaster. 


The Comparative Atlas. By J.G. BartrHoLomew, F.R.G.S., 
and Edited by Professor MEIKLEJOHN. Containing 64 Plates and 
a General Index ; ; ; ; : ; ; 2s. 6d. 


“No atlas that we know at anything like the price gives so much so well.” 
The Teachors’ Monthly. 
Europe: its Physical and Political Geography, with 
Chapters on Latitude and Longitude, Day and Night, and the 
Seasons. With a Double-Page Map in Colour. By M. J. C. 
MEIKLEJOUN, B.A., F.R.G.S. 96 pp. ; ‘ ; ‘ 6d. 


Africa: its Geography, Resources, and Chronicle of Dis- 


covery up to 1897. By M. J. C. Meiktesonn, B.A. Oxon. Third 
Edition. Crown 8vo, 76 pp. . ‘ : : i 4d. 
The British Colonies and Dependencies: their Re- 


With Chapters on the Interchange of 
Productions and Climatic Conditions. By M. J.C. MEIKLEJOHN, 
B.A. Third Edition. Crown 8vo, 96 pp. : 6d. 


The United States: their Geography, Resources, Com- 
merce, and History. By M.J.C. Meikursoun, B.A. 92 pp. 6d. 


sources and Commerce. 


Australasia: its Geography, Resources, Commerce, and 
Chronicle of Discovery. By M J.C. MEIKLEJOHN, B.A. Crown 
8vo, 86 pp. f ‘ i 6d. 


- ——  — - ee G — -m 


HISTORY. 


A New History of England and Great Britain. With 
Maps and Tables. By J. M. D. MeiKkLEJOHN, M.A. Fourteenth 
Edition. Crown 8vo, 688 pp. . ; ; ; . 4s. 6d. 


“Iam very pleased with the concise statements and orderly marshalling of facts : 
sneh an improvement on our ordinary Histories,"—R, A. Little, Esq., M.A., The 
College, Buxton. . 


A New History of England and Great Britain. With 
Maps and Tables. Part I.—From .b.c. 55 to a.p. 1609. Ninth 
Edition. Crown Svo,320 pp. .  . . . .  « &8. Bd. 


A New History of England and Great Britain. Part 
IIl.—From 1609 to 1890. Tenth Edition. Crown 8vo, a dae 
8. . 


Outlines of the History of England and Great Britain 
to a.D. 1890. Fifth Edition. Crown 8vo, 84 pp. . ; 6d. 


A Short History of England and Great Britain. 
B.C. 55 to A.D. 1890. Twelfth Edition. Crown 8vo ls. Od. 


“In the ‘Short History’ there is plenty of ancedote, ballad. and stray gems of 
literature ; and we find, though not with its usual emphasis, the Professor's expert- 
ness in the use and disposition of type."’-—-Education. 


11 PATERNOSTER SQUARE, E.C. 


London : 


Printed by C. F. Hopuson & Sosy, 2 Newton Street, High Holborn, W.C,; and Published by Frascis HopGson, 89 Farringdomstreet, Bye, 


THE 


EDUCATIONAL 


AND 


TIMES, 


Journal of the College of YPreceptors. 


Vol. LIII.] New Series, No. 473. 


SEPTEMBER 1, 1900. 


Price to Non-Members, 6d. 
By Post, td. 


hE OU ee 


OLLEGE OF PRECEPTORS. — 
EXAMINATIONS FOR 1900. 


1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the College will commence on the 
lst of January, 1901.—At the Midsummer Examination, 

mons who have previously passed in Theory and 

ractice of Education at the Diploma Examination may 
be examined pructically for Certificates of Ability to 
Teach. 


2. CERTIFICATE EXAMINATIONS.—The Christ- 
mas Examination for Certificates will commence on the 
4th of December, 1900. 


3. JUNIOR FORMS EXAMINATIONS. — The 
Christmas Examination will commence on the 4th of 
December, 1900. 


4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations are held in March and 
September. 
the 4th of September, 1900. 


5. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
College for the Inspection and Examination of Public 
and Private Schools, 


PRIZES. 


Diploma Examination.—The following Prizes will be 
offered for competition :—Theory and Practice of Edu- 
cation, £10; Osie (Greek and Latin), £5; Mathe- 
maties, £5: Natural Science, £5. The Doreck Seholar- 
ship of £20 will be awarded on the results of the Christ- 
mas Examination. 


Certificate Evamination.—The “Isbister Prize? will 
be awarded to the Candidate who stands First, and the 
“Pinches Memorial Prize” to the Candidate who stands 
Second, in General Proficiency. 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 


subjects :—Classics, Mathematics, Modern = Languages, ° 


Natural Sciences, English Subjects. The‘ Tavlor-Jones 
Memorial Prize” will be awarded to the best Candidate 
in Scripture History, Two Medals will be awarded to 
the best Candidates in Shorthand. 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


——— m MMM- - 


RELIMINARY EXAMINATION of 


MEDICAL STUDENTS. —The COLLEGE at 
PRECEPTORS will hold an Examination for Certi- 
ficates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Couneil, 
the Roval College of Veterinary Surgeons, the Pharina- 
ceutical Society of Great Britain, and other bodies, on 
the 4th, 5th, and 6th of September, 1900. 


The Examination will take place in London, and at 
the following Local Centres:—Birmingham, Bristol, 
Leeds, Liverpool. 

Examination Fee, 25s. 

Regulations and Entry Forms may be obtained on 
application to the Seeretary of the College of Preceptors, 


‘ 


Bloomsbury Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. — 


EXTRACT FROM THE By-Laws. 


Section I, clause 5.—' The Council may grant the 
privilezes of Membership, without payment, to holders 
of Diplemas of the College, as lony as such persons are 
engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


The next Examination will commence on . 


Prizes will also be | 


OLLEGE OF PRECEPTORS.— 


CERTIFICATE EXAMINATION, 
DECEMBER, 1900. 


Notice is hereby given that at the above Examination 
the following additional (alternative) subjects will be 
set :— Latin, Class [., Cesar, Gallic War, k VL, 
Virgil, Encid, Book t1.: Scripture, Classes 1 and II., 
the First Book of Samuel, 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. 


(Bloomsbury Square, W.C.) 


The Couneil of the College of Preceptors will shortly 
proceed to the appointment of additional EXAMINERS 
m PHYSICS and PHYSIOLOGY. Candidates must 
be Graduates, and should have had experience in 
teaching. Applications (twenty copies), stating age, 
ro i, &e,, Should be addressed to the DEAN of the 
College not later than the 1st of October. If testimonials 
are sent, they should be not more than three in number, 
‘and twenty copies ot each should be forwarded, 


C. R. HODGSON, B.A., Secretary. 


i(XOLLEGE OF PRECEPTORS. 
(Bloomsbury Square, W.C.) 


LECTURES FOR TEACHERS 


ON THE SCIENCE AND ART OF EDUCATION. 
THE PRACTICE OF EDUCATION, 


To be delivered by H. L. WITHERS, Esq., M.A., 
Professor of Education at Owens College, Man- 
chester, late Principal of the ** Borough Road” 
Training College, Isleworth. 


_ The Second Course of Lectures (Twenty-sixth Annual 
| Series), will begin on Saturday, October 6, at 5 p.m. 


For Syllabus, see p. 388. 
The Fee for the Course is Half-a-guinea. 


The Lectures will be delivered on Saturday Afternoons 
at 5 o'clock, at the College, Bloomsbury Square, W.C. 


6 Members of the College have Free Admission to this 
ourse. 
C. R. HODGSON, B.A., Secretary. 


UNIVERSITY DIPLOMA FOR WOMEN. 


THE UNIVERSITY OF ST. 


ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad. 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


L L A ST ANDREWS UNIVER- 
ene SITY.—Oral Classes for London students 
in all subjects of this examination are 
held at the Day Training College, White Street, Fins- 
bury Street, and Ropemaker Street, Finsbury Pavement, 
E.C., and are conducted by Mr. S. Blows, M.A. Honours 
Cantab., B.A. Honours, B.Sc., and Teacher’s Diploma, 
London. 
Correspondence Tuition in all subjects for country 
students. 
All applications to be addressed to Prof. CUSACK. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &e.—Mr. J. 
Lock EY, M.A. Lond. (Branches I. and IV.), F.C. P., 106 
St. Paul’s Road, Camden Town, N.W., prepares for 
above in Classics, Mathematics, Anglo-Saxon, Mental 
Science, Education, &¢., Orally and by post. Numerous 
successes every year, Terms moderate, 


LOxPoN COLLEGE OF MUSIC. 
(Incorporated., 


GREAT MARLBOROUGH STREET, Loxpoy, W. 


FOR MUSICAL EDUCATION, AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC, 


Patron: His GRACE THE DUKE oF LEEDS. 
Dr. F. J. KARN, Mus. Bac. Cantab., Principal. 
G. AUGUsTUS HoLMEs, Esq., Director of Examinations, 


EXAMINATIONS in PIANOFORTE PLAYING, 
SINGING, THEORY, and all branches of Music will 
be held in London and 350 Provincial Centres in Decem- 
ber, when certificates will be granted to all successful 
candidates. Last day for entry, November 15. 

The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus. L.C.M.), Licen- 
tiate (L.L.C.M.), Licentiate in Music (L.Mus.L.C.M.), 
and Fellowship also take place in December, 

SYLLABUS for the year 1900, containing important. 
alterations (including the new Primary section in Piano- 
forte Playing), may be had on application. 

In the Educational Department. students are received 
and thoroughly trained under the best professors at 
moderate fees. Day and Evening Classes are held, 


T. WEEKES HOLMES, Secretary. 


ORRESPONDENCE TUITION, 
Classes, or Private Lessons in all Subjects for all 
Examinations, &¢., at moderate fees. Correspondence 
courses arranged to suit needs of individual pupils. 
Many recent successes.—F. J. BORLAND, L.C.P. (Science 
and Math. Prizeman), Victoria College, 87 Buckingham 
Palace Road, S.W., and Stalheim, Brunswick Roni, 
Sutton, Surrey. Schools visited and Examinations con- 
ducted. 


LONDON UNIVERSITY 
EXAMINATIONS. 


matric. | 320. 


900, 


| Passed. 


AT 
Prelim. Sci Th ` 


JULY 1900, ` 


3nter. Arts’ 93 | or. 
1900, | — 
a Oe Coll. 
AT | 
Jnter. 5c. 129 an 
1900, | 
: 


SSeS: | 


i 


Prospectus, and full particulars of Classes, may be 
had, post free, from 


THE SECRETARY, 
(Unie. Corr. Coll. London Ofice) ; 
32 Red Lion Square, Zoltorn, W.O. 


350 


NIVERSITY COLLEGE 
NORTH WALES, BANGOR. 


(A Constituent College of the University of Wales.) 
Principal—H. R. REICHEL. M.A. 


Next Session begins October 2nd, 1900. The College 
Courses are arranged with reference to the degrees 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Sc. degrees of the London 
University. Students may pursue their first year of 
medical study at the College. There are special depart- 
ments for Agriculture and Electrical Engineering, a 
Day Training Department for men and women, and 
a De arent for the Training of Teachers in Secondary 
Schools. 

Sessional Fee for ordinary Arts student, £11. 1s. ; ditto 
for Intermediate Science or Medical student, £15. 15s. 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session. The new Hall of Residence 
for Women Students in Upper Bangor—fee £31. 10s. for 
the session—is now open. f 

At the Entrance Scholarship Examination (held in 
September), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open tor competition. One half the total amount offered 
is reserved for Welsh candidates, 

For further information und copies of the Prospectus, 


apply to JOHN EDWARD LLOYD, M.A., 
Secretary and Registrar. 


Lae COLLEGE OF 
NORTH WALES. 
(A Constituent College of the University of Wales.) 


DEPARTMENT FOR THE TRAINING OF 
SECONDARY TEACHERS. 


(Recognized by the Cambridge Syndicate.) 


Professor of Education—J. A. GREEN, B.A. Lond., 
assisted by Miss C. GRAVESON, B.A. Lond., and 
an Assistant- Lecturer to be appointed. 


Preparation is offered for the Cambridge Diploma 
(Theoretical and Practical) and for the Teachers’ 
Diploma of the University of London. 

Pull particulars of the Course (which is open to both 
men and women students), Fees, Scholarships, &c., 
may be had on application to the REGISTRAR, 


ps a ce ae eee 


[ | NIVERSITY COLLEGE OF 
WALES, ABERYSTWYTH. g 
(One of the constituent Colleges of the Univ. of Wales.) 
TRAINING DEPARTMENT FOR SECONDARY 
TEACHERS, MEN AND WOMEN. | 
Recognized by the Cambridge Teachers’ Training 
Syndicate. 

Professor of the Theory, Practice, and History of 
Education- FOSTER WATSON, M.A. Lond. 
Assistant-Lecturers — Miss C. P. TREMAIN, B.A. 
Wales; D. R. HARRIS, B.A. Cantab. and Lond. 

Preparation for (a) the Degrees in Arts and Science 
of the University of Wales, the curriculum for which 
includes the Theory and History of Education as an 
optional subject in the third year; (b) Cambridge 
Teachers" Certificate, Theory and Practice; (c) London 
University Teachers’ Diploma; (d) College of Precep- 
tors’ Diplomas. . 

A Scholarship of £15 for one vear will be awarded to a 
candidate entering in October, 1900, ; 

Composition Fee for the Session (including Lectures 
and Practice) £10. ; 

Men Students reside in registered lodgings in the town, 
or in the Hostel for Men Students. 

Women Students reside in the Hall of Residence for 
Women Students. Terins from 27 to 42 guineas, 

For further particulars apply to 


T. MORTIMER GREEN, Registrar. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, WEST KENSINGTON, LONDON, W. 


Chairman of the Committee—Mr. W. MATHER. 
Treasurer—Mr. C. (+. MONTEFIORE, 
Secretary—Mr. ARTHUR G. SYMONDS, M.A. 
TRAINING COLLEGE FOR TEACHERS. 
Principal—Madame MICHAELIS. 
Mistress of Method —Miss E. E. LAWRENCE. 
KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL, 


ROYAL HOLLOWAY OOLLEGE FOR WOMEN, 
EGHAM, SURREY. 


HE Michaelmas Term will begin on 
October 4th. Entrance Examination September 

27th and 28th, at the College, For Prospectus, forms of 
entry, and further particulars apply to the SECRETARY, 


OF BEDFORD 


THE EDUCATIONAL TIMES. 


COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
Principal — Miss ETHEL HURLBATT. 

The Session 1900-1901 will open on Thursday, 
October 4th. Students are requested to enter their 
names on Wednesday, October 3rd. 

Lectures are given in all branches of General and 
Higher Education. Taken systematically, they form a 
connected and progressive course, but a single course of 
Lectures in any subject may be attended. , 

Courses are held in preparation for all the Examina- 
tions of the University of London in Arts and Science, 
for the Teachers’ Diploma (London), and for the 
Teachers’ Certificate (Camibridie) and also a Special 
Course of Scientific Instruction in Hygiene. Six 
Laboratories are open to students for Practical Work. 
Two Entrance Scholarships awarded yearly. A Glad- 
stone Memorial Prize and the Early English Text 
Society's Prize are awarded to students each June, 

The Art School is open from 10 to 4. 

Students enn reside in the College. 

Full particulars on application to the PRINCIPAL. 


EDFORD COLLEGE, LONDON 
(FOR WOMEN). 
YORK PLACE, BAKER STREET, W. 


DEPARTMENT FOR PROFESSIONAL TRAINING 
IN TEACHING. 
(Recognized by the Cambridge Syndicate.) 


Head of the Department—Miss H. ROBERTSON, B.A. 


The Third Term of the Session 1900 begins on 
Thursday. October 4th. 

The Course includes full preparation for the Exami- 
nations for the Teaching Diplomas granted by the 
Universities of London and Cambridge, held annually in 
December, 

The Council will, in December, award a Gilchrist 
Travelling Studentship, value £70, 

Full particulars on application to Miss ROBERTSON, 


MHE MARIA GREY TRAINING 
COLLEGE FOR WOMEN TEACHERS, 
SALUSBURY ROAD, BRONDESBURY, LONDON, N.W. 


Principal—Miss ALICE Woops. 


A Full Course of Professional Training is offered to 
ladies who desire to become Teachers in Secondary 
Schools or in Kindergartens, 

The Course for students preparing for the Cambridge 
Teachers’ Certificate or for the London Teachers’ 
Diploma begins in September or January, and lasts for 
one or two years. The Course for Kindergarten students 

reparing for the Higher Certificate of the National 
‘roebel Union begins in September, and takes two years 
and one terin, 

Ample opportunities are given for Practice in Teaching 
in the School and Kindergarten of 150 pupils on the 
premises, as well as in other Schools, 

The Winkworth Hall of Residence, close to the College, 
accommodates 20 students, 

Scholarships to the amount of £230, from public and 
private sources, are annually awarded. 

For all particulars as to qualifications for entrance, 
terms, scholarships, &c., apply to Miss ALICE Woops, 
at the College. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 
Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to educated women who intend to teach. In 
addition to the course of training, it offers the ad- 
vantages of a College life and one year’s residence in 
Cambridge. 

The Students attend the Cambridge University Lee- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers, and are prepared for the Cam- 
bridge Teachers’ Certilicute (Theory and Practice). 
Ample opportunity is given for practice in teachin 
science, languages, mathematics, and the other usua 
schoo] subjects in various schools in Cambridge. 

Students are admitted in January and in September, 
Full particulars as to qualifications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Guinbridtee, 


OME AND COLONIAL 
SCHOOL SOCIETY. 
(Incorporated for Examination and Certificate purposes 
with the National Froebel Union.) 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS. 


Hignspury HILL Horse, Lonpon, N. 


Principal—The Rev. Davin J. Tuomas, M.A. 
Vice-Principal— Miss PENSTONE. 

Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploina of the College of Preceptors, 

A Hich School for Girls, Transition Class, and 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. 


(Sept. 1, 1900. 


HE MIDDLESEX HOSPITAL 
MEDICAL SCHOOL. 


The WINTER SESSION will open on Monday, 
Oetober 1, at 3 p.m. T, CLIFFORD ALLBUTT, Esq., 
M.D., F.R.C.P.. ERs., Regius Professor of Physic in 
the University of Cambridge, will distribute the prizes 
gained during the previous year, and deliver an Address. 

The ANNUAL DINNER of the Past and Present 
Students and their friends will take place the same 
evening at the Trocadero at 7 o'clock. Mr. W. Lana, 
F.R.C.S., in the Chair. 


HOSPITAL STAFF AND LECTURERS. 


Consulting Physicians —Dr, 8. Coupland, Sir R, Douglas 
Powell, Bart., M.D. 

Physicians—Dr, Cayley, Dr. J. K. Fowler, Dr. W. 
Pasteur. 

Assistant Physicians—Dr. W. E. Wynter, Dr. A. F. 
Voelcker, Dr. F. J. Wethered, Dr. H. C. Thomson, 

Obstetric Physician—Dr. W. Duncan. 

Assistant Obstetric Physician- Dr. R. Boxall. 

Consulting Physician to the Skin Departinent—Dr. 
Robert Liveing. 

Physician to the Skin Department —Dr. J. J. Pringle. 

Consulting Surgeons— Mr. Nunn, Mr. George Lawson, 

Surgeons—Mr. Henry Morris, Mr. Andrew Clark, Mr. 
A. Pearce Gould. 

Assistant Surgeons—Mr. J. Bland-Sutton, Mr. John 
Murray, and Mr. T. H. Kellock. 

Ophthalmic Surgeon—Mr. William Lang, 

Aural Surgeon— Mr. Stephen Panget. 

Consulting Dental Surgeon—Mr. J. S. Turner, 

Dental Surgeon— Mr. W. Hern. 

Assistant Dental Surgeon—Mr. W. S. Nowell. 

Other Lecturers—Dr. Robinson, Dr. Young, Dr. Kelas, 
Dr. W. J. Mickle, Dr. Crombie, Mr. A.G. i. Foulerton, 


The Hospital contains 320 beds. There are Special 
Departments for Cancer, Syphilis, Diseases of Women 
and Children, Diseases of the Eye, Skin, Throat, and 
Ear, and for cases requiring Electrical treatment. 

There are eighteen Resident Clinical Appointments 
open to Students of the Hospital annually. 

Two open Entrance Scholarships (value £100 and £60) 
will be competed for on September 25, 26, and 27, and 
one Entrance Scholarship (value £60) in Anatomy and 
Physiology (open to Oxford and Cambridge Students 
only) on ue and 26. Notice in writing to be 
sent to the Dean on or before September 18. 

_ Composition Fee 135 guineas, or by three yearly 
instalments of 60 guineas, 50 guineas, and 35 guineas, 

Special terms are made in favour of University and 
other Students who have already commenced their 
medical studies, and of University of London Students 
who have passed the Preliminary Scientific Examination. 

The New School Buildings, which provide large and 
filly equipped laboratories for Physiology, Pathiolnes 
and Bacteriology, as well as a new Dissecting Room and 
Chemical Department, are now in regular use. 

The Residential College adjoining the Hospital pro- 
vides accommodation for thirty Students, 

For turther information apply to 


W. PASTEUR, M.D., Dean. 


UY'S HOSPITAL MEDICAL 


SCHOOL.—The WINTER SESSION will begin 
on Monday, October Ist, 1900. Five Open ENTRANCE 
SCHOLARSHIPS of the combined value of £410 are 
offered for competition in September next, and numerous 
Prizes, Medals, and Scholarships are awarded annually. 
The COLLEGE accommodates 60 residents, and contains 
Reading Rooms, Dining Hall, and Gymnasium for the 
general use of the students, During last year more than 
7500 patients have been treated in the Wards of the 
Hospital. The Preliminary Scientific Class for Students 
who matriculated at London University in July will 
bezgin on October Ist. The Clubs’ Union Athletic 
Ground at Honor Oak Park is easily accessible from the 
Hospital. A handbook of information for students about 
to enter the profession will be forwarded on application, 
For iarther particulars, or Prospectus of the School, 
apply personaliy or by letter to the Deay, Guy's Hosp- 
ital, London Bridge, S.E. 


SI. BARTHOLOMEW’S HOSPITAL 
AND COLLEGE. 


The WINTER SESSION will begin on Monday, 
October lst, 1900. 

Students can reside in the College within the Hospital 
walls subject to the collegiate regulations, 

The Hospital contains a service of 750 beds. 

Scholarships and prizes of the aggregate value of 
nearly £900 are awarded annually. l 

The Medical School contains large Lecture Rooms and 
well-appointed, Laboratories for practical teaching, ax 
well as Dissecting Rooms, Museuin, Library, &c, 

The Amalgamated Clubs Ground (ten acres) is at 
Winchmore Hill, within easy reach cf the Hospital, 

For further particulars apply personally or by letter 
to the WARDEN of the College, St. Bartholomew's 
Hospital, E.C. A handbook forwarded on application. 


ADY, experienced, good teacher, 
desires Re-engngement. Has attended Training 
Lectures at College of Preceptors, and passed all subjects 
but two for A.C.P. Diploma, Usual subjects: Drawing 
(certificuted South Kensington). Needlework, Kinder- 
garten.=BETA,-277| Brixton, Road, Brixton, S.W. 


Sept. 1, 1900.) THE EDUCATIONAL TIMES. 


301 


LONDON UNIVERSITY 
EXAMINATIONS. 


BURLINGTON 
CLASSES. 


27 Chancery Lane, London. 
Principal: Mr. J. CHARLESTON, B.A. 


(Honours, Oxon.; and Lond.). 
TUTORS. 


The Staff includes a number of Graduates of London, 
Oxford, Cambridge, and Royal Universities, Science 
Medallists, and Specialists, 


Private Tuition may be taken up during the 
Summer Vacation. 


Day and Evening Classes 


FOR THE 


MATRICULATION 


AND OTHER 


Preparation by Correspondence 


MATRICULATION, 
B.A., & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L.L.A. 


(Degree for Ladies—St Andrews), 


A.C.P., L.C.P., F.C.P. 


On a thoroughly individual system, which 
ensures the closest attention to the needs of each 
candidate, Full corrections of papers, with time-saving 
notes, criticisms, summaries, model answers, and solu- 
tions. 


Single subjects may be taken — Latin, Greek, 
French, German, Italian, Mathematies, Mechanics, 
Physics, Chemistry, Logic, Psychology, Political Eco- 
nomy, &e. 


Examinations of London University 


Commence at University Tutorial College, Red Lion 
Sanare, Holborn, as follows :—Matriculation oa 
and June), Monday, September woi Prelim. Sei. 

Monday, September 17; Inter. Arts, B.A., Inter, Se., 
and B. Se., Monday, October 1. Evening’ Classes are 
held in Organic Chemistry for Inter. M.B. ; in Botany 
and Geology for B.Sc. ; for Inter. Laws and LL.B. 


Prospectus on application to 


THE VICE-PRINCIPAL, 
University Tutorial College, 
32 Red Lion Square, Holborn, W.O. 


— = e eae ae. 
ae ee 


T. GEORGE’S TRAINING COL- 
LEGE FOR WOMEN TEACHERS IN SECOND- 
ARY SCHOOLS AND IN FAMILIES. 

Principal—Miss M. R. WALKER. 
This College provides a complete Course of Profes- 
sional Training for Women Teachers. in preparation for 
the Cambridge Teachers’ Certificate. he Course 


For TERMS, TESTIMONIALS, &c., 
BURLINGTON CLASSES, 


27 CHANCERY LANE, LONDON. 


CARLYON COLLEGE. GE. 


65 AND 66 CHANCERY LANE. 


LONDON UNIVERSITY EXAMINATIONS. 
LONDON MATRICULATION and B.A. REVISION 


includes attendance at the University Lectures on | Classes, September 6. INTER. ARTS and SCIENCE, 
Education, in addition to Lectures delivered by the} B.A., and B.Sc. Classes, October 2. Day and Evening 
College Staff, and the Students have ample oppor- | Clusses. 

tunities of gaining experience in Class-Teaching in Clusses and Tuition for all Preliminaries, 
Schools, Five Heriot Bursuries of £30 are offered in net on EBxaminations, Oxford and Cam- 
October, Apply to the PRINCIPAL, 5 Melville Street, | bridge, B.U.I., &c. 

ee Papers Corrected for Schools, 


Private tuition for all Examinations. 

Prospectus and full ae ona plication to R.C. B. 
KERIN, B.A. Lond., First of Hirst Class Classical 
Honours, Editor of ** Phiedo, ” “Pro Plancio,” &e. 


THE ANSTEY PHYSICAL TRAINING COLLEGE 


()FFERS a professional Training in SUCCESSES. 
Swedish Gymnastics (both educational and | 1892-1900. — London Matric., 74; Inter. Arts, Sc., and 
medical) to Ladies of good education. Prel. Sei., 88, 6 in Hons.: B.Sc., 189-1699, 11; B.A., 


1891-1898, 35, 7ìn Hons. ; : many pacer Sie: Scholar- 
ships, R.U.L, Indian Civil, Oxford and Cambridge, &c. 


B.A. LONDON, 1899, 12 successful. 
M.A., 2 (1898 and 1899). 


The Course begins in September, and lasts 
two vears. Age of admission, 18 to 30. The 
work is particularly interesting and healthful, 
and is remunerative, there being more openings 
for trained teachers than can be filled. 

Apply, for illustrated prospectus, to THE 
PRINCIPAL, The Leasowes, near Halesowen, 


Worcestershire. 
ELLAND TRAINING COLLEGE 
FOR TEACHERS, LEICESTER. 
Te ( Miss MoRGaN, N.F.U. (Higl 
P rincipals—) Miss J. MORGAN, B.A. tena X 


Preparation for the National Froebel Union Certi- 
L. , P., AND VF b. p 


Ticates. Cambridge Teacher's Diploma. Entrance 
Sec holarships. Grounds comprise Tennis Court, C roquet 

SUCCESSES: 311 at A.C.P.; 30 at L.C.P. 
Full particulars on application to the Principal— 


Lawn, &e. STUDENT. TEACHER required for Sep- 
Dr, » KNIPE, Dip. Corr. Coll., Fishponds, Bristol, 


Diploma a da 


College. 


SER 18th. Premium 25 gumene; 


R. JOHN JACKSON en on 


THE TEACHING OF WRITING, of ARITH- 
METIC, and of AMBIDEXTERITY. He also gives 
Courses’ of (or introductory) Lessons in those 


AN TED, a Post as Resident KIN- 


subjects DERG ARTEN MISTRESS School, 
eo or Girls’ Schools.—The Hollies, West Norwood, | National Froebel Certiticate—M. H., St. Marts Hon. 
Atherstone, 


KINCS COLLEGE, LONDON. 


FREE SATURDAY MORNING LECTURES 


TO TEACHERS. 
1. A Course of about Ten Lectures on * The Teaching 
of Mathematies,”” by Prof. HUDSON. 
2. A Course of about Ten Lectures, Historical and 
Critical, on The Pedagogy of John Locke,” by 
Mr. ADAMSON, 


The Courses begin on October 13 at 10 a.m. and 
11.30 a.m., respectively, and will te continued on 
ultermate Saturdays nt the same hour. 

For prospectus, apply to the SECRETARY, King’s 
College, Strand. 


ING’S COLLEGE, LONDON.— 
FULL COURSES for MATRICULATED STU- 
DENTS in Arts, Scence, Engineering, Medicine, and 
Theology at composition fees, or students may attend 
the separate Classes. 
Preparation for all Examinations of the London Uni- 
versity. 
NEXT TERM commences Thursday, October 4. 
There are a few vacancies for Resident Students. 
For prospectuses and all information apply to the 
SECRETARY, King’s Colere: London, W.C. 


[J NIVERSITY COLLEGE, 
LON DON. 
ENGINEERING 
DEPARTMENT. 


AND ARCHITECTURAL 
Assisted by Technical Education Board of London 
County Council and by the Carpenters’ Company. 


SESSION 1900-1901. 


The Courses of Instruction in Mechanical, Civil, 
Municipal, and Electvical Engineering and Architecture 
commence on October 2nd. They are arranged to cover 
periods of two and three years. 

Particulars of the Courses, of Entrance Scholarships, 
of the Matriculation Examination, and of the Fees, may 
be obtained from the SECRETARY. 

Professors. 
Mechanical Engineering . T. Hudson Beare, M.I.C. E. 
Electrical Engineering ... J. A. Fleming, D.Sc., F.R.S. 


Municipal Engineering ... Osbert Chadwick, M.I.C. E., 
C.M.G. 


Civil Engineering ............ L. re is Harcourt, 
Architecture .................. T. Roger Smith, F.R.1.B.A. 
Physics ae H. L. Callendar, F.R.S. 
Chemistry a W. Ramsay, F.R.S. 
Apphed Mathematics ...... K. Pearson, F.R.S. 


re 


Economic Geology T. G. Bonney, F.R.S. 
Mathematics M.J. M. Hill, F.R.S. 


The New Wing of the College, opened by H.R.H. the 
Duke of Connaught in May, 1893, contains spacious 
Mechanical and Electrical ‘Enginering Laboratories. 
Workshops, Drawing Oltice, Museum and Lecture 
Theatres, The Laboratories are fitted with all the 
best appliances for practical work and tor research work 
of the most advanced character. 

St 
MEDICAL SCHOOL, 
ALBERT EMBANKMENT, LONDON, 8.E. 

The WINTER SESSION of 1900-1901 will open on 
Tuesday, October 2, when the prizes will be distributed 
ut 3 p.m. by Sir WILLI AM MACCORMAC, Bart.. 
K.C. V.O., in the Governors’ Hall. 

Three Entrance Scholarships will be offered for coni- 

tition in September, viz., one of £150 and one of £60, 
m Chemistry and Phy sies, with either Physiology, 
Botany, or Zoology, for First Year's Students; one of 
£50 in Anatomy, Physiology, Chemistry (any two) for 
Third Year's Students from the Universities. 

Scholarships and Money Prizes of the value of £300 are 
awarded at the Sessional Examinations, as well as 
several Medals. 

Special Classes are held throughout the vear for the 
Prelianinney Scienofic and Intermediate M.B. Examina- 
tions of the Unversity of London. 

All Hospital Appointments are open to students with- 
ont charge. 

Club-rooms and an Athletic Ground are provided for 
students, 

The School Buildings and the Hospital can be seen on 
application to the Medicnl Secretary. 

The fees may be paid in one sum or by instalments. 
Entries may be made separately to Lectures or to Hos- 
pital Practice, and special arrangements are made for 
students entering from the Universities and for Qual: 
hed Practitioners, 

A Register of npproved lodgings is Kept by the Medical 
Secretary, who also has a list of local Medical Prac- 
titioners, le revinen, and others who receive students 
into their houses 

For Prospec tus and all particulars apply to Mr. 
RENDLE, the Medical Secretary. 


H.: Gz TE RNEY, MAL, MOD Oxon., Dean, 


re ee | 


ee 


THOM ASS HOSPITAL 


352 


THE EDUCATIONAL TIMES. 


[Sept. 1, 19C0. 


Tore OF ABERDEEN. 


FACULTY OF MEDICINE, 


WINTER SESSION, 1900-1901. 


The WINTER SESSION commences on Tuesday, 
October 16, 1900. The Preliminary Exmmination wil 
commence on September 29. 

The Degrees in Medicine granted by the University 
ure— Bachelor of Medieme (M.B.), Bachelor of Surgery 
(Ch.B.), Doctor ot Medicine (M.D.), Master of Surgery | 
(Ch. M.. They are conferred only after examination, 
and oriy on Students of the University. A Diploma in 
Publie Health is conferred, after Examination, on Grad- 
nites in Medicine of any University in the United King- 
dom. 
The total cost for the whole curriculum, including 
Hospital Fees and Fees for the Degrees of M.B. and ` 
Ch.B., is usually abont £120. Bursaries, Scholarships, 
Fellowships. and Prizes, to the number of 50, aud of the 
aggregate annual value of £1,183, are Open to Competi- 
tion in this Faculty, 

A Prospectus of the Classes, Fees, &¢., may be had 
free on application to the SECRETARY of the MEDICAL 
FACULTY. 

The University also grants the following Degrees in 
Arts, Sqence, Divinity. and Law: - In Arts: Doctor of . 
letters, Dector of Philosophy, and Master of Arts. In! 
Science: Doctor of Science, Bachelor of Science (in Pure 
Science and in Agriculture). fn Divinity: Doctor of 
Divinity (Honorary) and Bachelor of Divinity. In 
Law: Doctor of Laws (Honorary) and Bachelor of Law 
(B.L.). 

Particulars may be had on application to the SECRE- 
TARY OF FACULTIES. 


I | NIVERSITY OF ST. ANDREWS. 
UNIVERSITY HALL. | 
RESIDENCE FOR WOMEN STUDENTS. | 
Warden—MISS FRANCES H. MELVILLE, M.A., with 
First Class Honours in Mental Philosophy. 


The Hall accommodates twenty-tive Women Students. 
There are some vacancies for next Session. 

Students are received in residence during the Prelim- . 
inary and other University Examinations in September, 

The Classes and Degrees of the University, and some 
Bursaries and Scholarships, are open to Women. 

For further iniormation apply to the WARDEN, | 


University Hall, St. Andrews, N.B. 
Cees ETRAINING COLLEGE 
FOR WOMEN TEACHERS. 


The Council are about to appoint a LECTURER for 
January next. Stioend from £90 to £120, and residence. 
Special knowledge of Languages or Science required, 
Applications, with fifteen copies of testimonials, should 
be sent by October 13th, to the PRINCIPAL, Cambridge 
Framing College, Wollaston Road, Cambridge, from 
Whom further particulars may be obtained. 


RMY SCHOOLMASTERS.—There 


are a few vacancies in the Corps of Army School- 
masters, Civilian Schoolinasters only will be accepted 
who have passed on second year’s papers in the First or 
Second Division, or who hold a certificate, qualifying 
them to superintend pupil teachers, from the Board of 
Education, Students in Training Colleges will also be 
accepted under certain conditions. Candidates must 
not be over twenty-four vears of age. Further par- 
ticulars can be obtuned on application, in writing, to 
ECE OF ARMY ScHOOLS, War Office, London, 


` 
LY 


JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed by 
the Teachers’ Guild, College of Preceptors, Head- 
mistresses’ Associntion, Association of Assistant 
Mistresses, and Private Schools’ AssoGation. ) 


Address—7T4 GOWER STREET, Lonpoy, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Agency has been established for the purpose of 
enabling ‘Teachers to find work without unnecessary 
cost. AR fees have therefore been calculated on the 
lowest basis to cover the working expenses, 

Hendimistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointments, ave mvited to apply to this Ageney., 

Many Grudaates and Tramed Teachers for Sehools 
and Private Famihes; Visiting Teachers for Music, 
Art, and other special subjects: Foreign Teachers of 


various nationalities; Kindergarten and other Teachers ` 
to | T. MURBY, 3 Ludgate Circus Buildings, London, E.C. 


are on the Register, and every endeavour is made 
supply suitable candidates for any vacancy. 
School Partnerships and Transfers are arranged, 
Ottice hours —9.30 aan, to 6 pm. Miss Cooper's hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.50 p.m. to 5 p.m.; Wednesdays to 1.30 p.m. only. 


JOINT AGENCY FOR ASSISTANT-MASTERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 


Reyistrar—Rev. F. TAYLOR, M.A. Cantab. 


The Joint Agency for Assistant-Masters and Tntors is 
under the management of a Joint Committee composed 
of representatives of the following Bodies :— 


Headmasters’ Conference. 
Incorporated Association of Headmasters, 
College of Preceptors, 
Teachers’ Guild. 
Welsh County Schools’ Association, 
Private Schools’ Association. 
Association of Headmasters of Preparatory Schools, 
Association of Headmasters of Roman Catholic 
Schools, 
Assistant-Masters’ Association. 
Association of Technical Institutions. 
&e. c. 


As the Ageney is not working with a view to profit, 
but to benetit Assistant -Masters, the rates of commission 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Agency 
managed by so widely representative a Committee. : 

Headmasters having vacancies on their stafs, and 
Assistant-Masters seeking appointments, are asked to 
conmmunicate with the REGISTRAR. 

Oitice Hours -10 n.m. to 5 p.m., Saturdays, 10 a.m. to 
lpm. Interviews generally between these hours or by 


special appointment. 
G IRLS’ GRAMMAR SCHOOL, 
A BRISBANE, QUEENSLAND. — Required, for 
February, 1901, Resident MUSIC MISTRESS, Special 
subjects: Pinno, Theory, Harinony, Class Singing. 
Applicants must have high quatifications and successful 
experience in the preparation of pupils for the Practical 
and Theoretical Examinations of the R.4.M. and Trinity 
College Junior, Senior, and Higher Divisions. Salary 


£150, and residence, Passage money advanced if desired. - 


Appheations, stating age, full particulars of qualiti- 
cations and experience in above and any other subjects, 
With copies of testimonials, to be sent on or before 
September 20, to the AGENT-GENERAL FCR QUEENS- 
LAND, 1 Victoria Street. S.W., from whom further in- 
formation can be obtamed. 


L 
O CLASS DAY SCHOOL, with good house and 
| accommodation for Boarders, in rapidly increasing town 


“ Useful for Examination Purposes.” 


THE “NOTABILIA ” SERIES. 


By WALTER BLANCHARD, L.C.P., F.R.G.S., 
Principal of the Intermediate School, Lancaster. 


(1) “ NOTABILIA OF ENGLISH HISTORY.” 
30th Edition, with Addenda to 1900. Price 1s. 


(2) “TOPOGRAPHICAL GEOGRAPHY.” 
12th Edition, with Index. Prioe ls. 


(8) “COMMERCIAL GEOGRAPHY.” 
Supplement to the above. Price 1s. 


(4) “PATTERN LOGIC.” 
“Euclid,” Book I., in brief. Price 6d. 


D ESTABLISHED MIDDLE- 


twelve miles from London, Detached special School 
Buildings. For family reasons. A bargain to an im- 
mediate purchaser. No agents. — SCHOLASTIC, C.O. 
Street’s Agency, 30 Cornhill, London. 


| — 
| 


Tenth Edition. 12mo, price 3s, 6d. 


‘RHE ILLUSTRATED PUBLIC 


SCHOOL SPEAKER AND READER, bused on 
Grammatical Analysis, comprising a choice Selection of 
pieces for Reading and Recitation, annotated for Ex- 
pression, Emphasis, and Pauses, and illustrated by Dia- 
gras and Figures exhibiting to the eve the appropriate 
gestures and positions, to which is added a aleuni of 
Greek, Latin, French, and German Extracts, suitable 
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Sept. 1, 1900. ] THE EDUCATIONAL TIMES. 361 


CONTENTS. 
Page “i Page 
Anglo-French Education ..............c..cccsecescecceeeeeeceneee eases 361 | Forecasts and Comments :—FixtureS .....0.....csceseeceesoesceseenee 369 
| Education Gossip .............0000008 370 
NOQUOS ai E bA Yes cupeeeqaus en Ai 362 
| Appointments and Vacancies...... 370 
Summary : Literary Gousip.............cccceeeeee B71 
The Month ere ee ene 363 A Triumph of Education ...........cccccecccneee neces ree eee een een eaeens 372 
? a OVi8 Wi cose okies iene ian Nae ikl ta a a a meer OLS 
UBIVEPBICIOB irna eect ide E E tales 365 i Pearson Ti Histone Candas Rome at hee Warstr Chaple 
c à from Aristotle: Mr. Shuckburgh’s Cicero. 
rE RE AO T E ess i General Notices ..........osssesseseeseeesorosssoesssessssrevesssossorsesose 875 
An Offer from Canada; Science at Eton; Registration of Music 
Teachers. MathematiosS..........ee...rsoesessssseesssssesossosoosesrseeososseosssrososoo 377 
The Edu cati onal Tim es up of friendly relations between French and English primary 
É teachers in training by arranging an interchange of visits. She is 


also intimately and personally acquainted with the work carried 
Anglo-French At the present time, when j ournalistic re-| on in the écoles normales. Some of her third-year students were 
Education. prisals in France and Great Britain are forced| among the earliest English répétitrices formally received in 
upon us, it is pleasant and profitable to take’ France, and a few have also been admitted to the college that 
note of factors that make for friendly relations between the two provides the staff of the ordinary training colleges for primary 
countries. We have already drawn attention to the good work teachers—the école normale supérieure at Fontenay-aux-Roses, 
carried on by the Franco-English Guild during the past ten! near Paris, where the répétifrice system does not obtain. Miss 
years; a younger and smaller body, the Franco-Scottish Society, | Manley wrote one of the articles on ‘‘ English Students in Foreign 
as ruled by the same motives, its sphere, of course, being a/ Training Colleges” for Mr. Sadler’s “ Reports.” Another valuable 
different one. Founded six years ago in Edinburgh, and | contribution on the same subject is from the pen of Miss Williams, 
established in Paris six months later, its object is threefold, | official representative of the French Minister of Public In- 
viz.: to bring the Universities into connexion with each other! struction in this matter, and President of the Franco-English 
by encouraging an interchange of students, to promote historical Guild. The third has been referred to above. 
research concerning the ancient relations, to renew as far as | On the lst of October fifty-four selected English candi- 
possible the bonds of sympathy between the two countries by ; dates will enter French écoles normales in all parts of France as 
means of periodical meetings and other social intercourse. There! répétitrices. This position is well worth the consideration of 
are at this time 254 and 137 members on the Scottish and ' girl and women students who wish to become practically 
French rolls respectively; ladies make up just one-sixth of the acquainted—under excellent auspices—with the educational 
former and about one-fifteenth of the latter number. Each section. methods of our neighbours. It affords a favourable opportunity 
elects a National Council, with its own office-bearers. The Presi- | for studying the French interior on a large scale. The ex- 
dents chosen for the current year were Lord Kelvin caus perience thus secured would form a valuable element in the 
Perier ; and among the Vice-Presidents are the Duke of Fife, equipment of intending language teachers at home. Again, 
Sir Henry Campbell-Bannerman, the Principal of the University|the outlay cannot be considered a heavy one, seeing that a 
of Edinburgh, Sir Archibald Geikie, M. Gréard, Vice-Rector of' sum of 400 francs (£16) meets all ordinary expenses for 
the Academy and Rector of the University of Paris, M. Bréal, board, lodging, and lectures during the scholastic year of 
Professor at the Collège de France. It is interesting to see'ten months. These écoles normales are, it may be noted, 
that three members of the Scottish branch are Chevaliers of the| secular State schools—where all religions are tolerated—for 
Order of the Legion of Honour, viz.: Mr. Thomas Barclay, |training elementary teachers, the work beginning at the age of 
President of the British Chamber of Commerce, Paris; Prof.‘ sixteen. There are, roughly speaking, as many such schools as 
Ramsay, of University College, London, and the Honorary | there are departments in France, and English forms part of the 
Secretary, Mr. A. A. Gordon. In the ordinary course the‘ curriculum at fifty-four. The course of study is directed by the 
anniversary meeting—postponed this year on account of the; requirements for the brevet supérieur, which cover a wider range 
Exhibition—takes place in Scotland and France alternately.| than do those for the ordinary ‘‘ parchment ” of our own Edu- 
It is hoped that Grenoble may be the meeting place in 1901.|cation Department. In them, as in all State schools, the general 
Prof. Patrick Geddes holds the post of Secretary for Foreign| teaching for English is carried on by French teachers ; the répe- 
Correspondence. titrices are expected primarily to give the students ‘true and 
In this connexion it is specially opportune to notice the work | vivid impressions of English life and literature, and to make 
and influence of one of the three lady members of the Consulta- | them familiar with English colloquially.” This scheme, which 
tive Committee chosen under the Board of Education Act. Miss has worked successfully for some seven years, is, of course, con- 
Lydia Manley, Principal of the British and Foreign Society’s| trolled by the French Minister of Public Instruction, while it is 
Training College, Stockwell, is specially identified with the setting | expressly approved by the Educationy Department The posts 


362 


THE EDUCATIONAL TIMES. 


(Sept. 1, 1900. 


have been held by students from Girton and Newnham, from 
the Ladies’ College, Cheltenham, from the Welsh University 
colleges, from training colleges under the Education Depart- 
ment, and by sixth-form girls entering directly from high 
schools. The next examination—to fill vacancies that will 
occur in October, 1901—will probably be held in London during 
Easter week. 


SEPTEMBER is, perhaps, the least favourable month in which 
to discuss the political aspects of educational problems, and we 
shall reserve for a later opportunity certain considerations 
which are suggested by the Education Bill introduced at the 
close of the Parliamentary Session. Meanwhile we note with 
satisfaction that the reorganization of the Education Depart- 
ment, which cannot be effected all at once, but which is 
essential for the administration of the vast and complicated 
work of the Department, is steadily advancing. We under- 
stand that the President of the Board proposes to appoint a 
Departmental Committee to co-ordinate the technological ad- 
ministration of the Board with the homogeneous work which is 
now being carried on by bodies other than that Board. This is 
strictly Departmental work; but the Committee is to be 
strengthened by a representation of the County Councils and the 
City and Guilds Institute. The appointment of Mr. Gilbert 
Redgrave, Senior Chief Inspector, as Assistant-Secretary for 
Technology, is another indication that the technological side of 
education is to be efficiently organized. 


THe more closely the constitution of the Consultative Com- 
mittee is analysed the less distinctly fitted does it seem to be 
for the actual work to be accomplished. Whatever may be the 
disposition of future Boards of Education, the present one is not 
likely to seek much in the way of extraneous assistance in 
solving problems in educational policy. The work of the Con- 
sultative Committee will, therefore, for the present, be mainly 
confined to the one statutory duty imposed on it by the Board of 
Education Act—to frame regulations for a Register of teachers. 
For this purpose one would suppose that the prime qualification 
would be experience in the working of secondary schools. We 
have, however, only three out of eighteen members constituting 
the Committee who can be said to have had any real experience 
in the administration of secondary schools—Mrs. Bryant, Dr. 
Gow, and Canon Lyttelton. We have already drawn attention 
to the glaring omission of a representative of the unendowed 
schools of England. To avoid injustice to many a deserving 
teacher, the widest knowledge of the infinite variety of existing 
secondary schools and their teachers is necessary, and we think 
that the Board of Education has unwisely weighted the Com- 
_ mittee with ‘‘ the views of Universities and other bodies” re- 
ferred to in the fourth section of the Board of Education Act. 


Waar is a teacher? We suppose even a Sunday-school pupil 
would be prepared with an answer. On the threshold, however, 
of the Consultative Committee’s deliberations in October next 
this question will have to be answered, and they may find the 
answer by no means easy. It is their duty to frame regulations 
for a register of teachers. This involves at the outset a deter- 


a 


mination of the meaning of the word “teacher ” ; and the Board 
of Education Act affords no assistance by an interpretation 
clause. It will be presumed that it is the Committee’s duty to 
decide who shall be accounted a teacher, not, however, in the 
popular sense, but a ‘“‘ teacher ” within the meaning of the Act. 
Now, by the Board of Education Act, the Board has jurisdiction, 
over elementary and secondary educational institutions only, so 
that prima facte its jurisdiction over teachers would be confined 
to those engaged in teaching in elementary or secondary schools. 
University lecturers are thus apparently excluded from admis- 
sion to the Register, and so are University Extension and County 
Council lecturers. Although the word is not defined, the word 
“ teacher ” has now become a technical term, the real signific - 
ance of which it is the province of the Consultative Committee 
to determine. Are teachers of domestic economy, slojd, and horti- 
culture statutory teachers? If they are, then on no principle of 
construction afforded by the Act can swimming masters and 
gymnastic instructors be excluded. The Committee will not 
lack debatable matter, for it has to determine questions. 
which have, in the case of all other professions, been settled by 
the legislature alone. Of course, the Committee will not be 
bound by so strict an interpretation of the Act as that suggested 
above. They will be entitled and expected to take a liberal 
view as to the admission of teachers to the Register. 


Tue holiday season, with its varied joys, brings one beneficent 
influence to bear upon schoolmasters which they seldom appre- 
ciate in its true significance. It is the influence of the outside 
money-grubbing work-a-day life of the country with which the 
schoolmaster is rarely in contact during term time. How seldom do- 
we hear of a secondary schoolmaster being elected upon a School 
Board, District Council, Board of Guardians, or other public 
body! Yet doctors, lawyers, and clergymen, whose profes- 
sional duties are quite as engrossing as those of schoolmasters, 
find it possible to take a commanding part in the public life of 
the country. The opportunities, which fall in the way of 
schoolmasters during holiday time, of casting their professional 
sloughs are, indeed, not many, and, filled, as they are, with 
thoughts of mental and physical recreation, schoolmasters seldom 
avail themselves of them when they occur. This estrangement 
of the profession from public life is certainly undesirable, as it 
lessens its influence even in movements and measures directly 
affecting its own interests. We do not think a schoolmaster’s 
real work would suffer by more frequent excursions from his. 
shop, even in term time. 


Mucu of what has been said in defence of the Court of the 
Merchant Taylors’ Company in their determination to appoint a 
clerical Headmaster to succeed Dr. Baker seems to have been 
only half-hearted. When the alleged justification for a rule is. 
that it ‘‘ accords with a long-prevailing popular sentiment ” it 
cannot be said to rest on a very sure foundation. Teaching 
is a profession the prevailing sentiment of whose members is 
clearly hostile to all forms of religious tests. In fact, the so- 
called rule which has prevailed in many of our schools has its. 
origin in the circumstance that until the passing of the Endowed 
Schools Acts all masters of grammar schools were licensed by 
the Ordinary. It was, therefore, natural that all the most 
lucrative posts should be filled by clergymen, andthe clerical 


Sept. 1, 1900.] 


THE EDUCATIONAL TIMES. 


363 


atmosphere has survived to influence school governors when 
their choice is in no way fettered by the necessity of seeking 
episcopal approval. In day schools there is assuredly no justi- 
fication for such a serious limitation of the field of choice, and 
no instance can be given where difficulties have arisen owing to 
the appointment of a layman at the head of a public school. 
“ Sweet reasonableness ” will hardly be claimed as the menopoly 
of the clergy, nor, indeed, any other quality which goes to the 
making of a successful headmaster. 


Many of our readers will be glad to see the following appre- 
ciative notice of the late Dr. Buchheim from the last number of 
the Periodical :— 


It is with much regret that we have to record the death of Dr. C. A. 
Buchheim, at the age of seventy-two. He was the editor of the well 
known “Clarendon Press German Classics.” The demand for this 
series has been such that in it Becker’s “Friedrich der Grosse” has 
reached a third edition; Goethe’s “ Egmont” a fourth, and “ [phigenie 
auf 'l'auris ” a fourth, revised ; Heine’s “ Harzreise” a third, “ Prosa” 
(selections from his prose writings) a second; Lessing’s “ Minna von 
Barnhelm ” an eighth, revised and enlarged ; “ Nathan der Weise” a 
second; and Schiller’s *“ Historische Skizzen” a seventh, revised, 
“Jungfrau von Orleans” a second, “ Wihelin Tell” (large edition) a 
seventh, and the school edition a fourth. Other volumes in the series 
are Goethe’s “ Dichtung und Wahrheit,” Halm’s “ Griseldis,” and 
Schiller’s “ Maria Stuart.” Prof. Buchheim also edited the ‘‘ Modern 
German Reader,” of which Part I. has reached a seventh and Part II. 
a second edition. 


Tue Irish Education Office has issued for circulation in the 
national schools of Ireland a set of rules dealing with the pre- 
servation of the teeth of children. They are similar to those 
recommended some time ago by a Committee of the British Dental 
Association, and may be described as emphasizing the necessity 
of extreme cleanliness and the avoidance of rough usage. Much 
more might be done by school authorities in the way of pro- 
pagating simple and practical health maxims than is done at 
present. In boarding schools, where the masters stand more 
strictly in loco parentis than in day schools, some such precau- 
tion as that of having cards with simple rules of health placed 
in the dormitoriesshould always be adopted. Yet how seldom it 
is done! Out of a thousand children’s mouths examined it was 
found that the teeth of 86 per cent. required skilled treatment. 


SUMMARY. 


THE MONTH. 


lr would seem that the British Educational Section of the 
Paris Exhibition has obtained its full share of awards. In 
addition to the grands prix enumerated in the following official 
list, a large number of exhibitors have been awarded gold 
medals, silver medals, bronze medals, and honourable mentions :— 
1. Primary Education—Education Committee of the Royal Com- 
mission (Organization of English Section), Education Committee 
of the Royal Commission (Organization of Scottish Section), 
London School Board, British and Foreign School Society. 
National Society. 2. Secondary Education—Collective Exhibit 
of Preparatory and Public Schools, Girls’ Public Day School 
Company, Collective Exhibit of Secondary Schools of Scotland, 
Collective Exhibit of Intermediate Schools of Wales. 3. Higher 
Education—University of Oxford, University of Cambridge, 
Victoria University, Education Committee of Royal Commission 
(Organization of English Section), H. Frowde (Oxford University 
Press). 4. Special Artistic Education—The Board of Education, 
South Kensington, for Collective Exhibit of Schools of Art of 
the United Kingdom. 5. Technical and Commercial Education 


— London County Council (Central School of Arts and Crafts). 
City and Guilds of London Institute (Examinations Departmeni). 
A grand priz has also been awarded to the Alliance Francaise, 
and a gold medal to the Franco-English Guild. Three grands 
prix have been awarded to the Oxford University Press, for 
“ higher education,” book-binding, and Oxford India paper. 


A GRADUATES’ Union of the University of London has been 
formed for the purpose of dealing systematically with the various 
functions of the graduates under the new conditions of the Uni- 
versity. The aims of the Union will be to support and strengthen 
the reconstituted University as a whole, to promote its in- 
terests.and to keep the graduates who are members of Convocation 
in touch with the University and informed of all important 
movements concerning it. The management of the Union will 
be in the hands of a General Committee, advised by Committees 
representing each of the groups of graduates as divided for 
electoral purposes (Arts, Laws, Science, Music, und Medicine), and 
by local branch committees now in course of formation. The 
officers are—President: P. H. Pye-Smith, M.D., F.R.S. Secre- 
taries: H. J. Harris, B.A. (Arts); C. F. T. Blyth, LL.B., B.Sc. 
(Laws); F. W. Oliver, D.Se. (Science); W. H. Sampson, B.A., 
B.Mus. (Music); L. E. Shaw, M.D., and W. Pasteur, M.D. 
(Medicine); and T. Gregory Foster, B.A. Ph.D. (General Secretary). 


Tue Committee of the Graduates’ Association have sent a 
circular letter to members with respect to the October election of 
sixteen Convocation representatives to the Senate, in which they 
say :—“ In order to safeguard the interests of the privately 
educated, or self-taught, external student, the Executive Council 
of the Association feel it to be essential that the sixteen repre- 
sentatives of Convocation should be graduates of the University 
whose knowledge, sympathies, and antecedents justify the belief 
that they may he relied on to support the system of high 
standard and impartial examinations, from matriculation 
upwards, upon which the reputation of our University has been 
mainly built. It is also deemed desirable that, as far as possible, 
all the representatives shall reside im or near London, so as to 
ensure their regular attendance at the meetings of the Senate and 
of the Council, which, at any rate at the outset, must of necessity 
be frequent and lengthy.” Fifteen candidates are recommended 
for election:—In Arts: J. Fletcher Moulton, M.A. Q.C., 
M.P., F.R.S., Fellow of the University; T. Lambert Mears, 
M.A.. LL.D.; T. Bateman Napier, LL.D.. Fellow of the 
University ; Sir Albert Kaye Rollit, B.A., LL.D. (D.C.L.), M.P., 
Fellow of the University ; J. Bourne Benson, B.A., LL.D.; John 
David McClure, B.A. (M.A.and LL.D. Camb.). In Laws: Joseph 
Walton, B.A., Q.C. In Medicine and Surgery: Sydney Ringer, 
M.D., F.R.S.; Arthur Quarry Silcock. M.D., B.S. In Science: 
Sir Philip Magnus, B.A., B.Sc., Fellow of the University; S. 
Russell Wells, M.D., B.Sc.; C. W. Kimmins, D.Se.; Sophia 
Bryant, D.Sc.; Prof. Frank Clowes, D.Sec.; F. SX. Macaulay, 
D.Sc. The representative in Music is not yet nominated. 


Tue University Extension Summer Meeting at Cambridge 
was opened by Mr. A. J. Balfour, M.P.. by an address on “ The 
Nineteenth Century ”—the general subject of the meeting—to 
which we refer in another column. On Saturday afternoon, 
August 4, there was a public conference in the Senate House, 
which was presided over by the Bishop of Bristol, Dr. G. Forrest 
Browne, the former secretary to the University Local Examina- 
tions Syndicate. He was supported by the Vice-Chancellor, 
Prof. Sir R. C. Jebb, M.P., the Masters of Trinity and Downing, 
Dr. Roberts, &c. The last named opened the discussion on 
“The Co-ordination of Educational Agencies.” Among other 
speakers were the Vice-Principal of Reading College, Miss 
Montgomery, of Exeter, and the Principal of Exeter College. 


On August 7 Sir Joshua Fitch presided at a conference on 
“The Conditions of Admission to the Register of Teachers to be 
formed under the provisions of the Board of Education Act.” 
The Rev. R. D. Swallow, Chairman of the Training of Teachers 
Joint Committee appointed by the Headmasters, Headmistresses, 
College of Preceptors, Preparatory Schools Association, and 
other bodies, brought under notice a memorandum adopted by 
that Committee. Teachers at the present time divided them- 
selves into three classes—those din the| profession, ‘those who will 


364 


THE EDUCATIONAL TIMES. 


[Sept. 1. 1900. 


Join in the next five years, and those who will join after 1905. 
The Committee suggested that those who are already teachers 
should be admitted to the register on easy terms (which the 
memorandum set forth), and a similar elasticity must be allowed 
in the case of those who shall become teachers within the next 
five years. For those who would seek admission on or after 
April 1, 1905, these should be the conditions: (1) that candidates 
for admission should be graduates of a British University, or 
should be in possession of a diploma equivalent to a pass degree ; 
(2) that they should hold a certificate, approved by the Consulta- 
tive Committee, that they had followed a course of training in 
the theory and practice of education subsequent to their gradua- 
tion; (3) that they should give proof of two years’ efficient 
service in a school approved for the purpose. In reference to 
condition (2), a considerable minority of the Committee were of 
opinion that, under exceptional circumstances, this course of 
professional training might be concurrent with the period 
of study for the degree. Prof. H. L. Withers, secretary of the 
Committee, trusted that the register would be something more 
than a directory. Miss Foxley hoped that those already teachers 
would meet with very generous treatment. Miss Haghes urged 
that the training of teachers should be post-graduate study. The 
chairman spoke of the great value of the register to parents, and 
urged that each University should provide a special training 
department, with a professor of education and master of method. 


On August 14 there was a discussion on “The Teaching of 
the Mother Tongue and National Literature in Schools and 
Universities.” Prof. Sir Richard Jebb, M.P., who presided, said 
that our schools were rather behind the best schools of other 
countries in this respect. ‘“ Complaints were made that in the 
teaching of the mother tongue in our schools too much stress 
was laid on the teaching of English grammar and grammatical 
analysis, and too little on the vak of developing ease and 
accuracy of expression. The result, no doubt, was that very 
often English boys and girls of sixteen and seventeen were 
singularly deficient in putting sentences together. That diff- 
culty, of course, accompanied them into later life, to their great 
disadvantage.” Our national character, he thought, had some- 
thing to do with it. “The reserve and slowness of speech 
which characterized not a few English people were qualities 
which were received with great tolerance in our school 
system of education. Be that as it may, there could be no 
doubt that there were other countries which taught their 
mother tongue very much better than we did our own. He 
understood that in France, in Germany, in Holland, and in the 
United States, the habit of oral recapitulation was more used 
in teaching than it was in England, the result being that the 
people acquired a habit of prompt and coherent statement, as well 
as the power of logical narrative in writing.” Papers were con- 
tributed by Prof. E. T. Smith, of the University College, 
Sheffield, and Mr. Russell, of University College School, the 
last named urging that the form master should give way to the 
specialist. The a was continued by Mr. W. E. Bryan 
(Cambridge), Dr. Arends and Dr. Imelman, of Germany, Mr. 
E. S. Shuckburgh (Cambridge), and others. 


On August 16 Miss E. P. Hughes opened a discussion on 
“The drawing together of different Nations in Educational 
Matters and the Limitations on the Interchange of (l) the 
Methods and (2) the Ideals of different Countries.” The Master 
of Downing College (Dr. Hill) presided, and observed that the 
University Extension meeting had the one common ground 
which seemed to have abolished all distinctions of position and 
wealth, of politics, and even of nationality. Miss Hughes began 
by asking: “Is it possible to learn from foreign nations in 
educational matters, and is it desirable?” She submitted that 
it was extremely desirable, but that the practical problem was 
how to learn. They must not copy or imitate foreign countries ; 
they must not transplant methods or ideals, but educational 
principles, which, of course, would be modified by the special 
conditions of each country. Dr. Hauch (Denmark), said they 
were aiming at no chimera, and difficulties must not deter them 
from the pursuit of their object. That very Extension meeting, 
with the many foreigners aceepting invitations, was an evidence 
of what could be done; and they had to thank Cambridge for 
instituting the movement, which was the beginning of drawing 
different nations together. Each country could learn much 


from the other. M. Courtois (Antwerp) said the feature of 
drawing different nations together was the study of languages. 
If the English people would pride themselves less on their 
insularity, and give more study to foreign languages, they would 
come to understand other countries better. 


THE first annual report of the Central Church Council of 
Secondary Education for the Province of Canterbury has been 
poon It shows that every effort is being made to watch 
egislation on the subject with which it is concerned, and to safe- 

ard the denominational principle as far as possible. The 

ouncil consists of six members of the Upper House, six of the 
Lower, and six members of the House of Laymen, including 
Lord Cranborne and Mr. J. G. Talbot, M.P. Oxford and Cam- 
bridge Universities send four representatives each, and every 
diocese in the province sends one; while twelve members are 
nominated by the Archbishop of Canterbury, among them being 
the Bishops of Winchester and Bristol, the Headmasters of 
Marlborough, Haileybury, and Dulwich, Lord Hugh Cecil, M.P., 
and Chancellor Dibdin. Archdeacon Sandford is the Secretary. 
The Council has appointed a “ Law Committee,” to consider 
legislative proposals brought forward by Government, and watch 
them, in the interests of religious education. Its general 
Committee has concerned itself with schemes for a systematic 
examination of secondary schools in religious knowledge, for the 
religious instruction of teachers on University Extension lines, 
and for diocesan organizations throughout the province which 
shall deal with secondary education in its relation to the Church 
and religious instruction. 


THE following diplomas and certificates have been awarded 
in connexion with the examination held under the joint auspices 
of the Oxford Delegacy for the Extension of Teaching beyond 
the limits of the aoa and Reading College (affiliated) 
(under degrees of Convocation [2], [3], June 2, 1896), June and 
July, 1900 :—Diploma in Agriculture :—passed final examination : 
Arthur Ernest Davis, Thomas Edward Gunter. Passed second 
examination: Arthur Percy Cox, Harold Charles Jefferys. 
Passed first examination: Thomas Charles Martin, Albert Fedarb 
Sandys. Dairy Teacher's Certificate :—passed final examination: 
S. Blanche, J. Forrester, Arthur Myers Smith. Certificate in 
Dairying :—passed final examination: Margaret Robertson 
McDuff. Passed theoretical examination: Marianne P. Gardner, 
Elizabeth Constance Hoare, Beatrice Elleray Thomson. Cer- 
tificate in Horticulture :—passed final examination: Edna Mary 
Gunnell, Edward T. B. Reece. Passed theoretical subjects: 
Mabel Mary Rayner. Certificate in Aviculture :—passed in all 
theoretical subjects: Miss Muriel Johnson. The external ex- 
aminers were Prof. Sollas, F.R.S., R. W. T. Günther, M.A., 
W. W. Fisher, M.A., W. J. Henman, Leonard G. Sutton, Prof. 
Sir G. Brown, R. Newstead, J. A. Voelcker, M.A., Ph.D., and 
J. Douglas. 


Her Masesty’s COMMISSIONERS for the Exhibition of 1851 have 
made appointments to science research scholarships for the 
year 1900, on the recommendation of the authorities of the 
respective Universities and colleges. The scholarships are of 
the value of £150 a year, and are ordinarily tenable for two 
years (subject to a satisfactory report at the end of the first year) 
in any University at home or abroad, or in some other institution 
approved by the Commissioners. ` The scholars are to devote 
themselves exclusively to study and research in some branch of 
science the extension of which is important to the industries of 
the country. A limited number of the scholarships are renewed 
for a third year where it appears that the renewal is likely to 
result in work of scientific importance. The Commissioners have 
made fifteen appointments, fourteen of the scholars being men, 
and the fifteenth a woman. The list is as follows :—Charles 
Edward Fawsitt. B.Sc.; Vincent James Blyth, M.A.; James 
Moir, M.A., B.Sc.; William Mansergh Varley, B.Sc.; John 
Charles Willis Humfrey, B.Sc.; Samuel Smiles, B.Sc.; Norman 
Smith, B.Sc. ; Lorenzo Lyddon Lloyd; Alice Laura Embleton, 
B.Se.; John A. Cunningham, B.A.; William Sloan Mills, B.A. ; 
John Patterson, B.A.; William Coombs Baker, M.A.; James 
Barnes, M.A.; and John Jerry E. Durack, B.A. 


| THE Board of Education are adhering, strictly to)the (terms of 


Sept. 1, 1900.) 


their Minute establishing higher elementary schools. The 
following letter was written on August 14 to the Bradford 
School Board, which had asked for the recognition of a new 
commercial (higher-grade) school :— 


Sır —Adverting to your letter of the 16th ultimo, I am directed by 
the Board of Education to state that the Higher Elementary Schools 
Minute was framed for the establishment and maintenance of schools 
of science of an elementary character, where such were needed, and 
that the school now proposed by the Bradford School Board seems to 
be of a different type, and, therefore, could not be recognized by the 
Board of Education under that Minute. You will remember that, in 
the time-table submitted with your letter on 29th June, the school 
was described as a “commercial school,” and I may add that the 
hours allotted to science and mathematics fell considerably short of 
the time to be given to those subjects in higher elementary schools. 
In addition to the requirements of Article 9 of the Minute in regard 
to curriculum, I may also refer you to Article 7a, and, with respect 
to the above, remark that the Minute contemplated the establishment 
of higher elementary schools only “ where such were needed.” 1 may 
point out that, before recognizing a higher elementary school, the 
Board of Education must be satisfied that this article also (Article Ta) 
is complied with.—I have, &c., JOHN WHITE. 


AFTER distributing the prizes to the successful scholars of the 
Hampton Grammar School, the Bishop of London said that he 
always thought it would be a good thing that every boy should 
have some definite manual work. He was not sure that digging 
would not be a good thing—digging hard for an hour. “ Every 
one ought to know what hard manual labour meant, and he 
should be glad to see its application take a place side by side 
with the more highly developed curriculum of which we were so 

roud. Every boy would do his work better if, in the first 
instance, he had to face hard manual labour ; and he would know 
what manual work meant for the rest of his hfe. The great 
lesson we all had to learn, as life went on, was to work hard. 
Life was much too easy for us.” 


From a report of an inquiry into the eyesight of children, 
which has been recently drawn up, it appears that, of 338,920 
children, 259,523, or 76°6 per cent., had good sight; and 79,167, 
or 23°3 per cent., defective vision. The large number of 2,675 
children were only able to see the enormous top letter of the test 
card at a distance of 20 ft.—a letter which is meant to be read at 
a distance of about 200 ft. The eyesight appeared to be worse in 
the more crowded parts of London, and best in those parts 
where the houses are less dense and there are more open spaces. 
The elder children seemed to show better sight than the younger, 
but it is probable that knowledge of the letters had something to 
do with this. The sight of the girls seemed to be inferior to that 
of the boys, which has been attributed to the strain of doing 
needlework. 


TuE death is reported of a well known man of science and 
naturalist, Dr. John Anderson, F.R.S. He graduated as M.D. 
(and gold medallist) of the University of Edinburgh in 1861. 
From 1864 to 1880 he was Superintendent of the India Museum, 
Calcutta, and during the greater part of the same period Pro- 
fessor of Comparative Anatomy in the Medical College of that 
city. In 1868-9 and 1874-5 he served as scientific officer in the 
expeditions to Western China which were organized by the Indian 
Government, and of which he published accounts in several 
forms. In 1881 he investigated the marine zoology of the Mergni 
Archipelago, off the coast of Tenasserim; his book on the 
subject appearing in 1889. Among his other publications were 
“English Intercourse with Siam in the Seventeenth Century,” 
1890; “ Herpetology of Arabia,” 1896; and the first part of a 
work on the “ Zoology of Egypt,” 1898. 


Tue following elections have taken place at Bradfield College 
to foundation scholarships, value ninety guineas per annum :— 
R. M. J. Martin, Rev. R. J. Martin’s, St. Leonard’s School, 
St. Leonards-on-Sea; D. P. McDonald, Mr. A. M. Kilby’s, Lindis- 
farne, Blackheath; W. L. Miskin, Rev. H. B. Allen's, Temple Grove, 
East Sheen. To a Warden's Exhibition, value fifty guineas per 
annum : A. G. B. Buchanan, Bradtield College. To exhibitions, 
value thirty guineas per annum: J. H. Morris, King’s School, 
Peterborough; M. P. Shaw-Smith, Mr. R. Paddison's, Woodcote 


THE EDUCATIONAL TIMES. 


365 
House, Windlesham; B. F. Mathews, Mr. R. Paddison’s, Wood- 


cote House, Windlesham; W. H. H. Thompson (Army), Mr. 
E. H. Parry's, Stoke House School, Stoke Poges. 


Tue Council of the Cambridge Training College for Women 
Teachers have recently made the following awards :—A Council 
Scholarship of £30 to Miss W. Boyd, M.A. Glasgow with 
Honours in Bnglish; a Council Scholarship of £20 to Miss C. E. 
Browne, B.Sc. Wales, from University College, Cardiff; the 
Gilchrist Scholarship of £25 to Miss N. Howlin, B.A. Royal 
University of Ireland, with Honours in Modern Literature, from 
Alexandra College, Dublin; the Old Students’ Gild Scholarship 
of £20 to Miss A. F. Marks, B.A. London, from Mason College, 
Birmingham. 


UNIVERSLTIES. 
(From our Correspondents.) 


Tue Matriculation List of the University of Wales 
for the present year shows that fifty-five candidates 
passed the whole examination in the First Division 
and twenty-nine m the Second Division. Fifty-four candidates 
completed the examination by passing in their one remaining sub- 
ject, while nine were successful in passing In their two remaining 
subjects. Fifty candidates passed in four out of the five subjects, 
and thirty-seven in three. It is probable that the leading avenue 
to the University of Wales from the county schools will be by 

> 


Wales. 


means of the Senior Certificate of the Central Welsh Boar 
which is now recognized by the University of Wales subject for 
subject. The results of the annual examination of the Central 
Welsh Board for 1900 have not yet been made known. They will 
probably be communicated to the schools about the middle of 
September, in time for the re-opening after the holidays. 

A striking illustration of the excellent quality of the work 
done in some of the Welsh county schools is afforded by the 
success of Mr. Phillips, a boy of seventeen, from the County 
School, Machynlleth, Montgomeryshire, who gained First Class 
Honours in History at the recent Intermediate Arts Examination 
of London University. This year, too, Mr. Wykes, Mathematical 
Scholar of Balliol, and recently a pupil of the Grove Park County 
School, Wrexham, was placed in the First Class in Mathematical 
Moderations at Oxford. These and other successes show that the 
Welsh county-school system, while not neglecting the majority 
of the children in the schools, gives distinct stimulus and 
encouragement to the higher secondary work. The aim of the 
Central Welsh Board is to encourage the growth of the county 
schools upon truly educational lines, in the light of all that is 
best and most progressive in modern educational science, while 
retaining the most valuable traditions of the education of the 
past. The Chairman of the Central Board, Mr. A. C. Humphreys- 
Owen, M.P., has been recently appointed a member of the 
Consultative Committee to the Board of Education, and will be 
doubtless able to render the Board and the Committee very 
valuable assistance in organizing English secondary education. 

In the recent B.D. Examination of the University of Wales, 
the degree was awarded, for the first time in the history of the 
University, to the Rev. Richard Morris, M.A. Glasgow, and the 
Rev. Howel Harris Hughes, B.A. London, both students of the 
Bala Theological College. The University of Wales B.D. is a 
post-graduate degree, and requires as a necessary condition for 
obtaining it a three years’ course of training at an approved 
theological college. 


CORRESPONDENCE. 


— eS 


AN OFFER FROM CANADA. 
To the Editor of the Educational Times. 


Sir,—The Canadian Government is very desirous of encouraging the 
study of the history, geography, and resources of Canada in the 
schools of the United Kingdom; and, with this object in view, has had 
prepared two books for use in schools—one an atlas, and the other a 
reader about Canada. Copies are enclosed herewith. 

The books will be supplied in sutticient numbers to schools prepared 
to tnke the matter up after the summer holidays. The offer will bo 
confined, in the first place, to schools in the rural districts and in the 
smaller towns and villages—the centres of agriculturabneighbonrhoods, 

Jt is intended to present a-bronze-medalfor-competitiem in each 


366 


school. The medal will be given to the boy or girl who proves to be 
the most proficient in the subjects when the schools close for the 
Christmas holidays. An examination should be held about the time 
specified, and the best two papersin each school forwarded to me, when 
I shall decide, as soon as possible after they are received, to which of 
the papers the medal is to be awarded. 

The adoption of the proposal cannot fail to be of advantage from an 
Imperial as well as from a Canadian point of view, and nothing but 
good results can follow a better knowledge of Canada among the rising 
generation. Both directly aud indirectly it ought to be beneficial in a 
commercial sense in making the products of Canada better known than 
at present; and, again, the more the rising generation know about 
Canada and the colonies the more likely are those of them who may 
decide upon emigration in the future to remain within the limits of the 
Empire. 

I shall be glad to hear from schoolmasters who view the suggestion 
favourably, and will furnish them with atlases and readers on learning 
the numbers required and the date on which they will be needed. The 
applications will be recorded in order of priority, and will be dealt 
with on the lines mentioned until the available supply of the books is 
exhausted.—I am, Sir, your obedient servant, 

Oftice of the High Commissioner for Canada, 

17 Victoria Street, London, S.W. 


STRATHCONA. 


SCIENCE AT ETON. 
To the Editor of the Educational Times. 


Sir,—In your August number you quote Prof. Armstrong’s criticisms 
on the few certificates that have been gained from Eton in “science” 
during recent years. May I be allowed to draw attention to two 
points? First, as a rule, boys who wish to devote extra time to science 
are encouraged to pass the Certificate or some corresponding Ex- 
amination (e.g., Responsions at Oxford), before giving up a large part 
of their classical work in favour of science. This will account in some 
measure for the paucity of boys who take up a scientific subject in the 
Certificate Examination ; though, of course, it is to be deplored that the 
amount of time given to science in the ordinary curriculum is in- 
sufficient for this purpose. Secondly, it is indeed strange for one who 
listened last January to Prof. Armstrovg’s vehement denunciations of 
examinations of this type to find him now finding fault with a school 
because so few of its boys are sent up for the very examinations he 
holds in such scorn. 

Personally, I should be the last to deny that the present state of 
science teaching in our public schools in general, and at Eton in 
particular, is capable of being vastly improved. ‘I'hose to whom such 
teaching is entrusted are only too glad of outside criticism given by 
competent judges who have taken the trouble to acquaint themselves 
with the details of the system they are criticizing. They will gain 
little help from the vague accusations and inaccurate statemente which 
recently characterized Prof. Armstrong’s methods of controveray.— 
I am, Sir, yours faithfully, M. W. HILL. 

Savile Club, 107 Piccadilly, W. Assistant-Master, Eton College. 

August 10. 


REGISTRATION OF MUSIC TEACHERS. 
To the Editor of the Educational Times. 


Sır, —There is a Bill in Parliament, recently read for the first time» 
which is a distinct source of danger to many members of the scholastic 
and musical professions. I refer to the Teachers of Music Registration 
Bill. This measure, which is drafted by a small section or party of 
musicians, seeks, to all intents and purposes, to make registration com- 
pulsory, and Clause 9b says: “Or, at the time of the passing of this 
Act, he or she has been engaged for not less than two years in teaching 
or practising music as a profession and means of livelihood. ...’ The 
italics are mine. This clause, combined with what is stated in the 
memorandum on the front of the Bill, makes it very apparent that it 
is not intended to register those who teach other subjects besides music. 
The consequence to thousands of teachers would be disastrous if this 
measure succeeded, and equally so to heads of schools. It behoves 


all to use their influence to prevent such a scheme from becoming 
law.— Yours, &c., TEACHER. 
August 11, 1900. 


[The words quoted by our correspondent would include all who teach 
music professionally, whatever else they may teach in addition.— 
“DITOR. ] 


aaa ——_——aaaeaSaoaSaSaamnanmnou0Soamunuanmaeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee—T—~E—=_==== 


COLLEGE OF PRECEPTORS.—DIPLOMA EXAMINATION. 


ERRATUM IN PASS LIST. 
Insert in Experimental Physics (Associateship) : Varcoe, J. T, S. 


THE EDUCATIONAL TIMES. 


[Sept. 1, 1900. 


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Assistant-Master at the City of London School. Cheap Edition, 3s. 6d. ; half- 
morocco, 5s. 


CASSELL’S NEW LATIN PRIMER SERIES. 


Edited by Prof. J. P. POSTGATE, M.A., Litt.D., 
Fellow and Classical Lecturer of Trinity College, Cambridge ; Professor of 
Comparative Philology in University College, London, 
THE NEW LATIN PRIMER. By Prof. PostGater, with the co- 
operation of C. A. Vince, M.A. 2s. 6d. 
THE FIRST LATIN PRIMER. By Prof. Postcéatr. ls. 
Fourth Thousand, Price 2s. 6d. 
LATIN PROSE FOR LOWER FORMS. By M. A. BAYFIELD, 
M.A. Being a Series of Exercises adapted to THE NEw and First Latin Primers. 


CASSELL’S LESSONS IN FRENCH. An Entirely New and 
Revised Edition. In Two Parts, cloth, 2s. each. Complete in One Vol., 3s. 6d. 


256 pages, 


(German-English and 


LITERATURE. 


Thirty-first Thousand. 7s. 6d. 
A FIRST SKETCH OF ENGLISH LITERATURE. By 


Prof. HENRY MORLEY. 
THE STORY OF ENGLISH LITERATURE. By Anna Buck- 


LAND. Cheap Edition, Cloth boards, 3s. 6d. Adopted by the London School 
Board as a Reading Book at the Pupil-Teacher Centres. 


Cassoll’s Educational Catalogue will be sent, post free, on application. 


CASSELL & CO., Lrp., LUDGATE HILL,-LONDON, E.C. 


Sept. 1, 1900. ] THE EDUCATIONAL TIMES. 367 


Blackie’s Hlustrated Latin Series 


General Editor—Professor R. Y. TYRRELL, Litt.D. 


Examiner to the Universities of London and Glasgow, &c. 


This new Series, issued under the editorship of Professor TYRRELL, is distinguished by several important features for the 
first time introduced into English school books. 


Illustrated with full-page coloured reproductions of vase 
paintings, &c.: photographs of bas-reliefs, statues, and famous 
paintings; and numerous black and white illustrations specially 
drawn for this Series. Crown 8vo, cloth. 


THE PUBLISHERS WILL BE PLEASED TO SEND SPECIMEN COPIES 
TO TEACHERS WITH A VIEW TO INTRODUCTION. 


Eutropius.—Books I. and II. Edited by W. Ceci 
laminc, M.A., Classical Master in Edinburgh Academy 1s. 6d. 


Livy.—Book V. Edited by W. Cecin Lamina, M.A. 2s. 6d. 


Tacitus.—Agricola. Edited by W.C. Framsreap WALTERS, 
M.A., formerly of Christ’s College, New Zealand. 1s. 6d 


Virgil._Aeneid III, Edited by Professor Sanprorp, M.A., 
Queen’s College, Galway. 1s. 6d. i 


Horace.—The Odes. Books |I.,II., 1II.,and IV. 
Edited by Stepuen Gwyny, B.A., late Scholar and Hulmean Exhibitioner of 
Brasenose College, Oxford. 1s. 6d. each. 


Cicero.—The First Catiline Oration. Edited by 
Professor C. H. Keene, M.A , Queen’s College, Cork. 1s. 6d. 


Cicero.— The Catiline Orations. (COMPLETE.) 
Edited by Professor C. H. Krenn, M.A. 2s. 6d. 


Sallust.—The Catiline Conspiracy. Edited by 
the Rev. W. A. Stone, M.A., Assistant-Master in Bristol Grammar School. 


Virgil._Georgics I. Edited by S. E. Winsotr, M.A., 
Assistant-Master in Christ’s Hospital. 1s. 6d. 


Livy.—BookK VI. Edited by W. Cecin Lamina, M.A. 
[In September. 


Palladium, from the West Pediment of the Temple of Aigina. 
Sixth century B.C. 


FORTHCOMING VOLUMES. 
LIV y. BOOK I.  Bdited by Professor Joun Brows, 
ellington University, New Zealand. 


Caesar.—The Gallic War. Books I. and V. 
Edited by Professor Jonn Brown. 


Livy.—Books XXI and XXII. Edited by G. G. 


j Fad 


M.A., formerly Assistant-Master at Haileybury. | AN "i 
Virgil._Aeneid II., Edited by Professor SANDFORD. -dN if): 
Cicero._Pro Lege Manilia. Fdited by W. J. 


Woopnovuse, M.A., formerly Assistant- Lecturer in Classics, University Dardan Shepherds, wearing the tunic, Phrygian cap, cothurnus, 
College of North Wales. and carrying the baculus. 


Loane, M.A., Assistant- Master in St. Paul's School. i A foo t ge 
Virgil.—_Georgics II. Edited by S. E. Winsor, [SVG cc ae N PE 
M.A., A ssistant- Master in Christ’s Hospital. | 9 T S GA : TA Gk KY i AENT 
a 2 . tu iter Lenina prt yi? >t ND is L " BY a ha 
Virdgil._Aeneid VI. Edited by H. B. Correrit, MAA aiie = cele HA ' PAn 
À 4 oP Tan TEI 


Loxpon: BLACKIE & SON, Limiten, 50° OLD Bagtney: 


368 


THE EDUCATIONAL TIMES. 


(Sept. 1, 1900. 


MESSRS. RIVINGTONS LIST 


RIVINGTONS JUNIOR CLASSICS. 


First Latin Translation Book. 
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By E. D. MANSFIELD. 28. 
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Cornelius Nepos. (Select Lives.) 2s. 

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By W. Mop ten, M.A., Classical Master at 
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RIVINGTONS LATIN UNSEENS. 
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EXERCISES IN THE SYNTAX AND 
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Containing JOb Exercises, 3 Appendices, 
and Vocabulary. 
Axssistant-Ma-ter at Rugby Schocl, and 
J. M. Sine, M.A. Assistant-Master nt 
St. Bdward’s Sehool, Oxford. 

Crown Svo, 3s. Od. (Just published, 


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Containing 100 Basy Stories, with the 
necessary Grammar and Vocabulary. 

By ARTHUR NIDGWICK, M.A. 
Crown Svo, 2s. Gd. 


By W. H. D. Rose, M.A., 


‘DUHAMEL AND MINSSEN’S COMPLETE 
SOK. OF FRENCH PROSE COMPO- 
I i 


. First Steps in Reading and Composition. 
An Introduction to French Pronunoiation 
and Reading, with Continuous Narratives 
for Translation into English and into French, 
80 arranged as to teach the Commonest 
Parts of Speech and the Commonest Tenses 

| of Verbs. 

| By J. DuuAMEnL, M. ès A., Assistant-Master 

at Harrow School. 3s. 6d. 


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2. A Primer of French Prose Composition. 
Including an Elementary Syntax, the 
Irregular Verba, 150 Ensy Pieces for Trans- 
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By J. DUHAMEL, M. és A., and B. MINSSEN, 
M. ès A., Agsistunt-Masters at Harrow 
School. 2s. 6d. 
. A Master’s Key, 5s. 2d. net, post free, from the 
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' 3. A Book of French Prose Composition for 


Middle Forms. Including Notes on Syntax, 
the Irregular Verbs, nnmerous Idioms and 
Phrases, 150 Pieces for Translation, and 
complete Vocabulary. By J. DUHAMEL, 
M. òs A., and B. Mtnssen, M. ds A. 3s. 6d. 


A French Version, 5s. 2d. net, post free, from the 
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! 4. Advanced French Prose Composition. With | 
Notes on Syntax, Translation, and Idiom, 
followed by Exercises with Notes and Lists 
of Selected Words. 

By J. DUHAMEL, M. ès A. 4s. 6d. net. 


[Forming a Volume of the “ Modern French ” Series. ] 


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The Beginners’ Texts. 9 vols. 6d. each net.* 
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Advanced Texts. 15 vols. 2s. each net. 
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11 vols. 


13 vols. 


a a i a a a 


\ 


a a ae, be Us fe | 
GERMAN PROSE COMPOSITION. 


For Middle and Upper Forms of Schools. 
© By R.J. Morici. Crown 8vo, +s. Gd. 


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A First German Writer. 


RIVINGTONS SINGLE TERM LATIN 
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Suited for a full Term’s work, allowirg time 
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FIRST TERM. Three Books, 8d. each. 
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SECOND TERM. Three Books, Is. each. 
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THIRD TERM. Three Books, ls. each. 

The Accusative and Infinitive. 

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SIXTH TERM. Three Books, 9d. each. 

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By W. H. D. Rouse, M.A., Assistant- Master 
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By W. H. D. Rouse, M.A. 1s. 6d. 


The Siege of Plataea, from Thucydides. 
By J. M. Sine, M.A., Assistant-Master at 
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RIVINGTONS, 34 KING STREET, COVENT GARDEN; LONDON 


Sept. 1, 1900.1 


THE EDUCATIONAL TIMES. 


369 


COLLEGE OF PRECEPTORS 
EXAMINATIONS. 


SUITABLE BOOKS IN THE 
University Tutorial and Preceptors’ Series. 


English. 


ENGLISH GRAMMAR, THE PRECEBPTORD’. 
M.A. Lond., and ARNOLD WALL, M.A. Lond. 


The English Language: Its History and Structure. 
Tond. With 320 Test Questions. Fifth Edition. 3a. GÀ. 


Histo of England, The Matriculation. (To 1702.) 
Battle-Plans, and numerous Chronological and other Tables, 
FEARENSIDE, M.A. Oxon. 3s. 64. 


French. 


FRENCH COURSE, THE PRECEPTORS’. 
Lond. 2s. 64. 

FPRENCH COURSE. BARLET’S PRECEPTORS’ JUNIOR. By 
STÉPHANE BARLET, B. és Sc., Univ. Gall. 1s. 64. 

Frenoh Prose Composition. By E. WREKLEY, M.A. Lond. 3s. GA. 

FRENCH RBADER, THE PRECEPTOBS’. With Notes and Vocabu- 


lary. By ERNEST WEEKLEY, M.A. Lond. Second Edition. 1s. Gà. 


French Prose Reader. Edited by S. BARLET, B. ès Sc., and W. F. Masom, 
M.A. With Notes and Vocabulary. Third Edition, 2g. 64. 


Latin Grammar, &c. 


LATIN COURSE, THE PRECEPTORS’. By B.J. Hayes, M.A. Lond. 
and Camb. 2s. 6d. [In the press. 


Latin Grammar, The Tutorial. By B. J. Havers, M.A., and W. F. 
Masom, M.A. Fourth Edition, 3s. 6A. Exercises and Test Ques- 
tions on. 1s. 6d. 


Latin Composition. With Exercises. By A. H. ALLCROFT, M.A., and J. H. 


By W. H. Low, 
[In the press. 
By W. H. Low, M.A. 


With Maps, 
By C. N. 


By E. WREKLEY, M.A. 


Hayvon, M.A. Fifth Edition. 28. 6å 
Latin Reader, The Tutorial. With Complete Vocabulary. 2s. 6d. 
LATIN READER, THE PEEBCEPTOBSD’. [In preparation. 


Mathematics and Science. 


Algebra, The Tutorial. By Ws. BRIGGS, LL.D., M.A., F.R.A.S., and G. H. 
Bryan, Se.D., M.A., F.R.S. Based on the Algebra of RADHAKRISHNAN, 
Part II.: Advanced Course. 6s. 6d. 


Algebra, A Middle. By the same Authors. 3s. 64. 
Arithmetic, The Tutorial. By W. P. WoRKMAN, M.A. [In preparation, 


Biology: Text-Book of. By H. Q. WRi18, B.Sc. Lond., F.Z.S., F.C.P. Part 
I.: Vertebrates. 28. 6A. Part II.: Invertebrates and Plants, 2s. 6d. 
Book-kee ing, Practical Lessons in. By THOMAS CHALICE JACKSON, B.A., 
LL.B. fon . 8s. 6a. Exercise Books ruled Ledger, Journal, or Cash. 3d. 
By the same Author, 


BOOK-KEEPING, THE PRECEPTORS’. 
[In preparation, 


Botany, First Stage. By A. J. Ewart, D.Sc., Ph.D., F.L.S. 2s. 


Chemistry, The Tutorial. By G. H. BAILEY, D.Sc. Lond., Ph.D. Edited by 
Wm. Bricas, LL.D., M.A., F.C.S. 
Part I.: Non-Metals. 3s. 64. Part II.: Metals. 3s. 64. 


Chemistry, Synopsis of Won-Metallic. With an Appendix on Calculations, 
By Wm. Bricas, LL.D., M.A., F.C.S., F.R.A.S. Interleaved. 18. 6d. 


Buclid. Books I.-IV. By RUPERT Drakin, M.A. Lond. and Oxon., Head- 
master of Stourbridge Grammar School. 2s. 6d. Books [.and Il. 1s. 


Hydrostatios, An Elementary Text-Book of. By Wm. BRIGGS, LL.D., 
M.A., F.C.S., F.R.A.S., and G. H. Bryan, Sc.D., M.A., E.R.S. 2s. 


Hygiene, First Stage. By R. A. LYSTER, B.Sc. 2s. 


Magnetism and Electricity, Text-Book of. By R. W. STEWART, D.Sc. 
Fourth Edition. 38. 6d. 


MECHANICS, THE PRECBPTORS’. 
2s. 6d. 


Mensuration of the Simpler Figures. By Ws. Bricas, LL.D., M.A., 
F.C.S., and T. W. EpmMonpson, M.A. Second Edition, 28. Gà. 


Sound, Light, and Heat, Pirst Stage. By Jonn Don, M.A.. B.Sc. 2s. 


Trigonometry, The Tutorial. By Wa. Briaas, LL.D., M.A., F.R.AS., 
and G. H Bryan, Sc.D., M.A., F.R.S. 3s. 6d. 


TREIGONOMETRY, THE PRECEPTORS’. 
M.A., F.C.S., F.R.A.S. 2s. 6d. 


By F. ROSENBERG, M.A., B.Sc. 


By Ws. Brigas, LL.D., 


COMPLETE CATALOGUE of the University Tutorial Serics, and List of 
Books classified for COLLEGE OF PRECEPTORN', London University 
(including the Special Subjects for 1901 and 1902), Science and Art Depart- 
ment, and other Excauminutions, free on application, 


London : UNIVERSITY TUTORIAL PRESS (University Correspondence College Press). 
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post free.) 


FORECASTS AND COMMENTS. 


September 1, 1900. 

Tur Lectures for Teachers, by Prof. Withers, on 
«The Practice of Education,” being the second 
course of the twenty-sixth annual scries, will be 
delivered at the College of Preceptors on Saturday afternoons, at 
5 o'clock, beginning on October 6. We print the syllabus this 
month. 


Fixtures. 


* w 
* 
Tue Professional Preliminary Examination of the College will 


be held on the 4th, 5th, and 6th of this month. 
* % 
# 


AN examination for one geographical scholarship, of the value 
of £60, will be held at Oxford on October 9. Candidates, who 
must have taken Honours in one of the final schools of the Uni- 
versity, should send in their names to Mr. H. J. Mackinder, 
Christ Church, not later than October 3. The scholar elected 
will be required to attend the full course of instruction at the 
School of Geography during the academic year 1900-1901, and 
to enter for the University Diploma in Geography in June, 1901. 


+ ç # 
* 


Dorine the coming session evening science courses will be 
held in connexion with the Technical Education Board at Uni- 
versity College, King’s College, and Bedford College. At Uni- 
versity College Prof. J. A. Fleming, F.R.S., will give a course 
of ten lectures, followed by laboratory practice, in advanced 
electrical measurements. A course of lectures on the electric 
motor and its application to electric traction will be given by 
Prof. C. A. Carus-Wilson, each lecture to be followed by un 
experimental demonstration or by a class for the practical work- 
ing of numerical examples in connexion with the subject. A course 
will be given by Prot. E. Wilson at King’s College on direct and 
alternating currents. In mechanical engineering, Prof. T. Hudson 
Beare will give a course of ten lectures, at University College, on 
the theory of steam engines and boilers, with laboratory work on 
the testing of steam engines and boilers. Prof. Beare will also 
give a course of five lectures on the theory of gas and oil 
engines, combined with laboratory work. 

* # 
* 

Tur following Saturday morning courses for teachers have 
been arranged by the London Technical Education Board :— A 
course of about ten lectures on the teaching of mathematics will 
be given by Prof. Hudson at King’s College. The object of 
these lectures is to help those who are practica!ly engaged in 
teaching and wish to become acquainted with modern methods 
anå improvements in order to render their teaching more 
effective. A course on physics will be given under the direction 
of Prof. W. Grylls Adams and Mr. S. A. F. White. The course 
will consist of practical work in the Wheatstone Laboratory, 
the object of the instruction being to enable studenta to obtain 
an intimate knowledge of the methods employed in physical 
measurements and familiarity with the use of apparatus. A 
course of twenty lectures on physiology will be delivered by 
Prof. Halliburton. The object of the course is to acquaint 
teachers with the modern methods of teaching physiology by 
objective methods. A course of ten lectures on the teaching of 
physical geography, each lecture followed by a class for practical 
work, will be given by Miss Catherine’ A. Raisin} D.Sc., at 
Bedford College. 


370 THE EDUCATIONAL TIMES. [Sept. 1, 1900. 
WE are informed by the Privy Council, through | recognized that to fix a low minimum of marks for a Senior or 
Education the London Gazette, that “ whereas the Faculty of | Junior pass is a mistaken policy. At the last examination the 
Gossip. Laws in the University of London have failed to| percentage of passes amongst the Senior candidates fell from 


exercise the power of appointing one member of 
the Senate by reason of there being no persons entitled to be 
members of the said Faculty ”—a very good reason for their (?) 
failure —“ Her Majesty is pleased, by and with the advice of Her 
Privy Council, to appoint the Right Hon. Horace, Baron Davey, 
to be a member of the Senate of the said University.” 


* * 
% 


Tne Gazette also announces that, whereas by the Statutes 
made by the University of London Commissioners it is provided 
that four members of the Senate of the University shall be 
appointed by Her Majesty in Council, the Queen is pleased 
to appoint Sir John Wolfe Wolfe-Barry, K.C.B., F.R.S., Sir 
Henry Enfield Roscoe, F.R.S., Mrs. Eleanor Mildred Sidgwick, 
and the Hon. W. Pember Reeves, Agent-General for New Zea- 
land, to be members of the Senate. 


* + 
* 


Lorn Strratiucona, the High Commissioner for Canada, asks 
us to state, in reference to his lctter in another column, that 
the proposal is not confined to elementary schools, but may be 
taken advantage of by both evening continuation schools and 
secondary schools; and that he will be glad to receive applica- 
tions for the atlases and readers from those who are connected 


with such institutions. - 


* *% 
* 


Art the invitation of the Committee of the Paris International 
Assembly, the Rev. J. O. Bevan, who attended the Assembly as 
a representative of the College of Preceptors, delivered two 
lectures at the Bureau in the Palace of Education within the 
Exhibition: the first, on August 14, dealing with child-study ; 
and the second, two days afterwards, with school hygiene. The 
addresses were well received. 

* 


Wiru regard to our note last month on the restriction of age 
in candidates for a headmastership, several correspondents point 
out that the greater public schools show a very considerable 
majority of appointments above the age of forty. For instance, 
the last four appointments at Rugby are:—Hayman, 1869, æt. 
forty-six ; Jex-Blake, 1874, æt. forty-two; Percival, 1887, et. 


fifty-one; James, 1895, æt. forty-nine. 
eo * 
% 


A Fr.towsuip, for which the funds have been collected by 
the Association of Newnham College, has been offered to and 
accepted by Miss Jane E. Harrison. She is engaged on a work 
on the mythology and ritual of primitive Greece. The Geoffrey 
Fellowship, vacant by the resignation of Miss Elsbeth Philipps, 
has been awarded to Miss G. L. Ellis. 

* x 


# 

Tur Headmasters of Bradfield, Cheltenham, and Clifton have 
established classes to prepare boys for the Navy, and have 
agreed on a common standard for entrance at the age of thirteen 


and a half. 


xo w 
* 


Brisror Universiry Correee has been enlarged by the crec- 
tion of a library, an examination hall, and several new class- 
rooms, at a cost of about £6,000. 

* x 
* 
Tue Maravis of Bure has given £20,000 to St. Andrews 


University for the endowment of a Chair of Anatomy. 


* ë k 
* 


We have once more the oft-repeated and still necessary warn- 
ing to governesses in search of foreign engagements. The lady 
superintendent of the Victoria Home for British Governesses in 
Vienna tells of two English governesses who were recently 
turned out of their places in Russia at a moment’s notice, in a 
penniless condition, with only their tickets to London. 

+o % 


Tut Oxford Local Examinations Syndicate appears to have 


67:6 to 51:7. The percentage of the Juniors, however, increased 
from 66°8 to 67°30. ‘Natural Science’? was offered by 716 
‘‘ Preliminary ” candidates, and 50 per cent. of them passed. 

* 


* 

Ar the recent congress in London of the Associated Chambers 
of Commerce of the Empire a resolution was passed to the 
effect that the Government should be asked to give specific 
grants ìn aid of commercial education, as they do for technical 
education. A resolution of this kind will be moved by Sir 
Albert Rollit at the forthcoming autumnal meeting of the 
Chambers of Commerce of the United Kingdom shortly to be 


held in Paris. 
* & 


*# 

Tue eighth of a series of International Art Exhibitions will 
be held at Munich in 1901, and will be promoted by the 
Munich Artists’ Club and the Plastic Art Union of Munich. It 
will be conducted for the most part on the same principles as 
the last exhibition (the seventh), which was held in 1897. 
Special efforts will be made to secure success in view of the 
eighticth birthday of the Prince Regent of Bavaria. The co- 
operation of British artists is cordially invited. The exhibition 
of 1897 comprised painting, sculpture, etching and engraving, 
and design, both as illustrated by drawings and as carried out 
in materials. Further information can be obtained upon appli- 
cation tothe Secretary of the Artists’ Club (Künstler Genossen- 
schaft), Munich. 


eo 


Ir is fitting that a college in a teaching 


AEO DEIN University should be represented by a Principal. 
Vacancies. University College, London, has hitherto had a 


President and a Vice-President, but no head of 
the teaching staff. The Council announce that they have 
appointed Mr. G. Carey Foster, B.A., F.R.S., Principal of 
the College. Mr. Carey Foster is a Fellow of the College, 
and has held the offices of Professor of Experimental Physics 
and of Quain Professor of Physics; he is also a Fellow of the 
University of London, in which University he acted as 
examiner previous to his election to the Senate. 

* # 
7 * 

Owine to this appointment and to the retirement of Mr. J. M. 
Horsburgh, the Secretary of the College, there will be a re- 
organization of the administrative and executive department of 
the College. Pending the completion of this reorganization, the 
Council have invited Dr. Gregory Foster, Fellow of the College 
and Professor of English Language and Literature at Bedford 
College, to hold the office of Secretary. 

+ % 


* 

Tne Quren has been pleased to appoint Dr. Thomas McCall 
Anderson, M.D., Professor of Clinical Medicine in the Univer- 
sity of Glasgow, to be Professor of Practice of Medicine in the 
said University, in place of Prof. Sir William Tennant Gairdner, 
M.D., who has retired. 

+o  # 

Mr. Arexanner Macrnatit, M.B., C.M., Senior Demonstrator 
of Anatomy in Glasgow University, has been appointed Professor 
of Anatomy in Nt. Mungo’s College, Glasgow. 

+ % 


* 

Pror. J. G. McGrecor, of Dalhousie University, Halifax 
(N.S.), has been appointed Professor of Physics in the Univer- 
sity of Liverpool, in succession to Prof. Lodge. 

* o k 
* 

Arprications for examinerships for the College of Preceptors 
in Physics and Physiology should be addressed to the Dean of 
the College not later than October 1. 

eo 
*% 

Turr: is a vacancy for the Principalship of Heriot Watt 
College, Kdinburgh. September 1 is the latestyday for applica- 
tions. 


Sept. 1, 1900.] 


Mr. Exnesr L. Watkin, late scholar of St. John’s, Caumbridve, 
has been appointed Lecturer in Mathematics at Bristol Uni- 
versity College, in succession to Mr. J. F. Hudson. 

*  % 

Mr. THomas Suita Murray, D.Sc., senior assistant in the 
Chemical Department of the University of Aberdeen, has 
been appointed Headmaster of the Science Department in the 
High School of Dundee, in succession to Mr. Frank W. Young, 
who has been appointed one of Her Majesty’s Inspectors of 


Science and Art Schools. 


* %* 
* 


Mr. G. L. Brerurrtrox, B.A., one of the senior assistant- 
masters at the Wyggeston School, Leicester, has been appointed 
to the Headmastership of Hipperholme Grammar School, Yorks. 

xo * 


* 

Tue Rev. T. Arso, M.A., has been appointed Vice- 
Principal of St. John’s Hall, Highbury. Mr. Allison was for 
some time Deputy Professor of Economie History at Harvard. 

* % 
* 

Dr. Watrace Stewart has resigned the post of Principal of 

the Hartley College, Southampton. 
* o w 


* 
THe Rev. W. E. Suerwoop, M.A., retires from the Head- 
mastership of Magdalen College School, Oxford, which he has 


held since the year 1886. 
: # * 


r | 

Dr. T. S. Murray, D.Sc. Aberdeen, has been appointed Head- 
master of Dundee High School. 
* 


THE Council of Mason University College has appointed Mr. 
Frank Roscoe to the post of Master of Method in the Day 
Training Department, which in October will be transferred to 
the Birmingham University. Mr. Roscoe succeeds Mr. C. O. 
Tunstall, B.A. 


Tur Oxford University Press has a splendid collec- 
tion of books at the Paris Exhibition, many of them 
being sumptuously bound. One of these, valued at 
£150, is“ A Century of Oxford Almanacks,” in- 
cluding rare old line engravings, some of great value. The prices 
of the forty-seven volumes specially distinguished reach a total 
of upwards of £1,100. Several volumes were sold almost as 
soon as they were shown, chiefly to representatives of various 
science and art museums. ‘The single volumes with the most 
costly binding are the ‘“ Ancient MS. of the Yasna,” edited by 
Prof. L. H. Mills, and Dr. Fortnum’s historical treatise on 
“ Maiolica.”’ 


Literary 
Gossip. 


* * 
% 


Accorpinc to Mr. Frowde’s Periodical, the Yasna MS. is 
bound in crushed levant morocco, dark green in colour, with a 
design of tulips and a panel of sunflowers, and a diamond of solid 
stops inlaid with red and blue. The ‘‘ Maiolica ” is bound with a 
flexible back. ‘The edges have been gauffered with a pattern 
of outline tools of roses and vine, the pattern starting at the 
centre of the fore-edge and ending at the head-bands. The 
book is covered with bright blue levant morocco, with design of 
tulips and vine. On the side the vine forms a border, the 
leaves being inlaid with a soft reseda green, which colour also 
occurs in the centre panel of the doublures. The decoration of 
the doublures is an elaboration of the dentille. The four 
corners have a pattern of tulips, which continue to the centre 
of the sides and overlay into the centre panel of green leather. 
The flyleaf is of green moiré silk.” 

+ * 

Pror. Dietz, of Berlin University, has a high opinion of the 
future position of the English language, which seems to him 
to be destined to assume sway throughout the world :— 

Apart from the immense political influence which the United States 


and the United Kingdom with her colonies exercise upon the world, as 
well as the supremacy which the English-speaking population alone 


THE EDUCATIONAL TIMES. 


the year 1899 has been published. 


37] 


exercises by its numerical preponderance, the English language, even 
by its structure, seems destined to be the language of the universe. 
has, in the first instance, freed itself carly from all supertluous ballast 
of declensions and conjugations, and, being founded on roots, is a 
most suitable language of command for a governing race. 


It 


% * 
* 
Tne annual report of the Cambridge University Library for 
Mr. H. G. Aldis has been 
appointed Secretary, and Mr. E. G. Browne, Fellow of Pem- 
broke, Curator in Oriental Literature. ‘the number of titles 
printed for the general catalogue during 1899 was 7,860. The 
number of new books catalogued in 1899 was 5,280. Thenum- 


ber of persons not members of the University to whom tickets 


of admission to the library for purposes of study have been 
granted during the year is 82. The number of books borrowed 
from the library during the year was 28,650, as compared with 
24,727 in 1898. Of this number 496 were borrowed under the 
rule which requires the librarian’s order. The number of 
manuscripts, &c., borrowed on bond by grace of the Senate was 
five. The number of manuscripts und other reserved books 
entered as having been consulted in the library was 924. 
* k 


Tne examiners for the Hare Prize at Cambridge announce 
that it will be offered in 1901 for the best English dissertation 
on the following subject :—‘‘ A Study of the Imperial Adminis- 
tration under Trajan.” Candidates must be actual members of 
the University and graduates of not more than ten years’ stand- 
ing from their admission to their first degree at the time when 
the exercises are sent in. The exercises must be sent in to the 


Vice-Chancellor before the division of the Easter term, 1901. 


*  * 
* 


Tne International Congress of Publishers, which met at Paris 
in 1896, at Brussels in 1897, and at London in 1899, has 
arranged to hold its next gathering, in 1901, at Leipzig. This 
venerable seat of the oldest European book-markcet is still the 
metropolis of the modern German, Austrian, and Swiss book 
trades. Publishers from all parts of Europe and America will 
discuss the question of copyright in its international aspects. 
Albert Brockhaus, the head of the ancient firm, has been chosen 
President of the Congress. The foreign honorary presidents for 
the 1901 Congress are Mr. Murray, of London; M. Fouret- 
Hachette, of Paris; and M. Bruylant, of Brussels. 

*  % 


A NEWLy revised edition of the “ Imitation of Christ” will 
be published shortly, possessing the following new features :— 
The translation is absolutely faithful to the original Latin of 
Thomas á Kempis: ‘‘ No word or phrase has been altered in the 
interests of any schoolor party.” The traditional arrangement into 
verses, which rests on no authority whatsoever, and dates only 
from the seventeenth century, has been abandoned in favour of 
an arrangement according to the original paragraphs. All direct 
quotations from Holy Scripture are printed in italics ; marginal 
references are given not only for these, but for all allusions to 
or indirect quotations from the Bible. The Clarendon Press 


will publish this volume. 


* * 
* 


Mr. Jons Murray has decided to publish a new monthly 
periodical, the Monthly Review, under the editorship of Mr. 
Henry Newbolt. It will be illustrated, and will include a 
regular “editorial”? department. This department is to be 
« under the direct and effective control of the Editor,” and its 
articles will be unsigned. The first (October) number is to 
appcar on September 19. 

** 

Tue late Sir William Stokes was Hon. President of the 
International Medical Congress at Paris, 1900. He was dis- 
tinguished in the world of letters, as well asin medicine. He 
contributed largely to the medical and surgical papers on 
clinical and operative surgery; and in 1898 he published in 
Mr. Fisher Unwin’s “ Masters of Medicine Series’? an exceed- 
ingly able biography of his father William Stokes,sand his 
work in the cause of medicine. 


379 


THE EDUCATIONAL TIMES. 


(Sept. 1, 1900. 


A TRIUMPH OF EDUCATION. 


On the last page of the “ Helen Keller Souvenir,” a handsome 
volume published by the Volta Bureau, Washington, “ to com- 
memorate the Harvard Final Examination for admission to Rad- 
chife College,” is a facsimile of a certificate of admission dated 
July 4, 1899, wherein we read that Helen Keller passed the exam- 
ination “with credit inadvanced Latin.” The subjects taken also 
comprised advanced Greek, geometry, and algebra. This would 
be counted no mean achievement for an ordinary young girl of 
considerable talent. In the case of one who has been totally deaf, 
and blind as well, from infancy, it is nothing less than wonderful. 

How this transformation was accomplished, by what untiring 
labour and patience, may best be learnt in the interesting account 
of her clever and devoted teacher, Miss Annte Sullivan. She, as the 
girl says in her own description of her education, was eyes and ears 
for her,“ more hike a part of inyself than a teacher.” “Helen,” says 
Miss Sullivan, “is not an extraordinary genius,” but ‘ simply a 
very bright and lovely child, unmarred by self-consciousness or 
any taint of evil.” She tells us how, in the early days of her 
charge, she waited long, eager, and impatient, “before that 
beleaguered citadel, anxious for some sign from the soul within.” 
One day Helen was taken to the pump-house to feel the water as 
it flowed, and, as she felt it, the word “ water ” was spelled into 
her hand, and so suddenly it dawned upon her what language 
meant. As she herself charmingly puts it: “That word, meaning 
water, startled my soul, and it awoke. ... Until that day my 
mind had been like a darkened chamber, waiting for words to 
enter, and light the lamp, which is thought.” From that day we 
reid that she went forward steadily in daily mental growth, 
never falling back a step, to the delight of herself and the surprise 
of all who watched her. lt was all pure joy to her. “She im- 
presses me every day,” says her teacher, “as being the hey one 
child in the world; and so it is a special privilege to be with her.” 

And here we may note a few facts in Miss Sullivan’s de- 
monstrably successful method of teaching the deaf. The sign- 
language had no part in Helen's training, nor oral instruction. 
She was not taught to speak till she had mastered the English 
language in her mind. Up to then Miss Sullivan employed only 
the manual alphabet, speliing into the child’s hands just such 
words and sentences as she would have spoken to her had she 
been able to hear—not picked language, but ordinary idiomatic 
English. “I invariably used language,” she tells us, “as a 
medium for the communication of thought ; thus the learning of 
language was coincident with the acquisition of knowledge.” 
One great obstacle to the progress of ordinary children was 
removed from Helen's path—there was nothing external to dis- 
tract a wandering attention. This absolute concentration was 
doubtless an ally in her struggle. The child “ acquired language 
in an objective way, by practice and habit rather than by study 
of rules and definitions.” Books were the second great factor in 
Helen’s education. As soon as she had learned the raised letters 
—for we must remember she was in worse plight than the merely 
deaf child—books were her constant companions. Long before 
she could read them she would amuse herself over them for 
hours each day and scream with delight whenever she found a 
word she knew. The number of books to whic! she had access 
Was necessarily limited. “Iam contident,’ says Miss Sullivan, 
“that the ease and fluency with which she uses language are in 
large part due to to the fact that embossed books were placed in 
her hands as soon as she had learned the letters.” 

The great principle of Miss Sullivan’s method seems to have 
been one well known in teaching an ordinary child. he words 
and sentences were presented first before they were understood, 
as a model for imitation. Ordinary children, as Dr. Graham Bell 
says iu one of the introductory essays of the “Souvenir,” learn by 
frequent hearing, the deaf by frequent seeing, and those doubly 
afflicted by constant touching. 

Three years after beginning to learn the manual alphabet 
Helen had her first lesson in oral speech. “ How do the blind 
girls know what to say with their mouths ?” she would ask. 
* Do deaf children ever learn to speak?” And when told they 
could see their teacher's mouth, she said she was sure she could 
feel it. No difficulties daunted her. In a few lessons she learned 
nearly all the English sounds; in less than a month she was able 
to pronounce many words quite distinctly. Of course the com- 
plete attainment of this object, to speak like other girls, must 
take many years of patient labour. But for that she was always 
prepared. It was in 1896 that she entered the Cambridge School 
for Girls, to be prepared for college, accompanied always by Miss 
Sullivan as her interpreter. She was now to be taught in classes 


of “normal” pupils by ordinary teachers. She had made good 
progress in English and French, and had done some Latin. It 
wW nies pr die that she should pass the entrance examinations to 

Harvard College in English history, advanced French, and ad- 
vanced German. She was also to study arithmetic. Helen would 
enter the examination at a great disadvantage. as the others could 
read and re-read their papers, and all that they had written as 
they went on. There was difliculty, too, in getting the books 
which she required made quickly enough, that is, getting them 
put into “ Braille,” a raised type used by the blind. But obstacles 
to a nature like hers were but fresh incentives. The German 
teacher, touched and interested, learned to read to her with her 
hand, and others followed suit, we are told. Helen made such 
progress in Latin that, after studying it for half the time allowed 
to ordinary puptls, she was pronounced by the teacher fit to take 
it with her other subjects. Indeed, it is clear that the girl's 
mental powers were far in advance of the average, and, when once 
the initial difficulty of being able to enter for an examination at 
all was surmounted, her teachers had reason to believe her “able 
to accomplish any mental feat that is possible to woman.” 

The examination approached. Helen sat at her typewriter with 
Dr. Gilman, the head of the school, as interpreter at her side, in 
place of Miss Sullivan. He read the whole paper through, and 
then re-read it sentence by sentence. She repeated the words as 
his hands made the signs, to make doubly sure she had fully 
understood him. In the event she was successful in every sub- 
ject, and took Honours in English and German. Indeed, she 
won the highest marks of all in English. And she had only 
been working “ on college preparatory lines ” for one year. “No 
one,” says Dr. Gilman, “ had prepared for these examinations in 
so short a time before.” And all this was due to concentra- 
tion of mind and purpose, to the long and careful instructions 
of her teachers, and especially to the devotion of Miss Sulli- 
van. “When a required book was not in raised print,” says 
Helen, “her fingers spelled it all out on my hand with infinite 
patience.” Even so the result seems little short of miraculous. 
Helen’s career at the Cambridge School was unexpectedly cut 
short. The classes were too large for her to have the special 
instruction she needed at the start. “ Miss Sullivan was obliged 
to read everything to me, as well as interpret for the teachers, 
and, for the first time in eleven years, it seemed as if her dear 
hand would not be equal to the task.” But it was finally due 
merely to some difference of opinion as to whether she was being 
tried beyond her strength that Helen was withdrawn. She was 
then placed under the direction of Mr. Merton Keith. 

From the beginning of 1898 down to the summer of 1899 she 
and Miss Sullivan boarded with friends in Massachuset tts, living 
an outdoor life, boating, bathing, and bicycle-riding, and Mr. 
Keith came to give her lessons, chiefly in mathematics (by no 
means Helen’s favourite study), and also in Greek and Latin. It 
had been arranged by Dr. Gilman that she was to take the three 
years’ course of study for the Radcliffe College final examin- 
ations. Would she be able to do the entrance examination in 
1899 P “Every one,” says Mr. Keith, “ including the persistent, 
energetic, indomitable Miss Sullivan, seemed utterly discouraged 
over the algebra and geometry.” Mr. Keith, despite Helen's 
distaste for mathematical studies, and the fact that Mr. Gilman 
had fears of a breakdown, seems to have encouraged the idea of 
her achieving the task. He considered that Helen “needed the 
drill in accuracy and in logic ” afforded thereby. History, litera- 
ture, and languages were as child's play to her unweary ing brain 
in comparison. * Her joy in life and her power of service to the 
world will find their chief sources there.” In them he believed 
she could attain anything, for the bent of her mind was essentially 
poetic and imaginative. Helen was not adverse to mathematical 
study—far from it. A task, however formidable, meant but the 

opening of new delights to her. Her ambition, her eager thirst 
for knowledge, made her determined to succeed against all ob- 
stacles. To onlookers it might seem cruel to put pressure on this 
child. But she welcomed the burden, and her teachers seem 
not to have overrated her power or miscalculated her nervous 
force. After all, the winning of educational laurels was almost, 
if not all, her means of joy in life. The private teaching suited best 
her peculiar needs. She now found her progress quicker than in 
class-work at school. Greek was an absorbing pleasure to her. 
“I admire Greek very much indeed,” she says in one of her 
letters. “ It is easier to read than Latin, I think, and much more 
spontaneous and beautiful. I wish algebra and geometry were 
only half as easy for me as languages and literature.” 

When one reads an account of Helen's rapid advance, not only 
in the things she loved, but in the distasteful and thorny paths of 


Sept. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


373 


mathematical knowledge, one is lost in admiration for this un- | 
daunted soul. Mr. Keith says: “I set out to discover how far I 

could rely on her eager attention, tenacity of mental grasp, and 

memory to save her the time and weariness of paper-work.” And 

the discoveries were rich in promise of success. ‘“ We sometimes 

did theorems wholly in the mind.” Much of the algebra, too, 

was carried on by purely mental process. And the upshot? 

“ She has acquired new qualities of mind, or, at least, developed 

or strengthened latent ones. She has seen new beauty and heard 

new harmony,” is the final verdict. 

It would be interesting to go more fully into this account 
of Helen’s studies. But it must suffice to note that she read 
much of Xenophon and Thucydides, on which she passed ex- 
aminations without dictionary or grammar. She read Homer, 
too, which, from the start, was “ Paradise to her.” The study of 
the “Iliad” and “ Odyssey” opened up a whole fresh dream- 
world to her vivid imagination. Mr. Keith remarks that she took 
to Greek even more easily than to Latin. We must not forget 
that some of the books she was unable to get in “ Braille,” and 
they were read under difficulties. She also read something of 
Cicere, whom she could ultimately translate into idiomatic 
English, and of Virgil, in which more than any other book she was 
primarily her own teacher. “It seems easy and natural for her 
‘to see the meaning and appreciate the inner feeling of the great 
Roman poet.” She translated him in “ highly poetic ” language. 
“I believe,” says her tutor, enthusiastically, “ Miss Keller is 
‘capable of giving the world, at some future time, in rhythmical 
prose, @ new version of Virgil, which would possess high and 
peculiar merit.” To sum up, in thirteen months she was fit to 
pass the Radcliffe examinations in elementary algebra and plane 
geometry, Latin, and Greek. The examination in languages, 
we learn, includes mostly translations at sight, and questions on 
the grammar and subject-matter of the pieces set for translation. 
Half the geometry paper is “ sight-work ” and half book-work. 
When the time came for her final test, Mr. Eugene Vining, of 
the Perkins Institute, who had had no educational or personal 
relations with her, was engaged to reproduce the papers in 
“Braille.” It was arranged that he should send her a few days 

reviously some sample papers transcribed by him in “ Braille.” 

he plan was found to work well in the languages, but in mathe- 
matics it was different. The method of writing the various 
signs and symbols varies somewhat. Poor Helen had a fresh and 
unforeseen difficulty to meet. Two days before the examination 
she found that her examiner used a different notation from the one 
she was accustomed to, and she had to sit down to master this. 
Even so, the poor girl was sadly hampered in both mathematical 
$ apers. “ But I do not blame any one,” she says, with her never 
failing patience. “ They did not realize how difficult they were 
making the examinations for me.” 

Once again, in spite of all, she overcame the obstacles, and 
finished her examination perfectly bright and fresh, showing no 
trace, we are told, of nervousness or fatigue. And the outcome 
was the aforementioned certificate. 

Helen Keller’s two great gifts we gather to be memory and 
‘power of inference. Her powers have bean strengthened in latter 
years, and she has acquired more patience in the collecting and 
‘comparing of facts and in logical thought. But, above all, she 
has been sustained by the moral qualities of her soul, ambition, 
courage, confidence, patience, and faith. She has refused defeat 
and defied difficulties. Her “persistent will” has been the main- 
spring of her accomplishment. For her brave fight against over- 
whelming odds, for her conquest of a destiny that seemed dark 
indeed, we can but do her honour. And so we leave her on the 
borders at least of a land very fair in promise. In the annals of 
education this book reads like a fairy-tale. D. M. G.S. 


——— 


REVIEWS. 


EXCURSIONS IN History. 

1) A Short History of the British Empire for the Use of Junior | 
Forms. By G. E. Green, M.A. (Dent & Co.) (2) The 
Making of the British Colonies. (Manchester: Heywood.) 
(3) A Bi aes Historical Reader. (McDougall.) (4) T'he! 
Nineteenth Century: an Inaugural Address delivered in the 
Senate House, Cambridge. By the Rt. Hon. A. J. Balfour, 
M.P. (Cambridge University Press.) 

The miscellaneous quartet of books whose titles are here set 
forth have little in common, except the fact that they deal with 

British history in summary fashion, and for youthful and un- 


critical readers—though Mr. Balfour’s lecture was originally 
given to an audience which included a sprinkling of University 
dons amongst a crowd of Extension students. The first three 
volumes are written expressly for use in schools, and of these 
Mr. Green’s “ Short History’ has a special claim on our atten- 
tion, being a careful attempt by a competent writer to produce a 
new story of the national growth on somewhat novel and attractive 
lines. His book has much to recommend it. To begin with, it 
is well planned, being divided into three parts of twenty 
chapters each; it is not overladen with constitutional facts or 
philosophic deductions, but, at the same time, it aims at including 
“the main stages in the development of every side of national 
life.” The space gained by abstention in regard to constitutional. 
detail has been given to industria] and literary records, which 
occupy eight of the sixty chapters; and, perhaps, this is a little 
in excess of what is necessary, or even advisable, for the junior 
forms. Still, there may be many teachers who will be glad to 
have these commercial chapters as an alternative to the more 
detailed consideration of charters, laws, and the institutions of 
government. An intelligent boy will be able to assimilate them, 
and they will furnish his mind with useful ideas. We can 
scarcely feel the same confidence in regard to the literary chapters, 
which are too much in the nature of catalogues to be taken 
to kindly by a young reader. A very good feature of this 
volume is its sixty-seven illustrations and sixteen maps, distrib- 
uted over 236 pages of type. The pictures are no perfunctory 
collection of blocks and indifferent cuts; nearly all are from 
contemporary manuscripts, tapestries, tombs, ornaments, or early 
printed books, and the origin of each is carefully assigned. This 
adds considerably to the historical value of the book. On the 
whole, it is one which we are disposed to recommend for use, not 
as a first history, but for boys and girls of twelve or thirteen. 
Mr. Green is occasionally rather loose in expression It is hardly 
pe to say that “a hundred eae before Lydgate there was a 

ook published in English which might almost be called a story- 
book. It is Sir John Maundeville’s ‘Travels,’ for [!] they 
contain many tales which are as entertaining as they are in- 
credible.” Also, he is a little too didactic, as in page 129, line 2, 
and line 8 from the bottom. 

(2) “The Making of the British Colonies” is described as 
“a short account for schools and general reading, @ series 
of sketches for young and old.” The net that is to catch so 
many fish, big and little, is made accordingly—big meshes in one 
part and little meshes in other parts. Dates are omitted from the 
text, for, “ where the date comes in at the door, the interest for 
readers of the younger generation too often flies out at the 
window.” “A few landmarks only, such as 1588," should be 
“kept constantly in view.” There are no maps. “Such little 
maps as can be inserted in a volume of this size ”—a fair octavo 
—“ must perforce be trumpery.” “ Finally, be it said "—we quote 
a whimsical preface— where long, or foreign, or classical words 
have been used, it has been done to afford teachers more scope.” 

(3) “ McDougall’s Preparatory Historical Reader” extends 
from Cæsar to Victoria. Itis simply written for young children, 
interspersed with poetry, and freely illustrated—by no means a 
bad book for its purpose. 

(4) Mr. Balfour began his lecture at Cambridge by apone 
for tackling the nineteenth century in a single speech, and for 
seeming to teach when he could only profess to generalize. 
“The Nineteenth Century” was the general subject of the Cam- 
bridge Summer Meeting, and Mr. Balfour simply came to open 
the courses of lectures. That he did so in an interesting manner 
may be taken for granted. He took samples of the century, and 
freely declared his preference for some samples over the others. 

The middle third of the nineteenth century does not, I acknowledge, 
appeal to me. It is probably due to the natural ingratitude which we 
are apt to feel towards our immediate predecessors. But I justify it 
to myrelf by saying that it reminds me too much of Landseer’s 
pictures and the revival of Gothic; that I feel no sentiment of 
allegiance towards any of the intellectual dynasties which then held 
away ; that neither the thin lucidity of Mill nor the windy prophesyings 
of Carlyle, neither Comte nor yet Newman, were ever able to arouse 
in me the enthusiasm of a disciple; that I turn, with pleasure, from 
the Corn Law squabbles to the great War, from Thackeray and 
Dickens to Scott and Miss Austen, even from Tennyson and Browning 
to Keats, Coleridge, Wordsworth, and Shelley. 


' From mere preferences of this kind, Mr. Balfour passes on to 


philosophic speculations, and ends with a prediction, manifestly 
intended to console us; though there may be some whom it will 
rather tend to depress. 

If the goal to which, consciously ‘or ‘unconsciously, the modern 


374 


physicist is pressing be ever reached, the mechanical view of things 
will receive an extension and a completeness never before dreamed 
of. There would then, in truth, be only one natural science—namely, 
physics; and only one kind of explanation—namely, the dynamic... . 
Would this conception, in its turn, foster a new and refined materialism ? 
For my own part, I conjecture that it would not. I believe that the 
very completeness and internal consistency of such a view of the 
physical world would establish its inadequacy. The very fact that 
within it there seemed no room for Spirit would convince mankind 
that Spirit must be invoked to explain it. I know not how the theoretic 
reconciliation will be effected, for I mistrust the current philosophical 
theories upon the subject; but that, in some way or other, future 
generations will, each in its own way, find a practical modus vivendi 
between the natural and the spiritual, I do not doubt at all. 

We have said that Mr. Balfour’s lecture was interesting. It 
did not aim at being profound; though it manifestly touched 
some very profound problems. A philosophic politician has an 
immense advantage in being able to manipulate the intinite with 
a light and airy touch, which would be manifest desecration as 
applied to a proposition of Euclid. 


CANADA. 


(1) Canada: a Descriptive Text-Book. By E. R. Peacock, M.A. 
(Toronto: Warwick Brothers & Rutter.) (2) Canadian 
Atlas, for use in Schools. (Issued by the direction of the 
Minister of the Interior, Ottawa, Canada.) 

If a watchword were wanting to the British nation, to remind 
it in the future of the loyal enthusiasm of the Colonies during the 
war in South Africa, it is found in the words “ Sursum corda!” 
used by Burke at the close of his great speech on conciliation 
with America. He said, truly, that the Colonies would only 
hecome dangerous when the nation failed to elevate its mind to 
the greatness of the trust to which it was called. The dense 
ignorance of the average Englishman of Burke’s day as to the 
condition and resources of the Colonies has only been partially 
removed. How can it be dispelled? It seems, indeed, as if 
nothing short of war can induce us, as a nation, to take even a 
spasmodic interest in geography. In spite of all our efforts, the 
subject still languishes in our schools. It has never been alive 
at the Universities; aud no exception is made in favour of the 
geography of our Colonies. Fortunately, at last, the importance 
ot a real knowledge of the Colonies is admitted on all sides; but 
even Froude, Dilke, and Seeley have failed to move the Uni- 
versities to give geography the measure of recognition without 
which it must remain both unfashionable and insipid. 

The great trust of which Burke spoke must remain incom- 
prehensible, unless we are taught in a living way the natural and 
social features of the Colonies, and what manner of men our kin 
are fashioning themselves into by the result of their industry. 
This is clearly the province of geography teachers and writers 
of text-books. Hitherto, with few exceptions, the geographies 
used in our schools have repelled learners by their dry-as-dust 
style and bald statement of facts, devoid of local colouring. As 
a contrast to such books, we wish to draw pointed attention to 
Mr. Peacock’'s “ Canada,” for two reasons. It will be a revelation 
to schoolmasters of the way in which a geography should be 
written; and every master and pupil will be fascinated by its 
human and practical interest. The book has admittedly been 
written for a purpose, and may have to overcome some prejudice 
on that account. As Dr. Grant, Principal of Queen’s University. 
Kingston, states, in an introduction: “There is place now for 
a text-book in British schools on the Dominion of Canada”; and 
the Canadian Government, through Lord Strathcona, High Com- 
missioner for Canada in England, has taken steps to encourage 
the study of Canada in our schools. The High Commissioner's 
letter, explaining how this can be done, will be found elsewhere 
in this number. 

We sincerely hope that a considerable number of schools will 
xeize the opportunity of becoming acquainted with a refreshing 
and at the same time thorough book. Written, as it is, in a 
simple direct style, without any flavour of false jingoism, and full 
of real and practical information, it cannot fail to foster a noble 
conception of the destinies of our race. Even if in some cases 
the exigencies of examinations make it impossible to arrange for 
a modification of the school syllabus for the coming term, the 
book might well be set as extra work out of school-hours. We 
are bold to think the boys would be grateful, for Mr. Peacock has 
shown a wonderful insight into the requirements and tastes of his 
prospective readers. They will enjoy the vivid picture of 
Canadian life, and long for the things that are left unsaid and 
only cunningly suggested ; they will enjoy, perhaps unconsciously, 


THE EDUCATIONAL TIMES. 


[ Sept. 1, 1900. 


the fact that the language is not obviously brought down toa 
child’s level; and above all they will enjoy the complete absence 


of notes. There isa charm about such words as “tomahawks,” 
“ papooses,” “ scalps,” and “squaws” that notes would quite 
destroy. If the book is intended to attract English settlers, 


nothing could be better calculated to effect this end than the 
descriptions of the various industries of the country. It is 
continually pointed out by the author that in all of them— 
fishing, lumbering, ranching, mining—hard work, self-denial, and 
even heroism are frequently demanded of the young colonial: but 
the very freshness and freedom of the open-air life, and the 
independence of mind and love of sport that go along with the 
hardships, are equally presented to the reader. We could 
perhaps wish that some of the summaries of facts at the close of 
the chapters were a little less congested; there is room here fora 
teacher's discretion. In conclusion, we may say that the manner 
in which history is woven in with the geography throughout 
shows how well the latter subject may be made interesting in a 
legitimate way. 

We cannot, however, commend the accompanying Atlas. Not 
only are the maps overcrowded, but the letterpress is a mass of 
information which we trust will be used strictly for reference 
only. The illustrations in both books are plentiful and well 
chosen. 


ROME AT HER Worst. 

History of the City of Rome in the Middle Ages. By Ferdinand 
Gregorovius. Translated by Annie Hamilton. Vol. VIL., 
Part II. (1497-1503). (Bell & Sons.) 

The seventh volume of Mrs. Hamilton's translation of the 
voluminous history of Gregorovius brings us to the closing phase 
of the middle ages, to the dawn of the Renaissance, and to the 
most terrible and ghastly epoch in the annals of the Papacy. 
Gregorovius notices, but does not quite endorse, the claim that 
the spiritual history of Rome must be held distinct from the 
personal history of the Popes, and that the continuity of spiritual 
authority could not be destroyed by the unworthiness of some of 
the fallible men in whom it was vested. The distinction, of 
course, is reasonable and necessary; and, without such dis- 
crimination, it would surely have been impossible that the Roman 
Church should have retained her supremacy after the opprobrium 
and contempt incurred by Popes and Cardinals at the end of the 
fifteenth and the beginning of the sixteenth century. 

The Jubilee of 1500 brought many thousands of pilgrims to 
Rome, which they found no longer a sacred city, but a sink of 
every kind of iniquity. They saw Lucrezia Borgia, a daughter 
of the Pope Alexander VI., riding on horseback from the Vatican 
to St. Peter's: a magnificently clad pilgrim, attended by a 
hundred other women, also on horseback and magnificently clad. 
They saw gigantic bonfires burning in the city, and were told 
that they celebrated a victory of the Pope’s bastard son Cesar, a 
renegade Cardinal, who had recently killed his brother under 
circumstances too horrible and atrocious even to hint at. The 
whole story of the Borgias, who prostituted a corrupt Church and 
ruined a demoralized nation, is a sickening and disgusting record: 

At no period of Rome’s deepest darkness, such as had been de- 
nounced by satirists or saints, from Pier Damiani to Clemange, had her 
corruption equalled that of the time of the Borgias, when the light of 
Humanism only made the shadows of the Vatican appear the darker. 
Here, under the ruins of the ancient Church, and also of the ancient 
communal freedom of Rome, sat father and son in their sumptuous 
chambers, absolute rulers, surrounded by complaisant servants, deem- 
ing themselves justified, like Tiberius in former days, in despising their 
time, the corrupt people, and the Senate which obeyed them.... 
Thirst for power and pleasure were the motives of an age in which the 
doctrines of Epicurus had vanquished Christianity. Almost every 
prominent man of this period seems abandoned to sensuality, and 
Alexander VI. found Rome a sink of immorality. ... The Borgias 
represented the renascence of crime such as had been witnessed in the 
days of Tiberius and other emperors. They possessed the most 
audacious courage in this respect, but crime itself in their hands 
became a work of art. 

One third of the present volume is devoted to the papacy of 
Alexander V1., and the remainder to the Renaissance in Italian 
literature and art. The discovery of ancient authors, the enrich- 
ment of the Vatican Library, the arrival of the Byzantine 
fugitives, the work of the Medici and the Colonna, of Poggio, 
Chrysoloras, Argyropulos, and Reuchlin, amongst E 
collectors, and archæologists, the growth of poetry and the drama, 
the achievements of painters, sculptors, and architects, the pro- 
duction of bronzes, busts, medals, and gems, the collection of 
antiquities, the recovery of th®&ApolloBelvedere and of innumer- 


Sept. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


able statues and inscriptions—these things Gregorovius tells us 
with much detail, and we read them with a zest all the greater 
for the sombreness of the preceding narrative. This description 
of the learning and zeal of Rome in the Renaissance, this de- 
monstration of an art anda literature extending over seventeen 
centuries, seems to emphasize a true and venerable saying: 
“ Corruptio optimi pessima.” 


CHAPTERS FROM ÅRISTOTLE. 
Chapters from Aristotle's Ethics. By J. H. Muirhead, M.A. 
(Murray.) 
Neither the learned commentaries of Sir Alexander Grant and 


Prof. Stewart nor several translations of unequal excellence can 
be said to furnish the “ general reader ” with ready access to the 
Even if the very name does not warn off 
the non-classical scholar, the simple translation itself needs to be 
translated into modern terms and forms of thought; and, while 


“ Ethics” of Aristotle. 


there have been such advances in psychology and general 


philosophy since Sir Alexander Grant’s time that a fresh inter- 
pretation of the Aristotelian ideas has been rendered necessary, 
it is only scholars that can profitably tackle Prof. Stewart's most 
Prof. Muirhead’s object, accordingly, has been “to 
bring some of the leading conceptions of the * Ethics’ into con- 
nexion with modern ideas for the sake of the general reader.” 
In this connexion we cannot but recall Mr. St. George Stock’s 
(with the alternative title of 
“ Aristotle’s Ethics for English Readers ”), which came before us 
some three vears ago—really a more elaborate and not less 
popular treatment than Prof. Muirhead’s, though not on lines 
We do not observe that the Professor 


able work. 


“Lectures in the Lyceum” 


exclusive of the latter. 
makes any reference to Mr. Stock’s excellent book. 


Still there is room enough for Prof. Muirhead’s “ Chapters.” 
These retain marks of “their origin in a course of lectures to 
Nor are they any the worse for that ; on the contrary, 
The 
distinctive note of them, however, is the very full reference to 
modern philosophy, so that Aristotle is reinterpreted in the terms 
of the latest philosophical developments, and compared or con- 
The process is very interesting as 
well as useful; and all the more so in that the author not only has 
a firm grip of the philosophies, but is able to join literary grace 
and skill with lucidity of expression and fertility of illustration. 
If he brings the Stagirite face to face with Hobbes, J. S. Mill, 
T. H. Green, Herbert Spencer, oreven Dr. Ward or Dr. Stout, he 
is also ready to cast upon his doctrine rays of literary light from 


, 


teachers.’ 
they are all the better, in simplicity, ease, and flexibility. 


trasted with modern views. 


Stevenson, William Morris, and Stephen Crane. To his readers, 


as to his original hearers, he makes Aristotle live and move and 
have his being as if he were a professor in the newest University 
We hope 
the volume will find a very wide, popular circulation, in spite of 


of to-day lecturing to a class of Extension students. 


its rather deterrent title. Whether Aristotle is the best intro- 
duction to ethics opens up a question that need not be discussed 
now; even if not the best, it is sufficiently good. The volume, 
we should add, will be found serviceable as a collateral help to 
University students ; also the “ selected passages ” from Aristotle’s 
text (in translation) form an all but indispensable appendix. 


Mr. SHUCKBURGH’S CICERO. 


The Letters of Cicero. Translated by E. S. Shuckburgh. 
Vol. III. (Bell.) 

Mr. Shuckburgh has published a third volume of his traus- 
lation, the first instalment of which was noticed in our columns 
some months ago. To our general estimate of the considerable 
merits, and some defects, of the translation we have nothing to 
add; but there are one or two features in the present volume 
which call for notice. The Letters included in it cover the 
important period from January, 48, to February, 44—that is, from 
the time when Cicero joined Pompey’s camp in Epirus to just 
before the murder of Casar—a period marked, moreover, by great 
literary activity on the part of the orator. The translator has 
prefixed a brief and interesting introduction, dealing with the 
position and feelings of Cicero under the new régime, and giving 
a well balanced estimate of the point of view which led him, 
after reluctant acquiescence in Cæsar’s rule, to exult over what 
he justly calls “ the stupid crime of the Ides of March.” Certainly, 
though modern historians have pronounced against Cicero's views 
of the whole situation as short-sighted, no one better deserves the 
full benefit of the motto “Tout comprendre, c'est tout pardonner.” 
Besides the introduction, this volume contains an appendix, 
giving a chronological list of the events of Roman history during 
the life of Cicero, with references to the Letters of each year. 


GENERAL NOTICHS. 


CLASSICS. 

Sophocles, Antigone, edited by G. H. Wells (Bell & Sons), belongs to 
an intermediate series of illustrated classics which Messrs. Bell are 
issuing. Of the style in which this volume is printed, bound, and 
illustrated, it is impossible to speak too highly. The introduction, 
profusely illustrated, is divided into short sections, each of which is 
devoted to a separate branch of the subject—the Greek theatre, 
Greek drama, tragedy, and other more special matters connected 
with the play. Mr. Wells writes in a manner that is likely to attract 
intelligent pupils. He makes reference to many authors, and, in & 
short space, provides the learner with plenty of information and 
plenty to think about. For the candidate in honours examinations 
he has erected a convenient little storehouse, in which are to be 
found, neatly arranged, all the facts and all the references to 
authorities that he can require in the time of need. The notes are 
short and practical. There are no critical notes proper; but the 
corrections received or favoured are duly commented upon in the 
general notes. There is at the end a handy collection of grammatical 
points and idioms; but there are no remarks on metre beyond bare 
statements, which will not be of much use to beginners—altogether 
a highly meritorious edition at a moderate price, which should cer- 
tainly make its way in schools. , 

The Æneid of Virgil, Book III., edited by P. Sandford (Blackie), 
contains a rather heavy introduction, a scholarly commentary, appen- 
dices on translations and metre, a grammatical index, and a vocabulary. 
Among the illustrations only the view of Mount Etna is of much 
account. Two of the others—Ulysses and Scylla, and Andromache 
giving up Astyanax—have only an indirect connexion with the text. 
The notes are very richly supplied with quotations, and these quota- 
tions are likely enough to interest advanced students; but we cannot 
think they are well placed in a volume that includes a vocabulary. 
For beginners, indeed, the notes are, in our judgment, quite unsuit- 
able; but they would prove stimulating to an intelligent and well 
taught sixth form. The same remarks apply to the two appendices. 
We should be sorry to be condemned to use this edition in a class 
that requires a vocabulary; but it is a meritorious production, not- 
withstanding. : 

Of ‘“Murray’s Handy Classical Maps,” we have lately received 
Palestine, yc., and Germania, jc. (John Murray). The former in- 
cludes maps of the countries mentioned in the Old and New Testa- 
ments and of Jerusalem. ‘I'he latter contains the countries that made 
up what we may call the permanent north-western provinces of the 
Roman Empire, from the German Ocean to the Black Sea. These 
maps are excellent, both as regards scale aud system of colouring, and 
we hope that they will be ultimately collected in an atlas. We should 
certainly recommend the two before us to divinity and history 
students. 

Xenophon’s Anabasis, Book I. (Bell & Sons), is edited by Mr. E. C. 
Marchant for the publishers’ ‘Illustrated Classical Series.” It con- 
tains a map, three plans, and twenty-seven illustrations; it has also a 
simple vocabulary; but the text may also be had without vocabulary. 
The editor warns us that “there is absolutely no trace of erudition 
between these covers”; but there are the short notes and syntax 
rules of an accomplished teacher, together with an admirable intro- 
duction. This is indisputably the best elementary edition for schools 
of the first book of Xenophon. 


SCIENCE. 


Elementary Lessons in Electricity and Magnetism. By Silvanus P. 
Thompson. (Macmillan.) 

This well known book needs no commendation. It is not often that 
the author of a standard scientific work remains in the forefront of his 
science twenty years after the writing of the first edition. Such is 
the case here, and we can, therefore, recommend Prof. Thompson’s 
handbook, which is neither out of date nor tinkered, as new editions of 
twenty-year-old books too often are. The copy before us appears to 
be a reprint, without alterations, of the 1895 edition, which was, in 
large measure, a new book. 


Blackie's Science Handbook: Standard IV. By H. Rowland Wakefield. 
( Blackie.) 

Instructions for performing a number of simple experiments on the 
properties of bodies, physical and chemical, are given, with a sketch of 
the reasoning to be based on the results. We note that chemical ex- 
periments on chalk are included, but the very necessary warning as to 
the nature of modern blackboard chalk is not given. For teachers and 
scholars outside the districts where chalk-quarries are found it might 
be better to speak of “ whiting” than of “ chalk.” 


Elementary Physics and Chemistry. (McDougall’s Educational Co.) 

The beginning of this book we do not like. In the first chapter we 
have explained to us more than twenty different “ properties of 
matter,” mostly with long names, and only ten experiments to illustrate 
the lot. This is not the way to train children to thoroughwwork, or to 
give them real knowledge as distinct’ from—knowledge, of-words. 


376 


THE EDUCATIONAL TIMES. 


[Sept. 1, 1900. 


Afterwards, however, the method improves, and, if the teacher will | 
take care to modify the opening portion, he will find it a serviceable 
‘book as an introduction to a school of science course. 


The Elements of Inorganic Chemistry. By W. A. Shenstone, F.R.B. 
(Edward Arnold.) 

Finding that there is a general want of co-ordination between intro- 
ductory and advanced text-books of chemistry, Mr. Shenstone has 
tried to combine in one volume the material of both preliminary and 
subsequent courses in such a way as to leave the precise delimitation 
of the former to the teacher’s discretion. So far as can be judged 
from a perusal of the book, he has succeeded in his object, and has, 
therefore, supplied a work the want of which must have been felt by 
a large number of teachers. It is intended to be supplemented by an 
excerpt edition containing the laboratory work only, to save damage to 
the present volame. The whole range of an ordinary advanced work 
is taken, including even some of the rare metals (though the now 
commercially important thorium is, strangely enough, passed over). 
The book is well written and clearly printed. As a small detail, we 
note that in the enumeration of the uses of iron-slag its use for 
railway ballast is not mentioned; though this now absorbs an enormous 
amount. 


Elementary Practical Chemistry for Schools of Science. By Thomas 
Cartwright, B.A., B.Sc. (Nelson.) 
A good introduction to the science of a thoroughly practical character. 
The instructions for preparing apparatus, &c., are particularly good. 


Elementary Inorganic Chemistry: Metals. By S. R. Trotman, M.A., 
F.I1.C. (Rivingtons.) 

A rather dreary collection of facts about the metals. The extreme 
brevity of statement may sometimes lead to misunderstanding; e.g., on 
page 15 it is implied that an amorphous substance is one that is not 
-capable of assuming a crystalline form. 


Elementary Chemistry (Second Year's Course). 
F.C.8. (Blackie.) 

Though it contains only a hundred and fifty pages, this book includes 
two parts : the first devoted tothe laboratory, the second to the class- 
room. The two are arranged in a parallel manuer, and include the 
study of equivalents and of the properties of the commoner elements 
and their compounds. There is a sense of compression everywhere in 
the book, which may be regarded as advantageous or the reverse, 
according to circumstances. 


Elementary Practical Chemistry and Qualitative Analysis. By Frank 
Clowes, D.Sc., and J. Bernard Coleman, A.R.C.8c. Third Edition. 
(Charchill.) 

This systematic handbook to the work of the chemical laboratory 
has, by attaining a third edition, acquired the right to be considered a 
standard work. It is pre-eminently a practical book, and the student 
who carefully follows the instructions it contains, from the first 
handling of apparatus up to the full qualitative analysis of an elaborate 
mixture, will only have himself to blame if he is not an expert 
manipulator. 

Elements of Mineralogy. By Frank Rutley, F.G.S. Twelfth Edition, 
Revised and Corrected. (Murby.) 

This perennial work has once again renewed its youth and will con- 
tinue its career of usefulness. Considerable additions and improve- 
ments have been made, chiefly in the crystallographic section. 
Including the index there are now two hundred and forty pages of 
‘emall print—a good quantity for the price. 


MODERN LANGUAGES. 
Buch der Lieder. Von H. Heine. (Dent.) 

This is a dainty new edition of Heine’s poems—the “ Junge Leiden,” 
the “ Lyrisches Intermezzo,” the “ Heimkehr,” “Aus der Harzreise,” 
and “ Die Nordsee.” Type, paper, and binding are all that could be 
desired, and there is a characteristic portrait of the poet for frontis- 
piece. 

German Prepositions at a Glance. By C. Kaiser and A. Thouaille. 

(Sampson Low.) 

This little book is by two teachers of the Gouin School of Languages 
at Liverpool. It contains pictures of a Schützenfest, a ship, a wounded 
soldier, and a railway-bridge ; each detail of the picture being labelled 
with its appropriate preposition and its case. Thus, one boat is lying 
neben dem Schiff, and another is rowing an das Schiff; a tramcar is 
running oberhalb des Viadukts, and Kraft des Motors. The text consists 
of a good many short descriptive sentences for conversational practice, 
which a teacher might utilize and add to. 


Winke fiir junge Kaufleute. (Stuttgart: Metzler.) 

This handy guide to commercial] office-work, put forth by a German 
commercial association by the aid of local teachers, embraces all that a 
mercantile apprentice may be expected to know by the end of his proba- 
tion, when he should pass one of the examinations instituted in the 
year 1884. The contents embrace Historical Development of Trade; 
Organization of Trade; Buying and Selling, Travellers, Agents; 
Forwarding, Customs, Insurance; Ordering of Goods, Calculations, 
Payments; Weights and Measures, Moneys; Bills of Exchange; Bank- 
ing; Correspondence, Bookkeeping; Questions in the order of the 


By T. A. Cheetham, 


text. In this country, unhappily, the system of apprenticeship in com- 
mercial work has died out, a raw schoolboy of fifteen receiving a 
“salary” (e.g, £100 spread over five years), which foreign youths 
only dream of until they become competent clerks. In the mean- 
time, these are not left dependent entirely on their own “wite.” 
The British custom hampers the development of commercial education 
amongst us. A book like the present may, however, well find a place 
in a school of commerce. It will be especially useful to students who 
take up the study of commercial German — for which it serves as a 
reading-book—and wish to gain some idea of the complexion of busi- 
ness done by German houses. It deserves the attention of teachers of 
business practice, and may be recommended to intending examinees of 
the London Chamber of Commerce, for either grade of its examin- 
ations, as a useful auxiliary to such English works as those by Whitfield, 
Hooper, and Graham, &c. 


Traité de Prononciation francaise. By Albert Liet. (Paris: Boyveau 
& Chevillet.) 

Any attempt to smooth the difficulties experienced by students of 
French in the pronunciation of that language will always be welcome, 
especially when the result is so satisfactory as in the work of 
M. Liet, which represents lessons given by him whilst specially engaged 
by the School Hoard for London to instruct its certificated teachers. 
Occasionally a doubt may be felt whether the author is altogether right, 
as when he divides élasticité into “ é-la-sti-ci-té ” instead of “ é-las-ti- 
ci-té” (page 13). Again, one misses a note of qualification, as under 
“ Liaison” (pages 15-16), where he gives aimer Jd lire, deuz et deuz font 
quatre, where the fusion is not compulsory, or in votrevavis est 
courtret bon, where the liaison of court and et should be avoided in 
ordinary conversation, and the second case, in Prenez un peu de 
tabaclen poudre, not to be recommended. The “Lectures Simples ” 
at the end are excellently marked for correct pronunciation of each 
word, and the English student can hardly fail to benefit by use of the 
book. 


“Small Language Manuals.’’—III., Lezioni Italiane. By A. Scanferlato. 
(Leipzig: Teubner.) 

This is the Italian volume of a series of manuals the aim of which 
is, besides giving rules of grammar, with conversati ns as exercises, to 
supply reading lessons conveying useful information as to the country 
concerned, which illustrate both the several grammatical] rules and a 
vocabulary arranged systematically. Useful maps and plates are 
appended. The present part would serve as a good second book ; but, 
as German is the medium employed, can, of course, be used only by 
those who have already acquired some knowledge of that language. 
To such the book may be recommended. 


MISCELLANEOUS. 


Tales from Tennyson. By the Rev. G. C. Allen, M.A. (Constable.) 

We must say that Mr. Allen has performed his task—the reduction 
of Tennyson’s “ Idyls of the King” into prose—well enough; but we 
gravely doubt whether the task was worth performing. Boys to whom 
the Arthurian legend is likely to “ say something” have already the 
‘“‘Tdyls” and the old “Chronicle” of Malory within reach; and one 
sees not the necessity for this new setting, nor the likelihood of its 
attracting those who have turned away from Tennyson and the “ Morte 
d’Arthur.” Itis a mistake to think that young people are repelled by 
the poetic form; on the contrary, they love the ringing march of great 
heroic lines, of such lines as :— 


“So all day long the noise of battle roll’d 
Among the mountains by the winter sea.” 


It is a mistake, too, to imagine that children will turn away from such 
a style as Malory’s—from the ancient form of speech and the strange 
words—since children revel in the strange and mysterious, and find a 
curious poetry and religion of their own in phrases which, logically, 
they cannot understand. : Of course, there are the “less poetic boys”; 
but to these all fine literature, new or old, prose or verae, is odious. 


The School and Suctety. By John Dewey, Professor of Pedagogy 
in the University of Chicago. (P. S. King.) 

In no sphere of thought, perhaps, is the contrast between the old 
times and the new sharper than in the whole treatment of the method 
of education. We know the old way—Johnson described it to Boswell: 
The master suddenly asked a boy the Latin for “ candlestick.” The 
boy did not know; and the boy was there and then beaten savagely. 
Here, surely, we have the true “ elementary ” education. And how vast 
the difference—“ immane quantum discrepat !”— between these simple 
methods and the other way, as expounded by Prof. Dewey! Education 
is no longer the acquiring information somehow er other—usually 
through the medium of the stick—it is a discipline of all the faculties; 
or, as the author expresses himself: “ What we want is to have the 
child come to school with a whole mind and a whole body, and leave 
school with a fuller mind and an even healthier body.” It is the 
purpose of these lectures to show how this entirely satisfactory result 
may be obtained. 

“ Monographs on Artists.”—V. Dürer. By H. Knackfuss. Translated 
by Campbell Dodgson. (Grevel & Co.) 

We have spoken before of this admirable) series of monographs, so 


Sept. 1, 1900.] 


THE EDUCATIONAL TIMES 


377 


well written and admirably translated, in which Raphael, Holbein, 
Rembrandt, and Van Dyck have already appeared, and Rubens, 
Michelangelo, and Leonardo da Vinci are to follow. The Dürer 
volume has 134 illustrations from the artist’s pictures, woodcuts, 
engravings, and drawings; and this handsome large octavo, with 
ita artistic binding of chocolate and white, with gilt lettering and 
page tops and its protecting case, is sold at a remarkably low price. 
This is decidedly one of the most artistic books of the year, and its 
cost brings it within the reach of the poorest art student. Dürer 
is an education in himself. After nearly four hundred years many 
of his pictures stand out with the truth, dignity, and feeling of the 
best craftsmanship of our own day. 


“Cambridge Series for Schools and Training Colleges.”—Geometrical 
Drawing: Part II., Solid or Descriptive Geometry. By W. H. 
Blythe, M.A. (Cambridge University Press.) 

This is a sequel, with continuous chapters and pages, to the little 
book on plane geometrical drawing noticed bere a few months ago. It 
will be of special use to Army candidates, and the two parts together 
make a serviceable and simple text-book of geometrical drawing, with 
numerous examples and explanatory notes. 


Commercial Correspondence and Office Routine (Second Year). 
G. R. Walker. (Chambers.) 
A good commercial handbook, suggested by the Evening Con- 
tinuation Code. It is such a book as every junior clerk who hopes 
for a shift upwards would do well to master. 


(1) Tezt-Book for the Three Creeds. (2) Text-Book for the Church 
Catechism. By the Rev. Septimus Buss. (Rivingtons.) 

These are companion volumes to the “Text-Book for Holy Com- 
munion,” by the same author, noticed in August, and the previous 
“ Text-Book on the Morning and Evening Prayer.” They are written 
in the same clear, expository style, and the completed series will be 
a valuable historical companion to the Prayer Book. 


Tennyson: The Lotos Eaters, Ulysses, Ode on the Death of the Duke of 
Wellington, Maud, The Coming of Arthur, The Passing of Arthur. 
With Introductions and Notes by F. J. Rowe, M.A., and W.T. 
Webb, M.A. (Macmillan.) 

It is useless to protest against the annotation of the most beautiful 
poems. Such books as this may make Tennyson known and loved by 
many who would not otherwise know him. And, if a great poet must 
pass into the guise of a little school-book, the transformation could 
not be better done than it is by Messrs. Rowe and Webb. The para- 
phrase of “ Maud ” is a skilful piece of work. 


Over the Alps on a Bicycle. By Elizabeth Robins Pennell. 
Illustrated by Joseph Pennell. (Fisher Unwin.) 

This book reminds us of a characteristic saying of Dr. Johnson, when 
Boswell expressed his astonishment that a certain dancing pig should 
dance so well. “Sir, the wonder is not that it should dance so well, 
but that it should dance at all.” We can understand Mrs. Pennell’s 
satisfaction in having established a record; although the title of her 
book must not be taken literally, as the journey entailed a good deal 
of pushing when she was certainly not on the bicycle. The text and 
Mr. Pennell's sketches have, we think, appeared some time ago in the 
pages of s magazine. The sketches are interesting, as examples of 
rapid and effective work, and illustrate Mr. Pennell’s well known 
sense of artistic selection, although he is sometimes ankindly used by 
the process block. Mrs. Pennell’s advice as to roads will be found useful 
to any one ambitious enough to do a fair day’s work in pushing for the 
delights of a good deal of hazardous “ coasting.” 


King Alfred Readers: Introductory Book. (Edward Arnold.) 
This is a capital little book for children just able to read—simple 
words, good print, very pretty pictures. The words are old and new, 
the pictures black and white or coloured. 


Preliminary and Intermediate Arithmetic for Civil Service and other 
Public Examinations. By W. Stewart Thomson, M.A. (Simpkin 
& Co.) 
Seventy-four worked examples and a large number of miscellaneous 
examples and problems. A very serviceable little volame. 


Metric Weights and Measures, with an Appendiz on Decimal Coinage. 
By J. Lingham Lees, B.A. Lond. (Relfe Bros.) 
A plain and systematic explanation of the decimal system, with 
many easy examples. 
Language Lessons for Junior Classes, Books I-III. (Edward Arnold.) 
Very simple drilling for the simplest sort of children. 


Synthetical Maps. By W. R. Taylor. (A. & C. Black.) 

Judging from the “Germany” sent us as a specimen, this should be 
a very useful and instructive series. There are three maps of Germany 
on an extended and folded sheet; the first with named and numbered 
towns, rivers, and mountains; the second with the numbers but not 
the names, products and industries being indicated in small capitals; 
the third a mere outline for testing, with the numbers (1-30) of the 
towns. On the backs of the maps are notes on historical development. 

From Messrs. Jarrold & Sons we have a School Punishment Book, 
designed to meet the requirements of the Education Department’s 
“ revised instructions.” 


By 


MATHEMATICS. 


12561. (C. E. Hrtryser, M.A.)—(1) A, B are two fixed points on a 
circle whose centre is O, and O is any third point on the circumference ; 
BC meets the tangent at A in D, CA the tangent at B in E, and AB the: 
tangent at Cin F. Prove that DEF is a straight line which envelops a 
conic of eccentricity e, where e = 3UA?/AB?. (2) Generalize the above 
and Quest. 12462 (solved in Vol. tx11., p. 89) by reciprocation. 


Solution by the PROPOSER. 


Draw CB’ equally inclined with CB to AB; then 4 FBC = CB’A, 
Z FCB = CAB’; therefore the triangles FBC, CB’A are similar; there- 
fore FC/FB = CA/B’C = CA/BC, and similarly teu =s AB/CA, 

A.EB.FC = DC.EA.FB. 


EB/EA = BC/AB ; therefore 


But, since DB.DC = DA?, we have DB/DC = DA?/DO*, and similarly 
EC/EA = EB?/EA? and FA/FB = FC?/FB?; therefore 


DB.EC.FA = DC.EA.FB. 


Therefore DEF is a straight line. f : 

Let the tangents at A and B meetin G, and draw GC meeting DE in 
Xand AB in H. Draw from X Xa, X8, Xy, and from C OP, CQ, CR 
perpendicular respectively to GA, GB, BA; then G, X, C, H form a 
harmonic range; therefore XG/CG = 4(XH/CH); therefore Xa/CP 
X8/CQ = 4 (Xy/CR), and therefore Xa. X8/CP.CQ =} (Xy'/CR*) ; but, 
since C is on the circumference of the circle, CP.CQ = CR?; therefore 
Xa.Xf8 = }Xy’; therefore the locus of X is a conic touching GA, GB at 
A and B; also, since F, B, H, A form a harmonic range, GH is the 
polar of F with respect to the conic; therefore DEF touches the conic 
at X. 

(The rest in Volume. | 


14394. (Professor Tuomas Savacz.)—Discuss, n being integral and 
(l+1/z)"<2, but (1+41/z)"*'>2. 

Solution by H. MacCont, B.A. 

This question, as I understand it, will afford an instructive example 
of the application of symbolic logic to ordinary algebra. We are required 
to find the real limits of z. Let A denote the statement (1+ 1/7)" <2, 
and B the statement (1+1/z)"*'>2. My result is 

n (AB = zy ,) +” (AB = ty , + 2%, 4)s 


which asserts (see Definitions and Table of Limits) that either n is even and 
AB equivalent to the statement that z lies between the superior limit 73. 
and the inferior limit z,, or else n is odd and AB equivalent to the state- 
ment that z lies either between z, and z, or between zero and the negative 
inferior limit 2,. 

Definitions. — The symbol n° 
asserts that n is even; n° that n 


positive, 


Table of Limits. 


is odd; a“ that a is positive; a” Zo = 0 Yo = . 

that a is negative; x, that z, is a, =l | y = 2'"=—1 

a superior limit to z; x, that z. Za = 1/¥3 ya = — (2) + 1) 

is an inferior limittoz; Zar nps z, = ly, jpa gine 
that z „ and z, are superior, and z= ly, We (aime +1) 


x, and z, inferior, limits to z. 
It will be convenient to put y 
for 1/7, and first find the limits of y as follows :— 


. n'A=n{(1+y)"—2} = nf {0 +y) 2" {1 +y) +2'"}" 
= nv’ {y—(2'"—1)}* {y+ (at + 1)}" pa nyai 
n'B = n°{(1 +y)"*'—2}" eo n'{(1 +y)—2""t0)" 
Z nf {y— (2 1)}s writ; 


378 


THE EDUCATIONAL TIMES. 


[Sept. 1, 1900. 


n° AB = n'y, 5 =" Yy a for ys implies y,. 
vA = nf (1 +y)"—2}° = n° {(1+y) aay” 
= n’ fy- (2"-— 1)}° ae nyy; 
n°B = nf (1 +y)"*?—2}" = n°f(1 +y) —2Ninenye 
HHS (Ley) 2t)" 
= n?fy— (20) 1)" 4 n°fy+ (pier) + 1)}° =x (z+ Yy) : 
WAB = n'y, (Y+ Yy) = 2° (Yrs + Yra) = 0 (Yy st Yes 
for y, implies y,- Thus the statement for the limits of y is 
n (AB =y,,,)+” (AB = Yi gt Y4). 
From this statement, the limits of v are readily found; for, since y = 1/z, 
and y, and y, are positive and y, negative, it is clear that y, 5 = 75. ,, 
and that y, = Tyv 
The above contains every step—more than would be needed in actual 
practice—of the symbolic process for finding the limits. The whole 
reasoning presupposes but an elementary knowledge of common algebra. 


14479. (SaLvuration.) — I is the incentre of the triangle ABC, of 
which A is the greatest angle. P is a point on the incircle, and through 
P lines are drawn parallel to the three sides of the triangle, and meeting 
the incircle again in Q, R, S, respectively. QR, RS being joined, prove 
that the quadrilateral PQRS is a maximum when AIP is a right angle, 
and find its mean area. 


Solution by J. H. Taytor, M.A.; Rev. T. Roacu, M.A.; and 
G. W. Preston, B.A. 
The greatest quadri- A 

lateral must have the 
centre I within it. «a, b, 
e are points of contact. 
Take a point P between 
cl and BI, and draw 
PQ, PR, PS parallel to 
AB, BC, CA, respect- 
ively. Let 

IP = @=cIQ; 

therefore - 

QIP = 20; 

SIP = 2(A—86). : = 
AQIP = r sin 26; 3 C 
ASIP = 3778in2(A—6); ASIR = }ĉsin2C; AQIR = 47%sin 2B. 

The convex quadrilateral PQRS is the sum of these four triangles and, 
since @ is the only variable, is a maximum when sin 20 + sin 2(A—6) is a 
maximum, t.e., when sin A cos (20—A) is a maximum. These factors 
increase together until 20—A = 0, i.e., till @=4A. But 

4cIA = 90°—4A. 
“Therefore, when the quadrilateral PQRS is a maximum, 

LPIA = 90°. 

[The second part of the Question remains still unsolved. ] 


10358. (R. W. D. Cuursrie.)—If w and w; are irrational cube roots 
of unity, prove that, if n +2 isa prime number, 


n.l 


n+l 
w, + wg +=, (co 2 + w?) + ‘i 


(wyt + wt 4) 
nm—lin.n+] i as 
+- Se aia (wy ê+ w3- 8) + &e. = 0. 


Solution by H. J. Woopatt, A.R.C.S. 
‘The series 


= Y(t. + 1/wo)"*? + (ws + 1w)" t? — wy Oe ogg OS) gage D) Hn +2) 
= [ { (ws? + 1) Pang Fh yt? + { (ws? + 1)? — 5") — 1} fess #7] 


PEES ane | (n+ 2). 
But, wp wz being irrational cube roots of unity, we have 


(wa? + 1)"*? = (—w,\"*? wags a and (ws? + iia ae wr? 
(n being odd). The proposed series becomes 
2 2 n+? n+? 2 2 
ENAR {0 "t Dig + 1} co +2, w"? ri ag 1} Jw} *?] [(n + 2) 
4(0 +2) l I n+?) 
( œ = we: —1 y 
See Set + ——— - $f (n + 2) = 0 
on leon t= 1) wy? (wt? 1) 3 
because the numerators are each zero, the denominators being always Æ 0. 
_ The Prorosex observes :—The general term is 


n+l! 


n-m? 
n=m 2! m! ` 


W +w 


-2 2 
g ATS 


Now (w3 +w3) = 2 if n = 38k, and = —1 if n = 3k41 (v. TODHUNTER?’” 
Algebra, p. 213). 

And by a well known theorem (v. CARR’s Synopsis, 284, p. 94 Algebra). 
S = 0 if n be of the form 6m41. The result necessarily follows. | 


14504. (R. Knowxes.)—The circle of curvature is drawn at a point 
P of a parabola; PQ is the common chord; an ordinate from P to the 
diameter through the focus meets the parabola in R, and a diameter 
through Qin O. If T be the pole of PQ with respect to the parabola, 
prove that TO, PQ, and the tangent at R are parallel. 


Solution by Professor A. Dnoz-Fanny; and J. H. Taytor, M.A. 


Soit PL la tangente 
en P a la parabole. S, 
le sommet de cette 
dernière, est le point 
milieu de la soustan- 
gente. D’après le théo- 
réme suivant lequel les 
couples de côtés opposés 
d’un quadrilatére ayant 
pour sommet les points 
d’intersection d’un cercle 
avec une conique sont 
également inclinés sur les axes de la conique, on obtiendra la direction 

e la corde PQ en construisant la symétrique de PL par rapport i 
Vordonnée. Le centre de gravité des quatre points d'intersection d'un 
cercle avec une parabole coincidant avec l'axe de cette dernière, comme 
trois des points d’intersection du cercle de courbure coincidant avec P 
et un avec Q, on obtiendra Q en prolongeant PN d’une longueur 
NQ = 3PN. Soit M le point milieu de PQ; comme PN = NM, le 
diamètre passant par M contiendra R et coupera PL au pôle T de PQ. 
Comme TR = RM, TL = LP et PR = RO, il est évident que les droites 
PQ, LR et TO sont parallèles. 

Remarques.—LR est la tangente en R car elle est symétrique de PL 
par rapport à l'axe; TQ est la tangente en Q; on verrait que TQ divise 
RO dans le rapport de 1 : 2. 


14425, (Professor U. C. Guosy.)—Prove that 
[ rp (sin x) dx = fw f > (sin x) dz, 
0 0 
and hence evaluate | à zang sin” 2) dx. 
0 1l—sinz 


Solution by H. W. Curset, M.A. ; and Constance I. Marks, B.A. 
f= ¢ (sin x) = W [z (sin x) + (r— z) p {sin (r—z)} ] dx 


a 0 


=r í ar (sin z) = $7 (" > (sin x) dr. 
0 J0 


= zsinxg(l—sin" z 
Hence x ain x (1— sin" z) gy 
0 l—sinz 
i gin z (1— sin” 
= r ==- > > —- 
o l—sine 


=mfl+gt+h.$t... 


aein ; ' 
2) ar = r | (sin 7 + sin? z +... + sin" 2) dx 
0 


thm (eth. F+h.3.84...)} 


2m+1+1 = ( +t 
EES A A Se Se E T E 
d aie ek ae rer )+ es Wee ee ae 
where n= 2m+ eth. 
14372. (R. C. Axcuispatp, M.A.)—Parabolas with a common focus 


pass through a fixed point. Show (1) that the locus of their vertices is a 
cardioid whose cusp is at the common focus and whose vertex is the fixed 
point ; (2) that the locus of the points of intersection with the parabolas, 
of the lines through the focus making a constant angle with their axes, 
is a cardioid. 

Solution by the PROPOSER. 


(1) S is the common focus, A the fixed 
point, P the vertex of any parabola passing A 
through A and with focus at S. 

If SA=4a, Z PSA = 6, SP = r, we have 
at once from the equation of the parabola, 
as the locus of P, r = 2a (1 +cos60), which 
defines a cardioid. Geometrically, it is 
well known that the circle on the radius P 
vector of a parabola as diameter is always Mi 
tangent to the tangent at the vertex of the 
parabola. Hence, the locus of P is the 
pedal of the circle on SA as diameter with 
respect to the point S of its circumference : 
a well known cardioid definition. 

(2) If P’ be a point of intersection and a the constant angle made by 
SP’ with SP, we easily find the locus of P’ to be the cardioid defined by 


p 4a {I +cos (0+ a} 


the equation * 
1+cosa 


Sept. 1, 1900. | 


THE EDUCATIONAL TIMES. 


379 


14461. (Rev. W. ALLEN Wuitwoxtn, M.A.)—If a straight line be 


‘Professor NguBnerG.)—Soient O, 1, Ia, Is, I- les centres des 


14284. 


divided at random into three parts x, y, z, show that the expectation of | cercles circonscrit, inscrit et exinscrits au triangle ABC; soient D, E, F 
the volume (y+z) (:+z) (x+y) is 14 times the expectation of the | les pieds des hauteurs et Aj, B,, C, les pôles de BC, CA, AB par rapport 


volume zyz. 
I. Solution by H. W. Curser, M.A. 


If the straight line is taken of unit length z = 1—xr—y, and if the in- 
tegrals are taken over all positive values for which r+ y > 1, 
expects how okey.) 
expectation of tyz 
Shy +z)'iz+ x) (x+y) dy dz _ ff x?z dy dx 


+2 


f] zyz dy dx ff zyz dy dx 
R o 
e E a TE, E E Hy 
If {yx (l—2)—sy*} dydx = ae : 
0 


II. Solution by R. CHARTRES. 


Let the length be one unit, and the parts x, y, z, then 1? = (x+y +:`?, 
which has ten terms each being of the same mean value, ;,; therefore 
meau value of ryz = ṣ%5 ; «nd mean value of (z + y)(y+2)(2+.2), or 

Z (x°y) + Qryz = } + y5 = 53 
therefore mean value of the latter = 14 times that of the other. 
[See the Proroser’s Expectation of Parte.] 


14432. (R. Tucker, M.A.)—PSQ is a focal chord of a parabola, and 
PQR is the maximum triangle in the segment cut off by PQ. Provethat 
the equation to the circle PQR is 


8 (x? + y) — 2 (7p? + 20) ax + p (3p°— 4) ay + bya? = 0, 


where p=m—1f/m (P is am?, 2am). 


‘The locus of the centre is a cubic, and, if O is the fourth point of section, 
the locus of the mid-point of OR is a parabola, and the envelope of the 
chord OR is another parabola. 


Solution by the Provoser; Constance I. Manrxs, B.A.; and 
F. H. Peacue nt, B.A. 

The triangle is a maximum 
when R is the vertex of the dia- 
meter corresponding to the chord 
PQ. The coordinates of P, Q, 
R are (am?, 2am), (a/m?, —2a/m), 
(tap?, ap), where p = m—1'm. 

By substitution it is readily 
verified that the circle through 
PQR is 
8 (1? + y?) —2 (Tp? + 20) ax 

+ p (3p?— 4) ay + 6e = 0. 
The coordinates of the centre 
are h, k where 8h = (7p?+20)a, 
164 = —p (3p*—4) a; 
therefore the locus is 
343a? = (2h —da) (Lla—3h)*. 


The fourth point (O) of section is found from 0 = 2am—2a/m+ap+y; 
therefore y = —3cp, and hence x. 

The midpoint of OR is given by y = —ap, x = 5ap?; therefore its 
locus is the parabola ° = tax. 

The equation to OR is 2py+4x = 3ap*; 
parabola y?+llav = 0. 


hence it envelops the 


14315, (B. N. Cama, M.A.)—If parabolas be described cutting an 
equiangular spiral orthogonally, and having their axes in the direction 
of the polar subtangent, the loci of the focus und the vertex are copolar 
spirals whose linear dimensions bear a constant ratio. 


Solution by the PROPOSER. 


Let S be the focus and vertex of one 
such parabola. Then, clearly, 


= 4(rtana—rcota) ar. ee 
/ 


Also the vectorial angles of OS, OP ~n / 
differ by a right angle. Therefore S fi 
describes a spiral copvlar with the given 
one. 


Also OA = 30T = łrcotaaær. 
Therefore locus of A is also a copolar spiral, the ratio of the linear 


dimensions of the two loci depending upon the angle of the original 
spiral, and therefore constant. 


au cercle O. Les quatriémes tangentes communes aux cercles (I, I.), 
(I, Io), (I, I.) iorment un triangle a8y homothétique aux triangles 
A,B,C,, DEF. Le centre d’homothétie des triangles afy, A,B,C, partage 
la droite OI dans le rapport R : r, et est le conjugué isogonal du point de 
GERGONNE de ABC; ses coordonnées normales par rapport au triangle 
aBy sont l/a, 1/6, 1/e. Le centre d’homothétie des triangles afy, DEF 
a pour coordonnées normales, dans ccs triangles, tan $A, tan åB, tan 4C. 


Solution by Professor SANJANA. 
On AB take x 


An=AC, ON "N; 
on AC take a 

Ay, = AB; NO eee 
then 2,y, is the \ í 
fourth tangent s 
common to (I) : 
and (I,). Draw 
the two lines 
similar to 7,1, 
and let the three 
form the tri- 
angle aBy. As 
ZAny, =C, LAr, = B, xiy is anti-parallel to BC, and therefore 
parallel to B,C,. Thus the triangles A,B,C,, aBy have corresponding 
sides parallel, and therefore are homothetic ; so also are DEF, aBy. As 
Vy Wy, ..-) are tangents to the incircle, the triangle aBy has I for incentre : 
and the triangle A,B,C, has O for incentre. Hence OI is the axis of 
perspective for these, and the centre of perspective divides OI in the 
ratio of the inradii of A,B,C, and afy, i.c., in the ratio R:r. The 
distance of this centre from BC 


= (ReosA.r+7.R)/(R+7r) = a(s—a)/2 (R+7) ; 
thus this point is a(s—a): 5(s—6) : ¢(s—c), and is therefore conjugate 
to l1/a(s—a) : 1/b(s—6) : lf/e(s—e), the Gerconne point of ABC. 
[The rest in Volume. 


14464, (Epwarp V. Huntineton, A.M.)—The angle between the 
principal axes of two given concentric ellipses is 90°, and a+b = a' +V. 
Show that a line of length a—d’ (or «œ —b) sliding between these curves 
envelops an astroid; and that any line rigidly connected with this sliding 
line envelops an involute of an astroid. (Astroid = hypocycloid of four 
cusps.) 


—. 


Solution by R. C. AxrcHIBALD, M.A. 


Inside a circle of radius a+ rolls a circle of half this radius. The 
ends of any given diameter of the rolling circle trace out two perpen- 
dicular diameters of the fixed circle, and in these diameters lie the axes 
of the ellipses traced by the points in the given diameter, distant from 
the circumference b and œ, or b and a. The diameter of the rolling 
circle envelops an astroid with the perpendicular diameters as axes of 
symmetry. Whence the theorem. 


QUESTIONS FOR SOLUTION. 


14651. (Professor G. B. Matrnews, F.R.S.)—Let a, B be any two 
given complex quantities, and let ¢ be such that (a+/8)/(1+¢) is real. 
Prove that, if ¢=x+2y, the locus of (x, y) is, in general, a circle. 
How is this to he reconciled with the fact that the line joining two 
imaginary points (a, 8), (y, 5) contains only one real point ? 


14652. (Professor E. Lemorne.)—(1) Le point ẹ du triangle ABU, 
dont les coordonnées barycentriques sont a*b* + ac? =P, DE + bu? — ea, 
a? + eat, et qui jouit, d'ailleurs, de remarquables propriétés, est 
à l'intersection de la droite qui joint le milieu de Ja distance des points 
de Brocaxp au barycentre, et sur chacune des trois droites qui joignent 
le symétrique d’un sommet par rapport au milieu du coté opposé, au 
pied, sur le côté, de la symédiane partant du sommet opposé. (2) Soient 
A Bi, C, les points où Ab, Be, Ce coupent BC, CA, AB; les parallèles 
à AB ct à AC menées par A, coupent respectivement AC et AB en u et 
v'; les parallèles à BC et à BA menées par B, coupent respectivement 
BA et BC eny et A’; les parallèles à CA et à CB mences par C, coupent 
respectivement BU et BA en A et w. Cela post, les points A, u, v. 
A, w, v sont concycliques. 

14653. (Professor E. J. Nanson.) — If a= (Q?—y)/(l—.), 
b= (y7 x) (1 ry), prove that (®—b)/(l—ab) =x, (}— a(l —ab) = y. 

14654. (Proiessor NevBere.)—On donne dans un même plan deux 
droites Or, Oy et un point A. Trouver un point M qui soit pour ies 
poids donnés a, 8, y le centre de gravité du point A et des projections 
B, C de M sur Ov, Oy. (Solution géométrique.) 

14655. (J. A. Turn, M.A., D.Sc.)—From the vertices of a triangle 
ABC lines AX, BY, CZ are drawn to the opposite sides, such that the 
angles CAX, ABY, BCZ, taken the same way round, are together equal 
to 180°; and AX’, BY’, CZ’ are drawn trom the vertices to the opposite 
sides, parallel to CZ, AX, BY respectively. Show that the circumcentres 
of AXX’, BY Y’, CZZ’ are collinear, 


380 


THE EDUCATIONAL TIMES. 


(Sept. 1, 1900. 


14656. (Professor K. J. Sansana, M.A.)—(1) If a, b,c be positive 
quantities, every two of which are together greater than the third, 
prove that Za?— Za?b + 3abe is never negative. Hence show that in a 
plane triangle the inradius is never greater than half the circumradius. 
(2) With the ordinary notation for a plane triangle, prove that 
Za") — 3 = 8S (R +r). 

14657. (Professor Lancnorne OrcHaRD, M.A., B.Sc.)—Show that 
3{15+2 435+ ... n5 (1424+34... +n)3} 

= (142434... +n)3—(1+2+3+ ... +F, 
n being a positive integer. 


14658, (Professor Umes Cuanpra Guosu.)—If the cosine circle of 
a triangle ABC cuts the sides AB, BC, and CA in Z, Z’, X, X’, and 
Y, Y’, and if R, Ry, R, be the radii of the circumcircles of triangles 
AZY’, BXZ’, and CX’Y, and T,, Ty. T; the lengths of the tangents 
from A, B,C to the cosine circle, and r the radius of the cosine circle, 
prove that 

(1) 1/R, + 1/R3+ 1/R; = 77/R,R,R3. (2) aT? + F712 + eT? = 2aber. 


14659. (D. Brppiz.)—N being any odd number that is prime to 3 
and 7, prove that N6 = 1 (mod 168). 


14660. (R. Tucxer, M.A.)—PQ is a focal chord of a parabola 
(focus S), and is also the major axis of an ellipse. Find the locus of the 
other focus and the equation to the ellipse. If this ellipse cuts the axis 
in K, K’, then 1/SK +1/SK’ = l/a, where 4a is the latus rectum of the 
parabola (and also of the ellipse). Show also that the envelope of 
the ellipse is a confocal parabola of latus rectum 8a, and that of the 
auxiliary circle is (beside the directrix) the circle z?+y°—az = 2a’. 
If A = cot ọ (p angle made by chord with axis), then the point of contact 
is r/e = —2(2A—1)/(4A74+1), yja = —6A/(4A? + 1). 


14661. (R. F. Davis, M.A.)—Prove that (1) the trilinear coordinates 
of the foci of an ellipse v (la) + v (mB) + v (ny) = 0 inscribed in the triangle 
of reference ABC are given by the equations 8/y+y/B = t—2 cos A, 
ylata/y = mt—2cosB, a/B+ Bla = nt—2cosC, where 

lmnt? —t (+ ... +2mncos A + ...) +4 (lsin BsinC+ ...) = 0; 
(2) these foci lie on the conics : 
afla— (m+n cos A) B—(m cos A + n)y} +l By cos A 


= sin Å : sin B : sin C. 

14662. (R.C. ArcuIsaLD, M.A.)—In the zy-plane, passing through 
the origin S, and with its centre on the z-axis, is a circle of radius a. 
On this circle is rolled an equal circle whose plane is always perpendicular 
to the zy-plane. The point P of this rolling circle, which was at the 
beginning of the motion in coincidence with S, traces out a curve C. 
Show that (1) the curve C lies both on a sphere of radius 4/2 and on the 
cone z? +y? = 22; (2) the orthogonal projection of C on the zy-plane is the 
cardioid whose axial circle is the given fixed circle; (3) the projection 
of C on the yz-plane is the cuspidal quartic called by the French a toupie 
or piriforme; (4) the projection of C on the zz-plane is a parabola. 


14663, (G. H. Harpy, B.A.)—Prove the formule 
l \" eP" F, (p+a—1)(¥-x) eP! 
(D J ieqcosujt sin (Fw) (cos ¢)*” 


according as the imaginary part of ¢ is positive or negative; and 
pre 


— 2x1 


er™ ee ril 
(2) o (sin u)? sin (Ẹ— u) SE T inge 


Here a<l, O<p+a; and (cos¢)*, (sing)* must be chosen suitably. 
Give the corresponding formule when ¢ is real. 


14664. (R. P. Pananspre, B.A.)—Solve the equation 
(2% —1) (d?y/dx?) — (dy/dx) (122?— 4a + 1) + 4y (428-2 +1) = 0. 
14665. (H. MacCoz, B.A.) — Each letter denoting a statement, 
and a’ being the denial of a, show that (ar = ay) (a'z = a'z) and 
a(z = y) +a (z = 2) are equivalent when a is a constant (x, Y, z being 
unrestricted), but not necessarily when a is a variable. [Def.: A state- 
ment is a constant when it is cither certain or impossible; a variable when 


it is neither certain nor impossible. | 
14666. (J. J. BARNIVILLE, B.A.)—Having tint tings = Stn 41 + Sty +09 


14.1.1. 1 1 
era EA SER n — +... = — 
prove that 7 + 5 55 + 95 *364 2? 
l l1 1. 1 1 1 
ae Fanai steed ae — +. _ — 
3 t 3 * 33° 120° 41 2?’ 
1 1 1ı 1 1 
1-3 +307 3s * 337 
l,l y ll an v(3=—)) 
1-3 + 97 a * 165 et 
Ay cub g ed dg 1 1l 
5 7 t38 130 497 V3. 2 


14667, (Lt.-Col. ALLAN CUNNINGHAM, R.E.)—Factorize completely 


(into prime factors) N = 7* +1. 


14668. (Rosext W. D. Cunutsris.)—Prove the following modular 
equations for any prime :— 
g2m-na¢.% = 0 mod p = 0 mod 4m +1, 
r?m-n-l 4r” = 0 mod p = 0 mod4m—1, 
r and r, being associated primitive roots, and » any integer whatever. 

14669. (V. Daniex.)—Triangles are inscribed one to another so that. 
the sides of one are divided, in the same sense, by the vertices of the next. 
in a constant ratio 4/(1—%). Show that the sides of the nth inscribed 
triangle, in terms of a, b, ¢ (the sides of the outermost), are given by 

—3a,? = 4A" (a? cos 6, COS 0; + 5? COB 04 COB O3 + C? COB Bs COB 03), 
and two similar expressions with a, b, c, changed in cyclic order, where- 
CO8 0}, CO8 62, cos 0, are the roots of the trigonometrical cubic 
4 cos 0—3 cos 0 + Bin snp = 0, 
p = —}r +sin-! a-i = $ cos! (3a -b— A-3), 
and A m= 1—3k + 3%2. 

14670, (E. W. Aparr.)—If the bisectors of the base angles of a 
triangle, drawn to the opposite sides, are equal, then is the triangle- 
isosceles. [Set, but not solved, in Hatt and Stevens’ Euclid.} 

14671. (R. Know.es.)—If A, is the coefficient of z” in the expansion 
of (1 —z)-", prove that the sum of the series 1 + A îr + Apr? + APT +... 
ad inf. is a function of the form 

(1 + p,*x + potz? ... + RL + x*-1)/(1 —z)™-1, 


in which p, is the coefficient of z" in the expansion of (1+z2z)"-!, e.g., 
if n = 5, the sum of the series 
1 + 52x + 1522? + 35223 + &c. = (1 + 162% + 3627 + 1625 + 24) /(1 —2)%. 

14672. (Saxurarron.)—Within the square ABCD the semicircle 
AIB is described; from A a straight line is drawn, cutting the semi-. 
circle in P; through P another line is drawn, perpendicular to AB, 
cutting CD in M ; and finally MN is drawn perpendicular to AP pro- 
duced. Find the locus of N. 


14673. (Rev. J. Roacu, M.A.)—A countryman, unversed in num- 
bers, picks a bulrush, which he breaks into three pieces, and gives the 
longest to his eldest nephew Dick, the second to Sam, the next in age, 
and the third to Bob, the youngest. At the same time he prom‘ises each 
a ball of toffy as high as the length of his bulrush. Find the value of 
the expectation of each nephew, given that the whole bulrush was 24 
mari long and that toffy costs 14d. a cubic inch, and taking the value- 
of x as 3}. 


14674. (H. J. Woopatt, A.R.C.8.)—Solve z® = 1 (mod 1933). 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6692, (Professor E. B. Exuiorr, M.A.)—If w = 0, the tangential 
equation of a point in space-tangential coordinates be so prepared by a 
factor that its left-hand member w is the expression for the perpendicular 
from that point upon any plane whose coordinates are substituted in it, 
and if it contain two variable parameters a, b, so as to be the type point 
of a surface, then dw/da = 0, dw/db = 0, taken simultaneously, are the 
equations of tho line at infinity in the tangent plane at w = 0. 

6693. (E. W. Symons, M.A.)—A parabola has four-point contact 
with a given ellipse ; prove that its axis touches a polar reciprocal of the 
pedal of the evolute of a coaxial ellipse. 

6697, (Professor Syivesrer, F.R.S.)—M. Edouard Lucas has shown 
(American Journal of Mathematics, for June, 1879) that, n being the 
rational number, n?+n is the sum or difference (very probably both the- 
one and the other) of two rational cubes. Prove that (1) the same is true 
of 9 (n3—3n + 1), with the exception of the case when n is —1, 2, or 4; 
and hence (2) that 17, 19, 31 are each of them the sum or difference 
(probably both the one and the other) of two rational cubes. 


6701. (Professor Crorton, F.R.8.)—Find a function X such that, 
whatever F be, F (eD) X = F (a) X. 


and 


6702. (Professor Szıtz, M.A.)—In the surface of a circle two lines 
are drawn at random in length and direction ; find the chance that they 
intersect. 


6703, (Professor Martz, M.A.)—Show that the polar equation of the 
‘Luminous Curve” to the circle, radius unity, when the incident 
rays are parallel to the axis of abscisse, may be put in the form 
p= + cosec 6. 


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THE EDUCATIONAL TIMES. 


[Sept. 1. 1900. 


COLLEGE OF PRECEPTORS. 


Lectures for Teachers. 


THE THEORY AND PRACTICE OF EDUCATION. 


To be delivered by H. L. WITHERS, M.A., Professor of Education in the Owens 
College of the Victoria University. 


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W.C.—Members of the College have free admission to the Course. 


SYLLABUS. 


LECTURE I.— The Problems of Education, 


Relation of theory and practice, their combination in an inductive and experi- 
mental method ; why such a method is requisite in the study of education.— How 
the problems arise in practice; and how theory (7.¢., reflexion and comparison) 
furnishes provisional hypotheses by help of which we may work intelligently towards 
their solution..—Some problems in instruction, iHustrated from supposed case of a 
lesson toa fifth form on Milton's ‘ Sonnet to Cromwell.” 


LECTURE I].—The Appeal to Experience. 


Problems recapitulated: recourse to the procedure of successful educators. — 
Limits to the possibility and to the value of this recourse: apprenticeship even 
under the best conditions needs to be supplemented.—The example of the Great 
Masters: true meaning and right use of the history of education.—Hlustrations 
from ** Stanley’s Life of Arnold.” —The main purpose of education as Arnold prac- 
tised it, viz., the preparation of pupils for intelligent and responsible activity in a 
Christian community.—His adjustment of means to this end, (a) in the general 
school-life, (4) in his form-teaching. 


LECTURE III.—The Appeal to Science. 


Inadequacy of imitative and traditional methods: because our problems are ner, 
Analogous failure of traditional methods in warfare,—New factors in education since 
Arnold's time, (a) social, industrial, and political changes, (4) new ideas in history 
and science.—I]lustrations from the writings of Edmond Demolins.— Biological 
conceptions in education.— Perils of premature deduction: confusion of science as a 
whole with natural science.—The “‘ mental and moral sciences ” in their relation to 
education, 

LECTURE IV.—The Appeal to Literature and Life. 


Unfortunate isolation of ethics, logic, and psychology, as the studies on whicha 
theory of education should be based.—Education deals only with the ascertained 
results of these studies, not with their speculations; and is influenced far more 
powerfully by social forces which do not strictly fall within the province of any of 
them.— Paramount importance to the educator of a knowledge of the world and of 
human nature, to be gained through intercourse and through literature.— Education 
arises out of helplessness, and is intended to be its cure, but pedantry is only an 
aggravated form of helplessness.—Seund and efficient mental habits: how the 
necessarily artificial character of school-training is to be saved from futility. 


LECTURE V.—Relation of Psychology to Education, 


Meaning and scope of psychology: in what sense a science.—Points of extreme 
value to the educator: (i.) relations of mind and body, and the conditions of healthy 
mental activity, (i1.) vitality and reproduction of ideas, (iii.) nature of habit in 
matters of inind and character, (iv.) analysis of voluntary rational aetion.— 
“ Genetic psychology ” and its relations to ‘ child study’; how far helpful in the 
practice of instruction.—Practical corollaries. 


LECTURE VI.—Relation of Ethics to Education, 


Valuelessness of speculative ethics for the educator.—Importance of an under- 
standing of the motives which lead to action.—The problem of discipline, and the 

wer of command.—The “ tone” of a school.—Religion and religions tenching, — 
Physical training: the value and the limitations of games.—Type of cehameter 
produced by English public schools, its excellences and defects. 


LECTURE VII.—Relation of Logie to Education. 


Logic must be held to inclnde the theory of knowledge and a study of inductive 
method.—Value to the instructor of (i.) the syllogism, (1i.) the canons of induction. 
— Practical illustrations.— Relation of the ‘five formal steps” to logical laws.-— 
Preparation of lesson notes and of schemes of lessons.—A criticism of some forms of 
i Pe vais and of * heuristic methods.’’—What is meant by “sound mental 

abits” Y 
LECTURE VIH.—Schod Administration and Government. 


A school as a centre of forces: (i.) the governing body, (ii.) the headmaster, 
(iii.) the stalf, (iv.) influence of parents and * society,” (v.) national and local 
authorities, (vi.) examining bodies.—Interaction of these forces; extreme importance 
of a true aan minding of educational polities.— Education as a profession.-— 
Futility of our theories if they do not touch controlling forces. 


LECTURE IX.—The School Curriculum. 


The idea of a liberal education: its history, and the dangers to which it is exposed 
at present from crude industrialism and from specialization. — Ditferent conceptions 
of the curriculum for different stages of school-life.—Over-pressure.—The contlict of 
studies.— Necessity of correlation.— Educational values, and the tune-table as a scale 
of values, 

LECTURE X.—Language-Teaching. 


The teaching of the mother-tongue.--The meaning of words, and the relation of 
language to life.—Different views expressed in various typical “methods” of 
language-teaching. The teaching of the classical languages: the “‘ tradition of the 
scribes,” that we should train commentators. Perils threatening the future of the 
clussics as the staple of education in Christendom. — The teaching of modern liunguages : 
the “ reform” or “ direct methods.” —Correlation of linguistics with literature and 
history, 

LECTURE XI.—The Teaehing of History and Geography. 

Disrepute of these subjects as “ cram-subjects.”—The meaning of ** eram,” and 
the value ofa study of successful“ cramming ’ in contrast with saccessful educating. 
— How forms may be got to think and to work in history lessons,—What to teach in 
history.— Physical and commercial geography in relation to history and political 
geoeraphy.—Criticism of the theory that history should be the “core” of instrue- 
tion, 

LEcTURE XII.—Nature-Study. 

The place of natural science and mathematics in the scheme of a liberal ednention. 
—*Conercte methods” in mathematics: their use and abuse.— Importance of 
natural history and the “ life-sciences ” especially in the junior school.—How and 
when the study of abstract science should be begun. 


Co RJ HODGSON, B.A., Secretary. 


Sept. 1, 1900.] THE EDUCATIONAL TIMES. : 389 


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JACKSON'S !!” WAS ATTENDED BY 


Ld 


ana the only Completa ond 
Founluhc ¢ System Goustung 


“ JACKSON'S System of Upright Penmanship is now adopted by many Schools THE WRITING ON 
SLATES AND ON PAPER IS VERY GOOD!” 


For Specimens, New Prize Lists, and Details of the Silver Challenge Shield Competition, apply to 


SAMPSON LOW, MARSTON & COMPANY, LTD., 


ST. DUNSTAN’S HOUSE, FETTER LANE, FLEET STREET, LONDON>’E.C: 


390 THE EDUCATIONAL TIMES. [Sept, 1. 1900. 


CAMBRIDGE UNIVERSITY PRESS. 


= a -- 


Books Suitable for Examinations, 1900-1-2. 


COLLEGE OF PRECEPTORS, 1900-1901. | CAMBRIDGE LOCALS. 
| 
THE PITT PRESS SHAKESPEARE FOR SCHOOLS. | December, 1900. 
eter Wank ee Boi THE PITT PRESS SHAKESPEARE FOR SCHOOLS. 
Shakespeare ...... As You Like [toes A. W. Verity 00. 1 6) AUTHOR: WORK: EDITOR. PO 
O ~ einer Henry Nee a ean ‘i .. (shortly.) | Shakespeare ...... As You Like It oc... cece A. W. Verity wo... 1 6 
PITT PRESS SERIES. PITT PRESS SERIES. 
5 : Malot Remi en Angleterre... Mrs. Verrall 0.00.0.. 2 0 
Macaulay............ Lavs of Ancient Rome (with gs. d. l b z renee 
Terv and The Armada)... J. H, Flather........... i 6 Morines Ea letter oo Be Petts Oeil itt ioe wien A Ra Ts EENT ; O- 
Milton... ..... rrdise Lost, Books Iland IV. A. W. Verity a. 2 0 | Proytag . ..... Der Staat Friedrichs d Grossen W Wi OE 0 
Bcott a a. Marmion ae Thich heat J. H. B. Masterman... 2 6 Re i ESTARE Ba RIC GESTEGEN W Rte a iJ W. 2 0 
e ©, a e yes Lay of the Last Minstrel ......... J. H. Flather... ........ 2 0 | Goethe ............... Hermann und Dorothea .......... Cartel Ds ees i 3 6 
casar" De elia aon Books IEE, ey 1 6 | Eleea (Die Denten Heldemagen (Hat y, J, Wolstenholme.. 3 O 
PE Ree De CAD Ny Book VI. ...... E weee 6 | Milton .............. Paradise Lost, Books H Land IV." A. W, Verity oon 2 0 
Worate, oe Ode Bok J Gow kaarsa 2 0 Scott .................. Marmion ...... oleic oe 4 EN J. H. B. Masterman.. 2 6 
T EERI Gilde Rok Ir ce i RO t's Caesar.............. De Bello Gallico, Book VI. ...... A. G. Peskett seun 1 6 
ior. Ste isla See eee eee ees L. Whiblew U O 2 6 Cicero................. De Senectute oe eee a J. S. Reid oo... ee. 3 6 
J seein na Wook YI O LO M.S Dimadale ee Horace ............. Epistles, Book I. oo...) E. S. Shuckburgh...... 2 6 
Cy ee a ake ep ALERIK oa ie a ES MER e i. A te A] . i ‘ 
Vergil ww. Aeneid, Books L., VIL, and XII A. Sidgwick... each 1 6 Verhi S Pa ee acs ot eee ee N See oe A 6 
Euripides ......... Medea oe ae C. E.S. Headlam .. 2 6] E P ha e ak eee Cog llay oee 6 
ines anaes K A E E oss r SU tetas EAN e Pain S EETA W.S. Hadley een. 26 
Lucian ............... Menippusand Timon E. C. Mackie 3 6 Facica Be tae Menu an ee aaa - aS Se S a. : A 
Ern raters ee eich 2 0 | Thucydides ...... Bok Wil cenit nonn A.W. Sprit 5 O 
Nene re x : eee Merete vanes re errr eer ee: 
CAMBRIDGE SERIES FOR SCHOOLS AND TRAINING 
CAMBRIDGE SERIES FOR SCHOOLS AND TRAINING COLLEGES. 
COLLEGES. The following editions have COMPLETE VOCABULARIES, 
The following editions have COMPLETE VOCABULARIES. Caesar ........ ......... De Bello Gallico, Book Ld ere E.S. Shuck burgh apes 16 
Caesar beetle De Bello Gallico, Rooks v. and VI. ES. Shuekburgh cath 6 yee PaSa EENES porate ag Pristin AE aaa i ? 
ergil ........ Aeneid, Books L, VI.. and XIL A. Sidgwick 0... 4 1 6 Wea or nad B E E E ONM Tawanda S 
Keupphon | Anabasis, Books IL., HI and V.O GM. Edwards | ” l6 Xenophon .......... Anabasis, Book V........0 eee G. M. Edwards ......... 1 6 
i ERNA R Fe ae and Aramin S Be AE nn oF —— 
Schoolasters is called to the fact that there are now two e itions of some of the 
works of these authors in the Pitt Press Series and the Cambridge Series for LONDON MA TRICULA TION. 
Schools and Training Colleges. The Editions in the Cambridge Series for Schools 
and Training Colleges have pe Voenhbularies. If, in ordering, the Edition January, I90I. 
required is not specified, the Pitt Press Edition, without vocabulary, will be sent. Aeschylus .. .... Promethens Vinetus 0...0. H. Rackham ............ 2 6 
VWergil ................. Aeneid II. 0... e wrsacrcces stad A. Sidgwick oea 1 6 
June, I90I. 
OXFORD LOCALS. Lucian ................ Charon, ke. sais te etre W. E. Heitland PET 3 6 
p, gAn Menippus and Timon 0.a E. C. Mackie ..........., 3 6. 
Euripid Aleesti oe W. S. Had! 2 6 January, 1902. 
ur OF 2... Alcestiso eree . 8. Hadley oo. : PRR 
Thucydides... Van VE co ecto HLA, Hollen... Ole o rtscae coke Hone bee tenets 20 
Xenophon ......... Anabasis P.-I D a. ee eeey A. Pretor ne 4 0 PE À Euthyphro P S ke. E E E 2 6 
CaeBsr............ De Bello Gallico, Books IV.-V... A. G. Peskett n. 1 6 See peer. gi a Se EE en, a a a a 6. 
sg) EATE an ether 5 ook VI, rt, anaia 1 6 June, 1902. | 
Go. atateeatneteeret f r? Books Ai Ves ‘ E.S. Shuckburgheach 1 6 | Cioera ..............--. De Senectute ..... E E T J. S. Reid hpi cuca 
Horace ` Odes, Book IV aa e eee is Oreos 1 6 Buripides............ Medea 00000 0 cence C E. N. Headlam ...... 2 6 
DIVI oenas Book Ve... pcicsssreenetecessenenastees L. Whibley... eee 2 6 London B.A., I901. 
Vergil... Aeneid, Book I... A. Sidgwick .............. 1 6 Juvenal ............... Satires pear A N J. D. Datt CONNES 5 0. 
ETET EE E EE E TE a A M.M s 
THE PITT PRESS SHAKESPEARE FOR SCHOOLS. BEVI maa Ind, Books XXIL, NNIIL,) ET PD 
i Homer a Te ' "G. M. Edwards 20 
Shakespeare ..... Merchant of Venice s... A.W. Verity we 1 6 | oe CU XXIV. eee a A 
e i aas Henry Veee ccceeeee cererteneceees 3 we (Shortly.) | Wore eenen Utopia e.e cones dit oer cae J. R. Lumby oo... 3 6. 
ENGLISH GRAMMAR. 
New and Enlarged Edition (Thirty-sixth to Forty-fifth Thousand). An English Grammar for Beginners. By A. S. West, M.A. 
The Elements of English Grammar. By A. S. West, M.A., ls. 
Trinity College, Cambridge. Feap. 8vo, 2s. 6d. School World.—“ The smaller of these two works ought to be extensively used for 


Prefatory Note ta the Enlarged Edition,—Some hundreds of additional Ques- | the teaching of junior forms. Its matter is arranged with the greatest care, its. 
tions and Examples are given in the present edition, and in a few places the wording explanations are full and easily adapted to juvenile intelligences. . . . Altogether. 


of the text has been altered. The nuinbers of the paragraphs remain the same. the book is worthy of high commendation.” 


CAMBRIDGE SERIES FOR SCHOOLS AND TRAINING COLLEGES. 


General Editor—W. H. Woopwarp, of Christ Church, Oxford ; Principal of University (Day) Training College, Liverpocl; and Professor of 
Education in Victoria University. 


The Education of the Young in the Repablic of Plato. : Geometrical Drawing. With Notes and Examples. By W. H. 
Translated into English, with Notes and Introduction, by B. BOSANQUET, M.A., BLYTHE, Jesus College. Part I. Plane and Elementary Solid. 2s, 6d. — 
LL.D., Author of * A Companion to Plato's Republic.” Crown 8vo, 2s. 6d. Part HI. Solid or Descriptive Geometry. 


2s 
| Ertract from Preface, —“ Part I. contains Plane Geometrical Drawing and Solid 
i 


Geometry, so far as it is included in the Syllabus, Geometrical Drawing (Art), 
Subject la, page 251, Ae N Art REAL arte In Part II. is added a 
>. : vawr Av ; ; : course of instruction in Solid Geometry suited to the Elementary Stage of Science 
sity College, Liver pool. Crown 8vo, cloth, 2s, 6d. ; cloth extra, gilt top, 3s. 6d. Subjects as given on page 78 of the above Dircetory. This book will also be found 


of use to all Army Candidates. 
Bistory of the Expansion of the British Empire ) l | 
A rts By W. H. Woopwarp. With 7 Maps. Crown 8vo, cloth, 4s., | @eometry for Young Beginners. An Introduction to Theoretical 
elothextra, gilt top, 5s. und Practical Geometry. By F. W. SANDERSON, Headmaster of Oundle School. . 


“Thoroughly to be recommended,”-- Athena@um, N ls. 4d. 
Tondon: C. £. CLAY & SONS, Cambridge University Press Warehouse, Ave Maria Lane. 


C.: and Pablisied by Fraxcis Hopgsoy. 89 Farringdon/Street) E.C. 


The Making of Character: some Educational Aspects of Ethics. 
By Joun MacCunn, Balliol College, Oxford ; Professor of iia a in Univer- 


London; Printed by C. F. Hopason & Sox, 2 Newton Street, High Holborn, W 


EDUCATIONA 


THE 


AND 


Journal of the College of Preceptors. 


Vol. LIIT.] New Series, No. 474. 


OCTOBER 1, 1900. 


Price to Non-Members, 6d, 
By Post, 7d. 


Oe OF PRECEPTORS.— 
EXAMINATIONS FOR 1900. 


1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the College will commence on the 
lst of January, 1901.—At the Midsummer Examination, 
persons who have previously paano in Theory and 

tice of Education at the ip oma Examination may 
be examined practically for Certificates of Ability to 


2. CERTIFICATE EXAMINATIONS.—The Christ- 
mas Examination for Certificates will commence on the 
4th of December, 1900. 


3. JUNIOR FORMS EXAMINATIONS. — The 
Christmas Examination will commence on the 4th of 
December, 1900. 


4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations are held in March and 
September. The next Examination will commence on 
the 5th of March, 1901. 


5. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
Coll for the Inspection and Examination of Public 
and Private Schools. 


PRIZES. 


Diploma Examination.—The following Prizes will be 
offered for ary pea :—Theory and Practice of Edu- 
cation, £10; ics (Greek and Latin). £5; Mathe- 
matics, £5; Natural Science, £5. The Doreck Scholar- 
ship of £20 will be awarded on the results of the Christ- 
moas Examination. 


Certificate Exramination.—The “ Isbister Prize” will 


be awarded to the Candidate who stands First, and the 


‘* Pinches Memorial Prize” to the Candidate whostands| The Lectures will be delivered on Saturday Afternoons | k 


Second, in General Proficiency. Prizes will also 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classics, Mathematics, Modern Languages, 
Natural Sciences, English Subjects. The“ Taylor-Jones 
Memonial Prize” will be awarded to the best Candidate 
in Scripture History. Two Medals will be awarded to 
the best Candidates in Shorthand. 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 


Bloomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


RELIMINARY EXAMINATION of 


MEDICAL STUDENTS. — The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
` ceutical Society of Great Britain, and other bodies, on 
the 5th, 6th, and 7th of March, 1901. 


The Examination will take place in London, and at 
the following Local Centres:—Birmingham, Bristol, 
Leeds, Liverpool. 

Examination Fee, 25s. 

Regulations and Entry Forms may be obtained on 


application to the Secretary of the College of Preceptors, 
loomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


NOLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 


Section 11., clause 5.—‘‘ The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 


CERTIFICATE EXAMINATION, 
DECEMBER, 1900. 


Notice is hereb given that at the above Examination 
the following additional (alternative) subjects will be 
set :—Latin, Class I., Cesar, Gallic War, Book VI., 
Virgil, Aneid, Book 11.; Scripture, Classes I. and II., 
the First Book of Samuel. 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. 
j (Bloomsbury Square, W.C.) 


LECTURES FOR TEACHERS 


‘ON THE SCIENCE AND ART OF EDUCATION. 
To be delivered by H. L. WITHERS, Esq., M.A., 
Professor of Education at Owens College, Man- 


chester, late Principal of the “ Borough Road” 
Training College, Isleworth. 


The Second Course of Lectures (Twenty-sixth Annual 
Series), will begin on Saturday, October 6, at 5 p.m. 


For Syllabus, see p. 394. 
The Fee for the Course is Half-a-guinea, 


at 5 o’clock, at the College, Bloomsbury Square, W.C. 


Members of the College have Free Admission to this | 


Course. 
C. R. HODGSON, B.A., Secretary. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 


ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad. 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


L.L.A, ST_ANDREWS UNIVER- 


SITY.—Oral Classes for London students 
in all subjects of this examination are 
held at the y Training College, White Street, Fins- 
bury Street, and Ropemaker Street, Finsbury Pavement, 
E.C., and are conducted by Mr. 8. BLows, M.A. Honours 
Cantab., B.A. Honours, B.Sc., and Teacher’s Diploma, 
London. yee od 
Correspondence Tuition in all subjects for country 
students. 
All applications to be addressed to Prof. Cusack. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &c.—Mr. J. 
LocKEY, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Paul’s Road, Camden Town, N.W., prepares for 
above in Classics, Mathematics, Anglo-Saxon Mental 
Science, Education, &c., Orally and by post. Numerous 
successes every year. moderate, 


R. JOHN: JACKSON lectures on 
THE TEACHING OF WRITING, of ARITH- 
METIC, and of AMBIDEXTERITY. He also gives 
Courses of (or introductory) Lessons in those subjects 
1o Poya: or Girls’ Schools.—The Hollies, West Norwood, 


[LOXDON COLLEGE OF MUSIC. 


(Incorporated.) 
GREAT MARLBOROUGH STREET, LONDON, W. 


FOR MUSICAL EDUCATION, AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC. 


Patron: His GRACE THE DUKE oF LEEDS. 
Dr. F. J. KaBN, Mus. Bac. Cantab., Principal. 
G. AuGUsTUs HoLmgs, Esq., Director of Examinations, 

EXAMINATIONS in PIANOFORTE PLAYING 
SINGING, THEORY, and all branches of Music will 
be held in London and 30 Provincial Centres in Decem- 
ber, when certificates will be granted to all successful 
candidates. Last day for entry, November 15. 

The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus.L.C.M.), Licen- 
tiate (L.L.C.M.), Licentiate in Music (L.Mus.L.C.M.), 
and Fellowship also take place in December. 


SYLLABUS for the 1900, containing important 
alterations (including the new Primary section in Piano- 
forte Playing), may be had on application. 


In the Educational Department students are received 
and thoroughly trained under the best professors at 
moderate fees. Day and Evening Classes are held. 


T. WEEKES HOLMES, Secretary. 


ORRESPONDENCE TUITION, 


Classes, or Private Lessons in all Subjects for all 
Examinations, &c., at moderate fees. Co ndence 
courses to suit needs of individ upils, 
y recent successes.—F. J. BORLAND, L.C.P. (Science 
and Math. Prizeman), Victoria College, 87 Buc ham 
| Palace Road, S.W., and Stalheim, Brunswick , 
Pan, Surrey. Schools visited and Examinations con- 
ucted. 


University 
Correspondence 
College. 


FREE CUIDES 


LONDON 
‘UNIVERSITY EXAMINATIONS. 


Freer Guipe TO MATRICULATION 
(Postage 1d.), 
INTER. Arts, B.A., INTER. SCIENCE, OR 


Inter. Laws EXAMINATION. 


Any one of the above Arts or Science Guides, Pro- 
epectus, and further particulars will be 
sent post free on application to 


THE SECRETARY, 
(Univ. Corr, Col.. London Office,) 
32 Red Lion Square, Holborn, W.C. 


392 


—— 


NIVERSITY COLLEGE 
NORTH WALES, BANGOR. 


(A Constituent College of the University of Wales.) 
Principal—H. R. REICHEL, M.A. 


Next Session begins October 2nd, 1900. The College 
Courses sre arranged with reference to the degrees 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Sc. degrees of the London 
University, Students may pursue their first year of 
medical study at the College. There are special depart- 
ments for Agriculture and Electrical Engineering, 2 
Day Training Department for men and women, and 
a Department for the Training of Teachers in Secondary 
Schools, 

Sessional Fee for ordinary Arts student, £11. 1s, ; ditto 
for Intermediate Science or Medical student, £15, 15s, | 
The cost of living in lodgings in Bangor averages from , 
£20 to £30 for the Session. The new Hall of Residence 
for Women Students in Upper Bangor—fee £31, 10s. for 
the session —is now open. 

At the Entrance Scholarship Examination (held in 
September), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition, One half the total amount offered | 


is reserved for Welsh candidates, | 
For further information and copies of the Prospectus, 


apply to JOHN EDWARD LLOYD, M.A., | 
Secretary and Registrar. | 


NORTH WALES. 
(A Constituent College of the University of Wales.) 


DEPARTMENT FOR THE TRAINING OF 
SECONDARY TEACHERS. 


(Recognized by the Cambridge Syndicate.) 


Professor of Education—J. A. GREEN, B.A. lond.. 
assisted by Miss C. GRavEson, B.A. Lond., and 
an Assistant-Lecturer to be appointed, 


Preparation is offered for the Cambridge Diploma 
(Theoretical and Practical) and for the Teachers’ 
Diploma of the University of London. 

“ull particulars of the Course (which is open to both 
men and women students), Fees, Scholarships, &c., 
may be had on application to the REGISTRAR, 


NIVERSITY COLLEGE OF 
WALES, ABERYSTWYTH. 
(One of the constituent Colleges of the Univ. of Wales.) 


TRAINING DEPARTMENT FOR SECONDARY 
TEACHERS, MEN AND WOMEN. 
Recognized by the Cambridge Teachers’ Training 
Syndicate. 

Professor of the Theory, Practice, and History of 

Education— FOSTER WATSON, M.A. Lond. 
Assistant- Lecturers — Miss C. P. TREMAIN, B.A. 
Wales; D. R. HARRIS, B.A. Cantab. and Lond. 


Preparation for (a) the Degrees in Arts and Science 
of the University of Wales, the curriculum for which 
includes the Theory and History of Education as an 
optional subject in the third vear; (4) Cambridge 
Teachers’ Certificate, Theory and Practice; (e) London 
University Teachers’ Diploma; (d) College of Precep- 
tors’ Diplomas, 

A Scholarship of £15 for one year will be awarded to a 
candidate entering in October, 1900, 

Composition Fee for the Session (including Lectures 
and Practice) £10. 

Men Students reside in registered lodgings in the town, 
or in the Hostel for Men Students. 

Women Students reside in the Hall of Residence for 
Women Students. Terms from 27 to 42 guineas, 

For further particulars apply to 


T. MORTIMER GREEN, Registrar. 


OME AND COLONIAL 
RCHOOL SOCIETY. 


(Incorporated for Examination and Certificate purposes 
with the National Froebel Union.) 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS. 


HiGgusurRyY HiLL House, Lonpoy, N. 


Principal—The Rev. Davip J. Tuomas, M.A. 
Vice-Principal— Miss PEN8STONE. 


Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploma of the College of Preceptors. 

A High School for Girls, Transition Class, and 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. 


(AMBRIDGE TRAINING COLLEGE 
FOR WOMEN TEACHERS. 


The Council are about to appoint a LECTURER for 
January next. Stipend from £90 to £120. and residence. 
Special knowledge of Languages or Science required. 
Applications, with fifteen copies of testimonials, should 
be sent by October 13th, to the PRinciPaL, Cambridge 
Training College, Wollaston Road, Cambridge, from 
whom further particulars inay be obtained, 


THE EDUCATIONAL TIMES. 


OF BEDFORD COLLEGE, LONDON 


(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
Principal — Miss Etuki HURLBATT. 


The Session 1900-1901 will open on Thursday, 
October 4th. 
names on Wednesday, October 3rd. 

tures are given in all branches of General and 
Higher Education. Taken systematically, they form a 
connected and progressive course, but a single course of 
Lectures in any subject may be attended. 

Courses are held in preparation for all the Examina- 
tions of the University of London in Arts and Science, 
for the Teachers’ iploma (London), and for the 
Teachers’ Certificate (Cambridge); and also a Special 
Course of Scientific Instruction in Hygiene. Six 
Laboratories are open to students for Practical Work. 
Two Entrance Scholarships awarded yearly. A Glad- 
stone Memorial Prize and the Early English Text 
Society's Prize are awarded to students each June. 

The Art School is open from 10 to 4. 

Students can reside in the College, 

Full particulars on application to the PRINCIPAL, 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 


: DEPARTMENT FOR PROFESSIONAL TRAINING 


IN TEACHING. 
(Recognized by the Cambridge Syndicate.) 

Head of the Department—Miss H. ROBERTSON, B.A. 

The Third Term of the Session 1900 begins on 
Thursday, October 4th. 

The Course includes full preparation for the Exami- 
nations for the Teaching Bip omas granted by the 
Universities of London and Cambridge, held annually in 
December. 

The Council will, in December, award a Gilchrist 


COLLEGE FOR WOMEN TEACHERS. 
Principal—Miss M. PUNNETT, B.A. (Lond.). 


The object of this College is to give a professional 
training to educated women who intend to teach. In 
addition to the course of training, it offers the ad- 
vantages of a College life and one year’s residence in 
Cambridge. 

The Students attend the Cambridge University Lec- 
tures on Teaching, in addition to those of the Resident 
and Visiting Lecturers, and are prepared for the Cam- 
bridge Teachers’ Certificate (Theory and Practice). 
Ample opportunity is given for practice in teaching 
science, languages, mathematics, and the other usual 
school subjects in various schools in Cambridge. 

Students are admitted in January and in September. 
Full particulars as to qualifications for mission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, WeEsT KENSINGTON, LONDON, W. 


Chairman of the Committee—Mr. W. MATHER. 
Treasurer—Mr. C. G. MONTEFIORE. 
Secretary —Mr. ARTHUR G. SYMONDS, M.A. 


TRAINING COLLEGE FOR TEACHERS. 


Principal—Madame MICHAELIS. 
Mistress of Method—Miss E. E. LAWRENCE. 


KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


University 
Correspondence College. 


ANNUAL DINNER & RE-UNION 


AT THE 
HOLBORN RESTAURANT, 
Thursday, October 25, 1900, 
AT 7 P.M. 


Tickets may be had of the SRCRETARY, 32 Red Lion 
Square, W.C. 


[Oct. 1, 1900. 


K Pas COLLEGE, LONDON. 


FREE SATURDAY MORNING LECTURES 


TO TEACHERS. 


Students are requested to enter their |1, A Course of abont Ten Lectures on “ The Teaching 


of Mathematics,” by Prof. HUDSON. 


2. A Course of about Ten Lectures, Historical and 
Critical, on ‘* The Pedagogy of John Locke,” by 
Mr. ADAMSON, 


The Courses begin on October 13 at 10 a.m. and 
11.30 a.m., respectively, and will be continued on 
alternate Saturdays at the same hour. 

For prospectus, apply to the SECRETARY, King’s 
College, Strand. 


IRKBECK INSTITUTION. 
BREAMS BUILDINGS, CHANCERY LANR, E.C. 
Principal — G. ARMITAGE SMITB, M.A. 


DAY AND EVENING CLASSES. 


New Session commences MONDAY, OCTOBER 1. 


University of London.—Complete Courses of Study 
for all Examinations for the Science, Arts, and Law 


Science Classes in every branch, with Practical Work. 
Well equipped Laboratories for Chemistry, Physics, 
Zoology, Botany, and Metallurgy. 

Courses in Political Economy, Commercial Geo- 
graphy, Common Law, Bankruptcy, Equity and Con- 
veyancing, Logic, Psychology, and Ethics. 

Classes in Yatin, Greek, Modern Languages, Litera- 
ture, English and Commercial Subjects, and for Civil 
Service. 

School of Art—Drawing, Painting, Designing, Model- 
ling, Life Classes, Wood Carving, &c. 

Prospectus free, Calendar 6d. (by post, 8d.), on 
application to SECRETARY. 


Now ready, price ls. net (postage 4d. extra). 


ROGRAMME OF TECHNOLO- 
GICAL EXAMINATIONS OF THE 


CITY AND GUILDS OF LONDON INSTITUTE, 


containing the Regulations for the Registration and 
Inspection of Classes in Technology and Manual Train- 


ing. 
Fo be obtained from any bookseller, or from Messrs, 
WHITTAKER å Co., Paternoster Square, London. 


T. GEORGES TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND- 
ARY SCHOOLS AND IN FAMILIES. 


Principal—Miss M. R. WALKER. 


This College provides a complete Course of Profes- 
sional Training for Women Teachers, in i lea for 
the Cambridge Teachers’ Certificate. he Course 
includes attendance at the University Lectures on 
Education, in addition to Lectures delivered by the 
College Staff, and the Students have ample oppor- 
tunities of gaining experience in Class-Teaching in 
Schools. Five Heriot Bursaries of £30 are offe in 
October. Apply to the PRINCIPAL. 5 Melville Street, 
Edinburgh. 


LAMORGAN COUNTY GOVERN- 
ING BODY. 
WELSH INTERMEDIATE EDUCATION ACT, 1889. 


INSTRUCTRESS OF PHYSICAL EXERCISES. 


The COUNTY GOVERNING Bopy desire to appoint a 
TRAVELLING INSTRUCTRESS to teach PHYSICAL 
EXERCISES in the County Schools, 

Her whole time to be devoted to the service of the 
County Governing Body. 

Salary £100 per annum, with travelling expenses. 

Applications, accompanied by a statement of the sys- 
tem, or systems, candidates are qualified to teach, their 
previous teaching experience and their diplomas, and 
not more than three recent testimonials, must be 
received by me not later than the morning of 
Wednesday, the 3rd day of October, 1900. 

Personal canvassing will be a disqualification, 


L. E. R. ALLEN, 
Clerk of the County Governing Body. 


Glamorgan County Offices, Cardiff, 
15th September, 1900. 


RMY SCHOOLMASTERS.—There 


are a few vacancies in the Corps of Army School- 
masters. Civilian Schoolmasters only will be accepted 
who have sed on second year’s papers in the First or 
Second Division, or who hold a certificate, qualifyin 
them to superintend pupil teachers, from the Board o 
Education. Students in Training Colleges will also be 
accepted under certain conditions. Candidates must 
not over twenty-four years of age. Further par- 
ticulars can be obtained on applications in writing, to 
e DIRECTOR OF ARMY\/SCHOOLS, War Office, London, 


Oct. 1, 1900. ] THE EDUCATIONAL TIMES. 


393 


LONDON UNIVERSITY | 
EXAMINATIONS. 


THE 
BURLINGTON 
CLASSES. 


27 Chancery Lane, London. 
Principal: Mr. J. CHARLESTON, B.A. 


(Honours, Oxon.; and Lond.). 


TUTORS. 


The Staff includes a number of Graduates of London, | 
Oxford, Cambridge, and Royal Universities, Science 
Medallists, and Specialists. 


Preparation by Correspondence 


’ 


Day and Evening Classes 


ARE HELD FOR THE 


MATRICULATION 


EXAMINATIONS OF LONDON UNIVERSITY M ATRICULATION, 


B.A., & B.SC., 


(London Univ., Royal Univ., Dublin Univ.), 


L.L.A. 


(Degree for Ladies—St Andrews), 


A.C.P., L.C.P., F.C.P. 


On a thoroughly individual system, which 
ensures the closest attention to the needs of each 
candidate. Frill corrections of papers, with time-saving 
notes, criticisms, summaries, model answers, and solu- 
tions. 


Single subjects may be taken— Latin, Greek, 
French, German, Italian, Mathematics, Mechanics, 
Physics, Chemistry, Logic, Psychology, Political Eco- 
nomy, &c, 


For TERMS, TESTIMONIALS, &c., 
Address-—Mr. J. OHARLESTON, B.A., 
BURLINGTON CLASSES, 

27 CHANCERY LANE, LONDON. 


CARLYON COLLEGE. 


65 AND 66 CHANCERY LANE. 


University Tutorial College, 


RED LION SQUARE, LONDON. 


AT MATRICULATION, JUNE 1900, 


49 


Students of University Tutorial College 
WERE SUCCESSFUL. 


All communications regarding Oral work in London 
should be addressed to 
THE VICE-PRINCIPAL, 


University Tutorial College, 
32 Bed Lion Square, Holborn, W.C. 


GERMAN LADY (High School 


Tencher) desires to receive an English Lady as 

1est in her house, whom she would prepare for Exam- 
mations. Terms very moderate. ighest references, 
Address — Fräulein HERRKLOTscH, Magdeburger 


Strasse, Cöthen in Anhalt (near Leipzig), Germany. 

N ASTER wanted for Commercial 
English in a German Public School. Salary to 

be agreed upon. Board and Lodging. Practical business 


experience in banking or wholesale house desirable. 
Apply to HANDELSKAMMER, Leipzig. 


RELIGIOUS TEACHING 
| IN SECONDARY SCHOOLS. 


A Problem of To-day. 
BY THE 
Rev. J. 0. BEVAN, M.A., F.S.A., 
Fellow of the College of Preceptors, and Examiner. 
Price 6d., post free. 
65 Gunterstone Road, West Kensington, W. 


LONDON UNIVERSITY EXAMINATIONS. 


LONDON MATRICULATION, INTER. ARTS and 
SCIENCE, B.A., and B.Sc. Classes, October 2. Day 
and Evening Classes, 

Classes and Tuition for all Preliminaries, 
Soholarship Bxaminations, Oxford and Oam- 
bridge, B.U.I., &o. 

Papers Corrected for Schools. 

Private tuition for all Examinations. 

Prospectus and full details on applicano to R.C. B. 
KERIN, B.A. Lond., First of First Class Classical 
Honours, Editor of ‘‘ Phædo,” ‘‘ Pro Plancio,” &c. 


SUCCESSES. 


1892-1900. — London Matric., 74; Inter. Arts, Se., and 
Prel. Sci., 88, 6 in Hons.; B.Sc., 1896-1899, 11; B.A., 
1891-1898, 36,7 in Hons. ; many other Successes. Scholar- 
ships, R.U.I., Indian Civil, Oxford and Cambridge, &c. 


B.A. LONDON, 1899, 12 successful. 


A COMPLETE FRENCH CLASS BOOK. M.A., 2 (1898 and 1899). 


New Edition. 


ALL'S FIRST FRENCH COURSE 
AND FRANCE AND THE FRENCH. 
Price 1s. 6d. KEY, 1s. 8d. 


Contains nearly 200 Exercises, French Grammar, 
Pronunciation Lessons, Questionnaire, Easy and In- 
structive Reading Lessons, with Glossaries, Maps, 
Vocabularies, &c. 


Diploma Correspondence College. 


A.C.P., 


L.C.P., AND F.G.P. 


SUCCESSES: 311 at A.C.P.; 20 at L.C.P. 


Full particulars on application to the Principal— 
Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


LONDON: 


SIMPKIN, MARSHALL, HAMILTON, KENT,&00., Ltd. 


Third Edition. 12mo, price ls. 6d. 


IRST STEPS TO EUCLID: com- 

. prising the Propositions of Book I., prepared for 

writing out, with a recapitulation of the steps of the 

Demonstration appended toeach. Forming a Text-book 

for the above. By A. K. IsBisTER, M.A., LL.B., late 
Dean of the College of Preceptors. 


Lonpon: Loyamans & Co., PATERNOSTER Row, E.C. 


JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed by 
the Teachers” Guild, College of Preceptors, Hend- 
mistresses’ Association, Association of Assistant 
Mistresses, and Private Schools’ Association.) 


Address—74 GOWER STREET, Lonpon, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Ageney has been established for the purpose of 
enabling Teachers to find work without unnecessary 
cost. All fees have therefore been calculated on the 
lowest basis to cover the working expenses. 

Headmistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking up- 
pointments, are invited to apply to this Agency, 

Many Graduates and Trained Teachers for Schools 
and Private Families; Visiting Teachers for Music, 
Art, and other special subjects; Foreign Teachers of 
various nationalities; Kindergarten and other Teachers 
are on the Register, and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are arranged. 

Office hours—9.30 a.m. to 6 p.m. Miss Cooper's hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.30 p.m. to 5 p.m.; Wednesdays to 1.30 p.m. only. 


JOINT ACENCY FOR ASSISTANT-MASTERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 


Registrar—Rev. F. TAYLOR, M.A. Cantab. 


The Joint Agency for Assistant-Masters and Tutors is 
under the management of a Joint Committee composed 
of representatives of the following Bodies :— 

Headmasters’ Conference. 
Incorporated Association of Headmasters. 
College of Preceptors. 
Teachers’ Guild. 
Welsh County Schools’ Association. 
Private Schools’ Association. 
Association of Headmasters of Preparatory Schools. 
Association of Headmasters of Roman Catholic 
Schools. 
Assistant-Masters’ Association. 
Association of Technical [nstitutions. 
&e. &c. 

As the Agency is not working with a view to profit, 
but to benefit Assistant-Masters, the rates of commission 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Agency 
man by so widely representative a Committee., 

Headmasters having vacancies on their staffs, and 
Assistant-Masters seeking appointments, are asked to 
coimmunicate with the REGISTRAR. 

Ottice Hours—10 a.m. to 5 p.m., Saturdays, 10 a.m. to 
lp.m. Interviews generally between these hours or by 
special appointment. 


Tenth Edition. 12mo, price 3s. 6d. 


HE ILLUSTRATED PUBLIC 


SCHOOL SPEAKER AND READER, based on 
Grammatical Analysis, comprising a choice Selection of 
pieces for Reading and Recitation, annotated for Ex- 
pression, Emphasis, and Pauses, and illustrated by Dia- 
grams and Figures ene o the eye the appropriate 

-stures and positions, to which is added a selection of 
reek, Latin, French, and German Extracts, suitable 
for “ h Days” at Public Schools. By A. K. Ispis- 
TER, M.A., LL.B., late Dean of the College of Preceptors. 


LONDON : LONGMANS & Co., PATERNOSTER Row, E.C. 


New Edition. 18mo, price 9d. 


HE ELEMENTS OF BOOK- 


KEEPING, by SINGLE and DovuBLE ENTRY; 
with Practical Explanations and Exercises on the most 
useful forms for Business. By A. K. [8BI8TER, M.A., 
LL.B., late Dean of the College of Preceptors. 


Lonpon: LonemMans & Co., PATERNOSTER Row, E.C. 


EPPS’S GOGOA. 


Distinguished everywhere for Doli- 
oacy of Flavour, Superior Quality, 
and highly Nutritive Properties. 
Specially gratefal and oo 

to the nervous and dyspeptic. Sold 
in 2-lb. and }-lb. packets, and 1-lb. 
tins, labelled JAMES EPPS & 
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BREAKFAST. SUPPER. 


EPPS'S- GOGOA. 


394 


THE EDUCATIONAL TIMES. 


Oct. 1, 1900. 


COLLEGE OF PRECEPTORS. 


Lectures for Teachers. 


THE THEORY AND PRACTICE OF EDUCATION. 


To be delivered by H. L. WITHERS, M.A., Professor of Education in the Owens 
College of the Victoria University. 


The Fee for the Course of Twelve Lectures is Half-a-Guinea, 

*.° The Lectures will be delivered on SATURDAYS, from 5 to6 o'clock, p.m., 
beginning on SATURDAY, 6¢h October, 1900, at the College, Bloomsbury Square, 
W.C.—Members of the College have free admission to the Course. 


SYLLABUS. 
LECTURE I.— The Problems af Education. 


Relation of theory and practice, their combination in an inductive and experi- 
mental method : why such a method is requisite in the study of education.—How 
the problems arise in practice; and how theory (é.¢., reflexion and comparison) 
furnishes provisional hypotheses by help of which we may work intelligently towards 
their solution..—Some problems in instruction, illustrated from supposed case of 8 
lesson to a fifth form on Milton’s ‘‘ Sonnet to Cromwell.” 


LECTURE II.— The Appeal to Experience. 


Problems recapitulated : recourse to the procedure of successful educators,— 
Limits to the possibility and to the value of this recourse: apprenticeship even 
under the best conditions needs to be supplemented.—The example of the Great 
Masters: true menning and right use of the history of education.— Illustrations 
from ‘‘Stanlev’s Life of Arnold.’ —The main purpose of education as Arnold prac- 
tised it, viz., the preparation of pupils for intelligent and responsible activity in a 
Christian community.—His adjustment of means to this end, (a) in the general 
school-life, (6) in his form-teaching. 


LECTURE III.—The Appeal to Science. 


Inadequacy of imitative and traditional methods: because our problems are nere, 
Analogous failure of traditional methods in warfare.— New factors in education since 
Arnold’s time, (a) social, industrial, and political changes, (6) new ideas in history 
and science.—Illustrations from the writings of Edmond Demolins.— Biological 
conceptions in education.—Perils of premature deduction : confusion of science as a 
whole with natural science.—The “ mental and moral sciences ” in their relation to 


education. 
LECTURE I1V.—The Appeal to Literature and Life. 


Unfortunate isolation of ethics, logic, and psychology, as the studies on which a 
theory of education should be based.— Education deals only with the ascertained 
results of these studies, not with their speculations: and is influenced far more 
powerfully by social forces which do not strictly fall within the province of any of 
them.— Paramount importance to the educator of a Knowledge of the world and of 
human nature, to be gained through intercourse and through literature.— Education 
arises out of helplessness, and is intended to be its cure, but antry is only an 
aggravated form of helplessness.—Sound and efficient mental habits: how the 
necessarily artificial character of school-training is to be saved from futility. 


LECTURE V.— Relation of Psychology to Education. 


Meaning and scope of psychology: in what sense a science.—Points of extreme 
value to the educator : (i) relations of mind and body, and the conditions of healthy 
mental activity, (ii.) vitality and reproduction of ideas, (iii.) nature of habit in 
matters of mind and character, (iv.) analysis of voluntary rational action.— 
** Genetic peychology and its relations to “child study ’’: how far helpful in the 
practice of instruction.—Practical corollaries, 


LECTURE VI.— Relation of Ethics to Education. 


Valuelessness of speculative ethics for the educator.—Importance of an under- 
standing of the motives which lead to action.—The problem of discipline, and the 

wer of command.—The “ tone” of a school.—Religion and religious teaching.— 

hysical training: the value and the limitations at gauines.—Type of character 
produced by English public schools, its excellences and defects, 


LECTURE VII.—Relation of Logic to Education. 


Logic must be held to include the theory of knowledge and a study of inductive 
method.—Value to the instructor of (i.) the syllogism, (11.) the canons of induction. 
—Practical illustrations.—Relation of the “five formal steps” to logical laws.— 
Preparation of lesson notes and of schemes of lessons.—A criticism of some forms of 
Bes anan” and of ‘‘ heuristic methods.’’— What is meant by ‘sound mental 

its ” 
LECTURE VIII.—School Administration and Government. 

A school as a centre of forces: (i.) the governing body, (ii.) the headmaster, 
(iii.) the staff, (iv.) influence of parents and ‘“‘ society,” (v.) national and local 
authorities, (vi.) examining bodies.— Interaction of these forces; extreme importance 
of a true prota ier 3 of educational politics.—Education as a profession.— 
Futility of our theories if they do not touch controlling forces. 


LECTURE IX.—The School Curriculum. 


The idea of a liberal education: its history, and the dangers to which it is exposed 
at present from crude industrialism and from specialization.—Different conceptions 
of the curriculum for different stages of school-life.-—Over-pressure.—The conflict of 
py ae reece of correlation.— Educational values, and the time-table as a scale 
(0) Va ues, 

LECTURE X.—Language-Teaching. 


The teaching of the mother-tongue.—The meaning of words, and the relation of 
language to life.—Different views expressed in various typical “methods” of 
language-teaching. The teaching of the classical languages: the “tradition of the 
scribes,” that we should train commentators. Perils threatening the future of the 
classics as the staple of education in Christendom.—The teaching of modern languages : 
the “ reform ” or “ direct methods.”’—Correlation of linguistics with literature and 


history. 
LECTURE XJI.—The Teaching of History and Geography. 

Disrepute of these subjects as “ cram-subjects.”—The meaning of * eram,” and 
the value of astudy of successful “ cramming ’ in contrast with successful educating. 
— How forms may be got to think and to work in history lessons.— What to teach In 
history.—Physical and commercial geography in relation to history and political 
geography.—Criticism of the theory that history should be the “ core” of instruc- 


tion. 
LECTURE XII.—Nature-Study. 


The place of natural science and mathematics in the scheme of a liberal education, 
—“ Concrete methods ” in mathematics: their use and abuse.—Importance of 
natural history and the “‘life-sciences ” especially in the junior school.—How and 
when the study of abstract science should be begun. 


C. R. HODGSON, B.A., Secretary, 


l} 


FREE GUIDE TO THE 


CAMBRIDGE HIGHER LOCAL EXAMINATION, 


BY THE 
TUTORS OF THY UNIVERSITY EXAMINATION POSTAL INSTITUTION. 


APRIL EDITION (76 pages), containing advice as to books to read for 
the 1900 and 1901 Examinations, and the mode of Study, and statistical 
tables (not obtainable elsewhere). A copy of the Guide will be sent 
gratis and post free to any candidate on application to the Manager of 
the Institution, Mr. E. S. Weymouth, M.A., 27 Southampton Street, 
Strand, London, W.C. 


332 U.E.P.I. candidates passed the Cambridge Higher Local 
from 1895 to 1900, 6O with distinction. 


The Institution prepares through the post for various University 
Examinations and for the A.C.P., L.C.P., and F.C.P. 


BY JOHN 8S. RAWLE, F.S.A., 
Late Examiner to the Department of Science and Art. 


SECOND GRADE PRACTICAL GEOMETRY, 


PLANE & SOLID, CURVES, SCALES & PATTERN DRAWING. 
REVISED AND ENLARGED. NOW READY. 


Containing the additional matter as required by the Departinental Circular of 
March, 1895, and forming a complete Text- Book for the Scienceand Art Examinations, 


260th Thousand. MORE THAN 600 DIAGRAMS. 


Price 1s. Bound in cloth, 2s. 
Olass Sheets for Practical Geometry . Is 
Practical Geometry Test Papers . 4d. 
Freehand Drawing Test Papers ls. 


Lonpon: 


SIMPKIN, MARSHALL, HAMILTON, KENT, & CO. 


Seventh Edition. With an Appendix of Easier Exercises. 
Fcap. 8vo, cloth, price One Shilling. 


HINTS ON FRENCH SYNTAX. 


By F. STORR, 
Chief Master of Modern Subjects in Merchant Taylors’ School. 


“The merit of the book is its simplicity and brevity, and we have no 
hesitation in saying that these Hints would prove a valuable supple- 
ment to any grammar that might be in use... . Neatly printed in 
clear, bold type, and interleaved throughout, this book is one we can 
confidently recommend not only to teachers for class use, but as an 
invaluable aid to students preparing for the Scholarship, Certificate, 
and London Matriculation Examinations.” — The Practical Teacher, 
January, 1900. 


LonpDoN: WILLIAM RICE, 3 Broapway, Lup@atE HILL, E.C. 


OXFORD LOCAL SHAKESPEARE, 1901. 


DINGLEWOOD SHAKESPEARE MANUALS, sy STANLEY WOOD, M.A. 


HENRY THE FIFTH, QUESTIONS AND NOTHS. 1s. 
** A little brochure af some fey pages, which will suggest some useful thoughts 
to masters teaching the play.”’—Journal of Education. 
MBROHANT OF VENION, QUHSTIONS AND NOTES. 1s. 
P annor but prove useful to candidates for whom these plays are set?’ — 
man. 


CAMBRIDGE LOCAL SHAKESPEARE, 1900, 


AS YOU LIKH IT, QUBSTIONS AND NOTHS. 1s. 
“They will tend rather to discourage ‘cram’ than otherwise. .. . We can 
recommend the book as a distinctly useful ' aid.’’’—Guardian. 
Each of the Manuals contains about 250 Questions, of which al) the most difficult 
(about one-third of the whole number) are fully answered as models. 


JOHN HEYWOOD, LONDON AND MANCHESTER. 


JOSEPH GILLOTT’S 


Numbers for Use in Schools— 


Gold Medals, 
Paris, 1878, 
1889. 


is Eee eee STEEL PENS. 


Oct. 1, 1900. ] THE EDUCATIONAL TIMES. 395 


GEORGE GILL & SONS’ LIST OF SPECIAL TEXT-BOOKS FOR THE 


College of Preceptors Examinations, July & December, 1901. 


ük zH V. Edited by EROR i M.A., i PE s. d. RELIGIOUS KNOWLEDGE. 8. d. 
akespeare’s Henry dite y STANLEY WOOD, author o e » : x 
Dinglewood Shakespeare Series, and the Rev. F. MARSH ALL, M.A. 1 6 Peels Hibs ea Paired ONE BA a Capen; 1 6 
Containing— Containing— soe oe eee 
Introduction.—Source, Editions, Date, Scene of the Play: the Unities, Ana- 


Text with marginal and foot notes, and paraphrase of ditticult assages. Date, Place, Language, and Characteristics of the Gospel; Kings and Gover- 
Appendix.—Full Supplementary Notes, Play on Words, Versification, nors; Biographical Notices; Geographical Notes; The Synagogue, Sanhedrin, 
Grammatical Notes, Classical and other Allusions, Language of the Play, Jewish Festivals; Sects and Orders of Men; The Nazarite Vow, &c., &. 
Quotations from other Plays, Glossary, Forty-minute Examination Papers on 2. Text of the Gospel, with marginal and foot notes. 
each Scene. 3. Comments on the Revised Version. 


| 
chronisms, Characters of the Play; Biographical, Historical, Geographical Notes. | _ 1. Introduction.—Author, Life and Purpose of Writer; For what Readers, 
The O. and O. Grammar. Re-written « and Enlarged by t the Rev. Cu ARLES J 4. Glossary, and Chapters on Our Lord’s Teachings. 


VI. Australasia. 9d. 


The Imperial Geography. 464 pages, crown 8vo, cloth, with numerous Maps. MATHEMATICS AND ARITHMETIC. 


= PECORE, M. Å. ae 10, a pp Opry Coloured Sketch Maps. 
..] an 10: . Cte 1Y . 
Preparation Papers in Bnglish Grammar. Per packet . O 8 | Marshall’s Acts of the Apostles. Part II.: Chapters STET pena, Eeen by 
Normal Copy Books. In 12 numbers each ... 0 2 ü Ro MAREN AEL 2 M.A.. in ae es ; 6 
HISTORY. arshall’s Ohur a sm. By the same Author 6 
The Imperial History of England. By Roscoe Monaay, B.A. 2 6 PODALA ha Pahi Pana by the Rev. aS ee M.A. (In the press. ) f b 
o O. an story of e ~ E ee 
Outlines and Dates of English History. By A.A.GuNnNIis 9. | i 0 Preparation Papers on Acts of the Apostles. Per packet 0 8 
This edition will be found suitable for the various set periods. Containing 
Se nal na le T aa R BOOK-KEEPING. 
tory Notes. By GEORGE GILL ith Maps std 6 | Sarll’s Practical Book-kee 128 clth .. 1 0 
Europe in the Eighteenth Century. By T. J. WALKER, M.A. Oxon. With Sarll’s Double-Entry Bookkeeping. Peg PP., cloth 2 0 
Maps, &c. ... eee “ oe .. 0 9 | Sarll’s Exercises in Double-Entry Book-keeping. 128 pp., cloth . 1 0 
GEOGRAPHY. t i Li r tt l l t 7 
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For Senior Classes. New Edition (ready September, 1900) . 2 6 , ’s Buolid, c te By . F. A. 
The Q. and O. Geography (Revised Edition). By GEORGE GILL . 1 0 ager yd Nest et a are Dae Py ERa Beye MARAMA TLM Aep a 
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Illustrations pressly written for Preparatory Forms, and particularly Preparation Papers in Algebra. “By A. “CupwortTH, M.A. 0 8 
useful for the J unior Forms Examination.) 1 0 | The O. and C. practical Arithmetic.” 176 pp., crown 8vo (New Edition), 
The hearer e rae Colonies. By GEORGE GILL. With Coloured E a cloth, enlarged. ny o EAE 1s. 6d. a oh Ta B S 1 : 
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The Victoria Atlas. By GRORGE GILL, F.R.G.S, Containing 101 Maps |. 1 0 A Graduated Examination Arithmetio. (60 Pp., Ad P ) . 10 
LATIN AND FRENCH. s. d. MUSIC. | aK Kare aan a B m a E Tints, mounted ay varnished | i p $ 
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The O. and O. Latin, Part III... 1 0 Oxford Local Papers in Arithmetic. By C. CUpworTu, M.A. Per packet 0 8 
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The O. and O. Prench, Part I. 1 0 or in Three Parts each 0 9 | The New Government Drawing Copies. 32 Subjects, upon stout card in case 1 4 
The O. and O. French, Part II. 1 0 | Elementary Physios 2 6 | South Kensington Demonstration Sheets. For Class aimed (in Colour), 
Ph Books I. and II ee 1 0 Applied Mechanics .. 2 6 On Mahogany Guards, per set, 24 Subjects to each set.. ea ath at 150 
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Preparation Papers in French .. 0 8 | Chemist f Exactly meeting the requirements o the College of Preceptors Examinations. 
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Preparation Papers in Latin 0 8 ' Chemistry Notes... 1 0 ! Science and Art Geometry, in Two Parts, each _... ue is bus . 1 4 


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WALL MAPS WITH NEW AND DISTINOTIVE FEATURES: 


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editing.” i | Horace.—Satires. Edited, with Introduction and Notes, by J. Gow, 


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London: C. J. CLAY & SON S, Cambridge University Press Warehouse, Ave Maria Lane. 


Oct. 1, 1900. ] THE EDUCATIONAL TIMES. 399 
CONTENTS. 
ae e 
A Five Years’ Record ..........cccescescee eee sceeeeeeessssssccseseesenee B99 The State Simplification of French Syntax: Text of the 
Ministerial Decree 4 


London University sis ss oars esa teisweie pie c ata va deen bata cdanteabavaasas 400 Registration of Teachers ...........0cceccecsecencen see ceeeeeceeeeeueeees 
INOUOB soroa ales Scan setae r cue ae anaoaua atin O 401 FO VIOW Sits eae ans a A 415 
School Board Work; Mod ĮI 293 in Secondary Education ; 
Summary of the Month 2.0.0.2... ....ccccceceesseeeecee eee saeseeuseess 402 Prof. Bury’s “ Greece a English ‘Letters ; A School Plato ; Rock- 
The Scandinavian School Meeting at Christiania.................. 404 eas ae 419 
A London Truant School 0.0.0.0... eere rererere ne 405 Correspondence ... nen E A cnr 420 
Forecasts and Comments :—Fixtures ..............c.cesceceesecsenees 409 z PET an ee PEA e Girls. ‘ai 
. . eeting of the Council of the College of Preceptors ............ 
PO TOROP iinet a ee 119 College of Preceptors Professional Preliminary Examination, 
Appointments and Vacancies...... 411 and Certificate Examination (Colombo Centre) Pass Lists 421 
Literary Gossip ................00eeeeee 411 | Mathematics aeeoe iunccdady ics A Sena iene teen ea eies 421 


The Educational Times. 


THe Parliament elected in 1895—a year 
marked for many of us by the Report of the 
Royal Commission on Secondary Education—is 
dissolved. We have often appealed to the Government, criti- 
cized its action, appreciated its efforts to advance with the times, 
and welcomed one or two of its cautious and half-hearted 
reforms. We can appeal to it no more; and, if we criticize, it 
must be as men who recite a chapter of recorded facts, but no 
longer hope to influence a Minister or a Board. Of course, there 
is a theoretical continuity during a General Election, even 
amongst political heads of Departments, and there is actual con- 
tinuity on the part of the permanent officials. But we must 
expect a certain suspense and delay of progress as inevitable. 
The permanent officials are almost, though not quite, omnipotent. 
They have had the direction of things pretty much to themselves 
under the Duke of Devonshire, and they have virtually (we will 
not say deliberately) tripped up Sir John Gorst whenever his 
attitude began to indicate energetic motion. Nevertheless the 
political heads must always count for something, however strong 
and able the officials may be; and the President and Vice- 
President have both left their mark on the history of our 
national education. 

What have the outgoing Government done for education, and 
for secondary education in particular? Their record is suffici- 
_ ently familiar to our readers, without any repetition of the details. 
They have, in one word, made a beginning of carrying out the 
chief recommendations of the Royal Commissioners. Consider- 
ing how new the whole question of reorganization was to the 
general public in 1895, and how little inclined the ordinary 
politician in a Cabinet is to trouble himself over anything that 
has not a popular or influential cry behind it, the achievement 
of the past five years is by no means insignificant. The first at- 
tempt of the President and Vice-President of the Committee of 
Council, and of the permanent officials, to make a move in the 
right direction was not successful. The Bill of 1896 might have 
been carried if Sir John Gorst had been in the Cabinet. It fell 
to the ground, not, as is sometimes said, through the reluctance 
of the County Councils or any mere dispute as to the size of ad- 
ministrative areas, but because the Government had delayed the 
Bill too long, and Mr. Balfour neither understood it nor cared 
for it, and Sir John Gorst was not strong enough to push it. 


A Five Years’ 
Record. 


As for the Act of 1899, every one who reads these words is 
familiar with its virtues and defects. It marks the limit of 
agreement and conviction which has been attained by a Con- 
servative Government, the political heads and the permanent 
officials of the Education Department, in working out the 
principles of the Royal Commission on Secondary Education. 
A shrewd observer, reviewing recent educational progress in the 
Times of September 6, pointed out that the idea of the Com- 
missioners in regard to a Central Authority had been that it 
should be a Department of the Executive Government, presided 
over by a Minister of Cabinet rank responsible to Parliament, 
and absorbing in itself the educational functions of the Charity 
Commission and the Science and Art Department. But the 
Duke of Devonshire, influenced partly by the reluctance of his 
colleagues in the Ministry, partly by the departmental advisers 
whom he mainly trusted, was content with something short of 
this. His Bill created a Board of Education, the organization 
of which was entrusted to a departmental committee, and which 
“turns out to be little more than a rearrangement of the 
Education Department and the Science and Art Department, 
with no special provision for dealing with secondary education 
properly so called.” 


As many persons consider the influence of the Science and Art De- 
partment upon secondary education to have been in many respects in- 
jurious, it is not reassuring to find secondary education treated as a 
mere branch of scientific and technical education, and placed under the 
control of the late chief of that Department. No attempt, again, has 
been made to absorb the educational functions of the Charity Commis- 
sion. No attempt has been made to give to the new Central Authority 
its proper status under a Minister of Education, as in every civilized 
nation of Europe. As at present constituted it is the mere nucleus and 
shadow of what it must some day become if the organization of educa- 
tion is ever to be a reality and the Central Authority is to advise, con- 
tra], and guide the Local Authorities to whose hands must ultimately be 
entrusted the administration of education. It is, however, astep in the 
right direction. It provides the raw material out of which some future 
Ministry more alive to the national importance of the whole question, 
and less timid and cautious in dealing with it, may frame a really 
efficient organization. 


The Bill of 1900 carries us no further. It was probably not 
intended to pass; for this autumn dissolution seems to have been 
in the air of Downing Street since the beginning of the year. 
We have no doubt that the Duke of Devonshire, whose good 
will to education is manifest, was perfectly honest in putting 
forward his cautious measure as a basis of practical discussion, 
calculated to clear the ground in future, either for his own 
Government or for their successors. As things have turned out, 
there is now but little inducement to sort_out the details of this 
Bill or to suggest a modification of one clause or an extension of 


400 


THE EDUCATIONAL TIMES. 


(Oct. 1, 1900. 


another. New men must prepare new measures; the old men 
have shot their bolt. 

With respect to elementary education, and the debatable 
ground between the elementary and the secondary, there is a 
great deal in the policy and action of the Conservative Govern- 
ment which might lead us into party controversy. We will not 
discuss the Voluntary Schools Aid Act of 1897, and the assign- 
ment of an annual grant of £800,000 to denominational schools. 
It was not an economical grant, for it has checked the flow 
of voluntary subscriptions ; and it would certainly be a better 
policy from the standpoint of education pure and simple if we 
could all agree on a national system of universal application. 
But that is just what we cannot do. As for the higher-grade 
schools, and the Minute of April 6, though we have often pro- 
tested against the anomaly of School Boards running secondary 
schools, and have demanded the clearer limitation of elementary 
and secondary education, it seems to us that the frequenters of 
these schools and their parents will have a very real grievance 
if the higher-grade schools are closed before the State has made 
ample provision for the same boys and girls by way of alter- 
native. After all, it was the Education Department which 
allowed these schools to grow.up and develop, without taking 
any decided step to prevent discourage them. It will be 
seen from a couple of paragraphs in our Summary of the Month 
that the general body of working men are complaining rather 
bitterly of the threat of the Board of Education to deprive them 
of what they regard as their own public secondary schools. 

To-day, the first of October, the Consultative Committee 
enters on its recognized operative career. We cannot say 
whether the Board has any special work prepared for it, but in 
the meantime it has its defined and statutory work, to devise a 
plan for the creation of a register of teachers. No task could 
well be more important, and the Committee is competent under 
the Act to set about its performance without delay. 


THE reconstituted University of London will 
begin its teaching and administrative work this 
month, and it may not be amiss to recapitulate the 
general conditions on which it has been modelled by the Statutory 
Commission. According to its new Statutes, it starts with the 
lofty triple purpose of holding forth to all classes and denomi- 
nations in the United Kingdom and elsewhere an encouragement 
to pursue a regular and liberal course of education, of promoting 
research and the advancement of science and learning, and of 
organizing, improving, and extending higher education. The 
most important of the existing public educational institutions 
within a radius of thirty miles from the central office of the 
University have been combined with the old examining Uni- 
versity in the following way. A central supreme governing 
and executive body, called the Senate, is constituted, consisting 
of fifty-six members, some appointed by the Crown, some by 
public bodies, some by the Faculties of the University, and 
sixteen others elected by Convocation. This central authority 
will, in a great measure, do its work by means of 
three Standing Advisory Committees. The first will be called 
the ‘“ Academic Council ” ; the majority of its members will be 
composed of those members of the Senate who are appointed by 
the Faculties, and, speaking generally, its function will be to 
report to the Senate ‘‘upon any matter relating to internal 


London 
University. 


students.” The second will be called the ‘‘Council for External 
Students’; the majority of its members will be composed of the 
members of the Senate elected by Convocation, and its function 
will be to report ‘‘ generally upon any matter relating to the 
external students.” Some comfort may be found by members 
of the University anxious lest the old high standard should be 
lowered in the fact that, while the first Committee will consist 
of twenty members, the second will number twenty-eight. The 
third Advisory Committee will be called the ‘‘ Board to Pro- 
mote the Extension of University Teaching.” 

To assist in the general government of the University, the 
Senate may appoint a Principal Officer with such title, powers, 
duties, and salary as it may deem fit, and may assign such 
powers, duties, and salary to the Vice-Chancellor. Further, the 
Senate will appoint three paid Registrars, or other officers, to 
act as clerks of the three Standing Committees. As regards 
the admission of students, there is to be a Board to advise the 
Senate upon all questions relating to the admission of students. 
This Board will consist of the Chancellor, the Vice-Chancellor, 
and the Chairman of Convocation, and a number of members of 
the Senate nominated by that body. One third of the members 
so nominated must be members of the Academic Council, and 
one third must be members of the Council for External Students. 
There are to be eight Faculties, and each Faculty is to elect one 
of its members to be Dean for two years. Two of these Faculties 
more or less exist at present merely on paper. A Joint Com- 
mittee of the four Inns of Court having reported adversely to 
the proposals made by the London University Commissioners, all 
the Inns declined to take any part in the University, and, 
although the Incorporated Law Society proved friendly to the 
scheme, yet the Commissioners say that ‘‘to our great regret 
we have not succeeded in forming at present any effective 
Faculty of Laws.” There has been a similar difficulty with 
regard to the Faculty of Music. 

Three Faculties—viz., Theology, Engineering, and Economics 
and Political Science—are quite new. Students at King’s 
College and other theological colleges will now be‘able to obtain, 
instead of a mere Associateship, the degrees of Bachelor and 
Doctor of Divinity. In the other two new Faculties students 
will be able to take degrees in Science. The subjects comprised 
in these Faculties have yet to be determined by the Senate. In 
connexion with the eight Faculties, twenty-four schools and 
institutions have already been made the ‘‘ first schools of the 
University.” Boards of Studies have been prescribed, and no- 
fewer than thirty-two provisionally appointed, covering an ex- 
tremely wide and up-to-date range of studies. Among them will 
be a Board of Marine Engineering and Naval Architecture. 

Two classes of ‘‘teachers of the University ” have been 
created: viz., the professors, readers, and so on, appointed 
directly by the Senate, and therefore called ‘appointed 
teachers,” and the teachers on the staffs of public educational 
institutions within a radius of thirty miles from the central 
office, either already recognized by the Regulations (see page 5) 
or to be recognized by the Senate as ‘‘ recognized teachers.” 
Appointed teachers will be entitled to retiring pensions, and 
their lectures will be open, if the Senate thinks fit, to external 
as well as internal students on payment of the fees, &c. As 
regards matriculation, the Senate may make provision for hold- 
ing separate matriculation examinations for different classes of 
students, having regard to the) cours®yof study which the 


Oct. 1, 1900.] 


THE EDUCATIONAL TIMES. 


401 


students propose to follow. Useful as no doubt such a provision 
will be to enable the various schools of the University to con- 
tinue their work, it is to be hoped that the Advisory Board will 
insist, mutatis mutandis, on a properly high standard. 

In general, examinations for internal and external students 
will be separately condueted, and certificates and diplomas will 
state whether the holder passed as an internal or as an external 
student. Candidates for the Senate have for a long time been 
busy. We have not seen a complete list of those already in the 
field and supported respectively by the ‘‘Union’’ and by the 
‘‘ Association.” No doubt, every member of Convocation has 
already received the rival lists. It is to be hoped that the best 
candidates in both lists will be elected. The following remarks 
of the Statutory Commissioners need to be kept prominently in 
evidence for some time to come :— 


We cannot but feel that statutes and regulations will not make a 
living University. Large funds will be required for the remuneration 
of University professors and lecturers and the provision and main- 
tenance of libraries, museums, laboratories, and workshops. 

Let all who realize the importance of the Metropolitan Uni- 
versity unite in pressing on Parliament, the City, the London 
County Council, and other municipal bodies to provide these 
funds in no niggardly spirit. 


NOTHS. 


Many of our readers must have observed how the fever of 
travelling is spreading among schoolmasters and mistresses. A 
decade or so ago most were content with a quiet visit to an 
English or Welsh watering-place, or with a leisurely amble in 
Scotland. Now, unless they be votaries of golf, teachers take 
their tickets for a long Continental tour, or a cruise to the North 
Cape or the Levant, whilst the ink of their mark lists is scarcely 
dry. Soon we shall find them emulating a University Local 
examiner we once knew who corrected his papers on a journey 
from London to Switzerland. Are salaries, at last, increasing, 
or is the general level of scholastic culture higher, leading to 
plain living and high thinking during term time and a yearning 
for the sublimities of Nature and the delights of Continental art 
galleries when the holidays come? Or 1s it merely an indica- 
tion of the general national inability to withstand the blandish- 
ments of Messrs. Cook, Lunn, & Co. ? 


In his opening address before the Mathematics and Physics 
Section of. the British Association at Bradford, Dr. Larmor, of 
Cambridge, made some remarks on the true function of examina- 
tions, which deserve attention from the Universities. In his 
opinion, except in the particular case of workers in rapidly 
‘progressive branches of technical science, a broad education is 
better adapted to the purposes of life than special training over 
a narrow range. In England we are apt to mix up the methods, 
and we find examinations based on the assumption that some 
amount of original research has been done by undergraduates at 
periods when they would be far more profitably employed in 
widening their ideas of learning. Dr. Larmor even advocates 
the confining of all examinations to general views of literature 
and science, leaving the stimulus of personal interest to lead 
students into specialized grooves of research. It seems a hard 
saying from the mouth of one of the most brilliant Senior 
Wranglers of this generation, but experience shows it to be 
sound advice. Examinations may have improved general 


learning and culture, but they certuinly do nut make pioneers of 
research. 


In that eifervescing pot-pourri of literature, music, art, and 
craft known as the Welsh National Eisteddfod—this year held 
at Liverpool—one does not look to find much that is either solid 
or practical in educational constructive criticism. Its patrons 
are far too expectant of bardic and musical delights to grapple 
seriously with the prosaic. Principal Reichel’s paper on the 
defects of technical education read before the Cymmrodorion 
section would probably have attracted greater attention before a 
more professional audience. Much remains to be done, as he 
pointed out, before the University Colleges are equipped to 
provide the full measure of technical education which the 
country requires. In its final stage, technical education is 
really education in a particular business or manufacture, needing 
all the latest appliances to keep the students in touch with the 
latest scientific discoveries. Somehow or other the money must 
in time be provided. 


Ir would be well to use the term “ applied technical educa- 
tion ” for the special form of scientific instruction just referred 
to, in order to distinguish it from the more general preparation 
for a commercial or industrial, as opposed to a professional, 
career which is usually given in schools. It is for a satisfactory 
code of technical training in this sense that the secondary schools 
of the country have looked in vain, but which, we hope, the 
Board of Education will soon supply. It is, perhaps, not to be 
wondered at that South Kensington groped for it ineffectually 
in the past, as the task needs a wide knowledge of our national 
industries with a philosophical grasp of the principles of science 
on which their development is based. For this we require a 
philosopher who is an educationist. Can he be found in a 
Government administrative Department? If he can, it will be 
unnecessary to throw Latin to the wolves in the search of a 
code, as Principal Reichel seems prepared to do. 


Ir is some satisfaction to find that, in spite of the seething 
turmoil of social and political life in South Africa, the work of 
the educational institutions seems to suffer no serious disturbance. 
To judge from a report in the Cape Times of the proceedings on 
degree day at the University at Cape Town, held last month, the 
‘‘alarums and excursions” of the war were banished from the 
mind—or, at any rate, from the speech—of Dr. Muir, the Vice- 
Chancellor, when delivering his address. Even Sir Alfred 
Milner succeded in divesting himself of the cares of Government 
in order to be present. Dr. Muir’s speech was of spheres of 
education, and the true influence of school and University 
in the formation of character. One is somehow reminded 
of Izaak Walton writing his ‘Compleat Angler” during 
the upheavals of the Cromwellian revolution. The only 
reference made by the Vice-Chancellor to the temporary check 
which the University had received was calculated to in- 
spire his audience with buoyant hopes:—‘ Fortunately the 
check is less than might have been anticipated, and there is 
also good ground for hope that it is of the nature of the 
momentary lull which precedes a forward movement of great 
magnitude and importance.” We sincerely trust he will not be 
disappointed. . 


Nor only Cambridge, but the friends of education everywhere, 


402 THE EDUCATIONAL TIMES. [Oct. 1, 1900. 
suffer loss by the death of Henry Sidgwick. He had every | notice-boards of the faculties. Some ten years ago the work 


opportunity of aiding and advancing good causes, for he was as | 


well endowed with this world’s goods as with mental and moral 
ucquirements ; but the point to his credit is that, having the 
opportunities, he used them. A genial appreciation in the 


| 


even then accomplished was reconnue d'utilité publique by the 
Government ; indirect pressure has been brought to bear by the 
Committee on more than one legislative measure, and some of 
the great Frenchmen of the age—Ernest Renan, Pasteur, Carnot 


Atheneum, signed by the initial of one of his closest Cambridge ! when President, M. Anatole France, M. Sully Prudhomme, and 


friends, reminds us that Sidgwick’s pecuniary benefactions to 


the University were very large. 


He not only gave a most generons donation towards the erection of 
new buildings for Physiology, but on two occasions, on his own 
proposition, his annual stipend as Professor was largely reduced for a 
term of years. In the first instance this was done in order to found a 
Readership in English Law, which enabled the University to secure 
the services of Dr. Maitland; in the second instance it secured the 
more speedy foundation of the Professorship of Logic and Mental 
Philosophy. By Sidgwick’s death the University has lost a generous 
benetactor, & valued adviser, and one of its most learned professors, 
while many of us here have lost a much-loved personal friend. 


As we mention in another column, Henry Sidgwick was 
largely concerned in the foundation and endowment of Newnham 
College. It is too early, as pointed out in an obituary notice in 
the Guardian, to estimate the extent of Sidgwick’s influence on 
the mind of this generation or the next. Trained in the 
school of Bentham and Mill, he was eminently an English 
philosopher, and was not thought to have much sympathy for 
German metaphysics and idealism. Indeed, a famous mot at- 
tributed to him in regard to the papers of some examination 
candidate, who had been “doing his possible” to expound 
Hegelianism, makes him say: ‘‘I can see this is nonsense, but is 
it the right kind of nonsense ? ” 


Tue many friends of wild birds have started a crusade against 
the use of stuffed specimens for the purpose of object-lessons in 
schools. Were teachers content with London sparrows or 
pigeons, no harm would be done; but when sparrow-hawks and 
owls are widely sought for we certainly feel inclined to join the 
crusade. Besides, it is doubtful if stuffed birds are more useful 
for teaching purposes than good illustrations. The latter show 
the object’s habitat and true pose and movement in a far more 
satisfactory manner than a stuffed glass-eyed glass-cased bird 
can be expected to do. It is not so much an accurate and 
detailed knowledge of a particular species which is necessary in 
the education of a child, but a love of Nature and country life. 
An enthusiasm for the joys of the country will be more easily 
created by good illustrations and descriptions supplied by a 
teacher than by passing a stiff and staring bird round a class. 
Were such perfect groups as some of those mounted in South 
Kensington Museum generally available, the extinction of a 
species would be far too great a price to pay even for such a 
boon. 


Tue Students’ Association familiarly known in France as 
“PA” was founded in Paris some fifteen years ago, with the 
object of cultivating friendly relations between students in the 
capital and students in the provinces, and then between these 
and students of other nations. Representatives are now to be 
found in nearly all, if not in actually all, the Universities of 
Europe. The French and foreign members, with the honorary 
members—these latter being largely professors—number some 
thousands. The Association publishes a monthly magazine and 
un Annuaire, international meetings are arranged, and its 
standing is so far recognized academically that in France 
announcements as to its proceedings are formally posted on the 


: M. Gréard among them—have shown active sympathy with the 


| movement, by attending receptions, presiding at banquets, and 


delivering addresses. The headquarters have for a long time 
past been a five-storied house close to the Sorbonne and the 
Collège de France. The commission des fétes is an important 
side of the organization—it could hardly be otherwise where 
French students are concerned—and not a few English visitors 
had the opportunity of seeing ‘‘1’A ” very much to the fore on 
the occasion of the Students’ Congress, with its fifty dele- 
gations, recently arranged in connexion with the Exhibition. 


SUMMARY. 


THE MONTH. 


Tue British Association met this year at Bradford, under the 
presidency of Sir William Turner. A correspondent of the 
Liverpool Post writes that one of the results of this gathering, 
which is likely to have an important and far-reaching effect, was 
an informal, but influential, meeting at which it was proposed 
to found a section for the discussion of educational questions, 
and to prepare the ground for a wider and more effective system 
of scientific and technical instruction. 


The effect on those best qualified to guide public opinion is nowhere 
better shown than in the influence it exercised over Dr. Lodge, who, 
when he entered the room, thought that the topic was one of passing 
interest, which could be met by an educational conference; but, as 
speaker after speaker urged the importance of the subject, he became 
convinced of the necessity of the formation of a permanent section, 
which would be competent to treat of the subjects brought before it 
from time to time, and ended by seconding the proposal which Dr. 
Armstrong moved, recommending that the annual meetings of the 
Association be utilized for the discussion of questions relating to the 
scientific methods of education. The final outcome, announced at 
the general meeting of the Association, was to the effect that the 
Committee would deliberate during the year, and report on the whole 
subject at the next meeting, to be held in Glasgow. 


Ox September 14 Mr. Bryce presided over a meeting of the 
British-American group of the International Association for the 
Advancement of Science, Arts, and Education, which was held in 
the United States pavilion of the Paris Exhibition. Mr. Bryce 
said : 

He hoped all present would endeavour to bring the aims of the 
organization to the knowledge of those who would be able to give it 
financial help. Science and learning proverbially went hand and hand 
with poverty, so that those engaged in the work rarely could give more 
than their work. But many had never known poverty, and were 
anxious to give of their wealth to works of public utility. He urged 
ov those the modest claim which this Association put before them. 
He would not detail the work of the Assembly, but he wished to dwell 
for a moment on the excellent evidence of international co-operation 
which was to be seen in this Association. Lately there had been a 
meeting of their Chambers of Commerce in Paris, and much had been 
suid of the advantages to be gained from peace and harmony among the 
nations. But commerce, much as they desired it to be a means of 
peuce, sometimes led to strife. He thought there was something 
which made for peace far more strongly than commerce, and that was 
the science and learning which did not depend for their growth on 
competition and rivalry. For this reason he felt that their Association 
should be a great factor towards international understanding. It was 
a significant fact that their first meeting should take place in Paris— 
the home of the great University of the middle ages, the leader and 
instructor of Europe. In the twelfth century a beacon fire had been 
lit iu Paris which had done more to advance the civilization of Europe 
than any other. Thither had come the teachers and scholars of all 
lands to discuss together the deep questions for which solutions were 
being sought. The Exhibition had made an opportunity for the coming 
together of the savants of the world, and the International Association 
gave the means to continue the friendly relations there begun. 


Tue Assistant-Masters’ Association Mmet~at Manchester on 


Oct. 1, 1900.) 


THE EDUCATIONAL TIMES. 


403 


September 14-15. On the former date the Association dined at 
the Grand Hotel. Mr. A. R. Gridley, of Emanuel School, London, 

resided, and amongst those present were Archdeacon Wilson, 
Prof. A. S. Wilkins, Mr. E. J. Broadtield, Mr. H. D. Rouse 
(Rugby), Mr. E. Kitchener (Rugby), Mr. S. Winbolt (Christ's 
Hospital), Mr. A. G. Munro (City of London School) Mr. H. W. 
Atkinson (Rossall), the Rev. W. C. Massey (Bedford Grammar 
School), Mr. G. F. Bridge (Ipswich), and Mr. Francis Jones (Man- 
chester Grammar School). Archdeacon Wilson, in proposing 
the toast of “the Association,” mentioned that forty years ago 
he was a member of a similar society known as the “ U.U.’s,” or 
“United Ushers.” which Dr. Temple, when on one occasion it 
met at Rugby, facetiously designated the * Uneasy Underlings.” 
Out of that society, or at any rate out of the need which it indi- 
cated, had doubtless sprung the present association. He thought 
there was need for such an organization, in addition to 
the National Union of Teachers. The Archdeacon advised the 
Assistant-Masters’ Association to place efliciency before mere 
pecuniary advantage. Thev must not degenerate into anything 
that could be called a trade union. As long as they placed 
ethciency of education first. and not their own personal interests, 
they would have the support of everybody interested in educa- 
tion; but they might easily forfeit this if there was a suspicion 
of trade unionism about their Association. 


Ox the loth a number of interesting papers were read, and 
the following resolutions were carried :— 


That the meeting, while thanking the Government for the Bill for 
enabling Local Authorities to aid secondary education. is of opinion 
that some coercive force will be found necessary to compel the right 
disbursal of the money, and also that in the constitution of the Com- 
mittee some member shall be selected as representing institutions for 
secondary education in the locality. 

That the position of assistant-masters in public secondary schools 
constitutes a serious obstacle to the efficiency and progress of secondary 
education, and demands the immediate consideration of the Govern- 
ment and of educational authorities, and that this meeting would 
especially draw attention to the inadequate salaries paid to assistant- 
masters, the absence of a general pension scheme or of any system of 
promotion, and the anomalous conditions of service under which 
assistants hold their posts at the pleasure of headmasters. 


DEALING. on September 17. with the subjects raised at the 
meeting of the Assistant-Masters’ Association, the Manchester 
Guardian made some very pertinent comments :— 


In no department of pnblic service is a contented mind more essen- 
tial to the efficient discharge of duty than in the case of the school- 
master. Yet at a meeting of teachers at Altrincham on Saturday the 
complaint of general insecurity was repeated, and substantiated by un- 
deniable facts. “ Every one deplores,” wrote Mr. Howard, one of the 
inspectors of schools, “the want of some arrangement under which 
teachers can rest content, feeling that they cannot suffer at the hands 
of capricious managers of School Boards.” When it is not only asserted, 
but proved, that many teachers, and especially rural teachers, have to 
guide their practice by the precepts of Macchiavelli rather than by 
Locke if they would retain their posts the matter assumes public im- 
portance. What kind of training can a teacher be expected to give who 
manifests sturdiness of character or independence in the discharge of 
his duty at the risk of his livelihood? Time after time the Minister 
of Education has admitted in the House of Commons the injustice of 
many of these dismissals. And, if it were not only for the trade 
unionism of which teachers are advised to beware, matters would be 
still worse. The demand, peacefully pressed for thirty vears, is that 
efticient elementary teachers of good moral character shall not be dis- 
missed at the caprice of an arrogant manager, or the whim of a small 
School Board, without appeal. If thisis not a reasonable request, what 
ia? 


Tue Trade Union Congress adopted the following resolutions 
in regard to secondary—that is, the extension of public elementary 
—educatiou, which had been prepared by the standing Parlia- 
mentary Committee. professedly in consequence of a deputation 
which had waited on it in July, “on the subject of higher-grade 
education ” 


1. That the scheme of national education foreshadowed by the Act of 
1870 shall be completed and made secure by the appointment in every 
district of Education Authorities elected as freely and democratically 
as other municipal bodies. 

2. That they shall be empowered to provide efficient and suitable 
education for all who require it. 

3. That clerical managers and clerical organizations shall not be 
allowed to control the education of the people, to serve sectarian 
purposes. 


— 
e 


4. That the elementary and higher education of the people shal! be 
at the public expense—free, unsectarian, and under the management 
of the elected representatives of the people. 


Tur circular of the Parliamentary Committee in which these 
resolutions were put forward was a very outspoken document. 
It complained that the late Conservative Government, whilst 
making an annual grant of nearly £800,000 to clerical organiza- 
tions, had impaired the settlement of 1870 and failed to give 
“ democratic control over education ” to the people at large. 

But it is in regard to the higher education of children of humble 
birth that the greatest mischief is being accomplished. Six-sevenths 
of the nation pass through the elementary schools; does any one sup- 
pose that the highest intelligence is confined to the other seventh ? 
Even “hewers of wood and drawers of water” need foremen and 
managers better equipped than themselves, and all history shows that 
not only foremen and managers, but some of the greatest masters in 
trade and manufacture, and even in the professions and in art and 
science, have struggled painfully upwards from the humblest ranks of 
society. Who can estimate the value to the nation of those who rose 
through ignorance and poverty and years of manual toil to their proper 
work? And, still more, who can estimate the national loss in the 
crushed intellects of those gifted sons who never surmounted the initial 
difficulties of life? This is above all others the greatest problem of 
national education. This is the problem which the democratic School 
Boards in the great towns have, during the last thirty years, attempted 
to solve by creating “ higher-grade ” schools and classes in which those 
scholars who remained at school could acquire moreadvanced knowledge. 


In brief, the circular complains that the Government dealt a fatal 
blow at the higher-grade Board schools, without making any 
adequate provision for the continuance of their work. 


Tune Scottish Universities Commission, appointed under the 
Universities (Scotland) Act of 1889, has published a General 
Report on the expiry of its mandate. The powers of this body 
were, under the Statute, to remain in force until January 1, 
1892, but the term was extended by Order in Council to January 1, 
1898. Those powers included the arrangement of the financial 
affairs of the Universities, including the distribution of the 
Parliamentary grant of £42,000 a year. and the rules for the 
granting of pensions to principals and professors, the regulation 
of the manner and conditions in and under which students should 
be admitted to the Universities, of the course of study, manner 
of teaching, and of examinations for degrees, the revision of 
foundations, the foundation of new professorships and lecture- 
ships, the regulation of the admission of women to graduation, aud 
of many other matters specified in the Act. The number of 
ordinances reached 169. The Report gives a full account of the 
proceedings of the Commissioners, and describes and explains 
their action regarding many details of University administration 
and curriculum. 


Tne Commissioners made various reforms in regard to curri- 
culum, examinations, bursaries, {c. Amongst other changes of 
curriculum, they allowed students to select among the recognized 
subjects any number not exceeding five, and to substitute modern 
languages for either Latin or Greek. The Report points out that 
the influence of the bursary examinations on the whole educa- 
tional system is very great. ‘They guide and determine in a 
remarkable degree the character of the advanced teaching in the 
secondary schools. Any discouragement which their arrange- 
ments may offer to the study of classics will be quickly felt in 
every school. Without a safeguard such as the clause in question 
provides, grave and far-reaching mischief is likely to be done to 
the classical education and, ultimately to the higher learning, of 
Scotland. The Commissioners explain the reasons which caused 
them to abolish the old system of the payment of Scottish pro- 
fessors by fees. Now these fees are treated as earned by the 
University; and the professors receive salaries, which, in some 
cases, are appreciably lower than the incomes they derived under 
the old arrangement. The Report concludes with a lengthy 
explanation and defence of the attitude of the Commissioners in 
the matter of the affihation of University College. Dundee, to 
St. Andrews University, which led to prolonged difficulty and 
litigation. ` 


Tue Board of Education has issued a circular to training 
colleges calling attention to the fact that after 1900 the grants 
for science and art will be paid upon the reports of the in- 
spectors, and not, as hitherto, upon examination results. The 
authorities of the training college will have to send to the Board 


of Education a statemeut of the proposed Courses of instruction 


for the ensuing academical) yearpand; unless the syllabus to be 


404 THE EDUCATIONAL TIMES. {Oct. 1, 1900. 


followed is one of these contained in the “Science and Art twelve months. All students admitted (either free or on pay- 
Directory,” a syllabus of the course is to be forwarded and! ment of fees) must have satisfied the Council of their ability to 
approved. Each course must consist of at least twenty-eight! profit by the special courses of instruction, to provide for which 
lessons of not less than an hour each, and must extend over three: the college has been divided into an Upper and a Lower School. 
terms. The rooms in which science instruction is given must be! Students will be placed in one or other, according to their pro- 
open to inspectors at all times when instruction is proceeding. į ficiency, and will be required to pass through the four divisions of 
No student may be registered for more than two courses in the | each school—namely, those for ornament and design. drawing and 
same year. Students must take the examination held by the! painting, modelling. and architecture. As part of the Upper 
Board of Education or a University examination. or else am| School course, technical instruction will be given at evening 
examination held by the college authorities. (Grants will be made | classes in a few of the following subjects :— Book illustration, 
at the rate of 25s. per student for each approved course in mathe- | etching and lithography, stained glass, stone and marble carving, 
matics or theoretical mechanics, and at the rate of 5s. for each! wood carving, mosaic, plaster and gesso work, metal work, 
approved course in any other subject of science, and 10s.' shuttle-weaving. tapestry-weaving. embroidery, furniture and 
for drawing. cabinet work, pottery, &c. 


THE Board of Education has prepared a new syllabus of work 
introductory to the study of hygiene. The introductory section 
deals with the chemistry of food and other matters relating to 
domestic science. We understand that the organization of this 
comprehensive scheme of hygienic work is largely due to Miss 
Deane. It is intended that the instruction in Section 1. should 
be based on experiments performed, as far as possible. by the 
students themselves, and should be taken in a spirit of inquiry 
or research. The suggestions for practical work are intended to 
indicate the kind of experiments that are desirable. and not in 
any way to limit or define what these shall be. The object of the 
course is to inculcate habits of accuracy in reasoning and mani- 
pulation, as well as to show on what scientifie principles domestic 
management and lygiene are governed. 


A report by the Scottish Education Department upon the 
inspection of higher-class schools and the examination for leaving 
certificates in Scotland for the present year has been published. 
The high schools inspected numbered eighty-seven, and in no 
case has an inspectors report been sufticiently unfavourable to 
call for the withholding of certificates. An appreciative state- 
ment of the advantages conferred upon Scottish education by the 
higher-class schools is followed by an expression of regret that 
where liberal educational provision has been made the inspectors 
have so often to lament that the pupils are withdrawn at an age 
too early to benefit fully by it. This is, indeed, one of the most 
serious difficulties against which secondary education in Scotland 
has to contend. Attention is also drawn to the fact that scholars 
who go to the secondary from the State-aided schools “are not 
always fitted by previous education to take their places in the 
same class with those who have had the advantage of being 
trained with a view to higher education.” 


Hert is a full list of the grands prix awarded at Paris to British 
educational institutions. &c. The “etcetera ” is necessary. seeing 
that this very comprehensive list includes a Government Depart- 
ment and an individual publisher. 


THe Joint Agricultural Council in the East and West Ridings 
of Yorkshire are promoting an extensive scheme for the study 
of agriculture in the year 1900-1901, for which the Yorkshire 
College at Leeds is adopted as the centre. At the Manor Farm. 
Garforth, near Leeds, the practical experiments are carried on, 
and special exhibitions are offered so as to enable farmers’ sons 
to take the winter course of instruction. The County Major 
Scholarships are available for agricultural study at the college. 
Competitive examinations are provided for, and arrangements 
have been made tor the carrying out of experiments at Manor 
Farm with stock and crups or tests of new implements and 
varieties of seeds. 


l. Primary Education.—Education Committee of the Royal Commis- 
sion (Organization of English Section), Education Committee of the 
Royal Commission (Organization of Scottish Section), London School 
Board, British and Foreign School Society, National Society. 

2. Secondary Education.—Collective Exhibit of Preparatory and 
Public Schools, Girle’ Public Day School Company, Collective Exhibit 
of Secondary Schools of Scotland, Collective Exhibit of Intermediate 
Schools of Wales. 

3. Higher Education.—University of Oxford, University of Cam- 
bridge, Victoria University, Education Committee of the Royal Com- 
mission (Organization of English Section), H. Frowde (Ox ord 
University Press). 

Pror. H. Srpcwick, who recently retired from the Chair of| , 4 Special Artistic Education. —The Board of Education, South Ken- 


| 
Moral Philosophy at Cambridge, died on August 28. Henry sington, for Collective Exhibit of Schools of Art of the United Kingdom. 


Sidgwick was born at Skipton in 1838. and was educated at Rugby! 5- Technical and Commercial Education.—London County Council 
and Trinity College, TE where he graduated as Senior eC opera) School of Arts snd Cratte), City end Guilds of Londo Ins 
Classic. He was Fellow of Trinity College from 1859 to 1869, pute (Examinations Department). 

and Lecturer of Trinity College trom 1859 to 1875, when he was | In addition to the grands prix, a very large number of medals 
appointed Prælector of Moral and Political Philosophy. He was | have found their way to this country. 

appointed Knightbridge Professor of Moral Philosophy in 1883. 
Prof. Sidgwick was the author of “The Methods of Ethics” 
(1874). “ Outlines of the History of Ethics,” “ The Principles of 
Political Economy.” “ Elements of Politics ” (1891), “ Practical 
Ethics ” (1898), and of several articles on philosophical and 
literary subjects. He took a prominent part in the promotion of 
the higher education of women at Cambridge, especially in the 
foundation and management of Newnham College. He was 
Litt.D., LL.D. of Edinburgh, Glasgow, and St. Andrews, and 
D.C.L. of Oxford. He married in 1876 Eleanor Mildred, daughter 
of the late James Maitland Balfour, of Whittinghame, and sister 
of the Right Hon. A. J. Balfour, M.P. Mrs. Sidgwick is Prin- 
cipal of Newnham College. Mr. Arthur Sidgwick, of Oxford, is 
his brother, and his sister was the wife of the late Archbishop 
Benson. 


TuE University Court of St. Andrews, in addition to creating 
a new Chair of Anatomy, endowed by the munificence of Lord 
Bute, has resolved to continue the present Lectureship in Botany 
as a permanent lectureship. It will also proceed at once with 
the creation of a Professorship of Physiology, to come into effect 
on the death or resignation of the present Chandos Professor of 
Medicine, and to be then endowed with the revenues payable to 
that Professor. Until the endowment is available, the presert. 
Lectureship in Physiology will be continued. 


THE programme of courses of London University Extension 
Lectures arranged for the Michaelmas Term is very compre- 
hensive. Nearly fifty local centres—two or three as far as 
twenty miles from Charing Cross—will benefit by the lectures, 
which include a great variety of subjects, such as “ The History 
of London Local Government,” “The Poetry of Tennyson,” 
“English Architecture,” “Masters of Modern English Fiction,” 
“Greek Sculptors,” and “ London Men of Letters.” 


‘'HE premises of the Royal College of Art, under the Board of 
Education, at South Kensington, are being modified to meet the 
requirements of the reorganization which has been adopted by 
the Board on the advice of the Council for Art. This Council 
consists of Sir William Richmond, R.A., Mr. T. G. Jackson. R.A., 
Mr. E. Onslow Ford, R.A.. and Mr. Walter Crane. ‘lhe Head- 
muster of the college is Mr. Augustus Spencer. M. Lantéri is 
the Professor of Sculpture and Modelling, and the appointments 
to the Professorships of Painting, of Architecture, and of Design 
are likely to be announced shortly. The total number of students 
to be adinitted to the college is 350, of whom 150 may be fee- 
paying students. The tee for each fee-paying student will be 
£12. 10s. per term, and there are two terms in each session of 


Tue sub-committee of the London School of Economics 
appointed to consider the candidates for the Research Student- 
ship on Compensation, have elected Mr. C. P. Sanger, M.A.. 
Fellow of Trinity College. Cambridge. 


THE SCANDINAVIAN SCHOOL MEETING AT CHRISTIANIA. 


THE four days’ school meeting at Christiania, which was attended, 
from August 7 to Angust 10, by sixteen hundred teachers from Sweden, 
two hundred from Finland, thirteen hundred from Denmark, and two 


Oct. 1, 1900. | 


thousand from Norway, is of some importance to us in England; for 
these countries, we are beginning to learn, can teach us much more 
than Sloyd. The Danes can show us their people’s high schools, the 
Swedes their proof-year for University men intended for secondary 
schools, the Finlanders their Samskoler, and the Norsemen a modern- 
izing of the secondary school that takes our breath away. But, for a 
country like our own, with very many private schools, which the State 
in its organization of secondary education is puzzled what to do with, 
the lessons and varied experience to be derived from Northern Europe 
are simply invaluable. 

The State-recognized private school—it sounds like a contradiction 
in terms to an English ear—plays a great part, often a leading part, in 
all these four countries. This is especially so in Christiania and Copen- 
hagen. In those two capitals every secondary school, with a single 
exception in either case, isa private school. The statesmen of the North 
have learnt how to saddle the willing horse, and then to give him his 
head; they know how to make education cheap without creating 
a State monopoly. When the facts come to be known in their fullness, 
they may give our senators and administrators an altered estimate of 
the capacities, under fitting conditions, of an instrument which for 
want of some principle of discrimination has in our country fallen 
into undue discredit. 

This quinquennial school meeting in the North (Det Ottende Nordiske 
Skolemode) is the eighth of its kind. Like our own Teachers’ Guild, it 
draws its members from every part of the teaching profession, from the 
highest to the lowest. The Minister for Church and Schools in Norway 
(Etatsraad Wexelsen) was present, and preached one of the opening 
sermons. There were many members of Parliament from the various 
countries, and some professors from the Universities. Eminent 
secondary teachers were well to the fore, both as readers of papers and 
as participators in discussion ; but the great majority of the members 
were not secondary teachers, but teachers from the elementary schools. 
They found, on their arrival, a series of useful documents prepared for 
them—e.a., full lists of the members from the different countries, a full 
programme of the meeting, containing maps, abstracts of the thirty- 
three papers to be read, and the words of twenty-one songs, mostly of 
a national character; also a brief historical account, drawn up by a 
score of experts, of the chief developments in Scandinavian schools 
since the last meeting (“De Nordiske Landes Undervisningsviisen, 
1895-1900,” pp. 136). 

Of the thirty-three papers read, twenty-one related to subjects inter- 
esting to teachers of all schools; seven were of especial interest to 
elementary teachers, and five to secondary. Five of the papers were 
taken at general meetings and twenty-eignt at sectional meetings. Of 
the former, the most interest was shown ina set of three papers oa 
“Co-operation between the Schools of the North”; in Dr. Nérregaard’s 
contention that the school-history should not be a history of Norway, 
or Sweden, or Denmark, but of all three in their relation to one 
another; and in Rector S. Almquist’s paper on “The Period between 
Youth and Manhood.” Of the sectional papers may be mentioned Miss 
Anna Sandstrim’s, on “The Method of Incorporating the History of 
Culture with the Ordinary History-Lesson,”’ and a paper asking the 
question whether the development-hypothesis can usefully be intro- 
duced into the religious lesson in school. 

In the papers and discussions no Swede tried to speak Norse, nor did 
any Dane speak Danish in the Norse way. Each spoke as he speaks at 
home; and it was interesting to see how readily each was understood. 
There is a greater difference in each country between the King’s 
speech and the more pronounced dialects than between any of the 
three languages and the other two. There was no sort of indication 
that the speakers came from three or four different countries of vary- 
ing political conditions. They met as friends and brothers. In such 
easy interchange of opinions and plans going on every day in number- 
less newspapers and periodicals, and brought to a focus at the great 
meetings, every new departure in the schools of one country im- 
mediately becomes the subject of comment or criticism amongst its 
neighbours. In no country are the educational questions entirely 
different from those in the other three; in no two countries are they 
entirely the same. 

It is interesting to watch whether a change in one country is adopted 
or not adopted by its neighbour, to notice how long the adoption may 
be delayed, whether the adoption be partial or entire, and what new 
elements may be introduced in the passage from one country to 
another. It is this that makes the North a quite unique laboratory of 
educational research. Of such research the Conference just closed 
constitutes, by its printed documents, by its discussions, and equally, 
perhaps, by its informal friendly meetings, a valuable five years’ record. 

It seems incredible that such developments taking place in countries 
so near akin to us in blood, in religion, and love of freedom should so 
long have been to England as an unopened book. If the introduction 
of comparative grammar revolutionized our study of language, so that, 
as Prof. Skeat once said, we have made more progress in thirty years 
than in the previous two thousand, the study of comparative education 
must prove equally fruitfal. It is a study that is, of course, always 
going on among cultivated peoples. But in Scandinavia it is, in the 


THE EDUCATIONAL TIMES. 


405 


When the last meeting was held, in Stockholm, five years ago, the 
relations between Norway and Sweden were much more strained than, 
happily, they now are; and it was remarked by a competent observer 
how great the intluence of the meeting had been in diminishing ditfer- 
ences—how impossible it was for anything like war to break ont 
between people who met one another with such hearty good will. At 
the meeting just concluded there was one mute reason why Scan- 
dinavians should draw more closely together, which in its sad 
intensity was not present five years ago. The two hundred Finus, 
though all of course speaking Swedish, took no part in the reading of 
papers and very little part in the discussions. No wonder, with their 
case and that of North Sleswick before him, that Dr. Nérregaard, of 
Testrup, in Jutland, and some of his friends have been so active last 
vear and this in promoting meetings for deepening the feeling of 
Scandinavian unity. In his paper, or rather address, at the school 
meeting on Wednesday, August 8, he exclaimed: “ There is for us but 
one language, one Fatherland.” ‘This may be called the incident of 
the meeting. The Norwegians have been maintaining, as against the 
Swedes, that “the kingdom of Norway is a free, independent, in- 
divisible kingdom, not to be bartered away” (so runs the written 
Constitution of 1814), and that the onlv union between Norway and 
Sweden lies in their having one King. They will not acknowledge that 
Norway and Sweden are parts of one Fatherland. The matter was at 
once briefly debated, and was discuszed at greater length, in the 
best of tempers, at private meetings afterwards. At the final meeting 
of the Conference, held in the open air at St. Hanshangen two days 
later (when the weather fortunately was a little more propitious than 
on the previous days), the President of the Conference, Mr. Otto 
Anderssen, an accomplished member of the Norwegian Left, had an 
opportunity of detining more exactly the Norwegian position. “ The 
thought of a united North,” he said, “has, time after time, formed 
ideals which lie like shattered wrecks on the shore of history. Such 
an ideal for noble and high-spirited thinkers, as for ambitious states- 
men, has been indissolubly connected with that of a political com- 
munity, wherein the separate peoples were merged as in a higher 
unity. History shows a different picture—the Northern peoples 
steadily developing their individuality. And we shall hail this 
development with gladness; for it denotes for our spiritual life a 
richer play of colour and new paths wherein to walk. The national 
idea is right, when it gives the powers free play; wrong. when it 
dwindles into prejudice and shrinks from the light. And so little 
does it stand in the way of close, sympathetic relations with other 
peoples that, on the contrary, it longs for and demands them. Let us 
not be afraid to acknowledge the truth that, when the Northern peoples 
work heartily together in all the paths of culture, we have in view a 
blessed end, a blessed duty. ... We schoolmen and women will 
teach our young people to love their own land and their own people; 
but we will also teach them to honour the other peoples of the North, 
and give them the next warmest place in their heart.” 

J. S. THORNTON. 


SoS E —_—_—_ ee ee ee Ne ee 


——-—_ = = eee eS pa pen 


A LONDON TRUANT SCHOOL. 


Tue London School Board now spends quite a princely sum 
every year on the education of half a million children. Despite all 
efforts, a considerable proportion of London children absent them- 
selves; they refuse to be penned inside the pleasant educational fold. 
Sometimes their parents aid and abet this refusal by frequent mid- 
night flittings. The inscription of the postman on certain missives 
might be chalked on their doors: “ Gone away; left no address.” In 
some cases the children not only defy the omnipotent Board, but the 
parents themselves. This is usually the case where the father works 
all day, betakes himself to the public-house at night, and where the 
mother is one of those poor simpletons who has no weight at all in the 
home. 

Parents are prosecuted, whether the fault be theirs or not, and 
the youthful offender usually has a sentence of three months’ com- 
mittal to the truant school passed upon him. At intervals the legal 
luminary on the Bench, most dignitied dispenser of justice, spectacles 
on nose, will look down benevolently on the small urchin in the 
dock :—“ Why don’t you go to school?” Usually there is no answer, 
as there are moments even in the career of small boys when cheek 
forsakes them. But, occasionally, the colloquy runs as follows :— 
“I dunno.” “Does the teacher beat you ?”—“ No, Sir.” “ Do the 
other boys tease you ?”—“ No, Sir.” “Then [a trifle more asperity 
in the voice] why don’t you go?”—“ Please, Sir, I don’t like it.” 
“Three months.” This is the sentence for a first offence, four 
months for a second, six fora third; nine being the maximum. The 
law always acts as if truancy were a mere temporary aberration, 
curable by a brief stay at the truant school. It may be so in about 
50 per cent. of the cases, but in the remainder officers find that 
children appear in the school over and over ayain. Such “repeats” 
are, so far as present experience goes, incurable; there are boys at 
Highbury now serving their seventh term, and who have received all 


circumstances of the case, closer, more varied, more fully informed | their education within the walls of)theinstitution.( This school, which 


than elsewhere. 


I recently visited, was started by the London Board some ten years 


406 


THE EDUCATIONAL TIMES. 


(Oct. 1, 1900. 


——— 


ago. It accommodates two hundred boys at once; as the sentences 
are short, some five hundred pass through every year. 

The work is divided into two parts, manual instruction and book 
learning. Half the boys have a three hours’ spell of books in the 
morning, the remainder in the afternoon. Three schoolmasters deal 
with this part of the work. All appeared mild and gentle with the 
boys, and I had not the least difficulty in believing what one of them 
stated, that they have no trouble whatever with their pupils, who 
distinctly recognize that all resistance is useless. One of the masters 
stated that about 7 per cent. of the boys cannot make progress. One 
of these, a fairly developed boy of eleven, was called out of his place. 
The master pointed to a large the ; the boy did not recognize t, knew h, 
called e, b. It is, of course, evident that such boys should be carefully 
weeded out and placed in the special schools of the Board for the 
mentally defective. There, with the kindergarten system, and under 
women’s tuition, which includes a large amount of intuition, some 
progress would be possible, or, at least, the boy’s mental defect would 
be recognized—always a step in the right direction. 

Another big boy, now undergoing his seventh detention, was called 
out of his place and questioned as to why he did not like school, but 
no satisfaction was obtained. He is so well behaved that he can be 
trusted with the oversight of small boys. Intelligence hardly seemed 
a strong point; the master and I fell on an argument as to whether 
some hereditary nomadic instinct does not reappear in such cases, making 
practical objection to the dull uniformity of civilization. Some of the 
boys read with considerable fluency ; and, after all, there is no better 
test of education than good reading. 

In the manual! departments about twenty boys are told off to do the 
housework, and they do it excellently well; everything is spotlessly 
clean — the distemper on the walls, the well scrubbed boards, the 
polished windows, the bedding, the slated corridors, all were clean. 
Other boys enter the laundry, where they wash, mangle, iron. Should 
fate send them to South, West, or any other point of Africa, such boys 
may rejoice that they have learned the art of washing their own shirts. 
Smaller boys were usefully employed in the matron’s room, sorting 
linen, darning socks, and in other light work. In the tailoring depart- 
ment boys were making coats and trousers under a master tailor. All 
the garments I saw were well made; their particular use is for appear- 
ance at church on Sunday. No suits are ever given away. It did not 
strike me at the moment to ask what was done with the accumulation 
of coats and trousers as the years roll on. Another department manu- 
factured capital coir mats, large and small. The large mats are used in 
London Board schools. It seemed a fitting Nemesis that they who hasten 
to school with glad feet should wipe them on mats manufactured by 
those who have failed to obey Britannia’s mild behests. In imagination 
I saw her sitting on her wheel, and waving directions with her trident 
to have those mats made. Rule, Britannia! In the bakery a few boys 
work under the direction of a master baker. 

Another batch of boys were making boots. They are not the kind 
of boots supplied by wicked, money-grabbing contractors to our un- 
fortunate troops in South Africa, but a most solid and substantial 
article, a trifle weighty; probably they could be guaranteed to last a 
year at least. The youthful shoemakers pursued their various tasks in 
silence; they did not seem at all unhappy. But, for once, the London 
Board seems determined to exact the pound of flesh; and the various 
masters of trades see that it is done. The woodwork department is 
another useful branch. Sixteen boys are taught at once to use their 
hands. They make picture-frames, soap, salt, and other boxes, card- 
trays, tables, dovetails, letter-racks, and so forth. There were not many 
objects to be seen on the occasion of my visit, as a class of boys had 
just completed their course, and the Governor, Mr. Peal], had wisely 
permitted them to carry home all the articles they had made. 

The dining room is quite a handsome apartment—lofty, well lighted, 
pleasantly coloured. The tables are of wood, well scoured every day 
after dinner. Everything was beautifully clean; and, if it be true that 
cleanliness ig next to godliness, the inmates of the truant school are 
pressing on towards the mark. Each boy has a bed of his own in one 
of the eight dormitories. An iron bedstead has canvas laced on it, and 
the bedding is folded up in military fashion during the daytime. The 
boys looked very clean and healthy. The dietary is laid down by the 
managers, and approved by H.M. Inspector of Industrial Schools. 
Breakfast consists of porridge with sugar, and bread; supper of bread, 
dripping, and cocoa; dinner of meat thrice weekly, once fish, twice 
soup, Once suet pudding. Potatoes, or other vegetables, are added to 
the dinner. 

Highbury certainly needs a larger and loftier schoolroom; a hot 
summer's day is not the one for the fastidious to test the ventilation. 
Play is only for thirty or forty minutes daily, and this short space of 
time is in two instalments. Might not an hour be given, with advan- 
tage, and in one period, even without losing sight of the Board’s 
intention, which is to punish rather than cocker those who attempt to 
evade its mild and gentle sway ? 

It costs £8,566 per annum to board and lodge truant scholars in 
Highbury, in Homerton, and a few at Lichtield. The cost of educating 
@ child in a London Board school is £4. 7s.; the average cost per child 
at Highbury is £21. 10s.; at Homerton £28. 6s. 8d.; a certain propor- 
tion of these sums being contributed by '' © State. C. S. B. 


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FORHCASTS AND COMMENTS. 
October 1, 1900. 


Pror. Witners’s Lectures for Teachers at the 
College of Preceptors on ‘‘The Practice of Edu- 
cation ” will be delivered on Saturday afternoons 
at 5 o’clock, beginning on October 6. 


*% * 
# 


THE new session of the Birkbeck Institution, for day and 
evening courses of study, begins on October 1. On the same 
date the Young Men’s Christian Association opens its new 
Central College of Shorthand aud Journalism for students of 
both sexes. 


Fixtures. 


+ # 
* 


Tue evening classes of the Horological Institute, Northampton 
Square, begin on October 4. The Institute also provides 
instruction by correspondence.—The same date is fixed for the 
first meeting of the session of the Civil and Mechanical 
Engineers’ Society. 


x % 
% 


In connexion with the Oxford School of Geography (which 
co-operates with the Royal Geographical Society) an examin- 
ation for one geographical scholarship, of the value of £60, will 
be held on October 9. Candidates, who must have taken 
Honours in one of the final schools of the University, should 
send in their names to Mr. H. J. Mackinder, Christ Church, not 
later than October 3. The scholar elected will be required to 
attend the full course of instruction at the School of Geography 
during the academic year 1900-1901, and to enter for the 
University Diploma in Geography in June, 1901. 

*  # 
* 

Tue chief arrangements of the School for the Michaelmas 
Term are as follows:—The Reader in Geography (Mr. Mac- 
kinder) will lecture on ‘‘ The Historical Geography of the 
British Islands,” on Wednesdays, commencing October 17. The 
Reader will lecture on ‘‘ The Development of Geographical 
Ideas,” on Fridays, commencing October 19. The Lecturer on 
Physical Geography (Mr. Dickson) will lecture on ‘‘The Atmo- 
spheric Circulation,” on Fridays, commencing October 19. The 
Assistant to the Reader (Mr. Herbertson) will lecture on ‘‘ The 
Geographical Cycle,” on Wednesdays, commencing October 17. 
The Lecturer on Ancient Geography (Mr. Grundy) will lecture 
on ‘‘The Geographical Development of the Roman Empire,” 
on Saturdays, commencing October 20. Practical instruction in 
geography will be given on Mondays, Tuesdays, Thursdays, and 
Saturdays. The Laboratory will also be open on Tuesdays, 


Wednesdays, and Fridays. 


# = %* 
* 


Tae Teachers’ Guild (Section B) will begin its autumn 
meetings on October 10, at 8 p.m., with a lecture by Mr. 
Bernard Shaw on ‘‘ A Dramatist’s Notions on Education.” This 
lecture, which will be held in the Botanical Theatre of Univer- 
sity College, Gower Street, will be followed by a discussion, and 
it is open to all who are interested in education. 

* # 
* 

Pror. Hvupson will give a course of about ten lectures, at 
King’s College, London, on ‘‘ The Teaching of Mathematics,” on 
alternate Saturdays, at 10 a.m., beginning on October 13. This 
County Council class is free! to) bona: fide teachers.’ “Application 


410 


THE EDUCATIONAL TIMES. 


[Oct. 1, 1900. 


should be made to Prof. Hudson, 15 Altenburg Gardens, S.W.., 
to whom full information should be given as to the applicant’s 
present position and previous training. 


*  *# 
* 


Owrne to structural alterations, the opening of the College of 
Art at South Kensington has been postponed until October 16. 
Applications for free and other admissions should be made to 


the Registrar on October 3. 
* * 
æ 


Ox October 9 Convocation of London University will proceed 
to elect sixteen members of the Senate. The election of Senators 
by the various Faculties is fixed for October 12. The first 
meeting of the Senate, under the new constitution, will take 
place on October 24. A final meeting of the Senate, as now 
constituted, is expected to be held on the 8th inst. 


X k 
# 


A VARIED and interesting course of lectures, from outside 
lecturers, has been provided for the students of both divisions of 
the Datchelor ‘Iraining College during the current term. Mr. 
P. A. Barnett, M.A., will lecture on ‘‘ Formule in Education ” 
(October 4), ‘ Method in Teaching Æsthetics,” and “ Ex- 
aminations”’ ; Miss Ward will deal with ‘‘The Cultivation of 
Observation in School Work” (November 8), ‘‘ The Application 
of Froebelian Principles to School Work,” and ‘‘ Questionings, 
Illustrations, and Home Work”; Miss Emily Phillips gives 
three lessons in the teaching of model drawing. The 
lecturers on literary and historical subjects are Mr. H. E. 
Malden, M.A., and Miss Elizabeth Lee. The former will deal 
with ‘‘ The Commercial Relations of England and Burgundy in 
the Fifteenth Century ” (October 11), More’s ‘‘ Utopia,” ‘The 
Dramatic and the True Character of Richard III.,” ‘The 
Prince Hal and Henry V. of Shakespeare compared with the 
Historical Character,” and Spenser’s ‘‘Foure Hymns” ; the 
latter will lecture on “The Elizabethan Novel” (November 19), 
and ‘‘John Smith, the Founder of Virginia.” The Cloth- 
workers’ Company have recently made a further grant of books 


to the college library. 


# á # 
# 


Tuar following course of six lectures, entitled ‘‘ The World we 
Live on,” will be delivered at the Kensington Town Hall, at 
4.45 p.m., on Thursdays, October 18, 25, November 1, 8, 15, 
and 22. “The World when Young,” by the Rev. J. O. Bevan, 
M.A.; “The Chemistry of the Earth’s Crust,” and “How 
Rocks are Made,” by Cecil Carus-Wilson, F.R.S. Edin.; ‘The 
Life of the Past,” by F. W. Rudler, F.G.S.; “Land and 
Scenery,” by H. R. Mill, D.Sc., LL.D., Librarian to the Royal 
Geographical Society ; and ‘Some Electrical Discoveries,” by 
Prof. Ashley Carus-Wilson, M.A. The course will be illustrated 
by photographic lantern views, chemical and physical experi- 
ments, &c. 


#  # 
* 


THE examination in religious knowledge for candidates wishing 
to enter Church training colleges will take place on October 27, 
at some hundred and forty centres in England and Scotland. 
The Society for Promoting Christian Knowledge offers an ex- 
hibition of £2 to every pupil-teacher who obtains a place 
in the’ First Class at this examination, provided he or she 
afterwards enters a training college. The syllabus for 1901 
will be as follows :—Old Testament, Genesis ; New Testament, 
to the Transfiguration, exclusive; the Catechism; Prayer Book, 
Morning and Evening Prayer; Church History, and the Early 
Persecutions and Martyrs. Church History will not be obligatory, 
but, if taken as an additional subject, will count towards a 


First Class. 


# á k 
* 


Tue Council of the Sanitary Institute (Parkes Museum) have 
arranged for examinations in practical hygiene for school- 
ae on February 8 and 9 in London, and June 28 and 29 at 

radford. 


THERE is an influential movement amongst 
members of the City Corporation in favour of 
establishing a new commercial college, for the 
systematic training of business men. Ideas on 
this subject have developed in a remarkable measure since the 
foundation of the Cowper Street Central School for the evolution 
of a new type of City clerk. The present scheme is far more 
ambitious. It is proposed to fix a minimum age of fourteen 
and a minimum course of three years. These limits seem to 
point to a school rather than a college, and yet it is recom- 
mended that specialization should be carried out to its extreme 
limit. ‘‘ There will be, according to the embryo scheme, a few 
general classes, in which tuition will be given in the ruling 
principles of commerce and in modern languages ; but the pupils 
will be encouraged, and, indeed, expected, to devote their especial 
attention to one particular branch.” On those lines a student 
will not be ripe for commerce until he is nearly twenty. 


*  & 
# 


Durine the recess, considerable additions and improvements 
have been made at the Birkbeck Institution, by the aid of a gift 
vf 2,000 guineas from Mr. F. Ravenscroft, to commemorate his 
completion of a membership of fifty years. A new reading room, 
a new magazine room, and a social room have been provided, and 
a well appointed metallurgical laboratory has been added. 


# á * 
# 


Ir will interest some of our readers to take note of the syllabus 
of the Oxford School of Geography, which is as follows :— 


The figure of the Earth and the determination of positions on its 
surface. The principles of surveying and of mapping. Map projections 
on the plane, the cylinder, and the cone, and their commoner modifica- 
tions. The reading, reduction, and generalization of maps, and the 
representation of climatic and statistical data. The methods of 
meteorological and hypsometrical observation. The configuration of 
the continents and of the bed of the ocean. - The characteristics, 
history, and distribution of the chief land forms, of the several types 
of mountain systems, river courses and river basins, and of the coastal 
belt. The cartographical analysis of the forms, structures, and activi- 
ties of the physical regions of the world. The distribution of solar 
energy on the rotating Earth and the resulting circulations of air and 
water. The modifying effects of the distribution of land and water. 
The climatic provinces of the Earth. The physical conditions of the 
oceanic areas and the methods of observing and representing them. 
The chief generalizations regarding the distribution of animals and 
plants. The geographical distribution of men according to number, 
race, and economic and political condition. The influence of physical 
features in determining the position of settlements and lines of com- 
munication. The outlines of historical geography considered in 
relation to the influence of physical features. The history of geo- 
graphical ideas. The outlines of the history of discovery. 

* + 
# 

THE Committee of the School is constituted as follows :— 
The Vice-Chancellor (ex officio); Sir Clements R. Markham, 
K.C.B., F.R.S., President of the Royal Geographical Society ; 
the Hon. George C. Brodrick, D.C.L., Warden of Merton 
College; Major-General Sir Charles W. Wilson, R.E., K.C.B., 
F.R.S. (nominated by the Council of the Royal Geographical 
Society); Henry F. Pelham, M.A., President of Trinity College, 
Camden Professor of Ancient History; Frederick York Powell, 
M.A., Fellow of Oriel College, Regius Professor of Modern 
History ; Henry A. Miers, M.A., F.R.S., Fellow of Magdalen 
College, Waynflete Professor of Mineralogy; John L. Myers, 
M.A., Student of Christ Church (nominated by the Delegates 
of the Common University Fund). 

* * 
* 

THE increase in the number of evening schools under Govern- 
ment inspection during the past fifteen years is very striking. 
In 1885 the schools numbered 839, and tle registered pupils 
40,854; last year the numbers were 5,971 and 474,563 re- 
spectively. This increase is doubtless due, in large meusure, to 
the work of the Recreative Evening Schools Association, which 
was founded in 1885. 


Education 
Gossip. 


* o # 
# 
Tue first International Congress, held in Paris, oní the teach- 
ing of drawing, ranks among recent educational events. It 


Oct. 1, 1900.) 


THE EDUCATIONAL TIMES. 


411 


lasted from August 29 to September 1, and the opening meeting | College, London. Dr. Raleigh, who is in his fiftieth year, was 
was held under the presidency of M. Georges Leygues, Minister | called to the Bar at Lincoln’s mein 1877. 


of Public Instruction and the Fine Arts. 


*  # 
* 


Tue following persons, well known in English as well as in 
French educational circles, have been nominated chevaliers of 
the Legion of Honour:—M. Dreyfus-Brissac, former editor of 
La Rerue Internationale de l’ Enseignement, and a juror at the 
Exhibition in one of the educational sections; M. Larnaude, 
Professor in the Faculty of Laws at the University of Paris, 
and Secretary to the International Congress on Higher Educa- 
tion; M. Henry Bérenger, a writer on pedagogic subjects, and 
Secretary to the International Congress on Secondary Education ; 
and M. Emile Girard, President of the Association of the 
Directors of Institutions for Secondary Education, who has 
“ rendered important service to the cause of free education.” 

*  % 


* 

Tax Governors of Guy’s Hospital have started a fund for the 
endowment of education and research in their Medical School, 
which, in two years, has reached £12,000. The treasurer, Mr. 
Cosmo Bonsor, has lately received from ‘‘a friend of the hos- 
pital ” £5,000, with a request that the interest should be used 
‘‘to increase and spread the knowledge of the means of pre- 
venting and treating disease.” 


% 

THERE are ten grammar schools in Queensland—six for boys 
and four for girls. Separate schools for boys and girls have 
been established at Brisbane, Ipswich, Maryborough, and ‘Rock 
hampton ; and schools for boys at Toowoomba and Townsville. 
The school for boys at Ipswich, which was opened in 1863, was 
the first grammar school established. Endowment at the rate 
of £1,000 per annum is paid by the State to each grammar 
school, making a total endowment of £10,000 annually to the 
grammar schools. On December 31, 1899, the aid granted by 
the State from the first institution of grammar schools reached 


a total of £256,535. 9s. 11d. 


#  # 
# 


Amonest pious donors for the month may be reckoned Mr. 
Alfred L. Jones, of Liverpool, who offers £1,000 a year for five 
years towards a fund for establishing a comprehensive system of 
technical education in Wales. This is the same gentleman who 
provides bursaries for Jamaica students at University College, 


Bristol. 


* %& 
% 


THERE are eight agricultural colleges in England and Wales. 
They have all been established during the past ten years to 
make local provision for the higher forms of agricultural in- 
struction, and they are now working in connexion with thirty- 
seven separate administrative counties which have associated 
their educational machinery with the colleges in question. A 
grant of £7,750 is provided by the Government for the assistance 
of these institutions, which render valuable assistance to the 
Board of Agriculture and the farming population generally. 

* x 
* 


At the last examination for admission to the Royal Military 
College at Sandhurst and the Royal Military Academy at Wool- 
wich no fewer than 1,000 candidates presented themselves for 
entry to these two establishments. 


pee REIRE Mr. Tuomas Rareicn, D.C.L., has been 
PP nd nominated Vice-Chancellor of the Calcutta 
Vacancics: University. Dr. Raleigh has been legal member 


of the Council of the Viceroy of India since 
March, 1899, and previously for three years held the post of 
Registrar of the Privy Council. He was educated at the 
Universities of Edinburgh and Oxford, and at both had a dis- 
tinguished career. In 1884 he was appointed University 
Reader in English Law at Oxford, and was subsequently elected 
Quain Professor of Historical and Comparative Law in University 


* 

Sı Husert Parry, Sir A. C. Mackenzie, Sir Frederick 
Bridge, and Sir George Martin, with Dr. Stanford, have been 
appointed to select three musicians willing to accept the Ormond 
Professorship of Music at Melbourne, at the stipend of from 
£800 to £1,000 a year. The income comes from a sum of 
£27,000, bequeathed by the Hon. Francis Ormond, founder of 
the Ormond Presbyterian College of Melbourne, and the post 
has been held for ten years by Mr. Marshall Hall. Candidates 
are to send in their applications to the Agent-General for 


Victoria before October 20. 
* š 


# 

Pror. Roserts Larra, M.A., D.Phil., Lecturer in Logic and 
Philosophy in the University of St. Andrews, has been appointed 
to the Chair of Moral Philosophy in the University of Aberdeen, 
vacant by the transfer of Prof. Sorley, M.A., LL.D., to the 
corresponding chair at Cambridge. 

# # 


Mr. L. R. WILBERFORCE, Demonstrator in Physics at the 
Cavendish Laboratory, Cambridge, and University Lecturer in 
Physics, has been appointed to the Lyon Jones Chair of Ex- 
perimental Physics at University College, Liverpool, vacated by 
the removal of Dr. Oliver Lodge to the University of Birmingham. 

# # 


# 

Tue Chair of English Law at Queen’s College, Belfast, is 

vacant by the death of Mr. W. N. Watts, LL.D. 
# # 
# 

WE regret to note the death of the Rev. Richmond Frederick 
Clarke, M.A., Principal of the Roman Catholic Hall, known as 
“« Clarke’s Hall,” at Oxford. He was a member of Trinity 
College, and rowed in the University eight in 1859. He was a 
Fellow and Tutor of St. John’s College, Oxford, and an examiner 
in the University. Mr. Clarke joined the Roman Catholic 
Church in 1865. 

** 

At a recent meeting of the Hartley Council on Wednesday, 
Prof. Spencer W. Richardson, D.Sc. (London), Lecturer on 
Mathematics and Physics at the University College, Nottingham, 
was elected Principal of the College and Professor of Physics. 

+ # 
+ 

Tue Principalship of the Liverpool University College will be 
vacated by the Rev. F. Dyson’s appointment as Junior Dean of 
St. John’s College, Cambridge. 

+ 


# 

Mr. A. H. Garpwer, B.A. Oxford, has been appointed Head- 
master of Bungay Grammar School, in succession to the Rev. 
W. Boyce, resigned. 

* * 

Mr. A. C. K. Hartt, assistant-master at St. Olave’s Grammar 

School, has been appointed to the Headmastership of the Gram- 


mar School of Howden, in Yorkshire. 
* * 


* 

Mr. J. Rees Foster, B.Sc. Wales, has been appointed Head- 
master of the new intermediate school at Llanberis. Mr. 
Foster’s appointment was strongly opposed on the ground that 
he did not speak Welsh, but he received a majority of votes. 


Mr. Mourray’s new Monthly Review is a portly 
volume in itself, full of excellent promise. It is 
almost the equivalent of a quarterly in bulk, but it 
is much lighter and more varied than the ordinary 
quarterly review, and it is illustrated. The contents are 
political, military and naval, scientific and artistic, biographical 
and critical, with a serial story, a poem, and an essay. It 
would have been hard to devise a better first number, and we 
can only hope that the editor, Mr. Henry Newbolt, and the 
publisher may be able to live (forzever)/up_to the standard they 
have raised. 


Literary 
Gossip. 


9 


oud 


4] 


THE EDUCATIONAL TIMES. 


[Oct. 1, 1900. 


PERHAPS nearest to our special lines of interest in these 
pages is Mr. Quiller-Couch’s sketch of the late T. E. Brown, 
master of the modern side at Clifton under Dr. Percival. (We 
are not clear, by the way, as to what the writer of the article 
menns by speaking of a “fellowship” at Christ Church, or of 
“ the night after he won his double first.”) “T. E. B.” is an 
interesting personality ; but he seems to have lacked the bite of 
character which might have raised him to higher things :— 


Was he happy [Mr. Quiller-Couch asks] in his many years’ work at 
Clifton? On the whole, and with some reservation, we may say 
“Yes.” “Yes” although in the end he escaped from it gladly and 
enjoyed his escape. One side of him, no doubt, loathed formality and 
routine. He was, as he often proclaims himself,a Nature-loving, some- 
what intractable Celt ; and, if one may hint a fault in him, it was that 
now and then he soon fired. A man so spendthrift of emotion is bound 
at times to knock on the bottom of his emotional coffers ; and no doubt 
he was true to a mood when he wrote: 


“Tm here at Clifton, grinding at the mill 
My feet for thrice nine barren years have trod, 
But there are rocks and waves at Scarlett. still, 
And gorse runs riot in Glen Chase—thank God! 


“ Alert I seek exactitude of rule, 
I step and square my shoulders with the squad, 
But there are blackberries on old Barrule, 
And Langness has its heather still—thank God!” 


* %* 
* 


M." Camre Ste, who is intimately associated with girls’: 
secondary education in France, has brought out an enlarged 


edition of his “ Lycées et Collèges de Jeunes Filles.” All the 
decrees, Parliamentary discussions, and laws affecting the sub- 
ject during the last twenty years are recorded by M. Sée, 
together with facts and figures bearing on examination and 
other matters of educational interest. The book is valuable tor 
reference. 

+ * 

J% 

In a recent number the Noroye Vremya printed a lively 
diatribe against the study of Greek and Latin in schools, which 
is really worth reading :— 

The classical schools are isolated hot-houses. monstrosities in our 
civilization. They are essentially nihilistic with respect to our own 
culture, being a negation thereof and an expression of disrespect and 
distrust for it. After Newton, we still dream of Plutarch; after 
Guizot and Ranke, of Titus Livy; after the orations of Burke, Fox, 
and the Pitts, of Cicero! The anacbronism is incomprehensible. 
Shakespeare and Molière are unknown to our youth; yet they must 
know Sophocles and the “Miles Gloriosus” of Plautus, and in the 
severely classical schools the students are made to perform “ (Edipus ” 
and other Greek tragedies. But do they believe in Fate? No, they 
believe in Christ? And what are these choruses, moving slowly and 
ominously, indistinctly prophesying” They represent Nemesis. But 
we do not know Nemesis; we know the judgment day! And our 
youths remain strangers to Shakespeare, Goethe, Schiller, and Pushkin, 
while they are being “educated ” by the comical dolls of antiquity ! 
There is no better argument for a classical education—of course, 
in the wider sense of the term—than the narrowness with which 


it is sometimes condemned. 


x žë # 
* 


~~ 1HE}following decree has lately been issued by the French 
Minister of Public Instruction :—‘‘ The second volume (‘ France 
and Europe from 1848 to 1899’) of contemporary history from 
1789 to the present time, by E. Maréchal, continued by Emile 
Auzou, is forbidden in public schools of all kinds.’’—The history 
is, and has long been, very largely used by students and teachers, 
and apparently the decree is directed against M. Auzou’s part 
in the work. The election of M. Loubet as President, the 
Auteuil and other incidents are discussed in such a way as to 
prove that the writer is incapable of treating ‘the other side” 


with fairness. 


& è # 
* 


Mr. Davip Satuon, Principal of Swansea Training College, 
has reprinted, from the Educational Record, his interesting 
account of ‘‘The Welsh Charity Schools.” The brochure is 
published by Messrs. Eyre & Spottiswoode. Speaking of the 
work of Griffith Jones, of Llanddowror, and Mrs. Bevan, Mr. 
Salmon patriotically says that, ‘‘should the day ever come 


| when teaching the people of our own land is held as honourable 
as slaying the people of other lands, Carmarthen will have a 
public monument to Griffith Jones beside Sir Thomas Picton’s, 
land a statue to Mrs. Bevan beside Gen. Nott’s. 

| e 


Mr. W. Carew Hazrrtt’s “ History of the Venetian Republic,” 
which was published forty years ago and has long been out of 
print, 1s about to be reissued by Messrs. A. & C. Black, not as 
a new edition, but as an almost entirely new work, having 
undergone, in the long interval, a thorough process of recension, 
‘rearrangement, and augmentation, so as not only to bring down 
the historical narrative itself, for the first time, to the close of 

Venetian independence, but to expand the sections relating to 
social and economical institutions. Advantage has been taken 
of all the most recent discoveries illustrative of the career of 
Venice as a State; and a leading result of the new undertaking, 
as it claims to be, is to show that the Republic was, in fact, the 
greatest European empire between Rome and Great Brituin, 
;and not merely a rich and powerful commercial city. 


¥ 
* ‘ 


Amonost the announcements of the Cambridge University 
Press we note ‘t Bacchylides, the New Poems and Fragments,” 
a revised text, with introduction, critical notes, and commen- 
tary, by Sir R. C. Jebb, Litt.D., Regius Professor of Greek ; 
‘‘ Herondas, the Mimes,” edited, with a commentary, by Walter 
Headlam, M.A., Fellow of King’s College; ‘Two Greek 
Grammars of the Thirteenth Century,” edited, with introduction 
and notes, by the Rev. Edmond Nolan, Trinity College; 
* Sophocles, Translated into English Prose,” by Prof. Jebb ; 
and ‘‘ Songs of Modern Greece,” with introductions, translations, 
and notes, by G. F. Abbott, B.A. Emmanuel College. 
| ts 
| In mathematics the same Press announces new volumes of 
“Scientific Papers,” by Lord Rayleigh, the late Dr. John 
Hopkinson, Prof. Osborne Reynolds, and Prof. Couch Adams. 
i In history we are promised ‘‘The Teaching of History,” edited 
by Lord Acton, Regius Professor of Modern History, and 
W. A. J. Archbold, M.A. Among the contributors, each of 
, whom will deal with a different aspect of history teaching, will 
.be Prof. Gwatkin, Mr. R. L. Poole, Dr. Cunningham, Mr. 
i Tanner, Mr. Woodward, Mr. Marten, and Prof. Ashley. Lord 
Acton will write an introduction. Very interesting volumes 
will be ‘‘ Political Theories of the Middle Ages,” by Dr. Otto 
| Gierke, translated by F. W. Maitland, Litt.D., Downing Pro- 
fessor of the Laws of England, and a ‘‘ Handbook to Polities 
and General Culture, 1492-1899,” by G. P. Gooch, M.A., with 
ian introductory note by Lord Acton. 


k 
* 


Mr. Davi Nurr will shortly publish Vols. XX VII.-XXXII. 
of his ‘‘ Tudor Translations,” edited by Mr. W. E. Henley—‘‘ The 
Chronicles of Froissart,” translated by Lord Berners, with an 
introduction by Mr. W. Paton Ker. This edition is limited to 
six hundred copies. Mr. Nutt also announces athird volume of 
|‘* Arthurian Romances ” unrepresented in Malory—‘‘ Guinga- 
‘mor; Lanval; Tyolet; The Were Wolf: Four Lais translated 
from the French of Marie de France and others,” by Jessie L. 

Weston, with designs by Caroline Watts. 


# è  # 
* 


Tne essay on “ England under Protector Somerset,” by Mr. 
A. W. Pollard, which lately gained the Arnold Prize at Oxford, 
is to be published by Messrs. Kegan Paul & Co. 


% * 
+ 


A HīstTORY of the Isle of Man, based on a thorough study of 
the original sources, is to be published by Mr. Fisher Unwin 
this week in two volumes under the title ‘“ A History of the 
Isle of Man.” The author is Mr. A. W. Moore, the Speaker of 
the House of Keys, who has had unique advantages for obtain- 
ing valuable material from old records, &c. Specialyattention 
has been given to the social and economic conditions of the 


| 


| * 
i 


Oct. 1, 1900.] 


THE EDUCATIONAL TIMES. 


413 


people, and to the growth of the native industries. In the 
treatment of constitutional questions, help has been received 
from the Manx Judges and Attorney General; and Sir Spencer 
Walpole has looked through the chapters on constitutional 
history (civil), and on the period during which he was Governor 
of the island. 


THE STATE SIMPLIFICATION OF FRENCH SYNTAX. 
TEXT OF THE MINISTERIAL DECREE. 


WE give below a translation of a recent Decree of the French 
Minister of Public Instruction, intended to regularize sundry 
anomalies and dubious uses in syntax and spelling, with the long 
schedule of particular injunctions and regulations. This schedule 
has been drawn up by the Conseil Supérieur of the Ministry of 
Public Instruction, on the recommendation of a Commission com- 
posed as follows :—MM. Gaston Paris (President), Gréard, Croiset, 
Paul Meyer, Bernés, Clairin, Devinat, Comte. 


DECREE. 


“1. In all examinations, competitive or otherwise, controlled 
by the Department of Public Instruction, and involving, or not 
involving, special orthographical tests, no candidate shall suffer 
aes loss of marks for using the forms contained in the appended 
ISt. 

“2. No forms or constructions contrary to those contained in 
the list shall be taught as rules in any State school of any grade.” 

July 31, 1900. 

LIST OF SIMPLIFICATIONS. 


Tauge SUBSTANTIVE. 


NUMBER.—Témoin.—Placed at the beginning of a proposition, this 
word may be either singular or plural, even though a plural sub- 
substantive follows: e.g., témoin, or témoins, les victoires quil a rem- 
portées. This applies equally to the expression prendre à témoin : 
eg., Je vous prends tous à témoin or à témoins. 

PLURAL OR SINGULAR. —IĪn all constructions in which the sense 
allows the substantive-complement to be understood either in the 
Binguiar, or plural, both numbers will be allowed : eg., des habits de 
femme or de femmes; des consitures de groseille or de groseilles; des 
pretres en bonnet carré or en bonnets carrés ; ils out ôté leur chapeau or 
leurs chapeauv. 

SUBSTANTIVES OF Two GENDERS. 


1. Aigle.—It is customary to make this word masculine. The best 
authors have also made it feminine. Both genders will be allowed : e.g., 
un aigle or une aigle. 

2. Amour, orgue.—It is customary to make these words masculine in 
the singular. In the plural either gender will be allowed: e.g., les 
grandes orgues; un des plus beuux orgues. 

3. Délice and délices are really two different words. The former is 
rare and somewhat affected. It should have no place in elementary 
instruction. 

4. Automne, enfunt.—These two words being of common gender, it 
18 unnecessary to pay special attention to them. The same remark 
applies to all substantives of common gender. 

5. Gens, orge.—Adjectives agreeing with gens may in all cases be 
made feminine: e.g., instruits, or instruites, par Vexrpérience, les vieilles 
gens sont soupconneur, or soupronneuses. 

Orge may be used in the feminine in all cases: €9., Orge carrée, orge 
mondce, orge perlée. 

6. Hymne.—There is no sufficient reason for attaching two different 
meanings to this word according to its gender. Both national hymns 
and religious hymns may be of either gender: e.g., un bel hymne or 
une belle hymne. 

7T. (Euvre.—The use of this word in the masculine in certain ex- 
pressions is based upon a very subtle distinction. The feminine will 
be allowed in all senses: e.g., une grande œuvre, la grande œuvre. 

8. Paques.—This word may be used in the feminine to denote a date 
as well as the religious festival: eg, à Pâques prochain or à Pdques 
prochaines. 

9. Période.—Even in the special sense of this word in which it is 
customary to employ the masculine, the feminine will be allowed: 
¢.9., arriver à la plus haute période or au plus haut période. 


PLURAL OF SUBSTANTIVES. 


PLURAL oF Proper NamEs.—Inagmuch as the greatest obscurity 
exists in the rules and exceptions laid down in the grammars, all 
proper names preceded by the plural article will be allowed to take 
the plural inflexion : e.g., les Cornetlles as well as les Gracques ; des 
Virgiles (types) as well as des Virgiles (editions). The same rule will 
apply to the names of persons used to denote the works of those 
persons: e.g., des Meissoniers. 

PLURAL oF BoRRowED Nouns.—When borrowed nouns have become 


thoroughly French, they may form their plural according to the general 
rule: e.g., des ercats as well as des déncits. 


COMPOUND NOUNS. 


The same compound nouns are to be found to-day both with and 
without the hyphen. It is useless to weary children with contradictions 
that cannot be justified. The absence of the hyphen in pomme de terre 
does not prevent thie expression from forming as true a compound as 
chef-d’irurvre for instance. 

Every one will be free to conform to the existing rules for compound 
nouns, but modifications may be introduced according to the following 
principles :— 

1. Nouns formed of a verb and substantive may be written in one 
word and form the plural in the ordinary way: e.g., un exaniemain, 
dex essuiemains; un abatjour, des abatjours; un fessemathieu, des 
fessemathieur; un qaqnepetit, des gugnepetits; un gardecéte, dea 
gardecétes. But in such expressions as garde forestier, garde général, 
in which the presence of the adjective clearly indicates that garde is a 
substantive, the words wiil continue to be written separately. 

2. Nouns formed of a substantive and adjective may be joined or 
separated. In either case the plural will follow the general rule: 
e.g., un cotre fort or cofirefort, des cores forts or cofreforts. 

3. Nouns formed of an adjective and substantive may be treated 
similarly : e.g.. une basse cour or basxecour, des basser cours or basxecours ; 
un blanc seing or blancseing, des blancs seings or blancseings ; un blanc 
bec or blancbec, des blancs becs or blancbecs. An exception will be made 
in the case of the words bonhomme and gentilhomme, in which the 
middle s is pronounced: des bonshommes, des gentilshommes. The 
following mav be written as one word without apostrophe :—grandmere, 
grandmesse, grandroute. 

4. Nouns formed of an adjective and substantive, denoting a new 
object named from one of its qualities, may be similarly treated: e.» , 
un rouge yorge or rouqeqorge, des rouges gorges or rougegorges. 

5. Nouns formed of two adjectives denoting a person or thing may 
be written separately, without hyphen, each retaining its own inflexions : 
e.7., un sourd muet, une sourde muette, des sourds muets, des gourdes 
muettes ; douce amère, &Cc. 

6. Nouns formed of two substantives in apposition may either be 
written as two words, each taking the sign of the plural, or as one word 
without hyphen, taking the plural sign at the end only : e.g., un chou 
fleur or choufleur, des choux fleurs or choufleurs; un chef lieu or cherieu, 
des chefs lieux or chesliewx. 

7. Nouns formed of two substantives, or of a substantive and adjec- 
tive, one being the complement of the other, but with no particle to 
show the connexion, may be written as one word, the last component 
only taking the sign of the plural: e.g., un timbreposte, des timbrepostex ; 
un terreplein, des terrepleins. 

For the words hétel Dieu, fête Dieu, it seems preferable to maintain 
the existing usage and to separate the constituent elements. lt will 
not, however, be counted an error to write them as one word: Avtellien, 
fétedieu. 

No attention need be paid to the plural of the words hótel Dieu, 
féte Dieu, bain marie, as they are not used in the plural. No attention 
need be paid either, in elementary instruction, to the plural of frou 
madame, œ word denoting an obsolete game. 

8. Nouns formed of a numeral adjective and substantive or adjective 
may be written, even in the singular, as one word, with the plural 
inflexion at the end: e.g., un troismdts, des troismdts ; un trowmquarts, 
des troisquarts. 

9. Nouns formed of two substantives joined by a preposition are to 
be written separately, each part obeying the general rules of syntax: 
e.g., un chef d'œuvre, des chefs d'œuvre; un pot au feu, des pots au fen; 
un pied d'alouette, des pieds d'alouette; un tête à téte, des tête à téte. 

10. Nonns formed of various elements borrowed from substantives, 
verbs, adjectives, adverbs, and foreign words may be written separ- 
ately or in combination. If in combination, they will take the ordinary 
sign of the plural at the end: e.g., un chassé croisé or un chassécroixé, 
des chassés croisés or des chassécroisés ; un jier à bras or un fierabras, des 
riers à bras or des fierabras ; un pique nique or un piquenique, des piyue 
niques or des piqueniyues; un soi disant or un soidisant, des soi disant 
or des soidisants ; un te Deum or un tedeum, des te Deum or des tedeumis ; 
un ev voto or un ervoto, des es volo or des ervotos; un vice roi or un 
vicerot, des vice rots or des vicerots; un en téte or un entéte, des en têtes 
or des entétes ; une plus (moins) value or une plusvalue (moinsvalue), dex 
plus (moins) value or dex plusvalues (moinsvalues) ; un gallo romain or 
un galloromatn, desgallo romains or dea galloromains. 

The strangely formed word sot l’y laisse need not be considered, and, 
ina general way, it is useless to complicate elementary instruction 
with the plurals of such compound nouns as laisser aller, ouï dire, 
which, on account of their meaning, are not used in the plural. 

HyPprEen.—Even when the constituent elements of compound nouns 
are separated, the hyphen may alwaya be omitted. 


THe ARTICLE. 


THE ARTICLE BEFORE PROPER NAMKS OF PFRSONS.—It is customary 
to employ the article before certain; talian family names.) le Tasse, le 
Corrége, and sometimes (erroneously) before personal(names: (le) 


414 


THE EDUCATIONAL TIMES. 


[Oct. 1, 1900. 


Dante, (le) Guide. 


Ignorance of this custom will not be regarded as 


Chacun.—When this pronoun follows the verb and refers to a plural 


an error. 


la Fontaine, la Fayette, or Lafayette. 
such names should be pointed out. 
SUPPRESSION OF THE ARTICLE.—When two adjectives joined by et 


refer to the same substantive so as to denote two different things, the 


suppression of the article before the second adjective will be allowed : 


e.7, L'histoire ancienne et moderne, as well as l’histotre ancienne et la 


moderne. 


PaRTITIVE ARTICLE.—Du, de la, des will be allowed instead of de | 


before a substantive preceded by an adjective: e.g., de or du bon pain, 
de honne viande or de la bonne viande, de or des bons fruits. 

ARTICLE BEFORE plus, moins, &c.—The rule as to the use of le plus, 
le moins, le mieux as invariable neuters is very subtle and of little 
value. It is superfluous to introduce it into elementary instruction. 
Le plus, la plus, les plus, les moins, les mieuz, &c., will be allowed in 
such constructions as: On a abattu les arbres le plus or les plus erposés 
a la tempéte. 

THR ADJECTIVE. 

AGREEMENT OF ADJECTIVE.—In the phrase se faire fort de, agree- 
ment of the adjective will be allowed: e.g., se faire fort, forte, forts, 
fortesde.... 


Great uncertainty also exists as to the proper way of 
writing the article which is part of certain French proper names: 
In dictation the way of writing 


subject or object, the possessive son, sa, ses or the possessive leur, 
leura may be used indifferently: e.g., tls sont sortis chacun de son côté 
or de leur côté; remettre des livres chacun à sa place or à leur place. 


THE VEBB. 


ComMPouND VERBs.—The apostrophe and hyphen may be suppreseed : 
e.g., entrouvrir, entrecrotser. 

HyYpHEN.—The hyphen may be suppressed when the pronoun-subject 
follows the verb: e.g., est il ? 

APPARENT SUBJECT AND REAL SUBJECT: e.g., sa maladie sont des 
' vapeurs.—Rules need not be laid down for such constructions as these, 
' which cannot be studied profitably apart from the texts in which they 
occur. It is a question of style rather than of grammar, and has no 


, place either in elementary instruction or in examinations. 


CONCORD OF THE VERB PRECEDED BY SEVERAL SUBJECTS NOT JOINED 
BY THE CONJUNCTION et.—If the subjects are not resumed by an in- 
definite word like tout, rien, chacun, the verb may always be employed 
in the plural: e.g., sa bonté, sa douceur le font admirer. 

CONCORD OF THE VERB PRECEDED BY SEVERAL SINGULAR SUBJECTS 
JOINED BY ni, comme, avec, ainsi que AND OTHER SIMILAR LOCUTIONS.— 
The verb may always be in the plural: e.g., nila douceur ni la force wy 
peuvent rien or n'y peut rien; la santé comme la fortune demandent a 


ADJECTIVE CONSTRUCTED WITH SEVERAL SUBSTANTIVES.—When a,¢tre ménagées or demande a étre ménagée; le général avec quelques 


qualifying adjective follows several substantives of different genders it 
may always be put in the masculine plural, whatever the gender of the 
nearest substantive: e.g., appartements et chambres meublés. Agreement 
with the nearest substantive will also be allowed : e.g., un courage et une 
foi nouvelle. 

Nu, demi, feu.—These adjectives may agree with the substantive they 
precede: e.g., nu, or nus, pieds; une demi, or demie, heure (without 
hyphen) ; feu, or feue, la reine. 

COMPOUND ADJECTIVES.—The constituent words may be combined 
into a single word forming its feminine and plural according to the 
general rule: e.9., noureaund, nouveaunée, nourveauncds, nouveaunees ; 
courtvétu, courtvétue, courtvétus, courtrctues, &c. 


But compound adjectives of colour which, in consequence of | 


an ellipse, have become genuine substantives will be treated as in- 
variable: e.g., des robes bleu clair, vert d'eau, &c., as well as des habits 
marron. 

INVARIABLE Past PARTICIPLES.—At present the participles approuvé, 
attendu, ci-inclus, ci-joint, ercepté, non compris, y compris, ôté, passé, 
suppose, vu, placed before the substantive to which they are joined are 
invariable. Evcepté is already treated as a preposition. The agree- 
ment of these participles will be optional, and there will be no in- 
sistence on the application of the rules as to their position, and as to 
the substantive being defined : e.g., ct joint, or ct jointes, les pièces de- 
mandées (withont hyphen between ci and the participle); je vous 
envoie ct joint, or ci jointe, copie de la pièce. 

The same choice will be allowed for the adjective franc: e.g., envoyer 
franc de port, or franche de port, une lettre. 

AVOIR L’AIR.—It will be permissible to write indifferently elle a Vair 
doux or douce, spirituel or spirituclle. The subtle difference of sense, 
according as the adjective agrees with the word air or with the word 
denoting the person referred to, will not be taken into consideration. 

NUMERAL ADJECTIVES: Vingt, cent.—Euphony justifies in certain 
cases the existing rule, which requires there words to be in the plural 
when thev are multiplied by another number. The plural form will 
be allowed when a number follows: e.g., Quatre vingt diz, or quatre 
vingts dir, homines; quatre cent trente, or quatre cents trente, hommes. 

The hyphen will not be insisted on between the word denoting the 
units and the word denoting the tens: e.g., dix sept. 

In dates mille will be allowed instead of mil: e.g., Lan mil huit cent 
quatre vinygt div, or Van mille huit cents quatre vingts diz. 


DEMONSTRATIVE ADJECTIVES, INDEFINITES, AND PRONOUNS. 


Ce.— The particles ci and là may be joined to the pronouns which 
precede them, withont any distinction being drawn between qu'est ce-i, 
quest cela and qu'est ce ci, qwest cela. In the latter constructions the 
hyphen may be suppressed. 

Méme.—After a plural substantive or pronoun méme may be put in 
the plural without hyphen: e.g., nous mémes, les diewr mêmes. 

Tout.—The agreement of tout with a following feminine adjective 
may take place whether the adjective begins with a consonant or 
h agpirate, or with a vowel or h mute: e.7., des personnes tout heureuses 
or toutes heureuses ; L'assemblée tout entière or toute entière. 

Tout before the name of a town may in all cases agree, the somewhat 
subtle distinction between such constructions as tout Rome and toute 
Rome being disregarded. Similarly, when a woman is supposed to be 
apeaking, it will be permissible to write either je suis tout ù vous or 
je suis toute À vous. 

When tout is used in the indefinite sense of chaque, both tout and the 
following substantive may be used in the singular or plural indifferently : 
e.g., des marchandises de toute sorte or de toutes sortes; la sottise est de 
tout (tous) temps et de tout (tous) pays. 

Aucun.—With a negative this word may be used either in the 
singular or in the plural: e.g., ne faire aucun projet or aucuns projets. 


oficiers sont sortis, or est sorti, du camp; le chat ainsi que le tigre sunt 


des carnivores or est un carnivore. 
| CONCORD OF THE VERB WHEN THE SUBJECT IS A COLLECTIVE.—When- 


ever the collective is followed by a plural complement, the verb may 
agree with the complement: e.g., un peu de connaissances sufiil or 


| sufisent. 


CONCORD OF THE VERB WHEN THE SUBJECT 18 plus d’un.—The present 
custom being to put the verb in the singular, the singular will be 
allowed even when plus d'un is followed by a plural complement: e.g., 
plus d'un de ces hommes était, or ctatent, à plaindre. 

CONCORD OF THE VERB PRECEDED BY un de ceur (une de celles) qui.— 
Should the verb of the relative sentence be singular or plural? This 
is a delicate point, which has no place either in elementary instruction 
or in examinations. 

C’EST, CE sont.—As the present practice in the use of these forms 
differs widely, and as the best writers often use c'est before a plural 


, substantive or a plaral pronoun of the third person, the nse of c'est 
j instead of ce sont will be allowed in all cases: e.g., c'est, or ce sont, des 
: montagnes et des precipices. 


SEQUENCE OF TENSES.—The present subjunctive, instead of the im- 
perfect, will be allowed after a conditional: e.g., il faudrait qu'il vienne 
or qu'il vînt. 

THE PARTICIPLE. 

PRESENT PARTICIPLE AND VERBAL ANJECTIVE.—Attention should be 
paid to the general rule, according to which the participle points to the 
action, the adjective tothe state. In doubtful cases it will be sufficient 
for pupils and candidates to show proof of common sense. In class 
work all subtleties should be carefully avoided : e.g., des sauvages virent 
errant, or errants, dans les bois. 

Past PaRTICIPLE.—The existing rules for the concord of the past 
participle constructed with avoir have always been more or less 
questioned by writers and grammarians. The rules have gradually 
become more and more complicated, and the exceptions—according to 
the form of the object that precedes the participle, the use of the verb 
in a literal or figurative sense, and the dependence of other verbs upon 
the participle—more and more numerous. Moreover, the rules are 
ceasing to be rigidly observed, and it seems useless to persist in 
galvanizing into life rules which are only a source of perplexity in the 
class-room, which do not in any way serve to develop the intelligence, 
and which render the study of French very difficult for foreigners. 

There is nothing to change in the rule according to which the past 
participle, when used as an epithet, agrees with the word it qualifies, or, 
when used as an attribute with the verb (tre or an intransitive verb, 
agrees with the subject: e.g, des fruits gités; ils sont tombés; elles 
sont tombées. 

The past participle constructed with avoir, however, will be allowed 
to remain invariable in all cases in which it has hitherto been ex- 
pected to agree with the object: e.g., les livres que j’ai lu or lus; les 
jleurs qu’elles ont cueilli or cueillies ; la peine que j’at pris or prise. 

Similarly the past participle of reflexive verbs will be allowed to 
remain invariable in all cases: e.g., elles se sont tu or tues; les coups 
que nous nous sommes donné or donnés. 


THE ADVERB. 


Ne IN SUBORDINATE ProposiTIONs.—The use of this negative particle 
gives rise in many cases to complicated and difficult rules which sre 
often contrary to the usage of the best writers. Without regard to the 
character of the principal sentence—whether affirmative, negative, or 
interrogative—the suppression of ne will be allowed in all subordinate 
propositions depending on such verbs or phrases as the following :— 
empccher, défendre, éviter que, &c.: e.g., défendre qu’on wienne or 
qu'on ne vienne; craindre, désespérer, avoir peur, \de peur que, &o.: 
e.g., de peur qu'il aille or qu'il mailles douter, contester; nier que, &c.: 


Oct. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


415 


e.g., je ne doute pus que la chose soit vraie or ne soit vraie; il tient à 
peu, tl ne tient pas a, il Sen faut que, &c.: e.g., il ne trent pas a mot que 
cela se fasse or ne se fasse. 

Similarly, the suppression of ne will be allowed—(1) after com- 
paratives or words expressing a comparison, such as autre, autrement 
que, &c.: e.g, L'année a été meilleure qu'on l’espérait or qu’on ne 
Vespératt; les résultats sont autres qu’on le croyait or qu’on ne le 
croyait; (2) after the conjunctions à moins que and avant que: e.g., 
à moins qu’on accorde le pardon or qwon n’uccorde le pardon. 


NOTE. 


In examinations it is desirable that mistakes which prove nothing 
against the intelligence or the real knowledge of the candidates, but 
which merely betray ignorance of some shade of meaning or some 
grammatical subtlety, should not be treated as serious faults. Such 
mistakes, for instance, as bear on the following points should especially 
be treated very lightly :—(1) Substantives which change their gender 
according as they are abstract or concrete, such as aide, garde, 
manwmurre, &c., or which have a slight difference of meaning according 
to their gender, such as couple, merci, reldche, &c. (2) Special and 
technical plurals, such as aieuls and ateur, ciels and cieuz, wils and 
veur, travails and travaur, &c. (3) The use of the article and of 
different prepositions before masculine names of countries: e.g., aller 
en Danemark, en Portugal, but aller au Japon, au Brésil. 


REGISTRATION OF TEACHERS. 


WE print below the memorandum recently drawn up by the 


Training of Teachers’ Joint Committee on certain questions | 


which will arise in the framing of regulations for the creation 
ot a Teachers’ Register :— 


By Section 4 of the Board of Education Act, 1899, “it shall be lawful 
for Her Majesty,in Council, by Order, to establish a Consultative Com- 
mittee . . . for the purpose,” inter alia, “ of framing, with the 
approval of the Board of Edneation, regulations for a Register of 
Teachers, which shall be formed and kept in manner to be provided by 
Order in Council; provided that the Register so formed shall contain 
the names of the registered teachers, arranged in alphabetical order, 
with an entry, in respect to each teacher, showing the date of his 
registration, and giving a brief record of his qualifications and ex- 
perience.” 

We are on the eve of the appointment of this Consultative Com- 
mittee; and, as it is more than probable that professional opinion will 
shortly be asked with reference to the conditions of registration, it is 
important that associations and individuals should be considering the 
points involved. 

But, while this general Register must be formed forthwith, its 
division into sections may be postponed until a Register of Efficient 
Schools has been formed ; and the Board of Education should be urged 
to deal with this matter without delay. 

Such a Register of Schools seems to the Training Committee 
essential, as affording assurance that any practical experience or 
systematic course of training that shall be required for admission to 
the Register of Teachers should have been obtained in connexion with 
an efticient school. 

The report of the Training Committee, issued in December, 1897, 
following, in most respects, the lines laid down by the Report of the 
Royal Commission on Secondary Education, may be accepted generally 
as expressing the voice of the teaching profession as to the principles 
which should be adopted by the Congulthtive Committee of the Board 
of Education, in formulating a standard of training to be required by 
it, as necessary for the admission of teachers to the Register. In 
December, 1899, and January, 1900, the Headmasters’ Conference and 
the Headmasters’ Association respectively passed the following re- 
solution :— 

“That this Conference [Association] is of opinion that, after the ex- 
piration of five years from the commencement of the Board of 
Education Act, no new member of the profession should be qualified for 
a place on the Register of Secondary Teachers who has not undergone 
a systematic course of training.” 

The Committee desires that public opinion be formed on the following 
questions :— 

(a) How shall the conditions of registration be defined for— 
(i.) Teachers who are now in the profession? (ii.) Teachers who 
shall join the profession within the next five years? (iii.) Teachers 
who shall apply for registration after the lapse of five years ? 

(è) Granted that, as in the legal and medical professions, pro- 
fessional training must be a condition of registration, what is the 
minimum to be required ? 

I. The Training Committee recommends the following as conditions 
of admission to the Register of Teachers for those seeking admission 
on or after April 1, 1905 :— 

1. That candidates for admission should be graduates of a British 


University, or should be in possession of a diploma equivalent to 
a degree. 


2. That they should hold a certificate, approved by the Consultative 
Committee, that they had followed a course of training in the theory 
and practice of education subsequent to their graduation. 

3. That they should give proof of two years’ efficient service in a 
school approved for the purpose. 

In reference to condition 2, a considerable minority of the Com- 
mittee were of opinion that, under exceptional circumstances, this 
course of professional training might be concurrent with the period of 
study for the degree. 

II. Those who are already teachers must be admitted on easy terms. 
All headmasters and assistant-masters of, say, five years’ standing in 
any one efficient school would find their place on a Register, as a matter 
of right. For men of less experience, or for those who have moved 
about from school to school, it would be necessary that the testimonial 
of a headmaster in whose school they had been teaching, for not less 
than twelve months within the three years immediately preceding the 
formation of a Register, should be presented to the Consultative Com- 
mittee, countersigned by ai least two other schoolmasters, qualified by 
right, as aforesaid, for registration. Where a teacher has served for 
two years in a school from the time of admission to a degree in arts 
and science, by some University in Great Britain or Ireland, to the for- 
mation of the Register, it should be sufficient that the application be 
endorsed by the headmaster of the school alone. It is recommended 
that the condition of entry on the Register in the case of women 
teachers should be, in all respects, similar to those for men. 

Graduate teachers in elementary schools holding Her Majesty’s 
Certiticates shall be eligible for admission to the Register of Teachers, 
provided that they have taught for three years in one school, and can 
produce a certificate of etliciency, signed by the Chairman of their 
School Board, or, in the case of the voluntary schools, by the Chair- 
man of the Body of Managers. 

It would follow that against the names of all registered teachers all 
the schools in which they had gained their experience, with the length 
of their service in each, should be placed. 

III. A similar elasticity must be applied in the case of those who 

shall become teachers within the next five years. Due notice must be 
given to boys and girls in our schools, intending to enter the profession, 
that the conditions of admission will be more stringent than thev have 
been hitherto. Meanwhile, teachers who seek registration shall be 
required to pass an examination in the theory and practice of educa- 
tion, of which the more important part shall be oral, as well as to 
satisfy such conditions as to experience in an efficient secondary school 
as may be approved by the Board of Education. Special facilities for 
registration should be afforded to those teachers who have, during the 
interval, availed themselves of the training afforded by colleges and 
' Other institutions already in existence. 
| There must be also for a considerable number of years, under the 
| existing order of things, many secondary teachers, particularly; in 
‘special subjects—such as music, drawing, &c.—who will be debarred, 
i by circumstances, from graduation, but whose valuable and efficient 
work ought not to be stigmatized by their exclusion from the Register. 
Their case would be met by the production of satisfactory proof of a 
liberal education of a standard not less than that required for matricu- 
lation at one of the Universities, together with a prolonged period of 
service and training, according to the circumstances of the case. 


REVIEWS. 


ScHooL Board Work. 
The Work of the London School Board. By T. A. Spalding, LL.B., 
assisted by T. S. A. Canney. B.A. (P. S. King & Son.) 

This volume was prepared for the Paris Exhibition by 
direction of the Chairman of the Board, Lord Reay. It sets 
forth the development of the policy of the Board and the ways 
in which it sought to solve the very difficult problems that con- 
stituted its task. It offers a enna: and continuous view of the 
Board’s labours, with very little reference to differences of 
opinion that have manifested themselves amongst the members. 
By a mere record of facts arranged in order of occurrence and 
explained, a very marked tribute or testimonial is given to the 
common sense and cautious judgment, as well as to the con- 
scientious zeal, of successive Boards. The first part deals with 
the history of education in England prior to 1870. This is the 
weakest part, and we find not a little in the twenty-four pages 
with which we entirely disagree. It opens with a section headed 
“The Influence of the Reformation,” in which it is denied that 
the Reformation had any influence for good as regards educa- 
tion. The conclusion is stated as follows :— 

It has been assumed that national education in England was the 
offspring of the Reformation, and to the sickly boy who is known to 
history as Edward VI. has been attributed the glory of having founded 
the English system of secondary. education. The fallaciousness of 
this doctrine has been sufficiently exposed. . . The Commissioners of 


416 


THE EDUCATIONAL TIMES. 


[Uct. 1, 1900. 


Edward VI. succeeded in strangling most of the schools of England, 
and more especially the elementary schools. . . . Their action crippled 
the progress of elementary education for nearly three centuries. 


It is very remarkable that so little credit should here be given 
to the spirit of the Reformation, to which may be traced the 
notion of the universal need of education and the right of all to 
receive the benefit of it. This notion, started by the chief Re- 
formers, was the germ which ultimately led to the establish- 
ment of a free and general education. It will be sufficient to call 
as a witness of this the chief of the Reformers, Archbishop 
Cranmer. It was proposed, three centuries ago, to admit to 
Canterbury Grammar School none but the sons of gentlemen. 

Wherennto [says Strype in his “ Memorials” | the Most Reverend 
Father the Archbishop, being of a contrary mind, said that he 
thought it not indifferent so to order the matter; “for,” said he, 
“poor men’s children are many times endued with more singular 
gifts of Nature, which are also the gifts of God, as with eloquence, 
memory, apt pronunciation, sobriety, and such like, and also commonly 
more apt to apply their study, than is the gentleman’s son, delicately 
educated.” Hereunto it was on the other part replied, “ that it was 
meet for the ploughman’s son to go to plough, and the artificer’s son 
to apply the trade of his parent’s vocation, and the gentleman’s 
children are meet to have the knowledge of government and rule in 
the commonwealth. For we have,” said they, “as much need of 
ploughmen as any other State; and all sorts of men may not go to 
school.” “I grant,” replied the Archbishop, “ much of your meaning 
herein as needful in a commonwealth ; but yet utterly to exclude the 
ploughman’s son and the poor man’s son from the benefits of learning 
as though they were unworthy to have the gifte of the Holy Ghost 
bestowed on them as well as upon others is as much as to say that 
Almighty God should not be at liberty to bestow His great gifts of 
grace upon any person, nor no where else but as we and other men 
shall appoint them to be employed, according to our fancy, and not 
according to His most Godly will and pleasure, Who giveth His gifts 
both of learning and other perfections in all sciences unto all kinds 
and states of people indifferently.” 

This well expresses the attitude of all the leading Reformers 
to education, and it might be supplemented by much stronger 
statements by both bishops and lay politicians. 

The succeeding chapters on statistics, school management. and 
compulsion are interesting reading, and are not open to the 
charge of looseness and inaccuracy which may be made against 
the first. The writers evidently deal with matters on which they 
have a clear knowledge. The statistical chapter describes the 
efforts of the earlier Boards to estimate the number of children 
for whom they had to provide. The Registrar-General, when 
applied to, asked for at least two years for the work. The Edu- 
cation Department had given a sixth of the population as the 
uumber of school age, but the Board, by its own methods, 
arrived at one-seventh as the nearer fraction, and from this 
made a number of deductions. They certainly did not over- 
estimate the number of places they had to provide; and. as many 
schools taken over temporarily by the Board failed to make them- 
selves efficient, the estimate of the number of children for whom 
places were required rose rapidly. These methods of climbing 
to the true estimate by experiment are characteristically English. 
They are exhibited again in regard to the school buildings. The 
first Board resolved to obtain information of the Prussian system 
of class divisions before beginning to build. This system they 
agreed to try, and the Ben Jonson School at Stepney was the 
result. The Prussian system was soon found to have many 
detects, and the Board gave up the plan of employing different 
architects to work out variations of that system. and appointed 
an architect of its own. Gradually the Board drifted to the con- 
clusion that neither the Prussian system nor the Board's own 
scheme ought to be rigidly adhered to, but that each school 
should be planned according to the needs of the neighbourhood 
in which it is built. When once the Board was emancipated 
from adherence to a fixed scheme, experience added knowledge, 
and each school plan was an improvement on its predecessors. 
So long as this readiness to learn from experience continues, the 
Board will be healthy: when it ceases, it will soon become 
corrupt. 

The chapter dealing with the vexed question of compulsion 
presents only the School Board aspect of the question, with too 
much of an assumption that the majority of parents are perverse 
and unreasonable and need compulsion. The chapter on educa- 
tional progress does not notice the effect of the Board’s operations 
in withdrawing children from the secondary schools of the metro- 
polis. The fact that, while, through the building of new endowed 
schools, the available school places in second-grade schools have 
increased by more than 50 per cent. in twenty years, the 


number of scholars has remained nearly stationary, is altogether 
ignored. Indirectly, however, there is an acknowledgment of 
the effect of the Board’s policy in providing substitutes for 
secondary schools. 

In tracing the causes of improvements in the quality of the 
education, the writers say: 


The children at present in school are undoubtedly of greater mental 
receptivity than their forerunners, and are, on that occount, capable of 
a wider range of instruction. If this were not the case, the introduc- 
tion of a larger number of subjects would tend to diminish the effi- 
ciency of the schools; but this has not been the case. They are, toa 
large extent, the children of parents who have had experience of the 
advantages of education and are desirous that their offspring should 
profit more completely in a similar manner. 


There can be no doubt that. to a considerable extent, the increased 
capacity of the pupil which has been observed is due to the attrac- 
tion of pupils who, but for the operations of the School Board. 
would have been found in the endowed and other secondary schools 
of the metropolis. It is a grave question whether it would not be 
detrimental to education to carry this tendency further than it 
has gone at present. and herein lies the pressing need of a really 
strong Minister of Education at the head of the recently enlarged 
Department. 

These criticisms, however, do not diminish our appreciation of 
the magnitude of the work devolving upon the School Board for 
London, and the excellence of the methods it has adopted to 
surmount its great difhculties, as these are clearly and fairly 
described in the work before us. 


MODERN LANGUAGES IN SECONDARY EDUCATION. 


Report of the Committee of Twelve of the Modern Language 
Association of America. (Boston: Heath.) 

Ix 1896 a Committee was appointed by the Association, under 
the presidency of Prof. Calvin Thomas, to consider the position 
of modern languages in secondary education, and to make 
recommendations. Their inquiries brought out the greatest 
variety, both in the modern language teaching of the schools 
and in the requirements of the colleges at their entrance 
examinations. Their first year’s work resulted in a single 
resolution to the effect that “ secondary instruction in French 
and German should not be differentiated according as the pupil 
is, or is not, preparing for college.” The result of their subse- 
quent labours is embodied in the book before us. In considering 
the general pur pees of the study of modern languages, the 
Committee, though by no means taking up an anti-classical 
attitude, point out that, at any rate, modern languages “ give a 
quicker return on the investment” of time and energy than 
Latin and Greek. They regard them as valuable instruments of 
general culture, and urge that conversational facility should be 
regarded as subordinate to literary linguistic training and to the 
acquisition of the power of reading French and German books. 
The conditions in the United States are, they argue, different from 
those in some European countries, where the speaking of two or 
three languages is of great practical importance. 

Coming to the more technical part of this subject, they pass 
in review several methods of instruction. The pure “ grammar 
method” they dismiss as uninteresting and as failing to give 
either insight into foreign life and thought or appreciation of 
literary masterpieces. To the so-called “ natural method,” which 
relies mainly on unsystematic imitation, they raise the obvious 
objections, and treat it as likely to be eventually regarded rather 
as a vivifying influence than as an independent method. The 
“ psychological method "—+.e., Gouin’s system, introduced into 
America by Bétis—they consider, while recognizing some of its 
advantages, especially as a means of fixing the attention, to 
afford but little opportunity for the exercise of judgment, and to 
delay too long anything like literary study. In dealing with 
the “ phonetic method ”—the method. that is, of the “ Reformers.” 
or neuere Richtung—they recognize its merits in cultivating the 
habit of attention and in securing from the first correct pronuncia- 
tion; but, as in the case of the “ psychological method,” they 
are dissatisfied with the postponement of translation and the 
comparative neglect of the literary side of training. In their 
opinion its adoption requires considerably more time to be de- 
voted to modern languages than is at present possible in 
American schools; but they are not indisposed to regard it as a 
“counsel of perfection.” Lastly, they discuss the ‘ reading 
method,” in which translation into English-is the mai object. 
and grammar, composition, and pronunciation(are kept dn the 
background. To this they raise the objection, among others. 


Oct. 1, 1900. | THE EDUCATIONAL TIMES. 417 


that it often fails to secure attention on the part of the pupils and | Pisistratids, of the Four Hundred and the Thirty at Athens, it 
energy on the part of the teacher. would have been well to indicate clearly which author is 
Their own recommendations are of an eclectic character. | followed. In such cases, when ancient authors differ, it will 
They indicate a preference for “oral” methods in the first in- | generally be found that Prof. Bury decides in favour of Prof. 
struction of those who take up a foreign language at an early | Wilamowitz-Mdllendorff. That mode of untying the knot is a 
age, and of the “reading” method, modified by suggestions taken | simple and very good working solution of the difficulty; but we 
from other systems, for those who begin later or whose time of |should prefer to know when we are following Thucydides, 
study is Hmited. These general recommendations are worked | Xenophon, Aristotle, and when we are frankly giving them all 
out in the form of elementary, advanced, and intermediate up, and surrendering without conditions to the ingenious author 
courses. The courses for German, as probably the language most | of “ Aristoteles und Athen.” These notes produce a deep im- 
studied in the United States, are given in greater detail; we in | pression of the great width of the authors learning, and the 
England are still very far from even putting German and French | extraordinary industry with which he has explored the Great 
on an equality. In laying out the courses, especially the elementary | Sahara of foreign periodicals. = 
course, due importance is given to the memorizing of colloquial} Prof. Bury’s criticism of the disastrous Athenian expedition to 
sentences with a view to the cultivation of Sprachgefiihl and to! Sicily, and his estimate of that unfortunate devotee of fortune, 
pronunciation, notice being taken of the importance of correcting | Nicias, may be quoted as an example of the freshness of manner 
the provincial accent of so many of the German population of the | and the independence of judgment that characterize the whole 
States. Grammar, “with little theory and much practice,” and | book :— 
systematic drill in German on the reading-lessons are insisted| Timid as a general, timid as a statesman, hampered by superstition, 
on, and stress is laid on “free reproduction.” Some hints on|the decorous Nicias was a brave soldier and an amiable man, whose 
translation into English are added, and a useful list of reading- | honourable qualities were the means of leading him into a false 
books, both in French and in German, is appended. Throughout | position. If he had been less scrupulous and dovout, and had been 
the report, as we have already pointed out, the necessity of |endowed with better brains, he would not have ruined his country. 
making modern languages an instrument of general education,| And, as for the Sicilian expedition :— . 
and, m particular, of systematic training in good English, is} It ig often said that it was a wild venture, an instance of a whole 
fully recognized—a consideration sometimes overlooked by the | people going mad, like the English people in the matter of the Crimean 
more zealous partisans of modern methods. War. It is hard to see how this view can be maintained. ... The 
failure was due to nothing in the enterprise itself, but entirely to the 
initial mistake in the appointment of the general. And it was quite in 
Pror. Bury’s “ GREECE.” the nature of things that the Athenian sea-power, predominant in the 
History of Greece. By J. B. Bury. (Macmillan.) Kast, should seek further expansion in the West. An energetic 
This is an admirable book. Prof. Bury has contrived within | °stablishment of Athenian influence in that region was recommended 
the limits of a single volume to present the political, social, by the political situation. It must be remembered that the most 


salon - me f serious and abiding hostility with which Athens had to reckon was the 
religious, and literary life of the Greeks; and he has presented commercial rivalry of Corinth; and the close alliance of Corinth with 


them with so much learning and such skill that his history may | her Dorian daughters and friends in the West was a strong and 
fairly be expected to satisfy the requirements both of the learner adequate motive for Athenian intervention. 


and of the mature reader. The views expressed are studiously Th t ease bari A T 
moderate. Prof. Bury does not take sides, like Grote and ee ey ee ee vee ; 


Mitford. He writes without disapproval of the imperial policy of | è” attractive form. It is the singular merit of ne ies Be 
Pericles, and he supports his war policy. He is not enthusiastic elt F that, while it d eee it a. never dull, and, while 
over Demosthenes as a politician, but declares that “ only his | vont q Jets leni E p oe Bi cee are E pre- 
political opponents would deny that he was the most eloquent of sa «Sh id His a f he E uy h es l POPI ah : K: 
orators and the most patriotic of citizens.” He holds, as we have | OF ene ort History of the English People. For it ad et 
long held, that Philip of Macedon has received less than his due | ®"4 EE tairunig ; 1t. 18 not -a mere record of politics and Kings 
from history. A statesman whose patriotism was not, like that and batt dr and i employs all A results a R aa e 
of Demosthenes, “ purblind ”—the word is Prof. Bury’s—would | 82t10n an ee ai S aT iat is old. The i ? i f nie: 
surely have come to terms with Philip, who was, if not dazzled, R ied Pane i, ore us as vividly n a ed oe t 
at least attracted, by the glory of Athens, and might have set her ee nda oe k . EET SO AE DE RAe MONAL Y OE ANR 
once more at the head of the Greek world if she would have let | 2¥#hor, and it is wholly worthy of his great reputation. 
him. But, of course, this opinion is wholly at variance with the 
views of Niebuhr and Grote. ENGLIsH LETTERS. 

The references to literature are cunningly interwoven with the| Tutorial History of English Literature. By A. J. Wyatt, M.A. 
general narrative. Scholars will turn with curiosity and respect (Clive.) 
to the author’s literary judgments; and they will find that here,| Mr. Wyatt aims at writing his history of English literature, 
too, Prof. Bury is free from strong prejudices. His opinions are, | from Beowulf to Charles Lamb, on scientific principles. He has 
in some cases, in amusing contrast with those of his distinguished | barely two hundred and twenty pages to work in, and so he 
colleague, Prof. Mahaffy. Thus, in a striking passage in which | practically ignores the smaller writers, linking the more im- 
he contrasts Thucydides and Herodotus, the balance is decidedly | portant ones together by sketches rather historical than bio- 
in favour of the son of Olorus. Not only is his history “still | graphical. He urges that in this task he has “no model to 
without a rival,” but even his theme, so often depreciated by |improve upon ”—a remark which we fail to understand, since 
modern writers, is great; “for it is the story of the decline and | more than one recent writer has done precisely the same thing, 
fall of the Athenian Empire, and, at this period, Athens is the |though not precisely in Mr. Wyatt's manner. More distinctive in 
centre of ecumenical history.” On the other hand, Prof. Mahaffy | its way is the consistent effort to steer a simple course of narra- 
has praised Xenophon’s narrative of the Retreat of the Ten | tive between childish phrasing and talking over the reader's head. 
Thousand as “one of the most delightful chapters of Greek |In order to avoid the last-mentioned danger, Mr. Wyatt boldly 
history,” and herein Prof. Bury agrees with him. “The charm |adopts and commends a method of study which would be ex- 
of the ‘ Anabasis, ” he says, “depends on the simple directness | cellent if it could be carried out—which, indeed, can be fully 
and fullness with which the story is told. . . . There is a charm | carried out by a student who is prepared to spend several hours 
of actuality in the early chapters, with their recurring phrases, | daily on the thorough study, not of English literature, but of so 
like brief entries in a diary.” This is, surely, a far juster estimate | much literature as this “tutorial history ” sees good to give 
than is Mr. Pretor’s depreciatory criticism of these same opening | him. Mr. Wyatt’s plan is that the reading of each of his chapters 
chapters. It is to be regretted that the limitations of space: shall be preceded by the reading of “one work by each of the 
prevent more than a bare reference to many of the greatest | authors dealt with.” If that is not possible, then one complete 
authors, for the too brief remarks on literature are all of much | work representative of each period must be read. 
worth. Prof. Bury, it is plain, could write an excellent history] To facilitate the plan, Mr. Wyatt gives a list of authors and 
of Greek literature. recommended works, of which we will only say that there are 

In a very useful collection of notes and references Prof. Bury | thirty authors and about forty works or selections, and that any 
indicates the sources, both ancient and modern, from which he} one who will study these may boast of a very good acquaintance 
draws. Men reading for Honour Schools at the Universities will | with a literature which is, as Mr. Wyatt says, “the greatest that 
find these lists very convenient. Where there is a conflict of | the world has ever seen,” and-written in,alanguage)which “ bids 
authority, as, for instance, in the account of the overthrow of the | fair to be some day the universal language.” We like the way in 


418 THE EDUCATIONAL TIMES. (Oct. 1, 1900. 


which Mr. Wyatt approaches and performs his task. He has a/old age” can be meant: it is a far-fetched and unnatural ex- 
good perception of the literary qualities, and he deals with| planation. The statement of the ancient grammarians that movnpos 
literature reverently. His judgments are well balanced and|denotes moral, and mévnpos physical, badness is accepted, and 
sensible, not off-hand or dogmatic :— the MSS. are corrected in accordance with it. But this is a point 

One word summarizes “Augustan” literature—common sense: on which the old gr ammarians are unsafe guides. We formerly 
common sense glorified, deified. beprosed, berimed, and bestanzaed out believed in the rule, but the evidence of MSS. lends it no support ; 
of all recognition of itself. ‘ Wit and fine writing,” says Addison after and we cannot think that there 18 any sense in it. We should 
Boileau, “ doth not consist so much in advancing things that are new as | Class the statement with the eipyw and eipyw mare's nest ; and we 
in giving things that are knuwn an agreeable turn. It is impossible for do not see how human and humane, cited by Prof. Tucker, ds m 
us who live in the latter ages of the world to make observations in | any sense parallel. But we might go on picking holes ad infinitum , 
criticism, morality, or in any art or science, which have not been | and still should not damage materially the substantial fabric that 
touched upon by others. We have little else left us but to represent | Prof. Tucker has raised, and for which schoolmasters should be 
the common sense of mankind in more strong, more beautiful, or more un- grateful to him. 


common lights.” Any student who reads the introduction and notes carefully 
“True wit is Nature to advantage drers’d, will know as much about ancient dialectics and Platonic diction 

What oft was thought, but ne’er so well express’d ”— as he can possibly need to know before going to the University. 

the same thought again. The utmost brilliance of form combined with The remarks on the shifting, or fluid, character of the terms used 
sheer banality of matter—that is Augustan literature. and the fallacious arguments that are consequently permitted 


This h th un ti lt is t | to count ” are valuable and quite fresh. It remains only to be 

Pon, pee qi aps, Nee peer o E ae a ne "observed that the printing is, for a school-book, unusually 
of Virgil a Horace ee OF real Augustan lverature 'elaborate—spacing, indenting, and heavy type being usefully 

= re j ‘ ee | ; l rards cl 

We strongly recommend Mr. Wyatt as a guide in the ascent of employee te MeD tonais rnga 


. i | 
the easier slopes of Parnassus. 


Rock-PIctTures. 
A ScuooL PLATO. 


Proem to the Ideal Commonirealth of Plato. An Introduction to (1) pe T T a ne, ae pane rane Sie a 
the Language and Methods of the “Socratic” Dialogues. loau, By Si eee a o L ( a ne R ad 
By T. G. Tucker. (Bell & Sons.) ie y Mac ‘lle oi ELSIE EAE RE SVEVER 
It is not easy to discover “a long felt want” in school-books, (1) D, "So k Hone ee K Kihe oe OP Laborat t 
and, when discovered, it requires more than the average learning K N E E E soe 1 oe ee 1 asia hee 
and ordinary skill to supply that want. But a good school ben reprints, in this volume, a special course of lectures given 
edition of the “ Republic” has long been a desideratum. The y pin fonr eare apo at niver ity Colere, London, MMe Or 
: .| the work has been recast, and about one-fifth of the present text 
tenth book has been done rather well; and the President of | . i . P í 
Magdalen has edited in a leisurely fashion the first five books in ei entirely ee but a special feature and attraction of 
one volume. But the eighth, so well suited to be read by young : 2 e he aes permunent form are the hundred and fifty 
historical and classical students, is neglected; and the first, | rock n ee EE aabisaa quite o ee ue 
which, though overloaded with fallacious dialectic, is, none the red aga — og em ate zie a aid anus 
less, an admirable introduction to the sterner stuff of the later ace TANT ey pive snt VO me a par NONA value SS A 000 a 
Plato. has hitherto received but little attention at the hands of | *S'STence for students of botanical paleontology. a; Progressive 
English editors. At length we have an excellent edition of | and increasingly interesting branch of science, and one in which 
Book I. and Book Il., chapters i-x., by Prof. Tucker. This is eae ee aad elaborate Gitgrars are OF the utmost: importini 
altogether the best form of initiation into the Platonic mysteries ee eae ani a claim to have Wien „a manual of fossil 
that we know; and we trust that the sale of the book will be otany. SHOURTS faat as Very mnch what his book amounts to, 
sufficient to encourage the editor to extend his labours, and to seeing that it is a classified description of the principal palæozoic 
edit other parts of Plato's Utopia on the same lines. families, and especially of the Permian groups — the lepido- 
Prof. Tucker's work is always fresh and interesting. He can dendrong, sigillarias, and calamites—and the rich Carboniferous 
write readable notes, and he presents his subject in an original | ere mk fey gro remarks on ah sere and a 
manner. This book is no exception to the rule. We have read jas far td we or det a me i RyaLON WI his auna praceca a 
through the commentary, and find that every page contains bot : ey ae ne ee cee os x ae ee tes a 
something to interest the student of Attic Greek. The illustrative be ie q t i rS ae ae d ea i O ia Paa f th see 
quotations are plentiful, and the notes are a storehouse of in- 1 TOTES I, rn) eee be Gadice Ge Rec Motes? ae to gre 
formation on Attic usage. The introduction, which extends to Per Ee oe it 9 ear oe pit say age SIn: te 
eighty pages, contains an abstract of the “ Proem,” with which is = edi ? Des. Ne aah of antiquity on our modern plant 
included some useful comment on the subject-matter, such as we Po reese rane eae ees 
have not hitherto seen in school-editions of Plato. Prof. Tucker| Only twelve years ago it was said that fossil botany had contributed 
holds that the first book was written by Plato as a separate work, | little to our knowledge of the affinities of plants. Whether true or not 
and that the remainder of the “ Republic ” belongs to a much | at the time it was made, such a statement would certainly not hold good 
later date in the philosopher's life. In this case, the speeches of | 20W. Our whole conception of two at least of the great divisions of the 
Glaucon and Adeimantus in Book II. would be an ingenious | vegetable kingdom—the Pteridophyta and the Gymnosperms—and of 
device for connecting the latter with the earlier and shorter | tbeir mutual relations, is already profoundly influenced by the study of 
dialogue. Of course the “ Hellenica ” of Xenophon exists as a the ancient forms. Far greater results may be confidently expected 
proof that ancient authors did sometimes return to their earlier aden zi | Bacarens a tae ee aiready ee oe: 
works and write continuations of them; and, in the case of the steele sok nar ER ae A ERES of our knowledge 
“Republic,” the linguistic data strongly support the argument p E ee 
from contents. This may sound rather sanguine as to the future; and, indeed. 
The text—if we except restorations of Attic forms—is conser-|it may be doubted whether anything more than an inspired 
vative. There are brief, but sufficient, critical footnotes, and con- | generalization can be obtained from a process of ideas which 
siderable prominence is given in the commentary to various | must, of necessity, be diagrammatic and never purely biological. 
readings. The grammatical notes are likely to stimulate interest, | Still, as Dr. Scott remarks in the passage just quoted, there has 
and they are replete with scholarship. We wonder that Prof.| of late been an undeniable movement in our physical knowledge 
Tucker lends any countenance to Jowett and Campbell's où 8€| of plants and plant life, especially in the two sub-kingdoms 
Gapifers piv for the MSS. ot8é, &c. at page 328 C. We are| which he names, distinctly due to researches in fossil botany. 
decidedly of opinion that où &€ in two words is not Greek, and we | And no small part of the advance may be put down to the credit 
do not think that Jowett and Campbell would persuade us that it | of Dr. Scott himself. 
is. On the interesting phrase emi ynpaos ot8@, which is quoted by| (2) Sir Archibald Geikie has revised and slightly increased his 
Plato a little further on, there is a good comment. Whether we| excellent little introduction to earth study and practical field 
are to understand “on the threshold of old age,” or, as Dr. Leaf | geology. It is still the simplest and best book, at any rate for 
will have it, ‘‘on the road of old age,” it is certain that the| its size, for students and amateurs who intend to devote adequate 
meaning is “in extreme old age.” Nevertheless, we do not agree | time to open-air study. Its ninety figures admirably illustrate 
with the editor that “the threshold (of death) which consists in | the text. 


Same —_ 


Oct. 1, 1900.] 


THE EDUCATIONAL TIMES. 


419 


GENERAL NOTICHS. 


CLASSIC8. 


The Odes of Horace, Book III. Edited by H. Latter. (Bell & Sons.) 

This is the second illustrated edition of the Third Book of the “Odes” 
which has come under our notice in the last few months. Except for 
the sake of the illustrations, it is difficult to see why either of the 
editors should have ventured into a field already so well occupied. 
Mr. Latter’s notes are straightforward and unpretending, but they add 
nothing in the way of felicitous rendering or appreciation of Horace’s 
meaning to what we already find in Page and Wickham, to whose 
editions he is chiefly indebted; nor do they bring difficult points of 
scholarship more within the range of schoolboys. It is, in fact, a pity 
that alternative versions, the discussion of which does so much to 
stimulate thought, are, for the most part, purposely avoided. Some- 
times the less scholarly rendering, or, at any rate, that least approved 
by modern editors, is adopted. For example, “ conjuge barbara turpis 
maritus vixit” is rendered “disgraced by a barbarous spouse,” and 
“destituit deos mercede pacta” by “cheated the gods of their 
promised wages,” without further comment. On “immunis aram si 
tetigit manus” there is a thoughtful discussion; but Dr. Gow’s pretty 
suggestion that “immunis ” means “ unofficial,’ and points to a private 
man’s offering, without pomp or ceremony, is not noticed; nor are 
any of Dr. Verrall’s suggestive discussions alluded to. The Murena 
dissertation is, perhaps, beyond the range of schoolboys, and its views 
are not generally accepted; but surely the ingenious interpretation of 
“ Aeli vetusto,” as a playfnl address to his steward Lamia, deserves a 
place. The illustrations are good; and there is a useful “classical 
dictionary ” of proper names. 


Vergil, Aeneid VI. Edited by J. T. Phillipson. (Bell & Sons.) 

An editor of the “ Aeneid,” and especially of the Sixth Book, labours 
under the same difficulty as the one who attacks the “ Odes ” of Horace. 
Conington’s famous edition was not, it is true, written for schoolboys, 
but both Sidgwick’s and Page’s editions are within their range, and it 
is not easy for an accomplished scholar to improve uponthem. Mr. 
Phillipson has used their editions very freely, as he tells us in his pre- 
face, and has done his work fairly, but it does not seem as if his render- 
ings were happier or his explanations more lucid. In some cases, 
indeed, he has committed himself to questionable translations, as, for 
example, longa dies, ‘‘a far-off day’; tenent media omnia silvae “com- 
pass all between”; ardentem et torra tuentem animum, “her buining 
and frowning soul.” Nor can we approve his note on the historic 
infinitive, which he says is used “ in relating the climax of a series of 
actions,’ and “corresponds to our use of the present indicative.” 
Neither of these statements is borne out by the best grammars. 
Riemann expressly says that it should not be rendered by the present 
in French, while the other characteristic mentioned, though applicable 
in some cases, is hardly universal. The illustrations, many of which 
are taken from the Vatican “ Vergil,” are interesting. 


Selections from Cicero. Edited by J. F. Charles. (Bell & Sons.) 

The selection is a good one. It falla into two groups. The first, 
illustrating the chief incidents of Cicero’s career, begins with the 
description of his oratorical studies from the “ Brutus,” and includes 
well chosen extracts from the orations, such as the scourging of a 
Roman citizen by Verres, the murder of Milo, and the offer of a crown 
to Caesar from the second “ Philippic.” The other group contains 
some stories, such as the sale of the gardens of Canius and the 
passages from the “De Officiis” about Themistocles, Aristides, and 
Fabricius. The notes are clear and useful, and point to careful 
comparison of standard editione. One might object to chiasmus 
being described as ‘‘a double antithesis in introverted order,” which 
suggests Dr. Johnson’s famous definition of network. The appendix 
contains a very full list of constructions, as well as sentences for 
retranslation, and, like the other volumes of the series, a catalogue 
raisonné of proper names, 


Stories of Great Men. Edited by F. Conway. (Bell & Sons.) 

This reading book consists of selections from Livy and other authors, 
giving an idea of some of the chief heroes of Roman history from 
Romulus to Scipio Aemilianus. The idea is, of course, not a new one, 
but the extracts are well chosen, both as illustrations of the qualities 
the Romans most admired and as materials for an outline of Roman 
history. The group of extracts on the Second Punic War seem par- 
ticularly well selected with a view to exhibiting, among other points 
the characters of Scipio Africanus and of Hannibal. The story is carried 
on to the death of the Carthaginian hero and the tragic close of his great 
rival’s career. The book is nicely annotated, the introduction is care- 
fully written and to the point, and the illustrations, except that of 
ficgging in a Roman school, are well selected. It is well worth con- 
sidering whether a set of extracts of this kind is not, in view of the 
limited time given to Latin reading in many schools, preferable to 


a single book of Caesar or Livy, which examinations almost inevitably 
impose on teachers. 


Fables of Phaedrus: a Selection. Edited by R. H. Chambers. 
(Bell & Sons.) 

Phaedrus has many advantages as a reading book, and it is con- 
venient to have a selection. The notes are very fair, but not un- 
exceptionable. For example, on suadebat asino fugere we find “ suadeo 
with infinitive is to persuade of a fact, not persuade to an action.” 
Suadeo never means “to persuade,” and occasionally takes an 
intinitive in its ordinary sense in Vergil and even in Cicero. Again, 
defectus animi should scarcely be described as a “ middle,” nor need 
desertus viribus be taken as an example of the ablative after a word 
expressing emptiness. ‘ Well-turned phrases” for verbosis strophis 
misses the force of verbosis. But many of the notes are good. The 
introduction, dealing mainly with the fable, strikes one as a little above 
the heads of schoolboys. The illustrations seem not to be taken, as in 
other volumes of the series, from classical sources. 


The Catiline of Sallust. Edited by G. H. Nall. (Macmillan.) 

This is a good school edition of the “ Catiline.” The notes are sound 
and to the point, and state with clearness the arguments for and against 
conflicting interpretations. The edition has a vocabulary like the 
rest of the series. One is inclined to doubt whether it is desirable to 
postpone so long the possession of a dictionary and the learning how to 
use it. There is also a short and well written introduction summarizing 
the history of the conspiracy. The editor accepts Mommsen’s view 
that Caesar was to some extent accessory to it, though it admits the 
antecedent improbability of it. This opinion is not universally held ; 
Mr. Long considers there is no good evidence for it, and Prof. Beesly, 
in an interesting attempt to whitewash Catiline himself, very reason- 
ably urges that Caesar, though rapidly coming tothe front, was not yet 
a leader of the democratic party. 


First Latin Sentences and Prose. By K. P. Wilson. (Blackwood.) 

Mr. Wilson’s book is not distinguished by any special features from 
many other books of the same class; and it, accordingly, calls for no 
detailed notice. We are not disposed to read through another Latin 
exercise book that proceeds on the orthodox lines from “ of the table ” 
to continuous prose by easy stages. Mr. Wilson has prefixed a few 
pages of Erglish grammar to the Latin sentences, and these may be 
of use to those teachers who are forced to teach Latin to young 
children before they are fit to be taught it. But we really see no reason 
for the publication of this work. 

Arrian’s “ Coursing”’: Arriani “Cynegetica” notulis illustrabat 
H. H. Johnson, B.A. (Dent.) 

From title-page to finish this is an odd little shillingsworth. The 
imperfect illustrabat at once shows that Mr. Johnson has queer notions. 
Is it the imperfect of laborious efort, or does it denote imperfection, pure 
and simple? The civilized world, roughly speaking, has agreed with 
Cicero and the schoolmen that the so-called “perfect” is the appro- 
priate tense of the Latin verb in this connexion. The title-page is 
followed by a strange preface, all quotations from books on coursing ; 
but it offers no clue to the raison d’¢tre of the edition. Then comes a 
long list of errata and addenda, in notes and text; but the list is by no 
means complete, and itself contains several misprints, though the book 
has been revised by a “ First Class in Classic, fac] Tripos.?” Next we 
have the notes, wherein is contained some curious information, inter- 
spersed with commonplace and elementary remarks on Greek. Last 
of all is placed the text of the treatise in the original. We are inclined 
to think that this sort of thing is better “in translations, sir.” Cer- 
tainly, the few sportsmen who can stand Arrian in the Greek original 
will scarcely need to be told that “ Artemisium is a promontory of 
Eubeea,” or that uh for où is late Greek. 


Exercises in the Syntax and Idioms of Attic Greek. By W. H. D. Rouse 
and J. M. Sing. (Rivingtons.) 

This is a good book, intended, and well planned, for the use of upper 
forms. The idea of the compilers is that, even when pupils have 
arrived at “ continuous prose,” it is advisable to practise them from 
time to time with short sentences. It is, as we know, frequently the 
despair of composition masters that the idioms learnt in the earlier 
stages are afterwards forgotten. Here is the very book for those who 
experience the difficulty. The exercises are grouped in four series, 
which deal respectively with rules of syntax, differences between 
English and Greek idiom, technical phrases, and miscellaneous matters. 
There are well planned appendices on conditional sentences, the use of 
certain verbs, the calendar, fractions, proverbs, and interest; and there 
is a good general vocabulary. The only passage to which we take excep- 
tion is one in which “general” and “particular” conditions are 
classified. The editors do not say clearly that the constructions in 
both kinds of conditions, when future time is referred to, are identical. 
Thus édv eipw, ow is on one page rendered, “If I find, I will 
give’’; on another, “If ever I find, I will give.’’ And, stranger still, 
the constructions used in “general” conditions referring to present 
time are entirely omitted. The whole of this section is confused, and 
should be rewritten. We can, however,» confidently recommend 
Messrs. Rouse and Sing’s book, as a whole, to.the) notice of those who 
have to teach candidates for college scholarships. 


420 THE EDUCATIONAL TIMES. (Oct. 1, 1900. 
SCIENCE. The Manipulation of the Brush, as applied to Design. By Stanley 
k ; : E ee TA . A. Lyster, Thorogood. (Philip & Son.) 
Organized Pacnce ta a e B ienas BY Reie pker This large quarto, with many plates of progressive brush work designs 


The author justly claims for this book the merit of being one con- 
nected whole, instead of a series of disjointed subjects. The earlier 
part follows the lines of an elementary treatise on physiology, with the 
ditference that the pure physiology is kept down, and the practical 
applications are made most of. By the time the subject of digestion is 
reached we part company with our original companion and pass on to 
what is hygiene in its more special sense. The style is simple and 
clear, and the illustrations are clearly drawn. We again protest against 
‘the publisher’s custom of placing no date on the title-page. 


Domestic Science. By Thomas Cartwright, B.A., B.Sc. (Nelson.) 

This gives us a course of experimental work in elementary physics 
‘and chemistry, in which, as far as possible, the things and processes of 
common household life are taken as the basis of study. The course is 
very well arranged and the wording simple. The book should serve a 
useful purpose. 
An Introduction to the Study of the Comparative Anatomy of Animals. 

By G. C. Bourne, M.A. Vol. I. (Bell.) 

Addressed “not to children, but to persons whose education is 
well advanced,” this book is notable for its thoroughness of treatment. 
One half of it consists of a description of the frog, and succeeds in 
treating that much monographed “type” with some freshness of 
method. The second half deals with a number of Protozoa and 
Coelenterata. Accurate and first-hand information characterizes the 
whole. An intended second volume is delayed by the author’s military 
duties. 

“ Organized Science Series.’— First Stage Botany. By A. J. Ewart, D.Sc. 
(Clive.) 

This is a very good introduction to the botany of flowering plants. 
The author begins with the genera] structure of the plant-cell, and 
then goes on to the structure of seeds and the physiology of a growing 
seedling. This early introduction of elementary notions of physiology, 
as illustrated by specific cases, and not merely in the abstract, is a 
very good feature. We should have preferred to find it preceding the 
eection on the cell; and, indeed, the author himself suggests that 
students may take it in this order. Succeeding chapters deal with the 
root, shoot, flower, fruit, and natural orders. Instructions for practical 
work, including physiological experiments, are given in each chapter. 
Illustrations are abundant and good. Itisa pity that Fig. 80 is printed 
upside down; and we are surprised to find the author falling into the 
vulgar error of calling the common solanum the deadly nightshade. 


MISCELLANEOUS. 


English Composition: a Manual of Theory and Practice. 
Cornford. (David Nutt.) 

It is hardly possible to conceive a more difficult task than that of 
writing a satisfactory English grammar. A book to teach the art of 
writing a good English style is incalculably more difficult to produce, 
if it is not an actual impossibility. Certainly neither of these tasks 
should be lightly undertaken. We have seen some good books designed 
to assist a boy or girl in putting together a simple essay, and we noticed 
one of them a few months ago; but a manual on the theory of English 
composition is something different from that. It might be a long 
matter to enumerate the necessary qualifications for setting about the 
construction of such a manual. One of them, perhaps, would be the 
gift of writing, and of invariably writing, clear and correct English. In 
the second sentence of his introduction Mr. Cornford says: “ There is 
no subject in the teaching of which the persona! element does not count 
for a chief factor; and in none, perhaps, mure than tn the teaching of 
Composition.” How wonld Mr. Cornford justify to his pupils the words 
which we have italicized? What is their syntax? The best feature of 
this book is its collection of extracts from good authors, each followed 
by an analysis of its qualities, and suggestions for a parallel piece of 
work. That, at any rate, is on right lines, and calculated to be helpful. 


Laudate: a Hymn and Tune Book for use in Secondary Schools. 
Compiled by J. J. Findlay. (A. & C. Black.) 

Dr. Findlay has done an excellent thing by putting together this 
collection of well written hymns set to melodious and generally familiar 
tunes. He says, what is undoubtedly true, that there is a demand for 
hymns in schools which are undenominational in character and which 
cannot use publications especially intended for the use of churches or 
chapels. The selection is thoroughly liberal and judicious; almost 
every well known hymn writer has been drawn on, both for words and 
tunes, and the book is certain to be useful for its intended purpose. It 
includes psalms as well as hymns, and there is an alternate sol-fa 
arrangement on every page. 

Lamb’s Essays of Elia. Second Series. Edited, with Notes, by N. L. 
Hallward, M.A. (Macmillan.) 

This is a worthy pendant to Mr. Hallward’s former volume, and 
completes an edition of the “ Essays” of Lamb which is specially de- 
signed for Indian students of English. The notes are more copious 
than they need be for an English reader of Lamb, but entirely suited 
for one who hag had to learn the language before he can enjoy its 
literature. 


By L. Cope 


in various colours, is intended as a course for higher-grade elementary 
and secondary schools. Mr. Thorogood says that he has felt the want 
of some useful handbook on the use of the brush as a means of express- 
ing form and training the hand and the eye. We must say that, if he 
has really felt such a want, he must have failed to look about him, for 
there are plenty of books answering to the description. No doubt the 
present one is more than usually systematic, comprehensive, and 
suggestive. It is very well suited to its purpose, and provides ample 
material for the work of a term. 


The month brings us a number of new Readers. In Prof. Meikle- 
john’s series we have Book V. of the “ Caxton Historical Readers,” 
The Tudor Period, with Biographies of Leading Persons (Holden). This 
is a good, simple summary, brightly written, in the sense that the 
brightest things are culled out of contemporary records. There are 
some appropriate illustrations.—Great Irishmen : Short Lives written 
for Young Children (Bell & Sons) is by the author of “ Great English- 
men.” The stories are well told, and they will certainly interest 
young readers.—Messrs. Chambers print a first and second Infant 
Reader, with coloured illustrations. 


In the way of Reprints we have from Messrs. Macmillan F. T. Buck- 
land's Curiosities of Natural History, which remain in the third genera- 
tion scarcely less attractive and instructive than they were forty years 
ago.— Messrs. Cassell & Co. send an annual volume of their boy’s 
magazine, Chums, from August to August, with thousands of pictures, 
tales, anecdotes, and jokes.—From the same publishers we have an 
anticipation of the special picture-book season, Peter Piper’s Peepshorr, 
by S. H. Haines, with some very humorous illustrations by Lewis Baumer 
and H. B. Neilson; and the annual volume of Work. 


CORRESPONDENCE. 


NATIONAL HOMBE-READING UNION. 
To the Editor of the Educational Times. 


DEAR Sir,—May I be allowed to remind your readers that the 
syllabus of subjects for the twelfth reading season of the National 
Home- Reading Union is ready ? 

For the information of those who are not acquainted with the Union, 
I should like to state that ite aim is, briefly, to render reading attractive 
and profitable by issuing lists drawn up by authorities of the best 
books in various subjects, and by publishing magazines which contain 
introductions to the subjects under study, suggestions as to the best 
methods of reading the prescribed books, answers to questions, and 
criticism of essays, as well as news of other readers’ doings. 

The subjects included in the Young People’s Course are:— 
(1) History and Biography, with special reference to King Alfred 
and his times; (2) Literature (Shakspere, Prose, and Poetry) ; 
(3) Travel; (4) Romance and Humour; and (5) Nature-Study (for 
this, special editions of Richard Jefferies’ “The Open Air” and 
“ Nature near London” have been obtained). 

For the General Course—a section intended for those who have but 
little leisure—the subjects are :—(1) Social Science; (2) The Reforma- 
tion and the Revival of Learning (for this group special editions of 
the following have been obtained: Koestlin’s “ Luther,” Froude’s 
“ Erasmus,’ Hudson Shaw’s “ Lectures on the Oxford Reformers,” 
and Mrs. Charles’ “Chronicles of the Schiénberg-Cotta Family”); 
(3) Geology; (4) Italy in the Revival of Learning; (5) Rome; 
(6) Travel; (7) Biography; (8) Novels, Essays, and Poetry; and 
(9) a group of books chosen especially for Sunday school teachers. 

The Special Course Section is intended for more advanced students 


‘who desire to receive systematic tutorial help, and includes the 
! following subjects:—(1) English History, from 1789; 


(2) Modern 

English Literature; (3) The Tragedies of Shakspere; (4) Browning; 

(5) Mediæval and Early Renaissance Literature; (6) India; (7) French 

History ; (8) German Lyrical Poetry; (9) Education; (10) Astronomy. 

Full information may be obtained from the Secretary, N.H.R.U., 

Surrey House, Victoria Embankment, London, W.C.—Yours faithfully, 
M. C. Monny, Secretary. 


UNMANAGEABLE GIRLS. 
To the Editor of the Educational Times. 


Sır, —Our unmanageable girls are evidently a very real difficulty in 
the present day. To what a pass have things come when voluntary 
cases, a8 they are called, are taken in industrial schools—that is, cases 
which are voluntarily sent by the parents and paid for by them! There 
is even one institution in the North of London where such cases are 
taken from thirteen to nineteen (the more usual age is sixteen). But 
is there nothing that can be done short of this? Not improbably 
there are school-mistresses who have made this kind of girl their 
spéecialité. If they, or parents who have been suecessful in treating 
such specimens, would write and state their experience) some good 
might be done. M.A, CANnTaB. 


Oct. 1, 1900. | 


THE EDUCATIONAL TIMES. 


421 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held on September 15. Present: 
Dr. Wormell, Vice-President, in the Chair; Mr. Baumann, Rev. J. O. 
Bevan, Rev. A. W. Boulden, Mr. Brown, Mr. Butler, Mr. Charles, 
Mr. Eve, Mr. Millar-Inglis, Mr. Milne, Mr. Pinches, Rev. Dr. Scott, 
Rev. J. Stewart, and Rev. J. E. Symns. 

The minutes of the last meeting were read and confirmed. 

The Secretary reported that the London School Board had resolved 
to grant Honour Certificates to pupils in their schools who obtain 
Certificates of the First Class, or the lst Division of the Second Class, 
at the College Examinations. 

Diplomas were granted to the following who had completed their 
subjects at the last Midsummer Examination of Teachers :— Licentiate- 
ship—Mrs. E. M. M. Shipham; Associateship—E. R. Booth, W. S. 
Carrick, T. Pickard, Miss E. S. Scriven, J. P. S. Varcoe. 

The Report of the Finance Committee was adopted. 

The Report of the Examination Committee was adopted. 


Miss M. K. Bell, A.C.P., L.L.A., 61 Grosvenor Place, Margate. 

Mr. W. W. Hayward, Barker Memorial School, Lomas de Zamora, 
Buenos Aires. | 

Mr. N. Venkataswami Iyya, 44 College Street, Calcutta. i 

Mr. T. H. Kirkby, 11 Chestnut Avenue, Derby. 

Miss M. P. Lovett Turner, A.C.P., 28 Hampton Road, Redland, Bristol. 


The following books had been presented to the Library since the 
last meeting of the Council :— 


The following persons were elected members of the College :— | 


By Mr. J. L. Lees.— Lees’ Metric Weights and Measures. ! 
. P. A. Martin.—Thierry-Mieg’s Examen Critique des Stéenographies | 
Francaises et Etrangères. 

By Mr. J. F. Moon.—<Aristotle’s Politica et (Economica; Blouet’s Class-Book of 
French Composition: Buckley's Translation of cEschvlus’ Tragedies; Fougue’s 
Sintram: Galpine’s British Botany: Hume's History of England (6 vols.) ; Homes , 
Iliad and Odyssey; Kolilrausch’s Deutsche Geschichte; Ruhle’s French Examina- 
tion Papers; Sargent'’s Easy Passages for Translation into Latin: Sime's Mendels- 
sohn’s Letters: Tarver’s Dumas’ Monte Christo; Webb's Martial for English | 
Readers; Weber’s Weltgeschichte. 

By the UNIVERSITY OF THE STATE OF NEw YorK.—Report of the College Depart- ' 
ment on Professional Education in the United States. | 

By the VoLTaA BUREAU, WASHINGTON. —Helen Keller Souvenir, No. 2: Reports | 
relating to the Education of the Deaf. 

By Prof. VICTOR NPIERS. —Npiers’ First French Book. 

By A. & C. Bhack.—Hartog s Cours de Grammaire Française Elémentaire; Lyde’s 
School Geography of the World. 

By BLACKIE & SoN,—Blackie’s Handbooks of English, Nos, I.-IV.: Science Hand- 
book, No. [V.; South Kensington Drawing Sheets, Set IV.: Synopsis of Warner's 
Brief Survey of British History; Frew's Object Lessons in Geography and Science, 
Part 2: Kastner and Atkin’s Short History of French Literature: Macaulay's 
Prophecy of Capys; Sandford’s Virgil's neid, Book HHI. ; Smith's Dryden's Essay | 
of Dramatic Poesy; Weekley’s Le Songe d'Or and other Stories. 

By G. BELL & SONs.—Conway's Stories of Great Men; Charles’ Selections from 
Cicero; Chambers’ Selections from Phadrus; Latter’s Horace, Book II.: Bell's | 
Reading Books: Great Tvishinen; Phillipson’s Virgil s Eneid, Book VI.: Marchants’ | 
Xenophon’s Anabasis, Book I.; Minchin’s The Student's Dynamics; Wells’ 
Sophocles’ Antigone. 

by T. BURLEIGH.—Popular Handbook of the British Constitution. 

By C. J. Clay & Sovs.—Camtbridge Higher Local Examination Papers, June 
1900; Blythe's Geometrical Drawing, Part II; Nicklin’s Scott's Old Mortality; 
Peskett’s Cesar, De Belle Civili, Book TTT, 

By HACHETTE & Co.— Berthon’s Erekmann-Chatrian’s Histoire d'un Conscrit de 
1813; Testard’s Graduated French Naval Course. 

By A. M. HoL_pEN.—De Cusance’s First French Book; Flux’s Building of the 
British Empire. 

By MacMItLtan & Co.—Bury's History of Greece: Page's Æneid of Virgil, 
Books VII.-XII. 

By J. Murray.—Krisech's Technical School French Grammar. 

By SIR Isaac PITMAN & SoNS.—Vizetelly’s A Child’s First Steps in French. | 

I 


i 
| 
i 


By W. RICE. —Anderson and Storr’s French Words and Phrases. 

By WHITTAKER & Co —Programme of Technological Examinations of the City 
and Guilds of London Institute. 

Calendars of Edinburgh University, Glasgow University, St. Andrews University, 
Yorkshire College, Leeds, Queen's College, Cork, University of Birminghain, 
University College, Bristol. 

N.U.T. Report, 1900. 

List of Members, &c., of the Society of Accountants and Auditors. 


COLLEGE OF PRECEPTORS. 


SEPTEMBER, 1900. 


THE Supplementary Examination by the College of Preceptors 
for Certificates recognized by the General Medical Council, the 
Incorporated Law Society, the Royal College of Veterinary 
Surgeons, the Pharmaceutical Society of Great Britain, the 
Education Department, and other bodies, was held on the 4th, 
oth, and 6th of September, in London, and at four other local 
centres, viz., Birmingham, Bristol, Leeds, and Liverpool. The 


PROFESSIONAL PRELIMINARY EXAMINATION—PASS LIST 
following candidates obtained Certificates :— 


~’. cos 20 sin 2 {sin (30—¢) + sin (30 + ¢)} 


First CLASS. 

Pass Division. 
Tronside, A. E. 
Johnson, V. G. 
Macdonald, A. H. 


Acland, J. H. D. 
Adler, J. E. 
Austin, G. E. 


Rossiter, H. T. 
Shaw, E. H. 
Stevens, R. H. E. 


Daw, S. W. Ockwell, C. M. Thompson, E. M. 
Doo, H. Page, G. F. Thompson, G. S5. 
Eager, G. 


Seconp CLASS. 

First Division. 
Boome, E. J. 
Bracey, H. C. H. 


Second Division. 
Keates, C. C. 
Marshall, C. H. 
Matheson, D. C. 
Miller, H. A. W. 
Morson, A. C. 
Owen, H. J. 
Phillips, F. E. L. 
Pickett, A. C. 


Armstrong, A. G. Taylor, R. T. 


Bennett, C. N. 


Roberts, W. R. S. 
Sansom, F. A. 
Sebastian, G. N. B.. 
Sheppard, C. W. 
Taylor, C. H. 
Walker, H. A. H. 
Weller, C. 
Wilkinson, W. C.. 


Aveston, J. J. 
Barker, R. S. 
Belcher, E. 
Bevan, L. E. W. 
Binks, H. W. 
Carless, S. 
Casey, E. R. 
Clough, A. H. 
Gaunt, J. K. 
Third Division. 
Hagger, W. A. 
Hindle, J. W. 
Ievers, H. W. 
Jago, W. J. 
Jarvis, H. 


Balchin, E. J. 
Beadnell-Gill, R. 
Butcher, W. 
Cutt, A. H. H. 
Fenn, R. P. 
Fielder, T. J. G. 


CERTIFICATE EXAMINATION (Mipsummer, 1900). 


The following is the list of the successful candidates at the Colombo- 
Centre :— 
N.B.—The small italic letters denote that the candidate to whose name they are 


Kavanagh, L. 
Sanders, R. 
Sewell, E. D. 
Wellington, C. P: 
Youug, J. S. 


' attached was distinguished in the following subjects respectively :— 


eu = Euclid, 
e = English, 


a = Arithmetic, 
el = Algebra, 
g = Geography. 
The small figure! prefixed to name in the Second Class List denotes that the- 
candidate was entered for the First Class. 


Boys. 


SECOND CLASs.—2ND DIVISION, 
ISuttrukulasinge, A. B. Private tuition. 
SECOND CLASs.—3RD DIVISION. 

City College, Colombo, 


v9 


Cadiranelu, K. P. 
De Silva, A. 


THIRD CrLass.—18T DIVISION. 
D’Zilva, D. O. e.g.a.al. City College, Colombo. 
Thambyah, S. : eu. 
Wijayaratne, R. J. V. de S. S 
THIRD CLAS8.—2ND DIVISION. 
Private tuition. 


LB) 9s 


Hesse, A. 


JUNIOR FORMS EXAMINATION. 


Boys. 


Blackett, E. City College, Colombo, 
Fernando, M. J. 
Gavarimuttn, B. 
Jacob de Silva, S. M. 
Kanagaratnaw, W. R. 
Lye, B. 
Mutukumaru, T. 


CERTIFICATE EXAMINATION (Mrpsummepr, 1900). 
ERRATUM IN CLASS LIST. 
SEcoND CLass (GIRLS). 
Insert in 2nd Division: Hill, G. B. B., St. Margaret's School, Streatham Commor,. 


MATHEMATICS. 


14520 (Professor N. Buatracnaryya) and 14670 (E. W. Avarn),— 


Required a direct proof of the old problem :—If the bisectors of the base 
angles of a triangle, being terminated at the opposite sides, be equal, 
show that the triangle is an isosceles one. 


(See TopuuntEn’s Euclid.) 
I. Solution by Rev. T. Roacu, M.A. 
A = 26+29, B = 26-29; 
sin(20+20) _ BE _ AD _ sin (26-20) , 


sin (390+ọ) BA AB sin(36—9) ’ 


Let 


= sin 20 cos 29 {sin (30 + p)— sin (36—9)} ; 


.. sing = 0 or 


A 


cos 26 sin 39 .2 cos? p = sin 26 cos 30 cos 2¢ ; 
: 2 cos: sin 0 = —2 sin 6 Cos 0 CO8 30; 


422 


THE EDUCATIONAL TIMES. 


[Oct. 1, 1900. 


*, sin @ = 0, which is impossible, or cos 2p +1 = — (cos 40 + cos 26) ; 

*. COB 2g +cos20 = —(1 + cos 46) ; .*. 2 cos (0+ p)cos(0—¢) = — 2 cos? 26, 
which is impossible, as each factor is positive ; therefore 

sng=0, and A=B. 
II. Solution by R. CHARTRES. 
(i.) Indirect.—By Euc. vı. B, ace—ab*e/ (a+c)? = ab—abc?/(a +b), 

or a (e—b) = abe {b/(a + ¢)?—e/(a + 6)3}, 
of which c—b is a factor; therefore 6 =c, or the triangle is isosceles. 


Indirect proofs are given in ToDHUNTER’s Euclid, p. 317, and in N1rxon’s 
Euclid Revised, p. 383. 

The following is submitted as a direct proof : 

(ii.) Direct, — Since BD = CE and 
they subtend the same angle A, there- 
fore the circumcircles of ABD and AEC 
are equal, and therefore the chords DG, 
GC are equal and likewise GE = GB; 
therefore the triangles EGC, DGB are 
equal in all respects, and therefore the 
perpendiculars from G on BD, EC are 
equal, or GF bisects the angle BFC. F is 
clearly the incentre ; therefore AF bisects 
A. Consequently AF passes through both 
P and Q, the middle points of the equal 
arcs DGB, EGC, points equally distant 
from BD and EC, and therefore on 
opposite sides of FG; that is, they 
coincide at G, and the line AFG bisects both BFC and A; that is, ABC 
is isosceles. 

[Dr. J. S. Mackay observes :—‘‘ A direct proof of this Question will be 
found in the London, Edinburgh, and Dublin Philosophical Magazine (Fourth 
Series), Vol. XLVII., pp. 354-7 (1874).”’ 

Mr. R. Tucker further observes :—‘‘ This Question was proposed as 
Quest. 1907 in The Lady's and Gentleman's Diary for 1856, and is solved 
on p. 58 (1857) by Messrs. T. T. Witxrnson, J. W. ELLIoTT (the Pro- 
poser), and (analytically) by others. Mr. Witkrnson returns to the 
problem in his ‘ Notæ Geometrice’ in the Diary for 1859 (p. 87). A 
historical note is added on p. 88 which traces the Question back to the 
Nouvelles Annales for 1842. Professor SYLVESTER drew attention 
to the subject in the Philosophical Magazine for November, 1852. Dr. 
ADAMSON further discusses the matter in the Philosophical Magazine for 
April, May, and June, 1853. The best article I know on Quest. 1907 
(Diary) appears in § 11 of Wiixinson’s ‘Hore Geometrice,’ in the 
Diary for 1860, pp. 84-86, with a neat proof by the Rev. W. Mason. 
I find that the above references are given in Dr. Mackay’s Euclid, p. 108. 
In the Key to this work Dr. Mackay prints a proof by M. Dsscung 
(cf. p. 92).”’ 

And Mr. W. J. Greenstreer adds the following {interesting informa- 
tion:—‘‘ For this and the similar theorem for two symmedians, v. 
Intermédiaire des Mathématiciens, Vol. 11. (1895), pp. 151, 325. If the 
external bisectors of B and C are equal, it does not always follow that 
the triangle is isosceles. The data lead to 4Rr, = a? + be in the triangle 
sides a, b, ce (v. Mathesis, p. 261, 1895).’’ ] 


14251. (R. Knowzes, B.A.) — Prove that the sum of the first r 
coefficients in the expansion of (I—z)"" is {r(r+1)...(r+n—l)}/n}. 
Solution by Rev. T. Mrrcueson, B.A.; and others. 
TopuHuNTER shows that the sum of the first r+ 1 coefficients in this 
expansion is (n+1) (n+2)—(n+r)/r!. For r put r—1; then we have 
(2 +1) (n+2)—(n+r—1)/(r—1)! = (nw +r—1) Yn! (r—1)! 
= {(n+r—1) (nt+r—2) ...r}/n! 


14250, (Ronerr W. D. Curistiz.)—Prove the following very genera] 
theorem:— z.10™*t m ___Im+2__ aoa py, 
{7s (XP+1)}*" mod P 


where z, n, k are any integers, P any odd prime, p the period of E» 
m any integer required to make the remainder an integer (always possible). 

Br. gr.—(1) z= 3, k=6, P=7, X =1,3,7,9, when P ends in 
9, 3, 7, 1, respectively. Therefore 

3.10% * = IAEE (mod 7) = TEË m 1 mod 7. 

Thus 3.10"? = 1 mod 7. 

(2) n=7, k=1, P19. 

7.101 ** = (19m+7)/2* = 13 mod 19. 

Thus 7.10'8"*! = 13 mod 19. 


Solution by Lt.-Col. ALLAN CUNNINGHAM, R.E.; and the PROPOSER. 
Let a be any base prime to the prime P, and let p be the least exponent 
giving a” = 1 (mod P). Let X be a number such that 
(XP 4+1)+a = integer. 


Then = x.a"?**, {(XP+ 1)/a}* = z.a”. (XP +1)* = z (mod P) 
[because a =1, and (XP+1 * -= 1 (mod P)]. Now substitute the 
residue of (XP+1)+a to mod P in the sinister, as is clearly admis- 
sible; therefore 

x.a"?** [residue of {(XP + 1)/a}* mod P] = z (mod P) = (mP +2). 


Now make a = 10, and divide by the expression in the brackets [...]; 
this gives the required result. 


14430. (J. A. Tuīxn, D.Sc.)—A conic, whose centre is O, touches 
the sides BC, CA, AB of a triangle at X, Y, Z, and O’ is the point of 
concurrence of AX, BY, CZ. Show that O bears to ABC the same rela- 
tion that the isotomic conjugate of O’ bears to the anticomplementary 
triangle of ABC (the triangle formed by parallels through A, B, C to 
the opposite sides). 


Solution by Professor A. Droz-Farny; and Professor K. J. SANJANA, M.A. 


Il suffit de démontrer que O est le point complémentaire du conjugu é 
isotomique de Oʻ, point de Gexconne de la conique inscrite. 

Soit P un point quel- 
conque du plan du triangle 
ABC et g une transversale A 
quelconque passant par P. 
Cette droite coupe les côtés 
en A’, B’, C’. Boit A” sur 
BC l’isotomique de A’; les 
trois points A”, B”, C” sont 
sur une ligne droite g’ la 
transversale réciproque de 
g (nomenclature de M. DE 
LonecHawrs). Comme on 
le démontre aisément, 
lorsque g tourne autour 
de P, g’ enveloppe une 
conique inscrite au triangle 
et touchant les côtés aux 
points X, Y, Z isotomiqueæe . 
des points d’intersection de PA, PB, PC respectivement avec BC, AC, AB. 
Les points O’ et P sont donc conjugués isotomiques. Soient a le point 
milieu de BC et a’ celui de AX. D’après une proposition connue, cas 
particulier du théorème de Newron sur le lieu des centres des coniques 
inscrites dans un quadrilatère, O est le point de croisement des droites 
aa’, BB’, yy’. Or, G étant le centre de gravité du triangle, soit u le point 
d'intersection de PG avec aa’. Les triangles AGP et uaG étant semblables, 
Gu : GP = Ga: GA =1: 2; u est donc le complémentaire de P et par 
conséquent un point fixe sur PG par lequel passeront de même Af’ et 77’ ; 
u coincide donc avec O ; d’où la proposition. 


14412. (H. A. Wess.)—Three equilateral triangles are described 
outwards on the sides of any triangle as bases. Prove geometrically that 
the centres of these three equilateral triangles form the vertices of a 
fourth equilateral triangle. 


Solution by J. G. Suitu; W. J. GREENSTREET, M.A.; and many others. 


The three circles round the equi- R 
lateral triangles meet in a point. For 
let two meet in O; then BOC = COA 
= 120°. Therefore BOA = 120°. 
Therefore O is on the circle ABR. 

Join OA, OB, OC, and the centres 
of the circles X, Y, Z. Then OA is 
common chord of circles ARB and 
CAQ. Therefore YZ is perpendicu- 
lar toOA. Similarly, XY is perpen- 
dicular to OC, ZX to OB; but OA, 
OB, OC are equally inclined to one 
another. Therefore YZ, ZX, XY 
are equally inclined. Therefore XYZ 
is equilateral. 

Extensions.—(1) Same holds if the 
triangles are inscribed inwards. 

(2) This theorem may be extended thus:—If any similar triangles be 
described inwards or outwards on the sides of any triangle so that 
each angle may be in turn vertical angle, then the centres of the circles 
round those triangles form the vertices of a new triangle similar to the 
described triangles. 

The circles will meet in a point, and so on. 


14522. (J. H. Tayiorn, M.A.)—If A, B, O are vertices of equilateral 
triangles described all externally, or all internally, on the sides of a 
triangle A’B’C’, and Aa, Bb, Ce are diameters of circles circumscribing 
those equilateral triangles, then AA’, BB’, CC’ are equal and concurrent, 
and a, b, c form an equilateral triangle and are middle \points; each of a 
pair of arcs, on sides of the triangles ABC, ‘A’B/C’: 


Oct. 1, 1900. | 


THE EDUCATIONAL TIMES. 


423 


Solution by the PaoposEk and Professor SANJANA. 


AA’, BB’, CC’ are concurrent, since the equilateral triangles are a 
particular case of similar isosceles triangles. (Quest. 14493.) 

B'A’, A’B = OA’, A’C’, each to each, and Z B’A’B =CA’C’; therefore 
B’B = CC’ = AA’ in like manner. 

a, b, c are middle points of arcs containing angles of 120°, and therefore 
are centres of equilateral triangles described internally on the sides of the 
triangle B’C’A’; therefore abe is an equilateral triangle. (Quest. 14412.) 

It has been shown (Quest. 14382) that AA’, BB’, CC’ intersect at 60°. 


LaQB’ = aC’B’ = 30° = aOC;; therefore a is the mid-point of arc con- 
taining angle of 120° on CB, and it is also mid-point of a similar arc 
on CB. 

[Regarding this Question as well as Quest. 14412, Mr. GrEENSTREET 
observes :—F or complete discussion of the numerous properties connected 
with these triangles, with copious bibliographical references, v. Proc. Ed. 
Math. Soc., Vol. xv., p. 100 (Dr. J. S. Mackay on *‘ Isog onic Centres’’). | 


11069. (J. J. Barnivitte.)—Prove that 
1 + (15 + 25) 27" + (154 25 + 35) 2774... me 2744, 
134 (13+ 33) 27" + (13 + 33 + 63) 27° 4 (134 33 4 634 103) 2774... = 6416, 
12 4 (12-4 42)27 74 (12 + 42+ 102)2 77 4 (124 424 1024 207) 2-54... = 2016; 
n 13+ (n—1) 234+ ...42(n—1>+1.n3 = ayn (n+ 1)(n + 2)(3n? + 6n = 1); 
in the figurate series 1, 7, 28, ..., 6626, + 26 (tn 41+ tn-1) + Un42+ tin. 2) 
= a sum of consecutive fifth powers ; 
the ultimate term of the series 1, $, $, 2, $, x85, -~ is 2 sin hr. 


Solution by H. W. Curnser, M.A. 


Let S (z) = 154 (15 + 25) z + (15 4 25 + 35) x2 + ..., 
and Sa = 1° + 2x + 3"%z2 +..., 
te. Bie cad. EE et ome eg Sani 
8) = Iz S; TES Se Tr Fo + 28)) =r) 
1 1+42+4 2? 
S; 7; (3S2 38, + So) q-a” 
1 1+llz+1lz?+ 2 
S, Taz “S 6S2 + 4S, — So) ohare 
8, = l (5S,— 108, + 108,—58, +8,) = L+ 262+ 662? + 2623 + 24, 
l—z (1—z7)6 
therefore S, = eet PEP AN E (1); 
— g) 
therefore first series = S ($) = 4328. 
[The rest in Volume. ] 


14463. (R. C. ArcuraLD, M.A.)— Express the coordinates of any 
point on the cardioid as rational functions of a variable parameter, and 
show that the locus of a point which moves such that the triangle formed 
by joining the points of contact of the tangents drawn therefrom to the 
cardioid is of constant area and in general a‘ curve of the eighth degree. 
[This theorem is due to Professor ZAHRADUIK. ] 


11427, (R. Lacutan, M.A.)—If the points of contact of the three 
tangenta which can be drawn from the point P to the cardioid 


r = a (l +cos 6) be collinear, prove that (1) the locus of P is a circle 
*+acos@ = 0; and (2), ifthe feet of the three normals which can be 
drawn from P be collinear, the locus of P is the circle 3r = a cos 6. 
Solution by Professor SansAna, M.A. 
We have x = r cos 0 = 2a cos? $@cos@ = 2a (1 —¢?)/(1 + ¢*)?, 
and y = rain @ = 2a cos? $6 sin 6 = 4at/(1 + @)?, 
where t = tan 46. 


The normal makes with the radius vector the angle 40; hence, its in- 
clination to the axis of z is 36, that of the tangent $r +30. Thus the 
equation of the normal at ¢ is 
z= 21-6) ) 
9 


(1 + ¢?)? 
or, on reduction, y(1—3¢t*)—x(3¢—¢5)+2at = 0. 
Similarly, the equation of the tangent is 
y (3t— t) + 2 (1 —3£) —2a = 0. 
From any point P (Ak), let three tangents be drawn to the curve; then 
the three points of contact are given by the cubic 
kB + 3h? —3kt + 2a—h = 0. 


_ 3t—8 


(The rest in Volume.) 


Alternative Proof of Prouemy’s Theorem, by R. F. Davis, M.A. 
Let P be a point on the circumcircle of A 
ABC, between A and C (say). Produce PO 
to Q so that the angle PBQ = ABC. Then, 
obviously, the triangles PBQ, ABC are P 
ae and so also the triangles OBQ, 
ABP. 


Thus PQ = (b/c) PB; B 
QC = (a/c) PA. 
PQ = QC + PC, 

bPB = aPA+ePC. 


Since 


14478. (Rev. T. Mircueson, B.A.)—P, Q are the ends of conjugate 
semi-diameters of an ellipse, and a straight line drawn from the intersec- 
tion of the normals at P and Q, through the centre C, meets PQ inS, 
whilst the tangents meet at the point (h, k); show that 


a?b? 
T (ath? + ARE 
Solution by R. Tucker, M.A.; E. H. PreacneLL, B.A.; and others. 
Let the normals meet in O ; then the equation to OC is 
ax/(cos p—sin >) = by/(cos ọ + sin >) 


and to PQ is haats AY OP SD raees (ii.), 
whence (A/a) (cos @+8in p) = (k/b) (cos p—sin o) ............ (iii.). 
From (i.) and (iii.) akxz—lthy = 0, 

bit (ii.) gives bhr + aky = a2h?; 


hence OC is perpendicular to PQ; whence 
CS = V(r? +y?) = &e. 


QUESTIONS FOR SOLUTION. 


14675. (The late Professor WorsrexnoLme, M.A., Sc.D.)—In the 
tetrahedron OABC the sum of the faces ABC, OBC is equal to the sum 
of the faces OCA, OAB. Prove that 
(a—z)/ein } (X—A) = (b—y)/sin } (B—Y) = (e—2)/sin } (C— Z) 

= some positive quantity. 


The len OA, OB, OC are denoted by a, b, c; and the lengths BC, 
A, AB x x,y,z; and the dihedral angles opposite these edges by A, 
B, C, X, Y, Z respectively. ] 


14676. (Professor Nevsperc.)—On donne deux points A, A’, et deux 
courbes A, A’. En un point setae bas M de A on méne la tangente, 
qui coupe A’ en un point M’, droites AM et BM’ se coupent en un 
point P. Trouver la tangente à la courbe décrite par P lorsque M par- 
court A. 

14677. (Professor Jan De Vries.) — The sides of three complete 
(2n + 1)-laterals are touched bya conic. Prove that their vertices are 
joined by a curve of degree 3n. 

14678. (Professor E. J. Nanson.)—Show that the coordinates of the 
nae of intersection of a conic 8 with the polar of the point zyz are given 

y 3 : n : ¢ 
= AŻ — AS : Ary —HS + Ou, : Arz—GS— Or, 
= Ayz—HS—8ų : @y7—BS : Ayz—FS + Om 
= Azt—GS+ 0 : Azey—~FS—@u, : Az?—CS, 
where t4, ty, tts are the half-differential coefficients of S: 4 is the 
oc a of 8; A, B, &c., are the co-factors of a, b, &c., in A; and 
@* = — AN. 

14679. (J. A. Turrp, M.A., D.Sc.)—If P be the centre_of a conic 
circumscribed to a triangle ABC, and|Q the point-of concurrence of the 
joins of A, B, C to the opposite vertices of the triangle formed by the 


424 


THE EDUCATIONAL TIMES. 


[Oct. 1, 1900. 


tangents at A, B, C, then P and Q are isotomic conjugates with respect 
to the complementary triangle uf ABC 


14680. 


(Professor Sanjana, M.A.)—Prove that the locus of points 


14692, (Ronert W. D. Curistre.)— Find perfectly general expressions 
for the sum of any n integral squares eqnal to the sum of z others when 
the sums of their roots are equal, also (n > 2): e.g., n = 3, 


from which tangents drawn to the ellipse z?/a? + y?/b?—1 = S = 0 furm | (at+b+ej?+ (a+d+c)*+ (at+e—b—d)* 


with their chords of contact triangles whose orthocentres lie on S 
sextic 
wy a (a? — b*)? + at yb? (a? = b*)2? — 2x27? (as — ats +b) 

— hE — y hPa + 22D (a? + 17)? + y2a® (a? + 57)? = 0. 
Show that this sextic breaks up into the conic azr? + by? = (a? + b)? and 
the quartic bfx? + a'y? = xy? («œ — b?,?; and explain the result. In the 
parabola y? = dax the locus is the quartic 

(£ + 2u) (ry? + lay? + ta?) = 0. 

Explain the appearance of the two factors. 


14681. (Professor U. CuHanpra Guosu.)-—Determine the maximum 
ellipse having double contact with a given conic, the chord of contact 
being a given line. 

14682. (Professor E. N. Baxtstexn.)—Soit ABC un triangle. Calculer 
le rayon d’un cercle tangent à la fois au cercle inscrit et aux cdiés AB, AC, 


14683. (Professor P. Levernrer.) Etant donnés un triangle ABC et 
un cercle O, on demande de couper le triangle par une transversale aby 
telle que les cercles abC ct ayB soient égaux et que leur axe radical soit 
tangent au cercle O. 


14684. (D. Brippie.)—If a tetrabedron have its opposite edges equal, 
the point of contact of the inscribed sphere with any face is at the cir- 
cumcentre of the face. 


14685. (R. Tucker. M.A.)\—Find the H.C.F. of 
cos (C—w) cos(A—w) —coxwceos(A—w) COS? w 
CO8? w cos (A —w) cos (B—w)  —cos w cos (B— w) ; 
— Cos w cos (C—w) COS? w cos (B —w) cos (C= w) 
and 
e cos (A — œ) — A COS w cos (ÀA — w) A CO8? w i 
a b cos (A — w) — b cos w E 
b cos (C—w) CECS W c cos (B — w) cos (C — w) : 
14686. (R. F. Davis, M.A.)—If S be a given point, and KK’ a given 


line, P a variable point moving in such a manner that SP". PM = constant, 
PM being the perpendicular upon KX’, prove the following construction 
for the tangent at P:—Produce SP to Q so that PQ = nSP ; draw QR 
perpendicular to SP meeting KK’ in R; join QP, which will be the 
tangent at P. 

14687. (R.C. Arcuinatp, M.A.)—If a base angle of an isosceles 
triangle moves round a given circle with centre O, while the side (whose 
end traverses the circle) passes through a fixed point S of the circle; if, 
furthermore, the middle point of the base (which always passes through O) 
also lies on the circle, show that the vertex of the triangle traces out a 
cissoid of DiocLes, while the free side envelops a cardioid. 

Choose S as origin. Then any radius vector SP’ of a point P’ of the 
cissoid cuts the cardioid in a point P. It SP, = PP’ be measured off in 
SP’, the locus of P, is the conchoid of Nicomepgs, which has the 
same cusp and asymptote as the cissoid of Dioctes. Its equation is 
r = 2a(1/cos@—1) when SO = a. 


14688, (Rev. T. Roacu, M.A.)—TP, TP’ are supplemental chords 
equally inclined to the curve (ellipse). Prove that TP ; TP’= 28P : S’P. 


14689. (G. H. Harpy, B.A.)—Prove that 
y (2) = zix lex... Pe f (Pr) ain? L'a + (Px) cos? Ptah, 


where u+l>y>p>0, and Wwe=logr, Čr = liz, ..., ..., tends 
steadily to œ with z, from a certain value of z, while its injinity | 


(croissance) is not comparable with that of any function of the logarithmic | find the positions of its foci. 


scale; and, further, that IPE is finite and determinate if 
Pa 


p+ty>2>p+l>v>l>p>0Q. 
For example, » = ł, v= }. 


14690. (Lt.-Col. Arras Cuxxiıxcuam, R.E.)—Solve (in integers), 
with numerical examples, the equations N,. -= N2. ıı where 
N, = zA + 4y, Pe = (26+ 33. y,6) + (2,74 3y,2). 


14691. (Rev. J. CULLEN.)—A point P is taken in the plane of a given 
triangle ABC. AP, BP, CP cut the sides in D, E, F. The circle DEF 
cuts the sides again in D’, E’, F’; then AD’, BE’, CF’ concur ia a point 
Q. Show that (1), if P lies on the isogonal transformation of the 
Lemorne line, then Q lies on the radical axis of DEF and the circumcircle: 
(2) if P lies on f(A, B, C) = 0, then Q lies on f(A-!, B-!, C-!) = 0, 
where A = (b8+cy)/By, &c.; (3) hence, if P lies on a conic circum- 
scribing the triangle ABC, the isogonal conjugate of Q lies on a conic 
circumscribing the triangle whose vertices are the associated symmedian 
points. [If the latter locus be the circumcircle, that of P is 
Z cos (B—C)/a = 0; and, if the locus of P be Kirrent’s hy rbola, the 
other is 3 (cos B—cosC)/a = 0, a rectangular hyperbola, with respect to 
which ABC is self-conjugate. ] 


is the | 


(a+cmbji + (at+e—d)?+(a+b+e4d)*, 


14693. (J. J. Baksivitte, B.A.)\—Having un = 2+ %,-3, prove 
that 

1l E oe ] z L aie 

22455 3.5.7 4.7.9 5.9.12 24’ 
1 1 l l 

2.3.4.5.9°3.4.5.7.12 ° 4.5.7,9.16 * T B40" 

2.4.12 E 4 E Bt 
3.5.7.9 4.7.9. 12 5.9.12.16 3 4 7?’ 
o X Beag Bo a og atl 
1.3.5 1.4.7 1.5.9 2.7.12 24? 

A a ee OA tes es EE E T A 
9—1? 12:— 2° 16?— 25 212 32 16 
14694. (R. Cuanrtrres.'—If a line be divided at random into » parts, 


and M be the mean value of the product of the parts, and : the maximum 
value of the product find the value of (/M)'”" when » is infinite. 


14695. (R. Know es.)—Prove that the sums to r terms of the series 
(1) l—(n 41) +m D —Bie4 1) oe (mrm +), 
(2) L—(m+1)44 (24 D2 (8m 4 18... A (nr= m + L, 
(3) L—(m4t 1)3 + (2a + 1)§— (3m t l)? & (ar -— mel)’ 


are respectively 
—trin, drm (m—rm—2), and —4rm fr (2r—3) m+ 6(r—i)m+ 6}, 
when r is even, 
and (nr= m+ 2), arin firm —m+2)—2 (m— 1)}, 
and } {(r— 1)? (27 +1) m + Gr (r—1) mm? + 6 (r—1) m+ t}, 
when r is an odd number. 


14696. (V. Danigev.)—Show that Scot A is an invariant function 
of the angles for a system of triangles inscribed to a triangle ABC, so 
that their vertices divide all three sides in the same ratio. Also, if this 
ratio is 4/(1—4) for a particular triangle A’B’C’, 

Za? = A3a?; 3a = A3; where A = 1—34 4 3h". 


14697. (G. D. Witsoy, B.A.)—From the definition “ A focus of « 
conic is a point at which every two conjugate lines are perpendicular ’” 
find the ordinary equations for the foci of the general conic (areal coor- 
dinates), and thence show that the tangents from the foci to the conic 
pass through the circular poiuts at infinity. 


14698. (C. BickEKDIKE.)— 

Four maids bright and fair 
As the rose that is rare 
Each one did declare 

She married would be. 
The equations below, 
Their ages will show. 
Will some friend find so 


Their ages for me? 
(a2 +u? + y?)z = 23238, 
(22 +22 + 0°) y = 24750. 


(22 +: + y?) z = 20850, (22+ 2° +y?) u = 24654, 


14699. (Sarctation.)—A circle, of centre O and radius r, is cut 
orthogonally by an ellipse, which has its major axis partly coincident. 
with a diameter of the circle. The semi-axes of the ellipse being a, b, 


(Professor LancHorne OrcHaRD, M.A., B.Sc.)—If Sa = x, 


14700. 


2 3 4 3 

show that vafisa (S15) (S45)... 
fi -(#-#) (22 = t 
wen a Nal n S 


14701. (R. F. Mcrenzap.)—Find the motion of a particle fixed to a 
massless elastic stretched cord when made to vibrate by a violin-bow 
drawn over the particle with uniform pressure and uniform velocity at 
right angles to the cord. In particular, find how the period of vibration 
compares with that of the natural period of the particle vibrating freely. 
Assume that the coefficients of static and kinetic friction are different and 
constant. 


14702. (H.A. WEBB.)—A stream of incompressible fluid is projected 
uniformly vertically upwards, iv vacuo, from a pipe with a horizontal 
circular nozzle. Show that the diameter of the fluid at any point varies 
inversely as the fourth root of the depth below the horizontal plane in 
which it comes to rest, and that in this plane the fluid is in a state of 
infinite dispersion. [This seems to be the theoretical explanation of the 
mushroom-like appearance ot the cloud-of dust over an active volcano, 


Oct. 1, 1900.] 


and also of the great distance to which the products of an eruption are 
sometimes carried. | 


14703, (Professor Cocuez.)—N étant un nombre entier, démontrer 
que le nombre né— 5154 4n est divisible par 120. 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6704. (Professor WoLsTENHOLME, M.A.)—A circle is drawn touching 
the parabola 2¢ = r(1+cos@), passing through the focus S, and meeting 
the parabola again in two points: prove that (1) the locus of T, the 
common point of the two common tangents to the circle and parabola, is 
4r = (cos 46)4, the second negative pedal of the parabola a = 2r (1 + cos 6) ; 
(2) the tangent at T to the locus of T bisects at right angles the radius 
of the circle drawn from S; and (3) the locus of the centre of the circle 
is the first negative pedal of the parabola a = 2r (1 + cos 0). 


6705. (Professor Koguier.)—Construire les courbes suivantes :— 
23y + at—yt = 2ry, 4y’ + 8 — yê + hr2y? (x?—y?) = dry. 

6707. (Sir W. THomson, F.R.S., now Lord Ketvin.)—On a clear 
night you are suddenly placed in a beat somewhere hundreds of miles 
from land in the northern hemisphere, on either the Atlantic or the 
Pacific, with a Nautical Almanac (and a light to read it), knowing the 
month) but not the day or hour: you see the Moon with a bright star 
close beside her, as near the meridian as you can judge by reference to 


the Pole-star. Find the correct date, and tell whether you are in the 
Atlantic or the Pacifio. 


6716. (A. Martin, M.A.)—Having given the chances p, q, (p+q=1) 
of the happening and failing of an event upon a single trial, find the 
chances of its happening (1) exactly m times in succession, and (2) at 
east m times in succession out of n trials. 


6717. (Col. Crarxe, C.B., F.R.S.)—P and Q are points on a 
diameter, and equidistant from the centre of a given circle C; another 
circle wholly within C encloses one of these points: find the chance that 
it will enclose both. 


6719, (E. W. Symons, M.A.)—A variable conic osculates a given 
rectangular hyperbola, and has one focus fixed at its centre: prove that 
the common tangents to the curves meet on the lemniscate 7? = a cos 20 
(the centre of the hyperbola being pole, and its axis the initial line). 


NOTICE TO CORRESPONDENTS. 


It is requested that all Mathematical communications should be 
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NOTICE.—Vol. LXXII. of the “ Mathematical Reprint” 
is now ready, and may be had of the Publisher, 
Francis Hopason, 89 Farringdon Street, H.O. Price, 
to Subscribers, 5s.: to Non-Subscribers, 68. 6d. 


THE LONDON MATHEMATICAL SOCIETY. 

The following papers have been received or promised for the Annual 
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“ In a Simple Group of an Odd Composite Order every System of 
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“ Prime Functions on a Riemann Surface”: Prof. A. C. Dixon. 

(i.) ‘ Further Notes on Isoscelians’’; (ii.) ‘“ On two In-triangles which 
are similar to the Pedal Triangle’’: R. Tucker. 

“ A general Congruence Theorem reluting to the Bernoullian Func- 
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FRENCH PARSING BOOK. Price 6d. 

LATIN PARSING BOOK. Price 6a. 

ENGLISH ANALYSIS BOOK. Price 6a. 
OXFORD AND CAMBRIDGE ANALYSIS BOOK. 


40 pages. Price 4d. 


Apply, for Specimen and Particulars, to the Publishers: 


The Educational Supply. Association, 


42 Holborn Viaduct, London. 


' + 


© [Oct. 1, 1900. 


Blackie’s Illustrated Latin Series 


General Editor—Professor R. Y. TYRRELL, Litt.D. 


Examiner to the Universities of London and Glasgow, &c. 


426 THE EDUCATIONAL TIMES. 


With full-page COLOURED Plates ; full-page Photographs of Bas-reliefs, Statues, &c., beautifully printed on 
superfine art paper; numerous black and white Illustrations specially drawn for this Series. 


The Volumes are issued ] NEW VOLUMES. [with or without Vocabularies. 
CAESAR’S GALLIC WAR, BOOK I. Edited by Joun Brown, M.A., Professor of Latin in the 
University of New Zealand. 1s. 6d. [Ready October 15. 


A re-issue with slight modifications, and a large number of new illustrations, of Professor Brown’s popular edition, the first to make this 
commonly-read book interesting to school-children. The new edition contains s/x full-page plates, twenty-four illustrations in the text, 
five maps and plans, and a coloured map of Gaul. 


VIRGIL’S GEORGICS, BOOK I. Edited by S. E. Winzotr, M.A., Assistant-Master in Christ’s 
Hospital. 1s. 6d. 
The illustrations in this volume are two full-page coloured plates, one from a bas-relief specially photographed in Rome, the other froma 
vase-painting, and twenty-four engravings in the text and notes. The introduction is an exceedingly well written ard interesting 
piece of work, and includes a very careful account of Virgil’s use of the hexameter. 


LIVY, BOOK VI. Edited by W. Crcit Lamina, M.A., Classical Master in Edinburgh Academy. 2s. 6d. 
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THE 


EDUCATIONAL TIMES, 


AND 


Journal of tbe College of Preceptors. 


Vol. LIII. ] New Series, No. 475. 


NOVEMBER 1, 1900. 


{ Bree to Non-Members, 6d. 
By Post, 7d. 


OLLEGE OF PRECEPTORS. — 
EXAMINATIONS FOR 1900. 


1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the College will commence on the 
lst of January, 1901.—At the Midsummer Examination, 

rsons who have previously passed in Theory and 

tice of Education at the Diploma Examination may 
bo examined practically for Certiticates of Ability to 


2. CERTIFICATE EXAMINATIONS. —The Christ- 
mas Examination for Certificates will commence on the 
4th of December, 1900. 


3. JUNIOR FORMS EXAMINATIONS. — The 
Christmas Examination will commence on the 4th of 
December, 1900. 


4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations are held in March and 
September. The next Examination will commence on 
the 5th of March, 1901. 


5. INSPECTION AND EXAMINATION OF 
SCHOOLS.—Visiting Examiners are appointed by the 
Coll for the Inspection and Examination of Public 
and Private Schools. 


PRIZES. 


Diploma Examination.—The following Prizes will be 
offered for competition :—Theory and Practice of Edu- 
cation, £10; Classics (Greek and Latin). £5; Mathe- 
matics, £5; Natural Science, £5. The Doreck Scholar- 
ship of £20 will be awarded on the results of the Christ- 
mas Examination. 


Certificate Examination.—The “ Isbister Prize ” will 
be awarded to the Candidate who stands First, and the 
“ Pinches Memorial Prize” to the Candidate who stands 
Second, in General Proficiency. Prizes will also be 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classics, Mathematics, Modern Languages, 
Natural Sciences, English Subjects. The“ Taylor-Jones 
Memorial Prize” will be awarded to the best Candidate 
in Scripture History. Two Medals will be awarded to 
the best Candidates in Shorthand. 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C, 


. C. R. HODGSON, B.A., Secretary. 


RELIMINARY EXAMINATION of 
MEDICAL STUDENTS. — The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
ceutical Society of Grent Britain, and other bodies, on 
the 6th, 6th, and 7th of March, 1901. 


The Examination will take place in London, and at 
the following Local Centres:—Birmingham, Bristol, 
, Liverpool. 


Examination Fee, 25s. 


Regulations and Entry Forms may be obtained on 
application to the Secretary of the College of Preceptors, 
msbury Square, W 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 


“ection II., clause 5.—‘' The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
evgaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are uested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
0. RB. HODGSON, B.A., Secretary. 


friends. 


INTER MEETING FOR ONDON 


TEACHERS (JanvuaRy, 1901). 
Conducted by the 


COLLEGE OF PRECEPTORS 
(Bloomsbury Square, London, W.C.) 


Arrangements are being made for holding a Winter 
Meeting of Teachers at the College of Preceptors in the 
first fortnight in January, 1901. 

The Progrumme will be ready for issue before the 
end of November. Amongst the subjects to be dealt 
with will be the Teaching of Mathematics, including 
Arithmetic, and the Teaching of Languages, Ancient 


and Modern. 
C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 
(Bloomsbury Square, W.C.) 

The next Monthly Evening Meeting of the Members 
will take place on Wednesday, the 14th of November, 
when the Rev. J. O. Bevan, M.A., F.C.P., will read a 
Paper entitled “ Edueation at the Paris Exhibition.” 

The Chair will be taken at 7.30 p.m., and a discussion 
will follow the reading of the Paper. 

Members have the privilege of introducing their 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS.— 
CERTIFICATE EXAMINATION, 
DECEMBER, 1900. 


Notice is hereby given that at the above Examination 
the following additional (alternative) subjects will be 
set :—Latin, Class I., Cesar, Gallic War, Book VI., 
Virgil, Æneid, Book 11.; Scripture, Classes I. and II., 
the First Book of Samuel. 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. 
(Bloomsbury Square, W.C.) 


LECTURES FOR TEACHERS 
ON THE SCIENCE AND ART OF EDUCATION. 


To be delivered by H. L. WITHERS, Esq., M.A., 
Professor of Education at Owens College, Man- 
- chester, late Principal of the ‘‘ Borough Road” 
Training College, Isleworth. 


The Second Course of Lectures (Twenty-sixth Annual 
Series) began on Saturday, October 6, at 5 p.m. 


The Fee for the Course is Half-a-guinea. 


The Lectures will be delivered on Saturday Afternoons 
at 5 o’clock, at the College, Bloomsbury Square, W.C. 


Members of the College have Free Admission to this 
urse. 
C. R. HODGSON, B.A., Secretary. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 


ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad. 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &c.—Mr. J. 
LocKEY, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Paul’s Road, Camden Town, N.W., pre for 
nbove in Classics, Mathematics, Anglo-Saxon, Mental 
Science, Education, &c., Orally and by post. Numerous 
successes every year, moderate, 


COLLEGE OF 
(Incorporated. ) 


MUSIC. 


GREAT MARLBOROUGH STREET, LoNpon, W. 


FOR MUSICAL EDUCATION,AND EXAMINATIONS 
IN PRACTICAL AND THEORETICAL MUSIC. 


Patron: His GRACE THE DUKE oF LEEDS. 
Dr. F. J. KARN, Mus. Bac. Cantab., Principal. 
G. AUGUstus HoLmgs, Esq., Director of Examinations, 
EXAMINATIONS in PIANOFORTE PLAYING 
SINGING, THEORY, and all branches of Music will 
be held in London and 350 Provincial Centres in Decem- 
ber, when certificates will be granted to all successful 
candidates. Last day for entry, November 15, 
The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus.L.C.M.), Licen- 


tiate (L.L.C.M.), Licentiate in Music (L.Mus.L.C.M.). 
and Fellowship also take place in December. 


SYLLABUS for the year 1900, containing important 
alterations (including the new Primary section in Piano- 
forte Playing), may be had on application. 


In the Educational Department students are received 
and thoroughly trained under the best professors at 
moderate fees. Day and Evening Classes are held. 


T. WEEKES HOLMES, Secretary. 


o meee 


ORRESPONDENCE TUITION, 


Classes, or Private Lessons in all Subjects for all 
Examinations, &c., at moderate fees. Correspondence 
courses arranged to suit needs of individual pupils. 
Many recent successes.— F. J. BORLAND, L.C.P. (Science 
and Math. Prizeman), Victoria College, 87 Buckingham 
Palace Road, S.W., and Stalheim, Brunswick a 
SoD: Surrey. Schools visited and Examinations con- 

ucted. 


University 
Correspondence 
College. 


FREE CUIDES 


LONDON 
UNIVERSITY EXAMINATIONS. 


Free GUIDE TO MATRICULATION 
(Postage 1d.), 
Inter. ARTS, B.A., INTER. SCIENCE, OR 
INTER. Laws EXAMINATION. 


Any one of the above Arts or Science Guides, Pro- 
spectus, and further particulars will be 
sent post free on application to 


THE SECRETARY, 
(Unie. Corr. Coll., London Office,) 
32 Red Lion Square, Holborn, W.C. 


9 


and 


428 


THE EDUCATIONAL ‘TIMES. 


[Nov. 1, 1900. 


NIVERSITY COLLEGE OF 


NORTH WALES, BANGOR. 
(A Constituent College of the University of Wales.) 
Principal—H. R. REICHEL, M.A. 


The Session began October 2nd, 1900. The College 
Courses are arranged with reference to the degrees 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Sc. degrees of the London 
University. Students may pursue their first year of 
medical study at the College. There are special depart- 
ments for Agriculture and Electrical Engineering, a 
Day Training Department for men and women, and 
& Departament for the Training of ‘Teachers in Secondary 
Schools, 

Sessional Fee for ordinary Arts student, £11. 1s.; ditto 
for Intermediate Science or Medical student, £15. 15s, 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session. The new Hall of Residence 
for Women Students in Upper Bangor—fee £31. 10s. for 
the session —is now open. 

At the Entrance Scholarship Examination (held in 
September), more than twenty Scholarships and Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition. One half the total amount offered 
is reserved for Welsh candidates, 

For further information and copies of the Prospectus, 


apply to JOHN EDWARD LLOYD. M.A., 
Secretary and Registrar. 


NIVERSITY COLLEGE OF 
NORTH WALES. 
(A Constituent College of the University of Wales.) 


DEPARTMENT FOR THE TRAINING OF 
SECONDARY TEACHERS. 


(Recognized by the Cambridge Syndicate.) 


Professor of Education—J. A. GRERN, B.A. Lond., 
assisted by Miss C. GRavVESON, B.A. Lond., and 
an Assistant- Lecturer to be appointed. 


Preparation is offered for the Cumbridge Diploma 
(Theoretical and Practical) and for the Teachers’ 
Diploma of the University of London. 

all particulars of the Course (which is open to both 
men and women students), Fees, Scholarships, &c., 
may be had on application to the REGISTRAR. 


T. GEORGES TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND- 
ARY SCHOOLS AND IN FAMILIES. . 


Principal— Miss M. R. WALKER. 


This College provides a complete Course of Profes- 
sional Training for Womea Teachers, in preparation for 
the Cambridge Teachers’ Certificate. The Course 
includes attendance at the University Lectures on 
Education, in addition to Lectures delivered by the 
College Staff, and the Students have ample oppor- 
tunities of gaining experience in Class-Teaching in 
Schools. Five Heriot Bursaries of £30 are offered in 
October. Apply to the PRINCIPAL, 5 Melville Street, 
Edinburgh. 


UPIL TEACHER CENTRE, 


_ CAMBRIDGE.—HEADMISTRESS required at 
Christmas. £150. P.T. Centre, or similar experience. 
Apply — Rev. C. H. W. Jonns, Queens’ College, 
Cambridge. i 


REQUIRED AT CHRISTMAS, 
: Non-Resident Post as ASSISTANT-MISTRESS 
in a Secondary School. Good experience and qualiti- 
cations. Preparation for Localsand University Exumi- 
nations.— A, B., Educational Times Otlice, 89, Farring- 
don Street, London, E.C. 


RELIGIOUS TEACHING 
IN SECONDARY SCHOOLS. 


A Problem of To-day. 
BY THE 
Rev. J. 0. BEVAN, M.A., F.S.A., 
Fellow of the College of Preceptors, and Examiner. 
Price 6d., post free. 
65 Gunterstone Road, West Kensington, W. 


TRANSLATION OF THE MINIS. 


TERIAL DECREE ON THE SIMPLIFICATION 
OF FRENCH SYNTAX. Reprinted from the Educa- 


tional Times, 
Post free, 14d. each, or 7s. 6d. per 100, 
J. RUSSELL, CRIPPLEGATE, WOKING. 


; : 
A GERMAN LADY (High School 
Teacher) desires to receive an English Lady as 
guest in her house, whom she would prepare for Exam- 
Inations, Terms very moderate, ighest. references, 
Address — Fräulein HrErrkK.otTscu, Magdeburger 
Strusse, Cothen in Anhalt (near Leipzig), Germany. 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
Principal — Miss ETHEL HURLBATT. 


The Michaelmas Half Term begins on Monday, 
November 12th. 

The College prepares for the University of London 
Examinations in Arts and Science. 

Students can also enter for College Courses, the 
Training Departinent, the Hygiene Department, or the 
Art School. Six Laboratories are open to Students for 
Practical Work. 

Further information on application to the PRINCIPAL. 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 


DEPARTMENT FOR PROFESSIONAL TRAINING 
IN TEACHING. 


Head of the Pepe remenl NSR HANNAH ROBERTSON, 
The Course includes full preparation for the Exami- 
nations for the Teaching Diplomas granted by the 
Universities of London and Cambridge, held annually in 
December. 
The Session begins on January 17th, 1901. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 


Principal—Miss M. PUNNETT, B.A. (Lond.). 


A residential College providing a year’s professional 
training for Teachers, 

The course includes preparation for the Cambridge 
Teachers’ Certificate (Theory and Practice), and for 
the Teachers’ Diploma of the London University. The 
Students attend the Cambridge University Lectures on 
Teaching, in addition to those of the sident and 
Visiting Lecturers, Ample opportunity is given for 
practice in teaching science, languages, mathematics, 
and other subjects in various schools in Cambridge. 

Students are admitted in January and in September. 
Full particulars as to qualifications for adinission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


(NHE CHELTENHAM LADIES’ 
COLLEGE. 

A GILCHRIST TRAVELLING STUDENTSHIP 
for Women Teachers, of the value of £70, will be 
nwarded by the Council of the Cheltenham Ladies’ 
College. Ål information can be obtained from the 
LADY PRINCIPAL, to whom application for the Student- 
ship, accompanied by a statement of the Candidate’s 
qualifications, should be made by December 1st. 


ESTFIELD COLLEGE, 
FINCHLEY Roan, HAMPSTEAD, N.W.—Two 
ENTRANCE SCHOLARSHIPS, of the value of from 
£40 to £50 a year for two years, will be offered for com- 
tition among women students at an Examination to 
be held on September 12 and 13. Candidates must have 
assed the Matriculation Examination of London 
Tniversity, and the successful competitors will be 
required to enter into residence in October next, and 
to read for the B.A. or B.Sc. degree of London 
University. Further particulars and entrance forms 
may be obtained from the Secretary, Miss S. M. SMEE. 


THE 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, WEST KENSINGTON, LonpoN, W. 


Chairman of the Committee—Mr. W. MATHER. 
Treasurer—Mr.C. G. MONTEFIORE. 
Secretary—Mr. ARTHUR G. SYMONDS, M.A. 
TRAINING COLLEGE FOR TEACHERS. 


Principal—Madame MICHAELIS. 
Mistress of Method—Miss E. E. LAWRENCE, 


KINDERGARTEN AND SCHOOL. 


Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


OME AND COLONIAL 
SCHOOL SOCIETY. 
(Incorporated for Examination and Certificate purposes 
a with the National Froebel Union.) 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS. 


Hiaguspury HILL Houser, Lonpon, N. 


Principal—The Rev. Davip J. THomas, M.A. 
Vice-Principal—Miss PENSTONB. 


Rtudents (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 
the Teachers’ Diploma of the College of Preceptors. 

A High School for Girls, Transition Glass. and 
Kindergarten are attached to the College for purposes 
of Demonstration and Practice. 


| 


a a a o e o SS ese a ——— ne 
a oa 


JOINT ACENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed b 
the Teachers’ Guild, College of Preceptors, Head- 
mistresses’ Association, Association of Assistant 
Mistresses, and Private Schools’ Association.) 


Add ress—74 GOWER STREET, Lonpox, W.C. 
Registrar—Miss AGNES G. COOPER. 


This Agency has been established for the purpose of 
enabling Teachers to find work without unneces 
cost. <All fees have therefore been calculated on the 
lowest basis to cover the working expenses, 

Headmistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
pointiments, are invited to apply to this Agency. 

Many Graduates and Trained Teachers for Schools 
and Private Families; Visiting Teachers for Music, 
Art, and other special subjects; Foreign Teachers of 
various nationalities; Kindergarten and other Teachers 
are on the Register, und every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are arranged. 

Office hours—9.30 n.m. to 6 p.m. Miss Cooper’s hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.30 p.n. to 5 p.m.; Wednesdays to 1.30 p.m. only. 


JOINT ACENCY FOR ASSISTANT-MASTERS. 


23 SOUTHAMPTON STREET, BLOOMSBURY 
SQUARE, LONDON, W.C. 


Registrar—Rev. F. TAYLOR, M.A. Cantab. 


The Joint Agency for Assistant-Masters and Tutors is 
under the management of a Joint Committee composed 
of representatives of the following Bodies :— 


Headmasters’ Conference. 
Incorporated Association of Headmasters. 
College of Preceptors. 
Teachers’ Guild. 
Welsh County Schools’ Association. 
Private Schools’ Association, 
Association of Headmasters of Preparatory Schools. 
Association of Headmusters of Roman Catholic 
Schools. 
Assistunt-Masters’ Association. 
Association of Technical Institutions, 
Åc. &c. 

As the Agency is not working with a view to profit 
but to benetit Assistant-Masters, the rates of commission 
are fixed as low as possible, and it is hoped that all 
branches of the profession will support an Agency 
managed by so widely representative n Committee. 

Headmasters having vacancies on their staffs, and 
Assistant- Masters seeking appointments, are ask 
communicate with the REGISTRAR, 

Otlice Hours—10 a.m. to 5 p.m., Saturdays, 10 a.m. to 
l p.m. Interviews generally between these hours or by 
special appointment, 


CARLYON COLLEGE. 


65 AND 66 CHANCERY LANE. 


LONDON UNIVERSITY EXAMINATIONS. 


LONDON MATRICULATION, INTER. ARTS and 
SCIENCE, B.A., and B.Sc. Classes. Day and Evening 
Classes (small). Private tuition. 

Classes and Tuition for all Preliminaries, 
Scholarship Exanunations, Oxford ana vam- 
bridge, BR. op A &c. 

Papers Corrected for Schools. 

Private tuition forall Examinations, 

Prospectus and full details on 2 to R. C. B. 
KERIN, B.A. Lond., First of First Class Classical 
Honours, Editor of ‘‘ Phædo,” ‘‘ Pro Plancio,” &c. 


SUCCESSES. 


1892-1900. — London Matric., 74; Inter. Arts, Sc., and 
Prel. Sci., 88, 6 in Hons.; B.Sc., 1896-1899, 11; B.A., 
1891-1898, 35, 7in Hons. ; many other Successes, Scholar- 
ships, R.U.I., Indian Civil, Oxford and Cainbridge, &c. 


B.A. LONDON, 1899, 12 successfal. 
M.A., 2 (1898 and 1899). 


OAMBRIDGE LOCAL EXAMINATION. 


PECIAL NOTICE TO SCHOOLS. 


Charles Fry’s Costume Recitals with Miss Olive 
Kennett and Company. “Henry VHI.” “As You 
Like It,” “ Twelfth Night,” and “Love's Labour | 
Lost.” St. George's Hall. Saturdays 3.30. Novem- 
ber 10th, 17th, 24th, und December Ist. Tickets 5s., 
2s. 6d., and ls. Half-price to Schools, Apply before 
day to F. CuarRiton, Manager, 21, Park Avenue, 
Willesden Green. A Schoolmistress writes :—‘‘ I con- 
sider it an education for them to hear a play rendered 
as ‘ Hamlet’ was.” 


UITION. — B.A., B.Sc. London, 
VISITS or RECEIVES STUDENTS or CLASSES 

for all Preliminaries, Matriculation, and the Degree 
Examinations ; highest references;>20-vears’ experience. 


| —BUTLER SMITI, 44| Hemstal Road, West’ Hampstead. 


Nov. 1, 1900.] 


THE EDUCATIONAL TIMES. 429 


LONDON UNIVERSITY 
EXAMINATIONS. 


Day and Evcning Classes, 


Covering the whole of the Theoretical and Practical 
Work for the Examinations of London University, are 
held at University Tutorial College, Red Lion Square, 
Holborn. 


Recapitulation Classes 
Are held during the Christmas Vacation. 


For Matriculation, January, 1901, commencing Monday, 
December 17th, 1990; and for Prelin. Sei. (M.B.), 
January, 1991, commencing Thursday, Deeember 27th. 


Vacation Classes, 


Covering the Practical Work fer Inter. Se. and B.Sc., 
commence Tuesday, December 18th. 


All communications regarding Oral work in London 
should be addressed to 


THE VICE-P8RINCIPAL, 
University Tutorial College, 
32 Hed Lion Square, Holborn, W.O. 


A COMPLETE FRENCH CLASS BOOK. 
New Edition. 


ALL’S FIRST FRENCH COURSE 
AND FRANCE AND THE FRENCH. 
Price 1s. 6d. KEY, 1s. 8d. 

Contuins nearly 200 Exercises, French Grammar, 
Pronunciation Lessons, Questionnaire, Easy and In- 
structive Reading Lessons, with Glossaries, Maps, 
Vocabularies, &c. 


LONDON: 
SIMPKIN, MARSHALL, HAMILTON, KENT,& 00., Ltd. | Lonpon: LONGMANS & Co., PATERNOSTER Row, E.C. 


IRKBECK INSTITUTION. 
BREAMS BUILDINGS, CHANCERY LANE, E.C. 
Principal — G. ARMITAGE SMITH, M.A. 


DAY AND EVENING CLASSES. 


New Session commenced MONDAY, OCTOBER 1. 


University of London.—Complete Courses of Study 
ifor all Examinations for the Science, Arts, and Law 
Degrees. 

Scicnee Classes in every branch, with Practical Work. 
Well equipped Laboratories for Chemistry, Physics, 

Zoology, Botany, and Metallurgy. 

Courses in Political Economy, Commercial Geo- 
graphy, Common Law, Bankruptcy, Equity and Con- 


TUTORS. ' veyancing, ee Psychology, and Ethics. 
2 


, | Classes in Latin, Greek, Modern Languages, Litera- 
The Staff includes a number of Graduates of London, | ture, English and Commercial Subjects, and for Civil 


Oxford, Cambridge, and Royal Universities, Science Service. 
Medallists, and Specialists, School of Art—Drawing, Painting, Designing, Model- 


Preparation by Correspondence .,tivestss feta cuvewter ei 


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Contents :—Chief Events in the Life of Shakespeare—Shakespeare’s 
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Nov. 1, 1900. | THE EDUCATIONAL TIMES. 431 


GEORGE GILL & SONS’ LIST OF SPECIAL TEXT-BOOKS FOR THE 


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ENGLISH. 8. d. i RELIGIOUS KNOWLEDGE. s. d. 
‘Shakespeare’s Henry V. Edited by SraxLEY Woon, M.A., author of the Marshall’s St. Matthew. Edited I by the Rev. F. MARSHALL, M. IA. Cantab. 
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Introduction. —Source, Editions, Date, Scene of the Play; the Unities, Ana- 
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Tert with marginal and foot notes, and paraphrase of diticult passages, 

Appendix—-Full Supplementary Notes, Play on Words, Versitication, 
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Quotations from other Plays, Glossary, Fortyaninute Examination Papers on 2. Text of the Gospel, w ith marginal and foot notes. 
each Scene. 3. Comments on the Revised Version. 


an mar. -written and Enlarged by the Rev. CHARLE 4. Glossary, and Chapters on Our Lord's Teachings. 
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Hauff. — Der Scheik von Alessandria und seine Sklaven. Ve tind here ... everything which should be found in an edition for the use und 
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Nov. 1, 1900. ] THE EDUCATIONAL TIMES. 437 
CONTENTS. 
i Pag Page 
The New Parliament ............ueessecesnrsersessrnrresersnenreresosseee 437 Bome Criticignis: crinis ai ea E a e 450] | 

The State and the Public School iivcicicsisivcsccsciecsvasneversccecsews 437 Distribution of Diplomas, Prizes, and Certificates at the Col- 

INOGOB PEAN EE EAE crate hela Ss hae beetles ele melee ETES 438 lege of Preceptors “cast Maa Ses otct hd as ean NO OREN tanta: Pacha Ate mtadit Duatits Sata lh 450 

Sammary—Tho Month ........ssessecsssee sessessesesseeserseeseeesens Be (> RRB E A E ee tele 452 
Universities... 0... i aL. cece cec cee ccecsceeetetceusseesees 441 dc Badavt ok Simeextions's Samuel Richirilson: Revised Richelle: 
The Teaching of Patriotism. By Dr. J. J. Findlay. Paper Old Age and Friendship; A Good History; Methodical Vocabulary. 

read at the Evening Meeting of the College of Preceptors 442 General Notices: 6.6500 eceid sien A A 455 

Forecasts and Comments :—Fixture8 ...........0.ccccececscecseceeces 447 é d Pri 458 
Education Gossip .......s:cc0cc0e 448 Gift Books and PrizeB.........sssscseevsesscesosseessessosesssseseeoeseecee 

Appointments and Vacancies...... 449 Meeting of the Council of the College of Preceptora ............ 460 

Literary GoOwBip ..........ceceeeeeceeees 449 Mat HOM tl Ce rirni unin aE NA E A eens 481 


No doubt the President meant that the School Boards which had 
spent so much money on such schools, for so many years, under 


The Educational Times. 


Ir would be difficult to foretell the kind of 


The New treatment which is likely to be meted out to 


Parliament. 


continued protest from secondary schoolmasters and continued 
indifference and washing of hands from the Education Depart- 
ment, would have to be relieved and indemnified by Act of Par- 


liament. We wonder how the secondary schools at Manchester 
like it. It is true that the Manchester school is started under 
a scheme of amalgamation which brings together the City Cor- 
poration, the Chairman of the Technical Committee, the Prin- 
cipal of Owens College, the High Master of the Grammar School, 
and Dean Maclure as Chairman of the School Board—but the 


Devonshire and Sir John Gorst may yet be regarded as our| School Board is the originating and controlling authority. So 
oracles in chief. Whether this is or is not a hopeful sign with | at Leeds—where, we believe, the higher-grade school is not 
a view to secondary organization and development, we must directly dependent on the rates. It is, nevertheless, a higher- 
leave our readers to judge for themselves. There has been aj rade Board school, which accommodates some two thousand 
drag on such development for a good time past, with changes | pupils, and which has damaged the old Grammar School, and 
that seem to alter nothing, Bills that are not pushed through, ruined several other secondary schools. Not only the question 
and Acts that are not acted on. Perhaps the pace may of expenditure, but the more important questions of authority 
now mend a little. The feet of the Government have | and gradation, are involved in the creation of secondary schools 
touched the soil of the constituencies, and, like another| bY the elementary Boards. These questions are now on the 
Anteus, it may take up the struggle with a new infusion point of being settled. It would be better in the meantime not 
of energy. It will have to be decided—or we presume that it | t0 confuse the issue. _ 
will have to be decided—whether the Secondary Local Author- 
itiesare to be set up or not. If they are to be set up, we may 


educational subjects in the new Parliament. The 
personnel of the House of Commons is educationally very much 
as it has been during the past five years. The policy of the 
Board of Education and the functions of its Consultative Com- 
mittee are still undefined, but the political constitution of the 
Department is unaffected by the elections, and the Duke of 


In last month’s Fortnightly Review, in a paper 


further assume that decisions will have to be taken as to their peared on ‘‘ The Public Schools and the Public Serv- 
best form and constitution. We sincerely trust that, if another! Public School. ices,” Mr. J. C. Tarver shows a somewhat too 


Bill is brought in, it will not be an August-to-February Bill, 
with no surviving animation in the legislative period. Mean- 
while, it will not be forgotten that the Consultative Committee 
is charged with the formation of a register by the law of the 
land. This is not a matter of Departmental discretion. Parlia- 
ment has ordered it; the rest is merely a question of how and jif this antagonism becomes active. The power of the purse, 
when. wielded by a Government Department, together with the aggres- 
The President of the Board of Education, as we mention in sive spirit of Local Authorities, would, he believes, in time, by 


nervous anxiety as to the future relation of the 
Board of Education towards the public schools. Recognizing the 
apparent antagonism between the independence and conservatism 
of the public-school system and a system under departmental 
control, he foresees nothing but disaster to the public schools 


our Summary of the Month, opened a new higher-grade Board | outside competition and pressure, convert the public schools 
school at Manchester on October 15. The Duke may be said to:into mere fashionable lounges for the sons of the rich. To 
have done this without prejudice—and it is to be hoped that no- | obviate such a calamity, he suggests that the public schools 
body and nothing is prejudiced. He may be said to have taken should be formally recognized as training schools for the public 
up a detached attitude on the question of School Board limita- | services, military and civil, and that a separate Board of 
tions, Local Government Board surcharges, and legal decisions. | Examiners be established to insure the efficiency of all the 
He knew that the Court of Queen’s Bench was about to try the | public schools of the kingdom that desire such recognition. 
legality of spending the ratepayers’ money on higher-grade|Such a Board could also advise the War Office and other Govern- 
schools ; but he said that, if the decision should be unfavourable, | ment Departments on questions relating to examinations and 
it would be a matter for Parliament, not for the Department. | curricula before changes | are-recommended (to thé schools, 


438 


THE EDUCATIONAL TIMES. 


[ Nov. 1, 1900. 


While there is much that is suggestive in the paper, we cannot | 
agree that the cream of our public schools should be turned into 

ideal ‘‘cramming ” establishments, even to save the sons of the 

rich from ennui. Their natural function is that of preparation 

for the Universities. If the necessary training for the Civil 

Services is technical in its character, it should be specially pro- 

vided. There is no need to introduce one more element of 

confusion into an already sufficiently complicated situation. 


NOTES. 


Unper normal conditions the first election of representatives 
of Convocation on the Senate of the new University of London | 
would have attracted considerably more attention than it in fact 
received. It is perhaps well that the overmastering interest 
of the General Election abated the energy of both the ‘‘ Union ” 
and ‘‘ Association ’’ organizations, and allowed the choice of | 
graduates in the several Faculties to be exercised without undue 
pressure. It would be unfortunate if the University should 
sturt on its new cureer by renewing the controversy as to its 
policy which it was hoped had been ended by the compromise | 
arrived at during the sitting of the University Commission. | 
Already something has been lost. In the desire to elect repre- 
sentatives of particular views, the claims of languages and belles 
lettres have been overlooked, as well as those of the science of 
education ; unless it is thought that these are safe in the hands 
of Dr. McClure, of Mill Hill. Rival organizations for in- 
fluencing the government and policy of a University area novel 
departure in this country. Moreover, they are not justified by 
the assumed incompatibility of the ‘‘ interests of the University ” 
with the ‘‘ interests of external students.” On the other hand, 
the large measure of power given to the Senate by the Charter 
of the University to modify its constitution makes it highly 
undesirable that members of the Senate should be fettered when 
differences arise which are often best settled by a wise com- 
promise. 


Tue death of the Marquess of Bute has deprived us of one of 
the most generous benefactors of the cause of higher education. 
His want of sympathy, however, with the trend of modern 


educational policy in its elementary and secondary ureas was | 


scarcely disguised ; but he seldom turned a deaf car to an appeal 
made on behalf of Universities or University Colleges if situated 
in districts with wlich he was personally connected. Deeply 
influenced from his Oxford days by the glamour of mediævalism, 
his intellectual sympathies chiefly found expression in the study 
of ecclesiology and archwology, and he contributed many papers 
on these subjects to Scottish and Welsh societies. Although 
he recently gave £20,000 towards a Chair of Anatomy at St. 
Andrews, his interest in the advance of scicnce was not great. 
Taking into consideration the vast wealth which flowed into 
his hands as the result of the industrial development of South 
Wales—some margin of which he would doubtless admit to be 
an unearned increment—we cannot fail to regret his inability to 
recognize more fully the need of scientific and technical institu- | 
tions. Had he done so, his high sense of moral responsibility | 
would surely have led him to do more to satisfy the want. 


i 
i 
| 
{ 


‘© Every man is a debtor to his profession.” This, we think, 
was a saying of Bacon, and Sir Edward Coke has expressed the 


| teachers. 


| 


same thought. The degree to which the saying is felt to be 
true serves the purpose of a test of a man’s worth in his own 
profession ; and no profession can be in a healthy state where 
such a feeling is not general. What the great lawyers of the 
past felt a great physician of to-day feels likewise. In his 
recent address to the medical students at Cardiff, Sir John 
Williams, speaking of his own profession, said: “It will 
widen your sympathies, whet your wit, increase your resources, 
and humanize you through and through.” Such genuine 
enthusiasm, we believe, is common in medicine; we wish we 
could say as much for the profession of teaching. It is not the 
fault of the teacher. Nature has ordained that physicians 
should be sought after both by the wise and by fools, while she 
has no less surely made boys walk very slowly towards their 
However, we have ceased to despair, and, before the 
country has to pass through the ordeal of another General 


‘Election, we hope much will be done towards enabling a school- 


master to say: ‘‘ Every man is a debtor to his profession.” 


Tie average parent’s criticisms in school matters relate, as a 
rule, to concrete objects, and are for that very reason deserving 
of attention. In this anything but big gooseberry season a 
correspondence has been carried on in the Standard on the 
question of school geography books. With the exception of a 
dignified protest from an Oxonian, all were agreed that the 
books in general use are disgracefully inaccurate. There is a 
certain grim humour in the remedies proposed by the lay mind. 
One, even, went the length of welcoming errors as affording 
opportunities for stimulating discourse in the class-room. The 
writer must have been ignorant of the “chapter ahead ”’ con- 
dition of most of our teachers of geography. To the professional 
mind the remedy is clear, if expensive. Competent teachers 
discover accurate text-books. 


Ture education of our naval officers is far from satisfactory, if 
the testimony of naval men is to be relied on. Writers in a 
recent number of the United Service Gazette and in the Monthly 
Review for October are agreed that the training of midshipmen 
land lieutenants is too specialized and unpractical, and carried 
on under arrangements which necessitate the far greater part of 
their time being spent on shore. When we trusted to our 
wooden walls, broudsides, and boarding parties, the instruction 
imparted by naval instructors on board no doubt sufficed for 
the average midshipman. To-day it is strongly urged that the 
education imparted by naval instructors is a farce, and that the 
system should be ended. It certainly serves no practical purpose, 
for under existing regulations a midshipman’s technical know- 
ledge is acquired on shore. It is suggested that the gencral 
education of midshipmen should be completed before they go to 
sea, and that much of the present technical work bearing on 
the construction of ships, guns, and projectiles should be 
omitted. In fact, naval officers now specialize—some in gun- 
nery, some in torpedoes, and others in navigation—and there is 
a growing feeling that the “all-round” man is better in war. 


Ware we are on this subject we should like to enter a 
protest on behalf of the British parent against the exquisite 
refinements of naval uniform. Indeed, we should counsel a 
parent who purposes sending his boy into the Navy,not-to probe 


Nov. 1, 1900. ] 


THE EDUCATIONAL TIMES. 


439 


‘the intricacies of his kit as shown in the twenty-seven closely 
printed double-columned pages, contained in the current Vary 
Inst, which deal with uniform. Apparently he must see that 
his boy is provided with buttons thirteen-twentieths of an inch 
in diameter for his waistcoat, fifteen-twentieths for his jacket, 
-and eight-tenths for his coat. That way madness lies. It may 
account for regulation No. 21 affecting Assistant Engineers. 
To prevent inconvenience and disappointment it is stated that 
persons suffering from disordered intellect, imbecility, paralysis, 
or blindness in one or both eyes may be rejected as medically 
unfit, but that my Lords may modify these regulations ‘‘ from 
time to time as may be considered desirable.” Have ‘‘my 
Lords”? no humour? 


Tue recent appearance of the Calendar of the Royal Hollo“ 
way College has caused the Spectator to animadvert on the 
‘comparative failure of the college to attract students. Our con- 
temporary was indeed very wide of the mark when it asserted 
that only ten candidates sat last year for ten open scholarships 
offered ; but the college authorities themselves admit that they 
have some serious difficulties to contend with which hitherto 
have prevented the college from realizing the founder’s anticipa- 
‘tions. The fact is that Egham is too remote to attract in large 
numbers candidates for honours at Oxford and Cambridge; and 
for those who seek a London degree the necessity of residence 
of course involves an avoidable expenditure. On the other 
hand, there is little likelihood at present that parents will give 
their daughters a University education as a mere luxury. The 
thing has not become the fashion, and girls themselves do not, 
as a rule, caro to sacrifice the supposed pleasures of society for 
-half the year. But there are now a hundred and thirty students 
an the college ; there is, to be sure, room for plenty more, and 
the entries this term were upwards of forty. We believe that, 
when the vastness of the buildings and grounds is taken into 
account, the endowment, though amounting to some £8,000 a 
year, is barely sufficient. 


In view of an important correspondence that has lately been 
carried on in the columns of the Guardian, with regard to the 
decrease in the number and quality of candidates for Holy 
Orders in the Established Church, it is worthy of notice that the 
clergy themselves might provide a larger number of recruits to 
carry on the work of the Church than they do. Thus, for 
example, St. Edmund’s School at Canterbury, the Clergy Orphan 
Corporation’s school, which is doing admirable work, turns out 
a very small proportion of clergymen. The explanation of this 
‘dearth is no doubt in great measure that funds are not forth- 
coming to continue the education of boys after they leave 
school. To obtain the necessary qualifications is a luxury 
which many would-be candidates for Orders cannot afford. 
What seems to be wanted is a much larger number of scholar- 
ships and bursaries for intending candidates. 


Tue possibilities of museums, from an educational point of 
view, are practically recognized at the present day, and, from 
time to time, one hears something of the institutions of this 
nature in connexion with our public schools. Still, it is not 
saying too much to state that school museums deserve a great 
deal more attention, 


now receive. Much misconception still exists with regard to 
the amount of time, knowledge, skill, and money which ought 
to be expended on keeping a museum up to date. As the late 
Sir William Flower pointed out with regard to local museums, 
many treasures have been lost to the nation and to science 
through over-confidence in them on the part of the donors. 
The ties between an old public-school boy and his school are 
often stronger than between him and his place of residence, 
and to the school museum he gives his valuable specimens 
rather than to the local or a national institution. 


Eron Cottece has for a long time contained many objects of 
great interest, but its importance has been increased by the 
recent acquisition of the collection of Egyptian antiquities got 
together by the late Major W. J. Myers, who was killed in 
South Africa last year. Many of the specimens have a world- 
wide reputation, and the authorities have provided a number 
of fine cases for their reception. When the scientific arrange- 
ment of the objects now proceeding is finished, it is to be 
hoped that their light will not be hid under a bushel. The 
important parts of the collection are the series of blue glazed 
pottery of the New Empire, consisting of beautiful cups, dishes, 
and vases, as well as of rings, statuettes, and other objects. 
Then a number of plaster masks from graves belonging to 
the Roman-Egyptian period call for attention, as well as vases 
of similar date. Some of the wooden figures are also very 
remarkable, while one must not forget the prehistoric flint 
knives, stone jars, and pottery, which Major Myers presented 
before his death. It was one of this officer’s hopes to see in 
time an anthropological section of the Museum devoted to the 
works of man in all lands and in alltimes. In this many other 
of his gifts would naturally find a place. 


Here is a good instance of a child’s anthropomorphism: A 
little boy’s jacket was to be sent to Scotland as a pattern for a 
new one. He was observed putting into its pockets a pin- 
cushion, a toy dog, and a penknife. He explained that he had 
forgotten to take them with him in the summer, and that they 
had missed their holiday, and he felt sure they were disap- 
pointed—the journey to Scotland would make them all right. 
We fear we cannot cull any scientific lesson from the following, 
unless it illustrates a deep-seated distinction between the boy 
and the girl mind :—Overheard on the way home from Sunday 
school. Boy: ‘I say, Sis, if you had been Solomon, would you 
have chosen wisdom?” Girl: ‘‘Oh, no; you see I’ve got 
wisdom. I should have chosen a doll’s perambulator.” 


SUMMARY. 


THE MONTH. 


THE last meeting of Convocation of the University of London 
under its old constitution was held at South Kensington on 
October 9, when the sixteen Convocation members of the new 
Senate were elected. The graduates in Arts had the right to 
elect six members, and fourteen were nominated. The chosen six 
were: Mr. J. Fletcher Moulton, M.A., Q.C., with 1,140 votes; 
Mr. J. D. McClure, B.A., 1,134; Sir Albert K. Rolht, LL.D.. 
1,063; Mr. T. D. Napier, LL.D., 910; Mr. J. B. Benson, LL.D., 
906; and Mr. T. L. Mears, LL.D., 752. The unsuccessful candi- 
dates in the Arts Faculty were Sir Joshua Fitch, Mr. G. Armitage 
Smith, Mr. T. Ely, Mr. R)iW:zHinton, Mr. A. B.Hopkins, Mr. 


and, it may be added, support, than they |'T. S. Osler, Mr. E. J. Routh, and Mr. T. McKinnon) Wood. ‘The 


440 


graduates in Law had to elect one member, and their choice fell 
on Mr. Justice Cozens Hardy with 127, his only opponent, Mr. 
Joseph Walton, Q.C., receiving 106. In Medicine and Surgery 
two graduates had to be elected, and four were nominated. Mr. 
Thomas Barlow with 381 votes, and Mr. J. F. Payne with 314, 
were elected; the unsuccessful candidates being Mr. S. Ringer 
and Mr. A. R. Silcock. In Science, the six members elected were 
Sir Philip Magnus, 432 votes; Mrs. S. Bryant, 429; Dr. C. W. 
Kimmins, 364; Dr. F. Clowes, 333; Dr. Silvanus P. Thompson, 
239; Dr. F. S. Macaulay, 226. The unsuccessful candidates were 
Dr. C. H. Draper, Mr. G. C. Foster, Dr. R. D. Roberts, Dr. S. H. 
Vines, and Dr. S. R. Wells. The Faculty of Music were entitled 
to elect one representative, and, as Mr. J. W. Sidebotham, 
Mus.Bac., was the only nomination, he was declared elected. 


THE Senate Hus since been completed by the election of the 
representatives-of the Faculties. In Arts, Prof. M. J. M. Hill, Prof. 
Paton Ker, Prof. Warr, and Miss Emily Penrose have been 
elected. In Medicine, Dr. Rose Bradford, Physician to Univer- 
sity College Hospital and Professor Superintendent of the Brown 
Institution ; Dr. Kingston Fowler, Physician to and Lecturer on 
Medicine at Middlesex Hospital; and Dr. E. C. Perry, Superin- 
tendent of and Physician to Guy’s Hospital, have been elected. 
In the Science Faculty, Sir Michael Foster, K.C.B., F.R.S., the 
representative of the University in Parliament ; Prof. Halliburton, 
F.R.S., of King’s College; Prof. Ramsay, F.R.S., of University 
College; and Prof. Riicker, who was a member of the late 
Senate. In the new Faculties of Engineering and Economics, 
Prof. Unwin, F.R.S., and Prof. Hewins, respectively have been 
elected; while Sir Hubert Parry returns to the Senate as the 
representative of the Musical Faculty. As already announced, 
Lord Davey, Chairman of the late University Commisssion, has 
been nominated by the Crown in Law, in default of the con- 
stitution of a Law Faculty. 


Lord Reay has sent a statement to members of the London 
School Board in which, amongst other things, he draws attention 
to the diminished number of children in the metropolitan schools. 
Three years ago it had risen to 734,777 ; it is now 724,248. This 
appears to point to the conclusion that there will not in the future 
be any serious increase in the number of children between three 
and thirteen who require school accommodation. As to the cause 
of the diminution, Lord Reay says :— 


The change which has taken place in this respect during the past 
three years is probably due to the gradual depletion in central London 
of the population requiring such accommodation. Last year I pointed 
out how such migrations within our borders affected the question of 
school provision. But the emigrants are not brought to a standstill by 
an imaginary boundary-line, and the great increase in artisans’ 
dwellings which has taken place in areas under neighbouring School 
Boards, such as West Ham, Hornsey, Willesden, Acton, and Croydon, 
shows that many of them have swept over the boundary of the metro- 
politan area. There are still large outlying districts within that area 
which are not yet covered with buildings. If these districts were 
occupied by new-comers, and not merely by emigrants, our numbers 
would again increase. Iam inclined to think, however, that the future 
occupants of these districts will be persons who have been driven out 
of central London. The Board will be no less bound to provide school 
places for the children of these persons than if they had been new- 
comers, and, therefore, we must expect for a time to face the apparent 
anomaly of an increasing number of schools with a stationary or de- 
creasing number of children to be educated. 


On October 9 the Archbishop of Canterbury opened St. 
Gabriel's College, Kennington, for the training of schoolmistresses. 
The building, erected at a cost of £38,000, will accommodate 
eighty resident and eighty non-resident students. The eight 
resident students must be members of the Church of England, 
but that restriction is not laid upon the non-residents. The 
Bishop of Rochester, Canon Daniell, Archdeacon Burney, Canon 
A. Edwards, Canon Brooke, and Mrs. Temple, wife of Archbishop 
Temple, were among those present. The Archbishop, in the 
course of a short address, said that the schoolmistress was just 
as much a minister for Christ as one ordained, and spoke of 
the necessity of the mistress having a great love for the pupil 
and a deep interest in the subjects she taught. 


Tur President of the Board of Education appeared in a some- 


THE EDUCATIONAL TIMES. 


| Nov. 1, 1900. 


grade school for the Manchester School Board. It will be 
remembered that the legality of expenditure by School Boards on 
higher-grade schools, in which the maximum age is carried 
beyond the elementary limit, has been challenged by a public 
Department, and a case raising the question is now waiting for 
decision in a court of law. The Duke of Devonshire said on this 
occasion that 


he regarded it as a very great honour to be the guest of the Manchester 
School Board. On that occasion he felt it especially an honour because 
he was under the impression that in certain quarters it was thought 
the present Council on Education was not disposed to be very friendly 
to the work of School Boards, and not to be altogether in sympathy 
with them. But he could assure them that, although Sir John Gorst 
and himself might have thought it necessary on some occasions to 
check the proceedings of some School Boards whose zeal was tending 
to outrun their powers, yet they were entirely in sympathy with their 
object, namely, the organization of a complete system of education in 
this country. 


Ir may be convenient to quote here one of the surcharges made 
by the Leal Government Board auditor against the London 
School Board, out of which the case in the Court of Queen’s 
Bench has arisen. The district auditor, in his report dated 
July 26, 1899, made his first disallowance in the following terms, 
and for the following reasons :— 


In the account for the half-year ended at Michaelmas, 1898, of the 
School Board for London I disallowed the sum of £5. 10s., entered and 
charged therein as paid out of the school fund of the said Schoo) Board 
to Mr. C. H. Haslam, a teacher in the employment of the said Schoo? 
Board. 

The said payment forms part of an expenditure incurred by the said 
School Board in the maintenance and instruction in special subjects of 
an evening science class, registered under the Science-and Art Depart- 
ment, South Kensington, as a science class, and held at the Burghley 
Road Pupil-Teachers’ School. The said sum of £5. 108. was paid to Mr. 
Haslam, as remuneration for giving eleven lessons at 4s., and eleven 
lessons at 6s., as special instruction to such class in chemistry. I make 
such disallowance for the following reasons :— 

1. Because the said sum of £5. 10s. was not paid to the said teacher 
for the performance of duties which the said School Board had power 
to assign to him within the meaning of Section 35 of the Elementary 
Education Act, 1870. 

2. Because the said sum of £5. 10s. was paid to the said teacher for- 
the instruction of classes registered under the Science and Art Depart- 
ment. 

3. Because School Boards have no legal authority to use, expend, or 
apply any part of the School fund in the instruction of classes regis- 
tered under the Science and Art Department. 

4. Because the said sum of £5. 10s. was paid or expended wholly or- 
partly for services rendered in teaching subjects not allowed, provided 
for, or recognized by the Education Code. 

5. Because the said sum of £5. 10s. was not paid for services 
rendered as a teacher in an “ elementary school” within the meaning 
of the Education Acts. 

6. Because the said teacher, so far as. relates to the services in 
question, was not a “ necessary officer” or a teacher required for any 
school provided by the said School Board within the meaning of 
Section 35 of the Elementary Education Act, 1870. 

7. Because a School Board is not a “Local Authority” within the 
meaning of the Technical Instruction Acts, 1889 and 1891. 

8. Because the said School Board had not any authority in law to 
pay the said sum of £5. 10s., and to charge the same in their accounts 
as aforesaid. 

And I surcharge the said sum of £5. 10s. upon Thomas Huggett, of 
9 Cromwell Creacent, Kensington, and John Archibald Murray Mac- 
donald, of 15 Thurlow Road, Hampstead, Esquires, because they 
authorized the making of the illegal payment. 


Tue Rev. James Porter, D.D., Master of Peterhouse, Cam- 
bridge, died on October 2. He entered at Peterhouse in 1847, 
and graduated in 1851 as ninth Wrangler, the Senior Wrangler 
that year being the present Master of Caius, and others gradua- 
ting in that Tripos being the Master of Pembroke, the late 
Bishop Lightfoot, and Sir W. Harcourt. Dr. Porter was absent 
from the University for a short period, being engaged as a teacher 
of mathematics at Liverpool College; but, returning to the 
University, he took private pupils, and became a college lecturer 
and tutor. In 1876, Dr. Porter was elected Master in succession to 
Dr. Cookson. Within five years he was elected to the office of 
Vice-Chancellor. He took a large part,in.local-affairs) and, when 


what novel character on October 15, when he opened a higher-! the Town Council was reconstructed by the admission of Univer- 


Nov. 1, 1900.] 


THE EDUCATIONAL TIMES. 


441 


a 5 ap a 


sity representatives, he became a member of that body, but de- 
clined the office of Mayor. He was an advocate of the admission 
of women to degrees, and supported the proposal to abolish the 
order of merit in the Mathematical Tripos. 


At University College, London, the following scholarships and 
exhibitions have been awarded :—Medical entrance scholarships 
—Bucknill Scholarship, £30 a year for four years, and 55 guineas 
scholarship (divided, equally), H. T. Mant and W. S. Sweet; 
55 guineas scholarship, H. E. Dyson. Medical exhibitions— 
Each 76 guineas, C. W. Forsyth and A. M. H. Gray; West 
Scholarship in English, £30, F. H. C. Brock. 


AT a meeting of the Court of Governors of University College, 
Liverpool, on October 15, the Earl of Derby presiding, it was 
announced that Mr. Holbrook Gaskell had given £1,000 towards 
the building and equipment of a new physics laboratory, and the 
thanks of the Council, by whom the bestowal of the gift was 
reported, were tendered to him for this evidence of his continued 
interest in the welfare of the College. The annual report of the 
Council was presented and adopted on the motion of Lord Derby, 
who remarked that the general progress of the college seemed to 
continue, and, though they might wish that their growth could 
be even more rapid, they cald not complain of the number of 
benefactions and gifts bestowed on the college during the year. 
Mr. Robert Gladstone presented the treasurer's statement, which 
showed an excess of expenditure over income of £1,252, while the 
total debt under the head of “ general fund,” now amounted to 
£11,000. He earnestly appealed for support. 


Tne following candidates have been successful in the Examina” 
tions for the National Diploma in Dairying held recently at 
Reading and Kilmarnock. At Reading :—Ernest Christopher 
Brown, Midland Dairy Institute, Kingston Fields, Derby; Ella 
Evans, Tyn-y-Coed, Sarn, Pwllheli, North Wales; Edith Morton 
Jackson, Erw Wen, Llangollen, North Wales; Margaret Robert- 
son McDuff, British Dairy Institute, Reading; John Percival, 
Harper Fold Farm, Radcliffe, near Manchester; Charles Donald 
Stewart, Yarrow Bridge, Duxbury, Chorley. At Kilmarnock :— 
Jane Barbour, Redwells, Cardenden, Fifeshire. John Donald, 
Burrowin, Bogside, Stirling; Agnes Kinross, Wester Balbeggie, 
Kirkcaldy ; Jemima A. Veitch, Backshot, Forth, Lanarkshire ; 
Philippa Wilkinson, Needingworth, St. Ives, Hunts. Each of 
these competitors will, therefore, receive the National Diploma 
in the Science and Practice of Dairying. It has been decided by 
the National Agricultural Examination Board to hold similar 
examinations in the autumn of next year (1901) under practic- 
ally the same regulations at the two centres of Reading and 
Kilmarnock. 


UNIVERSITIES. 
(From our Correspondents.) 


THE Chichele Professorship has at last been settled 
after nearly half a year’s delay; and Mr. C. W. C. 
Oman, of All Souls, has been elected to it. Mr. Oman 
has produced original work of value, and no doubt will now pro- 
duce more; he is, however, perhaps most widely known by 
his two excellent school books. The election brought out 
strikingly the strength of the Oxford History School at the 
moment; for there were at least three other tutors, any one of 
whom would have held the post worthily. 

Mr. Spooner, of New College, has written a valuable article in 
the Ozford Magazine on the subject of “ Pass Moderations.” The 
present arrangement is too complex to detail here; and, like 
everything connected with Passmen, will be hard to change, 
because energetic people are seldom concerned with Passmen, 
and the coaches, who are mainly second-rate teachers, depend 
for their efficiency on their close rule-of-thumb knowledge of the 
status quo. Mr. Spooner brings three main charges against the 
system : (1) it fails to interest its victims, who are kept for a year 
stagnating over work done already at school; (2) it is very dis- 
connected, and needlessly isolates its students for purposes of 
study; (3) it is inconsequent and without any real order. Few 
people, except Pass coaches, will deny the serious truth of these 


Oxford. 


charges. The present system isatripleone. After Responsions, 
an undergraduate who does not take Honours Moderations must 
take either Pass Moderations, or the Preliminary Examinations 
in Science, or the Law Preliminary Examination, before he may 
attempt Honours in a final school. These three examinations 
ure mutually exclusive; each therefore is narrow, while no one of 
them pretends to be deep. Mr. Spooner’s plan proceeds on the 
lines of amalgamating the three into one systematically tabulated 
examination, within which a far greater elasticity in the choice 
and combination of subjects would go hand in hand with a real 
advance towards any of the final schools. It is a desirable con- 
summation; but I cannot as yet be sure what its chances are. 

The death, on October 16, of Sir Henry Acland, sometime 
Regius Professor of Medicine, removes one of our best known 
figures; a fellow-undergraduate at Christ Church of Mr. 
Gladstone, and, later, the most intimate friend of Mr. Ruskin in 
his Oxford days. His medical work was notable, but his chief 
achievement was our Museum. He was to be seen in his carriage 
almost daily till a very short time before his death. 

Mr. E. E. Genner, Scholar of Balliol and Fellow of Magdalen, 
has been elected Derby Scholar. The Rev. E. C. Spicer, New 
College, has been elected to the Geographical Scholarship for 
1900-1901. The Hebrew Scholarships have been awarded: the 
Junior Kennicott to Mr. A. C. Paterson, Trinity; the Pusey and 
Ellerton to Messrs. S. L. Brown, Wadham, and R. W. Sutcliffe, 
St. John’s, who were equal. 

In the Civil Service Examination this year the proportion of 
success attained by Oxford men was once more remarkably great. 

A slight falling off in the number of freshmen who have come 
into residence this year, as compared with last, has to be noted. 
The total is 732, as against 764. New College comes first with 
58, or eight more than a year ago, and then, after Christ Church, 
with 57, the same number as last October, we have the following 
figures :—Keble, 54; Non-collegiate, 51; Magdalen, 50; Balliol, 
50; Exeter, 43; University, 40; Trinity, 39; St. John’s, 32; 
Queen’s, 30; Oriel, 27; Brasenose, 26; Merton, 26; Hertford, 
26; Wadham, 23; Corpus, 22; Pembroke, 21; Worcester, 16; 
Lincoln, 15; Jesus, 14; St. Edmund’s Hall, 10; Clarke’s Hall, 4; 
All Souls, 1; Marcon’s Hall, 1. l 


THE technical commencement of the University 
term is October 1; full term is about twelve 
days later. In years gone by the place was 
deserted until the actual day for the reassembling of the colleges. 
Things, however, are rapidly changing here: the October Little- 
go, beginning as it does on October 1, brings up a large number 
of junior men, and consequently the college machine has to begin 
running. So many of our resident teachers are now married 
men, glad to get back to the comforts of home, that it is safe to 
say that things are in going order days before the commence- 
ment of actual full term. Shortly we may expect to see the new 
order of things officially recognized, and the first day of full term 
brought nearer to October 1. 

Mr. Chawner, of Emmanuel, the retiring Vice-Chancellor, 
delivered the usual speech at the end of his year of office. He 
referred publicly to the fact that all the colleges of Oxford and 
Cambridge have agreed to hold no examinations for entrance 
scholarships before December 1 in the years 1900 and 1901. This 
change will, it is hoped, do away with some of the evils that 
attend the present system of competition. The Vice-Chancellor 
also noticed the fact that a movement has recently been 
growing to promote the study of military science in Cambridge 
both as regards theory and practice. A large and enthusiastic 
meeting held in the Lent term authorized a deputation to 
treat with the War Office on the subject. With regard to the 
practical side it is fairly certain that the authorities, approving 
generally of the University as a source for supplying candidates 
for commissions in both the regular and the auxiliary forces, will 
encourage the gradual formation at Cambridge of a military 
school in connexion with the University Volunteers, and will 
accept the instruction so given as far as it proves to be efficient. 
Of the total number of commissions offered to the University a 
fair proportion will be placed at the disposal of the University 
authorities to be confined to graduates who have been efficient 
members of the University Volunteer Corps. Cambridge will, in 
all probability, be made a centre for the military examinations, 
and the examination in military subjects may be passed previous 
to graduation. Thus a candidate for @ commission (@) might 
have graduated in Honours; (b) might have” passed before 


Cambridge. 


442 


THE EDUCATIONAL TIMES. 


| Nov. 1, 1900. 


. . . . . . I 
graduation in the military subjects; (c) might have been to a 


school of instruction; (d) might have obtained the full benefit of 
a University career, and all this without being many months 
older, if at all, than the University candidate for the Army of the 
normal type under the existing regulations. 

The new regulations for the Little-go have produced a very 
considerable change in the nature of the class lists. This October 
there were only five successful candidates who had commenced 
residence; so that it is clear the majority of the men now pass 
either before entering upon their college career. or shortly after 
doing so. A further stepin advance would be taken if the colleges 
refused to allow any man to reside at all until this examination 
was successfully negotiated. ‘There is, however, such a greed for 
numbers in certain quarters that heroic measures of this sort will 
probably be deferred till the Greek Kalends. 

A curious storm in a tea-cup has recently been raging about the 
form of the class lists in the Historical Tripos. The regulations 
specify that in each class the names are to be given in one or 
more divisions. The meaning of such a regulation is tairly 
obvious; but the examiners, for two years in succession, have 
chosen to interpret it as giving them a discretion as to whether 
they shall divide the list into divisions or not. The lists have 
therefore contained three classes with no attempt at subdivision 
whatever. The anger of certain persons has been aroused, and 
fly-sheets have followed. The threatened thunderbolt is in the 
form of a non-placet to the reappointment of any of the present 
examiners, such a procedure being the only way in which the 
Senate can show the offenders that when a regulation is passed 
it has to be observed. 

The death of Dr. Porter, Master of Peterhouse, which occurred 
at the end of the vacation, removes from among us one of 
the landmarks of the place. He was foremost in the business 
and social life of the University, and was noted alike for his 
courtesy and administrative skill. The fact that he was often 
on the losing side did not detract from the esteem in which he 
was held by those who had to oppose him. Rumours are rife 
as to his successor; and those who are acquainted with the 
electing body imagine that the result of the election will come 
as a surprise on the University. 

The freshmen are not as numerous as usual this year, and the 
number of residents is also smaller. These facts are undoubtedly 
due to the war, the number of Cambridge men at the front, in the 
regular and irregular forces, being very large. 


A MEETING of the Court of Governors of the Uni- 
versity College of Wales, Aberystwyth, took place on 
October 26. In connexion with this meeting, the 
President of the college (Lord Rendel) held a reception on the 
evening of October 25, and the Bishop of Hereford delivered an 
inaugural address on October 26. Similar addresses have been 
delivered on previous occasions by the late Prot. Henry Sidgwick, 
the present Master of Balliol, Mr. Leslie Stephen, Sir Michael 
Foster, M.P., the Master of Trinity, and others. 

The next meeting of the Court of the University of Wales will 
be held at Carditf on November 23. It will be the Annual 
Collegiate Meeting for this year; these meetings being held in 
rotation at Aberystwyth, Bangor, and Cardiff. In connexion 
with this meeting, the annual degree ceremony will be held. 
The meeting of the University Court will be held in the newly 
erected building of the Cardiff Girls’ Intermediate School. 
Among new developments in the Welsh colleges, it is interesting 
to note the project for forming a school of mines (chiefly for in- 
struction in slate-quarrying) in connexion with the Bangor 
University College, Cardiff. A school of mining has for 
some years been one of the departments of the University 
College, Cardiff. It is gratifying to observe the adapta- 
tion of the Welsh University Colleges to meet the needs of 
the industries of the localities in which they are placed. 

_ In accordance with its policy of encouraging sound education 
in the county schools of Wales, and of diminishing the feverish 
anxiety for tangible examination results, the Central Welsh 
Board has this year issued to each school a list of the certificates 
gained by its pupils alone, so that the evils of a comparison of 
the number of certificates gained by different schools will thus 
be avoided. The next meeting of the Central Board will be 
held on November 16 at Aberystwyth; and hopes are enter- 
tamed that much good wil] result from the deliberations of 
Welsh educationists at that important centre of Welsh education. 


Wales. 


THE TEACHING OF PATRIOTISM. 


Ox Wednesday, October 17, at the monthly Evening Meeting 
of the College of Preceptors, Mr. H. W. Eve in the chair, Mr. 
J. J. Finpiay. M.A., read a paper on “The Cultivation of 
Patriotism in the School.” 

In introducing his subject, Mr. Findlay observed that the very title 
of his address was a challenge and denial of certain theories of 
edueation. It was often supposed that the school was a place where 
certain abstract properties were dispensed to all comers—faculties of 
memory, reason, imagination, quite apart from the political, social, 
or personal intlnences of the day. Just as you go toa tailor to pur- 
chase your boy’s winter outfit, so you go to a school to fit him up with 
some abstract, marketable commodity called “ mental culture.” 

Now the partial truth underlying this view should not conceal from 
us its gross error. The school is a product of the time, and it mirrors 
forth the whole life—political, socinl, intellectual—of the race and 
age. We teachers are tools by which modern society works out its 
ends and seeks to realize its hopes. And, however much the older 
educational theorists may have ignored this process, it has been for 
long recognized by statesmen. The churches have understood for 
many generations what a powerful engine the school may be made; 
and one of the leading features in the history of education during 
the nineteenth century will surely be found in the grasp laid on the 
school by the modern State, sometimes in antipathy to, sometimes in 
sympathy with, the forces of religion. Now we are not concerned to con- 
sider whether this new contro] is welcome or no. We may lament, if 
we are inclined, the cloistered seclusion of the academy; but we now 
live in a world where the social and intellectual environment of school 
life is seized upon by the ruling forces of the age. Weare familiar with 
the experience of Germany in this matter; we know how, in the last 
generation, Moltke was willing to allow that the teacher’s influence 
had created a type of soldier who could endure and conquer. 
“Der Schulmeister’’ said he once, in the Reichstag, “ hat unsere 
Schlachten gewonnen.” And Germany still abides as the chief illus- 
tration of the enormous possibilities, for good and evil, in controlling 
the life of a nation by means of school influence. The German teacher 
is expressly and definitely employed as a civil servant to safeguard 
the civil authority of the Government against the attacks of lawless 
revolutionaries ; and he is required, of set purpose, to cultivate in his 
pupils a sentiment of local provincial patriotism as regards his locality 
or his State, combined with a still more pronounced sentiment of 
devotion to the supreme interests of the Empire. The German 
Empire is an armed camp, standing ready day and night to guard its 
frontier against its hereditary foes—the Slav on the East, the Celt on 
the West; and the children of the Empire must be trained to take 
their share in this perpetual campaign. 

The United States exhibits the same influences at work for an 
opposite cause. There is no fear of an external enemy; but there is an 
internal disorder—viz., the lack among the people themselves of 
national consciousness. The common school in the great cities of the 
States, as well as in many country districts, is attended by children of 
alien origin, to whom, at first, America means nothing but a 
workhouse. Hence every public man in America will tell you that 
the maintenance of the school is the first necessity of the State. “If 
these immigrant children are not ‘Americanized,’ they will destroy us.” 

Now, ten years ago, if we had cited these two nations as examples 
for Great Britain to imitate, we should certainly have been reminded 
that the same need does not exist among ourselves. We feel neither 
the pressure of foreign enemies on our flanks nor the danger of alien 
elements within our borders: we have, therefore, no need to organize 
the cultivation of national sentiment among our children, and the 
problem raised by the title of this address would have been dismissed 
as an idle waste of time. But to-day no one will consider the 
discussion as unsuitable; it is being pressed upon our notice by 
influences which, from many quarters, have combined to make 
England, and the British Empire, a new world. These influences, for 
good or evil, are making themselves felt; the school cannot escape 
them, even if it would, and, if we teachers are to keep our hold upon 
our schools, we must take our country, our parents, our pupils, our 
authorities, as we tind them, and seek to direct this new spirit 
of patriotism into channels which will be really helpful to the growth 
of sane, generous, public spirit in the youth of Great Britain. 

“ I, for one, do not shrink from this novel task; I rather rejoice to 
see this day. I believe that our country, in spite of all excesses of 
Jingoism and militarism, in spite of the degradation of Imperial 
sentiment to the vulgar ends of wealth and pride—our country is the 
better for its enlargement of sympathy and of ideal. And, instead of 
fearing the new burden which a new age lays upon us, I invite you, in 
the best of spirits, to an analysis of the principles which may help us 
to a wise fulfilment of our new responsibilities.” The efforts which we 
witness, at home or abroad, for the cultivation of patriotism in the 
school may be grouped under three heads, corresponding roughly 
to the three aspects of mental life—intellectual, emotional, volitional. 


1. ScHooL Lessons. 
The school-book literature of the last' decade gives sufficient indica- 


Nov. 1, 1900.] 


THE EDUCATIONAL TIMES. 


4.43 


tion of the increasing desire to secure for children a proper equipment 
of ideas relating to their own country. On the one hand, we have the 
teaching of civics, studied in a number of books, of which Mr. Arnold- 
Forster’s are the best known. An official recognition of such instruction 
was first given by Mr. Arthur Acland in his “Code for Evening Con- 
tinuation Schools,” but, since 189-4, the advocates of such instruction 
have carried it much further afield. On the other hand, we have seen 
our text-books of history and geography infused with a new spirit. 
Such books as Parkin’s “ Round the Empire” are spreading in 
thousands of schools—a conception of Imperial fellowship such as was 
never contemplated before in books prepared for school use. Perhaps 
the pioneer in this direction was John Richard Green. His “ Short 
History of the English People” has probably done more to create an 
intellectual appreciation of England among young Englishmen than all 
the political agitations and leagues put together. 

The teaching of civics has been advocated by great authorities. The 
advice of James Bryce, Arthur Acland, Arnold-Forster, is not to be 
lightly set aside, and yet wo find the study to be scarcely welcomed 
in the schools. To a student of education the explanation is simple. 
All these social sciences, such as politics, economics, civics, and ethics — 
the crown of them all—are abstract, and, as such, are unsuited to the 
immature mind, which has no concrete expericnce on which to build 
the edifice of systematic thought. Hence, let us confine ourselves 
during school life to the humanities—history, literature, human goo- 
graphy, which afford the same material in concrete form. 

And from what a rich store may we select! The store is far 
too vast unless we adopt principles of selection which will give us only 
what is most suitable for each school period. History will tell its own 
story if we choose such epochs as are adapted to the growth of the 
pupil’s mind, and if we permit sufficient detail to give personal 
interest to the characters. In this direction the Herbartians seem 
to have been really successful. They commeuce at about ten years 
of age, and introduce the child to the local legends of the neighbour- 
hood, correlating these, on the one hand, with local geography ; on the 
other hand, with local legends and heroic ballads. Then, in succeeding 
years, they pass through the chief epochs of national history until, 
about the age of fourteen, the crown of national endeavour is reached 
in the story of the nineteenth century—from the overthrow of the 
first Napoleon to the overthrow of the second Napoleon. ‘This course 
of study can be correlated throughout with the masterpieces of his- 
toric literature in poetry and prose. In this last regard we have 
sumptuous fare provided by modern English writers, “ Ivanhoe,” 
“The White Company,” ‘ Westward Ho!” and the whole galaxy of 
Shakespeare's plays cannot be surpassed as material for nourishing 
the young mind with great thoughts about our country. The supreme 
value of these books lies in their fidelity to historic realities. They 
offer tho actual words and life of the men and women of the time, and 
are far. removed from the pscudo-historic work of men like Henty and 
Kingston. 


2. THE CULTIVATION OF SENTIMENT. 


These studies in history, literature, geography mainly serve the 
purpose of intellectual apprehension. True, they do much at the 
same time to stir the heart; but young people, after all, are not 
greatly stirred by the printed word. Something of colour, excite- 
ment, movement are necessary to effect broad and deep impressions 
upon them. Hence the value of what we may call commemorations, 
In America Arbor Day, Independence Day ; in Germany the Emperor’s 
birthday, the Duke’s birthday (and, unhappily, Sedan-taq) provide 
occasions which, year by year, serve to keep up in the school the 
memory of great achievements. The members of a school arè a 
society—a fragment of the nation living together day by day, sharing 
common feelings and common ideals. Should it not, on great and 
memorable occasions, celebrate and commemorate the days of old ? 
The proceedings may be simple—should be simple—but the effect on 
young people’s imagination extends beyond the influence of many 
school lessons. The school assembly is, for such an occasion, often 
joined by friends or parents. One or two songs are sung, a poem 
recited, an address on some appropriate topic comprises all that is 
necessary. 

An example of what is possible in such a direction in this country 
may be worth citing. Patriotism is not only an affair of the Empire; 
it touches still more closely the sphere of local and provincial life. 
No man is a good patriot if he is a bad citizen. If at this moment we 
are full of Imperial enthusiasm, we must not forget that this spirit is 
the sequel to the most remarkable development of county and local 
interest which has been witnessed since the days of the Norman con- 
quest. That being so, it did not seem inappropriate for a day school 
situatedin the midst of a great town population, full of intense interest in 
its civic life, to give expression to these feelings by a commemoration. 
The day chosen was the eve of the new civic year. An honoured 
citizen was invited to describe the town as it was fifty years before. 
The description, illustrated by plans and maps, was followed with the 
keenest attention. The town library and museum provided a number 
of old maps and charts for exhibition. A speech by the late Karl of 
Derby on “ Local Patriotism ” served exactly to remind the audience 
of the principles underlying civic duty, and it did not come inaptly 


from the lips of a schoolboy who would hereafter have to serve his 
town as a Citizen. 

Next week comes St. Crispin’s Day, when was fought one of the most 
useless, but most glorious, battles on the roll of British history. If a 
class of children are studying that story, what can be better than for 
one of them to tell it before the whole school, with the immortal 
speech that Shakespeare puts into the month of King Henry? Suchan 
exercise, of course, demands that our pupils be trained in recitation, in 
literary expression and style, which is so much the better, for it is 
only by such active expression that children can enter into the spirit 
of heroic literature ; they must themselves recite and speak and sing, 
if they are to feel the glow which inspired the poet and the singer. 


3. EXERCISE OF CORPORATE ACTIVITIES. 


Patriotism consists in deed rather than thought or sentiment; he 
only is the true patriot who lives the life of a citizen. It, therefore, 
follows that, since the school pupil is a minor, unfit for the duties of 
civic life, he must be content while at school with the cultivation 
of ideas and sentiments which shall bear fruit later. Whatever some 
parents may do, we teachers are not willing to let young people haunt 
the polling booths and join in the excitements of a political election. 
Nevertheless, we are very conscious of the danger of stimulating the 
mind with impulses for which no outlet is afforded. We know 
how easy it is for the school to produce a type of man, and of woman, 
who is content to meditate, to hope, to sigh, but who shrinks from 
action. 

We have, therefore, to ask ourselves whether the school can find any 
sphere of activity for its pupils analogous to the activities required in 
later life. Surely this is offered us by the very conditions under which 
we live as teachers and pupils—members of a common society. The 
child is a social being, and, as soon as he begins to realize his relations 
to those about him, he begins to exercise those activities which in later 
vears will make him a useful member of the State. At first he 
is limited to the home, but when school life begins he finds there a new 
and wider sphere for the exercise of corporate virtues, for the cultiva- 
tion of social habits, which will give a decisive direction to his whole 
career. Nowhere, perhaps, have the evidences for this view been more 
manifest than in our English public schools, and nowhere is the theory 
better exhibited than in the teaching of Arnold of Rugby. Indeed, we 
may fairly say that here is the one lesson which our neighbours across 
the Channel are accepting from us in Pngland. They see how it becomes 
possible to direct the corporate life of the school society so as to pro- 
mote the highest ends of education. 

We should not, however, be content merely to copy the Arnold 
tradition. The broader, wider study of school life, which is character- 
istic of our time, is leading to many suggestive proposals which go far 
beyond the special modes in vogue in the great boarding schools. The 
saving principle throughout ig found in cultivating social habits—habits 
of mutual service, habits of pleasure in the society of one’s equals, 
habits of submission to social laws, and, in due time, habits of authority 
in the control of inferiors. Not that these habits are to be cultivated, 
artificially, for the special end of patriotism ; they are, rather, the proper 
modes in which the organized life of school takes shape, if it is to answer 
adequately the social demands of child-nature; and the further end of 
creating habits useful hereafter to the patriot and citizen will be 
achieved at the same time. 

This completes an elementary analysis of what can be done, what is 
being done more or less in many schools, towards the end here proposed. 
If we are asked whether that end is being achieved, whether we can 
prove by detailed evidence that cause will produce effect, we may 
reply with some confidence. It is hard, indeed, to lay one’s hand upon 
individual pupils and say: Here is a specimen, a product, to convince 
you of the etticacy of the prescription. Results in education are not 
produced with such rapid effect as we can demand from patent 
medicines, or from the crammers who put us through examinations. 
A good patriot is the product of many influences, of which the good 
school is only one. But when we take a broad survey of what is being 
done in schools, when we weigh, for example, the influence of the 
literature to which reference has been made—Green, Seeley, Arnold- 
Forster, and the jike—as a factor in the new Imperial sentiment of our 
time; when we witness the unquestioned results in Germany, in the 
United States, in our own large public schools, issuing from organized 
efforts for the development of patriotic sentiment and corporate 
activity, we are bound to place some confidence in the theories which 
underlie these efforts, we have fair ground for supposing that similar 
principles, if adapted to our time and our need, will lead to similar 
results. We may believe that it is possible for us, although we stand 
apart from the open field of political activity, to play our part in tho 
service of our neighbourhood and of our country, by sowing seed which 
cannot fail of harvest. 


The lecture concluded with a discussion of the bilingual 
problem as it presents itself in various parts of the British 
KEmpire—Wales, French Canada, the Transvaal—where a vigorous 
provincial patriotism claims to be, fostered \side by (ide with 
acceptance of Imperial ideals. 


4.44 


THE EDUCATIONAL TIMES. 


[Nov. 1, 1900. 


The CHAIRMAN said that the life of the ancient Greeks afforded ex- 
amples which were worthy of emulation, and, although comparatively 
few boys studied the Greek language, he agreed with the lecturer that 
ull should have some knowledge of Greek life and patriotism. The 
idea of commemorations was excellent. Jt should not be difticult for 
every school to select for commemoration men whose lives had con- 
ferred benefit either on a special locality or on the whole country. 
Poetry could be made a very effective agent in the cultivation of 
patriotism, and, perhaps, none more so than certain poems of 
Tennyson— 

Love thou thy land, with love far brought 
From out the storied Past, and used 
Within the Present, but transfused 

Thro’ future time by power of thought.” 


There were two lines of one of the poems of that group which should 
never be forgotten— 


“ The land where, girt with friends or foes, 
A man may speak the thing he will.” 


Sir Josnua Fitcu said that all would agree that love of country was 
one of the first things that should be cherished; and there were 
legitimate ways of encouraging in schoo] pupils a loyal and affectionate 
regard for their country. A few special lessons on the privileges we 
enjoy as citizens, on the sacrifices of our ancestors in securing those 
privileges for us, conversational lessons in which the elder boys and 
girls should be encouraged to take a part—e.g., the Courts of Justice, the 
functions of Parliament, the large number of unpaid services which, in 
a community like ours, the State expected from its citizens—these 
would interest boys, increase their love for their country, and arouse 
a desire to do something which might do credit to it. But he disagreed 
with the proposition to establish rifle corps in connexion with the great 
public schools, and to introduce military drill in ordinary schools, That 
was going beyond the function of the school, which, on the physical 
side, was to develop the bodily powers in the best possible way; and 
that way was not necessarily the method of military exercise, for it 
might easily result in the undue cultivation of the military spirit. It 
was also undesirable that boys should be led to think that every war in 
which our country was engaged was necessarily just and patriotic. He 
thought that the boastful and theatrical patriotism which found ite 
expression in waving the Union Jack about and singing “ Rule 
Britannia ” did not deserve encouragement in schools, and he feared 
that too much of it was in part responsible for the lawlessness and 
violence which had of late disgraced our streets. 

Dr. GLADSTONE was in entire accord with what had been said by the 
lecturer and by Sir Joshua Fitch. An excellent plan of interesting 
pupils in social and political life was to start with the history and asso- 
ciations of the immediate locality, and gradually increase the scope of 
study till they arrived at universal sympathy extending to all mankind. 
Teachers might do much to promote this sympathy. 

Dr. R. P. Scotr expressed his appreciation of the excellence of the 
lecture, which was the outcome of Mr. Findlay’s personal experience. 
He felt himself in accord with nearly everything the lecturer had said. 
It was not always advisable, however, to commemorate the founder of 
a school, as founders were not in all cases men of worthy lives. He 
had found it useful to make a commemoration day of All Saints’ Day, 
which formerly had been merely a holiday for the school. The sym- 
pathies of the boys were in this way much broadened. He considered 
the cartoons in Punch of real educational value, and he made it a 
practice to place the current number on the school notice-board. The 
humour of Punch also acted asa corrective of exagrerated sentiment. 
As examples of literature of value in the school cultivation of patriot- 
ism he would like to mention the “ Lyra Heroica” and Shakespeare's 
“ Henry V.” It was important for teachers to remember that they 
were training boys who were to become citizens, and they should be 
careful not to give their pupils a biassed notion of patriotiem. 

Mr. W. C. Brown thought it was easier to develop local interest in 
Wales than in London, especially because in suburban districts the popu- 
lation was perpetually shifting. There was, of course, on the other hand, 
the local interest which was confined to the work of the school, and he 
had heard of a case in which the boys of a school gave their services 
for entertainments, and contributed a considerable sum towards the 
maintenance of a hospital for the use of troops returning from South 
Africa. Ifa boy could be got to give his own efforts, to use his own 
powers, towards the furtherance of public affairs, he was being trained 
in a form of true patriotism which would never develop into Jingoism. 

Mr. ORCHARD said that the cultivation of patriotism entered largely 
into the political, social, and civic life of the country, and should be 
directed into healthful channels by the teacher. The child was a social 
heing, and there was no reason why esprit de corps should not be taught 
in the school, and after that true patriotism and love of country. The 

study of the lives of patriots and the teaching of history were of 
primary importance, and he thought the lecturer’s sugyestion as to 
commemoration was very valuable. 

Dr. Findlay having replied to the various speakers, a vote of thanks 
to the lecturer concluded the proceedings. 


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UP THE CREEKS, 
EDWARD SHIRLEY. 
trated, 1s. 6d. 


A TOAST PAG, and Other Stories. By HAROLD 
AVERY, Author of“ The Dormitory Flag.” “ Mobs- 
ley's Mohicans, ‘&e, Post 8vo, cloth extra. Ilus- 
trated, 1s. 6d. 

Price 1s. Gd. net, 
A Vest-pocket edition of this popular work, printed on 
Royal India Paper in clear readable tupe. 

By J. R. MILLER, D.D. 

Miniature Edition, small enough for vest pocket, 

limp leather, round corners, gilt edges, 1s. Gd. net ; 

and in superior leather bindings. 


At 13. 


THE CHILDREN’S TREASURY OF PIC- 
TURES AND STORIES FOR 1901. 
Beantifilly Illustrated. With choice Tlhuminated 
Cover, ls, 

A LITTLE BAY OF SUNSHINE. By JENNIE 
CHAPPELL, Post 8vo, cloth extra. Illustrated, 1s. 

THE OVERTONS. By ErsIE MACGREGOR. 
Beautifully Hlustrated, 1s. 

LIFE OF GEN. CHARLES GORDON. 
B. SYNGE, Amthor of “ Life of Gladstone,” 
With Illustrations, Post 8vo, cloth extra, ls. 


A Booklet by Rev. 


A Tale of West Africa. By 
Post 8vo, cloth extra. Illus- 


By M. 
&c. 


FULL CATALOGUE POST FREE ON APPLICATION, 


THOMAS NELSON & SONS, 35 & 36 | 36 Paternoster Row, London, E.C.; Pade Edinburgh+ and New k. 


Nov. 1, 1900.] 


THE EDUCATIONAL TIMES. 


447 


COLLEGE OF PREGEPTORS’ 
EXAMINATIONS, 1901. 


SUITABLE BOOKS IN THE 
University Tutorial and Preceptors’ Series. 


Latin and Greek Classics. 


Caesar.—Gallic War, Book II. By A. H. ALLCROFT. M.A. Oxon., and W. F. 
Masom, M.A. Lond, Text and Notes. ls. 6d. Vocabulary. 1s. 


Euripides.—Alcestis. By J. H. Haypoy, M.A. Lond. and Camb. Text and 
Notes. 3s. 6d. 
Horace.—Odes, Book IV. By A. H. ALLCROFT, M.A. Oxon., and F. G. PLAIS- 
TOWE, M.A. Lond, and Camb, Text and Notes. 1s. 6d. Vocabulary. 1s. 
ming Book VvV. By A. H. ALLckorT, M.A. Oxon., and W. F. Mason, M.A. 
nd. Text and Notes. 38. 6d. Vocabulury. 1s. 


Vergil._Aeneid, Book I. By A. H. ALLCROFT, M.A. Oxon., and W. F. 
Maso, M.A. Lond. Text und Notes. 1s. 6d. Vocabulary. ls. 


English. 


BNGLISH GRAMMAR, THE PRECEPTORS’. By W. H. Low, 

A. and ARNOLD Watt, M.A, Lond. [Zn the Press. 

The English Language: Its History and Structure. By W. H. Low, M.A. 
Lond, With 320 Test Questions. Fifth Edition, 38. 6d. 


History of England, The Matriculation. (To 1702.) 
Battle-Plans, and Numerons Chronological and other Tables. 
FEARENSIDE, M.A. Oxon, 3s. 6d. 


Bnglish History, The Intermediate Text-Book of. 


With Maps, 
By C. S. 


By C. S. FEAREN- 


SIDE, M.A. Oxon., and A. JuMNSON Evans, M.A. Camb., B.A. Lond. Vol. IV., 
1714-1837. 4s. 6d. 
Shakespeare.—Henry V. Edited by Prof. W.J. RoLFE, D.Litt. 2s. 


(Other Special Subjects will be announced in January, 1901.) 


French. 
PRENCH COURSE, THE PRECEPTORS’. By E. WEEKLEY, M.A. 
nd, Second Edition. S. 6d. 
FRENCH COURSE. BARLET’S PRECEPTOES’ JUNIOR. By 


. ds. 6d. 
TOES’. With Notes and Vocabu- 
ccond Edition. 1s. 6d. 


STÉPHANE B. iT, 
FRENCH READER 


. ts NC., : 
THE PRECEP 
EEKLEY, M.A. 


Latin Grammar, &c. 


LATIN COURSE, THE PRECBPTORS’. By B.J. Hayes, M.A. Lond. 
and Camb. 98. oa. [Zu the Press. 


Latin Grammar, The Tutorial. By B. J. Hayes, M.A., and W. E. 


Masom, M.A. Fourth Edition, 33. 6a 
Latin Composition. With Exercises. By A. H. ALLCROFT, M.A., and J. H. 
Haypon, M.A. Fifth Edition, 28. 6a. 


Latin Reader, The Tutorial. With Complete Vocabulary. 2s. 6d. 
LATIN BBADER, THE PRECEPTORS’. [In the Press. 


Mathematics and Science. 


Algebra, The Tutorial. By Wa. BRIGGS, LL.D.. M.A.. F.R.A.S., and G. H. 
Bryan, Se.D., M.A., F.R.S. Based on the Alychra of RADHAKRISHNAN, 
Part IL.: Advanced Course, 6s. 6d. 


Algebra, A Middle. By Ww. Briaas, LL.D., M.A., F.R.A.S., and G. H. 
Bryan, Sc.D., M.A., F.R.S. 3s. 6d. 
Arithmetic, The Tutorial. By W. P. WORKMAN, M.A. 
BOOK -KEEPING. THE PRECEPTOR®S’. By 
ACKSON, . Lond, 
Botany, First Stage. By A. J. EWART, D.Sc. Lond. 2s, 
Chemistry, The Tutorial, By G. H. BAILEY, D.Sc. Lond., Ph.D. Edited by 


Wy. Brigas, LL.D.. M.A., F.C.S. 
Part I.: Non-Metals. 3s. 6d. Part II.: Metals. 3s. 64. 


Euclid. Books I.-IV. By RUPERT DBEARKIN, M.A. Lond. and Oxon., Head- 
master of Stourbridge Grainmar School. 2s. 6d. Books I. and II. 1s. 


Hydrostatics, An Elementary Text-Book of. Ry Wm. Briaas, LL.D., 
M.A., I.C.S,, F.R.A.S., and G. H. BRYan, S.D., M.A., F.R.S. 2s. 


MECHANICS, THE PRECEPTORS’. By F. ROSENBERG, M.A., B.Sc. 
Gs. 6d. 


Sound, Light, and Heat, First Stage. By Joun Dow. M.A., B.Sc. 2s. 
TRIGONOMETRY, THE PRECEPTORS’. Edited by Wa. BRIGGS, 


° ry dhos 8. 


[In the Press. 
THOMAS CHALICE 
[In the Press. 


esBbey Bs bse 


COMPLETE CATALOGUE of the University Tutorial Scrics, and List of 
pies nee Jor London University and other Examinations, free on 
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London : UNIVERSITY TUTORIAL PRESS (University Correspondence College Press). 
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FORECASTS AND COMMENTS. 


November 1, 1900. 


At the next Evening Meeting of members of the 
College of Preceptors, to be held on November 15, 
the Rev. J. O. Bevan will read a paper on ‘‘ The 
Educational Exhibits at the Paris Exposition.” 

* s 


* 
Tue next Certificate Examination of the College of Preceptors 
will begin on December 4. 


Fixtures. 


=e 
* 


Tue remaining Popular Science Lectures for Young People 
will be givenon the undermentioned dates at the Kensington Town 
Hall :—‘' How Rocks are Made,” by Cecil Carus- Wilson, F.R.S. 
Edin., November 1; ‘‘ The Life of the Past,” by F. W. Rudler, 
F.G.S., November 8; “Land and Scenery,” by H. R. Mill, 
D.Sc., LL.D., Librarian to the Royal Geographical Society, 
November 15; and ‘‘ Some Electrical Discoveries,” by Prof. 
Ashley Curus-Wilson, M.A., November 22. The course will be 
illustrated by photographic lantern views, chemical and physical 
experiments, &c. 

* * 

Tue first two courses of lectures under the Stopford Brooke 
Lectureship scheme will be delivered by the Rev. Stopford A. 
Brooke, M.A., LL.D., in the Botanical Theatre, University 
College, London. The first course will consist of an inaugural 
lecture and four lectures on ‘‘ The Poetry of Robert Browning,” 
on Thursdays, at 8 p.m., beginning on November 1. The 
second course will take the form of five lectures on pocts (other 
than Browning and Tennyson) between 1840 and 1890 (Clough, 
Arnold, Rossetti, Morris, &c.), on Thursdays, at 8 p.m., 
beginning on January 31, 1901. The lectures will be open to 
the public free by ticket. Applications should be addressed to 
the Secretary, University College, London, marked on the 
outside, ‘Stopford Brooke Lectures,” and accompanied by a 


stamped addressed envelope. 


* # 
# 


Tue programme of the meetings of the British Child-Study 
Association,'to be held at 8 p.m. in the Ruskin Room of the 
Sesame Club, is as follows:—On Friday, November 9, Dr. 
Kimmins will lecture on ‘‘ The Child as Director of the Parent’s 
Education.” Miss Young will treat ‘ The Elementary-School 
Girl’s Notions on Social Economy,” and Miss Findlay “ The 
Practical Effect of Recent Child-Study on Education,” at the 
next two meetings, fixed respectively for December 14 and 
January 11. Education also plays a large part in the lectures 
and discussions arranged for consecutive Wednesday afternoons. 
Thus, on the 7th inst., Mrs. Meyerstein discusses the question, 
“ Does the King Alfred School Supply a Want?” The next 
week Mr. Sonnenschein gives ‘“‘ An Exposition of the only 
Method of Teaching to Read English,” and on December 12 
Mrs. Ashton Jonson maintains the proposition ‘“‘That the 


Mother is not necessarily the best Trainer of her Children.” 


t * 
® 


Tue combined scholarship examination of seven colleges at 
Cambridge, as mentioned below, will be held on December 4. 
Forms should be sent in on or before November 27. Sixty-four 
scholarships and exhibitions are offered for competition as 
follows :—Pembroke College, two scholarships of £80) four of 
£60, and three of £40. Gonville) and\Caius ‘College, three 
scholarships of £80, three of £60, and five of £40. King’s 


448 THE EDUCATIONAL TIMES. [Nov. 1, 1900. 


College, two open entrance scholarships of £80, three minor ! ference of public bodies, held ten days ago, passed a resolution 
scholarships of £60, and three exhibitions of £40 a year, and , expressing the opinion that it was desirable in the interest of 
six Eton entrance scholarships. Jesus College, two scholar- the miners of North Wales that a school of mines should be 
ships of £80, two of £60, and three of £40. Christ’s College, established at Bangor University College, and another resolution 
one scholarship of £80, two of £60, and three of £40. St., was also carried pledging the public bodies to help by providing 
John’s College, three scholarships of £80, five of £60, and funds, £8,000 capital being required for buildings, &c., and an 
three of £40. Emmanuel College, one scholarship of £80, two | annual income of £1,100. 
of £60, and three of £40. wee 
nar Ir is, perhaps, worthy of note that, of the sixteen persons 
To-pay (November 1) the Rev. T. W. Sharpe, C.B., will give elected to represent the Convocation of the University of London 
the first lecture of the new session of the Childhood Socicty, at | on the Senate, seven were supported by the Graduates’ Associa- 
the Library of the Sanitary Institute, on “ The Treatment of’ tion, four by the Graduates’ Union, and five by both bodies. 
Feeble-minded Children in Asylums.” Subsequent lectures The Association is anxious for the external students, while the 


of the Society will be given on November 15 and 29 and Union hopes most from the colleges and other constituent 


December 13. | 

** 

On November 7 at 8 p.m., Mr. W. J. Addis, M.A., will read 

a paper on ‘‘ The Teaching of English Literature,” at University 
College School. This lecture is given under the auspices of the 
Assistant-Masters’ Association, and it is open to all comers. 

* 

* 


Mr. CuarLes Fry’s costume recital of ‘‘ As You Like It’’— 


a play selected this year for one or more of the local school ex- | 
aminations—will be given on Saturday, November 17, at 3.30) Kerry 
| ’ 


p.m., at St. George’s Hall, Langham Place, W. 
* * 


* 

Tae London School Board will hold its annual preliminary 
examination for scholarships on December 4 and 5 next. There 
will be fifty-eight scholarships and exhibitions—thirty-five for 


boys and the rest for girls, including six places for boys and 


three for girls in the Christ’s Iluspital Schools, and twenty-two 
places for boys and seventeen for girls whose parents have 
lived in certain London parishes for at least one year. 

addition there is a ‘‘Sarah Terry ” prize, which will be awarded 
to a child less as a reward for his school attainments than as a 


bodies. 


e 
* 


EpucatTion is somewhat more strongly represented in the new 
Parliament than it was in the old one. All the University 
members are returned without a contest. Many of the new 
members have made satisfactory declarations in regard to their 
interest in secondary and technical schools. Elementary educa- 
tion, in addition to its old spokesmen, Messrs. Gray and Yoxall, 
will henceforward be able to look to Dr. Macnamara, editor of 
the Schoolmaster, and Mr. Tom O’Donnell, M.P. for West 
who is on the Executive of the Irish Teachers’ 


Association. 


+ 
* 


Tur Lectures on the Practice of Education, which Prof. 
Withers is giving at the College of Preceptors on Saturdays, have 
been attended by a class of between forty and fifty students. 

xo % 


Tur VIct-CHANCELLOR oF CAMBRIDGE, in the usual address 
delivered at the opening of the new academical year, dwelt on 
the continued need of the University for better equipment. His 
appeal was decidedly urgent so far as the teaching staff of the 


mark of the public appreciation of the merits of poor parents University is concerned :— 
in doing their offspring the justice of prolonging their educa- | Of the teachers whom we have, no Render receives the full stipend 


tion in spite of domestic difficulties. Full particulars can be 
had on application at the School Board Offices, Victoria Embank- 
ment, up to November 7. 


—_+oe—- 


THe DEAN oF THE COLLEGE oF PRECEPTORSs, with | 


the sanction of the Council, will direct the 
examiners in French at the various examinations 
of the College to give effect to the decree of the 
French Minister of Education, of which we printed an English 
version last month. With regard, however to the rules govern- 
ing the agreement of the past participles of verbs, the relaxa- 
tion introduced by the decree will not be allowed until it has 
been accepted by the Académie Francaise. The Civil Service 


Education 
Gossip. 


Commissioners, the Oxford and Cambridge Local Examinations ' 


of £400 from the University, and inany University Lecturers who hold 


no fellowship have to be content with the minimum stipend of £50 per 


:aunum, which is only a recognition and not in any sense a remunera- 


tion of their work. The need of a capital sum for new buildings has 
been in part met by the subscriptions given by the Chancellor and 
Lord Rothschild and others to the Benefaction Fund. The total 
amount paid or promised to this fund (including sums assigned to 
specific objects) is more than £55,000. Almost the whole of the sum 
not assigned to such objects has been appropriated for building. 
Syndicates have been appointed to prepare plans for (1) the Botany 
School, (2) the Law School and Library, (3) the Medical School, (4) a 
new Museum of Archwolugy und of Ethnology, and (5) buildings for 
University purposes. 


One would have naturally expected the claims of the lecturers 


to be the firet consideration. 


* y Żåë + 
Æ 


Tue treatment of women students in the Austrian. capital is 


Syndicates, and the Joint Board Certificate examiners will | worse than that of the English students at Cambridge, when 


recognize the concessions specified in the decree. 


* * 
*¥ 


Tue late Professor Shuttleworth was a man of wide culture 
and singularly broad views. He was an enthusiastic musician, 


they recently put in their claim for degrees. We are told that 
when the women students at Vienna made their first appearance 
in Prof. Bekefy’s lecture room the male students, resenting 
what they regard as an intrusion, bellowed, whistled, stamped 


and his services at St. Nicholas Cole Abbey drew large con-|their feet, and used opprobrious epithets. Many of the girls 
gregations to that City church. He became chaplain of Christ burst into tears, and would have left the room if some others, 
Church in 1874, and was a minor Canon of St. Paul’s from 1876 ; more spirited, had not induced them to stay until the Professor 
to 1884, when he was appointed Rector of St. Nicholas. He‘! came. When he arrived, and made an appeal on behalf of the 
gained considerable repute as a preacher, whilst essays from his, ladics, the students became more furious, and the Professor was 
pen appeared in the Saturday Review und other journals. He vbliged to abandon all idea of jecturing. 
was Lecturer in English Literature in the Ladies’ Department, æ” 
us well as Professor of Pastoral and Liturgical Theology in| Tur Manchester Guardian, commenting on Mrs. Bryant’s 
King’s College. He had published various books, notably ‘‘ The | address at the College of Preceptors on October 3, wrote :— 
Place of Music in Public Worship.” It is interesting to find, now that the examination of school pupils 
%  & by the College no longer increases by leaps and bounds, that its real 
work—the preparation and examination of teachers for professional 
diplomas—is sensibly advancing. Mrs. Bryant, DoSeiu distributing 
diplomas and prizes at the College) drew atvention to the exact-state of 
the case. In 1860 there were only 22 men candidates for these 


Tus University College of Bangor is persevering with its plan 
to establish a department of mining, and the general public in 
North Wales appears to be rely to back the college. A con- 


Nov. 1, 1900.] 


diplomas, and 4 women. In 1870 the figures were 29 and 15. 
in 1880 they had risen to 86 and 104 respectively ; 1890 exhibited a 
slight decrease on 1880; but in 1895 the candidates had again risen to 
148 and 122, and in 1900 to a total of 40-4 (347 men and 147 women). 
The only other body examining teachers for diplomas in numbers at all 
approaching to these is the University of Cambridge. But that is an 
examination confined mainly to women, though men teachers so emi- 
nent as the late Headmaster of Harrow (Bishop Welldon), the present 
Headmaster of Haileybury, and Mr. Arthur Berry (Senior Wrangler in 
1885) have by their example sought to set another fashion. It is 
interesting, too, to note that Mrs. Bryant is the first woman that has 
presided at this half-yearly distribution—just as her predecessor, Miss 
Buss, was the first woman to serve on the College Council. 


———_ ee — - —- 


Tar WarpEN oF Liuanpovery Coiiecr, the 
Rev. Owen Evans, M.A., has announced his 
intention of resigning his position at the close 
of the year. Mr. Evans has been Warden for 
eleven years. During this time Llandovery boys, in addition 
to twenty-six minor scholarships and exhibitions, have gained 
fifty-three scholarships and exhibitions in classics, mathematics, 
science, and history at various colleges in Oxford and Cambridge, 
and fourteen First Classes and twenty-five Second Classes in 
these subjects in the Honours examinations of the two Univer- 
sities, and the Junior University Mathematical Exhibition and 
Scholarship at Oxford. 


Appointments 
and 
Vacancies. 


*¥ 
* 


Tae Vice-CHancettor or Oxrorp has nominated as temporary 
Master of Clarke’s Hall (the Roman Catholic Hall, of which 
the Mastership is vacant by the death of the Rev. R. F. Clarke, 
S.J.) the Rev. John O’Fallow Pope, M.A. of Christ Church. 

* * 


* 


* 

Mr. C. W. C. Onan has been appointed Chichele Professor 
of Modern History in the University of Oxford, in succession 
to Mr. Montagu Burrows. 

* 

Tue Rev. G. Wrxins is the new Professor of Hebrew at 
Trinity College, Dublin. 

* t 

Tue Chair of Pastoral Theology at King’s College, London, 
is vacant by the death of Mr. Shuttleworth.—At University 
College there is a vacancy in the Chair of Constitutional Law 


and History. 
& 


+ 
# 
Dr. Samson GEMMELL has been appointed Professor of Clinical 
Medicine at Glasgow University in succession to Dr. McCall 
Anderson. 
** 
Dr. J. B. Barre has been appointed Lecturer in Logic and 
Moral Philosophy in Aberdeen University; 
* 


Mr. Joun ARBUTHNOT Naren, Fellow and Tutor of Trinity 
College, Cambridge, has been elected Headmaster of Merchant 
Taylors’ School. He will enter on his duties in January next. 
He was educated at Erasmus Smith School, Dublin, and went 
up to Cambridge in 1893, where he took the Pitt Scholarship 
in his first year. Mr. Nairn has had no previous experience as 
a schoolmaster. 

* * 

Tae Rev. J. B. Launcetot, headmaster of King’s School, 
Rochester, has been appointed Principal of Liverpool College. 

rE 


*% 
Tre Governors of George Heriot’s Trust have appointed to 
the Principalship of the Heriot Watt College, Edinburgh, 
Mr. A. P. Laurie, M.A., D.Sc. Edinburgh, late Fellow of King’s 
College, Cambridge, Lecturer in Physics and Chemistry at 
St. Mary’s Hospital Medical School, London. 
#  % 


* 

Mr. C. R. P. Axprews, M.A., late scholar of St. John’s 

College, Oxford, tutor and classical lecturer at St. John’s 

Training College, Battersea, has been appointed first Principal 

of the new Government Training College, to be opened at 
Perth, Western Australia. 


THE EDUCATIONAL TIMES. 


But ` 


449 


Mr. Hersert Brace, B.A. Oxford, has been appointed 
_Assistant-Lecturer in History and in English Language and 


Literature at Cardiff University College. 
"ER" 


ka 
Ar Reading College the following appointments have been 
made :—Lecturer in Mathematics, Mr. A. M. Bowley, M.A. 
Cambridge ; Assistant-Lecturer in Chemistry, Dr. J. L. E. 
Drugman, Ph.D. Bonn; Assistant to the Vice-Principal, Miss 
M. Bolam, Somerville College, Oxford. 
* 4 


+ 
A xew Headmaster is required for the High School at 
Newcastle-under-Lyme. 


—oeoo- - 


It is no use trying to shirk the question of patriotism 
and nationalism in education: it is one of the irre- 
pressible elements of the nature that will not be 
expelled, even with the fork of pure reason. Whilst 
Dr. Findlay, of Cardiff, was telling us so at the College, the Court 
of Governors of Cardiff University College were passing a resolu- 
tion ‘‘ urgently impressing on the Council the duty of providing 
adequate and effective instruction in the subject so dear to the 
heart of the Welsh nation’*—to wit, the glorious history of 
Cambria and the Cymry. We do not quite understand the 
solicitude of the Welsh. Our English histories always show 
them up in an excellent light, either thrashing us, or appro- 
priating our infant princes, or providing an ancestor for our 
most masterful line of monarchs. But nothing will suit them 
except to write their own history, and get it read in the schools ; 
and we suppose they must have their way. 

x 


Literary 
Gossip. 


- 

Mr. Jons RvusseLL, of University College School, who last 
month translated for us the Decree of the French Minister, has 
printed his version in a separate form. Every teacher of French 
ought to make himself familiar with this document, which 
might be usefully stitched into the grammars now in use by 


senior students. 


* 8 # 
* 


A crear and temperate statement of the problem of ‘ Reli- 
gious Teaching in Secondary Schools” will be found in a little 
pamphlet published by the Rev. J. O. Bevan. Mr. Bevan writes 
from the standpoint of those who consider it essential that pro- 
vision for religious teaching—if possible for Church of England 
teaching—shall be made in all schemes dealing with secondary 
schools. 

The subject [Mr. Bevan says] is being drawn into the political 
vortex, so that the question, “ Why cannot you leave such a thorny 
matter alone?” loses its point. Firstly, things of this description are 
not likely to improve by being let alone; and, secondly, the whole 
situation is changed by the constitution of a Government Department 
charged with important administrative duties in relation to the educa- 
tion of the children of the middle and upper classes. This is a revolu- 
tion bringing in its train results of which we do not dream. 


% k 
* 


A VALUABLE summary of educational affairs on the other side 
of the Atlantic is afforded by the series of nineteen monographs, 
to be had for the asking, in the Education Section of the United 
States Commission to the Paris Exhibition. The series is pro- 
duced under the general editorship of Mr. Nicholas Murray 
Butler, Professor of Education in Columbia University; each 
monograph is written by a specialist, and no two are from the 
same pen. Among the most interesting subjects to the English 
student are ‘‘ Educational Organization and Administration,” 
“The American College and University,” ‘‘Summer Schools 
and University Extension.” Two discuss the education of the 
negro and the Indian. The remaining numbers deal with the 
more familiar sides of educational interest common to both 
continents. The series shows careful and appreciative study of 
English institutions and methods, and, taken as a whole, it 
forms a noteworthy addition to the pedagogic literature of the 
day. 

* o # 
* 


Tue three years’ programme of the French Ecole Nationale 


450 


THE EDUCATIONAL TIMES. 


[Nov. 1, 1900. 


des Chartes—the best school of history in the world—includes 
for the first year palxography, romance, philology, bibliography, 
and methods of research ; for the second, diplomatic, the history 
of political administration and judicial institutions of France, 
archives, and the sources of French history. The third year’s 
course covers the history of civil and canon law during the 
middle ages, the archeology of the middle ages, and, again, 
sources of French history. The school, which is situated nea 
the Sorbonne, re-opens on November 3. Foreign students are 
admitted to the course. 
*  # 

Tue St. Petersburg papers announce that the Minister of 
Education has ‘‘ deemed it necessary” to introduce the Russian 
language in all the Armenian church schools for instruction. in 
all branches of learning except religious teaching. The chang: 
is to be made gradually, but is to be completed in two years. 

* % 


* 
Tor Oxford Magazine reminds us that the five leading seats 
of German learning are combining for the production of the 
‘‘Thesaurus Lingua Latine,” of which the first part, long 
promised, is now to appear. The scheme of the new enterprise 
was sketched as long ago as 1893, and it is guaranteed that the 
dictionary will be pressed on uninterruptedly to completion— 
probably in twelve or fifteen years. As there are to be twelve 
volumes of nearly 2,000 pages each (the price of which is to be 
£3 to subscribers, and which will be published in parts), it 
may confidently be pronounced the biggest thing in classical 
dictionaries which scholarship has yet produced. 
* 4% 


Tuk Socicty for the Protection of Birds is offering two prizes, 
of £10 and £5 respectively, for the best papers on the protec- 
tion of British birds. The mode of dealing with the subject is 
left entirely to competitors, but among the points suggested for 
treatment are the utilization and enforcement of the present 
Acts and County Council Orders, the modification or improve- 
ment of the law, educational methods, and the best means of 
influencing landowners and gamekeepers, agriculturists and 
gardeners, collectors, birdeatchers, and birdnesters. Essays are 
to be sent in by November 30. Particulars may be obtained 
from the Hon. Secretary, at the Society’s offices, 3 Hanover 
Square, W. 


— - = 


SOME CRITICISMS. 


WELL did Robert Louis Stevenson say that education must 
always be a work of faith and of charity. He might have added 
that, unless the teacher be a man with great powers of hope, he 
had better give up his task altogether. He needs all these three 
great virtues in a high degree to support him through the trials 
and perplexities of the work itself. and to keep him in good heart 
in face of the criticism of the outsider. Of late, wars and rumours 
of wars, political speeches, and election details have crowded out 
the peaceful subject of education, but in the lull after the storm 
we begin to hear once more the whisper of the irrepressible 
subject. Sir Walter Besant has been protesting against “the 
teaching of such subjects in Board schools as lead boys and girls 
to think that the pen of the clerk is a superior implement to the 
drill and the plane.” He specially objects to the teaching of 
shorthand, modern languages, orchestral music, dramatic litern- 
ture, and commercial law, but adds, “these are only a few of the 
subjects which, according to my view, ought not to be tanght, 
while everything that belongs to crafts and handwork ought to 
be diligently and carefully taught.” This is not cheerful reading 
for those who think that the Board-school boy or girl ought to 
have, at least. the chance of a liberal education. It sounds like 
the old call of keeping people in that station to which Providence 
has called them, which presupposed a surprisingly intimate 
acqnaintance with the purposes and plans of Providence. 

‘The truth seems to be, not that we ought to keep any given 
class of society to do any special work, but rather that those who 
are best fitted to do any special kind of work should have the op- 
portunity of proper equipment for it. The way to effect this is 
not to cripple and discourage good schools, and cut down the 
curriculum to the needs of an industrial career. It would, surely, 
be far better if we could have a more careful system of graded 


schools such as there are in France, for example, so that a boy 
might be sent to that particular kind of school for which his 
abilities fit him. There should be no lack of suitable training 
for the craftsman; but every boy who can benefit by a literary 
and classical education ought to be able to get it, no matter what 
his position in life or the social status and occupation of his 
parents. At the same time, this may be said: that the ideal 
education is one which combines the skill of the manual worker 
with the scholarship of the student ; and a better state of society 
will be reached when the division which now exists between the 
two has ceased to exist. Why should not the student have the 
practical training given by some useful craft, and why should 
the industrial classes be shut out from the uplifting pleasure and 
intellectual culture to be gained from a knowledge of orchestral 
music and dramatic literature ¥ 

Another criticism of the schools is that they tend to crush ont 
originality and to discourage individual development. Speaking 
at the annual meeting of the Lancashire and Cheshire Union of 
Institutes the other day, Mr. George Harwood, M.P., drew a very 
doleful picture of the present condition of society, its lamentable 
barrenness and want of originality in every sphere. His topic 
was “lhe Play of Individuality in Education,” and his address 
was an indictment of our whole system of education. The 
epoch through which we are passing, he said, is remarkable for 
a distinct and marked absence of originality in every walk of life. 
“There never was such an arid, dark, stupid, and unprolific age 
as the present. Everybody whose opinion is worth having is 
agreed upon it. At a time unprecedented for the number of 
lectures, classes, and aids to literary productiveness, literary ex- 
cellence has never been at a lower ebb. It is difficult to find a 
book worth reading. more difficult to find one worth buying and 
keeping.” Art and music are in no better case. “ There never 
were so many students of art as to-day, and yet nobody can 
paint a picture that anybody cares about. There never was a 
time when there was less real culture than to-day, and there never 
was a time when there was less reading done for the pure love of 
reading.” This is but a sorry outlook, every one will admit, if it 
is true. Our present educational system, Mr. Harwood thinks, 
is calculated to crush out individuality because it was a system 
built up, like everything else, on a machine-made plan. Here 
Mr. Harwood speaks mainly of the elementary schools, but he 
seems to be no better satisfied with other parts of our educational 
system. Scholastic attainments alone are insufficient. “ A man 
may go through a University training, and come out a sensible 
fellow, but the chances are rather against him. ‘There is no more 
pitiful figure in the world than a University don; for the man 
who drives a hansom cab has more knowledge of humanity. 
A free, fresh individuality is more telling than scholastic 
knowledge.” 

Mr. Harwood’s picture is overdrawn, but there is a good deal 
to be laid to heart by teachers in his plea for a greater originality 
and elasticity of teaching methods. ‘Nevertheless, there are 
hopeful signs, if critics would look for them. The teaching of 
to-day in all our schools is far less mechanical, and much more 
scientific, human, and vital, than it was fifty years ago. ‘The 
fresh and increasing interest in psychology and child-study, and 
the enthusiasm of those who are responsible for the training of 
teachers, are evidences of the life which is stirring at the root of 
the educational tree, and which is surely. if slowly, spreading 
through the branches. M.S. 


COLLEGE OF PRECEPTORS. 


ee 


DISTRIBUTION OF DIPLOMAS, PRIZES, AND CERTIFICATES. 


Tut Public Distribution of Diplomas, Prizes, and Certificates 
to the successful candidates at the last Midsummer Examina- 
tions took place at the College, Bloomsbury Square, on Wednes- 
day, October 3. The Chair was occupied by Mrs. S. Bryant, 
D.Se., F.C.P., who was supported on the platform by Dr. 
Wormell, Vice-President; Mr. H. W. Eve, Dean; Mr. E. Pinches, 
Treasurer; Mr. Atkinson, Rev. F. C. Besant, Rev. J. O. Bevan, 
Mr. Bidlake, Mr. Butler, Mr. Charles, Mr. Dupuis, Mr. Easter- 
brook, Mr. Hagreen, Mr. Langler, Dr. Lawrence, Mr. Millar- 
Inglis, Mr. Musson, Mr. Nicholson, Dr. R. P. Scott, Prof. Spiers, 
Dr. Turpin, Mr. Wilson, and others. 

Mrs. Bryant, in opening the proceedings, said: Ladies and 
gentlemen,—I have so often spoken at teachers’ and, business 
meetings in this room that I teel it, a specialpleasure to have 
come here to-day on a more festive’ occasion—for the very 


Nov. 1, 1900.] 


pleasant purpose of distributing prizes and certificates to those 
who have gained distinction in the recent examinations. My 
connexion with the College dates from a very long time ago, 
and, looking back through the years, I cannot but be specially 
interested in the very remarkable development that has taken 
a in the number of candidates presenting themselves for the 

iploma Examination. I know that butasmall number of those 
candidates have been able to come up to-day; but I know that 
many here will be interested in the figures that the Secretary 
has been kind enough to give me showing what progress has 
been made, and made largely through the influence and efforts 
of this College, in bringing home to teachers the importance of 
having a detinite preparation for the work they undertake to do, 
and ot obtaining a certificate or diploma to certify that fact. Now, 
in the year ending July, 1860, there were only 26 candidates who 
entered for the Diploma Examination. Of those 22 were men 
and 4 were women. You will notice that, in the course of the 
year 1860, women had not begun to go forward at the accelerated 
rate which has, I think I may say, distinguished them durin 
the last thirty or forty years. In 1870 the number of men ha 
increased slightly, but only slightly, to 29, and that of the women 
had increased to 15, making a total of 44. In 1880 the women 
were more numerous—namely, 104, as against 86 men, the total 
being 190. The figures for 1890 do not show any increase on 
those of 1880; but in 1895 the number had risen to 270, being 
148 men against 122 women. In 1900 the number had risen to 
494—namely, 347 men and 147 women. 
over women 1s undoubtedly a good sign, becuuse it shows that 
the particular view of the value of professional education which 
was taken up rather more eagerly by the women is taken up with 
greater emphasis now by the men than in earlier days. We 
should, of course, take these numbers in conjunction with the 
number of those who go up to the Universities of Oxford, 
Cambridge, and London to obtain certificates of the same kind 
there, and, if those numbers were added, I have no doubt they 
would increase very largely the number of the women, as but 
few men have taken those examinations. The main fact is that 
in 1860 there were, in relation to secondary education, only 26 
aaa who thought it worth while to get a certificate of this 

ind; whereas now there are just upon 500 within the precincts 
of this College alone, not counting those who obtain certificates 
from the Universities. That shows great progress; but it is 
only one sign out of many, and I may congratulate the College 
that it has helped so much im enabling teachers to realize the 
value of a ples Gil certificate showing that they have some 
knowledge of the theory of their profession. I have no doubt 
whatever that those numbers wil] largely increase, and I hope we 
are not very far distant from the time when it will become, not 
legally obligatory, but practically obligatory, upon every young 
teacher—not, of course, those who are already established—to 
give some evidence of having a knowledge of his or her pro- 
fession. 

Now, a large number of those in whom we are interested to- 
day are not teachers, but learners; and, having said so much as 
regards the teachers, I should like to say a word to the learners, 
and, first, to caution them, and the teachers also, against believing 
too much in teaching, and too little in learning. Colleges, after 
all, only exist for the sake of the advancement of learning; and, 
for my part, I am sometimes a little afraid that in the twentieth 
century—lI do not know whether it should be called the twentieth 
century or not, but I have always called it such since the be- 

inning of the year; though I know that is an unfashionable 

octrine—some of us have a little fear that learners will get to 
depend too much on teaching, and not only too much on examina- 
tions, but too much on the efforts made for them by other people. 
Indeed, one of the advantages of examination is that it goes to the 
learner himself. I am sure that many successful candidates in 
these examinations, and in others, must themselves be aware of 
the fact that the work they do on their own responsibility is 
infinitely more important than the work which any one does for 
them. ‘Teachers, after all, are only guides; and, as we used to be 
taught, many of us, years ago, in the old college building, by 
Prof. Payne, the Professor of Education, whose lectures I had the 
privilege of attending, there is no real education which is not 
self-education. One of the great truths which learners ought 
to take home to themselves in these days, and in days to come, 
is that all the scientific laboratories, libraries, lectures, and 
lessons which are provided for them so amply, and will be pro- 
vided still more amply in the time to come, are of no importance, 
compared with the importance of their own interest in learning, 
their own industry, and their own sense of duty in doing the 


THE EDUCATIONAL TIMES. 


The increase of men 


451 


work they have to do. Perhaps the relative importance of the 
work which the learner does for himself is more evident in 
the case of literature thanin any other subject. Of course, no 
reading can be done unless you do it yourself. In the study of 
literature, I am very much inclined to think that no one can do 
very much for you. I am somewhat sceptical as to the value of a 
course of lectures on literature; although such courses of lectures 
and lessons are, no doubt, necessary, yet, so far as they are 
necessary, they probably serve their purpose best when they act 
as a stimulus to the personal study and reading of the readcrs 
themselves. 1 greatly doubt that there can be much method in 
the study of literature, and I am quite sure that nothing so im- 
portant can be done as to cultivate a taste for reading good 
literature, for the sake of the pleasure and the insight which it 
brings—an insight into the thoughts of others, contact with the 
mind of humanity as a whole. That contact we must make for 
ourselves. 

Now let me conclude by giving a little advice to learners. I: 
is not my intention to suggest to you a hundred best hooks, or 
the best books tor boys und girls to read. The hundred best 
j books must change as time goes on. The best hundred for one is 
not the best for others; but it is not a bad exercise for each one 
| to make up for himself or herself a list of best books. One wav 
to do it is to think what books you would take with you if you 
had to go to a desert island, if you could only take, say, twenty 
‘books with you to read. There is a more important principle to 
lay down for ourselves with respect to our reading than may be 
‘found in the attempt to construct an actual list of books. In 
these days of abundant cheap literature, when everybody can hold 
a pen, and most people use it a little, it is more important to 
know what not to read than what to read. If we can make up 
our minds as to the kind of books we will not read, then, having 
a certain amount of time on our hands, and the best literature 
being largely available to us, I have no doubt we should spend 
that available time in a much more profitable way. One simple 
rule which I would suggest is that one should not read, except 
With rare exceptions, any book unless it is positively worth read- 
ing. You sometimes hear of books that have a bad influence— 
harmful books, silly books,and so on. It is not necessary that a 
book should be a silly book or a harmful book in any other way 
in order to condemn it. To my mind a book is condemned if it is 
not so well worth reading as other books which you have not read. 
Do not spend too much time in, reading the Boy’s or Girls Ow. 
Paper, the Strand Magazine, or any of the other innumerable 
magazines which have stories in them, when you might spend the 
same time in reading books which would be an everlasting pos- 
session to you. For those who are quite young we cannot 
over-estimate the enormous importance of being careful what 
they read, because what is read while we are young we 
remember during the whole of life. For my own part, | 
would sooner sacrifice a considerable amount of knowledge of 
mathematics or philosophy than not have made any acquaintance 
whatever with Shakespeare, Sir Walter Scott, or “ Gulliver's 
Travels,” or a number of other books I could mention, before J 
was twelve years old. Some books will do more good and be of 
more value to you—the works of literature that are within your 
compass—before you are twelve years old than they can be after- 
wards. You mayextend that till you are sixteen or twenty years 
old ; but after twenty your mind is not so plastic. So get much 
reading in good literature done before you are twenty. It is all 
very well for your elders to read the Strand Magazine, as they 
forget it almost at once; but you read to remember. There 
is another thing to be said. In those early years we can 
take advantage of literature, and we cannot gain quite so much 
from the study of science. Your science may wait a little; it 
does not matter if your education be neglected in this respect. L 
do not know whether this is a great heresy ; but I should not mind 
if we did not learn any science until we were twelve years of age, 
but I should mind if we had not read Sir Walter Scott’s books. 
and made some acquaintance. through translations or in the 
originals, with the classical authors. Do not throw away your 
opportunities. Make for yourselves—not because somebody else 
suggests it—a course of reading, and see that you do not waste 
the little time you have for reading in work that is useless to you, 
and gives no permanent pleasure and leaves no permanent mark 
upon your minds. 

The Diplomas, Prizes, and Certificates were then distributed, 
after which Mr. H. W. Eve, the Dean of the College, in proposing 
a vote of thanks to Mrs. Bryant, said he believed that the College 
of Preceptors was the first educational body to; place a>lady on 
its Council, in the person of the late’ Miss Buss; but ‘this-was the 


4.52 


first time that a lady had been kind enough to preside at the dis- 
tribution of prizes. Tt had been a great pleasure to listen to 
one of the most distinguished of the ladies now engaged in 
education, and to hear the very good and sensible advice that she 
gave. Before saying anything further, he might be permitted to 
offer a word of congratulation to A. W. Hurst, and the school 
from which he came. He noticed that last year Hurst obtained 
the second prize for general proficiency, and the school had for 
several years taken a distinguished place in the examinations ; 
but this was the first time on which he could congratulate it on 
being quite at the top of the tree. It had been his privilege 
to look through the reports that year after year had been drawn 
up in reference to Market Bosworth School, and it had been a real 
pleasure, because there had been throughout such evidence of 
good work. He did not know whether he should be accused 
of advertising, but he believed it would be a very good thing 
if more and more schools followed that example—if they would 
obtain from the College detailed reports of the performance of the 
pupie in the different branches in which they were examined. 

he number of schools that applied for these reports was 
increasing every year, and he was sure that the hints given by 
the examiners were such as he should have valued himself when 
he was engaged in teaching. He would now say u word or two 
on the subject on which Mrs. Bryant had spoken, perhaps a 
little from the teacher’s point of view, as well as the learner's. 
He certainly thought they had made very great progress in 
many ways in education, and in one way in particular. It was 
now the rule, rather than the exception, that careful attention 
should be paid to all the boys and girls in a school, and that a 
real effort should be made to bring them ap ie a certain level, so 
that they might pass an examination. But it was not quite 
so certain that proportional progress had been made in the art of 
stimulating them to love their work, and to read for themselves. 
He was afraid that it must be confessed that some of the most 
distinguished headmasters of fifty or sixty years back used habit- 
ually to neglect looking over their pupils’ compositions. They did 
it now and then, and did it with admirable effect; but the duty 
of the systematic looking over of exercises, which was now 
looked upon as one of the first things incumbent on a school- 
master, was not always present to their minds. Yet they were 
men who did wonders in the way of stimulating intellectual 
interest in their pupils. One of the great problems in education 
at the present day was this:. How shall a teacher, besides 
doing his ordinary work conscientiously, manage to exercise 
that subtle influence which made boys and girls do what Mrs. 
Bryant had so wisely urged them to do—read good literature 
for themselves. There were a great many counter attractions 
for boys; he was afraid that the cricket record often took up a 
great deal of time. A boy could not, of course, know too much 
about the performance of his own school eleven, but he wished 
that some boys knew a little less about the performances of 
Abel or Grace, and he thought it was part of the duty of 
teachers to stimulate them to bestow their time better. Men 
had something to learn from the ladies in that respect. He 
was not going to say that ladies could teach better than men, 
though he was sure that some ladies taught a great deal better 
than some men; but there was more generally spread among 
ladies a desire to stimulate their pupils intellectually. Their 
thoughts out of school-hours were more habitually on the subjects 
they were teaching, and therefore their lessons were often more 
stimulating. He was sure that those who had been taught by 
Bae Bryant would know how stimulating teaching could be 
made. 

Dr. WoRMELL, in seconding the vote of thanks, said he had 
rarely, if ever, risen with greater pleasure to second the resolu- 
tion than he did on that occasion. This pleasure was increased 
by the knowledge that Mrs. Bryant was a member of the 
College, a member of its Council, and also that she was an 
acknowledged leader of thought and action in the profession. 
At the last half-yearly gathering he made some remarks on a 
similar point to the effect that, when there was a burning 
question before the public, it might be wise to invite a leading 
sohitician who could throw light upon it to distribute the prizes. 

f the Duke of Devonshire wished to make his views public on, 
say, the registration of schools or of teachers, he knew of no more 
appropriate place or more attentive audience than he would 
find at the College of Preceptors, or a more convenient occasion 
than the distribution of prizes; but while the Duke of Devon- 
shire remained a sphinx, and while there was no one else who 
could tell them what was coming, he was quite sure it was better 
that they should have as President for the time being some one 


THE EDUCATIONAL TIMES. 


[Nov. 1, 1900. 


who had a real sympathy for the higher aims and aspirations of 
teachers and learners. Nevertheless, he did not find his task so 
ay as he had found it on some other occasions. When they 
had a bishop in the chair, he found himself perfectly free to say 
what he thought of bishops in general and of that particular 
bishop who had honoured them by his presence; bnt on the 
present occasion he was not so free. He could not say what 
was in his mind and heart with regard to their amiable President ; 
but the Dean had hinted at one association, which would occur 
to many at the present time. They had been celebrating, in 
the year 1900, a jubilee and a memory; they had celebrated a 
cause and its pioneer. It was almost impossible for many to 
see Mrs. Bryant in the chair without thinking of associations 
connected with that cause and memory. A Scottish poet had 
drawn many figures from considering the cottager’s garden. 
He had once before in that room made use of one of those 
figures, and had thought of certain choice flowers which that 
institution had known— 
There grew a bonny brier-bush, 
In our kailyard ; 
And pure were the blossoms on it, 
In our kailyard. 

Miss Buss attended the Council meetings very regularly; she 
always took an enthusiastic interest in everything that concerned 
the welfare of the College. and when she was with them they 
never thought of the many works she had in hand, or they would 
have wondered how she got through so much, because when she 
was with them she threw herself heart and soul into the things 
which were nearest. When they lost her they felt that they had 
suffered an irreparable loss. Once on a time the mantle of 
Elijah fell on Elisha, and there was still a prophet in Israel. 
History repeated itself. Many of the works which Miss Buss 
had initiated or carried on had been taken over by Mrs. Bryant, 
and no more worthy successor to her could be found. He 
hoped that she would have many years of health and energy in 
which to carry on those works. He would not say more upon 
that subject, but he might be permitted to refer for a moment to 
some of Mrs. Bryant’s suggestions. First, with regard to the 
books which should be read. If any of the boys or girls happened 
to be going to a desert island, and wanted to know what to take 
with them, he would recommend them to take plenty of blank 
paper, pens, and pencils, to develop and mature their own 
thoughts, and put them on record, because some day they might 
come back, and. persons would want to know what they had been 
thinking about. He hoped they would not hasten to the con- 
clusion that they were always to read hard books. The old 
archers knew that they must not always keep the bow fully bent, 
but that they must relax it at times, so that, when they wanted 
full power, they could get it. So it was with the mind. Some- 
times it required light reading. They need not be afraid to take 
up occasionally a book that would make them laugh, as it would 
enable them to do hard reading afterwards. He once tried to 
read “ Mill on Liberty,” but failed for lack of application; more 
recently he had tried again, and succeeded, by reading portions 
at a time, and devoting the intervals to “ Alice in Wonderland.” 

The vote of thanks having been carried by acclamation, Mrs. 
Bryant, in reply, said she thanked them very much for the vote 
of thanks which had been so kindly accorded her. It had beena 
great pleasure to be present that day, and to distribute the prizes. 


REVIEWS. 


A BUDGET oF SUGGESTIONS. 
Problems in Education. By W. H. Winch. (Sonnenschein.) 


As an inspector under the London School Board, and a thought- 
ful student of psychology and philosophy, Mr. Winch is in an 
excellent position for the task he has set himself. The heading 
of his first chapter, “ On the Hope of Agreement in Educational 
Theory,’ sufficiently indicates its nature. “ Educational theory,” 
he says, quoting a happy phrase of Mr. Sadler's, “is a meeting 
point of the moral sciences,” and from this point of view he 
analyses, in a series of essays, some of the principles, or, one- 
might say. the catch words, that are exercising a considerable 
influence on modern education, especially on its elementary 
stages. His essays are hard reading, and somewhat encum- 
bered with technical language and allusions and forms of 
expression scarcely intelligible to the ordinary reader. Take, for 
example: “ The influence of the static,environment theory upon 
educational theory is obvious. “You must expose yourself to the 


Nov. 1, 1900.] 


THE EDUCATIONAL TIMES. 


453 


uninterrupted bombardment of the atoms, and so get the uni- 
formities well worked in.” The first sentence is perhaps excus- 
able in a writer who appeals to readers with some philosophical 
knowledge; but the allusion to the higher physics, and the 
conversational turn at the end, appropriate enough to a discussion 
among experts, might easily puzzle the uninitiated. Or again: 
“Such an attitude I hope the educationist will take up with 
regard to psychology—even to the most statistical and brass- 
instrumental variety,” contains a phrase which, we must confess, is 
quite beyond us. Nevertheless, the book is suggestive, and shows 
good sense and balanced judgment. 

The introductory chapters deal mainly with the opposite 
tendencies, realist and scientific on the one side, idealist and 
humanist on the other, which influence modern views of educa- 
tion, and connect them with cognate movements in other 
domains of thought. Though the writer holds the scales toler- 
ably even, it is clear that, in his view, the realists are at present 
too much in the ascendant, at least in the primary schools, and 
he ee associates himself with an eloquent plea of Mr. 
Graham Wallas, quoted in the appendix, for the development of 
the other side of education in the schools under the Board. In the 
next essays on “ Psychology and Education,” on “ Observation,” 
and on “ Imagery, Thought, and Language ” he is mainly occu- 
pied in working out, in the interests, first of the teacher, and then of 
the learner, of a single idea, and that a fruitful one. 
cally impossible, he points out, to observe details without some 
kind of synthesis, without consciously or unconsciously stringing 
them together in support or refutation of a theory, or at least 
associating them enone previously acquired ideas. How, 
then, are the teacher and learner respectively to be trained to 
observe properly? Obviously the ordinary teacher cannot know 
much of psychology : he has not the time, nor, as a general rule, 
the brains, requir 
immediate results, and what may be interesting from a 
psychological point of view is not always conducive to mark- 
getting. 

The blunders in a group of drawings or a set of exercises may 
illustrate an important type of misconception; but the teacher's 


It is practi- | 


for the purpose. He is busy, too, in producing | 


solution of the enigma. For, frankly, Richardson is portentously 
and unutterably dull, and we read him with pains and pangs of 
weariness and distaste ; and yet his fame was cosmopolitan. It 
was not England only that applauded, but the whole world of 
lettered men, so that in a sense Richardson entered, during his 
lifetime, into honours for which Shakespeare had to wait two cent- 
uries, and this great enthusiasm was aroused by “ Pamela” and 
“ Clarissa Harlowe”’ and “ Sir Charles Grandison.” The problem 
is difficult, and we advise those whom it interests to turn to this 
admirable critical study which Miss Thomson has devoted to a 
dead reputation. For here are the materials; without the long 
and painful explanation of the faded masterpieces we have the 
evidence on which to form a judgment, and the most excellent 
comment to guide us by the way. 

Miss Thomson is by no means the blind hero-worshipper who 
sometimes gains the name of critic. Some years ago a well 
known playwright gave advice to dramatic critics after dinner, 
and defined their duty in the words: “ Praise, praise, praise.” 
Magnificent (especially from the playwright’s point of view), but 
by no means criticism ; as wide, indeed, of the true definition 
as that hinted by the famous damnatur judex motto of another 
school. Miss Thomson steers clear of either pitfall; she shows 


| us Richardson with absolute impartiality, neither minimizing his 


' defects nor exaggerating his virtues ; and we must very warmly 
congratulate her on the possession of one of the rarest of faculties. 
! Most of us can be good haters and (not sò often) enthusiastic 
| lovers ; very few of us are critical in the sense in which Miss 
Thomson is critical. 

|! And yet one doubts whether she quite understands the 
reason of Richardson's decline. In a sense, alas! every 
classic is dead. How many men take down Homer on a rainy 
lafternoon P Students and specialists apart, what following 
has the“ Divine Comedy ” among intelligent readers? “ Gulliver,” 
certainly, is still given to children at Christmas, and perhaps the 
Dean, in the Elysian Fields, laughs more heartily than ever he 
laughed on earth to think that his Greek tire and oil of vitriol have 
taken their place among the emulsions and soothing syrups of 
the nursery. But are there many, even amongst the decently 


first object is to get them correct somehow or other—how can he, | well read, to whom the perilous parables of Swift are familiar and 
at the same time, add to his pedagogic stock-in-tradeP By customary? Nay. To pass to the classics of our own age, to 
doing so, he will correct them more effectively ; but we can hardly | the constant readers of novels: there is doubtless a copy of 
expect him to work out the problems himself, on first principles. | “ Vanity Fair” on most shelves, but in most cases it would be 
Mr. Winch’s suggestion, aad. it is an excellent one, is that those'a dusty book to handle. Yes; the classics are dead, since we 


who train him should bring psychology down to the market- | must read the “success of the season ”; but Richardson is not 


lace, should lay hold of those pedagogic maxims which he 

nows, at any rate, implicitly, enable him to increase his stock of 
such maxims, and to work them into his own experience. It is, 
in fact, the method of Socrates. Somewhat similar principles 
apply to the learner. The healthy reaction against simply 
learning about material objects by means of words may easily be 
pushed too far. Starting from an analysis of percepts and 
concepts, he points out that the unconscious association of ideas 
must not be trusted indiscriminately, but needs a good deal of 
discretion if it is not to lead to vagueness. Thus the “look and 
say method ” needs to be used with much caution. Nor is argu- 
ment entirely on the side of teaching spelling without learning 
the names of the letters. Even to grown-up persons, to know 
the name of a stranger serves as a centre of reference for what- 
ever they may subsequently notice or hear about him. Words, 
again, cannot be dispensed with in favour of pictorial representa- 
tions, however valuable these may be. ‘“ Words’—Mr. Winch 

uotes from Hamilton—“ are the fortresses of thought”; and 
that not only in the sense of securing what is already gained, but 
as a base for fresh excursions. But we have given sufficient to 
illustrate Mr. Winch’s method. The other essays on “ Following 
Nature ” and on “ The Method of Studying Nature” will repay 
perusal. The appendix contains a number of memoranda on 
practical questions of pedagogy, drawn up for the London 
School Board, or for discussion at meetings of teachers. 


SaMUEL RicHaRDsoN REVISED. 
Samuel Richardson: a Biographical and Critical Study. By 
Clara Linklater Thomson. (Horace Marshall & Son.) 

The reputation of Richardson has at least this singularity, that 
it has been the marvel of two centuries. But in different senses; 
for while the age of Johnson wondered and adored and hailed 
the stout printer as a literary Columbus, and bracketed him for 
the highest honours with Moses and Sophocles, the critic of our 
own day has wondered certainly, but has been bewildered as to 
what it all meant, and has searched vainly for some probable 


only dead but buried; and, compared with * Sir Charles 
Grandison,” “ Roderick Random ” and “ Tom Jones ” are still gay 
and lively sparks, and the voyage of “ Old Ulysses ” is fresh and 
new beside the moral maunderings of “ Pamela.” And why? 
Miss Thomson hardly answers the question. It is not by reason 
of Richardson’s lengthiness, since no one who has read “ Don 
Quixote” could wish it shorter hy a page, and the “ Morte 
d'Arthur,” rambling and episodical though it be, is too short for 
its lovers—a good book is never too long. l 

To us the real answer seems to be simply this : that Richardson 
never painted human nature at all, and that, in other words, his 
psychology was purely superficial. He has become obsolete 

ecause, instead of relying on the eternal humanity of men and 
women, on the emotions which are to all intents the same to-da 
as four thousand years ago, he deliberately painted " society, i 
convention, the temporary disguise under which men and women 
moved at a particular period. “Pamela” is not a story of love: 
it is a study of social distinctions; in its rr essence it depends 
on the exalted social position of Mr. B. and the lamentably low 
social position of his servunt-maid. Now a story must have 
some reference to social grades; we cannot posit our hero and 
heroine in vacuo; but Mr. Hardy has shown in his “ Two on a 
Tower” how the true artist treats all social distinctions as 
accidents, and searches for the true essence of his book amidst 
immortal things and unchanging passions. In a word, true art 18 
a thing of mysteries and ecstasies; and mystery and ecstasy were 
to Richardson utterly unknown. And, again, art deals with 
universals, with types; it transmutes the particular and unim- 
portant Amlethus into the universal and significant Hamlet—not 
any individual man, but all men; humanity regarded from a 
particular standpoint. 

Of course, one careat must be entered. Juvenal, it may be 
said, Jane Austen, Thackeray dealt with the superticies of society, 
with the outward vestments and disguises and conventions. 
True; but these were satirists. They described “clothes,” but 
their chief business was to rend; these, clothes in pieces, to tear 

| them away, laying bare the peccant parts of man, or else to laugh 


AAA, 


-at his folly in assuming such queer disguises. Richardson can- 
not be ranked in this company; for him there is neither the 
serie indignatio nor the good-humoured laugh : for him the wicker 
framework and the dresses are the real and intimate man. The 
rage of Juvenal, the laughter of the better-tempered—these are 
in a sense ecstasies. But Sir Charles Grandison ? An elegant 
and affecting figure doubtless, in his red-brick mansion of the 
eighteenth century, but never destined to the mansions which 
are abiding. Perhaps he tried to be a man; he has ouly suc- 
ceeded in being a baronet. 


RICHELIEU. 


Richelieu and the Growth of French Power. By James Breck 
Perkins, LL.D. (Putnam's Sons.) 

The French monarch's “ L'Etat c'est moi” might with much 
more truth have been said by Richelieu. When on his death-bed he 
was asked by his confessor whether he forgave his enemies, his 
answer was: “l have none but those of the State.” This appears 
to be the key-note of his wonderful career. Apply it to all his 
actions, and it will give the explanation of seemingly contra- 
dictory phases of character and action. Richelieu lived only 
for the glory and exaltation of France, and he felt that the only 
way to obtain that end was by the glory and exaltation of Cardinal 
Richelieu. He.and he only. had the force of will and character to 
put France in the position which he desired her to take. 

It must be remembered that when Richelieu began his work as 
a Minister of France the French kingdom was distracted within 
by fatal disunion. The Huguenots were an armed, semi-inde- 
pendent body, and the great nobles were more like independent 
princes than subjects of the French Crown, while abroad its 
infiuence was scarcely felt. It had no army and less navy. It 
had been ruled, or, rather, misruled, by the Queen-Mother, Mary 
de Medici, for many years; and now the sceptre was in the hands 
of Louis XIIL., an ill-educated lad, of a jealous, capricious 
character, with much piety. and a considerable admixture of a 
curions kind of platonic affection which was apt to be very detri- 
mental to the service of the State. It was from this condition of 
affairs, and with no better instrument to his hand than the King, 
that Richelieu determined to extricate his country. 

His great strength lay in the fact that he never for a moment 
doubted himself, and he had no illusions. He believed that he 
was right and that all who differed from him were wrong. *“ He 
accomplished much because he set strict limits to what he under- 
took. In order to obtain the end of making France great and 
powerful he saw that the first thing which he must do was to 
secure internal peace and order; a country distracted within 
its own border could not hope to be a great, still less the para- 
mount, power abroad; therefore it was that he proceeded to the 
destruction of the military and political power of the Huguenots 
and the taking of La Rochelle. This action was no mere religious 
persecution, as people have been wont to describe it. Richelieu, 
Catholic Bishop and Cardinal as he was, was no friend of religious 
persecution. It seemed to him that the Huguenots had to be 
suppressed, not because they were Protestants, but because their 
political and separate military organization was a constant peril 
to France. It is a fact that after the fall of La Rochelle and the 
other Protestant strongholds the Protestants were in no way 
interfered with in the exercise of their religion. The revocation 
of the Edict of Nantes by Louis XIV., some years after the 
Cardinal’s death, is in no way to be traced to his policy. He 
destroyed the power of the Huguenots as a disturbing force with- 
out directly interfering with rights of conscience. In exactly 
the same way, and for the same purpose, he found it necessary to 
suppress the power of the nobles. Himself a noble, he neverthe- 
Jess saw that the King could not be great, nor the kingdom stable, 
as long as the great nobility kept up an almost royal state, and 
had what was at that time an impregnable base in their feudal 
castles. Hence we find him dismantling many a fortress, and 
when the nobles, relying on the privileges and immunities, 
attempted to upset the State (i.e. the Cardinal), no rank, no 
interest which they could bring to bear, could save them. The 
Duc de Montmorenci stood first and foremost among French 
nobility—Royalty itself was proud to be allied with the family— 
but when the Duke took up arms against the King. not all the 
prayers of princes and nobles, not the crowds who cried in the 
street for mercy—nay, the services held in the churches could not 
save him—he was condemned and beheaded the same afternoon. 
It was (politically) a grim necessity. Had Montmorenci escaped 
the penalty, there would have been plenty of other conspirators. 
But in proportion to the Cardinal's severity on the nobles was 


THE EDUCATIONAL TIMES. 


[ Nov. 1, 1900 


his leniency tothe commonalty, who might be regarded as having 
been led away by their natural leaders, 

By this means tranquillity in France was restored, and the 
Minister was at liberty to make her power felt abroad. This he 
did by supporting Gustavus Adolphus and the Protestant German 
States against the Emperor, and by foiling the ambitions of 
Spam. Some have expressed great surprise that the Minister of 
“the eldest daughter of the Church,” a Roman Cardinal, too, 
should be found in strong opposition to the two great Catholic 
Powers; but Richelieu saw beyond this. He was the first, 
perhaps, to realize that great principle of all modern diplomacy, 
“the necessity of keeping the balance of power,” and he held that 
the strengthening of the hands of “the eldest daughter of the 
Church” was more important to the Church and to France than 
the mere suppression of some small German princedoms. 

Richelieu did not live to see all his plans carried out, but his 
work lived after him and was brought to fruition by Mazarin. 
his own pupil. His enemies have laid every conceivable charge 
against him. He was called cruel. True, those who were the 
enemies of the State fell, whether they were Conceni, Mont- 
morenci, or the unfortunate boy-favourite, Cinq-Mars; but in 
all these cases, no doubt, the execution was entirely political 
in its motives. “I have been severe to some in order to be good 
to others, and have loved justice and not vengeance,” he says. 
He was a man of a thousand parts; nothing was too great. 
nothing too small, for him. In the midst of all the offices of State 
he had time to settle quarrels between the King and his favour- 
ites, to encourage literature and art. He founded the French 
Academy, which alone of French institutions has lived through 
all the changes of France. He organized the first post-office; he 
created a respectable navy and an army of 150,000 men, at that 
time regarded asa prodigious army. At the Revolution Richelieu's 
remains were violated. They are said to have been all duly re- 
turned; but, as our author says: “It does not matter; wherever 
his ashes may hie, his fame will endure so long as the history ot 
France is studied by mankind.” 

The author has written of his hero with judgment and know- 
ledge, and has produced a very attractive book. 


OLD AGE AND FRIENDSHIP. 


“Golden Treasury Series.’—Two Essays on Old Age and Friend- 
ship. ‘Translated from the Latin of Cicero by E. S. Shuck- 
burgh. (Macmillan.) 

The two pamphlets that Tully composed in his sixty-third year 
to be in after ages the special bugbear of Britain's youth are now 
in this charming volume transformed into a solace tor the elderly 
and aged by a skilful alchemist whom his years, that creep, alas ! 
towards the twelfth lustre, and his reading, that has ranged over 
broad and pleasant pastures, have brought into complete sym- 
pathy with lhis task. For ourselves we have never met a healthy 
boy who did not execrate “ De Senectute ” ; out of “ De Amicitia ” 
the creature is in the habit of manufacturing a mild ‘‘ ouss word ` 
bya simple process of synizests which we need not more particularly 
indicate. It is pleasant to think that, after the lapse of half a 
century. when, likely enough, he will only be able to read “the 
classics ’ as Colonel Newcome used to read them, he will open Mr. 
Shuckburgh’s little book, and find that in the interval the two 
homely essays have caught the colour of his mind. 

Mr. Shuckburgh’s introduction, all too short, is an admirable 
piece of work. He discourses on friendship and age as one who 
knows; just as Tully did himself. And Mr. Shuckburgh sees 
that Tully’s definition of friendship is quite wrong. What is the 
use of telling us that friendship “is a complete accord on all 
subjects human and divine,” when those of us who have friends 
know that the warmest friendship can subsist between two 
persons whose opinions on some of the most important matters 
are widely sundered? And, as Mr. Shuckburgh rightly points 
out, it is by no means certain that identity of opinions is provoca- 
tive of friendship. No; Tully did not know so much about 
friendship as Montuigne knew; and we refuse to believe that 
he and Atticus ever got beyond a rather humdrum form of 
camaraderie. 

In the essay on“ Old Age” there is much that is likely to 
gratify those who have succeeded as Cato had succeeded. But 
Tully does not attempt to face the real problem, which is this: 
What consolation is there for those who have failed? Can friends, 
gardens, intellectual activity—where there can be any—compen- 
sate for the loss of hope and strength? Must not a large part of 
mankind be thrown back in oldjage wholly on the support to be 
derived from the hope of a life to come? Mr. Shuckburgh says 


Nov. 1, 1900.1 


that the inconveniences of old age are often the result of folly. | 
But surely there are plenty of sorely tried old men who have 
lived all their lives well. The descent from Epsom to the cab- 
rank has its parallel in the hfe of man; and many who have 
lived soberly and toiled honestly come to an old age of rheumatism 
or other disease that cuts them off from the enjoyments on which 
Cicero dwells. ` The fact is that the dark side of the picture is 
carefully turned to the wall. The instances are all chosen from 
among successful men, who have passed through a happy life to 
an honoured and endurable old age. It is of little use to tell the 
disappointed man at the end of his life what old age might have 
been, and what it has been to some. It is far 
purpose to exhort men while there is yet time so to live that they 
may attain to the joy of a happy old age. But, even so, it is idle 
to ignore the fact that in this matter too the hest-laid schemes 
may go awry. Yet Tully's old age had been of more service to 
the world if it had been devoted to the writing of an exhortation 
to the young. 

Of the translation we cannot speak too highly. We append a 
brief extract as a sample of Mr. Shuckburg h's style. It may 
fitly close this short notice. 

O glorious day, when I shall set ont to join that heavenly conclave 
and company of souls, and depart from the turmoil and impurities of 
this world! For I shall not go to join only those whom I have before 
mentioned, but also my son Cato, thau whom uo better man was ever 
born, nor one more conspicuons for piety. His body was burut by me, 
though mine ought, ou the contrary, to have been burnt by him; but 
his spirit, not abandoning, but ever looking back upon me, has certainly 
gone whither he saw that I, too, must come. I was thought to bear 
that loss heroically, not that I really bore it without distress, but 
I found my own consolation in the thought that the parting and separ- 
ation between us was not to be for long. 


A Goop HISTORY. 


History of Fugland. By Prof. F. York Powell, M.A., and Prof. 
T, F. Tout, M.A. (Longmans.) 

This volume collects in the compass of eleven hundred closely 
printed pages the three separate “parts” of English history 
which we noticed successively at the time of their appearance. 
The whole text has been revised throughout for the present 
edition, which may be regarded asa complete student’s history of | 
British origins and the British Empire—for the name of England 
on the title-page must be understood in its widest sense. Prof. 
Powell is specially responsible for the first Part, which carries tts | 
from the earliest times to the death of Henry VII. The second , 
Part, from the accession of Henry VIII. to the Revolution of 
1689, and the third Part, which comes down to 1887, are the work 
of Prof. Tout. The common plan and design of the authors may 
he described as a combination of a connected story of the main 
facts of political and constitutional history, in chronological order, 
with a sketch of the development of the language, literature, and | 
social life of the people. Wherever it was possible, the Cambridge'i 
and Victoria Professors of History have availed themselves of the 
actual words of contemporary authorities, with a view to pre- 
serving dramatic and pathetic incidents in their original colour 
of time and place. A manifest effort has been made to tell the 
connected story in simple style, and the usefulness of the volume 
for young renders is increased by a brief glossary, with good 

maps, plans, tables, and pedigrees of important persons. For 
school use the print is rather small, and the paper somewhat too 
transparent: but the very detailed history could not have been 
brought into a single and handy volume without having recourse 
to small type and thin paper. 

Prof. Powell has not only a firm grasp of the early institutions 
and life of the English people, but also a clear idea as to the best 
way of describing them for young readers. He shows a lucid, 
if sometimes a rather startling, distinctness in tracing out the 
main lines of national evolution: but there is. on the whole, little 
to quarrel with in his method. The brief retrospect with which 
he concludes his share of the work, though it scareely exceeds 
three pages, is a model of comprehension :— 

We have now reached [he begins] a line of real division in English 
history, the line at which the middle ages, with their forms of life and 
thonght, and their systems of Church and State, land and labonr, close ; 
and the age of the New Learning and the New Faith, which are known as 
the Renascence and the Reformation, is coming in to reshape and recast 
the life and thoughts of men. So deep is this dividing line that it is 
certain there was more in common between zElfred and Edward I., or 
Dunstan and William of Wickham, though severed by centuries, than 
between Edward IV. and Henry VIII., or Warwick and Wolsey, who 
are only a generation apart. 


THE EDUCATIONAL TIMES. 


more to the: 


Da 


4: 


5 


On the whole, this is an excellent historical reading-book, 
though it rather falls between the two stools of a student's manual 
and a schoolboy’s introduction. 


METHODICAL VOCABULARY. 


The Facts of Life. Part I. A Text-Book for the Methodical 
Study of the German Vocabulary. By V. Bétis and H. Swan. 
(Philip & Son.) 

Messrs. Bétis and Swan are well known exponents of the 
Gouin method, which they have done much to popularize and to 
‘improve. Gouin, in common with other reformers of modern 
language teaching, looked upon the acquisition of vocabulary as 
the first object, and set to work to facilitate it on the principle of 
the association of ideas. He differed, however, from other 
reformers in basing his system rather on the association of ideas 
with each other in the mind (what he calls “imental visuali- 
zation”) than on the association of words with the objects or 
pictures of the objects they represent. Hence his “ Series,” in 
which his disciples think he went too far in carrving out each 
train of thought to the bitter end. They are entirely in accord 
with their master’s principle of mental visualization, but prefer 
to treat his Series rather as the groundwork or setting for groups 
of words and phrases connected with ordinary life than as an end 
Their book claims to be a “ Dictionary of the 
Facts of Life,” arranged under obvious headings, and kept clear 
of what is not strictly necessary. The volume before us deals 
with four of the gr oups to he included in the complete work— 
'viz., Home Life, The School, Travelling, and Plants. Hach of these 
chapters consist of a series of brief narratives of the ordinary 
incidents of hfe—getting up. dressing, making the bed, and so on, 
divided into short sentences. The more important parts are 
printed in black type, and are ingeniously contrived so as to form 
a simple continuous narrative in themselves. Thus the descrip- 
tion of a school-day occupies about a page anda half, and is split 
up into twenty-seven sentences; the black type forms about a 
fourth of the whole, and can be read through without anv break 
lin the sense. The narratives are carefully worked out, and seem 
“well adapted to their aim. It is beyond the scope of a brief notice 
to discuss how far that aim, excluding as it does, or at any rate 
postponing, grammatical discipline, the cultivation of literary 
taste, and ‘the concurrent training in the accurate use of the 

mori mother-tongue, is altogether a satisfactory one. 


in themselves. 


GENERAL NOTICES. 


CLASSICS. 


A Short History of Ancient Greece, by Henry Johnstone (Nelson), is 
on the whole, a successful attempt to produce a little history of Greece 
i for the young. Mr. Johnstone has contrived to make the imperishable 
story simple and interesting. The book is copiously ilustrated, and 
the price is very low. We wish to draw the attention of teachers to 
the volume, believing as we do that they will tind in it a more suitable 
elementary history than has hitherto appeared. Our recommendation 
must, however, be qnalified, fer we are decidedly of opinion that Mr. 
Johnstone has devoted too mudh space to constitutional matters, and 
in some other directions has attempted too much. The little ones will 
find Lycurgnus and Cleisthenes dull, and they are likely to get mixed 
over oligarchy and democracy. Surely the utmost that is to be desired 
for a child beginning history is that he should learn first about the 
battles and the great men, good and bad. In the teaching of history 
to the voung the teacher must give absolute precedence to the concrete 
over the abstract, and to the deeds of men over the movements of 
thought and political changes. We see no reason why Greek history 
should not be taught nt first as mothers teach the Bible. Bad Cain 
and good Abel edify when Leviticus and Deuteronomy are as yet with- 
out power to help. 

Livy, Book VI., edited by W. C. Laming. and The Georgics of Virgil, 
Book I, by S. E. 'Winbolt (Blackie), are recent additions tothe series of 

| “Ilustrated Classics for Middle and Upper Forms.” The illustrations 
in both volumes vary widely in merit—a few are gocd; some might 
well have been omitted. Mr. Winbolt’s introduction is a good piece of 
work, though somewhat overloaded. Why does Mr. Winbolt write: 
“ Xenophon’s Oeconomica”? ? The notes are commendably brief, and 
to the point. Mr. Laming’s introduction contains sections on the 
sources from which Livy drew, and on the credibility of early Roman 
history. There are also appendices containing hints on translat: ng, 
and exercises for retranslation. The editing is scholarly and careful,, 
and the book will prove of real service to cardidates for examina- 
tions. The exercises strike us as rather elementary in character 
as compared with the rest of the book. A (student ~whoycan>protit- 


456 


THE EDUCATIONAL TIMES. 


[Nov. 1, 1900. 


ably read the section on the credibility of Roman history will surely 
not require such helps as “ give-quarter-to (parcere),” or “ from-the- 
fact-that (eo . . . quod).” The editors of these books—as, indeed, Mr. 
Winbolt expressly says—write for “fifth, and even sixth, forms”; 
and, that being so, we are inclined to wonder that the publishers offer 
an edition with vocabulary. Do “ fifth, and even sixth, forms” really 
use vocabularies ? 

The Fourth Form Latin Prose Book, by E. C. Cumberbatch (Long- 
mans), is a collection of seventy-five miscellaneous exercises. Mr. 
Cumberbatch makes a thoroughly vicious suggestion when he proposes 
that pupils should be allowed to write the indicative for a time in rela- 
tive clauses that occur in oratio obliqua. We hoped that the shoddy 
old method of teaching the wrong thing with a view to correcting it 
later on had everywhere been discarded before now. This suggestion, 
contained in the preface, almost prevented us from examining the book 
further. However, we found better things on the next page. The 
compiler rightly insists on the value of the “ miscellaneous exervise ” 
as a means of teaching boys to think, and he understands his fourth- 
form boy. The exercises make three terms’ work; and, after going 
through this book, the learner should be ready for continuous prose. 
The English of the sentences is often faulty. Would any one write: 
“I warn you the road is not safe,” or“ He ordered no one to follow,” 
or “ The forces were so many that we dare not attack them ”? 


MODERN LANGUAGES. 


Pierre Ceur’s L’ Ame de Beethoven. Edited by de V. Payen-Payne. 
With Key to Appendices. (Macmillan.) 

We have here a novelette by Madame des Voisins, a well known 
journalist and novelist. It tellathe sad story of a gifted musician, who 
eventually fell a victim to a monomania, believing that the soul of Bee- 
thoven was incarnated in him. One is disposed to doubt whether the 
selection is a very good one—the tale fulfils neither the condition 
of conveying useful information, historical or otherwise, nor that of 
possessing exceptional literary merit. The notes are carefully done, 
and suggest the work of a practical teacher; many are put in the form 
of questions for the pupil to answer. There is a full table of the 
tenses of irregular verbs occurring in the next,an unnecessary addition, 
as they can be found in any grammar. The volume has a vocab- 
ulary, and the appendices common to all the books of the series 
edited by Dr. Siepmann, containing phrases and continuous pieces for 
translation into French, based on the text. The key is in a separate 
volume. 

C. Nodier, Trésor des Féves et Fleur des Pois. Edited by E. B. Le Francois. 
(Nelson & Son.) 

We hesitate to recommend this fairy tale as a reader for junior 
classes, mainly on account of the archaic language in which it 
is written. Just as the fairy tales of Perrault—far superior to this one, 
owing to their popular character—have to be modernized before they 
can be read with advantage by children, so this story should have been 
rewritten in simpler French. No doubt, it would lose much of its 
charm to the literary student, but the beginner would be grateful. 
Such words as meshuy and trésir are surely no gain to his vocabulary ; 
and such touches as “ elle le fixait des traits acérés de ses yeux, le liait 
des petits plis de son sourire,’ common as they are in French fairy 
tales, are not the kind of thing we like to translate in class. The notes 
give a good deal of help, but are not always well expressed : e.g., “the 
article is generally omitted after the preposition en.” The vocabulary 
is not complete. 


Prosper Mérimée, Le Coup de Pistolet. 
(Blackie 
This story is well known, and has already appeared in a selection of 
tales from Mérimée, with brief notes. Mr. Mitchell’s notes are very 
full, and usefal on the whole. A little more care should, however, 
have been given to them; particularly in a book for beginners there 
should be no slips. In the note to page 10, line 4, it is stated that “ pas 
is omitted after savoir, when followed by an infinitive.’ A few lines 
after this savoir again occurs without pas, but no infinitive follows. 
This must confuse a child. To talk about the “ablative absolute ” in 
French is incorrect, and is quite pointless in the case of children who 
know nothing of Latin. In the note on page 11, line 11, we find si lon 
lui demundait; in that on page 27, line 5, nous croyez ; in that on 
page 28, line 5, je agis. There is no German word manc; platt is an 
adjective, and should have no capital. The term “to adverbialize”’ is 
no gain to our grammatical phraseology. The vocabulary also appears 
to have been compiled without sufficient care. 


Asinette. By Mrs. J. G. Frazer. (Dent.) 

The author of this children’s book is favourably known by her 
“Scenes of Child Life” and “ Scenes of Familiar Life.” The scenes 
contained in this volume centre round a little girl, whom her brother 
unkindly calls Asinette. They are full of life and fun, and written in 
excellent colloquial French. The book gains immensely by being 
illustrated by that clever young artist Mr. H. M. Brock, whose eight 
full-page pictures are capitally reproduced in colour. In addition to 
these, there are some two hundred pictures in black and white scattered 
over the margins, and serving to elucidate the text. These will be par- 
ticularly welcome to teachers on the Reform lines. It is to be hoped 


Edited by J. E. Mitchell. 


that a cheap school edition will soon appear. We can hardly expect 
the publisher to issue it in so elegant a binding or with coloured 
pictures, but we should like to see the vocabulary overhauled, as it is 
not quite complete; or, better still, there should be a glossary, with 
explanations of the words in French. 


E. de Pressensé, Une Joyeuse Nichée. Edited by S. Alge. (Dent.) 

Mr. Alge is well known as one of the pioneers of the Reform move- 
ment in the teaching of modern languages, and, in editing a text, 
he, of course, follows the principles in which he believes. The story is 
one likely to interest children; there is nothing mawkish about it, and 
there is plenty of incident. It is divided into forty sections, and the 
editor has supplied a set of grammar questions and exercises to each of 
these, which teachers will find very useful. There is also a grammaire 
to the book, which is not intended to be exhaustive, but to serve pur- 
poses of reference on points arising from the text. Finally, there is a 
carefully compiled glossary, with explanations of the words in French. 
Teachers who have not yet tried the experiment, and do not realize 
how much the vocabulary of the beginner is improved by the use of 
such a glossary in place of a French-English dictionary, may be recom- 
mended to read this book with a class of pupils who are in their third 
year. 


Cours de Grammaire Française Elémentaire. 
(A. & C. Black.) 
This little grammar of sixty-four pages is written entirely in French, 
and is, therefore, intended for use in classes where importance is 
attached to the almost exclusive use of the foreign tongue. It may be 
held that it is really best for the pupils to “make their own grammar” 
by gradual deductions from their reading, and it is hardly advisable to 
let them have a book giving rules and exceptions, like the one before 
us, until they have had about a year’s teaching. Then it should prove 
useful mainly for purposes of reference. The rules are well expressed 
in almost every case. Exception might be taken to the wording of the 
rule for the use of mil. Tosay “On ne se sert jamais de de le, à le ” ia 
contrary to the sound principle not to draw the attention of children 
to possible wrong forms; and, besides, it is not correct (je viens de le 
voir, where le is, of course, not the article—but still de le is used). 
There are few slips in the printing; chawge occurs on page 27. 


Practical Rules on the Use of the Infinitive in French. By L. Le Bris. 
(To be obtained of the Author, 3 Park Row, Greenwich.) 

These rules are well expressed, and the table of verbs is full 
and trustworthy. Most French grammars do not deal adequately with 
this difficult subject; and M. Le Bris deserves the gratitude of 
teachers for printing these convenient rules for their use. They are 
sent, post free, for ivepence. 


Cunuder’s Eclectic Oral Method for the Practical Study of the French 
Language. (Bristol: Burleigh.) 

There is much sound sense in Mr. Cunuder’s preface, though it might 
have been expressed in language a little less high flown. Thus, when 
he says: “ Does Nature induce the mother to repeat to her child dis- 
jointed and absurd sentences such as are to be found in the exercises 
in question, and to crush his bewildered mind under the weight of their 
trampling legions?’’ we feel ourselves in full agreement with his pro- 
test; but we cannot repress a smile. And we can imagine an earnest 
teacher being a little impatient when he reads in the “ General Hints ”’ 
a sentence like the following: “If, after the explanation of a lesson, 
after the hearing or the reading of a passage, its contents do not 
become the prey of thoughts, its effect will be but transient, 
only a rippling of the water caused by a cast stone, and as quickly and 
as irrevocably will it disappear in the stillness of oblivion.” It would, 
however, be a great mistake to allow oneself to be prejudiced by such 
flowers of speech; for a perusal of Mr. Cunuder’s book will bring the 
conviction that he is a good teacher, who has given serious thought to 
his subject, and to good purpose. The continuous passages of French 
have been chosen skilfully, the grammar questions based upon them are 
well put, and are expressed in French from Lesson 41 onward; indeed, 
our only regret is that the grammatical part at the end of the book is 
not in French also. We warmly recommend teachers to read the book; 
they are sure to learn from it much that they can utilize in their 
classes, even if they should not see their way to putting it into 
the hands of their pupils. 


The New Method for the Study of the German Language. By J. G. 
Moelwyn-Hughes and F. A. A. Struve. (W. H. Roberts.) 

The only novelty claimed by the authors is one of which they 
certainly have not the monopoly, the study of the verb first and the 
substantive last. Their preface is an excellent illustration of the well 
known story of the layman, sent out to discharge judicial functions in 
the colonies, whose legal friends advised him, by all means, to give his 
decision, which would probably be right, but to abstain from giving his 
reasons, Which would certainly be wrong. “ We deem,” they say, “the 
substantive to be the outward manifestation of the inward I (ego), the 
very self-hidden, but gradually revealed by the various motives working, 
until it takes an outward form. It is, therefore, necessary to perfect 
these before they disclose themselves.” The practical part of the book 
consists of a number of exercises, conversations;-and extracts, which 
have probably worked well in the hands of the authors, \but which do 


By W. G. Hartog. 


Nov. 1, 1900.] 


THE EDUCATIONAL TIMES. 


4.57 


not seem very suggestive for other teachers, especially as ‘the method 
does not allow any superficial preparation and no deviation from it.” 
The printing is careless: in the first two pages we notice “ qualifyng ” 
and “thouroughly.” 


A German Commercial Reader. By S. E. Bally. (Methuen.) 

The demand for commercial education is likely to produce a con- 
siderable crop of special books. The one before us is ingeniously 
arranged and is likely to be useful. Each lesson contains one extract of 
about a page and a half, generally, but not always,on some subject 
connected with trade, manufactures, or means of communication, and a 
shorter anecdote in newspaper style. To these are added a few 
idiomatic sentences, groups of business phrases, proverbs, and, in some 
cases, an arithmetical problem. Specimens of the working out in detail 
of questions in the first four rules of arithmetic are given. It might 
have been worth while to include some of the more advanced rules. 
Perhaps some of the extracts not directly bearing on commercial sub- 
jects might with advantage be replaced by extracts bearing on com- 
mercial history; by an account, for example, of the South Sea Bubble, 
of the foundation of the Bank of England, or of some great com- 
mercial crisis. The general training of the schoolboy intended for 
business is, on the whole, more effectively promoted by studying some 
masterpiece of literature concurrently with his strictly commercial 
reading than by studying scraps of German “ journalese.” 


Exercises in German Composition. By R. Kaiser. (Arnold.) 

This is a useful selection of continuous passages for translation, pre- 
ceded by a few pages of detached sentences, some of which include 
commercial expressions, and followed by a vocabulary and a selection of 
idiomatic phrases, the latter not having much relation to the exercises. 
What we miss is a set of hints on writing German, such as is prefixed 
to the best Latin prose books. A good German Stylistik, with carefully 
adapted exercises, like Meissner’s excellent ‘ Introduction to French 
Prose Composition,” is much wanted. 


German without Tears. Book II. By H. H. Hutchinson and S. Bostock 
(Arnold.) 

This is a little reading-book for the nursery, translated from the 
second volume of Mrs. Hugh Bell’s “French without Tears.” It has 
a vocabulary, pictures, and a few notes calling attention to points of 
grammar. The stories, of course, are excellent; but it is rather difficult 
to see how the book can be fitted into a systematic course of German. 
Perhaps it is hardly intended for that. 


Das Wirthshaus zu Cransac. By H. Zschokke. 
E. S. Joynes. (Heath.) 

This is a pretty little love story by Zschokke, who, both as politician 

and as journalist, played soimportant a part in Switzerland in the first 

half of the century, and who, in his stories of country life, was one of 

the first to strike the rich vein of popular fiction worked by Immer- 

mann and Auerbach. The notes are careful and adequate, considering 

the simple style of the story, which does not lend itself to elaborate 

annotation. The book has a vocabulary and paraphrases for retrans- 
lation. 


Edited by 


MISCELLANEOUS. 


Elements of Rhetoric and English Composition. 
(Macmillan.) 
There is doubtless a great deal of useful matter in this hand- 
book, treating of essay-writing, letters, narration, exposition, per- 
suasion, and composition in verse. But a glance at its contents is 
sufficient to show that it attempts too much in its 140 pages. Sad to 
say, no small proportion of this is taken up with examples of what 
should be avoided, whereby a sound pedagogical law is broken. Again, 
there seems to be excessive detail of instruction, in some cases amount- 
ing to little more than rules of etiquette, or negligible trifles. For 
instance, the order of pages in a private letter is discussed, and even 
the size of the paper to be used. The book will strike the English 
teacher as dealing with matters that boys and girls generally have to 
pick up for themselves. This is all the more reason why it should be 
welcome, and with its abundance of exercises it may provide fresh 
ground in our composition lessons, which often consist entirely of 
setting and correcting essays. 


Sounding the Ocean of Air. 


By G. R. Carpenter. 


By A. Lawrence Rotch, 8.B., A.M. 
(S.P.C.K.) 

This is a course of lectures delivered in Boston, and it appears to 
be suited to the average audience of our University Extension 
type. It deals with the atmosphere generally, and its accidents— 
clouds and currents—while the author’s experience as director of the 
Blue Hill Meteorological Observatory enables him to speak with detail 
of the latest balloons and kites for the purpose of scientific research. 
It is clearly and simply written, without much attempt at originality 
of treatment. There are several illustrations and diagrams, some of 
them of a rough blackboard description. The lectures might, perhaps, 
have been made more interesting, but they contain much up-to-date 
information which a teacher of physiography will find useful. 

Asia. By Lionel W. Lyde. (Black.) 

M. Lyde’s volume on “Asia” ig another addition to the author’s 
valuable series of school geographies. ‘Ihere is the same freshness of 
treatment and continual appeal to the intelligence of the pupil that 


marked its predecessors. The term “ Asia” is of large significance, 
and we could wish that the preface had stated the precise aspects to 
be treated. Apparently it is entirely a “ physical” geography, with 
indications of the main lines of industry and commerce. But here and 
there we find smatterings of political information, and the chapters are 
based on the political divisions. It would be more satisfactory if the 
political aspect were treated more fully, or entirely ignored. There are 
traces of haste, and consequent lack of clearness in several places, but 
these are comparatively trifling blemishes on an otherwise excellent 
text. book. 


Object-Lessons in Botany, from Forest, Field, Wayside, and Garden. 
Book III. By E. Snelgrove, B.A. (Jarrold & Sons.) 

Boys and girls who have learned to observe plants under Mr. Snel- 
grove’s earlier guidance are now initiated by him into the mysteries of 
the microscope. We like the method he adopts. He does not present, 
with cross-sections of plants as a set of curious patterns, to be learned 
by heart, but, in their proper form, as aids to the understanding of the 
way the plant is built up, and with the uses of all parts and of their 
particular arrangement kept in view. Nor are the human uses of 
plants forgotten. Altogether, a successful work; though the “ get-up ” 
is not as good as one could wish. 


“The Temple Primers.”—The Human Frame and the Laws of Health. 
By Drs. Rebmann and Seiler. Translated from the German by 
F. W. Keeble, M.A. (Dent.) 

A good general introduction to the principles of hygiene, touching 
on all the main departments of the subject, as well as the essentials 
of human physiology. Though the treatment is necessarily brief, any 
well educated person will find the book readable. 


Technical Instruction Handbook. Revised to May, 1900. 
(Wakefield: Milnes.) 

The County Council of the West Riding of Yorkshire publishes a 
detailed handbook of its schemes, regulations, and syllabuses, showing 
the general provision made by it for aiding technical and manual 
instruction in the West Riding, with many suggestions as to the 
organization and management of technical schools and classes. To 
this useful information is appended a scheme of work assisted by the 
Joint Agricultural Council of the East and West Ridings, in conjunction 
with the Yorkshire College, Leeds. 


A Picture-Map of the World. By Ada B. Dugan. (Philip & Son.) 

This is a novelty in the way of pictorial geography devised by the 
mistress of an infant model school at Londonderry. It will cover 
thirty-three square feet of wall, and is well calculated, by its hundreds 
of coloured pictures, to impress on the mind of a child a great number 
of useful notions concerning the natural products and industries of the 
world. It may awaken many intelligences which mere words would 
not be likely to reach, at any rate, in the same time. 


The Royal Observatory, Greenwich: a Glance at its History and Work. 
By E. Walter Maunder, F.R.A.8. (Religious Tract Society.) 

Mr. Maunder, who is one of the Assistants at the Greenwich Observa- 
tory, gives us in this volume a full account of the famous meridian 
Observatory. Its history is recounted in connexion with the lives of 
the eight Astronomers-Royal—Flamsteed, Halley, Bradley, Bliss, 
Nevil Maskelyne, Pond, G. B. Airy, and Mr. W. H. M. Christie—of 
whom we have characteristic portraits. There are also pictures of the 
chief buildings and astronomical instruments, and photographs of the 
principal nebulæ. The book has a special interest from the fact that 
few outside people ever see the Royal Observatory. From the nature 
and importance of the work there carried on day and night, it is pos- 
sible for visitors to enter it only once in the year, and then under very 
stringent regulations. Mr. Maunder describes the highly important 
work done in connexion with navigation, the fixing of time, and the 
various highly developed scientific departments connected with the 
constant study of the heavens, which is carried on ceaselessly day and 
night. 

The Goldsmith Anthology, 1745-1774. Edited by Prof. Edward Arber. 
(Frowde.) 

With the publication of the Dunbar and Cowper Anthologies—the 
first and last of the promised ten—Prof. Arber’s series of poetical 
selections, covering the fifth to the eighth centuries, will be complete. 
Goldsmith is the centre of a numerous group of British and Irish poets, 
who are represented in these three hundred pages by many delightful 
pieces. Oliver himself—‘ magnanimous Goldsmith, a gooseberry fool,” 
according to his own description—occupies thirty pages, and occupies 
them well, with “The Hermit,” the mad dog elegy, “The Deserted 
Village,” and “ Retaliation.” There are some fine anonymous pieces, 
and the middle eighteenth century is admirably epitomized. 


The People of China: their Country, History, Life, Ideas, and Relations 
with the Foreigner. By J. W. Robertson-Scott. (Methuen.) 

This is a book for the hour. It is professedly a made book, compiled 
from printed sources; but as such it is well put together, and very use- 
ful. Indeed, the ordinary English reader could not wish for a better 
handbook of general information on a country which baffles even those 
who have known it and lived in it as long/as Sir. Robert Hart, who 
recently confessed : Be you asked me to/ write even three or four 


458 


THE EDUCATIONAL TIMES. 


"Nov. 1, 1900. 


pages about China, I should be puzzled to do so.” Mr. Robertson- 
Scott describes not so much China as the puzzle of China. 


The Junior Temple Reader. Edited by Clara Linklater Thomson and 
E. E. Speight, B.A. (Horace Marshall & Son.) 

This is an excellent book in every way. It is a collection of folk and 
fairy tales, children’s poetry, pluy-rhymes, and animal stories, for 
school and home reading. The choice has been made ina thoroughly 
literary spirit, and the illustrations, old and new, make the volume as 
artistic as it is literary. Nothing could be better calculated to nurse 
children into a love of the best kind of reading, and to cultivate in 
them the discriminating taste and sense of beauty which are generally 
to be found in an unspoiled child, but which are often unaroused and 
often overlaid. This Reader is a great improvement on many of the 
existing collections of English extracts for schools, and we should say 
that it is certain to come into high favour. 


Philips’ County Readers.”—Kent Past and Present. 
Bosworth, F.R.G.S. (Philip & Son.) 

This handy little book on Kent is a good example of the method of 
treating geography and history combined in reference to a compara- 
tively small section of the student’s native country—the county in 
which he happens to reside. The Kent Reader is an interesting book, 
well illustrated, and rendered more useful and attractive by the inclu- | 
sion of a number of poems germane in subject. Kentish boys and, 
girls certainly ought to use this handbook. | 


“The Tweeddale Geographies.”—I. The British Isles. II. Europe and | 

Australasia. (Oliver & Boyd.) 

These are good little introductions in the old stvle—mainly enume- : 

rations, but not overladen with details. The type and most of the! 
maps are clear. 


A Brief Introduction to Commercial Geography, being a Handbook of the 
Commercial Relationships of Great Britain, the Colonies, and the. 
United States. By the Rev. F. Smith. (Blackie.) i 

Mr. Smith has written a small book for ro very comprehensive a 
title, and onr heart misgives us when we find him beginning it with 
lessons on “a town market,” “ wind and rain,” “ ocean currents,” and 

“the seasons.” But we are bound to say that this is a very good 

introduction for boys to a knowledge of British commerce, its subject- 

matter, methods, extent, and valne. It is not a “ handbook,” but, 

a serviceable reading-book, and as such we can commend it. 


By W. Benson, B.A. 


By George F’ 


The Preparatory English Grammar. 

(Bell & Sons.) 

A well intentioned restatement of elementary notions of English 
grammar. Mr. Benson begins: “ Grammar is the science of language. 
English grammar consists mainly of a classification or arrangement 
of words into groups... . Rules are also explained . . .” We cannot 
honestly say that there is room for this book. | 


(1) A Teat-Book of Bookkeeping. By Frank Ireson, B.A. (Macmillan.) 
(2) Fifteen Studies in Bookkeeping. By Walter W. Snailum.. 
(Cambridge University Press.) 

Mr. lreson’s introduction is very detailed and clear in its explana- 
tions, so that it may be used by intelligent beginners at school or at 
home. There is a large number of exercises and expositions, including 
many taken from the Society of Arts. examination papers. Mr. 
Snailum is not. so elaborate in his explanations; but he is very clear, 
and his manner of unfolding his subject is interesting. He provides, | 
in addition to his “ studies,” seven worked papers and seventeen test. 
exercises. 


Handy-Volume Atlas of the World. By E. G. Ravenstein, F.R.G.S. 
(Philip & Son.) 
The amount of revision which one is wont to look for, or to find, in a' 
new edition of a book is a very variable quantity, running up from next. 
to nothing in some cases to almost everything in others. No doubt, 
many of our readers know the “ Handy-Volume Atlas” as published by. 
Messrs. Philip some years ago. The book before us has the same title 
and the same leading features and appearance, but the whole of the 
seventy-two maps have been redrawn and re-engraved, and the 
statistical notes and other letterpress have been rewritten. The book 
thus amounts to a new work, with a close imitation and appropriation 
of all that was good in the old one. It is an extremely serviceable 
pocket volume and handy companion. 


Object-Lessons in Elementary Science. Standards I.-II. By A. H. Garlick 
and T. F. G. Dexter, B.A., B.Sc.  (Longmans.) 

This is a new edition of Messrs. Garlick and Dexter’s series of object- 
lessons in Nature-observation. Lists of apparatus, and of objectr and 
localities for outdoor work, have been added; and the value of the 
lessons for practical purposes has been made more manifest than ever. 


English History Note-Book. By Margaret Anne Rolleston. With Intro- 
duction by the Rev. T. W. Sharpe, C.B. (Birmingham: Davies & 
Mouchton.) 

Miss Rolleston has brought together some useful and interesting 
notes from her careful reading of English history. The book is well 
arranged, and calculated to be very serviceable to an industrious 
student. 


“ Bell’s Handbooks to Continental Churches.”—The City of Chartres, 
its Cathedrals and Churches. By H. J. L. J. Massé, M.A. (Bell & 
Sons.) 

An admirable little handbook to an interesting French city, full of 
historical relics and ecclesiastical associations. There is some magni- 
ficent architecture and sculpture in Chartres Cathedral, and Mr. 
Massé has dune much to enable us to realize it. 


The Gentleman in the Nert House (Dent) is a farcical comedy, in three- 
scenes, adapted from “ Nicholas Nickleby ” by Isabelle M. Pagan, and 
dealing with Mrs. Nickleby’s elderly suitor. 


Of texts with notes, we have, in Messrs. Longmans’ “ British 
Classics,” Macaulay’s Essay on Clive, with a general introduction to the 
study of Macaulay, and an essay on literary characteristics, by A. M. 
Williams, M.A.; in Messrs. Blackwood’s “ English Classics,” Carlvle’s 
Essay on Burns, edited by John Downie, M.A.; in Moffatt’s ‘School 
Classics,” Macaulay’s Essau on Milton and Gray’s Poems, Part T., both 
edited by Thomas Page. Macaulay’s Essay on Milton, edited by A. P. 
Walker, M.A., is published by Messrs. Isbister. 


From Messrs. Philip & Son we have specimens of their Semi- 
Upright Copy Books-—a new systematic course of penmanship well 
worthy of consideration by teachers who are free agents, and who are 
on the look-out for a good copy book. 


Messrs. Macmillan send us their large Register of Admission, Pro- 
gress, and Withdrawal, and their Summaries of Attendances for Five 
Years, arranged (1) for boys and girls, (2) for infants. They are 
calculated for the requirements of Elementary Code schools, but might 
be made more generally available. 


Amongst new maps and charts we have two of Messrs. Gill’s Carto- 
graphic Maps-—TIrelind and India. These excellent wall maps are on 
a scale of four miles to an inch, and they are so clearly printed and 
arranged that every detail can be easily made out by children sitting 
at desks within twelve or tifteen feet of them. The chief towns and 
other features are named in large type, and the colouring in no way 
confuses them.— Messrs. W. & A. K. Johnston send us Pictures for 
Object Lessons—rollered sheets on “ Ironfoundry,” “ Mahogany,” 
“ Birch,” &c. The designs and printing are English in their origin, 
which is certainly an additional recommendation. From Messrs. 


i Stanford we have a capital new Orographicul Map of Europe, very 


carefully and systematically designed and explained. It is compiled 
under the direction of Mr. Mackinder, M.A., Reader in Geography in 
the University of Oxford.—Messrs. Blackie & Son publish a set of 
fourteen Standard Class Maps of England and Wales, evcletted at the 
corners, in a strong leather-board box.—-* Nelson's Royal Portfolio” 
(Nelson & Sons) is reinforced by a geographical series of coloured 
maps, including Pictures of the Empire, suitable for the decoration of 
schools. ‘They are 28 by 21 in. in size, and the sheets can be had 
variously mounted. The designs and workmanship are very good.— 
Blackie’s South Kensington Drawing Sheets are based on Sir E. 
Poynter’s “ Drawing Books.” The full series, in flat tints on good 
cartridge paper, 28 by 20 in., includes eix sets of twenty sheets each. 
—Philips’ Typical Object-Lesson Pictures (Philip & Son), selected by 
Prof. R. A. Grevory, consist of three series, each of them being a 
set of six diagrams, 23 by 30 in., printed in colours on stour Manilla 
paper. They are weil drawn and produced, and will make a good 
basis for object lessons on animal and plant life and on various 
industries. 


WE HAVE ALSO RECEIVED the following publications and new 
editions :— 

City and Guilds of London Institute: Programme of Technoloaical Er- 
aminations, §c., for the Session 1900-1901. (Whittaker & Co.) 

London University Guide and Universityu Correspondence College 
Calendar, 1900-1901.  (Chive.) 

The Tutorial French Accidence, by Ernest Weekley, M.A. Lond. 
(Clive)—a third edition of this well approved French grammar and 
exercise book. 

Meldola’s Chemistry, revised to date by J. Castell-Evaus (Murby)—a 
fifth edition. 

Skertchly’s Elements of Geology, revised by James Monckman, D.Sc. 
(Murby)—a tenth edition. 

The Principles of Chess in Theory and Practice, by James Mason 
(Horace Cox)—a second edition, revised and enlarged. 


id 


GIFT-BOOKS AND PRIZES. 


I. 
HISTORICAL TALES. 


Tur evergreen Mr. Henty is quite up to date in his story of With 
Buller in Natal (Blackie & Son), which may be classed with the 
historical tales, though its “history” is very recent. The hero is 
Chris King, an English lad in Johannesburg, who, on the outbreak of 
the Transvaal War, collects a little corps of youugsters, makes his 


Nov. 1, 1900. | 


THE EDUCATIONAL TIMES. 


4.59 


way into Natal, and offers their services as a band of scouts to 
General Penn Symons. They are attached toa cavalry regiment, and 
do good work in all the fighting, from Glencoe to the relief of Lady- 
smith. They go through many perilous and exciting incidents, and 
are always successful; for, if they had not been, why should Mr. 
Henty bother to write their story ?—In the Irish Brigade (same author 
and publishers) is more strictly historical, being a story of war in 
Flanders and Spain. The hero is a young officer in the Irish Brigade 
which entered the service of France after the Battle of Limerick. In 
those days Irishmen were not able to enlist in the British Army, and, 
if they came of a fighting stock, as many Irishmen did, their only 
chance of a military career was to seek it in foreign countries. The 
heroic deeds of this particular hero included the saving of-a large 
French force at Oudenarde and the kidnapping of an English 
Premier. This is a very exciting and pleasant story.—Out with 
Garibaldi (same author and publisher) is a tale of the liberation of 
Italy, and especially of the Sicilian expedition of “ The Thousand ” 
against 120,000 disciplined troops. The hero is a young Englishman 
who takes a large sum of money to the Italian Lion, and is placed on 
his staff as lieutenant. He also does wonderful deeds, and ends by 
releasing his relatives from Neapolitan prisons. All these books are 
fally illustrated. 

Mr. Manville Fenn, like Mr. Henty, has drawn on the records 
-of the South African War. Charge! (W. & R. Chambers) is a story 
of Briton and Boer. It opens with a splendid domestic scene under 
a kopje at the Cape, which is in Mr. Fenn’s best way, and fixes the 
interest of the reader from the very beginning. He tells a stirring 
tale of Val Moray, who was commandeered by an Irish Boer, and has 
to see a good deal of fighting on the wrong side. There is a freshness 
and a human feeling about Mr. Fenn’s story which will commend it to 
most young readers.—Yet another tale of the Boer War is Captain 
Brereton’s With Rifle and Bayonet (Blackie & Son). Captain Brereton 
has this advantage over others who have taken the war for their 
theme—that he has actually served in it, and has produced his romance 
in the intervals of fighting. His hero is a despatch rider between 
Kimberley and Mafeking, who is captured and sent to Pretoria. He 
contrives to escape, and is lucky enongh to return to the Transvaal 
capital under the auspices of Lord Roberts. Oom Paul is one of the 
characters of this story, and the author puts him in a favourable light. 


TALES oF ADVENTURE. 


Mr. Louis Becke’s Tom Wallis: a Tale of the South Seas (Religious 
Tract Society) is an account of the rough and strange adventures of 
a lad who was smitten with love of the sea, though he made his first 
voyage under compulsion rather than choice. The incidents follow 
each other rapidly in this lively story of the Pacific, and, per- 
haps, they are a little too exciting for some tastes. But there is 
nothing that a Religious Tract Society need not have published— 
unless it is the bloodthirsty scene on Bully Hayes’s “ blackbirding ” 
rae in which Tom shoots at the blackbirds in a somewhat unnecessary 
ashion. 

An Ocean Adventurer. By Walter P. Wright. (Blackie.)—Althougha 
boy’s appetite for adventure is generally considered insatiable, we think 
that this book cannot fail to give him mental indigestion. The rapidity 
with which thrilling incidents occur to dazzle the reader is almost 
grotesque. There is no time to realize the sequence of events, even if 
such sequence existed, and we fear that, owing to its blood-curdling and 
gruesome details, this is a somewhat unwholesome type of story, un- 
redeemed by grace of style or by immaculate English. The time is 
to-day—we might almost say to-morrow—so modern are the accessories, 
a time in which buried treasure and chained skeletons are a little 
difficult. Mr. Wright has some of the atmosphere of Jules Verne, but 
lacks that author’s consummate power of giving plausibility to the 
adventures described. As to the illustrations, they contain skeletons 
enough to satisfy a Traddles. 

Up the Creeks, by Edward Shirley (Nelson & Sons), is, as its sub- 
title indicates, a “ Tale of Adventure in West Africa,” and a very well 
told, exciting little tale it is. Theonly thing one finds to grumble at is 
that there is a slight straining of the probabilities in putting so very 
young a person as Mr. Richard Trentham—he is only seventeen—in 
such a very responsible position as the sole Englishman in charge of the 
company’s agency at Bugama. 

The Romance of the South Pole, by G. Barnett Smith (same pub- 
lishers), is a substantial volume, and will be found of considerable 
interest to young readers who prefer fact to fiction. 


GIRLS’ STORIES. 


A Newnham Friendship, by Alice Stronach (Blackie & Son), will arouse 
at least the eager interest of would-be girl collegians. In such glowing 
colours has she painted her picture of Newnham that there will be 
chafing under the necessary delay before they also may enter this king- 
dom of delight. Wecan recommend the book as well written, and of 
wholesome tone. The social atmosphere of life at a women’s college, 
almost a little world in itself, is excellently realized. The reader ia 
Initiated into the mysteries of the famous “ cocoas,”’ hockey-matches, 
debating societies, and lectures. The characters of different students 


l 
are cleverly sketched in, noticeably those of Carol Martin, the heroine, 


and Elspeth Macleod. But both the lights and the shadowsare too thickly 
laid on. There is, indeed, an Adelphi touch about the “ villains,” male 
and female. In fact, the plot is the weak point of the story, and the 
writer would have been better advised to confine herself to her lifelike 
description of academic acts and scenes. In the closing chapters we 
are transferred from Cambridge to East London, where some of the 
girls have started a social settlement, and we have a glimpse of their 
work in the slums. The book is creditably illustrated. 


Gold in the Furnace (Religious Tract Society) is a very pathetic 
story by M. H. Cornwall Legh, author of “ An Incorrigible Girl.” The 
heroine is a servant-maid, and, if that strikes any one asa little un- 
promising and unromantic, we must hasten to say that the misgiving is 
quite unnecessary. Mary Copeland is a lovable girl, a good deal better 
than gold, and she is tried in a very fierce fire. We doubt if a girl of 
excellent character would be sentenced to three months’ hard labour on 
the sole ground that a missing bracelet was discovered in her box; 
but that was Mary’s “furnace,” and she served her term to the bitter 
end. 

The House that Grew (Macmillan) is one of Mrs. Molesworth’s excel- 
lent stories for young girls. The name of Mrs. Molesworth is one to 
conjure with in nursery and schoolroom, and any work of hers is sure 
of a warm welcome. There will be no disappointment in this latest of 
her many charming, fresh, and fanciful tales, for her pen has lost none 
of its magic. The story, put into the mouth of one of its little heroines, 
is simply, yet prettily, told. Morals which are indirectly pointed will 
raise no alarm. What the house was, and how it grew, and the life led 
by its band of bright inhabitants, we will leave young readers to dis- 
cover for themselves. The book is daintily got up, with illustrations 
by Alice Woodward. 


Miss Nonentity, by L. T. Meade (Chambers), is a capital story for 
young girls—every chapter fall of life and interest. The humour and 
the pathos are both of a nature that can be easily understood ; while 
the moral tone is wholesome in the main. The tala turns on the 
eagerness of a high-school girl to save her father’s life by getting a 
specialist to attend him in his illness. For this purpose she hopes to 
be able to spend her hard-earned scholarship money; but, finding that 
this is consecrated to strictly educational ends, she is sorely puzzled 
to find the money to pay the doctor's fee. Fortune favours her at last 
in a somewhat fantastic way; but the happy style of the story well 
cloaks its improbabilities. The title rôle belonga to a little sister, 
who acts as a dea ex machina to set matters straight at the end. If 
the book were not already somewhat lengthy, we could wish to hear 
more of the subsidiary characters, who are more interesting than the 
chief ones. The illustrations by W. Rainey deserve special com- 
mendation. 

School Days and Holidays. By Adelaide M. Cameron. (Oliphant, 
Anderson, & Ferrier.)—All children who like to hear what their 
grown-up friends did when they were young will enjoy this story of 
five little girls, who led very ordinary, uneventful lives, but who had 
the usual feasts in the nursery, dramatic entertainments, struggles 
with the governors, and moral revivals. The story is not distinguished 
by anything original or exciting; but there is plenty of pleasant 
reading of an easy and homely kind suitable to a little girl not yet in 
her teens. A particularly amusing description of the making of a 
plum-pudding in the nursery, the boiling of it in a piece of purple 
cloth for an inadequate length of time, and the eating of it with dire 
consequences, forms one incident, and is a fair sample of the whole. 
The book is well got up, but the illustrations are by no means an 
additional attraction. 

Cynthia’s Bonnet-Shop, by Rosa Mulholland (Lady Gilbert) (Blackie 
& Son), is a brightly written story for girls, with numerous illastrations. 
It tells how a beautiful young Irish girl sets up a bonnet-shop in London, 
on capital advanced by an unknown friend, and is not only succesafal 
as a milliner, but so wins the esteem and admiration of one of her cus- 
tomers that she is invited toa ball, where she and her sister create 
quite a sensation. The sisters married, and were happy ever after, but 
their pretty heads were not turned, and they remained simple and lovable 
throughout, 


Jonathan Toms, by A. V. Dalton (National Society), is an unaffected, 
well written story. It has just the faintest suggestion of a “ Beauty and 
the Beast” plot, interspersed with graphic descriptions of Continental 
travel, which will certainly inspire all girl readers with a desire to take 
a similar tour. 


In Bab’s Baby and Other Stories, by Katherine E. Vernham (same 
publishers), we have ten short stories of varied interest—some 
pathetic, others cheerful—dealing largely with humble life, and well 
suited to be a gift-book for children who are not above taking a moral 
lesson in the guise of a simple story. 


Rhoda: a Tale for Girls, by E. L. Haverfield (Nelson & Sons), nar- 
rates the experiences of a family of five girla who become orphans, and 
are cast down from affluence with £8,000 a year to what seems, even to 
the author, the terrible poverty of £350, in aytiny house inla London 
suburb. It cannot be said thatthe Vinning, family, with the exception 
of the unselfish Rhoda, come ont well under the ordeal; but the story 


460 


THE EDUCATIONAL TIMES. 


[Nov. 1, 1900. 


is bright and amusing. The author has possibly held up “the faults of | humour of conception and power of line. It is a book that many a 


others” in order that her readers may “ learn to shun” them. 

The Fortunes of Peggy Treherne, by Annette Lyster (National 
Society), also deals with a reverse of fortune. But this time we have 
to do with a child of humble parentage, who spends a couple of years 


parent will buy for his child and keep for himself. 


Farry TALES. 
The Grey Fairy Book,edited by Andrew Lang (Longmans),is in no way 


in a workhouse, and becomes a maid. of-all-work in her eleventh year. | inferior to its predecessors—" The Blue,” “ The Red,” and “The Green 
She is then lifted, by a turn of Fortune’s wheel, to comfort and afflu-' Fairy Books”—which have long been deservedly popular with young and 


ence, and is not spoiled by it. 


A little Ray of Sunshine. By Jennie Chappell. 
The child who figures in this little tale is a nice and unselfish one, 
her good deeds meet with the reward they merit. The deeds, it is true, 
are not great, but the motives prompting her actions are excellent. 
There isa more strongly religious tone about this book than in some 
others we have mentioned—or, perhaps one should say, religion is a 
little more in evidence in the conversation of the characters. 


(Nelson & Sons.)— 


For THE CHILDREN. 


A very funny picture-book for the children, on an ample scale, bap- 
pily designed and cheerfully coloured, is Droll Doings, illustrated by 
Harry B. Neilson, with verses by The Cockiolly Bird (Blackie & Son). 
It is very humorous in conception and execution, and is sure to please 
its little patrons. 

From Meeers. Nelson & Sons we havea batch of brightly coloured 
picture-books, at the uniform price of 1s. The Baby’s Picture Book and 
The Baby's Picture Gallery are bcth very good for the very little ones. 
The Farmer's Friend and The Iron Horse would be more suitable for 
young boys. They are all “designed and printed in Great Britain,” 
and for those who desire to help home industries this will, no doubt, be 
greatly in their favour. 


The Tale of the Little Twin Dragons, by 8. Rosamond Praeger (Mac- 
millan), is a picture-book of another kind, and by those who like the 
grotesque and comic a fund of amusement will be found in these clever 
and original drawings. The colour-printing is very good. 


Ships and Havens. By Henry Van Dyke. (Nelson & Sons.)—A 
little book of quite a different kind from any in our present list. It is 
rather in the nature of a moral eseay or sermon, and is written simply 
and with good taste. Judging from the evident preference given to 
American writers in the numerous quotations, Mr. Van Dyke is an 
American. 


_ The Three Witches. By Mre. Molesworth. (Chambers.)—The capacity 
children seem to possess for finding out all about their neighbours’ 
business provides the groundwork for this pleasant little tale. The 
three witches are merely three people in the street about whom a little 
boy and girl weave their fancies. It is a little thin and spun out, but 
Mrs. Molesworth is an adept in the art of heaping up mystery for the 
closing chapters to clear up, and we expect many a young reader will 
enjoy unravelling the somewhat complicated relation of these “witches.” 
The illustrations by Lewis Baumer are light and pretty, but somewhat 
lacking in point and variety. 

Brownie. By Amy le Feuvre. (Hodder & Stoughton.)—A short and 
simple sketch, full of religious feeling, of two little children living in 
the country with a widowed mother, who supports them by her 
pen. There is a beautiful description of the effect of the Gospel 
story on their neighbour, a little boy who had never heard it before, 
his acquisition of a Bible forming one of the chief incidents of the 
bock. In spite of a slight tendency to morbidness, we can heartily 
recommend it for Sunday afternoon reading, and would call special 
cnt to the pretty parable of the “ Little Stupid Servant” at the 
close. 


Our Darling’s First Book. (Blackie.)—In spite of all that can be, and 
is, said for phonetics and analytical methods of learning to read, it is 
pleasant to come across a really old-fashioned A BC book, in which A 
is not ashamed to stand for Archer. This one, founded on Miss Jennett 
Humpbrey’s “Laugh and Learn,” will prove a fund of joy to little ones 
struggling with their letters and their first attempts at reading and 
writing. It is profusely illustrated, with great variety; none of the 
drawings are poor, and many of them are exceedingly clever, while all 
appeal to children by being simple and direct; the “ Apple-pie A BC” 
and the illustrations to “ The Three Bears” being specially commend- 
able. Several alphabets and spelling exercises are included, as well as 
some good old nursery rhymes and two tales. 


The Child’s Picture Grammar. By Rosamund Praeger. (George Allen.) 
— This is one of those delicious bits of nonsense and excellent fooling 
which appeal so much more to grown-up people than to children. 
Those of us who have been through the terrors of old-fashioned 
grammer lessons must bear in mind that our present rising generation 
will not understand why Bobby stamped upon bis grammar-book and 
wept over it so bitterly. It must ke borne in mind, too, that the book 
is a bit of pure fun, not intended to convey serious instruction, as the 
title might suggest; for instance, that delightful sheet-anchor of our 
youth is given: “ When a word seems to be no part of speech that you 
ever heard of, you may safely set it down as an adverb.” We can 
hardly speak too highly of the pictures; somewhat in the style of 
Caldecott, they have a character of their own, and display unusual 


old. The illustrations in “The Grey Fairy Book” are delightful; and the 
stories themselves, translated or adapted by skilled hands, are wor derfully 


and | fresh and varied. The writers have put under contribution the fairy 


stories of many lands, and the result cannot be better described than in 
the words of the preface: “ A certain number of incidents are shaken 
into many varying combinations, like the fragments of coloured glass 
in the kaleidoscope.” Into this kaleidoscope we can safely predict that 
a large number of interested eyes will look, and find fascination. 


ANNUAL VOLUMES. 


Probably no gift-book is more welcome to a boy or girl at the end of 
a year than a handsomely bound volume of a well written and illus- 
trated magazine. Certainly we cannot imagine a more comprekensive, 
diverting, and richly stored book of this kind than either the Boy’s 
Own Annual or the companion Girl's Own Annual. The former, 
which is the twenty-second annual volume of The Boy’s Own Paper, 
contains 840 pages of good adventure and other stories, with many 
illustrated articles on sports and pastimes, and pictures of those who 
have distinguished themselves in the year’s play, fine coloured plates, 
papers on scientific experiments and natural history, anecdotes, jokes, 
chess, and the like. The Girl’s Own is again an excellent volume—just 
as varied as the other, with girls’ stories, pursuits, and interests in 
place of the masculine counterparts, with puzzles and poetry, and 
perhaps a trifle more of reserve and refinement in pictures and letter- 
press. Both volumes are very acceptable. 


From the Religious Tract Society we have Journeys to Jerusalem: “A 
Sunday Afternoon Occupation for Young People, with a Key to the 
Journeys, and Instructions for their Right Performance,” by M. and I. 
Moule.— All who have to do with children on Sunday know the utility 
of anything which combines amusement with Biblical teaching. These 
Journeys will be found to combine with sufficient amusement to 
arouse and keep the children’s interest a good deal of useful Biblical 
knowledge. 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held on October 13. Present: 
Dr. Wormell, Vice-President, in the Chair; Mr. Barlet, Rev. J. O. 
Bevan, Mr. Butler, Mr. Charles, Mr. Chettle, Miss Crookshank, Mies 
Dawes, Mr. Eve, Mr. Harris, Miss Jebb, Mr. Ladell, Mr. Millar Inglis, 
Mr. Pinches, Mr. Sergeant, and Rev. T. W. Sharpe. 

The minutes of the last meeting were read and confirmed. 

It was resolved that the simplifications in Frerch syntax and 
spelling scheduled in the recent decree of the French Minister of 
Public Instruction should be tolerated in the College examinations 
in that subject, except with regard to the ordinary concords of the 
past participles of transitive and reflexive verbs, pending the ap- 
proval or otherwise by the French Academy of the alterratives allowed 
by the decree. 

The Report of the Finance Committee was adopted. 

The Report of the Examination Committee was adopted. 

Mr. G. Bowker, Waiora:gomai, Featherston, New Zealand, was elected 
a member of the College. 


The following books had been presented to the Library since the 
last meeting of the Council :— 


By the AUTHOR.— Bevan’s Religious Teaching in Secondary Schools. 

By the AGENT-GENERAL FOR NEw Sortu WaLkEs.—Ccgblan’s Wealth and 
Progress of New South Wales, 1898-9. 

By E. ARNoLD.—Arnold’s King Alfred Readers, Introductory Book: Arnold’s 
Language Lessons, Books I., II., and III.; Bell's German without Tears, Book IT. ; 
Kaiser's Exercises in German Composition; Shenstone’s Inorganic Chemistry. 

By G. BELL & Sons.— Benson's Preparatory English Grammar. 

By A. & C. Biack.—Laudate: a Hymn and Tune-Book for Schools; Lyde’s 
Qeorraphy of Asin; Varley’s Progressive Chemistry. ae 

By BLACKIE & Son.—Brockhurst’s “ Key-Word ” Tests in Composition and 
Dictation ; Laming’s Livy, Book VI.; Michell’s Mérimée’s Le Coup de Pistolet ; 
Scott's Marmion, Cantos IV. und V.; Smith's Brief Introduction to Comme 
Geography ; Winholt’s Virgil's Georgics, Book I. ; 

By HACHETTE & Co.— BRerthon’s Erckmann-Chatrian’s Histoire d'un Conscrit de 
1813, and Vocabulary to the same; Huguenet’s Decision of the Minister of Public 
Instruction and Fine Arts, simplifying the Teaching of French Syntax; Lazare’s 
Unseen Passages from Modern French Authors; Lazare and Marshall's Vade-Mecum 
of French Composition; Peschier’s Causeries Parisiennes; Sundar’s Illustrated 
German Primer ; Weiss's Selections in Prose and Verse from German Authors of the 
Day, Parts I. and II. 

y MACMILLAN & Co.—Emtage's Elementary Mechanics of Solids; Hallward 
and Hill's Lamb's Essays of Elia (Second Series) ; Nall’s Sallust's Catiline; Rowe 
and Webb’s Tennyson's Lotos-Eaters, &c. 

Calendars of Royal Holloway College, King’s College, London; and Queen’s 
College, Cork. 


Nov. 1, 1900. | 


THE EDUCATIONAL TIMES. 


0 a 


MATHEMATICS. 


Further Note on Quests. 14620 and 14670 (triangle isosceles if bisectors of 
base angles equal), 


Dr. J. S. Mackay observes: “A direct proof of this Question, by 
F. G. Hesse, will be found in the London, Edinburgh, and Dublin Philo- 
sophical Magazine (Fourth Series), Vol. xLVII., pp. 354-7 (1874), and 
another by MosssxvGcER in Grunert’s Archiv, Vol. 1v., pp. 330-1, 1844. 

“The Question seems to have been proposed for the first time by Prof. 
Leumus, of Berlin, to Jacon Sreinek in the year 1840. A proof, with 
extensions of the Question, was given by STEINER in CrELLE’s Journal, 
Vol. xxvitt., p. 375-379, and many other proofs will be found scattered 
through the volumes of GRuNERT’s Archiv. See, for example, Vols. XI., 
XIIL, XV., XVI., XVIII., XX., XLI., XLII., &c. The proof given in Top- 
HUNTER’S Euclid is STEINBR’8S.” 

Mr. R. Cuaxtnes sends the following furtber direct proof, which seems 
quite satisfactory :—Place the triangle AEC in the position A,BD; then 
a circle will circumscribe BDAA,, and the bisectors of BAD, BA,D will 


A 
C 


meet at G, the middle of the arc BGD, by a well known rider. Since 
x = y = $A + ọ, and therefore = GAA,, therefore a circle circumscribes 
F'FAA,; and, since the chords of it FA, F’A, are identical, therefore 
(Euc. ur. 14) GA = GA,, or ¢+4A = 0+4A; therefore 0 = ¢, or ABC is 
isosceles. 

Cor. I.—If the external bisectors be equal, the triangle will be 
isosceles, pace Mr. GREENSTREET (86e p. 422 in Ed. Times). 

Cor. 1I.—If the base angles be divided in a given ratio, then, if the 
dividing lines terminated by the opposite sides be equal and intersect on 
the bisector of the vertical angle, the triangle will be isosceles. 


Mr. Tvcxer sends the following :—The 
can be drawn only one other line = PLA’ 
(= PKA); hence there can be only fwo con- 

14541. (Joun C. Mater, F.R.S.)-—If the roots zi, 22, 23, Za Zs, Zes 
Zy, Za of the equation 18— p,27 + paz — pat + pet — pst? + pot? — prx + py = 0 
(a) prove Py = Vps (pPa—$ Pi Pott); 

(Qa 177 — 2ps V ps + 2p, Pa)? = (Q? — 4Q,) (P7 — iPsQe), 


above Question reduces to this : Construct a A A 
triangle on a given base, with a given vertical / 
a and given bisector of that angle. Let 

BC be the base; onit describe a segment con- 

taining the given angle, and let P be the 

mid-point of the arc remote from A. PKA 

is drawn so that AK = given bisector of B“ À Wa 
gruent triangles, fulfilling the data of the P 

are connected by the relations 

where Q; = pP9—} p°, Q = M— Pi Pr (2 Pg) — 2 Pe, Qe = pe— QA, VPs: 


angle. Now, by Euclid 11., from P there Sy 
problem ; hence, &c. 

Zit 3g t Ty +74 = Ts + Te +T] +g and LaLol3ty = Lgl 6XrXgy 
(b) solve the equation. 


Solution by the Proposer and H. W. CugseL, M.A. 
We have 22, = Zr; = 4p, 5 2X Xq%slq = TgleT;Ta = V Py. 
Let now 22%, = t, ZTT = Ug, EX Xql3 = Vi, Es XoX7 = Vg, 


From (6) and (2) we find 
Py = V Pa {p:- 47) Pet tp}, 
one of the required conditions. We bave from (3) and (6) 
Ut, = Q, COO e eer ace ceerevncevesss:seeseee 
Hence, from (1) and (7), 
2u, = Qz + /(Q,?—4Q,), 
and from (5) and (6) 
20, = pr/ VPs + V (pripa—4Qe), 20: = pz] pa— V(P7"/Pa— 4Qe), 
Substituting in (4) for ti, tís, vi, vo, and rationalizing, we find the 
second required condition and the roots of the given equation are the 
roots of the quartics 


2z4— pT? + {Qi + V(Q—4Q,)} 2? {P7/ VPs + Vipi ps- 4R} 2+ 2 ps 
= 0. 


2u = Q2— /(Q.?-4Q,) ; 


adewe 


14538. (SaLuTATION.)—Arrange in one plane two triangles of given 
dimensions in such manner that two specified vertices may coincide, and 
the other four be concyclic. 


Solution by the Proposer and H. W. Cursgr, M.A., jointly. 


Analysis.—Let ABC, ADE (Fig. 1) be two triangles fulfilling the 
conditions, A being the common vertex, and B, C, D, E being on the 


Fig. 2. 


circumference of a single circle, of centre O. Let BC = 2a,, DE = 2a,; 


FH = h, GI = hy; =d; IA = d3; OF =27,, OG = z} Then we 

clearly have Hy2 + Gy? me TF tg? 00... ccc ccc cnccneeenec ones (a), 

and (ay — Ay)? +d? = (z3 ha) tdp nesese. (8)- 
(The rest in Volume.) 


14543, (Professor Mortxy.)—The greatest number of regions into 
which n spheres can divide space is 2n + 4n (n—1)(n—2). 


Solution by H. W. Cursgr, M.A. 


The corresponding theorem for space of m dimensions is easily proved. 

If in space of m dimensions we call the hypersphere of highest possible 
dimensions a sphere, and a space of (m—1) dimensions a plane, the 
theorem may be stated: The greatest number of regions into which n 
spheres can divide a space of m dimensions is 


{2 (n—1)(n—2) ... (n—m)}/m! 
+2 [1 +(n—1) + {(n—1)(n—2)}/2! 4 -to m terms | = 20min t Um,» 


(using the notation of Quest. 13395, Vol. LXVIII., p. 39). 

The greatest number of regions into which m planes can divide space 
of m dimensions is shown in Quest. 13395 to be €m, n + tim, n; if we invert 
with respect to a point in none of the planes, we see that the same is true 
of n spheres passing through a point. But the number of regions that 
are made to vanish by making the n spheres pass through a point is 
easily seen to be tm,» ; therefore the greatest number of regions 


= 20m, n + lim, ne 
If we put m = 3, we get the result stated in the Question. 


14547. Professor LaxeHnorne Orcuarp, M.A., B.Sc.)— Show that, 
if n be any positive integer greater than unity, 
13+ 25+ 354 43+... + n3— (15425435445. n5) 4 
(LE2+43444...4)9— (15 + 25 4 354 454... +5) ` 


and we find Hite Oe ETE (1), | Solution by H. W. Curnssr, M.A.; Lt.-Col. ALLAN CunninenaN, R.E. 
$p, (ty + lq) +0, tt = Ps; and many others, 
therefore Oy + Vy = py— HD PoARMS ...ccceccceceseseeveweee (2) „=n 
>| Hf & = ZN, h=’, and æ 4 (22+ 20 —1) 85, 
Utia + hp, (0, +03) +27 Pa = Pa YQ tt, = pe— pi VPs ... (3, 4), a PAn ss = 4 (2n sa 
(i) + thn) V pg + Vig = pe; therefore viry = Qe ......... (5) ; tharetore boh a 4 (2n? + 2n—1)—1 YG 
(vi + r3) Pg = Py cevesuooosocosesoocossooesooo ° (6). &—2,3 (2n? + 2n—1)—4n (n+ 1) 


462 


THE EDUCATIONAL TIMES. 


[ Nov. 1, 1900. 


14546. 


(Professor Nrtnexc.) — Si les angles des triangles ABC, 


A’B’C’ vérifient les égalités A+ A’ = x, B = B’, les côtés sont liés par 


la relation aa’ = bb’ + cec. 


Solution by R. P. Paranspys. B.A.; Professor Ianacto Beyens, Lt.-Col. 


du Génie a Cadix; and many others. 


With centre C describe a circle, 
radius CA, cutting AB in D. as 

Then, obviously, DBC is similar to 
the triangle A’B’C’ of the enunciation. 

Since the relation to be proved is 
homogeneovy in a, b, ¢ as well as 
a’, b', c’, we may prove 

BC? = AC*+BA.BD, 

which is a well-known proposition. B ` C 
(see Caszy’s Seguel). k 

Hence the required relation. } 


=e. 
~ 


14536. (I. rues FS any triangle the radius of the circumscribed 
circle is to the radius of the circle which is the locus of the vertex, when 


the base and the ratio of the sides are given, as the difference of the | — - 


squares of those sides is to four times the area. 


Solution by F. H. Peacug.yi, B.A.; Ragunatu Rav, B.A.; and 
W. J. Gnreenetreet, M.A. 


The locus of vertex, when the B 
ratio of the sides is given, is the N 
semicircle on DF, where D, F divide 
AC internally and externally in 
ratio of the sides. Tnerefore 
CD:DA =a: ce, 
CD: AC =a:e+a; 
therefore CD = ab/(e+a), and similarly CF = ad/(c—a); therefore 


radius of locus = abe/(e?— a’). 
Radius of locus : circum-radius = abe/(c?—a?) : abe/4A = 4A : e—a. 


-OT 


14467. (G. H. Harpy, B.A.)—Prove that 


o 
|__{9 -a-e (@-2)} de = (b-a) {9 ()—9(- =}, 
provided each side of the equation represents a determinate quantity. 


Deduce the values of 


ax 


a dz 
ie cosh (x — a) cosh (z — b)’ 


P —— 
B sinh (z—a) sinh (z — b) 
Solution by the Propossr. 


[7 _ {$ (@-a) -o (r—8)} dz = lim f" 


= [fi ema 90] 
-ja [Tota gen oto ae] 


= (b—a) {¢(0)—¢(—2)}, 
a both sides of the equation be determinate. 


If $ (u) = tanh té, 
sinh (6—a 
BAS A eal (ea) eo oY" 
and = on 


L cosh (x—a) cosh (z—6) sinh (b— a) 

If (u) = coth u, we find 

P f TOPE. E EE e E 
-» Binh (z—a) sinh (z —b) sinh (ò =a) 


It is easy to see that the proof remains valid, although in the latter case 
mly the principal value of the integral is determinate. 


Note on Quest. 6144 (Reprint, Vol. rxxur., p. 113). By Rev. CHARLES 
Tartor, D.I)., Master of St. John's College, Cambridge. 


For ‘‘circumecribed ’’ read ‘‘circum-inecribed.’”? This term is used 
in the Ancient and Modern Geometry of Conics (pp. 139, 140) in the sense 
sircumseribed to one curve and inscribed to another. 


14312. (Professor N. L. Buatracnanyya.)—A parabola slides be- 
tween the two foci of an ellipse, such that the focus of the parabola 
always lies on the ellipse. Find the envelope of (1) the directrix, (2) the 
axis, of the parabola. 


concyclic, for 
FPH = 180°—FPK 


therefore 
through H. 


from the theorem for the circle by conical projection. 


Solution by A. F. VAN ber Heynen, B.A.; H. W. Cunsex, M.A. ; 
and Rev. J. CULLEN. 


Let SL, S’L’, CH’ be perpendiculars to the directrix of the parabola, 
in any position, from the foci and centre of the ellipse. Then 
SL+8’L’ = 2CH’. 
But SL+S8’L’ = SH +8’H [if H ie the focus of the parabola] = 204 ; 
therefore CH’ = CA; 


therefore the envelope of the directrix is the auxiliary circle of the 


(1). 


ellipse 


SCP eG SHH RH a HHH HE HSHHEHRH EHH HHH HEEHHEHHHHHE SCR HH HH HEHEHE H SS HEHEHE HEHHHEOHEHS EHH ESOS E OS OEBREDRS 


Let H, H’ be corresponding points; HT, H’T tangents. Then 
SH: SH =ST:ST = SL: SI’. 
[The rest in Vol.] 


Euclidean Proof of Pascar’s Theorem. By R. F. Davis, M.A. 
Let ABCDEF be a cyclic hexagon. Produce AB, DE to meet in G, 


and AF, CD in K. Let BC and the circumcircle of DFK intersect GK 


in H, P iaaa 


Then (1) P, D, B,G are 
cencyclic, for 
180°—DPG 
= DPK = DFK 
= 180°—DFA 
= DBG. 


Also (2) P, F, B, H are 


= FDK = FBC 
= 180°—FBH. 
From (2 
BFH = BPH 
= BPG 
= BDE 
from (1) = 180°—BFE; 
EF passes / 


conic is derived 
The above proof 
is strictly Euclidean: it neither involves anharmonic ratios (CasEY’s 
Sequel, Nixon's Geometry Revised, &c.) nor MENELavs’ Transversal Theorem, 
which is employed by CaTaLan. ] 


[In most geometrical conics Pascat’s theorem for the 


QUESTIONS FOR SOLUTION. 


14704. (Professor G. B. Maruews, F.R.S.)—If z, y independently 
assume the values 0, +1, +2, +3, &c., prove that 
geta /(4+242) f dz 
x o “(1—24) 
ero asa NeusBero.) — Etant donné un triangle ABC, 
appelons a’, 6’, ¢ les distances B’C’, C'A’, A'B’ des projections A’, P’, C 
d'un point M sur les côtés BC, CA, AB. Trouver le lieu des points M 
lorsque a’, b’, c’ vérifient la relation donnée ka’? + 1b? 4+ nc? = p. Trouver 
également le lieu décrit par le centre de gravité du triangle A’B’C’. 


14706. (Professor E. J. Naxson.)—The sides of two triangles touch 
the parabola //r = 1+cos@ at the points whose vectorial angles are 
2a, 2B, 2y; 2a’, 28’, 2y’. Show that their vertices lie on the conic 


sin (a’ + B + y’—a—B—y) {l/r — cos 0}? 
— {ein (8' +y’ —B— y) cos (@—a—a’) +... +...} {ijr—cos 6} 
+ sin (a'— a) cos (@—B—f’) cos (@—y— 7) +... +. 
+ sin (a’—a) sin (6’— B) sin (y —y) = 0. 
14707, (Professor Jan pg Vures.)—Solvesthe equation 
z (d%/dx%) — a (0%2/dy?)' =\2 (02/82). 


147085. 


Nov. 1, 1900.1] 


14708. (J. A. Tuirv, M.A., D.Sc.)—P is any point on the circum- 
circle of a triangle ABC, of which H is the orthocentre. Q is the image 
of P with respect to BC. The perpendicular to QH at Q meets BC in 
a ay perpendicular to QH from A meets BC in Y. Show that 
BX = ‘ 


14709. (Professor Cocsez.) — Construire un triangle, connaissant 
langle A, le rayon r du cercle inscrit et le produit AB. AC = K?. 


14710. (Professor N. Buarracuaryya.)—From the centre of curva- 
ture at any point on the ellipse (z?/a?) +(y?/b?) = 1 two other normals 
are drawn. Show tbat the envelope of the line joining their feet is the 


curve (r/a)#+(y/d)t = 1. 
14711. (Professor Umes Cuanpra Guosu.)—Show that in areal 
coordinates | 
a cos A sin (B—C) + 8 cos B sin (C—A) + y cosC sin(A—B) = 0 
is the equation of the line passing through the centres of the polar circle, 
nine-point circle, and circumcircle of a triangle ABC and its centroid. 


14712. (Professor K. J. SansAna, M.A.)—If the centre of a conic 
circumscribed to the triangle of reference be at the point (fgh), prove that 
its equation is 3f(sg+ch—af)+a=0. Hence or otherwise show that 
one point of intersection of the conics Py/a+-ya/b+aB/e = A*/abe and 
a?a? + 5262 + y? = 2A? lies on the line 

aj {sin (B —C)} + B/ {sin (C— A)} + y/{sin (A—B)} = 0. 


14713. (Prince C. pz Porrenac.)—If 4, 4, are the smallest integer 
solutions of the PEeLLIAN equation ¢?—Ds? = 1 (Da positive integer, not 
a square), ĉn, %, any other two solutions, show that there exists a linear 
substitution z, = (Qiz + S,`/(P\r+ R,) such that, if we write its nth 
power as x, = (Q,7+5,)/(P,.z+Rn), Qn and P,/t, will give the solutions 
tn, tn Of the above equation. 


14714. (D. Bıppre.)—S is the sum of 22+1 consecutive integers, 
the first of which isa. Prove that S—a and 2(S+n)+1 havea factor 
in common, and give its value. 


14715. (R. Tucker, M.A.)—The sides of a triangle are produced 
to A’, B’, C’ respectively, so that CA’ =n.BC, AB’ =n.CA, 
BC’ =».AB. Prove that ABC, A’B’C’ have the same Brocarp angle 
and are concentroidal. 


14716. (W. H. BrLyrur, M.A.)—Let a parabola be described with 
focus S and directrix XX’, and let a point Y be taken on the tangent at 
the vertex A. Take also a fixed bate C on the axis of the parabola. 
Describe a circle with centre Y and distance YO to cut the focal chord 
YS, produced both ways, in P and P’. Let the second tangent from Y 
to the parabola meet it in Q. 

Considering Y as a variable point, it will be found that P and P’ trace 
out a circular cubic curve, The curve consists of two parts—an oval 
passing through S, and an infinite branch to which the directrix is an 
asymptote. The normals at P and P’ intersect at Q, and SP . SP is 
constant; so that the oval and infinite branch reciprocate one into the 
other. 

Prove, geometrically, (1) that the fourth proportional to SQ, SP, SP” is 
also the harmonic mean between the subtangents of the cubic at the 
points P and P’ 

(2) SN . SN’ : SP . SP’ = SA: SQ where PN, P/N’ are perpendiculars 
to the axis. 

(3) If the normal at P cuts the axis in G, then 

SG : SA = SP.SP’ : SN%. 

(4) Can any simple relations be found between SP, SP’ and the focal 
chord of the circle of curvature at P ? 

(5) Is there any simple method of finding the points of inflexion ? 

(6) If P, P’ be the extremities of the focal chord PSP’ and PN, P’N’ be 
perpendicular to the axis, and the normal at P meet the axis in G, then, 
if PG2: PN? = 2SG : SN’, P is a point of inflexion. 

(7) If SN’ = SQ, the tangent at P is parallel to the axis. 

(8) Let the tangent at P meet the curve again in T and the asymptote 
in E, and let SD be perpendicular to PT. Let the normal at P meet the 
axis in G, and let PT meet the parallel to the asymptote through S 
in Z. Let TQ, perpendicular to the axis, meet the curve again in Q, and 
let QP meet the curve again in R. Prove that 2DP = TE; that the 
circle of curvature at P passes through R; and that a parallel to TG 
through Z meets PG in the centre of the circle of curvature at P. 

[Norz.— The third problem may be stated thus:—SG varies inversely 
as the square on SN’. | 

14717. (R. F. Davis, M.A.)—If the numbers of the form 7m, 7m +1, 
...» 146 denote Sunday, Monday, ..., Saturday respectively, prove that 
January Ist in the year 1801+ z falls upon the {z+ 4 +(z/4]—[2/100]}th 
day of the week, where [2/4] is the integral part of z/4. 


14718. (Rev. Prebendary Wxrrworrn, M.A.)—A. has £m and B. 
has £». They play for pound points until one of them has lost all his 
money. If a and 8 be the respective chances that A. and B. win any 
point, the expectation of the number of points played will be 


{na” (a —p™) —mp” (a"— B")}/{ (a— B) (a”*"—B™*")}. 


THE EDUCATIONAL TIMES. 


463 


(G. H. Harpy, B.A.)—Prove that 


” dz 
——~ ~ (u> -l 
| 1 +z” (sin z)” g ) 
is convergent if »>(p+1)(u+1); and obtain precise criteria for con- 
vergence or divergence in the cases p = 0, 1, 2. 

14720, (R. P. Paransryz, B.A.)—Without using any properties of 
projection, anharmonic ratios, poles and polars, &c., prove the funda- 
mental property of the Fu&cigr-point: Chords of a conic subtending a 
right angle at a fixed point P on it pa:3 through a definite point on the 
normal] at P. 

14721, (H. MacCoLL, B.A.)—Two equal intersecting circles X and 
Y touch a given circle A internally so that the area common to X and Y 
is always equal to the area (in A) excluded from X and Y. Construct 
the circle which is the locus of the centres of X and Y. 


14722. (Lt.-Col. ALLAN Cunnincuam, R.E.)—Solve in integers in a 
general manner, with numerical examples— 


14719. 


N, Ng. Ns... Noren z Na 
N,.N,.N,... Na No’ 


where N, =z% + 4yr. 


14723. (Rev. J. CurLex.)—If the triangles homotbetic with the 
DEF triangles of a Tuckger-circle T, (Q and 0’ being the homothetic 
centres) have a common B.-circle, show that (1) this circle cuts the 
B.-circle of ABC at an angle 0 and passes through ^ and N’; (2) points in 
the homothetic triangles corresponding to a point P on the B.-circle of 
ABC are the intersections of PN and PQ’ with the common B.-circle ; 
(3) if the homothetic triangles of T, have a common T,-circle (u being 
the modulus of similarity with reference to DEF), then for the same 
value of u the triangles of T, have a common T,-circle. 

14724. (R. T. Murmugap.)—Through a given point E draw a line 
QEP meeting AB produced in Q and BC produced in P so that BQ = CP, 
A, B, C being given points. 

14725. (Rosext W. D. Curistre.)—Prove the following theorems 
on circulators. P = any prime baving an even period; H, = the number 
formed by the figures of the first half; H, = the number formed by the 
figures of the second half. Then 

P—1 = (H,+1)/((Hi+1), H,(P—1) = (P—2)10'?+H, (1, 2) 

(H, + 1)/(H, +1) = (10'?—H,)/(10'"—H.,), 1047, = 0 mod P (3, 4) 


H,+H,+2 =0modP = 10?” +1, (H, +H; + 2)/(H;—H,) = p/(p—2) (5,6) 


PHa 109? 21 nrnna (7) 
and various others by combination. 
Example of (1)— P=7, } = 142857; 
therefore 7—1 = (857 + 1)/(142 +1) = 6. 
14726, (R. CmarTRES.)—If the perimeter of a variable triangle ABC 


be constant, find the mean value of the maximum value of the minimum 
X (FA), F being Fermat’s poiut. 

14727. (H. A. Wess.)—If a cubic surface and a quadric surface 
intersect in three conics, the three straight lines in which the planes of 
the conics cut the cubic again lie in a plane. In general, if a surface 
of the nth degree intersect a surface of the pth degree (n >p) in » plane 
curves of the pth degree, the » plane curves of the (n—p)th degree in 
which the planes cut the given surface of the nth degree again lie on a 
surface of the (n—y)th degree. 

14728, (R. Knowres.)—PC is the chord of curvature at the point P 
of a rectangular hyperbola; O is the mid-point of PC; the diameter of 
the hyperbola through O meets the circle on PC as diameter in T, T’; 
tangents to the circle at TT’ meet the hyperbola in XX’, YY’ respectively ; 
M, M’ are their mid-points. Prove that (1) TP. TP and OM, OM’ are 
parallel to the asymptotes; (2) the poles of XX’, YY’ with respect to the 
hyperbola are on the diameter of the hyperbola through P. 

14729. (V. Danre..)—If the focus of the parabola y? = 4az is the 
symmedian point of the triangle formed by a pair of tangents and their 
chord of contact, show that the locus of the pole of the chord is the para- 
bola y*+2a(z+3a) = 0; the locus of the centre of gravity of the 
triangle is y?—2a(z—a)=0; and the envelope of the chord is 
y? + 8a(x—3a) = 0. 

14730. (Professor Franz Rocg..)—Prove that 


(a) Ca) B= (%37) B, + enw B- +... 


eet (—1)"t! ony Ban = 2 5 


(8) er) B- ("S 3) B,+ (3°) Daty 


+ (=1)" a) TEE E 


(e) aap B,- ("5") B+ ("3") B,- +.. 
we + (—1)" feo) Bo, .1 =n +3; 
n integer, B,, Bs, Bs, ... Bernoullian numbers. 


464 


THE EDUCATIONAL TIMES. 


(Nov. 1, 1900. 


14731. (I. Arno.tp.)—-ABCD is a square whose base AB is 12 inches. 
Four forces, proportional to 8, 10, 12, 16, act in the plane of the square at 
the angular points A, B, C, D, making with the direction AB the angles 
30°, 45°, 60°, and 150° respectively. Required the magnitude and direc- 
tion of a force which, acting on AB, shall keep the square in equilibrium. 


14732. (W. J. Jounston.)—If a rigid body rotates round an axis, 
through the origin whose direction cosines are /, m, n, through an angle 
¢, prove that the new coordinates of the point originally at (x, y, 2) are 

X = z coso +l (lx + my + nz)(1—cos p) + (mz—ny) sin ¢, 
X ee as 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6721. (J. Younc, B.A.) —Through a point in the base of a triangle 
produced, draw a straight line cutting the sides so that the rectangle 
contained by the segment of one side towards the base and the segment 
of the other towards the vertex of the triangle shall be a maximum. 


6723. (C. Leupesporr, M.A.)—A pair of tangents to a given conic 
form an harmonic pencil with two straight lines whose directions are 
given and which include a right angle. Show that the locus of the point 
of intersection of the tangents is a rectangular hyperbola, except in the 
case where the given conic is a parabola, when the locus is a straight line. 


6724. (E. B. ELLioTT, M.A.)—If a, ay, .. 
{2r+1)th root of unity, and if 


s ây be the 2r imaginary 


E aS a ee 

paisa sony 
(a; —a;) (@;— 43)... (@;— azr) (@g— 4) (a3— az) ... (43 = Mgr) 

prove that ¢, = 2 {cocon—eitin-1 +n- + (—1)" en}, 


n being any positive integer. 


6726. (J. Hammonp, M.A.)—If 
2 3 4 
serie EO? ERs te 


prove that ga Fir) sin re [e ( o y dx. 
T 0 l-z 


6727. (W. H. Brytuez, B.A.)—If a conic with centre O be self- 
conjugate to the triangle ABC, and if OA’, OB’, OC’ be perpendicular to 
the sides, then, if R = radius of circle circumscribing ABC, A = area of 
ABC, 4’ of A’B’C’, prove that 4R?/A = r?/a’. 


NOTICE TO CORRESPONDENTS. 
It is requested that all Mathematical communications should be 
sent to D. Bippur, Esq., Charlton Lodge, Kingston-on-Thames. 


ee ee 


THE LONDON MATHEMATICAL SOCIETY. 

The Annual General Meeting of the Society will be held in its rooms 
at 22 Albemarle Street, on the evening of Thursday, November 8, at 
5.30 o'clock. 

The following is the list of members who have been recommended 
by the present Council for election as the Council and officers for the 
ensuing session: — President, Dr. Hobson, F.R.S.; Vice-Presidents, 
Lord Kelvin, G.C.V.O., Prof. W. Burnside, F.R.S.. and Major Mac- 
Mahon, R.A., F.R.S.; Treasurer, Dr. J. Larmor, F.R.S.; Hon. Secs., 
R. Tucker, M.A., and Prof. A. E. H. Love, F.R.8.; other members, 
J. E. Campbell, M.A., Lieut.-Col. Cunningham, R.E., Prof. Elliott, 
F.R.S., Dr. Glaisher, F.R.S., Prof. M. J. M. Hill, F.R.S., A. B. Kempe, 
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Bernoullian Functions for a Prime Modulus, including as special 
cases the Residues of the Eulerian Numbers and the J-numbera.” 


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are issued in prettily-designed cloth covers, at a uniform price of ls. 6d. per volume. 


‘University Local and College of Preceptors’ Examinations. 
AS YOU LIKE IT (November 15). 


Each volume will be provided with a brief introduction 


The Plays 
The Series is adapted for the 


The first volumes are— 


JULIUS CÆSAR (In December). 


Lonpon: BLACKIE & SON, Limitep, 50 Op ;Baizey, 


466 THE EDUCATIONAL TIMES. 


[Nov. 1, 1900. 


BLACKIE & SON’S NEW ILLUSTRATED BOOKS 


FOR SCHOOL PRIZES, REWARDS, &c. 


By G. A. HENTY. 


With Buller in Natal; or, A Born Leader. Out with Garibaldi: A Story of the Liber- 
With 10 Page Illustrations by W. Rainey, R.I., ation of Italy. With 8 Page Illustrations by 
anda Map. 6s. W. RAINEY, R.I., and 2 Maps. 5s. 

In the Irish Brigade: A Tale of War in |For Name and Pame; or, To Cabul with 
Planders and Spain. With 12 lnstrations | Roberts. With 8 Page Illustrations by GORDON 
by CHARLES M. SHELDON, and 2 Maps. 6s. BROWNE. New Edition. 5s, 


Mr. HENTY’S PREVIOUS BOOKS. 
Price 6s. each. | 


By Pike and Dyke. 

The Lion of St. Mark.} | 

Captain Bayley’s Heir. | 
| 
| 
| 


Price 5s. each. 


Through Russian Snows. 

In the Heart of the Rockies. 

A Jacobite Exile. 

Condemned as a Nihilist. 

Held Fast for England. 

Maori and Settler. 

One of the 28th. 

In the Reiga of Terror. 

Orange and Green. 

Bravest of the Brave. 

A Pinal ey roca 

The Cat of Bubastes 

HH on and the Raven. 
orge for England. 

By Sheer Pluck. 


Price 6g. each. 


Won by the Sword. 

A Roving Commission. 

Under Wellington’s Command. 
Both Sides the Border. 

With Frederick the Great. 
With Moore at Corunna. 

At Agincourt. 

With Cochrane the Dauntless. 
A Enight of the White Cross. 
The Tiger of Mysore. 

Wulf the Saxon. 

St. Bartholomew’s Eve. 
Through the Sikh War. 

Beric the Briton. 

In Greek Waters. 


Bonnie Prince Charlie. 
For the Temple. 

The Young Carthaginian. 
With Wolfe in Canada. 
When London Burned. 
The Lion of the North. 
With Clive in India. 
In Freedom’s Cause. 
Through the Fray. 
Under Drake’s Flag. 
True to the Old Flag. 


Price Ss. each. 


The Dash for heron Ho i Facing Death. 
Redskin and Cowboy. o Surrender. i 
By Right of Conquest. At Aboukir and Acre. Price 3s. 6d. each. 


The Young Oolonists. 


land’s Aid. 
A Chapter of Adventures. 


l 
A March on London. | 
e in Virginia. i 


By En 
ith On the Irrawaddy. 
By Katharine Tynan. By Alice Stronach. 


Three Fair Maids; or, The Burkes of A Newnham Friendship. With 6 Page 
Derrymore. With 12 Page Illustrations by G. Illustrations by HAROLD CopPING. 3s. 6d. 
DEMAIN HaMMOND, R.I. 6s. 


By Rosa Mulholland (Lady Gilbert). 
Cynthia’s Bonnet Shop. With 8 Page Illus. 
trations by G. DEMAIN HAMMOND, R.I. 5s. 

By Captain F. 8. Brereton. 


With Rifle and Bayonet: A Story of the 
Poer wee With 8 Illustrations by WAL 
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By Gordon Stables. 


In Far Bolivia: A Story of a Strange 
Wild Land. With6 Illustrations by J. FINNE- 
MORE, R.I. 3s. 6d. 


By Léon Golschmann. 


Boy Crusoes: A Story of the Siberian 
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By Captain F. 8. Brereton. 


By Meredith Fletcher. 

In the King’s Service: A Tale of Crom- 
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Illustrations by STANLEY L. Woop. 5s. With 6 Illustrations by SYDNEY COWELL. 3s. 6d 


New Book by Judge Parry, Illustrated by Walter Crane. 

THE STORY OF DON QUIXOTE. Retold by His Honour Judge Parry. Illustrated 
by WALTER CRANE. With 11 Coloured Full-Page Plie, 19 Half-Puge Plates, a Title-Page, and Cover. 
Royal 8vo, cloth. 6s. 

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NEW BOOKS OF THB mame es SERIES. 


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By Jane H. Spettigue. By W. O'Byrne. 
A Trek and a Laager: A Borderland ter J and Vikings: Stories of Irish 
Story. With 4 Illustrations by PAUL Harpy. History. With 6 Page Illustrations. 
By Edith King Hall, | By Michael Macmillan. 


Adventures in Toyland. Profusely Illus- ; Tales of Indian Chivalry. With 6 Page 
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e a e aaue eS a a a 


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FENN. New Edition. 

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Jones the Mysterious. 


WARDES. 
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By CuarRbes Ep- 


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By Ggorer Mac- 


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A ed in Cloudland. By Henry FRITH. 
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New Edition. 


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Do Your Duty. By G. A. Henry. New 
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Three Troublesome Monkeys. By A. B.. 


ROMNEY. 
That Boy Jim. By Mrs. Henry CLABEE. 


The Adventures of Carlo. By KATHARINE 
TYNAN. 


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The Little Red Purse. By Jennie CHAPPELL. 


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Bravest of All. By MABEL MACKNESS. 
Winnie’s White Frock. By JENNIE 


CHAPPELL. 
Lost Toby. By M. 8. Haycrarr. 
A Boy Cousin. By GeRaLpInk MOCKLRR. 


Travels of Fuss and Buss. By GERALDINE 
MOCKLER. 


Teddy's Adventures. 


CLARKE. 


By Mrs. HENRY 


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LONDON : 


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THE 


EDUCATIONAL TIMES, 


AND 


Journal of the College of Preceptors. 


Vol. LIII.] New Series, No. 476. 


‘DECEMBER 1, 1900. 


Price to Non-Members, 6l. 
By Post, 7d. 


OLLEGE OF PRECEPTORS.— 
EXAMINATIONS FOR 1900. 


1. DIPLOMAS.—The next Examination of Teachers 
for the Diplomas of the eae will commence on the 
lst of January, 1901.—At the Midsummer Examination, 

rsons who have previously passed in Theory and 

tice of Education at the Diploma Examination may 
pe czamineg practically for Certificates of Ability to 

‘each. 


2, CERTIFICATE EXAMINATIONS.—The Christ- 
mas Examination for Certificates will commence on the 
4th of December, 1900. 


3. JUNIOR FORMS EXAMINATIONS. — The 
Christmas Examination will commence on the 4th of 
December, 1900. 


4. PROFESSIONAL PRELIMINARY EXAMINA- 
TIONS.—These Examinations are held in March and 
September. The next Examination will commence on 
the 5th of March, 1901. 


6. INSPECTION AND EXAMINATION OF 


SCHOOLS.—Visiting Examiners are appointed by the 
Coll for the Inspection and Examination of Public 
and Private Schools, a 

PRIZES. 


Diploma Examination.—The following Prizes will be 
offered for competition :—Theory and Practice of Edu- 
cation, £10; Classics (Greek and Latin). £5; Mathe- 
matics, £5; Natural Science, £5. The Doreck Scholar- 
ship of £20 will be awarded on the results of the Christ- 
mas Examination. 


Certificate Eramination.—The “ Isbister Prize” will 
be awarded to the Candidate who stands First, and the 
“ Pinches Memorial Prize” to the Candidate who stands 
Second, in General Proficiency. Prizes will also be 
awarded to the Third and Fourth in General Pro- 
ficiency, and to the First and Second in the following 
subjects :—Classics, Mathematics, Modern guages, 
Natural Sciences, sit dit Subjects. The“ Taylor-Jones 
Memonal Prize” will be awarded to the best Candidate 
in Scripture History. Two Medals will be awarded to 
the best Candidates in Shorthand. 


The Regulations for the above Examinations can be 
obtained on application to the Secretary at the College, 
Bloomsbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


RELIMINARY EXAMINATION of 
MEDICAL STUDENTS.—The COLLEGE of 
PRECEPTORS will hold an Examination for Certi- 
ficates recognized by the Education Department, the 
Incorporated Law Society, the General Medical Council, 
the Royal College of Veterinary Surgeons, the Pharma- 
ceutical Society of Great Britain, and other bodies, on 
the 5th, 6th, and 7th of March, 1901. 


The Examination will take place in London, and at 


the following Local Centres :—Birmingham, Bristol, 
Leeds, Liverpool. 
Examination Fee, 25s. 
ions and Entry Forms may be obtained on 


plication to the Secretary of the College of Preceptors, 
msbury Square, W.C. 


C. R. HODGSON, B.A., Secretary. 


ee ——e Boks oe es 


OLLEGE OF PRECEPTORS.— 


EXTRACT FROM THE By-Laws. 


Section II., clause 5.—‘‘ The Council may grant the 
privileges of Membership, without payment, to holders 
of Diplomas of the College, as long as such persons are 
engaged in teaching in Secondary Schools.’ 


Holders of the College Diplomas who are not 
Members of the College are requested to send their 
Addresses to the Secretary of the College, Bloomsbury 


Square, W.C. 
CG R. HODGSON, B.A., Secretary. 


— 


' successes every year. 


OLLEGE OF PRECEPTORS.— 


CERTIFICATE EXAMINATION, 
DECEMBER, 1900. 

Notice is hereby given that at the above Examination 
the following additional (alternative) subjects will be 
set :—Latin, Class I., Cesar, Gallic War, Book VI., 
Virgil, .Eneid, Book u.; Scripture, Classes I. and Il., 
the First Book of Samuel. 

C. R. HODGSON, B.A., Secretary. 


INTER MEETING FOR 
TEACHERS (JANUARY, 1901). 
Conducted by the 


COLLEGE OF PRECEPTORS. 
(Bloomsbury Square, London, W.C.) 


The Third Winter Meeting for Teachers will take place 
at the College of Preceptors in the first fortnight in 
January, 1901. 

The Meeting will extend over two weeks, and the 
bi bh peat as will include Lectures on general principles 
of education and on methods of teaching various school 
subjects, with exhibits of apparatus, and visits to edu- 
cational institutions in London. 

The Fee for the whole Meeting is 15s. 

Tickets may be obtained from the Secretary of the 
College of Preceptors, and should be applied for on or 
before December 22. 

Tickets (not transferable) will also be issued AT HALF 
FEES (#.e., 7s. 6d. for the whole Meeting) to members of 
the following Teachers’ Societies :— The Teachers’ Guild 
(Central Guild and Branches), The Birmingham Teach- 
ers’ Association, The Liverpool Teachers’ Guild, The 
Training College Association, The Headinasters’ Confer- 
ence, The Incorporated Association of Headmasters, 
The Private Schools’ Association, The Assistant-Masters’ 
Association, The Association of Assistant - Mistresses, 
The Froebel Society, The National Union of Teachers, 

Tickets at half fees will also be issued to candidates at 
the Diploma Examination of the College of Preceptors 
(January 1-5). 

Members of the College of Preceptors will receive a 

i ticket (not transferable) without charge, on applying 
for it to the Secretary of the College on or before 
December 20. 

Tickets, price 1s., for any single Lecture may also be 
had at the College on the day of the Lecture, if the 
available seats are not already occupied. 

For detailed information, see Programme enclosed 
with the December number of the Educalional Times. 


C. R. HODGSON, B.A., Secretary. 


OLLEGE OF PRECEPTORS. 
(Bloomsbury Square, W.C.) 


LECTURES FOR TEACHERS 
ON THE SCIENCE AND ART OF EDUCATION. 


To be delivered by H. L. WITHERS, Esq., M.A., 
Professor of Education at Owens College, Man- 
chester, late Principal of the “ Borough Road” 
Training College, Isleworth. 


The Second Course of Lectures (Twenty-sixth Annual 
Series) began on Saturday, October 6, at 5 p.n. 

The Fee for the Course is Half-a-guinea, 

The Lectures are delivered on Saturday Afternoons 
at 5 o’clock, at the College, Bloomsbury Square, W.C. 

Members of the College have Free Adiuission to this 


Course. C. R. HODGSON, B.A., Secretary. 


UNIVERSITY DIPLOMA FOR WOMEN. 


HE UNIVERSITY OF ST. 


ANDREWS grants Diploma and Title of L.L.A. 
to WOMEN. 
60 Examination Centres in Great Britain and abroad. 
For Prospectus, apply to the SECRETARY, L.L.A. 
Scheme, The University, St. Andrews, N.B. 


T ONDON MATRICULATION and 


B.A. Course, College of Preceptors Examinations, 
Cambridge Local and Higher, Royal Irish, &e.—Mr. J. 
LocKkry, M.A. Lond. (Branches I. and IV.), F.C.P., 106 
St. Paul’s Road, Camden Town, N.W., prepares for 
above in Classics, Mathematics, Anglo-Suxon, Mental 
Science, Education, &c., Orally and by post. Numerous 

Terms moderate. 


COLLEGE 


(Incorporated.) 


J ONPON OF MUSIC. 


GREAT MARLBOROUGH STREET, LONDON, W. 


FOR MUSICALEDUCATION,ANDEXAMINATIONS, 


Patron: His GRACE THE DUKE OF LEEDS. 
Dr. F. J. Karn, Mus. Bac, Cantab., Principal. 
G. AUGUSTUS HOLMES, Esq., Director of Examinations, 


LOCAL AND HIGHER EXAMINATIONS, 1901. 


EXAMINATIONS in PIANOFORTE PLAYING, 
SINGING, THEORY, and all branches of Music will 
be held in London and 350 Provincial Centres in April, 
when certificates will be granted to all successful 
candidates, Last day for entry, March 15. 

The Higher Examinations for Diplomas of Associate 
(A.L.C.M.), Associate in Music (A.Mus. L.C.M.), Licen- 
tiate (L.L.C.M.), Licentiate in Music (L.Mus.L.C.M.), 
and Fellowship take place in June, July, and December, 


SYLLABUS for the year 1901 is now ready, and may 
be had on application, 


In the Educational Department students are received 
and thoroughly trained under the best professors at 
moderate fees. Day and Evening Classes are held. 


A VACATION COURSE of Instruction in Special 
Subjects for Teachers and others is held at Easter, 
August, and Christmas. 


T. WEEKES HOLMES. Seerclary. 


- 

ORRESPONDENCE TUITION, 
Classes, or Private Lessons in all Subjects for all 
Examinations, &¢., at moderate fees. Correspondence 
courses arranged to suit needs of adisidual pupils. 
Many recent successes.— F. J. BoRLAND, L.C.P. (Scienco 
and Math. Prizeman), Vietoria College, 87 Buckingham 
Palace Road, S.W., and Stalheim, Brunswick Road, 
Sutton, Surrey. Schools visited and Examinations con- 

ducted. 


LONDON UNIVERSITY EXAMS, 
Free Guide 


TO 


MATRICULATION. 


No. XXVIII.. 80 pp., containing the Examination 
Papers of June, 1900, and Articles on the Special Sub- 
jects for January and June, 1901 and 1902, 


INTERMEDIATE ARTS. 


No. XV., 68 pp.. containing the Examination Papers 
of July, 1900, full Solutions to the Papers in Mathematics, 
and Articles on the Special Subjects for 1901 and 1902. 


BACHELOR OF ARTS. 


No. XIV.. October, 1900, 90 pp., containing Exame 
ination Papers of October, 1900, and Articles on the 
Special Subjects for 1901 and 1902, 


INTERMEDIATE SCIENCE. 


No. XIF. containing the Examination Papers of July, 
1900, with full Solutions to the Papers in Pure Mathe- 


INTERMEDIATE LAWS. 


Containing London University Regulationsand Advice 
on the Choice of Text- Books, 

Any one of the above Guides, Prospectus, and full 
particulars of Classes forall London Exams., post iree on 
application to 


THE SECRETARY, 
(University Correspondciee College London Offiec), 
32 Red Lion Square; Holborn, W.C. 


468 


THE EDUCATIONAL TIMES. 


[Dec. 1, 1900. 


IVERSITY COLLEGE OF 
NORTH WALES, BANGOR. 
(A Constituent College of the University of Wales.) 
Principal—H. R. REICHEL, M.A. 


Ihe Session began October 2nd, 1900. The College 
Courses are arranged with reference to the degrees 
of the University of Wales and include most of the 
Subjects for the B.A. and B.Se. degrees of the London 
University. Students may pursue their first year of 
medical study at the College. There are special depart- 
ments for Agriculture and Electrical Engineering, a 
Day Training Department for men and women, and 
a Department for the Training of Teachers in Secondary 
Schools. 

Sessional Fee for ordinary Arts stndent, £11, 1s.; ditto 
for Intermediate Science or Medical student, £15. 15s. 
The cost of living in lodgings in Bangor averages from 
£20 to £30 for the Session, The new Hall of Residence 
for Women Students in Upper Bangor—fee £31, 10s. for 
the session—is now open. 

At the Entrance Scholarship Examination (held in 
September), more than twenty Scholarships und Ex- 
hibitions, ranging in value from £40 to £10, will be 
open for competition. One half the total amount offered 
is reserved for Welsh candidates. 

For further information and copies of the Prospectus, 


apply to JOHN EDWARD LLOYD, M.A., 
Secretary and Registrar. 


NIVERSITY COLLEGE OF 
NORTH WALES. 
(A Constituent College of the University of Wales.) 


DEPARTMENT FOR THE TRAINING OF 
SECONDARY TEACHERS. 


(Recognized by the Cambridge Syndicate.) 


Professor of Education—J. A. GREEN, B.A. Lond., 
assisted by Miss C. GRAVESON, B.A. Lond., and 
an Assistant-Lecturer to be appointed. 


Preparation is offered for the Cambridge Diploma 

Theoretical and Practical) and for the Teachers’ 

iploma of the University of London. | 

Pull particulars of the Course (which is open to both 
men and women students), Fees, Scholarships, &c., 
may be had on application to the REGISTRAR. 


UNIVERSITY OF LONDON. 
OTICE IS HEREBY GIVEN, that 


the next Half-yearly Examination for MATRIC- 
ULATION in this University will commence on MoN- 
Day, the 14th of January, 1901.—In uddition to the 
Examination at the University, Provincial Examinations 
will be held at Mason University College, Birmingham; 
The Merchant Venturers’ Technical College, Bristol ; 
College and Technical Buildings, Dumfries Place (for 
University College), Cardiff; The Technical College, 
204 George Street, Glasgow; The Yorkshire College, 
Leeds; Rutherford College, Newcastle-on-Tyne: The 
High School, Nottingham; The Technical Sehools, 
Plymouth ; and The Grammar School, Portsmouth. 
“very Candidate is required to upp! ytothe REGISTRAR 
(University of London, South Kensington, London, 
8.W.) for a Form of Entry on or before November 25th, 


F. V. DICKINS, M.B., B.Sc., 
November 12th, 1900. Registrar. 


OXFORD LOCAL EXAMINATIONS. 
LONDON COMMITTEE (BOYS). 

The Regulations for the Senior, Junior, and 
Preliminary Examinations for 1901 can be 
obtained from the Secretary, 

E. LAYMAN, Esq., 
1 Garden Court, Temple, E.C. 


GERMAN LADY (High School 


Teacher) desires to receive an English Lady as 
guest in her house, whom she would ae for Exam- 
Inations. Terms very moderate. Highest references. 
Address — Fräulein HrERRKLOTSsCIL, Magdeburger 
Strasse, Cothen in Anhalt (near Leipzig), Germany. 


Diploma Correspondence College. 


A.C.P., 


L.C.P., AND F.G.P. 


SUCCESSES: 311 at A.C.P.; 20 at L.C.P. 


Full particulars on application to the Principal— 
Dr. KNIPE, Dip. Corr. Coll., Fishponds, Bristol. 


eR a 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 
Principal — Miss ETHEL HURLBATT. 

The Lent Term will begin on Thursday, January 17, 

The College prepares for the University of London 
Examinations in Arts and Science, 

Students may also enter for College Courses, the 
Training Departinent, the Hygiene Depart ment, and the 
Art School. Six Laboratories are open to Students for 
Practical Work. 

Further information on application tothe PRINCIPAL. 


EDFORD COLLEGE, LONDON 
(FOR WOMEN), 
YORK PLACE, BAKER STREET, W. 


DEPARTMENT FOR PROFESSIONAL TRAINING 
IN TEACHING. 


Head of the Department—Miss HANNAH ROBERTSON, 


The Session for 1901 opens on Thursday. January 17. 

The Course includes full preparation for the Exami- 
nations for the Teaching planina ranted by the 
Universities of London and Cambridge, held annually in 
December. 


HE CAMBRIDGE TRAINING 
COLLEGE FOR WOMEN TEACHERS. 
Principal—Miss M. PUNNETT, B.A. (Lond.). 


A residential College providing a year's professional 
truining for Teachers. 

The course includes preparation for the Cambridge 
Teachers’ Certificate (Theory and Practice), and for 
the Teachers’ Diploma of the London University. The 
Students attend the Cambridge University Lectures on 
Teaching, in addition to those of the sident and 
Visiting Lecturers. Ample opportunity is given for 
practice in teaching science, languages, mathematics, 
and other subjects in various schools in Cambridge. 

Students are admitted in January and in September. 
Full particulars as to qualifications for admission, 
scholarships, and bursaries may be obtained on applica- 
tion to the PRINCIPAL, Wollaston Road, Cambridge. 


OME AND COLONIAL 
SCHOOL SOCIETY. 
(Incorporated for Examination and Certificate purposes 
with the National Froebel Union.) 


TRAINING COLLEGE FOR SECONDARY 
TEACHERS, 


HiIGHBuRY HILL House, Lonpon, N. 
Principal—The Rev. Davip J. Tomas, M.A. 
‘ice-Principal—Miss PEN8TONE, 


Students (Resident and Non-resident) trained for the 
Examinations of the National Froebel Union, and for 


FROEBEL EDUCATIONAL INSTITUTE, 


TALGARTH Roap, West KENSINGTON, Lonpoyx, W. 


Chairman of the Gommittee—Mr. W. MATHER. 
Treasurer—Mr.C.G. MONTEFIORE. 
Secretary—Mr. ARTHUR G. SYMONDS, M.A. 


TRAINING COLLEGE FOR TEACHERS. 


Principal—Madame MICHAELIS. 
Mistress of Method—Miss E. E. LAWRENCE. 


KINDERGARTEN AND SCHOOL. 
Headmistress — Miss M. Boys SMITH. 


Further particulars may be obtained on application 
to the PRINCIPAL. 


ESTFIELD COLLEGE, 


FINCHLEY Roap, HAMPSTEAD, N.W.—Two 
ENTRANCE SCHOLARSHIPS, of the value of from 
£40 to £50 a year for two years, will be offered for com- 
Sach among Women students at an Examination to 

»held on July 9 and 10. Candidates must have passed 
the Matriculation Examination of London University, 
and the successful competitors will be required to 
enter into residence in October next, and to read for 
the B.A. or B.Sc. degree of London University. 
Further particulars and entrance forms may be obtained 
from the Secretary, Miss S. M. SMEE. 


T. GEORGE'S TRAINING COL- 


LEGE FOR WOMEN TEACHERS IN SECOND. 
ARY SCHOOLS AND IN FAMILIES, 


Principal—Miss M. R. WALKER. 


This College provides a complete Course of Profes- 
sional Training for Women Teachers, in preparation for 
the Cambridge Teachers’ Certiticate. he Course 
includes attendance at the University Lectures on 
Education, in addition to Lectures delivered by the 
College Staff, and the Students have ample oppor- 
tunities of gaining experience in Class-Tcaching in 
>S ee: ee a pren of say Cysts offe in 

ctober. Apply e NCIPAL, 5 Melville Street 
Edinburgh, f 


JOINT AGENCY FOR WOMEN TEACHERS. 


(Under the management of a Committee appointed b 
the Teachers’ Guild, College of Preceptors, Head- 
mistresses? Association, Association of Assistant 
Mistresses, and Private Schools’ Association.) - 


Address—74 GOWER STREET, Lonpox, W.C. 
Registrar—Miss AGNES G. COOPER.. 


This Agency has been established for the purpose of 
enabling Teachers to find work without unnecessary 
cost. All fees have therefore been calculated on the 
lowest basis to cover the working expenses. 

Headmistresses of Public and Private Schools, and 
Parents requiring Teachers, or Teachers seeking ap- 
point ments, are invited to apply to this Agency. 

Many Graduates and Trained Teachers for Schools 
and Private Families; Visiting Teachers for Music, 
Art, and other special subjects; Foreign Teachers of 
various nationalities; Kindergarten and other Teachers 
are on the Register, and every endeavour is made to 
supply suitable candidates for any vacancy. 

School Partnerships and Transfers are arranged. 

Otlice hours—9.30 a.in. to 6 p.m. Miss Cooper’s hours 
for interviews are from 10.30 a.m. to 1.30 p.m., and 
2.50 p.m. to 5 p.m.; Wednesdays to 1.30 p.m. only. 


JOINT AGENCY FOR ASSISTANT-MASTERS. 


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COMPLETE LISTS ON APPLICATION. 


London: C. J. CLAY & SONS, Cambridge University Press Warehouse, Ave Maria Lane. 


Dec. 1. 1900. |] THE EDUCATIONAL TIMES. 477 
CONTENTS. 
Pa ; Page 
School Boards and Secondary Education ... ..........:.:0cssseeees 477 Education at the Paris Exhibitition. By Rev. J. O. Bevan. 
NOOR ears heehee EN sare aden ae taabnin unas 477 Paper read at the Evening Meeting of the College of 
Summary—The Month o... cece veces sees testes eeeeaeeee nes 479 PFOCOPLOER cite pede edenicceate E aouwiie teeta ee od meee 490 
Universities... rererere E ee ae ahs PRG VIO WB castors tre Cena re tatu ee E vase CHARGE ae 493 
BROUGH Sy bax e erua E N saan 482 Somerset and the Chantry Schoala:: Homer and Humour: Educa- 
Correspondence o.oo. Ee E E E nen as T 483 tion and the Philosophical Ideal; Prof. Raleigh as a Literary 
Meeting of the Council of the College of Preceptors ............ 484 Critic; The Elements of Psychology ; Eton. 
Forecasts and Comments :—Fixtures seerne 487 General Notices ........c..cccccecsec cee ceecaecceccecsecentecceeeceseeveeuca 496 
Education Gossip .............0..000 488 f i 
Appointments and Vacancies ..... 488 Gift Books and Prizes, IL. ..cccccsccossscsccocccscccsccacsvesescncvcsseous 498 
Literary Gossip... 489 Msthomatio siceraria Ar EEEE EENET E A 500 


The Educational Times. 


Ur to the time of going to press the de- 
cision of the judges in the case of The Queen 
against Cockerton has not been pronounced. 
The question in dispute affects most seriously 
the interests of all secondary schools, and until the last moment 
it was hoped by many that the Board of Education would 
have found some means of obviating the necessity for a judicial 
decision on the matter. It is essentially a question of adminis- 
tration and organization, and more fit to be decided on 
considerations of departmental policy than as a pure question 
of law. The auditor of the accounts of the London School 
Board disallowed certain sums in the account charged in respect 
of the maintenance of classes registered under the Science and 
Art Department. The position taken up by the auditor, and 
now supported by the Local Government Board and the 
Attorney-General, is that the School Board, being a statutory 
corporation, deriving its powers solely from the Education Acts, 
cannot legally use the School Board rate or the school fund 
to support such classes, either in day schools or in evening 
continuation schools. Owing to the wide range of subjects 
included in the syllabus of the Science and Art Department of 
the Board of Education, if the position taken up by the School 
Board is sound, a most undesirable overlapping of educational 
work would ensue, to the manifest disadvantage of existing 
secondary schools. 

The diffculty arises from the absence of any definition of 
the words ‘“‘ elementary education” in the Education Act, 
1870. The draftsman—and, after him, “the Legislature ”— 
did not think it necessary to define the term in the definition 
section, although he defines ‘‘ elementary school” as “a school 
or department of a school at which elementary education is 
the principal part of the education there given.” This is a 
good instance of lucus a non lucendo, so frequently met with in 
statutes, but, as the argument of counsel showed, of little use 
in determining the meaning of ‘‘ elementary education ’—which, 
and which only, School Boards are authorized to provide out 
of the rates. As Mr. Justice Wills pointed out during the 
hearing, if the ratepayer can be made to pay for teaching the 
higher branches of mathematics, it is difficult to see where 
the line can be drawn. Whatever the result of this case, it is 
highly desirable that Parliament should determine clearly the 


School Boards 
and Secondary 
Education. 


limits of the jurisdiction of School Boards. It is undesirable 
that the ultimate critic of their educational policy and action 
should be the auditor. 

We report in our ‘“‘ Summary of the Month” some of the 
more noteworthy passages of the three days’ argument before 
Justices Wills and Kennedy. We had certainly expected that 
more would be made of the spirit, as well as the letter, of the 
Education Acts—in other words, of the natural and equitable 
interpretation of the letter. As compared with the strict 
definition of elementary education, the question of age limit is 
surely more stringent in its character. Another point on which 
it seems that scarcely sufficient stress was laid is the essential 
feature of compulsion, which clearly goes to characterize the 
rate-aided elementary education of the Board schools. Much of 
the argument in the Court of Queen’s Bench seems to have gone 
on the assumption that a School Board is a body which may raise 
a rate for the provision of anything coming under the name of 
elementary education, and for pupils of any age, and any degree 
of proficiency. This is not so. The School Board, as set up 
by Act of Parliament, is a statutory body with a statutory 
mandate, limited to the work of supplying education according 
to an imposed code, for children under a statutory age. But we 
will not multiply comments on a case which we did not hear 
argued. As the judges reserved judgment, they doubtless 
desired to go more at leisure into the fair and proper interpreta- 
tion of the Education Acts. It is probable enough, whatever 
their decision may be, that the case will be carried to a Court of 
Appeal. 


NOTES. 


Tue versatility of Lord Rosebery’s mind has never been more 
pointedly shown than in his recent Rectorial address at Glasgow. 
That he should have chosen the condition and needs of the 
Empire as the subject of his discourse is natural; but there are 
few men who would be able to combine a historical retrospect 
with an analysis of its essentials and suggestions for its pre- 
servation and development in such a well balanced speech. A 
substantial portion was devoted to a consideration of the true 
relation of our Universities to the changing requirements of 
commerce and administration. Without a satisfactory raw 
material—the product of healthy physical and moral conditions 
of life—the Universities must fail in supplying even! their own 
natural share in the demands ‘of/the Empires ‘As Lord 


478 


THE EDUCATIONAL TIMES. 


(Dec. 1, 1900. 


Rosebery points out, however, by their neglect of modern 
languages and subjects useful in commercial life, they are 
specially unfitted for such a purpose. While the teaching of 
Latin and Greek is fostered by the expenditure of ample funds, 
that of science, modern languages, and commercial subjecte is 
starved. There is yet work for a University Commission to do. 


From the fact that one hundred and eighty-six Unionist 
members of Parliament have been educated at large public 
schools, and only twenty-six Liberals, Zruth has drawn a some- 
what far-fetched moral. It advises Liberal parents to shun 
such educational institutions, on the ground of the baneful 
political tone which they foster. On similar reasoning, Non- 
conformist parents should be warned from sending their sons to 
public schools, because a very large percentage of the occupants 
of the Episcopal bench are public-school men. It has even 
been suggested that the lack of discipline in elementary schools 
is responsible for the existence of the Hooligan tribe. We have, 
however, only to consult old volumes of Punch to satisfy our- 
selves that street ruffianism of a similar organized type was well 
known in London before 1870. Unfortunately, the moral 
influence of education succumbs before the fever of our modern 
hfe; but in less exciting times it will again assert itself. It 
may be, as we heard a shrewd commercial traveller recently 
maintain, that the English character is becoming more excit- 
able. Being the evidence of a man with exceptional oppor- 
tunities of observation, this is probably true; but there is 
certainly no ground for suggesting that the growing excitability 
of the national character has its origin in our public schools. 


THe London School Board election has led to a mild re- 
crudescence of the religious education controversy, which, 
although not buried, as Mr. Asquith has assumed, fortunately 
has not been much encouraged by the responsible organs of 
political opinion. Both sides are apparently agreed that the 
right of parents to determine the religious views and doctrines 
which shall be taught their children is to be the first postulate 
in the discussion. It is also agreed that some religious in- 
struction should be given systematically and as a part of the 
child’s daily work. Here all agreement ceases, and, notwith- 
standing the wordy warfare of past years, no working scheme has 
been suggested which can be said to have received substantial 
support in the country. It would certainly not be an ideal state 
of things that the bulk of the children in our large towns should 
depend entirely on the elementary-school masters for their 
religious education. Teachers are not trained for this work, 
and the instruction given cannot be supervised so as to satisfy a 
parent of strong religious fecling. But such a parent can 
always impart his distinctive views outside of the day school. 


THe Government of New Brunswick, Canada, has inaugur- 
ated a scheme of agricultural education which ought to satisfy 
many an English parent troubled by the difficulty of finding a 
career for his book-tired boys. The training will be carried on 
at the Government farm some fifty miles from the port of St. 
John, during a three years’ course, the only fee being one of 
from £30 to £40, payable for the first year only to cover the 
cost of board. The training farm is intended principally for 
the class of boy attending our public schools, and has manifest 
advantages over our home agricultural culleges for boys who 


intend to emigrate. The conditions of agricultural life in our 
Colonies are so diverse, and unlike those which exist here, that 
for such boys even the best English training is unsatisfactory. 
It has always been found that a youth who goes out from Eng- 
land, although well trained according to our notions, wastes a 
considerable part of the capital which he takes with him in merely 
learning the ordinary farmer’s mode of dealing with his farm. 
Stock and crop raising and the problems of feeding and of transit 
to market are also essentially different in the Colonies. Mr. 
Miller, the Agent-General for the province in London, will, 
doubtless, find many inquirers desiring further particulars about 
the scheme. 


THE accommodating spirit of some theatrical managers leads 
them occasionally to study the syllabus of the Local Examin- 
ations. Indeed, more than one company has been known to 
tour the provinces for the benefit of the schools. But this was 
when the set subject was a Shakespearian play. The courageous 
versatility of the amateur seeks higher planes of difficulty. 
‘¢ Marmion,” which is a subject often set for examination, has 
been dramatized, and the play will be acted on December 1 in 
the old Lecture Theatre of the University of London, in Bur- 
lington Gardens. If masters could be induced to sacrifice their 
hard-earned holiday, they might seize the opportunity of point- 
ing out, during the shifts, how Scott’s narration is changed into 
the direct form of the dramatic version. Scott’s topographical 
detail is generally so accurate that a copy of the last Ordnance 
Survey of Scotland would make a most desirable and instructive 
drop-scene. But surely the boys’ Saturday afternoon ought to 
be held sacred to football, all Local Examinations notwith- 
withstanding. 


THE endeavour to make girls take an interest in political and 
social questions at the High School, Tunbridge Wells, has led 
to some ridiculous results. We can, however, reconcile our- 
selves to the educational failure when we obtain such gems of 
information as that Mr. Labouchere is a member of the Con- 
servative Cabinet, and that ‘‘ Oclaira Hill’’ was taken from the 
Boers by the English after a great display of bravery. This 
reminds us of the pupil-teacher who grew loquacious on the 
subject of ‘‘ Kindergarten ” as a famous Prussian general in the 
Franco-German War. With all their brilliancy, girls do not 
seem able to get at facts with the readiness and grip of boys. 
This may be due to the process of snubbing which the too- 
inquiring girl is apt to undergo from the male members of the 
family ; but very little has been or is being done in girls’ 
schools to develop an intelligent interest in political and 
current events. Does the ordinary woman teacher read her 
paper ? 


“ La Rérusiieve”’ has been called by a cynical Frenchman 
“le Papa public.” The French Minister of Public Instruction 
has just addressed to the rectors of all classes of schools through- 
out the country a circular in which he urges them to renew, 
with all possible energy, their efforts to spread the anti-alcoholic 
faith. ‘‘I wish,” he says, ‘‘ that it should take an official place 
on our programmes on the same footing as grammar or arith- 
metic.” Temperance is to become a subject for examination in 
primary and secondary instruction. ‘‘ Short lessons and lectures, 
well supported by facts and figures, should be organized, in 
addition to the regular work in'all‘our public educational 


Dec. 1, 1900.] 


THE EDUCATIONAL TIMES. 


479 


a i ei een - a 


establishments.” The official character of the circular—as com- 
pared with the earlier and less formal instructions—is intended 
to serve as a protection to masters and mistresses against the 
possible resentment which they may incur from mayors and other 
municipal authorities engaged in the liquor trade. Certainly 
one would imagine that the protection is necessary. 


A vERY thorough system of examination of students seeking 
to qualify as teachers of commercial subjects has been instituted 
by the Austrian Department of Worship and Education. The 
examination is divided into the following stages :—(1) Home- 
prepared work; (2) examination-room paper work; (3) riwa 
voce examination; (4) sample lesson. The candidate must 
select from the following groups of main subjects :—Group A : 
(1) book-keeping, correspondence, and counting-house work ; 
(2) commercial and political arithmetic; (3) economics and 
law. Group B: (1) commercial geography ; (2) commodities. 
Candidates must afford proof of having received higher-school 
education, and of at least four years’ office experience, 
or of having undergone a curriculum at a polytechnic or 
University ; and this according to the group of main subjects 
professed. No such minimum of knowledge as in this country 
is designated “pass work” will suffice. The requirements 
under the head of economics, in which the candidate must be 
able to give an independent judgment on important questions, 
and under geography, in which he must show knowledge of 
magazine monographs and comparative statistics, are such as 
would make ordinary English students shudder. 


THREE HUNDRED years ago Richard Mulcaster, Master of the 
Merchant Taylors’ School, proposed a teachers’ college as a 
department of a University. The words of wisdom in which he 
set forth his views may well be recalled at the present 
moment :— 


I conclude [he said] that this trade requireth a particular | P® 


college for these four causes. First, for the subject, being the mean to 
make or mar the whole fry of our State. Secondly, for the number, 
whether of them that are to learn, or of them that are to teach. 
Thirdly, for the necessity of the profession, which may not be spared. 
Fourthly, for the matter of their study, which is compatible to the 
greatest possessions, for language, for judgment, for skill how to train, 
for variety in all points of learning, wherein the framing of the mind 
and the exercising of the body craveth exquisite consideration, besides 
the staidness of the person. 


The said Richard Mulcaster, an Old Etonian of brilliant clas- 
sical attainments, was, it may be noted, the first Headmaster 
of the Merchant Taylors’ School. His great administrative and 
teaching power, combined with this scholarship, made the 
school famous. It filled rapidly, and the Company had to 
reprove him for having considerably exceeded the statutory 
number of pupils, namely, two hundred and fifty. The Head- 
master at that time received £10 per annum for his services; 
but the sum was regularly doubled by a certain Master of the 
Company from his own purse. 


SUMMARY. 


THE MONTH. 


APTER many delays, the case of the Queen v. T. B. Cockerton 
(auditor of the Local Government Board)—a case which raises 
the question of legality in regard to expenditure by School 
Boards on their higher-grade schools—has been heard in the 
Court of Queen’s Bench before Justices Wills and Kennedy. A 


rule nisi had been obtained, calling on the auditor to show cause 
why a writ should not be issued to quash his disallowances of 
expenditure by the London School Board for the half-year ending 
September 29, 1898. The questions for the decision of the 
Court were :— 

(1) Whether it was within the powers of the Board as a statutory 

corporation to provide science and art schools or classes either in day 
schools or in evening continuation schools. (2) Whether it was lawful 
for them to pay the expenses of maintaining these schools or classes 
out of the School Board rate or School Fund. (3) Whether the said 
rule nist should be made absolute in regard to any and which of the 
said disallowances and surcharges. 
We printed last month some particulars of Mr. Cockerton’s dis- 
allowances, which were made, it will be remembered, after com- 
plaint had been raised against the School Board by the Camden 
School of Art and other independent educational bodies. 


Tue Attorney-General, on behalf of the Local Government 
Board, showed cause against the rule. He fairly described the 
origin of the higher-grade schools :— 


All scholars in day schools in the seven Code standards were regis- 
tered at Whitehall, while those in outside standards were registered in 
South Kensington. In many of the day schools maintained by the 
Board there were both ex-standard scholars and science and art 
students. In some cases ex-standard scholars were taught in the same 
classes with science and art scholars. In other cases scholars in the 
standards were also taught in the same classes. Grants were obtained 
by the Board in respect of ex-standard scholars under Article 101 of 
the Code. In practice the science and art classes were generally 
carried on in the same buildings as the public elementary school, and 
the principal teacher had supervision of all the scholars. This practice 
was alleged to be contrary to the provisions of Article 85 (e) of the 
Code. The allocation of a teacher to a science and art school or class 
was also alleged to be illegal. The School Board had charged no fees 
for instruction in science and art schools and classes provided by them, 
so far as day schools were concerned, since August, 1891; so far as 
evening continuation schools were concerned, since September 1, 1898. 
The expenses incurred by the Board in respect of science and art 
schools and classes under the Science and Art Department had always 
considerably exceeded the grants obtained from the Science and Art 
Department, and the deficiency had always been made good by the 
Board out of the School Fund and the rates levied under the Public 
Elementary Education Acts. 


Mr. AsquitnH, for the School Board, raised the important 
point of the definition of elementary education. He contended 
that an elementary school was a school in which the principal 
rt of the education was elementary, but it was nowhere en- 
joined by law that the whole of it should be elementary. The 
Attorney-General drew a distinction between education under 
the Elementary Acts and instruction under the Technical Acts, 
and urged that the School Board could not use the rates for the 
latter purpose. On these points the Justices made some note- 
worthy (if somewhat confused) obiter dicta. 


Mr. Justice Kennedy suggested that the word elementary was 
loosely applied, and meant all such education as was given in element- 
ary schools. The Attorney-General contended that the science and 
art instruction complained of went far beyond anything contemplated 
by the Code. Mr. Justice Wills thought the word elementary capable 
of expansion—in fact, much was included in the Code now which was 
not admitted years ago. The Attorney-General held that the Code 
was the outeide limit, and that the School Board had gone beyond. 
Mr. Justice Kennedy thought the Attorney-General was trying to put 
elementary education in a strait-jacket, and was ruling out subjects 
which had been legally optional for years. The Attorney-General 
explained that School Boards were not licensed to go to the highest 
level, and that the Science and Art Department was specially intended 
to carry education further than the elementary Code contemplated. 
Mr. Justice Wills did not regard much that was in the Code as 
elementary subjects. He did not see anything in the Code to prevent 
education such as that given at Eton and Harrow. 


Mr. ASQUITH’s main case was that the powers exercised for so 
many years by the London School Board had received Parlia- 
mentary sanction, and the Board was perfectly within its powers 
in conducting these science and art classes so long as the principal 
part of the education given in the schools was elementary educa- 
tion. He ridiculed the contention that School Boards could only 
conduct schools in which elementary education was taught, either 
independently of or out of rates. 


Parliament created these School Boards, and’conferred powers upon 
them to provide elementary schools, the essence of which was that 


480 


THE EDUCATIONAL TIMES. 


(Dec. 1, 1900. 


they should be schools in which the grevter part of the education was | review, the work of the organizations recognized under Clause 


elementary. No regulations as tothe manner in whicha Parliamentary 
grant was to be obtained could, he submitted, affect their powers, and 
the questions which had been raised as to the Code had nothing to do 
with the Act. In addition, the learned counsel argued that these 
powers had received statutory recognition under the Technical Instruc- 
tion Act, a great part of which would have no meaning if the Legisla- 
ture did not look upon the School Boards as capable of receiving, in 
respect of their schools, grants from the Science and Art Department. 
The“ Directory” itself of the Science and Art Department also received 
Parliamentary sanction by that Act, as did also the evening continua- 
tion schools as carried on now by the London School Board. 


THE case extended over three days. On the third day Mr. 
Justice Wills said that he should give no decision until the 
questions submitted to the Court were more definitely set out in 


writing. At present they were asked to assume too much. It/| 


was not unusual for Departments to exceed their powers, and he 
was inclined to think that this was a question for the decisien of 
Parliament rather than the law courts. It was a startling pro- 
position that elementary education could be carried to any length. 
Mr. Davies, for the School Board, submitted that they were 
within their rights if the principal part of the education given 
was elementary, and if the expense was not more than 9d. a head 
per week. They must take a broad and practical view of this | 
matter. Mr. Justice Wills said the burden of advanced educa- | 
tion in all large towns would be enormous if it were paid for out 
of the rates. Mr. Justice Kennedy did not see why elementary 
education should be confined to the Code, and not extended to the 
“ Directory,” both documents coming from the same Department. 
The two documents undoubtedly overlapped. Mr. Justice Wills 
would have no hesitation in judicially deciding that the solution 
of quadratic equations was not “elementary.” He supposed the} 
surcharges would be remitted if the Court upheld the auditora 
action? Personal consequences ought not to follow in such a` 
case. Their lordships then went to one of the consulting rooms 

to see the models prepared by scholars in the advanced classes. 

Judgment was reserved. 


At Glasgow, on November 16, Lord Rosebery gave his address 
as Lord Rector of the University. He dwelt especially on the 
need of training men for the responsibilities which must fall on 
them as members of “a conquering and imperial race.” On this 
subject he had a word of admonition for the schools. 


Are we setting ourselves sufficiently to train such men? I doubt it. 
The most illustrious of our public schools has no modern side. Oxford 
and Cambridge still exact their dole of Latin and Greek. I cannot 
believe, from the imperial point of view, having regard to the changed 
conditions of the world, that this is necessary or adequate or wise. I 
concede Latin as a training instrument and a universal language. But 
how about Greek? To learned men it is a necessity. But must it be 
a part of the necessary equipment of the ordinary youth of the nine- 
teenth century, who has so much to learn in order to be equal to his 
age? I think that when our national ignorance of foreign languages 
has become not merely a byword, but almost a commercial disaster, 
we might reconsider part of our educational apparatus. For the pur- 
poses of the present age—especially for the merchant and the poli- 
tician—there is required a more modern education, more especially as 


regards languages. 


THe Board of Education have published their first Report, 
together with supplementary volumes on secondary and ele- 
mentary education. 
new Office, to the transfer of powers, and to the constitution of 
the Consultative Committee, the report states that up to the 
present time the Board have received but few applications for the 
inspection of schools supplying secondary education, which is, no 
doubt, owing to the fact that the schools have been awaiting the 
completion of the necessary arrangements by the Board. The 
draft Orders in Council which will in due course be submitted to 
Her Majesty will, if approved, the Board say, strengthen their 
powers in undertaking such inspections; and the advice of the 
Consultative Committee will be taken as to the employment of 
any University or other organization for the purpose of inspect- 
ing secondary schools. Special reports have been prepared on 
the educational systems of the self-governing colonies, on various 
aspects of American, Swiss, German, Hungarian, and Norwegian 
education, on the work of preparatory schools in England, and on 
other educational subjects, and these will be published at an early 
date. 


THE Report further states that, during the period under 


After referring to the organization of the! 


VIL. of the “Scienceand Art Directory” has been consolidated. In 
the case of most of the larger administrative counties and many 
of the county boroughs in England, the Local Authorities have 
been recognized as organizations under that clause, the actual 
figures being 28 out. of 49 administrative counties and 21 out of 
61 county boroughs. Under the head of the Science Division of 
Secondary Education a table is given which shows, with regard 
to elementary scientific instruction, a considerable increase in 
the number of classes and pupils for the decennial period from 
1890 to 1900 in England, Wales, and Ireland. In the Art 
Division also increases are recorded. The facilities hitherto 
possessed by the colonies for obtaining specimens of art works 
have been extended, and cases of works have been despatched to 
the Cape, Natal, New Zealand, and Malta, the cost of the works 
and carriage being borne in each case by the colonial Govern- 
ments. Much information may be found in the Report relating 
to various other matters connected with instruction in science 
and art under the secondary education branch of the Board. the 
expenditure on which during the financial year of 1899-1900 is 
set down at £590,386. 


Tur Board hope that the new Code will make it possible to 


| secure a higher level of general education without imposing any 


additional burden on teachers and children, and it is their desire 
to allow to managers and teachers the greatest possible freedom 
in planning and carrying out courses of instruction comprising 
the subjects specified, and to encourage them to adapt the 
teaching given in their schools to local requirements. As to 
higher elementary schools, the Report notes the issue of the 
minute enabling the Board to establish “a new class of elementary 
school termed ‘higher elementary schools,’” in which will be given 
“elementary instruction of a more advanced kind than has 
hitherto been possible under the Code, and their curriculum will 
be such as to embrace in the higher classes the work of the 
elementary course prescribed for science schools.” 


AN explanation of the recent Order in Council, transferring 
certain powers of the Charity Commission to the Board of Educa- 
tion, has been issued by the Department. The Board contemplate 
that the powers in question will be exercised by them in con- 
nexion with (a) inspections of endowed schools under Section 3 
of the Board of Education Act; (b) local inquiries held with 
a view to prevent undesirable competition between schools in the 
same locality, or otherwise to promote the better local organiza- 
tion of secondary education. Communications on matters falling 
under either of these heads should be addressed to the Board 
of Education, South Kensington. Communications on matters 
connected with the establishment of new schemes, or the amend- 
ment of existing schemes. and on matters relating to the inter- 
pretation of schemes and the administration of endowments, 
should be addressed to the Charity Commissioners, as heretofore. 
Where any doubt exists as to the office to which application 
should be made, the Charity Commissioners should be addressed 
in the first instance, and the question will then be determined by 
communications between the two Departments. The above ex- 
pona refers to England. In Wales and Monmouthshire the 

oard of Education takes the place of the Charity Commission 
(with the exceptions mentioned in the Order) for the transaction of 
all business connected with educational endowments regulated by 
scheme made under the Endowed Schools Acts. Educational en- 
dowments in Wales and Monmouthshire not regulated by scheme 
under those Acts will be affected by the Order to the same extent 
as educational endowments in England. 


Tne Blackburn Chamber of Commerce has addressed a 
memorial to the President of the Board of Education, in reference 
to certain remarks which he made at Manchester on October 15, 
when opening a new higher-grade school. The Duke said that 
Parliament did not take a very keen interest in education, and 
that the leaders of industry and commerce should do more to 
create an opinion that “a thoroughly organized system of 
national education is indispensable.” The memorial says: 


We have taken steps to bring these views prominently before the 
members of the House of Commons who represent the area covered 
by our Chamber of Commerce. We wish now most respectfully and 
earnestly to request your Grace to urge upon your colleagues in the 
Ministry the necessity of treating the present educational deadlock as 
a matter of first-rate importance. Our attention as a Chamber of Com- 
merce has been specially called to the very.great assistance rendered by 


Dec. 1, 1900. ] THE EDUCATIONAL TIMES. 481 


the State to education in Germany, Belgium, Denmark, and the United | remained in the colony until 1856, having in the meantime married 
States, as evidenced by the consular reports, and we are deeply con-|the grand-daughter of Governor Sorell and become a Roman 
scious of the inadequate mental equipment with which we are furnishing | Catholic. Returning home, he was appointed by Newman a 
our own people. In particular, we would suggest that those com- | professor in his Roman Catholic college on St. Stephen's Green ; 
munities that are conscious of their educational disadvantages, and | and afterwards he followed Newman to Birmingham to the 
take steps to put themselves in a condition of readiness by forming | Oratory School. It was in the intervals of his work in these 
Local Authorities for Secondary Education, may be allowed to help | places ‘that he compiled his well known “Manual of English 
aaa OF sccondeey education, ia adetion te any rete slready Literature.” In 1877 he was appointed one of the first Fellows of 
available for technical instruction. Tt would, no doubt, be desirable | rae, poy T care he last tes or twee are of hie life examine 


to have a fully developed scheme for the whole country, but we feel | . S ee S 
such an advantage would be purchased too dearly at the cost of any | 1"8; teaching, and writing. Mrs. Humphry Ward is his eldest 


further delay. Such concession would be in accordance with the daughter. 
general principles of local autonomy set forth in the Education Bill 
introduced by the Government in the last Session of Parliament, and| On November 13 Lord Avebury delivered, in Jermyn Street, the 
would seem peculiarly consistent with the procedure by tentative | first Huxley Memorial Lecture, on the foundation of the Anthropo- 
stages which has marked educational progress in our country. ‘logical Institute. Lord Avebury said that Huxley's work fell 
into three principal divisions—natural science, education, and 
TuE new School Board for London was elected on November 29, | metaphysics. The chief of Huxley’s contributions to anthropo- 
too late to enable us to chronicle the result, or to comment on ‘logical science was “Man’s Place in Nature,” a book which at 
any modification which it may have introduced in the character the time required great courage to publish, but the main conclu- 
of the Board. 'sions of which might now be said to have been confirmed by 
subsequent research. The book had stood the test of time, and 
Tur Technical Instruction Committee of the Manchester City ' might still be studied with advantage. Lord Avebury dwelt on 
Council has secured from the United States Commission, for Huxley's services to education. As a member of the first London 
display in Manchester, the comprehensive exhibit of the educa- School Board he maintained that “no boy or girl should leave 
tional resources, methods, and aims of the States which has school without possessing a grasp of the general character of 
formed so striking a feature of the Department of Education at science, and without having been disciplined more or less in the 
the French Exhibition. The exhibit includes within its scope methods of all sciences.” As regards higher education, Huxley 
every variety of public educational effort throughout the vast did not undervalue classics, but claimed for science its fair share 
area of the Union. The kindergarten, the primary, grammar, of time. He advocated the system adopted by the founders of 
and high-school grades of elementary and secondary education, , the University of London, and maintained that no one should be 
the technical, agricultural, commercial, art, normal, and profes- given a degree who did not show some acquaintance with science, 
sional schools and colleges, the Universities, the schools for and with at least one modern language. 
negroes and Indians, the institutions for defectives of all kinds, 
the associations for University Extension, and the promotion of 
summer schools, all find exemplification in this remarkable 
display, to which photography has lent its effective and invalu- 
able aid. It is hoped that the exhibit may be ready for public 
inspection by the end of the year, and that it may remain on 
view for several weeks. 


UNIVERSITIES. 
(From our Correspondents.) 


Very soon after my last letter was written we lost 

Oxford. Prof. Max Miiller. e had long ceased to lecture, but 

he and his dachshunds were, till quite kutely, a not un- 

familiar Oxford sight. Few men, if any, in Oxford were more 

widely known; though celebrity is rather a poor gauge of merit. 
in a savant. 

Convocation has been concerned with many trifles ; especially 
in the line of drapery and millinery. The proper garb for a D.Sc. 
and a D.Litt. has only been settled after long exercising several 
great minds and exciting several small controversies. Also the 

reamble to a statute, * De Pileo Rotundo,” has been carried. 

his is to enable Doctors of Law and Medicine to wear round caps 
instead of square—a precious privilege, which the D.Sc. and i 
D. Litt. are to be sternly denied. 

At the instance of the Hebdomadal Council, a sensible alter- 
ation has been made in the statute respecting the Professorship 
of Poetry. The Professor of Poetry is, in theory, a distinguished 
littérateur, without other official connexion with the University, 


In connexion with the London Branch of the British Child | from whom the University extracts interesting lectures in return 
Study Association, Dr. Francis Warner recently gave a demon- | for a Professorship. Obviously it is well to vary such a professor 
stration of the methods employed to determine the physical and | fairly often, if we are to sample littérateurs in at all adequate 
mental capacity of children, at the Home and Colonial College. | number or variety. Hitherto the professor has held office for ten 
Eighty children had been assembled. These were admitted to | years, which are now reduced to five. Further, a silly restriction 
the room in four parties, each of which was ranged in line along has been removed, whereby it was forbidden to elect two suc- 
the floor. They were then asked to watch the movements of a/|Cessive professors from one college. This prohibition had really 
bright object. Those who in so doing moved their heads rather | no Justification in theory, while, in practice, it would almost 
than their eyes were put on one side. The remainder were then | certainly operate against the election of the best men; through 
asked to show their hands, and some were excluded for the|the tendency these men have to come from one or two colleges. 
manner in which they did so. Dr. Warner then placed his hand | Thus, for the next election, the whole “ field” come from Balliol. 
on the head of each of the rest, and put aside any showing ab- A matter which has been debated with no little heat is the 
normal development. The children thus selected were individually | new regulation as to the University sermons. The afternoon 
examined by the lecturer, and their deficiencies noted on cards | sermons, which no one went to but a handful of officials, have 
prepared for the purpose, the results being afterwards com- | been abolished, and all University preachers are to preach in the 

ared with the teachers’ opinions. At the close Dr. Warner | morning. The opposition to this, led by Canon Ince and other 
insisted on the importance of training children to move their leading theologians, compared the sermon to a professor's 


eyes, and of noting the signs of fatigue and nervous exhaustion | lecture, and urged that the audience do not matter: “a professor 
in children. must care only for himself and his subject,” and does not need to 


be listened to. The doctrine must be a comforting one for some 
professors ; but Convocation would not subscribe to it. 

A new Private Hall is being started in connexion with 
Manchester College. This is a further example of the method 
which the late Father Clarke, originated., His \Jesuit Hall has 
been a considerable success (though it remains to be) seen how 


Miss Tucker, who gained a first class in the History Tripos, 
Part I.. 1899, and a first in Part II., 1900, has been elected to the 
Kennedy Studentship at Newnham College. Miss Tucker will 
reside at Newnham, and carry on advanced historical work. 
Bathurst Studentships have been awarded to Miss S. O. Ford and 
Miss G. L. Matthæi, of Newnham College, and Miss Clark, a 
graduate of Glasgow, all of whom are carrying on advanced work 
in botany and vegetable physiology. Miss Winifred Hudson, 
who was declared equal to the eighth Wrangler in the Mathe- 
matical Tripos, has been elected to the Arthur Hugh Clough 
Scholarship. On the results of examinations held at the college 
the classical scholarship has been awarded to Miss A. E. Skelton, 
Norwich High School; and the Mathilde Blind Scholarship to 
Miss M. Rowntree, of Scarborough. 


a a ia uaaa e aa i m aaaea 


Mr. THomas ARNOLD, Fellow of the Royal University of Ireland, 
who recently died in Dublin, was the second son of Dr. 
Arnold, of Rugby. After leaving Oxford he accepted a clerkship 
in the Colonial Office; but after a few months emigrated to 
‘Tasmania, where he was appointed inspector of schools. He 


482 


THE EDUCATIONAL TIMES. 


[ Dec. 1, 1900. 


far it will get over his recent death) ; and there is no reason why | plan for roofing in the eastern quadrangle, to give increased book 


a Unitarian Hall should not be equally successful. 


Only. the | room: at present the whole arrangement of the Library is unne- 


tendency to sectarianize the University in this way may go very | cessanily complex, but there can be no remedy while the present 


far if once started, and would become an evil if it did. In the 
meantime, the relation of these Halls to the University is some- 
thing of an anomaly. A private Hall is essentially personal. not 
permanent ; whereus these are meant to be permanent, and really 
depend, not on their Heads, but on outside bodies who nominate 
these Heads in succession. 

The Reports on University Institutions reveal once more the 
poverty of the central power here. Thus in 1899 the Bodleian 
spent less than £2.900 on MSS.. books. and coins. Everything 
published in England it. of course, gets gratis; but its supply of 
American and Continental books is entirely dependent on pur- 
chase. How elementarily deficient it is, a very short study of 
the catalogue will make painfully apparent—eg., of Paul 
Bourget’s novels it contains. in the original, not one: only the 
few English translations. And most standard foreign writers 
are about equally il-represented. 


A CONSIDERABLE change has been proposed in 

Cambridge. ‘the regulations for the Local Examinations. 

Hitherto candidates for Honours must be below 
the age of sixteen. Candidates between sixteen and eighteen 
years of age may be granted a pass certificate; while in the case 
of those who desire exemption from the entrance examination for 
any business or profession the Syndicate are authorized to admit 
them to the examination. but not to award successful candidates the 
ordinary certificate. It seems that the Incorporated Law Society, 
while recognizing the Examination for Junior Students, as afford- 
ing exemption from the Solicitors’ Preliminary Examination, will 
only accept the ordinary form of certificate. As there is no 
limit of age at which the Local Preliminary and Senior Examina- 
tions can be taken. it is proposed to level up in the case of the 
Junior Examination, so that persons of any age whatever may go 
in for any one of the three examinations. 

‘here has been a merry debate in the Senate on the subject of 
a new regulation for the Historical Tripos. It will be remembered 
that the present regulations order the arrangement of classes in 
one or more divisions—an ordinance which the examiners have 
construed as giving them an option whether they make sub- 
divisions or not, invariably publishing a list with undivided 
classes. This evoked the anger of Dr. Cunningham and others, 
who maintain that the orders of the Senate have been violated. 
The Council came to the rescue of the examiners. by proposing 
a grace to the effect that there shall be no subdivision, while 
giving alternative graces to allow the opponents to have a chance 
of once more emphasizing their views. The Senate finally 
decided that there should be no subdivisions in any of the 
classes. The views of the examiners and of the Historical Board 
have therefore obtained the sanction of the University. 

The visit of the Colonial Volunteers to Cambridge was a great 
success : hospitahty was not overdone, and the arrangements were 
admirable. Each college took charge of a certain number of 
guests, and it is hoped that the men took away pleasant recollec- 
tions of their brief stay here. It is quite certain that our guests 
by their manly bearing and utter absence of any trace of swagger 
created a very marked impression on the undergraduate mind. 
The number of Cambridge men at the front was very large, and, 
as they are returning gradually to revisit their old ane they 
do much to keep alive the zest for soldiering which has taken 
so strong a hold on University men during the past three years. 

In accordance with the intimation given in last month's notes, 
a Syndicate has been appointed to consider in what way the 
University can profitably assist in the cause of military educa- 
tion, and in the meanwhile private enterprise has led to courses 
of lectures in military subjects being given. There is every 
chance of some definite scheme being promulgated for the 
systematic instruction of all the Volunteers, and it is hoped that 
some prominence will be given to military history in the schedules 
of various examinations in cognate subjects. 

The University Benefaction Fund has now reached the respect- 
able amount of £66,000—a result which has been accelerated by 
the generous gift of £10,000 by Mr. W. W. Astor. The Financial 
Board are, however, quite alive to the consideration that only a 
limited proportion of the available funds can be disbursed on 
bricks and mortar, as maintenance both of buildings and staff 
ure items which do not show signs of diminution in any annual 
accounts. 

The Library Syndicate have been busying themselves with a 


state of congestion exists ; though the withdrawal of the Wood- 
wardian Collection to its new home will give temporary relief. 
It should be noticed, however, that the Syndicate have taken no 
steps to provide efficient fire alarms in the building ; though it is 
a matter of common knowledge that a comparatively small ex- 
penditure would very considerably reduce the chance of a tire 
remaining undetected if it broke out during the hours the 
building is shut up. 

The annual election of members of the Council passed off very 
quietly, as there was no burning question before the University. 
The Conservative and Moderate candidates were successful with 
one exception—Dr. Taylor and Dr. Ryle as heads of houses ; Prof. 
Sir R. Jebb as professor; Dr. Keynes, Secretary of the Local 
Examinations, Mr. Scott, Bursar of St. John’s. Mr. Mollison, 
Tutor of Clare, and Mr. Shipley, Tutor of Christ’s, as ordinary 
members of the Senate, were elected by substantial majorities in 
each case. 

The recent outbreak of diphtheria in Cambridge has afforded 
a nseful object-lesson in the modern methods of stamping out 
disease. The Corporation for once acted with common sense and 
vigour; no attempt was made to conceal the true facts, but every 
step was taken to minimize the danger. Dr. Cobbett, of King’s, 
was at once placed in charge of the pathological department in 
connexion with the Town Council, and every doubtful case was 
the subject of careful investigation, followed by proper measures 
for isolation when the disease was diagnosed. There has been 
no fuss and no fright, with the result that everything has gone 
on as if the town could present a clean bill of bealth—a result 
which is now within measurable distance of attainment. 

The triennial production of a Greek play is a recognized fact 
in Cambridge. This year the“ Agamemnon ” was selected, and, in 
spite of the difficulties inherent in such an undertaking, a very 
great success was achieved. Special credit is due to the im- 
personators of the female parts, upon whom the burden of the 
play falls—Mr. F. H. Lucas as Clytemnesta and Mr. F. C. Crace 
as Cassandra were really excellent. It should not be forgotten 
that the Cambridge Greek Play Committee has the assistance of 
Mr. J. W. Clark, whose knowledge both of archwology and stage- 
craft is unrivalled; while a host of specialists were ever ready 
with advice and assistance in regard to the smallest detail. 
Crowded houses and an overflowing treasury were the natural 
outcome of so excellent a performance. 


THE RECENT MINUTE ON THE SIMPLIFICATION OF 
FRENCH SYNTAX, 


Tut Minute of the French Education Department on the 
Simplification of French Syntax has excited nearly as much 
attention in England asin France. Apparently it has been, on 
the whole, welcomed. Several examining bodies of high repute 
have accepted it without reserve. One headmaster, at least. 
lost no time in directing his colleagues to put it in force 
immediately. Perhaps second thoughts may suggest a less 
favourable verdict. Tron the schoolboy’s point of view one 
cannot help thinking : 

Alas! regardless of their doom, 
The little victims play. 

To take a simple example, there are eighteen possible ways in 
which. following the light of nature alone. it is possible to write 
the plural of chou-fleur, nearly as many, in fact, as the ways of 
turning the in German according to Mark Twain. Of these the 
Academy recognizes one as correct; the new Minute recognizes 
three. For the schoolboy, who mentally puts all possible plurals 
in a hat and draws out one at haphazard, this is an obvious 
gain; the odds against his being right are reduced from 17 to 1 
to 5to 1. But even the idlest candidate for a bare pass has got 
a step further, and, when he comes to think out the question, he 
will not unreasonably resent having to learn three right plurals 
instead of one. It is essential to bear in mind that the difficulties 
of an English schoolboy are quite different from those of his 
French cousin. Even when French is taught according to the 
principles of the most advanced reformers, the eye plays a more 
important part in the process of learning in the case of a foreigner 
than it can in the case of a native. 

But. while deprecating hasty action in England, especially so 
long as the final court of appeal, the French Academy, reserves 
its judgment, a thoughtful critic is bound to,look carefully into 
the reasons that have guided a distinguished body(of) French 


Dec. 1, 1900.] THE EDUCATIONAL TIMES. 483 


scholars to conclusions at first sight so startling.» If we read | 
between the lines of the Minute. we recognize that they have | 
been inflnenced., first, by the real difficulties presented by French ! 
spelling to children in the early stages of education, and, next, by | No doubt some of the more delicate applications of the rule, such 
the pedantic tendency of examiners to lay undue stress on ex-!as_ those affecting the inflexion of valu are “ caviare to the 
ceptional forms—a tendency not confined to France. The general | general”; but the main principle is simple in the extreme, and— 
direction to examiners to avoid eae severely such mis-!as for example, in phrases like La lettre que ; a corile—affects the 
takes as do not betray lack of thought or general intelligence | spoken as well as the written language. Even.more startling is 
seems to be the keynote. Hence, for example, the licence: one of the reasons given for this licence. It will facilitate, ìt i: 
allowed as to the gender of.words like manaurre, amour, | said, the learning of French by foreigners. Surely a very poor 
Pdques, &c., in different senses. Such distinctions are not neces- compliment to the intelligence of the rest of Europe! One 
sary for a native till he meets the word in his general reading. | wonders whether, considering that the first principle of inter- 
which he may never do. If he belongs to the educated classes, he | national reciprocity is do ut des, it is a delicate hint to Englishmen 
will pick them np unconsciously. The case of a foreigner is some- | to make some concession in return | | 
what different. No educated Frenchman would confuse un 
manœuvre and une mane@urre. An Englishman, to whom French | society or the final g in deference to the affectations of another ? 
genders are a standing difficulty, needs to have the difference| It is devoutly to be wished that the recommendations of the 
pointed out, though not at an early stage. His probable source | Commission may be somewhat restricted in their influence that 
of error is ignorance of the gender of the abstract noun une | the Academy may put down its foot on any attempt to trifle with 
manænvre. ie a great work of art like the French language. an that the effect 
_ Another principle running through the Minute is the elimina-|of the Minute may be contined to the praiseworthy object of 
tion of certain differences of spelling not corresponding to differ- checking pedantry ‘on the part of the examiners of elementary 
ences of pronunciation. Carried to an extreme, this would land us | schools and the lower classes of secondary schools. H. W. Eve. 
in phonetic spelling; as M. Bruneti¢re points out in the Rerue| =- - = =- a Ts wae 
des deux Mondes of September 1, sin would represent sain, sein, 
saint, seing, Kc.—an inconceivably horrible conclusion. At pre- CORRESPONDENCE. 
sent only a very thin edge of the wedge is inserted. The licence 
allowed as to the addition or omission of 8 in cent and vingt (not, 


and pronominal verbs—a concession which formed the subject of 
long debates in the Commission—seems, if it ix not presumptuous 
for a foreigner to say so, as unnecessary as it is revolutionary. 


A son Shall we. for example, sacri- 
fice the initial k in accordance with the usages of one section of 


of course, in quatre-vingts hommes, where liaison takes place) is, PUBLIC-SCHOOL TRAINING. 
to @ certain extent, Justified, because, except in examinations, To the Editor of the Educational Times. 


large numbers are almost always represented by figures. Srr,—With the advance of the times, and the altered conditions 
Another illustration is afforded by the variations allowed in! existing in connexion with the struggle prevailing amongst the sons of 
forming the plural of borrowed and compound nouns. In these, the upper-middle class to provide themselves with employment, it is 
we recognize also the influence of a third principle, the desire to perhaps as well that our public schools should amend and alter their cur- 
accelerate a natural process already at work in the language. Itis riculum; for, as it now stands, and has stood for years past, the training 
well known that there are three stages in the treatment of foreign | vouchsafed unto the sons of “ gentlefolk ” does not eminently fit them 
words that have found their way into French. Some, like! to make their way in the world successfully. And it is not only the 
redingote, biftek, have put on a French dress; others, like ticket į scholastic side of the question which counts, but also the social side. 

(familiar to visitors to the Exhibition), wagon, tramway. have | At Marlborough, Fettes, and other public schools it has been for some 
retained the English spelling, but are completely naturalized. and, | years past recognized in a practical manner that, however great may 
of course, take the pluralending. There isa third class. containing ' be the veneration of the headmaster and classical masters for the dead 


many Latin words, like exéat, and it is to this class that the new languages, Prem AcaMremien’ 18 DOLA matter of necessity un lese yu: 


rules apply. It isnot unreasonable to suppose that the hospitality | a intends to compete for a scholarship, or to take orders or 


extended to foreign residents will be more and more freely But to those who propose entering the Army, or the more lucrative 
granted to foveign words, and that usage will consecrate the addi- paths of commerce, the classics are—especially in the latter case— 


tion of permitted by the Commission. The case of compound i unnecessary, as I can say from personal experience. Encouragement 


nouns is somewhat similar, but the rules are necessarily still, of the study of modern languages is readily given in the Army. Young 


somewhat complicated; and, as is pointed out above, it is doubtful officers of linguistic promise are afforded every facility for perfecting 
how far an Englishman will gain by availing himself of the alter- | their knowledge of French, German, Italian, Persian, and Russian; for, on 
natives allowed. Already several words like portemanteau.garderobe, | passing a preliminary examination, leave of absence (technically known 
have lost their hyphens, and form their plural as if they were; in the Service as “language leave”) is allowed to officers who may 
simple nouns. It is, then, not inconsistent with the spirit of the | wish to proceed to any country to make themselves perfect in the 
modern language to extend the same treatment to abat-jour, | language selected. In India, the study of the frontier dialects, such as 
timbre-poste, coffre-fort, &c.; but at present the process of trans- Pushtu and other hill languages, is taken up by many Staff Corps 
formation has gone on but slowly, and we may well have to wait | officers. And, as a handsome reward is given by the authorities, the 
a considerable time before the innovations have secured droit de | successful student, after paying his professor's fees, has a substantial 
cité. The indiscriminate addition of sto proper names is a rever- balance left to owe ho fol i 
sion to an earlier usage, surviving in certain cases, and mar) It will, doubtless, be urged by the scholar who follows somewhat 
possibly find favour. a Pa that a n E pee ply er pioneers a 
«When we come to syntax proper, we are on more delicate ground. P ees Na ARS al a Een ti lie PORE Te A a 


ee i : f fact, the shortest answer is that the time spent in acquiring this 
Naturally space permits, as in the case of the accidence, the gronndwork would be better employed by the pupil in tackling the 
selection of only a few typical examples. The licences allowed languages which he desires eventually to acquire. It is satisfactory to 
in the application of the first concord do not seem always to tend find the modern side, or modern school, so greatly in evidence at the 
to precision of thought, and might not commend themselves to. majority of our public schools. But why should not the modern-side 
scholarly teachers. For example, the sentence Le chat ainsi system be more general throughout the curriculum of our schools ? 
-que le tiyre est un carnivore suggests a particular order of, Why not, at the outeet of a boy’s school career, let him eschew such 
thought. We have mentally classified the tiger as a carnivorous , subjects as Latin, Greck, and Divinity, until it is settled that he is to 
animal ; we now put the cat in the same class. The alternative: embrace one of the callings to which those subjects apply? Toa boy 
allowed by the Minute, Le chat winsi que le tigre sont des carnivores, , Who is destined to become an officer in the Army, or toa youth who has 
is a different proposition, implying a different mental standpoint, itin bie mind to be ceo me eno in the City,” of what use is a know- 
It would be a serious loss if the distinction were ignored in the ledge of Homer and Virgil? And, again, to those who propose making 
higher classes of a school. Again, the delicate distinction | the intr pea snd varied patig eee Phe METUT aim) OF Ieee 
between sirop de groseille (currant syrup) and sirop de groseilles de | a 18 taS oe ob Een ie! apts "i ee E T EA a 
Bar (syrup made from Bar currants), to which M. Brunetiére! sa grees ` a ae Ps er < aie Wot 
calls attention, may not in itself be of grave importance, but the! i> ee eae ie vi 
ae s May no : se OL grave imp , lit not be possible for the French and German forms at our schools to 
principle could hardly be extended to vne forét de chénes and 


b X : : i ! have intercourse with German and French boys? ‘Though national 
une table de chêne. Nor, as the same writer points out, 1s the | proclivities might lead to boyish disputes and bickerings, the acquire- 


difference bewteen avoir l'air doux and avoir l'air douce an idle | ment of a foreign tongue need not be interrupted even by disputes. 

one—to ignore it entails some loss of precision. As regards mathematics, they, fortunately, have always received due 
‘The most important concession made in syntax, the per-| consideration. 

mission to neglect the concord of the past participle of transitive} Again, the general tone and morale ofa boy, his reliance and sense 


484 


THE EDUCATIONAL TIMES. 


[Dec. 1, 1900. 


of adaptability, should be serious items in the curriculum. A lad 
takes his tone as much from the masters as from the elder boys. I 
would advocate more social mixing, of a discreet nature, between the 
boys and their masters. Judiciously carried out, and provided the 
masters themseives are of the requisite stamp, such a course would, I 
imagine, prove distinctly beneficial. Many boys, on joining their 
militia battalion, or on going to the University, are most unpleasant 
young cubs. They are a source of discomfort to themselves and to 
their friends and mentors. But, if, whilst at school, they have had the 
awkwardness, uppishness, and rough angles of extreme youth rubbed 
off, they would start the world free from the drawbacks of hobblede- 
hoyhood. GEORGE CECIL. 


EXAMINATION DATES. 
To the Editor of the Educational Times. 


SiR, —I have often thought, and so have other teachers whom I 
have consulted, that the College of Preceptors would be studying the 
interests of many schoole, without detriment to its own interests, if it 
held a Certificate Examination at the end of the Lent Term, either 
instead of or in addition to the present summer examination. With an 
examination at the end of each term, the requirements of all schools 
would be adequately met, and the Easter examination would, I believe, 
prove a special boon to many schools. The two winter terms could be 
devoted to regular work for the examination, and the summer term 
could be ytilized for various special purposes. The Lent term, when 
football has become “stale,” would be admirably adapted to preparing 
for examination. Easter is a far better time for examination than the 
short days of Christmas or the hot days of midsummer, and the results 
would be ready for the midsummer Prize Day. At Christmas the 
examination is so arranged as not to clash with the Cambridge Locals, 
and hence there is a comparatively short time for work after the long 
midsummer vacation, and an awkward interval between the examina- 
tion and the Christmas vacation. The examination might either com- 
mence on the Tuesday nearest to March 11, so as to precede the 
earliest possible date of Holy Week, or—better still—be varied so as 
always to precede Holy Week, and yet never be later than the twelfth 
week of the Lent term. Such an arrangement would suit us here 
“down to the ground,” and from the unanimous opinion of the many 
teachers whom I have consulted I am led to believe that it would be 
equally acceptable to many other schools. At least, the question is 
well worth ventilating, and I shall be greatly obliged if you will kindly 
insert this letter.— Yours faithfully, Ww. IRELAND. 

Lacton School, April 13, 1900. 


MEETING OF THE COUNCIL OF THE COLLEGE OF 
PRECEPTORS. 


A MEETING of the Council was held on November 14. Present: 
Dr. Wormell, Vice-President, in the Chair; Mr. Barlet, Miss 
Crookshank, Mr. Bidlake, Mr. Charles, Miss Day, Mr. Eve, Rev. Dr. 
Hiron, Miss Jebb, Mr. Ladell, Rev. R. Lee, Mr. Montgomery, Mr. 
Pinches, Rev. Dr. Robson, Dr. R. P. Scott, Rev. J. Stewart, Rev. J. E. 
Symns, and Rev. J. Twentyman. 

The minutes of the last meeting were read and confirmed. 

The Secretary reported the state of the preparations for the forth- 
coming Winter Meeting for Teachers to be held at the College in the 
first fortnight in January. 

The Report of the Examination Committee was adopted, and the 
following were appointed Examiners in Physiology :—Dr. A. News- 
holme, M.A., and Professor R. H. Ainsworth Davis, M.A. 


The following persons were elected members of the College :— _ 


Mr. R. Cooke, A.C.P., Archbishop Abbot’s School, Guildford. 

Mr. F. T. Leighton, A.C.P., 4 Cambridge Crescent. Edgbaston, 
Birmingham. 

Mr. A. Snape, A.C.P., Collegiate School, Lapford, N. Devon. 

Miss K. Stovens, Carlisle House, Dartmouth Park Hill, N.W. 

Mr. M. F. Walker, A.C.P., 20 Pemberton Road, Harringay, N. 


The following books had been presented to the Library since the last 
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By Mr. E. E. SPEIGHT.—Thomson and Speight’s Junior Temple Reader. 

WoE: ARNOLD. — Arnold's Continuous Story Readers, Grades I., IIL, HI., 
an ; 

By G. BELL & Sons.—Pendlebury and Beard’s Commercial Arithmetic, Part I. 

By A. & ©. BLack.—Woodstoek (* Sir Walter Scott” Continuous Renders). 

By BLACKIE & Sunx.—The Conversutional Readers (Primers E and II. and 
Infant Readers, I. and II.); Oswald’s German Commercial Correspondence ; 
Starck’s French Commercial Correspondence, 

By C. J. Chay & Sons.—Snailum’'s Bookkeeping. 

By W. B. CLIVE.— London University Guide and University Correspondence 
College Calendar, 1900-1, 

By HACHETTE & Co. — Berthon’s Hugo's La Chute; 
Lectures, 

By MACMILLAN & Co.—Evans’ Botany for Beginners; Payen-Payne’s Corur’s 
L'Ame de Beethoven, and Word- and Phrase- Book tothe same; Poiré’s First Year's 
French Course ; 8iepmann’s Dandet’s Tartarin de Tarascon, 

By G. PHILIP & Sov.—Philips’ Elementary Atlas of Comparative Geography. 

Calendars of Trinity College, London, City of London College, and Royal College 
of Surgeons of England, 


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The passuwes are selected from recognized authors, and a few newspaper pussages 
are included, The lists of appended words are drawn up mainly on the principle of 
comparison and contrast, and will form a répertoire of over 2,000 words, embracing 
practically all the ditticulties felt by the pupil. 


A Short Story of English Literature. By Emma S. MELLows. 
Crown 8vo, 3s. 6d. 


The history of English literature told in a simple style for young students. It is 
particularly rich in biographical detail and contains a considerable number of 
illustrative extracts, 


A History of Egypt, from the Earliest Times to the Present 
Day. Edited by W. M. FLINDERS PETRIE, D.C. L., LL.D., Professor of Egypto- 
Jory University College. Fully Mlustrated. In Six Volumes. Crown 8vo, 


Vol. VI. Egypt under the Saracens, By STANLEY LANE POOLE. [Shortly. 


A Short History of Rome. By J. WELLS, M.A., Fellow and Tutor 

of Wadham College, Oxford, With3 Maps. Second Edition. Crown 8vo, 3s. 6d. 

“An origina) work, written on an original plan and with uncommon freshness 
and vigour.” —Speaker. 


A Constitutional and Political History of Rome. By T. M. 
TAYLOR, M.A., Fellow of Gonville and Caius College, Cambridge, Senior Chan- 
ae Medallist for Classics, Porson University Scholar, &c., &e. Crown 8vo, 

s. 6d. 


An account of the origin and growth of the Roman institutions, and a discussion 
of the various political movements in Rome from the earliest times to the death of 
Augustus. 


Passages for Unseen Translation. By E. C. MARCHANT, M.A., 
Fellow of Peterhouse, Cambridge, and A. M. Cook, M.A., late Scholar of Wadham 
College, Oxford; Assistant-Muster at St. Paul’s School. Crown 8vo, 3s. 6d. 

“A capital selection, and of more variety and value than such books usually are.” 

—Atheneum. 


Exercises in Latin Accidence. By S. E. WINBoLT, Assistant- 
Master in Christ’s Hospital. Crown 8vo, 1s. 6d. 


“ Accnrate and well arranged.” —Athenæeum. 


Notes on Greek and Latin Syntax. Bv C. BUCKLAND GREEN, 
M.A., Assistant-Master at the Edinburgh Academy, late Fellow of St. John's 
College, Oxon. Crown 8vo, 3s, 6d. 


“ Well arranged, clear, and extremely useful.”’"— School Guardian. 
New Testament Greek. A Course for Beginners. B 


RoODWELL, B.A. With a Preface by WALTER Lock, D.D., Warden of 
College. Crown 8vo, 3s. 6d. 


A Greek Anthology. Selected by E. C. Manrcnant, M.A., Fellow of 
porn Cambridge, and late Assistant-Master at St. Paul's School. Crown 
8vo, 3s. 6d. 


The Nicomachean Ethics of Aristotle. Edited by JOHN BURNET, 
M.A., Professor of Greek at St. Andrews, Demy 8vo, 15s. net. 

The Captivi of Plautus. Edited by W. M. Linpsay, M.A., Fellow 
of Jesus College, Oxford. Demy 8vo, 10s. 6d. net. 

Taciti Agricola. With Introduction, Notes, Maps, &c. 
Davis, M.A., Assistunt-Master at Weymouth College. Crown 8vo, 2s. 


Crown 8vo, 2s. 


G. 
eble 


By R. F. 


The Frogs of Aristophanes. Translated by E. W. HuNTINGFoRD, 
M.A., Professor of Classies in Trinity College, Toronto. »Crown 8vo, 28. 6d. 


METHUEN & CO., 36 ESSEX STREET, STRAND. 


Dec. 1, 1900. ] 


THE EDUCATIONAL TIMES. 487 


University Tutorial Press. 


COLLEGE OF PRECEPTORS 
EXAMINATIONS, 1901. 


Latin and Greek Classics. 


Caesar.—Gallic War, Book II. By A. H. ALLCROFT, M.A. Oxon., and W. F. 
Masom, M.A. Lond. Text and Notes. 1s. 6d. Vocabulary. 18. 


EBuripides.—Alcestis. By J. H. Haypon, M.A. Camb. and Lond. Text and 
otes. 3s. 6d. 


Horace.—Odes, Book IV. By A. H. ALLCROFT, M.A. Oxon., and F. G. PLAIS- 
TOWE, M.A. Camb. and Lond. Text and Notes. 1s. 6å. Vocabulary. 1s. 


Livy.—Book V. By A. H. ALLCROFT, M.A. Oxon., and W. F. Masom, M.A. 
nd. Text and Notes, 2s. 6a. Vocabulary. 1s. 


Vergil.—Aeneid, Book I. By A. H. ALLCROFT, M.A. Oxon., and W. F. 
Maso, M.A. Lond. Text and Notes. 1s. 6d. Vocabulary. 1s. 


(Other Special Subjects will be announced in January, 1901.) 


English and French. 


ENGLISH GRAMMAR, THB PEREECEPTORS’. By W. H. Low, 
M.A. Lond., and ARNOLD WALL, M.A. Lond. {In the Press. 


The English Language: Its History and Stincture. By W. H. Low, M.A. 
Lond. With 320 Test Questions. Fifth Edition, 38.64. 


History of England, The Matriculation. (To 1702.) 
FEARENSIDE, M.A. Oxon. 3s. 6d. 


Shake are.— Henry V. Edited, with Introduction and Notes, by Prof. 
W. J. RoLre, D.Litt. 2s. 


FRENCH COUERSB, THE PRECEPTORS’. By E. WEEKLEY, M.A. 
Lond. With Passages for Translation into French. 8s. 64. 

FRENCH COURSE. BARLET’S PRECEPTORS’ JUNIOR. By 
STÉPHANE BARLET, B. ès Sc., Univ. Gall. 1s. 6d. 

PEBNCH READER, THE PERECEPTOBRS’. With Notes and Vocabu- 
lary. By ERNEST WEEKLEY, M.A. Lond. Second Edition. 1s. 6d. 


Latin Grammar, &c. 


LATIN COURSE, THE PREBCEPTORS’. By B.J. Hayes, M.A. Camb. 
and Lond. 2s. 6d. [Ready thes month. 
Latin Grammar, The Tutorial. By B. J. Hayes, M.A., and W. F. 


MasoM, M.A. Fourth Edition. 33. 6d. Bxeroises and Test Ques- 
tions on. 1s. 6d. 


Latin Composition. With Exercises. By A. H. ALLCROFT, M.A., and J. H. 
HAYDON, M.A. Fifth Edition. 28. 6a. 


Latin Header, The Tutorial. With Complete Vocabulary. @s. 6d. 
LATIN READER, THE PRECEPTOERS’. By Rey. E. J. G. FORSR. 
M.A. Lond. 1s. 6a. [Ready this month, 


Mathematics and Science. 


ae ie The Tutorial. Part I.: Elementary Course. By RUPERT DEAKIN, 
A. Oxon. [Zn the Press. 


Algebra, Phe Tutorial. Part II.: Advanced Course. By Wy. BRIGGS, 
LL.D., M.A., F.R.A.S., and G. H. BRYAN, Sc.D., M.A., F.R.S. 68. Gà. 


BOOK- KEEPING, THE PEREBCEPTOERS’. By Tuomas CHALICE 


Jackson, B.A., LL.B. Lond. [In the press. 
Exercise Books, ruled Ledger, Journal, or Cash. 34. 


Botany, First Stage. By A.J. EWART, D.Sc. Lond. 28g. 


Chemistry, The Tutorial, By G. H. BAILEY, D.Se. Lond., Ph.D. Edited by 
Wu. BRIGAS, LL.D., M.A., F.C.S. 
Part I.: Non-Metals. 3s. 64. Part II.: Metals. 3s. Gå. 
Buclid. Books I-IV. By RUPERT DEAKIN, M.A. Oxon. and Lond., Head- 
master of Stourbridge Grammar School. 2s. 6a. Books I.and II. 1s. 


a aa and Bleotricity, First Stage. By R. H. JUDR, M.A., D.Sc., 


By C. i S. 


MECHANIOS, THE PRECEPTORS’. By F. ROSENBERG, M.A., B.Sc. 
2s. 6a. 


pound, Light, and Heat, First Stage. By Jons Don, M.A., B.Sc. Lond, 
S. 


TRIGONOMETEY, THE PRECEPTORS’. Edited by Wm. BRIGGS, 
LL.D, M.A., F.C.S., F.R.A.S. 25s. Gå. 


COMPLETE CATALOGUE of the University Tutorial Series, and List of 
Books classified for COLLEGE OF PRECEPTORS’, London University, 
pg Art (Board of Education), and other Examinations, free on 
application. 


London : UNIVERSITY TUTORIAL PRESS (University Correspondence College Press). 
W. B. CLIVE: 13 BOOKSELLERS ROW, STRAND, W.C. 


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FORECASTS AND COMMENTS. 


a December 1, 1900. 
Tue Certificate Examination of the College of 
Preceptors, and the Junior Forms Examination, 
will begin on Tuesday next, December 4. 
eo # 


* 

Tue Third of the Winter Meetings for Teachers, conducted 
by the College of Preceptors, will take place at the College, 
Bloomsbury Square, from the Ist to the 9th of January. 
The programme will include short series of Lectures on 
“ Principles and Practice of Education,” by Mr. P. A. Barnett ; 
on “The Teaching of Mathematics,” by Prof. Hudson, with 
supplementary lectures by Mr. A. Sonnenschein and Miss 
Findlay; and on ‘‘The Teaching of Modern Foreign Lan- 
guages,” by Mr. H. W. Eve, Prof. Strong, Mr. S. Barlet, and 
Mr. W. C. Brown. There will also be single lectures on 
‘¢ Discipline and Form Management,” by Professor Withers; on 
‘‘The Development of the Moral Nature of Children,” by Pro- 
fessor Earl Barnes; on ‘‘ The Choice of Studies,” by Dr. J. J. 
Findlay ; on ‘‘ Observation of Children,” by Dr. Francis Warner; 
on ‘‘ The Teaching of Reading,” by Principal Burrell ; on ‘‘ The 
Teaching of History,” by Mr. W. M. Childs; on ‘‘ The Teach- 
ing of Geography,” by Mr. E. Barkby; on ‘‘ Ruskin and Edu- 
cation,” by Mr. E. L. Paton; on “A Recent Educational 
Reformer,” by Mr. J. Jtussell; and on Tennyson’s ‘In 
Memoriam,” by Mr. H. W. Eve. 

* 
y 

THERE will be in all twenty-two lectures, which will occupy 
the mornings and the early evening hours of each day; the 
afternoons being taken up with visits to important educational 
institutions in easily accessible parts of the metropolis. 

* 
* 

THE plan of the programme, following that adopted at the 
previous Winter Meetings, is to deal in a general way with 
the principles underlying the practice of education ; and, while 
covering a considerable range of schocl subjects, to concentrate 
attention ou two main departments of study. The treatment of 
physical science is provided for in a two days’ Conference at 
the South-West London Polytechnic (in connexion with the 
Technical Education Board of the London County Council) to 
which the teachers attending the Meeting are admitted. 

e  # 


Fixtures. 


# 

On December 4 and 5 the London School Board will hold its 
annual preliminary examination for scholarships. Fifty-eight 
scholarships and exhibitions, as well as a Sarah Terry Prize, 
will be awarded as a result of this examination. 

e * 
* 

AN examination will take place at Marlborough on 
December 5 and 6 for fifteen foundation scholarships of the 
annual value of £30, confined to the sons of clergymen. Appli- 


cations for particulars should be made to the Bursar. 


+  & 
+ 


An “Occasional Lecture’ will be given at Bedford College, 
London, on December 6, by the Dean of Ely, at 5 p.m. The 
subject will be ‘‘ Alan de Walsingham, Prior and Master of 
Ely Minster.” The lecture will be illustrated by lantern 


views. 
* * 


* 

Ox Friday, December 7, the Hon. E. Lyulph Stanley, Vice- 
Chairman of the late London School Board, will give amaddress 
to the metropolitan Section -B of ‘the Teachers’ Guild on ‘‘ The 


488 


Government Secondary Education Act.” The lecture will take 
place at the North London Collegiate School for Girls, and will 
be open to all. x 
* 
A GENERAL ConFERENCE of the Teachers’ Guild will be held at 
Brighton on January 9 to 12. 
* 


* 

Tue next meeting of the British Child-Study Association 
will be held on December 14, when Miss Young will read a 
paper (followed by discussion) on ‘‘The Elementary-School 
Girls’ Notions on Social Economy.” 

e % 

ARRANGEMENTS have been made for a Holiday Course for 
English Teachers to be held at Marburg, beginning on January 3, 
1901. Prof. Kiihnemann, of Marburg University, will lecture 
three times a week on “ Die Blütezeit der deutschen Litteratur’’; 
and Herr A. Cocker will hold classes in Germsn conversation 
(based on phonetics) four times a week for beginners, and four 
times a week for more advanced students. 


Lectures will also be given at the Marburg meeting for 
English students from half-past four to half-past seven on every 
Wednesday from January 9 to March 27. The lecturers will be 
Profs. Dr. Below, Dr. Schröder, and Dr. Natorp. These lectures 
are so arranged that those delivered on the first three Wednesdays, 
t.e., in the month of January, will form a complete course in 
themselves. Applications for these courses can only be received 
up to December 14. All communications should be addressed 
to Herr A. Cocker, Villa Cranston, Marburg a.d. Lahn. 


THERE is talk of memorials to Sir Thomas Dyke 
Acland and Max Miiller, of Oxford, and to Henry 
Sidgwick, of Cambridge ; whilst the lists are still 
open for Sir Archibald Geikie and one or two more. 
The honourable dead, like the living poor, are always with 
us: it is a saving clause in the contract of life. 

# 
S 

Tuere is talk of yet another English University. On 
November 6 Lord Barnard formally opened the new science 
buildings, costing over £4,000, attached to the North Eastern 
County School, Barnard Castle. The Bishop of Durham and 
others were present. Lord Barnard, in the course of his speech, 
advocated the endowment of a University for the North of 
England similar to the Birmingham scheme. 

* * 


Education 
Gossip. 


& 

In memory of the late Prof. Thomas Jones, of Manchester, 
who died at Springfontein while acting as chief surgeon to the 
Welsh Hospital in South Africa, Mrs. Jones has founded a 
scholarship at the Owens College, Manchester, of the value of 
£100. Candidates must be graduates in medicine and surgery 
of the Victoria University, or have passed the Final Conjoint 
Examination of the Royal Colleges of Physicians and Surgeons, 
and must have spent at least three years of their course of 
medical and surgical study at the Owens College. The scholar- 
ship will be awarded triennially. 

+o % 


One of our daily contemporaries has been nursing a corre- 
spondence on the question as to which is the oldest of our public 
schools. If it were asked where were schools first established 
in England—the Druids being barred—one might answer at 
once: Canterbury and York. As a matter of documentary 
evidence in regard to our existing schools, the order of 
precedence is, perhaps, as follows:—Warwick School, 1066 ; 
St. Peter’s School, York, 1090; St. Albans Grammar School, 
1117; Wells Grammar School, 1236; Winchester, 1387 ; 
Wantage, King Alfred’s School, reign of Henry V.; Eton, 
1441; City of London, 1442; Magdalen College School, Brack- 
ley, 1447; Reading School, 1485; St. Paul’s, 1509; Notting- 
ham High School, 1518; Manchester Grammar School, 1515; 
King’s School, Canterbury, 1542; Bedford Grammar School, 
1552; Christ’s Hospital, 1552; Tonbridge, 1553; Tideswell, 
1560; Merchant Taylors’, 1561 ; Bedford Modern School, 1566. 


THE EDUCATIONAL TIMES. 


I Dec. 1, 1900. 


£7,000 has been subscribed in augmentation of the £5,000 
presented to Aberdeen University by Mrs. Fletcher, of Hamp- 
stead, for the purpose of founding a Chair of History in the 
University. A further sum of £4,000 is needed in order to 
make up the total which a Scottish University regards as 
necessary for the endowment of a professorship. 
* % 


s 
Next year, the year of Glasgow’s International Exhibition, 
Glasgow University will celebrate the ninth jubilee of its 
existence. After St. Andrews, Glasgow is the oldest Univer- 
sity in the North. The proceedings, which begin on July 24, 
will last three days, and a feature will be the delivery of 
speeches on three famous sons of the University — William 
Hunter, M.D., the great anatomist, Adam Smith, and James 
Watt; Dr. Hunter being dealt with by Prof. Young, Adam 
Smith by Mr. A. J. Balfour, and Watt by Lord Kelvin. In all 
£3,000 will be spent on the celebrations. 
* * 


* . 
A New County School has been opened at Pontywain, near 
Risca, Monmouthshire. This is the last of the schools to be 
founded in Wales and Monmouthshire under the Intermediate 
Education Act. The Welsh revolution in higher and secondary 
education is now practically accomplished. 
*  % 


# 

Vıcrorgrra University has now decided to examine students 
presenting themselves from recognized theological colleges, with 
a view to graduation. This is practically the same policy which 
has already been adopted by the University of Wales. During 
the discussion on this subject by the University Court, Dr. 
Hopkinson, the Vice-Chancellor, ridiculed the notion that the 
proposed course would necessitate the application of religious 
tests. * * 

* 

THE women students of Paris who registered themselves at 
the various faculties last month are thus distributed :—in the 
Faculty of Medicine 104, of whom 21 are French and 83 
foreigners; in the Faculty of Letters, 86 Frenchwomen and 
70 foreigners, chiefly Russians and Americans; in the Faculty 
of Sciences 12, of whom 6 are French, 4 Russians, 1 German, 
and 1 Norwegian ; in the Faculty of Law 2 only, both Russian. 
At the School of Physical Sciences (where a year’s preliminary 
work is done before the students pass on to the Faculty of 
Medicine) there were 8 entries, 6 Frenchwomen and 2 foreigners. 
The total number is 282. 4, + 

# 


Logn Rosrsery will doubtless be glad to hear that a company 
of one hundred cadets, selected from some hundred and fifty 
candidates, has just been formed at the Merchant Taylors’ 
School and attached to the London Rifle Brigade. The play- 
ground is used for special military drill on Wednesday afternoons, 
and an armoury has been fitted up in the basement. Besides 
making a grant for preliminary expenses, the Merchant Taylors’ 
Company have given the uniforms, and the boys are called on 
for small subscriptions—an entrance fee of ten shillings and a 
terminal subscription of five shillings. The rejected candidates 
have, for the most part, been placed in a “‘ reserve.” 

# % 
% 

Unpver the will of the late Dr. D. J. Leech, of Manchester, 
£10,000 is to be given to the authorities of the Owens College 
for the endowment of a Chair of Materia Medica and Thera- 
peutics. 


At the end of October the Fellows of Peter- 


A ppor Meneg house, Cambridge, elected as their Master, in 
Vacancies: place of the late Dr. Porter, Dr. Adolphus 
William Ward, Litt.D., formerly Fellow of the 

College. In 1866 Dr. Ward became Professor of History and 


English Literature at Owens College, Manchester, and in 1870 
was elected Principal of the College, which appointment he 
held until 1897. On his resignation he received the freedom 
of the City of Manchester. He was Vice-Chancellornof,Vietoria 
University from 1886 to 1890; and ‘again from-18944o 1896. 


Dec. 1, 1900. ] THE EDUCATIONAL TIMES. 489 


Dr. Ward translated Curtius’s ‘‘ History of Greece,” which | England under Cromwell,” by Mr. Basil Williams. Mr. Round 
was published in five volumes, and edited the ‘‘ Globe Edition ” | distinguishes very clearly amongst the ‘‘ royalists” who fought 
of Pope’s poetical works. He is the author of a history of|for Charles in 1642 the “loyalists ” who crossed over to them 
English dramatic literature to the death of Queen Anne, |in 1647, in the interests of public liberty, and the ‘‘ moderate 
published in 1875, and he wrote for the “English Men of| Parliamentarians ” who fell away from Cromwell later on. 
Letters Series ” lives of Chaucer and of Dickens. He also was y 
a contributor to the ‘‘ Dictionary of National Biography ” and| We note once more with pleasure the contributions of trained 
the ‘‘ Encyclopædia Britannica.” historical women students in the ‘“ Notes and Documents ” 
aa Sa section of the same Rrriew. Miss Bateson gives us the third 

Tue Rrcenur Hon. F. Max Mürek, Corpus Professor of|part of her ‘‘ Laws of Breteuil,” and Miss Eva Scott makes an 
Comparative Philology at Oxford, died on October 28. The |interesting contribution on ‘‘ The Marriage cf Prince Rupert.” 
Chair was virtually created for him, and his name appeared in a oi 
the deed of foundation. After he had lectured for a quarter of| A NoTEwoRrTHY new publication is the ‘‘ Histoire de France ” 
a century at Oxford, Max Miiller resigned his Professorship, | (Hachette), by Ernest Lavisse, assisted by thirteen competent 
with the intention of returning to Germany and devoting his ;authors. We have the first of sixty-four fascicules, contain- 
remaining years to literary work. Invitations reached him |ing ninety-six pages, from which it is possible to infer the con- 
from several German Universities, and even from Florence ; | templated scale of the entire work. 
but he returned to Oxford after less than two years’ absence, a 
the authorities offering to appoint a deputy and charging him: Messrs. Lonemans are publishing a new edition of Max 
at the same time with the editorship of a large literary under- | Miiller’s ‘‘ Ramakrishna: His Life and Sayings,” the first 
taking, a translation of the ‘‘Sacred Books of the East.” Of! edition of which appeared in the beginning of last year. It is 
this work fifty volumes have been issued. a book of material for the study of the evolution of religion. 

+o % “` % 
* 

Tue Principalship of Liverpool Oollege has been vacated by; On New Year’s Day the Cambridge University Press will 
the Rev. F. Dyson (formerly Headmaster of the Godolphin ' publish the first number of a new quarterly to be called the 
School, Hammersmith), who has been appointed Junior Dean ' Journal of Hygiene. It will be edited by Dr. Nuttall, 
and Fellow of St. John’s College, Cambridge. Lecturer on Bacteriology and Preventive Medicine in the Cam- 

+. * bridge University; Dr. Haldane, Lecturer in Physiology at 

Mr. Orrver Exton, Lecturer in English Literature at Owens ' Oxford, and Dr. Newsholme, Examiner in State Medicine in the 
College, has been selected for the Professorship of Modern | Universities of London and Oxford, will give their assistance. 
Literature at University College, Liverpool, in succession to Peer 
Mr. Walter Raleigh, who was recently appointed Regius | Messrs. A. J. Evans and D. G. Hogarth, Directors of the 
Professor of English Language and Literature at Glasgow. British School of Archeology at Athens, report the discovery of 

es extraordinary prehistoric treasures in Crete in connexion with 

Mr. A. W. Hucues, F.R.C.S., Professor of Anatomy at: the work of the Cretan Exploration Fund. Their discoveries at 
King’s College, London, who directed the Welsh Hospital at | Knossos throw into the shade all the other explorations of last 
Springfontein and Pretoria, must be added to the long list of | season in the Eastern Mediterranean. A magnificent palace has 
victims of the South African War. He went out last June, '! been unearthed which is claimed to be the dwelling-place of 
having volunteered at a moment’s notice to supply the place of | Homeric kings and the sanctuary of the Cretan god of the 
Prof. T. Jones, the previous director of the hospital, who also Double Axe. There is ground for the belief that this building 
died at the post of duty. For a time he was Professor of was, in fact, the Labyrinth of the Minotaur. All the palace 
Anatomy at Cardiff, and on leaving for London he collected for | archives have come to light, which, when deciphered, should 
University College Hospital there a sum of £300 towards the | contain a mine of wealth for archeologists. Various frescoes, 
provision of a collection of anatomical specimens to take the | vases, and statuettes have been found. 
place of his private collection, now at King’s College Hospital. a 

Cn Tue British School at Rome is to begin work this month. 

Mr. R. C. Grson, M.A., late Fellow of Trinity College, |The Director, Mr. G. M. Rushforth, is already in Rome, and 
Cambridge, assistant-master at Harrow, has been appointed | may be addressed at the British Embassy. Intending students 
Headmaster of King Edward’s School, Birmingham, in succession | are requested to apply to Prof. Pelham, Trinity College, Oxford, 
to the late Rev. A. R. Vardy. from whom all particulars as to admission, &c. can be obtained. 

TaY The school is intended to promote the study, not only of classical 

Mr. C. E. Browynice, M.A., has been appointed Headmaster į history and archæology, but of mediæval history, art, and 
of Magdalen College School, Oxford. Like Mr. Gilson, he was i literature. The Director will be happy to explain the principal 
educated at Haileybury, under Dr. Bradby. He held for a! recent discoveries relating to ancient and medixval Rome to 
short time a temporary post as assistant-master at Eton, and any University graduates and members of the teaching staff of 
was then appointed second master or usher at Magdalen College : public schools who may be visiting Rome during the Christmas 
School, which post he has retained till the present time. Mr..or Easter vacation. Those who wish to avail themselves of 
Brownrigg is the author of a book of selections entitled ‘‘ Latin this offer are requested to communicate with the Director as 


Prose of the Silver Age,” and of other educational works. soon as possible. * * 
He edited for some time the Oxford Magazine, and he has beer. " 
a not infrequent contributor to our own columns. | Tue Oxford University Press announce the following amongst 


> | their forthcoming publications :—‘‘ Homer, Odyssey, Vol. II., 
Mr. B. D. Turner, M.A., Rector of Kelvinside Academy, ; Books XIII.-XXIV.,” edited, with English notes, by D. B. 
formerly assistant-master at Marlborough, has been appointed ' Monro, M.A.; ‘‘ Demosthenes, the Speech against Meidias,”’ 
Headmaster of Loughborough Endowed Schools, in the place of with introduction and notes by J. R. King, M.A.; “ Thucyd- 
Mr. C. W. Kaye, now Headmaster of Bedford Grammar School. ' ides, Book ITI.,” edited by H. F. Fox, M.A.; ‘ Euripides, 
Hecuba,” by C. B. Heberden, M.A.; “ A French Grammar,” by 
A. H. Wall, M.A.; ‘A Historical Primer of French Phonetics,” 
Two valuable contributions to English history in; by Margaret C. Brittain; ‘‘The Oxford School History of 
Literary the current number of the English Historical Review | England ” ; and ‘‘The Junior Euclid, Books III. and IV.” by 
‘Gossip. —with parallels for the present time, as all truejS. W. Finn, M.A. Mr. Frowde will also publish a cheap 
history has—are ‘‘Colchester and the Common- | edition of ‘‘ The Treasury of American/ Sacred Song,” selected 

wealth,” by Mr. J. H. Round, and “The Foreign Policy ofiand edited by W. Garrett Horder: 


490 


THE EDUCATIONAL TIMES. 


(Dec. 1, 1900. 


Srp Isaac Prruan & Sons will in future publish the well known 
‘¢ Attractive’? Primers, Readers, &c., and other educational 
books, maps, charts, &c., hitherto issued by Messrs. C. A. Pearson, 
Limited. 


* * 


Qa 
Pror. Wrerxiry, of University College, Nottingham, has in 
preparation a work to be entitled ‘‘ The Revised French Gram- 
mar,” incorporating the simplifications authorized by the recent 
decree of the French Minister of Public Instruction. The date 
of publication may be given approximately as January 15, in 
time for school use dring the coming term. 


# ç ç # 
* 


For the London University Examinations of 1902 several 
additions are being made to the ‘“‘ University Tutorial Series ” : 
Mr. W.J. Woodhouse, Lecturer in Ancient History and Political 
Philosophy in the University of St. Andrews, is editing the 
portion of Herodotus (Book IV., Ch. 1-145) prescribed for the 
Intermediate Arts Examination (this is the first time that this 
Book has been edited with English notes of an elementary 
character); Mr. A. H. Allcroft is engaged on Cicero’s ‘‘ Second 
Philippic,” and Mr. T. R. Mills on #schylus’ ‘‘ Eumenides,”’ 
both prescribed for Intermediate Arts. The publication of 
these three books may be expected next February. 

+ 


* 

Mr. Fisher Unwin is publishing “A Literary History of 
America,” by Barrett Wendall, Professor of English at Harvard 
College. The history endeavours to define the ways in which 
the nation, character, and thought of America have diverged 
from those of England. Touching briefly on the seventeenth 
century, with a special chapter on Cotten Mather, it discusses 
the eighteenth century at greater length, with special chapters 
on Jonathan Edwards, Benjamin Franklin, and the American 
Revolution. The nineteenth century is treated in more detail, 
with special chapters on Brockden Brown, Irving, Cooper, 
Bryant, Poe, Emerson, Whittier, Longfellow, Lowell, Holmes, 
and Walt Whitman. The chief emphasis is laid on the litera- 
ture of New England and its differencesfrom that of the mother 
country. 


EDUCATION AT THE PARIS EXHIBITION. 


At the monthly Evening Meeting of Members, held at the 
College of Preceptors on November 14, M. E. Sadler, Esq., in 
the Chair, the Rev. J. O. BEvAN read the following paper on the 
* Educational Exhibits at the Paris Exhibition “ :— 


Education and Instruction and the kindred Third Group occupied 
the same building of the Champ de Mars on the west side—the Palace 
of Education and Instruction. A special exhibition of the Trade Schools 
of Paris was placed in the Pavillon de la Ville de Paris—Cours la 
Reine—ast the right side of the Pont des Invalides. 

The following were the classes :—French Sections, chiefly on the first 
floor, both official and private—important and complete: I. Education 
of the Child, Primary and Adult Schools. II. Secondary Education (of 
both sexes—for boys, classical and modern training; for girls, retro- 
spective section of Schools of the Legion of Honour). III. Higher 
Education and Scientific Institutions. IV. Special Art Schools (design 
and music—French Section, ground floor, centennial collection of Prix 
de Rome). V. Special Agricultural Instruction (scientific and practical, 
including forestry and technical schools. and training in normal, 
technical, secondary, primary, and farm schools). VI. Special Indus- 
trial and Commercial Schools (retrospective section and annexe, Avenue 
de Suffren—eamples from technical schools). 


FRANCE AND HER COLONIES. 


This exhibit was highly important. It was historical, comprehensive, 
well set out, beautifully shown forth in detail. The impression was 
left upon the mind that the organization of school work, whether by 
the State or private bodies or individuals, was complete, entering into 
various ramifications, the whole being reduced to a system, and the 
utmost skill and care exhibited in every part. Uniformity was the 
badge and sign everywhere displayed— precision, clearness, and finish 
met one at every turn. The exercise books were wrought out with the 
characteristic delicate spindle-shanked writing; neatness, almost 
painful in its regularity and monotony, succeeded unto neatness. 

Recommendations were drawn up by the Commissioners at the 
beginning of last year, and were issued to school authorities in France. 
These dealt with questions of size, form, and shape, Åc., best calculated 
to set forth to the best advantage the various objects exhibited. The 


size of copy and exercise books was practically prescribed, so that 
uniformity should prevail. The result was most satisfactory, for it 
enabled the parts to be blended and arranged so as to constitute each 
separate exhibit a work of art. From a survey of the United States show 
one would presume that similar recommendations were put forth by 
the Commissioners for that country. As regards Old England, the usual 
happy-go-lucky conditions prevailed. The average Briton is so proud 
of his independence that he even glories in variety and want of 
harmony. lt provides opportunities for the chanting his national carol, 
“ Britons never shall be slaves.” 

In reference to the French show, the qualities were exhibited which 
have made France great in this particular kind of greatness; that have 
manifested themselves in her love of art, in the tasteful arrangement 
of her museums, in her elaboration of dress and ornament, in her love 
of organization, arrangement, painful detail—qualities that have mani- 
fested themselves politically in her power of recuperation after great 
losses and catastrophes, and in the strength and weakneas of her colonial 
expansion, policy, and government. 

[| After speaking of the ¢roles maternelles, the agricultural schools, the 
associations for developing love of country, co-operation, social organi- 
zation, helpfulness, and civics generally, the geographical, geodetical, 
and hydrographic surveys, and the centennial exhibit attached thereto, 
the Lecturer gave a more detailed account of the British exhibits. | 


GREAT BRITAIN. 


Great Britain occupied a somewhat humble position compared with 
her hostess, and, what is surprising, did not, at first sight, appear to 
advantage even by the side of our cousins from across the Atlantic—a 
fact partly explained by the circumstance that the material resources 
of the latter for the preparation and staging their exhibit exceeded by 
many times the amount set apart by our Government Commissioners. 
Herein it may be that an undue parsimony was shown by our keepers 
of the Exchequer. In connexion with this exhibit, as in the pavilion 
in the Rue des Nations, and in other ways, one felt that the greatest 
Empire on earth was not worthily represented. A specimen of our 
exclusiveness was manifested in the fact that our Royal Pavilion was 
opened only on certain days and at certain hours, so that intending 
visitors were often met with the shut door and a blank welcome. 

It is undoubtedly the case that foreign visitors, from the Shah of 
Persia downwards, would be disposed to take us not at our own price 
as expressed in public and private demonstrations at home, but at such 
a valuation as would be suggested by the relative size and importance 
of the tangible objects set out before them in any world-show like unto 
this Exposition. But exhibitors need the support, countenance, and 
guidance of their Government. Not only so, but large contributions of 
money are necessary to enable the administrators to do justice to our 
importance as expressed in our productive and manufacturing skill, or 
in the educational side of our life. Looking unto the end, one may well 
entertain the opinion that a wise profusion—or, shall we say, a wise 
economy ?—would have heen exercised by Her Majesty’s Governmént 
if the grant actually contributed had been multiplied manifold. We 
have reached such a stage in our national life, and are being pressed so 
hard by other nations, that it is of the utmost importance to settle 
within ourselves what we really can do well, and to manifest our full 
strength in the face of an ever increasing foreign competition. 

Other circumstances which militated against our complete success 
in relation to the educational exhibit were:—(1) The conflict of 
administration in some departments; (2) the absence of organization 
in others. Thus, inthis section, we had at work the Education Depart- 
ment, the Soience and Art Department, and the Scotch and Irish 
Education Departments. Beyond these lay the spheres of action 
covered by the Universities, University Colleges, public and grammar 
schools, private schools, technical schools, and schools and departments 
controlled by voluntary and School Board agencies. It required great 
skill and knowledge to gather together a homogeneous and representa- 
tive exhibit from such a motley group of bodies impressed by such 
various, and in some cases competing, energies. The way was partly 
cleared by the efforts which culminated, in the early part of this year, 
in the formation of an Educational Exhibition at the Imperial Institute. 
It is, perhaps, a fortunate circumstance that these exhibits, as a whole, 
were not forwarded to Paris, as certain specimens might have made 
the opposers scoff and the judicious grieve. Even so, it was difficulr 
to make a selection that would truly represent what was best in each 
section. It must be allowed that, ultimately, this choice was made with 
discretion ; furthermore, that the exhibit was set out with consider- 
able skill and care. The representative of the Commissioners was 
always ready to be of service tu those who solicited his aid. Moreover, 
hand-books were furnished affording valuable information about the 
history and develu pment of the various forms of education existing in 
the British Isles. Probably from lack of funds, Ireland was repre- 
sented in no other way than in the hand-book; but the work of England, 
Scotland, and Wales was writ large upon the walls. 

The work done in Scotland seems solid and satisfactory; but an 
element cof surprise was found in the omission of the Universities— 
which bulk so largely in the national life and supply to the schools so 
many of the teaching staff—to furnish any more publige exhibitions of 
their existence and their work than-that contributed by a few pictures. 


Dec. 1, 1900. ] 


what we know to be the state of things in the Northern kingdom. 

Wales showed a great advance (since the passing of the Act of 
1889) in number of scholars, organization of work, and extension of 
University agencies; but the exhibit displayed traces of weakness 
in classification and detail. An important feature was the work 
projected by the University Colleges in reference to agricultural 
schools. 

Certain considerations which a general survey forces upon us may 
here be set forth :— 

I. In England the extension of primary education presents marked 
features. Within certain limits of literary excellence this form of 
education would seem to come up to the level of France, Germany, 
and the United States. It may be questioned, however, whether the 
variety of work and occupation and the early preparation of the 
pupils for the various manual industries are sufficiently provided for. 
The instruction imparted appears too restricted and booky; it seems 
to have a tendency to repress originality—to restrain observation and 
the use of the senses generally. Doubtless this is owing to the 
townified life led by many of the scholars, and to the prevailing idea 
that all knowledge worth the knowing must of necessity be derived 
from a book or from the teacher. In some sections it is also due to 
the inadequate, and even farcical, preparation of teachers called upon 
to instruct their scholars in other than literary subjects. Can it be 
aupposed that any man can qualify himself to teach agriculture, let us 
say, by attending a short course of lectures on the subject, being 
instructed only by the deliverances of the lecturer or by the words of 
the text-book? Yet this is what is attempted in some quarters. 
“Getting up” a subject is substituted for its experimental study. 

II. On the whole, the growing advance in the scheme and organiza- 
tion and results of our system of technical instruction is a subject for 
congratulation. Herein we really seem to be making progress— 
slowly it may be, but surely. Not, indeed, before the time; for it is 
beyond dispute that other nations — France, Germany, the United 
States, and, in some respects, smaller States, like unto Switzerland and 
Denmark—have seized the opportunity presented by our slowness and 
unwillingness to learn, and, by virtue of sheer pluck and persever- 
ance, combined with sound methods of technical instruction, are 
outstripping us in the race (in many a product) on many a field of 
commerce. There is no doubt that, in the immediate future, our 
educational system must be shaped and conditioned so as to bring 
about something even over and above sound learning—viz., a change 
in certain of our national characteristics, such as our pride, our 
insular prejudice, our trade conservatism, our unwillingness to adapt 
ourselves to a wider outlook, to a deference to the wants, wishes, and 
even the prejudices, of our customers; te learn the lessons taught by 
our trade disputes, our fatuous strikes; by our tolerance of tyranny 
in the labour market, and of restrictions, whether on the part of 
masters or men, in respect of trade. 

III. The third consideration worthy of mention is the one leading 
us to infer that our higher technical education is not based on a sound 
system of secondary instruction—in other words, that it has no bottom. 
This has been evident to thoughtful and far-seeing persons for some 
time. It is due to the fact that we somewhat suddenly woke up to the 
reflection that we were relatively losing ground in the race of giants, 
that other countries were far ahead of us in the attention they gave to 
the establishment of trade schools, technical colleges, and the like. It 
was also based upon the feeling that school work should be immedi- 
ately profitable, and that the A B C of education—as soon as learned — 
ought to be readily convertible into bread and butter. It is, however, 
tolerably clear that the one thing needful, in this particular, is the 
training and discipline afforded to the mind, will, whole constitution of 
the student, by a broad and liberal secondary education, wherein the 
wisdom of the ancients, the lore of the middle ayes, the keen and 
nimble wit of the scientist of to-day, shall alike combine to furnish a 
foundation, solid and four-square, to settle the principles that underlie 
not only all knowing, but all action, and to make the man before one 
attempts to make the chemist or the mechanic. 

IV. The fourth consideration deals with the unique hanier of the 
public-school system. I do not use the word excellence, although in 
many ways it is excellent, because one cannot but be sensible of its 
limitations and drawbacks. The statistics and exhibits referring to 
public schools presented their claims and their doings in a satisfactory 
manner, and obtained suitable recognition at the hands of the jury. Of 
late the attention of French educationists has been closely directed to 
this system. Many have investigated matters on the spot, several have 
committed their impressions to print. Perhaps these gentlemen have 
been somewhat partial in their appraisement of certain schools as com- 
pared with others, but they unanimously testify to their appreciation 
of the fact that our system tends to make for independence, courage, 
and self-reliance far more than that followed in France. Englishmen 
(comparing French boys with their own sons and scholars) have long 
entertained that opinion, and we may perhaps be pardoned (in the 
midst of much international depreciation) if we can be permitted to 
taste what is a very substantial crumb of comfort. Naturally, to one 
intimately acquainted with the schools represented, it would appear 
that their doings and aspirations were better set out on paper than in 


THE EDUCATIONAL TIMES. 


Indeed, the exhibit on its literary side generally did not do justice to | the actual history and condition of the school. 


491 


ed 


Practice frequently 
lags far behind theory, and an enthusiastic headmaster can do much, 
in the way of description, to idealize his work and cast a glamour over 
every prospect. It is to be noted that certain schools under the con- 
trol and management of an individual were represented as run on public- 
school lines. 

V. The fifth consideration deals with the increasing ratio of female 
teachers in the schools of England and the States. 

From the nature of the case, private schools, whether for boys or 
girls, were not largely represented ; yet the attention of the jury was 
directed to their work, which, in certain cases, was honourably dis- 
tinguished. It is to be hoped that the requirements of the new 
Education Acts will bring it about that a more formal organization 
shall be developed in this class of school, so that every institution 
may be brought under evaluation, and the bad weeded out from the 
good in respect both of the teacher and of all that essentially goes to 
make the school. Private schools, some time ago, were but a for- 
tuitous concourse of atoms. Their promoters gloried in their 
isolation. Ordinary means having failed to bring them together, it 
remains to be seen what the iron hand of the State will find it possible 
to accomplish. 

The Universities and University Colleges made a satisfactory show. 
Views of the colleges and statistics of their work were displayed in a 
very presentable form. One fact that strikes our Gallic neighbours is 
the requirement for residence on the part of our older Universities, 
which differentiates them very largely from most of their own insti- 
tutions. Another feature that wins unbounded praise is the work 
connected with University Extension movements, which is happily, 
increasing in a satisfactory ratio, tending, as it does, to instruct and 
cheer that particular class of students who otherwise, perhaps, would 
have gone empty or silent on their way. 

The Local Examination system, and that of University Settlements 
in the slums, also present to our friends marked features for con- 
gratulation. The display and working of the Clarendon Press must 
not be overlooked in this connexion. 


UNITED STATES. 


This exhibit was splendidly staged and set up. No expense had 
been spared to provide illustrations of the work accomplished; to dis- 
play them in handsome hinged cases, where they were readily 
accessible; to translate the descriptions into French (a matter con- 
spicuously neglected in our own section, a very noticeable and 
lamentable omission, due to paucity of funds); to furnish statistics of 
schools and colleges, specimens of work in all departments, selections 
of copy and exercise books. Altogether this exhibit was one of which 
the country might well be proud. Both Russia and the States—partly 
from their traditional friendship with France, partly (in respect of the 
latter country) from its natural go-ahead character—have put their best 
foot foremost, and made an admirable representation. The States also 
furnished gratuitously monographs on different subjects. Indeed, the 
number of official publications put forth from time to time, and the 
generosity their Government and the different States exercise in respect 
of them, are alike noticeable. 

We are bound to congratulate our cousins on their show in this 
section, and, indeed, it all sections to which they coutributed. They 
will carry many honours across the water. You will be prepared to 
hear of the progressive advance of education in that country, of its 
complete and formal organization, owing tq each State making it a 
first charge on the national resources. This organization renders its 
work easy to do, easy to investigate. In this section we were likewise 
reminded of the munificent gifts to educational institutions bestowed 
by many of its leading citizens; of the enthusiasm displayed by ita 
professors and teachers ; of the freshness and originality of their work; 
of their striving—not always wisely, perhaps—after new methods, and 
the clothing of old ideas in new forms; of the manner in which they 
carry the University even into the woods, where, under the summer 
sun, they learn lessons from the trees and running brooks, as well as 
from the living voice declaiming the lessons of the modern laboratory, 
or the aphorisms of those who taught in the old time in the Porch or 
the Academy, or under the colonnade of some solemn temple. 

The course of study prescribed for some of the series of public schools 
was well thought out, ultimately dividing into three lines—humanistic, 
scientific, economic — according to the bent of the scholar or his 
intended work in life. In some schools the practice of marking, place 
taking, has been entirely abolished. It is noticeable here, as in other 
countries, that the exhibit is mainly concerned with schools controlled 
by public authorities. There are private schools in the States, in Ger- 
many,in France; but they did not furnish many tokens of their existence. 
In France many of the girls are educated in convents, and, owing to 
the dislike of a section of the population to the State schools, where 
religion is not formally taught, certain religious communities have 
opened schools by way of competition; but, on the other hand, 
certain municipal authorities are arranging to open boarding schools 
for girls —a noticeable innovation. The feeling on the part of 
Frenchmen respecting the education of their boys is in favour of send- 
ing them to the municipal or State school,, Atyleast, so.one gathered 
from educationists represented at the Exhibition. 


4.92 


THE EDUCATIONAL TIMES. 


[ Dec. 1, 1900. 


Here are a few figures relating to higher education in the United 
States that are deeply significant. They testify to the number of 
Universities and colleges open in the years severally named :—1790, 17; 
1850, 138; 1880, 394; 1895, 547. Thus in the fur-away West does the 
tide of educational progress rise to a full flood. 

When one comes to think of the educational aspect in general one 
naturally inquires: What new things has it shown tous? What new 
methods has it exhibited? And it furnishes the raison d’étre of an 
address like the present to enlarge on any novelties that may have been 
presented either in matter or in form, rather than to give a mere 
catalogue of objects or a general characterization of the whole. 
Perhaps in this connexion the most noticeable feature alike in the 
United States, France, and Russia, is the development of Nature- 
study. This is a revulsion against bookish methods of education, and 
is thus readily understood and justified. We have all inveighed in our 
time against the separation of our pupils from the great world, their 
confinement within four walle, their forced dependence for all they learn 
upon the teacher’s voice or the silent tongue of the book, for all they 
apprehend upon the judgment of the living man or even of the sage 
who died centuries ago. It is unnataoral—almost cruel. 
the teacher—harder still for the scholar. It has a tendency to lead the 
pupil to believe that all knowledge is contained within the narrow 
limits of a schoolroom or is confined to what others tell us in books. 
It tends to the disuse of observation, investigation, experiment, com- 
parison, interchange of thought and action. It compels the student to 
learn what he does not like at times when he is disinclined to exertion; 
it represses effort at times when the senses are on the alert and the 
brain fully awake. It swamps originality ; it makes us an inferior copy 
of those gone before; it converts the mind into a mere lumber-room, 
into which may be thrust, darkly and confusedly, the thoughts of 

-others ; turns our voices into a mere echo of the truisms and common- 
places of the dead past. 

This may be a serious indictment; but it would be absolutely true if 

‘human nature did not contrive occasionally—by hook or by crook—to 
-kick over the traces, and to find out new roads alone. One may try to 
-expel this natural impulse by the ferule, but one will not wholly 
‘succeed. It is, then, only fitting that our relatives across the Atlantic, 
-whose peculiar history and daily needs have thrust them back upon 
‘themselves, and stimulated to a high degree invention and resource, 
‘should have thrown themselves with zest into this study, and should be 
-developing it into significant proportions. A class would be taken into 
the country or into the farm-yard. The children would be called upon 
to observe some natural object, such as a flower or an animal. This 
would then be made the starting-point for the educative process. On 
their return, by question and answer, the various facts concerning the 
object would be educed; writing would be begun by setting out its 
name in full on the board and calling upon the children to copy it, and 
-s0 on with other processes. 

Again, the children would be called upon to observe a tree and 
to continue the observation for days and seasons; to regard the 
clouds, the weather, the succession of day and night, the pro- 
cession of the seasons. They would be invited to press the leaf, to 
gather the seed, to catalogue the natural products—by-and-by to 
plant the seed, to watch the processes of growth, to describe them in 
words, to delineate them alike with brush and pencil. In time they 
would be expected to discriminate the sequence of events, leading up 
to the formulation of the law or principle governing the growth of 
the object or the succession of phenomena under consideration. In 
some cases text-books would be entirely dispensed with—at all events, 
in early stages. The child would form his own text-book out of the 
notes set out every day recording his observations and impressions, 
these being ultimately bound together, so that he should become 
not only his own author, but even his own printer and binder. 
Original sketches in brush work would be occasionally called for by 
‘way of illustrating a story related to the child or an event brought 
under his notice. This course is supposed to stimulate originality and 
resource, and, indeed, it is surprising to see the effects produced, 
comprising much, of course, that is ludicrous, and, at first sight, 
worthless. It is, however, claimed that nothing in this connexion 
-can be absolutely worthless, and with that dictum many of us will be 
found to agree. This may be styled the true heuristic method—a method 
-certainly at least as oldas Socrates. Such a system—any system, indeed 
—must be judged by its results. Many teachers in Paris were entirely 
-sceptical as to the merits and satisfactory results of such a régime. 
The trath appears to be that it would be the best if certain requisites 
were furnished—viz., an infinity of time and opportunity, a teacher 
thoroughly instructed in his work and gifted with an endless store of 
-enthusiasm and patient endeavoar. 

One can hardly conceive, in relation to this method, how any large 
number of pupils could be taught together or systematically, or that 
what we understand by discipline could be effectively maintained. It 
-every child, e.g., was employed in dissecting a bird’s nest and were 
permitted to exchange verbal notes with his neighbours; if, perchance, 
the spirit of mischief and fan should overpower the thirst for know- 
ledge, patient investigation, and careful notation, what a Babel 
would arise, what a rag-and-bone shop would take the place of the 
orderly schoolroom! Every child would require from two to three 


It is hard for , 


teachers, and life would be too short to enable a single lesson to be 
finished. Again, if one banished text-books altogether, where could 
the time be found, in our practical and surging life, to enable us, after 
burning our libraries, to gather together, in a short school course, 
all those accumulations of fact and principle which it has taken men 
centuries to discover and arrange? But that is stating the case in 
its worst and most exaggerated aspect. What is projected must of 
necessity fall far short of this end; and, although the scheme seems at 
first sight visionary and impracticable, we cannot fail to sympathize 
with its protest, with its inner principle—viz., that it is not the fact 
itself which alone is worth knowing, but the search after the fact 
and after the significance underlying the fact. These strengthen the 
powers of observation, and lead, by well marked and progressive 
stages, to the perfect development and education of the ideal man, 
with his observing and reflective faculties fully engaged and de- 
veloped. 

There does, then, appear to be a well authenticated indication—from 
what we see around us to-day—that all the great nations, in their 

. educational systems, are not only desirous of enlarging their curriculum, 

of engaging a larger proportion of the population in the scheme of 

‘education, but of adopting more rational methods, and of suffering the 
teacher to enjoy greater liberty. In a word, there is an attempt made 
to humanize the instruction imparted, and to realize that it is not alone 
necessary to teach, but to make to learn. The lantern is used, not only 

! toillustrate lessons in natural history, butin geography and history as well. 
Diagrams, pictures, coins, photographs are also employed. Excursions 
to historic sites, visits to museums and galleries, country walks are so 
treated as to have a scholastic value. More care istaken in the preparation 
of class-books and their illustrations. This is a fruitful sabject. Of many 
text-books—having, too, a wide acceptance—it may be said that they 
bristle with errors. Take a combined geography and atlas, for example. 
You find the spelling of names of places different in the atlag and text; 
the length of rivers, the height of mountains set down as different in 
different pages; the results of recent discoveries not utilized. When 
complaint is made to the publishers you elicit the reply that alterations 
cannot be made until the existing edition has been worked off ! 

In relation to such institutions ns the London School Board, and to 
such countries as France and the States or Canada, where a control is 
exercised over a large number of schools, the question of the choice 
and retention of class-books becomes of deep importance. Large 
numbers of a particular book may be in circulation; a better book 
might be produced ; but questions of expense may arise leading to the 
retaining of the unsuitable book for some time. 

Questions affecting the training of teachers arise from a survey of 
the normal schools of the States and the University system of Switzer- 
land, but time does not admit of their description. The same lack 
forbids any reference to school books, furniture, developments of the 
lantern, and suchlike educational subjects. 


The CHAIRMAN said that only those who had spent time in working 
at the Exhibition would be able fully to appreciate the width of view 
and sympathy of Mr. Bevan’s paper. A visit to the Exhibition had 
been to many one of the great experiences of the end of the century. 
He was glad that the lecturer had taken as his title, ‘‘ Education at the 
Paris Exhibition,” and not “The Educational Section in the Paris 
Exhibition.” There was all the difference in the world between the 
two ideas. Was there not sometimes a danger of our specializing our 
ideas and studies in education too much, and of our thinking of educa- 
tion as if it were confined to that important work which was done in 
the school or college, and which could be brought under the supervision 
or even control of the State? Education was a far wider, deeper, and 
more subtle thing than that; it was a complex of influences, an aspect 
of life. Anything which tended to professionalize education, or to 
induce people to think of it as a series of contrivances of teaching, or 
to dwell on the pecuniary rewards, in the form of “ grants,” which 
could be earned by excellence in this or that subject, seemed to him 
perilous, and apt to sterilize our ideas of what really was a great 
spiritual movement. The lecturer had avoided that, and had taken the 
Exhibition as a whole. It was the aspect of the whole Exhibition 
which threw light on the culture of the peoples who had contributed 
to it. The organization of the Exhibition seemed to him to reflect 
immense honour on the French nation. As he walked hour after 
hour through its immense area, nothing had impressed him 
so much as the fact that there were great intellectual ideas em- 
bodied in the organization of it. It would be impossible to exaggerate 
the impression (far from reassuring in many respects) made on the 
stndent’s mind by this display of the world’s activities and moral 
restlessness. It was like being taken up on toa great mountain and 
being suddenly shown the working of the world. One of the two or 
three finest things in the whole Exhibition was the British Pavilion, 
which contained a very fine collection of British masterpieces; and its 
arrangement was typical of national reserve and artistio refinement. 
But, as the lecturer had suggested, the really best-things in education 
could not be exhibited. Things that mattered most in \national life 
could not be nuiled to a counter or put under a glass case. The British 
educational exhibit, which was marked by characteristic variety, was 


Dec. 1, 1900. | 


THE EDUCATIONAL TIMES. 


493 


remarkably successful, considering the difficulties the Committee 
had had to contend with; and great credit was due to our representative, 
Mr. Fabian Ware, who was ideally qualified to act as the expounder of 
the exhibit. In the Educational Section Germany did not exhibit at 
all, one reason being that the space assigned was considered by her 
Government insufficient to do justice to the greatness of the subject. 
The absence of Germany was a great blot on the completeness of the 
Educational Section of the Exbibition. The educational contribution 
of the United States was admirable, and the kindness of the Director, 
Mr. Rogers, added largely to the enjoyment of English visitors. It was 
intended to show the American exhibit in Manchester, and he would 
strongly urge English teachers to go and see it. The brushwork and 
illustrative drawings of the American children in the primary grades 
were particularly noteworthy as showing recent developments in this 
direction. Mr. Wilson’s portfolios, illustrating Nature-study at the 
Philadelphia Normal School, would well repay study. The American 
exhibit, like the British, suggested the existence of that care for the 
liberty of the individual which is common to the two nations. The 
Exhibition had left some deep impressions on his mind :—(1) The im- 
mense importance, not simply in the material world, but in ita effect 
on the imagination of our generation, of the victories of applied 
science. (2) All through the Exhibition organized knowledge showed 
itself as being more and more master of the situation, and he some- 
times feared that there was a danger of those subtler and larger ideals 
which cannot be formulated in clear-cut logical expressions being 
crushed out from their right place by the pressure of more materialistic 
aims and by the prestige of useful achievements. (3) He could not 
help feeling that the effect of education over a large part of Europe 
had been to stimulate unduly the imitative faculty, to develop im- 
pressionableness to current ideas, and to lessen the power of resistance 
to what was temporarily in vogue. But in the intellectual standard of 
many parts of our education we were seriously behind. It behoved us, 
as a nation, to raise the intellectual standard of our education, and to 
bring more organized knowledge into the conduct of public affairs. 
Yet it would be disastrous if we failed to retain something at least of 
our traditional tenacity of principle, that adherence to old ways which 
we knew were good, but which we could not intellectually justify ; 
and we must never forget that, though intellectual efficiency was 
becoming more and more necessary in human life, it was a perilous 
possession, unless it was founded on faith and moral discipline. 

Mr. MILLAR INGLIS said that, when visiting an exhibition, one was 
apt to stray about examining curiosities, and it was difficult to devote 
the attention necessary to a thorough study of the various exhibits. 
Character was the chief thing in educational life, and he hoped that 
nothing in our educational system would be changed that would make 
it less the fact that the trne Englishman was a man of sterling 
qualities—straightforward, of good character, grit, and capability. 

Miss Stevens thought that the first thing that struck a visitor to 
the Paris Exhibition was an overwhelming sense of the immensity of 
the work and the skill displayed in gathering it together. Her visit 
had had a profound influence on her life and teaching, and she 
had derived from it some valuable lessons, which she was now able to 
put into practice in her own school. 

Miss CromBik had had a glimpse of the Paris Exhibition on her 
return from Switzerland, and had intended to limit the range of 
her visit to the Education Section and the National Pavilions. But 
the Exhibition was so overwhelming that she had found it impossible, 
in the space of a couple of days, to study anything thoroughly. One 
thing that specially delighted her was the way in which the people 
themselves enjoyed and appreciated their Exhibition. 

A vote of thanks to the lecturer concluded the proceedings. 


REVIEWS. 


SOMERSET AND THE CHANTRY SCHOOLS. 


England under Protector Somerset: an Essay. By A. F. Pollard. 
(Kegan Paul & Co.) 

- Mr. Pollard has amplified and developed the article which he 
wrote for the “ Dictionary of National Biography” on Edward 
Seymour, first Duke of Somerset, Protector of England during 
part of the minority of Edward the Sixth. Edward was a child 
of nine at the time of his father’s death. Dynastic precedent 
and the will of the King decreed that the minority should endure 
another nine years, and Seymour, as Lord Great Chamberlain, 
was named fifth in order of precedence amongst the executors of 
the royal will. Mr. Pollard reasonably urges that this fact is a 
strong argument against the charge which was subsequently 
made by Somerset’s enemies that he had forged the document in 
question. He was the young King’s uncle: it would have been 
no more than natural if he had been nominated to a position at 
least equal to that enjoyed by the Duke of Bedford, uncle of 
Henry VI., or the Duke of Gloucester, uncle of Edward V. At 
the same time he was not, like these two, personally of the royal 


re rR ce o a aae 


blood, so that the limitations of his authority as Protector are 
easily understood. Mr. Pollard gives us a clear and consistent 
account of the steps by which these limitations were rapidly 
removed. Somerset was unquestionably a very able man, with 
most of the essential qualities of statesmanship, but he was not 
sufficiently powerful, either by birth or by sternness of character, 
to establish his personal authority on a durable basis. His 
ambition marked out a course too high and difficult for his 
powers. No doubt the Council of Executors was from the 
beginning an unstable body, which must have led to administra- 
tive confusion, and even threatened a civil war. But the dis- 
turbance of Henry’s settlements in Church and State, and the 
power reserved to the young King by statute to repeal all Acts 
which might be passed during his minority, undermined the 
authority of the Government which they were intended to contirm. 
The Protector aimed from the first at a religious revolution such 
as Henry himself had never contemplated. The opposition of 
Bonner and Gardiner was thus explained, if not justified. 

Somerset found Parliament quite willing to pene Acts affecting 
the discipline of the Church in the sense of Protestant reform. 
on which his proclamations were based—as in the enjoining of 
communion in both kinds. He had the Privy Council at his back ; 
the Star Chamber was equitable and even popular; the Protector 
was moderate, and scorned to resort to positive religious persecu- 
tion, and the changes actually introduced were temperate and 
gradual. Still they did in some measure force the Church into 
Erastian and almost Calvinistic tendencies before the nation was 
prepared for the new models ; and Somerset, with the best inten- 
tions, and with a real love of personal liberty, was not strong 
enough, or patient enough, to secure and maintain the general 
acquiescence of Englishmen in his administration. He stands 
out in history as an amiable failure. During his brief period ot 
power 

There was not a single execution for any kind of religious opinion, 
there was no torture, and the severest penalties which Somerset toler- 
ated were the bearing of faggots by Anabaptists and the temporary 
imprisonment of two bishops for refusing to acknowledge the authority 
of his Government. It is only necessary to look before and after—to 
remember Fisher and More, Barnes and Lambert, Fetherstone, Abel 
and Powell, under Henry VIII.; Joan Bocher and George van Parie, 
under Northumberland; Cranmer, Latimer, Ridley, and a noble army 
of martyrs, under Mary; Campion, Robert Southwell, and the two 
hundred victims of Elizabeth’s reign—to realize that the rule of 
Catholic sovereigns is not an unmixed blessing, and that the sway of a 
“ rank Calvinist ” may not be without its compensations. 


That is Mr. Pollard’s way of putting it. Perhaps the philosopher 
will remember Servetus, ae the early records of the New Eng- 
landers, and smile. 

Mr. Pollard does not endorse Mr. Leach’s description of 
Edward VI. and his counsellors as “ spoilers of schools.” The 
question of the abolition of chantries is discussed in this volume 
with greater breadth of view than has been exhibited by some 
previous writers. He quotes from Foxe a very significant admis- 
sion of Gardiner’s :—“ I that allow Mass so well, and I that allow 
praying for the dead (as indeed the Dead are of Christian charity 
to be prayed for) yet can agree with the realm in the matter of 
putting down chantries.” It is useless in the face of such 
evidence to contend that these foundations for the repetition of 
masses for the souls of the departed were free from great abuses, 
or that they ought to have been preserved in the teeth of public 
opinion because they had some collateral uses. Gardiner had 
acquiesced in the abolition of chantries by Henry—who practically 
put the spoils in his pocket, though he professed to devote 
them to the purposes of war with France and the preservation 
and defence of the kingdom. Somerset, or rather the Act of 
1 Ed. VI., c. 14, assigned the value of the abolished offices “ to 
good and godly uses, as in erecting of Grammar Schools, to the 
Education of Youth in Vertue and Godliness, the further Aug- 
menting of the Universities, and better Provision for the Poor 
and Needy.” No doubt the contention of some has been that this 
excellent purpose was not carried out, and that the courtiers pro- 
fited by the confiscations of religious endowments. Canon Dixon 
gives a list of chantries, colleges, &c., which were granted to 
private persons. Mr. Pollard points out that he does not draw 
the important distinction between free grants and sales, and does 
not show what proportion the number of grants which are men- 
tioned bears to the total number of chantries abolished, The 
whole matter seems to be fairly considered in this volume. So 
far as Somerset’s personal attitude is concerned, it must be 
remembered that his fall from power came too soon(to allow him 
to carry out his declared intention—and the express provision of 


494 


the Act above mentioned—by refounding the schools which had 
been maintained out of the chantry funds. 


Hower ann HUMOUR. 


The Odyssey rendered into English Prose, for the use of those who 
cannot read the original. By Samuel Butler. (Longmans.) 
We welcome the appearance of this volume, which completes 

Mr. Butler's translation of the Homeric poems. Whatever may 
be thought of Mr. Butler’s theories about the authorship of the 
“Odyssey” and the locality of the places therein described, we have 
no hesitation in declaring that he has rendered a real service to 
all who cannot read Greek and are likely to find the fashionable 
Wardour Street style of translation a bore. A little girl of 
ten peeped over the reviewer's shoulder as he was smiling at 
Mr. Butler’s amusing version of Circe and the pigs. “ How jolly 
it looks !” she exclaimed ; “ I should like to read that book.” It 
is easy to cavil at the author’s mannerisms ; in a reader familiar 
with the Greek, his strange modernity arouses always a sense of 
incongruity, and not seldom “ unquenchable laughter.” But, 
even so, it may be that he is bewitched by some Minerva, and 
that, after all, Mr. Butler has as much right to be taken seriously 
as Mr. Butcher has. 

We often disagree with the rendering in details. Already in 
the first few lines of the poem we doubt his interpretation of 
duobev (which, however, is not new); and we think that the 
young lady who, according to Mr. Butler, wrote the “ Odyssey ” 
should not be made to say “ Bless my soul!” But it all makes 
delightful reading. Right or wrong, Mr. Butler is an admirable 
writer of common English idiom ; and, as we have on occasions 
insisted, he is a humourist of no mean order. You can never say 
that he is consciously perpetrating a joke; but there is a per- 
petual naiveté about his English which is extremely amusing. 
“ When 1 heard him I was in two minds whether or no to draw 
the keen blade that hung by my sturdy thigh and cut his head 
off, in spite of his being a near relation of my own.” “The 
people here are very ill-natured, and some low fellow, if he met 
us, might say, ‘ Who is this fine-looking stranger that is going 
about with Nausicaa? Where did she find him? I suppose she 
is going to marry him.’” It is very curious to note what a weird 
effect the colloquial manner gives. The result is as though men 
in trousers and jackets and women in skirts and bodices were 
acting through the story of the ‘** Odyssey.” The more barbarous 
the actions described, the greater the shock produced by this 
quaint combination of primitive deed and latter-day language. 
The story of the shambles in Book XXII. is far more horrible 
here than we have ever found it before. 

Has any one every found the death of Elpenor humorous P 
Yet who can restrain a smile when he reads Mr. Butler's version P 

Even so, however, I did not get them away [from Circe’s island ] 
without misadventure. We had with us a certain youth named 
Elpenor, not very remarkable for sense or courage, who had got drunk, 
and was lying on the housetop away from the rest of the men to sleep 
off his liquor in the cool. When he heard the noise of the men bustling 
about, he jumped up on a sudden, and forgot all about coming down 
by the main staircase; so he tumbled right off the roof and broke his 
neck, and his soul went down to Hades. 


But, when the narrative takes a serious turn, the mannerisms 
cause all the pathos to disappear, and the translation is apt to 
become a burlesque; as may be judged from the meeting of 
the phantom Heracles and Odysseus in Hades :— 

Hercules knew me at once when he saw me, and spoke piteously, 
saying: “ My poor Ulysses, noble son of Laertes, are you leading the 
same sorry kind of life that I did when I was above ground? I was 
son of Jove, but I went through an infinity of suffering, for I became 
bondsman to one who was far beneath me—a low fellow, who set me 
all manner of labours, 


The words we have placed in italics illustrate a kind of bathos to 
which Mr. Butler is very partial. It is effective enough in the 
lighter passages, perhaps, but it sometimes raises a laugh where 
it is no laughing matter. It occurs again in the address of 
Laertes to his son (Book XXIV.), whom he takes for a stranger: 


His father shed tears, and said: “ Alas! He has perished, far from 
his own country; the fishes of the sea have eaten him, or he has fallen 
a prey to the birds and wild beasts of some continent! Neither his 
mother nor I his father, who were his parents, could throw our arms 
about him and wrap him in his shroud, nor could his ercellent and 
richly dowered wife Penelope bewail her husband.” 


But perhaps these things are an outcome of Mr. Butler's convic- 
tion that the “ Odyssey ” is not to be taken too seriously. His 
title-page contains a rather enigmatic quotation from a private 


THE EDUCATIONAL TIMES. 


© (Dec. 1, 1900 


letter: “ From some points of view.” it runs, “it is impossible to 
take the ' Odyssey’ seriously enough ; from others it is impossible 
to take it seriously at all.” Mr. Butler’s point of view falls, 
would seem, under the “others.” 

Included in the volume are maps and pictures that support the 
author's ingenious theory of the Trapanese origin of the 
“ Odyssey.” It is pretty gencrally known by now that Mr. 
Butler maintains that the Thrinacian Island is Sicily, and that 
the “ Odyssey ” was written at Drepanum or thereabouts. It is 
one of his amusing paradoxes that the silence of critics means 
consent. But, until some theory can be constructed that will 
account satisfactorily for the language of the poem, and for the 
civilization therein described, it 1s impossible to consider the 
topographical proofs that he brings forward. We notice that 
Mr. Butler is unable to assign any locality to the Land of Endless 
Night, and dismisses the point by saying that it has no topo- 
graphical significance. But, if so, why is it certain that the 
Lotophagi and Polyphemus have an ascertainable home? For 
the present we rest content in the belief that the local traditions 
sprang up at a time subsequent to the fictitious identification of 
the Thrinacian Island with Trinacria. We are certain that Mr. 
Butler will never win support for his views until he has himself 
written a book to prove that the Greek of the “ Odyssey” could 
have been written at Drepanum, or has persuaded somebody to 
do it for him. The presumption against 1t is overwhelming, and 
cannot surely be brushed aside by the reference to the “ Phocians ” 
of Thucydides. As to the feminine authorship, we think it is 
unfortunate that Mr. Butler combines this theory with the other : 
it is so difficult to take it seriously, though we have a great 
respect for Mr. Butler in many ways, 


EDUCATIONAL [DEALS. 


Education and the Philosophical Ideal. 
(Putnam’s Sons.) 

The author tells us that hir own education was unconventional. 
He was four years at school, but never attended any high or 
preparatory school; he was five years in business, travelled at 
twenty-two, and entered Harvard at twenty-four, where, no doubt, 
he followed Emerson's advice: “ Room alone and keep a journal.” 
He has evidently read widely in philosophy, and he is familiar 
with psychical research. Among his personal experiences are a 
realized presentiment of a railway accident, from which he was to 
escape uninjured, and the cure of an injured limb by the rs 
medicatrix nature. Both the merits and the defects of the book 
associate themselves with this account of his early life. 

One cannot fail to be struck, among other things, by the 
importance he attaches to the “subconscious life,’ by which he 
means a great deal more than less metaphysical writers would 
include under the name. 

Under this head [he says], as evidence of the soul’s existence as an 
immortal spirit, functioning independently of matter, I class the 
higher impressions, guidances, spiritual insights, intuitions, and the 
power to communicate with other souls at a distance. I do not now 
refer to messages from excarnate souls, though guidance may some- 
times come in this way; but rather to the soul’s native ability to obtain 
knowledge by a quicker process than through the physical senses, or 
by the function of reason. Take, for example, the ability which many 
possess to describe the state of mind and body of people at a distance, 
to find their way by spiritual impression in a strange town or country, 
and the power to heal others at a distance through a purely spiritual 
process. 

The reconciliation of science and religion presents no difficulty 
to him. “It is safe to say,” he tells us, after putting aside 
orthodox religion, * that never in the history of thought has any 
revelation equalled in depth this discovery of the immanent God, 
whose presence modern science has declared. Few people in our 
day will realize the stupendous importance of this great revela- 
tion.” Not ee probably, will accept the author's pared ees 
position, in which evolution, spiritualism, and intuitional 
philosophy are strangely combined. 

Within one cup pour vinegar and oil, 
And, look! unblent, unreconciled, they war. 

But the hopefulness and earnestness of the book, and the 
practical wisdom of many of its suggestions, will appeal to those 
who demur to its reasoning. It is clearly pointed out that educa- 
tion is for the whole of life, and not for the intellect alone. “ It 
means not merely cnet ran but self-knowledge, and the- 
progressive application of this knowledge in conduct,’ The 
author is by no means in favour of universal secondary education, 
especially if conducted with German thoroughness: His prefer- 
ence, at any rate in many cases, is for“ the elective-plan, by self- 


By H. W. Dresser. 


Dec. 1, 1900. | 


THE EDUCATIONAL TIMES. 


495 


development and experiment ”—a preference easily explained by 
the very different conditions of life in America and in Germany. 
There are some sensible remarks on the advantage of practical life 
‘over the school in cultivating concentration. We are all familiar 
with examples of boys whose school life has been a comparative 
failure, and whose real education has begun in the dissecting- 
room, the engineering workshop. or the counting-house, and of 
others whose first awakening to anything like thought has come 
from some course of reading begun almost at haphazard. There 
is wisdom, too, in his application of his views of the sub- 
conscious mind. Like all the best writers on education, he lays 
great stress on the atmosphere with which a child is surrounded 
in his earliest years, and on the need of keeping a happy mean 
between over-training and leaving a child too much to its own re- 
sources. “A boy,” he says, “is not an animal, nor is he a picture 
to be painted.” It is hardly necessary to say that Mr. Dresser is 
an enemy to anything like hurry or pressure. A very interesting 
chapter is that on Equanimity, the principles of which are subse- 
quently applied to education. ‘The book is, altogether, a suggestive 
one, both in itself and for the light it throws on the working of 
the Zeitgeist, in dealing boldly and earnestly, if not always on 
sound principles, with the great problems of existence. 


Pror. RALEIGH AS A LITERARY CRITIC. 


Milton. By Walter Raleigh. (Edward Arnold.) 

Almost every generation of Englishmen since the death of our 
greatest classical poet has seen him discussed anew as a theme 
and text of literary criticism; but never has he been handled 
more frequently or more acutely than at the critical close of the 
nineteenth century. Prof. Raleigh follows suit after a score of 
recent students of “ Paradise Lost,” yet he is in many respects 
the freshest and most penetrating of a long line of commentators, 
indebted to his predecessors for very little that is valuable in his 
estimate, and drawing many striking ideas and illustrations from 
the undying epic of the Puritan Commonwealth as though it 
were a new masterpiece of the later Victorian epoch. It is 
because he has devoted a trained academic spirit of criticism to 
the study of a poet who is, as he sees, as alien and aloof from the 
mere catenary of English poets of the last three centuries as he 
was from his contemporaries. The Puritans themselves, who 
sometimes claim him, “ not without many searchings of heart and 
sharp misgivings,” as one of the fathers of their creed, have no 
title in his poetical genius or his intellect. 

His influence on the destinies and history of our literature might be 
compared to the achievement of Napoleon while he was winning the 
victories that changed the map of Europe. He could not change the 
character of a peuple, nor perpetuate his dynasty ; but nothing is as it 
would have been without him. Our literature is as hospitable as the 
Hindoo pantheon ; the great revolutionary has won a place even in our 
creed. And the writer has this advantage, at least, over the conqueror 
and legislator—that he has bequeathed to us, not maps nor laws, but 
poems whose beauty, like the world’s unwithered countenance, is bright 
as at the day of their creation. 


That is vivid as well as acute; it attests the true greatness of 
Milton as a poet who stands by himself, without models amongst 
his forerunners and without a school amongst his cowvals or 
successors, although in the mere ledger of our chronological 
-annals of literature we may treat him as the centre of an “age” 
and the leader of a “ group.” 

Prof. Raleigh vindicates by this small volume his claim to be 
reckoned as one of our closest, shrewdest, and most delicate 
literary critics. We are thinking not so much of his comparative 
textual criticism, of his search for origins and parallels, of his 
exegesis or his philological scholarship, but rather of the intuition 
and insight with which he discusses the style and diction of the 
poet, his dissection of Milton’s blank verse, his recognition of its 
“elements of musical delight,” his exhibition of its “ close-wrought 
mosaic,” his fine perception, in short, of the qualities of a 
thoroughly original master of the art of word-painting. The 
fifth and sixth chapters of this volume would suffice by them- 
selves to establish Prof. Raleigh’s position as a literary critic. 
If we make a second quotation, it is not to show the Professor at 
his best, but to illustrate a certain freedom in his manner which 
often helps him to put his point more attractively, though it 
sometimes detracts a little from the worthiness of his discussion. 


It remains a paradox that Milton’s, of all styles in the world—un- 
approachable in its loftiness, invented by a temper of the most burning 
zeal and the profoundest gravity for the treatment of a subject wildly 
intractable by ordinary methods—should have been chosen by a genera- 
tion of philosophical organ-grinders as th. {ittest pattern for their 


professional melodies, and that a system of diction employed by a blind 
man for the description of an imaginary world should have been 
borrowed by landscape-gardeners and travelling pedlars for the setting 
forth of their works and their wares. 

“ Organ-grinders ” and “ pedlars ” are rough terms to apply to 
the makers of eighteenth-century verse, especially when the 
borrowing which is justly condemned has been illustrated solely 
by passages from Pope, Gray, and Thomson. 


THE ELEMENTS OF PSYCHOLOGY. 


“ Stonyhurst Philosophical Series.” —Psychology, Empirical and 
Rational. By Michael Maher, S.J. (Longmans.) i 

After a test of ten years’ use, there is good reason for saying 
that Father Maher’s introduction to the science of psychology— 
which he quite frankly treats as inseparable from mental 

hilosophy and metaphysics—is still one of the clearest and most 
helpful text-books on the subject from the dualistic point of view, 
and at the same time one of the most scholarly and comprehensive. 
The first edition was published in 1890, and the book was 
specially intended as an aid to its author as Professor of Mental 
Philosophy at Stonyhurst College. Its qualities of lucidity and 
simplicity soon brought it into general use, and three editions 
were printed with little variation in the text. The new edition 1s 
the fourth, and Father Maher has taken the opportunity of 
revising it in the light of ten years’ discussion of psychological 
science, in England, on the Continent, and in America. He has 
revised so thoroughly, and added so much to his original text, 
that the book assumes a much more important character as a 
student's manual, and may almost be considered in the light of a 
new work. 

Father Maher’s “ Psychology” is a rationalistic and_ratio- 
cinative treatise on an empirical basis, the outcome of a deductive 
process applied to the introspective observation of the mental 
activities. The analysis of these mental activities results, for 
him, in the conception of the human mind as an immaterial being 
endowed with free will and rational activity “of a spiritual 
order.” His theory of the connexion of mind and body is, there- 
fore, entirely opposed to the monistic theory, which regards mind 
and body not as two distinct realities, but rather as two aspects 
or phases of one being. With this “new Spinozism,” as it is 
sometimes called, from its affinity to the metaphysical teaching 
of the father of modern Pantheism, our present author will have | 
no truck. He is a dualist of the school of Aristotle, whose 
Christian interpreters have been St. Thomas Aquinas and the 
medieval schoolmen. He is content with Aristotle’s definition 
of the soul as the primary determining or actualizing principle 
(evreàéxeia) of a physical body which has the potentiality of life. 
Soul and body thus denote form and matter—the informing 
principle and the organic germ which is ee of being in- 
formed with life and energized. Father Maher's fundamental 
definitions come last in his book: he leads up to them very skil- 
fully by the discussion of the phenomena of psychology, of the 
laws of sensuous and rational life. The student who has followed 
him in his discussion, aud has failed to tind a flaw in it, will have 
to accept his conclusion that “the human soul cannot be the 
result of the gradual evolution of a non-spiritual principle.” 

Self-consciousness, free-will, conscience, are all facts sui generis 
which could never have been produced by the gradual transmutation 
of irrational states. In a word, all the proofs by which we established 
the spirituality of the higher faculties, and of the soul itself, demon- 
strate the existence of an impassable chasm between it and all non- 
spiritual principles, whether of the amceba or the monkey. The special 
intervention of God must, therefore, have been necessary to introduce 
into the world this new superior order of agent, even if He had pre- 
viously directed the gradual development of all non-spiritual creatures 
by physical laws. 

The reader will understand the basis on which Father Maher 
has built. We need not say that there is no theology in his book, 
beyond the simple denomination of the creative Agent who has 
added the informing principle to the organic matter. 


ETON. 


Eton. By A. Clutton-Brock, B.A. (Bell & Sons.) 

This history of Eton, while it tells quite agreeably and 
sufficiently the tale of the most renowned of the English public 
schools, suggests the larger and more important question as to 
the value of the whole English public-school, system. For Eton 
may fairly stand as the representative of allyandifut has not 
been the model of the others, it-may certainly claim to represent 
the sum of the virtues and vices which are native to this very 


496 


THE EDUCATIONAL TIMES. 


[Dec. 1, 1900. 


distinctive system of education. In Eton tradition, prestige, 
devotion have achieved their highest results, and in Eton educa- 
tion, in its technical sense, has been, perhaps, most scandalously 
neglected. On the one hand, its merits are summed up in the 
often-quoted phrase of the Duke of Wellington as to the Battle 
of Waterloo; and, on the other hand, Mr. Clutton-Brock intorms 
us of the miserable scheme of studies, in which not only was 
mathematics an extra, a sort of ornamental accomplishment, like 
guitar playing in a ladies’ schoal, but even in the classics the list 
of authors was soarranged that the Edinburgh Reviewer of 1830 
was able to conclude his indictment of Etonian instruction with 
these words :—“ The Etonian who goes to either Cambridge or 
Oxford has not read a single book of Herodotus, Thucydides, 
Xenophon, Livy, Polybius, or Tacitus. He has not read a single 
Greek tragedy or comedy.” It is clear then that, so far as the 
learning goes, the Etonian system was not merely bad—it might 
fairly be termed infamous ; and in 1830 it would not have been 
difficult to represent the Royal College as an institution which 
vacillated between a farce and a scandai. And yet with the 
average Englishman Eton is a subject of pride, and English 
history shows that the Etonians have borne no small share in the 
great work of the Empire at home and abroad. 

The solution of the puzzle is plainly to be sought in the 
distinction between “ instruction” and “ education.” Of the 
former Eton gave very little, and that little was indifferent 
enough; but in the worst days it never tailed to impart to young 
Englishmen the tradition of the English race. The Etonian left 
the College (and the University, very likely) lamentably deficient 
in information of any kind and every kind; but. unless he happened 
to be born hopeless, Eton had stamped upon him an unmistakable 
character. He was fitted by a peculiar training both to obey and 
to rule, and these lessons outbalanced all defects. He was 
ignorant of the height of mountains, but he dared to ascend the 
most perilous heights; he understood no French, but he under- 
stood how to conquer the French—in theory he was an imbecile; in 
practice a philosopher, an omniscient ignoramus. Now, the experi- 
ment is being made of reconciling education with serious and com- 
petent instruction, and there is S reason to hope that two 
things, in no way opposed to one another, may be combined. The 
Etonian of to-day has to acquire the abstruse art of the quadratic 
equation, the despised dialect of Paris; but so far there are no 
signs that these perilous accomplishments have impoverished his 
soul. And, after all, brave and good men have been able to 
spell. 


GENERAL NOTICHS. 


CLASSICS. 


“ Latin Classics.” Edited by the Rev. F. Marshall, M.A.—Cæsar de Bello 
Gallico VI. By the Rev. A. E. Humphreys, M.A. (Gill & Sons.) 

Here is another illustrated Cæsar, provided with a “Cresar’s grammar,” 
including “ Ceesar’s pronouns and prepositions,” ‘‘ Cæsar’s phrases and 
constructions,” and, in brief, a Cæsarian apparatus and vade mecum., 
Everything is thoroughly prepared, explained, annotated, vocabularized; 
hardly anything is left for the teacher or the pupil to do. On these 
lines the book has been very efficiently edited; Mr. Humphreys makes 
Cæsar as plain as a pikestaff. 


In the “Scriptorum Classicorum Bibliotheca Oxoniensis” (Clarendon 
Press) we have Mr. F. A. Hirtzel’s Vergil and Mr. R. Du Pontet’s 
Cesar (“ De Bello Gallico”). 


SCIENCE. 


Progressive Course of Chemistry for Junior Classes. 
Varley, M.A., B.Sc. (Black.) 

Like most modern introductions to chemistry, this starts off with 
what is really physics, wbich is quite as it should be. Afterwards 
chemical changes are studied, and before the end of the book (310 
pages) is reached we have studied the properties of the most important 
metals and non-metals. The method is thoroughly scientitic and prac- 
tical, and well adapted for the use of schools of science. 


Elementary Physics and Chemistry. Second and Third Stages. In two 
volumes. By R. A. Gregory, F.R.A.S., and A. T. Simmons, B.Sc. 
(Macmillan. ) 

These books carry on the useful methods of the First Stage. The 
extreme patience of the authors, and their care in not hastening tvo 
much, is well shown in the section on heat, where, in experiment after 
experiment on temperature and heat-capacity, an equivalent experi- 
ment on water-level and water-capacity is given. The second book is 
chiefly concerned with heat, but also takes up the subject of burning; 
while the third deals with chemistry only. Altogether, an excellent 
introduction to practical science. 


By Telford 


Preliminary Practical Magnetism and Electricity. By John Henderson, 
D.Sc. (Longmans.) 
Strictly a laboratory manual, containing instructions for elementary 
practical work, chiefly on magnets and electro-magnetics, with a few 
on electrostatics. The instructions are clear and precise. 


Agricultural Zoology. By Dr. J. Ritzema Bos. Translated by J. R. 
Ainsworth Davis, M.A. With an Introduction by Eleanor A. 
Ormerod, F.E.8.,&c. Second Edition. (Methuen.) 

It is a pleasing thing that such a book as this should have reached 
its second edition. The book is not a school-book, but should be useful 
as a work of reference to rural teachers. After a brief introduction on 
the broad facts of anatomy and physiology, it gives a systematic 
account of all animals that are of interest to the farmer. These are 
practically restricted to four classes—mammalia, birds, insects, and 
worms—though a few other classes come in for brief treatment. Not 
the least interesting part is the appendix, on the subject of “ plagues,” 
in which Prof. Bos very lucidly points out that, so far from their being 
in any way supernatural in origin, they simply indicate the enormous 
fertility of animals in general, normally balanced by a host of inimical 
agencies of many kinds, but occasionally allowed by a combination of 
fortunate accidents to show itself plainly. The index is another im- 
portant addition to this useful work. 


Exercises in Natural Philosophy, with Indications how to Answer them. 
By Magnus Maclean, D.Sc. (Longmans.) 

The Natural Philosophy clasees in the University of Glasgow, under 
Prof. Lord Kelvin, had a unique reputation for the form and method of 
the courses of study pursued, and for the training afforded by the 
exercises systematically placed in the hands of the students. These 
examples are collected chietly from the papers set to the students by 
an assistant to the professor. They cover the courses for ordinary 
degree students in colleges and Universities, and the added solutions 
make them a useful supplement to ordinary text-books. Very complete 
tables of physical constants are added, for the use chiefly of laboratory 
students. The course comprises questions in dynamics of solids, 
liquids, and gases, heat, sound, light, and electricity. 

Elementary Questions in Electricity and Magnetism. Compiled by 
Magnus Maclean, D.Sc.,and E. W. Marchant, D.Sc. (Longmans.) 
This is a book of questions only intended to be used as exercises in 

an ordinary course of lectures or lessons for a first year’s course of 

electricity and magnetism. The questions are carefully graduated, 
and are arranged under headings to cover the whole ground. The 
answers are given when the questions are arithmetical. Some rules 
are given with regard to the mode of answering, which might well be 
adopted generally :—(1) Leave a margin on the left-hand side of the 
page, in which the number of the question is to be placed. (2) Leave 

a space between your answers. (3) Do not give long answers; be 

clear and exact in your statements. (4) Give an illustrative sketch 

whenever practicable, and give a concise written description of it. 


MATHEMATICS. 


A Brief History of Mathematics. An authorized translation of Dr. Karl 
Fink’s “ Geschichte der Elementar-Mathematik.” By Wooster 
Woodruff Beman and David Eugene Smith. (Kegan Paul.) 

There has been of late years a wholesome revival of interest in the 
history of mathematics, bred, no doubt, from increased attention to 
the art of teaching. For the teacher’s purpose, however, the history 
should serve the purpose of arousing interest, stimulating attention, or 
establishing an association which will fix a fact, or series of facts, in the 
memory. This work is hardly interesting enough in style, and it does 
not bring out with sufficient prominence the points which would afford 
assistance to the memory. It is a work rather more useful to the 
young mathematician who hopes to labour for the further development 
of the principles than to the teacher. Yet it will not be without use in 
the class-room. The translators have done their best with a work 
written in the original in scientific form and a dry style, and have in 
parts revealed the system underlying the treatment in clearer fashion 
than the author. 


The Elements of the Differential and Integral Calculus. By J.W. A 
Young and C. E. Linebarger. (Hirschfeld Bros.) 

This is based on the German text-book of Prof. Nernst, of Göttingen, 
and is a clear book for beginners. The firet 76 pages deal with ana- 
lytical geometry, and the next 25, “ Concerning Litnits,” are equally 
introductory. This chapter, and those devoted to ' Fundamental Cou- 
ceptions,’ clear the way of all the usual difficulties. The integral 
calculus is taken up at length immediately after the derivations of the 
simpler functions have been established, and the easier applications of 
both parts are then treated together. 


First Stage Mechanics of Solids. By F. Rosenberg, M.A., B.Sc. (Clive.} 

As becomes a volume published by the University Correspond- 
ence College Press, this little text-book ubounds in explanations 
tending to smooth the path of a student working without a tutor. 
These explanations sometimes strike the reader as trivial—e.g.: ‘Ina 
rouudabout, each rider experiences a tendency to continue to move 
along the line in which he was moving<at [the instant considered. He 
would do so did he not bold fast to some portion of the.roundabout.” 


wo © 


Dec. 1, 1900.] 


THE EDUCATIONAL TIMES. 


497 


It is stated that “the distance passed over” has a different meaning 
from what it has in ordinary language. “If a man walks from Bir- 
mingham through Wolverhampton to Stafford, thirty miles, and then 
back to Wolverhampton, eighteen miles, we should ordinarily say the 
distance he has traversed was forty-eight miles, but, in mechanics, the 
distance traversed would be twelve miles.” This is a confusion between 
“ the distance from the starting-point” and the distance traversed— 
the first twelve miles, the second forty-eight. The exercises are well 
graduated and the answers trustworthy. 


Elementary Mechanics of Solids. By W.T. A. Emtage, M.A. (Macmillan.) 

This text-book really bases its theory on experiment, the theoretical 
proofs of proportions being occasionally added with the view of in- 
creasing the number of examinations for which the book is a reliable 
guide. The work is carefully prepared and printed, and the exercises 
are well graduated. 

The Elements of Plane Trigonometry. By William P. Durfee. 
(Edward Arnold.) 

There is often an advantage to the student of a mathematical 
subject in looking into a text-book which is prepared for students not 
connected with English colleges—hints and suggestions are always to 
be gathered from the greater liberty of treatment. This is true of the 
very elementary text-book before us. Its proofs often differ from those 
in common use in English examinations, and always gain in simplicity 
by the change. One illustration will suffice. The proof of the formula 
for sin and cos (p+0) draws a perpendicular to the middle line 
belonging to both angles, and uses the fact that the projections of two 
sides of a triangle on any given line are together equal to the projection 
of the third side on this given line. The formula follow at once. The 
exercises are easy and useful. 


A Treatise on Geometrical Optics. By R. A. Herman, M.A. (Cambridge 
University Press.) 

There was room for a new work dealing with the higher mathe- 

matical treatment of optics, for a number of important researches, 


such as those of Clerk Maxwell and Cayley, communicated to the. 


various scientific societies, had not found their way into the ordinary 
student’s path. Mr. Herman’s work supplies the want. 


The Elements of Hydrostatics. By S. L. Loney, M.A. 
University Press.) 

It was to be expected that Prof. Loney would supplement his 

“ Elements of Statics and Dynamics” by a similar text-book on hydro- 

statics. This work equals its predecessors in clearness and simplicity. 


Workshop Mathematics. Part II. By Frank Castle, M.I.M.E. 
(Macmillan.) 

To provide the artisan who wishes to continue his education while 
learning his trade with sufficient mathematics for his purpose has be- 
come a problem of some interest. Classes in “workshop calculation 
and practical mathematics ” have been started in many provincial 
towns for the purpose, and now the necessary text-book appears. The 
practical character of this book promises it success. 


The Higher School Arithmetic : Junior Course. 
Supply Association.) 
This is a book of examples almost exclusively. The rules and 
worked examples are reduced toa minimum. The exercises are very 
numerous and well arranged. 


MODERN LANGUAGES. 


Krieg und Frieden. Edited by W. Bernhardt. 
London: Arnold.) 
This volume contains three well selected stories, of about thirty 
pages each, by Emil Frommel, “ Villa Maria,” and Hans Hoffmann, all 
writers of the second half of the present century. All three have an 
interest beyond the mere story—a most important point in the choice 
of books for school reading. The first, “ Mutterliebe,” by Frommel, is con- 
cerned with the history of a German lad, who ran away from home and 
took service, firat with the French and afterwards with the English, in 
the Peninsular War; then became a French spy; then entered the Swiss 
Guard of the King of Naples; and eventually became a rich tradesman 
in Rome. Incidentally we get glimpses of the Peninsular War, and of 
Italian life and scenery. The next, “ A Son of the Steppes,” tells the 
sad tale of a Hungarian lad, whose brother and only protector meets 
his fate in the Hungarian Rising of ’48, after almost effecting his 
escape from captivity by his marvellous skill in horsemanship and the 
use of the lasso. The horse, which plays a conspicuous part in the 
story, brings home the news of his master’s death, like the dark grey 
charger of Mamilius in “Lake Regillus.” The last, and perhaps the 
most touching of all, entitled “ Publius,” takes us to the war of 1870, and 
relates how the son of an old-fashioned German schoolmaster, to whom 
the Peloponnesian War was far more real than the conflicts of the 
nineteenth century, proved quite incapable of mastering Greek accidence, 
but became a brilliant scholar of the Realschule, gained a commission in 
the artillery, and shared, before Paris, the fate of those whom the gods 
love. The notes are serviceable and adequate, though, perhaps, a little 
more attention might have been given to the grammatical side. 


Specimens of German Handwriting. By H. Oskar Sommer. ( Hachette.) 
In examinations where a practical knowledge of German is required, 


(Cambridge 


(Educational 


(Boston: Ginn; 


importance is very properly attached to the ability to decipher German: 
handwriting. The book before us is the first published in England to 
meet this want; though several of the kind are to be found in Germany. 
It will prove very useful, not only for its immediate purpose, but as a 
help to the acquisition of epistolary style—always one of the hardest 
tasks for a student of a foreign language. There is a complete key, 
which is by no means unnecessary, considering the ‘hieroglyphic 
appearance many of these specimens present to an Englishman. 


German Exercises, Part II. By J. F. Stein. 
London : Arnold.) 
The earlier exercises of this book are arranged on an excellent plar.. 
A German anecdote is given, and corresponding to it is an English 
version, in somewhat different language, of the same anecdote. A great 
deal of help—one is inclined to think too much—is given at the bottom 
of the page; and the book is, therefore, suitable for rapid viva voce 
work. But it would be better if it were so arranged that each exercise 
impressed on the pupil some definite grammatical rule or some con- 
nected group of words. It should, at least, be used only to supplement 
more methodically drawn-up exercises. 


(Boston : Ginn ; 


German Idioms. Prepared and translated by Myra Taker, under the 
direction of F. F. Roget. (Macmillan.) 

This may be regarded as a companion book to Mr. Roget’s selection 
of French idioms. The main distinction in method is that in the present 
volume the German phrases are Englished in parallel columns—not 
quite literally, nor yet by the mere substitution of one idiom for 
another; though, of course, as a rule, idiom must be rendered by idiom. 
It is a careful and serviceable piece of work. 


Schillers Maria Stuart. Edited by Margarethe Miller and Carla 
Wenckebach. (Boston: Ginn; London: Edward Arnold.) 
The editors are professors in Wellesley College in the United States, 
and their edition is prepared in accordance with the principles of the 
advanced reformers. The annotation is entirely in German. Their 
view is that translation into English should be used as a handmaid: 
only, not as an end in itself, and that the use of English notes spoils. 
the atmosphere, so to speak, with which a German lesson should be 
| surrounded, and involves a loss of time in acquiring the foreign idiom. 
The notes, which are careful and correct, are strictly limited to what 
is necessary for interpretation, and for the brief explanation of his- 
, torical allusions. A fair idea of them may be gained by taking the 
‘commentary of a good English edition, such as Dr. Breul's, and cutting 
, out all the notes where the editor “lets himself go” a little, often the 
‘most suggestive of all. There is much to be said for the method of 
treatment, especially in the hands of a teacher who will add something, 

; and who is thoroughly alive to the importance of scholarly treatment. 

' Perhaps the most valuable part of the book is the appendix, consisting 

i of a series of questions on each scene, some dealing directly with the 
details of the subject-matter, and others taking a wider range. Such 
questions are a great help to the intelligent study of the play, and, 
to take u lower point of view, they form an excellent preparation for 
the best form of oral examination—such, for example, as that prescribed 
for the Cambridge Higher Local Examinations. 


Selections from A. Daudet’s Tartarin de Tarascon. Edited by O. Siepmann, 
With Key to the Appendices. (Macmillan.) 

Tartarin is almost as great a favourite in England as in France, and 
for that reason, and also because of the many allusions to persons, 
places, &c., it is well worth while to publish for English schoolboys a 
selection from his adventures. The notes are less full than those 
to “ L’Ame de Beethoven,” being intended for more advanced classes. 
They are adequate and sensible. The volume has the usual appendices 
and a key. 


E. Laboulaye, Contes Bleus. Edited by C. Fontaine. (Isbister.) 
The longest of these little tales, “ Pif Paf,” hus already been edited 
for English schools; the others, we believe, are new. Laboulaye’s style 
is charming, and his mode of narration is sufficient to show that he was 
a lover of children. The editor has supplied a few pages of helpful 
notes and a thoroughly good vocabulary. The printing is clear and 
careful. 


We have received from Mr. David Nutt a Supplement to the 
Wellington College French Grammar, by H. W. Eve and F. de Baudiss, 
embodying the licences tolerated by the “ Arrêté du 31 Juillet, 1900.” 
This is the first emendation of existing school grammars in England 
rendered necessary by the“ Simplification de Il’ Enseignement de la Syntaxe- 
Française.” The editors preface their résumé by saying :—'‘As in duty 
bound, we lay before our readers a résumé of the variations of spelling 
and grammar tolerated by the French Education Department. It is 
only fair to warn them that the study of these variations may in many 
cases lead to confusion of thought. The difficulties which a fairly 
educated English boy or girl encounters in French spelling are by: no 
means tle same as those which beset natives, especially those aiming at 
only a low standard of culture. Nor have the innovations allowed . as. 
yet obtained the highest sanction, that of the Academy and of the 
literary world. M. Brunetiére sums them up in the line— 


“‘Sunt mala, sunt queedam bona; sunt mediocria-_plura,’ 
aslicht variation on Martial.” 


498 


MISCELLANEOUS. 


-Comenius and the Beginnings of Educational Reform. By W. 8. Monroe. 
(Heinemann.) 

The series of books on “Great Educators” would be incomplete without 
a volume on the Moravian pastor who anticipated so many of the 
ideas which even now have not thoroughly permeated the educational 
world. In Comenius we find recognized, to mention only a few points, 
the application of philosophical principles to education, the importance 
of method from the very earliest stages, the necessity of a wide curriculum 
dealing with things and not with words alone, the need of a carefully 
graduated system of classes, and, above all, the desirability of making 
learning a pleasant and, as far as may be, a natural process. Con- 
sidering the great mass of Comenius literature in German, and 
since the publication of Mr. Quick’s essay in English also, the task 
of, writing a fresh book on the subject is no easy one. It seems to us 
that Prof. Monroe has hardly risen to the occasion. Of his ten 
chapters, two are devoted to the condition of education in the sixteenth 
century and to the immediate predecessors of the great reformer, and 
two, which seem the most valuable portion of the book, to his influence 
on subsequent writers and teachers. The chapters on Comenius 
himself ure hardly full enough, and do not show exceptional in- 
sight into his methods. Prof. Laurie had already given us a 
methodical analysis of his chief works, with an interesting biographical 
sketch; and Mr. Keatinge’s introduction to his translation of the “Great 
Didactic” contains an excellent account, implying much original 
research, both of his life and of his educational views. Neither is 
likely to be superseded by Prof. Monroe’s work. It is surely an error of 
judgment to quote a long extract about Hartlib, the English friend of 
Comenius, from Masson’s “ Life of Milton,’ and Raumer’s eloquent 
summary of the life-struggle of Comenius, when both appear in Prof. 
Laurie’s book. 


“The Works of Shakespeare.” Edited by Edward Dowden.—The 
Tragedy of Romeo and Juliet. (Methuen & Co.) 

This new volume of Prof. Dowden’s excellent edition of Shakespeare 
fully bears out the promise with which he began his arduous, but doubt- 
less grateful, labour. Apart from the scholarly introduction and the 
critical apparatus and appendices, the notes alone form a most helpful 
and interesting commentary on the text. The edition is so well con- 
ceived, and the volume is so admirably printed, that students and 
readers of Shakespeare could not ask for better means of satisfying 
their needs. The editor, we are glad to see, has not yielded to any idle 
craving to suggest new readings. He has supplied a comma in one 
place, and a couple of hyphens in another—and that is all the liberty 
which he has allowed himself to take with the text as he accepted it 
from the Globe edition. No higher praise could be given to this volume 
than to say that it is on a level in every respect with Prof. Dowden’s 
edition of “ Hamlet.” 


“Old and Middle English Texts.” Edited by L. Morsbach, Professor 
at Göttingen University, and F. Holthausen, Professor at Kiel 
University.—Havelok. Edited by F. Holthausen. (Sampson Low 
& Co.) 

These editions of Old and Middle English texts are intended for use at 
the Universities, and for private study. The apparatus is not elabor- 
ate, but it includes an introduction on the manuscript and previous 
editions of the text, on the date, author, and dialect, notes on variants, 
a serviceable glossary, lists of proper and geographical names, and of 
emendations and corrections. The poem of “ Havelok’”—which Prof. 


Holthausen, usually very careful, spells with a c as well as with a ki 
—was, probably written, by an unknown minstrel, at the beginning | 


of the fourteenth century. Its story is laid in Lincolnshire, and it is 
in the Lincoln dialect; and, as it mentions the Parliament of Lincoln, 
which was held in 1301, and is quoted by Mannyng in his “ Handling 
Sinne,” it may be safely assigned to one of the first three years of the 
century. The text is clearly printed, and the edition is worthy of 
commendation. 


The First Epistle of 8. Peter (Greek Tert). With Introduction and 
Notes. By the Rev. J. Howard B. Masterman, M.A. (Macmillan.) 
A very serviceable volume for candidates for deacon’s orders, and for 

general students. The text is not given consecutively, but phrase by 

phrase, with abundant explanations. The work is admirably done, for 

Mr. Masterman gives to the Epistle of Peter all the erudition and 

scrupulous care which he would have been expected to bestow on a 

dialogue of Plato. 


Cyclopedia of Mechanics. First Series. Edited by Paul N. Hasluck. 
(Cassell & Co.) 

Thefeditor of Work and the Building World gives us, in this fully 
illustrated technical volume, a collection of very miscellaneous receipts, 
processes, and memoranda, suitable for experimental or practical 
mechanics. The eight or nine thousand paragraphs are thrown 
together without. classification, but they are elaborately indexed, and 
there are as many as twelve hundred diagrams. 

Life of General Charles Gordon. By M. B. Synge. (Nelson & Son.) 

There is nothing to show whether this appreciative little biography 
of Gordon is a reprint or not. At any rate, it will be welcome to hero- 
worshipping boys and girls. 


THE EDUCATIONAL TIMES. 


(Dec. 1, 1900. 


Model and Blackboard Drawing. By F. F. Lydon. 
(Sampson Low & Co.) 

This is a very good and well printed handbook for the assistance of 
teachers of model-drawing. It contains forty-four plates and a con- 
siderable number of explanatory diagrams, both on a white and on a 
black ground. The drawings are all clearly produced. 


Brushwork Copy Books. Designed and arranged by A. R. Cartwright 
and F.C. Proctor. (Macmillan.) 
This is a graduated scheme of lessons in simple brush forms, with 
the straight line and curve, in a series of six progressive books. It is 
a serviceable introduction. 


Queen Victoria: a Personal Sketch (Cassell & Co.) is the last of 
Mrs. Oliphant’s literary works, which will doubtless be reproduced 
many times before it has outlived its welcome. It is a graceful and 
sympathetic sketch of the life of the Queen, and is illustrated by many 
contemporary prints, as well as by three fine “ Rembrandt” toned 
plates. It is a very acceptable book. 


Educational Drawing Copies of Ornament, Common Objects, Sc. 
(Educational Supply Association.) 

These are loose copy cards specially intended for blackboard drawing 
for “the D Certificate” of the Code. The grey outlines are clearly 
drawn, and the designs are good, so that the set of thirty cards may be 
regarded as decidedly good. 


Philips’ London School Board Atlas, edited by George Philip, junior, 
has ninety maps in forty coloured plates, and eight pages of intro- 
ductory letterpress. It is a good and serviceable publication, with 
special plans of London. 


We have several new Readers in evidence this month. One of the 
most elaborate is the Educational Reader (‘‘ Holborn Series ’’—Educa- 
tional Supply Association), in six progressive parts. All Readers are 
supposed to be educational; but in this instance particular care has 
been taken to bring together and graduate a good selection of pieces. 
— We have four parts of the Continuous Story Reader (Edward Arnold), 
simple stories without notes or spelling-words.—The Conversational 
Readers (Blackie & Son) include two Readers and two Primers for 
infants.— Woodstock is the latest volume of the “Sir Walter Scott 
Continuous Readers” (A. & C. Black). It is edited by H. Corstor- 
phine. 

WE HAVE ALSO RECEIVED the following publications and new 
editions :— 

Report of the Board of Education, 1899-1900: The Report; Appendiz 
on Secondary Education; Appendix on Elementary Education (Her 
Majesty’s Stationery Office). 

Helps to the Study of “ Lyra Heroica,” by Ernest Ruse (Macmillan.) 

Notes and Elucidations to Henley’s “ Lyra Heroica,” by W. W. Greg 
and L. Cope Cornford (David Nutt). 

Foreign Correspondence, by John Warren (Heywood)—English forms 
for various commercial purposes. 

French Grammar Reforms, authorized by the French Minister of Edu- 
cation (Pitman & Sons). 

Laudate : a Hymn-Book for Secondary Day Schools, by J. J. Findlay 
(A. & C. Black)—words only. 

Lessons on Israel in Egypt and the Wilderness, by S. G. Stock 
(Sunday School Institute). 

The Story of the Heavens, by Sir R. S. Ball (Cassell)—Part I. of a 
reissue. 


GIFT-BOOKS AND PRIZES. 
II. 
HISTORICAL TALES. 


Red, White, and Green, by Herbert Hayens (Nelson & Sons), is a 
well told story of the Hungarian revolution of 1848. . Its narrator is a 
Magyar faithful to the Emperor of Austria, but still a Liberal, from the 
Magyar point of view. The story is full of incident and excitement, 
with plenty of well marked characters, including a few ladies ; and the 
reader is treated to a good dealof fighting and vicissitude. 

Ye Mariners of England (same author and publishers) may be classed 
amongst the historical tales, though its stories are of ships, and its 
records are those of the British Navy. Fora boy specially interested 
in these things, the volume is all that could be desired. It is well 
illustrated ; and there are many narratives of historical sea-fights, with 
an account of the naval review of 1897, to wind up. 

One of Buller’s Horse (same publishers) is a tale of the Zulu cam- 
paign, by William Johnston. It begins with a lion-hunt in England, 
the hero being a young schoolmaster, who shoots his big game in the 
Pennine country, and subsequently develops (with his favourite pupil) 
into a soldier of the Queen. They have hard times with the Zulus, and 
tight at Isandiwana and Ulundi. We can recommend this as a good 
and stirring tale. 

My Lady Marcia, a story of the French Revolution, by Eliza F. 
Pollard (Nelson & Sons), is a pleasing and carefully written tale, in 
which historical facts are blended with imaginary scenes.and characters, 
with considerable success. “My Lady Marcia” is a young English 


Dec. 1, 1900.1 


THE EDUCATIONAL TIMES. 


499 


heiress, who is left in charge of her aunt, married to a French noble- 
man, while her father goes to fight with Lafayette in America. Her 
sympathies are all with the French; and she goes through many 
perilous adventures in consequence of her attachment to the un- 
fortunate Royal Family. 

The central idea of Life's Anchor, by Harriet E. Colville (Religious 
Tract Society), is the hope of immortality that Dr. Johnson only found 
in his last days; though he sought it diligently, with tears. The 
pathetic figure of the Doctor, with his morbid self-communings and his 
trenchant remarks, pervades the whole of this book. Much ingenuity 
has been exercised to introduce Hannah More, the Thrales, Fanny 
Burney, Lord George Gordon, and many other well known characters, 
with copious references to Wesley, Rousseau, Garrick, and innumer- 
able books and plays. In addition to all this, there is a romantic tale 
with tragic episodes. We fear the whole is somewhat oppressive and 
overloaded with information. It is confused with so many characters 
that none stands out very strikingly. The religious conversations, 
though doubtless representative of the style of those days, will seem 
overstrained and wearisome toa young reader, and we hardly think 
the book is calculated to inspire a love of Dr. Johnson, or a desire to 
read more of his life and contemporaries; but, if read with an intel- 
ligent elder, it may impart a good deal of historical instruction. 

Iron Heart, War Chief of the Iroquois. By Edward S. Ellis. (Cassell.) 
—No boy bas ever heard enough about the North American Indians. 
There is a subtle charm in their wild bravery, their stupendous cun- 
ning, and their simplicity of heart, which seems inexhaustible. The 
present story brings out all these characteristics, and is exceedingly 
interesting without being blood-curdling or overstrained in any way. 
The chief dramatis personzx are the Iroquois chief and an English boy, 
a cripple, who knows the woods and the rivers as well as the Indians, 
but whose main weapon of defence is his Bible; and we think boys will 
quite as much enjoy his bravery with this as his pluck in the face of 
privation or death on several other occasions. The book is not too 
long, and is manly and healthy throughout. 

Miss Everett-Green builds one of her pleasant combinations of the 
historical and the domestic—in After Worcester (Nelson & Sons)—on 
certain incidents of the flight of Charles II. from the field of Worcester, 
and the events of the following six weeks. Her heroines are Jane 
Lane and Juliana Coningsby, who actually played the historical parts 
here recorded; but the heroes are fictitious—which is a little hard on 
the historical Sir Clement Fisher, who married the actual Jenny Lane. 

In the King’s Service (Blackie & Son), by Captain F. S. Brereton, is a 
story of Cromwell’s invasion of Ireland. The hero is a refugee son of 
a Cheshire Royalist, who visits his brother-in-law at Castle Driscoe and 
takes part in the defence of Drogheda. The book is exciting, and has 
eight good illustrations. 

Adventurers All (Nelson & Sons), by K. M. Eady, is an illustrated 
tale of the Philippine Islands in time of war. It is, perhaps, more of 
an adventure-story than historical. It is a lively story of the “ Annabel 
Lee ” craft, bought by an American syndicate and run to the Philip- 
pine coast on a private venture by a dare-devil skipper and crew. 

Red Jacket : the Last of the Senecas (Cassell & Co.) is a story by E.S. 
Ellis, of adventures amongst North American Indians. It is based on 
incidents in General Sullivan’s expedition against the Iroquois; and the 
hero is a boy who found his way into danger and adventure as a scout. 
“Red Jacket” is a crafty Indian, whom the boy and his friends contrive 
to elude. 

SCHOOLBOY STORIES. 


The subjects of our Christmas books this year include, it seems to 
us, fewer stories of schoolboy life than we used to look for at this time 
of year. Still, there are a number of the old sort left, and amongst 
them isa good one by Harold Avery—Heads or Tails: the Story of a 
Friendship (Nelson & Sons). It is made up, for the most part, of the 
innocent or mischievous pranks of young boys, ending, as usual, with 
the more dubious pranks of the older ones. 

Jones the Mysterious. By Charles Edwardes. A new motive has been 
struck in this schoolboy tale. A little boy is endowed by an Indian, 
Nana, with the power of disappearing whenever he is in trouble or 
difficulty. Placed in an English school, he finds occasions in plenty 
for such timely relief, much to the bewilderment of masters and boys. 
One situation follows another with little connexion, and there seems 
no reason why the gifted Jones should not have carried on his truly 
chequered career to the University and professional life; but the limit 
of his masters’ endurance is reached when the boy disappears in the 
middle of a caning. At this awkward juncture Nana returns, and 
takes away the power he has given Jones, to the “satisfaction of all 
parties.” The story is farcical rather than mirthful, and we half 
suspect the author intends it to be serious, and even pathetic. It can- 
not be called a great success on either count, but it is a very readable 
story for young boys. 

Geoff Blake, by 8. S. Pugh (Religious Tract Society), is a schooboy’s 
tale somewhat out of the ordinary run. It is supposed to be a man’s 
recollections of his school-days in the early fifties, and it centres in one 
of his school-fellows. Geoff Blake’s moral development is the theme of 
the story, which cannot be said to have a plot, though there are one or 
two interesting incidents. There is a good deal of moral introspection 


and laboured explanation of the true meaning of “sneak,” hardly 
calculated to affect a boy’s notions in this matter. The reminiscences 
of the intellectual life of the school are of the most meagre, chiefly con- 
sisting of the solemn recital of some funny mistakes in examination 
papers, and, as even these jokes seem to need explanation, the book is, 
on the whole, a little heavy; but, as the hero quotes in the intro- 
ductory chapter, “ whatever boys do interests boys,’ and we expect 
Geoff's fortunes and misfortunes will find many sympathizers. 

Every Inch a Briton (Blackie & Son), by Meredith Fletcher, is a good 
schoolboy story, told by an ordinary honest English lad, and full of’ 
ordinary, honest, schoolboy incidents. It will hurt nobody, and amuse 
many. 

Tom Andrews (Elliot Stock) is a good and genial story of East-end 
Board-school life, by the Rev. A. Chandler, Rector of Poplar. It is- 
realistic and natural—a simple shifting of the plane from the more: 
familiar kind of schoolboy story. 


STORIES FOR GIRLS. 


Mrs. L. T. Meade, the author of Seven Maids (W. & R. Chambers), 
needs no introduction, for she is an old favourite with the young 
public. Her new Christmas story is sure of a favourable verdict, being 
written much in her usual vein. The heroine, Marjorie, strays into 
devious places from the time when her parents decide to take girl- 
boarders into the home where hitherto she has reigned supreme, but 
she is properly repentant in the end. The various steps in her humilia- 
tion will be followed with interest. Mrs. Meade writes sympathetically, 
and Marjorie’s character is excellently realized.. The American girls, 
too, whom Marjorie finds it so hard to welcome, are fairly convincing 
portraits. The dialogue is, perhaps, a little stilted in parts, but we 
fancy that the average girl reader will not cavil at this in a tale that is- 
likely to engross her interest. Altogether, Seven Maids, with its 
attractive binding and pleasing illustrations, is a very suitable Christ- 
mas gift for a schoolgirl. 

Three Fair Maids: or, The Burkes of Derrymore. By Katharine. 
Tynan. (Blackie & Son.)—The three maids of whom this story tells. 
are, of course, Irish girls, and, in their different ways, all equally fasci- 
nating. They have fallen on evil days, as their father had been dis- 
inherited by his uncle for not marrying according to his wish. The 
story is put into the mouth of Joan, the second daughter, and relates: 
how Elizabeth, the eldest and the moving spirit of the family, per- 
suades her widowed mother to take in “paying guests” at Ardeelish, 
the conntry house in which they live. The love-affairs of the three 
girla—not to speak of those of other girla who figure incidentally—the 
reconciliation with the dreaded Uncle Peter, and the various adven- 
tures, more or less exciting, which go to make up this book, we will 
leave its readers to discover for themselves. The writer knows her 
Ireland, and writes with sympathetic insight and humour. Her new 
story is sure to be no less popular than “The Handsome Brandons,” 
which found favour last year, and its undaunted optimism will be, no- 
doubt, an additional inducement to those who desire a suitable Christ-. 
mas gift. The book is tastefully illustrated and handsomely bound. 

The Schoolmistress of Haven’s End. By Ella Edersheim Overton. 
(Religious Tract Society.)—A high-born girl who has a mission to 
teach village children and reform their drunken and unhygienic 
parents, is no new figure in fiction; but it must be admitted that the 
schoolmistress of Haven’s End is a very taking one. Although the 
book has a frankly moral and religions purpose, it is not only bright 
and healthy, but full of dramatic little incidents, and there are no less. 
than four romantic matches made. Some of the descriptions of cha- 
racter and conversation are distinctly clever, and a delicate flavour of 
humour throughout the book makes it good reading from beginning to. 
end, and suitable to almost any age. 

Sisters Three. By Jessie Mansergh. (Cassell.) —It is astonishing 
how much interest can be obtained from the simple record of a 
commonplace family life, with its trivial hopes, fears, and disappoint- 
ments. This book does not pretend to be any more, but there is not a 
dull page from beginning to end. It opens with a description of the 
motherless boys and girls of a well known novelist—the three girls, in 
their teens, are wishing that something would happen to break the- 
cold-mutton monotony of their existence. Of course, things do happen 
—all of them charmingly lifelike and possible (with, perhaps, the one. 
exception of an incident in an underground passage), and we follow the. 
girls’ fortunes till they are all engaged to be married. We can heartily 
recommend the book for girls of any age: younger ones will enjoy the 
harmless practical jokes and breezy fun of the talk, and the elder ones 
will enjoy the sensible and healthy love story of the youngest and 
nicest of the “ Sisters Three.” 

The Girl Without Ambition, by Isabel Stuart Robson. (Cassell.)—The 
moral of this tale is very plain and excellent, and one that needs 
pressing upon many a girl of the present day. It is, briefly, that there 
is a great deal of scope, not only for talent and energy, but for pleasure 
and fun, in the commonplaces of home life to even a lonely girl. Mrs. 
Robson has succeeded admirably in making her heroine attractive, with- 
out a trace of priggishness. More wouderful still, the girl is not com. 
pelled to do anything extraordinary or impossible ; she is merely good- 
tempered, jolly, and naturally unselfish, with a wholesome contempt for 
grinding at examinations ; and the worse. thing she has to do is to hunt. 


500 


THE EDUCATIONAL TIMES. 


[Dec. 1, 1900. 


for lodgings by herself, for her little adventure of singing in the street 
for coppers is more amusing than distressing. The elder sister who 
reads at meals, and cares for nothing but her own intellect, makes 
a good foil, without being overdrawn, and the subsidiary characters 
provide some romantic interest. There are eight good illustrations by 
Percy Tarrant. 

In Tom’s Boy, by the Author of “ Laddie,” “ Tipcat,” &c. (W. & R. 
Chambers), “ Tom” has a considerably bigger part to play in the 
story than his “ Boy.” Tom Bannister makes the mistake of marrying, 
against his father’s wish, a young actress. The story is a sad one, but 
ig neither gloomy nor depressing, and the moral is all that it should 
be. Mr. Percy Tarrant supplies the illustrations. 


A Sister of the Red Cross, by Mrs. L. T. Meade (Nelson & Sons) is 
decidedly a story of to-day. The heroine—Mollie Hepworth, the hospital 
nurse—goes to South Africa, where she nurses the sick, has various 
love affairs of her own and other people’s to attend to, and a good deal 
of trouble with her younger sister Kitty. All ends well, and the 
interest of the story is well sustained from the first chapter to the last. 

Through a Needle’s Eye (Religious Tract Society) is an excellent 
story, by Hesba Stretton, of two half-brothers who were both, in a 
sense, heirs to the same estate—one by birth, and the other by will. 
The latter has the chance of keeping everything for himself; but he 
has noble impulses, and plays a noble part. There are many well 
drawn characters in this book, which is not in any exclusive sense a 
tale for girls, but only a quietly conceived and delicately told romance. 

Celia’s Conquest, by L. E. Tiddeman (W. & R. Chambers) is a very 
pretty, pathetic little story for girls—a good book, without being the 
least bit ‘‘ goody.” 

TALES OF ADVENTURE. 

One of the oldest, and still one of the most popular, books of romantic 
and magic adventure is the “ Odyssey ” of Homer. Mr. J. M. Dent 
publishes The Adventures of Odysseus, retold in English by F. 8. Marvin, 
R. I. C. Mayor, and F. M. Stawell, artistically pictured by Charles 
Robinson, with coloured frontispiece and title-page. It is a very 


. delightful gift-book. 


In Far Bolivia (Blackie & Son) is a story of a strange wild land, by 
Dr. Gordon Stables. ‘The heroine is carried off by “ Bolivian savages,” 


. and the hero rescues her—to the accompaniment of some very exciting 


pictures. 

Dr. Gordon Stables has spun another yarn of seafaring life and 
adventure—Allan Adair: or, Here and There in Many Lands (Religious 
Tract Society). There is humour as well as stir and excitement in all 


‘the doctor’s stories, and this is, perhaps, one of the best of them. It 
. certainly does not lack movement and variety. The pictures are 


rather horrible—not in drawing, but terribly exciting for a youthful 
imagination. 

Gunpowder Treason and Plot (Nelson & Sons) is one of a collection 
of short stories for boys; the authors are Harold Avery, F. Whishaw, 
and E. B. Townshend. There are numerous illustrations, and the 
stories are well told, and varied in subject. 

Boy Crusoes, adapted from the Russian by Léon Golschmann 
(Blackie), is an exciting story of the adventures of two boys in a 
Siberian forest during a period of three years. There is a decided 
element of novelty in it, and the incidents are quite unlike those in any 
other Crusoe story we have come across. The only fault to be found 
with it is that the author is a trifle prolix; but perhaps this is a criticism 
which a young reader might apply to the immortal Defoe himself. 

Adventures in the South Pacific (Religious Tract Society) is a narra- 
tive of life and doings in the Tahiti Group, by the son of a missionary. 
The narrator was born on his father’s station, and—being a rebel in his 

younger days, inclined to chum with the native boys—he had a good 
share of wild adventure. The book is very readable, and well illus- 
trated. 

A Life on the Ocean Wave (Nelson & Sons) contains some excellent 
reproductions—taking into consideration the extremely moderate price 
of the book—of pictures of ships of all kinds. The letterpress is of 
‘varying quality, but is generally suited to the tastes of the young and 
‘not too critical readers into whose hands it is most likely to fall. 


ANNUAL VOLUMES. 


Amongst annual volumes we have Cassell’s Saturday Journal, a large 
book of nearly 1,100 pages, with many pictures. There are three 
-serial stories, four special series of articles on London and other topics, 
„over a hundred short stories, interviews, with portraits, and a large 
-number of articles, domestic items, anecdotes, and the like.—The year’s 

volume of Bo-Peep (Cassell) is a volume for the youngest readers, with 
a gay binding, eight coloured plates, and many other pictures.—The 
Leisure Hour (Religious Tract Society) is a year’s volume, from 
-November to November. It has thirteen coloured plates or reproduced 
photographs, besides a Jarge number of other illustrations. Sir W. 
Besant’s “ Alabaster Box ” is the principal serial. There are many ex- 
-ceptionally good articles on subjects of general interest, and the volume 
is, altogether, a very attractive and satisfactory book.—The Sunday at 
Home (same publishers) is the corresponding annual volume of a 
favourite magazine. It has more distinctly religious features, but its 
. interest is thoroughly general. It is full of good and quiet reading, 


with plenty of variety, and will make a very acceptable present.—We 
have also Little Folks (Cassell) und The Children’s Treasury (Nelson & 
Sons), two annual favourites for very young readers. 


For CHILDREN. 


The True Annals of Fairyland. By William Canton (Dent.)—No pains 
have been spared to make this a most attractive volume for ohildren— 
a dainty get-up, lavish illustrations, and an abundance of stories. Of 
the last there are plenty of old favourites, and some fresh ones as well; 
but the principle of selection seems past finding out. There is some- 
thing incongruous in such a tragedy as “ King Lear” being placed among 
fairy tales; and the wonderful classical atmosphere that Kingsley 
created in his “ Argonauts ” is marred in this collection by a facetious 
introduction of a baby in Jong clothes as a tail-piece. The illustra- 
tions by Charles Robinson are clever and original, and some of them 
are very graceful; but many of them present difficulties for the adult 
mind to decipher, and are, we fear, meaningless to children, who would 
rather value a few plain and pretty pictures, even if more commonplace. 
The work of the artist in some cases is too fine for satisfactory repro- 
duction by the engraver. 

Animal Land for Little People, by S. H. Hamer (Cassell) is a quarto 
picture-book all about animals, illustrated from photographs and 
original drawings, with four coloured plates. The animals tell stories 
about themselves, after their kind.—From the same author and 
publisher we have The Jungle School; or Dr. Jibber-Jabber Burchall’s 
Academy, illustrated by Harry B. Neilson. It is a very laughable pro- 
duction, just sufficiently allegorical and satirical to amuse those who 
can enjoy something beyond a laugh. 

A Noah’s Ark Geography : a true Account of the Travels and Adven- 
tures of Kit, Jum-Jum, and the Cockyolly Bird (Macmillan), “is faithfully 
set forth and pictured” by Mabel Dearmer. It is a thick quarto, 
giving an ample and delightful account of an imaginary run round the 
world by little Kit and his Noah’s Ark companions—an excellent con- 
ception, as one would naturally expect from the name of the author. 

In Pinafore Land (Ward, Lock, & Co.) is an animal picture-book, with 
a text of poetry and prose, by Flora Kirkmann. It is full of fairies 
and odd conceits ; and the drawings are very artistic. 

Messrs. Nelson & Sons provide for the season a number of oblong 
picture-books in stiff covers, with coloured illustrations :—By Rail, 
dealing with trains and railway-lines; The Red, White, and Blue, all 
about ships and the sea; A Week at the Farm; and The Dear Old Fairy 
Tales, a capital collection of familiar folk-stories. 


MATHEMATICS. 


14651. (Professor G. B.Mfatnews, F.R.S.)—Let a, 8 be any two 
given complex quantities, and let ¢ be such that (a+¢8)/(1+¢) is real. 
Prove that, if ¢ = x+iy, the locus of (z, y) is, in general, a circle. 
How is this to be reconciled with the fact that the line joining two 
imaginary points (a, 8), (y, 3) contains only one real point? 


I. Solution by Professor E. B. Exvtiorr, F.R.S. 


A “real” line contains œ? points, of which o are real; a ‘‘real”’ 
plane œ 4 points, of which ©? are real; and a ‘‘real’’ space œ ù points, 
of which 3 are real. 

The connector of two imaginary points on a “real ” line is that line, 
and contains all its real points ; that of two imaginary points in a “‘real’’ 
plane, but not on a ‘‘real’’ line in that plane, contains one real point ; 
that of two imaginary points in ‘‘real’’ space, but not in a “real”? 
plane, contains no real point. 

First on a ‘‘real’’ line, if z+ty : 1 be the ratio in which a real point 
divides the intercept between two points whose distances from a real 
Origin are a+ia’, b +ib’, we have, from the reality of 


atid + (x+iy) (b+ 1b’) atbz—b'y _ a +br+by 
l+z+iy i ler y 


i.e., the equation of circular form 

b’ (2? +y? + z) +a (1+2z)+(b—a)y = 0, 
as the only relation limiting z and y. One of these may be taken at will, 
subject to the requirement that the resulting quadratic for the other have 
real roots, and the infiniteness of the number of ratios of division for real 
points is apparent. The solution z+ 1 = 0, y = 0 is excluded. 

Next in a “real” plane, if (a, + ia'i, ag + ia',) and (b) +ib’, dg +ib’) be 
the coordinates referred to “real” axes of the points, the intercept 
between which is divided in the ratio z+iy : 1, we have, for the reality 
of the dividing point, 
bY (2? +y? +2) +a’, (1+2z) + (ba) y = 0 
Big (2? +y? +x) + a'g (1 +x) + (b3 —a5) y = 0, 


which give, besides the irrelevant x =—1, y = 0, which refers to the 
point at infinity on the connector, a single pair of real finite values of x 
and y, and so a single ratio of division. 

And generally in “ real” space, referring to- three ‘‘ real "planes, we 
have three such equations of circles with a common point) & ~P, y= 0. 


and 


Dec. 1, 1900.] 


They have as a rule no common second intersection ; and so as a rule 
there is no real dividing point of our intercept. 


II. Solution by the PROPOSER. 


Let ama+bi, B=c+di, t mart yi. 
Then at+tB  (a+cx—dy) +(b+dr+cy) i 
l+¢ (l+2)+yi : 


and this is real whon (1 + z) (6+dv+cy)—y (at+ex— dy) = 0, 
or when d (x? + y`) + (b+d)x+(c—a) y+ = 0 
Suppose now that y=HR+hi, Fe +i. 
Then (y+¢3)/(1+¢) is real when 
@ (2 +y?) + (b +a’) r+ (/—a@/) y+ = 0 (ii.). 

The circles (i.) and (ii.) intersect at the fired point (—1, 0), and at 
another point whose coordinates are rational functions of a, a’, &c. 

The first point gives ¢=—1, and this makes (a+¢8)/(¢+1) and 
(y +7¢8)/(¢+1) both infinite; the other leads to the one real point on the 
line joining (a, y) to (8, 3). 


14028, (G. H. Harpy.)—Reduce the evaluation of f cos (p/q) pdp 
o 1 +2 coso + ¢? 


where p, g are integers, p<q and t< 1l, to the integration of a rational 


eeeesescesensasesse 


fraction. Prove, in particular, that 
f° cos ġodo _ 2 ttanh=! /¢ | 
ol+2tcosg@+t? l+? Jt ’ 


and ‘deduce (and also prove independently) that 
fv tan (ene) IP 8 tan-!/t tanh-} 4/2. 


0 1—6 / singe 

Solution by the Proposer. 

: l=? œ 

S —--——- -——, = —t)” 
ince isd cosg +2 1+23( t)"cosng, ¢<1, 
"_conapde = ot TA 
e a iza | {csap +2 3 (—t) cos ad cos no} dp 
="nof oeg/3 _ 1 )\o 
1-2 { a TEIE L i, 
if a<1. That is, to say, 


t*at 


_ Binar 
l1—t 


-a (tte de 

te — f° 
L hier Laas 
[The rest in Volume. ] 


14473. (W. S. Coonzy.)—Construct the triangle, being given any 
three of the following six points:—the centres of the squares described 
externally and internally on the sides. 


Solution by the Proposer. 

Let 0, Og, Os, @1, Wa, W3 
be the centres of squares 
described externally and 
internally on sides of ABC. 

By Quest. 13716, or 
easily from figure, 0,0, is 
perpendicular and equal to 
CO;, for CO, and Cw, are 
proportional to AC and BC, 
and £0,Cw, = 4C; there- 
fore AO,Ca, is similar to 
ABC; therefore Ow, = AQ . 
Similarly Ow, = AQ,; 
therefore AO,w;O; is a 
TETE : as are also 

0,03, CO,@30), A030103, A 
Bo 0,@,, and Cw,Ogw, ; 
therefore evidently CO; = 
hO» and aa is also equal 
and perpendicular to aw ; 
therefore, if O,, O» O, or 
œ, wg, œ be given, the per- 
pendiculars of the triangles being drawn, the construction is obvions in 
each case. If œ, O3, O; or O,, wo, w3 be given, the completion of the 
parallelogram in each case gives A. If Oj, œ~, w, be given, B and C are 
known, which disposes of the twenty cases; therefore, &c. 

This construction shows that the triangles U,0,0; and w,ww; are 80 
related that the perpendiculars of each bisect the sides of the other, and 
pass through A, B, C, for CO; bisects @) Co, and Cw, bisects 0,03. 


nO 


0; 


14329. (J. A. Turrp, M.A., D.Sc.)—L, L’, M, M’, N, N’ are points 
on a conic. LL’, MM’, NN’ form the triangle ABC; MN’, NL’, LM’ 
the triangle A’B’O’; and M'N, N’L, L’M the triangle A”B’C”. The 
straight line AA’A” meets BC, B'O’, B’C” in X, X’, X” respectively ; 
the straight line BB’B” meets CA, C'A’, C”A” in Y, Y’, Y” respectively ; 
and the straight line CC’C” meets AB, A’B’, A’B” in Z, Z’, Z” respec- 
tively. Show that the following are triads of concurrent lines :— 


THE EDUCATIONAL TIMES. 


501 
YZ, ZX’, X”Y”; ZX, XY’, Y”"Z”; XY, Y'Z’, ZX": 
YZ, ZX”, X'Y’'; ZX, KY", Y'Z’; XY, YZ", ZX’; 
and that the points of concurrence lie on a conic. 


Solution by the Proposer. 


The pairs AB and A’B’, BC and B’C’, CA and C'A’ meet on the same 
Pascal line u. Let P be the point of intersection of AB and A’B’. Join 


PX”, PY”. Then, since «u is a diagonal of the quadrilaterals ANA’M’ 
and BLB’N’, PX” and PY” are harmonic conjugates of u with respect 
to PA and PA’, and therefore coincide. Thus, AB, A'B’, and X”Y” are 
concurrent. Similarly, B’C’, B’C’’, YZ are concurrent, say in Q. Hence 
the triangles X’Z’A’ and QZN are copolar with respect to C’. Therefore 
Z’X’ and YZ intersect on the same line as the pairs A’B’, AB and X’A’, 
QN. Thus the first triad consists of concurrent lines. A similar proof 
holds for each of the a a ee 7 i 

Again, the triangles XYZ an ‘Z’ are obviously in tive. 
Therefore the six points of intersection of the sides of the one with the 
non-corresponding sides of the other lie on a conic. 


14173. (D. Brppiz.)—The sides of a triangle being given, a > b >c, 
draw a line parallel to one of them, such that the quadrilateral formed 
shall have the maximum area possible in proportion to ita perimeter, and 
find both area and perimeter. 

Solution by W. C. Stanuam, B.A. 


Let PQR bea triangle whose sides are a, 8, y. Parallel to PQ (= a) 
draw P’Q’, so that P’Q’ = Aa. Then, if 
A and s denote area PQR and $ (a+ B +y) 
respectively, and if a/s = p, 
area PP’Q’Q = A(1—A?) 
perimeter PI”Q’Q = 2s (1—A) + 2Aa...(2). 


The ratio which is to be a maximum is 
therefore (1—A*)/(l—A+ pA), which for 
any value of A is clearly a maximum 
when a=c, the least side. Differenti 
ating, the value of A which gives a maxi- 
mum is found to be 


[1/1 —m) — {1/(1— w)?—1}*]. 
Substituting this value of à in (1) and (2), and putting a = c, u = efs, 
s = 4(4¢+5+¢), the required values are obtained. 


Q 


Q R 


14519. (Professor U. C. Guosu.)—Find the sum of the products of 
the terms of the geometric series a, a’, a’, af, ..., a”, taken r at a time, 
r being less than n. 

Solution by Lt.-Col. ALLAN Cunnincuam, R.E. 

Let sma +a? tat.. +a”, & = ata +a" + ...ta™, 

Let 8, = required sum of products of the terms of s,, taken r together. 

Let X, = sum of terms in 8, containing a particular term a*. 

Let S; = sum of terms in S, free from a particular term as. 

Let = denote summation with respect to z. 

Here 8, = Xa? = a. (a*—1)/(a—1), 

8, = Ia? = a’. (a —1)/(ar—I) ; 


ane 


THE EDUCATIONAL TIMES. 


[Dec. 1, 1900. 


X, = a.S,- S, = ¥(a*.8,_)). 
Si =s, 8; = Sa, 
S, = Za" (S, — a7) = S,. 3a7— Xa% = Nis — 83 = 8] — be, 
S, = S,—a*.8}, S, = Zaf (S,—a?.S}) = Z (a7 . S4— a? . S| +a); 
therefore S, = s83 — 8S) +8 = 8] — 28183 + 83, 
S; = S— a7. S3, S, = 3a S$ = = (aS, - a% S, + a%¥ S —a‘*) ; 
therefore S4, = s,S,—#S, + 5381 — 84 = s1 — 38283 + 83 + 28153 — 8}. 


The law of formation of each sum (S,) from the preceding (S, -,) is now 
clear, all the terms being of equal weight (r) 


S, = 8 Sp- 1 — 85, -3 + 838, -3— &c. oe +(—1)"-'s,. 


and 
Hence 


14549. (J. A. Turep, M.A., D.Sc.)—K is a conic circumscribed to 
a triangle ABC; P isa point on it; Q is the isogonal conjugate of P 
with respect to the triangle; R is the point where PQ meets K again; 
L, M, N are the points where AR, BR, CR meet BC, CA, AB respec- 
tively; X, Y, Z are variable points, Y lying on QM and Z on QN, such 
that the pairs AY and AZ, BZ and BX, CX and CY are equally inclined 
to the bisectors of the angles A, B, C respectively. Prove that the locus 
7 7 QL, and that the locus of the point of concurrence of AX, BY, 

is K. 

The construction usually given for Kigpert’s hyperbola (see Caszy’s 

Analytical Geometry, p. 442) is a particular case of the foregoing. 
Solution by Rev. J. CULLEN. 

Taking ABC for the triangle of reference and P to be the point (z, y, £), 

we have K = 2//z=0. It is easy to see that R is the point 
at (YF ie) a m i aa (1). 
Now, if X, Y, Z be the points (zis Yi» 21), (Ze, Ys, Z3), and (£3, Y3» 25), then 
AY = Bz- yy: = 0, AZ = Bzg—-yy3 = 0, 
These lines are equally inclined to the bisectors of A, ..., if 
Ys¥3 = 29%, 2123 = 7% %q, Zıt; = Yı Y3. 
L, M, and N are given by putting, successively, a = 0, 8 =0, and 


y=0 in (l1). Qis az =...=.... Hence 
- 79, Y2 £9 
i i 1 
QM = z’ y’ z = 0 = PaT + 92Y3 + 135g, 
o o% 
x2 (y2—2%)’ ?” 2 (a2 y?) 
and QN = 735%3+ 49343 + 13t, = 0, where pz, ..., are the coefficients of z,, 
.... when a similar determinant is expanded. 
(The rest in Volume. ] 
4953. W . J. C. MILLER, S E king is placed at random on a 
clear chess board, and then, similarly, (1) a bishop, or (2) a rook. Find, 


in each case, the chance that the king is in check so as to be unable to 
take the attacking ci and find also (3) the chance of check, with or 
without the power of taking, for any combination of two or three of the 
pieces. [If we estimate rt file of the pieces (a) by the chances of 
simple check, as investigated in the solution of Quest. 3314, Reprint, 
Vol. xv., pp. 50, 51, in January 1871; (8) by the chances of safe check, 
as shown in an interesting paper by H. M. Taytor in the Philosophical 
Magazine for March, 1876 ; (y) by the results given in the Berliner Schach- 
seitung, we have the relative values of the knight, bishop, rook, queen 
as (a)3:65:8:13; (£8) 3:3$:26: 93; (y) 3: 3h: 44: 94.) 
Solution by Professor SANJANA. 


Simple check.—1. Knight.— 
When the king occupies one of 
the 16 squares marked a, this 
piece can check from 8 squares ; 
on the 16 marked J, from 6 
squares ; on the 20 marked c, 
from 4 squares; on the 8 
marked d, from 3 squares; 
and on each of the 4 corner 
squares, from 2 squares: alto- 
gether 336 squares. Thus the 
chance of checking the king is 


for all integral values of m and n, then 
X” — A,X" 41 = (X?—mX + 1)(a,X"~7 + aX aX 44. +g XK +1), 
where a, = a series allied to A,. Ezr. gr.—If m = 5, n = 3, then 
zê — 1102941 = (— zx + 1) (zt + 525 + 242% + 5x + 1). 
There are two other allied theorems for positive values of A, and m ; it- 
is required to establish them. 
Solution by the PROPOSER. 
Let a = m+ /(m?—4)/2, B = m— ~V (m?—4)/2; then we have 
A, = a" +8" 

N n.n—r—=1! 

2! 3! 'rin—2r! 


(which is the generalised form of the ‘“‘ continuant ” series 1, 1, 2, 3, 5, 
8, 13, &c.). 


n-9r 


l] du “fe -3 , *—3.n—4. n5 
Also = mee n—2.m" ne E wie 
n—r—] oS 
LP Uree a a 


(i.) We have to show that 2*—A,z*+1 = (z?—mz+1)(M), where 

(M) = agt” -23 + 2-8 + ag z™-4 + an1 a) +... + gt? + aT! + aga. 

On multiplying this series (M) by z?—mz+1, we find the law of the 
coefficients, excepting the middle one, is as—ma,+an,-2, and for the 
middle one man —2a,-1. Now the values of these are respectively 0 and 
a” + B”. Hence the theorem. [The rest in Volume. ] 


QUESTIONS FOR SOLUTION. 


14733, (Professor G. B. Maruzws, F.R.S.)—“ If x, a, b are any 
quattities whatever, and » is a positive integer, 


—1 
(2+a)" = z" +na(z +b)" + oe a (a—2b) (z +28)" + ... 


+ (7) a(a—sb)*"! (x+ sb)” t+ eae +a (a -nbj 


ABEL proves this with the help of the integral calculus (see his works, 
ed. SyLow and Lis, Vol. 1., p.102; or Crelle, Vol. 1.). Can a more- 
elementary proof be found which is not too laborious ? 


14734. (Professor E. Le{morne.)—Démontrer que, pour trouver la. 
direction des axes de la conique lzr?+ my? + nz? + 2fyz + 2gzx + Zhry = 0 
(coordonnées normales, triangle de référence ABC), on peut joindre un 
sommet quelconque de ABC, A par exemple, au point de M du cercle- 
circonscrit qui a pour coordonnées 

a 
1(62 —c2) + ma? — na? + 2gea —2hab’ 
b ee es, 7 

— 162 + m (c?—a?) + nb? + 2hab—2fbe’ le? — me* +n (a? — 02) + 2fhe— 2gea"” 
et que les directions cherchées seront celles des bissectrices de l’angle qui 
fait AM avec BO. Ce résultat a une certaine utilité parce qu’il spécifie - 
d’une façon symétrique et d’un calcul facile les directions des axes d’une - 
conique quelconque. 


14735. (Professor Moruey.)—Given five planes a, ..., as, and a. 
quadric Q, let a quadric Q, pass through the intersection of Q and a,. 
n” = 1,...,5) and the four intersections of the four other planes. Then 

intersects Q in a second plane Bn, whose polar as to Q is a point an.. 
Prove that the line aa, passes through the point agaya,; or, reciprocally, 
that the line ajas lies in the plane a,a,4,. Also prove that, if one of the - 
points a lies on Q, then all the points a lie on Q. Arrange the proof so - 
as to hold for the analogous theorem in » dimensions. [The theorem in. 
two dimensions that, given four lines and a conic C, and conics C, being. 
d through the three intersections of three lines and the intersections - 
of C and the fourth line, then, if one CO, touches C, all C,’s touch C, is. 
M. Humpsrur’s, Comptes Rendus, Vol. cxxrx. ; and an elegant elementary 
proof is given by M. Bricarp, Nour. Ann., Ser. 3, Vol. xIx., p. 369. 


14736. (Professor Nruserc.)—Un quadrilatère sphérique ABCD est: 
circonscrit à un petit cercle de rayon r. Soient a, b, c, d les segments des - 
côtés déterminés par les points de contact. Démontrer que 

sin? r = = tan a tan b tan c/= tan a. 


336 + 64 x 63 = 51. 

2. Bishop.— When the king 
occupies one of the four squares 
marked a, this piece can check 
from 13 squares; on the 12 
marked b, from 11 squares; on 
the 20 marked c, from 9 
squares; and on each of the 28 
border squares, from 7 squares: altogether 560 squares. 
chance of checking the king is 560 + 61x 63 = xy. 

[The rest in Vol. ] 


14313. (Rosenr W. D. Cunieriz.)—If 


n—3 
A, = m*—n .m"-24 a 


14737. (Professor E. J. Nanson.)—Show that an m-circular 2m-ic.: 
has 2m2—2m single foci, m double foci, 2m? tangents, and 2m* normals - 
from an arbitrary point x, y; and that, if T, N, F are respectively the 
products of the tangents, normals, and distances of the single foci from. 
z, y, then T = N = FS, where S = 0 ie the equation of the curve in its. 
simplest form. Also, if t, n, f, f' be the sums respectively of the angles 
msde with an arbitrary line by the tangents, normals, and distances of- 
the single and double foci from zy, then t = n = f+2f"'. 

14738. (Professor JAN DE Vries.) —The equation 

Gy, 0? + 2agTYy + Aggy? + bT + bay = 0 
being referred to rectangular axes, the axes are supposed to turn about: 


the origin. Prove that the function I = (a,,;—4) by bg — 3 (b13 + 547) does ~ 
not anders change of form, and state the geometric meaning of IT = 0. 


1. Knicurt. 


Thus the 


n.n—4.n—5 
3! 


m” -4 ae m"-64... 


Dec. 1, 1900. } | 


THE EDUCATIONAL TIMES. 


003 


14739. (J. A. Tuirp, M.A., D.Sc.)—M and N are points on the 


sides CA, of a triangle, such that CA.CM = BA.BN. Mi’ and N’ 
_ are the images of M and N with respect to BC. Through M’ and N’ 
poroen are drawn to CA, AB respectively, intersecting in P. AP meets 

Cin D. The connector of A with the circumcentre of ABC meets BC 
in E. Show that BD = CE. 


14740. (Professor Cocuzz.)—Intégrer 
(1 + 2°) (d@y/dx*)—2z (dy/dx) + (1 + 2°) y = 0. 

. 14741. Professor Lancuorng Oxncnarp, M.A., B.Sc.) — Find the 
mean distance, from the centre, of all points within the oblate spheroid 
generated by the revolution of the ellipse (a— A)? x? + ay? = a*(a—h)?, 
- where A is very small compared with a. 

14742. (Professor SansAna.)—In a spherical triangle ABC, P is the 
isogonal conjugate of O, the pole of the circumcircle. Prove that 

X cot OA cot PA sin(S—A) = —}secS {3 sin 2A + 23 sin (28—2A)}, 
employing the ordinary notation. 


14743. (Professor N. Buarracnaryya.)—Find the envelope of the 
chord of intersection of the ellipse z?/a? + y?/b? = 1, and the circle which 
touches it and passes through its centre. Show that the first positive 
pedal of the envelope is the ellipse 2°/b? + y?/a? = (1—e*)/e'. 


14744. (Professor Uses Cuanpra Grosu.)—Find the maximum and 
minimum triangles self-conjugate with respect to a circle, having a given 
vertex. 


14745. (D. Brippvsz.)—Explain the following method of factorizing 
N = 18438, 2N = 612-35 :— 
61 62 63 64 65 66 67 


85 158 283 410 539 670 803 
96 220 346 474 604 736 870 = 29.30; 
N = } (67—29) (67 + 30) = 19.97; 


and show that, if it had been known beforehand that the factors were of 
form 24m +1, where A is in this case 3, the first and last columns would 


have sufficed, or, at most, these and the middle one. In a table of 
quarter-squares 870 is found against 59 (= 29 + 30). 
14746, (R. Tucxsr, M.A.)—ABC is a triangle. P, Q are taken 


so that 4PBO=PCB=PAC=6, and £QBC =QCB = QAB = 9. 
Prove (i.) sin 20 sin 2p = sin’ A; (ii.) Pi? = R?./(42—a?, 473—a?); and 
(iii.) (m +} cos C) (m +7 cos C) = a%bc/4ll’, where J, l, m, m’ stand for 
PB, QB, PA, QA respectively. 

14747. (R. F. Davis, M.A.)—If a, b, c, d, e be the sides in order of 
a cyclic pentagon and z the diagonal joining be, de, 

AP { x3 (a? +b + e?) x— 2abe}3 = (x3— c? — d’)? (ax + be) (bx + ae) (ex + ab). 

14748. (James BLa:ixıe, M.A.)—If a tetrahedron have its opposite 


edges equal, its four escribed spheres are equal, and the radius of an 
eecribed sphere is equal to twice the radius of the inscribed sphere. 


14749. (G. H. Harpy, B.A.)—Prove that 
P log (ax? + 2bz +c) 1. F iog 1 2 = 

(i.) ar roy ees dz = ~~ log -— { (ay + ca) —2 (68 — DA)}, 
where D = ,/(ac—8°), A= ./(ay—8*), provided the coefficients are 
real and a, a, D, A positive ; 


(ii.) err Z de = > {e "loga + (e"“ lie eo" lie™)}, 
0 


z sin mz log r -ma ma 3: -ma - ° ma 
[ere k => {e loga— (e lier +e lie )}, 
~% e“ — e" 
where lio™ = Í — du (u > 0) ; -Pf — du (u < 0). 
-o & an 
14750. (R. P. Paransyrye, B.A.)—Find the limit, if there be any, of 


-4 ad inf. 


4-4 

14751. (H. MacCotz, B.A.)—The chance that A is true (assuming 
nothing as to B) is a; the chance that B is true (assuming nothing as 
to A) is 5; and the chance that A is true, assuming B true, is 4 times the 
chance that B is false, assuming A false. Show that the dependence of 
A upon B is (l —a)(k—kb—a)|(l—a— kb), except when the numerator 
and denominator of this fraction both vanish. Discuss this exceptional 
case, (See Reprint, Vol. Lxx11., pp. 79, 80.) 


14752. (D. Epwarpes, BA.)—Prove that the solution of 
2x (dy/dr) = z?—y + (yi—422y + 244 6x)! is 
(z* —2y) {2 (2? —2y)?—9 (y2— 2x) } +2 { (e?—2y)?—-3 (y? — 22) y = constant. 


14753. (R. T. MurnEaD.)—ABC is a triangle; D, E, F are points 
lying on the sides BC, CA, AB respectively. Lines are drawn through 

, É, F intersecting in three points L, M, N within the triangle, the 
three triads DMN, ENL, FLM being collinear. Show that AL, BM, 
and CN cannot concur. 


14754. (Rev. J. CuLLeN.)—Prove that the six sides of TucKER’8s 
triangles touch a conic the locus of whose centre is a cubic passing 
through the symmedian point and the centroid having a double point 
where it cuts EuLER’s line again, and touches the S-point axis at the 
centroid. 


14755. (J. J. BARNIVILLE, B.A.)— Having tin-1+ 41 = 3n, prove 

l 1 l 1 3/541 
pene oan ay - ——— 4 -———— + z= —- pes 

that Syin * igeti* 4reit* opi 66.’ 

1 1 l l 3.541 1 
a ee o Be ce pees E ~ -y 
10422 17+22  41+22 106422 88 672 

1 l l l 2/541 
= he = 
17+19 26419 61419 157419 76’ 

l 1 1 2/5—1 
> at EENE E =~ 
25+19 5ő8+19 149+19 76 ? 
aa eee ee ee ee l 4. gb M541 
29+31 53431 130431 337431 —" 310 
14756. (Ronerr W. D. Curistiz.) — Prove the following theorem 


in circulating decimals : — (i.) If P , where p is any integer ending 1, 


3, 7, or 9, equals the figures aj, do, 43, ..., Gp, then an infinite number of 
multipliers can be obtained which will enable us to get the figures by 
simple multiplication in a few seconds. (ii.) Do this by two distinct 
methods, e.g., + = 142857. Multipliers, 6, 12, &c. 


14757. (E. W. Regs, B.A.)—Prove that 
8 Xa (be -— a?)?— 3 (b + c— 2a) (3be + ca + ab) (— be + 5ca + 5ab) 
= 8 (a? + 52 + c?) (8+ + Sm Bale). 
14758. (W. J. Jounston.) — Show that the usual expansion by 
Laoraxar’s theorem of F(z) where z = x+ A(z) is the result of putting 
y = 0 in oc. F(z) where ø is the following operator :— 
o = AD [¢(2)} D, 
where D = djdr, A= E" where E=c*™, F 
Also, if y(t) is any function of «, where v is a function of x, prove that 
the operator o has the following properties :— 
o(¥(u)J=yP[o.u], oletr) =o.h+o.9. 


14759. (R. Knowrss.)—ABCDEFG is a heptagon inscribed in a 
conic ; prove that the four points of intersection of AB, FD; GA, EC; 
GF, BD ; and FE, AC are collinear (no pair of these lines being parallel). 


14760. (R. CHmarTRES.)—If the perimeter of a triangle be constant, 
give an elementary proof that the volume of the double cone described by 
the revolution of the triangle about a side is a maximum when that side 
is ł of the perimeter. (ToDHUNTER’s Diff. Cale., p. 247.) 


14761. (A. F. van per Herpen, B.A.)—Let I, I, I}, I} denote the 
in- and ex-centres of atriangle. Given the circumcentres of the tri- 
angles II,I;, III, and of the original triangle, construct the triangle. 


14762. (F. H. Peaciuers, B.A.)—Find the equation of the locus of a 
point which moves so that the square of the tangent drawn from it toa 
fixed circle is the arithmetic mean between the squares of the tangents 
drawn from it to a fixed parabola. 


didy 


=e’ 


OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS). 


6729. (A. J.C. ALLEN, B.A.)—If the centre I of the inscribed circle 
of a triangle be joined to the centroid G, and if IG be produced to G’, 
so that IG’ = 2IG, show that the inscribed circle will pass through 
G'if <3sin 4A sin 4B sin 4C (5 sin} sin 4B sin {C—4) 

+1+cos A cos BcosC = 0. 


6730. (J. R. Harris, M.A.)—Prove that (1) the pedal of a helix 
with regard to any point on its axis is a curve lying on a hyperboloid of 
revolution ; and (2), if the pitch of the helix be 1x, this curve cuts all the 
generators of one system of the hyperboloid at right angles. 


6732. (Professor Cavaturn.)-—- If each radius of curvature p in 
a conic be prolonged a length A = u (Ap! +Bp 3), where A and B are 
constants and u an infinitely small constant, prove that (1) the curve 
thus derived is also a conic; (2) if B = 0, the curves are confocal; and 
(3), if A = 0, similar. 


6735. (Prince C. pg Potianac.)—An unclosed polygon is inscribed in 
one conic and circumscribed about another; M,, M, are two consecutive 
fixed sides; @,, a, any other pair of consecutive sides taken in the same 
order ; a) meets M, ìn mg; aud a, mecte M, in m,. If the line m,m 
passes through a fixed point, prove that the conics have double contact. 


6742. (Professor CAvALLIN.)—A random straight line is determined 
by two points taken at random within a sphere; find the average velocity 
acquired by a particle in descending the line. 


6747, (A. J. C. Atign, B.A!)-<A point) P is joined.to K, the ortho- 


904 


centre, and the line PK produeed to meet the sides BC, CA, AB of a 
triangle ABC in D, E, F ; prove (1) that, if 
PF. FD PD. PE 


~ gin 2A + £ KD KE sin 2C = a const., 


KF. KD sin 2B + 
the locus of P is a circle; and (2) find its centre and radius. 

6748. (R. A. Ronerts, M.A.) — Show that any tangent to the 
cuspidal cubic (4+) y3—abz*z = 0 is cut in involution by the cuspidal 
cubics #3—az*z = 0, P—brz = 0. 


NOTICE TO CORRESPONDENTS. 


It is requested that all Mathematical communications should be 
sent to D. Brppiz, Esq., Charlton Lodge, Kingston-on-Thames. 


NOTICH.—Vol. LXXIII. of the “ Mathematical Reprint” 
is now ready, and may be had of the Publisher, 
Francis Hopason, 89 Farringdon Street, E.O. Price, 
to Subscribers, 58.; to Non-Subsertbers, 6s. 6d. 


THE LONDON MATHEMATICAL SOCIETY. 


Thursday, November 8, 1900.—Lord Kelvin, G.C.V.O., President, in 
the Chair. Twenty-four members present. 

At this, the opening meeting of the Seventh Session of the Incor- 
porated Society, the Treasurer read his report, the reception of which 
was moved by Mr. A. B. Kempe, seconded by Mr. W. F. Sheppard, and 
carried unanimously. 

The Senior Secretary reported three deaths during the Session—viz., 
Prof. Beltrami (hon. member), Mr. J. J. Walker, and Major-General F. 
Close, R.A. Extra work had been undertaken, in the form of the pub- 
lication of an index (in three parts) to the first thirty volumes of the 
Proceedings and of a list of names of members from the commencement 
of the Society (January, 1865) to November, 1899. Prof. Love stated 
that the number of names on the Society's roll was 252. 

The ballot was subsequently taken, the Scrutineers being Messrs. M. 
Jenkins and W. W. Taylor, with the result that the gentlemen whose 
names were published in last month’s Educational Times were declared 
to have been elected for the Council of the ensuing Session (1900-1). 

Lord Kelvin, on leaving the Chair, thanked the Society for their 
having elected him to the office of President, and for their tolerating 
so kindly his infrequent attendance at their meetings; a result due to 
his being so far off—four hundred miles from town. He then wel- 
comed his successor, and expressed his pleasure at Dr. Hobson’s elec- 
tion. This latter gentleman, on taking the Chair, thanked the members 
present, and then called on Lord Kelvin to communicate his address, 
entitled “On the Transmission of Force through a Solid.” 

A vote of thanks, with a request that the address might be printed 
in the Proceedings, was then moved by Dr. Glaisher, seconded by Dr. 
Larmor, and carried by acclamation. 

Dr. Glaisher communicated two papers—viz.: (1) “A General Con- 
gruence Theorem relating to the Bernoullian Function”; and (2) “ On 
the Residues of Bernoullian Functions for a Prime Modulus, including 
as special cases the Residues of the Eulerian Numbers and the I- 
Numbers.” 

Mr. Tucker communicated further notes on Isoscelians, and spoke 
on the properties of two In-triangles which are similar to the Pedal 
Triangle. 

The President (Dr. Hobson) commuuicated the following papers by 
reading their titles :— 

“Ina Simple Group of an Odd Composite Order every System of 

Conjugate Operators or Sub-groups includes more than Fifty,” 
Dr. G. A. Miller. 
“ Prime Functions on a Riemann Surface,” Prof. A. C. Dixon. 
“On Green’s Function for a Circular Disc,” Dr. H. S. Carslaw. 
“ On the Real Points of Inflexion of a Curve,” Mr. A. B. Basset. 
“ On Quantitative Substitutional Algebra,” Mr. A. Young. 
“On a Class of Plane Curves,” Mr. J. H. Grace. 
(i.) “On Group Characteristics”’; and (ii.) “On Some Properties of 
Groups of Odd Order,” Prof. W. Burnside. 

(i.) “ Conformal Space Transformations ”; and (ii.) “ Dynamical and 
other Applications of Algebra of Bilinear Functions,” Mr. 
T. J. PA. Bromwich. 

Mr. Tucker’s in-triangles are the triangles formed by lines perpen- 
dicular to the antiparallels of a triangle. If a, 8, y are the angular 
points on CA, AB, BC, and a’, 8’, y the points on AB, BC, CA, then 
a = a' = 180°— 24A, and so on. Parallels through a, a’ to BC, and so on, 
intersect in the in-centres of aBy, a’B’y’. These points and the centroids 
lie on a line through P, the centre of perspective of the triangles. The 
intercept y8’ asec A. The co-ordinates of P are as p cos (B—C), 
q cos (C — A), roos (A— B), where v, q, r stand for sin 2A, sin 2B, sin 2C; 
of thein-centres qcos A, r cos B, pcos OC, and rcos A, pcos B, q cos C; 
of the symmedian points py[pcos A + ycos(B-C)], ..., ..., and 
rp [p cos A +r cos (B—C)], -.. 


eo. 


THE EDUCATIONAL TIMES. 


f Dec. 1, 1900. 


THE SHORTHAND REVOLUTION. 


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Answers, 1s. 6d.) 
Part II., crown 8vo, cloth, pp. 200, 1s. 6d. 
Answers, 2s. 
Complete in One Volume, crown 8vo, cloth, 2s, 
Copy, with Answers, 38.) 
Lonpon: FRANCIS HODGSON, (89°F aARRINGDON. STREET, 


Dec. 1, 1900. | 


MESSRS. BELL’S EDUCATIONAL LIST 


THE EDUCATIONAL TIMES. 


505 


EDUCATIONAL CATALOGUE POST FREE ON APPLICATION. 


READY IN JANUARY. 


Part I., with Four Coloured Plates and Numerous other Illustrations. 
Crown 8vo, ls. 6d. 


BELL’S 


LATIN 


FOR THE FIRST YEAR. 


CCURSE. 


IN THREE PARTS. 


By E. C. MARCHANT, M.A, 


AND 


J. G SPENCER, BA, 


ASSISTANT-MASTER IN ST. PAUL’S PREPARATORY SCHOOL. 


From the Preface :— 


“ This Latin Course is intended to be used for instruction of children who have not hitherto done any Latin. 


and may be used without the aid of a dictionary or grammar. 
Becundum Naturam. 
1. The method is inductive. 


The Course is complete in itself, 


The Designers of the method have endeavoured to conform to the golden rule— 
The results of this endeavour are apparent in arrangement of the matter. 
We attempt to lead the child from the known to the unknown, from the concrete to the abstract. 
our rules follow, instead of preceding, the exercises; the rule sums up what has been practically learnt above it. 

2. We make tho fullest use of the eye, first by employing conspicuous and varied type, secondly by employing pictures. 


Therefore 


In practising 


vocabulary, it will be found useful to place a picture before the child and ask for the Latin names of the details in the design. It will bea 
revelation to some teachers to find how quickly the child will learn the words. 


3. The subjects of the Exercises are interesting : indeed, we have even ventured to try to amuse, as well as to instruct. 
verum quid vetat? is a question to which, in teaching children, it is surely safe and right at times to answer Nihil, 


Ridentem dicere 


4. The Exercises, from the very start, are coherent and sensible: we do not attempt to rival Ollendorf. 


5. Each part consists of two divisions—the one containing the ‘ Latin into English,’ tho other ‘ English into Latin.’ 


These may be used pari 


passu, or separately; and the book can be made into either a reader or an exercise book only, if it is desired. At the ond of the first part the 
learner will know the inflexion of substantives and adjectives of the first and second declensions, the indicative mood of swm and of the first 
conjugation, and the personal pronouns. All the Exercises on verbs are given in the form of letters, dialogues, or stories, so as to introduce freely, 
all the three persons of the verb. Thus the learner will be able to make simple sentences of considerable length, since he will understand how 


to employ every word and grammatical form which he has learned. 


Believing that the elementary teaching of Latin has made more advance on the Continent than in England, we have examined the most 


successful German works on the subject. 


We have also sought the advice of leading authorities on education, both English and American; and 


it is hoped that our method will commend itself to training colleges as well as to preparatory schools.” 


BELL’S ILLUSTRATED CLASSICS. 


NEW VOLUMES. 
GREEK PLAYS. 28. each. 


AESCHYLUS.—_PROMETHEUS VINCTUS. Edited 
by C. E. LAuRENCE, M.A., Second Master at Blackheath School. 


[Jan. 


EURIPIDES.—ALCESTIS. Edited by E. H. BLAKENEY, 


M.A., Headmaster of Sir Roger Manwood’s Grammar School, 
Sandwich. [ Dec. 


EURIPIDES.—BACCHAE. Edited by G. M. Gwyturr, 
M.A., Assistant-Master at Plymouth College. [Jan. 


EURIPIDES.—HECUBA. Edited by the Rev. A. W. 
Urcott, M.A., Headmaster of St. Edmund’s School, Canterbury. 
[In the press. 


EURIPIDES.—MEDEA. Edited by the Rev. T. NICKLIN, 
M.A., Assistant-Master at Llandovery College. [In the press. 


BELL’S ILLUSTRATED LATIN READERS. 


j NEW VOLUME. Price Is. 
SCALAE TERTIAE. Graduated Extracts in Verse and 


Prose from Phaedrus, Ovid, Caesar, and Nepos. With Notes, 
Vocabulary, and Illustrations. By E. C. Magciant, M.A. 


Full Illustrated List of this Series post free on application. 


LONDON: GEORGE BELL & SONS, 


Fcap. 8vo, 2s. 6d. net. 

A SOLDIER IN CHRIST'S ARMY. An Explanation 
of Confirmation and the Catechism for Public School Boys. By A. C. 
CHAMPNEYS, M.A., formerly a House- Master at Marlborough College. 

Small post 8vo, 3s. 6d. 


THE LETTERS OF THOMAS GRAY. Including the 
Correspondence of Gray and Mason. Edited, with an Introduction 
and Notes, by Doncan C. Tovey, Editor of ‘‘ Gray and his Friende,” 
&c. Vol. I. [Bohn’s Standard Library. 

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LEADING DOCUMENTS OF ENGLISH HISTORY. 
Together with Illustrative Material from Contemporary Writors 
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ROUEN—THE CATHEDRAL AND OTHER 
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by the Author. [Bell’s Continental Churches. 

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WINTER MEETING FOR TEACHERS 


CONDUCTED BY THE 


COLLEGE OF PRECEPTORS. 


(BLOOMSBURY SQUARE, LONDON, W.C.) 


Tee Third Winter Meeting for Teachers will take place at the College of Preceptors 
in the first fortnight in January, IgoI. 

The Meeting will extend over two weeks, and the Programme will include Lectures 
on general principles of education and on methods of teaching various school subjects, 
with exhibits of apparatus, and visits to educational institutions in London. 

The Fee for the whole Meeting is Iys. 

Tickets may be obtained from the Secrctary of the College of Preceptors, and should 
be applied for on or before December 22. 

Tickets (not transferable) will also be issued AT HALF FEES (2e., 75. 6d. for the whole 
Meeting) to members of the following Teachers’ Societies :—The Teachers’ Guild (Central 
Guild and Branches), The Birmingham Teachers’ Association, The Liverpool Teachers’ 
Guild, The Training College Association, The Headmasters’ Conference, The Incorporated 
Association of Headmasters, The Private Schools’ Association, The Assistant-Masters’ 
Association, The Association of Assistant-Mistresses, The Froebel Society, The National 
Union of Teachers. 

Tickets at half fees will also be issued to candidates at the Diploma Examination of 
the College of Preceptors (January 1-5). 

Members of the College of Preceptors will receive a ticket (not transferable) without 
charge, on applying for it to the Secretary of the College on or before December 20. 

Tickets, price Is., for any single Lecture may also be had at the College on the day of 


the Lecture, if the available seats are not already occupied. 


C. R. HODGSON, B.A., 


Secretary. 


LIST OF LECTURES. 


—— S 


Principles and Practice of Education. Four Lectures. By P. A. BARNETT, M.A. 


Discipline and Form Management. By H. L. WITHERS, M.A., Professor of Education in Owens 
College, Manchester. 


The Choice of Studies, with special reference to education in large towns. By J. J. FINDLAY, M.A. 
Ph.D., Headmaster of the Cardiff Intermediate School for Boys. 


The Development of the Moral Sense in Children. By Professor EARL BARNES. 


On Observation of Children, as a guide to the study of educational problems. By Dr. FRANCIS WARNER, 
F.R.C.P., Physician to the London Hospital. 


The Teaching of Mathematics. Three Lectures. By Professor HUDSON, M.A., King’s College, London. 


The Teaching of Elementary Arithmetic. By Miss M. E. FInpLay, Southlands Training College, 


Battersea, S.W. 
The Visualization of certain Processes in Arithmetic, by means of metric magnitudes and other 
apparatus. By ADOLPH SONNENSCHEIN. 


The Aims of Teaching Foreign Languages in Schools. By H. W. EvE, M.A., Dean of the College of 
Preceptors. 


Methods of Teaching Modern Foreign Languages. By Professor STRONG, University College, Liverpool. 
The Colloquial Teaching of French (with Demonstration). By S. BARLET, B.Sc., Mercers’ School, E.C. 


“Die Neuere Richtung,” with special reference to the teaching of German. By W. C. BROWN, M.A., F.C.P., 
Tollington Park College, N. 


A Reading Lesson. By A. BURRELI, M.A., Principal of the Borough Road Training College, Isleworth. 
The Teaching of History. By W. M. CHILDS, M.A., Vice-Principal of Reading College. 


The Teaching of Geography. By EDWIN Barkby, B.A., Vice-Principal of the Borough Road Training 
College, Isleworth. 


Ruskin and Education. By J. L. PATON, M.A., Headmaster of University College School, W.C. 


An Educational Reformer (the late R. H. Quick). By J. RUSSELL, B.A., Hon. Librarian of the Teachers’ 
Guild. 


On Tennyson’s “In Memoriam.” By H. W. Eve, M.A., Dean of the College of Preceptors. 


All the above Lectures will be delivered at the College of Preceptors. 


Conference on Science Teaching in connexion with the Technical Education Board of the 
London County Council. 


(UNDER THE DIRECTION OF C. W. Kim™ans, M.A., D.Sc.) 


A Conference, extending over two days, and open to all teachers attending the Meeting, will be 
held at the South-West London Polytechnic, Manresa Road, Chelsea (Sloane Square Station). In 


connexion with the Conference there will be an Exhibition of Apparatus used in schools for Practical 
Science Teaching. 


Visits to Educational Institutions, &c. 


Visits (to take place during the afternoons) will be made to Christ’s Hospital, the City of London 
School, the Technical College, South Kensington, the Northern Polytechnic Institute, the Central 
Foundation School for Girls, Spital Square, E., the South Hampstead School of the Girls’ Public 
Day School Company, and the Passmore Edwards Settlement, Tavistock Place. Instruments for taking 
the weights and measurements of children will be exhibited by Messrs. Avery. 


TIME TABLE. —January 1 to January 5. 


i ; ! 
HOUR. MONDAY. TUESDAY. WEDNESDAY.) THURSDAY. ` FRIDAY. | SATURDAY. 


| 
_ f F a | | 


PRINCIPLES AND PRACTICE OF EDUCATION. . 
Mr. P. A. Barnett. © The Choice of 
Sludtes. 
10. L U. | UL. ! iv. Liedies 


; è The “ lbstrat”’ The “Esthetic” Zhe Construction of 
Formulas 1 ae aie ue : 4 <d. à 
Eland " Stttees Studies i Zime Tables, Dr. J. J Findlay 
z i in Education. in f/education. | and Examinations, 


THE TEACHING OF MATHEMATICS, 


The Leaching of Visualization of 
Professor Hudson. Elementary Ardtnmetical 
11.30. Arithmetic. Processes. 
I. l II. : IIL 


Miss Findlay. Mr. A. Sonnenschein. 


Arithmetic. Algebra. Geometry. 


Visit to | Technical College Visit to the 
on Christ’s Hospital. | Exhibition Road, City of London 


S. Kensington. School. 


| The Development of 
the Moral Sense 
tn Children, 


Ruskin and 


| Tennyson's Visit to the 
5 Education. 


© “In Memoriam.” Passmore Edwards 
l Settlement, 
n Tavistock Place. 
Mr. J. L. Paton. ProfessorEarl Barnes. Mr. H. W. Eve. Principal Burrell. EE RS 
| | | 


A Reading Lesson. 


January 7 to January 11. 


| 


HOUR. | MONDA FY. | TUESDA Y. WEDNESDAY., THURSDAY. | FRIDAY. © SATURDAY. 
THE TEACHING OF MODERN | CONFERENCE ON SCIENCE TEACHING. | 
FOREIGN LANGUAGES. the Teaching of (Technical Education Board.) 
10. ' The Aims of the Colloguial Teaching SLE 
leaching. of French | 
(with Demonstration). Mr. W. M. Childs. 11 a.m. to 1 p.m. Ti a.m. to 1 p.m. 


Mr. H. W. Eve. | Mr. 8. Barlet. 


(a) Jastraument-Makine 
| fer Schools and 
“Die Neuere pe oe r Technical Classes. 
keds : ; BA Lhe Teaching o 
Methods of Teaching. | Richtung in the i go 


Science Teaching in 
Giris Schools, 


i 
11.30. | | Leaching of German. ea Ae (6) Co-ordination of es the aes 4 
Workshop ard f OWESTAE NCLEWMCE, 
| Professor Strone. Mr, W. C. Brown, | Mr. E. Barkby. Laboratory Instruction, 
| 
de ae Visit to the | 
icit T 
oe se N VEO oe Hate South Hampstead 2 to 4 p.m. 2 to 4 p.m. 
2.30. Central Foundation Northern Polytechnic Gchaslarnic 
School for Girls, Institute, area eee ak a . 
Spital Square, E.C. | Holloway Road, N. ©fls Public Day 
eee a eres 7". School Company. Nature Teaching for 
| | | © Lhe Fitting-up of Young Children, 
(ene Gas S E een ' Laboratories : and Science Teaching | 
| Chemical, Physical, jroma 
and Mechanical, Psychological Point of 
| Discipline and ' 4 recent Educational | Observation of ee 
5. o Form Management, Reformer. | Children. 


Profzssor Withers. Mr. J. Russell. | Dr. Francis Warner. 


DIRECTORY. 


A Directory of the Meeting will be issued during the month of December, containing 
fuller details or brief Syllabuses of some of the Lectures, a list of the Meetings of various 
Teachers’ Societies which are to take place in London during January, and other items of interest 
to Teachers intending to visit London at this time. 


Nore.—If any alterations are made in the arrangements now announced, the corrections will be found 
in this Directory. Such corrections will also be announced in a revised issue of this Programme, which 
will be sent, after December 20, together with the tickets, to all who enter their names. The Directory may 
be obtained, post free, for 6d., from the Secretary of the College, after December 20. Teachers wishing to 
purchase the Directory should apply for it when sending their fee for the ticket of admission. 


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