The Educational Times and Journal of the College of Preceptors 61.1908

Google

Uber dieses Buch

Dies ist ein digitales Exemplar eines Buches, das seit Generationen in den Regalen der Bibliotheken aufbewahrt wurde, bevor es von Google im
Rahmen eines Projekts, mit dem die Bücher dieser Welt online verfügbar gemacht werden sollen, sorgfältig gescannt wurde.

Das Buch hat das Urheberrecht itiberdauert und kann nun öffentlich zugänglich gemacht werden. Ein öffentlich zugangliches Buch ist ein Buch,
das niemals Urheberrechten unterlag oder bei dem die Schutzfrist des Urheberrechts abgelaufen ist. Ob ein Buch öffentlich zugänglich ist, kann
von Land zu Land unterschiedlich sein. Öffentlich zugängliche Bücher sind unser Tor zur Vergangenheit und stellen ein geschichtliches, kulturelles
und wissenschaftliches Vermögen dar, das häufig nur schwierig zu entdecken ist.

Gebrauchsspuren, Anmerkungen und andere Randbemerkungen, die im Originalband enthalten sind, finden sich auch in dieser Datei — eine Erin-
nerung an die lange Reise, die das Buch vom Verleger zu einer Bibliothek und weiter zu Ihnen hinter sich gebracht hat.

Nutzungsrichtlinien

Google ist stolz, mit Bibliotheken in partnerschaftlicher Zusammenarbeit öffentlich zugéngliches Material zu digitalisieren und einer breiten Masse
zugänglich zu machen. Öffentlich zugängliche Bücher gehören der Öffentlichkeit, und wir sind nur ihre Hüter. Nichtsdestotrotz ist diese
Arbeit kostspielig. Um diese Ressource weiterhin zur Verfügung stellen zu können, haben wir Schritte unternommen, um den Missbrauch durch
kommerzielle Parteien zu verhindern. Dazu gehören technische Einschränkungen für automatisierte Abfragen.

Wir bitten Sie um Einhaltung folgender Richtlinien:

+ Nutzung der Dateien zu nichtkommerziellen Zwecken Wir haben Google Buchsuche für Endanwender konzipiert und möchten, dass Sie diese
Dateien nur für persönliche, nichtkommerzielle Zwecke verwenden.

+ Keine automatisierten Abfragen Senden Sie keine automatisierten Abfragen irgendwelcher Art an das Google-System. Wenn Sie Recherchen
über maschinelle Übersetzung, optische Zeichenerkennung oder andere Bereiche durchführen, in denen der Zugang zu Text in großen Mengen
nützlich ist, wenden Sie sich bitte an uns. Wir fördern die Nutzung des öffentlich zugänglichen Materials für diese Zwecke und können Ihnen
unter Umständen helfen.

+ Beibehaltung von Google-Markenelementen Das "Wasserzeichen" von Google, das Sie in jeder Datei finden, ist wichtig zur Information über
dieses Projekt und hilft den Anwendern weiteres Material über Google Buchsuche zu finden. Bitte entfernen Sie das Wasserzeichen nicht.

+ Bewegen Sie sich innerhalb der Legalität Unabhängig von Ihrem Verwendungszweck müssen Sie sich Ihrer Verantwortung bewusst sein,
sicherzustellen, dass Ihre Nutzung legal ist. Gehen Sie nicht davon aus, dass ein Buch, das nach unserem Dafürhalten für Nutzer in den USA
öffentlich zugänglich ist, auch für Nutzer in anderen Ländern öffentlich zugänglich ist. Ob ein Buch noch dem Urheberrecht unterliegt, ist
von Land zu Land verschieden. Wir können keine Beratung leisten, ob eine bestimmte Nutzung eines bestimmten Buches gesetzlich zulässig
ist. Gehen Sie nicht davon aus, dass das Erscheinen eines Buchs in Google Buchsuche bedeutet, dass es in jeder Form und überall auf der
Welt verwendet werden kann. Eine Urheberrechtsverletzung kann schwerwiegende Folgen haben.

Über Google Buchsuche

Das Ziel von Google besteht darin, die weltweiten Informationen zu organisieren und allgemein nutzbar und zugänglich zu machen. Google
Buchsuche hilft Lesern dabei, die Bücher dieser Welt zu entdecken, und unterstützt Autoren und Verleger dabei, neue Zielgruppen zu erreichen.

Den gesamten Buchtext können Sie im Internet unter|ht tp ://books .google .com durchsuchen.

This is a reproduction of a library book that was digitized
by Google as part of an ongoing effort to preserve the
information in books and make it universally accessible.

Google'books š

https://books.google.com

<

CE

©
K COC CK EE A

CC CECE GEG
COC eR

CCCs

——

TK :
fi ( “kh
= s Ne p

CCC CEE C

MCE CO CECE C
; s

CL COG’ C
C

A E 4 ce
Er. aN
t al

vy

AN J

\ ee Fs
We
‘ea
tj .

S t. > aT ie do |
: pos ; k j i 5 i i
J AE Eo aR) ' i d 7 ees i O A ]
me A CINJ EAN RINO) Ad
—~ f i i 4 tw” i t a + j . ‘al | `w » . i i
Diced Z| =, SNE / xd HT AN 4 t 3
\ Aaa I \ AS -
4+) tam; \ i a’ i f '
i - ot i

Í

=>
>. a
‘< ‘4
s
' >
~ £
rc)

C

CCT K
LE Ol EE

_
“a
ai
i

CACC
CCEC

BE S
ECKO
CCE CEC

- -3 -
F 3 i C (
bs ¢ CK ~ >
ÞAR ` — -3 PW ae
t Ci re nis 4 ę k
i » b Se P nene
#
‘"*4
*? D
. £ 4
~ P A
p r RI- -
a {i
-m r~
Sys eA

of es
oe
Are

-n

oe C

015208

Cornell Aniversity Library

BOUGHT WITH THE INCOME
FROM THE

SAGE ENDOWMENT FUND

THE GIFT OF

Henry W. Sage

18QI

A231396........ 2... J2f

\
!
|
}

a a fe ~
|
The date shows when this volume was taken.
To renew this book copy the call No. and give to
the librarian.

HOME USE RULES. |

All Books subject to Recall.

Books not used for
instruction or research -
are returnable withiu
4 weeks.

Volumes of periodi-
cals and of pamphlets
are held in the library
as much as possible.

fo For special purposes
they are given out for
a limited time.

Borrowers should
not use their library
privileges for the bene- /
fit of other persons.

Books not needed
during recess periods
should be returned to
the library, or arrange-
nients made for their
return during borrow-
er’sabsence, if wanted.

Books needed by
more than one person
are held on the reserve
list.

Books of special
value and gift books,
when the giver wishes
it, are not allowed to
circulate.

Readers are asked
to report all cases of
books marked or muti-
lated.

~~" Do not deface books by marks and writing.

PA E ———_ - - TEE

PMc

3 1924 071 543 4

THE

EDUCATIONAL TIMES.

Journal of the College of Preceptors.

VOL. LXI

From January to December, 1908.

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

1908.
T

LONDON:
PRINTED BY C. F. HODGSON & SON,

-2 NEWTON 8TREET, KINGSWAY, W.C.

INDEX.

ARTICLES, te EVENING MEETINGS at the College of Pre-

; ceptors, Papers read at (continued) : —

ae aoe on the Teacher’s Imperfec-| The Teacher's Imperfections, and how
ons,

‘a deal with them : Prof. John Adams,

The x bermene! Study of Instruction:
Prof. J. W, Adamson, 523
Expenmental Study of Instruction, 523.
Federal Council, 261.
Femme, Ia, dans |’ Histoire, 339.

_Adamson, Prof., on Practice and Prejudice
in Education, 165, 217.

Adamson, Prof., on the Experimental
Study of Instruction, 523.

America, Suggestions from, 130,

Ap mona and Vacancies, 23, 64, 128,
173, 21 , 255, 296, 335, 3%, 438, 481

522. i >| Femme Poète, 527.
Armstrong, Prof., on the Teaching of cee. rae 171, 213, 253, 293, 333,

Classics, 26.
Assistant Masters’ Association, 55.
Assistant Mistresses’ Association, 66.
Bale, Salaries at, 434.

Hoa an Technical Schools, 123.

Berthon, H. E., on Dumas Fils, 297.

Biss, Dr., on School Life and Healthy

Growth,
British Association— Educational Science

Perea a Exhibition — Educational
Section, 298.

French, J. S., on the Successful Teacher
of Mathematics, 164.

Gachet, Mlle. on ie La Femme Poète,” 527.

German Continuation School, 338.

German in Publie Secondary Schools, 517.

Graveline, M., on ‘“ La “Femme ‘dans
Yr Histoire,” 339.

Tapers, 429, 486. Gray, Dr., on Scholarships, 26.

Busk, Sir Edward, on Moral Education, Hannan, T., on the German Continuation
215. PERN destine 330 School, 338. eae

Cambri ummer Meeting, 330. Head Masters’ Association, 54.

-Charles, F., on Suggestions from America, | Honours, 22, 63, 127, 172, 213, 253, 293,

63
333, 393, 437, 480, 521.
Huguenet, A. P., on the Mexican Expedi-
tion, 475.
International Art Congress, 396,
Kelvin, Lord, 13.

130.
Church and the Adolescent, 473.
‘Classics, Teaching of, 26

-COLLEGE OF PRECEPTORS :—

Evening Meetings : see below.

General Meeetings, 69, 340.

Meetings of Council, 24, oe 138, 167, 206,
248, 290, 342, 440, 486, 5

Pass Lists :—
Teachers’ Diploma Examination.—
Christmas, 1907, 133: Midsummer, !
1908, 476.
Certificate Examination.—Christmas,
1907, 87, 135, 207; Midsumuiner, 1908,
355, 401, 439.
Professional Preliminary Examina-
tion.— March, 1908, 168; September,

LEADING ARTICLES :—

Attempts at Advance, 241.
Education versus Decadence, 113.
Educational Peace, 201.
Examination and Ins ction, 383,
German in the Schools, 511,
Meetings of the Month, 53.
Moral Education, 423.
Moral Education "Congress, 465.
Poser for the Moral Congresss, 157.
Registration, 321,
Suggestions from Ameri ica, 281,
“ When Greek meets Greek, ” 11.
Literary Items, 24, 64, 129, 174, 215, 255,
296, 337, 395, 438, ‘482, 523.
L.C. C. Inducements to Teachers, 124.
London Mathematical Society, 38, 82, 147,
190, 270, 310, 539.
London Scholarships, 400.
London Secondary Education, 443.
London Teachers’ Conference, 57.
London University Dev elopments, 219.
Mannheim, School System of, 260.

MATHEMATICAL QUESTIONS AND SOLCU-
TIONS :—Aivar,S. N., 37, 79, 80, 146, 187,

Lower Forms Examination.—Christ-
mas, 1907, 99, 137; Midsummer, 1908,

365, 439.
Certificate of Ability to Teach, 168, 290,

528.
Winter Meeting, 65, 131.

-College of Preceptors Library, 209.
ae as Françaises, 72. "248, 297, 339,
475

CORRESPONDENCE :—

for Educational

A l I.
regot ry Smith, 124.

Peace:

Arithmetic of the Olden Time: J. Vine| 228, 230, 307: Aivar, vV. Ramaswami, 38,
Milne, 124. 267, 308, 410, 536 ; Anderson, Rev. W.,
College Library : H. W. Eve, 17. 451; Arnold, I., 38, 452 ; Arunachalan,
Council of the Golleee: W. D. Roberts, M. Vv., y, 229, 349 ; "Ball, W. W.
518. 268 : Bateman, H., 453: Beard, W. F.,
Modern Languages in Secondary| 80, 187, 229, 350, 410, 451, ‘497 : Bell, A.H
Schools: Assistant Master, 332. 536: Biddle, D.,79,146, '453:; Black wood,

Moral Education Congress, 396.

) E., 497; Blaikie, J.,
Moral Instruction : H. Johnson, 488.

452: Blythe, W. Å.,

34, 38, ‘189, 269, 451;
497 ; Bromw ich,

State and Secondary Education: J. ©.) T.J. DA ., 496 ; Brown, F. G. W., 269,
Bevan, 60 Oe Rea r, G. S., ee Catalan, Prof., 79.:

l ii . arbonnier, A. R., lurtres, R.;
pia era on “ Les Métamorphoses 497. Giuse, R. W. D., 34, 38, 229, "408.

Cochez, Prof., 36, 80, 188 : Cunningham,
Lt. -Col. , 34, 36, 80, 145, 188, 189, 228, 229,
268, 348, 411, 412, 452, 537: Dallas, È. dJ.,
451; Daniel. V., 187, 350, 451; Davis, R.

Current Events, 21, 63, 127, 171, 213, 253,
293. 333, 393, 437, 479, 521.

Curricula in Secondary Schools, 25.

Dumas Fils,

Educational Institute of Scotland, 59. F., 38, 144, 268, 269, 410, 496, 536; Dick,
Educational Ladder, 17, 120, 163, 208, 248, Hon. G. K., 75, 228, 229, 269, 349, 350:
288, 327, 389. 471. Dudeney, H. E., 268 Ebden, E. J., 307;
Endowments and Benefactions, 22, 64, ohols, Prof, 228 J: pee oho
ae aa a a 437, 480) ST 30 2 atl ae ieee P. A.
English Association, 59. 410; Gallatly, W., 308, 410, 452, 498:

Ganguli, S., 38, 229, 411, 498 ; Genese,
Prof.. 38, 144, 228, 349; Gillson,
H., bo 4 451: ’Greenstreet, W. J., 38, 1
229, 497 ; Hay, T T. W., 536 ; Hernandez,
Prof. E., 38, 228, 268, 349, 497 ; Hudson,
Prof., 269: Isserlis, L., 80, 411, 536: Jack-
son, Rev. F. H., 307, 536; Joss, C., 230 ;
Kalkar, D. M. , 229,497; Kup uswami, N.,
188; Lucas, Prof., 537: McVicker, C. E.,
144; ' Madhavarao, V, , 267: Morrice, G. G.,

EVENING MBETINGS at the College of
Preceptors, Papers read at :—
Suggestions from America for English
Educationists: F. Charles, 130.
Science in correlation with "Geography
ana Mathematics : Dr. T. Percy Nunn,

school Life and Healthy Growth: Dr,
Hubert E. J. Biss, 256.

MATHEMATICAL QUESTIONS AND SOLU-

TIONS (continued
497 ; Morrison, Edith. J. D., 536; Muir,
T., Nanson, Prof., 36, 38, 79, 81
145, ig 08, ce. 410, 412, 453, 496, 536;
Naraniengar, M. T., 188, , 229, 267,
; 308, 348, 349, au, "496, 496 :
Narayanan, S., 188, 309 ; Nath, M.,
79, 189 411; Nesbitt, A. M., 34, 38,
228, 309, 348, 410, 411, 451, 497, 536, 538;

Neube , Prof., 36, 38, 79, 188, 229, 307;
Orchard, Prof. L., 188; Pal, Jagat
Chandra, 411; Patrachan, K. 8., ;

land, A. J., 350; Reeves, F. W.,

; Riddell, H H.. 36, 80, 146, 269, 349, 536:
Rigby W 144, 187: Robb, A. A., 145:
Ross, C. M., 36, 37, 80, 145, 188, 230, 268,

451, e "536: Sanjana, Prof., 34, 38, 189,
228, 230, 269, 309, 348, 412, 498, 536, 537,
538; Satyanarayana, M., 308; Scott, G.,
350; Shovelton, S. T., 34, "36, 144, 307, 349,
451; Sircom, Prof, S., 497 « Soal, g, G.,
496 ; Solidus, 36, 38, 145, 187 ; Stegzull,
Prof., 269; Stuart, T. 38, 145, 189;
Trachtenberg, H. L., 36, 411, 536;

jan, D. P., 452; Venkataraman,
T. K., vii 451: Wallis, B

R.
ing
or hee The Successful Teacher of,

Modern Language Association, 58.

Modern Languages in Secondary Schools,
299

Moral Education, 215,
Moral Edueation Congress, 289, 440, 472.

Northof England MdueationConference 58,

Notes, 12, 54, 114, 158, 202, 242, 282, 322,
384, 424, 466, 512.

Nunn, Dr., on Science in correlation with

phy nnd Mathematics, 175.
— The Richmond Case: G. J.
Pa, ig: The Training of Teachers:
J. O. Bevan, 122.

Paris, Métamorphoses de, 72.

Personation at Examinations, 138.

rete and Prejudice in Education, 165,

Op:

Pressland, A. J., on the School System of

Mannheim, 260.
Private Initiative in Education, 121.
Private Schools ee en 56.
Prudhomme, Sully, 248
Public Schools Science Masters, 57.
Rainette, Pasteur, on Sully Prudhomme,

Registration in Seotland, 25.
Religious Education, 25.

Sadler, Prof. M. E., on the Church and the

Adolescent, 475.

Scholarships ‘and Prizes, 23, 64, 128, 173, :
214, 254, 295, 335, 394, 482, 521.

| Scholarships i in Secondary Schools, 26.

School Life and Healthy Growth, 256.

Science and Geography and Mathematics,
175.

Secondary Schools, Board of Education
Circular, 331.

Summary of the Month, 14, 115, 159, 204,
244, 285, 324, 386, 426, 468. 514.

Teacher’s Imperfections, 483,

Teachers’ Register, 220, 297, 399.

Teachers’ Registration Council, 527.

Thornton, J., on Private Initiative in
Education, 121.

Transition from Primary to Secondary
Schools, 210.

Universities and Colleges, 16, 119, 162, 205,
246, 286, 327, 388, 428, 469, 516.

University Training of Teachers, 249,

University Women Teachers, 56.

REVIEWS, NOTICES,
REVIEWS.

Adamson’s Practice of Instruction, 529,

Baker’s Algebraic Geometry, 301.

Balfour’s Decadence, 139.

Beale, Dorothea (E. Raikes), 444.

Branford’s Mathematical Education, 489.

Cambridge English Literature, Vol i: 74;
Vol. II., 262,

&c.

Va-

268;
., 79,228; Whitaker, R. J.,
F., 34, 38, 145;

Cambridge Modern History, Vol. V.—
Louis XIV., 221.
law’s Fourier’s Series, 27

en and Richards’s Plane Geometry,

Dunbar’s Poems (Baildon), 300.
Faguet’s Literary History of France, 528.
Ferrero’s Greatness and line of Rome,

Hawkins’s Elementary Trigonometry, 262.
Hayward’s Education, 43.

Historians’ History of the World, 73, 139.
PETON Duke of Gloucester (V ickers),

Low’s Reign of Queen Victoria, 221.
Mair’s Mathematics,

Makers of British Art (W i 222.
Mill’s International Geogra 262.
Norwood’s Riddle of the ‘ Se ae ti 402.
Pollard’s Factors in Modern History, 402.
Ravenhill’s Practical Hygiene, 27.
Rawson, Robert (Harley), 182.

Sadler’s Continuation Schools, 138.
Shakespeare Library, 181.

Spitta’s Microscopy, 222.

Stratton’s Letters from India, 301.
Thucydides Mythistoricus ( Cornf ord) , 300.
Tolstoy, Life of (Maude), 488.
Whitehead’s Descriptive Geometry, 139.
Whittaker’s Optical Instruments, 445.
Woman and the Sword, 489.

GENERAL NOTICES.

Ackerman’s Popular Fallacies, 30.

“A.D. Infinitum ” Calendar, 531.

Adventures mnong Wild Beasts, 492.

Aeschylus (Golden Treasury Series), 301.

’| Aeschylus’ Agamemnon (Conington), 140.
Aeschylus’ Eumenides (Headlam), 140.
Aeschylus’ Prometheus Bound (White.

law), 140; (Headlam), 140.
| Aese chy lus’ Seven against Thebes (Tucker),

| “A. Nene Cuttings from the Press, 78.
“A. L.” Methodic Arithmetic, 490.
Alice in Wonderland (Rountree), 494,
Apelt’s Deutsche Aufsatz, 302.
Aristotle De Anima (Hicks), 140.
_ Armbruster’ s Initia Amharica, Part L.,

224,

Arnold’s Effective Arithmetics,490 ; Home
und Abroad Readers, 224,

Arnold’s Guias para Maestros, 183.

Ashton’s Weighing and Mensuring, 530.

Augustine’s Confessions (Gibb), 301.

Back to Buck,

Bain's Slavonic Europe, 224.
Baker's Key to Dynamics, 141.
Baker and Bourne's First Geometry, 140.
Barbara’s Heroes, 534.
Barnard’s Earning a Living, 304,
| Barss’ Writing Latin, 344,
Bausor’s Cheinistry, 223.
Bell's Concise Latin Course, Part IL., 76,
Belles-Lettres Series, 406,
| Beresford’s Student's Esperanto, 302,
Betty’s First Term, 29,
Between Two Crusades, 492.
' Bevan’s Battle of Trafalgar, 551.
| Bibliotheca Romanica, 141, 183.

Black's Literary Readers, 76.

Blackie’s ‘ Adaptable ” Arithmeti ie, 446:
Animal Picture Books, 494; Children s
Annual, 494; English Counties 225:
Red Letter Jabrary, 32; Red tter
Shakespeare, 32.

Blaikie’s The Farm, 534.

Book of Soldiers, of Sailors, &c., 554.

Bo-Peep, 494.

Borchardt’s Junior Arithmetic, 27,

Bravest Gentleman in France, 492,

Brès’ Mes Premiers Coloriuges, 32.

Breul’s Students’ Life at Cambridge, 571.

Brown’s History of Scotland, 446

Brvant’s New Self-Help, 531.

Byron in Italy (McMahan), 183.

Cambridge Devotional Series, 530: Ensy
Reference Bible, 33; Greek Testame nt,
303; Patristic Texts (Augustine), 50l.

Cape Education Report, 447.

Captain Swing, 29

Carev’s Sóli Geometry, 263.

iv

INDEX.

wdia of Mechanics, 531; | Harrison’s Freedom of Women, 34,

Cassell's Cyclop
History of England, 531; People’ s Li-| Hartog’s Writing of English, 302.
brary, 32, 142, 184, 264, 302, Hawkins’s Elementary Geometry,
Century Bible— Ezekiel, 78. Hayward’s First Stage Steam, 4
Chambers’s Continuous "Readers, 78; Nar-| Huzell’s Annual, 29.
rative Readers, 78. Headlam’s Greek Verse, 74.
Chapman's Hindustani Vocabula , 224 Hearty Gray, 495.
Chitto and Windus’s Mediæval T H-ath’s Beginner’ s Arithmetic, 263.
| Heine’s Sons (Todhunter), 141.
Heinemann’s Every Child's Library, 30;
Favourite Classics, 184.
Heroine or $,
' Hight'`s English as Colonizers, 303.

a

ibrary, |

302.

Children’s Bookcase, 30.
Christabel, 543.
ce h’s Children’s Aeneid, 494,

City of London Directory, 266.
Classical Association Proceedings, 182. Hill that Fell Down, 534.

Collins's Modern Fiction, 184; Pocket | Hiron's In Nature's Storvland, 78.

Classics, 184: Stories of Noble Lives, 30. | His Father’s Son, 495.

Compayré s Pioneers in Education, 184. Holland's Concrete Algebra, 183.
Cornett’s French Commercial Correspon- Holroyd’s Hindustani, 224.

dence, 76. ; Homer (Allen), Vols, HHE and IV., 344.
Country Home, 447. ' Hope's s The World, 492.

Courage, True Hearts !, 533. Horace’s Odes (Marshall), 140.
Courageous Girl, 533. | ‘ House of Arden, 534.

Cousin Sara, 533. , How Canada was Won, 532.
Cunningham’s Industrial Revolution, 142. Hugo’ s Poems (Eve), 183.

Dame Joan of Pevensey, 492, (Hungarian Exhibition Brochures, 408.
Daughters of the Dominion, 533. Hungry Forties, 446.

Del Lungo’s Women of Florence, 29. In Empire's Cause, 532.

Dent's AR s Library, 184. Inthe Fmry Ring, 494.

Disputed y Inchbold’s Lisbon and Cintra, 29,
Dolmage’s Astronomy of To-day, 493. Innes’s History of England, 446,
Dorothy's Little Tribe, 30 International, 28.
Dou lus’ s Laws of Health: 78. Island Traders, 532.
Doyle's Through the Magic Door, 29. Jack’s Children’s
Drawbridge’s Religious Education, 303. Golden Poets, 3; National Gallery
Drawing Congress Exhibition, 408. Pictures, 531: Re ference Book
Druidess, The, Stories from History Series, 30; Shows
Dudeney’s Canterbury Puzzles, 30. i to the Children Series, 30; ‘Told to the
Duncan’s Denizens of the Deep, 493. Children Series, 30.

Dutchie Doings, 494. James's German Dictionary, 406.
Dwindleberry Zoo, 534, Jameson's Arithmetics, 490.

Edwardes’s Elements of Plane Geometry, | Janie Christmas, 554.

405, Jaques- Dalcroze’s Children’s Songs, 184.
Eggar’s Manual of Geometry, 140. Jeans’s Theoretical Mechanies, 223,
Enchanted Egg, 534. Jeuns'’s Theory of Electricity, 302.

Enfant de Saint-Marc, 32. Jebh's Essays and Addresses, 182.

Evans’ How to Study ‘Geology, 223. Jetferies’s After
Evelyn's Diary (Dobson), 491. Bevis (Due kworth), 494,

Exodus and Daniel (Bluckburn), 406. Jefferies’s Life of the Fields (Chatto), 33.
Fuiries—of Sorts, 534. Johnson's Shakespeare Lantern Slides,
Fairy Tales from South Africa, 494. 492.

Fenwick's Geometry for Schools, 446. Jones's Roman Empire, 224.

Fille de PAiguilleur, 32. Jonson's London, 142.

Fingerpost, 304. Joyce’s Ancient Ireland, 530,

Finn and his Companions, 32. Joyce's Ancient Trish Civ ihvation, 530.
Finn’s Wild Beasts of the World, 491. Juliette the Mail Carrier, 30.

Fire, Snow, and Water, 492, Kents’s Works (Forman), 141.

Fish out of Water, 533. Kelly’s Lays of Hellas, 490.

Fletcher's History of England, Vol. IT. ,491. | Selman’ s Trees shown to the Children,
Foot’s Science through Stories, 78, 493.

For his Father’s Honour, 534. ' King of the Air, 29.

For the Sake of his Chum, 532. King’s Classics, 204.

Form III.B, 532. King's Signet, 533. :

Fraser’s Famous Fighters, 33. | Knott's Earthquake Phenomena, 490.
Fraser's Romance of the Navy, 29. | Knowles and Howard's Arithmetics, 446,
Frowde’s Select English Classics, 264 ; | Kolbe’s Electr icity, 263.

World's Clussies, 32, 183. Krause’s Deutsche Grammatik, 302.
Furniss’s Pen and Ink Drawings, 264. Lacombe’s Petite Histoire, 32.

Galleon of Torbay, 492, Lad of Grit, 532.
Gambier’s Links in my Life, 533. Lang’s Book of Princes, 493.
Gauthier and Deschamps’ Petits Tab-j Lang's Origins of Religion, 304.

leaux, 32. Langlois’ Questions d'Histoire, 226,
Geographical Journal, 491. Leu’s Romance of Bird Life, 493,
Gibson's Scientific Ideas of To- day, 493. | Leighton’s Elementary Mathematics, 405.
Grildersleeve- Lodge Latin Series, 444. Letts’s Diaries, 531.

Gill’s King’s Writer, 28. Lewis's Inorganic Chemistry, 140,
Gilliat’s Heroes of Modern Crusades, 492, | Liber Psaliorum (Bright), 406.

Girls’ School Yearbook, 266. Libraries of London, 346.

Glasgow Ballad Club Ballads, 183. Lillo’s London Merchant. (Ward), 406,
Gslazebrook’s Bible Lessons, 447. Lindley’s East Coast Holiduys, 346.
Goethe, Life of (Diantzer), 226. Lindley’s Holidays in Belgium, 492,
Goethe’s Torquato Tasso (Cour), 406. Linville and Kelly’s Zoology, 264.
Gordon's Handbook of Employments, | Little Duke (Blackie), 533.

304. | Little Robinson Crusoes, 494.

Gorgeous Isle, 533. Little's Land of the Blue Gown, 533.
Grahaim’s Foreign Traders’ Dictionary, 28. | ‘ Lockyer’ s Education, 184,

Grahanr s Foreign Traders’ Handbook, 2 28, | | odge’s Modern Views of Electricity, 141.
Graham’s French, German, and Spanish ; Lone’s Whose Home is the Wilderness, 30.

Commercial Practice, 28. Longmans’ Complete Arithmetics, 76.
Granville and Rice's Arithmet ic, Part I., | Love Passage, 533.

140. Lowest Rung, 533.

Greenstreet's Methodical Arithmetic, 183. | Lydon’s Blackboard Drawing, 264.
Grew's Romance of Modern Geology, 493. | MacConnell's Real Sistemo Britanico, 345.
Grey Fox of Hollard, 492.

Griuin’s Fairy Tales (Monsell), 493.
Guerber’s Myths of Greece and Rome,
Gulick’s The Efficient. Life, 226,
Gulliver's Travels (Herbertson), 494,
Guimmere’s Popular Ballad, 345.
Guy's Ordeal, 495.

Hall’s Our English Towns, 223.
Hanfstaengl ’s Scholars’ Cartoons, 491.
Happy Annual, 32.

IHarding’s Dorset, 223.

Harris's St. Agnes, 196.

Heroes Series, 30:

MeGunley’s Profit of Love, 447,
Mackenzie's Moral Instruction, 303.
MeKnight’s Re collections (T homson), 447.
Maclaurin’s Theory of Light, Part L, 345.
Macmillan’s Cranford Series, 32; Prize
Library, 142: Shilling Series, 494,
McNaught’s School Band Music, 184.
McPherson and Henderson's Chemistry,
90,

301, |)

Madden's Classical Learning in Ireland, i

Magic Water, 30.
Margery Redford, 494.
Marsh’s German Comnnercial Correspon-
dence, 76.
Marshall's Our Empire Story, 532.
Marshall’s Story of Napoleon, 534.
Martha Wren, 534,
Martin's Arithmetic Examples, 490,
Martin’s Teaching of Arithmetic, 446.
Medical Education in London, 304.
Meiklejohn’s Modern Arithmetic, 344,
Meldrum's Avogadro and Dalton, 302,
Menagerie Book, 494.
Mercer's Trigonometry for Beginners, 405.
i Middy in Command, 532.
| Midgley’ s Life nnd Leaf Drawing Cards,
28

Mr. Midshipman Glover, 532.

-Mitchell’s Sueniticant Etymology, 446,
Modern Language Quarterly, 141.
Moliere, The Temple, 183.

Mon Journal, 32.

| Montague's Tules from the Talmud, 184.

| Montgomery’ s American History, 446.
Moulton’s Latin Course, 344.

Mystery of the Squire's s Pew, 495.

Navy League Annual, 531.

Need of the Nations, 142.

Nelson's Library, 32, 183; New Drawing
Course, 264; New "Reading Books, 30;
Scotch Code, 206; Sixpenny Classics,
142; Sixpenny Guides, 206.

New Quarterly, 28.

Ogilvie’s English Dictionaries, 446.

Oldham’ s Complete School C hemistry, 345. |

Omondad’s English Metrists, 183.

Out of Doors, 494.

Oxford Book of French Verse, 141; Ele-
mentary Amthmetics, 490; Higher
French Series, 141, 264 ; Modern French
Series, 141; Poets, 223 ; Translations —
Tacitus, 301 ; Treasury
Literature, Vol. IIL.,

Oxyrhynehas U E ET ‘Gospel, J05.

Parker's Practieal Zoology, 223.

| Paton’s Continental Schools, 266,
| Paton’s List of Schools, 406.

Paulsen’s German Education, 406.
Payen- Payne's French Dictionary, 264.
Peace of the Chureh, 494.

Peaker’s British Citizenship, 142,

Peep-in-the-World, 534.

Peeps at Many Lands, 492,

Peggy's Travels, 494.

Pendlebury and Robinson's Aritlimetie,
183.

Pendleton Twins, 29.

Pereival’s Practical Integration, 530.

Perkin’s Metric System,

Pestalozzi (Holman), 446.

Philips’ Meteorological Calendur, 304.

Pitman’s Local Readers, 142; Year- Book,

531.
Plato’s Republic (Lindsay ), 344,
Playne and Fawdrey's Trigonometry, 76.
P.R.A. Annual, 531.
Pratt’s The Licensed Trade, 303.
Pratt’s Vertebrate Zoology, 264.
Preissig’s History of the Od World, 78.
Public Schools Yearbook,
ee ee a as of Everyday
fe, 29,
Quinet’s France et Alleinagne, 406.
Rabbit’s Day in Town, 494.
Ranke’s Popes (York Library), 78.
Ratio Co-ordinates, 530.
Rawson's Instructions in Drawing, 28.
Ray’s Euclid Simplified, 490. >
Ray and Fairy, 32.
Red Light, 495.
Rentoul’s Race Cnriture, 142.
Richardson's Magnetism and Electricity,
345.

Right Stuff, 534.

Rivingtons’ Handbooks to the Bible. 266,

Robeson’s Graduated French Exercises,
405.

Robin of Sun Court, 495,

Robin's Heritage. 30.

Rolf the Rebel, 492.

Rooper, T. G., Selected Writings from, 226,

Me Dougall’ s Suggestive Arit hmetics, 76. | Ponsa Riders of the Pampas, 532.
Rue.
A Ravelstan, 29.

Schilling’s Don Basilio (Zagel), 28.
Schintedel’s Jesus in Modern Criticism, 78.
Schoolmasters Yearbook, 184

Scott's Abbot (Corstorphine), 78.
Seignobos’ Ancient Civilization, 303.
Septima, 553.

Severus (Hopkins), 491.

Sewell’s Electrical E ngineering, 141.

Shakespeare, The Elizabethan, 406,

of English

| Shakespeare, A

ochrypha (Brooke). 490,
| Shakespeare’ s 5

ulius Caesar (Hudson),

Shakespeare’s Love’s Labour Lost (Hud-
son), 406.

a Merchant of Venice (Hud-
son

Sharp's English Folk-Song, 491.

SWAD Pon Marson’s Somerset Folk- Songs,

Shorto’s Story of Exeter, 224,

Sikes’s Cadets’ March Song, 184.

Silver Hand, 532.

Simmons’s Electrical Engineering, 531.

Sir Sleep- Awake, 531,

Sisleys’ Biography Books, 302.

Smiles’s Physical Hygiene, 78.

Smith's Victorian Poetry, 223.

Some Kiddies, 494.

pollock Trachiniae (Jebb and Davies),

Sorciere du Vésuve, 32.

Sporting and Athletic Register, 226.
Spyridis’ Living Greek, 264,

Stainer’s Practical Ar ithmetic, 344.
Stainer’s Practical Mathematics, 76.
Stephens’ s Annals of the Cyinry, 76.
Stevenson's Edinburgh (Seeley), 533.
Stewart’s Light, Heut, and Sound, 141.
‘Stories of Beow nif, 494,

oe of the Flemish and Dutch Artists,

| Stories of the Vikings, 494,

Tacitus (Fyfe). 301.

Tales and Talks in Nature’s Garden, 494,
Tertullian De Baptismo (Lupton), 490.
‘Teubner’s Mathematical Catulogue, 346.
That Girl, 494.

Third Class at Miss Kaye’s, 532.
Thomas’s Cambrensia, 223.
'Thomas’s Methodic Arithmetic, 344, 490.
Thompson’s Alphabet of Beasts, 32.
‘Thompson's Syntax of Attie Greek, 76.
Somer and Nicholson’s Arabic Reader,

London, Amaryllis, and; Parrott’s Pageant of British History, 492. Thounille and Whitfield’s Commercia

| French, 76.

‘Three Jovial Puppies, 494.
‘Tiny ‘Tots, 494,

Treasury of Verse, 30; of Ballads, 30.
Trought’s Correlated Arithmetic, 446.
»Tucker’s Foreign Debt of English Liters-
i ture, 35.

Tucker’ s Romance of the Army, 29.
“Twin Brothers, 30

Types of English Literature, Ballad, 345,
| Under the Chilian Flag, 532.

United States Education Report, 492.

i University College Calendar, 531.
Univ iy of London Students’ Hand-

boo
it nlucky Family, 30.
| Van den Berg's Per Istrude Aperte, 345.
Van der Heyden’s Algebraic Examples,
(0)

Van der Heyden’s Calculus, 27.
'Vaughan’s Types of Tragic Drama, 223.
‘Verba Christi Testament, 303,

Victoria, Queen, Letters of, 530.

Virgil (Jackson), 490,

Virgil’s Aeneid (Conington), 182.
| Vivian's Churches and Modern Thought,

78

| Warren's English Literuture, Parts lL. and

| Weber and Kuiser’s German and English

' Commercial Correspondence, Part 1., 76.

i Wells’s Oxtord Degree Ceremony, 186.

Wentworth’s Elementary Alge bra, 263.

Westell’s Animals at Home, 534.

Weston’s Prayer Book in the Making, 447,

White's Mic roscope, o3l.

Wickremustnghe’s Tamil Grammar, 224,

| Wilamowitz-Moellendort!’s Greek Histori-
cal Writing, 301.

W ilkinson’s e Alert ” Arithmetic, 446.

Williams's How it is Made. 29.

Wisdom of the Fast Series, 264.

With Moore at Corunna, 533.

Wizard's Wand, 532.

Wood's From Midshipman
Marshal, 33,

| Woodburn's Thorough ” Arithmetic, 27.

Wright's Old English Graminar, 302.

Yates’s Stories of Animals, 78,

Year's Work in Classical Studies, 70.

'Yesterday’s Children, 494,

Young’s Geometry and P hysics, 345.

Yoxall and Gray’s Red Code, 1908, 447,

Ziminern’s Gods and Heroes, 533.

| Z00 Bubies, 32.

to Field-

' FiRST GLANCES, 142, 186, 226, 266, 304,
| 346, 408, 447, 495,

EDUCATIONAL ‘TIMES,

AND

Journal of the College of BWreceptors.

Vol. LXI.) New Series, No. 561.

JANUARY 1, 1908.

Published Monthly, price, to Non-
Members, 6d.; by Poet, 7d.

Annual Subscription, Te.

LLEGE OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

O°

GENERAL MEETING.

The Half-Yearly General Meeting of the Members of} q

the Corporation will be held at the College, Bloomsbury
Square, W.C., on Saturday, the 25th of Januury, 1908,
at 3 p.m.

MEMBERS’ DINNER.

The Members’ Dinner will take place at the Gaiety
Restaurant, Strand, W.C., on Saturday, the 25th of
January, at 6.30 p.m. ‘Pickets (not including wine),
es. each. Members who intend to be present are re-
quested to send early notice to the SECRETARY. Mem-
bers may obtain tickets for their friends.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
3lst of August, 1908

Practical Examination for Certificates of
Ability to Teach.—The next Practical Examina-
tion will be held in February.

Certificate Examinations.—The Midsummer
Examination for Certiticates will commence on the
Mth of June, 1908.

Lower Forms Examinations.—The Midsum-
mer Examination will commence on the 30th of June,
1908,

Professional PreliminaryExaminations.—
These Examinations are held in Mareh and September.
The Spring Examination in 1908 will commence on
the 3rd of March.

inspection and Examination of Schools.
— Inspectors and Examiners are appointed by the
College for the [Inspection and Examination of Public
and Private Schools,

The Regulations for the above Examinations can be
obtained on application to the Secretary,

WINTER MEETING FOR TEACHERS.
January Gth to 15th, 1908.

The Fifth Winter Meeting for Teachers will take
place at the College of Preceptors from the 6th to the
15th of January, 1908.

The programme will include Lectures on general
principles of education, and on methods of teaching
various school subjects, as well as visits to Educational
Institutions, ,

The Fee for the whole Meeting is 15s.

Tickets may be obtained from the SECRETARY of the
College of Preceptors. Tickets (not transferable) will
also be issued at half fees (7.¢.. 7s. 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 Head Masters’ Conference, The In-
corporated Association of Head Masters, The Private
Schools’ Association, The Assistant Masters’ Association,
The Association of Assistant Mistresses, The Froebel
Society, The National Union of Teachers, The Welsh
County Schools Association, The Preparatory Schools
Association, The Association of Head Masters of Roman
Catholic Schools, The Modern Language Association,
The Child Study Association, and any other organized
association of Teachers. Tickets at half fees will also
be issued to candidates at the Diploma Examination of
the College of Preceptors,

Members of the College of Preceptors will be ad-
mitted free of charge.

Tickets, price ls. for any single Lecture, may also be
had at the College on the day of the Lecture, if the avail-
able seats are not alreacly occupied. `

The detailed Programme muy be obtained from the
SEcRETARY of the College.

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

Bloomsbury Square, W.C.

|
|

i

+

O°

LECTURES FOR TEACHERS.

(INCORPORATED BY ROYAL CHARTER.)

Series), by Prof. J. ADAMS, M.A., B.Sc., F.C

7 p.m.

The Course is meant to meet the needs of Teachers

who wish to improve their acquaintance with what under-

lies the principles of their profession, whether they have
The reading of the
students will be guided, and problems set for their
Every opportunity will be taken of making
practical appheations of psychological principles to the
the class-room, The Fee for the Course is
The Lectures will be delivered on
Thursday Evenings at 7 o'clock, at the College, Blooms-

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

any examination in view or not.
exercise,

work of
Half-a-Guinea.

bury Square, W.C.

Bloomsbury Square, W.C.

Diploma Correspondence
College, Atd.

Principal—J. W. KNIPE. L.C.P., F.R.8.L.
Vice-Principal—S. H. HOOKE, B.A. Hons. Lond.

Specially arranged Courses for

LONDON MATRICULATION,
B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the
SECRETARY, Dip. Corr. Coll., Hda.,

WOLSEY HALL, OXFORD.

IVERSITY OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly

recommended as suitable for those who are or intend to

be teachers.

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-
porn Edinburgh, Glasgow, Hull, Inverness, Leeds,
averpeol, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, St. Andrews, Sheffield,
Swansea, and several other towns.

Information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme, The
University, St. Andrews.

NIVERSITY OF LONDON.—
UNIVERSITY COLLEGE.

FACULTIES OF ARTS AND LAWS OF SCIENCE.
AND OF MEDICAL SCIENCES,

The Second Term will begin on Tuesday, January
14th, 1908.

The Department of Fine Arts (Slade School} will open
on Monday, January 6th, 1908.

ENTRANCE SCHOLARSHIPS in the Faculties of
Arts and Laws, and of Science (including Engineering)
will be awarded on Examinations to be held in May.
Entries must be received on or before May Ist.

Special Courses of Lectures for Teachers will be given
during the Second Term.

For prospectus and other particulars of Scholarships

apply to
WALTER W. SETON, M.A.,
Secretary

LLEGE OF PRECEPTORS.

A.—The First Course of Lectures (Thirty-sixth Sue
.C.P., on
“The Application of Psychology to the Work of the
School,” will commence on Thursday, February 13th, at

OTICE.—“ THE EDUCATIONAL

TIMES” for Pebruary will contain the CLASS

LISTS OF CAN DIDATES who have passed at the recent

eens EXAMINATIONS of the College of Pre-

ceptors.

he Volume for 1907 is now ready, price 7s. 6d. Cases

for binding the Volume may also be had, price 1s. 6d. ;
by post, ls. 8d.

ONDON COLLEGE OF MUSIC.

(Incorporated.)
GREAT MARLBOROUGH STREET, LONDON, W.
Patron: His GRACE THE DUKE OF LEEDS.
Dr. F. J. KARN, Mus, Bac, Cantab., Principal.
G. AUGUsTUs HOLMEs, Esq., Director of Examinations.

EXAMINATIONS, 1908.

The NEXT EXAMINATION in PIANOFORTB
PLAYING, SINGING, THEORY, and all branches
of Music will be held in London and 400 Provincial
Centres in APRIL, when Certificates will be granted to
all successful candidates.

The Pagni Examınatıons (Practical and Theoretical)

iplomas of Associate (A.L.C.M.), Licentiate
(L.L.C.M.), the Teachers’ Diploma, L.C.M., and Fellow-
ship (F.L.C.M.) take place in JUNE, JULY, and
DECEMBER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

Loca SCHOOL CENTRES.— Full particulars with refer-
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report, is
now ready, and may be had of the SECRETARY.

In the Educational Department students are received
and thoroughly trained under the best Professors at
moderate fees. The College is open 10 a.m. to 9.30 p.m.

A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.

VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

AT

LONDON UNIVERSITY
EXAMINATIONS

DURING THB YHAR 1907

1052

University Correspondence
College
STUDENTS PASSED.

FREE GUIDES

MATRICULATION AND THE HICHER
EXAMINATIONS

Post free, from PHE SECRETARY,

Burlington House, Cambridge,

or from the London Otfice of the

University Correspondence College,

32 Red Lion Square, Holborn, W.C.

2 | THE EDUCATIONAL TIMES.

[Jan. 1, 1908.

EDFORD COLLEGE FOR
WOMEN
(UNIVERSITY OF LONDON),

YORE PLACE, BAKER STREET, LONDON, W.
Principal—Miss M. J. TUKER, M.A.

The Lent term begins Thursday, Jannary 16th. Tec-
tures are given in preparation for all Examinations
of the University of London in Arts, Science, and Pre-
lininary Medicine, for the Teachers’ Diploma (London)
and for the Teachers’ Certificate (Cambridge) and for
the Cambridge Higher Local Examination. Entrance
Scholarships.

Special Course of Scientific Instruction in Hygiene,
recognised by the Sanitary Inspectors Examination
Board.

Pi Laboratories are open to Students for Practical
ork.

A single Course in any subjeet may be attended.

Regular Physical Instruction is given free of cost to
Students who desire it, by a fully qualhlied Woman
Teacher.

Students can reside in the College.,

Full particulars on application to the PRINCIPAL.

DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING.

Head of the Department—Miss MARY MORTON, M.A.

Students are admitted to the Training Course in
October and January. Entrance Scholarships. Appli-
cations should be sent to the HEAD OF THE DEPART-
MENT.

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Principal—Miss H. L. POWELL,

late Scholar of Newnham College (Hist. Tripos,

Class I.), late Head Mistress of the Leeds Girls’
High School.

A residential College providing a year’s professional
training for Secondary Teachers.

The course includes preparation for the Cambridge
Teacher’s Certificate (Theory and Practice), and for
the Teachers’ Diploma of the London University. 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 appie
tion to the PRINCIPAL, Cambridge Training College,
Wollaston Road, Cambridge.

HE ASSOCIATED BOARD

OF THE R.A.M. ann R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC,

PATRON: His MAJESTY THE KING.
PRESIDENT: H.R.H. THE PRINCE OF WaALEs, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in March and
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also. En-
tries for the March-April Examinations close Wednes-
day, February 5th, 1908.

SCHOOL EXAMINATIONS (Syllabus B).

Held three times a year, viz., March-April, June-July,
and October-November, Entries for the March-April
Examinations close Wednesday, January 29th, 1908.

Specimen Theory Papers set in past vears (Local Centre
or School) can be obtained on application. Price 3d.
per set, per year, post free.
_ Syllabuses A and B, entry forms, and any further
information, will be sent post free on application to—

JAMES MUIR, Secretary.

15 Bedford Square, London, W.C.
Telegrams: ‘‘ Associa, London.”

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

DEPARTMENT FOR TRAINING TEACHERS FOR
SECONDARY SCHOOLS.

Theory, Practice, and History of Education:
J.W.ADAMSON,B.A., Professor(Head of the Department).

Ethics:
Reverend A. CALDECOTT, D.Lit., D.D., Professor.
Psychology:
C. S. Myers, M.A., M.D., Professor; W. Brown, B.A.,
turer.

_The Department is recognized by the Board of Educa-
tion asa Training College for Secondary Teachers under
the Teachers’ Registration Regulations. The Course,
which includes practical work in Secondary Schools,
extends over one academical year, beginning in October
or January. It is suitable for those who are preparing
to take the Teachers’ Diploma, University of London, and
for the Certificate of the Teachers’ Training Syndicate,
University of Cambridge,

The fee is £20 for the year, if paid in advance, or
8 guineas per term (three terms in the year).

Application should be made to Prof. ADAMBON, King’s
College, Strand, W.C.

THE INCORPORATED
FRDEBEL EDUCATIONAL INSTITUTE,

TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
College for Secondary Teachers.

Chairman af the Committee—Sir W. MATHER.
Treasurer—Mr.C. G. MONTEFIORE, M.A.
Sécretary—Mr. ARTHUR G. SYMONDS, M.A.

TRAINING COLLHGH FOR THAOHERS.
Principal—Miss E. LAWRENCE.
KINDERGARTEN AND SOHOOL.
Head Mistress—Miss A, YELLAND.

ING’'S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

EVENING CLASS DEPARTMENT.

Courses are arranged for the Intermediate and Final
Examinations for the B.A. and B.Sc. Degrees of the
University of London, Students taking the full Course
pay Composition Fees and rank as Internal Students of
the University. There are also Classes in Architectural
and Engineering Subjects.

For full information and Prospectus apply to the Dean
Mr. R. W. K. EDWARDS), or to the SECRETARY, King’s

llege, Strand, London, W.C.

KE G’S LONDON.

CLASSES FOR THE LONDON UNIVERSITY
MATRICULATION AND PROFESSIONAL PRE-
LIMINARY EXAMINATIONS.

Individual Tuition in all subjects required for the
Examinations. Fee for Half-yearly Course £3. 3s.
Students may join at any time at proportional fees.
wipry to the SECRETARY, King’s College, Strand,

Students are trained for the Examinations of the
National Froebel Union and other Examinations.

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations,

Prospectuses can be obtained from the PRINCIPAL.

T. GEORGE’S TRAINING
COLLEGE FOR WOMEN TEACHERS,
EDINBURGH.

This College provides a year's Professional Training
for well educated women who intend to become Teachers
in Secondary and High Schools.

The College is recognized by the Edinburgh Provincial
Committees for the Training of Teachers under the
sanction of the Scotch Education Department, by the
English Board of Education, and by the Teachers’ Train-
ing Syndicate of the University of Cambridge.

"Pros tus and further particulars from the Principal,
Miss M. R. WALKER, 6 Melville Street, Edinburgh.

HURCH EDUCATION COR-
PORATION.

CHERWELL HALL, OXFORD.

Training College for Women Secondary Teachers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher’s Diploma. Special arrange-
ments made for Students to attend the School of Geo-

graphy.
Exhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

COLLEGE,

NVALUABLE TO SCHOOLS.—

Schoolmasters should use the BLACK AUTO-
COPYIST—most perfect, simplest, and cleanly Copyist
invented—for reproducing Examination Papers, Dia-
rams, Circulars, Music, &c. Original written or

rawn on ordinary paper. Write for Price List and
Specimens, or call and see apparatus in operation.—
AUTOCOPYIST Co., No. 3 Dept., 64 Queen Victoria
Street, London, E.C.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Write—ScHOOoLs AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E.

Tutorial

Teachers.
credited to his students, who have completed over
300 Diplomas and Degrees.

The

Institute,
39 BLOOMSBURY SQUARE, LONDON.

Principal:

J. F. BWEN, M.A.,
Honours in Mathematics and Physics.
(Founder and for ten years Principal of
The London and Northern Tutorial College.)
The Principal has had over 12 years’ successful ex-
erience in preparing by Correspondence and Orally
or the Higher Examinations qualifying Secondary
Over 2000 successes have been olficially

stalf of Tutors, all
onours, A special

Stron
University Gruduates, mostly in

feature is made of Education and subjects bearing upon

it for Teachers’ Diplomas,

CORRESPONDENCE INSTRUCTION.
Jl Fees payable by instalments.
A.C.P.— Fill Course in Education, £2. New Classes
now forming for August. All subjects, £4. 4s.
L.C.P.—Graduates exempt from all subjects except

Education. Full Course £2. 12s. 6d. A.C.P’s. can

complete extra work for L.C.P. for Composition Fee

£4. 14s. 6d. Education alone £1. 11s. 6d.

Diploma Guide Free.

Inter. Arte.— Full Courses for July. 20 lessons each
subject, £1. 11s. 6d

B.A.—Thorough Tuition by Honours Graduates,

inter. Science.—Special attention to Mathematics
and Physics. Full Course £2. 2s. each subject.

B.8c.— Expert help by eminent specialists,

Matriculation.—Full Preparation in usual sub-
jects 10s. 6d. monthly.

R.U.I. — The Degrees of the Royal University of
Ireland are in some respects more feasible for private
students than the London Exams.

Higher Locale.— Fullest and most successful help.
Usual Subjects £1. 11s. 6d. each.
FROEBEL CERTIFICATES. — Thoroughly
practical instruction by highly qualified Teachers,
Froebel Guide Free.

ORAL TUITION

in Class and Individually for L.L.A., Matrienlation,
Professional Preliminaries, Entrance, and all the Higher
Examinations.

Se aT a a E E T TD

The Best
TONIC.

For the restoration of energy and
vitality; the relief of mental and
physical exhaustion, impaired
digestion or appetite, there is no
remedy so beneficial as

HORSFORD'S
Acid Phosphate

(Won-Alcoholic.)

It is a scientific and carefully
prepared preparation of the phos-
phates that provides the tonic and
nerve food needed to improve the
general health.

If your chemist does not have it in stock
he can obtain it from Bovril, Ltd., 152 Old
Street, London, E. C.

Jan. 1, 1908. ]

University Tutoria? Coffege

(Affiliated to University Correspondence College).

Day and Evening Classes

FOR

MATRICULATION

AND OTHER

LONDON UNIVERSITY

EXAMINATIONS

COMMENCE

Monday, January 27th, 1908.

At each of the last four Matriculation Examina-
tions the official Pass Lists of the University credit
University Tutorial College with many more Successes
than any other institution, and at three of these
Examinations University Tutorial College is credited
with twice as many Successes as any other institution.

Prospectus, with full particulars of Day and Evening
Classes for Matriculation, Inter. Science and Arts,
B.Sc. and B.A. and Prelim. Sci. (M.B.), may be had,
post free. from

THE PRINCIPAL,
University Tutorial College,
Red Lion Square, Holborn, W.C. |

ROFESSIONAL PRELIMINARY
EXAMINATIONS, LONDON MATRIC., INTER. |
and FINAL B.A. and B.Sc.—Private and Class Tuition
or the above, and in Sciénce and Advanced Mathe-
matics, by ALEXANDER W. Barn, B.A., B.Sc. (Lond.),
A.I.C., .C.5., Anglo-Saxon and Early English Text
ame s Prizeman (Univ. Coll., Lond.), Silver Medal
and Exhibition in Chemistry and Prizeman in Organic
Chemistry (Univ. Coll., Lond.), Honours in Chemistry
at B.Sc. and at Board of Education Exams. Nearly
2,000 successes in 16 years, ;
Mr. Barn is the Head of the Chemical Department,
Tottenham Polytechnic, also a Sub-Examiner to the
University of London and to the College of Preceptors.
He has prepared the sons of leading public and pro-
fessional men for the Universities and Pfofessional
Entrance Examinations.
Address—Mr. A. W. Barn, B.A., B.Sc., A.I.C.,
Central Tutorial Classes, 207 Gray’s Inn Road, London. |

CORRESPONDENCE TUITION,

Classes or Private Lessons in all Subjects for all |
Examinations, &c., at moderate fees. Special tuition |
for MEDICAL Prelims, and DrpLoma Exams. Many
recent successes,—F. J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College, |
87 Buckingham Palace Road, 8.W.; and Stalheim.
Brunswick Road, Sutton, Surrey. |

Schools visited and Examinations conducted.

|

UNIVERSITE DE RENNES (France).

FRENCH COURSE for FOREIGNERS
OF BOTH SEXES.
WINTER TERM: From 15 Nov. 1907 to 15 Feb. 1908.
SUMMER TERM: From 1 March to 8 June, 1908,
DIPLOMAS.

THE EDUCATIONAL TIMES.

CARLYON COLLEGE.

55 AND 66 CHANCERY LANE.

LONDON UNIVERSITY EXAMINATIONS.

LONDON MATRICULATION, INTER. ARTS and
SCIENOE, B.A., and B.SC. Olasses (small) Day and
Evening. M.A. Classes. B.A. Honours Classes. Ele-
mentary Greek Class,

Classes and Tuition for Legal and Medical
Preliminaries, Accountants’, Scholarship
Examinations, Previous, Responsions, and
General. A

Papers Corrected for Schools. Vacation Tuition,

Private tuition forall 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.

1892-1906.—London Matric., 144; Inter. Arts, 8c., and
Prel. Sci., 140, 6 in Hons.; B.Sc., 1896-1906, 25; B.A.,
1891-1905, 95, 14 in Hons. : Medical Prelim., 249; Res-
nsions and Previous, 60; Law Prelim., 62; other
uccesses, 400.

B.A. (LOND.), 1906, 14. M.A., 8.
INTER. ARTS, 1907, 6 out of 8.

FREE.

The Principals of the Normal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 100 pages.
AA 2) A Oe <s
3. F.C.P. 15 »
And have also published the following Guides,
4. PREL. CERT. 120 pages.
5. CERTIFICATE. 9%. a
6. MATRICULATION. ar
7. IRISH UNIVERSITY. 60,
8. OXFORD & CAMBRIDCE LOCALS 100 ,,

These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination.

“They are written by experts whose advice is the
best procurable,’’— Educational News.

“Will undoubtedly help greatly towards suc-
cess.’’—Schoolmistress.

NORMAL CORR. COLLEGE,

47 MELFORD Roan, East DULWICH, S.E., ana
110 AVONDALE SQUARE, LONDON, 8.E.

A LANGUAGE
CORRESPONDENCE COURSE.
An entirely new, practical, Psychological Course in
Language Teaching by Correspondence. Scenes, les-
sons, full. instructions, pronunciation, grammar
reading.

Subscription 2s. 6d. a month.

Send addressed envelope for prospectus and reprint
of two most interesting Articles on “THE SELF
STUDY OF FRENCH” by HOWARD Swan,

Address — Swan - Bétis Self Study.
1 Albemarle Street, Piccadilly, W.

IRKBECK COLLEGE,
BREAMS BUILDINGS, CHANCERY LANE, B.C.
Principal—G, ARMITAGE-SMITH, D.Lit., M.A.

Diplômes de Langue et Littérature Françaises; Doctorat. |
uction of 50 % on railway fares from Dieppe or

Calais to Rennes. Apply for Prospectus to |

Prof. FEVILLERAT, Faculté des Lettres, Rennes,

ENMARK HILL GYMNASIUM

AND PHYSICAL TRAINING COLLEGE FOR
TEACH ERS.
Full preparation for Public Examinations.
British College of Physical Education: English and
Swedish systems,
of Education ; Science.

Swimming and Sports,
Foc particulars apply—

i iss E. SPELMAN STANGER,
Trevena, Sunray Avenue,

enmark Hill, London, S.E.

| SECOND TERM commences Monday, 13th January.

| DAY AND EVENING CLASSES.

UNIVERSITY OF LONDON.—The College provides
Courses of Instruction in subjects in the Faculties
of ARTS, SCIENCE, LAWS, and ECONOMICS,
under Recognised Teachers of the Uni-

versity.
Well appointed Laboratories.
Twenty Studentships open to free competition,
Particulars on application to the SECRETARY.

Facilities for Research.

Messrs.

TRUMAN & KNIGHTLEY,

Gducafional Agents,

6 HOLLES ST., CAVENDISH SQUARE,
LONDON, W.

Telegrams — ‘TUTORESS, LONDON.”
Telephone—No. 1167 Mayfair.

This Agency is under distinguished patronage,
including that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University and a hesin ENGLISH
and FOREIGN MASTE and TUTORS to
Schools and Private Families.

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

üii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualified and experienced LADY
MATRONS, HOUSEKEEPERS, and HOUSE
MISTRESSES to Boys’ and Girls’ Schools.

No charge is made to Principals, and no charge
of any kind is made to candidates unless an en-

gement be secured through this Agency, when
fhe terms are most reasonable.

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.—PUPILS’ DEPARTMENT,

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge 18
made for registration,

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save clients as much
time and trouble as possible.

dia sone tbr will

4 THE EDUCATIONAL TIMES.

|Jan. 1, 1908.

SOCIÉTÉ NATIONALE DES PROFESSEURS
DE FRANCAIS EN ANGLETERRE.

LA PRONONCIATION FRANÇAISE.

Cours pratique et raisonné
de

PHONÉTIQUE FRANÇAISE,

Théorique et expérimentale, avec appareils,

pour
Professeurs, Institutrices,
Candidats aux Examens, &c.

CORRECTION DES VICES DE PRONONCIATION,
LECTURE, DICTION, DICTEE, CONVERSATION.

CLASSES DE JOUR ET DE SOIR.

Pour les renscignements, écrire à

M. Stéphane Barlet,
SACKVILLE HOUSE, 8a RED LION SQUARE, LONDON, W.C.

Failures in Arithmetic

and other subjects may be avoided by using

THE SIMPLEX EXERCISE BOOK.

No other method equal to this! Try it in your own class at the trifling
cost of a few shillings!

Parts 1-14 Now Ready, 3d. each.
Specimen comes on application.

D. R. DUNCAN & CO., EASTBOURNE.
JOINT AGENCY FOR WOMEN TEACHERS.

(Under the management of a Committee appointed b
the Teachers’ Guild, College of Preceptors, Hea
Mistresses’ Association, Association of Assistant
Mistresses,and Welsh County Schools’ Association.)

Address — 74 GOWER STREET, LOxDON, W.C.
Registrar—Miss ALICE M. FOUNTAIN.

This Agency has been established for the purpose of
enabling Teachers to find work without unnecessary

following Bodies :—

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.

THE ONLY EFFECTIVE METHOD
oF “ WEIGHTING "' anb LAYING THE

DUST

(See the Official Memorandum on the Cleansing and Disinfecting of Schools)

ss FLORIGENE~™

USE

(Awarded BRONZE MEDAL of the ROYAL SANITARY INSTITUTE)
On all Wood, Linoleum, and other Floors in

SCHOOLS, LABORATORIES,

Art Galleries, Libraries, Museums, &c.

DURING EACH VACATION

(THREE TIMES A YEAR ONLY I8 NECESSARY).
“FLORIGENE” also Purifies the Atmosphere, Preserves

Floors, Saves Labour, etc.

** FLORIGENE” is a fluid which can be easily and quickly used by the
unskilled, and each application is generally effective for 2 to 4 months,
or longer, according to the wear,

It is not sticky, but the dust and dirt absorb the * FLORIGENE”’ from
the impregnated floors and thus become “weighted,” so that when the
floors are brushed in the usual manner, the sweepings do not rise, but
roll in front of the broom.

No Scrubbing or Sprinkling of Floors.
BOOKS, FURNITURE, APPARATUS, etc.,

soidom require dusting or cleaning.

“ FLORIGENE ” is an aid to the
Prevention of Throat irritations und School Epidemics.

The Cost is inconsiderable in relation to the
HYGIENIC AND OTHER IMPORTANT ADVANTAGES.

For particulars, Reports, and Testimonials, write

THE “DUST -ALLAYER?” C0,

165 QUEEN VICTORIA ST., E.C. Contractors to H.M. Covernment, &o.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “THE JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams [November,
1906]; CLASSICS, bv H. G. Hart (December, 1906}; ENGLISH,
by ARTHUR BURRELL (January, 1907]; PRENCH, by CLOUDESLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907]; NATURE STUDY, by T. Raymonr [May,
1907]; HISTORY, by S. S. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox [July, 1907]; DRAWING,
by W. E. Sparkes (August, 1907]; DOMESTIC SCIENCE, by
ALICE RAVENHILL (October, 1907]; GEOMETRY, by H. Winirrep
STURGE (December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
son (January, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

Books at less than balf-price !!!

Most carefully selected and arranged Stock of
Recent Second-hand Educutional Books in London,

HIGHEST PRICES GIVEN
FOR ALL EDUCATIONAL BOOKS.
R. G. RUTHERFORD, A.C.P., Inter.B.A. (late
with W. & G. Foyle),

cost. All fees have therefore been calculated on the
lowest basis to cover the working expenses.

Head Mistresses 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 8chools
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, |

hool Partnerships and Transfers are arranged.
Hours for interviews (preferably by appointment) :—

11 a.m, to 1 p.m., and 3 to 5 p.m.
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m.

SECONDHAND BOOKS AT HALF PRIOES!
NEW BOOKS AT 25% DISCOUNT!

OOKS for A.C.P., L.C.P., F.C.P.,
Matric., University, Certificate, Scholarship,
L.L.A., B.A., and ALL other Examinations supplied.
State wants: send for List. Books sent on approval.
BOOKS BOUGHT, good prices piven. = We & G.
FoyLE, 135 Charing Cross Road, W.C.

1 BLOOMSBURY COURT (15 Seconds from Museum-
Tube), High Holborn, W.O.

COLLECE OF PRECEPTORS. TEACHERS’ CUILD.

INCORPORATED ASSOCIATION of ASSISTANT MASTERS. |

ASSOCIATION OF TECHNICAL INSTITUTIONS. |

ASSOCIATION OF PREPARATORY SCHOOLS. |
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cost to Masters seeking appointments.
The lowest possible fees are therefore charged.

A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appointment) 12 p.m.-1.30p.m.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.-1l p.m. .

O THE SCHOLASTIC PRO-
| FESSION. —TO LET ON LEASE, detached,
commodious and well arranged Premises, for many
' years used as a high-class Gentleman's School, with
accommodation for from 70 to 80 Bourders ; Schoolroom,
2 Class Rooms, Head Masters Private Apartments:
Playing Fields, Gardens and recreation grounds 11
acres. Overlooking Sea, Vacant Xmas. Reut £190.
Strongly recommended, — SPARKS, Estate Agents,
Littlehampton.

O BE LET, at a low rent, an attract-
tive, detached, double-fronted Residence, con-
veniently situated ina most healthy suburb of London,
near Streathuin Hill and Tulse Hill Stations, and well
adapted for a Private School, It contains 8 Bedrooms
2 Reception Rooms, large Room suitable for School
Room, and excellent Offices. Extensive Gardens, with
Stabling. Apply to Messrs. HERRING, Son, & Daw,
Auctioneers, 312 Brixton Hill, S.W., and 12 Old Jewry
Chambers, Qld Jewry, E.C.

AN any Head Mistress recommend

young Lady as NURSERY GOVERNESS, who!

has just completed High School training; must have

tact and common sense, and a love for children, Good

Home, no Menial work.—Mrs, BAKER, Winterton,
Doncaster.

Jan. 1, 1908. |

THE EDUCATIONAL TIMES. 3

A GOOD ADVERTISEMENT |8: ©sfox ono Cambrioge Eoition

is not of much use unless you have a good | Recommended in the Regulations for tha

Prospectus to send to Enquiring Parents, and

A GOOD PROSPECTUS

is of no use unless Parents see it.

LET US PREPARE

you a good Prospectus, and give your School a

GOOD ADVERTISEMENT

in our

PATON’S LIST oF SCHOOLS
AND TUTORS

which now has a World-wide Circulation.

The Eleventh Edition fs now in hand
for Press.

WRITE US,

with copy of your present Prospectus, and we

will send you (without any charge) Specimens

and Full Particulars, with proof of value.

OUR GOLD MEDALLIST

Photographs Schools within reasonable distance

of London—expert work only.

J. & J. PATON,

EDUCATIONAL AGENTS,
143 CANNON STREET, LONDON, E.C.

Telephone—5053 Central.

Diploma Examinations of the Colleye of Preceptors.

Hygiene and Public Health:
A Manual of Personal and Public Health ;

Containing Chapters on Dietetics, Trade Nuisances, Tuber-
culosis, Disinfectants, and Vital Statistics.
BY
ARTHUR NEWSHOLME, M.D., F.R.C.P. Lond.,

Medical Officer of Health, Brighton ;

Examiner to the Universities of Oxford, Cambridge, London, and
Victoria.

Examinations, 1908.
North’s Translation of Plutarch’s
Life of Julius Caesar.

Printed in modern type and orthography from the Original
Edition of 1595 (which was the Edition probably con-
sulted by Shakespeare in writing his Tragedy bearing
this title); with

INTRODUCTION, MAPS, NOTES,

AND AN
APPENDIX OF PARALLEL PASSAGES,
BY
STANLEY WOOD, M.A., and R. H. ALLPRESS, M.A.
Price 1s.

— — — _

Prepared and adapted to meet the latest
Requirements of the Public Examinations.

Modern Book-keeping in Theory
and Practice.

BY

ANDREW SARLL, A.K.C.

The work consists of four Courses of Graduated Exercises—
Introductory, Theory, Practice, Trial Balances—fol-
lowed by a selection of Examination Papers set by the
leading Examining Bodies, accompanied by fully-worked
or outline Keys.

Price 3s. Gd.

a a a a

Studies of Shakespeare’s
Characters,

As revealed in Twelve Representative Plays.
BY

STANLEY WOOD, M.A.

The Author has provided for the Student material for a
most comprehensive study of the characters of Shake-
speare, supplemented by the views of commentators and
critics.

Crown 8vo. Full Cloth, Gold. 314 pp. Price 2s. 6d.

Guides
To the Orford and Cambridge Locals and College of Preceptors’
Examinations, and Specimen Pages of the Prescribed Books cciu-
tained in

Tbe Oxford and Cambridge Edition,
Pest free.

London: GEORCE CILL & SONS, Ltd., 13 Warwick) Lane, E.C.

THE EDUCATIONAL TIMES.

[Jan. 1, 1908.

THE BEST BOOKS FOR 1908

Higher English. By F. J. Rautz, M.A., Lecturer in English at
Merchant Venturers’ Technical College, Bristol. Second Edition.
Crown S8vo, 3s. 6d.

A Text-book for the English section of the London Matriculation Examination.

The Complete School Chemistry. By F. N. OLDHAM, B.A.,
With 126 Lllustrations, 4s. 6d. [Text-Books of Science.

The object of this book is to provide a progressive but complete course in Practical
and Theoretical Chemistry up to the standard of the London Matriculation.
In use at Bedford Grammar School, Dulwich College; Durham School, Loretto

School, Nottingham High School, Wellington College.

Nouvelle Grammaire Française. By J. G. Axverson, B.A.,
Examiner to London University, the College of Preceptors, and
the Welsh Intermediate Board. Crown 8vo, 2s.

Exercices de Grammaire Francaise. By J. G. ANDERSON,
B.A. Crown 8vo, ls. 6d.

a Cone for Matriculation Candidates who have been taught by the reform
method.

A Junior French Prose. By R. R. N. Baros, M.A. Second
Edition. Crown 8vo, 2s.

“We hke this book very much: it is so sane and practical. The author has
wisely avoided giving too much assistance, as is too often the case, by putting the
notes in such a form as to Jeave practically nothing for the learner to do; altogether
a really excellent book for the class or for the private student.’’— Teachers’ Times.
French Prose Composition. By R. R. N. Barox, M.A.

Crown 8vo, 23. 6d. Key, 3s. net.

An advanced course on the same lines as the above. |

Easy Exercises in Algebra. By W. S. Bearno. Containing
3,500 problems. Crown 8vo, with Answers, ls. 9d.; without
Answers, ls. 6d.

A Junior Geometry. By Nog: 8. Lypox, of Owen's School,
Islington. With 276 Diagrams. Fifth Edition. Crown Svo, 2s.

An Basy Poetry Book. Selected and arranged by W. WILLIAMSON,
B.A., Author of “ Dictation Passages.” Crown 8vo, ls.

[The Beginners’ Books.

A little book for pupils of twelve or thereabouts. It is believed that all the

selections are as good as poetry, healthy and invigorating in thought, and suited to
the capacity of beginners.

METHUEN’S SIMPLIFIED FRENCH TEXTS

Edited by T. R. N. CROFTS, M.A., Modern Language Master at
Merchant Taylors’ School, London. Fcap. 8vo, ls. each.

L'Histoire d’uns Tulipe. Founded on “La Tulipe Noire,” by A.
Dumas, Adapted by T. R. N. Crorts, M.A.

Abdallah; ou, le Trèfle 4 Quatro Feuilles. By Enovarp LABOULAYB.
Adapted by J. A. WILSON.

La Chanson de Roland. Adapted by H. Riev, M.A., Merchant
Taylors’ School, London.

Mémoires de GCadichon. Founded on “ Mémoires dun Ane,”
by Madame be SÉGUR. Adapted by J. F. Ruvabes, Fettes College,
Edinburgh.

L’Equipage de la Belle Nivernaise.
Belle Nivernaise,” by ALPHONSE DAUDET.
Crorts, M.A.

Le Docteur Mathéus. Founded on “ L’I lustre Docteur Mathéus,’”’
by ErRCKMANN-CHATRIAN. Adapted by W. P. FuLLER, M.A.,
University College School.

“ An excellent idea and well carried out.—Journal of Education.

A Junior Greek History. By W. Horton Spracce, M.A.,
Assistant Master at the City of London School. With Maps and
Illustrations. Crown 8vo, 2s. 6d. [ Methnen'’s Junior School Books.

This book describes the main features of the History of Greece down to the time
of its absorption into the Roman Empire,

A First History of Greece.
18. 6d.
A History of Greece for Beginners, with Questions and Summaries. |
Stories from Roman History. By E. M. WıLMOT-BUXTON,
Author of “ Makers of Europe.” Crown 8vo, Is. 6d.
Revision Notes on English History. By F. WALLACE-
Hapritpt. Crown 8vo, la.

A chronological account of the leading events of English History, with general
notes and genealogical tables on each reign.

Founded on “La
Adapted by T. R. N.

By E. E. Fırtu. With 7 Maps.

METHUEN & CO., 36 Essex Street, London, W.C.

THE

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS,

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME IX., 1907, 7s. GD. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent valne to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual metliods
of education.

MAOMILLAN & 00., Ltd., LONDON.

GEOMETRY:
PLANE AND SOLID.
By JOHN S. RAWLE, F.S.A.,

Lars EXAMINER TO THE SCIENCE AND ART DEPARTMENT.
More than 600 Diagrams.
Over 280,000 copies sold.

INDISPENSABLE TO ALL TO WHOM A KNOWLEDGE OF
GEOMETRY IS A NECESSITY.

Paper bound, 1s. Cloth bound, 2s.

Adapted to the requirements of all Science and Art Classes, Public
Schools, &c.; also a reliable Text-book for the Examinations of the
Science and Art Department, the Army and Navy, &c., &c.

For use in conjunction with the above :—

CLASS-SHEETS FOR PRACTICAL GEOMETRY .................. Is.
PRACTICAL GEOMETRY TEST-PAPERS ....................00.000 4d.
Also :—

FREEHAND DRAWING TEST-PAPERS .....................00.... Is.
ARTIST’S SIGHT-MEASURE .....0...... 00. cecccccccccc ccc cnc csc cue 2s. 6d.
LONDON:

SIMPKIN, MARSHALL, HAMILTON, KENT, & CO., LiMITED.

EXAMINATION PAPER

AS USED BY THB

COLLEGEH OF PRECHPTORS.

In strict accordance with the College requirements, and cach Sheet
bears their Watermark,
Packed in Reams of 480 Sheets... aot per Ream, 2s.
op ry) 960 os eee een 90 4s.
Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, ls. per 100 Sheets,
l Musio Paper, 1s. per 100 Sheets,
Remittance should accompany Order.

F. W. SHELBOURNE & C0., Wholesale and Retail Stationers,
63 HIGH HOLBORN, LONDON, W.C.

Jan. 1, 1908.] THE EDUCATIONAL TIMES. | | an

OPPOSITE TH THE BRITISH MUSEUM.

THACKERAY HOTEL

GREAT RUSSELL STREET, LONDON.

NEAR THE BRITISH MUSEUM. SS

KINGSLEY HOTEL

HART STREET, BLOOMSBURY SQUARE, LONDON.

These well-appointed and commodious TEMPERANCE HOTELS will, it is believed, meet the requirements, at moderate charges, of
those who desire all the conveniences and advantages of the larger modern Licensed Hotels. These Hotels have
PASSENGER LIFTS, ELECTRIC LIGHT THROUGHOUT, BATHROOMS ON EVERY FLOOR,
SPACIOUS "DINING, DRAWING, WRITING READING, BILLIARD, AND
SMOKING ROOMS, HEATED THROUGHOUT.
Fireproof Floors. Perfect Sanitation. Telephones. Night Porters.
Bedrooms, including attendance, from 8s. 6d. to 6s. Full Tariff and Testimonials on application.
Inclusive Charge for Bedroom, Attendance; Table d’Hôte Breakfast and Dinen from 8s. 6d. to 10s. 6d. per day.

-e ee MMM aiai) aa

ALSO UNDER THE SAME MANAGEMENT.

ESMOND HOTEL

1 MONTAGUE STREET, RUSSELL SQUARE, LONDON.
This Temperance Hotel adjoins the British Museum, and is exceptionally quiet and economical.
Bedrooms, including attendance, from 3s. to 4s. 6d. per night. Full Tarif and Testimoninls on application. Night Porter..
Telegraphic Addresses:

THACKERAY Horet, | Kinosury HOTEL, f EsmMonpD Horst,
“THACKERAY, LONDON.” “ BOOKCRAFT, LONDON.” “ AGROUP, LONDON.”

From WILLIAMS 6 NORGATE’S

LIST OF SCHOOL BOOKS.

Boards, 6s. Twelfth Edition. Maps on Guards.
NEW ATLAS ANTIQUUS.
Twelve Maps of the Ancient World for Schools and Colleges. By H. KIEPERT.

MEDICAL INDOOR GYMNASTICS.

A System of Hygienic Exercises for en Use. To be practised anywhere
Pde Apparatus or Assistance. By D. G. M. SCHREBER, M.D. Trans-
lated from the Twenty-sixth German Edition. Invaluable to both Teachers
‘and Saas Demy 8vo, 3s. net. With large Plate and numerous Illustra-
tions in the Text.

WEISSE’S SHORT GUIDE TO GERMAN IDIOMS.
Beina Collection of the Idiomis most’ th tive. With Examindtidn'Papers. 8vo,
s.

FRENCH oes:

French Olasaios f bapaee, MiA with 1 pai
_ Notes, by LEON BOŠ; rah .M.S. s Britannia, Š Darimo th =e
of King’s College. olume, PESE 9å.; ; cloth, ls.

** Books to be strongly recommended.” — Educational Times.

EUGENE’S GRAMMAR, EXERCISES, and METHOD.

The Student’s Com tive Grammar of the French Language, With an
Historical Sketch of the Formation of French. For the Use of Public
Schools, With Exercises. By G. EUGENR FasNACHT, late French Master,
Westminster School. Twenty-first Edition, thoroughly revised, Square
crown 8vo, cloth, 5s. Or separately, Grammar, 3s. ; Exercises, 28. 6d.

** The appearance ofa comar like this is in itself a sign ee great savane
is being made in the teac ing of modern as well as of ancient languages
rules and observations are all scientifically classified and explain Pugon i
book is one that we can strongly recommend for use in the higher forms of large
schools.” — Educational Times.

pene: riage Elementary French Lessons. Basy Rules and Exercises pre-
‘The Student's Comparative French Grammar.” By the same
Ruther. Seventeenth Edition. wn 8vo, cloth, 1s. 6d.

“Extremely well done.’’— Educational Times.
HUGO’S LES MISERABLES.

Les Misérables, Les Principaux Episodes. Edited, with Life and Notes, by 1. Racing. Led Plaidedrs. 2. Lafontaine Falies.

ri peggy te cn a wove French Master, Dulwich College. Two Vols. a poe! ae 10. mon CLARKE. Misaht ope. BY G. H.
rown 8vo, cloth, each 3s. 64. : ' argeoi il- |11. Mollére * pourberi
“A worthy addition to our stock of French reading books, which will be wel- : Morire.. Pe Sues aren By G. H. CLAR i ià a Binpi:
comed by numberless tasters. M. Botelle’s notes are full and to the point, his 6. Corneille. Le Cid. 12, Chanson de Roland. Histoftca),

Philology is sound, and his translations idiomatic.” —The Journal of Education. G. Moli Les Précieuses Ridicules. Critical, and Grammatical In

1. aer Voyages cn Amé |, duction. Thies Faang ages y

oe e » xplanatory an
Make én Admirable shoal book =- Scotsman: 8. Xay. 'do Maistre. Prisonniers du lish Translation, By CLAUDE
HUGO'S NOTRE-DAME. Caucase, et Le Lépreux d'Aoste. |. F. CONDELL. Sewed, 04.

Victor Hugo.—Notre-Dame de Paris. Adapted for the use of Schools and
Colleges, by J. BoIRLLE, B.A., lute Senior French Master, Dulwich College.
Two Vols. Crown 8vo, cloth, each 38.

DELBOS. THE STUDENT'S GRADUATED FRENGH |
READERS for a phates of Public Schools.
I.—First Year. Anécioves, cal Pieces. Tanat wii with

and a complete Voca a ng D M.A
College, London. Thirteenth ition. 166 pages. Crown 8vo, Seih. as.

II.—Second Year. Histories]' Pieces and Tales. Edited, with Notes, by
LEON De.pos, M.A., late of King’s College, London. 1980 pages. Fift

READY. Crown 8vo, cloth, 3s.

SCHOOL TEACHING AND SCHOOL REFORM.
By Sir OLIVER LODGE, Principal of the University of Birmingham.

“ We heartily commend He Oliver Lodge’s book to the teaching profession as Edition. Crown 8vo, cloth, 2s.
a valuable, thoughtful, and inspiring contribution to the recent discussions on “This is a a ory satisfactory collection from the best authors, selected with
education.’’—School. great care and supplied with adequate notes.’’—Journal of Education.

WILLIAMS & NORGATE, 14 Henrietta Street, Covent Garden, London, \W.C.

>.

8 THE EDUCATIONAL TIMES.

Messrs. LONGMANS & & 00.8 HISTORICAL LIST

LONGMANS’ HISTORICAL SERIES.

This Series has been written, on the Concentric System, by T. F. TOUT, M.A., Professor of Medieval and Modern
Mistory in the University of Manchester.

Book I.—A First Book of British History. From the Earliest Times to the Death of

Queen Victoria. With 85 Illustrations, 13 Tables, and 25 Maps and Plans. 264 pages, 2s. 6d. -

Book II—A History of Great Britain. From the Earliest Times to the Death of Queen
Victoria. With 146 Portraits and other Illustrations, 8 Tables, and 35 Maps and Plans. 464 pages, 3s. 6d.

Book III.—An Advanced History of Great Britain. From the Earliest Times to the
Death of Queen Victoria. With 29 Tables and 63 Maps and Plans. 798 pages, 5s. BOOK III. is also issued in Three Parts, 2s. each.

(Jan. 1, 1908.

By SAMUEL RAWSON GARDINER, D.C.L., LL.D.

A STUDENTS HISTORY OF ENGLAND.

Vol. I.: B.c. 55-a.p. 1509. With 173 Illustrations. Crown 8vo, 4s.
- Vol. II.: 1509-1689. With 96 Illustrations. Crown 8vo,4s. Vol. III.: 1689-1901. With 109 Illustrations.
COMPLETE IN ONE VoLUME. With 378 Illustrations.

A SCHOOL ATLAS OF ENGLISH HISTORY.
With 66 Maps and 22 Plans of Battles, &c. Fcap. 4to, 5s.

OUTLINE OF ENGLISH HISTORY.
B.C. 50-a.D. 1901. With 96 Woodcuts and Maps. Fcap. 8vo, 2s. 6d.

Crown 8vo, 4s

Crown 8vo, 12s.

By CYRIL RANSOME, M.A.

A SHORT HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO THE DEATH OF QUEEN VICTORIA.

With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d.
Or in Two Parts, 2s. each. Part I.: To 1603; Part II.: 1603 to 1901.

SECOND EDITION. NOW READY.

OUTLINES OF EUROPEAN HISTORY.

By ARTHUR J. GRANT, M.A.,
Professor of History in Leeds pany:

Crown 8vo, 3s. 6d.

King’s College, Cambridge ;
With 17 Maps and Plans and 96 Illustrations.

EPOCHS OF MODERN HISTORY.

EPOCHS OF ENGLISH HISTORY.

YORK POWELL’S EARLY ENG-
LAND to the NORMAN CON-
Nout ls.

CREIGHTON’S VEN ENGLAND
A CONTINENTAL POWER,
1066-1216. 9d.

ROWLEY’S RISE of the PEOPLE
and the eee aa of PARLIA-
MENT, 1214-1485.

CREIGHTON S S Bishop) TUDORS
and ue REFORMATION, 1485-

Epoch of English History.

olume with 27 Tables and Pedigrees and 23 25 Maps.

GARDINER’S (Mrs.) STRUGGLE
eye rat eect MONARCHY,

ROWLEY’S SETTLEMENT of the
CONSTITUTION, 1689-1784. 9d.

TANCOCK’S ENGLAND during the
AMERICAN sand EUROPEAN
WARS, 1765-1820. 9d.

BROWN ee S MODERN ENG-
LAND, 1820-1897. 9d.

Complete in One
Fcap. 8vo, 5s.

EPOCHS OF ANCIENT HISTORY.

10 Vols., with Maps, 2s. 6d. each.

BERGLI I GRACCHI, MARIUS, and
SU

Saa A EARLY ROMAN EM-
PIRE.

CAPES’S ROMAN EMPIRE of the
SECOND CENTURY.

One A REEDS AND THE PER-

cox’ 8 ATHENIAN EMPIRE,

CURTEIS’S alah of the MACE.
DONIAN EMPIRE.

IHNE’S ROME to its CAPTURE by |
the GAULS.

MERIVALE'S ROMAN TRIUMV IR-

SANKEY 'S SPARTAN AND THEB-
AN SUPREMACLES

SMITHS (BOSW ORTH) ROME AND
CARTHAGE,

— a

~LONGMANS. GREEN, & CO,

|
|
:
|

39 PATERNOSTER Row.

19 Vols., with Maps, 2s. 6d. each.

AIRY’S ENGLISH RESTORATION
and LOUIS XIV. 1648-1678.

CHURCH’S BEGINNING of the
MIDDLE AGES.

COX’S CRUSADES.
CREIGHTON’S AGE OF ELIZA-
BETH.

GAIRDNER’S HOUSES OF LAN-
CASTER AND YORK.
GaN NRE THIRTY YEARS’

GARDINER’S FIRST TWO
STUARTS.

GARDINER’S (Mrs.) FRENCH RE-
VOLUTION, 1789-1795.

HALE’S FALL OF THE STUARTS,
and WESTERN EUROPE, from
1678 to 1697.

JOHNSON’S NORMANS in EUROPE,

LONGMAN’S FREDERICK the
GREAT and the SEVEN YEARS
WAR.

LUDLOW’S WAR OF AMERICAN
INDEPENDENCE, 1775-1783.

McCARTHY’S EPOCH OF REFORM,
1850-1850.

MOBERLY’S THE EARLY TUDORS.

MORRIS'S AGE OF ANNE.

MORRIS’S THE EARLY HANO.
VERIANS.

SEEBOHM’S PROTESTANT RE-
VOLUTION.

STUBBS’S THE EARLY PLANTA-
GENETS.

WARBURTON’S EDWARD THE
THIRD.

LONDON...

Jan. 1, 1908.]

THE EDUCATIONAL TIMES. 9

Messrs. LONGMANS & COS CLASSICAL List

By BENJAMIN HALL KENNEDY, D.D.,
Late Regius Professor of Greek in the University of Cambridge.

THE REVISED LATIN PRIMER.

Crown 8vo, 2s. 6d.

A SHORTER LATIN PRIMER.

Crown 8vo, ls.

EXERCISES ON THE SHORTER LATIN PRIMER.

By M. G. and J. KENNEDY and H. WILKINSON, M.A. Crown 8vo, Is. 6d.
A KEY, for the use of Masters only. 28. 9d. net post free.

Just Published.

A SYNTAX OF

xxiv + 556 pages.

NEW EDITION, REWRITTEN (1907).

Crown 8vo, 12s. 6d.

ATTIC GREEK.

By F. E. THOMPSON, M.A.,

Formerly Scholar of Lincoln College, Oxford ;

late Assistant Master at Marlborough College ; Author of “ Homeric Grammar,”

“ Elementary Greek Syntax,” de.

By F. RITCHIE, M.A.

Preparatory Caesar: De Bello Gallico. With
Illustrations, Ma s, and Plans. Crown 8vo. Book II., ; Book III., ls. ;
SORS II. and III., 1s. 6d.

* Caesar: De Pi Gallico, Books II, and III. are set for the Cam-
beam Local Examinations for 1908.

First Steps in Caesar: The Expeditions to
Britain, De Bello Gallico, IV, 20-36; and V.8 Crown 8vo, 1s. 6d.

Fabulae Faciles. A First Latin Reader. Containing

Detached eee and Consecutive Stories. With Notes and Vocabulary.
Crown 8vo, 2s.

First Steps in Latin. Crown 8vo, 1s. 6d.
A KEY, for the use of Masters only. 3s. 84d. net, post free.

Second Steps in Latin. Crown 8vo, 2s.
Imitative Exercises in Easy Latin Prose.

on ‘‘ Fabulae Faciles.” Crown 8vo, 1s. 6d
Exercises in Latin Prose Composition. Crown
A KEY, for the use of Masters only. 3s. 83d. net, post free.
Easy Continuous Latin Prose. Crown 8vo, 2s. 6d.
First Latin Verse Book. Crown 8vo, 2s.

Easy Latin Passages for Translation.
8vo, 2s,

Latin Grammar Papers. Fcap. 8vo, 1s.
First Steps in Greek. Crown 8vo, 2s.
A Practical Greek Method for Beginners.
Ry F. Ritcare, M.A., and E. H. Moors, M.A. Crown 8vo, 3s
A KEY, for the use of Masters only. 5s. 2id. net, post free. 7

Easy Greek Grammar Papers. Fcap. 8vo, ls. 6d.

Small

By FRANCIS DAVID MORICE, M.A.
Stories in Attic Greek. With Notes and Vocabulary.

Crown 8vo, 3s, 6d

LONGMANS, GREEN, & CO. 39 PATERNOSTER Row,

By H. G. LIDDELL, D.D., and ROBERT SCOTT, D.D.
Greek-English Lexicon, 4to, 36s.

Greek-English Lexicon. Abridged from the above.
Revised throughout. : eae 12mo, 7s. 6d.

By H. R. HEATLEY, M.A., and H. N. KINGDOM, M.A.

Gradatim. An Easy Latin Translation Book for Be-
ginners. With Vocabulary. Fcap. 8vo, ls. 6d.
A KEY, for the use of Masters only. 58. 24d. net, post free.

Exercises on Gradatim. By H. R. Heratiry, M.A.,
and the Rev. A. SLOMAN, M.A. Fcap. 8vo, 1s. 6d.

Excerpta Facilia. A Second Latin Translation Book.
Containing a Collection of Stories from various Latin Authors. With Notes at
end, and a Vocabulary. Crown 8vo, 2s. 6d.

A KEY, por the use of Masters Putas 5s. 3d. net, post free.

By ARTHUR SIDGWICK, M.A.

A First Greek Writer. Crown 8vo, 3s. 6d.
A KEY, for the use of Masters only. 5s. 24d. net, post free.

Introduction to Greek Prose Composition.
With Exercises. Crown 8vo, 5s.

A KEY, for the use of Masters only. 5s. 3d. net, post free.

Scenes from Greek Plays. Rugby Edition.
Abridged and Adapted for the use of Schools. Fcap. 8vo, 1s. 6d. each.
Aristophanes.—The Clouds. The Frogs. The Knights, Plutus.
Buripides.— Iphigenia in Tauris. The Cyclops. Ion. Electra. Alcestis.
chae. Hecuba. Medea.

An Introduction to Greek Verss Composition.
By pote Sipewick, M.A., and F. D. Mogics, M.A. With Exercises,
rown ovo N.

A KEY, for the use of Masters only.

5s. 24d. net, post ee

By G. G. BRADLEY, D. D., formerly Dean of Westminster:
Aids to Writing Latin Prose. Containing 144

Exercises. With an Introduction comprising Preliminary Hints, Directions,
Explanatory matter, &c. Edited and arranged by T. L. PAriLLON, M.A.
Crown 8vo, 5s.

A KEY. for the use of Masters only. 5s. 24d. net, post free.

LONDON.

10 THE EDUCATIONAL TIMES.

BLACKIE G

(Jan. 1,, 1908.

SON’S LIST

Masters and Mistresses, wishing to attain effiolency in their Pupils, cannot afford
to neglect the following Series and Books :—

BLACKIE’S
ENGLISH TEXTS.

6d. each. Blue limp cloth covers. 72 Volumes. To be used in correlation
with the study of English Literature and History.

Among the leading Authors are :—

Malory. Gibbon, Drake. Thucydides, Dickens.
Froissart. Macaulay. Raleigh, Plutarch. Charles Lamb.
Bacon. Carlyle. Anson. Livy. Kingsley.
Burke. Prescott. Hawkins. Marcellinus. Swift.

Ruskin. Josephus. Cook. Lucian. Borrow.

READINGS IN ENGLISH
HISTORY.

From Original Sources. Edited by R. B. Morcay, B.Litt. and E.
T. Bauuty, B.A.

Vol. l., Caesgr to Stephen, 2s.; Vol. Il., Henry il. to
Richard Mi., 2s. 6d.; Vol. m. (1485 to 1688) 2s. 6å.

TOWNSHEND WARNER'S
BRIEF SURVEY OF BRITISH
HISTORY.

1s. 6d. The best Junior and Middle School History in existence.
In use in all Public Schools, and the Text-Book of the Royal Naval
- College, Osborne.

EUROPEAN HISTORY.

HEROES OF EUROPEAN
NATIONS. |
By A. R. Hope Moncrigrr. Crown 8vo, 1s. 6d.
LANDMARKS OF EUROPEAN
HISTORY. :
By E..H. M‘'DouGaLt, M.A. Crown 8vo, 3a. 6d.
BRIEF SURVEY OF EUROPEAN
HISTORY.

By A. Hassatt, B.A. Crown 8vo, 4s. 6d.

SMALLER
ENGLISH CLASSICS.

Edited with Biographical Sketch and Explanatory Notes. Each, paper,
2d.; cloth, 3d.

All leading English Poets, clearly printed. Among the Authors are :-—

Chaucer. Old Ballads. Goldsmith. Byron. M. Arnold.
Spenser, Cowper. Cray. Shelley. Tennyson.
Milton. Crabbe. Coleridge. Keats. Browning.

COMBINED COURSE OF
LITERARY READING AND
COMPOSITION.

Illustrated from Famous Pictures. Edited by Lewis Marsu, M.A.

THE PLAIN TEAT
SHAKESPEARE.

Text only. No notes. In limp cloth cover.

The greater Plays.
Price @d. each.

OGILVIE’S SMALLER ENGLISH

DICTIONARY.
ee Etymological, and Explanatory Dictionary at
ENGLISH POETRY FOR THE
YOUNG.

Selected by S. E. Winpout, M.A. A chronological selection of
English poetry, clearly printed and well bound in cloth, 1s.

PRECIS-WRITING.

By H. LATTER, of Cheltenham College, Cloth, 3s. 6d.
PRECIS-WRITING.

By H. Latter. Second Series. Cloth, 3s. 6d.

MODERN LANGUAGES.

THE LONGER FRENCH TEXTS.

Memory List of useful Phrases, and Vocabulary.
Deslys.—Le Zouave.
Chateaubriand.

from the Chansons de Geste to Daudet and Paul Bourget.

RECITS TIRES DES CLASSIQUES FRAN

of Clapham High School, and Mile. VIVIER.
Forms.

‘Corneille.—Le Cid et Horace.
Racine.—Athalie et Andromaque.

Story, and Drama.

Printed in large type, cloth limp, 8d. each.
Among the Volumes now ready are :—

Moreau.
—Le Dernier Abencerage.

THE LITTLE FRENCH CLASSICS.

The Stories of the Great Dramatists told in Simple French.

Brief Notes, Qucstionnaire,

—Contes à ma Soeur.
Price 4d: each Book. All French Authors in Prose and Verse,

ÇAIS. ea. esch.

Edited by Mme. C. BAGNALL,
Suitable for Lower and Middle

Moliére.—L’Avare et Les Femmes Savantes.
Hugo.—Hernanl et Ruy Blas.

THE LITTLE GERMAN CLASSICS.

Price 6d. each Volume. The leading German Authors in Poetry,

Write for full particulars to BLACKIE 6 SON, Ltd., 50..O0ld Bailey; E.C.

Jan. 1, 1908. ]

THE EDUCATIONAL TIMES.

1]

CONTENTS.
apiece : Page Page

Leader: ‘ When Greek meets Greek "...........sccscascuceececeees ll College of Preceptors :

Notes. fia cus an E N O camouiteetd 12 Meeting of the Council ....essesreerssessserssressenererrerereeensne 24
ihe Linia aa o on ine ches of Secondary Registration in Scotland (Hducational News) ....cccceceseeeees 25
Schools—The Position of the Training Colleges r the New Regn- er y q i ` 3° i
lations: Divergent Views—Shall the Traine Tollize De Laci or Religious Education as Elementary Schools: Resolution of
National *—A Workinog-inan Mayor's View of Evening Continuation the Friends’ Guild of Teachers ............ ccccccsssscsccaccces 25
Classes. es Curricula of Secondary Schools: British Association's

The late Lord Kelvin of Largs .............ccccseccseeeaeceeeeeeeeees 3 Committee's Report :

Summary of the Month ...............ccccsceceececcceccscecececceseees l4 Scholarships in Secondary Schools. By Dr. H. B. Gray... 26

Universities and Colleges ..........ccceccscecescecceeeccoesceseaees 16 The Teaching of Classics. By Prof. Armstrong ............ 26

Correspondence: The College Library (H. W. Eve) ......... 17 FROVIGWS: sesonon aa N E a 27

The Educational Ladder 17 Lessons in Practical Hygiene for Use in Schools (Alice Ravenhill)

Sree, eee ete se hens eaten nat ences care —-Introduction to the ‘Theory of Fourier's Neries af Integrals, and

Open Court: The Richmond Case—Stray Thoughts sug- the Mathematical Theory of the Conduction of Heat (Carslaw).
gested by it. By Gilbert J. Pass, Craufurd College, General Notin sessur eluea cde senceeuseauaavacmauiees 27

è o terrerrreseveereeeseesersoseneoseseaveesesesceseereeenese 5 New Year Qift-BookS uses cecacstiguscsadoeeanvexecvscemseu r N 29

urrent TG VEUCG sieenierie rrente ane E A TE ; À
Eitu Hoor Endowment and Boncholions schola nahika Mathematics ...... sesteeeeed reeserenereererererererereeerseeereneseeereeee 34
and Prizes—Appointments and Vacancies. London Mathematical Society .........esesssessesssososososeessesoee 38

a return to the old vicious classical method— the teaching of
grammar and composition before reading; the dreary de-
~ | clensions and paradigms of the last century. Dean Colet
n Tue Greek question is always with us' was a better pedagogue than Dr. Burge when he wrote in
Greek ee t AP and will not be put aside. It was the the Introduction to his Latin Grammar: “ Latin speech was
chief item on the agenda of the Head/| before the rules, and not the rules before the Latin speech.”
Masters’ Conference held last week at Oxford, and, as| But the surprising thing in the debate is that no speaker
Dr. James, of Rugby, who is prepared to die in the last ditch | (as far as reported) seems to have heard of the “reformed”
for Greek, complained, no sooner has he cut off one head of system of classical teaching in Prussian schools—and that
the Hydra of Philistinism than another springs up in its|though two of the members were specially commissioned
place. ‘One year it was from the side of the Universities: by the Board of Education to report upon its working. Had
that Greek was assailed; it was attacked last winter from | they studied these Reports they would have learnt that in
the side of the entrance examinations, and now it was being|the Frankfort Gymnasium, on the reformed plan, Greek is
attacked afresh from the side of scholarships.” Do these | not begun before the fourth class from the top, that is, before
repeated and hitherto unavailing assaults prove, as Dr. James | the fifteenth year, while in the Realgymnasium Greek is
would persuade us, the innate vitality of Greek, its indis-|not taught at all. Mr. Lyttelton, who seconded Dr. Burge,
pensability as a factor of a liberal education; or do they!had an inkling of the truth when he spoke of the im-
rather show that tradition is deeply rooted, and that, though | possibility of learning three languages at once; but Dr. James
the axe is laid to the root of the tree, the topmost branches |in replying said he did not know what Mr. Lyttelton meant.
will be the last to feel the effect ? The impossible had been achieved by Rugby scholars, and
The Oxford debate does not assist us to answer the ques-|they loved their Latin and Greek on which they feasted
tion. It leaves things in statu quo, and, so far, may be said!at their preparatory school better than their French of
to maintain the prerogative of Greek; but that is the in-| which they had quantum suff. What these infant Mezzo-
variable issue when any burning question is before the Head fantis knew of their mother tongue, of English history and
Masters’ Conference. Like the Chancellor in Tennyson's geography, of the world around them, Dr. James did not
“ Princess,’ the Head Master “ dangles with his chain, and) tell us; but he opposed Mr. Lyttelton’s proposal to sub-
smiling puts the question by.” In this case he did not even | stitute Greek history and geography at the public school to
think it worth while to refer it to a Committee. redress the balance of less Greek at the preparatory school.
Nor can Dr. James this time boast a signal victory. Ten

The Oxford debate does not help us to answer the question
head masters voted in favour of Dr. Burge’s resolution, we proposed at starting. It is a case of Greek meeting
Greek—an intestine wrangle, not the tug of war.

The Educational Times.

We are
neither Greeks nor Trojans, but, as indifferent spectators, we
corded can create no surprise. The resolution was a com-|may venture to arbitrate in the particular point at issue.
promise, a sop thrown to the preparatory masters, and it can; The preparatory-school masters, who ought to know best,
have pleased neither the thoroughgoing Greeks nor the|have almost with one voice pleaded for the abolition of
thoroughgoing Trojans. It recommended in Entrance;Greek in entrance scholarships and examinations. We
Scholarship examinations “ lowering materially the standard | absolutely refuse to believe that the cause of Greek
of knowledge required in the Greek language,” and this was! would suffer by the postponement of the study. And no
interpreted by the proposer as an examination in Dr. Ruther-|half measures will serve. A little Greek is indeed a
ford’s Greek Primer, with translations from Greek into|dangerous thing. Who is to define the little ? Suppose the
English and from English into Greek based on the text-|study of mathematics limited to arithmetic, it would be
book. It was objected by subsequent speakers that the! quite possible to set an arithmetic paper ‘that would puzzle
remedy would be worse than the disease; that it would mean The one mortal sin°of -the—publie’ schools, as

and sixteen voted against it.
masters abstained from voting, but the paucity of votes re-

We know not how many

a wrangler.,

12

THE EDUCATIONAL TIMES.

(Jan. 1, 1908.

Mr. Cotterill has lately reminded us, is their exclusiveness.
So long as Greek wins scholarships it will be studied in the
preparatory schools, and none but parents who can afford to
send their sons to these expensive schools will win scholar-
ships. It is a strange fortune that Greek, which first taught
the world the virtue of isonomy, of free and equal citizenship,
should have become the symbol of exclusiveness, the pass-word
of an aristocracy of educators.

Strange, too, that such power should be vested in some
half-dozen clerical head masters. Supposing the triumvirate
who rule Eton, Winchester, and Rugby to agree that hence-
forward Greek should not be set in scholarship examinations,
they would (as Dr. Hawkins said of Arnold when he was a
candidate for Rugby) change the face of English education:
they would have taken the first step towards democratizing
our public schools.

NOTSHS.

THE report of the British Association Committee on the
Curricula of Secondary Schools derives importance from the
names of the members of the Committee. Moreover, “the
fact that the report is drafted in collaboration between
teachers of classics and teachers of science, between repre-
sentatives of Ancient schools and representatives of Modern
ones,’ as Sir Oliver Lodge, the chairman, says, “ought to
give it some value.” Undoubtedly. The conclusions submitted
by the Committee may be regarded as a first draft for
further consideration, if educationists would but take it as a
basis to build upon, instead of dispersing their energies in
independent directions. On some points there will be hardly
any disposition to disagree; on other points there will be
a demand for ampler explanation and justification. The
most fundamental point is placed last in the series, and it is
a question, not of debate, but chiefly of ways and means: the
affirmation that it is “ urgent and imperative” that “ teachers
of learning and force of character” should be attracted to the
profession “ by conditions of appointment, by scale of salaries,
and by retiring allowances.” If it were a first-class battle-
ship the money would be found in a moment; unhappily,
the importance of a first-class intellectual fleet is not so readily '
grasped. All the same, it remains an inexorable fact that:
the teacher is the school, that the supply of adequate teachers |
depends upon the provision of adequate inducements, and |
that the intellectual efficiency of the country needs to be |
secured and maintained no less than the material interests, |

as if “the curriculum should be an abstract of all modern
knowledge ” ; and Latin and Greek they regard as the worst
obstructionists, at any rate “in many schools.” Latin they
would postpone till the age of twelve, as a “systematic ” and
“ordinary school subject”; what the “ incidental ” teaching
of Latin before that age would amount to, even when given
“by such means as will naturally occur to a fully qualified
teacher of young boys,” we do not essay to assess. There is
much to be said for this postponement of Latin, as well as
for the early commencement of one modern foreign language ;
and perhaps it is better not to specify one such language to
the exclusion of others. The first tussle of importance must
take place on the entrance examinations at the great public
schools. There is room for difference also upon the subject
of examinations; but probably there will be considerable
sympathy with the Committee in deprecating “any uniform

-jor centrally administered examinations applied to the schools

of the country °` as well as “anything like State-imposed
rigidity in the organization and studies of secondary schools.”
On second thonghts we will repeat once more that the
pressure so larvely attributed to Latin and Greek may be
greatly relieved by improved organization and methods, and
to these the more progressive teachers have already begun
to give active attention.

A REPRESENTATIVE of the Morning Post has interviewed the
Rev. H. Wesley Dennis, Principal of St. John’s College,
Battersea, on the position of the Training Colleges under
Mr. McKenna’s new regulations. Mr. Dennis sets forth the
following contrast between the effects of the regulations and

of the Church's proposals :—

Mr. McKenxa’s REGULATIONS

l. Remove a supposed griev-
ance by creating another far more
real.

2. Do not add a single place to
the accommodation for students
in residential colleges, because

for every Nonconformist admit-
| ted a Churchman is displaced.

| 3. They weaken, if not destroy,
‘the unity and family life of the
existing denominational colleges.

THe CHURCH'S OFFER

1. Meets the grievance of the
Nonconformist by the provision
of hostels as described.

2. Adds at once to the accom-
modation for the training of-
students throughout the country.

3. Maintains the present unity
and family life of the colleges,
which have been proved to be

so valuable for their highest.
work.

4. Offers a generous and peace-
ful solution of the difficulty
while safeguarding existing ar-
rangements and discipline.

4. They introduce the elements
of religious discord and seriously
affect the internal arrangements
and discipline.

“The late Minister of Education,’ adds Mr. Dennis, “ frankly

which are indeed essentially dependent upon the brains and recognized these facts, and, as is known, expressed his

sinews of the citizens.

Or course we need different types of secondary schools
with different curricula or combinations of curricula, and the
line of cleavage is marked by the ulterior objects of the
pupils and the length of time they remain at school. The
broad general course up to twelve years of age, which
the Committee desiderate, requires exposition in some detail;
probably the Committee found difficulty in proceeding beyond
generalities; certainly the details are open to much discus-
sion. “The most serious factor in secondary education at
the present time ” they find to be the crowding of subjects,

approval of the solution proposed. We therefore feel that
these regulations are peculiarly hard and unjust, because
they are a complete reversal of the policy of the Board and
of successive Governments, because they amount practically
to a summons to the Church Training Colleges to break (or
alter) their trusts or close their doors, and because they
destroy the confidence in a public department, on the
strength of which these colleges, especially in the last few
years, have spent enormous sums of money in improving
and extending their buildings.” Mr. Dennis protests that.
he has every sympathy with the desire of Nonconformist.
students to enter a residential colleve,-but.does not think it

Jan. 1, 1908.]

THE EDUCATIONAL TIMES.

13

just “ to call upon the Church to fling open the doors of her
Colleges to these young people to the exclusion of those for
whom she built her Colleges”: “the remedy surely is to
encourage the building of more Nonconformist or undenomi-
national Colleges.”

THe Westminster Gazette, on the other hand, commenting
on the publication of the legal opinions in regard to the trust
deeds of the National Society’s Training Colleges, says they
“are a most puzzling manifestation, both in their purpose
and in their effect.” Assuming the opinions to be good law,
the situation is this :—

The managers, according to this opinion, enjoy full legal posses-
sion and control of these training colleges, and the Government is not
entitled to lay down conditions in giving them grants, unless, of
course, it passes an Act of Parliament overriding their trust deeds.
But how have they grown up and at whose cost have they been carried
on? ... [Dr. Macnamara’s] return shows us the proportion of public
grants and subscriptions in Church of England colleges in two
periods—first from 1839-62, second from 1863-1905. In the first
period £165,668 was raised from voluntary subscriptions, £76,562
from students’ fees, and £368,301 from Exchequer grants. In
addition to these sums, £443,401 came from scholarships and
capitation grants. Thus in this period only £165,668, out ofa revenue
of more than a million, came from voluntary subscriptions. In the
second period £508,000 came from subscriptions, £49,000 from en-
dowments, £488,000 from students’ fees, and no less than £3,418,000
from Exchequer grants. By an overwhelming proportion, then,
these colleges, to which the managers now tell us they cannot admit
undenominational students, and for which they cannot even erect
hostels, have been founded and carried on by public money. Yet
their managers and the ecclesiastical authorities generally stand on
their legal rights to confine residence in them to Church of England
students, to keep the door shut as far as possible on other students,
and to make it an act of grace when they even admit them from
outside hostels and consent to provide for them from funds not
their own.

Neither side, unfortunately, meets the other quite fully and
squarely, yet both are fairly representative of the opposing
attitudes. It seems but too obvious that. the quarrel is less
likely to be composed than to become further embittered.

On the practical side of the question of new Training

Colleges, some criticisms made by Prof. Mark R. Wright,

of Newcastle-on-Tyne, in his Presidential address at the

annual meeting of the Training College Association, seem
to be very well worth attention. Prof. Wright is reported
(in summary) as follows :—

A reasonable system of education involved that the majority of
teachers should be trained, and there must be an increase in training

colleges. He regretted that colleges were rising in a sporadic way,
and were due more to importunities of certain educational authorities
and sects rather than to the needs of the country in particular areas.
It was an error, and one which would be found increasingly difficult,
to place the provision of the training colleges in the hands of the
Local Authorities. He looked forward with some concern to the time
when they might have some areas congested with training colleges
while other areas would show æ marked deficiency. It was the one
piece of work which could have been done more efliciently by a
central body.

Presumably each Local Authority will wish to retain the
services of the teachers it trains, and no doubt this may be
effected for a brief period by specific stipulations ; but there
appear to be probabilities of not a little difficulty and
friction. The arrangement tends to postpone the establish-
ment of a truly national system.

Mr. WILLIAM CARTWRIGHT, the new Mayor of Lough-

borough, who started work at six years of age, who “ never
saw the inside of an elementary school,” and is (as he says)
“ just an ordinary workman, working a machine that makes
ladies’ stockings,” is well entitled to a hearing on the subject
of continuation classes. An interviewer from Lloyd's Weekly
News reports him thus :—

Everything depends on educating the workman. I think there
ought to be compulsory attendance at evening schools and technical
schools for boys and girls after leaving the elementary schools. As
it is, the workman's child is generally taken away from school just
as he is really beginning to learn and to make something of himself.
The average child that I meet who has passed the sixth standard I
find in a year or two after he has left school has forgotten most of
what he knew. If all these boys and girls had to go to evening
school three times a week I don't think it would press too hardly on
them.

Mr. Cartwright learnt to read at a Sunday School, and then
diligently taught himself. The Notts Manufacturing Com-
pany, his employers, gave a reception and entertainment at
the Town Hall in honour of his mayoralty—a credit to
themselves as well as an honour to their workman.

LORD KELVIN.

Lord Kervin or Larcs (Sir William Thomson) died om
December 17 in his eighty-fourth year. He was born in
Belfast, where his father was teacher of mathematics in the
Royal Academical Institution, on June 26, 1824; studied at
Glasgow University ; entered at Peterhouse, Cambridge, in 1839 ;
was Second Wrangler and First Smith's Prizeman in 1845, and
was at once made a Fellow of his college; was appointed Pro-
fessor of Natural Philosophy in Glasgow University in 1846, and
occupied the chair till 1899 (fifty-three years); and in 1904 was
made Chancellor of the University. He published some three
hundred important papers on scientific subjects, and several
volumes of lectures and addresses. He collaborated with the
late Prof. Tait of Edinburgh in the production of a “ Treatise on
Natural Philosophy” (1867) and of “Elements of Natural
Philosophy ” (1872). On every department of Physics, theoretical

or applied, Lord Kelvin has left his mark: mathematics,
mechanics, sound, light, heat, thermo-dynamics, magnetism,
electricity, elasticity, telegraphy, electrical engineering, geology,
astronomy, chemistry, and navigation ; and notably the dynami-
cal theory of heat, the doctrine of the dissipation of energy, the
theory of the electric telegraph, and electrical and magnetic
science generally, and navigation. His scientitic conduct of the
laying of the Atlantic Cables (1858 and 1866) included a number
of most valuable inventions; and it may be said of his siphon
recorder (1867) that it has made submarine telegraphy a com-
mercial possibility, and that his depth-recorder revolutionized
the methods of deep-sea sounding. His re-invention of the
mariner’s compass, his tide-predicting machine, and his set of
tables (improving Sumner’s) for finding the position of a ship at
sea, are signal contributions to practical navigation. His electric
balances for weighing electric currents, electrostatic voltmeters
for measuring electrical potential differences of pressure, electric
wattmeters for measuring electric power, and electric erymeters
for measuring electric enerzy—are they not to be found in every
laboratory, electrical workshop, and electric station, monuments
of genius in the application of mechanical and electrical prin-
ciples to instruments of precision? And these are but samples
of the fruitful activity of one of the most extraordinary of
human brains. Orders and degrees are of no moment in such a
case. Lord Kelvin was knighted in 1866, and elevated to the
House of Lords in 1892. He wasa Privy Councillor; an original
member of the Order of Merit; President of the British Associa-
tion in 1871; President of the Royal Society 1690-95; a member
of many foreign orders and academies, and anhonorary gradunte
of a dozen Universities. He leaves no successor tothe title> He
was buried in Westminster Abbey on December 23.

14 . THE EDUCATIONAL TIMES. [Jan. 1, 1908.

(chairman, Mr. Arthur Acland), and a General Purposes

SUMMARY OF THE MONTH. Committee (chairman, Lord Halsbury). In addition, they have
appointed two temporary committees—a Transfer Committee

(chairman, Mr. Arthur Acland) and an Organization Committee
Tue ARCHBISHOP OF CANTERBURY has forwarded to Mr. McKenna (chairman, Mr. Gerald Balfour ; vice-chairman, Sir William
a letter in which he intimates the conclusions to which the White). Matters relating to the transfer to the Imperial College
National Society has come in respect to the new Regulations for | of the constituent institutions, which, it has been arranged.
Training Colleges. These conclusions have been arrived at in shall take effect as from January 1 next, and to the transfer of
consequence of legal opinion obtained regarding the admission of | land from the Exhibition Commissioners, have been referred to
students to the training colleges of the Church of England under | the Transfer Committee. The Organization Committee, to which
the new conditions. The legal opinion was obtained from Sir|have been referred matters relating to the future organization
Robert Finlay, K.C., Mr. R. Younger, K.C., and Mr. E. W.|of the Imperial College, have appointed four sub-committees to
Martelli. Counsel answered the questions put to them in respect | consider questions arising under this head in relation to the
to the National Society's training colleges to the following effect : | following sciences or groups of sciences, viz.:—(1) Mining and

1. The admission of extra day students as to whose religious faith | metallurgy (chairman of the sub-committee. Sir Julius Wernher) ;
no questions are asked, and who do not avail themselves of the|(2) other branches of engineering (chairman, Sir John Wolfe
religious education or services of the college, would not involve a | Barry); (3) biological sciences (chairman, Sir Archibald Geikie) ;
breach of duty of the Society. and (+) other pure and applied sciences (chairman, Sir Arthur

2. In all cases where funds have been applied for providing | Rücker). The governing body have authorized the appointment
boarding houses or hostels for undenominational students in con-| of persons, not members of the governing body. whoare specially
nexion with colleges bound to teach the doctrines of the Church, this | conversant with the sciences in question or with their industrial
would be a misapplication of the funds of the college and in the applications, as additional members of these sub-committees,
nature of a breach of trust. which are now engaged in considering the questions referred to

On receipt of these opinions, a meeting of those interested in them. The governing body have also approved in principle the
the National Society's training colleges was held, and the follow- | appointment of a principal officer of the Imperial College, and
ing resolutions, amongst others, were passed, with a view to com- have referred the question of his title and functions to the
municating them to Mr. McKenna : Organization Committee.

That, even apart from fundamental questions of principle, the
Church of England training colleges, having regard to the opinion A CONFERENCE of representatives of the London Chamber of
of counsel, find it impossible to observe the new regulations as they | Commerce, the University of London, and the Higher Education
stand without committing a breach of the obligations contained in} Committee of the London County Council, was held at the
the Trusts and Trust Deeds under which the colleges are held. Education Offices of the Council, Victoria Embankment, to con-

It is respectfully urged that the denominational character of the| sider the advisability of approaching conjointly the Board of
Church of England training colleges should be freely recognized by | Education to obtain its greater recognition of commercial sub-
the Regulations of the Board of Education as heretofore so far as| jects in the regulations for higher elementary and secondary
resident students are concerned. schools. The objects of the conferenced were discussed by Sir
Albert K. Rollit, ex-president of the London Chamber of Com-
merce and chairman of its Commercial Education Committee ;

Tue Council of the Churchmen’s Union has passed the follow-| Sir A. W. Rücker, Principal of the University of London; Prof.
ing resolution : H. J. Mackinder, Director of the London School of Economics

That the Council of the Churchmen’s Union, while duly appreci-|and Political Science; Dr. Walmsley, Principal of the North-
-ating the importance of denominational instruction, views with|ampton Institute; Dr. H. J. Spencer, Head Master of the
concern the disparagement of simple Bible teaching, and desires to| University College School; Mr. G. N. Hooper, Mr. R. L. S.
emphasize the great value it attaches to the maintenance of this}'Tomalin, Mr. R. S. Fraser, members of the council of the London
form of Christian instruction in the schools. Chamber of Commerce and of its Commercial Education Com-
mittee; Mr. C. E. Town, secretary of the Commercial Education
: De _ | Department of the London Chamber of Commerce. There
At a full meeting of the staff of Trinity College, Dublin, | were also present in addition the members of the Higher
(December 14) summoned by the Provost, the following resolution | Education Committee of the London County Council.
was passed unanimously :

That, fully realizing the importance of a settlement of the Uni-
versity question, this meeting of the Staff of Trinity College and
members of the Academic Council think it undesirable to express any
opinion on proposals which have not yet been formulated as a
Government Bill; but they think it right to reaffirm the declaration
«contained in the statement issued by the Executive Committee of the
Dublin University Defence Committee in March, 1907, viz: * Should
the Government determine to introduce a measure which, while
leaving to Trinity College and the University of Dublin their present
independent and unsectarian character, would at the same time be
-acceptable to our Roman Catholic fellow-countrymen, it would be a
matter of supreme satisfaction to all who are interested in higher
-education in Ireland and who desire a final settlement of the whole
‘question. We for our part have confined ourselves to working out
‘our own solution. We have not thought it our duty cither to
advocate or oppose any scheme for the satisfaction of the reasonable
claims of Roman Catholics which does not interfere with our own
development along undenominational lines.”

AT the December meeting of the Manchester Education Com-
mittee, the following report was read :—

In order to ascertain how far the business firms of the city are
co-operating with the committee in the work of the evening schools,
PA has been made in all departments outside the Municipal
School of Technology and Art as to the number of students in
attendance whose fees have been paid by their employers. The
result shows that, in all, thirty-five separate firms are paying the
fees of one hundred and seventy-three emplovees during the present
session. In order to sustain this co-operation of the employers,
monthly reports are being furnished to the tirms as to the attendance,
progress, and conduct of each student whose fees they have paid.
Monthly reports are also forwarded in respect of one hundred and
ninety-two students in the employ of twenty-five separate firms

which have not paid the fees of their employees, but which are
desirous of being acquainted with their progress. In several cases
the annual advances of saliry of these employees are to a consider-
able extent dependent on their progress in the schools.

Mr. BIRREIL, speaking at Belfast, is reported to have described
the existing system of Intermediate Education in Ireland as “a
system of cram, cram,cram.” Archbishop Waish has since con-
tended strongly that Mr. Birrell has been misinformed.

Tue difficulty of dealing with the employment of children and
young people in London has been brought before the London
Connty Council by a report from the Representative Managers
of the Elementary Schools. They say :—

The Representative Managers have been deeply concerned to see
the wastage of our educational efforts, and the demoralization of
many thousands of our young people, owing to the absence of any
authoritative assistance and advice at the critical point of their lives,
when they leave school. Manv.cannot find permanentjiemployment ;
many drift into most unsuitable ‘employments. “There is a ready

THe Earp or Crewe, chairman of the governing body of the
Imperial College of Science and Technology, has authorized the
publication of the following communication :—* The governing
body of the Imperial College ot Science and Technology have
appointed three standing committees—a Finance Committee
(chairman, Sir Francis Mowatt), an Education Committee

Jan. 1, 1908. ]

market at good wages for the youth of both sexes between fourteen
and eighteen, but in occupations which leave them stranded at the
latter age, without any permanent employment, without a trade or
profession, and thoroughly demoralized and spoilt as citizens....
We know it is the desire of managers and teachers to do all they
can to help parents in placing their children in suitable employ-
ment; and many perform this service most satisfactorily, but even
these often feel the need for the services of a wider organization to
which cases could be referred....The neglected problem is in
70,000 or 80,000 ordinary children of average abilitv, who leave
school every year, drift into the first casual employment that is
offered, and return on our hands at thirty-five or forty as *“ un-

employed and unemployable,” without a trade and without either

the mental or physica) stamina for real profitable work.

The report suggests that Associations should be formed, in every
suitable area, of managers, teachers, employers and others, who
should collect information and be able to advise as to suitable

vacancies.

Tue Joint Matriculation Board which directs and controls the

Matriculation Examination of the Universities of Leeds, Liver-

pool, Manchester, and Sheffield, has issued its report for the year
1907. The Matriculation Examination was held twice, beginning

on July 2 and September 10. The number of candidates in July

was 1,294, of whom 705 passed; and in September was 438, of
whom 179 passed. The corresponding figures in 1906 were

In July the
Matriculation Examination was held as a form examination at

1,079 (with 573 passes); and 454 (with 188 passes).

twenty-five schools, which provided 264 of the 1,294 candidates

for the Matriculation Examination. In July, 1906, the number of

schools was 20, presenting 255 candidates. The Board has re-

commended for the award of scholarships for a number of

Education Committees and for the award of various university
(entrance and matriculation) scholarships. There has been a con-
siderable increase in the number of candidates who take papers
at the higher standard, and the Board has decided to allow
persons who already hold a Matriculation Certificate, and have not
yet entered one of the universities, to enter in a future examina-
tion for a limited number of subjects at the higher standard and
to grant supplementary certificates to candidates who satisfy the
examiners.
scheme for the inspection and examination of schools, and it has

been assured by the Universities of their general approval of the

objects of the proposal.

Tue Conference of Head Masters of Secondary Schools was
held at Magdalen College, Oxford (December 20, 21), Mr. C. E.
Brownrigg, President.
motion by Dr. Gray, seconded by Dr. Gow, “suggesting to the
Board of Education that, in the interests of the profession, they
should take such steps as will give to assistant masters a more
secure tenure of their positions.” The motion was adopted. On
the motion of Dr. Rendall, a resolution was carried, “ deploring
the action of the Board of Education in attempting, by way of
administrative regulations and by differentiation of grants, to
place all secondary schools under the direct control and manage-
ment of county or a authorities, and to extinguish or
supersede all governing bodies, whether constituted by scheme or
otherwise, not subject to such control.” On another motion by
Dr. Rendall, “ deploring the action of the Board of Education as
tending, by way of administrative regulations and by differentia-
tion of grants, to narrow the methods of religious teaching and
worship in secondary schools within undenominational limits,”
sharp differences of opinion were manifested, but the resolution
was carried by 34 votes to6. A resolution moved by Dr. Burge
and seconded by Canon Lyttelton, to the effect “that undue
pressure is put upon boys at preparatory schools by the require-
ments of scholarship examinations at the public schools, and that,
in the interests of education, the best remedy lies in lowering
materially the standard of knowledge required in the Greek
language,” was defeated by 16 votes to 10. The abstentions from
voting are significant. The British Association's report on
Secondary Curricula was referred to the Committee with in-
structions to obtain the opinions of individual members, with a
view to full discussion at next year’s Conference.

THE Training College Association held its annual conference
(Dec. 17) at the National Society’s House, Westminster,
under the chairmanship of Prof. Mark Wright (Newcastle-on-
Tyne), the president. ‘There was a large attendance. The con-

THE EDUCATIONAL TIMES.

The Board has appointed a Committee to draft a

The Richmond case was discussed, on a

15

ference was attended on behalf of the Board of Education by
Mr. Barnett (Chief Inspector for the Training of Teachers),
Dr. Airy (Inspector of Training Colleges), Dr. Newman (Chief
Medical Officer), and Dr. Eichholz (Assistant Medical Officer).
The President, in the course of his address, referred to the
General Report on the Instruction and Training of Pupil
Teachers, 1903-7. Full of defects and limitations, the old
system for more than half a century had supplied English
schools with teachers, and it was for the succeeding years to
settle whether the more liberal method as regards intellectual
equipment outlined in the Bursar plan (involving a delay in
beginning practical work) would compensate for the character-
istic mastertulness and capacity in managing large classes so
frequently seen among pupil teachers. He thought the figures
as regards future supply would need revising. ‘The conclusion
he came to was, that a much smaller number of pupil teachers
would supply the needs of the schools than the annual 21,000
estimated in the report, unless a definite step forward were taken
in reducing the maximum number of scholars allowed to adult
teachers. Reduction in the size of classes was the most urgent
of school needs, especially in large towns. There must be an
increase in training colleges; but it was an error, surely, to
place the provision of training colleges in the hands of local
authorities. It was the one piece of work which could have
been done more efficiently by a central body. A discussion took
place on “The Simplitication and the Strengthening of the
Training College Curricula.” A motion by Prof. Adamson,
“that this association earnestly deprecates any endeavour on
the part of the Board of Education to impose a uniform system
upon the training colleges, and respectfully emphasises the
necessity, in the present experimental stage of training and
under the great diversity of conditions, of allowing as much
liberty and elasticity as possible to the various colleges,” was
carried unanimously without discussion. Sir Lauder Brunton
gave an address on “ Training Colleges and National Health.”

Tue first of the “Occasional Lectures” for the session at
Bedford College for Women was given on November 28 by Dr.
Walter Leaf on “ Some Impressions of Persian Poetry.” Dr. Leaf
touched briefly on the main features of Persian literature, its
saturation with Arabic thought and language, its vast extent,
and its fullness of rhythm and music. Every Persian aims at
being something of a poet, and, as prolixity is the national vice,
it is not surprising to find that the number of their works, even
of the first class only, is numbered by hundreds. To most
English-speaking people Persian poetry is represented only by
Omar Khayyam, who in his native land is known rather as an
astronomer and mathematician than as a poet, and who owes his
fame in the West to the matchless translation of FitzGerald.
But the great national epic of Persia, the ‘‘Shahnama,” is of a
different character. It embodies the national consciousness and
aspirations, and was written in the tenth century by Firdausi, at
the command of an Afghan sultan, the Mahmud of whom Omar
sings. Firdausi, like Homer, collected the scattered traditions
of his nation and wove them into verse. To this task he devoted
thirty-six years, and found sixty thousand couplets not too long.
The thirteenth and fourteenth centuries were the golden age of
Persian poetry, the representative names of the period being
Sadi, Jalal-ud-Din, and Hafiz. Sadi was a student of men,
Jalal-ud-Din a mystic, Hafiz first and foremost an artist; but all
are penetrated with Sufi mysticism. The lecturer gave some
account of the main features of Persian poetry, and of the
difficulty of reconciling the sensuous extravagance of its tenets
with the dry realism of the faith of Islam. In Persian thought
intoxication of the senses is often sought as a path to spiritual
exaltation, and the student of the West must be prepared to face
this incongruity in the midst of much lyrical beauty. In con-
clusion, Dr. Leaf sketched the life of a Persian poetess of the
nineteenth century, a martyr for the Bub religion, which arose
in the early ‘forties in Persia. The key of Persian poetry is
mystical self-abandonment, ‘the pensive passion of the abso-
lute”; and Persian poets are among the most consummate
artists in words that the world has ever produced,

On the eighty-fourth anniversary of the Birkbeck College,
Lord Alverstone, President, in the chair, the prizes were dis-
tributed by Lord Collins. The Principal, Dr. G. Armitage-Smith,
gave a brief account of the work of the session, which, he said,
had been very satisfactory. There-was,a considerable increase
in the number and attendances of students, and a great advance

16

THE EDUCATIONAL TIMES.

(Jan. 1, 1908.

had been shown in the standard of work and in examination
results. During the session there were 2,066 students. A steady
diminution had taken place in the classes of an elementary order,
and students came better prepared than in former years and
demanded a higher class of education. A healthy and vigorous
tone pervaded the whole College. In conclusion, he stated that
the College needed more accommodation, its usefulness being
restricted on that account. Onthe motion of Sir Philip Magnus,
M.P., seconded by Mr. Stuart Sankey, it was unanimously
agreed :—“ That this meeting records its satisfaction at the
continued progress of the College and its numerous successes
in the University and other examinations, and congratulates the
council and staff thereon; it expresses the hope that the efforts
now being made for the extension of the College buildings may
be successful, so that the usefulness of the College may be no
longer restricted, as at present, by inadequate accommodation.”

THE prizes and certificates to students at the Northampton
Polytechnic Institution (formerly “the Northampton Institute ”),
Clerkenwell, were distributed by the Duke of Connaught.
Dr. R. Mullineux Walmsley (the Principal) read an abstract of
the annual report, which showed that in the past year the work
of the Institution had continued with increasing success. The
chief development of the session has been the transfer of the
technical optics department to the rooms of the British Horo-
logical Institute in Northampton Square. This has had the
double effect of increasing the accommodation for the technical
optics department and also of relieving the pressure, by further
increased accommodation, in the electrical engineering depart-
ment. With regard to the technical optics department, the new
building provides an increased number of laboratories and work-
shops as well as class and lecture rooms; but the total accommo-
dation so provided still falls very much short of the needs of the
department, and therefore the necessity for the new building
which has been under discussion for so long is still very urgent.
The question of increased accommodation for the general work
of the Institution is also very pressing.

Tut feeling is growing among those connected with educational]
administration (says the Aberdven Free Press) that the time has
come for an examination of the various educational endowments
and trusts which exist in different parts of Scotland. Twenty-
five years ago the Educational Endowments (Scotland) Act was
passed, and under that measure Commissioners were appointed
who visited various towns and conducted inquiries into the local
charities and trust funds of an educational nature. Reports were
drawn up, and upon them were based schemes of amalgamation
and reform. The Educational Trust in Aberdeen 1s the outcome
of this inquiry, and it represents a consolidation of various small
endowments, some of which had grown obsolete because of
changed conditions. The Technical College in Glasgow was
formed in the same way upon a scheme drawn up by the Com-
missioners. It embraces five separate endowments or institu-
tions—Anderson's College, the “ Young” Chair of Technical
Chemistry in connexion with Anderson's College, the College
of Science and Arts, Allen Glen's Institution. and the Atkinson
Institution. The schemes prepared by the Commissioners were
fitted to the circumstances of the time, and they undoubtedly
effected much needed reforms and put a stop to much needless
or out-of-date expenditure. In the twenty years or more, how-
ever, which have elapsed since the Commissioners made their
investigations, many changes and developments have taken place
in education. There are new Government grants, new schools,
and new colleges of various kinds, and many are of opinion that
the time has come for a new review of the educational endow-
ments of the country. This view, it is understood, is held
strongly by the authorities at the Scotch Education Office, and
it is not unlikely that steps will shortly be taken to institute an
inquiry, either by a Departmental Committee or otherwise, into
the resources which are available for education, and into their
proper correlation with the expenditure from public funds.

Tur Dean of Christ Church has been unanimously elected
Chairman of the Council of Lady Margaret Hall, Oxford, the
office falling vacant owing to the recent resignation of the
Warden of New College. The building fund which has been
opened for the provision of a new library and dining-hall and
more students’ rooms now reaches £2,900. The council have
devided that, if £4,000 can be raised by Easter, the work may be

begun, though at least £7,000 will be required in order to
complete it. Extra space is urgently needed for both common
rooms and students’ rooms, applications for admission being now
so numerous that students are already being accommodated in
rooms near.

In a Memorandum on the teaching of History, the Scottish
Education Department say :—

While urging the importance of introducing, from the very begin-
ning of the systematic study of history, some idea not merely of
sequence, but also of causal relation, we must never forget that the
child's first interest in history arises from vivid and picturesque
detail, and this system of attraction should never be lost sight of
all through school life. There is a second line of historical study to
which some little time should be given in the supplementary course.
wherever possible, namely, the history of our principal colonies and
of the footing gained by the Anglo-Saxon race in various parts of
the world. The scope and to some extent the method of history
teaching in any particular class of school must be ultimately deter-
mined by the normal leaving age of its people. If they cease
attending at fourteen years of age, all considerations lead to the
conclusion that Scottish history must form the main subject of
systematic historical study. In conclusion, the memorandum states
there are two main sides to historical study in schools. There is,
first, that aspect which is most fully exemplified in the preparatory
stage, the making acquaintance—for the most part in literary form,
and as part of the study of literature—with the materials of history.
The other side is the systematic treatment of history so as to
exhibit events in their due proportion and proper connexion, with the
view of approximating more and more closely as the study progresses
to an adequate comprehension of the general movement of history.

UNIVERSITIES AND COLLEGES.

(From our own Correspondent.)

History repeats itself. A certain member of
Caius was sent down for reasons which appeared
to the authorities suflicient to justify the sentence.
The undergraduate portion of the College thought differently, and
practically every available member of the institution turned out to
swell the funeral procession which, in a dismally orderly fashion.
escorted the victim to the station. Some colleges are lax,
others are strict; but one thing is abundantly clear, and that. is
the fact that most colleges are dependent upon the pollman for
the appearance of their balance-sheet, and any measure which
alters the flow of freshmen from the greater schools requires the
most careful thought.

Curiously enough, we have seen another example of a proctor
becoming unpopular. Several years ago a proctor, who was also
a Dean, incurred the wrath of men for his doings, but the un-
popularity was hardly deserved. Those who knew the victim of
the popular fury were convinced that the man was right and
the mob was wrong; at any rate, some of his most active perse-
cutors formed themselves intoa body-guard to protect the official
from the violence of the mob, which at one time looked dan-
gerous. Nowadays a sense of humour seems to have arisen in the
undergraduate breast, and Mr. West Watson has been escorted
to church and elsewhere by a huge mob of well-behaved youths,
who silently march alongside their victim, and compel him to
read between the lines. Mr. Gardiner, the other proctor, has
chivalrously put forward a defence of his colleague, and matters
will probably straighten themselves out next term.

Archdeacon Cunningham is always original, always amusing,
and generally convincing. His latest scheme is to utilize what
he would probably consider as the “ waste products of the polls.”
His idea, put into homely language, is that there is much room
in the pollman, and that we put the wrong stuff into it. A few
facts first. The pollman has to pass the General, which, as its
name implies, exacts the minimum standard of “ General ” know-
ledge requisite for the Poll degree; this may be passed as early
as the fourth term, though more usually the whole of the first
two years is absorbed in getting up the work and getting
through the ordeal. This leaves from five terms as a maximum
to three or less as a minimum for “ special ”—i.e., directly useful
or professional subjects.

The Archdeacon is bold. He says: “Make men attend a
considerable number of lectures framed on the model of those
delivered by the ‘ Extensionists.’” Perhaps one of these may
kindle in the young mind some interest or intelligence, and then
see what happens! The idea is that some enes subject may
stimulate the youth to further development, and=then we are to

Cambridge.

Jan. 1, 1908.]

THE EDUCATIONAL TIMES.

17

prepare a “special” to take him deeper still. It is a pretty idea,
but, like many another pretty idea, it presupposes the moral
perfection of man in general and the University man in particular.
If attendance at lectures is to count,a somnolent mood will be
cultivated; if knowledge is to be tested, we shall soon come back
to the old examination system. And think of the lectures and
the lecturers! At present, have we half-a-dozen men who can
attract an audience without resorting to compulsory methods ?
Why do the coaches flourish if lecturers are all capable? And
the fallacy of it all is to postulate that the passive reception of a
prepared lecture, the blotting-paper method of getting in your
facts, is any intellectual exercise whatever.

The great fallacy which seems to underlie the Cambridge
system is founded on the maxim, “ Knowledge is power” ; rather,
** Knowledge "—crude and undigested—“ is weakness.” Knowing
how to know is all that is worth knowing.

But the Archdeacon is a wise person, and knows how to tickle
the public; his semi-humorous proposal may bring into promi-
nence many things which we make believe not to exist because
our eyes cannot see them.

The announcement that the prize for Latin Essay is awarded
to J. R. M. Butler does not look much in cold print; but when
we reflect that the undergraduate in question was born late in
the year 1890, was head boy of Harrow when others are satistied
with being in the lower fifth, won a major scholarship at Trinity
two years before other people would think of trying for a minor
one, then we feel inclined to congratulate the Master of Trinity
and Mrs. Butler on giving a very practical example of the
doctrine of heredity. Mr. Butler was grounded at a rising

in public-school scholarships are known to all educationists.

Prof. Ridgeway, with his usual polemic erudition, on Decem-
ber 4 maintained the thesis that Sergi’s theory of “the Medi-
terranean race” is untenable. The professor is quite unique.
He is cleverer and more quarrelsome, more peacemaking and
more human, than anybody else. No one wants to change him.

A new diploma in Anthropology is to be instituted. Qualifica-
tions: To have received instruction under the Board of Anthropo-
logical Studies for three terms and to have written a dissertation
on the subject. Those whose who hunger for letters after their
name rejoice in the opportunity of adding two more.

The Livingstone meeting on December 4 was a success. Time
did not permit of the various speakers giving full rein to their
eloquence. The Vice-Chancellor made an apt allusion when he
suggested to the boys in the gallery that they should, fifty years
hence, tell the future generation how the doings of fifty years ago
were now being celebrated. Our coming Vice-Chancellors will
do justice to the chair: Dr. Mason, Mr. Donaldson, Mr. Fitz-
patrick, Colonel Caldwell, and, lastly, Prof. Howard Marsh.
We shall not do badly.

We were sorry to lose the football match. In spite of the fact
that we possess in Kenneth McLeod and R. McCosh probably
the finest three-quarter and forward players of to-day, we were
beaten by a better team.

————

Tuk annual report of King’s College records a
large increase in the number of graduates during
the year. Degrees have been awarded to ov
students, while 107 passed the intermediate examinations. More
students are reading for higher degrees, and the amount of
research and advanced work is extending. The number of
students who enter as internal students of the University con-
tinues to-increase. The total number of students attending the
College amounted to 2,593, while in the two schools and other
departments there were 3,620 pupils. ‘The evening class depart-
ment has been reorganized and the staff strengthened; there
are full courses in arts and science and classes in engineering,
affording every opportunity to students who are unable to attend
day classes to work for University degrees. The classes for
teachers, carried on in conjunction with the London County
Council, continue to be very largely attended, and prove of great
value to the students. Some further accommodation has been
provided for certain departments, and a considerable sum has
been spent in renewing and adding to the equipment of the
laboratories.
the University of London has reached a further stage, and the
draft of the Bill has been agreed upon. The appeal for funds
has been issued, and some £21,000 has been raised, including
£5,000 each from the Goldsmiths’, the Clothworkers’, and the
Drapers’ Companies.

London.

ister, B.A., King’s.
Cambridge school, under Mr. R. 8. Goodchild, whose successes

The scheme for the incorporation of the College in į

CORRESPONDENCE.

THE COLLEGE LIBRARY.

To the Editor of “ The Educational Times.”

Sir,—May I appeal to members of the College on behalf of the
Library? It is not that money is wanted: there is still some
voted but unspent. The real difficulty is to find out what books
are desired by members. There is a fair supply of works on
history and geography calculated to meet the wants of teachers
who wish to read beyond the limits of the text-books they are
using in school.

Suggestions as to a similar extension of the Library in other
departments would be welcome. Possibly some branches of
science might be taken in hand. I should also be glad to know
if there is any effective demand for extensive editions of Greek
and Latin classics.—I am, Sir, &c., H. W. Eve.

a

THE EDUCATIONAL LADDER.

ABERDEEN UNIVERSITY.—Fullerton Scholarship in Mental
Philosophy (£100 for two years): Cecil B. Simpson, M.A.,
Monquhitter.

CAMBRIDGE University.—Jeremie Septuagint Prizes: (1) E. C.
Dewick, B.A., St. John’s; (2) A. E. Talbot, B.A., Emmanuel.
Carus Greek Testament Prizes: For Bachelors, not awarded:
for Undergraduates, L. S. Thornton, Emmanuel. Whewell
Scholarships: (1) D. W. Ward, B.A., St. John’s; (2) C. K. Web-
N. de M. Bentwich, B.A., Trinity, has been
re-elected to a Scholarship of £100. Members’ Prizes: Latin
Essay, James Ramsay Montagu Butler, Scholar of Trinity;
English Essay, William N. Ewer, B.A., Scholar of Trinity.
Crosse Scholarship: Fred Shipley Marsh, B.A., Selwyn. Cloth-
workers’ Company’s Exhibitions (£30 a year for three years, for
non-collegiate students): W. Harvey and R. L. Hussey. Censor’s
Exhibition (Day Training College): I. R. Swallow.

CANTERBURY, KiNnG’s Scuoo,.—Junior King’s Scholarships: R.
E. L. Beardsworth (for Mathematics), C. W. Kidson, F. L. Goad,
all of the King’s School. Probationer King’s Scholarships :
E. F. Smart (Miss Baker, Folkestone), K. Lawson-Williams (Mr.
Hayman, Abbey School, Beckenham), R. G. Crosse (Grammar
School, Faversham), H. N. Kerr (Mr. Faulkner, Purley), A. Sar-
gent, Junior King’s School, G. W. A. Todd (Mr. Brooksbank,
Aysgarth), H. G. Kain (Miss Speare, Richmond Hill). Entrance
Scholarships: E. J. Hodgson, for Mathematics (Rev. A. Hodg-
son, Astley Abbotts), H. J. Denham (Rev. C. Wood, Brighton),
H. Spence (Junior King’s School), K. Lawson-Williams (Abbey
School, Beckenham), H. G. Kain (Miss Speare, Richmond Hill),
A. B. Forsyth (King’s School), R.C. Crowley (Junior King’s
School). House Scholarships: G. W. A. Todd (Mr. Brooksbank,
Aysgarth), H. N. Kerr (Mr. Faulkner, Purley).

Duruam Universtty.—Diploma in Theor} and Practice of
Teaching: Lillie Ditchburn, Elizabeth Dowsen, Laurence A. C.
Edwards, Elsie C. Halford, Mirian Oliver, Olive L. Watson,
(Armstrong College).

Loxpon Usiversity. — University College. — Slade Prize for
Figure Composition (£25): Mark Symons.

London School of Economics.—Martin White Scholarships
(£35 a year for two years): Percy Anstey and William C. Nixon.
Hutchinson Medals for the best research of the year at the
London School of Economics have been awarded to Miss V. M.
Shillington, D.Se. (Econ.) London, formerly of Girton College,
Cambridge, for her thesis on “ Anglo-Portuguese Relations,
A.D. 1200-1009,” and to Miss A. B. Wallis Chapman, D.Sc. (Econ.)
London, formerly of Oxford, for her thesis on “ Anglo- Portuguese
Relations, 1509-1807.”

Bedfind College for Women.—Training Department Scholar-
ship (£15): Miss P. Davison, B.A.

MANCHESTER University.—Teachers’ Certificates: Class I—
Stephen Butterworth, Frederick T. Cheetham, Tom P. Coleclough,
Henry T. Coleclough, Allin Cottrell, Esther Crosland, Edith D.
Johnson, Edith M. Kershaw, Eveline Oddie, Harriet N. Ormrod,
Margaret A. Smith, Nellie Snape, Dora Southerst, Frank
Thornley. Class L1.—Arnold Allcott, Jesse Anderson, Alfred
E. Bancroft, Ward A. Batley, Harold Bennett, John Broadbent,
James F. Dawson, Thomas J Dyke, John H. Hawkes, James S.
Hill, Winifred Jackson, Ruth H. Jenkins, Alice Kenyon, Ben-
jamin Llewellyn, Marion R. Longbottom, Mabel E. Marsh, Willy
Mitchell, Bertha Moorfield, Florence Nightingale, Mary Riley,

| Harriet C. Rogers, FrecerickSaundersou, Mary Viner, George

18

THE EDUCATIONAL TIMES

. (Jan. 1, 1908

aeaaaee

Williams, Norman M. Young, Winifred Wilson, Hugh B. Borland.
Class LU. — Harwood Butterworth. Henry Gorrard, Annie
Isgorve, Evelyn G. Jones, John W. Jones. Ethel Kershaw, Ada
Lee, Thomas Shaw, Mabel W. Stephens, Gertrude M. Walsh.
The regulations prescribe that no student is awarded a First
Class unless he obtains a high standard for practical teaching,
and no name appears in the list unless the student has passed the
examinations qualifying for a Manchester University Degree in
Arts or Science.

Oxrorn University.—Senior Kennicott Scholarship: H. Segal
Moses, B.A., non-collegiate; proxime accessit G. V. George
Stonehouse, M.A. Exeter.

OPEN COURT.

Thay haif said...
Quhat say thay ?—Lat thame say!

(a se SS E

THE RICHMOND CASE:
STRAY THOUGHTS SUGGESTED BY IT.
By Gintpert J. Pass, Craufurd College, Maidenhead.

The result of the Richmond Grammar School case must come
as an unpleasant eye-opener to those teachers who have hitherto
been living in a fool's paradise. ‘The fact that they may be sent
about their business without even the notice accorded to a
domestic servant—that, indeed, a head master may, if it so
please him, dismiss his assistant without any formal notice—is
difficult to realize. It has been snid that this is a matter which
cuts both ways, and that if the principal need not give the
assistant notice, the assistant, in his turn, may leave when he
pleases. But a little reflection shows that this is not so. The
head master, as the testimonial- and reference-giver, undoubtedly
holds the whip hand. Two questions naturally arise out of this |
lawsuit. The first is: ‘ Who are the responsible persons who |
have made such a position possible?” and, secondly : “ How may
such a state of affairs be rendered impossible in the future?”

The answers to both questions are simple: (1) “ The assistants |
themselves,” and (2) u By all teachers uniting together in one
representative body.”

One cannot fail to hold the mass of secondary teachers respon-
sible for the present position, since their branch of the profession
exhibits a chaotic muddle of disorganization. ‘The elementary
teachers, it is true, have their own organization in the National
Union of Teachers, numbering some fifty thousand members, but
the secondary teachers have no such body. There is, of course,
the Incorporated Association of Assistant Masters—which in
commendable fashion supplied the funds to take the Richmond
ease through the Courts—but unfortunately its membership is
comparatively small and by no means representative of the great
bulk of secondary teachers. Now it is this absence of a properly
organized trade union that has allowed the present position to
arise, and until some form of union comes into being these in-
justices are bound to happen.

The whole teaching profession ought to be welded into one
composite whole; or, if this is impossible, owing to lack of
sympathy between elementary and secondary teachers, then the
secondary teachers should form their own union somewhat upon
the lines of the N.U.T. Yet even here there is much difficulty,
owing to the nonchalance of many of the teachers and the
cliquishness of others. The masters in the big public schools—
our “aristocracy,” as it were, and to whom we look for our leaders
—in a large number of cases stand aloof and hold ont no helping
hand to their less fortunate brethren in the smaller grammar
and private schools ; and until this clannishness is overcome, and
all secondary teachers combine together to help one another,
little or nothing can be accomplished. Members of other learned
professions—solicitors, barristers, doctors—all have their trade
unions, but the poor secondary teacher has none. Now the
reasons for this are clearly (i.) the selfish aloofness of the great
mass of teachers, (i1.) the lack of interest displayed by many who
simply enter the profession en passant, to fill up a gap in the
hopes of soon leaving it “to do something better”; (i11.) the fact
that this is practically the only profession open to all comers.

The Registration scheme was to have removed these last two
difficulties, but we all know what a conspicuous failure Column B
has been. If a new scheme arise unlike the old one, and some
equitable stanaard of qualifications be required, and if there is
a trade union to fix the standard of wages according to these
qualifications and experience, and to demand fair and proper

treatment for assistants — then we shall have the unwonted
spectacle of the average assistant not only obtaining Just enough
to exist on in bachelor state, but (m/rabile dictu!) earning a
marrving wage, iustead of having to take a tacit vow of celibacy
as binding as that required on entering a monkish order, as
many have to do on becoming members of our calling.

Yet this much-to-be-desired state of affairs can only be reached
by union; best of all, a union of the whole profession, but it
seems probable that this is an impossible counsel of perfection :
for if the assistants in the larger schools show a dislike to com-
bining with their brethren in the same boat—albeit they are
travelling first class, while the smaller fry go steeragve—how
much more will they be offended at the thought of working ina
common cause with elementary teachers, who are not, as a
general rule, of the same social class as they? Indeed, the whole:
position from A to Z is disheartening, and, until it is bettered,
we have nothing to hope for, except to sit down meekly. with
folded arms and submit to treatment that an ordinary domestic
servant would not tolerate for a moment.

One other glimmer of hope remains to us in spite of past
experience, and it is the new Registration Council. Perhaps the
new body may have learnt the necessary lessons from the failure
of the old, and may give to us a scheme which will meet with
general approval; for this Cannel ik truly representative of
all classes—will have an unique opportunity of uniting the entire
profession.

But a good comprehensive scheme is absolutely essential:
“thing of shreds and patches" will do. It cannot be hoped ce
a scheme will be made which will at once clear the profession of
all flotsam and jetsam: this must be a process which takes time,
and what must be carefully avoided is doing injustice to those
teachers who possess no so-called qualifications and yet have
proved their competence in the past. By all means close the
gate in the future to such as these by stating that. after a certain
date, no one may enter the profession without certain minimum
qualifications, which will tend to make ours a learned profession
in fact as well as in name. And, at the same time, some
attraction shouid be held out so that the average assistant may
reasonably hope on entering the calling that, at no distant time
and while still an assistant, he may be earning a marrying wage.
This can be done in two ways: (1) by the Registration Council
—instead of the proposed ‘Trade Union—fixing the minimum
wave according to qualifications, experience, and the arduousness
of the work to be performed ; (2) by forming some pension scheme,
89 that assistants may have hopes of a small competence in their
old age, instead of the constant dread of having to spend the
winter of their days in poverty.

This pension scheme is of great importance. Other countries,
by taking a graduated percentage of the teachers’ salaries, are
able to grant small pensions to them when they retire; and it
seems a great pity that England, the richest of all, cannot
formulate some such scheme. Indeed, one cannot help thinking
that the registration arrangements to come will be incomplete
unless a plan of this kind is devised. Moreover, when one con-
siders the old age endowment and pension scheme offered to
teachers by a private insurance company, it seems strange that
the country itself cannot introduce old-age pensions for members
of our profession when the would-be pensioners subscribe the
necessary capital.

But one great drawback to any far-reaching change such as
this is the extraordinary apathy which the general public exhibit
with regard to matters educational so long as no political-
religious point arises. ‘The average parent is blissfully ignorant
as to the competence of the individual teachers who have charge
of his children’s upbringing; and it is no exaggeration to say
that teachers—and especially those in boarding schools, where the
home influence does not come in to any extent—have the power
to make or mar the future lives of those left in their charge for
any length of time. So that the matter of selecting competent
men, of attracting the best material to the profession, 1s one of
grave national importance, and every effort should be made to
obtain the best and weed out the incompetent ones; for teachers,
of all people, have a large share in the making of good or
bad citizens and thus moulding tbe future welfare of the
country.

It is apparent, then, that we can hope for no lasting improve-
ment in the condition of our profession except by unity of action,
whether this be brought about by our own efforts, backed up
by public opinion, or by the new registration scheme; for of our
calling there i is no truer saying than “United we stand, divided
we fall.”

Jan. 1, 1908. ] THE EDUCATIONAL TIMES. 19

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER, S.W. [FOUNDED 1829.

Patrons—THE ARCHBISHOP OF CANTERBURY; THE ARCHBISHOP OF YORK.
President—THE BISHOP OF LONDON. Vice-President—THE LORD HARRIS.
Chairman—THE DEAN OF CANTERBURY. Deputy-Chairman—SIR PAGET BOWMAN, Bart.
Secretary—W. N. NEALE, Esq. Actuary and Manager—FRANK B. WYATT, Esq., F.L.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.
Accumulated Fund, £4,242,820. Annual Income, £453,897.

Bonuses Distributed, 84,256,464.

LOW PREMIUMS. Notwithstanding the lowness of the SPHOIMHN OF RATES FOR £1,000, WITH PROFITS.
LARGE BONUSES. Premiums charged, the BONUSBS are
on an BXOBPTIONALLY HIGH SCALE.

NEW AND SPHOIAL Application is invited for the PRO-

£1,000
Payable at Age 60
or earlier Death.

© next £1,000
Birthday. | Payable at Death.

POLIOIBS. SPHOTUS, and Leafiets explaining two E rn. a@ ~“ £8 d.

new Policies, with valuable Options. 25 20 1 8 27 3 4

1. WHOLE-LIFE CONVERTIBLE ASSURANOBS. Very Low +4 4 = s 32 10 10
Premium — about one-half the usual rate — during first ten

vais: 40 31 1 8

2. PENSION POLIOIBS. Premiums returnable with compound interest in NoTE.—Under the Reduced Premium System (explained in Prospectus) four-
case of death or surrender before pension age. Option to commute for | fifths only of these Premiums need be paid, the other one-fifth remaining a charge:

cash. to be repaid out of Bonus.

Assurances without profits, at low rates of premium, may be effected, No Agents employed and no Commission paid for the intro-
and Life Annuities on favourable terms a be parchaied: by any ac gle business, whereby £10,000 a year is saved to the
person irrespective of any special qualification by relationship to the ' Assurances can be effected by direct communication
Clergy. with the Office, 2&8 THE SANOTUARY, WESTMINSTER, S.W.

X

LARGEST STOCK
of SECOND-HAND

Cassell’s Recent Works.

BOOK-KEEPING.
By CALDER, MARSHALL, Son & Ipotson, Chartered Account-
ants. Containing 380 pp. Crown 8vo. Price 2s. 61. net.
“ The book contairs a mass of information, which is very clearly and
concisely given, and the illustrations explaining the principles of book-
keeping are short and to the point, and very effectively set forth. Two
very valuable appendices are included, the first being a glossary of im-
portant definitions, and the second a series of questions, any one of
which can be answered by reference to the text. We cannot too highly
recommend this book.”—The Students’ Telephone.

A FIRST GERMAN COURSE.

By J. B. Jorrc, B.A. Lond., and Bonn Universities, Army
Class Master and Chief Modern Language Master at
Dulwich College, and J. A. JOERG, Head of the Modern
Side, Dulwich College. 192 pp., crown 8vo. Illustrated.
Price ls. 6a.

This book for beginners is divided into three parts, so as to cover the
work of one year of three terms. Each part aguin consists of ten
lessons, each of which provides sufficient material for one week. The
lessons contain Grammar with Exercises, Translations, Reading and
Conversation Exercises. The Conversation Exercises are illustrated so
as to furnish material for further conversation.

A NEW FRENCH GRAMMAR.

By R. H. ALuprEss, M.A., Master of the Modern Side of
the City of London School, and J. LAFFITTE, B. és L.,
Principal French Master at the City of London School.
Price 1s. 6d.

“ Admirable pictures sre to be found in ‘A New French Grammar,’
by R. H. Allpress and J. Laffitte, who have taken pains to make the boo

School, Classical,
Mathematical,

AND
interesting, combining a ‘ Reader’ with ‘ Exercises.’ '’"— The Atheneum.
“ The book has been compiled with the utmost care; no points of
elementary grammar have been omitted, and the series of exercises are 2 Manette Street, Soho,
practical and thorough.... The volume is illustrated, and its low

price is remarkable. It is a work of very high merit.”— The Teacher.

Cassell’s Educational Catalogue will be sent post free on application.

CASSELL & COMPANY, Ltd., La Belle Sauvage, LONDON, E.C.

X NEW AND SECOND HAND. WRITE TOUS, FOR A QUOTATION.

20 THE EDUCATIONAL TIMES. [ Jan. 1, 1908.

CAMBRIDGE UNIVERSITY PRESS

Inorganic Chemistry. By E. I. Lewis, | Mechanics and Hydrostatics. An

B.A., B.Sc., Assistant Master at Oundle School. . Elementary Text-book, Theoretical and Practical. By R. T.
GLazeBkooK, M.A., E.R.S.

‘As stated in the preface, this volume being | It has now come to be generally recognized
designed to meet the requirements of a class of that the most satisfactory method of teaching
pupils, some of whom have been promoted from the Natural Sciences is by experiments which
a lower che Ae eat and w of yin are ` n be performed by the learners themselves.
beginners, is partly a revision and partly an in- n consequence many teachers have arranged
troduction. Accordingly the elements of the Crown 8vo, 6s for (hein puji courses of practical instruction
subject are treated in a more advanced manner Or in 3 Parts— designed to illustrate the fundamental principles

D 8vo. 58 than is usual in chemistry text-books; and this , : of the subject they teach. The portion of this
omy 0, is, at any rate, @ strong justification for the Part I. Dynamics, 8s. book designated “ Expemments” was for the

. issue of another book on n subject already well : most part in use for some time asa Practical

written up. The book probably goes further Part II. Statics, 2s. Course for Medical Students at the Cavendish

than most schoolboys would go, but it has this , : Laboratory at Cambridge, The rest of the book
distinct advantace +—that it could well standas Part IIT. Hydrostatics, contains the explanation of the theory of those
an authority in the event of a pupil continuing 2s. experiments, and an account of the deductions
the study of the subject at a tec mical college ' from them. It is with the hope of extending
or university," — Aberdeen Juurnal. some such system as this in colleges and schools
that the author has undertaken the publication
of the present book and others of the Series.

Electricity and Magnetism. An Elem- Heat and Light. An Elementary Text-
entary Text-book, Theoretical and Practical. By R. T. Graze- | book. Theoretical and Practical. By R. T. Giazepnroox, M.A.,
BROOK, M.A., F.R.S., Director of the National Physical Laboratory. F.R.S.

“Mr. Glazebrook's volumes on Heat and Light
“Every schoolmaster and teacher who has Crown 8vo, 5s. deal with these subjects from the experimental
under consideration the selection of u text-book side, and it is ditlicudt to admire sutliciently the

for his better students should most certainly ingenuity and simplicity of many of the ex-

Crown 8vo, ôs. look into this book. The information is every- Heat, 33, periments without losing sight of the skill and
where absolutely sound and reliable.’ — Light, 3s. Judgment with which they are arranged.” —
Guardian. Sulurday Review.

College of Preceptors Examinations, Midsummer and Christmas, 1908.
The Pitt Press Shakespeare for Schools.

With Introduction, Notes, and Glossary by A. W. Verity, M.A.

Shakespeare.—The Merchant of Venice. Shakespeare.—Julius Caesar. Ninth Edition.
Seventh Edition. Is. 6d. | ls. Gd.

“Another of Mr. Verity’s admirable school editions of Shakespeare's plays,”’—<
Guardian.

The Cambridge School History of England.

History of England for use in Schools. By Artnur D. Ixxus, M.A., formerly
Scholar of Oriel College, Oxford. In One Volume with 13 Maps and 8 Plans. Also in Three Parts: Part I., to 1509 a.v.; Part IL,
1509-1714 ; Part III., 1689-1901.

_ A perfect schoolboy’s edition.”’—School Guardian.

Crown 8vo. “A work of conspicuous merit and unquestionable value... . Though intended for the advanced forms of schools, it is well
adapted for the private use of all manner of students, and, while never losing sight of the necessity of passing examinations, Mr. Innes
Complete, 4s. 6d. has endeavoured to interest and guide the student rather than to cram him, His nim is comprehe nsive; for he seeks not merely
Parts. 2s. each to give un accurate chronicle, but to present history in its various aspects, constitutional, social, international, and biographical.” —
Scotsman,

The Pitt Press Series, &c. Cambridge Bible for Schools.

AUTHOR. WORK. EDITOR. PAET BOOK, EDITOR. eee
Scott aa. Marmion ..............0.e0eeeees J.H.B.Masrmruan 2 6 | Book of Joshua ..............0. Rev. G. F. MACLEAR ......... net 2 0
Milton ............ Comus and Lycidas ......... A. W. Venriry...... 2 0 | Book of Judges .............000. Rev. J.J. Las oo. net 2 0

rarer nee aoe Sonnets ceccceccccccccccccccecce ge nee 1 6 | Books of Ezra and Nehemiah. Rt. Rev. H. E. Ryte......... net 3 0
Caesar ............ De Bello Gallico, Book L.... A. G. pete .. 1 G6 | Book of Esther .......... ce. Rev. A. W. STREANE ......... net l 6

ses ae eas N „ Bks. 1. & IIL. s, o | Gospel according to St. Mark Rev. G. F. MACLEAN ......... ne 2 0
Vergil sosen Aeneid, Books I. and X. ... A.Sipawick...each 1 6 | Acts of the Apostles ............ Rev. J. R. LUMBY ooreen net 3 0
Cicero oense. Orations against Catiline ... J. C. Nicot......... 2 6 . °
Horace -sosoo Odes, Book IIL. o... J. GoWseececscesseees 2 0 The Smaller Cambridge Bible for Schools.
Euripides e ee Hecuba DE OIIE EE W. S. HADLEY ... 2 6 Book of Joshua ..cccccecccccccces Dri JS PEACE eere as 1 0
Xenophon Pla Boe. Anabasis, Book I. ............ A. PRETOR ......00. 9 0 Book of Judges REE Skee Dr. J. S. BLACE ........... ccc cceeeee 1 0

Books of Ezra and Nehemiah. Rt. Rev. H. E. RYLE ............ 1 0
The Cambridge Series for Schools and Gospel according to St. Mark Rev. Q. F. Mactean........cccee 1 0
Training Colleges Acts of the Apostles sasons k iea Rev. J. R. LUMBY ................06 1 0
The following editions have Complete Vocabularies :— The Revised Version—School E dition.
AUTHOR. WORK. Epiron, PRICE. | St, Mark: The Revised Version. Elited by Sir A. F.
a. d
Caesar ..... Sees Booka I., IL. ln E. S. SHUCKBURGH | Horr, Bart., M.A., and Mary Dysox Horr (Mrs. George Chitty).
i cacha T ë With 2 Maps. Fcap. 8vo, 1s. 6d. net.

Vergil... Aeneid, Books I. and X. ... A. SmmewIcK.each 1 6 “ Altogether helpful, suggestive, clear, and valuable.”—School World.

Xenophon ...... ai basin. Book Tectia cs. GM Biria 1 6 | te. ge Ea book on St. Mark is a model of what such books should

London: Campripce University Press Warenouse, Fetter Lane. C. F. Clay, Manager:

Jan. 1, 1908. |

THE EDUCATIONAL TIMES.

21

Che University Cutorial Press.

General Editor: WM. BRIGGS, LL.D., M.A., B.Sc., F.C.S., F.R.A.S.

SOME TEXT-BOOKS ISSUED

DURING THE YEAR 1907.

A Course in German, written with a view to enabling Candidates for Tondon
University B.Sc. Eramination and other Scvence Students to acquire
a working knowledge of German,

SCIENCE GERMAN COURSE. By C. W. Pacer-
Morratr, M.A. Lond., M.B., B.C. Camb. $s. 6d.

Botany, arranged fur Modern Methods of
Teaching,

PLANT BIOLOGY. By F. Cavers, D.Sc. Lond., F.L.S.,

eae Professor of Botany at the Hartley University College, Southampton.

A Text-Book of Elementary

A full and complete Course of Practical Work in Physics for use in
Secondary Schools, Technical Schools, and Colleges.

PRACTICAL PHYSICS. By W. R. Bower, A.R.CS.,

Fellow of the Physical Society, Head of the Department of Physics and
Electrical Engineering, Technical College, Hudderstield, and JOUN SATTERLY,
B.Sc. 48, 6d.

Suitable for general use in Training Colleges, Secondary Schools, and the
higher standards of Elementary Schools,

AN ANTHOLOGY OF ENGLISH VERSE. Edited
yi a and Glossary, by A. J. WYATT, M.A., and S. E. GOGGIN,
eahe nad,

An account of the structure and use of the Vocal Organs, and the means
of acquiring Distinct Articulation,
VOICE TRAINING IN SPEZCH AND SONG. By

H. H. HULBERT, M.A. Oxon., M.R.C.S., L.R.C.P., Lecturer on Voice Produc-
tion and Physical Education at the London Day Training College. 1s. 6d.

A Complete Course of Instruction in the Theory and Practice of Perspective
Drawing, arranged to meet the requirements of the Syllabus of the
Board of Education, and of similar Examinations.

PERSPECTIVE DRAWING. By S. Porak, Lecturer
in Art under the London County Council. 5s.

Suitable for the Examinations of the City and Guilds of London, and
the Board of Education, §c.

TECHNICAL ELECTRICITY. By Prof. H. T. Davipar,
B.Sc., and R. W. HuTcuinson, B.Sc. 48. 6d.

An edition for School use of the Tutorial Arithinetic,”’ the portions dealing
with the “ Higher Theory of Arithmetic” being omitted,

THE SCHOOL ARITHMETIC. By W. P. WORKMAN,
M.A., B.Sc. Second Edition. In One Volume, 38. 6d. Part I., 28. ; Part Ii, 28.

A Complete School Course of Coordinated, Theoretical, and Practical
Work in Physics.

THE NEW MATRICULATION HEAT; THE NEW
MATRICULATION LIGHT; THE NEW MATRICULATION
SOUND. By R. W. STEWART, D.Sc. In three Vols. 28.64. each.

The course of work is arranged in accordance with the best modern methods.
Wherever possible the theory is developed from experiments which require only
simple apparatus and can be performed by the students themselves. The diagruins,
pari are clear, instructive, and casily reproduced, form a distinctive feature of

e books.

Containing the “ Salient Facts” of Engiish History, as required in the
English paper at London Matriculation.
GROUNDWORK OF ENGLISH HISTORY. By

M. E. CARTER, Somerville College, Oxford. First Class Honours in Modern
History. 28,

Specially written for Stages I. and II. of the latest Syllabus of the
Board of Education for Subject XT. P.

SYSTEMATIC PRACTICAL ORGANIC CHEM-
ISTRY. By G. M. Norman, B.Sc., A.R.C.Se., F.C.8., Head of the Chemical
Department, Technical School, Bury, Lancs. 18, 6d.

London: W. B. CLIVE, University Tutorial Press,
157 Drury Lane, W.C.

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ...... Position £510 0
Half Page PP 210 0 ...... os 300
Quarter Page a 1.10 0 0... ‘i 115 0
Per inch in broad column (half width of page) ... 0 7 0
Narrow Column (one-third page) ............c.sscecseses 200

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &c.),
3s. 6d. for 6 lines, or 4s. 6d. the inch.

SituationsVacant and Wanted— words or under, 28.; each additional 10 words

. (For ls. extra, Replies may be addressed to the Publishing Otice, and will
be forwarded post free.)

CURRENT EVENTS.

Tue Sixth Winter Meeting for Teachers, con-
ducted by the College of Preceptors, will be
held at the College on January t to 15. The
programme includes lectures on the principles and practice
of education and on methods of teaching various school sub-
jects, as well as visits to educational institutions.

* #
*

Fictures.

Tne Half-yearly General Meeting of the members of the
College of Preceptors will take place on Saturday, Jan-
uary 25.

* +
+

THe Annnal General Meeting of the Incorporated Asso-
ciation of Head Masters of England and Wales will be held
at the Guildhall, London, on January 10.

# +
*

THe Annual General Mecting of the Incorporated Asso-
ciation of Assistant Masters in Secondary Schools will be
held at Merchant Taylors’ School, Charterhouse Square, K.C.,
on January 10. A paper will be read by Prof. M. Is. Sadler,
entitled, “ Should Secondary Teachers be Civil Servants ? ”
Open to members of all educational associations.

-t

THE Annual General Meeting of the Incorporated Associa-
tion of Assistant Mistresses in Public Secondary Schools
will be held on January 11 at Dr. Williams's Library,
Gordon Square, W.C.

+ =
*

THe Annual General Meeting of the Private Schools
Association will be held at the College of Preceptors on
January 10.

+ *
+

Tue Annual General Meeting of the Modern Language
Association will be held in London on January 7 and 8.
*_*
Tue Annual General Meeting of the English Association

will be held at University College, London, on January 10
and 11.

$ *
+

Tne Annual Meeting of the Geographical Association will
be held at University College, London, on Wednesday, Jan-
uary 8.

+ &
*

A COURSE of lectures on “ The Historical Study of the
English Language ” will be given by Mr. P. G. Thomas,
M.A., on Saturdays at 10.30 a.m., beginning January 18.
Free to teachers in London schools. Apply, for permission
to attend, to the Executive Officer, Education Offices, Vic-

toria Embankment, W.C.
*.#

*

Tue Lees and Raper Memorial Lecture, 1908, will be de-
livered in the Town Hall, Oxford, by Mr. William McAdam
Eccles, M.S., F.R.C.S., on February 4, at 8 p.m. Subject:
“The Relation of Alcohol to Physical Deterioration and
National Efficiency.”

22

THE EDUCATIONAL TIMES.

(Jan. 1, 1908.

THe second term of the year’s special courses for foreign
= students at the University of Rennes commences on March 1.
Apply to the Secretary to L’Entente Cordiale, 6 Fig Tree
Court. Temple, E.C.

pe

Tur Nobel Prizes (£7,620 each) have been
awarded as follows: Literature, Mr. Rudyard
Kipling ; Physics, Prof. Michelson (Chicago) ;
Chemistry, Dr. Buchner (Berlin); Medicine, Dr. Laveran
(Paris); Peace, Signor Ernesto Theodoro Moneta (Italy)
and M. Louis Renault (France).

& &
*

Tue Prince of Wales has been elected an honorary mem-
ber of the Royal Irish Academy.

Lord Curzon has been elected to an honorary Fellowship
at Balliol College, Oxford.

Honours.

2
*

Oxrorp Universrty has conferred the honorary degree of
M.A. upon Mr. F. H. Wright, Registrar of University Col-
lege, Reading.

= +
+

Tue University of Cambridge has conferred the honorary
degree of M.A. upon Mr. Sidney Herbert Ray, Assistant
Master at St. Olga Street Council Schools, Bethnal Green,
in recognition of his study of Oceanic languages. The
Public Orator introduced him as an expert in the languages
of New Guinea and North Australia, and of the Melanesian
and Polynesian Islands.—Also upon Mr. H. D. Hazeltine,
Reader in English Law.

* o #

*

Tne University of St. Andrews has resolved to confer the
honorary degree of LL.D. upou the following scholars on
February 16:— Lord Avebury; Mr. Francis Darwin, President-
Elect of the British Association; Mr. Philip Norman,
Treasurer of the Society of Antiquaries ; Sir E. J. Poynter,
Bart., President of the Royal Academy; Mr. Charles
Hercules Read, Past President of the Anthropological In-
stitute ; and Principal MacAlister, Glasgow.

* *
*

Tur Baly Medal of the Royal College of Physicians for
Physiological Research has been awarded to Prof. Starling,
University of London, University College.

+ +
*

Tue Munich Academy of Science has elected as correspond-
ing members Prof. J. J. Thomson, Cambridge, and Prof.
Gibbert, of the Geographical Survey, Washington.

* *
*

Dr. J. A. H. Murray, the lexicographer, has been elected
an Honorary Fellow of the Royal Society of Edinburgh.

* +
*

It is proposed to present his portrait to Dr. Selwyn, the
retiring Head Master of Uppingham. Contributions are
received by Mr. R. H. Lloyd, Trinity College, Oxford.

* *
*

Dr. AgrHur J. Evaxs, Keeper of the Ashmolean Museum,
Oxford, has been presented with his portrait. The portrait,
which was painted by Sir William Richmond, R.A., has
been accepted by the University.

* *
*

Tre Most Rev. Witiiam ALexanper, D.D., Archbishop of
Armagh and Primate of All Ireland, has been elected an

Honorary Fellow of Brasenose College, Oxford.

of the “ Memoirs” of the Royal Astronomical Society.

at Balliol College, Oxford.
*

THe status of Emeritus Professor has been conferred upon

Mr. Louis C. Miall, D.Se., F.R.S. and Mr. Charles J. Wright,

M.Se., M.R.C.S., by the University of Leeds. on their re-

tirement from the chairs of Biology and Midwifery.

* *
*

THE Lalande Prize has been awarded by the French
Academy to Mr. Thomas Lewis, F.R.A.S., of the Roval
Observatory, Greenwich, and one of the secretaries of the
Royal Astronomical Society, for his great work on the
measures of double stars, which forms the fifty-sixth volume
The
last time this medal was given to an Englishman was in
1880, when it was awarded to Stone for his Cape General
Catalogue.

Tue late Prof. Barker has bequeathed to
the University of Manchester his micro-
scope and all his botanical works and
herbarium for use in the Botanical Department; all his

Endowments and
Benefactions.

mathematical and general scientitic works, and all his other
property (subject to certain life annuities and a few personal
bequests) upon trust (1) to found a Professorship of Crypto-
gamic Botany, and (2) to found bursaries or scholarships
in the departments of Mathematics and Botany. On the
falling in of the several annuities, and after payment of the

legacy duty, a net sum of about £36,000 will be available.
* *
*

By the death of Lady Pearce on Christmas Eve, the

fortune of the late Sir W. G. Pearce—some £400,000—
passes to Trinity College, Cambridge.

* +
*
Lorp Newsanps has given £10,000 to provide additional
income for the Snell Exhibitioners from Glasgow University

*
*

Mrs. ANNIE FULTON, widow of the late Alderman Fulton,
Cardiff, has left over £30,000 for charities, education, and
religions purposes ; and a considerable part of the sum will
go to the buildings and professorships of Cardiff University
College.

* +
&

Mr. Henry Rutson, of Newby Wiske, Northallerton, has
given £1,000 to the University of Leeds to found a scholar-
ship in memory of his late brother, Mr. John Rutson.

* *
*

Lorp CaLtuorre has given the University of Birmingham
a valuable piece of land for a recreation ground (say £15,000).
He previously gave the land on which tbe Bournbrook
buildings stand (27 acres, worth £20,000).

* *
+

Mr. Epric Bayey, late Chairman of the Governing Body,
has given £5,0U0 to clear off the debt on the building exten-
sions at the Borough Polytechnic Institute.
+ *

*
THE late Mr. Mark Stirrup, of Bowdon, has left £1,500
for a Scholarship in Paleontology at Manchester University.

+ +

*

Mrs. Puinuies, of St. Leonards-on-Sea, has given £1,000
to Burnley Grammar School to found a scholarship at Man-
chester University in memory of her late husband, who
had attended the school as a boy and became one of its

governors. .

¥* *
*

Mr. H. A. FRANKLIN, of Ladbroke Grove, Notting Hill,
W., has left £1,000 to the Jews’ College for a Franklin
Scholarship, and directed that after hiswife’s death £1,000
shall go to the Jews’ College to found another Franklin

Jan. 1, 1908. }

THE EDUCATIONAL TIMES. 233

Scholarship. He has also left £1,000 to the London Jews’
Free School, and £1,000 to the Manchester Jews’
School.

* #
*

Mr. ALEXANDER GILLANDERS, a late Custom House officer,
has left £500 to Aberdeen University for a medical bursary
or medal.

At Oxford University, scholarships, ex-
hibitions, &c., are offered in Classics at
Jesus College, January 14; at Exeter, Jesus,
and Pembroke, February 5; and at New, Magdalen, and
Corpus Christi, March 17. In Mathematics, at Magdalen,
Brasenose, Christ Church, and Worcester, March 3. In
Natural Science, at Jesus, January 14; Keble, March 10;
Merton, New, and Corpus Christi, March 17. In History.
at Merton and Brasenose, January 11; Jesus, January 14;
Exeter, March 17.

Scholarships
and Prizes.

* *
*

At Cambridge University, 6 Stewart of Rannoch Scholar-
ships, £25 each for 3 years, will be offered in May to
natives of the counties of Wilts, Somerset, and Gloucester
(including the city and county of Bristol)—2 for Hebrew,
2 for Greek and Latin, 2 for Sacred Music. Also open
scholarships—2 in Hebrew and 2 in Sacred Music. Age
limit, twenty-one or twenty-two. Regulations from the
Registrary.

Magdalene College offers 4 scholarships (£80 to £40 a
year) and 2 or more exhibitions (say £30 a year, £25 for
organist) for Classics, Mathematics. Modern History, and
Meclranical Sciences. Examination, March 17 and 18. Age,
under nineteen. Certificates of age and character to the
Master or the tntor (Mr. A. G. Peskett) by March 1.

Downing College offers minor scholarships in Law,
History, and Natural Science, not exceeding £50 for one
year (after which holders can compete for foundation
scholarships, £50 to £50). Age, under nineteen; but no
age limit in Law and History. Subjects and certificates of
character to Mr. Henry Jackson, the tutor, by February 25.

Selwyn College offers Entrance Scholarships and Exhibi-
tions for Classics, Mathematics, and Natural Sciences, on
March 17. Particulars from the Master.

x +
&

L'Exrexre Corptace offers two scholarships, £20 each, to
candidates (of cither sex) from University colleges. Examina-
tion, May 16, conducted by the Society of French Professors
in England.

* *
*

Tur Royal Meteorological Society offers three prizes (£5,
£3, £2) to “elementary teachers and others ” for “ essays in
the form of an original Nature-study Lesson on weather or
climate notexceeding 1,5(0 words in length), together with a
brief synopsis of five other Lessons to cover the whole sub-
ject of climate and weather.” Essays to reach Mr. William
Marriot, Assistant Secretary to the Society, 70 Victoria
Street, S.W., by January 31.

THe Rev. Artucr HH. Jounsox, M.A.,
Fellow of All Souls College, Oxford, has

been appointed Ford's Lecturer in English
History for 1908-9.

Appointments
and Vacancies

* *
*

Tue Rev. Canon Scorr Honranp, M.A., D.Litt., has been
appointed Romanes Lecturer at Oxford for 1908.
+o

*
Mr. W. Baremayx, M.A., Fellow of St. John’s, has been
appointed Reader in Zoology, Cambridge University.

Mr. E. T. Campacsac, M.A., H.M.I.S., has been appointed

Free | to the Chair of Education in Liverpool University.

* *
*

Mr. C. E. D. Davies, B.A. Cantab., has been appointed

Lecturer in Constitutional and Comparative Law in the

University College of Wales, Aberystwyth.
+ #

#
Dr. Witrrtp Perretr, B.A., Ph.D., has been appointed
Reader in German in the University of London.

* *
*

Mr. RicHarp H. Wattnew has been appointed to the Pro-
fessorship of Music at Queen’s College, London, vacant by
the death of Prof. Henry Gadsby.

* * |

Mr, D. H. Macurrcor, M.A., has been appointed Assistant

in Political Economy at the University of London, University

College.

* *
*

Mr. Jeres Freunp, M.A., Ph.D., Lecturer in German
Language and Literature, University of St. Andrews, has

been appointed Professor of German in the University of
Sheftield.

* *
$

Mr. W. Artas, M.A., B.Se. Edin., has been appointed
Vice-Principal of the Elsenberg Agricultural College, Cape

Colony.

* *
$

Mr. T. S. Patterson, B.Sc., Ph.D., has been appointed
Lecturer in Organic Chemistry in Glasgow University.

* *
*

Mr. E. J. Tuomas, M.A., Lecturer in Greek and Latin,
Bangor University College, has resigned his post to accept
an appointment on the editorial staff of the Cambridge Uni-
versity Press. .

* *
*

Tut Morton-Sumner Lectureship in Geology and Geo-
graphy at Bedford College for Women (University of
London) has been offered to Miss C. Raisin, D.Sc. A
Lecturer in Botany, who will be head of the Department,
will be appointed in February.

* *
*

Miss Arce Paterson, M.A. Edin., Ph.D. Jena, assistant
mistress St. Paul’s Girls’ School, Hammersmith, has been
appointed Lady Assistant Lecturer and Tutor to the Women
Students in the Day Training Department, University Col-
lege, Bangor.

* &
*

Mr. Apert W. Priestiey, M.A., B.C.D., B.Sc., Inspector
of Elementary Education for the Nast Riding County Council,
has been appointed Director of Education for the Worcester

County Council.

& *
*

Mr. Axprew Joss has been appointed Secretary to the
Gillingham Education Committee.
+ #

w
Mr. Srerenes R. N. Brapty. M.A. Cantab., Bedford Modern
School, has been appointed Head Master of Fareham School.

*
*

Mr. Harao Sternex Curren, B.A. Cantab., St. Michael's
School, Westgate, has been appointed Head Master of
Ellershe School, Fremington.

* *
*

Tue Rev. Horace Gray, M.A. Cantab., Head Master of
the Kendal Gramma r School, has been appointed Head Master
of the Grammar School, Warrington.

24

Mr. Wittiam Stevens Ler, M.A. Oxon., Dover College, has
been appointed Head Master of Cranbrook Grammar School.

Mr. Water Rogert Lewis, B.A. Cantab., and Francis, H.
Simpson, M.A. Oxon., Dulwich College Preparatory School,

have become joint Head Masters of St. John’s House School,
Rosslyn Hill, N.W.

Mr. Georce Linptey, B.A. Irel, Simon Langton School,
Canterbury, has been appointed Head Master of Spilsby
Grammar School.

Mr. S. A. Moor, M.A. Cantab., Head Master of Nantwich
Grammar School, has been appointed Head Master of
Kendal Grammar School.

Mr. Epacar T. S. Tapmayx, B.A. Lond., Second Master,
King Edward VI. Modern School, Macclestield, has been ap-
pointed Head Master.

Dr. W. H. Eccres, head of the joint Mathematical and
Physical Departments at the South Western Polytechnic,
has been appointed Head of the Department of Mathematics;
and Mr. Louis Lownds, B.Sc., Ph.D., has been appointed
Head of the Department of Physics.

THe Rectorship of Kilmarnock Academy is vacant through
the death of Mr. David Murray, M.A., B.Sc.

* *
+

Dr. A. B. Youna, M.A. Cantab. and Cape, Ph.D. Freib.,
has been appointed an Assistant Master at Christ's College,
Finchley, N.

* *
*

Mr. G. R. H. Nicuonson, B.A., has been appointed Assist-
ant Master at Kingswood School, Bath.

A Lire of Lord Kelvin, by Prof. Silvanus
Thompson, will be published in the course of the
year by Messrs. Macmillan. Lord Kelvin himself
furnished numerous biographical details and other matter.

* *
*

Literary
Items.

THe Board of Education has issued a pamphlet, ‘‘ How to
become a Teacher in a Public Elementary School,” giving
complete particulars as to the conditions of recognition of
teachers in all capacities, and supplying information on all
the points that are most frequently raised by teachers or
intending teachers in letters they address to the Board

(4d., Wyman). .

*

Tue Preparatory Schools Review for December, with much
other excellent matter, furnishes an instructive “ record of
the physical examination of one thousand boys at their
entrance on public-school life,” by Dr. Dukes, Physician to
Rugby Schcol.

Tue director of the municipal Friedrichs
Gymnasium has obtained the authorization of
the Berlin Common Council to make English
a compulsory subject for “ Obersecunda,” corresponding to
the fourth form in an English public school, from next year.
French, which has hitherto been compulsory, will take the
place of English as a facultative subject.

General.

THE EDUCATIONAL TIMES.

(Jan. 1, 1908. _

Herr Gustav Sprinter (Spandauer Strasse, 40 Schmargen-
dorf, bei Berlin) is organizing, on behalf of the International
Union of Ethical Societies, an International Moral Education
Congress, to be held in London in September.

Tue “ Famulus ” of Terence, the Westminster play of the
year, has been performed with great success. It 1s some
fifty years since its previous performance at Westminster.

More Hovst, the first of the collegiate halls or residences
for students attending the University of London, which has
been erected in the remnant of Sir Thomas More’s garden,
at Cheyne Walk, Chelsea, was opened (Dec. 11) by Sir
Arthur Riicker, the Principal of the University.

MEETING OF THE COUNCIL OF THE COLLEGE
OF PRECEPTORS.

A MEETING of the Council was held at the College, Bloomsbury
Square, on December 14. Present: Dr. Wormell, President, in the
chair; Prof. Adams, Prof. Adamson, Dr. Armitage Smith, Mr. E. A.
Butler, Mr. Easterbrook, Mr. Eve, Mr. Hawe, Mr. Kelland, Mr.
Ladell, Miss Lawford, Dr. Maples, Mr. Millar Inglis, Dr. Moody,
Mr. Morgan, Miss Punnett, Mr. Rule, Mr. Rushbrooke, Mr. Starbuck,
Mr. Vincent, and Mr. White.

The minutes of the last meeting were read and confirmed.

The Secretary reported that the Christmas Certificate and Lower
Forms [examinations had been held on December 3 to 6, and that
the number of candidates was about 7,600. For the Christmas
Examination of Teachers for Diplomas the number of entries was
about 540.

The Diploma of Associate was granted to Mr. G. C. Rogers, who
had satisfied the prescribed conditions.

Mr. Millar Inglis was appointed to serve as one of the representa-
tives of the College on the Federal Council in place of Mr. Kelland,
resigned.

Prof. J. Adams was appointed to deliver the Psychology Course of
Lectures to Teachers in 1908.

Saturday, January 25, was fixed as the date of the next Ordinary
General Meeting of the members of the College.

The representatives of the College presented a report of the
proceedings of the Federal Council at a special meeting held on
December 11, at which the question of registration had been con-
sidered. At this meeting resolutions had been adepted recom-
mending that the Registration Council to be formed under the
provisions of the Education (Administrative Provisions) Act of 1907
should be constituted in equal proportions of nine representatives
of Mlementary, Secondary, and Technological Isducation, respectively,
and nominees of the Crown, and that one third of each of the
four groups should consist of women. The representatives of the
College felt themselves obliged to dissent from the detailed proposal
with regard to the method of the composition of the Council, but
concurred on other points.

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 following persons were elected members of the College :-—

Mr. W. . Cosgrave, A.C.P., Westbourne House, Beverley Street,
Port Talbot.

Mr. J. Powlesland, Wallingbrook School, Chulmleigh, North
D-von.

Mr. W. F. F. Shearcroft, A.C.P., The Grammar School, Scorton,
Yorks.

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

By Da. A. E. C. DICKINS0N.— Sweet's Anglo-Saxon Reader,

By the AUTHOR. — Harley's Brief Biographical Sketeh of Robert Rawson.

By G. BELL & Soxs.,—Ashton’s Mason's Junior English Grammar: Guthkelch’s
Coleridge's Ancient Mariner, and other English Ballads; Hampshire's Hawthorne's
Wonder Book and Tanglewood Tales (Selected).

By the CAMBRIDGE UNIVERSITY PREss.— Eve's Seleeted Poems of Victor Hugo;
Lewis's Inorganic Chemistry; Winstanley’s Spenser's Fowre Hymnes.

By MacĒMiI LLAN & Co.— Fowlers English Essays.

By the OXFORD UNIVERSITY PRESs.— Bridge's Hugo's La Légende des Siècles ;
Chaytor’s Belot's Voyage aux Mers Polaires: Freeman's De Vigny’s Servitude et
Grandeur Militaire; Garnier’s Barbier's Lumbes et Poemes: Hentsch’s Marmier’s
Les Finneés du Spitzberg; Michell’s Merimée's Contes et Nouvelles.

By G. Putte & Sox.—Childe-Pemberton’s Chart of the Centuries; Dickens's
Simple Object: Lessons from Nature,

By W. Rick.—Journal of Education, 1907,

Calendar of University College, Nottingham,

Jan. 1, 1908.1

REGISTRATION IN SCOTLAND.

“Tut WHOLE MOVEMENT IS A MISTAKE.”

THE movement for Registration of Teachers, as initiated by
the Scotch Education Department (says the Hducational News),
has stirred the teaching profession of Scotland as probably no
other movement has done for many years past. Everywhere it
was felt that the matter was of almost vital importance to the
schools, and especially to individual teachers.

The various steps which have led up to the present position
are worthy of note. Let us first look to the schools themselves.
During the last ten years, more particularly during the last five
years, there has been a steady development in the organization
of the public schools into something resembling a system, until
at last we now have them pretty well divided into primary, in-
termediate, and secondary schools, the division depending mainly
upon length of curricula. There has also been quietly going on
a grouping of teachers into these several categories. School
Boards with Higher Grade or Intermediate Schools were steadily
transferring their most highly qualified teachers to these schools,
and were searching the country for others similarly qualified
as vacancies occurred. ‘The same held good for secondary
schools. To a logical mind it might, therefore, appear quite
natural that the teachers should be separated into corresponding
groups, and should be labelled in some corresponding way. This,
at any rate, seems to have been the dominating idea in the Scotch
Education Department. It isnot unnatural that those responsible
for the official working of that great Department should desire
to see a nice cut-and-dried system, with everything and every-
body properly pigeon-holed and classified.

The Regulations for the Training, &c., of Teachers, issued in
June, 1906, may be said to have initiated the steps which have
culminated with the present proposals. Article 42 of these
Regulations offers ‘ Recognition ” to qualified teachers holding
recognized positions on the staff of intermediate or secondary
schools. At that time, and until recently, these expressions
were interpreted to mean that a person who, at the specified date,
held a position on the staff of an intermediate or secondary
school, and whose appointment had been notified to the Depart-
ment, could claim “ Recognition ” as a matter of course. But in
the autumn of this year there appeared a Departmental Circular
(406), with an accompanying Form (49 T), defining more clearly
the meaning which the Department wished to give to Article 42.
Recent interviews between Mr. Struthers and representatives
from teachers’ associations helped to throw light on the in-
tentions of the Department. Itcannot be said that the increased
light thus thrown gave much satisfaction to teachers. Recog-
nizing the good intentions of the Department towards both
Scottish Education and the teaching profession, they felt that
there was great possible danger in the policy to be pursued.
Nothing has so far happened to show that this mistrust is un-
founded. We can only hope that the result will turn out quite
contrary to anticipations.

The Educational Institute, speaking through its Special and
Higher Education Committees, has determined to recommend
all teachers, if they have claims for “ Recognition” under
Article 42 or Article 45, to apply to the respective authorities for
that recognition. At the same time these Committees express
the conviction that the whole movement is a mistake, and will
not effect the very purposes which it is intended to accomplish.

RELIGIOUS EDUCATION IN ELEMENTARY SCHOOLS.

RESOLUTIONS OF THE FRIENDS’ GUILD
OF TEACHERS.

In view of the still unsettled position of the religious educa-
tion problem in elementary schools—the claims of denomina-
tionalists on the one hand, and the trend towards a secular
solution on the other—and in view of the very varying and
ill-defined ideas included under this phrase, “ secular solution,”
the Friends’ Guild of Teachers desires to urge the following
points :—

1. That no education will be worthy of the name which fails to
provide for the best moral and spiritual growth of the child.

2. That the suggestion that the secular solution may be supple-
mented by the concession of universal right of entry to ministers of
all denominations is radically unsound: it destroys the unity
of the school; it emphasizes divisions at a most inappropriate

THE EDUCATIONAL TIMES. 25

jage; it takes away the highest teaching from those who know the

child best, and who are competent teachers by training and expe-
rience; and it involves the classification of the school, not according
to age, capacity, or attainments, but according to the religious
beliefs of the parents.

3. That, in order, therefore, to preserve right organization and
educational method, and to ensure a unified ideal in life and a prac-
tical conception of religion as concerned with the whole of life, this
provision (for moral and spiritual needs) ought to be an integral part
of the work of the school under the school staff.

4. That, while great importance must be attached to the indirect
influence of the spirit of the school, the quality of the work, and the
personality of the teacher, it is right that definite opportunities
should also be set apart for these purposes of highest import.

5. That this education should not be with the object of inculeating
dogma; not only because this is no function of the State, but
because dogmatic instruction is entirely and inevitably uneduca-
tional ; it is unfitted to the minds of children; it is largely mean-
ingless to them; it forestalls the experience which can alone give
signiticance to the dogma, and it stifles that spirit of independent
search for truth which is even more important here than in any other
sphere.

Pa, That, within the limits of this practical and undogmatic purpose,
great freedom should be given to the teacher; for thus only can the
best be hoped for from him; there is good reason to believe that he
will justify the confidence placed in him, will rise to his responsi-
bility and be enabled to work under conditions of sincerity and
progress.

7. That it is essential that this religious education should be given
on the best and most intelligent lines, bY” men and women competent
by training and knowledge to give it ; it is therefore very desirable
that the increased provision which is urgently demanded for the
adequate training of teachers should allow of their qualifving them-
selves in this direction also: the tests applied will then be those of
character, capacity and equipment—the only tests compatible with
self-respect and intelligence.

CURRICULA OF SECONDARY SCHOOLS.
BRITISH ASSOCIATION COMMITTEE'S REPORT.

FoLLow1nG is the Report of the Committee, consisting of Sir
Oliver Lodge (chairman), Mr. C. M. Stuart (secretary), Mr. T. E.
Page, Profs. M. E. Sadler, H. E. Armstrong, and J. Perry, Sir
Philip Magnus, Principal Griffiths. Dr. H. B. Gray, Prof. H. A.
Miers, Mr. A. E. Shipley, Prof. J. J. Findlay, and Sir William
Huggins, appointed at the York meeting of the British Associa-
tion in 1906, to consider and to advise as to the curricula of
secondary schools—in the first instance, the curricula of boys’
schools:

The Committee submit for consideration the following con-
clusions which they have reached as the result of their debates :—

1. There is need for secondary schools of different types, with
different curricula or combinations of curricula: because (a) all
boys are not suited to the same course of study; (b) the require-
ments of the various callings upon which the boys will subse-
quently enter differ considerably; (c) the needs of the schools
differ in a considerable degree according to the economic con-
ditions of the districts in which they are situated. Broadly
speaking, however, the secondary schools fall into two different
types—viz., those in which the majority of boys remain till
eighteen or nineteen, and then continue their education at places
of University rank; and those in which the majority leave at
fifteen or sixteen and proceed to business. ‘There is, however,
no sharp line ot demarcation between the two.

2. The Committee consider that one modern foreign language
should in all cases be begun at an early age; but are of opinion
that it would be a wise educational experiment to postpone the
systematic teaching of Latin as an ordinary school subject till
twelve years of age, and that sucha change will prove suthciently
successful to warrant its adoption. On the other hand, they are
of opinion that such absence of systematic teaching by no means
precludes its incidental teaching before the age of twelve by such
means as will naturally occur to a fully qualitied teacher of young
boys. The Committee also desire to record their opinion that
the continued teaching of either of the two dead languages to
boys who after serious trial have shown little or no progress in,
or capacity for, such linguistic study has little or no educational
value; and that, though the mental training afforded by such
study is of great value in the case of many boys, yet in the case
of others such study not only produces no good results, but does
positive harm to their mental and moral °progress_by reason of

26

THE EDUCATIONAL TIMES.

(Jan. 1, 1908.

their incapacity to grapple with its difficulties. The Committee
go further, and express their doubt whether the authorities m
some secondary schools have sutticiently recognized this fact
or have provided suflicient alternatives to such linguistic study.

3. The Committee deprecate any form of early specialization in
the education of children, and therefore regard with grave con-
cern the fact that the entrance examinations at the great English
public schools give undue prominence to the study of Latin (and
Greek) in the course of education at the preparatory schools, the
result being that too little time is available for (1) the teaching
of the mother tongue, (b) manual training, (c) science and
mathematics.

4, The Committee would deprecate anything like State-imposed
rigidity in the organization and studies of secondary schools.
But the Committee are led to the conclusion that up to twelve
years of age there might be a broad general course of education
for all. It would in all cases include careful preliminary train-
ing in the use of the mother tongue, so that it could be used in
speaking and writing correctly on ordinary occasions, and would
further comprise the following divisions :—(1) literary, (2)
mathematical, (3) scientific, (4) manual training. They consider
that a school week of twenty-six hours might be divided as
follows :—Literary work, thirteen hours; mathematical and
scientific work, nine hours; drawing and manual training, four
hours; while for those who after twelve years of age commence
the study of Latin the division of time should be—Literary
work, sixteen hours ; other subjects, ten hours.

5. The Committee are of opinion that the curriculum in
secondary schools suffers gravely from the number of subjects
which have been crowded into it, and they regard this as the
most serious factor in secondary education at the present time.
They are of opinion that this “ overcrowding” is due to two
causes :—(1) The disproportionate amount of time bestowed in
many schools on the two ancient languages, which leaves only a
small residuum for each of the other subjects now increasingly
regarded as essential items of education, the result being that the

upil obtains only a smattering of the knowledge of such subjects.
(2) The ill founded belief that the curriculum should be an
abstract of all modern knowledge.

6. The Committee desire to see a great simplification in the
arrangement of examinations for secondary schools, and they
strongly recommend that examination and teaching should go
hand in hand, the examiners co-operating with the teachers and
acting in conjunction with them in order to further the interests
of real education.

The Committee would urge upon the Universities and pro-
fessions to accept as qualifying for entrance the Leaving Certifi-
cates granted by each University to the schools which submit to
its inspection.

The aim should be to examine in accordance with the teaching,
and to pay special attention to the special peculiarity of each
school, or group of schools; and it would be a great relief, and
at once improve the teaching of the higher forms, if the results
of such examination were accepted by Universities and pro-
fessional bodies without further entrance test.

The Committee particularly deprecate any uniform or centrally
administered examination applied to all the schools of the
country. For a uniform State examination, if it were made the
door of entrance to all higher courses of study and to the pro-
fessions and Civil Service, would do much evil, focussing the
efforts of teachers and pupils upon those parts of the school
curriculum in which alone examination is possible. Further,
the rivalry between schools would cause the standard of attain-
ment steadily to rise, until the over-pressure became serious and
intellectual vigour and independent thought were killed.

7. The Committee feel that no scheme of secondary educa-
tion can be satisfactory unless it is carried out by teachers of
learning and force of character, and they would urge that every
effort should be made, by conditions of appointment, by scale of
salaries, and by retiring allowances, to attract a high class to the
teaching profession, which should be regarded as a very laborious,
but very honourable, form of public service. Prompt action in
this matter is urgent and imperative; for, unless something is
done without delay, the best interests of the schools, and especially
of boys’ day schools, will be sacrificed to a false and disastrous
economy.

Accompanying the Report are the following two communica-
tions by Dr. Gray and Prof. Armstrong. “ These,” says Nir
Oliver Lodge, “ were not submitted to, or agreed upon by, the
Committee: they represent individual rather than collective
views.” They may, however, be usefully appended here:

SCHOLARSHIPS IN SECONDARY SCHOOLS.
By Dr. H. B. Gray.

The present system of awarding scholarships at secondary
schools is open to certain grave objections.

(A) ENTRANCE SCHOLARSHIPS.

(i.) With regard to the qualification for candidature, the ex-
amination should be open to all candidates not exceeding the
appointed age; but betore accepting the emoluments of a
scholarship the parent or guardian of the successful candidate
should make a declaration that he requires assistance in order
to send the boy to the school.

(ii.) With regard to the subjects of examination the following
subjects should be obligatory :—(a) English, (b) Latin, (c) French,
(d) elementary science, (e) mathematics, up to a fixed but not
high standard. Each of these subjects should be marked
equally.

The following subjects should be optional :—(a) advanced
Latin, (b) advanced French, (c) advanced mathematics, () ad-
vanced science, (e) Greek. But no candidate should be allowed
to take up more than two of these optional subjects.

Gii.) The age of candidature should be twelve to fourteen.

(iv.) Industry and good behaviour being assured, a boy should
be permitted to enjoy his scholarship till the end of the term
during which his seventeenth birthday occurs; but the scholar-
ship should not be continued unless the head master certify in
writing that he is hkely to win a scholarship at one of the
Universities or to do himself and his school credit academically
at such University.

(B) LEAVING SCHOLARSHIPS.

(i.) With regard to the qunalitication for candidature the same
conditions should apply as for entrance scholarships. With re-
gard to subjects of examination: — For literary scholarships—
(a) English, including précis and essay work, (b) at least one
ancient language, (c) at least one modern language. For
scientific scholarships—(a) English, including précis and essay
work, (b) mathematics, (e) at least one branch of natural science.

THE TEACHING OF CLASSICS.
By PROF. ARMSTRONG.

Prof. Armstrong desires definitely to raise the grave question
whether classical teaching, not mere neglect of modern subjects,
be not largely responsible for the present situation—for the lack
of interest and the failure to appreciate progress which seems
too often to characterize those who have received what is called
a classical education. He is of opinion that we need to consider
whether the teaching of Latin and Greek in the conventional
way has not a directly detrimental effect in hindering the broad
development of mental faculties. Some explanation is required
of the fact that those who have been thoroughly trained in
classics often prove themselves to be unreceptive of new ideas,
unimaginative, and unprogressive. There are men of experience
as classical teachers who question whether the classical system
fortifies the mind. Helmholtz, too, has pointed out that
“ linguistics fail to lead us to the true source of knowledge, nor
do they bring us face to face with the reality we seek to know
.. . knowledge is transmitted to the individual of the origin of
which he has no right conception.”

He would not advocate the omission of Latin, however, but that
it should be taught always together with other subjects. which
would afford the necessary corrective to its baneful influence.
Thorough experimental work should be most insisted upon
probably in the case of those who are earnest classical students.

It seems to him that it should be the chief aim of schools to
give training in method and to excite interest, and that the
difticulty of including subjects in the curriculum would be less
felt if this were more clearly recognized.

The right teaching of the mother tongue, so that it may be
used properly in speaking and writing on ordinary occasions, as
well as the real use of books as sources of information, need far
more attention than they have received in the past. The
teaching of history and geography as specific subjects is
probably much overdone, and knowledge of such subjects might
be acquired more by systematic reading.

Mathematics should always be dealt with from the practical
standpoint, so that it may become a useful weapon to the learner ;
and science must be taught practically and. at first, mainly trom
the point of view of method, so asta develop powers ‘of observa-

Jan. 1, 1908. ] THE EDUCATIONAL TIMES. 27

ee

tion and of logical thought. The results of scientific inquiry | of series; an inquiry into the “convergence ” of infinite definite
must also be brought broadly home to the minds of scholars, in | integrals; and, as the name of the volume indicates, an intro-
so far as they bear on the world in which we live and on our|duction to Fourier’s Series and Integrals, in which rigorous
work in it. At the later stage a broad course, in which biology | proofs of the expansions are given, based by the writer on
figures as well as physical science, is required ; but details must | the methods of which Neumann and Weber laid down the lines.
be avoided and methods of honest, thorough work inculcated. That all this work in the region of Pure Mathematics should be
Lastly, the intellectual value of manual training has to be! included ina treatise of which the ultimate object would seem to
‘appreciated. ‘The results already obtained at Osborne and|be the consideration of the application of Fourier’s expansions
Dartmouth show that such training probably has a high value; to an important physical problem, bears ample testimony to the
as mental discipline, and that it should be made an essential | spirit underlying the author's work, namely, the devotion of one
element of school work for all scholars. truly striving to advance knowledge and animated by a desire
to sound his subject to the very depths. That such isthe motive

power at work, is further evident from the Introduction, in which

the author clearly expresses in words the primary difficulty

which besets the student of Fourier’s Series, and traces step by

step the course’to be followed—the one actually adopted in the

THE COMPLETE GUIDE To HYGIENE. subsequent discussion—in order to overcome it. But the classes

REVIEWS.

. a

Lessons in Practical Hygiene, for Use in Schools. By Alice | of readers to whom the treatise affords valuable information are
Ravenhill, F.R.San.1., Lecturer to the University of London | not yet exhausted ; for the student of the History of Mathematics
Extension Board, late Lecturer on Hygiene and Inspector|may derive much useful knowledge from the introductory
under the West Riding of Yorkshire County Council. With | historical chapter. We learn there the period at which there
Preface by Prof. M. E. Sadler, M.A., LL.D. (5s. net. €E. J.| first arose a question as to the possibility of expanding an
Arnold & Son, Leeds.) arbitrary function of a real variable in a series of sines and

Miss Ravenhill needs no introduction to wideawake teachers | cosines; we obtain an insight into the cause of the discussion—
much less to the sanitary experts. Not only has she proved her! namely, the bearing which the point raised has on the problem
qualities in the class-room, but she has also investigated in, of the vibrations of strings. The parts taken by D'Alembert,

America as well as in England the methods and processes of the | Euler, and Bernoulli in the attempt to obtain a solution of the

teaching of hygiene, and is in close contact with the organizations | fundamental equation are clearly indicated. The contributions

whose object is to spread the light upon this increasingly im- | of Lagrange are noted, and the ease with which this last named

portant subject. The present volume might easily have borne a| mathematician might have taken the further steps whose im-

` more ambitious title. Part I. treats generally of the phenomena, | portance, as forming the completion ot the work, is pointed out

characteristics, requirements, and influencing conditions of life;in order to prove the reality and the magnitude of our debt to
and the characteristics of air and water. Part II. describes in| Fourier. There is unquestionable pleasure as well as benefit to
relation to hygienic considerations the human body, its systems | be derived from tracing with Dr. Carslaw the various stages in
and their functions, its general constituents, the digestive pro-|the growth of the theory. And there is the labourer in yet
cesses, and the organs of sensation. Part III. deals with|another field of work who will be ready to acknowledge his
proximate food principles—tests, methods, and effects. Part [V.|indebtedness to the present text-book: the bibliographer will
discusses personal hygiene—care of the person, clothing, clean- | meet in the appendixes with lists (giving the dates) of treatises,
liness, and so forth. Part V. surveys the dwelling—soil,} memoirs, and papers dealing with the matter discussed in both
building materials, ventilation, warming, lighting, sanitation, &c.| Parts of the text. The value and importance of Dr. Carslaw’s

Appended are bibliography, glossary, and index. ‘The disposition | work, as may be gathered from the above brief notice, cannot

of the multifarious subjects is thoroughly systematic, and the| but speak for themselves to the reader.

handling is intensely practical and entirely experimental.

Teacher and pupil have simply to attend to the orderly and

lucid directions and to follow them out. Explanatory matter

and more advanced points are put into smaller type under the GHNHRAL NOTIONS.

different sections. The work is comprehensive, and it has been ——

executed in detail with conscientious elaborateness : moreover, MATHEMATICS.

for absolute security, the various sections have been submitted First Steps in the Calculus. By A. F. Van der Heyden, M.A.

to the careful criticism and revision of specialists. There are (38. Edward Arnold.)

139 figures in illustration. It is only too true, as Prof. Sadler | Addressed principally to the students of evening classes who possess
says in his commendatory preface, that much remains to beja knowledge of geometry, nlgebra, and trigonometry up to the standard
done before the teaching of hygiene on practical lines can be] of Stage III. of the Board of Education, this little work is necessarily
regarded as an effective part of our national education.” But, if | rather restricted both as to size and scope. Within its prescribed
this book were substantially taught in the spirit in which it is} limits, however, it will greatly commend itself, owing to the breadth
written, the efficiency of the teaching of hygiene would no longer | with which the author treats his subject and to the effort made through-
admit of question. It just occurs to us that a more elementary | out to convey tirst principles clearly and to tix the ideas of the beginner
and less extensive book. containing the main points of the subject | by the consideration of some of the simple practical applications of
ina popular form, would be invaluable not only as an introduc- | Which such principles are capable. The course followed in the text-
tion to the present volume, but as a guide to such pupils as book includes all that is expected in the Calculus from students qualify-

cannot overtake the full course here prescribed. ing themselves in the mathematics required for Stage V. by the
syllabus of the Board of Education. In addition, ıt may be reasonably

anticipated that the work will prove of value in the classes of secondary

FouRIER’S SERIES, day schools.
Introduction to the Theory of Fourier’s Series and Integrals, and |“ Thorough” Arithmetics (Scheme B).—Teacher’s Book, No. III. By
the Mathematical Theory of the Conduction of Heat. By W. Woodburn. (9d. net. Chambers.)

H. S. Carslaw, M.A., D.Sc., F.R.S.E. (14s. net. Macmillan) |, We noticed favourably some time ago the series of which the above
Although the volume must be classed as a treatise of special |i8 a specimen volume. It may be well, however, to recall to our
rather than general character, yet the interest of its pages is so readers the usefuiness of the publication and to mention one or two
many-sided that it necessarily gives the work a claim on the | *#!uable features of the Peacher’s edition. For example, the volume
attention of a large section of the general body of mathematicians. peslenod for wap Mih Pee A pEr vee. See conus

: : a statement of the Code requirements affecting them. Again, the
-s a matter of course, the student of the mathematical theory of method adopted in arranging the que-tion and answer material offers

heat will benetit by reading the volume from cover to cover, and great facilities for rapid reference, and young teachers will probably
by endeavouring to master its contents thoroughly. But the! ng many of the notes very helpful.

Bey am ~ aoe . a ee T. ya : ae lea Junior Arithmetic. By W. G. Borchardt, M.A., B.Sc. (28. Rivingtons.)
TAGE ATOTO ee NGIPLUL TO EE RISO. IS OWN IAVOUTS= i" iha writer’ has arranged a useful volume. Although it consists
w. scholarly discussion of the entire system of real numbers mainly of a large number of exercises, still it contains a certain pro-
viewed by the light of both geometry and arithmetic; a detailed portion of text, which takes the form of numerous notes and fully
investigation of the subjects of “aggregates,” of “ sequences,” | worked illustrative examples. On the whole, instruction in the theory
and of infinite series; a special consideration of the theory of | of the subject and the explanation of processes fire left to thé teacher.
* convergence ” and its relation to the problem of the summation ' The answers to the unworked questions give satisfactory results when

28

THE EDUCATIONAL TIMES.

[ Jan. 1, 1908.

tested at random for accuracy. The work has been compiled both for
the junior student in general and as an aid to the candidate preparing
for junior examinations, to whom it will afford much scope for acquir-
ing skill in the treatment of elementary arithmetical problems.

FOREIGN COMMERCIAL CORRESPONDENCE.

“ Hooper and Graham Series.” — (1) French Commercial Practice con-
nected with the Export and Import Trade to and from France, the
French Colonies, and the countries where French is the*recog-
nized language of commerce. Part II. (£3. 6d.) (2) German
Commercial Practice connected with the Export and Import Trade
to and from Germany, the German Colonies, and the countries
where German is the recognized language of commerce. Part IT.
(4s. 6d.) (3) Spanish Commercial Practice connected with the
Erport and Import Trade to and from Spain, the Spanish
Colonies, and the countries where Spanish is the recognized lan-
guage of commerce. Part II. (43. 6d.) (4) The Foreign Traders’
Correspondence Handbook. (88. 6d.)
Dictionary of Terms and Phrases in English, German, French, and
Spanish. (38s. 6d.) All by James Graham, Secretary for Higher
Education, City of Leeds, formerly Inspector of Commercial Sub-
jects and Modern Languages for the West Riding County Council,
and George A. S. Oliver. (Macmillan.)

(1)-(3) are the advanced books, following three corresponding in-
troductory books, and dealing (as, of course, the introductory books
also deal) with the three several languages as they are applied in
actual commerce, “and practically the whole of the matter contained
in the books is drawn froin real business, the series of letters and
documents having been used in actual forcien trade transactions.”
The student needs all the three (or six) books, because any one set
cannot be used for all the three countries by simply turning the one
language into the others: the differences are material, and not merely
linguistic. The advanced books introduce the student to importing
and exporting transactions of considerable difficulty, and furnish ample
illustration, explanation, and exercises, together with a number of
facsimiles of actual documents. The general framework is this:
(a) model letters—circulars, correspondence with agents, correspond-
ence relating to transactions in goods, forwarding packages for ship-
ment, claims, &c.; correspondence relating to payments, drafts,
accounts current, dunning, &c.; correspondence relating to inquiries
made about firms, and information supplied, correspondence relating
to suspension of payment, letters of introduction and of credit,
applications for situations, &c.; (b) notes on vocabulary of model
letters; (c) questions for conversational exercises (relating to the
model letters); (d) exercises to be rendered into French (German or
Spanish), being supplements to the model letters; (e) abbreviations
used in French (German or Spanish) correspondence. The treatment
is most capable and thoroughgoing.—(+4) presents, in English, French,
German, and Spanish, the matter contained in the introductory books

f the series, arranged side by side, in four vertical columns, and is
intended for ready reference by traders.—(5) is “a comprehensive,
systematic, and alphabetical vocabulary of commercial and financial
terms, titles, articles of trade, and special phrases used in the home,
import, and export trades, and in financial, shipping, and accountancy
work generally, for the use of British firms and commercial students.”
The phrases and terms are given in each of the four languages in
parallel columns. The series is far beyond anything else of the kind
that we have seen; and the student that works through it faithfully
will find a great reward.

Prof. Schilling’s Don Basilio, A Practical Guide to Spanish Conversa-
tion and Correspondence. Translated and edited by Frederick
Zagel. (28. 6d. F. Hodgson, 89 Farringdon Street, E.C.)

This volume was written by Prof. Schilling as a companion reading-
book to his excellent ‘‘ Spanish Grammar.” The first Part (89 pages)
consists of a series of dramatic dialogues in which Don Basilio, “a bache-
lor and professor of languages ” on holiday, figures variously enough to
exemplify conversation under all ordinary circumstances. The talk is
always bright—there is not a dull page in the Part; and any student
that works through it carefully is bound to acquire an excellent
working command of Spanish conversation. ‘fhe second Part
(66 pages) gives 100 examples of private and businees letters and
forms, together with lists of abbreviations, styles of address, modes
of concluding a letter, &c., and a vocabulary. The volume is an ad-
mirable multum in parvo. The selection and disposition of materials
must have been a prolonged and exacting labour, by which the student
will largely profit.

ART—DRAWING—WRITING.

Instructions to Teachers of Drawing. Prepared by W. W. Rawson,
A.R.C.A. (1s. Department of Public Education, Colony of the
Cave of Good Hope.)

After a general introduction, Mr. Rawson lays down rules to be ob-
served in teaching drawing, and sets forth methods of drawing and
materials to be used. Then he deale with the several Standards of
the Elementary Stage, the scheme of Manual Training in connexion
with the Drawing Syllabus, the syllabus for High School Standards
C and D, examinations, and inspection, with plentifal illustration

(5) The Foreiqn Traders’ |

‘genuity and care.

throughout. The “Instructions” are evidently the result of prolonged
and varied experience. They develop and co-ordinate the teaching in
the most caretul manner, and keep sight of principle through all the
details. An excellent practical syllabus.

The King’s Writer, by Reginald Gill, F.R.G.S., consists of (1) a series
of four books corresponding to four stages and providing “a complete
course of instruction in English script characters . . . engraved upon
the Normal System of writing” (12s. net per gross) ; and (2) five books
upon special subjects—bueiness transactions, lettering, map-drawing,
&c. (18s. net per gross). The books are progressive and sufficiently
varied, and the characters are bold and clear. Messrs. George Gill
& Son are the publishers.

The Life and Leaf Set of Drawing and Design Cards, by W. Midgley,
A.R.C.A. Lond. (2s. net, Chapman & Hall), are disposed on ten sheets,
93 in. x 11; in., on the left half of each sheet being a “study” of

| some animal, leaf, or other object, and on the right half an “exercise ”

of adaptation of more or less of the “study” in a decorative design.
The idea is a very practical one, and it is worked out with much in-
The printers (the Midland Counties Herald, Limited)
deserve a word of recognition.

MISCELLANEOUS.

The first numberof The New Quarterly (23. 6d. net, Dent), “a Review
of Science and Literature,” edited by Desmond MacCarthy, produces
a very favourable impression. The articles are ably written, as well as
varied in subject and treatment; and the spacious type is agreeable.
Lord Rayleigh discourses on the puzzling question, “ How do we perceive
the direction of sound :” and his son, the Hon. R.J. Strutt, inquires
“Can we detect our drift through space?” The Hon. Bertrand Russell
contributes a weighty, but very readable, paper on “The Study of
Mathematics.” Literature, English and French, is handled agreeably
and capably by Mr. G. L. Strachey, Mr. Arthur Symonds, and Mr.
T. Sturge Moore. Mr. G. A. Paley “indicates a few points at which
modern theoretical writers on politics have been directly influenced
by the conclusions of biologists.” And the rest of the contents
have their special interest. The magazine makeg an excellent start,
and we wish it every success in its progress.

The International (ls. net, monthly, Fisher Unwin) also makes its
first appearance with omens of success. It is ‘‘a Reviewof the World's
Progrese,” edited by Dr. Rodolphe Broda. The editor, we learn, ‘ has
been travelling through the five continents for several years, and has
now secured a permanent staff of about 250 correspondents scattered
all over the globe.” We shall thus have news of what is going on,
news “dealing with essential events and tendencies,” and on receipt
“examined by the editor from the point of view of elucidating the
trend of human affairs.” The editor does not propose for himself a
sinecure. The December number—the first—offers eight articles of a
varied and important character by competent writers of various

; nationalities : “ Sweating and the Minimum Wage” (Sir Charles Dilke),

“The Spirit of Modern Germany” (Prof. Lamprecht), “ The Situation
in South Africa” (H. L. Outhwaite), “ Liberal Catholics and the En-
cyclical” (Abbé Naudet), “ Imperial Federation ” (Sir John Cockburn),
“The Welding of Nations” (Frédéric Passy), “The Hague Confer-
ence” (Francis de Pressens¢), and “ The Awakening of Danish Small-
Holders” (C. Münch). Finally, the Editor’s Review of the Month, and
Correspondents’ Reports from all points of the compass. A very
instructive and agreeable number, promising a successful career.

The December number of The Irish Educational Reriew—the third
issued and the first that has come our way (6d. net, Brown & Nolan)
—has at least the merit of outspokenness. Not that every contributor
comes up to the standard of the Very Rev. George Canon Richardson,
who, ina paper on “The Present Position of Education in England,”
has the courage to say this: “ My conclusion naturally is that the less
a man believes in God, and therefore the more immoral he is, the
sooner will he be embraced by Mr. M'Kenna as the only true teacher of
the youth of this country.” The writer of “ Educational Notes,” how-
ever, does not lag far behind. He says: “It is not very complimentary
to his Majesty’s Ministers to assume that they are playing a game of
vulgar bluff, but charity itself compels the assumption.” One is glad
to infer that some “charity ” still remains, and one can but hope that
it will increase. Some reasonable apprehension of the facts would not
be amiss, and some practice of clear thlnking would be an advantage.
There is good matter and reasonable criticism in some of the other
articles. We hope the editor (the Rev. Andrew Murphy) will get his
team more firmly in hand by and by, for the magazine might be made
very useful under a little stronger control.

The R.P.A. Annual, formerly “The Agnostic Annual” (6d. net,
Watts), opens with an extremely interesting article on “The Home
Life of Thomas Henry Huxley,’ by the Hon. Jobn Collier, son-in-law
of Huxley, and contains a dozen other papers, more or less contro-
versial on the rationalistic side, as well as two poems (by Eden Phil-
potts and Harrold Johnson). The origin and growth of the R.P.A. is
sketched by Mr. Charles E. Hooper; the message of Positivism is
ably presented by Mr. S. H. Swinny; the lesron of evolution is en-
forced by Mr. Joseph McCabe ; andi Mr; |F; J. Gould, forecasting the

Jan. 1, 1908.]

THE EDUCATIONAL TIMES.

29

educational futnre, prophesies that “secular education will be prac-
tically realized within the next few years.” Prof. Haeckel argues, in
a Note, that “all the objections that are urged against Darwin and
Huxley on account of their theory of man’s simian descent must apply
also to Linné” (Linnieus). In spite of narrowness and perversity,
there is much matter worth sober consideration in this issue of the
Annual.
AN INDISPENSABLE ANNOAL.

Hazell’s Annual for 1908, edited by W. Palmer, B.A. Lond. (3a. 6d.
net), has just been published by Messrs. Hazell, Watson, and Viney.
The revision comes down to December 2. The concise uccounts of the
main matters of more immediate interest, domestic and foreign, are
presented with all the usual care and judgment; and some of the more
technical articles have been furnished by experts. Acts of Parliament
and Blue Books have been boiled down into intelligible and manageable
form. New biographies, chiefly foreign, have been added. Every
effort has been made, obviously, to provide the information that is
likely to be wanted by politicians, journalists, commercial people—
anybody and everybody. This is the twenty-third year of issue. The
work is indispensible for reference.

NEW YEAR GIFT-BOOKS.

RosMaNnce oF Fact.
The Romance of the King's Navy, by Edward Fraser (5s., Henry

-Frowde and Hodder & Stoughton), is intended to give boys of

to-day an idea of some of the notable events that have happened
under the White Ensign within living memory—from the Crimean
War downwards. An early chapter tells how the Navy's V.C.'s have
been won, in a connected narrative of the heroic deeds ; and other
chapters narrate again a number of stirring incidents in the history
of the Navy. A companion volume is The Romance of the King's
Army, by A. B. Tucker (5s., Henry Frowde and Hodder & Stoughton).
It recalls many of the more inspiring incidents in the history of our
land forces—the charge of the 2lst Lancers at Omdurman, the
capture of the heights of Dargai, the saving of the guns at Maiwand,
&c.—with chapters on the V.C., the colours, regimental pets,
“women who followed the drum,” Chelsea Hospital and other
institutions for veterans, and so forth. Both volumes are of extreme
interest ; they are brightly written ; and they are illustrated from
photographs and famous pictures.

The Romance of Every Day, by Lilian Quiller-Couch (5s., H nry
Frowde and Hodder & Stoughton), makes an exceedingly interesting
“ bookful of brave deeds,” not merely on the battleficld or on the
sea, but also in the mine, on the railway line, in the burning house,
in the midst of the plague, &c.--deeds of men, of women, and even
of children—-twenty-five stirring chapters of the most varied incidents.
They are “ chiefly brave romances, without much hint of the less
worthy side; but in them," says the author, “I have tried to show
that romance is a quality which can be called neither ancient nor
modern, which belongs exclusively neither to rich nor to poor, but is a
bright thread running through all periods and all classes.” Six illus-
trations by James Durden.

How it is Made, by Archibild Williams (3s. 6d., Nelson), “ describes
in simple language how various machines and many articles in
common use are manufactured from the raw materials "’-—the pro-
cesses of making coins, paper. matches, pianos, watches, pens, pins,
needles, &c.,and of the manufacture of glass, cotton goods, rubber
goods, iron and steel, armour plates and big guns, motors, &c. The
description is plain and lucid; and there are 198 illustrations,
besides a coloured frontispiece. The volume will make the reader
“realize what ingenuity and toil are devoted to the manufactures
which render living comfortable and the country prosperous.” It is
based on personal observation in the course of a tour of inspection
among our industrial centres. An admirable volume to put into the
hands of a boy.

HISTORICAL AND DESCRIPTIVE.

Lisbon and Cintra, “with some account of other cities and his-
torical sites in Portugal,” written by A. C. Inchbold and illustrated
after water colours by Stanley Inchvold (10s. 6d. net), belongs to
the handsome series of new volumes in large foolseap quarto, with:
coloured illustrations after original drawings, published by Messrs. |
Chatto & Windus. There are thirty full-page illustrations, repre-
senting the most important objects and the most varied sights. The
characteristics of the people and of the country, as well of the
greater cities and the more famous sites, are depicted in an agree-
able way; and the outstanding events of Portuguese history are
interwoven with the descriptions. Much attention is given to art,
and notably to the many fine examples of architectural design. The
work is extremely interesting as well as handsome.

Women of Florence, by Isidoro del Lungo, translated by Mary C. |
Steegmann ani prefaced by Guido Biagi (7s. 6d. net), is also pub-!
lished by Messrs. Chatto & Windus. Prof. del Lungo is an Italian '
historian of distinction, and, in his exploration of archives for his!
history of the times of Dante, he “ found himself brought into con- |

tinual and direct contact with documents relating to the life of
ancient Florence, documents wherein he discovered records and
traces of many obscure women, who thus unconsciously revealed to
him the secret of their forgotten existence "—women ;:loritied in
poetry, women regarded as saints, legendary heroines, and many
representatives of other feminine ideals. The examples are taken
from the period between the Rise of the Commune of Florence and
the Cinquecento (eleventh to sixteenth century). The work is adapted
rather than translated, the Professor's somewhat sonorous, verbose,
and detailed narrative being recast in a plain and readable English
form. The interest is vivid throughout ; and it is not confined to
the heroines but extends to the general social facts of the period.
The work is generously illustrated: there are two coloured plates
and twenty-five half-tone plates, while the binding design is after a
Cinquecento original.
VARIOUS. ,

Captain Swing, by Harold Avery (5s., Nelson), is a capital “tale of
the 1830 riots.” The Rev. William Eldridge, incumbent of the vicarage
of the little village of Rutingdon, in Southshire, eked out his very poor
living by taking pupils; his two pupils at the time---one of whom
had got expelled from a public school for an incantious exhibition
of high spirits—are the heroes of the story. The missivesof Captain
Swing and the visits of his myrmidons disturb the placidity of the good
vicar and the comfort of his youthful daughter, but the boys enter
into the successive incidents with great verve. Moreover, there is a
mystery about Duncroft—a place belonging to the vicar, but
believed to be haunted and so unlettable; and the boys naturally
want to come to close quarters with the ghost--which they do. The
story is briskly evolved, and the tone is admirable. l

King of the Air; or, To Morocco onan Airship, by Herbert Strang
(28. 6d., Henry Frowde and Hodder & Stoughton), is a very up-to-
date story and might seem to be based on incidents of the other day.
The eighteen-year-old son of a village blacksmith develops a strong
mechanical turn, and, in conjunction with a rich man whose motor
he had set going again on the road years before, elaborates an aero-
plane. A son of the Prime Minister comes to know of the invention,
which is utilized to relieve the Prime Minister's anxiety for Sir Mark
Ingleton, who has been captured on a diplomatie mission to Morocco
and carried off to the hills by the tribesmen. The adventures are
sufficiently picturesque, and the amusement is heightened by the
idiosyncrasies of Herr Schwab, the indefatigable “ rebresentative of
ze Schlagintwert Gombany of Düsseldorf.” A bright and bustling
story, with four illustrations in colour by W. E. Webster.

The Pendleton Twins, by E. M. Jameson (5s., Henry Frowde and
Hodder & Stoughton), continues the history of the Pendleton family
already developed in two or three volumes. The present adventures
commence en the start for the Christmas holidays; the train 1s
snowed up and the journey delayed. Their Christmas is a merry
one really; and then there is a midnight chase of a burglar, and a
cave with hidden treasure, and accidents and search parties, and so
forth. But all ends happily. The story is written with much
resource and humour, and the children will be delighted with it.
Six illustrations in colour by S B. Pearse. er

Through the Magic Door, by Sir Arthur Conan Doyle (5s.. Smith,
Elder, & Co.), is a series of charming causeries upon the writers of
books on his library shelves, with no less interesting divagations
suggested by the subjects in hand. “If I had to choose the one
book out of all that line from which I have had most pleasure and
most profit,” he says, “I should point to yonder stained copy of
Macaulay's ‘ Essays.’ “ Reading is made too easy nowadays, with
cheap paper editions and free libraries. A man does not appreciate
at its full worth the thing that comes to him without effort.” It is
useless to indicate disagreement with judgments of the author or to
signalize hasty opinions or prejudices, though on many points we
should find reason for not following him: it is enough that the
chapters read smoothly and are full of interest, and that the general
effect is inspiring. It will do a boy good to read the volume.
Sixteen illustrations. a

Betty's First Term, by Lilian F. Wevill (3s. 6d.. Blackie), is a
school story. fresh and bright, with a long succession of amusing
incidents. Betty is the only daughter of the vicar of a small town
in Cheshire, and her first term at a boarding sehool, where she
chums with three other girls of her own age, furnishes abundant
scope for scrapes, squabbles, and various excitements. ‘The
characterization is good and the style is vigorous. Young readers
will like Betty, and be interested in her novel experiences. 1x
illustrations by Arthur H. Buckland.

Ruth Rarelstan, the Puritan's Daughter, by E. Everett Green 68.,
Nelson), is a delightful story of the Commonwealth times, the
heroine's father being one of Cromwell's major-generals. Rupert
Lorimer, an enthusiastic Royalist boy, lives near the house where
the Major-General has sent his wife and child from London,
just over the Middlesex border; and the two children become
friends. Anthony Lorimer, of the yvounger branch of the family,
who lives near, has gone over tọ the. Roundheadsyand ‘Rupert alone
stands between him and the broad ‘lands ‘of the elder tine, ~ In time

30 THE EDUCATIONAL TIMES. [Jan. 1, 1908.

e Á>-
Rupert fights for the King, and is as willing to kill Anthony as | The story circles round Dorothy (Billy for short) and Dick, a twin-
Anthony could be to kill him. Here is plenty of material for j| brother; but a step-sister of a somewhat perverse turn, Dorothy's
developing an exciting private history with the political and | governess, and Mrs. Hamilton's aunt—to say nothing of the young
military bustle of the bigger world. The story is ably worked out, man that would not marry the lady that some other persons wanted
and nicely written ; and there are six good illustrations in colour. | him to marry—contribute to the development of the story, which is

The Unlucky Family, by Mrs. Henry de la Pasture (6s., Smith, | amply provided with fun and incident. “This is the best holiday
Elder, & Co.), is the story of a worthy suburban couple with eleven | we ever had.” Four coloured illustrations by F. Elphick.
children, who come intoafortune (with a fine country place). Being} Collins’ Clear-Type Press also publish Two Princes of Science
kind-hearted folks, they set about entertaining their neighbours, | (1s. 6d.) in their “ Stories of Noble Lives ` series—very interesting,
calling and receiving calls, visiting the poor people, and so forth. } full, and well written biographies of Edison and Marconi—with
The best intentions, however, do not always yield the most satis-| eigh: ilustrations ; and, in their “ Imperial Library," Comin’ thro’
factory results; and in this case they lead to adventures and| the Rye (Helen Mathers), with 4 illustrations by A. A. Dixon, and
mishaps of an amusing character. The book, we are told, “is best | decorative boards, frontispiece, and end papers in colour (2s.)
described as a farcical story for children, which is also likely to
amuse their elders.” We agree, with the proviso that the children
know a good many big words. About thirty illustrations by
E. T. Reed.

Robin's Heritage, by Amy le Feuvre (2s., Henry Frowde and

For CHILDREN.

“Every Child's Library “` (cloth, ls. net; leather, 2s. net, each
volume) is opportunely issued by Mr. Heinemann. We tave four
volumes to begin with :—(1) The Old, Old Myths of Greece and Rome,
Hodder & Stoughton), tells ina simple and agreeable way about a | with 8 coloured pictures copied from the National and Dulwich Art
little boy that was a cripple for life from having fallen from a tree | Galleries, and numerous insets ; (2) ‘ One for Wod and one for Lok,”
he had climbed. What the heritage was we will not disclose ; but | or, Asgard, Midgard, and U'tgard—myths of the North—with 8
the story has a quietly and strenuously religious tone, influenced by | coloured pictures by Wilson Patten, and numerous insets ; (3) Sigurd
Robin's mother. Then there are Muffet, and Poppet, and Twinkles,| the Dragon-slayer, and an outline of the “ Nibelungenlied,” with
who help Robin to make incidents of varied and continuous interest |8 coloured pictures and numerous insets; and (4) The Seren
to little ones. A delightful story. Illustrations by Gordon Browne. | Champions of Christendom, with 8 coloured pictures by Wilson
Juliette the Mail Carrier, by Bessie Marchant (Collins’ Clear-Type | Patten and numerous insets. The stories are charmingly told by
Press), takes to the American coast— Caplin Sound, not far from Cape | Thomas Cartwright, and the volumes are beautifully printed and
Race. Juliette, a fine girl of eighteen, had to carry the mails when | liberally and attractively gct up.
her father was laid up by a bad dint on the head received in con-| Messrs. Jack's very popular series are sure to be in busy request
nexion witha wreck, which had been occasione:: by a false light hung | (1s. 6d. net and ls. net each volume). There is the “Told to the
out on the neighbouring Pinnacle Rock. But was this her father? | Children Series,” of which we have several new volumes :—
For, when found, he was locked in the arms of a dead man bearing | (1) Stories of Three Saints (Francis, Columba, and Cuthbert), told
a remarkable resemblance to him. There is some villainy about, | by Mary Macgregor, with pictures by Mrs. P. A. Traquair;
probably. A little brother, Neal, and a little sister, Nancy, are! (2) Undine (De la Motte Fouqué), retold by Mary Macgregor,
prominent personages in the development of the story. “ Juliette is | with pictures by Katherine Cameron ; (3) Stories of Roland, told by
a brick, says Neal; and we will say the same for Neal himself. AJH. E. Marshall, with pictures by L. D. Luard; and (4) Simple
fine story, illustrated by Richard Tod, handsomely got up. Susan (Maria Edgeworth), retold by Louey Chisholm (the general
Twin Brothers, by Frances Palmer (ls. 6d., Blackie), recounts! editor of the series), with pictures by Olive Allen—In ‘ The
“the adventures of two little runaways ’"’—Raymond,a strong lad, | Children’s Heroes Series’ we have The Story of Cromwell, by H. E.
and Cyril, a delicate lad. Their parents are in India and the | Marshall, with 8 pictures by Allan Stewart and 5 maps (ls. 6d. net
children are at school at home. Cyril gets into trouble, and Raymond, | aud 1s. net).- In the “Stories from History Series" we have Stories
fearing for the effects of punishment on the health of his brother,! from Greek History, told by Ethelwyn Lemon, with 8 pictures by
with whose care he was specially charged by his mother, arranges| Paul Woodroffe, both in the usual full-dress (1s. 6d. net and 1s. net)
for running away. Then their adventures and difficulties begin.| and in limp cloth (&d.).—In the “Shown to the Children Series”
An interesting and suggestive little story, with illustrations by | (2s. 6d. net each) we have The Sea-Shore—48 coloured plates, by
Murray Urquhart. Janet Harvey Kelman, with descriptions by the Rev. Theodore
Whose Home is the Wilderness, by William J. Long (5s. net, Ginn), | Wood—-a very instructive and suggestive as well as attractive
is yet another of the author's nature books describing the life and| volume. The preceding volumes—-(1) Beasts, (2) Birds, (3) Flowers—
habits of the wild animals and birds. ‘It aims to do two things,” | we have already noticed with approval.—All these series are admir-
says Mr. Long: “first, to show some of the unrecorded facts of! ably adapted for children, beautifully printed, and substantially
animal life exactly as I have seen them; and second, to reproduce, and artistically got up.
as far as possible the spirit of the place and the hour, and to let you | “The Children’s Bookcase” (ls. 6d. net each volume, Henry
also fee] something of that gladness and peace which I have always' Frowde and Hodder & Stoughton) is a delightful series, charmingly
found in the silent places.” We need not tell those that have read: written, beautifully printed, liberally illustrated, and daintily got up.
Mr. Long's previous books how interesting it is, and how charmingly; There is (1) The Old Nursery Stories—nine of them—retold by
written, or how attractively it is got up. Besides the frontispiece,’ E. Nesbit and furnished with twelve illustrations by W. H.
there are ten full-page illustrations by Charles Copeland, who Margetson; (2) Cap-o'-Yellow, and other Stories for Children-—a
has illustrated sympathetically and beautifully all the volumes of dozen in all—told by Agnes Grozier Herbertson and furnished with
the series, with marginal sketches on every page. twelve illustrations in colour by F. V. Poole; and (3) Granny's
A Treasury of Verse for Boys and Girls (2s. 6d. net), and a smaller | Wonderful Chair and its Tales of Fairy Times, by Frances Browne,
volume, A Treasury of Ballads (ls. 6d. net), selected and arranged | with twelve illustrations in colour by W. H. Margetson
by M. G. Edgar, are admirable collections, published by Messrs.| Messrs. Nelson have begun to issue “a New Series of carefully
Harrap. | graduated Reading Books designed to form a Ladder to Literature.”
Popular Fallacies, by A. S. E. Ackermann, B.Sc.Eng.Lond. (6s.,, While admirable for schools. they are attractive enough as New
Cassell), is a most interesting and curiously instructive volume.’ Year gifts. Part I., Doorsof Gold (10d.), presents in simple language
Hundreds of popular notions on all sorts of subjects—domestic, | select fairy tales and familiar rhymes and verses. Part II., Fairy
historical, technical and scientific, legal, musical, statistical, &e.— | Farours (1s.), contains imaginative tales from good literary sources,
are exploded, and, wherever possible, the probable cause of the | select folk tales of a romantic and humorous character, and snatches
fallacy is suggested. Incidentally, of course. a great mass of know- | of fairy poetry. Part IH., The Hall of Heroes (ls. 3d.), gives tales
ledge on the different points is brought together, and the interest is | of early heroes of the chief European nations, with narrative poetry,
fresh with every new subject examined. There are eight full-page | chiefly simple ballads. Four more Parts are in preparation. The
illustrations. volumes are beautifully printed and effectively illustrated with
The Canterbury Puzzles, and other curious problems, by Henry | numerous full-page pictures in colour and in black and white and
Ernest Dudeney, is a collection of well over a hundred examples of | with marginal drawings. So far the series is most attractive.
the most varied character. ‘ It is extraordinary,’ says Mr. Dudeney,| Another delightful series of Messrs. Nelson's contains (1) Sir
“what fascination a good puzzle has for a great many people"; and | Thomas Thumb, or The Wonderful Adventures of a Fairy Knight,
so to a great many people this book ought to be very fascinating. ; the Courts of King Oberon and King Arthur being gaily mixed up;
‘“ There is really a practical utility in puzzle-solving,” he also says; and (2) Knights of the Grail—Lohengrin and Galahad, by Norley
and, indeed, in his introduction he discourses instructively and per-! Chester. The stories are capitally told and will engage the
suasively on the varieties and virtues of puzzles. Solutions are undivided interest of the children. Each volume has eight illustra-
appended. There are numerous illustrations by Paul Hardy, the tions in cclour.
author, and others. It is a book of remarkable ingenuity and| The Magic Water consists of a connected series of over a score of
interest. “stories about children and animals,” by Elise H. Delépine (3s. 6d.
Dorothy's Little Tribe, by Joan White (3s. 6d., Collins’ Clear-Type} net, Methuen). They are simply and interestingly told, with instruc-
Press), describes the summer holiday of the young Hamiltons in tion incidentally suggested. Besides four plates in colour, there are
North Devon, and exhibits the views of a vivacious girl of sixteen. (Continueion7 page 32.)

Jan. 1, 1908.]

THE EDUCATIONAL TIMES.

gl

OXFORD UI UNIVERSITY ERSITY PRESS.

THE OXFORD GEOGRAPHIES.

By A. J. HERBERTSON, M.A., Ph.D.

Reader in Geography in the University of Oxford.

Suitable for the Oxford and Cambridge Local Examinations,
London Matriculation, the Board of Education’s Preliminary
Certificate Examination, and general school work.

1s. 6d.
PRELIMINARY GEOGRAPHY

Second Edition. 160 pp., with 72 Maps and Diagrams.

Nature.—“* An altogether adimirable book, which should become the standard
geography for schools.’

2s.

JUNIOR GEOGRAPHY.

Second Edition. 288 pp., with 166 Maps and Diagrams.

Geographical Journal,—“ The human element is always to the fore; the why and
the wherefore are never absent. The method is therefore generally educative. At
the same time it iis largely descriptive. The maps and diagrams also deserve wt
commendation.’

2s. 6d.
SENIOR GEOGRAPHY.

Second Edition. 370 pp.. with 117 Maps and Diagrams.

School World.—*‘ The relation of cause and effect. is continually insisted upon,
and the ie sson driven home by the frequent insertion of educative maps and plans

RELATIONS OF
GEOGRAPHY AND HISTORY.

By H. B. GHORGBE.
With 2 Maps. Third Edition. 48. Gd.

Educational Review.—‘‘ The volume is one of absorbing interest: to the school-
master who teaches English subjects it will prove a very mine of suggestions, and
to the student it will prove indispensable.”

GREEK CLASSICS FOR ENGLISH READERS.

Edited by J. Cuurton COLLINS.

MATTHEW ARNOLD’S MEROPE.

With the “ Electra” of Sophocles translated by R. WHITELAW.
Crown 8vo, 3s. 6d.

Extra fcap. 8vo, each 1s, net, with introduction and notes.

EURIPIDES’ ALCESTIS.

Trauslated by H. KYNAsTON.

SOPHOCLES’ ANTIGONE.

Translated by R. WHITELAW.

AESCHYLUS’ PROMETHEUS.

Translated by R. WHITELAW.

AESCHYLUS’ AGAMEMNON.

Translated by J. CONINGTON,

ELEMENTARY CHEN EMISTRY.

Progressive Lessons in Experimeut and Theory. With many
diagrams. By F. R. L. Witsox, M.A., Chemistry Master at
Charterhouse, and G. W. Hrepiey, M.A., Head Science Master,
Military and Civil Side, Cheltennam College. Part I, 88.; Part LJ,
5s. Being a general introduction to Science on experimental lines.

School World.—“ The authors must te congratulated on having produced a
course of practical work which justifies the expectations raised by their introdue-
tory volume ; oe scheme of work is eminently sane, and will appeal to all teachers
of the subject. . - The book is splendidly printed and bound.’

WRITING OF ENGLISH.

a P. J. HARTOG, Academic Registrar of the Univer-
sity of London; and Mrs. AMY H. LANGDON.

Crown S8vo, 28. Gd.

Tribune (Leading Article).—-‘ A most suggestive and encouraging little treatise.
Mr. Hartog shows why examinations have a directly pernicious effect on
sound and clear writing. He has had valuable assistance from Mrs. Amy
Langdon, who contributes n numbe r of excellent typical exercises.”
Manchester Guardian." Mr. Hartog is not, of course, the first to combat this
abuse, But few, if any, have brought to the task a combination of special qualitica-
tions so mnch to the point.”

THE KING’S ENGLISH.

By H. W. F. and F. G. F. Second Edition. 5s, net.
Journal of Education.—‘ An original work compiled by authors who can them-
selves write English.”

a OXFORD BOOK OF FRENCH
VERSE:

Thirteenth Century to Nineteenth Oentury.
Chosen and edited by St. Joun Lucas, M.A. Fcap. 8vo, 6s. net;
on Oxford India paper, 78. 6d. net.

Daily Teleqgraph.—“This new anthology of French poetry, ranging from the
thirteenth to the nineteenth century, is, in its way, a perfect. gem, reflecting the
highest credit on Mr. St. John Lucas. who has selected it, and on the University
publishers who have made of the volume a ‘thing of beauty.’ It is, without doubt,
the most complete representation of poetry that has been place d before the E nglish
public, and we even venture to go further, and assert that in France itself this little
book ought to find a very large circle of readers, for it is incomparably better than
any collection of the kind which is in vogue there at the present time.

OXFORD LIBRARY OF TRANSLATIONS.
HEINE’S BOOK OF SONGS.

Translated by J. TopuunterR. Extra fcap. Svo, 3s. 6d. net; on
Oxford India Paper, 48. 6d. net.
Ere ning Standard.—" We find here that rare achievement, ‘the spirit of the
original,’ especially in the more slight and tender lyrics, and this little volume of
verses and translations, or verses in translation, is a very pleasant thing.”

A HISTORY of MUSIC in ENGLAND.

By Ernest WALKER, M.A , D.Mus. Svo, cloth, 7s. 6d. net.
Standard. —“ W orthy in every way to rank as the standard work on a most im-
portant subject.”

OXFORD TREASURY OF ENGLISH
LITERATURE.

By G. E. Hanow, Tutor in English Literature, Lady Margaret Hall,
Oxford; and W. H. Hapow, Fellow of Worcester College, ( Oxford.
3s. 6d. each.

Vol. I—OLD ENGLISH TO JACOBEAN.

Tribune.—" The editors of this volume have performed a difficult task with ad-
mirable discrimination. . As an introduction to the study of literature, the book
can be contidently recommended.”

Vol. 11—-GROWTH OF THE DRAMA.
Educational Times.—" The historical and critical sketch prefived to each play is
always fresh and pointed, and will be most helpfal to the student or the general
reader. The plan his been carefully thought out and admirably executed.”

Vol. Ui—Ln preparation.

PALGRAVE’S GOLDEN TREASURY.

With 80 pages of additionul poems to the end of the nineteenth
century. From 18. net.

ENGLISH SONGS AND BALLADS.

Compiled by T. W. H. Crostann. From 18. net.

SELECTED ENGLISH ESSAYS.

Chosen and arranged bs W. Peacock. From 18, net.

ENGLISH PROSE FROM MANDE-
VILLE TO RUSKIN.

Chosen and arranged by W. Peacock. From 18. net.

SELECT LIST OF EDUCATIONAL WORKS (32 PAGES) AND COMPLETE CATALOGUE (144 PAGES) POST FREE.

‘London: HENRY FROWDE, Oxford University Press, Amen. Corner, )E.C,

32 | THE EDUCATIONAL TIMES. (Jan. 1, 1908.

fifteen clever and humorous illustrations in the text. The type is
strong and clear, an i the get-up is bright and agreeable. the burning mountain. Fifty-two illustrations by Ed. Zier.

Messrs. Methuen also publish (1) Little Mitchell, “the story of al L'Enfant de Saint-Marc, par B. A. Jeanroy (6 fr.), takes the reader
mountain squirrel told by himself“; and (2) The Bee People—both | back to the middle of the fifteenth century. Cosmo de Medici has
founded on works by Margaret Warner Morley. The stories are just entered the monastery of St. Mark in Florence for a short
sympathetically told and are full of interest; and the illustrations | retreat from the labours of State, when a condottiere comes and
are numerous and delightful. lays at his feet an infant, supposing him to be a Dominican friar,

Ray and Fairy, by L. E. Tiddeman (1s., S.P.C.K.), is a pleasant; and not disclosing the relatives of the child. The boy develops a
little story of two children—-Raymond aged ten, and Frances aged a strong artistic faculty ; but the main interest lies in the incidents
eight. “ They are good children, but they do require a little looking leading to the recognition of his father. His relations with
after,” was their mother’s verdict. Their particular adventures will the friars, and especially with his artistic guides, are charmingly
be read with interest. depicted ; and, while matters of State are adumbrated, there are

The Whispering Winds and the Tales that they Told, by Mary H.! glimpses of social conditions, the plague intervening with special
Debenham (ls. 6d., Blackie), appears in a new edition, with four influence on the story. It is a pretty story, with thirty-six illustra-
full-page illustrations and sixteen pictures in the text, by Paul] tions after drawings by H. Vogel.

Hardy, and a pretty cover. There are four stories, all of them well] The“ Bibhotheque Rose Illnstrée"’-—acharming series of simple and
worth reading and full of healthy interest. attractive stories (3.50 fr. each) —-is represented by (1) L’Oncle Cesar,

We welcome cordially a third impression of Finn and His Com- par Mme Chéron de la Bruyère, with forty-eight vignettes by Tofaui,
panions, by Standish O'Grady, with a couple of fine illustrations by | and (2) La Famille Grinehu, par Mile G. du Planty, with fifty-four
Jack B. Yeats (1s., Fisher Unwin). It is a charming and instructive | vignettes by E. Zier. Each of these authors has already contributed
volume of “ The Children’s Library,” and is nicely printed and got| half-a-dozen volumes to this “ Bibliotheque,” and their new stories
up. The stories “are, for the most part, stories told to St. Patrick | need no further commendation.
by Caelta, a cousin of Ossian,” and are mainly quite new. “If all; L'Enfant Millionnaire, a translation of Katharina Green's
our Irish Ossianic stories and poems were published,” says Mr.| story by J. H. Rosav, with illustrations after drawings by M. Mahut,
O'Grady, “I dare say they would fill a hundred volumes like the appears in the agreeable and attractive series ‘ Petite Bibliotheque
present." While these stories are delightful merely as stories,| de la Famille.”
they also illustrate vividly the old times in Ireland and indicate} All these volumes are spaciously printed, lavishly illustrated, and
the nature of the great influence exercised by Finn over the Irish handsomely got up ; and they are all well written and entertaining.
mind. “Finn and his friends are believed to have flourished in the| The language is quite simple, presenting no dithculty to English
second and third centuries.” readers that have made a sound beginning in French.

Collins’ Clear Type Press publish, in a series of ‘‘ Tales for the
Children,” The Water Babies, by Charles Kingsley, with ten illus-

tained by a succession of dramatic situations under the shadow of

trations, partly in colours and partly in black and white, by Frank OLD FAVOURITES IN NEW STYLES.
Adams. The get-up is bright and attractive,and the volume is sure| A beautiful and attractive issue of Mrs. Gaskell's charming story,
to be a favourite. Cranford, is the new edition with preface by Anne Thackeray

The Alphabet of Beasts, by Beatrice Thompson (2s. 6d. net, Gay | Ritchie and illustrations in colour by Hugh Thomson (os. net.,
& Bird), associates with each letter an animal whose name begins! Macmillan). The distinct've points, we think, are the colouring of
with such letter and pictures it in colours. An introductory “ Talk ' the admirable pictures and the new cover design, which is tasteful
with Children” gives some suitable information about each animal) as well as gorgeous. A very delightful volume.

pictured. The children will like the pictures. A similar volume in the “ Cranford Series " is George Eliot's Silas

Zoo Babies—two dozen of them—are boldly and effectively pictured | Marner, with 45 full-page illustrations, 24 coloured, and 21 in black
by Cecil Aldin, with “short interviews” (on the opposite page), by and white, by Hugh Thomson (6s.)—a very beautiful and delightful
G. E. Farrow (3s. 6d., Henry Frowde and Hodder & Stoughton). l edition.—Messrs. Macmillan also issue a complete edition of The
A handsome book that will delight the children. Pleasures of Life, by Lord Avebury (Sir Jobn Lubbock), without

Mr. Heinemann publishes The Happy Annual (1s. net), some fifty | illustrations (2s. net)—which should give wide circulation to a

big pages of broadly humorous sketches by Cecil Aldin and John! very instructive and charming volume.
Hassall. Even the advertisements contribute to the fun. Such as care less for a grand binding and lavish illustrations and
more for good literature in a simple yet agreeable form will find an
abundant choice at nominal prices in many excellent series of
reprints. For example, here are five capital volumes of “The
People’s Library” (8d. net each, Cassell): (1) Robinson Crusoe
(Defoe); (2) Waverley (Scott); (3) Jane Eyre (Charlotte Bronte) ;
(4) The Old Curiosity Shop (Dickens) ; (5) Lssays—First and Second
Series (Emerson)--all well printed, nicely bound, and incredibly
cheap.

Then there is “ Nelson's Library “ (7d. net each), containing excel-
lent examples of the newer fiction of better quality. At the moment
we have (1) The God in the Car (Anthony Hope): (2) The Lady of
the Barge (W. W. Jacobs); (3) The Odd Women (George Gissing) ;
and (4) Matthew Austin (W. E. Norris)—varied and interesting in
treatment and style and very agreeably got up. Very similar,
though more modestly bound and still cheaper (6d.), is a handy
edition of Pride and Prejudice (Jane Austen), also issued by Messrs.
Nelson.

“The World's Classics,” too, offer ample variety. Even the half-
dozen examples that happen to be on our table are varied as well as
excellent: (1 and 2) Gil Blas, translated by Smollett, with introduc-
tion and notes by James Fitzmaurice-Kelly, F.B.A. ; (3) The Three
Clerks (Anthony Trollope), with introduction by W. Teignmouth
Shore; (4) Agnes Grey (Anne Brontë), with a chronology of the
Brontë family ; (5) The Life of John Sterling (Carlyle), with intro-
duction by Mr. Hale White; and (6) The Poems of Samuel Taylor
Coleridge, with introduction by A. T. Quiller-Couch. Also, in the
handy and agreeable “ Pocket Edition,” (7) A Joy for rer and The
Two Paths (Ruskin) in one volume. The publisher is Mr. Henry

FRENCH LITERATURE (HACHETTE).

Messrs. Hachette provide, as usual, a liberal variety of instructive
and entertaining volumes for young people. Mon Journal--the
bound velume for 1906 7 (10 fr.)—is a vast collection of stories, &c.,
for children of eight to twelve, lavishly and effectively illustrated
both in colours and in black and white. It would furnish capital
home reading for pupils that have made 2 sound beginning in the
study of French.—Petite Histoire du Peuple Francais, par Paul
Lacombe (5 fr.), gives a broad survey of the history of France
in simple language, with eighty illustrations of varied interest.—
Petits Tableaux d Histoire de France par UImage, par Gauthier et
Deschamps (3 fr.), is a book of pictures, with brief letterpress--a
panorama of French history—very interesting and attractive. --Mes
Premiers Coloriages, by Mile H. S. Brès (2 fr.), is an “album
illustré de 381 gravures et de 4 planches en couleurs“ — “des
modèles amusants et variés, à propos desquels Bebé, intéressé et
guidé par les textes, devra néanmoins beaucoup regarder les objets
autour de lui, pour en imiter les nuances ou la décoration `—a
charming volume, whether the lessons be worked out or not.

La Fille de lUAiguilleur, par Pierre Mael (10 fr.), is a stirring
story of a girl of thirteen, the scene being laid in the north of
Italy. As she is taking home her goats one evening she finds a
woman stretched across the railway track: hence a mystery to be
elucidated. There are Englishmen in the story, and there is the
contrast of crime and innocence. Whether the dénouement is probable,
notwithstanding King Cophetua, we need not inquire: the events
are brisk, the interest is maintained, and the heroine is charming. | Frowde (Oxford University Press), and the price is but Is. net each

La Sorcière du Vésuve, par Gustave et Georges Toudouze (6 fr.), is | volume.

a story of the resistance made in 1808 to French troops by a band; “The Red Letter Shakespeare” (1s. Gd. a volume, Blackie) is a
of independent Calabrians under the influence of an irreconcilable: very handy and charming edition of the several plays. Here is a
Italian Meg Merrilees, whose husband and son had been killed chance group of four: (1) Twelfth Night, (2) Cymbeline, (3) Antony
by the French some years before. “Depuis, entre les Francais et and Cleopatra, (4) Troilus and Cressida all with scholarly introduc-
moi,” she says, “le sang a coulé, le sang des miens, comme la lave’ tions by E. K. Chambers, the editor of the series. With these we
du Vésuve entre la montagne et la mer.” The French lieutenant’ may place the delightful “ Red Letter Library `“ (2s. 6d. net each,
possesses an “épervier d'or,” which establishes ancient ties and has Blackie). Poems by Thomas Hood, with introduction by Sir F.C.
important bearings on the private story interwoven with the public, Burnand, represent the poetical divisiong while Information and
events. The“ Sorcière " is strongly drawn, and the interest is main- Fancy (Leigh Hunt), with [introduction by Edmund Gosse, and

ee
i m e e aa e a a a a ae

k ao IM Á IMM

Jan. 1, 1908. ] THE EDUCATIONAL TIMES. 33

DENT’S NEW EDUCATIONAL BOOKS

DENT’S MODERN LANGUAGE SERIES. ON THE LINES OF DENT’S MODERN LANGUAGE SERIES.

DENT’S CLASSICAL SERIES.

Edited by Prof. W. RIPPMANN, M.A.
DENT’S LATIN PRIMER.

By E. S. Forster, M.A. 1s. For children who commence Latin early.
Fully [Nustrated,

The Educational Times says:—‘‘The graduation of the matter is very
carefully worked out . . . the little book is excellently done.”

DENT’S FIRST LATIN BOOK. (Third Edition.)
By H. W. ATKINSON, M.A., and J. W. E. Pearce. With 12 Coloured
Illustrations. 38.

The Schoolmaster says :—"' A unique book ... it represents a wonderful

ys

Edited by Prof. W. RIPPMANN, M.A.

“ Long recognized as one of the most advanced and enterprising of the day.”
— Atheneum,
LATEST ADDITIONS.
SHORT FRENCH READERS.
Well graduated and suitably edited, with Footnotes in French and Reform

Exercises on the Text. ;
Sıx NEw VOLUMES.

YVON ET FINETTE. POUCINET. `

UN EPISODE SOUS LA TERREUR. LE MONDE OU L'ON SE BAT.
Each 48 pp. 44. each.

UN BLANC. TELEMAQUE. Each €4pp. €d. each.

List of Previous Volumes Post Free.

EASY FREE COMPOSITION IN FRENCH.
By Miss L. M. BULL. Extra fcap. 8vo., 18. 4d.

FREE COMPOSITION AND ESSAY WRITING IN

FRENCH.
By A. PHILIBERT and A. PRATT. Extra fcap. 8vo., 1s. 4d.
The Atheneum says :—* A judicious mixture of composition and vocabulary,

stride made in teaching Latin.
The School World says :—‘' A step in advance of the ordinary manuals.”

Nore.— Each of the above books containsa Phonetic Transcript of the Roman
Pronunciation of the der portion.
The Phonetic Part of the First Latin Book is issued separately at 6d.

DENT’S WALL PICTURES. For Teaching Latin.

ae ie ue ; ae peas Four Coloured Pictures enlarged from the First Latin Book. Size, 30 b
and a worthy addition to the publishers’ * Modern Language Series, 22 ins. Unmounted, 28. net each; mounted on linen and eyeleted, H

FRENCH SPEECH AND SPELLING. net ; inounted on linen, with rollers, 56. net.
By S. A. RICHARDS, B.A.
A First Guide to French Pronunciation for the hand of the pupil. 8d. FORUM LATINUM.
DER GOLDENE VOGEL, and other Tales. A First Latin Book. By Prof. E. VERNON ARNOLD, Litt.D. Fcap. 8vo.,
A Second Vear German Reader, with Exercises. By WALTER RIPPMANN, 88. 6d.
M.A. 1s. 4d. ÆNEÆ FATA ET FACTA.
RIPPMANN’S PICTURE VOCABULARY. A Stepping Stone to Virgil, for the use of Beginners. By Prof. E.

The School World says:—" A splendid idea, well carried out.” VERNON ARNOLD. Small crown, 8vo., 28

French or German. First and Second Series of each now ready, | DENT’S OLASSICAL TEXTS. New Volume.

1s, 4d. per vol. VIRGIL’S ZNEID. Book X. Edited. with Introduction, Notes, and
PLEASE WRITE FOR FULL LIST OF THIS SERIES. Glossary, by H. B. Wippbwks, M.A, 1s. 4d.

Kindly write for DHNT’S COMPLETE BDUOCATIONAL CATALOGUE and for Specimen Copies of the above books.

J. M. DENT & CO., 3 Aldine House, Bedford Street, London, W.C.

Eothen (Kinglake), with introduction by A. T. Quiller-Couch, repre- | of The Poetical Works and Letters of Robert Burns, with a sub-
sent the prose division. Both the series are very daintily as well as | stantial introduction, notes, and glossary by Robert Ford, and
substantially got up. numerous illustrations.

“The Golden Poets” should not be overlooked. The series by Famous Fighters of the Fleet, by Edward Fraser (3s. 6d., Mao-
this time counts a dozen volumes, each with a portrait frontispiece | millan), shows “ glimpses through the cannon smoke in the days of
and ornamental title-page (both in photogravure by A. S. Hartrick), | the old navy.” It is a stirring record, brightly written and abund-
and with eight illustrations in colour by well known artists (2s. 6d. | antly illustrated, and we are glad to welcome it in a new edition.

a volume, Jack). The latest volume is Poems by Wordsworth‘ Milly and Olly, by Mrs. Humphry Ward (6s., Fisher Unwin), re-
selected by Prof. MacNeile Dixon, M.A., who also furnishes an in- | appears in a new edition with a new preface at the psychological
structive introduction. moment. Itis a charming story for children, narrating the varied

Mr. Henry Frowde has added to his fine series of “ Oxford Editions | events of “a holiday among the mountains” in sunshine and in
of Standard Authors ” (2s. each volume), (1) Quentin Durward | rain, and when it rains there is story-telling to pass the time
(Scott), with 16 illustrations, and (2) Tom Brown's School-Days | pleasantly. There are 48 illustrations by Willy Pogany.

(Hughes), with six drawings by H. M. Brock and six other illustra- Favourite Tales, by Jakob and Wilhelm Grimm (Collins’ Clear-
tions. Both volumes are liberally furnished forth. Type Press), is a collection of some sixty stories, with many illus-

Messrs. Blackie, too, publish a spacious edition of Quentin Dur- | trations (some in colour) by T. H. Robinson. A delightful book
ward, with four illustrations by J. Jellicoe (2s.). Also, in their | for the children.
popular "“ Library of Famous Books,” a very tastefully got-up Messrs. Methuen presenta fifth and cheaper edition of From
edition of Kinglake’s Kothen (1s.); and a very agreeable edition of | Midshipman to Field-Marshal (7s. 6d. net)—the autobiography of Sir
Carlyle’s On Heroes, Hero-Worship, and the Heroic in History, | Evelyn Wood, F.M., D.C.L., V.C., G.C.B., G.C.M.G., &c., with 29
with four illustrations (2s.). illustrations and maps. The personal record touches the more

Messrs. Chatto & Windus republish, in the ‘St. Martin's Illus- | important events of the past sixty years, and is full of interest and
trated Library of Standard Authors,” The Life of the Fields, by , charm, especially, of course, on the military side. It affords a fine
Richard Jefferies, with twelve illustrations in colours after drawings | example of a chivalrous spirit and of a laborious and useful career.
by Maud U. Clarke (5s. net). The papers furnish varied and Mr. Fisher Unwin issues a third impression of John Chinaman at
delightful reading, full of observation freshly and delicately ex- | Home—“ Sketches of Men, Manners, and Things in China "—by the
pressed. The get-up is liberal and artistic, in consonance withthe , Rev. E. J. Hardy, M.A., Chaplain to H.B.M. Forces, with 36 full-
contents. page illustrations (5s. net). Mr. Hardy is a shrewd observer, and he

Other series, of which we do not happen to have specimens at the | is well known also as a humorous and piquant writer. “Only the
moment, will recur to our readers as equally suitable for similar _ everyday celestial things that interested and puzzled me when I
occasions. first came out,” he says, “have been described. It is a book for

Hendricks the Hunter; or, The Border Farm, by W. H. G. | unlearned visitors to China.” And it will tell a great deal about
Kingston, appears in a new edition, with illustrations in colour by | China and the Chinese to those of us that stay at home. An
J. Finnemore (3s. 6d., Henry Frowde and Hodder & Stoughton). It | extremely interesting, instructive, and vivid book.
ig a stirring tale of Zululand, which should derive fresh interest Mr. Clay issues from the Cambridge University Press Warehouse
from the present troubles in that quarter; but, apart from this, it is | The Easy Reference Bible (2s. 6d. net, in French, Yapp, Morocco

: grain)—a very handy edition, substantially and beautifully got up.
The special feature of it is that, in addition to the usual numbering
of the chapters of each book, all the chapters of the Bible are num-
bered consecutively from Genesis i. to Revelation xxii. (1 to 1,189).
This additional method cf numbering the chapters will facilitate
reference. The idea is good.

a capital story.
The Old Lieutenant and His Son, by the late Norman Macleod,
D.D. (Collins’ Clear Type-Press), is a delicious story, which we
gladly welcome in a cheap and agreeable form, and with it a wide
circulation among young folk.
Collins’ Clear-Type Press also publish a handy and useful edition

34 THE EDUCATIONAL TIMES.

[Jan. 1, 1908.

MATHEMATICS.

———

16295. (Professor Sansinxna, M A.)—Prove that three nearly equal
factors of the number 15041 are 11375447620501, 11390625090001,
11405822629501. Also further factorize these numbers. [See Reprint,
New Scries, Vol. x., pp. 36, 37.]

Solutions (I.) by Lt.-Col. Anan Cunsincuam, R.E.; (II.) by the
Proposer and JAMES BLAIKIE, M.A.
150'5+1 150°+1
I. =i, ~~ , (1502 +1) = N}, N,, No (s >).

Then No = 1507+ 1 = 22501 (a prime).
Also, if N = (1f +f) (27+ 7°), where r = f, y = by’.
Then N = L.M, where L = P—Q, M = P+Q

P = (x? +3xry + y7), Q = Gin (x+y).
Now take x = 1, y = 150 = 6:57; sothat = 1, n = 5.
Then (for N,); P, = 1+450+150? = 22951; Q = 6.5.151 = 4530.
Henco N, = L,.M, = 18421.27481 = (13.13.109). (27481).
Again, take x = 1, y = 150° = 6.750?; so that = 1, n = 750.
Then (for N;); Ps = 1+3.150+ 150° = 11390635125001,
Q, = 6.760 (1 + 150") = 15187504500.
Hence L, = 11375447620501, M, = 11405822629501.

Hence Ls, Ni. No, M; are the three large factors quoted by the Proposer.
The writer has compiled a table of solutions (y) of the congruence
(Y +1)/( +1) = 0 (mod p and p!)
for all moduli p and p“ 10000. Taking y = 150%, this table gives
37. 1297, 8461 as divisors of Ns, and no more divisors < 10000. Hence,

by division into Ls, M3 i
L, = 1297.8770584133, M, = 37.8461.36433693.

Here, as N, is now known to contain no more divisors < 10000, the
large factor in M, must be prime. The writer has no tables suitable
for further testing the large factor in La.
Thus the last number (N) (of 41 figures) has been resolved into prime
factors, except for the 10-figure factor in L,, which is doubtful.
(II.) If x be of the form 6y°, we have at once
a8 41 = (xê + 1)(12— x6 + 1) = (x° +1) { (x° + 3x” + 1)?—Gxrs (x? + 1)*}
= (xf + 1) { (x6 + 3x? + 1)? —862x7y? (x3 + 1)°}
= (x6 + 1) (xf + 3r! + 1—6r'y — xry) (xf + 3x? + 1 + Orly + Gry).
Putting x = 150 = 6.25, and consequently y = 5, we shall get the

three numbcrs in the Question.
Of course xê + 1 is similarly decomposable ; so that we get

150441 = 22501.18421.27481.11375447620501 . 11405822629501
= 137, 109.22501.27481.37 .308265476473.11375447620501.

16282. (R.F. WHITEHEAD, B.A.)—If (l, m,n, A, u, v) be the six co-
ordinates of a line so that (l, m, n) are its direction cosines, (x, y, z) any
point on it, and ny—mz = A, lz—nxz = u, mx—ly = y, the line will be
@ generator of a quadric (1) similar and coaxial with

wjat+y/b4-22/¢ =1, if aa/l = bulm = evjn,
(2) confocal with the same quadric, if
[(b—c) l/a + à [l]? = [((a—c) mu + ujm], ...,
three equations equivalent to two independent conditions. The latter
is also the condition that the line (l, m, n, A, u, y) is one of the focal
lines to a tangent cone from some point to one of the system of con-
focals (Salmon, § 175). Both sets of conditions are satisfied if the line

is a generator of the original quadric.
Solution by A. M. Nespitt, M.A. .
If (2+ lp, y+mp, z+ np) lies on z?/a + y?/b + 2*/c = k for all values of
p and some particular value of k, we have at once
Pia+m/b+n*/c = 0, lzja+my/b+nz/c = 0,
whence (l/a)/(ma—ny) =... =... or ljan = m/bu = n/cyv.
If the same point lies on z?/(a + 6) + y? (b + 6) + 27/(c +6) = 1, we get
P?/(a + 0) + m?/(b + 0) + n?/(c +6) = 0, lz/(a + 6) + my/(b + 6) + nz/(c + 6) = 0.
whence 1/[A (a+ 6)] = m/[u(b+6)] = n/[v (c +6)) =—1/9 say.
Eliminating 0, p, we have
(b—c) lJA + (c—a) m/ut(a—b) n/v = 0,
which is not the condition we are asked to establish.

The Proposer writes :—‘‘ I have to remark that the Solver has not, in
the second part of the question, used the condition x7/(a +6) + ...4...=1,

so that he has, of course, obtained only one consequent condition instead | If 2 = 4,

of my two.”

16294. (M. V. AruNacHALAN, M.A.)—Prove that

R,_ mR. , n(n—1) Rg

1! at St
Ry =14+3$4+43+...41/n.

... to (n+1) terms = -—~._,
(n+ 1)"
where
Solutions (I.) by S. T. SHovELTON, M.A., and another ;
(1I.) by F. W. Reeves, M.A.

02 3
I. R+ Ratt Rt. = 7 4b et To,
ay : * l-x 71-2 %1-2
= T> log (1-2) (Gf 2<l) wi. (1),

1—(n+1)c+"tICyr? t (—1)n"*!C,a" + (—1)"t lz, |
SSSR OD sac E EA (2).
By taking the coefficient of x"** in the product of the left-hand sides
of (1) and (2), we obtain
(—1)" f(n +1) R,—"*'C, Ra +... to (n +1) terms]
coefficient of z"'?! in —(1—2)" log (l—z)
1 1 1 n(n—=1)
= —---n+. — = =... + (—1)"
n+l n n—i1 2! FA
=e 1—1)"*)—(—])"*? :
ae ee? sida cas Oa
[Rest in Reprint.]

I

therefore, &e.

16297. (Lt.-Col. ALLAN CUNNINGHAM, R.E.)—Show how to find any
number (7) of dissimilar right-angled triangles of equal perimeter with
their sides a, b, c expressible in integers. Find the lowest solution
when n = 2, 8, 4.

Solutions (I.) by R. W. D. Curistie£; (II.) by James Brari, M.A.

(I.) Utilising the formula

[m (2n + m)}? + [2n (m +n)]? = [(m+ n) + n7],
or its more extended form, and taking small values of m, n, we get for
the legs, hypothenuse, and perimeter :—

(1) 8,4, 5 = 12, (2) 5,12, 13 = 30, (3) 8, 15, 17 = 40,

(4) 7, 24, 25 = 56, (5) 12, 25, 37 = 84.

Now, bringing (1), (2) to their L.C.M., we get for n = 2,
10, 24, 26 = 60, 15, 20, 25 = 60.
Again, for n = 8, we may use (1), (2), (3). Thus
30, 40, 50 = 120, 20, 48, 52 = 120, 24, 45, 51 = 120.

Again, for 2 = 4, we may use (1), (2), (3), (5) or (1), (3), (4), (5), thus

210, 280, 350 = 840 210, 280, 350 = 840,

140, 336, 364 = 840 168, 315, 357 = 840,

i 168, 515, 357 = 840 105, 360, 375 = 840,

350, 120, 370 = 840 350, 120, 370 = 840.
This theorem may be extended in two ways cither by the use of the
more extended form or as follows :—

Let p—-2g? = —1.

Here Pamei = 1, 7, 41, 239, ... (laW pres = OPon e1 Pai),

Qm+1 = 1, 5, 29, 169, ... (same law).
Now, by laws which have been frequently proved in the Educational
Times and elsewhere, we have

(Pea ) ia (Pm) Pa = Guay Perimeter.

|

Ex. n = 1, (y (y= 5? = qn = 12,
—1\2 2
n = 2, (54) + (4) = 297 = Mne: = 70,

ad inf. ad inf.

v. Questions 16280, 15757, &c.
(II.) Let a = k (P +g), b = k (p?—¢"), e = 2hpq, then
a? = b?+c? and at+b+c = 2kp (p+q).
If, then, a+b+c =a +b +c, we must have kp(p+q) = kp (p’+q'),
when p>q. Thus, ifn = 2, we may take
kp(p+q) =5x2x3 =2x3x5 = k'p' (p +q'),
whence a = 25, b = 20, c = 15 ; a’ = 26, b' = 24, c' =10; perimeter
= 60. If n = 3, we have the identities
10x2x38 =3x4x5=4x3x5;
giving the triangles 50, 40, 30; 51, 45, 24; 52, 48, 20; perimeter = 120.
Gx7x8 =7x6x8=4x7xK12=1x16x21;
(Continued on page 3%.)

Jan. 1, 1908. ]

THE EDUCATIONAL TIMES.

30

COLLEGE OF PRECEPTORS, 1908, and
OXFORD AND CAMBRIDGE LOCALS, 1908

ESSRS. J. M. DENT & CO. have pleasure in
bringing before your notice their Editions of
the following Books prescribed for the Oxford and
Cambridge Local and the College of Preceptors’ Examin-
ations, 1903. Detailed Lists may be had post free on
application :—
LATIN AND GREEK.
CESAR’S GALLIC WAR. BookI. Edited by A.S. WILKINS, LL.D., Litt.D.,
late Professor of Latin, Victoria University, Manchester. 1s. 4d.
[ Oxford Junior and Senior and College of Preceptors.
CÆSAR'S GALLIC WAR. Books II. and II. in One Volume. Edited by

A. Croom PATERSON, M.A. (Edin. and Oxon.), Classical Master in the High
Bence, Pemnurgh: 1s. 4d.
{Oxford Senior, Cambridge Junior, and College of Preceptors.
VIRGIL'S ENEID. BookI. Edited, with Introduction, Notes, and Glossary,
by Rev. H. Kynastos, D.D. 18. éd.
[ Oxford Junior and Senior and College of Preceptors,
VIRGILS ZNEID. Book IÏ. Edited, with Introduction, Notes, and Glossary.
by R. J. HuGugs, M.A. 18. (Oxford Senior.
VIRGIL'S ZNEID. Book X. Edited, with Introduction, Notes, and Glossary,
by H. B. Wippo Bs M P 1s. 4d.
Cambrid dge Junior and Senior and College af Preceptors.
THE ODES OF HORACE. Edited by Dr. JoHN MARSHALL, M.A. Containin
Introduction, Latin Text, interleaved page by page, with the Englis
Translation, Notes, and Glossary, i in One Volume. 28. 6d. net.
Wake Senior, Cambridge Senior.
PLATO.—_THE APOLOGY OF SOCRATES: Edited by F. M. STAWELL.
Containing the Greek Text, interleaved, page by . with the English
Translation, Introduction, Notes, and Glossary, i in one Folume, 28. 6d. net.

[Cambridge Sentor.
MODERN LANGUAGES.
GERMAN DAILY LIFE. By Dr. R. Kron. Extra fcap. 8vo. 2s. 6d. net.
FRENCH DAILY LIFE. By Dr. R. Kgon. Extra fcap. 8vo. 28. 6d. net.

(The above two booka are prescribed by the College of Preceptors for the
Oral Examination in French and German.

ENGLISH.

—MARMION. Edited by the Rev. B. P. Davipson, M.A. (Oxon.),
Assistant Master, Malvern College. With Biography, Topographical Draw-
ings, Introduction, copious Notes, and Glossary. Crown 8vo. cloth. 1s. 4d.

{Oxford Junior and Senior, Camb, Prelim, and Junior and C.P.
SCOTT.—QUENTIN DURWARD. 1s. net. (Cambridge Junior.
SCOTT.—OLD MORTALITY. 1s. 4d. [Oxford Junior and Senior.
KINGSLEY.—THE HEROES. Edited by OLIPHANT SMEATON, M.A. With

Introduction and Notes. 8 Illustrations by T. if ROBINSON. Fcap. 8vo.

cloth, 18. 4d. Pe Preliminary.
GSLEY.— WESTWARD HO! With an Introduction by A. J. GRIEVE, M.A.
1s. net. [Oxford Junior.

PEARE.—THE MERCHANT OF VENICE. Edited = R. M'WILLIAM,
M.A. With 8 Illustrations by Dora Curtis. Is. 4d.

(Oxford Junior, Camb, Junior and Senior, and Coll. af Preceptors.,

F OORIOCANTS,. (Temple prerencars) Edited by Prof.

GOLLAN cz, M.A. 1s. 6d. n Cambridge Senior.

’ TALES FROM M SHAKESPEARE With Illustrations by ARTHUR

RackuaM, A.R.W.S. 18. net. [Oxford Preliminary,

trae ROBINSON CRUSOE. With Illustrations by AYTON SYMINGTON.
1s. net. Oxford Preliminary.
LONGFELLOW.—THE SONG OF HIAWATHA. Edited, with Introduction
and Notes, by HENRY WILLIAMS, M.A. 1s.
[Oxford Preliminary and College of Preceptors.
NORTH’S TRANSLATION OF PLUTARCH’S CÆSAR. With Notes and
Vocabulary. Edited by W. H. D. Rousg, Litt.D. Cloth, 1s. 6d. net.
(The Temple Plutarch, Vel. ‘VIL. ) [Oxf

ord Junior and Senior,

SHAKESPEARE.—JULIUS CESAR. vated by F. ARMYTAGE MORLEY;
M.A., D.C.L. With Illustrations by T. H. ROBINSON. 18, 4d.

[Oxford Junior and Senior and College of Preceptors.

SHAKESPEARE.—RICHARD II. Edited by W. Keatu Leask, M.A. With

‘Illustrations by Doka CURTIS. 18. 4d. [Ozford Junior and Senior.

MILTON —**COMUS ” “ LYCIDAS,” ‘“‘ L’ALLEGRO,” “IL PENSEROSO,” and

“SONNETS.” Witha Glossary. 1s. 6d. net.

[Oxford Senior and College :f Preceptors.

BACON.—THE ESSAYS. With an Introduction and Glossary by OLIPHANT

l SMEATON, M.A. 1s. net. Oxford Senior.

Principals are invited to apply for Dent’s COMPLETE EDUCATIONAL CATALOGUE and for SPECIMEN COPIES of the above books.
J. M. DENT & CO., 3 Aldine House, Bedford Street, London, W.C.

From GINN & COMPANY’S LIST.

HLEMENTARY FRENCH. A Text-Book for Beginners.
By Freep D. Aupricw and Irvine L. Foster. An outgrowth of

.‘* Foundations of French,’’ by the same authors. The scope
and the general arrangement of the earlier volume, which have
met with general approval, have been retained in this book, and

such incidental changes as class-room use has suggested have |

been made in the text. 350 pages. 4s. 6d.
FHVAL’S LA FEB DES GREVES. Edited by G. H. C.

Hawrrry. An interesting story of Normandy in the fifteenth '
: THE HUMAN MBOHANISM: its Physiology and Hygiene,

century. With Introduction, Notes, Re-translation Exercises,
and Vocabulary. 266 pages. 3s.

AN INTRODUOTION TO THB HISTORY OF
WESTERN BUROPH. By J. H. Rosinsoxn. Gives a
clear and interesting account of the all-important movements,
customs, institutions, and achievements of Western Europe aince
the German barbarians conquered the Roman Empire. 714 pages,
with Maps and Ilustrations. Price 7s. 6d. Also in Two Volumes,
dividing at the sixteenth century. Price 4s. 6d. each.

RBADINGS IN BUROPHAN HISTORY. Salections
follow chapter by chapter the history given above, and are culled
from all sources—chronicles, memoirs, letters, as well as State
papers—thus giving the liveliest sense of reality to current events
and personages. Vol. I., 582 pages, price 7s. Vol. II., 660 pages,
price 78. Abridged Edition, in One Volume, 607 pages, price 7s.

THH
DURING THM LAST TWO HUNDRED YBARS.
An Introduction to Current History. By James Harvey Rosin-
son and CHARLES A. Beard. This volume will meet the demand
for a history of recent times which shall explain the social and
economic as well as the political development of our own age, and
shall also prepare the student to understand the great problems
of the world in which he finds himself. 374 pages. 6s. 6d.

COMPLETE CA TALOGUE POST FREE ON APPLICA TION.

DEVELOPMENT OF MODERN pte

ELEMENTS OF GHOLOGY. By W. H. Nortox.

The
essentials of Geology treated with fulness and ample illustration
for beginners. Illustrated. 461 pages. 6s. 6d.

A TAXI BOOR IN GENERAL ZOOLOGY. By Hesry

LıNnvıLLıE and Henry A. Keniry. An exposition of the

Siac of Zoology, presented without the interpolation of a
Laboratory Guide. Fully illustrated. 462 pages. 7s. 6d.

and the Sanitation of its Surroundings. By T. Hoven and
W. T. Sepewicx. In this work prominence is given to
Hygiene and the Elements of Sanitation—a subject of the first
importance in all wholesome modern iring, ustrated. 564 .
pages. 8s. 6d.

HOW TO KBHP WELL. By A. F. Buaspen. Simple,
teachable, and replete with suggestions for Teachers. Tlus-
trated. 271 pages. 2s.

PHYSICAL GEOGRAPHY. By Wiriiux Morris Davis.
A scholarly, practical Text-book, emphasising man’s physical
environment as determinant of man’s social and political modes
of life. 428 pages. Contains many Illustrations and Mape.
Price 5s. 6d.

ELEMENTARY PHYSICAL GHOGRAPHY. By
Witam Morris Davis. Based on the Author’s ‘“ Physical
Geography,” with the addition of Practical Exercises and more

e devoted to the Atmosphere. 401 pages. Fully Illustrated.
Erice 5s. 6d.

_ BOOKS SENT ON APPROVAL TO TEACHERS.

GINN & COMPANY, ST. MARTIN’S STREET, LONDON, W.C.

36

THE EDUCATIONAL TIMES.

(Jan. 1, 1908.

giving triangles 300, 288, 84; 280, 224, 168; 296, 280, 96 ; 281, 231, 160. | at least 14 factors, n = F,F,.F..2..

Observe that when n is 8, we reject k = 1, p= 5, p+q = 6, as that
would give the same triangle as k = 2, p = 3, p+q = 5, though ina
reversed position; similarly, when .2=4, we reject k = 3, p= 8,
pt+q= 14, as that gives the sume triangle as k = 6, p= 7. p+q = 8.
[Rest in Reprint.]

16308. (Professor R. W. GENESE, M.A.)—The moment of inertia of
a thin rod, the density at any point of which varies as the product of
its distances from the ends, about any line in space is equal to that
of three particles, one at each end of ṣẹ of the whole mass and one in
the middle of $.

Solutions (1.) by ‘‘Soiipus’’; (IL) by Professor Nanson.

(I.) This is an extreme case of the well known equimomental point-
system for a solid tetrahedron, viz., $ of the mass at the centroid, and
3, at each corner. If two opposito edges be mutually perpendicular,
aud also perpendicular to the line joining their mid-points, and if they
are then made to diminish indefinitely while the other edges remain
tinite, there results a thin rod whose cross-sectional area is proportional
to the product of its distances from the ends, and this rod is equivalent
to that of the Question.

(II.) From the ordinary formule for the principal moments of
inertia of a homogencous ellipsoid, it is obvious that that solid is equi-
momental with seven particles, one of q} of its mass at each extremity
of each principal diameter, and one of 2 of its mass at the centre. Now
taking two of the said diameters indefinitely small, we get a fine rod
in which the density varies as the product of the distances from the
ends, and the result stated therefore follows.

16286. (H. L. TRACHTENBERG, B.A.)—If A, B are two given points,
prove that there are four points P such that PA, PB are each bisected
by a given conic.

Solution by HENRY RIDDELL, M.E.

The enunciation of this theorem can be very widely extended, but
even at its greatest extension is almost self-evident.

If there be any two points A and B, there exist mn points P such
that PA is divided in any fixed ratio 1/k by a given n-ic curve, while
PB is divided also in a fixed ratio 1/1 by a given m-ic.

It is evident that the locus of the extremity of AP is a curve similar
and similarly placed to the given curve, and in like manner for the
extremity of BP.

But these curves intersect in m7 points, which may be all real, all
imaginary, or part real and part imaginary. Where only one curve is
used, as in the Question set, the two loci are similar and similarly
placed, so that the intersections cannot be all real. In the case of a
conic it is possible to have two real and finite, and two are alwavs the
two points of intersection with the line at infinity of the two pairs of
parallel asymptotes.

16314. (Professor E. B. Escorr.)—Show that
2"-'-1 = 0 (mod n),
when n = 5.7.17.19.37.73.97.109.241.433.673.38737.

Are there any values of n satisfying the same congruence having more
than twelve factors ?
Solution by Lt.-Col. ALLAN CUNNINGHAM, R.E.

The Proposer has himself given the general rules for forming these
numbers (x) in a short paper on ‘‘ The Converse of Fermat’s Theorem,”

in Messenger of Math., Vol. xxxvi., 1907, pp. 175, 176. The rules
given are shortly that—
If n = p pepy... and 2% = 1 (mod p,), 2%: = 1 (mod pa), ..., where

ap @, ... are Haupt exponents, t.e., the least possible in each case,

then (1) every p must be prime to every a,

(2) n must = + 1 (mod every a),
Fifty-four examples are given in that paper, including the very one
here set. As the factors (p) satisfy all the conditions above, no further
proof is needed.

Let f (271), denote the algebraic prime factors of (271), where q
is odd. Then n = f(27—1) f(24+41) is a number satisfying all the
conditions. These often contain 5 or 6 factors.

Erample.— q = 29, 47, 51, 53, 55, 59, $1, 105,

Number of facters 5, 5, 6, 5, 6, 5, G6, 6.
When q = 83, n has at least 7 factors.

It is not casy to find numbers (n) containing more than 6 factors
(the paper quoted gives 7 cases). But Fermat's numbers (F,) give
an easy case of forming numbers (a) with any number of factors.

Thus n = FFF FF- bas at least 7 factors, n = Fylyk,... Fi; has

.F..., has at least (r +1) factors.
Here the leading number (F,) must be such that

F,=2"4+1= +1 ‘mod %1,

upon which all the conditions will be satisfied. Note that F;, Fẹ are
each known to have 2 factors each.

The Proposer solves the Question as follows :—
Let a represent the smallest exponent of 2 for which

2°—-1=0 (mod p),
then we have the following table of primes and exponents :—
p a a p a
5 4 37 36 241 24
7 3 73 9 433 T2
17 8 97 48 673 48
19 18 109 36 38737 72

The lowest common multiple of the a's is 144 = 9.16. Since the
product of the p's is = 1 (mod 9 and 16), it follows that
n =5.7.17.19.... = 1 (mod 144);

and therefore n—1 is a multiple of all the a’s. From this it follows

that 2"-1—1=0 (mod n).
16172. (Professor CocnEZ.)—Trouver le maximum de sin g—p sin y,

sachant que tan ¿x tan įy = p.

Solution by C. M. Ross.
Let u= (x, y) =sinz—psiny, f(z, y) = tan įr tan ły- p = 0,

then ðp/ðx = cosx, ðpjəy =— p cosy ;
affox = sec? 3r tanġy, odffoy = 3 tan ġx sec? by.
Now dujdx = (dp 0x of/dy—dg/dy of/ox)/df/ay.

But the maximum and minimum values of u satisfy the equation
dujdc = 0, hence the equations
f(x,y) =O and dp/dx df ðy—ðp/ðy of/dx = 0,
which reduce to
cos x tan 4x sec? ły + p cosy tan ły sec? Zz =0............ (1),
tanita taniy=p = 0 unioniin (2),
give maximum and minimum values.
From (2), tan ły = p/tan4z. Substituting this value in (1), it becomes
tan‘ix—(p*+1) tan*ir—3p* = 0;

therefore tan 3x = {} (pP +1)+ /(pt+14p?+1))};

therefore tan žy = URES [(p? + 1) + / (ps + 14p* + 1); Se
c 31 ex ga?

Now u = sin z—p sin y = Pie oe En)

2/2(1—p*)[p? +1+ /(pt+ 14? + 1)32

~ [ptt 3+ W(pit 4p? + 1)) (8p? +14 vV(p +14 + 1)}
N.B.—The positive sign before the radical is taken, as it gives a
maximum.

16274. (Professor NeuBERG.)—Intégrer l'équation
ap + bp? = (Bay + 2bx +c)? (p = dy/dz).
Solution by S. T. SHOVELTON, M.A.
aP + bp? = (3ay + 2bx + ¢)°;
therefore (3ap* + 2bp) dpjdx = 2 (Bay + 2bx + c) (Bap + 2b) ;

therefore (1) 3ap +2b = 0, whence 3ay+2br+r« = 0. By substitution
in the original equation w is found to be c+ zeA S
a

therefore } (dp/dz)* = 4p* (ap +b);
therefore (dp/dx)? = 4 (ap + b)
where x is a constant; therefore
ay = drak? + (K'—b) 241,

whore lis a constant. Substituting in the original equation it is found
that al +k’ +ac = bx; therefore the solutions are

(1) Bay+2br+K = 0,

(2) 8aty = ach 3a nr? +3 (Ke —b) ar + (be — ace),
where « is an arbitrary constant.

p(dp/dx) = 2 (Bay + 2bxr +c);

or ap+b = (ar—x)’,

16306. (C. E. Younaman, M.A.)—Prove that in the hyperbola which
subtends an angle of 60° at its centre no finite cquilateral triangle can
be inscribed. Is this an isolated case or part of a general theorem ?

Solution by M.S. NARAYANA, M.A.
Let the equation to the hyperbola be vys c?, the axes being in-

Jan. 1, 1908.)

THE EDUCATIONAL TIMES.

37

DENT’S NEW EDUCATIONAL BOOKS

DENT’S MATHEMATICAL & SCIENTIFIC SERIES.

Edited by W. J. GREENSTREET, M.A,, F.R.A.S8.
LATEST VOLUMES.

SOHOOL HYGIENE.
By HERBERT JongEs. D.P.H. Camb., Medical Officer of Health, Hereford
Combined Sanitary District. 3s.
A Handbook for every Teacher and School Manager.

ELEMENTARY TRIGONOMETRY.
By Cecit Hawkiss, M.A. (Haileybury College, 3s. 6d.
With Answers, 4s.

Aims at supplying a practical training in Elementary Trigonometry. It is
hoped that this book will not be unsuitable for grounding those who wish to
study the subject in its higher branches, and that the mode of treatment may
help to make the subject interesting.

GERMAN SCIENCE READER.
Compiled by C. R. Dow, M.Se. Part I. Mathematics, Physics. and
Chemistry. 28.
Consists of a nnmber of passages on scientifle subjects in German, by the
translation of which the student will acquire a knowledge of the more commonly
occurring scientific expressions,

PRACTICAL BOTANY.
By E. H. Daviks, B.Sc. (County School, Barry, Glam.). 28.
An Introduction which aims at supplying the means of obtaining a knowledge
of Plant Life. but not at supplying the knowledge itself, Actual specimens
must be in the hands of the pupils. “ Cordially recommended.” —School World,

LIGHT. By F. E. Rexs, M.A., late Demonstrator of Physics, Bangor. 28.
“Covers a considerable amount of ground... exceedingly well done. It
displays knowledge and thoughtful care on every poge.’’—Schoolmaster.

A FIRST STATICS.
By C. S. Jackson, M.A... and R. M. MILNE, M.A. With upwards of 200 Dia-
gramsund numerous Examples. Crown 8vo., with or without Answers, 48. 6d.
“The great vamety of practical illustrations . differentiates it considerably
from the older type of text-book. Thor oughly trust worthy as an introduction
to the science of mechanics. Can be safely recommended.”’—School World.

Please write for Full List of the Series.

Hertford).

DENT’S TEMPLE ENGLISH LITERATURE FOR SCHOOLS.

A SELECTION.

LONGFELLOW’S EVANGELINE.
Edited, with Introduction and Notes, by Joux W. Cousin, F.F.A. Cloth
boards, 8d.
LONGFELLOW’S SHORTER POEMS.
Selected, with Introduction and Notes, by G. C. Dent, B.A. Limp cloth, 4d.
VOYAGES OF FAMOUS BRITISH SEAMEN.
Selected from Dampier, Hakluyt, and Cook, by R. BRIMLEY JOHNSON.
STORIES FROM CARLYLE.
By D. M. Forp. 1s.
TALES FROM BROWNING.
By the Rev. G. LAcEy-May, M.A. Is.
SOUTHEY’S LIFE OF NELSON.
With Introduction and Notes, by HENRY WILLIAMS, M.A. Is.
STORIES FROM SPENSER’S “FAERIE QUEEN.”
By N. G. RoypE SMITH. 18.
SIR ROGER DE COVERLEY PAPERS.
Edited by R. G. V ATKIN, M.A. 18.
PRESCOTT’S CONQUEST of MEXICO and PERU.
Selections, edited by OLIPHANT SMEATON, M.A. 18.
WORDSWORTH’S SIMPLER POEMS.
Edited by E. HUTTON.
GRAY’S ELEGY.
With an Introduction and Notes, by E. B
GOLDSMITH’S TRAVELLER | “AND DESERTED
VILLAGE. With an Introduction and Notes, by W. LANGRIDGE.
COLERIDGE’S ANCIENT MARINER.
Introduction and Notes, by R. MCWILLIAM.

The last four texts are issued separately in limp cloth at 44, per Fol., or the
Jour bound in one Vol., cloth boards, 18.

Please worite fora Full List of the whole Series

1s.

Please write for DENT’S COMPLETH HDUCATIONAL CATALOGUB, and for Specimens of the above books,

J. M. DENT & CO., 3 Aldine House, Bedford Street, London, W.C.

clined at 60°.
lateral triangle, be ¢,, ty, t, respectively. Equation to PQ is
H+ ytite = c (fı + ta),

equation to PR is x + yht = c(t) + t3);

therefore
tan QPR = tan 60’
= ((—1/t,te + 1/t ts) sin 60°] /[1 —(1/t,t2 + 1/t,t}) cos 60° + 1/t)2 tzt] ;
therefore trti S 0 au eee (1).
Similarly IEE al i a E TS (2),
hit r= t T S Oa e re (3).

From (1), (2), (3), we have

(ta — ta /(t3— b) = (t3—0,)/(t) — ta) z (ti — to (t — ta) = 0/0.
Showing that ti = t = tf; which is impossible, or that each is infinitely
large. Hence no finite equilateral triangle can be inscribed in the
hyperbola which subtends an angle of 60’ at the centre.

16276. (C. M. Ross.)—If
sin 28, cos@, sin@, 1 |= 0,
sin2o, cos@¢, sing, 1
sin2y, cosy, siny, 1
sin2y, cosx, sinx, 1

and if @, 9, y, x are different positive angles cach less than 2r, prove
that 0+ 9+ W+ x = nr (n an odd integer).

Solution by the PROPOSER.

Subtracting the first row from each of the other rows,
A ='sin2p—sin2@, cos@—cosé, sing—sin@ =0
lsin 24 —sin 20, cosw—cosé@, siny—sin@

Isin 2x—sin 20, cosx—cosð, sin y—sin 6
= — 8 sin 3 (p—6) sin å (4—0) sin 3 (x— 0)
x ea 8) cos (p + 8), ed (p + 9),
cos $ (4—80) cos (y +0), sind (+4),
cos 3(x—#) cos{x +6), sindaly + 4);
— 8 sin 3 (¢—8) sin } (4—0) sin 3 (x—8)
x [cos à (P — 8) cos (p + 0) sin 2 (Y — x) + cos 4(ẹ4 — 6) cos (4 + 6) sin 4(x— p)
+ cos } (x— 6) cos(x + 4) sin 3(@—y)] =0.

cos $ip¢ +6) = 0
cos 3 (y + 8)
cos 3 (x + 8)

—
—

Let P, Q, R, the angular points of the inscribed equi-

Therefore, since 6, ¢, y, x are all different,
Z cos $ (p— t) cos(p + A sin Z(Y—xX) =

Now let a = cos@+csiné, b = cosọ +isin o,
c = cosy+isiny, d = cosx +ısinx ;
then ab = cos (80+ p) +isin (8+ 9) ...,

a—b = 2 sin 4 (0 - p) cosà (0+ p)+ısin 4 (0+ ¢)],
a+b = 2 cos $(9— ¢) (cos § (6+ 9) +esin§ (0+ 9)),

Again

a(b(a+ 6)(c—d) +c(a +c) (d—b) + d(a+d)(b—c)] = —a(b—c) (c—d) id- b).
Hence, by substitution,

4. Z (cos (0 + p) +e sin (8 +p)! cos 3 (@—¢) sin 4(y— x)

x(cos§(@+ H+ Pty) tesin (6+ H+ H+ x)]
3TI (cos 0 +isin 0) sin} (@—yp) cos L (P+ yY) tesin§ (p+ yp)

21)
Si[cos(@+ H+ P+ x) resin(O+ Pt Pty] sinkd(P—y);

Therefore
X (cos (0+ ) +e sin (6 + p] cos $ (@—¢) sin 3 (W— x)

= 2 [cos 3 (0 + RT T N CEE
Equating the real parts
% cos (0 +) cos 4 (0— p) sin Li¥—x) = 2 cos 410 +p + H+ x) T sin $ (p—y).
Hence (1) may be written

2cosġż(0+o+y+x) MNsinZ(¢—y) = 0.

Therefore cos }(@+0+ +x) =0, since Msinġ(p-y4) £0. Henco
O+o+ +x = (4m+i)r. Therefore 6+@+Y+X = nme (where n ìs
odd.)

[Note.—Mr. 8, NARAYANA Alyar remarks :—If in the given determin-
ant cos 26, cos 2¢, ... take the place of sin 28, sin 29; then, in a similar
way, it can be shown that 6+ 9+ y+ x Is an even multiple ‘of m. From
these a geometrical property of a rectangular hyperbola passing through
four fixed points can be inferred.)

sin į (p — 4).

QUESTIONS FOR SOLUTION.

10800. (Professor Hupsox, M.A.) —
Question: for ‘‘ greater than (4)’’ read
December, 1907, issue of Educational Times.)

Correction. — In last line of
“egual to 2%." (See

38

THE EDUCATIONAL TIMES.

(Jan. 1, 1908.

16346. (T. Muir, LL.D.)—If the determinant

‘a bea
bade
c d a b
a e Gna j

vanishes, then (ab—cd) (be —da)(cd — ab) is a perfect square, and

(a? — b*) (a? —c?)(a? — d?) — (a? — b-) (ab — cd)? — (a —c?) (ac — bd)?

— (a° —d*) (ad — be)?
(Cf. Question 16298.)
(T. Stuart, M.A., D.Sc.) —Why is it that the factors of
N, = (x + y/)§—452ty° — 182

are always of the form M(18)4+1? Prove rigidly for all values of r
and y, the expression

Ny = qô + 202773 + yf — Bry (2 + y') YE (22+ 7)
is always composite, and find the form of the factors.

is the double of the said square.

16847.

16848. (R. W. D. CHRISTIE.)—Let z?°— py? = 1, where p is of form
4m +3, then ( z \ =p CF af zbeing = ŻY P+1
z (p+1)z pri
ex. gr., x= 8, y= 3, p=T;
a Ge A ae a
(287 (3° = L

Thus from every integral we obtain a fractional equation. Establish

it for any prime whatever.

16849. (Professor E. HERNÁNDEZ.)—Si l'on désigne par a la chiffre
des unités d'un nombre, et par sı la somme des valeurs absolues des
autres chiffres, et par sy, 83, ..., Sn, ... les sommes des valeurs absolues
des tranches binaires, ternaires, etc. du nombre formé par ces autres
chiffres, les sommes a+4s,, @+450, ..., @+48,, ... seront congrues par
rapport au module 6.

16350. (W. J. GREENSTREET, M.A.)\—How many different co-
efficients may be found in the most general (possible) symmetrical
homogeneous function of the nth degree in x, y, z?

16351. (Professor SangANna, M.A.)—Prove the following identity
4a-p?—(b? + g?-—c?—1?)? + 4b2q? — (C28 + v2? a? — pp")? + Ar?

— (a? + pb? = q)? — Aer? = (G+ —a°)t]
— (Arp? — (9? + p — bF] — [4 p*q* p? + g? —c*)?]
= 2a t + 2b°c* + 2c*a?—at— b'—c'.

16352. (Professor Naxson.)—If
a/(b—c) +b (c—a) +e/(a - b) = 0,
then ai(b—c)* + b/(c—a) +e (a-b) =
16353. (A. M. Nesnirr, M.A.)—Tho co-ordinates of points on a

cubic are expressed in terms of a single parameter ¢ by the equations
THA) = uat) = 2/fs (t),

where f) =a, t+ Me +c¢,+d,.

Prove that its inflexions lie on the line

x, Y z\=3 T7, Yy, 2
Qir Az A bi, ba bs
'd,, ds, dy Cys. Cay “Cy
16354. (C. E. Younamanx, M.A.) — Show that the three-cusped

epicycloid, referred to the triangle of its cusps, has for equation
27C? (27C — 16L7) = 64L1 (C? — 4a8y7L),

where C = Byt yat+taß and L=a+Br+y.

16355. (R. F. Wurrenran, B.A.)—If a set of conics be taken
passing through four points, then the quantity

fet/(1 —e*) sin} (a+ B+ y+ 3)

is invariant for the set, e being the. eccentricity of, and a, B, y, & the
eccentric angles of the four points for, any conic of the svstem. Find

its value in terms of the elements of the quadrangle formed by the
four points.

16356. (Sarnapakanta GANGULI, M.A.)— An ellipse,
between whose foci is constant, slides

straight lines inclined at an angle w.
the foci.

16357. (V. RAMASWAMI Aryan, M.A. Suggested by Question 16250
of Mr. C. E. Younoman, M.A.)—In a conic of eccentricity e the circle on
a focal vector SP as diameter cuts the curve again in A, B, C. Prove
that the distance of X, the foot of the directrix, from BC, C A, AB, or
from the pedal line of Sin ABC is equal to SX/e. Also show that, if
ABC be any inscribed triangle whose cireum-cirele passes through 5, the
pedal line of S in ABC touches the: circle whose centre is X and
radius SN/e.

16858. (Professor R. W. GENESE, M.A.)—From a variable point P
two fixed straight lines J), l are projected on to two fixed planes aj, ae.
If the projections meet in a point, the locus of P is a hyperboloid of
one sheet passing through l, l and the intersection of a), ag.

16359. (Professor NecnenG.)—Diviser un triangle donné ABC par
_ une droite AD, qui rencontre BC en D, en deux triangles ABD, ACD

the distance
between two fixed intersecting
Find the envelope of the locus of

tels qu’en tournant autour de AD ils engendrent dcs volumes qui
soient dans un rapport donné m : n, ou tels que les surfaces engendrées
par les lignes brisées ABD, ACD aient un rapport donne m : n.

16360. (James Buaikik, M.A.)—If in an acute angled triangle a
point is taken in each side the same distance from its mid-point as the
foot of the altitude but in the opposite direction, prove that the per-
pendiculars drawn to the sides at these points are concurrent, and find
the relation between the angles of the triangle in order that the point
of concurrence may be within the triangle.

16361. (‘‘ So_ipus.’’)—Each vertex of a polygon is joined to the
mid-point of the line joining its adjacent vertices. Prove that if all
but one of these lines are concurrent, then all must be concurrent.

16362. (I. AkNoLp.)—Divide geometrically a given arc of a given
circle into two parts, such that the rectangle under their sines may be
equal to a given rectangle.

16363. (R. F. Davis, M.A.)—If tant0 = 1—sin 6, prove that either
tan @ = cos ĝ or tan*@ = coscc @.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

9442. (Anremas Manrtix, LL.D.)—A point is taken at random in
the surface of a given triangle; find the average area of the triangle
cut off by a line passing through the random point.

9535. (Professor NEUBERG.)—On partage un nombre 3a en trois
parties. Quelle est la probabilité que le produit de ces parties soit
compris entre na et pas, n et p étant deux nombres donnés moindres
que l'unité ?

10918. (Professor CATALAN. J)—Démontrer que
i X.Z.. E An dz = _ 2.
1 L—x n
11120. (J. J. WALKER, F.R.S.)—Prove the following construction

for the centre of the involutions determined on any transversal cutting
the three sides of the triangle ABC in A'B C’, and the three concurrent
lines AO, BO, CO in A"B”C”, viz.:—Draw OD parallel to AB and
meeting BC in A and the transversal in E; let EF parallel to CA mect
AA’ in F, and A”G meet FA” in G ; then AG determines the centre.

11244. (A. J. PRESSLAND, M.A.)—Prove that the median and the
pedal triangles of any triangle have a common escribed parabola, whose
focus is on the minimum ellipse of the median triangle.

11310. (J. GRIFFITHS. M.A.)—Show, by using isogonal co-ordinates
r, y, 2, that the Brocard circle ber+cay+abz = a? +b +c* passes
through four of the G-points of the nine-point circle, viz. 2 = 2 cos A,
y= ajc, z = ajb, Also that the orthocentroidal circle

reosA+ycos B+zc0sC = 3
passes through the four inverse G-points, viz., x = }ł sec A, y= c/a,
z= bja, ... (See p. 26 of the Proposer’s Noteson the Recent Geometry
of the Triangle.)

NOTICE TO CORRESPONDENTS.
It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss ConstancE I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

THE L ONDON MATHEM: \TICAL SOCIETY.

Thursday, December 13th, 19807.—Prof. W. Burnside, President, in
the Chair.

Messrs. G.
W.E.

Messrs.
Society.

The following papers were communicated :—

‘A Formula in Finite Differences and its Application to Mechanical
Quadrature,” Mr. S. T. Shovelton.

‘© Weierstrass E-Function in the Calculus of Variations,”
A. E. H. Love.

THE NINE POINT CIRCLE.

With Notes on (1) Simson's Line, (2) The Radical Axis, (3) The Quadrilateral.

Contributed to the * Educational Times, D o matiral Gazette,”
“ Nouvelles Annales,” * Mathesis,” and“ American Monthly.

By WILLIAM GALLATLY, M.A.
ELIJAH JOHNSON, 30 TRINITY STREET, CAMBRIDGE
PRICE ONE SHILLING.

CAREY'S “GRADUS AD PARNASSUM.”

WITH THE ENGLISH MEANINGS,
Revised, Corrected, and Augmented by a Member of the University of Cambridge.
Post Svo, cloth, price 7s.

THE STATIONERS’ COMPANY,

N. Watson, D. G. Taylor, F. B. Pidduck, L. R. Line,
Dalby were elected members.

S. T. Shovelton and G. N. Watson were admitted into the

Prof.

STATIONERS (HALL, LONDON.

Jan. 1, 1908. ]

THE EDUCATIONAL TIMES. 39

MESSRS. BELL’S NEW BOOKS

MASON’S NEW ENGLISH GRAMMARS.

Revised in accordance with Modern Requirements by

; A. J. ASHTON, M.A.. l
Senior English Master, Kelvinside Academy, Glasgow ; and Examiner in English to the College of Preceptors.

Now ready.

Crown 8vo.

125 pages. ls.

MASON’S JUNIOR ENGLISH GRAMMAR.

This new and revised edition of Masox’s Exarrsu GraĮm{ars has been augmented and revised so as to embody the results of the

advances that have been made in the teaching of English Grammar since these grammars were last revised by Mr. Mason.

The new edition

will consist of three courses—Junior, Intermediate, and Senior—and will be printed in good bold type and strongly bound in cloth. The

Intermediate and Senior volumes are in active preparation.

Just Published. ls. 6d.
A JUNIOR HISTORY OF ENGLAND.

Nixon, late Head Mistress of Junior School, Specialist in History,
Ladies’ College, Cheltenham. With numerous illustrations.

This History, which is intended to be a preparation for the study
of much fuller books, aims at ziving an idea of the development of the
constitution and growth of the Empire, while telling of those who
have lived, fought, and died for king and country. The illustrations
have been limited to such as are contemporary, or in some measure
authentic, and therefore have educational value.

Crown 4to, 6s. net.

AN ATLAS OF EUROPEAN HISTORY. By

Earie W. Dow, Junior Professor of History in the University
of Michigan,

This work contains 32 double-page coloured maps and 18 smaller
maps, plans, &c.. in black and white. The maps cover the field of
European History from the Ancient Eastern Einpires to the Decline
of Europe in the .\mericas and Contemporary Europe. It meets the
need of a handy historical atlas in the English Language suitable for
use in Schools and Colleges. The Full Index adds to its value.

Ready immediately. Crown 8vo, Is. 6d.

By E. | A THIRD YEAR’S COURSE IN PRACTICAL

PHYSICS. By James Sincnair, M.A. (Glas.), B.Sc. (Lond.),
Head Science Master in Shawlands Academy, Glasgow. With
numerous Diagrams.
This volume, which deals with Light, continues the work of the
“ First and Second Year's Courses,” already published, and which
have been widely adopted.

Now completed. Crown 8vo, 2s. 6d.

A FIRST YEAR’S COURSE IN GEOMETRY
AND PHYSICS. By Erxesr Youna, B.Sc., Head Master,
Lower School of John Lyon, Harrow. Parts I. and II. are also
issued separately, price ls. €d. Part III., 1s. Answers separately,
6d. net.

Part I. furnishes a combined course in Geometry and Physics.
Part II. contains the second and third terms’ work in Geometry.
Part ITI. contains the second and third terms’ work in Physics.

« The course of instruction in this book has been prepared with
great care and on sound lines. The geometry is modern and the
physics 1s practical, The book is from every point of view a suitable
one for use in schools.” —Schoolmaster.

BELL’S ENGLISM TEXTS for SECONDARY SCHOOLS.

GENERAL Epiror: A. GUTHKELCH, M.A.,
Senior English Master, Bancroft’s School ; Lecturer in English (Evening Classes), King’s College, London.

FIRST YEAR.

LAMB: TALES FROM SHAKESPEARE.
BaTk, M.A. 10d.

KINGSLEY: THE HEROES.
Two Maps. Is.

HAWTHORNE: SELECTIONS FROM THE WONDER
POOR AND TANGLEWOOD TALES. Edited by H. Haxpr-
SHIRE, M.A. 1s.

THIRD YEAR.

COLERIDGE: THE ANCIENT MARINER ; and selected old
ENGLISH BALLADS. Edited by A. GUTHKELCH, M.A. 1s.

Selected by R. S.

Edited by L. H. Ponp, B.A. With

SECOND YEAR.

STORIES OF KING ARTHUR, FROM
TENNYSON. Edited by R. S. BATE, M.A. 1s.

CHARLES READE: THE CLOISTER ANDTHE HEARTH.

MALORY AND

Abridged and Edited by the Rev. A. E. HALL, B.A. (Immediately,
SCOTT: A LEGEND OF MONTROSE. Abridged and Edited
by F. C. LUCKHURST. [Immediately.

FOURTH YEAR.

CHARLES LAMB: SELECTED ESSAYS AND LETTERS.
Edited by D POTEN; M.A. Witha Map of London in the time of
Lamb. is. 4d.

COLLEGE OF PRECEPTORS’ CERTIFICATE EXAMS. 1908.
MESSRS. BELL’S EDITIONS OF BOOKS SET.

SHAKESPEARE: MERCHANT OF VENICE. Edited, with
Introduction and Notes, by T. DUFF BARNETT, B.A. 2s

S.
Bell’s English Cl cs.
Notes, separately. 1s. ( glish Classics.)

Text, with Introduction and Glossary, by Jons DENyis.
8. net.

SHAKESPEARE: JULIUS CÆSAR.
and Notes, by T. DUFP BARNETT, B.A. 2s.

Notes, separately. 1s.
Texts with Introduction and Glossary, by JOHN DRNNIS.
s. net.

Tllustrated.
(Chiswick Shakespeare.)

Edited, with Introduction

Ilustrated.
(Chiswick Shakespeare.)

EUTROPIUS. BooksI. and II. Edited, with Introduction, Notes, and
Vocabulary, by J. G. SPENCER, B.A. With numerous Illustrations and
Map. 1s. 6d. (Bell's Illustrated Classics.

Translation. 5s. (Bohn’s Classical Library.

CAESAR: DE BELLO GALLICO. Books I. and II. Edited, with
Introduction, Notes, Exercises, and Vocabulary, by A. C. LIDDELL, M.A.
With numerous Illustrations, Maps, and Plans. 1s. 6d. each.

(Bell's Illustrated Classics.)
Translation. 1s. (Bell's Classical Translations.)

' VIRGIL: AENEID.

VIRGIL: AENEID. Book I. Edited, with Introduction, Notes, and
Vocabulary, by the Rev. E. H. SWEBT-EscoTt, M.A., Assistant Master at
Dulwich College. 1s. 6d. (Bella TNustrvated Classics.)

Translation. 1s. (Bell's Classical Translations.)
Book X. Edited with Introduction, Notes, and
Vocabulary, by L. D WAINWRIGHT. With numerous Illustrations, 1s. 6d.

(Bell's Tllustrated Clarsics.)

(Bell's Classical Translations.)

HORACE: ODES. Book III. Edited, with Introduction, Notes, and
Vocabulary, by H. LATTER, M.A. With numerous Dustrations. 1s. 6d.

(Bella Illustrated Classica.)

Transiation. 1s. (Bell's Classical Translations.)

EURIPIDES: HECUBA. Edited by the Rev. A. W. Upcott, M.A.
With Introduction, Notes, Appendices, and Vocabulary, and numerous
Tilustrations, 2s, (Bell's Tilustrated Classics.)

Translation. ls. (Bell's Classical Translations.)

XENOPHON: ANABASIS. Book I. Edited, with Introduction,
Notes, and Vocabulary, by E. C. Marcuayt, M.A. With Illustrations and
Map. Is. 6d. : (Bell's Illustrated Classics.)

Translation. ls. ( Bell's Classical Translations.)

Translation. 1s.

London: GEORGE BELL & SONS, York House, Portugal Street, W.C.

40 THE EDUCATIONAL TIMES. (Jan. 1, 1908.

FOR THE CAMBRIDGE LOCALS.

a ee ee et) Se

Syllabus Beqnisitos for Geometrical Drawing. Eve EE |

s of English make and thoroughly reliable. SCIENCE NOTE BOOKS & PAPERS.

THE “CAMBRIDGE” BOXES OF

INSTRUMENTS. The MOST COMPLETE and ACCURATE Series issued,
Containing every article ita i ice C ana entering for the above Locals | of which the faltowing toa selection.
as stipulated in the Schedules for Geometry.
mee JOa. r St! ing Cloth. -covered a a n 7 t No GRAPHICAL NOTE BOOKS. Ta pra
t t tector, tot i iNO. F >
MER E il up to at FA sae ne St ee ren rene ee ee E S, 431 40 pages, size 93 in. by 74 in., ruled one inch, half-inch, and one- s. d. x. d.
1 Black Lead Pencil (‘‘ H") and 1 Compass Pencil. l tenth-inch squares, stout ‘printed cover ... 24 O 18 0
1 Six-inch Boxwood Rule and Protractor combined, graduated in inches, tenths 433 32 pages, size 8 in. by 6} in., ruled one inch, half- inch, and one-
; che a Biase UN kel Set Sq (unbreakable) , 60° | tenth-inch squares, stout printed cover ... 1220 #90
Vicke t Square (unbreakable - vicke uare (unbreakable), 60°. |
Price 1s, 9d. per Box. f Price for orders of 6 dozen, T ma. per Box. ' PHYSICS NOTE BOOKS.

The following books are printed from machine-engraved plates,
consequently the ruling is accurate.

435 128 pages, size 8 in. by 64 in., ruled alternately, right hand pages

centimetre, half- centimetre, and millimetre squares, left

hand pages exercise and margin, stiff cover, cloth back, round

corners ... . 72 0 5 0
437 128 pages, size 8 in. by 64 in., ruled alternately, right hand es

one inch, half-inch, and one-tenth-inch squares, left hand:

pages exercise and margin, stiff cover, cloth back, round

corners ... 7z 0 5 0
441 48 pages, size 9ł in. by 73 in., riled ditornately. right hand Games

centimetre, half- centimetre. and millimetre squares, left

12 8 i a
No. lla, Contains the same instru:nents as No. 10a, but in a Strong Polished
ood Box, with divisions.
Price 2s. 3d. per Box. f Price for orders of 6 doen ae 14d. per Box.

Attention is also drawn to—
“THE PREPARATORY SCHOOL” BOX OF
INSTRUMENTS.

No. 9a. A Strong Sliding Cloth-covered Box, containing—
1 Patent Brass Pencil Compass, to take any size of Pencil up to full size.
1 Divider Point. 1 ae Semi-circular Protractor.
1 Black Lead Pencil (‘‘ H °). 1 Compass Pencil.

1 Wooden Set Square, 45°, 1 Wooden Set Square, 60°. hand pages exercise and margin, Nonpareil PE round

1 Six-inch Boxwood Rule, graduated in inches, tenths of an inch, centimetres, corners, and label for Pupil’s name 360 27 0
and millimetres. 442 48 pages, size 93 in. by 7} in., ruled alternately, right hindo

Price 1s. 4d. per Box Price for orders of 6 dozen, 1s. 3d. per Box. one inch, half-inch, and one-tenth-inch squares, left and

i ms » 12 , Is. 2d. ,, pages exercise and margin, Nonpareil cover, round corners,
Any article contained in these bores can be had separately. Prices on application. and label for Pupil’s name ... .. 3 0 27 0
Boxes of Instruments of similar character prepared to meet different | A Complete List of Science Books and Papers with Speen Rulings will be sent

requirements kept in Stock. Apply for Illustrated Circular. Sree on application.

THE EDUCATIONAL SUPPLY ASSOCIATION would call attention to

THE STANTON DESK.

H.R.H. PRINCE EDWARD OF YORK and H.R.H. PRINCE ALBERT OF YORK,

both at Marlborough House and Sandringham.

This Desk has many special features :—
1, Zt ts made entirely of wood.
2. The Desk is fitted with chair seat.

3. The centre back rail is curved imcards and the upper back rail is curved outwards, 80
that the maximum of support ts given to both the hollow of the back and the shoulders.

4. The Desk Locker is made to slide backwards and forwards, allowing the edge of the Desk
to be vertically over the edge of the seat when the Pupil is writing, or leaving sufficient space for
the Pupil to stand comfortably.

Strongly made, with dovetailed corners.

Length of top, 22 in.; width, 18} in.; seat, 15 in.; height, 32 in., 30 in., and
28 in.; floor space, 31 in. to 35 in.

PITCH PINE, STAINED AND VARNISHED.
Price each, nc, £1. 1s. 6d.

N.B.—This Desk can be supplied fitted with a sliding pad for the back (all other particulars
as No, 143), and the price would then be '

Price each, net, £1. 4s. 6d.

THESE DESKS PREVENT SCHOLARS ; |
ASSUMING ANY HARMFUL ATTITUDE. es a

THE “STANTON ” DESK. No, 143.

The New School Furniture Catalogue, just published by the Educational Supply Association, contains particulars of above Desks,
with those of many other Patterns of Desks, Apparatus, aC.

and will be forwarded, post free,. on application:

THE EDUCATIONAL SUPPLY ASSOCIATION supplies

EVERY SCHOOL REQUISITE,

and would draw attention to its Catalogues as follows, any of wkich will be forwarded post free on application :
CATALOGUE OF SCHOOL FURNITURE ; CATALOGUE OF SCHOOL STATIONERY AND REQUISITES;
CATALOGUE OF REWARD BOOKS AND PRIZES; CATALOGUE OF KINDERGARTEN OCCUPATIONS;
CATALOGUE OF CHEMICAL APPARATUS, CHEMICALS, AND REAGENTS;
CATALOGUE OF THE HOLBORN SERIES OF PUBLICATIONS, &c., &c., &c.;
any or all of which will be sent post free on application to the

EDUCATIONAL SUPPLY ASSOCIATION, Ltd.,

42 HOLBORN VIADUCT, LONDON, E.C.

London: Printed by C. F. Hopeson & Box, 2 Newton Street, Kingsway, , W.C.; and Published by Peano Hopeson, 89 Farringdon Street, E.C.
[ Entered at the New York Post Office as Second Class matter J]

\\

5. - -

Journal of the College of Preceptors.

Vol. LXI.] New Series, No. 562

FEBRUARY 1, 1908.

{mente Monthly, price, to Non-

Monbers,
Annual Subscription, 1e.

NOLLEGE OF PRECEPTORS.
Pi (INCORPORATED BY ROYAL CHARTER.)

MEMBERS’ MEETING.

The next Monthly Meeting of the Members will take
place on Wednesday, the 19th of February, at 7.30 p.m.,
when F. CHARLES, E B.A., will read a Paper | on
“S tions to English Educationists from America.’

A Discussion will follow the reading of the Paper
i Moe have the privilege of introducing Pier

riends

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
3lst of August, 1908.

Practicai Examination for Certificates of

Abili to Teach.—The next Practical Examina-
tion will be held in February.

Certificate Examinations.—The Midsummer

ERSITY OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
al Honours Diplomas for Teachers, which are strongly
pcm as suitable for those who are or intend to

be teachers.

Examinations are held at. Aberdeen, Birmingham,
Blackburn, bt Gt Bristol, Cardiff, Croydon, Devon-
port, Bdinbu Glasgow, Hull, Inverness, on

verpool, London, Manchester, Newcastle-on-
Norwich, Nottingham, Oxford, 8t. Andrews, She bey
Swansea, and several other towns.

Information regarding

University. Rt. Andrews.

ONDON COLLEGE OF MUSIC.
(Incorporated.)
GREAT MARLBOROUGH BTREET, Lowpor, W.
Patron: His GRACE THE DUKE OF LEEDS.
Dr. F. J. KARN, Mus. Bac. Oantab., Principal.

Examination for Certificates will commence on the! @ AU@vstus Hormzs, Esq., Director of

Wth of June, 1908,

Lower Forme Examinations.—The Midsum-
ee Examination will commence on the 30th of June,

ional PreliminaryExaminations.—
These orra miaa tiong are held in March and September.
The ring Examination in 1908 will commence on
the seg of March.

inepection and Examination of Schools.

—Inspectors and Examiners are appointed by the,
College for the Inspection and Eran ination of Public
and Private Schools.

The Regulations for the ‘above Examinations can be
obtained on application to the Secretary.

LECTURES FOR TEACHERS.
A.—The First Course of Lectures (Thirty-sixth Annual
Series), by Prof. J. ADAMS, M.A F.C.P., on

EXAMINATIONS, 1908,

The NEXT EXAMINATION in PIANOFORTE
PLAYING, Nee THEORY, and all branches
of Music will be held in London and 400 Provincial]

Centres in APRIL, when Certificates will be granted to

all successful candidates.
The Higher a a Pe (Practical and Theoretical)
for Diplomas of Associate (A.L.C.M.), ntiate
de the Teachers’ Diploma, I..C.M., and Fellow-
ship Erg .M.) take place in JUNE, JULY, and

EMBER
Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

LocaL SCHOOL CENTRES.—Full iculars with refer-
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report, is
now ready, and may be had of the SECRETARY.

In the Educational Department students are received

e ep S., .
‘‘ The Application of Psychology to the Work of the'and thoroughly trained under the best Professors at

Bool ” will commence on Thursday, February 13th, at
m

e Course is meant to meet the needs of Teachers
who wish to improve their acquaintance with what under-
lies the principles of their profession, whether they have
any examination in view or not. The of the
students will be guided, and problems set for their
exercise. Every opportunity will be taken of making
practical applications of psychological principles to the
work of the classroom. he Fee for the Course is
Half-a-Guinea. The Lectures will be delivered on
Thursday Evenings at 7 o'clock, at the College, Blooms-
bury Square, W.C.

For sylabus, see page 47.

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

Diploma Correspondence
College, Ltd.

Principal—J. W. KNIPE, L.C.P., F.R.S.L.
Vice-Principai—S8. H.. HOOKE, B.A. Hons. Lond,

Spectally arranged Courses for
LONDON MATRICULATION,
B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the
SECRETARY, Dip. Corr. Coll., Ltd,,

WOLSEY HALL, QXFORD.

moderate fees. The ect ee is open 10 a.m, to 9.30 p.m,
A COURSE of TRAINING in Pianoforte and Singing

for Teachers is held at the hag: See
VACATION LESSONS for Teachers and others are
given at Raster, August, and Christmas.
T., WEEKES HOLMES, Secretary.

HE ASSOCIATED BOARD
OF THE R.A.M. anv R.C.M.
- FOR LOCAL EXAMINATIONS IN MUSIC.

PATRON: Hie MAJESTY THE KING.
PRESIDENT: H.R.H. THE PRINCE OF WALES, K.G.

LOCAL CENTRE EXAMINATIONS În Mara a
Examinations in ‘Theory at all Centres in March an
November; in tical Subjects at all Oentres i ia
March-A ril, and in the London District and certain
Provinci Centres in November-December also. En-
tries for-the March-April Examinations close Wednes-
day, i heat Sth, 1 (or, with extra fee, Febru-
ary 1

SCHOOL EXAMINATIONS “April 3 B).

Held three times a year, vis., Aisin bl
and October-November. Entries for arch-A
Examinations olose Wednesday, patsy 29th, 1908 pri

with extra fee, February 6th).
8 Theory Fapors se iu past ears (Local Centre
or Behaal) Ji

can sails cg on application. Price 3d.
per set, per year, post
Syllabuses A Barty io ae forms, and any further
information, will Boy free on application to—

ns MUIR, Secretary.
16: Bedford 8q
Telegrams: ‘ Associa, odo

the Examinations may be ob-
tained from the SECAETART, L.L.A. Scheme, The

- Full
Burlington
tare, London, w: a S e hg athe Cotrespondence : Colle

MEDIOAL SOHOOLS.

GUY'S HOSPITAL MEDICAL SCHOOL.
WESTMINSTER' HOSPITAL MEDICAL SCHOOL.
UNIVERSITY OF EDINBURGH.

CHARING CROSS HOSPITAL MEDICAL SOHOOL
ROYAL DENTAL HOSPITAL.

8T. MARY’S HOSPITAL MEDICAL SCHOOL.
MIDDLESEX HOSPITAL MEDICAL SCHOOL.

(For particulars of the above, see following pages.)

TRAINING AND OTHER OOLLEGES, &o.
CAMBRIDGE TRAINING COLLEGE.
FROEBEL EDUCATIONAL INSTITUTE.
ST. GEORGE'S TRAINING COLLEGE.
CHERWELL HALL, OXFORD.
aS COLLEGE FOR TEACHERS OF THE

ST. MARY’S COLLEGE, PADDINGTON.

UNIVERSITY COLLEGE, BRISTOL.

UNIVERSITY TUTORIAL COLLEGE.

CARLYON COLLEGE.

NORMAL CORRESPONDENCE COLLEGE.

BIRKBECK COLLEGE.

BEDFORD COLLEGE FOR. WOMEN.

UNIVERSITY EXAMINATION POSTAL INSTI.
TUTION.

TUTORIAL INSTITUTE.
DENMARK HILL GYMNASIUM.
LONDON AND NORTHERN TUTORIAL COL-

(For particulars of the above, see following pages.)

AT

LONDON UNIVERSITY

DURING THE LAST SIX YEARS

6221

SUCCESSES

HAVE BEEN GAINED BY

University
Correspondence College
Students,

tus post free from TNE NECRETARY,
ouse, Cambridge, or from ‘the | London
3 Red

udre, Holborn » WC C.

42 a

NIVERSITY
BRISTOL.

FACULTY OF ARTS AND SOIENOE.
Faculty of Medicine.

Department of Engineering.

Department of Public Health.

Dental Department.

Secondary Training Department,

Day Training Colleges for Teachers (Men and Women).

Sessional Courses are organized for the Examinations
in Arts, Science, Medicine, and Divinity of the Univer-
sity of London. Also for the Cambridge Higher Local
Examinations.

Complete Three Years’ Courses for Civil, Mining,
Mechanical, and Electrical Engineering, and Courses
for Students intending to become Architects and Sur-
Vevors.

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

_The work of the Women Students is under the super-
vision of a Lady Tutor.

All Courses are open to MEN and WOMEN Students.

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

JAMES RAFTER,
Registrar and Secretary.

ENMARK HILL GYMNASIUM
AND PHYSICAL TRAINING COLLEGE FOR
TEACHERS.

Full preparation for Public Examinations.

British College of Physical Education: English and
Swedish systems.

Board of Education: Science.

Swimming and Sports.

For particulars apply—Miss E. SPELMAN STANGER,
Trevena. Sunray Avenue, Denmark Hill, London. S.E.

S T. MARY’S COLLEGE,

PADDINGTON, W.
TRAINING COLLEGE
(attached to High School and Kindergarten).
Recognized by the rd of Education as a Training
College for Secondary Teachers.
In connexion with London University.
Principal—
Miss J. L. Latnam, M.A. Dublin,
Girton College, Cambridge, Mathematical Tripos,
Oxford University Diploma in Teaching,
À assisled by
Miss M. H. Woop, M.A. (Lond.), D.Litt. Dublin,
Girton College, Cambridge, Classical Tripos, Cam-
bridge University Diploma in Teaching.
Students Prepared for the London or Cambridge
Teacher's Diploma.
Practice in Secondary and Primary Schools.
All London advantages. Hostel for Students at
32 Warrington Crescent, W.
Fees Sixty Guineas per annum.
Apply—PRINCIPAL.

IRKBECK COLLEGE,
. Braams BUILDINGS, CHANCERY Lane, E.C.
Principal—G. ARMITAGE-SMITH, D.Lit., M.A.

SECOND TERM commenced Monday, 13th January.

DAY AND EVENING CLASSES.

UNIVERSITY OF LONDON.—The College provides
Courses of Instruction in subjects in the Faculties
of ARTS, SCIENCE, LAWS, and ECONOMICS,
ucder Recognised Teachers of the Uni-
versity.

Well appointed Laboratories. Facilities for Research.
Twenty Studentships open to free competition.
Particulars on application to the SECRETARY.

TRAINING COLLEGE FOR TEACHERS
OF THE DEAF,
EATON RISE, EALING, LONDON, W.

The Training College affords a professional training as
Teachers of the Deaf upon the Pure Oral System to
young women, who are received as Resident or Non-
resident Students. The Training College is recognized
by the Board of Education fora Third Year Students’
Course, and has a. Practising School attached to it.

Apply to the PRINCIPAL.

UNIVERSITE DE RENNES (France).

FRENCH COURSE for FOREIGNERS
OF BOTH SEXES.
WINTER TERM: From 15 Nov. 1907 to 15 Feb. 1908,
SUMMERTERM: From 1 March to 8 June, 1908.
DIPLOMAS. :
Diplômes de Langue et Littérature Françaises; Doctorat.
uction of 50 % on railway fares from Dieppe or
Calais to Rennes. Apply for Prospectus to
Prof. FEUILLERAT, Faculté des Lettres, Rennes,

THE EDUCATIONAL TIMES.

COLLEGE, EDFORD COLLEGE FOR

WOMEN
(UNIVERSITY OF LONDON),

YORK PLACE, BAKER STREET, LoNpDoN, W.
Principal—Miss M. J. TUKE, M.A.

The Half-term begins on Thursday, February 20th.
Lectures are given in preparation for all Examinations
of the University of London in Arts, Science, and Pre-
liminary Medicine, for the Teachers’ Diploma (London)
and for the Teachers’ Certificate (Cambridge) and for
the Cambridge Higher Local Examination. Entrance
Scholarships.

Special Course of Scientific Instruction in Hygiene,
recognised by the Samtary Inspectors’ Examination

rd.
ao Laboratories are open to Students for Practical

ork.

A single Course in any subject may be attended.

Regular Physical Instruction is given, free of cost, to
Students who desire it, by a fully qualified Woman
Teacher.

Students can reside in the College.

Full particulars on application to the PRINCIPAL.

DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING.

Head of the Department—Miss Mary Morton, M.A.

Students are admitted to the Training Course in
October and January. Entrance Scholarships. Appli-
cations should be sent to the HEAD OF THE DEPART-
MENT.

THE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS,

Principal—Miss H. L. POWELL,
late Scholar of Newnham College (Hist. Tripos,
Class I.), late Head Mistress of the Leeds Girls
High School.

A residential College Jorid a year’s professional
training for Secondary Teachers.

The course includes preperation for the Cambridge
Teacher's Certificate (Theory and Practice), and for
the Teachers’ Diploma of the London University. 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 tember.
Full particulars as to qualifications for admission,
scholarships, and bursaries may be obtained on app ica-
tion to the PRINCIPAL, Cambridge Training College,
Wollaston Road, Cambridge.

THE INCORPORATED

FROEBEL EDUCATIONAL INSTITUTE,
TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
College for Secondary Teachers.

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

TRAINING COLLEGE FOR THACHBRS.
Principal—Miss E. LAWRENCE.

KINDERGARTEN AND SOHOOL.
Head Mistress—Mise A. YELLAND.,

Students are trained for the Examinations of the
Nationa] Froebel Union and other Examinations,

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL.

T. GEORGE’S TRAINING

COLLEGE FOR WOMEN TEACHERS,
` EDINBURGH.

This College provides a year’s Professional Training
for well educated women who intend to become Teachers
in Secondary and High Schools.

The College is recognized by the Edinburgh Provincial
Committee for the Training of Teachers under the
ranction of the Scotch Education Department, by the
English Board of Education, and by the Teachers’ Train-
ing Syndicate of the University of Cambridge.

Ra tusand further iculars from the Principal,
iss

. R. WALKER, 5 Melville Street, Edinburgh.
HURCH EDUCATION COR-
PORATION.
CHERWELL HALL, OXFORD.

Training College for Women Secondary Teashers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University),

Students are prepared for the Oxford, the Cambridge,
and the London Teacher’s Diploma. Special arrange-
ment made for Students to attend the School of Geo-
graphy.

and July.—Apply to the PRINCIPAL

[Feb. 1, 1908.

The

Tutorial Institute,
39 BLOOMSBURY SQUARE, LONDON.

Principal:

J. F. BWEN, M.A.,
Honours in Mathematics and Physics.

(Founder and for ten years Principal of
The London and Northern Tutorial College.)

The Principal has had over 12 vears’ successful ex-
perience in preparing by Correspondence and Orally
tor the Higher Exaininations qualifying Secondary
Teachers. Over 2,000 successes have been officially
credited to his students, who have completed over
300 Diplomas and Degrees. Strong staff of Tutors, all
University Graduates, mostly in Honours,

CORRESPONDENCE INSTRUCTION.
All Fees payable by instalments.

A.C.P.—New Classes now forming for August.
subjects, £4. 4s. Education, £1. lls. 6d.

L.C. P.—Gradnates exempt from all subjects except
Edneation. Full Course, £2. 12s. 6d. A.C.P’s. can
complete extra work for L.C.P. for Composition Fee,
£4. 4s. Education alone, £1. 11s. 6d.

Diploma Guide Free.
inter. Arte.— Full Courses for July.
subject, £1. lls. 6d.

B.A.—Thorough Tuition by Honours Graduates,

inter. Science.—Special attention to Mathematics
and Physics. Full Course, £2. 2s. each subject.

B.Sc.— Expert help by eminent specialists.

Matriculation.—Full Preparation in usual sub-
jects, 10s. 6d. monthly.

R.U.l. — The Degrees of the Royal University of
Ireland are in some respects more feasible for private
students than the London Exams.

Higher Locais.— Fullest and most successful help,
Usual Subjects, £1. 11s. 6d. each.

FROEBEL CERTIFICATES. — Thoroughly
practical instruction by highly qualified Teachers.

Froebel Guide Free.

ORAL TUITION

in Class and Individually for L.L.A.. Matriculation,
Professional Preliminaries, Entrance, and all the Higher
Examinations, Evening and Saturday Oral Classes.

FREE.

The Principals of the Wormal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

AH

29 lessons each

1. A.C.P. 100 pages.
2. LCP. 84,
3. F.0.P. 75

99
And have also published the following Guides.

4. PREL. CERT. 120 pages.
6. CERTIFICATE. 92
6. MATRICULATION. 84
7. IRISH UNIVERSITY. 60
8. OXFORD & CAMBRIDCE LOCALS 100
These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination.
“ They are written by experts whose advice is the
best procurable.”’— Educational News.

“Will undoubtedly help greatly towards suc-
cess.’’—Schoolmistress.

NORMAL CORR. COLLEGE,
47 MELFORD Roan, East DuLtwIcg, 8.E., and
110 AVONDALE SQUARE, Lonpon, 8.E.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

99

99

2”

39

xhibitions and Scholarships awarded in December | Write—Scnoors AGENT, 1 Andel Villas, Chelmsford

Roady South Woodford N. B.

Feb. i, 1908.]

THE EDUCATIONAL TIMES.

43

University Tutoriaf Coffeae

(Affiliated to University Correspondence College).

Day and Evening Classes

FOR

MATRICULATION |

AND OTITER

LONDON UNIVERSITY

EXAMINATIONS
may be taken up at any time at proportionate fees.

At each of the last four Matriculation’ Examina-
tions the official Pass Lists of the University credit
University Tutorial College with many more Successes
than any other institution, and at three of these
Examinations University Tutorial College is credited
with twice as many Successes as any other institution.

Prospectus. with full particulars of Day and Evening
Classes for Matriculation, Inter, Science and Arts,
B.Sc. and B.A. and Prelim. Sci. (M.B.), muy be had,
post free, from

THE PRINOIPAL,
University Tutorial College,
Red Lion Square, Holborn, W.C.

UNIVERSITY EXAMINATION
POSTAL INSTITUTION,

Manager: Mr. B. 8. WEYMOUTH, M.A.
Assistant Manager: Miss J. WATSON, M.A.

17 RED LION SQUARE, HOLBORN, LONDON, W.C.

(formerly 27 Southampton Street, Strand).

POSTAL PREPARATION

FOR

UNIVERSITY EXAMINATIONS.
108

SCIENCE, B.A., and B.Sc. Classes

, mentary Greek

Prel. Sci., 140, 6 in Hons. ;
1891-1905, 95, 14 in Hons. : Medical Prelim., 249 ;

CARLYON COLLEGE.

65 AND 66 CHANCERY LANE.

LONDON UNIVERSITY BXAMINATIONS.

LONDON MATRICULATION, INTER. ARTS and
(small) Day and
A. Classes. B.A. Honours Classes. Ele-

Ss

Classes and Tuition for Legal and Medical
Preliminaries, Accountants’, Soholarship
Bxraminations, Previous, Responsions, and
| General.

Pa Corrected for Schools. Vacation Tuition.

Private tuition for all Examinations.

Prospectus and full details on application to R. O. B

B.A. Lond., First of First Class Classical

Evening. M. À.

KBERIN,
Honours, Editor of “ Phaedo, *? e Pro Plancio,” &c.

SUCOCHSSES.

1892-1907.—London Matric., 149; Inter.

Arta, 8c., and
bsc., 1896-1906, 25 :

B.A.,

panions ‘and Previous, 60; Law Prelim., "62; See
Bubcebase,

B.A. eau: ), 1906 and 1907, 15, 3 in
Classical Honours. M.A., 8.
INTBE. AERTS, 1907, 6 out of 8.

LONDON & NORTHERN

TUTORIAL COLLEGE,
Principal:—S. DICKSON-BROWN, M.A., F.R.G.S.,
F.S.A. (Honoursman at B.A.).

Vice-Principal :—A. H. REID, B.A., I.S.O.
(Recently of the Board of Education, Whitehall).

SUCCESSFUL TUITION
ON A
PERFECTED POSTAL SYSTEM

ACP. ano L.C.P.
HIGHER LOCALS

(CAMBRIDGE AND OXFORD.)

L L A UNIVERSITY OF
ska: Ae ST. ANDREWS.

MATRICULATION.

Students of this College have gained over

2,/00

Successes at University Examinations.

ae,
- )

7 Southampton Street, Bloomsbury,
LONDON.

ADVICE
GUIDE
SPECIME N PAPE RS

FREE.

ROFESSIONAL PRELIMINARY

EXAMINATIONS, LONDON MATRIC., INTER.
and FINAL B.A. and B. Sc.— Private and Class Tuition

or the above, and in Science and Advanced Mathe-

U.E.P.1, Candidates have passed the M.D. (London)

during the last seven years: six of these obtained the! A.I.C.,

gold medal.

1230

U.E. P.I. Candidates have, during the last twelve years

passed various groups in ‘the Cambridge Higher Loca Local

(132 in the First Class), gaining 254 marks of Dis-
tinction.

114

U.E.P.I. Candidates have passed the Oxford Higher
Local during 1903-7.

GUIDE TO THB CAMBRIDGH HIGHER
LOCAL BXAMINATION (42 pages) sent
Gratis to Candidates: 1s. to Non-can.lidates.

aan fee et SUGGHSTIONS FOR WOMEN
TS, especially intending Teachers
ea at s), làd, post free.

matics, by ALEXANDER W. Bain, B.A., B.Sc. (Lond. ),
Ë.C.S., Anglo-Saxon and Early English Text
Society’s Prizeman (Univ. Coll., Toudy. Silver Medal
and Exhibition in Chemistry and Prizeman in Organic
Chemistry (Univ. Coll., Lond.), Honours in Chemistry
at B.Sc. and at Board of Education Exams. Nearly
2,000 successes in 16 vears
Mr. Bain is the Head ‘of the Chemical Department,
Tottenham Polytechnic, also a Sub-Examiner to the
University of London and to the College of Preceptors.
He has prepared the sons of leading public and pro-
fessional men for the Universities and Professional
Entrance Examinations.
Address—Mr. A. W. Bary, B.A., B.Sc., A.I.C.,
Central Tutorial Classes, 207 Gray’s Inn Road, London.

ORRESPONDENCE TUITION,

Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. Special tuition
for MEDICAL Prelims. and DIpLoMa Exams. Many
recent successes.— F. J. BORLAND, B.A., L.C.P. (Science
and Math. Prizemun), Victoria Tutorial College,
87 Buckingham Palace Road, 8.W.;
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

| Messrs.

TRUMAN & KNIGHTLEY,

Gducational Agents,

6 HOLLES ST., CAVENDISH SQUARE,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1167 Mayfair.

This Agency ts under distinguished patronage,
including that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-

duce Universi and other qualified ENGLISH
and FOREIGN MASTE and TUTORS to
Schools and Private Families.

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained. and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualified and experienced LADY
MATRONS,” HOUSEKEEPERS, and HOUSE
MISTRESSES to Boys’ and Girls’ Schools,

Pike e is made to Principals, and no

of en d is made to candi ates a De ee

gagoment be secured through this Agency, when
he terms are most reasonable.

(iii)

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agonts, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.—PUPILS’ DEPARTMENT, -

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupila to Schools and other
Educational Establishments. No charge 1s
made for registration.

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save clients as much
time and trouble as possible.

„s: and Stalheim. | Prospectus, References, and full particulars will

be forwarded/ on application.

THE EDUCATIONAL TIMES.

Feb. 1, 1908.

MIBDLESEX HOSPITAL

MEDICAL SCHOOL.

A SCHOOL OF THE. UNIVERSITY OF
LONDON.
The Medical School of the . Middlesex

Hospital has been largely rebuilt and equipped
to meet the most recent educational require-
ments. -

HOSPITAL APPOINTMENTS.

In addition to Clerkships and Dresserships,
Sixteen Resident Appointmerts are annually
open to all General Students. Also Medical,
Surgical; and Obstetric Registrars are appointed
annualby.:

SCHOLARSHIPS AND PRIZES.

Scholarships and Prizes to the value of £860

are awarded annually.

Fall particulars may be obtained on appli-
cation to
Mr. J. MURRAY, M.B., F.R.C.5.,
Dean of the Medical School,
Middlesex Hospital, London, W.

NHARING CROSS HOSPITAL
MEDICAL COLLEGE.
(UNIVERSITY OF LONDON.)

The SUMMER SESSION, 1908, will be opened on
Tuesday, Apri: 28th.

The College is complete in all Departments.
SPECIAL TEACHERS
for all Preliminary and Intermediate Subjects.
EIGHT ENTRANCE SCHOLARSHIPS
are awarded annually of the aggregate value of £575.

Twenty-two Hospital and Teaching APPOINTMENTS
are made yearly.

For Prospectus and details of fees apply to—
FREDERICK C. WALLIS, Dean.

ROYAL DENTAL HOSPITAL

‘ OF LONDON AND LONDON SCHOOL OF
DENTAL SURGERY,

LEICESTER SQUARE, Lonpoy, W.C.

The SUMMER SESSION, 1908, will commence on
Friday, May lst. ,

The Royal Denta! Hospital was founded in 1858 at
Soho Square, and in March, 1874, was removed to
Leicester Square. The increased demands made on it
by the public and the rapid growth of the Medical
School necessitated the erection of an entirely new
building. The new Hospital was o in Mareh, 1901,
and is complete in every detail with modern appliances.
and pal i ol portion of the Pain t oroughly

uip or teaching purposes. e clinic of the
ospital is unrivalled. En 1906 99,760 operations were

The following SCHOLARSHIPS and PRIZES are open
for competition :—

The ENTRANCE SCHOLARSHTP, of the value of £20,
awarded in October.

The SAUNDERS SCHOLARSHIP, of the value of £20.

The STORER-BENNETT RESEARCH SCHOLARSHIP,
of the. value.of £50.

The ALFRED WOODHOUSE SCHOLARSHIP, of £35.

oa WOODHOUSE PRIzz, of the value of

INSTRUCTION IN MECHANICAL DENTISTRY.
The instruction in Mechanical Dentistry as required
for the Dental Curriculum can be obtained at this

Fufther particulars concerning Fees, Scholarships,
&c., can be obtained on application to
THE DEAN.

(Ze Y'S HOSPITAL MEDICAL
SCHOOL.
(UNIVERSITY OF LONDON.)
The SUMMER SESSION will begin on May Ist, 1908.

(Studente who have recently passed the College of
Preceptors’ Examination sre advised to enter forthwith
to prepare for the Conjoint Exammations in July next.)

he Hospital contains 606 Beds, which are in constant
occu ;
ENTRANCE SCHOLARSHIPS.—Five Scholarships
will be competed for in September, 1908.. Twoin Arts of
the value of £100 and £50, and three in Science of the
value of £150, £60, and £50. Students who enter m
Mav, if-otherwise eligible, are adle to compete. :

APPOINTMENTS.— Hospitatappointments are made
strictly in accordance with 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 instrnction required for a Licence in Dental Surgery.

PRIZES AND SCHOLARSHIPS are awarded to

age gate to more £660. f
ESIDENTIAL COLLEGE.—The Residential Col-
lege accommodates about 50 Students in addition to the
Resident Staff of the Hospital. It contains a large
Dining Hall, Reading Room, Library, and Gymnasium
for the'use of the Students’ Club, :

For Prospectus, particulara of the Scholarships, and
further information, apply to the Dean, Dr. H. L. Eason,
Guy’s Hospital, London Bridge, S. E.

ESTMINSTER HOSPITAL
MEDICAL SCHOOL

(UNIVERSITY OF LONDON),
BroapD SANCTUARY AND CAXTON STREET, S.W.

The SUMMER SESSION will begin on
April 23rd.

SCHOLARSHIPS IN ARTS AND
SCIENCE, to the value of £260, will be offered
for competition among Students entering then.
The Examination takes place on April 13th
and 14th.

The Hospital and School are close to Victoria,
Charing Cross, and three Metropolitan District
Railway stations.

For Prospectus and further particulars apply
to the DEAN.

S!: MARY’S HOSPITAL MEDICAL
SCHOOL, PADDINGTON, W.
(UNIVERSITY OF LONDON.)

The SUMMER SESSION Will begin on April 28th.

The Medical School provides Courses of Instruction
covering the ENTIRE MEDICAL CURRICULUM for
the Degrees of the Universities and for the Diplomas of
M.R.C.S., L.R.C.P. All Courses are recognized by the
University of London for Internal Students.

SIX ENTRANCE SCHOLARSHIPS, value £145 to
£52. 10s., competed for in September next. Candidates
joining the School in January or April next are eligible.

Complete Handbook on application to the DEAN.

OYAL COLLEGE OF PHYSICIANS

OF EDINBURGH, ROYAL COLLEGE OF
SURGEONS OF EDINBURGH, AND FACULTY
OF PHYSICIANS AND SURGEONS OF GLASGOW,

Copies of Regulations for the Triple Qualification of
this Board (L.R.C.P.E., L.R.C.S. E. and L.F.P. & 8.G.),
containing dates of Professional Examinations for year
1908, Curriculum, &c., may. be had on application
to JAMES ROBERTSON, Solicitor, 54 George Square,
Edinburgh, Inspector and Treasurer for Edinbu ; 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.

JUST_PUBLISHED.
A SHORT

CLEARANCE LIST OF EDUCATIONAL BOOKS
Chiefly Classics ; offered in numbersat very low prices.
RECENTLY PUBLISHED.

CATALOGUE OF SECOND-HAND. BOOKS

recently purchased, classified under the headings—
Art & Architecture, Classics, English ‘Literature,

UNIVERSITY BOOKSELLER,
2 & 3 TURL STREET, OXFORD.

Educational Handwork Association.

President—The Right Hon. A. H. DYKE ACLAND.

Summer Courses

IN ALL BRANCHES OF

EDUCATIONAL HANDWORK

WILL BE HELD AT

SOARBOROUGH

from July 27th to August 22nd, 1908.

Students are prepared for the Examinations of the
BOARD OF ATIONS FOR EDUC
HANDWORK and the CITY AND GUILDS OF
INSTITUTE by specially qualified Teachers.

Hostel accommodation provided.

For particulars write to J. SPITTLE, Hon. Sec., 47

: Spring Street, Heddersfield.
|
Students in their various years, amountmg in the:

: COACHING FOR EXAMS.

Resident Students (Ladies or Gentlemen) prepared
for University, Civil Service, &c., by MR. E. J. BUN-
; NETT, M.A. (Cantab.): 20 years’ successful experience.
Prospectus, &c., from Mr. or Mrs. BUNNETT, Altdorf,
Vicarage Road, Eastbourne,

SECONDHAND BOOKS AT HALF PRIOES?
NEW BOOKS AT 25% DISCOUNT!

OOKS for A.C.P., L.C.P., F.C:P.,
Matric., University, Certificate, Sonoma iby
L.L.A., B.A., and ALL other Examinations supplied.
State wants: send for List. Books sent on approve’
BOOKS BOUGHT, good prices given.—W. & G.
FOYLE, 136 Charing Cross Road, W.C.

NVALUABLE TO SCHOOLS.—

Schoolmasters should use the BLACK AUTO-
COPYIST—wmost perfect, simplest, and cleanly i
invented—for reproducing. Examination Papers, Dia-

s, Circulars, Music, &c. Original. written. or

rawn on ordinary paper. Write for Price List and

Specimens, or call and see apparatus in operation.—
AUTOCOPYIST Co., No. 3 Dept., 64 Queen Victoria
Street, London, E.C.

Nervous Disorders

The nerves need a constant supply
of phosphates to keep them steady
and strong. A deficiency of the phos-
phates causes a lowering of nervous
tone, indicated by exhaustion, rest-
lessness, headache or insomnia.,

Horsford’s'
Acid. Phosphate

(Non-Alookolic.)

furnishes the phosphates ina pure and
abundant form. It repairs waste, re
stores strength and induces restful sleep
without the use of dangerous drugs.

‘An ideal Tonle in Nerveus: Diseases::

If your chemist does not have it instock
he can obtain it from Bovril, Ltd., 132 Old
Street, London, E. C.

Feb. 1, 1908. ] THE EDUCATIONAL TIMES. 45

UNIVERSITY OF EDINBURGH.

Chancellor: The Right Hon. A. J. BALFOUR, M.P., D.C.L., LL.D., &c.

Rector: The Right Hon. R. B. HALDANE, K.C., M.P., LL.D., &c.

Principal and Vice-Chancellor: Sir WILLIAM TURNER, K.C.B., D.C.L., LL.D., D.Sc., M.B., &c.
Secretary of Senatus: Professor Sir LUDOVIC J. GRANT, Bart., B.A., LL.D.

The Winter Session begins about the middle of October, and closes about the end of March; the Summer Sessien extends from the beginning of May to
the end of July.

The University embraces Six Faculties, viz.: Arts, Sclence, Divinity, Law, Medicine and Surgery, and Musie, in all of which full instruction
is given and Degrees are conferred. There are many different avenues to the Arts Degrees, the graduation subjects embracing English, History, Modern Languages,
Science, &c., besides Ancient Languages, Philosophy, Mathematics, &c.; nnd it has been shown by successes of Edinburgh students in the Civil Service Examinations that it
is possible to combine study for Degrees in Arts, Science, or Law with preparation for this and other Special Examinations. In addition to the Ordinary and Honours
Degrees in Arts, the Higher Degrees of D.Litt., D.Phil., and D.Sc. are conferred. Education in Military subjects is given in connexion with the Scheme of allotment of Army
Commissions to Graduates of the University. Degrees in Selence (B.Sc. and D.Sc.) may be taken in Pure Science, Engineering, and in Public Health, wid
the Degree of B.Sc. in Agriculture and in Forestry. There are fully equipped Science Laboratories, and other necessary appliances, in all these Departments. The
curriculum in Divinity affords a thorough training in Theological subjects, and in Hebrew, Arabic, and Syriac. The Degree of Bachelor of Divinity (B.D.) is con-
ferred. The Law Faculty, besides furnishing the professional equipment necessary for those intending to practise in Scotland, contains Chairs in Jurisprudence
and Public International Law, Constitutional Law and History, Roman Law, and Political Economy, and Lectureships in International Private Law and Administrative
Law, and is thus adapted for students preparing for the Civil Service Examinations, and for legul, political, and administrative appointments generally. The Degrees of
Bachelor of Laws (LL.B.) and Bachelor of Law (B.L.) are conferred. The Faculty of Medicine has a full curriculum in Medicine and Surgery, and is equipped with
very extensive Laboratories and all other necessary appliances for Practical Teaching. Ample facilities are afforded for Clinical Instruction at the Royal Infirmary,
Maternity Hospital, Royal Hospital for Sick Children, Hospital for Infectious Diseases, and Royal Asylum for the Insane. Four Degrees in Medicine und Surgery are
conferred by the University, viz. : Bachelor of Medicine (M.B.), Bachelor of Surgery (Ch. B.), Doctor of Medicine (M.D.), and Master of Surgery (Ch.M.), and these Degrees
qualify for practice throughout His Majesty’s dominions, and for admission to the Naval, Military, and other Public Medical Services in the United Kingdom. A Diploma
in Tropical Medicine and Hygiene (D.T.M. & H.) is conferred on Graduates in Medicine of the University, and a University Certificate in Tropical!
Diseases is also conferred on qualified Medical Practitioners who have attended Conrses in the University on practical Bacteriology and Tropical Diseases. In Music
there is a full course of study for graduation, and the Degrees of Mus.B. and Mus.D. are conferred.

The University Staff consists of 41 Professors, 49 Lecturers, and over 50 Assistants and Demonstrators. The annual amount available for Fellowships, Scholarships,
Bursaries, Prizes, &c., is about £18,500. Facilities are afforded for research in scientific and other subjects.

Women may attend the Classes in Arts, Science, Divinity, Law, and Music, and they are admitted to graduation in Arts, Science, Law, Medicine, and Music, the
training for Degrees in Medicine being afforded by well equipped extra-academical Schools,

Information regarding Matriculation, the Curricula of Study for Degrees, &c., the Examinations for Fellowships, Scholarships, &c., may be obtained from the DEANS
OF THE FACULTIES, or from the CLERK OF SENATUS; and full details are given in the University Calendar, published by JAMES THIN, 55 South Bridge, Edinburgh —
price 3s. 4d. by post. The Preliminary and Degree Examination papers in each of the Faculties are also published by Mr. JAMEs THIN, viz.—Arts and Science Preliminary
papers and Bursary papers, ls. ; Medical Preliminary papers, 6d.; Degree papers: Arts, 18. ; Science, 9d.; Divinity, Law, Medicine, and Music, 6d. each.

August, 1907. L. J. GRANT, Secretary of Senatus.

EDUCATIONAL AGENCY.

(ESTABLISHED OVER 70 YEARS.)

By authority of the Senatus,

JOINT ACENCY FOR WOMEN TEACHERS.

(Under the management of a Committee appointed b
the Teachers’ Guild, College of Preceptors, Hea
Mistresses’ Association, Association of Assistant
Mistresses, and Welsh County Schools’ Association.)
Address — 74 GOWBR STREET, LonpDoN, W.C.

Registrar—Miss ALICE M. FOUNTAIN.

KINDERGARTEN TEACHERS’
AGENCY.

In connexion with the Froebel Soocie'y,
4 BLOOMSBURY SQUARE, LONDON, W.C.
(Next door to the College of Preceptors.)

The Froebel Society registers Trained Kindergarten

Proprietors :—

M esers. GRIFFITHS, SMITH, POWELL & SMITH.

OFrIcEs—& Bedford Street, Strand ;
and 22 Henrietta Street, Covent Garden, London, W.C.

Telegraphic Address :—" Scholasque, London.”
Telephone :—7021 Gerrard,

Scholastic.

Head Masters and Principals of Public and
Private Schools desirous of engaging qualified 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.

A List of Baster, 1908, Vacancies will be
forwarded on application to Graduates and other
well qualified Assistant Masters seeking appoint-
ments for next term.

Schools Transferred and Valued. Partner-
ships arranged. Wo charge unless sale
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.

Head Mistresses and Principals of Public
and Private Schools requiring Bnglish or
Foreign Assistant Mistresses or other
Teachers oan, on application to Messrs.
GRIFFITHS, SMITH, POWSBLL & SMITE,
have suitable Candidates placed in immediate
communication with them free of charge.

A List of Easter, 1908, Vacancies will be
forwarded to Bnglish and Foreign Assistant
Mistresses and other Teachers on applica-
tion. Liberal Salaries.

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

Head Mistresses 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.

Hours for interviews (preferably by appointment) :—

11 a.m. tol p.m., and 3 to 5 p.m.
Saturdays, 11 a.m. tol p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.

l WELSH COUNTY SCHOOLS.
Registrar: Mr. E. A. VIRGO.

The objeot of this Agenoy is to render assistance
at a minimum oost to Masters seeking appointments.

Tho lowest possible fees are therefore charged.
A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appointment) 12 p.m.-1.30p.m.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.-1 p.m.

Teachers, of whom the large majority hold the Higher
Certificate of the National Froebel Union.
No fee is charged to emplovers until an engagement
has been made through the Froebel Society.
Ottice hours: 11 to 4, Saturdays 11 to 1. Telephone :
8615 Gerrard. Miss TEMPLE ORME, LL.D.,
Secretary,

UCLEUS of Boys’ School to he

givenaway. Nocharge for goodwill. About £18
wanted for school desks, books, &e. Linmediate posses-
sion if desired, Beantiful situation in small town on
the Cotswolds, Splendid opportunity for energetic and
capable man, No secondary school within a four-
mile radins. Apply—C.. Educational Times Ottfice,
89 Farringdon Street, London, E.C.

EWCASTLE-UPON-TYNE
EDUCATION COMMITTEE.

RUTHERFORD COLLEGE SECONDARY SCHOOL
FOR GIRLS.

WANTED. —A FORM MISTRESS for the above-
named school. A Aird degree, or equivalent, and
some experience in a Secondary school essential. Chief
subject required, French. Eleu:entary Mathematics
and general English desirable,

Salary, £90 per annuin, rising by £5 annually to £120.

Application forms (to be completed and returned not
later than 4th February, 19C8) may be obtained from the
SBCRETARY, Education Otftices, Northumberland Raul,
Newcastle-upon-Tyne.

Books at less than Dalf-price !!!

Most carefully selected and arranged Stock of
Recent Second-hand Educational Books in London,
HIGHEST PRICES GIVEN -

FOR ALL EDUCATIONAL BOOKS.

R. G. RUTHERFORD, A.C.P.. Inter.B.A. (late
with W. & G. Foyle), ;

1 BLOOMSBURY COURT (15 Seconds from Museum-

Tube), High Holborn, W.0.

46

SOCIETE NATIONALE DES PROFESSEURS
DE FRANCAIS EN ANGLETERRE.

LA PRONONCIATION FRANÇAISE.

Cours pratique et raisonné
de

PHONETIQUE FRANCAISE,

Théorique et expérimentale, avec appareils,

pour

Professeurs, Institutrices,
Candidats aux Examens, &c.

CORRECTION DES VICES DE PRONONCIATION,
LECTURE, DICTION, DICTÉE, CONVERSATION.

GLASSES DE JOUR ET DE SOIR.

Pour les ae écrire a

Stéphane Barlet,
‘SACKVILLE noord 8a RED LION SQUARE, LONDON, W.C.

Have you written to ask fora Specimen Copy of
The Great Aid to Memory,
THE SIMPLEX EXERCISE BOOKP

IF NOT, WHY NOT? PARTS 1-14 NOW READY, 3d. EACH.

You are injuring yourself as well as your pupils by not writing at once for a
Specimen Copy, post free, to

D. R. DUNCAN & CO., BASTBOURNE.

CAREY'S “GRADUS AD PARNASSUM.”

WITH THE ENGLISH MBANINGS.
Revised, Corrected, and Augmented by a Member of the University of Cambridge.
Post 8vo, cloth, price 7s. :
THE STATIONERS’ COMPANY, Srarroners’ Hatt, LONDON.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished. Enquiries solicited.

Address— QEORGE OVER, Printer, Rugby.
HE Behnke Method of Voice
Stammerera: Apply to Nes Ewit Meuse, 18| CULTIVATE PUPILS’

Earl’s Court Square,

“ Pre-eminent success.” — Times.

“ Highly successful methods." —Mcdica! Times.

“I have confidence in advising speech sufferers to
place themselves under the instruction oi Mrs. Behnke.”
— Editor, Medical Times.

‘Mrs. Behnke is well known as s most excellent
teacher upon thoroughly philosophical principles.” —
Lancet.

‘“ Mrr. Behnke’s work is of the most scientific des-
cription.”— The Medical Magazine.

a STAMMERING, 7 (Cleft palar Pi saat Lisping),

ls. net, postage lad,

useful Forms for Business.

THE EDUCATIONAL TIMES.

REMEMBER EYE-GATE.

Artistic Teachers ought to nse Hall’s Crayon Cloth
for Sketches, &c., and Ruled Sheets for
Music, ' Graphs, &c.

Send for Price List.

R. M. HALIL,
Williams Road, Moston Manchester
New Edition. 18mo, p

HE ELEMENTS "OF BOOK-

KEEPING, by SINGLE and DOUBLE ENTRY,
with Practical Explanations and Exercises on the most

(Feb. 1, 1908.

RYDE'S
CORRESPONDENCE CLASSES.

New Section for A. C. P. commences at the half-
quarter, February 19th. Also Oxford Senior and
Cambridge Senior Local Classes.

Apply for Prospectus, Testimonials, Syllabus, &c., to
Mr. PERCY W. RYDE,
70 Gresham Street, London, E.C.

Just Published in Six Parts.

THE LEADER ARITHMETIC.

A Series of very carefully Graduated Exercises in Arithmetic, with Rules,
Explanations, and Worked Ex: unple sin the higher parts, suitable forall Elementary
Schools, and the Lower Forms or Classes ot other Schools, but specially intended
for children who leave school when about 14 or 15 years old.

By GEORGE MERCHANT.

Part 1. The Simple Rules to Short Division . GApp. Price 3d.
Part 2. Long Division and the Money Rules 64 pp. Price 3d.
Part 3. Weights and Measures, Practice, Bills of Parcels, Rule
of Three by the Unitary Me thod ae .. App. Price 3d.
Part 4 Vulgar and Decimal Fractions, Proportion .. 64 pp. Price 3d.
Part & The Commercin! Rides .. 56 pp. Price od.
Part 6. Higher Rules and 500 Miscellaneous Example so . 56 pp. Price od.
“The explanations are simple and elear, and exemplified in adequate variety by
worked examples, The exercises are very numerous and carefully graduated. A

laborious and serviceable emnpilution.”"— T'he Educational Times.
SIMPKIN, MARGHALL, HAMILTON, KENT & OOQ., and all Booksellers.
Post free from the AUTHOR, 10 Gorsey Road, Nottingham, at published prices.

BOOKS! BOOKS!

When requiring new or Second-hand Books write us. Catalogues
issued and post free on request. State subject. Books sent abroad in
tin lined cases. We export Books to several Colonial Colleges and
Institutions. Write for terms.

GALLOWAY & PORTER, Booksellers,

CAMBRIDGE, ENGLAND.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “THE JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams [November,
1906]; CLASSICS, by H.G. Hart [ December, 1906]; ENGLISH,
by ARTHUR BURRELL [January, 1907); PRENCH, by CLOUDE8LEY
BRERETON [February and March, 1907) ; SCIENCE, by T. Percy
Nonn [April, 1907]; NATURE STUDY, by T. RAYMONT [May,
1907); HISTORY, by S. S. F. FLETCHER [June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox (July, 1907]; DRAWING,
by W. E. SPARKES [Avgust, 1907]; DOMESTIC SCIENCE, by
ALICE RAVENHILL [ October, 1907]; GEOMETRY, by, H. WINIFRED
STURGE [December, 1907]; GEOGRAPHY, by Dr. A. J. HERRERT-
son (January, 1908}.

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

ATHEMATICAL MASTERSHIP

wanted by B.A. (R.U.I.). Fifteen years’ experi-

ence. Highest Mathematics, Pure and Mixed; also

Physics, English, Classics, French, Shorthand, Singing,

Philosophy. Salary £150 to £200 non-res. Highest refer-

ences. Apply—., Educational Times Office, 89 Far-
ringdon Street, London, E.C.

VISUAL MEMORY.

Fourteenth Edition. 12mo, price 3s. 6d.

ENOPHON’S ANABASIS, Books

I. to III. By A. K. ISBIBTER, M.A., LL.B.

With Notes, Vocabulary of all the Words in the Text,

and a Series A Easy Reading Lessons for Beginners.
i

By A. K. ISBISTER, M.A. Designed as a First Greek Reading Beok in Schools.

Loxpon: Lonemans & COo., PATERNOSTER Row, E.C. ' LonpON: | LONGMANS |& CO., PATERNOSTER Row, E.O.

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

A7

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, W.C.

Lectures for Teachers

ON THE

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE APPLICATION OF PSYCHOLOGY TO THE
WORK OF THE SCHOOL.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P.,
cation in the University of London.

The First Course of Lectures (Thirty-sixth Annual Series) will commence on
Thursday, February 13th, at 7 p.m.

The Course is meant to meet the needs of teachers who wish to improve their
acquaintance with what underlies the Pace of their profession, whether they
have any examination in view or not. The lecturer will treat his subject. in such a
Way as to fit in with the requirements of the College in connection with the examin-
ations for the meri ant the Licentiateship, and the Fellowship, The reading
of the students will be guided, and problems set for their exercise. Every oppor-
tunity will be taken of making practical applications of psychological principles to

the work of the classroom.
SYLLABUS.

I. (Feb. 13.) Nature and scope of Psychology: border-land between physio-
logy and psychology: characteristics of consciousness: the psychological attitude
of mind: the teacher’s use of psychology: Professor Miinsterberg's view : the inter-
mediary between psychology and education: genetic psychology: experimental
methods: child study. i

II. (Feb. 20.) Consciousness: its fundamental character :
sulation: “the general consciousness ”?” : the ego or self: the subjective and ob-
jective: the unity of individual consciousness: moaning of the subconscious :
advantageous position of educator as external intluence.

III. (Feb. 27.) Manipulation of Consciousness:
conscious: the so-called faculties: concentration and diffusion of consciousness :
interest and attention: interaction between them: interest as means and as end:
relution between the interesting and the easy; kinds of attention : physiological
mechanism of attention,

IV. (March 5.) Sense-perception: nature of pure sensation: the senses, general
and special: the essential mark of perception: the respective contributions of
sensation and perception to knowledge: nature and scope of observation : its rela-
tion to inference : the gaping point: danger underlying the phrase * the training of
the senses,’

V. (March 12.) Mental content: the unit of mental content: the idea:
the interaction and combination of ideas: apperception; presented content and
presentative activity: gradual modification of presentative activity: transitive and
intransitive elements ot thought: the static and dynamic view of ‘the concept; the
logical and psychological aspect of the concept.

VI. (March 19.) Habit: habit based on the laws of association: these laws not
limited to ideas: association a general principle of organic dev elopment : place and
value of habits in education: accommodation and co-ordination: the elimination of
consciousness : Convergent and divergent ussuciation: the continuum; redintegra-

Professor of Edu-

its polarity : its in-

the various modes of being

laws of

tion.
VII. (March 26.) Retention and recall: physiological basis of memory: plasti-
city: memory not limited to intellectual process: personal identity: question of the

possibility of improving the quality of memory : educational upplications of mneino-
nics: learning by rote; obliviscence : element of purpose in memor y.

VIH. (April23.) Imagination: place of imagery in thinking: limitations im-
sed by images: importance of clearly imaged ends in ordinary life: practical
applications in the schoolroom : the resthetic imagination : cause of general suspicion
of the“ busy faculty’: scientific uses of the imagination: exact meaning of *' pictur-
ing out”: relation of the imagination to the ideal.

IX. (April 30.) Judgment and reasoning: relation between logic and psycho-
logy: concept, judgment, reasoning correspond generally to term, proposition,
gv tiogisin : essential meaning of thinking is an adaptation of means to ends on the
ydeational plane: the purposive aspect of apperception: distinction between mere
redintegration and thinking: the laws of thought as thought: the fundamental
condition of all mental process: what underlies fallacies.

X. (May 7.) Human nature: general tendency to over-estimate the cognitive
aspect: relation of Knowledge to character: temperament the physical basis of
chneacter: Classification of temperaments and of charac ter types: advantages and
dangers of such classifications; personality: pernaneney of temperunents and
raeans by which they imay be modified: types of troublesome pupils :
the different temperaments in school.

XI. (May 14.) The emotions: valuc of the emotions in human life: like sensa-
tions they are subject to the law of relativity: emotions are to be utilized, not
eliminated: cause of popular depreciation of the emotions: emotions are to be
regulated by ideas: classification of the emotions: their expression :
theory of re Jation between emotion and its expression :
theory and its great practical importance to teachers.

XII. (May 21.) The will: relation of will to feeling on the one hand and know-
ledge on the other: the appeal of the motive: fallacy of “the strongest motive”
resolution of tho dualism implied in the process of making up one's mind: meta-
physical excrescences obscuring the problem of the freedom of the will: the evolu-
tion of the will in its relation to desire: the possibility of the training of the will:
fundamental importance of the time element in this training,

treatinent of

Tange-James
element of truth in the

The Fee for the Céures of Twelve Lectures is Half-a-Guinea.

++ e Lectures will be delivered on THURSDAY EVENINGS, at 7 o'clock, at the
College, Blocmabury Square, W.C.—Members of the College have free admission to
the Course.

GEORGE GILL & SONS, LTD.,

A Selection of Publications from the

Orford and Cambridge Erition
Oron. and CanfaB. Edition

FOR THE

COLLEGE OF PRECEPTORS EXAMINATIONS, 1908.

Rellglous Knowledge.

THE OXFORD AND CAMBRIDGE EDITION ST. s.d.
MARK. Edited by Rev. F. MARSHALL, M.A. 1 6
THE OXON. AND CANTAB. EDITION ST. MARK.
Edited by Rev. F. MARSHALL, M.A. For Third Class Candidates net 1 0
THE OXFORD AND CAMBRIDGE EDITION ACTS.
Part I. Edited by Rev. F. MARSHALL, M.A. 1 6
THE OXON. AND CANTAB. EDITION ACTS.
Part I. Edited by Rev. F. MARSHALL, M.A. ... .. net 10
THE OXFORD AND CAMBRIDGE EDITION ACTS.
Part II. Edited by Rev. F. MARSHALL, M.A.. 1 6
THE OXON. AND CANTAB. EDITION ACTS.
Part II. Edited by Rev. F. MARSHALL, M.A BA 1 0
THE OXFORD AND CAMBRIDGE EDITION NGBHUA.
Edited by Rev. F. MARSHALL, M.A. ... 16
THE OXFORD AND CAMBRIDGE EDITION JUDGES.
Edited by Rev. F. MARSHALL, M.A. ... 1 6
THE OXFORD AND CAMBRIDGE ‘EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. ... 1 0
THE OXFORD AND CAMBRIDGE ‘EDITION NEHE-
MIAH. Edited by Rev. F. MARSHALL, M.A. . 1 0
English.
THE OXFORD AND CAMBRIDGE EDITION MER-
CHANT OF VENICE. Edited by StaniEy Woop, M.A. 1 6
THE OXFORD AND CAMBRIDCE EDITION JULIUS
CÆSAR. Edited by STANLEY Woop, M.A., and A. SYMS-
Woop, B.A. .. 1 6
THE OXFORD AND ‘CAMBRIDGE EDITION MAR-
MION. (Complete.) Edited by Rev. F. MARSHALL, M.A... 2 6
THE OXFORD AND CAMBRIDGE EDITION MAR-
MIO is , Cantos I. and VI. Baited by Rev. F. MAR- ti
SHALL, M.A. o u “aes: sas Ses sey. a

In the above works the necessary ‘‘ Notes ” have been'added to enable Candidates
to answer questions set by the Examiners,

QUIDE
f to the 1908 College of Preceptors Examinations, and Complete List,
and Pages, of the ‘‘ prescribed’ Books contained in the

Orford and Cambridge Edition,
Post free.

THE NORMAL PREPARATION TEST MAPS.

1å. each net. (Copyright.)
By REGINALD GILL, F.R.G.S., London Chamber of Commerce.

This New Series of Test Maps has been produced in order to provide a ready means
u — ering the Geographical Knowledge of the Pupil. Tho form in which each
is issued gives all Pupils, for the first time in Test Maps, an equal opportunity,
Mi act, thename list attached to every Mup records the work attempted by the Pupil.
The Material upon which the Pupil is required to show his knowledge accom pants
each Map in such a manner as to oblain the fullest results,

UNIFORM WORK BY EACH SCHOLAR.
Instructions to Junior and Senior Students are provided, together with hints for
suitably doing the work. Specimen lettering is included.

COLOURED TBST MAPS.
The Map is already coloured for the Student, so obviuting this inconvenient process
in School work.

OUTLINE MAPS SUPERSEDED.

Though not requiring the Pupil to complete the actual outline, the Normal Test
Maps supply sufficient data in Art Colours to enable him to do the work, By this
means the objection against all other Outline Maps that the Pupil has no practice in
drawing the contour is removed.

THE SERIES INCLUDE:

EUROPE: British Isles and North Sea, England and Wales, Scotland, Ireland,
Prance, German Empire, Italy, Balkan Peninsula, Russia.
ASIA: India. AFRICA. N. AMERICA. UNITED STATES. AUSTRALIA.

Specimen Map free to Teachers.
A Key to the whole of these Test Maps is issued, entitled The Sphere Atlas, 1s. 6d,

Complete Catalogue post free.
Londen: CEORCE GILL & SONS, Ltd., 13 Warwick: Lane, E.G.

48 THE EDUCATIONAL TIMES. (Feb. 1, 1908.

Messrs. LONGMANS & COS LIST.

By SAMUEL RA WSON GARDINER, D.C.L., LL.D.

A STUDENT’S HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO 1901.

Vol. I.: B.c. 55-a.p. 1509. With 173 Illustrations. Crown 8vo, 4s.
Vol. II.: 1509-1689. With 96 Illustrations. Crown 8vo, 4s. Vol. III.: 1689-1901. With 109 Illustrations. Crown 8vo, 4s.
ComMpLETE IN ONE VoLume. With 378 Illustrations. Crown 8vo, 12s.

PREPARATORY QUESTIONS ON THE ABOVE. By R. Somervett, M.A., Assistant Master at Harrow School.

Crown vo, ls.

A SCHOOL ATLAS OF ENGLISH HISTORY.
With 66 Maps and 22 Plans of Battles, &c. Fcap. 4to, 5s.

OUTLINE OF ENGLISH HISTORY.
B.c. 55-a.D. 1901. With 96 Woodcuts and Maps. . _ Feap. 8vo, 2s. 6d.

By CYRIL RANSOME, M.A.

A SHORT HISTORY OF ieee nee

FROM THE EARLIEST TIMES TO THE DEATH OF QUEEN VICTORIA.
With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d.
Or in Two Parts, 2s. each. Part I.: To 1603; Part II.: 1603 to 1901.
A SUMMARY OF RANSOME’S SHORT HISTORY OF ENGLAND. With 22 Maps and Plans, and 34 Genea-

logical Tables. 1a.

By the Rev. D. MORRIS, B.A.
This Edition has received numerous Additions, and brings up British History to the Accession of Hing Edward the Seventh.

A CLASS-BOOK HISTORY OF ENGLAND.

The One Hundred and Ninth to One Hundred and Sixteenth Thousand.
With 24 Historical Maps | and Plans of Battles, and 29 Illustrations engraved on Wood. Fcap. 8vo, 3s. 6d.

EPOCHS OF ENGLISH HISTORY. | EPOCHS OF MODERN HISTORY.
YORK POWELL'S EARLY ENG- | GARDINER’S. (Mrs) STRUGGLE | .
GUES no ae the NORMAN CON- a pe uUre MONARCHY, | 19 Vols., with Maps, 28. 6d. each.
| -CREIGHTON'S Mrs.) ENGLAND AIRY’S ENGLISH RESTORATION | LONGMAN’S FREDERICK the
A CONTINENTAL POWER, | ROWLEY'’S SETTLEMENT of the and LOUIS XIV. 1648-1678. GREAT and the SEVEN YEARS’
1066-1216. 9d. CONSTITUTION, 1689-1784. 9d. ears i ` oah are ;
. ROWLEY S RISE of the PEOPLE | TANCOCK’S ENGLAND during the mathe adc aan mene: me
EG Cee ee AMERICAN and BUROPEAN LUDLOW'S WAR OF AMERICAN
„12 ` ad. WARS, 1765-1820. 9d. COX’S CRUSADES. INDEPENDENCE, 1775-1783.

Rind tho REFORMATION, 1485- | BROWNING'S M |
t š >
1603. 9d. LAND. 189-1897. ad FNG- | OST. AGE OF ELIZA- | ycCARTHY’S EPOCH OF REFORM,

Epochs of English History. Complete in One | GAIRDNER'S HOUSES ‘OF LAN. 1850-1850.

yolume, with 27 Tables and Pedigrees and 23 Maps. Fcap. 8vo, 5s. S | CASTER AND YORK MOBERLY’S THE EARLY TUDORS.
GARDINER'’S THIRTY YEARS’ | MORRIS'S AGE OF ANNE.
EPOCHS OF ANGIENT HISTORY. | CRS
10 Vols., with Maps, 2s. 6d. each. 2 l MORRIS’S THE EARLY HANO-
. BEBSLY'S GRACCHI, MARIUS, and | CURTRIS'S RISE of the MACE- , CASP Akes © FIRST TWO VERIANS.
LLA. Te ROM ee on à SEEBOHM'S PROTESTANT RE
p APES S EARLY ROMAN EM. LHNE'S ROME to its CAPTURE by | GARDINER'S (Mrs) FRENCH RE- VOLUTION. i
GAPPSS ROMAN EMPIRE of the | MERIVALE'S ROMAN TRIUMVIR. |. SOLUTEON, 1789-179
3 of ene ATES. HALE’S FALL OF THE STUARTS, | STUBBS'S THE EARLY PLANTA-
SECOND CENTURY. SANKEY'S SPARTAN AND THER. 1 WESTERN EUROPE, from GENETS
Oe C REERS AND THE PER- AN SUPREMACIES 1678 to 1697. Par, "
NS. SMITH’ B (BOSWORTH) ROME AND WARBURTON’S EDWARD THE
COX'S ATHENIAN EMPIRE. CARTHAGE | JOHNSON’S NORMANS in EUROPE. THIRD.

LONGMANS’ GEOGRAPHICAL SERIES.

ARRANGED ON THE CONCENTRIC PLAN.
-Book IL—THE FIRST BOOK OF GEOGRAPHY. With 17 Illustrations and 52 Maps (38 of which are

coloured). Crown 8vo, 1s. 6d.
Book H— THE WORLD. For Junior Students. With 35 Illustrations and 87 Maps (79 of which are coloured).
rown 8vo, 38.

Book II..THE WORLD. For Senior Students. With 42 Illustrations and 121 Maps (112 of which are coloured).
Crown 8vo, 4s. 6d.

Book IV.—THE BRITISH EMPIRE. With 38 Illustrations and 78 Maps (71 of which are coloured).

Crown 8vo, 33s.

Book V.—A PRIMARY PHYSICAL GEOGRAPHY. By Jous Taorntox, M.A. With 135 INustrations
and 14 Maps. Crown 8vo, 2s.

LONGMANS, GREEN, & CO.. LONDON, NEW York, BOMBAY, (AND. CALCUTTA.

Feb. 1, 1908.] THE EDUCATIONAL TIMES. 49

Messrs. LONGMANS | & CO’S LIST.

By BENJAMIN HALL KENNEDY, D.D.,
Laute Regius Professor of Greek in the University of Cambridge.

THE REVISED LATIN PRIMER.

Crown 8vo, 2s. 6d.

A SHORTER LATIN PRIMER.

Crown 8vo, ls.

EXERCISES ON THE SHORTER LATIN PRIMER.
By M. G. and J. KENNEDY and H. WILKINSON, M.A. Crown 8vo, Is. 6d.
A KEY, for the use of Masters only. 2s. 9d, net post free.

By FRANK RITCHIE, M.A.

First Steps in Greek. Crown &vo, 2s. Exercises in Latin Prose Composition.
2s. 6d.
A Practicai Greek Method for Beginners. mA KEY, for the use of Masters only. 3s. 84d. net, post free.

By F. Ritcuis, M.A., and E. H. Moore, M.A. Crown 8vo, 33. 6d.
A KEY, for the use of Masters only. 5s. 24d. nei, post free.

Easy Greek Grammar Papers. Fcap. Svo, ls.'6d.

Easy Continuous Latin Prose. Crown 8vo,2s.6d.
First Latin Verse Book. Crown 8vo, 2s.
Easy Latin Passages for Transiation.

First Steps in Latin. Crown vo, ls. 6d. Small 8v0, 2s.
A KEY, for the use of Masters only. 3s. 84d. net, post free. Latin Grammar Papers. Fcap. 8vo, ls.
Tate oe Preparatory Caesar: De Beilo Gaiiico.
Second Steps in Latin. Crown 9V0, 2s. With Illustrations, Maps, and Plans. Crown 8vo. Book II., Is. ;

Book III., 1s. ; Books II. and III., le. Gd.
*«* Caesar: De Bello Gallico, Books Il. and Ill.,

are set for the Cambridge Local Examinations for 1908.

First Steps in Caesar: The Expeditions

Fabulae Faciies. A First Latin Reader. Contain-
ing Detached Sentences and Consecutivo Stories. With Notes
and Vocabulary. Crown 8vo, 2s. 6d.

imitative Exercises In Easy Latin Prose. to Britain, De Beilo Gailico, IV., 20-36; and V.
Based on “ Fabulae Faciles.’ Crown 8vo, 1s. 6d. 8-23. Crown 8vo, Is. 6d.
By ARTHUR SIDGWICK, M.A. By T. K. ARNOLD, M.A.
A First Greek Writer. Crown 8vo, 3s. 6d. Arnold’s Pract}
ctical Introduction to L
A KEY, for the use of Masters only. 58. 24d. net, post free. | Prose Composition. By G. GRANVILLE Meon Cae

of Westminster, 5s

i : 1 i e
Introduction to Greek Prose Compos tion | 4 KEY, for the use of Masters only. 5s. 24d. net, post free.

With Exercises, Crown 8vo, 5s.
A KEY, for the use of Masters only. 5s. 3d. net, post free.

Scenes from Greek Plays. Rugby Edition.
Abridged and Adapted for the use of Schools. Fcap. 8vo, 1s. 6d. each.

By G. G. BRADLEY, D.D., formerly Dean of Westminster.

|
i
|

Aristophanes.—The Clouds. The Frogs. The Knights. Plutus, , Aids to Writing Latin Prose. Containing Ld
Euripides. Iphigenia in Tauris, -The Cyclops: Ton: -Electra,--Alcestis; Exercises. Witb an Introduction comprising Preliminary Hints, Directions,
E re bea a Matter, &c. Edited and arranged by T. L. Papitton, M.A.

An Introduction to Greek Verse Composition. | ee een

By ARTUUR Sripewick, M.A., and F. D. Morice, M.A. With Exercises. A KEY, for the use of Masters only. 58. 24d. net, post free.
Crown 8vo, 5s.
A KEY, for the use of Masters only. 5s. 24d. net, post free.

ee a - ~~~ By H. R. HEATLEY, M.A., and H. N. KINGDOM, M.A.

By FRANCIS DAVID MORICE, M.A. Gradatim. An Easy Latin Translation Book for Be-

3 ` 3 z With Notes and Vocabular > i ginners. With Vocabulary. Fcap. 8vo, 1s. 6d.
Stories 1 n. Attic Greek ye A KEY, for the use of Masters only. 5s. 24d. net, post free.

. Exercises on Gradatim. By H. R. Heatiey, M.A.,
and the Rev. A.SLoman, M.A. Fcap. 8vo, 1s. 6d.

By H. G, LIDDELL, D.D., and ROBERT SCOTT, D.D,

Greek-English Lexicon, 4to, 36s. | Excerpta Facilia. a Latin Translation Book.
à ; 'ontai `ollecti Stori ious Lati . With Not
Greek-English Lexicon. Abridged from the above. | Mil andaventality, Guana ee

Revised throughout. Square 12mo, 7s. 6d. A KEY, for the use of Masters only. 5s. 3d. net, post free,

LONGMANS, GREEN, & CO. LONDON, NEW YORK, BOMBAY, AND CALCUTTA.

50 THE EDUCATIONAL TIMES. [Feb. 1, 1908.

THE BEST BOOKS FOR 1908

Mie erouani Vonturors” Technici College, Bristol, Second Eduion: | METHUEN’S SIMPLIFIED FRENCH TEXTS

Crown 8vo, 3s. 6d. Edited by T. R. N. CROFTS, M.A., Modern Language Master at
A Text-book for the English section of the London Matriculation Examination. Merchant Taylors’ School, London. Fcap. 8vo, ls. each.
The Complete School Chemistry. By F. N. OLDHAM, B.A., | L’Histoire d'une Tulipe. Founded on “La Tulipe Noire,” by A.
With 126 Illustrations. 4s. 6d. l [Tezt-Books of Science. Dumas. Adapted by T. R. N. Crorts, M.A.
Pe aaah Chane Yo prono a pen erp nt complete couver in £ ractical Abdallah; ou, Je Trèfle à Quatre Feuilles. By EDOUARD LABOULAYE.
Im use at Bedford Grammar School, Dulwich College: Durham School, Loretto Adapted by J. A. WILson.

School, Nottingham High School, Wellington College, Sutton Girls’ High School.

Nouvelle Grammaire Française. By J. G. ANpersoy, B.A.,
Examiner to London University, the College of Preceptors, and
the Welsh Intermediate Board. Crown 8vo, 2s.

Exercices de Grammaire Française. By J. G. ANDERSON,
B.A. Crown 8vo, 1s. 6d. : : .

A course for Matriculation Candidates who have been taught by the reform | L’Equipage de la Belle Nivernaise. Founded on “La
method. Belle Nivernaise,” by ALPHONSE DAUDET. Adapted by T. R.N.

' La Chanson de Roland. Adapted by H. Riru, M.A., Merchant
A Junior French Prose. By R. R. N. Baron, M.A. Second Crorts, M.A.

Taylors’ School, London.

Mémoires de Cadichon. Founded on “ Mémoires d'un Âne,”
by Madame pg SÉGUR. Adapted by J. F. Ruoapss, Fettes College,
Edinburgh.

Edition. Crown 8vo, 2s. Le Docteur Mathéus. Founded on “ L’Illustre Docteur Mathéus,’’
“ We like this book very much; it is so sane and practical. The author has by ERCKMANN-CHATRIAN. Adapted by W. P. FULLER, M.A.,
wisely avoided giving too much assistance, as is too often the case, by putting the University College School.

notes in such a form as to leave practically nothing for the learner to do; altogether An excellent idea and well carried out.—Journal of Education.

a really excellent book for the class or for the private student.’’— Teachers’ Times.
French Prose Composition. By R. R. N. Baron, M.A.
Crown 8vo, 2s. 6d. Key, 3s. net.
An advanced course on the same lines as the above.
Easy Exercises in Algebra. By W. 8. Bgarp. Containing
3,500 problems. Crown 8vo, with Answers, ls. 9d.; without
Answers, ls. 6d.

A Junior Geometry. By Noer 8. Lypox, of Owen's School,

A Junior Greek History. By W. Horton Spracer, M.A.,
Assistant Master at the City of London School. With Maps and
Illustrations. Crown 8vo, 2s. 6d. [Bfethuen’s Junior School Books.

This book describes the main features of the History of Greece down to the time
of its absorption into the Roman Empire.

A First History of Greece. By E. E. FırtH. With 7 Maps.
ls. 6d.

Islington. With 276 Diagrams. Fifth Edition. Crown 8vo, 2s. A History of Greece for Beginners, with Questions and Summaries.

Stories from Roman History. By E. M. WitMot-BuxtTon
An Easy Poetry Book. Selected and arranged by W. WILLIAMSON, a ory y ,
B. A Author a “ Dictation Passages.” kan Svo, ls. Author of “ Makers of Europe.” Crown 8vo, ls. 6d.
[The Beginners’ Books. | Revision Notes on English History. By F. Warrace-
A little book for pupils of twelve or thereabouts. It is believed that all the HADRILL. Crown 8vo, ls.

selections are d as poetry, healthy and invigorating in thought, and suited to A chronological account of the leading events of English History, with general
the capacity of beginners. notes and genealogical tables on each reign.

METHUEN & CO., 36 Essex Street, London, W.C.

THE

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL |
WORK AND PROGRESS. |

LARGEST STOCK
of SECOND-HAND

School, Classical,
Mathematical,

Scientific Books

EACH NUMBER CONTAINS EIGHTY COLUMNS |
OF RBADING MATTER.

in London.

| eee |
PRICE 6p. VOLUME IX., 1907, 78. 6D. NET. |
—— |

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School- J. POOLE & c0.,
masters and Schoolmistresses. To this end all important |
changes and developments affecting any branch of the work 104 Charing Cross Rd.,
of teachers in secondary and other schools are dealt with by

leading authorities and experienced teachers. |

AND

The Magazine has become indispensable to all who |
desire to keep in touch with modern and effectual metliods ! LONDON, W.C
of education. |

MACMILLAN & 00., Ltd., LONDON. ; NEW AND SECOND HAND. WRITE TO US FOR A QUOTATION.

_ Feb. 1, 1908.] THE EDUCATIONAL TIMES. — — — 5l

THE EDUCATIONAL TIMES. 51

PROF. MEIKLEJOHN’S SERIES.

These Books are Specially EunEb suitable for the Oxford
and Cambridge Local and the College of
Preceptors’ Examinations.

The Merchant of Venice. With an Introduction s.
and Notes. Edited by Francis Storr, B.A. Crown 8vo,
200 pp... 1 6

“‘ There is everything in ‘this ók w hich a adent would want for the
preparation for an examination. It is the most carefully repared,

G7 puative book on the play for school use we have scen.” —The Teachers’

Longfellow— Hiawatha.

d.

With an Introduction and

Notes. Edited by F. Gorse, M.A. Fifth Edition.
Crown 8vo, 84+ viii pages. (Orford and College of Pre-
ceptors) net O 6

“The book contains a mood Wocabitlary of the native words used in the
poem, and the careful annotation will be found Suaint, for ordinary pur-
poses.” —The Practical Teacher

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. MEIKLEJOHN, M.A. 'Sirth Edition. Crown 2
340 pp. 2 6

A Short EE of the English Tongue.
With Three Hundred and ea! Exercises. Nineteenth
Edition. 176 pp. , 1 0

A New Geography on the PR E Method.
With Coloured Maps and Diagrams, and an Outline of Com-
mercial Geography. By J. M. D. MEIKLEJOHN, M.A.
Thirty-sizth Edition. Revised. Crown 8vo, 630 pp. ... 4 6

* For all that is best worth knowing, no better book than thi ld 1
studied.”’"— Educational Nets. 8 ý ATE: VUS COUI: US

& Sohool Geography. With u references to
Commerce and History. With Maps and Diagrams. By
J. M. D. MEIKLEJOHN, M.A. and M. J. C. MRIKLEJOHN, B.A.
Fifth Edition. Revised. Crown 8vo, 410 pp. ... anes 2 6

A Short Geography. With the Commercial Highways
of the World. nee: ean Edition. Wevised. Cr. oo
196 pp... : “a 1 0

Asia: Its Geageecny: EN and Resources.
With Tables of Salient Distances, and a Double-page Map in
Colour. By M.J.C. MrirLesonNn, B.A., F.R.G.S. Second
Edition. Revised. Crown Bro, 96 PP oe and
Cambridge) as ; 0 6

Errope: Its Physical | and Political Gerania
With a Double-page Map in Colour. By M. J. C. MkKkIKLE-
JOHN, B.A., F.R.G.S. Second Edition. Revised. 96 PP-
(Orford and College of Preceptors) re 0 6

Africa: Its Geography, Resources and Chronicles
_of Discovery up to 1898. By M. J. C. MEIKLEJOHN,
B.A, F.R.G.S. Fifth Edition. Revised. Cr. 8v0, 75 PP-
(Cambridge and College of Preceptors) K O 4

A New History of England and Great Britain.
With Maps and Tables. By J. M. D. MrIKLEsouN, M.A.
Twenty-third Edition. Crown 8vo, 740 pp. . . 4 6

This book is also done in Three Periods—

FIRST PERIOD, B.C. 55-1485, 2s. SECOND PERIOD, 1485-1688, 2s.
THIRD PERIOD, 1688-1901, 2s.

A School History of England. With Maps
and Vocabulary of Historical Terms. By J. M. D. MEIKLE-
JOHN, M.A., and M. J. C. en B.A. ee Edition.
Crown 8vo, 470 pp. am 2 6

A Short History of England and Great Britain.
B.C. 55 to a.D. 1890. peer Edition. Crown 8vo.
Large Type Edition a ii ae . 1 6

A Complete Catalogue will be sent on Application.

London: MEIKLEJOHN & HOLDEN,
11, Paternoster Square, E.O.

PIONEERS IN EDUCATION.

A New Series of Monographs on the Great Educators. By GARRIEL
COMPAYRE , Correspondant de l'Institut; Recteur de l’Académie de
Lyon; Author of * Psychology Applied to Education,” “ A History
of Pedagogy, ” &c. Crown 8vo, price 2s. 6d. net per volume.

Translated by M. E. FiınpLary, B.A.; J. E. Mansion, B. ès L.; and
. R. P. JAGO.

1. J. J. ROUSSEAU

And Education by Nature.
HERBERT SPENOER

And Scientific Education.
PESTALOZZI

And sremencery Education...
HERBART

And Education by Instruction.
MONTAIGNE

And the Education of the Judgment.

2.
3.
4.
5.

The Cave Bo

Of the Age of
Profusely Illustrated.
Before History.

NEW SUPPLEMENTARY READERS.

17 Volumes now ready in this Series. Large crown 8vo, 1s. 6d.
Each with 16 Illustrations.

Stories from the Odyssey.

Retold by H. L. HavrLL, B.A.

Stories from the Iliad.
Retold by H. L. Havett, B.A.

Stories from Chaucer.
Retold by J. W. McSeanpen.

Stories from the Old Testament.
Retold by. S. PLATT.
Testament, Map, &c.

» TE By Marcaret A. MCINTYRE.

Crown 8vo, 1s. Uniform with Days

With a Chapter on the Story of the Old

How to Make Our Girls Graceful.
A Manual of Deportment. With description of valuable Exercises,
and Supplement cunsisting of a Programme of Exercises suitable
for performing at a School Entertainment or Prize Distribution.
By GwenpoLInE E. KeLLY and Lucie HEN LEY-WHITE. With
Numerous Explanatory Photographs. Stout paper covers 8 x 6 ins.,

1s. net, post free 1s. 2d.

Heath’s Practical Elementary Latin

Course.
By Frank P. Mouton, M.A. Revieed, with the addition of
Selections from Ovid, by J. T. PHILLIPSON, M.A., Head Master of
Christ’s College, Finchley.

Easy German Stories.
By Hepwic Levi, Edited, with Notes and Vocabulary, by Lovise
Dep, Senior Grammar Mistress (Visiting) at the Sydenham and

East Putney High Schools for Girls. Crown 8vo, 1s. 6d.

A NEW SERIES OF SCHOOL POETRY BOOKS.

This Series is characterized by a range and freshness which distinguish
it from any other School Course.

A Treasury of Verse for School and
Home.

Part 1, 128 pages, sewed 6d., or cloth limp, Sd.
i Part 2, 128 , ”

HARRAP’S ANNOUNCEMENTS.

Part 3,160 , cloth boards, 10d.
Part 4,192 _,, » n» ís.

Part 5 contains
A TREASURY OF ENQLISH BALLADS.
192 pages, cloth boards, 15.

Special Prospectuses of any of the above will be sent Post Free.

GEORGE G. HARBAP &.CO.,15 York St.;Covent-Garden, W.C.

52

BLACKIE G&G

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

SON’S LIST

MODERN LANGUAGES.

THE LONGER FRENCH TEXTS.

Printed in large type, cloth limp, 8d. each. Brief Notes, Questionnaire,

Memory List of Useful Phrases, and Vocabulary. The following Volames are now ready :—

Deslys.—Le Zouave.

Moreau.—Contes à ma Soour.
Chateaubriland.—Le Dernier Abencérage.

Abeut.—Le Rol des Montagnes.

°? OTHDR VOLUMES IN PREPARATION.

THE LITTLE FRENCH CLASSICS.

from the Chansons de Geste to Daudet and Paul Bourget.

Price &d. each Book. All French Authors in Prose and Verse,

RÉCITS TIRES DES CLASSIQUES FRANCAIS. a. each. Edited by Mme. C. BAGNALL

of Clapham High School, and Mile. Vivier. The Stories of the Great Dramatists told in Simple French. Suitable for Lower and Middle Forms.

Cornelile.—Le Cid et Horace.
Raolne.—Athatlle et Andrermnaque.

Story, and Drama.

Moliere.—L’Avare et Les Femmes Savantes.
Hugo.—Hernanl et Ruy Bias.

THE LITTLE GERMAN CLASSICS.

Price 6d. each Volume. The leading German Authors in Poetry,

A LATIN COURSE.

By E. H. Scort, B.A., and Frank Jones, B.A.

First Course, cloth, 1s. 6d. Second Course, cloth, Illustrated, 2s. 6d.

The HEAD MASTER of an important Grammar School writes :—

“Iam more than delighted with Scott and Jones's ‘Latin Course.’

It is one of the most craftsmanlike books that I have ever handled.
to LIKE their Latin

My raw youngsters now using it may be said

A FIRST
LATIN GRAMMAR.

By E. H. Scott, B.A., late Head Master of the Boys’ Secondary School,
Barberton, Transvaal, and Frank Jones, B.A., Assistant Master,
King Edward’s School, Aston, Birmingham.

Crown 8vo, cloth, 2s.

Great care has been given to the arrangement and typographical display of the
matter, in order to secure the utmost clearness. Thus, use is made throughout of a
synoptical arrangement of parallel columns which shows the various declensions
and conjugations side by side, bringing out their differences and resemblances.

A special feature is the number of examples given. These are, for the most part,
taken from the First and Second Courses, so that the student will have met the
_ examples before in a connected passage.

LATIN TEXTS.

Cloth, 6d. net. or 8d. net.

Edited by W. H. D. Rovseg, Litt.D., Prof. Posteatr, Prof. Rein,
&c., &c.

The only Series that fulfils the conditions suggested by the Classical Association
as to the improved teaching of Latin, and containing no notes.

A GENERAL VOCABULARY TO VIRGIL.

Prepared under the Editorship of A. GRanam, M.A.
Cloth, 1s.

A GENERAL VOCABULARY TO CAESAR’S
GALLIC WAR.

Prepared under the Editorship of A. GRAHAM, M.A.
Crown 8vo. Cloth, 1s.

These vocabularies have been prepared for use in schools where the pupils are
not at first provided with Latin Dictionaries of their own, They contain all the
words that occur in the Aencid, Bucolies and Georgics of Virgil, and De Bello
Gallico of Caesar. The advantage of the vocabularies is that they can be used
with any Edition of these Classics.

Crown 8vo.

ARITHMETIC.

By A. E. Laync, M.A., formerly Scholar of Sidney Sussex College,
Cambridge.
Cloth, complete, @#. 6d. In Two Parts, 2s. 6d. cach.
Exercises ONLY, 1 Vol, complete, 2s. 63. Part I., 5,000 Exam-
ples, 1s. Part I!., 3,500 Examples, 1s. 6d.

In use at most Boys’ Public Schools, and in EVERY Girls’ School of
importance, inclu Cheltenham, St. Pauls School, Colston’s Girls’
School, Bristol: and the High 8chools at Clapham, Manchester, Notting
Hill, Bedford, Sydenham. Sheffield, York, Liverpool, Newcastle-on-Tyne,
Gloucester, H , Kensington, Exeter, Birkenhead,

BLACKIE’S
ENGLISH TEXTS.

6d. each. Blue limp cloth covera, 72 Volumes. To ba used in correlation .
with the study of English Literature and History.
Among the leading Authors are :—

er Street, Dudley,

Malory. Gibbon. Drake. Thucydides, Dickens.
Froissart. Macaulay. Raleigh. Plutarch. Charles Lamb.
Bacon. Carlyle, Anson. Livy. Kingsley.
Burke. Prescott. Hawkins. Marcellinus. Swift.

Ruskin. Josephus. Gook. Lucian. Borrow.

COMBINED COURSE OF
LITERARY READING AND
COMPOSITION.

Illustrated from Famous Pictures. Edited by Lewis Marsn, M.A.
2s

THE PLAIN TEXT
SHAKESPEARE.

The greater Plays. Text only. No notes.
Price 4d. each.

OGILVIE’S SMALLER ENGLISH
DICTIONARY.

A Pronouncing, Etymological, and Explanatory Dictionary at
ls. net. |

ENGLISH POETRY FOR THE
YOUNG.

Selected by S. E. Winspott, M.A. A chronological selection of
English poetry, clearly printed and well bound in cloth, 1s.

In limp cloth cover.

Write for full particulars to BLACKIE & SON, Ltd., 50 Old) Bailey, E.C.

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

53

a

CONTENTS.

. Pare
Leader: Meetings of the MontD..............ccscscsscecscsccececseces 53
NOCES css ce no SAN E A a a 54
The Position of the Private Schoolmaster—Inspection, Examina-
tion, and Tenure from the Standpoint of the Assistant Master.
Important Educational Meetings ..............cccccececeeeceeesenes ot
Head Masters—Assistant Masters—Assistant Mistresses— Private
Schools Association—University Women Teachers—Public-School
Science Masters—London Teachers—North of England Education
Conference—Modern Lan ets Association —English Association—
3 Educational Institute of Scot and.
Correspondence: The State and Secondary Education
(J). BEVIN eoria TE EE OTET GO
Proposed List of Recognized Secondary Schools ............... 60
Current Events is cisccsseesisasdnsavinevevous's E E OT 63
Fixtures—Honours— Endowments and Benefactions—Appointments
and Vacancies—Literary—General.
College of Preceptors :
The Winter Meeting for Teachers...............ccccscececsneceees 65

Dr. Wormell (President)’s Inaugural Address— Psychological Bases
of Education (Prof. Adams)—The Teacher in his Classroom (Prof.

The Educational Times.

THE Christmas holidays have bronght
the usual series of meetings of school-
masters and schoolmistresses, and the
newspapers have faithfully reported their proceedings. The
growth of such meetings is a healthy sign, and so is the
increased interest taken in them by the public. There was
a time when the College of Preceptors was the only society
to bring members of the profession together, alike for what
may be called educational politics and for the study of
methods of teaching. On both lines the example of the
pioneer society has been followed by many sectional associa-
tions, and London, as well as Rome and Florence, Grindel-
wald and Adelboden, has become a winter resort of the
profession. The burning (or smouldering) question of
registration, long the happy hunting ground of the College
alone, has been advanced a stage by the Federal Council and
by its various constituent bodies ; but this belongs rather to
the last term of 1907. The winter meeting of the College
was inaugurated by an instructive paper by its President on
the advantages to be gained by teachers from comparing
notes and adding to their professional knowledge—an
element of their work not adequately recognized by those
who pay the piper and claim to call the tune. He was
followed by Prof. Findlay with an interesting discussion of
the means of developing corporate life and public spirit in
day schools, showing how the subdivision of day boys into
“ houses,” introduced by the present Bishop of Hereford at
Clifton, had extended to them the benefits of the organiza-
tion which had grown up naturally in connexion with
boarding honses, and how it had been successfully carried
out in day schools pure and simple. Many valuable lectures
were given to appreciative audiences. Perhaps it is not
unjust to particularize Prof. Adams's lucid exposition of
some parts of the application of psychology to education,
distinguished as it was by the popular treatment of a diffi-
cult subject and many apt illustrations.

At Sheffield Prof. Sadler dwelt on the duty of secondary
schools to adapt themselves to the real needs of their

Meetings
of the Month.

|
all our machinery and hard work produced in all cases the

Findlay)—History of Education in its relation to the Teacher
(Prof. Foster Watson)—The School and Society (Prof. Findlay)—
The Teaching of English (Prof. Adamson)—A Detinition of English
Literature (Mr, P. A. Barnett)—The Teaching of History (Prof.
Pollard)—A Rational Comparative Method of Teaching Geography
(Dr. A. J. Herbertson)—The Teaching of a Modern Foreign Lan-
guage (Mr. S. Barlet)—The Teaching of Geometry (Mr. J. Harrison).

|
Adjourned Meeting of the Council ..............ccccseecvevevees 69
| Half-Yearly General Meeting ...........ccccccccceseceseeesceeeeees 69
Conférences Françaises : Les Métamorphoses de Paris. Par
Mi. Ge Cour aul 6 aso hoi abasic a a 72
KOVO wE sene beseseseeus uterus aes We 73
The Historians’ History of the World, Vols. 1.-XII. and XXV. (ed.
H. S. Williams)—The Cambridge History of English Literature:
Vol. I., From the Beginnings to the Cycles of Romance,
h “MON OPAL IN O1ICOSssnicae saci csstenatenanigoycsncaeacadenaacnsesandecdsauvedians 74
t Mathematics <issicis \acnewecteateccesnsnconadceuu @aswabeneleidensen canes 79
| List of Candidates who have passed the Christmas Certifi-
| cate and Lower Forms Examinations of the College of
Pieceptors nencen mee i ala ced ahi A a a 83

ment, girls for “ housecraft,” and both alike for citizenship.

| He had a good word for day continuation schools, with
| courses of study of a practical yet intellectually stimulating
kind, and wound up with some remarks on the “ eternal
want of pence,” pointing out how few teachers can look
forward to a competence in middle life.

At the Head Masters’ Association, Mr. Cary Gilson took
rather a pessimistic line. On the one hand, in the multi-
tude of counsellors by whom schoolmasters were surrounded,
there was unwiscom ; on the other, it was doubtful how far

right results on the right boys: witness the number of them
turned out fit for nothing but inferior clerkships.

The famous case of Wright v. Zetland, with the lurid
light it throws on the position of the profession, was much
to the fore, especially at the Associations of Assistant
Masters and Assistant Mistresses. Prof. Sadler, speaking
on the question whether the teachers in secondary schools

a solution, not only as involving many practical difficulties,

ss be “ Civil Servants,” doubted the expediency of such

but as tending to destroy the individuality of schools, and
suggested a committee of appeal, with a legal chairman and
some professional members, to which disputes might be
referred.

The Modern Language Association took up a point of
great importance discussed in our December issue—the
decline of the study of German in English schools, and pro-
tested against a recent circular of the Board of Education
insisting that when two foreign languages only are learnt.
Latin should be one of the two. An old subject of contro-
versy was also revived—the place of translation in the
teaching of modern languages. The advanced guard of
the reformers, in common with many of their Continental
colleagues, insist that in reading French or German texts
difficulties should be met by questions asked and answered
in the language studied rather than by translation into
English. Their opponents dwell on the importance of
translation as a training in clearness of thought and in the
correct use of the mother tongue. At the English Associa-
tion stress was laid by Mr. Mackail and Prof. Raleigh on
the defective methods of teaching English literature
generally practised in schools, where_the annotated text-

scholars, to prepare boys for skilled industrial employ- | book is tvo much in evidence... ‘They urged)\that the duty of

ok

—

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

the teacher was to facilitate instead of hindering the direct `
contact of the pupil with literature—a counsel of perfection |

|
to which but few teachers, and still fewer examiners,
conform.

Such are some of the outstanding points of immediate
educational interest discussed at the numerous meetings.
Many others were touched upon, and some of these are
gathering strength to claim a foremost position in the near
future ; for example, the variety of questions connected with
teaching of hygiene and the care of the health of pupils.
The difficulties that press upon particular sections of the
teaching body, though chiefly left to be grappled with by
the individual groups, cannot but come to appeal strongly
to the sympathies of the whole profession. We regret that
it is impossible for us, within our limits, to report at any-
thing like adequate length, not merely so many excellent
papers, but even the general course of the multifarious
discussions. The keenness of interest manifested through-
out the various proceedings is a good omen for future
progress and for sustained hope.

NOTES.

Is all the programmes of all the educational associations
whose meetings we chronicle—all too brietly—this month,
there is no question of more urgent importance than the
position that has to be faced by the private-school masters.
They acknowledge frankly the demand that secondary
education should be within the reach of all the children of
the nation; but they contend justly, as well as naturally,
that the suppression of their order is not necessary or justifi-
able in order to attain that end. At first it seemed as if
Education Authorities were going to use their powers in the
reasonable sense contemplated by Parliament—that is to
say, to supply the local needs in the light of the local educa-
tional provision already made by private as well as by public
enterprise ; and some of the Committees have undoubtedly
interpreted their duty in that sense. Unhappily, however,
many Authorities have assumed the right to make complete
provision under public control, so as to bear hardly upon, if
not to squeeze out entirely, the local private schools. Apart
from the particular hardships, which are entirely unjustifi-
able (and, we believe, entirely unintended by Parliament),
this cruel procedure is a serious educational danger, as being
a menace, or rather a stroke, at “ the elasticity and variety
of type which have hitherto been the grand feature of our
educational system.” It is most important that this
aggressive action should be arrested and limited. The
Private Schools Association will have a wide and deep
sympathy from the public as well as from all other branches
of the teaching profession.

‘Tue resolutions passed by the Association of Assistant
Masters in Secondary Schools with regard to inspection and
examination are perfectly reasonable, and they are applicable
beyond the secondary range : —

(1) That, in order to command the confidence of assistant masters,
it is essential that the Inspectors and Examiners appointed should
have had considerable and successful experience as schoolmasters.

(2)-That the inspections should be so arranged as to allow an oppor- !

tunity for quiet personal conversation between the Inspector and
the assistant master—not in the presence of the class, but where
criticism can be candid, confidential, and sympathetic. (3) That
the suggestions of the Inspector can be more freely offered and
more freely considered if they are put forward in the first instance
as recommendations only. (4) That, when possible, it would be
convenient for the master to know at the beginning of the lesson
whether the Inspector wishes to be mercly a spectator or to inter-
vene in the conduct of the lesson. (5) That the Inspector's formal
report on the work of the staff should be placed in the hands of each
master.

The essential thing is that Inspectors and Examiners should
be not merely distinguished in some department of Univer-
sity studies, but men of practical experience in the particular
field of work. All the rest follows as matter of reason and
goodwill. The only remarkable element in the case is that
at this time of day there should be any need for making

such representations to a superior authority.

THE sympathetic treatment of the tenure of Assistant > 4
Masters by the Head Masters’ Conference is one of the most
pleasant episodes of the recent educational meetings. Dr.
Gray's statement that “the position of the assistant master
at the present time is scandalously unsafe” was not a bit too
strong. The fact that ‘‘the difficulty of securing good
assistant masters is becoming greater ” is no doubt a telling
practical argument, and the welfare of the assistant master
is closely associated with the welfare of the school and with
the smooth and efficient working of the organization; but
the moral argument goes still deeper. Dr. Gray pointed to
the claim of the assistant masters that, after a certain
period of probation, they should be considered somehow or
other as part of the institution. The claim is right: length
of service identifies the servant with the institution, and
that in ways not represented by salary. It is to be hoped
that the joint meeting of the committees of the executives
of the two Associations will succeed in formulating pro-
posals acceptable to the Board of Education, who are under-
stood to be very favourable to an equitable rearrangement.

IMPORTANT EDUCATIONAL MEETINGS.

THE ASSOCIATION OF HEAD MASTERS.

The Annual Meeting of the Incorporated Association of Head
Masters was held at the Guildhall, London, on January 9 and 10,
Mr. R. Cary Gilson (Birmingham), President, in the chair. Mr.
Gilson advocated “ Two unpopular reforms.” ‘The first reform
was a “muzzling order ”—a protest against the clamorous and
discordant racket about education. About the second reform he
was far less sanguine. How was it possible to feel satistied that,
with all their machinery and expenditure and enthusiasm and hard
persevering work, they were producing the right results upon the
right boys in their schools—in any of their schools, fromthe village
elementary to Eton College itself? In the past fifty years was.
there not an almost entire disappearance of apprenticeship and a
completely altered view taken by the majority of parents of the
nature and extent of their obligations to the msing generation ?
Granted that free education had produced many ot the good
results anticipated for it, were these things a complete compensa-
tion, even in the present, for the loss of that sturdy resolve to see
the children launched in the world which was formerly char-
acteristic of the humblest class of British parent? And what
of the future? That sturdy resolve, that entirely laudable and
desirable assumption that the children’s careers were the
parents’ business, which had almost quitted the strata where:
education had now been free for close on forty years, was
steadily receding from the lower middle class, whose education,
thanks to multiplied scholarships, maintenance allowances, and’
other facilities, was, to all appearances, in process of becoming:

—

a a

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

5d

free at no distant date. What were the resultsP In the first
place the unwillingness—he did not mean inability—to pay for
education; and this tendency to put the whole responsibility for
the children’s future on the school, the municipality, or the State
was a deplorably bad and alarming sign of the times—baa for the
Tate and tax payer, bad for the parent, and worst of all for the
children, with whom the strongest of ull incentives was the know-
ledge that their parents were making sacrifices on their behalf.
Secondly, it meant that we were turning out in hundreds of
thousands from our elementary schools—but, alas! also in con-
siderable numbers from our secondary schools as well—boys of no
special aptitude for anything useful and no particular views as
to what they were going to be, who found employment only too
easily as boys because of the low wages, but learnt no trade, and
too often drifted, through the successive stages of hopelessness
represented by the words “ unskilled,” “ casual,” “ out of work,”
and “unemployable,” to mere social wreckage and destruction.
Now, if history taught anything, it was that this was a most
serious symptom in the body politic—a symptom so dangerous,
indeed, that it could not develop far or continue long without
killing the patient outright. He was democrat enough to wish
to see the right son of collier or chimney sweep sent to Eton and
Oxford and into Parliament at twenty-three; but our present
system did very little in this direction, while it turned innumer-
able good artisans and domestic servants into very inferior and
wretchedly paid clerks. This was the problem into which he
would like to divert some of that energy of discussion which was
at present expended on details of the curriculum and fantastic
proposals about hygiene.

Mr. F. H. Chambers (Lincoln) moved the preamble to the first
resolution, which ran: “ That this Association welcomes the new
regulations for secondary schools, so far as they remove re-
strictions and limitations which have been found detrimental
to educational progress under the previous regulations; but it
i ee submits, &c.”—Mr. White (Boston) seconded.

he Rev. W. Madeley (Woodbridge) moved as an amendment
the addition of the words, “ but deprecates the employment of
financial pressure as a substitute for legislation,” after the words
“previous regulations."—Mr. Taylor (Raine’s School, London)
seconded the amendment, which, after a short discussion, was
carried by 58 votes to 35.—Mr. Chambers then proposed the
following section (a) of Resolution I.:—‘ That care should be
taken to prevent the use of such regulations as a means to trans-
form the constitution and character of secondary schools already
established under schemes.”—Mr. A. E. Holme (Dewsbury)
seconded, and the section was carried nem. con.—The Rev. J. R.
Wynne- Edwards (Leeds) moved section (b):—“ That in schools
established under scheme, the composition and rights of govern-
ing bodies should be carefully safeguarded in respect of regula-
tions issued from time to time by the Board of Education, and of
action taken by Local Education Authorities.” —Mr. R. W. Hinton
(Cricklewood) seconded, and the section was carried nem. con.—
Mr. Martin (Bath College) moved section (c):—‘ That it is in-
expedient to lay down a fixed general rule as to the proportion
of free places that should be reserved for pupils from elementary
schools.”—The Rev. W. E. Catlow (Bridgwater) seconded.—Mr.
R. W. Hinton (Cricklewood) moved as an amendment the sub-
stitution in section (c) of the words, “ who are qualitied in subjects
of elementary education,’ for the words “from elementary
schools ” ; but the amendment was withdrawn.

Mr. W. Caldecott (Wolverhampton) moved the following rider
to section (c):—“ And that free places in public secondary
schools hitherto reserved to pupils from public elementary schools
should be open to all duly qualified candidates, irrespective of
their place of previous education.” —Canon Swallow seconded.
—Section (c) was then carried nem. con., and the rider was after-
wards also carried.

Dr. Rendall (Charterhouse) moved section (d) :—‘ That, in
estimating the percentage of free places granted to boys attending
elementary schools, only the number of day boys admitted should
be taken into account, and that schools largely or wholly de-
pendent upon boarders should not be placed on the same footing
as schools of a more purely local character.’*— After considerable
discussion, the section was eventually carried.

Mr. W. W. Vaughan (Giggleswick) moved :—‘ That, having
regard to the case of Wright v. Zetland, this Association ap-
proves of the action of the Council in the appointment of a
Committee to consider, with a similar Committee of the Incor-
porated Association of Assistant Masters, the best means of
giving to assistant masters a more secure tenure of oftice.”—
Mr. S R. Hart (Handsworth) seconded.—The Rev. W. Madeley

(Woodbridge) moved as an amendment :—“ That this Association,
having regard to the case of Wright v. Zetland and to the refusal
of the Board of Education to receive assistant masters’ appeals,
empowers the Council (1) to appoint a Committee to consider de
novo, with a similar Committee of the Incorporated Association of
Assistant Masters, the best means of giving the assistant masters
a more secure tenure of office ; and (2) to take action on the Com-
mittee’s report.’—Mr. R. H. Elliott (Rishworth) seconded the
amendment, which was lost; and the motion was then carried
nem. con.

The Rev. W. Madeley (Woodbridge) moved a resolution
expressing the opinion that the possession of a degree of some
recognized University or its equivalent should be made a con-
dition of admission to the new register. In the course of his
remarks he said that he had on his own staff a man with an
Oxford Honours Degree, who, in order to qualify himself as
a practical teacher, served for five years in a London elementary
school. That man could not get on the secondary teachers’
column of the old register becausehe had not gained his experience
in a secondary school. That example would help them to realize
the great grievance which the National Union of Teachers had
about “ Column B."”—Several members urged that the require-
ment of a Degree would be far too rigid, and Dr. Gow (West-
minster) moved to add a proviso that the new Council should,
within twelve months of their first meeting, have power at their
discretion to admit to the register persons not qualified under the
conditions named.—The resolution was carried, with the addition
of Dr. Gow’'s proviso.

The Rev. C. J. Smith (Hammersmith) moved a resolution ex-
pressing the opinion that the recent tendency of the Board of
Education to urge the employment of a greatly increased propor-
tion of specialist teachers was not beneficial—Dr. A. E. Salter
seconded the motion, and, after some discussion, it was carried.

Mr. Gutteridge’s motion for the introduction of the metric
system into secondary schools was lost.

ASSOCIATION OF ASSISTANT MASTERS.

The Annual General Meeting of the Incorporated Association
of Assistant Masters in Secondary Schools was held at Merchant
Taylors’ School on January 10, Mr. R. F. Cholmeley (St. Paul’s),
Chairman of the Association, presiding. The report dealt
mainly with the Richmond School case as marking a definite
stage in the history of tenure. The membership was stated to
exceed 2,000, a third of whom came from Conference schools.

Mr. T. E. Page (Charterhouse) moved :—“ That, in view of the
intolerable position created by the judgment in the Richmond
School case, whereby secondary teachers are liable to instant
dismissal, without appeal and without redress, the Board of
Education should be called upon to promote legislation for the
purpose of securing to teachers (a) reasonable notice in case of
dismissal, or salary in lieu of notice, and (b) an appeal to some
public authority before whom the dismissed teacher should have
the right of urging his case in person.” He said assistant
masters were, under this judgment, advertised to the world as
men who could be wronged with impunity, and they had to make
it clear that they were determined to find out a remedy for what
was at present an intolerable wrong. ‘The Board of Education,
which had certainly been lukewarm in the past, assured them
that they had its sympathy, and they could only hope that that
official sympathy might be changed into vigorous assistance.
The Association had not fought the struggle merely to claim such
rights as a private servant had at the hands of a private master.
They claimed to be doing public wurk and to be public servants,
and that they were not liable to dismissal except for Just cause
and after a full hearing by some proper and publicly appointed
tribunal.—Mr. C. H. Greene (Berkhamsted) seconded the reso-
lution, which, having beeu amended by the addition of the words
“or by his representative” after the word *“ person,” was unani-
mously carried.

Prof. Sadler read a paper on “ Should Secondary Teachers be
Civil Servants?” Speaking, first, of the advantages which
would be likely to follow from the organization of the teaching
staff of secondary schools as a branch of the Civil Service, he
said the change, if it ensured to every qualified teacher a reason-
ably progressive salary, with a pension at sixty years of age,
would. undoubtedly remove a grave element of weakness from
English secondary schools. The improved prospects opened
would increase the supply of competent men, and maintain the
supply of competent women, candidates. The change! would be
accompanied, or quickly followed, by, the enforcement of some

56 — THE EDUCATIONAL TIMES.

form of professional training in the duties of teaching, and by
enhanced requirements as to intellectual preparation. It would
involve an alteration in the conditions of the tenure of assistant
teachers—a tenure which was now precarious in many secondary
schools—and entail financial readjustment which would lessen
any unfair disproportion which existed between the salaries of
the head master and his assistants. The change would, on the
other hand, have great disadvantages. It would increase
Government control over the inner life of secondary schools at
a time when experiment and free development were especially
necessary in English secondary education. It would impair the
individuality of character of different schools and would lessen
the variety of their tone and influence. It would curtail the
teachers’ freedom of utterance and power of independent associ-
ation. The conditions likely to be imposed upon those wishing
to become secondary-school teachers might, in laying special
stress upon intellectual fitness, take too little account of the other
qualifications which were necessary for what was essentially a
pastoral office. But the central difficulty of the situation seemed
to him to lie in the fact that the teaching profession was, by the
nature of its duties, on the border line between private employ-
ment and public service. Opportunities for experiment and free
development were as indispensable to its welfare as was a dne
measure of public supervision. There would also be special
difficulties in England. It would be found, he thought, almost
impossible to draw a satisfactory line between elementary and
secondary education. A further difficulty was presented by the
existence of the great endowed schools which, in English educa-
tion, enjoyed a dignified semi-independence of State control.
The future of many efficient proprietary and private schools
would also be affected by the change. Nor could the position of
secondary teachers be treated alone. The case of the elementary
teachers, and possibly of the University teachers, would come up
for corresponding treatment. His own conclusion was that, in
present circumstances at any rate, the best interests of higher
education in England would not be served by making secondary |
teachers Civil servants. |

pa

ASSOCIATION OF ASSISTANT MISTRESSES.

The twenty-fourth Annuał General Meeting of the Association
of Assistant Mistresses was held at Dr. Williams’s Library,
Gordon Square, on January 11, the President, Miss M. A.
Hodge (Notting Hill), in the chair. Miss E. M. Bancroft (Red-
land High School, Bristol) was elected President for 1908, and
Miss K. Andrews was re-elected Honorary Treasurer. The
report stated that the progress which had taken place was due
rather to the gradual formation of a sound public opinion than
to any special decisions respecting educational legislation. A
strong side in the direction of unity seemed gradually to be
sweeping all before it, head masters and head mistresses, and
assistant masters and mistresses, having sunk all petty differences
and exhibiting now a strong tendency to act in unison.

Miss Hodge gave an account of the work done by the Associ-
ation during the past year, referring especially to the Removal
of Disabilities (Women) Act and the Education (Administrative |
Provisions) Act. Several resolutions on school curricula were
then brought forward. After discussion, the following were
adopted :—(1) “This meeting is of opinion that there is a need
for secondary schools for girls of different types, with different
curricula or combinations of curricula—e.g., one type in which |
the curriculum is planned for a majority of girls leaving at the
age of eighteen or nineteen, and then, it may be, continuing
their education at places of University rank; secondly, another
type in which the majority of girls leave at the age of sixteen;
thirdly, a type in which there is a post-school course, chiefly for
training either in domestic science or in art. In many cases all
three types, or, at any rate, the first and second, might be
advantageously combined in the same school.” (2) ‘That up
to the age of twelve—i.e., practically in the lower school—the
general course of education should be the same in all types of
secondary schools. (3) “That the fewer the subjects taught in
the lower school the better for the mental development of the
child. The curriculum in this part of the school should consist
mainly of English; fourand a half hours, exclusive of geography
and history, being the minimum. Only onelanguage, other than
English, should be taught. Practical geometry should be the
only mathematical subject in addition to arithmetic, and it should
not be introduced till the last year of the lower school course.”
(4) “ In the middle school the curriculum should include in some
part or other: (i.) a survey of general history that will be a

[ Feb. 1, 1908.

foundation for the more detailed work of the upper school in
English and European history; (ii.) a course of elementary
practical science. The curriculum of the upper school should be
very elastic, certain subjects being alternative in order to avoid
overpressure and to allow of specialization. For this reason,
the Association welcomes the new regulations for secondary
schools in so far as they allow of greater elasticity.”

With regard to the new register, the following resolutions
were passed, after discussion :—(1) “That the Association of
Assistant Mistresses feels strongly that it should have a repre-
sentative on the new Registration Council.” (2) “That at least
one-fifth of the Registration Council should be women.” (3)
“That the Registration Council should be composed of represen-
tatives of secondary, elementary, and technical education and of
the Universities, together with some Crown nominees.” (4)
“That, while the Association desires that high academic qualifi-
cations should ultimately be required for admission to the
register, they think that temporary regulations should be made,
as in the case of the present Register.”

Miss Lee (City of London School for Girls) gave some
interesting criticisms of the modern methods of teaching
geometry. In the discussion certain advantages of the modern
method were emphasized.

THE PRIVATE SCHOOLS ASSOCIATION.

The Annual General Meeting of the Incorporated Association
of Private Schools, representing about a thousand of the largest
and most efficient private schools and having branches in every
part of the country, was held at the College of Preceptors on
January 10. Sir Henry Kimber, M.P., was re-elected President.
—The annual report, which was adopted, commemorated another
successful year. They could not, it stated, fail to be impressed
with the growing tendency to bring under State control the whole,
or the greater portion, of secondary and higher education. This
tendency the Association must endeavour to arrest. Secondary
education should be within the reach of all, but the multiplica-
tion of rate-maintained or rate-subsidized secondary schools
(which had by unfair competition done so much to bring ruin to
private enterprise) was not necessary, as an extension of the
scholarship system was preferable to the policy of free, or nearly
free, secondary and higher education in institutions under direct
public control, which would prevent the elasticity and variety of
type which had hitherto been the grand feature of their edu-
cational system. Already in municipal schools the head master
was tending to become a mere executive official. The Bill
promised for the coming year was looming large and fearful
before them. In reference to the position of Local Authorities
and private schools, and the persecution to which the latter were
hable, it was stated that if private schools refused to co-operate
when invited to do so with the Local Education Authorities they
cut themselves off from all hope of further consideration, and
added to the difficulties of those who were fighting for the re-
cognition of private enterprise as an integral part of the national
system of education. It was announced that the General Secre-
tary, Mr. H. R. Beasley, would next week commence a visitation
of every part of the country.

UNIVERSITY WOMEN TEACHERS.

The Annual Meeting of the Association of University Women
Teachers was held in University Hall, Gordon Square, on
January 3, Miss Clough, Vice-Principal of Newnham College,
in the chair. The report showed that there are now 1,780
members, 244 new members having joined during the year.
There had been 622 applications for teachers and 231 appoint-
ments made, great difficulty having been found to meet the
demand for highly qualified teachers to whom large salaries
were offered. A discussion took place upon the rules regarding
membership, in which the view was generally taken that the
qualification which should be possessed by women teachers
admitted to membership was a University degree or its
equivalent.

Prof. Sadler gave an address on “ Comenius: his Influence
on Modern Education.” He outlined the salient facts of the life
of Comenius, and said his two fundamental principles were—(1)
that all instruction must be carefully graded; and (2) that, in
imparting knowledge to children, the teacher must to the utmost
appeal to the faculties of sense perception. First, there was the
home school up to six years of age, then the vernacular school
up to twelve years, then the)Latin, or secondary school to

a

-—= i"

oe c

Feb. 1,1908.] THE EDUCATIONAL TIMES. 57

eighteen years, and finally the University for another six years.| science was expected to avoid—namely, scientific dogmatism.
Comenius believed that everything depended on education in| As to the order in which scientific ideas might best be presented
childhood. Four hours a day was his ideal of school work, and |to students at the University, he said that here, even more easily
many of his ideas were taken from the excellent and stimulating | than at school, the teacher should be able to steer his course by
example of the Jesuit schools. The vernacular school curriculum | the history of science; for it ought to be possible to carry on the
was to be very wide—in fact, he might be charged with being the |scientific training as a whole and not by one subject after
author of that modern evil, the overcrowded curriculum. The|/another, even for a student who was only beginning science
flaws in the work of Comenius were that he failed to realize the} seriously for the first time at the University. Scientific educa-
immense range of knowledge and to foresee the development of |tion at a University should be designed for students whose minds
science; he laid far too much stress upon the epitomized text-|were formed, and they should be put as far as possible in the
book ; he did not make proper allowance for the stupid boys;| position of intelligent inquirers really approaching scientific
and he always assumed the identity of religious belief among all! problems with a desire for achievement. Here the spirit of
the pupils. But in many ways Comenius had had a profownd | research should absolutely dominate the teaching. and the ideas
influence on modern educational thought. No one more than he|should be presented as they presented themselves to the original
stood out for equality of educational opportunity for girls as}discoverer.—Prof. Armstrong, Sir Archibald Geikie, Mr. C. E.
well as boys; no one saw more than ke the educational im- | Ashford (Royal Naval College, Dartmouth), Mr. F. W. Sander-
portance of the earliest years of life; and no one saw much/son (Head Master of Oundle School), the Rev. J. C. Fitzpatrick
earlier than he the value and the necessity of bringing the study |(Queens’ College, Cambridge), and Dr. T. J. Baker (King
of Nature into the work of the schools, though he was so bookish| Edward’s School, Birmingham) joined in the discussion.
that he thought you could bring the study of Nature into the| Mr. C. F. Mott (Giggleswick) read a paper on “The Educa-
form of pictures in a book. For his own part, he thought|tional Value of Mechanics,” and Mr. H. Wilkinson (Durham) a
Comenius was not very discriminating in his judgment, and| paper on “The Teaching of Practical Mathematics.” Mr. LD.
in a country like our own great care should be observed in}|Cumming (Rugby) delivered an address on “A Scheme of
attempting to apply, without much qualification and exception,| Laboratory Work in Physics”; Mr. W. E. Cross (Aldenham)
his theories to the educational problems before us. But he was contributed a paper on “ A Suitable Curriculum for the First and
one who was fired with unconquerable faith in the power of|Second Years,” and Mr. J. M. Wadmore dealt with the subject,
education, and his own words were his best epitaph—‘‘ I thank|“The Compulsory Teaching of Elementary Physics to Junior
God that I have been a man of aspiration.” Forms.”

In connexion with the meeting there was an interesting exhi-
i bition of scientific apparatus, the principal feature of which was

PUBLIC SCHOOL SCIENCE MASTERS. a number of Leyden jars which belonged to and were used by

The Annual Meeting of the Association of Public School} Henry Cavendish, but which were only recently discovered at
Science Masters was held at Westminster School on January 14, | Chatsworth by Mr. Douglas Berridge, the honorary secretary of
Dr. Henry A. Miers, F.R.S., Waynflete Professor of Mineralogy, | the Association.
aig presiding.—Prof. Miers took as his subject, “The Order
in which Scientitic Ideas should be presented (a) in Public r
Schools; (b) at the Universities.” He eoe deprecated any CONFERENCE OF LONDON TEACHERS.
too rigid demarcation of science into subjects, and said that he} A three-day Conference of Teachers in Elementary and Secondary
had far too firm a belief in the individuality of the teacher to| Schools and Technical Institutes, called by the London County
suggest that any one method should be prescribed for the teaching | Council, was opened on January 2 at the Medical Examination
of science. However, while he thought that individual experi-} Hall, Victoria Embankment.—Dr. Baxter Forman, Vice-Chair-
ments in method might be encouraged, he felt that it was in the|man of the Education Committee of the Council, presided.—Dr.
matter ot order that scientific teaching lacked system and was | Percy Nunn, Vice-Principal of the London Day Training College,
placed somewhat at a disadvantage with other subjects in which |in a paper on “ The Place of Nature Study in the School Curri-
there was a recognized order based upon prolonged experience, |culum,” said that the primary business of the educator was not
and that what they had to secure was that science should form an|to teach certain “useful subjects,” but to cultivate a certain
integral part of any liberal education and should stand upon the| group of interests, and, further, in this group, the interest to
same level as languages and mathematics. What he counselled| which Nature study appealed held an important place. There
was the presentation of the ideas, freed, it might be, from the old| was no difficulty in assigning Nature study to a definite group of
nomenclature and expressed in modern phraseology; illustrated | school disciplines. Though it had very close relations with the
by new and better examples, but laid before the pupil in the! wsthetic side of the curriculum, it had clearly to be considered on
historical order, so as to allow the science to unfold itself before! the whole as an integral part of the instruction in science. Science
his mind in a natural sequence. He believed that the spirit of of the higher type could not be a completely healthy growth
inquiry should be the real inspiration of all scientific teaching, | unless it sprang out of a foundation of Nature study.—Mr. H. E.
and that there was absolutely nothing that could be compared | Turner (Bellenden Road School) read a paper on “ School Excur-
with experimental work as a means of promoting that spirit.| sions,” and Mr. J. T. Winkworth (Cable Street Higher-grade
He advocated Nature study as the beginning of scientific training; | School) contributed a paper on ‘‘'lhe Use of the School Museum
but in Nature study he would include the intelligent observation! in Nature Study.”
of anything and everything that was going on around, and not| The Chairman opened a discussion on the teaching of botany.
merely the processes of Nature familiar to those who led a/ He mentioned that in the ordinary Council Schools in London
country life. If only ordinary boys could, early in life, get into! there were 16,841 pupils taking botany and 2,332 in the non-
their heads the notion that science was but the intelligent study | provided schools, though botany was not mentioned in the
of ordinary things, they would cease to regard it as a mere; (rovernment Code as a subject which should be included in the
educational task. In school teaching there was a great want of elementary-school curriculum. The lesson should be a demon-
continuity. Observational work should come very early in the | stration rather than a lecture—a luxury to be enjoyed rather than
teaching of a child, just as it came before experiment in thea task to beimposed. In the year ending March, 1907, the County
history of science, and should be accompanied by some teaching | Council had supplied 7,500 boxes, containing over five and a half
in physiography or the sort of science that involved reading and | millions of botanical specimens, for the use of the schools.—Miss
exercise of the imagination, introducing examples of the chief) Lullam (Lecturer on Botany in King’s College) delivered an
laws of physics and chemistry. If this could begin before a boy ‘address on “ Nature Study as a Preparation for the Study of
came to a public school, he would then be prepared for experi- | Botany ” ; and Miss Von Wyss, Lecturer on Nature Study and Art
mental science with some information upon which it could bejin the London Day Training College, offered suggestions for
based. The systematic teaching at a public school should be,|the practical teaching of botany to large classes in elementary
from the outset, experimental, and the spirit of experimental | schools.
. inquiry should be cultivated as soon as it was possible to begin| The London Chamber of Commerce, said the Chairman, was the
systematic instruction. But he thought that a good deal of| first public body in this country to organize a movement in favour
scientific information could well be absorbed by a child, and that | of improved commercial education in our schools, with the result
the spirit of intelligent inquiry might be awakened before the|that some thirty-six Chambers of Commerce and thirty Education
learner began systematically to weigh and to measure. There| Authorities were to-day heartily aiding inthe furtherance of that
was a danger, he thought, lest scientific training too systemati-|object. It was gratifying to ae that, since (the Chamber of
cally confined might lead to the very fault which experimental | Commerce had initiated its scheme of examinations(no fewer than

58 | THE EDUCATIONAL TIMES.

[ Feb. 1, 1908.

34,802 candidates had been presented from the various schools, of
whom about 18,358 had secured certificates of proficiency. This
work had been carried out at a cost of £27,000, towards which the
business men of London had contributed £14,500, including
a sum of about £3,500 from the Chamber’s corporate funds. He
might add that more than four hundred firms gave preference,
in engaging employés, to the holders of the Chamber's certifi-
cates, while these same holders could obtain appointments
without charge through the Chamber's employment department.
— Papers were read by Mr. A. Kahn, on “Commercial Education
in Day Schools ”; by, Mr. J. Sinclair, on “ Commercial Education
in the Evening Schools;” by Mr. B. Dumville, on “ Higher Com-
mercial Institutions in French Switzerland”; by Mr. Douglas
Owen,on “The Need of Training for Business Mer”; by Prof. L. W.
Lyde,on “ The Teaching of Geography as a Subject of Commercial
Instruction ” ; and by Mr. A. Kahn, on “The Teaching of Modern
Languages as a Subject of Commercial Instruction.”

Sir John Cockburn said that manual training was of priceless
value, and it was simply arecognition of thedictates of physiology
in the development of the child.—Mr. J. C. Hudson, Director of
Manual Instruction under the Hornsey Education Committee,
said that in America manual training occupied a foremost place
in the curriculum of the schools, and was developing in a most
remarkable manner.—Discussing English elementary schools,
Mr. P. R. Ballard, District Inspector of the London County
Council, said that under fifty-five Education Authorities in
England practically no hand-work was taught. Sixteen autho-
rities seemed, however, to have some sort of systematic scheme
of instruction. The most important of these were Kent, Middlesex,
Liverpool, Leeds, and Nottingham. He did not think that they
had sufficient hand-work in the London schools.

NORTH OF ENGLAND EDUCATION CONFERENCE.

The sixth Annual Meeting of the North of England Education
Conference was opened at the University of Sheftield on January 3,
under the presidency of Prof. M. E. Sadler. Prof. Sadler reviewed
the change that had come over the spirit of English education
during the last ten years, and touched upon the chief difficulties
that now retard its progress. He said that the most important
changes in our educational methods and outlook could be traced
to the influence of modern science. Scientific psychology had
thrown light upon the critical nature of the years of adoles-
cence Applied science had led to remarkable developments of
technological training. Sociological inquiries suggested the need
for special educational and industrial discipline for the feckless
and the idle. Scientific analogy, by making men think of the
community as a social organism, had strengthened the movement
towards Government control over individual waywardness and
inefficiency. The second group of changes were those connected
with the rapid growth of State influence in English education.
But the movement in favour of the intelligent public supervision
of all schools from Eton tothe kindergarten had been accompanied
by a growing sense of the value of individuality in education.
This had shown itself most clearly in the successful movement
for the education of girls and women and in the increased value
set upon art and poetry in education, because these cultivated the
imagination and developed individuality of thought and feeling.
Thirdly, there was the change in social outlook in English edu-
cation. The old idea had been that each class in the community
should have its own educational arrangements. But a new
middle class was forming itself through the rise of the skilled
artisans. The latter realized the value of education, and were
seizing the opportunities offered to their children by the system
of scholarships, upon which about £400,000 was now spent
annually in England alone. But they felt that the schools should
do more to train boys for skilled industrial employment and girls
in housecraft, and both for the duties of citizenship. The chief
defects in English elementary education were the lurge classes in
many schools, which made individual teaching almost impossible;
the overcrowded curriculum; the too early age at which the
majority of the children left school; the half-time system in the
textile districts ; and the tendency in large schools to burden the
head teacher with administrative and clerical duties. ‘I'he intel-
lectual vigour of our higher secondary education was impaired
by premature specialization in classical scholarship, and especially
by the too early beginning of Greek. The higher education of
girls and women was disproportionately concerned with the
recruiting of the teaching profession. But the welfare of any
educational system depended chiefly upon the alert efficiency and
pastoral gift of the teachers. The prospects of men teachers in

middle secondary schools were lamentable and called for imme-
diate improvement. =o

Prot. Hicks, F.R.S. (Sheffield University), read a paper on
“The Function of a Modern University.” He pointed out that
new Universities must chiefly serve local needs, and that one of
their distinguishing features must be their specialization in some
branch of applied science, in which it must be the ambition of
each to be unique. It was also the duty of a local University to
keep in close and sympathetic contact with the community and
to extend the bounds of knowledge.—Dr. Forsyth (Leeds), who
read a paper on the same subject, feared there was a danger in a
University taking too local a view of its functions; and Mr. A.
Mansbridge (secretary of the Workers’ Educational Association),
dealing with the subject from the point of view of the citizen,
said he conceived one of the functions of a University to be to
take her part in the maintenance of a great highway running
through ihe schools to herself and to sweep away barriers to
intellectual development.

Dr. R. H. Crowley (Bradford) and Dr. Dukes (Rugby) dis-
cussed “ The Medical Inspection and Treatment of School Chil-
dren in Primary and Secondary Schools.” Among the other
subjects dealt with were “ The Teaching of History,” by Mr. H. J.
Snape (Sheffield) and the Rev. Prof. G. H. Godwin (Durham);
“ Holiday and Open-air Schools,” by Mr. C. H. Wyatt (Man-
chester) and Mr. Ernest Gray; “ Compulsory Attendance at
Evening Schools,” by Mr. J. Crowther (Halifax) and Principal
J. H. Reynolds (Manchester), and others.

THE MODERN LANGUAGE ASSOCIATION.

THE Annual Meeting of the Modern Language Association
was held at Queen’s College, London, on January 7 and 8. The
report stated that the Association during the past year had taken
an important part, in co-operation with L'Entente Cordiale, in
initiating the movement for the establishment and endowment
of the Guilde Internationale at Paris, which was doing valuable
work in furnishing facilities for the study of French by English-
speaking people as well as in promoting the study of English by
French men and women. The Association is now co-operating
with the Société d’Echange International des Enfants in pro-
moting the exchange of children between English and French
families for the holidays or longer periods. The committee,
which is inquiring into the training of modern language teachers,
has secured the aid of the Rev. E.S. Roberts, Vice-Chancellor of
the University of Cambridge, who will act as chairman. Lord
Fitzmaurice has accepted the presidency of the Association for
1908. The general meeting of 1909 will be held at Oxford, and
that of 1910 at Cambridge.

The President, Mr. F. Storr, delivered an address on “The
Art of Translation.” The Battle of the Books, he said, still
raged. The extreme classicist still preferred to study natural
history from Aristotle rather than from Darwin, and would
sooner read Sophocles in Greek than Shakespeare in his native
tongue. The extreme left of the modernists held that translation
was the Ahriman of language teaching, or, like Mr. Cobden,
thought that a single number of the Times contained more in-
formation than all the works of Thucydides. But these extremes
would meet in acknowledging that by the transmitted wisdom
of the ancients we are what we are, and that the transmitters of
the lamp of life had been mainly the translators. It was only
from a translation that we knew the very foundations of Christi-
anity ; it was in a translation that the arts of Greece were first
introduced into rustic Latium. It was on translation that our
“morning star of song,” Chaucer, tried his prentice hand till
he found himself and far outstripped his French originals. lt
was froma translation of a translation that Shakespeare quarried
the materials for his “ Coriolanus,” “ Julius Cæsar,” and “ An-
tony and Cleopatra ”; and of Keats, with far more truth than of
Shakespeare, it might be said that he knew small Latin and less
Greek. Were they bound to accept Lewes’s sweeping general-
ization, supported as it was by some convincing instances, that
all verse translation was either a fraud or a failure? It was not
the conclusion of the many, nor did he think it would convince
the experts amoung his audience. It was obvious that no language
could exactly reproduce the single words, let alone the connected

phrases, the rhythm and harmony of another language. Each `

language had its own idiosyncrasies; words were like coins,
each with its own image and superscription for which no exact
equivalent in a foreign coinage existed. Even that metaphor
was inadequate, for a word was a living organism, ever taking to
itself new accretions and shedding part \ofyits substance. The

ad

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

o9

translator knew, or ought to know, that to the commonest words l lowing were unanimously adopted :—(1) “No age limit for
in English and French, for instance, there clung a whole network | beginning languages can be laid down which can be profitably
of associations, to which he must attend at the risk of bathos. | applied to the various types of schools for boys and girls where

When he had considered the equivalents that would suit the
context, the, hardest part of the translator's task remained. He
had so to rearrange or modify the words and phrases that the
metre or rhythm or harmony of the whole passage at once
satisfied the ear, and at the same time was an echo of the original
or at least affected the foreigner in the same way as the original
affected a native. The question could not be confined to poetry,
but must embrace as well literary prose. Young and old
alike read with delight Hans Andersen and Cervantes before
they mastered Danish or Spanish, and it needed not a know-
ledge of Arabic to appreciate “The Arabian Nights”; and
there was one Book that all, whether clerks or laymen, read
and studied mainly in a trauslation. Translation was an art, but
it had very slowly been recognized as such, and in no art had
theory lagged so far behind practice. There was a plain issue
between the literalist and the spiritualist schools, and he un-
hesitatingly took his stand on the text, “The letter killeth, but
the spirit giveth life.” If they would judge the two schools by
their fruits, they could not select a more crucial instance for
comparison than the Authorized and Revised Versions of the
New Testament. He had often thought what a mistake the
revisers made in not co-opting to sit with them two or three
masters of English—J. H. Newman, Froude, Tennyson. How
different would have been the result! To make a perfect trans-
lation required something more than exact scholarship ; it needed
the literary sense, the ear attuned to harmony, inspiration.
There were the misses, more in number than the sands of the
sea. But there was a long list of successes. They were justified,
perhaps, in drawing the inference that poetry could be adequately
rendered only by a poet. For fidelity, as opposed to literality,
he cited Dryden’s paraphrase of Horace, “Odes,” I. 29. He
considered that any attempt to naturalize a metre that was alien
to the genius of the language was predestined to failure, and
that any attempt to write quantitative verse in English was
absurd, though in this he was not prejudging the vexed and
intricate question of English hexameters. In conclusion, he
held that verse must be rendered by verse, and he wholly dis-
sented from Mr. Lang’s dictum that a prose translation of the
“Odyssey ” must convey the meaning of Homer more faithfully
than could any verse translation.

Mr. E. L. Milner-Barry moved the following resolution :—
“That this meeting, considering it desirable that greater en-
couragement should be given to the study of German in schools,
urges the Board of Education to eocounidee its policy that where
only two foreign languages are taught in a school one must be
Latin, unless good reason can be shown for its omission.” He
said the resolution was framed with special reference to schools
in receipt of a Board of Education grant. He found that in
119 of our secondary schools in receipt of public money, while
16,668 girls and boys were taught French, only 3,224 were
taught German. And in 40 of the girls’ schools, while 5,291
girls were taught French, only 765 were taught German. This
showed what a parlous condition the teaching of German had
reached. The Board of Education, it appeared, were wedded to
Latin.—Mr. H. W. Eve, in seconding the resolution, said the
policy of the Board of Education, in trying to cram Latin and
Greek down the public throat, was a departure from the principle
of allowing schools to develop freely and spontaneously. The
controversy really was between German and Latin as a means of
education, but as the real benefit of Latin educationally was
found in its higher stages, which were not reached in these
schools, he thought that German would be a superior educational
instrument.—Dr. Breul strongly supported the resolution which,
after some discussion, was carried, with three dissentients.

Considerable difference of opinion was evoked on the question
of “ The Place of Translation in Modern Language Teaching,”
which was introduced by Mr. F. B. Kirkman, and various other
papers were read.

he resolutions on the age for beginning languages, which
m assed at a Conference held in 1906 of representatives of
the
and the Modern Language Association, were then considered.
Only the first of the five resolutions was agreed to, which was as
follows :—‘‘ That before a scholar begins the study of a second
language he should have developed some power of correct speaking
and writing in English, and should have acquired some know-
ledge of the functions of words and of their grammatical relations
to one another.” In place of the remaining resolutions the fol-

ssistant Masters’ Association, the Classical Association, | -

one or more foreign language is taught.” (2) ‘That in schools
where a classical and modern language are both taught, the
modern language should in all cases be begun first.” (3) “That
a second foreign language should not be begun till a sufficient
standard has been attained in the first, which in most cases
would require two years’ study.”

THE ENGLISH ASSOCIATION.

The Annual Meeting of the English Association took place at
University College, London, on January 10 and 11. The report
stated that the growth of the Association had been rapid and
continuous. There were in all 558 full and 420 associate mem-
bers, although it was little more than a year since the Association
had. been formed. The Executive Committee had decided that,
for the present, the Association’s publications should take the
form chiefly of bulletins and leaflets. The bulletins were issued
quarterly, and contained a record of the proceedings both of the
central body and of the local branches, as well as other infor-
mation of importance to all interested in the progress of English.

Canon Beeching delivered a lecture on “ A Modern Critical
Poet, William Watson.’—Of wider practical interest was a keen
discussion on “ English in Secondary Schools,” introduced by
Mr. J. H. Fowler (Clifton). Mr. Fowler said the present moment
marked the second opportunity offered to English schools for
repairing their long neglect of the national literature. The first
opportunity, given about thirty-eight years ago, was largely
missed owing to the influence of methods adopted from the
classical curriculum, of annotated editions and examinations, of
a tendency to emphasize the study of the historical origins of
the language whilst neglecting the vital elements of literature.
The old mistakes were not likely to be repeated, but there were
dangers in the present against which they should be on their
guard—the wangers of impressionism, sentimentalism, special-
ization, and materialism. ‘There was the danger of substituting
for the old-fashioned study of books read at a painfully slow
pace a mere hazy impression of the history of literature; the
danger of a revolt against accurate and scientific study; the
danger of isolating the study of English from other studies ;
and the danger of ignoring the spiritual side of literature.—
Miss G. Clement, who read a paper on “ English in Secondary
Schools,” laid stress on the disciplinary and moral value of the
teaching of English in education.—A conference was also held
upon the Association’s provisional leatlet on the “ Teaching of
Shakespeare in Secondary Schools,” in which Mr. Sidney Lee
took part.

EDUCATIONAL INSTITUTE OF SCOTLAND.

Tue thirty-fourth Annual Congress of the Educational In-
stitute of Scotland was held at Dumfries Academy on De-
cember 30 and 31, Mr. John M‘Whan, F.E.I.S., President, in the
chair. Mr. M‘Whan remarked on three great drawbacks to
educational progress: “ (1) Our classes are too large and un-
wieldy; (2) our children are too closely packed; (3) our school
furniture is clumsy and inconvenient.” “In short, money is at
the root of the question.” A resolution—a hardy annual—
““(a) That this Congress urges the Government to pass an
Education Bill for Scotland during the ensuing session ; (b) that
this Congress is of opinion that no educational legislation will be
satisfactory which does not provide for the administration of
primary, intermediate, and secondary education over suitably
large areas by a single authority elected for that purpose "—was
unanimously carried. The preliminary education, training, and
certification of teachers, the necessity for better terms of super-
annuation, the question of tenure, and medical inspection of
schools, formed subjects of considerable discussion. A very in-
teresting address on “The Colour Characters of the School
Children of Scotland” was given by Mr. J. F. Tocher, F.I.C.,
who acknowledged handsomely the indebtedness of himself and

At London University, during the session 1906-7, 38 students
submitted essays in candidature for the University Extension
Sessional Certificate in Honours, as against 36 in the previous
session. Of these 2l were approved for the Sessional Certificate
in Honours, while 9, although not reaching the high standard re-
quired for the Honours Certiticate, were‘ commended” by the
lecturers and the examiners.

60 THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

CORRESPONDENCE.

THE STATE AND SECONDARY EDUCATION.
To the Editor of “ The Educationul Times.”

_ Srz,—It is to be hoped that all who are interested in any way
In secondary education will carefully watch at this juncture the
administrative activities of the Board of Edueation. Its action
in this field includes the giving of grants for apparatus and
teaching, making provision for the admission of scholars from

ublic elementary schools, arranging for the partial education of
intending teachers in such schaols: and the like. It would also
appear that certain of the functions of the Charity Commissioners
In respect of school endowments may now be exercised by this
Board. There is no doubt that its hold on secondary schools will
tend gradually to become stronger and more autocratic.

The results will work out somewhat in the following manner :—
(1) In the personnel of the scholars. This will be materially
changed when 25 per cent. or so is derived from public elementary
schools. (2) In the character of the instruction. Such scholars
would have to be dealt with separately in respect of such subjects
as Latin, French,and mathematics, or it would come to pass that
boys and girls of twelve or so would be put into classes with

ounger pupils. (3) In the character of the religious teaching.

his would lose any distinctive and denominational character it
may have possessed, and would tend towards the type that is
sought to be imposed upon our primary schools.

It will be realized how much all this would avail to alter the
character of our endowed grammar schools—(a) in respect of the
class of scholar, (b) in respect of the limits of instruction,(c)in respect
of guarantees of moral and religious training, (d) in respect of the
lowering of their status. The consequence would be that such
schools would become less popular with the class which has
hitherto resorted to them; neither would this class be at-
tracted by any lowering of the fee that may be brought about—
but rather repelled.

Apparently there would follow a revival of interest in the
private school, where the fee would be moderately high, where
individual attention would be secured, and where the Head would

be free to impart moral and religious instruction in a definite
form, without any limitation of his discretion or authority by in-
determinate Imperial or Local Authorities.

I am not expressing any opinion as to the desirability or un-
desirability of such changes as may be induced by class feeling or
the like, or as to the balance of advantage or disadvantage to the
community ; but a question having been addressed to me as to the
trend of State action in the matter, I have tried to suggest an
answer thus publicly, inasmuch as it is a matter of grave
moment both to parents and teachers, so that all alike should
hold a watching brief.

To the heads of private schools the moral of the situation
would appear to be: “ Trust in God and keep your powder dry.
Do not be in a hurry to enter into embarrassing relations with
Local Education Authorities.” —I am, Sir, &c.

Chillenden Rectory, Dover. J. O. BEvaN.

January 1, 1908.

Tur Board of Education desire to call the attention of govern-
ing bodies and persons responsible for the management of
secondary schools to the provisions of chapter viii. of the current
Regulations for Secondary Schools, which deals with the pro-
posed establishment of a list of those schools which are recog-
nized by the Board as efficient. Schools recognized for the
Board's grant will, as stated in the Regulations, be placed
automatically upon this list, but this will not be done in the case
of schools recognized by the Board only for the purposes of
Sections 3 and 4 of the Teachers’ Registration Regulations. The
first list of recognised schools will probably be issued in the
course of the summer, and the authorities of any school who
seek inclusion in the list, and have not yet made the necessary
application to the Board, are requested to do so with as little
delay as possible. The Board cannot guarantee that all applica-
tions will be dealt with in time to admit of the inclusion of the
school in the first list, but it is desirable that they should have
applications before them by an early date, in order that the
necessary arrangements for inspection may be made with
reasonable notice to the schools and with due regard to the
other engagements of the Board's Inspectors.

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER, S.W.

Patrons—THE ARCHBISHOP OF CANTERBURY ;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
BSecretary—W. N. NEALE, Esq.

[FOUNDED 1820

THE ARCHBISHOP OF YORK.
Vice-President—THE LORD HARRIS.
Deputy-Chairman—SIR PAGET BOWMAN, Barr.

Actuary and Manager—FRANK B. WYATT, Esq., F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
: highly favourable terms to

THE GLERGY AND THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.
Accumulated Fund, £4,242,820.
Bonuses Distributed, 84,256,464.

LOW PREMIUMS.
LARGE BONUSES.

Notwithstanding the lowness of the
Premiums charged, the BONUSES are
on an BXOBPTIONALLY HIGH 8S0ALB.

NHW AND SPHOIAL Application is invited for the PRO-
POLIOIBNS. SPHOTUS, and Leaflets explaining two
new Policies, with valuable Options.

l. WHOLE-LIFH CONVERTIBLE ASSURANOBS. Very Low
Premium — about one-half the usual rate —during first ten
years.

2. PENSION POLIOIBNS. Premiums returnable with compound interest in
case of death or surrender before pension age. Option to commute for
cash.

Assurances without profite, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
person irrespective of any special qualification by relationship to the
Clergy.

Annual Income, £453,897.

SPHOIMEBN OF RATES FOR £1,000, WITH PROFITS.

£1,000

e next £1,000 y
BEtuaay. Payable at Death. on Sariies Death.
1 vou

8.

£.
20 1

d.
8
23 3 4
26 10 O
31 1 8

Notr.—€nder the Reduced Premium System (explained in Prospectus) four-
fifths only of these Premiums need be paid, the other one-fifth remaining a
be repaid out of Bonus.

No Agents employed and no Commission paid for the intro-

duction of business, whereby £10,000 a year is saved to the
Members.

Assurances can be effected by direct communication
with the Office, 2&8 THB SBANOTUARY, WESTMINSTER, 8.W.

Feb. 1, 1905. ] THE EDUCATIONAL TIMES. 61]

PEACE & NORQUOY,

SOLE MANUFACTURERS OF PATENT

SLIDING AND F OLDING PARTITIONS

FOR SCHOOLS, &c.

New Islington, Ancoats,
MANCHESTER.

eo ee ee |

Scum) O

Established 1870.

P ILOLOIN JAALA PTT 10 Ni, aeons

A EAF
H |

= 8

Telephone 3085.

————

i "y ps Telegraphic Address:
Majesty’s Royal “« Partitions,”
Letters Patent. Manchester.

The attention of Architects, Education Committees, and others is directed to these Sliding and
Folding Partitions, which so successfully meet the most exacting requirements
that they have been adopted by more than

60O School Boards, Education Committees, and County Councils.

70O Leading Architects have used and recommended them. Fixed in
3,000 SCHOOLS, COLLEGES, LECTURE HALLS, HOTELS, &c.
OVER 4,500 AT PRESENT IN USE, Demand Increasing.

HIGHLY APPROVED BY THE BOARD OF EDUCATION AND ILLUSTRATED CIRCULAR AND BSTIMATHS
RECOMMBNDED BY H.M. INSPMCTORS OF SCHOOLS. FREE ON RECBIPT OF PARTICULARS.

A SELECTION OF RELFE BROTHERS’ BOOKS
FOR THE LOCAL AND COLLEGE OF PRECEPTORS’ EXAMINATIONS, &c., 1908.

SHORT FRENCH EXAMINATION PAPERS 110),

| Baa Nohaniah: and Esther (1 Vol.)

Each containing Six Idiomatic Sentences to render into French. | St Mark Full Notes on both Versions by
Very useful for Oral Work. Second Edition. Price 2s. 6d., cloth. | ‘ i G. CARTER, M.A.
“ A very useful set of questions.” — Modern Language Quarterl | St. Luke.

Maps, Historical Tables, &c.

“ We noticed at the time of its a pearance ey very useful collection of test papers, IL.
| Kings Crown 8vo, cloth, 1s, 6d. each.

and need only here add that the key is full and accurate save for some obvious mis-
rig of the Apostles.

prints and one or two slips that we have noticed.’’—Journal of Education.
These books are all done on the same admirable plan, and are in use in nearly all

A KEY, issued to Teachers and Private Students only, can Ly obtained from the
Schools that prepare Sor Eraminations.

Publishers, 6s. net. (A list of errata is issued with this. = hee . R. LADELL, M.A.,
F.R.G.S., late Head Master of the London International Col ege, Isleworth.
KI NGSLEY’S H EROES. Illustrated.
THE PUBLIC SCHOOL SPELLING CARD. | With Notes by F. GORSE, M.A. Cloth gilt, 1s. 6d.
Fiftieth Thousand. Price 6d. By the same Author. | TR Regn NE

Containing nearly 1,000 words (in which actual mistakes have frequently been SPELLING, DICTATION, & COMPOSITION EXERCISES.

made, as collected from Dictations, E 8, Examination Papers, &c., during a | á h

per ‘iod of more than fifteen years), with Eala, | = Preliminary > 3d; Junior Forms, 3d.; Middle Forms, 6d.;

ae poe p ‘HOW TO SPELL AND SPEAK ENGLISH.” Third | Invaluable for Spelling and Composition—always weak subjects.
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 | OUTLINES OF ENGLISH LITERATURE.

Locals, the College of Preceptors, &c. By
| With Biographical hitches, a rA Tabler oe and full Historical
Appendix. Cloth, 1s. 6d.

FRENGH ESSENTIALS AND FRENCH CONVERSATION SENTENCES. | MILTON’S L’ALLEGRO, IL PENSEROSO, AND LYCIDAS

Third Edition, Price 2s. cloth. By the same Author. With Notes by F. GORSE. M.A
“ This short grammar is compiled by a master who knows his business. The type PERSP eee Os

is good, the arrangement is good, and there is nothing superfluous.” —Journal of THE LOCAL EXAMINATION PHYSIOGRAPHY.

By W. J. PERRY, M.A., LL.D.

EXAMPLES IN PRACTICAL PHYSICS. A Special Edition tomeet every point in thenew Geogra Syllabus except Political.

By R. C. BRIDGETT, M.A., B.8e., F.C.S. Price 6d, With Illustrations, Diagrams, and Maps. Coth gilt, 2s. 6
ri PE A ORR

Hydrostaties, and Heat which will be found of great service in supplementing ihe | JUNIOR PHYSICAL G EOGRAPHY.

work of Science classes, By the same Author.

RELFE BROTHERS, LTD., 6 CHARTERHOUSE BUILDINGS, ALDERSGATE, LONDON, E.C.

62 THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

COLLEGE OF PRECEPTORS’ CERTIFICATE
EXAMINATIONS, 1908.

Caesar.—Gallic War, Books I., II. By A.H.AttcrorT, M.A.,

and others. 1s. 6d. each. Vocabulary. 18, each.

“ A clearly printed text, a good introduction, and an excellent set of notes go to
make up a very good edition.’’—Schoolmaster.

Cicero.—In Catilinam, I.-IV. By J. F. Stout, B.A. Camb,
2s. 6d. [In the press.
“ The notes are worked up with the minuteness and care usual in this series, and

with full historical references ” (Cicero.—"' In Catilinam, L11.” )— Practical Teacher.
Euripides.—Hecuba. By T. T. Jerrery, M.A. Camb. 8s. 6d.

“ We are inclined to think that this is one of the best volumes of the University
Tutorial Series which have yet appeared. The notes are clear and helpful.’’—School
“orld.
Horace.—Odes, Book III. By A. H. Auucrort, M.A. Oxon.,

and B. J. Hayes, M.A. Camb. 1s. 6d. Vocabulary. 1s.
‘* A straightforward serviceable edition.’’"—Journal of Education.

Vergil.—_ Aeneid, Books I., X. By A. H. Aticrort, M.A. Oxon.,

and others. With complete Alphabetical Lexicon. 1s. 6d. each.
‘The notes are clear and scholarly.’ —Journal of Education.

Xenophon.—Anabasis, Book I. By A. H. Auucrort, M.A.

Oxon., and F. L. D. Ricuarpson, B.A. 1s.6d. Vocabulary. 18.

“ The notes are all that could be desired. We desire to record our high opinion of
this edition.” —Schoolmaster.

Shakespeare. Edited by Prof. W. J. Rorreg, D.Litt. Merchant of
Venice. 2s. Julius Caesar. 2s. 6d.

Arithmetic, The Junior. Adapted from “The Tutorial Arith-

metic.” By R. H. CHOPE, B.A. With or without Answers. 28. 6d.
“ Excellent.” — Educational Times.

Book-keeping, Junior. By Tuomas CuHatice Jackson, B.A.,

LL.B., Lond., Barrister-at-Law. 1s. 6d.
“ The book is an excellent one.” —Accountants’ Hagasine.

French Course, Junior. By Ernest WsekLeyY, M.A. Lond. and

Camb. Second Edition. 28. 64.

“The execution is distinctly an advance on similar courses.” — Journal of
Education.

French Reader, Junior. With Notes and Vocabulary. B

ERNEST WEEKLEY, M.A. Second Edition. 18. 6d.

“ A very useful first reader, with good vocabulary and sensible notes.’’—School-
master.

td

Latin Course, Junior. By B. J. Hayes, M.A. Second Edition.

e
2s. 6d.
“ Better than most grammars that we have seen.’’—Secondary Education.

Latin Reader, Junior. By E. J. G. Forse, M.A. Lond. 1s. 6d.
“A well graded and carefully thought-out series of Latin selections. The
vocabulary is worthy of very high praise.” — Educational News.

Mechanics, Junior. By F. Rosensere, M.A., B.Sc. 2s. 6d.

E The general style of the book is eminently calculated to teach in the clearest
manner possible.” — Electrical Review.
Trigonometry, Junior. By Ws. Brices, LL.D., M.A., B.Sc.,

. F.R.A.8., and G. H. Bryan, Sc.D., F.R.S. 28. 6d.

“ Is intended for students preparing for the College of Preceptors’ examinations,
but is suitable for any one of that standard.” —School World.

FRENCH COURSE, BARLET’S PRECEPTORS’ JUNIOR.
By STEPHANE BARLFET, B. ès Sc., Univ.Gall. 18. 64.

Pull List of Books for COLLEGE OF PRECEPTORS'’ CERTIFICATES
aad OXFORD AND CAMBRIDGE LOCALS, post free on application,

University Tutorial Press, 1d.,
W. B. CLIVE, 157 Drury Lane, London, W.C.

A GOOD ADVERTISEMENT

is not of much use unless you have a good

Prospectus to send to Enquiring Parents, and

A GOOD PROSPECTUS

is of no use unless Parents see it.

LET US PREPARE

you a good Prospectus, and give your School a

GOOD ADVERTISEMENT

in our

PATON’S LIST or SCHOOLS
AND TUTORS

which now has a World-wide Circulation.

The Eleventh Edition ts now in hand
for Press.

WRITE US,

with copy of your present Prospectus, and we

will send you (without any charge) Specimens

and Full Particulars, with proof of value.

OUR GOLD MEDALLIST

Photographs Schools within reasonable distance

of London—expert work only.

J. & J. PATON,

EDUCATIONAL AGENTS,
143 CANNON STREET, LONDON, E.C.

Telephone—5053 Central.

ep ee MM o

F

Feb. 1, 1908.]

THE EDUCATIONAL TIMES. 63

University Cutorial Press.

THE BEST BOOKS FOR

LONDON UNIVERSITY MATRICULATION

Englisb.

(atbematics.

Latin.

French.

fecbanics.

Chemistry.

Pbypsics.

Botany.

Matriculation English Course. Con-
taining Grammar. Analysis, Composition, Précis-
Writing and Paraphrase. By W. H. Low, M.A.
Lond., and JoHN BriaGs, M.A. Camb., F.Z.S. 38. 6d.

** Candidates may take this book asa trustworthy guide,”’—
Schoolmaster.

Groundwork of English History. By
M. E. CARTER, First Class Honours in Modern History,
Oxford. With Coloured Maps. 28.

Contains the ‘‘ salient facts '’ required by the University
Regulations.

The Tutorial Arithmetic. By W. P.
Workman. M A., B.Sc. With or without Answers.
Second Edition. 48. 6d.

“Takes first place among our text-books in arithmetic.” —

School master.

The New Matriculation Algebra. With
a Section on Graphs. By RUPERT DRAKIN, M.A.
Lond. and Oxon. Fourth Edition. 38. 6d.

Matriculation Geometry. By W. P. Work-
MAN, M.A., B.Sc. and A. G. CRACKNELL, M.A. 38. 6d.

Matriculation Selections from Latin
Authors. By A. F. Watt, M.A. Oxon., and B. J.
Hayes, M.A. Lond. Second Edition. 28. 6d.

“ It is quite an interesting selection, and well done.” —
School World.

The Matriculation French Course. By
Prof. E. WEEKLEY, M.A. Third Edition. 38. 6d.

** An excellent preparation for the London Matriculation
Examination.” — Secondary Education.

The Matriculation French Reader.
Containing Prose, Verse, Notes, and Vocabulary. By
J. A. PERRET, Examiner in French at the University of
London. 28. 6d.
“ This book is the outcome of scholarship combined with
ripe experience in tuition. The notes are succinct and in-
formative.’ — Westminster Review.

The Matriculation Mechanics. By Wy.
BRIGGS, LL.D., M.A., B.Sc.. F.R.A.S.. and G. H.
Bryan, Sc.D., F.R.S. Second Edition. 38. 6d

“ Altogether it is an excellent book.” —School Guardian.

The Matriculation Hydrostatics. By
WILLIAM BRIGGS, LL.D.. M.A., B.Sc., F.R.A.S., and

G. H. BRYAN, Sc. D., F.R.S. Second Edition. 28.
“Upholds the high reputation of its authors for pains-
taking and thoroughly accurate work.”’— Educational News.

The New Matriculation Chemistry. By
G. H. Baitgy, D.Sc. Edited by WiLLIAM BRIGGS,
LL.D., M.A., B.Sc., F.C.S. Third Edition. 58. 6d.

“ Contains everything that a candidate at Matriculation is
likely to require.” —Nalure.

The New Matriculation Heat. The
New Matriculation Light. The
New Matriculation Sound. By R. W.
STEWART, D.Sc. Three Volumes, each 28. 6d.

“It is in every way suitable for its purpose” (New

Matriculation Light).—Schoolmaster.

The School Magnetismand Electricity.
By R. H. JUDE, M.A., D.Se. 3s. 6d.
“ A useful text-book, that seems much sounder as regards
fundamental conceptions than most elementary works on
electricity.’ — Orford Magazine.

The New Matriculation Botany. By
A. J. Ewart, D.Sc., Ph.D., F.L.S. 3s. 64.

University Tutorial Press, 1d.,
W. B. CLIVE, 157 Drury Lane, London, W.C.

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ....... Position £5 10 0
Half Page 210 0 ...... " 300
Quarter i 110 0 «...... : 115 0
Per inch in broad column (half width of page) ... 0 7 0
Narrow Column (one-third page) ..............cssssse8 200

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &c.),
3s. 6d. for 6 lines, or 4s. 6d. the inch.

SituationsVacant and Wanted—5O words or under, 2s.; each additional 10 words
6d. (For ls. extra, Replies may be addressed to the Publishing Office, and will
be forwarded post free.) :

A

CURRENT EVENTS.

At the Members’ Meeting of the College of
Preceptors on February 19, Mr. F. Charles
will read a paper entitled, “ Suggestions from

America to English Educationists.”

* *
*

On February 13, Prof. Adams will deliver at the College
of Preceptors the first of a course of twelve lectures to
teachers on “ The Application of Psychology to the Work of
the School.” The course will be helpful to students who

are preparing for the Diploma Examinations of the College.

Pror. A. V. Sarmon will address the Société Nationale
des Professeurs de Francais en Angleterre on “ Denis
Diderot, 1713-1784,” at the College of Preceptors on
February 29, at 4 p.m.

Fixtures.

* *
*

THE London University Gazette (December 25) gives a
preliminary list of University Extension Courses arranged

for the Lent Term.

THE public lectures on Dante's “ Paradiso ” will be given
by the Rev. Dr. Moore at University College, London, on
February 5, 6, 12, 13, 19, and 20, at 3 p.m.

* #
*

THE Geographical Association’s Lectures on the Teaching
of Geography will be delivered at University Ccllege,
London: February 14, “ Scientific Method in the Teaching
of Geography,” by Prof. R. A. Gregory, F.R.A.S. ; Feb-
ruary 28, “ Physical Geography an essential part of School
Geography,” by Mr. T. Alford Smith, B.A. 8 p.m. Non-
members may obtain tickets from Mr. J. F. Unstead,
5 Wiverton Road, Sydenham, S.E.

+ +

*

At Bedford College for Women (University of London)
Mr. H. R. Hall, M.A., British Museum, will lecture on
“ New Discoveries in Crete,” on February 13; Miss Adelaide
Anderson, H.M.I., on “ The Progress of the Factory Acts,”
on February 17; and Prof. L. C. Miall, F.R.S., on “ Bird
Study in 1555 and Subsequently,” on February 27. Hour,

0.15 p.m. Open to the public.

Tue Royal Sanitary Institute’s course of lectures on
“Hygiene in its bearing on School Life” will begin on
March 2, at 7 p.m. (Parkes’ Museum, Margaret Street, W.).

?

Tue University of Dublin has conferred
the degree of D.Litt. upon Mr. H. F. Berry,
of the Record Office, Dublin; Mr. Harold
Littledale, Professor of English Literature, University Col-

lege, Cardiff ; Miss Maud Sellers, and Miss M. H. Wood.
*

Oxrorp University has conferred the honorary degree of
of M.A. upon Mr. E. S. Dodgson, of Jesus College.
* #

Honours.

+
Tne Hoy. Sir A. T. Lawrence, Judge of the High Court,
and Lieut.-Colonel Sir Richard C. Temple, C.1.E.,-formerly

64 THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

Chief Commissioner of the Andaman Islands, have been
elected Honorary Fellows of Trinity Hall, Cambridge.
# n #

Tar Symons Memorial Gold Medal of the Royal Meteoro-
logical Society has been awarded to M. Léon Tesserenc de
Bort, of Paris, “in consideration of the distinguished work
which he has done in connexion with meteorological science,
especially the study of the upper air.”

Dr. Joser OcıiLviE, who recently retired from the
Rectorship of the Aberdeen Training College, has been pre-
sented with his portrait in oils on his attainment of his edu-
cational jubilee.

Mr. H. O. Witts has promised £100,000
towards the endowment of a University
for Bristol and the West of England,
provided that a charter be obtained within two years.
£250,000 is required before application for a charter, and
£197,000 has been given or promised.

*

*

Endowments and
Benefactions.

Maxcuester University is, after all, to receive £12,000 by
way of special grant from the Treasury for the current year,

instead of the reduced sum of £10,000.

* *
*

A REDUCED copy in bronze of Mr. Goscombe Jones’s statue
of the seventh Duke of Devonshire, late Chancellor of the
University of Cambridge, has been accepted by the Univer-
sity.

.*

AN anonymous donor has given £20,000 to Columbia
University to found a “ Humane” Chair, “in order that
special attention may be direeted to the study of means by
which cruelty to animals may be better prevented.”

Exeter CoLrLeEGE, Oxford, offers a
scholarship in Modern History, £60 a
year, and one or two Exhibitions, £30
a year. Candidates for the scholarship to be under nine-
teen on March 24; no age limit for the Exhibition.
Kixamination begins March 17. Certiticates of birth and
character to the Rector as early as possible.

Scholarships and
Prizes.

Mr. W. Warok Fowrer, Fellow of Lin-
coln College, Oxford, has been appointed

Gifford Lecturer in Glasgow University, as
from October, 1909.

Appointments
ant V acancies.

* #
*

THE Ricar Hon. Sir AuFrepD WILLs, late a Judge of the
High Court, has been elected President of Hartley Univer-
sity College, Southampton.

* *
*

Mr. Davip K. Picken, M.A., chief assistant to the Professor
of Mathematics, Glasgow University, has been appointed
oo of Mathematics in Victoria College, Wellington,

THe Rev. J. B. McCieiuan, M.A., has resigned the Prin-
cipalship of the Royal Agricultural College, Cirencester,
after more than a quarter of a century’s service.

* +
*

Mk. L. Brepant, M.A. Oxon., has been appointed Assistant
to the Professor of Moral Philosophy in the University of
St. Andrews.

‘1?

Mr. W. H. Porter, B.A., T.C.D., has been appointed

Lecturer in Greek and Latin at University College, Bangor.

| vice.

Dr. Grorc Scuarrs, Ph.D. Gött., Assistant Lecturer in
German Language and Literature, Liverpool University, has
been appointed Lecturer in German Language and Literature
and Teutonic Philology in the University of St.. Andrews.

* *

*

Miss Juria Beit has been appointed assistant in the
Department of Applied Mathematics in University College,
London.

* *

Tut Secretary of State has made the following appoint-
ments to the Indian Education Service:— Mr. Alfred
Charles Bray, B.A., of Jesus College, Cambridge, to be
Professor of English at the Morris College, Nagpur;
Mr. Henry Lambert, B.A., of Trinity College, Cambridge, to
be an Inspector of Schools in Bengal; Miss Mary Elizabeth
Honeyburne, M.A., Victoria University, Liverpool, to be
Junior Inspectress of Schools in Bengal; and Mr. W. S. Hollo-
way to be Superintendent of the Madras School of Arts.

* *
*

THe Rev. Prenenpary H. W. Moss, M.A., proposes to

resign the Head Mastership of Shrewsbury School in the

present year.

* *
*

Mr. Arras R. Smitu, M.A. Oxon., H.M.I.S., has been
appointed Head Master of Loretto School, in succession to
Mr. Tristram. Mr. Smith is an ex-captain of the Oxford
University Rugger team, and has played for Scotland.

“o #

*
Mr. Water G. Guiniurmarp, M.A., Senior Classical
Master at Harrow, has retired after twenty-eight years’

association with the school.

*
*

Mr. W. W. Wariack has been appointed Head of the
Department of Applied Mechanics in Liverpool University.
Mr. Wallace has been a Whitworth Scholar (Crewe
Mechanics’ Institute), a trooper in the South African War,
Professor of Science at Victoria College, Stellenbosch,
Examiner in Mathematics in the Cape University, and
Engineer to the technical staff of the Kimberley diamond
mines.

tat

Mr. G. Sr. L. Carsox, M.A., has been appointed Head
Mathematical Master at Tonbridge School, in succession to
Mr. H. Hilary, who is retiring after thirty-eight years’ ser-
Mr. Carson was Second Wrangler in 1896, and has
been Reader in Mathematics at Shefħeld University and
Chief Mathematical Instructor at the Battersea Polytechnic.

* *
*

Mr. Tuomas A. Lawrenson, Head Master of the Runcorn
Institute County Secondary School, has been appointed
Head Master of the South Shields Municipal Secondary
School. He is succeeded by Mr. Luther Gledhill, of Sir
John Dean’s Grammar School, Northwich.

+ *
*

Mr. O. H. T. Duprey, M.A. Oxon., has been appointed

Head Master of the High School, Poona.

Mr. FisHer Unwin is reissuing the thick paper
edition of the “ Mermaid Series ” in the original
style and bindings.

+o *

Literary
Items.

a
Pror. SapLeEr’s address to the Assistant Masters’ Associa-
tion on the question, “ Should Secondary Teachers be Civil
Servants ?”’ will, we understand, be fully reported in the
February issue of the AM.

*

"i
THE inaugural meeting of the Classical
Association of Ireland was held in Dublin on
January 14. Dr. S. H. Butcher, LL.D., M.P.,

the first President, and others delivered addresses.

General.

re

gat

Feb. 1, 1908. |

THE WINTER MEETING FOR TEACHERS

AT THE COLLEGE OF PRECEPTORS.

Tue fifth of the winter meetings for teachers conducted by the
College of Preceptors took place at the College on January 6 to
15. The meeting opened with a reception and an inaugural
address by Dr. Wormell, President of the Council. The pro-
gramme comprised short courses of lectures on “ The Psycho-
logical Bases of Education,” bv Prof. Adams: on “ Method and
School Management,” and on “ The School and Society,” by Prof.
Findlay ; on “ The Use of the Voice.” by Dr. Aikin; on “ Pre-
ventable Physical Defects of School Children,” and on “ Healthy
and Unhealthy Brain Action,” by Dr. R. J. Collie; on “The
Teaching of English,” by Prof. Adamson; on “The Teaching of
History.” by Prof. Pollard; on “ The Teaching of Geography,”
by Dr. Herbertson; on “ The Teaching of a Modern Language,”
bv Mr. Burlet; a lecture on “English Literature Teaching,” by
Mr. Barnett; one on “The Teaching of Geometry,” by Mr. J.
Harrison; and one on “ Plato,” by Mr. Morshead. The lectures
throughout were attended by numerous audiences, who gave
evident tokens of their appreciation. On five afternoons visits
were paid to the London Day Training College, to the new
University College School, Hampstead, to University College,
to Pitman’s Metropolitan School, and to the Clapham High
School of the Girls’ Public Day School Trust. We append the
President’s inaugural address and summaries of several
the lectures, and propose to publish the remainder, and one of
the lectures in eefenso, in future numbers of this journal.

Dr. WoRMELL’S INAUGURAL ADDRESS.

It is my privilege to bid you welcome to this the fifth Winter
Meeting at the College of Preceptors. I offer this welcome, on
behalf of the Council, to the gentlemen who are to lecture, to the
members of the College, and the visitors who come to listen to
them. I do not intend to detain you long, but there are three
reflections respecting our present proceedings that I wish to put
before you.

l. In promoting these courses the College is following its best
traditions and doing work which at its foundation it was designed

THE EDUCATIONAL TIMES.

65

fessor affirmed that “in whatever sphere of edncation their
functions may lie, there is to be seen among the teachers in the
States a really inspiring amount of searching of the heart about
the highest concerns of their profession. The earnestness which
they at present show in striving to enlighten and strengthen
themselves is an index of the nation’s possibility of advance in
all ideal directions. The State school systems give a diversity and
Hexibility, with opportunities for experiment and keenness of
competition, and from these happy features the most sanguine
augury can be drawn.” How ditferent here! The Authorities—
thinking, as they pay the piper, they have the right to call the
tune—take no note of the genius of the piper or of the efforts he
may make to become more skilful with his pipe. Sothe tune remains
the same as in the beginning. They admit that teachers must be
trained at the beginning, must gain certificates or degrees at the
beginning; but after that there is no recognition of further study
and practice. The opposite tendencies of England and America
in this respect are very marked and easily observable. This
temporary defect in the English system must right itself in time,
and due credit will be given to the scientific investigator; but,
in the interim, while Local Authorities are feeling their way to
efficiency, this College must be to the fore in keeping alive the
professional spirit.

3. My third point may be expressed by a question: Why

ishould we, who have long since enlisted in the ranks of
‚acting teachers, be now listening to professors ?

Is it not
enough to have qualified for enlistment? ‘Those who think
so, and begrudge the time required for investigations and
studies of theory, will never make good teachers. The
science of education, like all true sciences, is infinite. There
| is no limit to the possible capacities of human intelligence, and
no limit to the achievements of the educator. ‘There are the
correlated sides of his work, the science and the art; and, with a
view to put before you the best reward you can expect for your
zeal in attending these lectures, let me say if they only enable
you to talk of educational theories they will fail. The science of
logic never made a man reason rightly. The science of ethics
never made a man behave rightly. The sciences of psychology
‘and physiology never taught how to teach well. The science

to do. The Charter lays down its chief raison d'étre as follows : | lays down the lines within which the best forms of the art must
“For the purpose of promoting sound learning and of advancing! fall, but, at the same time, within those lines leaves ample scope
the interests of education, more especially among the middle ifor individual genius. One will do his work well and succeed
classes, by affording facilities to the teacher for acquiring a|in one way, another in quite a different way, yet neither trans-
sound knowledge of his profession.” ‘The College has recognized | gress the laws laid down and demonstrated by the science. The
that the most successful of successful teachers and leaders of |art of teaching grows up in the schoolroom out of invention,
teachers have been the most ardent and diligent students of both | discovery, and observation combined with practice. In looking
the theory and practice, the science and the art of education. In! for information concerning the mind’s operations, which may
this combination the College resembles a scientific institution, }enable you to labour more easily and effectively, you will learn
with lecture room, reading room, library, and social room. One | from the science and the theories it builds up by reasoning
of the best and most renowned of these institutions is Count; what are the limits between which you must work and you

Rumford’s Royal Institution in Albemarle Street, which has
been presided over by Prof. Young, Sir Humphry Davy,
Faraday, Tyndall, and Dewar. The statement of the Count’s aim
in founding it might have been used by our founders and foster
parents. By introducing a word here and there to define the
science, the statement would read as follows :—‘t The objects and
aims of the Institution are to prosecute scientific and literary
research (bearing on education), to illustrate and diffuse the
principles of science and record observations and experiments (in
mental development), to promote social intercourse between
lovers of the work (of education), and to afford opportunities for
collective and individual study.”

2. [ wish to affirm that there never was a time when such aid
to teachers as is looked for in these lectures was more needed or
was more important to the country. In England lately the
attention of the authorities has been almost entirely engrossed
by the development of the administrative machinery. There has
been little recognition, on the part of County Education Com-
mittees, of the need for continuous study of methods and experi-
ments, of observations of the working and the results obtained
by these methods. London is almost the only one that has
made any attempt to foster aspirations towards the professional
spirit or to afford information concerning the operations of mind
which would make the labour of the teacher easier and more
effective. The London County Council is doing something, but
even as regards London this College is called on to make pro-
vision for professional studies of those actually engaged in
secondary schools, particularly in secondary private schools.
There is a difference between the tendencies in America and
England at the present moment in this respect, the mention of
which will make the point clear. Recently an American pro-

will know in advance that certain methods will be right and
others will be wrong. So the science of pedagogics will save
you from mistakes. You will gain confidence in any method
you are using as soon as you find out that it has theory as
well as practice to back it. A knowledge of the pupil at once
intuitive and analytic is the knowledge on which the teacher
can most safely build. On our part we hope that you will enjoy
these lectures and be both cheered and strengthened by them,
so that at the end we may apply to both lecturers and listeners,
teachers all, some words written by Matthew Arnold. He said of
those from whom he had learned most :—
Beacons of hope ye appear,
Languor is not in your heart,
Weakness is not in your words,
Weariness not on your brow.

e d ¢
Streugthen the wavering line,
’Stablish, continue our march,
On to the bound of the waste,
On to the City of God.

THE PSYCHOLOGICAL BASES OF EDUCATION.

This subject was dealt with by Professor J. Apams, Principal
of the London Day Training College, in a course of four lectures
under the headings of (1) Consciousness, (2) Sensation and

| Perception, (J) Memory and Imagination, and (4) Judgment and

Reasoning.

The lecturer began with the statement that as the blacksmith is a
worker in iron eo is the teacher a worker in consciousness. A knowledge
of the nature and manipulation of consciousness, therefore, was of the

| first importance to the teacher. Consciousnessconldyuot becdefined, but

66 | THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

this was the less to be regretted, as every one knows what consciousness | the mental processes involved in the various school exercises; (b) those
is: it is a part of our very being, and carries its own explanation with it. | due to external conditions. The practical difficulty of method sprang
The teacher, however, must not only know what consciousness ix, but | from the necessity for attending to both these points at once. Taking,
must be able to manipulate it both in his own person and in that of his | first, the psychology of method, we notice (a) various types of teaching
pupil. There could be no intermingling of consciousnesses, but the very | corresponding to the predominant mental process. Of these, the Her-
fact that the teacher-consciousness must remain for ever outside the ! bartian scheme is an example (the heuristic lesson is only a variation of
pupil-consciousness was an advantage for the teacher, as it gave him that | the Herbartian type); a second type may be called deductive; a third
external standpoint that enabled him to exercise a decided influence on i type is illustrated in acquiring a practical art (learning to do things) ;
the pupil-consciouzness. The prayer that was denied to Archimedes was | music and other fine arts that appeal to sentiment suggest yet another

granted to the teacher. Sensation was the mecting-point of the physio- | typical form (learning to enjoy things).

(6) We see that all these

logical and the psychological. Puresensation waa practically an abstrac- | types should share in two features: the pnrsuit should have direct per-
tion, and could never be experienced, unless under very exceptional j soual meaning for the scholar, and hence should be related closely to

circumstances, by the adult. What we usually understood when we

, his past experience,

The lecturer then directed his attention to

spoke of the training of the senses was the training of perception. The, external conditions, such as time-tables, home-lessons, use of text- books,

trouble of distinguishing between sensation and perception was some-
times met by using the compromise sense-perception. The real distinction,
however, was that perception included sensation, and might be roughly
defined as sensation plus sense, or sensation plus meaning. Perception
was sometimes even defined as the cognitive aspect of sensation. It was
quite possible to train perception at the expense of sensation—that is to
say, after a course of what was called sense training the result might be
that the pupil was able to perceive better than he did before, and at the
same time his sense organs as such had been injured.

The application of perception to the crdinary affairs of life was com-
monly called observation, which was, indeed, sometimes defined as
regulated perception. Teachers must not make the mistake of thinking
that observation meant the taking note of everything that appealed for
attention. This all-round observation came to be nothing elre but
xaping. True observation was dominated by a purpose; we observed
within certain limits in order to serve some definite end. There was a
point, however, at which regulated perception ceased to help us, and we
had then to fall back upon general observation, in the hope of being able
to utilize whatever might turn up, and so give meaning to what would
otherwise be unintelligible. This point the lecturer called the gaping
pont, This point varied with every individual, and of course was much
higher in the case of the teacher than it was in the case of the pupil;
that is to say, the pupil much sooner reached his gaping point than did
the teacher. The transition from the prexentative to the representative
functions was made by the process of conception. Sensation and percep-
tion dealt with presentations; conception, imagination, and memory
dealt with representations. In rising order, they had first the percept of
an object here and now present; then they had an image which repre-
sented more or less accurately the very object previously perceived but
no longer present ; next they had what might be called a generalized
image or type; and finally they had the concept, which is the most
abstract form of all. The newer view of the concept was not so much
the power of defining or describing the unit of thought as the power of
dealing intelligently with the objects represented by the concept. They
had mastered the concept table not so much when they were able to define
it as when they were able to behave intelligently in respect of all tables
that might come their way. They had, in fact, passed from the static to
the dynamic.

Memory and imagination had a good deal in common. Imagina-
tion had, in fact, been called an inverted memory, doing for the
future what memory does for the past. It was probable that the capacity
for memory as a natural gift could not be increased, though that capacity
could be used with greater or less effect according to the training given
to the memory. The memoria technica was legitimate only in so far as it
confined itself to fields in which it was impossible to form rational com-
binations of elements. The training of the imagination had only recently
begun its positive work in schools. Hitherto it had been regarded with
suspicion, and the main object had been rather to restrain than to culti-
vate it. The danger of over-exercise of the imagination was real, but
could be easily avoided. Further, the place of the ideul in the training
of the imagination had been very generally neglected and not infrequently
misunderstood.

The final lecture of the course was given up to judgment and
reasoning, though the lecturer would have preferred to deal rather
with the affective and the volitional. His reason, however, for
selecting the subjects actually treated was that teachers, as a rule,
were so intensely interested in the cognitive side of psychology that a
course that did not include judgment and reasoning might be regarded as
essentially incomplete. The subjects, however, were treated from the
psychological standpoint rather than from the logical, and considerable
stress was laid on the process of thinking as a fitting of means to ends,
so long as the process was carried on in terms of ideas.

THE TEACHER IN HIS CLASSROOM.
I. METHOD.

Prof. Fixpiay’s lectures, under the title of ‘‘The Teacher in his
Classroom,” aimed to offer a comprehensive review of principles under-
lying professional practice, and also indicate directions in which pro-
gres and research are likely to lead. It was pointed out that the
problem of method assumes the selection of material (curriculum or
syllabus), and considers how the scholar is to be engaged upon it, and
how the teacher, in anticipation, is to prepare himself to aid the scholar.
Thus two separate questions were raised : (a) considerations arising from

&e. The scholar must himself t work ” and produce the result— each
scholar for himsclf. Hence, in practice, much of our teaching gets
divided under three heads: the task is ‘‘set’’ or ‘assigned ’’ ; it is done
or practised or studied ; it is ‘‘heard’’ or “ examined ’’ (parallel terms
used in American sachooix: assignment, seat-work, recitation). The
third head is not logically necessary, but in practice usurps the chief
place. The lecture concluded with advice to teachers engaged in regular
school work, based on the foregoing analysis. The teacher’s prepara-
tion of lessons has to be thought out before he enters the classroom,
in order to concentrate his attention on management (Lecture IL.).

II.— MANAGEMENT.

In the second lecture, the audience were invited to set on one side con-
siderations both of material and method, and to consider separately the
conditions arising out of the teaching of number at one time in a class.
The subject was treated under the following heads :—(1; The definition
of a class leads at once to the central principle of unity. It is a meeting
of persons who, for the time being, are animated by one purpose, engayred
in the same mental acts. (2) As a corollary we recognize the need for
uniformity in matters of detail. The value of routine, an illustration of
the laws of habit. (3) Hence management is essentially a problem of
the focus and margin of attention. The further study of management is
an application of these primary considerations. (4) The art of question-
ing. Every scholar shonld make the question and think the answer.
(5) Attention, from ita nature, is liable to distraction, for we attend in
spurts. The tencher’s task is concerned with the control of these distrac-
tions, (6) Attention in individual, practical work, where the class is
broken up. (7) Attention when the class is joined in co-operative
exercises, (a) Distractions due to external causes, physical surroundings,
interruptions from visitors, &e. (b) Distractions due to stimulus by
rewards, What claim can a scholar make to be rewarded’ Rewards
must aid moral and intellectual progress, (e) Distractions dne to
disxorder—the unity of the class being disturbed by an offender. The
nature and end of punishment.

Among useful literature special attention was called to Tompkins’s
“School Management ” (Ginn & Co.), and Ragley’s ‘‘ Class Manage-
ment” (Macmillan).

THE SCHOOL AND SOCIETY.

In his third lecture Prof. Findlay invited the audience to leave for the
time the consideration of more practical problems centering round daily
practice, and to consider the influence of some deeper issues involved in
the planning of school curricula. He pointed out that theories of cduca-
tion, until recently, had concerned themselves mainly with the tdiridual
scholar and had paid little attention to soctal experience. And yet the
scholar himself, in his inner life, had withstood this treatment, and a
conflict had always been recognized. The social instincts of the young
ran counter to the individualistic theory which had controlled the plans
for their upbringinvy in schools. And this tendency could be truced in three
directions. (a; Ettorts have been made, especially in England, to
reconcile this conflict ; the play of corporate life in many schools, both
elementary and secondary; distinctive features of the public school ;
similar plan of organization in secondary day schools. (6) Of recent years,
educational theory has begun to recognize the basis of the conflict and to
take advantage of the contributions of psychology. (c) The school is thus
seen to be a must powerful factor in fostering social ideals—e.g., the growth
of municipal socialism may be connected with the collectivist spirit which
controls the elementary school in contrast to the individualism of the home.
Now this same conflict can be traced, from a wholly different point of
view, in the divergence of the ideals of the professional teacher from thore
fostered by the adult society outside the school. The one seeks a cur-
riculum governed by general ideals of development; the other requires
the practical needs of adult life to be anticipated by the school curriculum.
The one is, once mure, individualistic ; the other bas been mainly social
in its outlook. Having indicated the nature of the opposing forces in the
conflict, the lecturer proceeded to indicate one direction in which an
etfort was being made to bridge the gulf. The materials for a reconcil-
iation are to be sought in a more thorough study of human nature and
especially of child nature. The contribution of the newer psychology
helps us to realize the importance of motive, purpose, behaviour in the
entire life of the young. Many illustrations are atturded from recent
reforms in school practice: the most significant is to be found in the
work of John Dewey. A description of his experimental work in Chicago
concluded the lecture.

—

Feb. 1, 1908. |

THE EDUCATIONAL TIMES.

67

THE HISTORY OF EDUCATION IN ITS RELATION TO THE
TEACHER.

Professor Fosrer Watson (University College of Wales, Aberyst-
wyth), dwelt on the unity and continuity of history in all studies
of human activities. The comparative historical method had been
so fruitful of results as almost to revolutionize some departments of
study Theology as a study had been transformed by research into
comparative religion. There was a new school of law teaching which
wus based on bistorical aspects, which brought law into touch with the
social organism. The history of medical development occupied a larger
share of attention than formerly. But especially in the sociological
sciences, with the attention more directed than ever to origins, history
had assumed a position antecedent logically to the development of
theories. The latest German writer on the theory and practice of
education, Dr. Barth, had pointed out that educational theory must
base itself on a sociological foundation, and that the next step was to
build up a criticism of education upon a historical survey of the develop-
ment of education which would preserve the correlation of education
with progressive changes in society. As with the theory, so with
methods. All sorts of fads, misconceptions, and prejudices of the
present day were due to ignorance of the experiments which had been
made both on a large and ona small scale in the past. The newer
plan of dealing with the method of teaching any subject was to review
previous methods before the writer stated his resultant view. Thus
Mr. Hartog, in his book on the teaching of English, actually traced the
history of the teaching of composition in France for two hundred year,
because he recognized that composition teaching had reached a higher
stage in France than in England. The teaching of classics, mathe-
matics, and even science in England had had a long experience. It was
wiser to see into the results of methods of teaching those subjects before
trusting to individual faddists. Old methods were much more varied
and fruitful than was suppused, for the simple reason that teachers do
not inquire into them. e teacher of law largely draws upon case-law
in teaching the legal student. Educational case-book teaching needed
development for the purpose of the practical teacher and must be
founded on history. Finally, a knowledge of the history of education
was necessary for the classroom teacher, so that he might enter intelli-
gently into the continuity of national educational progress; secondly,
that, as far as possible, disinterestedly, he might have material for
judgment for comparing and judging the different present-day ends
and co-ordinating them; thirdly, that, entering into his wo-k with
human ends, he might strengthen his manhood by imbibing something
of the nobility of aim and endeavour which has characterized the
efforts of educators in all ages and all climes.

PRACTICE AND PREJUDICE IN EDUCATION.

(This lecture will be given im extenso in a future number of The
Educational Times. | s

THE TEACHING OF ENGLISH.

Professor J. W. Apamson (King’s College, London) dealt with
this subject in two lectures under the headings of “ Composi-
tion and Individuality” and “Grammar in its relation to
Composition.”

tt COMPOSITION” AND INDIVIDUALITY.

Tbe reciprocal influence of thought and its expression in a vernacular
entitled the Mother Tongue to a place amongst educational instruments
which, judged by results, had not yet been accorded to it in schools
generally. The main reasons for the want of success in teaching
‘* composition ’’ to children seemed to be failure to begin its study early
with speech, and failure to observe the rule that a composition expresses
the thoughts of the writer or speaker, not those of another person.
Topics, content, arrangement were all made to follow a uniform
practice which might permit much labour in common, but which
stultified the position of the individual writer. In order of difficulty
the stages of writing were as follows: (1) Narration; (2) Description ;
3) Invention ; (4) Reflective writing, or ‘‘ essays.” The first principle
of rhetoric, that a composition has a beginning, a middle, and an end,
should be insinuated in the first stage, and must be made explicit in the
second; at a later stage the lesson was driven home by the study and
writing of paragraphs and the muking of précis. The first two stages
were the region of plain prose. Requiring a pupil to fill blanks (pre-
positions, conjunctions, epithets) and following this by a discussion, by
the class, of differences between the pupil’s suggestions and the original,
or varying the mode of expression employed in a piece of uninspired
prose (as turning active into passive or indirect speech into direct, or
the converse), were imitative exercises free from the objection which is
fatal to most paraphrases—viz., that they induce a belief that expression
itself is indifferent. It was a suspicious circumstance that paraphrase
is peculiarly favoured by examiners, inspectors, and other ex-officio
Philistines. Critical discussion by the class of a classmate’s writing (his
identity need not be disclosed) was a profitable exercise within due
measure at all stages. From that of oral practice onwards pupils
should have opportunities for invention—as, adding an episode to a
tale, narrating a dream, muking a story. The choice of adjectives
xbould be scrutinized, and the merely conventional and me:ningless
rejected. The term ‘ essay ’’ was more fittingly applied to such retlec-

tive writing as one would expect from pupils of seventeen to nineteen.
Such pupils should study examples of style, not for direct imitation, but
to become conscious that style exists. Reading, learning by rote, and
translation were practices which, over and above their own specific
offices, might be made uuxiliaries to the teaching of composition.

GRAMMAR IN ITS RELATION To ‘* COMPOSITION.”

The subject-matter of vernacular grammar and the method of teaching
it were determined by the considerations: (1) that it is taught to those
who are learning to write the language ; (2) that the aims are—practice
in analysing thought, and the attainment of a standard which would
facilitate criticism of the pupils’ attempts at composition. Gram-
marians were as prone to worry words as cats are to worry mice.
Throughout the history of grammar as a school-study, matter had been
sacrificed to form, definition and classification had been needlessly
elaborated, and terms used to favour logic-chopping and needless
subtlety. The grammarian was ever straying beyond his rightful terri-
tory ; naturally the English grammarian was a confirmed trespasser.
Such divagations were excused on the ground that they afford ‘ mental
training.” Historical grammar should be familiar to the teacher of
English grammar; the study of Latin was also necessary to foster a
sound grammatical instinct in the instructor. But only those pupils who
had the taste and capacity for ‘‘scholarship ’’ should take up the study
of grammar on the historical side. Most boys and girls had neither the
taste nor the capacity ; but all English boys and girls were capable of
expressing themselves intelligibly in English, and grammar might be
made subsidiary to the attainment of that pu Formulas and rules
should not be laid down prescriptively, but should be reached inductively
through exercises in reading aud writing. Grammar lessons and com-

| position lessons should move along paths almost parallel, the latter ruling

the direction. Thus exercises in writing compound and complex sen-
tences would be accompanied by a fuller study of the relative pronoun or
conjunction and by the appropriate grammatical analysis. redication
was the essence of language and the unit of thought was the sentence :
hence grammatical analysis would precede parsing, but the latter would
find its place in the teaching of syntax. Whatever form of analysis was
used, whether tabular or not, it should show clearly to the eye the
relations of the different members of the sentence to each other; it should
also respect the individuality of sentences. The table usually employed
did neither. Parsing should involve no superfluous or illogical classifi-
cations, and should use the minimum of technicalities.

A DEFINITION OF ENGLISH LITERATURE:
For ScuooL UseE onty.

In dealing with this subject Mr. P. A. BARNETT said:

It was not necessary, for the practical purposes of the teacher, that
he should have a definition of poetry which would satisfy the philosopher:
but he must be clear enough about its effects and its modes of operation
to be able to use poetry as a food and discipline for the young. What
was excellent as poetry might be highly unsuitable for the school and
the teacher as discipline for the young. As an integral and purposed
product of man’s intelligence, poetry was an art. Since, however it
belonged to a larger genus, literature, they could best arrive at a defini-
tion of poetry for school purposes through a definition of literature as
conceived for school purposes. Speech, language, and literature were a
sort of ascending scale. literature having the largest element. of humanity
in it. Speech might be unintelligent, but language could not; and
literature implied a steady purposiveness and integral conception which
language need not necessarily combine. So also it was eusier—or
appeared to be euxier—to connect the ** laws” governing speech with
physical concomitants than so to connect the * laws” governiny
language ; and, except in a very large and general way, there was very
little in “ physical ’’ law to explain literature. For school purposes they
should think of literature as that part of training in language, written
or spoken, which was coloured by feeling. Books which were not con-
ceived in emotion and did not produce an emotional effect were not Sor
school purposes literature. All language war meant either to inform or
persuade, even though the auditor or reader were imaginary. Mere
ordered language, even if meant to inform or persuade, was not
however, literature. To make language into literature, there
must be rhythm (or music) and feeling, and the feeling must not
be of a kind which is peculiar and individual. It must be
generalized ; it must be such as could be communicated to all persons of
a certain intelligence. Literature, as distinguished for school purposes
from science, must be languazre deliberately ordered for the purpose of
raising primarily emotional ideas, similar to thuse which are present to
the writer, in all minds of a certain intelligence. It was not easy, in
the cuse of some of the greatest writers, to say whether their work Was
more scientific than literary ; but that did not matter to the teacher.
He asked merely, if the literary discipline was in his mind, whether
they were literature. If the writer's mood was a mean mood, or other-
wise charged with unfit suggestion, the teacher must not use it for
teaching. ‘The teacher, therefure, must have large reading himeelf in
order to be qualified to judge. For the teacher the difference between
prose literature and poetic literature was one of degree, not kind. Verse,
although poetry tends to be written in verse, was not itself poetry, and,
indeed, might set forth the mosxtOunmistakable-non< poetry,

68 THE EDUCATIONAL TIMES. [Feb. 1, 1908.

history, because it required a mind historically trained. This did not
necessitate a specialist in every school who should teach nothing but
history, because the historical student must have studied other subjects
than history. If he taught ancient history, or even modern Byzantine
history, he must know Greek: he must in any case know Latin and
some modern languages, French or German, or preferubly both. Nor
could he know history without a considerable acquaintance with English
literature, from which English history could often best be taught. He
must also know geography and some economics, and the historian
should be able to teach some of these in the lower forms of schools while
he taught history in the highest. He should, if possible, have taken
history as part, at any rate, of his course of study at a University ; and
the ideal teacher of history should always attempt a little post-graduate
study on his own account; unless he continued to be learning himself he
ceased to be a wood teacher. And a little research no more narrowed the
mind of the historical teacher than the use of the telescope did that of
the astronomer. It was true that he concentrated his attention for the
time on a narrow range, but he saw much further than he otherwise
could, and he could turn his historical method, when once acquired, in
whatever direction he pleased. Thus he would be enabled to supplement
and criticize the books he had to use. This post-graduate work was now
rendered more feasible by the newer Universities, which arranged such
courses for the convenience of teachers, and by the newer conception
that a University should not represent a mere episode in a man’s career,
but should be a source of inspiration with which teachers of all graden
should be continually in touch. Even for teachers who cannot undertake
such courses of study, various associations provided some means of
keeping in contact with the progress of the subjects which they taught.
Thus the Historical Association, with its local branches, published
leaflet bibliographies for historical teachers aud held meetings for the
discussion of methods of teaching history ; some County Councils pro-
vided lectures for teachers of history, and at some Universities there
were public lectures on the subject. No teacher of histury need be with-
out help in improving his mental equipment.

und emotion beautifully presented were essential marks of poetry. A
simple rhythm repeated mechanically might produce extravrdinary
nervous or emotional effects; but poetry must be organic and coherent,
not merely repetitive, not a mad chant. And the matter presented by
the rhythm must not only be organic and coherent, but it must have
worth in itself, and it must be presented with colour and individuality—
it must be ‘‘ sensuous’’ as well as ‘‘ passionate.” Poetry, therefore, as
the teacher was to conceive it, was rhythmical and coherent language,
designed to convey emotional ideas by a free use of sensuous suggestion.
This conception of poetry implied the condemnation of much of the
poetry presented to children as more than mischievous. The poetry
given to children should be free from suggestions of hopelessness,
misery, ignoble or maudlin sentiment, and certainly should not be erotic.
The moods which it should reproduce and rouse were Ruskin’s cardinal
moods: admiration, hope, and love. If the poetry was really good, the
teacher should present it, first of all and most emphatically, as the poet
left it; it ought not to be presented for analysis, if at all, before the
poet’s point of view had been, at all events, attempted. The first
ettect that the teacher should try to produce, in dealing with poetry as an
educational] discipline, was delight; this might well come before critical
or even correct understanding.

THE TEACHING OF HISTORY.

This subject was dealt with in two lectures by Professor A. F.
POLLARD, University College, London.

Tue Cuitp’s View or History.

The principal difficulty in teaching history, especially to young
children, was the gulf which separated the child’s mind from that of
the adult—a gulf which could only be bridged by imayination, sym-
pathy, and the faculty of putting oneself in the mental attitude of the
child. In the first place, children were incapable of grasping abstract
ideas ; they could only comprehend concrete things which were familiar
to them. Hence it was useless to attempt to teach them anything about
political or constitutional principles. History must appeal to them
tirstly as a story, something like a fairy story, much of the fascination
of which consisted in the absence of dates. Lists of dates were for the
most part useless mental lumber; they were only valuable as supplying
the sequence of events, and sequences could be taught by asking such
questions as Whom did William I. conquer? What did he conquer?
Aud why did he conquer? This suggested teaching history backwards
—from the present to the past, and, for some reasons, this was the better
plan, though not easy to carry out in practice. It wax better to proceed
trom the known to the unknown —e.g., from Edward VII. and Victoria
bick to the Georges, from railways back to couaches—than to attempt
to project the child’s mind straight away to the strange conditions of
the earliest periods of history, in which the child could not find his
bearings. This progress backwards should be facilitated by the use
of stories like those of Dick Whittington, Robin Hood, and Alfred and
the cakes ; even though they were not literally true, they could be used
as illustrations, and they helped to recreate the atmosphere of the past
which it was more necessary to realize than it was to know any particular
date or fact of history. So, children should be encouraged to read
ballads like those of ‘‘ Chevy Chace ” and ‘t Flodden Field,” and, later on,
historical novels and Shakespeare’s plays. It was the story which first
interested the child; the next interest was that of hero-worship, and
children should be allowed to sp¿cialize a little on their favourite
characters, such as Mary Stuart, Strafford, or Oliver Cromwell. In no
case should they be coufined to the dreary text-book which some ex-
aminations seemed to require. Next there was developed the combative
instinct, which might also be utilized in teaching history: pupils of
fifteen years and upwards might be required to write short essays and
read them aloud in class for the others to criticize; this developed their
fuculty of expression, and accustomed them to use their voice; it also
encouraged the critical faculty. This, in turn, should encourage a
scientific spirit: pupils were made to listen patiently to criticisms of
their own views and to hear the views of others. This the adult rarely
did ; he only read newspapers which retailed’to him his own prejudices,
and he only went to public meetings to hear smooth things prophesied.

A RATIONAL COMPARATIVE METHOD OF TEACHING
GEOGRAPHY.

Two lectures on the above subject were given by Dr. A. J.
HEnrbertson, Reader in Geography, University of Oxford.

The lecturer pointed out the difficulty the ordinary teacher met with in
the infinite detail of topography. In an ordinary gazetteer there were
over 100,000 place-names. How was a teacher to select from them? The
rule must be that no place-name should be learned without some definite
reason. In looking closely into the topography of various regions, it was
found possible to classify it into ditferent types, and the knowledge of
the characteristics of the chief types was of the greatest possible value. It
permitted the teacher and the pupil to concentrate attention on the
significant forms in any region. Hence a study of land forms was an
essential part of the training of a teacher of geography. Taking a map of
Central Europe, the lecturer showed that. with a properly hill-shaded map it
was possible to pick out at a glance ditterent types of land form—such as
(1) the Alps and Jura, (2) Black Forest and Vosges, (3) the more plateau-
like Rhine Schist Highlands, (4) the Scarplands of Franconia and Swabia,
(5) the conical Vogelsberg, and the various types of plain represented
by the Alpine foreland, middle Rhine plain, and the Rhine delta. After
discussing the main characteristics of the Scarplunds he pointed out how
the heights of the Seine and of the Thames basins were of this type, and
showed that the succession of plain and scarped ridge passing north-
westerly from London resembled that encountered running easterly from
Paris. In the case of older pupils he pointed out how this topography
could be correlated with structure, and showed from the geological map
that the structural sequence north-west of London resembled that east-
wards from Paris. He then dealt with the distribution of the main types
of land forms—(a) mountain systems with parallel ridge and valley,
(6) denudated highlands in regions with contorted strata, (c) table-lands
with horizontal strata, (d) the lower platforms of similar strata, such as
are found in European Russia, and lastly (¢) of plains of recent alluvial.
As an example of the value of such a study of land forms, he instanced

Hence it was all the more necessary to teach children to hear both sides | the various types of coast which were found where these bordered an
and seek the truth. Without this capacity to see both sides of a/ ocean, and traced the effect of the different forms in determining the

question, the student could never understand history, nor the adult | ease or difficulty of access to the harbours.
politics. The two were closely connected, and no citizen could be In the second lecture the lecturer pointed out the inadequate treatment of
regarded as efficient unless he knew something of the causes which have! climate and vegetation in many text-books. Climate was as important a

made him, his country, and the world what they are to-day. part of geography as topography. The great detail of the ordinary
climatic maps, however, was apt to confuse beginners, and it was well

THE EQUIPMENT oF THE TEACHER. to select special lines of temperature, pressure, and rainfall for careful

Could history be taught at all? Yes; provided that the teaching con- | study and almost to neglect the rest. He suggested the lines of
isted in bringing out and developing the pupil's mind, and not in/ 0°, 10°, 20° Centigrade for the coldest and warmest months as the most
cramming into it a mass of undigested facts and dates. Could it be| important temperature lines. These divided the world into belts roughly
taught by every one? No; because it required a sense of the complexity | parallel to the lines of latitude. Owing to the atmospheric circulation, to
of human affairs and a capacity to realize conditions totally different, a certain extent, rainfall divisions could also be traced in parallel belts,
from the present. A classical head master once said that any classical | but owing to the unequal division of land and water there were also
scholar could teach history if given a weck’s notice, and an under- | rainfall belts parallel to the meridian where the coast-line hud that
graduate remarked that history required no thinking. Neither of these | trend. ‘The result was the divisions of the world into climatic regions.
authorities had any notion of what history is or should be ; and Mr. Bryce} Rough indications of these were to be found_on vegetation maps, for
had laid it down that while classics can be taught tolerably by teachers | vegetation was an expression of the general effect of\climatic conditions.
but slightly in advance of their class, the same could not be done in] in the first place, and only secondly of the character ofthe wwoil Hence

—<—_— — -_ r -

ney, ——

-a ma m_m M — --

mf

Feb. 1, 1908.]

it was well to study a vegetation map at an early stage, and to pass
from the vegetation map to the climatic interpretation of it. On the
other hand, the vegetation map could be made the sturting-place for the
study of human geography, different types of vegetation determining
different kinds of occupation, and those in their turn influencing the
numbers and the organizations of man. The geographer might be
regarded as a man who, looking on the Earth as a whole, asks himself,
« What are the bigger natural units into which this Earth can be
divided?” Land and water were obvious divisions and even the belts
of different types of land. But that was not enough, and the major
natural region was to be recognized not merely by a uniformity of its
skeleton, but by a similarity in the character of its atmosphere, of its
water supply, and of its plant and animal life. Taking these into
account, it was possible to divide the world into some sixty or seventy
major natural regions, und to reduce these into a little over a dozen

Of course, innumerable subdivisions could be made, but for
ordinary school purposes the characters of these major regions should
first be examined. Here, again, the careful study of a type was of
much value, not merely because it saved time, but also because it gave
the means of true comparison between different parts of the world
which were comparable. Theteaching of geography was not merely a
teaching of facts : it was a discipline of a very high order, and for that,
more than for utilitarian reasuns, the subject deserved a more important
place in the ordinary curriculum than it usually had.

THE TEACHING OF A MODERN FOREIGN LANGUAGE.

This subject was treated by Mr. S. BARLET in two lectures
under the headings of: (1) Method, (2) Pronunciation.

METHOD.

The lecturer contrasted briefly the old methods and the new. What
the new methods lacked he tersely expressed by the word ‘‘ bottom ’’:
their ‘‘ educative” value was artificial; they afforded little scope for
thought, and involved a mechanical rather than a mental effort. They
might, indeed, be somewhat showy in their immediate result—the prac-
tical use of the tongue for trivial purposes ; but that did not satisfy the
aims of school teaching. If lasting benefit was to be derived from the
study of a modern language, it must be used essentially to train the
mind. To that end, after the pupil had acquired a certain fluency of
tongue in the lower stages, ability of hearing and discriminating sounds,
and, above all, a thorourh mastery of the rerh in all its intricacies of
moods and tenses and voices, the lecturer advocated a reversion, partial
at least, to more literary or classical methods—with this ditterence from
the old methods that, the pupil being able to use the language prac-
tically, the lessons would be given wholly in the language taught.
For this purpose he divided the further study into three parallel cycles,
running concurrently and reaching up to the highest form: viz., con-
rersation, but on a higher level than could be reached with wall-pictures,
&e. ; the reading of authors, which would gradually develop into a study
of literature ; and cons(ruing—t.e., translation from the vernacular into
the foreign tongue, including free composition. Each cycle was briefly
sketched out. The lecturer said he revarded translation from the
foreign tongue into English as an excellent mental gymnastic, pro-
vided it were well done; and he emphatically advocated translation
into the foreign tongue as most conducive to the intelligent and ready
use of one’s own vernacular and that of the foreign tongue. The
equipment necessary for the teacher was developed at some length.

PRONUNCIATION.

The lecturer pointed out the apparent difficulties of French pro-
nunciation and how these difficulties could be overcome. He explained
how one vowel sound followed regularly from the other. Speaking of
the apparent lack of accent in French, he affirmed that spelling—that
is, the proper division of words into their syllabic components—was
the key to the mastery of French pronunciation. He touched upon
the mute e and liaison, a sound knowledge of which could only be
acquired by constant practice, and without which harmonious fluency
was not obtainable. He advocated a sound practical knowledge of
phonetics as a necessary equipment of the teacher, but considered that
the phonic notation of French, being constant and easy to learn, did
not require to be taught by means of so-called phonetic symbols. He
accordingly deprecated the use, and especially the abuse, of phonetism
in the French classes, as it required very skilful handling and know-
ledge beyond the capacity of the average teacher. He considered it
better to learn from the very beginning the actual notation universally
adopted, rather than arbitrary symbols. Phonetism could not teach the
true pronunciation ; it was the master in front of the cluss who must do
this—if he knew how.

THE TEACHING OF GEOMETRY.

The lecturer, Mr. J. Harrison, pointed out some of the benefits that
have already accrued from the important reform in the teaching of
elementary mathematics—viz., (a) artificial barriers had been removed,
with recourse to some overlapping and a more natural relationship
between the various branches; (b) the use of text-books other than
Euclid had permitted the inclusion of modern geometrical conceptions in
the school course ; and (c) the introduction of experimental and practical

THE EDUCATIONAL TIMES.

69

work had put the teaching on a scientific basis, recognizing that, as in
other sciences, so in geometry, induction and a knowledge of the con-
crete must precede deduction. So far all were in practical agreenrent.
but differences became manifest when deciding on the continuance and
relative importance of the practical work in the scheme of instruction.
The lecturer condemned the practice of limiting the scale-drawing to a
few preliminary Euclidean problems, often badly executed with
insufficient tools and with little interest, and urged that graphics should
become an integral and important part of the work, and should con-
tinue, along with theory, throughout the entire course, the experimental
drawing gradually giving way to applied geometry. To find time for
this, all theorems except the fundamentals might be excluded from the
recognized book work, while leaving ample material for a full training
in deductive logic. And, in order to make the graphical work successful,
teachers should consult the expert draughtsman, and not Euclid, as to
the choice of instruments, and should in all cases add a drawing board
and tee-square to the usual meagre equipment ; and, as is done in arith-
metic, the practical illustrations and applications should be drawn, not
merely from Euclid, but from every suitable available source, including
practical work in the laboratory ; the operations of the land surveyor ;
mechanisms such as the pantograph, made, say, in sheet celluloid;
geometrical patterns and designs, and architectural features, like
mouldings, &c¢. Typical examples of these were given. Finally, it was
sugyested that the very important modern conception of vectors, with
practice in vector addition, subtraction, and resolution, might fittingly
be included in the elementary drawing course ; and also that boys should
not leave school without having had to do some accurate thinking in
three-dimensional geometry, not by the study of Euclid XI., but by the
drawing of plans and elevations, and the measurement of lines and of
angles between lines and planes, using simple geometrical models for the
purpose.

[Summaries of Dr. Aikin’s lectures on “The Use of the Voice,”
of Dr. Collie’s and Dr. Biss’s lectures on “ Preventable Physical
Defects of School Children,” of Dr. Collie’s lecture on * Healthy
and Unhealthy Brain Action,” and of Mr. Morshead’s lecture on
“ Plato ” are unavoidably pcstponed. |

ADJOURNED MEETING OF THE COUNCIL OF THE
COLLEGE OF PRECEPTORS.

AN adjourned meeting of the Council was held on January 25.
Present: Mr. E. A. Butler, Vice-President, in the Chair; Prof. Adams,
Prof. Adamson, Dr. Armitage Smith, Mr. Barlet, Rev. J. O. Bevan,
Rev. J. B. Blomfield, Rev. A. W. Boulden, Mr. Charles, Mr. Eve, Mr.
Hawe, Mr. Kelland, Prof. Lyde, Dr. Maples, Dr. Moody, Miss Punnett,
Mr. Rule, Mr. Starbuck, Mr. Vincent, and Dr. Wormell.

The Secretary reported that the Christmas Examination for Diplomas
had been held on December 30 to January 4and had been attended by
514 candidates. The names of those entitled to Diplomas would be
submitted to the Council at their next meeting.

He reported the steps that had been taken to prosecute the offenders
in a case of personation at a recent Certiticate Examination. `

He reported the death of Mr. G. M. Atkinson, one of the Examiners
to the College in Drawing.

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, January 25.

The SECRETARY having read the advertisement convening the
meeting, Dr. WorMELL was appointed Chairman.

The Report of the Council was laid betore the meeting, and
was taken as read, a copy having previously been sent to every
member. It was as follows :—

ie. — >

REPORT OF THE COUNCIL.

The Council beg to lay before the members of the College the
following Report of their proceedings during the past half-year :—

1. The Thirty-fifth Annual Series of Lectures to Teachers, which
commenced on t-he 14th of February, ended on the 12th of December.
It included a Course of Twelve Lectures on “The Psychological
Bases of Teaching and Education,” and a Course of Twelve Lectures
on ‘ Practical Problems of the Schoolroom,” both by Prof. J. Adams,
M.A., B.Sc., F.C.P.-—-The Fifth Winter Meeting for Teachers will
be held at the College on January 6-15, and will be opened
with a Reception and an inaugural address by the President of the
Council, The Programme includes lectures on the principles and
practice of education, and on methods ofsteaching some of the
principal subjects of instruction..in schools, as) swell jas (visits to
educational institutions. Four lectures ‘on Psychology) in relation

70 THE EDUCATIONAL TIMES.

(Feb. 1, 1908.

to Education will be given by Prof. Adams; two on the Teacher in
his Classroom, by Prof. Findlay ; two on the Teaching of English,
by Prof. Adamson; one on the practical bearing of the History of
Education by Prof. Foster Watson ; two on the Teaching of History,
by Prof. Pollard; two on the Teaching of Geography, by Dr. Her-
bertson ; one on Literature Teaching, by Mr. P. A. Barnett; two
on the Teaching of a Modern Foreign Language, by Mr. S. Barlet ;
one on the Teaching of Geometry, by Mr. J. Harrison; three on the
Use of the Voice, by Dr. Aikin; three on Preventable Physical De-
fects of School Children, and on Healthy and Unhealthy Brain
Action, by Dr. Collie. In addition, “The School and Society `“ will
be dealt with by Prof. Findlay, and “ Practice and Prejudice in Edu-
cation by Prof. Adamson; while Mr. E. D. A. Morshead will givea
lecture on Plato. Arrangements have also been made for visits to
the London Day Training College, University College, the new
University College School, Pitman's Metropolitan School, and the
Clapham School of the Girls’ Public Day School Trust. It is hoped
that a large number of teachers from all parts of the country will
attend the meeting.

2. At the Summer Examination of Teachers for the College
Diplomas, which was held in the last week in August, the number of
candidates who presented themselves was 336; while for the Christ-
mas Examination, to be held in the first week in January, 540
candidates have entered their names. During the past half-year the
Diploma of Licentiate has been conferred on 30 candidates, and that
of Associate on 97, who had satisfied the prescribed conditions.

3. For the Christmas Certificate and Lower Forms Examinations,
which were held in the first week in December, the number of
entries was 7,593. The Professional Preliminary Examination for
Certificates recognized by the Board of Education and a number of
professional bodies was held in the first week in September, and was
attended by 212 candidates.

4. The Council have conducted during the past half-year the
examination of four schools by Visiting Examiners.

5. At the members’ meetings held during the past half-year the
following lectures have been given :—“ On Moral Instruction in
Schools,” by Harrold Johnson, B.A.; “ Why Boys go to School : the
Boys’ own Ideas on the Subject,” by J. L. Paton, M.A. Reports of
these lectures have been published, as usual, in The Educational
Times.

6. During the past twelve months about 1,650 volumes have been
issued to members. Substantial additions have been made to the
library by purchase and by gift.

7. During the past half-year twelve new members have been
elected, and notice has been received of the withdrawal of six. The
Council regret to have to report the death of the following mem-
bers : — Rev. T. Dallison, Miss M. E. Dorman, A.C.P., Mr. I.
Macqueen, A.C.P., and Mr. H. V. McCleland.

8. The Council have been enabled, out of the surplus income
accruing from the regular operations of the College during the past
year, to place the sum of £400 to the credit of the reserve fund, in
accordance with the resolution passed at the general meeting in
July, 1906.

9. By the Education (Administrative Provisions) Act, which was
passed at the end of the last Session of Parliament, provision is
made for the constitution by Order in Council of “a Registration
Council representative of the teaching profession, to whom shall be
assigned the duty of forming and keeping a register of such teachers
as satisfy the conditions of registration established by the Council
for the time being, and who apply to be registered." The register
is to “contain the names and addresses of all teachers in alpha-
betical order in one column,” and “such further statement as
regards their attainments, training, and experience as the Council
may from time to time determine that it is desirable to set forth.”
The Council believe that the initiative taken by the College in pro-
moting the registration of teachers, and its continued efforts to
secure for teachers a recognized professional status, as well as the
work of its representatives on the first Registration Council, justify
the expectation that the College will be directly represented on the
new Registration Council to be created under the above Act.

10. During the past half-year the Federal Council have held two
meetings, and have discussed important matters, including the
registration of teachers.

In reference to paragraph 9, Mr. SouTHEE said he considered
it most important that the College, which had always taken a
most active part in the question of registration, should assert its
right to direct representation on the proposed Registration
Council.

Mr. Barrow RULE said he had much pleasure in supporting the
Council in this matter. He looked back over a long period of
time—some forty-eight years—when, at a special meeting convened
for the express purpose, he himself had the honour of proposing
that an attempt should be made to secure the passing of an Act of
Parliament for the registration of teachers, analogous to that for

the registration of members of the medical profession, and the
establishment of a Council for Registration analogous to the
Medical Council. The College of Preceptors worked diligently,
and the Scholastic Education Association, its ally, had also
worked diligently, and now they were witnessing some fruit of
their labours. Nine separate Bills for the registration of teachers
had been introduced into Parliament, four of them promoted by
this College. He wished to emphasize the point that in all these
Bills it was proposed that the College should be directly repre-

sented on the Registration Council. The College had now been at
work for sixty-two years, and had been the pioneer in every

movement for the advancement of education and the improve-

ment of the status of the teacher. They were the first to
establish examinations of teachers and of pupils in secondary
schools and to provide means for the training of teachers in such

schools. They had pursued their work unremittingly ; they had

been faithful to the terms of their Charter, and it could hardly

be questioned that there was no institution in the country more

worthy of representation on any Councilthat might be formed to

carry out the registration of teachers. The Medical Council

consisted of 34 members—5 nominated by the Crown, 15 repre-

senting the Universities, 9 the professional bodies, while

5 represented registered practitioners. Thus, 26 per cent. of the

members of the Medical Council were representatives of pro-

fessional bodies. He thought they ought still to adhere to the

principle laid down injthe constitution of the Medical Registration

Council, and not hesitate to demand that the College should be

adequately represented on the Council to be formed under the

Act of last year. There were, of course, many other educa-

tional associations in the country, and they wished them all

success; but they were all of them but mushroom institutions

compared with the College of Preceptors. It might be con-

fidently affirmed that not one of them, nor all of them together,

had done as much to advance the cause of education and the

interests of the profession as the College of Preceptors had done.

He would conclude his remarks by reading an extract from an

official, historical, and authoritative document :—“‘ The movement

for the registration of teachers first arose within the teaching pro-

fession itself, with the aim of protecting the public from the in-

competent teacher and thereby promoting the interests of the.
competent. The aim which formed the raison d'étre of the

College of Preceptors finds distinct expression in the first reso-

lution adopted on the establishment of the College in the year

1846.” The Charter was obtained in 1849, and the resolution

referred to was as follows :—“ That, in the opinion of this meeting,

it is desirable for the protection of the interests both of the

scholastic profession and the public that some proof of

qualification, both as to the amount of knowledge and the power

of conveying it to others, should be required, from and after a

certain time to be hereafter specified, of persons who may be

desirous of entering the profession.” In that resolution they

had a strong and good foundation, for, although the word “ re-

gistration ” was not actually used in the resolution, a register was

undoubtedly pointed at, and the subsequent formation of the

“Scholastic Registration Association Alliance,” affiliated to the

College of Preceptors, only made explicit a proposal which had

been always implied. From 1860 onwards the formation of a

Teachers’ Register was persistently advocated by the College as

a means of protecting the public and raising the qualifications of

the teachers both in knowledge and in technical skill, and forming

them into a compact and influential profession.

Mr. Eve said they had been very much interested in hearing
Mr. Barrow Rule’s account of a movement in which he had
taken so large a part. The statement in the report was simply
a statement of pious opinion, and what was wanted was that a
memorial should be drawn up by the Council to be sent in to the
Board of Education in that sense, and if the report were adopted
it would strengthen the hands of the Council. It was fair to say
that they were not singular in this matter. The College had
representatives on the Federal Council, and the Federal Council
had drawn up a scheme, which, however, the representatives of
the College thought somewhat too elaborate, for the representa-
tion of the profession on the future Registration Council. He
understood that a meeting was to be convened at which certain
bodies would be represented — viz., the Federal Council, the
Associations of Technological Institutes, the National Union of
Teachers, and others—to endeavour to come to an agreement as
to the kind of Council that should be constituted. The conference
would be without authority, but probably its deliberations would
influence the authorities who would have-to settle the question.
He thought they could not be wrong, if, on_behalf, of the-College

oo -

Feb. 1, 1908. ]

THE EDUCATIONAL TIMES.

71

of Preceptors alone, they were to present from the Council a
memorial in the sense indicated.

Mr. Raprorp thought they ought to bear in mind that this
matter did not come within the scope of the report that was
before them, and that it ought rather to be dealt with separately.
But, assuming that the College were to be represented on the
proposed Registration Council.the question for them to consider
was the more practical one of the policy their representative should
advocate when the conditions of registration came to be considered
by that Council. If the Register was not to be a class Register,
but to comprise all competent teachers, whether with or with-
out University degrees, the College ought to insist that the con-
ditions of registration should be such as would provide for the
inclusion of such teachers. The College was founded in order
to help such teachers forward, and as a member of the College
he wanted to know what his representative was going to do
forthem. He trusted that he would not merely sit still and allow
himself to be overborne by the majority of representatives of
conflicting interests on such a Council as was suggested.

Mr. Storr thought the last speaker had not noticed the
open door. All teachers were to be classified in alphabetical
order in one column. What did he want more? That was the
contention which he himself had always been fighting for.
Perhaps the Dean, as one of their representatives on the
Federal Council, would tell them what action that body had
already taken. They were informed at the meeting of the Head
Masters’ Association that certain resolutions had been passed.
He did not imagine that these resolutions were in any way con-
fidential, and they would be a guide as to their future action.
He did not think it would need any special advocacy to make
certain that the College of Preceptors would be represented on
the new Registration Council.

The Dean, replying as to what had been done by the Federal
Council, said the Council at their last meeting drew up a scheme
tor the constitution of the Registration Council. According to
that scheme, it was to consist of thirty-six members, one-fourth
to be nominated by the bodies torming the Federal Council, one-
fourth by the Technological Branch, one-fourth by the Elementary
Branch, and one-fourth by the Crown. It so happened that the
representatives of the College of Preceptors voted against this
particular motion, because they thought it was too elaborate and
too much in detail to submit to the Government. They thought
it would be better to lay down something on more general lines ;
but they were, on the whole, in harmony with the desire to press
the Government to provide for a pretty wide representation of
secondary teachers.

In reply to Mr. Kany, the Dean stated that the Council had
not as yet considered what should be the qualifications for
registration.

The Report of the Council was then adopted.

The Dean then presented his Report, which had been printed
and circulated among the members attending the meeting. It
was as follows :—

Tue Dran’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 3rd to the 7th of December at 191 Local Centres and
Schools. In the United Kingdom the Examination was held at the
following places :—Aldershot, Ashton-in-Makerfield, Aylesbury,
Bamford, Bangor, Bath, Beckington, Bewdley, Bideford, Biggleswade,
Birmingham, Blackpool, Bognor, Bournemouth, Braunton, Brentwood,
Brighton, Bristol, Cardiff, Carlisle, Carmarthen, Cheltenham,Cheadle
Hulme, Chepstow, Chiswick, Clapham, Coleford, Congleton, Cork,
Cowes, Crewe, Croydon. Devizes, Doncaster, Dublin, Durham,
Ealing, Eastbourne, Edinburgh, Exeter, Fakenham, Fareham, Farn-
worth, Folkestone, Fraserburgh, Frome, Grantham, Gravesend,
Harlow, Harrogate, Hastings, Hayle, Herne Bay, Hereford, Hols-
worthy, Huddersfield, Hulme, Hutton (Preston), Inverurie, Jersey,
King’s Lynn, Kirkby Stephen, Leeds, Lincoln, Liskeard, Liverpool,
Llandudno, London, Longton, Lytham, Maidstone, Malton, Man-
chester, Margate, Market Drayton, Morecambe, Newcastle-on-Tyne,
Newport (Mon.), Newton Abbot, Northampton, Norwich, Nottingham,
Ongar, Penketh, Peterborough, Plymouth, Portsea, Portsmouth,
Reading, Redditch, Richmond-on-Thames, Ripley (Surrey), Saham,
St. Annes, St. Leonards-on-Sea, Sale, Sandwich, Scarborough, Selby,
Sevenoaks, Sheffield, Shirley, Shoreham, Southampton, Southend,
South Molton, Southport, Southsea, Spalding, Stamford (Lincs),
Stokesley, Sunderland, Swindon, Taplow, Taunton, Thrapston, Tor-

quay, Towcester, Tuxford, Walton (Liverpool), Wellington (Salop),
West Norwood, Weston-super-Mare, Weymouth, Whalley, Whit-
church (Salop). Wimbledon, Winchester, Winslow, Wisbech, Woodford,
Workington, Worthing, Yarmouth, and York. The Examination
was also held at Batticaloa and Colombo (Ceylon) ; Stewart Town
(Jamaica); Georgetown and New Amsterdam (British Guiana) ; St.
George's (Grenada) ; St. Lucia and St. Vincent (B.W.I.); Nassau
(Bahamas); Port of Spain (Trinidad); Bulawayo, Cala, Grahams-
town, Irene, Johannesburg, Klerksdorp, Ladysmith, Oakford, Port
Elizabeth, Potchefstroom, Pretoria, Queenstown, Uitenhage, Um-
tata, and Umzinto (South Africa) ; Freetown (Sierra Leone) ; Lagos ;
Rangoon (Burma); Allahabad (India); and Lomas de Zamora
(Argentine Republic).

The total number of candidates examined (not including 554 ex-
amined at Colonial and Foreign Centres) was 4,871, of whom 3,438
were boys and 1,433 girls.

Taking the Christmas and Midsummer Examinations together,
the total number of candidates examined for Certificates during the
vear (not including those who attended the Supplementary Ex-
aminations in March and September) was 9,704.

The following table shows the proportion of the candidates at the
recent Examination who passed in the class for which they were
entered :—-

Entered. Passed. Percentage.
First Class (or Senior)......... 437 236 54
Second Class (or Junior)...... 1,952 1,088 56
Third Class sericeckisinisii 2,102 1,663 79

The above table does not take account of those candidates who
obtained Certificates of a lower class than that for which they were
entered, nor of those (380 in number) who entered only for certain
subjects required for professional preliminary purposes.

The number of candidates entered for the Lower Forms Examina-
tion (not including 294 examined at Colonial and Foreign Centres)
was 1,692—1,008 boys and 684 girls. Of these 1,492 passed, or 88
per cent.

At the Supplementary Examination for First and Second Class
Certificates, which was held on the 3rd to 5th of September in
London and at the following Provincial Centres, viz., Birmingham,
Bristol, Leeds, Liverpool, and Manchester, 212 candidates presented
themselves. The number of candidates examined at these Supple-
mentary Examinations during the vear was 520.

The Summer Examination of Teachers for the College Diplomas
took place on the 26th of August and five following days in London
and at the following Local Centres :—Birmingham, Blackburn,
Bristol, Leeds, Liverpool, Manchester, Newcastle-on-Tyne, Ply-
mouth. Stornoway; and at Bombay and Bhusawal (India); and
Berbice (British Guiana). It was attended by 336 candidates—198
men and 138 women. On the results of this Examination, 28
candidates obtained the Diploma of Licentiate and 97 that of
Associate.

The Christmas Examination of Teachers for the College Diplomas
took place on the 30th of December and five following days in London
and at the following Local Centres :—Banchory, Birmingham, Bristol,
Dublin, Edinburgh, Leeds, Liverpool, Manchester, Newcastle-on-
Tyne, Plymouth; and at Calcutta, Lucknow, and Rawal Pindi
(India); and Anking (China). It was attended by 514 candidates —-
316 men and 195 women.

Practical Examinations to test Ability to Teach were held in
February, May, and October. At these Examinations 15 candidates
presented themselves, and 13 obtained Certificates.

The number of schools examined and inspected during the year
under the Visiting Examination and Inspection Schemes (A), (B),
and (C) was 8.

The Report was adopted.

The meeting then proceeded to the election of twelve members
of the Council to fill the places of the twelve retiring by rotation,
and three auditors.

The Chairman having appointed Mr. Cuanp Ler and Mr. Rine-
Way to act as scrutators, the voting papers were distributed and
the election was proceeded with. On the scrutators presenting
their report, the following were declared to be duly elected :—

MEMBERS OF THE COUNCIL.

Rev. Canon Bell, M.A., F.C.P., 19 Cowley Street, 8.W.

Rev. A. W. Boulden, M.A., L.C.P., Christ Church Vicarage, Erith,
Kent.

W. Campbell Brown, M.A., F.C.P., Tollington School, Muswell
Hill, N.

R. F. Charles, M.A., 12 St. Albans Villas, Highgate Road, N.W.

Miss M. Crookshank, L.L.A., 36 Granada Road, Southeea.

R. Hawe, High School for Boys, Croydon.

Miss S. Jebb, 9 Clyde Road, St: Leonards-on-Sea.

72

Miss F. Lawford, Camden School for Girls, Prince of Wales
Road, N.W.

Prof. L. W. Lyde, M.A., F.R.G.S., Manor House, Hayes, Middlesex.

A. Milne, B.A., University School, Hastings.

Barrow Rule, F.C.P., Glion, Moreton Road, Croydon.

J. Walmsley, B.A., Grammar School, Eccles, Manchester.

AUDITORS.
J. Bell, LL.D., M.A., 4 Beatrice Avenne, Norbury, S.W.
H. Chettle, M.A., Stationers’ School, Hornsey, N.
A. E. C. Dickinson, M.A., LL.D., L.C.P., Grove House, Highgate.

The Dean said he now rose to discharge what was ordinarily
regarded as a mere matter of routine at the end of one of these
meetings, viz., to propose a vote of thanks to the Chairman.
Dr. Wormell’s term of office as President had now come to an
end by his own wish, though as a past President he would still be
eligible to preside if necessary. In 1879 Dr. Wormell was
elected a Vice-President of the Council, and from that time to
this he had pras over nearly all the half-yearly general
meetings, and those who had been present at some of them
would know that this was sometimes by no means an easy task ;
but ,whether the work was rough or smooth, there could be
but one opinion, that Dr. Wormell had carried it through with
unfailing good temper, and had won the confidence. of every
member of the College.

Mr. Barrow Ruz, speaking in support of the proposal, said
he had been a member of the College since 1859, and he could
affirm that the meetings of the present day, notwithstanding
their occasional animation, were very different from those of
earlier years. As a member of the Council since 1863 he had
had an opportunity of watching what took place there, and no
Council, he was sure, had its business conducted in a more
courteous, orderly, and gentlemanly manner. He also spoke
with affectionate regret of those who had passed away or whom
increasing infirmity of health had compelled to retire from
active work for the College.

Dr. WorMELL, in acknowledging the compliment, said there
were two reasons which had led him to decide to retire. It was
not desirable that the President should be re-elected as a matter
of course for a long series of years, and, as Mr. Barrow Rule
suggested, there came a time when nature reminded those hold-
ing responsible positions that it was right for them to withdraw.
He remembered well the character of some of the meetings re-
ferred to by Mr. Barrow Rule, when it was not an unusual
thing for a member to stand up and declare that he defied the
authority of the Chair. There were great fights over and over
again, and he remembered on one occasion being in the chair
for five hours continuously. He had always heid it to be
the Chairman’s duty on these occasions to be strictly impartial.
He would always cherish the most pleasant remembrances of the
College of Preceptors, having learned in the College how many
men there are with a large capacity for friendship.

The vote of thanks was passed by acclamation, and the pro-
ceedings terminated.

In the evening fifty members and friends of the College dined
together at the Gaiety Restaurant, under the presidency of
Dr. Wormell. The company included Prof. Adamson, Miss
Allworthy, Mr. Barlet, Rev. J. B. Blomfield, Sir William Bousfield,
Mr. and Mrs. Campbell Brown, Mr. E. A. Butler, Mr. Chalmers,
Mr. and Miss Charles, Rev. A. J. Church, Dr., Mrs. and Misses
Dickinson, Mr. and Mrs. Eve, Miss Gavin, Mr. and Mrs. Harris,
Miss E. M. Harrison, Mr. Hawe, Mr. and Miss Hodgson, Mr. T.T.
Hodgson, Mr. Kelland, Mr. and Mrs. Longsdon. Sir Philip
Magnus, M.P., Dr., Mrs. and Miss Maples, Mr. Mardling, Dr.
Marx, Mr. Mathieson, Dr. and Mrs. Moody, Mr. Morshead,
Mr. Nicol, Mr. Ruf, Mr. C. G. Sadler, Mr. Barrow Rule. Dr.
Armitage Smith, Captain Speeding, Mr. Starbuck, Mr. White,
Mr. Eric Williams, and Mr. Wilson. Sir Philip Magnus proposed
the toast of “ The College of Preceptors,”’ which was responded
to by the Chairman; and Mr. Eve proposed the toast of “The
Visitors,’ which was responded to by Sir William Bousfield.
Songs were given during the evening by Miss Elsie Dickinson,
i Hodgson, and Mr. Sadler, and recitations by Mr. Eric

illiams.

Messrs. CassELL are publishing a new Nature Reader by
Richard Kearton, F.Z.S —“ The Fairyland of Living Things,”
with illustrations from photographs taken direct from wild, free
Nature by Cherry Kearton.

THE EDUCATIONAL TIMES.

Vile du méme nom;

[Feb. 1, 1908.
CONFERENCES FRANCAISES.

SocIÉTÉ NATIONALE DES PROFESSEURS DE FRANÇAIS EN
ANGLETERRE.

LES METAMORPHOSES DE PARIS.
Par M. G. CovILLavu.t.

LE 30 novembre dernier, M. G. Couillaulta fait une conférence
sur Paris. L'histoire de Paris (nous dit le conférencier) présente
des phases uniques dans l'histoire des grandes villes. Paris a
connu les plus grands malheurs; il a connu aussi les plus
grandes joies. A toutes les périodes de son histoire, Paris a
joué un role héroique.

Vers l'an 350 avant Jésus-Christ, quelques familles nomades
fuyant la persécution, la misère, planterent leurs tentes sur la
rive gauche de la Seine, alors un fleuve large et profond
s'épandant sur ses deux rives et y formant des marécages. Le
site enchanteur que présentait le bassin de la Seine attira ces
premiers habitants qui, craignant d'être attaqués, s établirent sur
le plus grand des sept îlots que la Seine baignait alors et qui
aujourd'hui n'en forment plus que deux—lile de la Cité et l'ile
Saint-Louis. Ces ilots étaient boisés. Les deux rives de la
Seine étaient couvertes de foréts et de paturages. Les Sé-
nonais appelerent ces nomades, descendant de peuplades belges,
Parises, et ceux-ci donnèrent à leur campement le nom de Lutèce
ou ile des corbeaux. Les mœurs des Parises étaient douces.
Ils jouissaient des bienfaits de la paix depuis 300 ans quand
parut le premier ennemi de Lutèce, Jules César. Une race de
pasteurs et de pêcheurs n'était pas capable de lutter contre des
guerriers de profession ; la bourgade fut conquise et ses habitants
passèrent sous le joug des Romains. Ceci se passait vers l'an öt
avant Jésus-Christ. Les Parises avaient emprunté aux Gaulois,
leurs voisins, leur religion, leurs mœurs, leurs us et coutumes;
ils empruntérent aux Romains leurs arts et leur civilisation.

Plusieurs empereurs romains firent de Lutèce leur séjour
favori. Constance Chlore fit construire le Palais des Thermes,
qui fut le premier monument important de Lutece. Sous
l’empereur Julien, la population s’élevait à 12,000 habitants.
L'ile de la Cité n'était défendue que par le cours de la Seine et
quelques tours de bois. La plupart des maisons étaient en bois
et, à plusieurs reprises, la ville naissante fut détruite par des
incendies. La première enceinte fortifiée ne fut construite que
vers le cinquième siecle par les Romains pour protéger la ville
contre toute invasion.

Dès le troisième siècle, Saint-Denis avait transformé la ville
paienne en ville chrétienne. L'église Saint-Etienne fut érigée sur
l'emplacement occupé actuellement par Notre-Dame. Un nouvel
ennemi mit la ville en danger—Attila, vomi par |’ Asie, ravagea
l'Europe et menaça Lutèce, une simple gardeuse de moutons,
Genevitve, animée de l'amour de la patrie et d'un saint zèle.
sauva la ville. Les habitants reconnaissants la prirent pour
atronne. L'Abbaye Saint-Germain-des-Prés date du règne de
Childebert. A part les ruines romaines, tous les monuments de
Paris sont postérieurs au douzième siècle. Clovis fit de Lutèce
sa capitale. Charlemagne préféra le séjour d’Aix-la-Chapelle a
celui de Lutèce, qui sous ses successeurs cessa d'être capitale et
redevint simple bourgade. Sous le comte Eudes la ville devint
plus importante ; les comtes de Paris habitaient une tour fortifiée
sur l'emplacement occupé par le Palais de Justice.

Le neuvième siècle vit de nouveaux malheurs fondre sur la
ville—les Normands s'emparèrent trois fois de Lutèce et la
pillèrent; mais en 835, après un siège mémorable qui dura treize
mois, les Normands furent repoussés. En l'an 978, Paris eut un
autre ennemi à combattre, l'empereur Othon, qui s'avança sons
ses murs, mais dut fuir à la hâte poursuivi par Hugues Capet.
La municipalité parisienne fut définitivement constituée sous
Louis le Gros. Les nautes, on marchands de l'eau, avaient le
monopole de la navigation de la Seine, moyennant certaines
redevances au roi. Sous Philippe Auguste la capitale prit un
grand développement et s’appela définitivement Paris. La ville
fut entourée d'une forte muraille et de 68 tours. Au moyen-âge,
la ville était divisée en trois parties distinctes: (1) la Cité, dans
(2) PUniversité, sur la rive gauche; et
(3) la Ville, sur la rive droite.

L'Université fut fondée sous Louis IX; elle jouissait de grands
privileges. Les jeunes gens de tous les pays tenaient a honneur
d'y venir faire leurs études. Les examens de cette époque étaient
difficiles. Le trivium comprenait la grammaire, la logique et la
rhétorique; le guadrivium, larithmétique, l'astronomie, la géo-
métrie et la musique. Pour devenir docteur en Sorbonne, il
fallait, de 6 heures du matin à 7 heures du.soir, sans.boire, nì
manger, et sans quitter la chaire,répondre! avec_succts_a toutes

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

73

les questions

ponn apres dix ans d'études. L'Université
s’appela d'abor

pauvre maison, parce qu'elle abritait les basochiens

qui étaient pauvres et sortaient de la classe des rilains. La
promenade favorite des étudiants était le Pré-aux-Clercs. Les
commerçants se réunissaient sur la place de Grève, où ils
discutaient leurs affaires, ce qui a donné naissance à l'expression
faire la grève. Les armoiries de la ville de Paris sont fort
anciennes; les détails en ont été modifiés, mais on y voit tou-
jours fi gurer le vaisseau équipé des Nantes et la fière devise
latine: Fluctuat nec merqitur. Les couleurs de la ville de Paris
sont le rouge et le bleu, La Fayette y ajouta le blanc, l'emblème
royal, et en forma le tricolore. Notre-Dame est probablement le
plus benau monument que le génie de l'homme ait conçu: il date
de 1163.

L’Hotel-Dieu a remplacé la maison des pauvres, fondée au
septiéme siécle par St Landri. Le Louvre, qui renferme nostrésors
nationaux, fut båti par Philippe Auguste; c'était un groupe de
murs épais flanqués de 14 tours. Francois Ier fit raser le chateau
féodal et le remplaça par un palais dont l'ensemble constitue une
merveille d'architecture. La Bastille, qui a joué un rôle si sinistre
dans l’histoire, fut construite en 1370 et prise et rasée en 1789.
Les rues de Paris portent le nom de grands hommes qui ont
illustré la France, de victoires, de villes, de corporations et de
faits qui s'y sont passés. On a donné aux églises le nom de
saints dont elles possèdent des reliques.

L'histoire de Paris comprend les plus belles et les plus terribles
pages de notre histoire. La capitale fut assiégée, prise, in-
cendiée, décimée par la maladie, la peste, la misère, la famine.
Les diverses factions s'y entretuérent à maintes reprises. Elle
fut occupée par les Anglais de 1420 & 1436, par les Alliés en 1814
et, en partie, par les Allemands en 1871. Les premiers canons qui
turent placés sur ses remparts servirent aux Anglais à repousser
les troupes de Charles VII. La première maison où se réunit la
municipalité était située près du Panthéon, monument relative-
ment moderne oì reposent les cendres de quelques-uns des
hommes illustres de la France. La Conciergerie date de 1418.
C'est une sombre histoire que celle de ce monument; sa crypte
a vu les scènes de torture les plus horribles; on y questionnait
les prisonniers et prisonniéres à l'aide de tenailles, de scies, de
marteaux, d'entonnoirs, de brodequins, de chevalets, de roues, etc.
Le Jardin des plantes fut créé par le médecin de Louis XIII.
Les Invalides sont l'œuvre de trois grands monarques—Henri IV,
Louis XIV et Napoléon Ier.

Sous Louis XIV, Paris s’embellit considérablement et un
grand nombre de monuments féodaux disparurent. Les Cours
des Miracles, qui ont fait le bonheur des romanciers de toutes les
époques et dont la description est au-dessous de la vérité, furent
supprimés à la même époque. On les appelait ainsi parce que
c'était miracle d'y voir hommes, femmes, enfants y pénétrer en
pan aveugles, boiteux, bossus, perclus et en sortir parfaits

e corps et d'habits. Le Paris moderne est l'œuvre de
Napoléon III. Le baron Haussmann fut le génie transformateur
de la ville: ses avenues, ses boulevards furent agrandis, les
abords de ses monuments furent dégagés. Sous la lIle Ré-
publique les embellissements de Paris se sont continués. La
grande muraille qui entoure la capitale et qui a fait dire à
Victor Hugo: “ Le mur murant Paris rend Paris murmurant,”
a coûté 500,000,000 de francs.

Les principaux monuments de la capitale comprennent les
églises, les palais, les musées. l'université et les écoles: c'est le
patrimoine béni de la France et de l'étranger, car Paris appelle
a lui humanité entière, avide de liberté et d'instruction. Les
cimetières, les catacombes, les halles et marchés, les jardins, les
_ parcs, les industries nationales sont intéressants à visiter. Si
l'ou veut se rendre compte de la grandeur, de la beauté de la
capitale, qu'on se transporte par une belle matinée d’été sur la
terrasse de Saint-Cloud et l'on verra se dérouler devant soi le
magnifique panorama de la ville lumière avec ses dômes dorés,
ses clochers élégants, ses campaniles multiples.

La vie parisienne présente des phases nombreuses et varices ;
elle convient à tous les goûts et peut les satisfaire. Paris est
devenu le centre intellectuel du monde. Ce ne sont pas senle-
ment les monuments qui se transforment, mais encore les
meurs des habitants. Les chercheurs qui veulent se rendre
compte des métamorphoses de Paris, des mœurs de ses habi-
tants, de leurs us et coutumes aux différentes époques de son
histoire, doivent visiter le musée Carnavalet et y consulter la
maguifique bibliothèque de 70,000 volumes. dans lesquels ils
trouveront les détails les plus circonstanciés sur les événements
qui se sont déroulés dans Paris depuis les premières migrations
Jusqu'à nos jours.

REVIEWS.

A COMPREHENSIVE History.

The Historians’ History of the World. Edited by Henry Smith
Williams, LL.D., with the collaboration of many specialists
and with contributions by more than thirty living historical
scholars. Vols. I. to XII.. and XXV. (7s. 6d. each. London:
the Times.)

Here is an enterprise of a very remarkable character: “a
comprehensive narrative of the rise and development of nations
as recorded by the great writers of all ages,” digested into two
dozen volumes (with an index volume), containing some 17,000
pages and over 3,000 illustrations, and, in sheer bulk, claiming
to rank among the half-dozen largest books in existence. The
scope of the subject necessarily requires a large space for any-
thing like adequate treatment, and mere bigness gives value to
the work only in so far as the quality maintains the modern
standard of historical narrative. A reasonably extended test of
the first half of the work now before us is very reassuring; the
results fairly justify the anticipations suggested by the sources
admittedly drawn upon and by the names of the scholars that
have furnished contributions. The subjects are handled in
tolerably just proportion as well as in ample variety. The work,
as is stated in an elaborate accompanying booklet of explanation,
“is a book of heroes, a record of wars and conquests ; but it is
also a record of peoples and governments, a story of the growth
of civilization—it is as broad, as varied, as life itself.” The get-
up is in every way substantial, and the price is strikingly
suggestive.

The first volume contains the history of Egypt to the Thirty-first.
Dynasty, and of Babylonia and Assyria to the fall of Babylon,
with a very interesting introduction by the editor (especially
interesting where he describes the method of procedure in the
compilation of the work), a glimpse into the Prehistoric Period,
and a chart of Human Progress (by Mr. Mackinder). The
second volume gives the history of Israel, Phoenicia, the minor
kingdoms of Western Asia, ancient India, and ancient Persia.
The third and fourth volumes are occupied with the history of
Greece; the fifth, sixth, and seventh with the history of Rome.
The eighth is divided between the Parthians, Sassanids, and
Arabs on the one hand, and the Crusades and the Papacy
(together with a chapter on Feudalism) on the other. ‘The ninth
treats of mediwval and modern Italy, from a.D. 476 to the present
time; the tenth, of Spain and Portugal; and the eleventh and
twelfth bring the history of France down to the abdication of
Napoleon (1815). Prefixed to each large division is a concise,
but important, article on some relative topic by an acknowledged
master in the particular department of historical scholarship ;
appendixes of considerable extent deal with outstanding matters
that are more conveniently exhibited apart ; and there are select
bibliographies and biographical notices of historical writers.
The index volume is very full; besides an extremely compre-
hensive general index, it furnishes also a bibliographical index,
naming all the authors contributing, quoted, or used as authority
for editorial statements, with explicit reference to their works
and to their contributions to this history. The chronological
summaries following the history of each separate country will
be found exceedingly useful.

Why the apparently tautological title, “The Historians’
History’? “The name is intended to express very clearly the
editorial sense of indebtedness to a host of historians, living and
dead.” The fact is that the writings of all the best historians in
all the languages have heen freely adopted as the raw material
to be worked up or digested. “ At any given point so much is
taken verbatim from some unquestionable authority as fits in
with the trend of the story and carries it on—just so much and
not any more. Then the editors take up the story in their own
words, and, a little later, a convenient and approved authority,
the same or another, again states in his own language the best
that can be said at that particular point.” The editors skim the
cream of the world’s historical literature. “ The statement that
about eight thousand separate historical works—comprising
perhaps thirty thousand volumes, in many languages—were
carefully examined and discussed with regard to their probable
usefulness to the ‘ Historians’ History’ conveys a more or less
definite sense of the work accomplished. The same idea is
emphasized by the fact that specific citations from these works
were selected, analysed, and criticized to the extent ofyperhaps
ten or twelve times the bulk-of. matter, that, nltimately Went to
the making of the entire twenty-tite volumes ot the ¢ Historians’

74

THE EDUCATIONAL TIMES.

(Feb. 1, 1908.

History.’ ” “As a practical illustration of the attention paid tolto have been omitted may prove to have been deliberately
details,” says the editor, “ it may be mentioned that of the many | reserved for later treatment.” Thus, the editors have thought

hundreds of translations made from divers languages for use in
the ‘Historians’ History’ scarcely one is presented precisely as
it came from the hands of the first translator. lt was the
uniform custom to have a second translator go over each manu-
script quite independently, comparing it with the original. In
any case that presented peculiar difficulties a third expert made
yet another independent comparison ; after which the style of
the translation was polished—with the most careful regard to
the retention of its original meanings—hby literary critics.” All
such excerpts are woven into the text of the consecutive story of
world history.

We quote further what the editor says about “the ruling
motives which have dominated the conception” of the work.
“These ruling motives,” he says, “are two. First, the hope of
attaining a high standard of historical accuracy in the most
critical acceptance of the term; secondly, the desire to retain as
much as possible of human interest in the broadest and best
sense of the words. To attain the first of these ends it is
necessary to be free from prejudice, to have unflagging zeal in
collecting testimony, to have scientific and critical acumen in
weighing evidence; to attain the second end it is essential that
kindred faculties should be applied not only to the facts of
history, but to the literary presentation of these facts, that the
good and true story may not be spoiled in the telling. The
desire to be free from all prejudice in the judgment of historical
facts is, then, the key-note of all our philosophy of historical
criticism, and the desire to retain interest—human interest—is
the key-note of our philosophy of historical composition. To
attain either end, what perhaps is most required is catholicity of
sympathies. ... In a word, there must be freedom from pre-
Judice in every field—except, indeed, that prejudice in favour of
the broad principles of right, regarding which all civilized
nations of every age have been in virtual agreement.”

Given the general conception, the work has been executed with
conspicuous ability. At the same time, it is to be observed that
the conception does not embrace inquiry into the archives of
history, to bring forth fresh views that have not already found
their expression in print; and, indeed, we can by no means
- agree with the editor's grudging estimate of the value of
specialist research in these latter times. At points, too, one
cannot but question the validity of transcripts from volumes
that had well merited fame in their day, and that not always a
remote day. But in view of the general excellence of the
enormous mass of matter comprised in these volumes, one is
rather inclined to lay stress on the positive merits of the per-
formance. The work will at least bring the general reader
down to a much later date than he has been accustomed to, and
the style of the book will probably attract his interest to a wider,
and perhaps a deeper, study. Indeed, for all but specialists the
narrative will prove highly instructive. The thought and labour
expended upon the work, to say nothing of the enormous cost of
production, undoubtedly deserve a liberal recognition.

THE CAMBRIDGE ENGLISH LITERATURE.

The Cambridge History of English Literature. Edited by A. W.
Ward, Litt.D., F.B.A., Master of Peterhouse, and A. R.
Waller, M.A., Peterhouse. Vol. I., From the Beginnings to
the Cycles of Romance. (9s. net (buckram). Cambridge
University Press.) |

The first volume of another great literary enterprise of the
Cambridge University Press gives large promise of another
great success. The scaleisample: the present instalment brings
us down to the fourteenth century; it will take another to see
us clear of the Middle Ages; and there will be a dozen more
volumes to follow. The writers have been selected from
specialists at home and abroad, and the lines have been laid
down for them by the accomplished editors. The aim is to give

a connected account of the successive movements of English

literature, both main and subsidiary, secondary writers as well

as principal authors receiving appropriate treatment, and the
action and reaction between English and foreign literatures
being adequately signalized. As inthe case of the “ History,”
sufficient bibliographies are to be furnished, with critical hints
for the student. The editors have had the good sense and the
courage to clear the decks for fresh and independent investiga-
tion, so that the story may unfold itself “ unfettered by any

reconceived notions of artificial eras or controlling dates.”

ence it may happen “that some of the subjects which may seem

it simpler to defer an inquiry into the first glimmerings of the
English drama and an account of the miracle plays until the
close of the second volume, and to deal, on broad lines, with
the progress of the English language as the vehicle of English
literature, with changes in English prosody, and with the work
of Universities and scholarship, towards the end of successive
periods, rather than piecemeal at successive stages of each.”
Allied subjects that are more or less interwoven with literature
pure and proper will be handled in due proportion :

Such are the literature of science and philosophy, and that of politics
and economics: parliamentary eloquence, the work of schools and Uni-
versities and libraries, scholarship, the pamphlet literature of religious
and political controversy, the newspaper and the magazine, the labours
of the press and the services of booksellers, homely books aealing with
precept and manners and social lite, domestic letters and street songs,
accounts of travel and records of sport—the whole range of letters, in its
widest acceptation, from the ‘‘ Cambridge Platonists °’ to the ‘‘ fraternity
of vagabonds.’’ And, since the literatures of the British Colonies and of
the United States are in the main the literature of the Mother-country:
produced under other skies, it is intended to give in their proper place
some account of these literatures also.

The treatment, then, is to be on the largest scale—a scale
hitherto unattempted ; and it is to be executed by some of the
best equipped and most capable of modern literary critics.

The tirst volume makes an excellent start. Though a con-
siderable proportion of the contributors are but little known to
fame, and in some cases betray lack of familiarity with original
documents, they nevertheless, on the whole, justify their selec-
tion; and it is but seldom that the well known experts have
neglected to bring their knowledge up to the standard of the
latest scholarship. A sober level style prevails, suitable to the
general reader and usually satisfying to the! more exacting
stylist; yet there are occasional instances where excellent matter
is somewhat loosely presented. Knowledge and style do not
always keep company, and experts are an trritabile genus, we
know ; but we should encourage the editors to exercise their
just authority at all hazards. Down to the end of the fourteenth
century English literature is embodied in runes—we may say
runes—Latin, Anglo-Norman, and Welsh, as well as in English.
Miss Anna C. Paues, Ph.D. Upsala, tells us something about
runes. The Latin writings are capably discussed in three
chapters, and the Welsh writings are skimmed, but there is not
a little Anglo-Norman literature, fairly claimable as English,
that has been omitted—or shall we say postponed? There is
occasional overlapping, perhaps not always readily avoidable;
but there seems to have been some unfortunate confusion of a
major character in the treatment of the Metrical Romances in
chapters xiii. and xiv. In chapter xiii. Prof. Ker handles the
subject in his usual masterly fashion, with profound knowledge,
insight, and precision; and in chapter xiv. Mr. J. W. H. Atkins
takes another turn at the subject, amplifying Prof. Ker’s exposi-
tion at points, putting forward some divergent opinions, and, of
course, extending the scope of the treatment. Why Prof. Ker
should be supplemented by Mr. Atkins is not in the least in-
telligible. However, the general impression remains that the
work has been very capably accomplished, and that it presents
a comprehensive, fresh, and most instructive survey of the
literature in the earlier periods. The tinal chapters deal with
the prosody of Old a Middle English (Prof. Saintsbury), `
changes in the language to the days of Chaucer (an extremely
able sketch by Mr. Henry Bradley), and the Anglo-French
language (a reprint of a paper by the late Prof. Maitland). The
select bibliography and the index are very full and most
serviceable.

GENERAL NOTICES.

CLASSICS.

A Book of Greek Verse. By Walter Headlam, Litt.D., Fellow of King’s -
College, Cambridge. (6s. net. Cambridge University Press.)

Dr. Headlam translates a considerable number of representative
specimens of Greek poetry from the earliest surviving lyric of the
seventh century B.c. down to its latest accents in the sixth century A.D.,
and interaperses translations into Greek of more or less allied passages
from English and other modern languages. Half-a-dozen choral
lyrics selected from Aeschylus and Sophocles, and ‘‘ The Magic Wheel”

and “ Harvest Home” of Theocritus, are extended and conspicuously

successful tests of his skill and taste in rendering the Greek into
(Centinuet on paige 76.)

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

DENT’S MODERN LANGUAGE SERIES.

Edited by WALTER RIPPMANN, M.A.

FRENCH SECTION.

Dent's New First French Book. By §. ALGE and WALTER RIPPMANN.
Nineteenth Edition. Extra fcap. 8vo, 3s.
“ We know of no better book to start French on.” —Journal of Education.
The Phonetic Part of the “ First French Book ” is also issued separately at 64.

Sup mentary Exercises to Dent's First French Book. By
. C. NORMAN, B.A. Price 6d.

Hints on Teaching French. Witha Running Commentary to *‘ Dent’s |

New First French Book” and ‘‘ Second French Book.” y WALTER
RIPPMANN. Fourth Edition, Enlarged and Revised. Extra fcap. 8vo,
is. 6d. net.

Dent’s Wail Pictures of the Four Seasons. From Drawings
specially prepared by J. A. SYMINGTON. Printed in Colours. Size 56 by
35 inches. Unmounted, 238. 6d. net each; Mounted on Linen and Eye-
leted, 3s. 6d. net each; Mounted on Linen, with Rollers, 6s. net each.

Dent’s New Second French Book. By S. ALGE and WALTER Ripp-
MANN. Seventh Edition (completing 38,000 copies). Extra fcap. 8vo, 2s.

Première Grammaire Française. By H. E. BERTHON. Fourth
Edition, Revised. Extra fcap. 8Vo, 2s.
Will be found to contain all that pupils are likely to require during the first
three or four years of teaching. It is entirely written in French, and is already
recognized as the standard ‘‘ reform ” French Grammar.

GERMAN BOOKS.

Dent's New First German Book. By WALTER RIPPMANN, S. ALGE,
and S. HAMBURGER. Eighth(English) Edition. Extra fcap. 8vo, 28. 64.

Dent’s First German Book. (Based on the Hölzel Pictures of the
Four Seasons.) By S. ALGE, S. HAMBURGER, and WALTER RIPPMANN.
Extra fcap. 8vo, 2s. 6d.

“ An excellent book ... will be found well worth introducing into schools.”

—Atheneum,

Dent’s German Reader. By S. ALGE and WALTER RIPPMANN.
Fourth Edition. Extra fcap. 8vo, 3s.

The same principles underlie the ‘‘ German Reader ” as the “ First German
Book”; it can, however, quite well be taken with pupils who have not worked `
through the easier volume.

Der goldene Vogel, and other Tales. A Second Year German
Reader. Edited by WALTER RIPPMANN, M.A. Extra fcap. 8vo, 1s. 44.

German Daily Life. By Dr. Kron. Fourth Edition, Revised. Extra
fcap. 8vo, 2s. 6d. net.
“ Distinctly useful... well up to date... it will also be useful to the many
young people who spend a few months in Germany after leaving school.’’—
Educational Times.

Rippmann’s Picture Vocabulary. French or German. 1s. 4d. per
vol. The First and Second Series of both French and German are now ready.

NEW SHORT FRENCH READERS. Keady Shortly.

Second Year French Readers. Each 48 pages. Third Year. Each 48 pages. 44. per vol. Fourth Year. Each 64 pages.
44, per vol. Un Episode sous la Terreur. 64. per vol.
Yvon et Finette. Poucinet. Le Monde ou l'on se Bat. Un Merle Blanc. Tétémaque.

ee m-

DENT’S MATHEMATICAL AND SCIENTIFIC SERIES.

Edited by W. J. GREENSTREET, M.A., F.R.A.S., Head Master of the Marling School, Stroud, and Editor of ‘‘The Mathematical Gazette.”
LATEST ADDITIONS:

A FIRST STATICS. By C.S. Jackson, M.A. and R. M. MILNE, M.A. With
upwards of 200 Diagrams and numerous Examples. Crown 8vo, with or
without Answers, @s. 6a.

DAR chee PLANE GEOMETRY. By C. A.
Scort. s.

School World (In ‘The Most Notable School Books of 1907") :—‘‘ The two
books above possess so much originality and interest that they should be on the

Part I.. Analytical Conics.

SCHOOL HYGIENE. By HERBERT JONES, D.P.H. (Camb.). Fellow and Hon.
Secretary to the Incorporated Society of Medical Officers of Health ; Fellow
of the Royal Sanitary Institute, &c. Small crown 8vo, 28.

A Handbook for every Teacher and School Manager.

ELEMENTARY TRIGONOMETRY. By CEcIL Hawkins, M.A., Mathe-
matical Master at Haileybury College, Hertford. Small crown 8vo, without

shelves of every teacher on this subject.” Answers, 38. 6d.; with Answers, 48.
Kindly write for DBNT'S NEW AND OOMPLETH HDUOATIONAL OCATALOGUB, post free, from
J. M. DENT & CO., 2 Aldine House, Bedford Street, London, W.C.

t

The North of England School Furnishing Co., Ltd.,
DARLINGTON (LONDON OFFICE: 55 Holborn Viaduct, E.C.),

Are Makers of all classes of
Desks and School Furniture.

l rae
Sole Makers of

Wilks’sPatentShiding Partition.

“ Glendenning” Patent
Adjustable Desk

is the best single desk procurable.

It is recommended by Dr. BERNARD
Rotn, the eminent specialist in spinal
complaints, and is used largely in many
of the best public and private schools in
the country.

Sole Makers of the well known

DARLINGTON SLATEBOARD,

which is without a rival as a Black-
board. It is guaranteed for 10 years,
and is alwaye a pleasure to tcachers
and a comfort to the class.

a5
— f

. =. f r tad eal i

/ 1,
Yes

ee ee a se N ; Zz vw T i>

t
hw es La :

‘Catalogues _and Prices free on

Showing adaptability of the ' Glendenning” Desk. Every desk is equally adaptable to the adult and the child. application.

76 THE EDUCATIONAL TIMES. (Feb. 1, 1908.

English verse. The shorter pieces, and especially the epigrams, are | problems set and a number of supplementary exercises and notes. A
attempted with varying success, bat nearly always with remarkable | large proportion of the problems are of a practical character, and
spirit and resource. The translations into Greek hexameters and | provision is made for practice in measurement. The series will
tragio verse are nothing less than masterly; and the rendering of | probably prove a valuable one.

Victor Hugo’s “ Guitare,” like the original, might well be claimed by
Theocritus himself. The variety of the examples lends a special in-
terest to the collection. A considerable preface deals piquantly with
points of theory of translation, on which opinions will differ; but
Dr. Headlam is always at least very suggestive. Some fifty pages of
notes are appended, full of scholarly interest. The volume will take
rank with the very best of its class. It will delight the experts, and

Longmans’ “Complete” Arithmetics. Scheme B. (Without answers, 9d. ;
with answers, ls. Longmans.)

Book VIII. makes the series complete, and hss been prepared for
senior pupils and for the classes of evening schools. It will be valuable
principally as supplying a large quantity of material for practice in
both oral and written work.

it will be most instructive as well as interesting to young students. FOREIGN COMMERCIAL CORRESPONDENCE.

It will certainly, as Dr. Headlam modestly hopes, “ please those who | First Steps in Commercial French. By Albert Thouaille, Principal cf
care for poetry, whether they know Greek or not, and at the same the Gouin School at Manchester, and E. ©. Whitfield, M.A. Oxon.,
time help to give a truer notion of what Greek poetry was like.” sometime Lecturer at the School of Commerce, University Col-
A Syntax of Attic Greek. By F. E. Thompson, M.A., formerly Scholar lege, Liverpool. (2s. Blackie.)

Lincoln College, Oxford, and late Assistant Master at Marlborough | The sub-title explains the contents as “everyday scenes of business
‘College. (128. 6d. Longmans.) 5 life described in colloquial language, with exercises, lettere, synopsis
This is a second edition, taking account of the great mass of writings | of grammar, and vocabulary.” The object is to give the student a
on the subject of Greek philoiogy and syntax that have appeared since | mastery of the most essential terms used in commerce, and to enable
the publication of the first edition in 1883. The work “is entirely | him to speak the langusyge and to compose business letters in it.
based on the writer’s private study of the Greek authors, modified by | The first part deals with matters of business in some seventy lessonae,
deference due to the views of great scholars.” It has been rewritten | arranged in a certain progressive order, and working in vocabulary
and considerably enlarged. The treatment ia thoroughly systematic | and grammar as they proceed. A reading passage sets out the subject
and lucid, and the illustrations are abundant and pointed. The work- | of the lesson; next a group of “ phrases incidentes” naturally enlarge
manship is scholarly and sound. Some important discussions are | the scope of the situation; and *‘ exercices ” and “ grammaire ” follow.
placed in appendixes, and there are ample indexes, Greek and English, | After a few lessons, a series of questions on the group are introduced,
as wellasa table of references. A thoroughly good book. and by-and-by we have “exercices de revision” and “ exercices
Bell’s Concise Latin Conse. Part II. By E. C. Marchant, M.A.,|4’application.” The second part consists of 13 well-selected “lettres
Fellow of Lincoln College, Oxford, and S. E. Winbolt, M.A.,|Commerciales,” with exercises upon each. Then a careful outline of
Assistant Master at Christ’s Hospital. (2s.6d. Bell.) the main points of grammar, and a French-English vocabulary. The
A brief summary of accidence works in the barder points which work represents a vast amount of labour in selection and in presenta-
were omitted in Part I., and a fuller summary of syntax presents in ' tion, and, if the methods expounded by the authors be followed, the
logical and lucid order the matters of main importance. Then follow | Student cannot but be extremely well grounded in the subject.
58 Latin exercises, with occasional preparatory explanations, recapitu- | French Commercial Correspondence and Technicalities, Sc. By W. N.

lating the materials of Part I., and 58 English exercises involving the Cornett, Foreign Correspondent, Modern Language Master, City
matter of the preceding Latin series in fresh forms. There is a of Liverpool Higher Evening Cummercial Classes at Central and
vocabulary for each Latin exercise, so far as necded; and general North Y.M.C.A. Institutes. (2a. net. Hirschfeld.)

vocabularies, Latin-English and English-Latin. Long quantities’ The work follows the plan of the author’s previous books on Spanish
i ir o | ` e . e

are marked. The two Parts provide work for the first two years’ and Portuguese correspondence. The aim is to provide an easy and

study of Latin. Thoughtfulness, experience, and care have been un- | rapid means of acquiring a good style of correspondence in French,

sparingly bestowed upon the work, and the interest of the pupil is | ‘‘and with this view short letters only are given, and these well varied

attracted by the matter and the treatment. An admirable course for; and annotated, so that they may be conveniently and profitably used

beginners. | as translation exercises.” All the usual business transactions are

Mr. Murray publishes The Year's Work in Classical Studies, 1907, | represented; the letters, forms of accounts, and various commercial
edited by W. H. D. Rouse, M.A., Litt.D., Head Master of the Perse documents are framed on models of actual business practice; there
Grammar School, Cambridge (2s. 6d. net). The field is covered, in , STe moneys, weights, &c., and an extensive vocabulary of trade producte.
nineteen sections, by competent specialists. This is the second annual | The book has been compiled with much knowledge and care, and it
issue, and we hope the series will be permanent: it furnishes a handy | Will be extremely useful as an introduction to the subject.
summary of current work, which classical students would now greatly | German and English Commercial Correspondence for Commercial
miss. Colleges. Compiled by B. Weber, Professor of Economics, Mann-

heim, and C. Kaiser, Professor at the School of Commerce in
Liverpool University. Part I., English. (23. Nutt.)

This work is part of a German series. The letters and exemplary
documents in the various-branches of businese, are given in English for
translation into German, with the aid of an ample '‘ phraseology ” pro-
vided towards the end of the volume. A good deal of useful informa-
tion on the subject of each section is prefixed to the formal instruction
in technicalities; and numerous exercises of a practical character
are proposed. The authors think the book should be worked through
in about 80 lessons, ‘the time usually allowed in German schools of
commerce for one year of instruction in English.” It is a slim volume,
but a good deal may be learned from it.

Elementary German Commercial Correspondence. By Lewis Marsh,
B.A. Cantab., Special Instructor in French and German to the
London County Council. (Pitman.)

Part I. consists of 25 lessons on business subjects, each lesson con-
taining a German and an English exercise, preceded by the necessary
vocabulary. Part II. is devoted to correspondence—12 lessons on the
the same principle, together with several facsimile letters in German
handwriting. Parts III. to V. deal with advertisements and commercial
reports, and furnish examination papers. Abbreviations, money, and
weights, &c., are placed in appendixes; and several documents are
given by way of illustrations. The work has been very laboriously and
thoughtfully compiled, and will do substantial service.

ENGLISH RHADERS—VARIOUS.

MATHEMATICS.

Junior Practical Mathematics. By W. J. Stainer, B.A. Lond.
(Complete, 3s.; with Answers, 3s. 6d. Bell.)

The compilation furnishes a large and varied collection of exercises
in elementary arithmetic, algebra. and geometry, and is designed for
use in classes where the subjects are orally taught. It forms asa
whole the practical portion of a junior course in mathematics. Since
concurrent study in the various branches is assumed, the author has
not arranged the contents with any idea of dictating a special order of
work, the best sequence must be decided by the teacher in any
individual case. The student may obtain, with or without the answers,
either the complete work or its separate parts. The answers also have
been brought out by themselves in book form.

Practical Trigonometry. By H. C. Playne, M.A., and R. C. Fawdry, M.A.
(28.6d. Edward Arnold.)

A usefully planned and well executed little volume, dealing with the
practical side of elementary trigonometry and giving effect to the
modern ideas of reform in mathematical teaching. The book furnishes
an excellent first course in the subject. It is refreshing to find the
authors not only expressly admitting, but also acting on, the principle
that it is well from the beginning to teach so that the foundations
of knowledge need not be disturbed later. The volume supplements
the treatment of the trigonometry of plane triangles by a brief intro-
duction to the methods of dealing with solid angles and figures.
Amongst the examples, there are questions involving equations,
familiarity with which will prove valuable to the pupil when he pro-| Annals of the Cymry, from 1000 B.c. to 1282 A.D., by T. Stephens,
ceeds to the study of more advanced mathematical subjects. B.A. (8d. Jack), is a simple and attractive narrative of the facts, very

McDougall’s Suggestive Arithmetics. clearly printed, and most liberally and effectively illustrated.

A double series—Pupil’s and Teacher’s Books—each series containing | Black's Literary Readers, written and edited by John Finnemore,
seven volumesin large clear type. Exercises mostly constitute the con- | have as their ‘special feature” this: “that in all books above the
tents of the pupils’ books, but some explanatory text is added. The| Second an attempt is made to show how Britain came by her world-
teacher’s volumes reproduce on any left-hand page the exercises on | wide Empire.” Yet “three-fourths of the prose consists of lessons of
the similarly numbered page of the corresponding scholars’ book, | general interest,” so that the books are not “over-weighted with the
whilst on the right-hand side are to be found the answers to the (Continued on page 78)

en a

Feb. 1, 1908.]

The Temple English Literature Series forSchools

In view of the Board of Education’s Regulations for the teaching of English
Literature and Language in Secondary Schools, Messrs. Dent & Co. are publish-
ing a large proportion of the books mentioned in the scheme, and they will add
a certain number of the volumes each year according to the demands and needs

of teachers.
VOLUMES NOW READY.

ENGLISH POETRY.

Selected, with an Introduction and Notes, by ARTHUR BURRELL, M.A.,

Principal of Borough Road Training College, Isleworth. 1s. per volume.
L Lyrical. II. English Heroic Verse. III. Selections from Shakespeare.
BALLADS ANOIENT AND MODERN.

Selected, with Introduction and Notes, by OLIPHANT SMEATON, M.A. 18.
MAOCAULAY’S LAYS OF ANOIENT ROME.

With Introduction and Notes by OLIPHANT SMEATON, M.A, 18.
LONGFELLOW’S HIAWATHA.

With Introduction and Notes by HENRY WILLIAMS, M.A. 13.
LONGFELLOW’S EVANGELINE.

Edited, with Introduction and Notes, by Joun W. Cousin, F.F.A. Cloth

DENT’S NEW EDUCATIONAL BOOKS

Stories from Shakespeare's Plays for Children.

As You Like It. Midsummer Nights Dream.

The Tempest. Henry V.

Richard Il. The Merchant of Venice.
PRESS NOTICES.

“ Recommended without hesitation.” — tator.

“ Por boys and girls we can imagine—within the scope of practical possibility
—no better means of introduction to dramatic literature than the admirable
little books of this new series of ‘Stories from Shak
ment Chronicle.”

DENT’S FIRST LATIN BOOK.

THE EDUCATIONAL TIMES. 77

Suitable for the Lower Forms of Secondary Schools.

RETOLD BY ALICE HOFFMAN.
School Edition, 6å. net each.

espeare.’ ''—School Govern-

Classical Series.
On the Lines of “THE MODERN LANGUAGE SERIES.”

By HaroLD W. ATKINSON, M.A., Sometime Head Master of the Boys’

High School, Pretoria, and J. W. E. PEARCE, M.A., Head Master, Merton
Court School, Sidcup. With 12 Illustrations by M. E. DURHAM. Small
crown 8vo, cloth, 38.
The Schoolmaster says:—‘‘ A unique book...
stride made in teaching Latin.”’

DENT’S LATIN PRIMER.
By E. S. FORSTER, M.A. 19.
“The graduation of the matter is very carefully worked out .. . the little
book is excellently done.” — Educalional Times.
NoTE.— Fach of the above books contains a Phonetic Transcript of the Roman
Pronunciation of passages in the Reader.

FORUM LATINUM. A First Latin Book.
By Dr. R. VERNON ARNOLD, Professor of Latin at the University College of

LONGFELLOW’S SHORTER POEMS.
Selected, with Introduction and Notes, by G. C. DRENT, B.A. Limp cloth, 44. :

STORIES FROM SPENSER’S FAERIE QUEENE.
By Miss N. G. ROYDE-SMITH. 18.
STORIES FROM LE MORTE DARTHUR AND
MABINOGION. By Miss BEATRICE CLAY. Is.
THE ADVENTURES OF ODYSSEUS.
By J. G. Mayor, F. S. MARVIN, and F. M. STAWELL. 18.
TALES FROM BROWNING.
By the Rev. G. LacEy May, M.A. 1s.
STORIES FROM CARLYLE. | North Wales. Small crown 8vo, 38.
aes | ÆNEÆ FAOTA ET FATA. A Stepping Stone to
VOYAGES OF FAMOUS BRITISH SEAMEN. | Virgil. With Notes and Exercises on the text or ie. E Enor ARNOLD.

Selected from Dampier, Hakluyt. and Cook, by R. KRIMLEY JOHNSON. 18. With numerous Illustrations. Small crown 8vo, cloth, 28.

boards, 8d.

it represents a wonderful

Principals are invited to apply for DENT’S COMPLETE EDUCATIONAL CATALOGUE and for Specimen Copies of the above books.
J. M. DENT & CO., 2 Aidine House, Bedford Street, London, W.C.

SOLID GEOMETRY THROUGH THE STEREOSCOPE.

A new departure in the teaching of this subject prepared by
EDWARD M. LANGLEY, M.A.,

of Bedford Modern School. :
By this important work it is possible to teach many of the more difficult theorems by GRAPHIC REPRESENTATION IN SPACE
of the figures illustrating them—theorems which, owing to the usual flat text-book figures, are such stumbling-blocks to the ordinary pupil.
When the student sees the figure in SOLID RELIEF he CANNOT FAIL to understand it, and the demonstration becomes clear.

Says the late Professor H. I. Suiru, of Oxford :—“ The épures of descriptive Geometry do not offer much assistance to the imagination in
conceiving complicated geometrical figures. Such assistance, however, is abundantly afforded by Stereoscopic representation.”

This assistance may now be yours. Send for free Prospectus to—

UNDERWOOD & UNDERWOOD, Publishers, 104 High Hoiborn, London, W.C.

EDUCATIONAL WORKS by A. K. ISBISTER, MA, LLB.

LATE DEAN OF THE COLLEGE OF PRECEPTORS.)

Tenth Edition. 12mo, price 3s. 6d.

THE ILLUSTRATED PUBLIC SCHOOL SPEAKER
AND READER, based on Grammatical Analysis, comprising a
choice Selection of pieces for Reading and Recitation, annotated for
Expression, Emphasis, and Pauses, and illustrated by Diagrams and

New Edition. 12mo, price ls. 6d.
LESSONS IN ELOCUTION AND EXPRESSIVE
READING FOR GIRLS, based on Grammatical Analysis; with
a choice Selection of Extracts for Reading and Repetition, classified,
, Em under heads for practice in various styles of Reading, and annotated
Figures exhibiting to the eye the appropriate gestures and positions ; for Expression, Emphasis, and Pauses, and the Analysis of Sentences,
to which is added a selection of Greek, Latin, French, and German with the figure [of a Girl] showing the proper attitude in Reading.
Extracts, suitable for “ Speech Days’’ at Publio Schools. Eleventh Edition. 12mo, price 1s. 6d.

New Edition. 12mo, price ls. 6d. FIRST STEPS IN READING AND LEARNING:

LESSONS IN ELOCUTION AND EXPRESSIVE a Reading-Book for Beginners, designed to utilize the time of those

READING FOR EOYS, based on Grammatical Analysis; with learning to read, by presenting, in a series of Easy Reading and

a choice Selection of Extracts for Reading and bg tara classified, Writing Lessons, a First Course of Scripture and English History,

of Goldsmith’s ‘‘ Deserted Village,” set out into Principal and Sub- Geography, English Grammar, Spelling, and Arithmetic, interspersed
-ordinate Sentences, illustrating the theory of Emphasis and Pauses. with Moral Lessons and Simple Poetry for Repetition.

LONDON: LONGMANS & CO., PATERNOSTER ROW, E.C.

78

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

special feature.’ However, as yet we have only Books I. and II.
(10d. and 1s.), each with 8 full-page illustrations in colour, and 35
or 40 in black and white in the text. The lessons are simple,
varied, and interesting, and the type and get-up are excellent.

The Abbot, with Introduction and Notes by H. Corstorphine, Nenior
English Master in Arbroath High School. is the new volume of the
“ Sir Walter Scott Continuous Readers ” (1s. 6d. Black). The text is
judiciously abridged, and the editorial matter is helpful and adequate.

Chambers’s Narrative Readers (2d. each) consist each of a complete
story, divided into chapters or parts of various lengths according to
the stage of the pupil. They appear to be “supplementary” readers,
though not expressly named so. (1) Beanty and the Beast is “for the
class corresponding to Standard I.” (2) The Wild Swans (Andersen)
and (3) The Two Brothers (Grimm) are “for the class corresponding to
Standard II.” (4) The King of the Golden River (adapted from Ruskin)
is “for the classes corresponding to Standards III. and 1V.” (5) The
Young Australian, (6) The Story of Seevah, the Red Bou, and (7) The
Youna Canadian, all three by J. Finnemore, are “for the class corre-
sponding to Standard IV.” The stories make attractive readiny, the
type is good, and there are some illustratious.

To the useful and agreeable series of Chambers’s Continuous Readers
has been added a delightful collection of Selected Poems from Lonyfellow
(td.), with concise life of the poet, and some notes and explanations.

The A.D. Cuttings from the Press, edited by Alfonzo Gardiner (14d.
E. J. Arnold & Son, Leeds), is an excellent collection of 71 extracts
from daily and weekly papers and magazines of current literature,
intended for use as reading and dictation tests in the upper classes.
The more difficult words are singled out for special notice, and brief
notes follow the extracts. ‘The reelection is varied and instructive. <A
very interesting experiment, judiciously executed.

STORY READERS.

We are glad to see a second edition of In Nature's Storyland, by
Edith Hirons—‘‘ a book of Nature stories to tell with Nature lessons”
(2s. 6d. Philip). ‘The volume has been revised and enlarged, and the
the 24 stories are characteriatically illustrated by E. K. Reader,
while the Hon. M. Cordelia Leigh furnishes a preface. The stories
are admirably told, and coordinated with the appropriate Nature
lesson. .

Stories of Animals, by M. T. Yates, LL.D. (Religious Tract Society),
are simply narrated and amply illustrated. There are two dozen of
them, widely varied, and all interesting to voung readers.

Miss Anna Sewell’s famous book Black Beauty, “the Up and Downs
of a Horse’s Life, told by himself,” has been slightly abridged as a
supplementary reader, and included in “The Empire Educational
Series of Continuous Readers” published by Messra Jarrold & Sons
(ls. 6d.). A composition exercise has been added to each chapter.
The story itself is delightful, and will be keenly relished by readers of
the upper standards. It is, we believe, recommended by the Royal
Society for the Prevention of Cruelty to Animals as the best animal
story ever written.

Science through Stories, by Constance M. Foot, is included in Messrs.
Charles & Dible’s ‘“Charlcote Series of Publications” (ls. 6d. net.).
The scientific element is just enough to hang the story on, and to spice
the amusement with instruction. There are ten stories, ingeniously
devised and attractively told. The volume is simply and nicely
got up.

HISTORY.

The History of the Popes during the last Four Centuries. By Leopold
Von Ranke. In Three Volumes. The York Library. (2s. net
each. Bell.)

Messrs. George Bell & Sons have placed historical students and
reuders under a deep debt of gratitude by the issue of Ranke’s classical
work in their charming and low-priced York Library. It is unneces-
sary to suy anything about the work itself. The present translation
is that of Mrs. Foster (in Bonn’s Standard Library), “ revised and
brought into accordance with the latest German cdition by the inclu-
sion of the new sections and the incorporation of various additions and
alterations made since the book was first published. ‘This work of
translation and revision has been carried out by G. R. Dennis.” The
volumes are very handy, though none of them has fewer than five
hundred pages; and the get-up is substantial as well as agreeable.

Notes on the History and Political Institutions of the Old World.
By Edward Preissig, Ph.D. (10s. 6d. Putnam.)

Dr. Preissig disclaims originality and sets out a list of his guides,
acknowledying special indebtedness to familiar works by President
Woodrow Wilson and Prof. Myers. In some 700 pages of large
type he deals with Ancient, Medieval, and Modern History, mainly in
Europe. The treatment lacks grip and precision, and the style is poor
even for “ Notes.” A “strange characteristic” of Chinese “is the
possibility of using one and the same word in one instance as & verb,
in another as a noun, &c.”—‘‘ strange” to a writer that presumably
knows something ef English. The paragraphs on the Roman Law
appear to be a compilation without understanding: the treatment is
far from satisfactory. “‘ Diocletian,” we read (page 321), “ associated

with himself three co-rulers, and invested them with the title of
‘Augustus? Fach of these ‘Caesars’ was to take up his residence in a
sepnrat3 portion of the Iempire....” Can Dr. Preissig intend his
readers to understand that *“ Augustus” and “Caesar” were inter-
changeable titles? When he says presently that Diocletian “ estab-
lished his court at Nicodemia,” he may possibly blame the printer for
not setting up “Nicomedia.” And so when he speaks of ‘‘ Troezen,
the ancient Poseidonia, a copy of the Peloponnesus” (page 98), a
“copy” should possibly be a “city.” There are ten useful maps,
some of them similarly marred by misprints, The work needs to be
drastically revised.
RELIGIOUS AND MORAL.

“The Century Bible.”---E:ekiel. By W. F. Lofthouse, M.A., Tutor in
Hebrew Language and Literature, Handsworth College, Birming-

- ham. (2s. 6d. net. Jack.)

The Book of Ezekiel is extremely interesting and important: “it ie
not too much to say that Ezekiel holds the Old Testament together,”
and “‘ he, of all Old Testament writers, binds the old dispensation most
closely to the.new.” But it is also an extremely difficult book. Mr.
Lofthouse has done his work admirably, with ample knowledge and
sound judgment. In the introduction he deals with Ezekiel’s work and
character, the conditions of the Exile and Ezekiel’s attitude, the
prophet’s place in the history of Hebrew prophecy, his “ Utopia” or
sketch of the future constitution of the Jewish Church (in his Jast nine
chapters), his conception of God (‘really the most important part of
our consideration of Ezekiel’’), and questions of date, canonicity, and
text. This preliminary essay, with the summary notes to sections and
large special points of the text, furnishes most valuable help to the lay
reader and student, and will undoubtedly foster a fresh interest in the
book. There is a serviceable map, seven plans to illustrate Ezekiel’s
temple (from the fortieth chapter onwards) the usual chronological
tables, and an index.

Jesus in Modern Criticism.
Theology in Zurich.
(6d. net. Black.)

This is a lecture setting out in popular manner the more important
results of the author's studies on the life of Jesus. It forms a very
useful supplement, or rather collateral exposition, to his articles in the

“ Encyclopadia Biblica.” The historical spirit is markedly cautious,

and the tone is sympathetic. The lecture deserves careful study.

The Churches and Motern Thought. By Philip Vivian. Second and
Revised Edition. (3s. 6d. Watts.)

Mr. Vivian has introduced a little fresh matter into this edition,
transferred the longer footnotes to an appendix, and verified his state-
ments generally; but substantially the work is the same as it was at
first. The sub-title explains that it is “an inquiry into the grounds of
unbelief and an appeal for candour.” The inquiry is comprehensive,
systematic, and strenuous; though vigorously destructive, it is also, to
some extent constructive; it is earnest and thoughtful, temperate,
and based on much knowledge; in a word, it is very capable and
honestly serious, and has little or nothing in common with the methods
of vulgar iconoclasm. Mr. Vivian does not convince us. He often
overthrows feeble defenders of orthodoxy, but the overthrow of
Christianity is quite another affair. He points rightly to the vast
increase of knowledge of nature; he appreciates in a less degree
the significance of the enormous gaps that still remain in our know-
ledge. Nor is knowledge everything. But the work is well worth
patient perusal, especially by official defenders of the faith. Honest
questionings should be carefully appreciated and frankly met.

By Dr. Paul W. Schmiedel, Professor of
Translated by Maurice A. Canney, M.A.

HYGIENE.

Physical Education of the Young. By Samuel Smiles. Edited, with
additions, by Sir Hugh Beevor, Bart., M.D., F.R.C.P. (2s. 6d.
Walter Scott Publishing Company.)

It is fully three-quarters of a century since the first publication
of this charming work, and “the reason for re-editing it is that it
gives a very good sketch of what one believes to be the best
practices in physical education.” The sub-title is: “The Nature
and Management of Children, founded on the study of their nature
and constitution ’’; and the reference is to very young children rather
than to children in their teens. The work thus appeals mainly to
mothers, women, and girls charged with the care of children before
and about the usual school age. The editors name guarantees the
scientific quality of the book up to date.

The Laws of Health: a Handbook of School Hugiene. By Carstairs C.
Douglas, M.D., D.Sc. (Public Health), F.R.S.E., Lecturer on the
Laws of Health to King’s Students in Training, Glasgow Uni-
versity, Professor of Medical Jurisprudence and Hygiene, Ander-
son’s College Medical School, &c. (3s. net. Blackie.)

Dr. Douglas intentionally abbreviates the anatomical and physiological
exposition, assuming that this will be sought in some special manual,
and concentrates his forces upon the hygienic applications. The
treatment is systematic, lucid, and very full on all important points,
and the style is simple and agreeable. There are 72 pertinent
illustrations. A solid and sensible work.

Feb. 1, 1908. |

THE EDUCATIONAL TIMES.

79

MATHEMATICS.

11042. (Professor CaTaLan.)—Démontrer que
r dX, -1 r dX,, n -2 - q” -2
A; i rs -X, = — = a Son Nj 2. XX,- + Nge °
dx '-1 dz 1—2z? ( 7 : 1)

Solutions (I.) by Hon. G. R. Dick and S. NARAYANA AIYAR;
(II.) by G. N. Watson, B.A.

(I.) This result is easily deduced from the well known recurrence for-

mulx (x?—1) a = uxP,—nP,-1, dPa -a =e oP
whence (x*—1) Tai = nPar—nzPy -1;
therefore
5 dP, - Py 2
(x*— 1) ( P; a '— Pisi a ) = 1 (Pa = 2nP,, - Pa + Pi - 1).

The Q functions obey the same law; thus the property is true not
only for the Legendrian polynomials, but also for P, and Q,, where
n is arbitrary.

(II.) If u=2+(x?—1)'coso, v=
Laplace’s integrals may be written

x= lfi =?

“0

r+ (x?— 1) cos yy,

[eap
J0
and therefore

wt Xwe dXXa "Yr dr dnu
X, dy THX Ph eNi ( -nure 0" nure» | dedy
nd fii di ce)
ss E l t ae dody ...(1).
Also = sl l ae . cong. cos Ņ
(x?—1)? (7—1)? (z?—1)}? (z°—1)i
d ( x? recos@ xrcosy )
= -". ; | ~'™ + COS o COS
dx \x?-1 (x?—1)' (22-1) $ ¥
_d ( uv )
dx \z?—-1/’
; U+V 1 ( dv a Qxruv
i.e. = -= T a vice 2
’ (a?—1)* r!—l u da” dr (x2—1)? Coe reererves (2).

Substituting in (1) from (2),
Xa rL x, Xe a ý 1
x

sidan =a š H n-lp-n-l í ` `
i (i-a) a? [f u” -Ir (u —2xuvr + r)do dy

9

PEER n r2 - - 2
= l-r? (Xa—2rX,X, -1+ Xa -1).

16302. (Professor Nanson.)—If a body be homogeneously strained
so that there is no change in the volume of any portion, show there
exists a family of cubic surfaces each of which is transformed into
itself, and extend the theorem to a space of any dimensions.

Solution by MAHENDRA Natu, D.E., M.A., B.Sc.

If the surface be transformed by the substitutions z = az’, y = by’,
= cz! ; subject to the condition drdydz = dx'dy'dz' (the value of
portion remaining unchanged), we must have
abe dz'dy'dz' = dx'dy'dz’ or abc =1.
Any surface of the system ryz = k is then transformed into
abex'y'z) =k or xv'y'z =k,
which is the surface itself.

More generally, the equation xyzu... = k is tramsformed into itself
by the substitutions x = ar’, y = by’, z =c2z', u = du’, ..., subject to
the condition drdydzdu... = dz'dy'dz'du' ....

any

A Method of Factorizing Composite Numbers by the aid of
adjoining Numbers whose Factors are known,

By D. Brppur, M.R.C.S.

All primes above 3 are of form 6n+41, and all composite numbers
that present any difficulty in being factorized are of the same form
Let N be such a number, regarded as the product of two primes. Thus
N = 6n41 = (6p41)(6¢41.) Then N+1 and N—1 are both even, and
one of them is divisible by 4, to a certainty. One of them also is
divisible by 3. In the majority of cases other factors speedily follow
by trial of the smaller primes, until the remaining trunk of N+1 or
N-—1 is reduced within the limits of the excellent factor tables of

Dr. J. W. L. Glaisher and others. Let us then consider N+1 and
N—1 to be fully factorized, whilst the factors of N are unknown.

(1) In most cases it is possible to arrange the two sets of factors in
known pairs, G.L and K.M, where G<K and L>M. Thus G.L
represents one of the initial numbers adjoining N and K.M the other,
and, of course, it is known which; otherwise, whether it be N+1 or
N—1 is a matter of indifference. G is the smallest in value of the
four bundles of factors and L is the largest, each of the four letters
generally, though not necessarily, representing a number more or less
composite. They must be chosen such that G+K < VN, and of form
6n+1 when together; only one of them can possibly be of that form
when apart. In the class of cases now under consideration, G+ K
figures as the smaller factor of N, and quite a few trials will suffice
to show which selection from the given groups of factors is the correct
one; and that without needless division of N. If G and K be rightly
chosen, we shall have (G+ K)M+G(L—M) = 2N, and, in addition,
G(L—M) = m(G+K). Thus 2N = (G@+K)(M+m), where G+K,
a prime, is one of the two factors of N, and M+ is twice the other
(which, indeed, may be composed of supernumerary factors of N, to be
found by further, but similar, investigation).

It is a help to know that G.M+1and K.L¥1 are divisible by G+ Kk.
It is also convenient on occasion to take G = 1, whilst L = N41 or
N—1 en masse. For instance, let N = 1829. Then N+1 = 2.3.5.61,
and N—1 = 27.457. By taking G.L = 1.1828 = N—1 and K.M
= 30.61 = N +1, we obtain 2N = (30 + 1)(61 +57), where

57 =(1828—61)/31. N = 31.59.

(2) In some cases, however, the choice of G and K is so limited that
G+kK cannot be made of form 6n+1 or, even if so, does not respond
properly to the stated tests. Under these circumstances, taking G
and K as before, let G(L—M) = P.Q, such that G+ K +P be a prime,
and (@4+K)(M-Q) = m(G+K+P). Then we have

2N = (G+K4P)(Q+m),
where G+ K + P and }(Q +m) are the factors of N.

As an instance of the first kind of case, take N = 50693, where
N+1=2°.19.23.29 and N—1 = 2.3.7.17.71. We have G.L =71.714
and K.M = 92.551, for G+ K=163, a prime, and G(L—M) = 71.163,
a multiple of G+K; therefore 2N = 163(551 +71) and N = 168.311.
Of course it is a mere accident in this instance that m = G; but,
in this class of case, m is almost always a multiple of G, even
when G is not a prime. As an instance of the second kind of case, let
N = 1843, where N+1 = 27.461 and N—1 = 2.3.307. We can take
G+hK = either 2+3 or 27+3, each being a prime < /“N, but evidently
neither is a factor of N. Let us, however, take G.L = 2.922,
K.M = 3.614, giving us

(G+K)M = 5.614 and G(L—M) = 2.308 = 14.44 = P.Q.
Then, finding that (G+ K)(M—Q) = 150 (G+K+P), we have
2N = (2+3+14)(44+150) and N = 19.97.

Selection of G+K among possible values is as necessary here as in the
former class, for 2? +3 does not work.

N.B.—Where N+1, N—1 fail utterly to fulfil our requirements,
before we decide that N is falsely regarded as composite, N +a, N—a
may be found to serve, where a is of any value affording suitable
factors to work with.

11626. (Professor NEUBERG.)—Si le foyer F d'une parabole P est
fixe et que la tangente au sommet roule sur une courbe donnée 4,
l'enveloppe de P est l’antipodaire de F par rapport a a.

Solution by the PROPOSER.

Soient d, d' les directrices de la parabole P dans deux de ses positions,
et M le point d'intersection des deux courbes. En abaissant les per-
pendiculaires ML sur d et ML’ sur d', ona MF = ML = ML’; M est
donc le centre d'une circonférence passant par F et tangente à d etd’:
il est situé sur la bissectrice de l'angle LIL’. La directrice d de P
enveloppe une courbe A’ homothétique de A par rapport à F. Lorsque

Fig. 1.

d’ en roulant sur 4’ se rapproche indéfiniment de d, le point I a pour
limite (Figure 2) le point de contact N de d avec A’, IM a pour limite la
normale en N a 4’, et la perpendiculaire QM élevée au milien de FN
coupe cette normale au point M, contre d'un ¢ercle passant; pars F ct
touchant d. Donc M est le point ide eontact/ de P avec son enveloppe.

Fig. 2.

80

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

Or Q est un point de A et la parallèle ¢ ad par Q est la tangente au | three 2-io forms as the original N, viz.,

sommet de P; QM est en même temps la tangente en M a P et a son
enveloppe ; par suite M décrit l‘antipodaire de F par rapport à A.

16809. (Professor CocHEz.)—Lieu du sommet A des triangles ABC
pour lesquels BC est fixe et tels que (a? + b? +c")/surf. ABC = K.

Solutions (I.) by HENRY RIDDELL, M.E. ; (I1.) by W. F. Bearp, M.A.;
(III.) by S. Narayana Aryar; (IV.) by C. M. Ross and MAHENDRA
Narta, D.E., M.A., B.Sc.

(I.) We have
a? + 627+ c? = K.3a.AP,
where AP is the perpen-

dicular on BC from A.

Hence, if D be the middle

point of BC, we have

ga? + 2AD? = K.4a.AP.

On BC describe the equi-
lateral triangle BLC, and
take L, on opposite side of

BC symmetrical with L. |

Then LD? = 3a’,
and we have at once
AL? + AL}? = K.3a.AP, /
also we see that !
AL“ —AL? = 2LL,.AP.
Hence (AL? + AL*)/(AL;7—AL*) = (K.4a)/(4 V3. 4a) = K/4 v3,
AL?/AL,? = constant = (K —4 /3)/(K + 4 v3).

and

The locus is then a series of co-axial circles varying with K, and having | therefore

L and L, for limiting points, and BC for axis. The limiting value of

K for real locus is K > 4 V3.

(II.) Let ABC be any position of
the triangle. Bisect BC at O, draw
AD perpendicular to BC, then

a+ BF 4c? = 20A?+ Za’,

and A = 4a.AD;
therefore 20A? + 3a? = łaK.AD;
therefore

OA? = 4aK (AD—3a/K),
Draw OF perpendicular to BC, and

equal to 3a/K. Draw FF parallel to B O D C
BC, and produce OF to O', so that

FO' = OF, OA?—0O'A? = 200'.AE ;
but OA? = łaK.AE; therefore O'A? = (4aK—200') AE ; therefore

OA: O'A is constant ; therefore locus of O is a circle.
[Rest in Reprint.]

16277. (Lt.-Col. ALLAN CunĘxINGHAaM, R.E.) — Find a series of
numbers expressible in two ways in the form N = (26+ yf)/(x? + 4°),
and show that this cannot be done in three ways. Show how to resolve
them algebraically into two factors (say L, M); and express these
factors algebraically in their three 2-ic forms. Give two examples, one
the lowest possible, and one of at least fourteen figures resolved into
its prime factors.

Solution by the PROPOSER.
Let N = (x'+ f) /(z2 +4?) = (x° + 26); (x? +2), with same z, if possible.
Then N = zt— zy: +4 = a2t—272z?+ 24, which requires
x? = y2+2? (since y F 2)
The general solutions of (1) are z= f+", y= C, z = Qtu,
where t, u are any integers one odd, one even. Every such pair of ¢, u
give values of N expressible in two ways as above, and only in two ways,

because only two pairs (x, y), (2, z) can be thus formed.
Also, from the twin forms N = (y~ 2)/(y>~2*); therefore

N = (y?— yz + 22) (y? +yz + 2°) = (x?— yz) (x? +yz) = L, M (suppose),
so that the dimorph N is always factorizable into two factors.
Ex. 1.—N a minimum ; this is given by 5? = 37+ 4’,
N = (56+ 86)/(52 + 32) = (56 + 45)/(52+ 47) = 18.37.
Ex. 2.—N > 10%. Take ¢ = 54, w=1; whence
x = 2917, y= 2915, z = 108,
N = (29176 + 2915*)/(29172 + 2915)? = (29176 + 108°) /(2917? + 108°)
= (2917°—2915. 108) (2917? + 2915.108) = (13.61. 10333) (8823709).
Here M is just < 9 million, so that this number (N) is about the

largest completely resolvable by the existing factor tables.
It will be found that L, M are expressible (algebraically) in the same

eee see eee eee ees sue

.
ee cee

L = [4 (z+ y—2))?+[} (zr-y+2))? = a?+b?
= (y— 42)? +3 ($2)? = A*+ 3B
= [$ (32—y—z))?—8 [$ (1-y -2)]? = A?- 3B".
Those of M may be found by changing z into —z.

11814. (T. Murr, M.A., F.R.S.E.)—Given

u = (a, b, c, dz, y) +e = 0.
Show that (d`y/dx°) (dujdx) = 2e |a, b, œ
b, c, d
Y’, = TY, T
Solution by MAHENDRA Natu, D.E., M.A., B.Sc.
The Question as it stands seems to be wrong; it should be
(d?*y/dz*)(du/dy)> = —54e | a, b,

, and generalize.

(see Ex. 8, p. 150, Williamson's Diff. Cale., 8th edition).

If p, Q, r, s, t stand for du/dz, du/dy, d*u/dz?, uj(dx dy), du/dy*, we
have d*y'dx? (du/dy)5 = — (q*r —2pqs + p t)
(see p. 125, Edwards’ Diff. Calc.).

ee soa

Now p= 8(axr?+2bry+cy*), q =3(bx*+ 2cxy + dy’),
r = 6 (ax +by), s=G(br+cy), t = 6(cr+dy).
Also rr+sy=2p, sx+ty = 2q;
therefore (ps—qr)x = (qs—pt) y;

therefore (ps -qr)/y = (qs—pt\/x = [p(qs—pt) +q (ps-ar)i/ (px + qy)
= —(q°r—2pqs + p*t)/( px + qy)
= (g°*r —2pqs + p°t) /3e ;

q’r — 2pqs + p*t = 3e ( ps -qr)/y = 3¢/y | p, r

q, §
3e/y | p, r | = 8e/2y | rx + sy, A| = 3¢/2y | sy, T
q, $ sx + ty, S ity, $
= — ĝe (rt— s?) = —3e.36 |a, b, c
b c, d
Y’, = TY, 2
=—54e|a, 6 c
b, c, d
| Y, =Y, r?

More generally, if u = (a, b,c, d, Qa, y)” +e = 0, we can prove by an
exactly similar method that
d?y/dx? (du'dy)® = —{n/(n—1)] e (rt —s*)—[n/(n—1)] e
x (the Hessian of the function u).

16818. (L. Issreruis, B.A.)—Show that
(1—2")(1 +2) —2n2" (1—2x) —n?x" (1—2z)?,
where n is a positive integer, is divisible by (1— x)’.
Solutions (I.) by C. M. Ross, A. R. CHARBONNIER, and others ; (II.) by
Lt.-Col. ALLAN CUNNINGHAM, R.E., and K. S. PATRACHARI.
(I.) The expression may be written

f(z) = 1+42—2"(14n)?—2"t!(1—2n—2n)— ner F LL .

then f(r) = l—n(L+n)* xc"-'— (n+ 1)(1—2n—2n?) "=n? (n+ 2) 2" *!

and f'(x) =—n(n—1)(1+ 2)? 2'-?—n (n +1)(1—2n—2n?) x"!

—n? (n+ (n +2) r"... (3).
Put x = 1 in (8), then f” (1) = 0, which shows that f” (x) is divisible
by (1—zr). Hence f(x) is divisible by (1—z)*. Hall and Knight's

_| Higher Algebra, § 560.

(II.) Let N denote the given quantity. Then
N/(l—2z) = (l-az)(l+ct+a?4+...42"7!')—2Qnz"—n*r" (1-2)
= (14 2z + 2x? 4 ...42r"-!4+2")—2nz"—n2z" (1— x)
{(1— x") +2 (£ — x") +2 (x?—2") +... 2 (x"-!— x") }
+ 22"+242x"-1 |

—n-x" (l1—2z),
1+ ot z? PT... + or? are!
| 42x + 222+ Qa34 ...420"-2 427"!
+ 2x? +22 +... +22"? + 2r")
+2z"-) j
{14 8x4 527+ 7x3 +... +(2n—3) 1-24 (2n—1) xr-!}
— fa" + 8x" + 52"+ 72" +... +(2n—3) a" + (2n—1) x}
= (l—2") +8 (x—2") + 5 (2?@—2") + 7 (1 — x") +...
dAn I(x" -! — ap.

N/(1—2)?

=n’ r"

Feb. 1,1908.)

THE EDUCATIONAL TIMES..

81

Every term is obviously. divisible by (1-2), so that N is divisible by
(1—.r)3, and the quotient is easily seen to be

N/(1—2x)3 = 1+ 420 + 9x7 + 16.27 +... 4 nr”,

-16080. (Professor Naxson.)—R is a point on a line which passes
through a fixed point O and cuts two given intersecting lines in P, Q.
Having given any homogeneous relation between OP, OQ, OR, find the
equation of the locus of R: for example, let OR be a mean, arithmetic,
geometric, or harmonic, between OP and OQ.

Solution by the PROPOSER.
Taking the fixed lines as axes, and a, b; x, yas the co-ordinates of
O, R, we have by parallels
OR/OQ = l—-xia, OR/OP = 1—y/b.
Hence, if the given relation is F(OR/OQ, OR/OP) = 0, the required
equation is F (1—.2/a, 1—y/b) =0. In the three examples we have
obviously. a x+ 6/y = 2, 1, or 0.

QUESTIONS FOR SOLUTION.

16846. (T. Muir, LL.D. See The Educational Times, January,
1908.)}—A correspondent points out that evidently for

‘© (ab — ed) (be - da) (cd - ab),”
we should read ‘‘ (bc —ad)(ca—bd)(ab— cd).’'"—Epitor.
16864. (H. Stannry Repcrove, F.C.S.)—Four rods are hinged to-

gether, one end of each rod being free. The rodsare of length J and are
identical. The rods repel one another, and the force of repulsion between

anv particle of any one rod and any particle of any other rod equals
k:d?, where k is constant, and d is the distance between the particles.
The position of equilibrium will be such that, if the hinged ends of the
rods are situated at the centre of gravity of a regular tetrahedron, the
other ends will be at its four corners respectively. Find the work done
(neglecting gravity, &c.) in the two following cases:—(i.) Two of the
rods are moved, cach through an angle 0, towards one another in the
plane containing them. (ii.) Three of the rods are moved until coin-
cident and in one straight line with the fourth rod.

16365. (Professor Nanson.)—Show from the relative situation of
the real roots of the cubics (abed)(r1)*, (bede)(c1)3, that the roots of the
quartic (abcde)(r1)* are all imaginary, if b°—ac, d? —ce are negative and
c*— bd is positive.

163866. (R. W. D. Curistir..)—Give a geometrical solution of the

equation 2*—py* =+1, and show that there are two solutions of
zand y.

16387. (T. Stuart, M.A., D.Sc.\—Are there any formule by which if
we know one solution of the equation aX? + bY? = cZ* we can obtain
another? Obtain solutions other than (1, 1, 1) of the equations

LIX*4+3Y4 = 1424, 47X4414Y! = 612!
16388.. (Professor E. B. Escorr.)—Solve in integers
LHH S Utt, TI z = UBS,
and find a general formula for the solutions. Example:
524+ 19° + 24° = 34444454, 5441984 244 = 394 49+ 58.
16369. (Lt.-Col. ALLAN CunnincHamM, R.E.)—Factorise completely
(into prime factors) N = (80401° + 80400") ; [this has 30 figures}.
16370. (W. J. GREENSTREET, M.A.)—Prove the inequalities
(1) 3 (ab°c*) > atbictdies (abc + bêd + cde + dea + ea*b),
where a, b, c, d, e are all positive.

(2) 2Qra° Za < Xa + labe.
(3) a(r? +y?) +b (27 4") + 2h "(rz 4+ yu) cosat(ru—yz)sina] > 0,

if a >O, ab > k.

16871. (M.S. Narayana, M.A.)—Show that
pr 0-5 7.6 _ n(m—3) 5m 4 ot n(n —4) (2 —5) BY 68 Bap = "4.9",
1! 2! 3!
16372. (V. MapuHavarao, M.A.)—The circle of curvature at anv

point P of a curve cuts a right line PQ in U. OY is the perpendicular
from O, the mid-point of PQ on PY, the tangent at P of the curve.
YC is drawn bisecting OP at K, so that CK : KY = PU: UQ. Show
that C is the centre of curvature at Y of the first positive pedal of the
curve with respect to O.

16878. (Professor R. W. GENESE, M.A.)—Disprove the old exercise
(Smith's Solid Geometry, p. 90): ‘* A plane moves so that the sum of
th» squares of its distances from n fixed points is constant ; show that
it always touches an ellipsoid.’’

16874. (Professor Sangina, M.A.)—(a) From a variable point P
in the side AB of a triangle ABC two straight lines are drawn in fixed

the envelope of QR is a eonic, and examine its form and positron.
(b) Through C, an angular point of a triangle ABC, a variablo straight
line is ‘drawn to meet two fixed straight lines in Q and R, and AQ, BR
are drawn intersecting in P. Prove that the locus of P is a canic, and
examine its form and position.

16875. (C. Joss, M.A.)—Prove geometrically that the envelope of
the sides of the triangles in a givon circle with a common orthocentre
is an ellipse.

16876. (L. Isseruis, B.A.)——Prove that the equations
x = a+b sec! (26) cos(@—k), y=crd sec? (26) cos (0 + k),

in which a, b, c. k are constants, represent a point on a conic, and that
by varying k a set of confocal conics is obtained.

16877. (A. M. Nuaspirr, M.A.)—Given the straight lines OXA,.
CQA, CPB, C, O, and B being fixed points, draw two parallel straight,
lines OP, BXQ so that PQ may be parallel to OA.

16878. (Professor NEtBERG.)—Sur les hauteurs AA’, BB’, CC’ d'un
triangle ABC comme côtés, on construit trois triangles dont les denx
autres côtés sont parallèles aux deux autres hauteurs. Soient Sa, Ss,
Se les surfaces de ces triangles, et S la surface du triangle ABC.
Démontrer la relation

4/3 = 2(1//(S,S,) + 1/1884) +1 (SaSe)] — (1/Su + 1/Sp + 1/S.).

16379. (W. F. Brard, M.A. Suggested by Question 16271.)—lf
any two regular n-sided polygons A,A... A, BiB... Ba have the
same centroid, then A,B,, A.B, ..., A.B, taken in order form a regular
polygon with the same centroid.

16380. (V. Danie, B.Sc.)—Two triangles (of given areal modulus
A? = 1/a’*) have
cot A + cot A’ = cot B+ cot B’ = cot C+cot C’ = xr V3.
If the relations of circumscription and inscription (A on a’, A’ ona, ...)
are mutually interchangeable by rotation of either triangle through
an angle @ about the same point, show that
(a*— A?) (x=—A'*) = 4 cost}@ or 4 sint 36.

16881. (E. J. Erprx, B.A.) — ABC is any plane triangle.
(a) Through A, B, C lines are drawn trisecting the angles CAB, ABC,
BCA respectively. Let (A, B) denote that trisector of the angle CAB
which is ucarest to the side opposite the angle B, ... ; show geomet-
rically (or otherwise) that the triangle determined by the points.

(B, A), (C, A); (C, B), (A, B); (A, C), (B, C)......(1, 2, 3)
is equilateral.

(b) Let the exterior angles be trisected. Let AB, AC bo produced,
and let the trisectors of the exterior angle at B nearest to BC, and to
AB produced be denoted by (B’, A) and (B’, C) respectively ; then the
triangle determined by the points

(A, ©), (B’, C); (A, B), (C’, B); (BY, A), (Cy A)
is equilateral. So also the triangles determined by producing BA, BC;
CA, CB respectively, andapplying the same construction, are equilateral.

(c) The triangle determined by the points
(BY, A), (C’, A); (A’, B), (C’, B); (A’, C), (BY, C)
by producing AB, AC; BA, BC; CA, CB respectively is equilateral.

(d) The property (a) holds good when one vertex is at infinity, and
the triangle degenerates into a finite straight line and two parallels
drawn in the same direction through its extremities.

The lines trisecting the vertical angle at infinity are represented by
two lines drawn parallel to the infinite sides from the points of trisec-
tion of the finite side.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

10580. (D. Birpie.)—The centroids of an equilateral triangle and
of a square in the same plane coincide, and the relative sizes of the
two figures are such that the in-circle of one does not exceed the
circum-cirele of the other. Find the mean coincident areas (1) for par-
ticular relative sizes, (2) for all relative sizes within the given limits.

11050. (The late Professor CLirFrorD, F.R.S.)—If s and z are con-
nected by the equation As*+ Bs+C = 0, where A, B, C are quadratic
functions of z, (1) describe the Riemann’s surface which. will represent

i$ as a complex function of z, and (2) prove that, without tearing, it

may be transferred into the surface of a body with one hole in it;
also, (3) find a rational funetion of s and z whose integral is finite
for all values of the variables, and (4) show that this integral has two
periods,

11164. (Professor STEGGALL, M.A.)—Find (1) the temperature at.
every point of an infinite solid of which a spherical portion of radius

directions, one meeting BC in Q and the other CA in R. Prove that} a was initiatly heated to temperature unity, the rest/being atotempcr-

82 THE EDUCATIONAL TIMES.

[ Feb. 1, 1908.

ature zero; also (2) the equation giving the time at which the temper-
ature at any point reaches its maximum ; and show what this becomes
when the quantity of heat in the given spherical portion remains
constant, while its radius becomes infinitely small.

11250. (Professor Crorron, F.R.S.)—Prove that
(2 DE = e (14+ 4D)" 2",
Hence, show that the r-th differential cocfficient of exp i is
exp(z')2 gee (ie a Pals +1)r(r—1)(r—2) ,,
2 2.4

_(r+2y(r+1)r(r— 1) (2) (r= 3). Py )
rare pore ie

11402. (Professor ScHouTE.)— Given a cubic in space, find the
degrees of the surfaces enveloped by the planes that intersect the cubic
in the vertices of (1) an isosceles triangle, (2) an equilateral triangle.

11448. (Professor Orcuarp, M.A., B.Sc.)—Find the locus of the
vertex of an isosceles spherical triangle, of which each base angle
equals A.

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communicatiors should be sent
to the Mathematical Editor,
Miss Constance I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

Vol. XII. (New Series) of the “ Mathematical a 2
is now ready, and may be had of the Publisher,
Francis Hopason, 89 Farringdon Street, E.O. Price
to OREI OONA; 5s. ; to Non- iei 6s. 6d.

THE LONDON MATHEMATICAL SOCIETY.

Thursday, January 9th, 1908. — Prof. W. Burnside, President, in
the Chair.

Mr. T. J. nE was elected a member.

Prof. A. E. H. Love spoke on ‘‘ The Distinctive Character of Lord
Kelvin’s Eo Investigations,’ and moved a resolution of
condolence with Lady Kelvin. This was seconded by Sir W. D. Niven,
and carricd unanimously.

The following paper was communicated :—
“ A Formula of Interpolation,” Mr. C. S. Jackson.

Informal communications were made as follows :—-

‘* Milbert’s Invariant Integral in the Calculus of Variations,” Mr.
T.J. VA. Bromwich.

“ An ee related to g-Series,’’ Rev. F. H. Jackson.

JUST PUBLISHED.

THE NINE POINT CIRCLE.

With Notes on (1) Simson’s Line, (2) The Radical Axis, (3) The Quadrilateral.

Contributed to the ‘‘ Educational Times,” “ Mathematical Gazette,”
‘© Nouvelles Annales,” * Mathesis,” and * American Monthly.”

By WILLIAM GALLATLY, M.A.

ELIJAH JOHNSON, 30 TRINITY STREET, CAMBRIDGE.
PRICE ONE SHILLING.

Thirty-first Thousand. Crown 8vo, 4s. 6d.

ENGLISH LESSONS FOR ENGLISH PEOPLE. By the

Rev. Epwrn A. Anssort, D.D., and Sir J. R. SEELEY.
By the Rev. A. E. ABBOTT, D.D.
VIA LATINA. A First Latin Book. 181st Thousand.
HOW TO WRITE CLEARLY. 70th Thousand.
HOW TO PARSE. 34th Thousand. 3s. 6d.
HOW TO TELL THE PARTS OF SPEECH.
Thousand, 2s.
LATIN PROSE THROUGH ENGLISH IDIOM.

Thousand. 16mo, 2s. 6d.

SCHOOL EDITIONS. With Illustrations after Flaxman.
Crown 8vo, cloth, 1s. each. Sewed, 6d. net.

By Rev. A. J. CHURCH, M.A.,
Sometime Professor of Latin in University College, London,

THE STORY OF THE ILIAD.
THH STORY OF THE E ODYSSEY.

SEELEY & CO., Lro.,

3s. 6d.
ls. 6d.

37th

49th

Lonpon: 38 Great RUSSELL STREET.

Now Ready. A New and Revised Edition of

DE FIVAS NEW GRAMMAR
OF FRENCH GRAMMARS.

ENLARGED BY THE ADDITION OF CAREFULLY CHOSEN

GRADUATED FRENCH TEXTS FOR PREPARATORY

READING AND TRANSLATION.
Foolscap 8vv, 474 pages, price 2a. Gd., cloth. (KEY, 3s. Gd.)

“ This is perhaps the best. known French Grammar in the country. Having used
it ourselves, we can speak in the highest terms of its all-round excellence." —
Teachers’ Aid.

BOOKS FOR TECHNICAL STUDENTS.

PRACTICAL CHEMISTRY FOR ARMY AND
MATRICULATION CANDIDATES, AND FOR USE IN
SCHOOLS. By GEOFFREY MARTIN, B. Sc., Ph.D. With 74 Illustrations.
Crown 8vo, cloth . A ; : : . : ; "S ‘ . Net 2-

THE ELEMENTS OF ELECTRICAL ENGINEERING. A
First Year's Course for Students. By Tyson SRweur, A.M.I.E.E., Lecturer
and Demonstrator in Electrical rth Rai at the Poly technic. Regent Street,

London. 4th Edition, aaa wit sat aaa Opp. with 278 Illustrations.
Large crown 8vo, cloth . Net &/-
ELEMENTARY ELECTRICAL ENGINEERING. In Theory

and Practice. A Class-book for Junior and Senior Students. and Working
Electricians. By J. H. aera. n B., es LE.E. With 181 Illustrations.
Crown 8vo, cloth. ; . Vet3 6

PRACTICAL COAL-MINING. An imoni Gar Book for
the use of Students preparing for Examinations, or Qualifying for Colliery
Managers’ Certificates. By T. H. CocKIiN, Lecturer on Coal- Mining nt Shetħeld
University College. With Map of the British ee fields and over 200 Illustra-
tions, 440 pp., crown 8vo, cloth. . Net 4/6

ORIENTAL MANUALS AND TEXT - BOOKS. — Meesrs.

CrosBy Lockwoop & Soy will forward on application a Catalogue of Text-
Books and Manuals for Students in Oriental Language s, many of which are used
as Text- Books for the Examinations for the Indian Civ ıl Service and the Indian
Staff Corps; also as Class- Books in Colleges ond Schools in India.

London: CROSBY LOCKWOOD & SON,
7 Stationers’ Hall Court, E.C., & 121a Victoria Street, S.W.

GEOMETRY:
PLANE AND SOLID.
By JOHN S. RAWLE, F.S.A.,

LATE EXAMINER TO THE SCIENCE AND ART DEPARTMENT.
More than 600 Diagrams.
Over 280,000 copies sold.

INDISPENSABLE TO ALL TO WHOM A KNOWLEDGE OF

GEOMETRY IS A NECESSITY.
Paper bound, 1s. Oloth bound, 2s.

Adapted to the requirements of all Science and Art Classes, Public
Schools, &c.; also a reliable Text-book for the Examinations of the
Science and Art Department, the Army and Navy, &c., &c.

For use tn conjunction with the above :—

CLASS-SHEETS FOR PRACTICAL GEOMETRY ................... 1s.
PRACTICAL GEOMETRY TEST-PAPERS ........................... 4d.
4 lso ;

FREEHAND DRAWING TEST-PAPERG ............................ 1s.
e VABA pi PEA OU OMe e5 secs A E E veawke 2s. €d,
LONDON:

SIMPKIN, MARSHALL, HAMILTON, KENT, & CO., LIMITED.

EXAMINATION PAPER

AB USED BY THB

{WOT To ese Or rb One PO res.

In strict accordance with the Oollege requirements, and each Sheet
bears their Watermark,
Packed in Reams of 480 Sheets.. per Ream, 2s.

T T 980 ” one T 4s.
Bookkeeping Paper, ruled for Ledger, Oash Book, jai Journal, 1s. per 100 Sheets,
Music Paper, 1s. per 100 Sheets,

Remittance should accompany Order,

F. W. SHELBOURNE & C0., Wholesale and Retail Stationers,
63 HIGH HOLBORN, LONDON, W.C.

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

83

WHITTAKER’S EDUCATIONAL BOOKS. | EVERY SECONDARY SCHOOL -4

FIRST FRENCH BOOK (Direct Method,.

trations, Is, net.

SECOND FRENCH BOOK (Direct Method). With 37 Illus-
trations. 1s. 6d. net.
By D. Mackay, M.A., and F. J. Curtis, Ph.D.
“ Provides the most complete set of apparatus for the practice of the ‘New
Method’ that we have yet seen in a single text-book.”’— Guardian.

GERMAN FOR BEGINNERS: A Reader and Grammar on the

Direct Method of Teaching German. By L. HARCOURT. With numerous
Illustrations, In Two Parts. Part I., 1s. 6d. net. Part II., 2s. net.
** We can commend this beginner’s book most heartily as a wise, simple, practical,
and interesting one, worthy of introduction into schools where German is taught for
use and enjoyment rather than show or cram.’ — Educational News.

With 22 Illus-

SCHOOL GEOGRAPHY. By Cuartes Birn.
Head Master of the Mathematical School, Rochester.
Diagrams. 2s. 6d.

This book ts based upon the Scheme of Geographical Teaching
draws up by the Head. Maaters’ Asanciation,

B.A., F.G.S..
With Sketch Maps and

“ Mr. Bird possesses the first requisite for success—a plain and straightforward
style.” —Journal of Education.

HEAT, LIGHT, AND SOUND. An Introductory Course of

Practical Exercises. By J. REGINALD ASHWorti, D.Sc., F.Phys.S. 2s. net.

TEXT-BOOK OF BOTANY. Part i. The Anatomy of
Flowering Plants. For Students preparing for the Oxford and Cambridge
Locals, London University, and other Examinations. By M. Yates. With 413
Illustrations, 2s. 6d.

ZOPF UND SCHWERT. Lustspiel von Karl Gutzkow.
with Notes, by F. LANGE, Ph.D. 2s.

EKKEHARD. Von Victor von Scheffel.
Notes by H. HaGe2, Ph.D, 2s.

DIE JOURNALISTEN.
Notes, by F. LANGE, Ph.D. 2s.

Edited,
With Introduction and

Von Gustav Freytag. Edited, with

~

Educational Catalogue post free,

WHITTAKER & CO., 2 White Hart Street, Paternoster Sq., London, E.C.

SARLL'S EXAM. BOOK-KEEPING.

SARLL’S Text-book Sales nearly 250,000.
SARLLS MODERN BOOK-KEEPING.

Founded on Sarll’s DOUBLE ENTRY. Consists of four GRADUATED COURSES
—Introductory, Theory, Practice, Trial Balances--followed by forty Exam.
PAPERS with full or outline KEys. An Elementary and Intermediate Text-
Book for ALL EXAMS. The resultsofa LIFETIME. 410pp.,3s.6d. (Now ready.

SARLL'S BOOK-KEEPING FOR NEW CODE.

Stage I., Introductory; II., Practical; III.. Theory or Journalising. Each
48 pages. Price 4d. Outline Keys, MS. Books, 2d. each.

SARLL'S PRACTICAL BOOK-KEEPING,

Fourteenth (greatly improved) Edition. Teachers’ Aid says: “ There is no
cheaper and safer guide.’ Consists of GRADUATED EXERCISES With full, and
Exam. Papers with outline, Keys. 128 pages, ls. MS. Books, superior,
ls. Cheap, 4d. -

SARLL'S DOUBLE-ENTRY BOOK-KEEPING.

Fifteenth Edition. 256 pages. 2s. Consists of GRADUATED EXERCISES with
ull, and Exam. Papers with outline, Keys. Practical Teacher says: “We
eartily recommend it as the best and cheapest manual we have seen.” A

Ee Fara without Keys. 128 pages, ls. Superior MS. Books, Is,

eap, 4d.

SARLLS TWENTIETH CENTURY EXAM. BOOK-

KEEPING. Containing Papers by the leading Bxamining Boards, with
outline Keys. In Two Parts, at 6d. each. Part I., Junior Papers,
College of Preceptors, University Local, Scotch Leaving Certificates, &c.
Part Il., Senior Papers, Society of Arts, London Chamber of Commerce,
Jancashire and Cheshire Union, West Riding, &c.

Sarl s Supplementary Keys.
1. TO SARLL'S PRACTICAL.

Exercises fally worked, 2s.

2. TO SARLL'S DOUBLE-ENTRY.

Exercises fally worked, 3s.

*,° Specimen Copies at one-third f. or Teachers can have Parcels for inspection,
post free, from A. SARLL, A.K.C., 62 Oakley Road, London, N.

Lessons by Correspondence and School Bxams. conducted.
Lonpon: GEORGE GILL & SONS, 13 Warwick Laxe, E.C.

subinitting a Scheme of Geography for approval requires Maps, Globes,
and Atlases. These are supplied by G. W. BACON & CO., Lrv., in great
variety.

Among their Maps are

BACON’S EXCELSIOR MAPS.

“ Large, clear and up-to-date.” Size, about 4 ft. by 5 ft. 20 in the Series, with
20 Test Mups, sume size and price to correspond. Price 158. each.

The best notions of Physical Geography can be obtained by the use of

BACON’S RELIEF WALL MAPS.

_ They show in photographic relief “the disposition of highlands and lowlands
and the chief river valleys,” as recommended in Cirenlar 561. They can be had
with or without the principal town spots marked in red,and are as effective as
Models, at one sixth the price. 36 ins, by 48 ins. Price 78. 6d.

A perfect teaching Map can be obtained in

BACON’S RELIEF and POLITICAL MAPS

Mounted side by side. Size, 62 ins. by 42 ins. Price 138. each.
Europe and North America are ready, others are in preparation.

-BACON’S ELEMENTARY MAP OF THE
| WORLD

is indispensable in the Preliminary Course, Size, 69 ins. by 40 ins.

BACON’S ATLASES

are adapted to all classes of Secondary Schools.

BACON’S RELIEF ATLAS

has 16 of the finest Relief Maps ever published, with 16 correspending Political
Maps, ‘not overburdened with detail of any kind.” Price 6a@.,8d., und 18. net.

BACON’S MEMORY MAP ATLAS AND
TEXT-BOOK,

price 38. Gd., is in use in a large number of Secondary Schools, and

BACON’S UPPER CLASS ATLASES,

sections of the Memory Map Atlases price 8d., have had an extraordinary sale.

Price 128.

Catalogues, &c., free.

Q. W. BACON & CO., LTD., 127 STRAND.

WILL BE READY IN MARCH.

Demy S8vo, cloth, price 2s. 6d., free by post.
To Members of the College the price is 18., or 1s. 6d. free by post,

THE CALENDAR

THE COLLEGE OF PREGEPTORS

FOR THE YEAR 1908:

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, 1907.
2. Do. do. do. Christmas, 1907.
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907.
4. Do. do. do. Christmas, 1907.
5. Papers set at Professional Preliminary Examination, March, 1907.
ò. Do. do. do. September, 1907.
7. Papers set at Lower Forms Examination ... ... Midsummer, 1907.
8. Do. do. ie ... Christinas, 1907.

*,* 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.

The Diploma Papers are to be had only in the
** Calendar.”

FRANCIS HODGSON, 89-Farainenon Srazzt, (London, E.C.

84.

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

OXFORD UNIVERSITY PRESS.

OXFORD
‘MODERN FRENCH SERIES.

Epiren sy LEON DELBOS,

Formerly Senior Instructor in French to Royal Naval Cadets.

Eulucational Times, -“ An excellent and welcome series. The variety. the
interest, and the excellence of the matter are obvious from the mere enumeration.”

Le Français.—“ Les volumes déja publics ont été édités avee un grand soin, et
les onvrages choisis font le plus grand honneur aux connaissances litteraires de
-M. Leon Delbos.”

LATEST VOLUMES.

Souvenirs de ia Vie Militaire.
By Comte Pigrre DR CASTELLANE. Edited by W. G. Hartree.
28.

`. Le Colonel! Chabert.
By Barzac. Edited by H. W. Preston. 2s.

Louis XI et Charles le Temeraire.
By MICHELET. Edited by E. RenavLt. 2s. 6d.

24. La Jeunesse de Bonaparte.

By DE BoURRIENNE. Edited by A. CaNniveT. 28,
25. Meianges Litteraires.

By T. S. ANpRieUXx. Edited by E. C. Jones. 2s,

. La Jeunesse de Chateaubriand.

‘Edited by GERALD Goopripcr. 88.

. Le Roman d’un Jeune Homme Pauvre.
By Octavk FEUILLET. Edited by J. LAFFITTE. 28. 6d.

. Servitude et Grandeur Militaire.
By ALFRED DE Vieny. Edited by C. L. Freeman. 2s. 6d.

. Journal d'un Voyage aux Mers Polaires.
By Lieut. Rexe BELLOT. Edited by H. J. CHaytor. With a
Map. 184 pp., 2s. 6d.

Les Fiances du Spitzberg.
By XAVIER MARMIER. Edited by A. A. Hentscu. 38,

Marignan: Conquete et Perte du
Milanais.

By J. C. L. SIMONDE DE
: GRRENE. ` 28.

31.

SisMONDI. Edited by A. WILson-

Eorten ny LEON DELBOS. Extra fcap. 8vo.

Journal of Education.—‘ The series marks a new departure. The volumes have
been chosen for their literary merit, and the annotation is mainly on literary lines.”

‘Aducational Times,— In every respect the series attains to excellence.”

LATEST VOLUMES.

Contes et Nouvelies.
By Prosrer MERIMER. Edited by J. E. MICHELL.

lambes et Poemes.
By AuGuste Barsiar. Edited by Cu.-M. GARNIER.

Eugenie Grandet.
Honori DE Batzac. Edited by H. E. BERTHON.

2s. net.

2s. net.

2s. 6d. net.

E oe m i- —— -L a A NA R ee

New Books for School Prizes & Libraries.

Oxford Treasury of English Liter-

ature.
By G. E. Hapow, Tutor in English Literature, Lady Margaret Hall,
Oxford; and W. H. Hanow, Fellow of Worcester College, Oxford.
38. 6d. cach.

Vol. I—-OLD ENGLISH TO JACOBEAN. [Sccond Edition.

Tribune,— The editors of this volume have performed a difficult task with ad-
mirable discrimination,”

Vol. II—QROWTH OF THE DRAMA.

Journal of Education.—“ There is originality not only in the conception, but in
the choice of materials. The introductions prefixed to the extracts are models of
literary criticism.”

Vol. UWl—Jn preparation.

e e e
The Writing of English.
By Puitip J. Harroc, Academic Registrar of the University of
London; sometime Bishop Berkeley Fellow of the Owens College,
and Lecturer in the Victoria University, Manchester. With the
assistance of Mrs. AMY H. Lanapon. Crown Svo, 2s. 6d.
Athenaeum.—" If parents and schoolmasters will pay heed to the good counsel and
ractical suggestions in this handy and valuable httle work, no future writer on
literary studies in our schools will, we think, be able to begin his first chapter- -as
Mr. Hartog begins his- with the discouraging statement, ‘
cannot write English,’ ”

The Oxford Book of French Verse.
Thirteenth Century to Nineteenth Oentury.
Chosen and edited by Str. Joun Lucas. Second Impression.
Fcap. 8vo, 68. net; on Oxford India paper, 78. 6d. net.

Athenaeum, —‘ The best selection that has leen printed in England, The Intro-
duction, in fewer than thirty small pages, gives a rapid and brilliant survey of
French poetry from the thirteenth century to the nineteenth.”

The average English boy

A Historical Geography of the
British Colonies.
Vol. Vi.—_AUSTRALASIA.

By J. D. Rocers, Barrister-at-Law, Formerly Stowell Fellow of
University College, Oxford. Crown 8vo, cloth, with 22 Maps,
7s. 6d. Also separately, Part I (Historical), 48. 6d.; Part II
(Geographical), 8s. 6d.

British Australasian,—“ Asa complete and compendions history of the Austral-
asian Colonies from their beginnings up to the present day, the volume is an
authoritative and unique handbook.”

The Rise of the Greek Epic.

Being a Course of Lectures delivered at Harvard University. By
GILBERT Murray, Fellow of New College, Oxford; formerly Pro-
fessor of Greek in the University of Glasgow. Demy Svo, 68, net.

Tribune.— Philology, archaeology, anthropology, comparative mythology, and
higher criticism of every kind are combined with the scholarship, the acute detec-
tive faculty, the splendid daring, and the humour of an exceptionally brilliant man.’

The Attic Theatre.

A Description of the Stage and Theatre of the Athenians, and of
the Dramatic Performances at Athens. By A. E. Haicu, late
Fellow of Corpus Christi College, Oxford. THIRD EDITION,
Revised, ond in part Rewritten, by A. W. PICKARD-CAMBRIDGE,
Fellow of Balliol College. Svo, with Illustrations, 10s. 6d. net.

Cambridge Rervietr.— The third edition contains a considerable quantity of new
matter without omitting anything essential,"

A History of Music in England.
By Ernest WALKER, M.A., D.Mus., Balliol College, Oxford. Svo,
‘eloth, 7s. 6d. net.

Standard.—“ Worthy in every way to vank as the standard work on most im-
portant subject.”

| Sidney’s Apologie for Poetrie.

Edited, with Introduction, Notes, and Index, by J. Cnurton
CoLLINS, Professor of English Literature in: the University of
Birmingham. Crown 8vo, with a Facsimile Title-Page, price

2s. 6d.

Birmingham Gazette,—“ Prof, Collins’s introduction is an interesting and
scholarly piece of work.”

SELECT LIST OF EDUCATIONAL WORKS (32 PAGES) AND COMPLETE CATALOGUE (144 PAGES) POST FREE.

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

London: Printed by C. F. Hopeaor & Son, 2 Newton Street, Kingsway, W.C.; and Published by FRawcis Hopeaon, 89: Farringdon Street, B.C.
i eee : ~ [Entered'at the New York Post Office as Second Class matter. ]

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

85

MACMILLAN & CO”S TEXT-BOOKS
SUITABLE FOR THE COLLEGE OF PRECEPTORS’ EXAMINATIONS, MIDSUMMER AND DECEMBER, 1908.

THE INTERNATIONAL GEOGRAPHY. By SEVENTY AUTHORS.

New Edition, 8vo, complete, 12s. net.

489 Illustrations.

Edited by H. R. MILL, D.Sc.

With

The following Sections are issued separately with Exercises and Examination Papers in the Text :—I. BRITISH ISLES, 1s.; II. EUROPE,

2s. 6d. ;
AMERICA, Is. 6d.; VII. AFRICA, 2i:

AIDS TO THE STUDY AND COMPOSITION OF ENGLISH. By J. c NESFIELD, M. A. 4s. 6d.

LATIN AND GREEK.

Gaosar’s Gallio War. J. Bonp and A. S. WALPOLE. (First, Second,

and Third Crase)
Gallic War. Book I. A.S. WALPOLE. (First, ‘Second, and Third

Class)
ga See War. “Books II. and III. W.G. RUTHERFORD. (First and
Virgil.Aeneid. BookI. A.S.WaLpore. Is. 6d. T. E. PAGE. 1s. 6d.

Book X. S. G. OWEN. (First and Second Class) ... - ve oe
Horace.—Odes. Book III. T. E. Pace. ls. 6d. Edited by the same.

(First Class) si f oa w a i e. a
Oloero.—Catiline Orations. A.S. WILKINS. Litt.D. (First Class)...
Xenophon.—Anabasis. Book I. A. S. WALPOLE. Is. 6d. With Fx-

ercises, E. A. WELLS. (First and Second Class) ... ae
Buripides.—Heouba. J. Bond and A. 8. WALPOLE. ( First Class)
Butropius. Books I. and II. i : DUVPTIELD,

W. wearer and Hee G
(Third Class) sh

ENGLISH LANGUAGE, HISTORY, AND GEOGRAPHY.

espeare.—The Merchant of Venice. K. VEINS kii

and Second Class)
Julius Cesar. RS DEIGHTON. (First and Second Class) ...
Also Eversley Edition, with Notes. 1s. each

Fenn iene Posion Works, Globe Edition. (This volume contains

8.

=æ mee NN = | = A

1

he io Marriage of Geraint,” “Geraint and Enid,” ‘The Coming of N

Arthur,” *“ The Passin
——- School Bdition o

contains ‘“‘ The Marriage of Geraint,” ‘‘ Geraint and Enid,” “ The Coming

of Arthur,” ‘‘ The Passing of Arthur.’’) (Firat Class) i
Idaylis of the King. (This volume contains ‘ The Marriage of
Geraint,” ‘‘ Geraint and Enid,” ‘‘ The Coming of Arthur,” ‘‘ The PASDE
of Arthur. (First Class) . net
Geraint aud Enid and The Marriage of Geraint. G. C.
MACAULAY. (First Class) ...

The Coming of Arthur and The Passing of Arthur.
F. J. RowE. (First Class)... PA
Miiton.—Oomus. W. BELL. ( First Class) ‘a .
——— L’'Allegro, Il Penseroso, Aroades, Lycidas, Sonnets, &ec.

W. BELL. (First aes)
Soott.—Marmion. . MACMILLAN. 28. 6d. (Second and Third Class)

Marmion. Gata. and VI. M. MACMILLAN. (Third Clasa) .
(Third C ‘lass

of Arthur. ”) (First Class) N

Poems of Bngland. H. B. GEORGE and A. SIDGWICK.
and Lower Forms)
Longfellow.—Hiawatba. —H. B. COTTERILL. ‘(Lower Forms)
Saintsbury’s Short History of Bngliso Literature.
Wesfleld’s Outline of English Grammar...
KEY, 2s. 6d. net. (Adapted to the Second and Third Classes.)
——— Oral Brercises in English Composition. (Third Class.) .
—— Junior Coursa of English Composition. AGREE to tie
Second and Third Classes) .. or sen
Senior Course of Bnglish ‘Composition
KEY, 1s. net. (Adapted to the First Class)
Manual of Bnglieh Grammar and Composition
KEY, 2s. 6d. net. (Adapted to the First Class) __
Brooksbank's Essay and Letter Writing. With Models and
Buckley's History of England for Beginners “is
Green's Short History of the Bnglish People ..
Thompson's History of England ie
Tout’s Short Analysis of English History
BZill’s Class Book of General Geography
Sime’s wocesep of Europe. (Second aad Third Class. ) K
Simmons sna e ease Practical Exercises in Geography
sworth’s Short Geography of the World. 1s. 6d. Summaries.
In Three Parts—Part I. British Isles and a ele Hs Asia and
Africa; Part III. America, Australia, &c. each
and Gregory's Physiography “at

FRENCH AND GERMAN.

Slepmann and Pellissier’s Public School French Primer :

Siepmann’s Primary French Course. Comprising a First Reader,
Grammar, and Exercises, with Questions for Oral are and an Alpha.
betical Vocabulary. Part I.,2s. 6d, Part IH., 2s. 6d. Word ond Phrase
Book, 6d. [Part III. in the press.

—— Primary Prenoh Course. (First Term.) Lessons in Colloquial
French based on the Transcript of the Association Phonétique, with a
Chapter on French Sounds and their Phonetic Symbols, List of W ords for
Practice in Pronunciation, and Complete Vocabularies

——— Short French Grammar. Comprising Essentials of Accidence
and Syntax, with a Chapter on French Sounds, Lists of Words for Prac-
tice in Pronunciation and Spelling, and Notes on French Versification and
Etymology ..

aomillan’s Progressive French Course.

Year, 1s.; KEY, 4s. 6d. net. ae dala Bs Exercises, ls. Second
Year, 2s. ; ; KEY, 4s. 6d. net. Third Year, 2s. 6d.: KEY, 4s. 6d. net.

Poiré’s French Course. First Year, ls. Second Year, ‘ls. 6d.

Perry and Reum’s New French Course for Schools. Part L,
ls. 6d. Part [I., 3s. 6d.

Siepmann’s Public School German Primer ;

KEY, 4s. 6d. net.
Macmillan's 2 Progressive Serman PORTES G.E. FAR NAGIT: First

KEY, 4s. 64. net.

G.E. FASNACHT. First

MACMILLAN & CO., Lop.,

Tennyson’s Works. Part IlI. (This volume

NY

N We e MOHD muUe HN N N

WD Wr DO WDD

20

oOo O^ TBO DO O O

Oo

Dan DA AAADG OOO WA A Oo

HOKDOAAAGA

O a

6

ST. MARTIN’S STREET, LONDON,

KEY, 4s. 6d. net.
d.

SCRIPTURE HISTORY.

Aots ofthe Apostles. Authorised Version. With Notes. By T. =
PAGE and Rev. A. S. WALPOLE a m
—— The ai Text. With Notes. By T. E. PAGE k

BOOK-KEEPING.
Zaomton s Terk Lessons in Book-keeping

—-— Bxercise Books to First Lessons in Book-keeving. No.1,
for Lessons I.-IX., 9d. No. 2, for Test Exercises. 9d. No. 3, for Test
Exercises. 1s. 6d. No. 4. for Lessons XIII. and XIV., 1s. 6d. Case to
contain all the above, 6d. Complete Set with Case, 5s. No. 5, Condensed
Edition for Working out ! Selection on all the Lessons, 2y. No. 6, Journal,
6d. Examination Papers in Book-keeping, 9d.

KEY to Examination Papers, 2s.

Basv Exercises in Book-keeping

KEY, 5s. net.

ABCD Series of Mook: keer ng maererse Ieditgar® In

4 Parts, 3d. each, or .. i the set
Ireson’s Text-Book of Book-keeping .. see

Macmillan’s Book-keeping Bxrercise Books. Set A, containing

Journal, Ledger.
Ledger. Price 1s.
Adgie’s Modern pook Kaspiar and Accounts.
ls. 6d. Part II., 2s. Part III., 2s, 6d.
KEYS, 2s. 6d. net each.
Macmilian’s Facsimile Worked Bxercises szop: Mone Sopa
keeping and Accoants. By W. ADGIE

Price 10d. Set B, containing Cash Book, Journal,
5s.; or Part I.,

ARITHMETIC AND ALGEBRA.

Palmer's Arithmetio—chiefly Bramples

Sidney Jones’s Modern Arithmetic.
2s. 6d. With Answers, 3s.

Loney’s Arithmetic for Schools. With and without Answers, 4s. 6d.
Or, in Two Parts, 2s. 6d. each. Answers, 6d. Examples, 3s

Smith and Kudson’s Arithmetic for Schools
Lock-FTurnbull’s Arithmetic for Schools...

Hall and Knight's Elementary Algebra for Schools. Containing
a full treatment of GRAPHS. Withant Answers, 3s. 6d. With Answers
KEY, 8s. 6d. Answers, 1s.

Mall’s Basy Graphs
KEY, 3s. 6d.

Part I. Without Answers,

—— Introduction to Graphical Algebra ...
KEY, 3s. 6d.

Gibson’s Elementary Treatise on Graphs ..

Todhuut?r and Loney’s Algebra for Beginners. With a Chapter

on GRAPHS. Without Answers, 3s. 6d. With Answers
EY, 8s, 6d. net. i
Charles Po Blementary Algebra. With a Chapter on GRAPHS
, 10s. 6d.

GEOMETRY.

Hall aud Stevens's Lessons in meperimental and Practical
Geometry f

Hall and Steveus’s School Geometry. Part I. (ennhiiniiie the ait:
stance of Euclid, Book I., 1-34), 1s. Part nu 6d. Purts I. and II. (con-
tainine substance of Euclid, Book I.). “od. Parts I. and Il., with
Be ise ore: 2s. 6d. Part ae igontaining substance of Euclid,
Book III., rt of Book IV Parts I , 29. 6d. Part IV
(Containine aa a stance of Euclid, ' Book II., a Book HHI. , 35-37), 6d

rts III. and IV., 1s. 6d. Parts I. -IV., 3s. Part V. (containing the
substance of Euclid, Book VI.), 1s. 6d. Parts IV. and V. ,os. Parts
4s. 6d. Part VI. (Solid Geometry), ls. 6d. Parts IV., V., and VI., 2s. ed
Parts I.-VI., 4s. 6d. KEYS to Parts I. and 11., 3s. 6d.; Parts I.-IV., 68. ;
Parts I.-VI., 88. 6d.

Bggar's Practical Exercises in Geometry. With Answers..
Manual of Geometry. An Experimental Treatment. of Geometry
in which Theorems are taken along with the practical work..

Barnard aud Child's Hew Geometrv for Sohools (containing the
substance of Euclid, Books I.-VI.). (First Class) ...

—— New Geometry for Junior Forms (containing the a@hatanes of
Euclid, Books I., IIT. 1-31, the easy parts of Book IV., and a desemption
of the forms of the simpler Solids) Ls

This volume contains all the Practical and Theoretical G icometry required
for Second and Third Class Candidates.

Wew Geometry for Middle Forms i the substance of
Euclid, Books 1.-IV., with additional matter) ...

Now Geometry for Senior Forms antage the aliance of

Euclid, Books II., VI., and X1., and parts of IV., together with a com-
plete Treatise on ‘Elementary Solid Geometry) .

Alloock’s Theoretical Geometry for Be nners. Part I. (contain:
ing the substance of Euclid, Book I.). Part II. (containing the substance
of Euclid, Book III. 1-34and Book IV. 1-9). Part LIT. (containing the sub-
stance of Book II. 1-14, Book III. 35-37, Book IV., 10-16). Part [V. each

W.C.

Gi =

III. ASIA, 2s.; IV. AUSTRALIA, 1s. Gd.; V. NORTH AMERICA, CENTRAL AMERICA, and the WEST INDIES, 2s.; VI. SOUTII
*,* Please write Jor detailed l P rorpèetus;

86

THE EDUCATIONAL TIMES.

[ Feb. 1, 1908.

Slavonic Europe:

Historical Series.
Crown 8vo, 5s. 6d. net.

The Modern Language Review.

Subscription Price.

CAMBRIDGE UNIVERSITY PRESS

a Political History of
Poland and Russia from 1447 to 1796. By R. Nisser Bary
Assistant Librarian, British Museum, Author of ‘Scandinavia,
“The First Romanovs,” ‘‘Gustavus ILI.

raries,’’ &c.

and his Cuntempo-

This book is, the anthor believes, the only
existing compendium, in English, of the political
history of Poland and Russian, from the middle
of the tifteenth to the end of the eighteenth cen-
tury, when the Polish Republic disappeared from
the map of Europe and the Russian Empire
took its place as the head and right arm of the
Sluvonie World, In nineteen necessarily brief
chapters, the author presents a clear and con-
nected outline of the whole panormina of events,
omitting nothing essential, giving due prom-
inence to the human element which, after all,
must ever be the determining factor of history,
and throwing into clear rehef, by the light of the
most recent criticism, many murky and nebulous
districts of this immense and hitherto but par-
tially explored region.

Quarterly Journal devoted to the Study of Mediæval and Modern
Literature and Philology. Edited by Prof. Joun G. ROBERTSON,
with the assistance of au Advisory Board,

Contents of Vol. ITI., No. 2, January, 1908.—

The Intluence of Dante in Spanish Literature.
tv W. H. HUTTON.

The Date of Chapman's “ Bussy D’Ambois.’’
By T. M. PARROTT.

Notes on some English University Plays. By
G. C. MOORE SMITH.

Dante and the '‘ Gospel of Barnabas.” By Lons-
DALE Raaa.

Cambridge

Vol. III., No. 2.
2s. 6d. net.

Gosson's ** School of Abuse.”

By J. Dover
WILSON,

|
:
|
|
|
|

|
l

The Missing Title of Thomas Lodge's Reply to !

MISCELLANEOUS NoTES:—A Note on Bishop |

Hall's Satires, “ Virgidemine,”’ V. 1.. 65-72,
By E. BENsLY.—An Unrecorded Reading
in * Piers Plowman.” By C. TALBUT
ON10Ns.— Middle English *' Coveise.” By
C, TALBUT ONIONS.—Shakespeareana., By
W. H. WILiiams. — Reviews. — Minor
Notices.

“The Modern Language Review " appears
four times a year—in October, January, April,
and July, The annual subscription is 8s. net
(post free 8s. 6d.), payable in advance.

Vol. I. (1905-61 and Vol. II. (1906-7), may be
had, bound in buckram, at 10s. net each.

i
:
|

Modern Electrical Theory. By Norman

Ropert Ca{rBELL, M.A., Fellow of Trinity College, Cambridge.

Demy 8vo, pp. xii+ 332.
7s. 6d. net.

The author has attempted to expound the
subject in its logical order, to analyse the
arguments by which the various phenomena are
correlated, to draw special attention to the
assumptions that have been made, and to show
which of these assumptions are fundamental in
the modern theory of electricity, and which may
be expected to be abandoned in the further
progress of investigation. In the selection of the
material to be treated subjects have been selected
not for their intrinsic importance or for the in-
terest of the accessory studies with which they
are connected, but for the light which they
throw upon the central problem, the relation of
electricity and matter,

Electricity and Magnetism. An Ele-

mentary Text-book, Theoretical and Practical.

By R. T. Graze-

Brook, M.A., F.R.S., Director of the National Physical Laboratory.

Crown 8vo, 6s.

Mechanics and Hydrostatics.

Elementary Text-book, Theoretical and Practical.

“Every schoolmaster and teacher who has
under consideration the selection of n text-book
for his better students should most certainly
look into this book, The information is every-
Where absolutely sound and reliable.” —
Guardian.

An
By R. T.

GLAZEBROOK, M.A., F.R.S.

Crown 8vo, 6s.

Or in 3 Parts—
Part I. Dynamics, 3s.
Part II. Statics, 2s.

Part III. p TATON TAtICS;
S.

The portion of this book designated “ Experi-
ments”? was for the most part in use for some
tune asa Practical Course for Medical Students
at the Cavendish Laboratory at Cambridge.
The rest of the book contains the explanation of
the theory of those experiments, and an secount
of the deductions from them. It is with the
hope of extending some such system as this in
colleges and schools that the author has under-
taken the publication of the present book and
others of the Series.

College of Preceptors Examinations,

Midsumme

r and Christmas, 1908.

The Pitt Press Shakespeare for Schools.

With Introduction, Notes, and Glossary by A. W. Verity, M.A.

Shakespeare. -The
Seventh Edition. 1s. 6d.

“ A perfect schoolboy's edition.” —School Guardian.

Shakespeare.—Julius Caesar.

“Another of Mr. Verity’s admirable school editions of Shakespeare's play
Guardian.

The Pitt Press Series.

AUTHOR. WORK. EDITOR. ager
Scott ........... . Marmion ....................0085 J.H.B.Masterman 2
Milton ............ Comus and Lycidas ......... A. W. Venriry...... 2

ee. Mandated Sonnes aena udsa - ae o . wtebn 1
Caesar ............ De Bello Gallico, Book I A.G. Ter l

is. OUER n o» Bks. II. & III. = 2
Vergil oon Aeneid, Books I. and X. ... A. Sipcwick...each 1
Cicero ooann. Orations against Catiline ... J. C. Nuicob......... 2
Horace .........6.. Odes, Book IIT. ............... J. GOW oiacenacixine 2
Euripides......... Hecuba: hdc cicedeasesthecdus W. S. Haptey ... 2
Xenophon......... Anabasis, Book I. ......... ".. A. PRETOR ........ +52

London: CampripGe University Press WAREHOUSE,

s.’

Merchant of Venice.

Ninth Edition.

SDOCOARO RD GOS:

d

|

t
ij

The Cambridge School History of England.

' History of England for Use in Schools.
By Artuur D. Innes, M.A., formerly Scholar of Oriel College,

Oxford.

Parts: Part I., to 1509 A.D.

1689-1901.

Crown 8vo.
Complete, 4s. 6d.
Parts, 2s. each.

In One Volume with 13 Maps and 8 Plans.

Also in Three

Part IIL., 1509-1714; Part III.,

“ A work of conspicnous merit and unquestion-
able value... . Though intended for the ad-
vanced forms of schools, it is well adapted for
the private use of all manner of students, and,
while never losing sight of the necessity of
passing examinations, Mr. Innes has en ndeav-
oured to interest and guide the student rather
than to cram him. His aim is comprehensive ;
for he seeks not merely to give aun accurate
chronicle, but to present history in its various
aspects, constitutional, social, international,
and Denice ’"— Scolsman.

_ The Cambridge Series for Schools and
Training Colleges.

“We heartily commend these books to the notice of teachers of elementary

classics in Whatever kind of school.

It will be a long time before any more suitable

edition will appcar.—School Guardian,

The following editions have Complete Vocabularies :—

AUTHOR,
Caesar ......... Books I., II.
Vergil............
Xenophon ......

Fet etter Lane.

Aeneid, Books I. and X. ...
Anabasis, Book I. ............

EDITOR,

E. S. SHUCEBURGH

each 1 6
A. Stipewick.each 1 6
1. 6

G. M. EDWARDS...

WORK.

C. F. Clay, Manager.

ae aoa

i eee ŮĖŮŘŮ——

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

87

1.

2.

1.

1.

1.
2.

1.
2.

Hughes, A. G.
(Isbister aen

n, F. N.
(Pinches Prize.)

. Allinson, A. P.
. Frazer, k. F.

Gieve, Miss G. M
is, ;

Hughes, R.G.

Meadows, J.

Nokes, Miss C.
Hitching, W.

Goodchild, A.

M.
W.
T.
Winters, Miss D.

Vickers, Miss K.
Stott, Miss M.

CLASS LISTS

OF CANDIDATES WHO HAVE PASSED THE CERTIFICATE EXAMINATION OF

THE COLLEGE OF PRECEPTORS.—CHRISTMAS,

1907.

The list of successful candidates at the Celoniai Centres wiil be publiehed in the March
number of “The Educational Times.”

[Throughout the following Lists, bracketing of names implies equality.)

Mathematics.

Oakes Institute, Walton, Liverpool.
Oakes Institute, Walton, Liverpool.

Modern Foreign Languages.

PRIZES.
General Proficiency.
1, Frazer, R. F.
Frest Cxiass (or SENIOR]. 2. Graham, G. 8.
Wellington College, Salop.
Hutton Grammar School, nr. Preston.
1, Allinson, A. P.
Wellington College, Salop. 2. Smith, 8.
Oakes Institute, ‘alton, Liverpool.
SECOND CLass [or JUNIOR].
Crouch End High School, Hornsey. [Not awarded. }
Kendrick Boys’ School, Reading.
Wilsford House School, Devizes.
St. Olave’s Grammar School, 8.E. 1. Hughes, A. G.

THIRD CLASS.

Crouch End High School, Hornsey.

Manchester Warehousemen and Clerks’
Schoels, Cheadle Hulme.

St. John’s College, rar Park, N.

St. Michael’s School, Malton,

Orphan

2. Allinson, A. P.

Wellington College, Salop.
The Hoh School for Boys, Croydon.

Classics.
Natural Sciences.

Wellington College, Salop.
Wellington College, Salop.

Taylor Jones Prize for Scripture History.

Brown, A.

; (Brown, Miss M.
Hews, R.

Crouch End High School, Hornsey.
The High School for Boys, Croydon.
Kendrick Boys’ School, Reading.

Pitman Medals for Shorthand.

Bradley High School for Boys, Newton Abbot.

Royal Masonic Institution for Girls, Clapham

English Subjects. 1. Keyse, C. C.

(Pitman Silver Medal.)
Westmorland Road School, Newcastle-on-Tyne. 2. nt, Miss B. F.
Girls’ Grammar School, Levenshulme, Manchester. ( itman Bronze Medal. )

J unction.

The following is a List of the Candidates who obtained the FIRST and SECOND PLACES in each Subject on

FIRST CLASS PAPERS.

Seripture History.

( Bennell, Miss M.
Brown, A.
Guthrie, Miss E.

Hews, R.
L
Eng
Bennell, Miss M.
Davis, J. O.

English History.

(Hughes, A. G.
| Peyo; H. L. L.

Vickers, Miss K.
(Stoti,

[3 R.
Stott, Miss M.

Dodson, F. N.
Frazer, R. F.

Graham, G. 8,
Blackman, W.

Crouch End High School, |1. Jones, G.
Hornsey.

Tie Hise School for Boys, Frazer, R. F.

Ellerker College, Richmond 2. os A.

Kendrick Boys’ School, Read-
ing.

1. Frazer, R. F.

lish Language. 2. Bates, J.

Crouch End High School,
Hornsey.
Monkton "House, Cardiff.

i =a Miss M.

Chester, D.
Wellington College, Salop.
Wilsford House School,
Devizes. 1. Hughes, A. G.
Bennell, Miss M.
Geography. Luce, R. W.
Westmorland Road School,
Newcastle-on-Tyne.
Eversley School, Stamford.
Girls’ ` Grammar School, |1. Arnaud, Miss C.
Levenshulme, Manchester. 2. Townson, C. H.
Arithmetic.
Hutton Grammar School, |l. Seifert, J. H.
nr. Preston.
Oakes Institute, Walton, |2. Meyer, W. A.
Liverpool.
1. Vogel, Miss F.
Oakes Institute, Walton,
Liverpool.
Oakes Institute, Walton, 1 ( Sooper, A. H.
Liverpool. * LNowill, J. C. F.

Geometry.

Municipal Technical Insti-
tute, Portsmouth.
Walton,

Oakes Institute,
Liverpool.

The High School for Boys,

Croydon.

Mechanics.

Oakes Institute, Walton,
Live

rpool.
The High School for Boys,
Croydon.

Book -keeping.

nee End High School,
or
Grammar School, Shoreham.

Mensuration.

Wellington College, Salop.
Crouch End High School,
Hornsey.
Jersey Modern School, St.
Heliers.
French.

Private tuition.
Hutton Grammar _ School,
nr, Preston.

German.
St. sone College, Finsbury
Wellington College, Salop.

Dutch.
Convent of the Holy Cross,
Cala.

Latin.

Warner's Coll
Wellington Co

e, O
Salop.

(Only those who obtained Distinction are included.)

Light and Heat.

1, Hughes, A D Wellington College, Salop.

2. ( Ainson. A. Wellington College, Salop.
Morris, H Wellington College, Salop.
Magnetism and Electricity.

1. Dodson, F. N. Hutton Grammar School,
nr, ton.
Chemistry.
1. Coope, G. M. Mutton ammat School,
Hughes. A. G. Wellington College, Salop.
2. Lyell, H. R. Private tuition.

Natural History.
St. Joseph's Convent, Castries,

Belmar, Miss M. ai
ucis.
[carey Miss N.G. The Red Maids’ School,
Bristol.
Drawing.

1. Gieve, Miss G. M.
j (Boason, A. P.

Crouch -oi High School,

Hornse
Wellington College, Salo
Dodson, F. N. Hutton Grammar School,
nr. Preston.

Political Economy.

1. Davis, B. L. Penistone Grammar School,
Shorthand,
1. Keyse, C. C. Bradley High Benoal for Boys,
Newton Abbo

2. Sargent, Miss B. F. Royal Masonic Tastitution for
Girls, Clapham Junction.

Domestie Economy.

1. Stott, Miss M. Girls’, / Grammar» School,
Levenshulme, Manchester.

88

THE EDUCATIONAL TIMES.

(Feb. 1, 1908.

CLASS

LIST — BOYS.

N.B.—The small italic letters denote that the Candidate to whose name they are attached was distinguished in the following subjects respectively :—

a. = Arithmetic. e =
al. = Algebra. f =
b = Botany. g. =
bk. = Bookkeeping. ge. =
ch. = Chemistry. geo. =
d. = Drawing. gm. =
do. = Domestic Economy. gr. =

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.

English. h. = History. ms. = Mensuration. sc. = Elementary Science.
French. he. = Hebrew, mu. = Music. sh. = Shorthand.
Geography. t = Italian. nh. = Natural History. sp. = Spanish.

German. l. = Latin. p. = Political Economy. tr. = Trigonometry.
Geology. lt. = Light and Heat. ph. = Physiology. w. = Welsh.

Geometry. m. = Mechanics. phys. = Elementary Physics. z = Zoology.

Greek.

ma, = Magnetism & Electricity. 8.

= Scripture.

In the addresses, Acad. = Academy, C. or Coll. = College, Coll. S. = Collegiate School, Comm. = Commercial, Conv. = Convent, Elem. = Elementary, End. = Endowed,
Found. = Foundation, H. = House, Hr. = Higher, Inst. = Institute, Int. = International,
Inter. = Intermediate, Poly. = Polytechnic, Prep. = Preparatory, P.T. = Pupil Teachers, 8. = School, Sec. = Secondary, Tech. = Technical, Univ. = University.

FIRST CLASS [or SENIOR).
Honours Division.

Hughes, A.G. ¢.h.gm. ms f.lt.ch.
Wellington Coll., Salop
Dodson,F.N. a.al.f.ma.d.
Hutton Gram. S., nr. Preston
Allinson, A. P. a.f.ge.lt.ch.d.
Wellington Coll., Salop
Davis,B.L. s.e.al.l.p.
- Penistone Gram. School
Fiazer, R.F. aualgm.n ch.

Oakes Inst., Walton, Liverpool
Graham,G.S. a.al. ym. mns.

Oakes Inst., Walton, Liverpool
Brown,A.s. High S. for Boys, Croydon
Mercer, F. a.al.gmn.ms.

Oakes Inst., Walton, Liverpool
Coope,G.M. qm.ms.ch.

Hutton Gram. S., nr. Preston
Wright,N. a. St. Helen's Coll., Southsea
(Oldham, E. gm.ch. Wellington Coll., Salop
| Pryor, H.L. L. s.k.bk. ms.
Wilsford H., Devizes
Mogue,J.C. Mercers’ S., Holborn, E.C.
John,C.T.R. Wellington Coll., Salop
Roberts,L.D. ch. Wellingtonu Coll., Salop
Blackman, W. a.al.m.
Oakes Inst., Walton, Liverpool
Ford,R. gm.J. High S. for Boys, Croydon
Nowill,J.C.F. f.l. Wellington Coll., Salop
Morris, H. ms.lt.ch.
Wellington Coll., Salop
Higson,R. f.ch.

Hutton Gram. 8., nr. Preston
Miles,H.A. al.sh.
Mercers 8., Holborn, E.C.
Jones,G. a.qm.

Municipal Tech Inst., Portsmouth
Thiemann,H. a. Highbury High S., N.
Townsvun,C.H. «a fich.

Hutton Gram. S., nr. Preston
Wall, A.C. Mercers’ S., Holborn, E.C.
Baudains,G.LaC. a.
Jersey Modern 8., St. Heliers
Hughes, W.O. gm.ch.d.
Wellington Coll., Salop
(Arnold,H.J. gm. Brentwood High School
Dowsett, E.F. fish.
l Mercers' S., Holborn, E.C.

(Luce,R.W. ms. l
| Jersey Modern S., St. Heliers
Rogers, W.T. gm.bk.
Brentwood High School
Woodhouse, R.A.
Hutton Grain. S., nr. Preston
Davis,J.O. 8.¢. Monkton H., Cardit]
Seifert, J.H. bk.ge.
St. John’s Coll., Finsbury Park, N.
Doidge, H.F. Greystones S., Scarborough

Hews, R. s Kendrick Boys’ S., Reading
Neill, F.A. Wellington Coll., Salop
Whyte,C.C. f. St. Mary's Coll., Harlow

FIRST CLASS [or SENIOR].
Pass Division.

Bates, J. agm. m.
High S. for Boys, Croydon
Dowell, A.W. .
St. John’s Coll., Finsbury Park, N.
| Litchtield,J.B. /. ,
L Winchester H., Redland Road, Bristol

Jones, L. d. High S. for Boys, Croydon
Morris, A. g.al.gm.
i High 8. for Boys, Croydon

Mayell,E. e.a.d.sh. Private tuition
Baker,A.G. s Brentwood High School
Chester, D. bk. Grain, S., Shorehain
Rahtkens,G.A. gm. Gram. 8., Shoreham
Bennett, H.N. gm.l. Eltham College
Covk-Watson,8.C.al. Newcastle Modern 8.

Montgomerie, W.G.

Hutton Gram. 8S., nr. Preston
Kendrick, H.M. d. Welllington Coll., Salop
[curt Grosvenor Coll., Carlisle

Curtis, W.G. gm. Brentwood High School
Roseby,R. s.g. Eversley School, Stamford
Allison,C.M. Wellington College, Salop
Hobbs,R. W. Whitchurch Gram. S.
Morgan,R.C. al. Wellington Coll., Salop
Smith,S. 2. High S. for Boys, Croydon
Pullen,R.E. e.
Winchester House, Redland Rd., Bristol
Burgess, R. W.A. Private tuition
Simpson,J.B. ch. Wellington Coll., Salop
Lasham,P.W. Kendrick Boys’ S., Reading
Cullimore,R.T. bk. Gram. S., Ongar
Bateman,P. Mercers’ S., Holborn, E.C.
Cunninghain, L. ch.

Hutton Gram. XS., nr. Preston
Slater, W.M. Ellesmere S., Harrogate
Stewart, W.G. Private tuition
Dodson, H. d. Hutton Grain.S. nr. Preston
McLarney,J. Catholic Gram. S.,5t. Helens

(Chapman, W.B. al.gm.

| Winchester House, Redland Rd., Bristol
Huddy,G.P.B. Wadhain Schoul, Liskeard
Sandiford,E.T.

L Oakes Inst., Walton, Liverpool
Brittan,S.V. St. Leonards Coll. Schvol
Good win,S. E.

| High S., Liverpool Inst., L'pool
Hillier,J.S.

Hillmartin Coll., Busby Place, N.W.
Williams,J.H. Wellington Coll., Salop

Archibald, H. Hutton Gram. S. nr, Preston
Bell, F.A. sh. Mercers’S., Holborn, E.C.

(Mallinson,E. Ellesmere S., Harrogate
Mercer, E.D. a.ch.
| Oakes Inst., Walton, Liverpool
Kendrick Boys’ S., Reading
Wadham S., Liskeard

Seggie,A.
Tay lor,T.T.
Honywill,8.J. sh.
Bradley High S., Newton Abbot
Brown,E.J. igh S. for Boys, Croydon
[ BevenW Southport Modern School
Perkins, B.St.G. bk. ColebrookH., Bognor
Wahn, W.H.OakesInst., Walton, Liverpool
Ferguson,G. OakesInst., Walton, Liverpool
[ Hiekim W. Private tuition
Speeding,C. High 8. for Boys, Croydon

( Bray,T. a. Eversley S., Stamford
Ingram,R.8. Wilsford H., Devizes
Wright, R.W.M. ch.d. Private tuition
Ward,J. s$. Brentwood High School

Robinson,F. Hutton Gram. S., nr. Preston
Sutton,R. gm. Private nition
Dent,G.R. d. Ellesinere S., Harrogate
Stone, E. Brentwood High School
Dipnall,A.H.F. Mercers’S., Holborn, E.C.
Jones, R. W.T. Wellington Coll., Salop

| Saggerson, E.J. gm.

L Canning St. Council 8.,Newcastle-on-T.

Mellor,J. Private tuition
Swindell, J.G. bk. Gram. S., Shoreham
Handley, A.P. Private tuition

(Huntley, E.E. d.
The College, Weston-s.-Mare

( Blackmore,F.R.
L Kendrick Boys’ S., Reading
Newbery, B. St. Leonards Coll. S.

Richards,C.T. Gram. S., Newton Abbot
“Burge,G.A.
| Winchester H., Redland Rd., Bristol
LGill, E.L. Private tuition
Bell,S.J. Hutton Gram. S., nr. Preston
Brown, W.f. Hutton Gram.8., nr. Preston

( Keyse,C.C, sh.
I Bradley High 8., Newton Abbot
Pletts,J.St.V. a. Private tuition

(Bairsto,A. Oakes Inst., Walton, Liverpool
Heald,T.P. ms. Sandwich School
| Kioya: Wiliams L.H. Private tuition
Williams, H.OakesInst., Walton, Liverpool

Jacob,C. Boys’ Coll. S., Aldershot | f Cave,C.F. Private tuition
Ballinger, L. Dunheved Coll., Launceston Cleveland, F.H. Bedford Grain. School
Cooper, A.H. L Warner's Coll., Richmond | Davies,T. Private tuition

Stockley,C.1.
(Anderson,C,.
| Field,O.E. a.

High S. for Boys, Croydon
Private tuition
Private tuition

(Duncan,C.E.
Le Gresley, E.F. J.
St. James’ Coll. S., St. Heliers

Ellesinecre S., Harrogate

UTrattord, F. Private tuition] Archbold, K. Castle Hill S., West Ealing
Milner, F.E. Private tuition | (Eastham, L. Hutton Gram. S., nr. Preston
(A | Holloway,E.C.
Gram. 8., Choriton-cum-Hardy | | Broomy Hill Acad., Hereford
| Pae ain L pie Paneo ellie S. | (Jones, L.E. Holloway Coll., Holloway
il, H.W. astle Hill S., West. ing
APA Tollington Park College, N. f ooa Ta Grammar S Shoreham

Bunker,S.W. e.
Hamilton, D.J.M.
L Oakes Inst., Walton, Liverpool
Rogerson, W.A.
Hutton Gram. B., nr. Preston
Grainger,G. H. Private tuition
Taverner, L.
St. John’s Coll., Finsbury Park, N.

Private tuition

Aikenhead, R. Schorne S., Winslow
Humphris,J.H. Bristol Gram. School
| Kauenhoven,C.T.

| Warner’s Coll., Richmond
R s.

Gram. S., Chorlton-eum-Hardy
Fletcher,G.H. P.-T. Centre, Brierley Hill
Soar, V.D. Gram. S., Shoreham
Harrison,F. Gram. S., Wallington
Moore, 1.8. Hutton Gram. S., nr. Preston

( Forsgith, F.L. d. High S.forBoys, Croydon

Marsland, W.R. Bourne College, Quinton
Stack,J.M. Private tuition

LVinicombe,L. f. Private tuition
Cotton, W.M.V. Gram. 8., Shoreham
Lyell, H.R. ch. Private tuition
Nias, R.D. High 8. for Boys, Croydon

Roberts,J.C. Cliftonville Coll., Margate

Copplestone,T.S.
[ Bible Christian Coll., Shebbear
Shillitoe, R.J. Private tuition

Cross,J.R. Wadham School, Liskeard
Cundall,H.W. Grammar School, Ongar
Pulling,R.J.C. bk.

St. John’s Coll., Finsbury Park, N.
Wignall,R.M. HuttonGrain.S. nr. Preston
Cochrane,R.

St. John’s Coll., Finsbury Park, N.
\Lloyd,J. Whitchurch Gram. S.
(McGee,J.F. Private tuition

Moore,H.W. The Philological S. Southsea
| Bowell, R: Grosvenor Coll., Carlisle
Whipp, W.A.8. bk.
( Anderson,E.H. d.
High &. for Boys, Croydon

Gram. S., Shorehain

Cornelissen, L.S. Ripley Comin. Schoo)
Keyes, E.T. Private tuition
(Frampton, W.J. Gram. S., Worthing

Nixon, J.B.

(Evans,B.J.
(PARR 8.

Newcastle Modern School
Private tuition

Winchmore Hill Coll. Schools
Marshall, L.E.J. CliftonvilleColl.,Margate

Scott, H. 8. Private tuition

Antill, W.S. St. Dunstan's Coll., Margate
Colebrook H., Bognor
Private tuition

E rice, H.G.
Turner,T.
Coleman, R.J.

Leigh Hall Coll., Leigh-on-Sea
Graham,A.W. HuttonGram.S.,nr. Preston
Private tuition

Hill, W.G. sh.
Humphreys, L. ms.

Oakes Inst., Walton, Liverpool

Day,A.A.
Hillmartin Coll., Busby Place, N.W.
Edwards,A.T.

Giddens,F.C. Private tuition

Markham,C.G. Chaloner’s S., Braunton
Watkius,G.S. Grammar §., East Finchley

(Speed, A.V. f.d.

Monkton House, Cardiff

Oakes Inst., Walton, Liverpoel
Radford,S.D. d. Ripley Comm. School
\Skey,C.H. Cliftonville Coll., Margate

——_@——_-

SECOND CLASS [or JUNIOR).
Honours Division.

Allinson, B.P. gm.m.f.ge.ch.d.
Wellington Coll., Salop
Curtis, S.J. eh. Kendrick Boys’S., Reading p
Hughes, R.G. h.g.bk. phys.
Wilsford H., Devizes
Meadows,J. e.g.am.ch.d.
St. Olave's Gram. S., S.E.
Hinxman,A.J. gJ.ch. DevizesSecundary S.
Chiverton, E.F. a.
Buckingham Place Acad., Landport
Caunce,A.E. a.ch.
Oakes Inst., Walton, Liverpool
Shaw,C, ch.d. Wellington Coll., Salop
Marshall, W.L. gm.f. ArgyleH., Sunderland

(Colver, E.W. agm.phus.ch,

|
\Stevens,J.G. f.
( Bartlett, A.F.

Wellington Coll, Salop
Private tuitiou

Colebrook H., Bognor
Sinith,H.C.E. phys.ch.d.

Portsmouth Council Secondary &
Croad's S., King's Lynn
Johns, W.A. Private tuition
Boyce, A.J. 10d.

Portsmouth Council Secondary S.
Rhodes,N. «.f.ch. Wellington Coll., Salop
Thompson,T.H. gm.ch.

Training College Model 8., York

L
Bolton, H.A. a.al.d,

West Jesmond S., Newcastle-on-T.
Millard,J. h/. Private tuition
(Mynott,A.K algm. Brentwood High 8.
Watson, W.H. g.li.phys.
Wilsford H., Devizes
Joy,P. a. Private tuition
Bell, A. g. Chillingham Rd. N., Heaton
Lillywhite, H. al./. St. Mary'sColl., Harlow
f Davies, H. a.me.
| Training College Model S., York
| Naylor, V. gm.f.ch.
| Gram. S., Ashton-in-Makerfield
LOst, P.W. m. Wellington Coll., Salop
Grimwade, S.A. gm.ch.
Wellington Coll., Salop
Arnold, L.M. St. Helen's Coll., Southsea
Lane, H.D. gm. Private tuition
Wright,T.R. a.

Canning St. Council 8S., Newcastle-on-T.
Atkinson,H. ch.d. Devizes Secondary 8,
King,S.C. gm. Fitzroy S., Crouch End

( Garrett,J.G. fica.
Gram. S., Ashton-in-Makerfield
E Breton,T. Jersey Moderns,,St. Heliers
Pryor,J.W. g.phys. Wilsford H., Devizes
Bernstein, D.C.
King Edward VI. HighS., Birmingham
Ridley, W.W. al.gm.d,

Canning St. Council S., Newcastle-on-T.

Williams,K.R. /.

$8 Tavistock Pl., Plymouth
Stevens, W.T. g. St.Olave's Gram. S.,S.B.
BrookssF-T. g. Wilsford H., Devizes
Burgess, N.P chy Whitchurch Gram. S,

Er y i

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

89

BOYS, 2np CLass, Hons.—Continued.
Leasey, W. Private tuition
Stubbs, E. E. ch.d. TechnicalS. Stalybridge

radbury,C.H. m.ch.
f Wellington Coll., Salop
Kincaid-Smith,A.P. h. Private tuition
Barber, N.B. aal.d. FroebelH. Devonport
(Bisa a a.f. 8t. Mary's Coll., Harlow
[chevaiey H.C. ge. St. Mary'sColl. "Harlow
The College, Weston-s.-Mare
conway D C. a.
Southport Comm. College

Hart.G.J. a

King Edward VI. Middle S., Norwich

Lee,J.H. gm. High 8. for Boys, Croydon
Pickering,J. ch.
Gram. 8., Ashton-in-Makerfield

Whitten, M.G. gJ. Private tuition

efferies,J.H. ch.

Xaverian Coll., Manchester
Gram. $., Newton Abbot

Wallis, M. J.T. St. Olave's Gram. S., S.E.

fects Gram. S., Shoreham

Carr, R.N. a.d.
: Westmorland Rd. S., Newcastle-on-T.

Bolton, H.F. HuttonGrain.S.,nr. Preston
Carte, A.S. bk. Cranbrook Coll., Ilford
Dickson, A.E. al.bk. Gram. S., Shoreham
Slater, R.A. a. Grain. 8., Shoreham

Edwards,J.H. ch.
Gram. S., Ashton-in-Makerfield
Grose, F. St. Olave's Gram. S., S.E.
Packham, A. L. bk. BedfurdH., Folkestone
Wilson,S. a.al.
Jersey Modern 8., St. Heliers

Chatfield,S.C. Esplanade H., Southsea
Jenkin,P. ch.d.
Gram. 8., Ashton-in-Makerfield

| Parks, I.H. agn. Highs, for Boys,Croydon
Pollitt, Š V.

( Logan
saree Rd. S., Newcastle-on-T.
Lunn,P.R. St. Olave'’s Gram. S., S.E.

Burrill, W.E. al.

Chillinghain Road S., Heaton
Haworth, A.H.

Hutton Gram. S., nr. Preston
Marshall,J.L. f. Argyle H., Sunderland
Pearson, H: W.R. bk. f.

Weymouth Modern 8.
Tidswell, F.H. a.d.

Christ Church Higher Elem. 8S., Southport
Ware, F.H. Brunswick H., Maidstone
Wooster,C.D.H. ch.

St. Paul's S., W. Kensington

Bertram,G. W.

Oxenford H., St. Lawrence, Jersey
Gosling, F.H. al. gm. Grain. S., Coleford
Olive, W. f. Penketh School

Cook,E. Gram. S., Ashton-in-Makerfield
Fawcett,S.H. d.

Westmorland Rd. S., Newcastle-on-T.
Gaverick,R.H. Gunnersbury S.,Chiswick
Ramsey,F. a.

Buckingham P]. Acad., Landport
Seymour Joues,D. ch.d.
Wellington Coll., Salop

Highbury Park School, N.

Barnes,J.N.
AldermanNorinan’sEndowed S., Norwich

Cockrell, F. St. Mary's Coll., Harlow
Reckitt,C.R. f. Private tuition
Banks,E. Avenue H., Sevenoaks
Berry,8.H. Pannal Ash Coll., Harrogate
Jouanno,C.bi.f, CliftonvilleColl., Margate
Lawrence,F.W. Private tuition
Lessey,J.G. Private tuition

| Pool,G. W.
Rolfe, R.J. bk.
Spry,W.B. J.

Grammar School, Hayle
Towcester School
Chudleigh Gram. School

SECOND CLASS [or JUNIOR).

Pass Division.

1Tiffen,T. W. Grosvenor Coll., Carlisle
1Tanner,E.A. Esplanade H., Southsea
lAdams, H.A. bk. Commercial Coll., Acton
1Mackenuney,F. L.
Jersey Modern S., St. Heliers
1Logie,R. University S., Southport
1 Williams, W. P. ms.
Arlington Park Coll., Chiswick
1 Watkinson, H. L. Farnworth Gram. 8.
IGrant,S.T. High 8. for Boys, Croydon
1Brown,L.N.F. gm.
St. Helen's Coll., Southsea
1Buckell, W.D.W. aun.
St. Helen's Coll., Southsea
1Percival,J.B. Private tuition
1Howarth,W. HuttonGram.s., nr. Preston

1Simith,S. Bourne College, Quintou
Aston,T.F. Grammar 8., Coleford
Morris,J. H.C. Oxford House, Thame

Ritchie, H.V.O. a.sh.

Croad’s 8., King’s Lynn
Starkey,J.B.C. Private tuition
Van Baan,J.¥F.a. Mercers'S., Holborn, E.C.

(iLamond,J
| Skerry’ s Coll., Newcastle-on-Tyne

\10'Neill, T.F. Private tuition

Boatswain, T.O. Weymouth Modern S.
1Boughton, F. Tollington Park College, N.
(Mar Private tuition

Halsey, F.W. St. Aubyn’'s, Woodfo:d Green
Harris,C.J.P. Brighton Gram. School
Lockton,J.H. gm. Dulwich College
Metzner, R.E. Richmond Hill School
Newton, R. C.. Barton 8., Wisbech
| Procter J. Private tuition
| Procter 3 G.TheCollege, Weston-s.-Mare

Clarke, J. H.P. sh.

Cambridge H., Camden Rd., N.
1Compton, W.W. Gramırar S., Shoreham
Harris, W.S. f. Private tuition
Pond, C.F. Colebrook H., Bognor
Powell, S.J . lt. Stationers’ Co.’sS., Hornsey
Symons, H.J.H. BlundellsSchvol, Tiverton

Jamieson, R.M.
Westmorland Rd. 8., Newcastle-on-T.
lJones,C. Y.H. Private tuition
| Martin,C.F. f. Mercers’ 8., Holborn, E.C.
(Russell, B.E. ms. Brentwood High School

(Broom,F,J. Castle Hill S., West Ealing

| Lee, H. Weymouth Modern Sclivol
Lyon,N. J. St. Mary's Coll, Harlow
1Millard,J.E. Private tuition
Bush,D. ma.ch.

Hutton Gram. 8., nr. Preston

Evans,N.D. Private tuition
Moryan,N.F. Castle Hill 8.,West Ealing
Paget,C. ch. Devizes Secondary S.
Shetford,A. D. E. Private tuition
| Stevens,S.G. d. Kendrick Boys'S., Reading
| Stubbs,C. A. Gram. 8., Shoreham
IStubbs,W. OakesInst., Walton, Liverpool

Trigg,C. T.
L “Weati0rland Rd. 8., Newcastle-on-T.
f Barnard, E.J.
St. John’s Coll., Finsbury Park, N
| Brainble,J.

| Canning St, Council S., Newcastie-on-T.
| 1Humphreys, A.J. ms. Private tuition
| Loyde,H.K. a. Steyne School, Worthing
| Minett, H.C. Wilton Grove 8., Taunton
Vaisey,C.N. Schorne S., Winslow

(Bell,A. ch. Oakes Inst., Walton, Liverpool
1Bickerstaff, R.
Oakes Inst., Walton, Liverpool
| Burtt,J.L. g. vk.
Lawn H., Clapham Rd., S.W.
Challacombe, W.V.
St. Olave’s Gram. S., S.E.
Hancock,A.G. St. Olave’s Gram, S., S.E.
| l[Harte,J. Private tuition
| Turner, E.P. Private tuition
LUWolley,T.W.M. Wellington Coll., Salop

(Brock, E.A. Aldenham 8., Elstree
| 1Clarke,T. P.CambridgeH. ,Camden ktd., N.
| Clemmens, E.W.S. sh.
Cambridge H., Camden Rd., N.
| Evans, L.C. gm.d. Gram. S., Coleford
Hopper, R. F. Private tuition
Housden,C.H. Private tuition
O'Sullivan, P.J. Private tuition
Sequeira, H.C.
St. John’s Coll., Finsbury Park, N
Sharples,J.D. ch.
Hutton Gram. School, nr. Preston

Thom pson, W.G. f. Private tuition
( Aubin,J.F.G. d. Easingwold Gram. 8.
Chick, A. F. Brentwood High School

Green,J. Gram. S., Ongar
Lipinski, A.J. Private tuition
1Marsh,J.B. Catholic Gram. S., St. Helens
Newth,F.D. High S. for Boys, Croydon
| Paul, A.N. Private tuition
Phillips-Jones,J.M. Private tuition
Ries, H.F. Oakes Inst., Walton, Liverpool

| treet, R. The Western College, Harrogate

| White,C.L.B. J.
L

Old College School, Carmarthen

Bowlby,G. E.L. ch.

St. Paul’s School, West Kensington
Private tuition
| 1Essex,E.B. Stationers’ Co.'s S., Hornsey
Brunswick H., Maidstone

| Day-Lewis, A.K. J.

ı Grammer, D.
| Jackson, F. K.
The Western Coll.,
Lewis, S.R.

Peak,N.
| Scott, J. D.S. ch.
Stickland, H.J.

St. Paul’s School, West Kensington

Williamson, T.H. ch.

Oakes Inst., Walton, Liverpool

Farnworth Gram. School
| Mazinke,C.F.P. Mercers’ S., Holborn, E.C.
Private tuition

(Ireland, A.
McEwan,D.

Outwin,S.G. bk. Coinmercial Coll., Acton
Place,T.K. Sandbach School
| Penni R. Brentwood High Schoo]
Sutton, J.S. f. Modern School, Salisbury

Davie,J.C. The College, Weston-s.-Mare
High S. for Boys, Croydon
Green,J.N.d. Sandyford Rd. 8., Jesmond

Davis, T.W.
1Hadtield, E.

Oakes Inst., Walton, Liverpool
Private tuition

| Hancock,T.W.

Harrogate
Private tuition
Private tuition
Private tuition

Makinson,J.OakesInst., Walton, Liverpool
IThomas,A.E. Bourne College, Quinton
1Gillbanks,C.C. P.

Lancaster Coll., W. Norwood
Middle,G.F. OakesInst., Walton Liverpool

Pegler, H.J. f. Private tuition
Pridham, A.G. D. Private tuition
Salsbury, A.F. Private tuition
Smith, W.A. Grammar S., Ongar
IStubbs, H.R. Grammar S., Worthing
Wilson RW. L. gm.

High S. for Boys, Croydon
Brentwood High School

Private tuition
Hattield,M.B. a. Anerley College, S.E.

| Jones,T.H. Mercers’ S., Holborn, E.C.
Richards,L.H.P. f.

Grammar School, Steyning

Young,J.A.C.
Dale,F.C. d.

Taylor, K.G. Private tuition
1Thuan Ngamimuang Private tuition
Tilsley, H. Royal Gram. S., Whalley

_Woodroftfe,S. WY. Steyne School, Worthing

Carruthers, F.C. f.
Stoke Newington Gram. S.
| 1Hogben, F.L. Sandwich School
| Hutt, E.S. ch.

Kingsholme S., Weston-s.-Mare

Shoesmith, H. Private tuition
| Swann,H. 9. Private tuition
White, R. W. Private tuition

Cottam,T.E. a. Argyle H., Sunderland

Fox,R.A. Stony hurst Coll., Blackburn

Harris, L.E. Mercers’ S., Holborn, E.C.
lHorsburg, A.L.

Oakes Inst., Walton, Liverpool
IMilroy, N.A.

Oakes Inst.,
1Mytton,J.
Page,S.G.
Rose,G.J.S.

Walton, Liverpool
Grammar S., East Finchley
Mercers' S., Holborn, E.C.

Private tuition
Salman,C. Kendrick Boys’ S., Reading
Waller,T. d. Bailey School, Durhain
IWhalley, T. Hutton Gram. 8S., nr. Preston

Chester,S.J. Private tuition
Cooper,T.P. Private tuition
| Darrington,C.P. bk. Sandwich School
| Dyke, W.A. Blue Coat S., Hereford
Faulkner, R.O. Grammar S., Shoreham
Hutchinson, L.R.

Cliftonville Coll., Margate
Maddock, D.W. af. WellingtouColl.,Salop
IManaton,G.A, s. Chaloner's S., Braunton
Smallwood,R.W. d.
| Oakes Inst., Walton, Liverpool
Truscott,J.H. Froebel H., Devonport
| Whiston A, Queensberry S., Longton
Wilson,C. H. Private tuition

Brown, H.V. Private tuition
Bubb,L.W. Mercers’ S., Holborn, E.C.
Chambers, A. vV.

Brunswick H., Maidstone
Coleman, J.H. d. Grain. S , Newton Abbot
Farbrother, E.S. Private tuition
Howey,H. ms. Chillingham Rd.S., Heaton
Kaufinan,S.H. Mercers’ S., Holborn, E.C.
Orr,F. a. Workington Secondary S.
Ritchie,J.F.

Winchester H., Redland Rd., Bristol
| Short,J. Farnworth Gram. School
| Wainwright, L.A. Grammar S., Shoreham
UWilson,H.J. Private tuition

f Baskcomb-Harrison,H.W. Private tuition

| Bell,G.F. Hutton Gram. 8., nr. Preston
| J1Helliwell, H.C. Farnworth Grain, 8.
| Savage,P. Y. Dulwich College

Stock, W.H. Littleton H., Knowle, Bristol

1Chennells,C. A. ms. Ripley Comm. School
Forrest,A.G. ge. Private tuition
Head,W.C. Brunswick H., Maidstone
Turner,F.W. bk. Grammar S., Worthing

( Ambrose, L.G. bk.

Bedford House, Folkestone
Dunford, L.B. Newcastle Modern School
Green, R.W

King Edward VI. Middle S., Norwich
Hughes,S. W. d. Sandyford Ra.S. Jesmond
| Matthews, C.H.

Broomy Hill Acad., Ifereford

New College, Worthing

Owen,H.R. Sandbach Sehool

Poulton, H.M. Grammar S., Coleford
| Prain,S.D. Jersey ModernsS.,St. Heliers
| 1Walker, H. L.

Cusack Institute, Moorfields, E.C.
Whitworth, L. f. Grammar School, Hyde
Zozopulo, M. P.

Granımar School, Shoreham

(Boraston,J.P.S. Grammar School, Sale
Clarke, R.S. The Philological S., Southsea
1Crosby, W.N Modern College, Harrogate
lFtłetcher, R. K. High 8. for Boys,Croydon
Henwood, R.J.

The College, Weston-s.-Mare

)itglen OakesInst., Walton, Liverpool

| Moss,H.G.

IHughes,J Whitchurch Gram, School
Le Rongetel,J.H. f.d.

Gunnersbury S., Chiswick

| Pinot 7. Private tuition

Tirrell, W. d. The Acadeiny, Crewe

f Botting,8. H. Ripley Comm. School

Brunning, A.B. f. Grammar 8., Steyning
Egitan C.E. Mercers’ S., Holborn, E.C.
| Jordan Private tuition
Tones A A. Wellington Coll., Salop
Murphy,E.F. High 8. for Boys, Croydon
Thomson, J.8. Mercers’S., Holborn, E.C.

( Baines,C.J.D. King’s School, Worcester
1Mosse,C.H. Private tuition
Shaw,L. Huddersfield College Modern 8,

(Catmur,H.A. a. CliftonvilleColl., Margate
| Craven,H.D. d, Wellington Coll., Salop
Drew, A.J. ch. Eastbourne Colle Ke
Edwards, A.V. St. Olave's Gram, 8., S.E
Gordon,N. a. Ellesmere S., Harrogate
Gray, W.8. Castle Hill 8S., West Ealing
Howcroft,R.S.
Hutton Gram. 8., nr. Preston
| Johnson, W.L.
j The Western Coll., Harrogate
1Keen,A.E. Castle Hill S., West Ealing
Labey,S.F.

Oxenford H., St. Lawrence, Jersey
Milner,L. Hutton Gram. 8. nr., Preston

Robb, W.A. Barton School, Wisbech
Swire, F. Private tuition
( Anderson, A.D. Private tuition

| Denny, V.E.G.
Fisher,C.F. f.
Licensed Victuallers’ S., Lambeth
Golledge, V.F.H. Crewkerne Grain. School
| 1Hewitson,W.A. Bailey School, Durham
son: J. Edgbaston Acad., Birmingham
ISeabruok,C.A. Private tuition

(Carr,C.M.L. Charlton Academy, Bath
| Finlow, L. W. Sandbach School
| Laurens,S8. Jersey Modern S., 5t. Helers
| Moss,J. d Private tuition
Nicholls,G.H.

Buckingham Place Acad., Land port
| Start, A.G. Colebrook House, Bognor
Townend, B.R. Southport Modern School

( Castle,G. Sandwich School

| Davies,S.H. bk. Grammar S., Ongar

| Dickson, A. bk. Grammar S., Shoreham

| Percy,A,F.

j The School, Wellington Rd., Taunton

| Pritchard,G. P. Private tuition
Rymer, R. Hutton Gram. 8., nur. Preston
Thomas,C. E. Simon Langtons. ‘Canterbury

Aldred, A. Keble House, Black pool
Beaver, R.P. ch.d.

King Edward VI. Middle S., Norwich

| Butler,M.K. Private tuition

Ellesmere S., Harrogate

į Carrick, F. Kirkby Stephen High N.
| Cope,C. E. Grammar S., Coleford
DeWinton,K. St. Mary's Coll., Harlow
1Fox, H.D. Private tuition

Goulbourn, A.J.
H Oakes Inst., Walton, Liverpool
| Kiddle,T.W. Wingfield College, Dover

Long,J. qin.
Canning St. Council S., Newcastle-on-T,
| McDonald, R.W.A.
| Westgate Hill Council S.,Newcastle-on.T.
| Mitchell, R. d. Queensberry S5., Longton
| Napier- Ford, G.S. Dulwich College
| Partridge.W. L. St. Olave’s Gram. S., S.E.
Patterson, K.S.
Canning st. Conneil S., Newcastle-on-T.
| IRoberts,J. Bradley HighS. Newton Abbot

| Stiell, W. F. ch. Manor House, Clapham

| Stone, H.E. Grammar S., Worthing
l Treasure, C.W. Private tuition
Wharrier,J.

Canning St. Council S., Newcastle. on-T.

Baines, T.H. bh. Mossley HallS., Congleton
lBolton, J.N. Grammar S., Shoreham
(Bottom, W.S- Cliftonville Coll., Margate
| Brett, J.W.
| King Edward VI. Middle S., Norwich
Fox, W. Private tuition
| Hardeastle,D.N. Taunton House, Brighton
| Huntington, N.J. Maida Vale School, W.
Jones, 1. M. Private tuition
Mason,J.E. Kendrick Boys’S., Reading
j Norris, A.V. ch. Private tuition
Pinder,T. D. Grammar S., Shoreham
Storey, A. Chillingham Rd. S., Heaton
Lswan,W. Newcastle Modern School

(Arthur, R. Barmouth County School
1Brumtit. J.R. Private tution
Cassidy,C.M. Mercers’ S., Holborn, E.C.
Evans,D.E. Porth Hr. Grade School

Fleck, W.H. Private tuition
| Grace,B.F. Broomy Hill Acad., Hereford
St. Mary’s Coll., Harlow
Brentwood High School

Greengrass, W.
Guest, D.G.
McKinney, A.T.

Oakes Inst., Walton, Liverpool
Morns, L.F. d. Private tuition
Schruter, A. N.

Oakes Inst., Walton, Liverpool
| Snell, B., Eton H., Southend-on-Sea
| Topp: ne, W. Hutton Gram. S., ur. Preston
| Welch, R.F. The Palace N, Bewdley
Woods, F.H. St. Lawrence Coll. Ramsgate

( Banister, R- Hutton Gram. S:, nr. Preston
Brooks, L. f. Private tuition
} Cotton, ‘C. Eversley S., Stamford
| McCabe, C. d. Commercial S., ‘Maidstone

90

BOYS, 2np Class, Pass—Continued,
McClay,N. Oakes Inst., Walton, Liverpool
Neeves,F. Private tuition
Nicholson, W.A. f.

Mercers’ 8., Holborn, E.C.

| Pickston,J.

Preparatory Classes, Altrinchan:
Sewell, F.R. Modern Coll., Harrogate
Simpson, S.E.M.

Mossley Hall School, Congleton
| Stent,E.C. J. Private tuition
Wenang. H ch. Devizes Secondary S

Wenham,G. High S. for Boys, Croydon
Wright, R.L. Derby School

(Campbell, W.S. Private tuition
| D'Authreau, W.
Jersey Modern 8., St. Heliers
| Gordon,M. f.
Gramunar 8., Chorlton-cum-Hardy
Hanafin,J.G. Archbishop Tenison’s Gram.
| S., Leicester Sq., W.C.
Haward,G. Sandwich School
Hayllar, H.F. gm.

Clark's Coll., Chancery Lane, W.C.
| Jordan, E.W. Belmore House,Cheltenham
Rowson,L.F. Private tuition
Shepherd, W.J. Easingwold Gram. School
Ware, W.H. Brunswick House, Maidstone
Willan, L.8.F. Scarborough College
Williams, E.R. w. Private tuitiou

Buckle,F. al. Eton H., Southend-on-Sea
Butler,B.P. Brunswick H., Maidstone
Griftiths,J.O. bk.d.

Southport Modern School
Johnson,E.C. Royal Gram. S., Whatley
Jones, W. St. Mary’s Coll., Harlow
1Morgan, D.T. Tutorial School, Penarth
Preston,J.W. Mercers'’ 8., Holborn, E.C.
Smith,J.R. d. Private tuition

Trelease, W. R.A. Probus School
Pele Private tuition
Wilson,8.A. Mercers’ 8., Holborn, E.C.

Armstrong, J.E.

Winchester H., Redland Rd., Bristol
Brock,F. St. Boniface’s Coll., Plymouth
Cowlin,W. St. Mary's Coll., Harlow
Davey,T.F. Wallingbrook S., Chulmleigh
Edwards,C, ch. Queensberry S., Longton
HannaJ.f. Argyle House, Sunderland
Le Feuvre, P.

Harleston H., St. Lawrence, Jersey
Ordish,B.W.A.Mercers’ S., Holborn, E.C.
Peters,J. Hutton Gram. 8., nr. Preston
Stott,G.H. OakesInst., Walton, Liverpool
Thonless, R.H.

King Edward VI. Middle 8., Norwich
Tilbury, R.W. ThePhilologicalS, Southsea
LVirgin,A.H. The School, Bishop Stortford

Baldwin,J.B

Oakes Inst., Walton, Liverpool
Billsborough, W. d.

Hutton Gram. 8., nr. Preston

Cole,P.J. Chaloner’s S., Braunton
Gough,N. The Palace S., Bewdley
Hall, B. Swindon High School
Heasman,G.H., Private tuition
Jones, R.R.

Canning St. Council S., Newcastle-on-T.

Linley, H.H. Ellesmere S., Harrogate
1Piper,H.S.T. Private tuition
Robertson,G.D.

Charterhouse S., Godalming
1Savins, W.G. Ripley Comm, School
IStevens,A.M. Holloway Coll., Holloway
Turner,E. Jersey Modern S., St. Heliers
Westcombe, M. Avenue H., Sevenoaks
Williams,C.R. Blue Ccat S., Hereford

(iBailey,E. Hutton Gram. S., nr. Preston
Baillie, R.S. High S. for Boys, Croyuon
Brade,R.

Christ Church Hr. Elem. S., Southport

; Cutter,T.

Westmorland Rd. S., Newcastle-on-T.

a a

Doherty,J. The Palace S., Bewdley
| Hubble,H. Maidstone Gram. School
| Jones, H.W.G. Long Ashton S., Bristol
| Linzee, J.I. Prívate tuition

1Pyrah,G. Private tuition

Rowbottom, F. Private tuition

Townson,N.H.

Hutton Gram. S., nr. Preston
Waterland, W.J.H.
Ellesinere §., Harrogate

Private tuition
Private tuition
Private tuition
Private tuition

ca

Brown,T.A.
Cooke, H.H.
Darlison,H.A.
Elleray,J.P.
Goodman, H.

Westmorland Rd. 8., Newcastle-on-T.
Hazeldine,S.

Gram. 8., Ashton-in-Makerfield
Jennings, E.A. Private tuition
Marshall, T.H. Chillingham Rd.S., Heaton
Milner,J.F. A. Gram. 8., Shorehain
| Tasker, R.H.

Brynmelyn S., Weston-s.-Mare

——

Trelease, J.S. Wadham S., Liskeard
Vieweg,C.J. Mercers' 5., Holborn, E.C.
LWatson,G.W. Churwell College, Leeds
(Arbery,F.J. Private tuition

THE EDUCATIONAL TIMES.

Buckell,J.H.W. bk.

8t. Helen's Coll., Southsea
(Dennes,T.C. Kendrick Boys’ S., Reading
Dixey, S.G.W. Southampton Boys’ College
Fenton,G.A. al. Thornton Heath School
1Fox, F.St.G.J. Private tuition
1Harrison, W.H.G.

Cusack Institute, Moorfields, E.C.
| Lakeman, A.L. Uxbridge Prep. School
| INorman,J. Grammar S., Devizes

Rowe, W.L.
Regent Street Intermediate S.,Plymouth
| Shillaker,H. Eversley School, Stamford

| Skey,C.O. Cliftonville Coll., Margate
\ Walton, H.B. Bourne College, Quinton
Allen,J.E. High S. for Boys, Croydon
Braby,C.P. Private tuition
| Burrows,H. Brunswick H., Maidstone
l! Harries,T.I. Private tuition
Jenkinson,E. Private tuition

Poule,C.G, bk.

St. James’ Coll. 8., St. Heliers
| Rawson,P.H. Private tuition
| Spencer-Smith, E. St.Olave'’sGram.s.,S8.E.
| Turner, A.G.OakesIust., Walton, Liverpool
| Weakley, H. High S. for Boys, Croydon
LWray,A.E.d. Deacon's S., Peterborough

Atkinson,J. Grosvenor College, Carlisle
Bune, W.A. The Palace S., Bewdley
| Cook, J.H. Gram.S., Ashton-in-Makerfield
| Despicht,H.J. Grammar S., Spaldin
| Ellams,T.C. OakesInst., Walton, Liverpoo
Elmer, L. W.

King Edward VI. Middle S., Norwich
| Hoare, R.A. CambridgeH.,Camden Rd.,N.
| Mallet, H. 3S Tavistock Place, Plymouth
\Watt,G.W.H. Avenue House, Sevenoaks

(Barlow, L. Schorne School, Winstow
| Berry, P. Douglas School, Cheltenham
| IChristian, P. Grammar S., Shoreham

Deeks,G. f. Eastmans, Winchester
England, B.H. ch.

Grammar School], Steyning
| Fry,S.P.J. Private tuition
| Judge, E. King’s Schoul, Grantham

Matthews,G.L. New College, Worthing
Morgan, W.L. Private tuition
Paliner,C.N. Private tuition

Sparks,E.d. Mercers'8., Holborn, E.C.

Traise, EB. Eversley School, Stamford
Wilkinson, F. W.

Melbourne College, Anerley
Green, E.C. Mercers’ S., Holborn, E.C.

Hindell,A. ch. Queensberry 3., Longton
| Joslen, W.V. Gramınar 8., Shorehain
| Oxley, R.H. Castle Hill 8., West Ealing
| Pullan, W.G. Private tuition
| Slater, W.G.

West Jesmond S., Newcastle-on-Tyne

Walford, R.S.
| Cainbridge H., Camden Rd., N.

White, H.G. Weymouth Modern School

Boundy,S. W.
South Molton United Higher S.

Durrant,T. Ripley Comm. School
King,J.H. Private tuition
McMillan,G.J.F. Private tuition
| Nicoll, E.S. St. Helen’s Coll., Southsea

Penhale,R.H. The Middle S., Holsworthy
Perrott,R.C.
Bradley High S., Newton Abbot
Pitt, A. Southampton Boys’ College
| Woo, bk.
Broomy Hill Acad., Hereford

( Briscoe, E.V. Charlecote, Worthing

Bristoll, H. St. Mary's Coll., Harlow

| Coote, P.E. Cambridge H.,CamdenRd.,N.
I Easthope, R.I.

Hutton Gram. 8S., nr. Preston

Halsall, R. Grammar School, Eccles

| Maiden, A. Hutton Gram. S., nr. Preston

| Nelson, K.M. Radley College, Abingdon
Newbury,J. St. Leonard's Coll. School

Parson, S. d. BruntsTechnicalS., Manstield
P Pearson,A.J.S. bk.

Brunswick H., Maidstone

Radnor,C.B. Clittonvilte Coll., Margate

Seymour, W.J. Kendrick Boys’ S., Reading

| 1Sievier, E.P.H. Schorne 8., Winslow

| ISlv,H.S. Denstone College
(Wills, T. Charlton Academy, Bath
Ashworth, W. Private tuition
Barton, H.R. gm. Private tuition
Davies, W. Private tuition

Dilly, H.A.R.

Canning St. Council S., Newcastle-on-T.
Gibbings,W.C. Royal Gram. S., Whalley
Goodbody,8.R. Brunswick H., Maidstone
Moore,G. K. Private tuition
Morgan, A.D. Pri vate tuition
Muir-Smith,H. Eastbourne College

Allpress,G. Jersey Modern S., St. Heliers
Copelund,J. ch. Private tuition
Diment,R.

Canning St. Council S., Newcastle-on-T.
| Druce,C.G. Bourne College, Quinton
| Frayne,J.P. d.CatholicGram.S.,St. Helens

Grittiths,A.H. Southport Comm. College
Hall, J.R.

Canning St. Council 8., Newcastle-on-T.
Lewis,J.M. J. Private tuition

Seedhouse,C.N. Private tuition
Watson, A. Hutton Gram. 8., nr. Preston

[Davi W. Belmore H., Cheltenham

| Seite Southampton Boys’ College

Davidson, L.F. Castle Hill S., West Ealing
Daws,C.H.W. ch. 57 LansdowneSt., Hove
| Derme, E.R. King’s School, Grantham
| Edenborough,H. St. Mary's Coll., Harlow
t King, F. Normanby Council School
| Sinith,J.M. Private tuition
Stock bridge, P.J.
Grammar School, Redditch
| Watson,J. Private tuition
West,D.A. St. Dunstan's Coll., Margate
IWith,P.M. d. The Vale S., Maida Vale, W.

( Boothroyd,R.H. f.

| St. Paul's H., St. Leonards-on-Sea
Else, V.R. Brunswick H., Maidstoue
Emnimerson,C.L. Private tuition
Guest, R.V. The Palace 5., Bewdley
Husband, W.H.G.M.

| Wadham School, Liskeard

i Jones, F.

l Cusack Institute, Moorfields, E.C.

| Ottaway, R.J.

King Edward VI. Middle 8., Norwich
| Rourke, E.F. ch. Private tuition

| Saiyut Private tuition
| Sowden,H. gm, Private tuition
Wall, H. Private tuition
(Banks,C.N.

| Oakes Inst., Walton, Liverpool
| 1Charlton,J.E. Private tuition
| Geach, E.C. St. Winifred's S., Torquay
| Lansduwn,C.S. St. Winifred'’s8., Torquay

Price,J.8. Blne Coat S., Hereford
Prout, A.S. St. Olave's Grain. 8., S.E.
Putman, E.W. — Churwell College, Leeds

Tomlinson, R. Royal Grain, 8., Whalley
\ Welton, F.E. Modern Coll., Harrogate

Bourjeaurd,P.A.E.
St. Edmund’sColl., Ware
Bradock,R.P. Gram. S., Fulwood, Preston
Cane,L.J. Holloway Coll., Holloway
Colley,R. Gram. 8., Fulwood, Preston
Gregory, R. Civil Service Acad., Victoria
Buildings, Manchester
Higgs,R.D. The Palace S., Bewdley
Martin, H.E. The School, Leighton Buzzard

Nicolls, A.A.

African Training Imst., Colwyn Bay
Nichols,G. L. Victoria Tutorial Coll., S.W.,

Allday,C.R. Private tuition
Bissell,M.J. Bourne College, Quinton
| Evans,E.J. Littleton H., Knowle, Bristol
Hills, F.W. bk. St. Leonards Coll. School

Hollely, B.N. Read's Gram. S5., Tuxford
Stansby, B.F. Grammar S,, Ongar
Wall, D. Mercers’ S., Holborn, E.C.
Bacon, W.D. Brunswick H., Maidstone
[catia m:
HeatonPk.Rd.CouncilS.,Newcastle-on-T.

Clark. E.G.

King Edward VI. Middle 8., Norwich
Gray, J.H. Steyne School, Worthing
LeCouilliard.F.

Jersey Modern 8., St. Heliers
Llewellyn, L.
Gram. S., Ashton-in-Makerfield
| Marchant,F.
Brunt’s Technical S., Mansfield
| Missing,C.H. Brunswick H., Maidstone

Rice, A.E. Grammar S., Shoreham

(Cooper, W. Private tuition
Dix, E.M. Grainmar B., Shoreham
Henderson,J. L.

Oakes Inst., Walton, Liverpool
Jenkins, A.L. Old College S., Cartaarthen
Kelsall, J.J. Penketh School
Kemp,J.W. Private tuition
Morrison,J.H. Chillingham Rd. S., Heaton
Northey, H.G. Chaloner’s S., Braunton
| Perrins,G. Farnworth Grain. School
Rodulfo,N.A. f. Gram. 5., Taplow
| Saunders GÑ; Private tuition
Spence,T. Tutorial Evening Classes, Perth
Bickerstafte, S.T.
Hutton Gram. 8., ur. Preston
Choidas,T. Grammar S., Shoreham
| ICorder, R.G. Hotloway Coll., Holloway
| Denize, A. Jersey Modern S., St. Heliers
| Elliott, A. Private tuition
| Holbom, R.H. bk. St. LeonardsColl. School
| Howard, N.B. Royal Gram. 8., Whalley
| Jackson, N. H.

Oakes Inst., Walton, Liverpool
| Mulliner,N. Private tuition
| Phipps,C. A. bk. Grammar S., Ongar
LWilliams,J.J. ch. Skerry’s College, W.C.

Baden,R. Gunnersbury S., Chiswick
Baines, W.E. Private tuition
Clarke, J.G.H. Newcastle Modern School

| Flynn, B.R.H. Private tuition
| }Frye,J.D. d.

| Marylebone Central Hr. Grade S.,W.
ı Machin,J.C. Mossley Hall S., Congleton
| Miller, A.F. f. Raise School, Sunningdale
Remmiugton,C. Thornton Heath School

Robinson, F.S. LancasterColl., W. Norwood

(Feb. 1, 1908.

| Stembridge,N.St.J.
Bourne College, Quinton

Triscott,J.C.
Oxenford H., St. Lawrence, Jersey
f Chalk,G. Private tuition

| Haddow,R.V.

| King Edward VI. Middle S., Norwich
Lomas, H. Southampton Boys’ College
Munnion,C.K.F. Manor House, Clapham

| Norris,A.T. Wilton Grove 8S., Taunton
Parham,W.H. Private tuition
Parsonage, F.H. The Academy, Crewe
| Rutter, L.D.

St. Joseph's Acad., Kennington Rd.,8. BE.
Scott, H. Modern College, Harrogate
Shields,T.V.P. Oxford House, Thame

Hiab ais R.D.
Grammar 8., Newton Abbot

Bryan,C.E.W. Private tuition
Chapman,G.L.
| Canning St. Council 8., Newcastle-on-T.

Gascoigne, A.J. Private tuition
Hadfield,J.H. Private tuition
Jackson, B.W. Walsall Comm, College
| McClarence,8. Private tuition

| Wagstatte, W.T. J.
St. Winifred’s S., Torquay
Wilks,H.D. Russell EndowedS8., Ledbury
Young, L. Grammar 8., Shoreham

(Armstrong, P.
| Brunt's Technical S., Mansfield
| Burgess,C.R.
Queensberry School, Longton
1Garduer, W. P.
Oakes Inst., Walton, Liverpool

| Goldthorpe,J.R. Northern Inst., Leeds
Nicholls, e. Farnworth Gram. School
Salisbury,J.8.

Kingsholme S., Weston-s.-Mare
| Torkington,F. Grammar School, Hyde
| Walters, L.C. Melbourne College, Anerley
Wilson, A. Barton School, Wisbech

(CrossleyC.M. WallingbrookS,,Chulmleigh
Dalton, R.G.F.

Licensed Victuallers’ S., Lambeth
Drake, A.J.C. Private tuition
Hodyson,T.H. Grosvenor College, Carlisle
Jamieson, A. F.
| Read's Graminar 8., Tuxford

Lake,N. Wilton Grove S., Taunton
Lowry,A.J. Mercers' S., Holborn, E.C.
Rowe,A.R. Skerry’s Coll., Southampton
Sebeta, M.W.
African Training Inst., Colwyn Bay

Sinclair, R.F. Ripley Comm. Schvol
Buer, W.B. f. Private tuition
( Goawin, B.H. Grammar S., Shoreham
Gray, D.H. Jersey Modern S., St. Heliers
Hall,J. Sandbach School
Harrison, W.G. Grammar School, Sale
Overs,T.F. Taunton Schvol

Roberts, W.E. HuttonGram.S.,nr. Preston
| Sandwith,G. © Workington Secondary 8.

| Spicer, E.J. Cliftonville Coll., Margate
Starling, W.T. d.
St. Dunstan's Coll., Catford
Taylor, H.

Christ Church Hr. Elem. 8., Southport
1Vowles, L.G. Private tuition

Baxter,G.S. Warner's College, Richinond
Bowden,C,&. The Palace S., Bewdley
|} Chapman,G.C. Bourne College, Quinton
Fenwick, T.F. Newcastle Modern School
Henwood,H.B. Thornton Heath School
Manaton,A.J. Chaloner’s S., Braunton

Nicholson,G. L.
Preston Gram. S., Stokesley

Powell, H.W.

Licensed Victuallers’ S., Lambeth
Stewart,J.H. Private tuition
LStott,C.8. Hutton Gram. S., nr. Preston

(Chilver, H.P. Mercers’ S., Holborn, E.C.
| Diver,O.H. St. Leonards Coll. School
Le Lievre,C. Jersey Modern S.,St. Heliers
Oldham,E.C. St.James'Coll.S8.,St. Heliers
| Roe,C.W. Skerry’s Coll., Holborn, W.C.
| Rushbrooke,S. A. W. Private tuition
| Todd FJ. Greystones S., Scarborough
L Williamson,J.H. Bartou School, Wisbech
( Abraham,8.C.
| Kensington Coaching Coll., W.
Blanksby,F. Hutton Gram. S.,ur. Preston

Blumenthal, M. Private tuition

| Comnmpton,J.S. Grammar 8., Shorebain
Corsain,J.C. Dulwich College
Fitzsimons, P.

| St. Boniface’s Coll., Plymouth
Hurst,S.H. f. St. Peter’sColl., Westminster
Marston, A. D. Manor House, Clapham

Ball, A. D. Private tuition
1Clarke,C.G. Catholic Gram. S.,St. Helens
| Crawford, N.S. Private tuition
| Daniel,P. Private tuition
Elliott, W.J. R.
| The School House, Leighton Buzzard

Freeran, W. Normanby Council School

Harvey, W.G. Private tuition
Kendall, R. St. Leonards Coll. School
Orpwood,J.E. Cliftonville Coll., Margate

|.Reid, K.B. Newcastle Modern Schovl

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

9]

BOYS, 2nv Crass, Pass—Continued.
Rice-Oxley, A.E. Private tuition
Simpson,A.M. Margate Comm. School
Tatton,G.P, 26 Stapleton Hall Rd., N.
Turner, A. M. New College, Worthing
Armstrong, A.R. Paddington High School
Burton,C. E. St. Mary's Coll., Harlow
Garrett, L.A. High S. for Boys, Croydou
Lawrenson, EB.

Christ Church Hr. Elem. S., Southport
Lock,S.H.

King Edward VI. Middle S., Norwich
Pickett, J.S. Brentwood High Scnool
Steytler, R,P. Melbourne College, Anerley
Turner,T.C. Wadham School, Liskeard
Barrett, A. Lancaster Coll., Morecambe
Boot, W.E. Private tuition
Chester, C.C. St. Leonards Coll. Schoo!
Hennemann, T. gm.

St. John’s C. E. School, Grimsby
Maitland,C.J. High S. for Buys, Croydon
Richards, J.B.

Christ Church Hr. Elen. S., Southport
Tuttle,T. Xaverian College, Manchester
Walker,S.J. Grammar School, Ealing

———_»—_—.

THIRD CLASS.

Honours Division.

Meyer, W.A. a/.ge.d.

Wellington Coll., Salop
Hitching, W.W. e.h.a.al.gmyf. Manchester
Warehousemen & Clerks’ Orphan S.,
Cheadle Hulme

Block, B. ¢.g.a.al.qmid,
Westmorland Rd. S., Newcastle-on-T.

Goodchild, A.T. ¢.a.al,

St. John’s Coll., Finsbury Park, N.
Steward, H. e.c.qm. WellingtonColl.,Salop
Le Masurier,C.G. e.f.

St. Clements S., Jersey
Coulton, F.E. s.¢.a.al.d,
Cathcart Coll., Cathcart Hill
Cookson,C. F, e.a,f. WellingtonColl.,Salop
Stone, R.F. ea.gm.a.
Wellington Coll., Salop
Marsden, H.M. e¢.a.al.d.
Hutton Gram. S., nr. Preston

Hamon,C. s.h.a.d.
Jersey Modern S., St. Heliers
Hope, W. M.s.¢.gm. Manchester Warehouse-

men & Clerks'Orphan 8.,Cheadle Hulme
Walpole, R.O. Oxford House, Thame
Wilson, M.D. a.al.gnid. Manchester
Warehousemen & Clerks’ Orphan S.,
Cheadle Hulme
Senior,G.P. e.c.al. Wellington Coll. Salop
Cliff, N.D. eaol f. High School, Torquay
Law,H. s.¢.c.al. Manchester Warehouse-
men & Clerks’Orphan S,,Cheadle Hulme
Lye,P.A. s.e..
Cathcart. Coll., Catheart Hill
Walters, L. A.c.a. Melbourne Coll., Anerley

Hoult, H.N. al.d. Manchester Warehouse-
men & Clerks'Orphan 8.,Cheadle Hulme
Pratt, D. W. e.al. CliftenvilleColl., Margate

Jetfery,H.E. e.a.al.
St. John’s Coll., Finsbury Park, N.
e R. g.d. Wilsford H., Devizes
Lawton, N.K. ea.al.d.
Endcliffe Coll., Shetfteld

Goodwin,T.H. s.e.a.d.
St. Martins’ Gram. 8S., Scarborough
Green, W.J. e.a.al,
Oakes Inst., Walton, Liverpool
Greenhalgh,J. ea.al.d
Farnworth Gram. School
Starbuck, l.S. s.g.a.
St. John's Coll., Finsbury Park, N.
Le Cornu,J.H. d.
Jersey Modern 8., St. Heliers
Rouse,C.A. eu. = Blue Coat S., Hereford
Shaw,G.8. ea.d. Wellington Coll., Salop

Bromley, E.V. ¢.a.d.

Hutton Gram. S., nr. Preston
Glezg, E.K. ea. Wellington Coll., Salop
Usher, T.G. d. Argyle H., Sunderland

Beavis, F. E. e.a.
St. John’s Coll., Finsbury Park, N.
Cookson,O.E. ea.gm.
Wellington Coll., Salop
Fleury, W. e.f.d.
Jersey Modern S., St. Heliers
Mackenzie,J.S. ea.
Steyne School, Worthing
8uteliffe,G.H.a.d. Manchester Warehouse-
men & Clerks’Orphan S., Cheadle Hulme

Allison, F.G. ea.al f.
Wellington Coll., Salop
Bussey,A. a. i

King Edward VI. Middle S., Norwich
Eutwistie,S.V. e.CliftonvilleCull,, Margate
Kean,J.S.a. Modern School, Gravesend
Merrick, L. a. Blue Coat S., Hereford
Nelson, H. a.al. Farnworth Gram. Schoo)
Parsley, W.O.a. Melbourne Coll., Anerley

Davis,R.E. a. Wilsford House, Devizes
Hudson, W.A. 8.
Southdown Coll., Eastbourne

McMillan, B.L. e.d.

Charlton Academy, Bath
Pendleton, H.C. al.

St. Leonards Coll. School
Sankey,J.B. e.ch.d. Penketh School

Barlow, H. a.d. Mossley Hall S.,Congleton
Harland, W. 3.¢.a.
| St. Martin's Gram. S., Scarborough
Lunn,E.D. enald.
King Edward VI. Middle S., Norwich
Martin, E.C.
St. John’s Coll., Finsbury Park, N.
Scott, W.S. aal.
Westmorland Rd. S., Newcastle-on-T.
Wright, S.R. Walham School, Liskeard

(Hews, H.C. a.d. Godwin College, Margate
| Hoggins, T.E. ed. Wellington Coll., Salop
| Jennings,M. e. Saham College, Watton
Prior, P.D.T. a al.d.
King Edward VI. Middle S., Norwich
Tucker, A.E. a.bk.d.
St. Winifred’s 8., Torquay
(Cook, H. f. Wellington Coll., Salop
Denny, F.A. a.al.d. NewCohege, Worthing
Dudley,C. A. al. Oxford House, Thame
| Durbin,C.E.M. e.a. Taunton School
Heald,J.H. e.a.
Hutton Gram. S., nr. Preston
Pengelley,H.E. s.d.
Steyne School, Worthing
Stott, H. a.al, HuttonGram.S. nr, Preston
Tiddy, E.H. eal, Wellesley H., Forest Hill
Womersley,V.G. a.
| St. Leonards Coll. School

Cornish, F. ¢.af. Wellington Coll., Salop
(Hornsby HR gm.d.
Clifton Coil., Harrogate
Madge, H. M.A. s.e.a.d.
South Molton United Higher S.
Watchorn,S. s.e.a. Eversley S., Stamford

(Colverson,A.D.d. Langharne S., Southsea
Dowling,A. e.

Oxenford H., St. Lawrence, Jersey
| James, A.B. a. Blue Coat, S., Hereford
| King, A.G. efl. Private tuition
| Pittis,C.S. Bedford House, Folkestone
| Reeland, W.P. e.il.

Licensed Victuallers’ S., Lambeth
| Romeril, A.J. a.f.
| Harleston H., St. Lawrence, Jersey
Scrivener, A.W. e.d.

Abbotsford S., Folkestone

Spaul,E.J. a.d.
| King Edward VI. Middle S., Norwich
LWatson, R.W. e. Scarborough College

( Bartlett, W.G. e.a.d.
| Bradley High S., Newton Abbot.
| Bennion,T.R. g.a.

Oakes Inst , Walton, Liverpool
| Buck, A.J. e.a.al. Gram. S., Shoreham
| Chappell, W.A. e.a.al.
| Finsbury Park Coll., Green Lanes, N.
| Dodd, A.F. ef. St. Mary's Coll., Harlow
| Elliott,G. egm.d.
| Canning St. Council S., Neweastle-on-T.
Horton, R. K. d. Clittonville Coll., Margate
Honillebecq, F.G. St. Clement's S., Jersey
Hutchings, W.R. abk.

St. Winifred’s S., Torquay
Latham,E.R. ead.
| Wellington Coll., Salop
Marshall, W.E. a.d.
The Middle S., Holsworthy
| Moody, W. a.d.
Catholic Gram. S., St. Helens
Pryor, E.J. eal sud.
| King Edward VI, Mid@le S., Norwich
| Schreier, R.S. a. Grammar S., Shoreham
| Sook a.al.gm.d. Private tuition
| Wright, W.G.H. ehy.
L Westbury H., Southsea
Bennett, A. d. Farnworth Gram. School
Chapman,J.W. d. Argyle H., Sunderland
| Clark,G.J. e. Kendrick Boys’ S., Reading
| Collier, F.H. D. q.c.al.
| Boys’ Hizh 8., Erdington
Fell,J.B. ef.l. Scarborough College
Fletcher,G.S, e. Godwin College, Margate
Holgate,B.R. e.n.
Grammar 8., Fulwood, Preston
Kenyon,R. e.ul.

Oakes Inst., Walton, Liverpool
| Latham, E.B. s.e.

St. Aubyn’s, Woodford Green

Lewis, W.E. aal. Blue Coat S., Hereford
MacFarlane, J.M. e.a.d.

| Grosvenor Coll., Carlisle

| Morton, W. e.a. Argyle H., Sunderland

Perry, A.M. e.a.d, BeunoreH.,Che'tenham

Phillips, H.S. e.a.d. Taunton School

| Robinson, F.M. Brentwood High Schoo!

Steele, H.R. ¢.a.d. HighS. forBoys, Croydon

Welfare,S.A. a. Brunswick H., Maidstone

/Bartlett,L.F.¢.a. Colebrook H., Bognor
Blake,O.H. aad. Cliftonville Coll., Margate
Fairlie, B. Norman H., West Didsbury
Gantlett, E. R. F.a. BelioreH.,Cheltenham
Hodge,G. a. Brunswick H., Maidstone
Hughes, F.C. Commercial College, Acton
Joule, J.S. a. Brentwood High Sehool
Lee, H.B. g.d. Pembroke Coll., Harrogate

Loader,C. P.

St. John’s Coll., Finsbury Park, N.
Sargent, T. P.a.. ModernSchool,Gravesend
| Thompson,E. a.

St. Boniface’s Coll., Plymouth
Waylett,J.R. aad,
High S. for Boys, Croydon

Ashwell, W.B. a.d.
Brunswick H., Maidstone
Dean, J.W

St. John's Coll., Finsbury Park, N.
Evana, L.H. P.A. St. Leonards Call. School
Fitton, W.M. a. Southport Comm. College
Hepper, E.R. h.g. Wellington Coll., Salop
Lanning, W.H. ea.

Weymouth Modem School
| Newsome, N. sae.am. Searborough College
| Pettitt, S M. d. Devonshire H., Orpington

Richardson, A. W. SteyneSchool, Worthing
Royley, H. a. Farnworth Gram. School
Shaw,J.S. e. Wellington Coll., Salop
Thomas, R.Q. St. Aubyn’s, WoodfordGreen
LWenmoth, L.J. d. Wadhan S., Liskeard

Brooks. W.H. e. Kendrick Boys’S., Reading

Cooke, H.B. e.a.d.

St. Helen’s Coll., Southsea

Craven, J.M.F. e.d. Wellington Coll., Salop

Dickinson, H. a. Manchester Warehouse-
| men & Clerks’Orphan S., Cheadle Hulme
Harrison, H. g.d.

Canning St. Council S., Newcastle-on-T.
Horton, H.F. 4 Saham College, Watton
Pattisson, R.W. s.a.

St. John’s Coll., Finsbury Park, N.
Robinson, H.S. r.

Hutton Gram. S., nr. Preston

Wale, R.H. s. Catheart Coll., Cathcart Hill

Watt, J.A. al. Avenue House, Sevenoaks
| White, H.A. egm.

Weymouth Modern School

[oa Clerks Manchester Warehousemen

-—_—— m-

rn

& Clerks’ Orphan S., Cheadle Hulme
Briggs, H.B. Churwell College, Leeds
| Gibson, R.E. al.gm.
Avenue House, Sevenoaks
Teybourn,F.P. Manchester Warehouse-
men & Clerks’Orphan 8. Cheadle Huline
Page,P. e. St. Leonards Coll. School
Ramsden, E.F. e. Scarborough College

Simonsen, W. V. Colebrook House, Bognor

Wallis, T.d. Modern School, Gravesend
West,J.R. e.a. Kendrick Boys’ S., Reading
Zietsch,C.J.B. d. Manchester Warehouse-

men & Clerks’Orphan 8. ,Cheadle Hulme
Boulton, F.D.E. al.

King Edward VI. Middle S., Norwich
| Braithwaite, D.C. New College, Harrogate
Chart, H.N. fLl.

St. Catherine’s Coll, Richmond
Chitty, E.C. s.e.d. Wellesley H., Forest Hill
| Curtis, L.C. a. Graminar S., Dawlish
Dowding,C.A. L. e.
The College, Weston-s.-Mare
| Grisdale,M. d.
| Southdown Coll., Eastbourne
Hetherington,T. aal.
Westmorland Rd. S., Newcastle-on-T.
Holroyd,C.F. Southport Comin. College
| Horncastle, R.W. bk. Ousevate S., Selby
Jenner,P.A. a. Brunswick H., Maidstone
Matthews, I. Broomy Hill Acad., Hereford
| McGowan, A.G. k. Manchester Warchouse-
men & Clerks Orphan S. Cheadle Hulme
Morgan, D.F.J. s. St. Deiuiol’s S., Bangor
Pennington, W.F. d.
Greystones S., Scarborough
Piper,G. a.d. Argyle H., Sunderland
Redmayne, P.H. al.d. Manchester
| Warehousemen & Clerks’ Orphan S.,

Cheadle Huline

Robinson, A.H. e. Steyne S., Worthing
| Rosendahl,S.C.e. MelbourneColl., Anerley
| Ruby,A.T., e.a.
| Kendrick Boys’ S., Reading
UTyler, B.A. ef. Hainault H., Htord
í Cule,J.S.

King Edward VT. Middle S., Nor wich
Cooke, E.W. s. Wilsford House, Devizes
Cumming, H. aal d.

Hutton Gram. S., nr. Preston
Dee,J.C. d. NorthamptonH.,Cheltenhain
Fairhurst, B. CatholicGram.S. St.Helens
Frampton, H.L. a. Steyne S., Worthing
Hall, H.G. Mossley Hall S., Congleton
Holt, H. D.G. e.
Cainbridze H., Camden Rd., N.
Johnson, V.R. W. a.d.
Kendrick Boys’ S., Reading
Knight, A. e.d.

St. Boniface’s Coll., Plymouth
Moiroud, A. f. Private tuition
Neave,H. d.

King Edward YI. Middle S., Norwich
Read, E.J. e.d.

Alderman Norman'sKndowed S., Norwich
Scott, K.C. Private tuition
Thurlow,G.R. d.

St. Aubyn’s, Woodford Green
| Tregear, F, aal.

Jersey Modern 8., St. Heliers

Ward,S. Scarborough College
Woodworth, F.T.C. d.

Southport Comm. Collègë

ee a s

THIRD CLASS.

Pass Division.

2Watson, E.C. a. Gram. S., Newton Abbot
2Pinkstone,C.A. Stationers’ S., Hornsey
2Augur, H.Q. d. Private tuition
2Cox, H. Kendrick Boys’ 8., Reading
2Renwick,G.
West Jesmond S., Newcastle-on-T.
2Evans,S,
Westmorland Rd. S., Newcastle-on-T.
2Cooper,A.P. d. Wellington Coll., Salop
cove si Grammar S., Ongar
2Du Mosch,H.F. Walsall Comm. College
2Watson,F. Hutton Gram. S., nr. Preston

2Compton,R.S. Grammar 8., Shoreham
(Golds, I.T. Grammar 8., Steyning
2Painter,A. Cliftonville Coll., Margate

2Turner,J.H. Grammar S., Ongar
2Burdon, E.
| Westgate Hill Council S.,Newcastle-on-T.

2Candish, E.J. bk.
St. Winifred's S., Torquay

(2Beare,B.A. Gram. S., Newton Abbot
| 2Michelmore,E. High S. for Boys, Croydon
| 2Sangster, W.M. Southport Modern School
| Smart, A.H.

L Buckingham Place Acad., Landport

RE Wilton Grove S., Taunton
2Hatch,R.E.
| King Edward VI. Middle S., Norwich

| Jolley, R.B.Catholic Gram. S., St. Helens
2Mills,J.
| Westmorland Rd. 8., Newcastle-on-T.
2Payne,T. M. Tutorial School, Penarth

(2Nickels, E.H. Commercial S., Maidstone
2Ogden, J.M. Greystones S., Scarborough

| awhittingham A
Kendrick Boys’ S., Reading

Sah Cliftonville Coll., Margate
2Zollner,A. W. Grammar School, Sale
(*Bittles, L. Private tuition

| 27Bowes,H.C. Preston Gram. S., Stokesley

Mallet, A. St. James’ Coll. 8.. St. Heliers
| 2Meadows, W. Wingfield Coll., Dover
| Steventon, P.C. The Palace S., Bewdley
L8Stubbs,A.d. Bourne College, Quinton

(Harper, E.C. Grammar S., Shoreham
3Nichols,C.T.

Claughton Coll. S., Birkenhead
3Plant, F. ch. Queensberry S., Longton
| Chin Chun

Christ Church Hr. Elem. 8., Southport
2Todd, W.A. Victoria Park 9., Manchester

Chappell, H.R.
Finsbury Park Coll., Green Lanes, N.
2Oldrini, B.C.J. Whitchurch Gram. 8,
| *Stephenson,C. Bailey School, Durham
\2Whiteley,E.G. Modern Coll., Harrogate

(2Chapman,B.W.Grammar S., Scarborough
LS peeding, R.J. High S. for Boys, Croydon

f2Binstead,N.C.W.SteyneSchoal, Worthing
| *Daykin,T. Brunt’sTechnical S.,Manstield
| 2Mather, W.
|} Westgate Hill CouneilS,, Neweastle-on-T.
| Rideal, A. High S. for Boys, Croydon
2Robson, B.S.

Westmorland Rd. S., Neweastle-on-T.

(2Williains,N.S. vA. New College, Worthing

(Austin, J.H.

| Gram. S., Chorlton-cum-Hardy
| *Barrett,C.J. Pannal Ash Coll., Harrogate
| Jackson, N. H. Bedford House, Folkestone
| 2McCubbin,G. A,

| Victoria Park S., Manchester
| 2Pritchard, F.E. The Palace S., Bewdley
| *Roddy,S. St. Mary's Coll, Harlow
| Sanders, F.G. Kent House Coll., Anerley
L2Towler, L. Gram.S.,Chorlton-eum-Harly

(Bel, H.E. d. The Palace S., Bewdley
| 2Colley, T. Gram. S., Fulwood, Preston
| Doruton, H.S. f. Hamilton House, Ealing
| 2Du Heanme,C. P.

Jersey Modern 8., St. Heliers
| Entwistle, A, Farnworth Gram. School
| Field,C. W. Wellington Coll., Salop

Glasper, W.A. a.
Preston Gram. 8., Stokesley
| 2Greenwood, J.N.
Victoria Park S., Manchester
Hemphrey,M.B.K.
Brunswick Honse, Maidstone
Jinks,S. ed. Hutton Gram S., nr. Preston
| Le Gros, J. e. Jersey Modern S.,St. Heliers
Lye,G.H. s.al.
Cathcart Coll., Cathcart Hill
Nicholls, G.A. Steyne School, Worthing
Speed, B. Croad’s School, King’s Lynn
Woolstencroft, H. L. ch.d. Penketh School

f Adderley, F.A. d. Boys’ Coll. 8., Aldershot
2Bebee, A.D.

| King Edward VI. Middle S., Norwich

| Birch,H.J. a. Derwent House, Bamford

' Bower,G.M. a. Wellington Coll., Salop
Crouch, E.S.

St. John’s Coll., Finsbury Park, N.
Deakin, RUB: New College, Harrogate
?Edyar, V.B.

Heaton Pk. Rd ConncilS. ;Newcastle-on-T,

92

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

BOYS, 3RD Crass, Pass—Continued.,
2Etches, A.J.E. Grammar 8. „Scarborough
Flenley, W. N. eal.

Oakes Inst., Walton, Liverpool
3Gainsford,F. Avenue H., ' Sevenoaks
Horton,S. C., e.a.

| St. Martin’ s Gram. 8., Scarborough
| Kitcat, A.J. e.a.

| St. Dunstan’s Coll., Margate
| 2Lankfer, S.R. Barton School, Wisbech
| Lewis, A. St. Mary's Coll., Harlow
| Nicolle, F.St.J. e.f.

Oxenford H., St. Lawrence, Jersey
| 2Parr,J.J.: Catholic Gram. S., St. "Helens
| 2Wenier, P.F. Eton H., Southend-on-Sea
Shepherd,C.J. e.a. The Ferns, Thatcham
Thomas, A.E. e.al. Froebel H., Devonport
2Verrill, W.G.

Westgate Hill Council S., Newcastle-on-T,
Vince, W.J.D.
King Edward VI. Middle S., Norwich

Wolfe, H.L.
L St. John’s Coll., Finsbury Park, N.

| Barnes, V.G. d. Grammar S., Shoreham

Bartlett, J. R.C. e.a.
High S. for Boys, Croydon
| Bowman, H. a. GreystonesS.,Scarborough
| Coope,8.C. d.
Hutton Gram. S., nr. Preston
Doble,C.T. a. Taunton School
| Good, W.F.

Westmorland Rd. 8,, Newcastle-on-T.
| 2Higes, R. The Palace S., Bewdley
| Hodyson,G. Preston Grain. S., Stokesley
| Holfurd,A.R.

King Edward VI. Middle S., Norwich

Hollingworth,A.H. d.
Wellington Coll., Salop
Hoskin, A.M. Wadham S., Liskeard
| Jarvis,J.M. Wellington Coll., Salop} |
Kingston,S.C. d. Towcester School
ıt Mann,C. d. HighS, St. Luke’sRd., Torquay
Martin, P.L, a.d. Taunton H., Brighton
3Mathews, H.O. Private tuition
| Phelps, D. e.a. Swindon High School
| 2Pocock,N.S.D. Belton H., Broadstairs
| Reynolds, C.G. s. Colebrook H., Bognor
| 3Richmond,G. St. Mary's Coll., Harlow
| Rogers, R.S.Oakes Inst. ,Walton, Liverpool

| 2Sinclair, D. Grammar School, Taplow
| 2Taylor, W. Brunswick H., Maidstone
e Walker,F.R.

Arlington Park Coll., Chiswick

Ainslie,S. d.

Canning St. Council S., Newcastle-on-T.
| Bessant, F.R. Ripley Comin. School
| Brett, E.E. bk. Brunswick H., Maidstone
| Coonibs, A.W. a.

Milton Coll., Bexley Heath

Corin,T.E.G. e.a.al. Froebel H. „Devonport

Dunstall, A.J. Modern School, ' Gravesend

Groom, R. ea. Blue Coat S., Hereford

i Helsby, B. d.

Wellington S., Heaton Moor, Stockport
Kampe,G.E. a.

High School, Hornsey Rise, N.

| 2Killingback, H.C. Grammar S., Ongar

Leaberry,P. a. Eversley S., Stamford

Lear, W.J. e. Grammar 8S., Dawlish

| Marston,H.B. a.al. York Manor S., York
| Penny,A.C. d.

The College, Weston-s.-Mare
| Pounds, W., s. Milton Coll., Bexley Heath
| Rushton,G. Farnworth Gram. Schoo?
| Skinner, W.T.
| Oakes Inst., Walton, Liverpool
| 2Sparrowe,V.E. St. Winifred's 8. , Torquay
| Temple,J.O.
| Westmorland Rd. S., Newcastle-on-T,
| Thompson,J.H. e.a. Penketh School
| Urmston, F. f. Wellington Coll., Salop
| Wolley,S.M. a. Wellington Coll., Salop
| Woodford, H. e.
L Greystones S., Scarborough

( Barrett,C.A. bk.d. Grannnar S., Ongar
| Brown,C.H.G. al.d.

Weymouth Comm, School
| 2Calvert,A. Pannal Ash Coll., Harrogate
| 2Calvert,F. Pannal Ash Coll. ' Harrogate
| Carruthers,P.G.E. 8.

{ Grosvenor Coll., Carlisle
| Cooke, A.C.

King Edward VI. Middle S., Norwich
| Cooksley, C.E. d.

The College, Weston-s.-Mare
| 2Cookson,C.H. HuttonGram.s. yur. Preston
| Corby,A. E. a.
| Westmorland Rd. S., Newcastle-on-T.
| Cross, E. a. Wadham School, Liskeard
| Evans, R.B. a. Grammar School, Ongar,
Forrester, H. a. High S. for Boys, Croy don
Gibbs,S. e. St. Mary's Coll., Harlow
2Grittin, L.J. Taunton School
Harden, A. d. SouthdownColl., Eastbourne
Heard,G.T. a. Grammar School, Ongar
Higson,P.J.

Bickerton H., Birkdale, Southport
Howard,J. d. Towcester School
Hyde, W.R. e.

St. John’s Coll., Finsbury Park, N.
Grammar 8., Black pool

| Oakes Inst., Walton, Liverpool

*Luscombe,C.V. Ripley Comm. School
Morgan,G. d. Jersey Modern 8. ,St. Heliers
Peckham,H.L. Towcester School
2Pitchford,C.E. Grammar S., Shoreham
2Place,T.B. The Academy, Crewe
Squire, W. South Molton United Higher S.
3Thompson, N.L. ivel Bury, Biggleswade

Gunes HighS. for Boys, Croydon
Atkinson,T.A. s. Royal Gram. S., Whalley
| 2Black,R.W. Hutton Gram.S.,nr. Preston
| Borland, D.D. High 8S. for Boys, Croydon
| 2Chalk, P.E. Woolston Coll.,Southampton
Clarke, H.B. Penketh School
Close, W.G. a. Brunswick H., Maidstone
Croasdale,J. a.

High 8., South Shore, Blackpool
*Denize,P.B. Jersey Modern 8. St. Heliers
Evershed,E.E. e.a.d. Colebrook H., Boguor
Graham,J.J. a.

Canning St. Council S., Newcastle-on-T.
2Hartnell-Sinclair, L.J.
High S. for Boys, Croydon
| 2Huelin,J. Jersey Modern S., St. Heliers
Jagpe,E.A. ef. Cliftonville Coll., Margate
Martin,P. a.al,
Westmorland Rd. S., Newcastle-on-T.
2Pratley, R.J. Grammar School, Ongar
Price, L.W. e. Taunton School
Smethurst, W.K.
Victoria Park S., Manchester
| Stables, F.H. d. Read's Gram. S., Tuxford
| 2Tilly,G. High 8. tor Boys, Croydon
| 27Tomlinson, A. Ruskin S., Maidenhead
Vallis, L.J. d. Clifford S., Beckington, Bath
Vincent,A.W.N..e.

| High S. for Boys, Croydon
2Whitaker, H.

| Claughton Coll. S., Birkenhead
| Williams,E.A. e.g.f.

Cambridge H., Camden Rd., N.
| Williamson, H.E. ” Lytham College

Bastin,S.S. d. Milton Coll., Bexley Heath
Brown,E. d. Grosvenor Coll., Carlisle
Burch, A.R. Taunton School
Chadwick, E.J. a.d.

St. Martin's Gram. S., Scarborough
Clarke, W.E. Gram. S., Fulwood, Preston
Exell, A.S. High S.,St. Luke's Rd., Torquay
2Fuller, H.A. St. Leonard's Coll. School
Gale, A.P. a. Read's Grain. 8., Tuxford
E F.J.

Bradley High 8S., Newton Abbot

| 2Lorda,F. Grammar School, Taplow

Manton, M.D. Derwent House, Bamford
MetealfJ. d.

Westmorland Rd. S., Newcastle-on-T.
Morgan,V.R. e. Wellingtor Coll., Salop
Morris, L. e. St. Mary's Coll., Harlow

| 2Mullock,G.OakesInat., Walton, Liverpool
Peach,G. a. Elin Grove 8., Eximonth
2Pearce.W.E. Boys'Cuuncil §. ,Treherbert
| Reynolds, H. A.E. J.

Bedford H., Folkestone
| Rix,S.M. Grammar S., Shoreham
Robinson,G. d. Wellington Coll., Salop
Stone, J. St. Martin’sGrain.S. Scarborough
Sutħeld, R.H. a.d.

j Wellington S., Heaton Moor, Stockport
2Taylor, L. Bradley High S., Newton Abbot
| 2Trigy,J.G. Blenheiin H., Farehain
| Walker, F.R. Avenue H. , Sevenoaks
2Westworth, E.W. d.
Hutton Gram. 8., ur. Preston
2Whitaker, R.

Claughton Coll. S., Birkenhead
Woolhouse,F, e.a. Eversiey S., Stainford
Wright, W. v.

St. John’s Coll., Finsbury Park, N.

Aitkin, W.B. Modern School, Gravesend

Bigot,G.V. f. Gram. S., Shorehain
| 2Brown,R. Ripley Comm. School
2Buck, A.M.

St. Joseph’s Coll. S., Totland Bay

2Curtis, E. L. Grammar 8., Worthing

2Dain,D. Sandbach School

Ellman,A.J. Avenue H., Sevenoaks
| 2Gammon, W.A. Ripley Comm. School
| 2Gay,F.G.

King Edward VI. Middle S., Norwich

| Gibbs, R. e.f. St. Mary's Coll., Harlow

Gilbert, B.C. d. Barton School, Wisbech

2Grant,N. Victoria Park S., Manchester

2Harris,C. Derwent H., Bamford

2Henry,H.E. Wallingbrook S.,Chulmleigh

| Heywood,H. Norman H., West Didsbury

Howis,J. e.f. St. Mary's Coll., Harlow
2Howlett, C.S.

King Edward VI. Middle S., Norwich
Jarvis, H.E. e Paddington High School
Jinman,N.F. e. High S. for Boys, Croydon
Langrish, H. Colebrook H., Bognor
Le Breton, A. Jersey Modern S.,S8t. Heliers
Lee, N. a. Oakes Inst., Walton, Liverpool
*Martin,R.C. St. Helen's Coll., Southsea
Oxley,O.L. Modern Schvol, Gravesend

| Rushbridger,J.C e.a.
| Taunton House, Brighton
Sargeant, F.J. a.
Kendrick Buoys’
Smith, A.W. e. Bourne College, Quinton
Smith, R.A. a. Scarborough College
| 2Tregear,J. Jersey Modern S.,St. Heliers

S., Reading

3Warren, H.C.
Watts, S.N. e.
3Whillock,G.E.B.

Greystones 8., Scarborough

Bell, A.E. Derwent H., Bamford
Blaze,C.S. d. Grammar School, Ealing
Brackfield,J.A. Brunswick H., Maidstone
Bruce, A.F. Hamilton House, Ealing
Chapman,K.J. d.

i ing Edward VI. Middle S., Norwich
Coupe, J.S. Gram. 8., Fulwood, Preston
2Ellett,J. Jersey Modern S., St. Heliers
2Fielding, R.E. Private tuition
2Ferrington,H. d. BourneCollege,Quinton
Fetherstonhaugh, H. sp.

St. Boniface’s Coll., Plymouth
Goodridge,H. Grammar School, Dawlish
Harris, R.C. e.d.

Licensed Victuallers’ S., Lambeth
Hooper, A.C. d. Kendrick Boys’s., Reading
Hutchings, D.J. d.

Weymouth Comm. School
Jolly,S.B.

Collett House, Boscombe
South Norwood College

Lancaster Coll., W. Norwood

Journeau, H. al.
Jerry Modern S., St. Heliers

Laws, H.N. e.a.d
Licensed Victuallers’ S., Lambeth
Mason, R.A. Colebrook H., Bognor
Minchin, H.N. f. Grammar S., Shoreham
2Moxon,G. Hudderstield CollegeModerns.
| Rawson, D.S. Endelitfe Coll., Shettield
Turner,G.F. Scarborough College
Walker,S. Argyle H., Sunderland
White, L.S. s. Reagill House, Bath
2Younger,G.C.N.Mercers'S., Holborn, E.C.
Anderson,O. e. Taunton School
Ayers,A.H. Wellington Coll., Salop
Bewley, H. al. Gram. S., St. Annes-on-Sea

| Bolton,C.

Christ Churclr Hr. Elem. 8., Southport
| 2Butter,H.F, Grammar S., East Finchley

Callwood,J.B. Bourne College, Quinton
Danby,H.N. Gram. S., Scarboro'
Escuré,C. A. Thornton Heath School

2Goss, J.A.H. 8t. Winifred’s S., Torquay

Green, H. bk. Towcester School
Hall, N. a.d. Farnworth Gram. School
Holmes,C. W. Royal Gran. S., Whalley

Jennings, N. d. Grosvenor Coll., Carlisle
Keith, A.G. e.a. Commercial Coll., Acton
Key,W. B. a.al.d.

Oake's Inst., Walton, Liverpool
| King, C.F. d. Clifford S., Beckington, Bath
Loynes, W.C. a.al. Wellington Coll., Salop
Macdonald,S.R. e.h. Arundel ue Surbiton
Macklin, H. 'G.H. Royal Gram. S., Whalley
McDougall, D.J.a.

St. John’s Coll., Finsbury Park, N.

| Molz, L.S. Modern School, Gravesend
Rees, R.M.

Summerleaze Coll. S., E. Harptree

Reeve, L.W. Eye Grammar School

2Roberts, M.B. Margate Comm. School

| Taylor,J.H.ef.d.StokeNewingtonGram.s.

| Trundell, W.J. Grain.S., East Finchley

LWillmore,L.E. St. John’s Coll., Brixton

| Bena iT. Grammar School, Sale

Benstead,R. e. Wellesley H.,Gt. Yarmouth
Berriman, T.J. Grammar School „Hayle
2Blacklock, J.L. Gram. S., Newton "Abbot
Brown,A.B.Y. d. The Ferns, Thatcham
| 2Brown,C.N. St. Helen’s Coll., Southsea
Bury „H. Lancuster Coll., Morecambe
Campbell, W.R. al.
Westmorland Rd. S.,.Newcastle-on-T.
i, P.D.J. a.
Grammar §., Fulwood, Preston

| 2Crump,A.H. The Palace S., Bew dley
| 2Foster,G. Ousegate Schvol, Selby
Hodgkinson, P. Penketh School

2Jones,S.F.G. High S. for Boys, Croydon
| Leheup,E.P.a.d.CliftonvilleColl., Margate
| Lough,A. a. The Western Coll., Harrogate
| Macklin,J.J.M. e. RoyalGrain.s., Whalley
| 2Magor, W.H. Gram. 8., Newton Abbot
| Mallinson,J.F. eal,
| High 8. for Boys, Croydon
2Marchanten,A.L. Private tuition
Power, E.A. d. Bourne College, Quinton
| Rines, N.B. a. Scarborvugh College
Thomas,C.H.G. Taunton School
Thomson, A.W. Milton Coll., Bexley Heath
| 2Vautier, E. Jersey Modern $., St. Heliers
Wood,F. 'E. Douglas S., Cheltenham
Wright, H.W. al.d.
Oakes Inst., Walton, Liverpool
( Bates,C. Walsall Comin. College
| Cooke,C.P. e.

King Edward VI. Middle S., Norwich
Cooke,J.H. a.d.
Oakes Inst., Walton, Liverpool
2Crawshaw,F.S. Derwent House, Bamford
| Crocombe, R.J
South Molton United Higher 8.
| Fairlam,J. al.
Westmorland Rd. S., Newcastle-on-T.
Farrance, W.H. a.d.
Grammar School, Ongar
Fear,A. a.d. Taunton School
Galiop,S.G.
| Winchester H., Redland Rd., Bristol
Green, F.N. Melbourne Coll., Anerley
Hamilton,T.O’H.e. Westbury H. Southsea

| 2Harding, H.K. Churwell Coll., Leeds
Laurens,A. Jersey Modern S., St. Heliers
Lemon, D.G.

King Edward VI. Middle S., Norwich
Liddle, A. Froebel H., Dev onpert
Lord,J.A. d. Farnworth Gram. School
2Luce, W.OxenfordH.,St. Lawrence,Jersey
Marshall, H.J.
| High S., South Shore, Black pool

Millgate,H. a. Brunswick H., Maidstone
Mitchell, L. e.
Paton,G.S.
St. John’s Coll., Finsbury Park, N.
2Penty, J.S. Pannal Ash Coll.,
| 2Richardson, D.R.

Hutton Gram. S., nr. Preston
| *Rodgers, D. St. Mary's Coll., Harlow
| Rogers, H.N. All Saints’ Choir S, Clifton

Rose, L.H. a.d.
St. Martin's Gram. S., Scarborough
2Towers,J.G.

The School, Leighton Buzzard
| 2Trippe,S.H. Southampton Boys’ College
Tully, L. d. High S., Hornsey Rise, N.
Wagner, H. d. Grammar School, Ongar
A CAK e Laugharne S., Southsea
2Wright, R.N. Cranbrook Coll., Ilford

Beard, A.E.

High School, Hornsey Rise, N.
Boissenet,G. f. Castle Hill 8., W. Ealing
Fehrenbach,F.

St. Boniface’s Coll., Plymouth
| Godeaux,C. h.
| Jersey Modern S., St. Heliers
| Harris,C.O.

Hutton Gram. S., nr. Preston
| Hawkes,N. e. St. Mary’s Coll., Harlow
Heavens,S.J. e. d.

Licensed Victuallers’ S., Lambeth
Hopwood,C.E. s. Royal Gram.S., Whalley
Hughes,H. Southport Comm. College
Parr,G. W.d.LancasterColl., WestN orwood
Potts, H. a.

Westmorland Rd. S., Neweastle-on-T.
Qnillinan,M. Walsall Comm. College
Rainsden, W.E. a.

Kendrick Boys’ S., Reading

Laugharne 8., Soutlises

arrogate

Romeril,C.
Harleston H., St. Lawrence, Jersey
2Selous,J.G.M,

Oxenford H., St. Lawrence, Jersey
Shepherd,J.M.E. Maida Vale School, W.
Smerdon,A.C. J.

High S., St. Luke's Rd., Torquay

Squibbs,G.L. Towcester Schook
ETA The Palace S., Bewdley
2Wade,J. Victoria Park S., Manchester

(Bainbridge,G. a. Kirkby Stephen High 8.

| Baker, A.J. e. Waterlooville Coll.,Cosham

| Balden, W.R, New College, Harrogate
Chapman, A.T. a.d.

The Middle S., Holsworthy
| Dale, R.E. Gram. S., Chorlton-cum-Hardy
| 2Duguid,J.F. Mercers’ S., Holborn, E.C.

Foulds,W.G. d.

Bickerton H., Birkdale, Southport
Freund, E.W.T. Grammar S., Walliugton
Fuller,C.M. al.

St. Leonards Coll. School
Geiler,O.E. e. Grammar School, Sale
Houghton,S.B.

Oakes Inst., Walton, Liverpool
| Hunt, A.
| Westmorland Rd. S., Newcastle-on-T.
ı Hutchings,C.E. d.
| Castle Hill S., West Ealing
| Johnson, F.R. Kendrick Boys’ 8., Reading
| ?King,C.W. The Palace S., Bewdley
| Kirby, R.E. a.TheWesteruColl., Harrogate
| Lee, J.F.J. a.

King Edward VI. Middle S., Norwich
Liewellin,C.E.L. f. Wilsford H., Devizes
Lomas,G. a. Blue Coat. S., Hereford
2Mallett, S.H. Mercers’S., Holborn, E.C.

| McNulty,P.J. d.

Catholic Gram. S., St. Helens
| 2Milroy,D. Oakes Inst., Walton, Liverpool
| Morris, R.E. High 8. for Boys, Croydon
| Moseley,G.F. d. High 8., Market Drayton
| Mossop, F.H. d.

Clair-Val S., Faldouet, Gorey
| Palmer, A. d. Croad’s S., King’s Lynn
2Pierce, W.C. St. Leonards Coll. School.
Roberts, J.a.OakesInst., Walton, Liverpool
| Rudge, A.T. d. Avenue H., Sevenoaks
| Sa’eed,S. High S. for Boys, Croydon
Saunders, W.H. Caversham H., Reading.
Shell, R. d.
| Westmorland Rd. S., Newcastle-on-T.
| Slater, D.P. Easingwold Gram. School
2Sutelifle,E.H. Ellesmere S., Harrogate
Tansley, R.G.F. Wellington Coll., Salop
2Wagner,H. High S. for Boys, Croy don
| Way, W.E.T. e.d.Cliftonville Coll., Margate
2W hetton, C.

Hr. Standard 8S., Sutton-in-Ashfield
2Williams,G.C. Council S.,Liantwit Major
| Woodruff, C. A. Sandwich School
\ Yelland, E.J. Grammar 8., Dawlish

(Bennic,M. Oakes Inst., Walton, Liverpool
*Blyth,P.T.
| King-Kdward VI. Middle S., Norwich

Feb. 1, 1908.}

THE EDUCATIONAL TIMES.

93

BOYS, 8RD Crass, Pass—Continued.
Darrin zton,T.A. d. Sandwich Schoo)
Davies, W.M. Bourne College, Quinton
Fill,C.J. a.d. Grammar School,
3Goddard,A.J. Schorne School, Winslow
Goldsworthy, W.J. d.

Kingsholme 8., Weston-s.-Mare
Head,N.H. a.

Westmorland Rd. 8., Newcastle-on-T.
2Johnson, H. Walsall Comin, College
Laurendeau, H. R.C. f.

Cliftonville Coll., Ma
3Lloyd,D.

Long, R.M. e.d.

3Newman, W.B. Blue Coat S., Hereford
| Nicholls,¥.1.G. Melbourne Coll., Anerley
| Oldring, B. e.

2Rhodes,A.H.
| Gram. S., Chorlton-cum-Hardy
| Ridley,T. d. Grosvenor Cull., Carlisle
Smith, L.C. All Saints’ Choir S., Clifton

Targett, R.C. Reading Coll. S.
Walliker, L.C. Wilsford H., Devizes
Wilders-Lewis, H.

High S. for Boys, Croydon
Williams,S.J. Blue Coat S., Hereford
Williams,T.W. e. Bourne Coll., Quinton
Young, W.H. Cliftonville Coll., Margate

(pode kG A Gram. 8., Sale
Burbidge,N. d. Eversley S., Stamford

Cox,C. D. Margate Comm. S.
2Drake, D.H Ellesmere S., Harrogate
| Eason, W, Margate Comm. S.
3Edgar, L. Sandwich School
Elliott, F.C. Chaloner’s 8., Braunton
Ellis, D. L. 8$. Deiniol’s S., Bangor
1 3Farmer, E. Private tuition

Gibbins,G.L. e.
Bradley High S. for Boys, Newton Abbot
%Goodchild,G.
King Edward VI. Middle S., Norwich
Greenshields,G. A.
- Craven Park Coll., Harlesden
Grieve, A. a.
Oakes Inst., Walton, Liverpool
Hewitt,S.T. Manchester Warehousemen &
Clerks’ Orphan S., Cheadle Hulme
Jackson, H. W. Southport Comm. Coll.

McGhie,R.A. Colebrook H., Bognor
Oldfield, W.L. d. | New Coll., Harrogate
2Pescod,G. W. Gram. S., Friern Barnet

Thomas, W.E. /.d. Douglas S., Cheltenhain
Watkins,G.A. al.gm.d.
Southdown Coll., Eastbourne
Waymouth,W.H.L.
St. Winifred’s S., Torquay

Webb,T.E. Arundel H., Surbiton
Webb,T.W.V. Caversham H., Reading
Wood,C.E. d. Colebrook H., Bognor

Woodall, W.C. se.
Hutton Gram. S., nr. Preston

(*Appleton,G. Catholic Gram.8.,St. Helens
2Arnfield,V.
King Edward VI. Middle S., Norwich
2Badger,A.G.
St. Mary’s Boys’ S., Loughboro

3Berry,J. Private tuition
2Besley,D.J. Chaloner’s S., Braunton
Bolton,P.L. Hutton Gram. S., nr. Preston

Buchan, P.E.
2Buckley,S.
Christ Church Hr. Elem. S., Southport
Calvin-Thomas,R.C.L. Taunton School
Clarke,A. d.
St. Martin’s Gram. 8., Scarborough
Crutchtield, W.J. a.
Kendrick Boys’ S., Reading
Dickson, McT. The Middle S., Holsworthy
2Eidmans,C.S. Mercers’ S., Holborn, B.C.
! Ellis,C.O. Froebel H., Devonport
Ellis,R.J. The Middle S., Holsworthy
Filleul,D. Jersey Modern S., St. Heliers
3Fitzgerald,G. Private tuition
Gaud, D.H. a. Froebel H., Devonport
| Hart,P. d. Gram. 8., Ongar
{ Helleur, S.G.
Harleston H., St. Lawrence, Jersey

Froebel H., Devonport

Hind,R.P. Grosvenor Coll., Carlisle
Hollaway, H.W. Thornton Heath S.
2John,D.M Private tuition

South Norwood Coll.
A Gram. 8. Scarborough
| *Levy,I. Woolston Coll., Southampton

§Lovelock,H.B.

County Secondary 8., Chippenham
2Megalides, M.P. ia

Victoria Park S., Manchester

§Mills,F.T. Hill Croft S., Wellingborough

Morris, W.B.W. Lytham College
Nicholson,T. a. Hoylake College
Peckitt,L.a. St. Mary’s Coll., Harlow
?Pinney,R. Warner's Coll., Richmond
Reed,S.J.N. Gram. S., Hale
Robinson, W.P. Wellington Coll., Salop
Slater, J.A. Grain. 8., Shoreham

Smithdale,A.G.
King Edward VI. Middle S., Norwich
Sutton,A.McA. All Saints’Choir S., Clifton

Ongar

te
Boys’ Council 8., Treherbert

St. Dunstan’s Coll., Margate

Barton S., Wisbech
Ramsden, A.M. Pembroke Coll., Harrogate

| *Wilson,R.L.
aera d.

(Clements,J. a.

| Glover,F.
| Green, R.C. e.

Timberlake, H.H.

Tucker,8S. L. The Ferns, Thatcham
Wilkinson, J.S. d. Manchester Warehouse-
men & Clerks’ Orphan 8., Cheadle Hulme
rosvenor Coll., Carlisle

Lancaster Coll., Morecambe

Alderman Norman’s Endowed S., Norwich
Wright,S.C.

Grosvenor Coll., Carlisle
2Collinson,C. H.
Crockham,J. H.
Westmorland Rd. 8., Newcastle-on-T.
Dady,J. A.
King Edward VI. Middle S., Norwich

Dutton,F.F. d. Wellington Coll., Salop
Eton H., Southend-on-Sea
The Middle S., Holsworthy
Taunton School

Frost, H.

| Hobbs,R. A. d.

LWinter,C.S. d.

Beasley, T.W.M. E. Wellington Coll., Salop
sBinconibe, W.

|

| Gee, H. a.

| Gloster, H. W. e.
| Gough, R.I. e.d. Wellington Coll., Salop
| Greenwood, A.E. Boys’ Coll. S., Aldershot

Southdown Coll., Eastbourne
Horsfall,E. Lancaster Coll., Morecambe

Hudson, E.T. Royal Gram. S., Whalley
Kingsland,C.J. d. Gram. 8., Shoreham
2Langford,J.A.

Lancaster Coll., W. Norwood
Lock,E. a.

King Edward VI. Middle 8., Norwich
Norman,J.G. Grain. S., Shoreham
Poole,J.E. Clifton Coll., Harrozate
@Schofield,A. Gunnersbury S., Cliiswick
Wells, M.D. Margate Comm. 8.
Wilson,S. e. Bedford H., Folkestone
Brentwood High S.

Private tuition
' St. Mary's Coll., Harlow

Bowen, B. e.
Gram. S., Blackpool

Britain,S.T.
Brown, W. a.
St. Martin’s Gram. S., Scarborough
Buck, A.G. Grosvenor Coll., Carlisle
Coulthard,C.E. e.
Beaconsfield, Weston-s.-Mare
Dickenson, B. Blenheim H., Fareham
Eatough,T. a. Taunton School
2Ellis, P.T.

Plymstock Council S., Plymouth
4Forster,G. Bailey School, Durham
Keyford Coll., Frome

Ripley Comm. 8S.

2Harper,J.W.
Hinton,E.J.
Hughes, B.L. e.

Kirkby Stephen High S.
Swindon High 8.
St. John’s Coll., Brixton

i eE d. Weymouth Comm. S.

| 2Kelsall,

Workington Secondary S.

| 2Milton,G. All Saints’ Choir 8., Clifton

| *Mylrea,F.

| Pallant, F.M.
| 2Philtipopulo,J.

ee | GE SPN OY ee

Gram. S., Sale
Netting,E.A. Cromwell High 8., Putney
Nichols,J. ed. Eversley S., Stamford
Modern 8., Gravesend

Gram. 8., Shoreham
Porter,A. d.

Tuffin,R.
Turnbull,A.D. Eton H., Southend-on-Sea
2Vincent, D.H. High 8. for Boys, Croydon
Way,E.E.B.d. Westbury H., Southsea
Whitbourn,T.J.C. ed. Ripley Comm, S.
Williams, B.
Oakes Inst., Walton, Liverpool
Willits,S.T.
Westmorland Rd. 8., Newcastle-on-T.

Atkinson,J. Manchester Warehousemen
& Clerks’ Orphan 8., Cheadle Hulme

Bates,C.C. a. Bailey School, Durham
Bishop,E.C.d. | Schorne S., Winslow.
Bowman,J.

Oakes Inst., Walton, Liverpool
3Church, F. P.M. Tankerton Coll.
Corpe, H.E. Margate Coinm. S.
Couch,O. P. HighS. St. Luke'sRd., Torquay
2Ibbett, F.G. Avenue H., Sevenoaks
2Kirk,G.S. Bourne Coll. Quinton
Lanc, H.A. Northampton H., Cheltenham
Lansdale, E.C.

Christ Church Hr. Elem. 8., Southport
3LeJeune,H. Jersey Modern S., St. Heliers
Margerison, F.C. a. Lytham College
McIlhagga,L.

Oakes Inst., Walton, Liverpool
*Millard,E.C. High 8., Hornsey Rise, N.
Milton, A. Mount Radford S., Exeter
Oliver, R.G. d. The Middle S., Holsworthy
Ollis, W. H.F. a. Thornton Heath S5.
Pape,F. e. Huddersfield College Modern S.
Pullen,L.P.

Winchester H., Redland Rd., Bristol
3Rich, R.T. Wallingbrook S., Chulmleigh
Robinson,C.C.

Mannamead Prep. S., Piymouth
2Samson,T.F. Gram. S., Friern Barnet
3Sandoval, A. de Schorne S., Winslow

3Schwartz,B. Mission S. for Hebrew
Children, Streatham Common
Sessions, M. W.

St. Peter's Prep. S., Exmouth

Shaw,R.P. Modern Coll., Harrogate

Brunswick H., Maidstone

Schorne S., Winslow

| Smith, L. W.
2Tarrant,F.N.

Ayers, P.S.
Bower, A. LeB.

| Brightling,
Collin, W. H.OakesInst., Walton, Liverpool
Doit, E. Norman H., W. Didsbury
Durham,W. Preston Gram. 8., Stokesley
Feldnicke,J.D.a. Gram. S., Shoreham
2Harper,J.
Jackson, W.G., Blue Coat 8., Hereford
| 7Massey,C. St. Boniface's Coll., Plymouth
Miles, A.J.G. d.

King Edward VI. Middle S., Norwich

| Pepworth, W. Hutton Gram.8.,nr. Preston
| Pye,C.E. Weymouth Comm. 8.
Sully, R.A.

Tindall, A.E.
Tomkin,J.W.G.
Wallond, H.C.W.

Ripley Comm. 8.

Boys’ Preparatory S., Maidstone
Chaloner's S., Braunton

( Ablitt,B.E. e.
| ?Babbage, L.H.

Wallingbrook S., Chulmleigh
Baxter,G.R.B. d. Wellington Coll., Salop
Bennett,J.D. d. TheMiddleS.,Holsworthy
Bindon,L.W. Cliftonville Coll., Margate

Brierley,H. e.d.
Oakes Inst., Walton, Liverpool
Brown,R.H.

Bickerton H., Birkdale, Southport

2Chandler, A.T.
Crofton, R.L. d.
Crumplin,C.H.

The Palace S., Bewdley

Reading Coll., S.
| Eckersley,A.I. Gram. 8S., Sale
| Fulljamea,L.J. Modern S., Gravesend
| Grapel,W.V.R. High 8. for Boys, Croydon
Graves, A. H.R.

Finsbury Park Coll., Green Lanes,N.
Griffiths,T.V.
| King Edward VI. Middle S., Norwich
Henton,B.A. f.d.

Broadgate S., Nottingham

Heppell,J.G. d.
} Canning St. Council S., Newcastle-on-T.
| Hobbs, F. A. Southdown Coll., Eastbourne
| Hodge, V.L. d. Lytham Comm. S.
The College, Weston-s.-Mare

Iremonger,C.J. rton S., Wisbech

Le Gresley, F.H. f. Gorey Comm.S.,Jersey
| Moore,J.H.L. Brean H., Weston-s.-Mare
| *Newbery,R. L.
| South Molton United Higher S.
| Pengilly,J.A. d.

Bradley High S. for Boys, Newton Abbot
Pettinan,A. a. St. Dunstan’sColl., Margate
2Pratt,H.B. Gram. S., Shoreham
Rymer,J. Modern Coll., Harrogate
Sargeson,G.H. High 8., Market Drayton
Shearman,8.J. g.

Yarmouth Coll., Gt. Yarmouth

Southall, P. EB. Gram. 8., Shoreham
l Tanton, S.A, d. 8t. Leonards Coll. 8.

Barker, F. a.d, Westbury H., Southsea

2Blake,G.E. Blenheim H., Fareham

i Brighton, H.G.TheCollege, Weston-s.-Mare

Brooks, L.C. Lytham Comm. 8.

Burchell,S.F. Margate Comm. 8.

| Carrington,G. Gram. S., Ongar
| Critchley, W.G.

Victoria Park 8., Manchester

Day,L.R.H. d. Southampton Boys’ Coll.

| Dunn, W.M. Gram. S., Workington
| Gillard, J.O. e.

| Licensed Victuallers’ S., Lambeth

| Graham, W. New Coll., Worthing
Grogan, E.G. Gram. S., Shoreham
Haysman,B. Gram. S., Friern Barnet
| 2Henri, W.A. Private tuition
| Hunn, D.L. Ripley Comm. S.
| Kean,C.P. Modern S., Gravesend

Kidner,C.H. High 8. for Boys, Croydon
Lea, E.H. Scarborough College
| Liddle,J. a. Ansdell S., Lytham
Lockhart, M.H. Gram. S., Shorehain
Loveridge,A.R. Trafalgar H., Winchester
Reeves,G.P. Modern S., Gravesend
Rosier, W.N. Kendrick Boys’ S., Reading
Rowlands,T.S. Bourne Coli., Quinton
Ryden,C. d. St. Boniface’s Coll., Ply month
| Simpson,A.G. Read’s Gram. S., Puxford
| 2Thomas,E.D. Boys’CouncilS. ,Treherbert
2Walker,T.R.
Claughton Coll. S., Birkenhead
2Wright, A.B. Ripley Comm. 8.

(Brock, H.L. Warner’s Coll., Richmond
2Capon,C.J.8.

Hillmartin Coll., Busby P1., N.W.
Carrick, H.M. Modem Coll., Harrogate
3Chapinan,A.H. Richmond Hill 8.
Craig,G. s.e. High S., Market Drayton
Curwen,S. Kilgrimol S., St. Annes-on-Sea
Dore,C.H. Blue Coat 8., Hereford
Douthwaite, A. B.C,

St. Martin’s Gram. 8., Scarborough

Clifton Coll., Harrogate
Bourne Coll., Quinton
aTrethewey,L. St. Winifred's S., Torquay

( Alford,C. R. ArlingtonParkColl. ,Chiswick

Attwooll,S. d. Melbourne Coll., Anerley
Wellington Coll., Salop
2Bennett,W.L. 57 Lansdowne St., Hove

Harleston H., St. Lawrence, Jersey
H.E. a. Godwin Coll., Margate

Lancaster Coll. i Morecambe

Parker, V.S.al. Kendrick Boys’S., Reading

Gunnersbury S., Chiswick
Symonds, K.C. d. Wellington Coll., Salop
Scarborough College

Bailey School, Durham

Ellis, D. St. Mary’s Coll., Harlow
Fennell,G. W.d. Kendrick Boys'8., Reading
Glassborow,C.S. New Coll., Worthing
Grant,G.8. d. Bourne Coll., Quinton
Hamon,E. Jersey Modern 8., St. Heliers
2Havre, D.

Smart’s Coll, Newcastle-on-Tyne
| 2Jones,C.V. Mossley Hall S., Congleton
Jones, F.W. a.
High School for Boys, Croydon

| 3Kaveny,W.T.
Woolston Coll., Southampton

Knowles, E.M. Lytham Comm. S.

Le Sueur,C.8. West End S., Jersey
| Middleton,J.W.

Canning St. Council S., Newcastle-on-T.
Mills,J.W. Pannal Ash Coll, Harrogate
Morgenstierne, H.

The Western Coll , Harrogate
Peerless,T.H.P. Bedford H., Folkestone
Roper, W. Weymouth Comm. 8.
Sherring,A.N. e. Gram. 8., Ongar
Simpson,G.H. a.

Canning St. Council 8., Newcastle-on-T.
2Strong, E.V. Belmore H., Cheltenham
Taylor, H.S. Manchester Warehousemen

and Clerks’ Orphan S., Cheadle Hulme
Vickery, F.W.A. a.

Canning St. Council S., Newceastle-on-T.

Vining, D.C. Wellesley H., Forest Hill

| yining, Be. a
(PRERA W. Norwood

Lancaster Coll.,

Allen,R.G.a. Trafalgar H., Winchester
Archer,G.E.T.d. EtonH. ,Southend-on-Sea
Brown, R.C. d.

l King Edward VI. Middle S., Norwich

| 2Cole, R.W Belmore H., Cheltenham
2Cook, R.P St. Leonards Coll. 8.
Dias,J.J. e.a Grosvenor Cull., Carlisle
Dobson, L.J. d. Brentwood High 8.
2Elkan,J. Maida Vale 8S., W.
Gale, W.A.E. Read's Gram. 8., Tuxford
Graves, A.G. Froebel H., Devonport
*Griffin, H. Bourne Coll., Quinton
Gunton,J.H.
King Edward VI. Middle S., Norwich
Hilton,G. e. Gram. S., Sale

Houghton, E.M.
Oakes Inst., Walton, Liverpool
Jerome, F.B. Boys’ Coll. S., Aldershot
Jode,S.E. Lancaster Coll., W. Norwood
King,V. Brunswick H., Maidstone
Knight,G. St. Boniface's Coll., Plymouth
2Light, D.S. Hearn H., Hampstead
| 2Mcxwell,A. Victoria Park S., Manchester
| 2Mills, H.H. Stoke Newington Gram. S.
Moule, E.J. The Palace S., Bewdley
Newman,J.C.F. Private tuition
Pattinson, R.S. a. Grosvenor Coll ‚Carlisle

Pendock,J.C.T.
Littleton H., Knowle, Bristol

3Sharp,G. The Palace 8., Bewdley
Strong, L.T.M. New Coll., Worthing
Sutton,J.R. a. Swindon High 8.

| Sydenham,H. a, Mary Street H., Taunton

| Tickle, R.N. d. Modern S., Gravesend

3Tope,C.T. PlymstockCouncilS. ,Plymouth
Wad brook, W.H.E.

Southampton Boys’ Coll.

Williams,R.T. Trafalgar H., Winchester

(Allin, H. Wellington Coll., Salo

| Bailey,V.A. a.al. Walsall Comm. Coll.
Britton, E.L. Bourne Coll., Quinton
Cathcart, E.A.

Bickerton H., Birkdale, Southport
Coope,G. Hutton Gran. S., nr. Preston
Dean,C.T. Victoria Park 8., Manchester
Dixon,G. High 8., South Shore, Black pool

Doswell,E.V. Trafalgar H., Winchester
Dunell, W.F. West End 8., Jersey
Dunn, W.T. Chaloner's S., Braunton

2Elliott, F.F. Manor H., Clapham
| 2Evans,G.J. Chaloner’s S., Braunton
| Green, F.N. Lancaster Coll., WestNorwood

2Harold, J. Chaloner’s 8., Braunton

Hayes,E. 8t. Boniface's Coll., Plymouth
| Hewens,F.A. Margate Comm. S.
| Hime, N. Claughton Coll. S., Birkenhead
| Howman,J. Belmore H., Cheltenham
| Hudsou,G.B. Pembroke Coll., Harrogate
| Iveson,J.A. d.

St. Martin’s Gram. 8., Scarborough
2Jeans,J.A. Gram. S., Sale
Jininan,G.G. W. Eton H.,S8outhend-on-Sea
Marshall,H.H. Gram. S., Shoreham
Midgley ,J.H. The College, Weston-s.-Mare
Nicholl,C.A.

St. Martin’s Grain. S., Scarborough

Norman, H. Brunswick H., Maidstone
2Pascoe, A.J.

' Licensed Victuallers’ S., Lambeth
Pearce, W. d.

Oakes Inst., Walton, Liverpool
Pleven,J.F. f.d. Bt. Clement's S., Jersey
Roper, D.W. s.a.

Bickerton H., Birkdale, Southport
Rowlands,R. d. Bourne Coll., Quinton
Scott, E. St. Mary's Coll., Harlow
Scott, T.H.H. d. High S., Market Drayton
Sheffield,T.T.J. Pembroke Coll., Harrogate
Swain, E.O. Private tuition

(*Boast, W.G. St. Leonards Coll. 8.

94.

BOYS, 3RD Cass, Pass—Continued.
Cockerell,D. Eton H., Southend-on-Sea
Coombs, W. H. a.

Littleton H., Knowle, Bristol
Baston-Cook,A.E. Gram. S., Shorehain
Edwards,K.G. St. Deiniol’s S., Bangor
Fetherstonhaugh,G. E.

St. Boniface’s Coll., Plymouth
Harrison,J.D.a. Argyle H., Sunderland
Hayes, B.L, a. Ansdell 8., Lytham
3Hillier, R.R. Gunnersbury S., Chiswick
2Holmes,C.A. Grain. S., East Finchley
Hotton,C. W.

St. James’s Coll. S., St. Heliers
Jenne,S.F. West End S., Jersey
Jones, H.V. e. Bedford H., Folkestone
Kendrick, H.F. Croad’s S., King's Lynn
Kuott,O. A. Wingtield Coll., Dover
Merricks, L.M. Swindon High S.
Morgan, M. T. e. Council S.,Llautwit Major
3Mowan, P.J.

St. Boniface’s Coll., Plymouth
Mumford, A. L. Wey mouth Comm. 8.
Smith, H.A. Gram. S., East Finchley
Tattersall „S.R. Clifton Goll, Harrogate
Tomkinson ,C.W.

Mossley Hall S., Congleton
Wiseman, D.H.
King Edward VI, Middle S., Norwich
Withers, R.
Summerleaze Coll. S., E. Harptree
2Woodhouse, R. B.Grosvenor Coll, „Carlisle

Adama, R.G. H. Maida Vale S., W.

2Ashton,P. Hutton Grain. S., nr. Preston
Brown, R.F. e. Kendrick Boys’ S., Reading
Brown, W. e.a.Thrapston High S. for Boys
Char. ren, M.L. al. Arnold H., Chester
Clarke, H.C. e. Froebel H., Dev onport
Cleeve E. H. d. Blenheim H., Fareham
2Craven, D.A. ThorntouGram. S. Bradford
Critchley, H. Lytham College
Darby, H.L.

The School, Wellington Rd. , Taunton
Davies, H.B. Wellington Coll.,
Dymock,M. a.d. Grosvenor Coll.,
Ellerby, D.R.
Evans, H.

Fry, W.M. e.
2Gilham,S.T.
Grittin, 6. L.
Hemstock, H.
Jackson, H.M.

TE cece a EE SD e S AD

=e TD TTP, —————

Thornton Heath S.
Castle Hilt S.

Jarvis,A.C.T. d. Modern S., Gravesend
Jeffery, J.H. Gram. 8., Sale
Johuson,C. B.

| King Edward VI. Middle S., Norwich

| Manley,D.H.G. St. Deiniol's S., Bangor
McCabe,s. Commercial S., Maidstone
§Monk, B. Gram. S., Shoreham

| *Moore,J. Collett House, Boscombe
Oakes,J. d. Farnworth Gram. 8.
Pullen,J.R. St. John’s Coll., Brixton
Rapson, E.P. Wadham S., Liskeard
Sampson, A. d.

High S., South Shore, Blackpool
Spray, R.W. All Saints’ Choir S., Clifton

Turnbull,K.L. Eton H. Southend- on-Sea

Vernon,C.H,
Whitehead,G, d.
| Wongse, al.
Worthington,G.
Wright,S.

(Chandler, E.J.

| 2Coulson,J.A. Preston Gram. S. „Stokesley
Flinton,J. d.

St. Martin's Gram, S., Scarborough
Forrest,N. d.

Canning St. Council S., Newcastle-on-T.
Hague, H.G.

Taunton School
York Manor S., York
Private tuition

High S., South Shore, Black pool

Hetherton,A. a.
Hopcraft,J.E. d.

Hunt, E.W. a
King,0O.
Little,G. Croad's S., King's Lynn
Marchbank, F.H. e.

Gram. X., Scarboro’

Kendrick Boys’ S., Reading

Reading Coll. S.

Kendrick Boys’ 8., Reading

2McManus, W.L.

Hutton Gram. S., nr. Preston
Minvalla, E.J. Sholing Coll., Woolston
Owens A. L. Greystones S. , Scarborough
3Parkes, H.P. High S. for Boys, Sutton
Priestwood, H.T.

Clair-Val S., Faldouet, Gorey

3Pringle,J.

r. Standard S., Sutton-in-Ashfield
Purser, P. W. Gram. S., Shoreham
2Ribeiro,J. High S. for Boys, Croydon
Walford,J.@. = St. Mary’s Coll., Harlow

Allcroft, F.R.

Buckingham Place Acad., Landport
Ash,T.G. Sandwich School
Bennett, L.J. d.

Kingsholme S., Weston-s.-Mare
*Blackith,J.de la H.
Fitzroy S., Crouch Rnd

Bond,J.E. Tyran College
Bryan, A.E. a.d. Long Ashton 8., Bristol
Davies, V.J. Private tuition
Dixon, C.H. Brentwood High S.

Farr, A. W. Broomy Hill Acad., Hereford

York Manor S., Yor k
Wilsford H., Devizes
Mary Street H. Taunton
Private tuition

, W. Ealing
Manor H., Clapham

Gram. 8., Sale
Gram. S., St. Annes-on-Sea

The Ferns, Thatcham

Scarborough College

THE EDUCATIONAL TIMES.

Gordon, H.E. d.

Lancaster Coll.,
Hindson,W. Grosvenor Coll.,
Hyman,J.

Westmorland Rd. 8., Newcastle-on-T.
| Jones, W.P. Oakes Inst., Walton, Liverpool
| Laird, R.G. Arlington Park Coll.,Chiswick
' Langley,C.C. Brunswick H., Maidstone
| Mariano,P. A.

W. Norwood
Carlisle

St. Boniface’s Coll., Plymouth

Rodwell, W.H. Cliftonville Coll., Margate
Sadler, R. L. Hoylake College
Spencer, L.J. Manor H., Clapham
White,E.W.I. Hasland H., Penarth
(2Whyinan, W.A. Gram, S., Biackpool
(Barker,H. Preston Gram. 8., Stokesley

Chapman, F. Barton S., Wisbech
Copland, A.B. e. Taunton Sehool
| Craig,C.C. Claughton Coll. S., Birkenhead
| Cresswell, A.A. Greystoness. Scarborough
Grifliths,J.E. d. CliftonvilleColl., Margate
Hay,C.N.e. Stoke Newington Gram. S.
| Holt,G. W.

Wellington 8., Heaton Moor, Stockport

Latham, Harold
Kilgrimol S., St. Annes-on-Sea

| Lewtas, H.A. Gram. S., Sale
Lupton,C. The Western Coll., Harrogate
Pulling, A. Read's Gram. S. , Tuxtord

| Reakes.G.R. High S. for Boys, Croydon
| ?Record,J, Kendrick Boys’ S., Reading
Riley, F. W. The Academy, Crewe

Robinson, W.N.
Gram. 8., Chorlton-cnm-Hardy

2Sımith, H.B. Springtield Coll., Acton
Thompson, A.S. Wellington Coll., Salop

Tomlin, H.F.
| Wilkins, E.G.
ae ,F. d.

Brunswick H.,

Oakes Inst., Walton, Liverpool
Lytham College

(Adams,A.R. High S. for Boys, Croydon

Woolfenden, H.

| Bennett, A.E. D.

|
| Bowden,J.Y. Farnworth Gram. S.

Danemann,F. HighburyNewPark Coll.,N.
Cheltenham
| Fussell, R. a. Clifford S., Beckington, Bath
| Godfrey, J.H. Brunswick H., Maidstone
Easingwold Gram. S.
| Ramsden, A St. Boniface’s Coll., Plymouth

Coll. S., Laptord
Grosvenor Coll., Carlisle
Rodriquez, E.C.Gunnersbury S., Chiswick

Farrar, H.A. Belmore H.,

| 2Kendrew,G.

| Raymont, A.
Ritson, F.

Wheater, R. Clifton Coll., ‘Harrogate
Wickham,J.N. Cliftonville Coll.,

Willoughby, E.P. Taunton School
2Barkas,J.C.P. Newcastle Modern 8.
[Chambers a. Eversley S., Stamford
Channon,C.e St. Michael's S., Malton
| Craig, L.H. The Palace S., Bewdley
| Edmonds, H.

|
| Firby,L.

Sandwich School
| 2Godfrey, A.J.
| Licensed Victuallers’ S., Lambeth
| Gray,C, Gram. S., Newton Abbot

| Handford,R.8. Castle Hill S., W. Ealing

| Heasell, W.E. d

Boys’ Preparatory S., Maidstone

Isaacson, F.M. W.

Mansfield H., Cliftonville

Jackson, W.E. Lytham College
Markham,8.D. Chaloner's S., Braunton
3Middlemiss,T. E. Taunton School
Morris,H.S. d. Wellington Coll., Salop

| Nash, H. d.

| Preston Grain. 8.,
| Robinson, J.G.e. AbbotsfordS.,
Spreckley, R. d.
Stansfield, H.
Williams,F. A. f. St. Mary's Coll.,
i Williams,J. e. Long Ashton 8.,
| Wood, C.E.
Woodard, L.E.

Victoria Park S., Manchester

LWoodfn,J. L. The College, Rock Ferry
2Bird,R. Taunton School
{ Crosse R.S.W. Taunton School
Cutland,P.W. Commercial Coll., Acton
Evans, D.L. a. Thornton Heath S.
| Flook,J. Sandwich School
Hain,J.G. Gram. S., Hayle
Hallett, H. Chaloner’s S., Braunton

| 2Hope-Rabson,B. Grain. S., Friern Barnet

| Hopwood,N.
| Wellington 8., Heaton Moor, Stockport
| 2Hosken, W. 206 Stapleton Hall Rd., N.
| Humphreys,J. D.
St. Helen’s Coll.,
*Hutton-Balfour, A.G.

The Palace S., Bewdley
| 2Kruse,E.C. St. Helen’s Coll., Southsea
| Lee,J. L. Victoria Park S., Manchester
| Loche, W.W.

Manor H., Clapham
| Margetts,C.F. a.
Sous Boys’ S., Reading

Monckton,E.G.W.
Cea S., Maidstone

Southsea

Maidstone
Taunton School

Lancaster Coll., Morecambe

Margate

Grammar S., Fulwood, Preston

Long Ashton S., Bristol

Nolan, W. Private tuition
Ramsbotham,J. Farnworth Grain. 5.
Richardson,G. a.

Stokesley
Folkestone
Eversley S., Stamford

Farnworth Gram. S.
Harlow
Bristol
Ellesmere S., Harrogate

(Feb. 1, 1908.

Nicholas, A.L. e Long Ashton S., Bristol] | Mowll, W.R. Wingfield Coll., Dover
ivi ice] | 2Phillips, E.J. R. Anerley College, S.B.
Coll., Shepherds Bush, W.| | Schlitte,F.

Rix, R.A. Grain. 5., Shoreham
Robinson, V.T. Stoke Newington Gram. S.
Sherlock,C.S.

| Elmshurst 8., Kingston-on-Thames
| Short, P.F. Taunton School
| Southwood, E. J.C. Keyford Coll., Frome

2Bew.T.
Christ Church Hr. Elem. 8., Southport
i Clark, B.C. Froebel H., Devonport
| 2Clery,A.A. Al! Saints’ Choir S., Clifton
da Cunha,8. f. Norman H., W. Didsbury
Davies, W.G. a.d. The College, Rock Ferry
Hargreaves,C.G. d. Rusholine High N.

King Edward VI. Middle S., Norwich
| Fawkes,C.D. St. Helen's Coll., Southsea
| Ferris,F. f. Clair-ValS., Faldouet, Gorev
| Gammon, E.B. Taunton School
| Garrod, L. P.J. St. Peter'sPrep.S.,Exmouth
| Gibbs, A.H. D. TheCollege, Weston-s.-Mare

Haworth,E. Lancaster Coll., Morecambe

Cambridge H., Camden Rd., N.| | Taylor, F.C. Gram. 8., Scarboro’
Slade,F. The Western Coll., Harrogate! | Wickham, T.H. Cliftonville Coll., Margate
3Walters, W.M. Boys’ CouncilS., Treherbert | (3Woodley, K.B. Private tuition
Wyeth, R.D. Trafalgar H., Winchester (2?Bullen,F.H.
Amos, H. Thrapston High S. for Boys] | King Edward VI. Middle S., Norwich
[Be ntley, A.M. TheWesternColl., Harrogate| | Empson,R.H.W.
|

Hepworth, A.A. Scarborongh College} | Hingley,C. The Palace S., Bewdley
Hewitson, E. Kirkby Stephen High S.| | Lauderdale, W.A. Ripley Comm. 8.
Holden, R.E. d. Private tuition] | 2Mann,M.L.

Kay,G.P. Heaton Moor Coll., Stockport] | High S., St. Luke's Rd., Torquay
Keddie,G.D.F. Eton H.,Southend-on-Sea} | Musgrave,G.G. Taunton School

| Miller, H.R.

| King Edward VI. Middle S., Norwich

| Newton, T.C. Derwent H., Bamford

| Rodriquez,P.C. Gunnersbury 8.,Chiswick

| Rowlands,A.V.P. a. ‘ThePalaceS., Bewdley
Sanders, H.W. High S. for Boys, Sutton
Ulph, H.J. Springfield Coll., Acton
2Walker,E.D. Kirkby Stephen High S.
Wells, W.S. Commercial S., Maidstone

Barker,C.W. Grammars. St. Annes-on-Sea
Bell E.B. Victoria Park S., Manchester
2Blumenthal,L. Mission S. for Hebrew
Children, Streatham Common
| Coles,T. St. Boniface’s Coll., Plymouth
| 2Dawes, H.B. Gram, S., Newton Abbot
| *Dougan,C.W. Park School, Wood Green
Fliteroft, N. Kilgrimol S.,St.Annes-on-Sea
Freeman,N.W.H. d.
Boys’ High S., Erdington
Harriot,E. W. Ripley Comm. 8:
Keyt,D. R.

Oxenford H., St. Lawrence, Jersey
Marsden, W.S.
Oakes Inst., Walton, Liverpool
Saul, R.K. a.d.
King Edward VI. Middle 8., Norwich

King Edward VI. Middle S., Norwich
Petty, H.G. a Gram. S., Taplow
; Pragnell,G.F. e. Dulwich College
| Redford, T.H. Trafalgar H., Winchester
| Sankey, W.A. d. Gram. 8., Black pool
| Smith,C.H. Lancaster Coll., W. Norwood
| Stewart, A.
| Wellington S., Heaton Moor, Stockport
i Tilly,R.L. d. High 8. for Boys, Croydon
Walker,S.R.
King Edward VI. Middle S., Norwich
| White, J.F.
Westmorland Rd. S., Newcastle-on-T.
Wood,T.W. Catholic Gram. S., St. Helens

(Betton tia, All Saints’ Choir 8. Clifton

Bolton, H.A. Bourne Coll., Quinton
Catchpole, P.A. Taunton School
| 2Eliott,G. W.
| The School House, Leighton Buzzard
Field, W.E. St. Dunstan’s Coll., Margate
Gough, A.E.

Sunmmerleaze Coll. S., E. Harptree
| Graham,C. Grosvenor Coll., Carlisle
| Halstead, R. Kilgrimols.,St. Annes-on-Sea
| 2Hooper,P.J. Kendrick Boys’ S., Reading

Shave, J. Horne, W. Hoylake College
Bradley High S. for Boys, Newton Abbot] | Maddox,P.J. Wellington Coll., Salop
Slaymaker,A. a. Mauger,G. d.

South Molton United Higher 8.
Traise,E. d. Eversley S., Stamford

‘ait T.R.

Oxenford H., St. Lawrence, Jersey
Newstead, K.L.
The Western Coll., Harrogate
Norris, E.T. YarmouthColl.,Gt. Yarmouth

King Edward VE Midte S, Norwichi i picket GLA Cleaves School, Yalding

Balkwill, F. a. Ousegate S., Selby

|
i*Garden,J.J. Park School, Wood Green | aes F.H. Penketh School
Goddard, H. Wellesley H., Gt. Yarmouth :
| Grace, A. W.D. Trafalgar H., Winchester Wellington S., Heaton Moor, Stockport

Tadman,F.
St. Martin’s Gram. S., Scarborough
Taylor,A.L. e.
j Gram. S., Choriton-cum-Hanly
| Thornton,S. d.
| Heaton Moor Coll,
Todd,J.

| Harrison, R. St. Dunstan’s Coll.,
Hewland, E. W.

St. Martin's Gram. S., Scarborough

Lees, H.E.R. The College, Rock Ferry

Lightfoot,T.L. Grosvenor Coll., Carlisle

Nettleton, A.e. PrestonGram.S. Stokesley

Margate

, Stockport

| Nuttall,C. Farnworth Gram. S., Ellesmere S., Harrogate
Robbins, G. F. Gram. S., Shorehain| | Webb, W.E.K. Downs S., Clifton
Sewell,J. Gram. S., Sale| \Wild,J. d. Oxford Coll., Waterloo, L'pool

T d. Keyford Coll., Fromej (Beckwith, F. W.
Wills, K.A. Wykeham H., Abbey Rd., N.W l Lancaster Call., W. Norwood
Cave, E. St. Mary’s Coll., Harlow
AH a arodaaworth Gram. $| | Coombs,P. d. Ciford $., Beckington,Bath
Boyd W. a Bailey School, Durham | Currington,8. Barton S., Wisbech
Brazier, A. D.C. Gram. 8., Shoreham| | Elce, H. Lancaster Coll., Morecambe
Caple,D Elin Grove 8., Exmouth | Saar en ess eee Geeta
Craven,P.R. Lancaster Coll., Morecambe rae oa ° Ri i : 3
| Curwen, A.W. can, M. = ipley Comm. S.

Kilgrimol S., St. Annes-on-Sea Nathan,G.F.

| Cambridge H., Camden Rd., N.
Ross,R.0'C. Buda Coll. Aldrington, Hove
Russell,S. V. Castle Hill S., W. Ealing

| Taylor,C. Kendrick Boys’ S., Reading
Walker,J.H. Taunton School
West,R.V. Thornton Heath 8.

(Cooper, W.H. Wellington Coll., Salop
| Duthoit,C.R.

St. Martin's Gram. S. , Scarborough

Green, A. E.S. All Saints’ Choir S., Clifton

| Humpheries, H.R. EllesmereS., Harrogate

| Shannon, H.G. Froebel H., Devonport

| *Shaw,T.W. Park School, Wood Green

Fraser, L.H.V. St. Helens Coll., Southsea
Frodsham, F.J.

Catholic Gram. S., St. Helens
Last, W.T. Gram. S., Shorehai
Lees. N.L. d.

| Canning St. Council S., Newcastle-on-T.
Lincoln, A.P.

Yarmouth Coll., Gt. Yarmouth
2Moore, R.H.T. Park School, Wood Green
Morrison, MacR. D. Taunton School

| Paige.C.J.M. Sandwich School
| Sewell, W.3. Gram. S., Workington
| Skyrme, F.J. d. Ousegate S., Selby

| Smith, A.M. Lancaster Coll., W. Norwood] | Thomas, W.S. Private tuition

| Vallis, R. Clifford S., Beckington, Bath| | Turner, H. W. W.

| Ward,N. High S. for Boys, Croydou| | Lancaster Coll., W. Norwood
Watson,J.P. Hutton Gram.8S.,nr. Preston Da

[Well E L Private tuition Woolston Coll., Southampton
Young, S. Taunton School! -Raidwin,R. St. Leonards Coll. S.
Audrews, N.C. Gram. S., Scarborough] | Beeson, A.J. Broomy Hill Acad., Hereford
Armstrong,P.A. Gram. S., Shoreham} | Bladon, E.O. Read's Gram. S., Tuxford
Davies, R.S. Gram. S., Ongar} | Blamey, V.E. Gram. S. , Hayle
Edridge, A.H. d. Brentwood High S.| | Buller, A. Wellesley H., Gt. Yarmonth

Francis, A.H. SouthdownColl. „Eastbourne

H ie Crouch, W.A. Ripley Comm. 8.
| Hayes,

Davies,E. Kingsholme S., Weston-s.-Mare

| Bickerton H., Birkdale, Southport] | Glentield, P. Schorne NS., Winslow
Hobson, F.B. Scarborough College! | Hingley,P.G. Bourne Coll., Quinton
2Jauncey,G.H. Private tuition | Hinton, W.J. Bourne Coll., Quinton
March,G. Thrapston High S. for Boys] | Hosking,S. H. Froebel H., Devonport
Milner,A.J. 2Kitching, W. Gram, S., Friern Barnet

Wellington 8S., Heaton Moor, Stockport

Lang Browne, A.D.
Mortimer,A.N. Gram. S., Black pool

The Schvol,, Wellington Rd., Taunton

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

95

BOYS, 3RD Crass, Pass—Continued.
| Manning,H. d.
Licensed Victuallers’ S., Lambeth

Murfitt,G.J.
King Edward VI. Middle S., Norwich
Murgatroyd, H.

Wellington S., Heaton Moor, Stockport
Nias, A.M. High 8. for Boys, Croydon
Payne,C.A. Lancaster Coll., Morecambe
Smart,G.U.

Winchester H., Redland Rd., Bristol

The Palace S., Bewdiey
Long Ashton 8S., Bristol

Attwell, L.A. Gram. 8., Ongar
Bishop, A.G. Schorne S., Winslow
Cass, M. Steyne S., Worthing

. | Collyer,T.
King Edward VI. Middle S., Norwich
3Drew,A.G. Manor H., Clapham

Gram. S., Chorlton-cum-Hardy
Neal,F. Thrapston High S. for Boys
Paige, F. W.H. Sandwich School
2Purdue, P. Gram. S., Shoreham
Stilgoe,N. d.

| Mähler, A.K.
| Ripley Comm. 8.

FIRST CLASS [or SENIOR).

Honours Division.

Bennell, M. 3.¢.h.bh.me.
Crouch End High S., Hornsey
Williams, M.H. s.
Ellerker Coll., Richmond Hill, 8.W.
Stott,M. s.¢.9.
Girls’ Gram. 8., Levenshulme

FIRST CLASS [or SENIOR).

Pass Division.

Vickers, K. s.¢.h.g.
Westmorland Rd. S., Newcastle-on-T.
Guthrie,E. s.

Ellerker Coll., Richmond Hill, S.W.
Goodman, H.B. s.d. Private tuition
Greaves, D.M. d.

Girls’ Gram. S. Levenshulme
Ensum,B.M. s. Winchmore Hill Coll. S.
Young, H.M. s. Rutland High S., Dublin
Barlow,A.E. s.pkh. Westbourne H., Cowes
Pease, E.K.

Ellerker Coll., Richmond Hill, S.W.
Oram,0O.K. Hainault H., Ilford
Jennings, A.Brunt’sTechnicalS., Manstield

Sutton, M. Private tuition
House,D.A. ph. Westbourne H., Cowes
Bainbridge, F. Private tuition
Goodman,A.E. Ripley Comm. S.

Curtis,B.I. Girls’ Gram. S., Levenshulme
Kimber,M.H. s. Alexandra Coll., Shirley

Sykes, M. Private tuition
John,M.C. Private tuition
Hudner,A. Private tuition
Colborne, P. Ripley Comm. S.
Lawton, W.K.

Belgrave Terrace S., Huddersfield
Tocher,M.B. Private tuition
Vyvyan,D.K. s,

( Ellerker Coll, Richmond Hil, S.W.
Watson, F. Private tuition
Tioras,G.M.M. Parkstone Schoo]
Linton, L.M. Girls’ Gram. S., Levenshulme

( Pearce,F.H.s Alexandra Coll., Shirley
Roberts, N. Penpol Girls’ S., Hayle
Williams, A.E. Old College S., Carmarthen
Beckett, K.S. Private tuition

Found, E.M. Westbourne H., Cowes

Bamford,J. Private tuition

Clarke, D.M. h. St. Margarets, Cardiff

Edwards, H. Technical S., Stalybridge

Morrey,A.L. The Academy, Crewe
SURI: ~ salaeimeienenn

SECOND CLASS [or JUNIOR).
Honours Division.

Gieve,G.M. s.al f.d.

Crouch End High 8S., Hornsey
Smart,E.L. g.f.ch.d. Devizes Secondary S.
Renner, E.B. a.al,

Chillingham Rd. 8., Heaton
Butterworth, E. g.ch.
Middleton P.-T. Centre, Manchester

\3Warston,G.N.B. Ellesmere S., Harrogate

Bygott,R. Scarborough College
Cooper,J.J. d. Private tuition
Flanagan,G. A.

Cambridge H., Camden Rd., N.

Hughes,J. Hudderstie!d,College Modern S.

| Jackson, R. Cambridge H.,Camden Rd.,N.

James,J.W. Springfield Coll., Acton

Kappey,C.F.G. Grain. S., Shoreham

Labey,R.G. St.James’s Coll.S.,St. Heliers

Mariano,G. St. Boniface’s Coll., Plymouth

| Megginson,C, Scarborough College

| Molyneux,T. Catholic Gram.S. St.Helens
| Payn, A.F.

Oxenford H., St. Lawrence, Jersey
Polwhele, D.B.B. Private tuition
Priddey, W. a. Private tuition

| Roberts, D. HuddersfieldColltegeModerns.

| Sale, P.J. Reading Coll. S.
Stephenson,R.
Clair-Val S., Faldouet, Gorey
Appleyard, J.G. Gram.S8., Scarborough
Barnes, H,C. Gram. S., Shoreham

Cardy, R.J. Clair-Val S., Faldouet, Gorey

ı Fairbairn,E.C. High S. for Boys, Croydon! |

Freemantle, H.V. Trafalgar H., Winchester
Leader, F.G. The Ferns, Thatcham
Newell, W.N. Crudgington Council S.
Powell, R.M. Sandwich School
Protheroe.A.J. Gram. 8., Newton Abbot
Roper, F. W.
Bickerton H., Birkdale, Sonthport
Weaver, R.A. Rusholme High 8.

Buckley, F.R. Steyne S., Worthing
Emery, W.H. Taunton School
| Gentry Birch,C. York H., Reading
| Godwin, A.R. Gram. 8., Worthing
2Haldane, D. Manor H., Clapham
Howorth,T.E.
High S., South Shore, Blackpool
Lester,C.F, d. Private tuition
| Lloyd, F.S. Wellington Coll., Salop
Martin, A. J.J. Norbury College
Preston,G. R. Ripley Comm. 8.
Theobald,G. d. Taunton School
2Wilkinson,J, Southport Modern S.

Barnes, F.F.
2Bradshaw,R J.
Arlington Park Coll., Chiswick

Taunton School

|

CLASS LIST— GIRLS.

(For list of abbreviations, see page 88.)

Green,J.M. e.

Crouch End High S., Hornsey
Mason,C.M.ch, Chillingham Rd.S.,Heaten
Pool, F.J. f.ch. Workington Secondary 8.

(Gledson,A.C.g. ChillinghamRd.S., Heaton

| Stephens, A. ch.

L Arnot Street Council S., Walton

( Dewhirst,B.I. g.

| Chillingham Rd. S., Heaton

(Smith, D.E. Suntield H., Wellington
Bertrain,M. A.phys.

Notre Dame, Mt. Pleasant, L’ pool
Caulfield, M. e.

Í Notre Dame, Mt. Pleasant, L'poo)
Staniforth,M.U. ch. Devizes Secondary S.
Joyce, H.L, s. Parkstone School
Colgan, B. a. phus.

Notre Dame, Mt. Pleasant, L'pool
Rowtcliff,A.G. q.
The Middle 8., Holsworthy
Harrison,C.E. Private tuition
Howson, F.
Notre Damne, Mt. Pleasant, L’ pool
McCarthy,G.
Notre Dame, Mt. Pleasant, L’pool
Godfrey, N.G. ph. Red Maids’ S., Bristol
(Lovell,G.I. ph. Red Maids’ S., Bristol
\ Mercer, D. Arnot Street Council S., Walton

Leeds, D.M. High S., Dereham
O'Donnell, A. ef.
Notre Dame, Mt. Pleasant, L' pool
| Truscott, D.V.R. d.
| Crouch End High S., Hornsey
| Wilson, M.W. ym.d.
HeatonPk. Rd.CouncilS., Newcastle-on-T.
Wilcockson, W. g.
Middleton P.-T. Centre, Manchester
(Butterworth, F. ch.
Middleton P.-T. Centre, Manchester
Elliott,G. A.C. bk. Lynton H., Portsmouth
| Martlew, A.
West Jesmond S., Newcastle-on-T.
Unsworth,M. ch.
| Gram. S., Ashton-in-Makerfield
Wellens,J. ch.
Ù Middleton P.-T. Centre, Manchester

Downs, L.T. Abercorn Coll., Dublin
Withycombe, W.C. a/.

Holly Bank S., Bridgwater
Gilby,M. ch.

Gram. 8., Ashton-in-Makerfield
Pollard,D. d.
Secondary S. for Girls, Peterborough
Hulbert,J. g.ch.

Middleton P.-T. Centre, Manchester
(Dodds,E. Chillinghain Rd. S., Heaton
| Russell, A.M. e.d. Gram. S., Spalding

Whitlam, M.

Middleton P.-T. Centre, Manchester

Wolstencrott, M. E.C. Private tuition

SECOND CLASS [or JUNIOR].
Pass Division.

1Edington, H.A.
Cambridge House, Camden Rd., N.
iLeonard,H.M. Abercorn Coll., Dublin
( Gleeson, E.
j Notre Dame, Mt. Pleasant, L’ pool

McWilliam,K.
Notre Dame, Mt. Pleasant, L’pool
Mount, A. L.
Secondary S. for Girls, Peterboro’
Cohen, B. al.
HeatouPk. Rd. Council S., Newcastle-on-T.
| Millican,I.L. gm. ch.
L Workington Secondary S.

Goldthorp,A. ch.
Middleton P.-T. Centre, Manchester
| McNally,E. d.
Notre Dame, Mt. Pleasant, L'pool
Ronayne,M. al.

Notre Dame, M$. Pleasant, L’pool
\Shaw,E. Gram. S., Ashton-in-Makertield
(Frewing,A.E. f.
| Portsinouth Girls’ Secondary S.
| Pullen, E.J.

Secondary S. for Girls, Peterboro’
(Carroll,C. phys.
| Notre Dame, Mt. Pleasant, L’pool

Reed, J. West Ham High S., Stratford
Rice,G.E. f.d. Calleva, Folkestone
(Arnaud,C, f. Private tuitien
| 1Cheatle, H. B. Milton H., Atherstone

| Hulme, B. ch.
j Preparatory Classes, Altrincham
UlLeonard, K.E. Abercorn Coll., Dublin

(1Cobb, E.M. Milton H., Atherstone
(Day, D. Cambridge House, Camden Rd.,N.
1Wood,F. Langley H., Ashbourne
(Cain, L. Stoke Public Girls’ 8.
| Chattle,O. d.
Secondary S. for Girls, Peterboro’
Faulkner, A.A. Private tnition
Lark,F. d. West Ham High 3., Stratford

( Binks,J. f.
| Notre Dame, Mt. Pleasant, L'pool
| Blything, L. ch.
Middleton P.-T. Centre, Manchester
| Sargent, B.F. f.sk.
Royal Masonic Inst., Clapham Junction
Somers,G.M. ch.
Preparatory Classes, Altrincham
| Spooner, E.J. d.
Cleveland H., Lower Clapton
hous

Notre Dame, Mt. Pleasant, L’ pool

(Davy, W.J. Tunbridge Wells High S.
| Morgan, R.
| Notre Dame, Mt. Pleasant, L' pool
| Morrissey, E.
Notre Dame, Mt. Pleasant, L' pool
IRenshaw,B. s. Woking High N. for Girls
| Simons, D. d. Mission S. for Hebrew
| Children, Streathain Common
(Sugden, D.E. Hainault Honse, Ilford

( French,D.B. h.a. Gram. S., Spalding
| Hulbert, W. ck.
| Middleton P.-T. Centre, Manchester
j Oxford,G.

Grosvenor House HighS., Cricklewood
(Richards, M. d. Japonica H., Exmouth

Wallaghan,N. Technical S., Stalybridge
Hannah,A.R.
Westmorland Rd. S., Newcastle-on-T.
Hobbs, D. L. Parkstone School
Roizot,J.E. Steyne S., Worthing

Campbell, E.R., Wellesley H., Forest Hill
Chandler,S. Sandwich School
De Gruchy,R.T.

Clair-Val S., Faldonet, Gorey
Drycrre, R. Taunton School
Dulty,G.C. W. Borough Coll.S., Rotherham

Huray, W.F. Southampton Boys’ Coll.
Jones, F. Taunton School
Latham, Harry

Kilgrimol S., St. Annes-on-Sea

Tueker, H. Coll. S., Lapford
| Wigley, W. Wykeham H., Abbey Rd.,N.W.
LWilliams,M.D. Clifton Coll., Harrogats

( Blankley, H.C. St. Leonards Coll. 8°
Dudtield,J.G.L. Castle Hill S., W. Ealing
Ellis,J.C. Yarmouth Coll., Gt. Yarmouth
Fairlie, W. Gram, 8., Shoreham
Gee, E. D.T. Barton N., Wisbech
Kelleway,M.J. d. Gram. S., Shoreham
Le Liċvre, A.F. H.

St John's Coll., Finsbury Park, N.
| Patterson,G. Private tuition
[thorn L. CravenParkCoull., Harlesden

Thornhill, L.A.
Boys’ Preparatory S., Maidstone

| Turner, A.,
Notre Dame, Mt. Pleasant, L’pool
Williams,N. Crouch End High S., Hornsey

( Hampson,N,

Notre Dame, Mt. Pleasant, L pool
| Murch, W.NotreDame, Mt. Pleasant, L pool
| Patterson, R.A. Aintree High S.
LWatt,E.1. Crouch End High S., Hornsey

Boone,G. ch. Queensberry S., Longton
Harding,E.A.

West Jesmond S., Newcastle-on-T.
| Liewellyn,E. d. Pencraig Coll., Newport
i Murphy,J.
L Notre Dame, Mt. Picasant, L'pool

( Conway,M.
| Loreto Conv., Hulme, Manchester
| Dixon, A.
Westmorland Rd. S., Newcastle-on-T.
Gorton, D.H. h.
Pemberton Coll., Up. Holloway

( Hayes, K. NotreDame, Mt. Pleasant, L'pool
Murphy, F.
Notre Dane, Mt. Pleasant, L’pool

(1 Brentnall, M. d. Culcheth Hall, Bowdon
Bulgin, Ð.E. mu. Tudor H., Exeter
Clarke, F. NotreDame, Mt. Pleasant, L` pool
Farr, W. d.

Abbeytield Mount High S., Sheffield

( Garrood, M. H. Holt H., Fakenham
lLalor,L G. à. Private tuition
Lowe, H. E.B. Private tuition

(Skinner,S.E. d. Gram. S., Spalding

(Jenkins, E. M.° Suntield H., Wellington
| Parker, V. f.d. Coll. S. for Girls, Havant
| Parkin, M.M. fd. Wood End S., Fuxton
l1Parry,J. HighBankLadies’S,, Altrincham
Rickard, D. Stoke Public Girls’ 8.
Sharpe, D.M. d.
Secondary 8. for Girls’, Peterboro’

(Allen, D.M. d. WestHamHighS. Stratford
| Bath, M.A.f. Sunfield H., Wellington
Cox, M.A.
Notre Dame, Mt. Pleasant, L’ pool

Draysey,D.L. PengwernColl.,Cheltenham

Patterson, M.D.
| Westmorland Rd. S., Newcastle-on-T,

Rogers, M.P.

Heaton Pk. Rd.CouncilS. Neweastle-on-T.
(Williains,G.M. mu. Bellevue, Herne Bay

dt

Notre Dame, Mt. Pleasant, [pool

Branton, M.A. Gram. S., Spalding
| Cullington, M.

Notre Dame, Mt. Pleasant, L'pool
Greaves. H. M. ch. QueensberryS., Longton
Harris, E.G. Harley H., Hereford
Honghton, L.E. Hemdean H., Caversham

| Jarvis, N.C. Girls’ High S., Oakenyates
LSmyth,V.K. f. Gwynant, Gravesend
( Balsdon,F.
Portsmouth Girls’ Secondary 8.
Burns,C. WestJesmonds., Newcastle-on-T.
Gilliam,C.D. gm.
Victoria Inst. Secondary S., Worcester

1Porter, M.J. Victoria Coll., Liverpool
Wearn, LM. f.
Portsmouth Girls’ Secondary S.

96

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

GIRLS, 2np Crass, Pass—Continued,.

Bowie,A. ch. Workington Secondary 8.
Brock bank,F. d.

Notre Dame, Mount Pleasant, L'pool
1Creagh, W.F.A. Private tuition
1Fox, A.M. Milton H., Atherstone

| Gilmore,M.

Notre Dame, Mount Pleasant, L'pool
Hope,E. Brooklyn H., Wellington
( Barry,E.
Loreto Conv., Huline, Manchester
Bicknell, D.E. Tudor H., Exeter
Binnie, L P.
| Pupil-Teachers’' Centre, Aldershot
Clough, A.C. Private tuition
Fourt, D. Secondary S5., Redditch
Holloway,B.
St. Thomas Hr. Grade S., Dudley
[Jones NotreDame,Mt Pleasant, L’ pool
Sharpe,N. St. Maur Coll., Chepstow

(Curtis,M.F. Girls’ Gram. 8., Levenshulme
| Fletcher, M.R.ch. WorkingtonSecondarys,
| Rochelle, P. ch. Queensberry S., Longton
LYeoman, A.B. Woodside, Hastings

Nedham,B.G.H. Workington Secondarys.
Reeves, M. Wellington Coll., Hastings
Rigby,C. NotreDame, Mt. Pleasant, LD’ pool
Rosenblum, A. Mission S. for Hebrew

Children, Streatham Common

White.I.G. Parkstone School
Wood,E.F. Red Maids’ S., Bristol
Joseph, H.

Royal Masonic Inst., Clapham Junction
Woulley,E.E.
Secondary S. for Girls, Peterboro’

Yeornan,B. Woodside, Hastings
(Buchan,D. 106 Sutherland Avenue, W.
Ellis, I.M. Colville H., Eastbourne

Ferguson, H. L.S. Private tuition
Franks,G.B. h. Conway H., Farnborough
Hobson, A. Queensberry S., Longton
Kemp, D.
Secondary 8. for Girls, Peterboro

Cass, A. Steyne S., Worthing
Fletcher, D.B. Workington Secondary S.
Jaeger, E, L.M.

Craven Park College, Harlesden
Jones,D. ch.

Preparatory Classes, Altrincham
Pearson, d.
Heaton Pk. Rd.CouncilS. , Newcastle-on-T.
Season, D.M Devizes Secondary S.
Siggs,O. Mounttield, Ucktleld.

Gordon, M.S Argyle H., Sunderland
Hicks,M. bk. Private tuition
Marsh, E.A. Alexandra Coll., Shirley

UPiper,LM. Granville Coll., W. Croydon

lCurtis,A.M.H. Private tuition
Evitt, E. d. West Ham High S., Stratford
Flyter, V.E. s. Collingwood College, Lee
Hayes, E.L.

Buckingham Place Acad., Landport
Walden, E.L. a. Gram. 8., Spalding

utcher, K.M.
Secondary S. for Girls, Peterboro’
Cam pbell,C. K.
Westmorland Rd. S., Newcastle-on-T.
Dale,E.M. /.
Portsmouth Girls’ Secondary 8.
Kast,G.A.E.
Gram. S., Ashton-in-Makerfield
Molyneux, F.
ae Dame, Mt. Pleasant, L’pool
Moore,M.F
Notre Dame, Mt. Pleasant, L'pool
Ogden,O. Stoke ‘Public Girls’ 8.
Slocombe,H.M. Alexandra Coll., Shirley
Tay lor,G. SecondaryS.forGirls, Peterboro’

Bott,B Workington Secondary 8.
Buck, E. Braunstone H., Newport
Forbes, W.M. Bellevue, Herne Bay
Holt, C. Technical School, Stalybridge

Jones, E.M. Arlington H. , Newport, Mon.

Roberts,M.F.D. Gram. S., Coleford
Seed, E. J. Private tuition

Tyacke,I. A. Orton Coll., Coleshill
Wells,D.H.M. Wellington Coll. , Hastings

Charlton, Mary E.

Canning St. Council 8., Newcastle-on-T.
Dodson,M.G. 109 Uxbridge Rd., Ealing
Parker,M. Private tuition
Rimmer, F. Gram.S,, Ashton-in-Makertield
IWorthy,R.V. Argyle H., Sunderland
Ashton, M.E. Private tuition
Baston, E.M. ch.

Chillingham Rd. §., Heaton

| Cook, F.M. Gram.s., Ashtun-in-Makertield

Coyne,M.K Private tuition
Fitzmaurice, A.

Notre Dame, Mt. Pleasant, L’pool
Grimshaw,M. f. Private tuition
Hannon,K.

Notre Dame, Mt. Pleasant, L'pool
Lockley,E.M. Sunfield H. , Wellington

Morgan,D.M. Southernhay S., Exeter
Nash,A. Brunt’s Technical 8S., Manstield
| O' Keefe, K.
\ Notre Dame, Mt. Pleasant, L'pool

(Bryce,J.D. Chillingham Rd. 8., Heaton

Grittith, L.M. ch.
Preparatory Classes, Altrincham
Hyslop, M.E. Harley H., Hereford
Jordan,B. Workington Secondary S.
| Levine, A. Mission 8S.forHebrewChildren,
L Streatham Common

( Barrett,M.

Notre Dame, Mt. Pleasant, L'pool
Cole,E.S. Portsmouth Girls’ Secondary S.
Conway,G.

Notre Dame, Mt. Pleasant, L'pool
l1Horner,M.J.
Cambridge House, Camden Rd., N.

Anderton, M.H. f.
West Ham High 8., Stratford
| Barker,S.E. Old Grain. 8., Botesdale
Gould,O.S8. J.

Portsmouth Girls’ Secondary 8.
Moore, M. J.

Loreto Conv., Hulme, Manchester
Peate, A. f. Portsmouth Girls'SecondaryS.
| Scotney,E.E.

t Secondary S. for Girls, Peterboro'
(Brighton, F. Ashley High S., Wisbech
| Livingstone,I.S.8. Private tuition
Picken, M.S. Brooklyn H., Wellington
1Robinson, E.M. Tunbridge Wells High 8.

Stamp, D. Technical S., Stalybridge
Thompson, E.
| Brunt’s Technical S., Mansfield
1Williains,S. Priv ate tuition
(Bennett, E. Private tnition
Flower,M.J. ch. Devizes Secondary 8S.
Hewitt,E.

Westinorland Rd. 8., Newcastle-on-T.
Smith, D.O. Harley H., Hereford
Walker, W.

Loreto Conv., Hulme, Manchester

(Ainsworth, D. Private tuition
| Biddlecomb,E.M. Westbourne H., Cowes
| Hosking, A. St. James’ Coll. S., Jersey

| Lloyd, E.K.
| Westgate Hill Council 8.,Newcastle-on-T.
Riley, E. LoretoConv., Hulme, Manchester

Rimmer, D.
Notre Dame, Mt. Pleasant, L’pool

| Sherlock, L.

Woodtord High S., South Woodford
Wight, E.N. Elvaston S., Dulwich
Potter, G. Stoke Public Girls’ S.
Amy,D.M. J. Private tuition
Coombs, N.M. HopeLodgeS., Bexley Heath

| Donuelly,E.
Notre Dame, Mt. Pleasant, L’ pool
Drew,M.C. Holly Bank S., Bridgwater
| Franklin,C. d.
Girls' S., Mansel Rd., Small Heath
Malone, E. phys.

| Notre Dame, Mt. Pleasant, L'pool
Price, E. ch.
Gram. S., Ashton-in-Makerfield
Reynolds,C.G. Private tuition
Seabrook, H.M.
Temple Square 8., Aylesbury

Yeates, B.W. J. Mount Coll., Clent

(Ashmore, E.M. GranvilleColl., W.Croydon
| Blood, E.

| Hr. Standard S., Sutton-in-Ashfield
| Daniel, M.L.

Private tuition
H nnt,C. Secondary S., Redditch
McHugh,K.

Notre Dame, Mt. Pleasant, L’pool
Seymour, C. Gram. S., Spalding
Williams, A. The Academy, Crewe

(1Denton,E. Private tuition
Doyle, M.

Notre Dame, Mt. Pleasant, L'pool
Gillingham, W.,M. Colville H.,Eastbourne
Hodson, E. Orton Coll., Coleshill
Hubbard, A. Gram. 8., Spalding
Hunn, D.M. Quarry H., Guildford
Jones, M.E.N.

Pemberton Coll., Up. Holloway

Kelly, E.E. Alexandra Coll., Shirley

Rider, D.K. Oakley High S., Southsea
Tait,C.M.

Westmorland Rd. S., Newcastle-on-T.

White, M.A. Bellevue, Herne Bay

Collings, L.

Summerfield Hall, Maesycwmmer
Connor, A. d.

Notre Dame, Mt. Pleasant, L’ pool
Dudfield, L.D. Dresden H., Evesham
Ellerby, L.E. Haxby Rd. Council S., York
Franks, H. Ashley High S., W inbech
| Rush, R.D. S- Wellington Coll., "Hastings
Wigley,G.F. Porth Hr. Grade ïS.

( Denison,C. d.

Saxonholme High S., Whalley Range
Harrison, E. Penketh School
Hewlett, D. Brunt'sTechnicalS., Manstield
MacGrath,S. Avenue S., Leigh
Tatham Thompson, P. Private tuition
at Penventon 8., Redruth
Thorley,R

Loreto Conv., Hulme, Manchester
Truscott, L. Stoke Public Girls 8.

Caird,A. Osborne H., Cliftonville
Digby,E.G.M. Oakley High S., Sontlisea
| Freeman,D.G. Parkstone School

—n mMm

Guthrie, N.

Canning St. Council S., Newcastle-on-T.
Coppock,E. Springtield 8., Stockport
Dobson, B.M. Westbourne H., Cowes
Halifax, 'E.M. BudaColl. ,Aldrington, Hove

Pearce, D. M. Private tuition
Starck, M.S. Private tuition
Wilson. N.B.
G West. Jesmond S., Newcastle-on-T.
(Gasquoine, E. Sunnybraé; Southport
Hagger,A.M.M

St. John’s Housre, Felixstowe

| Hiffe,G. R. Queensberry S., Longton
Minter, W.A. Private tuition
Radford, K.V.

| Hampton H., Cotham, Bristol
Restall,A.

Buckingham Place Acad., Landport
Wilkin,G.E.E. Litchain, Swaffham

Adamn,E.A. Chillingham Rd. 8., Heaton
Ball,D. Springfield S., Stockport

| Chapman,E.W., Private tuition
C K.C.
Portsmouth Girls’ Secondary 8.

Andrews,Y.B. s.
Cambridge H., Camden Rd., N.
Chapinan,G. f.
West Ham High 8., Stratford
Cole,G.M. Portsmouth Girls’ Secondary 8,
Fenn,F.G.

Secondary S. for Girls, Peterboro’
Hardy,E. A. Arundel H., Scarborough
Hardy,G.M. Arundel H., Scarborough
Jackson, F.B. Clark's College, Brixton Hill
Kemball,B. Quarry H., Guildford
Leather, A. Avenue 8., Leigh
McGrath, I.M.

Pupil-Teachers Centre, Aldershot
Mott, L.S. 7. Heindean H., Caversham

Powell,G.G. The Academy, Crewe
Roe, A. Hope Lodge X., Bexley Heath

Charlton, Margaret E.
Canning St. Council S., Newcastle-on-T.
| Colbert, K.
Secondary S. for Girls, Peterboro’
Cornforth,G.
Sandyford Rd. Council S., Jesmond
Davies,G. Notre Dame High 5., Plymouth
| Hindell,L. Queensberry S., Longton
Hollingworth, L.M. Private tuition
Riches, E.W. Wellington S., Deal
| Sayell, D. E. Hope Lodge S., Bexley Heath
LThomas,M. K. Private tuition

(Coombes, W. Stoke Public Girls’ S.
| Dyer,F.E.

Central Council S., Weston-s.-Mare
| Gardiner,P.E. PengwernColl., Cheltenham
| Johnston,M.8. Teddington Coll.
| Martin,1.A. St. Maur Coll., Chepstow

Morrell, B. Stoke Public Girls’ S.
i Sprigings,O.F. Gavine H., Portsmonth
| Warr, D. Warwick H., Roade
i Williamson, K.
L Notre Dame, Mt, Pleasant, L’pool

( Bourne, E.
Bowman,A.E.
Westmorland Rd. 8.,
Conlon, K.
Notre Dame, Mt. Pleasant, L’pool
Hale-Stephens,M.
St. Maur Coll., Chepstow
Jones, D.M. Suntield H., Wellington
Lambert, L.F.

Connty Secondary 8., Chippenham

Peace, A.K.
Royal Masonic Inst., Clapham Junction
| Pout, E.M. Wellington S., Deal
\ Powell, M.D. Lulworth H., Caerleon

Farr, E.M. SecondaryS.forGirls, Peterboro’
Jackson,O.T. Elvaston S., Dulwich
Keeves,E.T. West Ham HighS., Stratford
Lavington,E.M. Ruskin N., Maidenhead
Nolan,I. Notre Dame, Mt. Pleasant, L’ pool
Pearce, D.C. Private tuition
Ploughman,B.M. Southampton Girls'Coll.

| Royle,H.M. ch
Pre ratory Classes, Altrincham
| Stebbing, N NA. Hedingham, Wallington

Queensberry S., Longton

Newcastle-on-T.

(Bispham,G.k. The Academy, Crewe
Bradbury,A. Private tuition
Burrows, E.M. Ashton H., Granthain
Cussans, N.J.

i St. Peter's Girls’ S., Bournemouth
| Davies,M. St. Maur Coll., Chepstow
| Goddard ,M.H. Blenheim H., Fareham
teas S. W.

Summerfield Hall, Maesycwmmer

1Bullivant, D. The Limes, Solihull
Docherty,M.

West Jesmond S., Newcastle-on-T.
Foster, D.A. Wellington Coll., Hastings
Garrett, B.

Notre Dame, Mt. Pleasant, L’pool
| Gibson, K. Gram.S., Ashton-in-Makertfield
| Kelly, M.A. Adelphi H., Salford

McDermott,M.

Notre Dame, Mt. Pleasant, L'pool

\Trevett, E.R. The Magnolias, Southsea

(Corbett,C. E.L. Girls’ High S.,Oakenzates
| Herbert, F. Broadfield, Rochdale

Ivory,P.M. Stapleton Hall 8., StroudGreen
Taylor,F, Brunt’s Tech nical S., Mansfield

(1Constantine, V. Aintree High 8.
Dow,E.M. Granville Coll., Southampton
Mitchell, H.M. Queensberry 8., Longton
Pattison, L.M.

Canning St. Council S., Newcastle-on-T.
Whillier,G.
Oxford H., St. Leonards-on-Sea

Winter,E.R.
Ellerker Coll., Richmond Hill, S.W.

Becquet,A.H. Bt. Taisen’ Coll, S., Jersey
Millard, K. Blenheim H., Fareham
j Newcon:be,D.M.
Ellerker Coll., Richmond Hill, 8. W.
Norton, E. The Magnolias, Southsea
A.E
Westmorland Rd. S., Newcastle-on-T.
Randali, B.M.
Woodford High 8., South Woodford
Smith, H.E.
\ Secondary S. for Girls, Peterborough

Angell,G.M.
( Woolston Ladies’ Coll., Southampton
Freegard, K.E.

County Secondary 8., Chippenham
Gard,E.T.d. South Molton United H ligherS.
Lov att, E.N. Private tuition
Saunders,G. L.F.

Normacot Girls’ 8., Longton

Finsbury Park High 8.

Bertie, W.K.
Church,C. W.
Girls’ Prep. S. mounperauce Inst., Dudley
Dillworth, MB. Gram. S., Spalding

Hards, W. M. Ruskin S., Maidenhead
Manger, P.R. Elv aston 8., Dulwich
| Proctor, M.M. Gram. S., Spalding

Touzel, E.M.
Les Marais High 8., Fauvic, Jersey

Brownbill,M. ch.
f Preparatory Classes, Altrincham
| Dove, A.A.
| ‘Hr. Standard S., Sutton-in-Ashfield
| Evans, N. 114 Cathedral Rd., Cardiff
| Freegard, F.E.

County Secondary S., Chippenham
Haworth,G. Girls’ Gram, 8., Levenshulme
May whort, K. The Acadeiny, Crewe

| Scarborow.J.M.M.
L Devonshire Rd. 8., Forest Hill

[Bitten .W. Private tuition

| Touze E.M E. Queensberry S., Longton

Hillen,L.F.
Cambridge House, Camden Rd., N.

| James, Y.A. Porth Higher Grade 8,
| ISkelding, L.G. Private tuition
| Ward,K. Buda Coll., Aldrington, Hove

| Whitburn, D.
Sandyford Rd. Council S., Jesinond

L
Dermares, E.R. f.
f Plaisance Terrace S., St. Luke's, Jersey
Madge, Q. L. Porthininester S., St. Ives
(Trythall, L. Pare Bracket Coll., Camborne

——

THIRD CLASS.

Honours Division.

Noakes,C.M. e.f.
Crouch End High S., Hornsey
Winters,D. ¢.h.g.a.al.f.
St. Michael’s 8., Malton
Povinne. s.bk. Sirsa H., Cheltenham
Tarrant, J. s.e.h.d. St. Michael's S., Malton
Bow den, O, e.c.al.d.
Stoke Public Girls’ 8., Stoke
Holmes, L.s.e. St. Audrew'sHall,South port
Davies, ElsieM. s e.d.
Summertield Hall, Maesycwmmer
(Barker,E.G. s.e/.i. Private tuition
McDonald, E.A. s.e.g.
Caiubridge House High S., Battersea Pk.

Bevan,C.A. e.h.a
Oakov er Girls’ S., Burnham

Loreto Conv., Hulme, Manchester
Payne,G.L. e.a.bk. AlexandraColl. Shirley
Larkitson,C.M. g.a.

Camden House, Biggleswade
Wise, D.H. s.e. WestHamHighS.,Stratford
Belshaw, Elizabeth s.e.a.

St. Andrew’s Hall, Southport
| Biggs,C.M. a. CrouchEndHighs. , Hornsey
| Moore,A.L. 8.h.d. CaindenH. ' Biggleswade
L Prosser, I.M.M. s.e.h. Wilsford H., Devizes

(Fromow,R.M, e.a. Brook GreenGirls Coll.
| Hart,E. s.a.d. Manchester Warehouse-
men & Clerks’ Orphan 8., Cheadle Hulme
Slater, N. e.a.d.
i St. Andrew’s Hall, Southport
Whyte,E. s.e.a.d. St. Michael's 8., Malton

Blundell,P. e.a.d.
St. Andrew's Hall, Southport
| Lester,G.I. s.e f.d Suntield H., Wellington
Wilson,B.E.L. k.
Royal Masonic Inst., Clapham Junction

(Colbourne, K. s.¢.h.. 20St. Aubyns, Hove

ae e.a.a,

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

97

GIRLS, 8RD Cass, Hons.—Continued.
Lloyd, M.

Cambridge House High 8., Battersea Pk.
Redding,C.B. d. Fairlight, Southsea
Walton,G. ¢.a.d.

St. Andrew's Hall, Southport

Anthony, B.M,. bk. Towcester School
Ashton,M. e.h.

St. Andrew’s Hall, Southport
Ussher, E.N.

Barton,J.A.E.d. Sirsa H., Cheltenham
(Gay. h.al, Stoke Public Girls’ S., Stoke
Gibbs, E.M. s.e.d. Holt H., Fakenham
Leaf, L.M. saal. Private tuition
Scholes, M.A. a.d. Manchester Warehouse-
men & Clerks’ Orphan S., Cheadle Hulme
Wright,G. I. s.d. Glenarm Coll., Ilford

Betts,O.M. s.d.

Stapleton Hall S., Stroud Green
Bradley,E.A. e. Sunfield H., Wellington
McConnell, A.E. e.d.

Sunfield H., Wellington
Ridgway, K.E. s.e.a.d.

Sunfield H., Wellington
Stevenson, N.F. s.¢.a.f.d.

Royal Bay H., Grouville
Toyne,M.a. Crouch End High S., Hornsey

(Gayford,V.M. s.e. Lonsdale H., Norwich
Hall,G.M. a.d. Camden H., Biggleswade
Hodgson,G. e.d.

St. Andrew's Hall, Southport
Stuart, M. ef.d. Llanberis, Ealing

f Beresford,H. e.
l Moseley High S., Birmingham
| Bray,N. Stoke Public Girls’ S., Stoke
| Cookman, K. s.e.d.
Woodford High 8., South Woodford
| Hunter Smith, E.J. s.a.
Cornwallis High S., Hastings

(Green,E.M. d.

Royal Masonic Inst., Clapham Junction
Mason, E. e.d.

Chorlton High S., Chorlton-cum-Hardy
Meade,D. H.

Royal Masonic Inst., Clapham Junction
Powell, E.M. s/f. "Woodside, Hastings
Richardson, M. e.a.

Lorcto Conv., Hulme, Manchester
Whittaker,O.M. a. Pencraig Coll.

Belshaw, Ellen
St. Andrew's Hall, Southport
Best,S.D. a, Crouch End High S.,Hornsey
Blunsum,O. s.e.
| Woodford High S., South Woodford
Copeman, B.M. e. Harborne Coll.
| Curtis, M. s.e.d.
Woodford High 8S., South Woodford
Lichtenberg, L.
Stapleton Hall S., Stroud Green
Moon,M.C. s.e. Highwood H., Liskeard
Haveling, H. d.
St. Andrew's Hall, Southport
Hirsh,J. fage. St. Margarets, Blakeney
Luke, V. s.d. Abercorn Coll., Dublin

[Hott St. Andrew's Hall, Southport

TE ANA (aes

Holt,M. St. Andrew's Hall, Southport
Ward, W. d. St. Andrew's Hall, Southport

Faircloth, D.M. s.e.h.a.
Holt H., Fakenham
Lawrence, L. a.

Stoke Public Girls’ 8., Stoke

Rhodes, D.A. e.f.
Clivedon H., Stoke Newington
| Sims, A.L. e.a. Cambourne S., Richmond
Spears, H.M. e.d. Private tuition
| Stevensond. s.e. St. Michael's S., Malton
Wiliams, W.R. e/f.d. Elsmere S., Reading

THIRD CLASS.

Pass Division.

2Martin,M. Queensberry S., Koneton
2Hall,A. ch.
Preparatory Classes, Altrincham
2McMahon,E.
Notre Dame, Mt. Pleasant, L’pool
2Hendry,B.
Westmorland Rd. S., Newcastle-on-T.

Cook,H. Highfield S., Croydon
*Hendy,D. Devizes Secondary S.
Clarke,E.F. d.

Ellerker Coll., Richmond Hill
2Fitzpatrick,B.

Notre Dame, Mt. Pleasant, L’pool
3Salisbury, F.A.

Central Council S., Weston-s.-Mare
2Wilcock,V. Skerry's Coll., Liverpool
3Forsey,W.

Notre Dame, Mt. Pleasant, L'pool
Bass,L.O. Parkstone School
3Lidbetter, K.M.
Cambridge House, Cainden Rd., N.
2Reardon, A. Porth Hr. Grade 8.
(4Miller, B.St.J. s.
| Beulah House High S., Upper Tooting
| White, M.O.
L Westmorland Rd. §., Newcastle-on-T.

Wilsford House, Devizes] |

2Merrington,N.
West Jesmond S., Newcastle-on-T.
Dalton, D.H.
Licensed Victuallers’ Girls’ S., 8.E.
| 2Fawcett, L.
Westmorland Rd. S., Newcastle-on-T.
\2Ray,M. Notre Dame, Mt. Pleasant, L'pool

{2Cottee, E.G. Rose Bank, Brentwood
| 2Hosking,C. D.
Parc Bracket Coll., Camborne

| 2Jones,O. Porth Hr. Grade S.
\2Whitehead, L. f. Kyleglas, Southsea
2Potts, F.

Canning St. Council S., Newcastle-on-T.
arleton,C.M. Allandale High S., Sale
Clayton,E.M.ed. Merton S., Doncaster
Davies,M.
Holmwood Coll., Westcliff-on-Sea
ee B.J.
Westmorland Rd. 8., Newcastle-on-T.

| 2Gottrell,I
"Ashton H., St. Clements, Jersey
| Jerome, H. A.
| Portsmouth Girls’ Secondary S.
Knights,H.M. e.a.
Girls’ Modern 8., Harleston
Potter,M. a.d. D'Arcy Hey, Boscombe
Regnies,M.E. a.al.d.
Lynton H., Portsmouth
*Senior,C.

Abbeyfield Mount High S.,Sheffield
Shilton, D.L. d. Towcester School
| Slarke, V.E. Towcester School
LaWiltshier, R.K. Brook Green Girls’ Coll.

Amcoats,8.K. ef.d. Llanberis, Ealing
Ascough,I.C. 3.
Oxford College, Gunnersbury
| Ballad,F.A. Temple Square S. Aylesbury
Boutwood, H.M. e.

Wellington Coll., Hastings
| Bowden, A. Alexandra Coll., Shirley
Hunt,M.D. Blenheim H., Fareham
Jones, A.L. d. Larchmouut Hall, Yatton
Layton,M.C. a.
| Royal Masonic Inst., Clapham Junction
*Meginn,E.

Notre Dame, Mt. Pleasant, L’ poo!
Price,M.E. Alleyn Coll., Margate
| Rae, F.P. Finsbury Park High School
| Shaeklady,M. d.

St. Andrew’s Hall, Southport
Paa tes En ' Š a
| emple Square, S., Aylesbury
bonoa

Holmwood Coll., Westcliff-on-Sea

(Askew,D. Mosley High S., Birmingham
| Baker,M. d.

Royal Masonic Inst., Claphain Junction
| Baker,M.1. e.d.
| West Ham High S., Stratford
| *Bell,E.M.

Í West Jesmond S., Newcastle-on-T.
| Clayton, J. St. Andrew’ 8 Hall, Southport
| Cropper, E.

Notre Dame, Mt. Pleasant, L’pool
Green, M. e. Chesnut H., Lincoln.
Hand,G. Manchester Warehousemen &

| Clerks’ Orphan S., Cheadle Hulme
Hobbs, K.M.s.e. Alexandra Coll., Shirley
| 2Horrigan,C, Adelphi H., Salford
Hubert,F.L.ef. 8t. James’s Coll.S. Jersey
Palmer, M.G. f. Victoria H., Dorking
Powell, E.J. e. Penketh School
| 3Spencer,E. M.
| Cainbridge House, Camden Rd., N.
Tice,G.L.M. d.
Pemberton Coll., Upper Holloway

, Abram,K.M.e, Elmstone H., Ramsgate

Coyte,L Stoke Public Girls’ S., Stoke
2Dyson,E Private tuition
Gower, M.E.

{ Woodford High S., South Woodford
| Hall,A. a.

Stoke Public Girls’ S., Stoke
Lawrence, EB. W.

Fairfield H., East Derehani
Marsh,E. St. Andrew's Hall, Southport

Meaby,V.M. e.h. Hemndean H., Caversham
Pearce,G.E. d.

Royal Masonic Inst., Clapham Junction
Price,E.M.d, St. Maur Coll., Chepstow
Ravell,M.M. Fernside, Grantham
2Redding,D.V., Fairlight, Southsea

| Routledge, s. Mount Eyrie, Southport
2Rowe,A. Notre Dame High S., Plymouth

Batty, M.G. d. Devon Lodge, Wylde Green
Brooks,O.M. d.
| *Calvert, P.C.
| 27Ditchburn,J.
East Walker Council S., Newcastle-on-T.
Ellmers,A.E, e.d.
West Ham High S., Stratford
*Harse,D L.

Central Council S., Weston-s.-Mare
| *Hart,H. Brunt’s Technical S., Mansfield
| 2Haswell, 1.

HeatonPk. Rd.CouncilS., Newcastle-on-T.
Hewett, D.R. sf.d. Glenarm. Coll., [ford
Ivens,S.M. d. West bourne H., Cowes
2Loveday,E. d. Thrapston High S. forGirls
*Luckley,A.

Westmorland Rd. S., Newcastle-on-T.

Colville H., Eastbourne

St. Margarets, Cardiff

Mackinlay,S.D.

Westmorland Rd. S., Newcastle-on-T.
Stone,E. a. Girls’ High S., Tuxford
2Strode,E.M. Aintree High S.

Bracegirdle,D. ch.
Preparatory Classes, Altrincham
Clutterbuck. iG. M. e.

Crouch End High S., Hornsey
2Cowe, W. PreparatoryClasses, Altrincham
Dunlop,A.P. Roden H., Ongar
2Graham,E. Collingwood College, Lee
21zod, W.A. Crouch End High S., Hornsey
Taylor, E.M. e. Ripley Comm. 8S.
2Walder,F.A. Colville H., Eastbourne
Weaver,G.M. Larchmount Hall, Yatton

Anderson, W, M. a.f.

Collegiate School, Worcester Park

Crofts, W.J. Victoria H., Dorking

| Daplyn,E.M. s.e.d. Holt H., Fakenham

| Galloway, H.J. 8.e.f. Private tuition

| 2Laugher, K.E. Private tuition
2Murphy,O.F.St.L.

Arlington H., Newport, Mon.

Pilling, M. d. St. Andrew'sHall,Southport

Witting,J. Arundel H., Scarborough

(2Ansell,E.G. Alleyn Coll., Margate
| Bellamy,K.E. e. Fernside, Granthain
| 2Deakin,G.E.
| Licensed Victuallers’ Girls’ 8., S.E.
i; Downes,L. d. = St. Michael's S., Malton
Emerton, E.E. Fernside, Grantham
| 2Hudson,T.
| Loreto Cony., Hulme, Manchester
| 7Millard, M.A. Blenheim H., Farehain
Prynn,D. Stoke Public Girls’ 8., Stoke
Smith,8.G. J. Brookville S., Filey
| Stevens,M.d. EdgehillGirls’Coll., Bideford
| *Terry,F.E. Middle Class S., Maidstone
2Young, E.
HeatouPk.Rd.CouncilS., Newcastle-on-T.

Blight,J.R. Cambridge H., Millbrook
2Brady,C. NotreDaine, Mt. Pleasant, L'pool
| Duffy,C. LoretoConv., Hulme, Manchester
Herbert,H. Stoke Public Girls’ S., Stoke
Potter, M. s. The Crescent 8., Norwich
| Reeve, H.M. d. Private tuition
| Rodwell, P.M, s.d.
| Royal Masonic Inst., Clapham Junction
| Simpson, B.R rivate tuition
2Toukin,J. Aintree High S.
2Winstanley,M.J. Private tuition

/ Adams,G. d. The Poplars, Small Heath
)*Brill, G.M. Granville Coll., W. Croydon
| 2Brown, M.V.
| Cambridge House, Camden Rd., N.
| Cookson, H.W. d. Manchester Warehouse-
men & Clerks’ Orphan 8.,Cheadle Hulme
| Hives, E.M. d. Hemdean H., Caversham
| Hughes,M.O. Hemdean H., Caversham
Jackson, D. a.d. Richmond HighS.,Liscard
Jacob,I. s. Edgehill Girls’ Coll., Bideford
Jones,G.S. Private tuition
IMcGillivray,L.R. AlexandraColl.,Shirley
Miller, F.S.

Claremont Collegiate Coll.,
| Moar, E. a.d. Girtonville Coll., Aintree
| 2Moore, A. Private tuition
| Sandys,M.E.
| Royal Masonic Inst., Clapham Junction
| Skinner,G.L.F.

2Tomlinson, H.M.J.E.
| Craven Park Colleges, Harlesden

Charlwood, E.M. d. Bourne H., Eastbourne

Doubell, D.F. s.e.
Hope Lodge S., Bexley Heath
Douglas, E.A. Teddington College
2Garstin, D. B. Private tuition
Kendall, E.M. e/.
Grosvenor H., Wokingham
2Moran,E.

Notre Dame, Mt. Pleasant, L'pool
2Neve,C.M. Bitterne Pk. Girls’ Council
| 8., Southampton

2Nixon, R.M.

Westmorland Rd. S., Newcastle-on-T.
Pettugnn, M.E. e.d.

Hartington H., Beckenham

| shea, Bedford Rd. ConncilS., Bootle

Sheldrake, N.M. Brook Green Girls’ Coll.
Walke, H. a. Stoke Public Girls’ 8., Stoke

Adames, T. E.
Royal Masonic Inst., Clapham Junction
2Billington,G.M.
Abergeldie H., Clifton, Bristol
Boreham,M.F. s.

Stapleton Hall S., Stroud Green
2Brooker, M. Girls’ High S., Maidstone
Butt, E. s. D'Arcy Hey, Boscombe
Dilliway, E.M. a.

Crouch End High S., Hornsey

| Edwards, A.C. Hightield 8., Croydon

Graham, D. St. Andrew's Hall, Southport
Jefferson, D.M.

West Jesmond 8., Newcastle-on-T.
3Lake, P.M. Mount Eyrie, South
Lamb,D.A. a. Lime Tree H., York
Linington, W.M.

Thorntonville 8,, Thornton Heath
Milligan,H.U. s. Alexandra Coll., Shirley
2Routledge,M. Mount Eyrie, Southport

Forest Gate

Teddington College

| Sankey,P.M.

| Royal Masonic Inst., Clapham Junction
Slight, M. The Academ , Crewe
Slight, M. W. a. Blenheim H., areham
aStevens,F. Stoke Public Girls’ 8S., Stoke
ee Japonica H., Exmouth

Allen,M. a. Stoke Public Girls’ S., Stoke
Colton, M.D. Towcester School
Goodhew, P. Roden H., Ongar

Henderson,8.H.
Crouch End High 8., Hornsey
Keay,H.D.s. Girtonville Coll., Aintree

| *Keeley,L.

Woodford High 8., South Woodford
| *Kingston, H. West Ham High 8.,Stratford
2London, F. G. Lulworth H., Caerleon
Lucas, L. ‘A. Harringay Park S., , Hornsey

| 3Moore, A.E. Liskeard High S.
| aNeale,G. Girls’ High S., Maidstone
*Perkins,F. Mount Eyrie, Southport
Phippen, B. Larchmount Hall, Yatton

Sargent,G.A. The Middle S., Holsworthy
Stevenson,A. d.

Canning St. Council S., Newcastle-on-T.
Webb,F.L. QOakover Girls’ S., Burnham
Weiland, M.I. f.ge. St. Margarets, ey
2Wilks, F.B. Harley H., Herefor

| Williams, V.K. Brooklyn H., Wellington
L2Wood, H, C. Private tuition

De Neuville, I.M. Ripley Comm. 8.
Eversley ,E. H.

f Central Council 8., Weston-s.-Mare
2Gill,L. Normanby Council S.
Kimber, H. M. — Alexandra Coll., Shirley

| Lawrence,G.F. d.

Oakover Girls’ S., Burnham

Michie,E.L.

Cambridge House, Camden Rd., N.
Mikesch,C.M. s.
Licensed Victuallers’ Girls’ S., B.E.

| Moyle,D. e. St. Monica's, Streatham
Pincott,D.E. d. Private tuition
Recknell,E. W.

Royal Masonic Inst., Clapham Junction

| 2Samman,C. A.
Abergeldie H., Clifton, Bristol
Steele, E.W. d. Glenarm Coll., ford
Terry, F. M. d. Manchester Warehousemen
& Clerks’ viene S., Cheadle Hulme
| Welch, B.K. a.d

*Wheatley,N.

Williams, E.V.

Royal Masonic Inst., Clapham Junction
Daas ee ,E.

Burton H., Weston-s,-Mare
D’ Arcy Hey, Boscombe

Westmorland Rd. S., Newcastle-on-T.

(Brown,E.K. e.d.
| Clat ford H., Portswood, Southampton
| 2Brown,G.E. "Alexandra College, Shirley
| Chattey,E. M.
| Royal Masonic Inst., Clapham Junction
Clough, L. St. Michael's S., Malton
Gìll, E. L. a.f. Woodside, Hastings
Haviland, M.K. cJ. Private tuition
Heasell, D.K. Alexandra Coll., Shirley
Jones,O.1. St. Margaret's, Cardiff
2Kitchen,F.G. The Academy, Crewe
Krulich, J.C. J:
| High Trees Coll.,
Lomas-Smith,W.M. a.
Bourne H., Eastbourne
3Phillips,A. St. Maur Coll. , Chepstow
Pilling, D. Ellerker Coll., Richmond Hill
Playford,C. e.d. Mertor S., Doncaster
Pritchard, P. Drayton H., Newport
| 2Rayner, y“. Private tuition
Rickards,R.F. s. Girtonville Coll., Aintree
Tait,J.M.a. Edgehill Girls’ Coll., Bideford
Utting,J.G. 8.e.h. Holt. H., Fakenham
Watson, W. s. WheldrakeNational S., York
ieee E.I.

Bournemouth

Licensed Victuallers’ Girls’ S., S.E.
2Wright,G.M. Private tuition

(2Allmond,D.E.
| Licensed Victuallers’ Girls’ S., S.E.
Bickerstat!, M. s. Girtonville Coll. ,Aintree
Brock bank, E.
anning St. Council 8., Newcastle-on-T.
Butler,E.F. Ellerker Coll.,Richmond Hill
| *Butler,F.J. Colville H., Swindon
| 2Colmer,M.
| Grosvenor House High S., Cricklewood
Cummings,N. 8. Southernhay S., Exeter
,L.e.d. St. Andrew’sHall, Southport
| Greenwood, M.F. Alexandra Coll., Shirley
Lewry,H.M.
Selhurst Pk. S., South Norwood
i Longley,O.E. d.
Westmorland Coll., Peckham Rd., 8. B.
2Martin,F.D. Clark's College, Brixton Hill
| McGuiness, A.
| Loreto Conv., Hulme, Manchester

4Ouzman,F. Gram. 8., Spalding
Redburn,C. 8 Woodside, Hastings
Stevens,D.A.

Roy al Masonic Inst., Clapham Junction
Thurmott, E.N. e. Lea School, Datchet
Twine, A. J. Lynton H., Portsmouth
Wright, O.M. Private tuition

(Bannister, J.M. Girls’Modern,S., Harleston
| Blantern,E.C., d. Qlton College, Olton

98

THE EDUCATIONAL TIMES.

[Feb. 1, 1908.

GIRIS, 3rd Crass, Pasa— Continued,
Branston, N. d. 51 DitchlingRise, Brighton
Cook,B. d.

{ Woodford High 8S., Sonth Wood ford
Cragg, R. E. Fernside, Grantham
Crawford, A.W. ea,

| West. Ham High 8., Stratford

2Hall,D.M. Clark's College, Brixton Hill

Hardy, F.E. Private tuition

Harrison, K. St. Andrew's Hall, Southport.

Curry. H.

Westmorland Rd. S., Newcastle-on-T.
| Damscll,M. e. Harley H., Hereford
| Elliott, D.J.H. Lynton H., Portsmonth

| 2Evans,M.5E. Marist Coll. S., Paignton

| Gibson. E. Brookville S., Filey
Gray, H. 15 Queen 5t., Aspatria
Jobbins, E.

| Long St. High S., Wotton-under-Edge
| Large, D. High School, Crewe

Haughton. E.M. Preswylfa High S.,Cardiff| | Mills, F. E.S.

Private tuition
Knight, D.M.
Buckingham Place Acad., Land port
ILewis,E.
Stoneleigh Ladies’ Coll., Porthcawl
Mackintosh,J.E.
Royal Masonic Inst., Clapham Junction
2Manson,M.
| Canning St. Council S., Newcastle-on-T.
2Morgan, E.M.
Summerfield Hall, Maesyewmmer
2Morrison, I.

Westmorland Rd. S., Neweastle-on-T.
Pople, D.E. d. Oakover Girls’ S., Burnham
2Scurrah,M.B.

Girls’ Grain. S., Levenshuline
DASE

| 2Hicks,G.J.B.
|

2Withers, M.G.
Atkinson’sCivilServiceAcad., Manchester

(Carr,N.L.
Cronin,A.

Loreto Conv., Hulme, Manchester
Dick, A.W.

Royal Masonic Inst., Clapham Junction
Ed wards, D.E. Ripley Comm. S.
Fischer, E.F. d.

Harringay Park S., Hornsey
Griffith, M.M. d. Girtonville Coll., Aintree
Hansard, V.E. Gnelph Coll., Bristol
MeKinna,M. Mount Eyre, Southport
Merrils,P. Ladbrook H., Shetheld
3Oxendale, H.M. British S., Great Ayton
2Price,C.M. Ladies’ Coll., Nantwich
*Strawbridge, M. Private tuition
Weston,C.

Royal Masonic Inst., Clapham Junction
Wheeler, N. s.

Beulah House High S., Upper Tooting
2Woodrotle, W.G. Hedingham, Wallington

Bailey, E.M. Private tuition
Barker, W.E.

Licensed Victuallers’ Girls’ S., S.E.
Braybrooks,M.A. s.d.

Camden H., Biggleswade
3Buxton,M. Queensberry S., Longton
Clapshew, A.M. a.d. Ripley Comm. S.
Evans, I.D. Hainault H., Ilford
| *Frickelton, M. BurtonH., Weston-s.-Mare
| Gabashane,M.L.

African Training Inst., Colwyn Bay
Haddy, B. a. Stoke Public Girls’ S., Stoke

Devon Lodge, Wylde Green

a N

Morgan, M.C. Drayton H., Newport
2Ross, P.A.I Westbourne H., Cowes
Russell, O. R.V.

Westmorland Rd. S., Newcastle-on-T,
Winter, P.R.T.
Westmorland Rd. S., Newcastle-on-T.

*Buck,O.W. Gram S., Spalding

[cone F. Cambridge H., York
Dutħeld, R. s.d. The Crescent S., Norwich

| Evans,M.M. PreswĘylfa High S., Cardiff
3Howard, E. Sunnybrae, Southport
Jones, E. s. Norma S., Waterloo
Kyle,M.M. Temple Square S., Aylesbury
Mandart,K.M.

Holmwood Coll., Westcliff-on-Sea
Pargeter,A.A.TempleSquareS., Aylesbury
Speller. AJ. al.

Royal Masonic Inst., Clapham Junction
Lwittiams,B. e. Durham H., Eastbourne

Ansell,G. W. Alleyn Coll., Margate
Blake, E.M. Harley H., Hereford

Brown, E. Westoe High S., South Shields
Burke, E.M. e.d. 109 Uxbridge Rd., Ealing
Burton, B.M. Colville H., Eastbourne
Campbell-Everden, L.E. M.
St. Catherine’s S., New Cross
Crockett,D. Stoke Public Girls’ S., Stoke
Evar.s,O.
| Royal Masonic Inst , Clapham Junction
2Evans,S. Private tuition
| *Grindey, E. Normacot Girls’ S., Longton
| Hall, A.d. St. Anne’sCcll. St. Annes-on-Sea
Hart, W. d.

Summerfield Hall, Maesycwminer
| *Hutchinson,E.P. Bleak H., Brentwood
| Jones,M, dl Norma S., Waterloo
| Kerry,G.f. d.
| Girls’ Coll., Manchester Rd., Southport

Law, E. St. Andrew's Hall, Southport
Nelson, A.M. d. Gram. S., Workington
| Parfitt, D. Pencraig Coll., Newpcrt
Robinson, W.M.
| Royal Masonic Inst., Clapham Junction
Stanley, E. St. George’s H., Doncaster

Aukland, D.B. e.f.
Cambridge House, Camden Rd., N.
Bazeley,N. e.
Coll. S., Gloucester Row, Weymouth
Beckett, L. ArnotStreetCouncil S., Walton

Stonyhurst Conv., East Molesey
2Morris,G, Private tuition
| 2Rainford, E. Private tuition

| 2Roberts, F. Woodcote, Leatherhead
| Shut! W. Quarry H., Guildford
| Springate, E.M. J. Royal Bay H.,Grouville
Tatton, A. B. d. Manchester Warehouse-
men & Clerks’ Orphan S., Cheadle Hulme
| 2Walsh, L.S.

Buckingham Place Acad., Landport
| 2Williains, B.

| Summertield Hall, Maesyewmmer
Wilson, K.C. HighTreesColl., Bournemouth

; Bowmar,C.

Brunt’s Technical S., Mansfield

Cherry, D.M. a. Manchester Warchouse-

| men & Clerks’ Orphan S. Cheadle Huline
Cocking, M.

Belgrave Terrace S., Hudderstie'd
| Cordon, G.A. Queensberry S., Longton
| Coton, G.W. Hope Lodge S., Bexley Heath
| Crouch, M.A. s, Camden H., Biggleswade
| Davies, N. St. Manr Coll., Chepstow
| Fowles. V. St. Michael's S.. Malton
| Green,G.M. f. Grosvenor H., Wokingham

Mallalieu, E. M.

St. Anne's Coll., St. Annes-on-Seaq
| Middleton,D. Arundel H., Secarboronzh
| Overall OVA. Quarry H., Guildford
| Pugsley, M. Stoke Public Girls’ S., Stoke
| Simpson, H.W. Arundel H., Scarborough
| Smith, W.T.
| Woolston Ladies’ Coll., Southampton
| Styles, I.M.
| Cambridge House, Camden Rd., N.
i Thomas, N. d. Osborne H., Redditeh
L Wilson, E.A. Park Road N., Bingley

(7Allison,G.D. Private tuition
| Allured,C.G. d. Girls’ Moderns., Harleston
| Bishop, B. a. Stoke Public Girls’ S., Stoke
| Cowland, E.A.M.

Wellington Coll., Hastings
Stoke Publie Girls S., Stoke
| Eddey,L. = Stoke Publie Girls’ S., Stoke
| 7Ewens,D.L, Tudor H., Exeter
| Haddy,M. a.d. StokePublicGiris’ N., Stoke
| *7Hathaway, dM. Moreton-in-Marsh, Glos.
| Jones, E.C. s.

Licensed Victuallers’ Girls’ S., S.E.

| Kiluer, F.A. d. Vietoria Coll., Sonthend
2Mcenamara, M.M.

| Notre Dame deLion, EdenGrove, Holloway

2Sweetnam, S.J. The Manse, Kinsale

liair O. Ç: Private tuition

(Cohen,R. St. Andrew's Hall, South port.
| 2Dallaway,D.E. Private tuition
| 2Denney,O.G.
St. Peter's Girls’ S., Bournemouth
| 2Hayes, M. Private tuition
| Jones, I3. s.e. Newnham House, Hereford
| *Kendrick, A. L. Private tuition
Little, V.M. d.
Temple Square S., Aylesbury
Mackintosh, J.F.
Cranbury High S., Southampton
| Murray. N. d. Aintree High S.
| Osman, K.V. Alexandra Coll., Shirley
| Pettman,G. d. Hartington H., Beckenham
| Robinson, L. Eastzate, Statford
| Seeley, D. Chestnut H., Lincoln
| 2Slee, K.E. Richmond High N., Liseard
| Swan,s, Ystrad I., Newport
Tennant, K.E. s. Private tuition

fatevi bv d. Bleak H., Walsall

| Davey, E.

2Brady, D.V. Ellerker Coll., Richinond Hill

2Frickelton,C. Burton H., ,Weston-s.-Mare
| Gorvin,M. d. Edgeh!llGirls'Col., Bideford
| Reynolds, L.M Private tuition
| 2Rigler, E. D'Arcy Hey, Boscombe
| Slee, A. Addiscombe S., Barnstaple
| Smith, F.H.e. EdgehillGirls' Coll. , Bidetord
| Stanley, M.

| Royal Masonic Inst., Clapham Junction

Starck, N.L. Aintree High 8S.
| 2Wilks.C.M. Bleak H., Walsall
LWood, W. Oxford Coll., Waterloo

(Callingham,C.F. Sirsa H., Cheltenham
| 2Coghlan,G.
Loreto Conv., Hulme, Manchester
2Cooke,H.L.
Summerfield Hall, Maesycwmmer
Faichney,C. E.
Canning St. Council S., Newcastle-on-T,
Groom, F.
Royal Masonic Inst., Clapham Junetion
Harrison,D. Oldtield Park Private S., Bath
| 7Lawry,Y. Penpol Girls’ S., Hayle
2Martin,M. Hutton Gram. S., nr. Preston
Pike, E.M. Girtonville Coll., Aintree
| Sinith,1.G. St. Maur Coll., Chepstow

ree e EER ae en —————_——— R a aaaa,
—— n eee sd
a — — ——— ae,

| 2Sweetnam,L.E. The Manse, Kinsale
Thomson. E. s.e. Girtonville Coll., Aintree
[iti d. Norma S., Waterloo
2Windsor, A. Brooklyn H., Wellington

(Acton, M.O.
Bonham, B.M. E.

Temple Square S., Aylesbury
| Burlace, W. a. Stoke Public Girls’ S.,Stoke
| East. L.J. Temple Square S., Aylesbury
Gallichan, Y.S. f.

Ashton H., St. Clements, Jersey
| Goodley,M. Sunnyside, Foulshamn
| Hopkins, H.K. «.

Licensed Victuallers’ Girls’ S., S.E.
| Paine, P.M. Private tuition
| @Phunmer, L.M.B. Private tuitiov
t Saul, H.M. Belvedere, Birkdale, Southport
| Stone, M. E. Towcester School
Fait, M. 114 Cathedral Road, Carditt.

(*Billinge, A.Gram.S,, Ashton-in-Makertield
| Byrne,G.K. Mileham Council S. Swatfham
| Carter, M.M. H.
Temple Square S., Aylesbury
Griffin, M. Alleyn Coll., Margate
Hewitt, E. a.d. ManchesterWarehousemen
& Clerks’ Orphan S., Cheadle Hulme
2Hodyson,C.J. Private tuition
| LeRoy G.V. Alexandra Coll.. Shirley
| Mason, M.E. Dudley H., Stoke Newington
| Moiest,E. Stoke Publie Girls’ N., Stoke
t 2Moore, D.R. Marist Coll. S., Paignton
| Morgan, M. D. Drayton H., Newport
Nicholas, K.M.
Edgehill Girls’ Coll., Bideford
Pearce, D.M. EllerkerColl., Richmond Hill
Pennington, D. e. Newnham H., Hereford
2Schubert,A.D.

Avondale Coll., Winchmore Hill, N.
2Searle, D.V. Cromwell H., Patricroft
Smith, E.
| Westmorland Rd. S., Neweaastle-on-T,
2Thorpe,A. W. Private tuition
Turner, MW. M. Private tuition
| Vosper, B. d. Stoke Publie Girls’ S., Stoke
| Wangh, S.W. Pencraig Coll., Newport
(Wills, L.L. Edgehill Girls’ Coll., Bideford

(Allister, M.B. Girtonville Coll., Aintree
| Baker,G.M. Grosvenor H., Wekingham
| ?Billington,D.M.

Abergeldie H., Clifton, Bristol
2Birdsall,E.G. Arundel H., Scarborough
| Boulter, L.O. Maindee Lawn S., Newport
| Brading, M.F. Westbourne H., Cowes
| Briggs, J.S. Girtonville Coll, Aintree
| Chatterton, A.C.
| Council S., Llantwit Major
| Dawe, M.P. Addiscombe S., Barnstaple
| Evans,J.E.f. Tunbiidge Wells High 8.
| Goddard, A.M. e Beanlien S., Swanwick
| How,M. Temple Square S., Aylesbury
| Leonard, E.V. d. Victoria Coll., Southend
2Meehan, H. Marist Conv., Tottenham
Morrish, L. Alexandra Coll., Shirley
Pearce.M. Lancetield S., Southend-on-Sea
Sherritt, F. EB. Highwood HH., Liskeard
Spottiswood, H.
| Canning St. Council S., Newcastle-on-T.
| 2Steriing, A.

Sandyford Rd. Council S., Jesmond
| Suhr, M. Ripley Comm. Scheel
| Warren, A.H. e Fernside, Grantham
\ Williams,G, St. Margarets, Cardiff

( Basham, A.M. d 8t. Maur Coll., Chepstow
| Cock, H.H. Edgehill Girls’ Coll., Bideford
| Cox, D. The Poplars, Small Heath
| Horucbrook,E.E. d. Private tuition
} Jackson, M.
Belyrave Terrace S., Hudderstield
| Longbottom, W. £.
Belgrave Terrace S., Huddersfield
| Morgan, K.M. Southernhay S., Exeter
| Saul,G.D. d.
| Belvedere, Birkdale, Southport
*Schumacher, L.J.
St. Peter's Girls’ S., Bournemonth
| Smith, M.L. Drayton H., Newport
| *Springford, A. Parnella H., Devizes
Sutherland, L. d.

Saxonholme High S., Whalley Range

( Bate, D. Osborne H., Redditch
| *Cheshire.J.

| Preparatory Classes, Altrincham
| Elliott, M.O. Private tuition
Esteourt, E. M. Girls’ Modern S., Harlesden
Faushawe, M.

| Licensed Victuallers’ Girls’ 8., S.E.
| *Fletcher, F. L. Oxford H. Junction Rd. N.
| 2Fletcher, F.M. Lissadell, West Ealing
| Hutehins, H.M.

Beaconstield H., Preston Pk., Brighton
; Kelland, I.M. Coll. S., Lapford
Legge,M.

} Conveut High 8., Chorlton-cum-Hardy
2Pallett,E. Bllerker Coll.. Richmond Hill
2Reed, F.S. Richmond High 3., Liseard
| Squire,J. Marist Coll. S.. Paignton
| Tennant, E.J. d. Private tuition
| Turner, A.C. Hemdean H., Caversham
| 2Wyatt, E.K. Woodcote, Leatherhead
Young,G.M. St. Margarets, Carditf
Young, W.P. Quarry H., Guiidfond

Westbonrne H., Cowes

Barron, D. R.M.

f Claremont Collegiate Call., Forest Gate
| Browne,M.E. Belle Vue H., Norwich
| Francis, [.M. Maytield S., Folkestone
| James, H. Fordeleigh Coll., NewtonA bbot
| Kirton,T. F.L. e.

Lancefield S., Southend-on-Sea
| Maynard, G. E.S.

Buckingham Place Acad., Landport
Pickup, M. d. St. George's H., Doncaster
Relfe, A.O. Cornwallis High S., Hastings
Spurgen, B.F. d. Mayteld S., Folkestone
Swert, F.B. Highwood H., Liskeard

Wetherell, M.I. 4 The Crescent, Selby
Wilde, M. Springfield S., Stock port
(?Banks,A.S.

| Hr. Standard S., Sutton-in-Ashtield
*Boothroyd,G.
Broomfield, Headingley, Leeds
| Boutell, R.O.

Licensed Victuallers’ Girls’ S., S.E.

! Bragg.W.M. Alexandra Coll., Shirley
Brunvee.E. St. George's H., Doncaster
Coleygate, K. L. e. Bower H., Maidstone
| Edinonds,M. se.
{| Beulah House High S., Upper Tooting
| Freeman, W.L. Collingwood College, Lee
| GIN, D. St. George's H., Doncaster
| Greenwood R.G. e. Roden H., Ongar
! Hamilton Butcher, G.

Avondale Coll., Winchmore Hill, N.
| 2Hart, E.P. Arlington H., Newport, Mon.
} Jenkins, A.M.

Summerfield Hall, Maesyewmmer
Lewis, E.O.
| Summerfield Hall, Maesyewmmer
| Malt by, M.E. Lime Tree H., York
| Mayyer,C. M.
Licensed Victuallers’ Girly’ S., S.E.
2Olsen,L. A.
Central Council S., Weston-s.-Mare
Parker, D. Towcester School
| Powell,G. L.S.
L Arlington H., Newport, Mon.

É stbury .C.E.NormacotGirls'S., Longton

*Botly, B.
Claremont Collegiate Coll., Forest Gate
| Burney, E.
Canning St. Council S., Newcastle-on-T.
2Cavanagh, M.

Notre Dame, Mt. Pleasant, L'pool
| 2Cook, F. Private tuition
| Davies, EdithM. s$.
| Summertield Hall, Maesycwmmer
)*Elmy,H.M.

Licensed Victnallers’ Girls’ S., S.E.
2Eminett,C. High S., Twickenham
Hall, F.M. Ellerker Coll., Riehmond Hill
| Lawton, M. Ladies’ Coll., Nantwich
| *McKivett, F.M. Bleak House, Brentwood
20ckmore,E.M.

Licensed Victuallers’ Girls’ S., S.E.
Thorp, M.H. Alderhurst, Sale
Travis, E. Norma S., Waterloo
Tyrell, A.M.

Belvedere, Birkdale, Sonthport
| 2Whitmill, E.E. Ruskin S., Maidenhead

2Winger, K.V.
fi Licensed Victuallers’ Girls’ S., S.E.

De Guelle, E.G. Pembroke H., Jersey

Floyd,C. Conv. N., Hazlewood Cres., W.
| Fry,G.W.
| Long St. High S., Wotton-under-Hdye
| Godfrey, B.M. Parnella H., Devizes
| Graham, M.

The Convent, Little Ealing Lane,S. Ealing

Hood, R.L. Alexandra Coll., Shirley
| Horman, D.H. St. James’ Coll. S., Jersey
| Morgan, B.M.

Suminerfield Hall, Maesyewmmer
| Outhet, D. Arundel H., Scarborough
| Peynichoux, M.J. /. Private tuition
| Ransley, D.E. Hemdean H., Caversham
| mith,E. Private tuition

Wazstaffe, K.H. Park Road S., Bingley
Winstanley, B. W. GirtonvilleColl., Aintree

(Allchin,M.E.

| Royal Masonic Inst., Clapham Junction

, Drew,G. M. Collingwood Colleze, Lee

| French A. High 5., Cork
Guest, W.M.

Royal Masonic Inst., Clapham Junction
| Macdonald, F.E. Westbourne H.,Chiswick
| Moxley, V.M.
| Craven Park Ladies’ Coll., Harlesden
| Rowe, F. Brook Green Girls’ Coll.
| Gilboy,E. Marist Conv., Tottenhain
| Handscoinb, M.F.

Crouch End High S., Hornsey

HiN.M.C. Private tuition

Luntley,G. Trinity H., Bexhill-on-Sea

Mitchell, A. M. Pengwern Coll., Cheltenham

| *Noble,W.D. Arundel H., Scarborough
| *Rudd,G.J.

Buckingham Place Acad., Landport

Smith,F.
Abbeytield Mount High S., Sheffield
\Stander,A.J. e.g. Private tuition

(*Burdye, G.F. Private tuition
Chandler, A.E.M. Abercorn Coll., Dublin
Daws,G. Ma Mileham CouncilS.,Swaffham

Feb. 1, 1908. ]

THE EDUCATIONAL TIMES.

99

GIRLS, 2rp Crass, Pas3— Continued.

3Evans,E.R.Oxford H., Junction Rd., N.

Feurer, W.M. Dudley H.,StokeNewington
| Garland B. St. Maur Coll., Chepstow
| ?Guodwin, B.A.

St. Peter's Girls’ S., Bournemouth
Howell,T.M. Preswylfa High S., Cardiff
Jenkins,L. Maindee Lawn S., Newport
Kent, A.L.

Royal Masonic Inst., Clapham Junction
| Kistruck,E.M. Hemdean H., Caversham
Laws,I.M. French Protestant S.,
Shaftesbury Av., W.C.

Robinson, R.D.

Pengwern Coll., Cheltenham
Seymour, P.L. Ripley Comm. S.
LSquirrell, D. St. Andrew's Hall,Svuth port

( Betts, E.M. s. Lonsdale H., Norwich
| Bourne, E.M. Harringay Park S., Hornsey
| 2Cassidy, B.
Preparatory Classes, Altrincham
Cheesman,A.L.
| Westmorland Rd. S., Newcastle-on-T.
2Purneaux,D.A. Home Park 8., Stoke
Lye, H.S. Wilsford H., Devizes

LOWER FORMS EXAMINATION. — PASS LIST, CHRISTMAS,

Abbiss, F.T. L.
Abbott, R.8.

Skelsmergh H., Margate!

Raleigh Coll., Brixton
Aggas, R.L. Ripley Comin. School
Agnes, H.B. Windsor Crescent S., St. Helier
Agnew, W.R. Wellington Coll., Salop
Ainsley,F. Bailey School, Durham
Ainsworth, A.H. Gram. S.,St.Annes-on-Sea

Airey,C, Croad's S., King’s ae
Airey, R. Royal Grain. S., Whalley:
Aitkin, D.G. Modern School, Gravesend

Albin,N. High S., South Shore, Black pool,
Alford,E.H. St. Dunstan's Coll., Margate
Allen, B. Green Park Call., Bath
Allen, N.C.B.H. TheWestern Coll, Harrogate

Allen,S.B. Barton School, Wisbech
Ambrose, R.C. Brunswick H., Maidstone
Amosa,G, Thrapston High S. for Boys

Anderson,H.R. Wellington College, Salop
Anderson,T. Manchester Warehousemen &
Clerks’ Orphan S., Cheadle Hulme:
Andrews, H.J.W,. Froebel House, Devonport
Andrews,J.P. Richinond Hill School
Andrews, P.T. Steyne School, Worthing
Appleyard,H.E.
The Western Coll., Harrogate
Brentwood High School
Manchester Warehousemen &:
Clerks’ Orphan S., Cheadle Hulme,
Aspin wall,A. Manchester Warehousemen&;
Clerks’ Orphan S., Cheadle Hulme,
Atherton,G. ’ Penketh School
Atkinson D.J. Clifton College, Harrogate
Atkinson,G,R. Royal Gram S., Whalley
Ayres, W.L. Douglas School, Cheltenham

Argent, N.A.

| Peak,G. Private tuition

| 2Walker, M.H. Breakspear Coll., Brockley
De

St. Thomas Hr. Grade S., Dudley

Mason, D.E. Commercial S., Wood Green

( Blyth, D.A. Modena H., Ealing
| 2Finlow, M. K. Private tuition
Harrison, W. Ousegate S., Selby
Ireland, B.L. Collingwood College, L ee

| Lally,K. Conv. S., Hazlewood Cres.,
| Merritt,M. E.
Licensed Victuallers’ Girls’ S., 8.E.

|
| 2Radford, M.C. Marist Coll. 8., Paignton

| 2Tunstall, H.E. Bleak H., Brentwood
\ Ward,F.E. Eim Lodge, Petersham
Chivers, W. Wilsford H., Devizes
Dickinson, F.M. Gram. S., Workington
2Dodd, M. Cromwell House, Patricroft

Hall, E.M. d. Ladies’ Coll., Nautwich
l 2Lloyd, A.E. Private tuition
| Sadler,M.V. Holt House, Fakenham

| Sharpe,M. A. Castle Dene, Newport
| Tregaskiss,M.H. Hollygirt, Nottingham
| Watson, M.E.

\ Cauning St. Council S., Newcastle-on-T.

Aukland,I.M.
Cambridge House, Cainden Rd., N.
| 2Barnett, E.M. Oakley High S., Southsea

Holland, R.
Canning St. Council 8., Newcastle-on-T.
Newland, E.M. :

2Coad, E.E. Gram. S., Hayle Acingtoú H., Newport, Mon.
Haines, D. Osborne H., Redditch | Nicholson, V.M.
| Hooper, M. Penpol Girls’ 8., Hayle Westinorland Rd. S., Newcastle-on-T.
| 3Hore, E. olyhead County S. | | Stanbury, B.L. Home Park S., Stoke
*Reid, M.A. Meadowcroft Coll., Aintree} CTucker,M.H. Bank H., Crediton
2Roberts,M.B. Cromwell H., Patricroft
Simkins,E. d. High S., Cork Balshaw, M.J.
2Waight, EB. Fintragh, Southsea @ i aes Bank Ladies’ S., Altrincham
o : Station Rra
(Canning, F. Ladies’ Coll., Nantwich ga SAUVO Read Hednestord
| Champion,G. e. OakoverGirls’S., Burnhain | ( Hastie, K. Middle Class S., Maidstone
| Conner, M.S, High S., Cork | | Ost,L. High S., Cork
| Lendon,D.V. Hedingham, Wallington | (2Perry,E.E. Private tuition
| Tait,A.A. Edgehill Girls’ Coll., Bideford
Tresise, D.M. Home Park S., Stoke | (Huess, D.M. Raglan House, Cardiff

Maclumpha, G.M.W.
Richmond High 8., Liscard
Woodcote, Leatherhead

White, M. d. St. Andrew's Hall, Southport

2Bright,J.
Springfield 8., Chorlton-cuin-Hardy
Cocks, W. 7 Crouch EndHigh8.,Hornsey | |

Cowley, A.F
icensed Victuallers’ Girls’ S., 8. E.
j 2Dent, L. Eastgate, Stafford

Sayer, M.
Thorpe, E. a.
Westmorland Rd. S., Newcastle-on-T.
Travers- Drapes, M.M.
Royal Masonic Inst., Clapham Junction
Baldwin, F.R. Richmond Highs., Liscard

1907.

BOYS.

Beer,R.G. Cliftonville College, Margate!
Bell, H.C.A, Gram. School, Taplow
Bennett, A. Farnworth Gram. School
Benson, B. W. Ousegate S., Selby

Bentley, P.A.

Bradley High S. for Boys, Newt m Abbot
Berry, D.C. The Modern Coll., Harrogate;
Billing, E.W. Downs Park Coll., "Herne Bay
Billot,P.E. Jersey Modern S., St. Heliers’
Biltcliffe, P. Gram. 8 , Black pool
Binckes,C.8, Uxbridge Prep. School
Binns, W.H. Manchester Warehouseinen &

Clerks’ Orphan S., Cheadle Hulme:

Bion, R.H. Taunton School
Birch,T. Gram. School, Taplow,
Bird, E. Lytham College

Bishop,C. W.

Licensed Victuallers’ S., Lambeth
Bishop, P.T. Bruuswick H., Maidstone
Black, A.N. Taunton School
Blake,J. South Molton United Higher S.
Blundell,T.G. = Southport Comm. College
Blyth,T.A.

Prep. S., Wilson Rd. Southend-on-Sea

Bollard, W.T. Ellesmere N., Harrogate
Bolwell, E. L. Richinond Hill Sehool
Bonck, H.E. Gram. School, Shoreham
Bonck,J.A. Gram. School, Shoreham,
Boud,T. St. Aubyn’s, Woodford Green’

Bonney,J.A. Catholic Gram. S., St. Helens
Boon,R.H. Trafalgar H., Winchester
Booth, R.E. Southport Modern School
Booth-Clibborn, W.

Bedford Houne, Folkestone

Cooke, L.F, Gram. School, Scarborough
Coombe, G.R.

The Middle School, Holsworthy

Bruce,H.D. Handel Coll
Bryce,K.S.

Mall Road Middle Class S., Haminersmith
Buchanan,R.V.M. Wychwood, Bournemouth! Coope,T.E. Farnworth Gram. School
Buckeldee, S.C. Swindon High School, Couper, F.S.T. ManchesterWarehousemen
Buckingham, J. Sunny Hill S., Ilfracombe & Clerks’ Orphan S., Cheadle "Tuline

ege, Southampton}

Buckinghain,R, Sunny Hill S., Ilfracombe; Cooper,G.H. Grain. S., Fulwood, Preston,
Buckland, V.H. Gram. S.,Park Hill,Claphain| Cooper, H. Southport Coun, College
Bulled,H. South Molton United Higher S. Cooper, W.F.R. A

Brean House, Weston-s.-Mare.

Bullough, D.P. Taunton School
Bungard, R.H. Egham High School, Copland, D.M. Gram. S., Birkdale „Southport.
Burnham,G. Copland, E.F.

Oxenford H., St. Lawrence, Jersey Arnold College, W. Bournemouth
Burnley, T.H. Churwell College, Leeds! Corby, J.A. Taunton Schoul,
Burrows, A.G. Handel College, Southampton Coruforth, A. W.

Butcher,C.E. Gran. School, East Finchley, Eton House, Southend-on-Sea
Butcher, D.J. Egham High School! Cosson, H. Jersey Modern N., St. Heliers
Butt,L.M. The College, Weston-s, -Mare| Coulshaw, L.

By worth, H.A. St. Aubyn's, Woodford Green Lancaster College, West Norwood,
Calvert, M.J. Coulthurst, B.

Home S. for Girls, Kensington, Bath Grimshaw St. British S., Preston
Campbell, Y. WovlstonCollege, Southampton] Cox,E.G. High S., South Shore, Black pool:
Caple,G.R. Oldiield Pk. Private S., Bath; Cox, F.A. H.L. Gram, School, Taplow
Carey,T. Bailey School, Durham! Cox, „J.W. Yarmonth Coll.,Gt. Yarmouth
Carpenter,C.G. Steyne School, Worthing Cox. M.L. Taunton House, Brighton
Carpenter, F.C.J. Creagh,O'M.C. De Gresley Lodge, Southsea

Everard House, King’s Lynn) Crisp, H. Croad's School, King's Lynn
Carr,R.C. Charlton Academy, Bath’ Critchley, F. Lythan. College
Cartwright,S.F, Crockford,W. Blenheim House, Fareham,

The Western College, Harrogate! Crossley, B.R

Cassin, B.V.V. Rt. Mary's College, Harlow Gram. School, St. Annes-on-Sea,
Cavey, W.G. West End School, Jersey) Crossley,O.L. York House, Folkestone
Chamberlain, R. Eversley School, Stamford Crowest, W. Gram, School, Streatham,
Chancellor, H.W. Margate Comm. School’ Crowther, B. Royal Gram. School Whalley

Bach,G. L. Gram. School, Taplowj Boshier, B. Grosvenor House, Wokingham, Chant, A.C. Johnston Terrace S., Devonport: Crutchley, P. Girtonville College, Aintree
Bacon A.E. i Boulter, S.F. Cliftonville Colle ge, Margate Chapman, G.H. Southport Modern School, Culliinore,G. E.

Prep. S., Wilson Rd., Southend-on-Sea Bowack,J.R.McA. Taunton House, Brighton: Charlick,C. E. Froebel House, Devonport: Licensed Victuallers’ S., Lambeth
Badman E. R. Modern School, Gravesend| Bower, J. A. Royal Gram. S., Whalley: Chaston, E.A. Trafalgar House, Winchester; Cullum, W. Thrapston High S. for Boys
Badman, W.H. Modern Sehool, Gravesend| Bowett, F.H. L, Chatburn, R. W. Cundill, F.W.

Bailey,J. Manchester Warehousemen & Yarmouth Coll., Gt. Yarmonth Gram. School, St. Annes-on-Sea Gram. School, St. Annes-on-Sea
Clerks’ Orphan S., Cheadle Hulmei Bowker, R. E. Royal Gram. S., Whalley’ Cherry,C.H. Manchester Warehousemen &| Curtis, W.J. Read's Gram. S., Tuxford
Baines, B.H. Gram. School, Scarboro’| Box, M. A. Modern School, Grav esenid| Clerks’ Orphan S., Cheadle Hulme Dalton,S. Eversley School, Stamford
Baker, H.C. Taunton House, Brizhton| Boyd, F.P. Manchester Warehonseme m& Chileott,R.W. Modern School, Gravesend, Dalziel, A.R. Handel College, Southampton
Baldwin,H.T. St. Leonards Coll. School Clerks’ Orphan S., Cheadle Hulme; Child,M.D. St. Aubyn’s, Woodford Green| Danby, R.A. Gram. School, Scarborough
Ball,S.F. The College, Weston-s,-Mare; Braden, R.E. Margate Comm. 5.) Chorlton, A.E. Manchester Warehousemen| Dann, H. Commercial School, Maidstone -
Bancroft,G.W. Wellington College, Salop Bradley,J. Churwell College, Leeds & Clerks’ Orphan S., Cheadle Hulme! Darrington, H.E.
Barber,M. New College, Harrogate Branston, W. 51 Wntchling Rise, Brighton! Chrismas, L.A. Boys'Coll. School, Aldershot High S. & Comm. Coll., Forest Gate
Barclay,M.A. Maida Vale School, W.| Brayley,A. South Molton United Higher S.) Christopher, R.R. Green Park College, Bath, Davey, A.R. Wilton Grove School, Taunton
Bardsley,C.G.C. Gram. School, Sale| Bremner, A.S. Chudleigh, E. M. Davidson,G.R. Weymouth Comin. Sehool
Barlow, R. Cliftonville College, Margate St. Catherine's Coll, Richmond Mount Radford School, Exeter) Davies,J.T. Taunton School
Barnett, P.J. Bremner,G, B.S. LancasterColl., W. Norwood; Clapham,G. Skelsmergh House, Margate’ Davis, W.E. Argyle House, Sunderland
Winchester H., Redland Rd., Bristol! Brett, H.J. Clark,T.D. Taunton School. Davison, C.R. Skelsinergh House, Margate
Barni,N.H.L. Grain. School, Taplow, Maldon Rd. British S., Kelvedon) Clarkson,N.F.W. St. Deiniol’s Sch., Bangor, Davy,T. S. Clifton College, Harrogate
Baron, C.E. Manchester Warehousemen & Brooks ,T.C. Herne Bay College, Clatworthy, W.B. Day,A.E. Swindon Hizh School
Clerks’ Orphan S., Cheadle Hulme, Brough, A.F. Downs Park Coll., Herne Bay; Mary Street House, Taunton’ Day,G.S. Wellington College, Salop .
Barrett, A.V. Herne Bay College! Brown, H. A. Herne Bay College Clinech,G.T. Modern School, Gravesend; Day. R.E. Brunswick House, Maidstune
Barrett,J.W. Keyford Coll., Frome: Brown,H.W. Brunswick House, Maidstone Cockaday, H.G. Deakin,G. New College, Harrogate
Barron, W.J. Steyne School, Worthing, Brown, K.D. Belton House, Broadstairs Yarmouth Coll., GL Yarmouth! Dearden, R.S. Clitton College, Harrogate
Barter,C. E. Taunton Sehoolj Brown, R.J. New Coll., Harrogate, Coekshott, B.P. Argyle House, Sunderland; Decastro, H.P. Cliftonville College, Margate
Bartlett,J.8. St. John’s Coll., Brixton) Brown,T. H. Uxbridge Prep. School Coleman, G. St. Mary’s College, Harlow; Delmege, C.P. De Gresley Lodge, Southsea
Bates, A Brunswick H., Maidstone; Brown, V. W.O. Belmore House, Cheltenham Coleman, G.F. Private tuition) de Pinna,.C. D. Maida Vale S., W.
Bates, W.R. Grau. S., St. Annes-on-Sea; Brown, W.H. Hutton Grain. School Coleman, R.E. Private tuition: Dew, H.S. B. Grain. School, Taplow
Beadon, W.a C. Ripley Coinin. School| Brown, W.R. Uxbridge Prep. School, Collard, S.V. Cliftonville College, Margate Dewis J.N. Walsall Comm. College.
Beauchamp, A. H.B. Wilsford H., Devizes) Browne, A.G.C. Gram. School, poy Comery,R. 8. Godwin College, Margate Dexter, L.W. Ripley Comm. School
Beckitt, W. Read's Gram. 8S., "Tuxford Browne, J. S. Herne Bay College, Comley,T. Gram. School, Streatham Dickson, A.H. The Middle S, Holsworthy

Becks,C.H.G.

Beer,C. Cliftonville College, Margate;

Brentwood High School, Brownell, J.W. Manchester Warehousenien. Cook,A.

& Clerks’ Orphan S., Cheadle Hulme;

Grun. School; Streatham
Heaton Mvor Coll. Stock port

Saham College, Watton; Dixon,J.

Cook, R.H. Bt. Aubyn's, Woodtord Green, Dixon, W,

100

BOYS, Lower Forms—Continued.

Doherty,T.O'C. Woodside, Weybridge
Dollin, F. Froebel House, Devonport
Downs, W. Mechanics’ Inst., Thornton
Duckett, F.E.C. Godwin College, Margate
Dumper,E.M. Trafalgar House, Winchester
Durtnell, H.W. Bedford House, Folkestone
Dyson, H.V. Pembroke School, Hove
Easey,G.R.S. Yarmouth Coll. ,Gt. Yarmouth

Eber!i, L.H. Highbury Park School, N.
Eckersley,S. B. Penketh School
Edgecoimnbe,G. W.P.

Collett House, Boscoinbe
Edridge,C. B. Brentwood High School

Edwards, A.S. 8t. Deiniol’s School, Bangor
Edwards, E.L. Skelsmergh House, Margate
Ed wards,S. E. Taunton School
Evlin,A. High S., South Shore, Black pool
Elder,S. H. Mary Street H., Taunton
Eldridge, A. Gram. School, Streatham
Elmy, W.H. Licensed Victuallers’S., Lambeth
Elliott, A.C. Boys' Coll. School, Aldershot
Ellis, W.O.H. St. Deiniol’s School], Bangor
Eltofc,G.J. Gram. School, St. Annes-on-Sea

Espley,A. Wellington College, Salop
Evans, A.J. Taunton House, Brighton
Evans,H.R. Dirleton House, St. Albans
Evenett, D.P. Gram. School, Taplow
Everett, A.G. Argyle House, Sunderland
Everett, W.G. A. Manchester Warehouse-

men & Clerks’ Orphan S., Cheadle Huline
Ewen,F.D. Manchester Warehousemen &
Clerks’ Orphan S., Cheadle Hulme
Ewing, A.W.G. Bedford House, Folkestone
Exton, H.A. All Saints’ Choir S., Clifton
Eyre,F. Mossley Hall S., Congleton
Farndale, W.J. Ellesmere School, Harrogate
Farr,L.C.

Winchester H., Redland Rd., Bristol
Fawcett,G. Hutton Gram, School
Fawcett, H.W. New College, Harrogate
Fearnhead,J.H. Southport Modern Schvuol
Featherstone, R. K.

Mossley Hall School, Congleton
Fenwick, H.E. Dirleton House, St. Albans
Fewings,E. W.

South Molton United Higher S.

Fisher, A.W. Richmond Hill School
Flood,C. H. Margate Comm, School
Foley,J.R. Clittonville Coll., Margate
Foot,C.S.P. St. Aubyn’s, Woodford Green
Ford,H. W. Ripley Comm. Sehool
Forster,J. Bailey School, Durham
Fort, H.C. Tankerton College
Foster, E. Blenheim House, Farehain

Foster Clark, E. Bedford House, Folkestone

Fowler, W.R. Keyford College, Frome
Francis, F.C.F. Gram. School, Taplow
Francis,G. Blenheim House, Fareham
Franks,S. Conway House, Farnborough
Freeberne,S.L. Southport Comm. College

Freeman Matthews, R.
Handel Coll., Southampton
French,A. Royal Gram, School, Whalley
Fry, W.C.S.
Bradley High S. for Boys, Newton Abbot

Fuller, B.M. Taunton House, Brighton
Fuller,C.H. Gram. S., Shoreham
Fuller, H.S. St. Mary's College, Harlow

Fullerton, F. Kilgrimol S., St. Annes-on-Sea
‘Gale,C.F. West End School, Jersey
Gale,H.G.J. Blenheim House, Farehain
Gallantry,T. TheWesternColleze, Harrogate
Gardiner, F.E.G. Green Park College, Bath
Garstang, R. L. Royal Grain. S., Whalley
Gebbett,A. South Molton United Higher S.

George, T.H. Gram. School, Taplow
Gerson,N. Great Ealing Gram. School
Gibbins,C. Modern School, Gravesend
Gibbins,J. Ripley Comm. School
Gibson, W.R. Argyle Honse, Sunderland

Gilbert, R.S. Commercial School, Maidstone
Gilbert,S. South Molton United Higher S.
Gill, H.E. Weymouth Comm. School
Gledhill, T.K. Heaton Moor Coll. Stock port

Glover,C.J. Arundel House, Surbiton
Godwin, LV. Taunton School
Goldberg,C. Maida Vale School, W.
Goldberg, M.H.

Grimshaw St. British S., Preston
Guldstein, A. Great Ealing School
Goncalves,J. Heaton Moor Coll., Stuck port
Guod, A.R. Handel Coll., Southampton
unodale, B. W.St. Catherine’sColl., Richmond

Goodchild, R.T. Anerley College, S.E.
Goode, L. Gram. School, Shoreham

Goodwin, H.E. Skelsmergh House, Margate

Gordon, D.A. Herne Bay College
Gordon,G. Gram. School, Taplow
Gorton, R.L. The College, Weston-s.-Mare

Gowlett, H.S. Cliftonville College, Margate
Grape, D.H. Lancaster College, W. Norwood
Gravenor, L.J. York House, Farnham
Graves,C.H. HighS., South Shore, Blackpool

Gray, J.B. Steyne School, Worthing
Gray, W.D. Spencer College, Wimbledon
Green, A.R. All Saints’ Choir S., Clifton
Green,C.R. Modern School, Gravesend
Green, F.F. Gram. School, Shoreham

Green, W.E. Lancaster Cell., West Norwood

Greenwood, A. Boys’ Coll. School, Aldershot} Jennings, W.J.NorthamptonH.,Cheltenhain

Greenwood,G.F.
Heaton Moor Coll., Stockport
Gregg,G.P. Kilgrimol §., St. Annes-on-Sea

THE EDUCATIONAL TIMES.

Gresty,A.L. Penketh School] Jockelson,S., Argyle House, Sunderland
Grittiths,J.B. Taunton School] Johnson,C.M. Spencer College, Wimbledon
Grout,H.P. Skelsmergh House, Maryate} Johnson, H. E. Taunton School

Gummer,H.L. St. Mary's College, Harlow] Johnston, J.R. 8t. John’s College, Brixton

Hatfendeo,C.L. W. Taunton School] Jollitte,J.8. The Middle School, Holsworthy
Hales, P.S. Steyne School, Worthing] Jones,C.H.B. Gram. School, Shoreham
Hall,C. E. Mount Radford S., Exeter| Jones, F.A. Wellington College, Salop
Hall, E.B. Highbury Park School, N.| Jones,P.T. Ansdell School, Lytham
Hamilton,G. Wellington College, Salop] Jones,S. Manchester Warehousemen &
Hammond, W.R. Modern S., Gravesend Clerks’ Orphan S., Cheadle Huline

Hamnett,F.W. Manchester Warehousemen| Jones,S.G.
& Clerks’ Orphan 8., Cheadle Hulme} Joye, L J.
Hampton, W.R.A. Taunton School] Judd,C. W.
Hansford, A.U. Grain. School, Shoreham
Hanson,A.R. Lancaster College, Morecambe
Hardiny,C. Mossley Hall S., Congleton
Hardingham, L. H.
Craven Park Coll., Harlesden
Harker, J.E. Grain. School, Shoreham
Harrington, F. Yarmouth Coll.,Gt. Yarmouth
Harris, B. Manchester Warehousemen &
Clerks’ Orphan S., Cheadle Hulme

Keepin, A.W.
Keinp,J.A.
Kent,C.
Kent, F.C.

King, A.F.
King,G.

Harris,R.G. The Middle S., Holsworthy] King, W.E. Croad’s School, King’s Lynn
Harrison, H. Ivel Bury, Biggleswade} King, W.H. Gram. School, Fulwood, Preston
Harrison,J, Penketh School] King, W.H. Ripley Comin, School

Kirk, E.G.
Kirkhain, H.G.

Harrison,K. Gram. 8., Birkdale, Southport
Harrison, L. Clifton College, Harrogate

Harrison,V. Hoylake College| Kirkbain,s. Southport Modern School
Harvey, S.E. Skelsmergh House. Margate] Kiteat,G.I. St. Dunstan's College, Margate
Hatton,J. Gram. School, Black pool] Kitchin,G. Skelsmergh House, Maryate
Hawkins, D.E. Private tuition! Kitchin,N.W. Skelsmergh House, Margate
Haworth, A. Southport Modern School! Labhart,C. St. Mary's College, Harluw
Haworth,I. Heaton Moor Coll., Stock port] La Fosse, A. L.E.

Hawthornthwaite,O. Penketh Schoul
Hay, K.G. De Gresley Lodge, Southsea
Hayler,J.M. Woolston Coll., Southampton
Hayward,A. Brentwood High School
Hayward,J.H. Manchester Warehousemen
& Clerks’ Orphan S., Cheadle Hulme
Hazel, H. Barton School, Wisbech
Head,G.L. Belmore House, Cheltenham
Hicap,J.A. Lytham College
Heard, W.L.M. Arlington House, Newport
Heasman,G.W. = Steyne School, Worthing
Heath, H.F. Gram, School, Sale
Heeley,G.H. Manchester Warchousemen &
Clerks’ Orphan S., Cheadle Hulme
Henry,H. Gram. School, Streathain
Hepworth, F. Hudderstield College Moderns,
Hepworth,T.P. ManchesterWarehousemen
&Clerks’ Orphan S., Cheadle Hulme
Heritage, A. Cliftonville College, Margate
Heritaze, F. Cliftonville College, Maryate
Herring,G. Grain. School, Streathain
Heyworth, W.N.
Kilgrimol S., St, Annes-on-Sea

Hickman,H.

Licensed Victuallers’ S., Lambeth
Hicks,C.L. Sandwich School
Highwood,C.J. Brunswick House, Maidstone

Lake, H.S.
Lamerton, H.R.

Langford, W.8.

Langton, V.Y.
Last,J.S.
Latham,G.T.
Lathan, P.
Lathan, P. A.

Laurence,C.
Law, W.H.

Lawson,C.V.
Leather,J.
Le Broeq,C.

Lee, F.P.

Leigh, E.A.

Hildick, F.C. Walsall Comm. College} PreparatoryS., Wilson Rd. ,Southend-on-Sea
Hill, E.F. Brean House, Weston-s.-Mare! LeMaistre,C.P.

Hill, L. St. Mary's College, Harlow Harleston H., 8t. Lawrence, Jersey
Hill, R.C. Skelsmerzh House, Margate] LeMasurier,P.R. West End School, Jersey
Hill,S.O. Ripley Comm. School} LeRoy, H. Gram. School, Streatham
Hills,A.E. Cliftonville Coll., Margate] Lewis, F. E. Highbury Park School, N.

Hindley,A.C. Manchester Warehousemen| Lewis,T.A.S.

& Clerks’ Orphan S., Cheadle Hulme

Hipwell,C. Thrapston High S. for Boys} Lingford,C.G.Gram.sSchool,St.Annes-on-Sea
Hobden, R.D. Grain. School, Shoreham) Llewellyn, R.E. D.T.
Hodges,C.A. Southampton Boys’ College Winchester H., Redland Road, Bristol

Hodgkinson, F.V. Mossley Hall. ,Congleton| Locke, F.A.

Hod kiss, E. Farnworth Gram, School] Lomax, J.F. Kilgrimol S., St. Annes-on-Sea
Hollas, W. Farnworth Gram. School! Longton, E. Penketh School

Holmes, R.C. Heaton MoorCollege,Stoek port
Honeywell, E.V. Ripley Comm. School
Hopwood,J.J.

High S., South Shore, Blaek pool
Horswill, F.

Bradley High S. for Boys. Newton Abbot
Horton,S. H. All Saints’ Choir S., Clifton
Hough,C.W. St. Aubyn's, Woodford Green
Houghton, B.A, Modern S., Gravesend
Howells,G.D. Maindee Lawn S., Newport
Hoyle, F.V.N. Kilgrimol S., St. Annes-on-Sea
Humphries,S, W. Margate Comm. School
Hunt, B.O. Taunton House, Brighton
Hunt, W. Ripley Comm. School
Hunt, W.B. Licensed Victuallers’S., Lambeth
Huntley, M.J. Clarendon School, Bath
Huntsiman,C. Highbury Park School, N.
Husk,A.C. High S. for Boys, New Brighton

Lord, TWN.

Lort, W.V.
Loye,G.L.
Low,R.
Lowe,C.,
Lowe,N.A.
Lowry,H.V.
Lowson, N. L.
Lucas, A.G.
Lucas,J.
Luscombe, L.

Luton,B.G.
Lye, E.G.
Lye, W.T.
Machin,J.E.

Hyde,G.L, St. John’s College, Brixton] Mackay, D. Swindon High School
Jacka,H.T. Argyle House, Sunderland| Mackenzie, H.C.
Jackman, H. St. Catherine’s Coll., Richmond

Bradley High 8S. for Boys, Newton Abbot
Jackson, E.J.S.

MacNulty,E.
Madgwick,G,

Bradley High S. for Boys, Newton Abbot] Magys,S.C. W.
Jackson,J. Lancaster Coll., Morecambe High S. and Comm. Coll., Forest Gate
Jackson,S. Uxbridge Prep. School] Mail, D. B. Grosvenor College, Carlisle
Jackson,T.C. Manchester Warehousemen| Mallous,C.G. Ripley Conm. School

& Clerks’ Orphan S., Cheadle Hulme] Manger,C.A.J.

Jackson, W. Bed ford House, Folkestone Lancaster Coll., West Norwood
Jacob,B. Croad's School, King’s Lyun| Manning, W.M. Bedford House, Folkestone
Jacob, D. Croad's School, King’s Lynn] Marsh, A. Thrapston High S. for Boys
James, H. St. Leonards Coll. School] Marsh,C.H. St. Dunstan's Coll., Margate
James, RF. Penketh School] Martin,J.W. Read's Grain 8., Tuxford
Jarvis,H. Eversley School, Stamford! Mason, H.

Jeans, F.W.N. Swindon High School Wellington 8., Heaton Moor, Stockport
Jenkins,J.G. St. Deiniol’s S., Bangor] Mathers, H.W. Grain. School, Sale

Matthews, A.J.
Matthews, F.
Maxwell-Stuart,J.

St. Dominic's, Upper Bogno

Jennison,S.A. Wellington College, Salo
Jepson,L.W. Manchester Warehousemen
Clerks’ Orphan S., Cheadle Hulme

Herne Bay College
Southport Modern School
York House, Farnham
Kallend, R.W. Milton College, Bexley Heath
Caversham H., Reading
Tankerton College

Gram. School, Shoreham
Trafalgar House, Winchester
Kimber, D.V. Handel College, Southampton
Kimber, K.S. Handel College, Southampton
St. Mary’s College, Harlow
Thrapston High School for Boys

St. John's College, Brixton
Raleigh College, Brixton

Oxenford H., St. Lawrence, Jersey
Mount Radford School, Exeter
West End School, Jersey
Lane,C.H. NorthainptonHouse,Cheltenham

St. Oswald's S., Castelnau, Barnes
Langmaid, E.L. St. Mary's College, Harlow
Grain. School, Shoreham
Gram. School, Shoreham
Farnworth Gram. Schoo!
Wellington College, Salop

Friedenfels, St. Leuonards-on-Sea
Anerley College, S.E.
Croad’s School, King’s Lynn
Lawrence, N.A, Bedford House, Folkestone
All Saints’ Choir S., Clifton
Margate Comin. School

Harleston H., St. Lawrence, Jersey
Victoria Park S., Manchester
Green Park College, Bath
Oxford College, Waterloo, L’ pool
Southport Comm. College
Skelsmench House, Margate
Croad’s School, King’s Lynn

Steyne School, Worthing
Liddell, E. Southdown College, Eastbourne

Taunton School

Manchester Warchousemen &
Clerks’ Orphan S., Cheadle Huline
Lorenzen, A.E. Gram. School, East Finchley
St. Deiniol’s School, Bangor
Wellington College, Salop
Croad’s School, King's Lynn
Kilgriinol S., St. Annes-on-Sea
Eton House, Southend-on-Sea
Wychwood, Bournemouth
Gram, School, Scarborough
Wychwood, Bournemouth
Jersey Modern S., St. Heliers

Bradley High 8. for Boys, Newton Abbot
All Saints’ Choir S., Clifton
Wilsford Honse, Devizes
Wilstord House, Devizes
Mossley Hall S., Congleton

Mossley Hall S., Congleton
Spencer ColL, Wimbledon

Poulton,A.H.

Sabam College, Watton
Wychwood, Bournemouth

(Feb. 1, 1908.

Maxwell-Stuart, W.

St. Dominic's, Upper Bognor
May,F.C. Mount Radford S., Exeter
McKnight,N. SouthdownCull., Eastbourne
Mead, F. Gram. School, Taplow
Meade, R.O. Commercial College, Acton
Meadway,B.W. Godwin College, Margate
Menendez, F.T.S. Mary Street H., Taunton
Merritield,J.H. Taunton School
Merry, R.N. Brunswick H., Maidstone
Midgley, R.W. Penketh School
Milton, F.F. Modern School, Gravesend
Minter, F. Herne Bay College
Mitchell, F.E. Taunton School
Mitchell, W.J. LancasterColl., WestNorwood
Mitchiner,J. Raleigh College, Brixton
Molyneux, E. Royal Gran. S., Whalley
Montague Huggins, W.T.

eaton Moor Coll., Stockport

Moon,G. The College, Weston-s.-Mare
Morfey,K. Skelsmergh H., Margate
Moryan,E.H. Taunton School
Morgan,G. R. Argyle H., Sunderland
Morgan,d. Farnworth Gram. School
Morris, A.F. St. Leonards Coll. School
Morris,H.J.

Lytham College
Morrish,J.C.L.

Bradley High S. for Boys, Newton Abbot
Morton,F. Grain. School, Sale
Mons, P.J. Brunswick H., Maidstone
Mould, B.S. Handel College, Southampton
Mourant, W.P. Jersey Modern S., St. Heliers
Murray, E.R.

Wellington S., Heaton Moor, Stock port
Muspratt, K.K. Wychwood, Bournemouth
Mynott, D. D. Brentwood High School
Mytton,R. Grain. School, East Finchley
Nasinsky, A.V. Spencer Coll., Wimbledon
Nathan, L. Arlington Park Coll., Chiswick
Needham, R.A. Gram. School, Shoreham
New, R. St. Mary's College, Harlow
Newcombe, R.H.

South Molton United Higher 8.
Newsome,C. Churwell College, Leeds
Nicholas,R.A. Lulworth House, Caerleon
Noakes,J. Margate Comm. School
Nobbs, L.C. Gwyrfai H., East Cowes
Norris, W.E, Cliftonville Coll., Marzate
North,J.E. Read's Gram. S., Tuxford
Northcott, F.J.

South Molton United Higher 8.
Northeott, R. F.E. Froebel House, Devonport
Norton,J.H. Eaton House, Southend-on-Sea
Oates, E.T. Modern School, Gravesend
Ogden, J.H. High S.,South Shore, Black pool
Oliver, A.G. West End School, Jersey
Oliver,J.D. Sandwich School
Oliver, L.E. Taunton House, Brighton
Olley,G. W. Ripley Comin. School
Ollis,L.J. Lancaster Coll., West Norwood
Olliver,J. Margate Comm. School
Olsen, H.O. The College, Weston-¢.-Mare
O'Reilly, J.E. Boys’ Coll. S., Aldershot
Osbourn, R.J. Yarmouth Coll.,Gt. Yarmouth
Pave,G.R, Dirleton House, St. Albans
Page, W.H. Manchester Warehousemen &

Clerks’ Orphan S., Cheadle Hulme
Pagniez, H.V. St. Mary's College, Harlow
Paige,J.P.

Bradley High 8. for Boys, Newton Abbot
Painter, W.T. Cliftonville College, Margate
Palmer, H. A. Littleton H., Knowle, Bristol
Panting, H. A. Gram.School, St. Annes-on-Sea
Parker, H. Southport Modern School
Parker,J.H. Bursledon School, Exeter
Parker, R.C. H. Grain. 3., Park Hill,Clapham
Parry,G.P. Taunton House, Briziton
Parry, H.M. Gram. S., Park Hill, Clapham
Pasmore,A. Trafalgar House, Winchester
Patterson, H.G. Brunswick H., Maidstone
Pearce,J.M. All Saints’ Choir S., Clifton
Peermund,L.F.

Licensed Victuallers’ School, Lambeth
Pelling, C. Chariton Academy, Bath
Pendock,P.E.C.

Littleton House, Knowle, Bristol
Pepin, A.F.

Oxenford House, St. Lawrence, Jersey
Perkins,T.E. Gram. School, Black pool
Petherick,J.S. The Middle S., Holsworthy
PfatY, B. The College, Weston-s.-Mare
Phelps,G. Swindon High School
Phillips, F. Cromwell School, Patricroft
Piller, H. St. Mary's College, Harlow
Pitchford, A.R. Gram, School, Shoreham
Pitt, B. Eversley School, Stamford
Pocock, W.H. Brunswick H., Maidstone
Pogose, HR. Arlington Park Coll., Chiswick
Pollard,T. R. Baham College, Watton
Poole-Connor, M. Arundel H., Surbiton
Poole,J. Manchester Warehousenien &

Clerks’ Orphan S., Cheadle Hulme
Porritt,A. Hudderstield Coll. Modern S.
Porter, H. Southport Modern S.

Ripley Comm. School
Blenheim H., Fareham
Taunton H., Brighton
Richmond Hill School
Prior, A.N. Boys’ Coll. School, Aldershot
Prior, L.P. Eton House, Southend-on-Sea
Pritchard, H.E. Taunton School
Pryor, H. N: Wilsford House, Devizes

Purkiss,C.A.
Licensed Victuallers"S., Lambeth

Pounsett, R.F,
Price, E.N.
Priest, W.G.

Feb. 1, 1908.]

THE EDUCATIONAL TIMES.

101

BOYS, Lower Forus—Continued.
Racey,R.
Ratchford,E.A. ManchesterWarehousemen

& Clerks’ Orphan S., Cheadle Hulme

Rayley,@. arnworth Gram. School
Readman, W.H. Ousegate School, Selby
Reavley,P.J. Hasland House, Penarth

Reddy,E.P. Clair-Val S., Faldouet, Gorey

Redinond,R. Hutton Gram. School
Reeves,T.T. Taunton House, Brighton
Reid,J.A. Victoria Park 8., Manchester

Reid, J.W. Maida Vale School, W.
Reily, D.C. Southport Comm. College
Remington, W. Raleigh College, Brixton
Renwick, W. 8t. Leonards Coll. School
Reyvolds, A. St. Mary's College, Harlow
Rice, F. H. Richmond Hill School
Rice, F. L. Herne Bay College
Richards,F.R. Spencer Coll., Wimbledon
Richardson, B.

Kilgrimol S., St. Annes-on-Sea
Richmond,D.E. St. Leonards Coll. School

Ricketts,T.C.D. Bedford H., Folkestone
Riley,C. Gram. School, Taplow
Riley, R. D.F. Royal Gram. S., Whalley
Robin, E.deJ. Froebel H., Devonport
Robinson, D. D.

Wellington 8., Heaton Moor, Stockport
Robinson,G.E. DouglasSchool,Cheltenham

Robinson, R.L. New College, Harrogate
Robson, E. L Private tuition
Rodd, F.T Rhainpore House, Wembley

Roe, C. L. HillmartinColl., Busby Place,N. W.

Roebuck, H. Gram. School, Black pool
Rogers, C.H. Margate Comm. School
Rogers,E. Brunswick H., Maidstone

Rogers, P.W.South Molton United Higher S.
Roland,G.V. De Gresley Lodge, Southsea
Romeril,A.J. Clair-Val S., Faldouet, Gorey

Ross,A. Great Kaling School
Rough,D.H Mount Radford S., Exeter
Rowe,B., Kilgrimol S., St. Annes-on-Sea
Rowe,V.G St. Mary's College, Harlow
Rowson, R.H. Penketh School
Rumeey,P.C. Commercial S., Maidstone

Rushton,A.H. Manchester Warehousemen
& Clerks’ Orphan S., Cheadle Hulme

Rutley,M. Spencer Coll., Wimbledon
Sabine, H.C.

Bradley High 8. for Boys, Newton Abbot
Sage,J.L.P. Taunton School
Sale,G.N. Grosvenor H., Wokingham
Sandford, E. Eversley 8., Stamford
Sarchet, L. L. Froebel H., Devonport
Sargeant, S.H. Commercial Coll., Acton
Saunders, J. L. Caversham H., Reading
Saxelby,G. Read's Gram. S., Tuxford
Scarf, K.C. Arundel House, Surbiton
Scarlett,G. Mary Street H., Taunton
Schirm,W. Victoria Park S., Manchester
Schofield, A. Southport Comm. College
Schreier, B.C. Gram. School, Shoreham
Schute, E.B. Clifton College, Harrogate
Scott, C. Grain. School, Streatham
Scott,J. Read's Gram. S., Tuxford
Scroggs, H.8. Dirleton H., St. Albans
Seutt,C.C. Arnold Coll., W. Bournemouth
Sealey, L.R. Cliftonville Coll., Margate
Sedger,H A. Gram. School, Taplow
Senior,H. New College, Harrugate
Abbott,D.M. 61 Ditchling Rise, Brighton
Abbott, P.M.C. Wiuwick, S. Woodford
Adams, K.

Abbeyfield Mount High 8., Sheffield

Adams,M.D. Hartington H., Beckenham
Ahier,K.M. St. Clement's School, Jersey
Allehin, F.V.

Royal Masonic Inst., Clapham Junction
Alluin,T.F.E. Modena House, Ealing
Andrew,M. Edgehill Girls’ Coll., Bideford

Anstey, D.E. Redland View S., Bristol
Arnold, V. Stamford H., Edgbaston
Ashdown, L. Northcote H., Bexhill:
A»stle,C. L. Castelnau College, Barnes

Astley, E.F. St. Catherine's S., New Cross
Atkins, N. Ladies’ S., Dyke Road, Brighton

Auld, L.A. Alexandra Coll., Shirley
Axtens, M.N. Home School, Clifton
Ayles,J.C. Alexandra Coll., Shirley
Ayre,M.

Ladies’ S., The Shrubbery, South Molton

Ayton,D.M. Sunny brae, Southport:
Bailey,C. H. Gunnerside S., Plymouth
Bailey,G.R. Girls’ Coll. S., Jersey
Bailey, W.E Winwick, 8. Woodford
Baker, B

Baker,M.H. Gunnerside S., Plymouth
Ball,M.D. Evelyn High S., Upper Holloway
Bance,H.M. Summerbrook, Reading

Yarmouth Coll., Gt. Yarmouth] Sey fang, R. E.

Sewell, A.

Seymour Jones,F, Wellington College,Salop
Shackleton,J.

Grosvenor Coll., Carlisle} Taylor, E.C.
Brentwood High School] Taylor,H.L. Manchester Warehousemen&| W

Brunswick H., Maidstone

Clerks’ Orphan S., Cheadle Hulme
Taylor, R. All Saints’ Choir S., Clifton

Wellington 8., Heaton Moor, Stock port Taylor, R.H. New College, Harrogate
Shadrach, C.C. Caversham H., Readingi Taylor, R.T.S. St. Winifred’s S., Torquay
Shapland, A.F. Taunton Schoolj Taylor, W.C. Brentwood High School
Sharpe, L.G. Lahore, Purleyj Tett,G.F. Weymouth Comin. School
Shaw,E.W. Wellington College, Salop| Theobald, D. Taunton School
Shepherd,G.A. Skelsinergh H., Margate] Thomas, E. H. Gram. School, Shoreham
Shiel, J. Farnworth Gram. School| Thomas, E. L. Belmore H., Cheltenham
Shillito,J.T. Thomas,F. Littleton H., Knowle, Bristol

The Schoo], Wellington Rd., Taunton
Shorter,B.J. Modern School, Gravesend
Shrewsbury,A.H. MiltonColl., Bexley Heath
Shutt,W.J. The High 8., Market Drayton
Simpson, A. Penketh School
Simpson,F.A. All Saints’ Choir S., Clifton
Simpson, F.G. The Western Coll., Harrogate
Skelton, H. St. Aubyn’s, Woodford Green
Smethurst, F.H.

Kilgrimol S., St. Annes-on-Scea
Smiles,C.E. Craven Park Coll., Harlesden
Smith, A.G. H. Modern S., Gravesend
Smith, E.P. Hutton Gram. School
Smith, F. petal | 8., Stanford
Snuth,P.L. St. Leonards Cull. School
Smith,S.H. Steyne S., Worthing
Smith,T. Farnworth Gram, School
Smith, W. Eversley S., Stamford
Smith, W.G. Walsall Comm. College
Smyter,H.D. Gram. School, Shoreham
Smyth, F.W.L. Mary Street H., Taunton
Snowball,G N. Argyle H., Sunderland
Solomon,H. Boys’ Coll. School, Aldershot.
Soper, L.V. Taunton House, Brighton
Spear,F.C. Olive Villa, Southville, Bristol
Springthorpe,L. Eversley School, Stamford
Stafford, H. Wellington College, Salop
Starling, J.E. Grain. School, Taplow
Steniny,A.H. Ripley Comm. Schoul
Stening, H.J.

High S. & Comm. Coll., Forest Gate
Stephenson,G.K. Herne Bay College
Stewart, H. Tankerton College
Stewart, I.C.

Wellington S., Heaton Moor, Stockport
Stewart Patterson,G. W.O.
All Saints’ Choir S., Clifton
Stokes, F. Ripley Comm, School
Stone,K.S, Modern School, Gravesend
Stone,8.V. Wilsford H., Devizes
Stonhain, F.K. Bedford H., Folkestone
Strube, P.F.

Licensed Victuallers’ S., Lambeth
Sutcliffe, F. W.

High S., South Shore, Blackpool
Sutherland,J.L. Godwin College, Margate
Swan,E.M. Steyne School, Worthing
Swann,A.B. Mossley Hall S., Congleton
Swinford,H.F. Cliftonville Coll., Margate
Symonds,H.V.B. Gram. School, Shoreham
Sylvester, B.S. Royal Gram. S., Whalley
Talbot, F.G. Brentwood High School
Tallant,N. Collett House, Boscombe
Tanton,C. H. St. Leonards Coll. School

Mhomas,G.H. St. Aubyn’s, Woodford Green
Thomas, 1. W. Penketh School
Thomas,J. Woolston Coll., oe een

Thomas,P.E.B. Gram. School, Shorehain
Thompson,R.D. Gram. School, Shoreham
Thomson,S. Grain. School, Shoreham
Threlfall, R.H. Skelsmergh H., Margate
Thurlby,J. Eversley 8., Stamford
Tilley, W.J.

High S. & Comm. Coll., Forest Gate
Tindel,H.A. Grimshaw St. BritishS., Preston

Tingley, W.G. Gram, School, Shoreham
Tolcher,J.H. Gram. School, Taplow
Toll, R.W. Froebel H., Devonport

Tombleson,F.H. Barton School, Wisbech
Tomlinson, R. L.
Kilgrimol S., St. Annes-on-Sea

Tovey,T.H. York House, Farnhaimn
Townsend, R.S. Douglas S., Cheltenham
Toye, R.H. Bedford H., Folkestone
Trenance, E.J. Gram. 8., Shoreham
Trounson, D. Gram. S., Streatham
Tuck,D.B. 8t. Aubyn’s, Woodford Green
Tune,G.F. Manchester Warehousemen &

Clerks’ Orphan S., Cheadle Hulme
Turk,J. Wellington S., Deal
Turnbull,J.G. Craven Park Coll., Harlesden

Twelves,C. F.H. Steyne S., Worthing
Twinberrow, R. Hoylake College
Tyrer,J.E. Grain. School, Black pool

Underdown,H.H. Brunswick U., Maidstone
Van Weede,H. Skelsmergh H., Margate

Varley, E.C. New College, Harrogate
Verner,C. Highbury Park School, N.
Vidier,S. M. Richmond Hill School
Vine, L.E. Weymouth Comm. School
Vollaire, A.C. Gram. S., Shoreham
VoNaire,G. W. Grain. S., Shoreham
Vose, F. Catholic Grain. S., St. Helens
Waight, D. St. Mary's College, Harlow
Walkden,J.N. Manchester Warehousemen

& Clerks’ Orphan S., Cheadie Hulme
Walker, D.T. The Western Coll., Harrogate

Walker,G.IL. Mossley Hall S., Congleton
Wallis, A.C. Skelsmergh H., Margate
Walle, R.J. Penketh School

Walmsley, B.D. Gran. S., St. Annes-on-Sea

Walmsley, W. Southport Modern School
Walters,J. D. Swindon High School
Walton,F. Ripley Comm. School
Warner,G.S. Swindon High School
Warwick,R.G.G. Blenheim H., Fareham
Warwick, W.A.G. Blenheim H., Fareham
Waters, R.C. Farnworth Gram. School
Waters, S.H. Manchester Warehousemen &

Clerks’ Orphan S., Cheadle Hulme
Watson,A.E. Taunton School
Watson, E. V.OxfordCollege, Waterloo, L’ poul

GIRLS.

Tarr, F.W. Ripley Comm. School
Tayler,G.L. Taunton House, Brighton
Tay lor,C. All Saints’ Choir S., Clifton
Taylor, D. Clittonville Coll., Margate
Barker, M.

Loreto Conv., Hulme, Manchester
Barnett, E. Thrapston High 8. for Girls
Barret, D.M. ightield S., Harrogate
Barron,M. Ripley Comin. School
Barter, D. K.

Licensed Victuallers’ Girls’ S., S.E.
Bartlett, E.M. Gwyrfai H., Kast Cowes
Bass, L.A.

St. Michael's Avenue 8., Northampton
Bassil, E.B. Southend College
Bateman, M. Salisbury H., Plymouth
Batty, D.W. Woodside, Hastings
Baudains, L.M.

Ashton H., St. Clements, Jersey
Beale, N. Wiltshire Road S., Brixton
Beall, M. A.B.

Collegiate School, Worcester Park
Bean, M.S. High School, Crewe
Beech,O.A.

Royal Masonic Inst., Clapham Junction
Bell, E.M. Glenarm Coll., [ford
Bell, K. Temple Square S., Aylesbury
Bell,S. Penketh School
Bellew,D.W.J. EdgehillGirls’Coll., Bideford
Bennett, H.M. St. Kilda’s Coll., Clifton
Bennett, I.A. Cainden H., Biggleswade
Bennett, L.R.

The Coll., Nightingale Lane,Claphatn Com.
Bernardes,E. Breakspear Coll., Brockley
Bertram, A.

Les Marais High 8., Fauvic, Jersey

Biddle, I.H. Southend College
Biggs, I.L. Crouch End High 5., Hornsey
Billot, E.M. Ashton H.,St.Clements,Jersey
Birchall, E. D. L. Private tuition

Bird, O.M. St. Catherine's S., New Cross
Blackhurst,M. The Laurels, Lincoln
Blake, V.V. Edgehill Girls’ Coll., Bideford
Bound, A.D.

St. Michael's Avenue S8., Northampton
Booth, M.

Mechanics’ Inst., Thornton, nr. Bradford

Borrow, W.M. Queensthorpe, Cosham

Boashardt,M. Springtield S., Stockport
Bowman, M.L. Brentwood, Southport
Bradley, E.C. Wilsford H., Devizes
Braund, F. Gunnerside S., Plymouth
Brewer, B.A. Arlington H., Newport
Brice, E. L. Alexandra Park Coll., N.
Briggs, M.A. The Laurels, Kegworth
Brown, D.F. Alexandra College, Shirley
Brown, D.G. Braunstone H., Newport
Brown, I.K. Westbourne H., Cowes
Brown,M.L.V. Private tuition
Browne, V.M. Collingwood Coll., Lee
Bryant,P. B. Gunnerside S., Plymouth
Buchanan, M. Summerbrook, Reading
Bucknell, E. Minton H., Pad worth
Bucknell, K.R. Minton H., Padworth

Bulmer, M.C.
Royal Masonic Inst., Clapham Junction
Burdon, A.M.

Royal Masonic Inst., Clapham Juuction! Clarke, DM.

Watson,F.B. Southdown Coll., Eastbourne

ay, A.B. Gram. School, Shoreham
We b,c. Southdown Coll., Eastbourne
Webb,J.A. Royal Gram. S., Whalley
Webb, M.H. owns School, Clifton
Webb,N.E. Swindon High School
Weber,L. Oxford Coll., Waterloo, L’ pool

Webster,D.F. High8.forBoys, NewBrighton
Webster,J.J. HighS.forBoys, NewBrighton
Weeks, R.V. Brunswick H., Maidstone
Welton, M.W.S. Gram. School, Sale
West, F.W.A. Steyne School, Worthing
Wheater, W.L. Clifton Coll., Harrogate
Wheeler, A.G. Gram. School, Shoreham
Wheeler,G. E. Woodside, Weybridge
Whipp,P.s. Gram. School, Shoreham
White,A.C. Woolston Coll., Southampton
White,A. W. Grain, School, Shoreham
White,E.V. Eton House, Southend-on-sea

White, J. Southport Comm. College
White,J.E. New College, Harrogate
White, K.B. All Saints’ Choir S., Clifton

Whitehead,A.D. Gram. School, Shoreham
Whittield,B.G. Downs Park Coll., Herne Bay
Whitworth,C.8. TheModernColl., Har rogate
Widdowson,J.J. Gram. School, Shoreham
Wilcock, W.C. Ansdell School, Lytham
Wild, N.M.

Wellington S., Heaton Moor, Stockport
Wilkins, E.N. Southport Modern School
Wilks, E.D. Gram, S., St. Annes-on-Sea
Willan,G. Manchester Warehousemen &

Clerks’ Orphan 8., Cheadle Hulme
Williams, F. D. St. Mary’s Coll., Harlow
Williamnson,T. St. Mary’s Coll., Harlow
Williamson, W.S. Manchester Warehouse-

men & Clerks’ Orphan S., Cheadle Hulme
Willis,C.G. owindon High School
Wilson,G. All Saints’ Choir S., Clifton
Wilson,G.C. Manchester Warehousemen
& Clerks’ Orphan S., Cheadle Hulme
Wilson, R.H. Swindon High School
Wilson,S.A. All Saints’ Choir S., Clifton
Windsor, W.L. Gram. School, East Finchley
Wolstenholme, A. Ansdell School, Lytham
Wood, A.H. Farnworth Gram. School
Wood,C.G, Taunton School
Wood,H. HighS., South Shore, Blackpool
Wood,S8.C, Douglas S., Cheltenham
Wood, N.T. South Molton United Higher 8.
Woodward, J. Brunswick H., Maidstone
Woodward, R.C. Taunton School
Woollacott, A. South Molton United Highers.
Woolliscroft, W. TheWesternColl., Harrogate
Wright, E. Southport Modern School
Wright,G.R. Brunswick H., Maidstone
Wright,J.

Mall Road Middle Class S., Hammersmith
Wright,J.D. Brunswick H., Maidstone
Wyatt,E. Manchester Warehousemen &

Clerks’ Orphan S., Cheadle Hulme
Wyatt, L.H.W. St. John’s Colleve, Brixton
Yates, A.C. St. Leonards Coll. School
Yearsley,J. Catholic Gram. S., St. Helens

Young,C, Gram. School, Streatham
Young,S.F.C. Modern School, Gravesend
Youngs, J.W. Everard Honse, King’s Lynn
Zollner, F.A. Gram. School, Sale
Burr, L. E. Darnley H., Gravesend
Burt,G. Braunstone H., Newport
Butcher,C.A.E. Bleak House, Brent wood
Butler,D.M. Thrapston High 8S. for Girls
Buxton, D.C, St. hilda’s Coll., Clifton

Byrou-Brown. D.M.
Fairhaven, Batheaston, Bath
Cadogan, M.P.
Hone 8. for Girls, Kensington, Bath

Caister, E.M. Elsmere S., Reading
Callon,C, Temple Square N., Aylesbury
Cannon,G.M. Thurlton, Norwich
Carr, l. L. Gravelly Hi High S., Birmingham
Carr, V.E. GravelyHiU Highs., Birmingham
Carter, E. A. Private tuition
Carter, H. F.

Royal Masonic Inst., Clapham Junction

Carter, M.H. Grosvenor H., Wokingham
Challis, F.G. Drayton H., Newport
Chance, F.M. Private tuition
Chatterton, P. Springfield S., Stockport

Cheshire, F. ML
Childs, M.E.
Choiselat, EB. L.A,
Cholerton,G. F.
Breck Coll. S., Poulton Le Fylde

Christey,L. Roanoke Coll.8., Palmer's Green
Christian, D. High Schoo), Twickenham
Clare, P.K. ÆMerker Coll., Righmond Hill
Clark, A, Girls High &.Tuxford
Norbury High School

Alexandra Coll., Shirley
High School, Crewe
Azincour, Deal

102 THE EDUCATIONAL TIMES. [Feb. 1, 1908.

è
GIRLS, Lower Forms—Continued. Gladwell, I.M. Guelph Coll., Bristol} Johnsonu, D.M. Morris, E. M. Manchester Warehousemen
Clayson,F. E. Glasspool,E F. Froebel H., Worthing Gravelly Hill High 8.. Birmingham & Clerks’ Orphan S., Cheadle Hulme
S. Michael's Avenue S., Northampton] Godwin, L.A. Colville H., Swindon} Johnston, M.B. Private tuition] Morris, F.M. Edgehill Girls’ Coll., Bideford
Cleaver, M.H. Gordon House, Brighton| Goodman, B.M. Ripley Comm. School| Jones, J.C. Colville House, Swindon] Morris, M.S. Brauustone H., Newport
Cleinv,V.B. Cornwallis High S., Hastings] Goodman,G, High School, Twickenham! Jones, M.8.A. St. Margaret's, Carditt} Morris, W.M. Sumimerbrook, Readi
Cockrell, D. E. LancetieldS. Southend-on-Sea} Goodinan, L. Salisbury H., Plymouth] Jones,O.M. Pencraig Coll., Newport| Moses,S. Finsbury Park High Schov.
Cohn, B. Harringay Park S., Hornsey| Gould, D.I. Godwin Girls’ Coll., Cliftonville Jones,8.M. Carisbrooke Coll., Walthamstow] Mounsey, A.M.L.
Cole, M.E. Edgehill Girls’ Coll., Bideford] Grant, K.M. Highwood H., Liskeard Jones, W.C. Drayton H., Newport Breck Coll. 8., Poulton Le Fylde
Coliins, D.E. Steyne School, Worthing] Grave.J.M. Quarry H., Guildford) Joynt. EB. High School, Cork] Mulliner, I.M. Brooklyn H., Wellington
Collins, F. Colville H., Eastbourne] Gray,G.F. Woodford High S., 8. Woodford| Junk, H. Springtield S., Stockport] Musgrave, E.R.
Collins,L.K. Godwin Girls’Coll.,Clittonville| Green,C.I. Edgehill Girls’ Coil., Bideford Juson,M. French Protestant 8. ,ShaftesburyAv., W.C.
Cominon, M.H.M. Green, D.E. Castle Dene School, Newport. High Bank Ladies’ S., Altrincham] Naylor, D. Brentford Coll. School
St. Catherine's S., New Cross} Green, H.A. Southernhay School, Exeter, Kay, D. Manchester Warehousemen &| Needham, M.L. Larchmount Hall, Yatton
Conybeare,M.P. Salisbury H., Plymouth] Green, M. Richinond High S., Liseard Clerks’ Orphan S., Cheadle Huline} Newington, A.B. Steyne School, Worthing

Cooke, M. E.H. Lynton H., Portsmouth

Gregory, E.M. Grosvenor H., Wokingham Kelly, K.M. Ellerker Coll., Richmond Hill
Cooper, M.G. Cornwallis High 8., Hastings

Newman, D. Temple Square S., Aylesbury
Gregson, F, Hightield College, Black pvol| Kembery, E.M.

Newton, E. M.

Conche, E.S.B. Southernhay S., Exeter] Gregson,G.M. Sunnyholme 8., Southport Edgehill Girls’ Coll., Bideford Royal Masonic Inst., Clapham Junction

Coulton, E. Malvern H., Birkdale] Grevile, M. ‘ Kendall, F.H. Camden H., Biggleswade} Nicholas,C. M. Lulworth H., Caerleon

Coursieres,J. Loreto Convent, Hulme, Manchester} Kendall, Mays. The Middle 8., Holsworthy] Nicholson, L. Kenilworth, Folkestone
St. Joseph’s Secondary S., Reading] Griffiths, T. K. Redland View S., Bristol] Kendall, MurielS. TheMiddle S.,Holsworthy} Nicholson, M.

Covell,P. L. Steyne School, Worthingj Grover, D.H. Camden House, Biggleswade, Kerr, M. High School, Cork Royal Masonic Inst., Clapham Junction

Cox,G.F.L. Temple Square S., Aylesbury
Coy, I. Westboru' HighS., Newcastle-on-Tyne
Cranmer, M.S. Thornton H., Redhill

Gubbin,W. D.
Thorntonville School, Thornton Heath
Guinness, M.E. Private tuition

Kewley, L.E. Meadowcroft Coll., Aintree
Kilgour,C.I.
Waverley Coll., Silverdale, Sydenham

Norbury, D.G. Private tuition
North, D. A. Radley H., WandsworthCominon
Norton, W.A.

Craven, E. Uppinghain H., Bradfurd| Haddon, D.M. Killick, A.M. Brentford Coll. School Roanoke Coll. S., Palmer’s Green
Crawley,V.E. Camden H., Biggleswade Royal Masonic Inst., Clapham Junction] Killing, E.E. M. Oades,M. Winwick, 8. Woodford
Cregan,B.M. Hall,M.L. Woodford High S., S. Woodford 8. Farnboro’ High 8S., Farnboro'| Oakley, D. Osborne H., Redditch
Woodford High School, S. Woodford! Hamilton, V. A.M. Woodside, Weybridge] Kistruck,K.S. Hemdean H., Caversham) Ogden, N. Dunmarkiyr S., Harrogate
Crook, E.M. Sunnyholne S., Southport} Hamilton, V. L.C. Kitson, R.E. St. Monica's, Herne Bay| Oliver, D. Ashton House, Grantham
Crosby, W.M. St. George's H., Doncaster Thorpe High S., Thorpe next Norwich} Koch, K. High School, Twickenhain} Openshaw, K. Brentwood, South port
Crouch, A. L. Ripley Comm. School} Hankins, E. Thrapston High S. for Girls] Lack, E. M. Holt House, Fakenham] Opie, M.L. Lynton H., Portsmouth
Crowden,B. Southend College} Hannah, A.S. Manchester Warehousemen &} Laidlaw,N. Orridge,G.M. L.
Crowe, K.R. Clerks’ Orphan S., Cheadle Huime Westboro’ High S., Newcastle-on-Tyne St. Margaret's High 8., Leigh-on-Sea
Waverley Coll., Silverdale, Sydenham] Hanson, M. Crouch End High S., Hornsey} Lamerton, N. Edgehill Girls’ Coll., Bideford} Osbaldiston, M.
Crozier,G. Kirkby a High S.| Hardcastle, E.M. Churwell College, Leeds] Lancaster, A.M. Brentwood, Southpor Royal Masonic Inst., Clapham Junction
Culum,D.M. Thrapston High S. for Girls| Hargrave, I.M. Orton College, Coleshill] Lander, M. B. Ostick, F. Lime Tree House, York
Cuming. E. Gunnerside S., Plymouth} Harris, E. L. Glenarm College, Hford Evelyn High 8., Upper Holloway} Oxburgh,L. Girtonville Coll., Aintree
Curtis, W. Girls’ High S., Tuxford| Harris, M. Brentwood, Southport} Langridge, V.M. Panther.D.I. Castle Hall S., Northampton

Cuthbert, E.C. Hartington H., Beckenham
Diniel,L.M. Edgehill Girls’ Coll., Bideford
Daniel,S.P. Woodside, Hastings
David,C H. 114 Cathedral Rd., Cardi
Davie, K. St. Kilda’s Coll, Clifton
Davies,B.D. Richmond High S., Liscard
Davies, E.W.

Woolston Ladies’ Coll., Southampton

Harrison,A. Manchester Warehousemen &
Clerks’ Orphan S., Cheadle Hulme
Hart, K.D. Castle Hall S., Northanipton
Hartley, F.T. Rougemont Coll., Black pool
Hartley,H.M. Girtonville Coll., Aintree
Harwood,G.M. Devon Lodge, Wylde Green
Haselden,H.R.
TheColl., Nightingale Lane,ClaphamComm.

Parker, P. A.

High Bank Ladies’ S., Altrincham
Parker, R.I. Edgehill Girls’ Coll., Bideford
Parkin, D.B. St. George's H., Doncaster
Parkinson,E.

St. Anne's Coll., St. Annes-on-Sea
Parr,D.I.

Royal Masonic Inst., Clapham Junction

Edgehill Girls’ Coll., Bideford
Larsen, K.S. Richmond High S., Liscard
Laugher, M. Private tuition
Law, M,C. Wiltshire Road S., Brixton
Lawrance,D.
Royal Masonic Inst., Clapham Junction
Lawrence,A.D. Hemdean H., Caversham
Lawrence,A.G. Manchester Warehousemen

Davies, L. L. Haskew,H.M. High 5., The Mall, Wanstead & Clerks’ Orphan 8., Cheadle Hulme] Parrett, M.C. St. Monica's, Herne Bay
Balliol H., Wandsworth Common} Haynes,E.M, Devon Lodge, Wylde Green| Lawton,C.A. Cromwell H., Patricroft] Parrish,C.A. Claughton Coll., Romford
Davies,M.J. St. Margaret's, Cardiff} Heap, E.E. Castle Hall S., Northampton] Lea, V. A. Parry,K.L.B. King’s House, Highgate
Dawe, H. 7 Pelham Rd., Southsea] Heasiman, E.G. Steyne School, Worthing St. Michael’s Avenue S., Northampton] Parry-Jones,F. Lowther College, Lytham
Dawkins,B. Westbourne H., Cowes| Heath, I.E.M. Le Feuvre,G.E. Parsons,M.D. 51 Ditchling Rise, Brighton
Dawson, D. Roanoke Coll. S., Palmer's Green Six Roads S., St. Lawrence, Jersey} Pasbach,G.M. Private tuition
Westboro’ High S., Newcastle-on-Tyne| Helbling, D.M. Legg, D. Coll.S., Gloucester Row, Weymouth} Peacock, K.E. Holt House, Fakenham
Dawson, I. Burton H., Weston-s.-Mare Beulah House High 8., Upper Tooting} Leopold, W.M. Pearce,Q. Meadowcroft College, Aintree
Day, W.M. Westbourne H., Chiswick] Hemming,G. St. Michael's Avenue 8., Northampton] Pearn, D.V. 51 Ditchling Rise, Brighton
Daysh,G. D. Queensthorpe, Cosham Loreto Conv., Hulme, Manchester] Le Roy,F. Ripley Comm, School} Pearson, A.M. Ashton House, Grantham
Deacock, W.R. Wendover Coll.. Bowes Park} Henry, M.A. Salisbury H., Plymouth] Le Sauteur,B.M. Vauxhall School, Jersey} Pearson, A.R Home School, Clifton
Devenish,C. 4 Glebe Villas, Mitcham] Henwood, P.Q. Belle Vue, Saltash] Liddicoat, N. St. Winifred's S., Torquay] Pearson, M.K. Home School, Clifton
Dick,G. Crouch End High 5., Horusey} Herrett, E. B. Bleak House, Brentwood] Litherland, T.M. Girtonville Coll., Aintree] Penny, M. Edgehill Girls’ College, Bideford
Dickinson, E. Norma S., Waterloo} Herring, N.I. M. Darnley H., Gravesend] Lloyd, L.M. Westbourne H., Cowes] Percy, N.E. St. George’s House, Doncaster
Dixon, EB. M. Penketh School] Heseltine, M. Loake, W.V. Slien Chiarn, Northampton] Petr ybridge, L.M. Marist Coll. S., Paignton

Dodd, O.L. Penketh School Beulah House High 8., Upper Tooting| Lones, P. M. Stamford H., Edgbaston} Phillips, D. K.
Dodsworth, M. H. Froebel H., Worthing] Hewett,O.F. Glenarın Coll., Iford| Long, M.P. Lee College, Eastbourne St. Michael's Avenue S., Northampton
Dougherty, P.M. Hewison,G. Woking High S. for Girls} Lonnen,E. D'Arcy Hey, Boscombe] Pickering, A.M. Lime Tree House, York
Richmond High S., Liscard| Hibberd, L.P. Parnella H., Devizes| Love, E.M. HolmwovodColl. ,Westclitl-on-Sea] Pink, A.H. Maylield School, Folkestone

Douglas, E.M Southend College

: Hickman, E.M. Woodhouse Hall S., Leeds
Douglas, F.L. Slieu Chiarn S., Northampton

Love,K.I.D. Exmouth Villa, Stoke
Hicks,B.F. CarisbrookeColl., Walthamstow

Lowe,A.P. St. Anne's Coll „St. Annes-on-Sea

Piper, D. V.H. Froebel House, Worthing
Piper, BE. W. Stamford H., Edgbaston

Dowse,J.A. Hicks, I. High School, Twickenhain} Lynex, Ié. M. Devon Lodge, Wylde Green| Plummer, M.H.
Thorpe High S., Thorpe next Norwich] Higgins,M.E. Lynn,P. Fernside, Grantbam High-Trees College, Bournemouth
Dowse,R.E. St. Michael’s Avenue 8., Northampton| MacLaughlin, M. Pocock, E.M. Stuart House, Gravesend
Thorpe High 8., aoe u Tawa Hilditch, D.F. Ladies’ College, Nantwich Loreto Conv., Hulme, Manchester Re Golan es are A
Drysdale,J.C. Harringay Park S., Hornsey| Hills,G.A. Hightield S., Croydon ; r ‘ ‘ ort, W.M. arist Coll. S., Paignton
Duttin, K.M. Southend College} Hine, D.E.F. Suonybrae, Southport eee PaaS ETA E a Poulton,C.M. M. Ripley Comin. School
Dunn, D.O. Hirst,J. Lowther College, lytha Marchant, F ew ’ Powel, G.E. Harley House, Hereford
Royal Masonic Inst., Clapham Junction] Hoadly,M.J. Devon Lodge, Wylde Green Home S. for Girls Kensington, Bath Powell,G.K, Harley House, Hereford
Eardley,N.E. ManchesterWarehousemen&| Hodgkinson,G. Penketh School 2 ` 4 : Pratt, E. Private tuition
Clerks’ Orphan 8., Cheadle Hulme] Holden, H.S. Marriner, M.K. Brentwood, Southport! pratt, v. Private tuition
East,M. Les Landes S., Faldouet, Jersey Belvedere, Birkdale, Southport] Marrock,C.E. _Marist Coll. S., Paignton] Press, F.A. Ellerker Coll., Richmond Hill
Eddolls,V.E. Lulworth H., Caerleon} Holdstock, D.M. Marshall, B.B. Finsbury Park High School] Pritchard, D.L. Woodside, Hastings
Edmunds, M.G. Blenheim H., Fareham Carisbrooke Coll., Walthamstow] Marsh,C.B. St. George's H., Doncaster! pritchard,G.M.
Edwards, V, Norma School, Waterloo] Holligan,K.E. Colville House, Swindon| Marsh, D.K. Alexandra Park Coll., N.| Royal Masonic Inst., Clapham Junction
Kighteen,F.M. | Henidean H., Caversham| Hollis, E.C. Braunstone H., Newport| Marsh, I.M, Modena House, Ealing} pritchard.P.M. Edenfield 8., Withington
Evitt,G. Hartington H., Beckenham! Holmes, A. Alderhurst, Sale| Martin, K, Darnley H., Gravesend] Pullan, F.I.
Fane, D.E. Ripley Comm. School Holttum,D. Stamford H., Edgbaston| Mar tin, I.O Steyne School, Worthing Royal Masonic Inst., Clapham Junction
Farmer, A.G. Southend College} Homewood, L.D. Dunrobin, Woolston| Masou,O. V. Clanghton Coll., Romford] purdy,D.M.W. Manchester Warehousemen
Fell, W.M. Halcyon H., Congleton| Hood,C.M. High S., The Mall, Wanstead] Mason, W.M. Hemdean H., Caversham & Clerks’ Orphan S., Cheadle Hulme
Fenner,E.8. Clare House, Worthing} Horwood, D.R. Hemdean H., Caversham Matthews, K. H. , Purkis, E. D.S.
Fenton, D.M. Howse,D.L.M. Nantly H., Heston, Hounslow Clark’s College High 8., Tufnell Park Stonyhurst Conv., East Molesey

Woodford High School, S. Woodford
Ferguson,A,E. Girtonvilla Coll., Aintree
Ferguson, F.L. Girtonville Coll., Aintree
Firth, M. Ellerker Coll., Richmond Hill
Fisher, D.M. Pencraig Coll., Newport
Fisher,M.E. Ellerker Coll., Richmond Hil
Fishleigh,M.J. Edgehili Girls Coll., Bideford
Fleck, D.R.

Royal Masonic Inst., Clapham Junction
Fletcher,M.J. Trinity H., Bexhill-on-Sea

Hudson,F. Manchester Warehousemen &

Clerks’ Orphan 8., Cheadle Hulme
Hudson, W. LoretoConv., Hulme, Manchester
Hughes,E.B. Hartington H., Beckenham
Hughes,G.F. Fairhaven, Batheaston, Bath
Humphrey, B.M.

Breck Coll. 8., Poulton Le Fylde
Hunn,R.V. Quarry House, Guildford
Huot,C.E. Crouch End High 8., Hornsey
Imlach, A.M. Kynerton,Sefton Pk., Liverpool

Maxwell, F. Woking High S. for Girls
Mayoss,G, A. Alexandra Coll., Shirley
McBean,A.1. Northcote H., Bexhill
McRae, H. Manchester Warehousemen &
Clerks’ Orphan S., Cheadle Hulm
Meade,G. M. Marist Coll. S., Paignton
Mecey,H.M. Private tuition
Mechen, D.M.
Woodford High School, S. Woodford
Miuter,D.M.

Quinton,C.M. Castle Dene S., Newport
Ransome, D.B. Ripley Comm. School
Ratcliffe, E.

Abbeyfield Mount High S., Sheffield
Rawlings, H. D. Pencraig Coll., Newport
Read,E. Westoe High S., South Shields
Redgate, F.Y. E. Bridgford College
Reeve, E.C. Southend College
Reynalds,G.D. The Limes, Buckhurst Hill
Reynolds, E. Tedford S., Dawlish

Ford, A.C. D. Parnella H , Devizes| Ingram, M.M. Orton College, Coleshill St. Margaret's High S., Leigh-on-Sea] Rice,H.M.E. Private tuition
Francis, H.M. Darnley H., Gravesend] Ings, E. Cronch End High S., Hornsey] Mitchell, B. Ripley Comm. School| Richardson, D.G. Teddington College
Frankford, M.M. Innes,G.E.S. Hartington H., Beckenham] Moiynard, L.A. Richardson, E.D. ; i
Clark's College High 8., Tufnell Parkj Insch, P.M. Malvern H., Birkdale Royal Masonic Inst., Clapham Junction Westoe High S., South Shields

Fraser, M. D'Arcy Hey, Boscombe] Irwin, E.M. Alwyne Coll., Canonbury, N.| Montagu. D.G. Larchmount Hall, Yatton] Risely,E.M. r
Freeman,S. 7 Pelham Rd., Southsea] Izod,M.F. | Crouch End High S., Hornsey} Montford,E.D. London College, Goodmayes Thorntonville 8., Thornton Heath
Frost, A.F.I. Drayton H., Newporti Jackson, M. B. Moore,G. Robarts,H.A. Camden H., Biggleswade
Gale, H. Manchester Warehonsemen & Roanoke Coll. S., Palmer's Green| Ladies’ S., The Shrubbery, South Molton] Roberts, A.J. _

Clerks’ Orphan S., Cheadle Hulme] Jago Smith, E. Moores,E. Manchester Warehousemen & Carisbrooke Coll., Walthamstow
Gale, M.L. Drayton H., Newpor Godwin Girls’ Coll., Cliftonville Clerks’ Orphan S., Cheadie Hulme] Roberts, D. Woking High S. for Girls
Gardner, D.M. Glenarm Coll., Uford| Jelley,G.E. Ashton House, Grantham] Moores, L. Manchester Warehousemen &| Robins,G.L. Apsley H., Wood Green
Garnett, B.A. Edentield 8., Withington] Jelliman,D. Pinner High School Clerks’ Orphan S., Cheadle Hulme} Robinson,G. Brentwood, Southport
Gid well, L.M. Orton Coll., Coleshill] Jenkinson,D.M. High School, Hornchurch] Morgan, E.M. St. Maur Coll., Chepstow] Robson, H.M. ;
Gilbert, M. B. Claughton Coll., Romford) Jerram,E.G. Alexandra Coll., Shirley] Morzan,R. E. Southend College Roanoke Coll. 8. ; Palmer's Green
Gilmour, M.A. Johnson,C.J. Morley,I. Thrapston High S. for Girls} Rogers, M. HighSchool Twickenham

Radley H., Wandeworth Common Licensed Victuallers’ Girls’ 8., 8.E.| Morris,C.S. Colville H., Swindon} Rose, L. F> St. Kilda’s\Coll., Clifton

x

Feb. 1, 1908.]

GIRLS, LoweER FurMs—Continved,

-a
--

Smith, W.H.

Harley H., Hereford

THE EDUCATIONAL TIMES.

4

Towers,F.M. Castle Hall S., Northampton

Routleze,G.E. Woodside, Hastings} Spear, F.L. Essex House, Saltash! Townley-Friend,A. Woodside, Hastings
Rowland, A. Steyne School, Worthing; Spear, M. E. Essex House, Saltash} Toyne, E. Crouch End High S., Hornsey
Roworth, H.L. The Laurels, Kegworth] Speller, H.M. Travis,M. Manchester Warchousemen
Russeil, A.E. Royal Masonic Inst., Clapham Junction & Clerks’ Orphan S., Cheadle Hulme
Licensed Victuallers’ Girls’ S., S.B.| Spenceley, A. P. St. Margaret's, Cardiff) Trelease,B.M. Highwood H., Liskeard
Rutherford, E. Spring ford, E. E. Purnella H., Devizes} Trevaskis, E. Penpol Girls’ 5., Hayle
Grimshaw St. British S., Preaton| Spurgen, W.A. Maytield N., Folkestone! Triplett, W. Breakspear Coll., Brockley
Ryder, M. Lime Tree House, York} Squire, N.M. Edgehill Girls’ Coll., Bideford) Trodd, M.M. Temple Square 8., Aylesbury
Salter, D.E. Quarry House Guildford} Stacey. E.J. Gunnerside S., Plymouth| Tulley, W. 51 Ditehling Rise, Brighton
Sanders, A.M. Edgehill Girls’ Coll., Bideford] Stagg, O. Coll.S., Gloucester Row, Weymouth} Turner, A.I. St. Catherine's S., New Cross
Sansome, C.E. Stander, C.L. Private tuition] Turner, D. M. Halcyon H., Congleton
St. Michael's Avenue S., Northampton] Stanford,M.E. Summerbrook, Reading} Turner, O.A! Hope Lodge S., Bexley Heath
Saw, D.I. Hartington H., Beckenham] Starck, D. M.A. Girls’ Coll. S., Jersey} Turnhain,I. M.
Scholes,N. Manchester Warehonusemen &] Steed,G.H. London Coll., Goodmayes Licensed Victuallers’ Girls’ 3., S.E.
Clerks’ Orphan S., Cheadle Huline| Stephenson, H.S. Highfield S., Harrogate) Underwood.D.M
; $ z ‚D.M.

Seott,E L. Lancaster Coll., West Norwood] Stone, E. D. Dunrobin, Woolston Ashlea H.. Southend-on-Sea

Sellers, E.M. Stone,G.H.Le B. Pembroke H., Jersey Ussher. M.P ps >
St. Michael's Avenue S., Northampton] Stretton, E. L. x aa E. Wilaford H., Devizes
Sewell, B. Balliol H., Wandsworth Cominon Royal Masonic Inst., Clapham Junction] ¢,8!%> `- Private tuition

Sharpe, M.V.
The Coll, Nightingale Lane,ClaphamCotn.

Strickland,1.K.
Talbot, I.M.

Sharpe, M.W. Lahore, Purley| Tanner,G.M. Bourne H., Eastbourne
Shea, W. Guelph H., Cliftonville} Tarr,K.H. Ripley Comm. School
Silk. V.E. Private tuition} Taylor, D. Rougemont Coll., Black pool

Sims, D.D. Humes. forGirls, Kensington, Bath] Taylor, D.M.

Queensthorpe, Cosham
Stuart H., Gravesend,

Wendover Coll, Bowes Park

VanAker,A. Friedenfels,St. Leonards-on-Sea
Venning, M. Guunerside 8., Plymouth
Vickery, F. A.V.

Clark's College High S., Tufsell Park
Vigot, E. Les Marais Hixh S., Fanvie. Jersey
Vines, D.F. Crouch End High S., Hornsey

Sisk. I. Bourne H., Eastbourne] Taylor, E. L. Private tuition! Viney, L. High School, Twickenham
Slight,N.B. Blenheim H., fareham] Temple,G. Lowther Coll., Lytham| Von Leonhardt, M.F.S. A, Private tuition
Smart,F, Private tuition} Thatcher, K.M. Drayton H., Newport] Wade,A. Uppingham H., Bradford
Smith, A.H. St. Margaret's, Cardit!] Thomas,G. High School, Crewe} Walling, E. E.S. Colville H., Eastbourne
Smith. B.H. Thomas, M. High School, Crewe] Wallis,K. © Ladies’ S., Dyke Rd., Brighton
Royal Masonic Inst., Claphain Junction} Thomason, B.I. Orton College, Coleshill] Walter, D. Froebel House, Worthing
Smith,c. Thrapston High S. for Girls} Thompson, I. Alexandra Coll., Shirley] Ward,M. Conv. S., Hazelwood Crescent, W.
Smith, E.P. Olton College, Oltop| Thomson, K. Thornton H., Redhill] Waters, L.M. Fairhaven High S., Lytham
Smith, I.M. St. George's H., Doneaste:| Thornley, B.E. Manchester Warehousemen| Watson, E M. Westoe High S.,South Shields
Smith, T.. Ripley Comm. Schoo) & Clerks’ Orphan S., Cheadle Ilulmej Waycott, W.S. Exmouth Villa, Stoke
Smith, MT, Girtonville Coll., Aintreef Tonkin, D.G. Edgehill Girls’ Coll., Bideford] Webb, D.G.S.
Smith, R.M. King's House, Highgate] Topham, O.E. Ellerker Coll., Richmond Hill Clark’s College High S., Tufnell Park
Smith, W. Larchmount Hall, Yatton} Torrens, E. Webb, M.R. Westmont, Newport
Smith, W.B. Camden H., Biggleswade Royal Masonic Inst., Claphain Junction’ Webster, L. D'Arcy Hey, Boscombe

103

Wells, D. Manchester Warehousemen &
Clerks’ Orphan S., Cheadle Hulme
Wells, L. St. Agnes’ S., Willesden
Wheeler, W.L. Buda Coll., Aldrington, Hove
White, E.M. Colville H., Swindon
Whitehead, F.G. Brookville 8., Filey
Wickett,H.M. Edgehill Girls’Coll., Bideford
Wignall,D. Manchester Warehonsemen &
Clerks’ Orphan S., Cheadle Hulme
Wilkes, D.E. Connaught. S., Dover
Wilks,D. Hovehnrst, Addiscombe, Croydon
Williams, F. Breakspear Coll., Brockley
Williams, F. Edgehill Girls’ Coll., Bideford
Willisins,1.V. Cambridge House, York
Williains,J. Presmylfa High S., Carditf
Williams, M.M. Elsmere S., Reading
Williamson, I.M. Merton S., Doncaster
Wiimot,M. Lancefield S., Southend-on-Sea
Wilson, H. Lowther Coll., Lythain

Wilson, H.J.A.
Avondale Coll., Winchmore Hill

Wiseman, E.E.
Belvedere, Birkdale, Southport.

Witty, E. St. Georges H., Doncaster
Wolfers,G, Margate Jewish College
Wood,C. A. Merton S., Doncaster
Wood,D. Penketh Scheol

Wood, M.A.
Woods,F. E.,
Woods, L. E.M.
S. Farnboro' High 8S., Farnbors’
Woolgar, A.M. Coliegiate S., Havant
Wright, A.R.F. Ashlea H., Southend-on-Sea

Merton S., Doncaster
Salisbury H., Plymouth

Wright.c, Holt IT, Fakenham
Wvatt,M. Larehmount Hall, Yatton
Wvyeherley L High School, Crewe
Wyld,S.G. E. Bridyford College
Young, E.M. Clare House, Worthing

Messrs.

For Cambridge Locals, 1908.
A RATIONAL GEOGRAPHY. By Erxesr Yovxa, B.Sc.,

Head Master of the Lower School of John Lyon, Harrow. A new work on the

AP a lines, with numerous Maps and Diagrams. In Three Parts, each
S: e

Part I.—Climate, The British Isles, Europe. (Ready.
Part II.— Tides, Winds, Currents, Latitude and Loncitude,

America, Africa. : (Shortly.
Part III.— Map Drawing and Projection, Surv°ying, Asia,

Australasia. Lin preparation.

Prospecius free.

HINTS ON TEACHING GEOGRAPHY. By the same

Author. 6d. net.

For Orford and Cambridge Exams., &c.
CONSTRUCTIONS IN PRACTICAL GEOMETRY.

Intended for Candidates for the Oxford and Cambridge School Examinations,
Scottish Leaving Certificate. and Army Qualifying Examinations. By H. F.
WESTLAKE, B.A. Oxon., Senior Mathematical Master, Lancing College.
Crown 8vo, 1s. Prospectus free.

OUR OWN ISLANDS: Elementary Studies in Geo- |

eraphy. For Lower and Middle Forms of Secondary Schools. By H. J.
MACKINPER, M.A., Director of the School of Economies and Polhtical Science,
University of London: late Reader in Geography, University of Oxford. With

14 Coloured Maps, 18 Coloured Plates, numerous Illustrations, and Sketch ,

Maps. In Two Parts, each 1s. 3d.; or, in One Volume, 2s. 6d. Prospectus free

Indispensable for Teachers’ Reference Libraries.

ADVANCED CLASS-BOOK OF MODERN GEO-
GRAPHY — Phrsioal. Political, and Commercial. For Advanced
Students and Teachers, By WILLIAM HvuGuks, F.R.G-S., late Professor of
Geography, King’s College, London. New and Revised Edition, with Coloured
Maps and an Appendix giving the Etymology of Place-names. Crown 8vo,
884 pages, cloth, 6s. Prospectus free.

PHILIPS’ NEW

PUBLICATIONS.

BEFORE ORDERING WALL-MAPS, SEE

PHILIPS’ COMPARATIVE SERIES
= OF LARGH SCHOOLROOM MAPS.

An entirely New and Original Series.
COMBINING PHYSICAL WITH POLITICAL GEOGRAPHY.

Physical Peatures specially prominent.

Political Boundaries clearly shown.
Uniformity of Scale and Comparison of Areas.

Careful Selection and Spelling of Names.

The Geographical Teacher says:— We are delighted to receive a wall-map,

' printed in this country, which can be thoroughly recommended,

There can be no

| hesitation in advising teachers to select this series for their class-rooms.”’

INDIA, IRELAND, CANADA, AND AUSTRALIA JUST ADDED.

Test Maps, without names, to correspond.

Prospectus, with Coloured Section, post free to Head Teachers,

MODEL TEST MAPS.

A New Series for Class Demonstration, reproduced from carefully constructed

i Rehef Models, without Namea.
Size 30 x25 in., 16 sorts, each 2s, 6d. net, or on cloth, rollers, and varnished, 4s. net.
Also as Wall Atlases, or as Sets boxed.

Prospectus free,

The ‘Golden Moan” of Penmanship.

Designed to produce Bold. Legible. and BRavid Writing. free from all the

extruvagunces of other systems.

Three books with French Headlines just added.

!
| PHILIPS’ “SEMI-UPRIGHT” COPY BOOKS.
|

Price 2d. each.
“ We heartily commend these books, as they are among the best we have seen,”

— Head Teacher.

Prospectus, wilh Specimen Pages, post free.

Catalogue of New Publications post free.

London: GEORGE PHILIP & SON, Limited, The London Geographical Institute, 32 Fleet Street.
Liverpool: PHILIP, SON, & NEPHEW, Limited, 45-51 South Oastle Street.

EDUCATIONAL WORKS BY A.

K. ISBISTER,

LATE DEAN OF THE COLLEGE OF PRECEPTORS.

Nineteenth Edition. 16mo, 1s. 6d. ; or in Two Parts, prico 9d. each.

THE ELEMENTS OF ENGLISH GRAMMAR AND

COMPOSITION, including the Analysis of Sentences, simplified
for Beginners.

Tenth Edition.

M.A. LL.B.,

12mo, price 6d.

A FIRST BOOK OF ENGLISH GRAMMAR, GEO-
GRAPHY, AND ENGLISH HISTORY. With Arithmetical

Tables, Dates, &c.

Lonpon; LONGMANS & CO., Paternoster Row, E.C.

104

MESSRS.

THE EDUCATIONAL TIMES.

BELL’S BOOKS

(Feb. 1, 1908.

FOR THE COLLEGE OF PREGEPTORS’ EXAMINATIONS, 1908.
FIRST AND SECOND CLASS (SENIOR AND JUNIOR).

ENGLISH.

SHAR ees MERCHANT OF VENICE and JULIUS

AR. Edited, with Introduction and Notes, by T. DUFF BARNETT,
B.A. 2s. euch.

Notes, separately. 1s. each.

Text, with Introduction and Glossary, by Jonn DENNIS.
ls. net each.

(Belt s English Classics. )

Illustrated.
(Chestetck Shakespeare.)

THE PARAPHRASE OF POETRY. A Practical Handbook on
Paraphrasing, for Use in Schools. By Epwunp CANDLER. With Intro-
duction, Specimens of Paraphrases, and numerous Examples, 1s. 6d.

MASON’S ENGLISH GRAMMAR: Including the Prin-
ciples of Grammatical Analysis. Fortieth Edition, 3s. 6d.

ARITHMETIC.

NEW SCHOOL ARITHMETIC. By CHARLES PRNDLEBURY, M.A.,
F.R.A.S., assisted by E. ROBINSON, M. A. Complete, with or without
Answers, Fourth Edition. 4s. 6d. Or in Two Parts, with or without
Answers, 2s. 6d. each. The Answers separately, 6d. net.

NEW SCHOOL EXAMPLES _IN ARITHMETIC.
from the ‘‘ New School Arithmetic.” Second Edition.
Answers, 3s. ; or, in Two Parts, 1s. a. and 2s,

Extracted
With or without

KEY to Part II. 8s. 6d. net.
A JUNIOR fo ETIC. By CHARLES PENDLEBURY, M.A.,
assisted by F. E. Roninson, M.A. Small crown 8vo, ls. 6d.; or, with

Answers, 2s. The Answers, separately, 6d. net.

EXAMPLES IN ARITHMETIC. With some Notes on Method. By
C. 0. TUCKEY, M.A., Assistant Master at Charterhouse, lute Scholar of
Trinity College, Cambridge. Crown 8vo, with or without Answ ers, 3s,

ALGEBRA.

ELEMENTARY ALGEBRA. By W. M. Baker, M.A., and A. A.
BOURNE, M.A. Complete (for the Senior Examn.), Fourth Edition, Revised,
with or without Answers, 4s. 6d. : or, Part L. (for the Junior Exam. ). 28. 6d. ;

or, With Answers, 3s. Part Il., with or without Answers, 2s. 6d. Examples

separately, 3s,

A FIRST ALGEBRA. By the same Authors. Second Edition. 1s. 6d.;

or, With Answers, 2s. This book includes Quadratic Equations, Indices, &¢.

EXAMPLES IN ALGEBRA. ByC.0. Tcckry, M.A. Fifth Edition,
Revised. Crown 8vo, with or without Answers, 3s. Also an Appendix of
Supplementary Examples, 6d. net.

GEOMETRY.

ELEMENTARY GEOMETRY. By W. M. Baker, M.A., and A. A.
BOURNE, M.A. Complete (for the Senior Exum.), 4s. 6d Also
Books I.-III. For the Junior Exam. Seventh Edition. 2s. 6d

ELEMENTARY PHYSICS.

A FIRST YEAR’S COURSE IN PRACTICAL PHYSICS.
By JaMES SINCLAIR, M.A. Glas., B.Sc. Lond.. Head Science Master in

Shawlands Academy, Glasgow. 'Third Edition. With numerous Dia-
grams. ls.

A SECOND YEAR'S COURSE IN PRACTICAL PHYSICS.
By JAMEs SINCLAIR, M.A., B.Sc. 1s.

A THIRD YEAR’S COURSE on PRACTICAL PHYSICS.

LATIN.

CAESAR: DE BELLO GALLICO. Books I. and II. Edited, with
Introduction, Notes, Exercises, and Vocabulary, by A. C. LIDDELL, "M.A. AN
Assistant Master at Westminster School, W ith numerous Illustrations,
Maps, and Plans, 1s, 6d. each. (Bell’s Illustrated Classics. j

Transiation. ls. (Bell's Classical Translations.)

VIRGIL: AENEID. Book I. Edited, with Introduction, Notes, and

Vocabulary, by the Rev. E. H. EscorT, M.A., Assistant Master at

Dulwich College. 1s. 6d. (Bell's Illustrated Classics.)
Translation. ls. (Bell's Classical Translations.)
VIRGIL: AENEID., Book X. Abridged from Prof. CONINGTON’S
Edition, With Notes. ls. 6d. (Cambridge Texts with Notes.)
HORACE: ODES. Book III. Edited, with Introdnetion, Notes, and

Vocabulary, by H. LATTER, M.A., Assistant Master at Cheltenham College.
With numerous Illustrations. 1s. 6d. (For the Senior Exam.)

(Bels Illustrated Classica.)
Translation. 1s. (Bell's Classical Translations.)

BELL’S ILLUSTRATED LATIN COURSE, for the Firat
Year. By E. C. MARCHANT, M.A., and J. G. SPENCER., B.A. In
Three Parts. With Coloured Plates and numerous other Illustrations,
Price 1s. 6d. each.

BELL’S CONCISE LATIN COURSE.
and J. G. SPENCER, B.A. 2s.

BELL’S CONCISE LATIN COURSE.
MARCHANT, M.A., and N. E. WINBOLT, M.A. 2s.

GREEK.
EURIPIDES: HECUBA. Edited by the Rev. A. W. Upcotr, M.A..

Head Master of Christ's Hospital. With Introduction, Notes, Appendices,
and Vocabulary, and numerous Illustrations. 2s. (For the Senior Exain.)

(Bell's Ilustrated Classics.)
Transiation. 1s.

(Bell’s Classical Translations.)
XENOPHON: ANABASIS. Book I. Edited. with Introduction,
Notes, and Vocabulary, by E. C. MARCHANT, M.A. With Illustrations and

Map. 1s. 6d. (Bells Illustrated Classics.)
Translation. 15s. (Bell's Classical Translations.)

CLIMAX PROTE. A First Greek Reader. In Two Pro-

By E. C. MARCHANT, M.A.,

Part II. By E. C.
6d.

gressive Parts, with Hints and Vocabulary. By E. C. MARCHANT, M.A.
With 30 Illustrations. 1s. 6d.
GERMAN.

BELL’S FIRST GERMAN COURSE. By I. B.T. CHAFFEY, M.A.,

Assistant Master at Eton. Crown 8vo. Illustrated. 2s.
GERMAN PROSE COMPOSITION. Consisting of Selections from

Modern English Writers. With Grammatical Notes. Idiomaue Renderings,
and General Introduction. By C. A. BUcthniim, Ph.D. Eighteenth Edition.
F’eap, 8vo. 4s. 6d. A KEY tothe First and Second Parts. Fourth Edition.
3s. net. To the Thirdand Fourth Parts. 4s. net.

INORGANIC CHEMISTRY.

ELEMENTARY INORGANIC CHEMISTRY. By
WALKER, D.Sc., Ph.D., F.R.S. Third Edition, revised. 3s. 6d.

PRACTICAL CHEMISTRY.
AN INTRODUCTION TO CHEMISTRY. By D. S. MacNair,

JAMES

By JAMES SINCLAIR, M.A., B.Sc. Is. €
THIRD
ARITHMETIC.

NEW SCHOOL ARITHMETIC. By CHARLES PENDLEBURY, M.A.
Part I. With or without Answers, 2s. 6d.

A yh hed ARITHMETIC. By CHARLER PENDLEBURY, M.A., and

. E. RosiNsoN, M.A. 1s, 6d. ; or, with Answers, 28.
ALGEBRA.

ELEMENTARY ALGEBRA. By W. M. Baker, M.A., and A. A.
BOCRNE, M.A. Part I. To Quadratic Equations. Third Edition, revised.
2s. 6d. ; or, with Answers, 3s.

A FIRST ALGEBRA. By the same Authors. 1s. 6d.: or, with
Answers, 2s

GEOMETRY.

ELEMENTARY GEOMETRY: By W. M. BAKER, M.A.. and A. A.

BOURNR, M.A, IL Containing the substance of the Theorems

contained in Buea RE Props. 1 to 32, witha Chapter on Basy Experi-

mental Geometry. Filth Edition. 1s.

|

| |

Ph.D., B.Sc. Fourth Edition, revised. 2s.
CLASS.
ENGLISH.

A JUNIOR ENGLISH GRAMMAR. Based on Mason's Grammars,
Revised and Augmented by A. J. ASHTON, M.A., Examiner in English to the
College of Preeeptors. Crown 8yo, ls.

ELEMENTARY ENGLISH GRAMMAR THROUGH COM-
POSITION. By Jonuwn D. Ross, M.A., Rector of the Kirkealdy High
School. Small crown 8vo, Is.

LATIN.

CAESAR: DE BELLO GALLICO. Book I. Edited, with Intro-
duction, Notes, and Vocabulary, by A.C. LIDDELL, M.A. With IHlustrations
and Mup. Is. 6d. (Bell's Illustrated Classics.)

Transiation. ls. (Bell's Classical Translations.)
EUTROPIUS. Books I. and II. FEdited, with Introduction, Notes, and

Vocabulary, by J. G. SPENCER, B.A., ‘Assistant Master at St. Paul's
School, With numerous Hlustrations and Map. Is. ód.

(Mel's Illustrated Classics.)
Translation. 5s. (Bohn's Classical Library.)

LATIN UNSEENS. Selected and arranged by E. C. MARCHANT, M.A. 1s.

London: GEORGE BELL & SONS, York House, Portugal Street, W.C.

London: Printed by C. F. Hopson & Son, 2 Newton Street. High Holborn, Londen, W.C. ;

and Published by Francis Hopasoy, 89 Farringdon Street, E.C.

[ Entered at the New York Post Otlice as Second Class matter, J

A

EDUCATIONA

AND

aan. Pa
AAA oe : g >
E S Po ~~

~ © a
~

AN,

Journal of tbe College of Preceptors.

Vol. LXI.] New Series, No. 563. MARCH 2, 1908.

Members, 6d. ; by Post, 7d,

| Published Monthly, price, to Nor-
Annual Subscription, Te.

OLLEGE OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

College, Ltd.

3 Principal—J. W. Kxive, L.C.P., F.R S.L.
MEMBERS’ MEETING. | Vice-Principal—S. H. Hooke, B.A., Hons. Lond.

The next Monthly Meeting of the Members will take
place on Wednesday, the 18th of March, at 7.30 p.im., | Specially arranged Courses for
when T. PERCY NUNN, Esq., M.A., D.Sc., will read a:

Paper on “ Science in correlation with Geography and

LONDON MATRICULATION,
Mathematics.”
A Discussion will follow the reading of the Paper. _ | B A B D B Sc
aeni Ler have the privilege of introducing their a ag @ ag a ag
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the SECRETARY.

IWOLSEY HALL, OXFORD.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
31st of August, 1908.

Practical Examination for Certificates of
Abili to Teach.—The next Practical Examina-
tion will be held in May.

Certificate Examinations.—The Midsummer
Examination for Certificates will commence on the
Mth of June, 1908.

Lower Forme Examinations.— The Midsum- |! f 'HE
ier Examination will commence on the 30th of June,

Professionai PreliminaryExaminations.—
These Examinations are held in March and September.
the Autumn Examination in 1908 will commence on

sepals aise LOCAL CENTRE EXAMINATIONS (Syllabus A).
Inspection and Examination of Schools. | Examinations in Theory at all Centres in March an
—Inspectors and Examiners are appointed by the) November; in Practical Subjects at all Centres in
College for the Inspection and Examination of Public! March-April, and in the London District and certain
and Private Schools. | Provincial Centres in November-December also. En-
Itries for the November-December Examinations close

Wednesday, October ith, 1908.

SCHOOL EXAMINATIONS (Syllabus B).
Held three times a year, viz., June-July, October-
November, nnd March-April. Entries for the June-
July Examinations close Wednesday, May 13th, 1908.

Specimen Theory Papers set in past years (Local Centre
or School) can be obtained on application. Price 3d.
set, per year, t free.
P dyliabuses A and B, entry forms, and any further
information will be sent post free on application to—
JAMES MUIR, Secretary.
15 Bedford Square, London, W.C.
Telegrams: ‘‘ Associa, London.”

ASSOCIATED BOARD

OF THE R.A.M. anv R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.

PaTRON: His MAJESTY THE KING.
PRESIDENT: H.R.A. THE PRINCE OF WALES, K.G.

The Regulations for the above Examinations can be
obtained on application to the Secretary,

LECTURES FOR TEACHERS. .

A.—The First Course of Lectures (Thirty-sixth Annual
Series), by Prof. J. ADAMS, M.A., B.Se.. F.C.P., on
“The Application of Psychology to the Work of the |

School,” commenced on Thursday, February 13th, at:

7 p.m.
The Course is meant to meet the needs of Teachers
who wish toimprove their acquaintance with what under-
lies the principles of their profession, Whether they have
any o n a or AS a me eae
students will be guided, and problems set for their
exercise, Every opportunity will be taken of making | ROFESSIONAL PRELIMINARY
practical apphextions of psychological principles to the | EXAMINATIONS, LONDON MATRIC., INTER.
work of the classroom, 'The Fee for the Course is! ang FINAL B.A. and B.Sc.—Private and Class Tuition
Half-a-Guinea, The Lectures will be delivered on for the above, apd in Science and Advanced Mathe-
Thursday Evenings at 7 o'clock, at the College, Blooms- imaties, by ALEXANDER W. Bain, B.A., B.Sc. (Lond.),
bury Saugata, IWG ALC.. BCS, Anglo-Saxon and, Barly English Text
'Society’s Prizeman (Univ. .. Lond.), Silver
Be aa RANE ERE and Exhibition in Chemistry and Prizeman in Organic
C. R. HODGSON, B.A., Secretary. Chemistry (Univ. Coll. Lond.), Honours in Chemistry
Bloomsbury Square, W.C.

at B.Sc. and at Board of Education Exams. Nearly
2,000 successes in 16 vears.

Mr. Balin is the Head of the Chemical Department,
Tottenham Polytechnic, also a Sub- Examiner to the
University of London and to the College of Preceptors.
„He has prepared the sons of leading public and pro-
‘fessional men for the Universities and Professional

IVERSITY OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN. Entrance Examinations.

; . . . _ Address—Mr. A. W. Bats, B.A., B.Sc., A.I.C.

The attention of Candidates is drawn to the Ordinary : K d
and Honours Diplomas for Teachers, which are strongly Central Tutorial Classes, 207 Gray’s Inn Road, London.
recommended as suitable for those who are or intend to
be teachers.

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-

rt, Edinburgh, Glasgow, Hull, Inverness, S,

ive London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, St. Andrews, Sheffield,
Swansea, and several other towns.

Information regarding the Examinations may be ob-
tained from the Sgc ¥TARY, L.L.A. Scheme, The
University, St. Andrev

CORRESPONDENCE TUITION,
Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. Special tuition
for MEDICAL Prelims. and DipLoMa Exams. Many
recent successes.—F. J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College,
87 Buckingham Palace Road, 8.W.; and BStalheim.
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

Diploma Correspondence | [ ONDON

COLLEGE OF MUSIC.

(Incorporated.)
GREAT MARLBOROUGH STREET. T.ONDON, W.
Patron: His GRACES THE DUKE OF LEEDS.
Dr, F. J. Kany, Mus. Bac, Cantab., Principal.
G. AvUeustvcs Ho_mgs, Esq., Director of Examinations,

EXAMINATIONS, 1908.

The NEXT EXAMINATION in PIANOFORTB
PLAYING, SINGING,* THEORY, and all branches
of Music will be held in London and 400 Provincial
Centres in APRIL, when Certificates will be granted to
all successful candidates.

The Higher Examinations (Practical and Theoretical)
for Diplomas of Associate (A.L.C.M.), Licentiate
(L.L.C.M.), the Teachers’ Diploma, L.C.M., and Fellow-
ship (F.L.C.M.) take place in JUNE, JULY, and
DECEMBER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

LOCAL SCHOOL CENTRE8.— Full particulars with refer-
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report, is
now ready, and may be had of the SECRETARY.

In the Educational Department students are received
and thoroughly trained under the best Professors at
moderate fees. The College is open 10 a.m, to 9.30 p.m.

A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.

VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

COACHING FOR EXAMS.

Resident Students (Ladies or Gentlemen) prepared

for University, Civil Service, &¢., by MR. E. J. BUN
NETT, M.A. (Cantab.): 20 years’ successful experience,

Prospectus, &e., from Mr. or Mrs. BUNNETT, Altdorf,
Vicarage Road, East bourne.

AT LONDON UNIVERSITY
MATRICULATION

DURING THE LAST BIX YEARS

2526

University |
Correspondence College

STUDENTS HAVE PASSED.

FREE GUIDE

To Matriculation and Guides to the Higher
Examinations, post free from

THE SECRETARY,
Burlington House, Cambridge;
or from the London Ottice of
University Correspondence College,
32 Red Lion Square, Holborn, W.C.

106

THE EDUCATIONAL TIMES.

[March 2, 1908.

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 Welsh County Schools’ Asgociation.)

Address — 74 Gowk8R STREET, LonDoN, W.O.
Registrar—Miss ALICE M. FOUNTAIN.

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.

Head Mistresses 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 e to
supply snitable candidates for any vacancy.

School Partnerships and Transfers are arranged.

Hours for interviews (preferably by appointment) :—

11l a.m. to 1 p.m., and 3 to 5 p.m.
Saturdays, 11 a.m, to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Mannged by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistanoe
at a minimum cost to Masters seeking appointments.

The lowest possible fees are therefore charged.
A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appointment) 12 p.m.-1.30p.im.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.) pan.

ONDON INTER - COLLEGIATE
SCHOLARSHIPS BOARD.

ENTRANCE SCHOLARSHIPS AND EXHIBITIONS, 1908.

20 SCHOLARSHIPS and EXHIBITIONS, ranging
in Value from £20 to £50 « vear, for men and women,
tenable at University College, King’s College, and the
East London College, will be offered for competition on
May 12, 1908.

Candidates must have passed the London Matricula-
tion, or an equivalent examination, and be under the age
of 19 on October Ist, 1908.

Full particulars and forms of entry may be obtained
from the SECRETARY OF THE BOARD (A. E. G. ATTUE),
University College, Gower Street, London, W.C.

NIVERSITY OF WALES.
MATRICULATION EXAMINERSHIP IN
CHEMISTRY.

Appointment to the above Examinership for 1908 will
he shortly made. Applications should be sent on or be-
fore Mareh llth to the REGISTRAR, University Registry,
Cathays Park, Cardiff, from whom further particulars
may be obtained,

CEURCE

EDUCATION COR.
PORATION.

CHERWELL HALL, OXFORD.

Training College for Women Secondary Teachers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher's Diploma, Special arrange-
ments made for Students to attend the School of Geo-
graphy.

Exhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

ALISBURY SCHOOL,
SALISBURY,

FOUR SCHOLARSHIPS, all tenable for two years,
two of £15 s vear each for Boarders only, and two of £10
a vear each for Boarders ov Day Boys, will be competed
for on April 10th next. Candidates to be between
uges 12 and 14. The tenure may be extended at the
Council’s discretion.

For particulars, apply--HEAbD MASTER.

EDFORD COLLEGE FOR
WOMEN
(UNIVERSITY OF LONDON),
YorRK PLACE, BAKER STREET, W.

ENTRANCE SCHOLARSHIPS.

Three Entrance Scholarships, each tenable for three
years at Bedford College for Women, will be offered for
competition in June, 1908

DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING,

Students are admitted to the Training Course in
October and January.

The Course ineludes fall preparation for the Examina-
tions for the Teaching Diplomas granted by the Uni-
versities of London and Cambridge.

Full particulars on application to the PRINCIPAL.

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Principal—Miss H. L. POWELL,
late Scholar of Newnham College (Hist. Tripos,
Class I.), late Head Mistress of the Leeds Girls
High School.

A residential College {Providing a year’s professional
training for Secondary Teachers.

The course includes peraan for the Cambridge
Teacher’s Certificate (Theory and Practice), and for
the Teachers’ Diploma of the London University. 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 applies:
tion to the PRINCIPAL, Cambridge Training College,
Wollaston Road, Cambridge.

THE INCORPORATED

FROEBEL EDUCATIONAL INSTITUTE,
TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Traini
College for Secondary Teachers. =

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

TRAINING COLLEGE FOR TBAOCHSBRS.
Principal—Miss E. LAWRENCE,

EINDBERGARTHN AND SCHOOL.
Head Mistrese—Miss A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations,

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two vears at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations,

Prospectuses can be obtained from the PRINCIPAL.

T. GEORGE’S TRAINING

COLLEGE FOR WOMEN TEACHERS,
EDINBURGH.

This College provides a year’s Professional Training
for well educated women who intend to become Teachers
in Secondary and High Schools.

The College ts recognized by the Edinburgh Provincial
Committee for the Training of Teachers under the
sanction of the Scotch Education Department, by the
English Board of Education, and by the Teachers’ Train-
ing Syndicate of the University of Cambridge. :
Pros ectus and further particulars from the Principal,
Miss M. R. WALKER, 5 Melville Street, Edinburgh.

ENMARK HILL GYMNASIUM
AND PHYSICAL TRAINING COLLEGE FOR
TEACHERS.

Full preparation for Publ e Examinations.

British College of Physical Education; English and
Swedish systems,

Board of Education : Science,

Swimining and Sports.

For particulars apply—Miss FE. SPELMAN STANGER,
Trevena, Sunray Avenue, Denmark Hill, London, S.E.

IRKBECK COLLEGE,

BREAMS BUILDINGS, CHANCERY Lawe, E.C.

DAY AND EVENING CLASSES.

Courses of Study under Recognized Teachers of the
University of London for Degrees in Svience
and in Arts.

Science.--Cheimistry, Physics, Mathematics (Pure
and Applied), Botany, Geology, Zoology,

Arts.—Clussies, English, French, German, Italian
History, Geography, Logie, Economics, Mathematics
(Pure and Apphed).

Particulars on application.

The

Tutorial Institute,
39 BLOOMSBURY SQUARE, LONDON.

Principal:

J. F. BWEN, M.A.,
Honours in Mathematics and Physics.

(Founder and for ten years SHA et of
The London and Northern Tutorial College.)

The Principal has had over 12 vears’ successful ex-
perience in preparing by Correspondence and Orally
for the Higher Examinations qualifying Secondary
Teachers, Over 2,000 successes have been officially
credited to his students, who have completed over
300 Diplomas and Degrees. Strong staff of Tutors, all
University Graduates, mostly in Honours.

CORRESPONDENCE INSTRUCTION.
All Fees payable by instalments.

A.C.P.—New Classes now forming for August.
subjects, £4. 4s. Education, £1. lls. 6d.

L.C. P.—Gradnates exempt from all es except
Education. Full Course, £2. 12s. 6d. A.C.P’s. can
complete extra work for L.C.P. for Composition Fee,
£4. 4s. Education nlone, £1. 11s, 6d.

Diploma Guide Free.

inter. Arts.— Full Courses for July. 20 lessons each
subject, £1. 11s. 6d.

B.A.— Thorough Tuition by Honours Graduates,

inter. 8cience.—Special attention to Mathematics
and Physics. Full Course, £2. 2s. each subject.

B.8c.— Expert help by eminent specialists,

Matriculation.— Full Preparation in usual sub-
jects, 10s. 6d. monthly.

R.U., — The Degrees of the Roval University of
Ireland are in some respects more feasible for private
students than the London Exams,

Higher Locale. — Fullest and most successful help.
Usual Subjects, £1. 11s. 6d. each.

FROEBEL CERTIFICATES. — Thoroughly
practical instruction by highly qualified Teachers.

Froebel Guide Free,

AN

ORAL TUITION
in Class and Individually for L.L.A., Matriculation.
Professional Preliminaries, Entrance, and all the Higher
Exsininations. Evening and Saturday Oral Classes.

' The Best
TONIC.

For the restoration of energy and
vitality; the relief of mental and
physical exhaustion, impaired
digestion or appetite, there is no
remedy so beneficial as

HORSFORD'S
Acid Phosphate

(Non-Alcoholic.)

It is a scientific and carefully
prepared preparation of the phos-
phates that provides the tonic and
nerve food needed to improve the
general health.

If your chemist does not have it in stock

he can obtain it from Bovril, Ltd., 152 Old
Street, London, E. C.

-aa a

March 2, 1908.]

THE EDUCATIONAL TIMES.

107

University Tutoriaf Coffege

(Affiliated to University Correspondence College).

Day and Evening Classes

FOR

MATRICULATION

AND OTHER

LONDON UNIVERSITY

EXAMINATIONS

may be taken up at any time at proportionate fees.

At each of the last four Matriculation Eramina-
tims the official Pass Lists of the University credit
University Tutorial College with many more Successes
than any other institution, and at three of these
Kxraminations University Tutorial College is credited
with twice as many Successes as any other institution.

Prospectus, with full particulars of Day and Evenin
Classes for Matriculation, Inter. Kolinas and ren
B.Se. and B.A. and Prelim. Sci. (M.B.), may be had,
post free, from

THE PRINCIPAL,
University Tutorial College, .
Red Lion Square, Holborn, W.C.

Eee
FOR A HICH CLASS LADIES’ COLLEGE.
AN absolutely unique Property has

come into the market, and the Freehold may be
purchased : a great bargain. A magnificently built
and completely equipped modern mansion (erected
by wealt gentleman for own occupation), standing
in 11} acres of beautiful old gardens, adorned with
handsome timber, in a convenient and very healthy
situation on the Western outskirts of London. It
has large accommodation, with a splendid suite of
eight reception rooms and grand central hall and
staircase entirely in oak. Complete domestic offices

for a large staff. Stabling, laundry, model farmery,
glass houses, gardener’s cottage, lodge, tennis lawns,
orchard, &c.

Illustrated particulars of the Agents.
Messrs. GILLOW (Waring & Gillow, Ltd.), 181 Oxford
Street, W. Folio 2047.

TO SELL OR LET.

TEVIoOT GROVE ACADEMY,
HAWICK.

At present Secondary School, under Board ori inally,

and for many years well known as successful

demand in district. opportunity for capable
principal

Particulars—J . Murray & Son, Hawick.

Books at less than Balf-price !!!
Most carefully selected and arranged Stock of
Recent Second-hand Educational Books in London.

HIGHEST PRICES GIVEN
FOR ALL EDUCATIONAL BOOKS.

R. G. RUTHERFORD, A.C.P., Inter.B.A. (late
with W. & G. Foyle),

1 BLOOMSBURY COURT (15 Seconds from Museum-
Tube), High Holborn, W.O.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Grand

Write—SCHOOLS AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E.

: igher
Grade Private School, for which there is again a growing

CARLYON COLLEGE.

55 AND 56 CHANCERY LANE.

LONDON UNIVERSITY EXAMINATIONS.

LONDON MATRICULATION, INTER. ARTS and
SCIENCE, B.A., and B.Sc. Classes (small) Day and
Evening. M.A. Classes. B.A. Honours Classes, Ele-
mentary Greek Class.

Glasses and Tuition for Legal and Medical
| Preliminaries, Accountants’, Scholarship
| Bxaminations, Previous, Responsions, and
General.

Papers Corrected for Schools. Vacation Tuition.

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 “ Phaedo,” “ Pro Plancio,” &c.

SUCCESSES.

1892-1907.—London Matric., 149; Inter. Arts, Sc., and
Prel. Sci., 140, 6 in Hons.; B.Sc., 1896-1906, 25: B.A.,
1891-1905, 95, 14 in Hons. : Medical Prelim., 249; Res-
nsions and Previous, 60; Law Prelim., 62; other
uccesses, 400,
B.A. (LOND.), 1906 and 1907, 15, 3 in
Classical Honours. M.A., 8.
INTER. ARTS, 1907, 6 out of 8.

FREE.

|

The Principals of the Normal Correspondence
College have, through the courtesy of the College

of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 100 pages.
2. L.C.P. 84 p
3. F.C.P. 16 s
And have also published the following Guides.
4. PREL. CERT. 120 pages.
5. CERTIFICATE. BA ci
6. MATRICULATION. 84 p
7. IRISH UNIVERSITY. GARO A

8. OXFORD & CAMBRIDCE LOCALS 100 ,,

These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination,

“ They are written by experts whose advice is the
best procurable.”— Educational News.

“ Will undoubtedly help greatly towards suc-
cess.’’—Schoolmistress.

NORMAL CORR. COLLEGE,

47 MELFORD Roan, East DULWICH, 8.E., and
110 AVONDALE SQUARE, LONDON, S.E.

WALTER J. DICKES, B.A.(Lond.)

; PRIVATE TUITION
FOR EXAMINATIONS, &c.

BEECHEN CLIFF, THE GARDENS,
E. DULWICH, LONDON, S.E.

SECONDHAND BOOKS AT HALF PRICES !
NEW BOOKS AT 25°/, DISCOUNT !

Messrs.

TRUMAN & KNIGHTLEY,

GdSucational Agents,

6 HOLLES ST., CAVENDISH SQUARE,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No, 1167 Mayfair.

This Agency is under distinguished patronage,
including that of the Principals of
many of our leading Schools,

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce yok A and ap gee ge ENGLISH
and FOREIGN MASTE and TUTORS to
Schools and Private Families.

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

(iii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualified and experienced LADY
MATRONS, HOUSEKEEPERS, and HOUSE
MISTRESSES to Boys’ and Girls’ Schools,

No charge is made to Princi , and no charge
of any kind is made to candidates unless an en-
aa be secured through this Agency, when

e terms are most reasonable.

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the megotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charge is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-

Becks for A.C.P., uO Pu FOP., ship be effected through this Agency.

Matric., University, Certificate, Scholarship,

| L.L.A., B.A., and ALL other Examinations supplied.
State wants: send for List. Books sent on dab hen
BOOKS BOUGHT, best prices given. — W, & G.
FOYLE, 135 Charing Cross Road, W.C.

Some Good Modern School Desks

for Sale, some dual, some to seat four.

Also Forms, Drawing Models, Inkwells,
Fire-guards, &c.

Apply, 48 RAVENSDALE ROAD,
STAMFORD HILL, N.

[YYALUABLE TO SCHOOLS.—

Schoolmasters should use the BLACK AUTO-
COPYIST—most perfect, simplest, and cleanly Copyist
invented—ior reproducing Examination Papers, Dia-
crams, Circulars, Music, &c. Original written or
drawn on ordinary paper. Write for Price List and
Specimens, or call and see apparatus in operation.—
AUTOCOPYIST Co., No. 3 Dept., 64 Queen Victoria
Street, London, E.C.

All communications and enquiries are treated
in the strictest confidence.

C.—PUPILS’ DEPARTMENT,

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction, of Pupils to Schools and other
Educational Establishments. No charge is
made for registration.

ig negotiations entrusted to MESSRS. TRUMAN &

NICHTLEY receive prompt and careful attention,
every effort being made to save clients as much
time and trouble as possible.

Prospectya iri

O

f

108

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, W.-C.

Lectures for Teachers

ON THE

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE APPLICATION OF PSYCHOLOGY TO THE
WORK OF THE SCHOOL.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the University of London.

The First Course of Lectures (Thirty-sixth Annual Series) commenced on Thurs-
day, February 13th, at 7 p.m.
he Course is meant to meet the needs of teachers who wish to improve their
acquaintance with what underlies the principles of their profession. whether they
have any examination in view or not. The lecturer will treat his subject in such a
way as to fit in with the requirements of the College in connection with the examin-
ations for the Associateship, the Licentiateship, and the Fellowship, The reading
of the students will be guided, and problems set for their exercise. Every oppor-
tunity will be taken of making practical applications of psychological principles to

the work of the classroom,
SYLLABUS.

I. (Feb. 13.) Nature and scone of Psychology: border-land between physio-
logy and psychology: characteristics of consciousness: the psychological attitude
of mind: the teacher's use of psychology: Professor Mimsterberg’s view : the inter-
mediary between psychology and education: genetic psychology: experimental
methods; child study.

II. (Feb. 20.) Consciousness: its fundamental character: its polarity: its in-
sulation: “the general consciousness”: the ego or self: the snbjective and ob-
jective: the unity of individual consciousness: meaning of the subconscious:
advantageous position of educator as external influence,

IHI. (Feb. 27.) Manipulation of Consciousness: the various modes of being
conscious: the so-called faculties: concentration and diffusion of consciousness :
interest and attention: interaction between them: interest as means und as end:
relation between the interesting and the easy: kinds of attention : physiological
mechanisin of attention,

IV. (March 5.) Sense-perception: nature of pure sensation: the senses, general
and special: the gasential mark of perception: the respective contributions of
sensation and perception to knowledge: nature and scope of observation: its rela-
< to inference: the gaping point: danger underlying the phrase *' the training of
the senses,”

V. (March 12.) Mental content: the unit of mental content: the idea: laws of
the interaction and combination of ideas: apperception; presented content and

resentative activity: gradual modification of presentative activity : transitive and
intransitive elements of thought: the static and dynamic view of the concept: the
logical and psychological aspect of the concept.

VI. (March 19.) Habit: habit based on the laws of association: these laws not
limited to ideas: association a general principle of organic development : place and
value of habits in education: accommodation and Co-ordination: the elimination of
consciousness: convergent and divergent association; the continuum: redintegra-
bion.

VH. (March 26.) Retention and recall: physiological basis of memory : plasti-
city: memory not limited to intellectual process: personal identity: question of the
possibility of improving the quality of memory : educational applications of mnemo-
nies: learning by rote; obliviscence: element of purpose in memory.

VIII (Aprl 23.) Imagination: place of imagery in thinking: limitations im-
posed by images: Importance of clearly imaged ends in ordinary life: practical
applications in the schoolroom: the æsthetic imagination: cause of general suspicion
of the“ busy faculty ’’: scientific uses of the imagination: exact meaning of * pictur-
ing out”: relation of the imagination to the ideal.

IX. (April 30.) Judgment and reasoning: relation between logic and psycho-
logy: concept, Judgment, reasoning correspond generally to term, proposition,
syllogism: essential meaning of thinking is an adaptation of means to ends on the
ideational plane: the purposive aspect of apperception : distinction between mere
redintegration and thinking: the laws of thought as thought: the fundamental
condition of all mental process: what underlies fallacies.

X. (May 7.) Human nature: general tendency to over-estimate the cognitive
aspect: relation of knowledge to character: temperament the physical basis of
character: classification of temperaments and of character types: advantages and
dangers of such classifications: personality: permanency of temperaments and
means by which they nay be moditied: types of troublesome pupils: treatinent of
the different temperaments in school,

XI. (May 14.) The emotions: value of the emotions in human life: like sensa-
tions they are subject to the law of relativity: emotions are to be utilized, not
eliminated: cuse of popular depreciation of the emotions: emotions are to be
regulated by ideas: classitication of the emotions: their expression: Lange-James
theory of relation between emotion and its expression: element of truth in the
theory and its great practical importance to teachers, l

XII. (May 21.) The will: relation of will to feeling on the one hand and know-
ledge on the other: the appeal of the motive: fallacy of “the strongest motive”:
resolution of the dualism implied in the process of making up one’s mind; meta-
physical excrescences obscuring the problem of the freedom of the will: the evolu-
tion of the will in its relation to desire: the possibility of the training of the will:
fundamental importance of the time element in this training.

The Fee for the Course of Twelve Lectures is Half-a-Guinea.

*.° The Lectures will be delivered on TouRSDAY EVENINGS, at 7 o'clock, at the
College, Bloomsbury Square, W.C.—Members of the College have free admission to
the Course.

THE EDUCATIONAL TIMES.

[March 2, 1908.

FRENCH and GERMAN

taught rapidly and thoroughly b
Correspondence. |

STUDENTS PREPARED FOR ALL EXAMINATIONS
BY OUR STAFF OF
NATIVE GRADUATE MASTERS.

SPECIAL COURSES FOR COMMERCIAL STUDENTS.

Over 200 Successes in 1907.

GOLD MEDAL (FIRST PRIZE), Alliance Francaise Competition,
open to all Schools of Great Britain.

FEES.
12/6 per Term (12 weeks).

APPLY TO—
THE SECRETARY,

THE BILLOT FRENCH SCHOOL,
SHEFFIELD.

WILL BE 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 CALENDAR
THE COLLEGE OF PRECEPTORS

FOR THE YEAR 1908:

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, Summer, 1907.
2. Do. do. do. Christmas, 1907.
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907.
£. Do. do. do. Christmas, 1907.
5. Pupers set at Professional Preliminary Examination, March, 1907.
ò. Do. do. do. September, 1907.
7. Papers set at Lower Forms Examination ... ... Summer, 1907.
8. Do. do. ee .-» Christrnas, 1907.

*,* Nos. 3, 4,5, and 6 may be had sepurately, price, free by post, 7d. each
set. Nos. 7 and 8, price, free by post, 4d. each set.

The Diploma Papers are to be had only in the
‘** Calendar.’

FRANCIS HODGSON, 89 FARRINGDON STREET, Lonpon, E.C.

e

March 2, 1908. ]

of SECOND-HAND

School, Classical,
Mathematical,

Scientific Books

J. POOLE & CO.,

104 Charing Cross Rd.,

AND

2 Manette Street, Soho,

NEW AND SECOND HAND. WRITE TO US FOR A QUOTATION.

THE

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME IX.,

1907, 7s. 6D. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods
of education.

MACMILLAN & 00., Ltd., LONDON.

THE EDUCATIONAL TIMES.

109

GEORGE GILL & SONS, LTD.,

A Selection of Publications from the

Orford and Cambridge Edition
Oron. and Cantab. Edition

FOR THE

in London. | COLLEGE OF PRECEPTORS EXAMINATIONS, 1908.

Religious Knowledge.

THE OXFORD AND CAMBRIDGE EDITION ST. s. àd.
MARK. Edited by Rev. F. MARSHALL, M.A. ... sas si Sener ee 6
THE OXON. AND CANTAB. EDITION ST. MARK.
Edited by Rev. F. MARSHALL, M.A. For Third Class Candidates net 1 0
THE OXFORD AND CAMBRIDGE EDITION ACTS.
Part I. Edited by Rev. F. MARSHALL, M.A. ... = "ee . 16
THE OXON. AND CANTAB. EDITION ACTS.
Part I. Edited by Rev. F. MARSHALL, M.A. ... C; .. net 1 0
THE OXFORD AND CAMBRIDGE EDITION ACTS.
Part Il. Edited by Rev. F. MARSHALL, M.A.... a se . 1 6
THE OXON. AND CANTAB. EDITION ACTS.
Part Il. Edited by Rev. F. MARSHALL, M.A.... sos .. net 1 0
THE OXFORD AND CAMBRIDGE EDITION JOSHUA.
Edited by Rev. F. MARSHALL, M.A. ... - ol ak set wc 16
THE OXFORD AND CAMBRIDGE EDITION JUDGES.
Edited by Rev. F. MARSHALL, M.A. ... ids as a Y . 1 6
THE OXFORD AND CAMBRIDGE EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. ... ia as aa x . 1 0
THE OXFORD AND CAMBRIDGE EDITION NEHE-
MIAH. Edited by Rev. F. MARSHALL, M.A. ... saa = . 1 0
English.
THE OXFORD AND CAMBRIDGE EDITION MER-
CHANT OF VENICE. Edited by StanLey Woop, M.A. 2: 2 6
THE OXFORD AND CAMBRIDGE EDITION JULIUS
CHABAR, Edited by STANLEY Woop, M.A., and A. SYMS- =
oop, B.A. ...

THE OXFORD AND CAMBRIDGE EDITION MAR-
MION. (Complete.) Edited by Rev. F. MARSHALL, M.A.... 2 6

THE OXFORD AND CAMBRIDGE EDITION MAR-
mete p OREO I. and Vi. Edited by Rev. F. MAR- zo
BALL, MAS os as za | eee Oe teat becete WAL | ate * apes

In the above works the necessary “‘ Notes ” have been added to enable Candidates
to answer questions set by the Examiners.

GUIDE l
to the 1908 College of Preceptors Examinations, and Complete Inst,
and Pages, of the ‘‘ prescribed ’’ Books contained in the

Oxford and Cambridge Edition,
Post free.

THE NORMAL PREPARATION TEST MAPS.

. each net. (Copyright.)
By REGINALD GILL, F.R.G.S., London Chamber of Commerce.

This New Series of Test Maps has been produced in order to pora a ready means
of discovering the Geographical Knowledge of the Pupil. The form in which each
Map is issued gives all Pupils, for the first time in Test Maps, an equal opportunity.
In fact, thename list attached to every Map records the work attempted by the Pupil.
The Material upon which the Pupil is required to show his knowledge accompantes
each Map in such a manner as to obtain the fullest results.

UNIFORM WORK BY EACH SCHOLAE..
Instructions to Junior and Senior Students are provided, together with hints for
suitably doing the work. Specimen lettering is included.

: COLOURED TEST MAPS. :
The Map is already coloured for the Student, so obviating this inconvenient process
in School work.

OUTLINE MAPS SUPERSEDED.

Though not requiring the Pupil to complete the actual outline, the Normal Test
Maps supply sufficient data in Art Colours to enable him to do the work. By this

means the objection against all other Outline Maps that the Pupil has no practice in
drawing the contour is removed,

THE SERIES INCLUDE:

EUROPE: British Isles and North Sea, England and Wales, Scotland, Ireland,
France, German Empire, ered Balkan Peninsula, Russia.
ASIA: India, AFRICA. N. RICA. UNITED STATES. AUSTRALIA.

Specimen Map free to Teachers.
A Key to the whole of these Test Maps is issued, entitled The Sphere Atlas, 1s. 64.

Complete Catalogue post free.
London: CEORCE GILL & SONS, Ltd., 13Warwick>Lane, E.G.

110

THE EDUCATIONAL TIMES.

[March 2, 1908.

College of Preceptors Certificate
LEraminations.

Suitable Books issued by the University Cutorial Press.

ENGLISH AND FRENCH.

MATRICULATION ENGLISH COURSB. By W. H. Low,
. and JOHN BRIGGS, M.A., F.Z.S. Second Edition. 38. 64.

GOLKOKO. OF ENGLISH HISTORY. By M.E.

CARTER. 25.

HISTORY OF ENGLAND, THE TUTORIAL.
By C. S. FEARENSIDE, M.A. 48.

FRENCH COURSE, BARLETS FRECHE TORS
JUNIOR. By ST&PHANE BARLET, B. òs Se. Univ. Gall. 1s.

JUNIOR FRENCH COURSB. By E. Wesxrey, DA With

passages for Translation into French. Second Edition. 28. 6d.

JUNIOR FRENCH READER. With Notes and Vocabulary.
By ERNEST WEKKLEY, M.A. Second Edition. 18. 6d.

MATRICULATION FRENOH COURSE. By E. WerxEry,
M.A. Third Edition. 38.6

MATRICULATION FRENCH RBÐADHR. Containing Prore,

Verse, Notes, and Vocabulary. By J. A. PERRET, Examiner in the University
of London. 28. 6d.

(To 1901.)

MECHANICS.

DYNAMICS, THH TUTORIAL. By Wms. Briaas, LL.D.,
, and G. H. Bryan, Sc.D., F.R.S. Second Edition. 38. "ed.

HY: ‘DROSTATIOS MATRICULATION. By Ws. Bricas,
L.D., M.A., B.Sc F.R.A S., and G, H. BRYAN, Sc.D. Second Edition. 28.
HOH ANIOS, JUNIOR. By F. Rosrnperc, M.A., B.Sc. 2s. 6d.

SLA TIOR, THE TUTORIAL. By Wx. Briıcas, or D., M.A.,
F.R AS, and G. H. BRyan,8c.D. Third Edition. 38. 6d

re,

———— — m —— ee

MATHEMATICS.

ALGEBRA, THE NEW MATRICULATION. With a
Section on Graphs. By R. DEAKIN, M.A. Fourth Edition. 38, 6d.

ALGBBRA, TUTORIAL. Advanced Course. By Dr. Wm:
BriGcas and Prof. G. H. Bryan. Second Edition. 66. 64.

ARITHMETIC, JUNIOR. By R. H. Corg, B.A. 2s. 6d.
ARITHMBTIC, THB SCHOOL. An edition of the Tutorial

Arithmetic adapted for school use, With or without Answers. By W. P.
WORKMAN, M.A., B.Sc. 38, 6d. Also in Two Parts. Part I., 28. Part II., 28.

BUCLID. By Rurrrtr Dearty, M.A. With Problems in Practical
Geometry. Books 1., II.,18. Books I.-IV., 28. 6d. Books V., VI., XI., 18. 6d.

GHOMNTRY, THHORETICAL AND PRACTICAL. By
. P. WORKMAN, M.A., B.Sc., and A. G. FACE NEEL, M.A., B.Sc. Part I.
alini -ITI.), 28. 6d. Part II. (Sections IV., ;

This work is also published in Sections as Paren —
Section I. Introductory Course. 9d.
Section II. Rectilinear Figures (Euclid I.). 1s. 6d.
Section IlI. The Circle (Euclid III. 1-34, IV. 1-9). 1s.

Secrion IV. Rectangles and Polygons (Euclid II., III. 35-37,
and IV. 10-16). 1s.

Section V. Similar Figures.

1s. 6d.

THE NEW o AOR HRBAT.

SCIENCE.

BOTANY, FIRST STAGH. By A.J. Ewarr, D.Sc., F.LS. 2s.

BOTANY, TEXT-BOOK OF. By J. M. Lowson, M.A., B.Sc.,
F.L.S. Third Edition. 68. 6d

CHEMISTRY, JUNIOR. By R. H. Apwe, M.A., B.Sc.
[In preparation.

CHEMISTRY, A s COURSE IN BXPHRIMENTAL.
By W. T. Boone, B.A.,

CHEMISTRY, cae ae MATRICULATION. Con-
taining nll the Chemist ry required for London Matriculation. By Dr. BAILEY.
Third Edition, Rewritlen and Enlarged. 58. 64.

JUNIOR HXPRRIMENTAL SCIHNCH. By W. M. Hoortox,
2s. 6d.

MAGNETISM AND BLEOTRIOITY, THH SCHOOL.
By R. H. JUDE, M.A., D.Sc

THE NEW
MATRIOULATION LIGHT. THE NEW MATRIOULATION
SOUND. By R. W. Stewart, D.Sc. Three Volumes, each 28. 6d.

BOOK-KEEPING AND HYGIENE.

BOOK-KHEPING, JUNIOR. By T. C. Jackson, B.A., LL.B.
8.

BOOK-KHHPING, PRACTICAL LESSONS IN. By T. C.
JACKSON, B.A., LL.B. Third Edition. 38. 64.

ay A FIRST STAGE. By R. A. Lysrer, M.B., B.Ch.,
D.P.H. Fourth Edition. 28.

GREEK AND LATIN.

GREBCE, THE TUTORIAL HISTORY OF. By W.J.
Woopnot 8k, M.A., Professor of Greek in the University of Sydney. 48. 6d.

GRBHK RHADER, THH TUTORIAL. By A. W. Youre,
a ee With Notes and Complete Vocabularies. Second Édition, Enlarged.

LATIN AUTHORS, MATRICULATION SHLECTIONS
FROM. Edited by A. F. Wart, M.A., and B. J. Hayes, M.A. Second

LATIN COMPOSITION. By A. H. Attcrorr, M.A., and J. H.
Hayvon, M.A. Sirth Edition, Enlarged. 28. 6d.

er CONSTRUING BOOK, THE MATRICULA-
ON. By A. F. Watt, M.A., and B. J. Hayes, M.A. 28.

ie COURSE, JUNIOR. By B. J. Hayes, M.A. Second

Edition. 28. 64.
LATIN RHADHR, JUNIOR. By E. J.G. Forse, M.A. 1s. 6d.

LATIN GRAMMAR, TUTORIAL. By B. J. Hayvrs, M.A.,
and W. F. Masom, M.A. "Fourth Edition. 38.64. Exercises on same, 1s. 6d.

ROME THE TUTORIAL HISTORY OF. Tolta.v. By
H. "ALECROFT. M.A., and W. F. Maso, M.A. Third Edition, Revised and
el Rewritten, by J. F. Strout, B.A. 38. 6d.

Complete Catalogue of the University Tutorial Series, and List of Books for COLLEGE OF PRECEPTORS CERTIFICATE,
OXFORD AND CAMBRIDGE LOCALS, and other EXAMINATIONS, post free, on application.

UNIVERSITY TUTORIAL PRESS, LD., W. B. CLIVE, 157 Drury Lane,
LONDON, W.C.

March 2, 1908. ] THE EDUCATIONAL TIMES. 111

Messrs. LONGMANS & CO.’S_ LIST.

By BENJAMIN HALL KENNEDY, D.D.,
Late Regius Professor of Greek in the University of Cambridge. )

THE REVISED LATIN PRIMER.

Crown 8vo, 2s. 6d.

A SHORTER LATIN PRIMER.

Crown 8vo, Is.

EXERCISES ON THE SHORTER LATIN PRIMER.
By M. G. and J. KENNEDY and H. WILKINSON, M.A. Crown 8vo, ls. 6d.
A KEY, for the use of Masters only. 28. 9d. net, post free.

mn eee te

By T. K. ARNOLD, M.A.

PRACTICAL INTRODUCTION TO LATIN
PROSE COMPOSITION.

Edited by G. GRANVILLE BRADLEY, D.D., formerly Dean of Westminster. ös.
A KEY, for the use of Masters only. Ss. 24d. net, post free.

See ee eeeee——_—OoOoOoOO Soa ee _ — ee eee ee

LONGMANS’ FRENCH COURSE. By H. G. LIDDELL, D.D., and ROBERT SCOTT, D.D.
Greek-English Lexicon, 4to, 36s.

Longmans’ French Grammar. By T. H. Ber- | Greek-English Lexicon. Abridged from the above.

Cesena B.A., Mus. Bac., Assistant Master in the City of London School. Revised throughout. Square | 12mo, 7s. 6d.
rown ovo. EE

Grammat Part I. Up to and including Regular Verbs, with Vocabularies, By H. R. HEATLEY, M. A., aia. H. N. KINGDON, MA.

Grammar. Part II. Including Pronouns, Adverbs, Irregular Verbs, Sub-

junctive Mood, Infinitive, and Participles, with Vocabularies, &c., 1s. Gradatim. An Easy Latin Translation Book for Be-
Parts I. and II. Complete in One Vol., 2s. ginners. With Vocabulary. Fcap. 8vo, 1s. 6d.
KEY and SUPPLEMENT, for the use of Masters only. A KEY, for the use of Masters only. 5s. 2}d. net, post free.

; í i adatim. By H. R. Heattey, M.A.
Longmans’ Illustrated First Conversational Ex orcison pea re ` am a ,
Fe nA Mts hee Ww oe ann full A een emarien, ian T. H Perie Aa Ara a
SHAW us c ith 86 Hllustrations (inelu ing iews of the Public sis s s
Buildings, &e., of Paris, and Plan of Paris, illustrating * Ma Première Visite ù Excerpta Facilia. A Second Latin Translation Book.
Paris ”). Crown 8vo, ls. 6d. Containing a Collection of Stories from various Latin Authors. With Notes at
end, and a Vocabulary. Crown 8vo, 2s. 6d.

Longmans’ Illustrated First French Reading | 4 KEY, forthe use of Masters only. 5s. 3d. net, post free.
Book and Grammar. By Joun BipGoop, B.Sc., and THomas Har- |) = ~~

BOTTLE. Crown 8vo, 1s. By ARTHUR SIDGWICK, M.A.
Longmans’ Illustrated Second French Read- . A First Greek Writer. Crown 8vo, 3s. 6d.

ing Book and Grammar. By JoHn Bipaoop, B.Sc., and J. Watson |
CA MEREL: With 40 Illustrations.» Crown 8vo, 2s. A KEY, for the use of Masters only. 5s. 24d. net, post free.

i < eae: He Yas Introduction to Greek Prose Composition.
By LEON CONTANSEAU, MA With Exercises, Crown 8vo, 5s.

Pr al D f th F A KEY, for the use of Masters only. 5s. 3d. net, post free.
A Practic ictionary o e French and ve
English Languages. Post 8vo, 3s, 6d. Scenes from Greek Plays. Rugby Edition.

Pesala sky and Ada apa lou ane use of ee : rar dak n sata each,

M4 s tophanes.— Ihe Clou e e Knights utus.

A or ookot Dictionary of the French and Euripides. icin her ae Tauris, The Cyclops. lon. Electra,
Bacc ea.

Alcestis.
English Langus ages. Being a careful Abridgment of the Author's “ Prac- | . Hecu
tical French and English Dictionary,” preserving all the most useful features | : .
of the Original, condensed in a much smaller Volume. Square 18mo, 1s. 6d. | An Introduction to Greek Verse Composition.
*,* Special Edition for Travellers and Pocket Use, bound in leather tuck, price By ARTHUR SIpDewicK, M.A., and F. D. Mogicr, M.A. With Exercises.
3s. 6d. net. Crown 8vo, 5s.

A KEY, for the use ae Masters only. 5s. 2d. net, post Sree.

—— ee om ete — m een nr Salem: ei es

|
By A. A. SOMERVILLE, M.A. By FRANCIS DAVID MORICE, M.A.

A First French Writer. For the use of Lower and | Stories in Attic Greek. With Notes and Vocabulary.
Middle Forms of Schools, Crown 8vo, 3s. 6d. Crown 8vo, 3s. 6d

LONGMANS, GREEN, & CO.. 39 PATERNOSTER ROW, “LONDON.

112 THE EDUCATIONAL TIMES. [March 2, 1908.

Cambridge University Press

THE CAMBRIDGE HISTORY OF ENGLISH LITERATURE

Edited by A. W. WARD, Litt.D., Master of Peterhouse, and A. R. WALLER, M.A.

Volume I. of this work, FROM THE BEGINNINGS TO THE CYCLES OF ROMANCE, is now ready, price 9s. net,

bound in buckram, or lds. net. in half-morocco.

Volume II. THE END OF THE MIDDLE AGES, which will appear about Easter, will deal with Piers Plowman,
Richard Rolle, Wyclif and the minor poetry and prose of their age not already dealt with in Volume I.; Gower, Chaucer
and the Chaucerian school; the beginnings of English prose; and those of Scots literature (Huchoun, Barbour, James IL.,
Henryson, Dunbar, Douglas, &c.) ; the work of the Westminster press ; ballads; and the early days of publie school, college

and university life.

‘“ Tt is not so much in the account given of the great lights of English literature as in the careful study of the whole
subject, a study in which no details are omitted, that the value of the ‘Cambridge History” is to be found. * Beowulf’ is
known to everyone, but the minor poems that appear to be nearly contemporaneous with it are less familiar. And they give
us glimpses of the everyday life on which the epics do not touch. The same characteristic will be found throughout the
volume. The subject is treated with a completeness which gives to the work a unique value for purposes of study ; this value

PRESS NOTICES is greatly enhanced by the bibliographies which, ax in the ‘ Modern History,’ supplement the text.” Westminster Gazette.

on ORE Me N “ The enterprise conducted by Dr. Ward and Mr. Waller promises to achieve as notable a success as the ‘Cambridge

Modern History’. . . . The book can be read with genuine pleasure even by those who have but a slight knowledge of the
subject. To the scholar it is simply indispensable.” — Tribune.

‘‘There is a satisfactory appearance of authority and weight about the first volume. . . . If future instalments are as
worthy of the enterprire as this one, there will be no rivals for the work.’’— Outlook.

The work will be completed in fourteen royal 8vo volumes of about 500 pages each. Each chapter, so far as is possible, is the work of a
writer specially familiar with the subject, while the Editors, Dr. A. W. Ward and Mr. A R. Waller, are jointly responsible for the whole. The
‘Volumes will be sold separately, and there is a special subscription price for the complete work in either binding, namely, £5. 5s. net for the
buckram (payable in fourteen instalments of 7s. 6d on publication of the separate Volumes), and £8. 15s. net for the half-morocco (payable in
-fourteen instalments of 198. 6d.). .4 Detailed Prospectus, showing the Contents of Volume I., and the scope of the other Volumes, will be sent on application,

History of England from the Wars of the | The Theory of Light. A Treatise on Physical

Roses to the Death of Elizabeth. For use in Schools. Optics. By Ricnarp ©. Mactavrin, M.A., LL.D. In Three Parts.
By Arriur D. Innes, M.A., formerly Scholar of Oriel College, Part I.

Oxford | The aim of the treatise, of which this volume forms the

xrora. , l first part, is to give an account of the theory of physical

The complete work (The Cambridge School History of | Part I optics that is systematic, und as complete as possible in the

Crown 8vo England) from which these chapters are taken, is published $ 2 hmits within which the author has thonght it expedient to

’ in three parts :— Demy Svo, contine himself, He hopes that the foundation has been

with 3 Maps und Part I. To 1509 A.D. 2s. | Part 17.'1509-1714. 2s. 9 laid broadly enough to support the whole superstructure,

. s. net. and that the mode of treatment will make clear the rela-

Plan, 28. Part III. 1689-1901. 2s. uon between light and electricity, when those two sciences

Or in ONE VOLUME, 4s. 6d. come into contact.

“We have nothing but praise for this excellent text-book,
The author has had in mind the needs of students at the
Public Schools, roughly speaking between the ages of four-

Shop ly speaking | he ages of fo The Mathematical Theory of Electricity
teen and eighteen, an cir teachers... ough written can
for Publie School boys and teachers, the book will un- and Magnetism. By J. H. Jeans, M.A., F.R.S., Professor

doubtedly be most useful to the Preparatory Schools, and of Applied Mathematics in Princeton University.
also to the general student.'’’— Preparatory Schools Review. :

Press Opinions aa l
n ae i The present book is intended to give the mathematical
of the “Mr. Innes, teilak probably A Y paa oy m theory of the raner of electro-magnetism which every student
schools European history is taught as the foundation o of physics may be expected to have covered. with more or

Complete Work. English history, gives in every case a distinct summary of less of thoroughness, before proceeding to the study of

debe cue A. ith e Thee the interna tieadl Royal Svo, special branches of the subject. The range is very approxi-
aspect of our history has received its due share of attention 15s. net. man a Manic me ne Pi thee i P “nile
almost for the first time, and this alone should be sutlicient aN hE oea ni book s ariii S CAPP ie ee

ke the book welcome in our schools.” — The Practical pa pr AED O TI C E Lor
to ma ; ` the student, and for the physicist of limited mathematical
Teacher. attainments, f

The Two Books of the Kings, In the Re-
vised Version. With Introduction nid Notes by Wiuum | Modern Electrical Theory. By Norwan Rosert

Emery Barnes, D.D., Fellow and Chaplain of Peterhouse, Hulsean CAMPBELL, M.A., Fellow of Trinity College, Cambridge.
Professor of Divinity. “The object of this hook iy to deal with those phases of
These volumes are issued in the Cembridze, Bible for | Demy gva, an e hers which are amet closely connected
Fcap. 8vo, Schools and Colleges, under the general editorship of the J matter, Perhaps the most valuable chapters are a
3s. 6d net, Very Rev. A. F. Kirkpatrick, D.D., Dean of Ely. 7s. 6d. net. dealing with the electron theory, in which great cure has
° j The Times describes this series as one “ which has done (Cambridge been taken to distinguish between assumptions that are
or in 2 Vols more to spread accurate Biblical knowledge among English- ; . fundamental to the modern theory, and those that it may
9 speaking people than any book except the|/Revised Version ”’: Physical Series.) be necessary to abandon after further progress. We can
2s.neteach. and the Guardian says that ‘it is ditlicult to commend warmly recommend the book to the study of both physicists
this excellent series too highly.” and physical chemists. — Oxford Magazine,

London: Camsripce University Press Warenouse, Fetter Lane. C. F. Clay, Manager.

March 2, 1908. ] THE EDUCATIONAL TIMES. 113

an eee ee ey ene
ee

CONTENTS.
Leader: Education v. Decadence .............cccecceseceeeoeseeeees 113 College of Preceptors : l : E
T E E E E EET E T Meee 114 Suggestions from America for English Educationists :
The New Education Bill—Departmental Regnlations—Irish Uni- Lecture by Mr. F. Charles, B.A. ...........cceceeeeeeeeeees 130
vr Reform—Moral Instruction and Moral Training—House- The Winter Meeting for Teachers (continued) ............... 131
: hold Economics for Women Students—The Teaching of Hygiene. The Use of the Voice (Dr. Aikin)— Preventable Physical Defects of
aT of the Kon, O EEE T E A AT i School Children (Dr. Biss and Dr. Collie)—Plato (Mr. Morshead).
niversities an DIC RES cies oct sceiis T Teachers’ Diploma Examination, Christmas, 1907: Lists 133
ts Pes Ge Ee NE ce 120 Certificate Examination, Christmas, 1907: Class Lists of
rive Leian < : Candidates at Colonial and Foreign Centres............ 135
öbin r. J. S. Thornton ............68. 2 : .
Gane ua. ae a T. By the Rev. J.O zee Meeting of the Council of the College of Preceptors...... 138
Bevan, M.A., FCP onic ccciciec scone vevccniastereatontacseciieses 122 Personation at Examinations ........cccccscesscsccsccescnsesececceeees 138
Belgian Technical Schools ..............:cscecssscssscececececsseseeces 123 ROVINE a EEN 138
L.C.C. Inducements to Teachers .......esnssesesseosssosses. esenee 124 Continuation Schools in England and Elsewhere (Ed. Sadler)—The
Correspondence arriere ratas EETNL EE AEPA EER 124 Historians’ History of the World (Ed. Willinms)— Decadence
Aw Appeal for Educational Ponce (1. Gregory Smith)—An Arith: E (Balfour)—The Axioms of Descriptive Geometry (Whitehead).
‘ metic! the Olden Time (J. Vine Milne), &¢. 5 General Notits xcdccodiacesvcnceaecerdinerelsHintevsacsce er enieeanes veee 140
Urrent: Eventa oi ivisdsciivs sass siirron enrere o NAET Aai 127 A Ce F EE ea ed A E T T te ns 142
e a EEE PAA O E and A E E A First Glances PEIE ETE EE PEPA S E EE E
and Prizes—Appointments and Vacancies— Literary Items—General. Mathematics: xciiccsccksuccckdiccndedacvasmeavatensuaaineaceevinataexsee sere 144

The Educational Times. tion in the Roman Empire, and what are the bearings of

education upon the stability of the British Empire? We
imagine that profound differences would emerge from such
Mr. Batrovur does not tell us by what! an inquiry.

one train of thought the occasion of the Henry! The British teacher has very ample reason to magnify
Decadence. Sidgwick Memorial Lecture at Newnham |his office. He recognizes it as his duty not only to convey

led him to discourse on “ Decadence.” |information, but also to train the mind and to mould the
Whether the cold shades of Opposition are depressing, or | character of his pupils; and knowledge and character, we
the adventurous policy of political adversaries inspires alarm, | take it, are tolerably strong staves in the structure of a
or “unsettled convictions” breed uneasy anticipations, orination. In the regeneration of Japan, as in the regenera-
prosperity is wisely mindful of Nemesis, or—it is bootless tion of Prussia a century before, the foundations of the new
to inquire. It is well, however, that a leading statesman, | life were laid in the reformed education of the youth. At the
in a time of rising exports and imports, should be looking , present moment the most progressive nations of the world
ahead and envisaging the possibility of a decline of the|Jook to edtication as the lever that is most essential, and
Empire. Analogies are always instructive, but they require | absolutely essential, to raise them to higher planes of
very careful handling in order to draw from them their true efficiency, not merely in the competitive struggles of in-
import for different times and different circumstances. Even dustry and commerce, but in the moral qualities ot winnhood
the Roman Empire, which has been so often pressed into | and citizenship. And the means to rise are necessarily the
comparison, does not readily furnish a plain.and convincing | means to maintain a rise—the forces that are antagonistic
lesson. Perhaps a direct inquiry, with the comparative'to decadence. If education is deemed so important in
method in subordination, might yield more fruitful results. | countries under an absolute government, and in countries
In that case, one would expect that greater prominence | that are compact and all but self-contained it becomes vital
would be given to Education as a preservative factor. in a country that is largely democratic, open to assault in
Indirectly, indeed, Mr. Balfour recognized the influence ofall the quarters of the globe, and dependent for physical
education by laying great stress upon “the modern alliance! sustenance upon the open seas. Not progress only, but
between pure science and industry,” and by placing emphasis | existence, is involved. The most directly operative and the
“at least as much on the word ‘science’ as on the word| most influential force against decadence in this country is
‘industry.’” ‘If in the last hundred years,” he says, “ the knowledge guided by character; and the generation of this
whole material setting of civilized life has altered, we owe| force, if not wholly accomplished in the schools, is yet the
it . . . to the combined efforts of those who have advanced | regular function of the teacher.
science and thcse who have applied it.” This tribute i The importance of furthering the efficiency of our edu-
science might fairly be qualified; but, without questioning į cational system, both by direct support and by removal of

the material, or even the moral, results claimed for science, ! hindrances, thus stands out in striking relief. By slow and
one must still conclude, as Mr. Balfour himself does, that all | painful steps we have reached an expenditure of over eleven
this “is but an aid to optimism, not a reply to pessimism.” | millions a year upon the elementary branches, and those that
But education is wider than science pure and applied, and | know the requirements best still ask for more. The higher
in its widest application it bears upon the question proposed | branches are crippled sadly, and the Government grants go
for solution. “Under the Roman Empire,” Mr. Balfour re-| little beyond half a million ; while technical education, if it
marks, “education was well endowed, and its professors/|needs considerdble reform, yet also needs more support than
held in high esteem ” ; and yet the Empire declined and fell. | a similar contribution. Sir Norman Lockyer, who has spoken
Shall we infer that education would prove similarly in-|up so valiantly and reasonably for something like adequate
effective for the maintenance of the British Empire? Or driving power, has just been telling the Association of
shall we inquire what was the part really played by educa- | Technical Institutions that “our educational organization

114

reminds one a little of Alice’s wonderful tea party.” The
commercial side of education is also becoming more clamour-
ous. A correspondent of the Times, after a long description
of commercial intelligence and trade organization in. Ger-
many, sums up in these moving terms: “ There is no doubt
that this great and rapidly increasing peaceful army of
trained commercial warriors, unequalled elsewhere in con-
centration of purpose and organized intelligence, is quietly
effecting for Germany, and will in the future effect, more
triumphs than can be achieved by the exercise of any
weapons of war.” Undoubtedly ; and therefore we want the
value of a “ Dreadnought” to bring us to an equal, if not to
a commanding, position. At the same time, it cannot be
said that our business men have yet shown encouraging ap-
preciation of the commercial training afforded in the newer
Universities and other technical institutions. In other
ways, too, we are handicapped not a little by traditional
unintelligence or prejudice. Many parents and employers
persist in clinging to child labour—though, indeed, in very
many cases it is somewhat kard to blame parents, and some-
times, as things stand, even employers. Yet the situation
is economically and nationally wasteful, and some remedy
ought to be devised. Further, while agricultural education
is fairly satisfactory in view of recent developments, the
Secretary to the Board of Agriculture has reason to com-
plain. “ The number of students pursuing the longer
courses offered by our colleges,” he says, “is not so large as
afew years ago promised to be the case; and it must be
admitted that, in spite of inducements in the form of scholar-
ships given by County Councils, and of the improvement in
the quality of the instruction offered, the English farmer
does not show anxiety to obtain systematic instruction in
agriculture for his son.”

The educational awakening is not yet complete. Mean.
time, in the fundamental sphere of elementary education,
the energies that should combine for the good of the children
and of the nation are painfully dissipated in ecclesiastical
wrangles. The teacher, whose function is so vitally im-
portant for the national welfare, longs for peace, for security
of tenure, for an adequate living, for independence of action.
Let us hope. “A teacher,” says Principal MacAlister,
“cannot be a pessimist, he is seldom an optimist, but by the
law of his existence he must needs be a meliorist.” The
recent teachers’ meetings exhibit an interest and an energy
that stand stiffly against decadence.

ae

THE provisions of the new Education Bill, which is not
introduced as we write, will be public before our present
issue is in the bands of our readers. Without being a
prophet, or the son of a prophet, however, one may con-
fidently anticipate the main lines of the proposals. There
will be no public money apart from public control, and there
will be no toleration of religious tests ; except in so far as
the inevitable denominational concessions may require. The
suggestion of ‘contracting-out” has been condemned
already by the National Union of Teachers. We have yet
to see, however, what the method, if actually adopted, really

THE EDUCATIONAL TIMES.

[March 2, 1908.

implies. On the face of it, the principle would seem to be
practically the same as is happily operative in many other
countries—indeed, in most other countries. The thing to be
feared is that religious (or ecclesiastical) feeling has been so
much exacerbated as to prevent, for the present, a reasonable
solution. Political victors may insist on the political spoils ;
but the experience of other countries, as well as our own
experience, teaches—what should not require teaching in
these days—that force is not a remedy capable of securing a
permanent settlement. As a correspondent truly says, and
as the course of the controversy has shown, “a partial
settlement of the question would be a Pyrrhic victory.”

Pror. SaDueR, writing to the Times on Mr. McKenna’s
Sunday speech, acknowledges that the President of the
Board of Education justly emphasized the part played by
departmental regulations under successive Governments in
the building up of secondary education and of the training
colleges in connexion with the State. ‘‘ But,” remarks Prof.
Sadler, “ he did not point out that such changes by regula-
tion have won the permanent approval of the public in so
far as they have sought to establish a fair balance between
denominational and undenominational effort in English
education.” After quoting provisions of the new regulations
“ committing the State, which should be impartial, to a one-
sided view of what is educationally good for the nation,”
Prof. Sadler writes :

The point which I would respectfully submit to the consideration of
the Government is that English education is the better for combining
denominational and undenominational elements in its structure. Each
element makes its contribution to the welfare of our educational life.
Each gives to it something that the nation needs. Is it not. desirable,.
therefore, that the State should recognize the value of both kinds of
effort? Should not the State help each to attain a high level of ex-
cellence in teaching and hygiene? And is not the true moral of the
chapters in our educational history to which Mr. McKenna referred on
Sunday, that the administrative action of the Board of Education is
most acceptable to the country when it endeavours to foster, among the
friends of denominational and of undenominational schools alike, a
desire for unity of effort in the public intercst—a unity which is not the
less real and fruitful because it expresses itself in different forms of
educational method and of spiritual appeal ¢

The worst of it is that, so long as a well grounded sense of
unfairness exists, energies that should go to “ unity of effort
in the public interest ” are only tco likely to be wasted in
internecine conflict.

It is rumoured—if it is worth while to give heed to
rumour—that the forthcoming Irish University Bill pro-
vides for the reconstitution of the Royal University as a
teaching as well as an examining institution, with an en-
dowment of £30,000 per annum in addition to the £20,000
already given; for the affiliation of the Queen’s Colleges of
Cork and Galway and University College, Dublin (an in-
stitution managed by Jesuits) ; and for liberty to Queen’s
College, Belfast, either to join or to become a separate Uni-.
versity. The voice of rumour is, indeed, very like the voice:
of Provost Traill at Manchester. The Provost stated that
he had “received from Mr. Birrell the positive assurance
that in the proposals which he hopes to be able to lay
before Parliament, Trinity College, its constitution, and its
endowments are absolutely excluded”: that is to say, the
essence of Mr. Bryce’s scheme has evaporated. The Pro-
vost went on to say that,;)in;his own personal opinion,

March 2, 1908. |

THE EDUCATIONAL TIMES.

115

Trinity should be reformed “from within if possible,” and
that there should be created in Belfast a University founded
on the existing Queen’s College, as well as another
University embracing the Roman Catholic College on
St. Stephen’s Green, together with the Cork and Galway
Colleges, each of these two Universities to have “ an atmos-
phere of its own, decided by the majority of its students.”
And he clinched this personal opinion by adding the assur-
ance that “it is upon lines of this character that the Chief
Secretary is proceeding.” If this is so, then the Chief
Secretary will need all his powers of conciliation to effect a
permanent settlement of the question.

A WRITER in the current number of A.M.A., discussing
conflicting views on “ Moral Instruction versus Moral Train-
ang,” puts the following three questions :—

(1) Is not Dr. Hayward quite right in his contention that
character can be influenced, as against those who assert the contrary ?
(2) Is not Mr. Paton’s attitude equally right—that moral training is
more important in school life than moral instruction? (3) Has not the
whole question of moral instruction been plunged into unnecessary
‘confusion owing to the failure of those who have discussed it to see that
there is a vital difference distinguishing the problems of primary from
those of secondary education ?

All three questions he answers in the affirmative. It is now
for Dr. Hayward, he goes on to say, to look at the question
from the secondary-school master’s point of view, and to
answer this one question: “ Is direct moral instruction more
effective than indirect moral training at the secondary stage ?”
The terms and ‘the sphere of discussion should have beep
made quite clear at first, and the discriminations now made
will probably simplify the problem. It is not so evident,
however, that the final challenge to Dr. Hayward is couched
in conclusive form. Still, as the challenger says, “ if he can
give an answer upon this straight issue, we, as secondary-
school masters, will at least have something definite to go
upon.”

Tae Women’s Department of King's College, London,
which is located at Kensington, will open next autumn a
post-graduate course of training to women students in house-
hold economics, ‘‘analogous to the courses of special or
professional training already provided for men and women
which connect themselves in growing measure with the
curriculum of the Universities.” The course will aim not
merely at the equipment of future teachers of domestic
science, but at the broader needs of such as propose to
engage in various forms of social and philanthropic work. As
a scheme for systematic training on scientific lines, the project
deserves a cordial welcome, and we wish it all success. We
cannot, indeed, help thinking (in an old-fashioned way, no
doubt) that tho first accomplishment of a girl-graduate is
to be an expert domestic administratrix ; and it is not easy to
comprehend why she should have much, if anything, to
learn on the subject in post-graduate days. Still, we fear,
she often has gaps in her knowledge. But let us be practical,
at all events: it should not be considered necessary to make
the students expert chemists, physiologists, architects,
plumbers, and so forth (though some exception might well
be made in favour of expert plumbers, if such an educational
product be really feasible). The tendency seems to be to
overdrive new subjects.

philanthropic work there is certainly much that needs
learning—and criticism.

WE have not a little satisfaction in acknowledging and
recording the following expert appreciation of the hygienic
section of the lectures and discussions at the recent Winter
Meeting of the College of Preceptors. We quote from the
Medical Press (January 22) :—

The late Mr. Spurgeon, when speaking of the religious efforta made
to reach different strata of the community, was wont to speak of ‘‘ the
neglected upper classes,’’ and, applying the simile to the efforts now
being made to bring the care of children and the hygiene of schools to
public notice, we cannot but feel that the children of the poor are being
affected far more by diffusion of knowledge on these subjects than are
the children of the upper classes. True, school hygiene is penetrating
some of the large public schools ; Dr. Clement Dukes, who was a school
hygienist before school hygiene was ‘‘discovered,’’ has done yeoman
work at Rugby ; Canon Lyttelton has sensible ideas to inculcate in his
new sphere at Eton ; and University College and King’s College Schools.
in their respective new surroundings, both bear traces of the hand of
the reformer. But in the private preparatory and secondary schools the
light of the new gospel has yet. to dawn, and we welcome very heartily
the excellent efforts made by the College of Preceptors to bring it to the
mastera and mistresses engaged in those spheres by incorporating lectures
by well known teachers on such subjects as the care of school children’s
eyes, the hygiene of the ear and throat, and the training of the voice,
into their meetings for teachers in the winter, The session of these
vacation lectures has just closed, and we feel that the instruction therein
given cannot but have a far-reaching effect. There is no reason why
the upper classes should be ‘‘ neglected,” and we congratulate the College
of Preceptors on its far-sighted wisdom in providing such courses. The
principle is capab!e of almost indefinite extension.

SUMMARY OF THE MONTH.

TuE Education Bill is being introduced in the House of Com-
mons just as we go to press.

Tur Executive of the National Union of Teachers have unani-
mously passed the following resolution :—

That, in view of the probability of the forthcoming Education Bill
containing clauses which would enable non-provided schools to be with-
drawn from the control of the Local Education Authorities and from the
benefit of rate aid, the Executive of the National Union of Teachers
wish to protest in advance against any such proposals, and to affirm that,
in the opinion and experience of teachers in such schools generally, such
contracting-out would be fatal to the efficiency of the schools and
injurious to the health, comfort, and education of the children.
Further, in the opinion of the Executive such a proposal, if carried,
can only lead to the indefinite postponement of the adoption of a national
system of education.

THE ARCHBISHOP OF CANTERBURY presided (January 30) at the
Annual Meeting of the Canterbury Diocesan Education Society,
held at Faversham. Hesaid that a vast multitude of the English
people were convinced that we could not preserve religious force
at its best, either for the teachers or the children, unless that
religious force was connected with some great religious society
or organization, and in this connexion he combated the notion
that public interest in the denominational side of elementary
teaching had been shown, by the falling off in the support given
it, to have waned. In 1871 the amount subscribed for the main-
tenance of Church schools connected with the National Society
was roughly £343,000 ; in 1881 £582,000, in 1891 £602,000, and in
1901 £648,000. Surely it was impossible that any settlement of
the education controversy could be fair or could be permanent
unless it accorded reasonable recognition of that conscientious
principle which had been marked in so practical a way. There
were many possible ways of recognition, and he (the Primate)
had declared his readiness to meet more than half-way any
reasonable approach to that recognition, but the exact manner in
which that recognition was to be given must be left to the
Government. He confessed to be exceedingly anxious on the
subject at present, because recent administrative action by no
means tended to what he had alwavs thought was a Liberal prin-
ctple—the recognition of conscientious convictions when they were
thus publicly, and over wide areas, and prominently set forward.

On the wider matters of social and | Perhaps the best object-lessòm iwas tobe found in what bad hap-

116

THE EDUCATIONAL TIMES.

[March 2, 1908.

pened in regard to their training colleges. When the Bill of
1899 was under discussion, it was regarded as impossible that
any Minister of Education would ever use for partisan ends the
supervisory powers then first given to him. The President had
told them the Regulations were temporary, but the annual report
of the Board had no reference to that. The difficulty about the
trust deeds could not be got over without submitting them to the
Board for alteration; it was almost like asking the counsel for
the prosecution to act also as judge. ‘There might not be any
desire to cut about and tamper with the documents ; but the risk
was there. There was also danger that the pressure of the
secular subjects might reduce the attention to religious teach-
ing, and then what became of the object for which the colleges
were founded ?

THE first meeting of the General Council of Church of
England Training Colleges, which has been called into existence
through the emergency created by Mr. McKenna’s regulations
respecting the admittance of students to these institutions, was
held (February 3) at the offices of the National Society. The
Archbishop of Canterbury, President of the Council, was in the
chair, and there was a large attendance of representatives of
training colleges in all parts of the country. The Council, while
strongly indicating the impossibility of accepting Mr. McKenna’s
suggestion to alter the trust deeds so as to suit the regulations,
also showed its wish to make all provision that can be made to
meet the needs of Nonconformist students, so long as this can
be achieved without defeating the essential purpose for which
the Colleges exist. An Executive Committee was appointed,
and the following resolutions were adopted :— `

This Council approves the action taken by the representative Training
College Conference on December 6.

The fact that the Church of England training colleges have been
established on the fundamental principle that religious life and character
are essential qualifications for the teacher of the young, and that the
new Regulations of the Board of Education require the college authori-
ties, in selecting candidates, to have no regard to religious faith or the
willingness or otherwise of a candidate to receive religious instruction or
to attend religious worship or observances, appears to this Council to
render it impossible for such a training college to apply for a scheme
which would be inconsistent with those fundamental conditions.

The Council, as representing Church of England training colleges,
fully accepts the principle, already largely acted upon, of a conscience
clause for Nonconformist students, provided that the arrangement,
whether secured by a hostel system or otherwise, be not such as to inter-
fere with the general discipline and with the religious life and character
of the college as a whole.

Tus Executive Committee of the Northern Counties Education
League have passed unanimously the following resolution on
Regulation 43 of the Regulations for Secondary Schools :—

That the Northern Counties Education League deplores the action of
various Education Authorities in asking the Board of Education to
waive the Regulations which the Board has imposed as a condition for
making increased grants for secondary schools. The League trusts
that Local Authorities will insist on adhesion to the following principles
—namely: (1) Representative control of the expenditure of public
money ; (2) the non-imposition of religious tests in schools which receive
the increased grant ; (3) the provision of an adequate number of free
places for poor children in all schools receiving the grant.

IN memoranda addressed to the President of the Board of
Education by the Council of the Teachers’ Guild of Great Britain
and Ireland, the Council states, in connexion with the question
of the tenure of head and assistant teachers in endowed schools,
that in view of the recent decision of the Court of Appeal in the
Richmond School case, it desires to express its strong objection
to tenure clauses as they are at present drafted in schemes for
endowed schools, and desires to urge the introduction by the
Government in the coming Session of a Bill providing for the
introduction of improvements of tenure into all future schemes,
and for the revision of existing schemes in the same sense.

In a series of resolutions indicating necessary improvements in
the matter of tenure, the Council urges that “a permanently
appointed assistant master should only be dismissed by the
governing body at the instance of the head master. <A right of
appeal, on the part of either the head master or the assistant,
should in all cases lie from the governing body to the Board of
Education, and no assistant mustership should, ipso facto, termi-
nate in consequence of a change of principals.”

In a memorandum respecting the recently issued regulations
for secondary schools, the Council of the Guild expresses regret

that the clause dealing with the appointment and dismissal
of head masters makes no provision for the appointment and
dismissal of assistant teachers. With regard to the clauses
governing the question of religious instruction in secondary.
schools, the Council expresses approval of them, holding that,
while they free State-aided schools from undue dogmatic limita-
tions, they will not interfere with the giving of special denomi-
national instruction when there is a desire for it.

The Council expresses the opinion that the new Teachers’
Registration Council should be composed of not fewer than
twenty and not more than thirty members, that the representa-
tives of the Crown should not exceed one-fifth of the total
membership, that teachers on the register should be represented
directly through their own votes, and that the Registration
Council should be empowered to act as a court of appeal in cases
of dismissal, whether of heads of assistants.

In the House of Commons on February 12, in reply to Mr.
Masterman, Mr. McKenna said: A training college which fails
to comply with the new regulation requiring students to be ad-
mitted without regard to religious belief or social antecedents
will be liable to removal from the list of colleges recognized as
eligible to receive Government grants. It may, however, after
removal from the list, continue to be accepted by the Board as a
place suitable for the training of teachers for public elementary
schools if the Board are satistied as to its educational efficiency,
and students attending it may in that case be admitted to the
Board's examination on the same conditions as students who are
trained in recognized colleges, and will be eligible in that way to
become certificated teachers, though no grants can be paid on their
account. Arrangements will be made, when occasion arises, for
the establishment of a list of certified training colleges (on the
lines of the Board's list of efficient secondary schools) which
would comprise all the training colleges, both grant-earning and
non-grant-earning, recognized as etticient by the Board of Edu-
cation.

In answer to Sir W. Anson, Mr. McKenna said : A considerable
umber of resolutions passed by Local Education Authorities
under Article 43 of the Regulations for Secondary Schools have
reached, and are still reaching, the Board of Education. The
total number of Authorities from whom such resolutions have
been received is thirty-six. Some of these resolutions have
already been considered by the Board, and they have thought fit
in the case of fourteen schools to waive one or more of the con-
ditions imposed by the new regulations for 1907. They have not |
thought fit to waive any of the conditions referred to in the reso-
lutions as regards three schools at Southampton, Bury, and
Peterborough respectively. ‘The greater number of the resolu-
tions are still under consideration, and a full return showing for
each school the articles which the Board were asked to waive,
and their decision as regards each article, will be laid before
Parliament when the process is complete. It is hoped that the
return will be ready in the course of April.

THE new volume of Statistics of Public Education in Eng-
land and Wales in 1905, 1906, and 1907, issued by the Board of
Education—practically a statistical appendix to the Annua)
Report of the Board of Education for 1906-7—1is divided into
three parts: (1) a list of Local Education Authorities,
(2) educational statistics, and (3) financial statistics. On
August 1, 1907, the number of Local Education Authorities in
existence was 328. On August 1, 1906, out of a total of 7,236
Council schools, 6,980 were elementary schools, accommodating
3,020,093 children, the total number of pupils being 3,543,760.
The non-provided schools numbered in all 138,671, with accom-
modation for 3,524,881 children. Of these schools 13,487 were
elementary, with places for 3,492,432 children. These figures
show a grand total of 20,907 schools and 7,068,641 school places.
The non-provided schools are divided into five groups, the
Church of England being credited with 11,377 schools and
2,743,876 places, the Roman Catholic Church coming second
with 1,064 schools, containing accommodation for 411,360 children.
Wesleyan schools number 340, with 129,800 places, and Jewish
schools 12, with 11,358 places. The undenominational and other
schools number 689, with accommodation for 196,480 pupils.
During the period from January 1 to July 31, 1906, 112 volun-
tary schools were transferred to Local Education Authorities.
While the Council elementary schools have increased in number
voluntary schools have decreased. Of the-special schools, those
for the blind and deaf have) decreased, and those) for defective

March 2, 1908. |

THE EDUCATIONAL TIMES.

117

and epileptic children increased, the dates of comparison being
in each case January 1, 1906, and August 1, 1906. From
statistics of the expenditure of the Board of Education out of
the Parliamentary vote, it appears that for the year 1906-7 the
total cost, after deducting appropriations in aid, was £13,165,3338,
as compared with £12,6U4,048 in the preceding year. Of this
sum the grants in respect of elementary education accounted for
£11,248,794. The average salary of the 13,642 male bead teachers
in August, 1906, was £163; but there were over five hundred
male head teachers with salaries of over £300 per annum. The
average salary of the 17,617 female head teachers was £112, there
being only 16 with salaries of over £300. The average salary of
the 15,498 certificated male assistants was £116; but more than
two thousand of these were in receipt of salaries exceeding £150.
The average salary of the 36,787 certificated female assistants
a of whom only a hundred were being paid more than
7150.

THE recent return issued by the Board of Education showing
the cost of higher education in England and Wales during the
year ending March 31, 1906, contains particulars of the applica-
tion of funds by Local Authorities to the purpose of education
other than elementary under the Education Act, 1902, the Welsh
Intermediate Education Act, 1889, the Public Libraries and
Museums Acts, and Local or Private Acts. The return com-
prises also information as to expenditure upon secondary edu-
cation—including not only secondary schools, but also the
instruction of pupil-teachers and intending pupil-teachers—the
training of teachers, the provision of scholarships, evening
schools, and the various forms of technical instruction, and
higher education in science and in art generally. The income
from all sources available for meeting the year’s expenditure
showed a total increase, as compared with the previous year, of
rather more than £750,000, and the increased amount raised
from rates was equivalent to about two-thirds of this total. The
total income other than from loans of Local Education Authori-
ties was £3,518,178 and expenditure £3,355,433, compared with
£2,757,886 and £2,889,871 respectively in the previous year. The
total expenditure during the year in the Administrative County
of London for secondary schools, including pupil-teacher centres
and preparatory classes under the Board of Education, was
£211,004. For evening schools, institutions for higher and
technical instruction, &c. (not including the training of teachers),
the total was, for the Administrative County of London, £367,825.

THERE is a short but pointed indictment of the English farmer
in the annual report published on the Board of Agriculture’s dis-
tribution of grants for agricultural education. * It is true,” says
Mr. T. H. Middleton, Secretary of the Board, “that there has
been of late years a gratifying change in the attitude of the
farmer towards the teaching staff of agricultural institutions,
but this attitude has not yet reached the point at which it affects
the farmer’s personal desire for education. Many farmers are
now ready enough to admit, by their action on Education Com-
mittees, if not in so many words, that education is a good thing
for their neighbours; but the Agricultural Committees will not
take the place in our system which we wish them to occupy until
farmers are convinced that education is a good thing for them-
selves.” In last year’s report it was estimated that between
thirty and forty thousand persons annually received agricultural
instruction of some kind, and that 1,116 attended courses at
agricultural institutions. Last year the number attending these
institutions was 1,121. “ While these figures are satisfactory,”

took place (March 10) in the Medical Examination Hall, Victoria
Embankment, Sir Edward H. Busk, M.A., LL.B. (a Vice-President
of the League), presiding. ' The annual report recorded consider-
able progress. About one Local Education Authority out of every
six had now some provision for systematic moral instruction in
its schools. The Authorities of Buckinghamshire, Devonshire,
Chester, and Swansea had adopted during the year the League's
Graduated Syllabus of Moral and Civic Instruction for Elementa
Schools. Several other Authorities, including several Scottish
School Boards, had also taken action in the League’s direction.
The League had also exercised considerable influence internation-
ally, important Leagues on similar lines having been constituted
during the year in Germany and the United States of America.
The League had published during the year a Graduated Syllabus.
of Moral and Civic Instruction for Secondary Schools. It had
entered into a contract with a leading firm of educational pub-
lishers to complete within eighteen months a series of teachers”
handbooks to illustrate all the standards outlined in its Ele-
mentary Syllabus. The membership of the League had con-
siderably increased.

Sir Edward Busk said that the arguments used against the
methodical teaching of ethics might be grouped under three-
heads. First: the number and diversity of the theories of
ethics. There was undoubtedly difference enough, but this was
of a philosophical rather than of a practical character. All writers
on the subject admitted the authoritative character of a moral
judgment; there was, therefore, an agreement upon the practical
side of. morals. A second objection was based upon the varying
standards of the good and the bad in different countries and in
successive epochs. Our everyday experience. however, was that
no action by itself was either good or bad, but good when the
higher of the two alternatives known to the agent was selected,
and bad when he chose the lower of the two of which he was
cognizant. As mankind advanced, higher and higher motives of
action became known, so that what at a lower stage of develop-
ment might have been the highest known spring of action
became one low down on the advanced scale, and its selection in-
stead of the other possibilities was reprehensible. If this were
the true explanation of moral judgment, it afforded the highest
justification of the necessity for systematic moral instruction.
The third objection was the alleged difficulty of treating of the
imperative nature of duty without assuming some sanction,
either supernatural or natural. Upon this it might be remarked
that if actions were chosen from fear of consequences, the result-
ing conduct is prudent rather than moral, and that no one will
need the stimulus of a system of rewards and punishments who
is penetrated with the spirit of morality, and turns naturally to
the true and noble and shrinks from the baser thoughts and
actions.

Prof. Mackenzie directed special attention to two main dif-
ficulties felt in connexion with the givingeof systematic moral
instruction in schools. The first difficulty was the conflicting
moral ideals that prevail in the community. He thought that
there were various ways of dealing with this difficulty, all of
which had a certain value. Some urged that it would be well to
distinguish between the good citizen and the good man. and to
confine efforts in moral instruction mainly to the development
of the former. Others urged that there should be recognition of
the common elements in divergent ideals and that endeavours
should be made to limit instruction to these; that in any case a
serious attempt should be made to discover an underlying unity
in the ideals that seem to conflict. He admitted, of course, the
| possibility of difference of opinion on certain points, but held that

comments the Secretary, “the number of students pursuing theja certain latitude should be permitted here as was commonly done
longer courses offered by our colleges is not so large as a few |in regard to history, literature, and other subjects of the school
years ago promised to be the case, and it must be admitted that, | course ; and he was further of opinion that discreet references
in spite of inducements in the form of scholarships given by to these existing differences of opinion would stimulate reflection
County Councils, and of the improvement in the quality of the;on the children’s part and prevent mechanical and dogmatic
instruction offered, the English farmer does not show muchj|methods of instruction. The second difticulty was that of
anxiety to obtain systematic instruction in agriculture for his|finding suitable teachers for giving efficiently such important
son.” It is suggested that much larger sums should be expended j instruction. He pointed out, however, that this difficulty was
by the Board in promoting research on agricultural problems.' not created by the introduction of moral instruction into the
The amount of the residue grant which was applied in the:curricula of schools, but had only thus been brought to light,
counties to agricultural education in 1906-7 was £79,805, this and that it was imperative that this difficulty should be met by
being exclusive of about £4,000 received by Leeds University greater care being devoted to the training of teachers, and that,
from the three Ridings of Yorkshire: £25,596 went in grants further, the school itself should be more systematically organized
to colleges and schools, £12,066 for dairy instruction, £9,536 for |to this end.
horticulture, and £9,353 for scholarships. The total expenditure
of institutions aided by the Board of Agriculture was £38,794.

Mr. Barrow Capnury announces his desire to dedicate his old
i home, Uffculme, near Birmingham, to the memory, of;his father,
Tue tenth Annual Meeting of the Moral Instruction League the late Mr. Richard Cadbury by devoting “it-to-the: promotion

118

of adult school work, to which Mr. ‘Richard Cadbury gave a
large part of his life. Mr. Barrow Cadbury states that his wife
and he have been impressed by the need of some place within
easy distance of Birmingham to which members of adult schools,
children’s school parties, and kindred bodies may resort. They
propose to equip the house as an adult school hostel, which will
afford accommodation for visitors to conferences and similar
gatherings, and twenty-eight acres of the surrounding park will
be set apart for school parties, mothers’ meetings, &c. ‘The large
hall and chalet adjoining will be at the disposal of parties, and
teas and other refreshments will be obtainable at popular prices.
The idea of the benefactors is that parties, provided they are
sufficiently large, should have the freedom of the grounds for
their exclusive enjoyment, making their own arrangements
according to their bent. It is not to be a public park, and
admission will be regulated by ticket. This scheme is to be
developed experimentally for four or five years.

A SERIES of examinations in hygiene has been promoted and
organized by the Incorporated Institute of Hygiene of London
(34 Devonshire Street, Harley Street, W.), which should stimulate
the acquisition of knowledge in regard to those important
subjects which affect the health and well-being of the people and
which may be expected also to have most beneficial and far-
reaching results on the physical fitness of the race. These ex-
aminations will be held at the leading centres throughout
England, Scotland, and Ireland, and are of special interest to
ladies, as they will include not only the necessary examinations
showing general proficiency in hygiene, but the following
additional Honours subjects :—The Hivpiene of the Home, The
Hygiene of Motherhood, The Feeding and Rearing of Children,
Food and Cooking, Home Nursing and First Aid, School
Hygiene, Physical Training. An examining board, composed of
some of the leading physicians and scientists throughout the
country, has been formed to further this branch of the educa-
tional work of the Institute of Hygiene, and every assistance
and encouragement will be given to candidates—who may carry
on their studies at school, college, or at home—while they will
receive the Certificate of the Institute for proficiency in ele-
mentary knowledge and the Diploma of the Institute for
proficiency in advanced knowledge, should they pass the ex-
amination successfully.

Tue Annual Report of the Oxford University Extension
Delegacy states that during the past session 1,276 lectures, dis-
tributed in 178 courses, had been delivered by 40 lecturers at
138 centres ; 22,421 students were in regular attendance at the
lectures, and 6,909 students at the classes held in connexion with
the lectures; 824 candidates entered for examination, of whom
774 passed, 284 with distinction. These figures show little
variation from those of recent years. Fifty-one students’ associa-
tions were at work and 360 meetings were held. The summer
meeting this year will be at Cambridge, and the delegates
propose to arrange a meeting at Oxford in 1909.

Tue total number of candidates entered for the Cambridge
Local Examinations, held in December last, was 13,038, exclusive
of 2,544 candidates examined at colonial centres. In the Senior!
Examination 891 boys and 1,313 girls passed, 116 boys and
9 girls being placed in the First Class. Sufficient merit was
shown by 464 boys and 165 girls to entitle them to exemption
from one or both parts of the Previous Examination. Of the
Junior candidates, 2,407 boys and 1,685 girls passed, the numbers
placed in the First Class being 262 and 43 respectively. In the
Preliminary Examination 1,584 boys and 1,171 girls satisfied tħe
examiners.

Tue Annual Report of the London University Extension
Board on the work of last session (1906-7) states that the
number of courses delivered was 172, the number of entries
13,803, the average attendance at classes 5,541, the average
number of weekly papers 1,559, and the number of certificates
awarded 1,100. Successful endeavours are being made to interest
Londoners inthe history and architecture of London, and also in
sociology and local government. Over a thousand workmen
attended the artisan course by Prof. Masterman in Westminster
Abbey last summer.

THE EDUCATIONAL TIMES.

i the duty of keeping the pupils under examination.
The Government have agreed that West-| the report provides abundant evidence of the,success with which

[March 2, 1908.

when much larger audiences are anticipated. A new develop-
ment in extension work is the course of continuous study in the
humanities, extending over five years, for the Chancellor's
certificate.

Tue Report of the Girls’ Public Day School Trust states that
the Council closed the Gateshead School in July and the York
School in December last, and the number of schools is therefore
now 31. Including £1,460 brought forward, the accounts show a
gross profit of £11,085. After providing £3,013 for depreciation
on premises and furniture (schools and office)—including ad-
ditional amounts specially written off—the amount available is
£3,072. The Council propose to pay on March 4 interest at the
rate of 4 per cent. per annum, free of tax, which is estimated to
require £5,908, and to carry forward £2,074. The grants from
the Board of Education for the year ended July 31, 1906,
amounted to £8,238. Those for the year ended July 31, 1907,
amount to about £9,009, payable in instalments. Of this amount
£3,802 has been received.

Tuk first meeting of the Bristol Branch of the English Associa-
tion this year was held (February 7) at University College, Mr.
J. H. Fowler in the chair. The report for last year was very
satisfactory. The membership had increased to 65, and, in
addition, a number of members of other societies had availed
themselves of the opportunity of attending the meetings. A
paper on “The Teaching of Composition in Higher Forms of
Secondary Schools ” was read by Mrs. Meyrick Heath, and dis-
cussion followed.

THE College of the City of New York on Washington Heights,
which has been under erection since 1903, is (says the Sphere)
almost ready for occupation. Indeed, some portions of the five
great buildings, which have cost from first to last something like
£1,000,000 sterling, have been in use more than two years. The
institution is sixty years old and began in what was formerly
known asthe old Free Academy. It is built of gneiss, brightened
by white terra-cotta for the decorative details. All the five
portions of the group are connected by wide and airy under-
ground passages through which students (of which the college
can accommodate four thousand) may pass in stormy weather.
The central hall—90 ft. high, 90 ft. wide. and 180 ft. long—is
likely to be one of the show places of New York, for it will be
used not only as a chapel and place of assembly for the institu-
tion, but also as a place for great municipal functions. The great
stained glass windows, into which are set the seals of all the
important colleges of the United States, reach almost to the
roof. It will give some indication of the size of the place when
it is stated that the chemistry building has twelve laboratories
for general work alone, besides many smaller ones for special
work. It is proposed later on to increase the usefulness of the
college by establishing night classes.

TuE remarkable progress accomplished by the Japanese during
the last thirty-two years in the field of public education is brought
out very clearly (says Nature) in the Thirty-second Annual
Report of the Japanese Minister of Public Instruction, which has
been published recently. This report deals with the year 1904-0,
the date of the war with Russia. It is instructive to note that
this time of stress was allowed to interfere in no way with edu-
cational activity. The Emperor, indeed. proclaimed it to be a
national duty that the zeal and efforts of educational administra-
tors and teachers should be redoubled. Despite the financial
difficulties to which a great war gave rise, the expenditure on
education was not diminished. While in 1873 only 28 out of
every 100 children were under instruction in public schools,
the ratio had risen in the year under review to the remark-
able one of 97 boys and 91°5 girls out of every hundred; and
the number of children in the schools had reached 7,051,445.
Higher education, too, was in an equally flourishing condition.
For example, the number of students in the University of Tokyo
had reached 3,500, and in Kioto 1,300. Numerous special schools,
technical schools for engineers and for agricultural specialists,
medical schools, and schools for the study of modern languages,
were all ina high state of efficiency. Moreover—a point of special
interest in our country to-day—the hygiene of schools is scrupu-
lously watched, and medical officers are charged specially with
Altogether

minster Hall shall be used for similar lectures this summer, | Japan is educating her people.

March 2, 1908. ]

THE EDUCATIONAL TIMES.

119

UNIVERSITIES AND COLLEGES.

(From our own Correspondent.)

THE term so far has shown an extraordinary lack
of vitality. Everything has moved in an unusually
humdrum fashion. There have been no wars or
rumour of wars, and for the time being Greek and the threatened
revival of the Ladies’ question have been shelved. There has,
indeed, been some writing and discussion of the “Three Years’
Proposal’’—a scheme intended doubtless to compete with the
system in vogue at Cambridge and to simplify matters for the
would-be Civil Service candidate, but it is very doubtful whether
the proposal will take definite shape. Afterall, itis not the main
business of the University to adopt Cambridge methods; nor
yet, again, solely to cater for the Civil Service candidates. As
it is, Oxford men have not failed to any conspicuous degree in
the examination.

Even over the election to the Boards of Faculties there has
been little excitement and practically no opposition. The
“relief fund ” for the University does not seem to have so far
reached the amount which optimists prophesied when our new
Chancellor first put his name to the appeal; at the same time the
consciences of some of the Colleges (and their bursars) have been
pricked, and various promises have reached the Vice-Chancellor
of temporary or permanent assistance in various departments of
the University. Whether these offers have been dictated by
natural generosity or by prudential considerations of what
might happen if a new Commission were appointed by Parlia-
ment, does not matter; it is, at any rate, a good thing that
Colleges should regard extra-parochial considerations and show
themselves alive to the “ needs of the University.”

After all the fuss which was made over the Oxford Pageant
and all the rumours which were rife that the financial outcome
was disastrous, it is satisfactory to note that, after long negotia-
tions with sundry claimants, the promoters have been able to
produce a considerable balance, and some Oxford charities will
benefit though not to the extent which had been foretold: there
is no doubt that the organizers were rather lavish in their ex-
penditure. We have lately enjoyed a somewhat boisterous
Torpid week, and Christ Church have achieved a record by going
head and then followed up their success in the Eights. They
have had the assistance of two freshmen—the younger Gladstone
and Majolier, both of whom were in the Trials, while the latter
seemed likely to find a seat in the Varsity Eight.

Talking of the Eight reminds us that the experts now
tell us that we have a very good chance this year of defeating
Cambridge in spite of the skill of Mr. Stuart as stroke: at
present the crew are fast, though rather short: they have been
handicapped by the absence—owing to the prevailing epidemic—
of Kirby, the President. We have won the Association Football
match and lost the Hockey: the Sports, despite rumour that
several of our runners are “ crocked, look on paper a good thing
for us. The Golf match seems an open thing, and neither side
is equal to some of its recent predecessors. The O.U.D.S. began
their week’s performances of the “ Midsummer Night’s Dream ”
on Thursday, and we are told to expect an elaborate presentation.

Oxford.

(From our own Correspondent.)

It is the season of benefactions. To begin with,

the late Sir William Pearce has enriched Trinity
to the extent of at least a quarter of a million,
though the actual sum was at first stated to be somewhat larger.
The late Baronet was one who thoroughly od ai pean University
life, and was a loyal member of the great College to which he
belonged. It is not often possible to determine the reasons which
have prompted testators to make vast charitable benefactions,
but it is, at any rate, to be recorded that twenty-five years ago
Sir William Pearce was reading an ancient volume—Westcote’s
*‘ View of Devonshire’”—when the following statement caught
his eye: “ Nicholas Wadham, Esq., married Dorothy, daughter
of Sir William Petre, Kt., Principal Secretary of State to Queen
Mary and of her Privy Council, and died sans issue [save that they
left behind them an issue better than of sons and daughters—viz.,
Wadham College in Oxford, their most noble offspring, which will
convey their name and memory fragrant to all future genera-
tions].” Who knows but that this was the suggestion which
caused the welcome benefaction to Trinity ?

The archzological museum also has profited to the extent of
£4,000 through the generosity of a Cambridge family, the
Fosters, who have been well known here for generations. This

Cambridge.

gift has been made in memory of one of the family, Mr. W. K.
Foster, who died recently.

The scheme for starting an examination in architecture has
met with buffets from within and without, chiefly the latter ; but
Cambridge people are beginning to think that they can manage
their own affairs, at any rate in educational matters, and perhaps
the scheme will pull through after all. One of the most ex-
perienced members of the syndicate is unfortunately hors de
combat through ill-health, Mr. Cranage, the Secretary of the
Local Lectures, having to go away to the South of France in
search of health and strength.

The Porson Scholarship has fallen to Mr. J. R. M. Butler, the
youthiul son of the Master of Trinity. This early ‘genius
seems to win scholastic distinction much as other people pick
apples. As this is the second University distinction Mr. Butler
has won before he is eighteen, it is quite possible that he will add
to the family reputation by making a clean sweep of the board.

The unemployed missionaries have not visited Cambridge. It
is rather a pity, as here we are experts on the subject, and Mr.
Gray could receive some useful hints from our poll men on the
great problem of how to enjoy doing nothing. At Eton both
parties seem to have been satisfied.

Dr. Lawrence, of Downing, has delivered two interesting
lectures on ‘‘ The Hague Conference.” It seems waste of good
material to let loose such a trained international lawyer in the
byways of a rural parish. There are important subjects in
which there are more teachers than taught; there are others
where the only teachers are driven elsewhere by the vagaries of
our fellowship system. Perhaps the next University Com-
mission will take the evidence of those who do some of the
donkey work of the place and see the rolls and whitebait de-
voured at the high table afar off.

The Provost of King’s has intimated his intention of resigning
the Directorship of the Fitzwilliam Museum, and much dis-
cussion has taken place as to the terms upon which his
successor is to hold office. Things have been said and
suggestions made. It has even been hinted that the new
Director should keep a log-book of his attendances to show that
he has earned his salary. Such an outrageous proposal was
promptly vetoed. It was felt that the next step would be to
make college lecturers and officials show that they were com-
pen to earn their stipends. This would be contrary to all

niversity traditions. When Cambridge is run on business
principles we may expect the wealthy business men of the country
to give grants in aid.

The report of the Examination Board shows that 34 per cent.
of the candidates for Part I. of the General last year were
plucked, whereas in Part II. of the Theological Special only
about 6 per cent. failed. There seems to be something wrong.

One of the new scholarships founded by the late Mr. Charles
Oldham is to be awarded for classical research, the scholar to
be selected by a Board. The Shakespeare Scholarship is to be of
the ordinary type to favour the crude digestion and absorbent
faculties of literary pot-hunters.

The Theatre has been well patronized this term, and the
management have done their best to provide a good bill of
fare. The conduct of a certain part of the house is still very
much open to criticism. The last act of a good play is often
rendered unintelligible by the loud-spoken criticisms of second-
term undergraduates, while the attention of the audience has
been distracted all through the evening by a buzz of rapid and
unprofitable conversation. A strong Committee of leading men
was formed some terms ago to put down the nuisance, but
things will go from bad to worse till the authorities post a
few football or boxing “Blues” to jot down the names or |
those who interfere with other people’s comfort.

The ‘Varsity Rugby Football ‘'eam have been giving good
exhibitions of the game, though Oxford vanquished them some-
what too easily last term.

The Boat is going well, but much will depend upon Stuart
and his physical capacity to avoid staleness; the men are a
strong, willing lot, and are improving. An unkind remark was
overheard on the bank that they look better at rest than in motion.

The term is the longest on record—and the dreariest.

Ir is proposed to provide in London a course of
instruction in household economics of University
standard, post-graduate inthe first place; and
efforts directed)towardsthe same (end are being

London—
King’s.

120

THE EDUCATIONAL TIMES.

[March 2, 1908.

made in Leeds and Cheltenham. The course will be given at the
Women’s Department of King’s College and will begin next
October. The plan has the sympathy of the Council of the
Incorporated Association of Head Mistresses. A College Board,
consisting mainly of the professors of the subjects germane to
the course. with Prof. Smithells, F R.S., acting as Honorary
Adviser, will control the educational side of the work. The first
stage will be tentative and experimental, but it is hoped that in
due course it will be found possible to include courses of training
for the management of large educational and other institutions,
which are in many respects homes on a greater scale, for the
duties of factory inspection and for philanthropic work in the
homes of the workers in great cities. For the effective organ-
ization of the plan, the sum of £3,000 is needed. Already over
£500 has been subscribed; and further donations may be sent
to Miss Soltau, King’s College (Women’s Department), 13 Ken-
sington Square, London, W.

A RESOLUTION was approved by Convocation of
Manchester University (January 29) embodying
the opinion that it is desirable, in the interests of
matriculated students who are unable, for financial and other
reasons, to take the three years’ course for the B.A. degree, that a
five years’ course of evening classes be established. Convoca-
tion also agreed that it was high time that a common under-
standing between the University of London and the Northern
Universities was arrived at as to the mutual recognition of
matriculation certificates on terms of equivalence.

Manchester.

Tur report for 1906-7 states that additional promises
have been received towards the building and endow-
ment fund, raising it to £87,000, and that it is of much
importance that the remaining £13,000 required to complete the
sum named by the Privy Council in granting the charter to the
University should be obtained at the earliest possible date. The
new detached block for the mining and metallurgical depart-
ments has been completed during the year, and is now being
used for class and laboratory work. Owing to the pressure on
its available space the Council have been compelled to proceed
with other large building additions. The extensions are esti-
mated to cost upwards of £50,000. The fees of scholars and
students, amounting to £13,204, show a slight decrease on the
previous year—a result chiefly due to alterations caused by the
adoption of the educational scheme for evening classes instituted
by the Leeds City Council, by which the fees for evening classes
have been reduced to a nominal amount. The Treasury made
a supplemental grant to the University during the year of
£900, of which £400 was allocated to the purchase of sperial
books for advanced study and £500 to meet the expenses of
researches in the University ; and the Council of the University
voted the further sum of £490 towards the maintenance of
students during the course of this work. The Vice-Chancellor’s
report for the session shows that the University was attended
last session by 813 day students. Of the registered day students
693 entered in the Faculties of Arts (including Law), Science,
and Technology, and 120 in the Faculty of Medicine. The men
rtudents in attendance numbered 672 and the women students
141. Courses of study in preparation for University degrees
were followed by 360 students.

Leeds.

Tue Fifteenth Annual Report states that the
scheme whereby the College has during the last
four years been mpa y re-established includes
the erection of a hall capable of seating a thousand persons,
an extensive range of studios and laboratories, lecture rooms
and classrooms for literary teaching, the purchase and stock-
ing of'a farm for teaching and experimental purposes, and
the provision upon it of new buildings. The total outlay had
actually been £77,959. The sum of £13,343 remained to be
raised. The revenue from tuition fees and capitation grants, a
main test of growth and efficiency, had increased by £392. Four
years ago the receipts under this head amounted to £0,415; the
corresponding receipts now were £8,197. ‘lhe College had
gained the noteworthy distinction of being specially mentioned
in the last report of the Treasury Advisory Committee in terms
of commendation as follows :—“ We have been impressed by the
favourable nature of the Inspector's report on University
College, Reading. The College was accorded provisional recog-
nition in 1902, and we think that the satisfactory progress which
it has made in the past five years amply justifies the continuance
of the existing grant.” The report was unanimously adopted.

Reading.

rrr cr rE SSS R eee esv—SS ——— ee -

THE EDUCATIONAL LADDER.

CAMBRIDGE UNIVERSITY.—The following candidates have ps
the examination in the Theory, History, and Practice of Educa-
tion, and in Practical Efficiency, and are entitled to the Cer-
tificate :—Jfen- Class I.—C. A. J. Bonner, S. Manghan, A. G.
Widgery. Class II.—W. G. Bowden, G. B. Brown, H. S. Clay-
ton, J. Clayton, H. Dippie, P. Freeman, C. A. Gimblett, J. K.
King, J. Ramsbottom, H. Thirkill, €. D. Waters. Class III.—
B. F. Beaumont, S. Binnion, H. H. Wallis. All these, with the
exception of Mr. King, were at the Cambridge University Day
Training College. Women: Class I.—G. M. N. Beaumont, L.
Everitt, J. S. Lawson, Cambridge; G. M. Leppan, Clapham High
School; E. A. Lippert, Cambridge; D. Parkin, Nottingham.
Class II.—E. Beale, Maria Grey College; M. A. Bowler and M.
Bunce, Cambridge; E. M. Butler, Cheltenham Ladies’; K. T. B.
Butler and M. Clandillon, Cambridge; E. M. Crawford, Maria
Grey College; D. F. Dalston and B. E. Dobbs, Clapham High
School; M. G. Findlay, E. C. Flanigan, Cavendish Square;
M. S. Gatesman; E. M. Grant, Cambridge; C. B. Hutchison,
Wantage; F. N. C. Kennedy, Cavendish Square; S. de Laplace,
Bedford College; C. Macdermott, Cavendish Square; M. Mit-
chell, Great Crosby; M. W. Pedder; B. Phillips; K. M. Pope,
Cambridge: N. U. Rawes, Oxford: K. F. Reeve, Bedford Col-
lege; D. Schuster, Cheltenham Ladies’; S. E. Stenhouse, Cam-
bridge ; L. C. Taylor, Nottingham; D. Yeo, Cheltenham Ladies’.
Class III.—I. M. Ackers and E. M. Allen, Cheltenham Ladies’;
B. Barry, Cavendish Square; K. Garaway, Wantage; E. Gault,
Cambridge ; M. C. Haslam, St. Mary's, Paddington; E. E. Keen,
Cheltenham Ladies’; E. M. Linton and A. C. Mason, St. Mary’s,
Paddington ; E. C. Mercer, Maria Grey College; D. F. Pellmann,
Oxford; A. M. Vining, Maria Grey College; R. Williamson,
Cambridge: A. K. H. Young, Cheltenham Ladies’.

Smith’s Prizes (names in alphabetical order): W. J. Harrison,
B.A., Clare; J. E. Littlewood, B.A., Trinity; J. Mercer, B.A.,
Trinity. Isaac Newton Studentship: J. B. Hubrecht, B.A.,
Christ's. Craven Scholarship: F. E. Adcock, Scholar of King’s.
Davies Scholarship: Reginald Hackforth, Scholar of Trinity.
Porson Scholarship: J. Ramsay Montagu Butler, Scholar of
Trinity. Chancellor's Classical Medals: (1) D. S. Robertson,
Scholar of Trinity and Pitt University Scholar; (2) E. G. Selwyn,
Scholar of King’s and Waddington University Scholar. Honour-
able Mention: A. Y. Campbell, Scholar of St. John’s. Burney
Prize: K. J. Saunders, M.A., Emmanuel.

Lonpon University.—The following is the pass list of the
examination in Pedagogy, 1907, for external students :—Christina
V. Butler, Hist. Hons. School, Oxford, Oxford Training Dele-
gacy; *tArthurG. D. Capel, B.Sc.; Edward K. Hanson, M.A.,
Cambridge University College, Reading, and London Day Train-
ing College; tWinifred Hindshaw, B.A. Vict.; Frances M.
Kirk, B.A. Vict.; Flora E. McKinnell, B.A. Birmingham; John
Rounsefell, B.A., B.Sc.; Kathleen M. Shepherd, M.A. University
College, Cardiff; Anne E. Warmington, B.A. (*Excelled in the
practical examination. +Excelled in the written examination.)

The following is the pass list of the examination in Pedagogy
for internal students:—Ellen M. Adams. B.A., Anne M. Baker,
B.Sc., and Florence E. Barnett, B.Sc., Bedford College; Annie
E. Cameron, B.A., Maria Grey College; Ethel M. Hancock,
B.Sc., and Florence M. Ingram, B.A., Bedford College; Lilian
M. Jaggs, B.A., London Day Training College; Ethel M. Lang-
don, B.A, Bedford College: Dorothy Lynd, B.A. Ireland,
St. Mary’s College, Paddington ; Jessie A. Martin, B.A., London
Day Training College; Margaret W. Matthew, B.A., Bedford
College; Florence E. E. Milne, B.Sc., St. Mary’s College,
Paddington ; Madeline H. Mortimer, B.Sc., London Day Train-
ing College; Dora C. Newton, B.A., Datchelor Training College ;
Ellen K. Obel, B.Sc., London Day Training College; Agnes M.
Perry, M.A. Ireland, and Janet H. Perry. B.A. Ireland, Bedford
College; Marion E. A. Phipps, B.A.. London Day Training Col-
lege; Dorothy Rolfe, B.A., Bedford College; Kathleen A. Scorer,
B.A., St. Mary’s College, Paddington: Mabel S. Seldon, B.A.
Wales, Bedford College; Eleanor Silsby, B.Sc., London Day
Training College; Agnes C. P. Thomson, M.A. Glasgow, Maria
Grey College; and Lily M. Warwick, B.Sc., London Day Train-
ing College.

The following Doctorates have been conferred: D.Se. (Eco-
nomics) on Miss Marion Phillips (London School of Economics) ;
D.Sc. (Physiology) on Dr. Charles Bolton, M.D., B.S, (external
student); and D.Litt. on Mr.) Ernest) Ay Baker.

March 2, 1908. ]

THE EDUCATIONAL TIMES.

121

OXFORD: CHERWELL Hatu.—Scholarships of £20 each for one
year have been awarded to the following students, who intend to
complete the course of Secondary ‘Training in Cherwell Hall
during the present year :—Miss Jessie L. Lowson, M.A., First Class
Honours in Classics and Philosophy, St. Andrews; Miss Mar-
garet Cleghorn, M.A., Second Class Honours in English and
History, Edinburgh; Miss Ivy L. Gardner, B.A., First Class
Honours in English Language and Literature, McGill Uni-
versity; Miss Margaret Muriel Gray, M.A., First Class Hons. in
English Language and Literature, Glasgow; Miss Mabel Con-
stance Daws, B.A., Second Class Hons. in Modern Languages,
London.

OxForD University.— Prince Consort Prize: H. T. W. Tillyard,
B.A., Gonville and Caius. Senior Mathematical Scholarship :
A. V. Billen, B.A., late Scholar of University. Junior Mathe-
matical Scholarship: Valentine W. O’C. Miley, Scholar of
Brasenose. Exhibition: R. H. Crump, Scholar of Corpus Christi.
Proxime accessit: A. M. Grundy, Scholar of Hertford.

ABERDEEN UNIVeERsITY.—F ullerton, Moir, and Gray Scholarship
in Mathematics: J. C. Surtees, M.A. Jenkyns Prize in Classical
Philology: Harold G. Gruer.

PRIVATE INITIATIVE IN EDUCATION
IN THE NORTH OF EUROPE.

Mr. J. S. THORNTON recently gave an address on “ Private
Initiative in Education” to the Union of Teachers in Danish
Realskoler, drawing his illustrations entirely from the four
countries in the north of Europe—Sweden, Finland, Norway,
Denmark. The meeting was held at Nykobing, in Falster, and
our report is taken from Lolland-Falsters Stiftstidende. Mr.
Thornton said :—

I will begin with Sweden. The State School in Sweden has
been a very rigidand conservative institution, much more so than
in Denmark and Norway, where there are so many private schools.
It has displayed no power of adapting itself to new circum-
stances and requirements; and as early as 1828 the State made
a vigorous attempt to remedy the evil by erecting a school (den
nya Klementurskola) whose freedom of initiative was guarded by
the most elaborate precautions, in order that it might make
researches aud experiments of every possible kind for the good
of the other schools m the country. But what is the result
after eighty vears?’ The years have gone by and the school has
approximated more and more to an ordinary State school. It is
a good school, a very good school; but as a school of wide-
reaching and successful experiment and research it cannot for a
moment compare with Rektor Paulmgren’s Private Recognized
School.* on which the State expends £500 a year, whilst the State
School of Research must draw from the public funds perhaps
twenty times as much.

When, in 1873 and 1874, it was proposed the State should
establish higher schools for girls, corresponding to those for
boys, the proposition was once and again rejected by Parlia-
ment. If it be asked what was the reason why Sweden refused so
decidedly to educate her girls in the same way as ber boys, I
can imagine her answering from an experience of State secondary
schools dating from the Thirty Years’ War, and saying: “1
value my secondary schools for boys, for I know their worth.
But I also know their faults—faults which for three generations,
at a heavy cost to the public purse. | have in vain endeavoured
to eradicate. And, in legislating for girls, ] shall try another
plan and lay less weight on the outward and more on the inward.
Without being careless as to buildings and equipment, I will be
more careful still to secure freedom, life, variety, and move-
ment.”

To secure these ends the State determined to erect no schools
of its own for girls, but to support those already existing,
whether private schools or municipal. And the consequence is
that the girls’ schools have very much more freedom than the
boys’, cost the State far less, come nearer to the children’s homes,
and have no difficulty in at once satisfying the needs of the time
and locality.

In Finland the private co-edneation schools, there called

* Direktor Max Walter. of the Musterschule, Frankfurt-am-Main,
has written an account of the Palmgrenska Samskola, which may be

Samskolor, have had a splendid success. There are three
reasons which have led to this. First, the economical reason.
In a small town of three to four thousand inhabitants it is
impossible to have a good secondary school for boys and
another for girls, but it is easy to have one for both together.
The second reason is the educational one. In the school, as in
the family, it is well that boys and girls grow up together. The
third reason will interest those who are advocates of women's
suffrage. It is hoped, through the Samskolor, to diminish the
inequalities between men and women. There are more than
four thousand girls in private recognized Samskolor in Finland,
whilst there are less than two hundred in the corresponding
schools of the State. As a consequence of this, when last year
the four Estates were swept away to make room for a single
Chamber, the suffrage was given to women and men alike on
attaining their twenty-fourth year.

The relation between public and private effort as regards
education in Finland will best be shown by the following
statistics :—In 1880 there were 4,592 boys and girls in 47 higher
State schools, costing the State 1,220,185 Finnish marks (i.e.,
francs), as against 3,282 boys and girls in 50 private schools,
costing the State 132,800 marks. But in 1905 there were 9,495
boys and girls in 49 higher State schools, costing the State

| 3,190,543 marks, as against not less than 11,148 boys and girls

in 111 higher private schools, costing the State 951,133 marks.

And now to Norway. I must pass by the late Skolebestyrer
Qvam, although, year after year, he passed more than a hundred
pupils a year at the Middelskole examen (an examination nearly
corresponding to London Matriculation); I must pass by the
private training colleges, althongh they train just as many
teachers as the State training colleges at less than one-tenth of
the cost to the State. I will pass by these two matters in order
to pay greater attention to the higher schools for boys and
girls—the Gyimnasia and Middelskoler. Of all these four
northern countries there is not one that has derived greater
benetit from private initiative, so far as higher schools are
concerned, than Norway; and there is no country where the
State has been so niggardly to private initiative as in Norway.
The consequence is that the private schools in Norway (by
private schools I always understand the recognized schools) have

ad a development quite different from that in Denmark.

The most eminent name in the history of education in Norway
—I may even say in the North of Europe—during the last
century was Hartvig Nissen, the well known head master of a
private school in Christiania. “It was he.” says Prof. Paludan
in his “ Higher Education in Denmark, Norway, and Sweden"
(1885), “ who, in a still higher degree than the Danish private
schools, went ahead of the State schools by the adoption of new
educational ideas and methods. This school became more and
more a model school, to which the public schools had to con-
form. Norse and German were the basis of language instruction,
and the living languages were studied before the dead —Latin not
till twelve years of age, and Greek not before thirteen or fourteen.
The union of classical side and modern side in one school, the
longer preparatory course common to both sides, the putting off
the ancient languages to a later age, as well as the relatively
large number of pupils in each class, were economical necessities
for the private school, which Nissen at a later date elevated into
educational principles and then gave them an ever widening
extension. Great importance was attached to object-lessons,
viva voce instruction, and gymnastics. In 1847 a whole week
was occupied exclusively in musket drill. Amongst other
experiments, it may be mentioned that for two years from 1856
the two highest classes did all their work in school, so as to have
no home-work, with the exception of a few essays. Under
constant superintendence and with only occasional use of
examination as a means of control. each pupil in those classes
worked on independently, as fast as he could, without being kept
back by the necessity of being taught with others, and so the
transition was made to the treer methods of University studies.”
The 33 pupils of 1843 became 603 twenty years later; and in
1849 a corresponding school was opened for girls, which exists to
this day.

From 1850 to 1854 he had to transfer his school for a while to
other guidance (he parted with it finally in 1866) ; for in those
years he was acting as the Government’s Konsulent in school
matters, and in that capacity paid in 1853 a long visit to Scot-
land in order to stndy the parish schools. ‘The results of that
visit were embodied in a report of severalthundred pages which

seen either at the British Museum or at the Board of Education | was published next year and; formed)the basis)of the elementary

Library.

| school law of 1860. In 1804 he represented Norway at the

122

THE EDUCATIONAL TIMES.

[March 2, 1908.

Educational Exhibition promoted in London by the Society of
Arts, and on that occasion delivered a lecture, to be found in the
Society’s Journal for October, 1854, on “ The School System of
Norway.” He was next a member of the Commission that trans-
formed eleven out of the fourteen State schools into combined
Latin- and [eal-skoler. From 1865 to 1873 he was at the head of
the Education Office and was at the same time appointed Chair-
man of the Commission for the reorganization of the higher
schools. Their labours resulted in the new school law of 1809,
which fixed the form of the higher schools down to 1896. In
1872 he was appointed Rektor of the old Cathedral School in
Christiania, which dates from the twelfth century; and in that
position he died in 1874.*

After Nissen came Aars and Voss, whose school at one period
numbered 850 pupils, and whose Gymnasium (ie. the higher
division of the secondary school) is still the most important in
Norway.

One would think that State and Commune would beso grateful
for help so striking in amount and quality that they would be
eager to render it possible for such schools to spread all over the
country. But, without some subvention from the State—such as
we find in Denmark, in Sweden, and in Finland, but not in
Norway—it is scarcely possible for a good private school to exist
outside the greater towns. Such schools as Nissen’s and Aars
and Voss’s are scarcely found in Norway outside Christiania,
Bergen, and Trondhjem. The consequence is that, whilst the
secondary recognized schools in the country districts of Denmark
are, 70 per cent. of them, in private hands, the corresponding
schools in Norway are all municipal in character. Norway,
which will not give a single penny to private Gymnasia or to
private middle schools, however good they may be, possessed, in
1900, 66 middle schools outside Christiania ; and all, except those
in Bergen and Trondhjem, were municipal. But in Denmark it
does not matter whether a school has been erected by State, by
Commune, or by private individual, so long as it is good and
reaches the prescribed standard. And the consequence is that
for the same population Denmark has twice as many recognized
secondary schools in the country districts as Norway—i.e., Den-
mark in the country districts brings the secondary school ten
times as near to pupils’ homes as Norway. And, whilst some
portion of this result is due to the fact that Denmark is only one-
eighth of the size of Norway, the other and larger part of the
result 1s due to the greater favour shown by Denmark to
approved and selected private effort.

But, up to the present time, these middle schools in Norway
have hed one great advantage over the corresponding schools in
Denmark. Teachers’ salaries are much greater than in Denmark,
inasmuch as the State pays one-third of the commencing salary
and all subsequent additions. It is a great shame that salaries
for teachers in the recognized secondary schools in Denmark are
lower than those in the elementary schools. And nothing re-
joices me more than to know there is a good prospect of this
scandal being removed.

Now we come to Denmark last of all. But it will be so stupid
of me to bring coals to Newcastle that I shall be as short as
possible. What has private initiative not done in Denmark?
In June, 1905, there were nearly 26,000 pupils in Danish
Realskoler. Of these 1,300 were in State schools, nearly 7,000
in municipal schools, and nearly 18,000 in private recognized
schools. Besides this, one half of the pupils in the Gymnasia
are in private Stute recognized schools. There are also the
private training colleges which train all the women teachers and
more than half the men. But in England we are interested still
more in what your People’s High Schools have accomplished.
The connexion between the People’s High Schools and all your
co-operative work is exceedingly close. You know that the
ordinary Englishman thinks much—yes, all too much—of money;
and when we see that your co-operative dairies, bacon factories,
and similar undertakings—all of them carried on to such a large
extent by pupils from the People’s High Schools—account for
the half of your exports, we begin to believe that an all-round
humanistic development is, after all; as important for the
working class as it is for the middle and the upper classes. Let
me also remind you that 30 per cent. of the members in your
upper and lower Houses of Parliament—and amongst them the
Prime Minister himself—have been pupils in the schools which,
above all others, are due to private initiative—I mean the
People’s High Schools.

* This account of Nissen is drawn from pages 62, 63 of Vol. XVII.
of “Special Reports on Educational Subjects.”

OPEN COURT.

Thay hatf said...
Quhat say thay ?—Lat thame say !

THE TRAINING OF TEACHERS.
By the Rev. J. O. Bevan, M.A., F.C.P.

As an element in the organization of secondary education, the
training of teachers seems scarcely to receive the attention it
merits. This is rendered the more noticeable when one compares
the existing state of things with that prevailing in respect of
elementary education. Doubtless, the original training colleges
were founded by voluntary agencies ; but of late years they have
been largely aided by Government, and their number has been
recently increased through the establishment by certain Local
Education Authorities of day training colleges, which are
mainly supported out of rates and taxes. All these have relation
to one class of teachers only—namely, those intended for work
in public elementary schools. (Some of these teachers afterwards
take up work in grammar schools or in private schools, but the
number is so small that it may be left out of account.) The en-
largement of the curriculum and the improvement of work in
primary schools have resulted in additional demands being
made upon these training colleges, and in the desire of the more
ambiticus workers to matriculate at a University or to obtain
the diplomas of the College of Preceptors. Further—what is
worthy of special mention—an association has been formed to
raise a fund available for sending eligible ex-pupil teachers to
Oxford or Cambridge, that they may thereby have the advantage
of a full residential course.

As educationists, we must rejoice at the improved education
thus given to the children of the people, and at the more elaborate
preparation demanded from their instructors. But, when we
consider the numerous and important agencies at work in this
direction, and the large sums expended by the State, by public
bodies, and by voluntary agencies in the work of preparation, we
are led to look at the contrasted position in secondary education.
On one side, the State does everything, or almost everything;
in the other case, but very little. From the present relations
between so-called elementary and secondary education, and from
what we may conceive as likely to happen in the immediate
future if the present forces in the lower stratum continue to act,
the gravity of the position becomes more apparent.

It may he alleged that the cases are, to a certain extent,
different. This is true, but it may also be admitted that the field
of secondary education itself is not uniform. There is great in-
equality, and the different elements require separate treatment.
The great public schools will always be able to draw a sufficiency
of men from the Universities. In many instances, these would
be able to work their way through, because endowment has made
up for State aid.

Rightly or wrongly, there is so much indifference shown by
head masters to training, other than muscular, that the lack is
not felt so much as an enlighteried conscience would demand.
We are not here dealing with the necessity of technical training
for teachers on the part of the University, but it may be taken
for granted that, if there be a call for it, that call will be obeyed.
We should rejoice to anticipate that a time would soon come
when, under the pressure of a registration scheme, training
would become sine qua non. When that time arrives the
Universities will be required to take it up in earnest, and diffi-
culties as to the provision of Chairs of Education and practising
schools will arise. Furthermore, the cost, in time and money,
involved in a post-graduate course would press heavily on ex-
pectant secondary teachers.

It may be contended that public grants to elementary teachers
are balanced by endowments appertaining to grammar schools
and Universities; but these endowments can be utilized only in
respect of general culture, leaving nothing available for specific
training in the science and art of education. Further, the
number of exhibitions and scholarships is limited; many are
taken up by the workers in other fields of activity; and the
obtaining help in this way is difficult and uncertain of ac-
complishment. With reference to a certain number of grammar
schools, and a large proportion of private schools, intending
teachers are mostly poor and dependent upon their own exertions.
Although, with extraneous help, they might be able to afford to
work for a London University degree, yet-they could not afford
to spend a further term of two, years or so, in) an) educational

March 2, 1908.]

THE EDUCATIONAL TIMES.

123

centre in order to submit themselves to the discipline of a
regular technical course of training.,

Does not this condition of affairs furnish a real and growing
danger to secondary education? One is not making invidious
comparisons between the two kinds of education, nor is one con-
tending that a sixpence less should be spent on the education of
elementary teachers. The following facts, however, should be
kept in mind. The importance to the State of a sound education
for the middle class is incontestable. The middle class, in
respect of the sacrifices for education made by its members,
deserves well of the country. Members of this class not only
educate their own children, but also contribute largely towards
the education of the children of the artisan class. We take the
distinction as it stands, and by no means wish to imply that
children of the artisan class or of any class should not have full ac-
cess tothe advantages of secondary education, so far as may be.

If it be a matter of necessity that the children of the hand-
labouring classes be well instructed, it is equally a matter of
necessity that the children of our trades-folk, merchants, manu-
facturers, and professional men be likewise well instructed. In
this particular of training of teachers, these elements of society
have been left entirely to themselves up to the present; and it
now becomes a question whether the State holds the scales
evenly as between these classes. What can be done to redress
the balance? Existing voluntary agencies can be sustained.
Amongst these, the College of Preceptors bears an honourable
record. As a writer in an educational paper reminds us, “ train-
ing of teachers was in the forefront of the earliest scheme of the
College, and Prof. Payne was the first and very well known
occupant of its Chair of Education.” Lectures in pedagogy have
been consecutively given during a long series of years. Diplomas
—which would be all the better in the lower stage for a little
screwing up—have been granted to intending and acting teachers.
Endeavours have been made to engage the students in practical
training. The classes were open to women and men alike. Here,
then, was provided all that was wanted; but the difficulties were
great—too great, indeed, for the first effort to succeed—and some
step is, therefore, necessary to render effectual the resources
Po aeaee by the College. Further, a teaching University for

ondon, with affiliated colleges, is now constituted; but more
requires to be done, and one would ask : Is it even now premature
to approach the legislature—in connexion, it may be, with other
secondary training colleges—for a grant which would advance
the good work, and provide substantial help for those student
teachers who would then find it possible to set aside two years
for profitable study? Why should not members of the College
aim at this end, in conjunction with the authorities of the London
University, with whom some workable basis might possibly be
found P

In the meantime we could not do better than bring into pro-
minence that part of the Report of the Royal Commission of
1895 which dealt with training, and impress its conclusions upon
the profession, the public, and Parliament. Voluntary effort has
done something, especially for women teachers —the Universities
are waking up—but all that has gone befcre is only a beginning,
and, with the best intentions, these bodies can do little without
substantial help. Under existing circumstances—especially in
face of public calls now being made—it is of little use to look for
aid to private individuals. We turn our eyes, then, to the country
at large and to Parliament. Of late. Parliament has had the
allocation of large sums of money; but, whilst some has gone to
the provision of technical education, and more to the advancement
of elementary, the secondary side has been comparatively
neglected. We have a right to ask that the State shall foster
what has been satisfactorily originated.

One may be allowed to appeal to private teachers for the
support of this plea, inasmuch as the question affects them more
than those engaged in endowed or high schools; since a large
proportion of their number has not been in a position to obtain
degrees or diplomas. It is surprising, therefore, that private
teachers, as a body, have not realized existing weaknesses.

Some persons look for a solution of the problem in this respect
to a proposal that teachers for all classes of schools should be
trained together. There would be no objection to this being
done under certain conditions, but these conditions would be
rendered more favourable if those interested in secondary educa-
tion did what the case now demands, namely, secure for teachers
in that class of school the measure of recognition and help which
is their right. Then in due course would come a united pro-
fession, the abolition of invidious distinctions, and a complete
interchange of duty and of work.

BELGIAN TECHNICAL SCHOOLS.

THe prosperity of Belgium, which is advancing rapidly from
year to year, 1s undoubtedly due (says the Journal of the Society
of Arts) to the technical teaching which is prominent in the
diversity and number of its institutions. These schools, created
and maintained T the Government, are under the general
supervision of the Department of Commerce and Labour, which
appoints a Board of General Supervisors, whose duty it is to see
that the teaching is of a high standard, as well as to look into the
sanitary and hygienic arrangements of the various schools.
Belgium enjoys the distinction of being the first country to
organize domestic training schools, the first being established in
1889. According to the American Consul at Liége, this system
comprises in its practical curriculum maintenance and cleanli-
ness of dwellings, furnishings, laundry work, cutting, fitting,
making and repairing ordinary garments, cooking, and, in
the rural districts, gardening, dairy work, and the care of
eae The theoretical teaching consists of lectures on

ygiene, domestic economy, care of children, and sick nursing.
This particular training is intended for the children of the
working classes, the object being to prepare the pupils for the
economical management of a house, as a mistress or a8 a servant.
In the more advanced schools, termed professional domestic
schools, the theoretical and practical teaching are equal, and
include designing, cutting, dressmaking, millinery, artificial
flower making, lace making, embroidery, china painting, com-
mercial book-keeping, typewriting, domestic economy, &c. The
practical effect of this system not only enables a girl to gain a
livelihood by the application of her knowledge in the various
branches taught, but is particularly emphasized in house-keeping.

While the Government has legislated against the employment
of women under ground, they assume important places in the
large manufactories, and work side by side with the male
employees, showing equal ability. Many of the large workshops
give technical lectures and demonstrations expressly for the
female employee who is unable to take advantage of the technical
course offered to boys. In training boys for professional and
industrial work, attention is given to the demands of the various
localities. The various schools are as follows :—Mechanical and
electrical engineering, iron and steel, wood cutting. carpentering,
joining, plumbing, watchmaking, jewellery making, firearm
manufacturing, bookbinding and gilding, painting, designing,
engraving, spinning and weaving, dyeing, tanning, basket and
lace making, upholstery, tailoring, telegraphy, music, &c. While
the practical work of these institutions is the same as in the
actual workshops, the theoretical training is intended to meet
what the workshop does not supply. Apart from the Govern-
ment technical training schools, private institutions have been
established, and are partly maintained by private subscriptions.
These, however, look for help to the Government. The well-
known School of Arms in Liége turns into the local workshops
annually young men already fitted to apply themselves practically
to any branch of the firearm trade. This class of labour is
always in demand, and at no time need the firearm workman be
out of employment.

The School of Textiles is an institution where teaching has
brought out the manufacture of cloth and all branches attached
to that industry to a high state of perfection. Year after year
the cloth manufacturers in other countries apply to this school
for a competent man to serve them as foreman or superintendent.
In Belgium itself the pupils at this institution are immediately
taken up by the local manufacturers and their future is assured.
The Government, to encourage application, gives yearly a money
prize to pupils having distinguished themselves at the haa
this being intended to meet the expenses of a journey abroad.
The same conditions prevail at tbe School of Mining and all the
other schools.

Technical education in Belgium has for its object to assist the
a eh and employed alike. The present condition of both is
highly satisfactory, and the future points to a substantial ad-
vancement. The country is tranquil, the working classes are
increasing their savings annually, a spirit of contentment is
everywhere manifest, which condition of affairs guarantees un-
interrupted labour. Lock-outs and strikes are rare, while the
question of the unemployed is absent. All workmen are more
or less skilled, and their labour wins a compensation satisfactory
to them. The continued industrial and commercial advancement
of Belgium stimulates the demand for labour, and the labour,
owing to technical education in all its’ branches, readily meets
these demands.

124 THE EDUCATIONAL TIMES.

Tf

[March 2, 1908.

L.C.C, INDUCEMENTS. TO TEACHERS.

in the past aloofness on either side. let there be now whole-
hearted co-operation in the great work of national education.

THe Education Department (Executive) of the London County |“ Neu patriae fortis in viscera vertite vires !”

Council have prepared a statement of the opportunities now open

For the Children’s sake.—Nonconformists and Church people,

to boys and girls that propose to enter the teaching profession. | we all want the children to be trained to lead happy and useful
The modifications which have heen recently made in the Regula- | lives; we all believe that the surest moral training rests on
tions of the Board of Education and of the London County religion; that real education is not the accumulation of know-
Council, it is pointed out, have considerably increased the | ledge, still less of multifarious smatterings ; that education, to

facilities for entering the profession, and, when once a man or
woman has become a trained teacher, there is a safe prospect of
permanent employment at an adequate salary increasing to a
good maximum. Moreover, the cost of the preliminary training
is now met to a large extent by the grants which are offered in
the way of scholarships, both > the Government and by Local
Authorities.

The London County Council has established a comprehensive
system of scholarships which enables the capable children of
parents who have slender means to pursue a course of education
and training from the age of eleven to the age of twenty with
very little cost to themselves. A boy or girl may become a
junior scholar at the age of eleven, a bursar or pupil-teacher at
the age of sixteen, a student-teacher at the age cf seventeen, a
training college student at the age of eighteen, and at every
stage may receive not only free education and training, but also
maintenance grants of a substantiul amount. On leaving the
training college at the age of twenty the student can at once
begin to earn the full salary of a trained, certificated teacher, the
rates of pay for assistant teachers in London being as follows :—
Men, £100a year, rising with two increments of £5 and twelve
of £7. 10s. to £200; women, £99, rising by increments of £4 to
£150. Every year, in order to staff the London schools with a
due proportion of teachers, the London County Council requires
about 1,450 new assistants at the above salaries. Moreover,
there are a great many posts in London for head teachers. The
salaries attached to these posts are: Men, ranging from £200
to £400 a year, according to the size of the school, with a few
posts of £500 a year; women, ranging from £160 to £300 a year,
with a few posis at £100 a year. About seventy to eighty of
these posts fall vacant every year, and the posts are by regula-

tion filled almost without exception from assistants who are|

already in the London service. At the present moment there is
a good opening for young men to enter the profession, since the
number of vacancies is in excess of the number of qualified
candidates.

The training for an assistant master or mistress in a secondary
school follows somewhat different lines from that required for an
assistant in an elementary school; but here, again, the County
Council offers substantial assistance to intending teachers by its
system of junior, intermediate, and senior scholarships, as well as
by the provision which it makes in the way of training colleges.
The salaries which are offered to assistants in its secondary
schools are as follows :—Men, £150, rising by £10 to £300 and in
some cases £350; women, £120, rising by £10 to £220 and in
some cases £250. The salaries offered to head masters and head
mistresses of secondary schools are as follows :—Head masters,
ranging from £400 to £800 according to the size of the school;
head mistresses, ranging from £300 to £600 according to the size
of the school. The scholarships offered by the London County
School enable boys and girls to pursue their education to the
University stage, and thus to qualify for these positions. Full
particulars with regard to the various facilities offered by the
Council are given in the “ Scholarships Handbook,” which may
be obtained from Messrs. P. S. King & Son, 2 and 4 Great Smith
Street, Westminster (Id., post free 3d.).

CORRESPONDENCE.

—_- — l Ml

[We do not hold ourselves responsible for the opinions expressed by our
correspondents.— Ep. E.T.]

AN APPEAL FOR EDUCATIONAL PEACE.
To the Editor of “ The Educational Times.”

Sir,—May one fast passing from the “strife of tongues,” who
has numbered Nonconformists, ministers and lay people, among
his friends, crave a briet hearing? Let there be an end to this
fratricidal war about the schools. To either side a partial settle-
ment of the question would be a Pyrrhic victory. If there has been

be worth having, is character-building through the personality,
mainly, of the teacher. Is not this a worthy aim for all to
combine for? England lapses back into paganism while the
swords of Christians are clashing over the children’s heads.

For the Nation's sake.—Ilf it is true that England lags in what
should be a friendly rivalry with other nations, what is the
cause? Not any want of capacity, not any technical backward-
ness, so much as a something below the surface which too often
manifests itself in selfish unthriftiness. Here, again, is a call to
all to combine. We want our schools to turn out patriotic, un-
selfish citizens. We want our English homes to become more
generally what they might be, what they ought to be—centres of
light and love.

Kor the Master's sake-—Harshness and bitterness in contro-
versy are a dishonour to Him. Never, so long as time shall
last, can any two persons see the same thing exactly in the same
light, or from the same point of view. But, beneath our differ-
ences there is a Bed-rock; and “that Rock is Christ.” The
unity which we all long for and pray for. is far. more likely to
be gained by the frank recognition of these differences than by
the vain attempt to dragoon the nation into submission to one
State-made creed.

What England wants is a variety of type in her schools. Will
not Nonconformists join hands with Churchmen in defending
the great principle of parental responsibility for the religious
training of our children? This is what the * Parents’ League”
is for. Iam, Sir, &c. I. GREGORY. SMITH.

Horsell, Woking, January, 1908.

AN ARITHMETIC OF THE OLDEN TIME.
To the Editor of “ The Educational Times.”

Sir,—I have taken the following extract from an old arith-
metic (“ Intuitive Calculations,” by Daniel O'Gorman; ninth
edition, 15,000; 1853) used in a country school of my acquaint-
ance not fifty years ago. The author gravely sets to work to
teach his pupils how to multiply money by money !

Rule.—Pounds multiplied by pounds produce pounds. Pounds
multiplied by shillings, every 20 is a pound, the rest shillings.
Pounds multiplied by pence, every 12 is a shilling, and the rest
pence. Shillings multiplied by shillings, every 20 is a shilling,
every 5 is threepence, and each 1 is two farthings and four-tenths of
a farthing. Shillings multiplied by pence, every 5 is a farthing, and
each 1 two-tenths of a farthing. Pence multiplied by pence, every
60 is a farthing, and every 6 one-tenth of a farthing.

Example.—Multiply £3 5s. 6d. by £2 12s. 9d.

Explanation.—First, I say, £2 by £3 make £6. Secondly, £2 by
5s.is 10,and £3 by 12s. is 36, whose sum is 46, which by second
direction will be £2 6s. Thirdly, £2 by 6d. is 12s, and £3 by 9d. is
27, whose sum is 39, which by direction the third will be 3s. 3d.
Fourthly, 12s. by 5s. is 60, which by direction the fourth is 3d.
Fifthly, 12d. by 6d. is 72, and 5d. by 9d. is 45, whose sum is 117,
which by direction the fifth will be 53d. and four-tenths. Sixthly,
6d. by 9d. is 54, which by direction the sixth is d. Add the whole,
and you will find £8 12s. 9,3d. as required.

The thing is too amazing for words; but I should have
liked to know the result of multiplying lamp-posts by sky-
rockets, “ which by direction the last would be” old age pensions,
I fancy.—I am, Sir, &c., J. Vine MILNE.

A CORRECTION.
To the Editor of “ The Educational Times.”

Sir,—May I be allowed to correct three errors in the
report of my remarks at the Half-Yearly Meeting as given on
page 70 of the current number of Zhe Educational Times?
For “Scholastic Education Association” and for “ Scholastic
Registration Association Alliance” read “ Scholastic Regis-
tration Association”; and for “mushroom institutions” read
“children.” The use of the word “ mushroom ” would rightly
expose me to the charge of discourtesy.—I am, Sir, &e., l

February 1, 1908. Bargow RULE.

March 2, 1908.

BLACKIE’S LIST

HISTORY.

A Brief Survey of European History.
By ARTHUR HAS8SALL, M.A. An excellent general sketch of European
istory from Charlemagne tothe present time. Crown 8vo, cloth, 4s. 6d.

Landmarks of European Hist
By E. H. M'DouGaALL, M.A. Oxon., late Assistant in the Tewtikieh

School and Training College, Cairo. With many Colouted and Sketch:

Maps, Index, &c.

Heroes of the European Nations.
From Early Greece to Waterloo. By A. R. Hors MoncRiEFF. 1s. 6d.

Readings in English History. From

riginal Sources. Edited by R. B. Morean, B.Litt., and E. J,
ieee B.A. Illustrated. Vol. J., B.C. 54 to A.D. 1154, 2a: Vol. Il.,
1154 to 1485, 2s. 6d. Vol. III., 148 to 1688, 2s. 6d. ( just ready).

A Brief Survey of British History.

By G. Tovi WARNER, M.A. With Tables, Summaries, Maps,

Notes, &c. 1s. 6d:
“The best Enplich History for youn niapi; Used in all leading

Preparatory Schools, and the Koyal Naval Co Osborne.”

ENGLISH.
Combined Course of Literary Reading

and Composition. Įllustrated: from Famous Paintings.
Hdited by Lswis Maren, M.A: Carefully chosen

English Literature, with graded exercises, forming a complete course
of instraction in English.

Précis Writing. By H. Larrer, M.A., of Cheltenham
College. With numerous Exercises, a practical Introduction, and a
Worked Example. Crown 8vo, cloth, 3s. 6d. KEY, 2s. 6d. n

{ Précis Writing— Second Series. By H.
LATTER, M.A., of Cheltenham College. This second series contains a
fresh selection of Exercises on the whole easier than those in the first
book. The two together form a collection that will meet all the require-
mente of army classes, &c. 36.6d. KEY, 2s. 6d. net.

English Poetry for the Young. Selected
by 8. E. WINBOLT, MLA. A ioe Seer a selection of English poetry,
early printed and well bound in cl

BLACKIE’S ENGLISH TEATS.

Edited by W. H. D. ROUSE, Litt.D.,
Head Master of the Perse School, Cambridge.

EXCELLENT MATERIAL FOR: THE LITERARY STUDY OF
ENGLISH.

In cloth cevers, price 6d. each.

Froissast-—Border Warfare. . Malory—Ceming of Arthtr.
E Froissart—Reign of Richard Il. Malory —Knights of the Round
Frotssart—Creoy and Poitiers: Cowley’s Essays. [Table

Irving—Engtand’s Rura! Life. Ruskin—Sesame and Lilies.
The above volumes have been recently added, Complete Liston application,

BLACKIE’S LATIN TEXTS.
General Editor: Dr. W. H. D. ROUSE.
This Series is intended for use during the first two or three
years of Latin.

Price 6G. net each Book.

A. a om Vocabulary to Virgil.

H under the Editorship of A. GRAHAM, M.A.
oth,

A Cera] Vocabulary to Caesar’s

Gallic War. Prepared under the Editorship of A. GRAHAX,
M.A. Crown 8vo, cloth, 1s. P

‘; hese vocabularies have been ith Latin | for use in schools where the

pupils are not at first provided with Latin Dictionaries of their own. They

contain all the words that occur in the Aeneid, Bucolics and Georgics of
MR and De Bello Gallico of Caesar. The advantage of these vocabularies
that they can be used with any Edition of these Classics.

Full particulars and complete Educational Catalogue post free.

È BLACKIE & SON, Ltd, 50 Old Bailey, E.C.

readings from |

-

THE EDUCATIONAL TIMES. = i%

A GOOD ADVERTISEMENT

is not of much use unless you have a good
Prospectus to send to Enqniring Parents, and

A GOOD PROSPECTUS ©

is of: no use unless Parents see it.

LET US PREPARE

you a good Prospectus, and give your School a

COOD ADVERTISEMENT

PATON’S LIST oF SCHOOLS
AND TUTORS

which now has a World-wide Circulation.

The Eleventh Edition is now in hand
for Press.

| aire US,

with copy of your present Prospectus, and we
will send you (without any charge) Specimens
and Full Particulars, with proof of value.

OUR GOLD MEDALLIST

Photographs Schools within reasonable distance
of London—expert work only.

EDUCATIONAL AGENTS,
143 CANNON STREET, LONDON, E.C.

Telephone—5053 Central.

126 THE EDUCATIONAL TIMES. | March 2, 1908.
ey FU .

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER, S.W. [FOUNDED 1829.

Patrons—THE ARCHBISHOP OF CANTERBURY; THE ARCHBISHOP OF YORK.
President—THE BISHOP OF LONDON. Vice-President—THE LORD HARRIS.
Chairman—THE DEAN OF CANTERBURY. Deputy-Chairman—SIR PAGET BOWMAN, Barr.
Secretary—W. N. NEALE, Esq. Actuary and Manager—FRANK B. WYATT, Esg., F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
| highly favourable terms to

THE CLERGY AND THEIR RELATIVES.
ALL PROFITS BELONG TO THE MEMBERS.
Accumulated Fund, £4,242,820. Annual Income, £453,897.
Bonuses Distributed, 24,256,464. |

LOW PREMIUMS. Notwithstanding the lowness of the SPHOIMEN OF RATES FOR £1,000, WITH PROFITS.
LARGE BONUSBS. Premiums charged, the BONUSES are

on an EXOBPTIONALLY HIGH SOALR. £1,000 EER wc ace SO
NEW AND SPHOIAL Application is invited for the PRO- Birthday. | Payable at Death. | or earlier Death.
POLIOIBS. SPHOTUS, and Leaflets explaining two

new Policies, with valuable Options.

1. WHOLE-LIFB CONVERTIBLE ASSURANOBS. Very Low

Premium — about one-half the usual rate — during first ten
years,

2. PENSION POLIOIBS. Premiums returnable with compound interest in NoTE.—Under the Reduced Premium Synami (explained in Prospectus) four-
case of death or surrender before pension age. Option to commute for | fifths only of these Premiums need be paid,
} to be repaid out of Bonus.

Assurances without profits, at low rates of premium, may be effected, No Agents employed and no Oommission paid for the intro-

and PE on favourable terms may be purchased, by any | ides is business, whereby £10,000 a year is saved to the

person spective of ecial ificati 3

Clery. Oe ENR 1o Mo | leh tbe Sine th Pt T AICS COR ERLE SP
CAMBRIDGE LOCAL EXAMINATIONS, 1908. | THE ONLY EFFECTIVE METHOD

A new work on the most modern lines, oF “ WEIGHTING ” anD LAYING THE

A RATIONAL DUST

(See the Official Memorandum on the Cleansing and Disinfecting of Schools)

GEOGRAPHY.. A EA

ERNEST YOUNG, B.Sc., f L0 R l t F N F
Head Master of the Lower School of John Lyon, Harrow. |

(Regd.)
a A ded BRONZE MEDAL of the ROYAL SANITARY INSTITUTE
In three Toit on ace oe CPR Diagrams, | oe On all Wood, Linoleum, and other Floors in
Part |.—CLIMATE, THE BRITISH ISLES, EUROPE. [Ready. songo salt LASORATORIES;
Part II.—TIDES, WINDS, CURRENTS, LATITUDE AND ot : . : ey:
LONGITUDE, AMERICA, AFRICA. (Ready. | EARLY in the EASTER VACATION
Part IlL_MAP DRAWING, MAP PROJECTION, SURVEYING, |

(THREE TIMES A YEAR ONLY BEING NECESSARY).
“FLORIGENE” also Purifies the Atmosphere, Preserves
Floors, Saves Labour, etc.
| ** FLORIGENE” is a fluid which can be pasy and quickly used by the
This į ; ; | unskilled, and each application is generally effective for 2 to 4 months,

is is a new work on the most modern lines, and so arranged that it meets the | or longer, according to the wear.
requirements of all the ordinary Preliminary and Junior University Local Examina- | :

ASIA, AUSTRALASIA. [In the press. |
tions, Tongu primarily intended to meet the requirements of the Board of | OS ee ee ee Re tee ee f0

HINTS ON TEACHING GEOGRAPHY. By same Author. 6d. net. |

Ed PRAA Aa . A AE sg oors and thus become *‘weighted,” so that when the
sducation’s Syllabus for three ont of the Four Years’ Course in Geography, it is at floors are brushed in the usual manner, the sweepings do not rise, but
ine a eh ame amiat adapted for the use of candidates taking the Cambridge roll in front of the broom
Examinations of 1908, l

SPECIMEN PAGES FREE.. No Sérubbing or Sprinkling of Floors.

; | BOOKS, FURNITURE, APPARATUS, etc.,
For Oxford and Cambridge Exams., &c. seldom require dusting or cleaning.

CONSTRUCTIONS IN PRACTICAL GEOMETRY. Intended for candidates for “í FLORIGENE ” is an aid to the

the Oxford and Cambridge School Examinations. Scottish Leaving Certificate, Prevention of Throat Irritations and School Epidemics.

sac army aunimi RA ORONA, are. F. S ESTLAER; B.A. as, Senior | The Cost (if any) is smail compared with the

athematical Master, Lancing College. rown 8vo, ls. Prospectus free. > z
HY NTAGE
OUR OWN ISLANDS: Elementary Studies in Geography. For Lower and | ne eee OTARRE IMPORTANT ADVAN CRO
_ Middle Forms of Secondary Schools. By H.J. MACKINDER, M.A., Director of For particulars, Reports, and Testimonials, write

the School of Economics and Political Science, University of London: late 6 3
Reader in Geography, University of Oxford. With 14 Coloured Maps, 18 Coloured THE D U S i = A L LAY E PR co
Plates, numerous Illustrations and Sketch Maps. In Two Parts, each 1s. 3d. : a}
or in One Volume, 2s. 6d. Prospectus free. I65 Queen VICTORIA STREET, E.C.

GEORGE PHILIP & SON, Ltd, 32 FLEET STREET, LONDON. Contractors to H. M. GOVERNMENT, letec.

the other one-fifth remaining a charge

—

` Po u M -

March 2, 1908. |

COLLEGE OF PRECEPTORS'
CERTIFICATE EXAMINATIONS.

Special Subjects, 1908.

Caesar.— Gallic War, Book I. By A. H. Attcaort, M.A.,

and F. G PLAIRTOWE, M.A. 18. 6d. Vocabulary. 18.

“ A very good edition,” —Schoolmaster.
Caesar.—Gallic War, Book II.

and W. F. Masom, M.A. 18.6d. Vocabulary. 18.

“ An excellent general map, and a clear plan of the battle of Axona, add much to
the value of the book.’’—Schoolmaster.

Cicero.—In Catilinam, I.-IV. By J. F.Srovt, B.A. 2s. 6d.

* The notes are worked up with the minuteness and care usual in this series, and
with full historical references ” (Cicero.—‘‘ In Catilinam, IHH.” )—Practical Teacher.
Euripides.—Hecuba. By T.T. Jerrery, M.A. 8s. 6d.

“ We are inclined to think that this is one of the best volumes of the University
Tutorial Series which have yet appeared.’’—School World.

Horace.—Odes, Book III. By A. H. ALLCROFT, M.A., and
B. J. Hayes, M.A. 18.64. Vocabulary. 18,

“ A straightforward serviceable edition.’’—Journal of Education.
Vergil._Aeneid, Books I. and X. By A. H. Artcrort, M.A.,

~ and others. With complete Alphabetical Lexicon. 18. 6d. each Book.

‘*The notes are clear and scholarly.”’—Journal of Education,
Xenophon.—Anabasis, Book I. By A. H. Atvcrort, M.A.,

and F. L. D. RicnaRpson, B.A. 18. 6d. .
“ The text is clearly printed, and the book is wll planned and edited.” — Educa-

tional Newe.
Shakespeare. Edited by Prof. W. J. Rorre, D.Litt. Merchant of

Venice. 2s. Julius Caesar. 2s. 6d.
“ Mr. Rolfe’s excellent series of school editions of the plays of Shakespeare give
the student helps and hints on the characters and meanings of the plays, while the
word-notes are also full and posted up to the latest date.” — Academy.

LONDON UNIVERSITY MATRICULATION

3Zmportant Tert-Books.

By A. H. Attcrort, M.A.,

Matriculation English Course. Containing Grammar,
Analvsis, Composition, Précis- Writing, and Paraphrase. By W. H. Low, M.A.,
and JOHN BRIGGS, M.A., F.Z.S. Second Edition. 38. 6d.

“ Candidates may take this book asa trustworthy guide,”’— Schoolmaster.

Groundwork of English History. By M. E. Carrrr, First

The New Matriculation Algebra. With aSection on Graphs.

By RUPERT DEAKIN, M.A. Fourth Edition. 88. 60.
** An excellent introduction to Algebra.” — Orford Magazine.

Matriculation Geometry. By W. P. Workman, M.A., B.Sc.,

and A. G. CRACKNELL. M.A.. B.Sc. 38. 6d.
‘* Shows on every page the skill and care with which the material tas been put
together.” —School World.

Matriculation Selections from Latin Authors.

By

~~ A. FP. Watt, M.A. and B. J. HAYES. M.A. Second Edition. 28. 64.
- “* The selection is a good one.’’—Journal of Education.

The Matriculation French Course. By Prof. E. WeERKLEY,
TA. Third Edition. $38. 6d.
“An excellent preparation for the London Matriculation Examination.” —
Secondary Education,

The Matriculation French Reader. By J. A. Perrzt,
Examiner in French at the University of London. 28. 6d.
“ This book is the outcome of scholarship combined with ripe experience in
tuition. The notes are succinct and informative.” — Westminster Review.
The Matriculation Mechanics. By Ww. BRIGGS, LL.D., M.A.,
B.Sc., F.R.A.8., and G. H. BRYAN, Sc.D., F.R.S. Second Edition. $s. 64.
“ Altogether it is an excellent book.’”’— School Guardian.

The New Matriculation Chemistry. By G. H. Battery,
D.Sc., Ph.D. Edited by WiıLLIaA™M Briaas, LL.D., M.A., B.Sc., F.C.8. 5e. 6d.
** Contains everything that a candidate at Matriculation is likely to require,”’—

Nature.

The New Matriculation Heat. The New Matriculation
Light. The New Matriculation Sound. By R. W. Stewart, D.Sc.

Three Volumes, each 28.
“ An admirable text-book (

6d.
New Matriculation Heat).””— Education.

University Tutorial Press, Ld.,
W. B. CLIVE, 157 Drury Lane, London, W.C.

THE EDUCATIONAL TIMES.

127

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ...... Position £5 10 0
Ə si 210 0 ...... S 300

uarter F 3 110 0 ...... $ 115 0
er inch in broad column (half width of page) œ. 070
Narrow Column (one-third page) ................ccccesss 2 00

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &c.),
3e. 6d. for 6 lines, or 4s. 6d. the inch.

SituationsVacant and Wanted— 0 words or under, 2s.; each additional 10 words
6d. (For ls. extra, Replies may be addressed to the Publishing Office, and will
be forwarded post free.)

= —— —— a -=o

CURRENT EVENTS.

Art the Members’ Meeting of the College of
Preceptors, on March 18, Dr. T. Percy Nunn
will read a paper on “Science in correlation

with Geography and Mathematics.”

¥ =
*

M. G. Periuteau will present a Causerie anecdotique,
entitled ‘‘ Notre Oncle,” to the Société Nationale des Pro-
fesseurs de Francais en Angleterre, at the College of Pre-
ceptors on March 28, at 4 p.m.

Mme. Cuampon will lecture on “La Bretagne: son sol,
ses curiosités et quelques-unes de ses vieilles légendes,” at
Bedford College for Women (University of London), on
March 12 at 5.15 p.m. Open.

*

*
Unoper the auspices of the Geographical Association the
following lectures will be delivered at University College,
London :—March 13, “ How to Teach the Geography of a
Country,” by. Prof. L. W. Lyde, M.A.; March 27, * Oro-
graphical Maps as the Basis of the Geography Lesson,” by
Dr. A. J. Herbertson, M.A. Non-members may obtain
tickets (ls. each) from Mr. J. F. Unstead, 5 Wiverton
Road, Sydenham, S.E.

Fixtures.

LE, E E EE EA TED

THE fourth Biennial Vacation Course of the Oxford
School of Geography will be held August 10 to 28. There
will be at least two lectures and a period of practical work
in field or map-room or an excursion each day. Special
evening lectures and discussions will be arranged. A more
detailed programme will be issued in June.

* +
*

Tue Child Study Society, London, announce the follow-
ing lectures and discussions (Parkes Museum, Margaret
Street, W., at 8 p.m.) :—March 5,“ The Education ( Adminis-
trative Provisions) Act in relation to the Inspection and
Treatment of the Teeth,” by W. T. Elliott, D.D.S., L.D.S.,
March 12, “Congenital Aphasia (Word Blindness and Word
Deafness),” by C. J. Thomas, M.B., B.Sc., D.P.H. ; March 19,
“ Anthropometry and Physical Development,” by F. C.
Shrubsall, M.A., M.D., M.R.C.P.; March 26, ‘‘ The Down-
one the Dogma of Formal Training,” by T. H. Hayward,

Ld *
+*+

Tne Modern Languages Holiday Courses of the Teachers”
Guild at Tours, Honfleur, Neuwied, and Santander will
commence in the first week of August. Information from
the General Secretary (Mr. H. B. Garrod), 74 Gower
Street, W.C. Handbook (6d.) ready May 1.

Lorp Lister has declined an invitation to

Honours. become a candidate (unopposed) for the
Chancellorship of Glasgow University.
+ *
*

Oxrorp University has conferred the honorary,degree of
|D.C.L. upon Prof. Westlake, Cambridgé; \the honorary

128

THE EDUCATIONAL TIMES.

[March 2, 1908.

degree of M.A. upon Mr. Nicol F. Mackenzie, M.Inst.C.E.,
Instructor in Surveying, and upon Mr. C. J. Holmes, Slade
Professor of Fine Art; and the honorary degree of Mus.M.
upon Herr Paul David, Music Master at Uppingham.

* ò d

Tae University of Edinburgh proposes to confer honorary
degrees as follows :

D.D.—Rev. Ellis Edwards, M.A., Principal of the Calvinistic
Methodist College, Bala; Rev. Hugh Ros Mackintosh, M.A., D.Phil.,
Professor of Systematic Theology, New Colege, Edinburgh; Rev.
Wiliam Robertson, M.A., Minister of Coltness Parish ; Rev. Alexander
Smellie, M.A., Original Secession Church, Carluke.

LL.D.—The Maharaja of Jaipur: Mr. James Ormiston Affleck, M.D.,
Edinburgh ; Prof. Ramkrishna Gopal Bhandarkar, Bombay Legislative
Council; Prof. William Burnside, Royal Naval College, Greenwich ;
Mr. Richard Caton, M.D., Lord Mayor of Liverpool; Sir Norman
Lockyer, Director of Solar Physics Observatory, South Kensington ; Sir
James Balfour Paul, Lyon King of Arms, Edinburgh ; Mr. Reginald
Lane Poole, M.A., Ph.D., Oxford; Mr. Andrew E. Scougal, H.M.
Senior Chief Inspector of Schools in Scotland, Edinburgh ; Right Hon.
Thomas Shaw, Lord Advocate.

Paf

McGiLt University, Montreal, has conferred the honorary
degree of LL.D. upon Mr. Bryce, British Ambassador to the
United States.

e.°

Tae University of Durham has conferred the honorary
degree of M.Sc. upon Mr. R. A. Harper Gray, Armstrong
College, Newcastle.

* *
*

Lorp Loresurn, D.C.L., Lord Chancellor, has been elected
an honorary Fellow of Balliol College, Oxford.

At Downing College, Cambridge, Sir Herbert Isambard
Owen, F.R.C.P., Principal of Armstrong College, the Rev.
T. J. Lawrence, LL.D., formerly Fellow and Tutor, and the
Hon. W. P. Schreiner, C.M.G., K.C., formerly Fellow, and
late Prime Minister of Cape Colony, have been elected

Honorary Fellows.

* *
*

A FUND is being raised for a Studentship in connexion
with Oxford, to be held at the School of Rome, as a
memorial of the late Prof. Pelham, who was the founder of
the School and Chairman of the Managing Committee until
7 death. The Rector of Exeter College is treasurer of the

und.

Mrs. Joux Rytanps, Longford Hall,
near Manchester, has left £50,000 to
Victoria University, £25,000 to Owens
College, £10,000 to Mansfield College, £8,000 to Hackney
College, and £5,000 to the Baptist College, Regent’s Park,
London.

Endowments and
Benefactions.

$ *

*

Mrs. BELL Petricrew has given £6,000 to St. Andrews

University towards providing a museum and extending the

Botanical Garden, in commemoration of the long association

of her husband, the late Dr. J. Bell Pettigrew, with the

aoe as Professor of Medicine and Anatomy (since
875).

* *
x

Dr. J. W. H. Tratti, Professor of Botany, Aberdeen
University, has given to the University £1,000, to found a
bursary for science students.

* e
*

Tae Treasury has again made a special grant of £1,200
for this year to Manchester University for the promotion of
research and other special purposes.

+ +
*

Ture Treasury has agreed to give an annual grant of £200

to the Royal Scottish Geographical Society.

-_— a e a a a a a e e o eS SE

Miss Mary W. SuiLLrTO has given £800 to Oxford
University to provide a stipend for Dr. Stephen Langdon
as Readerin Assyriolory and Comparative Semitic Philology

for three years.
*

*

*

Miss Caroutine E. Wiwtiams, of Vicarage Gate, London,

W., a generous donor to the funds of Cardiff University

College, has left £800 to Aberdare Hall, Cardiff, for a
Scholarship, and £800 to Cardiff University College.

* *
*

THe Mercers’ Company bave granted £535 towards the
funds for the incorporation of King’s College in the Uni-

versity of London.

Tue Hants County Education Committee have raised
their annual contribution to Hartley University College to
£600 (almost double the previous sum), and will make a
special grant of £200 for the year ending March 31, 1909.
The College needs further substantial help.

Lorp Stratucona has given £100 to a fund for establishing
a Lectureship in Geography in Edinburgh University.
+ +%
‘ l
Tue Board of Agriculture has granted £250 to the
Cheshire Agricultural and Horticultural College, Holmes

Chapel, for research work.

+ *
*

THE late Lady Stanhope has bequeathed a sum sufficient
to establish a scholarship of £50 a year at Harrow, in
memory of her husband, the Right Hon. Edward Stanhope,
Secretary at War 1887-92, who was in the Harrow Cricket
Eleven of 1859.

+ #
#

Tue Rev. Joan Roscoe, of the Church Missionary Society,
has presented to the University of Cambridge a second
instalment of native manufactures from Uganda, including
an exceptionally interesting and valuable set of relics of
deceased Baganda kings.

e

Tae London Inter-Collegiate Scholar-
ships Board will hold a combined
examination for 20 scholarships and
exhibitions, tenable at University College, King’s College,
and the East London College, on May 12 and following
days. Candidates must have passed the London Matricula-
tion (or an equivalent) Examination and be under nineteen
on October 1, 1908. The total value of the scholarships
offered exceeds £1,700. Full particulars and forms of entry
from the Secretary of the Board (Mr. Alfred E. G. Attoe),
University College, W.C.

Scholarships and
Prizes.

*
*

At Oxford scholarships, &c., will be offered for competition
as follows:—March 3, Mathematics (Magdalen, Brasenose,
Christ Church, Worcester); March 10, Natural Science
(Keble); March 17, Classics (New, Magdalen, Corpus
Christi), Natural Science (Merton, New, Corpus Christi),
History (Exeter); April 21, Classics (non-collegiate) ;
May 12, Classics (Pembroke) ; June 2, Classics (Brasenose),
Law (Brasenose); June 25, Classics, History, English,
Modern Languages (Worcester); June 30, Natural Science
(Balliol, Brasenose).

neces arrears e e reenree Ea RE

Mr. Warne Fow er has been appointed
Gifford Lecturer in Edinburgh University
(not Glasgow University, as we mistakenly
reported last month).

Appointments
and Vacancies.

March 2, 1908.]

THE EDUCATIONAL TIMES.

129

Mr. Henry TAYLOR Bovey, F.R.S., D.C.L., LL.D., Dean of|tion Committee, has been appointed Head Master of the

the Faculty of Applied Science and Professor of Civil
Engineering in McGill University, Montreal, and Hon.
Fellow of Queens’ College, Cambridge, has been appointed
Rector of the Imperial College of Science and Technology.

* +
*

Mr. Ronatp M. Burrows, M.A. Oxon., Professor of Greek,
University College, Cardiff (since 1897), has been appointed
Professor of Greek in Manchester University.

* *

#

Vice-ApMIRAL Sir Jonn Durnrorp, K.C.B., D.S.O., has
been appointed President of the Royal Naval College,
Greenwich, in succession to Admiral Sir Arthur D. Fan-

shawe, K.C.B.

* *
ad

Mr. James ADAMSON, Advocate, Edinburgh, has been ap-
pointed Dean of the Faculty of Law in Victoria College,
Wellington, in succession to Prof. Salmond.

3 s *
*

Tue Secretary of State for India has appointed Mr.
Robert Marks, M.A., of Wadham College, Oxford, to be
Professor of Logic and Moral Philosophy in the Elphinstone
College, Bombay ; Mr. F. Storrs, B.A., of Cambridge, to be
Professor of English Literature in the same College; and
Mr. William Christopher Wordsworth, M.A., of Jesus
College, Oxford, to he Professor of Philosophy in Bengal.

+ #
| *

A Lecturer in Geography is required by the University

of Sheffield. Apply to the Kegistrar by March 14.
: *

*

Mr. J. G. Stewart, M.A., B.Sc., Lecturer in Agriculture,
Leeds University, has been appointed Lecturer in the Edin-
burgh and East of Scotland College of Agriculture.

* *

*

Mr. W. Farrer has been appointed Reader in Local
History in Liverpool University. The post has been specially
created for Mr. Farrer, who has edited and largely written
the first two volumes of “The Victoria History of the County
of Lancaster” (to be completed in seven volumes). Mr.
J. A. Twemlow has been appointed Lecturer in Paleography.

+ #

*
Mr. A, R. Ainsworrn, B.A., Assistant to the Professor
of Greek in Edinburgh University, has accepted a post under

the Board of Education.

* œ
*

Mr. H. J. THomson, M.A., has been appointed Assistant
to the Professor of Humanity in St. Andrews University.

+ |
*

THE Senior Science Mastership at Clifton College is vacant
through the lamented death of Mr. W. A. Shenstone, F.R.S.,
who had held the post since 1830.

* *
*

A Hean Master (graduate) is required for the Wirksworth
Grammar School (co-educational). Apply to the Clerk to
the Governors by March 25.

* *
+.

A Heap Master (graduate) is required for Wells Endowed
Secondary School. Apply to the Secretary to the Governors
of the Blue Schools, Wells, Somerset.

+ *
*

A Heap Master is required for Heath Grammar School
Halifax. Apply to Mr. N. B. Spenser, C.A., 1 Harrison
Road, Halifax, by March 3.

Me. H. H. Rossonys, B.Sc., formerly Principal Assistant
in the Higher Department of the Office of the Kent Educa-

Technical Day School, Napier, N.Z.
* ©

*

Mr. J. B. Crark, M.A., Chief Assistant Master, Heriot's
Hospital, Edinburgh, has been appointed Head Master, in
succession to Dr. Lowe (retired).

*.*

Miss Marcaret Anpersox, B.Sc. Lond., late assistant
mistress, Blackheath High School for Girls, has been ap-
pointed Head Mistress of the Girls’ Public High School,
Bridgnorth.

= +
+

A Hean Mistress (graduate, or equivalent) is required for
Wallasey High School for Girls. Apply to Mr. F. W. M.
Wilson, 8 Cook Street, Liverpool, by March 15.

+ #

A Heap Mistress is required for the Chelsea Secondary
School for Girls (Hortensia Road). Avply (on official form)
to the Clerk of the L.C.C. by March 16.

* o
4

Mr. Oscar Browxine has resigned his Lectureship in
History and Economics at King’s College, Cambridge, and is
succeeded by Prof. Chapman, of Leeds University, Fellow
of King’s.

“« COLERIDOE'S LITERARY CRITICISM,” with an

Lite
Itema introduction by Prof. Mackail, is about to be
added to the “ Oxford Library of Prose and
Poetry.” The minor works of Tacitus, translated by Mr.

W. Hamilton Fyfe, will also be issued immediately in the
“ Oxford Library of Translations.”

+ &
*

Messrs. GeorGe Puitir & Son will shortly publish the
second part of “ A Rational Geography,” by Ernest Young,
B.Sc., constructed on the most modern lines and fully
illustrated with maps and diagrams.

Mr. Fisher Unwin is publishing a new translation of
“The Tragedies of Seneca,” by F. J. Miller, in blank verse,
the choruses in lyric metres. Prof. John M. Manly con-
tributes an introduction estimating the influence of Seneca’s
tragedies upon the early English drama.

‘1?

Tar Bookseller Jubilee number contains, in addition to
the usual information, a number of very interesting articles
bearing mostly on the history of the trade, with many
photographs of well known publishers and booksellers.

* *
*

Child Life has somewhat altered its old form.

contents are as varied and practical as ever.

The

Tut Bedford Head Meetings of the Assis-
tant Masters have been revived at the London
Day Training College in Southampton Row,
the Association and the College co-operating. Such “ free and
frank discussion’’ is very valuable, and we share the hope
of Prof. Adams “ that the meetings will bring together many
of the educational forces in London.”

A Girt of £200 a year for the next ten years from the
Drapers’ Company, with £300 a year now paid to the Lec-
turer in Botany, will enable Cambridge University to found
a second Professorship of Agriculture and retain the services
of Mr. R. H. Biffen, at present University Lecturer.

General.

130

THE EDUCATIONAL TIMES.

(March 2, 1908.

SUGGESTIONS FROM AMERICA FOR ENGLISH
EDUCATIONISTS.

Ar the Evening Meeting of the members of the College of
Preceptors on Wednesday, February 19, Prof. Apams in the
chair, Mr. F. CuarLes, B.A., read the following paper :—

A year ago I was in America for nearly three months, when I
spent the whole of my time studying the educational conditions
and methods of our American cousins, visiting schools, attend-
ing teachers’ meetings, taking part in conferences, and interview-
ing stag pe hit I visited Washington, Annapolis, and Westpoint,
where I studied the educational preparation for the services—
Army, Navy, and Civil Service; 1 visited Indianapolis and
Elyria, where I inquired what the municipality was doing in the
cause of education, so that I might compare with towns of like
size in England; I visited Chicago, Cleveland, and New York,
where I devoted myself to the experiments now being conducted
in those towns—experiments which I believe are the best of
their kind.

In such a visit it is impossible to get a general idea of
America or American education. America is too vast; and,
further, every State has its own laws, and every town its Edu-
cation Committee. The Education Bureau at Washington has
no administrative power; it is comparable, not to our Board of
Education, but to the Inquiries Department; it collects and dia-
tributes information. When, therefore, I speak of “ American”
you must understand that what I say is limited to those parts I
saw. It may, but it does not necessarily, apply to other towns or
other parts of the continent.

In those parts were many excellences which we might well
emulate, and some excesses we might well try to avoid. When
I say “excesses ” I do so in all kindness, and not in any spirit of
carping criticism; and I think I am saying nothing here that I
have not said to, and discussed with, one or other of my kindly
hosts on the other side. I learnt something, I think, for com-
mittees, governing bodies, teachers, and schools. The public
schools—i.e., the schools belonging to the public and maintained
at the public expense—taught me more outside the classroom
than in it. The public are keen on education, and take care that
they get what they want. They believe in education and are
willing to pay for it. They will liberally back their opinion of
its worth. Indianapolis spends more on education than on any-
thing else; it spends, indeed, three times as much as on any
other department ; one-third of its municipal income is devoted
to its schools. Nottingham, a city not backward in educational
enterprise, spends less than one-sixth of its income on its schools.

Education is increasingly free from other considerations. At
Indianapolis—to cite it as an example once more—each member
of the Committee is required by law to take an oath that, during
his term of office, he will not be influenced by any consideration
of politics or religion. The Committees are smail and business-
like—five or six is quite a usual number. They deal with the
statesmanship of education and do not attempt any of the details
of school management; they appoint two or three experts and
hold them responsible for carrying out general instructions.
The chief of these—the superintendent—appoints and dismisser
the teachers, who have a right to appeal to the Board. The
contrast with our own Education Committees is marked; many
of them try to do the work of experts; some select text-books,
draw up syllabuses, decide what to teach and how to teach it;
make all appointments, even the school porter, and consequently
get choked up with a mass of detail.

The size of some of the schools is immense; many of the high
schools have over a thousand pupils. Now here I do not agree
with those who maintain that no school of over four or five
hundred can be efficient. Some of those huge schools seem to
me to prove the contrary. It, of course, means that the head
master cannot know the development of each pupil at first hand.
But that disadvantage is quite overcome where the tutorial
system and the general class system are working side by side.
To the tutor, house master, or nursing father, the head may de-
pute the charge of all pupils entering at one time. Thus Dr.
Buchanan, at De Witt Clinton, who has just adopted this system,
has eight assistants each in charge of a half-year. In this way
the teachers are kept much more closely in touch with the life
of the school; their interests cannot become centred in one class
or one subject; and, turther, it gives him excellent practice in
school management.

The size of the school makes for economy and not necessarily
for efficiency, and economy in buildings is not sufficiently con-

secon
certainly in favour of the cause suggested. Work sufficient

sidered. Committees in America are like committees in England
—they like to see something for their money; they are willing
to spend on buildings—on blackboards even—but not on men.
There, as here, salaries must be increased, and largely increased,
if suitable men are to be secured to do the work. Here the work
is becoming more arduous; more work, better work, and better
qualifications are being required, but for salaries which do not
increase as fast as the cost of living. Though in the matter of
salary the American teacher is no better off than the English
one, in the matter of tenure he has the advantage. He is re-
cognized as existing—he does know whom he serves.

The cost of buildings and equipment naturally leads to
thoughts on manual training. ere, I think, we might take a
lesson, but at the same time a warning. We do not devote
enough attention to it; the American devotes too much. It
becomes engineering. It appeared to me that the tendency is
to pay attention to the teclinique, to the finish of the articles made
rather than to the education of the maker. The practical work
overshadows the English and literary work—e.g., in a group of
twelve manual training high schools one-third of the whole time
is given to practical work. Better educational results are ob-
tained where the manual training is not allowed to dominate,
where original designs roughly worked out take the place of
good machines and beautiful furniture of finished workmanship,
where the education is the well balanced training in expression
by words, pictorial representation, material construction, and
musica] sounds.

The American teacher always welcomes criticism; he is not

afraid of talking shop, and freely and frankly discusses any
criticism passed upon him. He has indeed an inordinate thirst
for criticism. I was often a prey to this thirst.
inveigled to a meeting of teachers and persuaded to say to them
together what I had said to some of them singly: they wanted
criticism, not invited flattery. I felt that the boys were not

Once I was

doing all they could, and said so. I suggested three causes :
arental control, the oe of girls in the classes, and the

igh proportion of lady teachers. All agreed to the first. The

ee keenly debated, and the balance of opinion was

for the girls was not enough to keep the boys busy, while enough

for the boys was far too much for the girls, who pay greater
attention to details and are more conscientious.
on the third point was a little difficult where perhaps two-thirds

Plain speaking

of those present were lady teachers. However, all agreed that

they were dependent on the chivalry of the boys, and that, at
times, it breaks down.

The evil effects of direct parental control are many and far-
reaching, especially where the children have more and more in-
fluence over their parents and so over theschools. The authority
of parents over children seems to me to be disappearing faster
in the States than here; and instances are not wanting to show
that here it is disappearing far too quickly. In one town in which
school ended at 12.30 the children were agitating—or making
their parents agitate—for the reduction and limitation of home
work which had reached the alarming total of ten hours a week!

It gives rise, too, to seeking after popularity. A teacher who
is not popular must go. It is a force, then, which helps the
tendency to make everything easy for the children, to smooth
away their every difficulty—a marked contrast to the old and
robuster method which built up strong characters. Now the
ways of learning are paths of pleasantness, and the result is a
race of youthful mental Epicureans before whom we put their
mental pabulum in such a peptonized form that no effort on their
part is necessary to digest it. Their work is done for them, and
they have nothing to do but to take it or leave it ; to remember or
forget. We,in England, are doing much the same thing; we do
not swing so easily as a younger nation, but, once well started, it
takes more to stop us. In the past most of the work in the class-
room was done by the pupils; now too much is done by the
master. It may help pupils to pass examinations, but it does not
enable them to think for themselves; and our object is not to
instil into them as many facts as possible, but so to train them
that they can work and think, and so acquire facts for them-
selves.

The causes and the effects of the very large proportion of lady
teachers are, too, matters of great interest to us at this time, when
the supply of well qualified men teachers nas practically stopped.
or, at any rate, is far below the demand. The common cause in the
two countries is money. In America commercial prosperity and
natural resources are so great that mem of quite ordinary capa-
city can make fortunes with;ease,in business,and this naturally

March 2, 1908. |

diverts them from a calling in which by steady work they can
earn but a competence. Women will work for smaller salaries
than men, and they are not so averse from remaining in one place,
steadily working on, as the American man; his life must be one
of continual movement. It has, then, become a question whether
it is better to employ the weaker man- or the stronger woman-
teacher. The decision has been so often in favour of the latter
that masculine influence is being driven out of the classroom,
until, at the last return, 73 per cent. of the teachers in the public
schools in the States are women.

Two very apparent advantages are enjoyed by the American
schools. One is the regular and infrequent admissions; all
pupils come in at the beginning of one of the two semesters;
they come in uniform in age and fairly uniform in attain-
ment. ‘The other is absence of overloading. ‘The primary and
grammar grades are satisfied with a few subjects well taught.
The curriculum of the high schools is kept within such bounds
that each day’s time-table is the same, though the English of
one day may be different from that of another; one may be an
author, while another is oral composition. Mathematics on one
day is algebra, and on another is geometry. Again, the subjects
of one year are not those of another; French, for instance, may
not persist through the four years of a high-school course, but
through two only. The result is that, at a given age—say,
eighteen, the year in which the high school course is generally
completed—the children know less than children of the same
age in England; but whether this disadvantage is not more than
compensated by their greater freshness and capacity for apply-
ing and increasing what they know I am not prepared to say.
At any rate, it suggested to me that our curriculum should
be unloaded; for we want to educate, to enable to learn,
not to cram in the maximum number of facts in the minimum
of time.

The work of the private schools, or of those schools which are
not directly under State or municipal control, is more charac-
teristic. My visits to these were not in any sense planned; but
wherever I was in reach of a school which had a reputation for
excellence in any one branch, which had an undoubted speciality,
I made an opportunity to see that speciality and learn from it.
Schools of this type are not nearly so much handicapped by the
influx of foreigners as the public schools; in them are found
a much more homogeneous race, though the percentage of
American children of American parents is very small. At
Washington, I was told, was the best “ finishing ” school in the
States. I went rather expecting to find smart society ladies
covering ignorance with a veneer of accomplishments. But far
from it. I found an American school that had “ struck culture.”
I found, too, the ideal solution to the modern language problem.
Small classes, under the care of accomplished specialists, were
treating French texts just in the same way as they would
English texts in a literature lesson. A passage was read without
comment; then grammatical points, word forms, and syntax
were discussed where necessary. Next came questions on the
subject-matter, and, finally, the characters of the individuals as
evidenced in the passages read. The other work I saw was just
as sound, and I came away satisfied that that finishing school
undoubtedly stood for culture and refinement.

The Ethical Culture School in New York is so well known
that I need only remind you of its aim—to bring to consciousness
the things present unconsciously in the school atmosphere, and
so, in place of vague, unstable sentiments, to build up definite
concepts of right and wrong. That, then, is what the school
stands for; but it offers another suggestion. It makes all
anniversaries and festivals educational opportunities. The
element of show is, as far as possible, eliminated. The celebration
is in school hours; the school forms the largest part and the
chief part of the audience. All departments work together with
the common aim of thanksgiving or of suitably calling to mind
the great men who are gone. In these celebrations are found
opportunities of natural co-ordination very different from the far-
fetched and strained correlation so often apparent. Christmas
was celebrated by the whole school. The high school wrote the
book from “ Sir Roger de Coverley” papers, weaving in Christ-
mas material from “ Silas Marner,” “ Christmas Carol,” “ Brace-
bridge Hall,” and “Lorna Doone.” The illustrative material
which realized for the eye the rite and pageant of which the
story-tellers told—waits, mummers, boar’s head procession, &c.
—was contributed by the other grades, each one of which had
made a short study of some one Christmas custom. The ele-
ments most mischievous and most difficult to avoid are show
and advertisement—they are definitely contrary to true educa-

THE EDUCATIONAL TIMES.

131

tion—so the celebration had better be omitted than used to
attract attention.

The ideal of the Francis Parker School at Chicago can be
described, I think, by “practice rather than precept.” The
children there are evidently living rather than learning to live.
There is what appears at first sight chaotic freedom. Formal
lessons are not the rule: arithmetic, for instance, has no place
for itself, but, when required for calculating the cost of seeds or
the price of garden produce, it is introduced incidentally. Under
such a regime no definite conclusions could possibly be drawn in
the short time at my disposal; but it was clear from conversation
with the pupils that admirable work was being done in an
original way—a way which seems to eliminate a large part of the
drudgery of learning. My one doubt is whether the strength
of character which results from unattractive, unpalatable tasks
faithfully performed could be derived from such a training.

The University School, Chicago, has for its speciality the
science of education. Its continual study is what to teach and
how to teach it. Experiments are tried under the best conditions
and the results very closely observed.

Now, to all these schools one characteristic is common: every
one of them stands for something, and for something definite ;
and here, to my mind, is the opportunity of the private schools.
Let each one of them take care that it stands for something, has
œ particular excellence of its own—modern languages, practical
work, freedom of lite still under authority, wide reading of the
best authors, power of speech, wealth of imagination. To stand
for something is not enough; it must take care that we know it
does, not by advertisement, not by asseverating that it does, but
by its products and by the valuable lessons it teaches to those
interested in education. How are those lessons to be taught?
How is the true value to be estimated ? The only way evident
to me is by inspection. The excellence may be there, but the
hall-mark of that excellence should be there also. Insist on
inspection and recognition.

For conclusion, let me sum up as in a manual of “ Do’s” and
“Don'ts.” Do remember that the children are the first considera-
tion: that they must be educated, not laden with a number of
facts, and that education is the work of teachers rather than of
Committees and organizers. If you are a member of the public,
of a Committee, or an organizer, do make it possible for the
teacher to give his best energies, free from gnawing poverty
and insecure tenure, to this work of education. Don’t co-
educate. If you are a parent, do keep some authority over
your children; co-operate witli the school in their develop-
ment. Don’t throw on it your parental responsibility. If you
are a teacher, do be keen; don’t become rutty, don't peptonize.

And, finally, do you who are here set aside for a time British
reserve, and discuss with American candour some of the points
that I have tried to set before you.

THE WINTER MEETING FOR TEACHERS

THE following is a summary of the lectures on “The Use of
the Voice” by Dr. W. A. Aikin; on “Preventable Physical
Defects of School Children” by Dr. H. E. J. Biss and Dr. R. J.
Collie; and on “Plato” by Mr. E. D. A. Morshead, which we
were unable, through exigency of space, to insert in the last

number :—
THE USE OF THE VOICE.

Dr. W. A. Aikin dealt with this subject in three lectures, under the
headings (1) The Principles of Vocal Sound, (2) The Cultivation of
Voice Organs, and (3) Speech in ita Application to Teaching. He
insisted upon the necessity of teachers knowing something of the
general principles of vocal sound; for they not only had to cultivate
in themselves the best possible habits of speaking, but they also
had to cherish the good and eradicate the bad in the speech and pro-
nunciation of the thousands of children who relied upon them for
instruction. To teach these principles and to show how they were put
into practical use was the function of the science of phonology. On -
the principle that the act of breathing-out was solely responsible for
the force which produced the sound of the voice, it was necessary to
have as large a volume of air to use as could be conveniently and quickly
taken in, us well as the proper control to regulate its output. For this
reason central breathing was advocated, in which the greatest expan-
sion took place at the level of the lowest part of the sixth rib. This
ensured the full expansion of the ribs, and expecially of the lower ones,
and a proportionate descent of the diaphragm, involving expansion of
the upper part of the abdomen above the waist only. In order to main-
tain control of the breath it was advisable toykeep the ribs jelevated
while elasticity and abdominal muscles.replaced the diaphragm. The

132

THE EDUCATIONAL TIMES.

[March 2, 1908.

expanded position of the ribs also assisted resonatiou by its association
with the expansion of the chamber ip the neck. The act of phonation
was then brought about by the simultaneous onset of the breath and the
vocal reed, when the vocal cords were made to vibrate by their own
complete approximation, while breath pressure acted upon them from
below. The method of onset called ‘‘the shock of the glottis” was
altogether inadmissible, and should be rewarded as an unnatural spasm,
however slight, both unnecessary and unphonvlogical, besides being dis-
distinctly harmful to the organs themselves. Particular stress was laid
upon the subject of resonation, aud the lecturer enjoined a careful study
and practice of the principles of the resonator scale, an arrangement of
vowel sounds according to their resonant. notes in the whispering voice, by
which the open mouth, forward tongue, open throat, and expanded neck
are associated with all the positions of the organs of speech. The double
nature of the resonator was shown to indicate the fact that the mouth cavity
is more concerned in the differentiation of the vowel sounds, while the neck
cavity has more to do with the total resonation in the sonority of the voice.
The general advice given, in conclusion, was that teachers should not
bend over their desks when speaking, but either stand or sit up in a
position favourable to central breathing; that they should feel that the
output of breath is responsible fur the sound they are making, especially
in the proper emphasis and continuity-to-the-end of their phrases; that
they should pitch their voices low, and keep their articulation free and
far forward in the mouth, relying for resonation upon the neck expan-
sion which goes with the elevated ribs ; that they should always breathe
through the nose, with the mouth closed when not actually speakiny,
and cleanse their throats with very mild gargles and lozenges after sitting
in badly ventilated and dusty classrooms. ‘The lectures were illustrated
by diagrams and examples.

PREVENTABLE PHYSICAL DEFECTS OF SCHOOL

CHILDREN.
Tre CARE OF THE EYES.

The lecturer, Dr. Hubert E. J. Biss, laid stress on the word “ prevent-
able ’’ in the title, because practically all cye defects are either preventable
or capable of being arrested in early life if recognized promptly. It was
pointed out that the eye is the most important channel of access to the
brain, and therefore the chief factor in education. Defective eyesight
must, therefore, impair the value of all instruction conveyed through the
eve to the brain. A brief description of the structure of the eye was
given, emphasis being laid on the plasticity of the organ and the facility
with which it responds to favourable or adverse influences. The
mechanism of the eye was dealt with and binocular vision explained,
aud it was shown that three muscular efforts are involved in near vision
—namely, those exerted by the ciliary muscle in altering the shape of the
lens, by the iris in contracting the pupil, and by the internal recti in
convergence. Muscular fatigue was the result. of effort, and near vision
involved, therefore, weariness of the muscles cited, together with
derangement of the circulation in the eye, and even lifelong alteration
of its shape. The differences between the eye of the adult and that of
the child were pointed out, the extra strain involved in the child by both
near and distant vision being strongly insisted upon. The various forms
of defective vision and muscular action (squint) and their appropriate
correction by rest and glasses, were then dealt with, the claims of
opticians, chemists, and other unqualified persons claiming to prescribe
spectacles being discounted. The lecturer then spoke of the precautionary
methods which should be adopted in schools, the methods of lighting
classrooms, of constructing school furniture, of printing school books,
of preserving proper positions, and of preventing fatigue of the eyes in
writing and sewing being described, emphasis being laid on the impor-
tance of preserving a distance of twelve inches as the nearest working
point for the child’s eye. It was then shown how, by test-types, any
teacher could examine a child’s eve for defects, and how the results could
be expressed in conventional fractions. Finally, by reference to the mass
of statistics prepared by Dr. Kerr, of the London County Council, the
lecturer demonstrated how frequent serious defects of vision are among
school children, especially in the younger ones, and what grave impedi-
menta to progress in education and to bodily and mental health such
defects are. The lecture was illustrated by diagrams, sections of the eye,
and various models.

THE Cave oF THE Fars, SKIN, ETC.

. The lecturer, Dr. R. J. Collie, stated that 60 per cent. of those who
are deaf were either congenitally so or the disease had been contracted
in early infancy. Dr. Kerr’a estimate that 1 per cent. of the scholars
of the elementary schools in London have discharging ears was referred
to, and the freyuency with which inflammation of the lining membrane
of the brain supervenes as a direct consequence emphasized. The
methods whereby teachers may test the children’s hearing were then
described, and the dangers attendant upon improper methods of removing
fureign bodies from the ear demonstrated. The frequency with which
adenoids, or post-nasal growths, occur in young children was pointed
out. The fact that adenoid tissue is merely an overgrowth of what is
normally present was insisted upon. The symptoms of this condition
are defective nose-breathing, snoring respiration, sluggish and delayed
mental powers, loss of resonance, deafness, car-ache, sc. The impor-

inherited mental weakness :
inherited some obscure intellectual disability ; they would never be like

moral currency.’’
these people were not sane ; that their lower impulses were not inhibited
and controlled by the higher; and an appeal was made to treat not
only children, but any one with moral insanity, in a spirit of patient
compassion.

the Platonic views of female education.

tance of early removal, and the evils resulting from neglect of what ia a
comparatively simple operation, were mentioned in detail, and their effect
upon mental development specially emphasized. A brief description of
acute rheumatism as it affects children was given, and the relative
frequency of heart complications in childhood compared with their mani-
festations in the adult was fully discussed. The fact that the absence of
pain in young children so frequently leads to acute rheumatic fever being
unrecognized, pave the way for the onset of heart complications, and it
was made clear that many cases of heart disease in adults originate in
this way. The so-called growing pains were shown to be rheumatic,
und the foolish notion of ‘‘hardening’’ children was condemned.
Rickets was then briefly discussed. It was shown that it is essentially
a disease of town life, bad food and bad hygiene being the chief factors
in its causation.

HEALTHY AND Unnxattiry BRAIN ACTION.

It was pointed out by the lecturer, Dr. R. J. Collie, that in all
organisms, from the highest to the lowest, the nerve centres are nade up
of practically nothing else than groups of nerve cells with their com-
municating neurons, and that these nerve centres are acted upon by their
enviroument—e.g., vibrations of light, waves of sound, muscular sense.
Nerve impulses were accompanied in the brain by changes of conscious-
ness. Mental action was necessarily related to brain action, and was,
indeed, limited by it. The intimate nature of consciousness had never
been rationally explained by any material cause ; if the cerebral tissue
was working imperfectly the brain function must necessarily be
unhealthy. The subject of mentally defective school children was fully
considered. It was shown thut mental deficiency is essentially a relative
term, and the different grades—first, the idiot ; second, on the ascending
scale, the imbecile: and, third, the mentally defective child—were fully
described. Idiots were classified as mental paupers who had practically
no assets. The imbecile, on the other hand, was capable of learning
such simple rules of life and modes of conduct ar enabled him to preserve
his own life; while the mentally defective child not infrequently took his
place—a lowly one—in the world’s work. The origin of mental defect
was discussed. It was asserted that in these children the development
of mental processes ceased from want. of sufficient impetus. The various
causes of this insufficient impetus were fully dealt with. Inherited
disease did not always exactly reproduce the same disease in the child,
but only an organic disposition. An insane father, it was stated, not
infrequently begets an eccentric son; the eccentric son, on the other
hand, may reproduce one or more mentally defective children. The

causes of mental defect, according to the statistics of Drs. Beach and
Shuttleworth, were fully examined.

Moral insanity was described us
the disorder of the affections and fcclings—i.e. the moral powers—uas

opposed to the affections of the understanding and intellect: children

whose irresistible streams of immoral tendencies ran freely along the
rugged line without the lenst resistance. A large proportion had
they were moral imbeciles; they had

other children. If they lived to be men and women, they broke the law
and were secluded, or went about amongst their fellows ‘‘ debasing the
The audience was appealed to to remember that

PLATO.
The lecturer, Mr. E. D. A. Morxhead, commenced by pointing out the

debt due to Homer from the Athenian poets—Pindar and Aeschylus in
particular; and then dwelt upon Plato’s philosophy as a culminating
influence—but an influence largely based upon the theological and
mythological elements in the ‘‘ Iliad ” and ‘‘ Odyssey,” and on the works
of Pythagoras of Samos—those particularly in which that philosopher
claims to have originated the doctrine of the transmigration of souls in
successive bodies of men and of animals—a thought touched upon, in later

times, by St. Paul, and afterwards by Marlowe and Shakespeare; but

potent in the mind of Plato, who is the master of Greek prose writing,

and particularly of that style which we call ‘dialogue.’ Aristotle followed
him as pupil and as critic: the lecturer dwelt at some length on the like-
ness and the differences of these two great thinkers, and pointed out
the unique influence of Socrates upon Plato, who almost effacer his own
personality in representing that of his teacher. The most famous of
Plato’s dialogues were summarized, special reference being made to the
“ Republic,” the ‘‘ Apology.” the ‘Gorgias, the ‘‘ Phaedo,” and to
the curious fragment called ‘‘ Critias.’’ Allusion was made to the
Platonic doctrine of transcendental ideas, and hie argument, put in the
mouth of Socrates, for the immortality of the soul, and a short considera-
tion of its cogency, in the light of modern times. The «cit of the
dialogues was illustrated by a humorous scene from the ‘‘ Symposium ”’ ;
and an endeavour was made to show that Plato's doctrines are much
more allegorical than is often supposed—an illustration being given by
Finally, a brief sketch of the
Neo-Platonic philosophy and its decay was introduced, in a reference to
the novel ‘* Hypatia,” and to the visionaryrhapsodies of Plotinus and
his followers. The lecture closed, by. a, brief, reference to the/allegory, if
allegory it is, of Plato’s own death.

= ee i ÁÁ a Ý mmm

March 2, 1908.] THE EDUCATIONAL TIMES. 133

COLLEGE OF PRECEPTORS.—TEACHERS’ DIPLOMA EXAMINATION.

Curistmas, 1907.

: 4

_ Tue Christmas Examination commenced on the 30th of December and was held in London and at the following Local Centres :—
Anking (China), Banchory, Birmingham, Bristol, Calcutta (India), Dublin, Edinburgh, Leeds, Liverpool, Lucknow (India), Man-
chester, Newcastle-on-Tyne, Plymouth, Rawal Pindi (India).

The total number of candidates examined was 518.

The following are the names of the candidates who passed in the various subjects: (hon.) attached to a name, or to a letter
denoting a subject, indicates that the candidate obtained Honours in the subject :—

Theory and Practice | Elphick, Miss G. C. | Nicholson, Miss A. Caley, Miss F. A. ı Bennett, Miss L.J. { Clarkson, Misa T.
of Hducation. Ewels, J | O'Donnell, J. J. Cleator, J. M. ; Blackall, L. ' Cleator, J. M.
Fairburst, Miss C. | Owen, Miss I. L. Cretney, F. H. Bloxham, Miss O. M. Copley, 8.
FELLOWSHIP. Fassnidge, J. H. Palmer, Miss C. M. E. Culshaw, W. H. |! Brien, D. J. | Cretney, F. H.
Babb, F. J. Fellows, E. H. | Parsons, W. ' Dale, Miss K. H. | Brittain, J. | Curtis, 8. §.

Brett, F. A. B.
McCarthy, W.

LICENTIATESHIY.

Banbery, H.
Burlington, Miss M.
Cooke, R
Danielson, A.
Duggan, J.

Eades, G. E.
Gawthorpe, J.
Greenough, Miss E. M.
Harold, C. W.
Harris, Miss J. D.
Hawksworth, H.
Jamison, J.
Johnstone, E. M.
Keating, T. P.
Lyon, J. G
Magnire, H.

Mayo, H. W.
Morrison, C.

Nash, C. W. B.
Partridge, F.

Shackleton, Miss M. H.

Spratt, H. H
Thorogood, J. W.
Traylen, Miss M.
Westmore, H. C. 5.
Withinshaw, J. W.
Woods, Miss L. W.
Wykes, J. E.

ASSOCIATESHIP.

Anderson, Miss B. G.
Atkinson, Miss A.
Barber, J.
Barton, Miss M.
Bate, F. A.
Beach, T.
Beale, Miss W. M.
Beeley, Miss M. M.
Bennett, Miss L. J.
Benson, J.
Blackall, L.
Blackburn, Miss N.
Bloyce, E.J
Boore, E.
Bounevialle, Miss T.
Boyd, Miss I. J.
Bradshaw, J.
Branstone, Miss B.
Brickell, Miss E. F.
Bridgford, Mrs. S. J.
Brien, D. J.
Brock, W.
Brookson, C. W.
Bryan, Miss S. L.
Butler, Miss T.
Butterworth, J. H.
Bygott, C. £.
Clement, H. R.
Colquitt, Miss M.
Cooke, A. H. J.
Cope, R. C.
Copley, 8.
Corah, F.
Corry, W. P.
Crabtree, J. D.
Cracknell, S. H.
Critchley, Miss E. R.
Curtis, S. 8.
Daniels, E.
Davies, J. R. B.
Day, A. G.
de Creux-Hutchinson,
W. H. K.
Downes, E.
Downing, Miss M.
Eatherington, W. H.
Ellis, J.
Ellis, Miss M. G.

Ferguson, Miss I.
Fieldus, O.
Fisher, Miss A. H.
Fox, Miss A. G.
Fox, Miss L. B.
Frayne, Miss E. M.
Fretwell, O. N.
Friedenberg, H
Frodsham, R. H.
Gale, Miss E. H.
Gamble, Miss M.
Gannon, J.

Garrard-Cole, Miss B. M.

Gilbart, J. W. H.
Glanville, F. R.
Godfrey, M.
Greenough, Miss M.
Grittith, E.

Griftiths, Miss F. E.
Haire, T. A.

Hale, Miss W., A.
Hanmer, Miss M. L.
Harding, A.
Hargreaves, E.
Harris, W. J.
Harwood, H.T.
Haward, R. W.
Hawley, Miss M, E.
Hayes, W.

Head, Miss B. M. M.
Hewitt, Miss A. G.
Hey, A. W.

Hickey, Miss A. F. F.
Hill, Miss F. G.
Hilliard, Miss A. E.
Hobson, H.

Hodges, Miss M. A.
Hopkins, F.

Hough, Miss C.
Houghton, F. J.
Hoyle, Miss A.
Hughes, Miss E. M. G.
Hughes, Miss M. A.
Humphries, Miss E. B.
Hurd, Miss L.

Hyde, Miss L.
Hyett, Miss F. B.
Jacobs, G. S.

Jarratt, Miss C.
Jeffery, Mrs. A.
Jones, J. E.

Jones, W. James
Jones, W. Jonah

Kempthorne, Miss H. M.

Kershaw, Miss E.
Key, Miss E.

Lal, R. B.

Lee, Miss K.

Lewis. W.W. P
Linklater, P.
Longworth, Miss L.
Ludford, C. H.
Lyon, H.J.T.
Maddison, Miss E.
Maher, Miss M. J.
Marshall, H.
Matthews, J. H. W.
Maxted, A. J.S.
Maxwell, W. H.
McCabe, F. A.
McCarthy. C. J.
McMath, W. H.
Mears, Miss M. R.
Melles, R. E.
Metcalf, Miss E. M. E.
Milton, C. V.
Milton, Miss L.
Money, A.

Morris, H. H.
Moss, 8S.

Munby, A.

Munro, F. W.
Munro, M. A: R.

Payne, Miss M.
Peters, W. H.
Popple, Miss E.
Potts, Miss J. E.
Potts, Mrs. M. E.
Prescott, E. L.
Pring, Miss E. W.
Randall, Miss C. M.
Ratcliffe, G. W.
Rawle, Miss B. E.
Reed, Miss E.
Reeve, A. H. B.
Rice, Miss H. M.
Richards, F. E.
Ridley, F. W.
Ripley, Miss J.
Rogers, A. E.
Rowlands, H. J.
Saunders, T. S.
Scarlett, E. J.
Scarre, Miss M.

Seabrook, Miss E. J. H.

Sharmann, S. E
Sherwen, W. H.
Shuttlewood, T.
Siggins, Misa C.
Smallwood, Miss G.
Smith, B. R.
Smith, H. W.
Smith, J. A.
Spencer, W. J.
Spindier, Mrs. E. M.
Spink, Miss F, M.
Stevens, W. S.
Steventon, G.
Stott, S. F.
Suftling, A. J.
Taylor, C. 8.

Taylor, Miss E.

Fy i

Thomas, Miss E. E.
Thomas, J.
Thomas, R. W.
Tipping, 8. L.
Tophain, Miss G.
Tresidder, J. M.
Trist, Miss L. C.
Vardon, P. C. W.
Wade, D.

Walker, F. M.
Warne, Miss A. J.
Warren, F. E.
Watson, W. F.
Whatley, W. E.
White, B. C.
White, T.
Whitehead, Miss J.
Whitten, J.
Wilkins, Miss G. R.
Williams. R. L.
Wilson, C. E.
Wilson, Miss D. M.
Wood, Mrs. F. L.
Wood, W. T.
Woods, C.

Wright, H. F.
Yates, J. H.

York, A.

Bnglish Language.

Atkinson, Miss A.
Barnes, O. H.
Beach, T. (hon.)
Bedford, Miss V. E.
Bennett, Miss L. J.
Bloxham, Miss O. M.
Border, Miss G.
Brien, D. J.
Brittain, J.
Brittain, T. G.
Brooke, H.

de Creux-Hatchinson,
W. H. K.
Eatherington, W. H.
Ewels, J. (hon.)
Farrow, Miss Z.
Fassnidge, J. H.
Fletcher, T. J. B.
Frodsham, R. H.
Frost, G. E.
Gamble, Miss M.
Gannon, J.
Gay, F
A AA G. H.
Gow, Miss C.
Green, Miss M. E.
Hale, Miss W. A.
Harding, A.
Hargreaves, B.
Harris, W. J.
Harrison, E. A.
Head, Miss B. M. M.
Hickey, Miss A. F. F.
Hobson, H.
Houghton, F.J.
Hubard, J. D.
Hughes, Migs E. M. G.
Jacobs, G. 8.
Jones, D. B.
Jones, J. E.
Keeley, P. F.
Lee, Miss K.

Le Messurier, Miss F. M.

Longworth, Miss L.
Mayes, W. C.
Mears, Miss M. R.
Milton, C. V.
Moran, Miss M.
Morrison, C.
Munro, F. W.
Nathan, Miss M. L.
North, Miss J.
O'Vastar, B.T.
Owen, Miss I. L.
Payne, Miss M.
Percy, J

Perry, S. S
Peters, W. H.

Pitt, E. J. C.
Pittanl, R. T.
Pringle, C. W.
Ratclitle, G. W.
Reeve, A. H. B
Sharmann, S. E.
Sherwen, W. H.
Smith, Miss A. A. (hon.)
Smith, E. R.
Spence, W.S.
Staines, Miss K. E.
Stanley, Miss M. A.
Stead, H. G
Sutiling, A. J.
Thomas, J.

Tiller, E. A.
Tipping, S. L.
Tresidder, J. M.
Valentine, Miss L.
Walter, Miss A. 8.
Warren, F. E.
Watson, W. F.
Williams, I.
Wilson, C. E.
Wylam, J.

Bnglish History.

Anwyl, C.
Avery, H. C.
Barrass, G. E. S.
Bavidge, G. G.
Beach, T.
Beacroft, W.

Butterworth, J. H.
Caley, Miss F. A.
Clarkson, Miss 1.
Coulter, C.

Cowley, Miss H. M.

-© Cretney, F. H.

Davies, J. R. B.
de Crenx- Hote naon,
K. (hon. )
Dovey, Miss E. J.
Eatherington, W. H.
Ewels, J. (hon.)
Farrow, Miss Z. M.
Fassnidge, J. H. (Aon.)
Fell, C. G:
Fretwell, 0O. N.
Frodsham, R. H.
Frost, G. E.
Gamble, Miss M.
Gibb, Miss M.
Gilbert, Miss lL. E.
Goodfellow, G. H.
Greenhalgh, S. B.
Hale, Miss W. A.
Harding, A.
Hargreaves, E.
Harper, G. R.
Harris, W. J.
Haward, R. W.
Haysman, J. H.
Houghton, F.J.

. Huddleston, Miss I.

S.
Hughes, Miss E. M.G.
Jacobs, 'G. 8.
Jones, J. E.
Jones, W. Jonah
Keeley, P. F. (Aon.)
Lee, Miss K.

Le Messurier, Miss F, M.

Linklater, P. (hon.)
Longworth, Miss L.

' Mayes, W.C

2 ee en oe -

McCarthy, C. J.
Mears, Miss M. R.
Moran, Miss M.
Nathan, Miss M. L.
Naylor, J. W.
Pender, H. H.
Perry, S. S.

Pitt, E.J. C.
Pittard, R. T.
Pring, Miss E. W.
Reeve, A. H. B.
Robson, W.
Sherwen, W. H.
Smith, Miss A. A.
Stanley, Miss M. A.
Stead, H. G.
Taylor, G. S.
Thomas, J.
Thomas, R. W.
Tiller, E. A. (kon.)
Tipping, S. L.
Tomlinson, Miss E. M.
Trist, Miss L. C.
Upton, R.J.
Valentine, Miss L.
Warren, F. E.
Watson, W. F.
Wilkins, Miss G. R.
Wilson, C. E.

Geography.

Barnes, O. H.

Bate, F. A.

Beach, T.

Bennett, Miss L. J.
Bounevialle, Miss T.
Butterworth, J. H.
Caley, Miss Fv A‘

de Creux-Hutchinson,
W. H. K. (hon.)

Dunning, Miss M.

Eatherington, W. H.

Ewcls, J.

Fassnidge, J. H.

Fell, C. G.

Frodsham, R. H.

Frost, G. E.

Gannon, J.

` Goodfellow, G. H.

Gow, Miss C.
Greenhalgh, 8S. B.
Hambly, W. D.
Harding, A.
Hargreaves, E.
Harris,

Hobson, H.
Hosken, W.T.
Hughes, Miss E. M. G.
Jacobs, G. S.

Jones, J. E.

Keeley, P. F.
Lancaster, C. A.

Le Messurier, Miss F. M.
Lockwood, S.
Longworth, Miss L.
Mayer, W. C.
McCarthy, C. J.
Morris, H. H.
O'Yastar, B. T.
Peraudeau, Miss V.
Percy, J.

Peters, W. H.
Recve, A. H. B.
Senyard, Miss M.
Sharmann, 8. E.
Sherwen, W. H.
Shuttlewood, T.
Smith, Miss A. A.
Spindler, Mrs. E. M.
Swift, J. A.
Thomas, J.

Tiller, E. A
Tipping, S. L.
Valentine, Miss L,
Warren, F. B.
Watson, W. F.
Wilson, C. E.
Wilson, Miss D. M.

Arithmetic.

Abbott, Miss M. H.

Anwyl, C.

Avery, H. C.

Beach, T.

Bedford, Miss V. E.

Billings, Miss E. L. -

Brien, D. J.

Brookson, C. W.

Butterworth, J. H.

Caley, Miss F. A.

Cleator, J. M.

Cockburn, A. M.

Copley, 8S.

Corry, Miss M.

Curtis, 8. 8.

Dale, Miss K. H.

de Creux-Hutchinson,
W. H. K.

Dunning, Miss M.
Eatherington, W. H.
Ewels, J.

Fassnidge, J. H,
Forster, S. R.
Fretwell, O. N.
Frost, G. E.
Gannon, J.

Gay, F. P

iter, G.H.

134

THE EDUCATIONAL TIMES.

[March 2, 1908:

Arithmetic—(conid.).

Green, Miss M. E.
Greenhalgh, 8. B. (hon.)
Griffiths, Miss M. A. E.
Harding, A.
Hargreaves, E.

Harris, W. J.
Harrison, E. A. (hon.)
Hughes, Miss E. M. G.
Jacobs, G. 8.

Jones, J. E.

Jones, W. M.

Keeley, P. F.
Kempthorne, Mis H. M.
Lancaster,

Lee, Miss 'K.

Le Messurier, Miss F. M.
Lockwood, 8S.
Longworth, Miss L.
Ludford, C. H.
Matheson, J.

Mayes, W. C.
MeCarthy, C. J.

Mears, Miss M. R.
Milton, C. V.

Mitchell, Miss M. M.
Moran, Miss M.

Morris, H. H.

Murphy, W. J.

North, Miss J.
O'Vastar, B. T.

Payne, Miss M.

Percy, J. (hon.)

Perry, S. 8.

Piper, W. E.
Pring, Miss E. W.
Ratcliffe, G. W.
Ryle, G. E.
Sherwen, W. H.

Shuttlewood, T.
Spicer, B. V,
Stanley, Miss M. A.
Stead, H. G. (hon.)
Sutling, A.J.
Swift, J. A.
Thomas, J.

Tiller, E. A. (ħon.)
Tipping. S. L
Upton, R. J.
Vardon, P. C. W.
Watson, W. F. (hon.)
Williams, I.
Williams. W.
Wilson, C. E.
Wolfers. A.
Woodhall, H. D. G.

Mathematics.

' FELLOWSHIP.
Rust, S. J. (Aon, trig.)

LICENTIATESHIP.

Cliff, 8.
Danielson, A.
Dixon, J
Dalton, W. N.
Fox, J. H.
Kelly, Miss C.
Kent, Miss T.

Moore, W. L (hon. trig.)

Morgan, A.
Richards, Miss F.
Stead, H. G.
Willcocks, T.

ASSOCIATESHIP.

Anwyl, C.
Bates, S. A.
Bavidge, G. G.
Beach, T.
Bradshaw, J.
Brien, D. J.
Cleator, J. M.
Coulter, ©.
Cretney, F. H.
Curtis, 8. 8.
Fassnidye, J. H.
Fretwell, O. N.
Frost, G. E.
Greenhalgh, 8. B.
Harding, A.
Hargreaves, B.
Haward, R. W.
Jacobs, G. S.
Ludford, C. H.
Milton, C. V.
Percy, J.
Peters, W. H.
Roden, R. D.
Sherwen, W. H.
Stanley, Miss M. A.
Stevens, W. 8.
Swift, J. A.
Thomas, J.
Thomas, R. W.
Tipping, 8. L.
Watson, W. F.
Williams, I.
Wolfers, A.
Wylan, J.

Algebra.’

LICENTIATESHIP.

Amesbury, J.

Geometry.*
LICENTLATESHIP.
Amesbury, J.

Oonics.°
LICENTIATESHIP.
Ellison, T. W.

Languages.
e. = Higher English,

f. = French, g. = German,
lL = Latin.

gr. = Greek,

LICENTIATESHIP,

Bennet, Miss E. e.f.
Booth, J. B. B. e.l.
Buttery, W. A. e.f.
John, H. M. f.g. (hon.)
Jowett, A. e.g.

Le Richeux, C. E. f.L
Thomas, Miss E. f.g.

ASSOCIATESHIP.

Abbs, Miss L. S. f.
Atkinson, Miss A. f.
Austen, Miss L. 8. f.
Bennett, Miss L. J. f.

Bounevialle, Miss T. f.(hon.)

Brittain, J. l.

Caley, Miss F. A. f.
Cockburn, A. M. 2.
Cumings, Miss H. G. P. f.
Dowling, Miss S. f.

® Under Old Requlations.

Diplomas were awarded to the following, who had satisfied

FELLOWSHIP.

Babb, F. J.

LICENTIATESHIP,

Burlington, Miss M.
Cahill, “Miss M.

Hawksworth, H.
Jamison, J.
Jarvis, T. F.
Keating, T. P.
Kelly, Miss C.
Kent, Miss T.

Le Richeux, C. E.

Morgan, A.

Richards, Miss F.
Shackleton, Miss M, H.
Thorogood, J. W.
Westmore, H. C. 8.
Whitbread, F. J.
Willcocks, T.

ASSOCIATESHIP.

Abbott, Miss M. H.

Anderson, Miss B.G.

Austen, Miss L. S.

Barber, J.

Bavidge, G.G.

Beach, T.

Beale, Miss W. M.

Beeley, Miss M. M.

Blackburn, Miss N.

Bloyee, E. J.

Boore, E.

Boyd, Miss L. J.

Bradshaw, J.

Branstone, Miss B.

Brickell, Miss E, F.

Butler, Miss T.

Bysott, C. E.

Clement, H. R.

Cockburn, A. M.

Cope, R. C.

Corah, F.

Corry, W. P.

Crabtree, J. D.

Cracknell, 8. H.

Critchley, Miss E. R.

Cumings, Miss H. G. P.

Daniels, E.

Day, A. G.

de Creux-Hutchinson,
W. H. K.

|

|

Downes, E.
Downing, Miss M,
Ellis, Miss M. G.
Ewels, J.
Fassnidge. J. H.
Fellows, R. H.
Ferguson, Miss I.
Fieldus, O.

Fisher, Miss A. H.
Fletcher, T. J. B.
Fox, Miss A. G.
Fox, Miss L. B.
Frayne, Miss E. M.
Friedenberg, H.
Gale, Miss E. H.
Gannon, J.

Garrad-Cole, Miss B. M.

Glanville, F. R.
Godfrey, M.

Green, Miss M. E.
Greenough, Miss M.
Griffith, E.
Griftiths, Miss F. E.
Haire, T. A.
Hambly, W. D.
Hanmer, Miss M. L.
Harding, A
Hargreaves, E.
Harper, G. R.
Harris, W. J.
Harwood, H. T.

\
|
|
i

l

Dunning, Miss M. f.
Ewels, J. J.
Fletcher, T. J. B. f.
Forster, 8. R. J.
Gay, F. P.L.
Gilbert, Miss L.
Goodfellow, G.
Green, Miss M.
Green, W. H. J.
Hodder, A. E. f.

Lee, Miss K. /.

Linklater, P. f.

Mears, Miss M. R. f.
Mills, E. G. gr.

Nathan, Miss M. L. f.
Prideaux, P. H. f.(hħon.)
Pring, Miss E. W. f. thon.)
Rossell, Miss J. f. hoa.)

E.J.
H. f.
E. J.

Science.

Astronomy.
Botany.
Chemistry,
Geology.
Mechanics.
Experimental
Physics.

SBaho,
fue i wo wew

ph. = Animal Physiology.
a=

= Zoology.

LICENTIATESHIP.

Beacroft, A. ph.b.
Brooksbank, H. H. a.ch.
Brown, A. E. ph.g. d
Cahill, Miss M. ph.h.
Denton, W. S ph.b.
Eades, G. E. ch.ph.
Gandy, W. p.ch.

all the prescribed conditions :—

Hawiey, Miss M. E.
Hayes, W.

Hewitt, Miss A. G.
Hill, Miss F. G.
Hilliard, Miss A. E.
Hobson, H.
Hodges, Miss M. A.
Hopkins, F.
Hough, Miss C.
Houghton, F. J,
Hoyle, Miss A.
Huinphries, Miss E. B.
Hurd, Miss L.
Hyde, Miss L.
Hyett, Miss F. B.
Jacobs, G. 8.
Jarratt, Miss C.
Jeffery, Mrs. A
Jones, W. James
Kershaw, Miss E.
Key, Miss E.
Lancaster, C. A.
Linklater, P.
Longworth, Miss L.
Lyon, H. J. T.
Maddison, Miss E.
Maher, Miss M. J.
Marshall, H.
Matheson, J.
Matthews, J. H. W.
Maxwell, W. H.

L

|

McCabe, F. A.
McMath, W. H.
Melles, R. E.
Metcalf, Miss E. M. E.
Mills, E. G.
Milton, Miss L.
Money, A.

Moss, S.

Mumby, A.

Munro, M. A. R.
Nicholson, Miss A.
O'Donnell, J. J.
Palmer, Miss C. M. E.
Parsons, W.
Pender, H. H.
Piper, W. E.
Popple, Miss E.
Potts, Miss J. E.
Prescott, E. L.
Pringle, C. W.
Randall, Miss C. M.
Rawle, Miss B, E.
Reed, Miss E.

Rice, Miss H. M.
Richards, F. E.
Ridley, F. W.
Ripley, Miss J.
Rowlands, H. J.
Seabrook, Miss E. J. H.
Senyard, Miss M.
Sherwen, W. H.

i

Grey, R. E. a.ph.
Jarvis, T. F. a. ph.

Le Richeurg, C. E. ch. ph.
Moore, W. I.

p. (hon.) m. (hon.)
Paridea, Miss V. ph.b.
Renwick, J. ch.ph.

Stead, H. G. p.m.

ASSOCIATESHIP.

Andrews, E. G. ph.b.
de Creux-Hutchinson,

W. H. K. m. (hon.) ph.
Ellis, J. ch.ph.
Everett, W. M. ph.b.
Gow, Miss C. ph.b.
Hambly, W. D. p.ph.
Harris, W. J. p.ch.
Le Messurier, Miss F. M.

ph.b.

Longworth, Miss L. RS
McMillian, Miss A. ph.b.
Moys, Miss B. A. ph.b.
Niederleithner, F. ch.ph.
Pringle, C. W. ph.b.
Recve, A. H. B. ph.z.
Smith, Miss A. A. m.ph,
Spence, W. 8. ch.ph.
Spindler, Mra. E. M. ph.b.
Taylor, G. W. ch.ph.
Tiller, E.A. p.ph.
Wilson, Miss b. M. ph.b.

Animal
Physiology.’

LICENTIATESHIP.
Whitbread, F. J.

Smallwood, Miss G.
Smith, E. R.
Smith, H. W.
Smith, Miss A. A.
Spencer, W, J.
Spink, Miss F. M.
Staines, Miss K. E.
Steventon, G.
Stott, S. F.

Taylor, C. 8.
Taylor, Miss E.
Thomas, J.
Thomas, Miss E. E.
Tipping, S. L
Topham, Miss G.
Valentine, Miss L.
Walker, F. M.
Watson, W. F.
White, B. C.
White, T.
Whitehead, Miss J.
Whitten, J.
Williams, R. L.
Wood, Mrs. F. L.
Wood, W. T.
Woodhall, H. D. G.
Woods, C.

Wright, H. F.
Yates, J. H.

York, A.

WILL BE READY IN MARCH. Demy 8vo, cloth, price 2s. 6d., free by post.
To Members of the College the price is 1s., or 1s. 6d. free by post.

THE CALENDAR OF THE COLLEGE OF PRECEPTORS

FOR THE YEAR 1908:

Containing all information respecting the objects and operations of the College, Lists of Officers, Examiners, and Members, the
Regulations of the various Examinations, Yc., with an Appendix containing the following Examination Papers :—

1. Papers set at Examination of Teachers for Diplomas, Summer, 1907. | 5. Papers set at Professional Preliminary Examination, March, 1907.
2: Do. do. do. Christmas, 1907. | 6. Do. do. do. September, 1907.
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907. | 7. Papers set at Lower Forms Examination ... .. Summer, 1907.
4. Do. do. do. Christmas, 1907. | 8. Do. do. gis .. Christmas, 1907.

*.* Nos. 3, 4, 5, and G may be had separately, price, free by post, 7d. each set. Nos. 7 and 8, price, free by fost, 4d. each set.

The Diploma Papers are to be had only in the ‘ Calendar.”’

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

March 2, 1908. ]

THE EDUCATIONAL TIMES.

135

CLASS LISTS

OF CANDIDATES WHO HAVE PASSED THE CERTIFICATE EXAMINATION OF

THE COLLEGE OF PRECEPTORS.—CHRISTMAS,

1907.

LIST OF SUCCESSFUL CANDIDATES AT COLONIAL AND FOREIGN CENTRES.

N.B.—The small italic letters denote that the Candidate to whose name they are attached was distinguished in the following subjects respectively :—

a. = Arithmetic. e. 2 English.
al. a Algebra. Jf- = French.
h, æ Botany. g. = Geography.

ge. = German.
geo, = Geology.
gm. = Geometry.
gr. m= Greek.

bk. = Bookkeeping.

ch. æ Chemistry.

d. = Drawing.

do. = Domestic Economy. |

h. m History.
he. = Hebrew,

1. = Italian. nh.

ms. = Mensuration. sc.
mu. = Music.
= Natural History.

= Elementary Science.
sh. = Shorthand.
sp. = Spanish.

l. = Latin. p. = Political Economy. tr. = Trigonometry.
lt. = Light and Heat. ph. = Physiology. w. = Welsh.

m. = Mechanics. phys. = Elementary Physics. z. = Zoology.

ma. = Magnetism & Electricity. s. = Scripture.

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, Conv. = Convent, Elem. = Elementary, End. = Endowed,
Found. = Foundation, H. = House, Hr. = Higher, Inst. = Institute, Int. = International,
Inter. = Intermediate, Poly. = Polytechnic, Prep. = Preparatory, P.T. = Pupil Teachers, S. = School, Sec. = Secondary, Tech. = Technical, Univ. = University.

First Crass for Senror!.— Pass Division.
Johnson,L.R. Wesleyan High S.,Freetown,Sierra Leone
Niez,P. f. Private tuition

Seconp Crass [ok Juniorn].—Honours Division,
Williams,C.T.

Fernando, P.H,
Aldred, W. du.

Grenada Gram. S.
Lorenz S., Maradana, Colombo
Sacred Heart Conv., Klerksdorp

Seconp Crass [or Junior ].—Pass Division.

Glean,C.E. hi: f.
Rosenberg, I.
Zetfert, A. f.
Goonewardena,G.R. al.
Leembruggen, A.R.

Grenada Gram. S.
Marist. Bros.’ Coll., Johannesburg
Marist Bros.’ Coll., Johannesburg
Central Coll., Colombo
Central Coll., Colombo

rBurke, W.S. Private tuition
LWiyeawardene, D.E. Central Coll., Colombo
Arulperagasam, R. Central Coll., Colombo
Knight,G. E. Grenada Gram. S.
f Grenier, H.W. Central Coll., Colombo
UiLightbourn, P.M. Queen's Colil., Nassau
Amm,S.E. Marist Bros.’ Coll., Johannesburg
l1Ajose,C. A. Wesleyan High N., Lagos
{Cardno, L. Marist Bros.’ Coll., Johannesburg

Marist Bros.’ Coll., Johannesburg
Private tuition
Queen's Coll., Nassau

i Israel, L.
Scétukavalar, R.N.
\Turtle,M.A. d.

IManikavelu,A. Norris Coll., Rangoon
Rupesinghe, L. Central Coll., Colombo
Negamuttu, P, Private tuition
Jayasingha,D.A. Central Coll., Colombo
Mahamarkkalage,G. P. Private tuition
{ Aspnas,H Marist Bros.’ Coll., Johannesburg
{ de Silva,G.P. Central Coll., Colombe
Pardini, A. Marist Bros.’ Coll., Johannesburg
Sylvester, N.G. Private tuition
( DeSilva,S. Private tuition
{ 1Purushothum,V. Norris Coll., Rangoon
U1Shirkole,M. Norris Coll., Rangoon
Moore, R.K. Queen's Coll.. Nassau
1Damodarum,S. Norris Coll., Rangoon

Wright, P.W. H. WesleyanHigh S., Freetown, Sierra Leone
(Fernando, P.M.

A alae Private tnition

Petyt,M. Marist Bros.’ Coll., Johannesburg
Ludowyke,J.H.B
( Hardie,J.R. Lomas Acad., Lomas de Zamora
iSolomon,E. Private tuition
Mahon,E.S. Private tuition
Coomaraswamy,E.T. Central Coll., Colombo
Jansz, R.V. Lorenz S., Maradana, Colom bo
Andries,G. E. Private tuition
f Don,C. D. Central Coll., Colombo |
(Waddell, W. Marist Bros.’ S., Cala |

(Coker,B.D. Wesleyan High S., Freetown, Sierra Leone
| Jones,R. Private tuition
{ Saunders, W.H.J. Queen's Coll., Nassau
Lipshitz, A. qe. Private tuition
McCrum,R.M. bk.

Soysa, A.H.T. Central Coll., Colombo
Andrews, E.A. E. Private tuition |
Sandiford,S.

St. Joseph's Inter.S., Lacytown,Georgetown,B. Guiana |

Peries, L.H. Private tuition

1Roberts, A. MacC.

Lomas Acad., Lomas de Zamora |

Private tuition | |

(Bracketing of names denotes equality. |

BOYS.

(Armstrong, P.S.
eie Inter. S., Lacytown, Georgetown, B. Guiana

ohannes, B.C. City Coll., Colombo

Wasserzng, H. Marist Bros.' Coll., Johannesburg

(Feinberg, D. Private tuition
LPedrio,J.

Central Coll., Colombo
Lorenz S., Maradana, Colomoo
St. Aidan's College, Grahamstown

( De Silva, D.M.J.
LWanizesooria,S.L.
Kilroe,T.

THIRD CLass—Honours Division.

Thomas,N.G.G. e.h.al f.

Middle S., Lacytown, Georgetown, B. Guiana
Pitt,C.8.L. s.a.bk. Private tuition
Noel, E.A. sabi. Private tuition
Findlay,C.H. e.a. Barronallie Anglican 8., St. Vincent
Almon, H. e.al.gm. Marist Brus.’ Highs., Port Elizabeth

(Felix, F. 8.a, Private tuition
LPitt,R. s. Private tuition
Dorey,C. e a.al.gm. Marist Bros.' Coll., Johannesburg
McIntosh, L.C. s.a. Private tuition

a

}

|

(Apple die e.a.al.d. Marist Bros.’HighS.,Port Elizabeth ;
; a.

Private tuition
Marist Bros.’ Coll., Johannesburg
Marist Bros,’ Coll., Johannesburg
Private tuition

Gibbs
Lipman,A, e.a.al,
Nundy, A. e.a.
Walters, J.B. a.
(Marshall,G.F. a.
k Middle S., Lacytown, Georgetown, B. Guiana
Ruther,C. a. Marist Bros.’ Cull., Johannesburg
( Crawford,S. al. Marist Bros’ High S.. Port Elizabeth
LPearson, A.W. Lomas Acad., Lomas de Zamora

Turtrp CLass.— Pass Division.

2Bandaranaike Peiria,J.H. Private tuition

Hardie, W.S. bk.sp, Lomas Acad., Lomas de Zamora
(3Trow,C.J. Marist Eros.’ S., Cala
UT weedie,G. du. Sacred Heait Conv., Klerksdorp

Roberts, E. Wesleyan High S., Freetown, Sierra Leone
( 2Grant,N.

| Comenius Sec.S. Queenstown, Georgetown, B.Guiana '

L2Stain walh, D. Central Coll., Colombo
( Hitge, W. e. Marist Bros.’ Coll., Johannesburg
(3N icolls,S.O. Wesleyan High S., Freetown, Sierra Leone
( Albers,G. a. Marist Bros.’ Coll., Uitenhage
Mallalieu, R.
Oesthuysen,M,. e.al.du. Marist Bros.’ Coll., Uitenhage
Anderson,E. e.d. Marist Bros.’ Coll., Johannesburg

Hill,s. Marist Bros.’ High S., Port Elizabeth
Holmes,H. a.d. Marist Bros.’ High S., Port Elizabeth
(Rosenberg, N. Marist Bros.’ Coll., Jobaunesburg

LThomas,S.A. s.h. Georgetown Government S,,St. Vincent
(Grant,P. Marist Bros.’ Coll., Uitenhage
LLowry,G. a.d. Marist Bros.’ N., Cala
(Jacobs, E.V. e. Belair Anglican S., St. Vincent
(3Tham,E.B. Wesleyan High S., Freetown, Sierra Leone
{Cummings E. H.T.

Wesleyan High S., Freetown, Sierra Leone
| Goodger, D.A. e.u. Marist Bros.’ Coll., Uitenhage
UKeys, B. eu Marist Bros.’ Coll., Uitenhage
( Bradtield,S.F. Marist Bros,’ Coll., Uitenhage
L2Rupasinghe,G. W. City Coll., Colombo
(Croal,G.H. e.a.
| Middle 8., Lacytown, Georgetown, B. Guiana
| Jockelson,R. e. Marist Bros.’ Coll., Johannesburg

Laing, A. e.a. Marist Bros.’ Coll., Johannesburg
Macaulay,J.E. a.

Marist Bros.’ Coll., Johannesburg '
(demem C A

~ | 2Tosu,J.0.

t

Wesleyan High S., Frectown, Sierra Leone !

City Coll. , Colomb

L2Pieris, LF.
Marist Bros.’ High S., Port Elizabeth

(Duncan, W. a.
ee
Comenius Sec.S. Queenstown, Georgetown, B.Guiana
(Jones, D.O. s.a. Wesleyan High S., Lagos
| 2Jones,H.M. Wesleyan High S., Freetown, Sierra Leone
URanger, V.M. a. Marist Bros.’ Coll., Uitenhage
Cozier,C. A. a.f.
Middle S., Lacytown, Georgetown, B. Guiana
De Silva, A.B.J. a. Central Coll., Colombo
Pitout,S. Marist Bros.’ Coll., Uitenhage
[Wilton
Comenius See.S., Queenstown, Georgetown, B.Guiana
(2Caesar,J.H.
Comenius Sec.8. Queenstown, Georgetown, B.Guiana
Phillips, EH. e.a.
Middle 8., Lacvtown, Georgetown, B. Guiana
f Adler,G. a. Marist Bros.’ Coll., Johannesburg
| Hulley,J.T. a.al. Marist Bros.’ S., Cala
(2King.J.H. Grain.S.,NewAmsterdam, Berbice, B.Guiana
2Kelly,H.N. Queen's College, Nassau
Rodrizo,S.H. St. Paul's Boys’ English S., Colombo
Seenitamby,S N. Wesleyan Central S., Batticaloa
AHeyzer, R.C. Lorenz S., Maradana, Colombo
Jensen, M, Marist Bros.’ Coll., Johannesburg
| VJohn,E.A. Wesleyan High S., Freetown, Sierra Leone
Vee R.E. Wesleyan HizhS. ,Freetown,Sierra Leone
Lovemore, R.H. a. Marist Bros.’ Coll., Uitenhage
(Fielding, J. Marist Bros.’ High S., Port. Elizabeth
Gabriel,C. Marist Bros.’ Coll., Johannesburg
Jackson, D.E. ¢.a.
Middle S., Lacytown, Georgetown, B. Guiana
Johnson, J.M. WesleyanHigh S., Freetown Sierra Leone
Leygonie, C.F. du. Marist Bros.’ Coll., Uitenhage

L2Rae F.R. Queen's Coll., Nassau
Harris,C. e.a. Marist Bros.’ High S., Port Elizabeth
Kark,L. Marist Bros.’ Coll., Johannesburg

UTardugno,R. Marist Bros.’ High S., Port Elizabeth

cons Marist Bros.’ High S., Port Elizabeth
Noel, A.J. Private tuition

(*Bethel,C.P, Queen’s Coll., Nassau

| Carter, A. Private tuition
ane Marist Bros.’ Coll., Uitenhage
Maturine,R.J. Private tuition

Central Coll., Colombo

Marist Bros.’ High S., Port Elizabeth
Wesleyan High N., Lagos

Marist Bros.’ Coll, Uitenhage
Marist Bros,’ Coll., Johannesburg
Marist Bros.’ Coll., Johannesburg
Wesleyan Central S., Batticalos

(Acton,M. d. Marist Bros.’ S., Cala
| Binhin, R. r. Marist Bros.’ Coll., Johannesburg
| Chung, A.H. Middle 8.,Lacytown,Georgetown, B.Guiana
| 2Cornelis. A.P.J.
| Hoa, A.L.

| Lawson, F. L.
UMohideen, S. L.M.

(Casi Chitty,G.A. e.
{ 2Fernando,P.W.

| Green, L.F.

(Sears, R.R. d.
f@Archer,J.L.

| Egan, L.
LHindagala, L.B.H. M. a.
(Franesis,L.E.L. $.
| Osborne,C.

| Pearson, C. B. a.
\*Ranatunyey DS.

(*Fernando,E.M,
| Fox-Smith, W.

( Ceckerman,A.G.

Jensen,C.A.
Wainbeek,J.O.

Marist Bros.’ Coll., Uitenhage
Wesleyan High S., Lagon
Central Coll., Colombo

City Coll., Colombo

Central Coll., Colom bo

Marist Bros. Coll., Uitenhage
Queen's Coll., Nassau

Private tuition
Marist Bros.’ S., Cala
City Coll., Colombo

Private tuition

Marist Bros.’ Colly, Uitenhage
Marist Bross Coll., Gitenhaye
City Coll., Colombo

136

THE EDUCATIONAL TIMES.

{March 2, 1908.

BOYS, Tuirp Crass, Pass—continucd.
Abdul Majeed, M.K. a.
St. Paul's Boys’ English S., Colombo

! Adlam,V. Marist Bros.’ Coll., Johannesburg
Ingamells,H. d. Marist Bros.’ High S., Port Elizabeth
2M oses,C. New Amsterdam, Berbice, B. Guiana
Muir,C, J. al. Marist Bros.’ 8., Cala

| Papendorf,R. Marist. Bros.’ Coll, Uitenhage

2Pietersz, D.L. Loreuz S., Maradana, Colon. bo

Den A Marist Bros.’ Coll., Uitenhage
Delph, A.C.

| St. Joseph's Inter.8., Lacytown,Georgetown, B.Guiana
| Eaton, P. Marist Bros.’ High S., Port Elizabeth

i
i
|
'

| Hitze,T. Marist Bros.’ Coll., Uitenhage

| Perkins, E. Marist Bros.’ High S., Port Elizabeth

(Shuman,&. d. Marist Bros.’ 8., Cala

(Higham.J. Marist Bros.’ Coll., Johannesburg

' Marcus, I. Marist Bros.’ Coll., Johannesburg
7Sivaperagasain, M. Wesleyan Central S., Batticaloa ,
White,P. Marist Bros.’ Coll., Johannesburg

AbdulCarder,M. Z. St. Paul's Boys’ English S., Colombo

§De Silva, V.H.
| Neptune,C,
| Stephan, B.E. a.
| Sutherland, D.A.

City Coll., Colombo
Private tuition
Marist Bros.’ Coll., Johannesburg

Private tuition .

Vogel, K. Marist Bros.’ High 8., Port Elizabeth |
(Donaldson,T. W. sp. Lomas Acad., Lomas de Zamora
| Pettit, H.E. Marist Bros.’ Coll.. Uitenhage
LPetyt,A. Marist Bros.’ Coll., Johannesburg

(Dundas,S,B. Middle S., Lacytown,Georgetown, B.Guiana

| Harrison,J. Marist Bros. Coll., Johannesburg
Hart,J. Marist Bros.’ S., Cala
King, L. St. Aidan’s College, Grahamstown

| Maha Raju,R. a. Wesleyan Central S., Batticaloa

First CLass [or Senior).—Honovrs Division.

Belmar,M. s.ph. St. Joseph's Conv., Castries, St. Lucia
Lattitte, L. St. Joseph's Conv., Castries, St. Lucia

First Crass [oR Sen1or].—Pass Division.

Herrera, M.e.d. St.Joseph's Cony.,Port of Spain, Trinidad
Kernahan, A, s. St.Joseph’s Conv., Port of Spain, Trinidad |

(du Boulay, M.C. ph. St.Joseph's Conv. ,Castres, St. Lucia

(Hack,D.F. e. Cony, of the Holy Cross, Cala
Blake, R.W. Sacred Heart Conv., Klerksdorp
Hall, L. M.V.

Conv. of the Holy Family, End St., Johannesburg
Ridley,D. Sacred Heart Conv., Queenstown
Van Straten, M.E. eis. Conv. of the Holy Cross, Cala
Sellier, L. f St. Joseph’s Conv., Port of Spain, Trinidad
Monee Norris College, Rangoon
Vogel, F. du.

SeconD Crass [or Junior ].--Honours Division.

Belmar, M.T. f. St. Joseph's Conv., Castries, St. Lucia
Kernahan,T. f. St.Juseph's Conv., Port of Spain, Trinidad
[Sens hs d. Movorlhurst, Irene

Sash,8. Af.
Conv. of the Holy Family, End St., Johannesburg

Seconp Crass [or Juniorn].—Pass Division.

1Bertrand, M.A. Girls’ High S., St. George's, Grenada
(Boucaud,E. = St. Joseph's Conv., Port of Spain, Trinidad
\Sellier,M.f. St.Joseph's Conv., Port of Spain, Trinidad |
De Gaunes, Lf. St.Joseph's Conv., Port. of Spain, Trinidad
Gresham, W.E. J. Private tuition
Andrews,G. Moorhurst, Irene
1Bertrand,C. A. Girls’ High S., St. George’s, Grenada
(Otway, E.L. Girls’ High S., St. George's, Grenada
(Saunders, L.E. Queen's Coll., Nassau
Prior, D.

Conv. of the Holy Family, Parktown, Johannesburg

1Watson, M.E. Augustinian Conv., Ladysmith
Nathan, H. Loreto H., Pretoria
Levine,G.C.

St.Joseph’s Inter.8., Lacytown, Georgetown, B.Guiana

Boucaud,S. St. Joseph's Cony., Port. of Spain, Trinidad
Wellier, B, St. Joseph's Conv., Port of Spain, Trinidad
(Cheesman,E. St. Mary's S., Oakford, Verulam, Natal
(Mackintosh, E.A. f. St. Anne's Conv., Umzinto
Briscoe, K. Moorburst. Erene
Llaños, H. St. Joseph's Conv., Port of Spain, Trinidad
Smith,A. D.

Westwood High S., Stewart Town P.O., Jamaica
Kernahan,M. f. St.Joseph'sConv., Portof Spain, Trinidad
(1Abraham,C. Norris Coll., Rangoon
(Marshall, I. St. Anne's Conv., Umzinto
Collins, M. St. Mary's S., Qakturd, Verulam, Natal
Surgeon, E.M.
Westwood High S., Stewart. Town P.O., Jamaica

Coch, A. St. Mary's S., Oakford, Verulam, Natal
Sinith,G.E,. Private tuitien
Perry, A.P Private tuition
Lane,A Sacred Heart Conv., Klerksdorp

Johnstone, E.
Conv, of the Holy Family, Parktown, Johannesburg
Woad,G.L.

Conv. of the Holy Cross, Cala |

|

Marist Bros.’ Coll., Johannesburg
Wesleyan High 8., Lagos

Marist Bros.’ Coll., Uitenhage
Wesleyan High 5., Lagos

Marist Bros.’ S., Cala

\ Van Diggelen, H.
2Alder, H.W.
Harley. D.
Akiwnmi A.M.

(Howard T. e.

Spring, H. Marist Bros.’ Coll., Johannesburg
[Thorne MiddleS., Lacytown,Georgetown. B.Guiana
Wagner,J. Marist Bros.’ Coll., Uitenhage
( Hukins,L. d. Marist Bros.’ High S., Port Elizabeth
| Melvor, K. Marist Bros.’ Coll., Johannesburg

| Norton,J.

LThomson,R. a.
2Alwis,R.F. de

| 2Bandaranayake,E.R.D.

Marist Bros.’ Call., Uitenhage
Marist Bros.’ High S.. Port Elizabeth
Central Coll., Colombo
Central Coll., Colombo

| Grigor,G, Marist Bros.’ High S., Port Elizabeth
i Osborne, J.H.

} Comenius Sec. S., Queenstown,Georgetown,B.Guiana
| Perry, F

| 7Roberts,C. B.
L St. Joseph's Inter.S., Lacytown, Georgetown, B.Guiana
( Lynch,G.M.
Middle S., Lacytown, Georgetown, B. Guiana
2Nagapillay,R. Norris Coll., Rangoon
| Pirie, E. Marist Bros.’ Coll., Johannesburg
| Schlimmer,O. e. Marist Bros,’ Coll., Johannesburg
| Smith,G. Marist Bros.’ Coll., Uitenhage

Lae Central Coll., Colombo
Young,s. Marist Bros.’ High S., Port Flizabeth
(D' Aubrey. L. Marist Bros.’ Coll., Johannesburg
| Fitvyerald,G.W. Marist Bros.’ Coll., Uitenhage
| Isaacs, A. Marist Bros.’ Coll., Johannesburg
| 2Karuppiah, K. D. City Coll., Colombo
| Kinkead,T. Marist Bror.’ Coll., Johannesburg

| Martin,S. UnionWesleyanS., Bridgetown P.O.,St. Vincent

GIRLS.

Turd Crass.—Honovrs DIVISION.

Laffitte,G.s.e.a.al.f. St.Joseph’s Conv., Castries, St. Lucia

Marquis, F. s.h.a.al. St.Joseph's Conv., Castries, St. Lucia

Forester,C. s ebk.

du Boulay, J.C. s.al.f.d.
St. Joseph's Conv., Castries, St. Lucia

Lapin, L. e.f.

Lewis, A.E.I. $.f.
Middle S., Lacytown, Georgetown, B. Guiana

( Howard, H.B. e.a.d, St. Cecilia's, Allahabad
tvan der Byl, D.
(Cadet, E. s.e.a.
Cronje, J. 3.e.

Wells, N.L.

Rodriguez, A.I. d.

Augustinian Cony., Ladysmith
Girls’ High 8., St. George's, Grenada

Private tuition |

Moorhurst, Irene |

Moorhurst, Irene ,
St. Joseph's Conv., Castries, St. Lucia ,

8t. Joseph's Conv., Port of Spain, Trinidad |
| r2Brown,N.

TuH1irD Ciass.—Pass Division.

Sweeting, R. Queen's Coll., Nassau
(Kernahan,M. 8t.Joseph’sConv.,Port of Spain, Trinidad
| 2Lavertine,M.
| Conv. of the Holy Family, Parktown, Johannesburg
| Miller, D. d.

Lv. Lelyveld,S. du.

Phillips,D. f.

Moorhurst, Irene ;
Sacred Heart Conv., Klerksdorp | |

Conv. of the Holy Family, Parktown, Johannesburg `

(Chittenden, E. d.
Dennehy, M. s.a.
Conv. of the Holy Family, Parktown, Johannesburg
\ Watson,L.Z. s.a.d
( Blake,C.
2Brown,O.
| Feinstein,S. a.
LWilliams, E. s.e.
2Hall,A.

Conv. of the Holy Family, Parktown, Johannesburg
Watcha, A.
David, D.M.
3Smith,G.

x Comenius Sec.S. Queenstown Georgetown, B.Guiana
(Argue, N.A. e.f. Augustinian Conv., Ladysmith
LGibbons, O.A. a.d. St. Cecilia's, Allahabad
3Goliab, F.A.
3Williams, E.
Evans, W. ,
Conv. of the Holy Family, End St., Johannesburg
| Landsberg.M. d. Loreto H., Pretoria
| Mackintosh, E. f. St. Anne's Conv., Umzinto

v. Lelyveld, Gertrude a.du.
Sacred Heart Conv., Klerksdorp

Sacred Heart Conv., Klerksdorp
Conv. of the Sacred Heart, Potchefstroom
Sacred Heart Conv., Klerksdorp

St. Cecilia's, Allahabad

Girls’ High 8., St. George's, Grenada

Sacred Heart Conv., Klerksdorp
t

Augustinian Conv., Ladysmith ,

Girls’ High S., St. George's, Grenada —

St. Anne's Conv,, Umzinto |

Private tuition `

Modeste,V.R. Girls’ High S., St. George's, Grenada |
Gibbs,C.A. Private tuition
Cheesman,R. St. Mary's S., Oakford, Verulam, Natal
(Bowe,L.E.O. 8.a. Queen's Coll., Nassau
| 2Collins,E. St. Mary's S., Oakford, Verulam, Natal

| Wallace, I.L.
Westwood High S., Stewart Town P.O., Jamaica
3Clarke,C. R.

Westwood High S., Stewart. Town P.O., Jamaica
Queen's Coll., Nassau |

(French. K.A.
I Guiliany,M. St. Joseph's Conv., Port of Spain, Trinidad
LSellier,J. f. St. Joseph's Conv., Port of Spain, Trinidad

DeWeever. I. e.
St. Joseph’s Inter.S., Lacytown, Georgetown, B.Guiana

Comenius Sec. 8., Queenstown, Georgetown, B.Guiana | \ Prada,Q. St. Joseph's Conv., Port of Spain, Trinidad
deBeer, E. _ St. Anne's Conv., Umzinto fAllen, R. St. Anne's Conv., Umzinto
Catts, R. St. Mary's S., Oakfurd, Verulain, Natal | \Grantham,H. St. Joseph's Conv., Port of Spain, Trinidad

Rathouse,O. Marist Bros.’ Coll., Johannesburg
[Walkera .

Biabon Wesleyan S., Bridgetown P.O., St. Vincent

r Ba Ket, D. Central Coll., Colombe

2May.J.C. Wesleyan High S., Freetown, Sierra Leone

| 2Peiris,M. City Coll., Colombo

2Naidoo,T. Norris Coll., Rangoon

Taylor,C. D. Private tuition

Wilson,J. Marist Bros.’ Coll., Johannesburg

LYork,A. Brighton Wesleyan S. ,CalliaquaP.O.,St. Vincent

( Favard,T. Marist Bros.’ Coll., Uitenhage
| Griffin, H. Marist Bros.’ High S., Port Elizabeth
| Guest. KR. Marist Bros.’ Coll., Uitenhage
| Matthews,R. Marist Bros.’ High S., Port Elizabeth
| Messina, B. Marist Bros.’ High 8., Port Elizabeth
LWeeks,A.L. Marist Bros.’ Coll., Uitenhage
f Aberdeen,J.E. Private tuition

Marist Bros,’ High S., Port Elizabeth

| Messina,C.
Queen's Coll., Nassau

| Pritchard, A.P. d.

Richards,C. Marist Bros.’ Coll., Johannesburg
3Senevaratne, D.F. Private tuition
Hodgson, H. a. Marist Bros.’ Call., Uitenhage
(Gillwold, E. Marist Bros.’ Coll., Uitenhage
| MeLeod,D. Marist Bros.’ Coll., Johannesburg
LWeera Koon,S.G. City Coll., Coiombe
Wallace,G. Marist Bros.’ Coll., Johannesburg
(Berry, K. Marist Bros.’ High 8., Port Elizabeth

| Haynes.S.B.
Brighton Wesleyan S., Calliaqua P.O., 8t. Vincent

| Lipman,s. Marist ros.’ Coll., Johannesburg

| Miller, A. Marist Bros.’ Coll., Johannesburg
| Sinnaturai,C, Wesleyan Central S., Batticaloa
| Summers, W. St. Aidan's College, Grahamstown

Van Ransow,B.H. St. Paul's Boys’ English S., Colombe

Betz,V.

Conv. ofthe Holy Family. Parktown, Johannesburg
(Carey,C.I. Westwood Highs. StewartTownP.O., Jamaica
| Hoole,J.L. Vincent S., Batticaloa
| Stevenson, F.

L Westwood High S., Stewart Town P.O., Jamaica
f Brokensha, M.
Conv. of the Holy Family, End St., Johannesburg
Hart, M.e. Conv.oftheHoly Family, EndSt.,J shannes burg,
( Brown,E. St. Mary's 8., Oakford, Verulam, Natal
i Cohnheim,D.
L Conv. of the Holy Family, Parktown, Johannesburg
Bingham,M. St. Mary's S., Oakford, Verulam, Natal
(Canaguretnam,E.G. Vincent S., Batticaloa
| O'Reilly,G.
L Cony, of the Holy Family, Parktown, Johannesburg
Monplaisir,E, a. St.Joseph’a Counv., Castries, St. Lucia

Conv. of the Holy Family, Parktown, Johannesburg
Crowley,E. e.
Cony. of the Holy Family, End St., Johannesburg
Eberhardt,C. Conv.of the Sacred Heart, Potchefstroom
| Kelly,P.M. d. Queen's Coll., Nassau
Lofthouse. I.M. Queen's Cell., Nassau
Mackintosh,G. St. Anne's Conv., Umzinto
(Cunha,E.L. Middle S.,Lacytown,Gcorgetown, B.G mana
| Gallimore, M.A. e.

Westwood High 8., Stewart Town P.O., Jamaica
Krishnapillai, M. P. Vincent 3., Batticaloa
Price, H St. Mary S., Oakford, Verulam, Natal
*Hobson,G. St. Joseph's Conv., Port of Spain, Trinidad
Wegerle, R. ge.d. Loreto H., Pretoria
LWolfe, A.M. Queen's Coll., Nassau
(?Bell,S.U. Grenada High S., St. George’s, Grenada
| Clarke, L.H. St. Cecilia's, Allahabad
| Gomez, M. St. Joseph's Conv., Port of Spain, Trinidad

Pendleton. I.H.
| St. Joseph's Inter. S., Lacytown, Georgetown, B.Guiana
Pyfrom,M.P. Queen's Coll., Nassa
fAbbott,E. Cony. of the Sacred Heart, Potehefstroon»
Rubinstein, B. e. Loreto H., Preturia
Cohnheim, I.
Cony. of the Holy Family, Parktown, Johannesburg
Morrish,G.

Conv. of the Holy Famiiy, End St., Johannesburg
(Albury, M.A. Queen’s Coll., Nassa»
| Cartwright, W. St. Mary's S., Oak ford, Verulain, Natal
| Reynolds, V.M.S. ‘
N Westwood High S., Stewart Town P.O., Jamaica

Curry, D. L. Queen’s College, Nassau
v. Lelyveld,Gladys Sacred Heart Conv., Klerksdorp
Bell, J.E. Grenada High S., St. George's, Grenada
2Abbot.B. Conv. of the Sacred Heart, Potchefstroom

Shirley. E.M.
Westwood High S., Stewart Town P.O.. Jamaica
Katramatambe, L.M. Vincent S., Batticaloa
| angiey,C,
Conv. of the Holy Family, End Street, Johannesburg

( Bobbert, N. Conv. of the Sicred Heait, Potehefstroons

| Harington,K. d. Loreto H., Pretoria
Hogan, L. St. Mary’s S., Oakford, Verulam, Nata?
| (Byrne, E. St. Mary's NS., Oakfcrd, Verulam, Natal
| Clark,A. Loreto H., Pretoria
| Haynes,F, Private tuition
LLurie,E. Loreto H., Pretoria

Silvera, M.A.

Westwood High S., Stewart Town P.O., Jamaica
Strawbaum.M. St. Mary's S., Oakford, Verulam, Natal
De Ja Silva, I.T. B. Vincent- S., Batticaloa
Johnson;H- M- Queen's Coll., Nassan

Newton, M. — Conv. of the Sacred Heart, Potchefstroons

March 2, 1908. ]

THE EDUCATIONAL TIMES.

137

LOWER FORMS

Aaron,C. i
Comenius Sec.S. Queenstown, Georgetown, B.Guiana

Achilles,O.B. St. Paul's Boys’ English S., Colombo
Adamjer,M. Central Coll., Colombo
Alexander, H. W. St. Cecilia's, Allahabad
Anderson, R. Marist Bros.’ Coll., Johannesburg
Anderson, W. Marist Bros,’ Coll., Johannesburg
Arcus, H. Marist Bros.’ Coll., Johannesburg
Aspuas, A. Marist. Bros.’ Coll., Johannesburg
Baard, Marist Bros.’ Coll., Johannesburg
Babcock,C Marist Bros.’ Coll., Johannesburg
Barrett, H. Conv. of the Sacred Heart, Potchefstroom
Beckett, D. Marist Bros.’ High S., Port Elizabeth
Bell,D Marist Bros.’ S., Cala
Bell, L Marist Bros,’ Coll., Johannesburg
Berriman,A. Marist Bros.’ Coil., Johannesburg
Bertram,S. Marist Bros.’ Coll., Johannesburg
Binstead, F. Marist Bros.’ High S., Port Elizabeth
Blackbeard,D. Marist. Bros.’ S., Cala
Boucher, H.C. St. Paul's Boys’ English S., Colombo
Bowling,R.A.J.

Middle S., Lacytown, Georgetown, B. Guiana

Brick,T. Marist Bros,’ Coll., Johannesburg
Brown,H. Marist Bros.’ Coll., Johannesburg
Bruessow, W. Marist Bros.’ S., Cala
Braons,F. Marist Bros.’ Coll., Johannesburg
Buckland,M.R. Lomas Acad., Lomas de Zamora
Christiani, J.L,

St. Joseph's Inter. S., Lacytown, Georgetown, B.Guiana
Clarke,C.F.
Comenius Sec. S., Queenstown, Georgetown, B. Guiana

Cohen, B. Marist Bros.’ Coll., Johannesburg
Cooper. A. Marist Bros.’ S., Cala
Crawford,G.W.

Middle S., Lacytown, Georgetown, B. Guiana
Cudmore,C. Marist Bros.’ High S., Port Elizabeth
Curry,O.H. Queen's Coll., Nassau
D' Andrade,C. F.

St.Joseph’s Inter. 8., Lacytown,Georgetown, B.Guiana
Darling,E.T. City Coll., Coloinbo
Da Silva,J.

St. Joseph's Inter. S., Lacytown,Georgctown, B.Guiana
Davies,C.B.DeM.
Gram. S., New Amsterdam, Berbice, B. Guiana

Davey,C. Marist Bros.’ Coll., Johannesburg
Devasahayam Norris Coll., Rangoon
Dingwall,H.J.A

Comenius Sec. S., Queenstown, Georgetown, B. Guiana

Dowse,G. Marist Bros.’ Col., Johannesburg
Duminy,C. Marist Bros.’ Coll., Johannesburg
Edbrooke,D. Marist Bros.’ Coll., Johannesburg
Ewan,A. Marist Bros.’ S., Cala
Ellis, M. Marist Bros.’ Coll., Johannesburg
Errecalde, M. Lomas Acad., Lomas de Zamora
Aitken, D. Conv. of the Sacred Heart, Potchefstroom
Auderson,D.

Conv. of the Holy Family, End St., Johannesburg

Angeron, R. St. Joseph's Conv., Port of Spain, Trividad
Argue, F.A. Augustinian Conv., Ladysmith
Arnott,G. Sacred Heart Conv., Queenstown
Belmar,B. St. Joseph's Conv., Castries, St. Lucia
Benjamin,G.

Conv. of the Holy Family, End St., Johannesburg
Bezuidenhout, H. Moorhnrst, Irene
Boadl,J. Conv. of the Sacred Heart, Potchefstroom

Brisbane,G. P.O. Box 31, Kingstown, St. Vincent
Buchanan,A, Cony, of the Sacred Heart, Potehefstruom
Butler,G. Queen's Coll., Nassau

Clapper, M. Conv.of the Holy Family, EndSt. Johannesburg
Cohen,R. Cony, of the Holy Family, End St. , Johannesburg
Combrinck, L.

Conv. of the Holy Family, End St., Johannesburg
Constable, M. St. Joseph’s Cony., Castries, St. Lucia
d'Abadie, M.H. St.Joseph’s Counv., Port of Spain, Trinidad

Delmas, A. St. Joseph's Conv., Port cf Spain, Trinidad
de Verteuil,E. St.Joseph’s Conv., Port of Spain, Trinidad
Dounawa, W. P.O. Box 31, Kingstown, St. Vincent
Duncan, M, Moorhurst, Irene
Fleming, A. Moorhurst, Irene

Fotheringham,E, Sacred Heart Cony., Queenstown
Fotheringham, M. Sacred Heart Conv., Queenstown
Fyfe,J. Conv. of the Holy Family, End St., Johannesburg

Gebhardt, W. Sacred Heart Cony., Queenstown
Gelman, B. Convent S., Bulawayo
Gersbach, W. Convent S., Bulawayo
Gomes, R. St. Joseph's Conv., Port of Spain, Trinidad
Grant,C.A. P.O, Box 31, Kingstown, St. Vincent
Gwillam,E. Convent S., Untata
Hanson,M. St. Joseph's Conv., Port of Spain, Trinidad
Hart, E. Sacred Heart Conv., Queenstown

Hart,L. Conv. of the Holy Family, End St. Johannesburg

BOYS.

Fakeera Norris Coll., Rangoon

Faria, A. Middle S., Lacytown, Georgetown, B. Guiana

ae n Marist Bros.’ Coll., Johannesburg
ord, J.J.

Comenius Sec. S., Queenstown, Georgetown, B.Guiana
Fraser,G. D. Gram. S., New Amsterdam, Berbice, B.Guiana

Furze,L. Marist Bros.’ Coll., Johannesburg
Gallie, W. Marist Bros.’ High S., Port Elizabeth
Gibson,O. Lomas Acad., Lomas de Zamora
Glisson, A. Marist Bros,’ Coll., Johannesburg
Gluckman, P. Marist Bros. Coll., Johannesburg
Grigor, A. Marist Bros.’ High S., Port Elizabeth
Hantinansing,J.H.

Gram. S., New Amsterdam. Berbice, B. Guiana

Heath, J. Marist Bros.’ S., Cala
Idroos,A.C.M. Central Coll., Colombo
Jackson,E. Marist Bros.’ Coll., Johannesburg
Jacobs,C. Marist Bros.’ Coll., Johannesburg
Jardine,J.S. Marist Bros.’ Coll., Johannesburg
Job,S. Marist Bros.’ Coll., Johannesburg
Jordan, A.

Comenius Sec. S., Queenstown, Georgetown, B. Guiana
Kietzmann,J. Marist Bros.’ Coll., Johannesburg
Koo,J.T. Middle S., Lacytown, Georgetown, B. Guiana
Lamont,J. Marist Bros.’ Coll., Johannesburg

Lawenski, F. Marist Bros.’ Coll., Johannesburg
Lichtenstein, L. Marist Bros.’ Coll., Johannesburg
Linford, P. Marist Bros.’ High S., Port Elizabeth
Lowe, H. Marist Bros.’ Coll., Johannesburg
Macfarlane,G, Marist Bros.’ Coll., Johannesbury
March, A.E. Lomas Acad., Lomas de Zamora
Marcus,M. Marist Bros.’ Coll., Johannesburg
Marillier, F. Marist Bros,’ 8., Cala
Martin,J. Marist Bros.’ Coll., Johannesburg
Maynard, A.

Comenius Sec. S.,Queenstown, Georgetown, B.Guiana
McKay,J.R.
St. Joseph's Inter. S., Lacytown, Georgetown, B.Guiana
Melville,G. B.
Gram. 8., New Ainsterdam, Berbice, B. Guiana
Milton. R. Marist Bros.’ S., Cala
Mitchel!.C.B. Gram.S.,NewAmsterdam, Berbice, B.Guiana

Moran,M. Marist Bros.’ High S., Port Elizabeth
Morkcel,J. Marist Bros.’ Coll., Johannesburg
Morris,V. Marist Bros.’ S., Cala
Muller,T. Marist Bros.’ S., Cala
Nayanathan,A., Central Coll., Culombo

Nagthall,O. B.
Nankivell, R.

St. Faul’s Boys’ English S., Colombo
Marist Bros.’ S., Cala

Neser, E. Sacred Heart Conv., Klerksdorp
Pennacchini, L. Marist Bros.’ High S., Port Elizabeth
Pettitt,G. Marist Bros.’ High S., Port Elizabeth
Philips, W. Marist Bros,’ Coll., Johannesburg
Powrie,D. Marist Bros.’ Coll., Johannesburg :
Helps,E. Conv. of the Sacred Heart, Potchefstroom ,
Holliday, BE. Sacred Heart Conv., Queenstown
Hovendou,N, Sacred Heart Conv., Queenstown
Jacobson, R.

Conv, of the Holy Family, President St., Johannesburg

Jones, R. Sacred Heart Conv.. Queenstown
Joss, A. Convent S., Bulawayu
Keane, A, P.O. Box 31, Kingstown, St. Vincent

Kernahan,M.E. St. Joseph's Conv., Port of Spain, Trinidad

Kidson,A. Sacred Heart Conv., Queenstown
Kimber, M. Moorhurst, Irene
Laflitte, M.A. St. Joseph's Conv., Castries, St. Lucia
Lany, R. St. Joseph's Conv., Port of Spain, Trinidad

Lewis, A.E.L. Middle S., Lacytown, Georgetown, B.Guiana
Lewis, Vinetta Sacred Heart Conv., Queenstown
Lewis, Violet Sacred Heart Conv., Queenstown
Lindenberg, E. Sacred Heart Conv.. Klerksdorp
Loram, L. Conv.of the Holy Family, End St. Johannesburg
Lowman, A. Sacred Heart Cony., Klerksdorp
Mathews, K.G. St. Cecilia's, Allahabad
Mathis, C.

Conv. of the Holy Family, Parktown, Johannesburg
McDowall,H. P.O. Box 31, Kingstown, St. Vincent
McEwen,M.

Cony. of the Holy Family, End St., Johannesburg
Monplaisir, L. St. Joseph's Conv., Castries, St. Lucia
Monteil, Y. St. Joseph's Conv., Port of Spain, Trinidad
Montgomery, M. Convent S., Bulawayo
Moodie, C. B. Moorhurst, Irene
Moore, M.Conv.oftheHoly Family, Parktown, Johannesburg
Morrish. R. Conv.ofthe Holy Family, End St. Johannesburg
Myers, L.Conv.oftheHoly Family, Parktown, Johannesburg |
O'Connor.M. St. Joseph’s Conv., Port of Spain, Trinidad !
Ogilvie, A.M. Grenada High S., St. George's, Grenada
O'Grady. K. |

Conv.of the Holy Family, Parktown, Johannesburg
O'Leary,N. Sacred Heart Conv., Queenstown |

TO A a m amo

EXAMINATION. — PASS LIST.

Rensburg, J. Marist. Bros.’ Coll., Johannesburg
Ricci,G. Marist Bros.’ Coll., Johannesburg
Rodkin,B. Marist Bros.’ Coll., Johannesburg
Rodrigo, B.C. City Coll., Colombo
Rowe,Q. Marist Bros.’ Coll., Johannesburg
Ryllie, V.L.V.

St.Joseph's Inter. S., Lacytown,Georgetown,B.Guiana

Sahid,A.C.M. City Coll., Colombo
Sash, M. Marist Bros.’ Coll., Johannesburg
Saunders, H. Marist Bros.’ Coll., Johannesburg
Sawyer, E. Marist Bros.’ Coll., Johannesburg
Schwartz, M. Marist Bros.’ Coll., Juhannesbury
Scott,G.

Comenius Sec. S., Queenstown, Georgetown, B. Guiana
Scott, N. Marist Brus.’ Coll., Johannesburg
Selman, O.C.

St Joseph's Inter.S., Lacytown, Georgetown, B.Guiana

Silva,C. St. Paul's Boys’ Bnglish S., Colombo
Silva, H.E. St. Paul's Boys’ English S., Colombo
Sivasupramaniam, A, Central Coll., Colombo
Spencer, P.F.E,

Gram. 8., New Ainsterdam, Berbice, B. Guiana
Spry,T. Marist Bros,’ Coll., Johannesburg
Stephan, H. Marist Bros.’ Coll., Johannesburg
Stoby, P.S.

St. Joseph's Inter.8., Lacytown, Georgetown, B.Guiana

Stuart,R. Marist Bros.’ 8., Cala
Swanson, W. Marist Bros.’ Coll., Johannesbury
Teitge,C. Marist Bros.’ Coll., Johannesburg
Thompson,C.S. Queen's Coll., Nassau
Todd,J.F. Middle S., Lacytown, Georgetown, B. Guiana
Tranchell, D.N. Central] Coll., Colombe
Tweedie,R. Sacred Heart Conv., Klerksdorp
Vaithilingam,N. Central Coll., Colombo

van Buren,V. Marist. Bros.’ Coll., Johannesbur;:
Van der Hoff, E. Marist Bros.’ High S., Port Elizabeth
Van der Schyff,R. Marist Bros.’ High S., Port Elizabeth

Venkanah Norris Coll., Rangoon
Wade, W. Marist Bros.’ S., Cala
Wakfer,C. Marist Bros.’ S., Cala
Wambeek, E.S. Wesleyan Central S., Batticaloa
Whalley,C. Marist. Bros.’ Coll,, Johannesburg
White, L. Marist Bros.’ Coll., Johannesbur;:
White, W. Marist Bros.’ Coll., Johannesburg
Wilson, A. Marist Bros.’ S., Cala
Wilson,C, Marist Bros.’ Coll., Johannesbur,:
Wilson, I. Marist Bros.’ Coll., Johannesbury
Wilson,J. Marist Bros.'S., Cala
Wilson,T. Marist Bros.’S., Cala
Wright, A. Marist. Bros.’ Coll., Johannesburg
Wright, H. Marist Bros.’ Coll., Johannesbnrz
Yhap,S. Middle S., Lacytown, Georgetown, B. Guiana
Ying, S.A. Middle S5., Lacytown, Georgetown, B. Guiana
Zedoff”, W.E. Lomas Acad., Lomas de Zamora
Orsmond,A. Sacred Heart Conv., Queenstown

Prendhomme,G.E. Grenada High S., St. Georges, Grenada

Robbie, N.L. St. Cecilia's, Allahabad
Roberts, M. Moorhurst, Irene
Robertson, V.

Conv. of the Holy Family, End St., Johannesbnre

Robinson, K. P. Angustinian Conv., Ladysmith
Rojas,M. St. Joseph's Conv., Port of Spain, Trinidad
Rooth,C, Moorhurst, Irene
Rose, D. Loreto H., Pretoria
Rubinstein, F. Loreto H., Pretoria
Shawe,O. Sacred Heart Conv., Queenstown
Short, B. Conv. of the Sacred Heart, Potchefstroom
Siminons, A. Moorhurrt, Irene

Simmons,M, St. Joseph's Conv., Port of Spain, Trinidad
Tagyart, M. Sacred Heart Conv., Queenstown
Taitt,E. St. Joseph's Conv., Port of Spain, Trinidad
Thorpe, J. A. St. Cecilia's, Allahabad
Torrente,T. Conv.of theHoly Family, EndSt. Johannesbury
Traverso,G. St. Joseph's Conv., Port of Spain, Trinidad
Traverso, H. St. Joseph's Conv., Port of Spain, Trinidad
Underwood, F. Sacred Heart. Conv., Queenstown
Vander Westhuizen,S. Sacred Heart Conv., Queenstown
Vasconcelos, D. St. Joseph's Conv., Port of Spain, Trinidad

Venter, J.J. Augustinian Conv., Ladysmith
Vivas, R. St. Joseph's Conv., Port of Spain, Trinilad
Vogts,G. Conv. of the Sacred Heart, Potchetstroatm
Vogts, Y. Conv. of the Sacred Heart, Potchefstrooin
Wakeford,G, Sacred Heart Conv., Queenstown
Wallis, M. Sacred Heart Conv., Klerksdorp
Wharton, V. St. Joseph's Conv., Port of Spain, Trinidad
Williams,J.

Conv. of the Holy Family, President St., Johannesburg
Wittield, E. Sacred Heart Conv., Klerksduip

138

THE EDUCATIONAL TIMES.

[March 2, 1908.

MEETING OF THE COUNCIL OF THE COLLEGE
OF PRECEPTORS.

A MEETING of the Council was held at the College, Bloomsbury Square,
on February 15. Present: Dr. Wormell, President, in the chair; Prof.
Adams, Prof. Adamson, Dr. Armitage Smith, Mr. Barlet, Rev. J. O.
Bevan, Rev. J. B. Blomfield, Mr. Bowen, Mr. Brown, Mr. E. A. Butler,
Mr. Eve, Mr. Hawe, Mr. Holland, Miss Jebb, Mr. Kelland, Rev. R.
Lee, Rev. G. E. Mackie, Dr. Maples, Mr. Milne, Dr. Moody, Mr.
Morgan, Mr. Pinches, Miss Punnett, Mr. Rule. Mr. Rushbrooke, Rev.
Dr. Scott, Mr. Starbuck, Rev. J. Stewart, and Mr. White.

The minutes of the last meeting were read and confirmed.

Diplomas were granted to the successful candidates at the Christmas
Examination of teachers (see list, page 134). The diploma of Licentiate
was also granted to Miss A. Wall, who had satistied the prescribed
conditions.

Mr. Brown was appointed one of the representatives of the College
on ae committees of the Women's and Men’s Joint Agencies, respec-
tively.

It was resolved that a memorial be presented to the Lord President of
the Council and to the President of the Board of Education, reciting
the part that had been taken by the College in promoting the Registra-
tion of Teachers, and praying that in any Registration Council to be
constituted under the Education (Administrative Provisions) Act of 1907,
adequate representation should be given to the College.

The Report of the Finance Committee was adopted.

The Report of the Examination Committee was adopted. Dr. A. J.
Greenish and Dr. W. G. MacNaught were appointed Examiners in
‘Theory of Music; Mr. C. H. Swinstead and Mr. H. W. O. Hagreen
were appointed additional Examiners in Drawing, and Mrs. Pillow was
appointed one of the Examiners in Domestic Economy.

The Personation Committee reported that the steps taken by direction
of the Council had resulted in the conviction and punishment of the
«offenders in the personation case which had occurred at the College Cer-
tificate Examination at Inverurie in June, 1907, fines of £5 having been
imposed on the personator and the man who was personated. The
report concluded with a strong expression of satisfaction with the ability
and energy shown by the College Solicitor in hia conduct of the case.
The report was adopted, and it was resolved that thanks be given to the
Solicitor, Mr. H. W. Rydon, for his services.

Sir Philip Magnus, M.P., was elected President of the Council; and
Mr. E. A. Butler, the Rev. Canon Bell, and Prof. Adams were elected
Vice-Presidents.

Mr. H. W. Eve was re-elected Dean, and Dr. Armitage Smith
Treasurer of the College.

The Moderators, Examiners, and Revisers for the year 1908 were
appointed,

The Standing Committces were appointed, with their respective
Chairmen.

The following persons were elected members of the College :—

Mr. F. G. W. Brown, B.Sc. Lond., L.C.P., 35 Wyatt Road, Forest

Gate, E.

Prof. W. E. Dixon, M.A. Camb., M.D., B.Sc. Lond., King’s College,
London.

Miss D. C. Harris, L.C.P., Clovelly House, Grove Place, Port
Talbot.

Mr. R. S. Gough Paynter, A.C.P., Grammar School, Windermere.

Mr. G. F. Phillips, B.Sc. Lond., F.C.P., F.C.S., Hartley Uni-
versity College, Southampton.

Mr. H. S. Warren, Belle Orchard, Ledbury.

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

By Mr. J. JAKEMAN.—Gregg's Shorthand Manual.

By E. ARNOLD.—Johnson’s Dramatic Scenes from History.

By G. BELL & Soxs.—Headlam’s Translations of Aeschylus’ Eumenides and
Prometheus Bound; Nixon's Junior History of England ; Sinclair's Third Year's
Course in Practical Physics.

By A. & C. Btack.—Black’s English History from Original Sources (1216-1307
ee oe Literary Readers, Book III.; and Picture Lessons in English,

a0 a

By BLACKIE & Son.—Bagnall and Vivier’s Le Cid and Horace; Baker’s De
Vigny’s Poésies Choisies, and Lamartine’s Premières Méditations Pottiques ;
Endecott’s School Course in Physics (Light and Sound); Hill’s Souvestre’s La
Loteme de Francfort, &c.; Washington Irving's England's Rural Life and Christ-
mas Customs; Magee’s Le Chevalier dn Guet; Major’s Stories to Remember
(Senior Book); Malory’s The Coming of Arthur; Ogilvie’s Smaller English
Dictionary.

By the CLARENDON Press.—Berthon’s De Balzac’s Eugénie Grandet; Gordon's
Scott's Legend of Montrose; Wilson-Green’s Sisinondi’s Marignan.

By W. B. CLIvE.—Matriculation Directory, January, 1908; University Corre-
spondent, 1907.

Ky MACMILLAN & Co.—-Fowler’s Gibbon's Age of the Antonines; Lee's Seven-
teenth Century Prose; Pollard’s Chaucer's Nun’s Priest's Tale; Siepmann’s Short
French Grammar; Topffer’'s La Bibliotheque de mon Oncle: Word- and Phrase-
Book for Un Saint; Word- and Phrase- Book for Nicoméde,

By J. Mcrray.—Tischbrock's Der Neue Leitfaden.

By G. PHILIP & Son.—Pearce's Modelling in Relief.

By RELFE Bros.—Rele's Ideal Senior Poetry Book. and Exercises in Spelling,
Dictation and Composition for Upper Forms ; Carter’s Ezri, Nehemiah, and Esther ;
Giorse’s Kingsley's The Heroes; Perry's Junior Physical Geography, and History
of England, 1509-1688.

Bv RivinGtons.—Glazebrook's Bible Lessons for the Young, with Notes and
Outlines; Hartog’s Delacourt’s Nouvelles et Anecdotes, Minssen’s La Belle au

Bois Dormant, and Minssen’s Huit Contes; Trevelyan and Edghill’s The Begin-
nings of the Church.

Calendars of Trinity College of Music; Pharmaceutical Society: University of
liverpool, University of Birmingham ; and University College of Wales, Aberyst-
wy e i

PERSONATION AT EXAMINATIONS.

It cannot be too widely known that to personate a candidate
at a public examination is a criminal offence and liable to be
visited with severe penalties. At a recent examination of the
College of Preceptors held at a centre in the North of Scotland
a case of personation was detected, and the personator (a school-
teacher) and the candidate personated (a chemist’s assistant)
were tried for the offence in the Sheriff's Court at Aberdeen on
the 3lst of January last. Both the accused pleaded guilty. It
was alleged on their behalf that they had acted foolishly and
thoughtlessly, and that they had no idea of the magnitude of
their crime. The Public Prosecutor (Procurator Fiscal) stated
that the Lord Advocate, before whom the case had been laid, had
instructed the prosecution. Both the culprits were of respect-
able families and were companions in Aberdeen. It was al-
leged that the personator derived no personal advantage from
the fraud he had undertaken, and the certificate obtained had
been handed back. The sheriff said he had some difficulty in
giving the offenders the option of a fine: he must, however.
make the fine a substantial one, and he sentenced each of them
to pay a fine of £5, or to go to prison for thirty days.

— --- —- —- — — = ee -—— m — u M —

Er e pa S — œ

REVIEWS.

CONTINUATION SCHOOLS.

Continuation Schools in Englund and Elsewhere: their Place in
the Educational System of an Industrial and Commercial
State. Edited by M. E. Sadler, M.A., LL.D., Professor of
the History and Administration of Education in the Uni-
versity of Manchester. (8s. öd. net. Manchester University
Press—Sherrat & Hughes.)

The other month we heralded the appearance of this important
volume, and now we simply direct attention to the comprehen-
sive and instructive handling of the subject, taking it for
granted that everybody interested in education will master its
contents. Prof. Sadler opens the survey with a long historical
review of the agencies for further education in England ; andthe
remaining twenty-four chapters deal with particular sections or
aspects of the subject in England and abroad. Five of these
chapters are also from the industrious pen of Prof. Sadler: they
treat of the present position of State-aided evening schools and
classes in England and Wales; the organization of continuation
schools in Scotland; compulsory attendance at continuation
schools in Germany; the trend towards industrial training in
continuation schools in New England ; and the question whether
attendance at continuation schools should be made compulsory
in England. In three more chapter; Prof. Sadler collaborates with
Miss Mary S. Beard: the work of continuation schools in certain
rural districts of England (Cambridgeshire, Gloucestershire,
Northumberland, Cumberland, Buckinghamshire, Yorkshire
East Riding); a summary of returns relating to English em-
ployers and the education of their work-people; and a brief
review of the aims and courses of study of certain trade schools
and pre-apprenticeship schools in England. It is thus seen how
deeply Prot. Sadler has stamped his mark upon the history of
this profoundly important inquiry. The conditions of Lanca-
shire and Yorkshire centres are pretty fully presented; and
comparative views are shown from Denmark (J. S. Thornton),
Munich (C. E. Stockton), Switzerland (A. J. Pressland), France
(Georges Cahen), and the United States (William Scott and
Mary S. Beard). The laws regulating the employment of chil-
dren and young persons in factories and workshops in the
United Kingdom, Germany, and Switzerland have been furnished
by the Labour Department of the Board of Trade. A very in-
structive paper by Mr. C. T. Millis discusses the economic value
of trade schools for boys and girls, and the place of such schools
ina national system of education. And there are half-a-dozen
other chapters that throw much light upon different parts or
aspects of the general problem.

We have again and again insisted on the far-reaching impor-
tance of the subject, and now there is no doubt about that in the
mind of any thinking person acquainted with the facts. The
point now is the remedy, for the, admitted amischiefs, and, as

March 2, 1908. |

THE EDUCATIONAL TIMES.

139

Prof. Sadler remarks, it is futile to expect any simple or easy
remedy. “ Whatever is done must necessarily be done in stages,
so that the weight of public opinion may go along with new
legislation and with the administrative action to which such
legislation would lead.” That isa very obvious and fundamental
consideration, and yet it needs to be persistently emphasized ;
and it may be added that very much depends upon the lead that
is given to public opinion. Prof. Sadler further points out, and
again most wisely, that, “ in considering what shall be done, we
shall not be content to tix our thoughts upon the purely industrial
or commercial interests which are at stake,” though the impor-
tance of these is not to be minimized. “ It is the human side of
the question that rightly appeals to us with the greatest force.”

We are right (says Prof. Sadler), when we discuss it, to think of indi-
vidual boys and girls whom we know, in circumstance; with which we
are familiar, and of practical difficulties aad opportunities of which we
have personal experience. And this leads us to think of the real condi-
tions of employment which lie around us; of the home circumstances
of the children as we know them in real life ; of the point of view of
foremen ; of the ditferent ways in which employers regard their respon-
sibilities; and of the actual people (teachers, attendants, clerks,
inspectors) through whom, if it farther exerts its authority, the State
will be bound to act. By szeing things thus in the concrete ; by trying
to visualize the actual working of suggested plans ; by trying to judge
how far their requirements could be evaded, and what their unseen and
collateral results might be ; by realizing the inner differences which
distinguish English so ial life from American or German or French—we
may hope to escape from fallacious generalities and to see in fair propor-
tion the part which, in England, legislation can play in social improve-
ments and the parts which must be borne by public opinion, by the
action of employers, by the skill and good sense of teachers, and by the
personal effort of individuals who bring to social service a shrewd
combination of sympathy and science.

Just so. The various chapters of this volume provide an
immense mass of information and suggestion. Prof. Sadler
narrates the history of the subject in England, and lays down the
general and plain principles of practical procedure. Get the
facts, and then handle them in the light of English idiosyncrasy
and English conditions. The volume represents an immense
service to English education, and to the future welfare and
efficiency of the nation.

THE New WoRrLD-HISTORY.

The Historians’ History of the World. Edited by Henry Smith
Williams, LL.D., with the collaboration of many specialists
and with contributions by more than thirty living historical
scholars. Vols. XIII. to XXIV. (7s. 6d. each. London:
the Times.)

This contingent of a dozen volumes completes the extensive
work, whose general characteristics we commented upon in our
last issue. Volume XIII. concludes the history of France, from
1815 to the present time, and carries the history of the Nether-
lands down to 1722. Volume XIV. completes the history of
the Netherlands (modern Holland and Belgium), and with
Volume XV. sets forth the history of the Germanic Empires.
Volume XVI. is mainly occupied with Scandinavia, but also
treats of the affairs of Switzerland down to the seventeenth
century. Volume XVII. concludes Switzerland, and for the rest
is concerned with Russia. ‘he British Empire fills the next
four and a half volumes, X VIII.-—X XII. (middle), British India
and the Colonies occupying the first half of Volume XXII.
The United States and Spanish America take us to the end of
Volume XXIII. And Volume XXIV. tells the stories of Poland,
the Balkan States, Modern Greece, the Turkish Empire, some
minor States of North Africa and Central Asia (including
medieval and modern Egypt, Morocco, modern Persia, and the
Buffer States of Central Asia), China, and Japan. The com-
parative amplitude of the space devoted to the British Empire
is noteworthy and satisfactory. The bibliographies, chrono-
logical tables, maps, diagrams, and other illustrations are most
useful; and sometimes, as in the case of Germany, many pages
are given to a very serviceable reprint of important constitu-
tional documents. It would be easy enough to point out passages
where the best authorities have not been followed, or passages
where critical acumen has not been brought to bear upon tra-
ditional misconceptions, or views of policy that cannot stand
any efficient historical test. But the very nature of the work
renders such weaknesses all but inevitable. Accordingly, as
before, we are content to accept the positive performance as on
the whole very satisfactory in view of the needs of the general
reader, and to hope that a call for another edition will lead to a

drastic revision of the inadequate parts. The special oak book-
case (over four feet high) is a handsome and substantial re-
ceptacle for the library of 25 volumes—light, strong, and
artistically designed.

THE DECLINE AND FALL or NATIONS.

Decadence. By the Right Hon. Arthur James Balfour, M.P.
(ls. 6d. net. Cambridge University Press.)

The Henry Sidgwick Memorial Lecture, delivered at Newnhanr
College on January 25 last by Mr. Balfour, while appropriately
of a philosophical cast, characteristically “ makes no pretence to
be an adequate treatment of some compact and limited theme,
but rather resembles those wandering trains of thought where
we allow ourselves the luxury of putting wide-ranging questions
to which our ignorance forbids any confident reply.” Mr. Balfour
starts the question of Decadence—political and national de-
cadence—“ the decadence which attacks, or is alleged to attack.
great communities and historic civilizations.” He reviews at
some length the commonly enumerated causes of the decline and
fall of the Roman Empire, admitting most of them with more or
less qualification; but “ they obviously require themselves to be
explained by causes more general and more remote, and what.”
he asks, “were these?” ‘These were “ Decadence ” ; and, if the
name explains nothing, it may be of some use as “ruling out
explanations that are obvious but inadequate.” What grounds,
then, are there “for supposing that we can escape the fate to
which other races have had to submit?” Mr. Balfour offers
“some purely tentative observations.” Each generation, as it
enters on adult life, is the resultant of two factors mainly:
physiological inheritance and social surroundings. It is the
latter factor in any society—“ the physical and psychical condi-
tions affecting the life of its component units ”—that is the more
susceptible to progress or decadence ; and there is a new social
force on which “ we must mainly rely for the improvement of the
material conditions under which societies live ’’—namely, “ the
modern alliance between pure science and industry.”

If in the last hundred years the whole material setting of civilized
life has altered, we owe it neither to politicians nor to political institu-
tions. We owe it to the combined efforts of those who have advanced
science and those who have applied it. If our outlook upon the
universe has suffered modifications in detail so great and so numerous
that they amount collectively to a revolution, it is to men of science we
owe it, not to theologians or philosophers. On these, indeed, new and
weighty responsibilities are being cast. They have to harmonize and
to co-ordinate, to prevent the new from being one-sided, to preserve the
valuable essence of what is old. But science is the great i astrument of
social change—all the greater because its object is not change, but
knowledge; and its silent appropriation of this domivant function,
amid the din of political and religious strife, is the most vital of all the
revolutions which have marked the development of modern civilization.

All honour to science, especially if it is to save us from
Decadence. But does not Mr. Balfour strangely minimize the-
services of statesmen, theologians, and philosophers? There is
great temptation indeed to drive home the point of scientific
vantage—that science has a single eye to knowledge, fact, truth.
But, leaving that aside, one may ask, Where is the saving virtue-
of science if the statesman is incompetent? And how can the.
wisest of statesmen even get the opportunity of acting unless he-
is supported by enlightened and moral constituencies—moral
beyond the highest influences of popularized science? Mr.
Balfour is acute enough to rate his speculation modestly, as
“but an aid to optimism, not a reply to pessimism.” The reply:
to pessimism must await “a sociology which has arrived at
scientific conclusions on the life-history of different types of
society.” The treatment is elusive throughout. The provisional
conclusions offered by Mr. Balfour are either obvious or disput--
able or else too vague to be useful except as broad suggestions.

DESCRIPTIVE GEOMETRY,

The Azxtoms of Descriptive Geometry. By A. N. Whitehead,

Sc.D., F.R.S. (2s. 6d. net. Cambridge University Press.)

This is the fifth of the excellent series of “ Mathematical and:
Physical Tracts,” now in course of issue under the able super-
vision of Mr. J. G. Leathem, M.A., and Mr. E. T. Whittaker..
M.A., F.R.S. Tracts 4 and 5 are both from the powerful pen
of Dr. Whitehead and follow the same general plan in their:
construction. In the former, which has already been favourably
reviewed in these columns, the author treated of a body of
axioms forming a sufficient basis for the theory of projective
geometry—a geometry which, as we know, presupposes the
necessary intersection of every, pair,of, coplanar( lines. (In the

140

latter, namely, the present tract, the writer commences by
stating alternative sets of axioms, which furnish a satisfactory
groundwork in the case of descriptive geometry, a branch of
geometry in which the existence of pairs of non-intersecting
coplanar lines is admitted as possible. The scope of each tract
is clearly indicated by the writer, and, consistently with it, he
confines his attention to such investigation only as he thinks
necessary and sufficient in order to establish the validity of the
body of axioms considered. It may be noted that in projective
geometry order is not the first among the leading principles to
claim attention, but in descriptive geometry it acquires primary
importance. And hence we find the various methods of intro-
ducing it discussed in the opening chapter of the new tract.
Answering to Peano’s axioms, we have as the central idea the
class of points lying between any two given points. Next
arises the consideration of points collinear with the former, but
lying beyond one of the chosen end-pair, and this, in turn, leads
to the conception of the entire straight line as consisting of the
pair of defining points and of the three classes of points, one of
which lies between both, whilst the other two lie each beyond one
of the given points. Peano’s axioms are given in full. Secondly,
the author touches on the method suggested by Vailati and
Russell. Here the straight line is the field of an ordered relation be-
tween any two points belonging tothat field,and many of the axioms
are identical with members of Peano’s set. Thirdly, the author
draws attention to the method of Veblen, which secures all that
is required, whilst it has, moreover, the virtue of introducing
simplifications. In accordance with Veblen’s system, descriptive
geometry is developed from an ordered relation consisting of
three terms. The corresponding set of axioms is given at length
by Dr. Whitehead. In the second chapter the reader is shown
the relation between projective and descriptive geometry and
the more general character of the former is noted. The treat-
ment of descriptive as a part of projective space is pointed out
as the origin of the introduction of the “plane at infinity”

into Euclidean geometry. l

Dr. Whitehead next considers several preliminary theorems
which enable him to proceed in the following chapter to the
investigation of the theory of ideal points. Subsequent chapters
treat of such subjects as correspondence, congruence, infinitesimal
rotations, and other topics of equal interest and importance, and
it is to be observed that Lie’s contributions to the theory of
congruence are clearly indicated.

Dr. Whitehead’s style is marked by simplicity of language
and great conciseness, and his manner of treating his subject is
in every way attractive.

GBEBNBRAL NOTICOHS.
CLASSICS.

Aristotle: De Anima: with Translation, Introduction, and Notes. By
R. D. Hicks, M.A., Fellow and late Lecturer of Trinity College,
Cambridge. (18s. net. Cambridge University Press.)

“ This treatise,’ says Mr. Hicks, “however inadequate its method
and assumptions when judged by the standard of the present day, has
nevertheless a recognized place in the early history of psychology, for
it is the outcome of a long series of conjectures, inquiries, and pro-
visional hypotheses which occupied men’s minds in the infancy of
science.’ Mr. Hicks prints the text mainly after Biehl’s critical
edition, but with free exercise of his own independent judgment,
adding at the foot of the page a very elaborate array of critical
notes. He acknowledges handsomely and justly “the great gifts of
‘Torstrik, who, by his insight, candour, and logic, contributed beyond all
others to improve Bekker’s text of the treatise”; and he may fairly
claim a like acknowledgment for his own labours. Opposite the text
he has placed an English version, which reads like an English treatise,
while skilfully bringing out the meaning of the original, and never
degenerates into the “mere medley of specious paraphrase and
allusive subterfuge ” that he scorns in some of our vernacular render-
ings. The introduction treatg very fully the history of previous
speculation of the subject, as well asthe principles adopted in handling
the text. The notes are ample, filling some 400 of the 700 pages, and
they are extremely able and instructive. An extensive index is ap-
pended. The work is yet another monumental example of Cambridge
classical scholarship and of the technical skill and care of the Cam-
bridge University Press.

The Odes and Epodes of Horace. Translated into English Verse
corresponding with the original Metres. By John Marshall,
M.A. Oxon., LL.D. Edin., Rector, Royal High School, Edinburgh.
(2s. 6d. net. Dent. The Temple Greek and Latin Classics.)

Dr. Marshall has been under no illusion as to the extreme difficulty
of his task. “The work,” he gays, ‘is, in a way, the fruit of forty

THE EDUCATIONAL TIMES.

[March 2, 1908.

years of study of my best beloved author; and in the actual doing
of it the translation has occupied most of the leisure of at least ten
recent years.” Curiously enough, the rhymed translation has been
evolved from earlier unrhymed verse, which he at one time held to
be the only possible form of even a moderately successful transla-
tion. The principles he has imposed on himself are sufficiently
rigid, and the difficulty is all the greater when they have to be worked
out in English material. The translation is extremely interesting and
astonishingly successful. Every stanza is marked by thoughtful end
thorough study and by deft manipulation of the English. The Latin
and the English are conveniently placed on opposite pages. A charm-
ing portrait of Horace forms the frontispiece.

Aeschylus.—(1) Prometheus Bound. Translated by Robert Whitelaw.
(2) Agamemnon. Translated by John Conington. Both with
Introduction and Notes by J. Churton Collins, Litt.D., Professor
of English Literature in the University of Birmingham. (ls.
net each. Clarendon Press.) (3) Prometheus Bound, and
(4) The Eumenides. Translated from a revised Text by Walter
Headlam, Litt.D., Fellow of King’s College, Cambridge. (1s. each.
George Bell.)

If Conington evinces more poetical insight and skill, yet Whitelaw’s
rendering is scholarly and agreeable, and both versions are well worth
reproduction. The full introductions and judicious notes supplied by
Prof. Collins are very helpful for the purpose of the series—to present
Greek masterpieces to be studied as English works in schools, Exten-
sion classes, &c., and by private readers. Dr. Headlam’s translations
are based on a careful critical revision of the text, and represent the
original with scholarly fidelity and literary skill.

MATHEMATICS.

A Manual of Geometry. By W. D. Eggar, M.A. (38. 6d. Macmillan.)

The prescribed course is essentially practical and experimental, and,
if followed in the best way, must ensure a thorough grounding in the
principles of elementary geometry. It is intended to meet fully the
requirements of candidates for Junior University, for Matriculation,
and for University Local Examinations. The author, in giving only
skeleton proofs of the leading theorems, follows the principle adopted
by those teachers who try to encourage the members of a class to fill
in for themselves the details of the demonstrations. The method has
much to recommend it, provided that the teacher is always exercising
the necessary supervision; otherwise, inthe case of the leas eager and
less intelligent pupils, the note-books may well prove but a sorry
substitute for the reliable text, of which they are supposed to take the
place, for purposes of revision. It is pleasant to note Mr. Eggar's plea
for the retention of Euclid’s “ Elements” as a University subject.
We quote his own words :—“ Though it is easy to find defects in
Euclid’s work, it is not easy to make out a course of geometry superior
to Euclid’s as a system of logic.”

A First Geometry. By W. M. Baker, M.A., and A. A. Bourne, M.A.
(1s. 6d. Bell.)

A small volume, very suitable for the part assigned to it by the
authors, namely, that of providing a purely preliminary course in geo-
metry. The work which is suggested is almost entirely experimental,
and appears well calculated both to create interest in the subject and
to impart a stock of valuable knowledge of the elementary truths of
geometry and of the properties possessed by some of the simple
geometrical figures. The usefulness of the course is enhanced by the
fact that the investigations in general may be carried out without the
aid of elaborate apparatus—nay, more, the beginner learns how to
manufacture simple instruments suticient for the successful perform-
ance of various practical experiments. The text is good, but there are
sections which require some revision.

A Heuristic Arithmetic, Part I. By Clifford Granville, B.A., and
C. E. Rice, M.A. (2s. 6d. Horace Marshall.)

The reader is almost wholly concerned with the first four rules
(simple and compound) of arithmetic and with the best way of im-
parting a knowledgeof them. Every teacher will not perhaps be ready
to adopt each individual method, vet it wil be generally conceded that
the lines followed are sound and excellent. The ideals are good and
the principles involved and partially implied in the title of the book
may be briefly summed up thus: Educate in the best sense of the
word by obtaining as much information as possible from the pupils
themselves; bring thought and experience to bear when determining
the order of dealing with the subject; in general, treat each process
by stages. At the first stage the teacher is advised to appeal entirely
to concrete number and the sense of sight; atthe second the imagina-
tion of the pupil is called in to assist partially concrete illustrations ;
finaliy, teacher and pupil examine the subject in a manner essentially
abstract in character.

SCIENCE.

By E. I. Lewis, B.A. Cantab., B.Sc. Lond.,

Inorganic Chemistry.
(5s. Cambridge University

Assistant Master at Oundle School.
Press.)

Mr. Lewis’s book has grown in a somewhat unusual way: it is “the

outcome of an attempt to provide a chemistry course fora class of

March 2, 1908. |

boys of whom some had been promoted from a lower science set and
the rest had come over from the classical side,” so that “the course
had to be both a revision and an introduction.’ He thinks, however,
that the inevitable restrictions worked ont eventually “ altogether
advantageous.” “Nearly every lesson begins with the study of a
simple reaction ;’’ and “this is followed by a discussion involving
the suggestion of further experiments.” It is interesting to learn that
“ the boys, in class, by their own reasoning, questioning, and sugges-
tion, led Mr. Lewis to alter radically the plans of many chapters.”
This looks like getting to business. In Part I. exercises and problems
are appended to each chapter, and the answers are given. Part II. is
for senior forms, with more information, to support the arguments.
There are over 130 figures. The work is fresh, lucid, and practical.

(1) The New Matriculation Light. (2s. 6d.) (2) The New Matricula-
tion Heat. (2s. 6d.) (3) The New Matriculation Sound. (2s.)
All by R. W. Stewart, D.Sc. Lond. (Clive.)

These volumes are admirably adapted for the purposes of the London
University Matriculation and other similar examinations. The treat-
ment is simple and experimental, and in accordance with the best
methods. There is abundance of exercises (with answers) and of
illustrations. Thoroughly good text-books.

A second impression of The Age of the Eurth and other Geological
Studies, by Prof. Sollas, is published by Mr. Fisher Unwin (6s. net).
Extremely able, varied, and charming discourses.

Messrs. Macmillan issue a third edition of Modern Views of Electricity,
hy Sir Oliver Lodge (6s.). The work has been revised to date.
“ Some new lectures and articles have been added; one of them deal-
ing in a semi-philosophic way with the Interstellar Ether, and two
others giving a popular account of recent discoveries as to the
probable nature of matter, and some idea of the atomic theory of
electricity.’ At once scientific and popular.

The Elements of Electrical Engineering, by Tyson Sewell, A.M.I.B.E.
(78. 6d. net, Crosby, Lockwood, & Co.), has been revised and enlarged
in a fourth edition, with 277 illustrations. The new additions largely
add to ite value. A very serviceable work.

A Key to Elementary Dynamics, by W. M. Baker, M.A., Cheltenham
College (10s. 6d. net, George Bell), will be extremely helpful both to
teachers and to students. The solutions are masterly, and the methods
are always instructive.

MODERN LANGUAGES.

Heine’s Book of Songs. Translated by John Todhunter.
(3s. 6d. net. Clarendon Press.)

“ Every modern translator,” Mr. Storr remarked in his brilliant
presidential address to the Modern Language Agsociation, “ has tried
his hand on Heine’s lyrics, but the wise have followed the example of
Victor Hugo and kept their translations tn scrinio.” Shall we infer
that Dr. Todhunter is not among the wise or that Mr. Storr spoke
before having studied Dr. Todhunter’s translation ? Or may not both
be in a sense justified? Dr. Todhunter probably falls short of Mr.
Storr’s standard, but yet has achieved a success that fully justifies
publication. The attempt is extremely ditticult: “ Heine invites and
eludes translation.” Dr. Todhunter says his endeavour “ has been,
while keeping as closely as possible to the sense and sentiment of the
original, to follow those delicate changes in rhythm which Heine uses
so daintily, stanza by stanza, while keeping within the bounds of his
metre, and on which so much of the emotional expression depends.”
These lines, we think, are right; but the manipulation of the English
is exceedingly ditticult. A good example is ‘‘ The Grenadiers” : Dr.
Todhunter follows the “delicate changes in rhythm” with remarkable
skill, and yet the language does not permit him to do more than
furnish a pale reflection of the music and feeling of the original. Still,
these translations offer much of interest to the German scholar, and
to those that do not know the originals they will convey as good a
general idea of Heine’s songs as they are ever likely to get in English.
For the most part they read like English poems, and it is only the
comparison with the German that modifies their effect. Mr. Frowde
has done well to include the volume in his interesting series of trans-
lations.

(8d. net each volume in stout cartridge paper
London: Chatto & Windas. Strass-

Bibliotheca Romanica.
wrappers; or ls. net cloth.
burg: J. H. Ed. Heitz.)

The “ Bibliotheca Romanica” furnishes a series of Romance texts,
with prefaces and occasional notes. It is in four divisions, presenting
masterpieces in four Romance languages. The volumes are in small
octavo (about 6x4 inches); the type, though small, is remarkably
clear; and the texts follow the best editions. Of the first division—

“ Bibliothèque Francaise ”—we have several specimens: (1) Le Mis-

anthrope (Molière); (2) Les Femmes Savantes (Molière) ; (3) Le Cid

(P. Corneille); (4) Discours de la Méthode (Descartes); (9) L’An

Deur Mille (Restif de la Bretonne); (11) Athalie (Racine); (18, 19, 20

together) Mon Oncle Benjamin (Claude Tillier); (23,24) Le Barbier de

Scville (Beaumarchais); (26, 27,28) La Nuit Vénitienne, André del

Sarto, Les Caprices de Marianne, Fantasio, On ne badine pas avec

Uamour (Alfred de Musset); (29) Horace (P. Corneille); (32, 33, 34)

THE EDUCATIONAL TIMES.

141

a

Manon Lescaut (L'Abbé Prévost): (35,36) Poésies Diverses (Villon).—
Of the second division—‘ Biblioteca Italiana”: (5, 6) Inferno (Dante);
(7) Decameron, Prima Giornata (Boccaccio); (12, 13, 14, 15) Rerum
Vulgarium Fragmentau (Petrarca); (16, 17) Purgatorio (Dante); (21,
22) Decameron, Seconda Giornata (Boccaccio); (30, 31) Paradiso
(Dante); (40) La Vita Nuova (Dante).—Of the third division-—‘“ Biblio-
teca Española” : (8) La Vida es Sueño (Calderón); (37, 38, 39) Les
Mocedades del Cid, I., II. (Castro).--Of the fourth division—‘“ Biblio-
teca Portuguesa”: (10 and 25) Os Lusitadas I., II., and III., IV.
(Camoes). This very handy and clearly printed (in Germany) series,
while very useful for school purposes, will also be welcomed by the
general reader.

The Orford Bock of French Verse. Chosen by St. John Lucas,
Coll. Univ. Oxon. (6s. net. Clarendon Press.)

Mr. Frowde has fitted out in charming style this comprehensive
and representative selection of French verse from the twelfth century
down to Paul Verlaine. Wherever one opens the volume the examples
are typical and delightful; and the care and taste of the compiler,
supported by the practical skill and generosity of the publisher,
should do much to popularize the fine body of poetry here exemplified
in specimens. The introduction reviews the whole subject on the main
lines of development with insight and sympathy and in a style re-
flecting the polish of the examples. The compilation has evidently
been a labour of love, growing out of intimate knowledge and dis-
criminative appreciation.

Oxford Higher French Series. Edited by Leon Delbos, M.A.
(Clarendon Press.)

Four new volames have been added to this convenient and admirable
series: (1) Iambes et Poèmes, by Auguste Barbier, edited by Ch.-M.
Garnier, Professeur Agrégé au Lycée Henri IV. (2s. net); (2) Contes et
Nouvelles (“ Mateo Falcone,” “ Vision de Charles XI.,” “ L'Enlévement
de la Redoute,” “ Tamango,” “ Carmen ”), by Prosper Mérimée, edited
by J. E. Michell, M.A., Ph.D., Assistant Master in Westminster School
(2s. net); (3) La Légende des Siècles, by Victor Hugo, edited by G. F.
Bridge, M.A. (3s. net); (4) Eugénie Grandet (Balzac), edited by H. E.
Berthon, M.A., Taylorian Lecturer in French in the University of
Oxford (2s. 6d. net). Each volume has a portrait of the author as
frontispiece, and the last has also a portrait of Mile. Nivelleau, the
model for Eugénie Grandet. The introductions and the notes are
brief and instructive.

Oxford Modern French Series. Edited by Leon Delbos, M.A.
(Clarendon Press.)

Five new volumes of excellent reading matter, with short introduc-
tions and sutticient notes: (1) Le Roman d'un Jeune Homme Pauvre
(Octave Feuillet), edited by J. Laftitte, B. és L., Principal French
Master in the City of London School (2s.); (2) Les Fiancés du Spitsber:;
(Xavier Marmier), edited by A. A. Hentsch, Ph.D., Lecturer in Medixrva!
and Modern Languages at Girton College, Cambridge (3s.) ; (3) Journal
dun Voyage aus Mers Polaires (Lieut. René Bellot), edited (with map)
by H.J.Chaytor, Second Maeter at King Edward VII. School, Shetfield
(2s. 6d.) ; (4) Servitude et Grandeur Militaires (Alfred de Vigny),
edited by C. L. Freeman. M.A., Modern Language Master in Magdalen
College School, Oxford (2s. 6d.). (5) La Jeunesse de Chateaubriand,
edited by Gerald Goodridge, B.A., Senior Master, United Services
College, Windsor (3s.).

The second volume of The Modern Language Quarterly (Cambridge
University Press) is a valuable repertory of current research and
criticism in mediaval and modern literature and philology. The
articles are mostly very substantial investigations or discussions; the
minor criticisms are pointed and suggestive; and the lista of new
publications are very convenient.

ENGLISH LITERATURE.

The Complete Poetical Works of John Keats. Edited, with an Introduc-
tion and Textual Notes, by H. Buxton Forman, C.B. (3s. 6d.
Frowde. Oxford Edition.)

Mr. Forman is the most experienced of Keata’s editors, and he has
brought together in this volume the whole of the known works of the
poet, including sixteen lines (of “ The Eve of St. Mark’’) not printed
in any other edition. “The edition,” he says, “differs from those which
I have prepared in past yenrs in that it is neither an exhaustive
variorum edition nor a mere unannotated text, but a text illustrated by
readings and cancelled passages selected from the great mass of manu-
script and printed material.” The text, then, is authoritative and
complete, and the illustrative readings, which are pretty numerous, but
do not overburden the page, will indicate not only the results that
Keats arrived at, but also the stepa whereby he attained them, “ so far
as those steps may be said to have a true literary and psychological
value.” In along introduction Mr. Forman essays “to record precisely
how and in what forms the text has come through the nineteenth
century and reached the poet's lovers and admirers in the twentieth.”
He adds also type facsimile titles of Keats’s three books, a list of
principal works consulted,and a careful chronology. This must be the
standard popular edition.

142

THE EDUCATIONAL TIMES.

{March 2, 1908.

A Treasury of English Literature. Arranged by Kate M. Warren. With| degeneracy, devoting much space to the more prominent of these

an Introduction by Stopford A. Brooke. Parts I. and II.
net each. Constable.)

This admirable work was originally issued in one volume in
November, 1906, and now it is being reissued in six sections, two of
which are before us. The first covers the ‘‘Old English” period,
A.D. 700-12C0: the selections are good, and the translations at the foot
of the page will be very helpful. The second section runs from the
twelfth century to the Age of Elizabeth : the selections are representa-
tive, and foot-notes (in several cases translations) are furnished where
necessary. The type and yet-up are liberal and attractive. The
volumes should do a good deal to popularize the earlier English
literature.

The People’s Library. (8d. net each tolnme. Cassell.)

Here is a strong challenge to other series of reprints of good literature.
The form is convenient, the type good, and the binding tasteful and
substantial, while the price is astonishingly moderate. We have two
more instalments of ten volumes each, with an additional volume (to
each instalment) exemplifying the leather binding (ls. 6d. net each
volume), which is very pleasantly flexible and strong.

First instalment: (1) The Mill on the Floss (George Eliot); (2) Tom
Brown’s School-Days (Thomas Hughes) ; (3) Dickens’s Christmas Books
(five stories); (4) Kenilworth (Scott); (5) The Poems of Robert
Browning, 1833-65 ; (6) The Autocrat of the Breakfast Table (Holmes) ;
(7) Essays, Civil and Moral (Bacon); (8) John Halifar, Gentleman
(Mrs. Craik); (9) The Cloister and the Hearth (Reade); (10) King
Solomon's Mines (Rider Haggard). The leather specimen is Brown-
ing’s Poems, 1833-65, which runs to over six hundred pages, and is, we
should imagine, the largest and most representative selection of Brown-
ing’s work that is available in such get-up for eighteenpence.

Second instalment: (1) The Bible in Spain (Borrow); (2) The
Poems of Longfellow (selected); (3) The Opium Eater, &c. (De Quincy);
(4) Henry Esmond (Thackeray); (5) The Last Days of Pompeii (Lytton);
(6) The Last of the Mohicans (Cooper); (7) Silas Marner (G. Eliot);
(8) The Tower of London (Ainsworth); (9) Pride and Prejudice (Jane
Austen); (10) Cranford (Mrs. Gaskell). The De Quincy volume also
in leather.—The next instalment is promised on March 13.

Nelson's Library. (7d. net each volume.)

Seven new volumes of this convenient, well printed, and tastefully
got-up series: (1) The Bible in Spain (Borrow); (2) Sense and
Sensibility, (8) Pride and Prejudice (Jane Austen); (4) Quentin Dur-
ward (Scott); (5) Gulliver's Travels (Swift); (6) A Child’s History of
England (Dickens) ; (7) Villette (Charlotte Brontë). Each volume has
a frontispiece.

Messrs. Macmillan have added to their delightful “ Prize Library ”
(2s. 6d. each volume) (1) Rosy, (2) The Rectory Children, (3) Tuo Little
Waifs—all charming stories by Mrs. Molesworth, charmingly illustrated
by Walter Crane; and a new and revised edition of The Kipling
Reader (selections from the books of Rudyard Kipling), illustrated
effectively by J. Macfarlane.

ENGLISH READERS—LOCAL AND DESCRIPTIVE.

Pitman’s Local Readers are similar in purpose, but they are more
elementary in style, less fall of matter, and much more abundantly
illustrated. We have (1) Esser, (2) Westward of the Wash (counties of
Lincoln, Northampton, Huntingdon, and Rutland), (3) The Birmingham
Midlands (counties of Warwick, Stafford, and Worcester), (4) Northum-
berland and Durham, and (5) Middlesex and London north of the Thames.
((1)-(4), 3d. each; (5), 4d.) The matter is judiciously selected and
simply presented ; the maps are particularly gocd, and the illustrations
are profuse and distinctive.

London, Histortcal and Descriptive, by Ben Jonson (1s. 6d. Blackie),
offers a brief historical sketch of the City and of the part it has played
in national affairs. The treatment is simple, and the selection of
matter is appropriate, with a view to interest school readers. The
illustrations are numerous and good.

SOCIAL AND POLITICAL QUESTIONS.

Race Culture, or Race Suicide? A Plea for the Unborn.
Reid Rentoul, M.D., M.R.C.S., &c. (7s. 6d. net.
Publishing Co.)

This is a second and enlarged edition of a work that attracted con-
siderable uttention some four or five years ago. As Dr. Rentoul says,
it is “ not a pleasant subject to write upon,” but it is a subject of great
importance and of increasing interest to students of sociological
phenomena. The statistics here presented are, indeed, “ appalling to
the thinking man and woman”; and yet they “ must not be taken as
a complete statement of actual conditions.” “I would point out,”
says Dr. Rentoul, ‘that mental and physical diseases are on the in-
crease: the number of lunatics, idiots, imbeciles, feeble-minded,
epileptic, and mentally backward children is increasing ; the
suicide and attempted suicide rates are increasing’’; and so on
for a long half-page. He inquires into the amount of physical and
mental degeneracy, the cost of the upkeep of deterioranta and de-
generates, and certain of the causes of national deterioration and

By Robert
Walter Scott

(1s.

causes. Finally, he explains proposals that have been made with the
view of lessening the number of degenerates. From four of his tables
of statistics it appears “that in one day alone [Census day, 1901] we
had 65,700 married or widowed idiots, imbeciles, feeble-minded, and
lunatics in the United Kingdom” ; so that one can scarcely wonder
at his concern that the species should not be perpetuated by such
classes. The anthropologists are no lese concerned than the doctors,

jand a warning note recently proceeded from the Eugenics School.

Dr. Rentoul writes frankly and does not suffer fools gladly; but his
argument, if eometimes pushed rather forcibly, is very striking, and
the supporting statistics compel thoughtful and patient consideration.

The Industrial Revolution. By W. Cunningham, D.D., F.B.A., Fellow
of Trinity College, Cambridge, and Archdeacon of Ely. (5s. net.
Cambridge University Press.)

Dr. Cunningham’s work is well known and highly appreciated. The
present volume is a separate print of the portions of “ ‘The Growth of
English Industry and Commerce in Modern Times”’ entitled “ Parlia-
mentary Colbertism ” and " Laissez Faire’’—-that is to say, Part 3, and
Postscript. The original work is now in a fourth edition, which has
been assiduously brought abreast of the most recent investigations
at home and nbroad, and the separate Parts of course share the im-
provements of the whole. For many purposes, the more limited
volume will be very convenient.

The Need of the Nuttons: an International Parliament.
(ls. net. Watts.)

“It is frankly admitted,” says the author, ‘‘ that war and militarism
have none but detrimental effects on the internal progress of civilized
nations,” and ‘“‘the hope of ultimate peace lies in the establishment of
some International Authority which the various great nations will
agree to respect.” Indeed, “the time is ripe, or at least nearly ripe,
for instituting some such Authority.” Accordingly the author sketches
in broad outlines a “Scheme of an International Parliament.” The
objects of the institution ‘‘ would be primarily political, not economic” ;
“the effective control of armed forces by sea and land would be its
first duty.” The writer certainly takes time Ly the forelock, with some
courage.

We are glad to see Mr. Frederick Penker's interesting and useful
little volume, British Citizenship: tts Rights and its Duties, in a new
and enlarged edition (2s., Ralph, Holland, & Co.). It contains much
well selected information as to the machinery of government and ad-
ministration, with new chapters on the relations of the colonies and
dependencies to the mother country.

The Licensed Trade, “an independent study,” by Edwin A. Pratt,
which we noticed afew months ago, is now republished in strong limp
cloth at ls. net, by Mr. Murray. Without agreeing at all points with
Mr. Pratt, we welcome this popular issue of his able book.

FIRST GLANCES.

CLASSICS.

Aeneae Facta et Fata. By E. Vernon Arnold, Litt.D., Professor of
Latin at the University College of North Wates. 2s. Dent.

[“ A stepping-stone to Virgil, with notes and exercises on the
text, for the use of beginners.” Numerous illustrations, two in
colour, specially designed by T. H. Robinson. |

Cicero in Catilinam. Edited by Ralph Harvey, M.A., Head Master of
Cork Grammar School. 2 vols. 1s. 6d. each. Hachette.

(Introduction, notes, vocabulary, analysis, and index of proper
names. |

Decursus Primus: a First Latin Grammar, with Exercises. By T. G.
Tucker, Litt.D. Cantab, Professor of Classical Philology im the
University of Melbourne. 23. 6d. Macmillan.

Elegeia: Passages for Latin Elegiac Verse, with Hints and English-
Latin Gradus. By C. H. St. L. Russell, M.A., Assistant Master
at Clifton College. 3a. 6d. Macmillan.

[Sequel to “ Latin Elegiacs and Prosody Rhymes for Beginners.”
Hints full.]

Ovid: Metamorphoseon Liber XI. Edited, with Introduction and
Notes, by G. A. T. Davies, M.A., Assistant Lecturer in Latin,
University College, Cardiff. 2a. Clarendon Press.

[Careful notes ; summaries of paragraphs. |

Virgil: Aeneid. Book X. Edited by H. B. Widdows, M.A. Cantab.,
Assistant Master at the Collegiate School, Sunderland.. 1s. 4d.
Dent (Temple Series of Classical Texts).

(Introduction, biographical and literary; notes brief and
pointed. Vocabulary. Attractive edition. ]

MATHEMATICS.

Algebra, Concrete, Elementary. By Robert W. Holland, M.Sc., LL.B..
9d. net. Charles & Dible.

(Rules; brief explanations; numerous examples; miscellaneous
tests from papers actually set. Goos up-to probleme resulting in.
fractional equations. |

March 2, 1908. ]

Arithmetic, A Modern; with Graphic and Practical Exercises. By
H. Sydney Jones, M.A. Cantub., Head Master of Cheltenham
Grammar School. Part I. 38. Macmillan.

(Numerous examples and exercises; revision and examination
papers ; answers. Very full and ‘‘ modern.” ]

Arithmetic, Bell’s New Practical, for Elementary Schools. By W. J.
Stainer, B.A. Lond., Head Master, Municipal Secondary School,
Brighton. Pupils copy (containing the exercises of the Firat
Year’s Course of the “ New Practical Arithmetic”), years first to
sixth, 3d. each; year seventh, 4d. Teacher’s copy (containing
suggestions on methoda of teaching and answers to the examples
for calculation), years first to seventh, 8d. net each.

Arithmetic for Schocls. By the Rev. J. B. Lock, M.A., Fellow and
Bursar of Gonville and Caius College, Cambridge, formerly
Master at Eton. New Edition, revised and enlarged with the
assistance of V. M. Turnbull, M.A., Mathematical Master at the
Perse School, Cambridge. 4s. 6d. Macmillan.

[Abundant examples; answers. Excellent. ]

Arithmetic, Meiklejohn’s Modern, arranged for Class use. Six Books.
2d., 2d., 3d., 3d., 4d., 4d. Answers, 3d. each book.

Arithmetic for Beginners. ls. Parts I. and II. separate, 4d. and 6d.
Heath.
[Section One of “ The New Concrete Practical Arithmetics.” ]

Arithmetic, The Methodical. Edited by W. J. Greenstreet, M.A.,
F.R.A.S., Head Master of the Marling School, Stroud, Editor of
the Mathematical Gazette. Parts I. and III. 14. each.

[For First and Third Standard pupils in elementary schools, in
accordance with the Code of Regulations issued by the Board of
Education.]

Arithmetic, The School: being a School Course adapted from “The ;

Tutorial Arithmetic.’ By W. P. Workman, M.A., B.Sc., Head
Master of Kingswood School, Bath, late Scholar of Trinity Col-
lege, Cambridge, and Smith’s Prizeman.
[Third impression (second edition). Examples and exercises
profuse ; examination papers and miscellaneous problems ; answers.
Very comprehensive and able. |
Arithmetical Teet Cards, Practical, McDougall’s. Second Year.
ls. 3d. net. per packet. McDougall’s Educational Company.
[180 sums for each of three terms; 180 revision tests; 180
mental sums. Very serviceable. |

Geometry and Physics, A First Year's Course in. By Ernest Young,

B.Sc., Head Master, Lower School of John Lyon, Harrow,
formerly of the Education Department, Siam. 2s. 6d. Also
Part III. ls. Bell.

[Abundant exercises; 110 figures. Answers separate, 6d. net.]

Geometry, Plane, Cartesian. Part I., Analytical Conics. By Char-
lotte Angus Scott, D.Sc., Girton College, Cambridge, Professor of
Mathematics in Bryn Mawr College, Pennsylvania. 65s. Dent
(Mathematical and Scientific Text-Books for Schools).

[“ The distinctive feature of the book is the systematic use of
Cartesian line coordinates concurrently with point coordinates
from the very first”; leaving, however, “the balance of power
with point coordinates.” Examples numerous; 100 figures. |

Geometry, Plane, for Secondary Schools. By Charles Davison, Sc.D.,
and C. H. Richards, M.A., Mathematical Masters at King Edward’s
High School, Birmingham. 4s. Cambridge University Press.

[“On two important points we have ventured to differ from
aa of the present day.” Plenty of exercises and prob-
lems.

Metric System, Graduated Exercises on the. By A. W. Wise, A.C.P.
Part I., Elementary, 2d. Part II., Advanced, 3d. Complete
edition, with Answers, 6d. Ralph, Holland, & Co.

[Comprehensive, graduated, practical. |

EDUCATION.

Board of Agriculture and Fisheries. (1) Various useful Leaflets.
(2) Report on Agricultural Education in the United States. td.
post free (3d. to subscribers to the Journal of the Board of Agri-
culture).

Board of Education. (1) Special Reports on Educational Subjects :
Vol. 18, The Education and Training of the French Primary School

Teacher. Cd. 3777. ls. (2) Prospectus of the Royal College of
Art, 1907-8. 3d. (3) Prospectus of the Royal College of Science,
1907-8. 6d. (4) Certificate Examination, 1907—Papers set.

(5) Report of the Board of Education for 1906-7. Cd. 3862. 6d.
(6) Suggestions on Rural Education. By T. S. Dymond, H.M.I.
3d.
Excursions and Vacation Schools. Cd. 3866. 5id. (8) Science
Examinations, 1907— Reports, &c. 6d. (9) Art Examinations,
1907— Reports, &c. 6d. (10) Statistics of Public Education in
England and Wales, 1905-6-7. Cd. 3886. 2s. (11) Return of
Higher Education, England and Wales (Application of Funds by
Local Authorities) during 1905-6. 1s.6d. (12) Memorandum of

THE EDUCATIONAL TIMES.

(7) Special Reports on Educational subjects: Vol. 21, School !

143

the History and Prospectus of the Pupil-Teacher System (Cir-
cular 573). 3d. Wyman.

Cambridge University: Regulations (1) for the Cambridge Local Ex-
aminations, July and December, 1908; (2) for the Examinations
for School Certificates and Army Leaving Certificates, 1908.
(3) Local Examinations (Preliminary, Junior, Senior)—Examina-
tion Papers, December, 1907, with Lists of Syndics and Examiners
and Regulations for July and December Examinations, 1908. 2s.
(by post 2s. 3d.). (4) Higher Local Examinations: 39th Annual
Report of the Syndicate. 6d. Cambridge University Press Ware-
house (London: Fetter Lane).

Carnegie Foundation for the Advancement of Teaching.
Annual Report of President and Treasurer.

Chile: Anales de La Universidad. Julio-Agosto, 1906, Enero-
Febrero, 1907.
[Belated, but well furnished. ]
City and Guilds of London Institute: Department of Technology.
Report for 1806-7. John Murray.
[Full and instructive. Extracts from Examiners’ reports.
Questions set in the examinations occupy pages 131-391.]

English Association, Report of the First General Meeting of the.
Also Leaflet No. 2, on ‘“ The Teaching of Shakespeare in Secondary
Schools.”

English, How to write. New edition. ld. Leng.

Japanese National Development, A Sketch of; more especially with
reference to Education. By Baron Kikuchi, M.A., D.Sc., LL.D.
8d. Edinburgh: Grant. London: Williams & Norgate.

Johns Hopkins University Circular, No. 7, 1907: Notes from the
Geological Laboratory, 1906-7. No. 8, 1907: Catalogue and An-
nouncement for 1907-8 of the Medical Department.

Latin and Greek, The Position of, in American Education. (1) The
Present Position of Latin and Greek. (2) The Value of Latin and
Greek as Educational Instruments. (3) Latin and Greek in our
Courses of Study. By Prof. Francis W. Kelsey, University of
Michigan.

[Reprinted from the Educational Review (New York), (1) De-
cember, 1906, (2) January, 1907, (3) February, 1907. Able dis-
cussions. |

L.C.C. (1) Annual Report of the Proceedings of the Council for
Year ended March 31, 1907. No. 1116. ls. (post free 1s. 5d.).
(2) Report of the Public Health Committee, submitting Report
of Medical Officer of Health for 1906. No. 1109. 3s. 6d. (per
parcel post 3s. 10d.). (3) Report of the Medical Officer (Educa-
tion). ls. P.S. King.

London University Guide and University Correspondence College
Calendar, 1908. Gratis.

(Very useful to students for London examinations. ]

London University: University College Hospital Medical School.
Calendar, 1907-8. Taylor & Francis.

Manchester Education Committee: Fifth Annual Report, 1906-7.

Mathematics, Annals of. October, 1907. Longmans.

[Very able and useful. |

Navy League, The Work of the, in Schools: Articles by Principals
of Public and Preparatory Schools. 6d. ‘The Navy League,
13 Victoria Street, Westminster, S.W.

North Wales University College Calendar, 1907-8.

Oxford University: Local Examinations, July, 1907—Special Reports
of the Examiners in Natural Science subjects and in Drawing,
with specimen drawings. ls. 6d. Oxford and London: James
Parker & Son.

Second

PRACTICAL PURSUITS.

Agricultural and Dairy College, The Midland: Reports. (1) On
Field Trials on the manuring of Seeds Hay; (2) on a Field Trial
with varieties of Barley; (3) on Field Trials on the manuring of
Potatoes; (+) on the Spraying of Potatoes to prevent disease.

Commerce of the World, 1850-1905. By John J. Macfarlane. Phil-
adelphia Commercial Museum.

[Reprinted from Commercial America. “ Shows the remarkable
growth of international trade of the world and the still more
wonderful strides made by the United States in the development
of her export trade.” Graphical illustrations. ]

Cookery Book, Aunt Kate’s. ld. Leng.
(Large, varied, and excellent collection of recipes.]

Essex Education Committee.—(1) Notes on Agricultural Analyser,
1903-6, compiled by V. H. Kirkham, B.Sc., A.I.C. (2) The Essex
Field Experiments, 1906: Report (9 papers) by B. W. Bull, N.B.A.,
and V. H. Kirkham, B.8c., A.I.C. (3) Market-Day Lectures,
1905-6; being reports of (20) addresses to farmers, delivered at
Chelmsford and Colchester during the winter-months.| County
Technical Laboratories, Chelmsford.

144

THE EDUCATIONAL TIMES.

{March 2, 1908.

Garden Books, “One & All.” No. 8, Allotments, by T. W. Sanders,
F.L.S. No. 9, Roses, by T. W. Sanders, F.L.S. No. 10, Garden
Making, by Edward Owen Greening, F.R.H.S. No. 11, Bulbs, by
S. Arnott, F.R.H.S. ld. each. London Agricultural and Horti-
cultural Association, 92 Long Acre, W.C.

[Capably handled and amply illustrated. ]

Glamorganshire Chamber of Commerce: Ofticial Report on Ratin.
The Ratin Laboratory, 17 Gracechurch Street, E.C.

Grocers in the Making: Report of the Inception and Development of
the Technical Education Movement in the Grocery Trade. Com-
piled bv C. L.T. B. 6d. National Association of Grocers’ Assis-
tants, 49 and 51 Eastcheap, E.C.

[Exhaustive and instructive account of the movement. |

Music.
Novello’s Elementary Music Manuals (edited by W. G. McNaught).
No. 3: An Elementary Sight-Singing Course. Staff Notation
through Tonic Sol-fa, for Class use. By George Lane. Part I. 6d.

Novello’s School Music. Humpty-Dumpty. A short Cantata for
Children, consisting of a prelude, four short settings of the old
nurgery-rhyme, and part of the famous scene between Alice und
Humpty-Dumpty (from “ Alice through the Looking-Glass,” by
Lewis Carroll), adapted and set to Music by H. Walford Davies.
is. 6d.; Tonic-Sol-fa, 9d.

Novello’s School Songs. Book 145 (Grade II.) : Six Two-Part Songs
by various composers. 6d.; Tonic Sol-fa edition, 3d. Book 182:
The Children’s Summer Day. A Song-Cycle for Young Children,
compiled and composed by Myles B. Foster (9 pieces). d.;
Tonic Sol-fa edition, 4d. Book 184: Eight Kindergarten Game-Songs
(reprinted from the School Music Review), by various composers.
Voice parts in Staff and Tonic Sol-fa notations, with Pianoforte
accompaniment, 6d. Book 185: Eight Unison Songs (Grade II.,
reprinted from the School Music Review), by various composers.
Voice parts in Staff and Tonic Sol-fa notations, with Pianoforte ac-
companiment, 6d.; Tonic Sol-fa edition, 3d. Book 186: Thirteen
Classical Songs (Grade III., reprinted from the School Music
Review), by various composers. Voice parts in Staff and Tonic
Sol-fa notations, with Pianoforte accompaniment, 9d.; Tonic
Sol-fa edition, 4d. Book 187: Christmas Songs and Carols, by
various composers. 6d.

No. 696: Winds Gently Whisper, by John Whittaker.
Part (Grade II., easy). 2d.

Two-
No. 703: Comrades To-day (Gibney),
by Myles B. Foster. Two-Part (Grade IlI., suitable for higher
divisions). 3d. No. 754: Royalty (Elizabeth Forrester), by
J. Cliffe Forrester. Unison (Grade Il., easy). ld. No. 783
Come away, Elves (Beatrice Abercrombie), by J. L. Hatton. Two-
Part (Grade II., easy). 3d. No. 835: Springtime (Elmenhorst),
by Ferdinand Hiller. Two-Part (Grade II., easy). 2d. No. 838:
Infant Joy (Blake), by H. Walford Davies. Two-Part. 2d. ;
Tonic Sol-fa edition, ld. No. 859: Mistress Mary, by C. A.
Macirone. Three-part, accompanied. 2d.; Tonic Sol-fa edition,
ld. No. 860: Fair Summer Morning (“ Piacer d'Amore,” trans-
posed from the key of F and set to English words by M. E. Side-
botham), by F. Sor. Unison. (Grade lI., easy). 2d. No. 862:
God Bless the Prince of Wales (Linley), by Brinley Richards.
Unison. 1}d. No. 880: Sister Elves! Itis the Hour, by Steven
Glover. Unison (Grade II., easy). 3d.
[ Varied, attractive, and excellent selection.]

Songster, British, McDougall’s. By Edward Mason, Mus.Bac. 6d. net.
[“ Contains the greater part of the songs recommended by the
Board of Education.” The English Songster, Part I.: English
songs (25), carols (3), rounds (12), general songs (2). Part II.:
English songs (24), carols (3), rounds (12), general songs (2) The
Scottish Songster (24). The Irish Songster (24). The Welsh
Songster (20). “ Auld Lang Syne ” figures both in the English
and in the Scottish section. Will the Scottish patriots regard
this as a tribute or—otherwise 2 Surprisingly large and good
collection at the price. ]

The Scale-Staff System of Teaching Music. By A. J. Sleigh. First
Book. 6d. net. Philip.
[Simple and practical; progressive exercises. ]

MISCELLANEOUS,

Alice in Wonderland (Lewis Carroll). 1d. Leng.

Empire Calendar, 1908. J. H. Swinstead, Chalyrove, Oxon.

Exeunt Mahatmas! By G. A. Gaskell. 2d. Watts.

Recitation Book, The People’s. ld. Leng.

Social Criterion, The; or, How to judge of proposed social reforms.
Address by Prof. Bosanqnet, St. Andrews. 6d. Blackwoods.

Songs, Irish, The People’s. No.2. ld. Leng.

Thrift, Improved Methods of; with a list of societies for its promotion.
By Mrs. A. H. Johnson. 3d. King.

[Tract No. 7, issued for the National Union of Women Workers

of Great Britain and Ireland. Second Edition. Very usefal.]

Ventilation: Report of Select Committee. Hickson, Ward, & Co.

i OB.OC = OX.OA’,

MATHEMATICS.

Geometrical Nole on a certain Circum-Conie.
By R. F. Davis, M.A.

Let S be any point on the circum-
circle of a given triangle ABC; D, F
the middle points of the ares BC, AB
opposite to A, C respectively. Let
SD, SF intersect BC, AB in L, N re-
spectively.

Applying Pascal's theorem to the
hexagon BCFSDA, LN passes through
the in-centre of ABC. But L, N are
each points on the S-directrix of the
hyperbola, having S as focus which
circumscribes ABC in such a manner
that A, C lic on the S-branch and B
lies on the opposite branch. (For
SL, SN bisect angles BSC, ASB.)

More generally :—-Of the four circum-conics having S as focus, the
S-directrices pass respectively through the in-centres and ex-centres
of ABC.

Moreover, since DC? = DL.DS = DI?: therefore SC: CL = SI: IL.
That is SC: perpendicular from C on IL = SI : perpendicular from I
on BC, or excentricity = SI r, a result remarkably similar to a well
known theorem in reciprocation.

It would appear that the circum-conic is a parabola only when S is a
point of intersection of the circum-circle with an ex-circle.

D

16358. (Professor R. W. GENESE, M.A.)—From a variable point P
two fixed straight lines l}, la are projected on to two fixed planes aj, az.
If the projections meet in a point, the locus of P is a hyperboloid of
one sheet passing through l, la and the intersection of aj, as.

Solution by S. T. SHOVELTON, M.A., and W. Ricsy, B.A.

Let Q be any point on the common section of aj, ag.

Then the locus of P is obviously the locus of the intersection of the
planes passing through Q and } and Q and l.. But this intersection is
a line meeting the three lines l, l» and the intersection of a, ag;
therefore, &c.

The Problem of Three Images.
By C. E. McVickrr.

In what follows, I hope to show that (i.) the problem can be reduced
toa much more tangible form, in which its irreducibility (in general)
is placed beyond all doubt; (ii.) there are in general nine solutions,
seven of which are real in the particular case where the given points
are the vertices of an equilateral triangle.

1. Given A, B, C the images of X, Y, Zin YZ, ZX, XY respectively,
it is required to find the points X, Y, Z.

Suppose a solution of this problem (call it I.) possible; then the
following (II.) admits also of solution, and conversely.

A'B'C! is a given triangle whose sides B'C', C'A', A'B’ are bisected at
ABC; it is required to find a point O in its plane, such that

OA.OA’ = OB.OB' = OC.OC’.

Construction.—Find a triangle XYZ, such that the images of X in
YZ, Y in ZX, and Z in XY coincide with ABC respectively ; take O
the circum-centre of XYZ, then shall OA.OA’ = OB.OB' = OC.OC’.

Proof.—Choose O as origin, and take an Argand Diagram on which
the complex numbers at A, B, C, A’, B’, C’, X, Y, Z are denoted by the
corresponding small letters a, b, c, a’, b', c', x, Y, 2.

Throngh X draw a parallel to YZ meeting the circum-circle of XYZ
again at P. Then, since obviously PYAZ is a parallelogram, PZ is
equal and parallel to YA, so that p—z = y-a. Also p/y = zjx (as the
triangle POY is clearly similar to ZOX).

Therefore yt2—y2z/x =a;
similarly z+r—zrjy =b and xr+y—-ryz=c.

These equations give
x = be'(b+c—a), y= ca(c+a—b), z=ab(atb—c).
Now a'—b = c—a, for A'B is equal and parallel to CA.

Hence b+c—aewa', cab b, atb-c=c;
therefore x/b = cja’, yje = ajb, 2/a = bje.

That is, AXOB is similar to COA’,
A ZOA is similar to BOC’; and therefore
OC.OA = OY.OB’, OA.OB = 0Z.0C'.
Hence (as OX = OY = OZ), OA.OA’ = OBsOB' = OC.OC. Q.E.D.

[Restin Reprin

AYOC is similar to AOB’,

March 2, 1908. |

THE EDUCATIONAI, TIMES.

145

16255. (ALFREDA. Ross.)—The solution of the differential equation
d?y/dx? = Ay”"x" may be reduced to quadratures when either

m=—(m+3) or n =—d (m+).
Show that the equation may also be solved when
m=2, | ee ee m=2, t52 er (a, b).
Solution by T. Stuart, M.A., D.Sc.
In EY AT EAP ices t hate Ea (1),
put x = @-* and y = A.6-) =+U in succession, and we have
d*A/d6? = 1 (a?—1)A.0-7+ Aa? A7.8°",
where N= last (erT) eee (2),
and on putting yı = A+ (a? —1)/8Aa?. 0": -?}, this becomes
Cy fd = A0" nanenane (3),
provided n is a root of 8n 40n, +49 = abana (4)

The equations (1) and (3) are thus either both soluble or both insoluble,

and when a solution of one is known that of the other is at once

deducible.
Similarly, when 7,
be integrated otherwise.
obtained.

Note.—In the Nouvelles Annales de Mathématiques, 2nd série, t. XVII.,
1879, M. Worms De Romilly has shown that the integration of

Cyd? = y” (ax? + bx +c) hime)

can be reduced to quadratures and put in the form

| au: [pt Aur meliam-L) = | F (xr) dr,

Thus when n, = 0, we havea =47 and n = — 4? or —43.
= 418, we get n =—50r0; but if n =—5, (1) can
The integral in each of these cases is easily

where A is an arbitrary constant, % a certain function of x, y, and ga
function of % of the form a.u? ™ +l m- + B.u?+y. The first two forms
(mentioned by the Proposer) are obviously special cases of this, found
by taking (i.) b= c=0; (ii.)a=c=0.

16855. (R. F. WHITEHEAD, B.A.)—If a set of conics be taken
passing through four points, then the quantity

[e4/(1—e*)] sin? 3 (a+ B+ y +ô)
is invariant for the set, e being the eccentricity of, and a, B, y, & the
eccentric angles of the four points for, any conic of the system. Find
its value in terms of the elements of the quadrangle formed by the
four points.
Solution by the PROPOSER.

Let the axes be the axes of any conic passing through the four
points, so that Tı = acosa, y, = bsina,

The determinant (1, — £y}, — Yz, 747+ 4,°)
ab(1, — cos 8, —sin y, a? cos? ô + òb? sin? 8)
4 [ab (a?— b") (1, —cos B, —sin y, cos 28)
= 16ab (a*— b?) T sin 4 (a+ B+ y+ ô),

where
TI = sin å (a— B) sin 3 (a— y) sin 3 (a—8) sin 3 (8—7) sin § (8—8) sin $ (y— ô).
(Burnside & Panton, Determinants, p. T5.)

Again, the determinants i£} Y, 1°...
| T3, Ys» 1 |
dy, Way 1'

= 4absin 4 (y— ê) sin} (8—8) sin å (B—y) ....

= — h, x? $2 2.32)2 .
Hence (1, Po, N35 ye + Ny ) ies (a ; : F gin? @ +B+ y + 8 .
(272/31) (24.431) (L142) (21451) a*b 2
4 ee On eee
therefore Oe ‘inset hers = 1 2(2 pp')\(2-9qq'\(S—n )
l=? 2 A Add,

where A), &c., are the areas of the triangles formed by omitting each of
the four points in turn, and pp’, qq’, rr’ are the products of opposite
pairs of lines joining the four points, and & their half sum (d.c., p. 77).

15978. (Communicated by ©. M. Ross.)—Explain how to express
the co-ordinates of points on a unicursal cubic as cubic polynomials of
a parameter ¢&. Taking the cubic

x}(a,b,c,d, Qt, 1)’ = y {azb dA t, 1} = Z (aghycyl t, 1)",
show that three points ¢), ła, fy are collinear provided that

la, @, a3, 1! =0,
bis 69, 63, P

Cy, Car C3. q

| dy, dy, dy, or

where p = —$(4+h+ts), q = (ht: + btt ht), r= = tilt.
Deduce a quadratic for the parameters of the double point, and find
the condition that it should be a cusp.

| Note by 6B.

t
i

The solution given in Reprint, Vol. x1. (New Series) docs not seem
quite correct in its determination of the double point.
If the determinant of the question is expanded in the form

A+ Bp+Cq+Dr = 0,
and if 4, l are parameters of the double point, f; may be taken
arbitrarily. Thus

3A — Bib + fe) + Chit +t, '-B+C (t, +t) -—3Dt,t.| = 0
must be zero for all values of t. That is
3A —B (ti + t) + Chl, = 0)
. B-C (t, + &) + 3D¢,t, = 0) `
The quadratic with 4, fy as roots is thus

fe t, 1 =0,
34, B, C
B, C, 3D

and for a cusp the two parameters are equal, so that

4 (3BD—C*)(8AC — B?) = (9AD— BC)?
B?C?— 4 (AC? + B'D) + 18SABCD—27A*D? = 0,
which can of course be obtained at once, as the condition that
A—Be+Ct?—Dé = O has a squared factor. [See Salmon’s Higher Plane
Curves, Arts. 216, b,c; unfortunately, these Articles contain several
misprints. ]

or

16834. (Lt.-Col. ALLAN CUNNINGHAM, R.E.)—Factorize completely
(into prime factors) N = (60601° + 60602") ;—has 29 figures.

Solution by the PROPOSER.

N = (606018 + 60602°) = xê + 1f (suppose).
Then N = Ny.N,, where N, = 2? +77, and Ng = (26+ y^? +y’).
(1) Ng= 3 {(x—y) + (x +y)*} = 3 (17+ 121203*) = 5.29.50655749.
The author has compiled a large table of solutions of the congruence
¥?+1 = 0 (mod p), which is now continuous up to p 50000. Taking
Y = 121203, this table shows that N, has no more divisors <7121, so
that the large factor in N, is prime.
(2) As to Ng. Here y—=x = 1,
y +r = 121203 = 3.201? = 32? (suppose),
whence -r = 82.
Hence Ng = rt—aty t+ yt = ytc Byz? + 924 = (y? 332%) + 32,
a Trin-Aurifeuillian, whose factors (L, M) are known (algebraically) to be
L = iP —3yz +32? = 3636180601,
M = °+3y2z+ 32? = 3709266613.
The further factorization of L, M depends on showing how to utilize
tables of solutions of (1+ y*)/(1+ 47) = O (mod p) in this case.
This depends on a relation (the general proof of which will shortly be
published) connecting three sextans N’, N, N”, where i
Noe (1+ yJ/(l+y"), with y = 6n”,
N (xf + 1/)/(4? + 77), as in present case,
N” = (1+ y"-)i(l +y), with y" = 6r". '
Then N', N” are Sext-Aurifeuillians and N’ = L'M', N” = LOM’,

by known rules, and N = LM as ubove shown.

Now take y"~—7/ = 1, 2 = 24'+1; then the relation is that the

(Le. p. 72) | numbers of the series N fall in between those of N’, N", in such a way
. 9 e a f o

that the L (of N) = the M’ (of N’), the M (of N) = the L” (of N").
Hence N = LM = M’.L" and the tables suited to factorizing N'N”
can be used for factorizing N. The Proposer has compiled a table of
solutions of the congruence (3 +1)/(y?+1) = 0 (mod p), which is now
complete up to p > 32000. This gives the divisors 13, 37, 9157 of N'N” i
and on actual trial in the L, M of N it is found that
L = 9157.397073; M = 13.37.7711573.

16352. (Professor Naxson.)—If
ajib—c) + bjic—a)+c/(a—b) = 0,
then a/(b—c)? + b/(c—a)*+c/(a—b)? = 0.

Solutions (I.) by T. Stuart, M.A., D.Se.; (IL) by ‘ SoLpus,”
and others.

(I.) Since 3(a/b—c) = 0, 2(b—c) = 0, Sa(b—c) = 0; therefore
F (6) = 3 a = (a+ b+c)@ l
0+(b—c) (0+b—c)(0+c—a)(8+a— b)’
Hence F (6) = 0 has two zero roots; therefore F' (0) = 0, and this
gives Z [a/(b—c¢)?) = 0.
Or as follows :—

Write (b—c, c—a, a—b) = (A, k, »), and let A; u,v be the roots of
we+gqr—r= 0.

146

THE EDUCATIONAL TIMES.

[March 2, 1908.

a 3
Then r [(a/A?) + (b/p?) + (c/v")) = Bad+ qE (a/A);
1 1

and therefore if no two of the quantities a, b, c are equal
%(a/a*), i.e. [a/(b—c)" + [b/(c—a)?; + [c;(a—b)") = 0.

(II.) We have

a em e W E. )-( a 6b, £ ,)

A bc caa aod bae t-a Qb):
a A oe L = t(c—b) + bl(a—c) +c(b—a) _
b—c (latata) maA (b—c)(c—a)(a—b)

Hence, if a/(b—c) = 0, it follows that Za/(b—c)? = 0. But the con-
verse does not hold good. If %a/(b—c)? = 0, we can deduce that either
za/(b—c) = 0 or 21/(b—c) = 0.

16812.

(S. NARAYANA Alyar.)—If f (x) represents the expression

Ay + ATHA? + AGI +... +.4,2",
how that the determinant

f(1), f (2), sa f(r), f(r+1) |
f (2), f (8), wey S(r+1), f(r+2)
f(r), f(r+1), ..., f(2r—1), fF (2r)
f(r+1), f(r+2), ..., f(2r), f (2r +1),

is = (an.n!) or 0, according as n is equal to or less than r.

Solution by Professor NANson.

The determinant is orthosymmetric and is therefore not altered in
value by replacing f(r+1) by its r-th difference. When this is done
the elements below the secondary diagonal all vanish, and hence the
determinant has the value (—1)i"*+1) (a, n!)"*! or zero, according as r
is equal to or greater than n.

16807. (D. BippxLz.)—A circle of radius equal to unity is divided
into n equal sectors and in each sector a circle is inscribed. Thus
there are n small circles, each of which is in contact with the original
circle and with the two adjacent circles of its own set. Within this
circlet or set another set of n equal circles is described, each of which
has external contact with two of the former set and also with two of
its own, and so on, until the original circle can hold no more such
circlets. Find their total area.

Solution by HENRY RIDDELL, M.E.

A and B are centres
of a pair of circles in
outer row; one circle
of the second row is
shown.

The points of con-
tact of the alternate
rows of circles must
lie upon radii, since C
is the centre of simili-
tude of all circles
whose centres lie on
any one radius. By
symmetry a line of
contact points bisects
the angle ACK.

Then CO/CP = CP/CQ = OP/PQ =7,/r,
where r, = radius of one of the outer ring of circles, and r} one of the
second ring.

Then, if a = arca of one of the outer ring of circles we have the sum
of all the areas

S = na [1 +CP2/CQ? + (CP/CQ)* + (CP/CQ) + ... to infinity)
= na (CQ*/(CQ?—CP4)] = mnri? (CQ?/(CQ?- CP).

If the radius of containing circle is unity, (l—r,) sin m/n = rı; there-
sin w/n
1+sin r/n

fore 7, = ; therefore

a NE Se
(1 +sin r/n}? CQ?—CP*
From the equation of the circle we have

2 cos #/2n
) CP = .—-
oe l+sin r/n
CQ -CP = 2 (sin? m/n —sin? x/2n)* — 2sin r/2n (2 cos x/n + 1 À
1 +sin x/n 1+sin x/n i

cgtcps . Pein a/n (Boos + 1)
(1 +sin x/n)? ,

CQ = 008 #/2n + sin x/27 (2 cos m/n +1)"
1+sin r/n
_ CQ? _ [cos x/2n + sin x/2n (2 cos x/n + 1)?
CQ:— CP: 2 sin r/n (2 cos r/n +1)! i

S = nw sin r/n [cos #/2n + sin x/2n (2 cos #/n + 1)*}?

2 (1+sin x/n)? (2 cos r/n + 1)!
I leave the reduction to the reader.

QUESTIONS FOR SOLUTION.

16882. (M. T. NARANIENGAR, M.A.)—If forces proportional to the
sides of a triangle act at any point of the N.P. circle towards the feet
of the perpendiculars of the triangle, their resultant passes through

the point of contact of the inscribed or escribed circle with the N.P.
circle.

16888. (S. Narayana AIYAR.)—9,(Z), $9(Z), $3(Z), ..., @u(Z) are n
functions which are expansible in powers of z with the respective
absolute terms aj, dg, Az, ..., An. Ci, Cay Cyy ...1 Cn ANA 8), Sq, 83, ..., Sn
are respectively the real and imaginary parts of the functions 9, (re),
paire"), ds(re'*), ... ,on(re™) [i.e., pi(re") = ci +s, ..]. Sp denotes the
sum of the products of any p of the quantities S}, Sz, Sz, ..., 8, and the
remaining n—p of the quantities with c written for s, the p quantities
being chosen in every possible way, thus :

So = C)Cel3... Cn,

Sy = $1C303 ... Cu + C1S3C3 ... Cu + C1C3S3 ... Cut... + CiCqCg o.. Sy
Establish the following results :— l 7
(1) [ (So — S; —S, + S + S4 — S; — Ss + S; +S,—...) tan 26 o

A)

= 4wa a0, ... An,

(2) | Gi- 81+ 8,-S)4..) 9

0
= £ [9 (r) p3 (r) ps(7)... Pn (7) —,Aqdg ... Gn},

(3) f (So— S: + S— Se + ye
“ien(E)a(E)a(E) al)
(4) (S,— Sy + Ss- S6 +...) 7 d

-te[o( a!

| (S:—8s+ Ss- Set do

(5) ` 0 (1 + 6%)

= i Ex Ca (7) Pa (7)... On (r)-9,(2 ox( = )

e

16884. (K. S. PATRACHARI.)— Solve the equation
y(y+d7y/dx*) = a*x*,
16885. (Rev. F. H. Jacxson.)—If [a +1}, denote the q factorial
[a +1] (a+ 2] (a+3) ... [a+n],

in which {a +r) = (q**"—1)/(q—1),
show that, on replacing q by 1+ e (e a small quantity),
[a+ 1n [b+ 1n
{c+ 1]. [d+ ln
_ (a+ Dalb+ ly f} nitbe-
~ (c+1j,(d+l),,l a2 :

n? {3(a+b-—c—d)?+(at+b—c—d)} °
+n {(a?+b?-c?—d*)—5(a+ b—c—d)}

Z ` oy “sy ~ T PS EAS e+ eee .
24

The coefficients of ¢, «f, ..., € are required. The problem is of
importance in discussing the limiting forms of q¢-functions.

16886. (A. M. Nessirr, M.A.)—If every element in the r-th row of
a determinant of order n be 1/r?, except that in the principal diagonal
which is 1 + 1/r*, then, if n be indefinitely increased, the limiting value
of the determinant will be 1 + x*/6.

16887. (Lt.-Col. ALLAN CuNNINGHAM, R.E.)—Show how to solve
in (unequal) integers

N = zty ta = ole ytg = ote yt 2's =,

+ —

| Give the lowest numbers so expressible, in two_waysand\in four ways.

March.2, 1908. ]

THE EDUCATIONAL TIMES.

147

16888. (Rorer. W. D. CHRISTIE.)—Prove that, if œ +b = c? in-
tegral, then S—a, b, S are in harmonical progression, and s—b, a, S
are in harmonical progression. Can the theorem be extended ?

16889. (‘‘A, u.’’)—Solłve
yz+a? = @ + be, zr+by? = bca, xrytez? = c*+ab.
16390. (Professor NęetuBERG.) --- Soient A'B'C'D' et ABOD deux

tétraédres polaires réciproques par rapport a une sphère de centre O.
Demontrer que

vol OB'C'D' _ OC'D’A’ — OD'A'B' _ OA'B'C’

volOBCD ~— OCDA — ODAB — OABC `

16891. (James Buaikik, M.A. Suggested by Question 16286.)—-
A. B are two fixed points whose distance from each other is 2a. C is
the centre of a sphere whose diameter, d, is greater than a. Determine
fully the locus of a point P such that the mid-points of PA, PB lie on
the given sphere.

16892. (C. E. Younaman. M.A.)—On the cardioide r = 2a(1—cos 0)
the points PQR are such that the cusp is their orthocentre. Prove
that the circle PQR has radius a(/2+1) and that its centre les on
a circle with radius a(“2—1), centrally placed on the axis of the
cardioide ; also that the in-circle of PQR has radius a.

16398. (SARaADAKANTA GANGULI, M.A.)—Show that it is possible to
find any number of integers such that the square of the greatest is
equal to the sum of the squares of the rest. Hence, solve in integers
Qe + Le +X + ry = Iz.

16804. (S. T. SHovELTON, M.A. Suggested by Question 16199.)—Find
the envelope of a straight Ime on which two given circles intercept
lengths in a constant ratio. (Geometrical solution preferred.)

16895. (Professor Sansina, M.A.)—Prove that one point of inter-
section of the conics

a7/l+ B? /m+ y jn =O, lBy+mya+ nab = 0,
lies on the line ot concurrence of the intersections of the external
bisectors of the angles of the triangle of reference with the opposite

sides, when Qnm+n—l)(n+l—m)(2+m—n) = lmn.
Can this line be a common chord of the two conics ?

16896. (S. Narayanan, B.A., L.T.)—If 0 be the sum of the inclina-
tions to the axis of x of the four normals that can be drawn from a
fixed point P to one of a system of confocal conics, prove that tan @ is
constant; and show that when tan @ is given, the locus of P is a rect-
angular hyperbola.

16897. (HENRY RippELL, M.E.)—If two parabolas touch the sides
of a triangle, and with the intersection of their directrices as focus a
third parabola be described, and a tangent to this curve cut the sides of
the triangle. Then, if the focus of this third parabola be joined to the
three intersections of the tangent with the sides of the triangle, and
upon each of these joining lines perpendiculars be let fall from the
vertex opposite the side concerned, these three perpendiculars will meet
in a point, and the locus of this point is a circle.

16898. (R.J. WHitaker, B.A.)—ABCD is a quadrilateral. P, Q
are points in AB, CD respectively, such that AP: PB = CQ: QD.
PR, QS are drawn parallel to CD, AB respectively, meeting BC, AD in
R, S. Prove that RS is parallel to BD. Geometrical proof wanted.

16899. (R. F. Davis, M.A.)—ABCD is a convex cyclic quadrilateral.
Prove that the in-centres of the triangles ABC, BCD, CDA, DAB form
a rectangle each of whose sides and diagonals pass through two of the
ex-centres of the same triangles.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

11864. (Professor Lucas.) -De combien de manières un pion du jeu
de dames, placé en un com du damier, peut-il se rendre sur le bord
opposé en progressant par cases consécutives parallèlement à l'une ou
autre diagonale? (Suivant que le damier a 2n ou 2n +1 cases de
còté, Professor Lucas pense que le nombre cherché est égal a Con-iu-1,
ou Con, u

11702. (Professor EcnoLs.»— Prove that

(1 dB
m=0 (2n —2m +1)! (2m)!

represent Bernoulli ’s numbers.

mar

?

wherein Bm, ...

11749. (C. BICKERDIKE.)—A right cone is placed upon a revolving
circular disc, when the dise is suddenly stopped and the cone tilts over.
What amount of work is done by stopping the dise ?

11769. (Professor Ramaswami Aryar, M.A.)—Find loci in space for
the movable points A, B, C, D, such that AB.CD = AC.BD.

11784. (Professor MaLet, F.R.S.)\—Using Legendre’s notation for
elliptic integrals, given the relations

F (c, 6) + F (c, p) + F (c, 4) —F (c, «)—F (c, 8) = 0,
T(r, c, 0) + MH (un, c, P+ (n, c. 4) (n, c, co) —M (n, c, B) =O,

prove that
E (c, 0)+ Eic, ¢ġ)+E(c,4)—E (c, a)—E (c, B)
= = nsin ĝ sin ọ sin y sin a sin B.

11898. (Professor BHATTACHARYA.) —Observations give results 4'1,
4°23, 4°55, 4°56; find the probable error of the average.

NOTICE TO CORRESPONDENTS.
It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss Constance I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

Vol. XII. (New Series) of the “ Mathematical Reprint ”
1s now ready, and may be had of the Publisher,
Francis Hopason, 89 Farringdon Street, E.C. Price
to Subscribers, 5s.; to Non-Subscribers, 68. 6d.

THE LONDON MATHEMATICAL SOCIETY.

Thursday, February 13th, 1908.—Prof. W. Burnside, President, in
the Chair.

Mr. W. E. Dalby was admitted into the Society.

The following papers were communicated :—

‘* Proof that every Algebraic Equation has a Root,” Dr. H. A. de 8.
Pittard.

‘* Note on q-Differences,’’ Mr. F. H. Jackson.

“ An Extension of Eisenstein’s Law of Reciprocity ° (Second Paper),
Mr. A. E. Western.

“ On the Uniform Approach of a Continuous Function to its Limit,”
Dr. W. H. Young.

“ Conformal Representation and the Transformation of Laplace’s
Equation,” Mr. E. Cunningham.

EXAMINATION PAPER
COLLEGE OF PRECHPTORS.

In strict accordance with the College requirements, and each Sheet
bears their Watermark,

Packed in Reams of 480 Sheets... per Ream, 2s.
oe 960 9 ooo oo poe 4s.

Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, ls. per 100 Sheets,
Music Paper, 1s. per 100 Sheets.
Remittance should accompany Order.

F. W. SHELBOURNE & CO., Wholesale and Retaii Stationers,
63 HIGH HOLBORN, LONDON, W.C.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished.

Enquiries solicited.

GEORGE OVER, Printer, Rugby.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “* Tuk JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Anams [November,
1906]; CLASSICS, br H. G. Hart (December, 1906]; ENGLISH,
by ARTHUR BURRELL (January, 1907]; PRENCH, by Crovpesiry
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn (April, 1907); NATURE STUDY, by T. Rayvwont [May,
1907); HISTORY, by 8.S. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcoim Fox ‘July, 1907]; DRAWING,
by W. E. Sparkes [August, 1907]; DOMESTIC SCIENCE, by
ALICR RAVENHILL [October, 1907]; @GBOMETRY, by H. Winirren
STURGE (December, 1907!; GEOGRAPHY, by Dr. A. J. HERBERT.
son (January, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, EC.

wddyess—

148

THE EDUCATIONAL TIMES.

[March 2, 1908.

OXFORD UNIVERSITY PRESS.

SPECIAL REISSUE. Pp. li+285. 28.

SIR THOMAS MORE'’S
UTOPIA

(ROBYNSON’S TRANSLATION).
EDITED, WITH INTRODUCTION, NOTES, AND GLOSSARY, BY

J. CHURTON COLLINS,

Professor of English Literature in the University of Birmingham.

This book is prescribed, for 1909, for the Matriculation
Examination of the Universities of Manchester, Liverpool,
Leeds, and Sheffield; for “ Detailed Study” for the Teacher's
Certificate Examination; and for “ General Study” in
Scheme I for the Examination of Students in Training
Colleges.

School World.—“ For educational purposes this edition promises to
become authoritative.”

Athenaeum.— Suggestive in the best sense, and by no means
overweighted with erudition.”

Select Plays of Shakespeare for

Schools.
(Merchant of Venice, Tempest, As You Like It, Henry V., Julius
Caesar, Hamlet, Macbeth, Midsummer Night’s Dream.) Edited
(slightly abridged), with Introduction and Notes, by G. S. GORDON.
iin the press.

Selections from Dryden.

Chosen and edited by G. E. Hanow, Tutor in English Literature,
Lady Margaret Hall, Oxford. Crown Svo, pp.192. 2s. 6d.

The Writing of English.

By Puitip J. HARTOG, Academic Registrar of the University of
London; sometime Bishop Berkeley Fellow of the Owens College,
and Lecturer in the Victoria University, Manchester. With the
assistance of Mrs. Amy H. Lanapon. Crown 8vo, pp. xii + 164.

2s. 6d

e
Athenaeun.—'* This handy and valuable little work.”

Sidney’s Apologie for Poetrie.

Edited, with Introduction, Notes, and Index, by J. CHURTON |
CoLLINS, Professor of English Literature in the University of ©

Birmingham. Crown 8vo, pp. xxviii+ 112, with a facsimile title-

page. 2s. 6d.

The Works of Aristotle.
Translated into English under the Kditorship of J. A. Smitu, M.A.,
Fellow of Balliol College, and W. D. Ross, M.A., Fellow of Oriel
College. Part I. The Parva Naturalia. By J.I. BEARE,
M.A., Fellow of Trinity College, Dublin, and G. R. T. Ross, M.A.,
D.Phil, Lecturer on Philosophy and Education iu the Hartley
University College, Southampton. 8vo, pp. ii + 152.

OXFORD LIBRARY OF TRANSLATIONS.
Extra Fcap. Svo, 33. dd. net per Volume.

NEW VOLUMES IN THE PRESS.
e e i
Tacitus: Dialogus, Agricola, and
i
Germania.
Translated, with Lotroduction and Notes, by W. HAMILTON Fyre.
With Maps. Immediately.

The Works of Hesiod. transiaced by A. W. MAIR.
Virgil. Translated by J. Jackson.

+ Of values,

:
|

33. 6d. net. |

|
t
'

i

The Sounds of English.

An Introduction to Phonetics. By Henry Sweet, M.A., University
Reader in Phonetics, Oxford. Crown 8vo, pp. 140. 2s. 6d.

Phonetic Transcriptions of English
Prose.

By Dantger Jones, Lecturer on Phonetics at University College,
London. Crown 8vo, pp. xiv +86. 2s.

The Oxford Book of French Verse.
Thirteenth Century to Nineteenth Century.
Chosen by St. Joun Lucas, University College, Oxford. See md
Impression. Extra fcap. 8vo. cloth, gilt edges, pp. xxxv +492.
6s. net, and on Oxford India paper 78. 6d. net.

Athenaeun,—" The best selection that has Leen printed in England. The Intro-
duction gives a rapid and brilhant survey of French poetry.”
Schoo World.—‘ Would make a very good school prize.”

Trois Semaines en France.

A French Reader with questions for conversation and grammatical
exercises. By D. L. Savory, Lecturer at Goldsmiths’ College
(late Assistant Master at Marlborough College) and L. CHocvILir.
2s. |

Marignan: Conquete et Perte du
Milanais.

By J. C. L. SIMONDE DE SisMonpi. Edited by A. WILSON-GREEN,
Senior French Master in Radley College. Crown 8vo, pp. xii + 134,
28, (Orford Modern French Series.)

Eugénie Grandet.
By Honore pe Bauzac. Edited by H. E. Bertion, Tavlorian
Lecturer in French in the University of Oxford. Extra Fcap.
Svo, pp. xxviii + 206. 2s. 6d. net. (Orford Higher French Series.)

eo
The Senior Geography.
Vol. III—THE OXFORD GEOGRAPHIES. Brv A. J.
HERBERTSON, Reader in Geography in the University of Oxford,
and F. D. Herpertson, Second Edition. Crown 8vo, pp. viii+
363, with 117 Maps and Diagrams. 2s. 6d.

Nehool World.—“ Is good everywhere., The text is written quite on the right
lines; no pains are spared to bring out the cause and effect : broad statements are
not isolated : examples by way of comparison and of reference are constantly cited.
The sketch maps are most interesting and most instructive.”

The Rise of the Greek Epic.

Being a Course of Lectures delivered at Harvard University. By
GILBERT Murray, formerly Professor of Greek in the University
of Glasgow. Svo, pp. xii+ 283. 68. net.

Nation (Prof. BURY). — This brillant study recalls us to the true appreciation

The distinction of Mr. Murray's book is that it unites historical method
with litertry insight and imagination,”

The Attic Theatre.

A Description of the Stage and Theatre of the Athenians, and of
the Dramatic Performances at Athens. By A. E. Haicu, late
Fellow of Corpus Christi College, Oxford. THIRD EDITION,
Revised, »nd in part Rewritten, by A. W. PickaRp-CaMBRIDGR,
Fellow of Balliol College, Oxford. 8vo, pp. xvi+396, with Ilus-
trations. 10s, 6d. net.

i) eo J
History of Music in England.
By Ernest Wacker, Balliol College, Oxford. 8vo, pp. vin + 364.
78. 6d. net.
Times.—** At last there is n book worthy of the subject.”
Standard,—" Worthy in every way to rank as the standard work.”

The Art of Counterpoint

And its Application as a Decorative Principle.
late Scholar of Selwyn College, Cambridge.
352. 78s. 6d. net.
Musical World.—“ At every step the student is assisted to a right appreciation
of principles rather than a mere knowledge of rules. Whatever other books a
student may take np, this is the one which he can least afford to neglect.”

A

By C. H. Kirsox,
Crown 8yvo, pp. viii +

SELECT LIST OF EDUCATIONAL WORKS PUBLISHED IN 1907 AND COMPLETE CATALOGUE (144 PAGES) POST FREE ON APPLICATION.

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

London: Printed by C. F. Hop@son & Son, 2 Newton Street, Kingsway, W.C.; and Published by Francis Hopason, 89 Farringdon Street `
[Entered at the New York Post Office as Second Class matter. ] paon Seet BES

le

L TIMES,

AND

Journal of the College of Preceptors.

Vol. LXI.] New Series, No. 564, APRIL 1, 1908. {i mambers, das by Post, td

Annual Subscription, 18.

BIRKBECK COLLEGE,|T ONDON COLLEGE OF MUSIC.

Breams BUILDINGS, CHANCERY Lanz, E.C.

Coes OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

(I
GREAT T E pae aeg . Lopon, W.
DAY AND EVENING CLASSES. Patron: His Gracz THE DUER oF LEEDS.

3 Dr. F. J. Karn, Mus. Bac. Cantab., Princi
Courses of Study under Recognized Teachers of the G. Ave H b ee pal.
University of London for Degrees in Science| 7 UsTUs HoLMEs, Esq., Director of Braminations.
andy Arte, = EXAMINATIONS, 1908.

Science.—Chemistry, Physics, Mathematics (Pure The NEXT HXAMINATION in PIANOFOR
TB
and Applied), Botany, Geology, Zoology. __|PLAYING, SINGING, THEORY, and all branches
Arts.—Classics, English, French, German, Italian) of Music will be held in London and 400 Provincial
History, ae erie). , c, Economics, Mathematics ra p n J vir € une SA Scotland and Ireland), when
(Pure . Peter Certificates wi granted to all successful candidates.
Particulars on application. The Higher Examinations for the Diplomas of Asso-
Diona LOM. and P nanio ( LOM
ploma .M., an ellowshi L.C. tak
T. GEORGE’S TRAINING |plsein joxs, Jury, and Dzoruper. aaa
COLLEGR FOR WOMEN TEACHERS IN|, Gold and Silver Medals and Book Prizes are offered
INTERMEDIATE AND SECONDARY SCHOOLS, | fr competition according to the Regulations,
EDINBURGH, oe ee es anie
f $ , A ee o
This College provides a year’s Professional Training | to Principals of Schools upon application,
for well educated women who intend to become Teachers. | SYLLABUS for 1908, together with Annual Report
The Course of Training is supervised by the Edinburgh may be had of the SECRETARY. pors

MEMBERS’ MEETING.

The next Monthly Meeting of the Members will take

lace on Wednesday, the Ist of April, when Sir EDWARD
Busx will deliver an Address on ‘‘ Moral Education,”
in connection with the approaching International Moral
Education Congress.

The Chair will be taken by the Right Hon. Lord
AVEBURY, at 5.30 p.m.

Members have the privilege of introducing their
friends.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
Sist of August, 1908.

Practical Examination for Certificates of
Ability to Teach.—The next Practical Examina-
tion will be held in May.

Certificate Examinations.—The Midsummer
Examination for Certificates will commence on the
30th of June, 1908.

Lower Forme Examinations.—The Midsum-
mer Examination will commence on the 30th of June,

J908.
Professional PreliminaryExaminations.—

These Examinations are held in March and September.
the Autumn Examination in 1908 will commence on ENMARK HILL GYMNASIUM

is recognized by the Scotch Education Department ; it Departmen
is also recognized by the English Board of Education, an iI. com 29 under AEA rearea
and by the Teachers’ Training Syndicate of the Uni-| moderate fees. The College is 10 a.m. to 9.30 p.m.
versity of ager pte aes Š TWELVE OPEN SCHOLARSHIPS, giving free

Bursaries of £30, £20, and £15 are offered to Students | tuition for TWO YEARS at the College, are offered for

entering in October, 1908. ean | ; : oo
8 tus and further iculars from the Principal, competition in April. Full particulars on application.

Miss M. R. WALKER, 5 Melville Street, Edinburgh. T. WEEKBS HOLMES, Secretary.

the 8th of September. AND FHYBICAE TRAING COLLEGE FOR
inspection and Examination of Schools. : ; ales
—Inspectors and Examiners are appointed by thej Full preparation for Public Examinations. HE ASSOCIATED BOARD
Col for the Inspection and Examination of Public} British College of Physical Education: English and OP THE R.A.M. anD R.C.M.
of Education: Science. PATRON: His MAJESTY THE KING.

The Regulations for the above Examinations can be

Swimming and Sport
obtained on application to the Secretary. 5 po

8.
For particulars apply—Miss E. SPELMAN STANGER, PRESIDENT: H.R.H. THE PRINCE OF WALBS, K.G.

Trevena, Sunray Avenue, Denmark Hill, London, S.E. | LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in March and

November; in Practical Subjects at all Cent i
HURCH EDUCATION COR-|March-Apzil, and in the London District and certain
PORATION. Provincial Centres in November-December also. En-
tries for the November-December Bxaminations close

LECTURES FOR TEACHERS.

A.—The First Course of Lectures (Thirty-sixth Annual
Series), by Prof. J. ADAMS, M.A., B.Sc., F.C.P., on

Shan Application a zuy choi to Bee Work, HA er CHERWELL HALL, OXFORD. Wednesday, October 7th, 1908.

ool,’” commenced on Thu » February » 8 Za SCHOOL EXAMINATION

7 p.m. i TA i : Training College for Women Secondary Teachers. Held three times a year, a fue ge ate
e Course is mean m e needs of Teachers| p,incinal — Miss CATHERINE I. Dopp, M.A. (late|November, and ~April. Entries for the June-

who wish to improve their acquaintance with what under-
lies the principles of their profession, whether they have
any examination in view or not. The reading of the
students will be guided, and problems set for their
exercise. Every opportunity will be taken of making
practical applications of peyehological principles to the
work of the classroom. The Fee for the Course is
Half-a-Guinea. The Lectures will be delivered on
Thursday Evenings at 7 o'clock, at the College, Blooms-
bury Square, W.C.

For syllabus, see page 152,
C. R. HODGSON, B.A., Secretary.
Bloomsbury Square, W.C.

J D
VERSITY OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers. EaR

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-

rt, Edinburgh, Glgsgow, Hull, Inverness, Leeds,

iverpool, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Orford, 8t. Andrews, Sheffield,
Swansea, and several other towns. —

Information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme, The
University, St. Andrews.

Lecturer in Education in the Manchester University). | July Examinations close Wednesday, May 13th, 1908,

Students are prepared for the Oxford, the Cambridge, Specimen Theory Papers set in past years (Local Centre
and the London Teacher's Diploma. ‘Special arrange. |27 School) can be obtained on application. Price 3d.
ments made for Students to attend the School of Geo- | Per maoa year, post free.
graphy. _ Syllabuses A and B, entry forms, and any further

Exhibitions and Scholarships awarded in December | information will be sent post free on application to—
and July.—Apply to the PRINCIPAL. JAMES MUIR, Secretary.

15 Bedford Square, London, W.C.
Telegrams: ‘‘ Associa, London.”

Diploma Correspondence

College, Ltd. FREE GUIDE

Princtpal—J. W. Knrps, L.C.P., F.R S.L.
Vioe-Princtpal—8. H. Hooxe, B.A., Hons. Lond.

Spectally arranged Courses for
LONDON MATRICULATION, a UNIVERSITY
B.A., B.D., B.Sc., on
A.C.P., L.C.P., &c. l

THE SECRETARY,
FREE GUIDES or from the London Office of

Burlington House, Cambridge;
on application to the SECRETARY. University Correspondence College,

WOLSEY HALL, OXFORD. 32 Red Lion Square, Holborn, W.O.

THE EDUCATIONAL TIMES.

[April 1, 1908.

| Oe SITY OF LONDON.—
UNIVERSITY COLLEGE.

The Fuculties of the College are :—

The Faculty of Arts and Laws, inelnding the Slade
School of Fine Art, the Indian School, and the
Depart ment of Economics.

The Faculty of Science, including the Departments of
Engineering and Architecture,

The Faculty of Medical Sciences, including the
Department of Public Health.

Students desiring to take Undergraduate Courses in
any one of these Faculties should Matriculate either in
June or September in order to enter the College in
Octo! er.

ENTRANCE SCHOLARSHIPS in the Faculties of
Arts, Laws, and Science will be awarded on the results of
Examinations to be held in May ; and in the Faculty
of Medical Sciences on the results of Examinations to be
held in September.

For further particulars apply to

WALTER W. SETON, M.A.,
Secretary.

PRIFYSGOL CYMRU.
NIVERSITY OF WALES.

The FIFTEENTH MATRICULATION EXAM-
INATION will commence on Monday, June 29th, 1908.
Particulars from the REGISTRAR, University Registry,
Cathays Park, Cardiff, from whom forms of entry can
be obtained. Application for entry forms must be made
uot later than Monday, June Ist, 1908,

EWCASTLE-UPON-TYNE
EDUCATION COMMITTEE.

WANTED. — For RUTHERFORD COLLEGE
SECONDARY SCHOOL FOR GIRLS.—

(a) HEAD SCIENCE MISTRESS. See —
Botany, Chemistry, Physics (possibly Hygiene).
Experience in Laboratory management neces-
sary. Scale salary £120 to £170,

(6) FORM MISTRESS. Subjects:—French, Latin,
and Elementary Mathematics desirable. Scale
salary, £90 to £120.

The commencing salury may be higher than the scale

minimum if warranted by experience,

Degree and experience in a Public school essential for

each prommen

Application forms should be obtained from the

SECRETARY, Education Otlices, Northumberland Road.
Neweustle-upon-Tyne, and returned not later than
30th April, 1908.

OROUGH POLYTECHNIC
INSTITUTE,
103 Boroven Roap, Lonpon, 8.E.

The Governors will, after Easter, require the services
of an ASSISTANT MISTRESS in their Trade School
for Girls for three mornings and five afternoons a week.
Subjects: Elementary Chemistry, English subjects or
Elementary Geometry. Salary, £100 per annum. Par-
ticulars can be had by sending stumped addressed
foolscap envelope to the Lady Superintendent.

C. T. MILLIS,
Principal.

MPLOYMENT OFFERED. — We

wish to appoint EDUCATIONAL REPRESENT-
ATIV ES in a few special districts. Excellent opportu-
nities offered to capable men, None others need a ply.
—UNDERWOOD & UNDERWOOD, 104 High Holborn, W.C.

ROYDON Outskirts. Rapidly grow-

ing neighbourhood, conveniently situnte near the
Main Line Railway Station, close to the County Sports
Grounds, &c. A Cominodious RESIDENCE, admirably
adapted for a School (which is much needed) or Institu-
tion, standing in fine old grounds of about 3 acres, and
containing 22 bed- and = dressing-rooms, bath-rooim,
4 reception rooms, handsome music-room, extensive
offices on ground floor. Very low price for the freehold,
£4,000; or would be let.—Apply to Messrs. Bowditeh &
Grant, Surveyors, 103 George Street, Croydon. Tele-
phone No, 112 Croydon,

ADY seeks Engagement in School

or Family. Twenty years in France. Certificated,

Good French, Drawing, English. Needlework. Good
diseiplinarian.—W., 9 Wickham Road, Beckenham,

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Write—Scuo0o0Ls AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E.

BEDFORD
WOMEN

(UNIVERSITY OF LONDON),
York PuackE, BAKER STREET, W.

The EASTER TERM begins on Thursday, April 23.
1968. Lectures are given in preparation for all examina-
tions of the University of London in Arts, Science,
and Preliminary Medicine for the Teachers’ Diploma,
London ; for the Teachers’ Certificate, Cambridge : and
for the Cambridge Higher Local Examination.

Special course of Scientific Instruction in Hygiene
recognized by the Sanitary Inspectors Examination
Board.

a Laboratories nre open to Students for Practical
ork.

Students may attend the Art School who are not
taking other subjects at the College.

A single Course in any subject may be attended,

Regular Physical Instruction is given, free of cost, to
Students who desire it by a fully qualified woman
teacher,

Students can reside in the College.

ENTRANCE SCHOLARSHIPS.

One Reid Scholarship in Arts, value £31. 10. first
year; £28. 7s. second and third years.

One Arnott Scholarship in Science, annual valne £48,
tenable for three vears,

One Pfeiffer Scholarship in Science, annual value £48,
tenable for three years, will be awarded on the results of
the examination to be held in June,

Full particulars on application to the PRINCIPAL.

DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING.

Two Scholarships each of the value of £15 for one year
are offered for the course of secondary training beginning
in October, 1908

The Scholarships will be awarded to the best candidate
holding n degree in Arts or Science,

Applications should reach the HRAD OF THE TRAIN-
ING DEPARTMENY not later than July Ist, 19.8,

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Principal—Mise H. L. POWELL,
late Scholar of Newnham College (Hist. Tripos,
Class I.), late Head Mistress of the Leeds Girls’
High School.

A residential College ponang a year’s professiona)
training for Secondary Teachers.

The course includes preperation for the Cambridge
Teacher's Certificate (Theory and Practice), and for
the Teachers’ Diploma of the London University. 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 a pioa
tion to the PRINCIPAL, Cambridge Training lege,
Wollaston Road, Cambridge.

THE INCORPORATED
FROEBEL EDUCATIONAL INSTITUTE,

TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
"College for Secondary Teachers.

Chairman of the Committee—Sir W. MATHER.
Treasurer—Mr.C. G. MONTEFIORE, M.A.
Secretary—Mr. ARTHUR G. SYMonpDs, M.A.

TRAINING COLLEGE FOR TBACHBRS.
Principal—Miss E. LAWRENCE.

KINDERGARTEN AND SCHOOL.
Head Mistresse—Miss A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations,

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations,

Prospectuses can be obtained from the PRINCIPaL,

Some Good Modern School Desks

for Sale, some dual, some to seat four.
Also Forms, Drawing Models,
Fire-guards, &c.
Apply, 43 RAVENSDALE ROAD,
STAMFORD HILL, N.

New Edition. 18mo, price 9d.

HE ELEMENTS OF BOOK-

KEEPING, by SINGLE and DOUBLE Entry,
with Practical Explanations and Exercises on the most
useful Forms for Business. By A. K. ISBISTER, M.A.
LL.B., late Dean of the College of Preceptors.

Loypon: LoNGMaNS & Co., PATERNOSTER Row, E.C.

EC ee

COLLEGE FOR|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 Welsh County Schools’ Association.)
Address — 14 GowER STREET, LONDON, W.O.

Registrar—Miss ALICE M. FOUNTAIN.

This Agency has been established for the purpose of
enabling Teachers to find work without Gae Aaii
cost. All fees have therefore been calculated on the
lowest basis to cover the working expenses,

Head Mistresses 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.

Hours for interviews (preferably by appointment) :—
11 a.m, to 1 p.m., and 3 to 5 p.m.
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cost to Masters seeking appointments.

The lowest possible fees are therefore oharged.
A PROSPECTUS will be sent ON APPLICATION.
Interviews (preferably by appointment) 12 p.m.-1.30p.m.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.-1 p.m.

Nervous Disorders

The nerves need a constant supply
of phosphates to keep them steady
and strong. A deficiency of the phos-
phatcs causes a lowering of nervous
tone, indicated by exhaustion, rest-
lessness, headache or insomnia.

Horsford’s
Acid Phosphate

(Non-Alooholic.)

furnishes the phosphates in a pure and
abundant form. It repairs waste, re-
stores strength and induces restful sleep
without the use of dangerous drugs.

An Ideal Tonic in Nervous Diseases.

If your chemist does not have it in stock
he can obtain it from Bovril, Ltd., 152 Old
Street, London, E. C.

April 1, 1908.] n

THE EDUCATIONAL TIMES.

151

University Tutoriaf Coffege | CARLYON OOLLEGE.

(Affiliated to University Correspondence College).

Dap and Evening Classes

FOR

MATRICULATION

AND OTHER

LONDON UNIVERSITY
EXAMINATIONS
may be taken up at any time at proportionate foes.

The official Pass List of London University for
the last Matriculation Examination credits Univer-
sity Tutorial College with nearly three times as many
Successes as any other Institution.

PRACTICAL SOIENCE CLASSES
are held during the
EASTER VACATION.

Pull iculars of Classes and Private Tuition for
Matriculation, Inter. Science and Arts, B.Sc. and B.A.,
Prelim. Sci. (M.B.), College of Preceptors, and other
Examinations may be had, post free, from

THE PRINOIPAL,
University Tutorial College,
Red Lion Square, Holborn, W.O.

COACHING FOR EXAMS.

Resident Students (Ladies or Gentlemen) prepared
for University, Civil Service, &c., by MR. E. J. BUN-
NETT, M.A. (Cantab.); 2Q years’ successful experience,
&c., from Mr. or Mrs. BUNNETT, Altdorf,

Prospectus,
Vicarage Road, Eastbourne.

(CORRESPONDENCE TUITION,
Classes or Private Lessons in all Subjecte for all
Examinations, &c., at moderate fees. Special tuition
for MEDICAL Prelims. and Diptoma Exams. Many
recent successes. - F., J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College,
87 Buckingham Palace Road, 8.W.: and Stalheim.
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

WALTER J. DICKES, B.A.(Lond.)

PRIVATE TUITION
FOR EXAMINATIONS, &c.
BEECHEN CLIFF, THE GARDENS,
E. DULWICH, LONDON, S.E.

SECONDHAND BOOKS AT HALF PRICES!
NEW BOOKS AT 25°/, DISCOUNT !

OOKS for A.C.P., L.C.P., F.C.P.,
Matric., br Vale Certificate, senate
L.L.A., B.A., and ALL other Examinations supplied.
BOOKS BOUGHT, best’ poos goat on approval.
prices given. — W. ;

FOYLE, 136 Charing Croes Road, W.O.

pP VALUABLE TO SCHOOLS.—
Schoolmasters should use the BLACK AUTO.
COPYIST—most perfect, simplest, and cleanly Copyist
invented—for reproducing Examination Papers, Dia-

ms, Circulars, Music, &c. Original written or
rawn on ordinary paper. Write for Price List and
Specimens, or call and see apparatus in operation.—
AvuTocoprisr Co., No. 3 Dept., 64 Queen Victoria
Street, London, E.C.

55 AND 66 CHANCERY LANE.

LONDON UNIVERSITY EXAMINATIONS.

LONDON MATRICULATION, INTBR. ARTS and
SCIENCE, B.A., and B.Sc. Classes (small) Day and
Evening. M.A. Classes. B.A. Honours Classes, Ele-

mentary Greek Class.
lasses and Tuition for Legal and Medical
Preliminaries, Accountants’, Scholarship

Braminations, Previous, Responsions, and

General. A

Tipon Corrected for Schools, Vacation Tuition.
vate tuition for all Examinations.

Prospectus and full details on application to R. C. B.
Kwrin, B.A. Lond., First of First Class Classical
Honours, Editor of “Phaedo.” “ Pro Plancio,” &e.

SUCONSSES.

1892-1907.—London Matric., 149; Inter, Arte, Bo., and
Prel. Sci., 140, 6 in Hons.; B.8c., 1996-1906, 25 ; B.A.,
1891-1906, 95, 14 in Hons.; Medical Prelim., 249; Res-
ponsions and Previous, 60; Law Prelim., 62; other

ucceeses, 400,
B.A. (LOND.), 1906 and 1907, 15, 3 in
Cl Monours. A., 8.

INTBR. ARTS, 1907, 6 out of 8.

The Principals of the Normal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.
1. A.C.P.
2. LCP.
3. F.C.P.

100 pages.
84

76

99

99

And have also published the following Guides.

4. PREL. CERT.
6. CERTIFICATE.
6. MATRICULATION. 84
7. IRISH UNIVERSITY. 60
8. OXFORD & CAMBRIDCE LOCALS 100
These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination.
‘They are written by experts whose advice is the
best procurable.”— Educational News

“Will undoubtedly help greatly towards suo-
cess.’’—Schoolmistrese. sd

NORMAL CORR. COLLEGE,
47 MELFORD RoapD, East DULWICcH, 8.B., ana
110 AVONDALE SQUAERR, Lonpoyr, 8.B.

92

EAUTIFUL COLLECTION

Tenth Edition, 12mo, price 3s. 6d.

HE ILLUSTRATED PUBLIC

SCHOOL SPEAKER AND READER, based on
Gramunatical Analysis, comprising a choice Selection of
ieces for Reading and Recitation, annotated for
xpression, rig il and Pauses, and illustrated by
Diagrams and Figures exhibiting to the eye the appre
priate gestures and positions; to which is added a
selection of Greek, Latin, French, and German Extracts,
suitable for ‘‘Speech Days’’ at Public Schools.

Lonpon: Lonemans & Co., PATERNOSTER Row, E.C.

Sixteenth Edition, with Map. -12mo.

O4S8AR'S COMMENTARIES ON
THE GALLIC WAR. By A. K. IBBISTER, M.A.,
LL.B., late Dean of the College of Preceptors.
BOOKS I.-V. With Notes Critical and
Explanatory, a Vocabulary of all the
words in the Text, and Easy Reading

Lessons for Beginners ...............00.... price 3e. 6d.
BOOKS I.-VII. do. do. 4a, 6d.
(without the Reading Lessons) 4s. Od.
Twenty-fifth Edition.
BOOK I. (with Vocabulary, Reading
Lessons, &0.) ooo... cee ccceccccsesecseeceeees ls. 6d.

LONDON: LONGMANS & Co., PATERNOSTER Row, E.C.

Messrs.

TRUMAN & KNIGHTLEY,

GdSucational Rgents,

6 HOLLES ST., CAVENDISH SQUARE,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1167 Mayfair.

This Agenoy is under distinguished patronage,
including that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS, TRUMAN & KNIGHTLEY intro-
duce University and other qualified ENGLISH
and FOREIGN MASTE and TUTORS to
Schools and Private Families,

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other ified’
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

liii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualifi i

ed and experienced LADY
MATRONS, HOUSEKEEPERS, and HOUSB
MISTRESSES to Boys’ and Girls’ Schools.

ao chargo is mado to Principals,
of any kind is made to candidates unless an en-
| ement be secured through

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
wm the strictest confidence.

C.— PUPILS’ DEPARTMENT,

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is
made for registration.

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save clients as maoh
time and trouble as possible.

Prospectus, References, and full particulars will
be forwarded*on application.

152

THE EDUCATIONAL ‘TIMES.

[April 1, 1908.

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, W.C.

Zectures for Teachers

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE APPLICATION OF PSYCHOLOGY TO THE
WORK OF THE SCHOOL.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the Umversity of London.

The First Course of Lectures (Thirty-sixth Annual Series) commenced on Thurs-
day, February 13th, at 7 p.m.
he Course is meunt to meet the needs of teachers who wish to improve their
acquaintance with what underlies the principles of their profession, whether they
have any examination in view or not. Fhe lecturer will treat his subject in such a
way as to fit in with the requirements of the College in eonneetion with the examin-
ations for the Associateship, the Licentinteship, and the Fellowship. The reading
of the students will be guided, and problems set for their exercise, Every oppor-
tunity will be taken of making practical applications of psychological principles to

the work of the classroom,
SYLLABUS.

I. (Feb. 13.) Nature and scope of Psychology: border-land between physio-
logy and psychology: characteristics of consciousness: the psychological attitude
of mind: the teacher's use of psychology: Professor Minsterberg’s view: the inter-
mediary between psychology and education: genetic psychology: experimental
methods: child study.

TI. (Feb. 20.) Consciousness: its fundamental character: its polarity: its in-
sulation: “the general consciousness”: the ego or self: the subjective and ob-
jective: the unity of individual consciousness: meaning of the subconscious;
advantageous position of educator as external intluence.

HI. (Feb. 27.) Manipulation of Consciousness: the various modes of being
conscious: the so-called faculties: concentration and diffusion of consciousness :
interest and attention: interaction between them: interest as means and as end:
relation between the interesting and the easy: kinds of attention; physiological
mechanism of attention,

IV. (March 5.) Sense-perception: nature of pure sensation: the senses, general
and special: the essential mark of perception: the respeetive contributions of
sensation and perception to knowledge: nature and scope of observation: its rela-
tion to inference: the gaping point: danger underlying the phrase ` the training of
the senses,”

V. (March 12.) Mental content: the unit of mental content: the idea: laws of
the interaction and combination of ideas: apperception; presented content aud
presentative activity: gradual modification of presentative activity: transitive and
intransitive elements ot thought; the static and dynamic view of the concept: the
logical and psychological aspect of the concept.

VI. (March 19.) Hahit: habit based on the laws of association: these laws not
limited to ideas; association a general principle of organic development : place and
value of habits in education: accommodation and co-ordination: the elimination of
consciousness: Convergent and divergent association: the continuum: redintegra-
tion,

VIIL. (March 26.) Retention and recall: physiological basis of memory: plasti-
city: menory not limited to intellectual process: personal identity: question of the
possibility of improving the quality of memory : educational appheations of mnemo-
nies: learning by rote; obliviscence: element of purpose in memory.

VII. (April 23.) Imagination: place of imagery in thinking: limitations im-
posed by images: importance of clearly imaged ends in ordinary life: practical
applications in the schoolroom : the esthetic imagination: cause of general suspicion
of the “ busy faculty": scientific uses of the imagination: exact meaning of “ pictur-
ing out” : relation of the imagination to the ideal.

IX. (April 30.) Judgment and reasoning: relation between logic and psycho-
logy: concept, Judgment, reasoning correspond generally to term, proposition,
syllogism; essential meaning of thinking is an adaptation of means to ends on the
ideational plane: the purposive aspect of appereeption : distinction between mere
redintegmution and thinking: the laws of thought as thought: the fundamental
condition of all mental process: what underlies fallacies,

X. (May 7.) Human nature: general tendeney to over-estimate the cernitive
aspect: relation of knowledge to character: temperament the physical basis of
character: Classification of temperaments and of character types: advantages and
dangers of such classifications: personality: permaneney of temperaments and
means by which they iray be modified: types of troublesome pupils: treatment of
the diferent temperaments in school,

XI. (May 14.) The emotions: value of the emotions in human life: like sensa-
tions they are subject to the law of relativity: emotions are to be utilized, not
eliminated: canse of popular depreciation of the emotions: emotions are to be
regulated by ideas: classification of the emotions: their expression: Lange-J ines
theory of relation between emotion and its expression: element of truth in the
theory and its great practical importance to teachers,

NIL (May 21.) The will: relation of will to feeling on the one hand and know-
ledge on the other: the appeal of the motive: fallacy of “the strongest motive”:
resolution of the dualism unphed in the process of making up one’s mind: meta-
physical exerescences obscuring the problem of the freedom of the will: the evolu-
tion of the will in its relation to destre: the possibility of the training of the will:
fundamental importance of the tine element m this training,

The Fee for the Course of Twelve Lectures is Half-a-Guinea.

*,* The Lectures will be delivered on TuurRspay EVENINGS, at 7 o'clock, at the
Collega, Bloomsbury Squace, W.C.—Meimbers of the College have free admission to
the Course.

GEOMETRY:
PLANE AND SOLID.
By JOHN S. RAWLE, F.S.A.,

Late EXAMINER TO THE SCIENCE AND ART DEPARTMENT.
More than 600 Diagrams.
Over 280,000 copies sold.

INDISPENSABLE TO ALL TO WHOM A KNOWLEDGE OF
GEOMETRY IS A NECESSITY.

Paper bound, 1s. Cloth bound, 2s.

Adapted to the requirements of all Science and Art Classes, Public
Schools, &c.; also a reliable Text-book for the Examinations of the
Science and Art Department, the Army and Navy, «&c., &c.

For use in conjunction with the above :—

CLASS-SHEETS FOR PRACTICAL GEOMETRY .................. Is.
PRACTICAL GEOMETRY TEST-PAPERS ................... cee 4d.
Also :—

FREEHAND DRAWING TEST-PAPERG .......................... a A

ARTIST’S SIGHT-MEASURE

Lonpon:
SIMPKIN, MARSHALL, HAMILTON, KENT, & CO., LIMITED.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished. Enquiries solicited,

GEORGE OVER, Printer, Rugby.

Address—

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “THe JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams [November,
1906]; CLASSICS, bv H. G. Hart (December, 1906]; BNG@LISH,
by ARTHUR BURRELL [January, 1907]; FRENCH, by CLOUDr8SLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 19071; NATURE STUDY, by T. Raymont (Mavy,
1907]; HISTORY, by S. S. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox (July, 1907); DRAWING,
by W. E. Sparkes [Avgust, 1907]; DOMESTIC SCIENCE, by
ALICE RAVENHILL [October, 1907); GEOMETRY, by H. WINIFRED
STURGE [December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
sun [ January, 19058].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

CAREY'S “GRADUS AD PARNASSUM.”

WITH THE ENGLISH MEANINGS.
Revised, Corrected, and Augmented by a Member of the University of Cambridge.
Post avo, cloth, price 7s.

THE STATIONERS’ COMPANY, Stationers’ HALL, LONDON.

EXAMINATION PAPER

AS UBED BY THB
COLLEGE OF PRECHPEPTORS.

In strict accordance with the Oollege requirements, and each Sheet
bears their Watermark,

Packed in Reams of 480 Sheets... eee per Ream, 32s.
ve , 960 aes oe "7 4s.

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

Remittance should accompany Order,

F. W. SHELBOURNE & CO., Wholesale and Retail Stationers,

63 HIGH HOLBORN, LONDON, WIC.

April 1, 1908. ]

MESSRS. BELL’S

NEW MATHEMATICAL WORKS.

Write for New Catalogue of Mathematical Books,
sent post free on application.

NEW SCHOOL ARITHMETIC.

By CHARLES PENDLEBURY, M.A., assisted by F. E. Roprnson, M.A.
Sage Pon With or without ” Answers, 4s. 6d.; or, in Two Parts,

Key to Part II. 8s. 6d. net.

NEW SCHOOL EXAMPLES IN ARITHMETIC.
Extracted from the above. With or without Answers, 3s8.; or, in Two
Parts, without Answers, ls. 6d. and 2s.

A JUNIOR ARITHMETIC.

By CHARLES PENDLEBURY, M.A., assisted by F. E. ROBINSON,
ls. 6d.; or, with Answers, 2s.

EXAMPLES FROM A JUNIOR ARITHMETIC.

Extracted from the above. Price ls.: or, with Answers, 1s. 6d

EXAMPLES IN ARITHMETIC.

With some Notes on Method. By C. O. TcckEy, M.A., Assistant Master
at Charterhouse, 3s.

ELEMENTARY ALGEBRA.

By W. M. Baker, M.A.,and A. A. BOURNE, M.A., of Cheltenham College.
Complete. Crown 8vo. "Fourth Edition, with or without Answers, 4s. 6d. ;
or in Two Parts—Purt I., 2s. 6d.; or, with Answers, 3s.; Part IL.,
or without Answers, 2s. 6d.

Complete Key, with numerous Graphical and other Figures,
10s. net ; or, in Two Parts, 5s. net.

EXAMPLES IN ALGEBRA. Extracted from the above.

M.A.

with

With or without Answers, 3s.: or in Two Parts—Part I., 1s. 6d.; or, with
Answers, 28.: Part IL., with or without Answers, 2s.

A FIRST ALGEBRA.
By W. M. Baker, M.A., and A. A. BOURNE, M.A. Second Edition.

1s. 6d. ;

EXAMPLES IN ALGEBRA.

By C. O. TccKEy, M.A. Fifth Edition, 3s. (Appendix of Supplementary
Examples, 6d. net.)

ELEMENTARY GEOMETRY.

By W. M. Baker, M.A., and A. A. BOURNE, M.A.
Edition, Revised, ‘4s. 6d. Can also be had in Parts.
application.)

A naw ors to Numerical and Mensuration Examples,
net

Complete Key, 6s. net.
A FIRST GEOMETRY.

By W. M. Baker, M.A., and A, A. BOURNE, M.A. Small crown 8yo, with

or without Answers, ls,
ALGEBRAIC GEOMETRY.

A New Treatise on Analytical Conic Sections. By W. M. BAKER, M.A.,
Head Master of Military and Civil Department at Cheltenham College.
Crown 8vo, 6s. PART te —Straight. Line and Circle, separately, 2s. 6d.

Key, 7s. 6d. net.

A FIRST YHARS COURSE IN
METRY AND PHYSICS.

By Ernest Youna, B.Sc., Head Master Lower School of John Lyon;
arrow : formerly of the Education Department, Siam. Crown 8yo, 2s.
Also PARTS I. and II., in One Volume, 13. 6d. PART III., 1s.

NEW TRIGONOMETRY FOR SCHOOLS.

By W. G. BORCHARDT, M.A., B.Sc., and the Rev. A. D. PERROTT, M.A.
Crown 8vo, 4s. 6d. ; or, in Two Parts, 2s. 6d. each.

Complete Key, 10s. net; or, in Two Parts, 5s. net each.

or, With Answers, 2s,

Complete. Fifth
(Full List on

GEO-

London: GEORGE BELL & SONS,
York House, Portugal Street, Kingsway, W.C.

THE EDUCATIONAL TIMES.

Neen eee ee Ne OO |

153

GEORGE GILL & SONS, LTD.,

publish the following Works for the

COLLEGE OF PRECEPTORS EXAMINATIONS, 1908.

THE

Orford and Cambridge Edition.

Scripture History and English.

THE OXFORD AND CAMBRIDGE EDITION ST, 8. d.
MARK. Edited by Rev. F. MARSHALL, M.A. 1 6

THE OXON. AND CANTAB. EDITION 8T. MARK.
Edited by Rev. F. MARSHALL, M.A. For Third Class Candidates net 1 0

one OXFORD AND CAMBRIDGE EDITION ACTS.

I. Edited by Rev. F. MARSHALL, M.A. 1 6
THE OXON. AND CANTAB. EDITION ACTS.
Part I. Edited by Rev. F. MARSHALL, M.A. 1 0
THE OXFORD AND CAMBRIDGE EDITION Acts.
Part il. Edited by Rev. F. MARSHALL, M.A.... 1 6
THE OXON. AND CANTAB. EDITION ACTS,
Part Il. Edited by Rev. F. MARSHALL, M.A... t1 0
THE OXFORD AND SAMERIDOE EDITION JOSHUA.
Edited by Rev. F. MARSHALL, M.A. .. 1 6
THE OXFORD AND CAM BRIDGE EDITION JUDGES.
Edited by Rev. F. MARSHALL, M.A. 1 6
THE OXFORD AND CAMBRIDGE EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. 1 0
THE OXFORD AND CAMBRIDGE EDITION NEHE-
MIAH. Edited by Rev. F. MARSHALL, M.A. . 1 0
THE OXFORD AND CAMBRIDGE EDITION MER-
CHANT OF VENICE. Edited by StanLEY Woop, M.A. ... 1 6

THE OXFORD AND CAMBRIDGE EDITION YULIUS
Yoon B-A, e Eaves by STANLEY Woop, MAs, and A. SYMs- pg
OOD ai

THE OXFORD AND CAMBRIDGE EDITION MAR-
MION. (Complete.) Edited by Rev. F. MARSHALL, M.A.... 2 6

THE OXFORD AND CAMBRIDGE EDITION MAR-
“rata T be and Wi; Edited by Rev. F. MAR- o
SILALL sie ‘és “ie eee ar

In the above works the necessary ‘‘ Notes’ have been added to enable Candidates
to answer questions set by the Examiners,
QUIDE
to the 1908 College of Preceptors Examinations, and Complete List
of the ‘ prescribed '’ Books contained in the

Oxford and Cambridge Edition,
Post free.

THE NORMAL PREPARATION TEST MAPS.

1d. each net. (Copyright.)
By REGINALD GILL, F.R.G.S., London Chamber of Commerce.

This New Series of Test Maps has been produced in order to A ide a ready means
of discovering the Geographical Knowledge of the Pupil. e form in which the
Maps ure issued gives each Pupil, for the first time in Test Maps, an equal opportunity.
In fact, the name list attached to each Map records the work attempted by the Pupil.
The Material upon which the Pupilis required to show his knowledge accompanies
every Map in such a manner as to obtain the fullest results.

EUROPE: British Isles and North Sea, England and Wales, Scotland, Ireland,
Franoe,. German Empire, Italy, Balkan Peninsula, Russia.

ASIA: India. AFRICA. N. AMEBIOA. UNITED STATES. AUSTRALIA.
Specimen Map free to Teachers.
A Key to the whole of these Test Mapsis issued, entitled The Sphere Atlas, ls. 6d.

JUST PUBLISHED.

HISTORICAL ATLAS,

with CHRONOLOGICAL NOTES,
by E. A. Benians, M.A., and T. H. Knicut, M.A. 96 pp. Crown 8vo, 8d.

Intended to provide suitable material for a general knowledge of British History
and more especially for use as a supplementary work in Examination Preparation.

Complete Catalogue post free.
London: CEORCE CILL & SONS, Ltd., 13 Warwick; Lane, E.G.

154

MR. EDWARD ARNOLO'S LIST.

THE LATEST FRENCH BOOKS.

Arnold’s Modern French Book. I. Edited by H. L. Hur-
TON, M.A., Chief Modern Languages Master at Merchant Taylors’
School. viii+198 pages. Crown 8vo, cloth, 1s. 6d.

Arnold’s Modern French Book. II. Edited by H. L.
Hutton, M.A. is. 6d.

These books are written on reformed methods, and contain a series of graduated

Reading Lessons, followed by a carefully arranged Questionnaire, with Exercises

for retranslation. At the end is an outline of French Grammar and a French-
English Vocabulary.

A Modern French Grammar in French for English Students.

Grammaire Francaise à l’Usage des Anglais. Par E.
RENAULT, Ancien Etudiant & la Sorbonne; Bachelier de l'En-
seignement spécial; Officier d’Académie; Assistant Lecturer at
the University of Liverpool. viii +353 pages. Crown 8vo, 4s, 6d.

Petite Grammaire Francaise à l’Usage des Anglais.
Par E. RENAvuLT. Crown 8vo, cloth, 1s. 6d. (For Junior Classes.)

Elements of French Composition. By J. Home CAMERON,
M.A., Lecturer in French in University College, Toronto, Canada.
viili+196 pages. Crown 8vo, cloth, 2s. 6d.

Arnold’s Lectures Françaises., Four Volumes. Books I. and
II. Edited and Arranged by JEtra S. Wourr. Books III. and
IV. Edited and Arranged by M. A. GEROTHWORL, Litt.D. IHus-
trated with Reproductions of Paintings by French Artists. Book I.,

ls. 3d.; Books II., III., IV., 18. 6d. each.
The intention of this series is to supply choice extracts from French writers and
poets either as a substitute for, or asa one to, the reading of the prescribed
texts. The variety of the sources whence the selections have been drawn should add

both to their valne as “ unseens ” and to their interest as representative specimens
of French style from “le grand siècle ” down to the present day.

ARNOLD’S ADVANCED FRENCH SERIES.

Introduction, Historical Notes, and a few Exercises in French Com-
position. Crown 8vo, cloth, ls. 6d. :

De l’Angleterre. Par Madame pE STaËL. Edited by W. G.
Harroc, B.A., Lecturer in French at University College, London.
These chapters from ‘‘ Consid¢rations sur la Révolution Française” form a fascin-
ating study of England as it appeared to this brilliant Frenchwoman in 1813.
Causeries de Lundi. Par Sainte-Beuve. Edited by A. W.
TRESSLER, M.A., Assistant Master at Charterhouse.
Selected essays from the great French critic, including Qu’est-ce qu'un Classique.

Le Coup @Etat. Par Vicror Huao. Edited by J. W. Loncs-
pon, M.A.

An abridgment of that magnificent piece of invective, Napolon le Petit.

Le Francais Chez-lui. A French Reader on Reform Lines, with
Exerciscs on Grammar for Junior and Middle Forms. By W. H.
Hopces, M.A., Senior Modern Language Master at St. Lawrence
College, Ramsgate; and P. PowELL, B.A., Assistant Master at
Wellington College. 1s. 3d.

The Alphonse Daudet Reading Book. Récit biographique
et Extraits de ses Giuvres. Edited by JETTA S. Wourr, Author of
“ Les Francais en Ménage,” &c. ls. 6d. [Just owt.

- ARNOLD’S FRENCH READING BOOKS.—REFORM SERIES.

The feature of these four volumes is that in addition to the notes and vocabulary
there is a set of exercises, chiefly in the form of questions and answers in French,
modelled upon the text of the narrative. This innovation promises to prove very
popular,
L’Apprenti. By EMILE Souvestnrr. Edited by C. F. HERDENER,

Lecturer in Modern Languages, Durham University. Crown 8vo,

ls. i

Richard Whittington. By Madame EugGrxiE Foa.
Conte de l’Abbé də Saint-Pierre.
Edited by C. F. HERpENER. Cloth. Crown 8vo, i8.

Mémoires d’un Ane. By Madame pr Siaur. Edited by Lucy
E. Farrer, B.A., formerly Assistant Lecturer at the Bedford
College for Women, London. Cloth. Crown 8vo, ls.

Le Manuscrit de ma Mère. By LAMARTINE. Abridged and
edited by Lucy E. Farrer. Only authorized English Edition.
Crown 8vo, ls.

And Un
By EMILE SOUVESTRE.

EDWARD ARNOLD,
London: 41 & 48 MADDOX STREAT, BOND STRHBT, W.

THE EDUCATIONAL TIMES.

[April 1, 1908.

THE

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE Gp. VOLUME IX., 1907, 7s. GD. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods
of education.

MAOMILLAN & 00., Ltd., LONDON.

EDUCATIONAL WORKS
By A. K. ISBISTER, M.A, LL.B.

(Late Dean of the College of Preceptors.)

Sixth Edition. 12mo, price 3s. 6d.

THE COLLEGE EUCLID: Comprising the First Six and
portions of the Eleventh and T'welfth Books read at the Universities.
Chiefly from the Text of Dr. Stusow. With a new arrangement of
the Figures and Demonstrations; the Enunciations of the Propositions
separately for Self-Examination, apart from the Text; Notes and
Questions on each Book: and a Series of (teometrical Problems for
Solution, from the most recent University Examination Papers.

Fifteenth Edition. l2mo, price 2s. 6d.
THE SCHOOL EUCLID: Coniprising the First Four Books.
With Questions. (Geometrical Exercises, &c.
THE SCHOOL EUCLID, Booka I. & Il.
Exercises, &c. 12mo, price ls. 6d.
THE SCHOOL EUCLID, Boox I.
12mo, price ls.

New Edition. 12mo, price 9d.

THE COLLEGE AND SCHOOL EXAMINER IN
EUCLID, containing the Enunciations of all the Propositions in
the College and School Editions, Questions on the Definitions,
Arithmetical and Algebraical Demonstrations of the Propositions in
Books II. and V., and a large collection of Geometrical Problems
for Solution. Designed for Class and Self- Examination, and adapted
to all Editions of Euclid.

Third Edition. 1l2mo, price ls. öd.
FIRST STEPS TO EUCLID: Comprising the Propositions
of Boox I., prepared for writing out, with a recapitulation of the steps

of the Demonstration appended to each. Forming a Text-book for
the above.

Fifth Edition. Two Quarto Copy Books, price 6d. each.

THE GEOMETRICAL COPY-BOOK. Arranged for
writing out the Propositions of Euclid in the Abbreviated and
Symbolical Form adopted in the Universities and Public Schools.

With Question»,

With Questions, &c.

Lonpon: LONGMANS & CO., Paternoster Row, ÆC.

April 1, 1908.] THE EDUCATIONAL TIMES. 155

OPPOSITE THE BRITISH MUSEUM.

THACKERAY HOTEL

GREAT RUSSELL STREET, LONDON.

HART STREET, BLOOMSBURY SQUARE, LONDON.

These well-appointed and commodious TEMPERANCE HOTELS will, it is believed, meet the requirements, at moderate charges, of
those who desire all the conveniences and advantages of the larger modern Licensed Hotels. These Hotels have
PASSENGER LIFTS, ELECTRIC LIGHT THROUGHOUT, BATHROOMS ON EVERY FLOOR,
SPACIOUS DINING, DRAWING, WRITING, READING. BILLIARD,

AND SMOKING ROOMS, LOUNGES, HEATED THROUGHOUT.

Fireproof Floors. Perfect Sanitation. Telephones. Night Porters.

Bedrooms, including attendance, from 8s. 6d. to €s. Full Tarif and Testimonials on application.
Inclusive Charge for Bedroom, Attendance, Table d’Héte Breakfast and Dinner, from 8s. 6d. to 10s. 6d. per day.

ALSO UNDER THE SAME MANAGEMENT. _

ESMOND HOTEL

1 MONTAGUE STREET, RUSSELL: SQUARE, LONDON.
This Temperance Hotel adjoins the British Museum, and is exceptionally quiet and economical.
Bedrooms, including attendance, from 8s. to 4s. 6d. per night. Full Tarif and Testimonials on application. Night Porter.
Telegraphic Addresses:

THACKERAY HOTEL, | KINGSLEY HoTEL, Esmonn HOTEL,
“THACKERAY, LONDON.” ‘ “BOOKCRAFT, LONDON.” “ AGROUP, LONDON.”

NOW READY.

Demy 8vo, cloth, price 2s. 6d., free by post.
To Members of the College the price is 1s., or 1s. 6d. free by post.

THE CALENDAR |
THE COLLECE OF PRECEPTORS | .

FOR THE YEAR 1908:

CONTAINING

LARGEST STOCK
of SECOND-HAND

School, Classical,
Mathematical,

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, Summer, 1907.

2. Do. do. do. Christmas, 1907.

3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907. J POOLE & C0

4. Do. do. do. Christmas, 1907. e T

5. Papers set at Professional Preliminary Examination, March, 1907.

8. Do. do. do. September, 1907. | 104 Charing Cross Rd.,
7. Papers set at Lower Forms Examination ... .. Summer, 1907. AND

8. Do. do. bes ..» Christmas, 1907.

*.* Nos. 3, 4,5, and 6 may be had separately, price, free by post, 7d. cach 2 Manette Street, Soho,

set. Nos. 7 and 8, price, free by post, 4d. each set.

The Diploma Papers are to be had only in tle
“ Calendar.” |

FRANOIS HODGSON, 89 Farnincpon Srrazzr, Lonpon, E.O. NEW AND SECOND HAND. WRITE TOWS FOR A-QUOTATION:

Cambridge

Sir Thomas More’s Utopia.
RvpHre Ropynson. Together with the Life of Sir THoMas More,
by his Son-in-Law, WiutuLiam ROPER, reprinted from HEARNE’'S
Edition of 1716. Edited, with Introduction, Notes, Glossary,
and Index of Names, by J. Rawson Lumpy, D.D.

“ Edited, in a most complete and scholarly fashion, by
Dr. J. R. Lumby, whose name alone isa sullicient warrant
for its accuracy. Tt ois a real addition to the modern stock
of classical English literaturo,” — Guardian.

Fcap. 8vo,
2s.

On Stimulus. A Lecture by A. Sivewick, M.A.

This Lecture, which has been for some time out of print,
has now been reprinted,

* An admirably vigorous paper. .. . Every teacher of the
classics (the subject with which it deals) should read it."--
Spectator,

“It is not every one who cares to know how to teach
Tatin verse-making, but every teacher ought to be desirous
to make his lessons os stimulating as he cean; and he ean
nowhere find more atundant help than in Mr. Sidgwick’s
forty pages, filled to overflowing with wit and wisdom, and
enriched with the results of a wide and conspicuously suc-
cessful experience.” — Manchester Guardian,

Fcap. 8vo,
is.

Colloquia Latina. With

Notes and Vocabulary.

Adapted from Erasmus.
By G. M. Epwarps, M.A.

“This 18 an idea well conceived and executed, and we
hope many schoolmasters may make the experiment of in-

troducing their boys to Erasmus’s living and humorous
dialogues. ° —Cambridge Review.

Feap. 8vo,
ls. 6d.

Altera Colloquia Latina. Adapted from Erasmus.
With Notes and Vocabulary. By G. M. Epwarps, M.A.

“The favourable reception Which has been accorded to
“ Colloquia Latina” leads me to think that a second series
of Dialogues may be found useful. I am more and more
impressed with Erasmus's wonderful command of the best
Latin idiom and vocabulary. He is equally admirable in
sparkling dialogue, in graphie description, and in retlective
tig often of great beauty, With him Latin is indeed a
iving language; and he seems to invest all his themes with
the charm of a perennial youthfulness.” — Extract from
Preface.

Fcap. 8vo,
ls. 6d.

THE EDUCATIONAL TIMES.

University Press

|

[April 1, 1908.

Translated by | Inorganic Chemistry. By E.I. Lewis, B.A., B.Sc..

Assistant Master at Oundle School.

“This book deserves the widest recommendation as a
sound and interesting introduction to the subject. Ht
consists of a series of chapters, or lessons, in which the
systematic part of the subject is happily blended with n
considerable sanount of theory. The treatment is thorowrh
and painstaking, without being dry... . Pts a pleasure
to notice a book of this description, for it indicates the
serious and important: place chemistry is taking in the
school curriculum, {t deserves a high place, not only on
the sehool, but generally as an introductory first course,
understanding by this term not a mere smattering of the
Kind deemed sufficient only a few years ago, but a eourse in
keeping with the true position of the science as n serious
aud profitable part of a good modern education. ’—NValurc.

The Winchester Arithmetic. By C. Gorriry.
M.A., Head Master of the Roval Naval College, Osborne, and
G. M. Brit, B.A., Senior Mathematical Master at Winchester
College.

Demy Svo,
5s.

“This admirable tett-book will rank high amongst its
Crown 8vo, fellows, and it would be ditticult to finda school arthmetic
3 nore Worthy of general use.’ — Nature.
5. “All the arithmetic that needs to be, or ought to be, over-
Tenel i taken in n secondary school, is here admirably presented in
eachers ) i
a slim voheme of less than 200 pdges, . 2. ltisoreoftke
best and most workable of the resent amthmetices.’—
Bookman. i

Edition,
6s. net.

THE CAMBRIDCE SCHOOL HISTORY OF ENGLAND.
History of England for Use in Schools.

By ARTHUR D. Innes, M.A. Complete in One Volume, or in
Three Parts. Part I., To 1509 a.p. Part I., 1509-1714 a.p.
Part IL., 1689-1901 a.D. A separate Part is also issued con-
taining tho period *‘ From the Wars of the Roses to the Death of
Elizabeth.”
Crown 8yo,
with 13 Maps
and 8 Plans,
4s. Gd.
Parts, 2s. each.

‘Though written primarily as a school history this volume
of some 600 pages may well be recommended to the averace
reader as a standard book of reference for facts and dates in
Enghsh history. Proportion, thoroughness, and accuracy
of detail are its outstanding features, while for the studeni-
the demands of the examiner have been kept steadily on
view.”’—Glaszuw Herald.

Books suitable for the OXFORD LOCAL EXAMINATIONS, 1909.

THE PITT PRESS SHAKESPEARE FOR SCHOOLS.
With Introduction, Notes, Glossary, and Index by A. W. Verity, M.A.

The Tempest. Sixth Edition. 1s. 6d.

"Mr. A. W. Verity possesses learning, literary insight, and a facile pen. He has
a knowledge of boys and sympathy with their difficulties ; moreover, when writing
for them he seldom loses himself in his subject to the extent of forgetting his

andience, Consequently, as has been shown in these columns on more than one
occasion, he is an almost ideal editor of school texts.” —Guardian. A
THE PITT PRESS SERIES, &c.

AUTHOR, WORK. EDITOR. PETT |
Macaulay...... Lays of Ancient Rome ......000000.00.. J. H. Flather ............ 1 6
More a. Utopia a eee vhs auth J. R. Pamby oo... 20:
Scots ........... The Talisman oo. oo... oo. cece cece A. S. Gave oo... 2 0 |

ie Swaaear reins Quentin Darward ooo W. Murison oo... 20,
gee Lay of the Last Minstrel ............... J. H. Flather 0.000... 20:
"Chatrian:.. } Histoire d'un Conscrit de 1813 ...... A. R. Ropes naas. 3 0|
Kauf ........... Die Karavane a ee cccceeccceces A. Schlottmann......... 3 0
Caesar ......... De Bello Gallico, Book TIT... .... A. G. Peskett.......... 1 6
we ees re Books IV. V... ER ete Aaea ca AS 1 6
a e ae i Books II., IV. ... E.S. Shuckburgh ea. 1 6
(With couple Vocabularies, )
Horace Odes, Book HE nce. J. GOW iaeaea 2 0!

Se aN i Book IV.a i a AREN PEET 1 6
Divy... Book XXIL 0.. EE AET M.S. Dimsdale ...... .. 2 6
Vergil Aeneid, Books IIP TV A. Sidgwick en, 1 6

3 a » Book TII. i, NE e aaee DGA
(With Complete Vocabulary.) '
Aeschylus ... Prometheus Vinctus ee H. Rackham ............ 2 6
waripides Heenba o.oo, W. S. Hadley... 2 6|
Plato ... Apo lozi KOCPALIS Lenes J. Adam ccc n 36
Pe E E A mato EOE EEE" FBO, e easda ve arestisto 06 ease ww ve $ iioi 2 6
Xenophon |... Anabasis, Books HI, 1000007 A. Peetor UON ca, 2 0 |
09 tees G. M. Edwards ... eu. 1 6

London, Fetter Lane: Casrpripce University WARENOUSE.

King Henry the Fifth. Fifth Edition. ls. 6d.

“ The school edition of the play.’ — Guardian,

Macbeth. Fourth Edition. Is. 6d.

‘Seems to us to be an excellent text-book for the study of the play.” — Education.

THE CAMBRIDCE BIBLE FOR SCHOOLS AND COLLECES

Book. EDITOR. E
The First Book of Kings... aen W. E. Barnes......... 2 Opet
The Gospel according to St. Matthew ..... © AS Carr see 2 Onet
The Acts of the Apostles.............. andain a. J. R. Lumby 2... 3 Onet
The Bpistles to the Thessalonians............ G. G. Findlay......... 1 6 net
REVISED VERSION.—SCHOOL EDITION
The Gospel according to St. Matthew...... A. Carr.. aeae 1 6net
THE SMALLER CAMBRIDCE BIBLE FOR SCHOOLS
The Pirst Book of Kings... a J. R. Lumby ......... 1 0
The Gospel according to St. Matthew...... As Carr oseese n 1 0
The Acts of the Apostles ................ J. R. Lumby sse 1 0

THE CAMBRIDCE GREEK TESTAMENT FOR SCHOOLS

The Epistles to the Thessalonians ............ G. G. Findlay

ETETE]

C.F. Clay, Manager,

. »
April 1, 1908. ] THE EDUCATIONAL TIMES. 157
CONTENTS.

Paro = Pago
Leader: A Poser for the Moral Congress .........ccceceeceeeeees 157 Practical Examination for Certificates of Ability to Teach:
Noles auer a A E E anwaeue atin A 158 List (February) a halide A E E T E a Mad 168
The Education Bill---Opposition tothe“ Contracting-out” Clanse— Professional Preliminary Examination (March) Pass List: 168
Attitude of the Churches — Reform of Classical Teaching— The Pro-
ased Chainat’ Scottish Historeut Chicos i Great Jewish, Tni Current Events ....... {esa E Gata cns E A aureus: lil
versity at Jerusalem—" Rara Arithmetica.” Fixtures—Honours—Endowmenta and Be nefactions —Se holarships
: à and Prizes—Appointmentsand Vacancies— Examiners aps — Literary
Summary of the Month wsciwsiscuwliscccveissessieipaseexeumnandsonss 159 ltems—Gene: aH
Universities and Colleges ....essesscsreressesirenrerssereriersrere 162 Science in correlation with Geography and Mathematics.
C: mbridge—London—Metiill-The Parliamentary Grant—The Car- Lecture at the College of Preceptors by Dr. T. Perey
negie Trust. INU a a E AEE E E EE ET n 175
The E eauce tonal Ladder TA age ai see rerattaeeeeens seere sees 163 Reviswa sosa Set en Onn nye ae e, 180
The Successful Teacher of Mathematics: Some Essentials. The Greatness und Decline of Rome (Ferrero)—The Shake spe AR
By JONO Trone aaa A A A Nai 164 Library (ed. Gollancz): The Old Spelling Shakespeare (Furnivall
A . i s and Boswell-Stone) : The Shakespeare Classics (ed var.): 'The
Practice and Prejudice in Education. By Prof. J. W. Lamb Shakespeare for the Young; Shakespeare’s England (ed.
Adamson, B.A. Lecture delivered at the Winter var.)—A Brief Biographical Sketch of Robert Rawson (Harley).
Meeting of the College (to be continued) eee Peron Foe baee ne OB 165 General Notices eeeeeevensoneeneereneeeeeseaeseeeentagseeeeeseteoenenenesn eeeeeoooeanee 182
The College of Preceptors : First G lances scenes a E 186
Meeting of the Council ..........cc ccc cece cece eec ees eeececerevccnes 167 Mathematics .......... REET PE AEE AEA AE E A 187

The Educational Times.

Tue First International Moral Educa-
tion Congress, to be held in London during

A Poser for
the Moral Congress.

the last week of September, promises to
be the most important and influential of the various similar
meetings which date back to the Health Exhibition of 1884.
Preparations for it have been taken in good time. Herr
Gustav Spiller, of Berlin, the energetic Organizer and
General Secretary, has been engaged since the beginning of
the year in visiting the chief capitals of Europe, and has
secured the adhesion and support of every important foreign
Government. Our own Board of Education, as might be
expected, is the last to give its oflicial sanction, but, as in the
case of last year’s Colonial Conference, it will doubtless join
at the eleventh hour.

The scope of the Congress, as stated in the prospectns, is
to discuss Moral Education in its practical aspects. The
following, for instance, are some of the subjects for which
readers of papers have been already secured: ‘‘ School and
Home,” “ Discipline,” “ The Ethical Penetration of the whole
Curriculum,” “ The Relation of „Esthetic and Physical to
Moral Education,” “The Education of the Morally Back-
ward.” At the same time, it is expressly stated that refer-
ence to religious and philosophical points of view will not
be excluded.

The list of supporters who have already given in their
names 18 a sufficient guarantee of catholicity. Bishops and
ministers of the Free Churches, the champions of denomi-
nationalism and of secularism, Mr. Edward Lyttelton and
Mr. Allanson Picton, Prof. Findlay and Dr. Hayward, Mrs.
Bryant and Lady Verney, will meet on neutral ground ; and,
starting from the opposite poles of theory, will, we have no
doubt, be brought by the light of experience to very similar
practical conclusions.

The fundamental question at issue, whether moral instruc-
tion should be given directly or indirectly, has lately occupied
many columns of this journal, and both sides have been set
before our readers by able exponents of the rival theories.
We have no intention of reopening the controversy, nor at
this stage will we embark on the equally fundamental
question of the relation of moral to religious instruction.

We may, however, venture to offer one caution to the Execa-
tive Committee now engaged in drawing up the detailed
programme. “Qui trop embrasse mal étreint” is an old
saw, but modern instances of its truth are only too abundant.
In a First Congress the temptation to cover the whole
ground is almost irresistible, but, if it is not strenuously
resisted, there will be dissipation of energy and every ques-
tion raised will have to be adjourned to the next session.
If itis wise, the Congress will concentrate its attention on
one problem, or, rather, one group of problems, and postpone
the rest of the programme to their next merry meeting.
Thus, “ The Interdependence of Religion and Morality ” is
with all its ramifications and the practical applications of
first principles to home and school life, a sufficiently wide
and complex question to occupy all three days of the Con-
gress. It has a direct bearing on English politics of the-
hour, but it would be removed from the dust and heat of the
political arena and discussed by educationists indifferent to
party or sectarian triumphs and concerned only with the
moral and spiritual well-being of the child.

And there is one rider that we would propound to the Con-
gress, not as a “ riddle of death Thebes never knew,” butas a
practical problem for the solution of which we have all the
necessary data. How is it that, while our primary schools
are torn and rent asunder by the religious difficulty, in our
secondary schools it is virtually non-existent? Judging
a priori, we should have expected that the reverse would
have been the case. It is in boarding schools, not day
schools, that the difficulty is likely to arise. In secondary
day schools it is solved in various ways. In University
College School no religious instruction of any kind is im-
parted. In the City of London School there is a conscience
clause, but Dr. Abbott's lessons in the Greek Testament
were generally attended by the Jewish pupils. Merchant
Taylors’ School is professedly a Church of England school,
but the religions instruction is confined to a single lesson in
the week, and it is, or was, attended by Nonconformist
pupils. In none of these cases, which we have chosen at
random, has any religious difficulty, so far as we are aware,
arisen.

These are a few scattered facts bearing on our suggested
problem, and it is to be hoped that the Report of Prof.
Sadler’s Moral Inquiry League, with full tabulated informa-
tion of the kind, will be avaiable, before the Congress meets.

158

THE EDUCATIONAL TIMES.

[April 1, 1908.

Ignorance, insular ignorance, no less than conservative pre-
judice, is at the root of our present educational impasse,
and an International Congress—rubbing shoulders with the
highest authorities and the most active workers of foreign
nations—will do more to remove it than a multitude of
reports and Blue books and special inquiries. A late
Minister of Education, on the eve of a Parliamentary debate,
despatched a special messenger to Cannon Row to ascertain
whether there were any denominational schools in Germany,
and learnt, to his surprise, that in Germany there were none
but denominational schools. No one would suspect our
present Minister of Education of such gross ignorance; but
even Mr. MeKenna, if he survives the storm and stress of
the present session, the apostolic knocks of the episcopal
bench, and the shrewder thrusts from his friends in Russell
Square, might learn something by attending the Inter-
national Moral Congress.

Tue new Education Bill has taken the form that was
naturally anticipated. The exhaustion consequent on ex-
cited debate appears to have reconciled most combatants to
the main features of a national system involving public
‘control and the absence of religious tests for teachers. The
main struggle promises to rage about the ‘‘contracting-out”’
‘Clause, on which the opinions of various important bodies
are set forth in their own terms in our columns of Summary.
However keen one may be for a purely national system, one
must in reason acknowledge that such a settlement at the
present moment could be accomplished only by foree—the
argument of big battalions—if accomplished at all; and
here force is no permanent remedy. On the other hand,
the exception meets the wishes of honest believers in de-
nominational atmospheres, and the objection to forcible
measures may be used to raise somewhat the proposed
Government contribution to the finances of the “contracting-
out” schools—the point of real pressure. It may be that
most of these exceptions to a completely national system
will by and by fall under the general rule, once the un-
natural excitement leaves the situation in a calmer light.
Extravagant utterances can only serve to play the game of
the advocates of the secular solution, which the country
-certainly does not wish. |

WHILE representatives of the Churches use drastic lan-
guage in the supposed interests of religion and of religious
equality, the National Union of Teachers is unusually
vehément in the interests of education, and notably in
opposition to ‘‘contracting-out.”’ The N.U.T. resolution on
this point goes so far as to say that the concession “ would
cause all prospect of the ultimate establishment of a national
and homogeneous system of public elementary schools in
England and Wales to vanish.” This, we take it, is much
too strong; and the absolute “ nationality ” of a system may
be too dearly purchased. The weight of the N.U.T. criti-
cism, however, is not to be denied: the insufficiency of income
even to maintain the current standard, to say nothing of
keeping pace with ever growing requirements, in point of

quality and number of teachers, and adequacy of buildings
and other material equipment; the exclusion of teachers
from the benefits of various funds on retirement; the exclu-
sion of the children from the benefits of public centres of
practical training, and public scholarships to higher schools.
The price of denominationalism is a very heavy one; and
the “intolerable strain” must soon make itself felt again,
unless the denominational laity rise to the material support
of their principles. The position is hard, but in the present
temper of parties inevitable. “The Church,” said Herbart,
“may maintain relations with the school, but must not

dominate it.” The N.U.T. is emphatic against domination.

We cannot think that the attitude of many Churchmen
is truly represented by the Bishop of Manchester when he
declares that “as a specimen of class legislation, of un-
scrupulous rapacity, and of religions intolerance in the
twentieth century, the Bill will no doubt deserve a place in
historical archives by the side of racks, thumbscrews, boots,
and other engines of torture.” The criticism, if just, need
not be objected to on the score of violent expression; but it
does not seem to be based on a calm historical retrospect. `
The Archbishop of Canterbury is more measured and
businesslike. The Free Churches, while warmly supporting
the Government policy in the main and accepting “ con-
tracting-out ” with frank reluctance, show a hard front.
They deprecate the least concession of larger financial aid,
and insist on stringent requirement of the same standard of
efficiency as in Council schools. The first point comes with
bad grace in view of a conciliatory settlement. The second,
however, is difficult to resist on the merits, however dis-
astrous to the denominational schools in the absence of
adequate maintenance. Meantime, the Secular Education
League warns the wrangling churches by the issue of a
manifesto in favour of the “secular solution,” “ signed by
957 clergy and ministers of all denominations.” It is time
to agree with the adversary quickly.

THe Morning Post, once more laying down the law on
classical teaching, says “what we want is a classical
revival ”’—presumably in the schools. This implies some
change in the distribution of teaching force and teaching
material. “The plain fact is that classical teachers have
lost faith in the classics: they believe in scholarship suc-
cesses, and in the means which are necessary for securing
such successes, but the motive for their work lies outside
the work itself, not in it.” However this may be, the critic
is right enough in demanding that they “ make it their first
duty to bring a boy into touch with the classical authors
themselves,” with a trenchant diminution of “ grammatical
elaborations, commentators’ embroiderings, and parallel
passages which, being produced ever so far in both directions,
never meet.” ‘ There is no work in Latin literature suitable
for normal boys of eight.” Not even the Latin “ Robinson
Crusoe”? ‘Greek should have no place at all in the pre-
paratory school.” “Free composition in Latin and Greek must
largely take the place of the stereotyped exercises.” Hence
will come a saving of time, a saving of crror, a sense of
freedom giving power and encouragements a (Great itterease

April 1, 1908.]

THE EDUCATIONAL TIMES.

in the amount of reading, more attention to context and less
to matters of form; and so, even if a boy never goes to the
University, he will get some knowledge of classical litera-
ture. The substantial contentions of our contemporary are
very well worth sober consideration.

GLascow seems to be at fever heat over the amazing
question whether there should or should not be established
in the University a Chair of Scottish History. The patriotic
sentiment appears to have died away in some local minds,
and the unabashed exhibition of the fact has stirred the
blood of the faithful. Mr. Medley, the Professor of History
in the University, finds that Scottish history (if any) extends
but from about 1400 to the Union—say three centuries. Mr.
Medley is, we believe, an Englishman, and such an expression
of opinion is enough to recall tosome of the more vivid spirits
the ancient Act (of 1455) providing “that na Scottisman
bring in the realme ony Englisman,” but fortunately (for the
Professor) the statute is repealed. Apart from national
rivalries, however, Prof. Medley’s view is not easily intel-
ligible. Principal MacAlister understands the position
better. “ A whole province of historical study,” he recently
said to the Franco-Scottish Society, “lies there [that is, in
the Register House of Edinburgh], and lies altogether out-
side the border of English history in its narrower and more
parochial sense. To explore that province, to show its
bearing on the evolution of the Scottish nation and people,
to explain what they were and had become, and were to be.
by what they were and why, would be one function—and a
most valuable function—of the Professor of Scottish His-
tory.” Even that is far from being the whole of the argu-
ment; but it amply suffices to cover with shame the
opponents of the proposal for the new Chair.

In this age of new Universities, why should there not be
a great Jewish University? And what more appropriate
place for it—if the students could be attracted—than the
Holy City of Jerusalem? Mr. Jsrael Abrahams makes a
“strong, cogent, and exhaustive plea ° for such a University,
and the Jewish Chronicle says “it is a proposal which
should not fail to thrill the fibre of every Jew—every Jew,
that is, who cares anything for Jewish scholarship and
Jewish learning.” Indeed, adds our contemporary,

It touches a chord in every heart that is Jewish which must responi to
an idea which has in it the germ of illimitable possibilities for our people.
If—nay, because—lIsxrael is still destined to be the tribe of wandering
foot, let us at least have a home for Jewish learning which, after all, is
our sheet anchor in the turbulent waters that beat around us and has
never failed us, however tempest-driven and storm-tossed we may have
been. In a great Jewish University at the very centre of our people’s
aspirations and hopes, it is quite possible there may be found the solvent
of many problems, religious, social, political, and economic, which to-day
confront us. A new era may begin for Jewry—a new era ushered in by
the best tradition which Jewry ever has cherished.

There can be no question that there is plenty of Jewish
intellect to make a Jewish University one of the very fore-
most seats of learning in the world. The first question, as
usual, is the question of funds. But, though Jewry is not
without its poor, it does not lack rich, enlightened, or gene-
rous sons and daughters; and there is the Jewish Colonial
Trust, the Hirsch Trustees, and, no doubt, other wealthy
bodies of similar character. The most serious difficulty,

109

probably, would be to get the students—at all events, in the
first instance. Anyhow, the Jewish Chronicle regards the
idea as “excellent, feasible, and fraught with potentiality of
boundless good.” In which case, we wish it Ciod-speed.

\

Messrs. GINN announce the publication of a new volume
of curious interest under the title of “ Rara Arithmetica "—
the most elaborate bibliography of arithmetic hitherto
attempted. Prof. De Morgan was able to examine less than
a hundred arithmetics written before 1601, including all
editions. But Prof. David Eugene Smith, of Teachers’
College, Columbia University, who has edited the work, has
had access to the library of the well known bibliophile, Mr.
George A. Plimpton, of New York City, which contains
early text-books and other works bearing upon aritlimetic to
the number of 374, besides some 68 manuscripts. He can
thus furnish a description of most of the important arith-
metics of the formative period in the modern history of the
subject. More than 250 facsimile pages will not only
reproduce title pages of rare first editions, but also illus-
trate the development of arithmetical processes and topics.
We cannot all afford 20 dollars for the édition de lure, even
if there were copies cnough to go round; but a student’s
edition (without the two colour plates and seven heliotype
plates of the special edition) will render the singular work
accessible to mathematicians mas

— ne

SUMMARY OF THE MONTH.

In a circular letter issued to the clergy and managers of Church
schools in his diocese, the Bishop of Manchester states, regarding
the Elementary Education Bill:

As a specimen of cass legislation, of unscrupulous rapacity, and of
religious intolerance in the twentieth century, the Bill will, no doubt,
deserve a place in historical archives by the side of racks, thumbscrews,
boots, and other engines of torture. But that it can ever, in its present
form, find a place in the Statute Book of England, I refuse to believe.
Nevertheless, neither time nor trouble must be spared if it is to be
defeated and relegated to its proper place in the limbo of legislative
abortions. I ask you, gentlemen, to stand together as you did in 1906,
and to let the whole country be aware of the indignation with which you
regard this Bill of confiscation and of religious pains and penalties.

At the annual Congress of the National Union of Free
Churches held at Southport (March 3), the fol loning resolution
was unanimously adopted :—

The Council, recalling the resolutions on national education passed at
Newcastle, Manchester, Birmingham, and Leeds, approves the recent
action of the Government in regard to denominational training colleges,
and welcomes their new Iĉducation Bill introduced by Mr. McKenna.

I. The Council warmly supports the policy of the Government (1) in
opening denominational training colleges to qualified applicants without
regard to social status or religious belief; (2) in arranging that all
future training collezes for teachers supported by public money shall be
on a national and not on a denominational basis ; (3) in proposing that
in all public elementary schools ‘‘no teacher is required as a condition of
his employment to subscribe to any religious creed or to belong to any
specified religious denomination, or to attend or to abstain from attend-
ing any Sunday school or place of worship ” ; (4) in securing full and
real public control of all ‘ public elementary schools ’’ ; (5) in defining
Cowper-Teimple teaching by reference to the London County Council
Syllabus ; (6) in removing the cost of all denominational teaching from
the rates; (7) in abolishing the sectarian monopoly in single-school
areas and placing a public clementary school within reach of every child
whose parents demand it.

II. The Council regrets to see the ‘‘contracting-out ° clause of the
new Education Bill, since it falls short of the idea! of a complete national
system of education, inasmuch as it perpetuates ecclesiastical testa and
fails to secure effective popular control over all the clementary schools.
The Council recognizes, however, that the Bill properly limits “ con-
tracting-out’’ by excluding the single school areas from its operation
and by. requiring the same standare coDwetticieney in *“contracted-out `

160

THE EDUCATIONAL TIMES.

[April 1, 1908.

as in Council schools; and, therefore, while thanking the Government | (qg) In contracted-out schools the ‘intolerable strain ”

in the way of

7 7 : ; ‘ : ‘ š la 5 : ` S é :
tor the new Edueation Bill, and calling on the Local Councils to support: inferior stafting, insutticient equipment, and less than reasonably suitable

it, the National Council urges on the Government: (a) that the conditions
imposed by the Bill be most rigidly enforced: (4) that steadfast resistaner
be made to every appeal for further financial aid: and (e) that adequate
safeguards be taken against lowering the standard of eftitiengy in
schools, and also against the inadequate payment of teachers employed :
and (d) its strong hope that the existing permission to charge fees may
be withdrawn.

TIL. Further, the Council regards it as absolutely essential (1) that in
order to avoid the subtle introduction of denominational tests in the
appointment of teachers, it is of vital importance that the State teacher
shall not be permitted to give denominational teaching in a public
elementary school; (2) the denominational training colleges, being based
on an entirely false principle, should be speedily replaced by training
colleges of a thoroughly national type, free to all citizens of capacity
and character, and worked without the need for any conscience clause,

Tie Secular Education League has issued the following
manifesto, signed by 557 clergy and ministers of all denomina-
tions. While not necessarily committed to every point of view
expressed therein, the Secular Education League issues it as a
contribution to the discussion now proceeding, and believes that
at is likely to have an important bearing on the discussion of the
religious problem in national education :—

We, the undersigned Christian clergy and ministers, desire to make
clear the grounds upon which we support what is commonly known as
the ‘‘secular solution’? of the education question. By the ** secular
solution’? we mean that religion should not be taught in the publie ele-
mentary schools in school hours nor at the public expense. We have not
arrived at this conclusion through under-rating the importance of religion
in the education of our children. On the contrary, we consider it to be
of paramount and vital importance, and we hold that education, in the
truest sense, is impossible without it. But we hold equally strongly that
it is not the function of the State to impart such teaching We hold
that it is contrary to the principles of justice and righteousness,
either that Catholics should be forced to pay rates in support of
Protestant teaching or that Protestants should be foreed to pay rates
in support of Catholic teaching; while it is equally unjust to force
Freethinkers and Rationalists to pay rates in support of any religious
teaching whatever. The only solution of this diffeulty is that no
religion at all should be taught at the public expense. But further, even
were it possible, without injustice, for the State to teach religion. we
believe that the attempt would be fatal to the best interests of religion
itself. Religion can only be effectively tauzht by religious people, and
the only bodies qualitied to give such teaching are the various Christian
denominations which exist for that very purpose. So far fram the
secular solution endangering or enfecbling religion, we believe wat its
direct effect would be to awaken the Churches to a sense of the cu + and
responsibility which are theirs and theirs alone. We are too ply
convinced of the vitality of the Churches of this country to deem i for
one moment probable that they would not rise to what would in rewity
be their great opportunity.

Tue following resolutions have been adopted by the Executive
o:i the National Union of Teachers :—

I. Before expressing a favourable opinion on other features of the
Education Bill, this Executive offers uncompromising opposition to the
contracting-out clauses, condemns them as vitiating fatally those prin-
ciples of local public control and religious freedom for teachers which
other clauses in the Bill are intended to secure, and emphatically affirms
that the existence of contracted-out schools would cause immense and
irreparable damage to education, in the following ways, among others :—
(a) Contracted-out schools would be removed from all local publie control
and supervision, and even from the present one-third proportion of local
public management. (b) The transformation of existing schools into
contracted-out schools, and especially the power to set up new schools
of this type, would cause all prospect of the ultimate establishment of
a national and homogeneous system of public elementary schools in
England and Wales to van'sh. (e) The income of the contracted-out
schools would be wholly insutticient to maintain the present educational
standard, and the children attending them would sutter deprivation of
even the present degr: c of education; and, the income still less suttcing
to enable contracted-out schools to keep pace with growing educational
requirements, that dispssition to keep Council echools marking time with
the others which used to exist before 1902 would be revived. (dj) Children
in contracted-out schools would lose the benefit of the collective in-
struetion at centres for mammal training, cookery, laundry work, &e.,
provided by the Local Education Authority; and aiso of systems of
scholarships confined to children from public clementary schools tenable
at higher schools. (e) Because of the loss of rate-aid, the buildings of
the contracted-out schools, the other material equipment, and the
efficiency and sutticiency of the teaching staff, and therefore the care
and education of the children, must necessarily deteriorate. (7) The
management of contracted-out schools would become wholly private,

|

t

m a aaa aaa aa a o M

pay, whieh was mainly borne by the teachers prior to 1902, would be
reimposed on them unjustly, and for no fault of their own. (A) Creed
tests and the performange of services extraneous to day-school duty,
such as training the choir, playing the organ. teaching in Sunday-school,
and general parochial work, would be imposed on teachers in contracted-
out schools as a condition of employment. (i) The terms of the Bill
wonld forbid teachers in eontracted-out schools to continue their con-
tributions to the Teachers’ Annuity Fund, or to make further recorded
service for the purpose of the ‘Teachers’ Superannuation Act, and such
teachers would thus be robbed, at the age of sixty-five, of the full effects of
their thrift and past services to the State, while teachers newly eutering
such schools would not be permitted to make any such statutery pro-
vision for the future at all.

II. This Executive warmly welcomes the Bill so far as it affirms the
principles of (1) full local publie control aud management of public ele-
mentary schools ; (2) the abolition of powers to impose creed tests on
teachers in such schools: and (3) the obligation on a Local Authority to
provide a free place in a public elementary school for each child when
the parents demand it.

ILL. This Executive also welcomes warmly the proposed consolidation
and increase of Government grants, the proportioning of central aid to
local expenditure on education, and the transference of special charges
from particular parishes to the county as a whole.

IV. This Executive further approves the Bill in its application to
single-school areas, and recommends the same application to all school
districts, with the proviso that, instead of contracting out, the denomiun-
tional difficulty may be relieved by permitting teachers now employed in
denominational schools in other than single-school areas, so lung as they
hold their present posts and are therefore not subject to further creed
tests, to volunteer to give special religions teaching out of school hours
in schools which are at present denominational,

V. This Executive deplores the proposed repeal of the free Education
Act, and protests against the permission to charge fees for entrance tu
Couneil and contracted-out schools, and the creation of invidious social
distinctions between those elementary-school children who bring fees and
those who do not.

VI. This Executive claims, as a matter of mere justice, that the com-
pensation clauses for teachers, which were added by the Government to
the Bill of 1906, and unanimously approved by both Houses of Pania-
ment, shall be inserted in the present Bill, so that teachers thrown out of
employ by the operation of the Bill, if enacted, shall not be left without
some solatium and provision for the immediate future.

Tut Moral Instruction League proposes the following amend-
ments to the Education Bill :—

(1) In every publie elementary school systematic moral instruction
shall be given on at least one day a week. (2) Instruction given under
this section shall be given during the time ordinarily set apart for
religious instruction (if any) given in the school subject to the provisions
of Section 14 of the Elementary Act, 1870. (3) One of the conditions
required to be fultilled by every public elementary school in order to
obtain a parliamentary grant shall be that efficient instruction of the
kind prescribed by this section is given in the school. (4) Instruction
given under this section shall be subject to inspection by the Local
Fducation Authority and the Board of Education, and shall not be
deemed to be instruction in religious subjects or in religious knowledge
within the meaning of Section 7 of the Elementary Education Act, 1870.

Tie Education Bill (says the British Friend) appears to us an
honest attempt to tind a settlement of this long-vexed question ;
and, whatever our Church and Catholic friends may say, it is
a compromiseand no mere * Nonconformist” measure. It comes
as near as any measure could to achieving what is now declared
to be the Churchman’s policy—respect for the rights of parents.
For, in the country districts, where, speaking broadly, for
generations the rights of Nonconformist parents have not been
recognized at all, and where the multiplication of little denomi-
national schools is unthinkable, the only method is to exclude
from Ntate-supported schools denominational teaching in school
hours. We believe the measure will succeed, in the country dis-
tricts at least, in establishing a truly national system of public
education; and though we do not like the “ contracting out”
provisions, there seems to be no other way to do justice to the
claims of the Roman Catholics, Jews, and others in the towns.

In the House of Commons (February 21) on the supplementary
vote of £6,000 for the Board of Education, including the lm-
perial College of Science and Technology,

Sir Philip Magnus said th’s sum of £6,000 was only part of a sum of
£20,000 a vear which was to be ullo ated towards the maintenance of
the Imperial Coll ge of Science and Technology. slleywishedsto know

lucatly irresponsible, largely clerieal, and, as a rule, incfiisient and loose. how the sum of £6,000 as an inst@liment Was rived at, and how much

me ae e

April 1, 1908. ]

THE EDUCATIONAL TIMES.

161

of the total grant of £20,000 was in excess of the cost of maintenance! should not attempt to impose uniformity of courses of study in any one

of the Royal College of Science and the Royal School of Mines, which
had been incorporated into the Imoerial College.
was adequately endowed, it would fail to afford that aid to British
industry that was expected of it. He wished to know whether the
frovernment intended to appoint a Royal Commission in reference to the
relation of the Imperial College to the London University.

Mr. Lough said that when the charter was granted to the College
it was arranged that £20,000 a year was to be given to it practically
out of the funds of the Board of Education. The bargain was made
by the late Government, of which the hon. member was a supporter.
‘There were other advantages which the Imperial College would obtain
besides the grant of £20,000. It wonld receive the fees which were
paid by students, which came to a considerable amount every year, and
which had appeared in their estimates as an aprropriation in aid. This
would be a considerable advantage to the College. Then the Govern-
ment had certain schemes of their own, which, according to the
arrangement, would now become of advautage to the Imperial College,
as the Board would have to pay the fees of those students. This
would make a considerable difference in favour of the College. The
Government were very glad to carry out the arrangement, al! the more
because it was the policy of their predecessors. He had every reason
to believe that the main part of the funds would be fortheoming, but
he conld not say exactly. The governing body was going on steadily
with its work, and there was not the slightest apprehension that it
would be unable to fulfil its important duties.

Ix the House of Commons (February 28) Sir Philip Magnus
asked the President of the Board of Education whether, having
regard to Article 15, chap. 2, of the Regulations for Secondary
Schools, 1907, he proposed, after July 31, 1908, to make evidence
of training a condition for the appointment of any proportion
of the teachers in secondary schools receiving Government
grants; and whether the Board were prepared to make grants to
private institutions for the training a «clic teachers,
provided that the training is recognized by the Board as eflicient.
Mr. McKenna replied: “The Article referred to will stand in
the next issue of the Regulations; and the Board hope to issue
at an early date Regulations prescribing the conditions upon
which grants may be made in aid of the training of teachers for
secondary schools, but my right honourable friend is not ina
position at present to indicate their scope.”

Mr. McKenna, replying to a deputation from the Association
of Municipal Corporations, said that, when his Education Bill
passed, the Local Authorities would be far more than indemnitied
from the increased Hxchequer grant forany extra burden thrown
upon them by the new duty of the medical inspection of school
children. Means would be devised to protect them from the loss
of the attendance grant owing to necessary absence of inspected
school children.

Tur Committee of the Council on Education in Scotland has
passed a minute to amend the minute of April 27, 1899, whereby
the limit of the grant for secondary and technical education
shall be advanced from £2,000 to £10,000. This amendment is
proposed with the object of making more money available for
the promotion of agricultural education in rural districts, accord-
ing to schemes framed in consultation with the several agri-
cultural colleges in Scotland. It is proposed to add to the staff
of the agricultural colleges under these schemes additional
officers to give continuous instruction in various branches of
agriculture at selected centres in each county, to provide addi-
tional instructors for dairying, poultry, and bee-keeping, and
to facilitate the creation and suitable use of gardens and in-
struction plots in connexion with schools in rural districts.

Tue Board of Education has notified to the authorities of the
University of Oxford that the Board will be prepared to recognize
as qualified for admission to training colleges candidates that
pass the senior examination of 1903 in certain specified subjects,
with the further concession that they may be prepared for ex-
aminations forming recognized stages in the courses for Uni-
versity degrees. The Board should try to make it easy for the
students in training to follow such courses as lead to a degree.

Tur main conclusions which were reached by the educational
conferences during the Christmas holidays are brietly stated by
Prof. Sadler in dadian Education, thus:

(1; In school curricula we need great varieties of type.

Unless this College |

The State i institutions for the year was £3,950,709.

grade of sehool. The teacher is the soul of the rchool. The good
teacher must be free in choice of methods and (not less important) in
the amount of time which he may think well to give to each part or
aspect of the subject in order to develop the intellectual powers of the
pupils. Supervision and inspection are good and helpful, but their
benefit lies in making the teacher feel that he is working in the public
interest and in acquainting him with the experience and new ideas of
other teachers. ‘The wise inspector fertilizes the work in one school by
bringing to it ideas from another.

(2) All education must begin with a careful and liberal training in the
mother tongue. Premature Latin and Greek are the relics of a departed
past. What we need in eduention is humanity. For that reason the
classical languages and literature will always have an honoured place.
But the classical studies of English boys must be preceded by a careful
training in English.

(3) More should be done in the education of girls to give a scientific
and practical training in housecraft. But the teaching of domestic
subjects must not be allowed to injure the claims of a liberal education.

(4) One great danger of modern education is the overcrowding of
curricula. Too many separate subjects are pressed at one and the same
time upon the attention of the pupils. We have to move in the direc-
tion of simplicity. This means a reform in our methods of teaching
English, and the quickening of a strong intellectual purpose in the
school studies.

(5) The tenure and prospects of assistant teachers, in the great
majority of English secondary schools, are deplorable. Reform in these
matters is essential if the secondary schools are to accomplish their
necessary work for English national life.

A comission authorized for the purpose in the College de
France at Paris (says the International) has lately adopted
Esperanto as an international language. The commission recog-
nized that the artificial language devised some twenty years
since by the Warsaw physician, Dr. Zamenhof, best fulfilled the
aims of an auxiliary speech for the whole world. ‘lhe members of
the commission were distinguished scholars belonging to various
countries, among them being Privy Councillor Prof. Ostwald,
of Leipzig: M. Le Paige, Director of the Royal Academy at
Brussels; Prof. Dr. Jespersen, of Copenhagen; and W.T. Stead,
Editor of the Reriew of keriews. They had received their mandates
from the Delegation for the adoption of a universal auxiliary lan-
guage, which has met at Paris since 1900, and is composed of
357 learned and other societies, and 1,011 men of science of all
nations. This Delegation had approached the Assoctation of
Scientific Academies sitting in Vienna in May last, with the re-
quest that they would place a resolution re deciding upon an
international auxiliary language on their agenda paper. ‘The
Academies, however, declared themselves incompetent to deal
with the question, whereupon the Delegation took the settlement
of the matter into its own hands.

AT a recent meeting of the North Wales branch of the Mathe-
matical Association, held at the Friars’ School, Bangor, it was
urged that children of seven or eight shouid begin experimental
work in measuring and the practical use of weights and measures
instead of the usual abstract rules and methods.’ ‘The use of
slide rules at an early stage was also advocated, and the working
of decimals beyond one or two places deprecated. Prof. Brvau
spoke strongly in favour of the disappearance of algebra as a
separate examination subject in all schools. Just as Euclid had
been largely replaced by examples to be worked by ruler and
compasses, so practical work and graphical methods were wanted
in algebra, joined with arithmetic; and the solution of equations
ought to be reached much earlier by omitting long division,
complex tractions, &c.

Tue first volzme of the Report of the U.S. Commissioner of
Education for the year ending June 50, 1906, in addition to
chapters summarizing the progress made in the various depart-
ments, contains a series of excellent articles on educational ad-
ministration in various European and other countries. From
the summary provided in the Commissioner's introduction it
appears that there were, during 1905-6, 622 institutions of higher
education reporting to the Washington Bureau of Education.
The total number of professors and instructors reached 23,920,
and the number of students 258.603—an increase of 9,430 on the
preceding year. ‘The value of the property possessed by the 622
institutions amounted to LL10,.815,400, of which £49,586,100 was
the amount of productive funds. The aggregate income of these
They totalbyvalue of all

162 THE EDUCATIONAL TIMES. [April 1, 1908.

gifts reported amounted to £3,543,300: Harvard University | Cambridge, is (says Free Lance) the son of the Master of Trinity,
received £443,600; Yale University, £229,100; Columbia Uni- {and both his parents were Senior Classics. Dr. and Mrs. Butler
versity, New York, £210,009; the University of Pennsylvania. | were married by a Senior Classic, Dr. Vaughan; the best man at
£109,000; and the North-Western University, Illinois, and) the wedding was a Senior Classic; Dr. ‘Butler's father was a
Princetown University, New Jersey, each received about £105,090. | Senior Wrangler; and Sir James Ramsay, Mrs. Butler’s father,
In this report, for the first time, the number of students in| gota first in Greats. ‘le complete the tale of scholarship, young
schools of technology is not given separately, because, as the| Mr. Butler's brother is at present the best scholar at Harrow.
commissioner points out, there has been an erroneous opinion in
Europe and elsewhere that there is no higher technical training
pire ee the oe a technology, ee thej CANON CROMWELL, formerly Vice-President of Durham Diocesar
ordinary Universities graut nearly twice as many degrees in| Teajn; “olle w otrerntutro tront ;
science a the been olere, and are doing E tert in os see ae oo ee a ae a Ne noe
eg 8 Principal of St. Mark’s College, Chelsea, died at Slough, in his
pure and applied science generally. cighty-eighth year.

duced into the State primary schools of Queensland. The new syl-
labus was designed to make the self-activity of the pupils the basis
of school instruction, to bring the work of the pupil into closer
touch with his home and social surroundings, and to increase
the influence of the school as an agent in the intellectual, moral,
and social development of the child. A three years’ experience
of the new syllabus has proved that it has fully realized ex-
pectations, and that the primary system of education has now a
more practical bearing upon the requirements of the State and
the future vocations of the children. ‘The pupils are made to
do things for themselves, instead of merely seeing them done by
the teachers. In keeping with the spirit of the new schedule,
the Department has encouraged the teaching of elementary
agriculture in schools in farming localities and of elementary
mineralogy in mining communities. Regular courses of in-
struction for teachers are held at the Gatton College; prizes
are awarded for the best school gardens or elementary agri-
cultural work; simple tools and garden implements and seeds |
and plants are supplied free to the schools: cabinets for mineral
collections and bookcases for school libraries are also provided
free; and, as many teachers have now qualified as milk and
cream testers, the Department pays half the cost of simple test-
ing apparatus for use in schools if the parents will find the
other half. This offer has already been accepted by several
schools in dairying centres.

UNIVERSITIES AND COLLEGES.

(From our own Correspondent.)

Tity are talking of establishing a professor-

Cambridge. ship to deal with the theory of heredity and

racial development. If the work of the professor

is to be on modern and practical lines, he can provide himself

with two very “shocking examples” in the persons of Mr.

Andrew S. F. Gow and Mr. James R. M. Butler. The former

has won the Browne Medals for Greek Ode and Greek Epigram,

while Mr. Butler takes his accustomed monthly distinction in the
form of the Latin Ode.

The Goldsmiths’ Company have shown their generosity in a
practical and workmanlike way by endowing a Readership in
Metallurgy and Assaying. It cannot be too often pressed upon
the generous benefactor that the University has the best material
for developing the scientific knowledge on which the arts and '
crafts are founded: the Germans have taught us a lesson, and
now ordinary manufacturing firms find it to their advantage to
retain the services of really well trained scientific men. In
Pathology, Bacteriology, and kindred topics, the patient work of
the research enthusiast leads to more valuable results when
carried on away from the hurry and bustle of actual practice.
sven our Law School might lay the basis of a scientific study of
the subject if only it was not so deplorably weak and so hampered
by the ridiculous and vicious regulations which control the work

—

WE piece together the following items from a recent number

ABOUT three years ago a new syllabus of instruction was intro- 7s a ?
of the School Juurnal :—

Some of Philadelpliia’s people are much wrought up over (Hel of students forthe Darin Londen.
wretched state of affairs in the schools of their city, and drastic
measures are suggested as a remedy. Overcrowding, poor venti- The chair of Agricultural Botany has been filled by the

lation, antiquated and unsafe buildings are some of the things appointment of Mr. Rowland Biffen. The department 1s now
charged.... At the recent St. Joseph County (Indiana) Teachers’ well staffed, and is doing really good work. The Agricultural
Institute, Dr. George W. Neeb declared that teachers everywhere | Special is to undergo reconstruction. Agriculture is to be in-
are notorious!y neglectful of their own health and the health of the | troduced as a subject in the examination.
children they teach. ... Recent investigations by a_ Special Com- Some little discussion has taken place lately on the subject of
mittee show that, out of 600,00) school children in New York City, | the Whewell Professorship now held by that eminent inter-
465,800 are physically defective. When these statistics, which in-| national lawyer Dr. Westlake. It is doubtful whether the
creat tae m a a ue professor can be legall y compelled to reside, and there is a some-
of four physicians, two men and two women, who were instructed what strong feeling that non-resident professors are out of date.
to visit the children at their homes and make personal inspection. OF course there are exceptional cases, and these must be dealt
Hundreds of homes were visited and some alarming facts discovered with specially. One thing is perfectly certain—the statutory re-
concerning the physical and social condition of those homes, the | quirements of delivering twelve or possibly twenty-four lectures
quantity and quality of the food the children had, their sleeping |a year do not entail a very onerous burden on any professor who
accommodation, the income of the wage-earners, the amount paid | enjoys a stipend of anything from £500 to £300 a year. The
for rent, and the practices of hygiene indulged in by the housewife. | writer of these notes is in favour of annual or biennial appoint-
ments, an opinion which is based upon a conviction that many

Out of 168 cases of malnutrition in a given district, 5t cases were in

families having an income of more than 20 dollars per week, and | professors could exhaust all the results of their special research

but 20 cases were in families having less than 10 dollars per week. | if they were to lecture three times a week for three or six terms.
We are making a move in the right direction by taking steps

A total of 1444 families paid 70°3 per cent. of their income for rent,
and yet from these families fewer children came to school suffering | to confer the title of Emeritus Professor on those who have done
good work and have retired to make room for younger men.

from malnutrition than from the same number of families of com-
The report of the Botanic Garden Syndicate shows that, in

parative wealth. Of public-school children 72°4 per cent. have
defective teeth; and further digging into the causes for this con- mae ; :
gree spite of the rise in prices of coal and labour, the Gardens are
ing remarkably well. It is not, perhaps, generally known that

dition of affairs resulted in the information that the dentist is
large number of the children investigated do not know the mysteries | quite half the ground held by the University is let out bọ private

a Se ae

seldom consulted in the cases of children of school age, and that a do

of the tocth brush. It was also found that in a very large number i tenants in small allotments, and the rent received (£304) might
of instances soap was an absolute stranger to the children! The | be quadrupled at any time by substituting building for agri-
National Association for the Improvement of the Condition of the cultural tenancies. It is satisfactory, however, to note that Mr.
Poor, which conducted this investigation, has appealed to President | Lynch's services as Curator are at length recognized by the
Roosevelt for aid, for it believes that similar conditions exist among | addition of £50 to his present inadequate stipend. Mr. Blackman,
school children in other parts of the ecuntry. of St. John’s, is still carrving on his researches into the breathing
of plants, and perhaps some day the result of his labours may

Mr. J. R. M. Butter, who has won the Porson Scholarship at rejoice the heart of the practical flower-grower.

April 1, 1908. ]

THE EDUCATIONAL TIMES.

1163

Canon Parry is resigning his ‘Tutorship at Trinity, after
serving an extra term at the special request of the Council. He
will, however, not give up college work, but will take over the
office of Dean, for which he possesses the most obvious qualifica-
tions—absolute sincerity and complete devotion to the interests
of his college. As tutor Mr. Parry is succeeded by Mr. Barnes,
of whom the voice of good report is heard in the land.

To concinde with prophecy. The Professorship in Biology, to
which allusion was made above, will probably fall to Mr. Bateson ;
and, if the Whewell Protessorship should fall vacant. Dr.
Laurence, of Downing, would fill the chair with dignity and
distinction.

In matters of sport our prospects look fairly rosy. The sports
should be a very open affair, but the Boat Race should be a
certainty if Stuart can only keep fit and well. In golf we do not
appear to have the strongest of chances, but before these notes
see the light the results will be public property.

The Lent term has been the longest on record (by one day) and
the dreariest by many lengths. ‘The May term promises to be
specially short, bright, and eventful. A week in April and a
week in June, on either side of the merry month, is all that we
have for academic labours; a fortnight in June devoted to irre-
sponsible frivolity, and then another year is over.

Tur Earl of Rosebery, as Chancellor of the Uni-
versity of London, visited University College (March
26) and formally opened the new libraries and the
new south wing, which includes lecture-rooms for the faculty of
arts, the departments of geology, hygiene, and experimental
psychology, also large extensions of the departments of applied
mathematics, of mechanical, electrical, and municipal engineer-
ing, and accommodation for the new hydraulic laboratory.

At the meeting of the Council of the University of Paris
(February 24) the Vice-Rector presented to that body a loving
cup, a gitt made by the University of London to the University
of Paris, as a souvenir of the hospitality it received last summer.
The cup is silver-gilt, repoussé and chiselled, and is nearly 3ft.
high. The lid is surmounted by an allegorical figure, while the
body of the cup bears on its outside the arms of the Universities
of Paris and London, two escutcheons emblematic of the French
Republic and Great Britain, and three figures symbolic of Science,
Letters, and Art. Thecup was designed and executed by Messrs.
Ramsden & Carr.

London.

Tut annual report of McGill University, Montreal,
for 1906-7, which has just been issued, is of interest
as showing not only the generosity of its benefactors,
but the scale on which it is inviting fresh benefactions. ‘I'he
principal gift received during the year was 2,002,3:33.33 dols.
from Sir William C. Macdonald for the endowment of the agri-
cultural and training college which bears his name, an institution
which, it will be remembered, was itself a gift from him to the
University. The smaller sums include 11,000 dols. from the
same donor for other purposes, 5,200 dols. from Lord Strathcona,
and 14,000 dols. from graduates for the endowment of the McGill
Union. The net result of the year’s operations is that revenue
falls short of expenditure by 33,103 dols.
versity appealed for 1,000,000 dols. to meet its growing needs,
largely to improve internal conditions at the University, to in-
crease professional salaries, and so forth. Soon after that, how-
ever, the double disaster occurred by which both the new
engineering building and the medical building were burnt down,
and the original appeal was almost lost sight of. It is now
pointed out that 1,000,000 dols. would only make good the loss
occasioned by the fires, and that another 1,000,000 dols. is
wanted to provide enough revenue for current needs. The
amount received from insurances on the burned buildings was
636,000 dols.; but the cost of the new engineering building, with
additions toa kindred structure, was 512,000 dols. without equip-
ment, and the expenditure consequent upon the fires, such as
demolition of the ruins, installation of electric wires, and fire

rotection, already amounts to 85,000 dols. The new medical
Pailding is expected to cost from 500,000 dols. to 600,000 dols.,
and it is hoped that the University will be able to begin the work
this spring.

MeGill.

‘in the Midlands or in Wales.

A yeur ago the Uni-| —

Tue Board of Education has published the re-
ports from those Universities and University
Colleges in Great Britain which participated
during the year ended March 31, 1907, in the annual Par-
liamentary grant, now amounting to £100,900. ‘The reports
deal with the work of the colleges during the year 1905-6, and
appear to be reprinted just as they were received by the Board
of Education. The information is arranged, it is true, under
headings prescribed by the Board, such as land and buildings,
staff and educational work, students, fees, finance, and so on, and
it is possible with much labour to institute comparisons between
the various institutions. The usefulness of the Blue-book would
be increased greatly (says Nature, and we entirely agree) if,
following the practice adopted in many other of the Board's
publications and the cnstom which is fairly general in American
volumes of a similar kind, the statistics relating to the various
colleges were summarized andthe totals obtained for the different
institutions classified and compared. It would then be possible
to co-ordinate the facts and to say, for instance, how the interest
|in higher education in the north of England compares with that
If some such plan were adopted
much greater use would be made of what would then be an in-
teresting and serviceable volume.

Parliamentary
Grant.

Tie second annual report (for 1907) of the
Carnegie Foundation for the Advancement of
Teaching is a yery interesting document. Mr.
Carnegie's gift of two million pounds sterling was intended
to serve primarily for the establishing of retiring allowances
for teachers in the institutions of higher learning in the
United States, Canada, and Newfoundland. and was to be ad-
ministered in such manner as the trustees might decide. The
fears expressed in some quarters that such a gift in the hands
of a limited number of men might prove a centralized power
which would hinder rather than aid the progress of education
do not seem to have been well founded. Since the inauguration
of the foundation down to September 30 last, grants have been
made to 166 persons (18 of whom died during the period),
involving an annual budget of £16,932. Of this amount,
£29,230 was devoted to retiring allowances in accepted insti-
tutions and £17,702 to retiring allowances made to individuals.
In the group of retirements on the basis of age an interesting
comparison is made; the number of allowances granted on this
basis to professors not in accepted institutions before October,
1906, was eighteen ; since then only eight similar allowances have
been made. ‘This indicates that the number of aged professors
whom on account of their distinguished merit alone the trustees
would be likely to add to the holders of allowances is rapidly
diminishing. It is also interesting to note that retiring allow-
ances to professors in State Universities are made only when the
services rendered to learning by the applicant have been of great
distinction. As indicative of the number of applications made
to the trustees, it may be stated that the files of the foundation
show that 500 applications have been refused. It is satisfactory
to learn that when once the principles of award have been
decided upon finally, the trustees will see that the retiring
allowance comes to the recipient “as aright, not as a charity ;
as a thing earned in the regular course of service, not a
courtesy.”

Carnegie
Trust.

THE EDUCATIONAL LADDER.

CAMBRIDGE UNIVERSITY. — Chancellor's Medal for English
Verse: George G. G. Butler, Trinity.—Porson Prize (Greek
Iambic Verse): C. A. Storey, Minor Scholar of Trinity ; honour-
able mention, A. S. Farrar Gow, Scholar of Trinity.— Browno
Medals: Greek Ode and Greek Epigram, A. S. Farrar Gow;
Latin Ode, J. R. Montagu Butler, Scholar of Trinity; Latin
Epigram, Geoffrey G. Morris, Scholar of Trimity.—Pecwis Medal
(Latin Verse): W.C. Clearey, Scholar of Trinity.—Allen Scholar.
ship (for Research) : G. R. Mines, B.A. Sidney Sussex.

Christ's. — Junior Fellowship: Mr. C. R. Fay, Scholar of
King’s. l

Downing.—Entrance Scholarships of £40 have been awarded
to H. E. Leader, City of London; A. P. Saint, Mill Hill; C. R.
Thacker, Dulwich, all for Natural Science; J. C. Karn, St.
Edmund's, Canterbury, for Mathematics; and C. Jy Passant,
Hartley Institution, Southampton, for History)

164

THE EDUCATIONAL TIMES.

(April 1, 1908.

Dusuis University.—Tyrrell Memorial Prize (Classics) : M. T.
Smiley.—Wray Prize (Ethics) : divided between W. T. Stace and
A. D. Tuckey.

Loxvon: Giicurist Trust.—Miss Marion Puck, B.Sc., Royal
Holloway College, has been appointed to a Gilchrist Studentship
for Women—£1vU for one year.

Lonpon: RoyaL METEOROLOGICAL SocreTy. — Essays on “ Climate
or Weather” by Teachers: (1) 5. W. C. Upshall. Broughton,
Stockbridge ; (2) €3, Miss A. B. Phillips, 34 Blythe Hill, Catford ;
(3) £2, Albert V. Stevenson, Nt. Pauls School, Sunderland.
Extra Prizes, €l each: John Young, Barrock School, Wick ;
Henry Collar, Lavender Hill School, Clapham Juuction. ad
by Pupil-‘Teachers: (1) €l, Arnold B. Tinn, 28 Macauley Road,
Rirkby, Hudderstield; (2) lUs., Miss Daily E. James, Church
House, Wokingham.

Loxpon University.—D.Se. in Chemistry: R. J. Caldwell,
Central Technical College.—-D.Sc. in Physiology: D. Henriques
de Souza, University College (internal).—D.Se. in Zoology : H. B.
Fantham, University College (internal).

Oxrorp University.—Arnold Essav Prize: divided between
R. B. Mowat. B.A., Fellow of Corpus Christi, and G. A. C. Sande-
man, B.A., Christ Church.—Vinerian Law Scholarship: Wilfrid
A. Greene, B.A. Fellow of All Souls.-— Passmore Edwards
Scholarship: H. J. Ross, B.A. Fellow of Exeter (Rhodes
Scholar).— Denyer and Johnson Scholarships: H. Marriott, B.A.
(Keble), and E. F. Monson, B.A. (Lincoln).—Hall and Hall-
Houghton Syriac Prize: D. Simpson, Wadham.—-Hall- Houghton
Septuagint Prizes: Senior, R. Lightfoot. Worcester; Junior, C.
Saunders, St. John'’s.—Canon Hall Greek Testament Prizes:
Senior, C. Boughton. Wadham, and R. Lightfoot, Worcester ;
Junior, Alfan Gaunt, Trinity.

Certificate in Regional Geography : Eva G. R. Taylor, B.Sc.
Lond. (with distinction); Arthur Addenbrooke, B.A. (Corpus
‘Christi).

Balliol—Jenkyns
F. Clarke.

Brasenose.-—Mathematical Scholarships: Open. G. H. Davis,

"Christ's Hospital; Somerset: Thornhill Scholarship, H. L. Hart,
Manchester Grammar School.

Christ Church.— Open Scholarship in Mathematies: G. W.
Border, Lincoln Grammar School.

Magqdalen.—Mathematical’ Demyship: G. G.
School, Chester.

Merton.— Mr. P. S. Allen, M.A. Corpus, has been elected with-
out examination to a Fellowship, on an undertaking to continue
his edition of the “ Letters of Hrasmus.”

Worcester.—Mathematical Scholarship: J. R. Grisman. Royal
Grammar School, Worcester.— Mathematical Exhibitions: A. H.
M. Salmon, Christs Hosnital; R. P. Wilkinson, St. John’s
School, Leatherhead.

Surewspury Scuoo..—Old Salopian Scholarship of £70 a year:
H. B. Winton (Mr. de Winton's, Gore Court, near Sittingbourne).
House Scholarships of £40 a year: Blackledge (Mr. Dealtry’s,
The Leas, Hoylake); C. C. Banks (Mr. Banks's, Arnold House,
Llandulas) ; and Smith (Mr. Savery’s, Bramcote, Scarborough).
House Scholarships of £30 a yeur: Walker (Mr. Savery’s, Scar-
borough) ; and K. S. Rudd (Mr. Lynam’s, Oxford).

Exhibition: R. Petrie; provime accessit

Miln, King’s

THE SUCCESSFUL TEACHER OF MATHEMATICS.
SOME ESSENTIALS.
By Joux S. FRENCH.

[From Bulletin No. 3 of the Association of Teachers of Mathe-
matics in the Middle States and Maryland. |

MATHEMATICS is at once one of the most important topics in
the curriculum and one of the most disliked. This unenviable
position seems to be brought about by the misappropriation of
its parts, on the one hand, and the failure of its teaching force to
fully grasp the significance of the topics, on the other.

It is proposed in what follows to discuss the second aspect by
noting some of the characteristics which seem essential to the
success of mathematical instruction. One of the greatest dangers
which beset the teaching of mathematical branches which are
par eecellence open to logical development is the introduction of
topics and methods in no way suited to the condition of mind of
the student.

I shall, then, assign first as a foundation on which is to be

E o

built a teaching rationality a system based on genetic psycho-
logy. The study of mental process as function involving the
relation of growth to development is of great import to the
teacher in analyzing the mind of the student in order to adjust
his work to the periods of maximal receptivity.

The second requisite for the successful teacher is a working
knowledge of the history of education. It must not be forgotten
that in fitting our youth to be active agents in the advancement
of national character we are simply tilling in one stage in this
process of “effecting a higher and a more complete maturity.”
A knowledge of what has passed is absolutely indispensable in
following out the rational lines of mental evolution; for the
freedom to accept and reject is the racial inheritance of man,
and upon the wisdom of the choice depends the degree of his
advancement.

Emphasis has been above placed on the psychological and
historical fields because they are regarded as active agents in
advancing and stimulating the true powers for development—
the former in providing a rational basis on which education must
be founded, the latter by making our methods of study compara-
tive. What is fundamentally important to the teacher in addition
to a rational basis and a “selective history” is a proficiency in
the different branches of mathematics. The subject matter is so
peculiar and the methods so unique that he can hardly expect to
reach the desired results for which mathematics is in the curri-
culum without having mastered the fundamental principles upon
which all mathematical development is based. He should know
mathematics as an art and as a science. In the former the
teacher should note at once that proficiency in the technique of
the art conditions proficiency in that art. He should then
become a master of its technique. He should note carefully that
diversity of method, and not variety of application. 1s the secret
of the true division of mathematics into its various branches.
The tendency at the present time is to draw the different branches
closer and closer together, with the end of using that method
most appropriate for the treatment of the problem at band.

The teacher, having mastered his subject and thus able to see
it in its true perspective, should proceed to determine the im-
mediate function of the different branches in the education ot the
pupil and then cultivate individual methods arising through his
own experience and characterized by his own peculiar qualifica-
tions.

One of the greatest drawbacks at the present time to good
teaching is the lack of freedom which the teacher has in the
selection of books and methods. ‘lo my mind, most mathe-
matical subjects are more effectively taught when the teacher,
using the book simply for its exercises and examples, brings in
methods adapted to his own ideas and judgment. In using
these methods, however, he should be careful that they fit into
a universal scheme for presenting the entire topic and conform
to the condition of mind of the student, on the one hand, thereby
causing the least waste of nervous energy on the part of the
student from the introduction of extraneous matter, aud, on the
other, meeting the objective demands inherent in the topic as a
part of the curricului.

If by correlation is meant the bringing into sympathetic
relation of subjects closely allied by virtue of their contents and
modes of development, then the great field for correlation in
mathematics is in bringing its different branches into a more
sympathetic relation with one another.

The unification of mathematics stands solely for one thing
—commonness of subject-matter and methods, the force of which
lies in the interrelation between the branches and in the continuity
of their development.

In summing up, then,

1, The teacher should know himself and thus be able to fit into
the lives of his pupils.

2. He should bea master of mathematical technique and should
attain to a certain proficiency in mathematics as an art. With
an appreciation of its scientitic aspect, he should see to it that no
step be tuken to impugn the ultimate aim of higher mathematical
development.

3. He should insist rigidly upon clear, exact, and concise ex-
pression on the part of the pupils.

4, He should adjust his work to the condition of mind of his
pupils as a result of mental growth.

5. He should make continuous application of the developed
principles to practical affairs and natural science.

6. His presentation should be such as wil inspire confidence
on the part of the pupil in‘him and ny the future of. the-subject.

April 1, 1908.)

THE EDUCATIONAL TIMES.

165

PRACTICE AND PREJUDICE IN EDUCATION. *
By Prof. J. W. Apamson, B.A.

A rarer read in the vacation by a teacher to an assemblage of
teachers would seem to furnish a good opportunity for reviewing
principles which are commonly understood to guide the work of
term-time, more particularly as the exacting nature of that work,
once begun, leaves but scanty leisure and little energy for such
a survey. Itis indeed in the full tide of term that he who prides
himself on being before all things a practical teacher is most
ready to set theory over against practice in such a way that
reality is only allowed to the latter. In moments less strenuous
he may be disposed to admit that this is an extreme statement of
the facts ; but he will hardly be brought to confess that the only
possible antithesis in this case is not that between theory and
no theory, but between sound theory and unsound theory. It is
pure prejudice which prevents the ultra-practical person from
perceiving that he himself, being a man with ends to achieve and
dependent upon means for achieving them, must needs hold a
theory in which these ends and means are implied. Too
frequently the theory of the severely “ practical man ” is formed
by a casual and even fragmentary process which causes it to be
narrow, uncritical, destitute of the historical sense, and, in
general, far too ready to deal in abstractions. In short, some of
the principles which underlie practice on severely empirical lines
turn out on inspection to be prejudices.

It will be advisable at this point to put in a disclaimer.
There may be some who rejoice in being described as practical
teachers amongst those who do the writer of the paper the honour
of being present, and he himself would be sorry to be without
claim to be so called. The prejudices with which he proposes to
meddle are not confined to schoolmasters nor to any type of
teacher, but are entertained more or less by most of those classes
of the community that take an active interest in education. The
consideration of prejudices so largely shared is therefore less an
offensive mode of finding fault with one’s neighbour than a
species of open confession, and the writer may disclaim the rôle
ot the purely censorious person. In the spirit of that dis-
claimer it is proposed to examine some of the reasons which are
alleged in defence of practice.

PREJUDICE OF SPECIAL EXERCISE.

Probably there is no belief dealing with the activity of the
mind which is more widely held than the belief that edu-
cational profit of a general diffused kind may be derived from
exercises of a very special character. Thus it is said that the
‘exact computation of long “ sums” in addition or multiplication
in “square” or “cube root” is a valuable task, as it tends to
make pupils accurate persons—that is, persons whose intellectual
and moral habit is to be accurate in all or in most circumstances.
The careful and laborious writing out of a set of sums, of a piece
of dictation, or other similar exercise is thought to have its chief
value in establishing “neatness” as a general characteristic
of the pupil who is so employed. Learning by heart almost any
collocation of words is thought to be useful, because the practice
“‘ strengthens the memory ” ; and so on. i

There is, of course, some small confirmation of this belief in
the facts of habit; the belief itself has long been held, and can
appeal to great names for support. Bacgn has this passage in
the Second Book “Of the Advancement of Learning” :

There is no defect in the faculties intellectual but seemeth to have
.a proper cure contained in some studies ; as, for example, if a child be
bird-witted, that is, hath not the faculty of attention, the mathematics
giveth a remedy thereunto; for in them, if the wit be caught away but
a moment, one is new to begin. And as sciences have a propriety toward
faculties for cure and help, so faculties or powers have a sympathy
towards sciences for excellency or speedy profiting; and therefore it is
-an enquiry of great wisdom, what kinds of wits and natures are most apt
and proper for what sciences.

‘The thesis is also to be found in Bacon's essay, “ Of Studies.”

But does the belief stand the test of experiment? Apart from
the obvious fallacy of Bacon’s prescription of mathematics as a
cure for inattention (as though to convict a person of inattention
were to cure him of it), is the reliance upon particular exercises
‘as a means of developing general faculty justitied by results ?
Surely, most cases of educational failure say No! while the

* Lecture delivered’ at the Winter Meeting of the College of Preceptors.

limited abilities of those whose education is commonly regarded
as successful may also be cited in the negative. How many
who, in school or University, were expert in mathematical
method, in logic, or in some other specialized mode of “ reason-
ing,” exhibit in later life an equal ability in dealing inferentially
with the various circumstances of their lives and fortunes ?
Students of education of the experimental school have, of late
years, carefully investigated this alleged general ability conse-
pent upon special exercise, and their studies may help us to
isentangle the thread of prejudice which runs through the
belief we are considering. One of the best known American
experimentalists is Prof. E. L. Thorndike, whose book, “ The
Principles of Teaching based on Psychology,” contains records
of observations aud experiments, some of which bear directly
upon our point. Thus, thirty-five girls were each subjected to two
tests—one intended to gauge the capacity of observation, the
other the power of readily associating ideas related in n definite
manner. The “observation test” measured a girl's quickness
and accuracy in picking out the A’s in a sheet of capital letters,
in noting in a printed sheet those words which contained certain
combinations of letters, and so on. “Association” was tested
by noting the quickness and accuracy with which a girl named
the opposites of words suggested to her. Thorndike gives the
results in each of the thirty-five cases examined. It will suffice
to take the first ten here, using the letters in alphabetical order
to indicate girls ranked in order of their capacity of observation
so tested, and setting down in a third column the rank of the
same girls in power of rapid, accurate association. The figures
may be commended to the attention of those who anticipate an
all-round improvement of intellectual power following upon
systematic exercise of a supposed faculty of observation :—

Rank in Order of

Person. Observation. Association,

Be E E E SE E E E E E A N 5

] o EEEE E E NA E EE A T E A 16

Co anea a et a E E E E T l

De airne nn E ES E E AN ES 2-
E E EE T EA E EEEE AE E 29

PS aa o ten ea data GS. . boy dae A E EA E E 26

Go -aasa e T E E ENE E LEA 10

He- aeeean arnie R A EEA E 24

Tee. tude E rosa gibaics OS Cag isdntnciagdoxsaaee uae 27

a E A A E BO A E PEE E EE A 14

Again, twenty-five boys were tested in their ability to dis-
criminate lengths, and then in their power to discriminate
weights; the results in the first ten cases were as follows,
making use of the same arrangement of the three columns as
before :—

Rank in Order of Discriminating

Person. Lengths. Weights.
A aee A Vi score e seess 4
De aerea R Do ght A Na 8
Oo. raona EA n E E 24
De rarae a eT re a E E ETT 12
) E E T IEE TOE D EE ERE E 6
We? sits ESETE TORE ES E EE sua eheoeans 17
e E TAIE E A EE Ge NS 2
He orne eaae Be oaea S LAA lt
De oa O sul E A E E A ONT G
S PET AEE E TO}. E E ET 7

The boy who stood first in the weight test was twenty-third—
that is, last. but two—in ability to note differences of length. So
highly specialized are the forms of human capacity !

The following passage from Thorndike’s book refers to obser-
vations upon the general effect of special exercises :—

Bennett found that young children at the end of several months’ train-
ing in discriminating different blues had made great improvement, [that
they] had improved nearly as much in telling apart different degrees of
saturation of other colours, but had improved little, if any, in telling
apart lengths or weights. Woodworth and Thorndike found that adults
who by special prerie had improved greatly in their accuracy in
estimating short lines had made no improvement in their power to

| estimate long lincs ; and that adults who were trained in judging the

size of surfaces of certain shapes and sizes until they had made a decided
improvement, showed only about a third as much improvement with
areas of a different size and shape.—(Op. cit., page 240.)

_ The “practical schoolmaster” may object that there is tuo
little in common between these laboratory, exercises and his own
daily work for him to regard the records as,convincing. He
may be invited to ponder the following expériment reported by

166

THE EDUCATIONAL TIMES.

[April 1, 1908. .

Dr. W. C. Bagley in “The Educative Process.” Careful note
was taken of the neatness with which their school work as a
whole was done by certain classes of a school attached to the
Montana State Normal College. These classes were then specially
trained to a high degree of excellence in neatness of setting down
papers in arithmetic, no special training being given mean-
time in the mode of setting down papers in other subjects.
Finally stock was again taken of the neatness of the school
work as a whole. “The results are almost startling in their
failure to show the slightest improvement in language and
spelling papers, although the improvement in the arithmetic
papers was noticeable from the very first.”

‘The inference from these observations and from the records of
similar trials of the effect of special exercises upon general
capacity is that training improves capacity within the special
field, that it tends to improvement in fields allied to the special
field, but that the improvement very rapidly diminishes as we!
pass to fields but slightly remote from these. The tea-taster’s |
professional ability rests upon a form of memory which can be}
“ trained,” “strengthened,” or “improved” by tea-tasting, but.
which remains impervious to “ dates ” and Latin grammar. An
improvement in any one mode of mental activity means an im-|
provement in those other modes which share with it a common
element. Learning Latin grammar by heart will give increased
capacity to memorize any other grammar and, to a less extent, a
better power of learning by rote “ tables,” “ dates,” and other
printed matter. :

There is, in short, great exaggeration in the belief that a general
and widely diffused power is the outcome of exercises quite special
in their nature, the truth being that the resultant ability moves
within fairly narrow limits. The psychology of habit is the ex-
planation both of the increased power within these boundaries
and of any casual overflow into adjacent spheres, as when a habit
of careful manipulation of small or frail objects is occasionally
set up or encouraged by work in the chemical laboratory. Bacon’s
definite prescription of studies as instruments of cure is not
warranted by experience; still less, of course, are we entitled to
expect the same general outcome to each and all of half-a-dozen
different ways of teaching one and the same subject, whether it
be Greek or chemistry.

The prejudice (as we now seem entitled to term it) that general
power follows particular exercise in large measure affects thought
and practice concerning curriculum and method in many different
ways, and the prejudice is strengthened by the natural, anos
instinctive, function of generalizing which marks human intelli-
gence. The prejudice and the disposition unite in singling out |
as educational instruments of the highest rank such studies as;
more readily lend themselves to generalization and to abstrac-
tion, since these promise to be rewarded by the most wide-reach-
ing results or by the highest return for the work expended. In the
next place, the teaching addresses itself at the earliest moment
to the more abstract and formal side of the studies so selected,
in the mistaken belief that, in that way, the maximum of mental
training will be secured.

MATTER AND FORM.

So it comes about that matter or content is regarded as of
small importance compared with form. Throughout the history
of schools their temptation has always been to adopt this attitude
towards form and matter, an attitude which disregards the
synthetic fashion in which the abstract and general are slowly
developed from the concrete facts of our experience. Hence the
rift, which sometimes becomes a yawning gulf, between life in
the schoolroom and life outside its walls, and Seneca’s complaint
is justified, “ Non vitae, sed scholae discimus.”

This disposition to over-value the formal and abstract at the
expense of the material ends in a failure to appraise positive
knowledge at its just worth. They are of this temper who, with
Locke, place “ learning last and least,” who tell us that it does
not matter what we learn—the great thing is how we learn it.

GyMNASTIC STUDIES AND “ USEFUL” STUDIES.

From such a prejudice it is a short step to the position
that it is a profitable division of studies which separates them
into those which afford training, and are therefore precious in
the sight of the educator, and those which are merely “ useful ”
and scholastically of no account. The merits of this disinterested
point of view are sufficiently recognized in this country, and
there is no need to rehearse them; but it is no small demerit
that many of the failures and inefficiencies of “a nation of
amateurs ” are traceable to it.

The belief that the main business of the schoolmaster is to
provide and supervise mental gymnastic is based upon the autho-
rity of an uncritical and unsound psychology, and with it should
stand or fall. Weare frequently assured that the conception of
the mind as an aggregate of powers, ill defined in number and
virtually independent of each other in their mode of activity, is
a conception long since exploded, and that to deal with it
seriously is but “ flogging a dead horse.” No psychologist
accepts it as belonging to his science as that exists to-day; but
the student of education comes across it daily in the schoolroom,
in the Committee of the Education Authority and in the Press,
as the real though unavowed explanation cf opinions and practices
deemed essential. The denial of the validity of that account of
mental process and mental life which is known as the “ Faculty
Psychology” involves in very grave doubt the educational value

.of the theory upon which much practice is consciously or uncon-

sciously based. Moreover, if that psychology misinterprets the
facts of consciousness, it is reasonable to suppose that prejudices
instigated by it are positively harmful to education.

In insisting upon the complex and organic nature of the mind
which the Faculty Psychology fails sufhciently to portray, there
is no necessary denial of the existence of intellectual powers—
“ faculties,” if you will—which are susceptible of being exercised.
The phenomena of habit are there to admonish all not to make
such a mistake. Studies may be used to encourage, to foster,
and to exercise certain instincts or aptitudes, to give rise to
certain habits, or, by the preoccupation they afford, to prevent
the formation of yet other habits. Ability acquired in certain
definite modes of mental activity may in a small measure
increase ability in yet other modes allied in their nature to the
former. In this very general sense, “ Abeunt studia in mores.”
But neither psychology nor experience permits us to indulge the
exaggerated hopes frequently held out to us that any one form
of exercise or study is able of itself to exert a comprehensive
influence upon the mind and life of the student. Itis not denied
that you can make a boy habitually write neat dictation exercises;
it is denied that that particular habit will make him neat in a
number of other ways also, as, for example, in dress or in
person.

The prepossession with form and with formal and abstract
studies, which the school so frequently exhibits, issues in the
prejudice that only those minds are deserving of schooling which
take readily to studies of this kind. The prejudice is one to
which the schoolmaster is peculiarly liable, since he owes his.
own career to precisely the sort of ability which succeeds in these
studies. A franker recognition of the facts of life constrains us
to deny that all intellectual excellence is monopolized by abstract
thinkers and men of the academic type of mind in general.
Schools contain not only boys and girls of this exceptional sort,
but a much greater number whose excellence lies rather in
concrete thinking and making or inthe moral qualities of leader-
ship and in action generally. If abilities of this kind are of
service to the community, and if the schools are to discharge
their social function, then the schools must provide curriculum
and teaching which will cultivate the intelligence of the doer
no less than that of the formal thinker. It was the failure of
the sixteenth-century schools, as a whole, to try to do this,
which led men of the world to found the “academies” of
France and Germany, and by their means to educate the courtier,,.
statesman, soldier, and man of action. Plato's philosopher, con-
ceived as the ideal ruler, is neither schoolmaster nor University
don, but an altogether exceptional combination of profound
thinker and active man of affairs, trained and tested in the-
school of experience as well as in the schoolroom.

PupiL’s OvuTSIDE-SCHOOL KNOWLEDGE.

Plato’s curriculum for the philosophers is a reminder that the-
school is but one of several agencies in the education of boy or
man; forgetfulness of the fact is responsible for a prejudice-
which is perhaps contined to novices in the art of teaching.
These are prone to base their practice on the assumption that
a child’s knowledge is limited to what his schoolmaster imparts.
to him. The constitution of the child's mind makes this impos-
sible; nothing can prevent a boy from interpreting what he learns.
in school by the light of previous knowledge, whether that was.
acquired in school or elsewhere. Indeed, a school curriculum
which gained no help whatever from without would furnish an
education for a pedant only; and schools are mischievous to the-
extent that they create a world of their own which owés nothing
to the common light of day;,; The instructor who.sees in his.

April 1, 1908.]

THE EDUCATIONAL TIMES.

167

pupil's mind only a blank tablet wastes time, dissipates energy,
and kills interest.

TEACHING THE RUDIMENTS.

This particular prejudice is, perhaps, at the back of another
even more widely held—namely, that any one can teach rudi-
ments. There are two considerations which throw doubt upon
the belief. In the first place, a person who has himself only just
emerged from the rudiments of a study is not in a position to
teach those rudiments to another. He has not the logical com-
prehension of the study, the intellectual grasp of it as a whole,
which is necessary to one who is expected to view details in their
true relationship. He does not see the forest for the trees, and
is apt to lose himself in the maze and so confound his pupil, or
else to seek safety in a few stock phrases. If logical considera-
tions only were to rule, then the best teacher of rudiments is the
master of the study. But there is another consideration beside
the logical. The learner of rudiments is usually young and of
immature, ill informed mind. To teach him well, something
more than mastery of the study is required. His teacher must
know the characteristic weaknesses and strength, the normal
modes of activity, of such minds as his. In other words, his
teacher should be a man of experience, or at least of insight.
Nevertheless, schools sometimes commit the teaching of rudi-
ments to their rawest practitioners. Hence arises a further
prejudice to the effect that teaching rudiments is dull work.
In the cases just mentioned how could it be otherwise? A
bungling operator neither gives nor secures pleasure.

Tun MIND oF THE CLASS.

The relation of the teacher to his class, purely as a class, has
developed practices which open the way to mistake and prejudice.
“The mind of the class,” that mind to which most of the teacher’s
appeals must be made, is not merely the aggregate or sum of the
minds, even of the attentive minds, which are in the classroom.
Every assemblage of persons intent upon a common object
generates within itself a sympathy, an excitement, and an activity
which differs in intensity, and sometimes even in kind, from what
might be expected from any one of its members considered indi-
vidually. The fact has long been known in schools, as the
familiar phrase, * the sympathy of numbers,’ bears witness. It
is this corporate mind over which the teacher establishes control
by his alertness and by the infectious interest which he displays
in the task of the moment.

One or two consequences flowing from the existence of this
<“ mind of the class ’’—consequences which have been discovered
experimentally—may be noticed. Perhaps the most striking
result of class work is the tendency to bring about a common
level of performance, both in quantity and in quality. Thiscommon
level is in favour of the weaker members of the class, whose
work it tends to improve: even the “duffers” are moved
onward by the momentum of the common effort. The younger
the pupils and the bigger the class the more marked the effect.
This is not an argument in favour of big classes, but the contrary.
The larger the class the simpler and the more mechanical any
effort in common must be. David Stow’s classes of two hundred
children simultaneously instructed through question and auswer
by one man do not suggest the question, Is it possible? but, Is
it worth doing ?

Yet not all school exercises are done best under the stimulating
presence of the “ mind of the class.” Meumann tested the power
ot concentration possessed by pupils of eight or nine years of age
by uttering words of two syllables at intervals of a second, and
then getting the children to write the words from memory. The
tests were addressed first to pupils singly and apart, and secondly
to the same pupils working as members of a class. The results,
Stated as averages, were as follows :—

AVERAGES.
Dictation of— Single Pupils alune. Single Pupils in Class.
3 words ...... All words right ...... All words right
Be e neia L09 gg eee 3+4 a
T- y a 406 ye 8'2

39? 9 23

ér

Meumann also found that exercises like “composition ” which
vlemanded imagination were done better alone than in the class.
No doubt in such cases the superiority of individual work over
work in class is due to the more direct appeal for his best whieh
the former makes to the scholar.
and 3'2 in the foregoing tables is a measure of moral difference.
wepresenting either the indifference of many members of the

The difference between 00.

class to the result of the test, or their power of “ spurting,”
according to the view taken by the reader of the figures.

In either case, the point is a significant one for the form-
teacher. The advantage of “the mind of the class” to the dull
and backward pupil is especially felt in such common activities
(such doing rather than reflecting) as physical drill, singing,
reading aloud, reciting, pronouncing French or German words
in chorus. But take away the momentum afforded by simul-
taneous work and the dullard as an individual is no better than
before; indeed, he is so much the worse, because he has been
deprived of strictly individual practice. But it is the individual
mind at which genuine instruction aims, and it is therefore
| wise to discount heavily these activities in common when gain
and loss are being estimated on an individual basis. It is a
question whether some of the practices named (excused though
they are by the prejudice that they save time or get through a

| great deal of work) should be employed at all. The slovenliness

and inaccuracy, to say nothing of the shirking, which so com-
monly accompany “simultaneous reading” in English are recog-
nized disadvantages which should warn modern language teachers
against the use of the chorus in their own teaching.

The so-called “disciplinarian” sometimes conceives of the
“mind of the class” in a manner altogether illegitimate; his
point of view is that there is only one mind (or body) in the
‘Class, and that in consequence the appropriate procedure re-
sembles that of the drill-sergeant. All heads must be poised in
one way, all arms must occupy the same position, one and the
same reply to a question is expected from all pupils and no other
is accepted. In a word, the individuality of the members of the
class is studiously discouraged, and even repressed. The only
comfort to be extracted from the situation les in the thought
that the stronger natures will find a way of escape, that the
outrage on mind and body will not in their case entirely succeed.
But for the others the consequence is only too likely to be the
machine-made and machine-like mind which is but a caricature
of education, and which ought not to be the lot of even those who

a only moderately endowed with intelligence.

(To be continued.)

MEETING OF THE COUNCIL OF THE COLLEGE
OF PRECEPTORS.

A MEETING of the Council was held at the Co lege, Bloomsbury Square,
on March 14. Present: Sir Philip Magnus, M.P., President, in the
chair: Prof. Adams, Prof. Adamson, Dr. Armitage Smith, Mr. Baumann,
Mr. Brown, Mr. E. A. Butler, Mr. J. L. Butler, Mr. Charles, Miss Dawes,
Mr. Eve, Dr. Maples, Mr. Millar Inglis, Dr. Moody, Miss Punnett, Rev.
Dr. Scott, Mr. Starbuck, Mr. Storr, and Mr. Vincent.

The minutes of the last meeting were read and confirmed.

The Secretary reported that the Professional Preliminary Examination
hal been held on the 3rd to the 5th of March, and had been attended by
295 cundidates.—I[e read a letter from the Board of Education in refer-
ence to the Memorial of the Council respecting representation of the
College on the Teachers’ Registration Council to be constituted under
the Education (Administrative Provisions) Act of 1907.

The Diploma of Licentiate was granted to Miss E. M. Greenough,
anl that of Associate to Miss M. A. Hughes, who had satisfied the
prescribed conditions.

The report of the Elucation Committee was submitted. The report
referred to the proceedings at a Conference which was held at the College
ou February 29 to consider proposals for the constitution of a Registration
Counceil.--The report was adopted, and it was resolved that the Council
of the College express their general acceptance of the scheme for the
constitution of the Registration Council as embodied ia the resolutions
passed at the Conference.

The following per-ons were elected members of the College :—

Miss F. A. Caley, Collegiate School for Girls, Crescent Road,
Wokingham.

Mr. E. M. Eagles, M.A. Cantab., 5 Winsham Grove, Clapham
Common, S.W.

Mr. C. E. Prior. A.C.P.. Lincoln House, Harrow.

Miss F. A. Wood, L C.P., Home and Colonial College, Wood
Green, N.

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

! By the AvTion.—Waldegrave’s Examples in Metric System Arithmetic.

| By G. BELL & Soss,--Hall’s Selections from Reade’s The Cloister and the
| Hearth: Luckhurst’s Seott's Legend of Montrose (abridged).

;_ By BLACKIE & Son.—Blackte ss Enghsh Texts (Cowley’s Essays, Ruskin’s
Byzantine Churches of Venier, and Tinevilides’ Neze of Syracuse): Bagnall and
i Viwer’s Meliere’s L’'Avare ct Les Femmes avante cmd Racines Athahe et An-
, dromianne ; Barbe'’s Deslys’ a. Zounve, &c.; Mrs, Frazer she Chale Porcinet ;

168

Guiton’s Morax’s La Princesse Feuille-Morte: Michell’s Mérimée’s Le Coup de
Pistolet: Park’s About’s Le Roi des Montagnes: Robb’s Selections from Scott’s
Tales of a Grandfather.

By the CAMBRIDGE UNIVERSITY PRESS.—Barnes’s The Two Books of the Kings
(Cumbridge Bible for Schools).

Ry the CLARENDON Prkss.—Collins's More’s Utopia.

By MACNMILLAN & Co.—The International Geography, Section I.; Brooksbank’s
Essay and Letter Writing ; Cotterill’s More’s Utopia.

By J. MURRAY.—Proceedings of the Classical Association. 1907; Croker's Stories
from the History of England; Hall's Latin Translation at Sight; Hartog’s Sand’s
La Mare au Diable.

Rv G. PHILIP & Son.—Bennett and Hand's Play-Drill; Young’s Rational
Geography, Part II.

Calendars of the University of Wales and of the Transvaal University College.
Register of Members of the General Council of the University of Glasgow.

COLLEGE OF PRECEPTORS.

PRACTICAL EXAMINATION FOR CERTIFICATES OF
ABILITY TO TEACH.

The following is a list of successful candidates at the Examination held
in February, 1908 :—
Class I.
Crabtree, J. D.

Class IT.
Shackleton, Miss M. H.

PROFESSIONAL PRELIMINARY EXAMINATION—PASS LIST.
Marca, 1908.

THE Professional Preliminary Examination was held on the
3rd, 4th, and 5th of March, in London, and at seven other local
centres, viz., Birmingham, Bristol, Cardiff, Leeds, Liverpool,
Manchester, and Newcastle-on-Tyne. The following candidates
obtained Certificates :—

First Class [or Senior].

Pass Division.

Barr, D. H. Gillett, 8. H.

Jones, O.
Brooks, Miss A. D. c¢.f.l. Hobkirk, R. l.

Pocock, F. P.

THE EDUCATIONAL TIMES.

Cooper, L. G.
' Cresswell, T.
Fox, R.

l.
H. l.

Bain, J. L. a.al.
' Bovill, Miss R. H.
Briscoe, E. V.
= Brock, E. A.
Brown, T. A.
Buckell, W. D. W.
Buer, W. B.
Butler, M. K. a.

| Anderson, A. D.
|

Cooke, H. H.
Cutting, J. A. W.
Davies, W.

Deeks, G.

Dermer, E. R.
Drew, A. J.
Emmereon, C. L.
Evans, C. H. l.
Fisher, T. H.
Fortnum, J.
Galbraith, D. H. A.
Gick, R. W. a.
Glaisby, L. N.L
Gordon, M.
Graham, K. J. M. f.
Green, A.

Griffith, E. W.

— eS ce ice | a a E

Cockcroft, W. L. f.l.

[April i; 1908.

Second Class [or Junior].

Honours Division.

Greville, E. R. G.
Hanreck, 8.
Kinnear, J.g.l.

Pass Division.

Hanafin, J. G.
Hill, F. T. l.
Hoffmeister, N.
Horder, I. W. G. l.
Jackson, F.

Kemp, J. W.
Kind, R. G.
Lewis, J. M. l.
Macintosh, E. H.
Mason, H. B. l.
Matson, R. C.
Manrice, C. H. P.
McGregor, D. A. S.
Moore, G. K.
Napier-Ford, G. S.
Ormsby, F. L. 2.
Packham. A. L.
Palmer, C. N.
Peak, N.

Phillips, P.

Price, H. P.
Pullan, W.G.
Reeson, T. F.
Roberts, E. R.
Robertson, G. D.
Roe, C. W.

McKay, W. K.
Pitt, E. f.l. |
Sinderson, H. C. |

Rowe, A. R.

Russ, S. H. |
Salsbury, A. F.
Sampson, W. E. A.
Saunders, G. V.
Seedhouse, C. N.
Simpson, R. J.
Slaughter, C. A.
Smith, F. W.
Smith, J. M.
Spicer, H. W.
Stebbings, J. M.
Stickland, H. J.
Thomas, E. W. L
Thorman, F. E. A.
Thwaites, I.. T.
Wallace, Miss H. J.
Ward, E.

Watson, G. W.
Watson, J.
Welstead, E. M.
White, C. F. T.
Williams, H. B.
Wilson, G. R. C. f.
Woods, F. H.
Wooster, C. D. H.

N.B.—The small italic letters denote that the candidate to whose name they are
attached was distinguished in the following subjects respectively :—

a = Arithmetic.
al = Algebra.
e = English.

J = French.
g = Geography.

l = Latin.

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER, S.W.

Patrons—THE ARCHBISHOP OF CANTERBURY ;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
Secretary—W. N. NEALE, Esq.

THE- ARCHBISHOP OF YORK.
Vice-President—THE LORD HARRIS.

[FOUNDED 1829.

Deputy-Chairman—SIR PAGET BOWMAN, Bart.

Actuary and Manager—FRANK B. WYATT, Esq, F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.
Accumulated Fund, 24,242,820.

Bonuses Distributed, 24,256,464.

LOW PREMIUMS.

Notwithstanding the lowness of the
LARGE BONUSES.

Premiums charged, the BONUSBS are
on an BXOHBRPTIONALLY HIGH SCALB.

Application is invited for the PRO-
SPHOCTUS, and Leaflets explaining two
new Policies, with valuable Options.

1. WHOLE-LIFB CONVERTIBLE ASSURANOBS. Very Low
Premium — about one-half the usual rate — during first ten
years,

2 PENSION POLIOIBS. Premiums returnable with compound interest in
case of death or surrender before pension age. Option to commute for
cash.

Assurances without profits, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
person irrespective of any special qualification by relationship to the
Clergy.

NEW AND SPECIAL
POLIOCIBS.

Annual Income, £453,897.

SPHOIMEN OF RATES FOR £1,000, WITH PROFITS.

imas

NoTE.—Under the Reduced Premium Sy
fifths only of these Premiums need be pai
to be repaid out of Bonus,

£1,000
Payabie at Death.

£1,000
Payable at Age 60
or earlier Death.

ystem (explained in Prospectus) four-
, the other one-fifth remaining a charge

No Agents employed and no Commission paid for the intro-
duction of business, whereby £10,000 a year is saved to the

Members,

Assurances can be effected by direct communication
with the Office, 2&8 THE SANCTOARY, WESTMINSTSRR, 8S.W

April 1, 1908. ]

THE EDUCATIONAL TIMES.

169

BLACKIE & SON’S LIST

JUST PUBLISHED,
Magnetism and Electricity and The

Principles of Electrical Measurement. ky R. S.
RICHARDSON, B.Se., Associate of the Roval College of Science, London ;

. Lecturer in Physics, Municipal Technical School, Liverpool. Crown avo,

cloth boards, 5s. net.

The object of this book is to provide a soun l and systematic course of study
in the main principles of Electricity and Electrical Measurement. lt is written
to meet the requirements of students who have alrea Iy, in n first year’s course,
made some acqunintance with the elementary de seriptive parts of the subject,
and are commencing the study of Electricity in its more quantitative aspects—

either as a branch of pure Physics oras a preparation for a course of Applied
Electricity.

Elementary Electrical Engineering.
Ry JonN M.Sraxny, B.Se., Assistant Lecturer, University College of South
Wales, Cardi, Copiously Ilustruted, 3s. net.
Written to meer the needs of practical students, as an aid to class work, and
for private reading,

Heat Shadows.

By WALTER JAMIESON, B.Sc..
Some New Experiments in the Conduction and Radiation of Heat;
Class work.

A Text-Book of Organic Chemistry.

English Translation from the German of A, BERNTHSEN, Ph.D. Edited by
J.J. SUpRBOROvVGH, Ph.D., D.Se.. FLLC. New Edition. Revised to date.
674 pp., crown 8vo, cloth, 7s. 6d. net.

Systematic Inorganic Chemistry from

the Standpoint of the Periodic Law. A Test-Book for
Advanced Students, By R. M. Caves, D.Sc., and G. D. LANDER, D.Sc,
Crown 8vo, cloth, 6s. net.

Elementary Geometry of the Straight

Author of “ Graphs for Beginners.” 6d. net.
for Junior

Line, Circle, and Plain Rectilineal Figures.
By Ceci, Hawkins, M.A.. Senior Mathematical Master at Haileybury
College. Crown 8vo, cloth, with or without Answers, ds. 6d.

The Longer French Texts.

Printed in large Type. Cloth limp, 8.1. each. Brief Notes, Questionnaire,
Memory List of Useful Phrases and Vocabulary, Among the volumes
now ready are:

About—Le Roi des Montagnes.

Deslys—Le Zouave.

Moreau- Contes a ma Sœur.

Chateaubriand—Le Dernier Abencérage.

The Little French Classics.

Price 4d. each book. All French authors in prose and verse, from the
Chansons de Geste to Daudet and Paul Bourget.

Recits tires des Classiques francais.

6d. each. Edited by MME. C. BAGNALL, of Clapham High "school, and
MLLE. VIVIER.
The Stories of the great Dramatists told in simple French, suitable for Lower
and Middle Forms.
Cornolite—Le Cid et Horace.
Racine—Athaile et Andromagque.
Mollére—L’Avare et Les Femmes Savantes.
Hugo—Hernani et Ruy Bias.

The Little German Classics.

Price 6d. each volume. The leading German authors in poetry, story, and
draina,

A Brief Survey of European History.
By ARTHUR Hassanr, M.A. An excellent general sketch of European
History from Charlemagne to the present time, Crown 8vo, cloth, 4s. 6d.

Landmarks of European History.

By E. H. M' Dougan, M.A. Oxon.. Inte Assistant in the Tewtikieh School
and Training College, Curo. With many Coloured and Sketch Maps,
Index, &c. Ss. 6d.

Heroes of the European Nations.
From Early Greece to Waterloo, By A. R. Hope MoncrikFF, ls. 6d.

Readings in English History.
From Orginal Sources. Edited by R. B. MORGaN, B. Ta
oO

and E. J. BALLEY,
534 to vp. 1154, Os. 11., 1154 to 1485,

2s. Gil. (gust ready).

B.A. Tilustrated., Vol. L.. Wc.
2s. 6d. Vol. ILE, 1485 to 1683,

A Brief Survey of British History.

By G. Townsenp WARNER, M.A, With Tables, Sumtmurics,
Notes, &e. 1s, 6d.
“The best English History for vounger pupils. Used in all leading Pre-
piratory Schools, and the Koval Naval College, Osborne.”

Maps,

Write for full particulars to BLACKIE & SON,

|

t

BLACKIE’S ENGLISH TEXTS.

adited by W. H. D. ROUSE, Litt.D..
Head Master of the Perse School, Cambridge,

EXCELLENT MATERIAL FOR THE LITERARY STUDY OF
ENGLISH.
In cloth covers, price 6d. each.

Froissart—Border Warfare. Malory—Coming of Arthur.
Froissart—Reign of Richard II. Malory—Knights of the Round
Froissart—Crecy and Poitiers. Cowley's Essays. (Table.
Irving — England's Rural Life. Ruskin—Sesame and Lilies.

The above volumes have recently been added. Complete List on application.

Combined Course of Literary Reading

and Composition. Illustrated from Famous Pictures, Edited
by LEwis Marsu, M.A. 2s.

English Poetry for the Young.

Selected by S. E. WINROLT, M.A. A chronological selection of English
poetry, clearly printed and well bound in cloth. 1s.

The Plain Text Shakespeare.

The greater Plays. Text only. No Notes. In limp cloth cover.

4d. each.
JUST PUBLISHED.

The Teaching of English.

Ry A. E. Ronerts, M.A.. Principal Lecturer in English at the Islington
Duy Trunmipg College, and A. BARTER, L.L. A., late Head Mistress of the
Braintree Pupil-Teacher School. Price 2s. net.

Much pioneer work lies before the English teacher, and the present book is
an attempt to suggest some of the lines along which he may proceed. No space
has been devoted to the teaching of reading and writing as mechanical pro-
cesses, since these subjects have been frequently treated of in books on school
method. The emphasis has been laid on the teaching of literature and of
composition.

Strongly bound in cloth, 4s. 6d. net. 872 pages, containing 2546 columns,

The Student’s English Dictionary.

By JONN OGILVIE, LED. Edited by CHARLES ANNANDALE, M.A. LLD.,
Editor of " Ogilvie's Limpertal Dictionary,” &e., &e. With many hundreds
of Illustrations in the Text and a Series of use ful Appendices,

The well-known Student's Dictionary is now issued at a greatly reduced prico
inthe belief that thereby it will appeal toa very much wider circle of readers,
and will meet with a correspondingly increased sale. It would not be practicable
to publish such a large and handsome volume for the money were at not that a
largely extended sale may be depended on. ‘There is no diiterence between this
issne and the previous - paper, printing, binding, &c., are equally good, though
the volume may now be had for 4s. 6.

BLACKIE’S LATIN TEXTS.

General Editor: Dr. W. H. D. ROUSE.
This Series is intended for use during the first two or three
years of Latin.
Price 6d. and 8d. net each Book.
The following Scholars are contributing volumes to this Series :—

Prof. J. P. Postgate. Mr. 8, E. Winbolt.

Prof. J. 8. Reid. Mr. W. H. 8. Jones.

Dr. W. H. D. Rouse, Mr. E. Beymer Thompson.

A General Vocabulary to Virgil.

Prepared under the Editorship of A. Gratram, M.A. Crown 8vo, cloth, Is.

: A General Vocabulary to Caesar’s Gallic

War. Prepared under the Editorship of A. GranaMm, M.A. Crown 8vo,
cloth, 1s,

These vocabularies have been prepared for use in schools where the pupils
are not at first provided with Latin Dictionaries of their own, They contain all
the words that occur in the Aeneid, Bucuhes and Georgies of Virgil, and De
Bello Galheo of Caesar, The advantage of these Vocabularies is that they can
be used with any Md.tion of these Classics,

Price

' A Latin Course.

By E. H. Scott, R.A. and Frank Joves, B.A.
Second Course, cloth, Llustrated, 2s. 6d.

A First Latin Grammar.
By E. H. Scott, B.A., late Head Master of Boys’ Secondary School,
berton, Transvaal: and Frask Joxes, B.A.. Assistant "Master,
Edward's School, Aston, Birmingham. Crown 8v0, cloth, 2s.

First Course, cloth, Is. Gd.

Bar-
hing

LTD., 50 OLD BAILEY, E.C.

=

170 THE EDUCATIONAL TIMES.

A THE ONLY EFFECTIVE & ECONOMIC
METHOD
Of “WEIGHTING” and LAYING the

DUST

(Sea the Official Memorandum on the Cleansing and

Disinfecting of Schools)
IS TO USE

rLORIGENE

(Regd.)
(Awarded BRONZE MEDAL of the ROYAL SANITARY
INSTITUTE)

““ FLORIGENE”

which in addit‘on is a powerful
GERMICIDAL DISINFECTANT,

Either of the above Preparations should be apie h to ALL WOOD,
LINOLEUM, and other FLOOR

SCHOOLS, LABORATORIES,

ART E, LIBRARIES, MUSEUMS, &c.

FLOORS may be dre sed during the School Term, but TO OBTAIN
THE BEST RESULTS it is advisable that they should be treated

EARLY in THE EASTER VACATION

(THREY TIMES A YEAR ONLY),

(No. 2)

so as to allow as long as possible for the fluid to be absorbed, but the Floors
can be walked upon immediately after treatment if desired.

“4 FLORIGENE ”’ aiio purifies the Atmoephere, Preserves
the Floors, Saves Time and Labour.

“4 FLORIGENE ” isa fluid which can bo easily and quickly
used by the unskilled, and cach application laye the dust for
2 to 4 months, or longer, according to the wear.

It is not sticky, but the dust and dirt absorb the ‘“‘FLORIGENE 4
from the impregnated tloors and thus become * weighted," so that when
the floors ave swept in the ordinary manner, the sweepings do
not rise, but coll in front of the broom.

No Scrubbing or Sprinkling of Floors
necessary, but Floors may be washed if preferred.
BOOKS, FURNITURE, APPARATUS, etc.,
seldom require dusting or cleaning.

14 FLORIGENE ”’ is an aid to the
Prevention of Throat Irritations and School! Epidemics.
The additional Cost (ifany) is small compared with the
HYGIENIC, LABOUR SAVING and other
IMPORTANT ADVANTAGES.
s FLORIGENE ” can be applied with a Cloth or Mop, but we

recommend our unequalled

PATENT IMPROVED SPREADER

(which can be used by any noviec) for better distribution and saving in
labour and fluid. We also supply

specially designed “ FLORIGENE ” BROOMS.

st FLORIGENE ”' is extensively used in H.M. Royal Colleges, Science and
Art and other Government Buildings, also Public and Private Colleges,
Laboratories, Schools, Libraries, Museums, &¢., xe.

For EXTRACTS from the EDUCATION DEPARTMENT BLUE BOOK on
“t The Cleansing and Disinfecting of Schools,” also

Further Partieulars, Prices, Reports, and Testimoxials, write

tHE DUST-ALLAYER” co.

Offices: 165 QUEEN VICTORIA STREET, LONDON, E.C.

CONTRACTORS TO H.M. GOVERNMENT, &c.

[April 1, 1908.

A GOOD ADVERTISEMENT

is not of much use unless you have a good

Prospectus to send to Enquiring Parents, and

A GOOD PROSPECTUS

is of no use unless Parents see it.

LET US PREPARE

you a good Prospectus, and give your School a

GOOD ADVERTISEMENT

in our

PATON’S LIST oF SCHOOLS
AND TUTORS

which now has a World-wide Circulation.

The Eleventh Editionis nowin hand
for Press.

WRITE US,

with copy of your present Prospectus, and we

will send you (without any charge) Specimens

and Full Particulars, with proof of value.

OUR COLD MEDALLIST

Photographs Schools within reasonable distance

of London—expert work only.

J. & J. PATON,

EDUCATIONAL AGENTS,
143 CANNON STREET, LONDON, E.C.

Telephone—d053 Central.

April 1, 1908.)

Science and Frt Eraminations.

(BOARD OF EDUCATION.)

BOOKS FOR THE FIRST STAGE.
I.—Practical Plane and Solid Geometry. By G. F.
Burn. Second dition. 2s.

III.--Building Construction. By Brysson CUNNINGHAM,
B.E., Assoc. M.Inst. C.E. Revised Edition. 2s. öd.

V.—Mathematics, Containing all the Algebra and Euclid
required. Edited by Dr. Wa. Brices. 2s.

VI. s.—Mechanics (Solids). By F. Rosexperc, M.A., B.Sc. 2s.

VI.s.—Mechanics of Fluids. By G. H. Bryay, Sc.D., F.R.S.,
and F. Rosexpera, M.A., B.Sc. Second Badili.

V1I1I.—Sound, Light, and Heat. By Jons Dox, M.A., B.Sc. 2s:
IX.—Magnetism and Electricity. By R. H. June, M.A.,

| D.Sc. 2s.
X.—Inorganic Chemistry (Theoretical). By G. H. Barry,
D.se., Ph.D. Edited by Dr. Wm. Bicas. 3rd Ed. 2s.
X. r.—Inorganic Chemistry (Practical). By Dr. F. Benpow. 1s.

XI. p.—Organic Chemistry (Systematic Practical), By G. M.
Norman, B.Sc., F.C.S. ls. 6d.

XiV.—Human Physiology. By G. N.
B.S. Lond. 2s.

XV.—Biology (Section One). By W. S. TURNEUN. 2s.

XVII.—Botany. By A. J. Ewant, D.Sc., Ph.D., F.L.S. 2s.

)
LS,

Meracuen, M.D.,

XXIJ.—Steam. By J. W. Haywarp, Mise. Second Edition. 2s.

XXIII.—Physiography (Whole), By A. M. Davies, B.Sc,
F.G.S. 2s.

XXIII.—Physiography (Section One). Edited by R. WALLACE
STEWART, D.Sc. Lond. 2s.
XXV.—Hygiene. By R. A. Lyster, M.B., B.Sc., D.P.H. 2s.
XXVI.—Elementary Science of Common Life (Chemistry).
By W. T. Boone, B.A., B.Sc. 2s.

BOOKS FOR THE SECOND STAGE.

V.—Mathematics. Being the Additional Algebra and
Euclid with the Trigonometry required. Edited
by Dr. Wm. Brigas, M.A., B.Sc., F.R.A.S. 3s. 6d.

VI. a.— Mechanics. By Dr. Wm. Brisas. M.A.. B.Sc., F.R.A.S.,
and G. H. Brray, Se. D., M.A.. F.R.S. Vol. I.—
Dyxamics. Vol. 1IL.—STtaTics. 3s. Gd. each Vol.

VIIT.c.—Heat. By R. W. Stewart, D.Sc. Lond. 3s. 6d.

IX.—Maznetism and Electricity. By R. WALLACE STEWART,
D.Sc. Lond. Second Ivdition, Rewritlen. bs. öd.

Technical Electricity. By Prof. H. T. Davince, B.Sc.,
and R. W. Hutcnixsoyx, B.Se. 4s. 6d.

X.—Inorganic Chemistry. By G. H. Burey, D.Sc. 4s. 6d.

X.p.—Inarganic Chemistry (Practical). By Dr. Wa. Brigas,
B.Sc., F.C.S., and R. W. Stewart, D.Sc. 2s.

XI. p.--Organic Chemistry (Systematic Practical). By G.M.
Norman, B.Sc, F.C.S. Is. 6d.

XVITI.--Botany. By J. M. Lowsoy, M.A., B.Sc., F.L.S. 3s. 6d.

S Modern Navigation. By W. Hau, B.A., R.N. €s. 6d.

XXV.—Hygiene. By A. E. IKkiN, B.Sc, and P. A. LYSTER,
M.B., B.Se., D.P.H. Second dition. Bs. Ed.

FOR ART SUBJECTS.

Perspective Drawing, The Theory and Practice of.
By S. POLAK. ös.

University Tutorial (Press, Ld.

W. B. CLIVE, 157 Drury Lane, London, W.C.

THE EDUCATIONAL TIMES.

171

ADVERTISEMENT SCALE.

Whole Page—Ordinary £4 10 0 ...... Position £5 10 0
Half Page A 210 0 u i 300
Quarter Page ge 1 10 0 sacs s 115 0
Per inch in broad column (half width of page) .. 0 7 0
Narrow Column (one-third page) ..........c0ccecescseees 200

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &c.),
3s. 6d. for 6 lines, or 4s. 6d. the inch.

SituationsVacant and Wanted—30 words or under, 28.; each additional 10 words

(For ls. extra, Replies may be addressed to the Publishing Oltice, and will

be forwarded post free.)

CURRENT EVENTS.

At the meeting of members of the College
of Preceptors on Apml 1, Sir Edward Busk
will deliver an address on * Moral Edueation.”’
with special reference to the approaching International
Congress. The chair will be taken by Lord Avebury.

+ *
*

M. re Pastecn Ramerre will address the Societe Nationale
des Professeurs de Francais en Angleterre on ‘ Sully
Prudhomme et son Poème *Le Bonheur’” at the College
of Preceptors, on April 25, at + p.m.

+ $
*

Uxper the auspices of the Geographical Association, Mr.
rin We I “¢ . . D l t : .
A. T. Simmons, B.Se., will submit ‘4 Notes on Geographical
Laboratories” at University College, London, on April 10,

Fixtures.

at S pm. Tickets (ls. each) from Mr. J. F. Unstead,
5 Wiverton Road, Sydenham, S.E.
* *
| *

Mr. M. Freepenercrr, Ph.D., will lecture to the Child
Study Society, London (Parkes Museum, Margaret Street,
W.), on ©“ The Mechanism of Speech and Stummering,” on
April 2, at 8 p.m.

* *
&

Vacation Courses for Teachers of Young Children will be
held dnring the first fortnight of Avgust at the Froebel
Educational Institute, Talgarth Road, West Kensington.
Lectures on “Child Nature,” by Miss A. Ravenhill and by
Dr. Slaughter; on “ Methods ” Gllustrated by a Demonstra-
tion Class), by Miss M. E. Findlay. Courses on “ Nature
Study ” and expeditions. Prospectuses from Miss M. E.
Findlay, Briar Cottage, Leigh-on-Sea, Essex.

+o *
*

Mr. Joux Ressen, M.A., will give a specimen moral lesson
on “ England expects every Man to do his Duty,” at 18
Buckingham Street, Strand (Moral Instruction League), on
April 6, at 7 p.m. Open.

+ *
*

A TratninG Course for Lecturers, arranged by the London
University Extension Board and consisting of 10 weekly
meetings, will be held in the Summer Term, commencing
April 27 (6-8 p.m.). Four lectures on “The Art of Lec-
turing” will be given by Prof. Adams, in the University,
and four lectures and demonstrations on “The Manage-
ment of the Voice” by H. H. Hulbert, Esq, M.A. Oxon.,
M.R.C.S., L.R.C.P., Lecturer on Voice Training at the
London Day Training College and for the London County
Council. These will be followed by six meetings for prac-
tical work in voice production and lecturing. Particulars
from the Registrar of the University Extension Board,
University of London, South Kensington, S.W.

* *
*

TuE Cambridge Local Lectures Summer Meeting will be
held July 18-August 15 inclusive. The chief subject of
study will be Ancient Greece; but lectures have been
arranged in Natural Science, Education Social J:conomics,
and Theology, with courses; jmany fergfordign students.

172 THE EDUCATIONAL TIMES.

[April 1, 1908.

[nangaral] lecture by the Master of Trinity. Full programme
ready in May. Forms of entry, &c., from the Rev. D. H. 3.
Cranage, M.A., Syndicate Buildings, Cambridge.

* *

Tne National Agricultural Examination Board (16 Bed-
ford Square, W.C.) will hold an examination for the National
Diploma in Agriculture at the University of Leeds on
April 27.

+ *
*

Tue International Congress forthe History of Religions will
hold its third meeting at Oxford in September.

* *
&

Tue fifteenth International Congress of Orentalists will
be held at Copenhagen, August 14-20.
* *
Tue third International Congress for the Development of
Drawing and Art Teaching is to be held in London from

August 3 to 8.

* *
*

THe Board of Education have just issued a list of twenty-
eight holiday courses to be held at various places on the
Continent at different times during the present year, show-

ing dates, fees, fares, cost of boarding, principal subjects of |

instruction, address of local secretary, and other details.
Copies free on application to the Board of Education Library,
St. Stephen's House, Cannon Row, London, S.W.

* *
*

Tne Dover Pageant, nnder direction of Mr. Louis N.
Parker, is fixed for July 27 to August 1. A Folk Play will
be enacted in the grounds of Dover College (0,000 seats) ;
booking office open daily on and after February 1 (2 Effing-
ham Crescent, Dover). |

Tue University of Oxford has conferred
the honorary degree of M.A. upon Major
Martin Hume; and the honorary degree of
D.Litt. upon Mr. C. M. Doughty, author of * Travels in
Arabia Deserta.”

Honours.

* $
*

Tur University of Durham has conferred the honorary
degree of D.C.L. upon Baron Heyking, who for some years
has been the Russian representative in the North-East of
England and in Scotland, and has now been appointed
Russian Consul-General for India.

* x
*

Tue following have been appointed Fellows of University

College, Londor :—

Mr. Henry Higgs, LL.B., M.A, F.R.E.S.. F.S.S.; Mr. Edward
Charles Cyril Baly, F.I.C.; Dr. Gilbert Charles Chubb, D.Sc.: Mr.
Clive Cuthbertson, B.A.: Dr. Archibald Montague Henry Gray, M.D.,
B.S.. M.R.C.P., M.R.C.S.: Mr. Philip Maynard Heath, M.S.. M B.,
F.R.C.S. ; Prof. George R. Murray, M.D., M.A., F.R.C.P., M.R.C.S.

$ ¥
*

Tne Senate of Glasgow University have resolved to confer
the following honorary degrees (April 22) :—

D.D.—Rev. John Brownlie, United Free Church, Port-Patrick ; Rev.
J. Estlin Carpenter, M.A.. D.Litt., Principal of Manchester College,
Oxford; Rev. John Ferguson, Linlithzow: Rev. Prof. C. Lucien
Giautier, Ph.D., Geneva; Rev. David Smith, M.A., St. Andrew’s
United Free Church, Blairgowrie ; Rev. Robert Thomson, M.A.,
Rubislaw Parish, Aberdeen.

LL.D.—George T. Beilby, F.R.S, F.1.C., F.C.S.. Chairman of the
Governors of the Glasgow ond West of Scotland Technical College ;
Colonel David Bruce, C.B., M.B., F.R.S.. D Sc., War Ottice, London :
James J. Dobbie, M.A.. D.Se.. E.R.S., Director of the Royal Scottish
Museum, Edinburgh ; Robert Kidston, F.R.S., F.G.S., Stirling : David
M:Cowan, Honorary Treasurer of the Glasgow Royal Infirmary ; John
C. M'Vail, M.D., County Medical Officer, Stirlingshire and Dumbarton-
shire; Neil Munro, author and journalist; Right Hon. Charles 5
Parker, P.C., M A., Hon. Fellow of University College, Oxford, for-
mirly M.P. for Perth: Jobn S. ‘Templeton, Glasgow.

Turk University of Calcutta, on occasion of its jubilee,
has conferred the following honorary degrees :—

D. Litt.—Sir Andrew Fraser, Lieut.-Governor of Bengal.

D Sc.—Prof. Arthur Schuster, Manchester: Rev. Father E. Lafont,
S.J., C.LE., Rector of St. Xavier's College: T. H. Holland, F.R S.,
Director of the Geological Survey of India; G.Thibaut, Ph.D., C.LE.,
the Sanskrit scholar.

LL.D.—Sir Subbatyar Subramania Aiyar, Dewan Bahadur, K C.I.E,
Judee of the High Court. Madras; Hon. Mr. Justice Pratulehandra
Chatterjee, Rai Bahadur, M.A., B.L., C.LE., Judge of the Chief Court
of the Punjab.

M D.—Surgeon-General G. Bomford, M.D. Lond., C.I.E., Director-
General of the Indian Medical Service.

Ph.D.—Dr. R. Gopal Bhandarkur, M.A., Hon. Ph.D. Gott., Hon.
LL.D. Bombay, C.I.E., Sanskritist and Historian; Sir H. H. Risley,
B.A., CO.S.1., Ethnographer and Anthropologist; Dr. P. Ray, D.Sc.
Edin., Professor ot Chemistry, Presidency College, Calcutta.

* *
$

Tue Turin Academy of Science has conferred the Bressa
Prize of 9,600 lire (£35) on Dr. Ernest Rutherford, Pro-
fessor of Physics, Victoria University, Manchester.

Tue Hulme Trust has enabled Brase-
nose College. Oxford, to apply £1,000 a
year to general University purposes and
another £1,000 a year to special objects that will beneht
both the University and the College.

* *
*

THe late Baroness Lingen, widow of Lord Lingen,
formerly Secretary to the Committee of Council on Educa-
tion and Permanent Secretary to the Treasury, bequeathed
£2,000 upon trnst to found a Lingen Memorial Fund for
the study of Latin and Greek in Trinity College, Oxford.

* *
*

Mr. Hexry Wipe, Hon. D.C.L., F.R.S., already a liberal
benefactor of Oxford University, has offered £4,000 to found
a Lectureship in Natural and Comparative Religion.

* *
*

Tue Oxford University Endowment Fund, which was in-
angurated in May last, amounts to over £72,000 (out of
£250,000 required). The donations range from £10,000
down to £1 and less.

Endowments and
Benefactions.

* *
*

Tie Goldsmiths’ Company have offered £10,000 to the
Oxford University Appeal Fund for the establishment of a
Readership in English Language ard Literature, and £10,000
to the University of Cambridge for the establishment of a

Readership in Metallurgy.

*
+

AN anonymous donor has offered to Cambridge University
£300 a year for five years towards the stipend of a new
Professor of Biology, wko should devote himself to the chief
subjects of Charles Darwin's life work. The gift has been

accepted. a
*

Tue Mercers’ Company have granted £525 towards the
fund for the incorporation of King’s College in the Uni-

versity of London.

* %
*

Tue Drapers’ Company have given £50 towards the
commercial education expenses and prize funds of the London

Chamber of Commerce.

* *
+

Mr. Georce Harrisox, retired cotton spinner, Manchester,
has left £10,000 to Owens College for scholarships and
fellowships.

ež

Mrs. Lixrtox, Shirley, Derbyshire, has presented to the
University of Liverpool a valuable herbarium collected by
her late husband, the Rev. W. K. Linton, M.A.

Mr. A. F. Warr has contributed to Liveypoob Lamversity

April 1, 1908. ]

THE EDUCATIONAL TIMES.

173

Jabrary a valuable collection of original and early editions of

Tue Drapers’ Company offer (1) 3 scholarships, £60 each

the works of Cardinal Newman, together with an autograph | for two or three years, to girls between 17 and 19; and (2) 2

letter.

* $%
*

Mr. Henry Rerson has given a second donation of £1,000
towards a scholarship in memory of his late brother, Mr.
John Rutson, in the University of Leeds.

$ *
*

Sır Frevertck Wirts has contributed a second £5,000 to
the fund for establishing a University of Bristol.

* *
*

Mrs. Mackie, Struan, Bearsden, has left £1,000 to Glasgow
University, for general purposes. |

* *
*

Mrs. Gorpon and Miss Peters have given £4,00) to Uni-
versity College, Dundee, for the erection of a Laboratory of
Electrical Engineering, in memory of their late brother,

Lord Dean of Guild Peters.

+ *
*

Sir COWASJEE Jenanonir, a Parsee merchant, has given
four lakhs of rupees (£26,566) for the promotion of science
teaching in Bombay.

A COMEINED examination for 67 entrance
scholarships and a large number of ex-
hibitions at Pembroke, Gonville and
Caius, King’s, Jesus, Christ's, St. John’s, and Emmanuel
Colleges, Cambridge, will be held on December 1 and follow-
ing days. Candidates to be not more than nineteen years
of age on October 1. Application forms and further infor-
mation from W. S. Hadley, M.A., Pembroke; the Master,
Gonville and Caius ; W. H. Macaulay, M.A., King’s; A. Gray,
M.A., Jesus; Rev. J. W. Cartmell, M.A., Christ's; J. R.
Tanner, Litt.D., St. John’s; the Master, Emmanuel. Forms,
&c., to be returned by November 24.

$ *
*

EaManven CorLEGE, Cambridge, will award an exhibition
of £50 for two years to an advanced student at the beginning
of October. Apply, with two certificates of character and
precise account of career and studies (past and projected), to
the Master of Emmanuel by October 1.

* *
&

Scholarships and
Prizes.

SCHOLARSHIPS, exhibitions, &c., are offered in Classics at
Oxford:—December 1. at Exeter, Oriel, Brasenose, and
Christ Church ; December S, at University, New, and Corpus
Christi; March 16, 1909, at Magdalen.

* *
*

Beprorp CoLLEGE ror Wo Men offers three entrance scholar-
ships in June: (1) the Reid in Arts, £31. 10s. for the first
year and £28. 7s. for the second and third years ; and (2) and
(3) the Arnott and the Pfeiffer in Science, cach £48 for
three years. Examinations, fourth Wednesday in June.
Entry forms, obtainable from the Principal, to be returned

by June 1.

& &
*

Ripon Crerey Contece offers exhibitions of £10 to £49,
upon testimonials, not upon special examinations. Apply to
the Principal.

* +
*

Tue London College of Music offers 12 open scholarships
— +4 for Singing, 2 for Pianoforte playing, 2 for Violin play-
ing, l for Viola, 1 for Harmony and Counterpoint, 1 for
Organ playing, 1 for an Orchestral Instrument—-giving free
tuition for two years. Competition on or about April 23.
Entry forms to be returned by April 16.

l scholarships, £60 each for two or three years, to boys
between.16 and 18. Particulars from the Clerk to the Com-
pany, Drapers’ Hall, Throgmorton Street, E.C.

* *
*

Tur proprietors of the World's Work offer £100 for “ the
best letter in each of the series appearing in the March,
April, and May numbers”; and other smaller prizes. Also
three prizes (5,3, and 2 guineas) “ for the best single letter”
‘not included in the successful sets).

Pror. J. J. Tuomsox, F.R.S., &c.,
Cavendish Professor of Experimental
Physics in the University of Cambridge,
has been nominated President of the meeting of the British
Association to be held at Winnipeg next year.

* *
*

Tne following have been elected by the Council of the
British Association to be Presidents of Sections at the
meeting of the Association to be held in Dubhn in September
next under the general presidency of Mr. Francis Darwin,
F.R.S. :—

Section A (Mathematical and Physical Science), Dr. W. N. Shaw,
F.R.S., Director of the Meteorological Office. Section B (Chemistry),
Prof. F. S. Kipping, F.R.S., Professor of Chemistry in University
College, Nottingham. Section C (Geology), Prof. J. Joly, F.R.S..
Professor of Geology and Mineralogy in the University of Dublin.
Section D (Zoology), Dr. S. F. Harmer, Superintendent of the Univer-
sity Museum of Zoology, Cambridge. Section E Geography), Majer
E. H. Willa, C.M.G. Section F (Economic Science and Statistics), Lord
Brassey. Section G (Engineering), Mr. Dugald Clerk, M.Inst.C.F.
Section H (Anthropology), Prof. W. Ridgeway. Professor of Archivology
in Cambridge University. Section F (Physiology), Dr. John Scott.
Haldane, F.R.S., University Reader in Physiology at Oxford. Section
K (Botany), Dr. F. F. Blackman, F.R.S., Professor of Botany in the
University of Leeds. Section L (Educational Science), Prof. L. C.
Miall, formerly Professor of Biology in the University of Leeds.

Appointments
and Vacancies.

Invitations to deliver evening disconrses during the meeting
of the Association at Dublin have been accepted by Prot.
H. H. Turner, F.R.S., Savilian Professor of Astronomy at.
Oxford, who will take as his subject “ Halley's Comet `:
and Prof. W. M. Davis, of Harvard University, whose lecture
will be entitled “ The Lessons of the Colorado Canon.”

+ *
*

Tue Rev. Dr. T. K. Creyne, Fellow of Oriel, will shortly
resign the Professorship of the Interpretation of Holy
Scripture in the University of Oxford.

+
*

Sır Henert Parry has resigned the Professorship of Music
‘in Oxford University.

*

*
*

Mr. Bexgamin Kipp has been appointed Herbert Spencer
Lecturer at Oxford. He will deliver the lecture next term.

& *
*

Mr. R. H. Birvex, M.A., University Lecturer, has been
appointed Professor of Agricultural Botany in the University
of Cambridge.

*

* *

$ r
Pror. Marssarrn has decided to retire from the Chair of
Political Economy at Cambridge, which he has held since
1885, when he succeeded Prof. Fawcett.

i * *
*

| Sır Ernest M. Satow, G.C.M.G., has been appointed
| Rede’s Reader in the University of Cambridge pfor the
present year, He will deliverjthe Redelecture on) June 13.

174

THE EDUCATIONAL TIMES.

[April 1, 1908.

Mr. ALEXANDER Gow, M.A., B.Sc., formerly Scholar of
Gonville and Caius College, Cambridge, Director of Educa-
tion and Principal of the Technical School, Blackburn (for
the past four years), has been appointed Secretary to the
Technical College of Science and Technology.

* *
*

Mr. Davin Heroy, M.A., and Miss E. M. Elderton have
been reappointed respectively Research Fellow and Re-
search Scholarinthe Francis Galton Laboratory for National
Eugenics for the year 1903-9.

* *
*

AT Trinity College, Dublin, Mr. C. F. Bastable, LL.D.,
Professor of Political Economy, has been appointed Regius
Professor of Laws in succession to Dr. Brougham Leech,
resigned; and Mr. J. S. Baxter, Reid Professor and deputy
for Dr. Leech, has been appcinted to the Chair of Civil Law
and General Jurisprudence.

* *
*

Ar Leeds University, Dr. Croft has been appointed Lec
turer in Gynecology, in the place of Dr. Hellier, who has
been appointed Professor of Obstetrics; Mr. Andrew Hunter,
M.B., Demonstrator of Physiology; Mr. R. Veitch Clark,
M.B., Honorary Demonstrator in Public Health; Dr. W. G.
Smith (Assistant Lecturer in Botany), Lecturer in Agricul-
tural Botany; Mr. A. S. Galt, additional Lecturer in Horti-
culture; and Mr. P. N. Ure, M.A., Assistant Lecturer in
Classics.

* *
*

Mr. D. H. MACGREGOR, M.A. Edin. and Cantab., Fellow of
Trinity College, Cambridge, has been appointed Professor of
Economics in the University of Leeds, in succession to Prof.
Clapham.

% #
*

Royan Hottoway Correae (University of London) requires
<l) a Lecturer in Mathematics and (2) an Assistant Lec-
turer and Demonstrator in Botany, both resident. Apply
to the Principal by April 16.

* *
*

Dr. J. C. Bripcr, M.A, F.S.A., Oreanist of Chester
Cathedral, has been appointed Professor of Music in the
University of Durham, in succession to the late Dr. Armes.
He is a brother of Sir Frederick Bridge, and was conductor
of the Chester Triennial Musical Festivals.

& *
*

Pror. Bosangvet will resign the Chair of Moral Philo-
sophy in the University of St. Andrews at the end of the
current academical year.

* *
*

_ Miss E. N. Tuomas, B.Sc. Lond., Assistant in Botany at
University College, has been appointed Lecturer and Head
of the Department of Botany, Bedford College for Women.

* *
*

Dr. R. Srewarr MacDoruart, Lecturer in Biology, Edin-
burgh and East of Scotland College of Agriculture, has
been appointed Lecturer in Botany in Edinburgh.

% *
%

Mr. G. Rorerrsox Warr, B.A. Cantab., Lecturer in Greek
History and Assistant in Greek, Aberdeen University, has
been appointed Professor of English and Philosophy in the
Presidency College, Calcutta.

* *
*

7 Wop 7 A DI q
Ma. Warrer W. Reep, B.Se., Isaac Roberts Scholar of
i vi an r ‘A - z z
University College, Bangor, has been appointed Assistant

Lecturer and Demonstrator in Chemistry at the Technical) Need of Actuality in Teaching

College, Huddersfield.

Se a SSS a R a a =

i

Mr. Wittiam Dawson, M.A., B.Sc., Carnegie Fellow, has
been appointed Lecturer in Forestry at the Aberdeen and
North of Seotland College of Agriculture.

* *
*

Mr. A. H. Hitt, Head Master of the L.C.C. Mile End
Papil-Teachers’ Centre, has been appointed an Assistant
Inspector under the London Education Committee.

% %
$ .

Me. T. A. Eaves has been appointed Inspector of Elemen-
tary Schools under the Newport (Mon.) Education Com-

mittee.

* +
+

Tue Rev. E. J. W. Hoventroxs, M.A., Head Master of St.
Edmund's (Clergy Orphan) School, Canterbury, has been
appointed Head Master of Rossall School.

* *
*

Miss Jutran M. Boys, M.A., Assistant Mistress, Princess
Helena College, Ealing, has been appointed Head Mistress

of St. Margaret's School, Bushey (Clergy Orphan Corpora- .

tion).
* *
Miss E. M. Jenas has been appointed Principal of the
Avery Hill Training College (.C.C.).

* *
*

Tue Rev. E. T. Les, M.A., House Master at Cranleigh
School, has been appointed Head Master of Steyning Gram-
mar School, in succession to the Rev. A. Harre.

* *

t
Mr. J. Moore, B.A. Lamp., has been appointed Head
Master of the Bishop's High School, Poona.

Tue University of London requires one
Examiner in each of the following Matricu-
lation subjects: — English, Mathematics,
Latin, Greek, French, German, Elementary Physics, Ancient
History, Modern History, Logic, Physical and General
Geography, Geometrical and Mechanical Drawing, Elemen-
tary Chemistry, and Elementary Botany. Particulars from
the Principal. Applications to be lodged by April 15.

Examinerships.

Tut Oxford University Press is issuing the
Greek versions of “The Testaments of the Twelve
Patriarchs,” edited from nine MSS., together
with the variants of the Armenian and Slavonic versions
and some Hebrew fragments, by Dr. R. H. Charles.

+ *
*

Literary
Items.

Tue Spring List of the Oxford University Press, while
containing important works in language, history, and science,
is specially strong in English literature, original and cvitical.
Apart from school books, we note particularly “The Shake-
speare Apocrypha ”°—l+ plays at some time attributed to
Shakespeare—edited by C. F. Tucker Brooke.

* *
*

Messrs. Loxamas are publishing Stubbs’s “ Germany in
the Early Middle Ages, 476-1250,” edited by Mr. Arthur
Hassall.

a
*

Mr. Fisuer Unwin has just added to tho “ Story of the
Nations” series a volume on “The Roman Empire, t.c. 29 to
a.D. 476,” by Mr. H. Stuart Jones, M.A., Fellow of Trinity
College, Oxford.

* +
*

Mr. J. Lewis Paton contributes a piquant article on * The
* to Cassell’s Magazine for
April.

a a cece E ceri a
r D Jen

April 1, 1908. ] THE EDUCATIONAL TIMES. 175

Modern Language Teaching (March) gives a very interesting
“ Report on the condition of Modern (Foreign) Language
Instruction in Secondary Schools,” and a discussion on “The
Place of Translation,” on the basis of a paper by Mr. F. B.
Kirkman.

SCIENCE IN CORRELATION WITH GEOGRAPHY AND
MATHEMATICS.

AT the Evening Meeting of the members of the College of
Preceptors on Wednesday, March 18, Mr. W. C. Brown, M.A.,
in the chair, Dr. T. Percy Nuny, M.A., D.Sc., read the following
paper :—

+ *
*

Uxper the title “ Travel the Teacher,” 7.P.’s Weekly has
started a series of articles (inaugurated by Mr. J. H. Yoxall)
outlining the educational opportunities and enjoyments open
to readers that may be visiting, on holiday, various countries,
districts, or towns.

If an attempt were made to estimate the influence of peda-
gogical theory upon pedagogical a during the last century,
there would be little difficulty, I think, in establishing at least
this clear result—that those in whose bands the instruction
of boys and girls actually lies recognize that the nature and
order of that instruction must wait upon the psychological de-
velopment of the pupil. Even the Head Masters’ Conference
admits, at least in principle, that the curriculum and method of
teaching at eleven must be determined in the first place by the
intellectual characteristics and requirements of the boy of eleven
and only in the second place by the intellectual characteristics
and requirements of the boy of sixteen.

+ +
+%

Messrs. A. & C. Brack annonnce a work of great socio-
logical interest, “ Kafir Socialism,” by Mr. Dudley Kidd,
who has known the Kafirs under their native conditions.

Sır IEpwarp Busk, M.A., LL.B., and Mr.

General. C. A. Russell, B.A., LL.B., K.C., have been

nominated to represent the Senate of the Uni-

versity of London, and Sir Thomas Raleigh, K.C.S.1., K.C.,

and Mr. W. English Harrison, K.C., to represent King’s

College, on the Commission to be appointed under the

King’s College, London (Transfer), Act. The fifth Com-

missioner, who will be Chairman, is to be appointed by His
Majesty in Council.

“ STUDY THE Cuitp’”—ONLyY «a Hacr-Trvuvnu.

It is one of my objects to-night to suggest that this all-im-
portant principle has, when properly regarded, two sides, of
which one alone has hitherto received an adequate amount of
attention. This side is represented in the recommendation that
the young teacher should “study the child rather than the
subject ’—study him, that is, so as to master his ways of thought,
his modes of intellectual assimilation, at each stage of his
development. I wish to suggest that the view expressed in this
maxim, valuable as it is, contains only half the truth and stands,
therefore, in need of correction.

Lorn Rosenrery has been nominated for the Chancellorship
of Glasgow University, and apparently will not be opposed.

The candidates for the Lord Rectorship of Glasgow
University are Sir Henry Campbell-Bannerman (L.), Lord
Curzon (C.), and Mr. Keir Hardie (Socialist).

The candidates for the Lord Rectorship of Edinburgh

THE Cuitp'’s MIND.

It appears to me to assume that we have, on the one hand, a
world of “facts ” to be known—eternal and immutable like the
“ideas ” of Plato—and on the other hand a “ mind” which is an
instrument fashioned for the purpose of “ knowing” these facts.

University are Mr. Winston Churchill (L.) and Mr. Wynd- It attaches great weight to the recognition that the instrument
ham (C ) changes in character as the individual advances from infancy to

The candidates for the Lord Rectorship of Aberdeen childhood, from childhood to boyhood, from boyhood to man-

l : ; hood ; but it thinks of the mind and its changes precisely as it
University are Mr. Asquith (L.) and Lord Milner (C.). would think of the development of a physical organ. Just as
l * *

growth in strength and skill is the direct result and ex-

BeprorD Course ror Womex (York Place, Baker Street, | Pression of the growth aud organization of the muscular

$ pi i rak ?' system, so the changes in amount and character of the
W.) has taken additional premises, to which the Department | intellectual performances of the boy are to be regarded
for Secondary Training will be moved at the beginning ofias the direct result and expression of the growth and

Easter Term. organization of his mind. We should not, in view of the-
aie great usefulness of this conception, allow ourselves to forget

Trs proposed to erect in London a monument in memory that it is, strictly, not a statement of facts, but an interpretation

1 : Ree ae e of facts. In the case of the physical organ, both organ and.
ES Saat oe Scanian TS to raise £200,000. function are indubitable facts. The boy’s biceps is there, even:
vor. Gollancz 1S honorary ean a though it is not functioning in connexion with any of the uses-

5 of peace or war. But who has ever demonstrated the existence.
Mr. Eric Wituiams gave a highly successful “ Patriotic of a “mind” apart from the functions which we distinguish as
Recital” at Margate on March 19, when some 500 pupils of stat atta which is ee oe oe à TONADE oi)
: willing urely, a “min conceived apart from ment:
the local schools and colleges took part in the choruses; and . . ; z ee ,
he is open to repeat it E the kingdom for the es E a eee e a
g

; i , ga h its “ properties ’—it is an abstraction which we may lawfully
same object —namely , to increase the Veterans Relief Fund. hy postatize for certain purposes, but must not, when hy postatized,,.
The object is in the highest degree praiseworthy.

confound with a fact.*

* * If you admit the force of this argument, you will recognize

i that the “nature” of a boy’s mind at any epoch consists simply
in the details of its “contents ” and their order of succession,.
and that the development of his mind is simply the history of
the succession of these contents. ‘Thus to study the mind of a
child is to make oneself acquainted, as far as is possible, with the
details of these contents, their modes of sequence and recurrence.
—using the term “contents ” in the widest sense to cover every
type of conscious element. Now, while it is true that the de-
velopment of the minds of a group of children may show in-
detail an almost infinite variety, yet it is also true that their-
differences are not so great that they may not be regarded as
merely deviations from a norm typical at least of the community-
to which the children belong. In other words, in the case of
children brought up under substantially identical conditions
their mental development will take over much of its cross-section

a Le

Pror. Lupwia SCHRÖDER, who had for more than forty
years directed and successfully developed the famous People’s
High School at Askov in South Jutland, died on February 7,
just over seventy-two years of age.

Tae French Ministry of Public Instruction have recently
decided that for the future the sum of £16, previously pay-
able by English Répétitrices in French Ecoles Normales,
shall no longer be demanded. English Répétitrices in these
institutions will henceforward be appointed “ au pair.”

* * z
$%

-A Fraxco-CuHIiNeEsEe University is being established at
Hanoi. The French Government hopes by means of it to
raise the standard of education in China, or at least in the
south of China.

* It may be well to add that I am disputing the existence neither of a
“‘ spiritual principle ’’ nor of a real world, but only of the ‘mind ” as.
a kind of curtain between the two.

aac

176

THE EDUCATIONAL TIMES.

[April 1, 1908.

a substantially identical course. This is obviously the circum-
stance that makes class-teaching possible. It is only another
way of making the same statement to say that the curriculum
through which a boy has passed has been at the various stages of
his career a definite part of his mind. But, to realize the full value
of this statement. we must recognize that a programme of the
instruction which a boy has received, however detailed it may
be, implies much more of the content that goes to make his mind
than itactually records. he programme records merely the sub-
stantive “objects of thought” with which the boy has had
commerce from day to day and from term to term : it tmplies,
in addition, an almost equally detinite contexture of impulsive
and emotional elements into which the substantive intellectual
elements were interwoven during the actual process of appre-
hension. Moreover, the relation between the intellectual nuclei
and the interstitial impulsive and emotional material is not the
merely external relation that the word “interwoven” might
suggest: it is essentially a functional relation, as close and in-
dispensable as the relation of one organ of the body to another.
Thus the programme of instruction in any “subject” of the
curriculum may not inaptly be compared with the skeleton of an
organism which mav indeed be preserved and exhibited for an
indetinite time, but is really meaningless apart from the warm
pulsating tissues whose lite it supported and with whose growth
it grew.

In the last sentence I have not only used for the first time the
word “subject” in its technical sense; L have also indicated the
way in which, from this point of view, a subject of the curri-
culum must be regarded. It is not sufficient to say that the
boy's mind is a growing tissue of conscious elements—impul-
sive, emotional, intellectual—nor even to correct the account by
adding that it is a whole, a unity, not merely a collection of
contents. We must, besides this, recognize the fact that as the
contents grow in number and variety they tend to consolidate
into structural systems having each a more or less clearly
marked individuality and enjoying a more or less complete
autonomy within the empire of the mind as a whole. Among
these systems will be some—such as the boy's “ hobbies ”—which,
being relatively deficient in intellectual elements, may take a
form almost entirely peculiar to himself and hardly capable of
being conceived as existing apart from him. On the other hand,
there will be others which are relatively so rich in intellectual
elements that we can exhibit the latter in the form of a detailed
programme—as it were the continuously connected and articu-
lated skeleton of the mental structure. These systems will be
the great “subjects” of the curriculum—mathematics, history,
religion, and so forth. The predominance in these of intellectual
contents which may, at the same time, be present in an indefinite
number of other “ minds” has led to the mistaken belief that
their individuality consists simply in the nature and relations
of these elements and to the ignoring of the impulsive and
emotional contents which the former imply as necessarily as the
skeleton implies the tlesh and blood. Thus we have the hypos-
tasis of a “subject” conceived as having an individuality of its
own apart from the ‘‘ minds” in which it appears as a psycho-
logical system, answering to the hypostasis of a ‘ mind” having
an individuality of its own apart from its intellectual contents.
Both these abstractions are legitimate or useful on special
occasions; they become equally dangerous on others if we allow
ourselves to forget that they are only abstractions.

INTELLECTUAL DEVELOPMENT—RACIAL AND INDIVIDUAL.

We are now, I think, in a position where we can see in what
lies the value of the principle—so often apphed as a maxim of
pedagogical method—that the intellectual development of the
individual repeats that of the race. This famous principle, which
many people accept somewhat hastily upon the strength of a
rather doubtful biological analogy, may easily lead to error if
used incautiously. It seems obvious that no profitable compari-
son can be made between the whole contents of the mind of a
modern boy of any age and that of an Englishman of the four-
teenth century. "T'he differences would be, on the whole, much
more important than the resemblances: they would show the
former still a boy and the latter a man. But, if we confine our
attention to one of the great systems of which we spoke as in-
dividualized about a strong and well defined intellectual frame-
work, the applicability of the principle appears equally evident.
Thus the great, strongly individualized system which constitutes
“ modern mathematics” was represented in the mind of the
Englishman of the fourteenth century by a group of relatively
unsystematized impulses and trains of thought motived by

these—a group which, in respect of the character both of the im-
pulses and of the intellectual content, and again in respect of
their lack of co-ordination and system, may quite profitably be
compared with the mathematical knowledge and the connected
impulses in the mind of a modern child just beginning the
subject at school. Moreover, since the mathematical system
has had a continuous development in the minds of thinkers of
successive generations from its sporadic beginnings in early
times to the highly consolidated structure of to-day, and since this
system arises in our pupils from similar centres and moves
towards the same goal, it seems highly probable that the
historical development of the subject marks out for us the steps
by which the mathematical system may most naturally move
towards the form which characterizes it in the minds of adult
mathematicians to-day. There are certain qualifications of this
doctrine which good sense will always make without the stimulus
of theory. Just as the physical system does not always find the
best path of development and may show, in its later stages, the
persistent effects of earlier morbid states, so the development of
the great intellectual systems has not always been completely
heaithy, and in its later stages has exhibited distigurements and
weaknesses which we should not allow our children to incur.
But the teacher who consults the history of a subject for guid-
ance in developing it in school must not forget that the stages in
its history present him with those parts only of the developing
system that are capable of preservation. ‘They are like the
palwontological record of an animal race: they are merely the
‘hard parts ” of the successive forms in which the continuous
life of the phylum has displayed itself. From these fossils the
teacher must reconstruct, by criticism, the complete system at
each step of its development, supptying the context of impulses
and emotions for which the character of the intellectual structure
asa rule yields suflicient evidence.

THe SCIENTIFIC System: THREE MAIN STAGES.

It would be impossible, in the compass of one lecture, to apply
this reconstructive criticism to any of the great systems which
have terminated in the modern sciences. Standing in this place
afew years ago, I endeavoured to show how inadequate for the
purposes of the teacher is the view that would regard the sciences
merely as great collections of * truths,” and sought to indicate the
necessity of recognizing them as structures bearing throughout
the marks of human activity. In other places | have since tried
to indicate the characteristics of the scientific systems at the
principal stages in their development, and ask your permission
to assume the results of these studies here.

‘Three main stages, or levels, may be established in the develop-
ment of the scientific system. These are distinguished from
one another by the nature of the non-intellectuai elements
present in them and by their differing degrees of systematiza-
tion. The lowest stage is that of “ Nature study ’’--using the
term to connote a relatively unsystematized body of inquiries
which are directed indifferently towards the heaven, the earth,
and the waters under the earth, wherever and whenever wonder
calls and naive curiosity leads the way. ‘The highest stage is
that which is at once most completely systematized and most
predominantly intellectual, when the impulses and emotions that
support and direct thought urge it only towards its own sys-
tematic completeness. This is the position of the modern
physicist like Clark Maxwell, the modern biologist like Darwin,
the modern mathematician like Cayley.

Between these is the stage to which our attention is to be
confined to-night. Inquiries which were at first prompted by
wonder, by fear, or by curiosity generally pass into intellectual
efforts directed to the establishment of control over the source
of wonder or alarm. The primitive astronomer ceases to study
the phenomena of the eclipse with the curiosity that springs
from terror; he no longer contents himself with reflecting thist
he cannot bind the sweet influences of Pleiades or loosen the
bands of Orion. He penetrates the secret of the eclipses, re-
ducing their recurrences to law and order, and thus is, in a
measure, forearmed, since forewarned, against their baleful in-
fluences; he makes the stars wait upon his needs and divide for
him his times and his seasons. And so, wherever the primitive
motives of wonder, delight, fear, and curiosity have led inquiry,
the less primitive motive has followed that continues and widens
the inquiry for the sake of ministering to the inquirer’s needs.

MIDDLE StaGE—ScIENcE CURRICULUM.

The character of the portion of the-enrriculum,;in science
that answers to this stage in. the evolution of theysciences seems

os eee y JPEE EE

-p a ae — T a a a aug PEO AE TE OTS a Pa EET ETP TO OEE gg LE AL IS A a Ea eae RTT oee

April 1, 1908. ]

THE EDUCATIONAL TIMES.

177

perfectly clear.

solution is a matter of practical interest and requires the! scientific

application of instruments and methods of exact determina-
tion. That is, the problems will, in general, involve quantitative
and often mathematical treatment, while their practical char-
acter will arise from their intimate connexion with life and
industry—either, out of doors, the tillage of the land and of the
sea, or, Indoors, the labours and operations of the workshop, the
kitchen, the laundry.

The very fact that we are concciving this work as a section of |
a developing curriculum lying between the specialized and highly
systematic pursuit of the special sciences above, and the general
and largely unsystematic study of the more striking aspects of
Nature below, implies a gradual transition in its own character
from the latter to the former. As the boy approaches the age at
which his studies in science should assume the systematic form—
say at sixteea—the problems to which his attention 1s directed
will become so closely connected with one another that they will
be woven into a continuous argument. When this is the case it
is natural and easy to effect the shifting of emphasis that causes
the pursuit and completion of the argument to become itself the
object of the work. It will, I think, be recognized that this
description holds good of the first year or two of the study of
chemistry or of mechanics. It follows, therefore, that these
studies should find their place at the end of the period we have
in view. On the other hand, in the earlier part of the period—

say from the age of ten or eleven to the age of fourteen—the
problems will have rather the sporadic and disconnected char-
acter of the Nature-study period. But we are dealing with an
age at which that organization of intellectual effort which is
one of the chief aims of education has, having regard to the mind
of the pupil as a whole, already developed to a considerable
degree. We cannot, therefore, be content with a succession of
problems isolated from any continuous context and accepted for
study merely on their own merits as affording suitable oppor-
tunities for acquiring what is sometimes rather vaguely called

“ scientific method.” (Parenthetically I remark that this practice
appears to me to be a somewhat serious weakness in many exist-
ing schemes of work.) We must, it would seem, arrange that our
problems should be episodes, as it were, in the development of
some other subject, presenting a continuous argument, until the
time is reached, as I have before indicated, at which they them-
selves merge into a similarly continuous argument.

GEOGRAPHY AND MATHEMATICS.

Little difficulty can be experienced in selecting subjects suit-
able for affording this external support to the development of
the science curriculum. Both geography and mathematics have
reached, by the age of eleven, a stage of development at which
their individuality is strongly marked. Moreover, both have
a connexion with the scientific interest that is close, if not in-
evitable. They are, then, the subjects with which, in the earlier
years of this intermediate period, the science instruction may
most usefully be correlated. But the relations of this instruction
to the two great subjects I have named must be conceived some-
what differently, and will repay a brief examination.

The subjects of the curriculum may be usefully regarded as
falling into two groups: “substantive” subjects, pursued for
their own sake, and *“ instrumental” subjects, cultivated rather
tor the sake of their applications within the boundaries of other
subjects. So long as geography was studied in schools merely
because it was necessary for the comprehension of history. it was
instrumental, but, now that it is recognized as having an ideal
and an individuality of its own, it has come to take a place with
history and literature among the subjects indisputably of sub-
stantive rank. The recent history of mathematics as a school
subject has exhibited, curiously, a movement in the opposite
direction. Owing largely to the admirable efforts of Prof. Perry
and his disciples, it is tending more and more to become recog-
nized as instrumental and to abandon pretensions which entailed
so great a strain upon those who were expected to support them.

Geography, conceived as a substantive subject, having for its
object the study of “ the surface of the earth as the home of
man,” usually undertakes a careful survey of the home region,
so that the pupil may acquire a first-hand acquaintance with
geographical ideas and skill in interpreting the technical symbol-
ism in which geographical fact is expressed. ‘This part of its
aim cannot be achieved without consideration of the many
aspects of the home region which fall within the special provinces
of the science. Thus the problem of exactly determining the
characteristics of the home region with regard to these aspects

It must consist in the study of problems whose | contains the points of departure of a number of important

t6

episodes.”

School mathematics, we have said, is to be regarded not as an
end, but as a means, an instrument of precise analysis and exact
description. But it is an instrument of an exceptional character,
which soon passes out of the stage in which it is pursned
episodically into the stage in which its problems—regarded as
the problems of fashioning an effective apparatus of analysis and
description—merge, like the problems of elementary mechanics
and chemistry, into a doctrine having a certain continuity of
argument and therefore a certain capability of self-subsistence.

TRADITION IN MATHEMATICAL PROBLEMS,

Tn relation to this subject the functions of such problems as
we propose to correlate with it will be to act as moliees for the
fashioning and elaboration of the mathematical instruments of
investigation. The experienced mathematical teacher has always
pursued some such course. He has not actually followed the
unfortunate suggestion of his text-book, which would urge him to
introduce his new mathematical method. as it were, out of the
void and then to show its usetul applicability to concrete
problems. He has taken the better course of raising some
interesting concrete problem and then introducing his mathe-
matical method as a means of dealing with it. Unhappily,
tradition has limited his development of this sounder method
in two ways. In the first place, it has forced him to confine
himself largely to the problems of commercial life—interesting
enough to the adults for whom the first treatises on arithmetic
were composed. since for those adults these problems were
matters of actual urgency, but having only a remote connexion
with the interests of children at school. It is, perhaps. only
when one has turned over the leaves of some of these early text-
books—has noted. for example, that the cases a as pupil for
whom Tonstall’s De arte Supputindt (1522) is written is a mature
Oxford student who is commencing the study of compound
addition in order that he may defend himself against possible
fraud on the part of his landlady—that one realizes how harm-
fully this unlucky tradition may have affected our curriculum
in arithmetic. In the second place, tradition has decreed that
ina mathematics lesson there shall be no accessories to paper
and pen except the blackboard, the chalk. and the duster. It
follows that, when a motive to mathematical enterprise is sought
in other sources than in hypothetical commercial transactions,
the teacher is thrown back upona miscellaneous variety of topics
—the competitive performances of pipes and cisterns, the feats of
coincidence of clock-hands, and so forth—topics whose content
is of such slight value that it hardly justifies the elaboration of
intellectual apparatus to deal with it. It also follows, too often,
that boys will work upon hypothetical data in the classroom and
upon data of the same kind actually determined by themselves
in the laboratory under such conditions that they are neither
helped by a perception of the identity of the problems involved
nor hindered by a perception of the dissimilarity of the methods
by which they have been taught to deal with them. The mode
of correlation which we are discussing proposes to avoid these
disadvantages by using, as motives for the mvention of the
ordinary apparatus of mathematics, problems that have a content
of positive value and interest to ‘the boy, that involve useful
physical manipulation and have a certain unity of character
which enables thein to develop later into a continuous physical
argument. l propose now to illustrate briefly the application
of these principles in the school curriculum—first in geography,
then in mathematics. (It may be convenient to state that, in
the main, Lam describing details of the science syllabus of an
elementary school associated with the work of the London Day
Training College.)

GEOGRAPHICAL PROBLEMS—NATURE-STUDY PERIOD.

The problems arising in the geographical context that call for
scientific treatment muy be regarded as the development of the
Nature-study observations of sky and weather. The sky obser-
vations will be devoted at this earliest stage to the contemplation
of the sun and the moon simply as beautiful objects whose more
obvious performances are full of interest, while to a more careful
scrutiny they promise delightful surprises. ‘That the simple and
obvious facts of the behaviour of the sun and moon are in reality
very little regarded and only imperfectly known has been borne
in upon me by the following paintul discov eries. (1) OF a large
class of students on the eve of graduating the majority held the
belief that the sun rises daily at the eastern point of the horizon,
sets nightly at the western/poitit,cand, at_noon stands directly

178 THE EDUCATIONAL TIMES. [April 1,-1908.

overhead. (2) A class, composed for the greater part of'the horizontal, and are at last rewarded with a trustworthy
graduates, hesitated to commit themselves to any definite opinion | timekeeper.
when asked whether the waxing and waning crescents of the] But the uses of the sundial are not yet exhausted. It is
moon were turned the same or different wavs. It seems evidentlof service in the solution of another practical geographical
that these persons, whose education in the ordinary sense was’! problem—the problem of fixing the position of a point on the
much above the average, had very little knowledge of the actual earth’s surface by easily determinable co-ordinates. Time
sun and moon, but bore in their minds only the memory of the | difference, or “longitude,” is one. I pass over this, except to
insipid estmulacra of the text-book. T'o avoid this distressing state commend to your notice Prof. R. A. Gregory's useful little
of things, the children are taught to note aud picture the phases of “universal clock,” which I use in a somewhat simplified form.
the moon on her monthly journey through the sky just as they! The other is supplied by the characteristics of the sundial.
note and picture the phases of the plants they rear. They! ‘The class learns that at places distant from oneanotheron a north
approach the study of the sun by watching the shadow of a and south line—such as the valley of the Nile—the inclination of
vertical metre rule which it casts upon the laboratory Hoor. The the style must be varied, but that no such variation is necessary in
delighted surprise which greets the first perception of the rapid | the case of places on the same east and west line. Thus the number
shifting of the shadow is a sufficient justification for placing this of degrees in the elevation of a correct sundial may be taken as
observation in the Nature-study stage. For the first time the the second co-ordinate fixing the position of the place where the
restless movement of the sun is brought home to the child’s mind dial is set up. When subsequently it is discovered that the
as a fact intinitely more striking and wonderful than any deduc- ; direction of the style is also the direction of the pole star, about
tion that “ it must have moved” based upon observations of its' which the sky appears to revolve, we have all the data necessary
position in the morning and evening. The impression is deepened, to introduce effectively the accepted theory of the earth’s
by a simple class experiment which I do not remember to have| rotation, and the ordinary definition of “latitude.”
seen described, although doubtless many teachers have invented| ‘The great use of the moon—after the Nature-study period has
it independently. The optical lantern is placed in a southern| been left behind—is in facilitating the interpretation of the more
window, and the prism or mirror adjusted so that a clear image|important behaviour of the sun, which we ascribe to the annual
of the sun’s dise is thrown on a screen in front of the class—for]| revolution of the earth. Very casual observation of the moon
example, on a blackboard. ‘The movement of the sun can now] reveals in a day or two its extremely rapid movement among the
easily be traced, a child being called out every few minutes to| stars, and establishes roughly the period of that movement. It
outline the disc with a chalk circle. At the end of a half-hour’s | is not difficult to adjust the pendulum of an ordinary clock so
lesson these circles spread in my own laboratory over a distance; that it shall “keep time” roughly with the moon, just as the
of more tkan a yard. May I add that a few weeks ago one of|normal clock keeps time with the sun. Iam at present engaged,
His Majesty’s senior inspectors, a couple of colleagues, and myself| with this end in view, in corrupting the integrity of a clock be-
watched this moving disc for a full half hour with a delight| longing to the London County Council. Such a ‘moon clock ”
which we found it impossible to disguise. will, of course, show twelve o'clock at about the time when the
To return to our shadow. Two boys in rotation are told off|moon is south. Compared with the ordinary clock, it must lose
every sunny day to watch the shadow about noon, to determine | about forty-eight minutes a day. Its use is that we can state
its direction and its length when it is shortest, and to note the|that by moon time a given star—say Venus or Jupiter, which are
time of this event by the clock. The shadow changes in length | competing so splendidly just now for the throne of the evening
very slowly at iis minimum, so that the determination of direc-|sky—is in a given place at constantly changing hours during the
tion and time are only approximate. ‘They are sufficiently | month, returning to the same place at the same time only after
accurate, however, to bring out the facts that when the shadow is|the completion of a complete lunar cycle. Moreover, this obser-

shortest its direction is always practically the same, and that the| vation is clearly only another way of stating that the moon is
time of shortest shadow varies from about a quarter to twelve at| moving daily among the stars. J*ortitied by these observations.
one season of the year to a quarter past twelve at another. Wejit becomes easy to reach a convincing interpretation of the
now have facts that call for a terminology, and the names, |observations—spread over many months—of the varying positions
“south” and “noon” are appropriately introduced. Meanwhile|at the same hour at night of the Plough and Cassiopeia, and of
the length of the shadow is recorded about once a week in a/the successive appearances of the great constellations and single
simple graph, which is practically a series of pictures of the| stars.
shadow on the floor not too much reduced in size. This
graph, built up gradually during the year, is a treasure which
has many uses. At the epoch under consideration it serves as a
striking record of the suns annual variation in nonday
height—a fact wonderful and interesting in itself. Later in the
course, it is found to contain the secret of the procession of the
seasons ; while much later still the same graph, reduced to degrees
both in its vertical and its horizontal scale, is bent round into a
complete circle and becomes a model which can be interpreted as
showing the inclination of the earth’s axis to the plane of the
ecliptic.

These simple observations on the noonday shadow fall into the
Nature-study period: we see their development into the type of
scientific inquiry with which we are specially concerned when in

GEOGRAPHICAL PROBLEMS— LATER DEVELOPMENTS.

The problems that arise in succession to the simple weather
observations of the Nature-study period must be treated verv
briefly. ‘These early observations consist of a record, pictorial
rather than graphical, of sunshine, rain, and cloud from day to
day. Later, when the conventional ideas of direction have
been learnt, notes on the direction and character of the
winds are added. The work of the second period now begins,
for we have the definite practical problem of finding a trust-
worthy method of determining and recording that “real”
warmth or coldness of the day which we distinguish under the
name “temperature” from the often conflicting and varying
deliverances of our senses. The solution of this problem is, of
the next year—say at age ten—we endeavour to solve the two|course, the thermometer. The further problems of satisfactory
closely connected practical problems of using sun-shadows to|construction and graduation of this instrument afford material
determine the exact south direction and the time of day. I confine|for much practical work. Subsequently it is used to record the
my remarks to the latter. The first year’s work has taught us |air temperature from day to day, and to determine the conditions
that the sun is not so constant to his time as the poet credits him|of phenomena such as the freezing of water, which are of obvious
with being, and we have compiled a rough table of what the! geographical importance. It is easy to see that the study of the
astronomer calls the “ equation of time,” which enables us to use| behaviour of heated bodies thus begun has sufficient intrinsic
with understanding the more exact figures given in the invaluable | interest to justify elaboration without special reference to the
“ Whitaker's Almanack.” A simple sundial is now now set up| geographical argument. Thus, in later years, our syllabus con-
with a vertical style, and is graduated empirically by noting|tains problems on the exact determination of the expansion of
the position of the shadow at certain definite hours—allowance| liquids and metals, on their freezing and melting points, and so
being made for the equation of time. The task of checking the|forth. One important remark may be inserted here. ‘These
graduations is allotted, as before, to boys in rotation, and in the|extended investigations carry inquiry only so far as the notion
course of a couple of terms the whole class will have become|of temperature—regarded as a definite objective state of a body
convinced that the sundial with upright style is not a success.|with which other states are correlated — affords sufficient
Thus the ten o'clock shadow moves in London over a space of| guidance. When the notion of “ heat” as a cause of temperature
about 22 degrees between winter and summer. We are now| changes is invoked, we are, I think, passing out of the intermediate,
naturally led to interpret the a oping style of the sundial in the | utilitarian stage of our teaching into the final or systematic

ark as an attempt to overcome the difficulty we have discovered. | stage. Such work should therefore be postponed until the close
We fit our sundial with a style having the same inclination to! of the school course. But, before this | point \has (been-reached,

er cmc cy ‘SP Se re SESS ahr hs Ss É es pea a

April 1, 1908.]

THE EDUCATIONAL TIMES.

179

many other practical problems will have arisen which comply
with our original condition that they shall arise out of the
geographical argument and be ancillary to its development, even
though they may, owing to their intrinsic interest, ba pursued
further than the needs of that argument actually demand. Such

problems will be those connected with the determination of the |
quantity of moisture in the air—problems which will start a`

line of investigation passing, by way of the simple seaweed or
whipcord hygrometer, to the determination of dew-point, the

wet and dry bulb thermometer, the maximum pressure of

saturated vapours, and the relations between pressure and
boiling point.
conditions that are relevant to the geographical argument—the
barometer—is best taken in connexion with the problems corre-
lated with mathematics.

MATHEMATICAL PROBLEMS— WEIGHING AND MEASURING.

To these problems we now turn. I will remind you that we viewed
school mathematics as an instrument, but an instrument the very
fashioning of which is a process that has the highest disciplinary
value. Our problems must, then, not only afford adequate
motives for the search for mathematical methods: they must, in
addition, be adequate to prompt and stimulate the development
of a relatively complete mathematical technique. The history of
mathematics will aid us, for its progress is marked almost every-
where by the same constantly recurring rhythm. First there is
the problem with which existing mathematical methods are in-
sufficient to cope. so that it becomes a motive for the search for
a new method. Then comes a period of technical development,
a period during which the new machinery is simplified and per-
fected; finally the perfected apparatus finds an application over
an area far wider than that of the special problems from which
it arose and becomes itself a potent instrument of investigation.

I venture to suggest respectfully that much admirable work |

which is being done in the direction I am describing is rendered
imperfect by the neglect of this technical aspect of mathematics
—an aspect which appears to me to be absolutely essential to a
correct conception of mathematics as an instrument of analysis
and investigation.

In the earlier stages of the syllabus which we are following
more or less closely throughout, actual weighing and measuring
in English measures is made the starting point of the arith-
metical process up to and including a simple non-systematic
treatment—“intuitional’”’ as opposed to “ rational ’’—of common
fractions. In connexion with the determination of rectangular
areas we find an opportunity, in the first place, of introducing
certain important geometrical 1deas—which we may regard here
as, in the main, attempts to organize existing geometrical ex-
periences. Inthe second place, this particular problem affords
an excellent means of effecting the extension of the notion of
multiplication which occurs when we proceed to multiply by a
fraction. Itis amazing to note how many of our leading text-
books slur over this most important theoretical point without
reminding even the teacher of its existence. The number of
square inches in the area of a rectangle 53 inches by 4inches is
easily seen to be four times 5}. The area of another rectangle
5; inches by 4 inch is as easily admitted to be one half of 5 square
inches. It follows that the area of a rectangle 63 inches by

> inches must be the sum of these two. This area is, in square
inches, four tunes 5% plus one half of 5}. Since, however, the
result of this more complicated operation is continuous with the
simpler one—namely, the prediction of the number of square
inches in an area—and since, in simple cases, the operation was
one of multiplication, there is a great gain from the point of
view of technique in extending our original notion of multipli-
cation to cover this more complicated performance, and to sym-
bolize it in the form 5% x 45. Subsequently, this technical
reduction to one operation of what were originally two operations
is seen to hold good in other cases.

Metric SystemM—PuystcaL MANIPULATIONS.

But the more typical problems arise at a somewhat later stage,
when we enter upon the study of the metric system and consider
it in connexion with work which 1s generally regarded as physics
and is confined to the laboratory. It is important to define our
attitude here. The problems of determining weight and volume,
and hence of density and specific gravity, are not regarded as
physical problems to which elementary mathematics can be
applied. They are regarded as mathematics itself in the same
sense as the pipe-and-cistern problem is regarded as mathematics.

It follows that physical manipulations must be admitted into
the mathematical lesson—though, of course, the bulk of the

The one remaining instrument of analysis of,

‘tion and elaboration of mathematical methods.
i there must be no interest present that would come into dangerous
i competition with the mathematical interest.

lessons will still be reserved for practice and the necessary
elaboration of technique. ‘This implies that the lessons in which
manipulations are admitted must take place in a room furnished
forthe purpose. No elaborate fittings are necessary. A low and
strong teak table, 6 feet long, 22 inches wide, affords excellent
accommodation for two boys with all the necessary apparatus,
and the class may face the teacher in the usual way. Inexpen-
sive, and therefore movable, balances are as good as the case de-
mands, and Mr. Cusson’s excellent apparatus makes a wide range
of manipulations possible. If a criterion be required to decide
upon the character of the problems to be considered as belonging
to the mathematical syllabus, I suggest that there are two—one
practical, the other theoretical. Many teachers who have used
this form of work prefer not to admit water, but confine the mani-
pulations to solids. In my own case I have not found it necessary
nor desirable to observe that limitation, but I am fortunate in
haying a supply of water and sinks close at hand. The theoretical
limit seems to be of more importance. This work has a definite
aim, not to afford an application of mathematics, but to be
mathematics—that is, to supply adequate motives for the inven-
Consequently

In the case of such
investigations as Archimedes’ principle, experiments on liquid
pressure leading up to the theory of the barometer, experiments
with the ballistic balance, it appears to me that this condition is
lacking. The interest in such investigation is primarily physical
and not mathematical. On the other hand, determination of
volume and density involves no physical hypothesis—they are
problems merely of description.

This section of the work will begin, then, with the use of the
physical balance and the metric system of weights. At first
they are taught by their denominational names—gram, decigram,
kilogram, &c. When the relations between these are well known
the decimal point is introduced simply as a convenient notation
rendered possible by the peculiar numerical relations of the
denominations. The notion that the decimal places may have an
abstract fractional significance only arises when, having applied
the notation to grams and metres and their multiples and sub-
divisions, it occurs to vs to extend it deliberately to express tenths
and hundredths of an inch and other units. Meanwhile the rules
for the manipulation of quantities expressed in the decimal
notation have been arrived at in connexion with simple problems
in weighing and measuring which call for them. We have learnt
to handle decimals, to add them, to subtract them, to multiply
and divide them, by whole numbers before their fractional sig-
nificance has received any attention. It is interesting and im-
portant to note that division at this stage involves approximation
and a reference to the degree of accuracy verifiable by the instru-
ments emplceyed—a feature which is not only necessary under
circumstances, but is also positively desirable.

The fractional aspect of the notation comes, as has been stated.
with its extension to the inch. At the same time. we revert to
the determination of areas, and, in connexion with the problem
of determining the area of the rectangle, elaborate our technical
rules for the multiplication of decimal fractions—using a wel}
known modern form that leads naturally to approximation at a
later stage. Area problems allow us to introduce also the useful
practice of employing decimals to express a quotient or ratio to
any required degree of accuracy. The boys cut out cardboard
maps—say of Britain and Ireland—and weigh them in order to
determine the proportion of their areas. The ratios will be ex-
pressed as vulgar fractions. It then becomes obvious that the
vulgar fraction is a very unsuitable means of indicating how far
the various results of the class agree and how far they are
discordant with one another, and the moment is ripe to suggest
the convenience of “expanding” the fractions into tenths, hun-
dredths, thousandths, &c., with a view to convenience of com-
parison. I hope that you will agree that this mode of procedure
is preferable to the academic method which proposes the problem
of “converting the given vulgar fractions into decimals” without
assigning any motive for that operation. Incidentally I would
ask you to notice that the notion of degree of approximation is
again prominent here and again demands from the boy some-
thing more than mechauical obedience to a rule. The fraction
that “ comes out” is not, on this plan, the rule, and the fraction

I which does not merely a troublesome exception for whose treat-

ment special instruction must be obtained from the master.
The number of places to be obtained in each case depends upon
some definite alec to be attained ardcean be decided, with
thought, by the boy himself.

180

THE EDUCATIONAL TIMES.

[April 1, 1908.

Later DEVELOPMENTS.

Tt will be unnecessary to follow any further the development
of the course in detail. The study of volume succeeds the study
of area. Symbolic generalization of arithmetical procedure is
now useful, so that “the beginnings of algebra are added to
arithmetic and geometry. V “olume and weight combine to yield
the notions of density and specific gravity. The development of
the latter topic leads straight to Archimedes’ principle and so to
a series of investigations which, we have said, are no longer to
be considered as essentially mathematical. They are pursued in
the science lesson as such, and, since they lead up to the theory
of the barometer, constitute a useful link between the work
allied to mathematics and the work allied to geography.

The next stage—at about thirteen years of age—continues
the work already indicated and adds to it physical measurements,
in which the notion of standardizing results by reduction to a
percentage is introduced and developed. At the same level of
instruction the idea of the tangent of an angle is acquired in
connexion with the shadow problem to which attention has re-
verted, and is applied in simple problems of practical surveying.

At a stage yet higher the simple study of statics is begun.
We are here in a region where it seems impossible to maintain
that our physical problems are introduced as motives to mathe-
matical enterprise. Statics gives excellent opportunities for the
application of mathematical knowledge already acquired —inelud-
ing here vectors, which have been studied in the early days of our
geometry—but it hardly requires new methods. On the other
hand, the study of motion, apart from and preliminary to the
investigation of the physical conditions of motion, certainly
demands new mathematical concepts and suggests an extension
of mathematical technique. Consequently an analysis of the
behaviour of moving bodies—the descending surface of water in
a jar, Mr. Fletcher’s invaluable trolley, unequal weights con-
nected over a pulley, Galileo's ball rolling down a groove—is an
exercise that presents all the features which determine admission
into the mathematical course.

At the end of a paper which must sorely have tried your
patience I will only add that the same remark holds good of
work such as the analysis of the motion of bodies moving har-
monically, or of the variation of temperature in a rhythmically
heated body, which will illustrate the extension of the method
even to the work of the sixth form.

Mr. DuMvIt1e said that teachers were greatly indebted to the lecturer
tor his valuable and suggestive paper, but he thought that there was
some danger of over-estimating the practical importance of correct ob-
servations of natural phenomena. He regretted that the limitations
under which class teachers were obliged to work prevented them from
adopting fully the methods ady vcated by specialists, howev er admirable
those methods might be.

Mr. Cock thought that, if the suggestions of the lecturcr were adopted,
the burden of the teacher would be considerably lightened, for, although
some practical points in connexion with geography and mathematics
would be dealt with in the light of general elementary science, formal
science teaching would not be introduced until the later years of the
school course, and philosophic science would not be included in the
culticulum of elementary schools. The lecturer rightly based his pro-
posals on the fact that in the earlier years of school life the emotional
interest was stronver than the intellectual.

Mr. Hamrixton thought that much time was wasted in school in the
performance of useless and uninteresting work. Studies would not be
fruitful unless they appealed to the pupil as of real value in relation to
his experience.

Mr. F. Cuarrre said that his own experience in teaching mathematics
on the lines indicated by the lecturer had shown him that it was de-
sirable in the first place to reform the system of weights and measures
at present in use, and secondly to modify the arithmetic syllabuses of
examining bodies. He thought that, until these reforms were effected, a
good deal of mental waste must occur. With regard to the relative ad-
vantages of teaching at an early staye decimal and vulgar fractions, he
had himself discarded vulgar fractions as cumbersome and inconvenient.
He introduced symbols from the first in connexion with measurement,
and so tried to teach algebra concurrently with arithmetic.

The CHAIRMAN remarked that practical teachers and the exponents of
the theory of education viewed educational problems from different
standpoints. Both accepted the view that they must study the child,
but he suspected that some masters of method had been in the habit of
studying a theoretical child and not a real child. He agreed with the
leeturer that in the mental equipment of children there was a common
element which must not be ignored by the educationist, but this common
element was so obscured by the idiosyncrasies of individual children that
it could not. by itself offer a trustworthy basis for educational method.
Simple materials, in the hands of a skilful teacher, might be made the

means-of a good deal of valuable instruction : but, if the treatment were
too exhaustive, the result might only be to bore the pupils and to give
them an utter distaste for the subject. He was interested to observe
that the Jecturer advocated a reform in science teaching which was
analogout to a reform that had already been etfected in the teaching of
modern foreign languages: the pupil was to be allowed to observe and.
to accumulate a large amount of material before proceeding to generali-
zation and precision in definition. He deprecated the view that geo-
graphy teaching should be regarded merely as a means of introducing
in a casual way the teaching of science. ‘The observation of astronomical
phenomena was undoubtedly important, but young children were more
interested in the study of the doings and occupations of the people
around them, and also in occurrences not up in the skies, but on the
ground andin the fields, For this reason he would advocate geographical
study in the widest sense—the study of the world, of people, of the laws
of Nature—as being the centre not only of formal mathematical study,
but the centre of three parts of the work of the school. Teachers would
be greatly helped if they could be rhown how these subjects could be
correlated not only in one direction, but in every direction. In con-
nexion with the mathematical side, he would be disposed to dispense
with the English system of weights, measures, money, and also to defer
to a later stage the learning of vulgar fractions. But to do this would
be to come into conflict with the current practice of the outside world.
He agreed with a former speaker that the teacher's task would be easier
if the requirements of examining boards were made more elastic.

Dr. Nunn having replied to the remarks of the various speakers, a vote
of thanks to the lecturer concluded the proceedings.

REVIEWS.

Tit AGE OF CAESAR.

The Greatness and Decline of Rome. By Guglielmo Ferrero,
Translated by Alfred E. Zimmern, M.A., Fellow and Tutor
of New College, Oxtord. In two volumes. (17s. net.
Heinemann.)

These two considerable volumes form the first instalment of
a comprehensive work "surveying the entire course of one of the
most remarkable societies in history, from its birth to its death
—from the far-distant morning when a small clan of peasauts
and shepherds felled the forests on the Palatine to raise altars to
its tribal deities down to the tragic hour in which the sun of
Graeco-Latin civilization set over the deserted fields, the aban-
doned cities, the homeless, ignorant, and brutalized people of
Latin Europe ”—a general view of the history of Rome from its
foundation to the break- -up of the Empire, or, rather. a history of
Roman imperalism. The present instalment treats mainly the
period from the death of Sulla to the death of Caesar, * covering
the critical years in which Roman imperialism definitely asserte ‘d
its sway over the civilized world—-when, by the conversion of the
Mediterranean into an Italian lake, Italy entered upon her
historic task as intermediary between the Hellenized East and
barbarous Europe.” Five introductory chapters, however,
occupying about one-third of the first volume, summarize
the earlier history, with the special purpose of tracing the
antecedents of the phenomena characteristic of the principal
epoch under consideration.

Down to the middle of the second century before Christ, the
narrative is very rapid, the author attending specially to the
causes, the facts, and the results of the growth of wealth and
the expansion of territory, while marking generally the constitu-
tional and social conditions. Then at last he finds the beginnings
of his main subject in practical politics :-—

It was during the slow decomposition of the military, agricul-
tural, and aristocratic society which began after Rome had won the
supreme power in the Mediterranean, and through the working of
the forces of commerce and capitalism, that Roman Imperialism, as
we know it, was called into being. The spirit of brutality and
arrogance, heightened in all classes of the community by the con-
sciousness of controlling imperial riches and dominions, the cupidity
of the nobility and the capitalists, and the widespread dismay at
the demoralization of the army, transformed the wise and mederate
policy of diplomatic intervention devised by Scipio into a relentless
policy of aggression and annihilation. It was inaugurated by the
third declaration of war against Carthage (149), followed Dy the
conquest of Macedonia (149 - 148) and of Greece (146), while in 144
war broke out once more in Spain. ... At the first symptoms of
its decadence the Roman public burst out in a passion of pride and
savagery which swept Corinth and Carthage clean from their
foundations.

The bearings of the Land Bills of the-Gracchi and the great
proletarian rising under Marius are effectively) mdigated. and

April 1, 1908. ]

THE EDUCATIONAL TIMES.

181

the conservative reaction under Sulla brings us down to the!and tradition, its Eastern luxury, its grasping militarism, its

debut of Caesar in Roman politics, when the narrative opens out
into the broad stream of events.

“ But Caesar’s hour was as vet far distant. For the moment
other men loomed large in the public eye.” There was Pompey
in Spain; there was Cicero in the Forum, Lucullus in the East.
Lucullus “twas introducing a new conception into Roman
policy—the idea of aggressive Imperialism. ‘The invasion of
Pontus (B.e. 73) was the first symptom of that policy of the
personal initiative of provincial generals which was destined, in
the course of a single decade, to replace the feeble and incon-
sistent control of the Senate and become the strongest force in
Roman government.” Never has Lucuillus figured so bravely —
“the strangest and most isolated figure in the whole history of
Rome”

Like Napoleon eighteen centuties later. Lucullus effected a revolu-
tion in the methods of government. He substituted war for ne-
goliation as the usual method of solving the dithculties of Eastern
policy. .. . By the adoption of a strong and sustained policy of
aggression he succeeded in becoming the arbiter of the entire East,
reducing one State after another to helplessness in a series of
almost foolhardy campaigns. In this he was as overwhelmingly
successful as Napoleon himself. . . . Pompey and Caesar were to be
the two great pupils of Lucullus and to reap in the field where he
had sown. For Lucullus was reserved the part--pathetic, but not
inglorious—of the pioneer who encounters all the risks and enjoys
but the scanty first-fruits of success.

Caesar, however, eventually works his way through difficulties
and dangers to the front, and the author narrates his career in
full and critical detail, while providing scope for the collateral
history and noting the essential points in the social evolution,
Caesar's “ greatest work for posterity was the conquest of Gaul,
to which he himself attributed so little importance.” “ He went
out to his duties without any definite idea of policy, and with
the meagrest knowledge of the country and its inhabitants. No
doubt he had a clear notion of his general line of conduct: he
intended, as far as possible, to apply to Gaul the methods of
Lucullus and Pompey in Asia, to let slip no real or imaginary
pretext for military operations, to acquire the riches and repnta-
tion so easily picked up in the provinces to demonstrate to his
fellow-citizens that he was a skilful diplomatist and a brilliant
general.” The “De Bello Gallico” was intended to be “a
military and political essay for the benetit of outsiders, and all
the seductions of its style, the simplicity of diction, were only
devised to delude a credulous public” in the menacing situation
at Rome in the end of Bc. 52. By the annexation of Gaul,
Caesar “was pushed on to those sanguinary acts of repression
which form the darkest page of his history. The civil war arose
so Inevitably out of the policy which he adopted in Gaul that all his
efforts to avert it were doomed to failure.” His victory in the
civil war was ‘‘so great as to defeat his own object: ostensibly
master of the Roman world, he was in reality suspended between
two equally impossible alternatives—either to abandon the
position he had just triumphantly captured, or, almost single-
handed, with the help of a few personal adherents, to administer
a huge and disorganized Empire.” Prof. Ferrero freely admits
that “ Caesar was a genius—a man whose powers have seldom or
never been equalled in history,” that “in every sphere of his
activity he left the imprint of greatness,” and that his powers
“would have made him, at any time in the world’s history, one
of the giants of his age.” He was “a great general, a great
writer, a great character”; but, pace Mommsen, “he failed to
become a great statesman.”

There were three great political objects for which he fought during
his career: the reconstruction of the Constitutional Democratic party
in 59, a bold adoption and extension of the Imperialism of Lucullus
in 56, and the regeneration of the Roman world by the conquest of
Parthia after the death of Pompey. The first and second of these
ideas were taken up too late; the third was inherently impossible.
The first ended in the revolutionary Radicalism of his Consulship,
the second in the field of Carrhae and the horrors of the death-
struggle of Vercingetorix, the third in the Ides of March.

Still, if he was not a statesman, it “was because the times
forbade him to become one ’—" a democracy bitten by the mad
passion for power, riches, and self-indulgence.” ‘ But he was a
great destroyer ":

In him were personified all the revolutionary forces, the mag-
` nificent but devastating forces, of a mercantile age in conflict with
the traditions of an old-world society —its religious scepticism, its
indifference to morality, its insensibility to family affection, its
opportunist and undisciplined politics, its contempt for precedent

passion for the baser forms of commerce and speculation, its first
tentative efforts towards intellectual refinement, its naive enthu-
siasm for art and seienee. There is hardly a stranger irony in
history than that the rulers of Germany and Russia should have
assumed the title of this prince of revolutionaries. For we fail to
grasp the true significance of Caesar's career till we discern that,
like Pompey and Crassus and the other great figures of his day, his
mission was primarily destructive—to complete the disorganization
and dissolution of the old world, both in Italy and the provinces,
and thus make way for a stabler and juster system. But when he
imagined that he could apply his unrivalled powers of mind and
will to all the intellectual and social intluences of the time, and
direct them to his own purposes, he displeased all parties and
was removed from the scene. It is in this role of Titanic
destroyer, thercfore, that we must admire him, a role which
demanded almost superhuman qualities of conception and achieve-
ment.

What the author claims to have demonstrated is that the
Roman world-conquest “was in reality the effect, remarkable
indeed for its special conditions of place and time, of an internal
transformation which is continually being re-enacted in the
history of societies on a larger or a smaller scale, promoted by
the same causes and with the same resultant confusion and
suffering—the growth of a nationalist and industrial democracy
on the ruins of a federation of agricultural aristocracies.” There
is abundance of opportunity for discussion of his views, but that
is only another way of saying that his treatment is extremely
fresh and independent. The characters and events are Roman,
but the spirit of the handling is eminently modern: the frequent
references to modern history impart an unusual vividness and
reality to the unrolment and exposition of the ancient drama.
Both mental idiosyncracies and political prepossessions will
arouse antagonism at crucial points. The scholarship of the
author, however, is competent; his capacity is undoubted; his
style, if sometimes tending to the heroic, is lucid and brisk.
The volumes constitute a valuable contribution to the history
of an extremely important period, and the application of the
same principles to the period of the “ Empire” will be awaited
with keen interest. There are four appendices, discussing in
some detail certain important historical points, and there is a
good index.

A MONUMENT TO SHAKESPEARE.

The Shakespeare Library. General Editor, Prof. I. Gollancz,
Litt.D. (Chatto & Windus.)

“The Shakespeare Library ” is intended to include “a com-
prehensive series of works bearing directly on Shakespeare and
his age—texts and studies, valuable alike for students and the
ever widening circle of general readers interested in all tbat per-
tains to the great dramatist and his work.” Already we have
examples in four departments, and other sections are fore-
shadowed.

(1) The OLL Spelling Shakespeare. This is to be “an edition of
Shakespeare in such a formas would have harmonized with the
poet's own orthography ”; that is to sav, in the spelling of the
best quarto and folio texts. It is edited by Dr. Furnivall, who
has given much labour to it for more than a quarter of a century,
and who has had the co-operation of the late Mr. W. G. Boswell-
Stone in several of the volumes. We have (1) A Midsommer
Nights Dreame and (2) Lowes Labore Lost. edited by Dr. Furnivall;
and (3) Twelte Night, or What You Wil, (4) The Tiro Gentlemen
of Verona, (5) The Comedie of Errore, and (6) The Taming of the
Shrew, edited by W. G. Boswell-Stone. There will be forty
volumes, carefully printed, with the necessary differentiations of
type, and with short prefaces and briet textual notes and colla-
tions (54x6 in., 2s. Gd. net each). There can be no question that
Dr. Furnivall is right in maintaining that scholars should have
Shakespeare's text before them as nearly as possible in the exact
formin which it left his hand; and it is a happy circumstance
that the project is now well on the way to realization under his
own editorship.

(2) The Shakespeare Classics, This section will consist of “a
comprehensive series of romances, histories, plays, und poems
used by Shakespeare as the originals or direct sources of his
plays "—from a dozen to a seore of volumes, the text tn modern
spelling. We have three volumes: (1) Lodge's Rosalyude, the
original of * As You Like It.” edited by W. W. Greg, M.A.;
(2) Greene’s Pandosta, or Dorastus and Kaienita, the original of
“The Winter's Tale.” edited by P. G. Thomas. Professor of Eng-
lish Literature in Bedford CollegectomW onen ? and) Brooke's

66

182

THE EDUCATIONAL TIMES.

[April 1, 1908.

poems of Romens and Juliet, the original of * Romeo and Juliet,” | Stephenson's Midland Counties Railway, which resulted in his

edited by J. J. Munro (6} x 4} in., 2s. 6d. net eachì). Introduc-
tions, textual notes, glossaries (where necessary), and appendixes
furnish ample elucidation of each work; and the frontispieces
reproduce in photogravure the original titles. The editors have
done their work carefully and thoroughly.

(3) Lhe Lamb Shateaprare for the Young. The series is, of
course, based on Mary aad Charles Lamb's “Tales from Shake-
speare,” which are freely dealt with for the special purpose: “an
attempt is made to insert skilfully within the setting of prose
those scenes aud passages from the play with which-the voung
reader should quite early become acquainted.” The idea is
tempting—to the maturer mind; but it is a ticklish business,

abandonment of a collier’s life and his appointment to a position
in the Engineering Office of the Railway at Rochdale, where he
remained until the completion of the undertaking in 1842. He
then removed to Manchester, where, through Stephenson’s intro-
duction, he became acquainted with Eaton Hodgkinson, by whom
he was employed to make engineering calculations. Other en-
gineers, too, engaged his services for similar work, and he also
found pupils for mathematics. At the time of the construction
of the Menai Bridge Rawson was asked by Stephenson to deter-
mine the stresses on the girders. In 1847, when well qualified men
were in request as masters for the recently established Royal

| Dockyard Schools, the vacancy at Portsmouth was offered to and

and we shall not be surprised if the young folk skip the intrusive; accepted by Rawson at the instance of Prof. Hodgkinson. The

poetry and follow the story.

However, that remains to be seen. | miner mathematician contributed papers to several of the leading

Good illustrations of the chief scenes are furnished by artists of! scientific periodicals, and accomplished, moreover, other literary

repute; and appended are songs from the plavs, set to music

work.

His name is also known in the world of inventors, for he

arranged for school use under the direction of T. Maskell Hardy. contrived the screw compass, which gives at sight the pitch of a

We have three books: (L) Zhe Tempest, (2) As You Like It, (5) A
Midsummer Night's Dream, (1) and (3) illustrated by Miss [Helen
Stratton and (2) by Miss L. E. Wright. The special school edi-
tion is in limp linen (Sd. cach volume), and the type is large and
agreeable.

(4) Shakespeare's England, Tn this section will be a series of
volumes “ illustrative of the life, thought, and literature of Eng-
land in the time of Shakespeare.” We have three interesting
works: (1) Kobert Lancham’s Teller describing a part of the
entertainment given to Queen Elizabeth at Kenilworth Castle in
1575—a document freely used by Scott in “Kenilworth ”—edited,
with elaborate and luminous introduction and notes, by Dr.
Furnivall, originally issued for the Ballad Society in 1871 and
now brought up to date by supplementary notes and furnished
with useful illustrations (5s. net). (2) T'he Roques and Vagabonds
of Shakespeare's Youth, containing reprints of Awdeley’s
“ Fraternitye of Vacabondes,” Harman's “Caveat for Common
Cursetors,” &¢., edited by Edward Viles and Dr. Furnivall, with
introduction and notes, and furnished with curious reproductions
from the original woodcuts (6s. net). (3) Shakespeare's Holinshed,
containing a reprint of all the passages in the * Chronicle” used
in Shakespeare's historical plays, edited with notes by W. G.
Boswell-Stone, and first published in 1896—an ample, laborious,
and valuable wark (10s. 6d. net). All these volumes are supplied
with full indexes. They will be most welcome to all students.

We have no donbt that this enterprise will be strongly
supported by the vast army of Shakespeare students throughont
the civilized world. The bare outline we have given will indicate
the scope and importance of the undertaking and, we would
hope, induce some to make acquaintance with the various sec-
tions. It is a worthier monument to Shakespeare than any that
will ever be raised at Regent's Park.

MINER AND MATHEMATICIAN.

A Brief Biographical Sketch of Robert Rawson. By Robert
Harley, F.R.S. (dd. net. James Clarke & Co.)

This little booklet will probably be a powerful incentive to
many an ambitious worker. Its interest lies less in its literary
merit than in the personality of the man whose life history is
narrated. ‘The story reads like a romance, and affords a striking
instance of the fact that truth is often stranger than fiction.

screw. Rawson lived to the ripe age of ninety-one. The public
owes a debt of gratitude to Mr. Harley for the valuable pamphlet.
which he has compiled and has had published at a nominal cost.
thereby enabling all to become possessors of a most interesting
memoir.

GENHRAL NOTICHS.

CLASSICS.

Exsaus and Addresses. By Sir Richard Jebb, Litt.D., O.M., late Regius
Professor of Greek in the University of Cambridgs. (10s. 6d.
net. Cambridge University Press )

The seventeen papers included in this substantial and handsome
volume are partly reprinted from different reviews and magazines,
partly sclected from addresses given t? various schools and societies.
They are nearly all concerned with classical subjects—Sophocles,
Pindar, Lucian, Dalos, Caesar, Thucydides, Suidas, down to Erasmus,
the influence of the Greek mind on modern life, and the present
tendencies in classical studies; and the more modern subjects, mainly
the relations of the Universities to the national life, are coloured
by Greek and humanistic idea and feeling. Lady Jebb has done wel}
to save from isolation, and so from probable neglect, these charac-
teristic examples of Jebb’s “ minor literary work, which occupied the
spare moments of a busy life.” “Most of these writings,” she sare,
“ were struck off under pressure of many engagements. Systematic
they aro not; yet neither are they mere fragments. Each is, in a
sense, complete in itself and all secem to bear the mark of his dis-
tinctive handling.” This is true, and it means much to those that
are able to appreciate the writer’s scholarship, insight, and grace of
expression. The treatment is in the highest sense literary, on a basis
of consummate scholarship. The volume will be most welcome to all
that take interest in classical Jearning and in modern classical in-
tluences.

The Acneid of Virgil. Translated into English Verse by John Conington,
M.A., late Corpus Professor of Latin in the University of Oxford.
(2s. 6d. net. Longmans.)

We heartily welcome this cheap reissue. The metre of “Marmion ”
and “The Lord of the Isles,” though “imparting that rapidity of
movement which is indispensably necessary to a long narrative poem,”

Of very humble parentage—for his father earned a living at! jg not so favourable to some other qualities of the original that seem
times as a collier, but more often by selling nuts—Robert , no less important. But, as Conington himself remarks, “ the necessity
Rawson began his active career at seven years of age as a child \of choosing among ditliculties appears to be the inevitable condition of
worker ina Midland coal mine not far from Nottingham. IT or|the translator's work,” and, in sepite of all drawbacks, bis translation
sixteen years he followed a miner's calling, sutfering meanwhile |is very scholarly and interesting. The present edition should spread
many hardships incidental both to his pursuit and to his en-|it far and wide among readers of Virgil.

vironment. His scant leisure was spent in attempts at self- Proceedings of the: Claseiedl Aseociation, 1907. YoY.
education, and his natural bias for mathematics found a (2s. Gd. net. Murrey.) `

stimulus in the matl itical problems published in a periodical . :
i eal o ems: pion l Greek, like the Church, seems to thrive on persecution. This

with which he first met by accident. Inquiries as to the in- eh sie .
; : : aks Bete io pare - |volume exhibits markedly the vitality of Greek study among us in
formation needed for the solution of various questions Jed him upite of—perhaps also because of—the clamours of opposition. The

at different times to pick up second-hand books on various ; : a
branches of ar a Tike study of such methods as would proceedinps of ther bith penera moetiag OF phe peecemben (October
: ~ = È J ` jee , 18-19, 1907) are recorded at some length, and, besides Dr. Butcher's

suflice to solve the particular problem in hand formed at this | charming presidential address, there are four papers of conspicuous
period the chief object of Rawson's research, and later in life: ability and broadly varied interest by Prof. W. G. Hale (Chicago),
the consequent want of uniformity in his standard of knowledge | Miss Harrison, Mr. R. M. Dawkins, and Mr. W. Warde Fowler.
In various departments of the subject became a source of much! Among the appended matters are the interim report on the pro-
regret. It was his knowledge of applied mathematics displayed | nunciation of Greek and the report of the Curricula Committee on the
In a newspaper article, bearing his signature and dealing with; teaching of Latin in secondary schools. The volume wil be warmly
au actual problem affecting preparations for the construction of! welcomed by all classical students.

April 1, 1908.]

THE EDUCATIONAL TIMES.

183

MATHEMATICS.

A Junior Arithmetic. By Charles Pendlebury, M.A , and F. E.
Robinson, M.A. (Without Answers, ls. 6d. Bell.)

In connexion with valaable school text-books on the above subject,
the names of the authors of the present publication are well known,
more especially that of Mr. Pendlebury. We shall therefore merely
invite attention to certain features in the volume before us. The work
meets the requirements of cardidates for the leading local examina-
tions. It has been compiled in accordance with the recommendations
of the Committee of the Mathematical Association. In the text
decimals are now placed before vulgar fractions; use is made of
graphical methods of illustration; the Metric System occupies the
attention 9s early as possible; the old order of multiplication is en-
tirely superseded by the new. With respect to the exercises, it may
be mentioned that questions have been avoided whose chief importance
lies in the practice afforded by them in carrying out elaborate pieces
of calculation. The work may be obtained either or with or without
the answers to the exercises, and will probably become as popular as
other text-books produced by Mr. Pendlebury and his colleagues.

The Methodical Arithmetic. Parta I.-VII. Edited by W. J. Green-
street, M.A., F.R.A.S. (1!d., 11a., 1$d., 2d., 3d., 3d., 4d. Dent.)

The suecessive Parts are for the corresponding standards in ele-
mentary schools. Each is framed with a view to satisfying the
Code Regulations of the Board of Education as affecting the par-
ticular standard; and the seventh will also be useful to candidates
for minor scholarships. The instruction is left entirely to oral
teaching. The books before us supply the needful exercises. They
have evidently been compiled with very great care, whether we con-
sider the construction of the individual questions or their arrangement
so as to obtain work of well graduated difticulty. Practical interest
attaches to many of the examples, inasmuch as they convey a know-
ledge of a variety of useful facts.

Elementary Con:rete Algebra. By Robert W. Holland, M.Sc., LL.B.
(9d. net. Charles & Dible.)

There is much that is useful in this little text-book. The teaching
contained in its pages takes into account the greater readiness with
which young pupils grasp the meaning of rules when trese have been
built up by considering the solution of ensy practical everyday
problema involving in their constructior familiar objects. The author
also adopts the valuable method of teaching the beginter to look on
algebra as generalized arithmetic. He endeavours to establish the
truth of the elements of his subject on a basis of common sense, and it
is, on the whole, successful.

MODERN LANGUAGES.

Victor Hugo: Selected Poems. Edited, with Introduction and Notes,
by H. W. Eve, M.A., formerly Fellow of Trinity College, Cam-
bridge, late Head Master of University College School, London,
Officier d’Académie. (Cambridge University Press.)
Press Serier.)

Mr. Eve has selected thirty-one poems from nine different works of
Hugo—a selection showing various types and representing very fairly
(considering the limits of space) the poems of the author down to (and
including) the first series of “ La Légende des Siècles.” It is quite
certain that “ modern French poetry presents considerable difficulties
to English schoolboys”; and there ia no way of getting over these
difficulties but by tackling some such collection us this; under such
judicious and eucouraging guidance as Mr. Eve furnishes. The notes
are most careful and illuminative and they abound in poetical com-
parisons. The introduction deals briefly and pointedly with Hugo's
literary work and traces the rise of the Romantic school. A full
index to the notes is usefully appended. The volume is a valuable
addition to an excellent serica.

“The Temple Moliére.’—(1) Les Femmes Savantes. (2) La Jalousie
du Barbouillé and Le BMedecin Volant. (3) L’Ftourdi.. With
Preface, Glossary, &c., by Frederic Spencer. (ls. 6d. net each.
Dent.)

The edition is charming'y got up, and Dr. Spencer furnishes
adequate literary and textual explanations. The humours of (2),
though historically or socially illuetrative, are occasionally somewhat
broad for use in schools.

“Libros para el Maestro.”—No. VII., Guías para Maestros. Con la
demostración de los principios, métodos y fines de la enseñanza
común. Par Sarah Louise Arnold, Inspectora do Escuelas en
Boston, Massachusetts. Traducido por Isabel Keith Macdermott.
Con un suplemento por Conrado Gay-Pollot. Edición hecha por
el Monitor de la Educacion Comun, Buenos Aires.

Miss Arnold’s book was written for elementary teachers in the
United States on a basis of large personal experience, and it cannot
but prove extremely useful in its new Spanish dress. The different
parts discuss and illustrate principles and methods through lessons on
natural objects (plants, animals, the human body), language, reading,
geography, spelling and dictation, &c. Señor (ray-Pollot’s annexe
consists of * Ejercicios de Intuicijin y Lenguaje,” dealing mainly with

(Pitt |

A

the “nombre, clasificación y partes de los objetos’’—a reprint.
comprehensive and suggestive work.

Bibliotheca Romanica. (Sd. each number. Chatto & Windaus.)
The following are fresh numbers of this excellent and handy series:
— (41-44) Cinco Novelas Ejemplares (Cervantes); (45) Os Lustadas,
V.-VII. (Camòes); (46) L'Avare (Molière); (47) I Triont (Petrarca);
(48 49) Decomeron—terza giornata (Boccaccio) ; (50) Cinna (Corneille).

ENGLISH LITERATURE.

English Metrists in the Eighteenth and Nineteenth Centuries: being a
Sketch of English Proaodical Criticism during the last two hundred
pears. By T. S.Omond, M.A. Edin. and Oxon., formerly Fellow of
St. John’s College, Oxford. (63. net. Frowde.)

‘he survey included in the present volume has grown out of all pro-
portion to its original intention, which was to form an appendix to the
author's “Study of Metre.” Mr. Omond has not merely enumerated
and summarized treatises on English prosody throughout the whole
period of systematic study of the subject; le has traced the gradual
development of sounder views about verse-structure, treating more
fully such works as have influenced this development. The work is an
original inquiry, acute and fair, and enormonsly laborious. We shrink
from detail: students specially interested will go to the book direct.
Afterall, Mr. Omond concludes that one thing is certain : namely, “that
wo have as yet no established system of prosody.” Yet ‘that the
synthesis will come is surely past question”; and when it does come,
Mr. Omond suspects, ‘it will be found less and not more complex than
its many predecessors,” and “it will not come on lines of Greek
prosody.” ‘There is still room for much independent inquiry,” and
Mr. Omond welcomes Prof. Saintsbury's ‘ History of English Prosody ”
as a treatment from a different point of view—complementary, if
divergent in aim.

Ballads and Poems. By Members of the Glasgow Ballad Club.
Third Series. (7s. Gd. Blackwoods.)

Even in the workaday city of Glasgow—‘in the strong City’s
heart ’’—there has been for almost a generation a nest of singing
birds, and here is a third sample of their warblings; culled from the
productions of the past ten years. Scarcely half-a-dozen of the
writers have achieved more than local fame, and yet there is not one
of these poems that we should wish to reject. The subjects range
freely from patriotism to metaphysics and teleological speculation, but
neither whisky nor haggis obtains traditional laudation, and there is
not, we think, a single erotic strain. At the same time, there is ample
suffusion of feeling, deep and delicate, skilful turns of expression. on
any page, and by no menns seldom a genuine stroke of poetry. The
collection ia very interesting and highly creditable, and the vocabulary
is not Scotch enough to daunt the Southron. We do not remember the
previous series, and we may never sve the next, but we have enjoyed
this one. The mere fact of the existence of such a socicty is very
pleasantly suggestive,

With Byron in Italy. Edited by Anna Benneson McMahan.
(os. net. Fisher Unwin.)

A companion volume to “With Shelley in Italy” by the sime
editress. It consists of “n selection of the Poems and Letters of Lord
Byron relating to his life in Italy” during the veara 1817-23, arranged
in chronological order and illustrated by sixty full-page pictures from
photographs. We do not vouch for it that Byron's “love for Italy,
which was quite as intenss” a3 his Jove for Greece, “is less generally
appreciated ?” ; but we hopo that these poems and letters, written
“during the most mature and most productive period of Byron’s life,”
will not lack adequate appreciation. The selections have been carefully
made and arrranged; the numerous and excellent illustrations are
instructive as well as attractive; and the get-up is agreeable.

ENGLISH REPRINTS AND NEW EDITIONS.

The World’s Classics. (13. net each volume. Henry Frowde.)

Another batch of volumes of this handy and agreeable series :—
(1) Emma (Jane Austen), with introduction by E. V. Lucas; (2) the
second volume of The Poetical Works of Robert Browning, containing
“ Dramatic Lyrics” (1842), © Dramatic Romances” (1845', “ Man
and Woman” (1855), and “ Dramatis Personae ” (186-4) ; (3) Reynolds's
Discourses, &c., with introduction by Austin Dobson, LL.D.; (4) A
Selection from William Cowper's Letters, edited by E. V. Lucas;
(5) and (6) The Works of Edmund Burke, Vols. V. and VI, with
introductions by F. W. Raffety; (7) Unto this Last and Munera
Pulveris (Ruskin); (8) Doctor Fuustus (Marlowe), and Goethe's Fuust,
Part I. (Anster’s translation), introduction by Dr. A. W. Ward, Master
of Peterhouse. Classical writinga—varied, interesting, and importart.

Nelson’s Library. (7d. each volume.)

Half-a-dozen new volumes of recent fiction, agreeably printed and
tastefully and fiexibly bound :—(1) A Lame Dog's Diary, by X. Mac-
naughtan; (2) The Man from America, by Mra. Henry de la Pasture ;
(3) Sir John Constantine. by “Q."; (4) The Princess Passes, by C. N.
and A. M. Williamson; (5) The Translation of a-Saraye, by Sir Gilbert
Parker; (6) White Fung, by Jack. Londoni The\group) under tho

184

THE EDUCATIONAL TIMES.

above heading in our last issue belong to another series—“ Nelson’s
Sixpenny Classics ”—-and ought to have been classed accordingly.
We regret the accidental misplacement.

Collins’ Clear-Type Press.

In the agreeable series of “ Collins’ ‘Handy’ Modern Fiction” (7d.
each volume) we have four new issues -(1) A Weaver of Webs, by
John Oxenham; (2) A Daughter of Heth, by William Black; (3) The
Wreck of the Grosvenor, by W. Clark Russell; (4) Comin’ thro’ the Rye,
by Helen Mathers. Each volume has a coloured frontispiece and an
ornamental title-page. In the excellent series of “ Collings’ ‘Handy’
Ilustrated Pocket Classics’’—(1) The Lust Days of Pompeii (Lytton),
(2) Sense and Sensibilitu (Jane Austen), both illustrated by A. A.
Dixon (1s. net each); and (3) Vanity Fair (Thackeray), illustrated by
Harold Piffard, in flexible polished leather, all gilt (2s. net)—a charm-
ing edition.

Everyman’s Library. (is. net each volume. Dent.)

This excellent and varied collection now numbers 315 volumes. Our
latest batch includer: (1) English Traits, Representative Men, and
tive other Essays (Emerson); (2) The Water-Babies and Glaucus
(Charles Kingsley); (3) Ungara, a Tule of Esquimaur-Lind (Ballun-
tyne); (4) History of the Conquest of Peru (Prescott); (5) Omoo, a
Narrative of Adventures in the South Seas (Hermann Melville);
(6) Rollo at Work and at Play (Jacob Abbott); (7) The Fiftren
Decisive Battles of the World (Creasy); (S) and (9) Tacitus’ His-
torical Works (Annals, History, Germania, Agricola), translated by
Murphy; (10) The Truvels of Marco Polo the Venetian; (11) Words-
worth—The Longer Poems; (12) Euripides (in English verse), Vol. Il.
(uino plays).

Heinemann’s Favourite Classics. (6d. net each volume.)

A new series of four *“ Selected Essays of Lord Macaulay,” with
very good introductions by H. W. C. Davia, and photogravure frontis-
pieces:— (1) Warren Hastings; (2) Lord Clive; (3) The Earl of
chatham; (4) Frederic the Great. Mr. Davis, we are glad to observe,
emphatically warns readers against Macaulay’s serious errors of fact
in the essay on Warren Hastings, and points to moro recent works,
where some of them are exposed and refuted; but really the essay
ought always to be annotated on such points. The type, though
small, is very clear, and the form is handy.

The People’s Library. (Sd. net each volume. Cassell.)

The March instalment of this astonishingly cheap and good series
contains fourteen volumes pretty fnirly divided between poetry and
fiction :—(1-4) Zhe Works of Shakespeare, each volume running to
600 or 700 pages and having a separate glossary; (5) Goldsmith’s
Vicar of Wakefield, and Poems; (6) The Inyoldsby Leyends (Barham);
(7) Burns's Poems and Sonys; (8) Andersen’s Fairy Tales; (9) Sense
und Sensibility (Jane Austen); (10) The Last of the Barons (Lytton) ;
(11) The Deerslayer (Fenimore Cooper); (12) and (13) Oliver Twist
and Barnaby Rudye (Dickens); (14) The Channings (Mre. Henry
Wood). TheShakespeare quartette is an outstanding example of pub-
lishing enterprise. The whole selection is excellent in matter, and the
get-up is tasteful and agreeable.

EDUCATION.

“Pioneers in Edueation.”’—(1) J. J. Rousseau and Education by
Nature ; (2) Herbert Spencer and Scientific Education; (3) Pesta-
lozzt and Elementary Education; (4) Herbart and Education by
Instruction. By Gabriel Compayré, Correspondant de l'Institut,
Recteur de l'Académie de Lyon. Translated (1) and (3) by
R. P. Jago, (2) and (+) by Maria E. Findlay. (2s. 6d. net each.
Harrap.)

This is a new series of monographs on the Great Educators “ of
all nations and of every age,” from the indefatigable pen of M. Com-
payr¢é, who is already well known to English educationists. The
purpose is to describe the men and their environment—what they
thought and did, and what institutions and tendencies they were in-
fluenced by or militated against; and then “to bring face to face
ideas held long ago with modern opinions, with the needs and aspira-
tions of society to-day, and thus to prepare the way for a solution of
the pedagogical problems confronting the twentieth century.” The
form is popular, readable, and broadly suggestive; and, though not so
systematic and detailed as a critical monograph would be expected to
be, it vet offers a considerable amount of criticism as well as of in-
formation. The volumes are especially suitable to the general reader
or to the student commencing the study of particular systems. The
appended bibliographies are somewhat scanty. Thus we do not find
any reference to Dr. Hayward’s recent books on Herbart, to say
nothing of Dr. Davidson’s Leibnizian “interpretation.” All the trans-
lations are admirably done. Each volume has a portrait frontis-
piece, and the type and get-up are excellent. The series ought to be
widely read and studied.

Education and National Progress. By Sir Norman Lockyer, K.C.B.
With an Introduction by the Right Hon. R. B. Haldane, K.C.,
M.P. (5s. net. Macmillan.)

The volume brings together about a score of essays and addresses
dating between 1870 and 1905. The aim throughout is “to show how

| April 1, 1908.

vital it is, from a national point of view, that the education of every-
body, from prince to peasant, should be based upon a study of things
and causes and effects as well as of words, and that no training of the
mind is complete which does not make it capable of following and
taking advantage of the workings of natural law which dominate all
human faculties.” The point is that the best educated nation, given
equal numbers, can “best hold its own in the struggle for existence
both in peace and war.” Sir Norman feels that he and his friends have
been to a large extent crying in the wilderness. The sooner thev
are listened to the better for the national position. We have already
referred to his urgent plea for largely increased endowments of the
higher education and research and for the general utilization of
scientific methods in all branches of the administration. The volume
contains much information cogently marshalled in argument, and it
ought to be very seriously studied by all having todo with government
aud administration as well as with education.

The Schoolinasters Yearbook and Directory, 1908.
(78. 6d. net. Swan Sonnenschein.)

“Spit kommt Ihr—doch Ihr kommt”; but the editors need not
worry about the somewhat later appearance of the sixth annual issne,
for the book is so comprehensive and useful that a warm welcome is
assured. How did we get along without it? How should we get
along without it? We ure pleased to note that “the editors feel that
the existence of their book depends upon its accuracy,” and we
readily leave the point there. Any one that has had a similar ex-
perience will vividly realize the enormous difficulties of the situation
and make the most liberal allowances. We ourselves thumb the volume
frequently enough, and we do not complain. On the contrary, we
are surprised at the fullness and the accuracy of the information. In
Part I. we have a compact review of the yeur, an extensive account
of the administration of secondary education, compendious information
about educational societies and organizations, Univeraities and colleges,
examinations and inspection. a chronicle of the vear, a bibliography of
educational books, and even of educational articles of importance,
and so forth. Part IJ. is an invaluable directory. The volume is
indispensable to educationists.

The Public Schools Yearbook and Preparatory Schools Yearbook.
(3s. 6d. net. Swan Sonnenschein.)

This very serviceable annual is now in its nineteenth year and still
growing vigorously. Here, again, the editors are keen to secure
accuracy ug well as fullness of information, and they succeed.
They lay emphasis on the fact that the volume “supplies the most
detailed information regarding entry into the professions and deals
with all careers open to the public-school boy.” The account of each
public school is practically a businesslike prospectus, from which
parents and guardians can learn all they can reasonably want to know
about the institution. There has been a good deal of rearranging
and rewriting so as to present the matters more effectively; and,
while the old sections remain in up-to-date form, various additional
subjects have been introduced—‘‘ How to become a Chartered
Accountant,” list of educational publishers, list of public-school
periodicals, &c. Evidently every effort has been made—and made
successfully—to render the volume practically useful.

MUSIC.
School Band Music. Edited by W. G. McNaught. (Novello.)

The series is intended to meet the needs of school string bands, and
will include arrangements and original pieces of every suitable
description. The first selection comprises eight numbers, containing
14 pieces all very simply arranged by Percy E. Fletcher. The parts
for Ist violin, 2nd violin, viola, and violoncello are each in a separate
cover (3d.). The selection is attractive, and much care has been taken
to render the presentation practically helpful.

Mesers. Breitkopf & Hirtel publish First Children’s Sonys and Dances
in Tonic Sol-fa notation (4d.), and New Children’s Songs and Dances
in Tonic Sol-fa notation (4d.) and in old notation (6d.)--text, music,
and arrangement for the stage by E. Jaques-Dalcroze, English version
by R. H. Elkin. The pieces are interesting and simple.

Mr. F. H. Sikes, M.A., has composed The Cudets’ Murch Sony for the
League of the Children of the Empire (2d. Charles & Dible). It ia
introduced and followed by bugles and drums, and it is sufticiently
spirited.

MISCELLANEOUS.

Tales from the Talmud. By E. R. Montague. (1s. 6d. Blackwoods.)

In a long introduction Mr. Montague sketches the history and scope
of the “Talmud ”; but “the volume is mainly confined to a collection
of tales which, sometimes quaint, sometimes marvellous, often of great
intrinsic beauty, and always illustrative of the inner lives and feelings
of the Jewish people two thousand years ago, constitute in some
respects one of the most interesting parts of the ‘Talmud.’” As the
“Talmud” consists of the law and commentaries, one is rather
surprised to find an author culling a very interesting book of stories
from it; but then ‘‘ nothing less like a European code of laws can well

(Continued on, page 186.)

_ April 1, 1908.)

THE EDUCATIONAL TIMES.

OXFORD UNIVERSITY PRESS.
OXFORD LOCAL EXAMINATIONS, 1909.

ENGLISH.
SELECT ENGLISH CLASSICS.

Edited, with Introductions, by A. T. QUILLER-COUCH.

Paper covers, 3d. each; cloth, 4d. each.

Bunyan: Pilgrim’s Progress, &c. 43 pages.

(Preliminary. )

Cowper: Poems. 32 pages. (Preliminary and Junior.)

Crabbe: Poems. 32 pages. (Prel. and Jun.)

Defoe: Prose Works. (Prel.)
Together, in cloth bindings.

Bunyan and Defoe. Sd.

Bunyan, Cowper, Crabbe, and Defoe.

Browning: Strafford.

4S pages.

(Prel.)
ls. 3d.
(Jun.)

Edited by H. B. Grorce.
(Sentor,)

Burke: : Thoughts on the Present Dis-
contents. Speeches on America. Edited by E. J.
Paynk. Second Edition. +s. 6d. (Jun. and Sen.)
Works. Vol. II. Containing the Peescred
Speeches. (‘ World’s Classics.’'). 1s. net. (Jun. and Sen.)

Chaucer: The Prologue. Edited by Prot. W. W.

SKEAT. Third Edition. ls. (Sen.)
Dryden: Selections (Prose and Verse). Edited,
with Introduction and Notes, by G. E. Hapuw. 2s. 6d. (Sen.)
Macaulay: Lays of Ancient Rome. Second
Impression. (‘ World's Clasaics.”) ls. net. (Prel.)
More: Utopia (Ropyxsoy’s Translation). Edited,
with Introduction, Notes, and Glossary, by Prof. J. CHURTON
Contins. (Special Reissue.) 2s. (Sen,)
Scott: Lay of the Last Minstrel. Edited
by W. Minto. Second Edition. 1s. 6d (Jun.)
Quentin Durward. Edited, with Introduc-

tion, Notes, and Glossary, by P. F. WinLert. 2s. (Sen.)
Talisman. Edited, with Introduction, Notes,

and Glossary, by H. B. GEORGE. 2a. (Prel.)

Shakespeare: Henry the Fifth.

W. Apis WRIGHT. 23.

Edited by
(Jun. and Sen.)

Macbeth. Edited by W. G. CLARK and W.,
ALDIR WRIGHT. Is. 6d. un.)
Tempest. Edited by W. Arbis WricurT. 1s. 6d.

(Jun. and Sen.)
Poems of Engiish Country Life. Sclected and
-Edited by H. B. Georce and W. H. Hapow. Crown 8vo,2s. (Jun.)

The Oxford Treasury of English Litera-

ture. Vol. li: Growth of the Drama. By G. E. and
W. H. Havow. 3s. 6d. (Jun. and Sen.)
FRENCH.

Hugo: Bug-Jargal. Edited by L. Sers. 2s. (Jun.)
Ma première visite à Paris. By A.E.C. 1s. 6d.

(Prel.)
GERMAN.
Kinderfreuden. By A.E.C. Is. 6d. (Prel.)
LATIN.

Caesar: The Galiic War, WN-V. Edited by
© C. E. MoserLy. Second Edition. With Maps. 23s.6d. (Jun.and Sen.)

Cornelius Nepos: Lives. Edited, with Notes,
Vocabularies, and English Exercises, by J. B. ALLEN. 1s.6d. (Prel.)

Livy: XXil. Edited by M. T. Tatnam. 2s. 6d. (Sen.)
Virgil: Aeneid, 1-11, IV-VI. Edited by T. L.

PapiLtton and A. E. Haicn. 2s. each. (Jun. and Sen.)

GREEK.

Aeschylus: Prometheus Vinctus. Edited by
A. O. PRICKARD. Fourth Edition. 2s. (Sen.)

Prometheus. Translated by R. Wuaitteraw.
With Introduction and Notes by J. Cuurton CoLLiNs. Is. net.
(Sen.)

Euripides: Hecuba. Edited by C. B. HEBERDEN.
2s. 6d. (Sen.)

Greek Reader. Selected and adapted with English

Notes from Professor von WiLAMOW(TZ- MORLLENDORFF'S © Griech-
isches Lesebuch,” by E. C. MARCHANT. Crown Svo. Vol. I (with
or without Vocabulary), 2s. (Jun.)

Piato: The Apology. ThirdEdition. 2s.6d. Crito.

2s. Edited by St. GEORGE STOCK. (Sen.)
Xenophon: Anabasis, Iil and IV. Edited by J

MARSHALL. 3s. (Jun. and Sen.)

MISCELLANEOUS.
ORIGIN AND GROWTH OF THE ENGLISH COLONIES

and their System of Government. With 8 Mapa. By H. E.
EGERTON, 2s. 6d. and 3s. 6d. (Jun. and Sen.)

Use and Abuse of Political Terms. By Sir G.

CoRNEWALL-LeEwis and Sir Thomas RALEIGH. 3s.6d. & +s. 6d. (Sen.)

Elements of Deductive Logic. With Examples.
By T. Fowrer. Tenth Edition. 33. 6d (Sen.)

Elements of inductive Logic. By T. FOWLER.
Sixth Edition. 6s. In One Volume with * Deductive Logic,”

7s. 6d. (Sen.)
History of Music in England. By Ervesi
WALKER. 8vo, 7s. 6d. net. (Sen.)
Chart of the Rules of Harmony. By A.

SOMERVELL. ls. net. (Jun. and Sen.)

Paper covers, 3d. each; cloth, 4d. cach.

SELECT
ENGLISH CLASSICS.

Edited, with Introductions, by
A. T. QUILLER-COUCEH.

POETRY.

Robin Hood: Old Ballads. 48 pages.
Shakespeare: Songs and Sonnets.
Milton: Minor Poems. 32 pages.
Cowper: Poems. 32 pages.
Crabbe : Poems. 32 pages.
Keats: Poems. 32 pages.
Hood: Poems. 32 paces.
Matthew Arnold: Poems.

PROSE.

izaak Walton: Lives and Angler.
Bunyan: Pilgrim’s Progress, &c.
Defoe: Prose Works. 45 pages.
Boswell: Life of Johnson. 48 pages.
Charles Lamb: Prose Works. 48 pages.
Hazlitt: Prose Works. 48 pages.

i OTHERS IN PREPARATION.

32 pp.

32 pages.

92 pages.
$S pages.

SELECT LIST OF EDUCATIONAL WORKS (32 PAGES) AND COMPLETE CATALOGUE (144 PAGES) POST FREE.
London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

186

THE EDUCATIONAL TIMES.

[April 1, 1908.

be imagined.”
expositor thinks of a story he drops his law and tells his story,
whether the reader is likely to see any connexion or not. A
curiously interesting, instructive, and amusing book.

St. Agnes, and other Dramas. By E.C. Harris. (Dent.)

“St. Agnes ” is, we think, a reprint; the other two are “St. Faith”
and “SS. Adrian and Natalia.” They all represent the constancy of
martyrs daring the persecution of Christians in the time of Diocletian
and his immediate successors (A.D, 304-305). The verse is tluent and
smooth, and the action and the characterization show considerable
dramatic power.

The Oxford Degree Ceremony. By J. Wells, Fellow of Wadham College.
(Clarendon Press.)

In this neat and handy little volume Mr. Wels sets forth the
meaning of the Oxford academic forms and ceremonies and shows
how much of University history is involved in them. lt is a very
careful compilation, and will ba welcomed by many besides the sons
of Oxford. The publishers have furnished seven verv interesting
illustrations, including the University seal and a reproduction of the
portrait of a fourteenth century Chancellor.

The Nuvu League Annual, 1907-8 (The Navy League, 13 Victoria
Street, S.W.), makes a substantial and instructive volume. The
honorary editor (Mr. Alan lf. Burgoyne) traces the pregress of the
British Navy and of foreign navies, and there are fifteen other articles
on different aspects of the subject by writers of technical experience.
The illustrations and ship-plans are numerous and good.

FIRST GLANCES.
CLASSICS.

Caesar, Preparation for Reading, Six Weeks.’ By James Morris Whiton,
Ph.D. Yale. Fifth Revised Edition, with additions by Helen
Isabel Whiton, Ph.D. Col. 23. 6d. Ginn.

[Adapted to Allen and Greenhough’e, Bennett's, and Harkness’s
grammars. Exercises, with grammar interwoven, and practical
directions. “ Thoroughnees has been aimed at equally with ex-
pedition.”’ ]

Caesar, Preparatory.
(2) Book lII., separately, 1s.
mang,

[On the method of ‘‘ First Steps in Caesar.” Explanation of
Roman Army organization ; grammatical points; notes; vocabu-
lary ; 6 maps and plans. Excellent introductory works. |

Cicero: In Catilinam, I.-IV. Edited by J. F. Stout, B.A. Cantab.
23. 6d. net. Clive (University Tutorial Series).
{Introduction and notes scholarly and adequate ; useful index
of proper names. Very serviceable edition. ]

Cothurnulus: Three Short Latin Historical Plays for the use of

. Beginners. By Edward Vernon Arnold, Litt.D., Professor of Latin

at the University of North Wales, formerly Fellow of Trinity
College, Cambridge. Ils. Bell.

(The plays “stand somewhere between simplified texts and
original composition.” Very skilfully composed ; iateresting ;
useful. Vocabularies.|

Delecta Biblica. Compiled, from the Vulgate Edition of the Old
Testament and arranged for the use of Beginners in Latino, by
a Sister of Notre Dame. ls. Longmans.

[56 passages, with notes and vocabulary. Useful collateral

reading, though the Latin may not be Ciceronian.]

Homer: Iliad, V., VI. Translated by E. I.’Blakeney, M.A.
(Classical Translations).
[Good translation, with helpful foot-notes ]

Latin Texts, Blackie’s. (1) Caesar, Gallic War, VIII.
W. H. D. Rouse, Litt.D. 6d. net.
by W. H. S. Jones, M.A. 8d. net.

[Very careful and useful series. ]

Vocabularies. (1) A General Vocabulary to Caesar's Gallic War.
(2) A General Vocabulary to Virgil. Prepared under the editor-
ship of A. Graham, M.A., formerly of the High School of Scirling.
ls. each. Blackie.

[Handy companions to the plain texts. ]

(1) De Bello Gallico. Books II., IIT., 1s. 6d.
By Frank Ritchie, M.A. Long-

ls. Bell

Edited by
(2) Cornelius Nepo3. Edited

MATHEMATICS.

Arithmetic, The “A, L.” Methodic. By David Thomas, Assistant
Secretary of Education for Carnarvon. Parts I.—II1., 3d, 4d., 4d.
Answers (separate), 9d. Complete work, 1s. 6d.; with Arswers,
23. E. J. Arnold.

[For upper classes of elementary schoola, higher elementary and
secondary schools, candidates for county scholarships, Oxford and
Cambridge Locals, and the Jike. The elementary work is based
on the `‘ New Syllabus ” of the Code of 1903. The complete work
contains the three parts, together .with some thirty pages of
reprints of recent examination questions. ]

It defies system and chronology; and when a legal| Arithmetic, The Methodical.

Edited by W. J. Greenstreet, M.A.,
F.R.A.S., Head Master of the Marling School, Stroud. Parts II.,
IV. V., VL, VLI., Ufd., 2d., 3d., 3d., 4d. Dent.

[For the corresponding standards in elementary schools, in ac-
cordance with the Code of Regulations issued by the Board of

Education. |
Arithmetic Test Cards. Standards III. and IV.—4) cards each.
- ls. 3d. net each packet. Jack.
[Excellent exercises; well arranged for practice. ]
Ar.thmetical Test Questions, Practical, McDougall’s. Classes III. and
IV. ld. net each.
[A very useful collection. ]
Calculus, Differential and Integral, A First Course in the. Br
William F. Osgood, Ph.D., Professor of Mathematics in Harvard

University. 103.64. Macmillan.
Cambridge Tracts in Mathematics and Mathematical Physics. No. 6,
Algebraic Equations, by G. B. Matthews, M.A., F.R.S. No. 7.,

The Theory of Optical Instruments, by E. T. Whittaker, M.A.,
F.R.S., Se.D., Royal Astronomer of Ireland. 2s. Gd. net each.
Clay (Cambridge University Press Warehouse).

Geometry of the Conic, The Elements of the. By G. H. Bryan, M.A.,
F.R.S., Professor of Mathematics in Univeraity College, Bangor,
and R. H. Pinkerton, M.A., Professor of Applied Mathematics in
University College, Cardiff. 3e. 6d. Dent (Mathematical and
Scientific Text-Books for Schools).

[With a chapter on the Geometry of certain Curves occurring
in Applied Mathematics. ]

Geometry, Practical, for Art Students.
Burns & Oates.

[A course of lessons on the construction of plane figures and
ecales, proportionals, geometrical tracery, and elementary solid
geometry (with an appendix). 59th edition. |

Geometry, The Elements of, in Theory and Practice. Parts I. and ITI..
comprising the subject matter of Euclid 1., IIT. 1-34, and 1V. 1-9
and 15, with experimental section and additional theorems and
problems. 23. Ud.; separately, ls. Gd. and Is. 9d. By A. E.
Pierpoint, B.Sc. Longmans,

(Based on the Mathematical Association Committee's report. }

Geometry, Theoretical and Practical. Part IT. By W. P. Workman,
M.A., B.Sc., Head Master of Kingswood School, Bath, and A. G.
Cracknell, M.A., B.Sc., F.C.P., Science Director of University
Correspcndenca College. 2a. Clive.

(Contains matter of Euclid II., III. 35-37, 1V. 10-16, VI.]

Graphs, Elementary, Cassell’s. By V. M. Turnbull, M.A., Senior
Mathematical Master. Perse School, Cambridge. 9d.
(Unusually full aud capable treatment ; suitab’e for students
of physics and engineering, as well as purely mathematical stu-
Ceats. Examples numerous and good; answers. |

Geometry, Practical, Constructions in. By the Rev. H. F. Westlake,
B.A. Oxon., Senior Mathematical Master of Lancing College.
ls. Philip.

[Primarily for “the minimum required of candidates in the
Oxford and Cambridge School Examinations,” but generally
useful. ]

Infinite Series, An Introduction to the Theory of. By T. J. PA.
Bromwich, M.A., F.R.S., Fellow and Lectarer of St. John’s College,

By John Carroll. ls. Gd.

Cambridge. 15s. net. Macmillan.
Integration, Practical. By A. S. Percival, M.A., Trinity College,
Cambridge. 23. 6d. net. Macmillan. °

[For evgineers, electricians, &c.]

PRACTICAL MATTERS

Agricultural and Dairy College, The Midland. Various Bulletins,
giving useful Reports on Field Trials.

Cakes: 100 Tested Receipts. By Florence B. Jack, late Principal of
the School of Domestic Arts, Edinburgh. 1s. net. Jack (Domestic
Arts Series).

Eyesight in Schoole. By C. C. Caleb, M.B., M.S. Durh., Professor of
Physiology and Botany, Medical College, Lahore. Lahore:
Gulab Singh.

[Written under the orders of the Director of Public Instruction,
Panjab, and with the approval of the Panjab Text-Book Com-
mittee. Efficient and simple. Illustrations. |

Housecraft, Modern: The Art of Reasonable Living. By Lucy II.
Yates. Heinemann.

(‘I can imagine no more important woman of business than she
who successfully manages a home, even a very humble one.’
Sensible and informatory. |

Infants, Care of, Lessons on the. By Mrs. Watson. 1d. (9d. a dozen).
B. Broadbent, Esq., Gatesgarth, Lindley, Hudderstield.
[“ Fo: use in schools.” Suggestive and serviceab'e.]

April 1, 1908.1

THE EDUCATIONAL TIMES.

187

Injured, First Aid to the. Six Ambulance Lectures.
march, Professor of Surgery, University of Kiel.
the German by H.R.H. Princess Christian.
Elder, & Co.

Sei edition, revised and enlarged. Additional illustra-
tions.

Nursing at Home, with Chapters on the Care of Infants and Children.
By J. D. E. Mortimer, M.B. Lond., F.R.C.8., and R. J. Collie, M.D.
Aberd. 8d. net. Gill.

[Thoroughly good. Handy in form. ]

Rafia Work. By M. Swannell. 2s. net. Philip.

[59 figures, with practical directions. Excellent. ]

Shoot, Howto. By E. J.D. Newitt. 6d. net. Simpkin, Marshall, & Co.
[“ Manual of instruction in marksmanship.” “The new method
of learning rifle shooting.” “Prepared in harmony with the
official military system.” |
Soldering, Brazing, and the Joining of Metals. By Thomas Bolas,
F.C.S., F.LC., &c. 6d.net. Dawbarn & Ward (“The Home
Workers” Series of Practical Handbooks).
[Third edition, revised and enlarged. Additional notes. ]

Stammering: a Method of Self-Cure. By Walter Clarke. 1s. Author,
The Chesnuts, Clifton, near Biggleswade, Beds.
{Written from personal experience. }

By Dr. F. Es-
Translated from
2s. net. Smith,

EDUCATION.

Assistant Masters, Incorporated Association of, in Secondary Schools.
Seventeenth Annual Report.

Assistant Mistresses, Association of, in Public Secondary Schools
Report of the Twenty-fourth Year’s Work, and of the Twenty-
fourth Annual Meeting.

Board of Education.—(1) List of Evening Schools in England and
Wales for year ending July 31, 1908 (Cd. 3920. 5}d.). (2) Reports
from those Universities and University Colleges in Great Britain
which participate in the Parliamentary Grant, 1907 (Cd. 3885.
ls. 7d.). (3) Regulations and Conditions of Recognition of Ele-
mentary Schools in England (Elementary Education Act, 1876,
§ 48) as Certified Efficient Schools (Cd. 3944. Id.). (4) National
Competition (South Kensington) 1907: List of Awards, Reports of
Examiners, 46 Full-page Illustrations (3s.). Wyman.

Co-education of Boys and Girls. Lecture by Mrs. Ennis Richmond.
3d. (4d. post free). Street (42 Albemarle Street, W.).
[“ Boys and girls are meant to be together.” ]

Columbia University. Report on Certain Educational Characteristics
in England and France.
[By Dr. J. H. Canfield. “ Thirty-five days were spent in England
and eleven days in France.” Cautious and brief summary. |

English Association, The.—(1) Leaflet No. 4: Shelley’s View of Poetry
—Lecture by Prof. A. C. Bradley, Litt.D. Reprinted from the
Albany Review (February). (2) Bulletin No. 3, with Report of the
Second General Meeting (January 10, 11).

Johns Hopkins University Circular, No. 1,
President of the University.

L.C.C.—Report on Accommodation and Attendance in Elementary
Schools for year ended March 31, 1907. No. 1134. 5s. (parcel
post, 5s. 5d.). King.

Oxford Local Examinations: Regulations for 1909.

Read, Write, and Debate, How to. ld. Leng.
[New and enlarged edition. Judiciously instructive. ]

Secular Teaching, The Religious Side of. By L. H. M. Soulsby.
2d. net. Longmans.

Sweden: The Board-School Houses of Norrképing—Plans and Pic-
tures, with some Notes on the so-called Norrköping System. By
J. Bager-Sjigren, Ph.D., Superintendent of Board-Schools. Royal
Swedish Committee for the Second International Congress for
School Hygiene.
[Very interesting. Facts carefully stated. ]

Texas, The University of: Catalogue (=Calendar), 1906-7.
[College of Arts; Departments of Education, Engincering, Law,
Medicine; Schools of Medicine, Pharmacy, and Nursing. Full
and interesting. |

: Translation Method, A Plea for the. By Ch. V. Jogarao, Assistant
Master, Maharajah’s College, Vizianagram. Madras: Vaijavanti
Press.

[English “ has become the leading language of India.” “For
completing the ‘ Edifice of English Instruction,’ translation ought
to furnish the foundation.” A thoughtful essay. ]

1908: Report of the

MISCELLANEOUS,
Golfers’ Manual, Leng’s. 1d.
[Much information. Brief biographies, with portraits. ]
Cricket Handbook, Leng’s. 1d.

MATHEMATICS.

16861. (‘‘ Sonrpus.’’)—Each vertex of a polygon is joined to the
mid-point of the line joining its adjacent vertices. Prove that if all
but one of these lines are concurrent, then all must be concurrent.

Solutions (I.) by S. NARAYANA AIYAR and W. F. BEARD, M.A.;
(II.) by W. Riasy, B.A.

(I.) Suppose at each vertex forces are acting proportional to and in
the direction of the sides emanating from that vertex. The whole
system will be in equilibrium. The resultant of the forces at a vertex
is equal to twice the length of the line joining the vertex to the mid-
point of the line joining its adjacent vertices. If the polygon has
n sides, (%»—1) of these resultant forces are, by hypothesis, concurrent,
and so have themselves a single resultant which, with the resultant
corresponding to the nth vertex, is in equilibrium. Therefore all the
n resultants are concurrent.

(II.) Mid-point of line joining (zi)
and (x3. 45) is $ (£1 +23), $ (Yı + Ya). The
line joining

(z2. Y2) and [3 (2 + 2s) å (1 + Ys)
is given by
(2 — X)| [3 (Z1 + 23) — 29]
= (Y — Ya) llà (Yi + Ys) — Yel,
i.e., £ (Yı — Wet Ys) —Y (Tı — Be + q3) (rn Yn)
+ (21Y3 — Ley) — (L33 — Taya) = 0.
Similarly line joining (z3.y3) to mid-point of line joining (T2. Y2) and
(4-44) is given by
£ (Ya— Lys + Ya) —Y (Ez — 2s + L4) + (TaYs—TaYla) — (TsYs— TYa) = 0,
and corresponding lines by
£ (Ys — Y4 + Ys) — Y (Ta — 2X4 + L5) + (Lys — T4Y3) — (T4Ys — 1143) = 0,
and a (Yn -1—2Yn t+ Yi) — Y (En -1— 28n 4 Ly) + (En-1Yu— Tn - Ys)
— (Lui TY) = 0.
On adding x (2y, — Yn — Y:)— Y (22; — 8n — 22) + (ZY2— T41)
— (nY — L1Yu) = Q.
Since the first n—1 lines are concurrent, the nth line, i.e., the line
through (2,.4;) bisecting the line joining (z3. y) and (£n- Yn) passes
through the same point as the first n — 1 lines.

(1,+4)

16880. (V. DANIEL, B.Sc.)—Two triangles (of given areal modulus
a? = 1/a'?) have
cot A+cot A’ = cot B+cot B’ = cot C + cot C = zj V3.
If the relations of circumscription and inscription (A on a’, A’ ona, wad
are mutually interchangeable by rotation of either triangle through
an angle @ about the same point, show that
(x?— à?) (x?—a") = 4 cost }@ or 4 sin* 36.

Solution by the PROPOSER.

Since cot A—cot B = cot B’—cot A’,
and two others, we have by multiplication
% (cot A cot B—cot?C) = 3 (cot A’ cot B’—cot?C’).
Hence cot w = cot w’, and the general equations of my Solution 16161,
Vol. x11., become

k=k' =1-U = m—m' = sz V3 lt
and cot A—cot A’ = (1+l+l)-(1+m +m) xr[/3)
Now, let
l+k+k' =p(k—-k’), l+l4+l =q(l—l), l+mtm =r (nt — me’) ;
therefore
MHA’ = I (k k'l +l4l') = sx? zp,
and
(a2 +A) 1 = Z (1+k+k (l +l+l')+3(k-k')\l—t) = sty" Epq + 3x",
also cot A — cot A’ = įsr?°(q-— r),
and two others, cot A + cot A’ = 2/73 =... ;
therefore 4 = 27+ }s°rt 3 (q—r)(r- p)
= x? + 48? [33pq—(Zp)?]
= g? + x? [2 (A? + A") — 1 — 82?) — (AP A")? S? |
therefore 0 = stri—2 (a2 + A'?) sîr? + (A?—A'?)? + 4s?

=-

= [xz* sin? 0 — (A? + A'2)]?—4 cos? 0.
This resolves into two quadratics for cos @, giving
cos @ = F 1st \/[(z*—-A*)(z27-A")) ;

therefore (2? —A?)(a2?—A'?) =. 4.cos*t 30, or 4 sinha:

188

THE EDUCATIONAL TIMKS.

[April 1, 1908.

16246. (Professor LANGHORNE ORCHARD, M.A., B.Sc.)—A carpenter
has a plank of wood 13 feet 4 inches long, 1 foot wide, 1 inch thick.

Show how from it he can construct five boxes in descending order of al

magnitude, such that the smaller just fit into the larger.

Solution by M. T. NARANIENGAR, M.A.
Let x, y, z denote the edges in inches of the largest box.
the Question, xyz—(x—10)(y—10)(z—10) = 1920. Hence
TY + yz+ax—10(r + y4+2) +100 = 192,
of which z = 16, y= 12, z = 10 are solutions obviously. But this
would leave no room within the fifth box. Hence a second solution
should be found. x = 14, y= 12, z = 114 are also values satisfying
the equation, which are more practicable.

Then, y

16868, (Professor E. B. Escorr.)—Solve in integers
TYH Suw, rity tz = u8+y8 4+,
and find a general formula for the solutions. Example:

5? + 197 + 242 m 34444454 5141914 244 = 38448458,

Solution by Lt.-Col. ALLAN CUNNINGHAM, R.E.

Algebraically U4+ V++(U +V)! = 2 (U2+ UV + V?)? = 2C?, suppose.
Hence every quantity C of form C = U?+UV+ V? gives

2C? = U+ V44+ W4,
where W=U+V.

Here C is either a prime p = 6w +1 = A?+3B?, or a product of such
primes. And, in the latter case, C is expressible in at least two ways
in this form, say C = C’,

C = A?+3B? = (A ~ BP + (2B)(A ~ B) + (2B)? = U?+ UV + V3,
C’ = A’?+ 3B’? = (A’ ~ B’)? + (2B’)(A’ ~ B’) + (2B’)? = U" + U'V' + V”,

Hence Ut+ Vt Wi = 2C} = 20% = Ut V4 W's,
where W=U4V, W=U'SV'.

Now take U =w, Ver®, W = w= u? +03.
This is satisfied by taking

u = ~n?, = 2h, w= +77.
Hereby 2+ v8 + w = w+ v8 (u? + v) = 2 (ut + uty? + vf)? = 26!
= 2(U?+ UV + V?) = 2C?.
Here C = (u?— uv + v*)(u* + uv + v*) has the two forms
C = [u? ~ ($v)? +3 (£07)? = ut +u?r? + ert (the known form),
C' = (u?~v?)?+3 (UV)? = A'? + 3B” (the second form)
= (A' ~ B'}? + (3B’)(A ~ B’) + (3B’)?
= T*+ xy +y’, suppose.
Hence 20? = zi + yt +z', where z = r+7, and
x = A'~B' = (xri — uv), y = Qur, z = (W~ + uv).
This solves W448 = rity He.
It remains to be shown that the above values of u, v, w, x, y, s also
satisfy the second condition. Since w? = u?+v?,

Utt wt = 2 (w twt? wt) = 2C = AC’,
and 2C = 2 (z? +xy+ y) =a +y*+27, where z=a2+y.
ut+v'+wt = z? +y? +2, as required.

Ex. 1.—Take ¢=1, u= 2; whence u = 3, v = 4, w=5; A'=7,
B' = 12; z = —5, y = 24, z = 19.

Ex. 2.—Take t=3, u=2; whence u= 5,
A’ = 119, B’ = 60; x = 59, y = 120, z = 179.

Hence

v =12, w= 13;

16195. (Professor CocHEz.) — Discuter le genre et la variété des
courbes x? (2 - h) —2ry +y — hx -2y+4—-h =0
pour toutes les valeurs réelles du paramètre h.
Solution by C. M. Ross.
The following table supplies the information required :—

Curre. Condition.
Elipse ieina as 1 < (2—h) which gives h < 1.
Parabola l.. 1=2-h 1 h= 1.
Hyperbola 0... 1>2-h ” h >l.
Rectangular hyperbola ...... Q—-h+1=0 ,, h = 8.
Satire oie i cae . &=0 or 8h?-12h48 = 0,

which gives k = 2 (8 + V3).
The above are true for all real values of h.

Solution by N. Kuppuswamt, B.A.

If u and v and w be the velocities of the compound body after impact
ong any three directions at right angles to one another, since the
momentum in any direction remains the same before and after impact,
we have Zm, = (Zm) u, 3m = (Im) v, Em,w, = (Fm) w;
therefore (Z1)? (U? + v2 + w?) = Z (Em, %)°;

therefore energy after impact is [3 (m,t,)7]/22m,. Energy before im-
pact is 32m, (u? +v? +w), and we know energy is always lost by
impact ; therefore the loss of energy is

4 {3m (14,7 + v? + w?) — [3 (Emu ))/3m}.

16871. (M. S. Narayana, M.A.)—Show that

n-2
pt oy “eo 5"°* 6? mn= 5) R= 9) 5*-6 634... = O48".

Solution by T. K. VENKATARAMAN, M.A., C. M. Ross, and others.
If a+B=p, and aß =q,
(2—px)/(l—px + qr?) = 1/(1—az) + 1/(1— 8x).
Expand each side in ascending powers of x (see Chrystal’s Algebra,
Chap. xxvii.), we havo
-3
2+ ( p"— i p"-*q+ ni" 3) p tee...

+(—1)" la ta ie (n—2r +1) nao y =) on
= 2+ Z (a" +B”) x",
Comparing the coefficients q”,

a” + 8” =p"- 7p" q+ E=) pueg.,

#(—1)" n iste T 1) yu-2rgr i

Put a = 3, B=2. 2"+3”" = the given series.

9846. (Professor NEUBERG.)—Soit, dans le plan d’un triangle ABC,
un point D tel que les droites joignant A, B, C respectivement aux
centres des cercles BCD, CAD, ABD concourent en un même point EB.
Démontrer (1) que la droite joignant D au centre du cercle ABC passe
par E; (2) qu’entre les angles A, B, C du triangle ABC et les angles
BDC = a, CDA = 8, ADB = y il existe la relation

1 cotA+tana cotA tana
1 cotB+tanf cotB tans

1 cot C+tany cotC tany

= 0.

Solution by C. E. Youncman, M.A.
Let L, M, N, O be the

centres of the circles V
BDC, ..., ABC. Then PN,
OL, OM, ON and MN, dime oN
NL, LM are perpen- / S

dicular to BC, CA, AB
and AD, BD, CD respec-
tively, and part (1) is a
case of the general pro-
position that when any
two triangles ABC, LMN
have a centre of per-
spective E, and also
centres of orthology O
and D, these threecentres
lie in one line, perpen-
dicular to the axis of per-
spective PQR. To prove
this, draw EQ’, ER’,
parallel to NL, LM,
cutting CA, AB at Q’,R’;
this will evidently give
Q’R’ parallel to QR. Find U, V the orthocentres of DCA and DAB, |
and let AU, AV cut BE, CE at M’, N’; this will make M'N’ parallel to
MN, that is, to BV or CU. Consequently M'N’ is the Pascal line of
the hexagon BECUAV; hence the rectangular hyperbola ABCDUV
goes through E, and will cut EQ’, ER’ at H’, H” the orthocentres of
BDE, CDE. Consider then the hexagon CABH’EH"; BH’ and CH”
must meet on its Pascal line Q’R’; therefore Q’R’ is parallel to BH’
and CH”, that is, perpendicular to DE. Thus DE is perpendicular to
PQR ; and likewise also OE ; so that O, D, E are collinear. (Forother

16273. (W. J. GREENSTREET, M.A.)—Three inelastic particles of | Proofs, see the Mathematical Gazette, Vol. 11., p. 125.)

unequal masses and velocities approach from different directions,
impinge, and coalesce. Find the loss of energy.

Another figure, of course, must be used for part (2), in which
L LBC-= LCB = a-W,

April 1, 1908.)

and the distances of L from CA and AB are LCcos(C+a) and
LBocos(B+a); but LB = LC; therefore the condition that AL, BM,
CN meet at a point is

cos (C + a) cos (A + 8) cos (B +y) = cos (B + a) cos (C + 8) cos (A + y)... (a).
This being worked out agrees with the proposed equation, but fails to
account for the determinant form of it.

Write 6, n, y for the angles MDN, NDL, LDM. Then @= A+L

and 8 = N+L; therefore A+8 = N+ 46, and soon; therefore (a) can
be written

cos (M + 4) cos (N +0) cos (L + ®) = cos (L + y) cos (M + 6) cos (N +9).
This then is the condition that lines joining L, M, N to the images of
D (in MN, NL, LM) should meet at a point; hence (a) tells us that
lines joining A, B, C to the images of D (in BC, CA, AB) also meet at
a point. This property leads conveniently to the equation of the locus
of D; for, if a, B, y be the trilinear co-ordinates of D, those of its

image in BC are —a, B+2acosC, y+2acosB;

hence the concurrence requires
(8 + 2a cos C)(y + 28 cos A)(a + 2y cos B)

= (y + 2a cos B)(a + 28 cos C)(8 + 2y cos A).
On reduction this gives

a (B?—+*)(cos A—2 cos B cos C) +...+... = 0,

proving that the line joining D to its isogonal D’ is always parallel to
OH, the Euler line of ABC. Now it may readily be proved that, if L’
is the centre of the circle BD'C, the lines AL, AL’ are isogonal in A,
and hence that the point E' arising from D is the isogonal of E ; and
DE, D'E’ meet at O by part (1); therefore DE’ and DWE meet at H
(the isogonal of O) ; therefore DD’ and EE’ divide OH harmonically ;
therefore F] bisects OH; hence the locus of E is the cubic

a (B?— y )(cos A +2 cos B cos C) +...+... = 0.

16822. (Professor SansAna, M.A.)—A triangle PQR has its base
resting on two fixed axes in its plane, and its sides PQ, PR passing
through fixed points: if the ratio of PQ to PR be constant, prove
that the locus of the vertex P is a curve of the sixth degree,

find when this curve degenerates into one of a lower degree.

Solution by MaAHENDRA Natu, D.E., M.A., B.Sc.

Taking the fixed axes as the axes of co-ordinates, let the co-ordinates
of P be a, B, and those of the fixed points
A, B (x, YD, (Tə, 1a), respectively.

Then, from similar triangles,

PQ?/PAP = a?/(a— x1)";
therefore PQ?
= PA?.a*/(a—2,)"
= æ ((a—2,)? + (8—1?

+ 2 (a — xB — I) cos w] /(a — x1)?
(where w is the angle between the axes).

Similarly,

PR? = B? (a— rs)? + (38 — Ya)? + 2 (a—2e)(B - Yo) cos wl /iB — Yo)? 5
therefore, if PQ/PR = e, the locus of P is
a? (B— Y° [(a— x1)? + (8 — 11)? +2 (a—21)(B—Y;) COS w)
= ER? (a— x1)? [(a— ary)? + (B— Ya + 2 (a - Xoi B — Y:) COS w),
which is of the sixth degree in a, 8.

The curve degenerates into one of a lower degree when e = 1, as the
terms of the highest degree then cancel one another.

In the particular case when AB is parallel to QR, the locus reduces
to @(B— 1? = B (a~x), which is of the third degree in a, 8 and re-
presents a straight line and a conic.

16347. (T. Srvarr, M.A., D.Sc.)—Why is it that the factors of
N, = (z + y)§—4524y? — 181P

are always of the form M (18)+1?

and y, that the expression

No = 294+ 20y? + Y? Bry (£ + y) SE (x2 + 7)

Prove rigidly, for all values of x

is always composite, and find the form of the factors.

Solution by Lt.-Col. ALLAN CUNNINGHAM, R.E.

The first question requires some limitation, viz., (1) z, y should be
mutually prime ; (2) (z+) should be prime to 3 (otherwise N, will
contain 9). With these limitations (and æ, y both integers)

(r+y)® +1 (mod 9), always.

2 +1 (mod 9), always; whence N, — + 1 (mod 18), always.

Hence Ny-

- — =

* The Proposer remarks that this, however, does not prove tha the
factors are of the same sorm.

THE EDUCATIONAL TIMES.

distances PD PiE PF, is

‘this is positive if tan Btn C > 2.
| should be greater than the same value.

motion of which is

189

ii. Let N= X, Y. Ilerecachof X, Y must evidently be symmetric

in z, 4. Assume
X = x'+ Ar'y e Bx?y? + Axy + yt, Y = r? +Cry+i.
Then N, = 28+ y+ (A +C)ry(x'+ y') + (B+ 1 + AC) z?y? (27 +3?)

+ (2A + BC)’.
Identifying this with the given expression
A+C=-—3, B+1+AC=—43, 2A4 BC = 20..

Eliminating B, C gives 2A3+12A?—3A-—11 = 0, whence A = 1 (the
only rational root). Hence B=—3, C=-—4. Hence

Ny = (x? — 4xy + y-)(x'+ vy — Bay? + xy" + y’).

Note.—Mr. Blaikie also calls attention to the necessity of restricting
the values of x and y.—Eb.

The PRoPposER’s Solution is as follows :—

(a) N, = (x+ y)'—45rty* — 18.075
= Xô + 62ry—30xc'y? + 2007477 + 15y — low y + y®
= (x£? +? —Ary)3—9 (x? - Qry)? (y?—2zry)
= (X+ Y—-9NY,
where (X, Y) = (27 - 2ry, P —2xy).
Writing in this (X, Y) = (t+ u, t—w),
it gives No = 9 (u-t 43h’).

But Sylvester (Amer. Jour. of Math., Vol. 11., p. 282) has shown that
the cubic form z#*— 3x + l contains no prime factors other than 3 or of
the form 18n41. Hence the prime factors of N, are of the same form.
(b) N, = (Œ +17) 3xy (22 + PP — iry (x? + y?) + 26x

= (w+ y dry) (er +?) + vy (x? + F) tary]

= I(x —2yF 3y] [(1 + y? + Say)? -3 (3xy)].

! Hence the prime factors of N, are either 3 or powers of 3 or of the
ı form M (12)+1.

Note.—The a priori reason why N, must be composite depends on

and | the fact that (1) 2N, is expressible as the sum of two cubes, (2) N.

of 2, as the equation ryix—y) = 22% is insoluble; (3) N, is either a
multiple of 3 or of the form M(18)+1. It then follows, by a well
known theorem of Sy!vester’s (/.c., pp. 280, 281), that Ng cannot be
prime.

being = (x° + y?— ry) — 541} iry (x-y) }*, can never be a cubic residue

16880. (James BLAIKIE, M.A.)—If in an acute-angled triangle a
point is taken in each side the same distance from its mid-point as the
foot of the altitude but in the opposite direction, prove that the per-
pendiculars drawn to the sides at these points are concurrent., and find
the relation between the angles of the triangle in order that the point
of concurrence may be within the triangle.

Solution by Professor SangAna, M.A,

If P, O be the ortho-
centre and circumcentre, D,
E, F the feet of perpen-
diculars, X, Y, Z the mid-
points, then if PO be pro-
duced its own length to P,
and the perpendiculars PD},
P,E,, P,P, be drawn, it is
evident that

MD, = XD, YErs iE;
ZF == ZF;
this proves the first part.

The point shall be within
the triangle when none of the

Now
PD, = 2O0X—PD = 2Reos A— 2R cos B cos C
= 2R (sin B sin C - 2cos B cos C);

So also tanC tan A, tan Atan B
[Rest in Reprint.)

negative.

QUESTIONS FOR SOLUTION.

!

| + H , `a

t 18336. (Correction by the Proroser.)-—0On the left of the first and
i SCeond equations delete respectiveiy the y and the x of the numerator.

16400. (H. C. Kest, Bose.)

Find the period of vibration of a

dynanucal system, possessing one degree of freedom, the equation of

a0 +2h0+b04+sin 20 = 0.

190

THE EDUCATIONAL TIMES.

[April 1, 1908.

16401. (D. Epwarpves, B.A.)—Prove that
f Pe@ ae =. 7 fete)"
-1 (z= x) 2n +1 ,
aid n is an integer and P,(x) Legendre’s polynomial of the first
cind.

16402. (Professor Nanson.)—If uj, ty, ..., Un, V are n+l quadratic
functions of z, show that the value of

tty, Ua, wee, Uy, dr
qanel

is algebraic, provided v is harmonically related to one of the w’s.

16408. (Professor R. W. GENESE, M.A.)—Prove the following de-
ductions from a theorem by Abel, viz.,

a(a—nb)""!

(1) @(x+a) = $ (xz) + ap’ (x+b) +...4 a go" (x+nb)+...,
as n-li
(2) ¢(z) = o(x+b)—bo' (x +26) +... + | ro) oi (ra nd)4....
16404. (C. M. Ross.)—Solve the equation
D= | cos @ 1 0 0 iu 0 = 0.
1 2 cos 6 1 0 ie 0
0 1 2cos@ 1 oe 0

| 1 2cos@ 1
| (0) 1 2 cos 0
where D is an n-th order determinant.

16405. (R. F. Davis, M.A.)—Solve the equation
(2x + 1)(x7 +1)? +424 = 0.

16406. (Professor LANGHORNE OrcHarp, M.A., B.Sc.)—Show that
the sum (to terms) of any powers of the natural numbers may be
expressed as a function of n, and of the powers of the odd numbers
only.

16407.

(Professor Escorr.)—The solutions of the equation
Ti—2U;, = (—1)"
form two recurring series
T, = 1,1, 3, 7, 17, ..., U, = 0, 1, 2, 5, 12, ...,
whose scale of relation is U,.2 = 2un.1+ Un. Factor completely Us,
a number of 32 digits.

16408. (T. Stuart, M.A., D.Sc.)—Investigate a general method of
solving in integers the equation 23 = y°+a, and exhibit your method
by examining the cases a = 107, 146, 207. Show that there are at
least six solutions when a =—17, and give an elementary but rigid
proof that the equation is impossible for a = 17, or —7. Is the equa-
tion possible when a = — 127? [The case when a = 17 has been already
fully discussed by Gérons, de Jonquières, and S. Realis; N. Ann.,
1877, 1878, 1883.]

16409. (R. W. D. Curistiz.)—Two sums of equal value were in-
vested in two assurance companies for the same period. The ratio
between the interest on the collective instalments at the end of the
period and that on the whole sum invested for the whole period in the
two companies bore the proportion of 16 to 17. Required the number
of instalments in each company, supposing the interest to be the same.
Generalize the theorem.

16410. (H. L. TRACHTENBERG, B.A.)—Prove that the centres of a
system of conicoids having a common curve of intersection lie on a
line, provided that part of the common curve is a conic at infinity.

18411. (M. T. Naranrencar, M.A.)—Similar segments of circles
are described on the radii vectores of a curve, show that their envelope
is similar to the first positive pedal.

16412. (A. M. Nessitr, M.A.)—On the axis of a parabola is taken
a point M, such that AS = SM, and P is any point external to the
parabola upon the line PM, which is drawn at right angles to the axis.
Prove, by pure geometry, that if the polar of P cut the curve in Q and
Q’, the normals at Q and Q’ meet on the parabola.

16418. (Hon. G. R. Dick, M.A.)—Given a conic C and two points
A, B in its plane. Tangents drawn to the conic from A meet any
straight line through B in points T, T’. The other tangents from T, T'
intersect on a fixed conic passing through A and touching C at the
points where it is met by the polar of B.

16414. (W. J. GREENSTREET, M.A.)—A conic is inscribed in a
parallelogram. Find the co-ordinates of the point of contact of the
conic With the line pe + qy—1 = 0, the co-ordinate axes being the joins
of mid-points of opposite sides of the parallelogram.

16415. (Professor STEGGALL.)— A, B, C are fixed points on the

circle ABPC ; the chord AP cuts BC inQ; show that PQ is a maximum
when the perpendicular from P on BC meets BC so that BQ = CP.

16416. (V. Ramaswami AIYAR, M.A.)—S is a point and LL’ a line
in the plane of a triangle ABC such that the distances of the vertices
from S are proportional to their distances from LL’. SIJ is a triangle,
right-angled at S, I being the in-centre (or any ex-centre), and J lying
on LL’. Prove that, if lines SD, SE, SF be drawn to the sides of the
triangle ABC, making with them, directly, the same angle that SI
makes with IJ, then the circle through D, E, F will touch the in-
scribed circle (or the corresponding escribed circle) of ABC.

16417. (Professor SansAna, M.A.)—O,, Oo, Os, O, are the circum-
centres of the triangles BCD, CDA, DAB, ABC respectively, all lying
in one plane ; find the sides of the quadrilateral 0,0,0,0, in terms of
the sides and diagonals of ABCD.

16418. (W. F. Bearp, M.A.)—ABC is a triangle; I, I, L, I; are
the in- and ex-centres and O is the circum-centre ; the internal and
external bisectors of the angles meet the opposite sides at D, D,, E, Ey,
F,F,. Prove OI, OIL, OI, OI, are respectively perpendicular to D,E,F,,
D,EF, DEF, DEF.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

11927. (Professor OrcHarp, M.A.)— The cllipse 274+2y2=2 is
revolving with constant angular velocity w about its minor axis, when
one end of the latus rectum impinges upon a fixed obstacle; find the
instantaneous change in w.

11950. (R. F. Scorr, M.A.)—Snow is uniformly spread over the
surfaces of a conical pinnacle and of the hemispherical dome of a build-
ing. It begins to slide off, starting at the highest point and clearing a
path as it goes. Prove that the motion in the two cases is the same
as that of a free particle moving on the surfaces under the action of a
vertical acceleration equal to one-fifth and one-third the acceleration
of gravity respectively.

12080. (Professor A1yar.)—Prove that two given systems of co-
Brocardal harmonic m-gons in a circle can be inverted into each other.

12042. (H. J. WoopbaLL, A.R.C.S.)—Give Maxwell’s cyclic equa-
tions (in electrodynamics) in the case where the network is not wholly
two-dimensional (1.e., some branches, although crossing, do not cut).

12048. (J. Grirritus, M.A.) —If tn, Un- denote rational and
integral functions of two variables, of the degrees n and n—1 respec-
tively, prove, by means of the substitutions
— &tin-1 (È, n) _ 1, tn-1 lë, n)

Un (é, n) , Un (é, n) f
that the curve expressed by the equation un (£, Y) = ta-i(x, y) is
unicursal.

12082. (C.J. Monro, M .A.)—‘*‘ Provided that the motion shall not
be carried unless there shall be more than 200 for it or less than 40
against it.’’ Interpret fully , taking account of suppressed premises.

x

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss ConsTancE I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

Vol. XII. (New Series) 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, ôs. 6d.

THE LONDON MATHEMATICAL SOCIETY.

Thursday, March 12th, 1908.—Prof. W. Burnside, President, in
the Chair.
Messrs. P. E. Marrack and D. K. Picken were elected members.

The following papers were communicated :—

‘On the Projective Geometry of some Covariants of a Binary
Quintic,’’ Prof. E. B. Elliott.

“ The Operational Expression of Taylor's Theorem,” Dr. W. F.
Sheppard.

“ On a Formula for the Sum of a Finite Number of Terms of the
Hypergeometric Series when the Fourth Klement is Unity ’’ (Second
Paper), Prof. M. J. M. Hill.

“On the Inequalities connecting the Double and Repeated Upper
and Lower Integrals of a Function of Two Variables,” Dr. W. H.
Young.

‘* Note on a Soluble Dynamical Problem,’’ Prof, Fa Ja Rogers.

April 1, 1908. | THE EDUCATIONAL TIMES. 191

Messrs. LONGMANS & COS LIST.

By SAMUEL RA WSON GA RDINER, D.C.L., LL.D.

A STUDENT'S HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO 1901.

Vol. I.: B.c. 55-a.p. 1509. With 173 Illustrations. Crown 8vo, 4s.

Vol. Il.: 1509-1689. With 96 Illustrations. Crown 8vo,4s. Vol. III.: 1689-1901. With 109 Illustrations. Crown 8vo, 4s.
ComMPLETE IN Oxe Votume. With 378 Illustrations. Crown 8vo, 12s.

PREPARATORY QUESTIONS ON THE ABOVE. By R. Somervect, M.A., Assistant Master at Harrow School.

Crown Svo, ls.

A SCHOOL ATLAS OF ENGLISH HISTORY.
With 66 Maps and 22 Plans of Battles, &c. Fcap. 4to, 5s.

OUTLINE OF ENGLISH HISTORY.
B.C. 5d-a.D. 1901. With 96 Woodcuts and a ODE: Ries 8vo, 2s. 6d.

By CYRIL RANSOME, M.A.

A SHORT HISTORY OF ENGLAND.
FROM THE EARLIEST TIMES TO THE DEATH OF QUEEN VICTORIA.

With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d.
Or in Two Parts, 2s. each. Part I.: To 1603; Part II.: 1603 to 1901.

A SUMMARY OF RANSOME’S SHORT HISTORY OF ENGLAND. With 22 Maps and Plans, and 34 Genea-
logical Tables. Is.

By C. W. C. OMAN, M.A., F.S.A.
EIGHTH EDITION, REVISED, AND WITH ADDITIONAL ILLUSTRATIONS.

A HISTORY OF GREECE.

FROM THE EARLIEST TIMES TO THE DEATH OF ALEXANDER THE GREAT.
With 13 Wih 1a Maps and Plans and 84 AA Mustratigns mar Grown 8vo, 4s. 6d.

-A HISTORY OF ENGLAND.
By the Rev. J. FRANCK BRIGHT, D.D.

With numerous Maps and Plans.

Period I—MEDIÆVAL MONARCHY: The Departure of the | Period WI.—-CONSTITUTIONAL TOPA ae William
Romans to Richard III. 449 to 1485. 4s. 6d. and Mary to William IV. 1688 to 1837. 7s.
Period II. — PERSONAL MONARCHY: Henry VII. to | Period IV—THE GROWTH OF DEMOCRKOÝ: Victoria.
James II. 1485 to 1688. 5s. 1837 to 1880. 6s.
Period V.-IMPERIAL REACTION: Victoria. 1880 to 1901. 4s. 6d.

By J. HAMBLIN SMITH, M.A.
ARITHMETIC. Crown 8vo, 3s. 6d. (Copies may be | ELEMENTARY HYDROSTATICS. Crown 8vo,

3s. KEY to Statics and Hydrostatics. 68.

mo TIE is or without the Answers.)
, 98. RIDERS IN EUCLID. Containing a Graduated
A SHILLING ARITHMETIC. For the use of Ele- Collection of Easy Deductions from Books I., II., IIL., ve and VI. of Euclid’s
“ Elements of Geometry.” Crown 8vo, 1s. 6d.

mentary Classes and Preparatory Schools. Fcap. 8vo,1s.; with Answers, ls. 6d.
EXERCISES IN ARITHMETIC. Arranged and AN IN TRODUCTION TO THE STUDY OF

adapted to the Sections in HAMBLIN SmitTu’s “Treatise on Arithmetic.”
Crown Be, Paih Anwen: 2s.; without Answers, 1s. 6d. GEOME ETRICAL CONIC SECTIONS. Crown
, Os. 6d. 8vo, 3s

ELEMENTARY ALGEBRA. New Edition, witha ELEMENTE OF GEOMETRY. Containing Books

large number of Additional Exercises. With or without Answers, crown 8vo, I. to VI. and portions of Books XI. and NII. of Euclid, with Exercises and

4 KEN nee ae 6d. Notes. Airana. dw ah the : Avira ae in the C meg ase es
an al Examinations. Crown 8vo Bouks I. an may
EXERCISES ON ALGEBRA. Small Svo, 2s. 6d. separately, lnup cloth, 1s. 6d.)
R A BOOK OF ENUNCIATIONS FOR HAMBLIN
ELE MENTARY TRIGONOMETRY. Small 8vo, SMITHS GEOMETRY, ALGEBRA, TRIGONOMETRY,
fk pr, 1064 THE MET RIC SYSTEM OF WEIGHT
ELEMENTARY STATICS. Crown 8vo, 3s. MEASURES. An Elementary Treatise. Crown 8vo, 2s S AND

LONGMANS, GREEN, & CO. 39 PATERNOSTER Row, (LONDON.

192 THE EDUCATIONAL TIMES. [April 1, 1908.

HYGIENIC SCHOOL FURNITURE

MADE ON 8 SCIENTIFIC _ PRINCIPLES.

The “STANTON” DESK. | The “FARRINGDON”
As supplied for the use of | ADJUSTABLE DE SK.

H.R.H. PRINCE EDWARD OF YORK and .

D i ustment bei lied th t th
H.R.H. PRINCE ALBERT OF YORK ere ‘University College School, rc aaa
poth at Marlborough House and Sandringham. This Desk is so constructed that it accommodates Pupils of different

d devel t.
This Desh has many special features :— ages and developmen

1. It is made entirely of wood. All the movements are automatic.
2. The Desk is fitted with chair seat. All the adjustable parts are iron.

|

3. The centre back rail is curved inwards and the upper : There are no springs to get out of order.
|
|

Please note the following points :—

back rail is curved outwards, so that the maximum of sup- The Desks are adjustable by inches.
port is given to both the hollow of the back and the ; The Seats are adjustable by { inches.

shoulders. The Desks and Seats are adjustable independently.
4, This Desk can also be fitted with a sliding pad for the | Tho Sonts ure shaped ond tilted © DOn nons
back. :

The Desks are supplied with Adjustable Backs, maintain-
5. Very strongly made with dove-tailed corners. ing upright position with full support and comfort.

The Locker of each of the above-mentioned Desks is made to slide backwards and forwards, allowing
the edge of the Desk to be vertically over the edge of the seat when the Pupil is writing, or leaving
sufficient space for the Pupil to stand comfortably.

THESE DESKS PREVENT SCHOLARS ASSUMING ANY HARMFUL ATTITUDE.
Every Article of School Furniture manufactured at the Steam Factory, Stevenage.
Laboratories have been recently fitted by the E.S.A. at Dulwich College and Charterhouse School.
ILLUSTRATED CATALOGUE FREE ON APPLICATION.

“THE PREPARATORY SCHOOL” BOX OF INSTRUMENTS.

No. 9a.—A Strong Sliding Cloth-covered Box containing :—

1 Patent Brass Pencil Compass to take any size of Pencil up
to full size.

l Divider Point. 1 Brass Semi-circular Protractor.

1 Black Lead Pencil (“H”). 1 Compass Pencil. TRE
“PREPARATORY SCHOOLS"

1 Wooden Set Square 45°, 1 Wooden Set Square 60°.

BOX OF
1 Six-inch Boxwood Rule graduated in inches, tenths of an
inch, centimetres, and millimetres. Geometrical Instruments
Price 1s. 4d. per Box. ESA LONDON.
Price for orders of 6 dozen, 1s. 3d. per Box. A l

a a 12 ,, Is. 24. m
Any article can be had sepurately. Prices on application.

Similar Boxes of Instruments prepared to meet different requirements kept in Stock. Apply for Illustrated Circular.

RULED PAPER FOR MATHEMATICS.

The Paper supplied by the Association is the most accurate Paper produced. It is supplied in sheets in various sizes and rulings, and
also made up into Books at 2s. 3d., 4s. 6d., 6s. 6d., and 9s. per dozen.

Specimens of Paper and Books will be gladly sent post free to Principals.

THE STATI ONERY manufactured and supplied

by the Educational Supply Association has many unique features, particularly as regards :—
NATURE NOTE BOOKS. SCIENCE NOTE BOOKS. GRAPHICAL PAPER AND BOOKS.
SPECIALITIES IN EXERCISE BOOKS.
Rounded Corners. Stamped in Silver or Gold. Covers of Distinguishing Colours.
| ILLUSTRATED CATALOGUE AND SAMPLES FREE ON APPLICATION.

EDUCATIONAL SUPPLY ASSOCIATION, Ltd.

42 HOLBORN VIADUCT, LONDON, E.C.

London : Printed by C. F. Hop@son & Son, 2 Newton Street, Kingsway, W.C.; and Published by Francis Honagsoy, 89 Farringdon Street, E.C.
(Entered at the New York Post Office as Second Class matter. 1

| eee

EDUCATIO

AND

Journal of the College of receptors.

Vol. LXI.] New Series, No. 565.

NOLLEGE OF PRECEPTORS.

J (INCORPORATED BY ROYAL CHARTER.)

MEMBERS’ MEETING.

The next Monthly Meeting of the Members will take
place on Wednesday, the 13th of May, at 730 p.m.,
when Dr. HUBERT E. J. Biss will read a Paper on
**School Life and Healthy Growth.”

A discussion will follow the reading of the Paper.

Members have the privilege of introducing their
friends.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
Slst of August, 1908.

Practical Examination for Certificates of
Ability to Teach.—The next Practical Examina-
tion will be held in May.

Certificate Examinations.—The Midsummer
Examination for Certificates will commence on the
30th of June, 1908.

Lower Forms Examinations.—The Midsum-
met Examination will commence on the 30th of June,

Profeesionai PreliminaryExaminations.--
These Examinations are held in March and September.
the Autumn Examination in 1908 will commence on
the 8th of September.

inspection and Examination of 8chools.
—Inspectors and Examiners are appointed by the
College for the Inspection and Examination of Public
and Private Schools.

The Regulations for the above Examinations can be
obtained on application to the Secretary.

LECTURES FOR TEACHERS.

A.—The First Course of Lectures (Thirty-sixth Annual
Series), by Prof. J. ADAMS, M.A., B.Sc., F.C.P., on
“The Application of Psychology to the Work of the

School,” commenced on Thursday, February 13th, at

7 p.m.

The Course is meant to meet the needs of Teachers
who wish to improve their nequaintance with what under-
lies the principles of their profession, whether they have
any examination in view or not. The reading of the
students will be guided, and problems set for their
exercise. Every opportunity will be taken of making
practical applications of psychological principles to the
work of the classroom. The Fee for the Course is
Half-a-Guinea, The Lectures are delivered on Thurs-
day Evenings at 7 0’clock, at the College, Bloomsbury
Square, W.C.

For syllabus, see page 198,

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

ERSITY OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who sre or intend to
be teachers.

Eraminations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Carditf, Croydon, Devon-

rt, Edinburgh, Glasgow, Hull, Inverness, 3

iverpool, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, St. Andrews, Sheffield,
Swansea, and several other towns.

Information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme,
University, 8t. ws,

MAY 1, 1908.

IRKBECK

BrEaMs BUILDINGS, CHANCERY LANs, B.C.

DAY AND EVENING CLASSES.
Courses of Study under Recognized Teachers of the

University of London for Degrees in Science
and in Arts.

Members, 6d.; by Post, 7d.

pez- Monthly, price, to Non-
Annual Subscription, 18.

COLLEGE,|JT ONDON COLLEGE OF MUSIO.

, (Incorporated.)
GREAT MARLBOROUGH STEBET, LonpDorY, W.
Patron: His GRACB THB DUKB OF LEEDS.
Dr. F. J. Karn, Mus. Bao. Cantab., Principal.
G. AUeusTus HoLmMES, Esq., Director of Exam

EXAMINATIONS, 1908.

Science.—Chemistry, Physics, Mathematics (Pure The NEXT EXAMINATION in PIANOFORTB

and Applied), Botany, Geology, Zoology.

PLAYING, SINGING, THEORY, and all branches

Arts.—Classies, English, French, German, Italian]of Music will be held in London and 400 Provincial

History, Geography, Logic, Economics, Mathematics
(Pure and Applied),
Particulars on application,

T. GEORGE’S TRAINING

COLLEGE FOR WOMEN TEACHERS IN
INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH.

This College provides a year’s Professional Training
for well educated women who intend to become Teachers.
The Course of Training is supervised by the Edinburgh
Provincial Committee for the Training of Teachers and
is recognized by the Seotch Education Department; it

Centres in JULY (June for Scotland and Ireland), when
Certificates will be granted to all successful candidates,

Tne Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (L.L.C.M.), the Teachers’
Diploma, L.C.M., and Fellowship (F.L.C.M.) take
place in JUNE, JULY, and DECEMBER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

LocaL SCHOOL CENTRES.— Full particulars with refer-
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report,
may be had of the SECRETARY.

In the Educational Department students are received

is also recognized by the English Board of Education, jand thoroughly trained under the best Professors at

and by the Teachers’ Training Syndicate of the Uni-
versity of Cambridge.

Bursaries of £30, £20, and £15 are offered to Students
entering in October, 1908.

moderate fees. The College is open 10 a.m. to 9.30 p.m.
A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.
VACATION LESSONS for Teachers and others are

Prospectus and further particulars from the Principal, | given at Easter, August, and Christmas.
T., WEEKES HOLMES, Secretary.

Miss M. R. WALKER, 5 Melville Street, Edinburgh.

ENMARK HILL GYMNASIUM
AND PHYSICAL TRAINING COLLEGE FOR
TEACHERS.

Full preparation for Public Examinations,

British College of Physical Education: English and
Swedish systems,

Board of Education : Science,

Swimming and Sports.

For particulars apply—Miss E. SPELMAN STANGER,
Trevena, Sunray Avenue, Denmark Hill, London. 8.E.

HURCH EDUCATION COR.
PORATION.

CHERWELL HALL, OXFORD.

Training College for Women Secondary Teachers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher’s Diploma. Special arrange-
ments made for Students to attend the School of Geo-
papay,

sthibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

Diploma Correspondence
College, Ltd.

Principal—J. W. Knirr, L.C.P., F.R.S.L.
Vice-Princtpal—8. H. Hooxe, B.A., Hons. Lond.

Spectally arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the SECRETARY.

Te WOLSEY HALL, OXFORD.

HE ASSOCIATED BOARD
OF THE R.A.M. AnD R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.
PATRON : His MAJESTY THB KING.

PRESIDENT: H.R.H. THE PRINCE OF WALES, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in and
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also. En-
tries for the November-December Examinations close
Wednesday, October 7th, 1908,

SCHOOL EXAMINATIONS (Syllabus B).
Held three times a year, viz., June-July, October-
November, and March-April. Entries for the June-
July Examinations close Wednesday, May 13th, 1908
(or, with extra fee, May 21st).

Specimen Theory Papers set in past years (Local Centre
or School) can be obtained on application. Price 3d.
per set, per year, post free.

Syllabuses A and B, entry forms, and any further
information will be sent post free on application to—

JAMES MUIR, Secretary:
15 Bedford Square, London, W.C.
Telegrams: ‘‘ Associa, London.”

FREE GUIDE

LONDON UNIVERSITY
MATRICULATION

Post free, from
THE SECRETARY,
Burlington House, Cambridge;
or from the London Office of

University Correspondence Oollege,
32 Red. Lion Square, Holborn; W.O.

194

THE EDUCATIONAL TIMES.

[May 1, 1908.

THE TEACHERS’ GUILD
OF GREAT BRITAIN AND IRELAND.

Modern Languages Holiday Courses,

1908.

At TOURS and HONFLEUR,
FRENCH;
at NEUWIED (on Rhine),
GERMAN:
and at SANTANDER,
SPANISH.

Students assembleat Tours, Honfleur, and Neuwied
on August lst, at Santander on August 4th. The
Courses last for three full weeks,

HANDBOOK (price 6d.), giving full details (Sy Habuses
af Leetures, Lists of Householders receiving Students,
Excursions, and General Information), from the OFFICE

OF THE GUILD, 74 Gower Street, London, W.C.

UNIVERSITY OF ST. ANDREWS.

UNIVERSITY HALL.
Miss PRENGES ELVILLE, M.A.
NIVERSITY HALL, for Women

students, was opened in 1896, under the govern-
ment of the University of St. Andrews,

The usual Course of Study at University Hall is in
preparation for the Degree Examinations of the Uni-
versity of St. Andrews, of which all the Classes and
Degrees in Arts, Divinity, Science, and Medicine are
open to women on the same terms as to men,

The Sessions of Residence are the two University
Sessions, viz. the Winter Session, October to March;
the Summer Session (Optional), April to June.

University Hall fees for residence—Winter Session,
£350-£50 ; Sumner Session, £15-£25.

Matriculation and Class Fees average £10 for the
Winter Session,

Next Winter Session commences October 7.

For further information, apply to the WARDEN,
University Hall, St. Andrews, Fife.

EXAMINATION PAPERS.

Setat the Examinations of the College of Preceptors.
CERTIFICATE EXAMINATION.—The Pa.

pers set at the Midsummer and Christmas Examina-
tions, Sixpence each Set, by post Sevenpence, (Back
Sets from Midsummer, 1862, except Midsummer,
1895, Midsummer, 1896, and Christinas, 1900, are
still to be had.)

The Freehand Drawing Copies set at the above Exam-
ination can also be had, price 2d. each; or ls. 6d. per
dozen,

Also the Outline Maps for the Second and Third
Classes, price 1d. each map, by post, T§d.; or 9d. per
dozen, by post, 10d.

The CoLLECTED PAPERS in the following subjects for
several years back may also be had in separate books,
price 6d. euch, by post 7d. :—

Arithmetic (3 Parts).
Algebra (3 Parts).
Scripture (4 Parts).
Geography (3 Parts).
English Grammar (7 Pts.
Answers to the Arithinetic and Algebra, 1s. each.

PROFESSIONAL PRELIMINARY EXAM-
INATION.—The Papers set at the March and Sep-
tember Examinations. Sixpence each Set, by post
eat ie (Back Sets from March, 1882, still to
be had.)

LOWER FORMS EXAMINATION. — The

Papers set at the Midsummer aud Christmas Ex-
anunations, price Sd. each, by post, 4d.; also the
Drawing Copies, 2d. each, or 1s, 6d. the dozen.

DIPLOMA EXAMINATION.—These Papers

are published only in the College Calendar, See
page 196,

London: Francis HopGsoy, 89 Farringdon St., E.C.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

English History (4 Parts’.
French (4 Parts).

Latin Unseens (3 Parts).

| Music.

Write—ScnooLts AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E.

EDFORD COLLEGE FOR
WOMEN
(UNIVERSITY OF LONDON),
York PLACR, BAKER STREET, W.

ENTRANCE SCHOLARSHIPS.

One Reid Scholarship in Arts, value £31. 10s. first
year; £28. 7s. second and third years.

One Arnott Scholarship in Science, annual value £48,
tenable for three years,

One Pfeiffer Scholarship in Science, annual value £48,
tenable for three years, will be awarded on the results of
the examination to be held in June,

Full particulars on application to the PRINCIPAL.

DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING,

Two Scholarships each of the value of £15 for one vear
are offered for the course of secondary training beginning
in October, 1908.

The Scholarships will be awarded to the best candidate
holding a degree in Arts or Science,

Applications should reach the HRAD OF THE TRAIN-
ING DEPARTMENT not later than July 1st, 198.

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Princtpal—Miss H. L. POWELL,
late Scholar of Newnham College (Hist. Tripos,
Class I.), late Head Mistress of the Leeds Girls’
High School.

A residential College providing a year’s professional
training for Secondary Teachers.

The course includes peepee ver for the Cambridge
Teacher's Certificate (Theory and Practice), and for
the Teachers’ Diploma ofthe London University. 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, Cambridge Training College,
Wollaston Road, Cambridge.

THE INCORPORATED

FROEBEL EDUCATIONAL INSTITUTE,
TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
College for Secondary Teachers.

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

TRAINING COLLHGH FOR THACHHERE.
Principal—Miss E. LAWRENCE,

EINDBERGARTHN AND SCHOOL.
Head Mistress—Misa A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations.

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL.

WALTER J. DICKES, B.A.(Lond.)

PRIVATE TUITION
FOR EXAMINATIONS, &c.

BEECHEN CLIFF, THE GARDENS,
E. OULWICH, LONDON, S.E.

l REQUIRE for my daughter, aged 17,

a BOARDING SCHOOL or INSTITUTE,

in the South of England, which devotes itself

specially to the study of the English language.

Offers, if possible in French or German, to
W. NONNENMACHER, Lausanne, Switzerland.

Sixteenth Edition, with Map. 12mo.

ZESAR’S COMMENTARIES ON
THE GALLIC WAR. By A. K. ĪSBISTER, M.A.,
LL.B., late Dean of the College of Preeeptors.
BOOKS I.-Y. With Notes Critical and
Explanatory, a Vocabulary of all the
words in the Text, and Easy Reading

Lessons for Beginners oeenn price 3s. 6d.
BOOKS I.-VII. do, do. 4s. 6d.
Do. (without the Reading Lessons) 4s. Od.
Twenty-fifth Edition.
BOOK I. (with Vocabulary, Reading
Lessons, BC.) ceestsiatichcoatiadoniiadensscevetdes ls. 6d.

LONDON: LONGMANS & Co., PATERNOSTER Row, E.C

The
Tutorial Institute,

39 BLOOMSBURY SQUARE, LONDON.
Principal: J. F. EWEN, M.A.,

Honours in Mathematics and Physics.
Over 2,000 Successes officially credited, Strong Staff of
Experienced Tutors, Graduates in Honours.

Full Preparation by Correspondence for

A.C. P.— Education, £1 11s. 6d.: all subjects, £4 4s.

L.6. P.— Education Si 2s.; Language or Science Group,
£1 11s. 6d.

B.8c.— Single subjects, £2 2s. Special Help in Mathe-
maties und Physics,

B.A.—Special Help in English, Latin, French, Educa-
tion. Mathematics. Each subject, £2 2s. ;
all subjects, £7 7s.

INTER. SCIENCE. —25 lessons; each subject, £2 2s.

INTER. ARTS.— Each subject, £1 11s. 6d.

MATRICULATION.— All subjects, 10s. 6d. monthly.
Full course, 20 lessons; each subject, £1 1s.

HIGHER LOCALS.— Usual subjects, £1 11s. 6d.

FROEBEL EXAMS.— Fach subject, £1 1s.

Guides free.

JOINT ACENCY FDR WOMEN TEACHERS.

(Under the management of a Committee appointed by
the Teachers’ Guild, College of Preceptors, H
Mistresses’ Association, Association of Assistant
Mistresses, and Welsh County Schools’ Association.)
Address — 74 GOWER STREET, Lonponx, W.C.

Registrar—Miss ALICE M. FOUNTAIN.

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,

Head Mistresses 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 1s made to
supply suitable candidates for any vacancy.

School Partnerships and Transfers are

Hours for interviews (preferably by appointment) —

1l a.m. to 1 p.m., and 3 to 5 p.m.
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m,

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cost to Masters seeking appointments.

The lowest possible fees are therefore charged.

A PROSPECTUS wiil be sent ON APPLICATION.
Interviews (preferably by appointment) 12 p.m.-1.30p.m.,
and 3 p.m,-5.30 pan. Saturdays, 12 p.m.-1 p.m.

USE (Regd.)
HYGIENIC FLoor FLUIDS IN

Colleges, Laboratories, Schools, &c., for
“WEIGHTING” & LAYING DUST & DIRT;

Purifying the Atmosphere: Preserving Floors ;
Saving Time, Labour, and Money.

No Scrubbing or Sprinkling required, only
Hard Broom, when the sweepings roll, and do
not rise. Dusting seldom necessary. Each appli-
cation lays the dust for two to four months or
longer. For particulars, bacteriological and
other expert reports, and testimonials write—

The “ DUST-ALLAYER ” co.,

165 Queen Victoria Street, E.C.
Contractors to H.M/ GOVERNMENT, &c.

May 1, 1908.]

THE EDUCATIONAL TIMES.

195

University Suforiaf Coffege

(Afliated to University Correspondence College).

Day and Evening Classes

FOR

MATRICULATION

AND OTHER

LONDON UNIVERSITY
EXAMINATIONS
may be taken up at any time at proportionate fees.

The official Pass List of London University far
the last Matriculation Eramination credits Univer-
sity Tutorial College with nearly three times as many
Successes as any dvther Institution,

REVISION OLASSES

are held for

INTER. SOIENCE AND ARTS,
B.Sc., and B.A.

Pull paan of Classes and Private Tuition for
Matriculation, Inter. Science and Arts, B.Sc. and B.A.,
Prelim. Bci. (M. B.), College of Preceptors, and other
Examinations may be , post free, from
THE PRINOIPAL,
University Tutorial Oollege,
Red Lion Square, Holborn, W.O.

ORRESPONDENCE TUITION,
Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. ial tuition
for MEDICAL Prelims. and Diploma Exams. Many
recent successes.— F. J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College,
87 Buckingham Palace Road, 8.W.; and Stalheim,
Brunswick Road, Sutton, Surrey.
Schools visited and Examinations conducted.

THE
HAMILTONIAN
SYSTEM.

A Short and Easy Method of Learning a Foreign
Language by a Close Interlinear Translation.

“ This System differs from the ordinary literal trans-
lations, in giving a truly literal translation placed word
for word under the words of the original, which are only
so far changed in order as seemed essential to the sense.
The aim is to be strictly literal, and the student is at
once saved all trouble about the meanin
—Mr. RICHARD A. PROCTOR, in Know

of each word.”
owledge.

Limp cloth, price ls.

OABSAR’S GALLIC WAR. Book I. With
Text as well as Interlinear Translation.

Books I. to VI. Price 4s. 6d.
VIRGILS ABNBID. Books I. to IV. Price

BUTROPIUS. Limp cloth, price 1s. 6d.
FLORIAN’S FABLBS. Limp cloth, price 1s,
PERRIN’S FABLES. Limp cloth, price 1s. 6d.

Each Book contains the Text as well as the analytical,
interlinear, and literal Translation.
Pull List of the Series on Application.

FRANCIS HODCSON, 89 Farringdon St., E.C

CARLYON COLLEGE.

55 AND 5&6 CHANCERY LANE.

LONDON UNIVERSITY BKAMINATIONS.
INTER. ARTS and

LONDON MATRICULATION,

SCIENCE, B.A., and B.8c. Classes (small) Day and
Evening. ‘MLA. Classes, B.A. Honours Classes. Ele-
mentary Greek Class.

Classes and Tuition for Legal and Medical
Preliminaries, Accountants’, Boholarship
Examinations, Previous, Responsions, an
General.

Papers Corrected for Schools. Vacation Tuition.
Private tuition for all Examinations.

Prospectus and full details on a ini to R. ©. B.

KERIN, B.A. Lond., First of Classical
Honours, Rditor of « Phaedo. mes Pro 5 Plancic ” &o.
SUCCESSES.

1892-1907.— London Matric., 149; Inter. Arta, 8c., and
Prel. Sci., 140, 6 in Hons. ; B.Bo. 1896-1906, 25, BA.,
1891-1906, 95, 14 in Hons.: Medical Prelim., 249; Res-
Ree. an ‘and Previous, 60 ; Law Prelim., 62; other

B.A. Load. ), 1906 and 1997; 15, 3 in
Classical Honours.

INTER. ARTS, 1907, 6 “out of 8.

The Principals of the Wormal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 100 pages.
2. L.C.P. 84 99
3. F.C.P. 75 99

And have also published the following Guides,

4. PREL CERT. 120 pages.
5. CERTIFICATE. 92,
6. MATRICULATION. 84,
7. IRISH UNIVERSITY. 60 ,,

8. OXFORD & CAMBRIDGE LOCALS 100 ,,

These Guides are supplied gratis to all who men-
tion this paper and s ite they intend sitting for
examination.

“They are written by experts whose advice is the
best rocurable.” — Educational News.

Will undouniediy help greatly towards suo-
—Schoolmistress.

NORMAL CORR. COLLEGE,
47 MELFORD Roan, East DULWICH, 8.E., ana
110 AVONDALE SQuUAEB, LONDON, 8.E.

SECONDHAND BOOKS AT HALF PRICES |
NEW BOOKS AT 25°/, DISCOUNT |

OOKS for A.C.P., L.C.P., F.C.P.,

Matric., University Certificate, ‘Scholarshi
L.L.A., B.A., and ALL other Examinations suppli
State wants: send for List. Books sent on ipprovat
BOOKS BOUGHT, best prices oo —

Por Le, 135 Charing Cross Road, W

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

THE CALENDAR FOR 1908

is now ready, and may be obtained from Mr. P.
Hopason, 89 Farringdon Street, E.C. Price, free
by post,

To Members of the College...
To Non-Members

1s. 6d.
. 28. 6d.

sco eso

The Calendar contains, ın 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 1908, &c., and the

EXAMINATION PAPERS
set at the Certificate, Lower Forms, Professional Pre-

* ; liminary, and Diploma Examinations held in 1907.

Messrs.

TRUMAN & KNIGHTLEY,

Gducafional Agents,

6 HOLLES ST., CAVENDISH SQUARE,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1167 Mayfair.

This Agency ts under distinguished patronage,
including that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS, TRUMAN & KNIGHTLEY intro.
duce Universit d other qualified ENGLISH
and FOREIG ASTE and TUTORS to
Schoole and Private Families.

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and OREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

(iii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS, TRUMAN & KNIGHTLAY intro-
duce well qualified and experienced LADY
MATRONS, HOUSEKEEP S and HOUSP

MISTRESSES to Boys’ and Girls’ Schools.

No charge is made +0 Frac 42; ana no chargo
of any Kind is made to candi
t be secured through this Agency, when
re are most reasonab]

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the megotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSBS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.— PUPILS’ DEPARTMENT.

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is
made for registration.

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save olients as muoh

time and troubie as possible.

Prospectus, Referencés, and full particulars will
be forwarded jon application.

196

THE EDUCATIONAL TIMES.

[May 1, 1908.

NEW EDITION (1907).
With 174 Illustrations.

A SCHOOL FLORA

For the Use of Elementary Botanical Classes.
BY

W. MARSHALL WATTS, D.Sc. (Lond.), B.8c. (Vict.),
Late Physical Science Master in the Ciggleswick Crammar School.

Crown 8vo, price 3s. 6d.

LonomMans, GREEN, & Co., 39 Paternoster Row, London, E.C.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished, Enquiries solicited.

GEORGE OVER, Printer, Rugby.
IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “Tus JOURNAL oF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams [November,
1906]; CLASSICS, by H. G. Hart (December, 1906]; ENGLISH,
by ARTHUR BURRELL (January, 1907); PRENCH, by CLOUDESLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907]; NATURE STUDY, by T. Raymont [May,
1907]; HISTORY, by 8.8. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox [July, 1907); DRAWING,
by W. E. Sparkes (August, 1907]; DOMESTIC SCIENCE, by
Avice RAVENHILL (October, 1907]; GEOMETRY, by H. WINIFRED
STURGE (December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
son (January, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, 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, Lonpon.

EXAMINATION PAPER

AS USED BY THB

COLLAGSH OF PRACHPTOES.
In strict acoordance with the College requirements, and each Sheet
bears their Watermark,
Packed in Reams of 480 Sheets... per Ream, 2s.

99 os 960 9 eee eee iT) 4s.
Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, ls, per 100 Sheets
Musio Paper, 1s. per 100 Sheets.

Remittance should accompany Order.

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

Address—

Eleventh Edition. Crown 8vo,

ODERN SIDE ARITHMETIC: Exampies Onty. By
Rev, T. MITCH ESON, B.A., late Assistant Master in City of London School.
PART I., crown 8vo, cloth, pp. 119, ls. (Answers, 1s.; Teachers’ Copy, with
Answers, 1s, 6d.)
Part II., crown 8vo, cloth, pp. 200, 1s. 6d.
with Answers, 2s.)
COMPLETE IN ONE VOLUMR, crown 8vo, cloth, 2s.
Copy, with Answers, 3s.)

Toxpon: FRANCIS HODGSON, 89 FARRINGDON STREET, F.C.

(Answers, 1s.; Teachers’ Copy,

(Answers, ls. 6d.; Teachers’

Crown Bro, 348 pages, price 3s. 6d.

SCHILLING’S SPANISH GRAMMAR.

Translated and Edited by FREDERICK ZAGEL.

“I have carefully read over Schilling’s ‘Spanish Grammar,’ and I find it to be a
good practical book. The rules are clearly enunciated. The irregular verbs are
grouped so that their points of agreement and difference are visible at a glance.
The exercises, Which constitute the bulk of the book, are so arranged as to gradually
familiarize the student with the chief syntactical rules and the most commonly
recurring idiomatic expressions: they are specially adapted to draw out conversa-
tional power. The dialogues are most happily selected, and a most useful addition
to this part of the book. The whole work is adinirably adapted both for school
classes and for self-instruetion.” -RICARDO RAMIREZ, Professor of the Spanish
Language and Literature at King's College, London; Examiner to the Society of
Arta, Londonu Chamber af Commerce, Law Society, d'e.

BY THE SAME AUTHOR AND TRANSLATOR.

Crown 8vo, 164 pages, price 2s. 6d.

SGHILLING’S “DON BASILIO.”

A Practical Guide to Spanish Conversation and Correspondence.

“This volume was written by Prof. Schilling as a companion reading-book to his
excellent ‘Spanish Grammar. The first part (89 pages) consists of a series of
dramatic dialogues in which Don Basilio, ‘a bachelor and professor of languages’ on
holiday, figures variously enough to exemplify conversation under all ordinary
circumstances. The talk is always bright—there is not a dull page in the Part:
and any student that works through it carefully is bound to acquire an excellent
working command of Spanish conversation, The second Part (66 pages) gives
100 examples of private and business letters and forms, together with lists of
abbreviations, styles of address, modes of concluding a letter, &c., and a vocabulary.
The volume isan admiruble multum in parvo. The selection and disposition of
materials must have been a prolonged und exacting labour, by which the student
will largely profit.” — Educational Times, Jan., 1908

Lonpon: FRANCIS HODGSON, 89 Farrincpon STREFT, E.C.

NOW READY.

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 CALENDAR

THE COLLEGE OF PRECEPTORS

FOR THE YEAR 1908:

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, Summer, 1907.
2. Do. do. do. Christmas, 1907.
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907.
4. Do. do. do. Christmas, 1907.
5. Papers set at Professional Preliminary Examination, March, 1907.
è. Do. do. do. September, 1907.
7. Papers set at Lower Forms Examination ... ... Summer, 1907.
8. Do. do. T ... Christmas, 1907.
e © Nos. 3, 4,6, and 6 may be had separately, price, free by post, 7d. each

C
set. Nos. 7 and 8, price, free by post, 4d. each set.

The Diploma Een dt hes be had only in the
alendar.??

FRANCIS HODGSON, 89) F4rnIiNaDoN Streer, LONDON, E.O.

<. ċ © E M Y ë TS OOS Dl

May 1, 1908.] -

THE EDUCATIONAL TIMES. _ 197

LARGEST STOCK
of SECOND-HAND

School, Classical,

Mathematical,
Scientific Books

in London.

Keys and Translations.

J. POOLE & C0.,

104 Charing Cross Rd.,

AND

2 Manette Street, Soho,
LONDON, W.C.

NEW AND SECOND HAND. WRITE TO US FOR A QUOTATION.

THE

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME IX., 1907, 7s. 6D. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods
of education.

MACMILLAN & C00., Ltd., LONDON.

GEORGE GILL k SONS, LTD,

The following Works included in

The Orford and Cambridge Edition

are required for the

1909
OXFORD LOCAL EXAMINATIONS.

Religious Knowledge.

THE OXFORD AND CAMBRIDGE EDITION ST. s.d.
MATTHEW. Edited by Rev. F. MARSHALL, M.A. ‘as 1 6

THE OXON. AND CANTAB. EDITION ST. MAT-
THEW. Edited by Rev. F. MARSHALL, M.A. (Preliminary) net 1 0

THE OXFORD AND CAMBRIDGE EDITION ACTS I.

Edited by Rev. F. MARSHALL, M.A. ... ies 1 6
THE OXON. AND CANTAB. EDITION ACTS I.
Edited by Rev. F. MARSHALL, M.A. (Preliminary) ... . net 1 0
THE OXFORD AND CAMBRIDGE EDITION KINGSI.
Edited by Rev. F. MARSHALL, M.A. ... So 1 6
THE OXFORD AND CAMBRIDGE EDITION PRAYER
BOOK. Edited by Rev. F. MARSHALL, M.A. ... A 1 ©
THE OXFORD AND CAMBRIDGE EDITION CHURCH
CATECHISM. Edited by Rev. F. MARSHALL, M.A. a 1 6

THE OXFORD AND CAMBRIDGE CHURCH CATE-
CHISM. Explained specially for jaiai Candidates. Edited
by Rev. F. MARSHALL, M.A. ... tse =F . .. 0

English.

THE OXFORD AND CAMBRIDGE EDITION TEM-
PEST. Edited by StanLEY Woop, M.A., and A. Syms-Woop, B.A. 1

THE OXFORD AND CAMBRIDGE EDITION HENRY
V. Edited by STANLEY Woop, M.A., and Rev. F. MARSHALL, M.A. 1 6

THE OXFORD AND CAMBRIDGE EDITION MAC-
BETH. Edited by StanNLEY Woop, M.A. ead 1 6

THE OXFORD AND CAMBRIDGE EDITION LAYS
OF ANCIENT ROME. Edited by Rev. G. Preston, M.A. ... 1 0

THE OXFORD AND CAMBRIDGE EDITION LAY
OF THE LAST MINSTREL. Edited k Rev. F. MARSHALL,
M.A. ac io ; ai ai .. 2 0

Unless otherwise stated all Volumes in the Oxford and Cambridge Edition are
Crown 8vo, Cloth, Gold.

In the above works the necessary “‘ Notes ” have been added to enable Candidates
to answer questions set by the Examiners.

GUIDE
to the 1909 Ozford Local Examinations, and Complete List of
the ‘‘ set’’ Books contained in the
Oxford and Cambridge Edition,
Post free.

JUST PUBLISHED.

HISTORICAL ATLAS,

with CHRONOLOGICAL NOTES,
by E. A. Benians, M.A., and T. H. Knicut, M.A. 96 pp. Crown 8vo, 8d.

Intended to provide suitable material for a general knowledge of British History
and more especially for use as a supplementary work in Examination Preparation.

Complete Catalogue post free.

London: CEORCE GILL & SONS, Ltd,, 13 (Warwick Lane, E.C.

198

THE EDUCATIONAL TIMES.

[May 1, 1908.

EDUCATIONAL WORKS
By A. K. ISBISTER, M.A., LLB.

(Late Dean of the College of Preceptors.)

Sixth Edition. 12mo, price 3s. 6d.

THE COLLEGE EUCLID: Comprising the First Six and
portions of the Eleventh and Twelfth Books read at the Universities.
Chiefly from the Text of Dr. Siuson. With a new arrangement of
the Figures and Demonstrations: the Enunciations of the Propositions
separately for Self-Examination, apart from the Text; Notes and
Questions on each Book: and a Series of Geometrical Problems for
Solution, from the most recent University Examination Papers.

Fifteenth Edition. 12mo, price 2s. 6d.

THE SCHOOL EUCLID: Comprising the First. Four Books.
With Questions, Geometrical Exercises, &c.
THE SCHOOL EUCLID, Booxs I. & II.
Exercises, &c. 12mo, price ls. 6d.
THE SOHOOL EUCLID, Boox I.
12mo, price 1s.

New Edition. 12mo, price 9d.

THE COLLEGE AND SCHOOL EXAMINER IN
EUCLID, containing the Enunciations of all the Propositions in
the College and School Editions, Questions on the Definitions,
Arithmetical and Algebraical Demonstrations of the Propositions in
Books II. and V., and a large collection of Geometrical Problems
for Solution. Designed for Olass and Self-Examination, and adapted
to all Editions of Euclid.

Third Edition. 12mo, price ls. 6d.

PIRST STEPS TO EUCLID: Comprising the Propositions
of Boox I., prepared for writing out, with a recapitulation of the steps
of pe Demonstration appended to each. Forming a Text-book for
the above.

Fifth Edition. Two Quarto Copy Books, price 6d. each.

THE GEOMETRICAL COPY-BOOE. Arranged for
. writing out the Propositions of Euclid in the Abbreviated and
Symbolical Form adopted in the Universities and Public Schools.

Ninth Edition. 12mo, price ls.; or, with Answers, ls. 6d.

UNITARY ARITHMETIC. Embodying the First Book
of Arithmetic of the Irish National Board. With numerous addi-
tional Examples, and selections from recent Examination Papers ;
and a full exposition of the ‘‘ Unitary’ System, or Method of
Working Arithmetic without rules.

*,* In this Edition, Questions in Proportion, Practice, Interest,

Stocks, Partnership, Profit and Loss, &., are, by the ‘‘ Unitary ”

Method, solved by a single rule.

New Edition. 18mo, price 9d.
THE ELEMENTS OF BOOE-EKEEPING, by SINGLE

and DouBLE ENTRY; with Practical Explanations and Exercises
on the most useful Forms for Business.

4to, 1s. each.

ENGRAVED ACCOUNT BOOES. Ruled and Interleaved
for Copying, adapted to the above.

With Questions,
With Questions, &c

No. I. Business Forms. 1. Bills of Parcels and Book Debts.
2. Invoices. 3. Account Sales. 4. Receipts. 6. Pro-
missory Notes and Drafts. 6. Bills of Exchange.

No. II. Day-Book and Cash-Book.

No. III. Ledger, Index, and Balance Sheet.
Sixteenth Edition, with Map. 12mo.

CHESAR’S COMMENTARIES on the GALLIC WAR.
BOOKS I.-V. With Notes Critical and Explanatory,
a Vocabulary of all the Words in the Text, and

Easy Reading Lessons for Beginners o...n... price 38. 6d.

BOOKS I.-VII. do. do. 4s. 6d.

Do. (without the Reading Lessons) ......... 4s. Od.
Twenty-fifth Edition.

BOOK I. (with Vocabulary Reading Lessons, &c.)...... le. 6d.

Fourteenth Edition. 12mo, price 3s. 6d.

XENOPHON’S ANABASIS, Books I. to III. With
Notes, Vocabulary of all the Words in the Text, and a Series of
Basy Reading Lessons for Beginners. Designed as a First Greek
Reading Book in Schools.

Loxpox: LONGMANS & CO., Parzenosrzr Row, E.C.

1908. .
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, W.C.

Lectures for Teachers

ON THE

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE APPLICATION OF PSYCHOLOGY TO THE
WORK OF THE SCHOOL.

To be delivered by Professor J, ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the University of London.

The First Course of Lectures (Thirty-sixth Annual Series) commenced on Thurs-
day, February 13th, at 7 p.m.
he Course is meant to meet the needs of teachers who wish to improve their
acquaintance with what underlies the principie of their profession, whether they
have any examination in view or not. The lecturer will treat his subject in such a
way as to fit in with the requirements of the College in connection with the examan-
ations for the Associateship, the Licentiateship, and the Fellowship. The reading
of the students will be guided, and problems set for their exercise. Every oppor-
tunity will be taken of making practical applications of psychological principles to

the work of the classroom.
SYLLABUS.

I. (Feb. 13.) Nature and scope of Psychology: border-land between physio-
logy and psychology: characteristics of consciousness: the psychological attitude
of mind: the teacher's use of psychology: Professor Munsterberg’s view: the inter-
mediary between psychology and education: genetic psychology: experimental
methods: child study.

II. (Feb. 20.) Consciousness: its fundamental character: its polarity: its in-
sulation: “the general consciousness ’’?: the ego or self: the subjective and ob-
jective: the unity of individual consciousness; meaning of the subconscious :
advantageous position of educator as external influence.

III. (Feb. 27.) Manipulation of Consciousness: the various modes of being
conscious: .the so-called faculties: concentration and diffusion of consciousness :
interest and attention; interaction between them: interest as means and as end:
relation between the interesting and the easy: kinds of attention: physiological
mechanism of attention.

IV. (March 5.) Sense-perception: nature of pure sensation: the senses, general
and special: the Eer mark of perception: the resyective contribntions of
sensation and perception to AOV SE nature and scope of observation : its rela-
tion to inference: the gaping point: danger underlying the phrase ‘‘ the training of
the senses.”

V. (March 12.) Mental content: the unit of mental content: the idea: laws of
the interaction and combination of ideas: apperception; presented content and
presentative activity: gradual modification of presentative activity: transitive and
intransitive elements of thought: the static and dynamic view of the concept: the
logical and psychological aspect of the concept.

VI. (March 19.) Habit: habit based on the laws of association: these laws not
limited to ideas: association a general principle of organic development : place and
value of habits in education: accommodation and co-ordination: the elimination of
consciousness: convergent and divergent association: the continuum: redintegra-
twon.

VII. (March 26.) Retention and recall: physiological basis of memory : plasti-
city: memory not limited to intellectual process: personal identity: question of tke
possibility of improving the quality of memory : educational applications of mneimo-
nics: learning by rote; obliviscence: element of purpose in memory,

VIII. (April 23.) Imagination: place of imagery in thinking: limitations im-
posed by images: importance of clearly imaged ends in ordinary life: practical
applications in the schoolroom; the wsthetic imagination; cause of general suspicion
of the “ busy faculty’: scientific uses of the imagination: exact meaning of *‘ pictur-
ing out” : relation of the imagination to the ideal.

IX. (April 30.) Judgment and reasoning: relation between logic and psycho-
logv: concept, judgment, reasoning correspond generally to term, proposition,
syllogism: essential meaning of thinking is an adaptation of means to ends on the
ideational plane: the purposive aspect of appe pun distinction between mere
redintegration and thinking: the laws of thought as thought: the fundamental
condition of all mental process: what underlies fallacies.

X. (May7.) Human nature: general tendency to over-estimate the cognitive
aspect: relation of knowledge to character: temperament the physical basis of
character: classification of temperaments and of character types: advantages and
dangers of such classifications: personality: permanency of temperaments and
means by which they may be modified; types of troublesome pupils: treatment of
the different temperaments in school.

XI. (May 14.) The emotions: value of the emotions in human life: like sensa-
tions they are subject to the law of relativity: emotions are to be utilized, not
eliminated: cause of popular depreciation of the emotions: emotions are to be
regulated by ideas: classification of the emotions; their expression; Lange-James
theory of relation between emotion and its expression: element of truth in the
theory and its great practical importance to teachers.

XII. (May 21.) The «will: relation of will to feeling on the one hand and know-
ledge on the other: the appeal of the motive: fallacy of ‘‘ the strongest motive”:
resolution of the dualism implied in the process of making up one’s mind: meta-
physical excrescences obscuring the problem of the freedom of the will: the evolu-
tion of the will in its relation to desire: the possibility of the training of the will
fundamental importance of the time element 1n this training.

The Fee for the Course of Twelve Lectures is Half-a-Guinea.

*.* The Lectures will be delivered on THURSDAY EVRNINGS, at 7 o'clock, at the
College, Bloomsbury Square, W.C.—Members of the College have free admission to
the Course.

May 1, 1908. ] THE EDUCATIONAL TIMES. | — 9

Messrs. LONGMANS & C0O.S LIST.

By SAMUEL RAWSON GARDINEI RDINER, D.C.L., LL.D.

A STUDENTS HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO 1901.

Vol. I.: s.c. 55-a.p. 1509. With 173 Illustrations. Crown 8vo, 4s.
Vol. II.: 1509-1689, With 96 Illustrations. Crown 8vo,4s. Vol. ILI.: 1689-1901. With 109 Illustrations. Crown 8vo, 4s.
COMPLETE IN One VotumMe. With 378 Illustrations. Crown 8vo, 12s.

PREPARATORY QUESTIONS ON THE ABOVE. By R. Somervett, M.A., Assistant Master at Harrow School.
Crown 8vo, ls.

A SCHOOL ATLAS OF ENGLISH HISTORY.
With 66 Maps and 22 Plans of Battles, &c. Fcap. 4to, 5s.

OUTLINE OF ENGLISH HISTORY.
B.C. 55-a.D. 1901. With 96 Woodcuts and Mops: Prap: SVO oe 6d.

By CYRIL RANSOME, M.A.

A SHORT HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO THE DEATH OF QUEEN VICTORIA.

With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d.
Or in Two Parts, 2s. each. Part I.: To 1603; Part II.: 1603 to 1901.

A SUMMARY OF RANSOME’S SHORT HISTORY OF ENGLAND. With 22 Maps and Plans, and 34 Genea-
logical Tables. la.

By C. W. C. OMAN, M.A., F.S.A.
EIGHTH EDITION, REVISED, AND WITH ADDITIONAL ILLUSTRATIONS.

A HISTORY OF GREECE.

FROM THE EARLIEST TIMES TO THE DEATH OF ALEXANDER THE GREAT.
With 13 Maps and Plans and 84 Wastranonp: Crown Svo, 4s. 6d.

A HISTORY OF ENGLAND.
By the Rev. J. FRANCK BRIGHT, D.D.

With numerous Maps and Plans.
Period I.—MEDIÆVAL MONARCHY: The Departure of the | Period III.—CONSTITUTIONAL MONARCHY: William

Romans to Richard III. 449 to 1485. 4s. 6d. , and Mary to William IV. 1688 to 1837. 7s. 6d.
Period II. — PERSONAL MONARCHY: Henry VII. to | Period IV.—THE GROWTH OF DEMOCRACY: Victoria.
James II. 1485 to 1688. 5s. 1837 to 1880. 6s.

Period V. —IMPERIAL REACTION: Victoria. 1880 to 1901. 4s. 6d.

By J. HAMBLIN SMITH, M.A.
ARITHMETIC. Crown 8vo, 3s. 6d.. (Copies may be | ELEMENTARY HYDROSTATICS. Crown 8vo,

aa o with or without the Answers.) 3w. KEY to Statics and Hydrostatics.
RIDERS IN EUCLID. “Co tai a Graduated
A SHILLING ARITHMETIC. For the use of Ele- Collection of Easy Deductions from Books I., ee VI a Eucla: s
mentary Classes and Preparatory Schools. Fcap. 8vo,1s.; with Answers, 1s. 6d. Elements of Geometry.” Crown 8vo, 1s. 6d.
EXERCISES IN ARITHMETIC, Arranged and AN INTRODUCTION TO THE STUDY OF
adapted to the Sections in HamMbLtn Switu's ‘Treatise on Arithmetic.” BAT. Crown 8vo, 3s.
eH ae Ae 2s.; without Answers, ls. éd. GEOMETRICAL CONIC SECTIONS. Crown

8vo, 3s. 6d
ELEMENTARY ALGEBRA. New Edition, with a ELEMENTS OF GEOMETRY. C
ontaining Books
ee of jee Exercises, With or without Answers, crown 8vo, . to Vi. and portions of Books XI. and XII. of Euclid, with eee and
P KRY ore Boo On. y, Notes Arranged with the Abbreviations admitted in the Cambridge Univ ersity
EXE » C2 PS ON ALGEBRA S 18 25. 6 and La ene ry as 8vo, 3s. 6d. (Books I. and II. may be had
RCISE 7 mal vo S. d. separate y. hmp cloth, ls )
E i E | BOOK OF ENUNCIATIONS FOR HAMBLIN
ELEMEN TARY TRIGONOMETRY. Small 8vo, SMITH’S GEOMETRY, ALGEBRA, TRIGONOMETRY,
STATICS, and HYDROSTATICS. Small 8vo, 1s

S KEY, Ts. 6d.
ELEMENTARY STATICS. Crown 8vo, 3s. THE METRIC SYSTEM OF WEIGHTS AND

LONGMANS, GREEN, & CO.. 39 PATERNOSTER RoW, LONDON.

200

THE EDUCATIONAL TIMES.

[May 1, 1908.

Cambridge |

University Press

Chaucer. The Prologue and The Knights | A Manual and Dictionary of the Flowering

Tale, Edited, with Introduction, Notes, and Vocabulary, by
M. Bentinck Situ, M.A.

Portions of the introduction have been written with a
view to the teacher rather than the pupil, the editor’s aim
being to give in a concise form the materials which the
teacher requires to have at his disposal if the taught are to
obtain an adequate conception of Chaucer’s importance in
the history of English literature and language. A short
bibliography containing a list of authorities has been ap-
pended.

The Mcdern Language Review. A Quarterly
Journal devoted to the Study of Mediæval and Modern Literature
and Philology. Edited by Prof. Jonn G. RoBerrson, with the
assistance of an Advisory Board.

Contents of Vol. IIL, No. 3, April, 1908.

Rabelais and Geographical Discovery. II. Jacques Cartier.
By Arthur Tilley.
“ Earth upon Earth.” By H.G. Fiedler.
The Inquisition and the ‘* Editio Princeps” of the “Vita
aii ee By Paget Tone H a
f ilton’s Heroic Line viewed froin an Historica ndpoint.
Vol. III., No. 3, VIIL-X. By Walter Thomas,
2s. 6d. net. Bpenier and Lady Carey. By Percy W. Long.
: The Elizabethan Sonneteers and the French Poets. By
L. E. Kastner.
West Germanic ‘‘ I” in Old English Saxon Dialects. By
Marie A. Lewenz.
Reviews— Minor Notices.

“The Modern Language Review” appears four times a

Fcap. 8vo,
2s. 6a.

Subscription year—in October, January, April, and July. The annual
Price subscription is 8s. net (post free 8s. 6d.), payable in advance.
. Vol. 1. (1905-6) and Vol. II. (1906-7) may be had, bound

in buckram, at 10s. net each.

Plants and Ferns. By J.C. Wiis, M.A., Director of the
Royal Botanic Gardens, Ceylon.

The former editions have been favourably received among
travellecs, residents in outlying districts, schoolmasters,
and the considerable class of people who have an indirect
interest in botany and need some work of general reference
in that subject. In the Third Edition Part II. has been
slightly enlarged and to a great extent rewritten; while
Part has been largely added to, with the view of
bringing in all technical terms likely to be met with and
Colonial and American names of plants.

The New Testament In Greek, according to the

text followed in the Authorized Version, together with the Varia-
tions adopted in the Revised Version. Edited by F. H. A.
SCRIVENER, M.A., D.C.L., LL.D.

The special design of this edition is to place clearly be-
fore the reader the variations from the Greek text repre-
sented by the Authorised Version of the New Testament
which have been embodied in the Revised Version, the
readings adopted by the revisers being printed at the foot
of the page. The publication of such an edition appeared
to be all the more desirable, inasmuch as the Authorised
Version was not a translation of any one Greek text then in
existence, and no Greek text intended to reproduce in any
way the original of the Authorised Version had ever been
printed.

This edition of the New Testament in Greek is now issued
in two sizes, both on white paper and on India paper, at
the following prices :—

Foolscap 8vo, cloth, 3s. net (originally published at 4s. 6d.).

Foolscap 8vo, printed on India paper, cloth, 4s. 6d. net.

Crown 8vo, clotn, 3s. 6d. net (originally published at 6s.).

Crown 8vo, printed on India paper, cloth, 5s. net.

Both sizes may also be had in leather bindings.

Third Edition,
Crown 8vo,

10s. 6d.

Revised
Net Prices.

Books suitable for the OXFORD LOCAL EXAMINATIONS, 1909

THE PITT PRESS SHAKESPEARE FOR SCHOOLS.

With Introduction, Notes, Glossary, and Index, by A. W. Venrry, M.A.
The Tempest. Sixth Edition. 1s. 6d.

“ Mr. A. W. Verity possesses learning, literary insight, and a facile pen. He has
a knowledge of boys and sympathy with their difficulties ; moreover, when writing
for them he seldom loses himself in his subject to the extent of forgetting his
audience, Consequently, as has been shown ın these columns on more than one
occasion, he 18 an almost ideal editor of school texts.’ — Guardian.

Macbeth. Fourth Edition. ls. 6d.

“ Seems to us to be an excellent text-book for the study of the play. ° — Education.

King Henry the Fifth. Fifth Edition. ls. 6d.

* The school edition of the play.” — Guardian.

Macaulay. The Lays of Ancient Rome,
and other Poems. Edited by J. H. FLATHER, M.A.

“In thorough po pine 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.’’—School World.

More's Utopia. Edited, with Introduction, Notes,
Glossary, and Index of Names, by J. Rawson Lumpy, D.D.
“ Edited, in a most complete and scholarly fashion, by
Fcap. 8vo, Dr. J. R. Lumby, whose name alone is a sufficient warrant
2s. for its accuracy, It is a real addition to the modern stock
of classical English literature.” —Guardian.
Soott.

Quentin Durward. Edited by W.
MURISON, M.A.

“Mr. Murison’s introduction is a model of what is ne-
Fcap. 8vo, cessary for the L a A unlearned, and contains neither
2s. too much nor too little for the student.” —Aberdeen Free

Press.
Scott. The Taiisman. Edited by A. S. Gays, B.A.
Fcap. 8vo,

“ The Editor’s introduction contains a short summary of
the historical events on which the story is based. The five

2s. pages of Glossary give succinctly the meaning of all hard
words.” —Schoul Guardian,
Scott.

The Lay cf the Last Minstrel.
Edited, with Introduction, Notes, and Glossary,

Fcap. 8vo, by J. H. FLATHER, M.A.
2s. “It is one of the very best edited school texts ever placed
before the public.” — Guardian.

Fcap. 8vo,
ls. 6d.

THE PITT PRESS SERIES, &c.

AUTHOR. WORK. EDITOR. se
er obateina,.. } Histoire d'un Conscrit de 1813 ...... A. R. Ropes ........ uw. 30
Hauf ............ Die Karavane..............c.6005 sesseceeeees A. Schlottmann......... 3 0
Caesar De Bello Gallico, Book ITT............. A. G. Peskett............ 1 6
a eee? >; » Books IV. V. ...... ESE E . 1 6
i. re ; m ks III., IV. ... E. S. Shuckburgh ea. 1 6
(With Complete Vocabularies.)
Horace .. ..... Odes, Book III. ooo... ceececeeeeee ees J. Gow ............ ence 20
Doo esl „Book IV.aren E EES 1 6
Livy......... ... Book XXII. ........... Iae TN aae E M. 8. Dimsdale ......... 2 6
Virgil .......... Aeneid, Books IIL., IV................... A. Sidgwick ......... ea. 1 6
» » Book III. ...... ee enayi p vrtne l 6
(With Complete Vocabulary.)
Aeschylus Prometheus Vinctus ............ccceceeee H. Rackham ............ 2 6
Buripides Hecuba oieee iier ra W. S. Hadley............ 2 6
Pilato ....... .. Apologia Socratis ............ccccccessceeees J. Adam eee ne 3 6
a a Crito aesan ie a p eaaa Se. isbn cteteuie 2 6
Xenophon Anabasis, Books ITI., IV................ A. Pretor ............ ea. 2 0
CCCs a ies anase G. M. Edwards ...ea. 1 6

(With Complete Vocabularies.)

THE CAMBRIDGE BIBLE FOR SCHOOLS AND COLLEGES

Book. EDITOR. ERICE
Phe First Book of Kings(Authorised Version) J. R. Lumby ......... 2 0 net
i i (Revised Version)... W. E. Barnes......... 2 Onet
*Fhe Gospel according to St. Matthew ... A. Carr.................. 2 Omet
‘The Acts of the Apostles ....................08. J. R. Lumby ......... 3 Onet
The Epistles to the Thessalonians............ G. G. Findlay........ . 1 6net
» j (with Greek Text) i. Rasa 3 0
* Smaller Editions, 1s. each.
REVISED VERSION.—SCHOOL EDITION.
The Gospel acoording to St. Matthew...... A. Carr... 1-6 net

London, Fetter Lane: Camsripce University Press WAREHOUSE.

C. F. Clay, Manager.

May 1, 1908. ]

THE EDUCATIONAL TIMES.

201

CONTENTS.

Page
Leader: Educational Peace ..........ccccccccuccccsscccesscccesnceces 201
NOOS coi tha tees verses A aaeals area nee wer A A A Saas 202

Visit of American Teachers—Secondary Schools Regulations: Depu-
tation to Mr. McKenna—Connexion of Primary and Secondary
Schools—Private Schools in America—The Pigmentation Survey of
Scotland—Proposed University for Hong- Kong.

Summary of the Month .............cccsesecceecees cosecucesenenceus 204
Universities and Colleges ..............cccccecseseeeeeeeees sant 205

Oxford— London—Sheflield— Bristol— Bangor — St. Andrews—Irish
University—Wales.

Correspondence: A Correction ..........cccccccessecccseessessaees 206
The College of Preceptors :
Meeting of the Council ..........cccceceeccceseeeeeeeeeecsneencssees 206
Certificate Examination, December, 1907 : Supplementary
Disto cenoria PE PE E O EE ei acee 207
The Library: List of Books recently purchased ............ 209
The Educational Ladder ................0c.ceccceneceetecececeeeeeeeeces 208
Transition from Primary to Secondary Schools ............... 210
Current: Events iss ca venoas sista ves senna ocinane E E 213

Fixtures— Honours— Endowments and Benefactions—Scholarships
and Prizes—Appointments and Vacancies— Literary [tems—General,

e Pree
Sir Edward Busk on Moral Education: Address at the

College of Preceptors .............cccccececcceececeue eeccuvecs 215
Practice and Prejudice in Education. Lecture by Prof.

J. W. Adamson (concluded) ..cc.ccceccccececeucccccceceecescees 217
London University Developments ..............cccceccececceeseees 219
The Teachers’ Register :

Oouncil’s Final Report ...........cccceccececescuscececcecsceuscecs 220
Educational Opinion ...................-. AE ATRASE 220
Mr. McKenna's Attitude ...........c.cccccsssseeceesecsceee corres 221
Reviens onecie E T EN 221

The Cambridge Modern History: Vol. V., The Ageof Lonis XIV.—

The Political History of England: Vol. XII., The History of

England during the Reign of Victoria (1837-1901) (Low and

Sanders)—The Makers of British Art: Richard Wilson, R.A.

(B. Flietcher)—Microscopy : the Construction, Theory, and Use of

the Microscope (Spitta)— Plane Geometry (Davison and Richards).
General Noti BS as r a a 223
First GIAnCES sé jice ts astecdie sne a e N aN 226
Mathematics: soraan aE A E eee 228

The Educational Times.

THE reception of the Bishop of St. Asaph’s
Bill in the House of Lords, though some-
what disappointing to eager hopes of com-
promise, has not been without effect on the embarrassed
situation, and the suggestions of the measure are probably
bearing fruit in a wider sphere. We hear of conferences of
keen representatives of the most antagonistic contentions
and demands. The changes in the Administration may
render it easier for a fresh President of the Board of
Education to handle the points of difference with a more
elastic touch. Apparently almost everybody now accepts
the two fundamental positions maintained by the victorious
party at the General Election and necessarily governing

Educational
Peace.

appeal, “ your children will be deprived of all the advan-
tages of the pupil-teacher system, of manual training, house-
wifery, swimming, and other centres, of scholarships, and
the benefit of expert advice, for all of which you have to
help to pay in your rates.” This prospect faces 1,080 schools
with 400,000 school places. We have already drawn atten-
tion to the weighty resolution of the N.U.T., passed by
the Executive and endorsed by the Conference at Hastings,
“condemning the contracting-out clauses of the Education
Bill as vitiating fatally the principles of local public control
and religious freedom for teachers, which the other clauses
were intended to secure.”

The Bishop’s Bill has the advantage of association with
the tendency to a national system ; it would “ provide for the
establishment of one type of public elementary school under

full public control.” It requires religious teaching ‘‘ during

the official educational policy—public control where public; school hours”; but it leaves undenominational religious
funds are provided and no tests for teachers. ‘‘ Subject to, teaching to the control and the cost of the Local Education
that,” said Mr. Winston Churchill at Manchester, no doubt | Authority, and it asks “ facilities for denominational religious
advisedly, “some exceptional treatment might be given,’’| teaching on three days a week to those children whose parents
which, if it means anything at all, means that the Govern-| desire such teaching for them, but no part of the cost is to
ment have an open mind on details. Evidently there must|be paid by the Local Education Authority.” As for the
be some give-and-take if “an effective and harmonious | teacher, “except in accordance with his wishes, no teacher
settlement” is to be reached, and no other kind of settle-| shall be required to give any religious instruction,” but every
ment is worth reaching. “All great alterations in human | teacher is left ‘‘ free to offer to give either simple Christian
affairs,” said Sydney Smith, “are produced by compromise.” |(Cowper-Temple) teaching or teaching distinctive of a par-
And the saying is to be commended to extremists. ticular denomination.” It may be doubted whether this will

The contracting-out plan of the Government Bill is onej satisfy the teachers: while providing in terms for their abso-
obvious enough mode of dealing with exceptional cases.|jlute freedom, it ignores the indirect influences that would
The unfortunate thing is that the exceptions are so large as'always possibly, and perhaps probably, be present, and gives
against the rule, and the proposed manner of treating them | no security for such fair treatment as the Bishop intends to

is fairly capable of being construed either as a menace ofjbe exercised. Here again we must look beyond intentions

|

their eventual extinction or at least as a permanent danger
to efficiency. We have no doubt whatever that the pro-
posals are honestly intended to relieve a difficult situation ;
but the practical outcome is not necessarily determined by
good intentions, and there seems to be solid ground for the
gravest doubt whether the results would work out satis-
factorily either for the contracting-out parties or for the
interests of education.
furnishes one of the strongest illustrations.

Catholics of the London district, it is asked, “do for 47s.' reasonable settlement.”

to the probable operation of human nature in the particular
case. We suspect it will be far from easy for Nonconformist
spokesmen to moderate the intensity of their expressed objec-
tions to “facilities.” Moreover, St. Asaph has to reckon
with Birmingham. The Bishop of Birmingham declared
that “that those of them who valued most the privilege of
giving distinctive religious teaching to the children of those

The case of the Catholic schools! parents who desired such teaching through teachers who
How could the: believed in it could not find in this Bill the prospect of a

And why? “‘At present their

what is at present costing 75s.” ? “ Moreover,” runs another stronghold was the position ofthe\denominational schools,”

202

——-—

and they would not be justified “ in surrendering that strong-

hold for the prospect of additional facilities,” which, if
allowed, would probably “ be very little used.” The argu-
ment is, in more ways than one, very remarkable; but it
represents a more or less considerable barrier in the way of
the Bishop of St. Asaph’s Bill.

On one or the other of these two main lines—contracting-
out or special facilities—the wiser leaders of the Church
appear to be looking for a settlement. The 47s. is not a
rigid figure; and facilities, on the despondent view of tue
Bishop of Birmingham, as well as on grounds more credit-
able to the religious feeling of the people, need not alarm the
sincerest of Nonoonformists. But, of course, facilities are of
no use to the Catholics, who postulate absolutely a Catholic
“atmosphere” for the teaching, and for all the teaching.
As between the Church and the Government, perhaps the
only real difficulty will lie in the single-school areas ; and it
is a very serious difficulty. The Nonconformist grievance
has been frankly acknowledged, however ; and it may be that
a practical concession will give effect to the argumentative
acknowledgment. In any case, the country cries aloud for
educational peace.

NOTES.

A VERY cordial welcome will be extended by teachers and
educationists generally on this side to the American expedi-
tion of ‘‘ five hundred or more public-school teachers to
England, Scotland, Ireland, and the Continent for the in-
spection of schools and teaching methods,” which is to reach
these shores in detachments between September and Feb-
ruary next. The American Advisory Committee is headed
by President Butler, of Columbia, who is also Chairman of
the Industrial Economics Department of the National Civic
Federation, under whose auspices and direction the expedi-
tion is being planned. The National Civic Federation, we
may remark, is “an organization for the betterment of the
people and the practical discussion of questions of public
utility,” and “is deeply interested in the growing demand
for trade and industrial education,” believing, as it does,
“that trade and industrial schools will sooner or later
become a part of the American public-school system, and
that possibly some readjustment of the general work of the
schools will be necessary to meet new conditions.” On this
side of the water the lead for the reception of the visitors is
being taken by Mr. Alfred Mosely, who has already secured
a representative and influential committee and has initiated
the formation of local committees in the principal towns
throughout the country. Mr. J. Bruce Ismay, of Liverpool,
will now, as before, prove his interest in the movement by
generous practical arrangements for transport. A large
proportion of the visitors will, of course, be ladies. We are
quite sure that they will be received in the friendliest
manner, that they will be afforded ready facilities for
seeing everything that is likely to be useful to them or to

interest them, and that British hospitality will render an:

nncalculated return for the kindness experienced by Mr.
Mosely’s parties in past years.

THE EDUCATIONAL TIMES.

The closer the personal eleven.”
touch, the better the mutual understanding and the more | twelve; secondary school, twelve) to—sixteen,

[May 1, 1908. |

sympathetic the relations between the two great English-
speaking countries.

Tue influential deputation from the Secondary Schools
Association to the President of the Board of Education
(April 3) did good service in two ways at least : it gave voice
to the principal complaints about the Secondary -Schools
Regulations, and it afforded Mr. McKenna an opportunity of
explaining how matters really stand. The first point was
strongly put by Sir Philip Magnus, who “ suggested that
the Board of Education would derive considerable advantage
by consulting those connected with secondary schools in
regard to any such administrative changes, and asked that
notice should be given of any changes of a serious character,
and opportunity afforded for the discussion of any such
changes while they were still in a provisional form.” To
this Mr. McKenna replied that “it so happened that this
year, for the first time in the history of the Board’s regula-
tions, notice was given to the public, and opportunities were
afforded for the discussion of the proposed changes, and very
little criticism was offered upon them at the time.” Here,
then, is a lesson in promptitude of action ; though it is to be
remembered that it takes some time to collect opinion and
to bring it to a focus for practical purposes. The second
point—the administration of Article 20—was not pressed
very closely either by Lord Shuttleworth or by Prof.
Butcher; and Mr. McKenna frankly stated the limited
extent of its actual application and illustrated roughly the
general principle of the Board’s action. He thought the
deputation would find “ that there was not a shred of evi-
dence to support the statement that the Board was impairing
the education of the country as to the 25 per cent. of free
places.” The third object was to urge the withdrawal of
Article 44, which provides that no grants shall hereafter be
payable in respect of schools not on the grant list for 1906-7.
Prof. Butcher made two objections: (1) non-conforming
schools did not get grants and inspection was withdrawn—
“a most retrograde step”; and (2) diversity of type was dis-
couraged—a *‘ mischievous ” thing, “dealing a very serious
blow to English education.” Mr. McKenna replied that “ up
to the present moment the Board had received no evidence
that the Article had worked any inconvenience.’ And
generally he laid stress on the fact that these regulations
run only for the current, and can be amended for next
year, the Board being quite open to criticisms and sug-
gestions.

THE connexion between the primary and the secondary
school was one of the most interesting and practically im-
portant questions discussed by the N.U.T. at their very
successful Hastings meeting. On the point of age, Mr.
J. Lewis Paton, of Manchester Grammar School, held that
both psychological and practical considerations indicate
twelve, or even earlier, as the right age for the break; and
Mr. Lishman, the head of a Bradford Municipal Secondary
School, contended that, ‘if scholarship children are to start

on level terms with their schoolfellows in certain essential

subjects, they must enter the secondary school at ten or
Say, then, roundly: preparatory school, seven to
Given this

May 1. 1908. ]

THE EDUCATIONAL TIMES.

203

division, Mr. Lishman foresees two natural and desirable|conducted by him conjointly with Mr. J. F. Tocher,

results: “one would be the unification of the teaching
profession, the establishment of free trade between the two
domains of education, and the abolition of the hierarchy of
snobbery which now too largely prevails; the other would
be the humanizing of the preparatory-school curriculum.”
As to the mode of transference, Mr. Lishman affirms that
it is at present “on an utterly false and unjust basis”:
it assumes that the object is to raise a fortunate few above
their fellows rather than to raise the general level of
culture ; competitive examination, if unavoidable under exist-
ing conditions, yet puts a premium on precocity; and “the
error is intensified by the want of correlation between the
two types of schools.” Mr. Paton suggests a classification
of the children above Standard IV. in two Divisions: “in
the A Division should be placed all the children who show
brightness and intellectual promise ”; the rest, in the B
Division. But, of course, “any scheme depends for success
on the people who work it.” ‘Column B has been swept
away : let it go, and with it all that it connotes: our interests
are one and indivisible.” Mr. Lishman pointed out that,
“while last year there were 5,300,000 children in average
attendance in the primary schools, there were only 90,000
taking the recognized four years’ course in schools receiving
grant from the Board of Education,” and that “ even if we
double the latter number, so as to include those above the
recognized course and those in schools not receiving grant,
the disparity in the numbers is appallingly great.”

THE “ occasional correspondent,” contributing an elaborate
series of articles to the Times on his impressions of ‘‘ A Year
amongst Americans,” deals with outstanding points in the
American educational system. From his seventh article
(April 20), we quote a sentence or two about private schools
and their prospects:

The spirit of democracy, which is essential in this great Republic, is
Maintained by many of the institutions of the country, and especially by
the public schools. There are many private schools for such families as
prefer their exclusive ways; it is estimated that the number of children
attending these is one-twelfth of the number in public schools, and that,
I understand, is about the proportion which is to be found in England.
But the significant fact is that there is a steady decrease in the number
of private schools and in the number of pupils attending those that sur-
vive. Private high schools for a time showed greater vitality than
private elementary schools ; but even in these there has been a decrease
of no less than 1,500 since 1902, in spite of an increasing population.
The sceptre has passed from the private schools; and in the common
schools, not only rich and poor, but also natives and immigrants, meet
together on a footing of strict equality, taking their places according to
what they are and not what they are called, each, under its undis-
criminating rule, finding his natural level, wholly regardless of the con-
ventional circumstances of life.

Is it to be inferred, then, that in this country also the spirit
of democracy will militate against the private school?
At any rate, its manifestations are neither so fast nor so
furious as in the transatlantic Republic; nor should there be
any real conflict between the principle and the institution.

A “Memoir on the Pigmentation Survey of Scotland,”
written by Mr. John Gray, B.Sc., of the Patent Office, and
published by the Royal Anthropological Institute, of which
Mr. Gray is the Hon. Secretary, is one of the most in-
teresting and important records of the anthropometric
movement. The survey was initiated by Mr. Gray and

Secretary of the Buchan Field Club, under the auspices
of a local Committee, assisted financially from the Royal
Society Government Grant Committee; and he generously
declares that “ perhaps the greatest credit for carrying out
this survey is due to the school teachers of Scotland”; for
“without their co-operation the work could not have been
done with the limited financial resources at the disposal of
the Committee.” The method of procedure is in alliance
with, and is reinforced by, the investigations of Prof. Karl
Pearson and Mr. Udny Yule. Elaborate statistical tables
and a score of special maps are appended to the memoir of
explanation. The conclusions (under reserves) are often
very curious and interesting. Thus: “ There is usually in
large towns an immense difference between their pigmenta-
tion and that of the surrounding country.” “ Industrial
towns, like Glasgow and Dundee, are unhealthy for the
blonde type.” ‘‘ Urban conditions tend to increase the per-
centage of red hair among men, but does not perceptibly
affect that among women ” ; and they appear to be ‘‘ favour-
able to the survival of brown-haired men” and “ dark-
haired women” and dark eyes generally. Blue eyes
commonly go with fair hair; but dark eyes do not always
go with dark hair. Glasgow—a very mixed population—
“shows an immense deviation from the normal, both on the
hair- and onthe eye-colour map.” The historical deductions,
if to be taken with caution, are extremely suggestive, and
they are largely emphasized by the representations on the
maps. The memoir must have cost enormous labour, and
it shows remarkable results, which will, no doubt, gain in-
creased importance from other results in the different
branches of anthropometric inquiry.

Since the awakening of the Far East by the roar of
cannon, many young Chinamen have been sent to the Uni-
versities of the East and of the West to equip themselves
with modern learning for patriotic no less than for personal
ends. Sir Frederick Lugard, the energetic Governor of
Hong-Kong, however, proposes to provide for their educa-
tional needs nearer home. He thinks that the geographical
position of his island adapts it remarkably well to be an
educational centre—in fact, “the Oxford and Cambridge of
the Far East.” If Hong-Kong, then, could establish a
University offering facilities of an adequate character, why
should it not attract a large number at least of the Chinese
students that are now flocking to Japan, America, Great
Britain, and the Continent of Europe? Why not bring
modern learning to Hong-Kong ? The idea has commended
itself to Mr. H. N. Mody, a Parsee bill and bullion broker, an
old citizen of the Colony, who has offered to place at his
Excellency’s disposal the handsome sum of 150,000 dollars,
say £15,000. Even for a modest beginning, however, there
would be required something like £100,000, or a yearly in-
come of £6,000. Sir Frederick has held a public meeting on
the subject and appointed a committee of inquiry to draw
up reasonably precise data. The co-operation of Chinese
and Europeans is invited. The Government will, no doubt,
grant a suitable site; at any rate, Sir Frederick will make
the recommendatior. Meantime, all honour to Sir Frederick
and to Mr. Mody and allisuccess' to/ the undertaking!

204

THE EDUCATIONAL TIMES.

‘[May 1, 1908.

SUMMARY OF THH MONTH.

FoLLowING is the official suggestion of the scope and plan of
the projected visit of Canadian and American teachers to the
United Kingdom during the coming autumn and winter :—

1. The teachers are expected to arrive in a succession of small parties
between September next and February, 1909, and will visit the principal
cities and towns of the United Kingdom, investigating more particularly
our primary, secondary, and technical education, manual training, and
the training of teachers.

2. For this purpose they will see most of the great colleges and
Universities, the principal technical institutions and polytechnics, the
great public schools such as Eton, Rugby, Winchester, &c., and the
preparatory schools in connexion therewith ; the county schools, muni-
cipal secondary schools, colleges for girls, schools for co-education,
training colleges, and schools of art. A certain number will also wish
to examine into special branches of education, such as agricultural and
mining colleges, reformatory schools, schools for adults and defectives,
and domestic economy schools.

3. The chief centres will be London, Birmingham, Cardiff, Liverpool,
Leeds, Manchester, Newcastle, Sheffield, Edinburgh, Glasgow, &c.

4. The investigations will be made under arrangements with the Local
County and other Authorities concerned, and the teachers will be taken
charge of by Reception Committees, headed by the mayors and other
influential residents in the respective districts and education officials ;
with the active assistance of most of the large body of British teachers
who visited America during the winter of 1906-7. The latter especially
have expressed their desire to do all in their power to reciprocate the
kindness shown them on the other side of the Atlantic, and to make the
stay of our visitors both profitable and interesting.

ABOUT a year ago the Board of Education requested its Con-
sultative Committee to consider and advise the Board what
methods are desirable and possible, under existing legislation,
for securing greater local interest in the administration of
elementary education in administrative counties by some form
of devolution or delegation of certain powers and duties of the
Local Authority to district or other strictly local Committees.
The Committee has reported to the Board, and the report has
been published (Cd. 3952). A prefatory memorandum states
that the findings of the Committee are under the consideration
of the Board, and that the report has been published to provide
information in view of the discussion arising out of the Bill
recently introduced in the House of Commons to secure com-
pulsory devolution. The Consultative Committee has arrived at
certain general conclusions which should prove of value in
assisting intelligent action. Every Education Committee, it ig
suggested, should, so far as existing powers go, secure as
managers of schools the services of persons familiar with the
educational needs of the locality and likely to be regarded with
confidence and sympathy by parents, teachers, and the Education
Authority. At the same time, there are certain duties requiring
a wide outlook and broad educational experience which, the
Committee thinks, should be reserved by the Authority itself.
A certain number of counties exist which might with advantage
create some form of local Sub-Committees and delegate to them
duties appropriate to their needs and circumstances. It is very
important to notice that the Consultative Committee states that
it would be difficult, if not impossible, to devise any uniform
system which would give general satisfaction throughout the
country. It would be fatal to efficiency if a parochial spirit
became predominant in the administration of education. It is
desirable by all means to encourage an interest in educational
matters in all districts by every legitimate means; but every step
must be taken to ensure that the supply of efficient education
in every locality is a national matter which must not be left
at the mercies of local prejudices.

A Biv. to establish compulsory continuation schools in England
and Wales, and to amend the Education Acts of 1870 and 1902 in
respect of the age of compulsory school attendance, has been
introduced in the House of Commons by Mr. Chiozza-Money.
In introducing the Bill, Mr. Chiozza-Money said that, according
to the last census, there were in England and Wales 5,000,000
youths of both sexes between the ages of fifteen and twenty-one,
and of these not more than 400,000 were receiving any measure
of systematic training. ‘This does not include the children of the
upper and middle classes, but, if 400,000 be added, the extra-
ordinary conclusion is arrived at that, out of 5,000,000 young
people between fifteen and twenty-one years of age, only 800,000
continue training after leaving the elementary schools. The

practical result is that untrained boys and girls drift into the
ranks of the incompetent, the unskilled, and the unemployed.
The Bill abolishes all partial or total exemptions of boys and
girls under fourteen years of age. It abolishes half-timers,
making fourteen years the lowest age at which a boy or girl
might leave an elementary school. A continuation scholar is
detined as a boy between the ages of fourteen and seventeen, and
a girl between the ages of fourteen and sixteen. The Bill makes
it the duty of the Education Authority to establish continuation
schools, with technical classes, and the attendance of continuation
scholars is made compulsory on the parent and the employer.
The hours of attendance would be six per week, spread over one,
two, or three days. The cost of carrying out the provisions of
the Bill would be defrayed out of money voted by Parliament.

TuE accounts for the year ending July 31, 1907, of the various
London polytechnics show that the total ordinary receipts of all
the institutions amounted for the year to £203,952. The grants
of the London County Council amounted to £77,358, or 37°9:3
per cent. of the total receipts. Grants from the Board of Edu-
cation reached £32,844, or 16°11 per cent.; the amounts received
from City Parochial Foundation were £28,330, or 13°89 per cent.,
and from City companies, &c., £5,917, or 2°90 per cent. The
total ordinary expenditure on revenue account of all the
institutions amounted to £207,519. Large increases occurred
under two heads, viz., “ teachers’ salaries,’ £10,317, and
“ apparatus and other educational appliances and furniture,”
£3,116. Taking the results as shown by the accounts, it 1s seen
that, so far as ordinary income and expenditure are concerned,
there was a deficit of £3,567 on the institutions asa whole. With
regard to items of an exceptional nature—principally new
building works and special equipment—the total income was
£15,089, of which the London County Council’s grants amounted
to £9,401, and the expenditure was £9,113. Of the total amount
of revenue, it is interesting to note that the fees of students and
members of the various polytechnics amounted in all to £47,255,
or 21°57 per cent., and what are called in the accounts voluntary
subscriptions reached £9,161, or 4:18 per cent., nearly twice as
much as in the previous year, though other percentages were
practically the same in both years.

AT a meeting of the Birmingham Branch of the Association of
Teachers in Technical Institutions (April 11), Dr. Slater Price
read a paper on the Birmingham Technical School, sketching
the growth of the school and its various departments. “It was
impossible (he said) to give an estimate of the effect of the
Technical School on the industries of the district. It was often
said that the object of Birmingham University was to train the
future captains of industry, but the Technical School had already
trained, and would train in the future, a large number of such
captains. In the session 1905-6 (he continued) the school made
a departure in that it advertised classes for degrees in science
and engineering of the University of London. ‘The more
advanced classes of the school have always contained a number
of students preparing for London degrees, although no special
arrangements were made for them. Now, it seems somewhat
ironical that in a city which is proud of its University the
Technical School should advertise classes for the University of
London. I should like to see the Technical School affiliated to the
University, or, at all events, such teachers as may be thought
worthy might be recognized as teachers of the University of
Birmingham. This is what happens in London in connexion
with the evening classes of certain of their institutions, and I
have never heard that it has had a bad effect on the University.”

THE Scottish Education Department have issued a memo-
randum on Nature Study and the teaching of Science in Scottish
schools. In a prefatory note it is stated that it has for years
past been the policy of the Department (as expressed in the Code)
to refrain from prescribing in detail the courses of instruction in
the various school subjects. Teachers and managers have been
left free to formulate their own proposals for consideration and
approval. There is no thought of departing from this policy,
which, though not without its disadvantages in certain cases, has
yet given a stimulus to independent deliberation upon questions
of curriculum, and thereby a directness of purpose and aim to
individual work, the effects of which are becoming increasingly
visible in our schools. The task of laying down a suitable
course in any given subject is, however,-by no means an easy
one, and the Department have. been repeatedly appealed to for

May 1, 1908. |

THE EDUCATIONAL TIMES.

205

guidance. It is in response to these appeals that the prepara-
tion of the memoranda has been undertaken. It follows from
what has been said that, as a rule, no attempt has been made to
formulate a definite scheme of instruction.
must be relative to the particular school to which it is to apply,
and must take account of many circumstances, such as the size
of the school concerned, the extent to which the classes are sub-
divided, and, above all, the contribution which the home may be
depended upon to make towards the education of the children—
considerations which are foreign to a general discussion. But
an endeavour will be made to present clearly the end and aim of
instruction in each separate branch, and the inner articulation
and development of its subject matter, as well as to indicate
certain leading principles which should be kept in view in the
preparation of detailed syllabuses.

A sERIOoUs outbreak of fire took place at Harrow School
(April 2). The outbreak occurred at 10 minutes past 9 o'clock,
in the top portion of Mr. Somervell’s house, which is known as
Stogdons house. At the time the school was present in the
Speech Room, where a lecture was being delivered. On leaving
the Speech Room, Mr. Somervell was informed that his house
was on fire. Perfect order was maintained by the boys, and Mr.
Somervell called over the roll. The master and boys quietly
walked up the street to the house, and by the time they arrived
there the building was blazing furiously. The house, which is
owned by Mr. Stogdon, one of the senior classical masters, is
a building of four stories, contains from forty-five to fifty rooms,
and accommodates thirty-eight boys, in addition to the household
and servants. For some time it was feared that the flames

A definite scheme.

out in many departments indicates great activity. The post-
graduate courses show the extensive provision for higher work
that is now to be found in London. The short reports of the
students’ societies give assurance that the corporate life of the
College is in a healthy condition. Among the new societies is
specially to be noted the Intercollegiate Law Students’ Society,
which is an evidence of the growth and activity of the Law
Faculty, in spite of its deplorable lack of endowment. The
results of the Treasury visitation are for the most part
eminently satisfactory to the College. The report concludes
with a summary of the urgent needs of the College if it is to
meet the demands made upon it.

A DrpLtoma in Public Health has been instituted ;

Sheffield. and it has been resolved to admit to ad eundem
degrees “ Associates of the University College of
Sheffield and of its Technical Department who had graduated

at another University prior to the establishment of the Uni-
versity of Sheffield,” and on certain other graduates who
“would have been associates of the University College of
Sheffield if they had graduated prior to the establishment of
the University.’

The following resolution has been unanimously adopted by
the University Council :—“ The Council desire to express their
sorrow at the death of Dr. Sorby, who, as President of the
Council of Firth College and of the Technical School, as Vice-
President of the University College, and as a member of the
Council of the University, has been associated with the Uni-
versity movement in Sheffield since its inception nearly thirty
years ago. They recognize that to his influence and exertions,

might spread to Mr. Stogdon’s present house, which is only|his foresight and generosity, is due in no small degree, the

separated by a small gap from the burning building; but this
was prevented, after many willing helpers had assisted in

| Present position of the University. They rejoice that it was

given him to see the new University established on a firm basis

removing pictures, valuables, &c., from the threatened premises.|and in a position to take part in that extension of knowledge
Shortly after 11 o'clock Mr. Somervell’s house was practically | which he had so much at heart.”

destroyed, and there appeared to be no further danger of the
fire spreading. Part of the building destroyed is about eighty
years old, and part fairly new. Among the contents lost are
many silver cups, all the name boards, and the photographs.

A COMMITTEE of Educational Inquiry and Research
has been formed, with the following programme :—
I. An educational library of a character, as regards works on educa-

Bristol.

, The damage, which is estimated to amount to £8,000, is covered | tion, similar to that known as the British Library of Political Science at '

by insurance.

Mr. Ernest Huen McDovuGatt, Professor of English and
History at Elphinstone College, Bombay since 1905, died
(April 11) at Beaconsfield, Great Malvern, the residence of his
father, the Rev. T. H. McDougall, at the age of thirty. Educated
at Haileybury, and at New College, Oxford, where he graduated
M.A., Mr. McDougall entered the Indian Educational Service in
1894, and in that year was appointed Professor of English
Literature at Deccan College, Poona. He was a Fellow of
Bombay University and the author of several educational and
historical works.

UNIVERSITIES AND COLLEGES.

THE report of the School of Geography for 1907
states that the students numbered 58, 63, and 74 in
the three terms, as against 60,21, 110 (most of whom
attended only Lecture courses) in 1906. The number of students

iving all or most of their time to geography shows a gratifying
increase. Fourteen students in the Michaelmas term took the
a Courses, and three others took the Certificate Courses.
r. A. A. Macdonell, Boden Professor of Sanskrit, has just
returned, after an absence of nearly seven months, from a tour
of study and research in India. He has examined several public
and private libraries containing nearly 80,000 Sanskrit MSS.
and acquired a number of old and valuable MSS. for the Uni-
versity of Oxford. He has also brought home a number of
photographs suitable for teaching and lecturing purposes, illus-
trating the architectural and sculptural antiquities of every part
of India, as well as Ceylon.

Oxford.

Tue Report of the University College Committee
states that during last session there were 1,191
students, 171 of them for post-graduate and research
work. Large extensions of the buildings, together with the
removal of the school to Hampstead, have provided much
needed room for the Departments of Medicine and of Mechanical
and Electrical Engineering. The list of original papers worked

London.

the London School of Economics and Political Science, and to contain :
(1) the official publications of central education authorities, British,
: Colonial, and foreign; (2) the official publications of selected local
| authorities in England and abroad; (3) the publications, prospectuses,
| &c., of English and foreign educational institutions ; (4) a collection of
typical English and foreign school text-books.
| “II. An educational museum of a character similar to that of the Musée
| Pédagogique in Paris, and to contain: (1) Examples of exercises in wood-
work and in metal-work to illustrate courses of technical instruction in
English and foreign schools and institutions ; (2) examples of school
exercises in drawing and in brushwork from England and abroad;
(3) photographs, tracings of ground plans, &c., of educational estab-
lishments.
III. The publication of reports, collected statistics, &c., to supplement

those of the Board of EXlucation, and of similar institutions elsewhere,
and especially with a view to elucidating local educational problems,

PRINCIPAL REICHEL reported at a meeting of the
Governors on April 14 that, owing to deaths and
other causes, the new buildings fund had been
sensibly weakened. The amount of the tender for the first
section of the buildings is £67,673, and the cost of furnishing
will bring this up to to £80,000. The amount already secured
to meet this expenditure is £57,500, so that a sum of £22,500 is still
needed to clear the cost of the first section of the new buildings.
The movement, however, is being well taken up. A vote of
congratulation was passed to Mr. Liloyd-George, and it wus
delicately hinted that the new Chancellor of the Exchequer
might turn a friendly eye on the claims of the Welsh
Colleges.

Bangor.

PRINCIPAL SiR James DONALDSON gave the
closing address of the session. After a brief
allusion to the necessity for revising the
arrangements of secondary schools, and the provision of better
and wider prospects for the teachers who served.in them, he
observed that the summer session that was about to follow might
be the last. ‘The motives which had compelled the Universities
of Glasgow, Aberdeen, and Edinburgh to establish the three-term
system did not appeal to St. Andrews, where they had practically
three terms already, though7their) summer. session was not

St. Andrews.

206

obligatory. While they had done remarkably good work under
the present arrangement, the Principal pointed out that there
were various reasons why St. Andrews should fall into line with
the other Universities. Accordingly, this year or next, they
were sure to have an ordinance similar to those of the other
Universities.

THE following resolution was passed at a
meeting of the County of Galway (Joint) Tech-
nical Instruction Committee, held at Galway
on April 8:—

That the County of Galway (Joint) Technical Instruction Committee,
having had before them the text of the Irish Universities Bill, regret to
observe that the Queen’s College, Galway, has not been treated in a
way sufficient to meet the educational needs of the Province of Con-
naught. The endowments and grants from all sources have hitherto
been barely sufficient to enable the College to carry on its work on a scale
much more limited than is now contemplated, yet the inclusive grant
proposed in the new Bill practically amounts to the same sum as the
combined grants hitherto received. Extension or development of College
work in the future would accordingly be rendered impossible. We would,
therefore, respectfully call on the Government to reconsider the financial
proposals of the Bill relating to Queen’s College, Galway, and to amend
the same in a generous spirit, and so render possible the realization of the
great hopes now entertained for the development of higher education in
the West of Ireland.

The Belfast National Teachers’ Association have passed a
resolution emphatically protesting against the proposals in the
University Bill, which exclude extern students from the Uni-
versity examinations and prohibit them from obtaining degrees,
as has been the custom for upwards of a quarter of a century.
They regard such proposals as reactionary and retrograde, and
as opposed to liberal and enlightened sentiment, and call upon
the Irish representatives of every creed and political faith to
insist upon the removal of any clause or word from Mr. Birrell’s
Bill that would curtail in any degree the privileges which
students who cannot attend the classes and lectures in the
College enjoy under the present Royal University.

At the quarterly meeting of the Lurgan District L.O.L., a
resolution was unanimously passed deprecating the action of the
Government in attempting to force a State-aided Roman
Catholic University in Ireland, as it would perpetuate sectarian
and religious differences, and also because the Roman Catholic
atmosphere would be paramount in the Galway and Cork
Colleges. The proposed University for Dublin, Galway, and
Cork would be managed by the Roman Catholic clergy, as they
recently declared they would not consent to the control of edu-
cation by the laity; Trinity College would become a purely

arochial college, and the Belfast University strictly sectarian.
The resolution also declared that the Bill completes the des-
truction of social and friendly ties between various denominations,
and confidently hopes the Belfast people will repudiate such a
degrading attempt to secure denominational separation. The
Bill, it is stated, is a dishonest attempt to govern Ireland by the
purchase of the Nationalists, and cordial appreciation is ex-
pressed at the action of the member for North Armagh in
moving the rejection of the Bill in the House of Commons.

At a meeting of the professors and lecturers of Queen’s
College, Belfast, to discuss the Irish University Bill, resolutions
were adopted expressing gratification that an earnest attempt
was being made to settle the University question on a permanent
basis, rejoicing that the Bill ensured that the proposed new
University in Belfast should stand upon the same broad non-
sectarian and purely academic basis as Queen's College, and
stating that the elevation of the College to University rank
would give an impetus to higher education throughout Ulster.

Prof. Leebody, President of Magee College, speaking at Derry
{April 8), said that under the Government's scheme Magee
College was to -be treated with special disfavour, its vested
interests ignored, and deprived of all the rights which it had
long and worthily enjoyed. The College which it was proposed
to paralyse belonged to a class of institution that depended for
success on self-reliance and self-help, without a perpetual whine
for State aid. The Government's action towards Magee College
was indefensible.

Trish
Universities.

SPEAKING to one of our representatives (says the
Western Mail) a well known Welsh educationist
| said that the position of the Government in regard
to University grants was absolutely inconsistent. ‘“ When
training colleges are being erected,” he said, “they are given
two-thirds of the amount of the cost of the building, and the

Wales.

THE EDUCATIONAL TIMES.

[May 1, 1908.

same proportion ought to be applied to general University
purposes. In the case of the Welsh colleges they have to be
content with £4,000 each, with a special grant of £800 for
agriculture in Bangor and Aberystwyth. In England special
grants are made for research work and a pension fund is provided.
If there is one thing more needed than another in Wales it is a
ension fund, because Aberystwyth College has been in existence
or thirty-six years and Cardiff and Bangor for twenty-five
years, and not the slightest provision is made for members of
the staffs who may break down through old age and other causes.
The Welsh members of Parliament ought to exert themselves
not only to secure an increase in the general grant, but to get
special grants for research work and a pension fund.”

CORRESPONDENCE.

A CORRECTION.

To the Editor of “The Educational Times.”
Sir,—A treacherous memory and an imperfect note led me

in the course of a lecture reported in your last issue, to attribute
to Cuthbert Tunstall what really belongs to Robert Recorde
(“The Grounde of Artes,” 1561 edition). Both the books—and
many other early arithmetics of the utmost interest to the teacher
—are contained in the late Prof. de Morgan’s splendid collection
which is now part of the library of the University of London.

I trust that you will be able to spare space for this correction.
—Yours faithfully, T. Percy Nuyy.
London Day Training College.

MEETING OF THE COUNCIL OF THE COLLEGE
OF PRECEPTORS.

A MEETING of the Council was held at the College, Bloomsbury Square,
on April 11. Present: Sir Philip Magnus, MEP. President, in the
chair: Mr. Barlet, Rev. J. B. Blomfield, Mr. Brown, Mr. E. A. Butler, -
Mr. Charles, Mr. Hawe, Miss Lawford, Dr. Maples, Mr. Milne, Mr.
Pinches, Mr. Rushbrooke, Rev. Dr. Scott, Mr. Starbuck, Rev. J. Stewart,
and Prof. Foster Watson.

The minutes of the last meeting were read and confirmed.

The Secretary reported that the Teachers’ Registration Council, which
was constituted by Order in Council under the Education Act of 1902, had
come to an end on March 31, and called attention to a statement made
in the House of Commons by the President of the Board of Education
respecting the steps that were being tuken by the Board for the constitu-
tion of a new Registration Council. He also called attention to the
reply of the President of the Board of Education to a deputation that had
waited on him to protest against certain of the regulations for secondary
schools recently issued by the Board.

The diploma of Licentiate was granted to Mr. H. Banbery and that
of Associate to Mr. H. B. Lal, who had satisfied the prescribed
conditions.

The report of the Finance Committee was adopted.—Grants from
the Benevolent Fund were made to five necessitous members of the
College, their widows, or orphans; and the names of seven members
were removed from the members’ list on account of non-payment of the
annual subscription.

Mr. E. F. Mark, M.A., Ph.D., 17 Woodgrange Avenue, Ealing
Common, W., and Mr. A. W. Bain, B.A., B.Sc., F.C.S., Fairlight,
Muswell Rise, N., were elected members of the Council.

Mies M. Cahill, L.C.P., St. Mary’s Priory, Princethorpe, Rugby, was
elected a member of the College.

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

By A. & C. BLack.—Darbishire’s Plant Book for Schools; Kirkman’s Deuxième
Année de Francais. ook 2

By BLACKIE & Son.—Britain and Germany in Roman Times (Blackie’s English
ae Poors Magnetism and Electricity ; Roberts and Barter's Teac ing
o glish. :

By the CLARENDON PrREss.—Delbos’ Gautier’s España and Kmaux ct Camées;
Legouis’ Pages Choisies de Auguste Angellier; Savory’s Sainte-Beuve’s Trois
Portraits Littéraires.

By Ginn & Co.—Robinson and _ Beard’s Development of Modern Europe, Vols. I.
and II.; Robson’s De Maistre’s Les Prisonniers du Caucase.

By METHUEN & Co.—The Baring-Gould Selection Reader; The Barine-Gould
Continuous Reader; Major’s Health and Temperance Reader; Wilinot-Buxton’s
History of Great Britain.

By Hiv iNGroNs — Hartara Hansel et Gretel and Les Trois Corbeaux ; Savory’s
Ebner- Eschenbach's Krambambuli.

By WHITTAKER & Co.—Teacher’s Handbook to Mackay and Curtis’s First and
Second French Books. ;

Medical Register, 1908 ; Dentists’ Register, 1908 ; Register of Veterinary Surgeons

List of Members of the Institute of Chartered Accountants,

May 1, 1908.]

THE EDUCATIONAL TIMES.

207

` COLLEGE OF PRECEPTORS.—CERTIFICATE EXAMINATION, Decemper, 1907.

N.B.—The small italic letters denote that the Can-
didate to whose name they are attached was distinguished
in the following subjects respectively :—

a. = Arithmetic. ge. = German.

al. = Algebra. gm. = Geometry.

bk. = Bookkeeping. h. =ΠHistory.

ch, = Chemistry. lt. = Light and Heat.

d. = Drawing. m. = Mechanics.

du. = Dutch. ms, æ Mensuration.

e = English. ph. = Physiology.

f. = French. phys. = Elementary Physics.
q. = Geography. 8. = Scripture.

Corrected Lists of Candidates who were

placed in the Honours Division of

the Second Class.

[The Lists are arranged in order of merit.
names implies equality. |

BOYS.

Allinson, B.P. gm.m.f.qe.ch.d. Wellington College, Salop
Hughes, R.G. s.ħ.y.bk. phys. Wilsford H., Devizes
Meadows, J. e.g.qmch.d. St. Olave's Gram. X., S.B.
Hinxinan,A.J. ay S.ch. Devizes Secondary S.
Curtis,S.J. f.ch. Kendrick Boys’ S$., Reading
Thom pson,T.H. gm.ch. Training College Model 8., York
Chiverton,E.F. a. Buckingham Palace Acad., Landport
(Bartlett, A.F. Colebrook House, Bognor
Bell,A. s.g. Chillingham Rd. 8., Heaton
Oakes Inst., Walton, Liverpool
Wellington Coll., Salop

Argyle H., Sunderland
Grenada Gram. 8.

Colver, E.W. a.gm.phys.ch. Wellington Coll., Salop
Stevens, J.G. f. Private tuition
(miin a. Private tuition

Bracketing of

Marshall, W. L. gm.f.
(Wilian C.T

Smith, H.C. E. phys.ch.d. PortsmouthCouncilSecondaryS.
Speed, A.V. f.d. Croad's S., King's Lynn
atson, W.H. g.bk.phys. Wilsford H., Devizes
Atkinson, H. ch.d. Devizes Secondary 8.
Johns, W.A. Private tuition
Boyce,A.J. lt.d. Portsmouth Council Secondary 8S.
Bolton, H.A. «ald. West Jesmond S., Newcastle-on-T.
Rhodes,N. a. f.ch. Wellington Coll., Salop
Wright, T.R. a. CanningSt.CouncilS.,Newcastle-on-Tyne
Davies, H. a.ms. Training College Model S., York
Millard, J. h.f. Private tuition
Mynott, A.F. al.gm. Brentwood High 8.
Naylor, V. gm. fch. Gram. S., Ashton-in-Makertield
Bolton, H.F. Hutton Grain. 8.
Le Breton,T. s. Jersey Modern S., St. Heliers
Lillywhite, H. alf ` St. Mary’s Coll., Harlow
Carr, R.N. a.d. Westmorland Rd. S., Newcastle-on-Tyne
Sip. W. m. Wellington Coll., Salo
Stevens, W.T. s.9. St. Olave's Gram. S., 8.E.
Grimwade,S. A. gin.ch. Wellington Coll., Salop
Pryor,J.W. g. phys. Wilsford H., Devizes
Arnold, L.M. St. Helen's Coll., Southsea
Fa wcett,S. H. «d. Westmorland RoadS., Newcastle-on-Tyne
Lane, H.D. qm. Private tuition
Ridley, W.W. al.gm.d.
; Cauning St. Council S., Newcastle-on-Tyne
Garrett, J. G. f.ch. Gram. 3., Ashton-1n-Makertield
Brooks, F.T. g. Wilsford H., Devizes
Burbidge, D. af. St. Mary's Coll., Harlow
King, S.C. qm. Fitzroy S., Crouch End
Burgess, N.P. ch. Whitchurch Grammar School
Logan,J. Westmorland Rd. S., Newcastle-on-Tyne
Berustein,D.C. King Edward VI. High 8., Birmingham
Hart,G.J. a. King Edward VI. Middle S., Norwich
Morris.J.H.C. Oxtord H., Thame
Wallis, M.J.T. St. Olave's Gram, 3., S.E.
Williams,E.R./. 88 Tavistock Place, Plymouth

Peel,C.P. Gram. S., Newton Abbot
Pickering,J. ch. Gram. S., Ashton-in-Makertield
Lessey, W. Private tuition

Technical S., Stalybridge

Wellington Coll., Salop
Private tuition

Stubbs, E. E. ch.d.

( Bradbnry,C.H. n.ch.
Kincaid-Simith,A.P. h.
Lunn, P.R. St. Olave’s Gram. S., S.E.

Barber, N.R. a.al.d. Froebel H., Devonport
Grose, F. St. Olave's Grain. S., S.B.
Tidswell,F.H. a.d. Christ Church Hr. Elem.S.,Southport

Banks, E. Avenue H., Sevenoaks
Chevalley, H.C. ge. St. Mary's Coll., Harlow
į Conway, D. The College, Weston-s.-Mare

Gram. 8., Ashton-in-Makertield
Southport Comm. Coll.

Hutton Gran. S., nr. Preston
High 8, for Boys, Croydon

i Private tuition
Oxenford H., St. Lawrence, Jersey
.Xaverian Coll., Manchester

Gram. 8., Ashton-in-Makertield
Gram. S.. Shoreham

Cranbrook Coll., Ilford

Ed wards,J.H. ch.
Hampson, A.C. a.
Haworth, A.H.

Lee, J.H. qm.
Whitten, M.G. gJ.

Bertram,G. W.
Jefferies,J.H. ch.
Jenkin,P. ch.d.

Barry, E.H.
f Dickson, A.E. al.bk.

Grain. 8., Shoreham. |. Wolstencraft, M. B.C.

SUPPLEMENTARY LISTS.

Weymouth Modern 8. |
Gram. 8S., Shoreham

Pannal Ash Coll., Harrogate

| Pearson, H. W.R. bk.f.
LSlater, R.A. a.

(Berry,S. H.

| Cook, E. Gram. S., Ashton-in-Makertield
| Packham, A. L. bk. Bedford H., Folkestone
| Spry, W.B. J. Chudleigh Gram. School

LWilson,8. aad.
( Aston, T.F.

| Chattield,8.C,

| Parks, I.H. a.gm.
| Pollitt, E.V.

Jersey Modern S., St. Heliers

Grammar 8., Coleford
Esplanade H., Southsea
High S. for Boys, Croydon
Highbury Park School, N.
| Starkey, J.B.C. Private tuition
UTrigg,C.T. Westmorland Rd. S., Newcastle-on-T.

Burrill, W.E. al. Chillinghain Road S., Heaton
[ asiienn, Westinorland Rd. 8., Newcastle-on-T.
Olive, W. J. Penketh School

(Fernando, P.H. Lorenz School, Maradana, Colombo
| Marshall, J.L. f. Argyle H., Sunderland
Ware, F.H. Brunswick H., Maidstone
Wooster,C.D.H. ch. St. Paul's S., W. Kensington

Gosling, F.H. al.gm. Gram. 8., Coleford
Young,J.A.C. Brentwood High School

Gaverick,R.H. Gunnersbury S., Chiswick
Pond,C. F. Colebrook H., Bognor
Rumeey,F. a. Buckingham P}. Acad., Landport
Seymour Jones,D. ch.d. Wellington Coll., Salop

Additional Lists of Candidates who ob-
tained Second Class (or Junior) Pass
Division Certificates.

[The lists are arranged in alphabetical order.)
BOYS.

Beard,A.E. High School for Boys, Hornsey Rise, N.
| Bittles, L. Private tuition
' Calvert, A. Pannal Ash College, Harrogate
| Calvert,F. Pannal Ash College, Harrogate

Candish, E.J. St. Winifred’s School, Torquay

Chalk, P.E. Woolston College, Southampton

Davis, R.J. Wilton Grove School, Taunton

Du Heauine,C. P. Jersey Modern School, St. Heliers

Fielding, R.E. Private tuition

Grant,N.

Comenius Sec, S., Queenstown, Georgetown, B. Guiana
Griffiu,L.J. Taunton School
Hatch,R.E. King Edward VI. Middle School, Norwich
Meadows, W. Wingtield College, Dover
Michelmore, E. The High School for Boys, Croydon
Ogden,J.M. Greystones School, Scarborough
Oldrini,B.C.J. Whitchurch Grammar School
Payne,T.M. Tutorial School, Penarth

( Aldred, W. du. Sacred Heart Conv., Klerksdorp
|; Barues,J.N. Alderman Norman's Endowed S „Norwich |
Boatswain,T.O, Weymouth Modern 8.
Cockrell, F. St. Mary's Coll., Harlow
\ Reckitt,C.R. J. Private tuition

Jouanno,C, bk f. Cliftonville Coll., Margate |
Lawrence,F.W. Private tuition

| Lee,H. Weymouth Modern School
| Lessey,J.G. Private tuition
| Pool,G. W. Grammar School, Hayle

LRolfe, RJ. bk. Towcester School

GIRLS.

Crouch End High S., Hornsey

Devizes Secondary 8S.
Renner, E.B. al. Chillingham Rd. S., Heaton
Mason,C.M. ch. Chillingham Rd. S., Heaton
Butterworth, E. g.ch. Middleton P.-T.Centre, Manchester
Gledson, A.C, g. Chillingham Rd. S., Heaton

{ Green, J.M. e. Crouch End High S., Hornsey
LPool, F.J. f.ch. Workington Secondary 8.
Bertram, M. h.phys. Notre Dame, Mt. Pleasant, L’pool
Cee chek a 8.9. The Middle 8., Holsworthy
Stephens,A. ch. Arnot Street Council S., Walton
Dewhirst, B.1. g. Chillingham Rd. 8., Heaton
Belmar,M.T. f£ St. Joseph's Conv., Castries, St. Lucia
Caulfield, M. e. Notre Darıe, Mt. Pleasant, L'pool
(Staniforth.M.U. ch. Devizes Secondary S.
Godfrey, N.G. s.ph. Red Maids’ 8., Bristol
(Andrews, L.M. s.d. Moorhurst, Irene
| Colgan, K. a. phys. Notre Dame, Mt. Pleasant, L'pool
(Smith, D. E. Suntield H., Wellington
Lovell,G.I. ph. Red Maids’ S., Bristol
Joyce, H. L. s. Parkstone School
Wellens,J. ch. Middleton P.-T. Centre, Manchester
Withyeombe, W.C. s.a/f. Holly Bank S., Bridgwater
Howson,F. Notre Dame, Mt. Pleasant, L'pool
McCartlhy,G. Notre Dame, Mt. Pleasant, L’pool
O'Donnell. A. e.f. Notre Dame, Mt. Pleasant, L'pool
( Kernahan,T. f. St. Joseph's Conv., Purt of Spain, Trinidad
Wilson, M.W. gm.d.

Heaton Pk. Rd. Council S., Newcastle-on-Tyne
Harrison,C. BE. — Private tuition
Martlew,A. West Jesmond S., Newcastle-on-Tyne
Wileockson,W. g. Middleton P.-T, Centre, Manchester

Mercer,D. Arnot Street Council S., Walton
Sash,8. hf. Conv. of the Holy Family, Johannesburg

( Dodds, E. Chillingham Rd. S., Heaton
Leeds, D. M. High S., Derehoin
Truscott, D. V.R. d. Crouch End High 8., Hornsey

( Butterworth, F. ch. Middleton P.-T. Centre, Manchester
| Elliott,G. A.C. bk. Lynton H., Portsinouth
| Hulbert,J. g.ch. Middleton P.-T. Centre, Manchester
LUnsworth,M. ch. Gram. 8., Ashton-in-Makertield

f Cohen, B.al. Heaton Pk.Rd.Council 8.,Newcastle-on-T.
Russell, A.M. 8.e.d. Grammar School, Spalding

( Downs, L.T. Abercorn Coll., Dublin

LMcWiliam,K. Notre Dame, Mt. Pleasant, L'pool |
Gilby,M. ch. Gram. S., Ashton-in-Makertield ,
Frewing, A.E. f. Portsmouth Girls’ Secondary 8. |
Pollard, D. d.
Gleeson. B.

Gieve,G.M. s.al f.d.
Sinart, E. L. g.f.ch.d.

Notre Dame, Mt. Pleasant, L'pool

( Millican, I.L. ym:ch. Workington Secondary S.
Rcnayne,M. al. Notre Dame, Mt. Pleasant, L'pool
Shaw,E. Grain. S., Ashton-in-Makertield :

Whitlam, M. Middleton P.-T. Centre, Manchester
f Arnaud,C. f. Private tuition
| Boncaud,E. St. Joneph’s Conv., Port of Spain, Trinidad
| Goldthorp,A. ch. Middleton P.-T. Centre, Manchester

Morissey, E. Notre Dame; Mt. Pleasant, L’ pool
Private tuition |

a a ee ee

Secondary S. for Girls, Peterborough '

Pearce, W.E. Boys’ Council School, Treherbert.
Plant, F. Queensberry School, Longton
Rawson, D.S. Endcliffe College, Shettield
Selous,J.G.M. Oxenford House, St. Lawrence, Jersey
Stephenson,C. Bailey School, Durham
Todd, W.A. Victoria Park School, Manchester
Warren, H.C. Collett House, Boscumbe
Whitaker,H. Claughton Colleziate School, Birkenhead
Whitaker, R. Claughton Collegiate School, Birkenhead

Wilkinson, E.

Comenius Sec. S., Queenstown, Georgetown, B. Guiana
Williams,N.S. New College, Worthing
Zollner, A. W. Grammar School, Sale

GIRLS.

Brooker, M. Girls’ High School, The Old Palace, Maidstone

Dalton, D.H. Licensed Victuallers’ Girls’ School, S.E.
Deakin,G.E. Licensed Victuallers’ Girls’ School, S.E.
Dyson,E. Private tuition
Fitzpatrick, B. Notre Dame, Mt. Pleasant, L'poul
Forsey, W. Notre Daine, Mt. Pleasant, L’pool
Garstin, D.B. Private tuition
Jones,O. Porth Higher Grade School
Kingston,H. West Ham High School, Stratford

Private tuition
Fairfield House School, E. Derehain
Lulworth House, Caerleon, Mon.

Laugher, K.E.
Lawrence,E. W.
London, F.G.

Luckley,A. Westmorland Road S., Newcastle-on-Tyne
McGillivray, L.R. Alexandra College, Shirley
Moore, A. E. Liskeard High Schoo]

Morgan,E.M. s. Summerfield Hall, Maesycwmmer, Cardiff

Neale,G. Girls’ High School, The Old Palace, Maidstone
| Perkins, F. Mount Eyrie, Southport
Price, P. M. Bedford Road Council School, Bootle
Rayner, M. Private tuition
Rowe,A. Notre Dame High School, Plymouth

Spencer, E.M. Cambridge House School, Camden Rd., N.
Terry,F.E. Middle Class S., The Athenwuin, Maidstone
Whitehead, L. Kyleylas, Southsea
Wileock,V. Skerry’s College, Bolt St., Liverpool
Wiltshier, R.K. Brook Green Girls’ College, W.
Wood, H.C. Private tuition

Third Class—Honours Division.
Marist Bros.’ Coll., Uitenhage

GIRL.
Moorhurst, Irene, Transvaal

Oesthuysen,M. eal.du.

Miller, D.

Additional Lists of Candidates who ob-
tained Distinction in Scripture.

BOYS.
Barlow,L. Schorne School, Winslow
Brade,R. Christ Church Higher Elementary S., Southport
Howard, N. B. Royal Grammar School, Whalley

Tilsley,H. Royal Grammar School, Whalley
GIRLS.
Anderton, M.H. West Ham High School, Stratford
Andrews.G, Moorhurst, Irene, Transvaal
Drew, M.C. Holly Bank School, Bridgwater
French,D.B. Grammar School, Spalding
Hope,E. Brooklyn House, Wellington, Salop
Jones, D. Preparatory Classes, George St., Altrincham
Williams, B. Summertield Hall, Maesyewmimer, Cardiff
Yeoman, A.B. Woodside, Hastings

R. Ford, High School for Boys, Croydon,
gained the second place in Geometry.

‘A Junior prize foryGeneral Profiĉčiency was
awarded, to. A. J. ,Hinxmah Devizes Secondary
School. F

208
THE EDUCATIONAL LADDER.

CAMBRIDGE ONiversity.—Bell Scholarships : (1) Harold Ernest
Guilleband, scholar of Pembroke College; (2) Charles Cuthbert
Brown, Trinity College; and Charles Ambrose Storey, minor
scholar of Trinity College, equal.—Abbott Scholarship: John
Kenneth Best, minor scholar of Queens’ College; and Thomas
Jackson Elliott Sewell, minor scholar of Queens’ College.

Gonville and Catus.—The Musical and Organist Scholarship
of £00 a year for 3 years: H. D. Statham, of Gresham’s School,
Holt. The Choral Exhibition of £40 a year was not awarded.

Magdalene.—Professorial Fellowship: Dr. George H. F. Nuttall,
Sc.D., F.R.S., Quick Professor of Biology. Entrance Scholar-
ships: C. K. Ogden, Rossall, £45, for Classics; R. W. H. Moline,
King’s College, Canterbury; P. J. Grigg, Bournemouth School;
and A. N. Fairbourn, Kingswood School, Bath, £45 each, for
Mathematics. Exhibitions: F. K. Harris, Eton, £30, for Classics ;
H. M. Butler, Denstone, £30, for History. Organist Exhibition
of £15: R. W. Jepson, Magdalene College. Sizarships: G. L.
Winterbottom, Malvern, and A. D. Waugh, Cardiff.

Selwyn.—Scholarships: H. A. Baxter, Alum County School,
Mold, £40, for Mathematics; S. T. Burfield, Battersea Grammar
School, £40, for Natural Sciences; A. D. Hodgson, Tonbridge
School, £35, for Classics; F. Goatcher, St. Olave’s Grammar
School, £30, for Natural Sciences. Exhibitions of £20: For
Mathematics, J. T. Bleasdell (St. Edmund's School, Canterbury) ;
H. M. Gardner (Royal Grammar School, Worcester). For
Classics, B. C. Blakeway (Eastbourne College); W. Ingham
(St. Peter’s School, York). For Natural Sciences, H. V. Griffith
(Hull Technical School).

Trintty.—College Prize for English Essay: C. D. Broad and
F. Russell Hoare, equal. Honourably mentioned, J. F. Roxburgh.

Major Scholarships.—Third year: G.I. Taylor, Mathematics and
Natural Sciences; C. K. Bancroft, P. G. J. Giiterbock, and
J. A. Orange, Natural Sciences; J. W. Reynolds, History.
Second year: R. H. A. Carter and C. E. Weatherburn, Mathe-
matics; J. H. McCubbin and J. Meek, Classics; H. L. P. Jolly,
Natural Sciences; E. A. Hughes and F. D. Purser, History.
First year: E. H. Neville and B. N. Rau, Mathematics;
A. G. Sutherland, Classics. Recommended in December, 1907,
and now elected: R. H. Fowler, Winchester, Mathematics ;
F. W. Haskins, Charterhouse, and D. H. Robertson, Eton,
Classics; E. D. Adrian, Westminster, for Natural Sciences.
Major Scholarships Confirmed.—Third year: N. B. Michell,
Classics. Second year: A.H.S.White, Mathematics. First year:
P. J. Daniell and G. H. S. Pinsent, Mathematics; J. R. M. Butler,
H. E. Foster, and G. G. Morris, Classics. Recommended for
Prolongation of Minor Scholarships.—Second year: E. D. Clark,
Mathematics; T. E. J. Bradshaw and L. R. Fawcus, Classics.
Recommended for Sizarships.—Third year: W.H. A. Whitworth,
Mathematics. Second year: R W. Howard, Classics; K. R.
Lewin, Natural Sciences. First year: R. W. Cheshire and
H. W. Masterson, Mathematics. Recommended for Exhibi-
tions.—Third year: T. H. Just, Natural Sciences. First year:
R. V. Southwell, Mechanical Sciences. Non-resident: G. H.
Geach, University College, Cardiff. Recommended for Prolonga-
tion of Exhibitions.—Second year: B. M. Bayly, Mathematics ;
W. J. Ward, Natural Sciences; W. R. Kingham, W. O. Smith,
and C. N. S. Woolf, History.

Local Examinations.—Prizes of £12 to the best senior boy and
girl, and of £8 to the best junior boy and girl: Senior boy
(July), A. W. Bonfield, Burton-on-Trent ; senior boy (December),
F. Sandon, South Islington; senior girl (July), D. C. Patterson,
Birmingham ; senior girl (December), W. M. Gray, Eastbourne ;
junior boy (July), L. J. Sutton, Stourbridge ; junior boy (Decem-
ber), E. M. Maccoby, Holloway; junior girl (July), N. Franks,
Middlesbrough ; junior girl (December), M. Stoddart, Wigton.
The Royal Geographical Society’s medals for the best senior
and best junior in geography and physical geography com-
bined :—Senior (July), no award ; (December), Maurice F. Walsh,
Hull; junior (July), no award; (December), Gerald G. Walsh,
Hull. Medals offered by Sir Isaac Pitman and Sons to the
junior candidates first and second in Shorthand :—(July), no
awards; (December), silver medal, Rupert H. Gill, Watford;
‘December), bronze medal, Eric M. I. Buxton, Malvern. Mar-
maduke Levitt Scholarship:—F. C. Walker, Wolverhampton
Grammar School.

CIRENCESTER: ROYAL AGRICULTURAL COLLEGE.—Honour diploma
of membership, Pandit Ram Gopal. Certificate of proficiency in
Practical Agriculture, J. H. Middleton. Scholarships; R. W.
Carr, W. G. Wright, and H. Singh.

THE EDUCATIONAL TIMES.

[May 1, 1908.

EasTBOURNE CoLLEGE.—Entrance Scholarships: C. C. Burdge
(Mr. W. Davies, St. George’s School, Eastbourne), A. N. Cave
(Rev. E. Earle, Bilton Grange, Rugby), R. L. Higham (Mr. G.
Atkinson, The Limes, Croydon), J. Hely-Hutchinson (Mr. G.
Paxmore, Charney Hall, Grange-over-Sands), R. W. Digby-
Wingfield (Mr. R. H. Wyatt, Streatham School), H. E. Yeo (Mr.
G. Atkinson, The Limes, Croydon).

E.tuamM CoLLeGE.—Scholarships: A. M. Pigott (Mr. R. R.
Leggatt, Greenfield Hall, Holywell), H. V. Strong (Eltham Col-
lege). Rotely Scholarships: F. H. St. G. Matthews (private
tuition), C. H. F. Woolley (private tuition), H. E. R. Upham
(Eltham College).

Eton.—Newcastle Scholarship: Finlay, ma., K.S., scholar ;
Bainbrigge, K.S., medallist ; (selected) Grenfell, Bigg-Witten,
K.S., Mitchison, ma., Pope, K.S., Matthews, K.S., Clauson,
K.S., Madan, ma., K.S., and Finlay, mi., K.S.

GIRTON CoLLEGE.—Entrance Scholarships and Exhibitions :
Jane Agnes Chessar Foundation Scholarship in Classics, about
£38 a year for 4 years, Miss E. M. Steuart (North London Col-
legiate School); Clothworkers’ Scholarship, £60 a year for 3
years and an additional term, Miss E. B. Harvey (High School
and University, Manchester), for Mathematics; the Skinners’
Scholarship, £00 a year for 3 years, Miss E. S. Duckett (St.
Mary's College, Paddington), for Classics, bracketed equal to
Miss H. Richardson (James Allen School), who holds a Gilchrist
Scholarship and is ineligible for a College Scholarship; Todd
Memorial Scholarship, augmented to £50, to Miss D. V. Burch
(Oxford High School) for Natural Sciences; College Scholar-
ships of £30 each, Miss M. Soman (Norwich High School) and
Miss F. E. Harmer (City of London School), bracketed equal in
Modern Languages ; Pfeiffer Scholarship of £20 to Miss C. Selby `
(Sydenham High School), for History ; and a College Scholar-
ship of £20 to Miss E. Ferguson (Croydon High School), for
Mathematics. Exlubitions, £15 each: Miss D. Watson (Lancas-
ter Grammar School), for Classics; Miss H. M. Hetley (Syden-
ham High School), for French and German; Miss H. D. Bugby
(James Allen School), for Mathematics; Miss D. L. Beck (King
Edward VI. School, Birmingham), for History; Miss W. M.
Handford (Bradford Grammar School), for Mathematies ; Miss
E. M. Elligott (Clapham High School), for Natural Sciences.
Miss I. Thwaites (private tuition), in Mathematics, and Miss E.
Parfitt (Aberdare County School), in Natural Sciences, attained
the standard for these Exhibitions.

Harrow.—Botfield Scholarship, G. K. M. Butler; Sayer
Scholarship, F. W. W. Baynes; Fifth Form Scholarship, H.
Gardner ; Neela Medal for Mathematics, C. W. K. MacMullan ;
Baker Mathematical Prize, R. E. Pollock; Prize for Elementary
Mathematics, R. A. Fisher; Prior Divinity Prize, G. K. M.
Butler ; Beddington Prize for Physics, L. H. Alison ; Beddington
Prize for Chemistry, L. H. Alison.

Lonpon: Roya AcapemMy or Music.—Goldberg Prize for
Tenors, T. Gibbs; Charles Mortimer Prize for Composition, C.
Carpenter; Sterndale Bennett Prize for Female Pianists, H. M.
Dodd, who was also awarded the Louisa Hopkins Memorial
Prize.

Lonpon: Royat CoLLeGe or Music.—Council Exhibitions—
Singing: Jane F. Fyans, Florence S. Taylor. Piano: Mary E.
Vickery. Composition: E. G. Toye. Organ: H. B. Derry.
Charlotte Holmes Exhibition, Adelaide E. Parker (Organ) ; John
Hopkinson Gold and Silver Medals for Pianoforte Playing,
Ioan L. Powell and W. D. Murdoch ; Henry Leslie (Herefordshire
Philharmonic) Prize for Singing, Maud E. Wright ; Challen Gold
Medal for Pianoforte Playing, Grace A. Humphrey; Arthur
Sullivan Prize for Composition, E. W. Gritton; Clementi Exhi-
bition for Pianoforte Playing, Cordelia H. Montgomery ; Schole-
field Prize for String Players, Miss Bostock (violin). Operatic
Class: Kate Anderson Prize, Bessie Bowness; Fanny Heywood
Prize, Fannie Zausmer. Elocution Prizes, Emelie A. Ferris,
Dora G. Arnell, W. Spencer Thomas ; Gold Medal presented by
Rajah Sir S. M. Tagore, of Calcutta, Gladys M. E. Honey;
Dannreuther Prize for the Performance of a Piano Concerto with
Orchestra, loan L. Powell; Kent Scholarship, Elsie M. Dudding
(violin).

Lonpon University.—The Martin White Studentship of £100,
lately vacated by Mr. Gerald Camden Wheeler, B.A., has been
extended to him for a further period of one year, in order to
enable him to accompany Dr. Rivers to the Solomon Islands for
the purpose of investigating. the sociology \of \a mother-right
community. This extension-has been rendered’ possible by the

May 1, 1908. ]

THE EDUCATIONAL TIMES.

209

generosity of Mr. Martin White in offering to provide a further
sum of £100 for the purpose.—The Gilchrist Studentship for
Women has been awarded to Miss Marion Pick, B.Sc. (Ist Class
Honours Mathematics, 1907), of the Royal Holloway College.
{We unfortunately misprinted Miss Pick’s name last month].—
Mr. T. P. Hilditch, B.Sc., of University College, has been recom-
mended to His Majesty’s Commissioners for the Exhibition of
1851 for appointment to a Science Research Scholarship.—Mr.
A. D. Webb, B.Sc., of the London School of Economics, has been
awarded the Gladstone Memorial Prize for the year 1907.

OxrorD: Lany MarGaret HaLL.—Mary Talbot Scholarship,
£40 a year for 3 years (Modern Histary), Miss Margaret Spencer-
Smith, Church of England High School, Graham Street;
Scholarship of £30 (Modern History), Miss Helen B. Kenyon,
Godolphin School, Salisbury ; Jephson Scholarship, £50 (Mathe-
matics), Miss Rosalind M. Fynes-Clinton, Sandecotes School,
Parkstone. Miss K. M. Metcalfe, Cheltenham Ladies’ College
(English), and Miss K. A. Newbold, Tunbridge Wells High
School and Godolphin School, Salisbury (Latin and French),
were distinguished in the examination.

OXFORD : SOMERVILLE.—Clothworkers’ Scholarship: M. Kings-
land (Pendleton High School, Manchester), for Natural Science.
Edith Coombs Scholarship: D. Sheepshanks (St. Felix School,
Southwold), for Modern History. Exhibitions: D. de Zouche
(Liverpool High School), C. Todd (St. Felix School, Southwold),
for Modern Languages; N. Henderson (City of London School
RH Girls), for English; A. Horsman (private tuition), for

lassics.

Oxrord : St. HuGu's HaLL.— Hall Scholarship: Miss Jean M.
Douglas (Modern History). Clara Evelyn Mordan Scholarship :
Miss Edith M. Linton, St. Mary's College, Paddington (Classics).

Oxrorp University.—Lothian Prize: Roger H. Soltau, scholar
of Pembroke. Matthew Arnold Prize: Henry Birkhead, B.A.,
Trinity.

All Soule.—Fellowship: Mr. A. F. Pollard, M.A. (Jesus), Pro-
fessor of English History and Dean of the Faculty of Arts, Uni-
versity College, London.

Corpus Christi.—Classical Scholarships: Raywood I. Bottom-
ley, Charterhouse; Edward M. H. Lloyd, Rugby; Ernest
Llewellyn Woodward, Merchant Taylors’. Charles Oldham
Classical Scholarship : Aubrey Cooke, Stonyhurst. Exhibitions:
Richard W. Dugdale, Rugby; and Edward F. Marshall, Marl-
borough College and Corpus Christi College. Open Natural
Science Scholarship: Leo Smith, Manchester Grammar School. |

Ezeter.—Modern History Scholarship: William H. Wakinshaw,
Kingswood School, Bath. Exhibitions: Edgar N. Moore, High-
gate, and Anthony ÈE. K. Slingsby, Radley.

Magdalen.—Demyships in Classics: Edward H. W. Meyer- .
stein, Harrow School; Wilfred R. Childe, Harrow; Alexander |
Monro, Charterhouse; Robert F. R. Routh, Charterhouse.
Exhibitions: George H. G. Smith, Winchester; Bernard M.
Herbert, Harrow. Exhibitions: Stephen G. Lee, Shrewsbury,
in History; William W. Sweet-Escott, Bradfield, in Classics.

Merton.—Postmastership in Natural Science: Ronald H.
Sutch, Batley. Exhibition, £60 a year: C. P. Sells, Magdalen
College School.

New.—Open Classical Scholarships: Harry A. Siepmann,
Rugby; and Gilbert R. Mitchison, Eton. Open Classical
Exhibitions: Robert W. T. Cox, Merchant Taylors’; and Hugh
R. Pope, Eton. Open Scholarship in Natural Science: Walter
R. Scott, St. Olaves.

Pustec Scnoors Gorp Menar (Royal Asiatic Society).—Hugh
K. Lunn, Harrow.

RossaLL.—Promoted from junior scholarships to senior scholar-
ships: P. L. Millard, R. E. Boucher, H. V. Leonard, W. F. E.
Peareth. Senior Scholarship on Entrance: FE. R. Williamson
(Mathematics). Foundation Scholarships: F. W. Owen, E. V.
Dewar-Mathews (Mathematics). Junior Scholarships: R. V.
Menzies, C. M. Reece, R. A. Beloe, Y. L. Ellis, F. Brundrett
(Mathematics).

. St. BeEs.—Scholarships: H. feldtmann (St. Bees School),
J. V. Brewin (Riber Castle, Buxton—the Rev. G. W. Chippett),
F. H. S. Hawkesworth (The Craig School, Windermere—Mr. W.
Snow), G. S. Dix, H. N. Johnson, and T. M. Tate (Mostyn House.
Parkgate, Chester—Mr. A. G. Grenfell), J. R. Percy and H. T.
Hughes (St. Bees School), E. M. Spink (Tanllwyfan, Old Colwyn
—Miss Francis), H. W. Perry-Gore, H. A. Rodgers, and E. A.
Frith (St. Bees School), G. W. O’Brien (Earnseat School, Arn-
side—Mr. J. M. Barnes), A. Drescher (St. James's, Whitehaven),

W. R. Frith (Ousby Voluntary School), A. Johnston (St.
Nicholas’s, Whitehaven).

UrrINGHAM.— Scholarships : G. F. Cameron (Messrs. Overton
and Brown, Lambrook, Bracknell), D. Newbold (Uppingham.
late Mr. F. C. Heath, Rose Hill, Tunbridge Wells), A. C. E.
Roath (Messrs. Campbell and Reece, Doon House, Westgate-
on-Sea), R. Wheatley (Mr. J. W. Chippett, Riber Castle, Mat-
lock), G. P. Cooke (Mr. E. F. Johns, Winton House, Winchester),
P. U. Laws (T. B. Eden, Hillbrow, Rugby).

COLLEGE OF PRECEPTORS.

LIST OF BOOKS RECENTLY PURCHASED FOR THE
LIBRARY.

Adams, J., The Protestant School System in the Province of Quebec.
Adamson, J. W., The Practice of Instruction.

ó Pioneers of Modern Education, 1600-1700.
Ashley, W. J., Introduction to English Economic History and Theory.
Vol. I. 2 Parts.
Bagehot, W., Physics and Politics.
Beazley, C. R., The Dawn of Modern Geography.
Blunden, G. H., Local Taxation and Finance.
Boulger, G. S., Familiar Trees. 3 vols. l
Bowley, A. L., Enyland’s Foreign Trade in the Nineteenth Century.
Bradley, H., The Making of English.
Butler, S., Hudibras.
Cambridge Modern History :—

3 vols.

Vol. I. The Renaissance.
Vol. II. The Reformation.
Vol. III. The Wars of Religion.
Vol. IV. The Thirty Years’ War.
Vol. V. The Age of Louis XIV.
Vol. VII. The United States.
Vol. VIII. The French Revolution.
Vol. IX. Napoleon.
Vol. X. The Restoration.
Vol. VI. will be added as soon as it is published.)

Campbell, D. H., The Structure and Development of Mosses and Ferns.
a Lectures on the Evolution of Plants.

Chisholm, G. G., Handbook of Commercial Geography.

Clements, F. E., Plant Physiology and Ecology.

Cooke, M. C., Handbook of British Hepaticae.

Darwin. C., Fertilisation of Orchids.

Deans, R. Storry, The Student’s Legal History.

De Bary, A., Comparative Anatomy of the Vegetative Organs of the
Phanerogams and Ferns. Translated by F. O. Bower and D. H.
Scott.

De Coulanges, F., The Origin of Property in Land.

De Julleville, L. P., Histoire de la Langue et de la Littérature Française
des Origines à 1900. 8 vols.

Dicey, A. V., Introduction to the Study of the Law of the Constitution.

Dixon, H. N., and Jameson, H. G., Student’s Handbook of Briti-h
Mosses.

Dowden, E., A History of French Literature.

Dryer, C. R., Lessons in Physical Geography.

Education in the Nineteenth Century. Edited by R. D. Roberts.

Farrer, Lord, and Giffen, Sir R., The State in Relation to Trade.

Fowle, T. W., The Poor Law.

Fream, W., Soils and their Properties.

Freeman, W. G., and Chandler, S. E., The World’s Commercial Products
(Plants).

Gatty, Mrs., British Sea- Weeds.

Gibbins, H. de B., English Social Reformers.

Gilbert, G. K., and Brigham, A. P., Introduction to Physical Geography.

Gomme, G. L., The Village Community.

Gow, J., A Companion to School Classics.

ann, J., Handbook of Climatology.

Harrison, F., William the Silent.

Hartog, P. J., and Langdon, Mrs., The Writing of English.

Heilprin, A. and L., Gazetteer of the World.

Henslow, G., Introduction to Plant Ecology.

Herbart’s Text-book in Psychology. Translated by M. K. Smith.

International Geography, The. Edited by H. R. Mill.

Joly, W., Ruskin on Education.

Kant, Thoughts on Education. Translated by A. Churton.

Lanson, G., Histoire de la Littérature Francaise.

Laurie, S. S., Studies in the History of Educational Opinion from the
Renaissance.

Lindley, J., and Moore, T., The Treasury of Botany.

Low, Sidney, The Governance of England.

Lucas, C. P., Historical Geography of the British Colonies.

Massee, G., Text Book of Plant Diseases.

Morley, J., Voltaire.

2 vols.

6 vols.

210

THE EDUCATIONAL TIMES.

[May 1, 1908.

Morley, J., Rousseau. 2 vols.
i3 Diderot and the Encyclopeedists.
jj Burke.
s Oliver Cromwell.
is Critical Miscellanies.
s Studies in Literature.
a On Compromise.
a Life of Gladstone. 2 vols.

Nicholls, H. A. A., Text Book of Tropical Agriculture.

Odgers, W. Blake, Local Government.

Osterhout, W. J. V., Experiments with Plants.

Paston Letters, 1422-1509. Edited by J. Gairdner.

Ritchie, D. G., The Principles of State Interference.

Rogers, J. E. Thorold, The Industrial and Commercial History of
England. 2 vols.

The Economic Interpretation of History. 2 vols.

Six Ceuturies of Work and Wages.

2 vols.

3 vols.

29

Rosebery, Lord, Pitt.

Nousseau's Emile. Abridged and translated by W. H. Payne.

Russell, J. W., An Elementary Treatise on Pure Geometry.

Schimper, A. F. W., Plant Geography on a Physiological Basis. Trans-
lated by W. R. Fisher.

Seebohm, F., The English Village Community.

Seward, A. C., Fossil Plants. Vol. I.

Sowerby and Johnson’s Grasses of Great Britain.

Stebbing, W., The Poets: Chaucer to Tennyson. 2 vols.

Sweet, H.. Anglo-Saxon Reader: Part II., Archaic and Dialectal.

Tarr, R. S., and McMurry, F. M., Geography in Three Books.

Toynbee, A., Lectures on the Industrial Revolution of the Eighteenth
Century in Enyland.

Vinogradott, P., Villainage in England.

Ward, H. Marshall, Grasses.

Ware, Fabian, Educational Foundations of Trade and Industry.

Warner, F., The Study of Children and their School Training. _

The Nervous System of the Child.

Whitfield, E. E., Commercial Education in Theory and Practice.

TRANSITION FROM PRIMARY TO SECONDARY SCHOOLS.

On one point that is perplexing our Educational Authorities
(xays the Times), there is--or was, not long ago—equal per-
plexity in America—namely, the transition from primary to
secondary schools, and such correlation of their respective

sees Se ss ee ea en en Oe

Se ee ee

ee a ee i a i Gyia

curricula as may render the transition easy and natural. In
the United States, more than with us, public education is, 1n
theory and to some extent in practice, a continuous whole from
the kindergarten to the University. Though each State makes
its own educational laws, and there is no central. Authority
imposing uniformity of curricula and administration from the
Atlantic to the Pacific, there is virtually over all that great con-
tinent a truly national system of public education, springing
from the people, controlled by the people, and resting upon the
fundamental principle that the first and most necessary duty of
a democratic State toward its citizens, in the interest of civil
order and well-being, is to educate them for the efficient dis-
charge of their citizenship, and to give every one an equal start
in life. Among the practical difficulties in the application of
this theory is that of co-ordination. The Americans have not
yet solved it themselves; they will, no doubt, be interested in
such attempts as are being made to solve it in England. They
are making many experiments, for they are freer to experiment
than Whitehall allows English teachers to be; and the direction
which the most fruitful af such experiments have taken is that
of introducing some of the high school subjects, such, for ex-
ample, as algebra, history, or Latin, into the upper grades of
their primary schools.

As our own Local Authorities. to whom the Act of 1902 has
given the power to deal with both primary and secondary
education and the duty of co-ordinating them, get under their
supervision a better supply of secondary schools, such experi-
ments will be possible here. Of the need for facilitating the
transition between elementary and secondary schools, if higher
education is to be accessible to the children of the artisan
classes, there can be no doubt. The more promising scholars
in the higher standards of an elementary school are capable
of beginning to face the difficulties of higher subjects before
they leave it; and, unless their mental growth receives such
fresh development, there is danger that they may stand still,
and that while they are, so to speak, marking time, a valuable
period of growth may be wasted, and they themselves may be
unduly discouraged by the first stages of the secondary curri-
culum. Any hints that our own and the American teachers
can give each other from their respective experiences may m
time bear valuable fruit. |

CLERGY MUTUAL ASSURANCE SOCIETY,

2& 3 THE SANCTUARY, WESTMINSTER,

Patrons—THE ARCHBISHOP OF CANTERBURY;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
Secretary—W. N. NEALE, Esq.

S.W.

THE ARCHBISHOP OF YORK.
Vice-President—THE LORD HARRIS.
Deputy-Chairman—SIR PAGET BOWMAN, Barr.

[FOUNDED 1829.

Actuary and Manager—FRANK B. WYATT, Esg., F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to |

THE CLERGY AND THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.
Accumulated Fund, 24,242,820.

Bonuses Distributed, 24,256,464. |

LOW PREMIUMS.
LARGH BONUSES.

Notwithstanding the lowness of the
Premiums charged, the BONUSES are
on an BXOHPTIONALLY HIGH SOALE.

Application is invited for the PRO-
SPHOTUS, and Leaflets explaining two
new Policies, with valuable Options.

1. WHOLE-LIFH CONVERTIBLE ASSURANOES. Very Low
Premium — about one-half the usual rate — during first ten
years.

2. PENSION POLIOIBS. Premiums returnable with compound interest in
case of death or surrender before pension age. Option to commute for
cash,

Assurances without profits, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
person irrespective of any special qualification by relationship to the
Clergy.

NBW AND SPEHOIAL
POLIOIBS.

Annual Income, £453, 897.

SPHOIMBN OF RATES FOR £1,000, WITH PROFITS.

£1,000
Payable at Age 60

£1,000
Payable at Death. or earlier Death.

£. e a.
27 3 4
32 10 10

40 1 8
51 565 O

Nots.—Under the Reduced Premium System (explained in Prospectus) four-
fifths only of these Premiums need be paid, the other one-fifth remaining a charge
to be repaid out of Bonus.

No Agents employed and no Commission paid for the intro-
duction of business, whereby £10,000 a year is saved to the

Members.
Assurances can be effected b
with the Office, 2 & 8 THE SANOT

direct communication
ARY, WHSTMINSTHR, 8.W.

May 1, 1908.]

THE EDUCATIONAL TIMES.

241

A GOOD ADVERTISEMENT

is not of much use unless you have a good

Prospectus to send to Enquiring Parents, and

A GOOD PROSPECTUS

is of no use unless Parents see it.

LET US PREPARE

you a good Prospectus, and give your School a

GOOD ADVERTISEMENT

in our

PATON’S LIST or SCHOOLS
AND TUTORS

which now has a World-wide Circulation.

The Eleventh Edition is now in hand
for Press.

WRITE US,

with copy of your present Prospectus, and we
will send you (without any charge) Specimens

and Full Particulars, with proof of value.

OUR GOLO MEDALLIST

Photographs Schools within reasonable distance

of London—expert work only.

J. & J. PATON,

EDUCATIONAL AGENTS,
143 CANNON STREET, LONDON, E.C.

Telephone—5058 Central.

Mr. MURRAY’S LIST.

An Introductory History of England.
From the Earliest Times till the year 1832. By
C. R. L. FLETCHER, M.A., Fellow of Magdalen College, Oxford.
With Coloured and other Maps, Plans, and Index.
Part I.—From the Earliest Times to the End of the Middle Ages.
os. Part 1].—From Henry VII. to the Restoration. 6s. Part
IIlI.—In preparation.

“This is Mr. Fletcher's second volume, and it is, if anything, better than his
first.”—The Times.

Der Neue Leitfaden.
The Student’s First German Book. By L. M. DE LA MOTTE
TIscHBROCK, Bedford Modern School. 2s. 6d.
A new German Course, based on Reform Methods.

Old Testament History. Period V.
From Hezekiah to the end of the Canon. By the
Rev. J. M. Harpwicu, M.A., and the Rev. H. Costiry-WuitE,
M.A., Assistant Masters at Rugby School. With a Map of
Palestine. 2s.

This volume is intended to provide material for one term’s work. The following

are some of its chief features :—

Where possible, the text of the Biblical narrative is used.

Historical explanations and general commentary are inserted by the
Editors in their proper place.

The chronological order of events has been followed.

The period is illustrated by reference to, and quotations from, the contem-
porary Prophecies and Psalms.

Foot-notes are added, but only where difficulties of thought or language
seein to demand explanation.

Woodwork for Schools on Scientific Lines.

A Course for Class-work or Private Study. By

J. T. Batty, Head Master of St. Albans Technical School, and

8. Potuitr, B.Sc., Head Master of Southall County School. With
Illustrations. In Three Parts, or complete in One Volume.

[Part I. 9d. Just ready.

Stories Selected from the History of
England from the Conquest to the

Revolution.
For Children. By the late Rt. Hon. Joun Witson Croker, M.P.
Illustrated by 24 Woodcuts. 17th Edition. 2s.

que cc Work in Classical Studies,

Edited for the Classical Association by W. H. D. Rouser, M.A.,
Litt.D., Head Master of the Perse Grammar School, Cambridge.
Index. 2s. 6d. net.

Contributors :—R. M. Dawkins, M.A.; W. Warde Fowler, M.A.; Geo
donald, M.A.; Lewis R. Farnell, D.Litt.; M. O. B. Caspari, M.A.; Marcus N. Tod,
M.A.; Louise E. Matthaei; Arthur S. Hunt, D.Litt.; Prof. W. M. Lindsay;
Arthur S. Peake, M.A.; J. E. Sandys, Litt.D.; A. J. B. Wace; James Hope
Moulton; T. Ashby, M.A.

Murray’s French Texts.
For Upper and Middle Forms. Edited by W. G. Harrog, B.A.,
Lecturer in French at University College, London; Oral Examiner
to the London County Council and to the Army Qualifying Board.
This series will consist of selections from the masterpieces of nineteenth-century
French authors,

Following the most recently approved method of our Continental neighbours, the
notes (which are given only when necessary to clear up obscurity) are printed at
the bottom of the page. Grammatical points will naturally be dealt with by the
teacher in the class.

Each volume will contain a series of questions upon the text, grammatical drill
upon points which arise in the course of reading, and suggestions for free com-
position, parsing, dictation, &c.

A biographical note (in simple French) descriptive of the career of the author

text.

serves as an introduction to each tex
Now Ready.
La Mare au Diable.

Par GeEorGE Sand. With Biography, Foot-notes, and Exercises.
Crown 8vo, 1s. 6d.

Confessions d’un Ouvrier. |
Par EMILE Sovuvestre. With Biography, Foot-notes, and Exer-
cises. Crown 8vo, 1s. 6d.

Other Volumes to follow.

Pe a

Mac-

JOHN MURRAY ;\:Albemarle) Street, W.

212

THE EDUCATIONAL TIMES.

[May 1, 1908.

MACMILLAN’S NEW BOOKS.
H.M.I.

Some Passages in the Life of one of H.M. Inspectors of Schools.
Division.

By E. M. SNEYD-KYNNERSLEY, formerly H.M.I. North-West
8vo, 8s. Gd. net.

A highly entertaining book, containing a large number of good stories told by a raconteur of exceptional ability.

The “Eumenides’”’ of Aeschylus.

With an Introduction, Connon, and Translation by A. W.
VERRALL, Litt.D, 8vo, 10s. net.

*.* Uniform with Dr. VERRALL’S editions of ‘ The Agamemnon ” and
s The Choephori.” 10s. net each. _ pon

Herodotus, Books VII.-IX. With Intro-

duction, Text, Apparatus, Commentary, Appendices; Indices, Maps. By

REGINALD WALTER MACAN, D.Litt. 3 Vols. Bvo, 30s. net.

[Classical Library.

PREVIOUSLY PUBLISHED :—Herodotus, Books IV.-VL Ky
the same Editor. In 2 Vols., 8vo. Reduced to 20s. net.

General History of Western
Nations from 5000 B.C. to

1900 A.D. by EMIL REICH, Doctor Juris,

Author of “New Student's Atlas of English History.” Vols. I, and IL.
8vo, 15s. net.

a
Atlas Antiquus. In 48 Original Graphic Maps,
with elaborate Text to each Map and full Index. By Dr. BMIL
REICH. Crown 4to, 10s. net.

History of Italy. sy wILLIAM HUNT,
M.A., D.Litt. New Impression, with Corrections. Globe 8vo, 3s. 6d.

The New Impression has been Revised throughout by the Author, and
an entirely New Chapter added which brings the History up to date.

A Short French Grammar. Comprising

Essentials of Accidence and Syntax, with a Chapter on French Sounds,
Lists of Words for Practice in Pronunciation and Spelling, and Notes on
French Versification and Etymology. By OTTO SIEPMANR.
_ Crown 8vo, 2s. 6a.

SIEPMANN'S CLASSICAL FRENCH TEXTS. NEW VOLUME.
Pensées, Maximes et Reflexions
de Pascal, La Rochefoucauld,

Vauvenargues. Fdited by Frof. ALFRED
T. BAKER, M.A., Ph.D. Globe 8vo, 2s.

SIEPMANN’S FRENCH SERIES FOR RAPID READING. —

La Bibliotheque de mon Oncle.
Par RODOLPHE TOPFFER. Globe 8vo, sewed, 6d.

Key to the Exercises in Siep-

mann’s Primary French Course.
Parts I. and II. By O. A. JACCaBD. Globe 8vo, 3s. 6d. net each.

COLLEGE OF PRECEPTORS’

LATIN AND GREEK.
Caesar’s Gallic War. J. Bonp and A. S. WALPOLE. ee Second,

and Third Class) ... is 4 6
Gallic War. Book I. A. ‘8. WALPOLE, (First, Besma, aai
Third Class) .. 1 6
Gallic War. Books IL. iid IIL. wW. G. RUTHERFORD. (First
and Second Class) ... re 1 6
Virgil.—_Aeneid. Book I. A. S. ‘Wanrore. ls. ‘6d. T. E. Paar.
(First and Second Class)... ai 1 6
Aeneid. Book X. S. G. OWEN. “(First ana Second Class) .. 1 6
Horace.—Odes. BookIII. T. E. PAGE. 1s. 6d. Edited by the same.
(First Class) .. ey 2

Cicero.—Catiline Orations. A. s. WILKINS: Litt. D. (First Class). 2

0

6
Xenophon.—Anabasis. Book I. A. S. WALPOLE. 1s. 6d. With

Exercises. E. A. WELLS, (First and Second Class) ... sue . 1 6

6

6

Buripides.—Heouba. J. BOND and A. 8. WALPOLE. (First Class)... 1
Butropins. Books I. and Ii: W. ree and Bev: C. a SETTER,
(Third Class)... .. 1
SCRIPTURE HISTORY.

Acts of the Apostles. Authorized Version. With Notes. By
T. E. PAGE and Rev. A. 8S. WALPOLE.. we 2 6
The Greek Text. With | Notes, By T. E. Paar.. . 3

MACMILLAN & CO., Lrp.,

ST. MARTIN’S STREET, LONDON,

The International Geography. By

SEVENTY AUTHORS. Edited by E. B. MILL, D.Sc. With 499
Illustrations. New Edition, 8vo, complete, 12s. net.

The following Sections are issned se parately, with Exercises and Examina-
tion Papers in the Text:—Preliminary: Principles of Geography,
re ee as I. British Isles, ls, ; II. Burope, 2s. 6d.; III.

Australia. 1s. 6d.; V. North America. Central
Aretio and the West Indies, 2s.; VI. South Amerioa, 1s. 6d. ;
VII. Afrioa, 2s
| * Detailed Prospectus on application.

Essay and Letter Writing.

and Outlines. By P. N. BROOKSBANK, B.A.

With Models
lobe 8vo, 2s. 6a.

The Principles of Inorganic

Chemistry. By WILHELM OSTWALD. Trans-
lated, with the Author’s sanction, by ALEX. FINDLAY, M.A., Ph.D., D.Sc.
Illustrated. Third Edition. Medium 8vo, 18s. net.

Woolwich Mathematical arith

for Admission into the Royal Military Academy and the Royal Mili
College, for the Years 1898-1907 inclusive. By B. J. BROOKSMIT
B.A., and R. M. MILNE, M.A, Crown 8vo, 6s.

Advanced Arithmetic and Ele-
mentary Algebra and Mensura-

e
tion. A Text-book for Secondary Schools and Students
preparing for Public Examinations. By P. GOYEN. Crown 8vo,

6a
The present book is a New Edition, entirely rewritten and recast, of the

book for merly issued as * Higher Arithmetic and Elementary Mensura-
tion,” and now takes its aie

Logarithmic and other Tables for
Schools. By FRANK CASTLE, MIME.

Extra crown 8vo, sewed, 6a.

Graphics. Applied to Arithmetic, Mensuration, and
Statics. By G. ©. TURNER, B.8c., Lecturer in Mathematics and
Mechanics at the Goldsmiths’ College (University of London), New Cross,

AJ

6s
School W orld. —‘ The exposition of graphics given in the volume before us
strikes us as possessing unusual excellence; the matter is selected with
judgment; the numerous practical examples that are fully worked out lend
special interest. to the discussion ; and the clear statement o the reasons for the
various constructions adds very greatly to the value of them in the eyes of the
serious student.”

EXAMINATIONS, 1908.

ENGLISH LANGUAGE. l s. d.
Shakespeare.—The Merchant of Venice. K. DEIGHTON. (First

and Second Class) . 1 9
Julius Cæsar. K. DEIGHTON. (First and Second Class) 1 9
è Also Eversley Edition, with Notes. 1s. each
Tennyson.—Poetical Works. Globe Edition. (This volume contains
“The Marriage of Geraint,’’ “ Geraint and Enid,” ‘f The SUNDE of
Arthur,” “ The Passing of Arthur.’ ’) (First Class) 2 6

School Edition of Tennyson’s Works. Part III. "(This
volume contains ‘‘The Marriage of Geraint,” ‘‘ Geraint and Enid,”
“The Coming of Arthur,” * The Passing of Arthur.’ ) (Firat Class). 2 6
Idylis of the King. This volume contains ‘‘ The Marriage of
Geraint,” ‘‘Geraint and Enid,” “The Coming of Arthur,” ‘* The

Passing of Arthur. (First Class) és net 2 0
Geraint and Biid and The Marriage of Geraint. G.C.

MACAULAY. (First Class) f 2 6
The Coming of Arthur ‘and The ‘Passing | ‘of Arthur.

F. J. Rows. (First Class) 2 6
Milton.—Comus. W. BELL. (First Class) 1 3
L’Allegro, Il Penseroso, Aroades, Lyoidas, Sonnets,

&c. W. BELL. (First Class) .. 19
Scott.—Marmion. M. MACMILLAN. 2s. 6d. (Second ‘and Third

Class.) Sewed a aes Bee S .. 30

Marmion. Cantos I. and VI. M. MACMILLAN. (Third Class). 1 0
Poems of England. H. B. GEORGE and A. Sipewick. (Third

Class and Lower Forms) .. . 2 6

| Longfellow.—Hiawatha. H. B. COTTERILL. (Lower Forms) 1 6

W.C.

May 1, 1908. |

THE EDUCATIONAL TIMES.

213

SCIENCE AND ART
EXAMINATIONS

OF THB

BOARD OF EDUCATION.

Books for the First Stage.

Practical Plane and Solid Geometry.
G. F. Burn. Second Edition. 2s.
“ Eminently clear and lucid.” — Guardian.

Building Construction.
B.E., Assoc.M.Inst.C.E. Revised Edition.
‘* May be confidently recommended.” —Schoot World.

Mathematics. Containing all the Algebra and Euclid

required. Edited by Dr. WM. Brices, M.A., B.Sc., F.R.A.S. 2s.
“ Will be especially acceptable to students preparing for the Board of Education
Ezaminations.”” — Educational Times.

Mechanics (Solids).
Fifth Edition. 2s.
“The only per ree we feel on closing this book is that it is limited to ‘ First Stage’

Mechanics, ournal of Education.
Mechanics of Fluids. By G. H. Bryay, Sc.D.,
Second Edition. 28.

F.R.S., and F. RosensBere, M.A., B.Sc. i ;
“The principles of the subject and experiments for their verification are well
erplained.” —Mathematical Gazette.

Sound, Light, and Heat. By Joun Doy, M.A.,
B.Sc. 2s.

“ The facts and phenomena are clearly described and with due attention to

experiment.” —Nature.
Magnetism and Electricity. By R. H. Jupe,
M.A., D.Sc. New Edition, Revised. 28.
“ We strongly recommend this book to the notice of teachers.’’—School Guardian.
Inorganic Chemistry (Theoretical). By G. H.
Baivey, D.Sc., Ph.D. Edited by Dr. Wu. Briaces. Third Edition.

28.
“ Probably the best sytematic introduction to chemistry yet published.’’—
Pharmaceutical Journal,
By Dr. F.

Inorganic Chemistry (Practical).
Beppow. Second Edition. 18.

*“ This useful manual fully meets the syllabus.” — Guardian.
Organic Chemistry (Systematic Practical).
By G. M. Norman, B.Sc., F.C.S. 1s. 6d.

‘A thorough course in practical organic chemistry.” — Literary World.

Botany. By A. J. Ewart, D.Sc., Ph.D. Second Edition.
28

By

By Brysson CUNNINGHAM,
28. 6d.

By F. Rosennerc, M.A., B.Sc.

“ Among the many works on elementary botany the one before us deserves a high
place.” — Schoolmaster.

Steam. By J. W. Haywarop, M.Sc.
“The author is very happy in the treatment of his subject.
give satisfaction.” — Nature.

Hygiene. By R. A. Lyster, M.B., B.Sc., D.P.H. 2s.
7 book of real value to,students and others interested in the science of health.”
— Teacher.

Elementary Science of Common Life (Chem-

istry). By W. T. Boonr, B.A., B.Sc. 2s.

“ No better guide could be found by a student preparing for the Board of Educa-
tion Examination.’’—Anowledge.

for Hrt Subjects.

Perspective Drawing, The Theory and
Practice of. By S. PotaK. 5s.

“ We cannot conceive of a student being better equipped for
examination in this important subject than by his possession of t
written
master.

Second Edition. 28.
The book is sure to

propano for

Detailed List of the above, including Books for the Second Stage, post
free on application.

University Tutorial Press Ld., W. B. CLIVE,
157 Drury Lane, London, W.C.

A i is book. Itis|at Cheltenham,
by a teacher of experience, and published in an excellent manner.” — School- Relief Fund

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ...... Position £5 10 0
Half a 210 0 ...... 3 00
uarter n 110 0 ...... ;. 115 0
er inch in broad column (half width of page) ... 0 7 0
Narrow Column (one-third page) ..............c:ccsscces 20 0

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &¢.),
3a. 6d. for 6 lines, or 4s. 6d. the inch.

SituationsVacant and Wanted—30 words or under, 2s.; each additional 10 words
6d. (For ls. extra, Replies may be addressed to the Publishing Office, and will
be forwarded post tres}

CURRENT BVENTS.

AT the next Evening Meeting of the members
of the College of Preceptors, to take place on
May 13, Dr. Hubert Biss will give a lecture
on “ School Life and Healthy Growth.”

A SERVICE for members of the University of London will
be held in Westminster Abbey on May 6, at 6p.m. The
Bishop of Birmingham will preach the sermon. Full
academic dress.

Fixtures.

*
*

A COURSE of three lectures for teachers of geography that
have previously studied geology will be given by Miss C. A.
Ra‘sin, D.Sc., Morton-Sumner Lecturer in Geology, at Bed-
ford College for Women, on May 11, 18, and 25, at 6 p.m.
Registration fee, 2s. 6d. Particulars from the Principal.

Pror. J. H. B. Masterman, Birmingham University, will
give a second course of lectures to members of working-class
organizations, at Westminster Abbey, on May 2, 9, 16,
and 23.

* +

*

Tue London Geological Field Class, conducted by Prof.
H. G. Seeley, will make the following excursions: May 9,
Frant (The Wealden Watershed) ; May 16, Otford (Breach -
ing the Chalk Escarpment); May 23, Purfleet (The Chalk
Bar on the Lower Thames) ; May 30, Hampstead and High-
gate (Valleys Carved by Land-springs). This is the twenty-
third session. Mr. J. W. Jarvis, St. Mark's College, Chelses,
S.W., is the Hon. Secretary.

* *
*

Tue University of Cambridge will celebrate the hundredth
anniversary of the birth of Charles Darwin, and the fiftieth
anniversary of the publication of * The Origin of Species,”
on June 22-24. The Hon. Secretaries are Mr. J. W. Clark,
Registrary, and Prof. Seward.

+ *
®

Tae Vacation Term for Biblical Study (for ladies) will
meet at Oxford, July 25-August 15. Miss Beatrice Creighton,
| Hampton Court Palace, is Secretary.
+ *

*

Tue Second International Congress of Popular Education
will be held under the auspices of the Ligue Française de
l Enseig nement, at Paris, on October 1-4. Papers to be sent
:in by June 30. Correspondence to M. Léon Robelin, the
|General Secretary, 16 Rue de Miromesnil, Paris.

* +
*

Tue Gloucestershire Historical Pageant will be displayed
July 6-11. The profits go to the Veterans’

a E e

Tue University of Aberdeen has conferred
the following honorary degrees :—

D.D.—Rev. James Brebner, M.A., Forgue, Aberdeenshire: Rev.
James Brown Craven, St. Olaf’s Episcopal Church, Kirkwall; Sir James
Donaldson, M. A., LL.D., Principal sof the University. of-St. Andrews ;

Honours.

214

Rev. Alfred Shenington Green, M.A., Professor of Biblical Literature,
Wesleyan College, Richmond, Surrey; Rev. William Skinuer, M.A.,
Principal of Madras Christian College.

LL.D.—William Dobinson Halliburton, B.Sc., M.D., F.R.S., Pro-
fessor of Physiology, King’s College, London ; William Johnston, C.B.,
M.A., M D., Colonel (retired), Army Medical Staff ; Joseph Larmor,
M.A., D.Sc., LL.D., D.C.L., F.R.S., Lucasian Professor of Mathe-
matics, University of Cambridge, and Secretary of the Roval Society ;
George Morison Paul, M.A., Deputy Keeper of the Signet, Edinburgh ;
William Ridgeway, M.A., D.Litt., Disney Professor of Archwology,
University of Cambridge; George Smith, M.A., Director of Studies,
Provincial Training Centre, Aberdeen.

* P *

Dr. J. N. Laxcuey, Professor of Physiology at Cambridge,
has been elected a Foreign Member of the Royal Danish
Scientific Society.

Tue Fishmongers’ Company has given
£1,000 towards thé fund for carrying out
the incorporation of King’s College with
the University of London.

Endowments and
Benefactions.

THE LATE Mr. C., H. Monro, M.A., Fellow of Gonville
and Caius College, Cambridge, has left to his College
about £35,000.

* *

*
“ A Prize FELLow’”’ has given £1,000 to the Bodleian ;

Library. “The donor desires by the title to suggest a
peculiar obligation on those Prize Fellows who have prospered
in this world’s goods to come to the help of the University.”

w +
=

SELWyn Cotiece, Cambridge, on its twenty-fifth anniver-
sary, appeals for building funds. The Master furnishes
information and receives donations.

* *
*

Mrs. M. E. SapLer has presented a framed. portrait of
Prof. Sadler to University College, Reading.

* *
+

AT a meeting held at the Town Hall, Liverpool, there
were announced donations to the Building Fund of Univer-
sity College, Bangor, amounting to nearly £1,500.. Sir
William Tate, Bart., gave £500 (in addition to a former
£1,000); and Sir Alfred Jones, £500; Mr. J. W. Hughes,
£250; Mr. H. R. Rathbone, £100; Mr. L. S. Cohen, £50;
Vice-Chancellor Dale, £5.

#

Tue Powell Duffryn Colliery Company has voted £1,000
a year for 5 years to the Mining School Fund of University
College, Cardiff; and £100 for 5 years to each of the Uni-
versities of Oxford and Cambridge.

* +#
*

Bisuor’s Stortrorp CoLLEGE is raising a fund of £5,000

for additional buildings. £1,000 has been contributed.

A usr of the Scholarships and Exhibi-
Scholarships and tions awarded by the University of London,
z ARS by the Schools of the University, and by
Institutions where there are Recognized Teachers, is set
forth in the London University Gazette of April 8.
*

Worcester Cotuece, Oxford, offers three Mathematical
Exhibitions (£35 and £21). Open; no age limit. Exami-

nation begins June 25. Apply, with usual testimonials, to

the Provost by June 19.

Lapy Marcarrer Hai, Oxford, offers, in March, 1909, the
Old Students’ Scholarship of £40 a year for three years, a
Jephson Scholarship of £45, and a Scholarship of £35.

THE EDUCATIONAL TIMES.

[May 1, 1908.

St. Hucu’s Hatt, Oxford, offers, in March, 1909, a Hall
Scholarship of £25 a year for three years and the Ottley
Scholarship of £40 a year for three years, the latter con-
fined to candidates from Worcester High School.

Lorn RayLeIGH has been unanimously
elected Chancellor of the University of
Cambridge, in succession to the late Duke

Appointments
and Vacancies.

of Devonshire.

Lord Rayleigh (then the Hon. J. W. Strutt) was Senior Wrangler and
First Smith’s Prizeman in 1865. He became a Fellow of Trinity, and
was Professor of Experimental Physics from 1879 to 1884, succeeding
Clerk Maxwell and being succeeded by J. J. Thomson, an exceptionally
brilliant sequence. He was President of the Royal Society 1905.
Perhaps his greatest researches have been in the Theory of Sound ; he is
more popularly associated with Prof. Sir William Ramsay in the discovery
of argon.

* +

*
Mr. Jous Morey, O.M., M.P., has accepted nomination
for the Chancellorship of Manchester University.

+ *
*

Lord Roserery has been appointed Chancellor of the Uni-
versity of Glasgow, in succession to the late Lord Kelvin.

* y #
&

Pror. Boyp Dawkins is resigning the Chair of Geology and
Paleontology in the University of Manchester. He has
been connected with Owens College since 1870.

* #

i: |
Pror. Repmayneé, Head of the School of Mining, Birming-
ham University, has been appointed Chief Inspector of
Mines under the Home Office.
* #8
*

Mr. F. W. Tuomas, M.A., Librarian of the India Office,
late Fellow of Trinity College, Cambridge, has been ap-
pointed to the new University Readership in Tibetan at
University College, London.

* #
$ :

Ar King’s College, London, Dr. J. Charlton Briscoe has
been elected Assistant Physician to King’s College Hospital,
and Mr. T. F. Sibley, B.Sc., Lecturer and Demonstrator in
Geology at the College.

*
*

Two University Readerships—one in Ancient History at
University and Bedford Colleges, and one in Greek at Bed-
ford College—are to be instituted by the University of -
London. Particulars from the Academical Registrar.

* a
*

AT Manchester University, Mr. Edgar Prestage, B.A.
Oxon., has been appointed Special Lecturer in Portuguese
Literature ; Mr. Henry Spenser Wilkinson, M.A. Oxon.,
Special Lecturer in Military History; Mr. Gerald B. Hertz,
M.A., B.C.L. (Lecturer in Constitutional Law, &c.), Special
Lecturer in Colonial History; and Mr. Joseph Hall, M.A.,
D.Litt. (Head Master of the Hulme Grammar School),
Special Lecturer in Middle English.

* *
*

Pror. J. R. AtnswortH Davis, M.A. Cantab., Professor of
Zoology and Geology, University College, Aberystwyth,
has been appointed Principal of the Royal Agricultural

College, Cirencester.

Pror. Crum Brown is retiring from the Chair of Chemistry
in Edinburgh University, which he has occupied for forty
years.

ld

At University College, Bristol, the Rev. De Lacy O’Leary,

M.A., B.D., has been appointed Reader in )Aramaic and

May 1, 1908.]

THE EDUCATIONAL TIMES.

215

Syriac; and Dr. J. M. Fortescue Brickdale, M.A., M.D.,
B.Ch. Oxon., Director of the Public Health Laboratory.

& &
*

At University College, Reading, Mr. F. Bernard Bour-
dillon, B.A. Oxon., has been appointed Warden of Wantage
Hall and Lecturer in German; and Mr. Herbert J. Maryon
succeeds Mrs. Arthur L. Bowley as Teacher of Craft Work.

+ #

A LecturesHiv in Classics and Philosophy is vacant at
Armstrong College, Newcastle-upon-Tyne (£150 rising).
Apply to the Secretary by May 7.

* *

€
A Heap Mistress is required for the Liverpool College for
Girls (£350, without residence). Apply to the Secretary by
May 15.

* *
*

Miss ApèLe SANDERS, second mistress Blackheath High
School (Girton, Classical Honours Cambridge, M.A. Dubl.),
has been appointed Head Mistress of the Tunbridge Wells
High School (Girls’ Public Day School Trust).

Tue Rev. CyriL A. Avinwron, M.A., assistant master, Eton
(since 1897), and Fellow of All Souls (1896), has been ap-
pointed Head Master of Shrewsbury School.

* *
*

Mr. ALEXANDER B. Srevex, B.Sc., Assistant Lecturer in
Dyeing, Leeds University, has been appointed Lecturer in
the new Dyeing, Calico-printing, and Finishing Department
of the Glasgow Technical College.

*.*

Mr. Wittram Epwarps, M.A. Cantab., Senior Classical
Master, Bradford Grammar School, has been appointed Head
Master of Heath Grammar School, Halifax. He is succeeded
by Mr. W. J. Goodrich, M.A. Oxon., Senior Lecturer in
Classics, Manchester University.

* 4#

#*
Mr. T. F. G. Dexter, B.A., B.Sc. Lond., Head Master
Finsbury Pupil-Teachers’ School, has been appointed Prin-
cipal of the Islington Day Training College.
+ +%

Mr. H. BrLackĮmorege, Head of the Riccall Schools, near
Selby, has been appointed Normal Master and Director of
Kducation to the Colony of British Guiana.

% *
*

Mr. Tuomas J. Burnetr, M.A., Assistant in Broughton
Higher Grade School, has been appointed Master of Method
under the Edinburgh School Board.

THe Rev. M. W. Burterrieip, B.A. N.Z., B.D. Dunelm.,
has been appointed Principal of the Maori College, Wairenga-
i-hika, near Gisborne.

Messrs. CONSTABLE promise immediately an
important work, in two volumes, by Prof. Felix
| E. Schelling, on the “ Elizabethan Drama ”

(1558-1642).

Literary
Items.

* +

*
Messrs. A. & C. Brack publish the Gifford Lectures,
delivered last year at Aberdeen by Dr. Hans Driesch, of
Heidelberg, under the title of “ The Science and Philosophy

of the Organism.”

+ *
&

Messrs. CasseLL will shortly issue a “ Pocket French and
English Dictionary,” abridged by Mr. de V. Payen-Payne
from the well known larger edition.

Messrs. JACK announce a new shilling series of cloth-
bound volumes, “ bringing together the greatest of the world’s
stories.” under the editorship of Mr. Arthur Ransome, who
will also contribute introductions and chronologies. The
first two volumes (translations of three tales of Théophile
Gautier and of two stories of Hoffmann) are nearly ready.
Mr. Ransome's “ History of Story-telling ” will be published
in autumn by the same firm.

Mr. T. S. Foster, Chairman of the Com-
mittee of Educational Inquiry and Research
at University College, has received letters from
a number of public men expressing sympathy with the
scheme to establish in Bristol a Bureau of Educational
Information in connexion with the projected University of
Bristol and the West of England.

+ *
*

THERE seems now to be every prospect that Prof. Geddes’s

General.

i scheme for the re-erection of Crosby Hall at Chelsea as part

of a University Settlement will be carried out very shortly.
The cost of the re-erection is estimated at £10,000, and of
this, £5,000 has already been subscribed by a well-wisher,
who has given another £5,000 towards the completion of the

general scheme
+ +

#

Ir is hoped that University College Hall, Ealing, estab-

lished by a company formed of individval members of the

Governing Committee and Professorial Board of University

College, London, and friends, will be opened in the begin-

ning of October. It provides a suitable home for some
forty-one students.

.— = . = i Se ee ee ee ey a —
—— ee ee

SIR EDWARD BUSK ON MORAL EDUCATION.

Unper the auspices of the College of Preceptors, and in con-
nexion with the First International Moral Education Congress,
Sir Edward Busk, Chairman of Convocation and Past Vice-
Chancellor of the University of London, delivered a lecture at
the College of Preceptors in Bloomsbury Square on Wednesday,
April 1, on the subject of Moral Education. The chair was
taken by the Right Hon. Lord Avebury, P.C. Sir Edward Busk
spoke as follows :—

To-day’s meeting is held at a time when all who are interested
in the promotion of moral education are in a state of expectancy.
We are looking forward to the report of the results of the Inter-
national Inquiry into Moral Instruction and Training in Schools,
which began in October, 1906, and continued throughout the year
1907, and also to the First International Moral Education Con-
gress, now being organized, which is to be held in London from
September 23 to 26 next. It has, however, been thought right
that, while expecting important results from this report and
Congress, we should not remain in a state of suspended anima-
tion, but should meet together to consider the plan of the Con-
gress and the subjects to be discussed at it.

CONDUCT AND CHARACTER.

Of the importance of the subject there can be no doubt. It is
given to comparatively few persons to extend the range of know-
ledge and science, or even to pass their lives in studying what
has been discovered by others; but every one has to act con-
tinually, and to make on frequent occasions what is, or at any rate
appears to be, a free choice between different actions which pre-
sent themselves to him as alternatives for adoption. Conduct is,
and must be, common to all, whether they pursue their intellectual
studies or not, and it is of the greatest importance that correct
habits should be formed in early youth, partly because such
habits will in time lead their possessor to an unconscious and
apparently instinctive preference for the better of two possible
actions present to his view, and partly because, in circumstances
of greater difficulty or in a situation new to the agent, his past
habits will have formed in him a character which will Sable ini
to choose the higher and nobler course’ of action, and even to
make that selection at high/speed andwithicertainty. | If a man

216

THE EDUCATIONAL TIMES.

[May 1, 1908.

live continually and from day to day on a high plane, his con-
science will be so trained and developed that it will not fail to
guide him aright if difficult circumstances occur and present a
new problem to him for solution. Conduct, in a word, creates
character, and the character acquired is a guide to future
eonduct.

FORMATION OF CHARACTER.

Moreover, character is the one and only possession of which we
can be sure. Our knowledge may become obsolete, our health
and strength may decay, our property may take to itself wings, our
friends may be severed from us by death or other causes, but our
habits and character will remain throughout all these changes,
and those habits which have been acquired in our early years
are the most deeply rooted and least liable to change. Pass-
ing from the individual and viewing mankind at large, we
find that men are connected in groups of various sizes and
complexity, progressing from the family — through villages,
towns, cities, and nations—to the greatest brotherhood of all—
that of the human race. Besides these groups, there are large
numbers of associations of various kinds and sizes, such as
Churches, Universities, colleges, schools, professions, clubs, and
the like. The members of all these aggregations of men have
special relations to each other, involving duties to be performed,
rights to be respected, discipline to be maintained. The well-
being of each of these communities, whether small or large,
depends on the conduct of every one of its members, and the
character of each man is therefore of vital importance, not only
to himself, but to his fellow-men. It is not an exaggeration to
say that the greatest of all educational ends is one which cannot
be attained without the moral instruction and training which it
1s our object to promote. Fortunately, the subject is of such a
nature that childrencan andshould receive education in it in many
different ways—by direct and systematic instruction; by sur-
rounding the instruction given in other subjects, particularly in
those comprised under the head of the humanities (such as ancient
and modern languages and literatures, history and composition),
with a moral atmosphere; by the supervision of games with a
view to o disorder and bad temper, and to inculcate fair-
ness and the subordination of personal interests to the success of
the side on which the pupil is playing; by sympathy and judicious
kindness so as to develop individuality; and, lastly, by personal
example and influence. In all these methods, but especially in
the last two, home life plays an important part, and the co-
operation of parents should be diligently sought.

NECESSITY OF INSTRUCTION.

Little progress will be made, however, without instruction,
either direct or indirect, and teachers should be carefully trained
in Universities or training colleges or elsewhere, so as to be
competent to give it and to deal with any difficulties and objec-
tions that may be raised and the arguments that are not in-
frequently urged against the systematic teaching of morals.
Among these we may place the following :—(1) The number and
diversity of the theories of ethics, (2) the varying standards of
good and evil in different countries and epochs, (3) the difficulty
of treating of the imperative nature of duty without assuming
some sanction either supernatural or natural.

DIVERSITIES OF EtTilICAL THEORY.

Taking the first objection, it must be admitted that there are
many theories based on different metaphysical or philosophical
systems. In the old times the line of cleavage was between the
permanent essence and the Heeting phenomena—a man being con-
sidered as partot the universe or as a microcosm, andall knowledge
ot him proceeding from the knowledge of the outside world. These
systems gave rise, on the one hand, to the transcendental theory
of Plato (who held that the permanent extended beyond and
above the sensible world) and the immanental theories of Des-
cartes, Malebranche, and Spinoza (who held that the permanent
and sensible worlds were co-extensive), and, on the other hand,
to the physical theory of Comte, according as emphasis was laid
on the permanent or on the phenomenal side of the world. The
more modern frame of thought is based on an antithesis, unknown
to the ancient philosophers, between the knowing mind and the
world outside it, proceeding from the former to the latter and
thus reversing the process of the ancients ; and here differences
arise between the schools of thought which assert that the mind

is incapable of knowing anything except phenomena and those |

which assert that it is capable of piercing through the shifting
scenes of time and gaining a knowledge of that which underlies
them. These systems of philosophy have produced, on the one

hand, the hedonistic ethics of Hobbes, Bentham, the two Mills,
and Herbert Spencer, the theories of Cudworth, Clarke, and
Price, and the æsthetic theories of Shaftesbury and Hutcheson ;
and, on the other hand, the psychological theories of Butler and
Kant, who recognize in the mind a power of judging as to the
relative nobility or baseness of various mctives or springs of
action known as propensions (or appetites), passions, affections,
and sentiments.

Notwithstanding this difference of view as to its origin, all
writers on ethics, ancient or modern, admit the authoritative
character of a moral judgment, and that it is in practice applied
to the action judged and to the man who performs it. There is
therefore an underlying unity, and it is sufficient to teach children
the results which form the practical side of morals without
troubling them with the diversities of metaphysical or philo-
sophical thought.

early the same remarks may be made about the various
religions. Religious instruction is becoming more and more
systematically ethical, and, wide as may be the divergencies
between religious beliefs, no one can deny that there is under-
lying them also a moral unity if he will consider the high codes
of truth, honour, honesty, and self-sacritice which are recognized
by the Japanese, the pure Buddhists in Burma, the Sikhs, and
the Bedouins. Having regard to this, one cannot be surprised
to find a fundamental unity in the morals inculcated by the
various churches and sects in Christendom, whose beliefs differ
far less widely.

DIVERSITY OF STANDARDS.

The objection based on the varying standards of good and
evil, the existence of which we must all admit, is « tfectually met
by our own everyday experience that no action considered hy
itself is either good or bad, but that it is good when the higher
of the two motives present to the mind of the agent is selected
by him, and bad when he selects the lower of the two of which
he is cognizant. Actions may be regarded as taking rank as
nobler or baser upon a scale like that of a thermometer, and, as
mankind advances, the parts of the scale known to it extend higher
and higher and nobler motives of action become known, so that
what at a low stage of development might have been the highest
known spring of action becomes cne low down on the advanced
scales, and its selection instead of the other possibilities has
become reprehensible. For instance, in early tribal wars it was
the universal custom to kill—or even to kill and eat—the con-
quered. Subsequently their lives were spared; but the victors
retained them as slaves. ‘This was at that stage a distinct
advance, because no other alternative was recognized; but it
would afford no justification to more civilized victors if they,
with their wider knowledge, should enslave their captives.

If this be the true explanation of the nature of moral judg-
ment. it affords the best proof of the necessity for systematic
moral instruction, so that all the motives of action lying open
before the most advanced man may be made known to learners,
and their scope and power of choice may be enlarged and im-
proved.

THE (QUESTION OF SANCTION.

The absence of a sanction, which is the basis of the third
objection, seems to me to be of the essence of morality. If
actions be chosen from fear of consequences either here or here-
after, the resulting conduct is prudent rather than moral—is
governed, as Coleridge said, by worldliness or “other worldli-
ness.” It is no good action for me to abstain from murder
because I shall be hanged if I commit it. No one will need the
stimulus of a system of rewards and punishments who ts
penetrated with the spirit of morality and turns naturally to
the true and noble, shrinking from the baser thoughts and
actions.

TEACH BY EXAMPLES.

Jt will be of great advantage to the teachers that they should
know of these differences of opinion and arguments, as such
knowledge provokes retlection and tends to prevent dogmatic
and mechanical methods of instruction and also tends to charit-
able judgments, seeing that each person, while judging himself
as responsible owing to the freedom of choice which he himself
feels, may refrain from criticizing others censoriously by bearing
in mind that, after all, men may not really be so free in their
selection as they feel themselves to be, but may be influenced, if
not by a chain of absolute necessity, yet still by the past in the
form of heredity, or environment, or their own past life, and that
the agent whom he is judging may not have had the opportunity
of developing the scale of actions known. te, him, and may there-

May 1, 1908.]

THE EDUCATIONAL TIMES.

217

fore have really acted in conformity with the highest motive
known to them at the time.

Although teachers whoare entrusted with moral education should
be familiar with these and similar considerations, yet I think it
would be wrong to dwell upon them in the lessons given to
children. Every effort should be made to bring home to them
the simple categorical imperative which results from all these
theories; and, whether the instruction be direct or indirect, they
should be led to entertain a deep and enthusiastic reverence for
what is noble. This enthusiasm will be evoked far better, in my
opinion, by holding up to their view examples of self-sacrifice
undergone, duty well performed, respect for others, courtesy and
loving-kindness, than by the inculcation of maxims. Fortunately
the teacher will find no difficulty in citing lives of men and
women who are instances of these virtues and have manifested
them in such ways as to be readily understood by children and
to impress them with a thrill of reverence and even awe; and
instances may be taken from works of fiction in poetry and
prose as well as from the accounts given in histories and
biographies.

It appears to me, therefore, in short, that the instruction and
training of teachers in such an institution as this, in the Day
Training College of the London County Council and the College
administered by the London University and other places now-
adays, can hardly be too wide or complete. The fuller it is the
better, but as regards the children, although I speak with great
hesitation, because all this valuable information which is to be
collected in foreign countries and elsewhere is stilloutof my reach;
yet I think it is wise to educate them principally by example and
influence, and then indirectly by saturating the whole teaching and
the whole course of school life with these moral principles, teach-
ing them directly rather by examples than by abstract maxims
which it will be very difficult for them to understand. These
examples, I think, should be selected from instances which a child
will readily understand. It would be difficult, for instance, to
make a child understand the great philanthropic efforts of
Howard with reference to the miserable condition of the prisons
in his day; and there are other cases which it might be equally
difficult to bring home to a child, but many could be found which
would be perfectly intelligible to the youngest child, and be more
likely, I think, to awaken the admiration and enthusiasm of a
child than even of an adult.

Lord AVEBURY proposed a vote of thanks to Sir Edward Busk
for his thoughtful and interesting address. He himself had had
the great honour and privilege of being for nearly forty years in
one or the other House of Parliament, and during that time he
had heard a very great number of addresses on the subject of
education. These addresses had generally turned upon those
great mysteries and questions upon which, as they knew, there
were most diverse opinions ; but he hardly remembered, with two
or three exceptions, any debate, either in the House of Commons
or inthe House of Lords, as to the mode of teaching the more every-
day subjects, such as elementary science, history, or geography ;
but still less on the subject of morals. He did not think this
was in any way because they undervalued that great subject, but
it had rather been supposed that they were all agreed upon it,
and it had come to be Jeft almost as a matter of course, as the
Irish tenant said with reference to this auspicious subject:
“ What is everybody's business is nobody’s business.” Still, it
was surely rather remarkable that it had been left till the last
two or three years to see an organization started with the object
of securing as far as possible that moral teaching and the forma-
tion of character should receivea share of attention. He thought
they would all agree with Sir Edward Busk that it was a most
vital part of education. But, although they were all agreed upon
general principles, it was not nearly so easy to agree as to the
exact method in which this could be carried out. Sir Edward
had told, in his concluding words, the way he would carry it ont
himeelf, and he (Lord Avebury) had had the privilege of reading
within the last few weeks a number of very interesting papers by
many high authorities upon the subject; but there was still cer-
tainly a great deal of difference of opinion. He hoped that one
effect of the Congress they were about to hold would be more
agreement upon the subject, and he was confident that another
effect, and a very good ore, would be that those Education
Authorities who have had their attention called to the matter
would see the importance of introducing some training in this
respect. Already a large number of Local Authorities who had
the responsibility of carrying out the training of teachers in our
schools had adopted the suggestions which had been thrown out

by the Moral Instruction League in this country, and in that
respect the League had done very good service. He was sure he
would be acting in accordance with the wishes of the meeting in
asking them to pass a very hearty vote of thanks to Sir Edward
Busk for his most interesting address.

Lady GROVE, in seconding the vote of thanks, said she was
sure they all felt at one with Sir Edward about moral education,
and it only remained for them to agree as to the methods which
should be adopted. The lecture they had heard might well
make them wish that for once in their lives they might be
children again, because the kind of education that was coming
was very different from the kind of education which those of
them who had seen several decades since they were children had
experienced in their younger days. She bad been asked to say
that the King had sent a message to the organizers of the
Congress that he wished the Congress every success, and also
that Mr. McKenna, the President of the Board of Education, and
M. Doumer, the French Minister of Education, were patrons
of it and had given it their strong and earnest support. She
believed that there should be no outward coercion in order to
keep order in the school, and that the question of discipline
really solved itself when education was given on true pedagogic
lines. It was anticipated that the effect on the minds of children
of lessons given on sound educational principles would make
it perfectly unneccessary to issue either threats or prohibitions
of any kind, on account of the interest they would feel in
their lessons. By moral education they would be enabled to do
away with the outward form of coercion such as had been
used from time immemorial, not only in schools, but in class-
rooms. She thought they owed a great debt of thanks to Sir
Edward Busk for his illuminating address, which made them
feel how eagerly they would welcome this Congress and go to it
when the time should come.

Sir Epwarp Busk, in acknowledging the compliment, said he
was always glad to do what little he could for the promotion of
education in London, and moved a vote of thanks to the College
of Preceptors for the use of their hall for holding the meeting.

The vote of thanks was seconded by Lord AVEBURY, and
unanimously adopted.

= ——— IM

PRACTICE AND PREJUDICE IN EDUCATION.*

By Prof. J. W. Apamson, B.A.
(Continued from page 167.)

THE THREE R's.

The prejudices considered thus far originate in a defective
understanding of mental process. There are others which indicate
a lack of historical information concerning the schoolroom and
its tasks. It is a very common prejudice, for example, that the
basis of all instruction, the stuff which makes “elementary
education,” is found in “the three R's.” As a matter of fact,
this triad has only been established in the schoolroom for a period
which is much nearer to two than to three centuries, schools
before that time refusing to consider reading in the vernacular,
writing, and arithmetic as proper parts of their business. The
introduction of these three studies was not brought about from
any conviction of their gymnastic value, cr even from a belief in
their universal necessity, but from purely utilitarian motives ;
and the introduction was sporadic and gradual. Down toa late
date in the seventeenth century, European schools in general
taught their youngest pupils to read Latin in those cases only
where boys had had no opportunity to learn to read in Latin
previously at home. The schoolmaster’s view was that such
preparatory work should be done for him, just as the boy was
taught to talk before entering school. It was only schoolmasters
and educators with an inclination towards innovation, men such
as Brinsley and Hoole in England, or Messieurs de Port Royal
and de la Salle in France, who thought of teaching boys to read
the vernacular; in general that accomplishment was “ picked
up,” partly through learning to read Latin words. The common
practice is reflected in the regulation laid down in 1654 for the
parochial schools of Paris: “ before children are put to reading
French they must first know how to read Latin well in all sorts
of books ”—reading, that is, parrot-wise, without understandin
what is read. Nearly half a century later de la Salle was called
upon by his diocesan to justity the practice of teaching French
charity-school boys to read French before Latin.

* Lecture delivered at the Winter Meeting of the College of Preceptors.

218

THE EDUCATIONAL TIMES.

[May 1, 1908.

Writing, again, was so little regarded as the affair of the school
that in schools less well equipped no systematic provision was
made for teaching it; while in schools more liberally conducted
pupils needing the instruction were either handed over to a
writing-master, a man of inferior standing, or else sent on half-
holidays to a neighbouring writing school. Hoole, writing in
1660, says that “ the usual way for scholars learning to write at
the country grammar schools is to entertain an honest, skilful
penman ... for about a month or six weeks together, every
year, in which time commonly every one may learn to write
legibly.” The honest penman generally arrived in May, as
“ days are then pretty long.” Less than a century ago boys at
some of the public schools resorted to an external writing master
for lessons in penmanship.

Arithmetic is now often spoken of as though it were a very
pillar of support to all instruction, a foundation without which
no education could be stable; the opinion is backed by resort to
some of those prejudices concerning mental gymnastic which
have already been reviewed. It is very doubtful whether the
most whole-hearted believer to-day in the merits of a “classical
education ” would deny arithmetic a place, even an honoured
place, in the school time-table. But his seventeenth century
predecessor frankly regarded arithmetic as an_ intrusive,
“ uneducative” nuisance, only tolerated by a weak-kneed sur-
render to the claims of “usefulness.” In fact, arithmetic then
“enjoyed” the position now commonly accorded to bookkeeping,
‘shorthand, and typewriting. Here, according to the statutes of
Charterhouse (whose foundation dates from 1612) is the educa-
tional function of arithmetic: “It shall be [the master’s] care
‘and the usher’s charge to teach the scholars to cypher and cast
an accompt, especially those that are less capable of learning and
fittest to be put to trades.”

No! “The three R's” are in the schoolroom not in conse-
«quence of some inherent powers of educating mind, but as the
result of economic changes and altered moral ideals, which have
led to the exaction of these particular forms of knowledge and
skill from large numbers of the community. The arguments
about gymnastic, mental training and the like are an after-
thought, which must be scrutinized in the light of educational
history if one would avoid prejudice.

All “ theorists,” and very many practical teachers who disclaim

‘theory, denounce the so-called “ alphabetic method ” of teaching | educational prejudices.

where the language is phonetically spelt. Thedocument of 1650,
already gaed as prescribing the reading of Latin before the
reading of French, gives the reason for this, to our way of
thinking, topsy-turvy order. “ French reading,” it is said, “is
more difficult to pronounce than Latin reading ”—that is, the
alphabetic or syllabic plan, which is appropriate in mastering
a regular notation like the Latin, encounters serious obstacles
when applied to the much less phonetically spelt French ; applied
to the far less law-abiding English spelling, it falls under the
castigation of Lytton.

But so ingrained is the conservatism of our profession that
when at last English and French boys received instruction from
schoolmasters in the art of reading the mother tongue. their
teachers continued to employ the method which they had always
used when teaching Latin reading, without stopping to consider
whether it was equally applicable. Their tradition survives to
this day.

Metuop IN LANGUAGE TEACHING.

The method of teaching modern foreign languages has a
similar history. When these at length made their way to a
tolerated place in the curriculum, they found a method of teaching
language already established, full of years and honour. It would
be too much to expect that any greatly different plan would at
that time be adopted for teaching the modern tongues. Latin
and Greek were taught by means of grammar-book, delectus,
translation, and written exercises, without a thought to their
conversational aspect ; why should French or German be taught
in any other way ?

History has answered the qvestion, and tradition has recently
received another shock. The Head Masters’ Conference in De-
cember last was invited to declare the opinion “ that the teaching
of Latin and Greek should not aim at enabling boys to speak
those languages.” Yet conversation was certainly one of the
aims of the teaching of Latin which Erasmus and Sturmius
regarded as of the first importance, and the one was as great a
humanist and the other as capable a head master as any member
of the Conference to-day.

This particular difference of opinion between the sixteenth and
the twentieth centuries is an instructive illustration of a truth
which may be usefully applied in the criticism of a good many
The reasons alleged at a later date for

reading; probably most practical teachers would, under pressure. | the inclusion of a particular study in the course or for the

join the disclaimer. No one has denounced the method more
vigorously than Lord Lytton, who says, in “The Caxtons”: “A

more lying, roundabout, puzzle-headed delusion than that by | which moved men to introduce the one or the other.

adoption of a certain mode of teaching, are frequently quite
different from, and sometimes contradictory to, the reasens
Thus, of

which we confuse the clear instincts of truth in our accursed | the teaching of Latin and Greek, the Head Master of Eton de-

‘systems of spelling was never concocted by the father of false-
hood. For instance, take the monosyllable cat. What a brazen
forehead you must have when you say to an infant c, a, t
‘spell cat: that is, three sounds forming a totally opposite com-
pound—opposite in every detail, opposite in the whole—compose
a poor little monosyllable which, if you would but say the simple
‘truth, the child will learn to spell merely by looking at it. How
<an three sounds which run thus to the ear, see-eh-tee com-
pose cut? Don't they rather compose the sound see-eh-tee or
centy?”

In spite of attack from expert and from layman, the “ alphabetic
method ” flourishes still. If account could be taken of all the
devices by which children are taught to read, it is to be feared
that this discredited plan is the one most frequently employed.
What is the explanation?” No one, so far as I know, has had the
hardihood to adduce the advantage of “ mental training ” on its
behalf. There seems to be no other explanation than the prejudice
in favour of routine, as a glance at the history of the matter
‘suggests.

Greek syllabaries which have been unearthed during recent
years in Egypt only confirm the fact, known to us on the evidence
-of Greek authors, that Greek children learned to read their
mother tongue by means of an alphabetic method which combined
letters for the purpose of giving the sounds of syllables, the
latter being presented to the learner in a customary order. It is
but a variant of this plan which Quintilian proposes as the best
way of teaching Roman children to learn to read Latin. The
method therefore came to the schools of modern nations with
‘this weight of tradition behind it, and, as we have already seen,
up to the seventeenth century those schools taught their pupils
‘to read Latin, but not the vernacular. That they employed the
‘traditional method of teaching children to master the Latin
notution is not in itself surprising, when it is remembered that
‘this particular synthetic plan meets no obstacles of moment

clares (in Barnett’s “ Teaching and Organization,” pages 214-5) :
“ Putting it quite briefly, the learning of these ancient languages
in its earlier stages affords an opportunity for training in pre-
cision of thought, memory, inference, and accuracy; ... it is
an unrivalled instrument for stimulating the reasoning faculties
at an age in which their very existence might almost seem open
to doubt.” This is slippery ground on which to base a study:
its adversaries are left free to object that the same opportunity
exists in other studies which confer benefits over and above that
of gymnastic. They will not be deterred by the obviously
rhetorical flourish “unrivalled.” Canon Lyttelton goes on to
say that this very gymnastic quality in the learning militates
against the employment of methods which put the languages to
use as do modern methods of teaching foreign languages. “We
do not want Latin, as we want French, as a medium of com-
munication with other people.” That is the case; but the fact
is not a conclusive argument against the employment of con-
versation or of ‘‘ free composition” as means of teaching Latin
or any other language. As a matter of history, the opposite
opinion was obstinately held by the head masters of the sixteenth
century, who so firmly riveted the classical tradition in the
schools.

The thought of these men, who, with u sturdy arm and a
broad ferula, insisted upon conversational Latin, reminds one
of a prejudice from which their memory often suffers to-day.
Sturmius of Strassburg in particular, and most of the head
masters of his time, are too often painted as blind pedants
who differed from others of their kind only in possessing an
inordinate measure of obscurantism. * The schoolmasters, with
Sturm at their head, set themselves to teach curds, foreign
words, and allowed their pupils to study nothing else—not
even the mother tongue” (Quick, “ Essays on Educational Re-
formers,” page 30). This is certainly meant»to_convey/the idea
that the incriminated persons, deliberately »shut_ the world and

May 1, 1908. ]

its business outside their schoolrooms—anything which savoured
of usefulness must not intrude itself upon their time-tables.
Such an interpretation of the admitted facts fails to do even
bare justice to the Rector of the Strassburg Gymnasium. That
liberal-minded man of affairs and trusted agent of many princes
and governments owed very much of his own success in life to
an ability to write a sound Ciceronian Latinity. Clear-sighted
and practical, he was determined, as far as he could, to confer
that accomplishment, so indispensable at that time to every
ambitious public servant, upon all who came within his influence
as an organizer of schools. It is, no doubt, matter for profound
regret that the educational theories of the Ciceronians as applied
to the schools by Sturm and Ascham ultimately drove the purer
humanism of Erasmus out of the field. But it is an ignorant
prejudice which fails to note how very useful their scheme of
teaching was when judged by the conditions of their own day.
Their practice suffered from the defect usually found in the
work of those who fix their attention too exclusively on what is
recognized as useful; that is, it suffered from a narrowness which
in the end defeated its own aim.

THEORY AND HISTORY OF PRACTICE.

Why, it is sometimes asked, should the young teacher be
burdened with theoretical considerations and with historical
studies which seem remote from his daily task in the form-room ?
Is it not enough that he should learn to discharge that task by
practising it? The answer is, that no art is so easily invested
with routine as the art of teaching, and in no art is routine more
damaging. A knowledge of sound theory and some familiarity
with the course of educational practice in the past are amongst
the best safeguards of the practitioner against the tyranny of
use and wont, whilst they are indispensable factors of that
enlightened critical organon which should be the possession of
every thinker, administrator, and official concerned with public
instruction. If a brief and imperfect consideration of some
scholastic prejudices has but suggested the reasonableness of
that opinion, the writer of the paper ventures to think that an
hour so employed has not been altogether wasted.

LONDON UNIVERSITY DEVELOPMENTS.

As we briefly recorded in our last issue, Lord Rosebery, as
Chancellor of the University of London, visited University
College to open the new Libraries and the South Wing of the
buildings. Two or three points from the speeches are well worth
noting.

Lord Rosebery said: Here there is a College now which yields
to few colleges in the world in its appliances, situated in the
midst of the greatest metropolis in the world, educating and
rearing hundreds and hundreds of students, the centre of one
form of University life in this metropolis. . . . And it is not only
this College that has made such an advance in London, but the
whole of London at this moment seems, in one form or another,
to be teeming with University life. All this life is drawn irre-
sistibly to the University of London. To enumerate the schools
of this University would take up more time than I should like
to occupy this afternoon, but they are springing up almost
annually, and all, or most of them, are affiliated to the University
of Ton: and as time goes on we shall, I think, see many
more; and, indeed, if this constant affiliation did not take place,
though it may alarm some with the craven fear of being too
great, yet such is the energy of University feeling in London
that I verily believe you would run the risk of a second
University in London if the University of London did not
affiliate the institutions that are anxious to join it. When I read
this long list of schools, when I survey this forceful life to which
we cannot shut our eyes, [ am sometimes tempted to ask myself
if the machinery of our University is adequate to the great strain
that is being put upon it by the multiplication of the institutions
that are under its fostering care. It is quite true that that
machinery is not old, but new circumstances are constantly
arising, the conditions of our University are constantly changing,
and the machinery which in other Universities would be regarded
as new, in our University is apt much sooner to become super-
annuated. .. . I sometimes doubt, if we are to undertake new
tasks and burdens, whether our constitution is sufficiently recep-
tive and elastic to undertake them. It is quite true that we are not

THE EDUCATIONAL TIMES.

219

an ancient University. We have not all the power that tradition
gives, all the splendour of antiquity and the veneration of those
other qualities a University inspires. But we have the advantage
—a counterbalancing advantage which, in my opinion, out-
weighs those qualifications—the vigour, the adaptivity of extreme
youth—and I am myself extremely anxious that we should not
lose the advantage which that quality of youth gives. Weare
a new bottle into which new wine can be abundantly poured
without risk. We are a new garment which does not fear the
newest patch upon it, and, I think, when we face our great task
—because in some respects no University has ever undertaken a
more gigantic task than the University of London—we should
take full advantage of the strength and adaptivity which our
youth gives us. We should not be afraid of revising or readjust-
ing our methods to meet the needs and the calls of the day. We
should court the testing of our methods and our systems, so
that, if anything is to be learned by that testing, we should profit
by it.

Lord Reay said: When we see these new buildings which have
been opened to-day we cannot forget the excellent work that has
been done in the past by our professors and by our students in
very inferior buildings and with very inadequate room. Years
before we were incorporated, whilst London had only a Uni-
versity in name—only a University which examined—we here
within these walls were keeping the flame burning, and we, at all
events, prevented the great reproach being cast on the metropolis
of the Empire that there was no intellectual centre worthy of the
University (¥the city]. ... There are two principles to which
this College has always declared its firm adhesion, and those two
principles, I think, will be maintained. The first principle is
that the prosperity and the vitality of this institution depend, in
the first place, on the staff of its professors, and that, therefore,
on the selection of the professors rests one of the fundamental
acts which are to secure that prosperity. We have always been,
as you know, most fortunate in the selection of our professors;
only I am sorry to say that we have not been equally fortunate
in keeping them and retaining them here, and, perhaps, that is
the result of our selection being so good. When other attrac-
tions have been offered, I am sorry to say, they have left us. I
hope that, in the future, we shall make the conditions that exist
in the struggle for intellectual life in this College so attractive
that, whatever temptations are held out to them, we shall be able
to retain them. The other principle is that, in connexion with
the University, everything depends upon the teaching, and that,
if the teaching is good and the examinations are in harmony
with the teaching, you may depend upon it that both teachers and
examiners will have a light task. On the other hand, if our
teaching is defective, however admirable our examinations may
be, you will not obtain the result and the harvest that you
require. Well, I hope that those two principles will remain,
whatever else may happen with this college.

The Provost (Dr. Gregory Foster) said: I desire, my lord, in
the name of the Professorial Board, to thank you for the ullusions
which you have made tothe great work that has been done here
in the past; but I desire even more heartily to thank you for
what you have said with regard to the future. We feel here very
strongly that the present machinery of the University is not
adequate to the great task that it has before it—that those who
reconstructed the University in the years 1899 and 1900 had no
conception of the growth that would take place on the coming
together of the various institutions of London; and therefore, in
saying that our present machinery is inadequate, I do not in
any way wish to cast a slur upon the work which was done by
those commissioners ; but I would assure you, my lord, that, in
the suggestion which you have made of some modification of
machinery to suit the new conditions, you will have the warm
and app ena re sympathy and help of the Professorial Board
here. There is one further point that I should like to make in
connexion with the words that have been said about our work
here, and it is this: that, while we may look back with a certain
degree of satisfaction on the past, we who are concerned with the
daily work here are from time to time oppressed—I think that I
may almost say oppressed with a deep oppression—that we have
not the means to meet all the calls that are made upon us. ‘There
are, I know, at the present time, at least a score of different pieces
of new work that we could undertake here if the means were
only provided for us; and | venture to believe, my lord, that your
visit here to-day will help London to realize the great oppor-
tunities that it has in its various University centres, and that
Londoners will put them in a position to,meet the daily demand
that is made upon them.

220

THE EDUCATIONAL TIMES.

[May 1, 1908.

THE TEACHERS’ REGISTER.

FINAL REPORT OF THE COUNCIL.
(JanuaRy, 1907, To Marcu, 1908.)

3 Unpszr the terms of the Order in Council of August 12, 1907,
the Teachers’ Registration Council ceased to hold office on
March 31. The Report for 1907 has, therefore, been extended so
as to cover the fifteen months to that date. The total number on
the Register on February 14 last was: men, 5,782; women, 0,877.
One name had been removed from the Register, 3,193 names
were rejected, and 141 were withdrawn. From January 1, 1907,
to February 14, 1908, applications under Column A had been
received from 2 men and 13 women ; the total number registered
under Column B was 18 men and 15 women; the total number
rejected, 6; and the total number withdrawn, 3. Applications
received after February 14 stand referred to the incoming
Council. The Council in their observations state that, at the
date of the last report, applications for admission to the present
Register had already sunk to a negligible number, and the likeli-
hood of any revival of interest in registration was far from being
assured. Still,it was gratifying to note that the recent action of
Parliament had improved the outlook for the future and had
been welcomed by the leading associations of teachers. Clause 16
of the: Education (Administrative Provisions) Act, 1907, had
settled a question on which the opinion of teachers had been
seriously divided, and loyal acceptance of the decision of the pro-
fession should so far clear the ground for fresh consideration of
the many problems which would have to be solved. The Council
appreciated the fact that the prospective conditions of registra-
tion, in so far as they were outlined by the Act, were in harmony
with the views which they had from time to time urged upon the
Board; and they were, moreover, fully in sympathy with the
enactment which committed the framing of a scheme under
those conditions to a professional Council. It was felt that at
this juncture further examination of the policy embodied in the
Order in Council of March, 1902, would serve no good purpose.
Those difficulties of principle which arose from the attempt to
differentiate between teachers solely on the ground of the nature
of their professional experience had been removed from the field
of controversy. It would be premature to attempt to formulate
definite regulations for the future Register before the new profes-
sional Council had been established. On the other hand, the
provisions of the Order in Council dealing with the administra-
tion of the Register had given rise to certain practical difficulties,
the pressure of which must still continue to be felt. Two were
of sufficient importance to call for attention.

In summarizing the financial results of the working of the
Register since its establishment in 1902 the Council state that,
with the exception of trifling sums received under other heads,
the income of the Council had been restricted to the fees paid by
applicants for Column B. Those fees, together with the interest
accruing therefrom, had amounted to close on £12,700, from
which sum working expenses to an approximate total of £9,900
had been defrayed. Hence, on March 31, the balance standing
to the credit of the Registration Fund would be roughly £2,800.
It had not been possible to undertake the issue of a printed
Register, as originally contemplated. That would have entailed
heavy liabilities which the Board could not see their way to
sanction. Of the total receipts from fees, a sum of £2,678—
approximating to the balance now in hand—was furnished by
applicants under a temporary clause, Regulation 5 (2) (b), which
offered exceptionally lenient conditions not likely to recur; the
fees of applicants who satisfied the permanent requirements of
the Order Nad amounted to £305. By how much the latter sum
would have been increased if the work of registration had not
been checked, it was dificult to say; but, on the expiry of the
temporary regulations, the subsequent annual income accruing
from Regulation 3 would, even under the most favourable
circumstances, have proved insufficient to cover the current
expenses of the Register, and a steady drain on the funds in
reserve must have ensued. The Council thought it desirable to
emphasize those points, since it seemed improbable that any prac-
tical reconstruction of the Register could succeed in removing
all risk of financial strain in the future. So long as unregistered
teachers continued free from legal disabilities, it was likely that
the registration fee of teachers would have to remain moderate
as compared with that charged for admission to other more
closely organized professions. In the Council's view, it would be
disastrous if their successors should be impelled, from financial

considerations, either to admit imperfectly qualified candidates
or to charge too high a registration fee.

The Council trust that the Board will recognize that the
Register, if it aim at maintaining a high state of educational
efficiency, cannot be self-supporting under the present conditions
of the teaching profession. Had the present Register continued
in existence, the Council say it must have been necessary to
increase the machinery provided for its conduct. The Council
lacked authority to remove from the Register the names of
deceased teachers, nor did they possess any means by which the
names of such persons, alterations in the names and addresses of
other registered persons, and records of additional experience
and qualifications could be regularly ascertained. The imposi-
tion of the small fee required under Regulation 10 had n
found to deter registered teachers from keeping their record up
to date. In the case of the Medical Register, the difficulty had
been diminished by the fact that the death of a medical practi-
tioner was officially notified to the Medical Council, and further
by the terms of the Medical Act itself, under which the names of
practitioners who failed to reply to an inquiry form issued by the
Registrar were periodically erased, though they might subse-
quently be restored by direction of the Council. Unless some
similar arrangement could be carried out in respect of registered
teachers, it was difficult to see how the practical utility and
authority of a Teachers’ Register could be adequately safe-
guarded. Again, the procedure laid down by the Order in
Council with regard to the issue of documentary evidence of
registration must eventually have been modified. The Council
urge in conclusion that, as Parliament had not yet seen fit to
enforce registration by direct statutory sanctions, the purpose
which a Register of Teachers could serve must continue to be
dependent on the measure of practical sympathy extended to it
by the Board. If such driving power as the administrative
action of the Board can supply was lacking, the effort to improve
the status and promote the unification of the profession through
the medium of a reconstructed Register must lead to fresh dis-
appointment. The Report ends with an expression by the
Council of their grateful recognition of the help and courtesy of
the Board during their six years of service, and their acknow-
ledgment of the valuable services rendered to them by the
members of their present staff.

EDUCATIONAL OPINION.

At a meeting of representative educationists, held at the College
of Preceptors (February 29), there were present delegates from the
following educational Associations :—Head Masters’ Conference,
Head Masters’ Association,* Head Mistresses’ Association,®
Assistant Masters’ Association,* Assistant Mistresses’ Asso-
ciation,* Preparatory Schools Association,* College of Pre-
ceptors,* Private Schools Association,* National Union of
Teachers, Teachers’ Guild, Association of Technical Institutions,
Associations of Teachers in Technical Institutions.

The Associations marked * were represented by their delegates
to the Federal Council. Canon Bell attended as Chairman of
the Federal Council.

Canon Swallow and Mrs. Bryant, D.Sc., attended by invitation
and not as delegates.

The following resolution was accepted unanimously as a
whole, each item in it having previously been put to the meeting
as a separate resolution.

The Registration Council, representative of the teaching profession,
us contemplated by the Education Act of 1907, should consist of the
following members :—

One representative of the Head Masters’ Conference.

One i „ Incorporated Association of Head Masters.
One i »» Head Mistresses’ Association.

One z », Incorp. Association of Assistant Masters.
One a », Assistant Mistresses’ Association.

One 5 », College of Preceptors.

One a i „ Preparatory Schools Association.

One et » Private Schools Association.

One m ,„ Leacherw’ Guild.

One js », Asso. of Teachers in Technical Institutiona.

One Principal to be nominated by the Association of Tech. Institutions.

Five representatives of the National Union of Teachers (viz., one repre-
senting the Union as a whole, and four representing various classes of
elementary teachers—namely, one head masters, one head mistresses, one
assistant masters, and one assistant mistresses).

Siz members nominated by the Crown (who, it is prayed, should be-
persons experienced in teaching to represent the Universities, und of
whom three should be women).

The Council as above constituted to have power to add to its number
not more than three co-opted members.

May 1, 1908.]

THE EDUCATIONAL TIMES.

221

It? was further agreed that the above resolution should be themselves under a formal unity, and yet the real organic con-

printed and copies sent to one delegate from each Association, | nexion is considerably more extensive and intimate than appe
who should endeavour, within a fortnight, to procure the assent|on the general aspect.

of his or her Association.

Mr. McKENNa’S ATTITUDE.

Sir William Anson asked the President of the Board of
Education (March 25) what steps were being taken towards
the formation of a Registration Council, with a view to the
establishment of a Register of Teachers, as provided by the Edu-
cation (Administrative Provisions) Act of last session.

Mr. McKenna replied: In view of the terms of Section 16 of
the Education (Administrative Provisions) Act, 1907, which
contemplated the establishment of “a Registration Council
representative of the teaching profession,’ and assigned to such
a Council, and not to the Board of Education, “the duty of
forming and keeping a Register,” I have thought it best to
await an expression of views from as many sections as possible
of the teaching profession. I was informed almost immediately
after the passing of the Act that a considerable number ot
influential bodies in the teaching profession were going to hold
a series of conferences with a view to arriving, so far as possible,
at some agreed lines upon which such a Council might in their
view advantageously be formed. I have only in the last day or
two received information as to the points of agreement reached
at these conferences, and I am considering this information, with
& view possibly to seeing some of the representatives of the
bodies who have been meeting, and also to discovering whether
the proposals appear to command the support of “the teaching
profession ” of which the new Registration Council is to be
“ representative ” under Section 16 of the Act.

REVIEWS.

THE Eurore or Louis XIV.

“The Cambridge Modern History.”—Vol. V., The Age of
Louis XIV. (16s. net. Cambridge University Press.)

The long reign of Louis XIV., characterized by a system of
absolute government, covers roughly the period of Kuropean
history treated in the present volume and represents fairly the
trend of policy favoured by the large majority of contemporary
rulers. During this period, indeed, there were only three im-
portant States that held themselves free from the yoke of des-
potism—Poland, the Dutch Republic, and Great Britain; and
the contrast is remarkably instructive. Louis himself gains his
prominence not from any personal ability or achievement, but
merely as the artful figure-head of the most powerful State that
practised the prevailing principles of autocratic government and
as a cunning schemer of aggression upon neighbouring terri-
tories. “The pretexts with which Louis XIV. was supplied for
his long series of encroachments within the boundaries of the
Empire, for his attempt to annex the Spanish, and for his
sae al invasion of the United, Netherlands, are discussed
in different parts of this volume, together with the history of
French intervention in the affairs of other European States;

and the pacifications and other agreements and alliances which !

mark the successive stages of alternating advance and retreat
in the progress of the French schemes, necessarily call for ex-
position and comment.” T'he united resistance of Western and
Central Europe inevitably brought Louis to his bearings, and
the political ascendency of France in Europe is, at the close of
the period, naturally ‘“‘a thing of the past.” Her true ascendency
lay in other fields, notably in literature, as M. Faguet shows,
somewhat sketchily, in a brief chapter. The foreign policy of
Louis, however, was but one of the principal determining causes
of the international relations of the European States. The
Eastern Question also played its part: it took a war of fourteen
years (1684-98), ending in the Peace of Carlowitz, to free Europe
temporarily from “the Turkish terror.” Largely useful for the
designs of Louis, it bore very seriously upon the Empire,
Hungary, Poland, and Venice. Moreover, there was the great
Swedish or “ Northern” War, which ran a course of twenty-one
years, stripped Sweden of the hegemony of the North and of
all her pretensions to be considered a Great Power, incidentally
proved the impotence of Poland, and transferred the Baltic
predominance to Russia. l

The great and varied movements of the time refuse to group

At the same time, the unity of the
volume is an insignificant matter in comparison with the efficient
narrative of the characteristic groups of events with due apprecia-
tion of their radical causes and of their essential results. Such
unity as may be evolved in the process is all the unity that one is
entitled to expect : a history is not necessarily a drama, however
dramatic some of its elements may be. Besides a clear account
of the general government and of the foreign policy of Louis XIV.
and of the Gallican Church in his time, we have a full and com-
petent treatment of the Revolution in Great Britain (with the
events leading up to it and the religious conditions effecting it)
and of English enterprise and development in the colonies and
in India; of the administrations of John de Witt and William
of Orange, and of the Anglo-Dutch Wars; of the War of the
Spanish Succession ; of the rise and advance of Russia, including
the career of Peter the Great; of Charles XII. and the Great
Northern War; of the origins of the Kingdom of Prussia and
its history down to the death of Frederick I.; and of the Eastern
events resulting maimly from the pressure of the Turkish power.
Moreover, the political survey is supplemented by various
chapters on intellectual progress—on the literature of France
and of England, on religious opinion (and especially on the
emergence and growth of the principle of toleration), and on
the developments of the ideas distinguishing the modern from
the ancient and medieval treatment of science. The multifarious
subjects are all handled with such knowledge and breadth of
view as to place the volume on a level with the best of its pre-
decessors. The usual bibliographies, &c., are supplied in ample
fullness and with discrimination and care.

THE VIcTORIAN PERIOD.

“The Political History of England.”—The History of England
during the Reign of Victoria (1837-1901). By Sidney Low.
M.A., Fellow of King’s College, London, formerly Scholar of
Balliol College, Oxford, and Lloyd C. Sanders, B.A. (7s. 6d.
net. Longmans.)

We may say at once that any apprehensions that may have
existed as to the impartial handling of political events largely
within the recollection of living men may be peremptorily dis-
missed. We do not think that it would be possible to put one’s
finger upon any paragraph in this volume and to say reasonably
that it indicates the party spirit of the writer. And yet the
origins and the development of the various questions that have
struck out so much partisan heat are historically presented. with
reticences no doubt, but still without sacrifice of essential truth.
There could be no greater tribute, we conceive, to the discretion
and the ability of the authors, and we have special satisfaction in
recognizing the fact that they adopt the attitude of historians
and not of politicians. In some quarters there will now probably
be objection to the general title of the work as not properly ap-
plicable to the particular period. We do not know whether the
authors consciously felt this difficulty, but at any rate they
specifically indicate it in their very first sentence: ‘ We are
at the threshold of a fresh stage in the history of England and
the British Empire.” This question of convenience as against
accuracy we merely note by the way, though its influence on
national susceptibilities is by no means to be ignored. Apart
from such considerations, the latest period of the national history
presents other difficulties : the extraordinary development of
the scope and the energy of political action; the enormous mass
of accessible materials ; and the inaccessibility of the inner and
secret motives and processes that are no doubt, in part at least.
stored up in archives. The last half-dozen years of the late
Queen's reign are comparatively compressed, and social and in-
dustrial legislation (together with a brief literary survey) 1s.
with some outstanding exceptions, relegated to a summary in a
final crowded chapter. The great political movements, however.
are very adequately described, as well as the foreign policy, the
military operations, and the main social questions demanding
political solutions. The style is easy and agreeable.

The general view of the political panorama is an adequate and
trustworthy presentation. Evidently great pains have been
taken with the details, not only to prevent the inevitable com-
pression from working inaccurate effects, but generally on in-
dividual points. The statement that “the East India Company
ceased to be the body nominally responsible for the government ”
of India in 1858 might well have beenyrendered clearer by an
explanation of what the word){‘nominally,” involves; for the

229

THE EDUCATIONAL TIMES.

[May 1, 1908.

responsibility of the Company had long ceased to be anything
but nominal. Without detracting from the honours of any of
the heroes of the Mutiny, we cannot but think there should have
been found room for a sentence marking the distinctive services
of the chief engineer in the fall of Delhi. Roberts's “ great
march ” from Kabul to Kandahar is still made to overshadow
Stewart's still greater march from Kandahar to Kabul. But it
is ungracious to put any stress on such points in view of the
general excellence of the workmanship. The volume should be
widely read: the school histories have so little to say about
recent times, and current politics pass so quickly into forgetful-
ness. There is. the usual appendix of selected authorities, and
another appendix showing the personnel of the Cabinets of the
reign ; and there are three serviceable maps, showing the Parlia-
mentary representation 1867-85 and after 1885, and the British
possessions all over the world in 1837 and 1901, the extreme
years of the period.

RICHARD WILSON.

“The Makers of British Art.” Edited by James A. Manson.
Richard Wilson, R.A. By Beaumont Fletcher. (3s. 6d. net.
Walter Scott.)

Mr. Manson’s popular series of monographs on great British
painters has grown into a small library, now exceeding a dozen
volumes, and furnishing an instructive biographical and critical
survey of a large portion of the field. Mr. Fletcher, with generous
sympathy, has sought out a hero whose fame has always been less
than his deserts. In spite of Wilson’s originality and exquisite-
ness in landscape—Ruskin finds that with him the genuine art of
landscape really began for England—he yet missed both the fame
and the fortune that fell to other artists not his technical
superiors. Mr. Fletcher does not claim more than mediocrity
for Wilson’s portraiture, but he makes out a strong case for his
landscape painting. He investigates fully the personal considera-
tions that entered so largely into the strength and the weakness
of Wilson, and sets forth the relation between the personality
und the art of the painter. The biographical facts, which are
somewhat scanty, have been diligently gathered from all avail-
able sources and have been critically sifted; so that here we have
the fullest and most trustworthy account of the life of the artist.
Incidentally, also, there is much interesting matter illustrative of
the artistic world in which Wilson lived and worked. The
pictures of Wilson are critically reviewed in the light of artistic
principles and of the circumstances of their production. “ His
finest pictures are undoubtedly those representing Italy, or sub-
jects associated with Italy’; and we are inclined to think that
Mr. Fletcher is at his best in the description of the Italian
period. Wilson, “the father of British landscape,” was a
Welshman : “ he was of pure Celtic origin, sprung of the stock of
ancient royalty, born and bred amid scenery recalling historic
happenings, and trained to look on the past, through the classic
literature, with some of the thoughts of the classical people
themselves.” The tracing of the influences of “stock” and of
“environment” is a very interesting element in the volume—a
most delicate and difficulé subject to handle, yet essential in the
circumstances. On the whole, Mr. Fletcher emerges from the
ordeal with much credit ; and, if there are occasional repetitions,
they may be needed to emphasize aspects that have been com-
paratively neglected.

Information of a statistical character is thrown into appendixes,
and there are 20 plates admirably representing examples of Wil-
son's art, and a frontispiece reproduced from the original portrait
of the artist by himself, now in the Diploma Gallery of the Royal
Academy. Mr. Fletcher writes with discrimination in simple
and lucid style, and his work challenges a reconsideration of the
real artistic merits of Richard Wilson, based on study and sym-
pathy rather than on tradition, and conducted apart from the
deflecting influences of personal idiosyncrasies and social sur-
roundings.

THE MICROSCOPE.

Microscopy: the Construction, Theory, and Use of the Microscope.
By Edmund J. Spitta, L.R.C.P. Lond., M.R.C.S. Eng., &.,
President of the Quekett Microscopical Club. (12s. 6d. net.
John Murray.)

Mr. Spitta has followed up his well known and highly appre-
ciated book on “ Photomicrography”’ by a very substantial and
practical volume on “ Microscopy,” covering the whole field. He
anticipates that lecturers and demonstrators in all sorts of

scientific laboratories may save a great deal of their valuable
time by referring their students to his exposition instead of
teaching them the rudiments of the microscope by word of
mouth; and that private workers also may be assisted to use the
instrument to the greatest possible advantage. We have no
doubt that in both ways his work will prove eminently advan-
tageous. Mr. Spitta begins at the beginning, with a brief ex-
planation of the general properties of lenses, whether as hand-
magnitiers or as hand-microscopes. For more advanced students
he describes fully the method of testing objectives and con-
densers, giving special attention to the use of the Abbe test-
plate. Further, he attacks the more recondite problems of
microscopy, such as “the estimation of the magnifying powers
of objectives and oculars by the ‘rational’ method as well as by
the system devised by the late Prof. Abbe; the explanation of
what is really meant by the expression Numerical Aperture;
upon the art of obtaining and using Oblique Light, with the
theory involved in so doing: the importance of the proper use of
the Substage Diaphragm ; the selection and special adaptability
of objectives of certain focus and numerical aperture for parti-
cular purposes; as well as an explanation of the real difference
existing between the semi-apochromatic and apochromatic com-
binations.” Moreover, in view of the special requirements of
students in particular branches of the subject, he devotes a
chapter to the different kinds of apparatus suitable for different
investigations. And, to meet the case of the strictly philosophi-
cal student, he has obtained the expert assistance of Mr. A. E.
Conrady, who expounds the principles underlying the formation
of the highly magnified microscopical image, more especially of
minute objects of periodic structure so small as to be commen-
surate with the wave-lengths of light. The volume thus appears
to be thoroughly comprehensive, as it is thoroughly well informed.
The exposition is lucidly disposed, scientifically exact, and
simply expressed. Besides the frontispiece, there are 16 plates
containing 47 half-tone reproductions from original negatives, and
215 figures in the text, all of them printed with special care and
with excellent effect. The work is a solid practical contribution
to the study of a scientific instrument of the utmost importance.

GEOMETRICAL METHODS.

Plane Geometry. ‘By Charles Davison, Sc.D., and C. H. Richards,
M.A. (4s. Cambridge University Press.)

In an age when there is such a pressing demand for a
revision of the entire scheme of mathematical teaching, and
(in so far as the subject treated in this book is concerned)
of the teaching of geometry in particular, works greatly vary-
ing in excellence are constantly being written on the new
lines. These ali lay special stress on the value of practical
and experimental work, so much so that the attraction of the
theoretical side is apt to be somewhat overshadowed. Conse-
quently, to the lover of Euclid holding comparatively conservative
views on the matter, the present work will furnish a welcome
contrast. The authors fully concur in the opinion that pre-
liminary training in practical geometry is both necessary and
valuable, and they take for granted a first course of the kind before
their treatise is used; but they also plead the cause of theory
which serves as an inspiration to the intelligent pupil; and, whilst
giving due weight to the best modern ideas—for example, the use
of hypothetical constructions and the separation of problems
and theorems—they do not travel unnecessarily out of Euclid’s
road. The language of the text of the new work is precise and
such as will be followed without difficulty. Some propositions
are, perhaps, a little wanting in fullness, and it is therefore not
out of place to draw attention here tothe imperative necessity in
the junior text-book for absolute completeness of reasoning, now
that writers on geometry dispense with the numerical references
to Euclid’s propositions. Granted that constant repetition is
irksome to those who can call up mentally the reason for every
successive statement, and that there are limitations as to size
which must be considered in the production of an elementary
text-book, yet the junior student must by some method support
his assertions one by one as he makes them. The plan of the
present volume is good. Whilst the leading propositions appear
in the form of bookwork, others scarcely less important are dis-
cussed as worked riders. A full complement of exercises for in-
dividual practice in original solution is, moreover, included, the
questions being sometimes set as exercises on special proposi-
tions, and sometimes classed together as miscellaneous>problems
and theorems.

May 1, 1908. ]

THE EDUCATIONAL TIMES.

223

GHNBRAL NOTICES.

SCIENCE.

Elementary Science for the Certificate and Preliminary Certificate
Evaminations, Section A., Chemistru. By H. W. Bausor, M.A.,
late Scholar of Clare College, Cambridge. (28. Clive.)

Mr. Bausor addresses himself specially to the requirements of the
Board of Education Syllabus for the particular examinations in view,
assuming a knowledge of the subjects of the “ Introductory Section,”
which were admirably handled in a previous volume of the series.
The treatment is mainly practical. Six chapters investigate experi-
mentally the properties and interactions of important substances ;
the remaining four go on to the Atomic Theory, Gay-Lussac's Law of
Volumes, Avogadro's Hypothesis, Chemical Equivalents, Valency, and
Chemical Calculations. The exposition is pointed and lucid; each
chapter is followed by a summary and a judicious series of questions ;
and there ure useful appendixes, over 160 experiments, and 40 figures.
A thoroughly well conceived and well executed work.

An Elementary Treatise on Theoretical Mechanics. By J. H. Jeans,
M.A., F.R.S., Fellow of Trinity College, Cambridge, and Professor
A Applied Mathematics in Princeton University. (10s. 6d.

inn.)

Prof. Jeans writes primarily with a view to empbasize the funda-
mental physical principles of the subject. He necessarily uses
mathematical analysis, gives practical applications in illustration of
principles and results, and provides abundance of problems; but all
these are subordinate and contributory to the elucidation of the
fandamental physical principles. Whatever may be the future
apecial field of study, there can be no serious question of the propriety
of this procedure. The author's name guarantees that the treatment
is masterly. There are 156 figures, and the volume is substantially
got up.

How to Study Geology.
Municipal Technical School, Burnley.
schein. )

The volume is well adapted to the Board of Education Syllabus,
Stage I.; but at the same time it forms a practical and most helpful
guide to all beginners in the study of the subject. The explanations
are concise and clear and the matter is carefully arranged; practical
work is proposed in large and judicious selection; testing questions
are appended to each chapter; and there are 82 experiments and 112
illustrations, Both in theory and in practice the work is based on
aes years’ teaching of numerous students. A very able and useful
200k.

By Ernest Evans, Natural Science Master,
(3s. 6d. Swan Sonnen-

An Elementary Course of Practical Zoologu. By the late T. Jeffery
Parker, D.Sc., F.R.S., Professor of Zoology in the University of
Otago, and W. N. Parker, Ph.D., Professor of Zoology, University
College, Cardiff. (10s.6d. Macmillan.)

A second edition of an excellent work. Some parts have been ex-
tended and various minor modifications have been made as suggested
by practical class experience during the eight years that have passed
since first publication. The types are judiciously selected and most
effectively described with the aid of 167 illustrations, and the practical
directions are admirable.

Among new editions we note with satisfaction (1) The Principles of
Phusics, hy Alfred P. Gage, Ph.D., revised by Arthur W. Goodspeed,
Ph.D., Professor of Physics in the University of Pennsylvania—a
substantial and lucid work, with numerous problems and exercises
and 420 tigures (6s. 6d., Ginn) ; (2) a third impression (second edition)
of The Hiyker Tert-Book of Magnetism and Electricity, by R. Wallace
Stewart, D.Sc. Lond.—being Vol. IV. of “The Tutorial Physics”
series—a comprehensive and capable volume, with abundance of
examples and 385 figures (6s. 6d., Clive); (3) a fifth edition of Pro-
perties of Matter, by the late Prof. P. G. Tait, edited by W. Peddie,
D.Sc., F.R.S.E., Harris Professor of Physics in University College,
Dundee—a highly appreciated work carefully brought up to date
(7s. 6d., A. & C. Black); and (4) a third impression (second edition)
of The Certiticate General Elementary Science, Part I., Phystography,
edited by William Briggs, LL.D., M.A., B.Sc., &c.—an excellent
volume, specially rewritten to meet the requirements of the Board
of Education Syllabus. .

ENGLISH LITERATURE.

“The Oxford Poets.”—(1) Shelley. Edited by Thomas Hutchinson,
M.A. (2) Campbell. Edited by J. Logie Robertson, M.A. (3s. 6d.
each. Henry Frowde.)

The Shelley volume includes materials “ never before printed in any
edition of the poems.” Mr. Hutchinson, who recently gave us an ad-
mirable edition of Wordsworth in the same series, has again performed
his editorial task—a much more difficult task this time—with patient
assiduity and conspicuous success. Youthful readers will be amused,
and perhaps gratified, to learn how indifferent Shelley was about
spelling and punctuation. The Campbell volume, though not includ-
ing absolutely “everything metrical that Campbell wrote,” yet gives

“considerably more than any previous edition contains,” and omits
“nothing that deserved to be included.” We confidently anticipate
that this carefully and sensibly edited edition will help to assuage
Mr. Logie Robertson’s “ mingled surprise and indignation,” and lead a
later generation to “do more honour to the poet’s memory than we
have done.” Like Shelley, Campbell made a poor job of his punc-
tuation: as Dr. Beattie remarks, the art of punctuation “‘ was one
of those mysterics which the poet could never comprehend.” The
poets, however, are permitted to be ignorant or careless in details;
and Mr. Robertson, who is both a teacher and a careful poet, comes to
the rescue. Both the volumes are most ably and efħciently edited,
beautifully printed, and chastely bound.

The Main Tendencies of Victorian Poetry : Studies in the Thought and
Art of the Greater Poets. By Arnold Smith, M.A., Assistant
Lecturer in English Language and Literature at the University
College of South Wales and Monmouthshire. (5s.net. St. George
Press, Bournville, Birmingham. London: Simpkin, Marshall,
Hamilton, Kent, & Co.)

Mr. Smith attempts “to portray the main tendencies of an epoch as
exemplified in the writings of its greatest poets, and also, conversely,
to discuss the relation in which each of these poets stood to his age,
to find out by what qualities he is most distinguished, and to elucidate
the peculiar merits of his style.’ “The main treatment is centralized
around their attitude towards the problema which have chiefly
interested men in the nineteenth century, especially those of the
existence of God and the immortality of the soul.” The volume has
grown out of Extension lectures, and will be suitable for similar
purposes. The chapters are informatory as well as critical, and the
criticism is not too penetrating or subtle for the average understand-
ing. The style is free, and there is a tendency to repeat the same
meaning in different form or forms. The handling will be helpful and
suggestive to students that have read some substantial part of the
works discussed.

Types of Trayic Drama, By C. E. Vaughan, Professor of English
Literature in the University of Leeds. (58. net. Macmillan.)

In this volume Prof. Vaughan reproduces, with some expansion and
addition, a course of lectures recently delivered to a general audience
in the University of Leeds. The subjects range from Aeschylus to
Ibsen, embracing outstanding examples of classical and romantic
tragedy. The treatment is popular, of course, and on broad lines: the
very types “have to be treated rather as landmarks in the general
growth and development of the drama than on their own intrinsic
merits.” Prof. Vaughan speaks from comprehensive knowledge: we
wish we could believe that his audience was prepared to follow him, by
reasonably adequate preliminary acquaintance with the works he dis-
cussed—Greek, Latin, French, German, Italian, Spanish, Norwegian—
even though most of them ure accessible in English versions. How-
ever this may be, the lectures are stimulating and instructive. The
limitations are inherent in the circumstances, and should have been
understood without the weak apologies of the preface.

ENGLISH READERS—LOCAL AND DESCRIPTIVE.

The English Counties is expressly designated “a series of supplement-
ary readers” (8d. each. Blackie). The aim is “to quicken the interest
of the pupils in their immediate surroundings, to direct their attention
to the connexion to be observed among certain of the facts of their
experience, and to make the school excursion, whether for Nature study
or the practical study of geography, more intereating and more service-
able.” We have (1) Kent, (2) Surrey, (3) Upper Thames Counties
(Oxford, Berks, and Bucks), and (4) Cumberland, Westmorland, and
Furness. The volumes present the salient features of the history and
geography of the particular districts in simple language and direct
manner, and they are liberally illustrated. The type is good, and the
binding substantial. Each volume should be interesting outside as
well as inside its own district.— Messrs. Blackie have also just issued
Dorset: a Reading Book for Schools, by H. Harding, Dorset County
Education Ofticial, Certificated Master (1s.). It is agreeably written,
and well illustrated ; and the principal matters of interest are described
systematically and in due proportion.

Cambrensia, edited by W. Jenkin Thomas, M.A., Head Master of
Aberdare County School (1s. 6d. Edward Arnold), is “a library read-
ing book for Welsh Schools,” intended for the higher standards of ele-
mentary and the lower forms of secondary schools. It consists of
varied and most interesting extracts “from the works of Welshmen
who have attained distinction in literature other than Welsh and from
the mass of literature written by Englishmen and others about Wales
and Welshmen.” We should hope that the reading of it will not be
restricted to Wales. Mr. Thomas has done his work admirably.

Our English Towns and Villages, by H. R. Wilton Hall, Library
Curator, Hertfordshire County Museum (1s.6d. Blackie), “ is intended
as a reader, not as a text-book to be worked up for examination pur-
poses,” but it will be a valuable companion to the ordinary history
book in the hands of older scholars. Though not pretending, of course,
to be exhaustive, it furnishes a great, deal of;most) useful>information
about many things mentioned in histories-too often without adequate

224.

THE EDUCATIONAL TIMES.

[May 1, 1908.

explanation—about houses (from the cave-dwellers downwards);
churches and monasteries, towns and castles, tythings and hundreds,
vills and villages, fairs and markets, schools and universities, ways of
lite of rich and poor, business and government, &c. It will serve
greatly to aronse and partly to satisfy interest; it is most suggestive
thronghout. It will certainly do much to cover the dry bones of
history “with flesh instinct with life and vigour.” There are numerous
pertinent and effective illustrations.

Book III. A of Arnold’s Home and Abroad Readers (ls. 6d.) is a
supplementary descriptive volume, taking the reader over the British
Isles, and pointing out the most interesting and important things,
natural, historical, industrial, &c. The matter is methodically disposed,
and the style is simple and agreeable. There are numerous good
illustrations.

The Story of Ereter, by A. M. Shorto (Is. net. Exeter: Commin),
fills a considerable volume “for use in schools.” It implies some
general knowledge of English history on the part of readers, although
the author tries to supply all that is required. How interesting the
story is may be inferred from the concluding remark of the writer:
“ As we walk through the streets and see the old Guildhall and older
Cathedral, even as we say the name Exeter, and remember that there
was an older name still, we feel that this our city has a glory which
we would not exchange for the riches of the most prosperous town in
the country.” The book is well written, well printed, and well got up;
and it has 10 good full-page illustrations.

EASTERN LANGUAGES.

Initia Amharica: an Introduction to Spoken Amharic. By C. H. Arm-
bruster, M.A., Sudan Civil Service, late of H.M. Administration,
British Central Africa, sometime Minor Scholar of King’s College,
Cambridge. Part I., Grammar, (12s. net. Cambridge University
Press.)

This handsome volume is the first of a series intended to enable
students to acquire a colloquial knowledge of spoken Amharic, the
predominant language of Abyssinia at the present day, and a language
of commerce in the adjoining Italian colonies, the French Somali
Coast Protectorate, and the Eastern provinces of the Sudan. Mr.
Armbruster has sensibly aimed at “giving some description not so
much of what, in the opinion of learned Europeans and natives,
Abyssinians ought to say as what in point of fact they do say.” From
the British position in the Sudan, the work will be, and will continue
more and more to be, very important for civil servants, traders, and
others. “It represents the first serious attempt to meet practical
needs.” It is sutticiently formidable of aspect: “the Amharic type
includes 267 characters.” ‘ Amharic employs the Ethiopic syllabary,
with additional signs representing sounds not occurring in Ethiopic.”
It is a development of a sister language to Ethiopic, which latter
“is still in use as the ecclesiastical language of Abyssinia.” “In its
present state it is lacking in some most characteristic Semitic features.
and those which it displays give one the impression of having been
superimposed on an alien (possibly Hamitic) basis.” Still, these
forms seem to justify Mr. Armbruster in treating it as a Semitic
language. The work obviously has involved prolonged labour and care.
The plan of regularly adding to every Amharic word its phonetic
spelling in Roman letters will be an immense help to students. The
financial assistance of the Egyptian Government and the liberality of
the Cambridge University Press deserve very grateful recognition.

Elementary Arabic : First Reading Book. By Frederic du Pré Thornton
and Reynold A. Nicholson, Lecturer in Persian in the University
of Cambridge, and sometime Fellow of Trinity College. (6s. net.
Cambridge University Press.)

This is the second volume of ‘‘Thornton’s Arabic Series,” the first
of which—the Grammar—we noticed very favourably in June, 1906.
It contains extracts from the Corin (5), stories of Arabic warriors
(4), historical extracts relating to Mohammed (3), and various other
historical extracts (4)—all of them very suitable for beginners alike in
matter and in form. An elaborate glossary is presented, and also a
grammatical analysis of part of the text, both of which will be extremely
helpful. The work offers excellent practice. A second reading book
is in course of preparation.

Hindustani for Every Day. By Colonel W. R. M. Holroyd, M.R.A.S.,
Doctor of Oriental Learning, formerly Fellow of the Calcutta Uni-
versity and of the University of the Punjab, and Director of Public
Instruction, Punjab. (8s. net. Lahore: Gulab Singh. London:
Crosby, Lockwood, & Son.)

The object of the work is ‘‘ to impart a sound practical knowledge
of the Hindustani language as it is employed in daily life, more |
especially in intercourse between Indians and Anglo-Indians.” The!
first Part contains twelve progressive chapters on pronunciation; the |
second Part, which is the main portion, works up the grammar and the |
construction of sentences concurrently through thirty-four chapters—
a very laborious and thorough piece of work. The third Part consists
of a single chapter treating the application of the Persian alphabet to |
Hindustani, with reading exercises. The whole work was revised in |

Ne

consultation with an accomplished Maulawi. The volume should be
exceedingly useful to Anglo-Indians and to students generally.

English-Hindustani Pocket Vocabulary. By Major F. R. H. Chapman,
Instructor in Hindustani at the Royal Military College, Camberley.
(Crosby, Lockwood, & Son.)

A very handy and carefully selected list of some 2,200 words likely
to be most useful to English folk in India. A second edition, revised
and enlarged.

Tamil Grammar Self-Tauqght. By Don M. de Zilva Wickremasinghe,
Epigraphist to the Ceylon Government, Librarian and Assistant
Keeper of the Indian Institute, Oxford. (5s. Marlborough.)

The grammar is concisely and lucidly expounded, the Tamil
characters being judiciously accompanied by an English transliteration
throughout. Some exercises in translation into and from Tamil (with
a key) will very usefully impress the grammatical points, and a Tamil-
English vocabulary is appended. The work will be very helpful to
beginners or to such as wish to obtain some grip of colloquial Tamil
within a comparatively short time.

Egyptian Self-Taught (Arabic). By Capt. C. A. Thimm.
(2s. Marlborough.)

This useful volume appears now in a third edition, revised and en-

larged by Major B. A. Marriott, D.S.O.

HISTORY.

“The Story of the Nations.”—The Roman Empire (B.c. 29-1.). 476).
By H. Stuart Jones, M.A., formerly Fellow and Tutor of Trinity
College, Oxford, and Director of the British School at Rome,
Ordentliches Mitglied des Kaiserlich Deutschen Archwologischen
Instituts. (ds. Fisher Unwin. New York: G. Putnam’ 8 Sons.)

The series commenced with a general volume on “ Rome.” Some
time back it included a volume on “ Mediæval Rome,” and in several
other volumes the influence of Rome made itself felt incidentally.

There still remained ample room for the story of the Empire down to

the fall of the Western branch, Mr. Stuart Jones weaves into a lucid

and agreeable narrative the latest results of scholarship, marking the
advances of absolutism, explaining the developments of governmental
forms and methods, and estimating judiciously the more important
characters and events. After the reforms of Diocletian and Con-
stantine the story gets somewhat compressed, though it embraces the
reigns of at least three great Emperors, ecclesiastical dissensions that
shook the world, and the onrush of the barbarians. In legal matters
Mr. Tones does not always show the same grasp and precision as dis-
tinguishes his handling of the political aspects. The Privtorian Edict
can hardly be described from first-hand knowledge; nor, we suspect,
could a layman gather from the statement of Hadrian's dealings with
the K.C.’s of his time the real facts of the case, while the mode of ex-
pression seems not unlikely to be misleading as to the place of this
class of jurists in the legal history of Rome. There are nine most
useful geuealogical tables, a very serviceable list of the Emperors,
with dates, a full index, two excellent maps, and over fifty full-page
iNustrations. By the way, Mr. Jones gives no indication that there
is any doubt about the authenticity of the Acerenza bust of Julian

(which is reproduced in the volume). Gaetano Negri—though, for a

special reason, he placed the bust as frontispiece to his first volume

—refused to yield to the learned argument of M. Reinach.

“Cambridge Historical Series.” — Slavonic Europe. A Political
History of Poland and Russia from 1447 to 1796. By R. Nisbet
Bain, Assistant Librarian, British Museum. (5s. 6d. net. Cam-
bridge University Press.)

Mr. Nisbet Bain has already written several volumes and parts of
volumes on the more important sections of his present subject, and
Mr. Morfill’s volumes, both on Poland and on Russia, are not to be for-
gotten, though only one of them is recorded in the bibliography to
this work. Still, we dare say Mr. Nisbet Bain is right in his belief
that “this book is the only existing compendium in English of the
political history of Poland and Russia from the middle of the fifteenth
to the end of the eighteenth century, when the Polish Republic dis-
appeared from the map of Europe and the Russian Empire took its
place ns the head and right arm of the Slavonic world.” The story is
undoubtedly necessary to a just appreciation of the progress of affairs
in the neighbouring countries of the West. The task of selection
from the immense mass of materials and of disposition of the main
points of a most complicated subject into a clear and connected out-
line of the whole panorama of events, with due prominence of the
determining human factors, has evidently been both severe and pro-
longed. But the issue is highly satisfactory. The earlier history is
admirably outlined. From the advent of the Romanovs the author is
on very familiar ground, and the fall of Poland is described with spirit
'and with impartial firmness. ‘‘ The first partition of Poland has
‘sometimes been plausibly defended as a regrettable necessity; but
no sophistry in the world can extenuate the villainy of the second
partition ”—“a great political crime,” “ wholly infamous.” We may
note also Mr. Nisbet Bain's remark that “it is often too much
taken for granted that Peter the Great created” modern Russia. The

(Continued ion page 226.)

May 1, 1908. ]

OXFORD UNIVERSITY PRESS.

COLLEGE OF PRECEPTORS, 1908.

Milton : Comus.

O. ELTON, ls.

—— Lycidas.

Edited by R. C. Browne, 6d. By
(First Class.)

fdited by R. C. Browne, 3d. By
O. ELTON, 6d. (First Class.)
— English Poems. Vol. I (including all the

prescribed Poems). Edited by R. C. Browne. Revised by H.
BRADLEY. 4s. (First Class.)

Scott: Marmion. Edited by C. E. Tueoposivs.
3s. 6d. (Second and Third Classes.)

Shakespeare: Julius Caesar. Edited by W.
ALDIS WRIGHT. 2s. (First and Second Clusses.)

— Merchant of Venice. Edited by W. G.

CLARK and W. ALDIS WRIGHT. Is. (First and Second Classes.)

Cicero: In Catilinam. Edited by E. A. Upcorr.
2s. 6d. (First Class.)
Virgil: Aeneid, I. Edited by C. S. Jerram. ls. 6d.
(First and Second Classes.)

— X-XII. Edited by T. L. Papition and A. E.
HAIGH. 2a. (First and Second Classes.)

Euripides: Hecuba. Edited by C. B. HEBERDEN.
2s. 6d. (First Class.)

Xenophon : Anabasis, I. Edited by J. MARSHALL.
ls. 6d.

NEW AND RECENT BOOKS.
Trois Semaines en France. An Illustrated

Reader, with Questions for Conversation and Grammatical Ex-
ercises. By D. L. Savory and L. CHOUVILLE. 2s.

Old Testament History. Narrated for the most
part in the words of the Bible. Selected and arranged by G.
Cartes. With Maps. 2s.

Solutions of the Examples in a Sequel to
Elementary Geometry. By J. W. Russett. 3s. 6d. net.

Sequei to Elementary Geometry. With
Numerous Examples. By J. W. RUSSELL. 6s.
Types of Fiorai Mechanisms. By A. H.

CuurcHu. Royal 4to. PartI, Types I-XII (Jan. to April). With
39 Coloured Plates and numerous other figures. 2ls. net.

Oxford Treasury of English Literature.
By G. E. Hanow, Tutor in English Literature, Lady Margaret Hall,
Oxford; and W. H. Hanow, Fellow of Worcester College, Oxford.
3s. 6d. Vol. IH.—Jacobean to Victorian.

Paper covers, 3d. each; cloth, 4d. each.

SELECT ENGLISH CLASSICS.
Edited, with Introductions, by A. T. QUILLER-COUCH.

POETRY.
Rebin Hood—Old Ballade. Shakespeare—Songs and Sennets.
Milton — Minor Poeme. Cowper — Poems. Crabbe — Poeme.
Keate—Poeme. Hood—Poems. Matthew Arnold—Poems.

PROSE.
izaak Walton—Lives & Angier. Bunyan—Pligrim’s Progrese, &c.
Defoe—Proee Works. Boswell—Life of Johnson. Charies
Lamb—Prose Works. Hazlitt—Prose Works.

Together, in cloth bindings.
aaa ha ana Bunyan. 8d. Defoe, Bunyan, Cowper, and Crabbe.
8. °

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

(First and Second Classes.) |

THE EDUCATIONAL TIMES.

|

225

BLACKIE’S LIS

JUST PUBLISHED.
Magnetism and Electricity and The

Principles of Electrical Measurement. By'5.5S.
RICHARDSON, B.Sc., Associate of the Royal College of Science, London ;
Lecturer in Physics, Municipal Technical School, Liverpool. Crown
8vo, cloth boards, 5s. net.

The object of this book is to provide a sound and systematic course of
study in the main principles of Electricity and Electrical Measurement. It
is written to meet the requirements of students who have already, in a first
year’s course, made some acquaintance with the elementary descriptive
parts of the subject, and are commencing the study of Electricity in its
more quantitative aspects—either as a branch of pure Physics or as a
preparation for a course of Applied Electricity.

JUST PUBLISHED.

The Teaching of English.
By A. E. ROBERTS, M.A., Principal Lecturer in Engħsh at the Islington
Day Training College, and A. BARTER, L.L.A., late Head Mistress of
the Braintree Pupil-Teacher School. Price 2s. 6d. net.

Much pioneer work lies before the English teacher, and the present book
is an attempt to suggest some of the lines along which he may proceed. No
space has been devoted to the teaching of reading and writing as mechanical
processes, since these subjects have been frequently treated of in books in
school method. The emphasis has been laid on the teaching of literature and
of composition.

Readings in English History.

From Original Sources, Edited by R. B. MorGan, B.Litt., and E. T.

Ba LLEY, B.A.

l—Caesar to Stephen. 2s.
ill.—ĦHenry ll. to Richard iil.
Vol. 111.—1485 to 1688. 2s. Gd.

Brief Survey of British History. By
G. TOWNSEND WARNER, M.A. 1s. 6d. The best junior and middle
school history in existence. In use in all Public schools and the text-
book of the Royal Naval College, Osborne.

A Brief Survey of European History.
By ARTHUR HassaLL, M.A. An excellent general sketch of European
History from Charlemagne to the present time. Crown 8vo, cloth, 4s, 6d.

JUST PUBLISHED.

A First Geography.
With Coloured Pictures and Diagrams on every page. By C. A. E.
RODGERS, M.A., F.R.G.S., Assistant Master, Bradford Grammar
School, and an Examiner in Geography to the College of Preceptors.
Small 4to, cloth, ls.

An attempt to bring the actual teaching of geography into harmony with
the improved theory of how it should be taught.
'

JUST PUBLISHED.

Advanced Book:-Keeping.
For Oommercial] and Accountancy . By WALTER GRIERSON,
Author of ‘‘ Practical Book-keeping for Commercial Classes.” Crown
8vo, cloth, 2s. 6d. net.

The Longer French Texts.
Printed in large type. Cloth limp, 8d. each. Brief Notes, Question-
naire, Memory List of Useful Phrases and Vocabulary. The volumes
now ready are:
Desiys—Le Zouave.
Moreau—Contes à ma Sœur.
Chateaubriand—Le Dernier Abencérage.
Abeut—Le Rol des Montagnes.

The Little French Classics.

Price 4d. each book. All French authors in prose and verse, from the
Chansons de Geste to Daudet and Paul Bourget.

Récits tirés des Classiques francais.

6d. each. Edited by Mme, C. BaGNaLt, of Clapham High School, and

Mile. VIVIER. ae .
The Stories of the great Dramatists told in simple French, suitable for
Lower and Middle Forms.
Corneilie—Le Cid et Horace.
Racine—Athalle et Andromaque.
Molitire—L’Avare et Les Fernmes Savantes.
Hugo—Hernani et Ruy Bias.

The Little German Classics.
roe 6d. each volume. The leading German authors in poetry, story,
and drama.

A Latin Course. |
By E. H. Scott, B.A., and Frank JONEs, B.A. First Oourse, cloth,
1s.6d. Second Course, cloth, illustrated, 2s. 6d.

A First Latin Grammar.
By E. H. Scorr, B.A., late Head Master of Boys’ Secondary School,
Barberton, Transvaal; and Frank JONEs, B.A., Assistant Master,
King Edward’s School, Aston, Birmingham. Crown 8vo, cloth, 2s.

List of Books suitable for Oxford Locals, 1909, post free on application.

BLACKIE & SON, Ltd., 50 Old Bailey, E.O.

2s. 6d.

226

THE EDUCATIONAL TIMES.

[May 1, 1908.

foundations of modern Russia were laid while he was still in his|that has not yet learnt “how to run his physical (and mental)

nursery.”

There are three good maps, a select bibliography, and a serviccable

index.

` EDUCATION.

Selected Writings of Thomas Godolphin Rooper. With a Memoir by R.G.
Tatton, sometime Fellow and Tutor of Balliol College, Oxford.
(78. 6d. net. Blackie.)

The selection contains nineteen essays and addresses on educational
subjects. The aim of the editor has been “to include, in the first
place, the most important of the author’s more systematic studies in
educational theory and method, and in certain subjects of school
education to which he devoted special attention, and to add to these
as large a selection as the limits of space allowed from those of his
other writings which appear to be of most general interest and most
characteristic of the writer.” Every one of the papers is well worth
its space. Mr. Rooper was one of the earliest advocates of Froebelian
methods in our elementary schools, and later of Sloyd and all forms
of manual training; and both these subjects are well represented.
He was much interested also in drawing, school gardening, and geo-
graphy, all of which are treated in various papers of the collec-
tion. Larger questions—the relation of teaching to the life of the
children, the teaching of things as against the teaching of words,
education at home as compared with education at a public school, the
religious diftticulty, the ideal in education, and psychological elements
generally—furnish material for many most interesting and suggestive
expositions. Most, if not all, of the papers have been already pub-
jished, but readers will be glad to have them conveniently brought
together in one volume in a permanent and well deserved record.
Their special value “lies in the writer’s exceptional combination of
practical experience with grasp of educational theory, and in the
power, which went along with this, of clear and simple exposition ” ;
also in the impress of the author’s personality. “ The wide outlook,
the faith in principle, the union of ideal aims with practical sense,
the sympathetic insight—‘ he writes,’ it was said of him, ‘like a man
and a woman rolled into one’—the understanding and love of children,
the humour and gaiety of spirit, the belief in good and in human
nature—these are some of the virtues which we find in his writings,
and they were the virtues of the man.” Undoubtedly this represents
the impression of all that came into professional contact with him.
Mr. Tatton supplies an adequate memoir with admirable tact and
sympathy. The volume is a most engaging and valuable addition to the
educational library.

Questions d’Histoire et d’Enseiynement. Par Ch. V. Langlois.
Nouvelle Série. (3fr. 50c. Hachette.)

M. Langlois publishes here for the first time in French a lecture on
‘La Tradition de la France,” delivered before the University of
Chicago, and a lecture on “ Michelet,’ delivered before the University
of Pennsylvania, in the autumn of 1904—both of them instructive and
charming discourses. The remaining pieces have been reprinted
from various periodicals. ‘‘ Notes sur l'Education aux Etats-Unis”
include his impressions both before and during his visit, the latter
in considerable detail. “La coédueation est sans contredit le
phénomène capital” ; remarkable also is“ le gout décidé des enfants et
des jeunes gens américains pour l'école.” “Il est naturel que l'école,
à tous les degrés, soit aimée sux Etats-Unis, puisque rien n’est
épargné pour la rendre aimable. Et c'est là, sans doute, une des
leçons que le Nouveau Monde nous donne en matière d'éducation.”
Of the other articles the most interesting is a gently critical sketch
of “ Les Idées de H. G. Wells sur |’Education.” Mr. Wells, as edu-
cational critic and reformer, appears to have a French double, M. P.
Lacombe. A very agreeable and suggestive series of papers.

MISCELLANEOUS. ,

Life of Goethe. By Heinrich Diintzer. Translated by Thomas W.
Lyster, Assistant Librarian, National Library of Ireland. (2s. 6d.
net. Fisher Unwin.)

A popular edition of a very valuable work. Diintzer was indefatig-
able in gathering and sifting materials, in tracing lines and conditions
of development, and generally in presenting his hero truthfully and
completely. The translator has done his part ably, and he has also
added many very useful foot-notes. Additional matter is given in an
appendix, and there is an elaborate index. The numerous pertinent
illustrations (about fifty) increase the interest of the work. All
students of German literature will be grateful for such an agreeable
and cheap issue of the best biography of Goethe.

The Efficient Life. By Luther H. Gulick, M.D., Director of Physical
Training in the New York City Schools. (3s. 6d. net. Heinemann.)
Dr. Gulick justly says that the strenuous life is no end in itself:

“it is only when being strenuous is an aid to efliciency that it is worth

while.” So with the pursuit of health. “ But to live a full, rich,

efficient life is an end.” Accordingly he discourses briefly, but very
pointedly and vividly, on the various things—mainly conditions and
habits of body and mind—that tell for or against the efficiency of
the individual. Dr. Gulick has plenty of sense us well as of science,

and his book is worth much more than its weight in gold to any one

The volume is written in a very lucid and forcible style. | machinery,” and is williug to learn.

Sporting and Athletic Register, 1908. (5s. net. Chapman & Hall.)

A handsome and substantial volume of nearly seven hundred pages
(9x 6), including the results of all important events in Sport, Games,
and Athletics during the year 1907, together with the records and
notable achievements of past years. Part I. deals with thirty-three
different departments, from Archery to Yachting. Part II.is devoted to
Racing. The work is astonishingly detailed as well as comprehensive,
and probably no sportsman will quarrel with its claim to be “the
‘Whitaker’ of the Sporting World.”

FIRST GLANCES.

MATHEMATICS.

Arithmetic Test Cards, Jack’s. Standards V., VI., VII. 40, 32, 32
cards. ls. 3d. net each packet, with answers.
[Very good and serviceable series. |
Arithmetic, The Teaching of—to Simple Proportion. By J. 8.

Norman. ls. net. The Yearbook Press (25 High Street, Blooms-
bury, W.C.). .

[Hints on methods, with types and diagrams. Lecture delivered
at Conference of Head Masters of Preparatory Schools, Decem-
ber, 1907. ‘‘Outcome of thirty years’ experience in teaching
young boys.” Lucid and suggestive. ]

Mathematics, A Course in. By Frederick S. Woods and Frederick H.
Bailey, Professors of Mathematics in the Massachusetts Institute
of Technology. Vol. I. 10s. 6d. Ginn.

(‘‘ For students of engineering and applied science.” Vol. I.
contains Algebraic Equations, Functions of one Variable, Analytic
Geometry, and Differential Calculus. First year’s work at an
engineering school. Traditional division disregarded: “the
principles of each subject are introduced as needed and the
subjects developed together.” Numerous problems, with answers.
219 figures.)

Mathematics, Elementary, A Scrap Book of. By William F. White,
Ph.D., State Normal School, New Paltz, New York. s. net.
Chicago: Open Court Publishing Company. London: Kegan
Paul, Trench, Triibner, & Co.

[‘‘ Notes, recreations, essays.” “It may seem that pnzzles have
too largely taken the place of problems. But this is not a text-
book. Moreover, amusement is one of the fields of applied
mathematics.” 59 figures.]

Mathematics, Preparatory. By A.Clement Jones, M.A., Ph.D., Senior
Mathematical Master, and C. H. Blomfield, M.A., B.Sc., Mathe-
matical Master, Bradford Grammar School. ls. 6d. Nelson.

[“ A New Arithmetic for Junior Forms ”— “ preparatory to what
has been usually called the first year.” “An unusually large
number of oral types” of exercise; “problems are the rule
rather than the exception.” Immense quantity of material, care-
fully graduated. |

Trigonometry, Theoretical and Practical; embodying Graphic and
other Solutions. By B. C. Bridgett, M.A., B.Sc., F.C.S., and
William Hyslop, M.A., BSc. 48. 6d. Blackie.

(Treatment “ based on the new and more scientific methods of
geometrical teaching.” Numerous examples and examination
papers; answers. Many figures. ]

Weighing and Measuring, A Simple Course of; including the Metric
System. By H.J. Ashton, F.R.G.S. 1s. net. Philip.
[Practical handling. Examples; answers; 78 illustrations.)

Weights, Measures, and Coinage, The Metric and British Systems
of. By F. Mollwo Perkin, Ph.D., Head of Chemistry Department,
Borongh Polytechnic Institute, London. 1s. 6d. net. Whittaker.

(Clear exposition; worked examples; 17 diagrams. ]

History. i
English History, The Abstract of. 8d. Oliver & Boyd.
[Down to the Union with Scotland. Intelligent and well
written summary. Genealogical tables; 39 illustrations and maps.
Very useful. |

English History, The Groundwork of. By M. E. Carter, Somerville
College, Oxford, First Class in the Honours School of Modern
History. 2s. Clive.

(The “salient facts,” for London Matriculation ; and “ for class-
work generally.” Useful genealogical tables; 5 maps. ]

English and British History, Outlines of. By E. A. Benians, M.A.,
Fellow of St. John’s College, Cambridge. 4d. Gill.
[Revised and extended edition of the manual formerly known as
“ Gills History of England, 2d.” 100 lessons. Much matter well
selected and clearly arranged ; numerous serviceable mapa. |
Great Britain, The Normal History of, 1688-1760. By Victor H.
Allemandy and J. Beith. 2s. net. Normal Press.
[Pretty full, clear, and very readable. Genealogical and other
tables ; 5 sketch maps, somewhat meagre. ]

May 1, 1908.]

THE EDUCATIONAL TIMES.

227

COLLEGE OF PRECEPTORS EXAM., 1908.
BOOKS FOR THE SPECIAL SUBJECTS

PUBLISHED BY

Messrs. J. M.

ENGLISH.

Henry Wiuuass, M.A. Is.

THE MERCHANT OF YENICE.
With Eight Illustrations by Dora Cvrtis.
“ This edition has much to commend it.

1s. 4d.

Tllustrations.by T. H. Roprnson. 1s. 4d.

editors of school books. Mr.

introduction 8
Robinson, the artist, deserves a special word of praise.” —Scotsman.

Assistant Master, Malvern College. With Biography,

ís. 4d.

GERMAN DAILY LIFE.

LONGFELLOW’S HIAWATHA. With Introduction and Notes by

Edited by R. M‘Wituiam, M.A.

f The type is excellent, the notes concise and to the
point, and the general remarks on the play are not too elaborate.” —Saturday Review.

JULIUS CÆSAR. Edited by F. ArĮmyraor Mortey, M.A., D.C.L. With

“Tf the growing generation does not acquire a love for Shakespeare, it will not be the fault of
F. Armytage Morley has furnished the play with an admirable

. comments ina style easy to be comprehended of the pupil, ... Mr. T. H.

MARMION. By Sir Warrer Scorr. Edited by R. P. Davinson, M.A. (Oxon.),

Topographical
Drawings, Introduction, copious Notes, and Glossary. Crown 8vo, cloth,

MODERN LANGUAGES.

A list of new and forthcoming books in Dent's Modern Language Series can be had post free on application.
By Dr. R. Kron.
FRENCH DAILY LIFE. By Dr.R. Krov.

(The above books are prescribed by the College of Preceptors for the Oral Examination tn French and German.)

DENT & CO.

C4ESAR’S GALLIC WAR. Book I. Fiited
by A. S. Witkins, LL.D., Litt.D.. late Professor
of Latin, Victoria University, Manchester. With
Vocabulary, 1s. 4d.

CAESAR’S GALLIC WAR. Books II. and
III., in one volume. Edited by A. Croom PATER-
son, M.A. (Edin. and Oxon.), Classical Master in
the Royal High School, Edinburgh. With
Vocabulary, 1s. 4d.

VYIRGIL’S AENEID. Book I. Edited, with

Introduction, Notes, and Glossary, by Rev. H.
Kynaston, D.D. 1s. 4d.

YIRGIL’S ÆNEID. Book X. Edited, with
Introduction, Notes, and Glossary, by H. B.
Wippowes, M.A. 1s. 4d.

Extra fcap. 8vo, 2s. 6d. net.
Extra fcap. 8vo, 2s. 6d. net.

Further particulars of above and other Books for the Hxamination sent free on application.

J. M. DENT & CO., ALDINE HOUSE,

29 BEDFORD STREET, LONDON, W.C.

Great Britain, The Expansion of, 1715-1789. By Arthur Hassall,
M.A., Christ Church, Oxford. 3s. Rivingtons (Text-books of
English History).

[Able, Jucid, and interestingly written.
chronological tables; 7 maps. }

Mutiny, The Great, The Tale of. By W. H. Fitchett, B.A., LL.D.
6d. Newnes (Sixpenny Novels Illustrated).
[More interesting than most novels, yet as true to fact as the
author could make it. A careful and stirring narrative. ]

Scottish History, Outline of. By W. M. Mackenzie, M.A., F.S.A.Scot.
2s. 6d. A. & C. Black.

[Down to “The Disruption” (1843). Lucid, fluent, and trust-
worthy. 79 illustrations; 12 maps and plans. ]

Scottish Industrial and Social History in the Eighteenth and Nine-
teenth Centuries, A Sketch of. By Amelia Hutchison Stirling,
M.A.Edin. (ls. 6d. Blackie.)

[Cheap edition. We repeat our good opinion. ]

Genealogical and

RELIGIOUS AND MORAL.

A Kempis, Thomas, and the “De Imitatione Christi.”
Manning, M.A. 6d. net. Galt (Manchester).
[Address at Unitarian Home Missionary College, Manchester. ]

Apostles’ Creed, The. Bythe Rev. A. E. Burn, D.D., Rector of Hands-
worth and Prebendary of Lichfield, Examining Chaplain to the
Bishop of Lichfield. 1s. net. Rivingtons (Oxford Church Text-
Books).

[Clear, simple, painstaking. ]

Bible Notes, Vol. III., The Life of Christ. By Edward Grubb, M.A.
ls. Croydon : Summer School Continuation Committee (3 George
Street).

[“ To stimulate and guide the study of the Gospels and to
indicate some of the best sources of help.” Careful and suggestive.
Reprinted from the British Friend. ]

Bible Story, The: The Beginnings of the Jewish Church. By Helen N.
Lawson. Revised by Frederick P. Lawson, M.A., Hou. Canon of
Peterborough, Rector of Sudborough, and Diocesan Inspector for
the Archdeaconry of Northampton. 3s. 6d. Macmillan.

[Covers Genesis: “ The Bible has been left to tell its own story
in its own way.” Illustrations. ]

By J. EÈ

Bible Stories for Young Readers. ld. each. Henderson.
[Simply told; pictures every second page. |

Catechisms and Devotions for Children and Young People. By the
Most Rev. Enos Nuttall, D.D., Archbishop of the West Indies.
8.P.C.K.

Church of Christ, The Beginnings of the; or, The Story of the Early
Church. Written for the Children of the Church by G. P.
Trevelyan, M.A., and E. A. Edghill, B.A. 8d. net. Rivingtons.

[Clear and simple statement. ]

Duty and Conduct, Plain Words about, for Boys and Girls at School.
E. J. Arnold.

[“A small code of ethical principles.” Simple and sensible. ]

Fallen Angels. By One of Them. ls. Gay & Bird.

l [“ A disquisition onhuman existence ”—“an attempt to elucidate
some of its mysteries, especially those of evil and sufřering.”
Popular edition (eighth thousand).]

Moral Instruction, A Scheme of, for Teachers in Public Elementary
Schools. Edited by E. R. Bernard, M.A., Canon of Salisbury. 6d.
John Davis (successor to Thomas Laurie). Lauric’s Kensington
Series.

[“ Based on the Bible, both as to principles and illustrations.”
“ Approved by the Salisbury Diocesan Board of Education.” }

Old Testament History, Readings in. By the Rev. A. R. Whitham,
M.A., Principal of Calham Training College. 2s. 6d. Rivingtons.
(“The text has been confined, as a rule, to the interpretation of
the Bible narrative as it stands.” Primary object is “to guide
intelligent boys and girls in secondary schools to grasp the
connexion and unity of the different parts of the Old Testament,
but, above all, to help them to understand that its real meaning
and purpose are concerned with the Incarnation and the Holy
Catholic Chuch.” Notes (for the teacher). Nine maps. |

Riddle, The Old, and the Newest Answer. By John Gerard, S.J.,
F.L.S. 2s. 6d. net. Longmans.
(The answer of modern science to the riddle of the world.
Third edition, thoroughly revised, with additions. ]

Theology, The New; or, The Essence of Christianity the Flower of
Freethought. By A. A. Mories. 6d. Watts.
[Claims to be “purely and frankly” both rationalist and
religious. Treats of the religious instinct—in the individual, in
ancient thought, in Greek thought, and in Christianity.)

228
MATHEHMATICS.
16858. (Professor R. W. GeNrEsE, M.A.)—From a variable point P

two fixed straight lines l}, l> are projected on to two fixed planes a, az.
If the projections meet in a point, the locus of P is a hyperboloid of
one sheet passing through lı, /. and the intersection of a), ag.

Solution by Professor NANSON.

The planes Ph, Pl, generate axial pencils which are homographic,
because these planes cut the fixed line a,a, in the sume point, viz., the
meet of the projections. Their intersection therefore traces out a
hyperboloid through lı, la and ajas. The point P has two degrees of
freedom and lies on this hyperboloid, which is therefore the locus re-
quired.

16849. (Professor E. HERNANDEZ.)—Si l’on désigne par a la chiffre
des unités d'un nombre, et par sı la somme des valeurs absolues des
autres chiffres, et par Sz, Sy, ..., Sy, .... les sommes des valeurs absolues
des tranches binaires, ternaires, etc. du nombre formé par ces autres
chiffres, les sommes a+ 4s,, a+ 459, ..., @+48,, ... Seront congrues par
rapport au module 6.

Solution by the PROPOSER.

Quelque soit l'entier n, autre que 0, on a 10" =4 (mod 6), et si
b,c, d, ... sont les tranches n-iémes à partir de la chiffre des dizaines,
on a a=a, 6.10" = 4.6, c.10 = 4c, ... (mod 6),
et en ajoutant a@+6.10'+c.10"+... = a+458, (mod 6).

Cette propriété subsiste, lors méme qu’ a désigne la tranche formée par
les p premières chiffres A droite du nombre proposé, p étant un entier
quelconque.

16882. (M. T. NARANIENGAR, M.A.)—If forces proportional to the
sides of a triangle act at any point of the N.P. circle towards the feet
of the perpendiculars of the triangle, their resultant passes through
the point of contact of the inscribed or escribed circle with the N.P.
circle.

Remark by Professor SANJÁNA, M.A.

Let L, M, N be the feet of the perpendiculars of ABC ; take

MR :RN =c:b, and LQ:QR=b+c:a.
Then Q is always a point on the line of action of the resultant of the
forces of the Question. By joining Q to the infinity of points on the
nine-point circle, we get straight lines cutting the circle again in an
infinity of points ; and thus the resultants could not all pass through
one and the same point on that circle. One of the forces must act
away from the foot of its perpendicular.

11702. (Professor EcHous.)—Prove that
gzm-1_ 4

By, es (0)
(2n—2m +1)! (2m)! i

Mati

(-1)"

m=0

THE EDUCATIONAL TIMES.

[May 1, 1908.
which is 1 +1/r°, then, if n be indefinitely increased, the limiting value
of the determinant will be 1 + «*/6.

Solutions (I.) by Hon. G. R. Dick, M.A. ; (II.) by S. NARAYANA AIYAR.

(I.) Let An=j| 1+1, 1/1, A, .. |
| L 2°, 1 2741, 1, ve |
_ 1/3, 1/33, 1/87+1, ...!
= 1/(12.2?.n:) | 1+1? 1,
1, 1+2,
1, 1, 1+3?
l1, 1, 1, l+?

1/(12.22. n+) 12.23. n? [1 + 1/1% + 1/2? +...+1/n4,
by a well known result (Burnside and Panton, p. 202, 1st ed.)

= 14+(1+1/2274...4+1/n°).
Thus the limit of An, when 7 is infinite, is 1+ 4x°.

(II.) The determinant

Q +T, b,, Cis ...} li ’
Ag, bgt, Ce, Sy l,
Ay, by, Cg + @, na l3
i Qas bns Cny weep ln +r

l are n quantities, is equal in value to
+ x” -? 3 (aiba) + 1" -3 3 (abac) + ... + (A, b.03 ... ln).

where a, b, ¢, ...,
x" +x”! 3 (a)

Putting x = 1, and a = b =c... = 4 = 1/1?,
Qy = ba = Ce... ae
a,= b,=Cn... Si = 1fn?,

we get the determinant given in the Question, and its value is therefore
equal to 1+ (1/1? + 1/2? + 1/3°+ ... + 1/n?), since the determinants

(aib), (aibs), ..., (aiba... ln)
all vanish. But when n is infinite 1/1? + 1/23 + 1/3?+ ... = ġx?; there-
fore the value of the given determinant is 1+ §*? when n is infinite.

16887. (Lt.-Col. ALLAN CunninGcHaM, R.E.)—Show how to solve
in (unequal) integers
N = rtty tz = tity = ey at =,
Give the lowest numbers so expressible in two ways and in four ways.

Solution by the PROPOSER.

Every Quartan Q = (z* + y’) is (algebraically) expressible in the form
Q = 2u?—2', where u = z?+2zy+y’?, z= x+y. Hence

N = gt +y! +z = 2u.
Now take u any integer of form

wherein B,,, ... represent Bernoulli’s numbers. u = A?+3B? = ((B—A)?+(B—A)(B+ A) +(B+ A)’}.
Solution by G. N. Watsoy, B.A., and another Then 2, y, z are given in terms of two arbitrary integers (A, B) by
z = (B—A), y=(B+A), z=z+y= 2B.
[Note.—B, is usually undefined ; if we write ( : m ea ad 5) PEA
Deni B Of course x, y, z are interchangeable in the above.
2 ka = (=n mji zm, Next, to solve N= m+ ytz = r yiz =...,
Sess ae write N = e = 2u’? = Qu’? =.,
we sce that it is natural to assume B, = —1.] . To
‘ wee B and take u = u' = u” =... any composite number expressible in several
= (-)" abe “ay 5) = the coefficient of z+! in the product ways in the forms
ear (22 —2m +1)! 2m! u = A? +3B?, w’ = A'%+3B%, a” = A? = 3B":
$ “i Ş (—)™ (2-1 —1) (2 ey om then, as before, xz = B—A, y= B+A, z= 2r+y = 2B,
rev T! moO 2m

provided | x | < x, so that the second series is ieee

h: = B.n ary B, ‘ )
This product = e” ( m oiin (2r) m-ì m mn l
s el am a E a
( 2x e’* +1 x e+) xí e +i
-eia pa a
( |2 e-i 2 e—1) 21 e#-1
4 m-1_ Bm 2x)
3 3 na ) 2m)! if
And if n>0, the ee, of x*"*+! in this series is zero; i.e., if n>0,
r” (- E 92m- 1 a | Bm =Ü
m=0 (2n—2m +1)! (2m)!

16886. (A. M. NessBITT, M.A.)—If every element in the r-th row of
a determinant of order n be 1/r?, except that in the principal diagonal

with similar results for z’, y', s'in terms of A’, B', ..., obtained by
simply accentuating all the symbols. In general, N will be expressible
in the 4-ic form above in as many different ways as there are different
expressions of w in the 2-ic form A? + 3B?.

Ex.—Take u = 91 = 7.13, the smallest composite expressible in two
(A, B) ways.

Again, take u = 1729 = 7.18.19 the smallest composite, expressible
in four (A, B) ways.

The results (x, y, Z), ... are as follows

u À, B T, Y, 2

z 8& 3 5,11, 6

= 7.13 { 45 1 9,10

41, 4 87, 45, 8

N 31,16 15, 47, 32
1739 7.19194 3 9, 28! an! 46
1, 24 (28, 95, 48

May 1, 1908. |

16859. (Professor NEUBERG.)—Diviser un triangle donné ABC par
une droite AD, qui rencontre BC en D, en deux triangles ABD, ACD
tels qu’en tournant autour de AD ils engendrent des volumes qui
soient dans un rapport donné m : n, ou tels que les surfaces engendrées
par les lignes brisées ABD, ACD aient un rapport donné m : n.

Solution by W. F. BEARD, M.A.
(i.) Divide BC at D, A
so that
BD: DC = Vm: Vn.

Draw BE, CF perpen-

dicular to AD,

‘vol. generated byAABD

vol. generated by AACD
= *-BE*.AD _ BE?

x.CF?,AD CF? B D
= BD? _m É
CD? n`

(ii.) Produce CB so
that BE = BA,
and BC so that
CF = CA.

Through BE, CF de-

scribe circles whose

radii are in the ratio
Am: S/n,

Let the circle of similitude of these circles meet BC at D. Then D is
the point required. Draw BG, CH perpendicular to AD,

surface generated by ABD _ +. BD(AB+BD) _ DB. DE

surface generated by ACD «#.CD(AC+CD) DC.DF
= Square of tangent from D to the circle through BE _ m |
square of tangent from D to the circle through CF n ’
because D is on the circle of similitude.

[N.B.—The Proposer remarks that a point D can also be found on
BC produced such that it furnishes a solution of the problem. ]

16886. (M. V. AnuNAcHALAN, M.A.)—Solve
a(lmabhe _ (lma}(z+y) = 8 (1—ad)y _ (1—b)(z +y)
z+1 y+1 y+1 e+1l `
Solution by M. T. NABANIENGAR, M.A.

We have at once y(1-a?})(x+1) = y/(1—b)(y +1). Hence, by sub-
stitution, the equations are solved.

16850. (W. J. GREENSTREET, M.A.)—How many different co-
efficients may be found in the most general (possible) symmetrical
homogeneous function of the n-th degree in z, Y, 2?

Solution by Hon. G. R. Dick, M.A.

This number is evidently the number of partitions of n into three
arts. These partitions are of three kinds : (1) those where the parts
zero included) are distinct, no two being the same; (2) those in which

two are the same; (3) when all three are the same, in which case, of
course, n is a multiple of 3. Call these sets A, B, C respectively.

(1) The number of partitions of n into r parts (0 included), no two

the same, is the coefficient of z"¢’ in

T= (1 +t)(1 + xt)... (1+2"t) = 1+ ¢X, + t7X,y+...,
suppose. Taking the logarithmic differential, we get

X, +. 2tXq+ 3X t 1 a ee
1+ &X) + EX, +... 1+t l+at 142%
| oe ee ee ee
l-z l-r? 1-25
Comparing coefficients of t, we get
1 Nd x 1 ? X., A 1
X = -79 X = l = 9 L ~
! 1-2 a l-r 1-2? > l-r l-r 1-33?
and so on. By substitution for X,, X}, we get
8X, 1 3 8 1

2-a) 4a 4a) a
Now A is the coefficient of x" in X,; therefore
SA = 3 (n + 1) (n + 2) —2(n +1)—3 cir (2, n) + cir (3, n),
where the coefficient of x" in 1/(1—z2*) (x, a integral) is denoted by

cir (a, n). The circulating function—a term due to Herschel, I believe
—is 0 except when 7 is a multiple of a.

THE EDUCATIONAL TIMES.

229

(2) With regard to the partition of n into the sets B and C, it is
easier to proceed thus: (a) Let n be of the form 2p; then the number of
partitions is 0, Ô, 2p; 1,1,2p-2; p, p,Oorp+1. (b) Let n= 2p—-1;
then the number is 0, 0, 2p—1; p—1, p—1, 1, or p, where the case of
three possible equal parts is included. Both results are given by

4 (n +1) +4 cir (2, n).

Thus B+C = 4(n+1) +4 cir (2, n)
and A+B+C = (+E) 4 3 cir (a, n) +4 cir (3, n),

the number required. It is clear that the number of terms in
(x+y+2)" is
6A + 3B +C = 3(n?—1)—8 cir (2, n) + 2 cir (3, n)
+ 3 (n +1) +3 cir (2, n)—3 cir (3, n) + cir (3, n)

= £((n+1)(m+2) as it should.

To find the’ Equation of the Asymptotes of the Hyperbola given
by the general Equation of the Second Degree.

Another method of Solution by SARADAKANTA GANGULI, M.A.

Let the equation of the hyperbola be
S = az? + Qhry + by? + 2gx + 2fy +c = 0.
If the origin be transferred to the centre, this equation will be trans-
formed into az? + Qhry + by? + 4/(ab—h*) = 0,
where A = abc + 2fgh—af?—bg?—ch?;
therefore the equation of the asymptotes referred to parallel axes
through the centre is ax?+2hry + by? = 0
or ax? + 2hry + by? + A/(ab—h?) = A/(ab—h?),
But the left-hand side, when retransformed to the original axes,
becomes S. Therefore the equation of the asymptotes is S = a/(ab—h?),

16888. (Rost. W. D. Curistiz.)—Prove that, if aè +b? = c? in-
tegral, then s—a, b, s are in harmonical progression, and s—b, a, $
are in harmonical progression. Can the theorem be extended ?

Solution by Lt.-Col. ALLAN CUNNINGHAM, R.E., and D. M. KALKAR,
A., L.T.

The meaning of s is not stated ; but, if s is meant to be the semi-
perimeter of a right-angled triangle, whose sides are a, b, c; then,
noting that if z, y, z be in harmonical progression, y = 2xz/(x +2);
Here xz =83—a, y=b, z=8 =}ł(a+b+c), z =}(b+c—a),

Bee E A aad a A a eter aa
z+?) bc 2 (b+c) 2 (b+c)
= 2 (bF + be) _
2 (b+c) i
which proves the first required result. The second result by inter-
changing a, b. The extension is not obvious, except that the restriction
to integer values of a, b, c is unnecessary. The sole condition is

a’? +6? = c?.

The Proposer discusses the Question as follows :—
There are at least five expressions in harmonical progression, of
which the third term is s.
Let s = 3 (a+b+c) and § = ġab = rs; then
s—a,b,s; s—b,a,8; 2b—s, [s(2b—s)]/b, $;
Ss/(s—S), 28, s, ...,
are all in harmonical progression, as may be proved by ordinary develop-

ment.
A few geometrical results are :—

(1) a?+b? = cè, also [s (2b—8)/b]? + { [s(2a—s)]/a}? = square.

(2) Let a =m(m+2n), b= 3n (m +n), c = m+ 2mn + Qn’;
then s = (m+n) (m + 2n), S = mn(m+n)(m + 2n), r = mn = S/s =(s—c)

r, = S/(s—a) = s—b, rz, = S/(s—b) = 8 -a, ry = S/(s—c) = s.

(3) S = (s—a) (s—b) = s(s—c).

(4) s:s-a:s8s—b:: 8—c in regular proportion.

(5) S(s—a) (s- b) = (mns)? = (rs)*.

(6) mn|(1—mn) : 2mn :: 1, n/(m+n) : 2n/(m+ Qn) 2:1,

m/(m + 3n) : m/(m+n) :: 1,

are three expressions in harmonical progression having anything for the
third term, ....

(7) If the cosines of the angles A, B, C of a plane triangle be in
arithmetical progression, then s—a, s—b, s-t will be in’ harmonical
progression (Ferrers and Jackson).

2a—s, (s(2a—s)]/a, $;

230

THE EDUCATIONAL TIMES.

[May 1, 1908.

16851. (Professor Saxsáxa, M.A.)—Prove the following identity :—
dap? — (b? + g?—c? —1r?)? + 4b%g? — (c? + r? — a? — p?)? + Acer?
~ (a? + p= b- q9)? — [4g"r* - (g? +r?)
— [4r p? — (r? + p?— b?)) — [4p°q* — (p° + g°—?)*)
= 2a*b* + 20c + 2c7a? —at— bt eet.

Solution by C. M. Ross.

4a?p?—(a? + p- bg = (2ap + a? + p’— b* —q*)(2ap — a? — p* + b? + q’)
[(a + p}? — (° +°) — ia — p)? + (t + 97)]

— (a? —p*)? + 2 (a? + p°) (b? + g?) — (b? + g?)?...(1),
4b*q?— (b? +g°— c2- r?) = —(b?- q?)? + 2 (b? + g?)(c2 + r?) — (c? + r?) o... (2),
4e?r?— (c? + r?— a? —p*)* = —(c?—1*)? + 2 (c? + r?)(a? + p?) — la 4 p)? (8),

Adding (1), (2). (3),

Z [4a*p? ~ (a? + p? — b? g?r] = —22a'—23):4 + 2zE (a? + p*)(b + g?)...(4).
Again,
— 3 [4° — (q? + 1° —a*)*] = — I (2qr +g? + 7?— a") (2ar grt + a’)
= —2[(¢+7r)?—a7}(—(q—17)? +a")

= ((q?—1°)? — 2a? (q? + r°) +44)

23p'!—2q?r? — 22a? (q? + r°) + Xa!

Adding (4) and (5),
% [4a%p* — (a? + p?— b? — q°)"] — 3 [49r - (q? + 7? —a?)7] = 232b- zat.

16875. (C. Joss, M.A.)—Prove geometrically that the envelope of
the sides of the triangles in a given circle with a common orthocentre
is an ellipse.

Solution by S. NARAYANA AIYAR.

All these triangles have the same circum-centre, orthocentre, and
circum-radius. But it is a well known proposition that the ellipse,
described with the circum- and orthocentres as foci, and the transverse
axis equal to the circum-radius, always touches the sides of the tri-
angie, i.e., the envelope of the sides of all these triangles is this
ellipse.

16266. (Professor E. B. Escort.)—Find a line which is both tangent
and normal to the cardioide.

Solution by the PROPOSER.

It is well known that the evolute of an epicycloid is a similar epi-
cycloid. The evolute of a cardioide is a cardioide with the radius of the
base circle } of the radius of the base circle of the given cardioide.
Since the tangent is to be normal to the curve, it must be tangent to
the evolute. The problem may then be stated: To find the common
tangent of the cardioide and its evolute.

The equation of the curve with the
centre of the base circle O as origin is

x = a (2 cos 8 + cos 26),
y = a (2 sin 0 + sin 20).
The tangent at the point @, is
_ C08 8 + cos 20,

sin 6, + sin 20,

or it may be written

5 = l+cosů |
sin 0, + sin 20,’
3a cos 46,

= — cot 30,.r+ ~ 4-.
y 3 i sin 20,
The evolute is

x =—ia(2cos¢+cos2¢), y = ġa (2 sin p+ sin 2¢);
and its tangent y = cot 3p. x + acos 4¢,/sin 39).
Since these two tangents must be the same, —cot 30, = cot $9, i.e.,

sin $ (p + 0) /cos Zp cos 30 = 0, 3 (p+ 6) = nr,
+0 = Sx, gb = 2ne—A.
Substituting and equating the constant terms in the equations of the
tangents, we have
cos (nr — 46) /sin (nw — 36) = 3 cos $6/sin 30.

Solving, we have tan 46 = — (3 + cos 37x)/sin gn.

(a) If n = 0, tan}@ = œ; therefore 6 = x.

(b) If x = 1, tan $@ = 3/3.

(c) If n = 2, tan 46 = —§ /3.

(a) n =0, tangent line is y= 0. Tangent at cusp.

(b) n =1, tangent line is y = —9,./37—2}aV/3. Co-ordinates of
point of tangency, (— a, $2 /3a). Point at which tangent is normal
to the curve, (—43;'4, — 33; /3a).

(c) 7 =2. Symmetrical to the last.

QUESTIONS FOR SOLUTION.

16419. (S. Narayana Aryar.)—lIntegrate

(a) Í COS ($y + 01 +o + -.. + br) ag
PoP1P2 +++ Pu
(b) l Bin (o+ pı + og + ... + On) dé,
PoPiP2 +++ Pn
where 9, = tan`! sin 6/(p+cos@) and p, = \/(1+ 2p cos 6+ p°).

16420. (Rev. F. H. Jackson, M.A.)—Transform

L+axr+a7x?+a%z* +...
into 2-4 C-D _ ,_ _ (a-1)(a-9)
l—x (l—2z)(l—ge) (1—z)(1—q1)(1—g°r)

(a —1)(a—q)(a—q°)

with easily obtained conditions for convergence. Similarly transform

Gauss’s series, T fa a + = t.
2
into $ nai eet en
(1—g)(l—z) (1—g?)(1—2)(1 - gz)
gx

+ -——.- - 4" _____-—.,,,,
(L—g°)(1—2r)(1—gx)(1—9?z)
The numerator of the n-th term being qi" ("-!) 2".

16421. (D. Brppte.)—It is well to be forearmed against the
invasion into the domain of mathematics, of the general feeling of in-
security which even now prevails in other spheres of thought, in which
case direct methods of procedure will be out of favour. The four
primary rules of arithmetic will not escape. Therefore, taking A and
B as two given unequal integers, of which B is the smaller, (1) without
adding B to A, find their sum; (2) without subtracting B from A, find
their difference; (3) without multiplying A by B, find the product;
(4) without dividing A by B, find the quotient.

16422. (Lt.-Col. ALLAN CUNNINGHAM, R.E.)— Give the general
solution of, and also the lowest solution in integers of,

(4 + yt + 24)? = 2 (25 + 5 + £4).

16428. (T. Stuart, M.A., D.Sc.)—Prove rigidly that the prime
factors of N = 2z'—27, where z= 3tu(é+u), y = &—Stut—u', are
always of the form +1 (mod 18), e.g.,

2.367—175 = 109.811, 2.183— 1? = 107.109,
Show further that, if
t= w (Q(t': w) u], u = (t +u’) [2t (t +u),
where t', u' are any integers, then N is expressible algebraically in the
form X?—27Y?, and find X and Y.

19 +2.18? = 18523.

16424. (R. W. D. CHRISTIE.)—Let a? + b* = c? integral, e.g.,
209? + 120? = 241°,
then (a+d)?+(b+2)? =(c+d?, 240? + 128? = 2792,
(a +e)? + (b+ 22)? = (c +e)?, 273? + 186? = 305?,
ad inf. ad inf,
It is required to find the constants d, e, s.
16425. (I. ARNOLD.)— Show how as many numbers as we please

may be determined, such that their squares, when expressed in the
decimal notation, (i.) may all terminate in the same » figures; and
(ii.) may all terminate in the same 7 given figures.

16426. (Professor Nanson.)—Find the equation of the surface traced
out by a straight line which moves so as to be at given distances from
the three rectangular axes.

16427. (A. THomPpson.)—A sphere touches a plane at O, and a curve
in the plane is projected on to the sphere, the centre of the sphere being
the vertex of projection. If ¢ be the intercept on the tangent great
circle at a point of the spherical curve, between the point and the foot
of the arcual perpendicular from O; and if K be the geodesic curvature
at the point and K’ the curvature at the corresponding point of the
plane, then K’ = K cos? é.

16428. (Professor NEvBERG.)—Un angle droit tourne autour de son
sommet A, ses côtés rencontrent une droite donnée d aux points B et
C. Trouver le lieu des sommets et celui des foyers des paraboles qui
passent par les points A, B, C et dont les diamètres sont )perpendicu-
laires à d.

May 1, 1908.]

16429. (C. E. Younaman, M.A.)—In a cardioide with cusp C and
vertex V, chords PQ, QR, RP equidistant from the cusp are drawn;
prove that C is the in-centre of PQR, and that the ex-centres trace a
parabola; also that the circle PQR touches the double tangent of the
cardioide and the circle on diameter CV, the chord of contact passing
through C.

16480. (W. J. GREENSTREET, M.A.)—BP, BQ are perpendicular
chords from B, where BB’ is the minor axis of an ellipse. Show
analytically that BP, B’Q intersect on a fixed line. If the tangent at
P cut this line in Z, and the tangent at Bin X, then shall BP bisect
the angle ZBX.

16481. (W. F. Bearp, M.A.)—Two conics S, S’ cut one another in

A, B,C, D; the pole of AB with regard to S lies on S'. Prove that the
pole of CD with regard to S also lies on S’.

16482, (James BLAIKIE, M.A.)—Prove by sub-division and super-
position of parts (the number of parts to be as small as possible) that
two triangles with equal bases and equal altitudes are equal in area.

16488. (A.M. Nessitr, M.A.)—Find two points P, Q, on the sides
of a triangle OAB, such that PQ is bisected by AB, and the triangle
OPQ has a given area.

16484. (W. Ganiatty, M.A.)—If OI meet the sides of ABC in
A’, B’, C’, prove that the circles on AA’, BB’, CC’ as diameters pass

through the Feuerbach point of contact of the in- and nine-point
circles.

16485. (Professor SansAna, M.A.)—The Brocard points of a triangle
are known, and the value of the Brocard angle (which is fixed) is known
to be half of that of one angle of the triangle (say B). Prove that the
angular points of the triangle move on fixed straight lines, and show
how to construct it.

16436. (M. S. Narayana, M.A.)—In any triangle (1) from the
formula 6? sin2C +c’sin 2B = 2bc sin A, deduce that
cos 3B + cos 4C—cos $A = 4 cos [} (r — A)) sin (2 (x — B)} sin (4 (x —C)] ;
(2) prove that
(b cos? B + c cos? C) cot 2 (B + C) = (b cos? B—ccos?C) cot 2 (B - C).

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

8677. (Professor WoLSTENHOLME, M.A., Sc.D.) — Prove that the
area between an infinite branch of the curve

(x? — y(x? + y2)? = 27a? (4a? — 2? + 7)?
and the two corresponding asymptotes is 9a?.

8787. (Professor SYLVESTER, F.R.S.)—Prove that the solution of
the general algebraical equation of the 11th degree may be made to
depend on another of that degree in which the 2nd, 3rd, 4th, and 5th
coefiicients are all zeros, and the remaining coefticients are expressible

as explicit algebraical functions of the roots of an equation of the 6th
degree.

8958. Show that the differential equation to a uniform flexible sur-
face hanging under the action of gravity and bounding forces is

fly) r+o(z)t = m+ +g),
where f (y) and (zx) are arbitrary functions to be determined by the
boundary conditions.
9012. (R. Trecker, M.A.)—Prove that the side of the inscribed
equilateral triangle of a given triangle
= 4R sin A sin B sin C/(cos 2 (A—B) +... +...].

9288. (Professor K. S. Purnam.)—Find the average difference of all
pairs of numbers of three digits selected arbitrarily by two persons.

9785. (W. J. C. SHarp, M.A.)—If m m', there are in general
(m—1)™ (n +1) points which have the same linear polar with respect
to each of two loci of orders m and m’ in space of ndimensions. Hence
deduce the conditions that the loci may touch.

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss ConsTANcE I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

Vol. XII. (New Series) of the “ Mathematical Reprint ”
ts now ready, and may be had of the Publisher,
Francis Hopason, 89 Farringdon Street, B.O. Price
to Subscribers, 58. ; to Non-Subscribers, 6s. 6d.

THE EDUCATIONAL TIMES.

231

THE LAST WORD
IN FRENCH BOOKS

NOT OLD-FASHIONED.
NOT NEW-FANQGQLED.

“ They combine all the advantages of the New Method, without sacrificing
anything of the Old.”

Omega Press French Series.
PRACTICAL FRENCH GRAMMAR.

By W. H. Fraser, B.A., and J. Squatr, B.A., Professors of the
Romance Department, Toronto University. With an Introduction by
WiLLIAM ROBERTSON, M.A., Examiner in Modern Languages for the
University of Aberdeen (1901-4), Crown 8vo, 3s. 6d.

A very practical and thorough course, with composition and conversation
exercises, Special help has been given in pronunciation, and the exercises
deal with topics of everyday life, and make provision for regular oral as well
as written practice,

Mr. Robe: tson, in his Introduction, says :—*' J believe that a full and

Jair eramination of this work will compel every competent judge to
pronounce it the best uf its kind.”

This estimate has been fully justified by the success of the book in practice.
Many of the leading Institutions of Great Britain and Ireland have adopted it.
The following are a few of the many important schools which have introduced

Carnarvon County School.

Derby, High School.

Edinburgh, George Watson's
College.

Edinburgh, Royal High School.

Edinburgh, The Ladies’ College.

Glasgow, The Academy.

Greenwich, Roan School.

High Wycombe, County High

this book :—
Aberdeen Grammar School. Leeds, The Yorkshire College.
Belfast, Royal Academical In- Newcastle-on-Tyne, Allan’s
stitution. Endowed School.
Belfast, Victoria College. Oundle School.
Bradford Grammar School. Oxford. Diploma Correspon-

dence College (2,000 pupils).
Oxford, Wolsey Hall.
Pontefract, Ackworth School.
Reading, High School.
St. Olave’s Grammar Sschool,
Southwark.
Strand School, London.
Swansea Grammar School.
Warwick, King’s High School.

Schools. We boro’ Grammar SchooL
Horsham, Christ’s Hospital Wolver ton Grammar
King’s Couese (over 2,000 School.

pupils).

in Canada the book is used in every Collegiute Institute where French is
tanght in the province of Ontario, and it is in use in practically all the
High Schools from Ontario to the Pacific const, besides in many schools
throughout Nova Scotia, New Brunswick, &c., &c.

In the United States its success has been so general that a partial list
of the Colleges and Schools using it occupies some seventeen pages of
print, and this list includes ;—

YALE UNIVERSITY,

CORNELL UNIVERSITY,
JOHNS HOPKINS UNIVERSITY,
CHICAGO UNIVERSITY,
LELAND UNIVERSITY, and

49 Other Universities.

PRACTICAL FRENCH COMPOSITION.

For Middle and Senior Classes. By J. E. Mansion, B. ès L., Royal
Academical Institution, Belfast. Crown 8vo, 2s.
Compiled for use with Fraser and Squair’s * Practical French Grammar,” to
which references are repeatedly made. Carefully graduated extracts arranged
in four sections, from very easy French to the standard of University and
Civil Service Examinations. Full Vocabulary,

PRACTICAL FRENCH READER.

By J. F. Davis, D.Litt., M.A. (Lond.), Assistant Examiner in the
University of London, and F. Tuomas, B.A., B.Sc., Assistant Examiner
in the University of London. With full Vocabulary, Crown 8vo, 2s.

Specimens post free for three-quarters published price.

SPECIAL TERMS TO SOHOOLS.

OMEGA PRESS, OXFORD.

232 | THE EDUCATIONAL TIMES.

RECENT ADDITIONS TO NELSON'S LIST.
PREPARATORY MATHEMATICS.

By A. CLEMENT JONES, M.A. Ph.D., and C. H. BLOMFIELD, M.A, B.Sc,

Mathematical Masters in Bradford Grammar School.

With or without Answers. Price Is. 6d.

This book has been prepared for Junior Forms in Secondary Schools and Upper Standards in Primary Schools. It provides a complete
course in Elementary Number Work preparatory to the study of more formal Mathematics. Each example appeals to youthful interest,
and is of a practical and interesting character. There are numerous Oral Examples, and the volume not only treats of Elementary
Arithmetic, but also provides an introduction to Algebra and Practical Geometry.

[May 1, 1908.

a

Short Studies in
English Literature.

An entirely New Scries designed to meet the requirements of the
Board of Education in English Literature for Secondary
Schools.

Each 100 pages. Cloth boards, 6d.
With Frontispiece, Short Appendix, and Foot-notes.

LIST OF THE SERIES,

. SHLHOTIONS FROM TENNYSON’S POEMS.

. SHLHOT COMBEDIBS FROM LAMB'S TALBS.

AN INTRODUOTION to SHAEKHSPHARB’S COMEDIBS.
. THE GREAT STONE FAOH AND OTHER STORIBS

(Hawthorne).
PHN PORTRAITS FROM OARLYLH.
SLEBDPY HOLLOW AND OTHER TALBS (Irving).
. LONGFHELLOW’S “BVANGBHLIND.’’
WORDSWORTH’S SHORTHR POEMS.
PHN PIOTURDS FROM MAOAULAY.
. CARLYLE'S “HBRO AS DIVINITY,” and ARNOLD'S
“BALDER DBAD.”
11. SHLHOT TRAGHDIBS FROM LAMB'S TALES.
. ANINTRODUOTION to SHAK HSPBRARE'’S TRAGEDIBS.

OOPP PUNH

ren

A New Series of carefully graduated Reading Books designed to
form a Ladder to Literature.

The Royal Treasury
of Story and Song.

The First Series of Literary School Books in which each reading is com-
plete in itself, and of sufficient Jength to arouse and sustain juvenile
interest. Fach volume beautifully illustrated with numerous full-page
Pictures in colour and black and white, as well as marginal Drawings of an
interesting and charming character.

The Royal Treasury will be published in Seven Parts, of which
the following are now ready :—

Part I. DOORS OF GOLD. 128 pages. tod.

Select fairy tales, simply written, with familiar rhymes and verses.
Illustrations on almost every page.

Part IH. FAIRY FAVOURS. 160 pages. IS.
Imaginative tales from good literary sources, select folk-tales of a
romantic and humorous character, with a selection of some of the best
fairy poetry in the language. Fully illustrated.

Part WI. THE HALL OF HEROES. 208 pages. 1s. 3d.

Tales of early heroes of the chief Europein nations, including Jason,
Theseus, Hercules, Beowulf, Siegfried, Arthur, Conall, and Roland ; with
narrative poetry, mostly of a simple ballad character. Fully illustrated.

Part IV. GOLDEN GIFTS. 272 pages. 1S. 6d.

Romantic tales and narrative poetry.
Parts V., VI., and VII. are in active preparation.

A CYCLE OF SONG.

A New Series of School Poetry Books, containing selections from

the Best Poets.
Each 48 pages. Paper, 2d.; cloth, 3d.

LIST OF THE SERIES.

1. Songs of the Nursery. 13. Songs of the Border.
2. Songs of Childhood. 14. Songs of Dreamland—Part I.
3. Songs for Boys and Cirls. 15. Songs of Dreamland—Part Il.
4. Songs of Youth. 16. Songs of Endeavour.
5. Songs of Maidenhood. 17. Songs of Quiet.
6. Stories in Song—Part I. 18. Songs of the Streams.
7. Stories in Song—Part ll. 19. Sacred Songs.
8. Songs of England. 20. Songs of the Seasons.
9. Songs of Scotland. | 21. The Poet’s Lyre.
10. Songs of Britain. | 22. Songs of the Sea.

11. Songs of the Empire. 23. Songs of the Country.
12. Songs of the Nations. 24. Songs of the City.

CAMEOS OF
LITERATURE.

A Series of Litcrary Studies for Middle Forms of Secondary
Schools and Upper Standards of Primary Schools, prepared
in accordance with the newest ideas on the teaching of
English Literature.

Fully Illustrated with Reproductions of Prints and Paintings.
Cloth boards, 1s. 6d. each.
Vol. I. SOME ENGLISH ESSAYS. 256 pages.

Thirty-six selected papers drawn from the works of the best essayists
from Bacon to Stevenson,

Vol. II. THE HARP OF YOUTH. 288 pages.
A book of poetry for school and home, arranged in chronological order
from the seventeenth century to the present day,

Vol. UI. THE GLEEMAN. 288 pages.
Fourteen story-poems of greater length than can be included in the
ordinary school anthology.

#.* Other Volumes in active preparation.

THOMAS NELSON AND SONS,

35 & 36 Paternoster Row, London, E.C.; Edinburgh, Dublin, and New York.

-a

London: Printed by C. F. Hopnasox & Son, 2 Newton Street, Kingsway, W.C.; and Published by Francis Hopeson, 99 Farringdon Street, B.C.
[Entered at the New York Post Office as Second Class matter. |

a

AND

Journal of the College of Preceptors.

Vol. LXI.] New Series, No. 566.

JUNE 1, 1908.

Published Monthly, price, to Non-
Members, 6d.; by Post, 7d.
Annual Subscription, Te.

OLLEGE OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

EXAMINATIONS.

Diplomae.—The next Examination of Teachers for
the Diplomas of the College will commence on the
3lst of August, 1908.

Practical Examination for Certificates of
Ability to Teach.—The next Practical Examina-
tion will be held in October.

Cortificate Examinations. — The Christmas
Examination for Certificates will commence on the
8th of December, 1908.

Lower Forms Examinaticne. — The Christ-
mas Examination will commence on the 8th of December,
1908.

ProfessionaiPreiiminary Examinations. —
These Examinations are held in March and September.
The Autumn Examination in 1908 will commence on
the 8th of September.

Inspection and Examination of 8choois.
—Inspectors and Examiners are appointed by the
College for the Inspection and Examination of Public
and Private Schools.

The Regulations for the above Examinations can be
obtained on application to the Secretary.

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

|B ee aie OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers.

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-

rt, Edinburgh, Glasgow, Hull, Inverness, Leeds,

ive l, London, Manehester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, St. Andrews, Sheffield,
Swansea, and several other towns,

information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme, The
University, St. Andrews,

UNIVERSITY OF ST. ANDREWS.

UNIVERSITY HALL.
Miss FRANCES H MELVI LLE, M.A.
NIVERSITY HALL, for Women

students, was opened in 1896, under the govern-
ment of the University of St. Andrews,

The usual Course of Study at University Hall is in
preparation for the Degree Examinations of the Uni-
versity of St. Andrews, of which all the Classes and
Degrees in Arts, Divinity, Science, and Medicine are
open to women on the same terms as to men,

The Sessions of Residence are the two University
Sessions, viz. the Winter Session, October to March;
the Summer Session (Optional), April to June,

University Hall fees for residence—Winter Session,
£30-£50 ; Summer Session, £15-£25.

Matriculation and Class Fees average £10 for the
Winter Session.

Next Winter Session commences October 7.

For further information, apply to the WARDEN,
University Hall, St. Andrews, Fife.

THE TEACHERS’ GUILD
OF GREAT BRITAIN AND IRELAND.

Modern Languages Holiday Courses,

1908.

At TOURS and HONFLEUR,
FRENCH;

at NEUWIED (on Rhine),
GRRMAN;

and at SANTANDER,
SPANISH.

Students assemble at Tours and Honfleur on
August list, at Neuwied on July 31st, and at San-
tander on August 4th. ‘The Courses last for three
full weeks.

HANDBOOK (price 6d.), giving full details (Syllabuses
of Lectures, Lists of Householders receiving Students,
Excursions, and General Information)», from the OFFICE

OF THE GUILD, 74 Gower Street, London, W.C.

J,ONPON INTER - COLLEGIATE
SCHOLARSHIPS BOARD.

MBEDIOAL BNTRANOB SOHOLARSHIPS
AND BXHIBITIONS.

Twenty-three MEDICAL SCHOLARSHIPS and
EXHIBITIONS, ranging io value from £20 to £180,
and of an aggregate value of about £1,500 for men and
women, tenable in the Faculties of Medical Sciences of
UNIVERSITY COLLEGE and KING'S COLLEGE,
and in the MEDICAL SCHOOLS of KING'S
COLLEGE HOSPIPAL, ST. GEORGE’S HOSPITAL,
WESTMINSTER HOSPITAL, and the LONDON
SCHOOL OF MEDICINE FOR WOMEN, will be
offered for competition on Tuesd.y, September 22nd,
and following days, Entries will close on Tuesday,
September 15th.

‘all particulars and forms of entry may be obtained
on application to the SECRETARY OF THE BOARD
(ALFRED E. G. ATTOER), University College, Gower
Street, London, W.C.

IRKBECK COLLEGE,

BrEags BUILDINGS, CHANCERY Lang, E.C.

DAY AND EVENING CLASSES,
Courses of Study under Recognized Teachers of the
University of London for Degrees in Science
and in Arts.

Science.—Chemistry, Physics, Mathematics (Pure
and Applied), Botany, Geology, Zoology.

Arts.—Classics, English, French, German, Italian
History, Geography, Logic, Economics, Mathematics
(Pure and Applied).

Particulars on application.

Diploma Correspondence
College, Ltd.

Principal—J. W. Kyirr, L.C.P., F.RS.L.
Vice-Principal—8. H. Hvuoxe, B.A., Hons. Lond.

Speotally arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the SECRETARY,

WOLSEY HALL, OXFORD.

COLLEGE OF MUSIC.

(Incorporated.)

GRBAT MARLBOROUGH STREET, LonpoR, W.
Patron: His GRacB THE DUKE oF LEEDS.

Dr. F. J. Karyn, Mus. Bac, Cantab., Principal.

G. AUGusTUs HOLMEs, Esq., Director of Examinations,

EXAMINATIONS, 1908.

The NEXT EXAMINATION in PIANOFORTB
PLAYING, SINGING, THEORY, and all branches
of Music will be held in London and 400 Provincial
Centres in JULY (June for Scotland and Ireland), when
Certificates will be granted to al) successful candidates,
The Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (L.L.C.M.), the Teachers’
Diploma, L.C.M., and Fellowship (F.L.C.M.) take
place in JUNE, JULY, and DECEMBER. f

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

LocaL SCHOOL CENTRE8S.— Full particulars with refer-
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application,

SYLLABUS for 1908, together with Annual Report,
may be had of the SECRETARY.

ONDON

In the Educational Department students are received
and thoroughly trained under the best Professors at
moderate fees. The College is open 10 a.m. to 9.30 p.m.
A COURSE of TRAINING in Pianoforte and Singing
for Tenchers is held at the College.

VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

HE ASSOCIATED BOARD

OF THE R.A.M. AND R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.

PATRON: His MAJESTY THE KING.
PRESIDENT: H.R.H. THE PRINCE OF WALES, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in and
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also. En-
tries for the November-December Exanmiunations close
Wednesday, October 7th, 1908.
SCHOOL EXAMINATIONS (Syllabus B).
Held three times a year, viz., October - November,
March-April, and June-July, Entries for the Octo-
her November Examinations close Wednesday, October
7th, 1908.
Specimen Theory Papers set in past years (Local Centre
or School) can be obtained on application. Price 3d.
rset, per year, post free.
Syllabuses A and B, entry forms, and any further
information will be sent post free on application to—
JAMES MUIR, Secretary.

15 Bedford Square, London, W.O.
Telegrams: ‘‘ Associa, London.”

FREE GUIDE

LONDON UNIVERSITY
MATRICULATION.

Post free, fron PEB SBCORBTARY,
Burlington House, Cambridge;
or from the London Office of University Corres-

pondence College, 32 Red Lion Square,
Holborn, ow ce,

234,

THE EDUCATIONAL TIMES.

[June 1, 1908.

DY ERSITI COLLEGE OF
NORTH WALES, BANGOR.
(A Constituent College of the University of Wales.)
Principal—Sir H. R. RBICHEL, M.A., LL.D.

Next Session begins September 29th, 1908. The College
Courses are haere with reference to the Degrees of
the University of Wales; they include most of the
subjects for the B.Sc. Degree of the London University.
Students may parene their first year of Medical study at
the College. There are special Departments for Agri-
culture (including Forestry) and Electrical Engineer-
ing, a Day Training Department for Men and Women
and a Department for the Training of Secondary and
Kindergarten Teachers.

Sessional fee for ordinary Arts Course, £11. 1s.;
for Intermediate Science or Medical Course, £15. 15s.
The cost of living in lodgings in Bangor averages from
£20 to £30 for the Session. There is a Hall of Residence
for Women Students: fee, from Thirty Guineas for the

ion.

At the Entrance Scholarship Examination (held in
September) more than 20 Scholarships and Exhibitions,
ranging in value from £40 to £10, will be open for com-
petition.

For further information and copies of the various
Prospectuses apply to

JOHN EDWARD LLOYD, M.A.,
Secretary and Registrar.

HURCH EDUCATION COR-
PORATION.

CHERWELL HALL, OXFORD.

Training College for Women Secondary Teachers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher's Diploma. Special arrange-
ments made for Students to attend the School of Geo-

graphy. , l ;
xhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

ENMARK HILL GYMNASIUM
AND PHYSICAL TRAINING COLLEGE FOR
TEACH ERS.

Full prepararon for Public Examinations,

British College of Physical Education: English and
Swedish systems.

Board of Education : Science.

Swimming and Sports,

For particulars apply—Mıss E. SPELMAN STANGER,
Trevena, Sunray Avenue, Denmark Hill, London, 8.E.

French Holiday Course,
LISIEUX, NORMANDY,

DURING THE MONTHS OF JULY AND AUGUST.

Conversation, Phonetics, Literature, B.A. French.
Apply—Mr. H. BULL, Grammar School, Tamworth,
Staffordshire.

ANTERBURY COLLEGE, CHRIST-

CHURCH, NEW ZEALAND.—Applications are
invited for the position of PROFESSOR OF MATHE-
MATICS at Canterbury College, Christechureh, New
Zealand (an Institution affiliated to the University of
New Zealand). Salary £600 without fees. Applications
must be made on Forms to be obtained at the Office
(13 Victoria Street, London, SsW.) of the Hian Com-
MISSIONER FOR NEW ZEALAND, and delivered thereat
not later than the 3rd of June next. Particulars of the
duties and conditions attached to the appointment can
be obtained at the office of the High Commissioner,

April 28th, 1908,

HERTFORDSHIRE COUNTY
COUNCIL.
HERTFORD SCHOOL OF ART. ART MASTER,

The Hertfordshire County Council invite applications
for the appointment of ART MASTER from September,
1908, at the Hertford School of Art, at a salary of £175
wer annum, the Master appointed being required to give
1is whole time to the duties.

Full particulars and application form may be obtained
from the Education Department, Hertford, which form
must. be received not later than 13th June, 1908,

C. E. LONGMORE,
Clerk of the County Council.

May 26th, 1908.

Fourteenth Edition. 12mo, price 3s. 6d.

X ENOPHON’S ANABASIS, Books
æ. I. to III. By A. K. Isprater, M.A., LL.B.
With Notes, Vocabulary of all the Words in the Text,
und a Series ea ading Lessons for Beginners.
Designed as a Kirst Greek Reading Book in Schools.

Lowpow: LonGwans & Co., PATERNOSTER Row, B.C.

EDFORD COLLEGE FOR|JOINT AGENCY FOR WOMEN TEACHERS.

WOMEN
(UNIVERSITY OF LONDON),
YoRK PLACE, BAKER STREET, W.
ENTRANCE SCHOLARSHIPS.

One Reid Scholarship in Arts, value £31. 10s. first
year; £28. 7s. second and third years.

One Arnott Scholarship in Science, annual value £48,
tenable for three vears.

One Pfeiffer Scholarship in Science, annual value £48,
tenable for three years, will be awarded on the results of
the examination to be held in June.

Full particulars on application to the PRINCIPAL.

DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING.

Two Scholarships each of the value of £15 for one year
are offered for the course of secondary training beginning
in October, 1908.

The Scholarships will be awarded to the best candidate
holding a degree in Arts or Science,

Applications should reach the HRAD OF THE TRAIN-
ING Derant ENT not later than Jyly lst, 1908.

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Principal—Miss H. L. POWELL,
late Scholar of Newnham College (Hist. Tripos,
Class I.), late Head Mistress of the Leeds Girls
High School,

A residential College providing a year’s professional
eachers

training for Secondary A
The course includes preparation for the Cambridge
eory and Practice), and for

Teacher's Certificate (
the Teachers’ Diploma of the London University. Ample
opportunity is given for practice in teaching science,

, mathematics, and other subjects in various
schools in Cambridge.

Students are admitted in Jan and in tember.
Full particulars as to qualifications for admission,
scholarships, and bursaries may be obtained on applica
tion to the PRINCIPAL, Cambridge Training College,
Wollaston Road, Cambridge.

T. GEORGE’S TRAINING

COLLEGR FOR WOMEN TEACHERS IN
INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH.

This College provides a year’s Professional Training
for well educated women who intend to become Teachers.

The Course of Training is supervised by the Edinburgh
Provincial Committee for the Training of Teachers and
is recognized by the Scotch Education Department ; it
is also recognized by the English Board of Education,
and by the Teachers’ Training Syndicate of the Uni-
versity of Cambridge.

Bursaries of £30, £20, and £15 are offered to Students
entering in October, 1908.

Prospectus and further particulars from the Principal,
Miss M. R. WALKER, 5 Melville Street, Edinburgh.

THE INCORPORATED

FROEBEL EDUCATIONAL INSTITUTE,
TALGARTH ROAD, WEST KENSINGTON, LONDON, W.
Recognized by the Board of Education as a Traini
College for Secondary Teachers.
Chairman of the Committee—Sir W. MATHER.
Treasurer—Mr.C. G. MONTEFIORE, M.A.
Secretary—Mr. ARTHUR G. SYMONDS, M.A.

TRAINING COLLEGE FOR THAOHSBRS.
Principal—Miss E. LAWRENCE.

KINDERGARTEN AND SOHOOL.
Head Mistress—Mise A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations.

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL.

I REQUIRE for my daughter, aged 17,

a BOARDING SCHOOL or INSTITUTE,

in the South of England, which devotes itself

specially to the study of the English language.

Offers, if possible in French or German, to
W. NoNNENMACHER, Lausanne, Switzerland.

SECONDHAND BOOKS AT HALF PRICES |
NEW BOOKS AT 25°), DISCOUNT !

Books for A.C.P., L.C.P., F.C.P.,

Matric., University, Certificate, Scholarshi
L.L.A., B.A., and ALL other Examinations suppli :
State wants: send for List. Books sent on a proval.
BOOKS BOUGHT, best prices iven. — W. & G.
FOYLE, 135 Charing Cross Road, wg

(Under the management of a Committee appointed
the Teachers’ Guild, Oollege of Precentors, Heed
Mistresses’ Association, Association of Assistant
Mistresses, and Welsh County Schools’ Association.)
Address —74 GOWER STREET, Lonpox, W.O.

Registrar—Miss ALICE M. FOUNTAIN.

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 ex .

Head Mistresses 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 vacancy.

hool Partnerships and Transfers are
Hours for interviews (preferably by appointment) :—
11 a.m. to 1 p.m., and 3 to 5 p.m,
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cost to Masters seeking appointments.

The lowest possible fees are therefore charged.
A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appoint ment) 12 p.m.-1.30p.m.,
and 3 p.m.-5.30 p.m. turdays, 12 p.m.-1 p.m.

NEW ZEALAND.—Applications are

invited for the appointment of MISTRESS to
tench FRENCH and GERMAN at the Girls’ Grammar
School at Auckland. Salary £175. Passage allowance
£50. Applicants to be from 25 to 35 years of age. For
further particulars and Application Forms apply to the
Hici COMMI8SSIONKR FOR NEW ZEALAND, 13 Victoria
Street, London, S.W.

May, 1908.

New Edition. 18mo, price 9d.

HE ELEMENTS OF BOOK-

KEEPING, by SINGLE and DOUBLE ENTRY,
with Practical Explanations and Exercises on the most.
useful Forms for Business. By A. K. IsBpisTER, M.A.
LL.B., late Dean of the College of Preceptors.

LONDON: LONGMANS & Co., PATERNOSTER Row, E.C.

DURING THE WHITSUN VACATION

=. FLORIGENE =

SCIENTIFICALLY PREPARED ODOURLESS, OR
POWERFUL GERMICIDAL DISINFECTANT,
FLooR FLUIDS IN
Colleges, Laboratories, Schools, &c., for

‘“WEICHTING” & LAYING DUST & DIRT;

Purifying the Atmosphere; Preserving
Floors; saving Time and Labour.

No Scrubbing or Sprinkling of Floors
necessary ; only Hard Broom, when the
sweepings roll, and do not rise. Books,
furniture, apparatus, &c. seldom require
dusting or cleaning. Each application lays
the dust for two to four months or longer.
For particulars, bacteriological and other
expert reports, and testimonials write—

The DUST-ALLAYER ” co.,

165 Queen Victoria Street, E.C.
Contractors to H.M. GOVERNMENT, &c.

June 1, 1908. ]

2309

THE EDUCATIONAL TIMES.

University Sutoria? Coffee,

LONDON.
(Affiliated to University Correspondence College.)

REVISION & VACATION CLASSES

ARE HELD FOR

LONDON UNIVERSITY

EXAMINATIONS.

Matriculation. — Morning Classes are held con-
tinuously carouri the Summer for the September
Examination, The Classes may be taken up at any
time at proportionate fees.

At the last Examination (January, 1908),
the oficial Pass List oA the University credits
University Tutorial College with nearly three
ann as many Successes as any other Insti-
u ton.

inter. Science, Arts, and Prelim. Sci. (M.B.)>
—Revision Classes commence Tuesday, June 16th,
and meet daily. All the more salient points of the
syllabus are taken up and special attention is paid
to practical work.
lasses for beginners in Practical Science are held
during August.

B.Sc. and B.A.—Revision Classes are held during
August, commencing Tuesday, August 4th, 1908.

Private Tuition may be taken up for all examin-
ations at any time of the year, either during term or the
ordinary school vacations,

Particulars may be had, post free, from
THE PRINOIPAL
University Tutorial College,
Red Lion Square, Ho » W.C.

CORRE SPONDENCE TUITION,

Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. Special tuition
for MEDICAL Prelims. and Diploma Exams. Many
recent successes.— F. J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College,
87 Buckingham Palace Road, 8.W.; and Stalhein.
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

WALTER J. DICKES, B.A.(Lond.)

PRIVATE TUITION
FOR EXAMINATIONS, &c.

BEECHEN CLIFF, THE GARDENS,
E. DULWICH, LONDON, S.E.

THE
HAMILTONIAN
SYSTEM.

A Short and Easy Method of Learning a Foreign
Language by a Close Interlinear Translation.

“ This System differs from the ordinary literal trans-
lations, in giving a truly literal translation placed word
for word under the words of the original, which are only
so far changed ın order as seemed essential to the sense.
The aim is to be strictly literal, and the student is at
once saved all trouble about the meaning of each word.”
—Mr. RICHARD A. PROCTOR, in Knowledge.

Limp cloth, price 1s,

CAISAR’S GALLIO WAR. Book I. With
Text as well as Interlinear Translation.

Books I. to VI. Price 4s. 6d.
VIRGIL'S AEBNHBID. Books I. to IV. Price
3s. e

BUTROPIUS. Limp cloth, price 1s. 6d.
FLORIAN’S FABLBS. Limp cloth, price 1s.
PBRRIN’S FABLES. Limp cloth, price 1s. 6d.

k contains the Text as well as the anal
Each Boo interlinear, and literal Translation. ytloal

Pull List of the Series on Application.

FRANCIS HODCSON, 89 Farringdon St., E.C.

Messrs.

TRUMAN & KNIGHTLEY,

LTD.,

Gducafional Agents,

158 to 162 OXFORD STREET,
LONDON, W.

FREE.

The Principals of the Wormal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P.
2. L.C.P. 84 9?
3. F.C.P. 75 99
And have also published the following Guides,
4. PREL. CERT. 120 pages.
5. CERTIFICATE. 92
- 6. MATRICULATION. 84
7. IRISH UNIVERSITY. 60
8. OXFORD & CAMBRIDCE LOCALS 100
These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination.
“They are written by experts whose advice is the
best procurable.”— Educational News.
“Will undoubtedly help greatly towards suc.
coss.”’—Schoolmistress.
NORMAL CORR. COLLEGE,
47 MELFORD Roan, East DULWICH, 8.B., and
110 AVONDALE 8QUARB, Lonpoy, 8.E.

CARLYON COLLEGE.

6565 AND 66 CHANCERY LANE.

LONDON UNIVERSITY BXAMINATIONS.
LONDON MATRICULATION, INTER. ARTS and

100 pages.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1136 City.

This Agency is under distinguished patronage,
including that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University and other quanno ENGLISH
and FOREIGN MASTERS and TUTORS to
Schools and Private Families.

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

(iii) LADY MATRONS AND HOUSE-
KEEPERS.
MESSRS. TRUMAN & KNIGHTLEY intro-

] 5 duce well qualified and experienced LADY
icning “MA. Clasca” WA Horars Claeions lin MATRONS, HOUSEKEEPERS, and HOUSE
mentary Greek Class. MISTRESSES to Boys’ and Girls’ Schools.

Classes and Tuition for Legal and Medical
Ertmiustions, Previous: esponsioner end | of any Mint ia made to candidates nnloss am en
x an à
General: ig ETRA a i EM; fascuent be secured through this Agency, when
Pa Corrected for Schools. Vacation Tuition. 6 terms are most reasonable.

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 ‘‘ Phaedo,” “‘ Pro Plancio,” &c.

SUCCESSES.

1892-1967.— London Matric., 149; Inter. Arts, Sc., and
Prel. Sci., 140, 6 in Hons.; B.Sc., 1896-1906, 25; B.A.,
1891-1906, 95, 14 in Hons.: Medical Prelim., 249; Res-

nsions and Previous, 60; Law Prelim., 62; other

uccesses, 400.

B.A. (LOWD.), 1906 and 1907, 15, 3 in
Classical Honours. A., 8.
INTBER. ARTS, 1907, 6 out of 8.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.— PUPILS’ DEPARTMENT.

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is
made for registration.

Write—ScHOOoLs AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E.

A Complete French Class Book.

ALL'S “FIRST FRENCH
COURSE AND FRANCE AND THE
FRENCH.” New and Revised Edition. 1s. 6d.
Key, 1s. 8d. Contains Easy Lessons on Pronunciation,
nearly 200 Progressive Exercises ee and French,
alternately), Easy French Reading Lessons on France
and the French, Elementary Grammar, Questionnaire,
Simplified French Syntax, Vocabularies, Maps, &c.

London: SIMPKIN, MARSHALL, and all Booksellers.

Sixteenth Edition, with Map. 12mo.

ZESAR’S COMMENTARIES ON

THE GALLIC WAR. By A. K. ISBISTER, M.A.,
LL.B., late Dean of the College of Preceptors.
BOOKS I.-V. With Notes Critical and
Explanatory, a Vocabulary of all the

words in the Text, and Easy Reading Any negotiations entrusted to MESSRS. TRUMAN &

Lessons for Beginners s... price 3s. 6d. | KNICHTLEY receive prompt and careful attention
BOOKS I.-VII. do. 0. 4s. 6d. ,
Do. (without the Reading Lessons) 4s. Od.| every effort being made to save ollents as muoh
oori. i Twent -fifth Edition. _ time and trouble as possible.
a wi ulary,
Lessons, Se P R ae 1s, 6d.

LONDON: LONGMANS & CO., PATERNOSTER Row, E.C | Full particulars willbe forwarded on_application.

236

NEW EDITION (1907).

With 174 Illustrations. Crown 8vo, price 3s. 6d.

A SCHOOL FLORA.

For the Use of Elementary Botanical Classes.

BY

W. MARSHALL WATTS, D.Sc. (Lond.), B.Sc. (Vict.),
Late Physical Sclence Master in the Ciggleswick Crammar School.

LoNGMANS, GREEN, & Co., 39 Paternoster Row, London, E.C.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this serves of Articles, see “THe JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Anams [November,
1906]; CLASSICS, by H. G. Hart[(December, 1906]; ENGLISH,
by ARTHUR BURRELL [January, 1907]; FRENCH, by CLOUDESLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907]; NATURE STUDY, by T. Raymont [May,
1907]; HISTORY, by 8.8. F. FLETCHER (June, 1907}; PHYSICAL
TRAINING, by Colonel Matcotm Fox (July, 1907]; DRAWING,
by W. E. Sparkes (August, 1907]; DOMESTIC SCIENCE, by
ALICE RAVENHILL [October, 1907]; GEOMETRY, by H. WINIFRED
STURGE [December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
son (January, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

LARGEST STOCK
of SECOND-HAND

School, Classical,
Mathematical,

J. POOLE & C0.,

104 Charing Cross Rd.,

AND

NEW AND SECOND HAND. WRITE TO US FOR A QUOTATION.

THE EDUCATIONAL TIMES.

[June 1, 1908.

SCHOOL PRIZES.

BICKERS & SON have the largest and most varied
stock in London of BOOKS handsomely bound in Calf
and Morocco, suitable for SCHOOL PRIZES.

They have had more than seventy years’ experience,
and have long had the reputation of being one of the
best Bookbinding Firms in England.

They guarantee the binding to be better and cheaper

than three-fourths of the usual School Prize Work. In-
spection and comparison invited.

Catalogues post free.

School Books and Stationery supplied
at discount prices and by return.

BICKERS & SON, Liitep, LEICESTER Square, Lonpon, W.C.

EXAMINATION PAPER

AS USED BY THE

COLLEGE OF PRECOCHPTORS.
In strict accordance with the Oollege requirements, and each Sheet
bears their Watermark,
Packed in Reams of 480 Sheets... per Ream, 2s.
ši 960 ” wae ve a 4s.

Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, 1s. per 100 Sheets.
| Musio Paper, 1s. per 100 Sheets.
Remittance should accompany Order.

F. W. SHELBOURNE & CO., Wholesale and Retall Stationers,
63 HIGH HOLBORN, LONDON, W.C.

H

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME IX., 1907, 7s. 6D. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods
of education.

MACMILLAN n& 00., Ltd; LONDON.

June 1, 1908.]

THE EDUCATIONAL TIMES.

237

a a ee ee aaa — - — — eee =

_ ae e a

= aia a ar —_

MESSRS. BELL’S NEW BOOKS.

MASON’S

NEW ENGLISH GRAMMARS.

Revised in accordance with Modern Requirements by

A. J. ASHTON, M.A.,

Senior English Master, Kelvinside Academy, Glasgow ; and Examiner in
English to the College of o

Now

Crown 8vo.

MASON’S JUNIOR ENGLISH | GRAMMAR.

This new edition of Mason’s ENGLISH GRAMMARS has been augmented
and revised so as to embody the results of the advances that have been
made in the teaching of English Grammar since these grammars were last
revised by Mr. Mason. The new edition will consist of three courses—
Junior, Intermediate, and Senior—and will be printed in good bold type
and strongly bound in cloth. The Intermediate and Senior volumes are in

active preparation.

BELL’S ENGLISH TEXTS FOR
SECONDARY SCHOOLS.

General Editor: A. GUTHKELCH, M.A.

NEW VOLUMES.

CHARLES READE: THE CLOISTER AND THE HBARTH.

Abridged and Edited by the Rev. A. E. HALL, B.A.,

Bancroft’s School.

ls.

Assistant Master,

BOOTT: A LEGEND OF MONTROSB. Abridged and Edited b
F. C. LuckHurst, Assistant Master, Sir Walter St. John’s School,

Battersea. 1s.

ENGLISH ODES. Selected and Edited by E A. J. MarsH, M.A.,
Assistant Master, Hanley Secondary School.

Detailed Prospectus sent on R

Third Edition, Revised and much papers Reset throughout.
Crown 8vo. 666 pages. 5e.

AN

INTRODUCTION TO

ENGLISH LITERATURE.

By HENRY S. PANCOAST.

For this new edition the first half of the book has been
and the chapters dealing with the Early and Middle
been considerably enlarged.

literature of the

Greater space has also
ueen Anne and Victorian

riods,
Bunyan, Dryden, Steele, Cowper, and others

ve been add

practically rewritten,
nglish periods have

n given to the
and separate lives of

Crown 8vo. With the original Maps. 2s.

JOSEPH HALL

MUNDUS

Edited for School use, with Introduction, Notes, and Voca
H. J. ANDERSON,

ALTER ET IDEM.

(AN OLD WORLD AND A NEW.)

M.A.,

bulary, by

Inspector of Traning Coas aon Cape Colony : lr late Classical Master at
illhea i

c School, G

This abridged edition of Bishop Hall's famous satire is intended for use as

a Latin Reader at the awkward period which immediately precedes the
Ading of ditticult authors. The notes have been made as brief as possible,
but there is a Vocabulary and an Index of Proper Names.

Just Published.

Crown 8vo.

ls. 6d.

ESSENTIALS OF

FRENCH GRAMMAR.

AN EXERCISE BOOK FOR JUNIOR CLASSES.
By HECTOR WILSHIRE, M.A.

A THREE YEARS’

Now Ready.

Crown 8vo.

COURSE IN PRACTICAL PHYSICS.

With numerous Diagrams,

ls. 6d.

A THIRD YEAR’S COURSE IN

PRACTICAL PHYSICS.

By JAMES SINCLAIR, M.A. Glas., B.Sc. Lond.,
Head Science Master in Shawlaunds Academy, Glasgow.

This volume continues the work of the ‘ First Year's Course ”
nd Year’s Course, ’

and

Po published, and deals with Light.

London: GEORGE BELL & SONS,

. York House,

Fortuge! oreol W.O.

GEORGE GILL & SONS, LTD.,

A Selection of Works included in

The Orford and Cambridge Erition

required for the

1909

OXFORD AND CAMBRIDGE LOCAL

EXAMINATIONS.

Religious Knowledge.

OXFORD AND CAMBRIDGE EDITION ST.
MATTHEW. Edited by Rev. F. MARSHALL, M.A....

OXON. AND CANTAB. EDITION ST.
MATTHEW. Edited by Rev. F. MARSHALL, M.A.
(Preliminary Candidates) net

OXFORD AND CAMBRIDGE EDITION
ACTS I. Edited by Rev. F. MARSHALL, M.A.

OXON. AND CANTAB. EDITION ACTS I.
Edited by Rev. F. MARSHALL, M.A. ee
Candidates) .. oi . net

OXFORD AND CAMBRIDGE EDITION
KINGS I. Edited by Rev. F. MARSHALL, M.A.

OXFORD AND CAMBRIDGE EDITION
EZRA. Edited by Rev. F. MARSHALL, M.A. sg

OXFORD AND CAMBRIDGE EDITION
NEHEMIAH. Edited by Rev. F. MARSHALL, M.A.

OXFORD AND CAMBRIDGE EDITION
CHURCH CATECHISM. Edited by Rev. F.
MARSHALL, M.A.

OXFORD AND CAMBRIDGE CHURCH
CATECHISM. | (Explained for Preliminary Can-
didates.) Edited by Rev. F. MARSHALL, M.A. .

OXFORD AND CAMBRIDGE EDITION
PRAYER BOOK.
M.A.

Engiish.

OXFORD AND CAMBRIDGE EDITION
TEMPEST. Edited by STANLEY Woop, M.A., and
A. Syms-Woop, B.A. s 7

OXFORD AND CAMBRIDGE EDITION
HENRY V. Edited by STANLEY Woop, M.A.

OXFORD AND CAMBRIDGE EDITION
MACBETH. Edited by STANLEY Woop, M.A. ..

OXFORD AND CAMBRIDGE EDITION
JULIUS CAESAR. Edited by STANLEY bia
M.A., and A. Syms-Woop, B.A. ss

OXFORD AND CANBRIDGE EDITION
RICHARD II. Edited y STANLEY bia. M.A.,
and Rev. F. MARSHALL, M.A. . ai

OXFORD AND CAMBRIDGE EDITION
LAMBS’ TALES FROM SHAKESPEARE.
(Selection Set for 1909 Exam.) ... (Shortly)

OXFORD AND CAMBRIDGE EDITION
LAYS OF ANCIENT ROME.
G. PRESTON, M.A. G4

OXFORD AND CAMBRIDGE ‘EDITION

LAY OF THE LAST MINSTREL. Edited
by Rev. F. MARSHALL, M.A.

Edited by Rev. F. MARSHALL,

Edited 7

8. d.
1 6
Oxford
1 0 and
1 6 Cambridge
Locals,
1909.
1 6
1 6
Cambridge
1 © Local,
10 1909.
1 6 Oxford
and
Cambridge
os Locals,
1908.
1 0
16 Oxford
Local,
16 1909.
1 6
1 6
Cambridge
Looal,
1 6 1909.
1 4
Oxford
1 0
Locals,
1908.
. 2 0

In the above works the necessary ‘‘ Notes ’’ have been added to enable Candidates

to answer questions set by the Examiners.

All Volumes in the Oxford and Cambridge Edition are Crown 8vo, Cloth, Gold.

GUIDES to the 1909 “Local” Examinations, tn the press, will

be forwarded post free on application.

London: CEORCE GILL & SONS, Ltd., 13 (Warwick Lane, E.C.

238 THE EDUCATIONAL TIMES. (June 1, 1908.

Messrs. LONGMANS & CO’S LIST.

LONGMANS’ GEOGRAPHICAL SERIES.

Book I.--The First Book of Geography. With 17 Illustrations and 52 Maps (38 of which

are coloured). Crown 8vo, Is. 6d.

Book II.—The World. For Junior Students. With 35 Illustrations and 87 Maps (79 of which

are coloured). Crown 8vo, 3s.

Book III.—The World. For Senior Students. With 42 Illustrations and 121 Maps (112 of

which are coloured). Crown 8vo, 4s. 6d.

Book IV.—The British Empire. With 38 Illustrations and 78 Maps (71 of which are

coloured). Crown 8vo, 3s. 6d.

Book V.—A Primary Physical Geography. By Joux Tsornron, M.A. With 135 Illas-

trations and 14 Maps (1 of which is coloured). Crown 8vo, 2s.
By CYRIL RANSOME, M.A.

A SHORT HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO THE DEATH OF QUEEN VICTORIA.

With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d. _
- Or in Two Parts, 2s. each. Part I.: to 1603; Part II.: 1603 to 1901.

A SUMMARY OF RANSOME’S SHORT HISTORY OF ENGLAND. With 22 Maps and Plans and 34 Genea-
logical Tables. ls.
By SAMUEL RAWSON GARDINER, D.C.L., LL.D.

A STUDENT’S HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO 1901.

Volume I: B.C. 55-a.p. 1509. With 173 Illustrations. Crown vo, 4s.
Vol. I{.: 1509-1689. With 96 Illustrations. Crown 8vo, 4s. Vol. ITI. : 1689-1901. With 109 Illustrations. Crown 8vo, 4s.
COMPLETE IN ONE VotuMe. With 378 Illustrations. Crown 8vo, 12s.

PREPARATORY QUESTIONS ON THE ABOVE. By R. Somervety, M.A., Assistant Master at Harrow School.
Crown 8vo, Is.

A SCHOOL ATLAS OF ENGLISH HISTORY.
With 66 Maps and 22 Plans of Battles, &c. Foolscap 4to, 5s.

OUTLINE OF ENGLISH HISTORY.

B.C. d0-A.D. 1901. With 96 Woodcuts and Maps. Foolscap 8vo, 2s. 6d.

By C. W. C. OMAN, M.A., F.S.A.
EIGHTH EDITION, REVISED, AND WITH ADDITIONAL ILLUSTRATIONS.

A HISTORY OF GREECE.
FROM THE EARLIEST TIMES TO THE DEATH OF ALEXANDER THE GREAT.
With 13 Maps and Plans and 84 Illustrations. Crown 8vo, 4s. 6d.

Works by JAMES SULLY, M.A., LL.D.
Emeritus Professor of Philosophy of Mind and Logic at University College, London.

FOURTH EDITION, REWRITTEN AND ENLARGED. NEW EDITION. 8vo, 12s. 6d. net. `
ge, 6d. Studies of Childhood.
The Teacher’s Handbook of Psychology ° With 52 Reproductions of Drawings by Young Children,
NEW EDITION, REVISED AND LARGELY REWRITTEN ee ea
A a ave e 9
Crown 8vo, 9s. Children 8 Ways.

Being Selections from the Author’s “ Studies of Childhood,” with some Additional

Outlines of Psychology. Matter. With 25 Figures in the Text.

LONGMANS, GREEN, & CO. 39 PaATERNOSTER Row, LONDON,)<E.C.

June 1, 1908. ] l THE EDUCATIONAL TIMES. 239

Messrs. LONGMANS & CO.’S LIST.

By BENJAMIN HALL KENNEDY, D.D.,

Late Regius Professor of Greek in the University of Cambridge.

THE REVISED LATIN PRIMER. ze
A SHORTER LATIN PRIMER.

EXERCISES ON THE SHORTER LATIN PRIMER.
By M. G. and J. KENNEDY, and H. WILKINSON, M.A. Crown 8vo, 1s. 6d.

A KEY. for the ure of Maastera only. 28. Od. net, post free.

Crown 8vo,
is.

By H. R. HEATLEY, M.A., and H. N. KINGDON, M.A. By ARTHUR SIDGWICK, M.A.
GRADATIM. An Easy Latin Translation Book for B-' A FIRST GREEK WRITER. Crown8vo,3s.6d.

ginners. With Vocabulary. Fcap. 8vo, 1s. 6d. : i
A KEY, for the use of Masters only, 58. 24d. net, post free. : A KEY, for the use of Masters only, 58. 2hd. net, post free.

EXERCISES ON GRADATIM. By H. R., INTRODUCTION TO GREEK PROSE

HEATLEY, M.A., and the Rev. A. SLOMAN, M.A. Fcap. 8vo, 1s. 6d.
COMPOSITION. With Exercises. Crown 8vo, 5s.

EXCERPTA FACILIA. A Second Latin Transla- A KEY, for the use of Masters only. 58. 3d. net, post free.

tion Book. Containing a Collection of Stories from various Latin Authors.
With Notes at end, and a Vocabulary. Crown 8vo, 2s. 6d

A KEY, for the use of Masters only. 5s. 3d. net, post free. AN INTRODUCTION TO GREEK
: a a ae a — | VERSE COMPOSITION. By Artuvr Sipewick, M.A., and

By H. G. LIDDELL, D.D., and ROBERT SCOTT, D.D. i F. D. Morics, M.A. With Exercises. Crown 8vo, 58.
| A KEY, for the use of Masters only. 5s. 24d. net, pust free.
GREEK-ENGLISH LEXICON. ito, 36s. :
GREEK - ENGLISH LEXICON. atriagca’ SCENES FROM GREEK PLAYS. Rugby

from the above. Revised throughout, Square 12mo, 7s. 6d. | Edition. Abridged and Adapted for the use of Schools, Feap. 8vo, ls. 6d. each.
i o z | ARISTOPHANES.—THE CLOUDS. THE FROGS. THE KNIGHTS.

By FRANCIS DAVID MORICE, M.A. | PLUTUS.
STORIES IN ATTIC GREEK. With Notes , EURIPIDES. —/PHIGENIA IN TAURIS. THE CYCLOPS. ION.

and Vocabulary. Crown 8vo, 3s, ELECTRA. ALCESTIS. BACCHAE. HECUBA. MEDEA.

By LEON CONTANSEAU, M.A.

A PRACTICAL DICTIONARY OF THE FRENCH AND ENGLISH LANGUAGES. +s+.
A POCKET DICTIONARY OF THE FRENCH AND ENGLISH LANGUAGES. <.

*,* Special Edition for Travellers and Pocket Use, bound in leather tuck, price 3s. 6d. net.

FIRST STEP IN FRENCH. An Easy Method | ELEMENTARY FRENCH COURSE.

of Learning the Elements of the Language: 1. Vocabulary of Words for

Exercise in Pronunciation: 2, Rules of Grammar: 3, Exercises in French and ACCIDENCE, 8i. ' TRANSLATION BOOK, &i.

y li l i r i . $ T iyii Jian > 1 i

ae RC pe 4. Entertaining Pieces for Reading and Transla- SYNTAX, 8d. EASY FRENCH DELECTUS, 384

CONVERSATION BOOK, 8ì FIRST FRENCH READER, &i.

MODERN FRENCH GRAMMAR. Co- SECOND FRENCH READER, 8i.

prising Vocubularies, Conversational Lessons, and copious Rxercises composed FIRST EXERCISE BOOK, &i FRENCH AND ENGLISH

from the best French Authors of the Present Day. 12mo, 48. | SECOND EXERCISE BOOK, 8i. ` DIALOGUES, 8i.

By A. A. SOMERVILLE, M.A.

A FIRST FRENCH WRITER.

For the use of Lower and Middle Forms of Schools. Crown 8vo, a: 6d.

LONGMANS, GREEN, & co., 39 Paternoster Row, Kondoi, E.C. ; ‘New York, Bombay, and Calcutta.

240

THE EDUCATIONAL TIMES. l

[June 1, 1908.

Cambridge University Press

[d e e
Sophocles. Trachiniae, with a Com-
mentary, abridged from the larger edition of Sir RICHARD C. JEBB,
Litt.D., by GILBERT A. Davies, M.A., Professor of Greek in the
University of Glasgow.
Uniform with the abridged editions of the plays of
Sophocles already published by the Cambridge University

Crown 8vo, Press: ‘Oedipus Tyrannus,” edited by Sir R. C. JEBB;
4s. “Ajax,” edited by A. C. PEARsoN, M.A.; “ Antigone,”
“ Philoctetes,”” and ‘‘ Oedipus Coloneus,” edited by E. S.
SHUCKBURGH, Litt.D,
Chaucer. The Proiogue and The

Knight’s Taie. Edited, with Introduction, Notes, and Vo-
cabulary, by M. Bentinck SMITH, M.A.

„Portions of the introduction have been written with a
view to the teacher rather than the pupil, the editor’s aim

pene to give in a concise form the materials which the
Fcap. 8vo, teacher requires to have at his disposal if the taught are to
2s. 6d. obtain an adequate conception of Chaucer’s importance in

the history of English literature and language. A short
bibliography containing a list of authorities has been ap-
pended,

The New Testament in Greek,
according to the text followed in the Authorised Version, together
with the Variations adopted in the Revised Version. Edited by
F. H. A. Scrivener, M.A., D.C.L., LL.D.

The special design of this edition is to place clearly be-
fore the reader the variations from the Greek text repre-
sented by the Authorised Version of the New Testament
which have been embodied in the Revised Version, the
readings adopted by the revisers being printed at the foot
of the page. The publication of such an edition appeared
to be all the more desirable, inasmuch as the Authorised
Version was not a translation of any one Greek text then in
existence, and no Greek text intended to reproduce in any
way a original of the Authorised Version had ever been
printed.

This edition of the New Testament in Greek is now issued
in two sizes, at the following prices :—

Foolscap 8vo, cloth, 3s. net (originally published at 4s, 6d.).
Foolscap 8vo, printed on India paper, cloth, 4s. 6d. net.
Crown 8vo, clotn, 3s. 6d. net (originally published at 6s.).
Crown 8vo, printed on India paper, cloth, 58. net.

Revised
Net Prices.

Books suitable for the

CAMBRIDGE LOCAL EXAMINATIONS, JULY AND DECEMBER, 1909

THE PITT PRESS SHAKESPEARE FOR SCHOOLS

With Introduction, Notes, and Glossary by A. W. Verity, M.A.

Julius Caesar. Tenth Edition. ls. 6d. (Juniors & Seniors.
“ Another of Mr. Verity's admirable school editions of Shakespeare's plays.”

— Guardian.
King Richard ii. Sixth Edition. 1s. 6d. [Seniors.

“ Every page shows careful scholarship and a ripe literary judgment; it would
be difficult to praise this work (or this series) too highly.” —School World.

Lamb’s Tales from Shakespeare. A Second
Selection (A Midsummer Night’s Dream, The Winter's Tale,
Much Ado About Nothing, Macbeth, The Comedy of Errors,

Othello). Edited, with Introduction, Glossary, and an Appendix
of Extracts from Shakespeare, by J. H. FLATHER, M.A. ls. 6d.
(Preliminary.

Ballads and Poems illustrating English
History. Edited by Frank Sipcwick. 1s. 6d. (Juniors.

“The ancient saying that the songs of a nation are more important than its
laws seems to have inspired the compilation of * Ballads and Poems.’... Fortunate
will be those young pupils whose lessons in history are imprinted on the memory
by learning these poems. The selection has been carefully made.”’— Tribune.

Scott. A Legend of Montrose. Edited by

H. F. Morvanp Simpson, M.A., Rector of Aberdeen Grammar
School. 2s. Gd. (Juniors.

Edited by ALrrep S. West, M.A.

(Seniors.

Bacon’s Essays.
3s. 6d.

THE CAMBRIDGE SCHOOL HISTORY OF ENGLAND
History of England for Use in Schools.

By Artuur D. Innes, M.A. Complete in One Volume, or in
Three Parts. Part I., To 1509 a.b. Part II., 1509-1714 A.D.
Part III., 1689-1901 a.D. A separate Part is also issued con-
taining the Period ‘‘ From the Wars of the Roses to the Death
of Elizabeth °’ (1399-1603).

“ Though written primarily as a school history, this volume
of some 600 pages may well be recommended to the average
render as a standard book of reference for facts and
dates in English history. Proportion, thoroughness, and

4s, 6d. rier of detail are He TEADA Ae Sauer for
the student the demands of the examiner have been kept
Parts, 2s. each. steadily in view.” — Glasgow Herald,

Crown 8vo,
with 13 Maps
and 8 Plins,

London, Fetter Lane:

CAMBRIDGE UNIVERSITY PRESS WAREHOUSE.

THE PITT PRESS SERIES, &c.

AUTHOR. WORK. EDITOR. reer]
Malet........... Remi et ses Amis........... M. de G. Verrall ...... 2 0
(With Vocabulary.)
Molière ......... Le Bourgeois Gentilhomme............ A.C. Clapin ............ 1 6
ero hatetan,,.} Madame Thérèse ............ sce A. R. Ropes oi... 30
Andersen Eight Stories from oaa W. Rippmann ......... 2 6
(With Vocabulary.)
Goethe ........ Boyhood ............ Pn arena {7 Wagi sud aea 0
Caesar De Bello Gallico, Books IV. and V. A. G. Peskett............ 1 6
ee ened ‘i zy Books IV. and V.
(With Complete Vocabularies) ... E. S. Shuckburgh ea. 1 6
Cioero......... Pro Milone 00.. i 5Ariy Seng odirea ens J. S. Reid........ eee 2 6
Livy.............. Book XXII. vista tes cess ties M. 8. Dimsdale ...... .. 2 6
Plautus......... TrimumMMus.................. cece seca ee eens J. H. Gray ........... 3 6
Vergil ......... Aeneid, Book XL... A. Sidgwick ........... 1 6
Also an Edition with Complete Vocabulary. A ‘kasama, a20
Herodotus .. Book VI. .................. rer eae E. S. Shuckburgh...... 4 0
Homer ......... Diad, IX. and X. n... J. U. Lawson ............ 2 6
Pilato ............ CPO aeeai E ea itons unas J. Adam .......... 2 6
Wo, besetting aan Euthyphro ...........0... ccc cc eeec ee seinne is Pstieeccdetents 60
Sophocles Antigone osooso wey orreee fon Ae a Rinnai 40
Kenophon ... Anabasis, Book II... A. Pretor iosa 2 6
m sii i Book II.
(With Complete Vocabulary) ...... G. M. Edwards ......... 1 6
THE CAMBRIDCE BIBLE FOR SCHOOLS AND COLLECES
Book. EDITOR. Farce
*Pirst Book of Kings 0... ee J. R. Lumby .......... 2 Onet
m D s (Revised Version)......... W. E. Barnes......... 2 0net
*Gospel according to St. Matthew ............ A. Carr oo... 2 Onet
*Aots of the Apostles 0.0... aaao J: R. Lumby .......... 3 0 net
Epistles to the Thessalonians .................. G. G. Findlay........ 1 6net

* Abridged Editions, Is. each.

C. F. Clay, Manager.

June 1, 1908. ] THE EDUCATIONAL TIMES 241
CONTENTS.
Page Page
Leader: Attempts at Educational Advance................0.csceceees 241 Current. Brenta- occa ei a E hee Sh eee 253

DNOUOS™ Sao Such E EA sao ou E E aa alles

Irish University Legislation—Institutions for Colonial Studies—
Unselfishness of American Teachers—The Sunday School and the
Day School in America—American Teachers of English for German
Schools—An Appreciation of the late Otto Salomon.

Summary of the Month.................cccccccececesseessceecceececeeecevens 244
Universities and Colleges ..............ccccscececececeeeeeceessessseeeneeees 246
Oxford—Cambridge— London — Birmingham—Wales— New Irish

University.
The Educational Ladder .................ccccecceeceeceeeeseescesceueeeees 248
The College of Preceptors: Meeting of Council ......... ........... 248
Conférences Françaises : Sully Prudhomme et ‘‘ Le Bonheur ’’—
Address by M. le Pasteur Ramette................. ccsceeeceeeeees 249

Che Educational Times.

THE anomalies, apparent or real, in our
educational proposals must be somewhat
perplexing to the inquiring stranger, for
they occasion uneasy remark even within our own gates.
The homogeneity of the United Kingdom is seen to be still
considerably defective. The English Education Bill turns
mainly upon ecclesiastical, not to say sectarian, differences :
the education of the child, at least in reference to the things
of this world, is practically forgotten in the remote back-
ground, while the live contention is-for the upper hand in
his scholastic nurture in religion, as to the essential elements
of which it seems impossible for the combatants to agree.
“It is interesting,” says a contemporary, “to notice how
much larger a part educational matters pure and simple
take in the Scottish Bill compared with Education Bills
affecting England.” Interesting? Very much so, and
instructive as well. The Scottish people have settled defini-
tively the so-called religious question, and there is no room
for any clause on the subject in a Bill dealing with Scottish
education; nor do the people or the children seem to be a
whit the worse. Again, in the debate on the Irish Univer-
sity Bill, it was cleverly pointed out that, while the Govern-
ment were labouring to exclude denominationalism from
English schools, they were labouring to establish Univer-
sities in Ireland practically on a denominational basis. The
answer is sufficiently obvious; but the cause of the apparent
anomaly lies again in the stress placed upon the religious
element in education.

The largest concern centres in the English Bill, were it
only for the wider applications involved in it. A month ago
there seemed to be a wave of feeling in favour of conciliation
and settlement, but since then the appearances have wavered
uncertainly. The Archbishop of Canterbury needs all his
authority and persuasiveness to keep his natural followers
together on the lines he advises: both in the Convocation of
Canterbury and in the Representative Church Council the
omens have not been encouraging. The real difficulty is to
get men—perfectly honest and well disposed men—to take

Attempts
at Advance.

eee —

Fixtures— Honours— Endowments and Benefactions—Scholarships
and Prizes—Appointments and Vacancies— Literary Items—General.

School Life and Healthy Growth: Lecture at the College as
Preceptors by Dr. Hubert E. J. Biss ...........cceeese seen eee

The School System of Mannheim. By A. J. Pressland, S

The Academy, Edinburgh ................ccccecsceeesceneseeserenes 260
The Federal Council scicccssnscceceesrsersbseasceeetecisunss RANA 261
Revi ws: neous T a T A 262

* The Cambridge History of English Literature: Vol. II., The End

of the Middle Ages— Elementary Trigonometry (Hawkins)—The

International Geography (Mill).

Gonera! NGticed sso sccscnsegie jes nigh cc anascassansendatee EEN E 263
First Genes: siocaire E E EA 266
Mathematics ieper anaa E EEO 267

and to look steadily at it on all sides. Especially important
is it to regard the negative aspect of the whole matter, and
to face the alternative that threatens in the event of the
failure of the Bill—an alternative that would disappoint the
wishes and the hopes of the people far more than the accept-
ance of the most objectionable elements of the Bill, and that
would be still more distressing to Churchmen themselves,
and distressing in proportion to the sincerity of their convic-
tions. It is also well to remember, what is always apt to be
overlooked in the heat of conflict, that the results of a prac-
tical course taken deliberately by a large section of the
people are likely to be surprisingly less disastrous than the
imagination of opponents naturally pictures them in antici-
pation. The Act of 1902 looks remarkably innocent to-day,
in comparison with the fervid anticipations of opponents at
the time it was under discussion. The objectors to the
policy of bringing the tram lines over Westminster Bridge
can hardly but be amazed at the results : the man that would
propose to tear up the rails would be regarded as a fanatic.
We do not for a moment lose sight of the importance of the
interests that the opponents of the Bill seek to conserve : we
simply desire to have the other aspects of the measure taken
into fair account, and some reasonable compromise effected,
so as to relieve education, at once and permanently, from the
disturbing influences of an embittered contest. Although
Mr. Balfour showed a stiff front on the second reading, and
no doubt means—as he is fully entitled, and indeed bound—
to stand out for the best terms, we cannot believe that he is
capable of treating the question as a mere political pawn, and
“ desires that the religious difficulty should be unsolved at
the next general election.” At all events, the olive branch
‘vas held out very frankly by the Prime Minister, and it
seems the part of wisdom to grasp it promptly and firmly.
In Scotland the trouble is that educational legislation lags
far behind the public sentiment. Four or five Bills in suc-
cession have come to nothing, and even the present Bill is
considered to be inadequate to the requirements of the time.
It does not extend the administrative areas—a reform that
is widely regarded as urgent, both in the public interest and
specially for the better protection of teachers. A reduction
of the number of School Boards would be a reduction of
official expenditure. The narrow area secures opportunity

their eyes off one or other particular aspect of the question, | for concentration of local. interest ; butit (also) gives scope

242

for local worry of the teacher on grounds that are pro-
fessedly educational, though possibly irrelevant to education.
This is an unfortunate visk of the system, and recently there
have been several ugly cases. We are not in a position to
dogmatize ; but it may, we suspect, be doubted whether, as
a rule, the teacher that gets into trouble with his parish
Board would escape trouble with a two-parish Board.
However, the Bill takes a first step to make continuation
classes compulsory up to the age of seventeen. School
Boards are required to provide continuation classes and are
empowered to make, vary, and revoke by-laws regulating
attendance at such classes. Moreover, in granting ex-
emption certificates, they may impose as a condition of
exemption such attendance as they think fit between the
ages of fourteen and seventeen, either at a day school or at
a continuation class or at both. Nay, it is to be a punish-
able offence to employ a boy or a girl at any time when his
or her attendance is required by by-law at a continuation
class, and the parents are subjected to fine if they fail to
assist the local School Board in such a case of conflicting
requirements. The operation of these clauses of the Bill
will be watched with special interest by the promoters of
the system of continuation classes in English schools. The
Bill further proposes to invest School Boards with additional
general powers to supply meals to hungry children (with
provisos for defraying expenses), to arrange for the convey-
ance of children to school from outlying districts, and to
collect and distribute information as to employments open
to children on leaving school. It also tightens the grip on
parents that may neglect to ‘see that their children are
obtaining efficient education between the ages of five and
fourteen. If not quite so comprehensive and thorough-
going as the country is prepared for, the Bill yet attempts an
advance on several important lines, and there will be deep
dissatisfaction if it shares the fate of its last half-dozen pre-
decessors.

NOTHS.

“THE main thing for Ireland, now that the Universities in
Dublin and Belfast look as if they are to become ac-
complished facts, is,” says the Leinster Leader, “to see that
these institutions are as efficient and as thoroughly tuned
to the natural wants of the country as it is possible for
them to be. . They must touch the nation at every
vital point, energizing and developing it along its own
natural and rational lines.” But these Universities are
not yet accomplished facts, and it is rather early to be
very confident about the probabilities of the future. Dr.
O’Dwyer has sounded a strongly dissonant note in the
Irish Educational Review ; the right of Mr. Dillon to speak
for the Catholics is contested; and Rome has not yet
spoken. In any case itis plain that modifications of con-
siderable importance will be claimed by the Catholic
spokesmen. Even Protestants protest against patent in-
equalities. Thus, Judge Shaw remonstrates with his
friends of the National Assembly :

Let them try to conciliate Roman Catholic opinion, to allay the
suspicions and soothe the susceptibilities of their Roman Catholic neigh- !

e

-

THE EDUCATIONAL TIMES.

[June 1, 1908.

bours, by seeking for a fair representation of the Roman Catholics of Ulster
on the Senate of the new University. Is there only one Roman Catholic
gentleman in the whole province who is fit to be on the Senate? Why
should there be seven Protestants on the Senate of the new University at
Dublin and only one Roman Catholic on the Senate at Belfast? Why
should we allow ourselves to be outdone in generosity and liberality by
our Roman Catholic countrymen?’ Why should we lay ourselves open to
the reproach that we are always non-sectarian for others, and always
sectarian for ourselves?

“Let the Assembly’s Commission,” he adds, “use all its
Assembly powers to widen the basis of the government of
the new University and to make it a home of learning for
the whole province, and not: merely for a sect, and then they
will give assurance to the world that they are non-sectarian
in deed and in truth.”

THERE need be no hesitation in agreeing with the Morning
Post that it is “ at least deserving of consideration whether
this country ought not to follow the example set by France
and Germany in establishing separate institutions for the
pursuit of colonial studies.” The Colonial School at Paris
dates from 1889—nearly twenty years ago—and we dare say
has done useful work in its time, though we have had
no opportunity of studying the results. Germany is only
planning a start. Herr Dernburg, the German Colonial
Minister, has got the Hamburg Senate to agree to establish
a Colonial Institute, which will receive a certain number of
students every year from the German Colonial Office, and
will associate with these “the prospective merchant and
settler.” And “in this way it is hoped to create sympa-
thetic relations that will in time break down the bureau-
cratic barriers which separate the official classes in the
German colonies from the rest of the community, white as
well as black, and which offer such a serious obstacle to
progress.” The task is as formidable as it is wise. We
wish it every success. The British Empire is another
affair. There is certainly “no reason why a knowledge of
colonial history and colonial conditions should be supposed
to be unnecessary in the case of those who take up British
colonial appointments.” We should imagine, however, that
any man taking up such an appointment would be able to
make himself tolerably familiar with all the essentials of the
history and conditions of the colony he is going to during
the course of his voyage out. Once there, he comes within
the official tradition, to which he must conform, whatever
his previous book studies have taught him. A good deal
may be learnt by intending emigrants in practical matters,
such as agriculture ; but the official appointee must learn on
the spot. The first and the last lesson should be on the
laying aside of prejudices and the cultivation of broad
human sympathy—a lesson that the German bureaucrat is
less ready to teach or to learn than even the British official.

Tue Times correspondent that is giving his experiences
of ‘‘ A Year amongst Americans ” states that he has “found
teachers the most attractive class in the nation, because
more than any other class, not excepting the clergy, they
are free from sordid aims.” This is a very handsome
testimonial, especially when the writer points out that “ the
average salary is small and inadequate~’—that “ neither in
school nor in college willjateachen's ordinary income carry

June 1, 1908. ]

THE EDUCATIONAL TIMES.

243

him much above want.” The following two positions point
a striking contrast :

‘‘ Americans spend vast sums of money upon every part of their
schools’ equipment, except the human, which alone is indispensable.”

The great majority of representative educators and educationists
assembled in convention at Los Angeles repudiated the movement led
by Miss Margaret Haley for the organization of a teachers’ union in
federation with labour unions for common ends—repudiated it ‘‘as
derogatory to themselves and their profession and antagonistic to the
principles of public education at public expense.”

There is one alleviation, however, of a very marked
character—the ‘Sabbatical year’’—one year’s holiday in
seven on full pay, the understanding being that the
teacher shall spend it in rest and travel, asually on the
continent of Europe, for the further study of educational
and economic conditions. The principle of the Sabbatical
year 1s well worth consideration in other countries.

Compakisoxs over a wide field by a single observer are
too difficult to be received without caution, but the follow-
ing statements of the Times correspondent have a certain
interest :

In America, more completely perhaps than in England, teachers
keep the roots of their being fed by the cultivation of their individual
tastes in books. amusement and travel. . . . It should also be said that,
by the intermingling of the teachers of the several States, there is
being fostered a sense of fraternity in effort, achievement, and destiny ;
and thus a vital relation between the schools in all parts of the vast
continent is being established and is already having a beneficial influence
upon the educational interests of each part, especially in raising the
stundard of education in those parts where hitherto it has been lower
than the average which prevails. In consequence, there is an approach
towards uniformity in the educational standards of the ditferent States,
although there is not even the semblance of national control.

“I have met,’ says the correspondent, “few serious
teachers of either sex who did not deplore the excessive
preponderance of women on the teaching staffs of secondary
‘schools and the higher classes of elementary schools.” His
remarks on the teaching of religion in a secular State are
opportunely suggestive :

Religious teaching, excluded from the day schools, is being systemati-
cally and thoroughly promoted in the Sunday schools, which in America,
although they are still shamefully inferior to the public schools, are
greatly superior in their teachers, their methods, their equipment, their
curriculum, their grading, and their results, to similar institutions in
England. The Sunday school has not become, but it is becoming,
entitled to rank as part of the educational system of the United States.
The State sees that democracy cannot rest upon an ignorant demos, and
by the secular education of the children is ensuring general enlighten-
ment and a great increase of material wealth. The Churches see that
democracy cannot rest upon an unspiritual demos, and by the religious
education of the children are ensuring that the wealth of the nation
shall not be a mere mass of ‘‘ things’’ in which a nation’s, as a man’s,
‘‘ life consisteth not.”’

“ This,” he adds, * is the most hopeful feature of American
life; for America is committed, apparently irrevocably, for
weal or for woe, to exclusively secular education in the
public schools.”

With all respect for the Royal Society of Literature, one
cannot but think that its honorary membership is a some-
what meagre recognition of the eminence of the President
of the German Shakespeare Association and Professor of
English in the University of Berlin. Still the Society did
its best to honour Prof. Alois Brandl on his recent visit,
and the fault does not lie with it. Possibly Prof. Brandl’s
opinions about the relative purity of English and American
English have deflected the judgment of our greater literary
societies. One can understand his condemnation of the
“ Cockney twang”; but the land of Cockayne is not yet

quite so extensive as England, nor is the “twang” charac-
teristic of England. There are, however, many English
dialects, and these mar what Cockneydom has spared.
Moreover, Prof. Brandl has conducted continuous sys-
tematic observations on American students at German
Universities during twenty years, and he has studied the
speech of students at various American Universities anil
Colleges and listened critically to thirty-five American
orators representative of different parts of America; and his
conclusion is that the English of the ordinary educated
American is quite on an equality with that of the ordinary
educated Englishman. We gather from the report that
“English” in this high argument is not so much a matter
of vocabulary and composition, but rather of speech,
delivery, or accent. Now we must look to our accent, for
there is practical, not to say imperial, importance in it. We
were remiss enough not to take up with enthusiasm the
project of an exchange of teachers between Germany and
England: the projectors consequently turned their eager
gaze to America; and Prof. Brandl has now assured the
German Ministry of Education “that the quality of the
English whieh would be acquired by German children from
the American teachers will be quite as desirable as that
which would be acquired from English teachers.” And so
“the exchange of teachers between Germany and America
will be carried out without further delay.” We can console
ourselves only by asking helplessly why an official inter-
change of teachers of English and of German should be in
the least necessary, and by expressing our gratification that
such as do consider it necessary are able to obtain a satisfac-
tory supply somehow.

WE are very glad that Sir Harry Reichel has reprinted
the personal appreciation of the late Otto Salomon that he
contributed to the first number of the new organ of the
Educational Handwork Association—“ An Appreciation by
an Old Nääs Student.” Some fourteen years ago, when he
was already Vice-Chancellor of the University of Wales,
Sir Harry, finding there was no one on the governing body
of the secondary schools in Wales familiar with the prin-
ciples of school handwork, devoted two consecutive summer
holidays to the study of Sloyd, going through the courses as
an ordinary student. He has thus been able to give educa-
tional handwork its fitting place in Welsh schools; and he
has also done great service to the movement in England by
organizing an influential Examination Board, recognized by
the chief Education Authorities, to give diplomas to qualified
teachers. Sir Harry, with a few skilful touches, places
Salomon before us, describing how for him religion and
philosophy were inextricably interwoven, and drawing atten-
tion to his keen sense of humour and strength of will, to his
clearness of vision and whole-hearted devotion to his ideal,
and to his skill in wielding the Socratic method and in
answering difficult questions so as to leave the impression
that “his knowledge was entirely his own, that each pro-
blem had been thought out by himself, and that he had dug
down by his own unaided efforts to the bedrock of first
principle.” Above all, Salomon showed by his own example
and in all his teaching that “ personality and not machinery
is the life of education.”

244

THE EDUCATIONAL TIMES.

7

[June 1, 1908.

SUMMARY OF THE MONTH.

At the Annual Conference of the Private Schools Association
at Bath (April 23), Mr. H. R. Beasley gave an address on
“ Private Enterprise in Education.” Without such enterprise,
he said, they would have an official, stereotyped, and monotonous
system. The best interests of education would be served by
the encouragement of private schools and colleges. If we had
a universal State system and the private schools were crushed
out by reason of underselling and unfair competition, the future
of education would be dark. In other countries—Germany,
France, America, and even in far-off Japan—it was found that a
State system would not do all that was necessary, and that the
best elements of education were found in private enterprise.
To-day private enterprise in education was distinctly under a
cloud. Hundreds of private schools had been obliged to close
their doors not because the schools were at all inefficient, but
because of underselling. He believed that the people of England
to-day did not know the danger which threatened education. If
they would but make common cause with other national asso-
ciations which might have more numbers and which could not
be considered as advocating the interest of a section or class,
they would find that the people of this country would ignore the
fact that municipal public secondary schools were established,
and they would send their children to their schools because
in their schools, and only in their schools, did they link together
the best influences of home and school. That was the keynote
of their position. It was a most remarkable fact that the ele-
mentary-school teachers of this country, who had not one penny
piece invested in the schools in which they taught, had a very
powerful union, while the principals of private schools who had
all their capital invested did not think of union, and therefore
they found their interests so little advertised as was the case
to-day.

In the course of a discussion of the Board of Education's new
Register of Recognized Schools, the President of the P.S.A.I. (Dr.
Sibly) pointed out that the Royal Commission emphatically recom-
mended that schools that did not wish to be brought under the
control of the Board of Education should not be asked to submit
to any inspection whatever, except in so far as was necessary to
secure sanitary conditions. The wishes of the Royal Commission
were being trampled upon, and the country was being hurried in
exactly the opposite yer to what the Commissioners re-
commended. As the result of the discussion, the following
resolution was unanimously adopted :—“ That, while this meeting
advises the members of this Association to seek the assistance
which comes of an advisory inspection, it recommends them in the
interests of English education generally and in the interests of
private enterprise in education in particular, to have nothing
whatever to do with the new Register of Recognized Schools,
and to submit to no inspection which gives the inspecting body
the right to dictate to the proprietor of the school.”

Tue Education Society of the Teachers’ Guild proposes from
time to time to conduct investigations into and To educa-
tional questions, and it has been suggested that many teachers
in secondary schools who may not be members of the Guild would
be willing to co-operate in such work. As first steps in this
direction the hon. secretary of the Society would be pleased (1)
to hear of any schools where the teachers of one subject or group
of subjects form a committee for the general consideration of
method or curriculum pertaining to that subject or group, with
the name of any one to whom inquiries could be addressed as to
the opinion of such committee on methods of teaching, or desirable
reforms in the treatment of such subjects, (2) to receive any
suggestions as to questions arising in the course of school work
which would well repay consideration. Repliesshould be addressed
to the Hon. Secretaries, Teachers’ Guild Education Society, 74
Gower Street, London, W.C.

THE Catholic Education Council has unanimously reaffirmed
the three resolutions passed in March, 1906, defining the Catholic
position in regard to the education question as follows :—

(1) That no settlement of the education question can be accepted by
Catholics which takes away from Catholic parents their right (a) to have
for their children Catholic schools, in which the teachers shall be
Catholics and shall give definite religious instruction under Catholic
control during school hours; (b) to have new Catholic schools recognized

and maintained and enlargement of existing schools sanctioned where
the needs of the Catholic population so demand.

(2) That no settlement can be accepted which does not safeguard the
Catholic character of Catholic schools, either by retaining the existing
proportion and powers of the foundation managers or by some equally
effective means.

(3) That no settlement can be accepted which does not provide for the
continuance and maintenance of the existing Catholic training colleges
and Catholic pupil-teacher centres, and which does not grant facilitics
for extending the means of giving Catholic training to Catholic teachers.

The Council further unanimously passed the following resolu-
tions :—

(4) That this Catholic Education Council declares that it will not
accept any settlement of the education question which places Catholic
teachers in a position of inferiority either as regards status or salary to
Council school teachers, or which does not make sufficient grants from
public funds to maintain Catholic schools on the same level of efficiency
as Council schools.

(5) That, inasmuch as the secondary-school regulations hamper religiour
freedom and penalize Catholics om account of their religion, the Catholic
Education Council renews its protest against them, and invites Catholic
electors to bring pressure on their members of Parliament to demand
their withdrawal.

Dr. O'Dwyer, Roman Catholic Bishop of Limerick, contributes
an interesting article to the May number of the Irish Educational
Review on the subject of Mr. Birrell’s Universities Bill. He says
that the Bill is a great disappointment in many respects and
hurts the religious sense of Irish Roman Catholics who have
been working all these years for an institution in accordance,
to some extent at least, with their religious principles. This is
one reason for the national attitude of rather quiet expectancy.
Another is that the people are awaiting, “ with a reserve that
does them infinite credit, the authoritative guidance of the
Bishops on the Bill that is before the country.” Dr. O’Dwyer
proceeds to criticize the Bill on the grounds that it makes no
provision for religion and that there is a total omission of the

ishops from the governing body. It seems to him that the
claim to direct representation of the Bishops on the Senate
ought to be pressed as a matter of principle, and he is confident
that the intelligent opinion of Irish Roman Catholics will support
that claim. He admits that the general plan of constituting the
governing body is much better than he had expected, but thinks
that it might still be considerably improved. Under the proposed
constitution, for instance, there is to be no protection for the
religious beliefs of students, and it will be possible to appoint a
Protestant to a Chair of History without being able to prevent
him from teaching it with a Protestant, bias. The Bishop urges
strongly that the new University in Dublin should be reside ntial
and that the sum proposed for the building and equipment of
the new University and college is utterly inadequate. In con-
clusion, he says that the future status of Maynooth is a point of
vital importance. It would seem that the Maynooth is not to
be a constituent college of the University, and it is doubtful
whether it will be admitted in the humble position of an affiliated
college. “Speaking entirely for myself,’ Dr. O’Dwyer says,
“I think that this is intolerable, and the real motive is distrust
and dislike of the Irish priesthood.”

Lany RÜCKER presided over the annual conference of the
Association of Teachers of Domestic Science, which was held at
the Finsbury Town Hall (May 9), and largely attended by dele-
gates from all parts of the country. The country (said Lady
Ricker) was waking up in all directions to the importance of
domestic science. It was one of the most far-reaching results of
the Victorian era of scientific discovery that there was need for
scientific training in every curriculum. In too many homes it
was still true that the woman’s privilege of inaccuracy and care-
lessness was accepted. Why should our rate of infantile mortality
be still nearly double that of Norway? It was due to an amount
of ignorance which was a blot upon fifty years’ higher educational
work among women. But those fifty years, in the face of strenu-
ous opposition and misrepresentation, were necessary. Women
had had to win the right to be educated at all, and they had had
to prove they were worthy of as good an education as men. Now
they had to go a step further, and show that the highest educa-
tion could only be attained by the women who carried research
into those fields of activity which must ever be women’s work in
the world. They must get rid of the horrible idea that household
duties could be left to the family duffer, and show instead that
the best brains of the country were needed forthe work, True,

June 1, 1908. ]}

THE EDUCATIONAL TIMES.

245

the work had been despised, very largely because it had been |for greater elasticity in the way of adapting the instruction to

badly done. And their at alm must be to
recognition of a course of household economics. An ideal course
would give the complete science of the efficient management of
a house in all its branches—a big institution and a home, large
or small. The whole subject would be covered from the purchase
of a site to the bacteria of the larder, the chemistry of the
kitchen and the chemistry of the washtub, the economic prin-
ciples underlying its ruling, the psychology and ethics of its
moral government, and the culture which would help to enlarge
the minds of those who lived in the home. A number of interest-
ing papers were read by experts in the subject.

At the ninth annual Examination for the National Diploma in
Agriculture, held at Leeds University, the record number of 102
candidates entered, and of these 99 were present. In Part I.
32 (out of 52) candidates passed ; in Part II. 29 passed, 4 with
honours. Of these four, two came from the West of Scotland
Agricultural College, Glasgow, one from the Royal College of
Science, Dublin, and one from the North of Scotland Agri-
cultural College, Aberdeen. Among the passes in Part I. we
note three Indians and one Chinaman. One of the Indians
(Pandit Ram Gopal), as we recorded in our last issue, had gained
an Honour Diploma of membership at his College—the Royal
Agricultural College. Cirencester.

TuE Diocesan Inspector’s Report to the Bishop of London
states that the statistics of the Church schools in the diocese of
London show that there are decreases of 28 in the number of
inspected departments, 7,365 children on the books, 6,523
average attendance, and 7,013 present at examinations. Twelve
departments have been closed during the inspection year, and
four transferred to the Local Authority. The steady improve-
ment of past years is well maintained. Though 28 fewer
departments were inspected than in 1906, the number marked
“excellent ” has increased by one. Better results have never been
reported with regard to the religious teaching in the diocese,
notwithstanding that the work has been considerably interrupted
on account of building alterations.

T HE new buildings of the Bedford Modern School were opened
(May 12) by Sir Arthur Riicker. The scheme of reconstruction
includes 16 commodious classrooms, a large and well equipped
gymnasium, new shops for metal- and wood-work, a library,
newly equipped laboratories for physics and chemistry, and a
range tor Morris tube practice. In an address upon the progress
of education, Sir Arthur Riicker said too much stress should
not be laid upon pessimistic views. They had been passing
through times of great change, and, although there were still
many weak points, it was not fair to represent that all the in-
tellect and attention given to education during the last half-
century had produced no result. A great advance had taken
place. There was a certain want of correlation between educa-
tional bodies, but it was not desirable that our educational
system should be made too rigid. He should be sorry to see
the whole of education placed under the strict domination of the
Board of Education or that each University should dominate
particular districts, so as to leave the schools no choice; but he
thought proper relations might be introduced, not in a pi way

get University | the requirements of the pupil, though precautions are taken to

see that this privilege is used with proper moderation. To meet
the difficulty of providing secondary education in rural areas
and less populous urban or semi-urban districts, the Board is

repared next year to recognize secondary schools with fifteen
instead of sixteen as the normal leaving age, but this concession
is made only where local circumstances show that it will be of
distinct educational advantage to the district and that a longer
school life is not possible under actual conditions.

A COMMITTEE was appointed last year to draw up a scheme for
the reconstitution of the Royal Agricultural College, Cirencester,
for the approval of the Board of Agriculture and the Local County
Authorities, to bring the College into line, not only in constitu-
tion, but in the scope and character of its work, with the kindred
establishments of modern development. The Committee have
completed their task to the satisfaction of the Board of Agri-
culture, and after the current term the College will be managed
by a representative governing body, and will be eligible to obtain
grants from the Board of Agriculture and from the County
Council of Gloucestershire, ond ee the adjoining counties.
The modifications have involved the resignation of the Principal,
the Rev. J. B. McClellan, who has occupied his position with
distinction for twenty-seven years, and the voluntary retirement
of one who has been so closely identified with the success of
the College is the only regrettable incident connected with the
change. Prof. Ainsworth Davis, the new Principal, is well quali-
fied to take up the direction of the institution. There is every
reason to anticipate the maintenance of the social standing and
educational pre-eminence of the College, while the additional
provision made for placing facilities at the service of farmers’
sons and others in the contributing counties not desirous of
taking the full course should enhance its general usefulness
and local influence. At all events, the extended scope of the
future operations will remedy a defect which has hitherto existed
in the western district as compared with most other parts of the
country, as under the new regime it will be possible for the
County Councils to co-operate with the College in furthering
local agricultural education.

THE Education Committee of the London County Council has
resolved to recommend the Council to hold open-air schools from
June 1 to October 31 (or for a period of five months, commencing
as soon as possible after June 1) at Birley House, Forest Hill,
the grounds of Shrewsbury House, Shooter's Hill, and Mont-
pelier House, Kentish Town. It is proposed that the schools
shall be mixed schools, each providing for 75 children, the total
expenditure being estimated at £1,962. “ With a view to awaken-
ing in the minds of the children attending the schools a true
sense of the responsibilities attaching to their inheritance as
children of the Empire, and of the close family tie which exists
among all British subjects,” the Committee have made arrange-
ments to celebrate Empire Day in the schools.

Tue Education Committee of Leicestershire have adopted a
scheme for the examination of. secondary schools in the county,
whereby each school can have the alternative of placing its

by external authority, but voluntarily and by greater freedom! annual examination in the hands of either the Oxford and Cam-

to introduce educational experiment and reform.

THE Regulations for English ETA Schools for the year
beginning August l next, just published by the Board of Educa-
tion (Cd. 4037), are in substance the same as those of last year.
Owing to difficulties in interpretation, the regulations as to
the provision of free places have been further defined. It is
made clear that boys and girls applying for such free places may
be required to pass an entrance test of attainments and pro-
ficiency, having due regard to the age of the applicants, the
subjects in which they have been receiving instruction, and the
standard of attainments and proficiency required for the ad-
mission of fee-paying pupils. Pupils entering as bursars or as

upil-teachers must not be counted in estimating the number of

ree places provided. In examinations held for the selection
of boys and girls to occupy free places, importance is to be at-
tached to the report of the candidate’s own teachers, and the
masters or mistresses of the secondary school are to be associated
with teachers familiar with elementary-school conditions in con-
ducting the examination. The regulations also make provision

bridge Examining Board or the University of Birmingham. The
Education Committee will defray the cost of examining such
schools or accept the latter alternative, and these schools will be
subject to occasional inspection by the Professor of Education of
the University of Birmingham. The same committee have also
established ten scholarships for aiding teachers of the adminis-
trative county to enter the training college attached to the
University, the awards being made on the results of examina-
tions held by the University, and the scholarships being divided
between men and women as from time to time may seem best.

Tue Bisuop or HEREFORD, speaking at the annual meeting of
the Bristol and District Workers Educational Association,
agreed with the chairman (Mr. A. A. Senington) that a great
deal remained to be done to open the way for talent in all grades
of life, but at the same time he assured his hearers that in com-
paring Bristol with what it was forty-five years ago they had
good reason to be thankful for the progress that had been made,
and he amusingly describing himself as a sort of survival of the
bad old times. After mentioning a number of educational efforts

246

THE EDUCATIONAL TIMES.

[June 1, 1908.

with which he was associated when in Bristol, his lordship put in
a strong plea on behalf of the University scheme. He was not
sure, he said, that the citizens generally grasped the extent of
the advantages that would accrue to Bristol from a University.
He urged that Bristol should maintain her position amongst the
great cities by crowning her system of educational institutions
with a University for the West of England. In the course of his
remarks he emphasized the importance of Churchmen, Noncon-
formists, and in fact all citizens, uniting to carry the University
seheme to a successful issue.

THE new University established by the Legislature of Alberta
at the capital of that province will open its first term next
September. The site selected for its buildings is a very fine one
of 250 acres at Strathcona, on the Saskatchewan River, opposite
Edmonton, the provincial capital. The plans, however, have not
yet been prepared, and meanwhile the University will have the
use of a large school poe in Edmonton itself. The scheme
of the University’s work and buildings is very comprehensive,
but in the first term there will only be one combined Faculty, of
Arts and Science, giving B.A. and B.Sc. degrees. Dr. H. M.
Tory, the President, formerly a professor at McGill University,
Montreal, says he expects to begin with forty or fifty students.
The province has set apart for the revenue of the University one-
fifth of the educational land tax and one-fifth also of the tax on
joint-stock companies, and the Legislature will make special
grants for building. The Convocation consists of the University
graduates resident in Alberta, numbering 364, about half of whom
are alumni of Toronto University. This body of graduates also
elects five of the fifteen members of Senate.

LT.-COL. ALLAN CUNNINGHAM, late R.E., writes : “General regret
will be felt among the readers of the mathematical columns of
The Educational Times at the recent death of Mr. R. W. D.
Christie, of Stanley College, Liverpool. Mr. Christie has been
a constant contributor to these pages since 1884: he was one of
the most prolific setters of problems, and has thereby contributed
not a little to the vitality of this portion of the paper. His
speciality has lain, of late, in Factorization, in the Pellian equation
and in Diophantine problems; and his problems were looked for
with interest by students of those subjects, to most of whom he
was probably known only in this connexion.”

Miss Lovisa 8TEVENSoN, LL.D., the elder of two sisters who
made their mark on the social and educational life of Edinburgh,
died on May 13 in her seventy-third year. Miss Stevenson was
one of the principals in the establishment of the Association for
the University Education of Women and a pioneer in the agita-
tion for the medical education of women. It was under her
auspices also (says the Scotsman) that the Council of that Associa-
tion further pressed their claims, which resulted successfully, for
the admission of women to the Universities themselves. Before
the Commission on University Education Miss Stevenson gave
evidence which impressed the Commissioners by its clearness and
the intimate knowledge and grasp of principles which it ex-
hibited. Miss Stevenson was the first lady to be elected to a

arochial board in Edinburgh, and she devoted her energies and
influence to improving the nursing arrangements in one of the
S of that city. She took much interest in the Scottish

ranch of the Jubilee Nurses’ Institution and in the colonial
nursing scheme, and it was her interest in this now important
branch of women’s work that induced her to become a member
of the S Royal Infirmary Board. She was a keen
supporter also of the movement for giving the Parliamentary
vote to women and other phases of social reform. In 1906
Edinburgh University conferred the degree of LL.D. upon Miss
Stevenson, as it had done upon her sister, the late Miss Flora
Stevenson, for many years Chairman of the Edinburgh School

Bo
UNIVERSITIES AND COLLEGES.
(From our own Correspondent.)
AYTER the inclement way in which term started—
Oxford. snow and then floods and cricket grounds turned

into lakes—the weather which has accompanied the
“ Eights ” has been a real pleasure, and sunshine and summer
frocks altered the outward aspect of things.

The floods had proved a serious hindrance to the boats in
practice, and from the rowing point of view it would have been
an advantage if they could have come a week later, but so long
as “Greats ” are fixed for the sixth week of term (the one ex-
ception of the Final Honour schools) so long will the “ Eights,”
we imagine, remain in the fourth week. There really seems little
reason why “ Greats” should not fall into line with the other
schools.

As far as the “ Eights ” are concerned, the racing at the top
has not been very exciting, and Christ Church are secure of their
headship: the innovation of allowing colleges to enter second
eights (the members of which are not debarred from rowing
afterwards in the Torpids) has resulted in “three divisions”
for the first time in History. Five colleges put on second
Eights, and there have been two examples of an “ over-bump ”
(by which a boat goes up three places), the first being furnished
by Christ Church Second and the second by Magdalen Second.

Among meetings of the month pride of place must perhaps be
assigned to Mr. Haldane’s meeting in the Town Hall, when he
discoursed on his scheme for a reserve of officers and his views
of the relation of the University to the Army. It was a really

eat meeting and had been excellently organized. Opinions

iffer somewhat as to Mr. Haldane’s speech, some considering it
most effective, others as rather “ playing tothe gallery.” General
Sir Ian Hamilton, who was another of the speakers, had a great
reception.

But there have been many other meetings and lectures. We
have had Mr. Benjamin Kidd, of “ Social Evolution ” fame, as
Romanes Lecturer. It was an interesting appointment, though
pore Mr. Kidd’s name was more widely known at Oxford a

ew years ago. We have had Mr. Mackail (than whom there is no

more finished stylist) on “ Sophocles ” ; we have had the “ Licens-
ing Bill,” Prof. Price (in an Inaugural Lecture) on “Economics ”’;
Prof. Raleigh, on “ Dr. Johnson and Shakespeare”; we have also
had “ General ” Booth explaining the secret of the success of the
Salvation Army. Altogether we have had fine mixed feeding for
those who find their relaxation in attendance at lectures.

Otherwise there has not been in the University at large much
excitement. The Chancellor has not again honoured us with his
presence, and details of the exact progress of his fund for the
relief of the University have not been recently published. At
present the University is largely dependent for extra help on the
contributions from the more prosperous colleges. According to
the Oxford Magazine, which may be taken to be more accurate
than some of the critics in the London papers, the contributions
of the colleges for University purposes amount to £40,000 a
year, Magdalen being the largest contributor with £9,000.

Owing to the weather, we have not had much cricket to look
at, and there has been up to date only one “foreign match ”—
against Lancashire—and very little play in that. There was no
match, as there is usually, in Eights week. Mr. Wright is again
Captain, but Mr. G. N. Foster (who would naturally be qualified
to play against Cambridge) does not appear to be in residence.

(From our own Correspondent.)

Mr. Harpan has paid us a visit this term, and
explained to us exactly what he expects from the
University as a recruiting school for the army.
The suggestions he placed before us were eminently workman-
like, and there is no doubt that many men will embrace the
opportunity of entering the reserve of officers on the terms
stated. Put briefly, the Secretary's idea is that service in a cadet
corps, followed by a course of military education up here, tested
by two professional examinations, will qualify the candidate to
be posted for further training of four months with a regular unit
at home, or possibly in India. After this service, and a further
examination, the budding officer will qualify for regular employ-
ment. There are many men who will utilize the few months
after taking their degree in this military course, and will be
ready to serve their country as qualified officers if need should
arise.

Our new Chancellor was inau ted on the lst of May, and
is to be installed on June 17th. The ceremony at Carlton
Gardens, though nominally at a meeting of the Senate, was
only attended by a few representative people. The proceedings
appear to have been dignified, though brief, and we must look
forward to the installation as a ceremony that will show the Uni-
versity at its best in the TAPPER of-pomp. The Vice-Chancellor
is well able to maintain the dignity of the place on occasions such
as this.

Cambridge.

June 1l, 1908.

_June 1, 1908.) THE EDUCATIONAL TIMES. 247

247

The Senate discussed in the early part of the month a report
by the Botanic Garden Syndicate. Parenthetically it may be
remarked that the botany department is one of the best organized
and staffed that we possess in this University. The syndicate
asked for an increased allowance of £220 per annum for the
upkeep of the gardens and the proper remuneration of the staff
there employed. The Financial Board, with characteristic
generosity, consented to a grant of £100! <A few facts might
prove illuminating. Mr. Lynch, the Curator, has worked and
slaved for twenty-nine years for the improvement of the gardens,
and a rise in his stipend would be a simple act of businesslike
prudence; skilled gardeners are now sparsely employed, and re-
course is had to the “ out-of-works ” for economy, or rather for
cheapness—economical it cannot be. For a quarter of a century
the purchase of new plants has practically cost the University
nothing. Mr. Lynch, by his skill in producing new forms of
vegetable life, and his acumen in disposing of them at the best
market price, has practically struck the item of plant purchase
out of the list of expenses of the Garden. We shall next hear of
the abolition of some laboratory to endow a new professorship.

The new scheme for the Agricultural Special tae met with a
tolerably favourable reception. The Professor of Geology ob-
jected to his pet subject being relegated to the position of an

‘option ”; but, on the whole, the schedule seems a fair one,
an LE OA only a minimum of scientific knowledge before
taking the more purely agricultural work. The election of Mr.
R. H. Biffen to the chair of Agricultural Botany was a timely
recognition of merit which saved to the University an expert! ,
whose enthusiasm is only equalled by his ability. It is an open |
secret that Mr. Biffen has been prompted by patriotic rather.
than pecuniary motives to devote himself to the building up of
our Agricultural Department.

The election to the Professorship of Biology will take place
early in June. The name of Mr. Bateson, of St. John’s, is freely
mentioned in connexion with the new chair.

The retirement of Prof. Marshall from the chair of Political
Economy will probably lead to the promotion of Mr. H. S.
Foxwell, though a dangerous rival will be Mr. Pigou, of King’s,
who at present holds the office of Girdlers’ Lecturer in Eco-
nomics. It is understood that Archdeacon Cunningham is not
at present contemplating an assault upon this chair, for which,
by common consent, he is admirably fitted.

Through the generosity of the Royal Geographical Society
two new lecturers are to be appointed for (a) Regional or
Physical Geography, and (b) Surveying and Cartography. The
contribution of the University will serve to endow the third
lecturer, whose province will be Historic and Economic Geo-

raphy.

Through the energy of Prof. Giles and the liberality of some
of his friends, the University has become possessed of a valuable
collection of Chinese books.

The undergraduate world is abnormally quiescent. Triposes
and Generals absorb the energies of most, and even the cricket
team has to do without the services of some of its most useful
members at the bidding of the inexorable coach. But there
will be Opportunity in June to make up for lost time, and the
“ May ” week ea to be longer and livelier than ever.

We are to honoured by a visit from many distinguished
members of the Pan-Anglican Conference, and it is announced
that in connexion with that function honorary degrees will be
conferred upon a number of bishops.

The report on the General is not yet out. For the present
the searcher after the humorous must be content with Punch.

Tue Principal, Sir Arthur Rücker, was un-
fortunately absent, through illness, on Presenta-
tion Day (May 6), and was therefore unable to
deliver his valedictory address. His report (read by the Secre-
tary to the Senate) showed continued progress. Matriculation
candidates were 7,356 in 1907-8, compared with 7,112 in 1906-7
and 7,036 in 1905-6. Of the 7,356, however, only 3,277 were
admitted. Eighty-five graduates of other Universities, and others
similarly qualified, have taken advantage of Statutes 113 and
129, and are now studying in London as internal students, with
the view of taking a higher degree of the University. Gifts
amounting to £24,667 had been received during the past year.
“ For three-quarters of a century,” said the Principal, “all efforts
for the esta tablichnient of University education in London were
spasmodic, disconnected, and sometimes even avowedly ant-
agonistic. Eight years of an attempt to substitute for this

London.

condition of chaos a common policy and such common govern-
ment as may be compatible with the free play of individual effort
have justified those who supported and carried the great reform
which took effect in the autumn of 1900.” The presentees_ in-
cluded eleven Doctors of Science (eight in Science, one in En-
gineering, and two in Economics), thirty-three Doctors of
Medicine and eight Masters of Surgery, one Doctor of Litera-
ture, and one Doctor of Divinity. `

The University exhibit at the Franco-British Exhibition is
very interesting and comprehensive. It consists mainly of
photographs, publications, and charts. An exhibit representing
medical education in London, and another illustrating the social
and athletic life of the students, have been specially organized.
One of the most valuable exhibits is a collection of publications
by teachers of the University and their students in the year
1907. A special catalogue of this collection is to be published.
The University will publish a special handbook containing a
catalogue of the University exhibit. The medical schools have
prepared a large and fully illustrated handbook on medical
education in London; and the Students’ Representative Council
has published a students’ handbook dealing especially with the
social and athletic life of the student. Copies of all these pub-
lications will be available for visitors to the exhibition.

Tue donors and subscribers to the Women’s
Birmingham: Hall of Residence Fund have offered to present
to the University the hall now being erected on
site in Edgbaston Park Road near to the new University
buildings: The offer has been unanimously accepted by the
Council, who are inviting the committee representing the donors
and subscribers to remain in office with a view to their com-
leting the erection and equipment of the building. The Hall of
Residence.’ is very onya ney near to the new buildings, and
will provide accommodation for about sixty residents. It will
probably be ready for a ca at the end of the year.
The Ingleby Lectures this year are being delivered by Dr.
Christopher Martin.

PrincipaL Roperts, in his report to the half-
yearly meeting of the Court of Governors of the
University College, Aberystwyth, said that the
Commission appointed by Mr. Asquith had now visited the three
Welsh University Colleges, and had inquired fully into the work
of each. The present was a time of rapid and decisive forward
movements in University education. In Wales they were in
the position of having to overtake the neglect of centuries.
The oldest State-aided college was only thirty-five years old,
and the total grants now made to the three was only equal to the
annual grant proposed to be given to Galway, the smallest of the
colleges to be included in the new Irish University scheme.
If this condition of things was to continue the colleges would
obviously not continue to hold a place on the University level,
not to speak of advancing, and could not therefore have the
status or fulfil the work for which they were designed.

Addressing the Welsh University Guild of Graduates at
Bangor, Prof. Edward Edwards, Warden of the Guild, said the
founders of the University had a very lofty conception of the
functions and duties of the Guild of its own graduates, and
intended the Guild should have an important voice in the govern-
ment of the University through its numerous representatives
in the University Court. They looked to the graduates as its
best support in popularizing the University and as a connecting
link between the University and other Welsh educational bodies,
and in shaping and pricing PRT. opinion on questions of
general educational policy. considered that in all these
respects the graduates had not fallen short of the charter’s
noble ideals; for he was sure no body of students anywhere
was more loyal to its Alma Mater or did more solid work for the
cause of education, and no keener, more enthusiastic, or more
thoroughly trained men were turned out anywhere than out of
the Welsh University. The Guild had done a good deal and
intended doing much more work of a solid and permanent char-

Wales.

acter. Its literary section had done admirable work by publish-
ing reprints of Morgan Llwyd’s, Theophilus Evans's, and Maurice
Kyffin’ s works. In the dialect section articles had been con-

tributed supplying very good material for the issue of a large
standard dictionary in Welsh on the lines of the “ Oxford
English Dictionary.” Again, a most valuable work had been
done, and was being vi igorously carried on,in the anthropological
section in the way of scientific head measurements, which, though

248

THE EDUCATIONAL TIMES.

[June 1, 1908.

slow, was work which would ultimately lead to the location of
various Welsh tribes. Work was also being done in regard to
place-names. which was of the greatest importance as throwing
light on early tribal customs and social institutions. Besides all
this, the publication of a Welsh mediwval dictionary was to be
proceeded with immediately.

THE provisions in the draft charters of the
new Universities in Dublin and Belfast for the
affiliation of outside colleges, and for the grant-
ing of degrees to extern students, will be
studied (says the Irish Independent) with special interest. In the
charters of both the proposed Universities, power is given to
affiliate “other colleges or institutions, or branches or depart-
ments thereof,” but the exercise of this power, otherwise than on
the representations of one of the constituent colleges, is subject
to the consent of all the constituent colleges. The “ manner to
be provided by the statutes,” in which the Universities are to
satisfy themselves of the general character and standing of the
colleges proposed for affiliation is a question on the answer to
Which a great deal will turn. As to extern students, degrees
and other academic distinctions may be granted, provided that
such students shall not be admitted to medical examinations, and
“that the power to admit them to a final examination for an
initial degree shall expire after the end of five years from the
dissolution of the Royal University, and the power to admit them
to previous examinations shall expire after previous periods to be
defined in the statutes.” Without inclining to the rather ex-
treme views that have been expressed by some graduates of the
Royal University about the consequences of depriving poor
students in the country of the chance of obtaining a University
degree, we believe this provision in the charters of the new Uni-
versities should be very carefully considered with a view to its
modification.

Irish
Universities.

THE EDUCATIONAL LADDER.

CAMBRIDGE University.—Lightfoot Scholarship: A. A. Seaton,
B.A., Pembroke.—Winchester Reading Prizes: (1) W B. Brier-
ley, Christ’s; (2) E. H. P. Muncey, St. John’s, and E. G. Selwyn,
King’s, and M. A. Young, King’s, equal.—Stewart of Rannoch
Scholarships—In Hebrew (open): (1) K. M. Robathan, Gonville
and Caius; (2) E. C. Inman, Gonville and Caius. Honourably
mentioned: F. V. Nicholson, Queens.—In Greek and Latin:
Robert W. Howard, Trinity, and Algernon Vere-Walwyn, Peter-
house.—In Sucred Music: The restricted scholarship to J. C. M.
Ferguson, Emmanuel, and the open scholarships to W. C. Denis
Browne, Clare, and M. H. Spinney, Selwyn, equal.—Le Bas Prize:
E. F. Oaten, B.A., LL.B., Sidney Sussex.

Christ’s.—Skeat Prize: Alfred Park Senior, Scholar of the
College.

St. John’s.—Exhibitions (on results of Cambridge Senior Local
Examination, December, 1907): F. C. Walker, Wolverhampton
Grammar School (Classics); R. O. Street, Bournemouth School
(Mathematics). ,

Lonpon: Associated Board of the Royan AcapEMY oF Music
and the RoyaL CoLLEGE oF Music for Local Examinations in
Music.—Advanced Grade Gold Medal: Gwendda D. O. Davies,
Hull Centre (Pianoforte). Advanced Grade Silver Medal: Dora
Garland, Hastings Centre (Violin). Intermediate Grade Gold
Medals: Mabel A. J. McBride, Nottingham Centre (Harmony),
and Winifred Bradshaw, Southport Centre (Harmony), equal.
Intermediate Grade Silver Medal: Cecilia O’Hear, Glasgow
Centre (Pianoforte).

Lonpon UNIVERSITY.—

University College.—Quain Studentship in Biology (£100 for 3
years): E. J. Salisbury, B.Sc.

Oxrorp University.—HEllerton Theological Essay: Norman
Powell Williams, B.A., Fellow of Magdalen; proxime accessit
(additional prize, 10 guineas) Edward Stephen Gladstone Wick-
ham, B.A., New College.—Cobden Prize: Reginald Vivian
Lennard, B.A., Exhibitioner of New College.—Gladstone Memo-
rial Prize: M. L. R. Beaven.—Gaisford Prizes. Greek Prose:
Leslie W. Hunter, scholar of New College. Greek Verse: Ronald
A. Knox, scholar of Balliol (son of the Bishop of Manchester).—
Stanhope Historical Prize: Edward S. Lyttel, University Col-
lege.—Leathersellers’ Exhibitions: M. A. Dell (History); G. P.
Furneaux (Chemistry).—Boden (Sanskrit) Scholarship: Mukand
Lal Puri, Exeter College.

The following have satisfied the examiners in the examination
in the Theory, History, and Practice of Education :—Wilfred
Fanshaw, B.A., Queen’s ; John Maclean. Worcester ; Lionel H. W.
Sampson, B.A., Hertford ; Clement Trenchard, B.A., Christ
Church; Ethel Mary Barke, M.A. Dublin, Girton College; Hen-
rietta E. T. Christie, Somerville College; Jeannie Dow, Royal
Holloway College ; Marion C. Hargreaves, Victoria University of
Manchester; Maria L. Lardelli. Oxford; Margaret F. Moor,
Somerville College ; Grace G. T. Muir, Somerville College.

MANCHESTER UNIVERSITY. — Dennison Naylor Scholarship :
Thomas E. E. Morris, Chetham’s Hospital.

EXETER Scnoot.—House Scholarships: H. N. Smith, Plymouth
College; R. E. Santo, Mr. Drew's, The Limes, Shrewsbury; H.
Boissier, All Saints’ School, Bloxham, Banbury ; and H. R. Hall,
Exeter School.

THE COLLEGE OF PRECEPTORS.

MEETING OF THE COUNCIL.

A MEETING of the Council was held at the College, Bloomsbury Square,
on May 13. Present: Mr. Eve, in the chair; Prof. Adamson, Dr.
Armitage Smith, Mr. Bain, Mr. Barlet, Mr. Baumann, Rev. J. O.
Bevan, Mr. Charles, Miss Dawes, Mr. Easterbrook, Mr. Holland, Miss
Jebb, Mr. Kelland, Miss Lawford, Rev. R. Lee, Prof. Lyde, Dr. Maples,
Dr. Marx. Mr. Millar Inglis, Mr. Morgan, Mr. Rushbrooke, Rev. J.
Stewart, Rev. J. Twentyman, Mr. Vincent, and Mr. Walmsley.

The minutes of the last meeting were read and confirmed.

The Secretary reported that arrangements had been completed for the
examination of pupils in schools in Newfoundland, which the College
had been asked to conduct on behalf of the Newfoundland Council of
Higher Education. These examinations, which were instituted by the
Newfoundland Council fifteen years ago, comprised four grades, corre-
sponding approximately to the four grades of the College of Preceptors
Certificate and Lower Forms Examinations. They had been found to
be of great value in raising the standard of education in the schools of
the colony, and it was now desired to bring them into still closer relation-
ship with the scheme of the College. The examinations this year were
to be held at a bundred centres, and the total number of entries exceeded
2,700.

The Board of Education’s Regulations for Secondary Schools were
the subject of discussion in connexion with a letter received from the
head master of a public secondary school, in which attention was called
to the restrictions imposed by the Board on the liberty of action of heads
of schools by prohibiting them from availing themselves of the facilities
for testing the results of their teaching afforded by external examina-
tions. The further cunsideration of the subject was referred to the
Examination Committee.

The Education Committee presented a report expressing cordial
approval of the proposal of the University College of Bristol to establish
in Bristol a Bureau of Educational Information in connexion with the
projected University of Bristol and the West of England. The report
was adopted.

The following persons were elected members of the College :—

Mr. T. W. Lewis, A.C P.. Cranfield, Beverley Street, Port Talbot.
Mr. E. G. Mills, A.C.P., University School, Southport.

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

By the AUTHOR.—Reichel’s Otto Salomon,

By BLACKIE & Son.—Auchmuty’s Dumas’ Le Bourreau de Charles Premier :
Bagnall and Vivier’s Hernani et Ruy Blas; Grierson’s Advanced Book-keeping :
Rodgers's Fi raphy; Scott’s Earl of Montrose (Blackie's Story k

‘irst G
Readers) ; Walpole’s Letters on the American War.

By the CAMBRIDGE UNIVERSITY PREsSS.—FEdwards’s Altera Colloquia Latina.

By METHUEN & Co.—Ford’s School Latin Grammar,

By J. Murray.—Hurdwich and Costley-White'’s Old Testament History (from
Hezekiah to the End of the Canon).

Supplement to R.U.I. Calendar, 1908.

Yearbook of the Incorporated Society of Musicians, 1908.

CONFÉRENCES FRANÇAISES.

SociETE NATIONALE DES PROFESSEURS DE FRANÇAIS.
SULLY PRUDHOMME ET “LE BONHEUR.”

Le samedi, 25 avril, M. le Pasteur Ramette nous entretenait.
de Sully Prudhomme, et en particulier nous analysait son poème
“Le Bonheur.”

Sully Prudhomme (1839-1907) semble avoir tenu de son père,
un négociant de Paris, la faculté rigoureuse du raisonnement,
et de sa mère, personne de complexion nerveuse, la sensibilité du
poète. Faut-il dire de lui ce qu'il a écrit de Van Dyck:

C’est ta mère, après Dieu, qui t’a fait ton génie?
Orphelin de père dès l'âge de deux aus, placé-de-bonne heure
comme interne au lycée, il souffrede la privation du foyer et de

June 1, 1908.]

THE EDUCATIONAL TIMES.

249

la famille. Il s'est; toujours, en son ame solitaire et travaillée,
quelque peu senti orphelin:

J’écoute en moi pleurer un ¢tranger sublime

Qui m’a toujours caché sa patrie et son nom.
Suivant tour à tour les deux tendances de son esprit, il s'adonne
à l'étude des sciences et à celle des lettres. A l'âge de 18 ans,
une crise religieuse, au moment où il est arrêté par une maladie
des yeux, est sur le point de faire de lui un moine. La lecture
d'ouvrages de critique le plonge dans le doute, sans lui ôter,
cependant, le respect de la foi.

mployé pendant dix-huit mois dans les bureaux des grands

établissements du Creusot, il cultive le po¢te-philosophe Lucrèce,
dont il traduit, en des vers remarquables, le premier livre du
“ De Natura Rerum.”

La poésie finit par le prendre tout entier et en 1865 parait
son premier volume, “ Stances et Poèmes,” qui obtient les plus
grands éloges du célèbre critique littéraire, Sainte-Beuve. Cinq
volumes sortent successivement de ses méditations de 1865 à
1888: “Le Bonheur” clôt la série. Après cela, il n’écrit plus
guère qu’en prose, et, entre autres, une étude sur “ La Vraie
Religion d'après Pascal,” ce penseur chrétien vers qui l’attire une
secrète affinité.

Ses deuils de famille, suivis la méme année de la terrible
épreuve nationale qu’a été la guerre franco-allemande, approfon-
dissent les questions que son esprit aime à creuser. Il en fait
sortir son poème sur la Justice, et il s'écrie dans ses sonnets sur
la France :

. . . Plus je suis Francais, plus je me sens humain.

Sa poésie, tirée de la vieille lyre classique à laquelle ses doigts,
avec un art prodigieux, font rendre des sons en harmonie avec
les pensées de notre temps, sa poésie, toujours si sincère, n'est

ue l'écho des apres exigences de sa raison et des nobles aspira-
tions de son cceur. C'est son cœur qui l'a sauvé du pessimisme
et de la désespérance. Les hauts exemples d’héroisme et de
charité, les arts, la musique, sont pour son âme comme des
appels de l'au-delà.

Tel fut l'homme qui a écrit ce rêve un peu agité mais austère-
ment beau, “ Le Bonheur,” à l'intention de ceux qui éprouvent
une inquiétude plus ou moins latente sur “l'avenir d'outre-tombe.”

Ce poème comprend trois tableaux: les “ Ivresses,” la “ Pensée,”
le “ Suprême Essor.” Le premier nous fait assister, dans un
autre monde, où se retrouvent Faustus et Stella (le poète lui-
même et son idéal), à la jouissance insouciante : jouissance des
sens au milieu des enivrements d’une nature enchanteresse;
jouissance esthétique dans la contemplation des formes plastiques
ici réalisées par les esclaves du monde antique, que la mort
affranchit de toutes les oppressions; jouissance du cœur sous
Teffet merveilleux de la pure mélodie dans laquelle Stella chante
le bonheur des deux amis maintenant sans mélange. Et ces
jouissances les rendent sourds aux voix de la terre montant a
travers les espaces.

Le second acte nous montre une nouvelle phase, celle de la
recherche fiévreuse succédant à l'insouciante jouissance. Faustus,
tourmenté par le mal de l'inconnu, demande aux maitres de la

nsée leur aide pour arracher à l'inconnu son secret. Mais le
ong effort de la philosophie antique s'achève dans la volupté et
le suicide; celui de la philosophie moderne expire dans un appel
au néant; les sciences positives elles-mêmes, dans leur explication
des faits, ne disent pas d'où vient la flamme qui, vague étincelle
chez les bctes, est flambeau sous le front humain. Désormais
donc réduit à ses seules ressources, il apprend par la joie des
enfants qui jouent dans la vallée que le bonheur vient d'aimer.
Aimer! répètent Stella et Pascal lui-méme dont la voix s'est
fait entendre aussi à Faustus. Cependant les voix de la terre
continuent de monter.

Acte troisième. Enfin les voix de la terre ont atteint les oreilles
et le cœur de Faustus. Comment être heureux quand d'autres souf-
frent? Faustus retournera sur la terre pour sauver les hommes.
L’ange de la mort l'emporte avec Stella. Mais voici, il est trop
tard: l'humanité a disparu du globe. Trop tard! Oh! douleur!
Oh! remords! Il faudrait créer une humanité nouvelle. Re-
doutable aventure! L'ange tranche la difficulté en les rempor-
tant, avec cette consolante parole que Dieu leur a pardonné a
cause du regret qu'ils éprouvent et du sublime soupir de leur
cœur, et “ La charité les sacre habitants du vrai ciel.”

Il nous est difficile, dans un compte-rendu aussi sommaire, de
rendre pleine justice tant au poète qu'au conférencier. M. le
Pasteur Ramette est un maitre en son art, et sa chaude parole,
sa belle diction ont su captiver un nombreux auditoire dont la
reconnaissance s'est traduite en chaleureux applaudissements.

UNIVERSITY TRAINING OF TEACHERS.
THREE YEARS, on Four?

From several sources (says the Liverpool Daily Courier)
we hear the suggestion of a four years’ course for the
University training of teachers. Twenty years ago a two years
course was the normal one in the only colleges then existent—
the residential training colleges. With the inception of the day
training colleges it was recognized that a three years’ course
was necessary—necessary, that is, for the student to gain a
degree. The direct training, such as it was, had to be taken in
fragments during the intervals of academic work, and, indeed,
part was taken during the vacation.

The University student occasionally remains for a fourth
year, just as in former days the exceptional man would stay at
the residential training college for a third year. Are we to see
the three years’ course develop into four years in the case of the
U.T.C.’32 Would such an alteration in system be to the general
good? We will run the risk of exposing the obvious, and say
that the merit of the system rests on two foundations—the
quality and preparedness of the student on entering and the
character of the training undergone. Does the suggested course
contemplate the student passing direct from his school to the
University ? If it does, it has our hearty condemnation. Would
the suggested course for the first three years run much on the
lines of the present degree course and take a post-graduate
course in pedagogy for the fourth year? If it would, we see no
advantage in it over the present three years’ course ; indeed, we
see comparative defects. It is beside the point to urge that this
plan of training is applied to students reading for a secondary
schools diploma. Even if the plan is successful in the case of
these students, it does not at all follow that it is applicable to the
elementary-school teacher.

LARGE CLASSES.

There are, it seems to us, two very marked differences between -
the environments of the two teachers—the difference in the age
of the pupils met by the respective men and the difference in
the sizes of the classes dealt with. The controlling, interesting,
and educating of a small class of older scholars is a trifling task
compared with the work of pono class of three times the
size made up of younger children. e deplore the size of class
which the elementary-school teacher is required to manage, we
rejoice that evidences of a tendency towards reducing the
numbers are not wanting; but we regretfully admit that for
another generation the elementary scholar will be deprived of
the blessing of that degree of individual teaching which his more
favoured secondary brother enjoys. It is because we know the
difficulty of acquiring this gift of controlling large classes,
because we have known the failure of the student trained
only academically, and have learnt something of his regrets and
humiliations when his best efforts meet with failure—it 1s
because of these things that we urge the need of testing and
training in practical teaching before the University is entered.
The student must give preliminary evidence of his fitness for
the work of an elementary-school teacher. It is too late for him
to realize a defect four years later, and it is uot right to burden
the elementary teaching profession with people who have no
aptitude for the calling. The University, by its entrance exami-
nation, requires a student to show scholastic ability; we want
the University to require the prospective teacher, in addition to
this, to give proof of his capacity for the work. Heshould spend
a year as a student-teacher after leaving school. He is then
young enough to adapt himself to surroundings which he cannot
come into sympathy with later, and, if he finds that he has no
love for the work, he is young enough to turn his hand to some-
thing else.

PEDAGOGY.

Having given proof of professional fitness he may enter the
University. Then comes the question of the length of his stay.
For several reasons we should regret the passing of the three
years’ scheme. We do not consider that its possibilities have
yet been fully sounded. The exceptional man can always stay
for a fourth year if it is desirable that he should do so. But, if
the student has to look forward to a hard-and-fast four years’
course as a condition of his entering a U.T.C., we can only say
that ways and means are often too predetermined and too narrow
to permit it. Cannot the three years system be-amproved? A

250. THE EDUCATIONAL TIMES. .

great advance was made when education was included as a
subject for the degree. Cannot this reform go further? The
width of training we look for is hardly possible on the present
degree lines. The “Arts” and “Science” courses, as they
stand, are not likely to develop the best type of teacher.

We should like to see a combined course formed with a
resulting diploma in education. This might be called an educa-
tion diploma, a bachelorship of education, a bachelorship of arts
with honours in education, or whatever it might be desired to call
it. Our plea is that the man who holds it should be capable in the
work he professes. And we think that this capacity would be
best developed by a more definite pedagogic training and by the
study to a moderate degree of intensity of some six subjects.
We want to see the subject of pedagogy brought well into the
foreground in the forming of the teacher. Discussions and
lectures on pedagogical subjects, observation visits, criticism,
and model lessons are excellent so far as they go. But, to bring
out their real merit, they must be associated with the student's
own practical teaching ; ; and this work does not receive the con-
sideration it deserves. The plan of Septembering the school
practice is weak. It is impossible for those responsible for the
work to get more than a perfunctory glance at the individual
student when all are at caste: at the same time, and the student
cannot receive that criticism, example, and help which he ought
to have.

THe Practice PERIOD.

Incidentally the fixing of the practice period outside the Uni-
versity session encourages an undesirable attitude (unconscious,
no doubt) on the part of the student towards the work. It is
something to be got rid of, something to be swept out of the way
before the real work of the session commences. And we cannot
blame him if he regards most of his pedagogic work as some-
thing to be relegated to odd snatches of minutes, and to be per-
formed with more than a half doubt as to its real value in the life
which lies before him. Why should not the month of school
practice be taken at any part of the session according to the con-
venience of those responsible for the training? The obvious
answer is that the student would suffer through want of contact
with the academic lecturer during this period. We doubt if there
is much in this point when the period of absence is so short.
The man would still meet his fellow-students, and would know
the direction in which the work was going, and, although he
would meet the lecturer less, we make bold to say that he would
gain considerably by the closer and more intimate contact with
his training authorities. But during this month a combination
of practice and lecture might be effected.. Why should not the
student during the practice attend one weekly lecture in each
subject he is taking? These could be attended on Saturday
morning or on afternoons of other days after the close of the
elementary school. An occasional lecture which could not be
taken at any of these times might be legislated for separately.

A SATISFACTORY COURSE.
In the curriculum, independent of the pedagogic course, we

should like to see English (chiefly literature and essay writing),:

a language other than English, elementary mathematics, and a
combination of physical and biological science taken by all
students throughout the three years of training. One or two
additional subjects, determined by the tendency of the students’
thought, should be added, and all subjects could with advantage
be read up to the intermediate examination standard. A student
especially capable in one subject might be allowed to read it up
to the ordinary final standard, but he should combine with it the
four above-mentioned subjects.

We do not hesitate to say that, if a course were drawn up on
lines such as these, a three years’ training would be valuable, and
in most cases sufficient. The exceptional man could always spend

a fourth year at the University, if good were likely to come
from it.

At the approaching Oxford Commemoration the honorary degree of
D.C.L. will be conferred upon Mr. Lloyd-George, Chancellor of the
Exchequer, and Sir Ernest M. Satow, late British Minister at Peking.

CaMBRIDGE UNIVERSITY intends to confer honorary degrees upon the
Prime Minister, the Duke of Northumberland, Lord Halsbury, Admiral
Sir John Fisher, Sir Hubert Von Herkomer, the Hon. C. A. Parsons,
Sir G. O. Trevelyan, Sir J. Henry Ramsay, Sir A. Noble, Sir W.
= Crookes, and Mr. Rudyard Kipling.

A FELLOWSHIP at Newnham College, Cambridge, has been awarded to
Miss Sellers, at present engaged upon historical research work.

(June 1, 1908.

BLACKIE'S LIST

Magnetism and Electricity and The

Principles of Electrical Measurement. ByS.S.
RICHARDSON, B.Sc., Associate of the Royal College of Science, London ;
Lecturer in Ph ssics, Municipal Technical School, Liverpool. Crown
8vo, cloth boards, 5s, net. [Just Published.

The Teaching of English.

By A. E. ROBERTS, M.A., Principal Lecturer in Angin at the Islington
Day Training College, and A. BARTER, L.L.A., late Head Mistress of
the Braintree Pupil- -Teacher School. Price 2s. a not.

BLACKIE’S
LATIN TEXTS.

General Editor: Dr. W. H. D. ROUSE.
This Series is intended for = cuss the first two or three years
of

[Just Published.

The long vowels are marked Seocekoce Each volume has a short Intro-
duction dealing with the author and subject of the book. A new and
important feature in the Introduction is a brief note on the MSS, and the
principles of textual criticism. No other notes are given.

Price 6d. net each Book.

The gall. Scholars are contributing volumes to this Series :—

J. P. Postgate. Mr. -3 E. Winbolt.
o J. 8. Reid. Mr. W. H. S. Jones.
Dr. W. H. D. Rouse. Mr. E ‘Seymer Thompson.

A General Vocabulary to Virgil,
i Pe aie under the Editorship of A. GRAHAM, M.A. Crown 8vo,
cloth, ls,

9
A General Vocabulary to Caesar’s
Gallic War. Prepared under the Editorship of A. GRanAM, M.A.
Crown 8vo, cloth, 1s.

These Vocabularies have been prepared for use in schools where the pupils
are not at first provided with Latin Dictionaries of their own. They con-
tain all the words that occur in the Aeneid, Bucolics and Georgics of ¥ irgil,
and De Bello Gallico of Caesar. The advantage of these Vocabularies is
that they can be used with any edition of these Classics.

A Latin Course.

By E. H. Scott, B.A., and FRANK JONES, B.A. First Course, cloth,
ls.6d. Second Course, cloth, illustrated, 2s, 6d.

A First Latin Grammar.
By E. H. Scott, B.A., late Head Master of Boys’ Secondary School,
Barberton, Transvaal ; and FRANK JONES, B.A., Assistant Master,
King Edward's School! Aston, Birmingham. Crown 8vo, cloth, 2s.

BLACKIE’S
ENGLISH TEXTS.

6d. each. Blue limp cloth covers. 77 volumes. To be used in correlation
with the study of English Literature and History.

Among the leading Authors are :—

Malory. Cibbon. Drake. Thucydides. Dickens.
Froissart. Macaulay. Raleigh. Plutarch. Charles Lamb.
Bacon. Carlyle. Anson. Livy. e yg
Burke. Prescott. Hawkins. Marcellinus. Swi

Ruskin. Josephus. Cook, Lucian. Borrow.

A First Geography.
With Coloured ge and Diagrams on every pase. By C. A. E.
G.S., Assistant Master, radford Grammar
of Preceptors.
Just Published.

RODGERS,
School, and an Resse in ’ Geography to the Coll
Small 4to, cloth, 1s.

Advanced Book-Keeping.
For Commercial and Accountancy Classes. By WALTER GRIERSON,
Author of ‘‘ Practical Book-keeping for Commercial Classes.” Crown
8vo, cloth, 2s. 6d. net. [Just Published,

The Longer French Texts.
Printed in large type. Cloth limp, 8d. each. Brief Notes, Question-
naire, Memory List of Useful Phrases and Vocabulary.

The Little French Classics.

Price 4d. each book. All French authors in prose and verse, from the
Chansons de Geste to Daudet and Paul Bourget.

Récits tires des Classiques francais.
6d. each. Edited by Mme. C. BAGNALL, of Clapham High School, and
Mile. VIVIER. “mers

The Stories of the great Dramatists told in simple French, suitable for

Lower and Middle Forms.

Messrs. BLACKIE & SON will be E aro to send a List of Books
suitable for the Oxford and Cambridge Locals, 1909, on application,

BLACKIE & SON, Ltd., 50 Old Bailey, E.C.

June 1, 1908. ]

THE EDUCATIONAL TIMES.

251

Mr. MURRAY’S
RECENT BOOKS

Old Testament History. Period V.
From Hezekiah to the End of the Canon. By the Rev. J. M.
HARDWICH, M.A., and the Rev. H. COsSTLEY-WHITE, M.A., Assistant Masters
‘ at Rugby School. With a Map of Palestine. 2s.

This is the fifth (or concluding) portion of the “ Old Testament History,” other
volumes of which are now in active preparation. Each is intended to provide
material for one term’s work. The following are some of the chief features of the
series :—

Where possible, the text of the Biblical narrative is used.

Historical explanations and general commentary are inserted in their
proper piace

The chronological order of events has been followed.

The period is illustrated by reference to, and quotations from, the contem-
porary Prophecies and Psalms.

Foot-notes are added, but only where difficulties of thought or language
seem to demand explanation.

prh

p ay

An Introductory History of Engl and.
From the Earliest Times tiil the Year 1832. By C. R. L. FLETCHER,
M.A., Fellow of Magdalen College, Oxford. With Coloured and other Maps,
Plans, and Index.

Part arene the Earliest Times to the End of the Middle
ges.

Part II.—_From Henry Vil. to the Restoration. 5s.

Part ITI.—Jn preparation.

“This is Mr. Fletcher’s second volume, and it is, if anything, better than his
first.””— The Times.

MURRAY’S FRENCH TEXTS.

FOR UPPER AND MIDDLE FORMS.

Edited by W. G. Harroa, B.A., Lecturer in French at University College, London ;
Oral Examiner to the London County Council and to the Army Qualifying Board.

La Mare au Diable.

Par GEORGE SAND. With Biography, Foot-notes, and Exercises. 1s. 6d.

Confessions d’un Ouvrier.
Par EMILE SOUVESTRE. With Biography, Foot-notes, and Exercises. 1s. 6d.

This series will consist of selections from the masterpieces of nineteenth-century
French authors. Esch volume will contain a series of questions upon the text,
grammatical drill upon points which arise in the course of reading, and sugges-
tions for free composition, parsing, dictation, &c. A biographical note (in simple
French) descriptive of the career of the author serves as an introduction to each
text.

Other volumes to follinw.

MURRAY’S ENGLISH LITERATURE SERIES.

A COURSE FOR SCHOOLS AND COLLEGES.

By E. W. EDMUNDS, M.A., B.Sc. Lond., Senior Assistant Master at the Luton
Secondary School; and
FRANK SPOONER, B.A. Lond., Director of Education for Bedfordshire,
Atheneum (September 14, 1907).—‘‘ For inculcating an intelligent and lasting
acquaintance with its subject, the present series is likely, in our opinion, to prove
the best of its kind.”

The Story of English Literature.
Vol. I.—The Elizabethan Period, 1858-1625. 3s. 6d.
Vol. II.—Seventeenth and Eighteenth Centuries, 1625-1780.

3s. 6d.
Vol. III.—Nineteenth Century, 1780-1880. 3s. 6d.

Atheneum,.— In this, the first volume of the ‘Story,’ Mr. Edmunds has been
most successful; it is lucid, eminently readable, and never dull. In addition, the
author’s criticism, though he lays no claim to originality, is freshly expressed and
often suggestive.”

Readings in English Literature.
I.—The Elizabethan Period, 1558-1625.
Junior Course, as. 6d. Intermediate Course, 2s. 6d.
Senior Course, 3s. 6d.

II.—Seventeenth and Eighteenth Centuries, 1625-1780.
Junior Course, 2s, 6d. Intermediate Course, 2s. 6d.

Senior Course, 3s. 6d.

IlI.—Nineteenth Century, 1780-1880.
Junior Course, 2s. 6d. Intermediate Course, 2s. 6d.

Senior Course, 3s. 6d.

Academy.—‘‘ The terribly uninspiring ‘School Reader’ of the early Victorian days
is happily a thing of the past, but in spite of the many excellent modern collections
we have found few as extensive or as representative as the volumes of ‘ Readings in
English Literature.’ ’’

Prospectus on application. —

JOHN MURRAY, Albemarle Street, W.

J. & J. PATON,

Educational Agents,
143 CANNON STREET, LONDON, E.C.,

Telephone 5053 Central,

PRINT PROSPECTUSES.

Specimens with estimate of cost sent free of

charge.

SUPPLY BLOCKS.

Finest Half-Tone Copper Blocks at reasonable

prices.

RECEIVE
ADVERTISEMENTS

for the educational columns of all London, Pro-
vincial, Indian, Colonial, and Continental Papers.
Estimates and advice as to most suitable Papers

sent free of chargé.

RECOMMEND SCHOOLS.

Prospectuses filed and forwarded free of charge
to Parents.

Paton's List of Schools
and Tutors.

PUBLISHED ANNUALLY.
AN AID TO PARENTS IN THE SELECTION OF SCHOOLS.

llth Edition will be published in June, 1908.

J. & J. PATON,

EDUCATIONAL AGENTS,
. 1483 CANNON STREET, LONDON, 5E.C.

252

THE EDUCATIONAL TIMES.

[June 1, 1908.

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER, S.W.

Patrons—THE ARCHBISHOP OF CANTERBURY ;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
Secretary—W. N. NEALE, Esq.

[FOUNDED 1829.

THE ARCHBISHOP OF YORK.
Vice-President—THE LORD HARRIS.
Deputy-Chairman—SIR PAGET BOWMAN, Bart.

Actuary and Manager—FRANK B. WYATT, Esq., F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND THEIR RELATIVES.
ALL PROFITS BELONG TO THE MEMBERS.

Accumulated Fund, £4,242,820.

Annual Income, £453, 897.

Bonuses Distributed, £4,256,464.

. Notwithstanding the lowness of the
Premiums charged, the BONUSES are
on an BXOEBPTIONALLY HIGH SOALB.

Application is invited for the PRO-
SPHOTUS, and Leaflets explaining two
new Policies, with valuable Options.

1. WHOLE-LIFB CONVERTIBLE ASSURANOBS. Very Low
Premium — about one-half the usual rate — during first ten
years.

2. PENSION POLIOCIBNS. Premiums returnable with compound interest in
case of death or surrender before pension age. Option to commute for
cash.

Assurances without profits, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
person aroerecuye of any special qualification by relationship to the
Clergy.

LOW PREMIUMS.
LARGE BONUSBS.

NHW AND SPEROIAL
POLIOIBS.

SPHOIMEN OF RATES FOR £1,000, WITH PROFITS.

£1,000
Payable ‘at Age 60

£1,000
ay. | Payable at Death. or earlier Death.

d

8
4
o
8

NoTE.—Under the Reduced Premium S Poa (explained in Prospectus) four.
fifths only of these Premiums need be paid, the other one-fifth remaining a charge
to be repaid out of Bonus.

No Agents employed and no Oommission paid for the intro-
duction of business, whereby £10,000 a year is saved to the

members.
can be effected by direct communication
witht the C Office, 2&3 THB SANOTUARY, WESTMINSTSBR, 8.W.

PROFESSOR MEIKLEJOHN’S SERIES.

A NEW GEOGRAPHY ON THE COMPARATIVE METHOD. With Coloured Maps and Diagrama and an eat of

Commercial Geography, and Full Index.

By J. M. D. MEIKLEJOHN, M.A. Thirty-seventh Edition. Crown 8vo, 630 pp. si 4s. 6d.

THE BRITISH EMPIRE: Its Geography, Resources, Commerce, Landways, and Waterways of the British

Dominions Beyond the Seas, with Full Index. By J. M. D. MEIKLEJoHN, M.A. Eighth Edition (Revised to 1906).

Crown 8vo, 360 pp. 3s.

THE ENGLISH LANGUAGE: Its Grammar, History, and Literature.
eighth Edition, Enlarged, with Exercises and Additional Analysis. Crown 8vo, 486 pp.

By J. M. D. MEIKLEesoHN, M.A. Twenty:
4s. 6d.

“ Bxactly suited to the wants of pupil-teachers and of candidates for the Government Certificates.” —Miss M. GODDÁRD, Training College, Ww araneon.

THE ART OF WRITING ENGLISH. A Manual for Students.

With Chapters on Farophrasing, Paeny ee Precis ae:

Punctuation, and other matters. By J. M. D. MEIKLEJOHN, M.A. Sixth Edition. Crown 8vo, 340 pp. l s. 6d.

SHAKESPEARE’S THE MERCHANT
Crown 8vo, 200 pp.

“ There is everything in this book which’: a student would want for the preparation for an veraI nation:

play for school use we have seen.’”’— The Teacher's Aid.

A NEW HISTORY OF ENGLAND AND GREAT PRITATN. With Maps and Tables.

Twenty-third Edition. Crown 8vo, 740 pp...

** Your books are simply indispensable to students prépara for the Certificate ‘Esamination and to pupili teachers, ”_H. M. INSPECTOR.
By J. M. D. MEIKLEJOHN, M.A., ag M J. C. MEIKLEJOHN, B.A., sometime Adam de

A SCHOOL HISTORY OF ENGLAND.

Brome Exhibitioner, Oriel College, Oxford. Fifth Edition. Crown 8vo, 470+ viii pp.
TEST QUESTIONS IN HISTORY. Selected from Public Examination ea pane by A. T. FLUX.

OF VENICE. Wek an Introduction aad Notes.

Edited by Francis Storr, B.A.
ls. 6d.

It is “the most carefully itepared exhaustive book on the

By J. M. D. MeIKLEJoOHN, M.A.
zi fe 6a.

. 2s. 6d.
8vo a aa ls.

A NEW ALGEBRA. As far as the Binomial Theorem. Including a Chapter on Graphs.

Author of“ A NEW ARITHMETIC”).
** We are confident of the book’s success.’’— The Teacher.

A NEW ARITHMETIC. Theoretical and Practical.
Thirteenth Edition. Crown 8vo, 552 pp. .

Crown 8vo, 438+ viii pp.

By he SOLTAN, ae BSG: eee
4a. 6d.

“ An able, earotiil’ aad attractive Work: ” The Educational Times.

B.A. (Lord: and G. CoLLAR, B.A. ee

By G. A. CHRISTIAN,

“ We recommend teachers and students to judge for themselves what a powerful suixilincy to SUCCESS 3 has been piven them by the experience ‘and judgment of A ae

authors.” — T'he Schoolmaster.

Complete Catalogue will be sent on application.

MEIKLEJOHN & HOLDEN, 11 Paternoster Square,” B.C.

June 1, 1908. |

THE EDUCATIONAL TIMES.

253

COLLEGE OF PRECEPTORS’
CERTIFICATE EXAMINATIONS.

Set Subjects, 1908.

CABSAR.—GALLIC WAR, BOOK I. By A. H. Attcrort,
M.A. Oxon., and F. G. PLAISTOWE, M.A.Camb. 1s. 6d. Vocabulary. Is.

CAESAR.—GALLIC WAR, BOOK II. By A. H. ALLCROFT,
M.A., and W. F. Masom, M.A. 1s. 6d. Vocabulary. 18.

CICERO.—IN CATILINAM, I.-IV. By J.F. Srout, B.A. Camb.
2s. 6d.

EURIPIDES._HECUBA. By T.T. Jurrery, M.A.Camb. 8s. 6d.

HORACE.—ODES, BOOK III. By A. H. Attcrort, M.A. Oxon.,
and B. J. Hayes, M.A.Camb. With complete Alphabetical Lexicon. 18, 6d.

VIRGIL.—_AENEID, BOOK I. By A. H. Attcrort, M.A.Oxon.,
and W. F. Masom, M.A. Camb. With complete Alphabetical Lexicon. 18, 64.

VIRGIL.—AENEID, BOOK X. By A. H. ALLCROFT, M.A.Oxon.,
and B. J. Hayes, M.A. Lond, and Camb, Witn complete Alphabetical
Lexicon. 1s. 6d.

XENOPHON.—ANABASIS, BOOK I. By A. H. ALLCROFT,
M.A. Oxon., and F. L. D. RICHARDSON, B.A. 18. 6d.

HISTORY, PRELIMINARY CERTIFICATE BRITISH.
By C. S. FRARENSIDE, M.A. Periods for First Class: (I.) 1017-1399; (II.)
1399-1603; (III.) 1603-1714. 18, each Part.

SHAKESPEARE. [Edited by Prof. W.J. Rourr, D.Litt. Merchant
of Venice. 2s. Julius Caesar. 2s. 6d.

Complete Catalogue of the Unirersity Tutorial Series, and List of Books for
Oxford and Cambridge Locals, College of Preceptors,and London University
Examinations, post free on application.

University Tutorial Press, Ld.,
W. B. CLIVE, 157 Drury Lane, London, W.C.

THE STEREOSCOPE 'n EDUCATION.

“ It is difficult to discover a subject in school curricula which cannot
be helped by means of the Stereoscope,’’ says G. F. DANIELS, B.Sc., in
the School World.

For class room work the Stereograph is unequalled, and far surpasses
anything in the way of illustration that has ever been placed in the
hands of the teacher. By its proper use the attention of the class is
more easily secured; there is created an incentive for more diligent
study; the interest of the dullest boy is aroused; the dormant
faculties of the child are stimulated and awakened, and many points
that were previously abstract and difticult of comprehension become
simple and are easily understood.

‘*We are much pleased with your set of Stereoscopic Slides to illus-
trate the teaching of Solid Geometry which we have just purchased,
and think they will prove very helpful in enabling a pupil to grasp
quickly and thoroughly the principles of the problems illustrated.

‘« We are glad you have thought of this addition to your other very
useful sets of Stereoscopic views—they make the work of teacher and
pupil much lighter than it could possibly be without them.’’—C. E.
and B. M. STEVENS, Young Ladies’ School, Brighton.

Solid Geometry through the Stereoscope. Prepared by
EpwarD M. LANGLEY, M.A., of Bedford Modern School.

Geography through the Stereoscope: Teachers’ Manual.
Geography through the Stereoscope: Students’
Field Guide. Prepared by PHitip Emerson, Principal of Cob-
bett School, Lyn, Mass., and WILLIAM CHARLES Moore, Instruc-
tor in Geography at State Normal School, Salem, Mass.

The Underwood System of Instruction by means of Stereographs,
sometimes called the Laboratory Method, has come to be used in a
large array of the best schools of this country, and cducational experts
have pronounced it the most practical means at hand of teaching the
subjects to which it applies.

Send for particulars to—

UNDERWOOD & UNDERWOOD, School Department,
104 High Holborn, London, W.O.

both Americas and of their inhabitants.

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ....... Position £5 10 0
Half e » 210 0 4... = 3 00
uarter p 110 0 ...... i 115 0
er inch in broad column (half width of page) ... 0 7 0
Nargow Column (one-third page) ................ccceceee 200

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &6o.),
3s. 6d. for 6 lines, or 4s. 6d. the inch.

SituationsVacant and Wanted—30 words or under, 2s.; each additional 10 words
6d. (For 1s. extra, Replies may be .addressed to the Publishing Office, and will
be forwarded post free.)

CURRENT HVANTS.

M. L. Gravevine will address the Société
Nationale des Professeurs de Francais en Angle-
terre, at the College of Preceptors, on “ La
Femme dans l'Histoire de France,” on June 27, at 4 p.m.

Tue Foundation Day Oration at University College, Lon-
don, will be delivered by Mr. J. Lewis Paton, M.A., High
Master of Manchester Grammar School, on June 4 (evening ;
not afternoon, as previously arranged).

* +
*

THE Annual Conference of the Association of Head Mis-
tresses will be held at Manchester High School on June 19
and 20. Mrs. Woodhouse, President.

Tar London Geological Field Class will make excursions:
June 13, to Sheppey or Herne Bay (Sea Work and River
Work); June 20, to Radley (Union of Isis and Thames).
Hon. Sec.: J. W. Jarvis, F.G.S., St. Mark’s College, Chelsea,
S.W.

Fixtures.

Vacation Courses for Foreigners will be held at the Lycée
de Jeunes Filles de Versailles, August 3-22 and August 3l-
September 19. Directeur honoraire: M. Emile Bourgeois,
Professeur à l’Université de Paris. Apply to Mme. E. Kahn,
Professeur Agrégée de l’ Université, Lycée de Jeunes Filles,
Versailles, 9 Avenue de Paris (Directrice des Cours).

Tue Sixteenth International Congress of Americanists will
be held under the presidency of Baron Weckbecker at the
University of Vienna, September 9-14. The object of the
Congress is to promote scientific inquiries into the history of
Further informa-
tion from Herr Franz Heger, Vienna ( Austria), I., Burgring 7.

Tue University of Oxford has conferred the
honorary degree of D.Sc. upon Prof. William
James, LL.D., late of Harvard University,
and the honorary degree of D.Litt. upon Prof. T. Northcote
Toller, M.A.

Honours.

$ +
+

Tue University of Oxford has conferred the degrees of
Mus. Doc. and M.A. upon Sir Walter Parratt, the new Pro-
fessor of Music.

*.*

THE University of Cambridge proposes to confer the
honorary degree of LL.D. (June 20) upon the Archbishops
of Cape Town and of the West Indies, and the Bishops of
Calcutta, Missouri, London, Salisbury, Massachusetts, South-
wark, Birmingham, Liverpool, and Uganda.

It is also proposed to confer the honorary degree of M.A.
upon Sir E. T. Candy, C.S.I., Teacher of Indian Law, and
Mr. A. Henry, Reader in Forestry.

* «©
*
' Tne University of (Waleshas \conferred.the_ honorary

204

THE EDUCATIONAL TIMES.

[June 1, 1908.

degree of LL.D. upon the Rt. Hon. D. Lloyd-George, M.P., | versity, 1862-91, has been presented to the University on

Chancellor of the Exchequer.

+ *
+

Portraits of Emeritus Professor Robertson and Emeritus
Professor McKendrick, and a medallion of Pr¥f. Cleland,
have been presented to the University of Glasgow.

iÈ +
&

_ Pror. H. Porxcaré, on resigning the Chair of Astronomy
in the Ecole Polytechnique, Paris, has been appointed Hono-
rary Professor.

* +
*

Pror. Hume Brown, of Edinburgh University, has been

appointed Historiographer Royal for Scotland, in succession
to the late Prof. Masson.

THe Ricut Hon. Hernert Henry Asguitu, Hon. D.C.L.,
K.C., M.P., Prime Minister, formerly Fellow of Balliol Col-

lege, Oxford, has been elected an Honorary Fellow of that
Society.

i *
*

Mr. James R. Tuursrieip, M.A., has been elected an hono-
rary Fellow of Jesus College, Oxford. He was Fellow and
Tutor of Jesus 1864-81, and is a well known writer on naval
matters.

* è
*

Pror. Sewarp has been elected an honorary Fellow of

Emmanuel College, Cambridge.

*
*

Toe Rev. T. C. Twitcuett, B.A., Bishop-designate in
oe has been elected a Fellow of King’s College,
ondon.

THE schoolmasters participating in the Dick Bequest
(counties of Aberdeen, Banff, and Elgin) have presented an
illuminated address to Prof. Laurie on his retirement from
the position of Visitor and Examiner for the Dick Trust

after more than fifty years’ service; with a suitable gift to
Mrs. Laurie.

one

Mr. Tuomas WeEBR, of Kensington and
Tunbridge Wells, has left £5,000 to Uni-
versity College, London, and £5,000 to
University College, Cardiff (for physical research); also to
the same Colleges, subject to contingencies, his residuary
estate in equal shares.

Endowments and
Benefactions.

* *
*

Dr. Henry Cuirton Sorsy, F.R.S., of Sheffield, has left
£15,000 upon trust to the Royal Society of London for a
Fellowship or Professorship for conducting original re-
searches; £6,500 to the University of Sheffield for a
Professorship in Geology; and £500 to the Literary and
Philosophical Society of Sheffield.

Cotone, J. E. Cur.er has transferred to the University
of Sheffield, for its general purposes, freehold ground rents
of the annual value of £49 (= a capital of some £1,300).

* *
*

THE trustees of the fund (over £1,500) raised by medical
graduates in London has been handed over to the trustees of
Lord Curzon’s Endowment Fund, the interest to be applied
to the needs of the Department of Pathology in Oxford
University.

+ *
*

Tae bronze copy of Mr. Goscombe John’s statue of the
seventh Duke of Devonshire, Chancellor of Cambridge Uni-

behalf of subscribers.

+ *
*

Dr. Arnis Wricuat, Vice-Master of Trinity, proposes to
transfer to the library of the University of Cambridge all
the documents in his possession connected with the Revision
of the New Testament and the Apocrypha. Mrs. Troutbeck,
widow of the late Secretary of the Revision Committee, will
complete the series by depositing in the same library the
documents connected with the Revision of the New Testament
that were, at Dr. Troutbeck’s death, deposited in the Chapter

Library, Westminster.

* *
+

TuRovuGH the generosity of a few prompt subscribers, a
notable addition of books has been made to the Chinese de-
partment of the Cambridge University Library—®51 separate
works, numbering 1,203 volumes in all. Several important

lacunæ have been filled up.
l +

+
*
THE Rev. J. D. Gray, Vicar of Nayland, has given some

4,000 specimens of British plants to the Herbarium of the

Botany School, Cambridge University.

A MEMBER of the University of Cambridge has offered
£300 a year for five years towards the stipend of the pro-
posed Professorship of Biology, and to increase the gift to
£400 a year for such portion of the five years as the Pro-
fessor may hold a Professorial Fellowship.

* +
+

THe University of Leeds is still £10,000 short of the
£100,000 stipulated for by the Privy Council on recom-
mending the grant of its charter. But Lord Ripon, the
Chancellor, boldly appeals to the city of Leeds and the

county of York for £30,000.
+ +

*
THE LATE Mr. J. W. Crombie, M.P., left to Aberdeen Uni-
versity, subject to contingencies, one-fourth of the ultimate
residue of his estate for laboratories or educational ap-
paratus or such other educational purposes as the Uni-
versity Court, with consent of his trustees, shall see fit.
+ #

+
Loro Barnarp has given £1,000 to the Agriculture De-
partment of Armstrong College, Newcastle-on-Tyne..

Tue Court of Common Council of the City of London has
founded at the City of London School a scholarship of £100
a year for three years, tenable at Oxford or Cambridge, in
commemoration of Mr. Asquith’s accession to the Premier-
ship. Mr. Asquith is an “old boy” of the City of London

School.
* *

*

Tue Gilchrist Educational Trust has promised a grant of
£50 for two years to the Women’s Department, King’s
College, London, for the special courses in Home Science
and Household Economics. (See “ Scholarships.”’)

At Oxford, Scholarships, &c., will be
offered for competition as follows :—June 2,
Classics, and Law (Brasenose); June 9,
Classics (Exeter); June 12, Music (Balliol); June 25, Clas-
sics, Mathematics, History, English, Modern Languages
(Worcester) ; June 30, Natural Science (Balliol, Brasenose) ;
December 1, Classics (Exeter, Oriel, Brasenose, Christ
Church); December 8, Classics (University, New, Corpus
Christi); March 16, 1909, Classics (Magdalen). June 16,
Exhibitions (no age limit) in Mathematical and Natural
Science (St. John’s): apply|to/Senior Tutor by) June 6.

Scholarships
, and Prizes.

Sve Ves oT Ne Me ee Qe age

June 1, 1908. |

THE EDUCATIONAL TIMES. 255

Exeter CoLLEGE, Oxford, offers (June 9) an open Classical

Tae Rev. E. E. NorrincHam has resigned, through ill-

Scholarship (£60), a Classical Exhibition (£30), and aj health, the Principalship of the York Training College.
+

Divinity Exhibition (£60). Further information from the

Rector.

A COMBINED examination for 41 Scholarships and various
Sizarships and Exhibitions, at Trinity, Clare, Trinity Hall,
Peterhouse, and Sidney Sussex Colleges, Cambridge, will
commence December 1. Particulars from any of the Tutors

of the several Colleges.

Trinity Hatt, Cambridge, offers two or more open scholar-
ships (not less than £40) to candidates undertaking to enter
in due course for the Law Tripos. Examination, June 17.
Apply to the Tutor.

* *
*

Royat HoLLoway Cou.kce offers ten Entrance Scholarships
(£50 to £60) and several Bursaries (not more than £30)
tenable for three years. Examination, June 29 to July 4.
Names to be entered by May 30. Forms, &c., from the

Secretary.

+ &
*

Kina’s CoLLEGE, Women’s Department, offers a scholar-
ship of £30 a year for one year (part of the Gilchrist Trust
grant, see “Endowments ”) to a graduate of an approved
University of not more than three years’ standing (from
December last). Apply to the Vice-Principal, 13 Kensington
Square, W., by June 10.

* *
*

THE International Peace Bureau, Berne (Switzerland),
offers a prize of 1,500 francs (£60) for “ the preparation of
a Manual for Teachers in schools of all kinds, explaining the
principles of International Peace and their application.”

Viscount Morey or Boiacksurn, O.M.,

se R Secretary of State for India, has been
elected Chancellor of the University of
Manchester.
* .*

In the preliminary draft of the articles of charters for the
proposed new University in Ireland, Dr. D. J. Coffey is nomi-
nated President of the Dublin College; Dr. Bertram C. A.
Windle, of the Cork College; and Dr. A. Anderson, of the

Galway College.

* &
+

Sik WALTER Parratr has been appointed Professor of
Music in the University of Oxford, in succession to Sir
Hubert Parry. :

* +
*

Mr. C. Frewen Jenkin, B.A. Cantab., A.M.I.C.E., has
been appointed Professor of Engineering in Oxford Univer-
sity. Prof. Jenkin is a son of the late Prof. Fleeming
Jenkin, F.R.S., of Edinburgh University.

# *

*
Mr. W. H. Braca, M.A., F.R.S., Professor of Mathematics
and Physics in Adelaide University (since 1886), has been
appointed to the Cavendish Chair of Physics in the Univer-
sity of Leeds.
* *
Pror. Stantey Dunxerey, D.Sc., M.I.C.E., has resigned
the Chair of Engineering in Manchester University through
ill-health, after three years’ tenure.

+ ¥
*

Tue Rev. Pror. Skinner, M.A., D.D., Westminster College,
Cambridge, has been appointed Principal of the College, in
succession to Dr. Oswald Dykes, resigned.

Miss H. M. StepHen, Warden of the Alexandra Hall of
Residence, University College, Aberystwyth, has resigned
her post, through ill-health.

$ *
&

Mr. H. L. Suirg, B.Sc., A.I.C., has been appointed Lec-
turer in Chemistry in King’s College, London.

* ç &
&

Mr. J. W. Bews, M.A., Lecturer in Economic Botany,
Manchester University, has been appointed Lecturer in Plant
Physiology in Edinburgh University.

* *
*

Mr. A. C. B. Brown, B.A., Assistant Lecturer in Classics,
Manchester University, has been appointed to a Mastership
at Marlborough College.

Mr. A. H. Waiprir, M.A., B.Sc., Director and Secretary
of Education at Walsall, has been appointed Director of

Education for Blackburn.

* e
*

Mr. F. H. Corson, M.A., has resigned the Head Mastership
of Plymouth College, which he has held since 1889.

Mr. L. Hansen Bay, Head Master of Deacon’s School,
Peterborough, has been appointed Head Master of Wirks-

worth Grammar School.

* *
*

Mr. A. J. Freeman, P.-T. Centre, Bristol, has been ap-
pointed Head Master of Callington Secondary School.

Tue Rev. J. H. NewsHam-Taytor, B.A. Oxon., has been
appointed Senior Classical Tutor at Llandovery College.

* *
sd

Mr. G. Morris, M.A., has been appointed Classical
Master, and Mr. H. Lonsdale, B.A., French Master, at
Maidenhead Modern School. .

# &
*

Mr. J. D. SutHertanp, M.A., has been appointed Mathe-
matical Master at the Normal High School, Edinburgh.

Lite Messrs. Cuatto & WINDUSs announce a new
risa series of “beautiful books in the choicest
' types "—the Florence Press books, printed
from a new fount designed by Mr. Herbert P. Horne after
“ the finest types used by the Italian Master-Printers of the
Quattrocento and Cinquecento.” ‘‘The Books may be
original works or reprints, but all will be of the highest in-
trinsic value, and usually works dealing with Italian Art,

Literature, and History.” ;

to t
*

Mr. J. H. FowLeR’s paper on “English Literature in
Secondary Schools,” read before the English Association
(January 11), is now published as one of the Association’s
Leaflets (No. 5).—The English Association’s Bulletin No. 4

(May) is also just issued.

&
#

Mr. Murray publishes in pamphlet form the addresses
delivered by the Vice-Chancellor of the University of Lon-
don and by Professors Hobhouse (and, Westermarck at the
Inauguration of the Martin White Professorship of Sociology

256

THE EDUCATIONAL TIMES.

[June 1, 1908.

(ls. net).—Also the Creighton Memorial Lecture, on ‘‘ The

Wardens of the Northern Marches,” delivered by Dr. Hodg-
kin (1s. net).

+ *
*

Messrs. Parnirs’s “ Library of Optical Lantern Slides,
specially prepared for Educational purposes” (6d. net), is a
very ample and varied catalogue of admirable means of
illustration of many subjects—Physiography, Geography,
History (modern and classical), Botany, Astronomy, Human
Anatomy, &c.

ee

Tue University of Liverpool has approached
the Convocations of Manchester, Leeds, and
Sheffield, “with a view to joint action being
taken to obtain, at the earliest opportunity, a Parliamentary
representative for the four Northern Universities.” In
Manchester Convocation a motion in favour of the proposal
was defeated by 20 votes to 17 (May 8).

Tue Bristol City Council has passed with enthusiasm a
resolution in favour of the proposal “ to establish a Uni-
versity for Bristol and the West of England, and agreeing
to give financial assistance to such University in the event
of a charter for its establishment being obtained, provided
arrangements as to the constitution of the University satis-
factory to the Council have been made.”

* +
*

Tue Kiva, accompanied by the Queen, will open the new
buildings at Leeds University in July.

+ *
*

Lorp Rosesery is to be installed Chancellor of the Uni-
versity of Glasgow on June 12.

* *
*

Mr. Lioyp-Grorcre has been adopted as Liberal Can-
didate for the Lord Rectorship of Glasgow University, in
room of the late Sir Henry Campbell-Bannerman.

* #
*

General.

A LECTURESHIP in Geography is to be established in the
University of Glasgow.
*.*
A ProressorsHip of Biology is to be established in the
University of Cambridge. (See “ Endowments.’)
* +
+

Tue University of Sheffield has resolved to establish a
Faculty of Law.
* *

A Training CoLLEGE for Women is to be established at
Cambridge for the provision of teachers for the Eastern
counties, at an estimated cost of £30,000. Towards this the
Board of Education will provide £21,000, the balance to be
found by the associated Authorities.

- -
es —— n- m

— — -——— — - — e m ne

THE READERSHIP IN GEOGRAPHY aT CAMBRIDGE comes to an end at
Michaelmas of this year, it having been instituted for only a limited
period, owing to the uncertainty of its financial position. The Board of
Gecgraphical Studies have been in consultation with the Council of the
Royal Geographical Society, and the Council recognizing, in view of the
great extent of the ground to be covered, the necessity for increased
specialized instruction, have generously offered to contribute to the
Geographical Education Fund a sum of £200 a year for three years
from Michaelmas, 1908, to be apportioned to two Lectureships—£150 to
a Lectureship in Regional, or Phyrical, Geography, and £50 to a Lec-
tureship in Surveying and Cartography, each Lectureship to bear the
name of the Royal Geographical Society. The Readership at present
existing will, therefore, be allowed to lapse when its renewal comes up
for consideration at Michaelmas, and the Board will contribute £200 a
year for three years to the Geographical] Education Fund.

SCHOOL LIFE AND HEALTHY GROWTH.

At the Evening Meeting of the members of the College of
Preceptors on Wednesday, May 13, the Rev. J. O. Bevan in the
chair, Dr. Hunert E. J. Biss, M.A., M.D., D.P.H., read the
following paper :—

I took as the title of this lecture the words “ School Life and
Healthy Growth” because the child is a growing animal, and
anything that acts unfavourably on him produces disorder or
deformity in some of the functions or structures of his body ;
whilst for the proper unfolding of his faculties and for the
proper development of his frame, his surroundings and conditions
of life must be of a fit and health-giving character. As a matter
of fact, I nearly used the expression *“ Physical Development ”
instead of “ Healthy Growth,” but I remembered that by a con-
ventional perversion of language these words have come to
signify, to the minds of most, either certain dreary Scandinavian
acrobatic contortions or those agile feats performed before
breakfast with pieces of elastic nailed to the bedroom door,
which diligent advertisement has induced people to think are
requisite for their temporal salvation. I think it is hardly
necessary to say to an audience of practical school teachers like
yourselves that these performances are neither normal nor essen-
tial to the healthy growth and proper physical development of
the normal child. I shall deal presently with the questions of
exercise and games, but here I should merely like to remark that
healthy growth connotes happiness, and that the trouble ex-
pended in cultivating healthfulness is amply rewarded by the
corresponding relief from the burden of management. I suppose
the name Herbert Spencer is one of the bugbears of the school-
teacher's life. I will inflict on you but one quotation from his
“ Essay on Education.” “ Vigorous health,” he says, “and its
accompanying high spirits are larger elements in happiness than
any other things whatever; the teaching how to maintain them
is a teaching which yields in moment to no other whatever.”

Now, though I have been given a roving commission to range
over the whole subject of school hygiene, the severe limits of an
hour will not allow me to make more than a very partial use of
it, and I hope that you will not conceive the idea that because I
say very little that is useful there is very little that is useful to
be said. If you were given 60 minutes into which to compress
the history of England from the accession of Charles I. to the
death of Queen Anne, you would be able to appreciate my
dilemma.

Tue GROWTH OF THE Bopy.

Let us consider first the growth of the body. The growth of
the tissues is the measure of the benefit they obtain from the
nourishment (using that word in the widest sense) supplied
them. But, important as positive growth is, the significance of
proportional growth is greater still, and the relative increase of
body and brain, of chest and abdomen, of trunk and limb, are
indications on which the child’s guardian may found, and should
found, the ordering of his life and studies. It is regrettable that
we have not in this country that mass of authenticated statistics
on these points which alone can tell the proper mean for the rate
of ecawth for children of all ages, varieties of parentage, dis-
position, and social grade. Figures there are, of course, in
abundance in this country, but they are yet mostly very crude,
and generally merely represent the result of a single series of
observations on the children in a certain town. ut what is
really called for is full information as to the rate of growth in
both sexes, at all ages, and under all circumstances affecting
growth. Such figures are not yet compiled, but, lying as they
do at the root of all intelligent and accurate child study, it is
much to be hoped that those in charge of children will set to
work diligently to compile them. Even the figures we have,
properly used, may often yield valuable information. For in-
stance, we have, let us say, a lad of twelve, of Anglo-Saxon
lineage and born of parents in good circumstances. We expect
his height to be 4ft. Yin. and his weight 5 stone 10lb. But he
only measures 4+ ft. 74 in. and weighs 5 stone 4lb. Is this
pathological P Is it the result of any defect of nutrition? As
stated. we cannot say. He may come of a stock whose shortness
of stature is hereditary ; or he may have just recovered from a
severe attack of scarlet fever, which arrested his growth for the
time; or he may have been very small when he was younger, and
now he is increasing by leaps and bounds. But, if his parent or
master is able to say that a year ago his héight was 4 ft. 7 in. and
his weight 5 stone 3 lb., thenpwe-know, that there is some faulty

June 1, 1908. |

factor in his health, for, whereas he was normal in height and
weight a year ago, and should normally have gained 2 in. in
height ae 7 lb. in weight, he has only gained } in. in height
and llb. in weight. To arrive at this result, however, accu-
rate methodical records of his progression in height and
weight must be forthcoming. Now suppose, during this period,
he has shown undue brilliancy in class, or that he has been
working for a junior scholarship, or that he has developed a
great aptitude for the violin, and has been practising three hours
a day out of school, we shall probably conclude that the nutrition
which should have gone to build up his body has been diverted
to feed his brain. And this surely is information fraught with
the most momentous consequences to the child himself. By
ordering him away to live for six months on a farm, where there
are no books and no violins, the balance of nutrition may be
restored, and a mental or nervous breakdown, or an attack of
tuberculosis or similar disaster, may be averted. To accomplish
this beneticent end no more complicated machinery than a foot-
rule and weighing apparatus is required, and no greater qualities
than common sense and a little foresight.

Let us take another example. A girl of Celtic parentage, with
dark hair and eyes, is growing at the rate of two inches a year.
At the age of fifteen she only increases an inch, and the next
year half an inch, her total height being only 5ft.14in. But
she weighs 8 stone, and her mental faculties, though bright, are
not sufficient to raise her above the middle of her class. Is the
fall in the increase of her height a cause for anxiety? Is she
becoming stunted, and is there any reason to suspect perverted
nutrition? Other things being equal, the answer would be, No.
At that age, in a girl of that type, without any other concomitant
signs, the reasonable conclusion is that she is approximating to
the mean, that she is not going to be tall, and that her growth is
ceasing at about the normal period and the normal rate.

Now, though I have given these two examples, I am loth that
you should think that they are intended to be anything more
than illustrations. Badly as we want statistics of every kind of
child, at every age, of every race, under every circumstance of
climate and surroundings, even if we had these figures worked
out to ten decimal places and purged of every statistical fallacy,
the truth remains that every child is to a certain extent a law
unto itself. Some children grow with uniform velocity others,
by fits and starts; some thrive under the most adverse circum-
stances, others are affected by every unkind breeze: physical
characteristics, in a word, are wellnigh as variable as moral dispo-
sitions. With a fuller knowledge of the science of puericulture
and with full information about the individual child, far greater
accuracy could be obtained in forming an opinion of the causes
of departures from the normal in any given case; but even now,
with a trustworthy history of a child’s development, previous
life, and present circumstances, it is possible to do much to
regulate their school life on lines which give the greatest play to
their natural aptitudes and restrict the opportunities for harm
of their natural deticiencies.

THE DEVELOPMENT OF THE BRAIN.

The brain is the organ of the mind. Nothing will induce me
to discuss here whether the brain secretes thoughts or thoughts
secrete the brain; whether the mind is the same as the soul, or
whether the soul resides in the pineal gland or is the attribute
of the brain as a whole. All are agreed, however, that the
brain is the organ through which the mind operates, and that
on the development of the brain depends the subtlety and range
and force of the mind, as we find them exhibited in the external
life of the individual. The object of education is to encourage this
development. Now the brain is an organ composed of nervous
_ tissue, which, like all other tissues, requires for its sustenance and
growth a due supply of blood. It is by the supply of healthy
blood that the elaboration of the brain-tissue takes place, and

THE EDUCATIONAL TIMES.

257

attained till between thirty and forty, and, though it seems un-
gallant to say so, truth compels one to admit that in woman full
growth ceases ten years earlier.

From these facts, it needs no particular strain on the imagina-
tion to deduce that education is doing useful and healthful work
for exactly as long as it is directing a full stream of pure bleod to
the brain; that it does harm when through fatigue the blood-vessels
are no longer delivering a full stream or a pure stream ; and,
further, that it does even greater harm when it continues to flood

| the brain with blood which cannot be removed by the veins at
a proper rate, so that an accumulation takes place and the organ
is congested. Moreover, as has been pointed out before, the
direction of the blood-stream to the brain correspondingly
diverts it from the rest of the body, and corporal nutrition and
growth are perverted. It may be news to some of you that
congestion of the brain is capable of being seen by the human
eye. Although the brain itself is locked up in its bony case—
the skull—there is a delicate prolongation of the brain, known as
the optic nerve, which passes from the base of the organ to the
back of the eye, and by means of the ophthalmoscope—an in-
strument which throws light through the clear window in the
front of the eye—the termination of this nerve can be seen and
its condition as to healthiness judged of.

As the brain depends for its development on the blood supply,
it follows that if, through bodily ill-health or debility or mal-
nutrition, the blood be not in a condition of health, not only may
brain development be retarded, but the development may take
place in a morbid direction and the groundwork of mental trouble
be laid for life.

ScHooL CONDITIONS OF HEALTHY GROWTH.

Let us turn now to the school conditions which make for
healthy growth of mind and body. Here we find ourselves in-
volved in a mass of considerations which might fruitfully
occupy twenty lectures; a few only can be touched upon, and
those only with the lightest possible hand. Drains I must not
worry you with. They constitute a complicated and not very
seductive subject. Moreover, most educated pees nowadays
understand that good drains are a prime essential of good health,
and take care that their drains are “seen to.” I would, however,
add that every schooimaster and mistress ought to know the
general principles of house drainage, and be able to criticize
plumbing work. Builders are only human, and if they know
their customer is utterly ignorant, they even now are apt to
palm off the most awful atrocities under the sacred name of
modern sanitation. Drains suggest the site of the school, and
here again, beyond saying that the school should be built on
dry ground, which is easily drained, and that it should be capable
of enjoying the maximum of sunlight and fresh air, I must not
tarry.

ý Prarn Foop: PLENTY or Sucar aNnD Far.

A prime condition of growth is the supply of material to form
new tissue: the body, like the appetite of some people, growr by
what it feeds on. The food of the growing child is the raw
material of his increase in wisdom and stature, and a due pro-
portion of plain healthy food, in which the elements of proteid,
fat, carbo-hydrate, salts, und water, are judiciously combined, it
is the duty of his guardians to provide.

Jerome Cardan, writing three hundred years ago, made the
remark: “ Trust a schoolmaster to teach, but not to feed your
children.” The advice was timely, no doubt, then and for most
of three centuries following, but, though food is perhaps stinted
now in some of the cheaper boarding schools, from what I
know of middle- and upper-class schools the tendency is now
rather to provide rich and unsuitable food than to underfeed.
I was consulted the other day by a cook in service at a school
for little boys, from whom I learned, in course of conversation,
that sausages and kidneys were regular breakfast dishes.

the channels of communication between its various parts are|Though one could not but admire the generosity of the head

opened up and established. Different parts of the brain perform
different functions, and it is exercise which increases the blood
supply of the parts, makes them grow in size and become
functionally more active and more closely en rapport with each
other. A quick-witted person is one in whose brain the paths
which the stimuli traverse are well opened and free of access;
in a stupid pon: the brain-paths are few and little developed.
Education, by increasing the blood supply, both nourishes the
centres of thought and action in the brain and encourages the

master, one felt that it might have been better tempered with
discretion. For insufficiency in diet there can surely be no
excuse. I was recently told by a practical schoolmaster that he
fed his whole establishment like fighting cocks on an average of
7s. a week. I do not know if sausages and kidneys entered
largely into his dietary scale, but I know that game, poultry, and
fish figured prominently. The £14 a year or so that this
arrangement implied must bear a very small ratio to the fees
charged. The motto, then, for school-catering should be “ Nec

growth of passages of facile communication. The brain, in a| prodigus, nec avarus.” In quality, food should be plain, nutri-

word, grows precy, and the parts of the brain grow physi-
cally also. e full development of the brain in a man is not

observed

tious, and easily digestible, and if these~conditions x
ew

the child can generally be trusted not to over-eat itself.

258

boys stuff themselves to repletion with mutton, and girls seldom
surfeit themselves with oatmeal porridge. For the growing
child, two elements in food need to be forthcoming in abundance
—namely, sugar and fat. It is not merely an excess of gluttony
that leads children to spend their pennies in sweets—rather is it
an sal alae of a bodily craving which the ordinary diet fails
to fulfil, just as to natives in some parts of Africa salt is the
most delicious treat they can have. In children chocolates and
fondants produce that sense of bien-ctre, which, when adult, they
find in alcoholic liquors. And, as man obtains relief from the
discomforts of his surroundings in a draught of whisky or a
couple of glasses of port, the child makes up for the defect he
feels in his scholastic entourage with jujubes and other nauseat-
ing compounds. In both the craving may take on morbid
dimensions, and lead to undue indulgence; but the proper
method of weaning the child from tuck is to give him plenty of
sugar, fruit, jam, and golden syrup with his meals.

Fat is another element of diet which the child should be plenti-
fully supplied with. Both fat and carbo-hydrate (sugar and starch)
form the reserve stores upon which the body draws in exercise.
They are easily used up, and in the restless period of childhood
their abundant replenishment is called for. Fat, however, is
not very digestible in all its forms. Suet pudding has always
been a popular school-dish, but it is notoriously heavy; and
many children are not partial to the fat of meat. On the other
hand, butter is generally much liked, and cream is a seldom fail-
ing draw. The dislike of fat is a real difficulty in the case of
many children, and it is one that even the most Spartan firmness
cannot always conquer or eradicate. Many people carry this
dislike throughout their lives, and I am sure that Dickens was
one of them. It has frequently struck me that, when he wants
to suggest disgust, he speaks of fat as though it were the most
loathsome thing even his lively imagination could conjure up.
Another fat-hater, I think, must be Mr. Anstey. Who can forget
how Mr. Bultitude’s stomach turned when a cold sardine float-
ing in oil was served up to him for his first school breakfast, in
lieu of the “ meat ” which he had paid for, and which he looked
forward to with such hungry solicitude? By the contrariness of
nature, as a rule, the children who hate fat are just those who
need it most: lean, neurotic, fastidious little creatures. No
pains should be spared in circumventing their dislike. Where
butter and cream have both failed, the despised but wholesome
margarine may sometimes succeed. At any rate, it is worth
trying.

Oren WIndows: FRESH AIR.

Ventilation is another factor in growth. From the very word
many people have learned to recoil in alarm. Visions of tubes,
and valves and hoppers spring instantly to the mind, and the
miseries of freezing feet and burning cheeks, icy draughts down
the back of the neck, and flapping noises in the chimney, rise
to the memory as marking the incursion of some ventilation-
crank into the peaceful, stuffy home. Our ancestors knew as
little of ventilation—at any rate since they could afford glass in
their windows—as they did of hot baths and other necessities of
civilized existence; and I think that those folk who have grown
up to middle age withaqut knowing the blessings of the open
‘window are more or less inured to the effects of breathing into
their lungs the vapours that other people have breathed out of
theirs. But for the young a plentiful supply of oxygen and
the tonic properties of fresh air are inestimable boons, especial
if they are to grow up better men than their sires. I would,
however, emphasize the expression just used—the tonic properties
of fresh air—for there be those who attempt so-called “ scientific ”
systems of ventilation, which after pumping air through cotton
wool, straining it through mats, and spraying it with water,
drive the residue through the rooms with fans, and think the
atmospheric millennium has arrived. People inhabiting insti-
tutions so furnished complain of lethargy and sleepiness, just as
do those who sit in stuffy rooms—the reason being that their
mentors have taken all life and freshness out of the air. The
difference is that between the insipid taste of boiled water and
the buoyance and sparkle of a draught from the spring. Fresh
air is fresh because it is fresh, and it is laid on fresh to every
home in illimitable quantities. The open window is the best of
all systems of ventilation and the cheapest. Fresh air is the
heritage of the growing child, and nothing but driving rain
should cause the closure of his window night or day.

CLOTHING.

Clothing as affecting growth must be dismissed very curtly,
though a whole lecture might well be devoted to it. Any garment

THE EDUCATIONAL TIMES.

[June 1, 1908.

which constricts or presses on any part of the body impedes its
roper development; and I pass from the subject with a plea in
avour of the sweater as a substitute for the waistcoat, the usual,
but apparently ineffective, anathema against stays, and the ob-
servation that pure wool is not the ideal underwear for children
who perspire freely.
SEATS AND DESKS.

The whole design of the school buildings has a far-reaching
influence over the growth of the pupil. I have so recently spoken
in this room of the construction and design of the schoolroom
with a view to obviating eye-strain that I will not go over the
ground again, beyond saying that there is hardly a question in
school hygiene of more vital moment than that of encouraging
the healthy development of the eye by every known means.

I want, at the moment, to speak particularly of the school
desk as a factor in development, for to the desk the child is
chained for five or six hours a day, and its faulty construction
is responsible for much perverted and stunted growth. With
desks may be included seats. The objects to be aimed at in
the construction of seats and desks are that the child may sit
upright comfortably, but cannot lounge comfortably ; that con-
tact with the seat shall come where pressure is harmless, and
that there be no pressure where it can do harm ; that the child
can read and write without stooping; and that they shall be
adapted to the size of the particular child. In order to effect
the last object, it follows that the ideal desk, from the health
point of view, is a single one, and that a supply of desks adjust-
able to various sizes should be at hand to suit children of all
dimensions. There are certain practical drawbacks, such as the
increased space that single desks take up and the additional
strain on the teacher’s voice thereby entailed; but the single
desk is the ideal. The child should be able to sit erect, head
and trunk upright, thighs at right angles to the trunk, knees
bent at a right angle, and feet square and flat on the floor.
The back of the seat should be curved backward away from
the buttocks and come forward to plant a suitable rest in
the concavity of the back in the lumbar region and a cross-
piece for the shoulders. These provide sufficient support to
the back, especially if the hips are received comfortably into
the concavity of the upright. The seat should be about
two-thirds the length of the thigh, slightly higher in front
than behind to prevent sliding forwards, and rounded an-
teriorly to obviate pressure on the blood-vessels at the back
of the lower part of the thigh and knee. The desk itself
should be a plain board or box on two side uprights, and
situated at such a distance from the child that the near point
for work is 12 inches from the eye. In order that this de-
sideratum may be accomplished, the top of the desk should be
adjustable to various slopes—for writing, 15° to 20°; for reading,
35° to 40°. Now, in order that the desk may be suitable for all
these purposes, and in order that it may be suitable for other
school purposes—such as standing up, moving in and out, and
so on—and in order that the edge of the desk may not press on
the front of the chest, it should also be capable of adjustment
to various distances in relation to the front of the seat. Such,
then, are the characteristics of the ideal desk and seat. i

CURVATURE OF THE SPINE.

The deformities likely to be associated with unsuitable
desks are lateral curvatures of the spine, round shoulders,
flat chests, and the production of eye defects. Lateral curva-
ture of the spine is more common in girls than in boys,
but it is seen in the latter not very infrequently. The spine
is a bony pillar situated in the centre of the back, and com-
posed of a number of separate, flat, irregular bones, jointed
to each other by elastic ligaments. To these bones are attached
the muscles of the back and some of those of the upper limbs,
and when the muscles are normally developed the pull exercised
on each side of the spine is approximately equal. A balance is
thus struck, and the spine remains straight. A slight, but in-
considerable, degree of curvature is common enough in healthy
persons, owing to the greater use of the right upper limb, but in
the young, especially about the age of puberty, when the bones
are soft and growth is rapid, the muscles of the back are apt to
be unequal to the strain placed on them. Faulty positions at
school, sprawling, lolling, leaning on one elbow, inclining the
head, ad so on, are very apt to lead to one set of muscles being
developed less than those which oppose them. One shoulder thus
“grows out,” as it is termed, and, what is sometimes more
noticeable, the hip “ grows out.” Examination of the back then
shows that the spine is curved laterally,and as that structure is

June 1, 1908. ]

THE EDUCATIONAL 'TIMES.

259

the pivot of the whole body, deformity of the chest, shoulder, hip,
neck, and other parts follows unless early and strenuous efforts
are made to correct the fault. The point especially to be remem-
bered is that, though this deformity is a bony one, it is due to
muscular weakness, and that both prevention and cure depend on
strengthening the muscles. Curvature of the spine is greatly
aided, too, by long standing in class. Relief from the strain of
making weak muscles support growing bones is sought by the
child, and he adopts the position of “ standing at ease,” that is,
with the left foot advanced, the left knee bent, and the weight of
the body thrown on the right lower limb. Letting down the left
shoulder, the head is thrown towards the right to counterbalance
the drag, and curvature of the spine towards the left follows as the
night the day.

Rounp SHOULDERS AND FLAT CHESTS.

Desks which induce the child to stoop forward, especially
children with eye defects, conduce to round shoulders and flat
chests. Ugly as these deformities are, and ugly as spinal curva-
tures are, the baneful influence does not stop at mere esthetic
offence. The chest is a box whose contents exactly fit it, and
every deformity of the chest leads to corresponding deformity of
the important organs it contains. Nowhere does Nature more
surely abhor a vacuum than in the chest; and the lungs, which
fill up the greater part of its cavity, are applied closely to the
inner surfaces of the chest-wall, and suffer correspondingly in
development with every phase of distortion or compression to
which they are subject. It is a commonplace of medicine that
the type of person whose lungs are most likely to become a prey
to tuberculosis is that in which the front is flattened, the
shoulders rounded, and the shoulder blades tilted out behind.

Fuat FEET.

There are many other deformities connected with injudicious
school conditions. You have probably all seen pictures of the
hideous deformities of the liver associated with wearing corsets,
and I hope that, like the pictures of the lower world which used
to be shown to children, they have frightened you into abhorring
the evil they portray. Flat feet are common in girls, and are
not very uncommon in boys. Like spinal curvature, flat-foot is
due to muscular weakness. If certain muscles of the legs, which
by their tendons hold up the arch of the foot, are not fully up
to their work, they prove unequal to the strain and the arch of
the foot sinks. Though not dangerous to health, flat-foot is a
most ungainly deformity, and it is reckoned to disqualify the
possessor for some walks of life. Besides long standing and in-
sufficient exercise, a potent factor in its production is the habit
of letting girls wear slippers indoors. Boys generally put on
boots after breakfast and do not take them off till tea-timre at
least; whereas girls, in wet weather especially, run about much
of the day in slippers—a habit which, while saving to the nerves
and to the carpets, denies them the support of the stout leather
during the formative period of the feet. Deformities of the
nose and throat, with their consequent troubles in the ear and in
the chest, generally result from faulty pre-scholastic conditions,
but many of the defects of the eyes are due to bad lighting, bad
print, bad sewing materials, bad desks, and night-work. They
are too numerous to enter on lightly here.

GROWING PAINS.

Certain conditions are associated with rapid or abnormal
growth. I have already said that if growth of any part is taking
place with more than normal vigour, other parts suffer from
starvation of their blood supply. This is especially noteworthy
in connexion with the relative development of the body and the
nervous system. Irritability, easy fatigue, restless sleep, inability
to remain at one task for long or to concentrate the mind—
those signs which the observant teacher learns to associate with
nervous over-strain—are more frequently found during periods
of rapid bodily growth than any other. We have all heard of
growing pains, but few of us have clear ideas as to what
growing pains are. The tendency of modern medicine is to
attribute growing pains to rheumatism, and, as you may know,
the close relationship of rheumatism to chorea, or St. Vitus’s
dance, is well established. Medical belief is that rheumatism
and St. Vitus’s dance, so common in children and so potent for
lifelong evil, are connected with so-called growing pains in a very
real manner, and that they are danger signals of ominous import.
I cannot illustrate this belief better than by quoting a case I
saw recently. A mother brought her little girl, aged four, to
see me. She was a thin, pale, nervous child. Her father had
died of rheumatic heart disease, and her sister suffered from

St. Vitus’s dance. The child was always complaining of flitting
pains in the joints and had developed odd little nervous tricks,
such as shrugging her shoulders and making grimaces. In the
light of her family history, these “ growing pains” and nervous
tricks assumed a significance which might otherwise have been
easily overlooked, and I merely refer to them to warn you not
to make little of these apparently trivial pains. There are many
conditions of abnormal growth on which one might expand—
epilepsy, minor epilepsy, nervous defects, and those most inter-
esting conditions classed as neurotic; all of the highest impor-
tance in connexion with the development of the nervous system.

Rest.

After what has been said about growth, you can see that the
more rapid the period of growth, the greater the need of rest.
There is no gain in proportion to size so astonishing as that
which takes place in the new-born infant in the first three
months of his existence—roughly speaking, he doubles in size.
Yet this is the period when the child sleeps most. Beyond the
moments he devotes to obtaining necessary refreshment, the
infant hardly ever has his eyes open. And thereby hangs
the tale that the greater the growth, the more the need for rest.
The young brain is only stimulated to unnatural growth, with
its corresponding dangers, if the rule of rest be not observed.
Whereas the risk of the healthy child unduly tiring himself by
physical exercise is not great, the risk of his pastor and master
unduly tiring his nerve centres by too great eagerness for his
mental welfare is of some considerable magnitude. It has been
calculated experimentally that the periods for which a child's
attention can be fixed without aadi fatigue are as follows:
—At age 6, 15 minutes consecutively; at ages 7 to 10,
20 minutes; 10 to 12, 25 minutes; 12 to 16, 30 minutes. I
fear that these periods are rarely observed, or, indeed, any-
thing approaching them. The immediate result of neglect is
want of attention in the less conscientious members of the class,
and inaccurate work among the more studious. Moreover, two
lessons following one another are sufficient for the average mind ;
there should always be a spell of play after the double strain.
Some subjects notoriously require much more concentration of
attention than others; mathematics certainly demand undivided
thought, and are at enmity with the natural man. There area few
people who revel in mathematics, but allowing, as this study
does, little or no play to the imaginative faculties, its pursuit is a
very real strain on the growing mind. Morning, when the brain
is fresh, is the time for mathematics ; only the more human sub-
jects—history, scripture, and literature—should be tackled after
dinner.

Full rest is only obtained in sleep, and here the hours are often
unduly short. Children of 4 need 12 hours’ sleep, of 7 need 11
hours, of 9 need 104 hours, of 14 need 10 hours, of 17 need
94 hours, of 21 need 9 hours, even though at the later ages they
usually object to be called children. To get the full benefit of
these hours preparation for repose is desirable, and no lessons
or frantic romps should be allowed for half an hour previous
to retiring. A collateral, but not designed, advantage of the
lengthy evening devotions that used to be the fashion in some
houses was that they formed a salutary hypnotic preparation for
young and ardent brains.

GaMEs: FORMAL EXERCISES.

To praise games to the present generation of schoolmasters is
to paint the lily. Long may their ardour in that good cause
continue! Schoolgirls, too, play hockey, swim, and ride with
zest and agility. At two schools I know in the summer term
girls wield the willow in such workmanlike fashion that I fancy
I should funk fielding at point left-handed. If there be food for
criticism in our school games, it lies rather in the direction that
too much of the quality which Aristotle called onovdadérns, and
Matthew Arnold translated “high seriousness,” may be devoted
to them, to the exclusion of that same quality in the weightier
matters of the law. The risk is greater at the Universities than
at school, and the influence of good games, well played, is too
momentous a factor in physical and moral growth to tempt a
growl from the most carping medical critic. In adopting
compulsory games as the best method of organizing exer-
cise, however, have we not left out of sight too much the
individual tastes of the children themselves? I mean, have
we given sufficient play for that individuality which is the most
precious asset in after life? I have in my mind one of Tom
Brown's schoolfellows, whom Dr. Arnold treated with a stupid
want of consideration, I refer to Martin. Martin's devotion to

260 THE EDUCATIONAL TIMES. [June 1, 1908.

natural objects; his love of birds, beasts, and fishes; his relish

of the moods and tenses of Nature were not only the greatest
factor in the growth of his brain and body, but the discipline THE SCHOOL SYSTEM OF MANNHEIM.

his superior knowledge exercised over the other lads when he . :
took them on his expeditions was the finest kind of discipline. By A. J. Pressianp, M.A., The Academy, Edinburgh.
I know you will reply that the Martins are few and the Stalkies Or late Mannheim hasb : in ed Snai
are heads of a large Co. ; but I think Martin ought to have his|_. r R YEATS an ern nas Deen -promineny M ecucations
chance. circles for its Sonderklassen—classes which introduce classifica-
I spoke, at the beginning of thia lecture, on the craze tion according to ability into the primary schools. These classee
for physical exercises which has penetrated te this country, re Pae SRT is BEN e a so = oe
chiefly from Sweden. Now though these exercises and others A ae Pe eee f E jpa ary nd stn as is
like unto them have a value as remedial agents in the treatment h b sog divid Rick ae ; divi ear mi Be Pr ary. Senoor
of the weak-backed and weak-kneed, they are infinitely inferior i id E oui ay : ‘A. divisi : E ' BE EA
to games as factors in physical development. Their chief virtue hivis KERE Michael et jN ian ne aster and in the B
lies in the fact that they are generally given in school hours and aed e a ee d pupi "ivi es Tik promononm
that thereby the children get more exercise and less schooling. A E Ta ae er one i Sea ick the same: NAME
Not infrequently I pass a certain school in the middle of the |” a a P hs % AL ENE pied Eye eo promouens:
morning. If it haren to be a little before eleven I see rows of The y T ve oe a P y eres exceptional cases.
boys standing in ecstatic attitudes, apparently ringing imaginary | yy a app ae ore he ET z hia ree a, schools >
celestial bells or learning the process of choking with the maxi- jie ein: Was ane UO ee be MLY Ot. go h Aiii P TO paas TNE
mum of discomfort. At eleven these interesting gyrations cease. K casey ee ee a ai a Investigation
The lads go in, and the girls come out. Immediately begins the|®° Pa] vaat d e organization of the primary school was seriously
jolliest sight imaginable, as these happy youngsters rush about, S kin t, g the eee ee DR by Dr.
playing “ touch-last,” hide and seek, and all the old favourite RA oa made Mannheim the Mecca of the primary-
games of chase and catch, laughing, shouting, and strugglin f ; ;
without a moment’s intermission till they are called in to her In many respects Mannheim shows the bustle of the American
books. No doubt the kindly managers of this establishment vown; but this statement does not imply that the school system
fancy that the boys are receiving the latest benefits of science, W88 impulsively scrapped. Extensive inquiries were made in
whilst the girls, being of less importance, are let off more easily. | South Germany and Switzerland before a decision T arrived
The contrast this picture presents admirably illumines the at, and the foundations of the present system are stable beyond
central principle on which exercise should be made to hinge. | #!! question. : y
I mean that the psychological correlative of the physiological| The primary schools of Mannheim comprise the Volksschule
attitude should be as lively as the state which induces it. Exer-|#04 the continuation schools. The former is arranged in two
cise which does not brace and stimulate the mind has not the|4ivisions—the Biirgerschule and the elementary school. Both
same health-giving effect as that which wakens the faculties |2re Simultanschulen—-that is, open to children of all religious
and draws out of them the best exertion. The mind is a strong | denominations. The Burgerschule is a fee-paying primary school
individualist and requires incentive to make it put its best foot |for clever children—fee ninepence per week. There are eight
standards, each representing a year of school life, and the pupil

foremost. :
Love goes towards love, as schoolboy from his books, who passes successfully through all eight is exempted from

But love from love, toward school, with heavy looks. attendance at the continuation school. French is taught in the
So formal exercises, however well they may be theoretically four senior classes; but, before they reach these classes, pupils
adapted to train groups of muscles, are dreary businesses at who are destined for the secondary schools usually make the
best, and for normal children are quite superfluous when they | transfer. Attendance at the elementary school is free and ob-
can gambol in their natural blithesome fashion. Of all the|/i#atory between the ages ses and Elsen ae passing
strange exotics which the physical developing cranks would have | through it the pupil is oe vO ATTEN E e classes for
us adopt, the strangest, perhaps, are so-called “ breathing ex- | *¥° more years if a boy ' ha cen fete ered dees “of all d
ercises.” In children with certain predispositions to disease| „Tbe elementary school has to deal with children ot all degrees
breathing exercises are very useful adjuncts to treatment, but of mental capacity, and ae gaha pi - aaa rere
that the ordinary individual needs to be taught to breathe is to | #02 or superannuate, as k F e a na a thi oe :
me the most astonishing doctrine of latter-day pseudo-physiology. |198 feature of the Mann ae io bilit a a wee He © Aca
As long as youngsters can chase rabbits, climb trees, and swim in school classification accor tee Oe i hal rie Sennin E oe SL
baths or rivers, we need have little fear of their respiration. I|, Tbe Hauptklassen, for t be Ford kl aes oe plea
imagine that among the few outlets left for the future attention | dards. Below them are t th PEAST he Hilf klas aoro
of those ingenious gentlemen are novel methods of teaching our | for the dullards ; and below these are the Hilfsk'assen, of four
hearts to beat and our spleens to pulsate. standards, for the mentally defective ; and below the Hilfsklassen
What I should like to leave with you as my parting word is|®te the special institutions for the blind, deaf, epileptic, and
that school hygiene is not only a definite but a vitally important crippled. There are also ue anges ot bes popis; which
and perfectly sane science; not to be confounded by the extrava- | Prepare them to enter the ROEE ary thei a 3 i ter tue y i at
gant veneer with which some of its more ardent exponents would | the primary schools. For Sebi ae sae ve Tee thy ae oes
overlay it. Its object indeed is well expressed in an ode familiar |°™e Modification of the syllabus a aE. meres 1 jk f eir tuture
to us all; it is to secure for its protégés— can be discussed, a warning given of the pitfalls of society, and
Their buxom health of rosy hue the duties of a citizen reviewed. The normal career of the
Whild-wit. invention cree nea: Mannheim child may be described as follows :—In the May
And lively cheer of vigour bor ; following its sixth birthday it is brought to school, examined
: ; : contagious disease and interrupted development by the school

The thoughtless day, the easy night, : i
The apicita pure, the anan light doctor, and turned into Standard I. Two other medical ex-
That fly the approach of morn. aminations follow at suitable intervals—one to test the pupil's
anatomy and the second to test the functions of his eyes, ears,
and teeth.

The whole of the work is taken with the same teacher, who
sorts out his class and manages to make conditions easier for
the weaker members. At the end of a year those who have
not gained promotion are kept back to do the work again. After
a second year in the class some pupils receive the normal pro-
motion. Others show that they are fit for promotion if con-
ditions are favourable; these are sent to Forderklassen II.
The remainder become Firderklasse I. The Hilfsklassen are
derived from the Férderklassen in the same way that the latter
are derived from the Hauptklassen.

It is possible, though rare, for the pupil to rise in grade, in
which case the original depression was usually due to illness.

Dr. Biss having replied to questions from members of the audience, a
vote of thanks concluded the proceedings.

Pror. P. Savs-Lorez, in the Rassegna Contemporanea, urges in forcible
language the need of a thorough reorganization of the Italian Univer-
sities. They are, he declares, quite out of touch with the needs and the
ideals of modern life. Every one of the twenty-one Universities of the
Peninsula aspires to have Chairs in every branch of learning, and every
student is compelled by statute to study so many subjects that, in effect,
he studies none. The students’ riots, so frequent a feature of University
towns, are, in the writer’s opinion, mainly the result of the young men
realizing the futility of the course of instruction they are compelled to
follow.

June 1, 1908. ]

THE EDUCATIONAL TIMES.

261

But normally the pupil in the Férderklassen remains in his own
grade. The Hauptklassen are thus freed from a terror—the
overgrown, stupid residue of older pupils who set a bad example
to younger members. By removing these pupils to separate
classes and altering their syllabus so that it becomes more
suitable, a spirit of rivalry is introduced. Tothis and to the
prominent part played by manual training is attributed their
improved appearance in the continuation school, where some
of them can be placed in practical classes from the commence-
ment.

As a further assistance to poor children, payments are made
out of school funds towards clothing and food. Charitable effort
organizes ony homes, holiday colonies, and town colonies, and
the homes of the very poor are visited by lady health visitors.
The result is that “the Sonderklassen have showed themselves
py eeuealy valuable for sickly children, for those with defects
of sight and hearing, for the badly nourished and the anemic.”

The number of pupils in the highest classes of the Haupt-
klassen is 40, in the lower classes 45, and in the Férderklassen 35
is the maximum. In the Hilfsklassen 20 is considered a large
class. The ruling principle is: “the more unfavourable the
physical and mental capacity of the pupil, the more favourable
must be the conditions under which he is taught.”

It is often assumed that with a description of the Sonder-
klassen an account of the Mannheim schools has been com-
pleted. Nothing could be more erroneous. The constitution of
the Education Authority, the organization of the secondary
schools, the classification of the continuation schools, and
the administration of charitable endeavour are alike note-
worthy. On the Mannheim Education Authority the teachers
have equal voting power with the clergy. Each of the
professions has five representatives on the Board of twenty-
three, on which the sckool doctor, the Director oť Education,
and two parents, mothers of past or present pupils, sit. This
representative and expert body controls over 3,300 pupils in the
secondary schools—viz., 600 in the nine-class Gymnasium, 650
in the nine-class Realgymnasium, 675 in the Oberrealschule
and Commercial Secondary School, 500 in the Reformschule,
900 in the Girls’ High School—at none of which schools is there
a higher fee than £7. 10s. per annum. f

The Board also administers a Volksschule, comprising Bürger-
schule—1,150 boys, 1,100 girls; Volksschule—Hauptklassen,
9,200 boys, 9,100 girls; Förderklassen, 1,050 boys, 1,250 girls;
Hilfsklassen, 80 boys, 48 girls ; and a continuation class of 1,100!
ad and 1,200 girls, at which classes are held during business |

ours.

The Education Authority is not afraid to spend money. Quite |
recently a new school that will hold 1,370 primary, 720 commercial,
and 970 technical pupils has been built at a cost of £75,000, which
represents about one-half the normal annual expenditure on
education. All this is regarded as insurance. The city fathers
believe that increased demands will be made on them in the
future if preventive measures are not taken. In the words of
one of them: “It is cheaper; if we don’t spend the money now
we shall have to find five times as much in twenty years.”

In the endeavour to improve the educational facilities of the |
town great assistunce is rendered by Employers’ Societies and |
Trade Unions. Continuation classes are organized to suit the

upils’ trades, and masters and senior workmen drop in to hear |
ectures and have a chat with the teacher, remaining often to!
discuss the requirements of their trades. One large factory, at |
which many girls are employed, offers as a reward for good |
services an occasional free hour if the girl will spend it at a
sewing and mending class, and makes no deduction of wages.
In the girls’ continuation classes housekeeping is taught; but
one year is scarcely sufficient for the purpose, so every winter a
canvass is carried on and every likely girl is asked to join. In
fact, everything is done to produce that miracle, the German
Hausfrau who can keep a husband in efficient condition and a
family respectable on twenty-five shillings per week.

The girl being thus taught her duty as a wife, the boy is taught
his duty as a workman. The increase in attendance at trade
courses is giving rise to some apprehension lest it overtake the
supply of competent teachers, and the Board is arranging courses
for the training of trade teachers with all expedition, so that the
attitude of the workman may be unswervingly loyal to the best
interests of education.

Twenty years ago the visitor to Heidelberg would see from the
Castle Terrace the huge patchwork of the Rhine valley with its
variegated allotments. To the south rose the cethedral of
Speyer, and, to the north, a trail of smoke indicated the presence

rm 5 m ———$

of Mannheim. In the middle distance villages sluambered among
orchards. Now each village has outgrown its bounds and red-
tiled roofs are encroaching on the plain, while the smoke of
Mannheim issues from a forest of chimneys. Here, written on
the broad Rhineland, is the story of the rise of German industry.
Proud of its achievements, the nation is determined to augment
them, and public authority is ready to assist, not in the spirit of
the gambler, but with the conviction of the statesman, who,
seeing what scientific method has done for the nation, regards
it as the harbinger of future victories.

THE FEDERAL COUNCIL.

THE Federal Council held two meetings in the year ending
April 30, and the members of the Council formed the greater
part of the conference which met on February 29 to discuss pro-
posals for the constitution of the new Registration Council.
The chief matters of interest considered by the Council, besides
the Registration of Teachers, have been (1) the Board of Edu-
cation grants for preparatory courses in secondary schools,
(2) curricula of secondary schools, (3) Workmen’s Compensation
Act, (4) Inhabited House Duty and Income Tax assessments as
affecting school buildings and boarding houses, and (5) salaries
and pensions of assistant masters in secondary schools; in con-
nexion with which a report has been made from which the
following facts are taken (by the 4.M.4.).

Salaries.—Information has been gained as to more than three-
fourths of the Local Authorities concerned. In seven counties
at least there are scales for both salaries and increments, and
in two others methods of providing increments have been ap-
proved or are under consideration. In no case does a County
Authority appear to have adopted a full Pension Scheme. In
no less than twenty-seven county boroughs (since increased to
twenty-nine) there are scales of salaries and increments, and in
six of these there is also a Pension Scheme.

Pensions.—These are few : most of them are to be found in Local
Authority schools. Examples are: (1) Birmingham: retiring age
sixty; pension gy of salary for each year of service; maximum
$5 of salary for last year of service.—(2) Bootle: retiring age
sixty; 3 per cent. of annual salary (optional contribution); 35 of
annual salary (taken at average of last three years) for each year
of service; minimum of twenty-five years’ service; if a contri-
butor retires earlier, his contributions to be returned with 2 per
cent. interest.—(3) Manchester: retiring age sixty-five; contri-
bution (obligatory) 33 per cent. of salary, the corporation adding
1} per cent; accumulations reckoned at 4 per cent.; lump sum or

‘annuity to be taken at pleasure.— (4) Newcastle-on-Tyne: retiring

age sixty-five (or after forty years’ service); contribution 2 per
cent. of salary, the city adding an equal amount; after ten years’
service 42 of salary (taken at average of last five years), plus s for
each completed year of service.—Of endowed schools, Bedford
Grammar School (where salaries are very low and a contributory
scheme would be ridiculous) has a special scheme with the
Scottish Provident: retiring age sixty; pension, £100; or lump
sum of £1,200. All premiums are paid by the governing body.
All the Haberdashers’ (Aske’s) Schools have a scheme with the
Norwich Union, and about a hundred policies have been taken
out with a £10 annual premium. There still exist nearly a
hundred policies (in eighteen schools) under the old scheme of
the Incorporated Association of Head Masters, and nearly three
hundred under a similar scheme of the Head Mistresses’ Asso-
ciation. Both these schemes are with the Alliance, which took
over the Imperial Life Assurance Company’s business. The
pension scheme proposed for the Welsh Intermediate Schools
has not, so far as appears from returns made, been carried into
effect in any instance.

= —a

THE educational programme of the British Association (Dublin, Sep-
tember 2-9) is varied and stimulating. Inquiries relating to the work
of the Education Section should be addressed to Mr. W. D. Eggar,
Eton College, Windsor; Mr. Hugh Richardson, Bootham School, York ;
or Prof. R. A. Gregory (Recorder), 39 Blenheim Road, Bedford Park,
London, W. The Local Secretaries of the Section are Prof. E. P. Cul-
verwell, Trinity College, Dublin, and Mr. George Fletcher, Department
of Agriculture and Technical Instruction Dublin.

262

THE EDUCATIONAL TIMES

[June 1, 1908.

RHVIBWS.

Tuk CAMBRIDGE ENGLISH LITERATURE.

The Cambridge History of English Literature. Edited by A. W.
Ward, Litt.D., F.B.A., Master of Peterhouse, and A. R.
Waller, M.A., Peterhouse. Vol. Il.: The End of the Middle
Ages, (9s. net, in buckram. Cambridge University Press.)

The editors of this comprehensive and laborious undertaking
are pushing it forward with laudable energy: the next volume,
covering the Renascence and the Reformation, is ulready in the
press and may be expected before the year is out. Meantime
the second volume takes us from Piers the Plowman down to
the end of the fifteenth century. The most striking chapter is
the very first, in which Prof. J. M. Manly, of the University of
Chicago, presents the results of a fresh and independent ex-
amination of the poems grouped under the general title of “ The
Vision of William concerning Piers the Plowman.” ‘Their
early popularity,” says Prof. Manly, “has resulted in the con-
fusion of what is really the work of five different men, and in the
creation of a mythical author of all these poems and one other ;
and the nature of the interest of the sixteenth-century reformers
has caused a misunderstanding of the objects and aims of the
satire contained in the poems separately and collectively.
Worst of all, perhaps, the failure of modern scholars to dis-
tinguish the presence of several hands in the poems has resulted
i & general charge of vagueness and obscurity, which has not
even spared a portion of the work remarkable for its clearness
and definiteness and structural excellence.” Prof. Manly has no
space here to set forth his argument in full; he simply outlines
the basis of his dissent from the ruling opinions of Skeat and
Jusserand ; but no doubt he will by and by expound his views in
detail, and meantime he furnishes ample ground for a distinct
challenge. The evidence is entirely internal, and, while the
similarities of the texts have mainly impressed previous students,
Prot. Manly acutely investigates the differences—“ differences in
diction, in metre, in sentence structure, in methods of organizing
material, in number and kind of rhetorical devices, in power of
visualizing objects and scenes presented, in topics of interest to
the author, and in views on social, theological, and various mis-
cellaneous questions.” Previous writers, indeed, have noted
some of such differences, but have explained them “as due to
such changes as might occur in any man’s mental qualities and
views of lite in the course of thirty or thirty-five years, the
interval between the earliest and the latest version ”—an explana-
tion that Prot. Manly regards as untenable in view of the nature
of the differences and of the fact that sometimes the authors of
the later versions have failed to understand their predecessors.
[t might have been anticipated that Prof. Skeat would have
written this chapter: now we look to him for an answer to Prof.
Manly’s criticisms. This one chapter signalizes the critical
advance made by the volume.

It is interesting to follow the development of English prose
writing, which is traced in three chapters by Miss Alice D.
Greenwood. The definite movement that ensured the doom of
French “took place in the grammar schools, after the Black
Death, when English instead of French was adopted as the
medium of instruction ”"—a reform initiated by John Cornwall
and his disciple, Richard Pencrich, according to Trevisa, who
himself translated into the vernacular “what may be called the
standard works of the time on scientific and humane knowledge.”
By the time of Caxton “prose is no longer to be merely the
vehicle of information, but conscious literature.” As for the
English poetry of the period, it may be enough to say of John
Grower that he is treated by Mr. G. C. Macaulay, and of Chaucer
and the English Chaucerians that they are treated by Prof.
Saintsbury. Here, again, there is something of a surprise: a
separate chapter is devoted to Stephen Hawes, a solitary survivor
of the Chaucerian tradition in anew age. The writer, Mr. William
Murison, of the Aberdeen Grammar School, justities the promi-
nence of Hawes, were it only by working out the question of
Spenser's indebtedness to him by an enumeration of the more
striking points of resemblance. The chapters on Songs and
Ballads come from America, the Transition English Song
Collections being brought into deserved prominence by Prof.

Padelford, of Washington University; and the Ballads being
handled by Prof. Gummere, of Haverford College—a subject on
The
Scottish language and literature of the time claims four chapters,
three by Prot. Gregory Smith, and one—on the earliest Scottish

which we should have liked a chapter from Prof. Ker.

literature—by Dr. Giles. Prof. Gregory Smith is quite at home
in his subjects: he points out clearly how far “Scots” is
“Ynelis,” and he handles the whole of the matters with dis-
tinctive knowledge and ability. Dr. Giles is very careful
and canny, and as sober over Wallace as in discussing ques-
tions of comparative philology. He is clear enough that
Blind Harry was not “born blind’; but he does not point
out that the epithet does not imply that Harry was “blind ”
in the absolute modern English sense. Does he not remember
“ Blin’ Bob,” who could see sharply enough when he liked?
Generally, however, Dr. Giles’s chapter is a conspicuously able
contribution. There are also chapters on the Religious move-
ments in the fourteenth century, the Political and Religious
Verse to the close of the fifteenth century, and the introduction
of Printing and the early work of the Press. A special chapter
is also devoted to Education, reviewing the work of the Univer-
sities and public schools down to the time of Colet. The Biblio-
graphy and the Index fill between them fully a hundred pages.
Altogether this volume impresses one more favourably than even
the former one, and serves to establish confidence in the value
and success of the undertaking.

TRIGONOMETRY.

Elementary Trigonometry. By Crecir Hawkins, M.A.
(48. 6d. Dent.)

This little text-book illustrates well the trend of what may be
termed “progressive” ideas as to the teaching of mathematics.
Apart, however, from any consideration of the special views
which it advocates, it is intrinsically interesting and valuable.
The author first tries to stimulate desire for a knowlege of his
subject by showing that it possesses practical utility. To that
end the early chapters are devoted to a review of some of the
possible applications of trigonometry ; as, for example, its use in
the calculations incidental to the conduct of field-measuring and
other kindred operations. Again, the writer describes a number
of the instruments which are of service in the solution of outdoor
problems and offers suggestions as to the construction of simple
apparatus which will give results sufficiently accurate for many
purposes. The earlier part of the work is mainly descriptive of
processes, and but little attempt is made to establish their accu-
racy in detail, the author reasonably relying on his reader’s
previous acquaintance with elementary geometry and such other
truths as may be required. The trigonometrical ratios and the
principal propositions connected with them are gradually intro-
duced, whilst the discussion of special uses of each immediately
follows the theory.

Referring to this portion of the subject, the preface to the
volume directs attention to one of its noteworthy features as
follows :—

I have discarded the right-angled triangle with its preliminary defini-
tions only applicable to acute angles, and have adopted definitions
applicable to angles of any magnitude dependent on the knowledge of
co-ordinates which is now imparted at an early stage. ... In the
proofs of theorems, I have avoided proofs which are only applicable to
special cases, and given proofs of a general nature wherever I could do
so without making them too hard.

The geometrical demonstrations of the formule for the sines
and cosines of compound angles deserve special comment. They
are, if not actually original, at least unlike those given in most
text-books, and are well worth study on account both of their
simplicity and of their easy applications to the general angle.
The exercises are, as will be anticipated, very numerous, and the
answers are furnished. The book is fully illustrated, but the
diagrams, though on a useful scale, are somewhat roughly
executed, and therefore not altogether satisfactory.

GEOGRAPHY.

The International Geography. By Seventy Authors. Edited by
Hugh Robert Mill, D.Sc. Edin., LL.D. St. Andr., &c. (lös.
Macmillan.)

The date of first publication was 1899. The results of the
various Census Reports for 1900 and 1901 were incorporated in
the later editions; and now “the chapters have been thoroughly
revised by the editor as well as by the authors or by competent
specialists,” and “the illustrations have been revised and many
of them redrawn, and the lists of standard books improved.”
The object of the work is “ to present in one volume an authori-

tative summary of the whole of geography as fully as space
| permits.”

It is neither a gazetteer nor an encyclopedia, but
“a readable account of all countries as regards\land and people

June 1, 1908. |

THE EDUCATIONAL TIMES.

263

in language which is neither technical nor childish.”
deals with the principles of geography and their applications in
the most general sense; it aims rather to illustrate the prin-
ciples by their application to actual cases than to present a
theoretical disquisition. It occupies 120 pages out of more
than 1,000. Part II. surveys the continents and countries of the
world in systematic detail, each article involving the application
of some or all of the general principles set forth in Part I.
The general plan yields in particular cases to the essential re-
quirement of an explanation of the peculiarities of the national
life; “ but in every case the groundwork is a true description of
the country as it is to-day.” “ With few exceptions, each country
is treated by an experienced traveller, a resident, or a native.”
A glance at the list of seventy contributors shows at once the
authoritative character of the work. The distribution of space
and the amount of detail accord, as far as may be, with the im-
portance of the various countries, or with the desirability of
bringing into stronger relief their nature and people. The Index
is judiciously full. There are 489 illustrations. The volume
has been prepared and kept up to date with scrupulous care, and
may be sately accepted as authoritative within its limits. It
will be extremely useful to teachers in supplement of the ordinary
class-book, and at the same time an agreeable repertory of geo-
graphical information for the general reader.

GHNERAL NOTICES.

MATHEMATICS.

The Beyinner’s Arithmetic. (Part I., 4d.; Part II., 6d.; complete
(cloth), ts. Heath.)

Used by, and under the guidance of, the competent teacher, the large
and vuried supply of material contained in this little work is likely to
be very helpful in building up a knowledge of elementary arithmetical
principles and processes. The text is in large clear type, and fully
illustrated.

Elementary Aluebra. By G. A. Wentworth. (5s. Ginn.)

As a writer on algebra the author is already known to many, and in
America probably more so than in England. His present work is
arranged fur use principally in secondary schools. The care with which
the text has been prepared is everywhere evident, and with respect to
exercises the writer has endeavoured to provide teachers with an entirely
fresh collection large enough to mect their requirements fully. There
are in number nearly four thousand exercises. Some useful tables of
working formule appear in the sections on arithmetical and geometrical
progressions, and clear diagrams illustrate the pages on graphical work.
The book is well brought out.

Elementary Solid Geometry. By Frank Stanton Carey, M.A.
(28. 6d. Edward Arnold.)

The volume, one of a series of mathematical text-books in course of
issue by Mr. Arnold, is already familar to a large number of college
students, for it is a new and not a first edition of Prof. Carey’s work,
and the contenta are based on the course of instruction he gives to his
own Classes. Nevertheless, it will be as well to point out some of the
important features of the work and to mention its standard, namely, that
required by the first-year University student. The theory of parallel
lines and planes is treated with the aid of elements situated at infinity.
Ranges and pencils are brought forward early, a plan sugyestive of the
value of viewing geometry, plane and solid, as a single subject of study.
Some useful additions to the usual course on solid geometry have been
made by the brief treatment of rotation and translation. The text of
the previous edition has been both rewritten and enlarged.

SCIENCE.

An Introduction to Electricity. By Bruno Kolbe, Professor of Physics at
St. Anne’s School, St. Petersburg. Translated by Joseph Skelton,
late Assistant Master at Beaumont College, Old Windsor. (10s. 6d.
net. Kegan Paul, Trench, Tribner, & Co.)

The translation is from the second edition of ‘ Einführung in die
Elektrizitatslehre’’ (Berlin: Springer, 1904-5), with many alterations
and corrections (both in text and in illustrations) by the author himself.
The exposition is quite simple and judiciously progressive. The mathe-
matical equipment assumed is very elementary aud the experiments are
fresh, readily followed, and reproducible without much difficulty or
expense. Incidentally the main points in the historical development of
the science ure noted, and Prof. Kolbe ‘‘ has rescued many and luminous
experiments from the back numbers of the scientific periodicals, in which
they lay buried from the gaze of the general public.” The volume will
prove attractive not only tu the «tudent, but to all persons of fair acquire-
ments and intelligence that wish to understand the elements aud history
of the subject. There ure 160 figures and an index.

A Text- Book of Light, by R. Wallace Stewart, D.Sc. Lond., the third
volume of ‘‘ The Tutorial Physics,” appears in a fifth impression (fourth

(Continued on paye 264.)

Part I.!

Types of Floral Mechanism.

OXFORD UNIVERSITY PRESS.

COMPLETION OF THE WORK.

Oxford Treasury of English Literature.
By G. E Hapow, Tutor in English Literature, Lady Margaret Hall,
Oxford; and W. H. Hanow, Fellow of Worcester College, Oxford.
3 Vols., 3s. 6d. each. Vol. III.—Jacobean to Victorian.

Guardian.—" It would be difficult to name a more complete work of its kind
even n the matter of selections, while the literary erntcisin 1s illuminating and
original.”

Previously Published.
Vol. I—Old English to Jacobean.
Vol. 11.— Growth of the Drama.

The Writing of English. By Piue J. HARTOG,
Academic Registrar of the University of London, with the assist-
ance of Mrs. A. H. Langpon. Second Edition. With a now
Introduction. 2s. 6d. , A

Atheneum.—“ Vf parents and schoolmasters will pav heed to the good counsel an
peiral suggestions in this handy and valuable little work, no future writer on

iterary studies in our schools will, we think, be able to begin his first chapter—as
"The average English boy

Second Edition.

Mr. Hartog begins his--with the discouraging statement,
cannot write English.’ ”’

Selections from Dryden. Chosen and Edited by
G. E. Hapow, Tutor in English Literature, Lady Margaret Hall,

Oxford. 2s. 6d. f dy
Liver pool Post.—‘‘ These selections are chosen with acumen, and are finely

edited.

Select Engilish Classics.
tions, by A. T. QUILLER-COUCH.
Poetry and Prose. Thirteen now ready. Paper covers, 3d.
each ; cloth, 4d. each.

- Atheneum.—" The series is excellent.
lively and tasteful.”

Oxford Library of Translations. Extra Fcap.
8vo, 3s. 6d. net per Volume.
Tacitus: Dialogus, Agricola and Germania. (0x-
ford Translation Series.) ‘Translated, with Introduction and
Notes, by W. HamiLtron Fyre. With Maps.

NEW VOLUMES IN THE PRESS.

The Works of Hesiod. Translated by A. W. Mair.
Virgil. Translated by J. Jackson.
Statius Silvae. Translated by D. A. SLATER.

The Oxford Book of French Verse. Thir-
teenth Century to Nineteenth Century. Chosen
and edited by Sr. Juunx Lucas. Second Impression. Fcap. 8vo,

6s. net; on Oxford India paper, 7s. 6d. net.
Atheneum,—" The best selection that has been printed in Puen The Intro-
duction, in fewer than thirty small pages, gives a rapid and brilliant survey of
French poetry from the thirteenth century to the nineteenth.”

Trois Semaines en France. An Illustrated
Reader, with Questions for Conversation and Grammatical Ex-
ercises. By D. L. Savory, French Lecturer at Goldsmiths’ College,
University of London; and L. CHouviLLKE, B. ès L., Assistant

Master at the Perse School, Cambridge. 2s.
Journal of Education.—" The narrative is simple and natural. ... The
questionnaire provides a searching test.”

Old Testament History. Narrated for the most
part in the words of the Bible. Selected and arranged by G.
CARTER, Head Master of New College School, Oxford. With
Maps. 2s.

Sunday School Chronicle.—" The idea is an excellent one, and it is admirably
carried out. The editor in his explanatory and connecting notes gives just what 18

required.”
A Study of Mathematical Education,
inciuding the Teaching of Arithmetic. By B.

BranrorD, Divisional Inspector to the London County Council.
(Shortly.

Solutions of the Examples in a Sequel to
Elementary Geometry. By Joun WxLLESLEY RUSSELL,

M.A., formerly Fellow of Merton College, Mathematical Lecturer
of Balliol and St. John’s Colleges, Oxford. 3s. 6d. net.

Part I, Types
I-XII (Jan.to April). With Diagrams and 39 Coloured Plates.
By A. H. Cuurcu. 21s. net.

Edited, with Introduc-

The brief introductions by ‘Q?’ are

Educational Catalogue (32 pages) and List of Books set for various

Examinations 1908 and 1909, post free.

ı London: HENRY FROWDE, Oxford University Press, Amen Corner, E.G.

264

THE EDUCATIONAL TIMES.

[June 1, 1908.

edition), revised and enlarged by John Satterley, B.Sc., late Assistant

in Physics at the Royal College of Science (4s. 6d., Clive). An Intro-

auction to Metallurgical Chemistry for the use of Technical Students, by

J. H. Stansbie, B.Sc. Lond., F.I.C., Lecturer in the Birmingham Muni-

cipal Technical School (48. 6d., Edward Arnold), has very deservedly

reached a second edition. Elementary Practical Chemistry, Part L.,

General Chemistry, by Frank Clowes, D.Sc. Lond., Emeritus Professor of

Chemistry in University College, Nottingham, and J. Bernard Coleman,

A.R.C.Sc., Head of the Chemical Department in the South-Western

Polytechnic, Chelsea (2s. 6d. net, Churchill) —a well known work,

thoroughly competent and practical—is in a fifth edition.

(1) A Tert-Book in General Zoilogy. By Henry R. Linville, Ph.D.,
Head of the Department of Biology, De Witt Clinton High School,
New York City, and Henry A. Kelly, Ph.D., Director of the De-
partment of Biology and Nature Study, Ethical Culture School,
New York City. (78. 6d.) (2) A Course in Vertebrate Zoélogy :
A Guide to the Dissection and Comparative Study of Vertebrate
Animals. By Henry Sherring Pratt, Ph.D., Professor of Biology
at Haverford College und Instructor in Comparative Anatomy at
the Marine Biological Laboratory at Cold Spring Harbor, L.I.
(7s. Ginn.)

(1) ‘*The treatment of the phyla is in a descending order from the
Arthropoda to the Protozoa and in an ascending order from the fishes
to man.” It is open to question whether the ‘order of evolution,”
from the Protozoa upwards, is not preferable ; but, at any rate, the ex-
position will lend itself, without much drawback, to that order. The
authors recognize the proper relation of the text-book to the laboratory
work. They proceed, as far as may be, on the inductive method. Besides
describing the appearance and the structure and functions of the organs
of selected specimens, they note, in appropriate connexions, the economic
importance of animals, the geographical distribution and the geological
history of races, and even points of comparative psychology and of ecology.
The last chapter is devoted to a brief sketch of the historical develop-
ment of the science. These excursions into allied subjects, however, are
but trimmings that lend a collateral interest. The essential portion of
the work, which appears to have run the gauntlet of criticism by many
colleagues, seems to be clear and careful. There are 233 illustrations,
mainly of external appearances. (2) Prof. Pratt's volume is laid out
on a plan similar to that of his ‘‘ Invertebrate Zoölogy,” which came
before us a few years ago. ‘‘ Its principal aim is to furnish a guide to
the dissection of types of the most important groups of vertebrates.”
The types given are the dogfish, the perch, necturus, the frog, the turtle,
the pigeon, and the cat. The directions are practical and sufficiently
detailed, and numerous exercises are proposed. Both volumes have
indexes.

MODERN LANGUAGES.

Oxford Higher French Series. Edited by Leon Delbos, M.A.
(Clarendon Press.)

Half a dozen additional volumes to this excellent series are: (1) L’ Oiseau,
par Jules Michelet, edited by Louis Cazamian, Maitre de Conférences a
l Université de Bordeaux (2s. net): (2) Poésies Choisies d’ André Chenier,
edited by Jules Derocquigny, Professor Adjoint à la Faculté des Lettres
de Lille (2s. 6d. net.) ; (3) España and Emaur et Cameées, par Théophile
Gautier, edited by C. Edmund Delbos, First Modern Language Master,
Upper Canada College, Toronto, late of Loretto School (2s. net);
(4) Poesies Choisies de Frungois Coppee, edited by Leon Delbos, M.A.
(édition classique autorisée par M. Alphonse Lemerre) (2s. 6d. net);
(5) Pages Choisies de Auguste Angellier— Prose et Vers, edited by Emile
Legouis, Professeur a l'Université de Paris (seule édition autorisée)
(3s. 6d. net); (6) Zrois Portraits Littéraires, by Sainte-Beuve, edited by
D. L. Savory, M.A., Lecturer in the University of London, Goldsmiths’
College, late Assistant Master in Marlborough College (3s. net). Intro-
duction and notes afford ample assistance.

A New French- English English-French Pocket Dictionary. Abridged from
the larger Dictionary by de V. Payen-Payne, Assistant Examiner
in French to the University of London, Principal of Kensington
Coaching College. (ls. 6d. net. Cassell.)

Mr. Payen-Payne has performed his difficult task with much judgment.
He has retuined all words of ordinary every day use, literary or colloquial,
and phrases necessary to the beginner, the words omitted being chiefly
scientific and technical, many of which are identical in both languages.
The get-up is very convenient, substantial, and tasteful.

Living Greek Language compared with the Ancient.
By Prof. George Spyricis.

Prof. Spyridis offers a ‘‘ practical grammatical method for Universities
and colleges, and for those wishing to become self-taught, speak
it in six months, and read the Gospel in its original text.” It is
a laborious work, and a wary student of some experience may get a good
deal out of it, but it is sadly marred for lack of the critical assistance of
an English scholar. It should be drastically revised.

ENGLISH LITERATURE.

‘‘The King’s Classics.” General Editor, Prof. I. Gollancz, Litt.D.
(ls. 6d. net. each volume. Chatto & Windus.)

(1) Chaucer's Prologue, The Romaunt of the Rose, and Minor Poems, and

(2) Chaucers The Parliament of Birds and The House of Fame, done into

modern English by Prof. Skeat, Litt.D., with brief introductions and
notes. (3) Sir William Temple upon the Gardens of Epicurus, with other
seventeenth Century Garden Essays: introduction by Albert Forbes
Sieveking, F.S.A. (4) The Castle of Otranto, by Horace Walpole, with
Sir Walter Scott’s Introduction, and Preface by Caroline F. E. Spurgeon.
(5) The Poets Royal of England and Scotland, edited by William Bailey-
Kempling. These are good specimens of the noteworthy works iu widely
differing matter and style, not readily accessible in cheap form or in
modern English, that are offered in this excellent series in beautiful type
and artistic get-up at an extremely moderate price. They are all edited
by most competent hands, and each has its frontispiece. The series
largely extends the field of the general reader in the most agreeable way.

The People’s Library. (8d. net a volume. Cassell.)

The April contingent of this excellent series includes (1) The Little
Minister (Barrie) ; (2) The Natura] History of Selborne (Gilbert White) ;
(3) Uncle Tom’s Cabin (Mrs. Beecher Stowe) ; (4) Thoughts of Life and
Philosophy (Marcus Aurelius, Long’s translation), with M. Arnold's
Essay and Melmoth’s translation of Cicero’s Essay on Friendship ;
(5) Sartor Resartus, and Essays on Burns and Scott (Carlyle); (6) The
Two Paths, Lectures on Architecture and Painting, Pre-Raphaelitism,
and Notes on the Turner Gallery (Ruskin); (7) Tales from Shakespeare
(Lamb) ; (8) The Pathfinder (Fenimore Cooper); (9) Fairy Tales
(Grimm) ; (10) The Woman in White (Wilkie Collins). Also (11) Barrie's
The Little Minister in the agreeable and flexible leather binding (1s. 6d.
net).

Select English Classics, Edited, with introduction, by A. T. Quiller-Couch.
(3d. each; cloth, 4d. Frowde, Clarendon Press.)

Here is an attractive new series. We have (1) Shakespeare, songs and
sonnets; (2) Bunyan, nine extracts; (3) Defoe, nine extracts : (4) Cow-
per, verse passages; (5) Crabbe, eight selections; (6) Hazlitt, nine
passages; (7) Izaak Walton, nine passages; (8) Keats, odes and lyrics
(with four sonnets) ; (9) Matthew Arnold, eleven poems. The selections
are very suitable, and the type and get-up (whether in paper or in cloth)
are excellent. The series will no doubt be cordially welcomed in the
schools.

ART—DRAWING—DESIGN.

Nelson’s New Drawing Course, by J. Vaughan, Superintendent of
Drawing and Manual Instruction under the Glasgow School Board, has
reached Stage VI. (15s.)—a most elaborate and thoughtfully planned
series, admirably produced. Set VI. contains 10 sheets 25 x 20 in., on
the same plan as the previous examples, each sheet forming the basis
of about a month’s work in drawing from Nature, from objects, &c.
Both sides of each sheet present (1) large drawings, for demonstration
ot principles in class, for setting a standard of execution, and for
illustration of ornamental renderings, and (2) stnall drawings as sug-
gestions for exercises of similar difficulty. Drawing and colouring are
excellent. The containing portfolio is artistic and serviceable.

How to Draw tn Pen-and-Ink. By Harry Furniss. (3s. 6d. net.
Chapman & Hall.)

Mr. Furniss is not to be tied down to a methodical exposition in
detai!, but he deals broadly with main matters generally and on some
particular subjects. He is discursive, but always interesting, and he
gets many good points inserted by the way. His personal method
attracts and impresses. There are numerous effective illustrations, and
the author smiles from the frontispiece as if it were all very easy.
A charming and suggestive volume.

Ambidextrous and Free-Arm Blackboard Drawing and Design. By F. F.
Lydon, Art Master at Parmiter’s School and East London College,
&c. (3s. 6d. Philip.) i
This is a second edition, deservedly attained. The directions and
the exposition are lucid, and the subject is progressively unfolded with
much practical judgment. There are numerous illustrative plates,
with full and careful description.

RELIGIOUS AND MORAL.

The Wisdom of the East Series. Edited by L. Cranmer-Byng and
Dr. S. A. Kapadia. (Murray.)
(1) Brahma- Knowledge (28. net), by L. D. Barnett, M.A., Litt.D..
Professor of Sanskrit, University College, London, presenta an outline of
the philosophy of the Vedānta as set iorth by the Upanishads and by

the Šankara, without any attempt either to justify or to refute the ideaa.
—(2) The Sayings of Confucius (2s. net), by Lionel Giles, M.A. Oxon.,
Assistant in the Department of Oriental Books and Manuscripts of the
British Museum, consists of “a new translation of the greater part of
the Confucian Analects,” with a considerable and instructive intro-
duction and useful foot-notes. ‘‘ Confucius is one of the few supremely
great figures in the world’s history.’’—(3) The Conduct of Life; or, The
Universal Order of Confucius (1s. net), by Hu Hung Ming, M.A. Edin.,
is ‘a translation of one of the four Confucian books hitherto known as
‘The Doctrine of the Mean.’’’ The idea of moral obligation, here set
forth, ‘‘ forms the basis of human conduct and social order in the scheme
of the Chinese civilization,” which the editor pronounces ‘‘ a wonderful
success.’’—(4) Arabian Wisdom (1s. net), by John Wortabet, M.D.,
consists of selections and translations from the Arabic. All these volumes
are most instructive additions to an excellent serien.

(Continued. on-page 266.)

June 1, 1908.)

THE EDUCATIONAL TIMES.

265

MACMILLAN’S Books Suitable for Prizes.

ANTIQUITIES.

CIVIL WAR AND REBELLION IN THE ROMAN EMPIRE,
A.D.69-70. By B. W. HENDERSON, M.A. With Maps and Illustrations.
8vo, 8s. 6d. net.

A GRAMMAR OF GREEK ART. By PERCY GARDNER, Litt.D. With
Illustrations. Extra crown 8vo, gilt top, 7s. 6d.

A HANDBOOK OF GEREBK SCULPTURSB. By ERNEST ARTHUR
GARDNER, M.A. New Edition, with Appendix. Extra crown 8vo, Parts I.
and II., 5s. each. Complete in One Vol., 10s.

ANCIENT ATHENS. By ERNEST ARTHUR GARDNER. With numerous
Illustrations, Plans, and Maps. 8vo, gilt top, 21s. net.

LIFE IN ANCIENT ATHENS: The Social and Public Life of a Classical
Athenian from day to day. By Prof. T. G. TUCKER, Litt.D. Illustrated.
Extra Crown 8vo, 5s.

LIFE IN THE HOMBRIC AGE.
Illustrated. 8vo, 17s. net.

ROAT PUBLIO LIFB.

By Professor TuoĮĒmas Day SEYMOUR.
By A. H. J. GREENIDGE. Extra crown 8vo,

ATLAS OF CLASSICAL ANTIQUITIES. By T. H. SCHREIBER.
Edited by Prof. W. C. F. ANDERSON. 4to, 21s. net.

A COMPANION TO SCHOOL TLARBEOR. By JaMEs Gow, M.A.,
Litt.D. Ilustrated. Third Edition. Crown 8vo, 6s.

RAMBLES AND STUDIES IN GREEOB. By J. P. MABaAFfFY,
C.V.O. Fifth and Cheaper Edition. Globe 8vo, 5s. net.

SCHOOLS OF HELLAS. An Essay on the Practice and Theory of
Ancient Greek Education from 600 to 300 B.c. By the late KENNETH J.
FREEMAN, Scholar of Trinity College, Cambridge. Edited by M. J.
RENDALL, with the assistance of Dr. SaANpys, Dr. HENRY JACKSON,
E. D. A. MoRSHEAD, and others. Illustrated from Greek Vases. Second
Impression. 8vo, 4s. net.

COLLECTED WORKS, ESSAYS,

MISCELLANEOUS WORKS.

ENGLISH PROSE SELEOTIONS. With Critical Introductions by
Various Writers, snd General Introductions to each Period. Edited by Sir
HENRY CRAIK, 'K.C. B., LL.D. In Five Vols. Crown 8vo. Vol. I.—14th
to 16th Century, qs. 6d. Vol. II.—16th Century to Restoration, 7s. 6d.
Vol. ITI.—17th Century, 7s. 6d. Vol. IV.—18th Century, 7s. 6d. Vol. V.—
19th Century, 8s. 6d.

A BHORT H STORY OF ENGLISH LITERATURE. By Prof. G.
SAINTsBURY. Crown 8vo, 8s. 6d.

THE ESSAYS OF ELIA. By CHARLES LamMB. Edited by Canon
AINGER. Globe 8vo, 4s. net.

THE LETTERS OF CHARLBS LAMB. New! arranged with Addi-

tions. Edited with Introduction and Notes, by the late ALFRED AINGER.
Two Vols. Globe 8vo, 8s. net.
H.M.I. SOME PASSAGES IN THE LIFE OF ONB OF H.M.

INBPEOTORS OF SCHOOLS. By E. M. SNEyYD-KYNNERSLEY.
formerly H.M.I. North-West Division. 8vo, 8s. 6d. net.
THE OCHOICB OF BOOKS. By FREDERIC HARRISON. Globe 8vo, 4s. net.
ier = OF HISTORY. By FREDERIC Harrison. Globe 8v Oo,

THE PLEASURES OP LIFE. By Lord AVEBURY. Globe 8vo, 2s. 6d.

THE UBE OF LIFE. By Lord AVEBURY. Globe 8vo, 3s. 6d.

GREBK STUDIES. By WALTER PATER, M.A. 8vo, 10s. 6d.

ESSAYB IN ORITIOISM. By MATTHEW ARNOLD. Globe 8vo, 4s. net.

BSBAYS IN CRITIOISM. Second Series. By MATTHEW ARNOLD.
Globe 8vo, 4s. net.

ect lente Three Vols. Globe 8vo, 4s. net
each.

LECTURES AWD ESSAYS. By Canon AINGER. Edited by Canon
BEECHING. Two Vols. Crown 8vo, 15s. net.

BSSAYS IN HISTORICAL CHEMISTRY. By E. THORPE. 8vo,
12s. net. Contains Lives of R. Boyle, J. Priestley, C. W. Scheele, H.
eae J. Watt, A. L. Lavoisier, M. Faraday, T. Graham, F. Wohler,
. J. B. A. Dumas, H. Kopp, V Meyer, D. I. Mendeléef, and S. Cannizzaro.

THE SOBNERY OF ENGLA WD, AND THE CAUSES TO
WHICH If IS DUE. By the Rt. Hon. Lord AVEBURY. With

numerous Illustrations and pes Se Third Edition. Crown 8vo, 6s.
SCIENTIFIC LECTURES y Lord AVEBURY. Third Edition. 8vo,

By Jounx MORLEY.

6s. net,
HISTORY.
MODBRN EGYPT. By Lord CROMER. With Portraits and Map. 2 Vols,
8vo, 24s. net.

A SHORT HISTORY OF THE ENGLISH PEOPLE. By Jonn
RICHARD GREEN, LL.D. With Maps and Tables. Crown 8vo, 8s. 6d.
Illustrated Edition in Four Vols, Super royal 8vo, 10s. net each.

THE EXPANSION OF BNGLAND. Two Courses of Lectures. By Sir
J. R. SEELEY, M.A. Globe 8vo, 4s. net.

HISTORY OF ROME. By Dr. Momsen. Abridged. Crown 8vo, 7s. 6d.

A HISTORY OF ROMB TO THE BATTLE OF ACTIUM. ByE.S.
SHUCKBURGH, M.A. Crown 8vo, 8s. 6d.

A HISTORY OF GREECE. By J.B. Bury. Crown 8vo, 8s. 6d.
PAMOUS FIGHTERS OF THE FLEET. Glimpses through the

Cannon Smoke in the Days of the Old Navy. By EDWARD FRASER. With
Illustrations. Crown 8vo, 3s. 6d.
A NEW STUDENT'S ATLAS OF ENGLISH HISTORY. By Dr.

EMIL REicH. Small 4to. 10s. net.

GBNBRAL HISTORY OF WESTBEN NATIONS FROM 5000
B.C. to 1900 A.D. By Dr. Emit REICH. Vols. I. and II. 8vo, 15s. net.

FORTY-ONEB YEARS IN INDIA. By Lorp RoBERTS. With 44
Illustrations. Extra crown 8vo, 6s.

= Se

MACMILLAN & CO., Lr.

ST. MARTIN'S STREET, LONDON,

HISTORY —continued.

A HISTORY OF THE INDIAN MUTINY. By T. Rick HOLMES,
M.A. Second Edition. Extra crown 8vo, 12s. 6d.

CAWWPORE. By Sir Gro. OTTO TREVELYAN. Crown 8vo, 3s. 6d. net.

THE CHRONICLES OF PROISBSART. Translated by "Lord BERNERS.
Edited by G. C. MAcaULAY, M.A. In extra gilt binding, crown oR 6d.

A HISTORY OF ETON ‘COLLEGE, 1440-1875. By Sir H. C.
MAXWELL LYTE, M.A. With Illustrations. Medium 8vo, 2ls. net.

SPORT AND TRAVEL.

THE STORY OF THE PUIDER: By Col. G. J. YOUNGHUSBAND.
Illustrated. vo, 7s. 6d. ne

THE MAN-EATEERS OF =BAVO. By Lieut. pen none H. PATTERSON,
D.S.O. With numerous Illustrations. gvo, 7s. 6d

AFRICAN NATURE NOTEB AND REMINiSOBNORB. By F. C.
SELOUS. Illustrated. 8vo, 10s. net.

A HUNTER’S WANDERINGS IN AFRICA. Being a Narrative of
Nine Years spent amongst the Game of the Far Interior of South Africa.
By eee Illustrated. Fifth and Cheaper Edition. Extra crown

vo, 73.

GREAT BOWLERS AND FIELDERS: THEIR METHODS AT
A GLANOB. By GEorGE W. BELDAM and CHARLES B. FRY. Illus-
trated by over 475 Action-Photographs. Medium 8vo, 10s. 6d. net,

GREAT BATSMEN: THEIR METHODS AT A GLANOR. By
G. W. BELpamand C. B. Fry. Illustrated by over 600 Action-Photographs.
Medium 8vo, 10s. 6d. net.

GEREBAT GOLFERS: THEIR METHODS AT A GLANCE. BE
GEORGE W. BELDAM. With Contributions by Haronp H. HILTON, J. H.
TAYLOR, JAMES BRAID, ALEX. HERD, and HARRY Varpox. Illustrated
by 268 Action- -Photograp ths. Second Impression. Mediun 8vo, 10s. 6d. net.

GREAT LAWN TENNIS PLAYERS. By G. W. BELDA M and P. A.
VAILE. Illustrated by 229 Action-Photographs. Med. 8vo, 10s. 6d. net.

NATURAL HISTORY.

CURIOSITIES OF NATURAL HIBTORY. By Francis T.
BUCKLAND. In Four Vols. Crown 8vo, 2s. 6d. each; cloth gilt, 3s. 6d.

each.
NATURAL HISTORY AND ANTIQUITIES OF SELBORNE.
By GILBERT WHITE. Edited by FRANK BUCKLAND. Crown 8vo, 3s. 6d.

NATURAL HISTORY OF SELBORWS. 8vo, 3s. 6d. net; Roxburgh

in net

LIFE pi rr pg tae GLIMPSES OF ANIMAL LIFE
FROM E AMG@EB O THB INSBOTS. By ARABELLA B.
Bucks, Avith peana of 100 Illustrations. 18th Thousand. Crown
vo

A HANDBOOK OF ERITISH INLAND BIRDS. By A. COLLETT.
With coloured and outline Plates of Eggs. Crown 8vo, 6s.

A YEAR WITH THB BIRDS. By W. WARDE FOWLER, M.A. Illus-
trated. Crown 8vo, Prize Edition, 2s. 6d.; cloth gilt, 3s. 6d.

TALES OF THE BIRDS. By W. WARDE FOWLER, M.A. Crown 8vo,
Prize Edition, 2s. 6d.; cloth gilt, 3s. 6d.

MER TALES OF THE BIRDS. By W. WARDE FOWLER, M.A.

wn 8

SUMMER STUDIES OF BIRDS AND BOOKS. By W. WARDE
FOWLER, M.A. Crown Fae 3s. 6d.

INSBOT LIFE. By J. H. FABRE. Translated. With Illustrations. Crown
8vo, 68.; Prize Edition, Qn. 6d.

HE NATURAL HISTORY OP aguante INMBBCTS. By Prof.
L. C. M1aLL, F.R.S. Crown 8vo, 3s. 6d

BOUND THE YBAR: SHORT NATURE STUDIES. By Prof.
L. C. MIALL, F.R.S. Crown 8vo, 3s. 6d.

SELECTIONS FROM THE GLOBE LIBRARY.
PRESENTATION EDITION.
Bound in green leather limp, full gilt backs, and gilt edges. Crown 8vo, 5s. net

BOSWELL’S LIFE OF JOHNBON. Edited, with an Introduction, by
MOWBRAY Morris.

BUREN’S POEMS, SONGS, AND LETTBES. Being the Complete
Works of Robert Burns. Edited from the best printed and Manuscript
Baar: with Glossarial Index and Biographical Memoir, by ALEXANDER

MITH

THE WORKS OF GBOPFREY CHAUCER. Edited by ALFRED W.
PoLLARD, H. FRANK HEATH, MaRK H. LIDDELL, and W. 8. McCormick.

THE POBTICAL WORKS OF WILLIAM COWPER. Edited, with
Notes and Biographical Introduction, by W. BENHAM, B.D.

THE POETICAL WORKS OF JOHN DRYDEN. Edited, with a
Memoir, Revised Texts, and Notes, by W. D. CHRISTIE, M.A.

THE DIARY OF JOHN BVELYN. With Introduction and Notes by
AUSTIN DOBSON.

FHE MISCELLANEOUS WORKS OF OLIVER GOLDSMITH.
With Biographical Introduction by Prof. Masson.

THE POETICAL WORKS OF rare FELTA Edited, with In-
troduction and Notes, by WILLIAM T. ARN
TEE POBTIOAL wo KS OF JOHN MILTON. With Introduc-

tions by Prof. Masso

PBPYS’S DIARY. W ith Introduction and Notes by G. GREGORY SMITH.

THE POETICAL WORKS OF apes. FORE: Edited,
with Notes and Introductory Memoir, by Dr. A. W. W
P ahal, WORKS OF SIR WALTER BOOTE. With a Bio-
ical and Critical Memoir by F. T. PALGRAVE.
THE WORKS OF WILLIAM SHAKESPEARE. Edited by W.G.
CLARK, M.A., and W. ALDIS WRIGHT, M.A.
THE COMPLETH WORKS OF EDMUND SPENSER. Fdited,

from the Origins) Editions hae Manuscripts, by R. Morris. With a
Memoir by J. W. Hates, M.A
TENNYSON’S POBTICAL WORKS. Alsoin extra cloth, gilt edges,4s.6d.

LONDON, W.C;

266

THE EDUCATIONAL TIMES.

[June 1, 1908.

“ Rivingtons’ Handbooks to the Bible and the Prayer Book.’’—
(1) St. John, by the Rev. W. C. E. Newbolt, M.A., Canon and
Chancellor of St. Paul's. (2s. 6d. net.) (2) Arts of the Apostles,
Chapters I-XV., and (3) dets of the Apostles, Chapters XVI.-
XXVIII., by the Rev. Bernard Reynolds, M.A., Archbishop's
Inspector of Training Colleges, Chief Diocesan Inspector of London,
and Prebendary of St. Paul's, and the Rev. G. H. S. Walpole,
Rector of Lambeth, Hon. Canon of Southwark, formerly Principal
of Bede College, Durham. (2s. 6d. net, and 2s, net.)

The series is ‘‘ for the use of teachers and students,” and both classes
may derive much help from the volumes both by direct information and
by reference and suggestion. (l) seems more largely addressed to
teachers; the outline lessons nre very full. The * blackboard sketches ”’
form a pointed feature of all the volumes, Each volume has a useful
map of Palestine, and (2) and (3) show maps of the missionary journeys.

BOOKS OF REFERENCE.

The Schoolmasters Yearbook and Directory, 1908.
Sonnenschein.)

This is the sixth annual issue of a volume that is now indispensable to
educationists. The editors are naturally anxious about the proper date
of publication, which the Christmas and January conferences practically
force some way down the Calendar; but we should imagine that the
essential point is to have the book once a year and to have it full and
accurate when it comes. The volume is laid out on the usual lines, and
evidently great efforts have been made —and sucessfully made—to bring
the information thoroughly up to date.

The Girls’? School Yearbook (Publie Schools). 1908-9, with Index of School-
mistresses, (2s. bd. net. Swan Sonnenschein).

The volume ix a record, at once comprehensive and concise, of all
matters of interest to parents, schoolmistresses, and girls in connexion
with secondary education. Part II., which deals chiefly with the after-
school career of girls, has been carefully revised, considerably rewritten,
and enlarged. The information continues to be full, and obviously much
trouble has been taken to make it accurate. The work thoroughly
deserves success. This is its third annual appearance.

Paton's Guide to Continental Schools, 1908,

This is the third annual issue. The volume deals with schools in
Switzerland, France, Germany, and Belyium-—" only really good schools,”
so far as can be ascertained—and consists of four divisions : (1) selected
lists of schools ; (2) brief descriptions of educational centres: (3) boys’
schools; and (4) girls’ schools. ustrations of nearly all the institutions,
as well as a full outline of information about them, are presented: and
a very detailed continental map is prefixed. The compilation ought to
be extremely serviceable to English-speaking parents and guardians in
search of a continental school, whether for boys or for girls.

The City of London Directory, 1908. (128. 6d. Colhugridge.)

Mesers. W. H. & L. Collingridge, of the City Press, now issue the
thirty-eighth annual edition of the City of London Directory. The
work has established itself as an indispensable office guide, containing
all sorts of local information that is likely to be needed and disposing
the details in the clearest possible arrangement. The Official section is
very full; the Streets section is brought carefully up to dute—always a
very arduous business after the numerous changes of the first three
months of the vear; the Livery Companies section furnishes the usual
special information: the Educational section sets out the advantages
and opportunities afforded by the city schools, with much historical
detail; and the Biographical section (with portraits) is very interesting
as well as ornamental. There is also a carefully corrected map in colours,
marking the boundaries of the wards and parishes and recording the
street alterations of the past twelvemonth.

Nelsows Lunotated Scotch Code, 1908. Edited by John Kerr, M.A,
LL.D., late H.M. Chief Inspector of Schools and Inspector of
Training Colleges. (2s. Gd. net. Nelson.)

This is the tenth annual issue of ‘the cade mecum of Scottish Educa-
tion.” It covers all the grades and forms of schools, and provides all
necessary information and explanations regarding school work, many
official circulars and other documents on important points being quoted
textually. The Continuation Classes Code is incorporated ; and the use-
ful memoranda on the teaching of particular subjects recently issued by
the Scotch Education Department are repriuted in full. The honoured
name of the editor is an ample guarantee for completeness, thorough-
ness, and accuracy.

(78. 6d. net. Swan

Nelson’s Sixpenny Guides.

Here is a new series of cheap guide-books to the chief holiday resorts
of Eugland and Wales, a round dozen of them. The matter is taken
from Baddeley’s well known ‘* Thorough Guides” : and the tourist will
find in them ull that he needs to enable him to see everything worth
secing in the localities with intelligence and ease. Each volume has about
S0 pages of letterpress in spacious type, a large and detailed map of the
district in three colours, and several sinuller maps, plans, or illustrations.
The get-up is agrecable, and the form is convenient fur the pocket.

In the same style is Nelson's Guide to Paris (Yd., or 1 fr.); and Londres
(Guides Nelson) (fr. 1.25, or 1s.), which is in French, and is specially

. opportune.

FIRST GLANCES.

MATHEMATICS.

Arithmetic, Advanced, and Elementary Algebra and Mensuration: 2
Text- Book for Secondary Schools and Students preparing for Publie
Examinations. By P. Goyen, Chief Inspector of Schools, Otage,
New Zealand. 3s. 6d. Macmillan

[‘‘A new edition, entirely rewritten and recast, of a book
ae issued as ‘ Higher Arithmetic and Elementary Mensura-
tion,’ ”

Arithmetic, Pitman’s Correlated. Book I. (Scheme IT., Departmental]
Suggestions). By T. W. Trought, B.A.. Head Master, Camden
Street Council School, Birmingham, formerly Lecturer at Chester
Training College. 3d.

Arithmetic, The “ A.L.” Methodic. By David Thomas, Assistant
Secretary of Education for Carnarvonshire, formerly Senior Assistant
Master, Friara School, and Head Master of an Elementary S hool.
' Books A, B, C, D (for Grades or Standards I.. II., TIL, IV.). 3d.
each book. Answers (to all the four books), 9d.

{Compiled to meet the latest requirements of the Code, and ar-
ranged in accordance with the new Syllabus set forth in Schedule V I.J

Dynamics, Elementary. By W. M. Baker, M.A., formerly Scholar of
Queens’ College, Cambridge, Head Master of the Militarv and Civil
Department at Cheltenham College, 3rd ed. 48. öd. George Bell.

[Excellent work. Some minor corrections made. In our March
number we noted the publication of a full key to the examples. |

SCIENCE.

Chemistry, A Method of Teaching, in Schools. By A. M. Hughes,
B.Sc. Lond., Science Mistress of the L.C.C. Secondary School,
Eltham, and R. Stern, B.Sc. Lond., Science Mistress of the North
London Collegiate School. 3s. net. Cambridge University Press.

[Sound and attractive. 55 figures ; other illustrations. |

Chemistry, Practical. By Geoffrey Martin. B.Sc., Ph.D., Lecturer and
Demonstrator in Chemistry, University College, Nottingham. 2p. net.
Croaby Lockwood & Son. :

(Short course of practical work for Army and Matriculation
students and for use in Secondary Schools. Judicious experiments,
exercises, and directions. Very useful. 72 figures. }

Heat Shadows. By Walter Jamieson, B.Sc. Lond., A.M.L.E.E.,
Science and Mathematica] Master, Provanside Higher Grade School,
Glasgow. 6s. net. Blackie. i

[t Some new experiments in Conduction and Radiation of Heat.”
An attempt to bring quantitative experiments on these points within
the scope of young students of elementary physics. Ingenious and
interesting. |

Physics, A Second Year’s Course in Practical. By James Sinclair, M.A.,
B.Sc., Head Science Master, Shawlunds Academy, Glasgow. 1s. 6d.
George Bell. :

[Deals with Heat. Adopts some of Mr. Jamicson's results ‘see
above, “Heat Shadows ’’). Experiments judiciously chosen and
clearly set out: numerous exercises (with answers) and figures.
Extremely useful. ]

Encuisu Literature.

Blackie’s English Texts. 6d. each volume. -—(1) Border Warfare
(Froissart); (2) The Reign of Richard IL. (Froissart) ; (3) Crecy and
Poitiers (Froissart) ; (4) The Hero as Divinity and the Hero as Man
of Letters (Carlyle) ; (5) The Hero as Poet and the Hero as King
(Carlyle); (6) Byzantine Churches of Venice (Ruskin: (7) Sesame
and Lilies (Ruskin); (8) Britain and Germany in Roman Times
(Caesar und Tacitus); (9) The Coming of Arthur (Malory): (10) The
Knights of the Round Table (Malory): (11) Plutarch’s Life of Julius
Caesar; (12) The Siege of Syracuse (Thucydides) ; (13) The Capture
of Mexico (Prescott); (14) Bacon's Essays; (15) Cowlev’s Essays:
i 16) England's Rural Life and Christmas Customs (Washington

rving).

[Matter varied and excellent ; good type and get-up. ]

Clarendon Press.—(1) Selections from Dr. Johnson’s ‘‘ Rambler.”
Edited, with Preface and Notes, by W. Hale White. (2s. 6d. net.)
(2) Mary Wollstonecraft’s Original Stories. With Introduction by
E. V. Lucas. 2s. 6d. net.

[Beautiful type, and artistic get-up. ]

Elzevir Library.—(1) The Fancy and Humour of Charles Lamb.
(2) Wit and Imagination of Benjamin Disraeli. (3) Vignettes
from Oliver Goldsmith. The Passages selected and arranged by
George Sampson. Seeley. `

[A charming series, delightfully got up. ]

Grant Richards’s Penny Classics.—(1) David Copperfield ; (2) Tennyson's
Poems, 1830-33; (3) Shukespeare’s The Merchant of Venice:
(4) Ruskin’s Sesame and Lilies. ld. each.

[Each book gives 40 large pages in double columna. ‘ David
Copperfield ’’ will take about a dozen books. Type good: paper
and (consequently) pictures not so good—but then the price !]

Macmillan’s Pocket Classics. —The Use of Life (Lord Avebury).

28.
[Very agreeable edition. Portrait frontispiece.)

June 1, 1908. ]

Nelson’s Library (7d. each).—({1) Monsieur Beaucaire, and The Beautiful
Lady (Booth Tarkington). (2) The Octopus (Frank Norris);
(3) Woodside Farm (Mrs. W. K. Clifford); (4) The Recipe for
Diamonds (C. J. Cutcliffe Hyne).
(Liberally printed and flexibly and agreeably bound. ]
Nelson’s Sixpenny Classics.—(1) Silas Marner (George Eliot). (2) Notre
Dame (Victor Hugo). (3) Kate Coventry (Whyte Melville).
[Liberally printed and flexibly and plainly bound. j
Treasury of English Literature.—Selected and arranged by Kate M.
Warren, Lecturer in English Language and Literature at Westfield
College (University of London). Section III., Elizabethan Litera-
ture. Section IV., Bacon to Milton. Is. net each. Constable.
(Introduction by Stopford A. Brooke. Excellent selection ;
spaciously printed and nicely got up. ]

EDUCATION.

Board of Education. (1) Regulations for Secondary Schools (from
August 1 next) in England. Cd. 4037. 2d. (2) Regulations for
the Preliminary Education of Elementary School Teachers (from
August l next) in England. Cd. 4038. 2d. (3) List of Training
College Students who completed their periods of training on July 31,
1907, and are qualified by examination for recognition as Certifi-
cated Teachers. 6d. (4) List of persons who have passed the
Certificate Examination of the Board of Education for Teachers
in Elementary Schools, 1907. 6d. Wyman.

Cambridge University Local Examinations. Subjects for July and
December, 1909. Complete Regulations of 1909 can be obtained

` June 20 next.

Certificate Examinations of the Board of Education, 1908-9, ‘The
Teacher ” Guide to the; with questions set in 1907 and solutions to
the papers in mathematics. Compiled by James Bell, B.A., Director
of Certificate Classes, Stockport. ls. net. Pitman.

[Useful explanations and directions.]

Chart of the Centuries from the Norman Conquest.
Pemberton. | Large (on metal ledge), 2s. net;
edition), ld. net.

(Graphical device to help the imagination. ]

Johns Hopkins University Circular, 1908. No. 2, Commemoration Day ;
Enumeration of Classes. No. 3, The Political Science Seminary,
1907-08. |

L.C.C. (1) Report on Elementary Day Schools, for year ended March 31,
1907. No. 1143. 7s. 6d. (parcel post free, 8s.). (2) Report on
Industrial and Reformatory Schools, for year ended March 31, 1907.
No. 1145. 1s. (post free, ls. 2d.). King.

Normal Tutorial Series.—(1) The Certificate Guide, 1908-09. 6d. net.
(2) Notes of Lessons and How to write them, by William Smith,

By W. S. Childe-

small (scholar’s

B.A.. B.Sc. 3rd edition. 1s. net. (3) Guide to Oxford and
Cambridge Locals. 6d. net.
MISCELLANEOUS.

Art and Trade: their Alliance in Foreign Competition. Speech by
Sir Swire Smith in support of the Third International Art Con-
gress. Published at the Offices of the Congress (151 Cannon
Street, E.C.).

Books for the Bairns. No. 140, The Babes in the Wood. A Fairy-Tule

Play. No. 147, A Book of Nonsense. By Edward Lear. Ilus-
trated. ‘* Books for the Bairns’’ Office (39 Whitefriars Street,
E.C.).

Calendar, A Simplified, A Proposal for. By Alexander Philip, LL.B.
Gd. net. Kegan Paul, Trench, Trübner, & Co.

[The essential feature is ‘that one day in each year and the
intercalary day in every fourth year shall not be enumerated as
days of the week or month.” Ingenious. }

Chemical Appointments, Official, List of. Compiled by Richard B.
Pilcher, Registrar and Secretary of the Institute of Chemistry.
Second Edition, revised and enlarged. 2s. net. Institute of
Chemistry (30 Bloomsbury Square, W.C.).

Fairy Tales, Aunt Kate's. No. 3, Stories from Hans Andersen.
No. 4, More Stories from Hans Andersen. ld. Leng.

Letter- Writer, Leng’s. New and Revised Edition. ld.

Natural Sciences, On the Influence of the, on our conceptions of the
Universe. Address by Prof. Ladenbury (Chemistry), Breslau.
Translated by Dr. C. T. Sprague. 2d. Watts.

Peace, The Principles of. By Joseph Rowntree. Copies on application
to the Author, Clifton Lodge, York.

Rome, Wintering in. By A. G. Welsford, M.D.. B.C. Cantab..
F.R.C.S., D.P.H., &e. With Introduction by G. Sandison Brock,
M.D., C.M. Edin., M.D. Rome, Physician to the British Em-
basay at Rome. Second Edition. 2s. net. Health Resorts Bureau
(27 Chancery Lane, W.C.).

[Full and trustworthy. Three illustrations. ]

Temperance Reform in the United States. 2d. King.

W.G. Systems, Ltd. Specimens of Squared Paper used in “ W.G.
Business Barometers ” and “ W.G. Graphic Charts.”

[Obviously serviceable in many businesses. ]

ld.

THE EDUCATIONAL TIMES.

! BC, and therefore the motion of R is simple harmonic.

267

MATHEMATICS.

16810. (V. Ramaswami AIYAR, M.A.)—Prove that a variable tan-
gent to a three-cusped hvpocycloid moving with uniform angular
velocity meets any fixed tangent in a point whose motion is simple
harmonic.

Solutions (I.) by M. T. NARANIENGAR, M.A.; (II.) by V. Mapuavarao,
M.A,

(I.) Let O be the
centre of the fixed circle
whose radius is 3a. De-
scribe a concentric circle
of radius a, and take
two points B and P, the
first fixed andthe second
variable. Then, if BD,
PN be perpendiculars on
the fixed diameter AO,
and DC, NQ are
measured equal to AD,
AN, it will be seen that
BC is a fixed tangent,
and PQ a variable tan-
gent to the three-cusped
hypocycloid.

Now, £BRP = Z BAP; therefore R lies on a circle BPR equal to
that constructed ; so that, if BS be its diameter, SR is perpendicular to
(Locus of S is

evidently a circle with centre D.]

(II.) The tangent at a point of the three-cusped hypoevcloid, defined
by x = 2a cos 20+ acos 46, y = 2asin 20—a sin 46,
is rsind+ycos @ = asin 30.
This cuts the tangent, at a fixed point for which 0 =a, in the point
where x = a (cos 2a + cos 20 + cos 2 (a + 6) |
If y be the inclination of the tangent at the point @ to the z axis,
tany=—tané@ Also dy/dt = w= the uniform angular velocity
therefore 0 = k—wt, where k is a constant.

Hence (1) takes the form r—acos2a = pcos2wt + qgsin2wt; p, q
being constants. This shows that the motion of the projection of the
point of intersection on the z axis is simple harmonic, and hence the
motion of the point itself on the fixed tangent is simple harmonic.

16266. (Professor E. B. Escorr.)—Find a line which is both tangent
and normal to the cardioide.

Solution by the PROPOSER.

It is well known that the evolute of an epicycloid is a similar epi-
evcloid. The evolute of a cardioide isa cardioide with the radius of the
base circle } of the radius of the base circle of the given cardioide.
Since the tangent is to be normal to the curve, it must be tangent to
the evolute. ‘The problem may then be stated: To tind the common
tangent of the cardioide and its evolute.

The equation of the curve with the
centre of the base circle O’as origin is
x = a (2 cos 0 + cos 26),
y = a(2 sin 8 + sin 26).
The tangent at the point 0, is
_ Cos 8, + COS 20,
sin 6, + sin 20,
or it may be written

1+ cos 6,
y= ’
sin ð; + sin 24;
1
Ba cos 36),

y =— cot 36,.r+ as
a‘

The evolute is
r=-
and its tangent

1a(2cosp+cos2p), y = 4a(2sing+sin 2g) ;

y = cot 39,.2 + acos 3p,/sin 3q).

Since these two tangents must be the same, —cot 30, = cot 39), i.e.,
sin 3 (p + 0) /cos 3p cos 30 = 0, 3(p +6) = nr,

O+0= ĉnr, p= {nr—A.

Substituting and equating the constant terms in the equations of the

i tangents, we have

cos (474 — 36) /sin (nm — 30) = 3 cos }0/sin 30.
Solving, we have tan 30 = — (3 + cos $7m)/sin ġnr.
(a) If n = 0, tan ł40 = œ; therefore 0 = vr.

(b) If n =1, tan 46, =-3./8.

26 8

THE EDUCATIONAL TIMES.

[June 1, 1908.

(c) If n = 2, tan 36 = —3 V3.

(a) n =0, tangent line is y= 0. Tangent at cusp.

(b) n =1, tangent line is y =—%/3r—3}3a/3. Co-ordinates of
point of tangency, (—432a, $$ /3a). Point at which tangent is normal
to the curve, (—4)j,-a, —,3, 3a).

(c) » = 2. Symmetrical to the last.

15956. (W. W. Rouse Ba.u.)—The Proposer desires to restate the
question as follows :—In 1850 Mr. Kirkman proposed as a problem the
determination of 7 arrangements of 15 schoolgirls, each arrangement
consisting of 5 sets of triplets, so that no two girls will occur together in
any triplet more than once. The question was discussed by numerous
mathematicians, notably by the author, Cayiey, and Sylvester, and
several solutions have been given. The generalized problem consists in
finding 4 (3m—1) arrangements of 3m things, each arrangement con-
sisting of m sets of triplets, so that no two things will occur together
in any triplet more than once. This has been solved for various values
of m, in particular when m = 1, 3, 5,7, 9, 13, 15. It seems probable
that there is a solution when m = 11. Can any readers of the Educa-
tional Times give the solution when m = 11?

Solution by HENRY E. DupENEY.

The following solution, with the application of its method to analogous
cases, will perhaps be found interesting. The problem, generally, is to
enable n schoolgirls to walk out in triplets on 3 (n—1) days, so that no
two girls shall ever walk twice together. It must be understood that I
am only writing of cases where n is of the form 6m +3.

The girls being represented by the consecutive numbers 1, 2, 3,...7,
the possible cyclical differences between these numbers are 1, 2, 3, ...
4 (n—3), and 4 (n—1), which latter difference I reserve for the first
column in association with n, repeated. For example, here is my
solution for n = 9:—

9 SCHOOLGIRLS.

4 123 128
Ist day ...915/346/7 82
2nd day ..926);457/818
3rd day .. 9937/568/124
4th day .. 9948/671/285
It will be seen that 9(n) repeats in the column, while the other

numbers descend cyclically, 1, 2, 8, ... 8, 1, 2,.... The differences are,
of course, not numerical, but cyclical, so that 8—2 in the first line is
not 6 but 2, since 8—6 = 2. All the differences above (1, 2, and 8)
may occur twice, except the 4, which, if continued, will repeat, for
obvious reasons.

. Now, the differences 1, 2, 3, ... $(m—3) will always sum to
$ (n?—4n + 3) for any value of n. This sum will be even only when n
is of the form 24» +8 or 9 (where p may be O or any integer), and my
present method only applies to these even cases, such as n = 8, 27, 51
... and 9, 33, 57....

I have given the solution in the case of 9 girls. The simple case of

8 girls I write 3 1 2, the differences 1, 2, ... 4 (n— 3) here being 0. I will

give the analogous solutions for 27, 33, and 51 girls respectively, and I

need only show one line (for the first day), it being understood, as ex-

plained above, that n repeats and all other numbers descend cyclically,
1, 2,3, ... (w—1),1,2....

27 SCHOOLGIRLS. .
18 5 14 5 1 4 28 8
Ist day ... 27 8 21 |2 23 24 |15 10 11 |5 7 25 | 18 20 12

11 123 1112 8 10 97 #109 7
1 16 4/14 3.17|[6 22 13|19 9 26
It will be seen that every one of the differences 1, 2, ... 12 occurs
twice, and twice only, and that the numbers in the second triplet of a
pair with similar differences belong to the cycle of the first triplet of
such pair. (Thus, in the previous solution for 9 girls, if we continue
cyclically the second column, we get into the third; if we continue the
third, we get the second.) These cycles I call complementary, and, in
order that they shall not clash, it is necessary that the difference
between similarly situated numbers in the paired groups shall always
be $(m—1). Thus, above, 2+13 = 15, 23418 = 36 = 10, and
24 +13 = 37 = 11. Therefore it is obvious that, when we write out
our full solution for the 13 days, no two numbers will ever be found
twice together. Also, since the difference 13 is only taken once on
each of 13 occasions, there can be no repetition here. Finally, 27,
being repeated, is associated with every other number once and once
only. The solution thus proves itself.

6 2 8 6
|

83 SCHOOLGIRLS.

16 111 12 1 11 12 13 6 7 136 7
lst day ... 33 15 31|1 2 13|17 18 29|9 22 16 |25 6 32 |

104 14 10 4 14 2 52 15 9 8 159

3 8
30 8 12|14 24 28 |23 26 21|7 105|3 2011|19 4 27

A a e

This first line, as in the last case, carries its own proof, and the
arrangements for the remaining 15 days (that is, 16 in all) may be at
once written out.

If the sum of the differences be odd, it is evident that this method
will not apply without modification, for this reason: if we take the
three differences proper to any triplet, two of them must always sum
to the third. Thus, above, 1+11=12, 6+7 = 13, 10+4 = 14,
2+8 =5, 9+8 = 17 = 15. Therefore the sum of the three differences
in every triplet must be even, and the sum of them all even. Such a
case as the last (9+8 = 17 = 15) will not alter this fact, for n—1 is
always even, so that if an odd number be deducted from it, the re-
mainder will be odd; if an even number, the remainder will be even.

Therefore the oases where the sum of the differences is odd (that is,
where n = 24p +15 or 21) require special treatment.

(Rest in Reprint.]
(R. F. Davis, M.A.)—Solve the equation
(2x + 1)(z? + 1)? + 424 = 0.

Solutions (1.) by Lt.-Col. ALLAN CUNNINGHAM, R.E., Prof. E. HER-
NANDEZ, and C. M. Ross; (II.) by B. C. Wars, F.C.P., B.Sc.
(Econ.); (III.) by Mark J. ERDBERG.

(I.) Let f(z) = (2x + 1)(x? + 1) + 4x1 = 0.

Here xz = —1 gives f(x) =0, so that —1 is one root.

Let filz) = f(x)/(x+1); here z =—1 gives fi (x)= 0, so that —1 is

a second root.

Let fa (x) = fı (x)/(z +1); here x = —1 gives f(x) = 0 is a third root.
And fa (x)(x +1) = 2x?—x +1. The roots of the quadratic 2r?—r +1 = 0
are x = 3(14/—7). Hence the five roots required are - 1, —1, —1,
4 (l+v-—7).

(II.) Equation is 27è + 52‘ + 425 + 2x? + 2r +1 = 0.

By inspection of coefficients (x + 1)° is a factor which gives

(x + 1)3(2x?—2 + 1) = 0,
which gives three roots —1, and also the roots 4 (1+ v —7).
(III.) ' (2x +1)(1? +1) +47! = 0

= [(x +1)? — x7] [(x + 1)*—42 (x +1)? + 427) +424 = 0
= (x +1)§—a2 (x + 4)(x +1)4+ 427 (x +1)5 = 0

(x + 1)3[(x + 1)8—ax (x + 4)(x +1) + 427] = 0

= (x+ 1P[(x + 1) — zx (x + 1)?-3z (x +1) +427] = 0

(xz + 1)3{(v +1)?-—3z (vx +1) +427] = 0

= (x+1)(227—2+1) = 0;

therefore roots of equation are —1, }(1+/—7), the first repeated
three times.

16892. (C. E. Younaman, M.A.)—On the cardioide r = 2a (1 — cos 0}
the points PQR are such that the cusp is their orthocentre. Prove
that the circle PQR has radius a(./2+1) and that its centre hes on
a circle with radius a(“2—1), centrally placed on the axis of the
cardioide; also that the in-circle of PQR has radius a.

16405.

Solution by M. T. NARANIENGAR, M.A.

We know that if the focus of a parabola be the in-centre of an
inscribed triangle PQR, then the circum-circle PQR touches the circle
having double contact with the parabola at the ends of the latus
rectum, and also the tangent at the vertex. For, if a, B, y be the.
perpendiculars from PQR on the axis or the latus rectum we see that.
patgB+ry =0 where pqr denote the sides of PQR. Buta, 8, y are
proportional to the tangents from P, Q, R to the circle, having double
contact with the curve at the points where it is met by the parallel to
the axis. Hence pti+qt+rt, =0. Applying Dr. Casey's theorem,
this relation expresses the condition that the circle PQR should touch
the circle having double contact with the parabola. Evidently in the
parabola one of the two circles having double contact is the tangent at
the vertex.

Investing the above with respect to a circle of radius 2a, we see at.
once that (1) the inverse of the parabola is the cardioide r = 2a (1 — cos 0),
(2) the inverse of the tangent at the vertex is a circle of radius 2a
passing through the focus, (3) and that the inverse of the circle having
double contact with the parabola at the ends of the latus rectum is a
circle of radius 2a V2. Thus, the circum-circle of a triangle inscribed
in the cardioide so as to have its orthocentre at. the cusp, touches the
circles (2) and (3) above, which have for their common centre X, the
foot of the directrix. Hence, if p be the radius of this circle and O its.

centre, XO = p—2a = 2a /2—p.
Therefore p = a(V/2+1).
Also XO = a(/24+1)—2a = a(v2-1),

i.e., the locus of O is a circle of radius a(./2—1), having its centre at X..

The Proposer writes: — As to the in-radius: let P, Q, R on the
cardioid invert into P’, Q’, R’ on the parabola, and then let P’, Q’, R’
reciprocate into qr, rp, pq; these will be parallel to the sides of PQR.
But the parabola becomes the in-circle of pûr, passing through the

June 1, 1908. ]

focus; which being itself the in-centre of P’Q’R’ must be the circum-
centre of pqr. Hence in PQR also the circum-centre lies on the in-
circle, and R?’—2Rr = r?; therefore

r= R(VW2—1) = a(vV2+1)(V2—-1) =a.

16415. (Professor SteaaaLu.)— A, B, C are fixed points on the
circle ABPC ; the chord AP cuts EC in Q; show that PQ is a maximum
when the perpendicular from P on BC meets BC in D so that BQ = CD.

Solutions (I.) by R. F. Davis, M.A.; (II.) by HENRY RIDDELL, M.E.

(I.) If A be a fixed pole, and any R
radius vector APQ be drawn intersecting
given curves in P, Q respectively ; then
PQ is a maximum or minimum when
the normals at P, Q intersect on the
line through A perpendicular to APQ.

(For r—r’ is a maximum or minimum
when dr/d@ = dr'/d@ or the length of A
the subnormal is the same. ]

In the present case draw the diameter B
POR so that PAR isa right angle. Then,
in the position sought, QR is perpen-
dicular to BC and BQ =CD.

(II.) Since

AQ.QP = BQ.QC,
if we assume PQ constant, we
have

d (AQ)/d (BQ) = (CQ—QB),AQ.
So that in the position at which
PQ is maximum the above equa-
tion holds, as there is no mini-
mum between B and C. Takea
mean position AT cutting BC in
S. Draw SR perpendicular to
‘AQ, and we have always

RQ.QP = 8Q.QD NY
or RQ/8Q = QD/QP. PT
But as the two positions approach
in the limit, we have RQ/SQ = d(AQ)/d(BQ), and therefore in the
limit QD = CQ—QB;; therefore CD = QB.

10800. (Professor Hupson, M.A.)—If two circles can be drawn each
to have double contact with an ellipse internally, the points of contact
being the ends of conjugate diameters, and to touch one another, prove
that the eccentricity of the ellipse must be greater than 3.

J aie than 4 or >4 as probably originally written should read
.—ED.]

Solutions (I.) by the Proposer; (II.) by A. H. GILLSON.

(I.) Let G be centre of circle
touching ellipse centre C, ec-
centricity e, at P and Q, G’
centre of circle touching el-
lipse at P' and Q’, also touch-
ing former circle, where PCP’,

QCQ’ are conjugate diameters
of the ellipse.

Let TP, TQ, TP’, TQ’ be
tangents at P, Q, P’, Q’; and A
let CT intersect PQ in N.

Now TP = TQ, being tangents to a circle, and because they are
tangents to an ellipse at the ends of conjugate diameters CP = CQ;
therefore CP, CQ are equally inclined to the axis, therefore CGT is the
axis and therefore is perpendicular to PNQ.

8o also CG'T' is the axis, and GG’, the join of the centres of the
circles, passes through their point of contact, which is therefore C. .

The radii CG, PG, QG are equal, and each bisects at right angles
the opposite side of the triangle CPQ.

Therefore G is the centre of gravity of CPQ, therefore CG = 2CN,
therefore e? = 3, therefore e = V3. {Rest in Reprint.]

16868. (R. F. Davis, M.A.)—If tan? = 1—sin@, prove that either
tan @ = cos 0 or tan?@ = — cosec 8.
Solutions (I.) by Professor NaNson, JAMES BLAIKIE, M.A., and many

others; (II.) by F. G. W. Brown, B.Sc., L.C.P.
(I.) If s = sin@, the given equation reduces to the quintic
s = (1—8)(1—s*)*,

which is manifestly satisfied if either the cubic 1—s? = —s* or the
quadratic 1—s? =s is satisfied. But these two equations have no
root in common, and give respectively tan?@ = —cosec 0, tan @ = cos ð.
Hence one of these is necessarily true.

THE EDUCATIONAL TIMES.

269

—
~~

(II.) tant = 1—sin 0 = ((1—sin 0) cos? 0)/cos? 0

= (cos* @—sin 6 cos? ¢)/cos? @ = (cos* @—sin 0 + ain? 6)/cos* 0
= —(sin/cos? 6) + (sinř/cos? 0) + 1
= —(tan‘ @/sin 6) + cos 0 tan*@+1;

therefore tan?@ = — (tan 6/sin 0) + cos 0 tan*@ + (1/tan 4),

or tan>@ + (tan 6/sin 6) —cos 0 tan? @—(1/tan 6) = 0;

therefore tan*6@+ (tan é/sin 6) — cos 0 tan? 0— (cos 6/sin 6) = 0;

or (tan @—cos @)(tan? 0 + cosec 6) = 0;

hence either tan@ = cos, or tan?@ = —cosec 6.

16401. (D. Epwarpes, B.A.)—Prove that
! P (x) = 23 -loi n+h
Í. al a

where n is an integer and P,(z) a Legendre's polynomial.

Solution by Hon. G. R. Dick, M.A.
If r and a are each less than 1 we have
(1—2az + a?) ~? = Py (x) +aP, (x) + ... a"Py(z) + «..,

where P,, is Legendre’s polynomial : the series is uniformly convergent
and may therefore be integrated term by term.

Thus f Pa (2) Se f (PuP.+aP,Py+ ...) dz
-1(1—2ra+a%)t J-i

. l | aP dz
-1

1 n
( since | PaPa dr = 0 except when m = n) = 2a :
-l 2n+1l
Therefore, setting a = s— /(z?—1) we get
l P, (x) dz 93 2 ned
: g = o— =] °
|, (z— x)! 2n+1 pawl )]

The PrRoposEk’s solution is as follows :—

1 2
It is easily proved that the integral u =f a =a dx satisfies
-)(Z@—-
the differential equation

(2° —1)(d?u/dz*) + z (du/dz) - (n+ 3)? u = 0,
which may be written
d ‘dz (2? — 1) (du/dz)?—(n + 4)? du?/dz = 0,
the two particular independent solutions of which are therefore
[z+(22—1)8)"*! and [s-(27—1)""!.
By Rodrigues’ formula, P, (x) = 1/2"n!.d"/da” (z*—1)".
Successive integration by parts thus reduces the proposed integral to

depend on «, the integrated parts vanishing at the limits; and, since it
vanishes when z is infinite, we have

f Pa (2) gr = C, [2 - (22 1)" *F,
-1 (z-z)

where C, is a constant. Now

f x" P, (x) dx = 0,
=-} x
ni

1.3... 2n+1'
[z= (21—1)] "ti = gmt igh ay

when m<n, and when m = n, its value is 2 Also

Expanding (s—x)-i in rising powors of x and equating coefficients
of the leading term in z-"-4 on either side, we have
1.8... 2n—1 Q- n! = Ca °
n! ` 1.8...2n41 g?’

therefore a = 23/(2n+1).

16411. (M. T. Naraniencar, M.A.)—Similar segments of circles
are described on the radii vectores of a curve, show that their envelope
is similar to the first positive pedal.

Solution by Professor SangAna, M.A.

The envclope of semicircles on the . P
radii vectores (SP) is the first positive
pedal or locus of foot (H) of the perpen-
dicular from S on the tangent PT. If H
the segment containing a given angle (a)
described on SP meet PT in K, Z KSH
is fixed, and SK :SH is also. fixed. T S
Hence the envelope, which is the-locus of K, is a similar curve.

270

THE EDUCATIONAL TIMES.

[June 1, 1908.

QUESTIONS FOR SOLUTION.

16487. (T. K. VeNKaTaRAMAN, M.A.)—S, S’ are the foci of an
ellipse, P a variable point on it. G isa fixed point (0, —h). Investi-
gate the turning values of the length PG. Under what conditions is
the position of symmetry a true maximum? Apply the above to find
the position of equilibrium of any lamina symmetrical] about the per-
pendicular bisector of SS’ (any two fixed points), hung by a string tied
to S, S' and passing over a smooth peg.

16488. (H.C. Kent, B.Sc.)—Find the general term of

+1
E [ao + a,P, (x) + a,P, (x) +.. OnPrm (u)]" dp,
where P,, (u) is Legendre’s polynomial of order m.

16489. (R. J. Datwas.)—Show that 12 eg equal to
1+ 2+ 3+
1/(e—1).
16440. (V. Ramaswami Alvar, M.A.)—In the expansion of (1 +2)”

by the Binomial theorem, prove that the remainder after » terms has
the same sign as the (n + 1)th term, and lies in value between G times
and L times the (n+1)th term where G is the greatest and L the
least of the quantities

(1+2)", 1, (1+2)7', and (l+2)°'"™.
16441. (Professor Sangdna, M.A.)—Prove that 3!!!41 is the pro-

duct of the factors

4; 7; 228; 2,019,210,335,106,439 ;
64 ,326,272,436,179,833 ; 112,570,976,472,749,341 ;
and 12+1 of
7; 13; 19; 31; 421; 1,657; 1,801; 19,141; 35,671;

8,554,703,697,721 ; 9,298,142,299,081.

16442. (Lt.-Col. ALLAN CUNNINGHAM, R.E.)—Let
T? — 2v? = —1, T? —2v? = +1.
Resolve us, into its prime factors. [This number contains 51 figures.]

16448.

(‘‘ A, w.’’)—Resolve into three linear factors
(a + B+7)>—9(a26 + B*y + ya).

16444. (Professor LANGHORNE ORCHARD, M.A., B.Sc.)—Let S} S’,
denote respectively the sums, each to n terms, of the two series

244444644844 ..., 1443844544744 ...,
n being any even number. Then
S,—-8’, = 4 (47 + 591 + 2383 + 6191+... to 4n terms) +7.

16445. (Professor Nanson.)—Salmon has shown that the locus of
the focus of a parabola described about a triangle is an octavic, but
Hudson has shown (Reprint, New Series, Vol. x1., p. 103) that the locus
is a quintic. Reconcile these results.

16446. (C. E. Youncman, M.A.)—Given the cusp, the base, and a
point P of a cardioide, construct by line and circle the points Q, R at
which the tangent at P will cut the curve again.

16447. (K. S. Parracuari.)—Find the pedal equation of the curve
in which the area bounded by the initial line, the curve, and any radius
vector OP varies as the cube of the inclination of the tangent at P to
the initial line.

16448. (A. M. Neszitr, M.A.)—Prove that the equation

at/(b—c) + B'/(c—a) + 42/(a—b) = 0,
in ordinary trilinear co-ordinates, represents a hyperbola; and find its
symptotes. Show also that it cannot be equilateral.

16449. (H. L. TRACHTENBERG, B.A.)—A straight line meets the
sides of a triangle in L, M,N. Through L, M, N straight lines are
drawn to meet the sides of the triangle again in L,L,, M,Mg, N,Ng.
Prove that L,, La Mi, Ma, N., Ng lie on a conic.

16450. (Professor NeEuBEeRG.)—Etant donné un triangle ABC, on
projette un point M extérieur au plan ABC sur le plan en O; puis on
projette O en A’, B’, C’ sur les côtés du triangle ABC. On peut prendre
pour coordonnées de M les quantités tg OMA’ = a, tgOMB' = B,
tg OMC’ = y. Connaissant l'équation F (a, 8, y) = O d’une surface
décrite par M, construire la normale en M.

16451. (Hon. G. R. Dicx, M.A.) — Denoting by I the tangent
common to the nine-point circle and the inscribed circle of a triangle
ABC, and by J), J2, J3 the tangents common to the nine-point circle
and the three escribed circles respectively, show that the pencil formed
by the line joining A to (I, J,), the line joining A to (Jz, J3) and the
sides AB, AC is harmonic; similarly the pencils formed by the lines
joining B and C to the corresponding points and the corresponding
pairs of sides.

16452. (SaRADAKANTA GANGULI, M.A.)—Bisect a triangle by a
straight line drawn through a given point in its plane.

16458. (Professor CocHEz.)—Inscrire dans un cercle un trapéze,
connaissant sa hauteur et la demi-somme 2/ de ses bases.

16454. (W. F. Brearp, M.A.)—Two circles X and Y touch one
another internally at D; from any point A on the outer circle X tan-
gents are drawn to Y to meet the common tangent at D in B,C;
show that the sum of the radii of the in-circles of ABD, ACD is
constant.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

11199. (C. L. Perrce, M.A.)—From a cannon the axis of whose
bore is on a level with and three feet above the surface of a horizontal
plane, a ball weighing 100 lbs. is discharged with a velocity of 1,500 ft.
per second. Were it possible to weigh the ball at the instant it left the
cannon, find (1) what the ball would weigh, (2) at what distance from
the cannon it will strike the plane, and (3) the weight of the ball when
its velocity is so reduced that it is rolling on the plane at 264 ft.,
176 ft., 88 ft., and 44 ft., respectively, per second.

11238. (D. Brppre.)— A smooth equilateral triangular plate is
suspended at the three angles, so that these can be raised or lowered
at discretion, and a particle is placed within the in-circle, whilst the
plate is horizontal. Describe the manipulation of the angles requisite
to make the particle describe a circle concentric with the in-circle.

11896. (G. S. Carr, M.A.)\—With a ruler and pencil only within a
given n-gon inscribe another n-gon to circumscribe a given conic.

11469. (G. F. Howsk.)—The locus of the centres of gravity of tri-
angles inscribed in a central conic and self-polar to a parabola is a
straight line.

11594. (Professor LEmMoInrF.)— De combien de manières peut on
replier, sur un seul, une bande de p timbres-poste ?

11818. (R. W. D. CHRISTIE.)—Given a simple method of resolving
any very large integer into three trigonals, and test your solution with
a number such as 822512 = 818560 + 3916 + 36.

NOTICE TO CORRESPONDENTS.
It is requested that all Mathematical communications should be sent
to the Mathematical Editor,

Miss ConsTaNcE I. Marks, B.A., 10 Matheson Road, West
; Kensington, W.

ee ee te eee ee

THE LONDON MATHEMATICAL SOCIETY.

Thursday, April 30th, 1908.

Prof. W. Burnside, President, in the Chair.
Mr. T. J. Garstang was admitted into the Society.

The following papers were communicated :—

‘ On a General Convergence Theorem and the Theory of the Repre-
sentation of a Function by a Series of Normal Functions,” Dr. E. W.
Hobson.

‘ On the Ordering of the Terms of Polars and Transvectants,’’ Mr.
L. Isserlis.

‘* Oscillating Successions of Continuous Functions,” Dr. W. H.
Young.

‘The Relation between the Convergence of Series and Integrals,”
Mr. T. J. I'A. Bromwich.

‘On the Multiplication of Series,” Mr. G. H. Hardy.

‘* Porisms,’’ Mr. H. Bateman.

‘t The Influence of Viscosity on Wave Motion,” Mr. W. J. Harrison.

Informal communications were made as follows :—

(i.) “On Mersenne’s Numbers,” (ii.) ‘‘ On Quartans with numerous
Quartan Factors,” Lt.-Col. A. Cunningham.

Thursday, May 14th, 1908.

Prof. W. Burnside, President, in the Chair.

The following papers were communicated :—

“On the Invariants of the General Linear Homographic Trans-
formation in Two Variables,” Major P. A. MacMahon.

‘On the Order of the Group of Isomorphisms of an Abelian Group,”
Mr. H. Hilton.

‘On the Calculation of the Normal Modes and Frequencies of
Vibrating Systems (Preliminary Note),’’ Prof. A. E. H. Love.

‘* A Question in Probability,” Prof. J. E. A. Steggall.

THE RUGBY PRESS

undertakes every description of Letterpress
PRINTING FOR SCHOOLS.
Estimates furnished. Enquiries solicited.
GEORGE OVER, Printer,, Rugby.

Address—

June 1, 1908. ] THE EDUCATIONAL TIMES. 271

NOW READY A CYCLE. OF
NATURE STUDY

Suitable for Children under Twelve Years of Age

BEING SUGGESTIONS FOR TEACHERS IN TOWN AND COUNTRY SCHOOLS
By M. M. PENSTONE,

Late Head Mistress Home and Colonial School Society's High School for Girls and Training College for Kindergarten Teachers, Highbury, London.
In Fifty-Two Chapters. With numerous Illustrations. Price 3s. 6d.

A SIXTEEN-PAGE PROSPECTUS, SHOWING THE SCOPE AND ARRANGEMENT OF THE ABOVE WORK AND
GIVING SPECIMEN PAGES, WILL BE SENT ON APPLICATION.

London: NATIONAL SOOIEBTY’S DEPOSITORY, 19 Great Peter Street, Westminster. 8.W.

RELFE BROTHERS, Ltd., have the best and most varied Stock in London

PRIZE in all Bindings

BOOKS

Now in Stock and on View. Catalogue on application.

SPECIAL VALUE IN REMAINDERS.

RELFE BROTHERS, LTD., 6 CHARTERHOUSE BUILDINGS, ALDERSGATE, LONDON, E.C.

NOW READY. Demy 8vo, cloth, price 2s. 6d., free by post.

To Members of the College the price is 1s., or 1s. 6d. free by post.

THE CALENDAR OF THE COLLEGE OF PRECEPTORS

FOR THE YEAR 1908:

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, Summer, 1907. | 5. Papers set at Professional Preliminary Examination, March, 1907.
2. Do. do. do. Christmas, 1907. | 6. Do. do. do. September, 1907.
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907. | 7. Papers set at Lower Forms Examination ... ... Summer, 1907.
4. Do. do. do. Christmas, 1907. | 8. Do. do. w+ ese Christmas, 1907.

*,* Nos. 3, 4, 5, and 6 may be had separately, price, frec by post, 7d. each set. Nos. 7 and 8, price, free by post, 4d. each set.

The Diploma Papers are to be had only in the ‘‘Calendar.”’

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

272 THE EDUCATIONAL TIMES. [June 1, 1908.

MESSRS. THOMAS NELSON & SONS’
Publications for the Preparatory School.

NUMBER WORK FOR JUNIOR PUPILS. Th
PREPARATORY MATHEMATICS, The Natural Method
8
e
by A chen JONES hn ag g a ome as lof Teaching
With or without Answers. Price 1s. 6d.
wo mon ofl Mathonueed a a aces daaa t a ewan Modern Languages.
THE PREPARATION FOR HISTORY. MESSRS. THOMAS NELSON &

HIGHROADS OF HIST OR Y., [sons have recently issned an entirely

Six Volumes, carefully graduated, for the Lower School. NEW SERIES of School and College

Beautifully Illustrated with Reproductions from great Historical Paintings. Text-books, specially suited to the needs
List of the Series. of Teachers who desire to use in their

classes books arranged in accordance

Book Price | Book Price ; :
I. TALES OF THE HOMELAND... 10d./IV. OTHER DAYS AND OTHER with the latest and most modern scien-
II. STORIES FROM BRITISH HIS- WAYS .. ..1s.6d. |tific methods of instruction. The
TORY ete) hee we . 1s.| V. TUDOR AND STUART ... ... 1s. 8d. following are, in many respects, in
Ill. BRITONS OF RENOWN `. 1s. 3d. VI. MODERN BRITAIN i .„. 2s.| advance of any Text-books hitherto

published at home or abroad.

THE PREPARATION FOR LITERATURE. wae

THE ROYAL TREASURY OF STORY AND SONG. ...,..2. 202% oman ma

A New Peres of Literary Reading Books designed to prepare the Pupil Edinburgh.
p by step for Imaginative Literature of the best kin
Beautifully sh with Coloured Plates, Black-and-white Pictures, and naan Tlustrations. BOOK I.

List of the Series.
Part Price | Part Price ELEMENTARY

IV. GOLDEN GIFTS .. was 1s. 6d.
I. DOORS OF GOLD... .. 104.: THE ENCHANTED GaRbEN | OBJECT LESSONS IN FRENCH.

Il. FAIRY FAVOURS __. As. aaa
III. THE HALL OF HEROES 1s. 3d. | [Part VI. in the m y y Illustrated. 189 pages. Cloth, is. 6d.
SHORT STUDIES IN ENGLISH LITERATURE SONS
2 sad aa hea ic iinet asp . OBJECT LESSONS IN FRENCH,
A New Series of Sma beat ied ah ie tad m Containing a series of somewhat more advanced
Each Pa R rane as 6d conversational lessons:
1. SELECTIONS FROM TENNYSON. 8. WORDSWORTH’S SHORTER POEMS. Ilustrated. 169 pages. Cloth, 1s. 6d.
9. COMEDIES FROM LAMB'S TALES. 9. PEN PICTURES FROM MACAULAY. o ———
3. EXTRACTS FROM SHAKESPEARE'S 10. CARLYLE’S “HERO AS DIVINITY” BOOK II
COMEDIES. and ARNOLD’S “ BALDER DEAD.”
4. STORIES BY NATHANIEL HAW-|/11. TRAGEDIES FROM LAMB’S TALES. ADVANCED
THORNE. ree aaa 12, ere FROM SHAKESPEARE'S
5. PEN PORTRAITS FROM Y
6. STORIES BY WASHINGTON IRVING.|13. SESAME AND LILIES. OBJECT LESSONS IN FRENCH.
7. LONGFELLOW’S EVANGELINE. 14. EXTRACTS FROM DUNBAR’S POEMS. | This book completes the series of three books.

Illustrated. 112 pages. Cloth, 1s. 6d.

CAMEOS OF LITERATURE.
A New Series of Modern Literary Studies for Older Pupils. A GRADUATED FRENCH

Each Volume fully illustrated with Reproductions from high-class Prints and Paintings.
Cloth boards, pott 8vo, price ls. 6d. each. READER FOR BEGINNERS.
I. SOME ENGLISH ESSAYS. Edited by RICHARD WILSON, B.A. Thirty-six Selected B A di for t
Papers, mostly of a Narrative Character, and arranged in Chronological Order. a GOUERE: pI ea aer Eart wo
ll. THE HARP OF YOUTH. Edited by W. JENKYN THOMAS, M.A. A Book of Poetry 164 pages. Cloth, 2s.

for School and Home.
Ill. THE GLEEMAN. Edited by RICHARD WILSON, B.A. Containing fourtcen Story
Poems of considerable length. |
Each Volume is provided with Foot-notes and Commentary.

THOMAS NELSON @& SONS, 35 and 36 Paternoster Row, London, E.C.
And at Edinburgh, Dublin, and New York.

London: Printed by C. F. Hopgsox & Son, 2 Newton Street, Kingsway, W.C.; and Published by Francis Hopason, 89 Farringdon Street, B,C.
[Entered at the New York Post Office as Second Class matte r.]

*,* Complete Catalogue post free on
application.

-EDUCATIONA

THE

t
`

=
`

“
Let

TIMES.

Journal of the College of Wreceptors.

Vol. LXI.] New Series, No. 567.

JULY 1, 1908.

Members, 6d.; by Post, Td.
Annual

{ Published Monthly, price, to Non-
Subscription, 7e.

LLEGE OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

C°?

GENERAL MEETING.

The Half-Yearly General Meeting of the Members of
the Corporation will be held at the College, Bloomsbury
Square, W.C., on Saturday, the 18th of July, 1908, at
3 p.m.

a

LECTURES FOR TEACHERS.

On Thursday, lst of October, Jonn Apams, M.A.,
B.Sc., F.C.P., Professor of Education m the University
of London, will commence a Course of Twelve Lectures
on

“THE PRACTICAL TEACHER’S PROBLEMS.”

The matters to be dealt with are such as interest all
classes of teachers, and will be treated with that frank-
ness that is possible in an unreported discourse, but
is out of the question in a printed book. While the
Lecturer will lose no opportunity of indicating how
present educational conditions may be improved, he
will take the present conditions as the basis and show
how to make the best of things as they are. The Lectures
will be copiously illustrated by references to actual ex-
perience in all kinds of Schools. The Syllabus will be

ublished in the August issue of the The Educational
Pimes. The Lectures will be given on Thursday Even-
ings at 7, beginning on October 1st.

Fhe Fee for the Course is Half-a-Guinea.

Members of the College have free adınission to this
Course.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
Slst of August, 1908.

Practical Examination for Certificates of
Abili to Teach.—The next Practical Examina-
tion will be held in October.

Certificate Examinations. — The Christmas
Examination for Certificates will commence on the
8th of December, 1908.

Lower Forme Examinations. — The Christ-

mas Examination will commence on the 8th of December,

1908.

ProfessionalPreliminary Examinations.— |
These Examinations are held in March and September. |
The Autumn Examination in 1908 will commence on ,

the 8th of September.

Inspection and Examination of schools. |
—Inspectors and Examiners are appointed by the,

for the Inspection and Examination of Public
rivate Schools,

Coll
and

The Regulations for the above Examinations can be |

obtained on application to the Secretary,

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

Oe as OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers.

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Deron

rt, Edinburgh, Glasgow, Hull, Inverness, Leeds,

iverpool, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, 8t. Andrews, Sheffield’
Swansea, and several other towns.

Information the Examinations may be ob-
tained from the BBECRETARY, L.L.A. Scheme, The
University, 8t. Andrews,

UNIVERSITY OF ST. ANDREWS.

UNIVERSITY HALL.

Warden:
Miss FRANCES H. MELVILLE, M.A.

NIVERSITY HALL, for Women

students, was opened in 1896, under the govern-
ment of the University of St. Andrews.

The usual Course of Study at University Hall is in
preparation for the Degree Examinations of the Uni-
versity of St. Andrews, of which all the Classes and
Degrees in Arts, Divinity, Science, and Medicine are
open to women on the same terms as to men.

The Sessions of Residence are the two University
Sessions, viz. the Winter Session, October to March;
the Summer Session (Optional), April to June,

University Hall fees for residence—Winter Session,
£30-£50 ; Summer Session, £15-£25,

Matriculation and Class Fees average £10 for the
Winter Session.

Next Winter Session commences October 7.

For further information, apply to the WARDEN,
University Hal) St. Andrews, Fife.

Diploma Correspondence
College, Atd.

Principal—J. W. Knirve, L.C.P., F.R.S.L.
Vice-Princtpal—8. H. Hooke, B.A., Hons. Lond.

Speotally arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the SECRETARY,

WOLSEY HALL, OXFORD.

HE ASSOCIATED BOARD

OF THE R.A.M. anD R.C.M.
FOR LOCAL EXAMINATIONS 1N MUSIC.

PATRON: His MAJESTY THE KING.
PRESIDENT: H.R.H. THE PRINCE OF WALES, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in March and
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also, En.
tries for the November-December Examinations close
Wednesday, October 7th, 1908.

SCHOOL EXAMINATIONS (Syllabus B).

Held three times a year, viz., October-November,
March-April, and June-July. Entries for the Octo:
emer Examinations close Wednesday, October
th, A

8pecimen Theory Papers set in past years (Local Centre
or Bchool) can be obtained on application. Price 3d.
per set, per year, post free.
_ Syllabuses A and B, entry forms, and any further
information will be sent post free on application to—

JAMES MUIR, Secretary.
15 Bedford Square, London, W.C.

Telegrams: ‘‘ Ansocia, London.”

OTICE.—The AUGUST Number

of “THE EDUCATIONAL TIMES” will

contain the CLASS LISTS of SUCCESSFUL CAN-

DIDATES st the MIDSUMMER EXAMINATIONS
of the COLLEGE OF PRECEPTORS.

L Oxon eve me OF MUSIO.
noo

.)
GREAT MARLBOROUGH STREET, Lowpor, W.

Patron: His GRacB THE DUKE or LEDs.
Dr. F. J. Kany, Mus. Bac. Cantab., Princi

9 Cl
G. AveusTus Hotmpgs, Esq., Director of Examinations,

EXAMINATIONS, 1908.

The NEXT EXAMINATION in PIANOFORTE
PLAYING, SINGING, THEORY, and all branches
of Music will be held in London and 400 Provincial
Centres in DECEMBER, when Certificates will be granted
to all successful candidates.

The Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (I..L.C.M.), the Teachers’
Diploma, L.C.M., and Fellowship (F.L.C.M.) also take
place in DECEMBER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations,

Loca. SCHOOL CENTRES.— Full particulars with refer-
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report,
may be had of the SECRETARY.

In the Educational Department students are received
and thoroughly trained under the best Professors at
moderate fees. The College is open 10 a.m. to 9.30 p.m.

A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.

VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

ONDON INTER - COLLEGIATE
SCHOLARSHIPS BOARD.

MEDICAL BNTRANOB SOHOLARSHIPS
AND BXHIBITIONS.
Twenty-three MEDICAL SCHOLARSHIPS and
EXHIBITIONS, ranging in value from £20 to £180,
and of an aggregate value of about £1,500 for men and
women, tenable in the Faculties of Medical Sciences of
UNIVERSITY COLLEGE and KING'S COLLEGE,
and in the MEDICAL SCHOOLS of KING'S
COLLEGE HOSPITAL, ST. GEORGE'S HOSPITAL,
WESTMINSTER HOSPITAL, and the LONDON
SCHOOL OF MEDICINE FOR WOMEN, will be
offered for competition on Tuesday, September 22nd,
and following days, Entries will close on Tuesday,
September 15th. i
ull particulars and forms of entry may be obtained
on application to the SECRETARY OF THE BOARD
(ALFRED E. G. ATTOE), University College, Gower
Street, London, W.C.

FREE GUIDE

LONDON UNIVERSITY
MATRICULATION

Post free, from THEE SEORETARY,
Burlington House, Oambridge;
or from the London Office of University Corres.
pondence College, 32 Red Lion Square,
Holborn, W.C.

274

THE EDUCATIONAL TIMES.

[July 1, 1908.

UNIVERSITY COLLEGE OF EDFORD COLLEGE FOR|JOINT ACENCY FOR WOMEN TEACHERS.

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

Next Session begins September 29th, 1908. The College
Courses are arranged with reference to the Degrees of
the University of Wales; they include most of the
subjects for the B.Sc. Degree of the London University.
Students may pursue their first year of Medical study at
the College. There are special Departments for Agri-
culture (including Forestry) and Electrical Engineer-
ing, a Day Training Department for Men and Women,
and a Department for the Training of Secondary and
Kindergarten Teachers.

Sessional fee for ordinary Arts Course, £11. 1s.;
for Intermediate Science or Medical Course, £15. 15s.
The cost of living in canes in Bangor averages from
£20 to £30 for the Session. There is a Hall of Residence
for Women Students: fee, from Thirty Guineas for the
Session.

At the Entrance Schalarahip Examination (held in
September) more than 20 Scholarships and Exhibitions,
ranging in value from £40 to £10, will be open for com-
petition.

For further information and copies of the various
Prospectuses apply to

JOHN EDWARD LLOYD, M.A.,
Secretary and Registrar.

IRKBECK COLLEGE,

BRE«MS BUILDINGS, CHANCERY Laner, E.C.

DAY AND EVENING CLASSES.
Courses of Study under Recognized Teachers of the

University of London for Degrees in Science
and in Arts.

Science.—Chemistry, Physics, Mathematics (Pure
and Applied), Botany, Geology, Zoology.

Arts.—Classics, English, French, German, Italian
History, Geography, Logic, Economics, Mathematics
(Pure and Applied).

Particulars on application.

ENMARK HILL GYMNASIUM
AND PHYSICAL TRAINING COLLEGE FOR

Full preparation for Public Examinations.

British College of Physical Education: English and
Swedish systems.

Board of Education : Science,

Swimming and Sports.

For particulars applyv—Miss E. SPELMAN STANGER,
Trevena, Sunray Avenue, Denmark Hill, London, 8.E.

HURCH EDUCATION COR-
PORATION.

CHERWELL HALL, OXFORD.

Training College for Women Secondary Teachers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher’s Diploma. Special arrange-
m made for Students to attend the School of Geo-
graphy.

xhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

BERDARE HALL, CARDIFF.

RESIDENCE FOR WOMEN STUDENTS
OF THE UNIVERSITY COLLEGE OF SOUTH
WALES AND MONMOUTHSHIRE.

Principal—Miss KATE HURLBATT.

Fees £42. 10s., £36, and £32 perannum. College tui-
tion fees £10 per annum. Scholarships of £40, £25, and
£15, and Exhibitions of £10, awarded on the result. of
ea aa Tay p Examination of University College, Cardiff,
to be held in September. Students prepare for the
B.A. and B.Sc. Degrees of the University of Wales, and
a Medical School and Department for Secondary, Ele-
mentary, and Kindergarten Training are attached to
the College. Students with recognized academic
qualifications can enter in October or January, for one

vear’s Secondary Training Course. Apply to the
RINCIPAL,
*“RAVELLING SECRETARY

WANTED to organize Auxiliary work in con-
nexion with the London Biblewomen & Nurses’ Mission.
Experience in speaking at Drawing-room Meetings
desirable, also some knowledge of work amongst the

r. Church of England. Apply, in first instance,
ON. SUPERINTENDENT, Ranyard House, 25 Russell
Square, W.C.

EUNE HOMME, 24 ans, Catholique

francais, ayant fait ses études complètes, désire

Ince PRECEPTEUR. Pourrait enseigner Francais et

atin a jeunes Garcons,— Mr. E. Lucas, 20 rue de
Montbret, Rouen.

WOMEN
(UNIVERSITY OF LONDON),
Yorx PLACE, BAKER STREET, W.

Principal—Miss M. J. TUKE, M.A.

Lectures are ġiven in preparation for all examinations
of the University of London in Arts, Science and
Preliminary Medicine. for the Teacher's Diploma,
London; the Teacher’s Certificate, Cambridge; and
for the Cambridge Higher Loeal Examination.

There is a special course of Scientific Instruction in
Hygiene.

sits Laboratories are open to students for Practical
work.

Students may attend the Art School who are not
taking other subjects at the College.

A single Course in any subject may be attended,

Regular Physical Instruction is given, free of cost, to
students who desire it by a fully qualified woman
teacher,

Students ean reside in the College.

Full particulars on application to the PRINCIPAL,

TRAINING DEPARTMENT FOR SECONDARY
TEACHERS. °

Head of the Department—Miss MARY MoRrTON, M.A.

Students are admitted to the Training Course in
October and January.

Entrance Scholarships.

Applications should be sent to the HEAD OF THE
DEPARTMENT,

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Principal—Miss H. L. POWELL,
late Scholar of Newnham College (Hist. Tripos,
Class I.), late Head Mistress of the Leeds Girls
High School.

A residential College eins a year’s professional
training for Secondary Teachers.

The course includes preparation for the Cambridge
Teacher's Certificate (Theory and Practice), and for
the Teachers’ Diploma of the London University. Ample
opportunity is given for practice in teaching science,
languages, mathematica, and other subjects in various
schools in Cambridge. __ i

Btudents'are admitted in January and in September.
Full particulars as to qualifications for admission,
scholarships, and bursaries may be obtained on reaeont
tion to the PRINCIPAL, Cambridge Training College,

Wollaston Road, Cambridge.

T. GEORGE’S TRAINING

COLLEGE FOR WOMEN TEACHERS IN
INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH.

This College provides a year’s Professional Training
for well educated women who intend to become Teachers.

The Course of Training is supervised by the Edinburgh
Provincial Committee for the Training of Teachers and
is recognized by the Scotch Education Department and
by the Teachers’ Training Syndicate of the University
of Cambridge.

A Bursary of £30 is offered to Students entering in
October, 1908.

Prospectus and further

iculars from the Principal,
Miss M. R. WALKER, 5

elville Street, Edinburgh.

THE INCORPORATED

FROEBEL EDUCATIONAL INSTITUTE,
TALGARTH ROAD, WEST KENSINGTON, LONDON, W.
Recognized by the Board of Education as a Training
College for Secondary Teachers.

Chairman of the Committee—Sir W. MATHER,
Treasurer—Mr.C. G. MONTEFIORE, M.A,
Secretary—Mr. ARTHUR G. SyMONDs, M.A.

TRAINING COLLEGH FOR TEACHERS.
Principal—Miss E. LAWRENCE.

KINDERGARTEN AND SOHOOL.
Head Mistrese—Miss A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations.

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certaip
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL.

SECONDHAND BOOKS AT HALF PRICES |
NEW BOOKS AT 25°/, DISCOUNT |

OOKS for A.C.P., L.C.P., F.C.P..

Matric., University, Certificate, Scholarship.
L.L.A., B.A., and ALL other Examinations supplied.
State wants: send for List. Books sent on approva.
BOOKS BOUGHT, best prices given.— W. & G
FOYLE, 136 Charing Cross Road, W.C.

(Under the management of a Committee inted b
the Teachers’ Guild, College of Preceplori, H
Mistresses’ Association, Association of Assistant
Mistresses, and Welsh County Schools’ Association.)
Address — 74 GOWER STREET, LONDON, W.C.

Registrar—Miss ALICE M. FOUNTAIN.

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.

Head Mistresses of Public and Private Schools, and
Parents requiring Teachers, or Teachers seeking ap-
pointments, are invited to apply to this A .

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 to
supply suitable candidates for any vacancy.

school Partnerships and Transfers are arranged.

Hours for interviews (preferably by appointment) :-—
11 a.m. to 1 p.m., and 3 to 6 p.m.
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cost to Masters seeking appointments.

The lowest possible fees are therefore charged.
A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appointment) 12p.m.-1.50p.m.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.-l p.m.

ADY SUPERINTENDENT OF

TRAINING HOME WANTED. Thorough
Edneation and knowledge of Work amongst the Poor
indispensable; also ability to conduct Scripture classes.
&e. for Truming of Mission Workers. Age 30 to 40.
Church of England. Apply, first by letter, Hon.
SUPERINTENDENT, London Biblewomen & Nurses’ Mis-
sion, 25 Russell Square, W.C.

EXAMINATION PAPERS.

Set at the Examinations of the College of Preceptors.
CERTIFICATE EXAMINATION.—The Pa-

pers set at the Midsummer and Christmas Examina-
tions, Sixpence each Set, by t Sevenpence. (Back
Sets from Midsummer, 1882, except Midsummer,
1895, Midsummer, 1896, and Christmas, 1900, are
still to be had.)

The Freehand Drawing Copies set at the above Exam-
ination can also be had, price 2d. each; or 1s. 6d. per
dozen,

Also the Outline Maps for the Second and Third
Classes, price 1d. each map, by post, 14d.; or 9d. per
dozen, by post, 10d.

The COLLECTED PAPERS in the following subjects for
several years back may also be had in separate books,
price 6d. each, by post 7d. :—

Arithmetic (3 Parts).
Algebra (3 Parts).
Scripture (4 Parts).
Geography (3 Parts).
English Grammar (7 Pts.).
Answers to the Arithmetic and Algebra, 1s. each.

PROFESSIONAL PRELIMINARY EXAM-
INATION.—The Papers set at the March and Sep-
tember Examinations, Sixpence each Set, by est
oD ence. (Back Sets from March, 1882, still to

ad.)

LOWER FORMS EXAMINATION. — The

Papers set at the Midsummer and Christmas Ex-
aminations, price 3d. each, by post, 4d.; also the
Drawing Copies, 2d. each, or 1s. 6d. the dozen.

DIPLOMA EXAMINATION.— These Papers
are pi hahed only in the College Calendar. Bee
page 170.

London: -Francis HopGson 69 Farringdon §t., E.C.

English History (4 Parts).
French (4 Parts).

Latin Unseens (3 Parts).
Music.

July 1, 1908 ] THE EDUCATIONAL TIMES. 275
Dniversitp Cutoriaf Coffege, Messrs.
unartucirirnnna cin | FREE TRUMAN & KNIGHTLEY,
LTD.,

SEPTEMBER
MATRICULATION
CLASS.

Classes and
Private ition for the
September Matriculation
Examination of London
University may be taken
up at any time, as work is
carried on continuously
during the summer
months.

A special Revision Class
commences Monday,
August 24th. FEE: £4.

The last official list of
the University for Ma-
triculatiun credits Uni-
versity Tutorial College
with nearly three times
as many Successes as any
other Institution.

Morni

AUGUST
VACATION
CLASSES.

Classes are held for the
B.Sc. and B.A. Examina-
tions, commencing Tuesday
August 4th. All the salient
theoretical points are re-
vised, and special attention
is paid to individual re-

uirements in the Practical

ork.

Classes for Beginners
in Practical Chemistry,
Physics, Botany, Geology,

Zoology commence
Tuesday, August 4th.

Last year 82 Students oF
University Tutorial Col-
lege passed Inter. Science
and Prelim. Sct. (3f.B.),
and during the last three
years 102 have passed the
B.Sc. Examination.

PRIVATE TUITION DURING THE SUMMER VACATION.

Private Tuition may be obtained in subjects for London

University, Oxford

ponsions, Cambrid
City and Guilds eal pee Hospital an
Scholarshi ips, Lega Prelim., College of
(Medical lim.), and other

Previous,
University
Preceptors

xaminations duri the

Summer Vacation at University Tutorial College,
32 Red Lion Square, Holborn, W.C.
FrEs :— Eight one-hour lessons, £2. 28.; Seventeen

one-hour lessons, £4 Hg

Further ticula
PRINCIPA

ma,
3 UNIVERSITY
Lion Square, Holborn, W.C

be had from THE
UTORIAL COLLEGE, Red

ORRESPONDENCE TUITION,
Classes or Private Lessons in all ee for all

Examinations, &c., at moderate fees.

tuition

for MEDICAL Prelims. and DIPLOMA Exams.

Schools visited and ton, Surrey conducted.

WALTER J. DICKES, B.A. (Lond. }

PRIVATE

TUITION

FOR EXAMINATIONS, &c.

BEECHEN CLIFF, THE GARDENS,
E. DULWICH, LONDON, S.E.

MATHEMATICAL BOOKS

Ancient and Modern.

Catalogue now at Press of recent Second-hand Pur-
chases of above, free on receipt of name and address.
GALLOWAY & PORTER,

University Booksellers,

Cambridge, Bngland.

OR SALE.—A Girls’ Day School in
West of England Sea side Town. Old established.

Princi ls retirin
c.o. ‘ ucatio:
London, E.C.

-_ Reasonable price. Address— \
Times ” Office, 89 Farringdon Street,

New Edition. 18mo, price 9d.

HE ELEMENTS OF BOOK-

KEEPING, by SINGLE and DOUBLE ENTRY,
with Practical Explanations and Exercises on the most

useful Forms for

uneni, By A. K. ISBISTER, M.A.

LL.B., late Dean of the College of Preceptors.
Lowen: Lonemans & Co., PaTBBNOSTER Row, E.C.

The Principals of the Normal Correspondence
College havo, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P.

2. L.C.P.

3. F.C.P.
And have also published the following Guides.
120 pages.

4. PREL. CERT.

6. CERTIFICATE.

6. MATRICULATION.
7. IRISH UNIVERSITY.
8. OXFORD & CAMBRIDCE LOCALS 100 ,,

lied gratis to all who men-
tion this paper and s they intend sitting for
examination.

“ They are written by exrperte ae advice is the
best rocurable.”’— Educational
ill undoubtedly help ereatly towards suc-
ooss.’’—Schoolmistrese.

NORMAL CORR. COLLEGE,
47 MELFORD Roan, East DULWICH, 8.B., and
110 AVONDALE SQUARE, LONDON, 8.B,

CARLYON COLLEGE.

65 AND 66 CHANCERY LANE.

LONDON UNIVERSITY BXAMINATIONS.

LONDON MATRIOULATION, INTER. ARTS and
SCIENCE, B.A., and B.Sc, Classes (small) Day ae

Theee Guides are su

Evening . Classes, B.A. Honours Classes.
mentary Greek °

Ulasses and Tuition for Legal and Medical
Preliminaries, Accountants’, Bohclneunt

aoe eens: Previous, Responsions, an

General
Papers rs Corrected for Bchools. Vacation Tuition.
Private tuition for all pene.
Prospectus and full details on application to R. C. B.
KERIN, B.A. Lond., First of Pre Oless Class Classical

Honours, Editor of ‘t 'Phaedo,” * Pro Plancio,” &o.

SUCOB8SSRS.
1892-1907.— London Matric., 149; Inter. Arte, Aaa and

Prel. Sci., 140, 6 in Hons.; B.Sc., 1896-1906 B.A.,
1891-1905, 96, 14 j in Hons.: Medical Prelim” 28 Res-
62; other

al pensions maa "and Previous, 60 ; Law Prelim.,

B.A. owes 1906 and 1007, 15, 3 in
Classic E oun $
6 out of 8.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Write—SCHOOLs AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E.

A Complete French Class Book.

ALL’S “FIRST FRENCH
COURSE AND FRANCE AND THE
FRENCH.” New and Revised Edition. ls. 6d.
Key, 1s. 8d. Contains Easy Lessons on Pronunciation,
nearly 200 ive Exercises (English and French,
alternately), y French Reading ns on France
and the rench, ‘Elementary Grammar, Questionnaire,
Simplified French Syntax, Vocabularies, Maps, &c.

London: SIMPEIN, MARSHALL, and all Booksellers.

Sixteenth Edition, with Map. 12mo.

NZASSAR’S COMMENTARIES ON
THE GALLIC WAR. By A. K. ISBISTER, M.A.,
LL.B., late Dean of the College of Preceptors.
BOOKS I.-V. With Notes Critical and
Explanatory, a Vocabulary of all the
Lahr in the Text, and Easy Reading

oni Jor or Beginners PEA price 3s. 6d.
BOOKS I.-VII. 4s. 6d.
Do. (without tke Reading Lesona) 4s. Od.
BOOK L ( Ament paN Edition. SA
wi ocabulary,
Lessons, &0.) ........c.ccccesccssneesceeneees PADE 1s, 6d.

Gducational Agents,

158 to 162 OXFORD STREET,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No, 1136 Oity.

This Agenoy is under distinguished patronage,
inoluding that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University and other qualified ENGLISH
and FOREIGN MASTE and TUTORS to
Schools and Private ilies.

(ii.) ASSISTANT MISTRESSES,

MESSRS, TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
PNO LIEH and FOREIGN LADY TEACHERS

to Girls’ and Boys’ Schoo

liii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TEUNAN k KNIGHTLEY intro-

duce well qualified experienced LADY

TRONS, HOUSER ERE , and HOUSE
MISTRESSES to Boys’ and Girls’ Schools.

No charge is made to Princi , and no charge
of any kind is made to spe unless me =
t be secured

ement thro this Agency,
© terms are most peazoeenle, PTA

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.— PUPILS’ DEPARTMENT.

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is
made for registration.

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save ollents as muoh
time and trouble as possible..

LONDON ; LONGMANS & COo., PatRRNOSTER Row, E.C, | Full particulars will be forwarded on-application,

THE EDUCATIONAL TIMES. [July 1, 1908.

LONGMANS & CO’S LIST.

276

Messrs.
By SAMUEL RAWS WSON GARDINER, GARDINER, D.C.L., LL.D

A STUDENT'S HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO 1901.

Volume I: B.c. 55~a.p. 1509. With 173 Illustrations. Crown 8vo, 4s.
Vol. IT : 1509-1689. With 96 Illustrations. Crown 8vo, 4s. Vol. ITI. : 1689-1901. With 109 Illustrations.
CoMpLETE IN ONE VoLuME. With 378 lllustrations. Crown 8vo, 12s.

PREPARATORY QUESTIONS ON THE ABOVE. By R. Somervett, M.A. Crown 8vo, Is.

A SCHOOL ATLAS OF ENGLISH HISTORY.
With 66 Maps and 22 Plans of Battles, &c. Foolscap 4to, 5s.

OUTLINE OF ENGLISH HISTORY.
B.C. 55-a.D. 1901. With 96 Woodcuts and Maps. Foolscap 8vo, 2s. 6d.

By CYRIL RANSOME, M.A.

A SHORT HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TO THE DEATH OF QUEEN VICTORIA.
With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d.
Or in Two Parts, 2s. each. Part I.: to 1603; Part II.: 1603 to 1901.

A SUMMARY OF RANSOME’S SHORT HISTORY OF ENGLAND. With 22 Maps and Plans and 34 Genea-
logical Tables. Is.

Crown S8vo, 4s.

By the Rev. D. MORRIS, B.A.
This Edition has received numerous Additions, and brings up British History to the Accession of King Edward the Seventh.

A CLASS-BOOK HISTORY OF ENGLAND.

The One Hundred and Ninth to One Hundred and Sixteenth Thousand.
With 24 Historical Maps and Plans of Battles, and 29 Illustrations engraved on Wood. Fcap. 8vo, 3s. 6d.

EPOCHS OF ENGLISH HISTORY. | EPOCHS OF MODERN HISTORY.

YORK POWELL'S EARLY ENG- | GARDINER’S (Mrs.) STRUGGLE |
LAND to the NORMAN CON- ena ABSOLUTE MONARCHY, ' 19 Vols., with Maps, 2s. 6d. each.
AIRY’S ENGLISH RESTORATION

nets ls.
CREIGHTON’S (Mrs.) ENGLAND
and LOUIS XIV. 1648-1678.

LONGMAN’S FREDERICK the
A CONTINENTAL POWER,

1066-1216. 9d.
ROWLEY’S RISE of the PEOPLE
and the GROWTH of PARLIA-

CREIGHTON’S (Bishop) TUDORS
TAI mo. REFORMATION, 1485-

Epochs of English History.

olume with 27 Tables and Pedigrees and 23 Maps. Fcap. 8vo, 5s.

EPOCHS OF ANCIENT HISTORY.

l
ROWLEY 'S SETTLEMENT of the |
CONSTITUTION, 1689-1784. |

TANCOCK’S ENGLAND ao. the
AMERICAN and EUROPEA
WARS, 1765-1820. 9d

BROWNING’S ea ees ENG-
LAND, 1820-1897, 9d.

CHURCH'S BEGINNING
MIDDLE AGES.

of the

COX’B CRUSADES.
CREIGHTON'S AGE OF BLIZA-
BET
Complete in One | GAIRDNER’S HOUSES OF LAN.
CASTER AND YORK.
| GARDINER’S
WAR.

THIRTY YEARS’

10 Vols., with Maps, 2s. 6d. each.

BERLT GRACCHI, MARIUS, and

Kar a EARLY ROMAN EM-

CAPES’S ROMAN EMPIRE of the
SECOND CENTURY.

COX’S GREEKS AND THE PER-
SIANS.

COX’S ATHENIAN EMPIRE.

Ceo T FIRST TWO
STUAR

QARDPINTE S (Mrs.) fee RE-
OLUTION, 1789-1795

|
CUSTER BISE ss the MACE-
NIAN EMPIR
IHNE' E'S ROME to ite ‘CAPTURE by |
MERIVALE'S ROMAN TRIUMVIR- |
HALE’S FALL OF THE SPR eee

SANKEY'S SPARTAN AND THEB- A WEST

SMITH’ a (BOSWORTH) ROME AND |
CARTHAGE. JOHNSON’S NORMANS in EUROPE.

LONGMANS’ GEOGRAPHICAL SERIES.

ARRANGED ON THE CONCENTRIC PLAN.

GREAT and the SEVEN YEARS’
WAR,

LUDLOW’S WAR OF AMERICAN
INDEPENDENCE, 1775-1783.

McCARTHY’S EPOCH OF REFORM,
1830-1850,

MOBERLY’S THE EARLY TUDORS.
MORRIS’S AGE OF ANNE,

MORRIS’S THE EARLY HANO-
VERIANS,

SEEBOHM’S PROTESTANT BB.
VOLUTION.

STUBBS’S THE EARLY PLANTA-
GENETS.

WARBURTON’S EDWARD THE
THIRD.

Book I.—-The First Book of Geography. With 17 Illustrations and 52 Maps (38 of which

are coloured).

Crown 8vo, ls. 6d.

Book II.—The World. For Junior Students.

are coloured). Crown 8vo, 3s.

With 35 Illustrations and 87 Maps (79 of which
Book II.—The World. For Senior Students. With 42 Illustrations and 121 Maps (112 of
which are coloured). Crown 8vo, 4s. 6d.

Book IV.—The British Empire. With 38 Illustrations and 78 Maps (71 of which are

coloured). Crown 8vo, 3s. 6d.

Book V.—A Primary Physical Geography. By Jo'~ Tuornton, M.A. With 135 Illas-

trations and 14 Maps. Crown 8vo, 2s.

LONDON,

LONGMANS, GREEN, & CO., New YORK, BOMBAY, AND) CALCUTTA.

July 1, 1908.]

THE EDUCATIONAL VIMES.

277

MR. EDWARD ARNOLD'S
NEW SCHOOL BOOKS.

ENGLISH.

Grammatical English. By F. W. G. Foar, D.Lit., M.A.,
Lecturer in English at the City of London College and Assistant
Master in the City of London School. Crown 8vo, cloth, 3s. 6d.

The aim of the book is to supply a general introduction to the subject of English
in the form of practical assistance towards the formation of those habits of min
and the attainment of that permanent attitude of thought which are indispensable
alike to the student of grammar and to those who must write and speak correctly in
the ordinary business of life.

Chips from a Bookshelf. A Reading Book for Junior Forms.
niform with ‘‘In Golden Realms.’’ Edited by H. B. Browne.

Illustrated with Reproductions of well known Pictures. 1s. 3d.

Practical Spelling. Book I., price 2d.; Book II., price 3d.

The aim of these little books is to give a graded course of lessons which will
enable the young pupil to reproduce correctly the words used by himself when
speaking and writing.

Dramatic Scenes from History. By Fanny Jounson, formerly
Head Mistress of the Bolton Girls’ High School. Illustrated.
Crown 8vo, cloth, 1s. 6d.

The author has endeavoured to cover, as far as space allowed, all the principal
epochs in their order, from the Conversion of England (in the dialogue of “ Edwin ”
and “Paulinus ’’) to the England of George III. (in the dialogue from ‘‘ Boswell ’’).

MODERN LANGUAGES.

Petite Grammaire Française. Par E. RENAULT, Officier
d’Académie; Assistant Lecturer at the University of Liverpool.
viii +360 pages. Crown 8vo, cloth, ls. 6d.

This book is pocio iy written oT Junior,Classes, easy French words being used
whenever possib Accidence and syntax are treated together, and those parts of
grammar are dealt with which a beginner needs.

The Alphonse Daudet Reading Book. Récit biographique
et Extraits de ses Œuvres. Edited by Jetta S. WoLFF, Author of

‘* Les Francais en Ménage,” &c. 1s. 6d.
Les Deux Prisonniers. By RopotrHEe Toprrer. Edited by
W. H. Hopaes, M.A., St. Lawrence College, Ramsgate.

Crown 8vo, cloth, 1s.

Scénes Enfantines. By Käre WEBER, Author of ‘‘ Vier Kleine
Lustspiele fiir die Jugend.” With Vocabulary. Crown 8vo, cloth,
1s. 3d.

Eight short plays, for reading or acting. They are all written in very simple
language, suitable for quite young children.

Herr Peter Squenz. By ANprEas GrypHius. Edited, with
Introduction, Notes, and Exercises for Retranslation, by SYDNEY
H. Moore. Crown 8vo, cloth, 2s.

This text, which is full of interest from beginning to ead, has also been chosen for
its great literary value in the hope that it may help, the tendency to make Modern
Languages as great a factor in the promotion of “humanistic” education as the
study of the classics.

A First Spanish Book. By H. J. Cuayror, M.A., Senior
Modern Language Master at King Edward VII. School, Sheffield.
With Exercises and Full Vocabulary. 224 pages. Crown 8vo,

cloth, 2s. 6d.
LATIN.

Compendium Latinum. By W. F. Wirron, Classical Master at
St. Olave’s Grammar School. 2s. 6d.

Simplified Caesar. A First Latin Reader and Exercise Book.
y W. F. Wirron. 1s. 6d.
These two books, together with ‘‘Dies Romani” by the same author,

contain all that a boy needs for three or four years’ work at Latin,
beyond a dictionary and a master.

SCIENCE.

General Elementary Botany. By E. DRABBLE,
Lecturer in Botany at the University of Liverpool.
cloth, 2s. 6d.

Workshop Science. By R.J. Brown, M.Sc., Principal of Stock-
port Municipal Technical School. Crown 8vo, cloth, 1s. 6d.

CATALOGUES ON APPLICATION.
London: EDWARD ARNOLD, 41 & 43 Maddox St., W.

D.Sc.,
Crown 8vo,

GEORGE GILL & SONS, LTD.,

A Selection of Works included in

The Orford and Cambridge Edition

required for the

1909

OXFORD AND CAMBRIDGE LOCAL
EXAMINATIONS.

Religious Knowledge.

OXFORD AND CAMBRIDGE EDITION ST. s.d.
MATTHEW. Edited by Rev. F. MARSHALL, M.A... 1 6
OXON. AND CANTAB. EDITION 8ST.

MATTHEW. Edited by Rev. F. MARSHALL, M.A. Oxford
(Preliminary Candidates) We net 1 @ and
OXFORD AND CAMBRIDGE EDITION Cambridge

ACTS I. Edited by Rev. F. MARSHALL, M.A. ... 1 6 8
OXON. AND CANTAB. EDITION ACTS I. Looals,

Edited by Rev. F. pore M.A. (Preliminary 1908.

Candidates) . st x .. net 1 @
OXFORD AND CAMBRIDGE EDITION

KINGS I. Edited by Rev. F. MARSHALL, M.A. ... 1 6
OXFORD AND CAMBRIDGE’ EDITION Cambridge

EZRA. Edited by Rev. F. MARSHALL, M.A. . 2 0 Looal

9

OXFORD AND CAMBRIDGE EDITION 1909.

NEHEMIAH. Edited by Rev. F. MARSHALL, M.A. 1 0
OXFORD AND CAMBRIDQE EDITION

CHURCH CATECHISM. Edited by Rev. F.

MARSHALL, M.A. ... 1 6 Oxford
OXFORD AND CAMBRIDGE CHURCH and

CATECHISM. (Explained for Preliminary Can- Cambridge

didates.) Edited by Rev. F. MARSHALL, M.A. ... .. 0 6 Looals,
OXFORD AND CAMBRIDGE’ EDITION 1909.

PRAYER BOOK. Edited by Rev. F. MarsHaLt,

M.A. ie sits ‘ie a ies H „1 @
English.
OXFORD AND CAMBRIDGE EDITION

TEMPEST. Edited by StanLEY Woop, M.A., and

A. 8Y{x8s-WooD, B.A. és bee 1 6 Oxford
OXFORD AND CAMBRIDGE ‘EDITION Local,

HENRY V. Edited by Stantay Woop, M.A. ... 1 6 1909.
OXFORD AND CAMBRIDGE EDITION

MACBETH. Edited by STANLEY Woop, M.A. .. 1 6
OXFORD AND CAMBRIDGE EDITION

JULIUS CAESAR. Edited by STANLEY ROARI

M.A., and A, Syms-Woop, B.A. vsi si 1 6
OXFORD AND CAMBRIDGE EDITION Cambridge

RICHARD II. Edited by StaxtEY Woop, M.A., Local,

and Rev. F. MARSHALL, M.A. ... ies 16 1909.
OXFORD AND CAMBRIDGE EDITION

LAMBS’ TALES FROM SHAKESPEARE.

(Selection Set for 1909 Exam.) ... (Shortly) 1 4
OXFORD AND CAMBRIDGE EDITION

LAYS OF ANCIENT ROME. Edited by Oxford

G. PRESTON, M.A. ... as - 10
OXFORD AND CAMBRIDGE EDITION 1809.

LAY OF THE LAST MINSTREL. Edited g

by Rev. F. MARSHALL, M.A... aol va - 2 0

In the above works the necessary “ Notes ” have been added to enable Candidates
to answer questions set by the Examiners. i

All Volumes in the Oxford and Cambridge Edition are Crown 8vo, Cloth, Gold.

GUIDES to the 1909 “Local” Examinations, in the press, will
be forwarded post free on application.

London: CEORGE CILL & SONS, Ltd., 13 Warwick Lane, E.C.

278

THE EDUCATIONAL TIMES.

[July 1, 1908.

SCHOOL PRIZES.

BICKERS & SON have the largest and most varied
stock in London of BOOKS handsomely bound in Calf
and Morocco, suitable for SCHOOL PRIZES.

They have had more than seventy years’ experience,
and have long had the reputation of being one of the
best Bookbinding Firms in England.

They guarantee the binding to be better and cheaper
than three-fourths of the usual School Prize Work. ln-
spection and comparison invited.

Catalogues post free.

School Books and Stationery supplied
at discount prices and by return.

BICKERS & SON, Limitep, LEICESTER Square Lonpon, W.C.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “Tue JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams (November,
1906]; CLASSICS, by H. G. Hart (December, 1906]; ENGLISH,
by ARTHUR BURRELL (January, 1907]; PRENCH, by CLOUDESLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907); NATURE STUDY, by T. Raymonr [May,
1907]; HISTORY, by 8. S. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox [July, 1907); DRAWING,
by W. E. Sparkes [Avgust, 1907]; DOMESTIC SCIENCE, by
ALICE RaVENHILL [October, 1907]; GEOMETRY, by H. WINIFRED
STURGE (December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
son [January, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished. Enquiries solicited.
GEORGE OVER, Printer, Rugby.

CAREY'S “GRADUS AD PARNASSUM.”
WITH THE ENGLISH MEANINGS.
Revised, Corrected, and Augmented by a Member of the University of Cambridge.
Post Svo, cloth, price 7s.
THE STATIONERS’ COMPANY, Stationers’ HALL, LONDON.

EXAMINATION PAPER
COLLEGE OF PRECEPTORS.

In strict accordance with the College requirements, and each Sheet
beare their Watermark,

Packed in Reams of 480 Sheets...

ai ddress—

per Ream, 2s.
oe 99 960 ee eee ery 90 4o.
Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, 1s. per 100 Sheets.
Musio Paper, 1s. per 100 Sheets.
Remittance should accompany Order.

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

EDUCATIONAL WORKS
By A. K. ISBISTER, M.A, LL.B.

(Late Dean of the College of Preceptors.)

Sixth Edition. 12mo, price 3s. 6d.

THE COLLEGE EUCLID: Comprising the First Six and
portions of the Eleventh and Twelfth Books read at the Universities.
Chiefly from the Text of Dr. Stimson. With a new arrangement of
the Figures and Demonstrations; the Enunciations of the Pro-
positions separately for Self-Examination, apart from the Text;
Notes and Questions on each Book; and a Series of Geometrical
Problems for Solution, from the most recent University Examina-
tion Papers.

Fifteenth Edition. 12mo, price 2s. 6d.
THE SCHOOL EUCLID: Comprising the First Four Books.

With Questions, Geometrical Exercises, &c.
THE SCHOOL EUCLID, Booxs I. & II.
Exercises, &c. 12mo, price 1s. 6d.
THE SCHOOL EUCLID, Book I.
12mo, price 1s.

Third Edition. 12mo, price 1s. 6d.
FIRST STEPS TO EUCLID: Comprising the Propositions

of Book I., prepared for writing out, with the recapitulation of the
steps of the Demonstration appended to each. Forming a Text-
book for the above.

Lonpon: LONGMANS & CO., PATERNOSTER Row, E.C.

ANIMAL LIFE.

By F. W. GAMBLE, D.Sc., F.R.S.,
Lecturer in Zoology, Victoria University, Manchester.
With numerous Line and Half-Tone Illustrations. 6e. net.

Manchester Guardian :—" The style is very attractive, and the book is based on
& very intimate knowledge of the details of the subject matter and on much
experience in original investigation.”

London: SMITH, BLDER, & OO.

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

With Questions,

With Questions, &c.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME IX., 1907, 7s. 6D. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods
of education.

MAOMILLAN (&,00,, -Ltd (LONDON,

July 1, 1908. ] THE EDUCATIONAL TIMES. 279

OPPOSITE THE BRITISH MUSEUM.

THACKERAY HOTEL

GREAT RUSSELL STREET, LON STREET, LONDON.

NEAR THE BRITISH MUSEUM. —

KINGSLEY HOTEL

HART STREET, BLOOMSBURY SQUARE, LONDON.
These well-appointed and commodious TEMPERANCE HOTELS will, it is believed, meet the requirements, at moderate charges, of
those who desire all the conveniences and advantages of the larger modern Licensed Hotels. These Hotels have

PASSENGER LIFTS, ELECTRIC LIGHT THROUGHOUT, BATHROOMS ON EVERY FLOOR,
SPACIOUS DINING, DRAWING WRITING, READING, BILLIARD,
AND SMOKING ROOMS, LOUNGE. HEATED THROUGHOUT.
Fireproof Floors. Perfect Sanitation. Telephones. Night Porters.
Bedrooms, including attendance, from 3s. 6d. to 6s. Full Tariff and Testimonials on application.

Inclusive Charge for Bedroom, DAD rer Table d@’Héte Breakfast and à Dinner, from 8s. 6d. to 10s. 6d. per day.
ALSO UNDER THE SAME MANAGEMENT.

ESMOND HOTEL

1 MONTAGUE STREET, RUSSELL SQUARE, LONDON.

This Temperance Hotel adjoins the British Museum, and is exceptionally quiet and economical.
Bedrooms, including attendance, from 8s. to 4s. 6d. per night. Full Tariff and Testimonials on application. Night Porter.

Telegraphic Addresses:
THACKERAY HOTEL, Kinosuzy HOTEL, | EsMonD HOTEL,
“ THACKERAY, LONDON.” “ BOOKCRAFT, LONDON.” “ AGROUP, LONDON.”

Helpful Notes on Nature- Study PRIZE DISTRIBUTION,

Midsummer, 1908.

(PLANT-LIFE), | THE

Being a Syllabus of Lessons for Schools, EDUCATIONAL SUPPLY ASSOCIATION

beg to call attention to their

BY | NEW ILLUSTRATED CATALOGUE
H. E. WARD, JUST ISSUED,

Instructor in Nature-Study to the Education Committee of the Cheshire which: thoy wili giadiy- sond post trae:
County Council.

The great feature of the Prize Books stocked by the EDUCATIONAL
SUPPLY ASSOCIATION is the large range of

rown Svo- 206 si: ; INEXPENSIVE BOOKS in
, ERE TESS | FULL LEATHER BINDINGS and in

| ARTISTIC HALF BINDINGS.

The work is arranged in Fifty Lessons, in each of which there is | These Booka are all suitable for stamping tn gold.
sufficient matter to form two or more lessons at the discretion of the Foe eo
Teacher. THE EDUCATIONAL SUPPLY ASSOCIATION issues @

On the left-hand page is given the Subject-matter of the lessons, Unique Series of
together with Suggestions and Hints on Method, Practical | S tY Volumes.
Work, Field Work, &c. On the corresponding right-hand page is Printed from New-faced Type,
given Additional Matter for the Teacher's own information, On Thin, Strong, Opaque Paper.
Comparisons and Contrasts with other members of the same or Bound in Half Oaif, Art Linen Sides,

different orders and families, &c. This additional matter is, in all cases, AT 2 Sa Qd. PER VOLUME NET; and

placed opposite the paragraph to which it refers. Bound in Whoie Scariet Leather, Qiit Back
The book contains a very complete Glossarial Index, in which | and Top,

the pronunciation of every Scientific and Botanical Name is AT 28 « PER VOLUME NET.

given.

E. J. ARNOLD & SON, Lid, Leds and Glasgow, "HE EDUQATIONAL, SUPPLY. ASSOCIATION, Li,

280

THE EDUCATIONAL TIMES.

(July 1, 1908.

Cambridge University Press

Old Ballads. Edited by Frank Sivewicx,

Editor of ‘‘Ballads and Poems illustrating English History,”
‘‘ Popular Ballads of the Olden Time,” &c.

“ The companion volume, published last year, included
certain of the popular ballads which deal with historical
events, and the present volume almost exhausts the rest of
our national stock of ballads, in so far as mey can be
conscientiously adapted to school purposes. The Introduc-
tion is an atten to put. before pupils in simple language an
explanation of the fundamental difference between po ular
literature and the other kind. The teacher will easi N be
able to enlarge on the subject. by suggesting parallels, from
Homer to nursery rhymes. The textual notes are for the
most part simply explanatory, and as a rule philology goes
no further than a hint at derivatives still in common use.”’
— Extract from Preface.

Ballads and Poems illustrating
English History, sited by Faux Swawıcr.

s“ This collection differs from its predecessors in the field
by the prominence given to traditional ballads. “ Durham

ield,’ ‘The Battle of Harlaw,’ ‘ The Rose of England,’ and
several other ballads appear for the first time, as far as we
are aware, in a school anthology. Mr. Frank Sidgwick has
already given proof of his wide range of knowledge and fine
taste in English poetry, and this selection will be deservedly
popular.” —Journal of Education.

Fcap. 8vo,
1s. 6d.

BOOKS SUITABLE FOR THE

CAMBRIDGE LOCAL |
EXAMINATIONS, 1909

The Pitt Press Sbakespeare for Scbools
With Introduction, Notes, and Glosaary by A. W. Vermy, M.A.

Julius Caesar. Tenth Edition. 1s. 6d.
King Richard ii. Sixth Edition. 1s. 6d.

The Pitt Press Series, &c.

AUTHOR. WORK. EDITOR, a
Ballads and Poems illustrating
English History sce. } F. Sowo ...... Be
Bacon ......... Essays .....cecsesececseecscneeeeees A. S. WEST ...... 3 6
Lamb ......... Tales from Shakespeare......... J..H. FLATHER 1 6
(A MidsummerNight’s Dream,
The Winter’s Tale, Much Ado
About Nothing, Macbeth, The
Comedy of Errors, Othello.)
Scott ......... A Legend of Montrose ......... H. F. M. Simron 2 6
Malot ......... Remi et res Amis ...........008- M. pE G. VERRALL 2 0
(With Vocabulary.)
Moliére......... Le Bourgeois Gentilhomme... A.C. Craprm ... 1 6
Erckmann- EA
Chatrian ) Madame Thérèse .............+. A. R. ROPES ...... 3 0
Andersen ...... Eight Stories from ............ W. RIPPMANN 2
(With Vocabulary.) wW. wW a
AGNER an
Coethe ......... Boyhood ....sssssesesereseesseseese { J. W. CARTHELL } 2 0
Caesar ......... De Bello Gallico, Bks. IV.& V. A. G. Pesxerr... 1 6
ee re De Bello Gallico, Bks. IV. & V. E. S. SHUCKBURG
(With Complete Vocabularies.) ea. 6
Cicero ......... Pro Milone ...........ceeecceoeeeee J. S. Reip......... 2 6
Livy oeeo Book XXII. .oesssseseseseseeees M. S. Dimsparz... 2 6
Plautus......... Trinummus ...........0cceeeeeeeers J. H. Gray ...... 3 6
Vergil ........- Aeneid, Book XI. .............. A. SmpewIck ...... 1 6
Also an Edition with complete Vocabulary a pIe 1 6

The Cambridge School History of England
History of England for Use In

Schools. By Azur D. Inves, M.A. Complete in
One Volume, or in Three Parts. Part I., To 1509 a.D. Part Il.,
1509—1714 a.D. Part III., 1689—1901 a.p. A separate Part is
also issued containing the period ‘‘ From the Wars of the Roses to
the Death of Elizabeth.”

Crown 8vo, pd written primaniy a as a school history, oe volume

: of some pages may we recommen to the average
with 13 Maps reader as a standard book of reference for facts and
and 8 Plans, dates in English history. Proportion, thoroughness, and
4s. 6d. prea Pra are e mutna nE ature ie for

e student the demands of the examiner have been kept

Parts, 2s. each. steadily in view.” —Glasgow Herald. j

A School Algehra Course. »ByF.
Gorsr, M.A., Head Master of the Intermediate School, Bootle. With
or without Answers. Complete in One Volume, or in Three Parts.

The Three Parts (without Answers) are divided
as follows:

Part I. ToSimple Simultaneous Equations (in-
cluding Factors), with Appendix.

a 8vo, Part II. Factors to Quadratic Equations with
Part III an a
t 2 ` bd .
Parts, 1s. each. S a ue Excl Theorem, with

“ Altogether the Algebra is one which we have no hesi-
tation in commending to teachers of mathematics on the
outlook for a course of exercises on modern lines.” — Edwca-
tional News.

BOOKS SUITABLE FOR THH

OXFORD LOCAL EXAMINATIONS, 1909

The Pitt Press Sbakespeare for Schools

With Introduction, Notes, and Glossary by A. W. Verrry, M.A.
The Tempest. Sixth Edition. ls. 6d.
“Mr. A. W.-Verity is an almost ideal editor of school texts.” — Guardian.

Macbeth. Fourth Edition. ls. 6d.
“Seems to us to be an excellent text-book for the study of the play.” — Education.

King Henry the Fifth. Fifth Edition. 1s. 6d.
“ The school edition of the play.” — Guardian.
The Pitt Press Series, &c.

AUTHOR. Work. EDITOR FEIGE
Macaulay ...... Lays of Ancient Rome ......... J. H. FLATHER 1 6
More............ Utopia reias J. R. Lomesy ...... 2 0
Soott ......... Quentin Durward ............... W. Morison ...... 2 0

se. IONER The Talisman .................60 A. S. GAYE ...... 2 0
E Lay of the Last Minstrel ...... J. H. Fuarnge... 2 0
DL Histoi j :

wis a oe
Hauff ......... Die Karavane ............sseee000. A. SCHLOTTMANN. 3 0
Caesar ......... De Bello Gallico, Book III. ... A. G. PESKETT 1 6
iko euin De Bello Gallico, Bks. IV., V. S . 1 6

sfc, eee De Bello Gallico, Bks.ITI.,IV. E.S. Saucksure
(With complete Vocabularies.) ea. 1 6
Horaoe......... Odes, Book ITI. .................. J. GOW axe eeu 2 0
des ARR Odes, Book IV. ................45 nee tans 1 6
Livy a Book XXII. aaae aeree M. S. DINSDALE 2 6
Vergil ......... Aeneid, Books III., IV. ...... A. Sipewick...ea. 1 6
eo, ei Aeneid, Book III. ................ gy eseese 1 6

(With complete Vocabulary.)

COMPLETE EDUCATIONAL LISTS WILL BH SENT ON APPLICATION.

Lonpon: CAMBRIDGE University Press WAREHOUSE, Ferrer Lane.

C. F. Cray,, Manager.

July 1, 1908. ]

THE EDUCATIONAL TIMES. 281
CONTENTS.
Page Page
Leader: Suggestions from America .................cceceessescsececes 281 Current Ereni enseri iaar AA ee eS 293

INGLES. a E a T a A 282
Education at the Franco-British Exhibition—Special Rating for
School Purposes in Quebec and Ontario—Religious Instruction in
Ontario Schcols—The Moral Instruction League on the Introduc-
tion and ee of Moral Subjects in Schools—Better Facilities
for Higher Education to Elementary Scholars in Prussia—Foghorns
for Schools,

Summary of the Montb...................ccccecescessecseuccuceceecscesenscs 283

Universities and Colleges ................cccecceseecceccenccecseececesees 286
Cambridge — Durham — Manchester— London: Queen’s — Jews’
College— Edinburgh.

The Educational Ladder .................cccccccccuececseceseeceeseeceeneas 288

The International Moral Congress ............ccecsceeeeeeee seeceeeenees 289

The College of Preceptors :

Mecting of the Council................ccceccceccccecceesecenceecseeessees 290
Practical Examination for Certificate of Ability to Teach...... 290

Fixtures—Honours— Endowments and Benefactions—Scholarships
and Prizes—Appointmentsand Vacancies— Literary Items—General.

The Teachers’ Register -.cccisevisapyoscavaciescesheosiabisarieiase inte
The Teachers’ Registration Council

Conférences Françaises: Alexandre Dumas fils, par M. H. E.
Berthon. sessar kroin i aA EE EAE EEA .. 297

ee eecceersa ree saesecatsereeseseeseee

The Franco-British Exhibition: Educational Section ............ 298

Modern Languages in Secondary Schools ..............cceeeeeeseeeeres 299

Reviews Fecha ten inns aie ein aiea bree oacig eens Rew ee 300
Thucydides Mythistoricus (Cornford)—The Poems of William
Dunbar (Baildon)—Letters from India (Stratton) —Algebraic Geo-
metry (Baker).

General: Notices 2655 a wie deca sirtta riure TEE NEEE CE EEA E ESNE ieS 301

First Glances ircre oni raa a iee EE AARTE ES 304

Mathematics oenen eonen E a EE e a oaa SEEE ES 307

The Educational Times.

Tue Americans are justly proud of their

ee educational institutions, and, if they are
America. inclined to regard their public schools with

the vague complacency of traditional supe-
riority, perhaps they are not singular in that very natural
attitude, and probably the most insistent and most useful
critics are found in the ranks of the teachers themselves.
At first blush it is somewhat startling to read in the San
Francisco Western Journal of Education that, when we leave
the region of general laudation and “come down to dry
school reports and to statistics, we are confronted with a
state of affairs that is little less than appalling.” What
alarms the writer is the remarkable rate of decrease of
attendance and the apparent results in social life. “The
truth,” he says, “is that sixty out of every one hundred
children leave school by the end of the sixth grade of the
grammar school ”—that is, after six years of school attendance,
and “ ninety per cent. leave by the end of the eighth grade,”
so that “only ten per cent. get to the high school ”—or, as
we should say, roughly, the secondary school—‘‘ and of these
hardly one per cent. get through a higher institution of
learning.” Whether the figures be taken in New York city
with a population of four million or at Los Angeles with
only a twentieth of the numbers, the result is “little less
than appalling.” Inevitably there is a steady decrease in
enrolment and a steady increase in the number of children
leaving school: the striking thing is the magnitude of the
exodus, in spite of compulsory attendance laws and of the
excellence of the schools. It would be interesting to inquire
how other countries stand in comparison with America.

The children that leave school early would no doubt fall
into different classes in different countries according to special
circumstances, but in the main the same causes are probably
in a large degree operative. In America more than else-
where the language difficulty causes trouble, so that children
of foreign birth or foreign parentage are apt to fall behind
and to get discouraged, and eventually to give up school.
Other causes are “improper grading, illness, poor be-

any or all of similar circumstances,” destroying in-
terest in school work and prompting desire for change.
Then there are the children of fourteen or thereabouts that
go to work, whether from their own desire or from pressure
by parents, by lack of means, or by example of their fellows.
And what becomes of them all? Some go to work as cash-
boy or girl, messenger, or helper in some large business;
some, with more hopeful prospects, apprentice themselves to
a trade; others “either do not go to work at all, or drift
from one job to another on account of general incom-
petency or laziness.” This last class—nearly all boys—“ is
the most hopeless problem of the day. From it are recruited
the companies and regiments of the unemployed, the
hoboes, the ‘ bums,’ the hangers-on at the tough dance-halls,
the prize-rings, or the saloons; in short, all those who live
by their wits or by preying on the public, either as occa-
sional offenders or as out-and-out criminals.” Such, accord-
ing to our writer’s analysis, is the position in America. Can
any system with such results, he asks, be rightly called
anything but “ inefficient”? Our immediate interest lies in
the question how far such a description would be true in
reference to our own system. There are, at least, points of
similarity, if not of degree, that are calculated to induce
grave reflection. The American description will come home
forcibly to those of us that are concerned for the expansion
of the system of continuation schools ; and perhaps it will be
felt also to have not a little bearing upon the general scheme
of our elementary education.

There are not lacking theories of remedy. The funda-
mental thing is to get a clear conception of the object to be
attained. Dr. John Dewey has dealt with the problem in
his work, “ School and Society,” where he says this:

The simple facts of the case are that in the great majority of human
beings the distinctively intellectual interest is not dominant. They have
the so-called practical impulse and disposition. . . . While our educa-
tional leaders are talking of culture, the development of personality, &c.,
as the end und aim of education, the great majority of those who pass
under the tuition of the school regard it only as a narrowly practical tool
with which to get bread and butter enough to eke out a restricted life.
If we were to conceive our educational end and aim in a less exclusive
way, if we were to introduce into educational processes the activities
which appeal to those whose dominant interest is to do and to make, we
should find the hold of the school upon its members to be more vital,
more prolonged, containing more of culture.

Prof. Burks, of Albany, and Prof. Hanus, of Harvard,

haviour, constant travel from one place to another, or;advocute the elective system—‘ on the face-ofit, the least

282

THE EDUCATIONAL TIMES.

[July 1, 1908.

effective remedy offered”: it would complicate and over-
load the time-table, and there would be bewilderment in the
choice of subjects. New York looks to special classes—
suitable courses in language and number with at least ten
hours a week handwork—during the seventh and eighth
years, at any rate in industrial centres where there is a
marked tendency to leave school early. Others see hope in
the German Realschulen; but our writer declares it “im-
possible to found an American school on the German pattern,
for many reasons.” The weight of opinion favours the
Chicago ideal of manual training. “We have found,”
says Dr. Dewey, “that handwork, in large variety and
amount, is the most easy and natural method of keeping
up the same attitude of the child in and out of the
school. The child gets the largest part of his ac-
quisitions through his bodily activities until he learns to
work systematically with his intellect.” Moreover, there
is “the remarkable effect industrial art has in reducing
crime.” “On this point the recent census taken by the
Board of Education shows that nearly 3,300 boys between
the ages of fourteen and sixteen are not working and do not
attend school. Almost any experienced policeman will tell you
that a large percentage of our criminals, and specially those
of very recent times, were under twenty-one years of age
when their villainy reached its climax. If these young men
had been provided earlier in Jife with congenial occupation
to keep them away from the temptations of the streets, I
have no doubt that Chicago’s criminal record would be less
gruesome.”

A general impression also results : that American educa-
tion is not yet so near finality as to justify an unrestrained
enthusiasm for the adoption of American methods in our
schools. Flying visits of English teachers to the United
States are very well in their way; American schools no
doubt in many aspects deserve frank admiration ; American
educational treatises often present much that is instructive :
but, after all, prudence still suggests a critical attitude, with
a steady eye upon English idiosyncrasies.

NOTES.

A WRITER in the Morning Post asks and answers the
question: What are the final impressions of the visitor who
walks through the crowded Hall of Education at the
Franco-British Exhibition ?

Apart from the beauty of much of the work exhibited. the thought
that lingers longest in his mind is perhaps that of the infinite potential-
ities of organized educational effort, of its many-sidedness and complexity,
of its almost exuberant fertility. From the copybook of a London
school child to the model of a Sheffield mechanical pile-driver, each
exhibit reveals some new grace or possibility of the human spirit as it
turns upon itself with deliberation, and questions its capacities. Thirty-
eight years ago this country stumbled into universal education, distrust-
ful of its effects, and grudgingly counting the expense. That spirit is
dead, or, if it rises, it rises only as a ghost to haunt the debates of the
House of Commons on the religious question, which is our legacy from
1870. For the tiny strip of territory which we started to plough when
we said that every child should be compelled to receive education has
turned into a vast territory, where thousands of workers go joyfully
about their appointed tasks. Fearful of the competition of Germany
und America, England set out to seek its father’s asses, and it has
found what is proving to be a kingdom. Every teacher, every member
of an education committee, every inspector and social worker who visits
this department of the Exhibition will feel, with a shock of pleasure,
that, as he labours in obscure places, he is one member of a great army.
Moreover, the Exhibition shows the extent to which modern education

covers the whole of life. The public schools may insist that the one
avenue to culture is through the literatures (which in practice means the
grammars) of Rome and of Greece. But educationists outside them
have realized that education is many-sided as life is many-sided, that it
is concerned with the health of the body as well as the health of the
mind, with craftsmanship as well as literature, with art as well as
industrial efficiency. No one will leave the Exhibition without feeling
grateful to the organizers whose labours have prepared so rich a feast.

THERE has just been issued a White Paper containing a
memorandum on “ Special Rating for School Purposes in
Quebec and Ontario.” In the education debates a sugges-
tion had been made that ratepayers desiring their edu-
cational rates to go to the support of denominational
schools should be at liberty to earmark the amount for the
use of the schools of their choice; in March last Mr. John
Redmond pointed out that such a system prevailed in parts
of Canada, and Mr. McKenna promised to make: inquiry.
So here are the results. In Quebec the great majority of
the people are Catholics, and all the rest are entered in the
rating books as Protestants : no group of ratepayers profess-
ing a faith that is neither Roman Catholic nor Protestant
can obtain public funds in support of a separate school con-
ducted on their special religious principles. Each of the
two denominations, then, manages its own schools, collects
the local school tax from its adherents, and receives the
Provincial Government grant in proportion to the number
of children it educates. In Ontario, again, which is mainly
Protestant, a group of not less than five Roman Catholic
heads of families can establish and maintain a separate
school, allocating to its support their own part of the school
tax. In 1906, there were 428 separate Roman Catholic
schools in Ontario, and they received 33,540 dollars from
the State, 379,117 dollars from the Roman Catholic rate-
payers, and the balance of 281,333 dollars from voluntary
sources.

Just six years ago, when the Education Bill of 1902 was
under discussion, we quoted from the “ Regulations of the
Ontario Education Department ” certain provisions on the
subject of religious instruction in the schools. It may be
convenient to reproduce them :

97. Every public and high school shall be opened with the Lord’s
Prayer and closed with the reading of the Scriptures and the Lord’s
Prayer, or the Prayer authorized by the Department of Education. .. .

98. The Scriptures shall be read daily and systematically; the
portions used may be taken from the book of selections adopted by the
Department for that purpose, or from the Bible, as the Trustees by
resolution may direct. Trustees may also order the reading of the
Bible or the authorized Scripture selections by both pupils and teachers
at the opening and closing of the school, and the repeating of the Ten
Commandments at least once a week.

99. No pupil shall be required to take part in any religious exercises
objected to by his parents or guardians. .. .

100. The clergy of any denomination, or their authorized repre-
sentatives, shall have the right to give religious instruction to the pupils
of their own church, in each school house, at least once a week, after
the hour of closing the school in the afternoon. ... Emblems of a
denominational character shall not be exhibited in a public school during
regular school hours.

WHEN a new subject applies for space in the school
curriculum or an old subject demands more room, the
applicant is properly required to justify his proposals and
to suggest a method of carrying them into practical effect.
The teacher is concerned also for the “results.” The Code,
indeed, has already laid it down that—‘‘ moral instruction
should form an important part -of every elemeutary-school

July 1, 1908. ] THE EDUCATIONAL TIMES. 283

curriculum,” and should be given systematically as well as | Norwegian foghorns (whether made in Norway or used in
incidentally ; but the Moral Instruction League does well to | Norway, or how otherwise Norwegian, we do not know and
explain its requirements in a cireular recently addressed to|are not informed). The prospect is lively. But the instru-
elementary-school teachers. The position taken up by the| ments are to be used only “in cases of necessity.” Thus,
League is thus described : they are to be used “as fire alarms.” Public schools, we

(1) We deprecate any test other than a most sympathetic watchful- | dare say, are not essentially fireproof and may at times

ness on the part of inspectors as to the tone and manners of the children h
and the general principles animating the whole of the school work. have been burned down, or at any rate may have caught

Individual paper examinations would violently injure the usefulness of | fire; but we confess we have no vivid recollection of

th l lesson. i as er ee
(2) We ce spinon that ther timetables now mm Womue-amighibe oe. sach calamity within the jurisdiction of the County

appreciably lightened by the omission of much of the labour now de- | Council, nor have we reason to estimate the probability of

voted to spelling and formal grammar, to arithmetic that only remotely h Again, the foghorns
bears upon practical life or beneficial intellectual exercise, to such such an event as worth a foghorn. gain, 5

reading books as are unreasonably difficult in style or uninteresting in| are to be used “in cases of fog, in instances where the

matter, and such geography a8, in spite of recent improvements, still ordinary school-bell uas failed.” Now, without inquiring
comprises much useless information and a disproportionate mass of | , : be tates ;
statistics. into the persistence or the distribution of London fog, there

(3) Nor do we view with approval the practice of introducing special | is no denying the occasional visitation of fog, or the appro-
teachers or lecturers for such subjects as temperance, hygiene, thrift, . a for”: th lv diff
&c. These themes lose in moral value if treated as isolated departments priateness of a foghorn to the case of og : the only duin-

of conduct. The character should be regarded as a whole, and to|culty arises from the suggestion that the foghorn would

invest any particular habit with the distinction of an “ extra subject ” : : .
only confuses the child's moral sense. The teacher who, through|COme m effectively when “ the ordinary school-bell has

daily and hourly intercourse, is familiar with the thoughts and senti- | failed.” We are not able to put a just estimate on the
patra ae ade Reiger reget ee Creer EES importance of the ordinary school-bell, or to imagine why it

should “ fail”’—except, in a friendly way, to give the fog-
horn an innings. However, as ratepayers, we rejoice to
know that, if it should unhappily fail, the provision of the
County Council will have obviated the misfortune by having
the foghorn ready to operate; and presumably foghorns
have not, like bells, the weakness to “fail” when their

There will probably be little disposition to quarrel with the
first two sections, though the second involves much difficulty
in practical adjustment. The third seems somewhat trans-
cendental in conception; but, in any case, it is not easy to
see why there should be any need for external exponents of

the subjects in question.
services are needed.

A CORRESPONDENT of the International comments on the

fact that the National Liberal Party in the Prussian House | SUMMARY OF THB MONTH.

of Representatives is pressing the Government to afford | ees
better facilities for higher education to elementary scholars, THE report of the conference in Manchester between represent-
atives of various denominations on the religious education diffi-

especially with a view to their employment in the Civil culty is signed by the Bishop of Manchester (Dr. Knox) and
Service. Messrs. H. W. Chell and R. Fletcher, Church of England repre-

It is urged that nothing can be more to the interest of the State than | sentatives ; Monsignor Tynan, rar gang aga J.
that its officials should be persons of the highest ability, and that the | Thompson, Roman Catholics; and the Kev. Ur. ae :
growth of an hereditary bureaucracy should be checked by the liberal Principal of Lancashire Independent College, the Rev. Dr. John
infusion of new blood into the higher Government posts. The Napo-!Hope Moulton (Principal of Didsbury n a Training
leonic dictum of the marshal’s baton in the private’s knapsack should | College), the Rev. Dr. A. Goodrich, and the Rev. J. Kirk
not be a mere empty phrase. It is also pointed out that it is not |Maconachie, for the Free Churches. It is laid down in the
a tvo provide scholarships at the higher colleges and Universities | resolutions:

ess poor students are enabled to take advantage of them by| 3 hat denominations which have built schools for denominational
Pov E e ad with the funds necessary for their subsistence during elementary education, if those schools are no longer used for such edu-

a daca cation, have a right to retain them for denominational purposes on re-

“The Conservative fears that this would result in unem- ae the unexhausted value of any building grants received from the
. g jè tate. ;

ploy ment in the upper strata of society are, says the cor- 2. That the principle of equity embodied in resolution 1 regarding

respondent, “ as groundless as they are anti-social. Special schools built by denominations is hereby affirmed regarding all forms of

a Ye i school property, whether such schools be private ownership schools,
abilities are too rare to cause a glut of applicants for ad- family trust estate schools, &c.—i.e., they shall revert to their owners

vancement, and are likely to grow rarer still as the advance- | if they cease to be carried on according to the terms and conditions under
which they were founded.

ment of science makes greater and greater demands upon| 3, That it is not necessary that, even in single-school areas, teachers

the student.” The Conservative argument does not neces-!should be prohibited from giving religious instruction, provided that
has ; IE such safeguards can be found as shall secure their appointment from
sarily disclose the real grounds of Conservative opposition. being in any way affected by their religious convictions.

But the interest of State is obvious enough ; and that is to| 4. That (a), in single-school areas, only teachers possessing a recognized
k ae Napoleon acd: qualification to give religious teaching shall be eligible for appointments
work up to the realization of Napoleon's dictum. involving religious teaching, and such teachers shall give only undenomi-
——————— national teaching ; (4) if the Local Education Authority, ee

. with the trustees, makes use of an existing denominational school, 1t

Tae zeal of the London County Council for the schools must pay an adequate rent for the use of the school building and must
committed to its charge is quite a remarkable feature of | provide facilities during school hours i A E ne
: ny re Sone E : required by the trust deeds, at the cost of the denomination ; (e) failing

monori educational administr ation. It is but lately that such eae the Local Education Authority shall provide its own
the Council was credited with the expenditure of some | building and shall allow the denominations to give denominational in-

isi struction at their own cost to children whose parents desire it; (d) for
thousands of pounds for the provision of flags to wave over the building of such a school a substantial proportion of the cost shall

the schools and to fan the sentiment of patriotism. Now | be provided from the Exchequer; (e) an existing school having thaty

ivi = : children in average attendance shall be a necessary school; ( f) a Rinirle
wo have iie privi ege to read Or tio proposed introduction school area is defined as one in which there is only one school within

of a vocal adjunct in the form of “ about 150 foghorns ’’— | reasonable distance of children bound to attend school,

284

THE EDUCATIONAL TIMES.

[July 1, 1908.

5. That, in all districts where more than one school is educationally
desirable, a Council school or schools shall be provided, and denomina-
tions shall have liberty to provide denominational schools, provided that
fifty children shall always be considered a sufficient number to constitute
a necessary school.

A Minority Report has been issued by the Rev. J. Hirst
Hollowell (Rochdale), the Rev. C. Peach (Manchester), and Mr.
J. Saxon (Manchester), three of the Free Church representatives.
The Minority Report declares:

1. That in single-school areas where the populations are so small
that, on educational and financial grounds, there can be only one school,
the resolutions would leave things in a worse and more confused state
than now, while in the multiple-school areas, which, of course, include
the great bulk of the population, the resolutions are, in some respects,
more unfair than Mr. Balfour’s Act of 1902.

2. That the signatories are entirely opposed to the teachers of the
State being called upon to give denominational instruction, which they
could be under three of the resolutions, both in town and country.

3. That they object to teachers being required to *‘ possess a recog-
nized qualification to give religious teaching ’’ as a test on appointment.

To show that they are not opposed to reasonable facilities for
general or special religious instruction, the Rev. J. Hirst
Hollowell and his fellow-signatories point out that they proposed
a scheme (which was rejected) to the effect that the Local

Education Authority should give facilities for the use of the,

school building for voluntary religious instruction, denomina-
tional or undenominational, at the cost of those applying for it,
such teaching to be given by persons other than the teachers of
the school.

ATa Viger meeting of the Archbishops and Bishops of Ire-
land, held at St. Patrick’s College, Maynooth (June 16), Cardinal
Logue in the chair, a statement on the Universities Bill contain-
ing the following points was adopted and ordered to be pub-
lished :

Having given our best and most anxious consideration to the Uni-
Versities Bill now before Purliament, we are of opinion that in setting
up a new University in Belfast and another in Dublin, with constituent
and affiliated colleges, it has been constructed on a plan which is suited
to the educational needs of the country, and likely to lead to finality on
the Universities question.

While we must regret, as one of the evils incidental to the present
system of legislation for Ireland, that the provisions of this Bill, which
regard the University of Dublin and its colleges, are not framed in
accordance with the religious convictions and sentiments of this Catholic
nation, we freely recognize the limitations which existing Parliamentary
conditions impose upon the Government, and desire to render their task
in trying to solve this grave question as easy as possible.

Within the fundamental conditions, within which, as we are informed,
the Government has to act, we believe that a good deal more than is
proposed in this Bill might and ought to be done to meet the legitimate
requirements of the Catholics of Ireland, and as a consequence to pro-
mote the efficiency of the new University. It will readily occur to most
people, for instance, that the head masters of secondary schools should,
on account of their close connexion with University work, be represented
on the governing body of the provincial colleges and the University,
these schools being scheduled by the Commissioners of Intermediate
Education.

A most important, and indeed vital, question is that of the status and
condition of the college to be established in Dublin. We have seen with
dixmay that it isnot to be residential, and, if this determination is per-
severed in, we feel that the consequences for the University and the
College may be disastrous. From a moral and religious, as well as from
an educational, point of view, we should regard it as indefensible to
throw hundreds of young men on the streets of Dublin and, side by side
with the splendid provision which is made at the cost of the Irish nation
for the Episcopalian Protestants in Trinity College, it would reduce our
students to a position of intolerable inferiority.

THE most critical of the amendments to the Irish University
Bill, moved in the Standing Committee of the House of Com-
mons, by Dr. Butcher, was decisively defeated. It proposed that
a two years’ course of study at a constituent college be a neces-
sary preliminary to taking a degree at the new Universities. In
effect, the amendment, if carried, would have excluded Maynooth
College (Roman Catholic) and Magee College, Londonderry
(Presbyterian), unless the students attended the Dublin Univer-
sity in the first case and the University of Belfast in the second.
Mr. John Redmond said he had received a copy of a statement
drawn up by all the Roman Catholic Bishops of Ireland, in which
they said they could not send their arts students to Dublin, and
consequently the result of Mr. Butcher's amendment would be
to deprive them of the opportunities of gaining University
degrees. Mr. Birrell resisted the amendment. He said, if they

allowed unworthy suspicions to enter, and refused to trust the
Senates of the new Universities, they had better tear up the Bill.
Nobody could approach Maynooth and examine its studies and
its professors without discovering that the students there were
securing an excellent education of a University standard. On a
division the amendment was rejected by 32 votes to 16.

THE Board of Education have received from the German
Embassy, through the Foreign Office, particulars of the Inter-
national Congress of Historical Science, which is to be held
this year in Berlin from August 6 to 12. The work of the Con-
gress will be carried on in general and sectional meetings.
There are eight sections :—(1) Oriental History ; (2) History of
Greece and Rome; (3) Political History, medieval and modern;
(4) History of Civilization and the History of Thought, medieval
and modern; (5) Legal, Social, and Economic History; (6) Ec-
clesiastical History ; (7) History of Art; (8) Sciences subsidiary
to History (Archives, Libraries, Chronology, Diplomatic, Epi-
graphy, Genealogy, Historical Geography, Heraldry, Numis-
matics, Palwography, Study of Seals). Many distinguished Con-
tinental historians will take part in the Congress, and the Com-
mittee contains such distinguished names as those of Professors
Eduard Meyer, Adolf Harnack, Friedrich Delitzsch, Ulrich von
Wilamowitz-Moellendorff, and Schmoller. At some of the general
meetings lectures will be given by such well known authorities
as Prof. Maspero, Prof. Cumont, Sir Frederick Pollock, Sir
William M. Ramsay, and Prof. Monod.

THE eleventh annual Conference of the National Association
of Head Teachers was held in the Municipal Technical College,
Halifax, Mr. R. M. John, Birmingham, presiding. The annual
report stated that there were now 65 local associations, with a
membership of over 4,700. The Chairman said that the smoke
of the battle of creeds was still resting over the land, and the
real issues of education were hidden from view. The crucial
question was this: Could not the admitted grievances be re-
dressed without breaking up the system initiated in 1902? This
question was not so prickly when grappled by the teachers
within the school as it was made to appear outside by the
champions of dogma, who forgot that it was the heart which
made the theologian, and not the theologian the heart. Moral
teaching might not satisfy all Christians; but where it could be
shown that denominational religious teaching might be taught
without violating to any serious extent the principle of popular
control and management of the schools, and of the teachers’
freedom from sectarian tests, for the sake of peace concessions
might be made whereby Local Authorities would be empowered
to allow exceptional schools scheduled as such within the national
system. The Conference unanimously confirmed its opinion
“that the time has arrived for the abolition of the half-time
system, and that the age of school exemption should be raised
to fourteen years.” Other resolutions were adopted declaring
that an adequate grant should be made by the Local Government
Board towards the expenses of medical inspection and treatment
of children attending public elementary schools, urging the
Local Education Authorities that have not already done so to
make provision, if they deem it necessary, for the feeding of school
children and for the recovery of the cost from parents; that,
while of school age, no child should be allowed to work more
than twenty hours per week, and on school days only between
5 and 8p.m.; and that certain trades—laundries, barbers, farriers,
&c.—should be absolutely forbidden to children of school age.

THE representatives of German Churches spent a day of their
visit at Cambridge as the guests of the Divinity Faculty of the
University. They were entertained at luncheon in the hall of
Trinity, the Master (Dr. Butler) presiding. Prof. Stanton, Dr.
Ward (Master of Peterhouse), and the Rev. E. S. Roberts (Vice-
Chancellor) made speeches of welcome, and of acknowledgment
of the British debt to German scholarship—the latter two
gentlemen speaking in German. Dr. Butler said he had to con-
tent himself with a language “ better known to many of you
than to many of us”: as a distinguished Foreign Secretary had
said when pressed by an ambassador to speak French, “ Je voudrais
si je coudrais.” Prof. Rade, of Marburg, speaking in English,
expressed the debt of German scholars to the indefatigable
genius of Westcott and Hort. Another Cambridge man whose
name was still better known, and as dear to Germany as to
England, was Charles Kingsley, who, with Wichern, had done
more than any other to stimulate the German Churches to an
interest in social reform. Prof. von Soden, of Berlin University,

July 1, 1908.] THE EDUCATIONAL TIMES. 285

said that he had particular cause to reverence Lightfoot and | civilization than the moral atrophy of the home. The true work
Westcott and Hort as leaders in the study which aimed at re-|of the State in making the good life more possible was not to
constructing, with the utmost certainty possible, the ipsissima | supersede the home, but to help it to higher efficiency in its task
verba of the sacred Scriptures. He had long sought such an |of shelter and nurture. After the home, in its influence upan
opportunity as this to offer, not only for himself, but for many | character, was the tone of the workshop or factory in which
future readers of the New Testament, warm thanks to the theo- | young people earned their bread. A man's daily occupation was
logical faculty and librarians of Cambridge for the assistance |the school in which he learnt most that coloured his outlook on
they had always extended to the young fellow-workers whom he|life, and that employers and foremen should use their great
had sent to examine the treasures of the University. There | power in making the conditions of labour healthy and free from
were two things in particular which Germany might learn from |all removable temptations to intemperance and uncleanliness
that University, which acted on the principle that students | was the most urgent need in national education after that of
should be furnished with universal scientific culture instead of | making home-life pure and sound. The highest part of a
specializing with a view to professional equipment from the be-|teacher’s training, Dr. Sadler continued, was the fostering of a
ginning as in his own country, and which strove by sport to|sense of vocation. The vital power of all education lay in reality
keep in full harmony their strength of mind and body. That | of conviction and in the readiness to sacrifice personal interests
was what Germans admired and tried to imitate. Prof. D. | for the sake of those who claimed help and guidance, and whose
Rietschel, of Leipzig, also spoke. The Mayor of Cambridge |claim was sacred because it was in essence a spiritual claim.
(Mr. H. G. Whibley) afterwards gave a garden party in the |The finest kind of training deepened the sense of vocation, but,
Botanical Gardens. in order to encourage this sense of vocation to bear fruit, should
they not see to it that every teacher might look forward in
THE World’s Drawing Exhibition and Congress, which is to be | middle life to freedom from harassing pecuniary cares and toa
opened at South Kensington this month, will be attended by quiet competence in old age after long years of service ?
more than a thousand delegates. Foreign Governments are
granting cheap fares to teachers, and in the United Kingdom]! Owe of the departments of the Hungarian Exhibition at Earl's
cheap fares have been conceded by all the railway companies but | Court illustrates the progress and present position of education
one. The subscriptions amount as yet only to £2,0U0 of the|/in Hungary. Starting with a section devoted to kindergartens
£5,000 required. and elementary schools, all the grades of education up to the
Universities, and colleges of University standing, are explained
THE University College (London) Union Society held a recep-|by suitable exhibits. A very interesting feature is the model
tion at the College (June 4), when the foundation oration was | State farming school, in which all branches of farm work are
delivered by Mr. J. Lewis Paton, High Master of the Manchester | taught to pupils between the ages of twelve and fifteen. Nursery
Grammar School, on the subject of “The University and the | gardening instruction forms part of the curriculum at these
Working Classes.” Mr. Paton pointed out that hitherto Univer- | schools also, and attention is paid to home and industrial work.
sities had stood aloof from the life of the common people. |The age at which education in Hungary is compulsory is in the
Literary culture was the appanage of the leisured classes: it was | kindergarten from three to six and in the ordinary elementary
for those who could afford it, not for those who had the capacity; school from six to twelve, while evening classes are given to
to receive it. It was still the privilege of the gentleman, in the | pupils between the ages of twelve and fifteen. A minimum
social acceptation of the term. He had nothing to say derogatory | collection of implements used in all elementary schools is on
of the scholarship system, for in the main it did secure the open|view, embracing a wide selection of objects—from chemical,
career for talent. The pity of it was that the movement of the! mechanical, and electrical appliances to natural history speci-
scholarship system was all in one direction—that the poor boy | mens. The training college section contains excellent specimens
who won his way with scholarships lifted himself out of theclass | of woodwork and equally fine articles of lace and embroidery.
to which he belonged by birth. He was educated out of his | Another feature is the attention paid to hygiene. Every boy,
class, and in this way the working class was continually being ' when he enters, has his height measured and his strength tested.
drained of those who would otherwise be their natural leaders, ! These details are entered in a register, which is kept as a record
directing their social and political activities, and leavening their | of his physical growth during his school years.
life with a higher idealism. ‘The scholarship system took the
poor boy to the University, but it did not bring the University | Tue Thirty-fourth Annual Conference of the Incorporated
down to the poor; it enabled the promising boy to rise, but did | Association of Head Mistresses was held (June 19 and 20) at the
not raise the class to which he belonged. The taint of “ getting | Manchester High School, the President, Mrs. Woodhouse (Clap-
on” affected the whole of the scholarship system. He acknow-}ham High School), in the chair. About 165 members were
ledged to the full the great work done by the University Exten-; present. The President, in her inaugural address, alluded to
sion Lectures, but no occasional lecture could create the sense of; many forms of educational activity distinguishing the city of
fellowship which was the atmosphere for true education to grow | Manchester, and said the past year had been an annus mirabilis
in. He personally had found quite as much disinterested love |in respect to women’s work and women’s interests generally. It
for liberal culture among the poor as he had among those better had never before been so needful for all who were called to
off seeking for honours. A University which was national in | positions of responsibility and influence to make themselves
name would gain immensely in inward power when she became | familiar with such aspects of the social problem as are funda- .
national in reality. The training now given was crippled in its} mentally educational. The coping stone of education was appre-
efficiency by the caste conditions imposed by society. Speaking | ciation of the fact that both the raison d'etre and the means of
with due deference, he believed there was not a single faculty | personal culture, of self-realization in the true sense, lie in
which would not gainin practical efficiency if the students daily | serving others. Mrs. Woodhouse looked forward toa curriculum
rubbed shoulders and interchanged ideas with thoughtful young | for school children between the ages of seven and twelve based on
men of the artisan class of their own age, who saw life from a|three main branches of instruction: (1) development of physical
different angle. Cecil Rhodes saw what a vast benefit it would | power, manual dexterity, and constructional skill, (2) English
be to Oxford to open her gates to men of different Colonies and literature, and (3) Nature study. In the curriculum for girls
other races. No one now questioned the guin in healthy-, between fourteen and eighteen or nineteen there was danger lest
mindedness and breadth of outlook which this innovation hud; the more immediate connexion between the subjects taught and
brought to Oxford. ‘To know the social problem one must rub | the lives, present and future, of the pupils should not be shown.
shoulders with the working man. Manual labour should form | Although the old Register had been closed, the question of train-
part of every man’s training, as domestic labour should form | ing still occupied the minds of the profession. Papers on“ Home
part of every girl’s—a doctrine as old as the Rabbis and as recent | Science and Economics” were read by Miss Bramwell, B.Sc.
as Ruskin. (L.C.C. Eltham Secondary School), Miss Burstall, M.A. (Man-
chester High School), Miss Gilliland, M.A. (Haberdashers’ Aske's
At the Pan-Anglican Congress Prof. Sadler took part in a} Acton Girls’ School), and Miss Leaby, M.A. (Croydon High
discussion, on “The Training of Teachers, Professional and | School).
Voluntary.” He said that the education most indispensable to the
character of a nation was that given in the home. It was in| Ox the second day of the Head Mistresses’ Conference, the
the home that habit was earliest formed ; it was there that ideals | following resolutions were carried :—
were first implanted; there that thoughts were first turned to| | That head mistresses of approyed.secondary, échivol’ Gn the Colonies, .
things unseen. Nomore blighting curse could fall upon Christian | India, and the Dependencies, may be invited by the Executive Committee

286

to become Correspondents of the Association and to receive its literature
on payment of a subscription of 10s., and that correspondents who are
in England at the time of the Conference shall be entitled to attend the
meetings.

That this Conference disapproves of external examinations for girls
under fifteen years of age, and invites all members of the Association to
co-operate in discouraging pupils to enter fur them. (One dissentient.)

That, in all public external examinations after the age of fifteen, acting
teachers in every case be associated with the University or other external
authorities. (Unanimous.)

That in the opinion of this Conference, the length of the Easter
holidays, or of the Easter and Whitsuntide holidays combined, in girls’
secondary schools, should be not less than four weeks, and should always
include Easter.

That this Conference observes with regret the delay in the constitu-
tion of the Teachers’ Registration Council, for which the reasons alleged
by the President of the Board of Education in answer to questions in
the House of Commons do not appear to be adequate. The deputation
of representative teachers referred to included representatives of technical
education, and proposed the constitution of a Council on which repre-
sentation should be given (1) to the Association of Teachers in Technical
Institutions and (2) to the Association of Technical Institutions.
Conference is unable to understand the hesitation of the Board, unless it
is intended that teachers of special subjects—e.g., music, drawing,
classics, science, and modern languages—should as such be represented
on the Council. `

That, in view of the fact that the Prime Minister has declared that
without the overwhelming support of the women of the country the
Government would not consent to embody in the contemplated Electoral
Bill a proposal for their enfranchisement, the Association of Head Mis-
tresses assembled in Conference at Manchester desires to place on record
its strong conviction that the grant of the Parliamentary Franchise to
women is both just and expedient. (Overwhelming majority.)

Papers on “ Instruction in Holy Scripture in Public Secondary
Schools ” were read by Mrs. Bryant, D.Sc., and Miss Hanbidge,
M.A. (Central Foundation School), and, in the absence of Miss
Ottley (Worcester High School), by Miss Douglas. On Friday
night, members of the Conference were received by the Victoria
University of Manchester in the Whitworth Hall; and on Satur-
day afternoon, the Dean of Manchester entertained members to
tea. A visit was paid to the cathedral, where a short service was
held, and the Dean delivered an address.

SPEAKING at the Pan-Anglican Congress, Mr. A. G. Fraser,
Principal of Trinity College, Candy (son of Sir Andrew Fraser,
Lieut.-Governor of Bengal), indicated some of the dangers of the
secular education system in India and Ceylon supported by the
Government. In Ceylon, as in India, the Christian schools and
colleges were hurried by the secular requirements of the Govern-
ment code. At his college they were bound to train their
students in English, Latin, and Greek, and sometimes in French,
and present them for examination in mathematics and in these
tongues, when the students were unable to read or reply to
letters from their parents in the vernacular. It was not clerks
nor European underlings whom the educational missions wished
to turn out, but national Christian leaders. It was right to
have colleges on the Government plan, but the Church should
be free to supplement the Government colleges and carry out
her own policy. He would like to see the Church placing staff
corps here and there—groups of able men who had leisure and
power to think out the Church’s problems. They would work
towards the end of producing an intelligent apologetic in face
of the native religions. They would give cohesion to the mis-
sions and continuity of policy. There was also needed devolu-
tion in the Church’s educational work. They wanted to put the
natives more and more into power—the men who knew the
country and were less likely to make mistakes than foreigners
were. It was a superfluous question to ask whether the natives
were fit for responsibility; they were going to have it. No
one ever learnt to walk before he tried, and the natives would
learn by their mistakes. Mr. Fraser asked the Church at home
to give India colleges that were small enough and staffs that
were large enough to allow of personal contact between the
teacher and the taught.

AT a meeting of the Bristol Chamber of Commerce (June 17),
a communication was read from the Committee of Educational
ea ae and Research at University College, stating that they
had secured for educational purposes a valuable collection of
chemical pape ait ae agricultural, and medical—cover-
ing the whole range of the chemical industries and illustrating
all the processes of manufacture. The President remarked that
the Committee, with a view to the future disposal of the col-

THE EDUCATIONAL TIMES.

The,

[July 1, 1908.

lection, desired to have the opinion of the Council of the
Chamber as to its educational value from a commercial stand-
point. Abroad, such museums existed in many places, and were
nighly valued by the commercial community. It would help the
Committee in coming to a decision if they could have the
views of commercial men as to the value of such exhibits as those
mentioned to those engaged in commercial research in Bristol
and the South-West of England, and he should therefore be glad
to have the trend of opinion of the members present on the
subject. After careful consideration it was decided to inform
the Committee of Educational Inquiry and Research that, in the
opinion of the Council, such a collection of chemicals would be
of the utmost value. It would be useful in promoting commer-
cial research, and, if it were made accessible to business men,
prove of immediate benefit to those engaged in many branches
of manufacture.

AT the annual meeting of the Eastern Branch of the Scottish
Association of Secondary Teachers, held in Edinburgh, Mr.
Hutchison, the retiring President, said the desolating effects of
the issue of the new Register would make Saturday, May 16,
1908, long remembered in the schools as a sort of St. Bartholo-
mew’s Day. Taking the case of his own school—Boroughmuir
Higher Grade School—a week ago they were a comparatively
happy, healthy, and active family. Wrath and resentment, how-
ever, burst out fiercely on receipt of the intelligence that, in spite
of all diplomas, henceforth they were to be arbitrarily divided
into three different grades or levels. The result of this new
Register was that in large schools discord and jealousy had been
sown throughout the staffs; while the worldly-wise would move
speedily to a smaller staff to increase their chances of the higher
title. Speaking with care and moderation, and looking simply
to the facts as he knew them, the Register was not required. He
protested against the institution of this public register of
teachers on the grounds (l) that it was an unwarrantable
exaltation of the power that controls the taxes over the power
that controls the rates; (2) that it was an insidious attack on the
freedom and integrity of the Universities by claiming the power
to cancel at will the current values of their teaching diplomas,
(3) that educationally he believed it was unsound in conception
and unjust in operation; and (4) that, by limiting indirectly the
freedom of head masters in the loyal disposal of their staffs, it
must inevitably prove detrimental to the efficiency of secondary
education in Scotland.

Oxe of the chief interests of the proposed Milton Exhibition
at Christ’s College will consist in portraits of the poet. The
two most important cannot be traced, but Mr. Lewis Harcourt
is lending from Nuneham his replica of the Onslow portrait,
made by Van der Gucht when the original was in Lord Onslow’s
possession. The celebrated drawing from Bayfordbury, which
was once in the possession of Jacob Tonson, and is also believed
to have been in the possession of Jonathan Richardson, is being
lent by Mr. H. Clinton Baker. It has never before been seen by
the public. Dr. Williamson is lending his large collection of
prints and engravings, semen Y considerably over a hundred,
and these will be supplemented by engravings from other
collections, notably from that of Mr. Shipley, so that it is
expected that over a hundred and fifty will be shown. There will
also be two remarkable drawings by Vertue, both of whieh were
at one time at Strawberry Hill, and some miniatures, including
one that belonged to Milton's second wife, and has never before
been exhibited. An important feature of the exhibition will be
the collection of early editions of Milton’s works gathered from
various libraries in Cambridge.

UNIVERSITIES AND COLLEGES.

(From our own Correspondent.)

THE visitors can hardly complain of the Clerk
of the Weather, who did his best to make our
annual festivities a success. Never has Cam-
bridge been so full, and rarely has so much been crowded into the
fortnight of June that still goes by the name of the May week.

Ignoring chronological order, we must tirst deal with the in-
auguration of the Chancellor. The proceedings began with a
formal levee held in the Fitzwilliam Picture Galleries. The
Heads of Houses, professors, doctors, and other members of the
Senate filed past the new Head of the University and were

Cambridge.

July 1, 1908. ]

greeted with a cordial hand-shake instead of the formal bow of
this predecessors in office. The same afternoon saw the confer-
ment of honorary degrees upon such representative men as the
Prime Minister, the late Lord Chancellor (Lord Halsbury), Sir
John Fisher, Sir Hubert von Herkomer, Sir William Crookes,
and Mr. Rudyard Kipling. The boys in the gallery gave hearty
cheers for most of the distinguished men, as in duty bound, but
Sir John Fisher and Mr. Rudyard Kipling were the special
favourites of those who are permitted to express their feelings in
the Senate House. ‘The Public Orator was more subdued, but
quite as effective as ever. Some of his points were specially
neat—for instance, the saying of Jowett about our present
Prime Minister, “ Asquith 1s so direct, he will go far,” was put
thus: “It directo, longius ibit”; also as to Mr. C. A. Parsons,
-of turbine fame:
Experto credite quantus
Par pontum properet, quo turbine torqueat undas.

Last of all, there were presented two Cambridge Professors, who
received honorary degrees as a fitting testimony to long years
of valued and unselfish work—Prof. Marshall and Prof. Liveing.

From the Senate House we adjourned to the gardens of
King’s College to enjoy the hospitality of the Fellows of that
Society. The band of the Royal Engineers repeated the Installa-
tion March (composed by Sir C. Villiers Stanford), which had
already been rendered in the Senate House yard at the installa-
tion of the Chancellor.

The evening saw yet another function—a grand reception at
the Lodge of Trinity College, when most of the new doctors put
in an appearance. The two attractions of this function were the
emerald tiara of Lady Tullibardine (Mrs. Butler's sister) and the
conversation of Mr. Rudyard Kipling. It is fortunate that
‘Trinity possesses in the Master and Mrs. Butler a host and
hostess who can with such dignity and grace entertain our
visitors from the outside world.

An interesting point to note is that Sir Hubert von Herkomer
has kindly offered to paint a portrait of the Chancellor for
presentation to the University, and there is no doubt about the
response which will be made to so graceful a suggestion.

he times are full of lists of all sorts. Many a happy parent
-has seen the name of the budding scion of his house figuring on
those formal-looking notice boards, and a few perchance have
looked in vain for what they sought. The Mathematical Tripos
-seems to have created some excitement in the sub-editor’s depart-
‘ment of some of the halfpenny dailies, and many Cambridge
people were able to identify our leading mathematicians for the
first time by means of the woodcuts of the press. It is, perhaps,
worth noticing that there were 28 First Classes in the Mathe-
matical Tripos as against 58 in the Natural Science, and 3 in the
Mechanical Science Triposes, although the number of candidates
in the last-mentioned examination was very considerable.

One of the first official acts of the new Chancellor was to open
the extension of the Cavendish Luboratory. The occasion was
signalized by a reception at which Professor and Mrs. Thompson
-entertained most of the leading Cambridge people. The latest
scientific novelties were on view, and courteous demonstrators
‘tried to enlighten the curious ignorance of the inquisitive guests.
It was a great success.

Allusion has been made to the retirement of Prof. Marshall.
His place has been taken by Mr. Pigou, of King’s, an appoint-
‘ment which was suggested as probable in these notes last month.
Prof. Pigou has youth on his side, and but for that would

robably not have been successful against the very strong field
ihe had against him. l

An attempt was made lately to grant continued exemption to
‘the Whewell Professor from the condition as to residence which
is required from practically all the occupants of chairs. The
proposal met with some opposition, and was eventually nega-
-tived by a substantial majority. It cannot be too plainly stated
that the statutory duties of most professors are trivial and
-elementary. To their credit, be it said, many professors work
like slaves, but we cannot hope for support from the ideal com-
mercial benefactor until we set our house in order on business lines.

The authorities have taken in hand the subject of motor cars:
-those who wish to drive these dangerous machines must first
satisfy their college tutors as to their physical and pecuniary
fitness. ‘I'wo fatal accidents in the neighbourhood of Cambridge
have brought the matter into prominence, but the results of the
inquests in each case showed that the respective drivers were
. exercising care and skill far above the average.

The balls as usual have been crowded and successful. The
Hawks Ball, which has established a reputation for itself as the

THE EDUCATIONAL ‘TIMES.

287

opening festivity of the May week, this year fully justified expecta-
tions. The other big functions were the dances given by Trinity
and the Freemasons, while smaller and hardly less enjoyable balls
were given by half-a-dozen colleges on their own premises.

The races saw Trinity Hall still at the head of affairs, though
at one time they were pressed by Jesus, which bad a remarkably
well trained crew. Among the lower boats the most successful
were King’s II. and Magdalene, which made five bumps each.
Under the regime of Mr. Donaldson, Magdalene is rapidly regain-
ing its position, and in a few years it will rival many of the
larger and more important colleges.

Mr. William Bateson, of St. John’s, has been elected to the
new Professorship of Biology. This had long been a foregone
conclusion. Speculation is rife as to the selection of a Professor
of Chemistry to succeed Dr. Liveing; and the names of Mr.
Ruhemann, Mr. C. T. Heycock, and Dr. Fenton are freely
mentioned — their qualifications, briefly stated, being: Mr.
Ruhemann, learning; Mr. Heycock, teaching power; and Dr.
Fenton, brilliance in research work.

It is very noticeable how many of our leading athletes have
succeeded in getting their names into the Tripos lists this year.
Among others we may mention C. B. Barry (the golfer), Twelfth
Wrangler; W. G. Lely (captain of the Rugby Football Team for
next season), First Class Classical Tripos; D.C. R. Stuart (Presi-
dent of the Rowing Club) and J. W. Buchanan (the cricketer),
Law Tripos; T. A. Godby and F. C. Tudsberry (football), E. W.
Powell (rowing Blue), and A. E. D. Anderson (quarter-mile
Blue), History ; H. J. Goodwin (cricket Blue) and A. E. Herman
(football), Mathematical Tripos.

Before the end of the first week of July, the men will be
coming back for the real work of the vacation. At the time
these notes are penned, Cambridge is quiescent and the May
week only a memory.

Tne Bill “to make further provision with respect
to the University of Durham,” introduced by Mr.
Hills, member for Durham City, proposes to appoint
a body styled the University of Durham Commissioners, and
consisting in the first instance of the Duke of Northumberland,
the Bishop of Exeter (sometime Vice-Chancellor of the Univer-
sity of London), Lord Barnard, Sir Francis Mowatt, Sir W. S.
Church, M.D., Mr. John Scott Fox, K.C., Chancellor of the
County Palatine of Durham, the Rev. Dr. J. R. Magrath (Pro-
vost of Queen’s College, Oxford), and Dr. Joseph Larmor
(Lucasian Professor of Mathematics at Cambridge). Their

owers are to make statutes regulating the constitution of the

niversity and the powers and duties of its authorities and con-
stituent bodies and the disposition of its property in accordance
with a scheme scheduled as an appendix to the Bill. The other
clauses are chiefly concerned with details, except that provision
is made for the affiliation to the University in the faculty of
science of the Technical College of the borough of Sunderland,
subject to its satisfying the conditions specitied by the Senate of
the University. A ‘Council of the Durham Colleges” is to be
set up, which is to carry on University College and Bishop
Hatfield’s Hall as residential colleges, due regard being paid to
the original purpose of the endowment and to its connexion
with the Cathedral Church of Durham. The two canonries of
Durham annexed to professorships of Divinity and Greek in
the University shall remain so annexed, the appointments being
made, as now, by the Bishop of Durham. ‘The Newcastle divi-
sion of the University is to consist of the University College of
Medicine and Armstrong College, Newcastle, but no Council is
set up for this division.

Durham.

AT a meeting of the Court of the Uni-
versity, Dr. Hopkinson, who presided, said
that the University had had under considera-
tion with the Authorities of the County of Cheshire the pos-
sibility of establishing a course which would lead to degrees in
Agriculture. The Board of Agriculture had been asked for their
assistance, and if it were granted it would help to establish a
valuable extension of the work of the University. The Council
had decided to revert to the old method by having a Chair of
Clinical Medicine and also one of Systematic Medicine, instead
of having the two combined as was the case until recently.
There had been an increase in the number of students entering
the University. It had not been large, but it had been steady,
and that was perfectly satisfactory.
A resolution from Convocation declared that it:was high time

Manchester.

288

THE KDUCATIONAL TIMES.

[July 1, 190s.

that a common understanding was arrived at between the Uni-
versity of London and the Northern Universities as to the
mutual recognition of matriculation certificates on terms of
equivalence. The Vice-Chancellor said a concordat with Oxford
and Cambridge had been established. If there was delay in the
case of London it was not the fault of the Northern Universities,
who had declared themselves pertectly ready to enter into an
agreement. The Convocation also forwarded a resolution de-
claring that it was desirable, in the interests of matriculated
students, who were unable, for financial and other reasons, to
take the three years’ course for B.A. or B.Sc. degrees, that a
five years’ course of evening classes should be established. This
was referred to the Senate, with a suggestion that information
should be obtained from the Universities of Liverpool, Leeds,
and Sheffield.

Sir Frank Forbes Adam reported that a deputation from the
University had succeeded in inducing Mr. Asquith to let the
Government grant remain at £12,000, instead of being reduced
to £10,000 as had been proposed. There was every reason to
think that Mr. Asquith’s successor as Chancellor of the Ex-
chequer would at least keep the grant at the higher figure,
even if he did not increase it.

THE sixtieth anniversary of the foundation of
Queen's College, 43 and 45 Harley Street, was
celebrated (May 25). Canon G. C. Bell, the Prin-
cipal, having read his report, the Bishop of London, the Visitor,
congratulated the College on attaining its diamond jubilee and
on its most flourishing condition, to which all those who knew
the work done there could testify. He expressed his genuine
sympathy with them in the losses they had sustained through
the death of Profs. Gadsby and Hall Griffin, and said that, with
regard to the happier loss of their Head Mistress, Miss Luard,
he had to confess that he had something to do with the taking
of her from them. The fact that she was the first lady Principal
at Whitelands was an honour to Queen’s College, and he was
sure they all wished her great success in the work she was
undertaking. The Bishop of London afterwards addressed the
students on the subject of prayer. Canon Bell thanked the
Bishop for his address, and a formal vote of thanks, proposed by
Canon Benham and seconded by Mr. Maurice Powell, President
of the Council, was carried.

London—
Queen’s.

Dr. ADLER, the Chief Rabbi, presided at the
distribution of prizes to the students of the Jews’
College, Queen Square House, Guilford Street,
Bloomsbury. Having presented the Rabbinic diploma to the
Rev. Barnet I. Cohen, B.A.. and the prizes to the students, he
said that to be lifelong teachers they must be lifelong students ;
eloquence might be praised, but it was character that influenced
men. Sir Philip Magnus, M.P., in proposing a vote of thanks to
the principal, said that during the past few weeks he had been
subject to a vast amount of hostile criticism owing to the part
he had taken on the education question. He had been told that
a Jewish M.P. should do all in his power to help his own race,
provided it did not clash with the interest of the State.. He
agreed with that, for it applied to every Jew. He opposed the
present Education Bill because, in his opinion, it would be harm-
ful to the citizens of this country. He held that religious teach-
ing was an essential part of elementary education, and that
children should be tanght their religion by ordinary school
teachers and in school hours. This was in the interest of all
religious communities. ‘lhe highest function of elementary
education was the bringing up of moral citizens, and if they
were to give sound moral teaching it must be accompanied by
religious instruction. Several gentlemen protested against the
introduction of polities at the meeting, but the chairman ruled
that, upon’ such an important subject, a statement ought to be
made.

Jews’
College.

Tue University Court has rejected the scheme
presented by the Scottish Association for the
Medical Education of Women. In their opinion,
there is no sufficient evidence that the Association has, since it
intimated to the Court the fact of its being deprived of accom-
modation at Minto House, made any serious attempt in conjunc-
tion with its staff of teachers to continue the present system of
teaching. In the circumstances, the Court—as they do not
possess, and see no definite prospect of acquiring, resources for
providing separate accommodation for the medical education
of women—can do nothing. Further, they do not see their way
to approve of mixed classes in the Faculty uf Medicine.

Edinburgh.

THE EDUCATIONAL LADDER.

CAMBRIDGE University. —Tyrwhitt’s Hebrew Scholarships:
(1) A. E. Talbot, B.A., Emmanuel; (2) F. J. Padfield, B.A., Gon-
ville and Caius. Mason’s Prize for Biblical Hebrew : J. H. Bent-
ley, B.A., St. John’s, and A. E. Talbot, B.A., Emmanuel, equal.
Wiltshire Prize (Geology and Mineralogy): W. C. Smith, scholar
of Corpus; proxime accessit A. H. Noble, scholar of Queens’.
Harkness Scholarshi p (Geology): T. O. Bosworth, B.A., scholar
of St. John’s. John Winbolt Prize (Civil Engineering): L. B.
Turner, B.A., King’s; honourably mentioned, E. T. Busk, King’s.
Gladstone Memorial Prize (History): J. E. S. Green (Peter-
house) and T. D. Purser (Trinity).

Mr. Selig Brodetsky (Jews’ Free School; Central Foundation
School, Cowper Street, E.C. ; and Trinity) and Mr. A. W. Ibbot-
son (Solihull Grammar School; King Edward’s School, Bir-
mingham; and Pembroke) are bracketed Senior Wranglers.
Mr. Hubert Minson (City of London School and Christ's) is
Third Wrangler. Mr. Thomas Knox Shaw (Owen’s School,
Islington; Blundell’s; and Sidney Sussex) is fourth. Miss
Marjorie Long (North London Collegiate School and Girton) is
equal to the Fourth Wrangler; Miss J. F. Cameron (B.A. Edin.,
Newnham) equal to Tenth; and Miss L. Warren Jones (Black-
heath High School and Girton) equal to Twentieth.

We note with pleasure the success of two esteemed contributors
to our mathematical columns: Mr. G. N. Watson, B.A. (Part II.,
Class I., Division 2), and Mr. W. Telfer (bracketed twenty-fourth
Wrangler).

Pembroke.—Classical Exhibition: N. J. Symons, The Crypt
School, Gloucester.

CHARTERHOUSE.—Entrance Scholarships: The following is the
order of candidates, of whom ten at least will be elected: J. S.
Arthur, A. R. Gordon, C. L. Ferguson, R. J. P. Rodakowski,
C. N. H. Lock, G. L. Thorp, H. O. Lee, G. K. G. Keen, H. P.
Devenish, C. O'B. Dickinson, D. N. Barbour, C. C. A. Monro,
J. L. Hopkinson, G. H. Walker, the Hon. D. O'Brien, C. E.
Lucette, J. D. Macleod, G. Greenish, L. A. Westmore, F. R.
‘Hardie, and O. D. Atkinson.

CHELTENHAM CoLLeGe.—Scholarships: I. S. O. Playfair, Chel-
tenham College, formerly at Mr. Johns’s, Winton House, Win-
chester; A. D. Roberts, Cheltenham College, Junior Department ;
B. H. Waddy, Cheltenham College, formerly at Messrs. Chater’s
and Hoffgaard’s, Fretherne House, London; J.C. O'G. Anderson,
Cheltenham College, formerly at Mr. Mallam’s, Dunchurch Hall,
Rugby; W. D. Churcher, Cheltenham College, formerly at Mr.
Marshall’s, Belsize School, Hampstead; and S. P. M. Morgan,
Cheltenham College, formerly at Mr. Carey's, Mourne Grange,
Kilkeel. Honorary: F. H. Saville, Cheltenham College, Junior
Department; G. K. P. Hebbert, Cheltenham College, formerly
at Mr. Church's, Ellerslie, Fremington; A. L. Pemberton,
Cheltenham College; V. T. Pemberton, Cheltenham College;
A. V. D. Wise, Cheltenham College, formerly at Mr. Wise’s,
Oakfield, Rugby; A. H. G. Cox, Mr. Auden’s, Glyngarth, Chel-
tenham; F. H. Tate, Cheltenham College; R. W. Copland, Mr.
Foster's, Stubbington, Fareham; F. L. Eardley-Wilmot, Mr.
Haskoll’s. Pelham House, Folkestone; R. Jesson, Mr. Johns’s,
Winton House, Winchester; D. G. McGregor, Cheltenham Col-
lege; G. L. Reid, Dr. Williams's, Summertields, Oxford ; E. T.
Roberts, Mr. Vickers’s, Scaitcliffe, Englefield Green; W. Scott
Watson, Cheltenham College; W. H. Steavenson, Cheltenham
College; and G. H. Ward, Cheltenham College. Old Cheltonian
Scholarships: E. G. James, Cheltenham College, formerly at
Mr. Dobie’s, Moorland House, Heswall; and V. T. Pemberton,
Cheltenham College. Special Army Scholarships: I. S. O.
Playfair (Southwood scholar), Cheltenham College, formerly at
Mr. Johns’s, Winton House, Winchester; G. K. P. Hebbert
(Dobson scholar), Cheltenham College, formerly at Mr. Church’s,
Ellerslie, Fremington; and A. L. Pemberton (Jex- Blake scholar),
Cheltenham College. House Exhibitions: N. C. Aldridge, Mr.
Mills’s, Hightield School, Liphook; F. L. C. Hodson, Miss
Knapp's, Ormond House, Dursley ; and T. W. Manley, Chelten-
ham College.

Durus, Trinity CoLLEGE.— Fellowship: R. W. Tate, M.A.
Madden Prize and £50: Harry Thrift. BA. Fellowship Prize
(£60): Hugh Canning. B.A. Fellowship Prize (£20): J. C.
Wasson, M.A. Mathematical Scholarships: Gerald R. E.
Foley, William Bartley, F. T. T. Tree, D. H. Cole, T. W. H.
Kingston. Classical Scholarships: S. H. Wright, W. G. E.
Burnett, H. O. Holmes, J. G. Acheson, W. J. Maroks: H. G.
Livington, John Tobias, H. A. Cox Ellen &§. Bryan = (non-

July 1, 1908.)

THE EDUCATIONAL TIMES.

289

Foundation). Marshall Porter Prize: H. de Beauvoir Bewley.
Experimental Science Scholarships: James Austin and T. A.
Wallace. Modern Literature Scholarships: Christabel F. God-
frey, Mary C. Michell, Phoebe Talbot-Crosbie, Vera Matheson
{all non-Foundation), John W. Eaton.

Dutwicu.—School scholarships — Senior (under sixteen) : Clas-
sics, D. C. Thompson and A. L. Attwater; Mathematics, G. J.
Heath; and Science, S. C. Bate. Junior (under thirteen):
G. P. S. Jacob and W. E. Grey. School prizes—Sixth Form:
Compositions in Greek Prose, Greek Verse, and Latin Prose, R.
Stanton; Latin Verse. C. B..Coxwell. Remove: Greek and
Latin Prose, J. Wann and C. Cullis respectively. Classical
Upper Fifth: Latin Prose, J. S. Mann.

Evtuam CoLLEGeE.—Medals: Royal Humane Society Medal,
R. H. Whittall; Cookney Medals (for industry and good con-
duct), P. P. M. C. Plowden (Open Scholar of Balliol, Oxford), H.
Smith (Entrance Scholar of Charing Cross Hospital), and H. N.
Bennett; Mathematical Silver Medal, J. B. Odam; Classical
Silver Medal, H. W. Howe; Gold Medal (the highest distinction
of the school, and only given for * marked distinction ”), T. K. E.
Batterbury.

LONDON INTER-CoLLEGIATE ScHOLARSHIPS Boarp.—Entrance
Scholarships and Exhibitions awarded on the results of an
examination held on May 13 and following days:

Tenable at University of London, University College. —
Andrew's Languages and English History (£30): Louise W.
Stone, Strond Green High School. Science (£30): B. A. Keen,
Southend Technical School. Campbell Clarke (£40 for three
ree) Eileen O'Rourke, City of London School. West (£80) :

. L. Mackie, Bancroft’s School, Woodford.

King’s College, London.—Two Clothworkers’ Exhibitions
{£30 and £20 for two years): (1) W. Allard, (2 and 3) L. C.
Budd and W. Legg (equal).

East London College.——Four Drapers’ Science for Men (£49
each for three years): C. D. West, Strand School; J. W. T.
Walsh, Hampton Grammar School; W. E. Hawkins, St. Dun-
stan’s College, Catford; G. L. Matthews, Hampton Grammar
School. Two Drapers’ Science for Women (£40 each for three
years): Winifred M. Parker, Mary Datchelor School, Camber-
well; Kathleen Balls, City of London School. Two Drapers’
Art for Men (£40 each for three years): A. E. Birch, Colfe’s
Grammar School; H. A. Auty, the Modern School, Leeds, and
Battersea Polytechnic.

Lonpon UNIVeRsITY.—

University College.—Entrance Scholarships : See under London
Inter-Collegiate Scholarships Board. Slade Scholarships (£35
for two years): A. W. F. Norris and F. C. Britton.

MarvporouGi.—Scholarships — Senior Classical: (1) J. F.
Huntington, Middle v.; (2) J. L. Bulmer, Lower v. i.; (3) J. B.
Kirkpatrick, Lower v. i.; hon. mentioned, A. Wedgwood,
Middle v. Ireland Scholarship—D. E. Hodge, Lower v. i.
Author's Scholarship—E. A. Pam and C. W. P. Jeppe, equal vi.
Junior Classical—(1) A. J. Hopkinson (House Scholarship),
Temple Grove, Eastbourne; (2) G. F. Squire, Cathedral Choir
School, Oxtord; (3) H. W. Roseveare, Ryde; (4) H. F. A.
Turner, Matlock; (5) B. K. B. Hall, Exeter School; (6) C. H.
Sorley, King’s College Choir School, Cambridge; (7) R. J.
Shackle, Shell a, Marlborough College. Modern School Senior
—G. W. Bain, Mod. v.i. Modern School Junior—D. J. St. C.
Mullaly, Mod. Upper i.; hon. mentioned, W. A. Kohn, Mod. v. i.

MeERcHANT Taytors’.—Sir Thomas White Scholarships at St.
John's College, Oxford: S. R. K. Gurner and D. G. A. Allen.
Andrew Exhibition-at St. John’s College, Oxford: R. H. A.
Newsome. School Exhibition for Hebrew and Divinity: K. M.
Robathan. Parkin Exhibition for best Mathematician leaving
for Cambridge: C. G. B. Stevens. Richard Hilles Exhibition
for Mathematics: V. T. Ellwood. Schooi Tercentenary Scholar-
ship: G. L. Prestige.

OxrorD UNIvERsity.—Gladstone Memorial Prize: M. L. R.
Beaven, scholar of Exeter. Rolleston Memorial Priae: Cecil
Clifford Dobell, B.A., Trinity College, Cambridge. Honourably
mentioned: W. K. Spencer, B.A., and Charles H. G. Martin,
B.A., both of Magdalen College. English Poem on a Sacred
Subject: St. John W. L. Lucas, M.A., University College.
Abbott Scholarship: Alan H. M. Salmon, Exhibitioner Elect of
Worcester. Hertford Scholarship: Patrick H. Shaw Stewart,
scholar of Balliol. Prozime accessit, Druce R. Brandt, Ex-
hibitioner of Balliol. Highly distinguished: John D. Denniston,
‘scholar of New College. Honourably mentioned: Eric A. Barber,

scholar of New College; Lionel G. M. Glover, scholar of Trinity ;
and: Roderick McKenzie, scholar of Trinity.

Exeter—Open Scholarship in Classics: George Leicester Mar-
riott, Denstone College. Exhibition in Classics: Eric Muncaster,
King Edward’s School, Birmingham, Michell Exhibition:
Frederick B. Bedale, Exeter College (formerly of Weymouth
College).

Jexus.—Research Fellowship, tenable three years: Mr. A. H.
Church, M.A., Jesus.

Ru«sy.—Entrance Scholarships — (1) T. S. Morris, from
Friar's School, Bangor (Benn Scholar) ; (2) W. L. Bateson, from
Lockers Park, Hemel Hempstead; (3) T. N. Ackroyd, Rugby
School ; (4) J. C. Dunkin, from Rottingdean, Brighton ; (5) B. W.
Lindsay, from Clevedon, Somerset; (6) I. F. L. Elliot, Rugby
School; (7) R. T. F. D. Roberts, from Intermediate County
School, Towyn; (<) K. K. Bonnerjee, from Bilton Grange,
Rugby; (9) D. E. E. Richardson, from South Lodge, Lowestoft ;
(10) C. N. Solly, from Mostyn House, Parkgate, Chester ;
(11) M. O. Marshall, from St. Winifred’s, Kenley.

Tonsripce.—Entrance Scholarships: the two new £100 Judd
Scholarships for boys under fourteen: G. E. C. Cressy (from
Mr. A. L. Bickmore, Tunbridge) and E. Hale (from Rev. C. R.
Carter, Maidenhead). The under-fifteen Judd Scholarship:
K. C. Wood (Foundation Scholar in the school).

INTERNATIONAL MORAL EDUCATION CONGRESS.

THE preparations for holding the first International Moral
Education Congress, which will meet in the University of
London from the 25th to the 23th of September, are being actively
carried forward. An appeal by the Hon. Treasurer (Lord Ave-
bury) and the British Vice-Presidents includes the following
statement :—

The Congress has an essentially practical object in view—that of im-
proving the moral education offered in schools. To attain this object
the organizers have appealed for support to educationists and to educa-
tional officials the world over. Almost all the educational leaders of
Europe, without distinction of religion or party, and a large number of
the highest educational officiala in many countries, have responded to
this appeal, and have welcomed the holding of the Congress. The
accession of these adininistrators is of special importance, since only the
co-operation of Governments can ensure the realization of the suggestions
which may be expected from the conference.

This is the first of a proposed series of international congresses dealing
with the problems of moral education. Accordingly, this Congress
restricts itself in the main to a general survey of school problems from a
moral point of view. Matters of school organization, of methods of
training and teaching, of discipline, of direct and indirect moral instruc-
tion, of the relation of moral education to religious, intellectual, esthetic,
and physical education, will be discussed ; and everything is being done
to get the „blest specialists to read papers, most of which will afterwards
appear in the report, and should supply invaluable data for the further-
ance of moral education all over the world.

Donations, which are urgently needed, may be sent to Messrs.
Robarts, Lubbock, & Co., 15 Lombard Street, E.C.; to the Hon.
Treasurer, Lord Avebury; or to the General Secretary, Gustav Spiller,
13 Buckingham Street, Strand. Further information about the Congress
will be gludly supplied by the General Secretary.

A comprehensive survey of the problem of Moral Education in
schools will be exhibited in a series of short papers on the main
points of practical interest. The lines of inquiry are generally
indicated in the following “ Questions,” which have been widely
circulated, and to which answers are requested by August 1 :—

I.—School and Home.—(1) (a) What is being done in the educational
establishment or establishments with which you are acquainted, and
(4) what do you recommend being done, to bring about an etfective co-
operation between school and home’ (2) To what extent is such co-
operation necessary or useful? (3) What do you think are the relative
advantages in this respect of boarding schools and day schools ¥

IL.— Discipline, Moral. Training.—(4) What is being done in the edu-
cational establishment or establishments with which you are acquainted,
or what do you recommend being done, in the matter of (a) developing
and respecting the individuality and the sensibilities of the child, (b) en-
couraging friendly rather than distant relations between teacher and
child, and (c) emphasizing methods of suasion and effective organization
rather than the infliction of punishments (more especially corporal
punishments) and the distribution of rewards’ (5) To what extent do
you find corporal punishment resorted to, and what do you think are its
moral effects? (6) What exactly do you find to be the etféct on diacipline
and on moral training of;sound methods of( teaching, of the careful

290 | THE EDUCATIONAL TIMES.

[July 1, 1908.

preparation of teachers, of small classes, of a moderate demand only on
teachers and pupils, of tasteful school decorations, and of school organi-
zation generally? (7) (a) What, outside the usual course, is being done,
nnd (b) what do you recommend being done, by the educational estab-
lishment or establishments with which you are acquainted, to encourage
the child in acting rightly (self-government of pupils, special tasks
allotted to pupils, guilds of honour, &c.)? (8) Would you name about
a dozen books which you consider specially suitable ethically for children
in primary schools ?

IIT.— Moral Instruction, Direct and Indirect. —(9) What is being done
in the educational establishment or establishments with which you are
acquainted in regard to separate and in regard to indirect moral instruc-
tion’ (10) In giving direct moral instruction, what form do your
lessons take? (11) What are your reasons for favouring (a) separate,
(4) indirect, or (c) both separate and indirect moral instruction?
(12) Within the educational establishment or establishments you
know (a) is moral instruction definitely aimed at? (b) are there any
ethical subjects, such as hygiene, temperance, purity, or kindness
to animals singled out for special treatment? (c) is there a deliberate
attempt to utilize for ethical purposes one or more subjects in the curri-
culum? (13) How far, within your knowledge. does the teaching of
civics tend to develop high-minded citizens’ (14) Do you think it im-
portant in our times for the schoo] to communicate to the young a clear
idea and a distinct ideal of life and duty, and if so, do you think that
separate instruction in morals is necessary or unnecessary for this?
State your reasons.

IV.— School Habits, Personality of Teacher.—(15) What is your opinion
regarding the contention that school habits (attention, industry, punctu-
ality, order, courtesy, &c.) always, as a rule, or often, become general
and permanent habits, and are therefore powerful factors in moral
education’ (16) What is your opinion regarding the contention that the
habits of thought and feeling acquired through the study of special
subjects (mathematics, history, logic, &c.), always, as a rule, or often,
become general and permanent habits of thonght or feeling? (17) If
you are doubtful as to the contentions in (15) and (16), do you think
that, by applying special educational methods, (a) ‘‘ school habits ’’ and
(6) limited habits of thought and feeling acquired in the study of special
subjects, may be made to become general habits: (18) What value,
from the point of view of the moral training of children, do you place
on the personality of the head teacher and the assistant teacher’ Do you
think that the personality of those who teach may be developed, at least
to some extent, in the training colleges for teachers ?

V.— Training Colleges, Continuation Schools, §c.—(19) What part in
moral education does and should the training college for teachers play ?
(20) Do the necessities of moral education demand that all teachers—
primary, secondary, and University teachers—should pass through
training colleges’ (21) Is there any need, and, if so, what need, to
prepare intending teachers in giving moral instruction? (22) (a) What
is being done, and (4) what do you recommend being done, with regard
to moral education in the polytechnic, commercial, or continuation
school or schools with which you are acquainted ?

VI.— Universities. —(23) (a) What is being done in the University or in
the Universities with which you are acquainted, and (4) what do you
recommend being done, to promote the growth of moral character and
moral insight in the students ¢

Mrs. Bryant, D.Sc., Litt.D., is President of the Executive
Committee, and Prof. J. W. Adamson, of King’s College, London,
is Vice-President.

THE COLLEGE OF PRECEPTORS.,

MEETING OF THE COUNCIL.

_ A MEETING of the Council was held at the College, Bloomsbury
Square, on June 20. Present: Mr. E. A. Butler (Vice-President),
in the chair; Prof. Adams, Prof. Adamson, Dr. Armitage-Smith,
Mr. Bain, Mr. Barlet, Rev. J. O. Bevan, Rev. J. B. Blomfield,
Rev. A. W. Boulden, Mr. Brown, Mr. J. L. Butler, Mr. Easter-
brook, Mr. Eve, Mr. Hawe, Mr. Kelland, Mr. Ladell, Dr. Maples,
Dr. Marx, Mr. Milne, Miss Punnett, Mr. Rule, Mr. Rushbrooke,
Mr. Starbuck, Rev. J. Stewart, and Mr. Storr.

The minutes of the last meeting were read and confirmed.

The Secretary reported that the number of entries for the
Midsummer Certificate and Lower Forms Examinations was
about 5,520.

The Diploma of Associate was granted to Mr. W. J. Nevins,
who had satistied the prescribed conditions.

It was resolved that the Council should recommend the General
Meeting to make a contribution towards the expenses of the
International Congress on Moral Education to take place in
September next.

Professor Adams was appointed to deliver the Autumn Course
of Lectures on the Practice of Teaching, to commence in October
next.

Saturday, July 18, was fixed as the date of the next Ordinary
General Meeting of the members of the College.

The representatives of the College presented a report of the
proceedings of the Federal Council of Secondary School Asso-
ciations.

The Examination Committee presented a Report recommend-
ing: (a) That no change be made in the existing regulations
under which candidates at the Certificate Examinations are
allowed to obtain Certificates of a lower class than that for which
they are entered; (b) That a detailed syllabus of geography for
the Third Class Examination be drawn up, to be co-ordinated with
the syllabuses already published for the First and Second Class
examinations; (c) That a letter be addressed to the Board of
Education pointing out the inconvenience caused to heads of
schools by the Board's Regulations for Secondary Schools with
regard to the entry of pupils of such schools for external ex-
aminations.—The Report was adopted. :

The By-Laws Committee presented a Report recommending
the following alterations in Section V. of the By-Laws :—
(a) That candidates to fill the places of the twelve members of
the Council retiring by rotation at the end of any year should
be nominated by individual members of the College, and that
the Council as a body should not nominate unless the number
nominated by individual members of the College should fall
short of the required number. (b) That the length of notice of
nomination should be shortened from 30 to 24 fia s before the
election. (c) That when electing members of the Council mem-
bers of the College should be allowed to vote for any number
from l to 12. (d) That notice of amendments to propositions
discussed at General Meetings should not be required, except in
the case of propositions relating to By-Laws. The Committee
submitted an amended form of Section V., which embodied the
proposed alterations and which had been approved by Counsel
as being in conformity with the provisions of the Charter, and
they recommended that the Council should propose the amended
form for adoption at the next General Meeting of the members
of the College.—The Report was adopted.

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

The following persons were elected members of the College :—

Mr. h A. Newsome, B.A. Lond., 25 Brownswood Road, Finsbury
ark, N.
Mr. J. S. Rathbone, A.C.P., 6 Springfield Road, Guildford.

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

By E. ARNOLD.—Arnold’'s Effective Arithmetics, Books I.-VI.: Arnold’s Sesame
Readers (5 Books); Arnold’s Literary Reading Books (Chips from a Bookshelf) ;
Foat's Grammatical English; Moore’s Gryphius’ Herr Peter sa Renault's
Petite Grammaire Francaise; Van der Heyden's Algebraic Examples, Books J. and
ne Weber’s Scenes Enfantines; Witton's Simplified Caesar, and Compendium

tinum.

By G. BELL & Sons.—English Odes, edited by E. A. J. Marsh.

By A. & C. Buack.—Lyde’s School Text-Book of Geography, and Child’s Gen-
graphy of England and Wales, ‘

By the CAMBRIDGE UNIVERSITY PRESS.— Davies's Sophocles’ Trachiniae ; Smith's
Chaucer’s Prologue and Knight’s Tale.

By MACMILLAN & Co.—Baker’s Pensées, Maximes et Réflexions de Pascal, La
Rochefoucauld and Vauvenargues, and Word- and Phrase-Book to the same;
Fynes-Clinton’s Moli¢re’s L’Avare, and Word- and Phrase-book to the same.

By MARLBOROUGH & Co.—Marlborough’'s Self-Taught Series (Arabic, Danish,
Dutch, Egyptian, French, German, Modern Greek, Hindustani, Hindustani
Grammar, Italian, Japanese, Japanese Grammar, Norwegian, Portuguese, Russian
Spanish, Swedish, and Turkish); Marlborough’s Series of Forei Commerci
Correspondence (French, German, Italian, and Spanish); Travellers’ Practical
Manual of Conversation in English, French, German, and italian : Ahn’s French
Grammar; Camphuis’s Rules of French Grammar at a Glance: De Beauvoisin’s
French Verbs at a Glance, and First Book of Les Aventures de Gil Blas; De
Marney’s Toujours Prêt: Dudevant’s French Reader; Franck’s German Letter-
Writer; Hahn's Interlinear German Reading Book ; Louis’ Poésies de 1’ Enfance ;
Meissner’s German Language ; Standring and Thimm's French Technical Words
and Phrases ; Thimm and von Knoblauch’s German Technical Words and Phrases.

By J. MURRAY.— Martin's Practical Arithmetic Examples, Part I.

By the OXFORD UNIVERSITY PRess.—Cestre’s Quinet's France et Allemagne.

By the INSTITUTE oF CHEMISTRY.—Register of Fellows, Associates, and
Students, 1908 ; Official Chemical Appoint ments, 1908,

Calendar of the Cape of Good Hope University.

N.U.T. Report, 1908.

PRACTICAL EXAMINATION FOR CERTIFICATES OF
ABILITY TO TEACH.

The following is a list of successful candidates at the Examin-
ation held in May, 1908 :—
Class I.
Abbott, Miss M. H.
Class IT,
Hodson, C. T.

July 1, 1908. ]

THE EDUCATIONAL TIMES.

291

MR. MURRAY'S LIST.

PRICE 2s. 6d.

READY IN JULY.
Limen. A First Latin Book.

By W. C. FLAMSTEAD WALTERS, M.A., Professor of Classica] Literature in
King’s College, London, and R. 8. Conway, Litt.D., Professor of Latin in the
University of Manchester.

Extract from the Preface :—" We have tried to provide the Grammatical Staple
of a three or four years’ Course for boys who begin Latin when they are about eleven
years old ; and also, if some of the exercises be omitted, a two years’ Course for those
who cannot begin till thirteen or fourteen. In either case we mean our Limen to
mark what used to be called the Fourth Form Standard—in other words, to enable
the ave boy or girl in the average school to matriculate in ay British University,
so far as Latin is concerned ; and to fit a bright boy or girl in a large school to begin
a more specialized course of Classics. In order to make this possible, we have
sacrificed a good deal of lumber—information, that is, relating to all that is abnormal
and unusual in Accidence and Syntax, but we venture to hope that we have sucri-
ficed nothing else.”

By JOHN THOMPSON, M.A., Head Master of the High School, Dublin.

An Elementary Greek Grammar for
Schools.

Crown 8vo. Part 1.—Accidence, le. 6d. Part il.—Syntax, 18. 6d.
Complete with indexes, 3s.

The object of the present book is to give in a form suitable for beginners the
elements of Greek Grammar. Owing to the great importance of the appeal to the
eye in the case of young students, special attention has been paid to the type and
arrangement of the printed matter. Attic Greek only has been included, and the
usages of poetry distinguished throughout from those of prose. Unnecessary and
unusual forms have been left out, and the author has endeavoured to state all the
requisite facts both of accidence and syntax in the clearest possible manner, At the
same time advantage has been taken of the developments of modern scholarship, so
that the work may be thoroughly up to date.

Greek Grammar Accidence and Syntax
for Schools and Colleges. ee.

A NEW SYSTEM IN CHEMISTRY TEACHING.
By J. B. RUSSELL, B.Sc. (Lond.),
Formerly Senior Science Master at the Grammar School, Burnley.

THE _TEACHER’S BOOK.

Notes on the Teaching of Elementary
Chemistry.

ee ou Sequence of Experiments on Air and Combustion.
s. 6d.

THE PUPIL’S BOOK.
Notes on Elementary Chemistry.

For the Use of Schools.

In this book an attempt has been made to solve the chief difficulty a teacher of
chemistry has to contend with, ¿.e., that of a text-book forestalling the practical
work. A filing arrangement is used instead of the ordinary method of binding, and
each lesson is printed as a detachable Section, which should not be filed by the
pupil until he has written his own record of the work done.

The Service of the State.

Four Lectures on the Political Teaching of T. H. Green. By
J. H. MvuiRuHEAD, LL.D., Professor of Philosophy in the University of
Birmingham. 3s. 6d. net.

THE PROBLEM OF THE ’SEVENTIES— THE IDEA OF THE Goop— THE STATE
A8 WILL AND IDEA—IDEALI8SM AND POLITICS.

Muprpray’s French Texts.

FOR UPPER AND MIDDLE FORMS.

Edited by W. G. Hartoa, B.A., Lecturer in French at University College, London ;
Oral Examiner to tae London County Council and to the Army Qualifying Board.

NOW READY.
La Mare au Diable.

Par GEORGE SanpD. With Biography, Foot-notes, and Exercises, 18. 6d.

Confessions d’un Ouvrier.
Par ÉMILE SoUVESTRE. With Biography, Foot-notes, and Exercises. 18. 6d*

This series will consist of selections from the masterpieces of nineteenth-century
French authors. Each volume will contain: Notes (which are given only when
necessary to clear up obscurity, and are printed at the bottom of the ) ; a series
of questions upon the text ; grammatical drill upon points which arise in the course
of reading; suggestions for free composition, parsing, dictation, &c., and a bio-
graphical note (in simple French) descriptive of the career of the author.

JOHN MURRAY, Albemarle Street, W.

J. & J. PATON,

Educational Agents,
148 CANNON STREET, LONDON, E.C.,

Telephone 5053 Central,

PRINT PROSPECTUSES.

Specimens with estimate of cost sent free of

charge.

SUPPLY BLOCKS.

Finest Half-Tone Copper Blocks at reasonable

prices.

REGEIVE
ADVERTISEMENTS

for the educational columns of all London, Pro-
vincial, Indian, Colonial, and Continental Papers.
Estimates and advice as to most suitable Papers

sent free of charge.

RECOMMEND SCHOOLS.

Prospectuses filed and forwarded free of charge
to Parents.

Paton’s List of Schools
and Tutors.

PUBLISHED ANNUALLY.
AN AID TO PARENTS IN THE SELECTION OF SCHOOLS.

Specimen Copy forwarded free on receipt of application
with copy of Prospectus.

J. & J. PATON,

EDUCATIONAL AGENTS,
143 CANNON STREET, LONDON, | E.C.

292 TBE EDUCATIONAL TIMES. [July 1, 1908.

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER, S.W. [FOUNDED 1829.

Patrons—THE ARCHBISHOP OF CANTERBURY; THE ARCHBISHOP OF YORK.
President—THE BISHOP OF LONDON. Vice-President—THE LORD HARRIS.
Chairman—THE DEAN OF CANTERBURY. Deputy-Chairman—SIR PAGET BOWMAN, Barr.
se: Becretary—W. N. NEALE, Esq. Actuary and Manager—FRANK B. WYATT, Esq., F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal MS on
highly favourable terms to

THE CLERGY AND THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.
Accumulated Fund, £4,242,820. Annual Income, £453,897.

Bonuses Distributed, 84,256,464.

LOW PREMIUMS. Notwithstanding the lowness of the SPECIMEN OF RATES FOR £1,000, WITH PROFITS.
LARGE BONUSES, Premiums charged, the BONUSBS are |
on an EXCEPTIONALLY HIGH SCALB.

NEW AND SPHOIAL Application is invited for the PRO-
POLICIBS. SPHOTUS, and Leaflets explaining two
new Policies, with valuable Options.

1. WHOLE-LIFH CONVERTIBLE ASSURANOBS. Very Low
Premium — about one-half the usual rate — during first ten
years,

2. PENSION POLICIES. Premiums returnable with compound interest in Norge.—Under the Rednced Premium System (explained in Prospectus) four-
case of death or surrender before pension age. Option to commute for fifths only of these Premiums need be paid, the other one-fifth remaining a charge
cash. to be repaid out of Bonus.

intro-

Assurances without profits, at low rates of premium, may be effected, No Agents employe and no Commission paid for arts ao
and Life Annuities on favourable terms may be purchased, by any Members, business, whereby £10,000 a year is saved

person irrespective of any special qualification by relationship to the Assurances can be effected by direct communication

Clergy. with the Office, 2&8 THE SANOTUARY, WESTMINSTRR, 8.W.

| £1,000
£1,000 ble at Age 60
| -| Payabie ‘at Death. o caalies Diath.

re eee COR A — NT cn TT ee =

Messrs. BLACKIE & SON, Ltd., desire to draw special attention to the following important text-
book which they have just issued.

The most recent Observations and Conclusions of Scientific Geographers.

STRUCTURAL ;
GEOGRAPHY “222%:
COMPARATIVE.
A TEXT-BOOK FOR SENIOR STUDENTS.

By J. W. GREGORY, D.Sc., F.R.S., Professor of Geology in Glasgow University.
With an Entirely new series of COLOURED MAPS. Large Svo. Price 6s. net.

TR main purpose of this book is, as Professor Gregory states in his preface, to put before the student “the
most important facts concerning the Structural Geography of the Earth, and the evolution of our present con-
tinents from older lands.”

This text-book marks a new departure both in aims and in method. It furnishes the student with such know-
ledge of the entire surface of the Earth as will ensure his acquisition of the desired sense of ‘‘ geographical
perspective.” It Keeps constantly before him the ‘‘Conception of the Surface of the Earth as the product of inter-
acting physical forces,” and so compels him to regard it intelligently as, naturally, ‘‘the scene of social activities.”
While avoiding a detailed and therefore too lengthy discussion of the facts on which they are based, it places
before the reader the most recent observations and conclusions of scientific geographers, the data supplied by the
most recent explorations and discoveries, and the conclusions to be drawn therefrom. These are put before the
reader with the simplicity, clearness, and effectiveness which might be expected from a teacher of Professor
Gregory’s eminence.

The book is furnished with a very large number of iliustrations specially drawn to make clear the meaning
of the terms used in it and of the theories propounded. It is furnished also with no less than forty pages of
coloured maps, many of them of a kind not hitherto to be found in text-books of Geography.

Write for full particulars to BLACKIE & SON, Ltd., 50 OLD BAILEY, E.C.

July 1, 1908. ]

THE EDUCATIONAL TIMES.

293

A SELECT LIST OF BOOKS

SECONDARY SCHOOLS.

The School Arithmetic.
An Edition of the Tutorial Arithmetic for School use. By W. P.
WoRKMAN, M.A., B.Sc., Head Master of Kingswood School. 3s. 6d.
“The best arithmetic for schools on the market.” —Mathematical Gazette.

Geometry, Theoretical and Practical.
By W. P. Workman, M.A., B.Sc., and A. G. CRACKNELL. M.A., B.Sc.
Part I.—Contains the matter of Euclid, I., III. (1-34), IV. (1-9).
With or without Answers. 2s. 6d.
Part Il.— (Euclid, II., III. 35-37, 1V. 10-16, VI.) 2s.
“ One of the best books on modern lnes.”—Oxford Magazine.

Plant Biology.
By F. Cavers, D.Sc., F.L.S., A.R.C.S., Professor of Biology at the
Hartley University College, Southampton. 3s. 6d.

“The very best of the multitudinous works of this class that have passed through
our hands.” —Guardian.

Life Histories cf Common Plants.
By F. Cavers, D.Sc., F.L.8., A.R.C.S., Professor of Biology at the
Hartley Cniversity College, Southampton. 3s. [In the Press

A book for beginners, containing a simple account of the laws of Plant Life and
of Common British Plants,

The New Matricuiation Heat. The New
Matricuiation Light. The New Ma-
tricuiation Sound.

By R. W. Stewart, D.Sc. 2a. 6d. each volume.
These volumes provide a complete school course of co-ordinated theoretical and
practical work in Elementary Heat, Light, and Sound,

Magnetism and Eiectricity, The School.
By R. H. June, M.A., D.Sa 3s. 6d.

“A useful text-book, that seems much sounder as regards fundamental con-
ceptions than most elementary works on electricity.”"—Oxr/ford Magazine.

An Introductory Course of Chemistry. |
By H. W. Bausor, M.A. 2s. 6d.

A text-book for beginners written on modern lines,

Groundwork of English History.
By M. E. Carter, Somerville College, Oxford, First Class Honours
in Modern History. 2s.

Contains the salient facts of English History. It is specially suitable as a first
text-book of history following after the historical primer.

The Matricuiation English Course.
By W. H. Low, M.A., and Joun Bricas, M.A., F.Z.S. 38. 6d.

“The matter is clearly arranged, concisely and intelligently put, and marked by
accurate scholarship and common sense."’—Guardian,

An Anthoiogy of English Verse.
With Introduction and Glossary. By A. J. Wyatt, M.A., and
S. E. Gocein, B.A. 2s.

“ Thoroughly representative of all that is best in English verse. The introduction
is a masterpiece." — kd ucational News,

The Matricuiation French Course.
By Ernest WeEKLKY, M.A. Third Kdition, Enlarget. 38. 6d.

This book, though written primarily to meet the requirements of London Uni-
versity Matriculation Examination in French, is generally suitable as a school
text-book, and as such has met with a wide adoption.

The Tutorial Latin Grammar.
By B.J. Hayes, M.A., and W. F. Masom, M.A. Fourth Edition.
3s. 6d.
“ Sensible, correct, and well arranged.”’"—Journal of Education.

Complete Catalogue of the University Tutorial Series, and Lists of Books for
Oxford and Cambridge Locals, College of Preceptors, and London University
Examinations, post free on application.

University Tutorial Press, £d.,
W. B. CLIVE, 157 Drury Lane, London, W.C.

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ...... Position £5 10 0
Half Page i 210 0 ...... i 300
her pare s 110 0 ...... ; 116 0

er inch in broad column (half width of page) . O 7 0
Narrow Column (one-third page) ..............cssccoesee 200

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &6.),
3s. 6d. for 6 lines, or 48. 6d. the inch.

SituationsVacant and Wanted—30 words or under, 2s.; each additional 10 words
6d. (For ls. extra, Replies may be addressed to the Publishing Office, and will
be forwarded post free.)

CURRENT BVENTS.

Tue Half-yearly General Meeting of the
members of the College of Preceptors will
take place on Saturday, July 18.

*

Fixtures.

*
*

Tue Assembly of the College Faculties in the University
of London, University College, will be held July 2 at 3 p.m.,
when the Dean of the Faculty of Arts (Prof. A. F. Pollard)
will report on the work of the session, and the results of the
University, Scholarship, and Class Examinations will be
announced. Scholars and Medallists will be presented to
the Right Hon. Sir Edward Fry, F.R.S., Fellow of the
College, who will deliver an address.

* *
*

At the North London Collegiate School for Girls the
Prizes will be distributed on July 3, at 3.30 p.m., by Mrs.
H. Montagu Butler, the Master of Trinity in the chair.

* *
i

A FREE public Exhibition will be held on July 3 and 4 at
the L.C.C. Central School of Arts and Crafts, Southampton
Row, W.C., of selected works submitted by candidates in
connexion with the art scholarships and exhibitions awarded
by the London County Council. Tickets of admission on
application to the Executive Officer, Education Offices
(Room 165), Victoria Embankment, W.C.

THe Autumn Meetings of the Incorporated Association
of Assistant Masters in Secondary Schools will be held on
September 9 and 10 at the Mathematical School, Rochester.

* *
*

Tue University of Montpellier has organized “ un vérit-
able semestre d’études que les étrangers pourront faire dans
les meilleures conditions de profit et d'agrément °—Novem-
ber 3 to March 15. Three series of courses: (1) Enseigne-
ment pratique du francais; (2) Etude historique du français
et des langues romaines; (3) Cours généraux—les mæurs et
la société françaises, histoire et géographie de la France, &c.
Particulars from M. le Professeur Coulet, 39 Boulevard des

Arceaux, Montpellier.

A Vacation Course “zur Ausbildung in der deutschen
Sprache und Literatur” will be held at the Kantonschule,
Zug (Switzerland), August 3-29. Particulars from Prof. J.
Hug, Zug.

Tue University of Oxford has conferred the
following honorary degrees :—

D.C.L.: H.H. Maharaja Sir Chandra Shum Shere
Jung Bahadur Ranas, G.C.S.I., Prime Minister of Nepal: Right Hon.
Lloyd-George, Chancellor of the Exchequer; Right Hon. Sir Ernest M.
Satow, G.C.M.G., LL.D. Cantab., late British Minister in Pekin:
Right Hon. Charles Stuart Parker, M.A., Hon. Fellow of University
College ; Sir Robert Hart, Bart., G.C.M.G., late Inspector-General of
Customs in China.
D.Litt.: Dr. Ulrich von Wilamowitz-Moellendorff, Professor of
Classical Philology, Berlin University; Frederic Seebohm, LL.D.
Edin., Litt.D. Cantab. ; Benjamin Bickley Rogers, M.A., Hon. Fellow

Honours.

of Wadham College (translator of Aristophanes),

294

THE EDUCATIONAL TIMES.

[July 1, 1908.

D.Sc.: Dr. F. Raymond, of the Hopital de la Salpêtrière, Professor
in the University of Paris; J. J. Harris Teall, M.A., F.R.S., Director
of H.M. Geological Survey ; James Ward, Sc.D. Cantab., Fellow of
Trinity and Professor of Mental Philosophy in Cambridge University.

In a Convocation to be holden on July 1 it will be pro-
posed to confer the honorary degree of D.D. upon the
Archbishops of York and Melbourne, the Bishops of
Durham, Winchester, Bristol, Ely, Lahore, and Carpentaria,
and Bishop Montgomery ; and the honorary degree of D.Litt.
upon the Bishop of Calcutta, Metropolitan of India.

* +
*

Tue University of Oxford has, by decree of Convocation,
conferred the degree of M.A. upon Mr. C. Frewen Jenkin,
B.A., Trinity College, Cambridge, Fellow of New College,
and Professor of Engineering Science in the University.

* ç *
*

THE University of Cambridge has conferred the following
honorary degrees :—

LL.D. : Right Hon. H. H. Asquith, D.C.L., K.C., M.P., Prime
Minister; the Duke of Northumberland, K.G.; Right Hon. Earl
of Halsbury, ex-Lord Chancellor; Admiral of the Fleet Sir J. A.
Fisher, G.C.B., O.M., First Sea Lord of the Admiralty ; Sir Hubert
von Herkomer, C.V.O.; Dr. Ulrich von Wilamowitz-Moellendorff,
Professor of Classical Philology, Berlin University.

Litt. D.: Sir James Henry Ramsay, Bart. : Mr. Rudyard Kipling.

Se.D.: Hon. C. A. Parsons, C.B., M.A. ; Sir Andrew Noble, Bart.,
K.C.B. ; Sir William Crookes ; Prof. Horace Lamb, M.A., Manchester
University ; Prof. G. Liveing, M.A., Cambridge University; Mr.
Alfred Marshall, M.A., late Professor of Political Economy, Cambridge
University.

* *

THE University of Durham has conferred the following
honorary degrees :— :

D.C.L. : The Duke of Devonshire, the Earl of Carlisle, Sir Herbert
Maxwell, Sir Charles Elliot, the Archbishop of Melbourne, Prof.
William James (Harvard), Mr. A. B. Kempe, Prof. Page, Mr. J. Red-
mayne Murray.

D.Sc. : Mr. Clement Stephenson, Prof. Weighton, Prof. Louis, M.A.,
Mr. H. S. Squance, Mr. K. C. Bayley.

* *

THE University of Manchester has authorized Viscount
Morley, on the occasion of his installation as Chancellor,
to confer the following honorary degrees :—Litt.D.: Mr.
A. J. Evans, Mr. Farrar, Prof. Bemont. D.Sc.: Prof.
Baldwin Spencer, Emeritus Prof. Gamgee.

Manchester University has also conferred the honorary
degree of M.A. upon Mr. William Burton (one of the fore-
most authorities on pottery); and the honorary degree of
M.Sc. upon Mr. William Kirkby.

Prof. Boyd Dawkins has been appointed an honorary

Professor of the University.
*

+
*

Tue University of Liverpool proposes to confer the follow-
ing honorary degrees :—
LL.D.: Sir John Brunner, Principal Macalister, and Prof. Vino-
ff

gradoff.
D.Sc.: Dr. Francis Darwin and Prof. J. L. Todd.
D.Eng.: Hon. C. A. Parsons.
+ *

x :

THE University of Sheffield has conferred the honorary
degree of D.Litt. upon the Duke of Norfolk, and proposes to
confer the degree of D.Sc. upon Prof. W. M. Hicks, the
degree of Doctor of Engineering upon Prof. W. Ripper, and
the degree of Doctor of Metallurgy upon Prof. J. O. Arnold.

*
*

Tur University of Glasgow, on the occasion of the in-
stallation of Lord Rosebery as Chancellor, conferred the
honorary degree of LL.D. upon the Duke of Argyll, the
Earl of Elgin, and Lord Newlands.

* ¢*

THe University of St. Andrews has resolved to confer the
honorary degree of LL.D. upon the Hon. Sir Joseph H.
Carruthers, ex-Premier of New South Wales, on July 1.

Pror. MARSHALL, of Cambridge, has been elected a Corre-
sponding Member of the French Academy of Moral and
Political Sciences (Political Economy Section), in succession

to the late Lord Goschen.

+ *
+

Pror. Sır Georce Darwin (Cambridge) and Prof. E. B.
Tylor (Oxford) have been elected Corresponding Members
of the Austrian Academy of Sciences.

* *

M. Henri Becqueret (Paris), Dr. S. Weir Mitchell
(Philadelphia), Prof. F. Helmert (Berlin), and Prof. S.
Kitasato (Tokio) have been added to the foreign member

list of the Royal Society.

+
*

Tue following gentlemen have been elected to Fellow-
ships at New College, Oxford, for seven years :—Dr. J. S.
Haldane, re-elected; Mr. A. F. Welden and Mr. L. G.
Wickham Legg, Lecturers of the College; Dr. H. P. Allen,
Organist uf the College; and Mr. G. L. Cheeseman, formerly
scholar of the College.

a
+

Mr. Owen Morean Epwarns, M.A., late Fellow and Lec-
turer in Modern History of the College, has been elected to
an Honorary Fellowship at Lincoln College, Oxford.

* o

*

Mr. F. A. Ports, M.A., has been elected to a Fellowship

at Trinity Hall, Cambridge. f
+ o #
*

A MEDALLION of the late Mrs. Craigie (John Oliver Hobbes)
will be unveiled (July 1) at University College, London, by
Lord Curzon ; and the Scholarship Fund will be presented
to the College.

GONVILLE AND Catus CoLLEGE, Cam-
bridge, has established a new Corporate
Fellowship, called the Monro Fellowship.
Mr. Thomas B. Wood, M.A., Drapers’ Professor of Agricul-
ture, has been elected first Monro Fellow.

The College has also offered to the University of Cam-
bridge £1,000 for the Squire Law Library; the sum to be
called the Charles Monro Fund, and the annual income to be
devoted to the purchase and binding of foreign books.

In memory of the late Mr. C. H. Monro, M.A., Fellow of Gonville

and Caius and translator and editor of portions of Justinian’s ‘‘ Digest,”
who recently bequeathed a large sum to the College.
$ *

Endowments and
Benefactions.

*

Tae Drapers’ Company have made a grant of £22,000

to Oxford University for a new Electrical Laboratory.
* #
*

Tarouca the generosity of a prominent Manchester citizen
and in order to encourage research requiring a knowledge of
Russian, a travelling studentship, tenable for two years, is
to be offered to students of the University of Manchester or
of other Universities. The studentship will be of the value
of £40 for the first year and of £125 for the second year,
and residence in Russia will be a condition of the appoint-
ment.

A Dreschfeld Memorial Entrance Scholarship in Medicine
(open to men and women) has been established in Manches-
ter University. It will be of the value of £30, tenable for
one year, and will be awarded on the results of the
Matriculation Examination in July of each year, the Joint
Matriculation Board being asked to report on the work of
candidates.

* *

Mr. J. P. Grirrita, Rathmines Castle, Dublin, has given

£100 towards the building fund of University College,

Bangor.
* #
*

Mr. Jacques BLUMENTHAL, Queen’s House, Cheyne Walk,

July 1, 1908. |

THE EDUCATIONAL ‘'TIME».

295

Chelsea, has left £2,000 to the Royal Academy of Music,
£3,000 to the Royal College of Music to found scholarships,
and £500 to the Royal Normal College and Academy of
Music, Norwood.

* *

University CoLLEGE, Oxford, has received from the family
and friends of the late Sir Edwin Arnold £625, to commemor-
ate the name and work of Sir Edwin and to encourage the
study of Oriental languages and literature. The election of
a scholar will take place early in Michaelmas Term, the
scholarship being awarded to a selected candidate for the

Indian Civil Service.
* *

Mr. F. Seexonm has presented to the newly instituted
Maitland Library of Legal and Social History (All Souls
College, Oxford) a manuscript survey of the Honour of
Denbigh, drawn up in 1335. i

*

Mr. Prerpont Morcan has given £500 o the funds of the
‘World’s Drawing Congress, in view of the large number of
American teachers coming to attend it and of the import-
ance of their exhibit.

A COMBINED examination for 23 medical

Scholarships and entrance scholarships and exhibitions of an

Prizes. aggregate total value of about £1,500, ten-

able in the Faculties of Medical Sciences of

University College, King’s College, and in the medical

schools of King’s College Hospital, St. George’s Hospital,

Westminster Hospital, and the London School of Medicine

for Women, will be held in London by the London Inter-

Collegiate Scholarship Board on September 22 and following

days. Full particulars and entry forms may be obtained on

application to the Secretary of the Board, University Col-

lege, Gower Street, W.C., or to the Dean (or secretaries) of
the medical schouls concerned.

*

Two Entrance Scholarships in Arts, and two in Science,
£50 each, instituted by St. George’s Hospital Medical
School, London, and tenable by St. George’s students at
University College or at King’s College, will be open to com-
petition in September next.

*

St. Taomas’s Hosritat Mepicat Scuoou offers an Entrance
Scholarship for University Students, £50 (Anatomy and
Physiology )—examination, July 21 and 22; and two Entrance
Scholarships in Science (Standard: Preliminary Science,
London), £150 and £60—examination, July 27-29.

* e

Kine’s CoLLEGE, London, offers two Worsley Scholarships
(free tuition and £20 a year for five years) for the training
of medical missionaries for India, in October. Conditions
from the Secretary.

* *

Tue Royal Historical Society will award the Alexander
Prize (Silver Medal) March 31, 1909. Candidates may
select their own subject in European or English Colonial
History, but must submit it to the Literary Director. Apply
to the Hon. Sec., 7 South Square, Gray’s Inn, W.C.

e ee

Sır Warrer HiLLier, K.C.M.G., Profes-
sor of Chinese, King’s College, London,
and formerly British Consul-General in
Korea, has been appointed Adviser to the Chinese Govern-
ment.

Appointments
and Vacancies.

* +

*
Dr. B. P. Grenrext, Fellow of Queen’s College, has been
appointed Extraordinary Professor of Papyrology in the

University of Oxford ; and Dr. A. S. Hunt, his colleague in
papyrus discovery, Lecturer in the same subject.
* *

Mr. Sypney C. COCKERELL has been appointed Director of
the Fitzwilliam Museum, Cambridge University.
* *

*

Mr. Wivuiam Bateson, M.A., F.R.S., Fellow and Steward
of St. John’s College, Cambridge, and son of the late Master
(Dr. Bateson), has been elected to the new Chair of Biology
in Cambridge University.

*
*

Mr. A. C. Picou, M.A., King’s College, Girdlers’ Uni-
versity Lecturer in Economics, has been elected to the Chair
of Political Economy at Cambridge, in succession to Prof.
Marshall, resigned.

* 3%

Pror. Ltveine has resigned the Chair of Chemistry in the

University of Cambridge, which he has held since 1861.
* *
+

Pror. WESTLAKE has resigned the Chair of International
Law in the University of Cambridge.

ee

*
Dr. FAIRBAIRN has resigned the Principalship of Mansfield
College, Oxford, after twenty-three years’ service.
è *

*

Dr. James Wituiams, D.C.L. Oxon., Hon. LL.D. Yale,
Sub-Rector of Lincoln College, has been elected to the new
All Souls Readership in Roman Law in the University of
Oxford.

*.*

Dr. W. G. Prorgero, Litt.D., LL.D., Hon. Fellow of
King’s College, Cambridge, Fellow of the British Academy,
and editor of the Quarterly Review, has been appointed
Creighton Lecturer in the University of London for 1908-9.

* #

*
At the University of London, University College, Mr. H.
Deans has been reappointed to lecture on “ Railway Engi-
neering”; Mr. A. T. Walmisley to lecture on “ Waterways,
Docks, and Maritime Engineering” ; and Mr. W. N. Blair to
lecture on “ Roads, Street Paving, and Tramways,” during
next session; and Dr. C. Spearman has been reappointed
Reader in Experimental Psychology.
+ è

*
Mr. H. J. Mackinper, M.A. Oxon., has resigned the
Directorship of the London School of Economics and
Political Science, which he has held since 1903.

At Liverpool University, Prof. Kuno Meyer has been ap-
pointed to the new Chair of Celtic, and Mr. F. P. Barnard,
M.A., F.S.A., to the new Chair of Medieval Archeology.

* ë

a

THROUGH the sudden and lamented death of Prof. William
Cassie, M.A., Trinity College, Cambridge, hon. secretary to
the Physical Society, the Chair of Physics in Holloway Col-

lege is vacant.
* #

*

Mr. R. N. Rupmose Brown, B.Sc. Aberd., has been ap-
pointed to the new Lectureship in Geography at |Sheffield
University.

Mr. Brown was on the staff of the Scottish Antarctic Expedition, and
was recently engaged on a scientific investigation into the Burma pearl
fisheries. He is the younger son of the late Dr. Robert Brown, the
well known scientist and journalist (Standara).

& *
&

At the Jews’ College, London, Prof. Adolph Buckler,
Assistant to the Principal, has been appointed Principal, in
succession to Dr. Michael Friedlinder, appointed Emeritus
Principal; and the Rev. Samuel Daiches, Ph.D., Lecturer
on the Bible, Talmud, and Shulchan,;Arnch:

296

THE EDUCATIONAL TIMES.

[July 1, 1908.

Dr. Gerard Leicuton, M.D., F.R.C.S., has been appointed
Professor of Pathology and Bacteriology, and Dr. D. A.
Farquharson, M.B., M.Ch., Professor of Physiology, in the
Royal (Dick) Veterinary College, Edinburgh.

* *

*

THE Professorship of English and Philosophy, Presidency
College, Calcutta, has been rendered vacant by the sudden
death of Prof. George Robertson Watt, M.A., a month after

his arrival in India.

Mr. F. S. Deter, Principal Instructor in English,
Kriegsakademie, Berlin, has been appointed Professor of
Kinglish in the University of Berlin.

Mr. Frank Morvey Fuercuer, Inspector of Schools of Art
in the Southern district of England, has been appointed
Director of the College of Art, Edinburgh.

* #

*
Mr. Georce Lowson, M.A., B.Sc., LL.D., Rector of Stir-
ling High School, has been elected President of the Educa-
tional Institute of Scotland.
* +
Mr. M. O. B. Caspart, MA. Oxon., Lecturer in Greek,
Birmingham University, has been appointed University
Reader in Ancient History at University College and Bed-
ford College (University of London).
* *

*
Mr. V. A. Mcunpetta, Northern Polytechnic, London, has
been appointed Principal of Sunderland Technical College.
* *

*
Tue Rev. E. G. Serare, M.A. T.C.D., assistant master,
Highgate School, has been appointed Head Master of Cork

Grammar School.

$% *

*

A Heap Master (Graduate) is required for the Royal
Latin School, Buckingham (£275 initial). Apply to Henry
Small, Clerk to the Governors, Town Hall, Buckingham, by
July 7. '

*

Tar Rev. W. F. Burnsipe, M.A. Cantab., assistant master,
Cheltenham College, has been appointed Head Master of
St. Edmund’s School, Canterbury.

* #

*

Mr. J. H. Suarve, B.A. Lond., Assistant Master, has been
promoted Head Master, Simon Langton Schools, Canterbury.
* *

*
Miss Larnas has resigned the Principalship of St. Mary’s
College, Paddington.
* #
*
Mr. F. R. Stogpon, M.A. Cantab., has been appointed
Classical Master at Bromsgrove School.

Tue Association of Head Mistresses have
thoroughly revised and brought up to date
their instructive pamphlet on “The True
Cost of Secondary Education for Girls.” It is published
by the Educational Supply Association (42 Holborn Viaduct,
E.C.) at 3d. post free.

Literary
Items.

* ë ë %
*

Messrs. CasseLL publish Part I. of a new work, entitled
“The Nature Book,” to be completed in 24 fortnightly
parts (7d. each). The scope of the work is comprehensive;
the articles are written by experts in popular style ; and the
illustrations are numerous and excellent. The work will in-
clude a number of Rembrandt photogravures and a series of
coloured plates from pictures by famous artists. An admir-
able beginning !

Messrs. ConsTaBLE announce for early publication a Life
of “Dorothea Beale, of Cheltenham,” by Mrs. Elizabeth

Raikes.

+ *
%

Messrs. A. & C. Biack announce a new translation of
Diego Histado de Mendoza’s “ Lazarillo de Tormes,” by Sir
Clements Markham, from the first edition (Burgos) in the
Duke of Devonshire’s private collection.

* *

*
Tue National Association of Head Teachers have adopted
The Teacher as their official organ, so that The Teacher will

henceforth incorporate The Head Teacher.
* +

A COMPLETE series of moral lesson books, based on all the
sections of the syllabus of the Moral Instruction League,
are in active preparation and will shortly be published by

Messrs. Nelson.

* 5
*

THE magnificeft Christmas number of the Australian
Traveller describes “ Australia to-day, for the Immigrant

and Tourist.”

* *

*

Tue World's Work for June is mainly occupied by a capital
description of the Franco-British Exhibition, with profuse
and excellent illustrations. The Education Department,
however, is rather sketchily dealt with.

* *

THE first and second numbers of the “ Paedagogisch
Tijdschrift voor het Christelijk Onderwijs” (Hilversum :
G. M. Klemkerk) give good promise of usefulness. .

ee 2 nee

Or the 511 degrees conferred by the New

General. York University at its seventy-sixth annual
commencement, about 50 were taken by
women. “Among these was a Portia, who was made a

Master of Laws. Paradoxically, 11 learned young women
became Bachelors of Laws.”
* #
*

Pror. Karnack announced, at the Evangelical Social Con-
gress at Dessau, where the reform of girls’ education was
much discussed, that, after next winter, girls will be allowed
to matriculate at the Prussian Universities.

* *
*

Tne Directors of the Hungarian Exhibition (Earl’s Court)
have decided to allow children free admission when accom-
panied by adults. Special arrangements are made for

schools.

* %

*

Mr. CLoupesLeY Brereton, Divisional Inspector to the
L.C.C., has been invited as the foreign guest for the year to
attend the Annual Congress at Cleveland of the National
Education Association of America and to read a paper on
“ Vocational Education.” It is estimated that the Congress
will be attended by 50,000 educationists, representing all

grades of education.

* *

&*

Dr. Vera Dantscuakorr, who figured at the latest Con-
gress of the Anatomical Society in Berlin, has been oflicially
recognized as a professor in Moscow University. She is said
to be the first lady that has obtained an appointment as a

University teacher in Russia.
+ s

“We have lately become convinced.” says President Eliot,
of Harvard, “that accurate work with carpenters’ tools, or
violin, or pencil, trains well the same nerves and ganglia
with which we do what is ordinarily called thinking.”

* +
*
‘“THE biggest battle of all the! ages} says the Western

July 1, 1908.1

THE EDUCATIONAL TIMES.

297

Journal of Education (San Francisco), “is the one just begin-
ning against consumption. Waterloo, Gettysburg, Mukden
are harmless kindergarten plays when compared with the
carnage wrought every month by the foul fiend, Tuberculosis.
The civilized world is getting together for a campaign
against it—for it is preventable, preventable by those who
have and use the proper knowledge. Now the scattering of
knowledge is the special monopoly of us school teachers ;
wherefore it behooveth us to sit up and observe intelligently
what the world is doing in this particular.”

THE TEACHERS’ REGISTER.

In the House of Commons (June 17), Sir P. MaGcyus (London
University), on behalf of Mr. Butcher (Cambridge University),
asked the President of the Board of Education whether the
Government proposed to give any compensation to those teachers
who had expended time and money in qualifying for Column B
of the Teachers’ Register and were placed upon it before its
abolition.

Mr. Runciman (Dewsbury): As the lines of the new Register
for Teachers are not yet determined it would be premature for
me to offer any opinion as to the proper course to adopt, in
whatever respect, as regards teachers who have been registered
on the Register which is already in existence, and which is not,
I think, yet abolished.

Sir P. MaGnus asked whether the funds arising from pay-
ments made for admission to the Teachers’ Register were wholly
expended on the maintenance of the Register. If not, in whose
hands were these funds, and how was it proposed to deal with
them.

Mr. Runciman: The balance, amounting to £2,971, was handed
over by the late Council to the Board of Education. It would
be premature to determine its further application until the new
Council has been constituted.

Sir P. Magxus asked how the Board proposed to deal with
the schools whose schemes required that the head master or
assistant masters, or any of these, should have been placed on
the Register.

Mr. Runciman: The requirement referred to has already been
removed from 11l schemes and is in process of being removed
from 67 others. Only 46 schemes remain in which the require-
ment exists, and in these it can easily be removed on application
from the governors. Meanwhile, it is improbable that any in-
convenience will be occasioned, especially as the point only
arises on the change of the head master or the head mistress of
the school.

TEACHERS REGISTRATION COUNCIL.

Questions stood in the names of Mr. Butcher, Sir P. Magnus,
and Sir W. Anson (Oxford University), asking for the reasons
of the delay in the constitution of the Teachers’ Registration
Council.

Mr. Runciman: I have nothing at present to add to the answer
T gave on this point on June 1 last, except to say that the com-
munication there referred to has not yet reached the Board of
Education and that the Board are therefore not yet in a position
to take the requisite steps, as then explained, towards deciding
the questions relating to the representative nature of the Council
ns proposed by the deputation of certain educational bodies.
Even if, as suggested in the question, the secondary and ele-
mentary teachers are agreed upon the subject, the Board have
to bear in mind that the Council is required by the Act to be

representative of the teaching profession, and not merely of!

teachers in elementary and in secondary schools. The represent-
atives of the educational associations referred to were not agreed,
on being asked the question, as to the particular methods by
which the interests of teachers other than those in elementary
~chools and in secondary schools should properly be safeguarded
in the constitution of the new Teachers’ Registration Council.
The Board are anxious to avoid any possible delay and are hoping
to receive in a few days the communications from the represent-
atives which the deputation promised would shortly be sub-
mitted.

Sir P. MaGyus: Can the right hon. gentleman say what edu-
cational interests have not yet agreed to the constitution of the
proposed Council? Have not the National Union of Teachers
and the various educational associations representing head

masters of secondary schools, head mistresses, and assistant
masters and mistresses, and the heads of private schools already
agreed to the constitution of this Council ?

Mr. Runciman: I pointed out in my reply that certain ques-
tions which were addressed to the deputation which waited on
the Board in reference to the matter have not yet been answered,
and these questions refer to teachers who do not come into the
categories mentioned by the hon. gentleman.

Sir. P. Macynus: Is the formation of this Council to be delayed
until every teacher of swimming, or dancing, or music has agreed
to its constitution ?

Mr. Ruyciman: I do not know what justification the hon.
gentleman has for sneering at teachers who are not secondary or
elementary teachers in the technical sense of the word. It is
perfectly obvious that the interests of the teachers engaged in
technical education will have to be considered.

Sir W. Anson asked what were the terms of engagement of the
Registrar and other officers of the Registration Council under
the Order in Council of March, 1902; and whether any, and what,
provision was being made for those officials who, after several
years’ service, were thrown out of employment in consequence of
the dissolution of the Registration Council on March 31, 1908,

Mr. Runciman: The agreement between the Teachers’ Regis-
tration Council and the Registrar provided, inter alia, that the
engagement should be terminable by either party on giving six
calendar months’ notice in writing. The agreements with the
remainder of the staff of the Council provided for three months’
notice. The officers of the Council were not in the service of the
Board, and I cannot, therefore, admit that any responsibility,
direct or indirect, rests upon the Board of finding them further
employment. The Board have, however, been able to offer two
of the clerks some temporary employment in the office, and it is
possible that they may be able to utilize the services of another of
the Council’s officers from time to time in inspectorial work.

CONFERENCES FRANÇAISES.

SocIÉTÉ NATIONALE DES PROFESSEURS DE FRANÇAIS.

ALEXANDRE DUMAS FILS.
Par M. H. E. BERTHON.

Le 30 mai dernier, M. Berthon, professeur au “ Taylorian
Institute” d'Oxford, parlait, devant un auditoire nombreux
et choisi, d'Alexandre Dumas fils comme auteur dramatique.
M. Minssen occupait le fauteuil.

Et tout d'abord le conférencier s'étonne de la faillite à peu
près complète du théatre anglais depuis Shakespeare, et constate
la remarquable renaissance dramatique qui se manifeste depuis
une vingtaine d'années. Il ne saurait expliquer le premier
phénomène ni en déméler les raisons, mais il est certain qu'après
Shakespeare l'Angleterre s'est mise à l'école de la France.
Sheridan s'inspire de Molière. Après lui vient une longue
période où l'on ne s'inspire plus, mais où l'on imite, où l'on pille
tout simplement. Puis à la renaissance, à la rénovation, ce n'est
pas la tradition nationale que l'on suit, mais bien la tradition
française. On ne développe plus la formule de Shakespeare,
mais celle de Scribe, de Dumas, d’Augier, de Sardou. C'est la
un fait curieux, presque incompréhensible. M. Berthon considère
rapidement en quoi diffère la formule dramatique française de
celle de Shakespeare, ce qui la rend plus pratique, plus à la
portée de talents ordinaires, et conclut que la raison de son
triomphe est dů à la concentration, Au lieu d'éparpiller l'intérêt
dans un vaste tableau des époques ou des races, le drame français
le concentre sur l'état d'âme des personnages, leur conscience, leur
volonté. L'action en est ramassée sur un moment de leur vie,
un problème de conscience, sur une crise morale qui demande
une solution, sur une lutte. lls ne sont plus les jouets des cir-
constances, ils sont les maitres de leur destinée. Ils ne subissent
pas la loi des événements, ils leur font la loi. Il ya donc triple
lutte : contre les circonstances, contre une volonté hors de soi,
contre soi-même ; triple résultat: au dépens de la vie et de l'hon-
neur (drame), de lamour propre (comédie ou vaudeville). Mais,
quel que soit le résultat, c'est la volonté au service de l'intelli-
gence. Ce n'est plus lors un simple spectacle, un plaisir pour
les yenx ou une caresse pour l'oreille, c'est un appel direct à
l'intelligence et au cœur. C'est avant tout, un théàtre d'idées,
idées qui n’entravent ni effusion lyrique nidiffusion épique, et

298

THE EDUCATIONAL TIMES.

[July 1, 1908.

ui frappent l'esprit non pas tant par des mots que par l'action.
Telle est la formule autour de laquelle a évolué le théàtre français
depuis Corneille, et qui aujourd'hui a triomphé partout en
Europe.
w Au point de vue de la renaissance du théâtre anglais et de sa
dette envers la France, trois auteurs dramatiques sont surtout
à considérer: Dumas, Augier, Sardou. Le conférencier prend
le premier, Dumas fils, non point pour donner un compte-rendu
de ses pièces, mais bien un exposé de ses idées et de sa méthode ;
et pour leur compréhension il conseille la lecture de: 1° “Le
Demi-monde,” “La Question d'argent”; 2° “ Denise,’ “ Les
Idées de Mme Aubray”; 3° “L’Etrangere,” “La Femme de
Claude,” comme en marquant les périodes d'évolution.

~ Dumas nous fait cette déclaration : “ Toute littérature qui n’a
pas en vue la perfectibilité, la moralisation, l'idéal, l'utile en un
mot, est une littérature malsaine, née morte.” Voila donc son
but clairement, catégoriquement défini. Il croit, avec Rousseau
et Mme de Staël, a la perfectibilité de l’homme; il croit que
l'instrument de cette perfectibilité est la littérature; il va s’y
employer de toutes ses forces, en indiquer les conditions et les
moyens. Ce qui frappe chez lui c’est la part pour ainsi dire
exclusive qu'il fait aux questions sociales entre les sexes. L'argent,
la propriété, la question sociale proprement dite, ne sont pour
lui que des problèmes de second ordre relativement au premier
qui lui semble toujours plus universel, plus menacant, primant
tous les autres et duquel ils dépendent. Pour résoudre la question
il s'en prend d'abord aux lois, faites seulement pour les forts;
aux moeurs, plus cruelles encore. Voila le mal. Quel sera le
remède? L'intervention de la loi en faveur des faibles, négligeant
peut-être trop, dans sa confiance en l'efficacité des lois, la réforme
du coeur humain. Dumas a obtenu la loi sur la divorce. La
société en est-elle devenue meilleure? La passion reste éternelle,
et aucun article du Code ne met a l'abri de ses ravages. Et puis
ses héros sont des oisifs, et partout son milieu exclusif. On lui
en a fait un reproche, reproche dont le conférencier montre le
bien-fondé. Ses personnages sont toujours les mémes et ne
donnent qu'une faible idée de la variété humaine. On peut
presque les compter, et le conférencier les analyse, tant hommes
que femmes. En somme, son univers est spécial et restreint, et
il semble avoir un peu pris la partie pour le tout. En outre, ses
personnages, étres de chair et de sang tout d’abord, ont fini par
ne plus étre que des abstractions, et Dumas, comme beaucoup
d'autres artistes contemporains, a commencé par le réalisme et
fini par le symbolisme. C’est lui qui a introduit le réalisme au
théatre ; puis, a force d'observer les faits, il s'est trouvé obsédé
par l'idée; et il arrive un moment où il ne demande plus à la vie
qu'une confirmation de ses idées, a l'art un moyen pour les dé-
montrer. C'est le système de la piece à these. Certes, on ne peut
pas toujours peindre ce qui est sans finir par songer à ce qui
devrait étre. Mais alors l’individualité disparait. Il n’y a plus
place pour la nature humaine. Ce ne sont plus les caractères
qui préparent le dénouement, c'est le dénouement qui crée les
aractères. Et si, comme il le dit, le dénouement est un total
mathématique, les volontés humaines qui forment ce total ne
sont plus que des chiffres, des symboles.

Telle est la triple évolution qui s'est faite chez Dumas: il a
commencé par l'observation, continué par l’abstraction, fini par
le symbolisme. Cet example n'est pas unique; c'est un signe des
temps. Tels George Eliot, Flaubert, Zola. C'était hardi. Aussi
s'est-il fait un beau tapage autour des pièces de Dumas. A force
d'art, il est parvenu a les faire passer.

De nos jours la littérature s'enorgueillit d’une découverte, celle
de la charité chrétienne. Mme Aubray la faisait présager avant
que les leçons de l'Evangile, traduites du russe et du suédois,
nous aient mis sur la voie. Et l’on se refusait à trouver dans
Dumas, auteur réputé immoral, la charité, la pitié, le pardon,
jusqu’à ce que Lemaitre nous eût démontré que toutes ces beautés
existaient depuis longtemps dans ses ouvrages. Certes on ne
peut lui rapporter tout le développement de la pensée contempo-
raine, mais il faut lui rendre cette justice qu'il y a eu sa grande
part. Et puis, par un côté surtout, il est bien dans la note de
notre génie national. Il a pour lui son mérite dramatique, car
même alors que le moraliste se trompe, l'homme de théâtre
subsiste. Il nous tient jusqu’au bout frémissants et enchainés.
Pourquoi? parce que c'est de volontés que vit le théàtre, et que
précisément celui de Dumas déborde de volonté. Ila foi dans
ses idées, et il fait passer en nous sa conviction. Ses personnages
vont droit a leurs fins. C'est là sa force. Il ne laisse jamais
oublier le drame à travers la théorie. Et ce mélange de pro-
fondeur dans le fond et d'habileté dans la forme en font un des
auteurs les plus puissants du XIX"! siècle.

— ee eee eee eee

THE FRANCO-BRITISH EXHIBITION.
THE EDUCATIONAL SECTION.

Wuat the Educational Section of the Franco-British Exhibition.
has done (says the Morning Post) is to bring together into manage-
able compass types of the best work which is being done by
different bodies and institutions in different parts of Great Britain
and to link them to one another in such a way that the visitor can
judge each in relation to the system of which it forms a part,
and is inspired by a sense of the value both of unity in the
objects aimed at and of variety in the methods taken to attain
them. The plan of the exhibition is to give selected specimens
of the work done by a large number of different Educational
Authorities, and to allow all the educational activities of certain
others to appear in a continuous series. At one end of the room
are the exhibits sent in by the great public schools, and by Oxford
and Cambridge, comprising things new and old, photographs of
buildings, facsimiles of charters, and publications of the Uni-
versity Presses. They are interesting and picturesque, but one
must look somewhere else for signs of the straining for develop-
ment and the ferment of ideas. The right hand of the room,
which is bisected by a gangway running down the centre, is
largely occupied with the exhibits from Manchester and London,
the left with those from Scotland, Essex, and Warwick, while
the lower half of the room contains specimens of the work of
a large number of different authorities which are not represented
in such great detail.

Of the larger exhibits the most remarkable is that of Man-
chester, which includes types of every educational activity of the
city, elementary and higher elementary schools, secondary and
evening schools, schools of art and technology, institutions for
training teachers, and the University. The curious can visualize
“the educational ladder ” as it exists to-day in one of the greatest
municipalities by inspecting the exceedingly interesting chart of
educational facilities offered by Manchester. This diagram is
one of several. Indeed, one of the merits of the exhibition is that
it does not simply offer a text, but supplies a commentary as well.
A good example is offered by the elaborate educational statistics
which supplement and interpret the charts on the end wall of the
hall. The figures of children attending elementary and public
secondary schools have long been easily accessible. But the
same is not true of the students at technical and agricultural
colleges, endowed secondary schools, and the Universities. Until
these figures were got out by the Committee controlling the Edu-
cational Section of the Exhibition we really had no material for
knowing how Great Britain compared with other countries in
the matter of, say, University education, and the time and trouble
spent in extracting them have produced a really valuable result.
From the few authorities whose activities are represented tn
extenso one naturally turns to examine particular exhibits. They
are well set out on screens and tables, but as they are designed
to explain the work done in about a hundred and sixty different
institutions, and are representative of every grade and variety of
education, it is difficult to do full justice to any one group. The
collection which is most easily appreciated is, perhaps, that which
represents the work done by typical technical schools, for the
organization of which the Council of the Association of Technical
Institutions was largely responsible. Weaving from Lancashire,
engineering work from Birmingham, boots and shoes from North-
amptonshire, and some beautiful metallurgical work from
Sheffield are a few of the exhibits which attract immediate
attention.

Near to these comes the arts and crafts group, which gives
examples of manual training as it is carried on in the elementary
school, with the object not so much of giving practical industrial
training as of stimulating the brain through the hand. Then
there are the very interesting screens, showing what is, perhaps,
the most pregnant development of the last thirty years, the work
done by public schools and colleges for girls. Nor is the medical
side of education overlooked. Scotch Authorities, in particular,
have recently been to the fore in seeking to lay for elementary
education a firm foundation of general health, and Govan and
Glasgow are conspicuous—the one with its school baths, the
other with an elaborate investigation into the effect of housing
conditions upon the physical growth and mental capacity of
children, which shows that their weight and stature varies very
closely with the number of rooms inhabited by their families
and the extent to which overcrowding does ‘or does not prevail.
Bradford has sent a record of the very important experiments
carried out by it with a view to ascertaining the exact effect of

July 1, 1908.]

- underfeeding in retarding the “educability” of children—ex-
periments which have already been described in these columns
and which prove beyond a doubt (will other Education Author-
ities please note?) that there is, in the case of the poorest
children, a wide margin of potential capacity which judicious
medical aid can call into activity.

It is proposed to organize a visit of French school children and
teachers for one week to the Franco-British Exhibition. In the
British Education Section there will be one week during the
month of July called the “ Children’s Week,” when French and
British children will take part in daily educational exercises,
separately and jointly, according to a programme to be arranged
for each day. These exercises will comprise—(1) Illustration of
oral teaching in French and British schools by question and answer
in subjects with which the children are familiar; recitations ;
geography of France and the British Isles; freehand drawing
and such subjects as the teachers may select, in which the
children will have to say or do something, the object being to
show the mental faculties in activity. (2) Physical exercises in
the grounds and gardens of the British Education Section laid
out especially for the purpose. These exercises will illustrate
the training of the bodily powers, and will comprise drill, gym-
nastics, and games in which the French and British children
may jointly take part, as well as those exercises typical of the
customs of either country. (3) To illustrate the history of both
countries, for educational purposes, there will be tableaux vivants,
representing certain events of the greatest historical value.
(4) As a grand finale, a tableau vivant formed by French and
British children combined will be displayed to symbolize the
glory of peace and goodwill among the nations, and especially of
the “ Entente Cordiale.” One feature of the symbolic group
will be the delivery by a child of each nation of poems especially
composed for the purpose in French and in English.

MODERN LANGUAGES IN SECONDARY SCHOOLS.

A REPORT recently issued by the Modern Language Associa-
tion on the conditions of modern language instruction in second-
ary schools (says the Morning Post) furnishes a valuable account
of the difficulties which militate against efficiency in a branch of
education which is of ever-increasing importance. The report is
based upon returns of 119 schools, which represent over 16,500
pert and which are drawn, with scarcely a dozen exceptions,

rom secondary local schools, grammar schools, county schools,
intermediate schools, high schools, and municipal schools. Within
these very comprehensive limits, therefore, it must be taken as
containing information which is of a truly representative char-
acter, and as giving a bird’s-eye view of the conditions of modern
language teaching in four-fifths of the English secondary schools.
The only modern languages of which it takes account are French
and German, which alone, if the Welsh taught in the schools of
the Principality be omitted, have a recognized place in the curri-
culum. The relative importance attached to each of these two
subjects is shown by the following table, which proves the exces-
sive and, as some will think, lamentable preponderance of French
over German :—

Pupils taught Pupils taught
Schools. Number. rench. erman.
Boys ...... 52 encens. 6,182 euin 1,862
Girls ...... MO arisa 5,29l ereen 765
Mixed DT een, 4,595 asesors 597
Total ...... 119 16,668 3,224

UNFORTUNATE POSITION OF GERMAN.

It is no doubt easier to obtain French teachers than it is to
obtain German teachers, and, difficulties of pronunciation apart,
a child, particularly if he has worked at Latin, usually finds that
French, at any rate in its earlier stages, is more easily grasped
than German. Most boys who are learning both languages simul-
taneously could read La Fontaine’s “ Fables ” with comparative
Huency long before they could stumble through two sentences of
Grimm's “ Märchen.” But it is none the less unfortunate that
German should occupy the place of Cinderella in modern lan-
guage teaching. The genius of the language, and particularly
of its poetry, has such an affinity with that of England; the
commercial relationships between the two countries are so close;
the interest, sometimes almost the suspicious interest, taken by
Germans in English institutions is, despite the “ Entente,” so

THE EDUCATIONAL TIMES.

_|are far too large to admit o

299

much more genuine than that of France, that it is a matter of
urgent importance that the rising generation in this country
should understand Germany through the medium of the German
language and of the German mind. In the class of boys’ school
represented in this report which is typical of the majority of
English schools, French and Latin are taught first, German and
Greek being sometimes added later, and often only as alterna-
tives. In the girls’ and mixed schools French comes first and
Latin second, while German receives a disproportionately small
share of attention, and Greek is quite exceptional. In short,
French is throughout the predominant language, and in a few
cases the only language taught. Latin comes second, and Ger-
man and Greek third in somewhat singular juxtaposition. In
view of the part which Latin has played in building up European
institutions, it muy be wise to prefer Cicero to Demosthenes, but
one wonders what Matthew Arnold would have thought of post-
poning Goethe to Racine.

THE Curse oP Economy.

But, while all modern language teaching is hampered by such
great difficulties as at present, it seems almost an irreverence to
criticize the precise place which different languages are given
in the school curriculum. The principal disadvantage under
which the teaching of all of them labours is the inadequacy of
the financial provision which is made for them, and which results
in aa testa large classes, in underpaid and overworked
staffs, in insufficient classroom accommodation, and in the con-
tinued use of old-fashioned books and apparatus. It is obvious
that in modern languages, above all other subjects, in which,
unlike the classical subjects (long since Anglicized beyond recog-
nition), accuracy of pronunciation is one of the objects to be
aimed at, beginners’ classes should in all cases be small in order
to make possible the concentration of the teacher's attention on
individual students. Yet at present the vast majority of classes

F sufficient linguistic instruction.
Nearly a quarter of them contain more than twenty-five pupils,
nearly half of these contain more than thirty, and some contain
as many as fifty. The position of the teacher is almost equally
unsatisfactory. The salaries of assistant modern language
teachers have tended to rise owing to the increasing demand for
persons qualified to teach by the so-called “Reform method,”
and there has been an aeeoo an ig though not corresponding
rise in the standard of qualification. But, though the salary is
less inadequate than it was, it is still not much more than that
of the better-paid artisan, and, above all, there is the all-
important fact that, except in special cases, the position of an
assistant teacher, as such, offers no prospect of a permanent
livelihood. As only a small minority of assistant teachers can
become head masters this is a serious consideration, with which
only a few authorities like the London County Council have
found courage to deal. The following table of the average salary
of a modern language teacher, which assumes a non-resident
basis, and which leaves out of account the great public boarding
schools, shows how serious the situation is :

Initial salaries of

Assistant Assistant
Masters. Mistresses. L.C.C.
Highly qualified......... £160 £110 Assistant masters
£150, rising to £300.
Well qualified............ £125 £90 Assistant mistresses
£120, rising to £220.
Minimum qualifications £80 £80 —

Moreover, owing again to want of money, the hours are so long
as to impose an excessive strain upon the teacher and to leave
him no time for study out of school hours. Scholastic agents
place the average hours for school work alone among modern
language teachers at 26 per week, a system of organized over-
work which appears monstrous when placed side by side with the
precnics of the French secondary schools, where the maximum

ours of class work in the lycées is at present 17, and in the
collèges 18. The result is that in England the unfortunate
teacher is exhausted by the routine of instruction, and has no
time to refresh his mind or to keep abreast with the work that is
being done on the subject. It should be the object of reformers
to aim at a maximum of not more than 20 hours’ teaching per
week. Twenty-six hours may not have been excessive under the
old regime, but with the introduction of improved methods of
teaching they impose an intolerable strain. Our methods have
outrun our organization, and the results are often disastrous to
the health of the teacher, and consequently tothe efficiency of the

300

THE EDUCATIONAL TIMES.

[July 1, 1908.

instruction in modern languages which he gives. It is surely
time that the law intervened to protect assistant teachers by
giving them a definite status and prospects, and that the Board
of Education used its influence to induce the governors of second-
ary schools to realize that a competent teacher isa very valuable
and delicate machine, which depreciates rapidly unless it is
handled with sympathy and consideration.

REVIEWS.

“ MYTHISTORIA.”

Thucydides Mythistoricus. By Francis Macdonald Cornford,
Fellow and Lecturer of Trinity College, Carnbridge.
(10s. 6d. net. Edward Arnold.)

By “mythistoria’” Mr. Cornford means “history cast in a
mould of conception, whether artistic or philosophic, which,
long before the work was even contemplated, was already in-
wrought into the very structure of the author’s mind.” What
history, as distinguished from mere annals, can escape the
definition? How can the historian step out of his environment
when he takes his pen in hand? The term, however, is probably
to be regarded less in general application than in special refer-
ence to Thucydides. Thucydides had the scientitic mind, no
doubt, and what he expressly addressed himself to do was to
record the events of the Peloponnesian War and the gist of the
speeches on the opposing sides—observed actions and alleged
motives (official)—with the greatest possible accuracy of investiga-
tion, expressly excluding “the mythical” even at the risk of
dullness. Mr. Corntord is probably right in taking the sense of
“the mythical” as used by Thucydides to be chiefly “ inventive
embellishment,” such as Herodotus employed. He also points
out that Thucydides tacitly repudiates the popular superstition
and dogmatic philosophy of the day. But there was one thing
that Thucydides did not guard against, because he was not
aware of it—for it “was the framework of his own thought, not
one among the objects of reflection,” “a residuum wrought into
the substance of his mind and ineradicable because unperceived ”
—namely, “ his philosophy of human nature, as it is set forth in
the speech of Diodotus, a theory of the passions and of their
working which carried with it a principle of dramatic con-
struction,” which transformed his reasoned purpose. Between
his first sentence and his last Thucydides had many years in
which to modify his original design; and, while he started with
the deliberate intention of avoiding “the mythical,” Mr. Cornford
finds that he ended, without knowing it, as “ Mythistoricus.” It
will be noted that Mr. Cornford in no way impeaches the trust-
worthiness of Thucydides: his view is “quite consistent with
the literal truth ot every statement of fact in the whole of his
work.” His object is to bring into relief an essentially artistic
aspect of the work of Thucydides—to show how it came about
“that even his vigilant precaution allowed a certain traditional
mode of thought, characteristic of the Athenian mind, to shape
the mass of facts, which was to have been shapeless, so that the
work of science came to be a work of art.”

The First Part of the volume—say three-tenths of the whole—
deals with Thucydides as “ Historicus,” discussing the causes
of the war and examining Thucydides’ conception of history.
Thucydides does not provide either party with a sufficient
motive for fighting; and Mr. Cornford rejects as inadequate the
current views that ‘war (l) was promoted by Pericles from
personal motives, (2) was racial, or (3) was political. He agrees
with Thucydides that the war was forced upon the Spartans.
But Pericles had no reason to desire war: why then did he go
to war? Because the anti-Megarian policy was forced upon him
by his commercial supporters in the Piraeus. The whole of this
argument is worked out with conspicuous ability. In the ex-
amination of Thucydides’ conception of history and in the con-
tention that it stands in striking contrast with the modern
conception there ure weighty elements of truth; but the dis-
tinction between “causes” and “ grievances” (airiat), and the
psychological argument supervening, seem to us to be over-
driven, under the influence of the main thesis of the volume.

The Second Part considers Thucydides as “ Mythicus,” and
deals with the element of artistic unity not accounted for by the
original design. There is first the stroke of “luck” at Pylos,
certainly a remarkable combination of unexpected circumstances,
though not without parallel in military history. But, if the
occupation was really designed, why does Thucydides convey
the impression of sheer luck? He is not moralizing, he is not

actuated by malignity to Athens or to Demosthenes or any
other individual: “he really saw an agency called ‘ Fortune °
at work ’’—he is illustrating the contrast of human foresight
(yvoun) and non-human Fortune (Tvyn): he has gone over to
“the mythical.” Again, as to Cleon, “it is evident that the
historian saw him, not purely, or even primarily, as an historic
person, but as a type of character ”—“ an impersonation of
insolent Violence and Covetousness.” Cleon is “dramatized ”’ ;
and “we have left the plane of pedestrian history for the ‘more
serions and philosophic’ plane of poetry.” So Thucydides’ con-
ception of Alcibiades is “ mythical.” And “the external form
of the History shows some conscious imitation of tragedy, but
it also resembles the Aeschylean drama in technical construction
and in psychology ”—a comparison worked out in great elabor-
ation. To Mr. Cornford it even seems “just possible that Thucy-
dides thought there might be some touch of madness in Pericles
which explained his violence against Megara”: “ Megacles’
descendant is urging the Athenians into a war sooner than

revoke a violent decree against the descendants of his victims.”
Thucydides’ attention, like that of his contemporaries, was

occupied with such “mythical causes,” “and so diverted from

those factors in the economic situation which might have enabled

him to read the origin of the war in the light of the Sicilian

expedition.” “Can we wonder that the origin of the Pelopon-

nesian War is somewhat obscure?” Mr. Cornford’s speculations

are very ingenious, brightly presented, and full of interest; but

his imagination has soared away from his judgment. We are

afraid it is he, rather than Thucydides, that is the victim of

“the mythical.”

Wituram DUNBAR.

The Poems of William Dunbar. With Introduction, Notes, and
Glossary by H. Bellyse Baildon, M.A. Cantab., Ph.D. Freib.
1.B., Lecturer in English Language and Literature, Uni-
versity Collegé, Dundee, University of St. Andrews. (6s.
net. Cambridge University Press.)

Dr. Baildon’s laudable object was to bring the poems of
Dunbar “ within easy reach of all serious students and lovers of
what is best in our literature,” the library editions (of the
Scottish Text Society, of Prof. Schipper, and of David Laing)
being rather costly, inaccessible, and not furnished with elucida-
tions suitable to the general reader or to the college student.
The text presents many and great difficulties, which the labours
of previous editors have done much to overcome, but which still
leave scope tor Dr. Baildon’s independent judgment. Dr. Bail-
don has wisely distinguished by a special mark his own sugges-
tions in disputed cases. “In accordance with the express wish
of the Syndics of the Cambridge University Press, the editor
has made no omission from the text adopted’’—a sensible
decision, but a decision that confines the book as a whole to
mature readers: the freedom of fifteenth-century expression
does occasionally offend the conventional reserve of the twentieth.
The introduction sketches with general adequacy the life of the
poet, the sources of the text, the characteristics of the language,
and the technique of the versification. We should doubt whether
the preservation of the guttural sounds (as in “ night,” “loch,”
&c.), and the correct use of the letter h, in N.S. are “ probably
due to the inflnence of Gaelic, where the gutturals are numer-
ous’; and when Dr. Baildon says that “in N.E. even the most
‘correct’ speakers aspirate the h in words like hospital, humble,
and so on, whereas they ought to be silent, as in /etr, &c.,” we
are puzzled by the indistinctness of his statement and reference.
If Menzies “is pronounced Mevenis or ‘ Menyis,’” itis also pro-
nounced Mayngeéz (with the ringing sound of ng). But it is very
dificult to treat the peculiarities of the language in brief
exposition: it needs exceptional care of expression and strict
external criticism.

The leading points given by Dr. Baildon will certainly be very
helpful. The notes are tolerably full and very serviceable,
though unequal in quantity and in quality. “As with the
glaikkis he wer ourgane ” (3.12) seems plain enough, but the
unnecessary (and misleading) note interprets it “as though he
were charmed or fascinated by some spell.” In the same piece
(3.52-3), the heroine “strangely mingles endearment with ap-
parent disparagement”: yet the strangeness is all in the com-
mentator’s temporary lack of perspicacity. Again (57.26-7) :

Quhair evir Schir Gold maid his regress
Off him I will no Largess cry :

“no editors seem to think these linesyrequire comment,” says
Dr. Baildon. Well, of course, ithey;don’t require comment. But

July 1, 1908.]

THE EDUCATIONAL TIMES.

301

Dr. Baildon makes what he would call in other commentators
“a departure from the obvious,” and takes the meaning to be
(what it clearly is not) “wherever Sir Gold make his return (pro-
gress or departure), I will not shout ‘ Largess’ (that is, thanks).”
The glossary is full and useful. The volume is very welcome,
and generally it will be of great service, especially to such as
have no convenient access to the library editions, but in many
poe of detail it needs some revision; and we regret that

r. Baildon is no longer with us to revise it himself—with the
aid of a competent critic with intimate knowledge of the lan-
guage and of the ways of the Scots of the period.

AN AMERICAN SANSKRITIST IN INDIA.

Letters from India. By Alfred William Stratton. With a
Memoir by his Wife, Anna Booth Stratton, and an Intro-
ductory Note by Prof. Bloomfield. (10s. 6d. Constable.)

Dr. Stratton was a Canadian of English and Irish descent,
born at Toronto in 1866. He showed at an early age a keen
interest in classical studies, and, after graduating at Toronto

University, he got his first decided impulse to Sanskrit studies

from a friend in Hamilton (where he was an assistant classical

master), who “is a self-taught Sanskritist and has an enthusiastic
interest in many phases of Orientalism.” He spent three years

(1892-95) at Johns Hopkins University, learning and teaching

Sanskrit and Greek; and taught and studied three or four years

in the University of Chicago. In 1899 he went to India, to

succeed Dr. Stein as registrar of the Punjab University and

principal of the Oriental ë

in Kashmir, in 1902.

The interest of the book lies in the simple and strenuous
career of an ardent student, and in an ‘unintentional chronicle
of North-Western India and Kashmir, written in a position of
vantage by a leading educator and an unbiased yet sympathetic
observer of Hindu life and character.” Mrs. Stratton has set
forth the story of her husband’s life mainly in a series of his
letters. The method no doubt introduces a good deal of matter
that is of limited interest, yet the manner of presentation of
merely personal or family concerns contributes traits to the
portrait of the writer. One gets the impression of an unassuming,
serene, kindly man, not without glints of quiet humour; an
earnest and accomplished scholar, and an assiduous and business-
like administrator. “I like the Hindus,” he writes, “their looks
and their ways, and their simple good-heartedness.” But then
he was not officially concerned with politics or public admin-
istration, an experience that seems peculiarly liable to engender
dislike and distrust. Again and again he enters protests against
misrepresentations of Indian character apparently resulting
from ignorant misunderstandings. Holiday trips to the north
give occasion to descriptions of the country and the people: two
summers in Kashmir, and a visit to the Yusufsai country. The
running account of his literary and official work, with incidental
commentary, will offer many points of interest to scholars and
others concerned for Oriental studies and for Indian education.

Especially interesting will be the letters containing a fragmentary

account of his search for manuscripts and oral traditions relat-

ing to the ritual of sacrifices of the Kathas. At the time of his
death, an edition of the Adthaka Grhya Sitras, with extracts

from the commentary of Devapala, was well under way; and, in
1903, all the material bearing upon the work was placed in the
hands of Prof. Bloomfield of Johns Hopkins University. “In
short,” writes Pundit Mukund Ram, in an account of the scope
of the intended work, “ his ideas of extending this sort of research
and of improving the Sanskrit Scriptures were doubtless so vast
and generous that there would have grown a very important
department of such research under his care by this time had
Heaven spared him; which, to our misfortune, has not been
allowed.” There are ten full-page illustrations, besides a frontis-
piece portrait.

THE “ SENSE” or GEOMETRICAL LINES.

Algebraic Geometry. By W. M. Baker, M.A. (6s. George Bell.)

In most respects this is a good httle treatise and gives abundant
evidence that it is the production of an author thoroughly ac-
quainted with the general needs of the junior student and capable
of presenting the theory of his subject in an interesting and helpful
manner. Many of the leading theorems are studied from more
than one point of view, and the writer in a number of instances
does not hesitate to make use of the valuable principles and
notation of the differential calculus. The general excellence of
che work makes the repeated appearance of an actual error of

ollege at Lahore. He died at Gulmarg,

NS o eee e r a

panpe the more to be regretted and the more surprising. It
as often been necessary to deprecate in these columns the fact
that writers on elementary trigonometry so frequently ignore
the sense of lines when dealing with acute-angled triangles; they
forget the important part that directed magnitudes are to play
before many of their pages have been turned over, and, regard-
less of the intellectual confusion they are creating, they prepare
for the careful student the task of reconstructing what he has
lately learned, as soon as the idea of sense is forced into promin-
ence. Yet there is some shadow of excuse (however faint) for
the writer on trigonometry who may somewhat unwisely argue
that, at the stage reached, he is still dealing with the absolute
magnitudes of elementary geometry. The writer on Cartesian
co-ordinate geometry has, however, no such plea at his disposal :
it is impossible to justify failure on his part to recognize from
the very beginning the fundamental inaccuracy of writing about
the line AB (say) when it is the line BA that is under consider-
ation, and of naming positive angles as though they were to be
measured in the negative direction. Doubtless the method that
has to be employed in the process of drawing the diagrams is
responsible for much, but that only increases the care requisite
in order to obtain accuracy for the text.

GENHRAL NOTICES.

CLASSICS.

The Myths of Greece and Rome: their Stories, Sianification, and Origin.
By H. A. Guerber. (Harrap.)

Mr. Guerber retells with charming simplicity the Greek and Roman
myths from the beginnings of imaginative speculation down to the ad-
ventures of Ulysses and Aeneas. For these myths “ have inspired so
much of the best thought in English literature that a knowledge of
them is often essential to the understanding of what we read,’’ and
‘they have a great sesthetic value, presenting, as they do, a mine of
imaginative material whose richness and beauty cannot fail to appeal
even to the colder sensibilities of this more prosaic age.” At the same
time, Mr. Guerber has taken great care ‘‘ to avoid the more repulsive
features of heathen mythology,’’ his book being intended for the instruc-
tion and the delight of young readers, as well as for adult students.
Numerous quotations from classical (translated) and English poetry are
interspersed. .The final chapter analyses myths by the light of philology
and comparative mythology, and furnishes the philological explanation
of the stories related in the volume. There is a genealogical table of
mythical relationships, a map showing the distribution of myths, an
index to the poetical quotations, a glossary, and a general index. Also
64 full-page illustrations, chiefly after modern painters of note. The
volume is artistically got up.

‘t Cambridge Patristic Texts.” General Editor: A. J. Mason, D.D.,
Master of Pembroke College, Cambridge. — The Confessions of
Augustine, Edited by John Gibb, D.D., Professor of Church
History at Westminster College, Cambridge, and William Mont-
gomery, B.D. (7s. 6d. net. Cambridge University Press.)

It seems strange that ‘‘ the most famous volume in the whole library
of the Fathers’’ should not till now have been re-edited, with anno-
tations, in England since Pusey’s edition of 1838, and only once even
in Germany (by Carl von Raumur, in 1856). The present editors
furnish adequate elucidation both of the language and of the thought of
Augustine, drawn from an ample knowledge of his times and especially
of the literature and the philosophy by which his mind and character
were formed. The ‘‘ Confessions,” indeed, were written for the simple
Christian folk around him, and touch but lightly upon the author’s
philosophical studies, yet these are properly reviewed in an extensive
and able introduction. We cannot doubt that the editors take the true
view of the much disputed relation of the ‘‘ Confessions” to the
‘*Dialogues.’” The text of Knill’s edition for the Vienna Academy
(1896), now accepted as authoritative, has been followed: and the notes
are judicious as well as scholarly. There are indexes (1) of Subjects,
(2) of Scripture texts, and (3) of Latin words. The volume thoroughly
justifies its place in a series of conspicuous merit and of great utility.

The Clarendon Press series of ‘‘ Oxford Translations’’ has been rein-
forced by an excellent rendering of the Dialogus, Agricola, and Germania
of Tacitus, with useful introduction and notes, by W. Hamilton Fyfe,
Fellow of Merton College (3s. 6d. net).

Messrs. Macmillan have added to “ The Golden Treasury Series ”
Mr. E. D. A. Morshead’s scholarly verse translation of four plays of
Aeschylus—** The Suppliant Maidens,” ‘‘ The Persians,’ ‘‘The Seven
against Thebes,” and ‘‘ Prometheus Bound ” (2s. 6d. net). The other
three plays, if we mistake not, were given in a previous volume of the
series.

The two Lectures delivered before the University of Oxford (June 3
and 4) by Prof. von Wilamowitz-Moellendorff—Greek Historical Writing
and Apollo—are published in a handsome pamphlet by thé Clarendon
Press (2s. net). They are masterly,examplee of (popular_exposition, as

302

“THE EDUCATIONAL TIMES.

(July 1, 1908.

well as of learned investigation and historical method. The translation
is by Dr. Gilbert Murray.

The American Journal of Philology contains (Vol. XXIX. 1) an elabo-
rate article on ‘‘ Virgil’s Georgics and the British Poets,” by Wilfred
P. Mustard. The British poets, from Chaucer to Tennyson, are ran-
eacked for references to the Georgics.

SCIENCE.

The Mathematical Theory of Electricity and Magnetism. By J. H. Jeans,
M.A., F.R.S., Professor of Applied Mathematics in Princeton Uni-
versity. (15s. net. Cambridge University Press.)

In this handsome volume Prof. Jeans limits himself to doing a piece
of useful work for students, though it ‘‘has not been onej of much
interest,’’ inasmuch as ‘‘ the nature of the book did not permit of much
newness or originality of treatment.’ He expounds the mathematical
theory of electro-magnetism within the range of work that every student
cf physics may be expected to have covered with reasonuble thorough-
ness before proceeding to the study of special branches or developments
of the subject. The mathematical analysis required in the treatment
is adapted to the fairly probable equipment of the student. The hand-
ling is considerably more elementary than Maxwell’s. On a general
view, the distribution of space for the different parts of the subject is
unusual; but this apparent derangement of balance is due to the shrewd
notion of introducing the questions of mathematical analysis in the
places where they are first needed tor the development of the physical
theory, ‘‘in the belief that in many cases the mathematical and physical
theories illuminate one another by being studied simultaneonsly.”’
Numerous examples are given, mainly from Cambridge examination
papers. It is unnecessary to say that the treatment is masterly through-
out.

Avogadro and Dalton: the Standing in Chemistry of their Hypotheses.
By Andrew N. Meldrum, D.Sc. With a Preface by Prof. Japp.
(Edinburgh: James Thin. London: Simpkin, Marshall, & Co.)

Dr. Meldrum deals with Avogadro first. He insists that Avogadro’s
hypothesis is neither a ‘“‘law’’ nora “truth,” but simply a hypothesis,
and doughtily contends that, in virtue of the multitude of its fruitful
issues, it is the very basis and corner-stone of chemistry. ‘‘ The chief
issues of the hypothesis are the molecular theory, including the modern
theory of solution, the atomic hypothesis, the doctrine of valency, and
the periodic system of the elements’’—the last a perpetual source of
speculation and experiment. Strangely enough, Dr. Meldrum needs to
enter on a long inquiry to find out what are the essentials of Dalton’s
theory, and then he reviews the systems of Berzelius, Gmelin, Gerhardt
and Laurent, and Cannizzaro in the course of working out the true
relation of Dalton’s theory of chemistry to the modern theory. Dr.

Meldrum champions Avogadro and the molecular theory. His argu-

ment is scrupulously fair in conduct and expression, and he shows a

familiar grasp of the fundamental literature of the subject as well as of

the scientific matters in question. Itisan exceptionally able monograph.

MODERN LANGUAGES.

“ The New Mediæval Library.’’—(1) The Book of the Duke of True Lovers.
(2) Of the Tumbler of Our Lady, and other Miracles. (3) The
Chatelaine of Vergi. (5s. net each. Chatto & Windus.)

(1) is now for the first time translated from the fifteenth-century French
of Christine de Pisan, with introduction and notes, by Mrs. Kemp-Welch,
the ballads being rendered in the original metres by Laurence Binyon
and Eric R. D. Maclagan. The story is probably a thinly veiled romance
of the Court, and is certainly full of interest and charm. There are seven
fine illustrations. (2) records nine miracles, only the first story having
previously been rendered into English. Again it is Mrs. Kemp- Welch
that translates from the Middle French MSS., anonymous and by
Gautier de Coinci, with introductory note; and there are eight excellent
illustrations. (3) ‘‘ The Chatelaine of Vergi” is also translated from
the Middle French by Mrs. Kemp-Welch, and the charming intro-
duction is by Prof. Brandin, Ph.D., of University College, London. The
original text (édition Regnault) is appended. There are five fine photo-
gravures. This is really a second edition, thoroughly revised both in
translation and in text. The whole series furnishes a delightful intro-
duction to certain aspects of mediseval life and thought. The get-up is
chastely artistic.

First Steps: The Student’s Elementary Tert- Book of Esperanto. By Leslie
P. Beresford, LL.D., M.A. (2s. International Language Publish-
ing Association, London.)

A very handy little book, giving elementary explanations concisely and
clearly, with exercises followed by notes and key.

A second edition of Der Deutsche Aufsatz in der Prima des Gymnasiums,
revised by the author, Dr. Otto Apelt, Director des Gymnasiums zu
Jena (geh. M. 3.20, Teubner), is ‘ein historisch-kritischer Versuch’’ of
an extremely interesting character, reviewing materials and methods
of German composition on the highest gymnasial benches—in German,
Roman, and Greek literature and history, and in a wide range of mis-
cellaneous subjects. A judicious, instructive, and charming volume.

A sixth edition of Dr. Karl Krause’s Deutsche Grammatik fir Atslander
Jeder Nationalität, ‘‘mit besonderer Rücksicht auf ausländische Institute
in Deutschland und deutsche Institute im Auslande,’’ revised by Dr. Karl

Nerger of Rostock, is now issued [geh. M. 3.60, J. U. Kern’s Verlag (Max
Miller), Breslau]. The exposition is comprehensive and careful, with
plenty of examples, but without exercises.

Dutch Self-Taught, with phonetic pronunciation, by Captain C. A.
Thimm, appears in a second edition, revised by Carel Thieme, Examiner
in Dutch for the London Chamber of Commerce. (28., wrapper; 28. 6d.
cloth. Marlborough.)

ENGLISH LITERATURE.

The Oxford Treasury of English Literature. Vol. III.: Jacobean to
Victorian. By G. E. Hadow, Tutor in English Literature, Lady
Margaret Hall, Oxford, and W. H. Hadow, Fellow of Worcester
College, Oxford. (3s. 6d. Clarendon Press.)

The method of the volume follows the principle of the two preceding
volumes. As before, there is no attempt to cover the whole ground, or
even to notice every great or notable author: the illustrations are grouped
round the points of interest from which the chief literary movements
have radiated, and only such authors are cited as ‘‘ best represent their
age or whose influence on contemporaries or successors is most clearly
apparent.’ The brief critical and historical sketches introducing the
chapters are very suggestive for guidance ; and if one sometimes dissents
from an opiniou—how, for example, can one admit that Thackeray was
‘‘ faultless in style’’ P—or doubts whether a passage is the best represent-
ative available, that mutters very little on the general view. Any
reader that works through the three volumes will obtain a broad and
vivid sense of the wealth and the movement of English Literature.

The People’s Library. (8d. each volume. Cassell.)

The May contingent consists of the following works :—(1) Hypatia
(Charles Kingsley); (2) Mr. Midshipman Easy (Captain Marryat) ;
(3) It is Never too Late to Mend (Reade); (4) Handy Andy (Lover) ;
(5) Shirley (Charlotte Bronté); (6) Tales, Poems, and Sketches (Bret
Harte); (7) The Pilgrim’s Progress (Bunyan); (8) Voyages of Dis-
covery (Captain Cook); (9) Lectures and Essays (Huxley) ; (10) Heroes
and Hero- Worship, &c. (Carlyle).

Sisley’s Biography Books. (6d. each. Sisley’s, Ltd.)

The series is intended to include lives of all the world’s greatest men
and women. The first issue consists of six volumes, simply and pleasantly
written, and tastefully got up, each with a frontispiece: (1) Mary Queen
of Scots, by Helen Williams ; (2) Lord Nelson, edited by Owen Ellison ;
(3) Napoleon the Great, edited by Owen Ellison; (4) Charles Dickens,
by Owen Ellison; (5) John Constable, by M. Y. Bankart; and
(6) Richard Wagner, by Edith Robarts. The series ought to prove

popular
ENGLISH GRAMMAR AND COMPOSITION.

Old English Grammar. By Joseph Wright, Ph.D., D.C.L., &c., and
Elizabeth M. Wright. (6s. net. Henry Frowde, Oxford University
Press.)

Like Prof. Wright’s ‘‘ Historical German Grammar,” the first
volume of which we noticed recently, this work belongs to ‘‘ The
Student’s Series of Historical and Comparative Grammars,” of which
Prof. Wright is the general editor, and the treatment follows similar
lines. It is the student, not the specialist, that the authors keep in
view ; and ‘the student who thoroughly masters the book,” they justly
think, ‘‘ will not only have gained a comprehensive knowledge of Old
English, but will also have acquired the elements of comparative
Germanic grammar.” Of course the volume is not exhaustive, ‘‘ yet
it is by far the most complete Grammar that has hitherto been written
in our own language, and the first to deal with the subject in a strictly
scientific manner.’’ The Syntax will be dealt with in another volume,
which is already in active preparation, and will probably be ready for
press before the year is out. The book is a most laborious and able
treatise, and it is very carefully printed and substantially bound.

The Writing of English. By Philip J. Hartog, Academic Registrar of
the University of London, sometime Lecturer in the Victoria
University, Manchester. With the assistance of Mrs. Amy H.
Langdon. (2s. 6d. Clarendon Press.)

We gladly welcome a second edition of thia pointed and stimulating,
if miscellaneous and discursive. treatise. The contrast’ between the
actual performance of French children and English children, though
“ English children seem to have no less aptitude than French for writing
well,” is a dramatic stroke, touching the nerve of English amour propre
with usefully startling effect, whatever deductions may be necessary on &
coldly critical estimate. To our mind the moat telling part of the book is
the description of Mr. Hartog’s own experiments in the teaching of com-
position; they should be laid to heart by every teacher of the subject.
‘¢They were lessons in thought-training, not in grammar, still less in
spelling or punctuation.” That is to say, they go to the root of an
essential preliminary to effective teaching of English (or of anything
else). One must first ‘‘ take care of the sense’’; and, if ‘‘ the sentence
will take care of itself,” well and good: if not, then one must look to
the sentence—and there is a great deal to be done with the sentence.
Mr. Hartog thinks it is ‘‘of extreme importance that we should not
create a specialist class for English composition alone.” That depends
on the object in view. If the subject is not carried farther than the
preliminary stage ‘' thought-training,’’ he may be right; if it is to be
carried much farther, we have not the smallest doubt that he is disas-
trously wrong. If-Enylish is to. be taught us thoroughly as Latin or

July 1, 1908.]

THE EDUCATIONAL TIMES.

303

Greek—and the whole of our prose literature, not excluding the most
belauded examples, shows how urgently such thoroughness is needed—
then the thing cannot be done otherwise than by specialists. When
Mr. Hartog proceeds beyond the Exercises of his Appendix to treat of
the writing of literary English, he will soon discover the importance of

the specialist.
HISTORY.

History of Ancient Civilization. By Charles Seignobos, Doctor of Letters
of the University of Paris. (5s. net. Fisher Unwin.)

The volume appears to be a popular condensation of Dr. Seignobos’s
“ Histoire de la Civilisation.’? The editor, who is modestly content to
give his initials only, has usually followed the order of the two-volume
edition and drawn supplementary matter from the three-volume edition,
Starting with prehistoric and legendary times, he offers a broad outline
of the development of civilization among the Egyptians, the Assyrians
and Babylonians, the Aryans of India, the Persians, the Phoenicians.
the Hebrews, the Greeks, and the Romans down to the time of Theo-
dosius I., the end of the fourth century of our era. The task of com-
pressing intelligently into a readable narrative the essential facts and
their historical relations is all but impossible within the narrow limits
prescribed. The volume, however, will be serviceable to such as wish
merely a broad general view; and, in the case of the nations that receive
larger treatment, especially the Greeks and the Romans, particular de-
velopments are often set forth effectively, if succinctly. Still, there is
need for revision of details ; the editor has indeed appended some useful
modifications in foot-notes, but more are required. The statement that
“all the provinces belonged to the Emperor as the representative of the
Roman people”’ is moditied. by the explanation that ‘‘ a few provinces,
the less important, remained to the Senate, but the Emperor was always
master in these as well’’; but. the loose expression leads to inevitable
confusion in the description of administrative functions. It is quite mis-
leading to say that ‘‘ there were always at Rome at least two prietors as
judges ’’’; but non-expert writers on the law of Rome, drawing state-
ments from summary histories without appreciating their bearings, have
accustomed us to such startling assertions. There is a useful appendix
of references for supplementary reading, but no index.

The Enalish ax a Colonizing Nation. By J. Hight, M.A., Lecturer on
Political Economy and Constitutional History, Canterbury Uni-
versity College. (28.6d. Whitcombe & Tombs.)

This is Book IV. of a series of Public School Historical Readers more
especially designed for the use of Australasia, and accordingly Mr.
Hight has entered in fuller detail in the chapters on Australia and
New Zealand. On the whole, it is a useful book, though here and
there, where the writer draws his information from current books
innocent of original research or special study, he fails to avoid
common blunders: the enumeration of “the chief benefits India has
gained from British rule ” is amazingly uncritical. There are numerous
sketch maps and illustrations (some of them rather poor), and the
volume is well got up and strongly bound.

RELIGIOUS AND MORAL.

The Cambridge University Press reissues The New Testament in Greek
“ according to the text followed in the Authorised Version, together with
the variations adopted in the Revised Version,” edited by F. H. A. Scrivener,
M.A., D.C.L., LL.D., at a reduced price (crown 8vo, 3s. 6d. net; India
paper, 5s. net). Both of the editions are extremely handy and agree-
able.—The same Press publishes The Verba Christi Testament (ruby 48mo,
ls. net, cloth), the special feature of which is that the words of our Lord
are printed in red. Convenient, clear, and delightfully got up.

Mr. Frowde publishes, for the Egypt Exploration Fund, an extremely
interesting Fragment of an Uncanonical Gospel from Oxyrhynchus, edited,
with translation and adequate commentary, by Bernard P. Grenfell,
M.A., D.Litt., F.B.A., &c., and Arthur S. Hunt, M.A., D.Litt. (1s. net).
The fragment consists of a single vellum leaf, and the writing (45 lines)
covers only a little more than two inches square. The verso is photo-
graphed for frontispiece.

The Problem of Moral Instruction, the Presidential Address of Prof.
J.S. Mackenzie, Litt.D., to the Moral Instruction League, has been re-
printed by the League from the International Journal of Ethics (April,
1908, and is now issued as a pamphlet. It is a very able and thought-
ful address, facing the difficulties in the way of a satisfactory solution
and showing that they are not by any means insuperable. Certainly it
is one of the most capable and effective statements of the League’s case,
and many will be glad to have it in such a handy form.

Messrs. Longmans issue a second and cheaper edition of Religious
Education: How to improve it, by the Rev. C. L. Drawbridge, M.A.
(1s. net), It reviews the organizations and agencies of religious teach-
ing with critical frankness and thoughtful suggestion, and it is brightly
and forcibly written.

Mr. Murray publishes a third edition of The Licensed Trade, by
Edwin A. Pratt (1s. net). One of the chapters (*‘ Prohibition Abroad ’’)
has been rewritten, with a view to dealing with ‘* the wave of prohibi-
tion ’’ throughout the Southern States of America, and two new chapters
have been added, on ‘ Discretionary Powers of Licensing Justices ”’
and ‘*‘ The Business Side of Temperance Agitation.” Some appendixes

(Continued on page 304.)

OXFORD UNIVERSITY PRESS.

The Shakespeare Apocrypha.

Being fourteen Plays at some time attributed to Shake-
speare. By C. F. Tucker-Brooxe, Senior Demy of
Magdalen College, Oxford. 5s. net and (India paper)
7s. 6d. net.

Daily Mail.—“ This collection will be invaluable to Shakespearean
students. It has never been made before, and it has been done now
admirably, and once for all. Mr. Brooke’s Introduction is wonderfully
interesting.”

The Writing of English.
By Paitr J. Hartoc, Academic Registrar of the Uni-
versity of London, with the assistance of Mrs. A. H.
Lancpon. Second Edition. With a new Introduction.
2s. 6d.

Athenaeum.—“‘ If parents and schoolmasters will pay heed to the good

counsel and practical suggestions in this handy and valuable little work,

no future writer on literary studies in our schools will be able to begin
his first chapter with the statement, ‘The average English boy cannot
write English.’ ”’

A Book of Verse for Boys and Giris.
Compiled by J. C. Situ.

Part I. 64 pages. Paper Covers, 3d. Cloth, 4d.
Part II. 160 pages. Paper Covers, 6d. Cloth, 8d.
Part III. 288 pages. Paper Covers, ls. Cloth, 1s. 3d.

The Three Parts together in Cloth, 2s.

Oxford Book of French Verse.

Thirteenth Century to Nineteenth Century.
Chosen by St. Joux Lucas, University College, Oxford.
Second Impression. 6s. net and (on Oxford India
paper) 7s. 6d. net.

Athenaeun.—“ The best selection that has been printed in England.
The Introduction gives a rapid and brilliant survey of French poetry.”

THE OXFORD GEOGRAPHIES.

By A. J. HERBERTSON, M.A., Ph.D.,
Reader in Geography in the University of Oxford.

The Preliminary Geography.
Second Edition. 160 pages, with 72 Maps and Diagrams.
ls. 6d.
Preparatory Schools Review.—‘* Where a class-book of geography ie first
introduced, this should be the book. There is nothing else so good.”

The Junlor Geography.
Second Edition. 288 pages, with 166 Maps and Dia-
grams. 2s.

School World. —‘*Is good everywhere.
interesting and most instructive.”

The Senior Geography.
Second Edition. 370 pages, with 117 Maps and Dia-
grams. 2s. 6d.
School World.—‘* The relation of cause and effect is continually insisted
upon, and the lesson driven home by the frequent insertion of educative
maps and plans and cross sectiony.”’

The Position and Prospects of the Study
of Eoonomilc History.
By L. L. Prict, Fellow of Oriel College, Oxford. 1s. net.

A Study of Mathematical Education, in-
cluding the Teaching of Arithmetic.

By B. Branroxp, Divisional Inspector to the London
County Council. 4s. 6d.

The sketch maps are most

Select List of Educational Works, List of Books set for various
Examinations, and Complete Catalogue (144 pages) post free.

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

304:

THE EDUCATIONAL TIMES.

[July 1, 1908.

have been omitted to make room for fresh ones of more importance. We
noticed the first edition in our September number last year.

The Origins of Religion, and other Essays—a dozen in all—by Andrew
Lang, are gathered together in No. 34 of the Rationalist Press Associa-
tion’s ‘* Cheap Reprints”’ (6d., Watts). With one exception, all the essays
are reprints from published books of the author; the exception being a
critical review of theories of the origins of religiou. There are several
illustrations. ~

Messrs. Watts also issue for the Rationalist Press Association a popular
edition of The Churches and Modern Thought, by P. Vivian (1s. net). We
noticed the work in our February number this year. The criticism is
destructive, but Mr. Vivian writes earnestly, thoughtfully, and with con-
siderable knowledge, and represents a large class that deserve an
express and serious answer.

HOW TO EARN A LIVING.

«Ll Handbook of Employments. By Mrs. Ogilvie Gordon, D.Sc. Lond.,
Pee) Munich, F.L.S. (ls. net. Aberdeen: The Rosemount
ess.

An elaborate compilation ‘‘ especially prepared for the use of boys and
girls on entering the trades, industries, and professions.” After introduc-
tory matter, the volume divides into three parts: (1) Industrial occupa-
tions, with short periods of training; (2) Apprenticeship trades and
occupations requiring long pericds of training; and (3) Professional
callings. Each of these divisions is treated in much detail—a prolonged
and laborious business. The introductory remarks on the author’s pro-
posal for the establishment of local bureaux by the Local Education
Authorities and School Boards in the larger cities merit particular
attention.

The Fingerpost : a Guide to Professions for Educated Women. (ls. 6d.
post free. Central Bureau for the Employment of Women, 9 South-
ampton Street, Holborn, W.C.)

This is a considerable volume containing over 70 articles, which
present in a very readable form the chief facts relating to occupations
open to educated women. The articles are grouped according to general
subject; there are nine under the head of ‘‘ Teaching.” They are all
written by experts in the various professions and may be trusted to
afford sure guidance.

Every Way of Earning a Living. By Alfred Barnard; with introduction
by Hamilton Edwards. (6d. net. Amalgamated Press, 2 Carmelite
House, Carmelite Street, E.C.)

A very large amount of information is disposed in three sections—
General, Civil Service, and Emigration—about a great number of ways
of making a livelihood. The work should be very suggestive and helpful
to young folk that are puzzling to know ‘‘ what to be”: and it may
afford serviceable hints to such as have gone into some calling or trade
and want to know how to make further progress. The facts appear to
have been diligently compiled and they are clearly set out.

MISCELLANEOUS.

Messrs. Philips publish a Meteorological Calendar, consisting of 52
weekly sheets, ‘‘for recording daily observations regarding the baro-
meter, thermometer, rainfall, direction of wind, weather, &c.,’’ with
suggestions for keeping the observation sheets (2s. net). The Calendar
has been very carefully constructed and conveniently and clearly dis-
posed. It will be found extremely handy for recording and preserving
observations.

In connexion with the Franco-British Exhibition several academic
publications have been issued. A volume on Medical Education in
London, ** being a guide to the schools of the University of London in
the Faculty of Medicine, with notes on the general facilities for clinical
study and research in the Metropolis,” has been issued by the Con-
ference of Deans of the Metropolitan Schools of Medicine. The
information is very full and lucid, and there are numerous excellent
illustrations. The volume is published by Messrs. Ash & Co., South-
wark, S.K.—The University of London has issued (1) a Handbook, con-
taining general information and a catalogue of the University exhibit at
the Exhibition, and (2) a Catalogue of the collection’ of publications by
teachers of the University and their students in the year 1907 included
in the University exhibit.

The University of London Students’? Handbook, prepared by the Students’
Representative Council and edited by Walter W. Seton, M.A., the
Secretary to University College, presents a comprehensive and com-
pendious view of the social and athletic life of the University. We
hope the brochure will be widely circulated. It will do much to im-

press the extent and variety of the social interests and the vitality of
the student spirit.

The Freedom of Women (6d. net, Watts) is a vigorous “argument against
the proposed extension of the suffrage to women,” by Ethel B. (Mrs.
Frederic) Harrison. It states ‘‘the case of that great mass of English
women who do not wish to be thrust, avainst their will and better judg-
ment, into active politics.” Mrs. Harrison’s discussion of the subject
deserves attention on both sides in the struggle. Her last word is
“that, in taking the vote, women will be selling their birthright for a
mess of pottage.”’

FIRST GLANCES.

MATHEMATICS.

Algebraica! Examples, Book I. By A. F. van der Heyden, M.A.,
Mathematical Master at the Middlesbrough High School, formerly
Fellow of the University of Durham. 1ls.; with Answers, ls. 6d.
Edward Arnold.

[Up to and including elementary quadratic equations.
types of questions ; carefully graduated. |

Arithmetic, Correlated. Pitman’s. By T. W. Trought, B.A., Head
Master, Camden Street Council School, Birmingham, formerly
Lecturer in Mathematics, &c., at Chester Training College. Book I.,
Answers. 1s. uet. Book II., 3d.

Arithmetic Examples, Practical. Part I.
6d. Murray (School Library).
[Based upon Consterdme and Andrew’s ‘‘ Practical Arithmetic.”
«< Suitable for Standard V. in town schools and Standards V. and VI.
in rural schools.’’ Answers to be published separately. |

Arithmetic Papers, Modern, The Public School. Compiled by R. Wen-
lock, F.R.G.S., Assistant Master, Barry County School, Glamorgan-
shire. 4d.; with answers, 6d. Author: 4 Harbour Rood, Barry,
Glam.

[Paupers A to Z, 8 questions in each. Varied and useful compila-
tion from papers set at recent public examinations, together with
original problems and model »olutions to an original paper. |

Arithmetics, Adaptable, Blackie’s. (1) Book I., Simple Rules, 4d.
(2) Teacher's Hand-book to (1), Is.

Arithmetics, Alert, Nelson’s. By Henry Wilkinson, Head Master of
Askew Road Boys’ School, Gateshead. Pupil's Books, I. and II.,
3d. each. Teacher’s Books, I. aud II., td. each. Nelson (Royal
School Series). ;

[ Practical examples.

Useful

Compiled by J. L. Martin.

Illustrations. ]

Arithmeties, Effective, Arnold's. Books I.-VI. I.-V., 2d. each;
VI., 3d.

Arithmeties, Practical, Longmans’. By W. Knowles, B.A.. B.Sc.
Loud., Senior Form Master, Technical Day School, Borough

Polytechnic Institute, S.E., and H.»E. Howard, Head Master,
St. Luke’s School, Kingston-on-Thames. Teacher’s Series, Book V.,
Is. öd. Pupil’s Series, Book VI., åd.

[‘‘ A course of arithmetic correlated with geometry and practical
work, based on the scheme of C. T. Millis, M.I.Mech.E., Principal
of the Borough Polytechnic Institute.’’]

Geometry, Elementary, A Sequel to: Solutions of the Examples in. By
John Wellesley Russell, M.A., formerly Fellow of Merton College,
Mathematica] Lecturer of Balliol and St. John’s Colleges, Oxford.
3s. 6d. net. Clarendon Press.

[Very useful and suggestive. |

Geometry for Schools: The Theorems. Collected and arranged by E.
Fenwick, M.A., LL.D. Camb., B.Sc. Lond., Head Master of Bourne-
mouth School, formerly Senior Mathematical Master of Welling-
borough Grammar School. 1s. 6d. Heinemann (School Series).

[“ Essentially a class-book; riders, examples, and explanations
other than those necessary for the formal demonstration of the
Theorems have been rigorously excluded.’’ ]

Graphs: applied to Arithmetic, Mensuration, and Statics. By G. C.
Turner, B.Sc. Lond., Lecturer in Mathematics and Mechanics at
the Goldamiths’ College (University of London). 6s. Macmillan.

{Numerous worked-out examples; abundant exercises; answers ;
316 figures. ]

Logarithmic and other Tables for Schools. By Frank Castle, M.I.M.E.
6d. Macmillan.

[Very serviceable and handy. ]

Mathematical Education, A Study of; including the Teaching of Arith-
metic. By Benchara Branford, M.A., Divisional Inspector to the
London County Council, formerly Lecturer in Mathematics in the
Victoria University. 4s. 6d. Clarendon Press.

(‘‘ Based upon twenty years’ experience of school and college
education ranging through all grades.” }

Mensuration (Plane and Solid), The Normal. By H. E. J. Curzon,
M.A., B.Sc., late Mathematical Tutor at the Training College,
Exeter. 1s. Gd. net. Normal Press.

(Clear exposition ; numerous examples ; answers. ]

SCIENCE»

Electrical Engineering, Elementary. By John H. Shaxby, B.Sc.,
Demonstrator and Assistant Lecturer, University College, Cardiff.
3s. net, Blackie.

[Primarily for students engaged during the day in practical work.
Avoids mathematics as far as possible, and presupposes no knowledge
of the theory of magnetism and electricity. Thoughtful and clear.
Exercises. 120 figures. Practical and very serviceable. }

(Continued on page 306.)

4

July 1, 1908.]

THE EDUCATIONAL TIMES.

305

OXFORD AND CAMBRIDGE LOCAL EXAMINATIONS, 1909.

Speciai Subjects Books issued by J. M. DENT & CO.

OXFORD.

ENGLISH.

MACAULAY’S LAYS OF ANCIBNT ROME. With Introductionand
Notes by OLIPHANT SMEATON, M.A. 18. (Preliminary.

THE TALISMAN. By Sir WALTER Scott. With Introduction and Notes
by HENRY WILLIAMS, M.A. 1s. Temple English Literature Series.

(Preliminary.

THB TALISMAN. By Sir WALTER Scott. Edited, with Notes, &c., by

G. L. TURNBULL, M.A. Illustrations. 1s. 6d. (Preliminary.

THE TEMPEST. Edited by OLIPHANT SMEATON, M.A. With Eight Ilus-
trations by WALTER CRANE. 18. 4d. Juniors and Seniors.
“It can be affirmed with every confidence that this issue of Shak re’s

‘Tempest’ has no superior as a school edition of this well known play.”—
Educational News.

MAOBETH. Edited by GEORGE SuitH, M.A., LL.D. With Five Illus-
trations by T. H. RoBinson. 18. 4d. (Juniors.

KING HENRY V. Edited by W. H. Hupson, M.A. With Eight Illus-
trations by Dora CURTIS. 1s. 4d. Juniors.

THE LAY OF THE LAST MINSTREL. B
Edited, with Notes, Glossary, and Illustrations by J. W. Youne, M.A., Head
Master Pupil Teachers’ School, Bradford. 18. 4d. (Juniors.

QUENTIN DURWARD. By Sir WALTER 8corT. Edited, with Notes,
Introduction, Glossary, and Examination Questions, by J. WILSON, M.A.
1s. 4d. ; [Juniors and Seniors.

KING HENRY V. Edited by W. H. Hupson. M.A. With Eight Illustra-
tions by Dora CURTIS. 1s. 4d. (Seniors.

QUENTIN DURWARD. By Sir WALTER Scorr. Edited, with Notes,
Introduction, Glossary, and Examination Questions, by J. WILson, M.A,
1s. 4d. (Seniors,

UTOPIA. By Sir THomas Mors. Edited, with Introduction, Notes, and
Glossary, by A. J. GRIEVE, M.A. 1s. 4d. (Seniors.

Sir WALTER BCOTT.

OXFORD—continued.
LATIN.

CABSAR’S GALLIC WAR. Books II. and III.. in One Volume.
Edited by A. Croom PATERSON. M.A. (Edin. and Oxon.), Classical Master in
the Royal High School, Edinburgh. 1s. 4d. [Juniors and Seniors.

“ Admirably equipped school books, which adapt to the uses of young students
the last results of classical erudition, and at once attract and instruct them by
many appropniate illustrations.” — The Scotsman.

CARSAR’S GALUIC WAER. Books IV. and V., in One Volume.
Edited by Dr. JoHN MARSHALL, Rector of High School, Edinburgh.
1s. 4d. (Seniors.

CAMBRIDGE.

ENGLISH.

LAMB'S TALES FROM SHAKESPEARE. With an Introduction.
Price, limp cloth, 64. _ . (Proliminary.
The above has been specially issued with a view to the Preliminary Cambridge

Locals and contains the several stories prescribed.
JULIUS CAESAR. Edited by F. ARMYTAGE MORLEY, M.A., D.C.L. With
Illustrations by T. H. ROBINSON. 1s. 4d. (Juniors and Seniors.
RICHARD II. Edited by W. KBatH LBASK, M.A. With Illustrations by
Dora CURTIS. Is, 4d. iors.
THER FAERY QUEERE. Book I. By EDMUND SPENSER. Edited by
Prof. W. H. Hupsow, M.A. With In uction and Notes. 2s. (Seniors.
A LBGEND OF MONTROSE. By Sir WALTER Scott. Edited, with
Introduction, Notes, Glossary, and Examination Questions, by R. PROUDE,
B.A. 1s. 4d. [Juniors.

LATIN.

CABSAR'S GALLIC WAR. Books IV. and V.. in One Volume.
Edited by Dr. Joon MARSHALL, Rector of High School, Edinburgh. 1s. 4d.

FRENCH repre:

LE BOURGEOIS GENTILHOMME. (School Edition). Edited, with
Introduction and Notes, by Prof. FREDERICK SPENCER, M.A. 18. 4d. (Seniors.

A List of Text-Books suitable for the Oxford and Cambridge Local Examinations sent free, and the Publishers cordially invite applica-

tiens for Specimen Copies.

The probable number of Books requtred for class use should be mentioned,

J. M. DENT & CO., Aldine House, Bedford Street, London, W.C.

A New Work on the most Modern Lines.

A RATIONAL
GEOGRAPHY.

By ERNEST YOUNG, B.Sc.,
Head Master of the Lower School of John Lyon, Harrow.

In Three Parts, with numerous Maps and Diagrams, cloth, |

crown 8vo, Is, 6d. each.
Part I.—CLIMATH.—THE BRITISH ISLES, EUROPE.

Ready. |

Part II._TIDHS, WINDS CURRENTS, LATITUD
AND LONGITUDH.—AMERICA, AFRICA. (Ready.

Part III.—_-MAP DRAWING, MAP PROJECTION, SUR- |

VEYING.—ASIA, AUSTRALASIA. [In a few days.

HINTS ON TEACHING GEOGRAPHY. By the same Author. |

6d. net.

This is a new work on the most modern lines, and so arranged that it meets the
requirements of all the ordinary Preliminary and Junior University Local Examin-
ations. Though priueruy intended to meet the requirements of the Board of
Education’s Syllubus for three out of the Four Years’ Course in Geography, it is

at the same time admirably adapted for candidates taki th |
Examinations of 1908. d p os ng the mbridge

“An prea and useful addition to school geographies. The ‘modern lines’
are well observed. There is plenty of cause and effect; there are useful sketch-
maps; there are questions for oral work and exercises for note-books ; and there is
p e e a of matter for reproduction by the expectant examinee.”’—The School

orld,

** An ideal series of manuals.” —Secondary School Journal.

“There is much that is fresh and suggestive in this practical book, and we have

great pleasure in directing the attention of teachers to the series.’”’— The Educational |

News.
Prospectus and Specimen Pages free.

GEORGE PHILIP & SON, Ltd., 32 Fleet Street, London.

wa Contractors to H.M. GOVERNMENT, etc.

HYGIENIC EFFECTIVE ECONOMIC

For “ WEIGHTING” anD LAYING THE

DUST

(See Official Memorandum on the Cleansing and Disinfecting of Schools)

“FLORIGENE”

(Awarded BRONZE MEDAL of the ROYAL SANITARY INSTITUTE)

ODOURLESS or POWERFUL
GERMICIDAL DISINFECTANT FLOOR FLUID
(See Important Bacteriological Report by Eminent Authority)
Qn all Wood, Linoleum, Stone, and other Floors in

SCHOOLS, LABORATORIES,

ART GALLERIES, LIBRARIES, MUSEUMS, &c.

DURING THE VACATION

if possible. Three times a year only, as
EACH APPLICATION
lays the dust and dirt for 2 to 4 months.

“FLORIGENE” is an aid to the PREVENTION OF THROAT
IRRITATIONS AND DISEASES.
It purifies the atmosphere, secures cleanliness and comfort, and is a
great time and labour saver.
It is not sticky, and is easily and quickly applied by the unskilled.
NO SCRUBBING OR SPRINKLING OF FLOORS
necessary, but Floors may be washed if preferred.

BOOKS, FURNITURE, APPARATUS, etc.,
seldom require dusting or cleaning.

The additional cost (if any) of the ‘‘ Florigene ” dressing is very small com-
pared with the hygienic, labour saving, and other important advantages.

For further particulars, Bacteriological and other Expert Reports,
and Testimonials, write:

THE “‘DUST-ALLAYER” Co.

Offices: 165 QUEEN VICTORIA STREET, LONDON, E.C.

306

THE EDUCATIONAL TIMES

[July 1, 1908.

Hydrostatics, Intermediate. By William Briggs, LL.D., B.Sc., &c.,|Ginn’s International Modern Series.—Das Verlorene Paradies (Ludwig

and G. H. Bryan, Sc.D., F.RS.
Tutorial Series).

[‘* Contains as much Hydrostatics as can be conveniently learned
without the use of the Calculus.” Thoroughly good exposition ;
numerous examples and examination papers; answers. 114 figures.
Excellent text-book. ]

Mechanics and Physics, Theoretical and Practical. By A. H. Mackenzie,
M.A., B.Sc., A.R.C.Sc., Head of the Physics Department, Cock-
burn High School, Leeds. 18. Macmillan.
wh A Preliminary Science Course for Artisans in Evening Schools.”

olly experimental; clear directions; numerous exercises; 57
figures. Ably conceived and worked out.]

Physica, A School Course in: Light and Sound. By F. C. Endecott,
Science Master at Lutterworth Grammar School, formerly of Bed-
ford Modern School. 2s. 6d. Blackie.

Consists of lecture notes, notes on practical work, questions
and exercises, and blanks for pupils’ notes. Vain fear of “ telling
the scholar too much.” Practical exercises good and varied. Answers
accompany in separate pamphlet.]

Physics, Practical, A Third Year’s Course in: Light. By James
Sinclair, M.A., B.Sc., Head Science Master in Shawlands Academy,
Glasgow. 1s. 6d. George Bell. R

[Simple and clear instructions. 54 experiments; well devised
exercises on each; answers appended ; numerous diagrams. The
three courses form an excellent practical series, both for pupils
and for teachers. |

Steam and other Engines. By J. Duncan, Wh.Sc., A.M.I.Mech.E.,
Head of the Department of Civil and Mechanical Engineering at
the Municipal Technical Institute, West Ham. 5s. Macmillan.

[For students of engineering ; explains the principles of science
applicable to heat engines, and describes the essentia) constructional
details of typical engines. Numerous exercises; answers; 338
figures. Clear, able, suitable. ]

FRENCH.

Blackie’s ‘“‘ Little French Classics.’’—(1) Le Lépreux de la Cité d’ Aoste
(De Maistre), edited by Maurice Labesse, B.A., University of
Poitiers. (2) A Little Book of French Poetry, for reading and
recitation, edited by Miss B. Scott. (3) Premières Méditations
Poétiques—Potmes Choisis (Lamartine), edited by Alfred T. Baker,
M.A., Ph.D., Professor of French Language and Literature, Uni-
versity of Sheffield. (4) Poésies Choisies (Alfred de Vigny), edited
by Prof. Baker. (5) Le Coup de Pistolet (Mérimée), edited by
J. E. Michell, M.A., Ph.D., Assistant Master, Westminster School.
(6) La Princesse Feuille-Morte (René Morax), edited by A. P.
Guiton, B. és Sc., Assistant Master, Berkhamsted School. 4d. each.
—In Supplementary Series: Théâtre de la Jeunesse (Souvestre),
edited by W. Herbert Hill, M.A., formerly of Dundee High School. 8d.

[Well chosen, edited, printed, and got up. ]

3s. 6d. Clive (University

Blackie’s ‘‘ Récits tirés des Classiques Francais.’’—(1) Le Cid et Horace |

(Corneille) ; (2) Athalie et Andromaque (Racine). By C. Bagnall,
B. és L., Senior French Mistress, Clapham High School, and H.
Vivier. 6d. each.
[Stories of the plays interestingly retold in easy French. ]
Dent’s ‘‘ Les Classiques Français.” —Oraisons Funèbres de Bossuet,
préface de René Doumic.
[Six oraisons. Handy and tasteful get-up.]
Hachette’s Popular French Authors.—Waterloo (Hugo: from Les Mis-
érables), edited by A. Barrére, Officier de la Légion d’Honneur,

Professor of French Language and Literature, Royal Military | Daughters,

Academy, Woolwich. 4d.
[Vocabulary, with notes and idioms ; retranslations. }

Nelson’s French Texts.—Mon Petit Trott (André Lichtenberger), edited
by Alex Cran, M.A., Ph.D., D. és L. Bruss., Senior French Master,
Royal High School, Edinburgh. ls. 6d.

[Vocabulary ; continuous passages for retranslation. |

Rivingtons’ New Intermediate French Texts.—(1) Waterloo (H. Beyle-

Stendhal: from La Chartreuse de Parme) ; (2) L’Evasion du Duc | Johns Hopkins University Circular.

de Beaufort (Alexandre Dumas): both edited by W. G. Hartog,
B.A., Lecturer in French, University College, London. ìs. each.
[Notes ; exercices oraux et écrits. |

Fulda). Edited by Paul H. Grummann, Professor of Modern
German Literature, University of Nebraska. 2s.

[Notes; Fragen; vocabulary. ‘‘ Fulda’s plays are particularly
rich in colloquial German.’’ Careful and useful edition. ]

Heath’s Modern Language Series.—Elementary Texts: (1) Easy
German Stories (Hedwig Levi). Edited by Mrs. Luise Delp, Senior
German Mistress (Visiting) at the Sydenham and East Putney
High Schools for Girls. Is. 3d. (2) Das Peterle von Nürnberg
(Viktor Blüthgen). Edited by Wilhelm Bernhardt, Ph.D. 1s. 6d.
—Intermediate Texts: Das Fahnlein der Sieben Aufrechten (Gott-
fried Keller). Edited by W.G. Howard and A. M. Sturtevant.
ls. 6d.

(Good and interesting matter. (1) 10 stories, notes, vocabulary.
(2) A Middle Age romance, charmingly told; notes, vocabulary,
retranslation ; 3 illustrations (Nürnberg). (3) Picture of Swiss life
and love story; original somewhat abbreviated and otherwise
adapted ; notes and vocabulary ; portrait. ]

Teubner’s Deutsche Schulausgaben (Herausgegeben von Direktor
Dr. H. Gaudig und Dr. G. Frick).—Torquato Tasso (Goethe).
Edited by Dr. G. Frick. Geb. Mk. ‘60. -

[A few useful foot-notes, brief ; historical and literary ‘‘ Anhang,”
suggestive as well as informatory. |

Rivingtons’ Direct Method Elementary German Texta (edited by
D. L. Savory, M.A.)—(1) Das Gespensterschiff (Hauff) ; (2) Die
Geschichte des jungen Herrn Anton (Seidel); (3) Krambambuli
(Marie von Ebner-Eschenbach). 1s. 6d. each.

[Good reading. Matter divided into sections, each followed by
Fragen and Grammatisches ; vocabulary ; illustrations. Carefully
edited, well printed, and substantially bound. |

EDUCATION.
Assistant Masters in Secondary Schools, Incorporated Association of.
Annual List of Members.

Board of Education.—(1) Report for 1906 on the Victoria and Albert
Museum, the Royal Colleges of Science and Art, the Geological
Survey and Museum, and on the work of the Solar Physics Com-
mittee. Cd. 3978. ls. 33d. (2) Regulations for the Preliminary
Education of Elementary-School Teachers (from August 1 next).
Cd. 4038. 23d. (3) Scheme of the Conventional Signs used in
Official Maps, showing Schools and Colleges and other Educational
facilities existing in Local Education Authorities’ areas. 2d.
(4) Supplementary List of Training College Students who com-
pleted their Training on July 31, 1906, and have since qualified by
examination for recognition as Certificated Teachers. 1d. Wyman.

Cambridge University. (1) Local Examinations, 1907: The Fiftieth
Annual Report of the Syndicate, with Supplementary Tables for
December, 1907, and Lists in order of merit of the Senior und
Junior Students who obtain the Mark of Distinction in each
subject. 2s.; post free, 2s. 4d. Loudon: Cambridge University
Press Warehouse (Fetter Lane, E.C.). (2) Higher Local Exam-
inations: Regulations for the Examinations in December, 1908,
and in June, 1909.

City and Guilds of London Institute; Department of Technology.
(1) Report of the Council, 1908. (2) Programme for Session
1908-9. 9d. Murray.

Clark College Record (Worcester, Mass., U.S.A.), April, 1908.

[Mainly an account of the chief steps of progress, in view of the
approach of the College’s seventh year.]

For our: a Plea for the Co-education of our Boys and Girls.

By Mrs. Ennis Richmond, Principal of St. Leonard’s School for

Boys and Girls, Baldock, Herts. 3d. Letchworth: Wheeler, Odell,

& Co. London: Street, 42 Albemarle Street, W.

[Reasoned and moderate. ]

Education Riddle Answered : How to solve the Problem—by means of a
new policy (non-party and unsectarian). By J. K.C. Publishers,
Addison House, Woodfield Road, Westcliff-on-Sea.

No. 4 (April), The Collegiate
Instruction, 1908. No. 5 (May), The Economic Seminary, 1907-8.

London University and Union Society : Annual Report, 1906-07.

[Shows much useful activity. ]

Rivingtons’ New Junior French Texts.—(1) Seulette (Mme. E. de L.C.C.—(1) Conference of Teachers, January 2—4, 1908: Report of Pro-

Pressenaé) ; (2) Tresor des Fèves et Fleur des Pois (Nodier) : both
edited by W. G. Hartog, B.A. ls. each.
[Notes, exercices, vocabulaire. ]

GERMAN,

Blackie’s German Plays for acting in School or at Home.—(1) Gross-
vaterchen und Grossmiitterchen. Von Käte Weber. (2) Frosch-
konig (dramatisiertes Marchen). Von Henny Koch. (3) Das
Marchen vom Dornröschen. Von Henny Koch. 4d. each.

[Suitable ; amusing; good for practice in German. ]

Blackie'’s Little German Classics. —Der Kriegsfreiwillige von 1870-1871
(Otto Delfs). Edited by J. M. Morrison, M.A., Master in Modern
Languages, Aberdeen Grammar School. 6d.

[Able and instructive edition. ]

ceedings. No. 1139. 18.; post free, ls. 3d. (2) Report by the
Educational Adviser on German Experiments in connexion with
Open Air Schools, and a Joint Report of the Medical Officer and
the Executive Officer on the Bostall Wood Open Air School (July 22-
October 19, 1907). P. S. King & Son.

((1) Interesting and instructive papers and discussions on Na-
ture Study, the Teaching of Botany, Commercial Education, Manual
Work in the Lower Standards, and Educational Experiments in
Elementary Schools. |

United States and Canada, Education in the: Report of a Tour with
the Mosely Commission of Teachers 1906-7. By G. P. Dymond,
M.A. Lond., Principal of the Hoe Grammar School, Plymouth. 6d.
To be obtained from the Secretary, Hoe Grammar School; Plymouth.

July 1, 1908. ]

THE EDUCATIONAL TIMES.

307

MATHEMATICS.

16890. (Professor NEUBERG.) — Soient A'B’C’D’ et ABCD deux
tétraédres polaires réciproques par rapport à une sphère de centre O.
Démontrer que

vol OB'C'D' _ OC'D’A’ _ OD'A'B' _ OA'B'C'
vol OBCD OCDA ODAB OABC `’

Solutions (I.) by A. M. Nessrrr, M.A.; (IL.) by M. T. NARANIENGAR,
M.A.

(I.) If A’, B', C’, D’ have for co-ordinates (x14121), (£2Y222), (..+)) (..)5
the equations to BCD, CDA, ..., will be

CL + YY +22,= 0, Lrt, = 07

and two similar (8), (4).
Now if big letters denote co-factors of corresponding small letters in
the determinant | x, Ys 23 W, | = V, the co-ordinates of B with signs

changed are c7X_/We, YAW, c?Zs/Ws,
so that six times the tetrahedron OBCD

KX, Y, Z
= X; Y, Zs x S/W aW Wa
X, Y, Zs

But the determinant | X,Y; Z, | = w,v%, so that the above reduces
to c’w,v?/W, Ws; W,. Also six times the tetrahedron OB'C’D’ is at
once seen to be W,; therefore the Proposer’s first ratio becomes
W, Wa Ws W,/c®. w,7?; and, since w, we, ... are all unity, the four
ratios are clearly equal.

(II.) Let a, a' denote OA, OA’, and 0, 6’ their inclinations to the
planes of BCD and B’C’D’. Also let p, p' denote the perpendiculars
from O on BCD and B'C'D'’, and V, V’ the volumes of ABCD and
A’B'C'D’.

Then evidently p.a' = p'.a = R?, where R is the radius of the
sphere, and @ = 6’, since OA, OA’ are respectively perpendicular to
B'C'D’ and BCD. Hence

V = 4 (area BCD)(p + a sin 6) = 3a (R? + aa' sin6)/a’............ (1),
V'= } (area BIC'D')(p’ +a’ sin 0) = 44'(R*+aa’ sin6)/a...... (2) ;
therefore V:V'=a.4:a'.h'.
But - OB'C'D' : OBCD = p'4' : pA = a'd': aa.
Thus OB'C'D' : OBCD = V': V, &c.
16420. (Rev. F. H. Jackson, M.A.)—Transform
1+ax+a7x? + a°x* +...
into -14 {a-les _, (a-Ij(a—g)a?
1-2 (1—2)(1—gz) (1—2)(1—gx) (1—q*z)
__(a-1(a—ag)(a—q’) Fg
(1—x)(1—gx)(1—g?z)(1—g>z)

with easily obtained conditions for convergence. Similarly transform

Gauss’s series, a + +...
1-q l~g l-g
into Batata es es 9 :
(1—g)(1—2) (1—g?)(1—)(1- gx)

Be ee ey
(1—g°)(1—2)(1 —qx)(1—9°2)
The numerator of the n-th term being gi" ("-) g”,
Solution by S. T. SHovELTON, M.A.
If in the identity

(1 —a,) + a, (1— a) + aja; (1—a3) + ... + a303 ... An (L— an1)
= 1— aaa coe Antl

; _ (a—q’"')z

we put ar = mora’

we obtain
l-ar , (a—1)x(1—az) , (a—1)(a—4) ... (a—q"-)) 2" (1— az)
1—z (1—2)(1—gz) (1—z)(1—qz) ... (1—q" 1)

= jl— (a—1)(a—q) ... (@—q") ane)
(l1—z)(1—qez) ... (1—g" x)
right-hand side is unity ;

If }g|<1 and |axr| <1 the limit of the
therefore, &c.

: x x? x
Again, let f(z) = 1—q + i-¢@ + 1-¢ Parcs
Then Ji -flg) = artn T if |r| <1.

If in the above equation we put a = 0, we obtain

teh ee ee ae Seng
l—x (1-ax)(l-qz) (1—z)(1—qzr)(1— gz) ?
2 to qz?
‘Boretto iy (1—2)(1—gzx) (1—z)(1—qr)(1- qx) *
jain -1) aon
vee #(—1)" te
(1—z)(1—gz)...(1—q"z)
But — — 88 _
(1—2)(1—gz) ... (15 g" x)
O S ee ees Bs
(1- q") (1-2)... (l—qg"-!z) (1—qz)...(1—-q"z)) ’
therefore oe = (x)—9 (qzx),
ao Po ç oe Gg
ada a lee) eg T
gix3

$+ - ; — =~ a

(1—q*)(1 —x)(1 — qx)(1 —q*z)
therefore f(x)— (x)= f(qx)—o (qr) if |x]<1 and |q]<1.
By continued application of this equation, we obtain

f(x)— (x) = f(qrz)—9 (q" x),

and this is seen to be zero by letting n become infinite; therefore

J (2) = (2).

The solution by the Proposer is as follows :—

Both transformations are examples of the following generalization of
Montmort’s theorem,

x x? x
a-a) t (1—2)(1—qx) t (i= 2) (A —qz)(1—¢"2) “
(D-1)u,, Aun = (D—1)(D—q) ún,

io)
Sync” = i
1

in which Aun = Un + M Un

A’u, = (D-1)(D—q) ... (D—q’-!) un,
shortly to be published, Messenger of Mathematics, 1908.

16419. (S. NARAYANA AtyaR.)—Integrate
(a) ye (o+ >) +o: +... + Pn) dé,
POP1P2 +» Pn
(b) [= (da + 0) + g+... + Gn) dé,
Popi P2 +°: Pn
where = tan`! sin é/(p+cos@) and pp =v (1 + 2p cos 0 +p’).
$p Pp
Solution by S. T. SHOVELTON, M.A.
Denoting the two integrals by C and S, we have
C+iS = [a ee do.
p=0 Pp
Now el”e _ (p+cosé)+isind _ 1
Ppp (p+cos0)?+sin?0 p+e-*
aa pe ee) ae ae
pag peo pte? poo p! n—p! pte”
erefore
Guida "= OCH Ce wets 2a Era
po pin—p!ljpte-*% yo pln—p! ip
pen (—])P-! log «/(p? -1 Psin?
= een ee +2 6+1)—tan-!_4-
pooppin—piL © eet SHOR TD l+p il

whence the values of C and S are obvious.

16381. (E. J. Exsprn, B.A.) — ABC is any plane triangle.
(a) Through A, B, C lines are drawn trisecting the angles CAB, ABC,
BCA respectively. Let (A, B) denote that trisector of the angle CAB
which is nearest to the side opposite the angle B, ...; show geomet-
rically (or otherwise) that the triangle determined by the points

(B, A), (C, A); (C, B), (A, B); (A, C), (B, C)...... (1, 2, 3)
is equilateral.

(b) Let the exterior angles be trisected. Let AB, AC be produced,
and let the trisectors of the exterior angle at B nearest to BC, and to
AB produced be denoted by (B', A) and (B’, C) respectively ; then the
triangle determined by the points

(A, C), (B', C); (A, B), (C’, B); (B', A), (C’, A)
is equilateral. So also the triangles determined by producing BA, BC;
CA, CB respectively, and applying the same construction, are equilateral.

(c) The triangle determined by the points
(B', A), (C’, A); (A’, B), (C’, B); (A', C), (B', ©)

! by producing AB, AC; BA, BC; ÇA, CB respectively is equilateral.

808 THE EDUCATIONAL TIMES. [July 1, 1908.
(d) The property (a) holds good when one vertex is at infinity, and} (c) To show that X,Y'Z’ is equilateral.

the triangle degenerates into a finite straight line and two parallels} In this case BZ'+BP, = CY’+CP,;
drawn in the same direction through its extremities. ikerelsre P Z' = P,Y’
The lines trisecting the vertical angle at infinity are represented by | a eee Morice :
two lines drawn parallel to the infinite sides from the points of trisec- : = LAY Z = LPY Z + LALA LAN;
tion of the finite side. but Z P,Y'Z' = į [(A + B+ C)—BP,C]
Solution by M. SATYANARAYANA. = 4 { (A + B+ C)— [180°— 8 (A +C)—ĝ (A + B)]}
(a) To show that XYZ, the triangle formed by the points (B, A), = §(2A+B+C).
(C, A); (C, B), (A, B); and (A, C), (B, C), is equilateral. Similarly LAY'X, = 4 (2C +B +A),
because Y’A and X,B produced form the sides of an isosceles triangle,
Hr and LAY'C = 180°—$ (B+C)—3 (A+B) = 4 (2A + B +20);
therefore LX,Y’'Z' = 4 (A+B+C) = 60°.
Similarly LY'Z'X, = Z Y'X,Z' = 60°.

Zz’ AN (d) This easily follows from (a) or (b).
11759. (Professor Ramaswami Aryan, M.A.)}—Find loci in space for
D <™ the movable points A, B, C, D, such that AB.CD = AO.BD.
|, y’ Solution by M. T. NARANIENGAR, M.A.
EN | If AB.CD = AC.BD, A
A \ 7 7 AB : AC = BD : OD.
: L— N Hence A and D must lie on a

\ IN

| circle having B and C for in-
verse points. Thus, if O be the

V centre of this circle, B 0

OC.OB = OA? = OD.
Therefore the circle is orthog-
YX onal to the circles BCA, BCD.
We may therefore regard A, B,C,
D as the intersections of an or- D

thogonal circle with two coaxial

circles. In space the locus may be conceived as the common section

of two spheres and an orthogonal sphere, &c. 8334.4

Note on the Nine-Point Circle.
By W. GaLLATLY, M.A.
Let A’B'C' be the mid-point triangle of ABC, P any point fon} the
nine-point circle. Draw MPQ perpendicular to BC, noting that A’Q
is parallel to the Simson-line of P with regard to A'B'C'. 8 Draw
diameter TOT’ parallel to A’Q.
Z

R
From triangle BPC,
BP~CP =2Rsin A {[sin 3B/sin 4 (B + C)] ~ [sin §C/sin 3 (B+C)]}
= [2R sin A sin 4 (B ~C)]/sin § (B + 0).

Also BZ~OY
= [(2R sin Csin $A)/sin}(A + B)] ~ [(2R sin B sin $A)/sin 2 (A + ©)]

= 2R sin 3A { [sin (A + B)/sin § (A + B)] ~ [sin (A + C)/sin 4 (A + 0)] }
= 2R . 4 sin $A sin § (2A + B + C) sing (B~ ©)
= 2Rsin 4 (B~ 0) sin A/sin § (B +0);

therefore BP~ BZ = CP~CY;
therefore ZP = PY.
Similarly QZ = QX, RX = RY.

Now LYZX = 180 — Z BZQ - ¿QZX — 4 PZY
= (A + B+C)—4 (A+B)—3 (A +C)—3 (B+C)

= 4(A+B+C) = 60°. (1) Z PA'M = AOT.
Similarly L ZYX = /YXZ = 60°. For, since OQ is a parallelogram, A’Q is equal and parallel to OR.
p
Hence XYZ is equilateral. Also A'L is equal and parallel to OA. Therefore the triangles AOR,
(b) To prove that X,Y,Z, is equilateral. LA'Q are equal in all respects,
As in the previous case AZ, ~ AQ, = CQ,~CX,; therefore LARO = ZLQA’ = aright angle and AOT = LA’Q = PA‘’O,
Q.X1 = QQ, ..., since arc LQ = arc PH).
LZ,X1Y, = 180°— 2Q,X,Z,— ZR, X,Y,— Z CXR, ; (2) The Simson-lines of T and T’ with respect to ABC pass through P.

but Z Q,X)Z, = $(180°— Z X,Q,Z,) = å [(A + B+C)—gA—43 (80 + A + B)] aa FR at perpendicular to BC. Join HT, cutting arc LQ in g,

= $B, LEXY, = 40, The Simson-line of T passes through q, and is parallel to At.
and £OX,R, = §(A+C)+4$(B+A) = 4 (2A+B+0); Draw chord qp parallel to PQ.
therefore LZ,XyY, = 4 (A + B+C) = 60°. Then, since 4 PO'H, = 2PA'H, = 2AOT, and the radii are as 1: 2,

Similarly LX%,Z,Y, = X,Y,Z, = 60. therefore ` arc PH, = arc LQ = arc AT.

July 1, 1908.]

THE EDUCATIONAL TIMES.

309

But HLg, HAT being similar figures,
arc Lg = 4 arc AT = arc LQ = 4 arc PH, ;
therefore arc Lg = arc Py ;

therefore Lp is parallel to Pq.
But from similar figures HLgpH, and HATth, Lp is parallel to At.
Therefore Pq, being parallel to A¢ and bisecting HT, is the Simson-
line of T.

T

HX 9
V (3
a ‘
4 P
LA

U Aa H, R f

T'

(3) If S be any point on TOT’, then afy, the pedal circle of S, passes
through P.

For, since BC and TOT are similarly divided at a, A’, U, and S, O, U,
and since Z PA’a = Z AOT, therefore

LPaC = ZAST.
Similarly PsA = BST, PyA = CST.
Also PBA +PyA+BPy+A = 4 right angles = BST + CST + BSC.
Therefore BPy+ A = BSC = Bay +A.
Therefore BPy = Bay.

Therefore P lies on circle aBy. .
This theorem is known, but the proof is believed to be new.

(Rest in Reprint.]

16895. (Professor SansAna, M.A.)—Prove that one point of inter-
section of the conics

a*/1+ B/m+7?/n = 0, lBy+mya+ nag = 0,
lies on the line of concurrence of the intersections of the external
bisectors of the angles of the triangle of reference with the opposite
sides, when (m+n—1)(0 + l—m)(l+ m—n) = lmn.
Can this line be a common chord of the two conics?

Solution by S. Narayanan, B.A., L.T., and A. M. Nessirt, M.A.
The line in question is a+B+y=0. Putting y = —(a+8) in the
equations of the conics, we get
am+aB(l+m—n)+Bl=O oes.
atm (1 +n) + 2a8lm + Bl (m+n) = 0... ee (B).
The condition for a common root of (A) and (B) is, after reduction,
(l+m—n)(lL—m+n)(m+n—1) = lmn.
And the condition for two common roots is l =m =n. Hence, for real
conics, the line in question cannot be a line of intersection.

QUESTIONS FOR SOLUTION.

16455. (S. C. Baacar, LL.D.)—The only curve that can be
mechanically constructed by a motion of rotation combined with a
motion of translation is such that its polar co-ordinates can be ex-
pressed as quadratic functions at most of a single variable.

16456. (8. NARAYANA Alyar.)—If a, b, c, ..., l be any quantities
each less than l/r, and if pa denotes ,/(1—2arcos@+a*r-), similarly
Pb. Pe» ..., Nd Pa denotes tan-! (arsin @)/(l1—arcos6), and pb, Pe, ...
similar expressions, show that

(a) ia Got Oat det nF 9) dgn T,
0

Pa Pb Pe ++» pi

emr cos 6 p”

(b) eae
0 Pu Pb Pc +. Pi

where p is y (1 —2r cos @+ 1?) and 9 is tan_, (r sin 6)/(1—r cos 0).

COS (Mr Sin 0+ 19 + d+ a + det... + $1) a0 = x,

16457. (ALFRED A. Ross.)—Solve the differential equation
d?y/dz? = n (n—1) y/x? + 1/1" F (y/z"),

where F is an arbitrary function.

16458. (C. M. Ross.)—Prove that the value of the determinant
11 +23, z, 0, 0,
x, 1+2?, x, 0,
0, x; l+z*, zx,

of the mth order is 1+27+274+...+ 22",

16459. (Professor E. HERNANDEZ.)—Trouver la limite de

y = (z/sinz)'* pour x= 0.
16460. (Professor E. B. Escorr.)—To find prime numbers p such
that (p?-—1)? shall have three or more divisors of the form pxr+1 where

zis less than p. Are there any values of p for which there are four
divisors other than the following ?—

p = 29, x = 1, 6, 11, 27,

p=. x = 1, 9, 19, 69,

p = 239, x = 1, 16, 41, 237,

p = 3191, x = 1, 57, 666, 3189,

p = 60761, x = 1, 47, 1559, 60759,

p = 2870059, x = 1, 1540, 17821, 2370057,

p = 6679639, x = 1, 2585, 35531, 6679637.

16461. (Lt.-Col. ALLAN CUNNINGHAM, R.E.)—Factorise completely
(into prime factors) N = (19% +1).

16462. (Professor Nanson.)—Show that the roots of
x'+6qr°+4rr+s = 0
are imaginary if q and gs—7? are positive.
16468. (Professor LANGHORNE ORCHARD, M.A., B.Sc.)—Show that
24— 14+ 44-34 +..., to 2n terms + 2 (2?—13+ 42-324... to Qn terms)
= 2 (15+ 23+ 334 43+..., to 2n terms) + (1+2+3+4+4..., to Qn terms).

16464. (Professor SansANa, M.A.)—Prove that, n being an even

27.42 n?
Boge aA AY (9)
91.52. (ne dee t
gives a closer approximation than the formula of Wallis—

le 27.42?

T 82.52, ( —1)? (2 +1)
(Chrystal, chapter xxx.). Calculate r by both methods when n = 200.
16465. (Professor NEUBERG.)—Le plan tangent en un point M d'une
surface Z rencontre les axes Ox, Oy, Oz en A, B,C; soit P le barycentre
des points A, B, C chargés des masses a, B, y. Connaissant l'équation
F (x, Y, 2, t) = O ou f(u, v, w, r) = 0 de Z en coordonnées Cartésiennes
homogènes, ponctuelles ou tangentielles, trouver l'équation du plan

tangent au point P à la surface engendrée par P.

16466. (Professor V. ManHavarao, M.A.)—Show that, in general,
four circles of curvature can be drawn to a parabola so as to pass
through a given point, and that the other ends of the focal chords
through the four osculating points are concyclic.

16467. (Professor Cocurz.)—Lieu des foyers des hyperboles circon-
scrites à un triangle isoscéle et tangentes à la hauteur.

16468, (A. M. Nessirr, M.A.)—If a straight line (L,)
Dr+qQy+rz = 0

cut the sides of the triangle of reference in Aj, B,,C,, and if a, ... bo
the harmonic conjugates of Aj, ... with respect to B and C, ..., it is
known that Aa,, B3,, Cy, are concurrent. Suppose them to meet at
O, ; and let similar notation apply to a second line Le, and the corre-
sponding point O,. Prove that the conic through the six vertices of
the triangles a,8,7,, a98sy. has for equation

Pier? +... +... — (G13 +q) YE ~ ...—... = 0;
and that the conic touching the six sides of these triangles has for equa-
tion 2°/(q,? 19° — ge? ri") +y? (Ty? Da? — 19 pi) + 27/(p,? Go? —py? g?) = O,
which also touches L, and Ly. [This will therefore be a parabola if O,
is the centroid, since L, is then the line at infinity. ]

16469. (M. T. Naraniencar, M.A.)—Show howto express, in terms
of the circum-radius, the in-radius and the area of a triangle, any
symmetric function of the sides of the triangle. Ex. (a+ b+c) and
a? + b? + c?— 2ab—2be —2ac.

16470. (W. F. Bearp, M.A.)—ABCD is a quadrilateral: the circle
round ABC meets CD, DA at P, Q; the circle round ADC meets AB,
BC at R, S. Prove (i.) that BP, BQ, DR, DS form a parallelogram ;
(ii.) that the triangles BPQ, DSR are similar; (iii.) that, if a second
parallelogram is formed in like fashion by déscribing circles_round
BAD, BCD, it is similar to the first)parallelogram:

integer, the formula ~x =

310

16471. (V. Danie, B.Sc.)—A line CPQR...
is drawn from one angle of a triangle, as in the
figure, each (n + 2)-th portion terminated by the
n-th portion, and is such that the ratio in which
each portion of the line divides the angle from
which it starts is alternately tan*a or cot*a, a
being a constant. If 6, denote the n-th angle
so divided, and 9, its comp:ement, show that

(1) ?%. T 0,

(2) Pu Sinna = Pu -1 Sin (6, cos? a) —Pa-3 Sin (On sin? a),
where p, is the perpendicular from C on the r-th portion of the line.
Will any solver contribute a method of determining the co-ordinates of
the limiting point ?

16472. (R. F. Davis, M.A.)—XYZ is a triangle whose circumcentre
is O and orthocentre H; and the images of X, Y, Z in YZ, ZX, XY
are A, B, C respectively. The celebrated Dutch problem (first pro-
posed about 1899), ‘‘ Given A, B, C to find X, Y, Z,” which leads to
an equation of the seventh degree has been recently discussed by Mr.
C. E. McVicker, M.A., in the March, 1908, number of the Educational
Times. Prove geometrically that, if A’B’C’ be the triangle having
A, B, C for the middle points of its ‘sides ; then (1) there are six triplets

of similar triangles OXB, CXA, OCA’,
OXC, BXA, OBA’,
OYA, CYB, OCB’,
OYC, AYB, OAB’,
OZA, BZC, OBC’,
OZB, AZC, OAC’.

(2) OA.OA’ =

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

8076. (AsCrosH MuKmoPÂÀpuyYåyY, F.R.A.S.)—The normal plane of
a curve constantly touches a quadric; investigate the nature of the
quadric in order that the curve may be rectifiable.

8360. (D. BIDDLE.)—A liqueur is ordered to consist of four spirits
A, B, C, D, in the proportions 1, 2, 3,10. When an eighth part is
drawn off from the full vessel and consumed, it is found that B has
been omitted, and that an excess of D has taken its place. Without
necessarily refilling the vessel, introduce B, and rectify the proportions
of the several spirits, with the least possible loss of material, and at the
least possible extra expense, the relative cost of A, B, C, and D being
1, 4, 3, 4, and allowance being made for the difference in cost between
the interchanged B and D.

8364. (D. Epwarpes.)—Two circles of radii r}, ra touch internally
a parabola, and touch each other at the focus; prove that
rer) =a},
where / is the latus rectum of the parabola.

8535. (ArTEMAS Martin, LL.D.)—A given right cone is cut by a
plane, so that the section is an entire ellipse ; find its average area.

8598. (Professor NILKANTHA SARKAR, M.A.) — An equilateral tri-
angle ABC is drawn on a sphere, and any point P is taken within it;
(1) find the constant relation between PA, PB, PC; and (2) prove that
their sum is less than two-thirds of the perimeter of the triangle.

OB.OB' = 0C.0C' = OA.OB.OC/OX.

8670. (R. Know es, B.A.)—Prove that the sum of the series
5.2 ayp 5-2-11-8 jyrg 5-2-11.8.17.14 ue, a
LATZ + 12.8.4 Ot 7 og tig.g 2) te ad inf

= 3 (4414774).

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communications should be sent
to the Mathematical Editor,

Miss Constance I. Margs, B.A., 10 Matheson Road, West
Kensington, W.

THE LONDON MATHEMATICAL SOCIETY.

Thursday, June 11th, 1908. — Prof. W. Burnside, President, in the
Chair.

Mr. F. M. Saxelby was elected a member.

The President announced that the Council had awarded the
De Morgan Medal for 1908 to Dr. J. W. L. Glaisher for his researches
in Pure Mathematics.

The following papers were communicated :—

‘¢ Relations between the Divisors of the First n Natural Numbers, =
Dr. J. W. L. Glaisher.

“« Electrical Resonance," Prof. H. M. Macdonald.

« A Form of the Eliminant of Two Binary Quantics,'’’ Mr. A. L.
Dixon.

“ Perpetuant Syzygies of the nth Kind,” Mr. H. Piaggio.

THE EDUCATIONAL TIMES.

[July 1, 1908.

NOW READY.

Demy 8vo, cloth, price 2s. 6d., free by post.
To Members of the College the price is ls., or 1s. Gd. free by post.

THE CALENDAR

OF

THE COLLEGE OF PREGEPTORS

FOR THE YEAR 1908:

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, REE 1907.
2. Do. do. do. Christmas, 1907.
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907.
t. Do. do. do. Christmas, 1907.
5. Papers set at Professional Preliminary Examination, March, 1907.
ò. Do. do. do. September, 1907.
7. Papers set at Lower Forms Examination ... . Summer, 1907.
8. Do. do. . Christmas, 1907.
+

eo” 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.

The Diploma en A to be had only in the
‘alendar.”?

FRANCIS HODGSON, 89 Farrinepon Street, Lonpon, E.O.

SEELEY & CO.’S Books for Prizes.

PROFESSOR CHURCH’S HISTORICAL STORIES.

The Crown of Pine. 5s. The Children’s Iliad. 6s.
The OTua Care. 5s. The Children’s Odyssey.
Greek 8t» The Burning of Rome. 3s. mt
Helmet an ‘Bsc ear. 58. The Hammer. 5s.
Stories from Homer. 5s. Heroes of Chivalry. 5s.
Stories from Virgil. 5s. The Count of the Saxon Shore. 5s.
Stories from the Greek Trag- | With the King at Oxford. 5s.
edians. Last Days of Jerusalem. 3s. 6d.
The Greek Comedians. 5s. Three Greek Children. 2s. 6d.
Stories of the East. 5s. | Stories from English History.
The Btory of the orean War. 5s. 3

Stories from Livy. | Stories of Charlem e and the

Roman Life in the Days of | elve Peers of France. 5s.
Cicero. 5s. Tne Chantry Priest. 2s. 6d.

The Story of the Iliad. 5s. A Youn acedonian. 2s. 6d.

The Fall of Athens _ 3s. 6d. Heroes of Eastern Romance. 2s.6d.
The Story of the Odyssey. 5s. To the Lions. 1s. 6d. and 2s. 6d,

THE LIBRARY OF ROMANCE.
With many Illustrations. Extra crown 8vo, each 5s.

“ This series has won a considerable and well-deserved reputation.” — Guardian,
THE ROMANCE OF PLANT LIFE. G. F. Scott ELLIOT,
THE ROMANCE OF ANIMAL ABTS AND CRAFTS. H. CoUPIN,

D.Sc., and JOHN Lea, B.A.

THE ROMANCE OF MISSIONARY HEROISM. Rev. J. C. LAMBERT.
THE ROMANCE OF EARLY BXPLORATION. ARCHIBALD WILLIAMS,
THE ROMANCE Oof MODERN EXPLORATION. ARCHIBALD WILLIAMS.
THE RUMANCE OF MODEGN MECHANISM. ARCHIBALD WILLIAMS,
THE ROMANCE OF MODERN INVENTION. ARCHIBALD WILLIAMS,
THE ROMANCE of MODERN ENGINEBRING. ARCHIBALD WILLIAMS,
THE ROMANCE OF MODERN LO: OMOTION. ARCHIBALD WILLIAMS.
THE ROMASCE OF MODERN MINING. ARCHIBALD WILLIAMS.
THE ROMANCE OF POLAR EXPLORATION. G. FIRTH Scort,
THE ROMANCE OF MODERN ELECTRICITY. CHARLES R. GIBSON,
THE ROMANCE OF THE ANIMAL WORLD. EDMUND SELOUS.
THE ROMANCE OF INSECT LIFB. EDMUND SELOUS.
THE ROMANCE OF THE MIGHTY DEEP. AGNES GIBERNE.
THE ROMANCE OF MODERN PHOTOGRAPHY. C. R. GIBSON.
THE ROMANCE OF MODERN SIEGBS. Rev. E. GILLIAT.
THE ROMANCE OF THE WORLD'S FISHERIES. SIDNEY WRIGHT.
THE ROMANCE OF SAVAGE LIPE. GQ. F. Scott ELLIOT.

THE LIBRARY OF ADVENTURE.

With 16 Illustrations. Extra crown 8vo, each 58.
“ Delightful books of adventure, tastefully got u Ed ucat eae ae
ADVENTURES IN THE GREAT FORES

ADVENTURES IN THE GREAT DESERTS. By . STEAD.
ADVENTURES ON THE GRBAT RIVERS. By H. G. H gsr.

Lonpon: SEELEY & CO., Lro., 38 Great RUSSELL STREET, W.C.

July 1, 1908. ] THE EDUCATIONAL TIMES. 311

Messrs. BELL’S NEW BOOKS
MASON’S NEW ENGLISH GRAMMARS.

Revised, in accordance with modern requirements, by

, A. J. ASHTON, M.A.,
Senior English Master, Kelvinside Academy, Glasgow; and Examiner in English to the College of Preceptors.

Now ready. Crown 8vo, 125 pages, 1s.

MASON’S JUNIOR ENGLISH GRAMMAR.

This new edition of MASON’S ENGLISH GRAMMARS has been augmented and revised so as to embody the results of the advances
that have been made in the teaching of English Grammar since these grammars were last revised by Mr. Mason. The new edition will
consist of three Courses—Junior, Intermediate, and Senior—and will be printed in good bold type, and strongly bound in cloth. The
Intermediate and Senior Volumes are in active preparation.

Third Edition, Revised and much Enlarged. Reset throughout. Crown 8vo, Crown 8vo. With the Original Map. 2s.

656 pages, 5s. ned
AN INTRODUCTION TO ENGLISH LITERATURE, | OSEPH HALL. MUNDUS, ALTER ET IDEM

; ; Edited for School Use with Introduction, Notes, and Vocabulary by H. J.
EN d, LAND 5 E OA . t . .
i A NY HESRY D ESNCOAST ANDERSON, M.A., Inspector of Training Colleges in Cape Colony, late Clas-
For this new edition the first half of the book has been practically rewritten, sical Master at Hillhead Publie School, Glasgow.
and the chapters dealing with the Karly and Middle English periods have been, jy Mis edition of Bishop Hart's fama sire is intaget fo pe na ine
considerably enlarged. Greater space has also been given to the literature of mal be ee .

3 i ; authors, and will be found an admimble preparation for them,
the Queen Anne and Victorian periods, nnd separate lives of Bunyan, Dryden, ~

Steele, Cowper, and others have been added. | B E L S l LLUST R AT ED CLASS l cS.

Pott 8vo. With many Illustrations. With or without Vocabulary.
Price 1s. 6d. each.

NEW VOLUMES,
ENGLISH R EA DI NGS. VERGIL.—AENEID. Bock X. Edited, with Introduction and

A New Series of Selections from the Works of the Great Writers. Edited for Notes, by L. D. WAINWRIGUT, M.A., Assistant Master at St. Paul's School.
aaa at VERGIL._AENBID. Book IX. Edited, with Introduction
. f — ; 00 . Edited, wit ntroduction
BUREKE.— SELECTIONS. Chosen and edited with a full and Notes, by L, gh tate atin M.A. Paparan.
Introduction, by Biiss PERRY, editor of the * Atlantic Monthly.” i :
XXIVI+298 pp. lomo. 2s. 6a. Ga

Crown 8vo. 1s.
BYBON.— SELECTIONS. Edited, with Introduction and COTHURNULUS. ec aces Aa Latin Plays

Chinese vitae ne era Ae Professor in the University of for Beginners. With Vocabularies. By EDWARD VERNON ARNOLD,
: : i aa Litt. D., Professor of Latin at the University College of North Wales,

COLERIDGE.—PROSE SELECTIONS. Selections chosen formerly Fellow of Trinity College, Cambridge.
and edited, with Introdnction and Notes, by HENRY A. BEERS, Professor SS e e
in Yale University. xxix+146 pp. l6mo. 2s. A COMPLETE HISTORY READER FOR LOWER FORMS.
DRYDEN. — ESSAYS ON THE DRAMA. Edited b Crown 8vo. 254 pages. With 66 lllustrations. 1s. 6d. ,
WILLIAM STRUNK, Junr., Assistant Professor in Cornell En eio. A JUNIOR HISTORY OF ENGLAND. By E. NIXON,
xxxviii+1l180 pp. l6mo. 2s. La ron Mistress of Junior School, Specialist in History, Ladies’? College,
1eltenham.,

SWIPT.— PROSE SELECTIONS. Edited by FREDERICK C. This History is intended to follow the reading of a simpler one, and to bea

Prescott, Assistant Professor in Cornell University, xlii+229 pp. 16mo. preparation for the study of much fuller beoks. It arms at giving an idea of
Qs. 6d. the development of the Constitution and growth of the Empire, while telling of

: f those who have lived, fought, and died for King and Country.
TENNYSON.—THE PRINCESS. Edited, with Notes and E eet ee
trae Na Nee SHERMAN, Professor in the University of Nebraska. SECLE < ONT = ae e GAR
THACKERAY.—ENGLISH HUMOURISTS. Edited, with ; T9:
an Introduction and Notes, by WILLIAM Lyon PHELPS, Professor in An aid to the Reading of Ordnance Survey Maps.
Yale University. xıi +360 pp. l6émo. 2s. 64d. Fall Prospectus on application,

Cambridge Local Examinations, 1909.
Messrs. Bell’s Editions of Books Set.

SH AKESPEARE.—JULIUS CAESAR. Fdited, with Introduction | PLAUTUS.—TRINUMMUS. Edited, with Notes, by W. WAGNER,

and Notes, by T. Durr BARNETT, B.A. 2s. (Bell’s English Classics.) RS slat i p j aei — (Public School Series.)
-Note parately, 1s. ransiation. 1s. By Henry T. RN EY.

a ja ee (Bealls Classical Translations.)

CAESAR. — DE BELLO GALLICO. Books IV. and V. XENOPHON.—ANABASIS. Book Il. Edited, with Introdue-

Pafe; Alii N ee ay the pth oar TEAT, M.A., | homand: Notes. Dy Bae MARGIANT Mody E A rer A )

and A. REYNOLDS, M.A. Wi ustrations. 2s. 6a. Also separately, 3 Pe REEN g ea we

1s. 6d, each. (Bells Illustrated Classics.) Translation. By the Rev. J. 5. W eee SicaICT AAT ORES

Transiation. By W. A. McDevitrr. Books I.-IV._ 1s. PLATO.—APOLOGY AND CRITO. Edited, with Notes, by Prof.
Books V.-VII. 1s. (Bell's Classical Translations.) WAGNER. 2s. 6a.

a Translation. 1s. (Bell's Classical Translations.)
VERGIL.—AENEID. Book XI. Professor Conington’s Edition, | Doo ee
Abridged. 1s. 6d, ° (Cambridge Te rs with Notes.) SOPHOCLES.—ANTIGONE. Fdited. with Introduction and Notes,

by G. H. WELLs, M.A. Illustrated. 2s. 6d. net.

Translation. By A. HAMILTON Bryce. 1s. ;
(Bell’s Classical Translations.’ Translation. 1s. (Bell's Classical Translations.)

LIVY, Book XXII. Edited by L. D. DowpaLL, M.A. 2a. NIOLIERE.—LE BOURGEOIS GENTILHOMME. Edited by
(Public School Series.) M. Gasc. 64.
Transiation. By J. B. BAKER. ls. Transiation. ls. (Bell's Medern Translations.)

London: GEORGE BELL & SONS, York House, Portugal St., Kingsway, W.C.

312

JUST
PUBLISHED.

A SCHOOL
ARITHMETIC. |

THE EDUCATIONAL TIMES.

[July 1, 1908.

AN ImPORTANT NEw SCHOOL ARITHMETIC.

H. S. HALL, M.A.,
“RH STEVENS, M.A.

Complete, with Answers, 4s. 6d.; without Answers, 3s. 6d.

Or in two parts—-Part l., with Answers, 2s. 6d.; without Answers, 2s.
Answers, ls.

2s. 6d.; without Answers, 2s.

Tuts work follows closely the recommendations of the Mathematical Association.

are as follows :—

Part Il., with Answers,
Key in preparation.

Some of the principal features

In

subsequent chapters graphical methods are frequently used for the purpose of illustration—especially

G.) British and Foreign Weights and Measures are introduced and illustrated side by side.
(11.) Algebraical methods are used whenever they seem conducive to clearness and simplicity.
Gi.) Decimals and the Metric System are discussed together.
(iv.) Special attention has been bestowed on the sections dealing with Decimal Approximation.
(v.) The principles of Ratio, Proportion, and Percentage are introduced in a simple manner in connection
with Fractions, and are more fully developed in later sections.
(vi.) Though the Unitary Method is dealt with in an early chapter, it gives way later to more direct and
scientific methods in all questions depending on Proportion.
(vu.) A chapter is given explaining all that is necessary for a clear understanding of Simple Graphs.
in connection with Proportion and Variation.
(viii.) The use of Four-Figure Logarithms is fully explained. Tables of Logarithms and Anti-Logarithms are

supplied, together with a large variety of examples for practice in logarithmic work.

H.M.I.

Some Passages in the Life of one of H.M. Inspectors of Schools.
H.M.I. North-west Division.

By E. M. SNEYD-KYNNERSLEY, formerly
8vo, 8s. 6d. net.

A highly entertaining book, containing a large number of good stories told by a raconteur of exceptional ability.

CAMBRIDGE LOCAL EXAMINATIONS, 1909.

RELIGIOUS KNOWLEDGE.

THE GOSPEL ACCORDING TO 8T. MATTHBW. Greek Text.
With Introduction and Notes. By Rev. Canon SLOMAN, M.A, 2s. 6d.
(Preliminary, Junior, and Senior.
THE AOTS OF THB APOSTLES. Greek Text. With Notes. By
T. E. Pace, M.A. 3s. 6d. (Junior and Senior.
THE) AOTS OF THE APOSTLES. Authorised Version. With Notes.
By T. E. PAGE, M.A., and Rev. A. S. WALPOLE, M.A. 2s. 6d.

ees ntor and Senior.
THE BPISTLES TO THE THESSALONIANS. Greek. Text.

With Commentary. By Rev. G. MILLIGAN, D.D. 12s. enior.
THE FIRST BPISTLH TO THH THHSSALONIANS. : C. J.
VauGHaNnN, D.D. 1s. 6d. | Sen tor.

THE FIRST EPISTLE TO THB FERABALONIAND, nalysis

and Not By Rev. G. W. GARROD, B.A. 2s. 6d. ne Senior,
THE SHOON D EPISTLE TO THB THBSSALONIANS. nalysis
and Notes. By Rev. G. W. GaRROD, B.A. 2s. 6d [ Senior.

ENGLISH.

LAMB.—TALBS FROM SHAEKBHSPBARB. Edited by Rev. A.
AINGER, LL.D. Contains —“ A Midsummer Night’s Dream,” “The
Winter’s Tale,” “ Much Ado Abant Nothing,” ‘‘ Macbeth,” “ The Comedy
of Errors,” “Othello.” 2a. 6d. n (Preliminary.

SHAKBSPBARE. < JULIUS “CABSAR. With Introduction and

Notes. By K. DEIGHTON, 1s. 9d. Junior and Senior.

JULIUS OABSAR. Eversley Edition. With Notes. 1s.

Junior and Senior.

— JULIUS CABSAR. (Text only.) Sewed. 6d. [Junior and Senior.

—— RICHARD II. wath Introduction and Notes. By K. DEIGHTON,

With an Appen. 1s. Senior,

ICHARD II. ‘iver ersley Edition. With Noles.

eee ls. Senior.
SOCOTT.—A LEGEND OF MONTROSH. 2s. Junior
SPBNSER.—THE FABRIE E QUBBNB. Book É With Introduction

and Notes. A AL (Senior.

By H. M.
TENNYSON. P ERAIN AND 1 NID, AND THE MARRIAGE
sf GBRAINT. With Eo and Notes. By G. C. MACAULAY,
M.A. 2s. 6d. [Sentor.
—- GARETH Met LYNBETTH. With Introduction and Notes. By
G. C. MACAULAY, M 2s. Senior.
—— Fa a ON FOR THB YOUNG. Edited by Rev. A. AINGER,
pane nare:
BACON. —HSSAYS. With Introduction and Notes. By tae oe
enor

M.A.
GIBBON. STHA AGB OF THE ANTONINBÐS. The History of the

Decline and Fall of the Roman Empire. By E. Gipson, Chapters I.-III.
Edited by J. H. FOWLER, M. A. 1s, _ [Senior.

o MACMILLAN & CO., Lr.

|
|

ST. MARTIN'S STREET, LONDON,

LATIN AND GREEK.
ee —THE INVASION OF BRITAIN. By W. WELCH, M.A.,

and Rev C. G. DUFFIELD, M.A. Selections from Books IV. and V., adapted
for Beginners. With Exercises. 18. 6d. (Preliminary.
DB BALLO lata a Book IV. With Notes and Vocabulary.

By C. Bryans, M.A. 1s. 6d [Juntor.
— DB BELLO GALLIOO. Book V. With Notes and Vocabulary.
By C. CoLBECK, M.A. 1s. 6d [ Junior.

VIRGIL. Sree a Book XI. With Notes and Vocabulary. By T. E.
Paces, M.A. 1s. 6d [Junior and tor.

LIV Y.—Book XXIL With Notes and Vocabulary. By Rev. W. W. CAPES,
.A., and J. E. MELHUISH, M.A. 1s. 6d. [Senior.

—-— Books XXI. and XXII. Edited by Rev. W. W. Capes, M.A. 4s. 6d.
[Senior,

CIOBRO.—PRO MILONB. Edited by F. H. Cotson, M.A. 2s. 6d. [Senior.
AENOFHON —ANABASIS. Book II. With Notes and Vocabulary.

y Rev. A. S. WALPOLE, M.A. 1s. 6d. [ Junior.
SOPHOCLES. ANTIGONE. Edited by Rev. M. A. BAYFIELD, M.A.
[Junior and Senior.

ae —Book VI. Edited by Prof. J. STRACHAN, M.A. (see 6d.
enior.

PLATO.—BUTHYPHRO, APOLCOT, ACEITO, and PHABDO.
Translated by F. J. CHURCH, M.A. 2s. 6d [Senior.

HONRAS —ILIAD. Books sr —XII. ia by W. Lrar, Litt. D., and
y. M. A. BAYFIELD, M.A. 68. LS nior.

FRENOH AND GERMAN.

MOLIBRB. — LB a ate aaa GENTILHOMMB. Edited Pe
L. M. MORIARTY, M.A. 1s. 6d [Sen

LE BOURGBHOIS GBÐNTILHOMMB. Edited by Dr. peice.
HOLTZ, M.A., Ph.D. (in the press. Senior.
SOHILLBER.— DIB JTUNGESAU VON ORLBANS. Edited by

JOSEPH GOSTWICK. 2s. [Sentor.

—— DIB TUNQERAU ae ORLEANS. Edited by W. Hum-
PHREYS, ` Senior.

W.C.

London; Printed by C. F. HopGson & Son, 2 Newton Street, High Holborn, Londen, W.C.; and Published by Francis Hopason, 89 Farringdon Street, E.C.
{Entered at the New York Post Office as Second Class matter.

THE

EDUCATIONAL TIMES,

AND

Journal of the College of Preceptors.

Vol. LXI.] New Series, No. 568.

AUGUST 1, 1908.

Members, 6d.; by Post, 7d.

{ Published Monthly, price, to Non-
Annual Subscription, 78.

onne. OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

LECTURES FOR TEACHERS.

On Thursday, lst of October, JoHN ADAMS, M.A.,
B.Sc., F.C.P., Professor of Education in the University
of London, will commence a Course of Twelve Lectures
on

“THE PRACTICAL TEACHER’S PROBLEMS.”

The matters to be dealt with are such as interest all
classes of teachers, and will be treated with that frank-
ness that is possible in an unreported discourse, but
is out of the question in a printed book. While the
Lecturer will lose no opportunity of indicating how
present educational conditions may be improved, he
will take the present conditions as the basis and show
how to make the best of things as they are. The Lectures
will be copiously illustrated by references to actual ex-
perience in all kinds of Schools. The Lectures will be
given on Thursday Evenings at 7, beginning on October
Ist.

For Syllabus, see page 332.

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

Members of the College have free admission to this
Course.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
3lst of August, 1908.

Practical Examination for Certificates of
Ability to Teach.—The next Practical Examina-
tion will be held in October.

Certificate Examinations. — The Christmas
Examination for Certificates will commence on the
8th of December, 1908.

Lower Forms Examinations. — The Christ-
mas Examination will commence on the 8th of December,
1908,

Professional PreliminaryExaminations.—
These Examinations are held in March and September.
The Autumn Examination in 1908 will commence on
the 8th of September.

Inspection and Examination of Schools.
—Inspectors and ‘Examiners are appointed by the
College for the Inspection and Examination of Public
and Private Schools.

The Regulations for the above Examinations can be
obtained on application to the Secretary.

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

(OVARII OF ST. ANDREWS.

I..1.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers.

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brigh ton, Bristol, Cardiff, Croydon, Devon-

rt, Edinburgh, Glasgow, Hull, Inverness, Leeds,

ive 1, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Ox‘ord, St. Andrews, Sheffield,
Swansea, and several other towns. —

Information regarding the Examinations may be ob-
tained from the SECRETArY, L.L.A. Scheme, The
University, St. Andrews.

and thoroughly trained under the

LoNpon COLLEGE OF MUSIC.
(Incorporated.)

GREAT MARLBOROUGH STEERT, Loypor, W.

Patron: His GRACE THE DUKE OPF LEEDS.
Dr. F. J. KARN, Mus. Bac. Cantab., Principal.

G. AveusTus HOLMES, Esq., Director of Examinations.

EXAMINATIONS, 1908, 8

The NEXT EXAMINATION in PIANOFORTE
PLAYING, SINGING, THEORY, and all branches

of Music will be held in London and 400 Provincial

Centres in DECEM BER, when Certificates will be granted
to all successful candidates.

The Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (L.L.C.M.), the Teachers’
Diploma, L.C.M., and Fellowship (F.L.C.M.) also take
place in DECEMBER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

LOCAL SCHOOL CENTRE8.— Full particulars with refer.
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report,
may be had of the SECRETARY.

In the Educational Department students are received
best Professors at
moderate fees, The College is open 10 a.m. to 9.30 p.m.
A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.
VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

NIVERSITY COLLEGE,
BRISTOL.

The SESSION 1908-9 will commence on OCTOBER
lst, 1908. Prospectus and full particulars of any of the
following will be forwarded on application :—

FACULTY OF ARTS AND SCIENCE—
DEPARTMENT OF SEMITIC STUDIES.
SECONDARY TRAINING DEPARTMENT,
Day TRAINING COLLEGES FOR ELEMENTARY
TEACHERS (MEN AND WOMEN).
DEPARTMENT OF ENGINEERING.
APPLIED CHEMISTRY.
DEPARTMENT OF ECONOMIC BIOLOGY.
FACULTY OF MEDICINE—
DENTAL DEPARTMENT.
DIPLOMA IN PUBLIC HEALTH OR STATE MEDICINE,
Pubiic HEALTH LABORATORY.
COURSES FOR THE DEGREE EXAMINATIONS
OF THE UNIVERSITY OF LONDON,
EVENING LECTURES, CLASSES, AND LABORA-
TORY INSTRUCTION.
EXTENSION LECTURES.
HALLS OF RESIDENCE FOR ELEMENTARY
TEACHERS.
Scholarships, Studentships, and Prizes.
JAMES RAFTER, Registrar.

Diploma Correspondence
College, Utd.

Principal—J. W. Kyier, L.C.P., F.R.S.L.
Vice-Princtpal—8. H. Hooke, B.A., Hons. Lond.

S&pectally arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the SECRETARY.

WOLSEY HALL, OXFORD.

MEDIOAL SOHOOLS.

GUY’S HOSPITAL MEDICAL SCHOOL.

LONDON HOSPITAL MEDICAL COLLEGE.

MIDDLESEX HOSPITAL MEDICAL SCHOOL.

CHARING CROSS HOSPITAL MEDICAL COL-
LEGE.

ROYAL DENTAL HOSPITAL.

ST. BARTHOLOMEW’S HOSPITALANDCOLLEGE.

(For particulars of the above, see following pages.)

TRAINING COLLEGES, &e.

CAMBRIDGE TRAINING COLLEGE.
MARIA GREY TRAINING COLLEGE.
ST. MARY'S COLLEGE, PADDINGTON.
ST. GEORGE’S TRAINING COLLEGE,
CHERWELL HALL, OXFORD.

KING’S COLLEGE, LONDON.

(For particulars of the above, see following pages.)

OTHER COLLEGES, &o.

UNIVERSITY OF WALES.

UNIVERSITY COLLEGE OF NORTH WALES,
UNIVERSITY COLLEGE, LONDON.
BEDFORD COLLEGE FOR WOMEN.
UNIVERSITY OF EDINBURGH.
UNIVERSITY TUTORIAL COLLEGE.

ASSOCIATED BOARD OF THE ROYAL ACADEMY
Mug AND THE ROYAL COLLEGE OF

CARLYON COLLEGE.

NORMAL CORRESPONDENCE COLLEGE.

ST. GEORGE’S CORRESPONDENCE CLASSES,
CITY AND GUILDS OF LONDON INSTITUTE.
BIRKBECK COLLEGE.

NORTHAMPTON INSTITUTE,

FROEBEL EDUCATIONAL INSTITUTE.

(For particulars of the above, see following pages.)

UNIVERSITE DE RENNES (France).

FRENCH COURSE for FOREIGNERS
OF BOTH SEXES.
WINTER TERM: From 15 Nov. 190 to 15 Feb. 1909.
SUMMERTERM: From 1 March to 8 June, 1909.
; DIPLOMAS.
ap oes de Langue et Littérature Francaises; Doctorat.
‘duction of 50 % on railway fares from Dieppe or
Calais to Rennes. Apply for Prospectus to
Prof. FEUILLERAT, Faculté des Lettres, Rennes.

FREE GUIDE

LONDON UNIVERSITY
MATRICULATION

Post free, from
THE SEOCORETARY,
EZurlington House, Cambridge;
or from the London Office of

University Correspondence College,
32 Red Lion Square, Kolborn, W.O.

314

UNIVERSITY COLLEGE OF

NORTH WALES, BANGOR.

(A Constituent College of the University of Wales.)
Principal—Sir H. R. REICHEL, M.A., LL.D.

Next Session begins September 29th, 1908. The College
Courses are arranged with reference to the Degrees of
the University of Wales; they inclnde most of the
subjects for the B.Sc. Degree of the London University.
Students may purae their first year of Medical study at
the College. There are special Departments for Agri-
culture (including Forestry) and Electrical Engineer-
ing, a Day Training Department. for Men and Women,
and a Department for the Training of Secondary and
Kindergarten Teachers. ’

Sessional fee for ordinary Arts Course, £11. ls.;
for Intermediate Science or Medical Course, £15, 15s.
The cost of living in lodgings in Bangor averages from
£20 to £30 for the Session. There is a Hall of Residence
for Women Students: fee, from Thirty Guineas for the
Session.

At the Entrance Scholarship Examination (held in
September) more than 20 Schofarshi əs and Exhibitions,
ranging in value from £40 to £10, will be open for com-
petition.

For further information and copies of the various
Prospectuses apply to

JOHN EDWARD LLOYD, M.A.,
Secretary and Registrar.

PRIFYSGOL CYMRU.
UNIVERSITY OF WALES.

The SIXTEENTH MATRICULATION EXAM-
INATION will commence on Monday, September 7th,
1908. Particulars from the REGISTRAR, University
Registry, Cathays Park, Cardiff, from whom forms of
entry ean be obtained, Application for entry forms
must be made not later than Monday, August 17th, 1908.

PRIFYSGOL CYMRU.
UNIVERSITY OF WALES.

TWO PRICE DAVIES SCHOLARSHIPS to the
University of Wales, each of the value of £30 per
annum, and tenable for three years at either the
University College of Wales, Aberystwyth, or the
University College of North Wales, Bangor, will be
awarded in September, 1908. Particulars may be ob-
tained from the REGISTRAR, the University Registry,
Cathays Park, Cardilf,

BERDARE HALL, CARDIFF.—

RESIDENCE FOR WOMEN STUDENTS
OF THE UNIVERSITY COLLEGE OF SOUTH

WALES AND MONMOUTHSHIRE.
Principal—Miss KATE HURLBaTT.

Fees £42. 10s., £36, and £32 per annuun. College tui-
tion fees £10 per annum, Scholarships of £40, £25, and
£15, and Exhibitions of £10, awarded on the result of
Scholarship Examination of University College, Cardiff,
to be held in September, Students prepare for the
B.A. and B.Se. Degrees of the University of Wales, and
a Medical School and Department for Secondary, Ele-
mentary, and Kindergarten Training are attached to
the College. Students with recognized academic
qualifications can enter in October or January, for one
year’s Secondary Training Course. Apply to the

RINCIPAL. .

THE INCORPORATED

FROEBEL EDUCATIONAL INSTITUTE,
TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
College for Secondary Teachers.

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

TRAINING COLLEGE FOR TBEBAOHERS.
Principal—Miss E. LAWRENCE.
KINDERGARTEN AND SCHOOL.
Head Mistrese—Miss A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations,

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL.

SECONDHAND BOOKS AT HALF PRICES!
NEW BOOKS AT 25°/, DISCOUNT |!

OOKS for A.C.P., L.C.P., F.C.P.,

Matric., University, Certificate, Scholarship,
L.L.A., B.A., and ALL other Examinations supplied.
State wants: send for List. Books sent on approva:
BOOKS BOUGHT, best prices P . & G.

FoYLE, 136 Charing Cross Road,

THE EDUCATIONAL TIMES.

EDFORD COLLEGE FOR
WOMEN

(UNIVERSITY OF LONDON),
YORK PLACE, BAKER STREET, Lonpon, W.

Principal—Miss M. J. TUKE, M.A.

The Session 1908-9 will open on Thursday, October 8.
Students enter their names on Wednesday, October 7,

Lectures are given in preparation for all examinations
of the University of London in Arts and Science, for
the Teachers Diploma (London), for the Teacher’s
Certificate (Cambridge), and for the Cambridge Higher
Local Examination,

A single Course in any subject may be attended.

There is a Special Course of Scientitic Instruction in
Hygiene.

>n Laboratories are open to students for Practical
work,

Regular Physical Tustruction is given, free of cost, to
students who desire it by a fully qualitied woman
teacher,

THREE ENTRANCE SCHOLARSHIPS (two in
Arts and one in Science) will be offered for competition
in June, 1909,

Students can reside in the College,

Full particulars on application to the PRINCIPAL,

TRAINING DEPARTMENT FOR SECONDARY
TEACHERS.

Head of the Department—Miss Mary Morton, M.A.

Two Scholarships (one of the value of £20, one of the
value of £15, for one year) are offered for the Course of
Secondary Training beginning in January, 1909. The
Scholarships will be awarded to the best Candidate
holding a Degree or equivalent in Arts or Science.

Applications should reach the HEAD OP THE TRAIN-
ING DEPARIEMENT not later than December 12.

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS,

Principal—Miss H. L. POWELL,
late Scholar of Newnham College (Hist. Tripos,
Class I.), late Head Mistress of the Leeds Girls’
High School.

A residential College A ideale a year’s professional
training for Secondary Teachers.

The course includes Paan for the Cambridge
Teacher's Certificate (Theory and Practice), and for
the Teachers’ Diploma of the London University. Ample
opportunity 18 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, Cambridge Training College,
Wollaston Road, Cambridge,

HE MARIA GREY TRAINING

COLLEGE FOR WOMEN TEACHERS offers
a full Course of Professional Training to Ladies who
desire to become Teachers in Secondary Schools or in

Kindergartens, Students are admitted in September

and Junuary.
TEN SCHOLARSHIPS, covering tuition fees, are

offered to candidates residing in the Administrative
County of Middlesex who wish to prepare for teaching

in Secondivy Schools, besides various Scholarships open
to Graduates and others, For further particulars as to

| Neri ia for entrance, terms, Scholarships, Hall of

esidence, &¢., apply to the Principal, Miss ALICE
Woops, at the College, Salusbury Road, Brondesbury,
London, N.W.

T. GEORGE’S TRAINING

COLLEGF FOR WOMEN TEACHERS IN
INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH.

This College provides a beds Professional Training
for well educated women who intend to become Teachers.

The Course of Training is supervised by the Edinburgh
Provincial Committee for the Training of Teachers and
is recognized by the Scotch Education Department and
by the Teachers’ Training Syndicate of the University
of Cambridge.

A Bursary of £30 is offered to Students entering in
October, 1908.

Prospectusand further particulars from the Principal,
Miss M. R. WALKER, 5 Melville Street, Edinburgh.

HURCH. EDUCATION COR-
PORATION.

CHERWELL HALL, OXFORD.

Training College for Women Secondary Teachers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher’s Diploma. Special arrange-
a made for Students to attend the School of Geo-
graphy. |

Exhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

(Aug. 1, 1908.

UNIVERSITY OF LONDON.
NIVERSITY COLLEGE.

Provost—T. GREGORY FosTER, Ph.D.

The Session 1908-09 in the Faculties of Arts, Laws,
Medical Sciences, Science, and Engineering will begin
on Monday, October 5th.

The Proyost and Deans will attend on Monday,
October 5th, and on Tuesday, October 6th, from 10 a.m.
to 1 p.m., for the admission of students, Intending
students are invited to communicate with the Provost
as soon as possible.

The Slade School of Fine Art will open on Monday,
ear 5th, and students may be admitted on or before
that date.

PACULTY OF MEDICAL SCIENCES.

Examination for Entrance Scholarships on the 22nd
and 23rd of September, 1908.
The following Prospectuses are now ready, and may
be had on application to the Secretary :—
Faculty of Arts (including Economics).
Faculty of Laws.
Faculty of Medical Sciences.
Faculty of Science.
Faculty of Engineering.
Indian Sehool,
Slade School of Fine Art.
School of Architecture.
Depart ment of Public Health.
Scholarships, Prizes, &c.
Post Gradunte Courses and Arrangements for
Research.
Special provision is made for Post-Graduate and Re-
search work in the various subjects taught at the College,

WALTER W. SETON, M.A.,
Secretary.

University College, e
London (Gower Street).

IRKBECK COLLEGE,

BREAMS BUILDINGS, CHANCERY LANE, E.C.

DAY AND EVENING CLASSES.

Courses of Study under Recognized Teachers of the
University of London for Degrees in Science
and in Arts.

Science.—Chemistry, Physics, Mathematics (Pure
and Applied), Botany, Geology, Zoology.

Arts.—Classics, English, French, German, Italian
History, Geography, Logic, Economics, Mathematics
(Pure and Applied).

Particulars on application.

ENGINEERING AND TECHNICAL OPTICS.

ORTHAMPTON POLYTECHNIC
INSTITUTE,
CLERKENWELL, LONDON, E.C.

ENGINEERING DAY COURSES IN MECHAN-
ICAL, ELECTRICAL, and HOROLOGICAL
ENGINEERING.

Full Day Courses in the Theory and Practice of the
nbove will commence on Monday, 5th October, 1908.
ENTRANCE EXAMINATIONS on Wednesday and
Thursday, 30th September and lst October, at which
FOUR ENTRANCE SCHOLARSHIPS will be offered.
The Courses for Mechanical and Electrical Engineering
include periods spent in commercial workshops and
extend over four years, and they also prepare for the
Degree of B.Sc. in Engineering at the University of
London, Fees for either of these Courses, £15 and
£11 per annum.

DAY COURSES IN TECHNICAL OPTICS.

Full and Partial Day Courses, Practical and Theor-
etical, in Technical Optics will also commence on the
dale given above. These Courses deal with all branches
of Optical Science and Practice, and are well adapted
for those seeking a career in this department of Apphed
Science.

The Laboratories, Workshops, and Lecture Rooms of
the Institute are fully equipped for the most advanced
teaching in the subjects dealt with.

Full particulars can be obtained on application at the
Office of the Institute, or to

R. MULLINEUX WALMSLEY, D.Sc., Principal.

TRAINING COLLEGE FOR TEACHERS
OF THE DEAF,

EATON RISE, EALING, LONDON, W.

The Training College affords a professional training as
Teachers of the Deaf upon the Pure Oral System to
young women, who are received as Resident or Non-
resident Students. The Training College is recagnized
by the Board of Eduention for a Third Year Students’
Course, and has a Practising School attached to it.

Apply to the PRINCIPAL;

\

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

315

OARLYON COLLEGE. University TZutoriaf Coffege.

665 AND 66 CHANCERY LANE.
LONDON UNIVERSITY BXAMINATIONS.

and Medical
Preliminaries, Accountants’, Scholarship
Examinations, Previous, Responsions, and
General.

Papers Corrected for Schools. Vacation Tuition.

Private tuition for all Examinations.

Prospectus and full details on application to R. O. B.
KERIN, B.A. Lond., First of First Class Classical
Honours, Editor of ‘‘ Phaedo,” ‘“ Pro Plancio,” &c.

SUCOCHSSES.

1892-1907.— London Matric., 149; Inter. Arta, 8c., and
Prel. Rei., 140, 6 in Hons. ; B.8c., 1896-1906, 25; B.A.,
1891-1906, 96, 14 in Hons. ; Medical Prelim., 249; Res

nsions and Previous, 60; Law Prelim., 62; other

uccesses, 400.

B.A. (LOND.), 1906 and 1907, 15, 3 in
Classical Honours. M.A., 8.
INTER. ARTS, 1907, 6 out of 8.

FREE.

The Principals of the Normal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 100 pages.
2. LCP. 84 ,,
3. F.C.P. 15 45
And have also published the following Guides.
4. PREL CERT. 120 pages.
6. CERTIFICATE. 92 5,
6. MATRICULATION. 84,
7. IRISH UNIVERSITY. 60 ,,

8. OXFORD & CAMBRIDCE LOCALS 100 ,,

These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination.

“They are written by experts whose advice is the
best procurable.’”’— Educational News.

«Will undoubtedly help greatly towards suc-
cees.”’—Schoolmistress.

NORMAL CORR. COLLEGE,

41 MELFORD Roan, East DULWICH, 8.E., ana
110 AVONDALE SQUARE, Lowpowy, B.E.

ORRESPONDENCE TUITION,

College,
87 Buckingham Palace Road, 8.W.; and Stalheim.
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

WALTER J. DICKES, B.A. (Lond.)

PRIVATE TUITION
FOR EXAMINATIONS, &c.

BEECHEN CLIFF, THE GARDENS,
E. OULWICH, LONDON, S.E.

HE Behnke Method of Voice

Training for Speakers, Singers, and

Stammerers. Apply to Mrs. EMIL BEHNKE, 18
Earl’s Court Square, London.

‘‘Pre-eminent success. ’’— Times.

“ Highly successful methods.” —Medical Times.

“I 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
teacher upon -thoroughly philosophical principles.’’—
Lancet.

“Mrs. Behnke’s work is of the most scientific de-
scription.’ — The Medical Magazine.

“ STAMMERING ” (Cleft palate Speech, Lisping),

ls. net, postage 14d.

LONDON.
(Affiliated to University Correspondence College.)

AUGUST
VACATION
CLASSES.

Classes are held for the
B.Se. and B.A. Examina-
tions,commencing Tuesday

SEPTEMBER
MATRICULATION
CLASS.

Morning Classes and
Private Tuition for the
September Matriculation
Examination of London
University may be taken
up at any time, as work is
carried on continuously
during the summer
months,

theoretical points are re-
vised, and special attention
is paid to individual re-
quirements in the Practical

"ork.

Classes for Beginners
in Practical Chemistry,
Physics, Botany, Geology,
and Zoology commence
Tuesday, August 4th.

Last year 82 Students of
University Tutorial Col-
leye passed. Inter. Science
and Prelim, Sei. (M. B.),
` and during the last three
as many Successes a8 any |) years 102 hare passed the
other Institution, | B.Sc. Examination.

PRIVATE TUITION DURING THE SUMMER VACATION.

Private Tuition may be obtained in subjects for London
University, Oxford Responsions, Cambridge Previous,
City and Guilds Entrance, Hospital and University
Scholarships, Legal Prelim., College of Preceptors
(Medical Prelim). and other Examinations during the
Summer Vacation at University Tutorial College,
32 Red Lion Square, Holborn, W.C.

Fees :— Eight one-hour lessons, £2. 2s.; Seventeen
one-hour lessons, £4. 4s.

Further particulars may be had from THE
PRINCIPAL, UNIVERSITY TUTORIAL COLLEGE, Red
Lion Square, Holborn, W.C.

Ss T- MARY’S COLLEGE,

PADDINGTON, W.
TRAINING COLLEGE
(attached to High School and Kindergarten).
Recognized by the Board of Education as a Training
College for Secondary Teachers.
In connexion with London University.
Principal—
Miss J. L. LATHAM, M.A. Dublin,

Girton College, Cambridge, Mathematical Tripos,
Oxford University Diploma in Teaching,
assisted hy
Miss M. H. Woon, M.A. (Lond.), D.Litt. Dublin,
Girton College, Cambridge, Classical Tripos, Canı-
bridge University Diploma in Teaching,

Students Prepared for the London or Cambridge
Teacher's Diploma.

Practice in Secondary and Primary Schools.

All London advantages. Hostel for Students at
30, 32, 34 Warrington Crescent, W.

Fees Sixty Guineas per annum.

Apply—PRINCIPAL.

ENMARK HILL GYMNASIUM

AND PHYSICAL TRAINING COLLEGE FOR
TEACHERS.

Full preparation for Public Examinations,

British Collee of Physical Education: English and
Swedish systems.

Board of Education : Science.

Swimming and Sports.

For particulars apply—Miss E. SPELMAN STANGER,
Trevena, Sunray Avenue, Denmark Hill, London, S.E.

A special Revision Class
commences Monday,
August 24th. FEE: £4. 4s.

The last oficial list of
the University for Ma-
triculation credits Uni-
versity Tutorial College
cith nearly three times

ST- GEORGE’S CORRESPONDENCE

CLASSES.
5 MELVILLE STREET, EDINBURGH.
(Established in 1876.)

Preparation for the Preliminary Examination of the
Scottish Universities, all of which grant Degrees to
Women. Fees from 12s, per terin.

Postal preparatien for the L.L.A. Title and Diploma
of St. Andrews University. Pass Courses (20 lessons),
£2. 2s.: Honours (30 lessons), £3. 38.

Help given in home study to non-candidates in

Literature, History, Languages, &e. Special Art
Classes: Schools of Pamting as represented in the
National Gallery ; Studies in Heraldry.

Nunmerous Oral Classes also conducted.

Large stalf of efficient and experienced Tutors.

Prospectus, post free, from the Secretary, Miss S. E.
McRray, 5 Melville Street, Edinburgh,

August 4th. All the salient |

Messrs.

TRUMAN & KNIGHTLEY,

LTD.,
Gducafional Agents,

158 to 162 OXFORD STREET,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1136 City. °

This Agency is under distinguished patronage,
including that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University and other qualified ENGLISH
and FOREIGN MASTERS and TUTORS to
Schools and Private Families.

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

ii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualified and eee LADY
MATRONS, HOUSEKEEPERS, and HOUSE
MISTRESSES to Boys’ and Girls’ Schools.

No charge is made to Principals, and no charge
of any kind is made to candidates unless an en-
peecuen’ be secured through this Agency, when

e terms are most reasonable.

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.— PUPILS’ DEPARTMENT,

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge 1s
made for registration. °

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save ollents as mach
time and trouble as possibie.

Full particulars will be forwarded, on application,

316

THE EDUCATIONAL TIMES.

: [ Aug. 1, 1908.

UY’S HOSPITAL MEDICAL
SCHOOL.

(UNIVERSITY OF LONDON.)

The WINTER SESSION commences on
Thursday, October 1. ENTRANCE SCHOLAR.
SHIPS of the combined value of £410 are

awarded annually, as also numerous Prizes and
Medals.

All Hospital appointments are made strictly
according to merit. The Dental School provides
the full curriculum required for the L.D.S.
Examination.

A Handbook of information for those about
to enter the Medical Profession will be for-
warded on application.

For Prospectus of the School, with particulars
of new scheme for payment of composition fees,
course of study advised, regulations for residence
in the College, and of the Clubs Union, &c.,
apply personally, or by letter, to the DEAN,
Guy’s Hospital, London Bridge, 8.E.

[ONDON HOSPITAL MEDICAL
COLLEGE.

(UNIVERSITY OF LONDON.)

The WINTER SESSION COMM ENCES on October 1.

The Hospital isthe largest in England ; 922 beds are in
constant use: in-patients last year, 14,288, out-patients,
228,279 : accidents 18,702: major operations, 4,121.

APPOINTMENTS.—Ninety qualified Appointments
are made annually; more than 150 Dressers, Clinical
Clerks, &c., every three months.

SCHOLARSHIPS and PRIZES. — Thirty-seven
Scholarships and Prizes are given annually. Seven
Entrance Scholarships will be offered in September.

Enlargement of the Hospital and College.

Athletic Ground, Residence, &c.

For Prospectus and full information apply
or by letter, to MUNRO SCOTT

Mile End, E.

ersonally,
, Warden.

OYAL COLLEGE OF PHYSICIANS

‘ OF EDINBURGH, ROYAL COLLEGE OF
SURGEONS OF EDINBURGH, AND FACULTY
OF PHYSICIANS AND SURGEONS OF GLASGOW.

Copies of ulations for the Triple Qualification of
this Board (L.R.C.P.E., L.R.C.S.E.,and L.F.P. & 8.G.),
containing dates of Professional Examinations for year
1908, Curriculum, &c., may be had on application
to JAMES ROBERTSON, Solicitor, 54 George ere
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. ‘

T. BARTHOLOMEW’S HOSPITAL
AND COLLEGE.
(UNIVERSITY OF LONDON.)

The WINTER SESSION will begin on Thursday,
October ist, 1908.

Students can reside in the College within the
Hospital walls, subject to the Collegiate regulations.

The Hospital contains a service of 744 beds. Scholar-
ships 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, &c.

The Club Ground of the Students’ Union (10 acres) is
at Winchmore Hill, within easy reach of the Hospital.

The New Buildings, recently completed, give in-
creased accommodation to Medical and Surgical Out-
tients, and Eight Special Departments, as well as

aading and Luncheon Rooms for the Students’ Union
and Residential Quarters for the House Surgeons and
House Physicians.

For further particulars apply, personally or by letter,
to the DEAN OF THE MEDICAL SCHOOL, St. Burtholo-
mew’s Hospital, E.C.

A Handbook forwarded on application.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Write—ScoooLs AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E,

MIDDLESEX HOSPITAL

MEDICAL SCHOOL.

A SCHOOL OF THE UNIVERSITY OF
LONDON.

The Medical School of the Middlesex
Hospital has been largely rebuilt and equipped
to meet the most recent educational require-
ments.

HOSPITAL APPOINTMENTS.

In addition to Clerkships and Dresserships,
Sixteen Resident Appointments are annually
open to all General Students. Also Medical,
Surgical, and Obstetric Registrars are appointed
annually.

SCHOLARSHIPS AND PRIZES.
Scholarships and Prizes to the value of £860
are awarded annually.

Full particulars may be obtained on appli-
cation to

H. CAMPBELL THOMSON, M.D., F.R.C.P.,
Dean of the Medical School,
Middlesex Hospital, London, W.

HE ROYAL DENTAL HOSPITAL

OF LONDON AND LONDON SCHOOL OF
DENTAL SURGERY,

LEICESTER SQUARE, LONDON, W.C.

The WINTER SESSION, 1908-9, will commence on
Thursday, October Ist.

The Royal Dental Hospital was founded in 1858 at
Soho Square, and in March, 1874, was removed to
Leicester Square. The increased demands made on it
by the public and the rapid growth of the Medical
School necessitated the erection of an entirely new
building. ‘‘he new Hospital was opened in March, 1901,
and is complete in every detail with modern appliances,
and the School portion of the building thoroughly

wpped for teaching purposes. The clinic of the
Hospital is unrivalled, In 1907 104,745 operations were
performed,

The following SCHOLARSHIPS and PRIZEs are open for
competition,
The ENTRANCE SCHOLARSHIP, of the value of £20,
awarded in October.
The SAUNDERS SCHOLARSNIP, of the value of £20.
The STORER-BENNETT RESEARCH SCHOLARSHIP,
of the value of £50.
The ALFRED WOODHOUSE SCHOLARSHIP, of £30.
The ROBERT WOODHOUSE PRIZE, of the value of
£10.

INSTRUCTION IN MECHANICAL DENTISTRY.

The instruction in Mechanical Dentistry as required
for the Dental Curriculum can be obtained at this
Hospital,

Further particulars concerning Fees, Sckolarships,
&c., can be obtained on application to

THE DEAN.

HARING CROSS HOSPITAL
MEDICAL COLLEGE.
(UNIVERSITY OF LONDON.)

The WINTER SESSION, 1908-9 will be opened on
Thursday, October 1st, by the delivery of the Seventh
Biennial Huxley Lecture on ‘ Recent Advances in
Science and their Bearings on Medicine and Surgery,”
in the Out-Patients’ Hall at the Hospital, at 4 p.m., by
a PaTRICK Manson, K.C.M.G., M.D., F.R.C.P.,

e S.

The College is complete in all Departments,
SPECIAL TEACHERS
for all Preliminary and Intermediate Subjects.
EIGHT ENTRANCE SCHOLARSHIPS
are awarded annually of the aggregate value of £430.
Twenty-two Hospital and Tcaching APPOINTMENTS
are made yearly.
For Prospectus and details of fees apply to—
Mr. F. ©. WALLIS, Dean.

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

The General Education ‘at King’s College, London, is
eondu in several distinct but connected Faculties
and De

ments, viz. :— .
1. THE FACULTY OF THEOLOGY.—(1) Morning
Course.

Course; (2) Evenin

2, THE FACULTY OF ARTS, including (1) General
Literature, Secondary Teachers’ Training Course,
Day Training College. and Oriental Studies ; (2) The
Department of Architecture ; (3) Division of Laws.
Day and Evening Classes, ;

3. THE FACULTY OF SCIENCE.—(1) Natural Sci-
ence Division (Day and Evening Classes) ; (2) Med-
ical Division (Preliminary and Intermediate
Studies) ; (3) Departinent of Bacteriology ; (4) De-

artment of Public Health. ; :

4. THE FACULTY OF ENGINEERING (including
Mechanical, Electrical, and Civil Engineering).
Day and Evening Clusses.

5. THE FACULTY OF MEDICINE (Advanced Med-
ical Studies at King e College Hospital).

6. THE te antes DEPARTMENT (at 13 Kensington
Square).

7. KINGS COLLEGE SCHOOL (WimbledonCommon).

8. THE CIVIL SERVICE DEPARTMENT.—(1) Eve-
pine Classes for the Civil Service; (2) Day Classes
for Female Appointments in G.P.O.

9. STRAND SCHOOL, suitable for Commerce, the
Professions, and the Civil Service.

A se te Prospectus is prepared for each of these
Faculties and Departments, and will be forwarded on
apiiication to the SECRETARY, King’s College, Strand,

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

FACULTY OF . ENGINEERING AND APPLIED
SCIENCE AND DIVISION OF ARCHITECTURE,

SEssIOn 1908-9 COMMENCES WEDNESDAY,
SEPTEMBER SOTH.

Brae avid 8. Ca M.A
avi ; per A.,
MInst.C ky M.I.M.E.

4, H. M. Waynforth,

l A.M.Inst.C.E., A.M.I.M.E.
M. Curry, M.Inst.C.E.
Electrical Engineering E. Wilson, M.I. E.E.

Natural Philosophy ... H. Wilson, D.Sc.
Architecture... ... ... R. Elsey Smith, A.R.I.B.A.
Mathematics 7: 2 A ee M.A.

Metallurgy ... ... J&K. Huntington, A.B.8.M.,

= M.I.M.E.
Geology & Mineralogy H. G. Seeley, F.R.S.
Large Staff of Lecturers and Demonstrators.

EVENING CLASSES

are held for Mechanical and Electrical Engineering,
Architecture and Building Construction, Drawing,
Mathematics, Physics, and other Science Subjects.

For Prospectuses and all information apply to the
SECRETARY, King’s College, Strand, W.C.

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

DEPARTMENT FOR TRAINING TEACHERS FOR
SECONDARY SCHOOLS.

Theory, Practice, and History of Education:
J. W. ADAMSON, B.A., Professor of Education (Head of
the Department).

Ethics:
Rev. A. CALDECOTT, D.Lit., D.D., Professor of Mental
and Moral Philosophy.

Psychology :
C. S5. MYERS, M.A., M.D., Professor of Psychology.

The Department is recognized by the Board of Educa-
tion as a Training College for Secondary Teachers. The
Course, which includes practical work in Secondary
Schools, extends over one academical year, beginning in
October or January. It is suitable for those who are

reparing to take the Teacher’s Diploma, University of
ndon, or the Certificate of the Teachers’ Training
Syndicate, University of Cambridge.

The fee is £20 for the year, if paid in advance, or
8 guineas per term (three terms in the year).

Two Scholarships, of £20 each for one year, tenable
from October 1, 1908, are offered to suitable Candidates
(men) who are Graduates of a British University.

Application should be made to Prof. ADAMSON, King’s
College, Strand, W.C.

KESS COLLEGE, LONDON.

CLASSES FOR THE LONDON UNIVERSITY
MATRICULATION AND PROFESSIONAL PRE-
LIMINARY EXAMINATIONS.

Individual Tuition in all subjects required for the
Examinations. Fee for Half-yearly Course £3. 3s.
Students may join at any time at proportional fees.
ARY to the SECRETARY, \King’s\College, Strand,

Engineering...

Aug. 1, 1908.] THE EDUCATIONAL TIMES.

317

UNIVERSITY OF EDINBURGH.

Chancellor: The Right Hon. A. J. BALFOUR, M.P., D.C.L., LL.D., &c.

Rector: The Right Hon. R. B. HALDANE, K.C., M.P., LL.D., &c.

Principal and Vice-Chancellor: Sir WILLIAM TURNER, K.C.B., D.C.L.. LL.D., D.Sc., M.B., &c.
Secretary of Senatus: Professor Sir LUDOVIC J. GRANT, Bart., B.A., LL.D.

The Winter Session begins about the beginning of October, and closes towards the end of March; the Summer Session extends from the beginning of May
to the end of July.

The University embraces Six Faculties, viz.: Arts, Science, Divinity, Law, Medicine and Surgery, and Musie, in all of which full instruction
is given and Degrees are conferred. There are many different avenues to the Arts Degrees, the graduation subjects embracing English, History, Modern Languages,
Science, &c., besides Ancient Languages, Philosophy, Mathematics, &c.; and it has been shown by successes of Edinburgh students in the Civil Service Examinations that it
is possible to combine study for Degrees in Arts, Science, or Law with preparation for this and other Special Examinations. In addition to the Ordinary and Honours
Degrees in Arts, the Higher Degrees of D. Litt., D.Phil., and D.Sc. are conferred. Education in Military subjects is given in connexion with the Scheme of allotment of Army
Commissions to Graduates of the University. Degrees in Science (B.Sc. and D.Sc.) may be taken in Pure Science, Engineering, and in Public Health, and
the Degree of B.Sc. in Agriculture and in Forestry. There are fully equipped Science Laboratories, and other necessary appliances, in all these Departments. The
carriculum in Divinfty affords a thorough training in Theological subjects, and in Hebrew, Arabic, and Syriac. The Degree of Bachelor of Divinity (B.D.) is con-
ferred. The Law Faculty, besides furnishing the professional equipment necessary for those intending to practise in Scotland, contains Chairs in Jurisprudence
and Public International Law, Constitutional Law and History, Roman Law, and Political Economy, and Lectureships in International Private Law and Administrative
Law, and is thus adapted for students preparing for the Civil Service Examinations, and for legal, political, and administrative appointments generally. The Degrees of
Bachelor of Laws (LL.B.) and Bachelor of Law (B.L.) are conferred. The Faculty of Medicine has a full curriculum in Medicine and Surgery, and is equipped with
very extensive Laboratories and all other necessary appliances for Practical Teaching. Ample facilities are afforded for Clinical Instruction at the Royal Infirmary,
Maternity Hospital, Royal Hospital for Sick Children, Hospital for Infectious Diseases, and Royal Asylum for the Insane. Four Degrees in Medicine and Surgery are
conferred by the University, viz. : Bachelor of Medicine (M.B.), Bachelor of Surgery (Ch.B.), Doctor of Medicine (M.D.), and Master of Surgery (Ch.M.), and these Degrees
qualify for practice throughout His Majesty’s dominions, and for admission to the Naval, Military, and other Public Medical Services in the United Kingdom. A Diploma
in Tropicai Medicine and Hygiene (D.T.M. & H.) is conferred on Graduates in Medicine of the University, and a University Certificate In Tropical
Diseases is also conferred on qualified Medical Practitioners who have attended Courses in the University on practical Bacteriology and Tropical Diseases. In Musile

there is a full course of study for graduation, and the Degrees of Mus.B. and Mus.D. are conferred.

The University Staff consists of 41 Professors, 53 Lecturers, and over 50 Assistants and Demonstrators. The annual amount available for Fellowships, Scholarships,
Bursaries, Prizes, &c., is about £18,500. Facilities are afforded for research in scientific and other subjects.

Women may attend the Classes in Arts, Science, Divinity, Law, and Music, and they are admitted to graduation in Arts, Science, Law, Medicine, and Music, the
training for Degrees in Medicine being afforded by well equipped extra-academical Schools.

Information regarding Matriculation, the Curricula of Study for Degrees, &c., the Examinations for Fellowships, Scholarships, &c., may be obtained from the DEANS
OF THE FACULTIES, or from the CLERK OF SENATUS; and full details are given in the University Calendar, published by JaMES THIN, 55 South Bridge, Edinburgh—
price 3s. 4d. by post. The Preliminary and Degree Examination papers in each of the Faculties are also published by Mr. James THIN, viz.—Arts and Science Preliminary
papers and Bursary papers, 1s. ; Medical Preliminary papers, 6d. ; Degree papers: Arts, 1s. ; Science, 9d.; Divinity, Law, Medicine, and Music, 6d. each. `

August, 1908.

sgn

ASSOCIATED BOARD

TH
OF THE R.A.M. anv R.C.M.
FOR LOCAL BXAMINATIONS IN MUSIC.

PATRON : His MAJESTY THE KING.
PRESIDENT: H.R.H. THE PRINCE OF WALES, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all March and

Centres in
November; in Practical Subjects at all Centres in

March-April, and in the London District and certain |

Provincial Centres in November-December also. En-
tries for the November-December Examinations close
Wednesday, October 7th, 1908.

SCHOOL EXAMINATIONS (Syllabus B).
Held three times a year, viz., October - November,
March-April, and June-July. Entries for the Octo-
ber-November Examinations close Wednesday, October
7th, 1908.
Specimen Theory Papers set in past years (Local Centre
or Behool) can be obtained on application. Price 3d.
set, per year, t free.
ar llabases A ana B, for 1908 or 1909, entry forma,
and any further information will be sent post free on
application to—
JAMES MUIR, Naroari:
15 Bedford Square, London, W.C,

Telegrams: ‘‘ Associa, London.”

SWEDISH GYMNASTICS.
MESS HASELDEN-BRETTELL

(Fully certified from Mme Bergman eee
is free to accept Engagements for September in Girls
or Boys’ Schools within reasonable distance of London.
Fees :—Forenoon ... ... Ts. 6d. per hour.
Afternoon ... ... 10s. 6d. per hour.
For further particulars apply to
The Gymnasium,
34-36 Crawford Street,
Bryanston Square, W.

Or BOY under 10 years, or One

Girl between the age of 8 and 18 years, can be

received into a rivate school imn Scotland.
Thorough education an

Townhead School, Paisley.

By authority of the Senatus,

THE
HAMILTONIAN
SYSTEM.

A Short and Easy Method of Learning a Foreign
Language by a Close Interlinear Translation.

“ This System differs from the ordinary literal trans-
lations, in giving a truly literal translation placed word
for word under the words of the original, which are only
so far changed 1n order as seemed essential to the sense.
The aim is to be strictly literal, and the student is at
once saved all trouble about the meaning of each word.”’
—Mr. RICHARD A. PROCTOR, in Knowledge.

Limp cloth, price 1s,

OAISAR’S GALLIO WAR. Book I. With
Text as well as Interlinear Translation.

Books I. to VI. Price 4s. 6d.

VIRGIL’S AENBID. Books I. to IV. Price
3s. 6d.

BUTROPIUS. Limp cloth, price 1s. 6d.
FLORIAN’S FABLES. Limp cloth, price 1s.
PHBRRIN’S FABLBS. Limp cloth, price ls. 6d.

Each Book contains the Text as well as the analytical,
interlinear, and literal Translation.

Full List of the Series on Application.

home care.— Apply L. R- | FRANCIS HODGSON, 89 Farringdon St, E.C.

L. J. GRANT, Secretary of Senatus.

EXAMINATION PAPERS.

Set at the Examinations of the College of Preceptors.

CERTIFICATE EXAMINATION.—The Pa-

pers set at the Midsummer and Christmas Examina-
tions, Sixpence each Set, by post Sevenpence. (Back
Sets from Midsummer, 1882, except Midsummer,
1895, Midsummer, 1896, and Christmas, 1900, are
still to be had.)

The Freehand Drawing Copies set at the above Exam-
ination can also be had, price 2d. each; or ls. 6d. per
dozen.

Also the Outline Maps for the Second and Third
Classes, price ld. each map, by post, 14d.; or 9d. per
dozen, by post, 10d.

The COLLECTED PAPERs in the following subjects for
several years back may also be had in separate books,
price 6d. each, by post 7d. :—

Arithmetic (3 Parts). English History (4 Parts).
Algebra (3 Parts). French (4 Parts).
Scripture (4 Parts). Latin Unseens (3 Parts).
Geography (3 Parts). Music.
English Grammar (7 Pts.).

Answers to the Arithmetic and Algebra, 1s. each.

PROFESSIONAL PRELIMINARY EXAM-
INATION.—The Papers set at the March and Sep-
tember Examinations. Sixpence each Set, by post
Sevenpence. (Back Sets from March, 1882, still to
be had.)

LOWER FORMS EXAMINATION. — The
Papers set at the Midsummer and Christmas Ex-
aminations, price 3d. each, by post, 4d.; also the
Drawing Copies, 2d. each, or 1s, 6d. the dozen.

DIPLOMA EXAMINATION.—These Papers

are published only in the College Calendar. See
page 318.

London: ; FRANCIS Hopa@son, 89 Farringdon St., E.C.

318

SCHOLASTIC AGENCY.

(ESTABLISHED OVER 60 YEARS.)
Proprietors :—

Messrs, GRIFFITHS, SMITH, POWELL & SMITH.

Offices :—34 Bedford Street, Strand; and
22 Henrietta Street, Covent Garden, London, W.C.

Telegraphic Address :—‘‘ 8cholasque, London.”
Telephone :—1021 Gerrard.

Scholastic.

Head Masters and Principals of Public and
Private Schools desirous of engaging qualified 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.

A List of September Vacanoies will be
forwarded on application to Graduates and other
well qualified Assistant Masters sceking appoint-
ments for next term.

Sohools Transferred and Valued. Partner-
ships arranged. Wo oharge unless sale
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.

Head Mistresses and Principals of Publio
and Private Schools requiring Bnglish or
Foreign Assistant Mistresses oan, on appli-
cation to Messrs. GRIFFITHS, SMITH,
POWELL & SMITH have suitable Candidates
placed in immediate communioation with
them free of charge.

A List of September Vacancies will be
forwarded to English and Foreign Assistant
Mistresses and other Teachers on applica-
tion, Liberal Salaries.

FROEBEL SOCIETY.

Agency for Kindergarten and Junior Form
Teachers. l

Lending Library of Froebelian Literature.
Books can be sent through the post or be called for.

Classes for the National Froebel Union
Exams. Evenings and Saturday Mornings.

“Child Life,” a Monthly Magazine of Froebelian
Literature and News.

All particulars from the Secretary, Miss TEMPLE

ORME, LL.D., Froebel Society, 4 Bloomsbury
Square, W.C.

Now READY.
Sixty-second Edition. Price 2s.
HE CHILD’S GUIDE TO KNOW-
LEDGE.
By A LADY.
The Original and Authorized Edition brought down to
the present time.
London:
SIMPKIN, MARSHALL, HAMILTON, KENT, & Co., Ltd.

THE EDUCATIONAL TIMES.

JOINT ACENCY FOR WOMEN TEACHERS.

(Under the management of a Committee appointed b
the Teachers’ Guild, College of Preceptors, H
Mistresses’ Association, Association of Assistant
Mistresses,and Welsh County Schools’ Association.)

Address — 74 GoWBE STREET, LonpDoN, W.C.
Registrar—Miss ALICE M. FOUNTAIN.

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.

H Mistresses of Public and Private Schools, and
Parefits 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 o
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.

Hours for interviews (preferably by appointment) :—
11 a.m. tol p.m., and 3 to 5 p.m.
Saturdays, 11 a.m. tol p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agenoy is to render assistanoe
at a minimum cost to Masters seeking appointments.

The lowest possible fees are therefore charged.
A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appoint ment) 12 p.m.-1.30p.m.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.-1 p.m.

Now READY.
Crown 8vo. 5s.
ODERN EUROPE:
HISTORY.
By Joun Lorp, LL.D.

ew Edition, with Additional Chapters, bringing the
Work to the Commencement of the Present Century ;
also COPIOUS QUESTIONS FOR EXAMINATION.
Crown 8vo, 5s.
London:

SIMPKIN, MARSHALL, HAMILTON, KENT, & Co., LTD.

A ScHooL

i a = ge a e e E E E EE e e e

Crown 8vo, 164 pages, price 2s. 6d.
CHILLING’S “DON BASILIO.”

A Practical Guide to Spanish Conversation and
Correspondence. Translated and edited by FREDERICK
ZAGEL,

Francis Hopaeson, 89 Farringdon Street, London, E.C.

[Aug. 1, 1908.

BHNGINEEBRING AND CHEMISTRY.

ITY AND GUILDS OF LONDON
INSTITUTE.
SESSION 1908-1909,

The COURSES OF INSTRUCTION at the Insti-
tute’s Central Technical 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 years of age. The Entrance Examinations
to both Colleges nre 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 Olfice of the Institute, Gresham College,
Basinghall Strect, E.C.

OITY AND GUILDS CENTRAL TECHNICAL
COLLEGE.

(EXHIBITION Roan, S.W.)

A College for higher Technical Instruction for Da
Students, not under 16, preparing to become Civil,
Mechanical, or Electrical Engineers, Chemical and other
Mannfacturers, and Teachers. The College isa ‘‘ School
of the University of London ” and also forms the ‘* En-

ineering Section of the Imperial College of Science and
echnology.’’ Fee for a full Associnteship Course, £36
er Session, Professors :—

ivil and Mechanical m E. Darry, M.A., B.Se.,

Engineering M. Inst. C.E.

Electrical Engineer- W. E. AYRTON, F.R.S., Past
TIT e tee E EEA aoe Inst. E.E. n
. ? 3. ARMSTRONG, D.,
Chemistry tase eeeneeenes LL.D., F.R.S.

Mechanicsand Mathe-
maties .......... eee eee

OITY AND GUILDS TECHNICAL COLLEGE,
FINSBURY.

(LEONARD STREET, City Roan, E.C.)

A College for Intermediate Instruction for Day
Students, not under 14, preparing to enter Engineering
and Chemical Industries, and for Evening Students,
Fees; £20 per Session for Day Students. Professors :—
Physies and Electrical |S. P. THompson, D.Sc., F.R.S.,

Engineering ......... Principal of the College,
Mechanical Engineer- E. G. Cokk&r, M.A., D.S8e.,

OE EA F.I.C.

ing & Mathematics F.R.S.E.. M.Inst.M. E.
Chemistry R. MELDOLA, F.R.S.,
JOHN WATNEY. Hon. Secretary.
City and Guilds of London Institute,
Gresham College, Basinghall Street, E.C.

yo HENRICI, Ph.D., LL.D.,
F.R.S.

Psychology of Language Teaching: Phonetics.

HOWARD SWAN,

Post-Graduate in Psychology, Berkeley
University; Harvard; Research Student
London University; recently Professor
Imperial College of Languages, Pekin;

Author of “ Facts of Life,” ‘ Colloquial French,” &c.
Office Addrese: 1 Ailbemarie Street, W.

TEACHING AND TRAINING IN METHOD OF LANGUAGE

TEACHING, PSYCHOLOGY, AND PHONETICS; ENGLISH,

FRENCH, GERMAN (und CHINESE, HINDI if desired).
Pupils can be taken during August and Septem-
ber in beautiful surroundings in Switzerland,

Holiday Address: Hôtel de la Gare, St. Légier
sur Vevey, Switzerland.

Crown 8vo, 348 pages, price 3s. 6d.

CHILLINGS SPANISH GRAM-
ee AR, Translated and edited by FREDERICK

FRANCIS Hopason, 89 Farringdon Street, London, E.C.

Demy 8vo, cloth, price 2s. 6d., free by post.
To Members of the College the price is 1s., or 1s. 6d. free by post.

THE CALENDAR OF THE COLLEGE OF PRECEPTORS

FOR THE YEAR 1908:

Containing all information respecting the objects and operations of the College, Lists of Officers, Examiners, and Members, the
Regulations of the various Examinations, Yc., with an Appendix containing the following Examination Papers :—

1. Papers set at Examination of Teachers for Diplomas, Summer,

2, Do. do. do.

3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907.

4. Do. do. do.

*.” Nos. 3, 4, 5, and 6 may be had separately, price, free by post, 7d. each set.

1907. , 5. Papers set at Professional Preliminary Examination, March, 1907.

Christmas, 1907. | 6. Do. do. do. September, 1907.
7. Papers set at Lower Forms Examination . ... Summer, 1907.

Christmas, 1907. | 8. Do. do. asd ... Christmas, 1907.

Nos, 7 and 8, price, free by post, 4d. each set.

The Diploma Papers are to be had only in the ‘‘Calendar.’’

FRANCIS HODGSON,

89 FARRINGDON STREET,

LONDON,

E.C.

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

319

Recently Published in Six Parts.

THE LEADER ARITHMETIC.

By GEORGE MERCHANT.

Part 1. The Simple Rules to Short Division sei ... 64 pp. Price 3d.
Part 2. Long Division and the Money Rules 64 pp. Price 3d.
Part 3. Weightsand Measures, Practice, Bills of Parcels, Rule

of Three by the Unitary Method... 64 pp. Price 3d.
Part 4. Vulgar and Decimal Fractions, Proportion . 64 pp. Price 3d.
Part 5. The Commercial Rules . 56 pp. Price 3d.
Part 6. Higher Rules and 500 Miscellaneous Examples 56 pp. Price 3d.

‘The explanations are simple and clear, and exemplified in ndequate variety
worked examples. The oxercises are very numerous and carefully graduated,

,

Bt
laborious and serviceable compilation. —The Educational Times.
SIMPKIN, MARSHALL, HAMILTON, KENT & CO., und al) Booksellers.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “ THE JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams [November,
1906]; CLASSICS, by H. G. Hart [December, 1906]; ENGLISH,
by ARTHUR BURRELL (January, 1907); PRENCH, by CLOUDESLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907]; NATURE STUDY, by T. Raymont (May,
1907]; HISTORY, by S. S. F. FLETCHER [June, 1907]; PHYSICAL
TRAINING, by Colonel Matcortm Fox [July, 1907]; DRAWING,
by W. E. Sparkes [Avgust, 1907]; DOMESTIC SCIENCE, by
Atice RAVENHILL [October, 1907]; GEOMETRY, by H. WINIFRED
STURGE [December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
son (January, 1908]; MUSIC TEACHING, by ARTHUR SuMERVELL
(June, 1908}; ARITHMETIC, by P. B. BALLARD (July, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished. Enquiries solicited.

GEORGE OVER, Printer, Rugby.

CAREY'S “GRADUS AD PARNASSUM.”

WITH THE ENGLISH MEANINGS.
Revised, Corrected, and Augmented by a Member of the University of Cambridge.
Post Svo, cloth, price 7s.
THE STATIONERS’ COMPANY, Stationers’ Hatt, LONDON.

EXAMINATION PAPER

AS USED BY THB

COLLEGE OF PRECHEPTORS.

In strict accordance with the College requirements, and each Sheet
bears their Watermark.
Packed in Reams of 480 Sheets.. per Ream, &s.
ry] ry) 960 9 Ty) 4s.
Bookkeeping Paper, ruled for Ledger, Oash Book, a Journal, ls. per 100 Sheets
Musio Paper, ls. per 100 Sheets.
Remittance should accompany Order.

F. W. SHELBOURNE & CO0., Wholesale and Retail Stationers,
63 HIGH HOLBORN, LONDON, W.C.

Address—

ODERN SIDE ARITHMETIC: Exampies Onty. By

ph Rev. T. MircnEson, B.A., late Assistant Master in City of London School.

Part I., crown 8vo, cloth, pp. 119, 1s. (Answers, 1s.; Teachers’ Copy, with
Answers, ls. 6d.)

Part II., crown 8vo, cloth, pp. 200, 1s. 6d.
with Answers, 2s.)

COMPLETE IN ONE VOLUME, crown 8vo, cloth, 2s.
Copy, with Answers, 3s.)

Toxpow: FRANCIS HODGSON, 89 FARRINGDON STREET, E.O,

(Answers, 1s,; Teachers’ Copy,

(Answers, ls. 6d.; Teachers’

pn ee ee ESS SSS SS SS Se ee ee ee

GEORGE GILL & SONS, LID.

The following Works included in

The Orford and Cambridge Edition

are required for the

1909
LOCAL AND COLLEGE OF PRECEPTORS
EXAMINATIONS.

Religious Knowledge.

THE OXFORD AND CAMBRIDGE EDITION ST. MAT- s.
THEW. Edited by Rev. F. MARSHALL, M.A. es 1 6
THE OXON. AND CANTAB. EDITION ST. MATTHEW.
Edited by Rev. F. MARSHALL, M.A. (Preliminary) .. és net 1 0
THE OXFORD AND CAMBRIDGE EDITION ACTS I.
Edited by Rev. F. MARSHALL, M.A. ies 1 6
THE OXON. AND CANTAEB. EDITION ACTS l. Edited BS
Rev. E. MARSHALL, M.A. (Preliminary) net 1 0

THE OXFORD AND CAMBRIDGE EDITION KINGS I.

Edited by Rev. F. MARSHALL, M.A. = 1 6
THE OXFORD AND CAMBRIDGE EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. or 1 0
THE OXFORD AND CAMBRIDGE ‘EDITION NEHE-
MIAH. Edited by Rev. F. MARSHALL, M.A. S 1 0
THE OXFORD AND CAMBRIDGE EDITION PRAYER
BOOK. Edited by Rev. F. MARSHALL, M.A. De 1 0
THE OXFORD AND CAMBRIDGE EDITION ‘CHURCH
CATECHISM. Edited by Rev. F. MARSHALL, M.A. ... n 1 6

THE OXFORD AND CAMBRIDGE CHURCH CATE-
CHISM. Explained specially for vacua Candidates. Edited by
Rev. F. MARSHALL, M.A. edi ne aah PP na =. 0

English.

THE OXFORD AND CAMBRIDGE EDITION TEMPEST.
Edited by STANLEY Woop, M.A., and A. Syms-Woop, B.A. A 1 6

THE OXFORD AND CAMBRIDGE EDITION HENRY v.
Edited by STANLEY Woop, M.A., and Rev. F. MARSHALL, M.A. eer 9

THE OXFORD AND CAMBRIDGE EDITION MAC-
BETH. Edited by STANLEY Woop, M.A. _... sa 1 6

THE OXFORD AND CANBRIDGE EDITION JULIUS
CAESAR: Maite by STANLEY Woop, MAs and A. ik Ween:

co)

eae ‘OXFORD “AND CAMBRIDGE ‘EDITION RICH-
ARD If. Edited by STANLEY Woop, M.A. ; 1

THE OXFORD AND CAMBRIDGE EDITION. ‘LAMB'S
TALES FROM SHAKESPEARE. Fdited by STANLEY Woop,
M.A. (Selection Set for 1909 Cambridge Local) .. 1

THE OXFORD AND CAMBRIDGE EDITION “LAYS OF
ANCIENT ROME. Edited by Bev. G. PREston, M.A. as 1 0

THE OXFORD AND CAMBRIDGE EDITION LAY OF
THE LAST MINSTREL. Edited by Rev. F. MARSHALL, M.A... 2 0

a

In the above works the necessary ‘‘ Notes ” have been added to enable Candidates
to answer questions set by the Examiners.
QUIDES oo

to the 1909 Local Examinations, and Complete Liste of the “ prescribed ”
Books contained in the

Orford and Cambridge Edition,
Post free.

JUST PUBLISHED.

HISTORICAL ATLAS,

With CHRONOLOGIOAL NOTES.

By E. A. Bentans, M.A., and T. H. Kniant, M.A. 9%96pp. Crown 8vo, 8d.

Intended to provide suitable material for a general knowledge of British History
and more especially for use as a supplementary work in Examination Preparation.
a en a EEEE II aE TE

Complete Catalogue post free.

London: GEORGE GILL & SONS, Ltd., 13 Warwick; Lane, E.C.

320

OXFORD UNIVERSITY PRESS.

BOOKS SET FOR THE
COLLEGE OF PRECEPTORS, 1909.

ENGLISH.
Chaucer. —Prologue.
R. Morris’s Edition, re-edited by W. W. SKeaT. ls.
(First Class.)
MAOARUIAY: —Lays of Anolent Rome.
(Third Class.)
Soott- Läy of the Last Minstrel.
Edited by W. Minto. Second Edition. 1s. 6d.
(Second and Third Classes.)

Shakespeare.—Jullus Caesar.
Edited by W. ALpis Wricut. 2s. (First and Second Classes.)

Shakespeare.— Tempest.
Edited by W. Arnis Wricut. Is. 6d.

(First and Second Classes.)

LATIN.
Caesar.—Galile War, (i1.-V.
Edited by C. E. Moserty. With Maps. Second
Edition. 2s. 6d. (First, Second, and Third Classes.)

Cicero.—Pro Milone.
Edited by A. B. Poynton. Second Edition. 2s. 6d.

(First Class.)
Horace.—Odes, Carmen Saeculare, and

Epodes.
Edited by E. C. WickHAM.
Virgil.—_Aeneld.

Edited by T. L. Papitton and A. E. Harca.
X-XII, 2s.

Second Edition. 6s.
(First Class.)

II, 2s.
(First and Second Classes.)

GREEK.

Euripides.—Hecuba.
Edited by C. B. HeseRDeN. 2s. 6d.

Xenophon.—Anabasis, Il.
With Vocabulary. Edited by C. S. JERRAM. ls. 6d.
(First and Second Classes.)
Xenophon.—_Anabasis, Ill.
With Vocabulary. Edited by J. Marsuarr. ls. 6d.
(First and Second Classes.)

THE OXFORD GEOGRAPHIES.

By A. J. HERBERTSON, M.A., Pux.D.,
Reader in Geography in the University of Oxford.

The Preliminary Geography.
Second Edition. 160 pages, with 72 Maps and Diagrams.
1s. 6d.

Preparatory Schools Review.—‘* Where a class-book of geography is first
introduced, this should be the book. There is nothing else so good.”

The Junior Geography.
Second Edition. 288 pages, with 166 Maps and Dia-
grams. 2s.
School World. — *‘ Is good everywhere. The sketch maps are most
interesting and most instructive.’

The Senior Geography.
Second Edition. 370 pages, with 117 Maps and Dia-
ms. 2s. 6d.
School World,—‘‘ The relation of cause and effect is continually insisted
upon, and the lesson driven home by the frequent insertion of educative
maps and plans and cross-sections.’

(First Class.)

Select List of Educational Works, List of Books set for various
Examinations, and Complete Catalogue (144 pages) post free.

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.G.

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

DURING THE VACATION

i FLORIGENE’

ODOURLESS or powerful CERMICIDAL Floor Fluid,
On all

SCHOOL, LABORATORY,

Library, Museum, Studio, Office, and other Floors — either
Wood, Linoleum, Stone, Concrete, or Polished, &c.,

For ‘‘WEIGHTING’’ and LAYING the
DUST,
Purifying the Atmosphere, preserving Floors, alding the preven-

tion of Throat irritations and Diseases,

greatly reducing labour.

(See the Official Memorandum on the Cleansing and Disinfecting of
Schools.)

u FLORIGENE ” need only be applied three times a year, as
each applicatien lasts for two to four months or longer,
according to wear.

It is not sticky, and is oanl ang quickly used by the

saving time, and

No Scrubbing (unless preferred) or Sprinkling of Floors necessary.

BOOKS, FURNITURE, APPARATUS, &c., are less likely to
soil, and seldom require Dusting or Cleaning.

Send fur particulars, Bacteriological and other Expert Reports,
and Testimonials to

ne“ DUST-ALLAYER

165 QUEEN VICTORIA STREET, E.C.
Contractors to Admiralty, War Office, H.M. Office of Works, &c.

THE

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME IX., 1907, 7s. 6D. NET.

The aim of THE SCHOOL WORLD is to provide
mformation of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods
of education.

MAOMILLAN °& 00.) Ltd! LONDON.

“Aug. 1, 1908. ]

THE EDUCATIONAL TIMES

321

CONTENTS.

Correspondence : Modern Languages in Secondary Schools

Page Page

Leader: Registrution—The College Conference and the Board O sCurpent: Events: osonro Ere O e cewetad tion E 333
OF Education sucrier a e a aR a 321 | Fixtures— Honours— Endowmentsand Benefactions—Appointments

and Vacancies— Literary Items—General.

Notes TORE T EE E eee eee ee ee Pee re ee eee ee ee er 322 The German Continuation School. By Thomas Hannan. (From
Education Bill in Committee in Autumn—The Endowed Schools the Scotsman) 338
(Masters) “Rile-Lacal, Bdncation Authorities adslating Secnndats | cesceseeeseeaeteeteeneereeeetee ten nan Soeteeteeeeeseeee aes
Teachers of Modern Languages to Holiday abroad— Waste of Money Conférences Francaises: La Femme dans L’Histoire. Par M.
at Oxford—Activity of the Chinese Board of Education—A Grumble | Geraveline... ooo ccccccccccecccccueec cee eeee eee ce bee bbb oob bobo oboe. 339
at the Birthday List of Honours. ee ee ee eel ee en Og cr PAE WS ROPE Eat gee

Summary of the Month...............ccccccccecececececeeeceeeesaeceneoeeses 324 | The College of Preceptors :

; A Half-Yearly General Meeting ...............ccccccesececececeuseenseees 340
Universities and Collewes...............cccccescecceneesenueetceressenees 327 Adi ed Meeti f the C 1 245
Oxford and Cambridge—London— Birmingham. journ eeting o e COUNCH ... cc ececceeccseetenseesererseses 4

The Educational Ladder ................ccccecececnceeeeeeeenencneneeeneaes 327 FROVIOWS: orato is E cnet ines oo mee agmatine naa E 342

The Cambridge Summer Meeting ...............cccccceeeeseceeeeeeeeees 330 General: Notices ecg iiaa EEE av ted A 344

Secondary Schools in England: Returns of Pupils and Staffs ... 331 First Glance ccesanciisarcaicsseimestiess EATON cated Sedoes 346

332 Mathematios ienr rr AR EE ANE A ET 348

The Educational Times.

Ir is now about half a century since the
question of the Registration of Teachers
was taken up in an active and practical
spirit by the College of Preceptors, and itis over a quarter of
a century since the first Registration Bill was laid on the table
of the House of Commons. The past half-a-dozen years have
witnessed the trial and the failure of a system of which it was
difficult ever to predict any large measure of success. Last
year the whole matter went back to the melting-pot, and the
new Act laid down the form and contents of a new Register
and the character of the body to be constituted to work it.
And now the question is how to construct an organization
that shall satisfy adequately the requirements of the Act as
“a Registration Council representative of the teaching pro-
fession.” In our May number (page 220) we printed the
scheme adopted by the representatives of the teaching bodies
that met at the College of Preceptors to formulate proposals.
We cannot find space for the full, but somewhat diffuse,
account of the correspondence and consultation between
their spokesmen and the Board of Education just pub-
lished by the Board (Cd. 4,185): one can get a copy from
Messrs. Wyman (Fetter Lane, E.C.) for 23d. It will prob-
ably suffice if we bring together the essential points.

As the Minister of Education has been closely pressed in
the House of Commons, and some sharp criticism has been
passed on the Board of Education for apparent delay, it
seems desirable that the position of the Board should be
quite clearly understood. A “ Prefatory Note by the Board
of Education ” explains. After stating the objections of
secondary-school teachers to the abolition of the old Register,
the ‘“ Note ” proceeds : |

The elementary [7] school teachers accordingly undertook to endeavour
to come to un agreement with the other branches of the teaching pro-
fession as to the lines on which a new Register satisfactory to the
profession could be produced ; and the latter half of Section 16 (1),
providing for the constitution of a new Registration Council, was
inserted in the Bill [now the Act of 1907] in the House of Lords at the
instance of combined representations from members of some of the
different branches of the profession on that understanding. It was
undertaken, at that time, by those representatives that they would.
on the passing of the Act, call together representative gatherings of
teachers with a view to arriving at an agreed basis for the new Registra-

Registration.

1

tion Council, which would then be laid by them before the Board of
Education with a view to the ultimate establishment. of a Council agreed
upon by the teaching profession, so that there should be no element of
bureaucratic dictation or control, but so that the teaching profession
itself should arrange the body which was virtually to control the public
registration of all persons desirous of becoming teachers in any public
sense. The analogy of the Medical Council was constantly referred to.

Evidently, then, we must keep in view the desire of the
Board of Education, based on the Board’s reading of the
intention of Parliament, that the teaching profession should
formulate its own ideas of the new Registration Council and
that there should be ‘“‘ no element of bureaucratic dictation
or control.” So far, so good.

Now it will be remembered that the Conference at the
College of Preceptors (February 29) included delegates from
a dozen educational associations—namely, the Head Masters’
Conference, the Head Masters’ Association, the Head Mis-
tresses’ Association, the Assistant Masters’ Association, the
Assistant Mistresses’ Association, the Preparatory Schools
Association, the College of Preceptors, the Private Schools
Association, the National Union of Teachers, the Teachers’
Guild, the Association of Technical Institutions, and the
Assoviation of Teachers in Technical Institutions—and that
these delegates unanimously passed a resolution that the new
Registration Council should consist of twenty-five members
—that is to say, one representative of each of these twelve
bodies, four further representatives of the various classes
(heads and assistants, masters and mistresses) of the N.U.T.,
six members nominated by the Crown (experienced teachers
representing the Universities, three to be women), and not
more than three co-opted members. ‘ You will see,” wrote
Dr. Gow (the Chairman) to Sir Robert Morant, “ that the
meeting was really representative of the teaching pro-
fession, and it was unanimous.” And all the Associations
represented formally assented to the resolution.

A deputation of nine Conference delegates, headed by
Dr. Gow, met Sir Robert Morant at Whitehall on May 13.
Immediately the question arose whether the suggested
Council “ could be considered to be, as required by Section 16
of the 1907 Act, ‘representative of the teaching profession.’ ”
The Board’s Memorandum proceeds :

The Secretary asked whether the Register was to be confined to
England and Wales or to include Scotland and Ireland as well, Dr.
Gow replied that they had contemplated the former alternative.

The Secretary drew attention to the fact that the composition pro-
posed for the Council (which was,to be; twenty-five (members) would

322

THE EDUCATIONAL TIMES.

(Aug. 1, 1908.

make it consist of five members representing elementary education,
eight representing secondary schools, two representing technical institu-
tons, six representing Universities, one representing the Teachers’
Guild, with three co-opted members. Of the five elementary, two were
to be men and two women, and one might be either; of the eight second-
ary, three must be men and two must be women, and three might ap-
parently be either ; of the two technical, apparently neither could be a
woman ; of the six University members, three were to be women.

The discussion that took place on these points made it clear that, while
of the twenty-five members as many as eight were to represent secondary
schools, no representation at all had been contemplated for such im-
portant sections of the teaching profession as teachers in kindergartens
(practically all women), none to teachers of art of either sex, for these
are by no means represented by the heads of technical institutions—
indeed, their interests are often (in their view) adverscly affected in the
management of technical institutes ; none to one of the most important
branches of teaching, viz., the teaching ataffs of training colleges both
for elementary and for secondary-school teachers; and apparently no
representation at all to the very large number of women teachers of
technical subjects, e.g., the rapidly growing branch of teachers of physi-
cal exercises, of teachers of domestic subjects, both in schools and train-
ing schools, and so forth. Even the men teachers of technical subjects,
a very large body of a very varied character, seemed but meagrely repre-
sented in the two members for technical institutions, as compared with
the nine members for secondary schools, which, as being so much more
homogeneous a branch of the educational profession, could have been
effectively represented by a small number far more easily (it would seem)
than could the very heterogeneous sections of technical teachers. It
uppeared also that no provision had been made for the representation of
teachers of music. The Secretary remarked on the very great difficulty
that would be involved in distributing only six seats on the Council
umongst the ten Universities, and in determining which should be the
three Universities to be represented only by a woman member.

The discussion did not reach any definite solutions, and the
deputation proposed to communicate further with the Board.

Accordingly, a further explanation was addressed to the
President of the Board on June 27.
delegates, it is impossible or impracticable to provide satis-
factory representation for the many unorganized groups, and
that such provision as is possible “is made by giving one

|
1

In the opinion of the!

hereafter by sub-committees”? Again, how many of such
sub-committees of experts (or containing some experts) are to
be established by the Order, and how are they to be con-
stituted, “for this crucially important purpose” ? How is
it to be secured that the regulations for admission are to
be “satisfactory” to the body of teachers in each case
affected ? What is the nature of the “safeguards ”’ contem-
plated ? As to the final paragraph of the delegates’ letter,
Sir Robert points out in a separate communication of even
date that “the Register, as such, had little effect in increas-
ing the number of intending secondary-school teachers
seeking training, and that the only really effective means
for encouraging ” such training is “an increased demand
for trained as against non-trained teachers on the part of
Local Education Authorities and governors of such schools.”

To further this, this Board have now taken very substantial steps :—
(1) They have instituted a system of direct Exchequer grants to aid
training colleges for secondary-school teachers. The sum for this
purpose has already been shown in the published estimates; the Re-
gulations will be issued in a few days. (2) They have inserted the
following article in their Conditions of Grant to the 843 grant-aided
secondary schools : ‘* Where the Board think fit, they may, on considera-
tion of the teaching staff as a whole, require that a certain proportion of
all new appointments shall consist of persons who have gone through a
course of training recognized by the Board for the purpose.” It will
be seen that by this action the Board of Education have certainly
taken the most thoroughly practical steps for increasing the recognition
of training for secondary-school teaching staffs (which is the point
that you urge most strongly,; and that it is to the teaching pro-
fession, therefore, that the country must mainly look for the further
stimulus which, in your view, will result from the establishment of a
satisfactory Register of Teachers.

Is not the Board demanding rather more than is quite
reasonable in the circumstances ? The Conference has sub-
mitted a working basis on the available materials, providing

place to a representative of the Teachers’ Guild, six to Crown ' in outline a means of admitting further groups when they

nominees, and three to co-opted members.”
lines are obviously drawn between elementary, secondary,
and technical education. In each of these there are head
teachers and assistant teachers, and these again are divided
into men teachers and women teachers.” The allotment of
representation is not mathematically accurate, but it is sub-
stantially just; and “it is obvious that the great majority of
teachers are included in one or other of the twelve divisions
above named, and might, if they chose, belong to one of their
existing organizations.” The delegates have no thought of
excluding any group, “if and when satisfactory regulations
can be made for the admission of such teachers”; and the
Council, they suggest, would consider any scheme for ad-
mission submitted by any applicant group, adequate safe-
guards being inserted in the Order. “Finally, the delegates
desire respectfully to point out that the suspension of the
Register has already caused grave loss and injury to all
training schools for secondary teachers, and that the aboli-
tion of it could not fail to be regarded as a breach of faith
on the part of the Board of Education.”

Sir Robert Morant replied on July 8. The burden of his
letter was that the delegates had not touched “the very
essence of the problem,” and had thus failed to give his
Board guidance. As to “the most difficult points in the
problem—namely, the suitable and equitable treatment of
special and quasi-special groups of teachers ’’—how are the
different ‘‘ groups” to be treated, or seats allotted them,
“whether amongst the three ‘co-opted’ places or in the
‘additional’ members, who, you suggest, may be brought in

“The main | assume the consistency of “ groups.”

r a a e e o e a e e e e

The delegates may
possibly be able to give more definite guidance on some of
the points submitted by Sir Robert Morant, but a quite
satisfactory representation for classes that do not organize
themselves in their own interests seems impossible. The
thing must develop with the spread of organization ; and
surely the course for the Board is to proceed at once with a
scheme as complete as the existing facts warrant. The
Board, in fact, is prepared to do so “ as soon as they receive
adequate assurances from the teaching profession that the
composition of the proposed Council is considered to satisfy
the condition of Section 16 of the Act, namely, that the
Council must be representative of the teaching profession.”
Such assurances should be forthcoming from all sections of
the profession with promptitude and decision.

|
|

NOTES.

Ir seems now to be tolerably certain that the Education
Bill will be pressed forward in autumn, and that the
Government, while insisting on its principles, will prove
reasonably accommodating on details. Mr. Runciman spoke

to his constituents at Dewsbury as follows :—

When the autumn session came round they would proceed with the
committee stage of the Education Bill. He did not think they would
adhere to every detail of the Bil, and, as he said in the House of
Commons, he thought any Government who told the country from the
very first that every detail of their measure must go through would be
rash and unintelligent. He did not adhere to every detail of that Bil,
but he adhered to every principle in the Bill» He was glad to think
that there had been a much better_feeling about on this question of

Aug. 1, 1908.]

THE EDUCATIONAL TIMES.

323

education.
on the subject.
if he conld succeed in making any progress in that direction, he should

be well satisfied ; but it was difficult to get rid of bitterness so long as
The Government bore no
enmity to the Established and the Roman Catholic Churches; but, quite
emphatically, there could be no settlement of this question so long
an they persistently adhered to every artificial privilege which they

sed. There could only be a settlement on one basis, and that was

people persistently misunderstood each other.

pousesse i
the basis of religious equality.

One must hope that the negotiations of the leaders of dif-

ferent ecclesiastical bodies will clear away the “ persistent

misunderstandings ”— whatever they are—to which Mr.

Runciman refers.
that he should be able to report “a much better feeling.”

The principle of religious equality, we take it, is now beyond

profitable controversy.

THE Assistant Masters’ Association has briskly followed
up the adverse judgment in Wright v. Zetland—the Rich-
mond case. The Endowed Schools (Masters) Bill, pro-
moted by the Association, was introduced for the Government
by Earl Beauchamp on July 7. Its object is “to put the
status of assistant masters in ordinary endowed schools on
a definite and satisfactory basis.” It provides that “ any
master in the school, by whomsoever appointed, and whether
appointed before or after the passing of this Act, shall be
deemed to be in the employment of the governing body for
the time being of the school ”; that, subject to special pro-
visions in any scheme and to special agreement of parties,
the dismissal of a master “shall not take effect except at
the end of a school term, and except after at least two
months’ notice of dismissal has been given to him by or
on behalf of the governing body of the school”; but that
nothing in the Act or in any scheme “shall prevent the
dismissal of a master without notice for misconduct or other
good and urgent cause assigned at the time of dismissal.”
The provisions seem perfectly reasonable, and nobody of
sound judgment and good feeling will have the least ob-
jection to offer. It is most satisfactory to note that a
resolution to be proposed at the Rochester meeting will
express the gratitude of the Association to the Head
Masters’ Association “for their most effective co-operation
in endeavouring to obtain greater security of tenure for
assistant masters in secondary schools.” As the A.M.A.
says, “if the law had been what this Bill will, as we con-
fidently hope, make it, there could have been no Grantham
case and no Richmond case. It removes at once the most
harassing and the most general of the grievances against
which both head and assistant masters have constantly
protested.” Our contemporary adds a prudent caution:
“It must be understood that attempts to amend the Bill,
even with the best intentions, would, be as dangerous to our
best interests as the most sinister of wrecking projects.”
The better is sometimes the enemy of the good, and Parlia-
mentary time is too precious to be trifled with.

ELSEWHERE we reproduce the summary results of an in-
quiry by a Branch secretary of the Assistant Masters’
Association as to how far Local Authorities assist their
secondary teachers to attend Modern Language Holiday
Courses abroad. Of 27 counties investigated, 13 either
have given or now offer such grants, ranging in value from

He had continued to do what he could to improve the feeling
He wanted to wipe out the bitterness if he could, and

Meantime it is something to the good

£6 to £14, while London offers as many as 60 exhibitions
of £10 each. Of the boroughs, Leeds, Bradford, Hudders-
field, and perhaps two or three more, appear to be the only
ones that give any such assistance at all. The inquiry,
however, unfortunately does not cover the whole country ;
and evidently it would be unsafe to infer that the same
proportion of contribution is made in the counties and
boroughs not investigated. The money is certainly well
applied. English teachers of modern languages, unless they
have lived in the several countries for some considerable
period, are at an inevitable disadvantage. They cannot
generally have adequate opportunities of hearing the lan-
guages spoken and of speaking the languages with people
to the manner born. The holiday courses undoubtedly offer
excellent occasion for both experiences; but it might be
enough to require a certain length of visit to the countries,
without insisting specifically on attendance at a course.
The bill for salaries is naturally regarded with a critical
eye, and very properly so; yet the additional outlay on this
laudable object would rarely fail to prove a profitable invest-
ment. We hope to see the practice universally followed.

Writine to the Times (July 15), Dr. Rashdall said he
believed “a decided majority of college tutors [at Oxford]
are in favour of taking steps to prevent the waste of public
money upon the sons of well-to-do parents.” A laudable
conclusion, one would suppose. But next day Dr. J. A.

Stewart wrote : |

If ‘‘ well-to-do parents ’’ means “ parents who could easily keep their
sons at Oxford without scholarship aid,” then it must be said that the
tutors referred to in Dr. Rashdall’s letter have not got hold of what can
possibly be the cause of any serious waste of public money ; for the sons
of such parents holding scholarships are very few indeed. Scholarships
are mainly held by the sons of hard-working professional men—a class
on which the University has always relied, and must continue to rely,
for its best blood ; and these men cannot, as a rule, keep their sons at
Oxford without scholarship aid.

Dr. Stewart goes on to say that “if there is serious waste of
public money on scholarships, it is not because they are held
by ‘the sons of well-to-do parents,’ but because so many of
them are held by men who are not good enough: there are
too many scholarships.” He thinks some £12,000 a year—
one-third of the sum now paid yearly by the colleges to
scholars—is “public money wasted.” “If one-half of this
£12,000 were made available for University purposes and
the other half for helping the upkeep of exhibition funds to
be administered by the colleges for the benefit of their poor
men, whether scholars or commoners, a really substantial
reform would be effected.” There should be little difficulty
in ascertaining the facts approximately enough for practical
purposes. Dr. Stewart holds that “ we want for our scholar-
ships, not poor men, but able men, whether poor or rich.” Able
men, certainly; and men that do not require pecuniary
assistance ought not to get it, and ought to have the spirit

a

to decline it.

Tue Chinese Board of Education has been wakened up
by the noise of the Japanese guns, and has proceeded to
business with a directness and energy that would do credit to
the Furthest West. It has issued ten regulations, concise
and pointed, sanctioning them by rewards as well as by
punishments. Every capital city shall have at least one
hundred primary schools and, a, minimum, of)tive thousand

324

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

a II E aaa

students ; every prefecture and district shall have at least
forty schools and a minimum of two thousand students.
Prefects and magistrates that fail to obtain the required
number of schools and students within their jurisdiction
shall be punished ; officials that succeed in persuading well-
to-do people to found schools shall be rewarded. Every
child of seven years of age shall attend school : if any child
of school age fail to attend, its parents shall be punished
for their neglect of civic duty. It is one thing to issue a
ukase and quite another thing to get it executed, especially
when the details involve so much complexity—at any rate,
as we understand educational administration. Still, with
those Japanese guns ringing in the ears of the nation, and
with rewards and punishments in official prospect, a new
educational era may be dawning in China. We have already
noted the recent remarkable influx of Chinamen into
Western educational institutions. The immediate object is
to prepare for dealing, as occasion may arise, with Japan.
One must hope that the results will tend rather to peaceful
development.

In this connexion, it is interesting tc note that the Peking
correspondent of the Times reports that China is going to
devote some two millions and a half sterling—‘‘the unex-
pended balance of the Boxer indemnity,” restored by the
United States Government—on education. The correspon-
dent writes:

_ China realizes that her pressing need is education. China also appre-
ciates the services rendered to the State during recent years by Chinese
educated in America. She therefore intends to apply the main portion
vf the amount available to the education in American schools and Uni-
versities of selected Chinese students. It is estimated that at the begin-
ing of next year the proportion of the general annuity assignable to the
bonds restored to China will be £94,000, increasing to £99,500 in 1911, to
£122,500 in 1916, and to £176,750 in 1932, at which figure it remains
till 1940, when the debt will be extinguished. With the main portion of
these sums China proposes to send a hundred students annually to
America to receive an education for four to eight years, until the
number reaches four hundred, which number at least will be maintained
throughout the currency of the indemnity.

As the correspondent adds, “the scheme will be heartily
welcomed as one of far-reaching importance.”

A CORRESPONDENT of a contemporary, after drawing atten-
tion to “the wholesale boycotting of the men of science by
those who have the duty of advising the fount of honour”
in the Birthday lists, returns to the charge with undimin-
ished vigour. |

This time it is the turn of the representatives of the higher education.
What course could be more insulting to the University of Leeds, or to
University men generally, than the occurrence of Wednesday last ? His
Majesty goes down to Leeds to open a new wing of the University.
That University enjoys a reputation which has been built up during the
past quarter of a century by the labours of a most distinguished ataff
of literary and scientific workers, headed by a Principal and Vice-
Chancellor of great distinction, a learned man, of fine presence. an
ornament to classical studies and to his own Alma Mater at Oxford. This
culmination to his many years of service was signalized by the conferring
of knighthood upon the entirely worthy mantle-maker who happened
this year to be Lord Mayor of Leeds. Who cares?

Just so: who cares? After all, the worthy mantle-maker
is the representative of the local community. And the
worthy principal probably has a mind above knighthoods.
Still, so long as honours are going, it is only right that they
should be distributed with some discretion. The corres-
pondent should agitate for an Advisory Council, “ represent-
ative of all branches ” of national service.

SUMMARY OF THE MONTH.

In a letter to the President of the Board of Education, on the
subject of the Training Cullege Regulations issued last year, the
Bishop of St. Albans announces that, as a temporary modus
vivendi, and for the coming year only and without prejudice on
either side, the General Council of the Church of England Train-
ing Colleges are prepared to accept the provisional arrangement
discussed between Mr. Runciman and the Archbishop of Canter-
bury, whereby the College Authorities shall not be bound to
offer the facility of the Conscience Clause to more than 50 per
cent. of the vacant places in any college this year, but that up to
that number any one on the list of registered candidates, who
qualifies educationally for admission, not being a member of the
Church of England, shall have the benefit of the Conscience
Clause. Mr. Runciman has drawn up modifications of the regu-
lations accordingly.

Tue Board of Education, convinced that a large number of
the questions that have to be determined by the principals of
women’s colleges are such as are best treated by a woman, and
believing that experience has clearly shown that there is no lack
of capable women who can most effectively undertake the re-
sponsibilities of the headship of a residential college, both on its
administrative and its instructional sides, have decided that
future vacancies shall be filled by the appointment of women,
unless the Board approve beforehand a deviation from what must
henceforth be regarded as the normal principle.

“In addition to the modus vivendi for the admission of
students [says the Guardian, July 15], the Regulations for the
training of teachers issued last week present several features of
interest. So far as the Church is concerned, the most important
are the requirement that henceforth vacancies in the headships
of women’s training colleges are to be filled by women, unless
the Board previously approve of some deviation from this, and
the rules for religious instruction. On many grounds it is desir-
able that ladies should be the principals of women’s colleges, but
the extent to which this will affect the trust deeds of the twenty-
one women’s colleges of the Church of England may be a matter
for consideration. In future any student who, on admission to a
college, states that he isa member of the denomination with which
the college is connected will be considered to have waived his right
to claim exemption from religious instruction. If the student
fails to make such a declaration, he may retain the right to claim
exemption until the opening of the coming term, when he must
either formally claim or formally waive it. The colleges are
entitled to enforce reasonable regularity of attendance at religious
worship and instruction where no exemption is claimed. In the
case af students belonging to a different denomination from
that of the college, arrangements should be made for their
regular attendance at religious observance or instruction in
connexion with the denomination of which they are members.”

THE Times summarizes the course of proceedings, in the
Educational Section of the forthcoming meeting of the British
Association. The President, Prof. L. C. Miall, will deal in his
address with a subject of perpetual controversy, ‘ Useful Know-
ledge.” His treatment of the subject will give prominence to the
relation between useful knowledge and discipline. In the general
proceedings of the section an opportunity will be afforded to
members of expressing their views on the fundamental objects of
education in a discussion on forms of education and their relative
values, to be introduced by Dr. G. Archdall Reid and Prof. E. P.
Culverwell, of Trinity College, Dublin. Inaccordance with their
usual practice, which might usefully be followed in some of the
other sections, the educationists will not listen to a number of
papers on small points, but will devote themselves almost entirely
to the discussion of a few subjects of wide interest and import-
ance. Under the title “ Tests of Educational Efficiency ” will be
discussed the place and method of inspection and examination of
of school work, with Mr. T. P. Gill, the Secretary of the Depart-
ment of Agriculture and Technical Instruction for Ireland, as
the opener. Miss C. P. Tremain, the head of the Secondary
Training Department in the Alexandra College, Dublin, and
Mr. C. MacGregor, of the Training Centre, Aberdeen, are
expected to take part in another discussion on “ Training in
Teaching,” with particular reference to the actual teaching prac-

Aug. 1, 1908. ]

tice obtained by students in training colleges. But perhaps the
most interesting feature of the proceedings will be a discussion
on various aspects of education in relation to rural life. Prof.
Miall and Prof. J. A. Thomson will deal with the subject from
the point of view of Nature study; Miss Lilian J. Clarke and
Prof. Houston will show how school gardens may provide oppor-
tunities for direct teaching in Nature knowledge, as well as
romote interest in rural occupations ; the Bishop of Kildare will
indicate the possibilities in Irish primary schools in this con-
nexion; Mr. C. H. Bothamley, Secretary to the Somerset Educa-
tion Committee, will describe what is being done for rural
education in some of the English counties; and Dr. W. J. M.
Starkie, Resident Commissioner for National Education in
Ireland, and Mr. George Fletcher will state their views on the
subject generally. Among the contributors of special papers,
Mr. R. Blair, the Executive Officer of the London County
Council, will describe the functions and operations of Local
Education Authorities, and Mr. Burgwin will deal with schools
for defective children. Prof. J. A. Green, of Sheffield, will urge
the desirability of what may be termed educational research as
distinct from scholastic philosophy, the object being to arrive at
definite educational principles as the result of experiment; and
contributions bearing on the same subject are expected from
Prof. J. J. Findlay and Mr. C. Sandiford. Finally, under the
title “The Outlook; a Grand Experiment in Education,” Prof.
H. E. Armstrong will consider the educational requirements of
the present day and of the future, with reference in the latter
connexion to present provisions.

THE Association of Technical Institutions held its summer
meeting at the Franco-British Exhibition, Sir Horace Plunkett,
past president, in the chair. Dr. Friedel, head of the Informa-
tion Bureau of French Education, gave an interesting address
on the French educational system. He said that in France, ever
since the Revolution, schools were a State institution, and no

wer, except that of the public authorities, was allowed to inter-
ere in education. He described the French educational system
from its infant school—l’école maternelle—to the University.
On primary education they had developed in late years a higher
primary education, which was very flourishing. Side by side
with general instruction they had practical instruction, which
was the introduction to industrial or commercial life, while in
the école pratique education of a practical character came still
more to the front. Some years ago the Minister of Commerce
was allowed to take over thie higher primary schools, in which
the professional character was predominant, and this was at
present a burning questionin France. They had also 3,500 special
professional courses, some of which were organized by particular
trades. These stood outside the frame of official public instruc-
tion. The most interesting development of higher education in
France was that at the Universities pupils could get special
instruction in their various technical pursuits, including agricul-
ture and watch-making, so that technological education now went
irom the elementary stage right up to the University. Munici-

lities did a great deal for their Universities: they gave money,
ounded chairs, built Jaboratories, and endowed all kinds of
institutions connected with the Universities. Sir Philip Magnus,
past president, proposing a vote of thanks to Dr. Friedel, said
that nothing impressed one more than the great advantage that
had resulted during the last twenty or twenty-five years from
the free intercourse which had taken place between Frenchmen
and Englishmen on various occasions, and particularly in con-
nexion with such exhibitions as that held there at the present
time. Years ago the two countries had systems of education
which differed very much the one from the other, but they had
gradually been growing together, so that they felt that human
nature, after all, was one, whether in Franceor in England ; that
the problems they had to solve were very similar, and that they
were endeavouring to solve them in much the same way. Both
countries were still considering under what circumstances, if
any, it was possible to give a boy that instruction in a school
which would enable him to enter a wage-eurning occupation.
The question was a difficult one, and we had not solved it; but
we looked to France for aid in an effort to do so.

Mr. H. J. Tirren, Secretary of the West Lancashire and
Cheshire Branch of the I.A.A.M., has been inquiring how far
assistance is given by Local Authorities to enable secondary
teachers to attend Modern Language Holiday Courses abroad.
He has received replies from 23 Branches of his Association

THE EDUCATIONAL TIMES.

320

referring to 27 counties and to about 50 borough or district
authorities. He thus summarizes the results (in the A.M.A. for
July):

Of the 27 counties, 13 either have given or now offer such grants,
ranging in value from £6 to £14. These counties include Staffordshire,
Derbyshire, Herefordshire, Essex, Surrey, Kent, Yorkshire (W.R.),
Berkshire, Devon, Glamorgan, Westmorland, and Cumberland, while
London offers as many as 60 exhibitions of £10 each. To these may be
added, on information drawn from other sources, Durham, Cambridye-
shire, Middlesex, and Sussex, while Nottinghamshire is considering the
question of making grants in the coming year. By the boroughs far
less has hitherto been done, and only three or four, notably Leeds,
Bradford, and Huddersfield, at present give any assistance at all. The
courses encouraged are usually those for French and German; but in
some cases also for Spanish, and by most counties certain conditions are
laid down to ensure that the grants be not misapplied. Smaller grants
are also made in some districta to encourage attendance at courses
such as those held in August at Oxford for teachers of geography. It
is impossible to guarantee the absolute accuracy of these returna, as the
information is collected from various sources. They may, however,
suffice to show that a good deal is already being done in this way, and
perhaps also they may be of use in inducing other Authorities to take the
question into consideration.

Mr. Tiffen (8 Verulam Street, Liverpool) will be glad to receive
any information in correction or amplification of these returns.

THe July Cambridge Local Examinations were held at 112
centres inthe United Kingdom and 7 centres abroad, the total
number of candidates being 6,328. The regulations for 1909
may be obtained from Dr. Keynes, Syndicate Buildings, Cam-
bridge. The following are among the more important changes
announced: Senior and junior candidates will not be awarded a
certificate unless they pass in English or another language,
ancient or modern ; peed schedules for Chemistry are issued ;
senior and junior candidates will be allowed to take unprepared
translation in Latin and Greek as an alternative to set books.
Spoken French and German will be included in the subjects for
the Preliminary examination, as well as for the examination of
senior and junior candidates. In response to a request received
by the Syndicate from Natal and the Transvaal, Dutch will form
a subject for the junior as well as the senior examination.

A company called the “ University and City Association of
London, Limited,” has been registered (July 6), with a capital of
£25,000 in £1 shares. Its objects are: to accept from the London
County Council the fabric of Crosby Hall; to provide for the re-
erection of the same; to acquire from the Town and Gown Asso-
ciation, Limited, a certain leasehold site held for an unexpired
term of about seventy-one years from the London County Coun-
cil, at an annual ground rent of £140; to erect and maintain
certain halls of residence adjoining the said re-erected Crosby
Hall as part of a Collegiate Foundation; to acquire from the
Town and Gown Association aforesaid the leasehold block of
buildings known as More House, Cheyne Walk, Chelsea, held for
an unexpired term of seventy-one years at an annual ground rent
of £260; to carry on and maintain the same or part thereof as
Fellows’ residences or otherwise, &c. How the project is to fit
in with the other teaching institutions of London does not yet
appear.

THE scheme formulated to establish a course of lectures for
Midland journalists in connexion with Birmingham ey
has been formally approved at a meeting of journalists. It
provides in the first year for a course of lectures by Prof. Master-
man on “ Modern History and the Elements of Political Philo-
sophy,” a course on “ Economics” by Profs. Ashley and Kirk-
aldy, and a course on “ English Literature” by Prof. Churton
Collins. Students who take the full course, or such portions of
it as are agreed, and satisfy the requirements of the University
authorities, will be entitled to a certificate setting forth the fact.
A sum of £100 per annum would have to be found before the
Senate would be prepared to go on with the project. The Com-
mittee thought that 1t would be beneath the dignity of the pe
fession to appeal to the outside public for the money until an
attempt to raise it in the profession had failed.

Mr. W. H. Mitt, Chairman of the Edinburgh School Board,
speaking at a local prize distribution, said that, while they felt
that in many respects they were going to be benefited by the
Scottish Education Bill, the School Boards had\somewhat of a

826

THE EDUCATIONAL TIMES.

[ Aug. 1, 1908.

feeling of soreness over several matters that had been brought
before the Government in connexion with it. He wished to
protest as strongly as he could, not only on behalf of himself
and his own Board, but also on behalf of the other Scottish
Boards—and he knew he spoke in their name—against the fact
that through the Bill the School Boards were to be put more and
more under the powerful influence of the Department in London,
with a result, ie believed, which would not be beneficial to
Scottish education. Those who knew something about the
management of education in Scotland knew that for many years
the small School Boards in Scotland had had practically to
submit to the dictation of the Department in London in regard
to almost every item of business that came before them. The
larger Boards had been able to do something themselves, but for
the future almost everything down to the merest penny that they
spent was to be subject to the approval of the Department, with
the result, he believed, that initiative would be taken from them.
He believed that one of the results would be the causing of men
at present on School Boards to retire from them. Reterring to
the suggestion in Leith School Board that the members should
resign as a protest against the Bill, Mr. Mill said that, if such a
movement were likely to take place among the larger School
Boards, he would be the very first to resign as a protest.

THE Commission of the General Assembly of the Presbyterian
Church in Ireland (says the Times) has drawn up a statement
on the Irish Universities Bill. The Commission, which has
Assembly power on this question, states that it has observed with
gravest concern that in the progress of the Irish Universities
Bill through Committee of the House of Commons the sectarian
character and tendencies of the constitution of the proposed new
University and college for Roman Catholics, so strongly con-
demned at the special meeting of the General Assembly in April
Jast, have been seriously increased. all amendments designed to
make the new institutions less denominational having been
systematically rejected. As a result, if the measure as amended
in Committee passes into law, a denominational University, with
denominational constituent colleges, will, in contravention of the
settled policy of religious equality in Ireland during the past
forty years, be irrevocably established in this country. In par-
ticular the Commission draws attention to the fact that, notwith-
standing all protests in Committee, the provision in the Bill
remains unaltered which empowers the governing body of the
new University in Dublin, as soon as it is launched upon its
career, to affiliate Maynooth; and it further points out that the
authorization given in the Bill to grant to professors and lec-
turers in Theology or Divinity the use of college buildings and
classrooms erected at public expense, or to allow denominational
chapels to be placed inside the college precincts upon ground
provided by public money, is in direct opposition to the unde-
nominational character of the new seats of learning claimed for
them when the Bill was first introduced into Parliament. The
Commission strongly condemns the arrangement by which the
declaration requiring professors in the Queen’s Colleges to “ care-
fully abstain from teaching or advancing any doctrine or making
any statement derogatory to the truths of revealed religion, or
injurious or disrespectful to the religious opinion of any portion
of their class ” will be reduced toa mere form. Inthe judgment
of the Commission the power, now conferred by the Bill upon
County Councils in Ireland of levying a rate for the purpose of
paying the fees of selected students at constituent or affiliated
colleges, is liable to serious abuse. Protest is raised against the
grave injustice done to Magee College, Londonderry, in the pro-
posal to deprive it of the University privileges it has enjoyed for
twenty-six years in the Royal University, and the Commission
deeply regrets the refusal of the Government to provide adequate
financial support for the new Northern University—the only
institution dealt with in the Bill in which its professed non-
sectarian principle is preserved. The Commission accordingly
appeals with all earnestness to the friends in Parliament of
undenominational education and of genuine academic efficiency
and culture to make a united and strenuous effort when the Bill
shall be reported to the House of Commons to have removed
from it all denominational provisions.

Dr. Warrer Heaptay, Fellow of King's College, Cambridge,
died at the early age of forty-two. He was one of the most
distinguished Greek scholars of the age. We noticed recently
his remarkable “ Book of Greek Verse.”

AN attractive Oxford figure is lost by the death of Mr. Louis
Dyer, who, although by birth an American (son of the Hon.
Dr. Dyer, Chicago), followed up a distinguished career at Har-
vard by entering Balliol, having as contemporaries Lord Milner
and Lord Midleton. After taking his degree he spent some
years at his old American University, teaching Greek and Latin,
after which he settled in Oxford with his wife, the eldest
daughter of the late Mr. A. Macmillan, the publisher. He was
a man of fine scholarship and of singular charm of personality,
and will be missed by a wide circle of friends.

ARCHDEACON CHEETHAM died at Rochester (July 19) in his
eighty-second year. He was educated at Oakham Grammar
School and at Christ’s College, Cambridge, of which he was an
Honorary Fellow. From 1863 to 1882 he was Professor of
Pastoral Theology in King’s College, London. A keen student
of ecclesiastical history, Dr. Cheetham was co-editor with the
late Sir William Smith of Smith and Cheetham’s “ Dictionary
of Christian Antiquities,” and afterwards himself edited the
“ Dictionary of Christian Biography.” To both of these works
he contributed numerous ‘able and scholarly articles. His
“ History of the Christian Church during the First Six Cen-
turies,” which was published in 1894, at once established itself
as the text-book of the subject. His next work, “ The Mysteries,
Pagan and Christian,” was published in 1597, and his *“ Sketch
of Mediæval Church History ” in 1899. His literary work was
brought to a close only last year by the publication of “A
History of the Christian Church from the Reformation to the
Present Time.”

Mr. James Harpie, M.A. Glas., Head Master of Linton House
School, Notting Hill Gate, died on June 21 in his sixty-second
year. Linton House was established in 1877, and has always
maintained a high reputation, many of the boys gaining scholar-
ships at Eton, Charterhouse, Winchester, St. Paul's, and other
public schools. On two occasions Old Boys took the first Balliol
Scholarship. Mr. Hardie was for many years a manager of a
group of schools under the London School Board. He was also
greatly interested in the welfare of the Presbyterian Church of
England, being an active member of the Instruction of Youth
and College Committees. He further found time during fifteen
years to superintend a Sunday school carried on by Trinity
Presbyterian Church, Notting Hill, of which church he was
treasurer. He was fond of outdoor sports, was a good rifle shot,
winning a prize at Wimbledon and competing for the Queen's
Prize. He was also a keen trout fisher and an ardent golfer.
In 1901 he was captain of the West Middlesex Golf Club.

THE death of Dr. Otto Pfleiderer, Professor of Theology in
Berlin University, at the age of sixty-nine, removes one of the
leading German theologians. He studied under Baur at Tibin-
gen, and passed some time in theological colleges of England
and Scotland. He became Professor at Jena in 1870, and was
called to Berlin in 1875. In 1875 he published a couple of
volumes on Paulinism ; in 1886-88, “A Philosophy of Religion
on the Basis of its History,” in three volumes; in 1890, “ The
Development of Theology in Germany since Kant ” ; in 1894, the
Gifford Lectures (delivered at Edinburgh University), on “ The
Philosophy of Religion” ; besides collections of essays on similar
subjects. The views he expressed in his Gifford Lectures caused
so much alarm in Presbyterian circles in Scotland that Principal
Rainy and two other theological professors delivered a series of
lectures in reply. Dr. Pfleiderer was prominent in philosophy
as well as in theology.

Mr. Hosuovsg, in a printed reply toa question
by Sir William Collins, M.P., states that the
amounts paid out of public funds, other than
out of rates, to the several Universities, as such,
in England and Wales, during the last financial year, were as
follows :—Grants in aid: University of London, £8.0U0 ; Victoria
University of Manchester, £2,000; University of Birmingham,
£2,000; University of Wales, £4,000; University of Liverpool,
£2,000; Leeds University, £2,000; Sheffield University, £2,000.
Shares of the annual grant from the vote of Parliament are
given as follows in Scotland :—Glasgow University, £12,180;
Aberdeen University, £8,400; Edinburgh University, £15,120 ;
St. Andrews University, £6,300. These sums are_ exclusive of

Public Grants
to

Universities.

Aug. 1, 1908. ] THE EDUCATIONAL TIMES. 327

any grants received from the grant in aid of University colleges} — DurinG the session about 750 students have
which are paid to certain Universities in respect of their work as| Birmingham. been in attendance, including 130 in the prelim-
colleges, of sums received from the Board of Education in inary stage. Of the rest, nearly one-third are

respect of their work as training colleges, evening schools, or|in the Faculty of Arts, which is a circumstance worth noting by

technical institutions, and of money received from the Board of|those who speak of the University as a “ glorified technical

Agriculture and Fisheries for instruction in agriculture. school.” The Science students number over four hundred—if
The desire of the Welsh members to secure an increase of the| we include commerce and all the branches of applied science,

grants made to the Welsh University has very naturally been |such as engineering and medicine. The medicals are a smal]

stimulated by the progress of the Irish Universities Bill. A|body—only about three dozen. The decline in the School of

deputation of Welsh members waited upon the Chancellor of| Medicine is more than balanced by an increase among the En-

the Exchequer, and Sir Herbert Roberts stated the needs of the | gineers, who now number over 180.

University. It was pointed out that, under the Irish University

Bill, the city of Belfast would receive a larger grant than was

accorded to the whole of Wales. The Chancellor of the Ex- THE EDUCATIONAL LADDER
chequer, in reply, said that in his opinion a case had been made
out for an increased grant for Welsh University education.| Barn CoLitece.—Scholarships—Boarders: R. S. F. Cooper,

In the interests of the Welsh colleges, however, he thought| Bath College Junior School; L. B. Frere, E. W. Hickie, and
that a decision with reference to the amount of the grant|C. G. Martin, Bath College; A. L. W. Neave, Bath College
should be postponed until the close of the financial year, when | Junior School; R. M. West, St. Winifred’s, Kenley. House
he would be in a better position to do justice to the demands | Exhibition — B. E. Morgan, Hightield School. Day Boys:
they had made. He suggested that the Welsh members should|A. S. T. Reilly and W. H. Royal, St. Christopher's; R. G. B.
appoint a committee of their number who should invite a re-| Perkins, Bath College.
presentative of each of the Welsh colleges to confer with them| BIRMINGHAM Usiversity.—Ascough Scholarship: W. C. Till.
on the report which as Wanien eee by i Sear ae Com- Priestley Scholarships: A. E. Everest, H. Hawley, H. N. Lowe.
mittee. When that. "a oe es ae e glad to discuss | Bowen Scholarships (Metallurgy): A. Hague, M. T. Murray.
the subject again with them. Wiggin Scholarships: LL. Parrington, D. Ewen. Bowen Scholar-
ships (Engineering): E. A. Allcut, F. H. R. Lavender, R. D.
Gifford. University Research Scholarships: A. J. Grove, G. W.

UNIVERSITIES AND COLLEGES. Todd, R. H. Whitehouse.
l BLUNDELL's (Tiverton).—Foundation Scholarship: G. M. Paddi-
In the Oxford and Cambridge Review Mrj|son (Blundell's School). Entrance Scholarships: S. E. Coyte

Sa Archibald Venn draws a statistical comparison | (Plymouth College Preparatory School), W. T. Sergeaunt (Glen-
Cambridge. between the two Universities in regard both| gorse, Meads, Eastbourne), R. Newport-Tinley (Branksome,

to Matriculations and to the distinctions won by| Godalming), C. H. Morgan (Penarth County School), E. C.
their alumni. Taking the historic period, 1572 to 1875, 94,920 | Catterall (Southdown College), G. D. Lane (Ellerslie, Fremington),
matriculated at Oxford, and 84,682 at Cambridge, and there were| W. N. Spicer (Oxford Preparatory School), B. E. F. Hall (Yarlet
450 Oxford bishops and 463 Cambridge. At present the teachers| Hall, Statfs), T. F. Stocker (Clarence School, Weston-super-
of professorial rank in the principal provincial colleges number | Mare). Exhibitions: D. R. Hardwick (St. Andrew’s, Newquay),
105 from Oxford and 170 from Cambridge; in membership of| C. H. Martin (Junior School, Westward Ho!), C. R. Hay-Webb
the Royal Society Cambridge Abe ae with 132 to 56!(Old Ride, Bournemouth).
Oxonians; and Parliament now claims 109 of its members from| BRaprieLn.—Foundation Scholarships (90 guineas a vear):
Oxford and 87 from Cambridge. During the last century the| P. J, M. Chubb (Mr. T. C. Weatherhead Kings College ‘Chote
holders of the offices of Prime Minister, Lord Chancellor, and School, Cambridge); D. W. L. Jones (Mr R. M Hugh Jones
Chancellor of the Exchequer have on 31 occasions been educated | Colet House: Rhyl) . M. C. Joynt (Mr. A. M. Kilby, Lindistarne,
at Oxford and on 2+ at Cambridge. Summing up, Mr. Venn Blackheath). Warden’s Exhibition (50 guineas a year): M. L.
says that “ Cambridge displays, and for centuries has displayed, | Jacks (Mr. C. C. Lynam, Oxford Preparatory School, Oxford)
a marked professional reputation, as evidenced in the legal and | Simonds Exhibition (45 guineas a year) : E. Latty (Mr “A. B,
medical world, combined with scientific accomplishment, and that Beaven, Greyfriars, Leamington). General Ebron. (30
Oxtord a a T so—a relative superi- guineas a year) : H. J. Denham (Rev. C. F. S. Wood, Ovingdean
ority In active s y Hall, Brighton); B. T. Coler (Mr. L. C. Vanghan-Wilkes,
St. aaa E, F. H. Postlethwaite (Bradfield Col-
l lege); S. G. Anderson (Mr. W. H. P. Hayman, The Abbe

Lorp Reay presided over the Assembly of the School, Beckenham); M. D. Colbourne (Mr. W. H. P. a,
London. Faculties of University College (July 2), when the! phe Abbey School, Beckenham) ; E. Obermer (Mr. J. C. Morgan-

results of the University Scholarship and Class Brown, St. Edmund’s School, Hindhead, Haslemere) Š
Examinations were announced, and scholars and medallists were ate ” l an, '
BRIGHTON CoLLEGE.— Scholarships — Long: K. M. Dawson

resented to Sir Edward Fry, an old and distinguished Fellow of í L

‘he College. Prof. Pollard, Dean of the Faculty of Arts, read a (Mr. Jones, Colet House, Rhyl); Newton: F S W. Pattinson (Mr.

report on the work of the session, in which he pointed out the, ay pele eet eee S aon (x. arate nae
: ts d tly. Th st i tant. tł . M. Lewis (Brighton College), W. H. Royal (Mr. Trask, St.

E ane ocea on oE a serica ok Aela Comin, Chritophers, Buin NJ. R. Wrieht: (Rer: C. W- L. Bode,

most original, was the creation of a series of Arts Seminar ; :
Darien to provide for thearts student what the laboratory did Beechmont, Sevenoaks), T. E. Bourdillon (Mr. Darling, Castle
for the science and engineering student, to provide for him a School, Sevenoaks), G. Y. S. Farrant (Mr. Battle, Sir Roger
place wherein those original materials upon which his studies ; Manwood's School, Sandwich).

must be based could be tested and used. These training libraries,| CAMBRIDGE: GirToN CoLLEGE.—Gilchrist Fellowship of £100:
occupying ten continuous rooms, were unrivalled in any British, Miss D. Tarrant (Classical Tripos, Part T., 1907, Class I.,
University, and they were the most important means the Univer-| Division I.; Part II., 1908. Class I., Philosophy). Pfeiffer
sity possessed for the development on the arts side of schools of | Studentship, about £75: Miss B. E. Smythe (Mediæval and
post-graduate research. The efforts of the college departments | Modern Languages Tripos, 1905, Class T.). Studentship of £40,
to realize academic ideals had during the oes session been as/tenable at the College: Miss M. D. Brock (Classical Tripos,
strenuous and successful as ever. The number of students was| Part 1., 1907, Class L, Division 3; Part II., 1908, Class I1.).
1,302, as against 1,191 at this time last year. Sir Edward Fry| Fourth Year Scholarships and Exhibitions: Sir Arthur Arnold
said the report of the Dean was remarkable as showing the great| Scholarship, augmented to £50, Miss M. Long (Mathematical
extension of the College, and contrasted the times of sixty years | Tripos, Part I., 1908, equal to Fourth Wrangler); £40, to Miss
ago, when he was a student with J. S. Mill, Browning. and others| T. M. Massey (Mediæval and Modern Languages Tripos, 1908,
that had made themselves great names. Lord Reay, in proposing| Class I., distinction in French and in German); Exhibitions of
a vote of thanks to Sir Edward Fry, said the College represented | £20 each to Miss K. Field (Mathematical Tripos, Part I. 1908,
a cosmopolitan field of modern research, and was prepared to| Senior Optime, equal to 44); Miss D. L. Henry (Mathematical
give attention to any branch of knowledge for which there was|Tripos, Part I., 1908, Senior Optime, between 44 and tt); Miss
a call. E. H. Pratt (Medieval and Modern, Languagés’ Tripos,” 1908,

328

Class II.). Thérése Montefiore Memorial Prize: Miss D. B.
Pearson (Natural Sciences Tripos, Part I., 1907, Class I.;
Part II., 1903, Class I., Physics). Agnata Butler Prizes for
Classics: Third year student, Miss A. Shillington (Classical
Tripos, Part I., 1907, Class I., Division 3; Part II., 1908, Class L.,
History) ; second year, Miss H. Barnard (Intercollegiate Exami-
nation in Classics, 1908, Class I.). Pioneers’ Prize for History :
Miss E. E. Power (Intercollegiate Examination in History, 1908,

Class I1.). Fanny Metcalfe Memorial Prize: Miss M. Seaton
(Intercollegiate Examination in Modern Languages, 1908,
Class I.).

CAMBRIDGE HIGHER Locat ExaMiInaTions.—Lowman Memorial
Prize: W. N. Berkeley, St. Anne’s, Abbots Bromley. Fletcher
Prize: G. K. Hugh Jones, 48 Ingleby Road, Ilford. Prize of
£3. 3s. each: C. Sean High School, Bedford; D. L. Beck,
King Edward’s School, Birmingham; B. E. Clayton, Charlcombe
Manor, Bath; R. H. King and L. G. Thompson, Dulwich High
School; A. Yoxall, St. Paul’s Girls’ School, Brook Green, W.;
F. E. Harmer and E. O'Rourke, City of London School for
Girls. Prizes of £2. 2s. each: W. L. Ward, High School, Bed-
ford; P. M. Stopford, St. Paul’s Girls’ School, Brook Green ;
W. M. Hanford, Girls’ Grammar School, Bradford; C. M. Gar-
lick, Wyggeston High School, Leicester.

CAMBRIDGE University. — F. M. Balfour Studentship in
Biology: C. C. Dobell, B.A., Scholar of Trinity. Frank
Smart Studentship (Botany), £100 for 2 years, Sydney
Mangham, B.A., Emmanuel. Burnley Studentship, K. J.
Saunders, B.A., Emmanuel. Prendergast Greek Studentship,
A. W. Gomme, Scholar of Trinity. Charles Oldham Classical
Scholarship, D. S. Robert, Scholar of Trinity. Craven Student-
ship, H. Mattingley, B.A., Craven Scholar, Caius; Grants from
the Craven Fund, J. P. Droop, B.A., Trinity, and S. Gaselee,
King’s. Scholarships in Law, Oswald Hughes Jones, St. John’s,
and Leonard Danvers Smith, St. John’s. Raymond Horton
Smith Prize, Thomas Renton Elliott, M.A., Trinity; honourable
ee J. M. Hamill, M.A., Trinity, and H. Beckton, M.A.,

lare.

Corpus Christt.— Exhibitions, R. C. Lyle, £30; C. Elwell, £20;
E. S. P. James, £20.

E mmanuel.— Scholarships, £70, G. E. K. Braunholtz ; £60,
A. B. Adams, B.A., R. H. Moody, B.A.; £40, F. B. Clogg, B.A.,
W. G. Lely, B.A., A. R. Marshall, B.A., R. H. Snape, B.A.,
C. F. Taylor, B.A., T. G. Edwards, C. Gimson, B. M. Jones,
G. W. W. Milroy, K. M. Ward; Thorpe Scholarship, £30, W. J.
Lyon; Sizarships, A. C. Dyer, J. W. Lesley. Exhibitions, £30,
A. C. Bescoby, B.A., H. S. Staley, B.A.. W. Stiles, B.A., A.
Cohen, P. Madge; £20, J. Ramsbottom, B.A., G. W. Bryant,
C. M. Drennan, R. P. M. Gower, S. M. Hattersley, G. T. Reeve ;
Choral Exhibitions, £15, W. J. Lyon, H. G. Hooper; Supple-
mentary Exhibitions, £10, W. G. Lely, C. F. Taylor, A. T. Hill,
B. M. Jones, G. W. W. Milroy.

Gonville and Caius.— Mr. Zachary Nugent Brooke, B.A., of
St. John’s College, has been elected to a Drosier Fellowship.

Jesus.—Marsden Scholarship, £80, G. B. Redman, B.A.; Lili-
stone Scholarship, £70, H. y Edmunds, B.A.; Kay Scholar-
ship, £50, W. Telfer, B.A.; Choral Exhibition, £30, E. B. Grassett.

King's.—Eton Foundation Scholarships: G. L. Herman,G. N.M.
Bland, and J. H. Mozley (Classics). Open Foundation Scholar-
Net A. V. Rooth (Classics), H. H. Mathias (Natural Sciences),
A. D. Schloss (Honorary Classics), H. E. E. Howson (Classics),
G. E. Toulmin (History). Vintner Exhibition (one year) : W. B.
Alexander (Natural Sciences). Price Exhibition (one year) :
N. Compton Burnett (History). Honorary Exhibitions (one
year): U. R. Evans (Natural Sciences) and C. M. Spielmann
(Mechanical Science). Exhibition (one year): G. G. Johnstone
(Natural Sciences).

Magdalene.—Exhibition of £20 for Modern History, E. R.
ane Hol Lancing; Exhibition of £20 for Classics, W. L. Winter-
bothan, Malvern.

Selwyn.— Scholarships: Mathematics, H. G. V. Civil, £40;
a R. Perry, £40; Classics, J. O. Rubie, £40; W. E. Williams,

St. Catharine’s.—S. G. Hare and G. Ward-Price, of the second
year, who passed in Class lI. of the Historical Tripos, Part I.,
have been promoted to scholarships. Special grants have been
made to the following :—For Theology, J. G. Lister, B.A., fourth
year; for Mathematics, R. Davies, second year (who is also a
prizeman); for History, S. Slefrig, first year. Corrie Greek
Testament Prizes: J. G. Lister and A. J. Mortimore.

St. John’s. — Reading Scholarship, W. W. Kilby, Reading

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

School ; Exhibitions in Mathematics, C. J. Seed, Bradford
Grammar School, and A. H. G. Kerry, Oxford High School ;
Exhibition in Natural Science, C. H. Carlton, Doncaster Gram-
mar School; Exhibition in Modern Languages, L. C. Kirk,
King Henry VII. School, Sheftield.

Trinity. —Sizarships, A. E. Heath, D. Lever, and G. Saunders ;
Exhibitions, A. S. Hoskin and W. D. C. L. Purves.

Trinity Hall.—Foundation Scholarships: Classics, R. Affleck,
£50; H. Leakey, £40; V. H. Seymour, £30. Law: V. W. E.
Evans, £40; G. M. Loly, £40. History: A. W. M. Bull, £30;
R. E. Gomme, £30; H. E. Wynn, £30. Natural Science: G. T.
Spinks. Open Scholarships for intending students in Law:
R. E. Burrell, £40; G. C. Pratt, £40; A. D. W. Skinner, £40.

CANTERBURY: KinG’s ScuooL.—Junior King's Scholarships :
F. L. Sidebotham, D. Hussey, E. F. Housden (for Mathematics),
E. J. Hodgson (for Mathematics), C. K. Mowll, J. C. Page—all
of King’s School. Probationer King’s Scholarships: T. E.
Bourdillon (Mr. Darling, Clare House, Tonbridge), R. K. Pagett,
(Mr. Rudd, Stoneygate, Leicester), P. D. Baker, J. S. Worters,
F. C. Gentry, C. H. Gore (Junior King’s School). Entrance
Scholarships: R. G. Crosse (King’s School), R. F. Mason (for
Mathematics, Warminster Grammar School), A. Seymour (Mr.
Pearce, Merton Court, Sidcup), R. K. Pagett (Mr. Rudd,
Leicester), E. F. Smart (King’s School), T. E. Bourdillon (Mr.
Darling, Tonbridge). House Scholarships: C. E. A. Pullan
(Mr. Kilby, Blackheath), E. C. Catterall (Mr. Bewlay, East-
bourne).

Durnam University.—Entrance Scholarships—Classics and
Mathematics: J. G. Taylor, £70; W. H. E. Moore, £40; G.
Brunner, £35; Alice C. Dawson, £35; E. J. W. Nesbit, £35;
W. Rigby, £35; A. M. Sharp, £35; T. P. Clarke, £30. Theology :
D. W. Bentley, £35; John H. Davies, £30; Lawrence Finch,
£30; and Harold K. Page, £35.

Etox.—Foundation Scholarships—P. M. Roberts, R. A. L.
Fell, C. E. Harman, P. A. Heseltine. D. F. C. Bacon, H. G. C.
Streatfield, P. E. Hobhouse, R. O. Ackerley, D. J. Darley, K. A. S.
Chapman, P. Malcolm, A. L. Huxley, W. E. Berridge, M. E.
Impey, R. E. F. Courage, G. S. Rawstorne, V. W. G. Ranger,
O. R. Ord, E. Hale, C. C. A. Monro.

GIGGLEswiIck.—Scholarships : G. W. I. Greenish (Mathematics),
Mr. Godby’s, Ilkley; N. V. Brasnett (Classics), Dulwich Pre-
paratory School ; V. R. Stewart (Science), Haslington Secondary
School; L. D. R. Huggard (Latin and French), Mr. Pitkin’s,
Earlywood School, Ascot; A. Angus (Mathematics), Tynemouth
School; E. Atkinson (Classics), Giggleswick School.

Liverroo, University.—Fellowships: University Fellowship
in English Literature, James William Holme; Charles Beard
Fellowship in History, William Garmon Jones; Oliver Lodge
Fellowship, Charles Albert Sadler; Holt Fellowship in Patho-
logy, George Lissant Cox; Holt Fellowship in Physiology,
William Gibbs Lloyd; Robert Gee Fellowship in Anatomy,
Norman Bradly; John Garrett International Fellowship, Maxi-
milian Nierenstein; Thelwall Thomas Fellowship, John Alex-
ander Murray Bligh. Scholarships: University Scholarships in
History, John Edward Gately and Ralph Flenley; in Architec-
ture, Harold Osmond Burroughs; in Mathematics, Arnold
William Gunstone; in Chemistry, Albert Buckley Harris; in
Law (Honours LL.B. Examination), Thomas Baxter Milne;
in Law (second year), James Thorougood Peet; in Law (first

ear), Hubert Joseph Baynes Martin; in Engineering, Harry

arry; Thomas Hornby Scholarship, Richard Joseph Hogan ;
Korbach Scholarship, Hilda Mary Helsby; Holt Travelling
Scholarship in Architecture, Louis Sydney Henshall; Sydney
Jones Travelling Scholarship in Architecture, Cyril Norman
Hampshire; Edward Whitley Travelling Scholarship in Archi-
tecture, Frederick Ernest Crutchley ; Isaac Roberts Scholarships,
Frederick William Robinson and Jean Stuart Shaw; Special Schol-
arships (final B.Sc. examination), Percy Laithwaite; Senior Lyon
Jones Scholarship, Wallace Robert Wade; Junior Lyon Jones
Scholarship, Robert Gordon Barlow ; Bickersteth Scholarship in
Surgical Pathology, Frank Alexander Gallon Jeans ; David Rew
Memorial Scholarships, Peter James Cottle aud John Allen
Rutherford. Studentships: Gilchrist Studentship in Modern
Languages, William Wright Roberts; Studentships in Educa-
tion, Blanch Brew, Susanrah Dean, Elizabeth Rigby Gardner,
and David Henry Griffiths; proxtme accessit, Elsie Ward.

LONDON BRANCH OF THE ALLGEMEINER DEUTSCHER SPRACH-
VEREIN.—On the results of the First Annual Examination in
German (March 26) the following awards haye, been-made :—

Aug. 1, 1908. |

THE EDUCATIONAL TIMES.

329

Travelling Scholarship (10 guineas): J. W. Roberts, Manchester | ship, £15: E. N. da C. Andrade, B.Sc.
First Prizes (2 guineas each in books): Miss | Scholarship in German, £50:

Grammar School.
M. Brandebourg, Portsmouth High School; A. E. C. T. Dooner,
Tonbridge School; D. McKillop, Manchester Grammar School;
A. Ryder, Victoria College, Jersey; Miss O. J. Flecker, Ladies’
College, Cheltenham; Miss M. Kdénitzer, Wycombe Abbey
School. Second Prizes (1 guinea each in books): W. G. Glen-
dinning, Queen’s College, Belfast; N. B. Jopson, Merchant Tay-
lors’ School, Crosby; A. G. A. Hellmers, Dulwich College;
M. C. A. Korten, Dulwich College; W. Schaible, City of London
School. Fifty-six other candidates received certificates, eighteen
of them with credit.

Lonpon: INcorporaTED INSTITUTE OF HyGIENE.—Miss M. J.
Cleary (Rawtenstall)—Certificate; Miss C. S. Evans (Dolgelly)
—Certificate, with honours, in Food and Cooking, and in Home
Nursing and First Aid; Wm. T. Fellows (Portsmouth)—Dip-
loma; Miss E. Grange (March, Cambs)—Certificate, with
honours in School Hygiene; Miss L. Hargreaves (Liverpool)—
Certificate, with honours, in School Hygiene; Miss B. N. Hedder-
man (South Island of Aran, Galway)—Certificate; Miss H.
Hodkinson (Macclesfield) — Certificate; Miss B. M. Holmes
(Andover)—Certificate; Mrs. S. E. Kay (Shipston-on-Stour)—
Certificate; Miss Lily M. E. Lemmon (Manchester)—Diploma;
George Markham (Steeple Claydon, Bletchley)—Diploma, with
honours in School Hygiene; Miss E. Mattinson (Leeds)—
Diploma and Certificate, with honours, in Hygiene of Mother-
hood and in Feeding and Rearing of Children; Mrs. McGregor
{Hampstead)—Diploma; Miss D. F. Norris (Darwen)—Certifi-
cate; Miss I. L. Owen (Bruton)—Certificate ; Miss Alice Rhoden
{Lee)—Diploma; Miss E. M. Schwemmer—Certiticate, with
honours, in Hygiene of the Home and in Feeding and Rearing
of Children; Mrs. Drummond Ward (Hastings)—Certificate ;
Miss C. B. Williams (Coleshill, Birmingham)—Certificate; Miss
E. M. F. Youens (High Wycombe)—Diploma.

Lonpon: NortH Lonpon CoLLEGIATE ScHooL. — Catharine
Muirhead and Kate Jacobs have gained Entrance Scholarships,
£60) a year for three years, at the Royal Holloway College; Mary
Crewdson, the Pfeitfer Scholarship in Science, £48 a year for
three years, at Bedford College; Winifred Moll, a St. Dunstan’s
Exhibition in Science, £60 a year for three years. The highest
honour this year falls to Ethel Steuart—the J. A. Chessar
Memorial Entrance Scholarship for Classics, of £88 a year for
four years. The School Scholarships have been awarded as
follows : — Clothworkers’ Leaving Scholarship to Margaret
Heslop; Platt Endowment Scholarships, each of £20, to Irene
Davis for English, to Evelyn Hewer for Mathematics, and also
to Gladys Jackson, Bridget Shannon, Lilian Swinburn, Ida
Burnett, and Annie Byatt; Clothworkers’ Scholarships to
Madeline Giles and Dorothy Sabin; and the Mensbier Scholar-
ship for Modern Languages to Cecil Baines.

Lonpon University.—Entrance Exhibitions (on June Examin-
ation), £40 a year for 2 years each: Henry Cooper, University
College; Cecil W. Gilham, East London College; Norman H.
Jones, Woolwich Polytechnic; Alfred C. Mason, University
College, Reading; Arthur V. Nicolle, Mercers’ School, E.C.
A City Parochial Foundation Scholarship of £25 a year for
4 years: Henry G. Richardson, London School of Economics
and Birkbeck College. St. Dunstan’s Exhibitions for Women
{awarded by the St. Dunstan’s Educational Foundation on the
results of the Exhibitions Examination): Winifred M. Parker,
Mary Datchelor Girls’ School, for Science subjects; and Gladys
M. B. Schleselman, St. Paul’s Girls’ School, for Arts subjects.—
In the general Matriculation Examination (Pass List) there are
183 names in the First and 1,224 in the Second Division.

University College.— Andrews Scholarships : Entrance scholar-
ships, £30 each: Languages and History, Louise W. Stone, High
School, Stroud Green ; extra scholarship, J. D. Whyte, Dulwich
College; Science, B. A. Keen, Southend Technical School.
Campbell Clarke Scholarship, £40 a year for 3 years: Hileen
O'Rourke, City of London School for Girls. West Scholarship
in English, £30: N. L. Mackie, Bancroft’s School, Woodford
Green. For students of one year’s standing, £30 each: Classics,
R. E. M. Wheeler; Modern Languages, Winifred O. Hughes;
Mathematics and Science, D. McDonald; Science (additional
scholarship, £25), R. L. Horton. For student of 2 years’ stand-
ing (£25), Irene C. Dukes. Carey Foster Research Prize: E. R.
Martin. Chadwick Scholarship and Medal in Municipal En-
gineering, £100, A. S. Quatermaine; proxime accessit with
additional medal (silver), G. E. R. Slade (subject to confirmation
by the Chadwick trustees). Ellen Watson Memorial Scholar-

ER A

Fielden Research
W. E. Collinson. Gladstone
Memorial Prize (£10), for an Essay on “Titus Oates and the
Popish Plot”: R. C. F. Dolley. Archibald P. Head Memorial
Medal: A. S. Quatermaine. Heimann Silver Medal: V. von
Beck. Hollier Scholarships (£60 each): Greek, T. J. Cash;
Hebrew, E. Drukker. (Ethel M. Steuart and T. J. Cash are
reported by the examiners to be “so equally matched that we
find it impossible to decide between them.” As Miss Steuart is
proceeding to Cambridge, the benefits of the scholarship fall to
Mr. Cash.) Jews’ Commemoration Scholarship, £15 a year for
2 years: H. Cooper. John Stuart Mill Scholarship in Philo-
sophy of Mind and Logic, £20: Gladys M. Broughton, for

essay on “ Kant’s Conception of Subject and Object.” Malden
Medal and Scholarship, £20: Mary E. Norris. Mayer de Roths-
child Scholarship in Mathematics, £42: F. Jackson. Physics

Research Studentships: £60, J. D. Pack; £40, E. R. Martin.
Quain English Essay Prize (£60), for essay on ‘The History of
the Lyric,” Gerald Gould: B.A. Quain Law Professor’s Prizes:
£15, Coleman Phillipson; £5, M. McQuirk, for essays on “ The
Effect of War on Contracts and on Joint Stock Companies in
Territories of Belligerents.” Science Scholarship awarded by
his Majesty's Commissioners for the Exhibition of 1801: T. P.
Hilditch, B.Sc. Slade Scholarships in Fine Art, £35 a year for
2 years: F. C. Britton and A. W. F. Norris. Melvill Nettleship
Prize for Figure Composition: ©. R. Webb. Tufnell Scholar-
ship in Chemistry, £80 a year for 2 years: P. May. Sharpey
Research Scholarship in Physiology : G. G. Mathison, M.B , B.S.
Joseph Hume Scholarship im Jurisprudence: R. J. Walker.

In connexion with the new courses on School Hygiene, orga-
nized to meet the recent requirements of the Board of Education,
the following certificates in School Hygiene have been awarded :
Victoria E. M. Bennett, Dora E. L. Bunting, Kate G. Cash. G. F.
Daniell, Marian Fitzgerald, E. K. Hanson, Annie Ethel Heck-
ford, Dorothy King, C. Lamb, J. Lewis, Mabel Paine, C. J.
Ridout, Sophia Seekings, A. Skinner, Florence Wetherell.

King’s College. — Special Intermediate Examination of the
University of London :—Special Prizes: Barry (Divinity), Martin
Collett; Trench (Greek Testament), E. G. G. Edmonds; McCaul
(Hebrew and Old Testament), E. G. G. Edmonds and A. M.
Wheatley; Leitner, C. F. Tonks; Carter (English Verse),
A. T. Coldman ; Knowling Prize, C. F. Tonks ; Plumptre Prize,
S. B. Smith; Professor’s Prizes (Philosophy third year), O. B.
How ; Professor's Prizes (Philosophy d year), J. G. Gilman
and C. F. Tonks. Faculty of Arts:—Scholarships and Exhibi-
tions: Inglis Scholarship (English Literature), V. V. Smith;
Inglis Scholarship (History), F. Barton; French Professor's
Scholarship, W. Walker. Special Prizes: Jelf Medal, J. A.
Dodd; Drew Gold Medal, C. N. French; Barry (Divinity), C. H.
Firbank ; Warr Memorial Prize (Classics), Lilly Victoria Traies ;
Karly English Text Society, Eleanor Plumer; Early English
Text Society, William Thomas; Stephen Essay, Eva Daisy
Lewthwaite; Gladstone Prize, Frank Barton; Brewer Prize for
History, Sidney Childs ; Psychology, Douglas Langridge; French
(Professor's), William Thomas; English (Professor’s), Arthur
Lloyd Smith and George Herbert Ward; English, Winifred
Elsie Vera Bindley; English, Margharita Eliza Defries and
Sybil Rose. Division of Architecture.——Special Prizes: Archi-
tectural History, L. Careras, bronze medal; Studio, A. J.
Ashdown, bronze medal; Advanced Construction, A. Koerner,
silver medal; Work of the Finishing Trades, W. J. Price,
bronze medal. Faculty of Science.— Scholarships and Ex-
hibitions: Daniell Scholarships (first Scholarship), H. R.
Lyell; Daniell Scholarships (second Scholarship), G. S W.
Marlow; Sambrooke, C. W. Bartram and Vincent Co llier.
Special Prizes: Jelf Medal, Content Nyram; Tennant (Geo-
logy), J. P. Warren; Barry (Divinity), H. L. Porter; Psy-
chology (General), T. H. Pear; Psychology (Experimental), S.
Dawson ; Carter Gold Medal, Constance Woodward. Society of
Apothecaries.— Scholarships and Exhibitions: Warneford En-
trance, A. S. Wakeley; Second Year Scholarships, C. H. Atten-
borough; Third Year Scholarships, S. Ritson and H. L. Martyn;
Rabbeth Scholarship, A. S. Wakeley. Engineering Faculty.—
Scholarships and Exhibitions: Clothworkers’ Exhibitions, (1) £30
for two years, William Allard; (2) £20 for two years, Leonard
Charles Budd; Sambrooke, Will Legg.

Westfield College. — Entrance Scholarships, tenable for 3
years: Amy Sanders Stephens Scholarship, £50 a year, G. Mar-
garet B. Schleselman (St. Paul’s Girls’ School); Lucy Fowler
Memorial Scholarship, £50 a year, Eileén O'Rourke (City of
London School); College Scholarship,y£50%a_year,-Lawrie E.

330

THE EDUCATIONAL TIMKS.

[Aug. 1, 1908.

Wilson (Blackheath High School); College Scholarship, £50 a
year, Winifred Mary Fisher (Sydenham High School); Exhibi-
tion, £20 a year, Edith R. Jacob (North London Collegiate
School); Special Scholarship of £50 a year, Lottie K. Hamil-
ton (Bath High School); Scholarship of £30 a year, for 3
years, offered to a pupil at St. Paul’s School and tenable at
Westfield College, Kathleen L. Longuet-Higgins. a

Bedford College for Women.—Reid Entrance Scholarship in
Arts: Miss Irene Davis (North London Collegiate School).
Supplementary Scholarship in Arts (£30): Miss J. A. Birch
(Notting Hill High School). The Pfeiffer Entrance Scholarship
in Science: Miss E. E. Hewer (North London Collegiate School).
Arnott Entrance Scholarship in Science: Miss E. M. Read (West
Ham Municipal School). Scholarships for the Course of Secon-
dary Training beginning in October: Miss M. M. Wells, B.Sc.
(University College of Wales, Aberystwyth), and Miss M. E.
Charles, B.A. (Royal Holloway College).
Society's Prize: Miss M. W. Cooke and Miss H. M. Gill, equal.
A grant for Research in Chemistry has been made by the Reid
Trustees to Miss G. M. Price for Session 1908-9.

MANCHESTER GRAMMAR Scuoot.—Foundation Scholarships:
S. Adler, Southall Street Municipal School, Manchester; J. P.
Ainscough, North Manchester Preparatory School; F. E. Allen,
Gardner Street Council School and Langworthy Road Council
School, Salford; W. S. Booth, St. Matthew’s School, Stretford ;
R. Cohen, Manchester Jews’ School; J. E. Crawshaw, Mauldeth
Road Municipal School, Withington; H. G. Dehn, South Man-
chester School, West Didsbury; M. Ellison, St. John’s School
and St. Luke’s School, Cheetham; B. Enright, Gardner Street
Council School, Salford; B. Hewitt, Collegiate School, Levens-
hulme; C. Hignett, Russell Scott Memorial School, Denton ;
H. Kaiserman, St. John’s School, Cheetham; A. Macarborski,
Southall Street Municipal School, Manchester; H. L. Malan,
Bedtield Street Council School, Heywood; W. S. Manwaring,
Gardner Street Council School, Salford ; W. H. Owen, St. John’s
School and St. Luke's School, Cheetham; P. Reeve, Rusholme
High School for Boys; D. L. Richardson, Alfred Street Council
School, Harpurhey ; W. Roberts, Gardner Street Council School,
Salford; F. O. Sparrow, Grecian Street Council School, Salford ;
H. N. Stokoe, Model National School, Newry; F. J. Taylor,
Crab Lane Elementary School. Blackley; A. N. Turner, Gardner
Street Council School and Strawbury Road Council School,
Salford; and H. B. Wilson, St. John’s School, Cheetham.

MANCHESTER UNIVERSITY.—Gartside Travelling Scholarship,
R. E. Slade; Karting Fellowship in Physics, Dr. Hans Geiger.
Langton Scholarship, A. Jones and D. Knoop, equal. Faulkner
Fellowship in Arts, Sarah Elizabeth Jackson (Classics). Beyer
Fellowships in Science, (1) D. M. S. Watson (Geology); (2) H. C.
Greenwood (Chemistry) and M. R. Turner (Chemistry), equal.
Graduate Scholarships: Classics, Effie Watson; Modern Lan-
guages, H. G. Wright, Minnie Josephine Bell; Mathematics,
G. A. Evans, Eleanor Beatrice Harvey; Physics, W. A. Har-
wood; Chemistry, G. S. Hibbert, A. G. Lobley, L. H. Harrison ;
Botany, T. G. B. B. Osborn; Geology, H. L. Hawkins: Law,
C. F. Entwistle. Derby Scholarship, S. Chapman; Mercer
Scholarship, R. Storey; Victoria Scholarship in Classics, Ethel
Bailey ; Bradtord Scholarship in History, Martha Ashton and
Jessie M. Parish, equal.

The Teachers’ Diploma has been awarded to Amy C. Harvey,
Adelaide Horrocks, C. W. Knott (First Division) ; Mary Cooper,
M. H. Elischer, B. Laycock, Annie Leah, Margaret C. Paull,
Grace E. Picton, and Ethel N. Price (Second Division).

NATIONAL AGRICULTURAL EXAMINATION Boarp.—At the ninth
examination for the National Diploma, held at Leeds, April 27-30,
the record number of 102 candidates entered (from 28 educa-
tional institutions)—54 for Part I., 48 for Part Il. Of the 54 in
Part I., 32 passed; and in Part II. 29 diplomas were awarded, 4
with honours.

Oxrorp: St. Hiitpa’s Hatyt.—Scholarships of £35 each, Miss
Noel, R. Dolling (St. Hilda’s Hall and St. Stephen’s High School,
Clewer) and Miss Eileen M. Haslam (The Laurels, Rugby) ;
Scholarship of £30, Miss Henriette C. E. Massé (St. Paul’s
School); highly commended, Miss A. Mildred Veitch (Exeter
High School).

OXFORD: MANCHESTER CoLLEGE.—Frances Power Cobbe Memo-
rial Prize: Miss Eileen McCutchan, Trinity College, Dublin.
Oxrorp University.—Welsh (drawing) prize, for the en-

couragement of the study of human anatomy: S. B. White,
Keble.

ison, B.A. Keble College.

Association for the Education of Women in Oxford: E. M.
Wakefield, Somerville College (First Class in the Final Honour
School of Natural Science). Miss Wakefield will continue her
studies at Munich. Aubrey Moore Studentship: Laurence W.
Grensted, B.A., Scholar of University College.

Diplomas in Geography.—With distinction: Ellen J. Rickard,
Somerville College, and Eva G. R. Taylor, B.Sc. Lond. Ordi-
nary: G. E. L. Carter, B.A., non-coll.; Eva Dodge, M.A. Vict.,
Cherwell Hall; Muy Hockley, Oxford home students Alice E.
Lee; Lydia M. Livermore, Oxford home student; R. L. Thomp-
Certificates in Regional Geography:
G.C. Strahan, Keble College, and Edith J. Wilford, St. Hugh’s
Hall. Certificate in Surveying: J. H. L. Yorke, B.A. Oriel.

The Leathersellers’ Company have elected Vyvyan Hope, ex-
hibitioner of St. John’s College, to Mr. Robert Rogers's exhibi-
tion, and Samuel Rupert Sidebottom, demy of Magdalen College,

Early English Text | to Mrs. Ann Elliott’s Exhibition.

Balliol—Mr. Hugh McKinnon Wood, B.A., Scholar of the
College, has been elected a Tutorial Fellow. Mr. R. N.G. Thomas
has been appointed to a Lectureship in Physical Chemistry.
Brackenbury Scholarship (Natural Science): C. A. Vlieland,
Exeter School.

Brasenose.—Natural Science: Junior Hulme Scholarship,
J. H. Mackie, Ruabon Grammar School; Somerset Scholarship
open pro hac vice), H. Ball, Rugby.

Christ Church.—Scholarship in History: Edward M. Schill,
Charterhouse; proxime accessit Eric W. Sheppard. Trent Col-
lege. History Exhibition: John H. Nicholson, Scarborough
School ; proxime accessit Julius W. Saunders, Marlborough.

Rap.rey.—Scholarships: L. A. Westmore, J. N. Hetherington,
H. M. 8. Cotton, N. Hugh Jones, O. H. C. Shellswell, and R.
Lesson. Exhibitions: P. Malcolm, H. G. C. Fenton, G. M.
Boumphrey, L. G. R. Bell, and R. Brenan.

WINCHESTER CoLLEGE.— The following are the first twenty in
order of merit of the candidates in the recent examination for
scholarships and exhibitions: R. B. Gibson, R. C. Lowe, C. A.
Macartney, C. F. A. Warner, T. D. Overton, S. J. Paget, L. A.
Pinsent, M. E. Antrobus, T. H. Sheepshanks, B. A. Medley,
R. E. E. Chaplin, G. E. A. Grey, A. G. Bewley, C. G. Fowler,
J. S. Baines, T. A. Shone, K. G. Campbell, F. P. Crawhall, E. F.
Jacob, E. P. Donaldson. They will be admitted in the above
order to scholarships, as vacancies occur, between now and next
Easter, and there will be fourteen vacancies in September.
J. S. Baines and T. A. Shone on the list have been elected to
exhibitions. Sheepshanks is a son of the Bishop of Norwich.
The Bishop now has four sons who have gained this dis-
tinction. This, it is believed, is a “ record.”

—— e+ OE —C seeeesseec

THE CAMBRIDGE SUMMER MEETING.
[From a Cambridge Correspondent. |

Tur University Extension Movement, though it works quietly
and is little noticed by the man in the street, must rank as one
of the most important of the agencies through which, during the
past generation, the two older Universities have striven to meet
new needs without lowering old ideals, have increased at once
their public helpfulness and their own vitality, and spread, so to
speak, both their fruits and their roots.

The Summer Meeting now being held at Cambridge provides
a fitting occasion for recalling that the movement has now a
history stretching back over thirty-five years, and that it is
carrying the leaven of University culture to a host of provincial
towns. During the session 1906-7 Cambridge alone furnished
112 courses of lectures to 95 centres. The great majority of these
courses consisted of twelve or more lectures. In 107-8 nearly a
fourth of the lectures were subdivisions in a systematic course
of study stretching over four years. Generally the lectures are
preceded or followed by “ classes ” in which the lecturer criticizes
exercises and essays written by the students, and himself answers
questions which are put forward, orally or in writing, by the
students themselves. Excellence in these exercises and in the
examinations held at the ends of the courses entitles the student,
at the end of asession, to a Sessional Certificate and, at the end
of a four years’ course at certain centres, to an “affiliation ” cer-
tificate, which excuses the holder from the previous examination

and makes it possible for him to take the B.A. in two years in-

stead of three. ‘The average attendance atysome courses is little

Fellowship granted by the Gilchrist Trustees to the| over 30 students, but at nota few it.runs-intd hinidreds, and at

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

33 |

one centre (Middlesbrough) it has in two successive sessions
been over five hundred. The courses held in the evening are, as
a rule, most largely attended; naturally so, for the movement
“ seeks to provide the means of higher education for persons of
+ ranks and both sexes engaged in the regular occupations of
ife.

“ Persons of all ranks and both sexes ” also attend the summer
meeting, but this gathering is planned to meet the wishes of
those persons when they are, for a month or a fortnight as the
case may be, liberated from their “regular occupations ” and
free to give the whole day to lectures and educative excursions
and sight-seeing. The meeting has hitherto been held in August,
but this year, to suit those whose holidays expire in the middle
of that month, it is being held a fortnight earlier. It is divided
into two parts, and students may take tickets for the whole
meeting for the first half, which this year terminates on July 30,
or for the second half, which begins on August 1. July 31 is an
inter-divisional day, which is given up wholly to excursions, in
which students of either part may join, and half-day excursions
also take place about the middle of each part. Lectures are
further varied by visits to colleges, organ recitals, debates, con-
ferences, and social gatherings—the last-named including this
veer a reception by the Master of Trinity and Mrs. Montagu

utler at Trinity College Lodge one evening during the first
half, and another by the Vice-Chancellor and Mrs. Roberts at the
Senate House one afternoon during the second half.

The lectures themselves are planned so that they may, in the
main, reflect light on each other and focus the students’ atten-
tion on some great period of history; but, even in the lectures,
variety is provided by sub-courses on theology, education, science,
and social questions. This year the central subject is “ Ancient
Greece: its History, Literature, and Art, and its Influence on
the World.” After listening in the Senate House to an in-
augural address by Dr. Butler, Master of Trinity, who welcomed
the students in genial, happy terms and discoursed in pleasant
and suggestive fashion on “ Universities,” the students settled
down to a conrse of six shrewd, erudite, illuminating lectures
by Prof. Ridgeway on “The Making of Greece,” supplemented by
one from Dr. Arthur Evans on the excavations recently con-
ducted by him in the wonderful island of Crete, which for
centuries has “ kept the keys ” of many archwological problems.
And, within the same fortnight, they had short courses on ‘ The
University of Cambridge,” by Dr. Breul; on “Greek Vase
Paintings,” by Miss Jane Harrison; on “Homer,” by Mr.
Langdon-Davies; on “The Greek Old Testament,” by Prof.
Swete; on “ Greek Religion,” by Mr. Kaines Smith; on “ Greek
Historians,” by Mr. F. M. Cornford; on “ Greek Architecture,”
by Mr. A. B. Cook; and on “The Oracle of Delphi,” by Dr.
Verrall. Prof. Churton Collins, Prof. R. C. Bosanquet, Prof.
A. J. Grant, and Mr. Yule Oldham gave two lectures each on
subjects connected with the main course, and amongst the lec-
turers on what we may call “ side” subjects were Prof. Seward,
Mr. D. J. Carnegie, Dr. R. D. Roberts, Mr. Sandbach, and Prof.
J. Cox, the last of whom gave three lectures on “ Radium.”

Amongst “central” subjects to be taken up in the second
half are “Greek Art and National Life” (six lectures) and
“The Peloponnesian War” (two lectures), by Mr. S. C. Kaines
Smith; “ Ancient Tragedy for Modern Audiences,” by Prof.
R. G. Moulton (six lectures and a two-hours’ recital from Aes-
chylus); “ Hellenism and Hebraism,” by Mr. Laurie Magnus ;

“The Art of Pheidias,” by Prof. Waldstein ; ‘‘ The Influence of.
Aristotle,” by the Rev. P. H. Wicksteed ; “The Supremacy of.

Athens” (two lectures) and “ Greek Slavery,” by Prof. Grant,”
and “Some Aspects of Greek Thought,” by Prof. Jackson (three
lectures) ; and there will also be lectures by Dr. W. H. D. Rouse
and Mr. Ian C. Hannah. Amongst the sub-courses there will be
six lectures by Prof. J. H. B. Masterman on “ Modern England,”
six by Prof. S. J. Chapman on “ Socialism and Individualism,”
nine by Mr. E. A. Parkyn on “ Hygiene,’ and three by the Dean
of Ely on the First Epistle of Peter. Mr. Albert Mansbridge
(Secretary of the Workers’ Educational Association, which sends
up many working men to the meeting) will lecture on “ Problems
in Working-Class Education,” Mr. J. A. R. Marriott on “The
Problem of Capital and Labour,” and Mr. G. P. Bailey on
“ Wireless Telegraphy.” l

The number of lectures delivered per day varies. There are
always three between breakfast and lunch, and, unless when a
social gathering or debate at the Union takes its place, there is
one after dinner, at 8.30. In the afternoon there may be two,
one, or none at all, according to the arrangements made for organ
recitals, excursions, and visits to colleges.

SECONDARY SCHOOLS IN ENGLAND.
RETURNS OF PUPILS AND STAFFS.

Tue Board of Education have just issued the following cir-
cular (590) :—

The Board of Education have for some time past had under
serious consideration the nature and extent of the statistics with
regard to secondary schools annually published by them as part
of the volume of “Statistics of Public Education in England
aud Wales.” They are of opinion that the collection and
arrangement of such information as is contained in this volume
is one which a Central Educational Authority is bound to treat as
of the first importance in order that the country as a whole may
have an opportunity of estimating the growth of its educational
system and the need for further growth, so far as these can be
brought to the test of numerical expression, and that within the
same limitation each Local Education Authority may be enabled
to compare its own efforts and their results with the standards
reached over a wider field and under similar or different con-
ditions.

Hitherto the facts given in the annual volume with regard to
secondary schools have been somewhat meagre, as was inevitable
during a period of pioneer work, in which the foundations of an
educational organization have had to be laid. It is felt, how-
ever, that the time has now come to take a wider survey of what
has been done and of what remains to be done, and to analyse
in some detail certain important aspects of English secondary

| education, such as the number of pupils of various ages re-
‘ceiving their education in secondary schools, the occupations of

! their parents, and the careers to which their education serves as
an avenue; the extent to which the length of their school life
is sufficient to secure that the cost and pains which that educa-
tion entails shall not be wasted, and the number and qualifica-
tions of the teachers by whom the schools are staffed.

Statistics of this character can of course ouly be prepared
upon the basis of returns obtained on a uniform system from the
schools themselves ; and the Board are well aware that, while the

‘obligation to render such returns has always been regarded as
| one of the conditions upon which State aid is afforded to schools,
l it is none the less often felt as a very sensible addition to the
already heavy duties of the head masters and mistresses by whom
jit is to be fulfilled. The Board are anxious that this burden
should, as far as possible, be minimized. It has been represented
| to them that unnecessary labour has sometimes been caused in
| the past by concurrent, demands from themselves and from Local
| Education Authorities for returns of similar character but, relat-
ing to slightly different dates and periods. They have been in
‘communication with representative associations of the Local
Education Authorities and of the head masters and mistresses of
secondary schools, with a view both to securing uniformity in
this respect and to effecting a general improvement of the
statistics at the cost of as little labour as possible to those con-
cerned; and as a result they have come to the conclusions—
(a) that it will be a generally convenient arrangement for all
English educational, as distinct from financial, statistics, to be
taken for the normal school year running from August to July;
(b) that age limits and classifications by age should ordinarily be
established with reference to age on July 31; and (c) that where
it is desirable that anything of the nature of a census of pupils
upon a single day should be taken, the day chosen should be
October 1, which ts, in any event, one of the days on which the
number of pupils must be calculated for the purposes of grant
under the Regulations for Secondary Schools. They would also
tuke this opportunity of suggesting that much of the work of
| preparing statistical information is of a clerical nature, and does
not demand for its detailed performance the highest educational
'qualitications, and that consequently it may be found by
Authorities and governing bodies a real economy to adopt the
practice, which already prevails in many schools, of providing
head masters and mistresses with reasonable clerical assistance,
in order that returns may be prepared and other routine work
performed rather under their supervision than with their own
hands.

The Board themselves propose—at any rate, as an experiment
—to make a substantial contribution to the lightening of the
burden by limiting their demand for returns, so far as the
statistics of pupils and staffs now immediately under considera-
tion are concerned, to the raw. material of factsyapom which the

332

THE EDUCATIONAL TIMES.

(Aug. 1, 1908.

statistics will be based, and by undertaking in their own office
the whole of the very heavy labour of abstracting and tabulating
these facts in a statistical form. As much of this information
has been hitherto supplied by schools in summaries, the com-
pilation of which has entailed considerable labour, the Board
confidently hope that the result of the new arrangement will be
at once appreciably to diminish the labour at present imposed
upon the schools and to furnish more complete and enlightening
statistics. They also anticipate that the more complete informa-
tion now to be obtained from year to year will enable them to
dispense with nearly all the heavy returns which now have to
be asked for, often at very short notice, upon the occasion of a
full inspection. All secondary schools uppn the Grant List in
England will, therefore, be furnished, in addition to the class
registers of attendance now supplied, with two other registers.
One of these will be an admission register to be kept as an
official record in accordance with Article 21 of the Regulations
for Secondary Schools, 1908. . . . The other register will contain
particulars with regard to the members of the school staff... .

CORRESPONDENCE.

[We do not hold ourselves responsible for the opinions erpressed by our
correspondents.—Ep. E.T. }

MODERN LANGUAGES IN SECONDARY SCHOOLS.
To the Editor of “ The Educational Times.”

Sir,—On reading the very interesting article on “ Modern
Languages in Secondary Schools” which appears in your issue
of July 1, I feel impelled, as a secondary-school master and
a teacher of modern languages, to send a few lines in emphatic
protest against the plaintive and exaggerated statement of the
case which characterizes that article. I feel convinced that the
Majority of assistant masters take a much less pessimistic view
of the profession, and I think that a correspondence on the
subject, if you could afford space for it, would be interesting
and helpful in the highest degree. According to your article,
the capable teacher is a kind of martyr, shamefully treated by
a society to which he is indispensable, being forced to teach
“ preposterously large classes” and hampered by “old-fashioned
books and apparatus,” being under-paid and scandalously over-
worked. Surely, Sir, all this is more hysterical than true?
The class of twenty-five, for instance, is far from being “ pre-
poeren large.” Certainly a much smaller class can be much

etter taught. But most modern language teachers would
agree that such a class is quite workable; and the advantages
of smaller classes are being more and more recognized. Again,
every one admits that assistant teachers are not fairly remuner-
ated for their work and that education suffers most regrettably
by losing talent that would be drawn to ìt and kept if a position
of permanent comfort were offered to the assistant. But it is
absurd to represent the salary of a teacher receiving £160 for
forty weeks of twenty-six hours as “not much more than that
of the better paid artisan,” who receives, say, £120 for fifty weeks
of at least forty hvurs. What seems to me most regrettable,
however, in your article, is the complaint that these twenty-six
hours a week constitute “a system of organized overwork,”
exhausting the teacher and leaving him no time for private
reading and recreation. The teacher’s work does not occupy
him during a longer time than that of the boys or girls does
them. Nevertheless, the latter, as yet ignorant of the art of
“buying up the moments,” do not lack time for ample indulgence
in games and hobbies. It is only those who love not their calling
who do not find time to pursue it efficiently. Moreover, in all
activities of any worth, “il faut payer de sa personne.” And how
many other professions are there which offer twelve weeks’
vacation in the year ?

Let us, by all means and incessantly, strive to improve the
conditions of English teaching and to raise the status of the
profession; for in no other department of our national life is
reform so urgently needed. But let us keep ourselves from all
kinds of demonstrative complaining. Education was not invented,
and schools do not exist, for the sake of the teacher. If any one
prefers the life of the artisan, is he not free to live it? More-
over, ‘‘Gémir, pleurer, prier est également lache.” I am, Sir,
&c., AN ASSISTANT MASTER.

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, LONDON, W.C.

Lectures for Teachers

ON THE

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE PRACTICAL TEACHER’S PROBLEMS.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the University of London.

The Second Course of Lectures (Thirty-sixth Annual Series) will commence on
Thursday, October Ist, at 7 p.m.

The matters to be dealt with are such as interest all classes of tenchers, and will
be treated with that frankness that is possible in an unreported discourse, but is out
of the question in a printed book, While the lecturer will lose no opportunity of
indicating how present educational conditions may be improved, he will take the
resent conditions as the basis and show how to make the best of things as they are.
The Lectures will be copiously illustrated by references to actual experience in all

kinds of Schools.
SYLLABUS.

{. (Oct. 1.) The Teacher's Library: three main sections, books needed by
teacher as (a) human being, (b) knowledge-monger, (c) educator: (a) and (e) too
often neglected: special value of books used by teacher during childhood: the
upper and lower limit of professional books under (¢) ; possibility of excess in edu-
cational theory: plea for greater recognition of newer class of literary presentations
of educational probleins: teaching ‘the inarticulate profession’: practical help
that muy be had from such books : how to use educational periodicals. :

II. (Oct. 8.) How to get some quod out of Psychology: need for a change in the
point of view: rational and experimental pane liulons : need of both by the teacher :
danger of pedantry in both: place of the proposed middleman between the psycho-
logist and the practical teacher: the teacher must be allowed to direct the psycho-
logist (not the psychologist the teacher) as to the results to be sought : list of things
the teacher wants to know, compared with the list of things the psychologist wants
to tell him: teacher must not confine himself to child-psychology, his profession
demands the treatment of his fellow adults as well.

III, (Oct. 15.) How to deal with Officials: an example of the teacher’s need of
adult psychology: the difference between the human being and the official: the
invariable third ; official questions and answers; how to interpret them: the official
mind and how to approach it: an instructive bit of law: the official art of com-
promise: manipulation of conflicting official regulntions: the whole question
reviewed from the point of view of the teacher as himself an official.

IV. (Oct. 22.) How to deal with Parents: generally wrong attitude of teachers
towards parents: in loco parentis theory; ‘foster parent”: getting at parents
through children and vice versa: parents’ antagonism to school authority has
definite relation to their social rank: special duliculties of different classes of
teachers: conflicting influences of fathers and mothers: genuine co-operation
between school and home: golden mean between parental indifference and
interference,

V. (Oct. 29.) How to Learn: the other side of teaching: absence of the desire
to know: how to rouse it: even when desire is present there is difticulty enough :
kinds of learning: reproduction: the dynamic view: constructive learning:
rhythm of learning: concentration and diffusion: fallacies about thoroughness :
temporary and permanent learning.

vE (Nov. 5.) Class Management and Teaching: ordinary psychology deals

‘with the individual; teacher needs collective psychology as well: relation of class
to crowd or mob: minimum number to constitute a class: sympathy of numbers :
class leaders: difference between class teaching and private coaching: advantages
and dilliculties in having to teach several persons at the same time: the average
pupil: the type: the composite: the ghostly class.

VII. (Nov. 12.) How to combine Lecturing and Teaching: teachers’ general
disapproval of lecturing: nature of lecturing as opposed to tenching: newer
methods of teaching history, geography, and geometry are demanding a certain
amount of lecturing: dangers of lecturing in schools as compared with colleges ;
the pupils’ share in the process of lecturing: the art of listening: intermittent
hearing: the lecturer’s relation to the text-book.

VIIL (Nov. 19.) Written work in School: absolute necessity for a good deal
of written work in school: note-taking, exercise writing. essays: drudgery of
correction: the surd of eflicient correction in (a) quantity, (4) quality : co-operative
correction: psychological dangers of correction: the norm of correction: spelling
and dictation exercises ; analysis of most common errors and their causes,

IX. (Nov. 26.) Verbal Illustration: nature of illustration in general: distine-
tion from exposition: mental backgrounds; relativity of illustration to the
materials at command : exemplification: enumeration: nature of analogy and its
place in illustration: the metaphor and other illustrative figures: how to find
suitable verbal illustrations: source books of illustration,

X. (Dee. 3.) Graphie [Illustration : the actual object and the model as means
of illustration: the value of the picture as illustration, especially as compared with
a verbal description; different Mlustrative values of a picture according as it is
used for intellectual, moral, or resthetic teaching: the diagram as compared with
the picture: dangers that lurk in diagrammatic illustration : certain weaknesses in
our space sense; supremacy of the straight line in illustration.

XI. (Dee. 10.) How to deal with Diutiness : nature of dullness : its relativity to
time and subject: the temporary dunce; the permanent dunce: the all-round
dunce: the specialized dimce: the scale of dullness: the “defective point”:
subjective and objective dullness: stage at which objective dullness is welcomed
by the pupil: the tyranny of ‘‘ problems,” and the legitimate claims of the
relatively dull,

XII. (Dec. 17.) The Problem of Examinations: various functions of examina-
tions: teacher as examiner: how to prepare an examination paper: allocation of
marks: how to make the best of the external examiner: the personal equation :
the use of “old examination papers ’’: preparation of “set books’’: ‘‘ the index”
in revision of examination work: how to prepare pupils for an external examination
with the minimum educational damage.

The Fee for the Course of Twelve Lectures is Hailf-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 freejadmission to
all the Courses of Lectures.

Aug. 1, 1908.]

THE BEST BOOKS |
LONDON MATRICULATION. —

Algebra, Matriculation. With a Section on Graphs.
DgakKIN, M.A. Lond. and Oxon. Fourth Edition, 3s. 6d.
Arithmetic, The Tutorial. By W. P. Workman, M.A., B.Sc.

Second Edition. 4s. 6d.

Chemistry, Matriculation. By G. H. Bainey, D.Sc. Lond. Edited
by WituiaM BRIGGS, LL.D., M.A., B.Sc., F.C.S. Third Edition. 5s, 6d.
English Course, Matriculation. Containing Grammar, Analysis,
~ Composition, Précis Writing and Paraphrase. By W. H. Low, M.A. Lond.,

and JoHN BRIGGS, M.A. Camb., F.Z.S. Second Edition. 3s. 6d.
French Reader, Matriculation. Containing Prose, Verse, Notes,

~ and Vocabulary. By J. A. PERRET, Examiner in French at the University of
London, 2s. 6d.

French Course, Matriculation.

~ Lond. and Camb. Third Edition. 3s. 6d.

Geometry, Matriculation. By W. P. Workman, M.A., B.Sc., and
A. G. CRACKNELL, M.A. 3s. 6d.

Heat, Matriculation. Light, Matriculation. Sound, Matric-

~ glation. By R. W. STEWART, D.Sc. Lond. Three Volumes, each 2s. 6d.

Latin Authors, Matriculation Selections from. By A. F.
Watt, M.A. Oxon., and B. J. Hayes, M.A. Lond. Second Edition. 2s. 6d.

Mechanics, Matriculation. By Wm. Brices, LL.D., M.A., B.Sc.,
F.R.A.S., and G. H. Bryan, Sc.D., F.R.S. Second Edition. 3s. 6d.

Modern History, Matriculation. Being the History of England,

1485-1901, with some Reference to the Contemporary History of Europe and

Colonial Developments. By C. S. FEARENSIDE, M.A. Oxon. <

By RUPERT

By Prof. E. WerKteEY, M.A.

3s.

Full List of Books for London University, Oxford and Cambridge Locals, College
of Preceptors, and other Examinations, post free on application,

University Tutorial Press, Wd.
W. B. CLIVE, 157 Drury Lane, London, W.C.

SARLL’S EXAM. BOOK-KEEPING.

SARLL’S Text-book Sales nearly 250,000.
SARLL'S MODERN BOOK-KEEPING.

Founded on Sarll’s DOUBLE ENTRY. Consists of four GRADUATED COURSES
—Introductory, Theory, Practice, Trial Balances-—followed by forty EXAM.
PAPERS with full or outline KEys. An Elementary and Intermediate Text-
Book for ALL ExaMs. The resultsofa LIFETIME. 410pp.,3s.6d. (Now ready.

SARLL’S BOOK-KEEPING FOR NEW CODE.

Stage I., Introductory; II., Practical; III., Theory or Journalising. Each
48 pages. Price 4d. Outline Keys, MS. Books, 2d. each.

SARLL'S PRACTICAL BOOK-KEEPING.,

Fourteenth (greatly improved) Edition. Teachers’ Aid says: ‘‘ There is no
cheaper and safer guide.” Consists of GRADUATED EXERCISES with full, and
Exam. Papers with outline, Keys. 128 pages, ls. MS. Books, superior,
ls. Cheap, 4d.

SARLL'S DOUBLE-ENTRY BOOK-KEEPING.

Fifteenth Edition. 256 pages. 2s. Consists of GRADUATED EXERCISES with

full, and Exam. Papers with outline, Keys. Practical Teacher says: “We

heartily recommend it as the best and cheapest manual we have seen.” A

ry aaa aa without Keys. 128 pages, ls. Superior MS. Books, 1s.
esp, e

SARLL'S TWENTIETH CENTURY EXAM. BOOK-

KEEPING. Containing Papers by the leading Bxamining Boards, with
outline Keys. In Two Parts, at 6d. each. Part I., Junior Papers,
College of Preceptors, University Local, Scotch Leaving Certificates, &c.
Part Il., Senior Papers, Society of Arts, London Chamber of Commerce,
Lancashire and Cheshire Union, West Riding, &c.

Sarl’s Supplementary Keys.
1. TO SARLL'S PRACTICAL.

Exercises fally worked, 2s.

2. TO SARLL'S DOUBLE-ENTRY.

Exercises fally worked, 3s.

*.° Specimen Copies at one-third off. or Teachers can have Parcels for inspection,
post free, from A. SARLL, A.K.C., 62 Oakley Road, London, N.

Lessons by Correspondence and School Bxrams. conducted.

THE EDUCATIONAL TIMES.

333

ADVERTISEMENT SCALE.

Page—Ordinary £410 0 Position £5 10

Half e ,» 210 0 »» 3 0

Quarter a 110 0 ...... i 1 15

Per inch in broad column (half width of page) ie 0 7

Narrow Column (one-third page) 2 0

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &c.),
3s. 6d. for 6 lines, or 4s. 6d. the inch,

SituationsVacant and Wanted—30 words or under, 2s.; each additional 10 ors i

6d. (For 1s. extra, Replies may be addressed to the Publishing Office, and wi
be forwarded post free.)

Whole

IKII]

ooocoe

eeaserrecanesesteennseen

CURRENT EVENTS.

Tue Third International Art Congress for
the Development of Drawing and Art Teach-
ing and their Application to Industries will be
held in London, August 3-8.

*

Fixtures.

Tue World’s Drawing Exhibition, which was opened at
South Kensington on July 27, will not close before Au-
gust 15. Delegates are expected from forty-nine countries.

# #
*

A Vacation Course in Practical Physics is to be held at
Cambridge, August 3-22. The organizer of the Course 1s
Mr. F. S. Scruby, Aldenham School, Herts.

Courses of Lectures on Education, specially designed for
teachers (men and women) will be held at the Cambridge
Training College for Women Teachers, August 14-21.

* *

*

THE Edinburgh Vacation Courses (English, French, and
German) run, in two divisions, from July 29 to August 13,
and from August 14 to 28. Programmes, &c., from the
Hon. Secretary, Prof. Kirkpatrick, LL.D., Edinburgh Uni-
versity.

* *

*

Tue International Congress of Historical Science will be

held at Berlin, August 6-12. Programmes from Dr. Caspar,
Kaiser-Allee 17, Berlin W. 15.

+ *

*

VacaTion Courses in German language and literature, the
geography of Germany, German history in the nineteenth
century, and current problems of economics (with special
reference to the social question in Germany), will be held at
the Handelshochschule, Leipzig, August 10 to September 12,
and September 14 to October 10. Apply to Herr C. F.
Strothbaum, Arndtstrasse 68, Leipzig.

An Exhibition (including international sections for
Meteorology and Terrestrial Physics, Ceramics, and Agricul-
tural Machinery) will be held at Faenza, August 15 to Octo-
ber 15, to commemorate the tercentenary of the birth of
Torricelli. Apply to Conte Cav. Carlo Cavina, President of
the Executive Committee, Faenza.

mamma a

Tue University of Aberdeen has conferred
the honorary degree of LL.D. upon Sir Harvey
Adamson, M.A., C.S.I., member of the Council
of the Viceroy of India; the Earl of Cromer, G.C.B.;
Brigadier-General Sir James Ronald Leslie Macdonald,
K.C.LE., C.B., commanding at Lucknow.

* L
*

Pror. Henry Jackson, Litt.D., LL.D., has been appointed

Honours.

Loxpvon: GEORGE GILL & SONS, 13 Warwick Lane, E.C.|a member of the Order of Merit (O.M.)!

334

THE EDUCATIONAL TIMES

[Aug. 1, 1908.

Tue University of Dublin has conferred the following | Museum of New York, formerly Director of the South Ken-

honorary degrees :—

D.D.— Rev. G. Adam Smith, LL.D., &c., United Free Church

College, Glasgow.

LL.D.—Sir James J. Digges-La Touche, K.C.S.I.; Right Hon. Sir

Horace Plunkett, K.C.V.O.

M.D.—Sir Thomas R. Fraser.

D.Litt.—Right Rev. Dom Cuthbert Butler, OS.B.; R. W. Macan,
Master of University College, Oxford; Prof. Maurice A. Gerothwohl ;
Prof. R. A. Williams.

* *
*

sington Museum.
* *
Tue University of Bombay has conferred the honorary
degree of LL.D. upon Mr. F. G. Selby, M.A. Oxon., C.I.E.,
the new Director of Public Instruction, Bombay.

Kyicataoops have been conferred upon Dr. J. A. H.
Murray, LL.D., D.C.L., D.Litt., the Lexicographer, and.
Prof. A. G. Greenhill, M.A., F.R.S., of the Ordnance Col-

THE University of Durham has conferred the following lege, Woolwich.

honorary degrees (corrected list) :—
D.C.L.: Duke of Devonshire (in absence): Most Rev. Henry Lowther

Clarke, Archbishop of Melbourne: Earl of Carlisle; Sir Herbert Max-'_).°", E
Sir Charles Eliot. K.C.M.G., Vice-Chancellor of Sheffield | King’s College, London :—Prof. Percy Edward Newberry,

well, Burt. :

4 *
*

Tur following gentlemen have been elected Fellows of

University; Prof. Frederick Page, Newcastle ; Prof. George Redmayne ' Mr. Francis John Waring, Prof. Norman Dalton, Mr. Alfred

Murray, Newcastle ;
of Newcastle.

D.Sc.: Mr. Clement Stephenson. of the Royal Agricultural Society ;
Prof. Robert Lunan Weighton, Newcastle; Prof. Henry Louis, New-
castle.

D.Litt. : Prof. William James, Harvard.

M.A.: Mr. K. C. Bayley, Durham; Mr. H. S. Squauce, Sunderiand.

* *
*

Tue University of Manchester, on the installation of |

Viscount Morley as Chancellor, conferred the following
honorary decrees :—

Mr. Alfred Bray Kempe, Cuancellor of the Diocese ! Boyce Barrow, Prof. John William Adamson, Prof. William

Beacroft Bottomley, Prof. Albert Carless, and Mr. Wm.

Braginton.

* *
* .

Tue Rev. Warrer Boyce, M.A. Cantab., Head Master of
King Edward VII. Grammar School, King’s Lynn, has
received the honour of M.V.O. (4th class).

% *
a

Tut Rev. Canon Fowurr, Vice-Principal of Hatfield Hall,

LL.D. — Sir Frank Forbes Adam, Chairman of the University Council ; Durham, has had his portrait in oils (by Mr. Ralph Hadley,
the Right Hon. Arthur James Balfour, M.P.; Mr. Edward John Broad- |of Newcastle) presented to him, in recognition of his con-

field; Mr. Andrew Carnegie; the Right Hon. Lord Courtney of
Penwith: the Right Hon. Lord Curzon of Kedleston; Sir Edward
Donner, Bart.: the Right Hon. R. B. Haldane, M.P., Secretary of State
for War; Sir Henry Fleming Hibbert; Sir William Henry Houldsworth,
Bart. : Sir William Mather.

D.D.—Rev. Dr. Andrew Martin Fairbairn.

D.Litt.—Sir Edward Maunde Thompson; Arthur John Evans;
William Farrer; Prof. Henry Jackson.

D.Se.—Emeritus Prof. Arthur Gamgee ; James Cosmo Melvill.

* *
*
THE University of Liverpool has conferre the following
ofħcial degrees :—
M.Sc.—F. J. Lewis, R. Newstead.

M.Ch.—Damar Harrison.
M.Dent.Ch.—J. Ainsworth Woods.

The University of Liverpool, on behalf of the University
of Lehigh, U.S.A., has conferred the honorary degree of
M.Sc. upon Mr. Horace Field Parshall. The Vice-Chancellor
pointed out that there is no precedent for such action on
the part of the University of Liverpool.

+ %

The University of Birmingham has conferred the follow-
ing official degrees :—

D.Litt.—Michael Macmillan.

M.A.—Rose Sidgwick, Prot. K. Wichmann.

D.Sc.—J. D. Coales, C. K. Tinkler, G. S. West.

M.Sc.—O. F. Hudson, E. J. Kipps, Warner Lulofs, T. J. Murray.

B.Sc.—Donald Myer Levy.

M.D.—Robert Arthur Lister.

B.Dent.Ch.—W. T. Madin.

M.Com.—Frank Tillyard, S. S. Dawson.

*
*

Tue University of Sheffield has conferred the honorary
degree of D.Litt. upon Alderman George Franklin, Prof.
C. H. Firth (Oxford), and Prof. Henry Jackson, O.M. (Cam-
bridge); and the honorary degree of D.Met. upon Colonel
Vickers, C.B. Also the following official degrees :—

M.A.—W. M. Gibbons, Prof. J. A. Green.

M.Sc.—Prof. Alfred Denny, Prof. L. T. O’Shea.

M.Ch.— Prof. Rutherfoord, John Pye-Nmith, Prof. Richard Favell.

M. Met.— Assistant-Prof. Andrew Me William.

B.Eng.—Frederick Boulden, Ellis Herbert Crapper, Joseph Husband,
Joseph Wood Kershaw, and William George Hibbins.

B. Met.—Fred Kitson Knowles aud John Henry Wreaks.

* *
*

nexion with Durham University for over fifty years. He

proposes to hand over the portrait to the University for

Hatfield Hall.

+ *
+

Tar French Academy of Science has elected Dr. Herbert
Hall Turner, F.R.S., Savilian Professor of Astronomy at
Oxford, Correspondent in the Astronomy Section.

“.*

On the occasion of the one hundredth anniversary of the
foundation of the Physico-Medical Society of Vienna, the
following appointments were made :—Sir Victor Horsley to
be Honorary Ph.D. To be Corresponding members of the
Society: —Dr. J. Loeb, Professor of Physiology at the Uni-
versity of California; Dr. C. S. Minot, Physician and Edu-
cator of Boston, U.S.A.; Dr. E. Rutherford, F.R.S., of
Manchester University; and Dr. C. S. Sherrington, of
Liverpool University.

Carerain GeorGe Gi.mMour, of Birken-
head, has given £10,000 tu endow a
Chair of Spanish in the University of

Endowments and
Benefactions.

Liverpool.

* *
%

Tue Oxford University Endowment Fund having now
reached a total of over £100,000, Mr. W. W. Astor has
given a second donation of £10,000.

* +
*

Mr. W. W. Astor has given £1,000 in support of the
excavations at Sparta conducted by the British School in
Athens.

* *
*

Tur Clothworkers’ Company have voted a donation of
£1,000 to the University of Cambridge Endowment Fund.

* *
#

Tue Trustees of the Oxford University Endowment Fund
have set apart £250 a year for three years to endow a
Lectureship in Political Theory and Institutions; granted
£50 a year for three years to the Maitland Seminar Library ;

McGint University has conferred the honorary degree of|announced that they are reserving £12,000 for, a storage
LL.D. upon Sir C. P. Clarke, Director of the Metropolitan|room for the Bodleian Library, and expressed their ap-

Aug. 1, 1908.]

THE EDUCATIONAL TIMES.

339

proval of the principle of establishing a Lectureship in
Japanese language, history, and iustitutions.
* o +

*

Sır James Wunrtenean, Bart., has offered some £5,000 to
Appleby Grammar School for scholarships, &c. “ Clear,
distinct handwriting is to be a sine qua non.”

+ ©
*

AT the distribution of prizes at the North London Col-
legiate School (July 2), Mr. W. Latham, M.A., K.C.,
Chairman of the Governors, stated that the Clothworkers’
Company were prepared to give £10 to each girl that
passed the Oxford and Cambridge Local Examinations and
desired to graduate B.A. at Trinity College, Dublin, Oxford
and Cambridge being unavailable for the purpose. [But is
Trinity College, Dublin, still available? If not, however,
there are Universities elsewhere. |

% *
*

THE original manuscripts of the late Prof. Bain’s principal
psychological works have been deposited in the library of
the University of Aberdeen by Mrs. Bain; and his private
MS. records of his classes, 1860-80, by his trustees.

AT Oxford University scholarships, &c.,

Scholarships and are offered as follows :—Classics: Decem-
Prizes. ber 1, at Balliol; Exeter, Oriel, Brasenose,

and Christchurch; Queen’s, St. John’s,

Hertford, and Keble. December 8, at University and New;
Corpus; Trinity and Wadham. December 14, at Lincoln.
Mathematics: December 1, at Balliol, (Jueen’s, and Corpus;
Merton, Exeter, New, and Hertford. Natural Science: De-
cember l, at Balliol, Christchurch, and Trinity ; December 8,
at University. History: December 1, at Balliol and New ;
Queen’s; St. John’s, Hertford, and Keble. December 8, at
Lincoln ; and at Trinity. Hebrew: December 1, at Wadham.

*¢ *
+

St. Hitpa’s Hani, Oxford, offers two open Scholarships,
£40 and £35, in April, 1909. Apply to the Principal.
* *

*

St. Joun’s Hatt, Highbury, offers (1) two Peache En-
trance Scholarships, £50 a year each, and one Peache
Entrance Exhibition, all tenable for two years. Examina-
tion September 4. Apply to the Principal by September 1.
(2) An Alfred Roberts Entrance Exhibition, £21 a year for
three years. No examination. Preference to a son of a
clergyman. Apply tothe Principal by September 7. (3) An
Organist Exhibition, £30 a year for three years. Vacant
May, 1909. Apply (with evidence of qualifications) to the
Dean of the Hall, the Rev. C. S. Wallis.

Dr. Henry ALEXANDER Miers, M.A.,
D.Sc., F.R.S., &., Fellow of Magdalen
College, Oxford, Waynflete Professor of
Mineralogy in Oxford University, and
Vice-President of the Chemical, Geological, and Mineralogi-
cal Societies, has been appointed Principal of the Univer-
sity of London as from October 1, upon the resignation of

Sir Arthur W. Riicker.

Appointments
and Vacancies.

* *
*

Tue Rev. G. A. Cooke, M.A. Oxon., Chaplain to the Duke
of Buccleuch at Dalkeith and Canon of St. Mary’s Cathe-
dral, Edinburgh, has been elected Oriel Professor of the
Interpretation of Holy Scripture in Oxford University, in
succession to the Rev. Prof. T. K. Cheyne, resigned.

* *
*

Tae Regius Professorship of Ecclesiastical History at
Oxford is vacant through the death of Canon Bigg.

Mr. L. R. Farnent, M.A., D.Litt., Fellow of Exeter
College and University Lecturer in Classical Archæology,
Oxford, has been appointed Wilde Lecturer in Natural and
Comparative Religion (for three years) at Oxford.

* +
*

Mr. W. Jackson Pore, F.R.S., Professor of Chemistry
and Head of the Chemistry Department, Municipal School
of Technology, Manchester, has been appointed Professor of
Chemistry in Cambridge University, in succession to Prof.
Liveing, resigued.

* *
*

At the University of London, University College, Mr.
Henry M. Hobart, B.Sc., M.1.C.E., has been appointed to
the new Lectureship in Electrical Design; Mr. Leslie Wil-
kinson, A.R.I.B.A., Assistant in the Department of Archi-
tecture, in succession to Mr. A. G. James, resigned; Mr. R. E.
Middleton, Lecturer in Municipal Engineering for the
session 1908-9; Dr. A. W. Stewart, Lecturer in Stereo-
Chemistry for the session 1908-9; Mr. W. F. Stanton,
Demonstrator in the Department of Applied Mathematics,
under Prof. Karl Pearson; and Mr. H. S. Bion, Demonstrator
in the Department of Geology, under Prof. Garwood.

* $
*

Pror. J. M. THomson has been elected Vice-Principal of

King’s College, London.

* *
*

Ar King’s College, London, Mr. E. J. Urwick has been
appointed Tooke Professor of Economic Science and Stat-
istics ; and the Rev. W. R. Matthews, Assistant Lecturer in
Philosophy. |

+ *
*

In connexion with the Course on Home Science and
Economics, which will commence in October at the King’s
College Women’s Department, 13 Kensington Square, the
Council have made the following appointments on the
staff :—General Biology, Prof. Dendy; Bacteriology and
Microscopy, Prof. Hewlett and Dr. Taylor; Applied Chem-
istry, Mr. H. L. Smith, B.Sc., in consultation with Prof.
Jackson; Physics, Dr. W. Wilson; Psychology, Mr. W.
Brown, M.A.; Chemistry (first year), Mrs. McKillop, M.A. ;
Lecturer in Biology (first year), Miss Hill, B.Sc.; Special
Lecturer in Economics, Miss Atkinson, M.A.; Lecturer in
Sanitary Science and Hygiene, Miss Alice Ravenhill,
F.R.San.I.

* *%
*

AT Liverpool University, Dr. J. Hill Abram, one of the
physicians of the Liverpool Royal Infirmary and a Lecturer
in the Clinical School, has been appointed Professor of
Therapeutics ; Mr. S. W. Perrott, M.A.I. Dubl., M.Inst.C.E.,
Professor of Civil Engineering in the University of New
Brunswick, has been appointed to the new Chair of Civil
Engineering ; and Mr. B. R. Hawker, M.A. Cantab., has
been appointed Tutor in the Department of Education.

Prof. Salvin-Moore has resigned the Directorship of the
Liverpool Cancer Research Committee, and accordingly
vacates the Professorship of Experimental Cytology (in

September).

* $
$

Mr. J. Capmay, D.Sc., has been appointed Professor of
Mining in Birmingham University, in succession to Prof.
Redmayne.

* +
*

Mr. W. F. Trotter, M.A., LL.M., Lecturer, has been prvo-
moted Professor, of Law in Sheffield University.

¥ +
*

Pror. TAYLOR retires from the Chair of Ecclesiastical
History in Edinburgh University.on September )I.

336
Dr. James Watker, D.Sc., Ph.D., F.R.S., Professor of

THE EDUCATIONAL TIMES.

(Aug. 1, 1908.
Tue Rev. H. Wacker, M.A. Cantab., Vice-Principal, has

Chemistry in University College, Dundee (since 1894), has|been promoted Principal, of the York Training College.

been appointed Professor of Chemistry in the University of

Edinburgh.

$% #
*

Mr. Arren Epwarp Taytor, M.A., Frothingham Professor
of Philosophy, McGill University, Montreal, has been ap-
pointed Professor of Moral Philosophy in the University of
St. Andrews, in succession to Prof. Bosanquet.

* $
&

Mr. GILBERT Norwoop, M.A., Fellow of St. John’s College,
Cambridge, Assistant Lecturer in Greek in Manchester
University, has been appointed Professor of Greek in Cardiff
University College.

* *
*

Dr. SUTHERLAND Simpson, M.D., D.Sc. Edin., Lecturer in
Experimental Physiology in the University of Edinburgh
(for the past seven years), has been appointed Professor of
Physiology, and Dr. Andrew Hunter, M.D. Edin., Professor
of Bio-Chemistry, in Cornell University, Ithaca, N.Y.

$ *
*

Dr. Friptsor Nansen, Sc.D., LL.D., D.C.L., Ph.D., the
Arctic explorer, recently Norwegian Minister ix London,
has been appointed Professor of Oceanography in the Uni-
versity of Christiania.

+?

Mr. F. W. Baty, M.A. Oxon., has been appointed Principal
of the Deccan College, Poona, in room of the Hon. F. G.
Selby, C.I.E., M.A. Oxon., who has become Director of
Public Instruction, Bombay.

*
*

Mr. A. D. C. Amos has been appointed District Inspector
of Schools under the Birmingham Education Committee.

* *
a

Mr. W. D. SADLER, Assistant-Secretary to the Northamp-
tonshire Education Committee, has been appointed Director
of Education and Secretary to the Walsall Education Com-
mittee.

*

* *
*

Mr. H. Tunauey, Chief Adviser on Drawing to the Board
of Education, has been appointed Inspector of Drawing in
Training Colleges.

* *
*

Tue Hon. W. Pemper Reeves, High Commissioner for
New Zealand, has accepted the Directorship of the London
School of Economics and Political Science.

Mr. G. Prick Witirams, M.A., Ph.D., Assistant Lecturer in
German, Liverpool University, has been appointed a Junior
Inspector under the Board of Education.

% *
*

AN Assistant Lecturer in French Language and Literature
is required at Cardiff University College. Apply to the
Registrar by September 1.
ae

A LecturesHip in Geography is open in Glasgow Univer-
sity (£200 a year).

* *
*

+ *

*

Mr. J. A. Ricuey, Balliol College, Mr. R. B. Ramsbotham,
Magdalen College, and Mr. D. G. Schulze, Merton College,
Oxford, have been appointed to the Indian Educational Ser-
vice, and to be Inspectors of Schools in Eastern Bengal,
Assam, and Burma, respectively.

* o`

Ar the Aberdeen Training Centre, Miss Margaret
M‘Gregor, M.A. Edin., Lecturer in Islington Day Training
College, has been appointed Mistress of Method; Miss
Strachan, Directress of Needlework, to be assisted by Miss
Souter (who is also to assist in the Method Department) ;
Miss Ruby Clark, Assistant Instructress in Physical Train-
ing; and Mr. David Thomson, B.Sc., Instructor in Wood-

work.
m

Tue Council of the Girls’ Public Day School Trust have
made the following appointments of head mistresses, to take
effect from next term:—Miss Ethel Gavin, M.A. Dublin
(Classical Honours, Girton College), Head Mistress of Not-
ting Hill High School, to be Head Mistress of Wimbledon
High School; Miss Amy T. Steele, M.A. London, Head
Mistress of Portsmouth High School, to be Head Mistress of
Notting Hill High School; Miss Ada F. Cossey (Mathe-
matical Honours, Newnham), assistant mistress at Croydon
High School, to be Head Mistress of Portsmouth High
School ; and Miss Mabel Hodge, M.A. Dublin (Mathematical
Honours, Girton), second mistress at Notting Hill High
School, to be Head Mistress of Bromley High School.

* *
*

Miss C. Epita LEWER, B.A.Lond., chief assistant mistress
Francis Holland School (Church of England High School
for Girls), Graham Street, S.W., has been appointed Lady
Warden of Queen’s College, Harley Street, in place of Miss
Harper, resigned.

*
*

* $%
*

Miss Evetyn Minot, Head Domestic Science Mistress,
Clapham High School, and Examiner for the Teachers’
Diploma in Domestic Subjects, has been appointed Teacher
of the Domestic Arts in the Women’s Department of King’s
College, London (Kensington Square).

* k
#

FravuLein K. Rein, daughter of Prof. Rein, of Jena, has
been appointed a tutor at Cherwell Hall Training College,
Oxford.

* āä +
*

Miss Eveanor Partuirs has been appointed Head Mistress
of the Clifton High School for Girls, in succession to Miss

Burns, resigned. `

& *
+

Miss Pure, late Head Mistress, Exeter High School, has
been appointed Head Mistress of the L.C.C. Secondary
School, Sydenham Hill Road, S.E.

Miss May Tweepy, Nat. Sci. Trip. (Camb.), has been
appointed Demonstrator in Physiology at Bedford College
for Women (University of London).

* *

+
Mr. G. Reappiz, M.A., Head of the Department of Eng-
lish and Modern Languages, Technical School, Sunderland,

Miss K. Noakes, Somerville College, Oxford (Classical |has been appointed Principal of the new Day Training Col-

Honours), has been appointed Junior Demonstrator in|lege, Sunderland.

Education in Manchester University.
* *
*

* *
*

Mr. R. Dexaney, Khedivial Training College, Cairo, has

Mr. W. E. Beck, M.A. Lond., L.Th. Dunelm., has been} been appointed Principal of the new Cheshire Training Col-

appointed Tutor at St. Aidan’s College, Birkenhead.

lege for Teachers.

Aug. 1, 1908.]

THE EDUCATIONAL ‘TIMES.

337

Mr. J. A. Hore Jounston, M.A. Edin., B.A. Cantab.,
assistant. master, Tonbridge School, has been appointed
Head Master of Highgate School.

+o *
*

Mr. J. R. Brown, M.A. Cantab., Science Master, Bury
Grammar School, has been appointed Head Master of West
Suffolk County School.

* *

*
Mr. W. D. Raynor, Head Master of P.-T. Centre,
St. Austell, has been appointed Head Master of the Second-

ary School, St. Austell.

* +
*

Mr. J. H. Smarr, B.A. Lond., assistant master, has been
promoted Head Master, of Simon Langton’s School, Canter-
bury.

* *
*

Mr. R. E. Yates, B.A. Oxon., assistant master, High
School, Nottingham, has been appointed Head Master of
the Grammar School, Amersham.

* *
*

Tue Rev. G. C. Arten, D.D., is resigning the Head Master- | 8Y

ship of Cranleigh School after 16 years’ service.

* *
*

Dr. ANDREW Witson has retired from a Mastership in the
Royal High School, Edinburgh, after thirty-two years’
service.

¥ *
*

Mr. James Forsytu, M.A., Head Master of Goodhope
School, Lockerbie, has been appointed Head Master of
Aberlemno Public School, in succession to Mr. James
Stewart, retired.

* *
*

Mr. ALEXANDER BrackLaw, B.A. Lond., Head Master of
Milton House School, has been appointed Head Master of
James Gillespie’s School, Edinburgh.

Mr. Thomas N. Hepburn (“ Gabriel Setoun’’), first assist-
ant, St. Leonard’s School, succeeds Mr. Blacklaw as Head
Master of Milton House School.

* #
* `

Mr. W. Linpsay TuHompsoyn, M.A., B.Sc. Glas., of Allan
Glen’s School, Glasgow, has been appointed Rector of Hawick
Higher Grade School. He is a son of Mr. David Thompson,
Inspector of Schools for Dumfries, Wigtown, and Kirkcud-
bright.

; Messrs. METHUEN promise immediately two
paie additions to their series of “ Text-books of

‘ Science”: ‘Examples in Elementary Me-
chanics,” by W. J. Dobbs, and “ First Year Physics,” by
C. E. Jackson. Also “Junior Latin Prose,” by H. N.
Asman, in their series of “ Junior School Books.”

* *
*

Messrs. Sampson Low, Marstox, & Co. are publishing
cheap editions of the late R. D. Blackmore’s romances in
new form and with bindings of recent design.

* *
*

Messrs. GeorGe Pitre & Son have been appointed sole
agents in this country for Gannett, Garrison, and Houston’s
“Commercial Geography” and Johnson’s “ Mathematical
Geography.” These able works are published in America
by the American Book Company.

“_*

Messrs. Dent are about to add to their “ Modern Lan-
guage Series ” three sound charts: “The Sounds of Eng-
lish,” “ Les Sons du Francais,” ‘‘ Deutsche Laute.” These

charts (30 inches square) have been drawn up by Prof.
Rippmann. Other additions to the same series will be
“A Phonetic French Reader,” by S. A. Richards, B.A.,
and “ Kisenhans,” a second-year German reader, by Prof.
Rippmann.

* *
*

Tae Oxford University Press will shortly publish, in Sir
C. P. Lucas’s “ Historical Geography of the British Colo-
nies,” a volume on the History of Canada, by Prof. H. E.
Egerton. Mr. J. D. Rogers, who wrote “ Australasia” for
the same series, will deal with the Geography of Canada in
another part, also to be issued shortly.

D N

ViscounT MorLeY or BLACKBURN was instal-
led Chancellor of the University of Manchester
(July 9).

‘“ My imagination is stirred by the thought that the new type of
University represented by the Manchester University was founded
by a homely man of business living in Manchester—John Owens—
who, with a prescience of the wants of his age which seems truly
remarkable, has done for the new age what kings and princes and
ardians of the Church did when they established the great and
venerable foundations of Oxford and of Cambridge.”

* 8 *
*

Tue Administrative Staff of the Technological Branch of
the Board of Education has now removed from South Ken-
sington to the new Offices of the Board in Westminster, the
entrance to which is in Charles Street out of Parliament
Street. All correspondence should henceforth be directed
to the Secretary, Board of Education, Whitehall, with the
exception of letters for the Victoria and Albert Museum, the
Royal College of Art, and the Solar Physics Observatory,
which should continue to be addressed to the Offices of the
Board of Education, South Kensington.

* «

General.

Tue Governors of University College, Bristol, have unani-
mously approved the draft Charter for establishing a Uni-
versity of Bristol, and it will at once be presented to his

Majesty in Council.

* *
*

THE numerous prizes awarded by the Society of Gallia, at
Reading, were distributed (June 27) by the Duchess de

Frias, Farnborough.
* #

*

Corres of the Book Lists of the National Home-Reading
Union for next session (commencing in September) may
now be had by teachers desiring to form reading circles in
connexion with the Union, on application to the Secretary,

Miss A. M. Read, 12 York Buildings, Adelphi, London, W.C.
+ t
*

In celebration of the tercentenary of Milton, the Master
and Fellows of Christ’s College, Cambridge (the poet's
college), entertained some eighty or ninety guests (July 10),
to whom Prof. Mackail discoursed on Milton, and who after-
wards witnessed a performance of “ Comus ` in the New

Theatre.

w œ
*

Der. ELIZABETH A. GOTTHEIMER, who has been appointed
Lecturer on Social Politics at Mannheim Commercial Uni-
versity, is said to be the first woman that has been elected
to a post in a German University.

# %

m

Tue Victorian League (2 Wood Street, Westminster) has
prepared a shilling packet of twelve picture cards illustrating
the early history of the Dominion of Canada, and arranged
for the sending of it at cheap postal rates from children in
English schools to children in Canadian schools. The
League is also issuing collecting cards to aid the fund for
the preservation of the battlefields.

338 THE EDUCATIONAL TIMES. [Aug. 1, 1908.

area to attend a continuation school, or a school of equal or

THE GERMAN CONTINUATION SCHOOL.* higher standing, until the age of eighteen years.
By Tuomas HANNAN. l “ COMPULSION IS THE RULE.”
In Saxony the law of compulsion is made absolute over the

One of the most interesting developments of German educa- | Councils have the option of adopting compulsion or not accord-
tion is the continuation school. Fortbildungsschule is the German | ing to their judgment. Generally speaking, compulsion is the
term, and the system is, I believe, in advance of anything which | rule; and provision is made for the enforcement of the law, as
prevails elsewhere with the object of improving the education of | regards pupil, parent, and employer. Where absence is proved

those who have left the elementary day school for ordinary em- to be the fault of parent, guardian, or employer, a fine of thirty
ployment. marks—that is, thirty shillings—may be imposed by the proper

authority. In this respect the Saxon law is more severe than the
Imperial, which fixes a penalty of twenty marks. If the fine be
not paid, imprisonment for three days may follow.

SUNDAYS—AND OTHER Days. |

I have already drawn attention to the fact that the continua-
tion classes meet on Sundays in many cases. If Sunday be
chosen, then care must be taken that the classes do not interfere
with Church attendance. In Saxony two out of about every
seven continuation schools meet on Sunday, and of those which
meet on Sunday nearly half meet on another day as well. In
this school they have classes for iron-workers on Tuesdays from
2.30 till 6.30in the afternoon. It may easily be understood that
this arrangement interferes to some extent with the organization
of work and business; but the Germans seem to have overcome
any objection on this point, no doubt through being convinced
of the preponderating advantages in other directions. But the
ated with the industrial developments of the closing years of the; system is administered with a good deal of tact and skill where
eighteenth century. Those who were observing the signs of the! the hours of labour are trenched upon. Leipzic, I understand,
times in Germany, and who were anxious that the country should | is an example of this. I did not see any school work in this
advance rather than Jag behind, advocated an improvement in city, but I was told that the employers are consulted in many
the opportunities of obtaining a serviceable education. Bavaria,| ways. At the beginning of each half-year a meeting of teachers
Prussia, and Saxony found to their hands an organization which jand such employers as choose to attend is held. The programme
seemed capable of becoming the means of doing what they wanted ;| of studies is considered, and representatives of the employers
and those States proceeded to make use of the Sunday schools.|are chosen to act on the School Committee as advisers
Additional instruction was given in reading, writing, and arith- | Throughout the year the employers are kept informed of the
‘metic; and attendance was made compulsory in some States.| progress of the pupils who are in their employment, and the
When compulsion was introduced, everything was done to make | result is that the antagonism which was felt by many employers
it real and effective. As a rule, young men were compelled to|has been gradually overcome and often a feeling of sympathy
attend until the age of eighteen years ; while in the case of Bavaria | established, which manifests itself in gifts of apparatus and
a curious form of compulsion existed in the fact that a man could | other useful things. So marked is this co-operation in Saxony
not be married until he produced a certificate that he had/that in some cases the trades carry on continuation classes
attended a regular course of instruction at a Sunday school. themselves. .

These schools continued to flourish during the half-century PrysicaL FATIGUE OF SCHOLARS.
which followed the initiation of the changes just described, and| One of the great difficulties which the promoters of these
the schools were well attended, even when the element of com-|schools had to overcome was the argument of physical fatigue.
pulsion was lacking. But at last a change of feeling arose, and | It was argued that young people, after a full day's work, were
led to a slackening of interest. There were probably several | not in a condition to endure an evening’s study. This difficulty
factors in this change of feeling, but a powerful influence was | seems to be largely overcome, partly by the holding of classes in
the introduction of compulsory attendance at day schools in the|the afternoon in certain cases, and partly by the system of
case of children. The double compulsion became irksome to the; associating the individual school with the individual trade, if
working classes, who wished to see their children wage-earners | not with the individual workshop. In the large towns separate
as soon as possible, and to employers, who found themselves | classes exist for various trades, and the classes are arranged for
debarred from employing juvenile labour under a certain limit of | the days and hours when the young people can most easily be
age, and limited in the use of that labour between the day school | spared from their employment. All this demands careful
period and manhood. Thus continuation schools fell into great|arrangement, and the smooth working of the system at present
‘unpopularity, and in one State after another the compulsory | has been evolved from the mistakes and friction and failure of
laws were abrogated. In 1859 Saxony followed the lead of other|the past. Boys who are in the same workshop, or who are in
States in this direction, and in the course of a few years the|rival workshops of the same trade, tind themselves in the same
-system almost ceased to exist. class; and the principle of emulation comes fully into play,

The resuscitation of the system was one of the results of the) giving an intellectual stimulus to a mechanical art and causing
great war of 1870. When it was over, the Empire began to|the pupil to forget that he is tired. No boy likes to be called
-apply itself to the arts of peace. In Saxony attendance at|Schafekopf (“ Sheep’s-head,” “ Fathead”), which is a term liber-
continuation schools, evening or Sunday schools, was again |ally applied to a stupid fellow, I understand, by his companions.
made compulsory early in the year 1873; and that compul-| But, in addition to these considerations, it has to be remem-
sion has remained a feature of the system ever since. The/|bered that only a certain number of hours per week are compul-
organization now exists in most, if not all, of the German States.| sory. In Dresden the number is four, but the Local Authority
There is an Imperial law, as distinguished from the local laws, | may fix the number of hours as high as six, and the minimum is
on the subject. The Imperial law assumes that the schools will|two hours per week on an average over the year. I understand
exist and that young workers will attend them. It then provides | that only a little over 1U per cent. of the educational districts go
that all employers of labour shall give their workers who are! above the minimum, but this low proportion is due to the country
under the age of eighteen years such opportunities of attendance | districts, which, as elsewhere than in Germany, labour under
as the Local School Authorities may considet necessary. But | educational disadvantages, and, on account of the pressure of
under this law, so far, it is lett to the option of the individual | field work in summer, have to do most of the educational work
whether to attend or not. The law, however, provides, further, |in winter. In the towns a great variety of opportunity is given,
that any District Council, or body superior to a District Council, |and the classes are spread over a longer portion of the year.
may make it compulsory for the young workers within their FINANCES.
It is difficult at present to separate the finances of the con-

*The third gf an instructive series of papers on ‘‘ Public Schools in | tinuation schools from those of the general system worked by the
. Germany.” district. The teachers of the continuation æelasseswrecoalso, in

History OF THE MOVEMENT.

The history of the movement is a valuable lesson in itself.
For its origin we have to go back to the sixteenth century, and
the movement was begun as an effort on the part of the Church
‘to dispel the ignorance which then prevailed as to the truths of
religion. Classes were formed, to meet in the churches on
the Sunday afternoons, and to receive instruction from the
pastors. They were exactly what we understand by “ Sunday
schools,” but in the course of time secular subjects were added
to the subjects taught ; and this was found to be a great advan-
tage. As the elementary system of day schools came into
‘existence and made for itself a thoroughly assured position,
these Sunday schoois came to be useful adjuncts to the system.
Saxony led in the origin and development of these continuation
schools.

The next stage in the history of their development is associ-

[From the Scotsman. ] whole State, but in other parts of the Empire, the District

Aug. 1, 1908. |

THE EDUCATIONAL TIMEs.

339

most cases, teachers in the day schools. They are paid separately
for their continuation school work, at rates which vary a great
deal, but are never high—sometimes only about 40 or 50 marks
per year for one hour per week, ad sometimes double that rate.

It will probably be possible to present a complete financial
statement of the total cost of the system in Dresden by the year
after next. In spite of the success of the system in that city, or
perhaps because of it, the authorities are not content to go on as
at present. They are working out a scheme by which the con-
tinuation schools will have their own buildings and their own
teachers ; and I was told that the reformed scheme would prob-
ably be in working order next year. Such a scheme will entail a
great deal of additional expenditure, and doubtless one feature of
the scheme will be a still greater ‘distribution of the continuation
work over the whole day. Whether that will entail difficulty in
the withdrawal of young workers from their occupations during
the day remains to be seen; but I think it may be safely antici
pated that the arrangements arrived at will have the support
and concurrence of employers... .

EXAMPLE OF COLOGNE.

Cologne has a most carefully organized system of continuation
schools, and has about thirteen hundred teachers in its day
schools on whom it can draw for the staffing of its continuation
work. Dr. Brandenburg, the Schulrath, told me that their
system of technical schools for trades is not properly introduced
yet, but they have at present classes for tailors, shoemakers, and
clockmakers. The continuation schools of the city are attended
by about six thousand boys and young men. There are no con-
tinuation schools for girls. Attendance is compulsory between
the ages of fourteen and seventeen years. The classes are held
from seven till nine every evening, and each pupil must attend
two nights per week. In addition, drawing classes meet every
Sunday morning from 9.15 till 11.15, the assumption being that
church is attended before 9. Religious instruction at these
classes is given once or twice a month, but attendance at this
instruction is voluntary. ‘The compulsion exerted here is very
stringent. Employers who keep pupils back from their classes
may be fined up to 150 marks, or £7. 10s.; while, if the pupil does
not attend, he or his parent may be fined up to 20 marks, or £1.
I asked Dr. Brandenburg if much difficulty was experienced in
enforcing compulsory attendance, and his answer was that at-
tendance was “fairly willing ”—which I assumed to be quite
satisfactory, considering the high standard of obedience which
is expected by the German official mind. He seemed to attach
the greatest value to the penalties as a means of persuasion.

HIGHER CONTINUATION SCHOOLS.

There are three classes of continuation school above the ordin-
ary or compulsory kind, and the attendance at one of these
superior schools exempts from attendance at the ordinary kind.
But admission to the higher school depends on attainments, and
so another incentive is brought into play for the success of the
day school. The highest of these three classes is the“ Higher
Commercial Continuation School,’ possessing a lower and a
higher division. The lower division has a fixed three years’
course, and the higher has a two years’ course, which is optional.
In each stage there are compulsory subjects and optional sub-
jects. In the lower division the compulsory subjects are :—
First year—German, writing, arithmetic, French, and English.
Second year—correspondence and business management, arith-
metic, single entry book-keeping, shorthand, French, and English.
Third year—Correspondence and business management, arith-
metic, double-entry book-keeping, geography and knowledge of
goods, French, and English. One of these headings is signifi-
cant—the German always teaches geography with special refer-
ence to the goods which are required by the part of the world
being studied.

In the higher division, one of the three alternative conditions
of admission to which is a certificate of one year's voluntary
military service, the subjects are:—First year—correspondence
{with instruction in business management and law), single and
double-entry book-keeping, commercial arithmetic, French corres-
pondence and conversation, and English for beginners and also
with conversation. Second year—science of economy, book-
keeping (systems and more difficult ca~es). commercial arith-
metic, French correspondence and conversation, and English
correspondence and conversation.

In the other two classes of continuation school above the
ordinary grade, foreign languages are omitted, and the other
subjects are of the nature of a preparation for the classes which
I have just described.

THE ORDINARY GRADE.

In the ordinary classes a great deal of attention is given to
reading, writing, and arithmetic. In one of the papers in my
possession a long list of reading-lesson subjects is given follow-
ing upon careful directions as to the method to be adopted by
the teacher to make the lessons useful and interesting. The
following are a few of the subjects culled from a list of fifty :—
“Bread,” “The Slater’s Realm (Work, &c,),” “In a Hat Fac-
tory,” “ A Pair of Factory Shoes,” “ The Division of Labour,”

|“ The Electric Bell,” “ Phthisis and its Treatment,” “The Care

of Health in Town and Workshop,” “ The Constitution of the
Empire,” “ The German Fleet,” “ The Blessing of Sunday.”

The reason for the elaborate directions to teachers lies in what
at first threatened to make the system a comparative failure.
This was the tendency to make the continuation school too much
like the day school from which the boy had just received his
release. The idea is to continue the education, but to make it
less theoretical and more in relation to the pupil's daily life and
work. He is regarded as in some sense a man and a citizen, and
his work is now mapped out for him on that principle. A great
deal more might be written about the working of the system.
But what I have written is probably sufficient to show that the
system has proved its usefulness and established a firm hold on
the German nation.

CONFERENCES FRANÇAISES.

SocrETE NATIONALE DES PROFESSEURS DE FRANCAIS.

LA FEMME DANS L’HISTOIRE.
Par M. GRAVELINE.

Le 27 juin, M. Graveline nous parlait de “La Femme dans
l Histoire.” M. le docteur Emil Reich était au tautenil. Nous
ne pouvons malheureusement que résumer en peu de mots
cette conférence intéressante et bien documentée, à laquelle M.
Graveline a su donner une attrayance toute particulière.

A l'ouverture de la séance, le docteur Reich prononça quelques
paroles pleines de bons sens sur les femmes en général, et posa
ce problème : “ Pourquoi les femmes ont-elles eu une si grande
influence dans l'Histoire de France?” C'est ce problème que
M. Graveline s'est efforcé de résoudre.

M. Graveline commença par citer un dicton allemand: “ Dien
fit d'abord l'homme, puis la femme, puis le tabac... pour le
consoler.” Galants toujours, ces messieurs! Voltaire l'était
plus. Il compare la femme à une rose mousseuse, “ une fleur
jolie, agréable, mais remplie d'épines.” On pourrait encore
trouver là quelque chose à redire. Un auteur américain a dit
“qu'un Français auprès d'une femme belle, gracieuse ou spiri-
tuelle, cesse d’étre homme.” Serait-ce la la solution du “ pour-
quoi” du président? Le fait est que, dans l'Histoire, on reste
étonné de ce fait que les Français semblent toujours s‘¢tre laissé
mener “ par le bout du nez ” par les femmes. A toutes les pages
on rencontre la femme, toujours la femme. Elle est la cause de
tout; elle fait la paix, elle fait la guerre. Cela commence à
l'époque gallo-romaine avec Eponine, épouse de Sabinus, un bel
exemple d'amour et de dévouement conjugal. Puis c'est Clotilde,
femme de Clovis, qu'elle convertit, dit-on, au christianisme.
Frédégonde et Brunehilde, ces démons enjuponnées, ne trouvent
pas grace devant M. Graveline, qui les passe rapidement et s'arrète
a Mathilde, la femme du Conquérant, à qui lon doit la fameuse
tapisserie de Bayeux. Puis il nomme Blanche de Castille, la
vertueuse mère de Louis IX, Marguerite de Provence, et en
arrive à Isabeau de Bavière, charmante créature qui fut la cause
du malheureux traité de Troyes. Mais voici apparaitre Jeanne
d'Arc, femme extraordinaire, la plus extraordinaire de l Histoire.
Il la détaille dans tous ses actes jusqu’au sacre de Charles VIL
à Reims. Sa récompense? Un bûcher à Rouen où elle fut
brilée comme sorcière à l'instigation de l'évêque de Beauvais !

Puis c'est Marguerite d'Angoulème, Diane de Poitiers,
Catherine de Médicis, cet autre démon en jupons, dont les jouets
favoris étaient les oubliettes, le poison, la torture. Elle fit
mourir, au moyen de gants empoisonnés, Jeanne d'Albret, Ja
vertueuse mère d'Henri IV, et fut la cause du massacre de la
Saint-Barthélemy.

Puis viennent Marie Stuart, la Duchesse de Longueville,
Madame de Motteville, Madame de Sévigné dont les lettres sont
si populaires; Madame de Maintenon qui influença tant le
règne de Louis XIV; Mesdames de Montespan, de Pompadour,
Dubarry; puis la malheureuse Marie-Antoinette,.une des plus

340

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

tristes figures de l'Histoire de France; les impératrices Joséphine
et Marie-Louise, et Madame de Staël qui eut une si grande
influence littéraire.

Le XIXe siécle nous donne la romantiste George Sand, la reine
Marie-Amélie et l'impératrice Eugénie. Et le conférencier se
demande quelles seront les femmes d'aujourd'hui qui legueront

‘* Method and School Management’’; by Prof. Adamson, on ‘‘ The
Teaching of English”; by Prof. Pollard, on ‘‘The Teaching of
History ’’; by Dr. Herbertson, on ‘‘ The Teaching of Geography ”’ ;
by Mr. S. Barlet, on ‘‘ The Teaching of a Modern Foreign Language” ;
by Dr. R. J. Collie, on ‘‘ Preventable Physical Defects of School Chil-
dren °’ und on ‘‘ Healthy and Unhealthy Brain Action” ; and by Dr.
Aikin, on “ The Use of the Voice.” Single lectures were also given by

leur nom a la postérité. Peut-détre Mesdames Sarah Bernhard, | Mr. P. A. Barnett Mr. J. Harrison. and Mr. E. D. A Morshead
° e . * . . z ’ . . . . .

Curie, Chaminade et Gyp!
M. Graveline conclut par un fragment de poésie de Victor
Hugo: ‘Le Doigt de la Femme,” commençant ainsi :
Dieu prit sa plus pure argile,
Et son plus pur kaolin,
Et fit un bijou fragile,
Mystérieux et câlin.

Il fit le doigt de la femmo.
et se terminant par ces mots :
Le diable alors s’éveilla.
Dans l'ombre où Dieu se repose,
Il vint noir sur l'orient,

Et tout au bout du doigt rose
Mit un ongle . . . en souriant.
L' “ épine ” de Voltaire!
M. le docteur Emil Reich, après avoir complimenté le con-
férencier, ajouta quelques mots à propos de Jeanne d'Arc et de
la place de la jeune femme en France.

COLLEGE OF PRECEPTORS.

HALF-YEARLY GENERAL MEETING.

THE ordinary half-yearly General Meeting of the members of
the Corporation was held at the College on Saturday, July 18.

The Secretary having read the advertisement convening the
meeting, Sir PuHrtip Macyus 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. It was as follows :—

REPORT OF THE COUNCIL.

The Council beg to lay before the members of the College the follow-
ing Report of their proceedings during the past half-year :—

1. During the past half-year a course of twelve lectures on ‘‘ The
Application of Psychology to the Work of the School’’ has been
delivered by Prof. J. Adams, M.A.. B.Sc., F.C.P. A course of twelve
lectures on ‘‘ The Practical Teacher’s Problems ” will be given by Prof.
Adams in the autumn.

2. The Christmas Examination of Teachers for the College Diplomas
was held in the first week in January, and was attended by 514 candi-
dates—316 men and 198 women. During the past half-year the
Diploma of Fellow has been conferred on one candidate, that of
Licentiate on 24, and that of Associate on 155, who had satisfied the
prescribed conditions.

3. The number of candidates entered for the Midsummer Certificate
and Lower Forms Examinations is 5,520. The Professional Preliminary
Examination was held in the first week in March, and was attended by
295 candidates.

4. During the past half-year the Council have conducted the inspec-
tion and examination of five schools by visiting examiners.

5. The examination of pupils in schools in Newfoundland, which the
Council have undertaken to conduct at the request of the Newfound-
land Council of Higher Education, was held at a hundred centres on
June 22 to 29. These examinations, which were instituted by the New-
foundland Council fifteen years ago, comprise four grades corresponding
approximately to the four grades of the College Certificate and Lower
Forms Examinations, and it is now desired to bring them into closer
relationship with the scheme of the College.

6. At the members’ meetings held during the past half-year the
following lectures have been given :—‘‘ Suggestions from America to
British Educationists,’’ by F. Charles, B.A. ; ‘‘ Science in Correlation
with Geography and Mathematics,” by T. Percy Nunn, M.A., D.Sc. ;
t School Life and Healthy Growth,” by Hubert E. J. Biss, M.A.,
M.D. At a meeting held in connexion with the first International
Moral Education Congress, an address on ‘‘ Moral Education’ was
delivered by Sir Edward Busk. Reports of the lectures have been
published in Zhe Educational Times.

7. A winter meeting of teachers was held at the College on
January 7 to 15. Short courses of lectures were given by Prof. Adams,
on "“ The Psychological Bases of Education’’; by Prof. Findlay, on

The lectures throughout were attended by large audiences. The cost to
the College, beyond the amount of the fees received, was about £80,
which was supplied from the interest on the money invested on account
of the Teachers’ Training Fund.

8. During the past half-year fifteen new members have been elected,
notice has been received of the withdrawal of seven, and the names of
twelve members have been removed from the list. The Council regret
to have to report the death of the following members :—Mr. J. B.
Dashwood, A.C.P., Mr. C. Filer, A.C.P., Mr. J. E. Greenhill, Rev.
H. Lister, F.C.P., and Rev. O. J. Vignoles.

9. The Council have expressed their general approval of proposals for
the constitution of the future Registration Council, which were adopted
at a Conference convened by Dr. Gow on the 29th of February. It was
recommended that the Registration Council should consist of six Crown
nominees, five representatives of the National Union of Teachers, three
co-opted members, two representatives of Technological Associations,
and one representative of each of the following :—Head Masters’ Con-
ference, Head Masters’ Association, Head Mistresses’ Association, Assis-
tant Masters’ Association, Assistant Mistresses’ Association, Private
Schools Association, Preparatory Schools Association, Teachers’ Guild,
College of Preceptors. The Council regret that the Board of Education
have delayed their decision upon these proposals, which have been
approved by all the Associations interested.

10. In order to enable members to take a larger share in the conduct
of the business of the College, the Council recommend certain alterations
in Section V. of the By-Laws, which relates to the proceedings at
general meetings, including the election of members of the Council.
They also recommend alterations in Section I., clause 3, and in
Section VI., clause 7. These alterations are embodied in an amended
form of the sections concerned which will be submitted for the consider-
ation of the members at the next half-yearly general meeting.

11. The Federal Council has held one ordinary meeting during the
past half-year, and has considered the questions of the incidence of tax-
ation on school boarding-houses, and of salaries and pensions for assis-
tant masters in secondary schools. The Head Masters’ Conference haa
withdrawn from representation on the Council, and a small Committee
has been appointed to consider the constitution and functions of the
Federal Council.

In reference to paragraph 9, the Drax said he thought they
ought to express their obligation to Sir Philip Magnus for the
part he had taken in the discussions on the subject of the Regis-
tration of Teachers. In conjunction with two other distinguished
University representatives in Parliament, he had persisted in
urging on the Government to take in hand the formation of a
Registration Council, and it was greatly to be regretted that as
yet no such Council had yet been established.

The CHAIRMAN said he was much obliged to the Dean for
referring to the small part he (the chairman) had been able to
take in urging upon the Government the importance of re-estab-
lishing the Registration Council which came to an end a short time
since. A memorandum had recently been issued by the Board
of Education containing an account of the circumstances which
led up to the abolition of the Registration Council which had
been constituted under the Education Act of 1899. The clause
of the Education (Administrative Provisions) Act of 1907, which
provided for the formation of a new Registration Council, was
as follows :—‘ Any obligation to frame, form, or keep a register
of teachers under paragraph (a) of Section 4 of the Board of
Education Act, 1899, shall cease: Provided that it shall be
lawful for His Majesty by Order in Council to constitute a
Registration Council representative of the teaching profession,
to whom shall be assigned the duty of forming and keeping
a register of such teachers as satisfy the conditions of registra-
tion established by the Council for the time being, and who
apply to be registered.” The Board of Education had received
communications from a number of representative educational
bodies urging that a new Council should be formed, represent-
ative of the teaching profession, to consist of members as agreed
upon at a meeting of representatives of associations of teachers
which was held on the 29th of February last. The difficulty that
the Board ot Education appeared to feel in acceding to the
wish of the organized bodies of teachers, as expressed at this
conference, was that the Board were not satisfied that the pro-
posed constitution of the Council would make it truly represent-
ative of the teaching profession. And what the Board had
asked the members of a deputation that had—been received

Aug. 1, 1908.} THE EDUCATIONAL TIMES. 341

by Sir Robert Morant to do was to bring up proposals for
the constitution of a Registration Council which should be
representative of the teaching profession as a whole—not
only of persons representing associations who were technically
teachers, but also of representatives of teachers of special
subjects. He need hardly say that considerable difficulty would
arise if the attempt were made to form a Council which should
not only be representative of the teachers in our elementary and
secondary schools, but which should also represent teachers en-
gaged in giving instruction in a great number of separate
subjects for which special teachers were employed; and unless
some way could be found of getting over this difficulty, he feared
that it was unlikely that, for some time at least, a Registration
Council would be called into existence. He would desire to
emphasize the words of the Clause in the Act of Parliament,
which, it seemed to him, did not lend much weight to the view
put forward by the Board of Education, because it stated that
there should be a Registration Council representative of the
teaching profession, to whom should be entrusted the duty of
forming and keeping a register of such teachers as satisfy the
conditions of registration established by the Council for the time
being, and who apply to be registered. Therefore it was quite
clear that it was not necessary that the Registration Council
should itself consist of representatives of every class of teachers,
but that the different classes of teachers desiring to be regis-
tered should make an application to the Council, and that the
Council, when constituted, not before, should then satisfy itself
with regard to the conditions under which registration was to
be carried out. He did not propose to consider all the difficulties
which had been raised by the Board of Education and were set
forth in the Board’s Memorandum; but they were difficulties
which he thought might possibly be overcome. He would like,
however, to refer to the concluding words of the Memorandum
as indicating that there was room tor hope that this Registration
Council might yet come into existence: “The Board are prepared
to proceed at once to further steps for bringing a new Regis-
tration Council into existence, so soon as they receive adequate
assurances from the teaching profession that the composition
proposed for it by the Conference is considered to satisfy the
condition of Section 16 of the Act that the Council must be repre-
sentative of the teaching profession.” He (the chairman) could
only urge, therefore, that the bodies of teachers desiring that
this Council should come into existence should at public meet-
ings, or by direct communication with the Board of Education,
assure the Board that, after having considered all the objections
that had been raised, and satisfied themselves as to the means
by which those objections might be met, they believed that the
proposed Registration Council, with such modifications as might
yet be agreed upon, might be regarded as truly representative
of the teaching profession.

Mr. SouTHEE said he had always taken the greatest interest in
the question of the registration of teachers, and would be glad
to know where he could see the memorandum referred to by the
Chairman. He was himself one of the earliest private-school

|

rm ET e a

teachers to be registered, and he supposed he might consider

himself to be on the Register still; or would it be necessary for į

him to make a fresh application to the new Registration Council
when it was formed? He desired cordially to support the line
the Council had taken in the matter.

Mr. Raprorp expressed his doubts as to whether they had
anything to hope from the action of the Board of Education with
regard to registration.

The Report of the Council was adopted.

The Dean then presented his report, which had been printed
and circulated among the members attending the meeting. It
was as follows :—

Tue Deax’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 30th June to the 4th July at 151 Local Centres and Schools. In
the United Kingdom the Examination was held at the following places :—
Abingdon, Alford, Ashbourne, Athlone, Balham, Bath, Belfast, Bentham,
Birmingham. Birr, Blackheath, Blackpool, Boxmoor, Brecon, Brighton,
Bristol, Bruff, Bury St. Edmunds, Buttevant, Cardiff, Carlisle. Car-
marthen, Carnarvon, Charleville, Cheltenham, Chichester, Clapham,
Coleraine, Congleton, Cork, Croydon, Devonport, Dumfries, Durham,
Ealing, East Grinstead, Eccles, Edinburgh, Exeter, Eye (Suffolk),
Falmouth, Felixstowe, Ferndale, Folkestone, Forest Hill, Goole, Gos-

berton, Goudhurst, Grove Ferry, Guernsey, Hastings, Hatfield, Hawk-
hurst, Herne Bay, Highgate, Highworth, Horsmonden, Huddersfield,
Inverurie, Ipswich, Kanturk, Kirkby Stephen, Knighton, Launceston,
Leeds, Leek, Liverpool, London, Lostock Gralam, Maidstone, Malvern
Link, Manchester, Mansfield, Margate, Market Bosworth, Melton Mow-
bray, Merthyr Tydfil, Middlesbrough, Midleton, Mountmellick, Muswell
Hill, Newcastle-on-Tyne, Newton Abbot, Nottingham, Penarth, Pentre,
Plymouth, Porth, Portsea, Portsmouth, Quorn, Redditch, Richmond
(Surrey), Rivington, Rochester, Ruthin, Rye, Scorton, Seaford, Shebbear,
Sheffield, Skegness, Southampton, Southend, Southport, Southsea, South-
wold, Spalding, Stockton PW aring ton). Stonyhurst, Streatham Hill,
Stroud, Sunderland, Taplow, Taunton, Thurles, Tonbridge, Totland
Bay, Upper Norwood, Wellington (Salop). Welshpool, Westclitf-on-Sea,
West Hartlepool, West Norwood, Weston-super-Mare, Weybridge,
Wigton, Winslow, Worcester, York. The Examination was also held at
Gibraltar, Constantinople, Abonema (S. Nigeria), Krugersdorp (S. Africa),
Colombo (Ceylon), Rangoon (Burma), Wei-hai-wei (N. China), Nassau
(Bahamas), and British Guiana.

The total number of candidates examined (not including 127 examined
at Colonial Centres) was 4091—2693 boys and 1398 girls.

Taking the Christmas and Midsummer Examinations together, the
total number of candidates examined during the year ending Midsummer,
1908 (not including those who attended the supplementary examinations
in March and September), has been 9642.

The following table shows the proportion of the candidates at the
recent Midsummer Examination who passed in the class for which they
were entered :—

Examined. Passed. Percentage.
First Class [or Senior] ... 502 ...... 224 | vena 45
Second Class [or Junior] 1842 ...... 936 ...... 5l
Third Class ............... 1360 a... 1038 ...... 76

The above table does not take account of those candidates who obtained
Certificates of a lower class than that for which they were entered, nor
of those (387 in number) who entered for certain subjects required for
professional preliminary purposes.

The number of candidates entered for the Lower Forms Examination
(not including 69 examined at Colonial Centres) was 1128—525 boys and
603 girls. Of these 996 paased, or 88 per cent.

At the Professional Preliminary Examination for First and Second
Class Certificates, which was held on the 3rd to 5th of March, in London
and at seven Provincial Centres, viz., Birmingham, Bristol, Cardiff,
Leeds, Liverpool, Manchester, and Newcastle-on-Tyne, 292 candidates
presented themselves.

Practical Examinations to test Ability to Teach were held in February
and May. At these Examinations 4 candidates presented themselves,
and 4 obtained Certificates.

The report was adopted.

Dr. Mapes moved, on behalf of the Council, the first of the
resolutions standing on the agenda paper :

I. That Section V. of the By-laws be amended so as to read ar
follows :—

1. The Secretary shall between December Ist and 7th in every year give notice
in writing to every Member of the College of the date of the January General
Meeting. He shall at the same time forward a form of nomination upon
which a Member may nominate twelve Members as Members of Council and
three Members as Auditors, and upon this form a copy of the by-law next
following shall be printed. Upon the nomination form shall also be printed a
list of the names of the twelve Members of the Council and the three Auditors
whose period of office will expire at the next January General Meeting, the
names of those who have given to the Secretary in writing notice of their un-
willingness to be re-elected being indicated.

2. Any Member may nominate not more than twelve Members as Members
of the Council and not more than three Members as Auditors, and the name
of every candidate so nominated, if received by the Secretary twenty-four
days at least before the election, will be included in the list prepared and
issued by the Secretary in accordance with the by-law next following,

3. The Secretary shall prepare s list of the persons nominated as above,
with the title of uny office of emolument held in the College by the Candidate,
A printed copy of this list shall be sent to every Member of the College at
least fifteen days before the time of election,

4. In the event of a sufficient number of Members not having been nomin-
ated for election, as either Members of Council or Auditors in accordance
with the provisions of the preceding by-Jaws, the Secretary shall summon a
special meeting of Council to be held immediately before the half-yearly

zeneral Meeting, and the Council at that meeting shall nominaie so many,
and only so many, Members as Members of Council or Auditors as shall, with
the numbers nominated in accordance with the preceding by-laws, complete
the number required to be elected.

5. The elections shall be made at the January General Meeting, and shall
be conducted as follows :—A list of all the Candidates nominated as above,
whether under by-law 2 or by-law 4, shall be given to each Member present.
The Chairman of the meeting shall appoint two Scrutators, Each Member
shall erase from his list the names of those Candidates for whom he does not
wish to vote, adding or substituting others at pleasure, but leaving not more
than twelve names for Members of Council and three for Auditors, Each
Member present shall then give his list unsigned to one of the Scrutators, his
name being at the same time written down by the Secretary. The Scrutators
shall reject all such voting lists as do not fulfil these conditions, Those
Candidates for the Council, not being more than twelve in number, and these
Candidates for the Auditorship, not being more than three in number, whom
the Scrutators report to have the highest number of votes, shall be named by
the Chairman of the meeting in the numerical order of the votes obtained by
them, and shall be declared by him to be duly elected, In the event of an
equality of votes, the Chairman shall give a casting vote or votes so as to
provide for the election of the necessary number as. Members of Council and

342

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

Auditors, Provided nevertheless that shonld the necessary number of Mem-
bers of Council and Auditors not have been elected as above, the meeting
shall forthwith proceed to elect such a number as will with the number
previously elected make the numbers elected twelve and three respectively.

6. Every proposition intended for discussion at a Special General Meeting
shall be in writing signed by the requisitionists, and shall be printed, and a
copy thereof shall be sent by the Secretary to every Member of the Corpor-
ation, with the notice convening the Meeting; and the same rules for
discussing, and voting on, such propositions, shall be followed as are provided
in the case of Ordinury General Meet inie.

Every proposition, unless made by the Council, for enacting, reversing,
annulling, or amending any by-law, whether made by the Council or a
General Meeting. shall be in writing, signed by at least six Members of the
Corporation of at least twelve calendar months’ standing, and sent to the
Secretary thirty days before the Ordinary or Special General Meeting at
which such proposal is intended to be discussed. Such propositions shall be
printed, and a copy thereof sent by the Secretary to every Member of the
Corporation at least fifteen days before such meeting.

8. All other propositions intended to be brought before an Ordinary
General Meeting shall be in writing, signed by the persons who make them,
and shall be sent to the Secretary at least thirty days before such meeting.
Such propositions shall be printed and a copy thereof sent by the Secretary
to every Member of the Corporation at least fifteen days before such meeting.

9. Amendments on any proposition relating to a by-law of which notice
has been given to the Members, as hereinbefore provided, may be brought
forward at the meeting before which such proposition is intended to be dis-
cussed, provided notice of the amendments be sent to the Secretary not less
than seven days before such meeting, and provided such amendments are, in
the judgment of the Chairman of the mecting, pertinent to the original
proposal, The Chairman shall have absolute authority to decide this question.
All such amendments shall be read aloud by the Secretary at the commence-
ment of the meeting.

10. Ainendments on any other proposition, of which notice has been
given tothe Members, as hereinbefore provided, may be brought forward at
the meeting before which such proposition is intended to be discussed, provided
such amendinents are, m the judgment of the Chairman of the meeting,
pertinent to the original Soal The Chairman shall have absolute authority
to decide this question.

11. All questions at a General Meeting shall be decided by a show of hands,
unless a ballot be demanded by six of the Members present, in which case the
voting shall be by ballot.

He stated that the principal object of the proposed altera-
tions was to interest the members of the College in the work
of the Council, and to enable the general body of the mem-
hers to exercise a real influence on the election of mem-
bers of the Council. Under the present By-laws the "house
list ” recommended by the Council was almost invariably elected
year after year, and the ordinary members had little, if any,
opportumty of influencing the elections. It was hoped that
under the altered conditions embodied in the amended form of
Section V. members would be led to take more interest in the
election of members of the governing body of the College. With
regard to clause 10, under the existing regulations it had prac-
tically been impossible for any amendment to be made in any
proposition brought forward for discussion at a General Meeting.
This entailed manifest practical inconveniences, which the pro-
posed alteration would remove.

The Drax stated that the new By-laws had been very care-
fully considered by the Council, and counsel’s opinion had been
obtained, through the College solicitor, as to their conformity
with the provisions of the Charter.

The Cuaixman having replied to inquiries as to the precise
effect of the proposed alterations, the first resolution was adopted
unanimously.

The following resolutions recommending verbal alterations of
the existing By-laws were then adopted :—

II. That Section I., clause 3, of the By-laws be amended so as to read
as follows :—

This paper must be delivered to the Secretary, and read at the next meeting
of the Council: after which it shall be hung up in the Office of the College,
and rennin there until the Candidate is voted for. Such voting shall take
place at the ordinary meeting of the Council held next after the meeting at
which the nomination paper was read. No Candidate shall be declared
elected unless he or she receive the votes of at least three-fourths of the
members of the Council present.

II. That Section VI., clause 7, of the By-laws be amended so as to
read as follows :—

At the first meeting of the Council after the first Ordinary General Meeting
of the year of the Members of the Corporation, the Treasurer, Dean, Modera-
tors, Examiners, Inspectors, and Revisers shall be elected, and shall hold
office until the first meeting of the Council after the first Ordinary General
Meeting of the Members of the Corporation in the ensuing year.

The TREASURER then moved the following resolution :—
IV.—That the General Mecting authorize a contribution of five
guineas towards the expenses of the International Congress on

Moral Education which is to take place in September, 1908.

The CuitkMan informed the meeting that the Council had
received an invitation to send representatives to the Congress,
and had appointed Profs. Adams and Adamson to act in that
capacity. It was now proposed that the general meeting should
authorize a contribution towards the expenses of the Congress.

The resolution was adopted.

A vote of thanks to the Chairman concluded the proceedings.

ADJOURNED MEETING OF THE COUNCIL.

An adjourned meeting of the Council was held on July 18.
Present: Sir Philip Magnus (President) in the chair; Prof.
Adams, Prof. Adamson, Dr. Armitage-Smith, Rev. Canon Bell,
Rev. J. B. Blomfield, Mr. Brown, Mr. E. A. Butler, Mr. Eve,
Mr. Kelland, Rev. R. Lee, Dr. Maples, Dr. Marx, Mr. Millar-
Inglis, Miss Punnett, and Mr. White.

The Secretary reported that the Midsummer Certificate and
Lower Forms Examinations had been held on June 30 to July 4
at 151 centres and schools. `

Prof. Adams and Prof. Adamson were appointed to represent
the College at the International Congress on Moral Education to

take place in September. i l
The following books had been presented to the Library since

the last meeting of the Council :—

Ry Dr. BELA EropI.— Education in Hungary.

By the DEPARTMENT OF THE INTERIOR, CANADA.—Atlas of Canada. :

By the GENERAL MEDICAL CoUNCIL.—Minutes of the General Medical Council,
January 1-June 3, 1908. | ,

By A. & C. Buack.—Black’s Geographical Pictures (Packet No. 1); Frazer's
English History from Original Sources, 1485-1603. a

By BLACKIE & Son.—De Commines’ Warwick the King-Maker (Blackie’s
Enghsh Texts); Gregory’s Geography: Structural, Physical, and Comparative ;
Labesse’s About’s Le Turco; Thouaille’s Second Course in Colloquial French,

By W. B. CLIYE.— Matriculation Directory, June, 1908.

By Ginn & Co.—Ravenhill and Jewett’s Good Health, ei

By MACMILLAN & Co.—Beak’s Indexing and Précis Writing; Buller’s Washing-
ton Irving's Rip Van Winkle, and other Sketches ; Dowse’s Book of Poetry Ilus-
trative of English History, Part I.; Fowler's Stories from Hawthorne's Wonder
ee ; Hall und Stevens’s School Arithmetic; 'Tout’s Cavendish’s Life of Cardinal

rolsey. :

By METHUEN & Co.—Asman’s Junior Latin Prose; Draper’s Jean Valjean ;
Ingħam's La Bouillie au Miel; Jackson’s First-Year Physics; Patterson's L’ His-
toire de Pierre et Camille.

By G. PHILIP & Son.—Young’s Rational Geography, Part III.

By RivingTons.—Hartog’s De Muistre’s Les Prisonniers du Caucase; Sandeau’s
Chez les Sauvages, Souvestre’s Le Mari de Madame de Solange, Le Roi de la Mon-
tagne d'Or, and Récits de Guerre et de Révolution; Robeson’s Graduated Krench

Sxercises.
Calendars of Edinburgh University and the Royal University of Ireland.

REVIEWS.

“THE Goop DUKE.”

Humphrey, Duke of Gloucester. A Biography. By K. H. Vickers,
M.A., Exeter College, Oxford, Lecturer in Modern History
at University College, Bristol; Organizer and Lecturer in
London History for the London County Council. (lös. net.
Constable.) .

“No man,” says Mr. Vickers, “ has left a greater mark on the
progress of English thought than this Duke Humphrey.” It is
a strong claim, and it is the Duke's highest title to honourable
remembrance, though his life was largely spent in war and
politics. Humphrey de Lancaster was born in 1390, the fourth
son of Henry of Bolingbroke and Mary Bohun, co-heiress of the

rincely inheritance of the Earls of Hereford and Essex. His

father’s accession to the throne made him a prince in the line of
succession; but during his father’s life he does not appear to
have taken any definite part in public affairs. His brother's
accession brought him a step nearer to the throne, and, when he
was created Earl of Pembroke and Duke of Gloucester in 1414,
he attained prominence in the State. He was now twenty-three,
and “his entire absence from all political functions, and his in-
activity, whilst his brothers, little older than himself, had taken
an active part in the management of public affairs, suggest the
impression that he was not destined for a political career.” His
first practical experiences were gained in Henry V.'’s French
war, in which “ Humphrey saw not so much a policy as an idea,
an idea which he worshipped to the day of his death.” Without
following his campaigns in detail, we may quote Mr. Vickers’s
estimate of his military qualities :

Gloucester was an able man and a brave soldier, but he would never
have become even a passable commander. Within circumscribed limits
he had no equal: there was no captain in the English army who could
have surpassed him before Cherbourg, but under no circumstances could
he have taken the position which his great brother holds in military
history. The natural bent of his mind was inclined to the interests of
the moment, and he could never have planned out a campaign, or nursed
his men up to a supreme effort, as did Henry on the march to Agincourt.
Courage, military skill, and the power to appreciate any situation which
confronted him he had in plenty, but in him determination was swallowed
up in rashness, and ability fled before constitutional unsteadiness. As a
leader of a forlorn hope, or in the performance of(a)definite piece of

r=

Aug 1, 1908.]

THE EDUCATIONAL TIMES.

343

work, he was pre-eminent, but his natura] characteristics removed any
chance of his being in any sense a general. In his military life, even
as later in his stormy political career, he displayed great ingenuity and
cleverness; but here, as ever, he lacked that vivifying touch of deter-
mination which alone could have moulded the incidents of his life into
one concentrated policy.

The estimate is just: the expression of it is a very fair sample
of Mr. Vickers’s style—clear and readable, but artless and tend-
ing to redundancy.

In the end of 1419 Gloucester exchanged the tented field for
the Council Chamber: he was launched for the first time into
home politics, as “ guardian and lieutenant of England,” with
emphatic instructions to “carry out all matters of governance
with the assent of and after deliberation by the Council, and not
otherwise.” The power of the middle classes was expanding:
there were all the outward signs of a great industrial revolution.
“It was to the growing powers in England that Humphrey
appealed for sympathy and encouragement, to those who were
gradually working out the progress of England towards
freedom from aristocratic control, to those who were content
to ignore the quarrel of prince with prince and noble with
noble, while they quietly based the future strength of the
kingdom on a wealth born of trade and private exertions.” He
became “the good Duke” of the middle classes. His first
regency was uneventful. The death of Henry V. ended it, and
the minority of Henry VI. started the political rivalry of
(rloncester and Beaufort—the one central theme running
through every aspect ” of Gloucester’s future public life. Mr.
Vickers signalizes three great influences that had now come “to
mould his character and dictate his line of action”:

The crusading zeal of his brother Henry had wedded him to the idea
of French conquests, without giving him the intellectual force to
organize or help such a project. The flight of Jacqueline [of Brabant]
to England had thrown in his way one who, appealing to the desire
for foreign dominion and roving kuight-errantry he inherited from his
uucestors, was to draw him away from his ordered line of policy and
show up all the weaknesses of his character. The opposition of Beaufort
had compelled him to face a new set of circumstances, and had aroused
those factious instincts that had hitherto lain dormant. These three
facts dominated all his future life. His policy was formed by them, and
henceforth he followed whithersoever they led. Little he cared that
they did not agree, that to follow one enterprise he must sacrifice the
other two endeavours on which he had set his heart. His ruling passion
was ambition, but he did not know how to satisfy it. Thus his future
life will be found to be consistent in so far as it is governed by one
overwhelming desire, but totally imconsistent in detail.

a aaae

And so, naturally, “the world of politics was the scene of
Gloucester’s greatest failure.” Mr. Vickers narrates fully and
perspicuously the ups and downs of the political game, the strange
romance ot the two wives of Gloucester, and the conflicting
stories of the cause of the Duke’s death (1447). He cannot make
a hero of Humphrey—a man whose heart always ran away with
his head. Humphrey was sadly lacking in judgment, in mental
balance and stability, in character. Still, there remains a strong
impression of his kindliness and generosity and personal charm,
and Mr. Vickers admits “that Humphrey had many knightly
qualities” and did “many actions which may be regarded as
creditable, if not great.”

Yet “no man has left a greater mark on the progress of
English thought than this Duke Humphrey.” He was a
true child of the Renaissance, “cast far more in the Italian
than in the English mould.” “In no other Englishman of the
time do we find the same love of the ancient classics which
characterized Gloucester”: his “ originality lay in the fact that
he looked to the works of the greater and early Romans for his
mentai food, and therein showed the distinction which lay
between the old and new learning.” “ There was no teacher to
point the way for Humphrey, and we must fall back on his
inherent originality to explain the phenomenon” of his ardent
patronage of the scholars of the new methods. Mr. Vickers
reviews his relations to the Italian humanists of his day —
“perhaps the most interesting page in his history ’’—how he
corresponded with them, got them to send over books to him, and
brought several of them to England to assist him in his studies.
“In England, Gloucester was the acknowledged leader in the
world ot letters, the centre round which native scholar and poet
alike revolved, and his patronage was extended to all who took
an interest in intellectual pursuits”; and Mr. Vickers devotes
a very instructive chapter to the English scholars and poets of
Gloucester’s following. He sets forth Gloucester’s princely
benefaction to the University of Oxford—* quite three hundred

volumes ”; and he is no doubt right in concluding that “his
patronage of Oxford was only one branch of his scholarly
activities,” for “a large proportion of the books which once
belonged to Humphrey, and are still extant, did not form part
of his gift to Oxford.” Gloncester’s tastes in literature were
very catholic; and “he not only understood the meaning of
the new doctrines, but he paved the way towards their fuller
appreciation by the nation as a whole.”

Here, then, is a laborious and able study of a remarkable
character, interesting as a soldier, as a politician, and as a
devotee of learning. The importance of the military and political
aspects of his career is overshadowed by his industry in
collecting the records of the new learning and his liberality in
disseminating the knowledge they contained. Students of
history and of literature will combine to thank Mr. Vickers for
this most interesting and valuable monograph on the good Duke
Humphrey.

Dr. Harywarkp’s New Essay.

Education and the Heredity Npectre. By F. H. Hayward,
D.Lit., M.A., B.Sc. (2s. net. Watts.)

Dr. Hayward’s essays are always welcome: they are always
characterized by ability, earnestness, and independence. Whether
one agrees or vehemently disagrees, one is prodded mercilessly
out of comfortable indifference. “The main contentions of the
present essay are: (1) that the normal conscience is not a ready-
made and unalterable ‘faculty,’ born good or born bad, as
biometricians and others would almost imply, but that (2) moral
instruction is necessary for its development, this instruction.
whether ‘direct’ or ‘indirect,’ being genuine and significant.”
It is “a protest against an entire series of academic ideas that
are distracting and deceiving thousands of teachers and depriv-
ing their work of much of its value.” Accordingly, there is a
double battle, together with the usual championship of Herbart.

We must say at once that we doubt gravely the utility and the
wisdom of tilting at the biometricians. Not that we are con-
cerned for Dr. Hayward's fate in case Prof. Karl Pearson were
to turn upon him and rend him; for when one goes into a fight
one of cuurse expects hard knocks, and Prof. Pearson’s hand is
known to be tolerably heavy. But what is the good of the con-
troversy, from the point of view of the teacher? Whatever
the truth or the falsity of the conclusions of the biometricians,
it may be taken for granted that they will not effect in our time
any essential alteration in our attempts to educate the young:
in any event, the teacher will do his best with his material,
whether “ born good or born bad.” Moreover, as we understand
the somewhat obscure matter, tle biometricians do not contem-
plate laying any embargo upon teaching. If they say generally
that teachers will be successtul only so far, yet they cannot lay
down the precise limit in any given case, and the teacher will
of course go on as far as he finds he can reach—just as he
has always done and is doing. At present biometrical science
is necessarily tentative: the basis of facts is inevitably limited
by the short period of inquiry, by the small number of compe-
tent inquirers, and by the restricted extent of the field of inquiry.
But so far as the work has gone, it cannot be questioned by any
critic that has not equipped himself for his arduous task. Dr.
Hayward’s jeers at plants and peas as objects of experiment
furnishing lessons for human application do seem ill advised.
Is not the secret of the success of Canadian farmers to be
largely found in their careful selection of wheat grains? Do
we not know that within the last century the proportion of sugar
per unit of beetroot has been quintupled by reason of skilful
selection of seed? Is not the same principle assiduously applied
in the breeding of cattle? Even Dr. Barnardo’s successful ex-
ports of East End children were (though Dr. Hayward does not
say s0) very carefully selected. Indeed, the argument appears
to be decisively in favour of like results in the case of human
beings, if human ignorance and perversity did not militate
so overwhelmingly against its application. Certainly, in re-
spect of the physical organism. “ But,” says Dr. Hayward,
“far more important than the supposed heredity of a na-
tion is the circle of thought, the atmosphere of ideas, the
culture-inheritance into which the individuals of that nation
are born.” That may or may not be so—it is a comparative
estimate ; but, if it is so, it does not upset the doctrine of Prof.
Pearson, who asks: “ If man’s physical characters are inherited
even as those of the horse, the greyhound, or the water-tlea,
what reason is there for demanding a special evolution for man’s
mental and moral side?” Prot. Pearson admits, of course, that
“ intelligence can be aided and) be, trained —which )ought>to be

34-4

enough for Dr. Hayward as an educationist; and when he says
that “no training or education can create it—it must be bred,”
he seems to recognize that the very influences that Dr. Hayward
contrasts with heredity go to the eventual, if slow, betterment
of the “ stock.” Does Dr. Hayward contend, against Prof. Pear-
son, that training or education can “create” intelligence? If
so, it is high time he were Minister of Education with a free
hand. However, there seem to be misunderstandings, which
we do not essay to locate; and we must leave Dr. Hayward to
settle the matter with the professed biometricians, believing
in the meantime that the biometricians have not the slightest
notion of limiting in any way the circle of thought or the at-
mosphere of ideas, and, consequently, the scope of the teacher's
influence upon the pupil. Indeed, we are much mistaken if
Dr. Hayward ought not to have been as prompt to annex the
biometricians as he is to annex Mr. Keatinge. ‘There are
certainly no inquirers that are more anxious than they to im-
prove the quality of the materials that teachers expend their
energies in fashioning, and thus to lighten pedagogic labour and
to promote pedagogic efficiency.

Throughout the essay, Dr. Hayward lays heavy stress upon
“ideas and ideals.” In the third chapter—“ The Vindication of
Herbart ”—he points out that “it was precisely Herbart who
emphasized the power of ideas.” It was Herbart “who showed
that ‘apperception’ was the essential process of the mental life,
and ‘ apperceptive interest’ the central concept of education,
linking the instruction of the teacher on the one side with the
pupils will and character on the other.” By all means, let us
insist upon ideas and ideals; but there is no real antagonism
between this position and that of the biometricians, nor need there
be any conflict between the advocates of ideas and the prac-
titioners of “drawing out.” You can draw out and you can fill
in. The human boy's mind is to be recognized as an exceedingly
complex machine, capable of being affected in very different
ways: and strict adherence to one particular mode of handling
it is quite certain to prove lamentably inadequate. We are not
operating in a region of exact science. Dr. Hayward’s fifth
chapter is a charming causerie upon a charming and vital book—
Prof. Adams's “ Herbartian Psychology.” Then comes the con-
troverted question of moral instruction, over which Dr. Hayward
again wrestles with Prof. Findlay and Mr. Lewis Paton. One
sentence, referring generally to “our educational writers,” cou-
centrates matter for serious consideration : “ They would hound
out of a school a teacher who advised boys to steal whisky and
drink it; immoral instruction, immoral ideas, they admit to be
dangerous; but deliberately to array the same machinery on the
side of virtue they allege to be bad pedagogics.” ‘There is a
poser, requiring specific answer. Do we not all require a wider
outlook, a larger recognition of the complexity of the business,
and a trained discretion in the application of principles—diverse
principles in different situations ¥

MATHEMATICS FOR SCHOOL.

A School Course of Mathematics. By David Mair.
(3s. 6d. Clarendon Press.)

This is a work constructed on somewhat unusual lines, and as
such invites very careful consideration by those engaged in edu-
cational work connected with mathematics. The writer, in his
preface, states the basis of the claim which any mathematical
subject must establish if it is to justify its selection for purposes
of study. Mathematical knowledge, in order to be valuable from
the educational standpoint, must, we are told, be desirable either
for its own sake or because the acquisition of it involves an in-
tellectual training that is valuable. The author maintains that
the two qualitications are in general possessed by the same
portions of the science, and his estimate is probably to a great
extent accurate. With a few exceptions, the subjects from
which he has chosen matter for discussion are those included in
an ordinary mathematical training, and the selected portions are
excellently treated. The scheme of the writer requires them to
be taken up not separately, but in close combination, the complete
course being supposed to be developed gradually in a natural
sequence by a series of discussions between muster and class.
Further, the method is heuristic, and within reasonable time
limits the class is intended to discover for itself as much as
possible. ‘There can be no doubt that a pupil who has gone
through the course intelligently will be equipped with a general
mathematical machinery of the first quality. The text-book is
perhaps likely to prove more particularly suitable for a boy who
is privileged to pursue an ideal course of study, learning mathe-

THE EDUCATIONAL TIMES.

ep rn ef e e aE

[Aug. 1, 1908.

matics (as he does all else) for its own sake, and not with a view
to passing examinations for which candidates have to satisfy
the requirements of a cut-and-dried syllabus. When any
principle is being developed by Mr. Mair, problems widely
different in detail, but involving the same fundamental ideas,
are brought together for discussion. It is not to be supposed
that the pages of the volume contain in extenso the discussions
which are requisite for the complete course. In the earlier
chapters the matter is dealt with far more fully than in the later
ones, where the text is meant to be essentially suggestive.
Some of the chapters treat in a most interesting and profitable
manner the following subjects: Position in the plane and in space,
the science of measurement in its relation to two and to three
dimensional problems, the principles of copying full size and to
scale, practical problems of varied type, many bearing ou applied
mathematics, &c. The treatise certainly deserves, and will
probably occupy, a permanent place amongst standard text-books.

GENBRAL NOTICBS.

CLASSICS.

Homeri Opera, Recognovit brevique adnotatione critica instruxit
Thomas W. Allen, Collegii Reginae apud Oxonienses Socius.
Tomus III (Odysseae libros I-XII continens); Tomus IV (Odys-
seae libros XIII-XXIV continens). (2s. 6d. each, paper; 3s. each,
cloth. Oxonii: e typographeo Clarendoniano. )

After prolonged and arduous labours in many Continental libraries,
Mr. Allen at length presents in these volumes the ripest fruits of textual
atudy of the '‘ Odyssey.” He makes due acknowledgment of the ‘“‘ Aca-
demiae Oxoniensis munificentia,’ which facilitated his investigation of
the manuscripts ; and all classical scholars will add their gratitude to the
University. ‘* Vnde fit ut Odysseae codicum qui plus septuaginta exstant
exceptis tribus omnium varietates si non in unoquoque versu tamen in
praecipuis locis lectori praebeamus.’’ Probably no other living scholar
could have more fitly undertaken or more successfully carried through
the work. This edition must remain unchallenged for an indefinite
period. The typography is admirable.

‘‘ Gildersleeve-Lodge Latin Series” (edited by Prof. Basil L. Gilder-
sleeve, Johns Hopkins University, and Prof. Gonzalez Lodge.
Columbia University). — (1) Heaths Practical Latin Course for
Beginners. By Frank Prescott Moulton, M.A. With a Selection of
Extracts from Ovid by J. T. Phillipson, M.A., Head Master of
Christ’s College, Finchley. (28. 6d.) (2) Writing Latin : Book 1.
(Second Year Work). By John Edmund Barss. (ls. 6d.)
(3) Writing Latin: Book II. (Third and Fourth Year Work).
By John Edmund Barss. (2s. 6d.) (Heath; G. G. Harrap & Co.)

The names of the general editors furnish a strong guarantee for the
series. In (1), exposition of grammar and appropriate exercises (with
the necessary vocabulary and explanations} run together, and the
arrangement of the materials greatly simplifies and facilitates the
progress of the student. Reading lessons— Caesar more or less adapted

—are introduced at a reasonably early stage, and useful prose selec-

tions, as well as Mr. Phillipson’s judicious excerpts from Ovid, are

added. An outline of the formal grammar and the rules of syntax are
resumed in an appendix. There is also a full vocabulary. (2) provides

“a rational and systematic treatment of the difficulties which assail a

beginner’’; ‘‘the development of topics has aimed to bring together

things naturally associated in the mind, and therefore often confounded.”

(3) continues the same plan on subjects of greater difficulty. Both

(2) and (3) contain plenty of exercises, and each has an ample vocabulary.

The series has been very carefully planned and executed, and it promises

excellent results.

We gladly welcome a second edition of The Republic of Plato, trang-
lated into English by A. D. Lindsay, M.A., Fellow of Balliol College,
Oxford (2s. 6d. net, Dent). The text has been revised and the introduc-
tion has been enlarged, and the publishers have furnished forth the
volume in very agreeable style. This is pre-eminently the student’s
translation. Moreover, the new form should commend it strongly to the

general reader.
MATHEMATICS.

New Practical Arithmetic: Yeurs I.-VII. in separate volumes. By
W. J. Stainer, B.A. Lond. (Years I.-VI., 3d. each; Year VII.,
4d. Teacher's volumes, 8d. net each. George Bell.) Methklejohn’s
Modern Arithmetic. Books I-VI. (2d., 2d., 3d., 3d., 4d., 4d. ;
Answers to each Book, 3d. Meiklejohn & Holden.) The © A. L.”
Methodie Arithmetic, Parts I.—III. By David Thomas. (3d., 4d.,
4d.; Answers, 9d. Complete work, 1s. 6d; with Answers, 28.
E. J. Arnold.)

Each of the above compilations is useful, and each has, besides the
good qualities possessed by all, some individual features worth noting.
Mr. Stainer’s work closely follows the suggestions of Scheme IT. issued
by the Board of Education. It covers a seven years’ course in the ele-
mentary school and has for its main object thestraining of children *‘ to
think clearly and systematically’’. about number) (the author wisely

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

340

placing the power to do this before the acquirement of skill in the
use of processes but imperfectly grasped by the pupils. The ideas of
algebra are introduced, though no hard-and-fast line divides algebra
from arithmetic, and the name of the former does not appear. The
value of squared paper for purposes of practical illustration is suggested,
it being usefully pointed out that the ease and small expense with which
this article is obtained renders unnecessary the use by one child of what
has been handled by another. The teacher’s volumes contain (1) hints
for teaching, (2) abundance of exercises, (3) the answers to the same.
The pupils’ books comprise the exercises only.

Prof. Meiklejohn’s ‘‘ Modern Arithmetic’? will, when complete, also
furnish a seven years’ course. Six out of the seven volumes are before
us, and the issue of the seventh, which is in progress, will not (we assume)
be long delayed. Some of the points on which the author lays special
und salutary stress are the analysis and pictorial representation of
numbers during the early stages of study, the employment of the unitary
method of reasoning, and the clear distinction between the two-fold use
of the single process of division, namely, for measuring and for sharing.
Further, in dealing with the metric system, the writer bases instruction
and practice on examples given in French primary schools.

«The ‘A. L.’ Methodic Arithmetic” differs in scope from the

reatises above considered. It is designed to meet the requirements of
the higher classes of elementary schools and the lower forms of secondary
schools; also it should serve the purpose of candidates for county
scholarship and Local Examinations. Facility is atforded for the
revision of earlier work. Care is taken to show how work may be
roughly checked, and we need scarcely dwell on the value of checking,
both as an aid to the ensuring of accuracy and as a means of saving
time and labour. Importance is attached to the logical treatment of
vulgar fractions, and we ure glad to find that in the simplification of
complicated fractional expressions the author gives the whole expression
at each successive step and requires careful attention to be paid to the
correct use of the sign of equality.

A First Year's Course in Geometry and Physics. By Ernest Young, B.Sc.
(Complete, 2s. 6d.; Parts I. and II. in one volume, 1s. 6d.; Part III.,
ls. George Bell.)

We have before us the complete work. Parts I. and II. dealing with
elementary geometry have already been noticed in these columus.
Part III. is a good introduction to the subject of physics. The pupil is
made acquainted with a number of useful facts and first principles and
taught how to perform a variety of simple experiments. Plenty of
problems culled from the question papers set at preliminary and junior
public examinations are proposed as exercises for the pupils.

SCIENCE.

The Theory of Light: a Treatise on Physical Optics. By Richard O.
Maclaurin, M.A., LL.D., formerly Fellow of St. John’s College,
Cambridye, Professor of Mathematics and Mathematical Physics,
Wellington, New Zealand. In three Parts. Part I. (9s. net. Cam-
bridge University Press.)

Prof. Maclaurin now presents the first of three volumes of a treatise
that is intended to give a systematic and reasonably complete account of
the theory of physical optics. The present volume ‘‘ embodies in a
modified form the substance ” of a series of papers contributed by him in
recent years to the proceedings of the Royal Society. The first chapter
is devoted to a systematic and searching examination of the scope and
the method of inquiry, which will be specially suggestive to students, for
whon, indeed, it is mainly intended : ‘‘it is not easy to exagyerate the
importance of understanding clearly what we are really aiming at.”
After a review of preliminary ideas, the work treats systematically of
the propagation of light in different media, transparent and absorbing.
‘« A special feature of the work is the careful comparison between
theory and experiment at every stage ’’—and a most valuable feature it
is. The exposition is lucid, vigorous, and fresh, and will be extremely
useful to students. The foundation for the superstructure of the
succeeding volumes is well and truly laid. There are 134 figures.

Magnetism and Electricity, and the Principles of Electrical Measurement.
By S. S. Richardson, B.Sc., A.R.C.Se. Lond., Lecturer in Physics,
Municipal Technical School, Liverpool. (5s. net. Blackie.)

Mr. Richardson furnishes ‘‘a sound and systematic course of study
in the main principles of electricity and electrical measurement.” A
preliminary first year’s course is for the most part presumed ; and the
work aims at meeting the needs of students preparing for the Board of
Education Examinations Stage II. (Day and Evening), the University
Intermediate (Pass and Honours), or other examinations of a similar
standard. The exposition is very carefully progressive and clear; ex-
periments are described in illustration and confirmation of principles ;
numerous examples are worked out; and numerous exercises are
appended to chapters, the numerical answers being given at the end
of the book. The work is thoughtful and practical, and will prove
a great boon to students. There are 254 figures.

The Complete School Chemistry. By F. M. Oldham, B.A., Senior Chemistry
Master at Dulwich College. Illustrated by F. C. Boon, B.A.,
Assistant Master at Dulwich College. (4s. 6d. Methuen.) (‘* Text
Books of Science.’’)

The book is ‘‘ complete ” in the sense of containing all that is usually
taught in schools on its subject. It provides ‘‘a general elementary

e a ea ee

course suitable for candidates for the London Matriculation and Army
Entrance Examinations’? ; and, if it thus teaches rather more than is
absolutely necessary for either, yet a course of sound instruction would
include the excess in both cases. The experiments (over 200 in all) are
placed in the foreground of each chapter; then follows the theoretical
work in continuous and systematic exposition ; and there is an abund-
ance of worked-out examples and of practical exercises. Questions and
examination papers are appended. There are 126 figures. The work is
thorough, judicious, and practical.

ENGLISH LITERATURE.
‘The Types of English Literature.” (Edited by Prof. William Allan
Neilson, of Harvard University).— The Popular Ballad. By Francis
B. Gummere, Professor of English in Haverford College. (6s. net.
London: Constable. Boston and New York: Houghton, Mifflin,
& Co.)

We are well accustomed to the treatment of English Literature in
chronological periods. The idea of Prof. Neilson’s new series, of which
the present is the first volume, is ‘‘to attempt the division of the field
along vertical instead of horizontal lines ’’—*‘ to devote each volume to
the consideration of the characteristics of a single formal type, to describe
its origins and the foreign influences that have affected it, and to
estimate the literary value and historical importance of all the chief
specimens that have been produced in England and America.” In the
list of other volumes ‘*in preparation,’’ we have, for exnmple, ‘‘ The
Pastoral,” ‘‘The Allegory,” ‘‘ The Essay,” ‘‘The Masque,” ‘The
Novel,” ‘‘ Literary Criticism,” and so forth. The principle is excellent,
and the names connected with the volumes already announced give
hopeful promise of effective treatment. Prof. Gummere, who has long
been known as a diligent student of the Ballads and has sat at the feet
of F. J. Child, gives his colleagues a vigorous lead. In four chapters,
with appropriate subdivisions, he discusses the definition and the
origins of the Ballad, classifies and comments on the Ballads, examines
their sources, and estimates their worth. We cannot regard his
elaborate argument for the ‘‘ popular’’ origin as yet convincing,
though one must, of course, admit ‘‘improvisation under choral con-
ditions,” and take account of the practices adduced from Siberia,
the Faroe Islands, and elsewhere. At the same time, it is very full
and instructive. The treatment throughout is comprehensive and
scholarly. But what of Mr. Hardy’s ‘‘ account of the mother Durbeyfield
singing ballads which daughter Tess . . . disdains”’ ?

The Foreign Debt of English Literature. By T. G. Tucker, Litt.D.,
Professor of Classical Philology in the University of Melbourne.
(6s. net. George Bell.)

Prof. Tucker makes but modest claims in respect of this work. He
calls his chapters ‘‘ unpretentious,’’ and says they ‘‘ are intended to offer
to the ordinary student, who has not yet given the matter any particular
thought, a first assistance in realizing the interdependence of literatures.”
If they are as clear as the inevitable compression permits, fairly adequate
as i caer and readable, then ‘‘ their purpose is served.’’ It does not
need much consideration to grant Prof. Tucker’s claims in full; and yet,
as he has gone so far, one cannot but wish that he had gone further. The
best chapters are those on Greek and Latin literature; the chapters on
the literary currents of the Dark Ages, and on French and Italian
literature, though independent, seem less fresh and suggestive. The
final chapter summarizes minor influences—Spanish, German, Celtic,
and Hebrew. We should have liked more definite explanations of the
mode and degree of the more important influences exerted. However,
the summaries of foreign literatures, together with such indications of-
their impress on English writers as are vouchsafed, will no doubt have
the effect of putting readers on inquiry. Nine synoptical tables, re-
ferring to the various literatures either generally or in some special
aspect, will be very helpful for comparison and reference. The style is
fluent and agreeable. The chief limit to the usefulness of the book will
be the extent of the reader’s inacquaintance with the writers and the
writings under discussion ; but that is not the author’s affair.

MODERN FOREIGN LANGUAGES,

Real Sistemo Británico © Novtsima Gramdtica Simplificada de la Lengna
Inglean, Por C. J. MacCénnell, Catedrático Londinense. (5s. net.
David Nutt.)

Mr. MacConnell has prepared a ‘‘curso completo, gradual, ordenado
en lecciones tedrico-practicas’’ on the English language ‘ para colegios
y especialmente para los estudiantes que no puedan contar con el auxilio
del maestro.” The first section handles at considerable length the
troublesome matters of orthography ; the second section treats the parts
of speech in fullness of detail; the third section deals with commercial
correspondence by exemplary documents (in English on one page, in
Spanish on the opposite page); and there are useful supplementary points
in an appendix. In the strictly grammatical section the exposition is
very thorough, and it is illustrated and enforced by an ample series of
judicious exercises. Englishmen may learn Spanish from the volume, as
well as Spaniards English. It is a very substantial and sound work, and
it is excellently printed and got up.

Per Istrade Aperte : New Practical Method of Learning the Italian
Language. By P. J. van den Berg. Part I. (3s. net. Oxford :
Parker.)

Mr. van den Berg takes a passage of a sentence or two, decomposes it.

346

THE EDUCATIONAL TIMEs.

[Aug. 1, 1908.

giving the equivalent of each of the words in it, and then works up this
material in a brief conversational repetition. The grammar is thus
spontaneously evolved, while the fundamental principle of getting to
know more and more words is going forward. The full development of
the method will require two more volumes. Although each group, or
passage, handled exemplifies some rule of grammar, there is all but
inevitably some sacrifice of system; but, on the other hand, the student
is at once led to work in the living language with a certain inspiriting
actuality. There is no English in the volume, except the vocabulary
equivalents. The plan is good so far as it goes, and it is carefully aud
elaborately worked out, but we should think that the collateral use of
a formal grammar would be greatly helpful for a scholarly grasp of the
language. There are a good few misprints—made in Holland.

MISCELLANEOUS.

The Great Eastern Railway Company issues a new handbook, East
Coast Holidays, by Percy Lindley, furnishing all necessary information,
and giving special prominence to some less known districts. There are
numerous illustrations. (Published at 30 Fleet Street, E.C.)

The University of London (South Kensington, S.W.) has just published
The Libraries of London: a Guide Jor Studenta (6d. net; post free, 9d.),
prepared on the instruction of the Senate by Reginald A. Rye, Gold-
smiths’ Librarian. It will be extremely useful in * making known to
Londoners in general and to students of the University in particular the
character of the numerous libraries in Loudon and the facilities which
they offer to readers.”

B. G. Teubner’s Verlag auf dem Gebiete der Mathematik, Naturwissen-
schaften unt Technik, nebst Grenzwissenschafien (Leipzig und Berlin : B.G.
‘Tenbner) makes a very considerable volume—a detailed catalogue
that will interest scientific, and especially mathematical, students.
[t impresses the immense enterprise of the famous publishing house.
There are ten full-page portraits of eminent mathematicians, of whom
Cantor and Helmert are perhaps the best known in this country—except-
ing always Galileo, who has the just honour of the frontispiece.

FIRST GLANCES.

CLASSICS.
Compendium Latinum. By W. F. Witton, M.A., formerly Scholar of
Gonville and Caius College, Cambridge, Classical Master at
St. Olave’s Grammar School. 2s. 6d. Edward Arnold.
[For boys starting about twelve or thirteen and working only
some three or four years. Study of syntax the central idea.]

ičrasmus, Altera Colloquia Latina from. By G. M. Edwards, M.A.,
Fellow and Lecturer of Sidney Sussex College, Cambridge. 1s. 6d.
Cambridge University Press.

[Capital selections ; judicious notes ; vocabulary. ]

Greek Reader, A. By W. H. D. Rouse, Litt.D., Head Master of the
Perse Grammar School, Cambridge, and Cambridge University
Teacher of Sanskrit. 2s. 6d. net. Blackie.

[Pieces of simple verse ; simple narratives and dialogues in prose ;
pieces bearing on the daily life of the Greeks. Very good selec-
tion.]

Hall, Joseph: Mundus Alter et Idem (An Old World and a New).
Edited for School use by H. J. Anderson, M.A., Inspector of
Training Colleges in Cape Colony, late Classical Master, Hillhead
High School, Glasgow. 28. George Bell.

[Good collateral reading. Introduction, notes, index of proper
names, and full vocabulary. Very carefully and capably edited.]

MATHEMATICS.

Arithmetic, A School. By H. S. Hall, M.A., and F. H. Stevens, M.A.
4s. 6d. Macmillan.
[' Suited to modern requirements, and in accordance with the
recommendations of the Mathematical Association.’ Essentials ;
many special features. Answers. |

Arithmetic, Practical, The Teaching of, to Junior Classes. By J. L.
Martin, Head Master of the Adcroft School, Trowbridge. 2s. 6d.
Harrap.

[‘‘ A manual for teachers.” Numerous diagrams.]

Arithmetics, The Oxford Elementary. By H. A. Jamieson, M.A.,
Head Master of the Mathematical Department, Ayr Academy.
Books I., II., III., 2d. each; Teachers’ Books, I. and II., 6d. net
each. Frowde ; Hodder & Stoughton.

Cambridge Tracts in Mathematics and Mathematical Physics. No. 8,
The Elementary Theory of the Symmetrical Optical Instrument.
By J. G. Leathem, M.A., Fellow and Lecturer of St. John’s
College and University Lecturer in Mathematics, Cambridge. 2s. 6d.
net. Clay (Cambridge University Press Warehouse).

Groups of Finite Order, An Introduction to the Theory of. By Harold
Tilton, M.A., Lecturer in Mathematics at Bedford College,
formerly Fellow of Magdalen College, Oxford, and Assistant
Mathematical Lecturer, University College, Bangor. 14s. net.
Clarendon Press.

[Numerous exercises ; hints for solution appended.]

FrexcH.

Blackie’s Longer French Texts.—(1) Le Zouave and La Montre de
Gertrude (Deslys): (2) Contes à Ma Sœur (Jeanne D’Arc, La Souris
Blanche, Les Petits Soulier») (Moreau): both edited by Louis A.
Barbé, B.A. (3) Les Aventures du Dernier Abencerage (Chateau-
briand), edited by Albert Noblet, B. ès A., Assistant Master at
Quernmore School. (4) Le Roi des Montagnes (About), edited by
James P. Park. (5) Le Bourreau de Charles Premier (Dumas),
adapted from “ Vingt Ans Après,” by K. C. Auchmuty, M.A.,
Bede School, Sunderland. 8d. each.

[A new and excellent series of continuous readings from modern
French literature, liberally printed and agreeably and substantially
got up. Adequate notes, questionnaire, phrase-lists, vocabulary. ]

Dent’s Short French Readers (Modern Language Series). Edited by
W. Osborne Brigstucke. (1) Un Episode sous Ja Terreur (Balzac).
Edited by C. F. Shearson, M.A., The High School, Exeter. (2) His-
toire d'un Merle Blanc (A. de Musset). Edited by A. P. Guitou,
B. ès Se! Paris. (3) Le Monde où Von se bat (4 extracts from
Voltaire, De Vigny, Mérimée, Thierry). Edited by B. E. Alpress,
B.A., late Scholar of Girton College, Graham Street School, S.W.
(4) Poncinet (ed. Laboulaye). Edited by F. W. Odgers, M.A.,
Roval Naval College, Greenwich. 4d. each.

[Fach reader is divided into sections (from a dozen to a score),
and each section is followed by ‘*exercices’’ founded upon it.
Brief foot-notesa. Readings varied and excellent. Type and get-
up very agreeable. |

Ginn’s International Modern Language Series.—(1) Les Prisonniers du
Caucase (X. de Maistre), edited by C. Wesley Robson. A.B. 1s. 6d.
(2) Carmen and other Stories (Mérimée), edited by Edward Manley,
Englewood High School, Chicago. 3s. (3) Polyeucte, Martyr
(P. Corneille), edited by George N. Henning, Professor of Romance
Languages, The George Washington University. 2s.

[(1) Short introduction and notes; questions and exercises ;
vocabulary. (2; Short biographical and literary introduction : suf-
ficient notes; vocabulary. (3) Full introduction ; useful notes;
sujets de compositions, &¢c.—Good examples of a very agreeable and
useful series. ]

Murray’s French Texts. Edited by W. G. Hartog, B A. Lond., Lec-
turer in French at University College, London. (1) La Mure au
Diable (G. Sand). (2) Confessions d’un Ouvrier (Souvestre). 1s. 6d.
each.

[For upper and middle forma. Biography, foot-notes, exercises.
Excellent reading, good type, substantial get-up. |

Rivingtons' Direct Method French Texts. General Editor, W. G.
Hartog, B.A. — Beginners’ Texts: (1) Nouvelles et Anecdotes;
(2) La Belle au Bois Dormant et Le Chat Botté; (3) Historiettes ;
(4) Huit Contes (par Mlle. Marie Minssen) ; (5) Hansel et Gretel ;
(6) Le Roi de la Montagne d’Or. — Junior Texts: (1) Les
Prisonniers du Caucase (X. de Maistre). — Intermediate Texts:
(1) Le Mari de Madame de Solange (Souvestre). 1s. each volume.

[Good matter; notes, exercises (ural and written, in French),
passages for retranslation, questionnaires, illustrations. Agreeable
and useful series; good type; strong yet-up. |

GERMAN.

Course, A First German. By J. B. Joerg, B.A. Lond. and Bonn, Head
of the Army Classes and Senior Modern Language Master, Dulwich
College, and J. A. Joerg, Head of the Modern Side, Dulwich
College. Illustrated by K. M. Roberts. ls. 6d. Cassell.

(Judicious arrangement of grammar, exercises, Fragen, &c.
Method ‘ta middle course between the old system and the new
one.” Materials ample. Vocabularies. Practical and efticient. ]

Dichtung, Kurzer Leitfaden der deutschen. By A. E. Cop, German
Instructor at the Church of England Girls’ Grammar School, Mel-
bourne. 2s.6d. George Bell.

(Concise, but clear and well proportioned.
Map of Germany. |

Lehr- und Uebungsbuch der deutschen Sprache. Von Dr. E. Bar-
deys. Vierte, verbesserte Auflage von Prof. Dr. O. Weise. M. 2
Teubner.

[‘‘ Vollstindige Elementargrammatik.” Specialty +‘ liegt be-
sonders in der grossen Menge und in der Art und Weise der
gestellten Ausgaben.” Deservedly successful. ]

Picture Vocabulary, Rippmann’s—German : Second Series.
Dent. (‘‘ Modern Language Series.’’)
(‘‘ An attempt has been made to classify the common objects of
civilized life, so that the words may be learnt in a systematic way.”
Interesting experiment, laboriously and ingeniously worked out. |

Reader, A German, for Middle Forms. Compiled by W. Scholle, Ph.D.,
Lecturer in French, Aberdeen University, and George Smith, M.A.,
LL.D., Principal of Aberdeen U.F.C. Training College and Ex-
aminer in Education, Aberdeen University. 2s. 6d. Blackie.

[Progressive and varied (Erzählungen und Sagen; Deutsche
Geschichte, Geographie, Literatur, u.s.w.). Vocabulary. Attrac-
tive and useful. |

Very serviceable.

ls. 4d.

(Continued -on page 348.)

Aug. 1, 1908. | THE EDUCATIONAL TIMES. 347

Messrs. SISLEY’S Great New Read this page and save 2/6
Educational Enterprise. on your Subscription.

CYCLOPÆDIA

S something new in encyclopædias, and something new in magazines as well. Nothing at all like it has ever been published

| before, and it is the outcome of long thought and much labour in developing an original idea. That idea is to produce month by

month a work of reference which shall be as informative and as accurate as the best encyclopedia, but as bright and interesting as the
best magazines of to-day.

T Unlike most encyclopedias, however, it will be thoroughly abreast of the times, and this is ensured by the plan of monthly publication,
which will enable its editors to include in each issue facts and knowledge that are actually red-hot and absolutely fresh. For instance, the
newest discoveries in Science or Nature; the current developments in Art or Literature; the latest ideas of Inventive Genius ; the most recent
thought of great minds, and biographies of those men and women who are at the moment in the public eye, will have their place in each issue
of The Cyclopedia Magazine. Every item of information being revised up to the very moment of going to press, the know-
ledge imparted to the reader can never be obsolete, as so much of the contents of most encyclopedias is before the volume or
volumes reach the public. The Cyclopedia Magazine must always be up-to-date, always correct.

“ It will form a complete encyclopedic record of the world’s progress in Science, Art, Literature, Invention, Travel, Ex-
ploration and Research, Military and Naval Affairs, Politics, Religious and Social Movements, Music, and the Drama.
The arrangement of the information it contains is strictly alphabetical, and identical with that of the best encyclopsedias ; it is printed in clear,
readable type, and of course each monthly part is intended to be carefully preserved for reference and bound in one volume at the end of a year.
It will be fully illustrated by photographs, engravings, portraits, plans, maps, and diagrams.

T There is practically no subject under the sun which will not be dealt with month by month in The Cyclopedia Magazine. Its scope is world-
wide, and every article in its pages will be authoritative as well as up-to-date and written in attractive style, clearly and brightly. There will
_ hot be a dull page in it, though it will teem with facts and be a storehouse of educational information. It will bo found
indispensable to the man of woman who wishes to be well informed and perfectly au courant with contemporary knowledge, which can be assimi-
lated easily without loss of time and at a minimum outlay.

Unique Half-Price Offer
to the First 10,000 Subscribers

€ The regular subscription to The Cyclopedia Magazine has been fixed at Five Shillings per annum, payable in advance. This is a most
moderate sum for such a wonderful mine of useful, up-to-date knowledge ; but, in order to make their new enterprise very widely known and
appreciated, the publishers are prepared to make A SPECIAL REDUCTION OF ONE-HALF THE SUBSCRIPTION to the first
10,000 sent in on the attached coupon. For this half-price subscription of only Half-a-crown (2/6), The Cyclopedia Magazine will be sent to any
address in the World, for a whole year, without any charge for carriage. THIS LIBERAL OFFER can only remain open FOR A SHORT
TIME and TO THE FIRST 10,000 SUBSCRIBERS who send direct to us on the coupon below. Afterwards the full subscription of Five
Shillings must be charged. It is important, therefore, if you wish to SAVE HALF-A=-CROWN on your year’s subscription to The Cyclopedia
Magazine, that you should act promptly. If you send IMMEDIATELY ON THE SPECIAL COUPON below these lines, you will be certain
to secure this unique money-saving privilege. Delays are proverbially dangerous, so you would be wise to subscribe at once, while it is fresh in
your memory.

“ Unlike the too prevalent ‘‘ instalment ” systems of payment, the subscriber under our plan knows exactly what his liability is. You are not
asked to pay so much down, with an indefinite number of instalments to come; but once this small yearly subscription is paid, The Cyclopedia
Magazine will reach you regularly every month for twelve months without any further trouble or expense to you. Think what our offer means—
ONLY AN OUTLAY AT THE RATE OF 2id. A MONTH—and make certain of being among the 10,000 fortunate people who will receive
The Cyclopedia Magazine at this half-price subscription, by filling up the attached coupon and sending it with remittance immediately.

To be cut off and enclosed in an envelope, with remittance, addressed to

Messrs. SISLEY’S LTD., Publishers of The Cyclopedia Magazine,
9 DUKE STREET, CHARING Cross, LONDON.

I avail myself of your special offer to send THE CYCLOPAEDIA MAGAZINE once a month for twelve
months, carriage paid, for half the usual subscription of 5/-, and I enclose postal order, value TWO SHILLINGS

AND SIXPENCE, for same.

Name.

Full Address

348

THE EDUCATIONAL TIMES.

(Aug. 1, 1908.

ENGLISH LITERATURE.

**A.L.”’ Masterpieces of Standard Literature (Edited by Alfonzo Gar-
diner).—No. 1, The Cloister and the Hearth (Charles Reade), pre-
pared by Miss E. M. Boyce, L.L.A. 1s. E. J. Arnold.

[New series of Continuous Readers. Well printed and strongly
bound. Introduction ; notes (with illustrations); glossary. Fron-
tispiece (Erasmus). Excellent. “All references which might hurt
the susceptibilities of Roman Catholics have been excluded.” ]

Bell’s English Texts for Secondary Schools (General Editor: A. Guth-
kelch, M.A.). First Year: The Wonder Book and Tanglewood
Tales (Hawthorne): a selection, edited by H. Hampshire, ls.
Second Year: (1) A Legend of Montrose Scott), abridged and
edited by F. C. Luckhurst, Assistant Master, Sir Walter St. John’s
School, Battersea, 1s.; (2) The Cloister and the Hearth (Charles
Reade), abridged and edited by the Rev. A. E. Hall, B.A.,
Assistant Master, Bancroft’s School, 1s. Third Year: The ‘Ancient
Mariner, and Selected Old English Ballads, edited by A. Guthkelch,
M.A., 1s. Fourth Year: English Odes, selected and edited by
E. A. J. Marsh, M.A., Assistant Master, Hanley Secondary
Schools, 1s.

[Capable edited and nicely got up. Introductions and brief notes.
Very agreeable series. |

Longmans’ Class-Books of English Literature.—(1) Robinson Crusoe
(Defoe), edited by T. W. Silverdale, Senior Inspector of Schools.
ls. 4d. (2) A Christmas Carol (Dickens), edited by E. Gordon
Browne, M.A., Assistant Inspector of Elementary Schools, Liver-
pool Education Committee. 1s. (3) Tanglewood Tales (Haw-
thorne), edited by Guy Kendall, M.A. 1s. (4) Gods and Heroes of
the North, by Alice Zimmern. ls. (5) Qnentin Durward (Scott),
with short biography by Andrew Lang, and introduction and notes
by J. Thornton, M.A. 1s. (6) A Wonder Book (Hawthorne),
with introduction and notes by Ada Perry. ls.

[(1) Biographical introduction ; brief but useful notes ; questions ;
good illustrations. (2) (3(5) and (6) Adequate introduction and notes.
(4) Brief explanatory notes. illustrations. Liberal type and strong
binding. Excellent series. ]

Macmillan’s English Literature for Secondary Schools (General Editor,
J. H. Fowler, M.A.). First Year: Stories from a Wonder-Book
for Girls and Boys (Hawthorne), edited by J. H. Fowler, M.A.
Second Year: A Book of Poetry illustrative of English History,
Part I. (a.D. 61-1485), edited by G. Dowse, B.A., Assistant Master
in Pre-ton Grammar School. Third Year: The Life of Cardinal
Wolsey, by George Cavendish, his Gentleman Usher, edited by
Mary Tout, sometime Jones Fellow in History in the University of
Manchester. Fourth Year: (1) The Age of the Antonines (Gib-
bon’s History, Chapters I.-III.), edited by J. H. Fowler, M.A.
(2) Seventeenth Century Prose, selected and edited by Elizabeth
Lee. 1s. each.

(Sufficient introductions; brief notes ; glossary (where needed) ;

questions, &c. Excellent series. ]

Relfe Brothers.—The Heroes (C. Kingsley). 18. 6d.

[ Notes, brief and pointed, by F. Gorse, M.A. Good illustrations

Substantially and tastefully got up. ]

Yonge, Charlotte M. (1) The Prince and the Page, a Story of the Last
Crusade. (2) The Little Duke: Richard the Fearless. (3) The
Lances of Lynwood. 1s. net each. Macmillan.

Epucation.

Board of Education. (1) List of Persons who have passed the Pre-
liminary Examination for the Elementary School Teachers’ Certifi-
cate, 1908. 6d. (2) Regulations for the Training of Teachers for
Elementary Schools (from August 1, 1908). Cd. 4169. 7d.
(3) Code of Regulations for Public Elementary Schools in England
(excluding Wales and Monmouthshire), with Schedules. Cd. 4158.
(3d.) (4) Scheme for a new Teachers’ Registration Council.
Cd. 4185. 24d. (5) Regulations for the Training of Teachers for
Secondary Schools. Cd.4184. Id. (6) Regulations for the Train-
ing of Teachers of Domestic Subjects (from August 1). Cd. 4173.
14d. Wyman.

Carnegie Fodh for the Advancement of Teaching. Bulletin 2:
The Financial Status of the Professor in America and in Germany.

Johns Hopkins University Circular. No. 6 (June); Register of the
University, 1907-8. No. 8 (J uly), Programme of Courses for 1908-
9; Conferring of Degrees; Notes in Mathematics.

L.C.C.—(1) Report of the Educational Adviser on the Training of Men-
tally Defective Children in Germany. No. 1163. 6d. (2) Report of
the Educational Adviser on the Instruction of, and the Nature of the
Accommodation for, Epilepti: Children in Great Britain and Abroad.
No. 1165. 6d. (3) Report of the Educational Adviser on the Trade
Training of the Blind in Germany. No. 1166. 4d. P.S. King.

National Union of Teachers. Report for 1908. 1s. N.U.T. Offices
(67 and 71 Russell Square, W.C.).

Ontario: Report of the Minister of Education for 1907. Torento:
L. K. Cameron.
ery full and instructive, numerous illustrations.
Wales (University of) Matriculation Guide. By A. W. Parry, B.A.

Wales, B.Sc. Lond. Normal Correspondence College.

MATHEMATICS.

EDITORIAL NOTE.

In reply to a correspondent, we wish to say that we sincerely regret
that the varied interests of these columns, and of the contributors
considered collectively, render it absolutely impossible to comply with
all the wishes of each contributor. These are, however, duly noted.

A Proof of Feuerbachs Theorem.
By M, T. NARANIENGAR, M.A.
Geometrical Method.

(I.) Lemma. — Let IL be drawn
perpendicular to OD and OX perpen-

dicular to AD’. Make DD” = DD’.
Then D'T? = D'O.D'D” ...... (1), a
D'X.D'I = D’O.D'L...... (2), >
therefore NY
D'I : D'X = D'D"” : D'L ... (8).

Hence LX is parallel to D’'I.

Again, if N be the nine-point centre,
and XN meets ID” in P, DN =4R
and is parallel to OA, and NX is par-
allel to OD. Thus
NX = DD’—DN = PX -PN = LD”

PN = DN-DL = iR-r.

(II.) Draw NR parallel to OF to

meet IF”, then, as before,
NR = §R-r.

Now, Al touches the circle OID" ;
therefore ZAID” = Z IOD".
Similarly, Z CIF” = 4 IOF";
therefore, by addition,

4 AID” + Z CIF"
= L D"”OF”" =x-—ZB
= { AIF + 4 CID'.

—PN;
thercfore

Hence

LDIF” = 2D'IF’ = r—} L PNR.
Thus I is at the circumference of a
circle of which N is the centre and
radius = NP or NR; that is, NI = 4R—r.

[Rest in Reprint.)

16886. (A. M. Nesspitt, M.A.)—If every element in the r-th row of
a determinant of order n be 1/r?, except that in the principal diagonal
which is 1+ 1/r?, then, if n be indefinitely increased, the limiting value.
of the determinant will be 1 + +?/6.

Solution by the PROPOSER. |
Denote 1/n? by gn. Then the ee

1l+on
¢ (n—1) ie 1)
is A ae
the determinant 1+on on
p (n—1) E 1) o(n—1)
o(n—2) eln-2) 1+ọ(n—3)

is 1+o(n—2)+o(n=1)+pn, ....

Hence the proposed determinant of order n is
1+ 3 (1/9.
ral

Making n infinite, the required result follows.

16441. (Professor Saxsána, M.A.)—Prove that 31!4+1 is the pro-
duct of the factors
4; 7; 223; 2,019,210,335,106,439 ;
64,326,272,436,179,833 ; 112,570,976,472,749,341 ;
and 12+1 of
7; 18; 19; 31; 421; 1,657; 1,801; 19,141; 35,671;
8,554,703,697,721; 9,298,142,299,081.

Solution by Lt.-Col. ALLAN CUNNINGHAM, R.E.
These two large numbers may be factorized (to the extent asked for).
by the property of the Trin-Aurifeuillian

= (y? + 1)/(y + 1) = (y—3n +4)(y + 3n + 1),
where y = 377.

Aug. 1, 1908. ]
(i.)

where

N = (8'! 4 1) =
B = (87 +1)
3+1

(3541) A.B = 4.7A.B,
= 112,570,976,472,749,341 ;

34+] 3+1
= nag (aed = 4.T.
Now take y = 8% = 8 (8"8)3, so that n = 3!8,
Then T = (3% —3 + 1)(3% +3 +1) = L.M, suppose,
and A=4T=L(%M).
Reuschle’s Neue Zahlentheoretische Tabellen, &c. (1856) give 223 as
a factor of (3!!! +1), and it is found (on trial) to divide into L. Hence
A = 223 (54,1)(}M),
whence A = 223.2,019,210,335,106,439 .64,326,272,436,179,833,

which completes the factorization asked for. Lastly, the three large
factors of A, B shown above have no more factors <10,000; this is
known from a Table of Haupt-Exponents of 2, 3, 5,6, 7, 10, 11, 12 for
all primes < 10,000, sat by the writer and Mr. H. J. Woodall.

(ii.) = (12441) = (1728'5 +1)
1728 +1 rae +4) 17283 +1
12% 41) = (T,.1/T,) T, (12% + 1),
Sra er 172841) 172841 82 tD = (Ts VT) Tr apse

The factorization of (12'5+1) may be taken from Bickmore’s Table
in Messenger of Mathematics, Vol. xxv. (1895), p. 44, as being
1214541 = 13 (7.19) 19141 (31.421.35671).

T, is also given in Bickmore’s Tables quoted, but is here required in a

special form. Take y, = 1728 = 123 = 3 (2.12)?, so that n, = 2.12.
Then
17283 +1
T= 1798417 (123—6.12 + 1)(12? +6.12 +1) = L,.M,, suppose,
= 1657.1801.
Next take y, = 1728° = 12" = 3 (2.127), so that n, = 2.127, Then
172815 + 1
5 = 1728941 = (12'5—6.127 + 1) (12! +6.127 + 1) = L,.M;, suppose.
T L,.M
Hence T= M,. LS L'.M', suppose.

On actual trial it is found that M, divides into L,, and L, into M,;
and, on effecting the divisions algebraically, it is found that L’, M’ may
be written in forms L’ = L,+M, = (P'’—Q'), M' = M,/L, = (P' + Q’),
where P! = (1217+ 2.129+ 126+ 2.123+1), Q'’ = 6 (12! + 127 + 125),

The author’s Haupt-Exponent Table quoted gives the divisor 181,
and shows no more divisors <10,000; and, a Table of Solutions of the
congrucnce (y!5+1)(y+1)+(y°+1)(y°+1) =O (mod p),
compiled by the writer, shows that there are no more divisors < 15,000.
Efiecting the divisions, &c.,

T,+T, = L'.M’ = (181.47,263,556,341) (9,298, 142,299,081).
This differs from the Proposer’s result only in that the large factor L’
has been here partially factorized.

16886. (M. V. AnuNACHALAN, M.A.)—Solve
2 (1—ab)x _ (1—a*)(x +y) 2(1—ab)y _ (1-— =b) +y)
x+1 y+1 y+1 z+1

Note by the PROPOSER.

Professor M. T. Naraniengar, M.A., seems to have given a solution
(May, 1908) to my question No. 16336 as proposed originally. This
solution does not hold for the altered question. The following seems
to be a nice solution of the equations : —

The given equations are

2 (1—ab) x _ (1—a’)(x +4) (1)
i eS EEE i
. ASA E EE o (2)
Al rar a ;
From (1) we get
4(l—ab)x _ 2(1—a*)(x +y)
(x +1)? (c+1)(y+1) `
(1—ab)[(x +1)?—(x—1)7] _ (1—a*)[(z + 1)(y + 1)-— (x—1)(y— 1))
(x +1)? E (x+1)(y+1)
(1—ab)\(1 =w?) = (1—a*)(L—wv) o. (3),
where Tla Yin v.
ctl y+1
Similarly (L—ab)(1—v*) = (1— b*)(L—wy) oaen (4).
From (3) and (4) we have
l=’ _1l—-v? _ 1l-wy (5)
lea oe O ;

Hence the values of u, v, and therefore of z and y.

N.B. — Professor Naraniengar, in a note recently received, draws
attention to the restricted validity of his solution.—(Kd.)

THE EDUCATIONAL TIMES.

349

11898. (G. S. Carr, M.A.)—With a ruler and pencil only within a
given n-gon inscribe another n-gon to circumscribe a given conic.

Solution by HENRY RIDDELL, M.E.

This is a well known problem, which may be solved by drawing a
figure inscribed in the given conic, and having its sides passing
through the poles of the sides of the given n-gon, and finally drawing
tangents at the vertices of the figure thus formed.

This problem is Example I., on page 267, of Russell’s Pure Geometry

1905

: Nols —In my brief discussion of this question I have, perhaps too
hastily, assumed that the ruler constructions are familiar. I may
certainly assume this in finding the pole of a given line with re-
spect to the conic, but I observe that the ruler construction neces-
sary to obtain the double point of a pair of homographic sets of
points on a conic is not so well known. If (A, B, C, ...) and
(å, B,, Cy, ...) be two homographic ranges on a conic, the joins of
AB’ and A'B, of AC’ and A'C, of BC’ and. B'C, &c., all meet in pairs
upon a line called the homographic axis, which in turn meets the
conic in the double points of the two ranges. The construction for
the double point is therefore perfectly obvious. I may assume that
the ruler construction of a tangent at any given point in a conic is
quite familiar.

16408. (Professor R. W. GENESE, M.A.)—Prove the following de-
ductions from a theorem by Abel, viz.,

(1)
(2) g(x) =

Solutions (I.) by Hon. G. R. Dick, M.A., and Prof. E. HERNANDEZ ;
(II.) by S. T. SHOVELTON, M.A.

(I.) The theorem referred to was given by Abel in Crelle’s Journal,
Vol. I. See his collected works published by the Norwegian Govern-
ment, Vol. I., pago 102. It is

(x +a)" = x” + x

4 ala a p" (x + nb) +

+ (omen

o(x+a) = (x) +aq'(x+b) +

p(x +b)—bp' (x + 2b) + .. ‘gh V(0+nb)+

a(x+b)"-1+"

Ge = 1) a (a—2b) (x + 2b)"-2 +,

n(n—1)...(n—p+1)
1,2...4

If then ¢ (zx) is an anaiytical function =

w+ a (a— pb)! (x + ub)" -» + ...a(a—nbd)"-!,

(e e]
cnx", we have
0

p(r+a) = FC, | et natet opts

n(n—1) pas
=a a (a—2b)(x + b)"-2 + -|

= p(x) + a9" (x +b) + mazi TE) g

" (x + 2b)

a(a—nb)" Sl
1,2.. n
The first theorem stated. For the second, since

+ p (x+nb) + ....

petae — p (x+b)+ÎT oP p” (x +2b) +.
we have, procecding to the limit, i
¢' (x) = p' (£ +b) — o" (x+ 2b) +... + Z ene p™ (x +b) +.
or, writing ¢ for 9’,
$ (z) = o(x+b)—9! (x +2) + ... some gD (wand) +.

(II.) The expansion of e“ in powers of ze’? is, by Burmann’s Theorem,
b:\3 io eas
e= = 1+a(ze*) +a (a—2b) ae +... ¢a(a—nb)"-! ee +

For z write d/dz, and let both sides of the equation operate on ¢ (x) :
the result is

¢(a+z) = p(x) +aq' (r+ bd) +... +
From (1) we have

— = n-1
9 (x +a) —9 (x) = q’ (x+b)+ pee" (a-nb)"-!
a n!
Let a approach the limit zero, and the result is

¢' (x) Z + (=ar PET gn (z+ nb) + eae

which, on integrating, gives the second result.

a(a—nb)"-!
n!

go" (x+nb)... (1).
p” (x +b) ....

p' (x + b)—bep" (x + 2b) + ...

16898. (R. J. WHITAKER, B.A.)—ABCD is a quadrilateral. P,Q
are points in AB, CD respectively, such that_AP : PB = CQ: QD.
PR, QS are drawn parallel to CD, AB respectively, meetingyBC,>AD in
R, S. Prove that RS is parallel to BD&° Geometrical proof, wanted.

350

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

Solutions (I.) by V. DANIEL, B.Sc. ; (II.) by Hon. G. R. Dick, M.A. ; | therefore the triangles are similar; therefore

(III.) by W. F. Bearp, M.A.

(I.) Draw CYO parallel to
BA, XAO parallel to CD.

Join XY and let it cut CD
in Z.

Then
ZD:AX = DY:YA = DC:OA.

Therefore
ZD:ZC = XA:XO = XB: XC.

Therefore XYZ is parallel to
BD.

Now, if the construction
named be made, we have

XR: RB = YS : SD,

evidently.

Therefore RS is parallel to BD, since XY is.

[Rest in Reprint.]

11244. (A. J. Presstanp, M.A.)—Prove that the median and pedal
triangles of any triangle have a common escribed parabola, whose focus
is on the minimum ellipse of the median triangle.

Additional Geometrical Solution by W. F. Brarp, M.A.

Let A’B’C’ be the given triangle; ABC, DEF its median and pedal
triangles.

Required to prove (i.) that a parabola may be drawn to touch the
sides of ABC, DEF, and (ii.) that the focus of this parabola lies on the
minimum ellipse through A, B, C.

Let EF, FD, DE meet BC, CA, AB respectively at X, Y, Z.

Join AX cutting the circle ABC at 8.

Draw SK, SL, SM, SP, SQ, SR perpendicular to BC, CA, AB, EF,
FD, DE respectively.

Join PK, PQ, KL, CD, CS.

(i.) ¿BEX = ZBC because B, C, F, E are on a circle ;
= ZABC, », CF is parallel to AB;
and CBE = / ACB, » BE ii AC;
therefore Z BXE = Z ACB— Z ABC = Z ACB— Z DCB (because AD
is parallel to BC), = 4 DCA.
L SXB = Z XAD, because AD is parallel to BC,
: = Z8CD, » D, A, C, Sare on a circle,
therefore Z SXP = Z ACS = Z LKS, because L,C, K,§ are on a circle ;
but Z SXP = 180° — ZSKP, » ¥§,K,P,8 ” 1

Also

Therefore PKL is a straight line.
Again, Z SPQ = ZSFQ, because S, P, F, Q are on a circle,
= SCD, E) S, F, C, D ” LE)
= £ZSPK, proved above.
Therefore PKQ is a straight line.
Similarly MR lies on the same line.

Thus a parabola may be described with S as focus and PKQL as

tangent at the vertex to touch the sides of the triangles ABO, DEF.

(ii.) Since AX passes through the focus 8, it follows that BY and

CZ must also pass through 8. In the triangles BXE, ACD,
LBXE = ZACD (proved), 4ZBEX = ZB = ZADC;

BX/BE = AC/AD;
Therefore BX.AY = AO.BC;

similarly AY/AD = BC/BE.
therefore BX/BC = AC/AY ;

therefore (XBC œ) = (Y œ CA) ;
therefore A (XBC œ) = B(Y œ CA);
therefore A (SBCB’) = B(SA’CA).

Therefore if a conic is described through A, B, C to touch B’C’, C’A’
at A, B, it must pass through 8.
Thus § lies on the minimum ellipse through A, B, C.

Investigation of the equation of the envelope which a straight
line has when the constants R and S in its equation
2/R+y/S=1
are subject to the condition _
| (pR)"+ QS)" = c",
where c ts a constant, a line of given length, while p and q
are mere numbers.

By GrorGE Scorr, M.A.

Differentiating, as is usually done in seeking an envelope,
2/R?+y/S*d8/dR = 0, p™R"-!+q"S"-! d8/dR = 0;
therefore z/p™ Rt! = yj 8™ +t,
Combining this with the equation of the straight line, we have
pR” + q” B™ = p” R” “rg =g” Sm ely :

or ye” = pr R*!, .c”y = q" 8") :

therefore R = (c/p)mim*Dallm+), B = (ejg) "m+ yliimed,
Rn = (c/p) mtd gmim +1, gu = (c/p) Ă m+ D ymm +1),

and p” R” = crPimsl) ( par)ri(m +),

also q” sm = om(m+1) (qy)" (+D,

Hence (pR)™ + (gS) = c™ = m+!) ((px)mi(m +) + qy" + 1)

Therefore since c+) je” = cmm +1)l-m — c™m(m +1),
(pa) +1) + (qy)mn 41) = cmi(m +1),
Making m = 1, we have for the envelope
( px/c)* + (qyle)* = 1,
the equation of a parabola referred to two tangents as axes of co-
ordinates, the lengths of which are c/p and c/q. Making p =q = 1 and
m = 2, we have the known equation of the hypocycloid x? + yt = c°.

If c/p = (a?— b*)/a, c/q = (a?—b?)/b, and m = 2, we have the evolute of

the ellipse whose semi-axes are a and b, namely,
(ax)i + (by)? = (a?—0%)3.

Remark.—As an ellipse approaches nearer and nearer to a circle, the
normal approximates to the arm of the elliptic compasses that would
describe the ellipse ; now the envelope of this arm is a hypocycloid,
and the ollipse’s evolute approaches to this; therefore the late Pro-
fessor MacCullagh was justified in asking at a Fellowship Examination,
then conducted in Latin, ‘‘ Quale est centrum circuli?’’ and accepting
the answer, ‘‘ It is the shape of a hypocycloid.”’

QUESTIONS FOR SOLUTION.

16478. (Rev. F. H. Jackson, M.A.)—Show that
J. (abc) Ju(a/be) Su (abe) Sw (ac/b)
Tn (abe) J,,(a/bc) Im (@b/c) Jm (ac/b)
= W. { (Steb) $n (a/b) Su ae) S (a/o) )*
@7(0) (A In (ab) In (a/b) Jm (ac) Jm (afc)

— 16g sin? (—i log b) sin? ( — ¿i log c

7 (Slaid) Sn (qha/d) In (qrac) Sn (grafe) )*} ve (A)
Jn (qtab) Jn(g?a/b) Jm(qtac) Jm (giae) i- i

where J„(x) denotes the q analogue of Bessel’s Function

2 2 a San ee eee |
Jn (2) = ae aa (2}(an+2) Dn + Yna
in which [n] = (”—1)/(q-— 1),
Sn (2) = j

[2)[4] ... [27]
á x? 2n +2 act
ü fı Bn? + Rn +n > 4]
being derived from J by inversion of g ; thus

J (1/g, q) F gS (g, z),

LE: pa )
gina

Aug. 1, 1908.]

THE EDUCATIONAL TIMES.

851

@ (0) denotes the square of Jacobi’s @ Function, and
= ivq
2 = TI — 72m)? — cf.
| do na q }, a (qg—1)’
while b and c are arbitrary, as also are m and n.
16474. (Hon. G. R. Dick, M.A.)—Solve the equation
(1— zx?) dujdx +n (1—22u + u?) = 0,
and show that when n is a positive integer a particular integral is
u = P,-1(z)/P,(z), where P,,... are the Legendrian polynomials.

16475. (Professor E. HerninpEz.)—On a

baood..d0 0 0

2 ba 0.000

(—1)” 0O cba.. 000

a” ser — sso ves eso sso ooo

0000.4.c¢ ba

0 000..0cb

et

0a0d000..00 0 0 0
b 0a00ā0.. 00000
aye 0b60a00..0 0 0 0 0
—1)"'|9% 0600a0..00 00 0
al 0¢c0b0a..00000
rap s = rae 5 ae a S 7
000000..0c¢0 6b 0

pour la somme des puissances mi*me’ deg racines des équations
az?+be+c=0 et axt+ba*+c =O respectivement, les deux déter-
minants étant du degré m. `

16476. (Constance I. Marks, B.A.)—In a game of cribbage ar-
range the pips for a hand or crib of twenty-three, and find the
probability of holding cards with such an arrangement. Is more than
one solution of the problem possible ?

16477. (The late R. W. D. CHRISTIE.)—Prove that an infinite

number of solutions can be obtained from
37+ a? = 6°,
e.g. 3,4, 5; 3, 3, 43; 3, Z, 28; &c., ad inf.

16478. (Professor E. B. Escorr.) — Certain numbers have com-
mon factors, when their digits are permuted cyclically. Example:
259 = 7x37, 592 = 16x37, 925 = 25x37. Find for what numbers
this property is true.

16479. (W. J. GREENSTREET, M.A.)—

(1) Solve:— 3(b—c)z = 0; &(b?—c?) ye = 0;

= (b—c) ye + 2a (b?—c*) = 0.

(2) Find the condition that acosz+bsinz = cx may have 2n+1
real roots at least (a, b, c, positive).

16480. (M.S. Narayana, M.A.)—Sum the series :—

(1) 1—3(1+4)+5(1+4+4)—7 (1+ 44+4+4) + ... to infinity.
(2) log cosh 6+ log cosh 46 + log cosh 0/2? + ... ad inf.
16481. (Professor SanzAna, M.A.)—Find the sum of the series

14 7810 20 +o 4+ g» -28 (n—1) 0, -18in ne
sin 6 sin 6 sin @
par Sin(n—1)0 pan-a Sin 20 + ?”-2
gın @ sin 6

16482. (V. Ramaswamy Aryvar, M.A.) — P, P’ are corresponding
points of a curve and its n-th pedal with respect to an origin O; C, C’
the centres of curvature at P, P’; and M, M’ the projections of C, C’
on OP, OP’. Show that OP’/OM' = n+ OP/OM.

(Nore.—If through P’, P parallels be drawn to the join of M’ and M
meeting OP, OP’ respectively in Q, Q', then PQ=n.OM and
Q'P' =n.OM'; whence a construction for the centre of curvature at
te point of the n-th pedal, or the —7-th pedal of any curve, knowing,

c.

16488. (Professor 8. Sırcom.)—Give a general description of the
cubic surface :—
x + ee z?—2 Pie

+ (2+ y—1)(42?—4y2 + 84°— 162+ By +16) = 0
and determine its real right lines.

16484. (Professor Neuserc.)—Une sphère est rapportée à trois
rayons rectangulaires Ox, Oy, Os. Un plan tangent quelconque ren-
contre ces rayons en A, B, O. Trouver l'enveloppe de la sphère
passant par les points O, A, B, C.

16485. (A. W. H. THompson.)—Let two conics S, S' (plane or
spherical) intersect in A, B, C, D, and let P, P’ be any two points on
8, 8’ respectively. Then the ratio of the anharmonic ratios of the two
pencils (P. ABCD), P’. ABCD) we shall call the anharmonic ratio of the
conics S, 8’. The anharmonic ratio of two quadric cones, having a

common vertex is the anharmonic ratio of the spherical conics, formed
by the intersection of the cones with a sphere whose centre is the
common vertex.

8, 8’ are two conics in different planes but intersecting each other in
two points on the common line of intersection of the two planes.
Show that the locus of a point P such that (P.S, 8’) (é.e., the anhar-
monic ratio of the cones standing on S, 8’ with common vertex P) is
constant, is a quadric through S, 8’.

(This appears to be the three-dimensional analogue to Chasles’s
property of a conic.]

16486. (H. L. TRACHTENBERG, B.A.)—Three conics are described
touching the circum-circle of a triangle ABC: the first touches the
sides AB, AC at B, C; the second BO, BA at C, A; the third CA, CB
at A, B. If L,, Ly, L, are the points of contact with the circum-circle,
prove that AL,, BL,, CL, are concurrent in the symmedian point.

16487. (S. Narayanan.)—Find the locus of foci of parabolas which
have their vertices at the centre of a given ellipse and which cut off a
constant area from that ellipse.

16488. (Deva Rao M. Kexxar, B.A., L.T.)—The opposite sides
DA, CB of a cyclic quadrilateral meet in E. If the straight line join-
ing E with the point of intersection of the diagonals of ABCD meet AB
in G, show that AD.AE: BC.BE = AG: BG.

16489. (C. E. Younaman, M.A.)—Two circles (A), (B) touch extern-
ally at C, between A and the other centre of similitude D. If A and D
be fixed points, prove that the common tangent of (A) and (B) is longest
when AB = 2CD.

16490. (Professor Nanson.)—Find the condition that the three in-
volutions determined by three pairs of points on the same base may
have one focus in common.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

10828. (Professor SYLVESTER.)—On a clay model of a hyperboloid
of one sheet straight lines are to be drawn passing from a given point
P to a given point Q situated at the other end of the diameter passing
through P. Show that the number of such lines cannot be less than
three, and find the length of the shortest course for that number.

10875. (Professor Crorron, F.R.S.)—If there be any closed convex
boundary of length L, and 6 be its apparent magnitude at any point
(x, y), and, if an endless string of length y be passed round it, and kept
stretched by a moving pencil which thus traces out an external bound-

ary ; prove that the value of the integral ff sinédxdy extended over

the annulus between the two boundaries is L(Y—L). [If the given
curve be an ellipse, the outer one, as is known, is a confocal ellipse.)

11287. (J. L. Mackenzie, B.A., B.Sc.)—A small ball is dropped
from a point at a level k inches above the highest point of a sphere of
radius r inches. If the coefficient of restitution is e, find the chance
that the ball will clear the sphere at the first rebound.

11270. (Professor B. O. Piercse.)—If, in an indefinitely extended
plane plate, which has one straight edge, there is a doublet of strength
u at a distance a from this edge, and if the edge be taken as axis of y,
and a line drawn through the doublet perpendicular to the edge as axis
of z, the flow function is

4apxr
™ +4auTy

z _ _ 4a F Qux (x7 + y?—a*)
~ [(w—a)? +4” [(x + a)? + 97]

T [(w@—a)? + y3 ((x + a)? +y]

r ve

. | according as the axis of the doublet coincides with the axis of z or is

parallel to the axis of y. In the latter case there is no flow across the
circumference which passes through the doublet and has the origin as
centre.

11844. (D. BrppLe.)—A sphere of radius r has projecting from its
centre to a distance l beyond its surface a light straight pole. Find
the locus of the extremity of the pole as the sphere oscillates on a
horizontal plane ; also the area enclosed.

11614. (H. J. Woopaut.)—Prove that, in any spherical triangle,

tan c = (cot A cot a+ cot B cot b)/(cot a cot b—cos A cos B).

NOTICE TO CORRESPONDENTS.
It is requested that all Mathematical communications should be sent
to the Mathematical Editor,

Miss Constance I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

Vol. XIII. (New Series) of the “ Mathematical Reprint ”
is now ready, and may be had of the Publisher,
Francis Hopgson, 89 Farringdon Street, E.O. Price
to Subscribers, 58. ; to Non-Subscribers, 63.-6d.

p 352 _ _ 352

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER,

Patrons—THE ARCHBISHOP OF CANTERBURY;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
Becretary—W. N. NEALE, Esq.

S.W.

THE ARCHBISHOP OF YORK.
Vice-President—THE LORD HARRIS.
Deputy-Chairman—SIR PAGET BOWMAN, Bast.

[FOUNDED

Actuary and Manager—FRANK B. WYATT, Esq., F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND

THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.

Accumulated Fund, £4,242,820.

Annual Income, £453, 897.

Bonuses Distributed, £4,256,464.

LOW PREMIUMS.
LARGE BONUSES.

Notwithstanding the lowness of the
Premiums charged, the BONUSES are
on an HXOBPTIONALLY HIGH SCALB.

Application is invited for the PRO-
SPHOTUS, and Leafiets explaining two
new Policies, with valuable Options.

1. WHOLE-LIFEH CONVERTIBLE ASSURANOBS. Very Low
Premium — about one half the usual rate — during first ten
years,

2. PENSION POLIOIBS. Premiums returnable with compound interest in
case of death or surrender before persion age. Option to commute for
cash.

Assurances without profits, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
laa irrespective of any special qualification by relationship to the

ergy.

THE LATEST SELF-FILLING PEN,

1908 MODEL.

SPECIAL OFFER.

One of the leading manufacturers of Gold Fountain Pens challenges
to demonstrate that their Pens are the very best and have the largest
sale, that no better article can be produced.

They offer to give away 25,000 of the latest Self-
Filling and Self-Cleaning Perfection Fountain Pens,
worth 15s., for 5s. 6d., as an Advertisement.
Every part guaranteed for 2 years.

The Self-Filling and Self-Cleaning Perfection Fountain Pen is
a marvel of Simplicity; it deserves to be popular. It is non-leakable.
fills itself in an instant, cleans itself in a moment—a press, a fill. The
massive 14-carat Gold Nib ig iridium pointed and will last for years,
and improves in use. Fine, medium, broad, or J points can be had.

NBW AND SPHOIAL
POLIOIBS.

It deserves to be popular, and is certain to be the Pen of the future.
Every Pen is guaranteed, and money will be returned if not fully
satisfied. Any of our readers desiring a really genuine article cannot
do better than write to the Makers,

RED LION MANUFACTURING CO., LTD.,
71 High Holborn, London, W.C.,

and acquire this bargain.

The Exquisite Gold-Mounted Self-Filling Perfection Pen, in Plush
Case, for 8s. 6d. No other Pen like it for Reliability, Steady
Flow, and Smooth Writing.

SPECIMEN OF RATES FOR £1,000, WITH PROFITS.

&1,0
Payable ‘at vance 60
beef earlier Death.

NoTE.—Under the Reduced Premium Seite (explained in Prospectus) four-
fifths only of these Premiums need be paid, the other one-fifth remaining a charge
to be repaid out of Bonus,

No Agents employed and no Commission paid for the intro-
duction of business, whereby £10,000 a year is saved to the

Members,
by direct communication

Assurances can be effected
with the Office, 2&8 THE SANCTUARY, WESTMINSTER, 8.W.

EDUCATIONAL WORKS
By A. K. ISBISTER, M.A., LL.B.

(Late Dean of the College of Preceptors.)

Sixteenth Edition, with Map. 12mo.

CZESAR’S COMMENTARIES on the GALLIC WAR.
BOOKS I.-V. With Notes, Critical and Explanatory,
a Vocabulary of all the Words in the Text, and

enas ——

Easy Reading Lessons for Beginners ..........60c0000 price 3s. 6d.

BOOKS I.-VII. do. do. 4s. 6d.

Do (without the Reading Lessons) ......... 4s. Od.
Twenty-fifth Edition.

BOOK I. (with Vocabulary, Reading Lessons, &c.) .. 1s. 6d.

Fourteenth Edition. 12mo, price 3s. 6d.

XENOPHON’S ANABASIS, Books I. to III. With
Notes, Vocabulary of all the Words in the Text, and a Series of
Easy Reading Lessons for Beginners. Designed as a First Greek
Reading Book in Schools.

New Edition. 18mo, price 9d.
THE ELEMENTS OF BOOK-KEEPING, by SINGLE

and DouBLE Entry; with Practical Explanations and Exercises
on the most useful Forms for Business.

4to, 1s. each.

ENGRAVED ACCOUNT BOOKS. Ruled and Interleaved
for copying, adapted to the above.
No. I. Business Forms. 1. Bills of Parcels and Book Debts.
2. Invoices. 8. Account Sales. 4. Receipts. 6. Pro-
missory Notes and Drafts. 6. Bills of Exchange.
No. II. Day-Book and Cash-Book.
No. III. Ledger, Index, and Balance Sheet.

Lonpoxn: LONGMANS & CO., PATERNOSTER Row, E.C.

London; Printed by C. F, Hopason & Son, 2 Newton Street, High Holborn, W.C. ;

and Published by Francis Hopgson, 89 Farringdon Street j/E.C.

(Entered at the New York Post Office as Second Class matter. ]

Aug. 1, 1908. |

A SCHOOL ARITHMETIC.

THE EDUCATIONAL TIMES.

By H. 8. HALL, M.A.,

Complete; with Answers, 4s. 6d.; without Answers, 3s. 6d.
Or in two parts—Part I., with Answers, 2s. 6d.; without Answers, 2s. Part II., with Answers, 2s. 6d.; without Answers, 2s.
Key in preparation.
This work follows closely the recommendations of the Mathematical Association.

Answers, ls.

COLLEGE OF PRECEPTORS EXAMINATIONS,

8. d.

SCRIPTURE HISTORY.

The Gospel according to St. Matthew. The Sree Tert. With
Introduction and Notes. By Rev. Canon SLOMAN

Acts of the Apostles— Authorised Version. With ‘Notes. By
T. E. PAGE and Rev. A. S. WALPOLE tes

The Greek Text. With Notes. By T. E. PAGE

2 6

m36

ENGLISH LANGUAGE, HISTORY, AND GEOGRAPHY.

Shakespeare’s Tempest. K. DEIGHTON. (First and Second Clases) ..
Tempest, Eversley Edition. With Notes. hated and Second Clase)
Tempest (Text only). (first and Second Class)
—— Julius Caesar. K. DEIGHTON. (First and Second Class )...
—_—— on Caesar. Eversley Edition. With Notes. (First and Second
Clase cs
Julius Caesar (Text only). (First and Second Clase)
Chaucer’s alco, tips A. W. POLLARD. (First Class)
Prologue, The er Tale, The Nonnes Prestes Tale.
H. M. LIDDELL. (First
—— Prologue, The Kuighes Tale, The Nun-Priest’s Tale, &o.
A. INGRAHAM. (First Class) net
Soott’s Lay of the Last Minstrel. G. H. STUART and É. H. ELLIOT
Cantos I.-III., 1s. 3d. ; Sewed, 1s. (Second and Third Class.)
Ae of the Last Minstrel. F. T. PALGRAVE. (Second and
t ee
Macaulay's “Horatius. “W. T. WEBB. (Third ‘Class ‘and Lower Forms)

Lays of Ancient Bome (containing ‘‘ Horatius’”’ and ‘‘ The
ey Lake Regillus ”) W. T. WEBB. (Third Class and Lower
Palgrave s Children’s Treasury of Lyrical Poetry. (Lower

's Masters of En sh Literature ..
Saintsbury’s Short ry of English Literature..
Wesfield’s Outline of English Grammar .

KEY, 2s. 6d. net. (Adapted to the Second and Third Classes.)
Oral Exercises in English Composition. (Third Class) ...
—— Junior Course of English Composition. ee to ne

Second and Third Classes)... s3 sas
Senior Course of Bnglish ‘Composition
KEY, ls. net. uty ea to the First C.ase.)
Manual of English Grammar and Composition
KEY, 2s. 6d. ae (Adapted to the First Clase.)
re aa ‘to es Study and Composition of English
Buokley’s History of Bn a gor Beginners ...
Green’s Short History o nglish People ...
Green and Tait’s Pea Ear of Bnelish me erery
Thompson's History of England
Fout’s Short Analysis of English History
The Bigg ed Fee phase y rhage ge Edited z E B- MLL
Preliminary eee Sao ai

British Tales, 18.: 1 P 28. od. ; Til... ee iY. A es
asia, ls. 6d.; V., Il., Buro America, oe "VL, South America, ls. 6d.;
VIL., Africa, 28

Simmons and TONE ERA AAS Exeroios in Peces en Ry:
Sections I.-IV. .. sks des
KEY, 3s. 6d. net.
Or, Section I., Maps, 1s.; II., The Globe, 1s.; III., Climate, 1s.
Mill’s Class Hook of General neral Geogra ae ive ‘
Geikie’s Geography of the British Isles. (Third Clase)
Sime’s Geography of Burope. (Second and Third Clase)
Bosworth’s Short phy of the World Aes
Summaries. In three Fekk I., British Isles and Europe
Asia and Africa; Part America, Australia, &c =
Huxley and Gregory’s pEr aphy W
Simmons’s Physiography for Beginners ...
Geikie’s Blementary ssons in Physical Geography

ARITHMETIC AND ALGEBRA.

Palmer's Arithmetic—ohiefly Examples

Sidney Jones's Modern Axithmetic. with Graphio and Prao-
tical Exercises. Parts I. and II. With or without Answers, 2s. 6d.
each. Complete, with or without Answers ia sos Sss

Loney and Grenvillio’s Shillin Arithmetio. 1s. Yin Answers...

Lock and Turnbull’s Arith o for Schools

Hall and Knight's Elemen Algebra for Schools. Containing
a full treatment of GRAPHS. ithout Answers, 3s. 6d. With Answers

; Part IL.,

— Introduction to Graphioal Algebra ...
Gibson’s Elementary Treatise on Graphs... ee

FRENCH AND GERMAN.

Siepmann and Pellissier’s Publio Sohool Frenoh Primer
mann’s Pri French Course. Comprising a First Reader,
rammar, and Exercises, with Questions for Oral Practice and = Alpha-

betical Vocabulary. K . net. , 28. 6d.
Word and Phrase Book, 6d. KEY, 3s. 6d. net. [Part ITI, in tis pretti

—— P Frenoh Course. ‘(First Term.) Lessons in Col
French based on the Transcript of the Association Phonétique with &
Chapter on French Sounds and their Phonetic Symbols, sania o oe for
Practice in Pronunciation, and Complete Vocabularies be

MACMILLAN & CO., LTD.,

1
1
0
1
s l
wus, 0
1
3
1
2

a DO t Gi

Q mm we A AmA

oo fF ONO ONDOO

O m
ao

OGOAAARG BD DAD A AANS oO

noon

2p a
©

O
an

ana O O TD AAG

aod 6

FRENCH AND GERMAN.— Continued.

Macmillan’s Progressive Frenoh Course. G. E. FASNACHT. First
Year, 1s.; KEY, 4s. 6d. net. Supplementary are 1s. Second
Year, 2s. ; KEY. 40 bd net, Third Year, 2s. 6d. eee

Poiré’s French Course. First Year, 1s. Second Year, 1s.

Perry and Reum’s New Frenoh Oourse for Schools. Part I.,
ls. 6d. Part II., 3s. 6d.

Hauff’s Die Karavane. H. Hacer. (First ta se wee a es

Siepmann’s Publio School German Primer a Ke

KEY, 4s. 6d. net.
Maominan s Progressive German Soares: G. p FAG ACHE: eat

KEY, 40. 6d. net.
BOOK-KEEPING.

Thornton s Arr Lossons in Book-keeping
—— Exercise teh First Lessons in Book keeping, No. 1,
co rae 2, for Test a er 3, for Test
, for Lessons XIII. and XIV., is. 6d. Case to
contain all the aoe ba” Complete Set n Case, 58. No. 5, Condensed
Edition for Working outa Selection on all the Lessons, 2s. No. 6, Journal,
6d. Examination Papers in Book-keeping, 9d.
KEY to Examination Papers, 2s.
——— Primer of Book-keep E
KEY, 2s. 6d.
—— Exercise Books to Primer of Book reertne:
LEDGER. Part II., JOURNAL . Gos
—_—_— mony. Bxeroises in Book-keeping

ABO SD vaevies of Book: keeping Szr Books.
Four Parts, 3d. each, or ss Sas the set
Ireson’s Text-Book of Book-keeping `..
Maomillan’s Book-keeping Exercise Books. Set A, containix
Journal, . Price 10d. Set B, containing Cash Book, Journal,
ge ee aa a ts. 58 Part I
8 Modern - an coounts. .; Or si
ls. 6d. Part II., 2s. Part ITI. 23
K EYS, 2s. 6d. net each.
Macmilian’s Facsimile Worked Exercises
keeping and Accounts. By W. ADGIE ..

LATIN AND GREEK.

Weloh and Duffield’s Bxercises in Unseen Translation in Latin
Alford’s Latin Passages for Translation ty ie ses
Caesar’s Gallic War. J. Bonp and A. 8. WALPOLE. (First, Second,
and Third Clase)...
Gallio War. Books II. and III. With Notes and ‘Vocabulary.
W.G. RUTHERFORD. (First, Second, and Third Class)
—— Gallio War. Book IV. With Notes and Vocabulary. "O. BRYANS.
(First and Second Clase)
Virgil’s Aeneid. Book III. With Notes and Vocabulary. "T. B. PAGE.
irst and Seoond Class)
Aeneid. Book XI. With Notes and Vocabulary. T, E. PAGE.

Part I.,
the set

In

roni: = ook

(First and Second Claes
Horace’s Odes. Book IV. With Notes and Vocabulary. "T. E. PAGE.
Edited by the same, 2s. (First Clase.)

Cicero’s Pro Milone. F. H. CoLsoN. (First Class)...

Xenophon’s Anabasis. Book II. With Notes and Vocabulary. A. B.

ALPOLE. (First and Second Clase)

Anabasis. Book III. With Notes and Vocabulary. “G. H. NALL.

(First and Second Class)

ides’s Hecuba. With Notes and Vocabulary. J. BOND and A. 8.

ALPOLE. (First Clase)

mae ius. Books I. and II. With Notes and “Vocabulary. wW. Warcn
0. G. DUFFIELD. (Third Class) a a

Peacock and Bell’s Passages for Greek Translation

SCIENCE.

Perkin and Lean’s Introduction to Ghemistry and Physios.

New Edition. In Vols. . each

orogeny oe Simmons’s Experimental Science (Physiography,
10n

—— Exercises in Practical Physios. In Two Parts |
r yeep p and L. M. Jones's HZlementary General Boience

ny Saat ag Elementary Practical Physics .. ne si
winks "gs Introduction to Practical Physics Ae
D. Z. Jones's Hoat. Light, and Sound is ses aes oes
Bdser's mare for Advanced Students sis LS oo sda - ites
Light for Students... Gy baie
maag Ag meer fd gem ey å Rlectricity for 1 ers

agnetism and Zlectricity for Studen
Thomovson’s Hlementary Lessons in Rlectricity ‘and Magn
L. M. Jones’s Introductory Chemistry for Intermediate eee
Parrish’s Chemi ce meat pr of Science...
Boscoe and Lunt’ og, Caress eae One. for Beginners
Tornos Snan Harden's organio Chemistry for Advanced
n Seg sig
n’s Practical Exercises in Chemistry

iy EF oot aa

r an ore’s ology for ers...
Bvans’s Betany for ners ay R
Stenhouse’s Introdu n to Nature Study
Simmons and Stenhouse’ s Science of Common Lite
Reynolds's Hygiene for Beginners ves

each

e
He ~~ SS DP He S| Se Yt oh O

2
2
2
3
2
2
2
4
6
2
. 6
etism 4
2
2
2
4
2
2
2
2
3
2
2

353

8.

= pm

and F. H. STEVENS, M.A.

MIDSUMMER AND DECEMBER, 1909.

d.

COC ADD A AMA AD A A OG

AARARDDAARAR AROHROMAOAAARAROA oO

ST. MARTIN’S STREET, LONDON, [W.0.

304

THE EDUCATIONAL TIMES.

(Aug. 1, 1908.

Cambridge University Press

Elementary Algebra for Secondary
Schools
By Cuarzes Davison, Sc.D., Mathematical Master at King Edward’s
High School, Birmingham. Crown 8vo. 6s.

The author’s aim has been to prepare a text-book that may be of use
in all but the highest classes of a secondary school. The subjects in-
cluded are, for the most part, those which are common to all text-books
of elementary algebra ; but a few, such as indeterminate equations of the
first degree, the remainder theorem and simple partial fractions, are in-
troduced at an earlier stage than usual. The applications of graphs are
confined to the illustrations which they afford of the methods of solving
simultaneous equations and of the theory of quadratic equations and ex-
pressions. In the solution of simultaneous quadratic equations, they are
especially useful, as they serve to show the geometrical meaning of every
step in the process employed. |

BOOKS SUITABLE FOR COLLEGE

Midsummer and

The Pitt Press Sbakespeare for Schools
With Introduction, Notes, and Glossary, by A. W. Verrry, M.A.

Shakespeare.—The Tempest
Sixth Edition. 1s. 6d.

“Mr. A. W. Verity possesses learning, literary insight, and a facile pen. He has
a le ata of boys and sympathy with their difficulties; moreover, when writing
for them he seldom loses himself in his subject to the extent of forgetting his
audience. Consequently, as has been shown in these columns on more than one
occasion, he is an almost ideal editor of school texts.” — Guardian.

Shakespeare.—Julius Caesar
Tenth Edition. 1s. 6d. |
“ Another of Mr. Verity’s admirable school editions of Shakespeare’s plays.’’—

Guardian.
The Pitt Press Series

Chaucer.— The Prologue and The Knight's |

Tale

Edited, with Introduction, Notes, and Vocabulary, by M. BENTINCK
Siro, M.A. Fcap. 8vo, 2s. 6d.

Portions of the Introduction have been written with a view to the
teacher rather than the pupil, the editor’s aim being to give, in a concise
form, the materials which the teacher requires to have at his disposal if
the taught are to obtain an adequate conception of Chaucer’s importance
in the history of English literature and language. A short bibliography
containing a list of authorities has been appended.

Macaulay.—The Lays of Ancient Rome,

and cther Pooms
Edited by J. H. Fiatuer, M.A. ls. 6d.

“Is 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.’’— School World.

Socott.—The Lay of the Last Minstrel
Edited by J. H. Fuarnser, M.A. Second Edition. 2s.

“One of the very best edited school-texts ever placed before the public.’’—
Guardian.

The Cambridge School History of Bngland

History of England for Use In Schools

By Arruur D. Innes, M.A., formerly Scholar of Oriel College,
Oxford. Crown 8vo, with 13 Maps and 8 Plans, 4s. 6d. Also in
Three separate Parts, 2s. each. (Part I, to 1509 a.p.; Part II,
1509-1714 ; Part III, 1689-1901.)
A separate Part is also issued covering the period ‘‘ From the Wars of
the Roses to the Death of Elizabeth ’’ (1899-1603). Price 2s.
“ Though written primarily as a school history, this volume of some 600 pages
may well be recommended to the average reader as a standard book of reference for
facts and dates in English history. 2 ard thoroughness, and accuracy of

detail are its outstanding features, while for the student the demands of the
examiner have been kept steadily in view.” — Glasgow Herald.

Modern Geometry
By C. Goprrzy, M.A., Head Master of the Royal Naval College,
Osborne, and A. W. Srppons, M.A., Assistant Master at Harrow
School. Crown 8vo. 4s. 6d.

The present volume is a sequel to the ‘‘ Elementary Geometry”
written by the same authors. It covers the schedule of Plane Geometry
required for the Special Examination in Mathematics for the Ordinary
B.A. Degree at Cambridge; and represents what the authors take to be
a useful course for any student of Mathematics, whether he intends to
read for Mathematical Honours or to take up Physics or Engineering.
For those who ultimately make a special study of Geometry, this book
would serve as an introduction to more advanced treatises.

OF PRECEPTORS EXAMINATIONS
Christmas, 1909

The Pitt Press Series and the Cambridge Series for
Schools and Training Colleges

AUTHOR WORK EDITOR P i
ra maran L aE aa oneorit de) A. R. Ropes u. 3 0
Hauff ......... Die Karavane .............s00s000: A. SCHLOTTMANN. 3 0
Caesar ......... De Bello Gallico, Bks. III.,IV. E.S. SHUCKBURGH
(With complete Vocabularies.) ea. 1 6
jg: Enae De Bello Gallico, Book III. ... A. G. Pesxetr... 1 6
ee, ER De Bello Gallico, Bks. IV., V. m 1 6
Cicerc ......... Pro Milone .................cee00es J. S. REDD ......... 2 6
Horace ......... Odes, Book IV. ................5. J. GOW occse 1 6
Vergil ......... Aeneid, Books ITI., XI. ...... A. Sipewick...ea. 1 6
(With complete Vocabularies.)
Euripides ...... Hecuba e eration es W. S. Haptey... 2 6
Xenophon...... Anabasis, Book II ............... A. PRETOR......... 2 6
geo a Book III ............ Be, + S 2 0
a i Books II, III ...... G. M. Epwarps
(With Complete Vocabularies.) ea. 6
The Cambridge Bible for Schools and Colleges
Boox EDITOR oes
First Book of Kings (Authorised Version) Rev. J. R. LumBY ...... net 2 0
5 5 (Rovised » ) Rev. W. E. Barnes ...net 2 0
Books of Ezra and Nehemiah ............ Rt. Rev. H. E. RYLE...net 3 0
Haggai, Zechariah, and Malachi ......... Ven. T. T. PErownxeE.,. net 2 0
Cospel according to St. Matthew......... Rev. A. CAER ............ net 2 0
Acts of the Apostles ....................0065 Rev. J. R. LUMBY ...... net 3 0
The Smaller Cambridge Bible for Schools
Boox EDITOR saps
First Book of Kings ........................ Rev. J. R. LUMBY ......... 1 0
Books of Ezra and Nehemiah ............ Rt. Rev. H. E. RYLE ...... 1 0
Cospel according to St. Matthew......... Rev. A. CARR oseese 1 0
Acts of the Apostles ............ ........ Rev. J. R. LUMBY ......... 1 0
The Revised Version.—Scbool Edition.
Book EDITOR PRICE

s. d.
Cospel according to St. Matthow Rev. A. Carr............net 1 6

“The most approved results of recent Biblical criticism are embodied in the
splendid notes; but, independent of its intrinsic value, there are three artistic
mape incorporated in the text. An edition as remarkable for its elegance as for its
high utility.” — School World.

(EEEE)

A Catalogue of New and Standard Books for Schools will be sent on application.

om eee es —_—=

Lonpon: Camsripce University Press Warsnouse, Ferrer Lane. OC. F. Gray, Manager.

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

390

CLASS LISTS

OF CANDIDATES WHO HAVE PASSED THE CERTIFICATE EXAMINATION OF

THE COLLEGE OF PRECEPTORS.—MIDSUMMER,

1908.

Tho list of successful candidates at the Colonial Centres will bo published in the October

number of “The Educational Times.”

[Throughout the following Lists, bracketing of names implies equality.]

General Proficiency.

First Crass for SENIOR].

PRIZES.

Modern Foreign Languages.

1. Ableidinger, Miss M.

1. Condrup, C. 0. Tollington School, Muswell Hill, N. 2. Gorrity,
(Isbister Prize.)
2. Ellis, H. G. Devonport Pupil-Teacher Centre.
(Pinches Prize.)
3. Perkins, L. C. 2 onnon Pupil-Teacher Centre. Daphtary, C
4. James, G. D. oly woah peony y Commercial School, Regent | 1, a Gardiner, J
SECOND CLass [or JUNIOR].
1. Quinton, C. J. Portsmouth Boys’ Secondary School.
2. Radford, G. D. Portsmouth Boys’ Secondary School.
3. Childs, R. J. Portsmouth Boys’ Secondary School. 1. Condrup, C. O.
4, Steed, H. D. Portsmouth Boys’ Secondary School. 2. Course, P. R.
THIRD CLass,
1. Grover, §. A. Montrose College, Streatham Hill.
2. Watts, T. St. James’s School, Devonport.
3. Mathews, Miss S. E. Pentre Higher Elementary School. Dixon, Miss R. J.
4. Holmes, C. W. D. Dagmar House School, Hattield. ’
English Subjects.
Ellis, H. G. Devonport Pupil-Teacher Centre. Hynes, J. E.
Dixon, Miss R. J. Ladies’ College, Wellington, Salop. (Silver Medal.)
Hamson, Miss May English High School for Girls, Pera, Constantinople. | 2. Wells, F. G.

Mathematics.

1. Perkins, L. C.
2. Gibbs, E. W.

Devonport Pupil-Teacher Centre,
Devonport Pupil-Teacher Centre.

(Bronze Medal.)

Convent of the Nativity, Market Harborough.
St. Joseph’s Commercial College, Dumfries.

*Classics.

Private tuition.
Bethany House, Goudhurst.

Natural Sciences.

Tollington School, Muswell Hill, N.
Tollington School, Muswell Hill, N.

Taylor Jones Prize for Scripture History.

Ladies’ College, Wellington, Salop.

Pitman Medals for Shorthand.

Xaverian College, Manchester.
Sir Andrew Judd’s Commercial School, Tonbridge.

* H. C. Sheldon was disqualified for the First Prize for Classics, having obtained
it at a previous Examination.

The following is a List of the Candidates who obtained the FIRST and SECOND PLACES in each Subject on

FIRST CLASS PAPERS.

Scripture History.

Trigonometry.

1. Dixon, Miss R. d. raa College, Wellington, |1. James, G. D. Polytechnic Commercial! Sch.,
lop. Regent Street, W.
af Ellis, H. G. Dever con P.-T. Centre. i
\Sheldon, H. C. Ruthin Grammar School. Mechanics.
f 1. Perkins, L. C. Devonport P.-T. Centre.
English Language. 2, @ lis, H. G. Devonport P.-T. Centre.
1. Durante, J. Christian Brothers’ College, Gibbs, È. W. Devonport P.-T. Centre,
sibraltar. ‘
(Dixon, Miss R. J. Ladies’ College, Wellington, Book-keeping.
| Sulop. 1. Harman, A.G. Private tuition.
Evans, Miss E. T. Ladies’ College, Wellington, ,
Salop. Mensuration.
Guise, E. 8. Redditch Secondary School. |1, Wakeley, H. E. Devonport P.-T. Centre.

Private tuition.
English High School for Girls,
Pera, Constantinople.

:2. į Gullick, Miss E. K.
| Hamson, Miss May

| Seddon, F. L.

g (James, G. D.

Polytechnic Commercial Sch.,
Regent Street, W

eana A. E. Devonport P.-T. Centre.

Queen Elizabeth's Grammar
School, Ashbourne. French. ,
Symons, A. Private tuition. 1. Bigle, Miss M. M. Convent of l the Nativity,
; ; arket Harborough.
English History. 2. Dupuis, Miss J. Annecy Convent, Seaford.
1. Ellis, H. G. Devonport P.-T. Centre,
2. Dixon, Miss R. J. Ladies’ College, Wellington, German.
Salop. 1. Klupfel, G. R. et eeu College, Hornsey
at e, N.
Geography. 2. Ableidinger, Miss M. Convent of the Nativity,
1. Wakeley, H. E. Devonport P.-T. Centre. Market Harborough.
(Burrows, W. A. Private tuition.
| Condrup, C. O. Tornen School, Muswell Italian.
| . ° ry . Vv s
2. | Ivens, L. F. St. ; Aloysius’ College, Hornsey ds: Moore RoE Saare Te a) Coleger. Wey
Seager, H. L. B. University School. Rochester. Spanish.
' Arithmetic. 1. Gorrity, F. 8t. Joseph’s Commercial Col-
1. Hynes, J. E Xaverian Coll aT al i ' a sige d K
2, Waller, E. W. Tollington Park C College, N ENORA T $! e ena ET a
Algebra. Welsh.
1. Geary, A. Market Bosworth Grammar |1, Roberts, J. Private tuition.
School. 2. Williams, Miss C. M. Grammar and Collegiate
2. Taylor, F. C. New College, Herne Bay. School, Carnarvon,
Geometry. Latin.
1. Ellis, H.G. Devonport P.-T. Centre. 1. Sheldon, H. C. Ruthin Grammar School.
2 Perkins, L.C. Devonport P.-T. Centre. 2. Gardiner, J. T. Bethany House, Goudhurst,

(Only those who obtained Distinction are included.)

Greek.

1. Burgoyne, C. Private tuition.

Light and Heat.

Dunheved College,
ceston,

Private tuition.

Alleyn’s School, Dulwich,

1. Tucker, 8.

2 { Collier, F. J.
2. | Morrish, D. B.

Laun-

Magnetism and Electricity.
1. Course, P. R. Tollington School,

ill, N.
2. Collier, F. J. Private tuition.

Muswell

Chemistry.

1. (Ware H.G Devonport P.-T. Centre.
WwW akeley, H Devonport P.-T. Centre.
Natural History.
Durante, J. Christian Brothers’ College,
[ Gibraltar.
Norman, J. Grammar School, Devizes.
Drawing.
(Coape, A. R. St. Joseph's Commercial Col-
| lege, Dumfries,
Lowe, F. Private tuition.
Music.
Dixon, Miss R. J.

eee College, Wellington,

l Ferrary, Miss L. Loreto Convent, Europa, Gib-

ralta
Osborne, Miss E. L. Girls’ Collegiate School, Wey-
mouth.

Political Economy.
1. Gardiner, J. T Bethany House, Goudhurst,

2. Dixon, Miss R. J. Ladies’ College, Wellington,
Salop.
Shorthand.
1. Hynes es E. Xaverian College, Manchester.
2. Wells, F. G. Sir Andrew Judd’s Commer-

cial School, Tonbridge.

306

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

CLASS LIST — BOYS.

N.B.—The small italic letters denote that the Candidate to whose name they are attached was distinguished in the following subjects respectively :—

a. = Arithmetic. e = English. k. = History. ms. = Mensuration. sc. = Elementary Science
al. m Algebra. JS- = French. he. = Hebrew, mu. = Music. sh. = Shorthand.

b, = Botany. gq. = Geography. t. = Italian. nh. = Natural History. sp. = Spanish.

bk. = Bookkeeping. ge. = German. l = Latin. p. = Political Economy. tr. = Trigonometry.

ch, = Chemistry. geo. = Geology. lt. = Light and Heat. ph. = Physiology. w. = Welsh.

d. = Drawing. gm. = Geometry. m. = Mechanics. phys. = Elementary Physics. z. = Zoology.

do. = Domestic Economy. gr. = Greek. ma. = Magnetism & Electricity. s. = Scripture.

The small figures ' and ? prefixed to names in the Second and Third Class Lists denote that the Candidates were entered Sor the First and Second Classes respectively..

In the addresses, Acad. = Academy, C. or Coll. = College, Coll. S. = Collegiate School, Comm. = Commercial, Conv. = Convent, Elem. = Elementary, End. = Endowed,

Found. = Foundation, H. = House, Hr. = Higher, Inst. = Institute, Int. = International,

Inter. = Intermediate, Poly = Polytechnic, Prep. = Preparatory, P.T. = Pupil Teachers, 8. = School, Sec. = Secondary, Tech. = Technical, Univ. = University.

FIRST CLASS (or SENIOR).

Honours Division.
Condrup,C.0. 8.g.ge.ch.

Houghton,F. s.l. Grosvenor School, Bath

Nolan,J.St.Joseph'sComm.Coll., Duw fries

Whip,R.P. Market Bosworth Gram. 8.
„A.R. ms.d.

f Coa pe
Tollington S., Muswell Hill, N. St. Joseph's Comm. Coll., Dumfries

Ellis,H.G. s.h.gm.m.ch.d.
Devonport P.-T. Centre
Perkins,Q.C. s.gm.im.
Devonport P.-T. Centre
James,G. D. tr.ms.f.d.
Poly.Secondary Comm.8., Regent 8t., W.
Wakeley, H.B. 8.g.ms.ch.
Devonport P.-T. Centre
Qibbs, E.W. s.al.gm.m.
Devonport P.-T. Centre
Yates, A.B. a. Gram. S., Eccles
Shelton, K.H. ch.
Tollington 8., Muswell Hill, N.
Harvey, L.W. gin.
Market Bosworth Gram. 8.
Nicholson, W.B.I.
Poly. Secondary Comm, 8., Regent St., W.
(Durante, J.e.sp. ph.d.
Christian Bros.’ Coll., Gibraltar
Owens, F.H. d.
Tollington 8., Muswell Hill, N.
(Geary,A. a.al.gin. f
Market Bosworth Gram.8.
Woodward, A.S. ms.d.
L Devonport P.-T. Centre
Gardiner, J.T. U.d.p.
Bethany House, Goudhurst
Meredith, R. f. ms. :

Poly. Secondary Comm. S., Regent St., W.

Taylor, F.C. a.al.gm.me,
New College, Herne Bay
Course, P.R. ma.ch.
Tollington 8., Muswell Hill, N.
Bown,S.G. ch.

King Edward VI. Moder 8., Macclesfield
Murphy,M. J.

St. Joseph's Comm. Coll., Dumfries
Armstrong,C. Argyle House, Sunderland
Wells,F.G. d.sh.

Sir Andrew Judd’s Comm. S., Tonbridge

ucker,N. s.lt.

Dunheved College, Launceston
LWightwick,O. Bethany House, Goudhurst
Nustadt,A. ms.d.

Poly.Secondary Comir. 8., Regent St., W.
Tucker,J.E. Tollington S.,MuswellHill,N.
Pomeroy, W.

Poly. Secondary Comm. 8., Regent St., W.
Rimmer,L. ms. University S., Southport
Hynes,J.E. a.d.sh,

Xaverian College, Manchester
Weston,A. W.

St. Joseph's Comm. Coll., Dumfries
Hamilton, A.S.

Stationers’ Company's S., Hornsey

FIRST CLASS [or SENIOR).

Pass Division.

Horton, H.O.
St. Philip's Gram. S., Edgbaston
Guy,E.F. Tutorial S., Penarth
Pocknall,H.G. mu. Private tuition
Waller, F. W. a. Tollington Park College,N.
Bryan, H.V. sh.
Xaverian College, Manchester
Ivens, L.F. s.g.sh.
St. Aloysius’ Coll., Hornsey Lane, N.
Thompson, A. E.S. gm,

Poly. Secondary Comm.S., Regent Sb., W.
Walker, A.F. d. Ashbourne Gram. S
Weston,R.H. f.

St. Joseph's Comm. Coll., Dumfries
CHoenig,F.J. St. Joseph's Academy, S.E.
Saunders, R. Grove House, Highgate

Coucher, A. E.R.
Poly. Secondary Coinm. S.,Regent St., W.
f Bates, H.
| Poly. Secondary Comm. 8.,Regent St., W.

LCatling, T.L. St. Joseph's Academy, S.E. | |

| Daphtary,C.K. l. Private tuition
| Klupfel,G.R.
| St. Aloysius’ Coll., Hornsey Lane, N.
LSeddon, F.L. e. Ashbourne Gram. 8.
Lee, E.C. The College, Shebbear
Shorter, F.S. d.sh.
Sir Andrew Judd’s Comm. 8., Tonbridge
Ravinet, V.J. f. St.Joseph’sAcadeiny,S. EK.

Tulley, W.J. Ashbourne Gram. S.,
Bowes, A.A. Gram. 8., Eccles
Friend,R. a.ms.sh.

Stafford Coll., Forest Hill
Gillett,S.H. f. Private tuition

Cowlishaw,G.D.Market Bosworth Gram.8.
Harman,A.G. bk. Private tuition
Innes, H.S. = Tollington Park College, N.
Marchington,E.W.
l Tollington 8., Muswell Hill, N.
Wilson,J. Bethany House, Goudhurst
Symons, A. 8.¢.h.d.p. Private tuition
(Byrom,W. Technical School, Stalybridge
Williams, W.C. The College, Shebbear
Guise,E.S. e. Redditch Secondary 8.
Holland,H.D.
St. Joseph’s Comm. Coll., Dumfries
Johnson,S. University School, Southport

Yates, E.C. Gram. S., Eccles
Dodd,E.E. Bethany House, Goudhurst
(Golden,A.D.

St. Joseph's Comm. Coll., Dumfries
Leherissier,A.P.F. f.
New College, Herne Bay
Corbett,C.8. Eye Grammar School
aes: sp.

St. Joseph's Comm. Coll., Dumfries
Wyatt, F.S. St. John's Coll., Brixton
Sheldon,H.C. s.l. Ruthin Gram. S.
Lawrauce,D.M. s.

Tollington Park College, N.
Beer,H. The College, Shebbear
Shackell,R.W. Grosvenor School, Bath
Barnes,J. Secondary S., Ashton-u -Lyne
[Micheli iC. Devonport P.-T. Centre
Morrish,D.B. lt. Alleyn’s S., Dulwich

( Bretherton,A.A. d.
Christ’s Coll., Blackheath

| Ewen, W.J.

St. Joseph's Comm. Coll., Duinfries
Seager, H.L.B. q.

University School, Rochester

Collier, F.J. lt. ma. Private tuition

( Barnes, H.C.E.

Stationers’ Company's 3., Hornsey
Decker,G.W. St. Joseph's Academy, S.E.

(Smith,I. Xaverian College, Manchester

(Toy,F.C. Dunheved College, Launceston

LWardle,J. d. Ashbourne Gram. 8.

( Hindsley,F.G.

{ Tollington S., Muswell Hill, N.
Luke,P.L. The College, Shebbear
McCormick,A.E.

Tollington S., Muswell Hill, N.

Pitt, V.D. Grammar School, Worthing
Karge,F.M.

Grammar S8., Chorlton-c. -Hardy
Huntley, H.E. TheCollege, Weston-s.-Mare
Rogers, F. d. The College, Shebbear
Bowden,F. Technical School, Stalybridge
[Lowest d. Private tuition
Murphy, L.P. St.George'sColl., Weybridge
Coates, H.B. St. Joseph's Academy, S.E.
Thatcher, N.F. Winchester House, Bristol
(Challice,G. W. The College, Shebbear
LWilson, H.J. Private tuition
Barnes, A.H.
Stationers’ Company's S., Hornsey
Huggons, A.F.
Tollington S., Muswell Hill, N.
(Graves, H. The College, Shebbear
\ Kendon, F. d.d.Bethany House,Qoudhurst
r Deeson,L. A.
Stationers’ Company's S., Hornsey

Harratt,J.H. Market Bosworth Gram. S.
O’Brien,J.J. St. George's Coll., Weybridge
Jolly,H.d. Secondary S., Ashton-u.-Lyne
Galbraith, D. H.A. Private tuition
Watkinson, H.L. Farnworth Grain. S.
Spencer,S. Brunt’s Technical S., Mansfield
(Bramer,J. D.S. Atherstone Gram. 8,
Brumtit, J.R. Private tuition
| Hitetonek. Ce.

Sir Andrew Judd’s Comm. 8., Tonbridge
Filiner,E.8. Tollington Park College, N.
Newsome, F.E. The College, Shebbear

(Jones,T.
Advanced Elem. Boys’S. , Merthyr Tydfil

Saint,8.0. Tollington Park College, N.
( A gr. Private tuition
! Cluer, H.L.

Stationers’ Company's S., Hornsey
(Iuch, R. St.Joseph'sComm.Coll., Dumfries

Bryant,F.G. Rye Grammar School
Perkins, F.H. Gram. 8., Quorn
Turner, L.H.

Dunheved College, Launceston
Kirk, A.W. St. John's Coll., Brixton
Sills, W. W. ms,
Portsmouth Boys’ Secondary 8.
Vick,G.K. Tollington S., Muswell Hill, N.
Miller,J.A. University School, Rochester
Payne,G.H. Rye Grammar School
Atherton, H.
Stationers’ Company’s S., Hornsey
| Firth,S.H. Tollington Park College, N.
| een
tationers’ Company's S., Hornsey
Harte,J. Private tuition
Jnl, L.H. d.

Sir Andrew Judd’s Comm. 8., Tonbridge
Stears,F.D. Tollington Park College, N.
Theobald, R University School, Rochester
Wing, F.T.W. Bethany House, Goudhurst
Hobson,G. Pupil-Teacher Centre, Bolton

(Collins, R. H. Atherstone Gram. 8.
Ewen, P. d.

St. Joseph's Comm. Coll., Dumfries
Brown, K.G. ollington Park College, N.
Lawler,T. Xaverian College, Manchester

(Fawcett, F.H. Private tuiticn

Toon, H. Brunt’s Technical S., Mansfield

( Harrison,S8.H.d. MarketBosworthGram.s.
Logie,R. University School, Southport
Smith, R. B. Clifton College, Black pool

ı Broderick, P.C. Private tuition

| Harness,C.B. ge.

| Northern Poly. 8., Holloway Rd., N.

| Thornton, R. H. Private tuition

| Wentworth, F.S. ge.

L Stationers’ Company’s S., Hornsey
Yeo,C.C.
Cooper, W.E.
Dishinan,L.

| Garrett, A.A. d.

| Sir Andrew Judd's Comm. S., Tonbridge

| Gonçalves, A.G.

| St. George's Coll., Weybridge

| Gregson,F.L. d. Scorton Gran. S.

| Hersey, H.R. f. Sutton Park S., Surrey
Lewis, L.

Advanced Elem. Boys’ S.,Merthyr Tydfil

a i

SECOND CLASS [or JUNIOR).
Honours Division.

Quinton,C.J. g.al.mn.lt.d.

Portsmouth Boys’ Secondary 8.
Radford,G. D. a.ul.gm.ltd,

Portsmouth Boys’ Secondary S.
Childs, R.J. a.al. gilt.

Portsmouth Boys’ Secondary 8S.
Steed, H. D. aal f.lt.ch.d.

Portsmouth Beys’ Secondary 8.
Gregory, W.J.S. g.a.al.phys.ch.d,

Devonport P.-T. Centre

James, W.D, g.al.lt.d.

Portsmouth Boys’ Secondary 8,
Chisholm,G.B. a.al.qm d.

Portsmouth Boys’ Secondary S.

Middle Schools, Holsworthy
Ashbourne Grain. S.
Private tuition

Dow,E.F.P. a.al.d.
Poly. Secondary Comm. S., Regent St., W.
\Garner,H.F.qm. MarketBosworthGram.8.
Jones, A.F. a.m.bk, Gram. 8., Eccles.
Arguile,C.a.al.d. Market BosworthGrain.S.
Jones, E.1.W. s.al f. Ruthin Gram. S.
Roberts,P.W. a.al.gm.
\ Portsmouth Boys’ Secondary 8.
Addis, A.E. g.al.gm.phys.ch,
Devonport P.-T. Centre
Bishop,E.G. a.al/.
Riviogton Gram. 8., Horwich
earen al.gm.
Tollirgton 8., Muswell Hill, N.
Brown, E.A.L. g.a.al.gm.lt.
Tollington S5., Muswell Hill, N.
Gitsham, R.G. al. Devonport P.-T. Centre
oi ama.
Northern Poly. 8., Holloway Rd., N.
| Davis, A.H. a.al.lt.
| Portsmouth Boys’ Secondary S.
Holden,J.A. al.gm.
Market Bosworth Gram. 8..
Cull, H.J. al.gm.lt.
Portsmouth Boys’ Secondary 8.
Marsh, W. s.al. The College, Shebbear
Evans,B.S. gm. Pentre Higher Elem. S.
Stedeford,R.V.a.al. The College,Shebbear -
Tapsell,H.J. a.al.lt.d.
Portsmouth Boys’ Secondary S.
Pearson, L.H. a.gm.
Market Bosworth Gram. 8.
Hull, H.J.P. a.al. ma.d.
Northern Poly. 8., Holloway Rd., N.
Mares, A.R. al.
Tollington S., Muswell Hill, N.

(Hollingworth, L a.al.ma.
Northern Poly. 8., Holloway Rd., N..
| Verano, L. al.sp.d.
Christian Bros.’ Coll., Gibraltar

( Dawson, H. g.a.gm.d.
| Sandyford Road 8., Newcastle-on-Tyne

Marks, H.P. a.gm.lt.
Tollington 8., Muswell Hill, N.

( Barnes, W.H. L. a.al.gm.ms.
| Poly.SecondaryComm.S., Regent St., W.
| Evans, J.H. q.al.gm.
Advanced Elein. Boys’ S., Merthyr Tydfil
Melville,S. Tollington S., Muswell Hill,N.
| Mills, N.C. al.
Portsmouth Boys’ Secondary 8.
Morris, H.E. al. The College, Shebbear
| Royle,A.G. g.al.gm.ms.
University 8., Southport
Wetz, H.J. gJ.

St. Aloysius’ Coll., Hornsey Lane, N.
Dix, R.G. al.d.
Poly.Secondary Comm.S., Regent 8t., W. .
| Roe,G.E. nal.
roly.Secondary Comm.S., Regent St., W.
| Winter,T.R. gin.d.
L Portsmouth Boys’ Secondary 8.
Bishop, W.M.B. al.phys.
Rivington Gram. 8., Horwich.
Jenkins, W.E.al.d, Pentre Higher Elem.S.
(Green, N. phys.ch.d. High School, Leek
Kirkham,J.W. s.d.
Ashbourne Grammar School .
Southworth,T. /.
Rivington Gram. 8., Horwich:
Jones, R. al. phys.d.
l Ferudale Secondary 8., Rhondda
Owen, D.W. Pentre Higher Elem. S.
(Evans, W.J. ma.d. Pentre Higher Elem. 8.
| Hesketh, T.F. University $., Southport
| Holmes,J. al.qm.
| Tollington S., Muswell Hill, N.
Wright, J. al.d. University S., Southport .
Davis, A.G. al.

Poly. Secondary Comm. S., Regent St., W.
Davis, H.B. a.al.d. Redditch Secondary S. .
Fuller, W.J. gm.lt.

Tollington S., Muswell Hill, N.
Caldwell, D. al.d.
| Brunt’s Technical 8., Mansfield

Fourt,F. a.al Redditch Secondary S..

Aug 1, 1908. ]

THE EDUCATIONAL TIMES.

357

BOYS, 2xp Crass, Hons,—Continued,
Johnson, F.E. g. al. d.

The High School, Devonport
Philipson, B.C. a.d. High S., Guernsey
Sheridan,T.deLaH. al.

Xaverian College, Manchester
Tackley, W.A. ch.
Tollington 8., Muswell Hill, N.
Walsh, A.E. l.
Tollington 8., Muswell Hill, N.
Whelan,R.P. al.sh.

St. Aloysius’ Coll.,
Bell,R. al.
{conte F.S. alf.

Vosper, W.R.

Hornsey Lane, N.
University 8. Southport
Ashbourne Grammar 8.
Devonport P.-T. Centre
Evans,S. ma.ch. Porth Higher Grade S.
Provost, W. a.al, High School, Leek
Richards, D.G. a.al. Porth HigherGrades,
Alexander,J. F. a.d. Grainmar S., Spalding
Clements, N. al.
St. Mary’ s Coll., Middlesbrough
Kent,L. al. Portsmouth Boys’ Secondarys.
Stephens, W.H. g.al.d,
Stoke Public Higher S., Devon
Stubbings,L. lt. The College, Sheb
er W.A. d.

ort
ar

Eastward Ho! Coll., Felixstowe
Green,J.d. Brunt's Technical 8. , Mansfield
Snelson,F. University School, South port
Williams,G.O

St Aloysius’ Coll., Hornsey Lane, N.
George, H.H. ch, Porth Higher Grade 8.
Humphries, P.a. phys. ch. HighSchool, Leek
Bampton,F. al.f.d.

Sir Andrew Judd’s Comm. 8., Tonbridge
Holgate,G. a.al.d.
Hindley Gram 8., Wigan
Franklin, L. al.d.
Sir Andrew Judd’s Comm. 8., Tonbridge
Gay, H.C, al. ma,

Northern Poly. S., Holloway Rd., N.
Graham,H.W.M. ma.

Northern Poly. 8., Holloway Rd., N.
Hanney,A. al. Pentre Higher Elem. 8.
Lemoine, M. bk.f.

St. Joseph's Coll., Beulah Hill

Ball, A. Gram. 8., Quorn
Bell, E.H. g.qm.lt.

Tollington S., Muswell Hill, N.
Bundy,A. Pentre Higher Elem. 8.

Cottingham,G.R. al.d.
Poly. Secondary Coinm.&, Regent St.,W.
Overton,M. gm.d.
Portsmouth Boys’ Secondary S.
Wood, R.S.R. d.
Regent Street Inter. 8., Plymouth
(Daly,J.D. al. St. Joseph's Academy, S.E.
Humphries, H. d. Redditch Secondary S.
Wallis, A. d. Tynemouth School
Bell, E. «al. Xaverian College, Manchester
Hilditch, N.S. a. phys. rivate tuition
Williams, L. algm..

Advanced Elem. Boys’ S., Merthyr Tydfil
Wooddisse,T. a.f. Ashbourne Grammar 8.
Hill, W.J. g.al.qm.d.

Stoke Public Higher 8., Devonport

Bradley, H.H. a.al.ma.
Northern Poly. S., Holloway Rd., N

Grohmann,R.F. g.a.qm.lt,

Tollington S., Muswell] Hill, N.

Harlow, F.W. al.
Modern 8., Newcastle-on-T.
Harris,J. a.al.gm.
‘Market Bosworth Gram. 8.
Gram. S., Eccles
The College, Shebbear
Turner, W.W. a.al.d.
Stoke Public Higher S., Devonport
Nicholson,F. al.gm.

St. Mary's Coll., Middlesbrough
eas W.E. al. Gram. S., Quorn
Mille,G

Marist Brothers’ Coll., Grove Ferry
Harvey,F.W. al.d.
Market Bosworth Gram. 8.

co H. gm.

Marriott, H. gm.
Rees ‚G.L. d

Hindley Gram. S., Wigan
Jones, A. Pentre Higher Elem. 8.
Richards, W.M. al. d

Advanced Elem. Boys S., Merthyr Tydfil
Ridoutt, H.C. al.

Buckingham Place Acad., Portsmouth

Evans,D.J. ch. Porth Higher Grade S.

Daviy: ,A.E, al.d.
orthern Poly. S., Holloway Rd., N.
Gallen,R.A.L. s. Ruthin Gram. S.
Rees, Y9. Ferndale Secondary 8., Rhondda
Stokes, A.H. d.
Portsmouth ee Secondary 8

Golden,T.L. J.
St. Joseph's Con:m. Coll.,
Morgan, E.J
Advanced Elem. Boys’S., MerthyrTyd fl)
Smith,C.A, a.al.ms.
Stafford Coll., Forest Hill

Knight,S.A. Mercers’S., Holborn, E.C,
Mathews,L. St. Peter's Coll., Brockley
Panera ,H.V. Tollington Park College, N.

Dumfries

VanGeyzel, L.E. f.

St. Paul's 8., West Kensington
Belcher, T.H. University S., Southport
Bent,F.G. g. Tollington Park ‘College, N.
Broady, A. Osborne HighS., W. Hartlepool

Harvey T g.al.d,
toke Public Higher 8., Devonport.
| Haslain,W.d. RivingtonGram. 'g. „Horwich
Mills, H.J. aal. TollingtonParkCollege,N.
Abrahamson,H.
í Tollington 8., Muswell Hill, N.
Barradell, A. B. al. Eye Grain. 8.
| Oria,T. f.sp. St. Joseph's Academy, S.E.
Pivert,M. J.
Marist Brothers’ Coll., Grove Ferry
eS al,
Portsmouth Boys’ Secondary 8.
Thorman, F. E.A.L Private tuition
Curry, W.H. «.al.
Yorkshire Society’s S., S.E.
| Howells, W.L.

pone Secondary S., Rhondda

| Roth,D. he
Northern Poly. 8., Holloway Rd., N.
Ryan,T. McA.

Xaverian College, Manchester
Brockley
University 8., Southport

ued St. Peter's Coll.,
Watson, R.N.
(Davies, B.H.

| Nixon, H.L. a.l.

Portsmouth Boys’ Secondary S.
| Peile,J.A.
| Riddelsdell, A.C.

Porth Higher Grade S.

Tollington Park College, N.

| Roberts, B.R. a.l.

Portsmouth Boys’ Secondary 8.
(Thomas, M.L. ch.d. Porth Higher Grade 8.
Allin,A. al. Brunt’sTechnicalS., Mansfield

eee J.
Marist Brothers’ Coll.,
| Chel, R.A. a algm. l

Peirce, E.R.

The College, Weston-super- Mare

| Tucker,T.C. lt.
Tollington 8., Muswell Hill, N.
Wells, F.S. d.
t Poly. Secondary Comm. S., Regent St., W.
Garriga, P.
( St. Joseph’s Comm. Coll.,
LHewes, T.L. Market Bosworth Gram. 8.
( Déetouche, M.B. f.d.
| St. Aloysius’ Coll., Hornsey Lane, N.
LThoimas,E. W. al. Private tuition
Gate, H. L., gm.d. Tynemouth School
Mellor,G.K. Ashbourne Grammar S,

SECOND CLASS [or JUNIOR),
Pass Division.

INewsham,T.

Christchurch Hr. Elem. S.
(Baton,P. Marist Bros.’ Coll., Grove Ferry
| Evenden,E.F.
| Sir Andrew Judd's Comm. S., Tonbridge

Grand,S.W Gram. S., Welshpool

Munson,T.O. d. Grammar School, Spalding

Tapper, W. a. Pentre Higher Elem. S.
Ware,F. | Rivington Gram. 8., Horwich
| Williams, O.J.
‘Osborne High S., W. Hartlepool
( Andersch,G.O.
Tollington S., Muswell Hill, N.
Berard, A.

Marist Brothers’ Coll., Grove Ferry

Chapman, W.S. YorkshireSociety'sS.,S.E.

Doyle,P. St. George’s Coll., Weybridge
| Corbet, W.J. High S., Guernsey
| 1Burrows,W.A. g.sh. Private tuition

Gater,C R.C. UniversitySchool, Rochester

Lascelles, H

Sir Andrew Judd’s Comm. 8., Tonbridge
Millard,B.A. al. The College, Littlestone
O'Hara,C. St. Mary's Coll, Middlesbrough
Battle Hill S., Hexham

Owen, E.S.
Roberts, R. a.
St. Joseph’s Comm. Coll.,

Tollington S., Muswell Hill, N.

Bambrough,H

Sandyford Roud S., Newcastle-on-Tyne

| nena 6b

Bunney,F. Grammar S., Quorn

Drew, A.J. f.l. Private tuition
Edwards, H. Ruthin Gram 8.
Matson, R.C. f. Cheltenham College

|
|
| McAlister, J. al.
| St. Joseph's Comm. Coll., Dumfries
Norfolk, W.O.
Northern Poly. 8., Holloway Rd., N.
1Browne, A.H.
Stationers’ Company’s S., Hornsey
Carrasco,J. sp.
| Christian Bros.’ Coll., Gibraltar
Duffell, H.
St. Joseph's Comm, Coll., Dumfries
Piper,S. Argyle House 8., Sunderland
(Chant,E.V. al.
| University School, Rochester
: Connett,P. D.
Tollington 8., Muswell Hill, N.
| 1Hick,R.B. Private tuition
Howe, N. R. Tollington S.,Muswell Hill, N.
Morrison, W.AR.
Modern 8S., Newcastle-on-Tyne
| Pearce, H.d. Brunt’sTechnicalS. ,Mansfield

Friends’ 8., Wigton

Grove Ferry
Private tuition
| Gibson, S.K. phys.ch.d. High School, Leek
| Moore,T. d. Brunt’sTechnical S., Manstield

Dumfries

South port

Dumfries
Smith, V.R. a.al. Montpelier S., Paignton

| Pickford, W.T. al.

| Northern Poly. 8., Holloway Rd., N.

LWootton, H.T. al. Private tuition
Brown, W.H. al.

The College, Weston-s.-Mare
1Craig,F. W.B. Rye Grammar School
iHewitt, W.A. Redby Boys’ S. „Sunderland
Klefisch, P.J. ge.

St. Aloysius’ Coll., Hornsey Lane, N.
Marshall, H.G. a.al.
Wembworthy School, N. Devon
| Smith, H.R. Sutton Pk. S., Sutton
lSquire, T.R. Modern S., Newcastle-on-T.
Stickland, H.J. al. Private tuition
Ashlin, H.J.
St. Aloysius’ Coll.,
| Chaboud, L.
| Marist Brothers’ Coll., Grove Ferry
| Davies, E.R. St. George's Coll., Weybridge
Fair, W.S. Mercers’ S., Holborn, E.C.
Husband, H.B.
St. George's Coll., Weybridge
1 Rowell, W. Gram. S., Newton Abbot
(tia f.

Hornsey Lane, N.

Marist Brothers’ Coll., Grove Ferry
Northey, M.E. Allhallows'School, Honiton
lAttwood, W.W. Market BosworthGrain.8.
Cox,G. B. al. West Leeds High School
Hammond,R.B. a.d.

Aspen Grove S., Liverpool
King, E.R. Tollington S., Muswell Hill, N.

[Ome d. Private tuition
Swainson, E. s. Ruthin Gram. 8.
1Green,B. Xaverian College, Manchester

Í Moore, F.W.Tollington,,BuswellHill,N.

(Scott, I.J. al.gm. Private tuition
Choyce,A.N. Market Bosworth Gram. 8.

clayton Tollington S.,Muswell Hill, N.
1Cunnipghame, A. W.

Grosvenor School, Bath
ISkentelbery, B.T.Count ySchool, Liskeard
Ceiley,L.R. g.

Tollington S., Muswell Hill, N.
Flood, J.F. St. Joseph’s Coll., Beulah Hill
Oyler,J.A.a.al. Rye Grammar School
Pill,S.V.P. Portsmouth Graminar S.
Taylor, E.H.

Osborne High S., W. Hartlepool
ITemple,E. Bethany H., Goudhurst
1Brookes, A.G.W. Private tuition

simi Osborne High 8.,W. Hartlepool

Hanafin,J.G.

Archbishop Tenison’s Gram. S., W.C.
1Jones, F, he Cusack Institute, E.C.
1King, V.8. Private tuition

The College, Shebbear

| 1Laurens,E.J.
McGuire,J. aal.gm. Hindley Gram. S.
Gibraltar

10ssorio,J.
Christian Bros,’ Coll.,
, Quincey,J.S. Market Bosworth Gram. 8.
Tolley, A. E.S. CulhainCollegeS., Abingdon
| Wak At H. d. Grammar School, Spalding
Balls, F. W.
Eastward Ho! Coll., Felixstowe
Drury,A. W. Ruthin Gram. 8.
| Foote,V.C. St. Joseph's Acadeiny, S.E.
| Gosling, L.D.St.George’sColl., Wey bridge
Mackay,J. St. George's Coll., Weybridge
Smith,J.M. al. Private tuition

( Devenish, R.C. Modern 8., E. Grinstead
Graver,G.F. f. Market Bosworth Gram. S,

Holt,G. Newchurch Grammar S.
| 1Kinnell, A.
| Eastward Ho! Coll., Felixstowe
| Trapet,M. bk.d.

Marist Brothers’ Coll, Grove Ferry
Wilkte,C.A.J. Stafford Coll., Forest Hill

Churchill,J.
| Coleman,J.St. Mary’sColl. Middlesbrough
Gulbenkian, K.S.
St. George’ s Coll., Weybridge
lMackay,B. W.
Advanced Elem. Boys’ S., Merthyr Tydfil
baii R.G.
Davies, D.L. Pencador Grammar School
Simmons,P.N. Grove House, Highgate
| !Toone, WA Streatham Hill
(Billington, W.L.
Butler,A.N. d

St. Joseph's Comm. Call., Dumfries
| IGardner, E.V.G. Stattore Coll. »Forest Hill
St. as S., W. Kensington
Llamas, A. sp.
Coll., Gibraltar
St. George's Coll.,
Robinson, T.M. W. PortsmouthGrammars.
Dunheved College, Launceston
Pearce, P.T. North Devon S., Barnstaple
Swan,J.C.K.
| Poly. Secondary Comm. &., Regent St., W.
Rivington Gram. S., Horwich
Dunheved College, Launceston

| Clewer,D. Taunton House, Brighton
Gibson, A. J. University School, Rochester
Kornweibel,A.H.O. g
Christian Bros.’
Weybridge
Prothero,E.S.T. d
Rowe, A.R. Skerry's College, Southampton
1Bryant,S.E. Rye Grammar School
1Philp, E.L. Dunheved College, Launceston
Montrose Coll.,
( Wilson,T.G. New College, Herne Bay
Bunday, R. W. a.GrammarSchool „Spalding
| Cole,G. A.B. Private tuition

| Gregson, J.G. d.
Sir Andrew Judd’s Comm. S., Tonbridge

Hughes, A.P. al.
| Advanced Elem, Boys' §., Merthyr Tydtil
Peak,N. Private tuition
Platt, W.J. Rivington Gram S., Horwich

Whitehurst, C.L. g
Tollington S., Muswell Hill, N.
(Benson,B. Redditch Secondary S.
| Brookes, N.E. Private tuition
| }Brown,G. Brunt’s Technical S., Manstield
Delafons, R.A. Bath College, Bath
'Farrow, H.T.C.d.Craigie School, Worthing

Fullerton, A.J.
Beulah Hill

St. Joseph's Coll.,
| Graham,K.J.M. f.
St. Paul's S., West Kensington
Griffith,E. W. Private tuition
Jarman,T.M.
Advanced Elem. Boys’ S., Merthyr Tydtil
Tovell,H
Poly. Secondary Comm.S.,, Regent St., W.
Davies,J, Xaverian College, Manchester
Fox, W. Private tuition
1Hodson,H.E.
University School, South port
| Hornby, W. a
Brunt’ s Technical S., Mansfield
Kemp,J.W. Private tuition
Philipson, A.D, High S., Guernsey
| Thomas,8.0. al.
L Advanced: Elem. Boys’ S., Merthyr Tydfil
(1Baker,W.V. Bethany H., Goudlurst
Bishop, W. D.TollingtonS., Muswell Hill, N.
'Bridyes,C. The Cusack Institute, E.C.
ICowling, K.E.
St. George's Coll., Weybridge
| 1Evans,D.T. Private tuition
McCombie,S. W. WinchmoreHillColl.S.,N.
1Ritchie,J.F. Winchester House, Bristol
LWilkie,P.W.A. Stafford Coll., Forest Huil
Cam pani,8.
f orthern Poly. 8., Holloway Rd., N
Clark,H.B. gi.
Tollington S., Muswell Hill, N.
Facer,F. f.

St. Joseph’s Comm. Coll., Dumfries
Francis, D.S. me. Pentre Higher Elem. 3.
1Fripp,G.C. University School, Southpot
McAdam,J.K. Christ Church S., Bootle
| Morgan, W.

St. Joseph's Comm. Coll., Dumfries
iy ‚B.J. The Priory, Malvern

Sunley,G.
St. Aloysius’ Coll.,
(Breze,J.F. St. George’ s Coll.,
1Currie, P.
St. Joseph's Comm. Coll.,
DuMosch,H.F.
Walsall Commercial College
Emmerson,C. L. Private tuition
Fletcher,J.T. Grammar School, Spalding

Hornsey Lane, N.
Weybridge

Dumfries

Jones,J. L. Ruthin Gram. 8.
1Maddison, G.R. Private tuition
Neal, F.J. al. Private tuition

Nicolson, F.T.

Tollington S., Muswell Hill, N.
gez H. bk. Tollington ParkCollege,N.
Wainwright,A. Gram. S., Eccles
Wise,H.M. d. Grammar School, Spalding
Ibbotson, BE. Brunt'sTechnicalS. , Mansfield
(Parkere: sh. Private tuition

Redford,S.A. Grove House, Highgate
LSykes,J. Technical S., Stalybridge
(Boyle,H.H Private tuition

1Brooks,E.8.C. Private tuition

Chadder, F.A. The College, Shebbear

Charoen, M.L. al.m. Arnold House,Chester
| Gales,F. L. Yorkshire Society’s 'S., S.E.
Glew F. Grammar School, Goole
Malcolm, E.G. Portsmouth Secondary Ss.
Robson, A. Redby Boys’ S., Sunderland
Wigham, T.W. Friends’ S., Wigton
(Wilhams, T.S. Ruthin Gram. 8.
(Adams, C.D. al,
| Stoke Public Higher S., Devonport
| Crane, W.A. Southport College
| Lloyd, W. d.
{| Christchurch Hr. Elem. S., Southport
| \Manaton,G.A.
\ Chaloner'’s School, Braunton

( Ayres, W. al.

Stoke Public Higher S., Devonport
Clements,P.A. Market Bosworth Gram. $.
Cregan, H. Q. Hulme Gram. 8,
Harris,T.H. County School, Liskeard
Kelly, F, F. Xaverian College, Manchester
Moody, W. d. Catholic Grain.S.,St. Helens
Moss, A. Training College Model S.,Yerk
Stuart,C.P. Private tuition

[Brox St.George'sColl., Weybridge

Broxup,F.B.e. Margate Commercial S.
Gick, R.W Private tuition
| Giltillan,S. Tollington S., Muswell Hill, N.
| Lane, H. ethany H., Goudhurst
| 1Whale,B.
t Poly.SecondaryComıin.S., Regent St.,W.

Evans,E.J. a.al. Parth Higher Grade 8,

Foster, L. W. Farnham Gram. 8.
Hughes, H.R. Ruthin Gram, $.
Neal,J. Private tuition

| Silley, HAH.

Lindisfarne Coll., West cliff-on-Sea

308

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

BOYS, 2np Crass, Pass—Continued,
| Smart, A.H. al.
| Buckingham Place Acad., Portsmouth

Turner, H. Stafford Coll., Forest Hill
( Baker, R.J. University School, Southport
1Coard,C. A.
Stationers’ Company’s 8., Hornsey
Cockcroft, BE. enistone Gram. S.
Farmer, E. Private tuition

Gibbs, V.R. dl.
London Coll., Holloway Rd., N.
1Gray,J.B.
Stationers’ Conipany’s S., Hornsey
1Hurst,S. H. Private tuition

Jennings,E.A. Private tuition
1Little, P. St. Mary's Hall, Cardifl
IMcCubbin,J.MeC.

Catford Coll. S., Lewisham
Pringle,J.

Higher Standard 8., Sutton-in-Ashfleld
.Taylor,J. Newchurch Grain. 8.
(Boyd,J.M. al.
| King Edward VII. S., Sheffield
| Dark,N.

The College, Shebbear
Jolley, R.B. Catholic Gram. S., St. Helens
Kemp,T. St.Joseph’sCoinm. Coll. Duinfries

| 1 Leach,S. L. Christ's Coll., Blackheath

| 1Long, F.R. Tollington Park College, N.

| Snowball, S. Argyle House S., Sunderland

a F. Private tuition

Williamns,H.B. Old College S., Carmarthen

Alexander, L.C.S.

15 Ellerker Gardens, Richmond
Carnell, F.W.T.N.

Esplanade House, Southsea

Evans,E.D. d.

Advauced Elem. Boys’ S., Merthy Tydfil
Kittow, D. E.al. Blundell'sSchool, Tiverton
Lidiard, A.S. l. Private tuition
lLush, J.K. Grosvenor School, Bath
McGregor, D.A.S. Private tuition
Russ,S.H. Green Park Coll., Bath
Andrew, H.S. Thornleigh, Bideford
Burr,R. J. Kemnay Higher Grade 8.
Campbell, W.S. Private tuition
Lawton,N.K. Endcliffe Coll., Sheftield
Uglow,J. The College, Shebbear
Armstrong, W.H. Scorton Gram. S.
Braby,C. P. Private tuition
Chatters, H. Northern Institute, Leeds
Dick, A.O. Tollington S., Muswell Hill, N.
George,J.

St. Joseph’s Comm. Coll., Dumfries
Hartland,F.G. al, Private tuition
lJones, L.M. Gram, and Coll. S.,Carnarvon
King,J.H. Private tuition
Perham, E.

Poly. Secondary Comm., S., RegentSt., W.
WRoot, A.C. Lancaster Coll., W. Norwood
Schattert, A.J. Tollington Park College, N.
Scullard,G.T.B.

Christian Bros.’ Coll., Gibraltar
Webb,G.T, al. Private tuition
í Beech, C.N, Ruthin Gram. S.
| Cole, A.H. Headland Park S., Plymouth
| Heine.” Sorman Hous Society's S.,8. B.

eee e Se a

Heine,J. Norman House, West Didsbury
'Thomas,J.L. The Cusack Institute, E.C.
Berger, A.

Poly. SecondaryConmm. S., RegentSt., W.
Fitzpatrick, F.E.

Xaverian College, Manchester| |

Hicks,C.L. al. DunhevedColl., Launceston
Johnsou,J.E.C. a. ;
West Hill Council S., Hednesford
Roberts, J. w. Private tuition
(Beaton, P.F. e. Winchmore Hill Coll. S.,N.
Jaggard, W.J.
Northgate S., Bury St. Edmunds
Masterson,W.
Xaverian College, Manchester
Smith,G. al. Redby Boys'S. ,Sunderland
Storey,G.

Sandyford Road S., Newcastle-on-T.
Batsford,J.F. St.John'sColl., Finsbury Pk.
Brand, R.T. aal. Private tuition
Childs, H, d.

Brunt’s Technical S., Mansfield
Cooke, H.H. Private tuition
ldi Villa,J.M.

St. Joseph's Coll., Beulah Hill
1Duftell,G.

St. Joseph's Comm. Coll., Dumfries
Graham,C. al. Tynemouth School
Macmahon,J.R.

Stonyhurst Coll., nr. Blackburn
Mallet, H. Private tuition
Norcott, W.J. d. Philological S., Southsea
Roberts, H.O.

Hillmartin Coll., Camden Rd., N.W.
Walker,A.E. Market Bosworth Gram. S.
LWright,O.G. al. Coleshill Grammar School

Cope, H. Manstield Graminar 8.
[ Drydate Mw

Stationers’ Company's School, Hornsey
Thorpe,C.W. Grammar School, Spalding
Whitting, E.J.d.

The College, Weston-s.-Mare
; | baie Ruthin Gram, S.

a ee

Dale,W.H. The College, Weston-s.-Mare
Dean, F.R. Market Bosworth Gram. S.
| Lacy.G.W. University School, Rochester
Norbnrn, A.H. d. Manstield Gramunar S.
Swain E. Private tuition

, Harrison,H.E.
University School, Rochester

Leggat,T. Modern 8., E. Grinstead
1Ryder,C. Private tuition
Bailey, W.O. d. Private tuition
Bowler, A. Kelvin College, Liverpool
Davies, W. Private tuition

Kirby, W.H. TollingtonS.,MusweN Hill, N.
Middleton, H.H. Private tuition
Millett, F.E. -

Stoke Public Higher S., Devonport
1Norman,J. ph. Grammar School, Devizes
Palmer, A.

Sandyford Road S., Newcastle-on-T.

| Watts, F.G. d.

q South-Western Poly. Inst., Chelsea

.[ Benjamin, J. ma. Porth Higher Grade 8.
| Cox,G.M. St. Peter’s Coll., Brockley

1Davies,G.F. Private tuition

| 1Eneum,A.G. Winchmore Hil! Coll. 8.,N.
| Jenkinson, B. Private tuition
| King, A.G. f. Saltaire Grammar School

O'Loughlin, W.S. Private tuition

Schönemann,C. Barnstaple Gram. 8.

Siedle, B.A. Private tuition

LWard,E. Private tuition
Billings, P.M. Tollington Park College, N.

f Bustinza, P.

St. Joseph's Comm. Coll., Dumfries
| deVerteuil, L.
| Stonyhurst Coll., nr. Blackburn

George, D. L.

| Ferndale Secondary S., Rhondda

| Gilbertson, F.J.

| Argyle House S., Sunderland

| Haynes, J.H.

L St. Aloysius’ Coll., Hornsey Lane, N.
Crossley-Meates, B. Private tuition
Key, A.W. d. Ashbourne Grammar School

| 1Loseby,G. Market Bosworth Gram. S.

| Mead, A. Private tnition

| Smith,C. Fartown Gram. S., Hudderstield
| Stott,S.B.

Arnold H., South Shore, Black pool
| Tait, T. Sandyford RoadS. ,Newcastle-on-T.
| \Walker,F. Tollington S., Muswell Hill,N.
\ Wilkinson, W.L.ArgyleHouse,Sunderland
[Bantry Porth Higher Grade 8.

Bainbridge,G. High 8., Kirkby Stephen
Brindle,F. al. Private tuition
Denny,F.A. al. New College, Worthing
Hersey,G. W. Sutton Pk. S., Sutton

į Panton, D.F. Dulwich College
Pearse,H.E. Kidderminster Grain. S.
Pearson,F. Redby Boys’ S., Sunderland

| Scammell, P.

| Civil Service Inst., Rye Lane, S.E.

Stuart, F. Private tuition
Thomas, D.M. Porth Higher Grade 8.
[Talo tA; W. Private tuition
Welstead, E.M. Private tuition
Barton,J.F. Grum. S., Eccles

| Brown,T.A. Private tuition
| Casey, F.D.a. St.George’sColl., Wey bridge
| IDriver,N.W.

Hillmartin Coll., Camden Rd., N.W.
Glanville, F.F. Private tuition
Horsley, A. Tollington S.,Muswell Hill, N.
Savage, F.C. MontroseColl. Streatham Hill
Towushend,O.B. Private tuition

| Westcombe, W.R.
University School, Rochester

(Adams, H.C. 8t. Boniface’sColl., Plymouth
| Appleton,G, Catholic Gram. S., St. Helens
| Binns, H.D. Rivington Gram. S., Horwich
Carter,F.N.
Hounslow Pupil-Teachers' Centre
1Clough, W.O.
St. Joseph's Comm. Coll., Dumfries
Foggan,D. Private tuition
| Ford, W. Modern S., Newcastle-on-T.
| Gardenner, F.C. High School, Camborne
Harper,J. Lancaster College, Morecambe
lHighton,J. H.
University School, Southport
Linzee,J.I. Private tuition
O' Flanagan, F.G.
St. Joseph's Coll., Beulah Hill
| Oriel, R.J. orth Higher Grade S.
Parrott,C.C.

15 Elierker Gardens, Richmond

| Schwabe,S. P. Tudor Hall, Hawkhurst
1Simon,W.D. County School, Barmouth
Wiliams, E. R. Private tuition

Bartlett, W. V. Christ's Coll., Blackheath
Burke, H.I.

St. Joseph's Comm. Coll., Dumfries
Cawston, W.B.

Northgate S., Bury St. Edmunds
Morris,G.0. Grove House S., Highgate
O'Brieu,J.V. St. George's Coll., Weybridge
Ross,J.A. Bt. George’s Coll., Weybridge

| Wheeler, P. aal. Southend Grammar S.

L Wils, J. L. Gram. S., Newton Abbot
Barber,S. al. St. John’s Coll., Brixton
lElmitt,G. L. Gram. 8., Eccles
English, H.

Netherthorpe Gram. S., Sheffield

Evans, I.T.H. Tutorial S., Penarth
Fiske,C. E. Bungay Grammar School
Fovargne, R. d. Grami ar School, Spalding
Johnson,J.D. Argyle Houses. Sunderland

| Lewin, J. al.gm. Private tuition

| McKearney, H.G.
St. Joseph's Comm. Coll., Dumfries
\Naisby,J.V. Argyle House 8., Sunderland
Anderson, H.W. al.
Scarborough Municipal School
Bain,J.L. a.al. Beechen Cliff, E. Dulwich
Barling, W.B. al. Manor House, Clifton
Bell Bonnett, V.W.
Tollington 8., Muswell Hill, N.
Kirby,8. H. Eye Grammar School
Phillips, D.C. al. Private tuition

1Alexander,A.J.
St. George’s Coll., Weybridge
| 1Blake H.H. Tollington Park College, N.
Gallop, E.G. Private tuition
1Rossiter,O.C. Montpelier S., Paignton
| Tydeman,B.Y. Private tuition
| Vincent-Brown,C.
L St. George’s Coll., Weybridge
(Allday,C.R. Private tuition
1Armstrong, P.

Brunt’s Technical S., Mansfield
Clark,A.H. Private tuition
\Clark,S.deN. Grove House, Highgate
1Gleave,P.N. UniversitySchool,Southport
Horne,S.T.C. al. Margate Commercial S.
Mathews,H.O. Private tuition
Moorhouse,J.A. f. Private tuition

| Munn,C.F. Arlington Villa 8., Brighton
Sharp, W.H. d.

| Poly. Secondary Comm. 8.,Regent St., W.
Teare,J.G. Private tuition
Webb,V.L. St. Joseph's Coll., Beulah Hill

Bayley,J.H. d. Private tuition
Box, L.S. Grove House, Highgate
Cox,H.E. Private tuition
Kennedy, F.H.
Hillmartin Coll., Camden Rd., N.W.
ILaw,8.C. Y.P.
Silver Academy, Gunnersbury
1May,C.J.D. Victoria College, Bath
Stedeford,N.C. The College, Shebbear
Sutton,F.S. al. Kingsley School, Shifnal
(Dunean,A.L. 839 Dee St., Aberdeen
| 1Haskell, P.G. Private tuition
| 1Polkinghorne,C.S.
Tollington Park College, N.

| Renwick,G.F.

L Royal Gram. S., Newcastle-on-T.
Box, R.L. Grosvenor School, Bath

eT R. Private tuition

| Gray,G. E.V. 8t. George's Coll., Wey bridge
| Harris,S. Private tuition
| Husband,D.1.
l St. George's Coll., Weybridge
| Price, H.P. Christ Coll., Brecon
LSentance,A. Grammar School, Spalding
( Bishop, L. L. Gram. 8., Taplow
Champion, V.J. Private tuition
Ellis,P.T. Plymstock Boys’S., Plymouth
| Glover-Clark,A. Bethany H., Goudhurst
| Lubez-Williains,J.

St. Joseph's Comm. Coll., Dumfries
| Muinmery,J. Gram. S., Goole
| Murphy,M.C.

St. Joseph's Comm. Coll., Dumfries
| Rowotiam, .B. Private tuition

Stapley,C.J. Bethany H., Goudhurst
( Batcheller,R.A. Tudor Hall, Hawkhurst
Bevis, D.A. Philological S., Southsea
Butler,G.McA. TollingtunParkCollege,N.

Dodd,E.J. Private tuition
Griffiths, H.J. Bethany H., Goudhurst
Heslup,H. Friend's 8., Wigton

Lorimer,J.D.

Eastward Ho! Coll., Felixstowe
Marshall, R.A. Private tuition
McLoughlin,G.C.

St. Aloysius’ Coll., Hornsey Lane, N.
Smith,G. A. Private tuition

Taylor, R.J. Private tuition
(Abery,J.C. Wilson Coll., Stamford Hill
| Ashworth, F.G. Private tuition
| Chipperfield, L.J.

Northgate S., Bury St. Edmunds
| Howard, A.

Sandyford Road S., Newcastle-on-T.
| Nunns, H. Northern Institute, Leeds
| Vose,A.E. Private tuition
\ Williams,G.C. Llantwit Major S., Cardiff
( Austin,J.H.

Grammar S., Chorlton-cum-Hardy
Evans,C.H. Private tuition
Fitzpatrick,J.

| St. Joseph’s Comm, Coll., Dumfries
Jones, A.E. a.al. Private tuition
Monkhouse, W. Private tuition
| Toole, F.J.
St. Aloysius’ Coll., Hornsey Lane, N.
Whetton.C.
Higher Standard 8., Sutton-in-Ashfleld
(Barraclough,J.A. BeechenClitf, E. Dulwich
| 1Blake,J. Salesian School, Battersea
Tmossi, L. sp.

Christian Bros,’ Coll., Gibraltar
\Kendon,D.H. Bethany H., Goudhurst
McConnachic,G. R.

St. Joseph’s Comm. Coll., Dumfries
eas UniversitySchool, Southport

Tope,C.T. Plymstock Boys’ S., Plymouth

Ashbrook, H.R. Grain. 8., Eccles
Baynham, A.W. Tynemouth School
Gouzee,G.R. Bethany H., Goudburst

| Hullah,M.C. Private tuition
| Lawford,G.L. Kilburn Grammar 8,
Plant,J.G.B. Private tuition
Roberts,R. d. Private tuition

| Themans,H.

| Northern Poly. 8., Holloway Rd., N.
|}1Walsh,M. | Skerry's College, Liverpool
\ Warner,E.B. Gram. S., Eccles
(Buer,W.B. Warner's College, Richmond
Burnett,G.R.

St. Joseph's Comm. Coll., Dumfries
Holmes,C. A. Grain. 8., PaT
| Jakeman,S.P. Abp.Holgate’s School, Yor
| Mowan,P.J. St. Boniface’sColl., Plymouth
Stevens e,F.H. The Academy, Crewe

Stevens,S.
William Ellis Endowed S., St. Pancras

Evans, D.R. Pentre Higher Elem. 8.
FitzGerald,G. Private tuition
Fitzsimons,R.C. Cawley S., Chichester

| Hensby,8.F.
| Northgate S., Bury St. Edmunds
| Massey,C. St. Boniface’s Coll., Plymouth
| Nicholson,J.C. Private tuition
| Rush,J. Friends’ School, Wigton
| Simpson, W.A. Yorkshire Society's 8.,8.E.
Stacey, W.B. St. Paul's 8., Kensington
Thomas, A.E. Ruthin Gram. 8,

Farnworth,A. al. Í
Manchester Grammar School

Lenuox,J.

St. Joseph’s Comm. Coll., Dumfries

MacGillivray, A.B. Private tuition
1Rosamond J, Private tuition
| Sutcliffe,S. H.

Tollington 8., Muswell Hill, N.
Tillott, H.L. Private tuition
Woodcock,G.H.
L Fartown Gram. S., Huddersfield
(Badger, A.G. St. Mary's S., Loughborongh
| Davies, W. Porth Higher Grade 8.
| Hampton,T.V. d. Kingsley School, Shifnal
Henry,M.G. Private tuition
McIntyre,G.McD. Private tuition
| West, H. Yorkshire Society's S., S.E,
Wren, R.W. f. Private tuition
(Barnes.G.W. d. Endcelitfe Coll., Sheffield
| Barnes,J.McA. Modern S., E. Grinstead
| Carvalho, R.J.St.Georges'Coll., Weybridge
| Clarke, H.B. d. Private tuition
lGregory,R.
| Civil Service Academy, Manchester
| Howlett,H. Yorkshire Society's S., S.B.
| Rich, F.H. TollingtonS., Muswell Hill, N.

\ Worrall, P.R. The Academy, Crewe
Berry,J.W. Tutorial S., Penarth
Cook, F. St. Mary's Hall, Cardiff

| Holt,G. Rivington Gram. S., Horwich

\ Miles, L.St.Joseph’sComm.Coll., Dumfries

Barnes,C.L. Grammar School, Chichester
Honer,D.J. d.
St. Boniface’s Coll.. Plymouth
í Koenen,F. Xaverian College, Manchester
Lennon-Brown,A.G. Private tuition
1Tollemache, D.J.
St. Georges’ Coll., Wey bridge

fils

THIRD CLASS.
Honours Division.

Guillaume, P. a.al.f.sp.
St. Joseph's Coll., Beulah Hill
De MonesCazon,C.J. a.al. fap.
St. Aloysius’ Coll., Hornsey Lane, N.
De la Cruz, A. sp.
St. Joseph's Comm, Coll., Dumfries

(Grover,S.A. s.e.a.d.

Montrose Coll., Streatham Hill

LVolcan, D.e. MaristBros.’Coll.,GroveFerry
Charles, A. a.f.d.

Marist Bros.’ Coll., Grove Ferry
Watts,T. s.g.sc. St. James's, Devonport
Rolfe, H.W. a.al.gm.f.
Tollington S., Muswell Hill, N.
Cessot,P. s. MaristBros.'Coll.,GroveFerry
Berry,G.D. e.f. Tollington Park College,N.
Gallardo,M.
St. Joseph's Comin, Coll, Dumfries
Holmes,C.W.D. sal bk.
Dagmar H., Hatfield
Peter,T. f. Marist Bros.'Coll.,Grove Ferry
Ferris, F.C. ¢.h.a.
Wilson Coll., Stamford Hill
Hitchcock, E. W. s.ea.gm.
St. James's, Devonport
| Moore,G.F. fid.
St. George's Coll., Weybridge
Pinder, L.S.s.gm.bk.d. Dagmar H., Hattield
Playte, E.S. s.h. Dagmar H., Hatħeld
Blow, A.G. s.e.h. Dagmar H., Hattield
Jones, A. D.e.a.al.d. PentreHigherElem.S.
Caldana,A. s.
Marist Bros.’ ColL, Grove Ferry
Charley,G.W. a.al.d.

l The Douglas S., Cheltenham
Lavoye,P. Marist Bros.’Coll., Grove Ferry
Oyarzabal, J.A. sp.

St. Joseph's Comm. Coll., Dumfries

(Watson, HAJ. sg. 8t. Jaines’s, Devonport

( Adcock, L.W. e.d. bk. Taunton School

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

359

BOYS, 8rp Crass, Hons.—Continued.
| Loufte, H. P. e.f.d.
l St. Aloysius’ Coll., Hornsey Lane, N.
Marciano, R. «.al.
Christian Bros.’ Coll., Gibraltar
Press, W. e.a.al f. Raleigh ColL, Brixton
del Castillo,A. a.al.
St. George’s Coll., Weybridge
Kershaw,C. s.c.a.cl.d.
University School, Southport
(Gaden,F.J. a.gm. St. James’s, Devonport
(araca $.€.9.
Osborne High S., W. Hartlepool
Pugh,D.H. e.al.w.d.
Pentre Higher Elem., 3.
Lewis, E. a.al.gm.
Modern S., Newcastle-on-T.
Tomé,N.
St. Joseph’s Comm. Coll., Dumfries
rew,J.P. a. St. Joseph's Academy, S.B.
Warwick,G. e.al.f.d.
Modern S., Newcastle-on-T,
Berretrot,G. d.
Marist Bros.’ Coll., Grove Ferry
Byrne,J.F. a.al.d.
Xaverian College, Manchester
Norris, E.W. s.al. University S., Rochester
Reed, D.H. e.a. The College, Shebbear

Lishman,W. s.e.a. Battle Hill S., Hexham
Speakman,E.V. s.a.al. Ruthin Gram. S.
| Tomé,A. J.
St. Joseph's Comm. Coll., Dumfries
Ward,T. al.f. Broadgate S., Nottingham

( Dockett,C.J.F. e.h.g.a.se.
The College, Shebbear
Friend, M. s.ca.al.d,
Stafford Coll., Forest Hill
March,H.A. aal.
Johnston Ter. S., Devonport
Owen,T.R. «.al. Pentre Higher Elem. S.
Petherick.J.3. Middle S., Hulsworthy
| Roberts,N.G. Grove House, Highgate
| Ruiz de Gamiz,J. P.
St. George's Coll., Weybridge
Weeden,A.D.
Tollington S., Muswell Hill, N.
Lavoye,A. f.
Marist Bros.’ Coll., Grove Ferry
Browning, D.G. af.
Modern S., Newcastle-on-Tyne
| Guieu,J. d. Marist Bros.’ Coll.,GroveFerry
Patron,J. e.
Christian Bros.’ Coll., Gibraltar
| Pyke, W. a. Xaverian College, Manchester
Webster,T. e.d.
Osborne High S., W. Hartlepool
Brunt, H.A. gi.bh.
St. Joseph's Academy, S. B.
Hewes, A.V. e.a. MarketBosworthGrain.s,
f Blake,G.S. ge. Broadgate S., Nottingham
Guillain, P. St.Joseph'’s Coll., Beulah Hill
Packer, E.A. e.c.al.
Modern S., Newcastle-on-T.
Price,F. A. a.
Stoke Public Higher S., Devonport
Rennie, A.u.al. ModernS., Newcastle-on-T.
Swift,8.A.e.a.d. TollingtonParkCollege,N.

(Gray,S.A.al. TollingtonS., Muswell Hill,N.
| Vanstone,C.H. g.a.al.

Stoke Public Higher S., Devonport
Woods,C.S. ea.al,

Tollington Park College, N.
Bailey,E.T. s.c.a, Grammar S., Clapham
Black,T.G.

St. Joseph's Comm, Coll., Dumfries
Bull,8.A.C. aal. .

Tollington $., Muswell Hill, N.
Carroll, J.A. a.al.
St. Joseph's Comm. Coll., Dumfries
| Dawson,G.G. al.gm.
Tollington S., Muswell Hill, N.
Leroy, H. e. Marist Bros.’Coll.,GroveFerry
Miles, F.W. a.al.gm.
Tollington S., Muswell Hill, N.
Collinson, F.W. s.
Argyle House S., Sunderland
| Kilroe,F.J. a.

St. Joseph's Comm. Coll., Dumfries

Shelton, N.O. a.al.
Tollington S., Muswell Hill, N.
(Trivett, W.T. Market Bosworth Gram. 8.
Hall,J.H.e. Osborne HighS., W. Hartlepoel
Hersey,G.B. e. Sutton Pk. S., Sutton
Hudier,J. Marist Bros.’ Coll., Grove Ferry
Knowles,R.C.s.¢.a. EversleyS.,South wold
Robb,A.C. a.al.
Tollington S., Muswell Hill, N.
\Speakman,J.D. 3.a. Ruthin Gram. S.
Catnach,T.B. eal.

Modern S., Newcastle-on-T.
Chalk,B. d. Wilson Coll., Stamford Hill
Daly J.W. a.g.

St. Joseph's Academy, S.E.
Percival,H.S. e.a.

Tollington Park College, N.
Worrall,L.C. W. s. Grove House, Highgate
Eccles, E.C.S8. e.

St. Joseph's Comni. Coll., Dumfries
Ellis, N. a.d. Southend Gram. S.
James,G.L.H. Grove House, Highgate

J. &.Sp.

x Christian Bros.’ Coll., Gibraltar
(Bedford, A. a, Modern 8.,Newcastle-on-T,

Horden, W.F. e.a.
Richmond House, Handsworth
Lewarne,8. al.

Stoke Public Higher S., Devonport
Rylands,F. The College, Shebbear
Sussex,E. W. gm.d. The College, Shebbear
Benzaquen,J. sp.

Townley Castle S., Ramsgate
Boultun,R. al. Orient College, Skegness
Gore,C.A, a.al.
Tollington 8., Muswell Hill, N.
Kelly,B.J. al. niversity S., Southport
Smith, W.C. N. e.a.al.
Stafford Coll., Forest Hill
Pai a. Taunton School
Woodhouse, A. ¢.a.al. Gram. 8., Eccles
(Frampton,P.L. Eversley 8., Southwold
| Joyce,E. a. Xaverian College, Manchester
McKeever,G.N.
St. George’s Coll., Weybridge
Starkey, E. W.S. e.
Tollington S., Muswell Hill, N.
| Viaplana,C. sp.
St. Joseph’s Coll., Beulah Hill
Wainwright,0.
St, Joseph's Comm. Coll., Dumfries
Wilcox, H.A. Pentre Higher Elem. S.

Chardin, R. d.
Marist Bros.’ Coll., Grove Ferry

THIRD CLASS.
Pass Division.
2Scane, D.G. gm. phys.

Ferndale Secondary S., Rhondda
2Young, P.C.al. ModernS. ,Newcastle-on-T.
*Knight,S. P. The College, Shebbear
*Williams,J.d@. Pentre Higher Elem. 8.
2Digby,T. W. a.d.

Netherthorpe Gram S., Staveley
2McConnell,G. Ruthin Gram. 8.

(2Berry, P. The Douglas S., Cheltenham
| 2Patris de Breuil,M. f.
Marist Bros.’ Coll., Grove Ferry
$Bullock,R. Brighton Gram. 8.
ollins, J.H. al.d.
Stoke Public Higher 8., Devonport
2Lewrence, K. d.

Sandyford Road 8., Newcastle-on-T.
2Phillips, H. B. The College, Shebbear
3Eddy, R.P. d. The College, Shebbear
2Clothier, R. H. The College, Shebbear

(*Brown,A.S.

| Central Fcundation S., Cowper St., E.C.

\3Evans,J.D. UniversitySchool,South port.
2Archer,H. Brunt’sTechnical 3., Manstield
Morgan, W. D. Pentre Higher Elem. 8.
*Sandford,C.J. St. Joseph's Acad., S.E.
2Williams, E.G.

Ferndale Secondary S., Rhondda
2Wilkes,M. TollingtonS., Muswell Hill, N.
2Capon,C.J.S.

Hillmartin Coll., Camden Road, N.W.
Newton, T.A.
Osborne High S., W. Hartlepool
Rar p Christian Bros. 'Coll., Gibraltar
| 7Ewen,W.
St. Joseph’s Comm. Coll., Dumfries

2Pemberton,G.G. Ruthin Gram. S.
2Challice, R.J. The College, Shebbear
2Marquis, E. High S., Guernsey

P E.B. d. West ClitfS., Preston
*King,G.W. Esplanade House, Soutlisca
Gas W.L. 57 Lansdowne Street, Hove
2Koniath,G.L. ig ued prep
(?Bell, E.S. St. Joseph's Academy, S. E.
| 2Coates.F.J. St. Joseph's Academy, S.E.
| 2Durrant,C.B. University 8., Rochester
| 2George,J.W. d.
Ferndale Secondary S., Rhondda

2Baulkwi)l,J.O. The College, Shebbear
(2Allshorn,S.G. Grove House, Highgate
| 2Coombs, A.C. Baverley House, Barnes
2Walker,A. D.F.
U Beeny Boys’ S., Sunderland
( 2Hopkins, R. entre Higher Elem. S.
| 3Newbold, P.A.

| St. George’s Coll., Weybridge
2Tomlinson,A. Ruskin School, Maidenhead
(2Barker,G.T. Scorton Grammar S.
2Hal),S.
Sandyford Road S., Newcastle-on-T.
2Lacey,F.J.H. d.
Culham College 8., Abingdon
Con ose
St. Joseph's Comm. Coll., Dumfries
2Charig, A. New College, Herne Bay
2VJames,G.

Advanced Elem. Boys’S., Merthyr Tydfil
2Symes, H.

l Highfield, Wandsworth Common
2Wood,F.E. The Douglas S., Cheltenham
2Minton,R.N.

St. Paul's House, St. Leonards

(2Dale, A.B, St. Boniface’s Coll., Plymouth

| 20'Brien, R.J. St.George’sColl., Weybridge

(2Baker.H. d. Modern S., E. Grinstead

| 3Bew, W.H. Scorton Grammar X.
2Couldrey, A.W. d.

St. George’s Coll., Weybridge
2Dain,D. Sandbach School
2Hudson,F.E.

St. Joseph’s Comm. Coll., Dumfries
2Johnson, H. Walsall Comm. Coll.

Pe Redby Boys’ 8., Sunderland

2Wedberg,C.V. gins Gram. 8., Taplow

aa inc}‘more Hill Coll. 8., N.
3Gleadow,G.H. Grammar School, Goole
Blundell, E.P. d. Private tuition
Bunard,A. MaristBros.’ Coll., Grove Ferry
Dickinson, W.A. e.d.

Modern S., Newcastle-on-T.
2Harper,J.W. High 3., Kirkby Stephen
Jones, I. d. Pentre Higher Elem. 8S.
McWilliam, J.J.

St. Joseph’s Comm. Coll., Dumfries
Moore,F.P. Catford Coll. S., Lewisham
2Parkes,H,P. High School, Sutton, Surrey

( Bouillot, A.E. a f.d.

French Convent, Newhaven
Cleare,C. R. e.a. WilsonColl. Stamford Hill
Cox, H.G. e.al. Gram. S., Highworth

| 2Edwards,G. Porth Higher Grade 8.

| Fletcher, R.M. s.a.l.

| Lindisfarne Coll., Westcliff-on-Sea

| Haselden, W.J.C. sp.

| Hoe Grammar S., Plymouth
Hewer, W. H.N. e. Orient College, Skegness
Lebrecht, M. f.TownleyCastleS., Ramsgate

3Newton,C. Gram. S., Eccles
Rose, R.Q. Southend Grammar S.
Stokes, F.A. University S., Southport

Bertin,F. f. Xaverian College, Mauchester
Butcher, D.J. 3. Egham High School
Campion, F. W.a.d. OrientCollege, Skegness
Charles, D.S. a. Pentre Higher Elem. 8.
Coombs,H.R. Beverley School, Barnes
Dalby,J. Gram. S., Eccles
Damant,C.A.8. a.al.gm.

Tollington S., Muswell Hill, N.
2Jones,A. L. Gram. S., Eccles
IMabey,C.H.C. The College, Littlestone
Malioney,C.L. 3.a. St. James's, Devonport
Payne,H.A, al.

Tollington S., Muswell Hill, N.
Weller,F. a.f. 18 Lisle Street, W.
Williams,J. a. Pentre Higher Elem. 8.
2Brass, D.J. Bethany H., Goudhurst
Combridge,E.C. Grove House, Highgate

| Gubbins,E.J. ef.

| St. Aloysius’ Coll., Hornsey Lane, N.
Judge, W.J. a.al. University S., Rochester

| *Keeble, F.R.

| Dunheved College, Launceston
Lees, J.H. D. a.d.

Lindisfarne Coll., Westcliff-on-Sea

| Levy, R.A.

Lindisfarne Coll., Westcliff-on-Sea

| McConnell, W.P. a.

St. Joseph's Comm. Coll., Dumfries
Saunders, W, a. Eye Grammar School
| Savage, H.A. s.¢.

Montrose Coll., Streatham Hill
| 2Trickett,G. Grammar School, Goole

Williams,J.E. s.a. Ruthin Gram. S.
Williains,N. s.e. | The College, Shebbear

(Cockell,C. al. University 8., Rochester

| Cooper, W.H. e.

i St. Aloysius’ Coll., Hornsey Lane, N.
2Eltringham,R.W. Scorton Grammar 8,
2Gilfillan,N. TollingtonS., Muswell Hill, N.

| Gunn, F.H.W. e.

Modern S., Newcastle-on-T.
Houghton, A.T. s. Grosvenor S., Bath
Howell, W.D. s.

Montrose Coll., Streatham Hill
| Jacobs, D.A. Argyle House, Sunderland
| Lay,J.E. a. Grammar S., Highworth
| Martin, L.e. Xaverian College, Manchester

McDougall, A.P.

Tollington 8., Muswell Hill, N.

| 2McNulty, P.J.
Catholic Gram. 8., St. Helens

| Parkes, F.W. s. Ruthin Gram. S.,

*Rhodes, A.H.Gram.8.,Choriton-c.-Hardy

48impson,S. Scorton Graminar 8.

Vavasour,J.W. a.

St. Joseph's Comm. Coll., Dumfries

Wilson, A. St. Boniface’s Coll., Plymouth
Bew,T.

Christchurch Hr. Elem. S., Southport
2Burnham,G.F. Rye Graininar 8.
Coll, P.a.sp. Christian Bros. 'Coll.,Gibraltar

2Coinberbatch,E.S.
| The College, Littlestone
2Cox,T.H. New College, Herne Bay
| 2Dunstall,A.J. Gravesend Modern School

Gigli,O.A, i.

St. Aloysius’ Coll., Hornsey Lane, N.
Hosking,C.B. al. St. James's, evonport
Isaac,A.C.T. Grove House, Highgate
Ritchie,J.H.

odern S., Newcastle-on-Tyne

Rust, E. Scorton Grammar S.
LStewart,J. a. Friends’ 8., Wigton
(Eshelby,J.M. University 8., Southport

Gache,G. sp.d,

| Christian Bros.’ Coll., Gibraltar
2Graham, W. New College, Worthing
Hughes, W.P. s. Ruthin Gram. S.
2Limb,F. Brunt’s Technical S., Manstield
Lutjeus, L.J. eal. Margate College
2Philipson, A. High S., Guernsey
3Sanderson, N.N.

Fartown Gram. S., Huddersfield
Veale, L.A. The College, Shebbear
Walker,C.H. d.

Osborne High 8., W. Hartlepool

| 2Wallis, A.B. Tynemouth School
LWatson,H.D. University S., Southport.
*Caldwell,L.M. Bethany H., Goudhurst
Courtwis,G. St.Joseph’s Coll., Beulah Hill
Dotto,L. Christian Bros.’ Coll., Gibraltar
*Greville,W.D. Old CollegeS.,Carmarthen
3Leyshon, D. E.S.
Commercial 8., Astley Bridge
2Massam, H. St. Teresa's S., Birkdale
| Moylan, F.E.

Bt. Aloysius’ Coll, Hornsey Lane, N.
Nelson, H.C. a.

St. Joseph's Comm. Coll., Dumfries
Spain, P.C. St. George’s Coll., Weybridge
2Watson,J.0. Endcliffe Coll., Sheffield
Yare, R. a. High S., Kirkby Stephen
Bamberger,S.e.a.al. SouthendGrammars.
Carr, W.J. al,

8t. Joseph’s Comm. Coll., Dumfries
2Collins,R.E. Philological 8., Southsea
2Conner, B.S. Allhallows School, Honiton
Dawkins, F.S. al. New College, Herne Bay
2Drake,P.

Longwood Gram. 8., Huddersfield
Gomez,J. sp.

Christian Bros.’ Coll., Gibraltar
Goulson,E.W. e. Gram. 8., Eccles
Hill, A.G., s.

Lindisfarne Coll., Westcliff-on-Sea
3Manford, R.V. Gram. S., Welshpool
2Martyn, H.J. Drayton Green 8., Ealing
Moffatt, W.D. a.

Modern 8., Newcastle-on-T.
Pullen, H.W. Tollington Park College, N.
Reed, J.C., al.

Stoke Public Higher 8., Devonport
| Shanley,G.H.

St. Joseph’s Comm. Coll., Dumfries
3Sheridan, R. Salesian S., Battersea
2Smith,B.J. bk. Gram. 8., Eccles
Watson, W.D. a.gnt.

Modern S., Newcastle-on-T.
Wilmot,G.0. Broadgate S., Nottingham
(2Beli,J. Redby Boys’ S., Sunderland
| Bray,L. Richmond Hill S.
Brooks, W.R.B. 8.¢.a.
The College, Shebbear
3Clifford, P.R.

Fartown Gram. S., Huddersfield
Delbanco,J.R. a. University8. Southport

en ee

2Francis, F.S. Rye Grammar 8.
2Hall,A.P. The College, Shebbear
2Heads, A, Tynemouth School

Ruthin Gram. 8.
Eversley S., Southwold
Gram. S., Eccles

| Helsby, R.G. 3.
| ai aia
| 2Hope,J.
| Keliy, F.S.
| St. Joseph's Comm. Coll., Dumfries
| 2Lauderdale, W.

Sandyford Road S., Newcastle-on-T.
Leclerc,M. f.

Marist Bros.’ Coll., Grove Ferry

2McKay,C.S. Cawley S., Chichester
| Millburn,F.A. a. Gram. S., Taplow
| 3Parkes,T.L. Halesowen Gram. 8.

| Rainer,G.F. a. Christ's Coll., Blackheath

| Robinson, H.E. gm.

| Tollington 8., Muswell Hill, N.
Shaw,R. a. Richmond House, Handsworth
Squires, W.A. a.

Stoke Public Higher 8., Devonport
eGrand,C.A. 8. Gramm. S., Welshpool
| 2Hartley,P.E. High S., Kirkby Stephen

Lardner, R.S.
Tollington S., Muswell Hill, N.
2McDougall, L.R. New College, Herne Bay
| 2Nutt,A.
Lord Weymouth’s Gram. S., Warminster
Olford,S. E.
Stoke Public Higher S., Devonport
Shaw, W.A. a.
| Tollington S., Muswell Hill, N.
Thomas, M.H.al. Porth Higher Grade S.
| Tinewell $ AP: a.al.

Stoke Public Higher S., Devonport
2Bailey, V.A. Walsall Comin. College
2Brewis, B.GrammarS.,Chorlton-c.-Hardy
Catten,H.s. MontroseColl.,StreathamHill

| Chaston,P.C. Modern S., Newcastle-on-T.
| Edwards, H.C. R.s. EversleyS.,Southwold
| 2Fairhurst,T. B.

Catholic Gram. 8., St. Helens
| Hall, H. P.e. OsborneHighS., W. Hartlepool
| ZJones,J. Private tuition
Mead, A. e. Taunton School
| Middlecoat, W.N.

Lindisfarne Coll., Westcliff-on-Sea
Nunneley, W.B. e. Modern S., E.Grinstead
Orellaua,J. sp.

Christian Bros.’ Coll., Gibraltar
| Rugeroni,A. sp.
| Christian Bros.’ Coll., Gibraltar
| Sugden, E.G. Commercial S., Wood Green
Thomas,L.C. e.
Lindisfarne Coll., Westcliff-on-Sea
2Thurlow,G. W. bk.
Eastward Ho! Coll., Felixstowe
| Zepero, H.J. afl.
L St. Joseph's Comm. Coll., Dumfries
Bell. J.S. Tynemouth School
3Butter, H.F, Grain. S., Finchley
| Cadman, W.E: Yorkshire SuGiety’sS,,S. E.
Cope,B. a.
St. Aloysius’ Coll., Hornsey-Lane, N.

360

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

BOYS, 8RD Crass, Pass—Continued.
*Daw.H.G. Dunheved Coll., Launceston
Dixon,D. e. Tynemouth School
3Gaade, J.J.M. The DouglasS. ,Cheltenham
Gaillard, A.L.

St. Aloysius’ Coll., Hornsey Lane, N.
Graver,R H. Market. Bosworth Gram. 8.
2Matthews,J.H.R.

Stoke Public Higher S., Devonport
3Middleton,J.8. Sandbach School
Mulready,C.H. a.

Stoke Public Higher 8., Devonport
Oliver,J.G. a. Modern S., Newcastle-on-T.
Perfect, D.S.

Lindisfarne Coll., Westcliff-on-Sea
Rodber,C.F. a.d. Scorton Grammar S.
2Seddon,G. Private tuition
West,N. a.al.gm. University 8.,Rochester
Baulk will, R.P. The College, Shebbear
Bland, W.E. a.al.

Tollington Park College, N.
Bowman,C.S. Modern 8., Newcastle-on-T.
Brightman, W.H. a.

; Modern S., Newcastle-on-T.
Crisp, F.A.s.e, Laugharne School,Southsea
2Croft, W.L.

, Mr. Watkins’ 8., Crich Common
Davies,G.S. Pentre Higher Elem. S.
Evans,J.T. s.a.d. Gram, S., Welshpool
3Holt, E.

Sandyford Road S., Newcastle-on-T.
Hunt,J. University B., Southport
2Jacques, J. L.

Arnold House, South Shore, Blackpool
Johnson,G.H. Modern 8.,Newcastle-on-T.
Lloyd, E.T. Porth Higher Grade S.
Lloyd,G.C. a.

ae 8., Bury St. Edmunds
aLonginotto, E.V.

St. Joseph's Coll., Beulah Hill
McCluskey, P.G. d.

St. Joseph's Comm. Coll., Dumfries
3Nicholson,G. Argyle House, Sunderland
2Pescod,G, Gram. S., Friern Barnet
2Place,T.B, The Academy, Crewe
Roe, A.C.G, Eversley S., Southwold
Strawson,D.H, s. Gram. S., Welshpool
3Walker,P, The High 8., Nottingham
2Watson, W.S.

Northgate S., Bury St. Edmunds
Anthony, M.S. e.
odern 8., Newcastle-on-T.
Bedford,C.M. :
Montrose Coll., Streatham Hill
Cleaver,C. L.
St. Catherine’s Coll., Richmond
de pede ten eolo A T . 8p.

t. George’s Coll., Weybridge
Donovan, R.A. s ae j

St. Joseph’s Comm. Coll., Dumfries
2H ughes, B.
woo Secondary 8., Rhondda

Parry,C.F.
Tollington S., Muswell Hill, N.
*Taylor,G. Rivington Gram. 8., Horwich

Se

Cn ee

2Young,C.N. Bethany H., Goudhurst
(Blight, R.J. c. Tutorial S., Penarth
2Brook,G. W.

Fartown Gram. 8., Huddersfield
Arnold House, S
rno ouse, South Shore, Black poo)
%Cole,T.W.
Sir Andrew Judd’s Comm. S., Tonbridge
Da Cunha,S. Norman House, W. Didsbury
Davies, D. Gram. S., Welshpool
Edwards,S.E. e. Taunton School
Hall,P.C. a. St. Peter's Coll., Brockley
2Harrison,H. d.
Sandyford Road S., Newcastle on-T.
Hoare,J.M,
Hillmartin Coll., Camden Rd., N.W.
2Holton,G.J.P.
Tollington S., Muswell Hill, N.
2King, H.M.
Courtenay Lodge, Sutton Courtenay
Lansley,C.H.
Stoke Public Higher S., Devonport
MacCarthy,E.

St. Joseph's Coll., Beulah Hill
Ons Culham College S.,Abingdon
O’Hagan,T. a.al.

Xaverian College, Manchester
Preston ,R. Friends’ 8., Wigton
Schmitt, L.C. s.
Restrevor House, Folkestone
Seagrove, C.A. Bethany H., Goudhurst
Smith, H. W. New College, Herne Bay
Stephenson, H. e.

Osborne High S., W. Hartlepool

{ Berry, A.J, Gram. S., Eccles
Byrne,N.T. a.

St. Joseph's Comm. Coll., Dumfries
Cottier, H.8. Christ Church S., Bootle
2Doyle, H.I.

St. Joseph’s Comm. Coll., Dumfries
2Embleton, W.

Sandyford Road S., Newcastle-on.T.
2Eplett, E.O. Staines Coll. S.
Gantner, L.J.

Tollington 8., Muswell Hill, N.

Green, W.P. Private tuition
2Hoole, K.H.
Montrose Coll., Streatham Hill

| 2Hughes, E. Porth Higher Grade S.
2Hutchins,S.W.

Oxford House, Junction Road, N.
Johnston, J.R. St. John’s Coll., Brixton
Jones,G.T. Porth Higher Grade S.
Leclercq, A. a.

Marist Bros.’ Coll., Srove Ferry
McLellan,H.N. a. UniversityS.,Southport

Toole, R.W.
8t. Aloysius’ Coll., Hornsey Lane, N.
Twigg, H.G.

L Middleton House, Knowle, Bristol
Allen,J.E. High S., Kirkby Stephen
Croft, E.C. a. York Manor S., York
Edwards,N.M. al. Ruthin Gram. 8.
§IGibb,J. St. Teresa's S., Birkdale
Hamilton,H. Tynemouth School

| *Heaviside,S.C.
| Highfield, Wandsworth Comm.
| *Tauncey,G.H. Private tuition
| Kirk, E.G. a.
| Lindisfarne Coll., Westcliff-on-Sea
Kitchin,R. e.
St. Joseph's Coll., Beulah Hill

*Lack,E.E. Grove House, Highgate
3Lee,G.S. Bethany H., Goudhurst
tLewis, L.A.

| Buckingham Place Acad., Portsmouth
2Meredith, D.W. Arnold House, Chester
Miller, R. d. Tollington 8,,Muswell Hill, N.

Morris, R.V. al.
The High S. for Boys, Croydon

| Senior,C.J. Boys’ High S., Wareham
| Singer,G.K. Tutorial S., Penarth
LWesley,E. Tollington Park College, N.

Bacon,D. Xaverian College, Manchester
Cook, W.J. a. Willow House Coll., Walsall
2Croscombe,J.F. Christ’sColl., Blackheath
Evans,H.M.H. Tutorial S., Penarth
2Hunter,C.J. Catholic Gram.S., St.Helens
2Ireland, D. St. Mary’s Hall, Cardiff
Keen, A.O. a.

Lindisfarne Coll., Westcliff-on -Sea

Lowndes,D.B. Gram. S., Eccles
Spillinan, A. W.
Stoke Public Higher 8., Devonport

2Taylor,T.C.

Longwood Gram. 8., Huddersfield
Wadsworth,P. Tollington Park College,N.
3Walkey,F.J.

Stoke Public Higher S., Devonport
Allchurch,A.J. a. The College, Shebbear
2Brown,C.N. St. Helen's Coll., Southsea
Burd,T. s. Ruthin Grann. 8.
2Chart,H.N.

St. Catherine’s Coll., Richmond

co

Cook,L.F.P. Grarn. S., Taplow
Davis,J.L. Aprn Grove S., Liverpool
Dunning,F. a. igh S., Kirkby Stephen
Fenn, H.T.

Hillmartin Coll., Camden Rd., N.W.
2Gee,C. Longwood Gram. S., Huddersfield
| Hooker,H.F. Boys’ High S., Wareham
Pappin,F.J. TollingtonS., MuswellHill,N.
Potter,C.T.

Stoke Public Higher S., Devonport
3Roe,J. St. Mary's High S., Cairo
2Whiston,P.J. Ellesmere S., Ellesmere
Whitehead,J.D. al.

University S., Rochester
Willington, W.L.
St. Catherine’s Coll., Richmond
Bate,P. bk.
St. Joseph’s Comm. Coll., Dumfries

2Bernard,A.S. Brondesbury Coll., N.W.

Bowker,J.S. University S., Sonthport
| Butler, E.M Alton H., Blackheath
| Carne,F.J.V

Stoke Public Higher 8., Devonport
Clough,A.F.

St. Joseph’s Comm. Coll., Dumfries
| Hall, W.J.al. TotlingtonS., Muswell Hill,N.
| Johnson, J.S. Stafford Coll., Forest Hill
| Joseph, M.J. Vale College, Ramsgate

Maisey,E.H.
Stoke Public Higher 8., Devonport
2Marshall, W.V. YorkshireSociety's 8.8.5

Orrin,J. St. Joseph's Coll., Beulah Hill
| Panton,J.A, a. Private tuition
8Teittel, A.

Sandyford Road S., Newcastle-on-T,
Anderson,R.L, St. John’s Coll., Brixton
(Baker E. Gram. S., Newton Abbot
Benjamin, N.H. WilsonColl.,StamfordHill
| 3Brown, L.R.
| 2Collen, F.D.
Gilmore, E.R.
Xaverian College, Manchester
2Harrison,A. Beverley School, Barnes
Honer,A. St. Boniface’s Coll., Plymouth
Howell,R. Wilson Coll., Stamford Hill
Lambert-Combes,J.
| Marist. Bros.’ Coll., Grove Ferry
| Lee,J.a.al. Redby Boys’ S., Sunderland
Lennox,H.A.

St. Joseph’s Comm. Coll., Dumfries
Mawdsley,E. d. University S., Southport
May,C.C. Catford Coll. 8., Lewisham
Poynton,C.E. Gram. 8., Eccles

| Spencer,F. a.
Montgomery College, Sheffield
| Warren,- Market Bosworth Gram. 8.

New College, Herne Bay
Christ’s Coll., Blackheath

Warren,J.W.E.
Lindisfarne Coll., Westcliff-on-Sea

Barry,C. a. Xaverian College, Manchester
Bishop,V.A. St. George's Coll., Weybridge
Brooke,O.G. St. Joseph's Academy. S.E.
Clifton, R.P. Tudor Hall, Hawkhurst
2Dobson,8.A.M. Christ's Coll., Blackheath
George, T.H. Gram. 8., Taplow

| 2Henderson,A.
Sandyford Road S., Newcastle-on-T.

2Lawlor, D.P.

St. Aloysius’ Coll., Hornsey Lane, N.

neve

| illmartin Coll., Ca:inden Rd., N.W.
| Morgan, E.H. a. Taunton School
| Richards,K.J.

Tollington §., Muswell Hill, N.
Xaverian College, Manchester
| Sinden,C. Richmond Hill S.
Smith,8.T. Market Bosworth Gram. 8.
2Sqnire,J. St. Boniface’s Coll., Plymouth

(Allen, A.L. a. Tutorial S., Penarth
Balfre, A.A.

St. Aloysius’ Coll., Hornsey Lane, N.
Brill, H.V. s. Grove House, Highgate
Edwards,T.C. Ruthin Gram. S.

| 2Ellis, E. Bethany H., Goudhurst
Hatten,C.M. The Hermitage S., Preston
Jackman, A.W. Taunton School
| Malin,A.G. Tollington Park College, N.
| Perez,J.M. St. George's Coll., Weybridge
Phillips, A.G. s.e. Eversley 8., Southwold
Plank,L.S. Wilson Coll., Stamford Hill
Scott ,T.
Sandyford Road S., Newcastle-on-T.
2Webb,P. Private tuition

(Braga,E.L. St. George's Coll., Weybridge
| 2?Catnach, W.

Sandyford Road S., Newcastle-on-T.
2Defer,G.E.

Hillmartin Coll., Camden Road, N.W.
2Dreven, A.D. Argyle House, Sunderland
Figgins, E.E. Grammar S., Clapham
Gilbert, E.C.
| Montrose Coll., Streatham Hill
| Hill, E.F.F.

Stoke Public Higher 8., Devonport
Hulme,H. Gram. 8., Eccles
Macdonald,F,

St. Joseph’s Comm. Call., Dumfries
Parry,J.H. Gram. 8., Welshpool
Pearson,C.R.

Tollington S., Muswell Hill, N.
Peters,J. Gram. and Coll. 8., Carnarvon
Eek a. Private tuition

Ross, E.

2Taylor, W.F. Holloway College, N.
Walters,F. York Manor S., York

Bridge, K. B.C.
Stoke Public Higher 8S., Devonport
| Gordon,G. Tollington S., Muswell Hill, N.
| Gush, W.G. Taunton School
| Hatherley,R.A. The College, Shebbear
King,G.S.
Lindisfarne Coll., Westcliff-on-Sea

Lambert, R. The College, Shebbear
| Midgley, L. Grain. S., Eccles
| *Miller,N.J.

; Higher Standard 8., Sutton-in-Ashfield
| 2Pewing,H. St. Boniface’s Coll., Plymouth
Roser, E. D.
| St. Aloysius’ Coll., Hornsey Lane, N.
Woolley, H.G. g. Belle Vue H., Greenwich
Blackwell,S.F.
The High 8. for Boys, Croydon
2Butler,G. W.
Dunheved College, Launceston

Carr,J.E. ¢ Royal Coll. S., Sheffield
| *Davies,G.

St. Joseph's Comm. Coll., Dumfries

| 2Dukes,W. Yorkshire Society's S., S.E.

Ellis,J.B. Grosvenor S., Bath

| 3Jones,J. P. Ellesmere S., Ellesmere
3Litton,R.

Arnold House, South Shore, Blackpool
Malley,R. Aspen Grove S., Liverpool
2Messent, L. H.

Montrose Coll., Streatham Hil)
*Rowe,F. St. Boniface's Coll., Plymouth
Sampson, W.F. d.
Lindisfarne Coll., Westcliff-on-Sea
| Taylor, W.J. al. Endcliffe Coll., Sheftield
[Bt Josep

St. Joseph's Comm, Coll., Dumfries
Young,M.S. a. Moderns., Newcastle-on-T.
Baines, L.A.

f St. Joseph’s Comm. Coll., Dumfries
2Capper,T.J.

f St. Aloysius’ Coll., Hornsey Lane, N.
3Clarke, H.C. Grammar 8S., Spalding
2Cochrane, D.W. 8t. John’s Coll., Brixton
2E bbetts,F.T. Private tuition
Ewen,A.8.

St. Joseph’s Comm. Coll., Dumfries
Gelli, A.A. d.

St. Aloysius’ Cu!l., Hornsey Lane, N.
Lamerton, L.H.

Stoke Public Higher S., Devonport
Livingston,J.M.

St. George's Coll., Weybridge
2Morgan,J.

St. Joseph’s Comm. Coll., Dumfries
2Mndge, W. St. Bonitace’s Coll., Plymouth
Sanders,G.T.e. Modern 8., E. Grinstead
2Sullivan,J.B.

St. Joseph's Comm. Coll., Dumfries

Thomas,J.J. Tutorial S., Penarth

Vickery, R. M. Taunton School

Baker,G. 8. Gram. S., Welshpool

Callow, H. E. Tudor Hall, Hawkhurst
| Colbert, J.H. The College, Shebbear
| Cudlip,H. Broadgate S., Nottingham
| Dallas,C.B. s. Grammar 8., Clapham
| Evans,F.G. Ruthin Gram. 8.
| Inwood,C. L.a.

Gram. S., Taplow

| Jestico,P. W. Grain. S., Welshpool
| Noakes,F. a. Friends’ 8., Wigton
| 2Pritchard,J.G.

| Gram. & Coll. S., Carnarvon
| Ramsey, D.

Bethany H., Goudhnrst

Smith, A. Bethany H., Goudhurst

Smith,R.G. Friends’ S., eee

\ Watson,G.R. Tynemouth School

({2Buckner,J. St. Mary's Hall, Cardiff
Cardona, H. sp.

a

Christian Bros.’ Coll., Gibraltar
| Chambers,J.G.a. HaughtonGram.S., York
| Cook,R.F. Tollington S., Muswell Hill, N.

| Furse,R.E. Tainton School
| Girling,I.LeM. Eversley S., Southwold
| Hodgson, F.W, Ruthin Gram. 8.
| Huddleston,B. Friends’ S., Wigton

2Hughes, R.K. Scorton Grammar §.
Needham,J.F. Christ's Coll., Blackheath
aNowell, W.N. Crudgington S., Wellington
Parker, L.F. MontroseColl. Streatham Hill
Recafio,H. Christian Bros. Coll., Gibraltar
Roberts,J.M. a.

St. Joseph's Comm. Coll., Dumfries
Spear,T.H. Tollington S., Muswell HilL,N.
Thornton, W.J.

St. Joseph’s Comm. Coll., Dumfries
| Tillotson, W.R.

Arnold House, South Shore, Plack pool
(Cartwright ti, New College, Herne Bay
|

Cartwright, H. Scorton Grammar 8.
Chiappa,J.J.

t. Aloysius’ Coll., Hornsey Lane, N.
Ellictt,J.G.
3Gibbons,S.K.
Kay, H.
Maclean, D.F. e.

Lindisfarne Coll., Westcliff-on-Sea
Mathews, E.J.J. bk.

St. Joseph's Comm, Coll., Dumfries
Norman,R.D. St.George'sColl., Weybridge
Skerritt, R.R. Tollington Park College, N.
Bannerman, J. Hoe Grammar S., Plymouth
Clarke, H.H. Statford Coll., Forest Hill
| Dixon, L. Craven Park Coll., Harlesden
| Emery,E.G. s.a. | Durham House, Hove

Gram. 8., Welshpool
Private tuition
Gram, 8., Eccles

Gilbert,C.M. Taunton School
Hill,R. a. The College, Weston-s.-Mare
Hardstaff,R. Broadgate S., Nottingham
Harrison, W.H.
| Eastward Ho! Coll., Felixstowe
| 7Pinkerton,T.R.

Highfield, Wandsworth Common
2Rankin,J. St. Mary's Hall, Cardiff
Rees, L.P. Wilson Coll., Stamford Hi!
Roach,R.F.C. Hoe Gram. S., Plymouth
Roser, F.

St. Aloysius’ Coll., Hornsey Lane, N.
(Sully, D.G. Taunton School

(Edwards, W.G. Catford Coll. 8.,Lewisham

| Finch,J.B. Gram. S., Newton Abbot
Holmes, P.S. Grove House, Highgate
Jones, R.G. Gram. S., Taplow
*Keay, A.J. Private tuition

Kinahan,D.E. a.
Xaverian College, Manchester
| Trower,H.J. a. New College, Herne
| Unsworth,V. Bloomfield Coll. 8., Belfast
| Williams,N.A.
C Montrose Coll., Streatham Hill
( Best, F.J. Modern S., E. Grinstead
| Bradshaw,S.B. Orient College, Skegness
| Conrad,G. A.
St. Aloysius’ Coll., Hornsey Lane, N.
Cooke, H. Market Bosworth Gram. S.
| Dockerty,R.

St. Joseph's Comm. Coll., Dumfries
Greville,F.W. |New College, Herne Bay
Hesp, B. York Manor S., York
2Meadows, A.E.

| Arnold House, South Shore, Blackpool
Morley,C.H. a. St. John’s Coll., Brixton
Piper,C.H. d. Bethany H., Goudhurst

| Quartley,T.W. Eversley S., Southwold
Smith,J. V. Gram. 8., Taplow
Temple,A. Bethany H., Goudburst
Baldwin,8.J.W.

Lindisfarne Coll., Westcliff-on-Sea
| Ball,S.F. The College, Weston-s.-Mare
| Batt,G.S. Gram. S., Eccles

Blythe,P.A. Tollington Park College, N.
Bycrley,R.H.
| Oxford House, Junction Road, N.
| 2Chenalloy,E. Christ's Coll., Blackheath
Cottle,S.J. Taunton School
| Edwards, L. s. Tollington Park College,N.
| Evans, A.G. Ruthin Gram. S.
| Grosfils, A.E.
| St. Aloysius’ Coll., Hornsey Lane, N.
Hassall,F.S. Cromwell High S., Putney
Jones,C.D.
Lindisfarne Coll., Westcliff-on-Sea
aJones, W. Gram.-& Coll. S., Carnarvon
Lund,C.B. a; RostrevorHouse, Folkestone

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

361

BOYS, 3RD ULass, Pass—Continued.
%Munn,C. St. George’s Coll., Weybridge
Margate College
j P The College, Shebbear
Stevens, W.H. Tollington Park College, N.
Thomas, D.P. s. Ruthin Gram. 8.
Unsworth,J.F.
St. Joseph’s Comm. Coll., Dumfries
Wood,S.K. d.
Tollington 8., Muswell Hill, N.
Porth Higher Grade S.
. Gram. §., Finchley
Butler,H. St. Joseph's Coll., Beulah Hill
Dewis,J.N. Walsall Comin. Coll.
Doyle,B. Xaverian College, Manchester
Haslegrave,C.F.P. EversleyS., Southwold
James, L. al.
Stoke Public Higher S., Devonport
Lindley -Jones, E. NewCollege, HerneBay
Lister,G. al. Endcliffe Coll., Sheftield

2Walton,O.T. Scorton Grammar S.
Warlow,F.R. Taunton School
Wells, A.

Arnold House, South Shore, Blackpool
Wilson-Haffenden,C.L. Taunton School
Crook, F.W. Christ's Coll., Blackheath
Forder,G. s8. Ruthin Gram. 8.
Hennessy,C.J. f.

St. George's Coll., Weybridge
3Hughes,S.

African Training Inst., Colwyn Bay
Jobling, R.C. s. Tynemouth School
Smeal, J.C. Friends’ S., Wigton
Stanbury, W.J.

Stoke Public Higher S., Devonport
Strong,C.M.

St. Aloysius’ Coll,, Hornsey Lane, N.
Willson,O. A.
Montrose Coll., Streatham Hill
Docking, F.L. Taunton School
Evans, B. L. Porth Higher Grade S.
Howard,P.E.N. e. Taunton School
3Murray, W. LondonColl.forChoristers, W.
Oxen, H.C. d. The Hermitage S., Preston
Prynn, N. Mannamead Prep. S., Plymouth
Stewart,J.
St. Joseph’s Comm. Coll., Dumfries

Oe ee NO

FIRST CLASS [or SENIOR).
Monours Division.

Dixon, R.J. s.e.h.mu.p.
Ladies’ Coll., Wellington, Salop

FIRST CLASS [or SENIOR].

Pass Division.

Hamson, May e.h. f.

English High S. for Girls, Pera
Osborne, E.L. d.mu.

Girls’ Coll. S., Weymouth

Williams,C.M. ms. w. Private tuition

Casson, H.N. s.f. Cambridge H., Finchley

Ableidinger,M. h.f.ge.

Conv.of theNativity, MarketHarborough

Evans,E.T. 3.¢.h.

Ladies’ Coll., Wellington, Salop
Gullick,E. K. e. Private tuition
Jones,C.M., s.

Ladies’ Coll., Wellington, Salop
Wright, M. ge.

Tower House, Melton Mowbray

Lineham,N.I. f.

Edgbaston Acad., Birmingham

Freeman, A. s.

: Friends’ School, Mountmellick
Law,A.K. GordonvilleLadies’s. ,Coleraine
Dupuis,J. f. Annecy Convent, Seaford

(Bond, D.G.M

English High S. for Girls, Pera
Donneger,O. f. Annecy Convent, Seaford
Cooper,G. W.

Ladies’ Coll., Wellington, Salop

Ca a Manstield
Brackett,M. ge. The College, Goudhurst
Hutchinson,A.

Brunt’s Technical 8., Mansfield
Grace, E. M. The College, Goudhurst
Ferrary, L. sp.mu.

Loreto Conv., Europa, Gibraltar

Broadhurst, P. s.

Ladies’ Coll., Wellington, Salop

Stevens, M. Brunt'sTechnical S., Mansfield

Burgess,M.C. The College, Goudhurst
Morley,G. Private tuition
Freer,J. Gram. 8., Quorn
Bailey,M.M. Gram. S., Quorn
Clark,M.G. University S., Rochester

| Vick, F.V. Taunton School
Webster, R.B. Birkdale Grammar S.
( Donovan,C. A.

St. Aloysius’ Coll., Hornsey Lane, N.
Heveningham,L.J.
St. Joseph's Comm. Coll., Dumfries
2Hope-Rabson,E. Grain. S., Friern Barnet
Hughes,W. Gram. & Coll. 8., Carnarvon

Keenan,H. Xaverian College, Manchester | |

Pon W. Bethany House, Goudhurst
MacMullen,H.
St. Joseph’s Coll., Beulah Hill
Marsh,C.A.

St. Joseph's Comm. Call., Dumfries
| MeBride, Y. Xaverian College, Manchester
; 2Nolan, W. Private tuition
| 20gden,J.
| Arnold House, South Shore, Blackpool
| Parker, H.J. a. Beverley School, Barnes
| Reed,J.P. a. Margate College
( Wood,S.C. The Douglas S., Cheltenhain
farce Taunton School

Chiappa, A.L.
st. Aloysius’ Coll., Hornsey Lane, N.
| 2Hewitson,E. High S., Kirkby Stephen
Hughes,S. L. Taunton School
Jordan, H.R. a.
Grammar S., Chorlton-c.-Hardy
Roberts,C. R.
Hillmartin Coll., Camden Rd., N.W.

Turpin,C. Grosvenor 8., Bath
Wheeler, D.W.
Lindisfarne Coll., Westcliff-on-Sea

Tutorial S., Penarth
Armstrong, P.R. l
St. Joseph’s Comm. Coll., Dumfries

| Bailey,W.J. The College, Shebbear
Bridges, H. NorthgateS., BurySt. Edinunds

[Armstrong P

Colato,E. A. Margate College
Herrod,B.J. Market Bosworth Gram. S.
Kelly,J.P.

St. Joseph's Comm. Coll., Dumfries
Kemp,J.F.

St. Joseph’s Comm. Coll., Dumfries

Letheren,R.C. Taunton School
Merritield,J.H. Taunton School
Parker,C, Margate College

| Peelmann, A. s. Gram. 8., Taplow
Titcombe,A. The College, Weston-s.-Mare
Watson, W.H.
a ngun S., Muswell Hill, N.
Dash, W.H. Taunton School
(Huntley a:o. The College, Weston-s.-Mare
2James, W.R. Tutorial S., Penarth
| Jones, R.J. Gram. and Coll. S., Carnarvon
Key, L.H. Taunton School
| Martin, L M.A.
| Oxford House, Junction Rd., N.
Maude,H.

Gram. S., Eccles

Paterson,T.
St. Joseph’s Comm, Coll., Dumfries
l opiney E. King’s College S., Wimbledon
(Bennett, H.H. Bethany H., Goudhurst
Butler,C.E. Rye Grammar S.
Dunkley,J.G., Christ's Coll., Blackheath
Dyer, W.E. Margate College
| Holmes,G.B. York Manor S., York
| King, H.C. Taunton School

| Logan,C.D.
2Phillips,H .

onypandy Council S., Pontypridd
Wallace,S. Bloomfield Coll. S., Belfast.
| Williams,W.A. New College, Herne Bay
ı Woodward,A.T. Taunton School
LYair,G.A. Tannton School

[eraly A. Stafford Coll., Forest Hill

Grammar S., Clapham

Cazaly,A.H.P. Gram. S., Taplow
Coles,L.A. Margate College
| Coles, R.A. Margate College
| Davies, D.L. Hollybank S., Frodsham
| 2Dovehill,T.V. Christ's Coll., Blackheath
| Kittle, I.R. Tollington Park College, N.
| Manicom,H.C.B. University 8., Rochester
| Myers,B. Wilson Coll., Stamford Hill
Parkes, F.G. Orient College, Skegness
Smith,C.T. Montrose Coll,,Streatham Hill
LWright,G.F. Christ's Coll., Blackheath

Edmonds,C.F.Wilson Coll. ‚Stamford Hill
Holland,J. Grain. S., Eccles
Kirstein, W.B.C. New College, Herne Bay
Owen,T.E.W. Gram. 8.. Taplow

foe RivingtonGram.S., Horwich
Berner,I.A.C. HoeGrammars., Plymouth

CLASS LIST— GIRLS.

(For list of abbreviations, see page 356.)

Trantmann,.O.F. d.
Brown, E.M.
Gordonville Ladies’ S., Coleraine
French, L.C. Redditch Secondary S.
Warburton, L. s.
Ladies’ Coll., Wellington, Salop
Cook,E. Brunt’s Technical S., Manstield
Drury,M.D. Heath Leigh, Horsmonden
Dunstan,J.M. Palmer's Green High 8.
Rattenbury,E. K. Private tuition
Grafton,R. d. St.John'sHouse, Felixstowe
Jenkins,G. Technical S., Stalybridge
ons. of th S.

Gram. S., Quorn

Conv.of the Nativity, Market Harborough
ood, F. Langley H., Ashbourne
Langley H., Ashbourne

Victoria Coll., Liverpool

Milton H., Atherstone

Birch, B.A.
Porter, M.J.
( Cobb, E.M. d.
| Cosmetto,C. d.
| English High S. for Girls, Pera
| Creagh, W. F.A. Private tuition
eee AT
Melbourne College, Thornton Heath
LeMay,C.E. St. John’s House, Felixstowe
Keun,M. English High S. for Girls, Pera
Petey,J. f.d. 3 High Road, S. Tottenham
( Bellamy,E.H. Private tuition
| Harrison, W.
Brunt’s Technical S., Manstield

Witt, E.F. Heath Leigh, Horsmonden
Neilson, A. H. Private tuition
Sprigings,O.F. Gavine H., Portsmouth

f Deignan,L. Convent of Mercy, Birr
Jopling, R.B. Friends’ S., Wigton
Stubbs, E. Brunt’s Technical S., Manstield

—_—__.———-

SECOND CLASS [or JUNIOR).
Honours Division,

Syner,K. g.a.alfiphys.d.
Devonport P.-T. Centre
Goode,G.M. g.al.phus.d.
l Devonport P,-T. Centre
Hawkins,E. 7.a.al.gmafid.
\ Northern Poly. S., Holloway Rd., N.
Noble, H. g.a.al.ms.d,
Northern Poly. 8., Holloway Rd., N.

Breen,F.E. g.al f.phys.ch.
Devonport P.-T. Centre
Hollingworth,G.E. e.a.ai.gm.

Northern Poly. S., Holloway Rd., N.
Vanning, E. W. a.al.phys.d.

Devonport P.-T. Centre

Riggall, H.D. s.e.gmf. HighSchool, Alford

Cree ES. afd. High School, Alford

Palethorpe, K.H. s. High School, Alford

Witty,G. s.e.h. High School, Alford
Corder, F.E. s.al.

Northern Poly. 8., Holloway Rd., N.
Thomas, E.M, qm.

Northern Poly. S., Holloway Rd., N.
Theophilus, M.A. acl.

Advanced Elem. Girls’ S., Merthyr Tydfil
Black, M. f.d.mu.
Loreto Conv., Europa, Gibraltar
Christides,P. al.f.
English High S. for Girls, Pera
Clark, D.A. aal.

Northern Poly. S., Holloway Rd., N.
Palmer,A.M. phus. DevonportP.-T. Centre
Howarth,F. a al.

Rivington & BlackrodGranı.S., Horwich
Beaumont, R. s. Notre Dame Coll.S., Leeds
Prosser, B. g.a. ;

Advanced Elem. Girls’ S., MerthyrTydfil
Nayler, W.S. alf.

Rivington & BlackrodGram.S., Horwich
Green, R. g.a.a.

| Sandyford Road S., Jesmond
Hawke,A.L. phys. Devonport P.-T.Centre
Price, A.R. s.
Advanced Elem. Girls’ 8., Merthyr Tydfil
Desvaux,C. L. s.h.f.d. Private tuition
(Davey, A.M.d.Girls' Secondary S., Southsea
Novella,C. f.sp.d.
Loreto Conv., Europa, Gibraltar
Cale, E. «.al.l Redditch Secondary S.
Reynolds,M.F. Devonport P.-T. Centre
Davies,M A. Pentre Hr. Elementary S.
Hinks, L.M. al. f.
Girls’ Secondary S., Southsea
Lawrance, R.
The Priory Girls’ Coll. S., Thaxted
[Urs o Pentre Hr. Elementary 8.
Ursell, E.

Advanced Elem. Girls’ S., Merthyr Tydfil
Welch, F. M.d. Girls’‘SecondaryS. Southsea
Bell ,L.I. gm. f.d.

Gordonville Ladies’ S., Coleraine

Bourne, F. Bethany H., Goudhurst.
Cicognani, H.R. Bethany H., Goudhurst
2Dodd, W. Hightield, WandsworthCommon
Gardiner,B.G.
i Eastward Ho! Coll., Felixstowe
| Gooch, R.F. New College, Herne Bay
Pullen, W.J.
Lindisfarne Coll., Westcliff-on-Sea
Red wood,C. P. Gram. 8., Taplow
Saferian, A.N. a.

Gram. S., Chorlton-c.-Hardy
| Tronlan,B. St. Boniface’s Coll.,Plymouth
Turner, F. Montgomery College, Sheffield
( Brown,T.F.M. Tynemouth School
| Cox, F.A. H.L. Gram. S., Taplow

Davies, W.E. Pentre Higher Elem. 8S.

Evans,F.T.P. Gran. S., Taplow
| Francis, F.C.F. Grain. S., Taplow
Pye,T.H. Taunton School

Thunder,G.L. St.George’sColl., Weybridge
2Vizard,F.L. Bethany H., Goudhurst
L2Wood,T.W. Catholic Gram. 8.,St. Helens

(Guy,D.S.E. The Kingsley S., Shifnal

| Lainb, W.G. Rye Grammar 8.
Squire, F.W. The College, Shebbear
Symons, A.C. Beverley School, Barnes

Bradley, P.B. St.George's Coll., Weybridge
(daren A, Xaverian College, Manchester

2Hudson,C.W.P.

Shute,G. E.F.

(Conway, W.

| Cox, R.J.

! Diesch,F. B.
St. Aloysius’ Coll., Hornsey Lane, N.

Gram. N., Taplow
Tynemouth School
Grammar Schonl, Goole
Market Bosworth Gram. 8.

Doresa, B. Margate College
| Freeman,C.G.G. Gram. S., Finchley
| 2Goodwin, D.F. New College, Herne Bay

| Hardman, R.C. Market Bosworth Gram. 8.

| Hatcher, H.B. Tannton School
| Lishtnan,A. W. Private tuition
| Peile, H.A. Friends’ S., Wigton

2Phillips, L. St. Mary’s Hall, Cardiff
Reihill,F.A.

St. Aloysius’ Coll., Hornsey Lane, N.
Siblot, H. Margate College

Trappes,J.H. St.George's Coll., Weybridge

| Hoskin, H.E.a.a]. Devonport. P.-T. Centre
(Thompson, N.M.al. Redditch SecendarySs.
McCann,D. Girls’ Secondary S., Southsea
Hawkius,E. h.g.a.
Ashley High S., Long Sutton
(George, F.L. a. Devonport P.-T. Centre
Ledbury,E.I. 3. Redditch Secondary 8.
Stubbs,H.B.
Ladies’ Coll., Wellington, Salop
Wilson,A. Brunt's Technical S., Manstield
(Tloyd,A.M.d. Pentre Hr. Elementary 8.
Statton,W.M. al. Devonport P.-T. Centre
(Gastall,V. f.
Rivington & Blackrod Gram. S., Horwich
Trethewey,L.V.d. Devonport P,-T. Centre

(Joy,G.A. Chichester P.-T. Centre
| Maine, F. Pentre Hr, Elementary 8.
\Medlecot,E. Pentre Hr. Elementary 8.

(Altbuch,E. ge.
Northern Poly. S., Holloway Rd., N.
Evans, A.M.
Advanced Elem.Girls’ S., Merthyr Tydfil
LRisdon,R. aal. Devonport P.-T. Centre
Reynolds, M.M.d. Pentre Hr. ElementaryS.
Cotlin,R. d. Girton H., Chisiehurst
(Cross,B. d. ‘Devonport P.-T. Centre
Dickinson, F.E.
Rivington & Blackrod Gram.S., Horwich
| Freemantle,J.A. f.
Girls’ Secondary S., Southsea
Robinson, M. al. High School, Leek
Vartanian,A. @/. ;
L English High S. for Girls, Pera
Coffey,M. al. St. Mary's High S., Midleton
Hardstaff, M. am.
Brunt’s Technical S., Manafleld
| Leahy, W.M. al. Devonport P.-T. Centre
LPyne,G.A. s. Girls’ Secondary S. Southsea

(Dean,B.A Rye Coll. S,

| Holland,M, s.4.¢.

| Ashley High S., Long Sutton

| Moon, B. mu. Rye Coll. S.
Rowett, L.E. Devonport P.-T. Centre
Smith,J. a.al.

Rivington & Blackrod Gram.8., Horwich
Walker,M.L. Girls SecondaryS., Southsea
Hall,M. Higher Grade S., Carlisle

[Sones ity Girls’ SecondaryS., Southsea

Jones,H.M.
Advanced Elem./Girls’ S Merthyr Tydfil

362

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

GIRLS, 2xp CLass, Hons.—Continued.
| McKay,M.R.

Gordonville Ladies’ S., Coleraine
Millward, N.B. Redditch Secondary S.
Young, W.F. f. The College, Goudhurst
Jones,C. Ferndale Secondary 8., Rhondda
Jones, D.W. «.

Ladies’ Coll., Wellington, Salop
Jones, L. 4.
Advanced Elem. Girls’ S., Merthyr Tydfil
Randle, M.
Rivington & BlackrodGram. S., Horwich
Ryan,N, d. Notre Dame Coll, 3.

Boon,M. e. Ashley High S., Long Sutton
[cot Notre Dame Coll. S., Leeds
Price,G.M. d.
| Advanced Elem. Girls’ S., Merthyr Tydfil
Spain, C.M. 7. Benedictine Convent S.
Llewellyn,E. Boughrood House, Struet

SECOND CLASS [or JUNIOR].

Pass Division.

ICheatle,H.B. MiltonHouse, Atherstone
(pean Girls’ Secondary S., Southsea
O'Donoghue, L.
St. Mary’s High S., Midleton
Robinson, L.E. a eel.
Rivington & BlackrodGram.S., Horwich
Turner,M. f. The Cusack Institute, E.C.

1Keen, F. H. Private tuition
Langlois, M. f. Annecy Convent, Seaford
IMasson,E. Annecy Convent, Seaford

Clark,L. University School, Rochester
James, B. Bath City Secondary S.
Stonehouse, D. n.d.

L Northern Poly. S., Holloway Rd., N.
o E rae

Scanlan, E. St. Mary's Conv., Bruff
Carowell, L.M. High Sehool, Leek
Fox, N. Brunt'’s Technical S., Manstleld
Hosmer, A.M.R. The College, Goudhurst
Stewart, W. a. Devonport P.-T. Centre
Warne, L.M.

| Buckingham Place Acad., Portsmouth
urea sul.
Girls’ Secondary S., Southsea

French, V.A. Girls’ Secondary S. Southsea
Wiseman,M. Girls’ Secondary S., Southsea
Caldwell, M.

Gordonville Ladies’ S., Coleraine
Morley, E. el. Notre Dame Coll. S., Leeds
Morton, M.M. J.

St. Mary’s Convent S., Charleville
Orme, E.L. s.

l Lealholme S., Fishponds, Bristol
Riches,B.M. d. High School, Alford
Cane, D. a.d.

Northern Poly. S., Holloway Rd., N.
Clarkson, M. Notre Dame Coll. S., Leeds
Foot,O. St. Elino’s Coll., Totton
Withers, M.G. a.

Girls’ Gram. 8., Levenshulme

r Bellman, M.M. Devonport P.-T. Centre
| Matthews, E.B. Devonport P.-T. Centre
O'Loughlin, A. al.

; St. Mary’s High 8., Midleton
Pim,C.A. Friends’ School, Mountmellick
ITill, M.

St. Mary’s Conv., Newlands, Middlesbro’
Tremelling,G.M. Devonport P.-T. Centre

Bromley, A.

Brunts’ Technical S., Mansfield
Cremin,H.

St. Mary's Convent S., Charleville
Kitchen, A.

Rivington & Blackrod Gram. 8S., Horwich
Lees, M.E. d, Langley H., Ashbourne
Neville,S. A. l

Advanced Flem. Girls’ S., Merthyr Tydfil
Reading, V.A. s.

Girls' Secondary S., Southsea
Steven, D.M. Higher Grade S., Carlisle
Briggs, Nui. Brunts’TechnicalS. ,Manstield
Barstow, A.V. Boughrood House, Struet
Browne, N.
St. Mary's Convent S., Charleville
Owen,W.

Advanced Elem. Girls’ S., Merthyr Tydfll
1Pickering,M. Friends’ S., Wigton
Salisbury, F.A, Hazeleroft, Weston-s.-Mare
Scott,G.M. d. Chichester P.-T. Centre
Stillwell, T. ad. Redditch Secondary S.
Winsor, W. Girls’ Secondary S., South-ea
Barlow,C.,

Rivington & Blackrod Gram. S.,Horwich
IBrnuee, D.R. The College, Goudhurst
Davies,s.

Advanced Elem. Girls’ S., Merthyr Tydfil
Lloyd,R.

Raleigh Middle Class 8. ,Stoke Newington
USugden DE. Hainault H., Ilford

1Dancey,M.E.

Friends’ School, Mountmellick

Hall, A.L. Girls’ Secondary S., Southsea
Jones, R. d. Pentre Hr. Elementary S.
Pollock, A. High School, Leek
Ryan,C. Notre Dame Coll, S., Leeds

Williams,C.
Ferndale Secondary S., Rhondda

( Bell, W.E. Chichester P.-™. Centre
| Croft, M.E. Chichester P.-T. Centre
| Fuller,C.1. Chichester P.-T. Centre
| 1Gardiner, P.E.

Pengwern Coll., Cheltenham
| Griffiths, O.

| Ferndale Secondary S., Rhondda
| Lobb, E.N. Devonport P.-T. Centre
| ìStonham, F.M. The College, Gondhurst
(Williams, E.B. Pentre Hr. Klementary 8.

Lester, W.M. Girls’ Secondary S.,Southsea
Macklen,M.A. d.
| Girls’ Secondary S., Southsea
LThorn, L. Lynton H., Portsmouth
C1Clifford, J. ms.

St. Mary's Convent S., Charleville
LLeyshon, A.G. Porth Higher-Crade 8.

Bates, M. Notre Dame Coll. S., Leeds
Gornall,G, al.

| Girls’ S., Promenade, S. Shore, Black pool
Weeks,M. Friends’ S., Wigton

(Cruikshank, W.G. The College, Goudhurst
| Forbes, I.E.

Northern Poly. S., Holloway Rd., N.
1Gamble, M. Gram. S., Quorn
Powell,J.

L Advanced Elem. Girls’ S., Merthyr Tyd fl

(Bax, L.A. Girls’ Secondary S., Southsea
Hannaford, I. Devonport P.-T. Centre
Holiday,E.B.

Northern Poly. S., Holloway Rd. N.
| 1MacDowall,C. Private tuition
| 1Parnell, E.C. mu. Private tuition
| Shield, E.H. g. Friends’ S., Wigton
(Wheller, F.d. Universit ySchool, Rochester

Francis,M.M. Pentre Hr. Elementary S.
lCallaghan, N.
í Day Technical S., Stalybridge
Neal, R.G. Brook Hall, Winslow

Bryan, I.M. Girls’ Secondary S., Southsea
Mitchell, M.
| Brunt’s Technical S., Mansfield
| Nugent, E. M. f.
| Benedictine Convent S., Dumfries
UThornley, M. DayTechnical S.,Stalybridge

pHeighway,M. Redditch Secondary S
LMorley, A.M. Girls’ Secondary S. Southsea

Young, L.E Devonport P.-T. Centre
( Brockies, W.G. The College, Goudhurst
Oaten, W.A.

| South Western Poly.SecondaryS. ,Chelsea
10’ Rourke,A.
| St. Mary's Conv., Newlands, Middlesbro’
| Shandley,V.V.
| Girls’ Secondary S., Southsea
lTaylor, D. A.W. Civil Service Coll., Bristol
Whitely, E.
L Rivington & BlackrodGram.S., Horwich
(Green, K.E. Hazlehurst Coll. S., Penarth
| Marriott, E.
Northern Poly. S., Holloway Rd., N.

Streahan, K. St. Mary's Convent, Bruft
\' Wheeler,G, Private tuition
Bothwell,M. Notre Dame Coll. S., Leeds
| Cranen, A. Chichester P.-T. Centre
Moss, H.
| Belgrave H., Wandsworth Common
| Phillips, M.
| Ferndale Secondary S., Rhondda
(Shute, K. Summerland Coll., Honiton

Coleman, A. L. :

Northern Poly. 8., Holloway Rd., N.
Crowhurst, E. Girton House, Chislehurst
McCaw,M. Oriel Coll. S., Larne

| O'Ronrke,C.
St. Mary's Conv., Newlands, Middlesbro’
| Prendergast, M. Conv. La Sainte Union
des Sacrés Cœurs, Athlone
Stott, M.H.

Longwood Grammar S., Hudderstield

Blake, A.M.
Northern Poly S., Holloway Rd., N.
| Chaston,F. L.
| Northern Poly 8., Holloway Rd., N.
ı 1Ferris,C. Private tuition
| Jones,G.M.
| Advanced Elem. Girls’ 8., Merthyr Tydfil
Jones,T. Pentre Hr. Elementary S.
Lewis, E.M.
| Ferndale Secondary S., Rhondda
MacBride,K., Conv La Saiute Union des
Sacrés Cerurs, Athlone
IWorthy,R.V. Private tuition
IBrighton,M.

Private tuition
Kerslake,E.A.

Northern Poly S., Holloway Rd., N.
| MeKnight, N. High School, Leek
LSimpson, R.W, Private tuition

Harrison, A. Notre Dame Coll. S., Leeds
orian EM A. Chichester P.-T. Centre
1Keogh, M.M. Ladies’ College, Congleton
i d. Private tuition
1Walker, L.A. The Winchmore Hill Coll.S.
Higgins,M.
í St. Mary's Conv., Newlands, Middlesbro’
Large, E.J. d. Prospect House, Stechford
| Price, M. Ferndale Secondary S., Rhondda

ete: Devonport P.-T. Centre

Pemberton,A. Secondary 8., Southport

po
Stack, A.J.s. Friends’School, Mountmellick | (Quirke, A. d. St. Paul's Conv., Birmingham

(Melhuish, A.
| Ferndale Secondary 8., Rhondda
| Plewman, E.G.
C Friends’ School, Mountmellick
Atkins, M.F.
Rivington & Blackrod Gram.S.,Horwich
( Allwood,A.T. al.

County Secondary S., Nottingham
| Carter, W.M. Carlyle Coll., Brighton
| Cleary,M. Notre Daime Coll S., Leeds
| Keeton, T. Brunt’s Technical 8. ,Mansfield
| Lioyd, B.A.
| Ferndale Secondary S., Rhondda
| Pether, F.M. Girls’ Secondary S. Southsea
| Whitter,G. Ladies’ College, Congleton

Wilhiama,S.
Sandyford Rd. 8., Newcastle-on-Tyne

Hugl:es,L. ol. Porth Higher Grade S.
Steward, M.A.
Ladies’ Coll., Wellington, Salop
Woolcock, L.P. Alleyn House, Hove
Protheroe,M. al. Porth Higher Grade S.
( Leadley, P.M. f.
| St. John’s House, Felixstowe
| Roberts, H.

i Rivington & Blackrod Gram.8., Horwich
Woodcock, R.G.
Fartown Gram. 8., Hudderstield

1Bliss, A.L. Walthamstow P.-T. Centre
Coates, D.E.

London Coll., Holloway Rd., N.
| Missak,A.f. English High S. forGirls, Pera
| Raymond,F.

L Advanced Elem. Girls’ 8.,Merthyr Tydfil
f Evans,S. Porth Higher Grade S-
Tucker,G.A.V.
Girls’ Secondary S., Southsea
Williams, W.M.
Girls’ Secondary S., Sonthsea

( Barlow,A. Day Technical S., Stalybridge
| Holliday,E, AinstableS., Armath waite
| Parkin,C.

| Sandyford Road S., Newcastle-on-T.
| }Richards,C. A. Private tuition
| Seaford, E.V. Girls’SecondaryS. Southsea
LWardel,E.M. Girls'Secondarys, Southsea

(Crease, E.T.

Longmoor Lane Council S., Liverpool
Eastland, D. Chichester P,-T. Centre
Guinee, N.A.

Sacred Heart Convent S., Kanturk
| Halsall,J. Secondary 8., Southport
| Harris, M. Girls’ Secondary S., Southsea
| Hopkins,A.E. Devonport P.-T. Centre

1Kirk, D. Brunts’ Technical S., Manstield

Thatcher,F. Pentre Hr. Elementary S.
(1Forbes, H.C. Argyle H , Sunderland
| Pickering, H.J. d. Friends’ S., Wigton

Williams, B.

Ferndale Secondary S., Rhondda

(Bell,A.J. St. Paul's Conv., Birmingham
| Betts, A. Brunt’s Technical S., Manstield
| Colville,J. Girls’ Secondary S., Southsea
| Davies, R.O. Porth Higher Grade 8.,
| Dodds, E.E, Winchmore Hill Coll. 8.
| Draysey, D.L.PengwernColl. Cheltenham
| Hart, L. Ferndale Secondary S., Rhondda
| IMacKinlay,C.F. Private tuition
'McGuire,N. Notre Daine Coll. S., Leeds
( Davies, W.
| Advanced Elem. Girls’S , Merthyr Tydfil
| Haughton, A.

Rivington & Blackrod Gram. 8., Horwich

Jones, M.H.

| Advanced Elem. Girle’ S., Merthyr Tydfil
LThompson,P.E.J. HigherGradeS.,Carlisle

Green, B.G. Girls’ Secondary S., Southsea
Todd, E.M. Argyle H., Sunderland

f Anderson, A.A. Milburn H., HonorOakPk.
| 'Hempsall, S.
Brunts’ Technical S., Mansfield
Lally, E. d. Loreto Conv., Hulme
| Leahy,J.
St. Mary's Conv., Newlands, Middlesbro’

|

aren The Avenue S., Leigh
Mahon,M.A, Victoria College, Belfast
Hall,D.M.

( Clark's College Girls’ S., Brixton Hill

Hardiny, I. B. Girls’SecondaryS.,Southsea
Jones, E.A.
Advanced Elem. Girls’ S., Merthyr Tydtil

(Copeman, B.M.
Cronin,G. St. Mary's School, Buttevant
Meredith, B.

\ Advanced Elem. Girls’ S., Merthyr Tydtil

( Brown, A. Higher Grade S., Carlisle

| Kastinent,F, Porth Higher Grade 5.

Knight, D.M.

Buckingham Place Acad., Portsinouth
Pascoe, J. V.B. Avcn House, Southsea
| Tomlinson, Q. s. Ladies’ College, Congleton
L Whitlock, E. Secondary S., Southport
(Cooke, N.E. ad. Private tuition

Gobel, M.C. The College, Goudhurst

Lloyd, A. Presentation Convent, Thurles

| Middleton, D.C. Hill Croft, Ber tham
Mulliner,M.L. d.

Belgrave H., Wandsworth Common

Birklands, Harrogate |-

(Gundry, E.M. Girls’ SecondaryS. Southsea
| 1Tbom pson,E.

Brunts’ Technical S., Mansfield

White, F. Brurts’ Technical S., Manstleld

Yeates, E.K. Girls’ Secondary S., Southsea

('Croghan, B. Tower House, Melton Mowbray

Lawry,Y. Penpol Girls’ S., Hayle
Maybury,M.
Rivington & Blackrod Gram. S., Horwich

| Perkins,M.A. Porth Higher Grade 8.
\Spillane,I. St. Mary's High S., Midleton

AClark,O. B.F. Pr.vate tuition
| Spence, A. Private tuition
\ Taylor, M.A. Highfield, Wallington

(Bennet,A. Day Technical n., Stalybrid
| Cupit,E. Brunta’ Technical S., Mansfield
| Hayes, E.M. Orient Coll., Skegness
| }Riley,M.

| St, Mary's Conv., Newlands, Middlesbro’
| Sarll,F, d. Brunts’ Technical S., Mansfield
LIWilliams,C.J. Private tuition

( Buggs,E.A. ` Heathleigh, Horsinonden
| Crowley, K. St. Mary's High S., Midleton
1Neale, H. rivate tuition
Thomas, Margaret Porth Higher Grade S.

Bradshaw, W.A. Gram. 8., Quorn
(tinya, B Private tuition
1McGrath,S. The Avenue S., Leigh

Morgan,G. FerndaleSecondaryS., Rhondda
Shane,S.E. d. Higher Grade S., Carlisle
LWhale,K.M. Eastrop House, Chichester

CHarris,B.I1.M. Chichester P.-T. Centre
| Sissons, E. Brunts’TechnicalS., Manstield
L Stroud, W.N. Girls’Secondary 8.,Southsea

( Davies, E. Pentre Hr. Elementary S.
Lewis, A.B. Porth Higher Grade S.
Phillips, B. St. Winifred’s 8.,Southampton

Britt,S. Presentation Convent, Thurles
( Byrne T. Convent of Mercy, Birr
Horne, G. L.E. Chichester P.-T. Centre
Jones, E. Ferndale Secondary 8., Rhondda
| Rea, L.A. Gram. 8. for Girls, Worcester

| Sampson, R.M. Porth Higher Grade 8.

LThoimas, E.M. Porth Higher Grade 8S.
Taylor, R.B. Private tuition

( Bowes, B. Convent of Mercy, Birr
Coyle, E. Convent of Mercy, Birr
Lewis, M.

| Advanced Elem. Girls’ S., Merthyr Tydfil
McCulloch, L. M. Private tuition
Leaf, L.M. Private tuition
Jerome, H.A. Girls’Secondary S. Southsea
| Lewis,S.A. County School, Tenby
| Niemeyer, D. i

| Rivington & Blackrod Gram.S., Horwich
L Panes,C. L. Wembley High 8.

Carpenter, M.E. Heathleigh, Horsmonden
(Ololeindinw, D.A;

| St Peter’s Infants’ S., St. Albans
| Reardon, K. St. Mary’s Convent, Bruff
| Taylor,E. Day Technical S., Stalybridge
| 1Taylor,F. Brunt's Technical S. „Mansfield
(Watkinson,E. Bloomfield Coll., Belfast

f Bradley, B. Notre Dame High S., Clapham
| Johnston, L.M. Bardon Grammar S.
LOldbury,B. Girls’ Secondary S., Southsea

1Quinn,M. Private tuition
(Vowles B. FerndaleSecondaryS., Rhondda

——

THIRD CLASS.
Honours Division.

Mathews,8.E. s.e.g.a.al.d.
Pentre Hr. Elementary S.
Williams, B. s.e.h a al.d.
Advanced Elem Girls’ S., Merthyr Tydfil
(Duncan, I. M.C. seha.
| Friends’ School, Mountmellick
Friedmann, E. /.ge.d.
{ Manstield H., Margate

(Lyon,M.L. e.a.ald.
| Gordonville Ladies’ S., Coleraine
\Pinatzi, H.a. English HighS.forGirls, Pera

Durell,M.H. s.a.d.

54 Hamlet Court Rd., Westcliff-on-Sea
Smith,C.J. High School, Alford
Evans,E. 8.¢.a.al.

Pentre Hr. Elementary S.
/Briick,A. f.ge.d.
| St. Joseph's Priory, Dorking
| Peña, M. e.a.spd.
\ Loreto Conv., Europa, Gibraltar

(Jones,8, e.a.al. Pentre Hr. Elementary 8.
| Novella,C. esp.
Loreto Conv., Europa, Gibraltar

( Bailleau, Y.M. s.f.
| 3 High Rd., S. Tottenham
| Redding, A. s.e.g.al.d,
© Advanced Elein. Girls’ S., Merthyr Tydfil
Mitchell, Kss.e.g.a.d.
Holmeroft-S., Bromley

BelhL. e. 59 Grove dill Rd., Redhill

Aug. 1, 1908.)

THE EDUCATIONAL TIMES.

363

GIRLS, 3rp Cass, Hons.— Continued.
M organ,M. e e.a
Advanced Elem. Girls’
( Evans, M.A. e.a. w.
Pentre Higher Elementary S.
Iscovich,M.A.e.«.ge.
Scotch Mission 8., Galata
| Kearney, M. ea.se.
\ St. Mary's Convent 8., Charleville
( Bristowe,L.M. s.e.
Tower House, Melton Mowbray
i O'Callaghan, M.M. e.a.f.
St. Mary's Conv. 8., Charleville
\ White, K.I. Alwyne Coll., Canonbury
{ Evans, E.V. s.e f.

Tryon S., Steynin
| Flanagan, M. ad. Bi i

Presentation Convent, Thurles
| Gilmore,F. e.
Our Lady's Bower Day S., Athlone
| Thomas, A.M. s.e.0.
| Adv anced Elem. Girls’ S., Merthyr Tydfil
\Witty,M. e. High School, Alford

(Hichens,U.G.B. Alwyne Coll.,Canonbury
i dmossi, A. ed.

Loreto Conv., Europa, Gibraltar
\ Rimington, D.J. High School, Alford
nen S.M. s.e.

Gordonville Ladies’ S., Coleraine
| Lane,G. e. Loreto Conv. ,Europa, Gibraltar
\ Mutiner, K.M. s.e. Stanley H., Ey,

( Adams,E.M.e. w. PentreHr.ElementaryS.
| Dotto, I. al.sp,

| Loreto Conv., Europa, Gibraltar
| Fitzgibbon, A. ad.

\ Presentation Convent, Thurles

Bradley,M.J. e.

Our Lady’s Bower Day S., Athlone
| Burke,M. e.ai.
| Presentation Convent, Thurles
| Davies,R. A.s.e.a. PentreHr. ElementaryS.
| Evans,M., s.e.a, Porth Higher Grade S.
| Hogan.E.v. PresentationConvent,Thurles
| Ryan,J.a. Presentation Convent, Thurles
LScott,G.M. a. Pentre Hr. Elementary Ss.

( Galvez,C. ¢.f.

Loreto Conv., Eyropa, Gibraltar
| Judge, L.J. «l. University 8., Rochester
| Mel lhatton, L.I. e.
| Gordonville Ladies’ S., Coleraine
(Scholpp,F.E. s.q. Holmeroft S., Bromley

ea e.
Loreto Conv., Europa, Gibraltar
\ Wiseman, E. ea. Old ManorHouse „Ipswich

(Archer, E.M.e.St.John'sHouse, Felixstowe
Beall, M.A.B. h.
Coll. S. for Girls, Worcester Pk.
Davies, C.A.. Porth Higher Grade S.
Holme sW. a. Redby Girls’ S. Sunderland
| Jones, M.H. Porth Higher Grade 5.
| Penny, A.a. PresentationConvent, Thurles
\Spence,E.M.s.a. Stretton H., Fleetwood

(Gibbon.A. a. Porth Higher Grade S.
| Jones, R.A. e. Pentre Hr. Elementary 8,
LPulleine, D.H. s.h.fe. Private tuition

THIRD CLASS,
Pass Division.

2Baylis,E.A.
2Pollock,M.F. 3.
Ladies’ Coll.,
8Wright, M.D. a.
18 Stranmillis Rd., Belfast
8Wilbraham,F,
Brunts’ Technical S., Mansfield
Sergeant, W.K.
Girls’ Secondary 8., Southsea
2Davics,B.M.

Advanced Elem. Girls’ S., MerthyrTydfil
2Watson,J.M. The College, Goudhurst
3Morris, M.E. The College, Goudhurst

oo H.M. s.
Ladies’ Coll., Wellington, Salop
LaDutton, D. Ladies’ Coll. . Wellington,Salop

Redditch Secondary 8.

2Ẹllis, D.M. The College, Goudhurst
Rodriguez, P.
Loreto Conv., Europa, Gibraltar
{2Davies,E.

| Advanced Elem. Girls’ S., Merthyr Tydfil
. | 2Pouris,T. /.
English High S. for Girls, Pera

2Evans,M. Pentre Hr. Elementary S.
re Ash bee, D. Rye Coll. S.
| 2Evans,C.J.

t Advanced Elen. Girls’ S., Merthyr Tydfil
2Buggs,R. Heathleigh, Horsmonden
2Flook, N.M. Private tuition
@kyrmes,B.

Ferndale Secondary S., Rhondda
SElliott J.W. Private tuition

(Harrison, L.M.

{ Stamford H.,

| 3Simpson, D.N,

l 3Stegmann, D. E.A. d.

Belgrave H., Wandsworth Common

Wr ight, E.G. Modern S. »Melton Mowbray

Edgbaston, Birminghain
High School, Leek

S., Merthyr Tydfil PAE

Wellington, Salop |

2Ransford,M.H.
The Chestnuts, Winscoinbe

Coll. 8. for Girls, Worcester Pk.
\3Worrall, A. Adelphi House, Salford

2Alnsworth,F.M.
Ladies’ Coll., Wellington, Salop
Fleming, N. St. Mary's High S., Midleton

(?Fry,M. Cumberland Coll, Acock’s Green

| 2Groves, A.M.M.
Ladies’ Coll., Wellington, Salop
Private tuition

|

\2Sweetinan,S.J.

f2Conroy,E A. Conv. La Ste. Union des
Sacrés Cceurs, Athlone

|
\ 2Lemon, M. Victoria College, Belfast

(Drinkwater, M.
| Rivington & Blackrod Gram. 8.,Horwich
(2White,C. Notre Dame Coll. S., Leeds

(Arrowsinith,F.
St. Mary's Conv., Newlands, Middlesbro’
| Auckland, L.

St. Mary 5 Conv., Newlands, Middlesbro’
2Collins, M.

St. Mary's Conv., Newlands, Middlesbro’
* Davies, A. Porth Higher Grade S.
2Quille, K.

| St. Mary's Conv., Newlands, Middlesbro’

Ryan, K. d. Presentation Convent, Thurles

2Cherry,A.G.
Rivington & Blackrod Gram. 8., Horwich
2Abbott, E. High School, Leek
3Edwards,A.J. Pentre Hr. Elementary S.
| 2Galvin,M. Notre Dame Coll. S., Leeds
Raphael, M.A. Higher Grade S., Carlisle

2Moran,C. Notre Dame Coll. S., Leeds
(2Austin,E. Notre Dame Coll. S., Leeds
| Engvall,E.P. Gordon Sq. 8. for Girls, W.C.
2Finucane, C. Adelphi House, Salford
Gadd, P.W. Chichenter P.-T. Centre
Jones, L.M. e.a.

Advanced Elem. Girls’ S., Merthyr Tydfil
Marchant, H.M, Gram. 8., Highworth
2Moorhead,M. Victoria College, Belfast
2Pocklington, F.
| Brunts’ Technical S., Manatield
Ruttledge,N.K. e.

Friends’ School, Mountmellick
| Sandbrook,B. s.e.

Advanced Elem. Girls’ 8. , Merthyr Tydfil
Smith, K.L. High School, Alford

Stack, E. L. e
L Friends’ School, Mountmeflick

(2Banks,L.D.W. Victoria College, Belfast
Barrowcliff, D. s.

Stratford Abbey Coll., Stroud
| 2Bevan,A.H.E.B. Highwood H. , Liskeard
l Bonillot, M. f.d. French Conv., Newhaven
| Eads, H. W. 3.0.4. Ebley H., East Putney
| Fuse, 'N. e.
| Advanced Elem. Girls’ 8. , Merthyr Tydfil
| Hamsoo, Margaret al. anf.

English High S. for Girls, Pera

| Mulholiaud,J. a.
Presentation Convent, Thurles

| lee ee „M. se Jf
Doreck Kindergarten & S., Bayswater

( Bemrose,H.G. al.
University Schvol, Rochester
Croucher,E.F. s.
Upper Grove S., S. Norwood
| 2Croghan,M.
Tower House, Melton Mowbray
Davies, E.A. Porth Higher Grade S.
| Dawe, A.C. Holimeroft S., Bromley
| Falkner,B.M s.e.a. Hightield, Wallington
Gleeson,M. ea.
Presentation Couvent, Thurles
| 3Maynard,G.E.S.
| Buckingham Place Acad., Portamouth
| Murphy,J. e.a.

St. Mary's Convent S., Charleville
Powell.M.G. s.a. Holmeroft 8., Bromley
Sayer,T. f.d.

| St.Ursula’s 8.,Conv., Westbury-on-Trym
| Sikes, D. e.fTowerHouse, MeltonMowbray
Slater, A. Olive House, Hawes

( Foley,M. c.a.

St. Mary’s Convent S., Charleville
2Green,H. Porth Higher Grade 8.
Isaacs, D.M. ea. The College, Goudhurst
Love, ELM.

54 Hamlet Court Rd., Westclitf-on-Sea
*Low,M.M.

Rutherford Coll., Newcastle-on-T.
| 2Main,A.M.H. Avon House, Southsea
| Morgan, M. w. Porth Higher Grade S.
| 2Weller.U. d. Wellington S., Deal
(Wibberley,A.H. e.Langley H., Ashbourne

( Benjacar,E. f.
Church of Scotland Mission S., Hasskein
2Fletcher,N. Rye Coll, S.
| 2Grainger, M.
| St. Mary's Conv., Newlands, Middlesbro’
2Kelly, H.
| St. Mary’ x Conv., Newlands, Middlesbro’
20’Brien,H.M.
Benedictine Convent. S., Dumfries
Sikes, M. e. Tower House, Melton Mowbray
\2Wilkes,J.C. Girls’ Secondary S.,Southsea

{ Batty,D.W. s. Woodside, Hastings

*Cumiskey,S.St. Paul's Conv., Birmingham
2Dutton,¥.
Rivington & BlackrodGram.8., Horwich
Harker, M. a.al.
Pengwern Coll., Cheltenham
LePla, E.R. e.a.
Girls’ Grammar 8., Levenshulme
i 2Llewelyn,A.
| Ferndale Secondary 8., Rhondda
Wheway,B.A., s.e.
\ St. Joseph's Coll. S., Totland Bay

Delaney,H. a.

Presentation Convent, Thurles
| 2Eversley, E.H. Private tuition
| Jame s,B.C. Pentre Hr. Elementary S.

2Jenkins,A. Brunt’sTechnicalS., Manstield
Jones,C,
| Advanced Elem. Girls’ S8., Merthyr Tyditil
| Leggett,G.
Loreto Conv., Europa, Gibraltar
| Parkes, E.R. Girls’'SecondaryS, Southsea
\ Ryan,8. d. Presentation Convent, Thurles

(#Booth,E.M. Craglands, Blackpool

{ Bell,G. Notre Dame High S., Clapham

| Gritliths, R. Porth Higher Grade S.
2King, D.

| Conv. oftheFaithful Virgin, UpperNorwood

| Lloyd,J. $.

Advanced Elem. Girls’S., Merthyr Tydfil
§IMaloney,B. Notre Dame Coll. H , Leeds
2Moss,C. E.ColneValleyS., Rickmansworth
| Peters,K. ¢
| Advanced Elem. Girls’ S., Merthyr Tydfil
| Ryan,A. a. Presentation Convent, Thurles
| 2Stubbs,C. Ladies’ Coll. Wellington, Salop
| 7Tanner,C.A. Brandon Grammar S.
#Walker, A.W. Notre Dame Coll. S., Leeds

2Warren,E.M. TheWinehmore Hill Coll.S.
(Williams, L.M. a. Porth Higher Grade 8.

(oe ,M.
2

Sacred Heart Convent S., Kanturk

Benson, M.M. B.

Hazelhurst Coll. S., Penarth

Blake, K. e.a.

Presentation Convent, Thurles
! Canty,M. a.d.

St. Mary’s Convent S., Charleville
Carroll,N.J. Private tuition
| 3Dallawa ,D.E. Private tuition
| 2Evans, "A.

Advanced Elem. Girls’ S., Merthyr Tyd ti]
| 2Kendrick, A.L. Priv ate tuition
| aKinder,A.- Adelphi House, Salford
D. J.

“Church of Scotland Mission S., Hasskein
| Pickup, D. s.d.

Girls’ S., Promenade, S. Shore, Blackpool

| *Squires, V. Notre Dame Coll. 8S., Leeds
2Turner, B.B. Chichester P.-T. ‘Centre
Witheridge,G.O. e. TheCollege,Goudhurst

f pilon Hs 8.¢.

Wilton H., Acock’s Green, Birmingham

Evans,M. e.a.
| Advanced Elem. Girls' S., MerthyrTydfil
| 2Foster, M.L. Ladies’ Coll. S., Belfast
| Hav ard. A.

Advanced Elem. Girls’ S., Merthyr Tydfil

MeIntyre,K.M. Tintern House, ForestHill
| 2Reed,G. E. Hazelhurat Coll. $., Penarth
| Sharland, E.E. e. Holmcroft S., Bromley
| Short,G. Stratford Abbey Coll. , Stroud
| Ward, E.M. e f.a.
L Stamford H., Edgbaston, Birminghain

( Burrow,G.W. Japonica H., Exmouth
| *Chatterton,A.C.
Council 8., Llantwit Major
Deviin,M. s. Conv. La Ste. Union des
Sacreés Cœurs, Athlone
2Elliott,M.O. Private tuition
Fitzpatrick, B.

Presentation Convent, Thurles
| 2Gardiner,E. Higher Grade 8., Carlisle
*MacDonnell,T. St. Mary's Convent, Brutf
Mellroy,F. E. e Victoria College, Belfast
McNally,E. a.

Regent St. Inter. Girls’ 8., Plyimneuth

2McNaniara, M.
| Conv. of Notre Dame de Sion, Holloway

| *Mullane, M. Adelphi House, Salford
| 2Nicholxon,L.M, Chichester P.-T. Centre
| 2Price,C.M. Ladies’ Coll., Nantwich

Prince, F.H. Langley H., Ashbourne

Rankine, E.H.

Roberts,M.E. e.
Pengwern Coll.,

| Williams,A. s.

t Advanced Elem. Girls’ S., Merthyr Tydtil

(Andrews,K.e. St. Elmo's Coll., Totton
j @hatt,D. D. s. Stratford AbbeyColl. Stroud
| Chivers,E.M. Pentre Hr. Elementary S.
| Clough, A.L. a. Hill Croft, Bentham
| Dauvillier,M. f. 3 High Rd., S. Tottenhain
| Davies, M.E s.e.
| Advanced Elem. Girls’ S., Merthyr Tydtil
| Davis,M. Friends’ School, Mountmellick
| Lewis, A.E a.

Regent St. Inter. Girls’ 8., Plymouth

Lowe, D.

j Advanced Elem. Girls’ S., Merthyr Tydfil
| Lyons.K. d. St. Mary's Convent, Brutt
| Mitchell, D.M. Chichester P.T. Centre

Old Gram. 8., Botesdale

Cheltenhain

| *Potter,A.H.
Northern Poly. 8., Holloway Rd., N.
*Seelly, L. Private tuition
2Thorne, M.

| Advanced Elem. Girls’ 8., Merthyr Tydfil

| Trigg,E.V.M.
U Regent St. Inter. Girls’ 8., Plymouth

( Buggs,F.B. a. Hettie ah Horsmonden
Cleaver, M.H. e.h Durham H., Hove
Daniel, F. E. a. Pentre Hr. Elementary S.

| Haig, M.W. 3.f. Private tuition

Holms, B.K. Private tuition

Hudson, P. Notre Dame High S.,Clapham

Morris, M. Conv. La Ste. Union des
| Sacrés Cwurg, Athlone
| 30’Meara,N. Conv. La Ste. Union des
| Sacrés Cœurs, Athlone
\ Wedum,H.M. Stretton H., Fleetwood

Bakti Loreto Conv., Europa, Gibraltar

Davies,G Porth Hig ier Grade S.

i Flannery,E. St. Mary's Convent, Bruti
Garland, I.F. a.

ent St. Inter. Girls’ S., Plymouth

2Hart, mune 8 Technical S., Mansfield

Hornby,D. M. e.

Ladies’ Coll., Wellington, Salop
Mansell,C.A. e.

Advanced Elem. Girls’S., Merthyr Tydfil
2Morgan, R.A. Porth Higher Grade S.
2Round, M.8. Private tuition

| Rush, E.E. s. Stanley House, Eye

Taylor, D.M.N. Hightield, Wallington

Tennant, K.E, Private tuition
Twoimey,K.

Sacred Heart Convent S., Kanturk

\ Westbrook, P. EldonColl. ThorntonHeath

(Banks, E.A.C.
| Ladies’ Coll., Wellington, cone
2Blackwell,A.V, ote Peter's S., Bucknell
Forrington, M.K. h

'Stratford Abbey Coll., Stroud
*Foster,A.A. Chichester P. -T. Centre
| 2Garner,E M.K.
| London Coll., Holloway Rd., N.
| 7Hall,F.M.A. Hazelhurst Coll. 8., Penarth
aJohns, H.C.
| Buckingham Place Acad., Portsmouth
Jones, L.
Advanced Elem. Girls’ 8., Merthyr Tydfil
Moore, M.L. Rye Coll. 8.
| Posyate,E. Redby Girls’ S., Sunderland
| *Slattery,H. St. Mary’s Cony ent, Brutf
i mith, A. L.
Kin sley Endowed 3., Stoke-on-Trent
| Avane %.

Advanced Elen. Girls’ S., Merthyr Tydfil
@Wyins, E. Notre Dame Coll. S., Leeds

(3Bartle,E. Brunt’s Technical S.,Mansfield

| Horry,N. e. St. John’s House, Felixstowe

| Howard,I. Notre Dame High S., Clapham
aJackson, A.

St. Mary's Conv., Newlands, Middlesbro’
| McDonnell, M. St. Mary's Convent, Bruff
| 3Mitchell, G.
| County Secondary 8., Nottingham
| Sayer,8.G. The Winchmore Hill Coll., 8.

| Spears,H.M. Private tuition

Stephens,G.M, s.a

Allwyne Coll.,
L2Young M. Girls’ Secondary $

Canonbury
. Southsea

Bowen,F.J. a. Pentre Hr. Elementary 8.

Bridge, 'G.M. Heathleigh, Horsmonden
| 2Evans,J. Tunbridge Wells High 8.
| Henry, M. E.

Gordonville Ladies’ S., Coleraine

Heyes,G. Hightield Coll., ' Black pool
| 3Hornibrook, E. E. Private tuition
| Oliver, M.M.

Regent St. Inter. Girls’ S., Plymouth
Sharp, E.E. a. Kensington H., York
Watts,G. Alwyne Coll., Canonbury
Wilkinson, M.T.

"Notre Dame High 8., Clapham
*Williams,R.H.J.
Alverton S. for Girls, Penzance

Barber,A.G. e
Ladies’ Coll.. Wellington, Salop
| Bland,G.E. e. Heathleigh, Horsmonden
Burns, M. e. St. Mary's Convent, Bruff
Costelloe,M. a.
Presentation Convent, Thurles
Dowling, M.
Our Lady's Bower Day S., Athlone
2Farr, H.

Chorley New Road Council S., Horwich
Gritħiths,G.M.A. s. Porth Higher Grade 8.
3Heaps, J. Chichester P.-T. Centre
Lynch.G. e St. Mary's Conv., Brutf
*Molloy,A. Convent of Mercy, Birr

| Morgan,L E. Porth Higher Grade S.
| Perkins. D. d.

Stanford, H., Edgbaston, Birmingham
2Sherrift, F. E. Highwood H., Liskeard
3Strawbridge, M. Private tuition
| Sumimertield, D.M.

Tower House, Melton Mowbray
Sutherland, K.J.
| Gelliwastad.S_, Pontypridd

364

THE EDUCATIONAL TIMES.

(Aug. 1, 1908.

GIRLS, 2rp Crass, Pass—Continued.
\Weale,L. English High 8. for Girls, Pera

(Abbott, W.R. Millburn H.,Honor Oak Pk.
Chant, A.E.
Regent St. Inter. Girls’ S., Plymouth
Clarke, D.M. Oakley High S., Southsea
| 2Dolan,J.
Conv. of Notre Dame de Sion, Holloway
Flintam,D.M. s.
Roseworne, Kingston-on-Thames
| Griffiths, E.

, Ferndale Secondary S., Rhondda
Haig, H.F. d. Private tuition
Hayes,M. e. St.Paul's Conv., Birmingham

| Jackson, I. Sandyford Road S., Jesmond
| 2Lavis,R. Ferndale SecondaryS,, Rhondda
Lion,J.H. The Modern S., Harrow
Martin,M. St.Etheldreda’sConv. HighsS.,

Holborn Circus, E.C.

Newlands, B. Hightield, Wallington
| Pickthorn,G.M.s. Hill Croft, Bentham
2Walkden,E.

Rivington & Blackrod Gram. S., Horwich
Williains, R. H.

Advanced Elem. Girls’ S., Merthyr Tydfil

Barder,G.M. d. Mansfield House, Margate
Davies, A. Porth Higher Grade S.
Davies, M.A.
| Advanced Elem. Girls’ S., Merthyr Tydfil
Ferrario.J. Notre Dame High S., Clapham
Fitzpatrick, K. d.
St. Paul’s Conv., Birmingham
Gibson, H.E.
Friends’ School, Mountmellick

Hill,c. a. Penpol Girls' S., Hayle
Ilington,M. Hedingham, Wallington
Michalino,A.

English High 8. for Girls, Pera
Monkhouse, M. Friends’ S., Wigton
Rees,E.A.

Advanced Elem. Girls' S., Merthyr Tydfil
Weymouth, V.A.

Regent St. Inter. Girls’ S., Plymouth

( Altounian,M.
English High 8. for Girls, Pera
Cuniliffe,C.

Girls'S., Promenade, S. Shore, Blackpool
2Davenport, B. Private tuition
Fitzgibbon,M. a.

Presentation Convent, Thurles
Horton,M.E.
Ladies’ Coll., Wellington, Salop
Jones, M.M,

Advanced Elem. Girls’ S., Merthyr Tydfil
Mawer,E.I. Kensington it. York
Owen,M.J. Porth Higher Grade 8.
Perris, W.M. Highfield, Wallington
Shankland,K. s.a.

Advanced Elein, Girls’ S., Merthyr Tydfil
Slater, L.

Rivington & Blackrod Gram.S., Horwich
Townley-Friend,A. s. Woodside, Hastings
Tudor,M.E.

Advanced Elem. Girls’ 8., Merthyr Tydfil
Wadhains,G.M.H.

University School, Rochester
Watts, M.

Advanced Elem. Girls’ S., Merthyr Tydfil
2Williains, B.

__ Comm, S., Astley Bridge, Bolton
2Wright,F. Private tuition

(*Attaoullah,H.H.
15 Ellerker Gdns., Richinond
Bourke,B. St. Mary's High S., Midleton

Clarkson, M.G. Private tuition
2Davies,M. Porth Higher Grade S.
*Hackett,G. Convent of Mercy, Birr

Hewett,J.E. Ava Girls’ Coll. S., Belfast
Murphy,L. e.

St. Mary's Convent S., Charleville
Pritchard,F.M. s.

Boughrood House, Struct
Stroud, M.

Convent of the Sacred Heart, Maidstone
(Tweedie, M. a. Bloomfield Coll. S., Belfast

?Bowman,E. Ainstable S., Armathwaite
Daly,N. St. Mary’s Convent, Brutt
Earle, J. Conv. of the Faithful Virgin,

Upper Norwood
Flanagan, M.

f Presentation Convent, Thurles
Gibson,I.J. a. Victoria College, Belfast
Hamer, A.L. Stratford Abbey Coll. Stroud
Hawkes, A.C. Kensington H., York

| Lewis,G, Boughrood House, Struet

| 2Pout, M.C. Private tuition
2Ramsbottom, P.H. Hill Croft, Bentham
Reneaudin,M. f.

Convent of the Sacred Heart, Maidstone
2Rezgan,E.M. Notre Dame Coll. 8., Leeds
tevens, E. M. Holloway College
Vidler,J.E. a. Leslie H., Cheshunt
Williams, D.I. F. &.

Montpellier Coll., Budleigh-Salterton

Allard, D.E. Leinster H., Westcliff-on-Sea
Burns,M. Redby Girls’ S., Sunderland
Carson, M.E. Victoria College, Belfast
2Connolly,C.H. French Conv., Holyhead
Egyett,J.H. Sandal Dene, New Malden

2Evans,E. Porth Higher Grade S. j] | Sherrard,M.A. Ava Girls’ Coll. S., Belfast
Griffiths, A.I. Down End, Clifton] | 2Thompson,A. Adelphi House, Salford
| Hastie, A.G. Wilson, B.W.

| Convent of the Sacred Heart, Maidstone

| Llewellyn,A. Pentre Hr. Elementary S.

| McBurney, R.M. Bank House, Comber

| Reynolds,M.A.G. Guelph College, Bristol
Robson,C.

Benedictine Convent 8., Dumfries
| Salisbury, F.E. TheChestnuts, Winscombe
| Scott, MK. Victoria College, Belfast
| Straton, D.M.

{ Gosberton Hall Coll., nr. Spalding
\Tennant,E.J. Private tuition

(Andreé,G.P. s.

(Coates,M,
| Haselden, H.R.
Lane,Clapham Comm.
Hemphill, E.H. /.
| 2Hutchinson, R.
|
| Jarvis, M.E.

Cambourne S., Richmond| | Lewis,M.A. a. Pentre Hr. Elementary S.

| ?Cass, N. Presentation Convent, Thurles} | Madge, LL.
Culla,M. Presentation Convent, Thurles Regent St. Inter. Girls’ S., Plymouth
Humphreys, H.M. s. Brook Hall, Winslow} | McDonnell, Lena
| 23Jones,M.J.T. Private tuition ( St. Mary's Convent, Bruff
| Rue,J. f. 20'Neill, K. St. Mary's Convent, Brut?

Convent of the Sacred Heart, Maidstone
2Tctlow,D. Private tuition

/Askew,F.E. Oxford H., Junction Rd., N.
Brown, D.M. 29 South Terrace, Cork
Edwards, M.M. Petre Hr. Elementary S.

| Field, D. M. Bow Modern S.

| Lewis, B.C. Senghennydd H., Caerphilly

| O' Donohoe, A.

Notre Dame High S., Clapham

\2Watson,E, Sandyford Road S., Jestuond

(?Baines,L. Adelphi House, Salford
| Bradshaw, M.
| Brown,M.H.Y.
Wincham Hall Coll., Lostock Gralam
Burton, D. M. Gordon Sq. S. for Girls, W.C.
| Chesters, K. a. Ladies’ Coll., Nantwich
| Holttum, D.
Stamford H., Edgbaston, Birmingham
Ling, D.M. Private tuition

| McNie,M. 20 South Terrace, Cork

( Britton, H.R. L. Kensington H., York} | Mullan,G. e Ursuline Conv., Kingsland
Edwards, M.a.w. Pentre Hr. Elementary S.| | Nagle, W.R. Bandon Grammar S.
Fowler, A. Brook Hall, Winslow] Williams, V.C. Wembley High S.

2Jones,A. Day Technical S., Stalybridge
Jones,B. s.

Advanced Elem.Girls’ 8.,Merthyr Tydfil
| 2McElhone, R.
| St. Mary’s Conv.,Newlands, Middlesbro’
| Murphy,L. St. Mary’s High S.. Midleton
| Noonan,M.a. St. Mary's Convent, Bruff
| 2Peers,J. Private tuition
| Stockley, D.
| Lithend Girls’ S., Bishop's Walthain
| Williams, M.A.
\ Advanced Elem.Girls’ S.,Merthyr Tydfil

(Daniels,D. Stratford Abbey Coll., Stroud
Daughtery,A.F. aal.
Pengwern Coll., Cheltenhain

Blewett,G.E. s,

S. Kilda’s Coll., Clifton, Bristol
| Broderick,C.M. St. Etheldreda’s Conv.
| High S., Holborn Circus, E.C.
| Bullock, E. Ladies’ Coll., Congleton
| Davies, B. Tower House, Melton Mowbray
| Evans, E. L. Victoria College, Belfast
2Hartigan, M. St. Mary's Convent, Brufl
Higham, B.R. 8.

Girls’ S., Promenade, S. Shore, Black pool
Irwin,E.M. Alwyne Coll., Canonbury
Kendon, E.M. The College, Goudhurst
Paynter, W.A.

Regent. St. Inter. Girls’ S., Plymouth
2Pike,P. St. Peter's Infants’ S., St. Albans

Davy,M.E. Stanley House, Eye| | 2Whittaker, A.B.
Gardner,N.H. Knock Inter 8., Belfast} | St.Jolin’s Church of England 8., Worksop
| Graham, W.M. f
Cornwallis High S., Hastings| ( Dickinson, K.P. Grove H., Highgate
2Herbert,C.M. Forth Higher Grade S.| | Durnan,M.

Larsen, K.S. e. Richmond High S., Liscard
McGann,M. PresentationConvent,Thurles
Morrissey,C. St. Paul'sConv., Birmingham

| Benedictine Convent S., Dumfries
Gatley, A. M. The College, Goudhurst
Guinan, M.J.

Palimer,G.I. Southwold H., Richmond Our Lady’s Bower Day S., Athlone
| 2Porter,K. Bloomtield Coll. S., Belfast| | Hilder,M.E. Southwold H., Richmond
Simmons, P.H. Grove H., Highyate| | Hough,P. W. Kempstow, Malvern Link
Thom pson,E.B. | Jones,G. M. Bandon Grammar S.
Wincham Hall Coll., Lostock Gralam| | Morrow, M.R. Knock Inter. S., Belfast

| 2Vening, B. Private tuition] | 2Norris,V.

Wilmot,K. W.
St. Kilda’s Coll., Clifton, Bristol

(Chambers,A.M. a. The Crook, Croydon
| Charlesson,C.A. Victoria College, Belfast

| St. Mary's Conv., Newlands, Middlesbro’
2Parker, E.H. Private tuition
| Stephens, N.G.

! Regent. St. Inter. Girls’ S., Plymouth
| Vidal, M.L. f. The College, Goudhurst

Craddock,G. Keimpstow, Malvern Link] | Walker,I. Friends’ S., Wigton
Cronin,J. a. St. Mary's School, Buttevant Watts,G. L. a. Tutorial S., Penarth
| 2Davies,C. Porth Higher Grade S.| Wilcock, A. Hill Croft, Bentham

| Gribble,E.M. a. The College, Goudhurst
Highwood,F.C. The College, Goudhurst.
Jones, A.G. Tutorial S., Penarth
| 2Palmer,M.H. Convent High S., Ashford
2Randell,H. Ashley High S., Long Sutton
| Sarll,M. Tower House, Melton Mowbray

Davis, M. M.TowerHouse, Melton Mowbray

Delaney, M. Conv. La Ste. Union des

Sacrés Cœurs, Athlone

| Hoskin,G.M. NotreDameHighS., Clapham
| Jones,A.S.

| Sibley, M. | Advanced Elem. Girls’ S., Merthyr Tydfil
\ Convent of the Sacred Heart, Maidstone} | Kennedy,M.L. Victoria College, Belfast
2Leyshou,M.M. Porth Higher Grade S.

(2Barker,I. Church Inst., Ilkeston| | Long,M.
| Bowler, M. Convent of the Sacred Heart, Maidstone
Sacred Heart Convent S., Kanturk| | 20'Brien,J. Orie} Coll. S., Larne
2Garlick,N.K. Hill Croft, Bentham] | Parsons,M.M.W. Gram. S., Highworth
*Hernon, M. Convent of Mercy, Birr] | Peddie, E.A. Knock Inter. S., Belfast

| aMacdonald,A.M. Hounslow P.-T. Centre

l | Rowland, R.E. a. Porth Higher Grade S.
| Mockler,D. PresentationConvent, Thurles

| Swan,A.E. Princess Gardens S., Belfast

| 2Moxley, V.M. Willesden Coll., Harlesden] (2Williams, E. Private tuition
2Norton,G. St. Helen's Coll., Seven Kings
Perrott,C.A. The College, Goudhurst| (Blake, M. The Crook, Croydon
| Storey, E.M. Kensington H., York] | Caldwell, L.

Tattan,I. e. St. Mary's High S., Midleton

2Tildesley,E. Private tuition
eee

Tufnell Pk. Terrace S., Holloway Rd., N.

(Batho, A.E. Ladies'Coll., Wellington, Salop
Bennett,M. Oxford H., Junction Rd., N.

Wincham Hall Coll., Lostack Gralam
Clarke, A. Convent of Mercy, Birr
Drury,F.W. s.

Friends’ School, Mountmellick
Henderson,A.C.
| Millburn H., Honor Oak PK.
| Herrief, A.E. Southwold H., Richmond

Davics, S.A. a. Porth Higher Grade 8S.) | Irwin, H.M. Friends’ S., Wigton
2Dear, W. The College, Goudhurst] | Kinnaird, M. Bank House, Comber
Easton, W.M. | Kriser,R.

Melbourne Call., Thornton Heath
Goodland, K.R.
Girl’ Coll. S., Lower Penrhos, Knighton
Gough,L. Marist Conv. S., Tottenham
Hunter, F.L. Princess Gardens S., Belfast.

! St. Winifred’s High S., Southampton
| Leigh, E.M.

Wincham Hall Coll., Lostock Gralam
(2Perry man, L. Private tuition

| Jones, F.M. South Bristol Girls’ High 8.) (Andrews,C. M.St.John’sHouse, Felixstowe
| LeMay,G.B. St. John’s House, Felixstowe] | Doeg, M. Friends’ H., Wigton
| Lyddy,K. - St. Mary's Convent, Bruft| | Bvaus, B.

| MeCormick,M. 39 Lisburn Rd., Belfast} | Advanced Elem. Girls’ S., Merthyr Tydfll

Phillips,S.A. Pentre Hr. Elementary 8.

Heslop, W.
aScott, E. M. Porth Higher Grade S.

2Jones, M. Private tuition

Gordonville Ladies’ S., Coleraine
The College, Goudhurst
| Hancock, I.B. Tintern House, Forest Hill
The Coll., Nightingale
St. John’s House, Felixstowe
Ashley High S., Long Sutton
Advanced Elen. Girls’ S., Merthyr Tydfil

Presentation Convent, Thurles

Victoria College, Belfast

| 2Loughran,M.
| St. Mary’s Conv., Newlands, Middlesbro’
O'Shaughnessy, B.
St. Mary's Convent, Bruft
Sefton,J. Kempstow, Malvern Link
( Baxter,S.J.W.

| Gordouville Ladies’ S., Coleraine
| Bourjeaurd,D.F. d.

| Gordon Sq. S. for Girla, W.C.
| Coyle,J. Convent of Mercy, Birr
| 2Evans,H. Porth Higher Grade S.

Evans,S. w. Pentre Higher Elementary 8.

Fitzgerald,A. St. Mary's Convent, Bruff

| Foster, M. St. Mary's Convent, Bruff

| *Gillott,E. Brunt’s Technical S. Mansfield
| Jacklin, F.M.

| Gosberton Hall Coll., nr. Spalding

| Pearson,M.H. Market Bosworth Gram. 8.
Piper, E.W. a.

Stamford House, Edgbaston, Birmingham

| Seabourne,M. Porth Higher Grade 8.

\ Witheridge, K.M. The College, Goudhurst

Burgess, M. Linwood S., Altrincham

Crozier,G. High S., Kirkby Stephen
| 2Denham,M.G. High S., Kirkby Stephen
| Dunn, M.M.
| Chatwin House, Hurworth-on-Tees
i 2Evans,A.D.
| County Secondary S., Nottingham

Richardson,G.M. al,

University School, Rochester

| 2Schofield, E.
\ Day Technical S., Stalybridge

/ Butler, D.L. Lynton House, Portsmouth

| Hickey,A. St. Mary's High S., Midleton

Horne,M.E. Convent High S., Ashford
O' Donovan,M.

Notre Dame High 8., Clapham

Rice,A.C. Princess Gardens S., Belfast

LThomas,N.G. SenghennyddH.,Caerphilly

Andjel,J. English High S. for Girls, Pera
(Grote K iat Friends’ S., Fritchley

Ellis,J. Porth Higher Grade S.
| Grieve, E. D. St. Etheldreda'’sConv. Highs.,
| Holborn Circus, B.C.
| 2Hanrahan, A.

Adelphi House, Salford
| 2Harris,M. Porth Higher Grade S.
2James, H.

Tonypandy Council S., Pontypridd
Jefferson, M.E. Victoria College, Belfast
Katz,S., London Jews Society Mission 8.,

Constantinople

Lewis,M.O. Porth Higher Grade 8.
Mowl, K.E. The College, Goudhurst
2Royal,E.N, Chichester P.-T. Centre
Turner, M. Old Manor H., Ipswich
(2Coyne, K. Adelphi House, Salford

Fleming,V.E.
Advanced Elem.Girls’ S.,Merthyr Tydfil
Hannen,H.J. a. Friends’ S., Wigton

4Morris, R.

Tonypandy Council S., Pontypridd
Purcell, B. Presentation Convent, Thurles
Robins, M. Porth Higher Grade 8.
2Willshire,A. Private tuition
Coxon,D.C.

Wincham Hal! Coll., Lostock Gralam
Delves,P.K.d. The College, Goudhurst

| Higyins,S. St. Mary's Convent, Bruff
(Sedgwick, E. Redby Girls’ S., Sunderland

Ball,E. Fairhaven High S., nr. Lytham

2Evans,G. Porth Higher Grade 8.
2Lewis,J. Porth Higher Grade 8.
Monk,N.M. Brook Hall, Winslow
O'Connell, K. St. Mary's Convent, Braff

Sinclair, E.C. High 8., Sidney Place, Cork
Whitehead, L. H. WestView,CheadleHulme

Dugan,M.G. Ladies’ Coll. S., Belfast
[ Gilthour,8. McK. W.

Gordonville Ladies’ S., Coleraine
2Matthews,L.M. Private tuition
Powell,G.M.
| Girls’S., Promenade, S. Shore, Black pool

Slattery, D. St. Mary's Convent, Bruff
Young, M.K. Ladies’ S. Riverside, Antriin

Belt, M. St. David's Girls’ S., Cardiff
Guy,D. High S., Sidney Place, Cork
2Heslop, A.B.

MunicipalEveningS.of Comm., ,M'chester
Motherwell,M.

Princess Gardens S., Belfast.
| Rumsey,A. Notre Dame High S., Clapham
LThornalley,I. Old Manor H., Tpswich

Parry, W.G. Porth Higher Grade S.
(23oimson 6 St. John’s Coll., Brixton

2Johnson,O.B. Brookvale Coll. S., Belfast
Simpson, A. Redby Girls’ S., Sunderland
\Wainwright,D. Old Gram, XS., Botesdale

(2Broadbent, E. Brighton Honse, Oldham
| Dobinson, S.I. High S., Kirkby Stephen
| Foster, E. St. Mary’s Convent, Brutf
| Gearing, D.E. Summerland S., Richmond
Goodchild, D.M. The College, Goudhurst
McDonnell, Laura
8t. Mary's-Convent, Bruff
( Slamen,M. Convent of Mercy, Birr

Aug. 1, 1908. ] - THE EDUCATIONAL TIMES. 365

LOWER FORMS EXAMINATION. — PASS LIST, MIDSUMMER, 1908.

BOYS.

Gimblett,E.N.

Johnson,J.

Alaux,G, Marist Brothers'Coll.,Grove Ferry| Collar, F.F.

Allanson, W. Notre Dame High S., Clapham Johnston Terrace Boys’ 8., Devonport Pemberton Coll., Upper Holloway St. Aloysius’ Coll., Hornsey Lane, N.
Andrews, A.W. Cooke, Y.J. W.S. Scorton Gram. 8S.| Girling, F.V. Eastward Ho! Coll. ,Felixstowej Jones, H.D. Oxford H., Junction Rd., N.

Stoke Public Higher S., Devonport] Coombs, H. Gram. S., Taplow] Glanville. A.P Jones, H.R. University S., Rochester
Andrews,S.A. Margate College} Cooper,C.H. University S., Rochester Stoke Public Higher 8., Devonport] Jones, R. L. Gram. 8., Taplow
Angle, F. W. Cooper, W. Orient Coll., Skegness| Glasscock. S.F. Stafford Coll. ' Forest ill Joseph, A. D. Abbotshill, Kilburn

Stoke ven ene 5; Berangon CONTAE. Margate College! Gleeson D. ` i D é Gre 8., Taplow
Arbeb, R. ownley Castle S., Ramsgate} Cossham, W. L. Private tuition - LaSai : oseph, L. : rove H., Highgate
Armer,T. The College, Weston-super-Mareļ| Cowlard,F.J. Gram. S., Taplow e Oe ates ane Ln Judd,H.F, Tudor Hall, Hawkhurst

Kane,M.F. Salesian S., Battersea
Keeble,C.H. Wintersloe, Moseley
Keller, I. Margate Jewish Coll.

Cox, E.T. Stoke Public Higher S., Devonport
.| Cox,W.L. The College, Weston-super- Mare
Crew,W.A. Gram. S., Taplow

Gomez,A. Christian Bros.’ Coll., Gibraltar
Gomez,E. Christian Bros.’ Coll., Gibraltar
Gompertz, M.C.T.

Austin, Private tuition! Cristol,H. Margate Jewish Coll. ` ini Kennaway,O.W. Stafford Coll., Forest Hill
Bacon,G.D. Tudor Hall, Hawkhursti Crocker, L.G.Mannamead Prep.S., Plymouth P at Aye Lodge, St -Decuanis-pnaes Kennedy,B.G. St. George’s Coll., Weybridge
Bailey, W.G. Crundall,E.D. Tudor Hall, Hawkhurst Lindisfarne Coll.. Westcliff-on-Sea] Kennedy,C.J.

Montgomery Coll., Sharrow, Sheffield] Cuninghame,T.B. Grosvenor S., Bath Grayson,C. K. ’ The Convent, Pulteney Road, Bath
Baines,C. St. George's Coll., Weybridye| Curtiss,J.H. Gram. 8., Taplow Montgomery Coll., Sharrow, Sheffield] Kerckhove, A.R.V. Anerley College
Baker, W.S. Dagmar H., Hattield| Dancey,M. Beverley 8., Barnes| Green. E.C : , Kilkenny,E.A.

Ball, A. E. Linton House, Portsmouth] Darfield, A. P. Scorton Gram, 8S. "Stoke Public Higher S., Devonport St. ie Aa Coll., Hornsey Lane, N.
Banks, P. K. Bethany H., Goudhurst] Davey, A.G. Durham H., Hove! Green G.G. Abbot's Hill, Kilburn| Kingston, A.T. Gram. S., Taplow
Banton,F. Durham H., Hove} Davies,E.H. Balham School, 8.W.| Griffin. E. Christian Bros.’ Coll.. Gibraltar] Klupfel,P.A.

Barbier, M.J. Day,H.F. Hillmartin Coll., Camden Rd., N.| Grittiths H.J. St. George's Coll. Wey bridge St. Aloysius’ Coll., Hornsey Lane, N.

St. Aloysius’ Coll., Hornsey Lane, N.| Dean,N.E. Modern 3., E. Grinstead] Guard E.B. i Knox-Jones,T.T. Grosvenor S., Bath
Rarrett,S. Salesian S., Battersea] Denison, F.StokePublicHigherS., Devonport ” Stoke Public Higher 8., Devonport! Lainé, R. St. Aloysius’Coll., HornseyLane,N.
Bartholomew,C.H.F. Private tuition} Dickenson, A. Endclific Coll., Shettield] Gwyn,P, The Convent, Pulteney Rd.. Bathi L@key, E.H.

Bartram,G.H. ClaremontHouse,Sunderland| Diener, E.A. Haŭ a` Salesian S.. Battersea Stoke Public Higher 8., Devonport
Bartram, L. Broadgate S., Nottingham St. Mary's Lodge, St. Leonards-on-Sea} Hall B.A.R Belgrave Villa. Lee| Lamb,P.J. LindisfarneColl., Westcliff-on-Sea
Bateman, W. Gram. 3., Streatham] Diesch, H. F.St. Aloysius'Coll., Hornsey Lane] Hall LW. _ Endcliffe Coll.. Shetfiela| Lambert, S. W. Tutorial S., Penarth
Beaven,J .M. Dines, L.T. Paddington High S., W.| Hammett J.MeD s Lawrence,C.A. University S., Rochester
Stoke Public Higher 8., Devonport} Dixon,C. Margate College St ‘Aloysius’ Coll., Hornsey Lane, N Legrand,R.
Beirne, F.J. Salesian S., Farnborough] Doherty,T.O'C. Eversley S., Southwold | Hammond, W.E. University S., Rochester Marist Brothers’ Coll., Grove Ferry
Bell,G. B. Gresham Coll., Southsea] Donoghue, J.B. Salesian S., Farnborough} Hancock, R. Stafford Coll.. Forest Hill| Lidington,N.H.O. MiltonColl.,BexleyHeath
Belsham, S.A. Bethany H., Goudhurst| Donovan, P.D. Hards. H.J. Oxford H.. Junction Rd., N.| Lippmann,J.
Bentall, W.D. Tankerton Coll., Tankerton-on-Sea | Harrison H.B. Hoylake College Marist Brothers’ Coll., Grove Ferry
Lindisfarne Coll., Westcliff-on-Sea] Dorney, W. Market Boaworth Gram. S. | Harrington,C. Beverley 8., Barnes Littlejohn,A.H. St. John’s Coll., Brixton
Betts,C.R.A. Gram. 8., Taplow; Dotto, Alfred ChristianBros,’Coll.,Gibraltar| Harrison H St. Mary's Hall S., Carditr| Llewellyn, A.J. Tutorial S., Penarth
Betts,8. The College, Weston-super-Mare} Dotto, Augustine Harrison. R. Orient Coll., Skegness] Longuehaye,S. Beverley 8., Barnes
Bishop, D. Richmond Hill 8. Christian Bros.’ Coll., Gibraltar] Hart. L.R. Malvern House, Folkestone| Lorraine, L.G. New College, Herne Ba
Bishop,G.F. Doubleday,H. Salesian S., Battersea Hartridge, W.H. Lumley,D.C. Balham School, S.W.

Lindisfarne Coll., Westcliff-on-Sea] Dowding, H.N Lindisfarne Coll., Westcliff-on-Sea| Lydan, W. Xaverian Coll., Manchester

Black, W.L.E. New College, Herne Bay The College, Weston-super-Mare] Harwood H.E. Lytton,P.A.B. Gram. 8., Taplow

Blackmore,J. Stattord Coll., Forest Hill] Drucquer,M. Stoke Public Higher S., Devonport MacDermott, E.

Bloomfield, R.S. St. Aloysius’ Coll., Hornsey Lane, N.| Haste G.F Margate College] Cony. LaSainteUnion desSac.Cuurs, Athlone
Northgate S., Bury 8t. Edmunds} Dunning,J.C. High S., Kirkby Stephen] Hayes, E. Tutorial S., Penarth| Mace,C. A. University 8., Rochester

MacMahon,G.

St. Aloysius’ Coll., Hornsey Lane, N.
MacMahon,T.A.

St. Aloysius’ Coll., Hornsey Lane, N.

Dupont, E.C. NorthgateS., BurySt. Edmunds
Dupont,R. H.

Northgate 8., Bury St. Edmunds
Durante, B. Christian Bros.’ Coll., Gibralta

Bodenham,N.H.
The College, Weston-super-Mare
Bolitho,S.G.
Stoke Public Higher 8., Devonpo

Haynes,T. Xaverian Coll., Mancheste

.G.
Stoke Public Higher 8., Devonpo
Henneguy,J.C.

Boon,N.A. University S., Rochester] Durouchoux,M. ' MacMahon, W.G.

Booth, A. Notre Dame High S., Clapham Marist Brothers’ Coll., Grove Ferry RE A a pains Col; Hornsey Tane N. St. Aloysius’ Coll., Hornsey Lane, N.

Boucher, A.A. Durrant,R.A. Lindisfarne Coll.. Westcliff-on-Sea| Malcolm, K.J. Bethany H., Goudhurst
St. Aloysius’ Coll., Hornsey Lane Lindisfarne Coll., Westcliff-on-Sea] Hernandez. J s Mannings, W. Modern 8., E. Grinstead

Boursot,C.C. H. Richmond Hilt 8. Dwyer,H.F. Christian Bros.’ Coll, Gibralta Mansford,L. W.

Bradley,D.J. University S., Rochester St. Aloysius’ Coll., Hornsey Lane, N.| gerniman.G , St. Aloysius’ Coll., Hornsey Lane, N.

Bradley, F.G. Easter,C.E. Northgate S., Bury St. Edmunds The College, Weston-super-Mare Marka,S. Margate Jewish Coll.

Marriott,N.F. Broadgate 8., Nottingham
Marsh,B.C. Richmond H., Handsworth
Martin, L. Xaverian Coll., Manchester
Martin, R.A. L.

Stoke Public Higher 8., Devonport

St. Mary's Lodge, St. Leonards-on-Sea
Braun,J. Friedenfels, St. Leonards-on-Sea
Brian, F.J. StokePublicHighers. , Devonport
Bridges,J.T. NorthgateS., BurySt. Edmunds
Brown,C.E.R.B.

aan e X Dn pee end Se
dwards,M.E. ew College, Herne Bay Northgate S., Bury St. Edmunds
Edwards,W.A. Hill, A. Gram. $., Streatham

Stoke Public Higher S., Devonport] pri i
Elliott,J, Lindisfarne Coll. Westeliff-on-Sea] neoa m Stetford Goll. Forest Hill

Hichens,E.B.

Lindisfarne Coll., Westcliff-on-Sea] Evans,C.N. W. ; Gram. S., Taplow ; Mason, E.S.
Bruce, J.Q. New College, Herne Bay| Facio,A. Christian Bros.’ Coll., Gibraltar Haee5s 5 a ares ” Lindisfarne Coll., Westcliff-on-Sea
Bryant,C. Froebel House, Devonport] Fairclough, J. Xaverian Coll., Manchester Hoffmann, J.M. Broadgate S., Nottingham Mason, R. Grammar S., Southend-on-Sea

Farrance, D.A. Modern S., E. Grinstead
Fear, J.C. The College, Weston-super-Mare
Feeney,F. Xaverian Coll., Manchester

Mathews,C. W. Salesian S., Farnborough
Matthews, F.M.L.
Northgate S., Bury St. Edmunds

Bryant,R.L.A.
Eastward Ho! Coll., Felixstowe

Buckeridge, W. H

Holmes,S. H.
Stoke Public Higher $S., Devonport
Horner, W. E.S. Green Park Coll., Bath

St. George's Coll., Weybridge] Fells, J.H. New College, Herne Bay : May,F.C. Bethany H., Goudhurst
Burnside, E.E. Princess Gardens 8., Belfast) Fiddes, H, Xaverian Coll., Manchester Honn E Cambridge H., Margate) weCorry,A.C. St.George's Coll., Wey bridge
Burr, F.H. LindisfarneColl., Westcliff-on-Sea] Forrest, R. Xaverian Coll., Maucheste "Stoke Public Higher S., Devonport McCurtin,J.
Bywaters, R.H. Dagmar H., Hattieldj Foster,T. Hoylake College Hooper, J. a Conv. LaSainte Union desSac. Cœurs, Athlone
Callaghan,T. Xaverian Coll., Manchester] Franchy,J.U. St. George's Coll., Weybridge "Stoke Public Higher S., Devonport McIntyre,S.C. Statford Coll., Forest Hill
Cardona,E. Christian Bros.’ Coll., Gibraltar} Freeman, H. Gram. S., Streathain Hope.J.A. Margate College McNeil,G. W. Salesian 8., Farnborough
Carew, A.St. Aloysius’Coll., Hornsey Lane, N.| Friend,C.J. Orient Coll., Skegness] Housden H.S. Anerley College| Mifsud. B. Christian Bros.’ Coll., Gibraltar
Carless,T.F.G. Frost,L. The Convent, Pulteney Rd., Bath Howes S.F Margate College| Miller,C. Salesian S., Battersea
St. Catherine’s Coll., Richmond] Full, H.D. Hasland House, Penarth] Hudson E.A. Miller,C.G. University S., Rochester
Carleton, K. O'N. Bethany H., Goudhurst| Fullick,C.A. Margate College Stoke Public Higher S Devonport} Miller, £.S.C. Margate College
Carney, H.A. Argyle House, Sunderland| Furness,G.G. Orient Coll., Skegness} Hülsmann C.E.R. Willesden Prep. S,| Mills,C.V. Cambridge Coll., Twickenham
Carpenter, L.R. Gram. S., Taplow; Garthwaite,J.OsborneHighS.,W. Hartlepool] Hunt J.W. University S., Rochester] Milnes, A. New College, Herne Bay
Carpmael,R. Xaverian Coll., Manchester] Gaudard, P.T. St. John’s Coll., Brixton Hyde R.P. St. John’s Coll., Brixton| Moore, A.J. Balham School, S.W.
Carroll, R.8. Stafford Coll., Forest Hill] Gavin, L. St. Aloysius’Coll.,HornseyLane,N. innous L.F. Private tuition| Moore, A.R. University 8., Rochester
Casciaro, A. Christian Bros.’ Coll., Gibraltar] Getfen, D.H. Paddington High S., W.} tron S.C. Tudor Hall. Hawkhurst} Moore,F. B. Wintersloe, Moseley
Cash,J.N. Market Bosworth Gram. S.| George,S. R. Isaacs F L. : Moore,L. University 8., Rochester
Castle,C.G. Margate College Stoke Public Higher S., Devonpo St Aloysius’ Coll., Hornsey Lane, N Morales,H. Christian Bros.’ Coll., Gibraltar
Chalker,T. W. Beverley S., Barnes| Gibbings, R. Hoylake College} Isaacs, J.A. ' Margate College| Morgan, D.B.
Chambers, H.T. Balham School, S. W.| Gibbs,G.H. Margate College| Jacker, A.H. Richmond Hill 8. The College, Weston-super- Mare
Chase,C.K. Cambridge House, Margate Gibson J Uni ity S.. Roch Jacobs M. Morgan, H.H. Tutorial S., Penarth
itd aaa Salesian S., Battersea] %!080n,d. niversity S., Rocheste 4 Lindisfarne Coll., Westcliff-on-Sea Morrish, L.G.
Chipulina,J. Christian Bros.’ Coll.,Gibraltar| Gigli, A.A. Jay,A. Abbotshill, Kilburn Stoke Public Higher S., Devonport

Clark,F. Osborne High S., W. Hartiepool St. Aloysius’ Coll., Hornsey Lane, N.
Clarke, W.T.S. Eversley S., Southwold] Gilbert,C.E.J.
Colby, R.W.H. New College, Herne Bay

Jeandel, P. H. i
St. Aloysius’ Coll., Hornsey Lane, N.
Stoke Public Higher S., Devonport P E A. Modern S., E. Grinstead

Mosas,C.F. New College, Herne Bay
Mortimer, W.C.

Coleman, H. F.W. Gilbert,G. Orient Coll., Skegness St. Aloysiua’ College, Hornsey Lane, N
Stoke Public Higher S., Devonport Gillett, F.E. St. John’s Coll., Brixton] Johnson, A. W. Durham H., Hove/ Mortlock, H.S.
Coley,M.W. Durhain H., Hove! Gilhnour,J. Intermediate 8., Ballyclare} Johnson, F.C. Durham H., Hove Northgate.S8.,-Bury St. Edmunds

366

THE EDUCATIONAL TIMES.

[Aug. 1, 1908.

BOYS, Lower Forus—Continued,

Perkins, R.N. Wintersloe, Moseley, Sellier,R Marist Brothers’Coll.,GroveFerry

Murphy,C. Perry, R. Salesian S., Wandsworth Common, Semmens,J.J.
Cony. LaSainteUnion desSac.Ceenrs, Athlone; Philiips,J. StokePublicHigherS., Devonport: Johnston Terrace Boys’ 8., Devonport
Muschamp,J.D. Phillips,L.B. St. Mary's Hall S., Cardiff} Shanley, L. D.

Osborne High S., W. Hartlepool! Pink, A. L. Eversley §., South wold. St. Aloysius’ Coll., Hornsey Lane, N.
Mutton, D.H. Gram. S., Taplow! Pinot de Moira, M.G. Sharpe, D.S. Eversley S., Southwold
Mutton,H.J. Gram. S., Taplow St. Aloysius’ Coll., Hornsey Lane, N.: Sheldon,G.A. Milton Coll., Bexley Heath
M yles,J.G.H. Tudor Hall, Hawkhurst, Plunkett,H.J. i Shepherd, E.T. B.
Nanscawen, W. L. | St. Aloysius’ Coll., Hornsey Lane, N. The Oollege, Weston-super-Mare

Stoke Public Higher 8., Devonport
Nevard,C.R. St, John’s Coll., Brixton
Newman, F.R.

The College, Weston-super-Mare
Newman,T.

Salesian 8., Wandsworth Common; Rayment,C.L.
Read, R.D

Newson,F.N.
Eastward Ho! Coll., Felixstowe

Nicholas,D. Oxford H., Junction Rd., N.: Reay,B.S.
Hasland House, Penarth’ Reilly,T.

Nicholas,J.A.

Nixon, W. Margate College
Nixon, W.H. Gram. 8., Taplow
Oates, R.N.

Stoke Public Higher S., Devonport
O'Neil, A.

St. Aloysius’ Coll., Hornsey Lane, N.
O'Neill,J. Xaverian Coll., Manchester
Ormiston,G. Cambridge Coll., Twickenham
’Shea,D.T.

St. Aloysius’ Coll., Hornsey Lane, N.
Ostler, F. V.E. University 8., Rochester
Owen, L.C.

Stoke Public Higher 8., Devonport
Owton. J. St. George's, Southampton
Paine, R. E.

Stoke Publie Higher 8., Devonport
Paine,T. St. John’s Coll., Brixton
Palmer,C.J.

Stoke Public Higher S., Devonport

Parnell, H.H.NorthyateS., BurySt. Edinunds'

Partington, F.E.H. Statford Coll., ForestHill
Pascall, T.F. Eastward Ho! Coll., Felixstowe

Fatterson,J.F. Richmond Hill 5.
Payne, E. M. Balham School, S.W.
Payne,G. W.J.

St. Aloysius’ Coll., Hornsey Lane, N.

Payne, W.L. Princess Gardens S., Belfast
Pearce,P.V. Margate College
Pearne, H.R.

Stoke Public Higher S., Devonport

Pears, L. Gram. 8., Streatham
Peek, R.E. StokePublicHigherS. ,Devon port.
Pegge, H. Xaverian Coll., Manchester

Peirce,C.H. TheCollege, Weston-super-Mare

Pelle, A.E. Gram. 8., Taplow
Penketh, L. Xaverian Coll., Manchester
Abrahamson,D. K.

Cranley House, Muswell Hill
Adams, A. Tutorial S., Penarth
Ahearne,K. St. Mary's High S., Midleton
Airey,G.H. Woodhouse Hall S., Leeds

Aivassides, i. English High S. for Girls, Pera
Aldred,G.H. Oriel Bank High S., Daven par
Anderson,E. Notre Dame High 8S., Clapham
Andrin, L.

Conv, of the Sacred Heart, Maidstone
Ansell, K.M. Private tuition
Armero,P. Loreto Conv., Europa, Gibraltar
Arinitage, M.

Belgrave Terrace S., Huddersfield
Armitt Rees,G. M.
Convent F. C. J., Fallowfield

Armstrong,G.M. Kempstow, Malvern Link
Aheront, d. Ballure Honse, Gt. Crosby
Atkin, B.B. Walford Coll., Tipton
Austin,C.S. Hightield, Wallington
Baird,E.C. Norfolk House, Muswell Hill
Baird, W.C. Norfolk House, Muswell Hill
Balcombe, F.A. Phe College, Goudhurst
Ball, L.M. Tutorial S., Penarth
Bamber, H. Lark Hill House, Preston
Barlow O.M. Northfield, Stamford Hill
Barnes, W. Lark Hill House, Preston
Barns,C. A. Highams S., Hale End
®Barry,L. St. Mary's High S., Midleton
Batchelor, M. Annecy Convent, Seaford
Bates, V.D. Ladies’ Coll., Congleton
Baylis, N. E.M.P. HighS., Walton-on-Thames
Beale, D.J.

The Bonhams, St. Leonards-on-Sea
Beard, L. A. E.

Melbourne Coll., Thornton Heath

Beckett, M.E. Cranley House, Muswell Hill

Bell,M. Stretton House, Fleetwood

Bellamy, W. Loreto Conv., Europa, Gibraltar
Benrey, V.

Church of Scotland Mission 5., Hasskein

Bentley,C. Notre Dame High S., Clapham

Poole,H.C. The eee A On eure Shepherd,J.W. Market Bosworth Gram. S.

Price,A. intersloe, Moseley; Simmons, F.L. Grove H., Highgate
Ralston,A.McD. Scorton Gram. S.l Smith, A.F. Broadgate S., Nottingham
Randall, A.J. Milton Coll., Bexley Heath! Sinith, B.F. Orient Coll., Skegness
Ranken,J.S. Claremont House, Sunderland! Smith,G.H. Argyle House, Sunderland

Dagmar H., Hatfield! Smith, H.F.
.D. Smith, H. W.
Lindisfarne Coll., Westcliff-on-Sea' Smith, H.W.
Grosvenor S., Bath! Smith, L.H.
Xaverian Coll., Manchester Tankerton Coll., Tankerton-on-Sea

Margate College
Bethany H., Goudhurst
Tutorial 8., Penarth

| Reynolds, J.M. Orient Coll., Skegness: Smith, P.J. W. Orient Coll., Skegness
; Richardson, W.M.M.V.C. Margate College) Smith, R.H. Mannamead Prep.S., Plymouth
Rickard, W.E. Smith, V.H. St. John’s Coll., Brixton

Stoke Public Higher 8., Devonport! Squance,F. H.
Ricketts,K.H. rosvenor S., Bath Stoke Public Higher 8., Devonport
Rigden,H.W. Steed, R.H. New College, Herne Bay

Tankerton Coll., Tankerton-on-Sca
: Roberts,H.J. St. George's Coll., Wey bridge
Roberts,T.A. Endclitfe Coll., Shettield
Robins, A.E.H.

Stoke Public Higher S., Devonport
Robinson, H.S.

Montgomery Coll., Sharrow, Sheffield
Rundle, H.L.

Stoke Public Higher S., Devonport.
Rusby,R.H. Wintersloe, Moseley; Tait, W.E.
Sacksen,H.M. 8t. George's Coll., Weybridge: Tanner,F.R.
Sacksen,J.A. St. George's Coll., Weybridge! St. Aloysius’ Coll., Hornsey Lane, N.
Salridge,A. Hoylake College Taylor, F. Margate College
Salter, W. A.J. St. John’s Coll., Brixton. Tebbet, T. L. Wintersloe, Moseley
Sanders,G. St. George’s, Southampton! Theobald, F.

Stern,B.G. Townley Castle S., Ramsgate
. Stewart, K.A. Bethany H., Goudhurst
Story,G.B.T. Princess Gardens S., Belfast
Stronge,R.H.J.
Lindisfarne Coll., Westcliff-on-Sea
Sunnucks, H.B.
cane Ho! Coll., Felixstowe
S.R.
Eastward Ho ! Coll., Felixstowe
Bedford House, Folkestone

| Sunnucks

Sara, H.P. St. Aloysius’ Coll., Hornsey Lane, N.
Johnston Terrace Boys’ S., Devonport, Thomas, D.E. Tutorial S., Penarth
Scanlan, W.J. Thornton,E. Gresham Coll., Southsea

Hillmartin Coll., Camden Rd., N.W.! Tierney, W.J.
Scantlebury,T.F. St. Joseph's Conv.,
Stoke Public Higher 8., Devonport Tiltman H H, Durham H., Hove
Schuler, F.J. Toda, L.N. Argyle House, Sunderland
St. Aloysius’ Coll., Hornsey Lane, N.| Torkington,A. Xaverian Coll., Manchester
Schumann,C, Oxford H., Junction Rd., N.! Tournier, E.G. `

Chapelizod, Dublin

Schwabe, C. Tudor Hall, Hawkhurst Lindisfarne Coll., Westcliff-on-Sea
Scotti,C.N. Salesian S., Battersea’ Tresidder, W.D. Orient Coll., Skegness
Scotti, J.J. Salesian S., Battersea! Trewfoot, A. Argyle House, Sunderland
Seagrove, M.W. Bethany H., Goudhurst) Troughton,P. Gram. 8., Streathain
Seccombe, A.A. Truscott, W. W.H.

Johnston Terrace Boys’ S., Devonport Stoke Public Higher S., Devonport

GIRLS.

Bentley, P.H. St. Mary’s Conv. S., Chelsea! Calvert, M.E. |
Benton, M. Belgrave Terrace S., Huddersfield

Chatwin House, Hurworth-on- Cantwell E. Ee aces ela
’ rincon- Tees Capper, A.G. Princess Gardens S., Belfast:

Berrill,M. Private tuition Carnegy,E. Buda Coll., Hove!
Beyer, E. Notre Dame High S., apam Carpenter, D.G. The College, Goudhurst.
Bibby, E.J. Norfolk House, Muswell Hill] Carroll,G.

Billington.G.G. St. Mary's Convent School, Charleville:
Bishop,G.I.M. Carson, M. Intermediate S., Ballyclare
4 Hamlet Court Rd., Westclitf-on-Sea| Charlesworth,C.
Blades, W. Beechtield, Wilmslow Notre Dame High 8., Clapham
Blatchford, M. Chattey,M.H. Cranley House, Muswell Hill
Stoke Public Higher S., Devonport| Chatwin, E. H. Walford Coll., Tipton
Blundstone, D. Beechtield, Wilmslow| Cheetham,S. D. Private tuition
Bond, M. English High S. for Girls, Pera} Clarke,C. Gosberton Hall Coll.,nr.Spalding
Bond,P. English High S. for Girls, Pera! Clarke, D.
Booth,N. Notre Dame High S., Clapham Conv. of the Sacred Heart, Maidstone
Bourne,M. Private tuition| Clarke, K.F. Wraysbury S., Hale!
Brassill,M. St. Mary's Convent S. Charleville! Clarke, W.K. Beechtield, Wilmslow!
Brennan,K. Notre Dame High S., Clapham] Clarkson, R. Hill Croft. S., Stamford Hill
Brentnall,B.M. Beechtield, Wilmslow, Claydon, E.E. Private tuition’

The College, [pswich

Brett, E. Notre Dame High S., Clapham] Clegg,M. Fairhaven High 8., nr. Lythain.
Bridyman,M. St. Mary's Convent, Brulf) Clitto.d,D. Friedenfels, St. Leonards-on-Sea
Brierley ,C. Tower H., Melton Mowbray); Coates,M. Wellesley Terrace S., Liverpool
Brierley, E. Tower H., Melton Mowbray| Cobb, F.L. North Keusington Coll, 8.
Brookes, A. Roselea S., South Milford; Cocking, E. BelgraveTerraceS., Huddersfield
Brown, V.E. Redcliffe House, Southsea! Cohen, M.

Browne,A. Sacred Heart Conv., Buxton Church of Scotland Mission 8., Hasskcin
Browne,D. St. Mary'sConventS. Charleville} Cohen, P.

Browne,M. OurLady'sBowerDayS., Athlone Church of Scotland Mission S., Hasskein:
Bryan,G. Oriel Bank High S., Davenport/ Collins, M. Convent S., Kensal,

Bryden,F.G. University S., Rochester; Collins,M. Lark Hill House, Preston;
Buckley,J. Sacred Heart Cony. Š » Kanturk! Collomb,J.
Buckley, L. St. Mary's High S., Midleton Conv. of the Sacred Heart, Maidstone

Buggy,F. Sacred Heart Conv. 8., Kanturk| Collyer,M. Oriel Bank High S., Davenport
Bulbeck,I, Notre Dane High S., Claphaim| Combe, M. Private tuition:
Bunting,K. 70 Avenue Rd.. W. Hartlepool| Condon, E. St. Mary's S., Buttevant

Bush,M.J. The College, Goudhurst! Conolly, K. Oriel Bank High 8., Davenport
Butt,C.M. East Sheen College] Cook, K.V. St. Mary’s Conv. 8., Chelsea,
Byrne, W. Convent of Mercy, Birr] Cooke, W.B.

Callaghan, M. St. Mary’s S., Buttevant| Conv. LaSainte Union desSac.Co-urs, Athlone

i

Turner, E. E. Staftord Coll., Forest Hill
Turner,E.T. Stafford Coll., Forest Hill
Turner, M.W. Eversley S., Southwold
Turner,S.L.

Lindisfarne Coll., Westcliff-on-Sea
Upton,A8.

Stoke Public Higher S., Devonport
Uzzell, F.C.

The Douglas S., Vittoria Walk,Cheltenham
Vincent,C. The Convent, Pulteney Rd., Bath
Vineent,G. The Convent, eae Rd., Bath
Volcan, P. Marist Brothers Coll. GroveFerry
Wakefield, W.G. Lancaster Coll., W. Norwood
Walker, W. St. Mary's Hall S., Cardiff
Wampach,C.J.C. Malvern House, Folkestone
Want,G.P. St. George's Coll., Weybridge
Waters, H. The Convent, Pulteney Rd., Bath
Watkins, W. Hoylake College
Watson, D. L. Bethany H., Goudhurst
Watson, L.G. Cambridge Coll., Twickenham
Watts, A.E.

Stoke Public Higher S., Devonport
Webb,J.N.

Stoke Public Higher S., Devonport
Weeks,P.J. Carden S., Peckham Rye, S.B.
Weltuon,C. W.

Lindisfarne Coll., Westcliff-on-Sea
West,G. Xaverian Coll., Manchester
Westlake,H.J.W.J.

Stoke Public Higher S., Devonport

Wheeler, L.C. Gram. S., Taplow

Whittingham,F. Hoylake College
Wickham, B. Tudor Hall, Hawkhurst
Wiedmann,F. Durham H., Hove
Wildish,J.N. University 8., Rochester
Williams, E. Kensey, Launceston
Williams, E. F.

Johnston Terrace Boys’ S., Devonport
Willmott,H. Lancaster Co)l., W. Norwood
Wilmot, B. St. John’s Coll., Brixton
Wilson, H. Salesian S., Farnborough
Wilson,J.S. Tutorial S., Penarth
Wilson,K.A. Lancaster Coll., W. Norwood
Wilson, L.M. Staflord Coll., Forest Hill
Windebank,J.F.

The College, Weston-super-Mare

Wing,C.T. Bethany H., Goudhburst
Wood. E. Hoylake College
Woodington, R. Gram. S., Streatham

Wright,J.H.

Hillinartin Coll., Camden Rd., N.W.
Young,E.H. Bethany H., Goudhurst
Youngman,J.M. Cainbridge H., Margate
Yunge-Bateman,J.E.J.

St. Mary's Lodge, St. Leonards-on-Sea
Yvert, H. Marist Brothers’ Coll.,Grove Ferry

Cooper, D. Loreto Conv., Europa, Gibraltar

Cowen,C.L. Wraysbury S., Hale
Crabtree, H.C. Stand Lodge S., Radcliffe
Cressingham, L.

Loreto Conv., Europa, Gibraltar
St. Mary's Convent, Brutf
Notre Dame High S., Clapham

Cribbin,C,
Crilly,G.

Crilly,P. Notre Dame High S., Clapham
Croker,P. Notre Dame Hizh S., Clapham
Crone, E.F. Princess Gardens S5., Belfast
Cronin, J. St. Mary's Conv. S., Charleville
Cronin,M. St. Mary's S., Buttevant
Crowe, K. Stratford Abbey Coll., Stroud
Crowther, M.

Newlands High S., Heaton Moor, Stock port
Cruise, H.R. Bestreben HighS., Brondesbury
Cuddy,M. Convent of Mercy, Birr
Culhane, M. 8t. Mary’s Convent, Bruff
Cumming, M. English High S. for Girls, Pera
Cure,C. Stoke Public Higher S., Devonport

Davies, M. Hightield S., Bramhall
Davis, I.M. Kempstow, Malvern Link
Dean, A.D. Private tuition

de Escofet,C. Nofre Dame High S., Clapham
Delaney, M.E. Convent of Merey, Birr
de Moraes,P. ConventHighs. Southampton
Denton, E. M.

Belgrave Terrace S., Huddersfield
Dodds, M.G. Private tuition
Dolby,O.F.M. Redcliffe House, Southsea
Donoghue, M. Sacred HeartConv.S., Kanturk

Dooley, E. Convent of Mercy, Birr
| Douglas, I.P. Friends’ S., Monntinellick
Dowdin

eM Loreto Conv., Europa,Gibraltar

Downie,

Bestreben High S., Brondesbury
Duggan, D. St. Mary's Conv. 8., Charleville
du Mosch,E.F.E.

Friedenfels, St. Leonards-on-Sea

Hill Croft S., Stamford Hill Dunnett, D. Convent High S., Southampton
Caldwell, K. Notre Dame High S., Clapham| Coolican,E.M.

Dunnett, M.-Convent High S., Southampton
Dunster, R. Stoke Public Hr. S., Devonport

Aug. 1, 1908. ]

THE EDUCATIONAL TIMES.

367

GIRLS, Lower Forms—UContinued.
Dunaworth,D.
Dwyer,D.

Hunter, M.W.
St. Mary's Convent, Bruff}|Hutchinson,A. Ballure House, Gt. Crosby} Moyle, K.
St. Mary’s Convent, Bruff|I:mossi,J. Loreto Conv., Europa, Gibraltar

Intermediate 8., Ballyclare

Eckley,V.E. Gram. 8. for Girls, Worcester] Ivanoff, M.

Eitoft, V.K.

Highfield S5., Bramhal!
Escott,G.

Church of Scotland Mission S., Hasskein

Annecy Convent, Seaford} Ivens, K. Conv.oftheSacred Heart, Maidstone

Evans,G.J. Newlands HighS., Heaton Moor |Jackson, M. BelzraveTerraceS., Hudderstield

Farnham, M.

Farrow,0O. Annecy Convent, Seaford | Jarvis, H.M.
Faulkner,G. Girls’ Gram. 8., Levenshulme| Jenkins, D.B.
Fayle,M.E. Friends’ S., Mountmellick| Jenner, E.D.

Felisaz,C.H. St. Ma
Fevre,M. St. Mary’s Convent 8., Charleville
Fitzpatrick,A. St. Mary's Convent, Bruff
Flintan,R.G.

Rosewarne, Kingston-on-Thames

Forde, L.G. Knock Inter. 8., Belfast
Forman,E.M. High 8., Alford
Foster, M. The College, Goudhurst
Fowler,J. Brook Hall, Winslow

Frankliz,D.K. Gram. 8. for Girls, Worcester
Frawley,N. St. Mary’s 8., Buttevant
Frewen,I. English High S. for Girls, Pera
Freeman, N.A. St. Mary’s Conv. S., Chelsea
Freeman,N.F.
Coll. 8. for Girls, Worcester Pk.
Freeman, V.
St. Joseph's Acad., Clifton, Bristol

Freer, D.H. illesden High S. for Girls
Freer, N.C. Willesden High S. for Girls
Freudenthal, A.C. Private tuition
Frith, N.C. Stretton House, Fleetwood
Galley,A.M. High S., Walton-on-Thames
Gavin,C. St. Mary’s Convent, Bruff

Gegg,M.J. St. Anne's Convent, Birmingham
Gibbon,R.
Gilbert, D.,

Conv. of the Sacred Heart, Maidstone
Giles, W. University S., Rochester
Gill, B.M. Clare, Worthing
Gilliland,A.M. Glenolla, Bangor, Co. Down
Gillman, D.StokePublicHigherS., Devonport
Gilmore,M.A.

Gordonville Ladies’ S., Coleraine
Gleave, E. Hightield S., Bramhall
Gledhill, A.D. Rose Lea S., South Milford
Goadby,G. University S., Rochester
Godbold,D.G. Woodgrange Coll., Forest Gate
Godsall,F. M. Kempstow, Malvern Link
Gorman,M.L. Princess Gardens S., Belfast
Gowen, W.F. L. Highams S., Hale End
Grant,G.G. Houndiscombe Coll., Plymouth
Greene, E.B.

54 Hamlet Court Rd., Westcliff-on-Sea
Greenish, M. BestrebenHigh8,, Brondesbury
Griffiths, A. Marist Conv. S., Tottenham
Griffiths, A. D.

Girls’ Coll., Manchester Rd., Southport

Griffiths,I.P. Woodstock, Entield
Griffiths,J. Marist Conv. 8., Tottenham
Gullick,M.D. Private tuition
Gutteridge, M.

Convent High 8., Sonthampton
Hackett, K. Kempstow, Malvern Link
Haig, M.Q. Felix House, Chelmsford
Haines,M.E. The Southend S., Winchester
Hale, D.F. Claughton Coll., Romford
Halsall, G.E.

Girls’ Coll., Manchester Rd., Southport
Hamilton,K. HoundiscombeColl., Plymouth
Hamunanun, D.

Stockton Lodge S., nr. Warrington
Hammond,E. Annecy Convent, Seaford
Harman,D.M.

St. Winifred’s High S., Southampton
Harris, P. W. Private tuition
Harris, V. Notre Dame High S., Clapham
Harrison,D. Friends’ S., Mountmellick
Harrison, D.GosbertonHaliColl. nr Spaldin
Harrison,M. Stratford Abbey Coll., Strou

Harte,C.M. Princess Gardens S., Belfast
Hartley,L Rose Lea S., South Milford
Harton,M St. Mary's High S., Midleton

Harvey,L. Houndiscombe Coll., Plymouth
Hayes,H.E. The College, Goudhurst
Hembry,M.G.

Girls’ High 8., Eglantine Avenue, Belfast
Hendy,E. Convent High 8., Southampton
Henwood, D.E. Clare, Worthing
Hepburn,J. Ballure House, Great Crosby
Hewlett, H.

Stoke Public Higher S., Devonport
Hickman, I.T. Woodhouse Hall S., Leeds
Higyins,A. Convent of Mercy, Birr
Will,G. Stoke Public Higher 8., Devonport
Holdridge, A.M. Rose Lea S., South Milford
Holmes, L.K.

54 Hamlet Court Rd., Westcliff-on-Sea
Holmes, V.H.

54 Hamlet Court Rd., Westcliff-on-Sea
Holt,E. Tower H., Melton Mowbray
Hopkinson,G.B. Ladies’ Coll. 8., Belfast
Houfe, M.E. Fairhaven High 8., nr. Lytham
Howard, E. McK.

Girls’ Gram. S., Levenshulime
Howard,G.M.
Wincham Hall Coll., Lostock Gralam

Huddleston, M.F.
Gram. 8. for Girls, Worcester
Huggins,G. The BryantS. for Girls, Wainfleet

ry’s Conv. 8., Chelsea | Joel, N.F.

Gelliwastad S., Pontypridd | La

Holmwood 8., Sidcup|Jackson,M.A.St.Mary’sConventDayS., York

Bow Modern 8.
Boughrood H.,Struet

The College, Goudnurst
Southoe House, Richmond

Jones, A.L. Gosberton HallColl. ,nr,Spalding
Jones, D.T.
Jones, M.I.

Stand Lodge, Radcliffe
Northfield, Stamford Hill

Jones,S. Boughrood H., Struet
Keeping, K.
onvent of the Sacred Heart, Maidstone

Kempson,R. M.

Hamford House, Edgbaston, Birmingham
Kendon,G. E.M. The College, Goudhurst
Kennedy,G. Sacred Heart Conv. S.,Kanturk
Kennedy, M.B. Convent of Mercy, Birr
Kennett, M.E. Kempstow, Malvern Link
Kenworthy, D. Wraysbury 8., Hale
Kidd, K.M. High S., Sidney Place, Cork

Lamb,M.H. Clare, Worthing
Lainb,P.G. St. Mary's Convent Day 8., York
Lang, D. Stoke Public Higher S., Devonport
Large, D. The College, Goudhurst
Larratt,S. Notre Dame High 8., Clapham
La Thrope,G.M. Alwyne Coll., Canonbury

w,V. Stretton House, Fleetwood
Lenakan, B. St. Mary's, Buttevant
Lenahan,J. St. Mary's, Buttevant
Leith, B. E. Kelsey House, Crouch Hill
Lever,J.M. Claremont House, Catford
Lever,K. Conv.ofMaryImmaculate, Liscard
Lewis,G.A.V.C. Gelliwastad S., Pontypridd
Lewis,M. English High S. for Girls, Pera
i Intermediate S., Ballyclare

Lindesay, E.K.

The Bonhams, St. Leonards-on-Sea
Linehan,N. St. Mary’s, Buttevant
Little,J.N.

College for Girls, The Newlands, Bootle
Lioyd,G. St. Joseph's Acad., Clifton, Bristol
Lloyd Livesey, E. ConventF.C.J., Fallowtield
Lornas,G.V. Southve House, Richmond
Lucas,N.

Conv.of the FaithfulVirgin, opoe Norwood
Lucas, W. Hih Croft S., Stamford Hill
Lunn, M.E. GosbertonHallColl. nr.Spalding
Macallister,I.

Conv. of the Faithful Virgin, Up. Norwood
Macnicol,D. Notra Dame High S., Clapham
Macpherson, D. NotreDameHighS. Clapham
Madge, D. M. Alwyne Coll., Canonbury
Madigan,J. St. Mary's Convent, Brutt
Maguire,M.M.

St. Mary's Convent School, Charleville
Maguire,N. RATY Ata HL Ee e
Manley, H.E. High S., Sidney Place, Cork
Mann, E.M. Glenlola, Bangor, Co. Down
Manners, V.A. Claremont House, Catford
Marshall, E.B.

Girls’ High S.,Eglantine Avenue, Belfast
Martin,C. Our Lady's BowerDayS., Athlone
Martin, I. StokePublicHigherS., Devonport
Martin,L. Marist Conv. 8., Tottenhain

Hedingham, Wallington
Mason, M.M

M.M.
Raleigh Middle Class 3., Stoke Newington
Massie, D. D. Holly Bank, Frodsham
Mather, F.E. High S., Alford
Maxwell, E.
Conv. of Mary Immaculate, Liscard
May, L.V. Milton House, Highgate
Mazza,F. English High S. for Girls, Pera
Mazza, R. English High S. for Girls, Pera
McCurtin, M. ;
Conv. LaSainteUnion desSac. Cœurs, Athlone
McDowell, E. Knock Inter. S., Belfast
McGregor,M.L. Marist Conv. B., Tottenham
Mclldowie,C.L. Killuwen School, Belfast
McKenzie, E. Notre Dame High S., Clapham
Metzyer,M.H. Castelnan Coll., Barnes
Middleton,C.J. Claremont House, Catford
Milburn, H.M.
St. Mary's Convent Day S., York
Millman, V.

Stoke Public Higher 8., Devonport
Milner,E. Newlands HighS., Heaton Moor
Mitchell, D. Girls’ S., Promenade, South

Shore, Black pool

Mogridge,D. Teddesley House, Walsall
Monk,S. R. Brook Hall, Winslow
Moore,E.O. Gram. S. for Girls Worcester
Morgan,N.G. Gelliwastad S., Ponty ridd

Morouey,B. St. Mary’s Convent, Bruff
Morrell,G. StokePublicHigherS., Devonport
Morrison,E.

Clifton House, Aintree, Liverpool
Morrison,E.P.

Handfield, Coll., Waterloo, L’ pool
Mosey,M.H. Stratford Abbey Coll., Stroud
Mosley,C. Loreto Conv., Europa, Gibraltar
Moss, M.
Mountstephen, W.

Stoke Public

Annecy Convent, Seaford] Russell, E.A.
Higher S., Devonport] Ryan,L.

Mowl,D.O.

Mulhare,M. Convent of Mercy
Miiller,M.H. Cranley House, Muswell
Mullins,J.
Mullins, L.
Mullins, M.
Mullins,N.
Murdoch, K.J

Hill

St. Mary's Convent, Bruff

Myles,M.M. TheSouthendS., Winchester

Naoum,A. English High 8. for Girls, Pera | Shepherd, D.

The College, Goudhurst| Ryley,L.
Notre Dame High S., Clapham|Savory,K.V.M
Birr|Scowcroft,M.H. Girls'S.,Promenade,South

St. Mary's Convent, Brufl/Sheaves,O.C.
: Killowen §., Belfast | Sheldon, R.
Murphy, K.M.A. Friends’ S., Mountmellick |Shelton,M. M.

Private tuition
Private tuition

Shore, Blackpool

St. Mary's Convent, Bruf|Shackleton, M.F, Friends’ S., Mountmellick
St. Mary’s Convent, Bruff|Shead,H.G.K.

Melbourne Coll., Thornton Heath
Woodside, Hastings
Teddesley House, Walsall

St. Anne’s Convent, Birmingham
Annecy Convent, Seaford

Neale ,M. High 8., Alford |Shipton,H.M.R.
Newell, E.C. Oriel Bank High S., Davenport Leinster H., Westclitf-on-Sea
Newman, W.E. Alwyne Coll., Canonbury |Short,K.M. Norfolk House, Muswell Hill
Newton, D.G. Elm Honse, Ealing|Siddons,V.H. High S., Alford
Niblett, B.E. D. Anby House, Hackney |Singleton,M. Sacred Heart Conv.S., Kanturk
Niblett,E.M.D. Anby House, Hackney |Skelton, D. Leinster H., Westcliff-on-Sea
Nichol, M.M. Pie, Skinner,G. St. Mary's Convent, Bruff
St. Winifred's High S., Southampton |Skinner,M. St. Mary's Convent, Bruff
Noble, E. Knock Inter. 8., Belfast |Smith, D.A. Whysall House, Heanor

Nolan,A. Convent of Mercy, Birr

Convent of Mercy, Birr

St. Mary's Convent, Bruff
O'Brien, E. St.Mary's Convent 8.,Charleville
O’Brien,U. St. Mary’s High 8., Midleton
O'Byrne, M. St. Mary’sConventS. Charleville
O'Connell, A.M. St. Mary’s High S., Midleton
O'Connell,D, S. Mary's High S., Midleton
O'Connell, L. St. Mary’s, Buttevant
O'Connor, M.B.

St. Mary's Convent 8., Charleville
O’Connor,N.

St. Mary's Convent S., Charleville
O'Donoghue, M.
Conv. LaSainte Union desSac. Cœurs, Athlone
O’Donohoe,E. Notre Dame High S. Clapham
Offley,E. Whysall House, Heanor
Oglesby,J.H. Alwyne Coll., Canonbury

St. Mary's Convent S., Charleville
O’Gorman,E. St. M
O'Keefe, A.
O'Neill, M.
O'Neill, N.
O' Regan, V.
O’Sullivan,M.

St. Mary’s Convent S., Charleville
Palmer, E. Stoke PublicHigher 8. , Devonport
Papazian,A. English High S. for Girls, Pera
Peach,S.
Pearee, H.
Pearson, A.
Peirson, M.

Chatwin House, Hurworth-on-Tees

St. Mary's Convent, Bruff| O’'Gorman,C.

8t. Mary’s High S., Midleton
St. Mary’s Conv. S., Charleville
Private tuition

Langley House, Ashbourne
Langley House, Ashbourne
Grosvenor Coll., Liverpool

Pena,I. Loreto Conv., Europa, Gibraltar
Perichon,H. St. Mary's Conv. S., Chelsea
Pericleous,S. ,

Church of Scotland Mission S., Hasskein
Perryman,E.8. Alwyne Coll., Canonbury
Phélut,J. The Downs 8S., Brighton
Phythian,M. Beechtfield, Wilmslow
Picknold,M.E.M. Ladies’ S., Newtownards
Pike, M.G. Cranley House, Muswell Hill
Pinnington,D. Tower H., Melton Mowbray
Plant,S.M. Stockton LodgeS. nr. Warrington
Pollexfen,H.E. Friends’ S., Mountmellick
Pope, W.E. Castelnau Coll., Barnes
Portch,P.M.G.

Bestreben High S., Brondesbury
Powell, I. Boughrovod H., Struet
Praloglon,A. English High S. for Girls, Pera
Preston, L. Tower H., Melton Mowbray
Purcell, K. 8t. Mary's Convent S.,Charleville
Radcliffe, J. BelgraveTerraceS., Huddersfield
Ratcliff, D. H.

Bestreben High S., Brondesbury
Rayman,N. North Kensington Coll. S.
Raynham, H.B. Norfulk House, Muswell Hill
Regnier, N.L. Lynton House, Portsmouth
Reid, D.F. Carden S., Peckham Rye
Reid,M.C. Ladies’ Coll. S., Belfast
Reidy,M. 8t. Mary's Convent S., Charleville
Relf,G.H.F. Leinster H., Westcliff-on-Sea
Rendell, D.N. Rose Lea 8., South Milford
Reynolds, O.

Stoke Public Higher 8., Devonport
Ridings, H. Comm. 8., Astley Bridge
Robbins, M.E. Highams 8., Hale End
Roberts, D.K.

The College, Nightingale Lane, Clapham

Roberts,G. Castelnau Coll., Barnes
Roterts,G. Girls’ Gram. S., Levenshulme
Robinson, H.J. High S., Alford
Rogers, M.F.

54 Hamlet Court Rd., Westcliff-on-Sea
Rollinson, D.

Hanford House, Edgbaston, Birmingham
Rothis, L.

Conv. of the Sacred Heart, Maidstone
Roulstone,M.C. Princess Gardens S. , Belfast
Rowland,N.

St. Winifred’s High 8., Southampton
Rudolph, H. Beechfield, Wilmslow
Rumsey,O. Notre Dame High 8., Clapham
Russell, E. Redcliffe House, Southsea
Kempstow, Malvern Link

Ryan,K. St. Mary's, Buttevant

8t. Mary's Convent, Bruff|Smith,I.M,

ary’s Convent, Brott
St. Mary's Convent, Bruff Tassell,1.E.

St. Mary's Convent, Bruff! Young, D.M.

Smith,E. Carisbrooke Coll., Walthamstow
Smith, E.M.M. Private tuition
Southoe House, Richinond
Smith,M.A. Eldon College, Thornton Heath
Smith,N.L. Cambridge Coll.,E. Twickenham
Smith,P. Loreto Conv., Europa, Gibraltar
Smith,R. Sc. Mary's, Buttevant
Smith, W.M.8t. Mary’sConvent DayS., York

Smyth,V.V. Northfield, Stamford Hill
Snapper P-D: Mansfield House, Margate
Snook,C. A. Bognor Roman Catholic 8S.
Softe, W.S,

St. Winifred’s High S., Southampton
Squires, E. StokePublic HigherS.,Devonport -
Stains, M.

Conv. of the Sacred Heart, Maidstone
Start, D.E. E. High S., Alford
Stead,K. Belgrave Terrace S., Huddersfield
Stokes, I.A. Japonica House, Exmouth
Street, L.I. Tutorial S., Penarth
Stubbings, K.M. Claremont House, Catford
Sumner,M.A.G.

Colne Valley 3., Rickmansworth

Sutton, H.M. Coll.S.forGirls, WorcesterPk.
Sutton, W.B. East Sheen College
Symons, V.M. Houndiscom beColl., Plymouth
The College, Goudhurst

Tattan, H. St. Mary's High S., Midleton
Tattersall, M.

Newlands High S., Heaton Moor
Taylor, E.M.Newlands HighS., Heaton Moor
Theobald,I. Notre Dame High S., Clapham
Thomas, B. E.

The College, Nightingale Lane, Clapham
Thon.as,G. Stockton LodgeS. ur. Warrington
Thomas,N.W, Norfolk House, Muswell Hill
Thompson, A.A.C. Private tuition
Thompson,N.K. University S., Rochester
Townshend,I. Notre Dame HighS.,Clapham

Turner, M. Knock Inter. S., Belfast
Twelves, D. E.E. High S., Alford
Tyler. A. E.M. Boughrocd H., Struet
Uff,M.C. Langley House, Ashbourne

Valgimigli, A.P.C.
Convent F.C.J., Fallowfield
Varley, M.E.

Belgrave Terrace S., Huddersfield
Vegnon,M. English High S. for Girls, Pera
Venables, M. Notre Dame High S., Clapham
Ventura,S. English High S. for Girls, Pera
Vernon, D.M. Elm House, Ealing
Violi, N. English High S. for Girls, Pera
Vogelstein, E. English High S.for Girls, Pera
Walford,G.C.

Bestreben High S., Brondesbury
Walter,M.M. High S., Walton-on-Thames
Walters, A.

College for Girls, The Newlands, Bootle
Walton, E.M.

Gosberton Hall Coll., nr. Spalding
Ward,G.F.TheBonhains,St. Leunards-on-Sea
Waterson, E.

Our Lady’s Bower Day S., Athlone
Watkinson, M.G. Ladies’ Coll., Congleton
Watling, E.A. Highams S., Hale End
Watson, V.E. Teddesley House, Walsall
Webb,M.V. Lime Tree House, York
Welborn,E.A. Tower H., Melton Mowbray
Wellisch,M. English High S. for Girls, Pera
West, D.E. Clare, Worthing
Weston, E.M. Japonica House, Exmouth
Wheeler, L.

Conv.of the Faithful Virgin, UpperNorwood
White, D.E. North Kensington Coll. 8.
White, E. F.E.

ColL 8. for Girls, Worcester Pk.
Whybro, M.E. The College, Goudhurst
Wicks,G.M. Dudley House,Stoke Newington
Willard,N.I. The College, Goudhurst
Williams,D.A. Gelliwastad S., Pontypridd
Williams, E.M. Comm. 8., Astley Bridge
Williains, G. Boughrood H., Struet
Williams, P.H.

Newlands High 8., Heaton Moor
Wilson,M. Wellesley Terrace S., Liverpool
Wolf, L. Mansfield House, Margate
Woodall, H.M. Oriel BankHighS., Davenport
Woolley, A.S. Whysall House, Heanor
Worstenholm,M.

Chatwin House, Hurworth-on-Tees
Yeates, M.K. Langley House, Ashbourne
Young, A. M.M: High S., Alford
High®, Alford

368 THE EDUCATIONAL TIMES. [ Aug. 1, 1908.

PROFESSOR MEIKLEJOHN’S SERIES.

BOOKS SUITABLE FOR

COLLEGE OF PRECEPTORS (1909) AND OTHER EXAMINATIONS.

ENGLISH.

THE ENGLISH LANGUAGE: Its Grammar, History, and Literature. By J. M: n MEMEURIONN,, M.A. Twenty-
eighth Edition. Revised and Enlarged, with Exercises and Additional Analysis, Crown 8vo, 486 pp. a . ... 48. 64.

A NEW GRAMMAR OF THE ENGLISH TONGUE, With Chapters on Com mposition Versification, Paraphrasing, and
Punctuation, With Exercises and Examination Questions. Twenty-second Edition. (120th Thousand.) Crown 8vo, 284 pp. _... za s. 64,

A sa carte SISTORY OF THE ENGLISH PANGUAGE, By Profesaor MEISERIOEN: Bleventh Edition. Crown 8vo,

1s.

THE ‘ART OF WRITING ENGLISH. A Manual for Student. With Chapters. on Paraphrasing, Essay Writing, Précis Writing,
Punctuation, and other matters. By J. M. D. MEIKLEJOHN, M.A. Sixth Edition. Crown 8vo, 340 pp.. s. 6d.

A NEW SPELLING BOOK on THE COMPARATIVE METHOD. With Bide Lights from History. Fifteenth
Edition. Crown 8vo, 152 pp. ...

THE SPELLING LIST (10, 000 ‘Difficult Words). For Civil Service ond other Examinations. With a Keyt to Correct Spelling
By Professor MEIKLEJOHN. Seventh Edition. Crown 8vo, 104 pp. ... om

SHAKESPEARE’S JULIUS CÆSAR. Edited by M. J.C. MeikiasOHi, B.A. trons. Grown 8vo, 136 + xx pp. ... y i:

COMPOSITION FOR SCHOOLS AND COLLEGES. ped on pase Essays, yrii Exercises in ‘Style: By C. =
MAXWELL, B.A. Third Bdition. Crown 8vo, 138 pp. si
GENERAL INFORMATION QUESTIONS (with Answers and Index). By A. B. Gowin: "Oina 8vo, 200 pp. ls. aa
“ This seems a useful idea—it would certainly be a godsend to an examiner setting a ‘general paper’ for boys.”—The Times.

GEOGRAPHY.

A NEW GEOGRAPHY ON THE COMPARATIVE METHOD. With Maps and Diagrams, and an Outline of ron
Geography. By J.M. D. MEIKLEJOHN, M.A. Thirty-seventh Edition (Revised). (180th Thousand.) Crown 8vo, 630 pp. ... —.... 4s. 6d.
Also in Two Parts. 2s. 6d. each.
Part I.—Containing Europe (including the British Isles), with Introduction to Geography, and Index, Maps, and Diagrams.
Part II.—Oontaining Asia, Africa, the Americas, and Australasia, with Index, Vocabulary, Maps, and Diagrams.
THE COMPARATIVE ATLAS. By J. G. BaRTHOLONEW, F.R.G.S., and edited by Professor MEIKLEJOHN. Containing 64 Plates, a
General Index, and a Chapter on Map Drawing. ew Edition (Revised) . x s. 6d.
A SCHOOL GEOGRAPHY. With special reference to Commerc and History. With Maps ànd Diagrams. By J. M. D. ea
M.A., and M. J. C. MEIKLEJoHN, B.A. Sixth Edition SEA Crown 8vo, 410 pp... as O .. 2B. 6d.

EUROPE: Its Physical and Political Geograph With Chapters on Latitude and Longitude, Day ‘a Night, and the Seasons.
With a double-page Map in Colour. By M. J. C. MEIKLEJOHN, vy. R.G.8. Third Edition (Revised). %pp. .. 6d.

AFRICA: Its Geo ‘aphy, Resources, and pai of a anee tory up to 1898. For the Upper Standards. By M. J. rr
MEIKLEJOHN, B.A., F. ifth Edition Une vised). Crown 8vo, 75 pp. bs

TEST QUESTIONS IN GEOGRAPHY. Selected from Public RuauioaGon Papom By A. T. Pivi Grown 8vo, 82 pp. E

j MISTORY.

A NEW HISTORY OF ENGLAND AND GREAT BRITAIN. With Maps and Tables, By J. M. D. MEIKLEJOHN, M.A.
Twenty-third Edition. (105th Thousand.) Crown 8vo, 704 pp. 55 B.C. to the Death of Queen Victoria ... wee ae tees BB. BAL.
In Two Parts. 2s. 6d. each.
Part I.—From B.C. 55 to A.D. 1509. Tenth Edition. Part II.—From 1809 to 1901. Twelfth Edition.
Also in Three Periods. 2s. each.

Pirst Period—From B.O. 55 to A.D. 1485. Second Period—From 1485 to 1688. Third Period—From 1688 to 1902.
A SCHOOL HISTORY OF ENGLAND. With Maps and Vosabulaty of Historical 1 Tormi, By J. M. on: Mentua, M.A. and
M. J. C. MEIKLEJOHN, B.A. Fifth Edition. Crown 8vo, 470 pp.. on „ @ 6d.

This book is intended to stand midway between Professor Meiklejohn’s New History ana’ his Short History.
OUTLINES OF THE HISTORY 9E ENGLAND AND ae ctamienaps TO A. D. tid Perentn Haiion:
Crown 8vo, 84 pp. met
TEST QUESTIONS IN HISTORY. Selected iom Public ‘Hakmitabion Papers, Avesiized by A. T. Fiex Grown Bo; 80 pp- ls.

MATHEMATICS,

A NEW ALGEBRA. As far as the Binomial eee Including Chapters on Graphs. By G. icra B.A., B.8c. (Joint-
Author of “A NEW ARITHMETIC’). Crown 8vo, 438 pp. ... ... @8. 64.
ial attention is called to the early chapters, which give im ected methods of working lor example, complementary addition, contracted multiplication.

ivision : also to the chapters on Factors and Graphs, and to the special care with which the theory has been treated throughout the book.”

A aa ARITHMETIC (Theoretical and Practical). By G. A. ‘CHRISTIAN, BA (Lona ) and g COEEAB. B.A. sas ).
Thirteenth Edition (Revised). Crown 8vo, 552 pp. ‘ad of 4s. 6d.
KEY TO NEW ARITHMETIC. 6s. ret.

A SHORT ARITHMETIN, By G. A. Cugistian, B.A., and A. H. Baxer, B.A. Third Edition. Crown 8vo, 196 pp. (With
Answers, is. 64. igs iss mi Pt ih be Ed Bi ot aa 3s sng ome aay ei ass aay sas Ay sas is.

A Complete Catalogue will be sent post free to any address.
MEIKLEJOHN & HOLDEN, 11 Paternoster Square, E.C.

london: Printed by C. F HovGson & Son, 2 Newton Street, Kingsway, W.C.; and Published by tis Hopeson, 89 Farringdon Street, E.C.

[ Entered at the New York Post Office as Second Class matter

EDUCATIONAL TIMES,

Journal of the College of Preceptors.

Vol. LXI.] New Series, No. 569.

SEPTEMBER 1, 1908.

onthly
Mombers, 6d.; by Post, 7d.

{i Membe Mi , price, to Non-
Annual Subscription, 1e.

OLLEGE OF PRECEPTORS,|[ ONDON

(INCORPORATED BY ROYAL CHARTER.)

LECTURES FOR TEACHERS.

On Thursday, Ist of October, Joon ADAMS, M.A.,
B.Sc., F.C.P., Professor of Education in the University
of London, will commence a Course of Twelve Lectures
on

“THE PRACTICAL TEACHER’S PROBLEMS.”

The matters to be dealt with are such as interest all
classes of teachers, and will be treated with that frank-
ness that is possible in an unreported discourse, but
is out of the question in a printed book. While the
Lecturer will lose no opportunity of indicating how
present educational conditions may be improved, he
will take the present conditions as the basis and show
how to make the best of things as they are. The Lectures
will be copiously illustrated by references to actual ex-
perience in all kinds of Schools. The Lectures will be
given on Thursday Evenings at 7, beginning on October
lst.

For Syllabus, see page 378.

The Fee for the Course is Half-a-Guinea,

Members of the College have free admission to this
Course.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
28th of December, 1908.

Practical Examination for Certificates of
Ability to Teach.—The next Practical Examina-
tion will be held in October.

Certificate Examinations. — The Christmas
Examination for Certificates will commence on the
8th of December, 1908.

Lower Forms Examinations. — The Christ-
mas Examination will commence on the 8th of December,
1908.

Professionali PreliminaryExaminations.—
These Examinations are held in March and September.
The Spring Examination in 1909 will commence on the
2nd of March.

inspection and Examination of Schools.
—Inspectors and Examiners are appointed by the
College for the Inspection and Examination of Public
and Private Schools.

The Regulations for the above Examinations can be
obtained on application to the Secretary.

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

UAVS OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers.

Bxaminations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-
port, Edinburgh, Glasgow, Hull, Inverness, Leeds,

iverpool, London, Manchester, Newcastle-on- :
Norwich, Nottingham, Oxford, St. Andrews, Sheffield,
Swansea, and several other towns.

Information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme, The
University, St. Andrews.

COLLEGE OF MUSIC.
(Incorporated.)
GREAT MARLBOROUGH TRENT, LONDON, W.,
Patron: His GRACE THE DUKE OP LEEDS.
Dr. F. J. Kars, Mus. Bac. Cantab., Principal.
G. AveusTus HoLmsgs, Esq., Director of Bxaminations

EXAMINATIONS, 1908.

The NEXT EXAMINATION in PIANOFORTE
PLAYING, SINGING, THEORY, and all branches
of Music will be held in London and 400 Provincial
Centres in DECEMBER, when Certificates will be granted
to all successful candidates.

The Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (L.L.C.M.), the Teachers’
Diploma, L.C.M., and Fellowship (F.L.C.M.) also take
place in DECEMBER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

LocaL SCHOOL CENTRES.— Full particulars with refer-
ence to the formation’ of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report,
may be had of the SECRETARY.

In the Educational Department students are received
and thoroughly trained under the best Professors at
moderate fees. The College is open 10 a.m. to 9.30 p.m.

A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.

VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

Diploma Correspondence
College, Ltd.

Principal—J. W. Knipe, L.C.P., F.R.B.L.
Vice-Principal—S.: H. Hooke, BA, Hons. Lond.

Specially arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to tho SECRETARY.

WOLSEY HALL, OXFORD.

UNIVERSITÉ DE RENNES (France).

FRENCH COURSE for FOREIGNERS
OF BOTH SEXES.
WINTER TERM: From 15 Nov. 1908 to 15 Feb. 1909.
SUMMERTERM: From 1 March to 8 June, 1909.
DIPLOMAS.
Diplômes de Langue et Littérature Françaises; Doctorat.
uction of 50 % on railway fares from Dieppe or
Calais to Rennes. Apply for Prospectus to
Prof. FEUILLERAT, Faculté des Lettres, Rennes.

OYAL SANITARY INSTITUTE.

LECTURES ON HYGIENE IN ITS BEARING
ON SCHOOL LIFE.

Commencing on Monday, October 5th, at 7 p.m.

The Course is arranged to assist Teachers and others
interested in the Training of Children and the Struc-
tural Conditions of the School, its surroundings and
furnishing, as well as the personal health of the scholars.

Full particulars can be obtained at the Offices of the
Institute, 72 Margaret Street, London, W.

ASSOCIATED BOARD

=
OF THE R.A.M. anD R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.

PaTRox: His MAJESTY THE Kine.
PRESIDENT: H.R.H. THE PRINCE oF WALES, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in March and
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also. Bn-
tries for the November-December Examinations close
Wednesday, October 7th, 1908.

SCHOOL EXAMINATIONS (Syllabus B).
Held three times a year, vis., October-November,
March-April, and June-July. Entries for the Octo-
ber-November Examinations close Wednesday, October

7th, 1906.
Specimen Theory Papers set in past yarn (Local Centre
ication. Price 3d.

or School) can be obtained on app
per set, per year, poet free.

Hf festa A and B, for 1908 or 1909, entry forms,
and any further information will be sent post free on
application to—

JAMES MUIR, aver a:
15 Bedford Square, London, W.C.

Telegrams: ‘‘ Associa, London.”’

ANTED, little Girl or two Sisters

aged about 7-9 years, to educate with own girls
of same age. Healthy country Rectory. Games, Terins
moderate.—Rxcror, Brent Eleigh, Lavenham, Suffolk.

LONDON MATRICULATION.

AT THE JUNE BXAMINATIORN,
1908,

186

University Correspondence
Coffeae
STUDENTS PASSED

MAKING a TOTAL OF 2610 U.C.C. SucCESsEs aT
Ee

MATRICULATION DURING THE LAST SIX YEARS.

FREE GUIDES

To Matriculation and the Higher Exam-
inations of London University post free
from THE SECRETARY, Burlington House, Cam-
bridge; or from the London Office of University
Correspondence College,32 Red Lion Square, Hol-
born, W.C.

370

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

UNIVERSITY COLLEGE OF EDFORD COLLEGE FOR

NORTH WALES, BANGOR.
(A Constituent College of the University of Wales.)
Priacipal—Sir H. R. REICHEL, M.A., LL.D.

Next Bession begins September 29th, 1908. The College
Courses are with reference to the Degrees of
the University of Wales; they include most of the
subjects for the B.Sc. of the London University.
Students may puue their first year of Medical study at
the College. There are special Departments for Agri-
culture (including Forestry) and Electrical Engineer-
ing, a Day Training Department for Men and Women,
and a Department for the Training of Secondary and
Kindergarten Teachers. i

Sessional fee for ordi Arts Course, £11. 1s.;
or ee tras Sience or fedical Course, 2a 198:

e cost of living in lodgings in Bangor averages from
£20 to £30 for the Session. ere is a Hall of Residence
for Women Students: fee, from Thirty Guineas for the

ion.

At the Entrance Scholarship Examination (held in
September) more than 20 Scholarships and Exhibitions,
ranging in value from £40 to £10, will be open for com-
petition.

For further information and copies of the various
Prospectuses apply to

JOHN EDWARD LLOYD, M.A.,
Secretary and Registrar.

THE INCORPORATED
FRDEBEL EDUCATIDNAL INSTITUTE,

TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
College for Secondary Teachers,

Chairman of the Committee—Sir W. MATHER.
Treasurer—Mr.C. G. MONTEFIORE, M.A.
Secretary—Mr. ARTHUR G. Symompes, M.A.

TRAINING OCOOLLEGEH FOR THAOHSRS.
Principal—Miss E. LAWRENCE.

KINDERGARTEN AND SOHOOL.
Head Mistreses—Mise A. YELLAND.

dente are trained for the Examinations of the
National Froebel Union and other Examinations,

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two gears at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL.

BERDARE HALL, CARDIFF.—

RESIDENCK FOR WOMEN STUDENTS
OF THE UNIVERSITY COLLEGE OF SOUTH
WALES AND MONMOUTHSHIRE.

Principal—Miss KATE HURLBATT.

Fees £42. 10s., £36, and £32 per annum. College tui-
tion fees £10 per annum. Scholarships of £40, £25, and
£15, and Exhibitions of £10, awarded on the result of
Scholarship Examination of University College, Cardiff,
in September. Students prepare for the
B.A. and B.Sc. Degrees of the University of Wales, and
a Medical School and Department for Secondary, Ele-
mentary, and Kindergarten Training are attached to
the College. Students with recognized academic
qualifications can enter in October or January, for one
vear’s Secondary Training Course. Apply to the

RINCIPAL,

ENMARK HILL PHYSICAL

TRAINING COLLEGE FOR LADY TEAOH-
ERS, LONDON, 8.E.

Full preparation for Public Examinations.

British College of Physical Education: English and
Swedish systems. Massage and Remedial Work.

Board of Education : Science.

Swimming and Sports. ,

Schools supplied with fully qualified Sports Mistresses.

For particulars apply—Miss E. SPELMAN STANGER,
Trevena, Sunray Avenue, Denmark Hill, London, 8. E.

COLLEGE OF PRECEPTORS EXAMINATIONS.

Mr. H. J. SMITH’S Classes have been the most
snocessful at these Examinations.

At A.C.P., September, 1907, A.V.8.
at first attempt, with Honours in English. (Only 9
out of 336 candidates passed in all subjects and only
2 obtained Honours in English.)

At A.C.P., January, 1908, J.E. in all snbjects at
first attempt, with Honours in English and History.
(Only 13 out of 513 candidates passed in all subjects
and only one other candidate obtained Honours in
two subjects.)

At A.C.P., January, 1908, 87 candidates passed in English,
of whom only 3 obtained Honours. (Of these, 6
were in Mr. SMITH’S Classes and 2 of them obtained
Honours.)

Classes for A.C.P., ante Certificate & Professional

reams.
Please write for particulars to—MR. H. J. SMITH,

B.Sc. Lond., ROSEBERY Hovsk, BREAMS BUILDINGS,

CHANCERY LANE, Lonpon, E.C

in all subjects

WOMEN
(UNIVERSITY OF LONDON),
Yorx PLACE, BAKER STREET, LONDON, W.
Principal—Miss M. J. TUKE, M.A.

The Session 1908-9 will open on Thursday, October 8.
Students enter their names on Wednesday, October 7.

Lectures are given in preparation for all examinations
of the University of London in Arts and Science, for
the Teacher’s Diploma (London), for the Teacher’s
Certificate (Cambridge), and for the Cambridge Higher
Local Examination.

A single Course in any subject may be attended.

There is a Special Course of Scientific Instruction in
Hygiene.

aes Laboratories are open to students for Practical
work.

Regular Physical Instruction is given, free of cost, to
marenia who desire it by a fully qualified woman
teacher.

THREE ENTRANCE SCHOLARSHIPS (two in
Arts and one in Science) will be offered for competition
in June, 1909.

Students can reside in the College.

Full particulars on application to the PRINCIPAL,

TRAINING DEPARTMENT FOR SECONDARY
TEACHERS.

Head of the Department—Miss Marky Morton, M.A.

Two Scholarships (one of the value of £20, one of the
value of £15, for one year) are offered for the Course of
Secondary Training beginning in January, 1909. The
Scholarships will be awarded to the best Candidate
holding a or equivalent in Arts or Science.

App ications should reach the HEAD OF THE TRAIN-
ING DEPARTMENT not later than December 12.

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Principal—Miss M. H. Woop,

Girton College, Cambridge; Classical Tripos, M.A.
(London), Lit.D. (Dublin), late Vice-Principal of
8t. Mary’s College, Paddington.

A residential College providing a year’s professional
training for Secondary teachers.
The course includes proparslion for the Cambridge

Teacher’s Certificate (Theory and Practice), and for

the Teachers’ Diploma of the

ndon University. Ample
opportunity is given for practice in

ing science,

languages, mathematics, and other subjects in various
schools in Oambridge. __ ,

Students are admitted in January and in September.
Ful) particularas as to qualifications for ission,

scholarships, and bursaries may be obtained on applica
tion to the PRINCIPAL, Cambridge Training lege
Wollaston Road, Cambridge.

HE MARIA GREY TRAINING
COLLEGE FOR WOMEN TEACHERS offers
a full Course of Professional Training to Ladies who
desire to become Teachers in maracas? Schools or in
Kindergartens, Students are admit in September
and January.
TEN SCHOLARSHIPS, covering tuition fees, are
offered to candidates residing in the Administrative

County of Middlesex who wish to pre for teaching
in Secondary Schools, besides various Scholarships open
to Graduates and others. For further particulars as to

hips, Hall of

ualifications for entrance, terms, Scho
Residence, &c., apply to the Principal, Miss ALICE
Woops, at the College, Salusbury Road, Brondesbury,
London, N.W.

T. GEORGE’S TRAINING

COLLEGK FOR WOMEN TEACHERS IN
INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH

This College provides a year’s Professional Training
for well educated women who intend to become Teachers.

The Course of Training is supervised by the Edinburgh
Provincial Committee for the Training of Teachers and
is recognized by the Scotch Education Department and
by the Teachers’ Training Syndicate of the University
of Cambridge. ates

A Bursary of £30 is offered to Studenta entering in

October, 1908.
Prospectus and further iculars from the Principal,
Miss M. R. WALKER. 5 Melville Street, Edinburgh.

HURCH EDUCATION COR-
PORATION.

CHERWELL HALL, OXFORD.
Training College for Women Secondary Teachers,

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are pre for the Oxford, the Cambridge,
and the London Teacher's Diploma. Special arrange-
ments made for Students to attend the School of Geo-

phy.
e Schiolnvahipe of £20 or £25 will be awarded to all
students with a degree entering Cherwell Hall next
October.

Exhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL,

The

Tutorial Institute,
39 BLOOMSBURY SQUARE, LONDON.

Principal :

J. F. BWEN, M.A.,
Honours in Mathematics and Physics.

(Founder and late Principal of
The London and Northern Tutorial College.)

The Principal has had over 12 vears’ successful ex-
perience in preparing by Correspondence and Orally
or the Higher Examinations qualifying Secon
Teachers, Over 2,000 successes have been officially
credited to his students, who have completed over
500 Diplomas and Strong Staff of Tutors, all
University Graduates, mostly in Honours.

CORRESPONDENCE INSTRUCTION.
All Fees payable by Instalments.

A.C.P.—New Classes now forming for Angust. All
subjects, £4. 4s. Education, £1. 11s, 6d.

L.C.P.—Graduates exempt from all subjects except
Education. Full Course, £2. 12s, 6d. A C.P.’ can
complete extra work for L.C.P. for Composition Fee,
£4. 48. Education alone, £1. 11s. 6d.

Diploma Guide Free.

inter. Arte.—-Full Courses for July. 20 lessons each
subject, £1. 11s. 6d.

B.A.—Thorough Tuition by Honours Graduates,

inter. Science.— Special Attention to Mathematics
and Physics. Full Course, £2. 2s. each subject.

B.8c.— Expert help by eminent specialists.
_ Matriculation.—Full Preparation in usual sub-
jects, 10s. 6d. monthly.

Higher Locais.—Fullest and most successful help.
Usual Subjects, £1. 11s. 6d. each.

FROEBEL CERTIFICATE &8.—Thoroughly
practical instruction by highly qualified Teachers.

Froebel Guide Free.

L.L.A. SPECIAL ORAL CLASSES.

Evenings and Saturdays. More Successes and
Diplomas than all other classes combined.

New Practical Guide to L.L.A. Free.

UNIVERSITY EXAMINATION
POSTAL INSTITUTION.

Manager: Mr. B. 8. WEYMOUTH, M.A.
Assistant Manager: Miss J. WATSON, M.A

17 RED LION SQUARE, HOLBORN, LONDON, W.C.

(formerly 27 Southampton Street, Strand.)

POSTAL PREPARATION

FOR

UNIVERSITY EXAMINATIONS.

118

U.E.P.I. Candidates have passed the M.D. (London)
during the last eight years ; seven of these obtained the
gold medal.

1290

U.E.P.I. Candidates have, during the last thirteen

ears, passed various groups in the Cambridge Higher

Local (134 in the First Class), gaining 261 marks of
Distinction,

124

U.E.P.I. Candidates have passed the Oxford Higher
Local during 1903-8.

GUIDE TO THE CAMBRIDGH HIGHER
LOCAL NATION (42 pases) sent
Gratis to Candidates: ls. to Non-candidates.

PRACTICAL SUGGESTIONS FOR WOMEN
STUDENTS, especially intending Teachers
(26 pages), 14d. post free,

Sept. 1, 1908.]

THE EDUCATIONAL TIMES.

CARLYON COLLEGE.

55 AND 56 CHANCERY LANE.

LONDON UNIVERSITY EXAMINATIONS.
LONDON MATRICULATION, INTER. ARTS and

SCIENCE, B.A., and B.Sc. Classes (small) Day and

Evening. ‘M.A. Classes, B.A. Honours Classes. Ele-

mentary Greek
© and Tuition for Legal and Medical
Preliminaries, Accountants’, Scholarshi

Wxaminations, Previous, Responsions, an

General

Papers Corrected for Schools. Vacation Tuition.
Private tuition for all Examinations.
and full details on application to R. O. B.
KERIN, B.A. Lond., First of First Olass Olassical
Honours, Editor of “ Phaedo, » “Pro Plancio,” &c.

SUCCESSES
1892-1907.—London Matric., 149; Inter. Arts, Sg and
Prel. Sci., 140, 6 in Hons. ; B.Sc., 1896-1906 B.A.,
1891-1905, 95, 14 in Hons. ; Maa Prelim., oy
ponsions "and Previous, 60 ; law Prelim., 62;
Successes, 400.

B.A. (LOND.), 1906 and 1907, 15, 3 in
Classical Honours.
INTER. ARTS, 1907, 6 out of 8.

FREE.

The Principals of the Normal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 100 pages.
2. L.C.P. 8t y
3. F.C.P, E g
And have also published the following Guides,
. PREL. CERT. 120 pages.
. CERTIFICATE. 92
. MATRICULATION. 84
. IRISH UNIVERSITY. 60
8. OXFORD & CAMBRIDCE LOCALS 100 ,,

other

These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination.

“They are written by experts whose advice is the
best rocurable.’’— Educational News.

ill undoubtedly help greatly towards suc-
cess.’’—Schoolmistress.

NORMAL CORR. COLLEGE,
47 MELFORD Roan, East DULWICH, R.E., and
110 AVONDALE SQUARE, LONDON, §. E.

ORRESPONDENCE TUITION,

Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. Special tuition
for MEDICAL Prelims. and Drptoma Exams. Many

recent successes,—F. J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College,
87 Buckingham Palace Road, 8.W.; and Stalheim,
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

WALTER J. DICKES, B.A.(Lond.)

PRIVATE TUITION
FOR EXAMINATIONS, &c.

BEECHEN CLIFF, THE GARDENS,
E. DULWICH, LONDON, S.E.

T. GEORGE’S CORRESPONDENCE

CLASSES.
5 MELVILLE STREET, EDINBURGH.
(Established in 1876.)

Preparation for the Preliminary Examination of the
Scottish Universities, all of which grant Degrees to
Women. Fees from 12s, per term.

Postal preparation for the L.L.A, Title and Diploma
of St. Andrews University. Pass Courses (20 lessons),
£2. 2s. ; Honours (30 lessons), £3, 3s.

Help given in home Heath to non-candidates in
Literature, History, Special Art
Classes: Schools of painting as represented in the
National Gallery ; Studies in Heraldry.

Numerous Oral Classes also conducted.

Large staff of efficient and experienced Tutors.

Prospectus, post free, from the Secretary, Miss §. E.
MURRAY, 5 Melville Street, Edinburgh,

LONDON MATRICULATION

MORNING, AFTERNOON

EVENING CLASSES
London Matriculation

MONDAY, SEPTEMBER 14th,
at UNIVERSITY TUTORIAL COLLEGE,
Red Lion Square, Holborn, W.C.

At each of the last three Examinations the official
Pass List of the University credits

University Tutorial College

with many more successes than any other Institution.

LONDON PRELIM. SCI. (M.B.).—Day Classes com-

mence Monday, September 2ist, for the January !
and Day and Evening Classes for |

Examination ;
the July Examination commence Thursday, Octo-
ber Ist.

LONDON B.A. and B.Sc. (Inter. and Final).— Day
via Evening Classes commence Thursday, Octo-
r lst.

Annually for the last eight years about 300 Stu-

dents of University Tutorial College have passed
London University Examinations.

Prospectus and Guide may be had post free from

THE PRINCIPAL,
University Tutorial College,
Red Lion Square, Holborn, W.O,

BURLINGTON
CORRESPONDENCE
COLLEGE.

Principal — Mr. J. CHARLESTON, B.A.
(Honours Oxon, and Lond.)

TUTORS.—The Staff includes Graduates of London,
Oxford, Cambridge, and Royal Universities,

METHOD.—Thoroughly individual system, which
ere aid the closest attention to the needs of each
studen

Rapid Preparation for :—

Matriculation,

Intermediate -Arts and
BA,

Intermediate Science and
B.Sc.,

L.L.A. (St. Andrews),

COLLEGE OF PRECEP-
TORS’ DIPLOMAS.

Address—THH PRINCIPAL, '
Burlington Correspondence College,

CLAPHAM COMMON, LONDON, S.W., | Full dantivuiaes! yeride

371
Messrs.
TRUMAN & KNIGHTLEY,

Gducafional Rgents,

158 to 162 OXFORD STREET,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1136 City.

This Agency is under distinguished patronag-.
including that of the Principals of
many of our leading Schools,

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University and other qualified ENGLISH
and FOREIGN MASTE and TUTORS to
Schools and Private Families.

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools,

liii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualified and experienced LADY
MATRONS. HOUSEKEEPERS, and HOUSE
MISTRESSES to Boys’ and Girls’ Schools,

No e is made to Princi wo mes bred mae
of any kind is made to candi unless an en-
sagans be secured through this Agency, when

terms are most reasonable.

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.—PUPILS’ DEPARTMENT.

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is
made for registration.

Any negotiations ontrentit to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save olients as muoh
time and trouble as possible.

— — p — —~

het J application.

372

THE EDUCATIONAL TIMES.

(Sept. 1, 1908.

ENGINEERING AND TECHNICAL OPTICS.

ORTHAMPTON POLYTECHNIC
INSTITUTE,
CLERKENWELL, LONDON, E.C.

ENGINEERING DAY COURSES IN MECHAN-
ICAL, ELECTRICAL, and HOROLOGICAL
ENGINEERING.

Full Day Courses in the Theory and Practice of the
above will commence on Monday, 5th October, 1908.
ENTRANCE EXAMINATIONS on Wednesday and
qe Oth September and lst October, at which
FOUR ENTRANCE SCHOLARSHIPS will be offered.
The Courses for Mechanical and Electrical Engineeri
include periods spent in commercial worksho
extend over four years, and they also prepare
Degree of B.Sc. in Engineering at the
London. Fees for either of these Courses, £15 an
£11 per annum.

DAY COURSES IN TECHNICAL OPTICS.

Full and Partial Day Courses, Practical and Theor-
etical, in Technical Optics will also commence on the
date given above. These Courses deal with all branches
of vd de Science and Practice, and are well adapted
ee those seeking a career in this department of Applied

ience.

The Laboratories, Workshops, and Lecture Rooms of
the Institute are fully equipped for the most advanced
teaching in the subjects dealt with.

Full particulars can be obtained on application at the
Office of the Institute, or to

R. MULLINEUX WALMSLEY, D.Sc., Principal.

or the
niversity of

ENGINEERING AND CHSMISTRY.

ITY AND GUILDS OF LONDON
INSTITUTE.

SESSION 1906-1909.

The COURSES OF INSTRUCTION at the Insti-
tute’s Central Technical College (Exhibition Road) are
for Students not under 16 years of age; those at the
Institute’s Technical Collega, Finsbury, for Students
not under 14 years of ago. he Entrance Examinations
to both Colleges sre 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 res ive Colleges or from
the Head Office of the Institute, Gresham College,
Basinghall Street, E.C.

CITY AND GUILDS OENTRAL TECHNIOAL
OOLLEGE.

(EXHIBITION Roan, 8.W.)

A College for higher Technical Instruction for Da
Students, not under 16, preparing to become Civil,
Mechanical, or Electrical Engineers, Chemical and other
Manufacturers, and Teachers. The College isa ‘‘ School
of the University of London ” and also forms the “ En-
gineering Section of the Imperial College of Science and
Technology.” Fee for a full Associateship Course, £36

r Session. Professors :—

ivil and Mechanical “a E. DALBY, M.A., B.&c.,

Engineering ......... Inst. C.E.
Electrical Engineer- į W. E. AYRTON, F.R.S., Past
OR ere ee Ea . Inst. E.E.
Chemistry... ee (EN Di

LL.D., F.B.8.
Mechanics and ea oak HENRICI, Ph.D., LL.D.,
matics F.B.S.
OITY AND GUILDS TEOHNIOAL OOLLEGE,
FINSBURY.
(LEONARD STREET, City Roan, E.C.)
A College for Intermediate Instruction for Day
Students, not under 14, preparing to enter Engineering
0

and Chemical Industries, and for Evening Students.
Students. Professors :—

ewer ee seer seaserecs

Fees : £20 per Session for

Physics and Electrical | 8. P. Tompson, D.Sc., F.R.8.,
Ngineering ......... Principal of the College.
Mechanical Engineer- CoKER D.Sc.,

E. G. M.A. $
ing & Mathemati } F.R.S. E., M.Inst.M.R.
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 METRIC AND ENGLISH

WEIGHTS & MEASURES

Is the ONLY Table Book published giving all the
Metric Weights and Measures in full, with their English
Equivalents, as AUTHORIZED BY THE BOARD
OF TRADE, as well as the Metric Equivalents of ALL
the English Weights and Measures.

The Metric System is now being taught in all Schools,
and is being largely used by Manufacturers throughout
the British Empire

Retail, Price ld., Post Free 14d.
Published by

PERCY E. RADLEY, 30 Theobald’s Road, London, W.C.

EAST LONDON COLLEGE

(UNIVERSITY OF LONDON),
MILE END ROAD, E.

The College is situated close to Stations on the G. B.R.,
District Railway, and L. T. & Southend Railway, and is
approached from the Royal Exchange in 15 minutes by
motor omnibus.

PASS AND HONOURS COURSES

IN THE
FACULTIES OF ARTS, SCIENCE, AND
ENGINEERING.

LATIN, GREEK, ENGLISH, FRENCH,

d| GERMAN, ENGLISH HISTORY, LOGIC,

MATHEMATICS, PHYSICS,
CHEMISTRY, BOTANY, GEOLOGY.

CIVIL AND MECHANICAL
ENGINEERING.

ELECTRICAL ENGINEERING.

Courses in the above subjects are likewise
arranged for Evening Students.

PREPARATORY and MATRICULATION
CLASSES.

MODERATE FEES.

‘aluable Scholarships are offered annually by the
Worshipful Company of Drapers.

Calendar post free on application to the REGISTRAR, or
J. L. 8. HATTON, M.A., Principal.

BIRKBECK COLLEGE.

BREAMS BUILDINGS, CHANCERY Lang, E.C.
DAY AND EVENING CLASSES.
Principal—G. ARMITAGE-SMITH, D.Lit., M.A.

The College provides approved courses of Instruction
for the Degrees of the University of London in the
Faculties of Arte, Science, Economics, Laws, under
a Teachers of the University.

Well appointed Laboratories. Facilities for research.

Twenty studentships are open for competition by
examination, commencing on 14th September, 1908.

New Session commences on Monday, 28th September.

Full particulars on appication to

H. WELLS EAMES, Secretary.

UNIVERSITY OF LONDON.
NIVERSITY COLLEGE.

Provost—T. GREGORY FosTER, Ph.D.

The Session 1908-09 in the Faculties of Arts, Laws,
Medical Sciences, Science, and Engineering will begin
on Monday, October 5th.

The Provost and Deans will attend on Monday,
October 5th, and on Tuesday, October 6th, from 10 a.m.
to 1 p.m., for the admission of students. Intending
students are invited to communicate with the Provost
as soon as possible. ;

The Slade School of Fine Art will open on Monday,
Se 5th, and students may be admitted on or before
that deste.

FACULTY OF MEDICAL SCIENCES.

Examination for Entrance Scholarships on the 22nd
and 23rd of September, 1908.

The following Prospectuses are now ready, and may
be had on application to the Secretary :—

Faculty of Arts (including Economics).
Faculty of Laws.
Faculty of Medical Sciences.
Pacuy es Polen: ;
aculty of Engineering.
Indian School.
Slade School of Fine Art.
School of Architecture.
Department of Public Health.
Scholarships, Prizes, &c.
Post Graduate Courses and Arrangements for
Research.

. Special provision is made for Post-Graduate and Re-
search work in the various subjects taught at the College.

WALTER W. SETON, M.A.,
l Secretary.
University College,
London (Gower Street).

UNIVERSITY OF ABERDEEN.

FACULTY OF MEDICINE.

WINTER SESSION, 1908-1909.

The WINTER SESSION commences on Tuesday,
13th October, 1906. The PRELIMINARY EXAMIN-
ATION will commence on September 11th.

The D in Medicine ted by the University
are :— Bachelor of Medicine P Bachelor of Surgery
(Ch. B.), Doctor of Medicine (M.D.), Master of Surgery
(Ch.M.). They are conferred only after Examination,
and only on Students of the University. A Diploma in
Public Health is conferred after Examination on Grad-
uates in Medicine of any University in the United
Kingdom. The total cost for the whole curriculum,
including rats ae Fees and Fees for the Degrees of
M.B. and Ch.B., is usually about £150. Bursaries,
Scholarships, Fellowships, and Prizes, to the number
of fifty, and of the te annual value of £1,180, are
open to competition in this Faculty.

A Prospectus of the Classes, Fees, &c., may be had
on application to the SECRETARY OF THE MEDICAL

ACULTY.

The University also grants the followi :—
In Arts: Doctor of Letters, Doctor of Philosophy, and
Master of Arts. In Science: Doctor of Science, Bach-
elor of Science (in Pure Science and in Agriculture).
In Divinity : Doctor of Divinity (Honorary) and Bach-
elor of Divinity. In Law: Doctor of Laws (Honorary)

.| Bachelor of Laws (LL.B.), and Bachelor of Law (B.L.).

Particulars may be had on application to the SECRE-
TARY of the University.

NIVERSITY COLLEGE,
BRISTOL.

BNGINEEBRING EDUCATION.

Courses for CIVIL, MECHANICAL, MINING, and
ELECTRICAL ENGINEERS and SURVEYORS,

Professor—B. M. FERRIER, M.8c., M.Inst.C. E.

Special facilities are offered in the way of Collegé
Scholarships and Engineering Works Scholarships:
favourable arrangements being made with firms in or
near Bristol for practical training to be obtained in
works concurrently with the College Course.

A Diploma is awarded to Students who pass the
ualifying Examinations. The Associateship of the

College is conferred on those Students who obtain a
First Class Senior Diploma.

The Institution of Civil Engineers accepts the Pre-
liminary Certificate of the College in lieu of its Entrance
Examination.

Applications for vacancies in October to be made as
early as possible to the undersigned, from whom Pro-
{che and particulars of residence in Clifton may be
obtained.

JAMES RAFTER, Registrar and Secretary.

Psychology of Language Teaching: Phonetics.

HOWARD SWAN,

Post-Graduate in Psychology, Berkeley
University ; Harvard; Research Student
London University; recently Professor
Imperial College of Languages, Pekin;

Author of ‘‘ Facts of Life,” ‘‘ Colloquial French,” &c.
Office Address: 1 Aibemarie Street, W.

TEACHING AND TRAINING IN METHOD OF LANGUAGE

TEACHING, PSYCHOLOGY, AND PHONETICS; ENGLISH,

FRENCH, GERMAN (and CHINESE, HIND! if desired).
Pupils can be taken during August and Septem-
ber in beautiful surroundings in Switzerland.

Holi Address: Hôtel de la Gare, St. Légier
sur Vevey, Switzerland.

SECONDHAND BOOKS AT HALF PRICES |
NEW BOOKS AT 25°/, DISCOUNT |

OOKS for A.C.P., L.C.P., F.C.P.,
Matric., University, Certificate, Seholarship,
L.L.A., B.A., and ALL other Examinations supplied.
State wants: send for List. Books seat on approval,
BOOKS BOUGHT, best prices given, — W. & G.
FOYLE, 136 Charing Croes Road, W.C.

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Write—ScHOoLs AGENT, 1 Arundel Villas, Chelmsford
Road; South Woodford, N.E.

Sept. 1, 1908. ]

THE EDUCATIONAL TIMES.

373

MIDDLESEX ‘HOSPITAL

MEDICAL SCHOOL.

A SCHOOL OF THE UNIVERSITY OF
LONDON.

The Medical School of the Middlesex
Hospital has been largely rebuilt and equipped
to meet the most recent educational require-
ments.

HOSPITAL APPOINTMENTS.

In addition to Clerkships and Dresserships,
Sixteen Resident Appointments are annually
open to all General Students. Also Medical,
Surgical, and Obstetric Registrars are appointed
annually.

SCHOLARSHIPS AND PRIZES.

Scholarships and Prizes to the valne of £860
are awarded annually.

Full particulars may be obtained on appli-
cation to i

H. CAMPBELL THOMSON, M.D., F.R.C.P.,
Dean of the Medical School,
Middlesex Hospital, London, W.

THOMAS’S HOSPITAL,

T.
S ALBERT EMBANKMENT, X.E.
(UNIVERSITY OF LONDON.)

The WINTER SESSION will commence on OC.
TOBER 1.

The PRIMARY F.R.C.S. CLASSES begin on TU ES-
DAY, September 1.

The Hospital occupies one of the finest sites in
London and contains 603 beds,

Entrance and other Scholarships and Prizes (26 in
number), of the value of more than £500, are offered for
competition each year.

Upwards of 60 resident and other appointments are
open to Students after qualification.

A Students’ Club forms part of the Medical School
buildings, and the Athletic Ground, nine acres in extent.
situated at Chiswick, can be reached in 40 minutes from
the Hospital.

A Prospectus, containing full particulars, may be
obtained from the Medical Secretary, Mr. G. Q

ROBERTS.
C. S. WALLACE, B.S. Lond., Dean.

T. MARY’S HOSPITAL MEDICAL
SCHOOL, PADDINGTON, W.
(UNIVERSITY OF LONDON.)

The WINTER SESSION will begin on October 1st.

The Medical School occupies an exceptional position
in the West End of London.

Courses of Instruction are provided for the ENTIRE
MEDICAL CURRICULUM for the of the
Universities, for the Diplomas of M.R.C.S., L.R.C.P.,
and for the Government Medical Services.

A PRELIMINARY SCIENTIFIC COURSE will
commence on October 2nd.

SIX ENTRANCE SCHOLARSHIPS in Natural
Science, £146 to £52. 10s., competed for in September,

Complete Handbook on application to the DRAN.

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

EVENING CLASS DEPARTMENT.

Courses are arranged for the Intermediate and Final
Examinations for the B.A. and B.Sc. Degrees of the
University of London. Students taking the full Course
pay Composition Fees and rank as Internal Students of
the University.

EVENING CLASSES are also held for Mechanical
and Electrical Engineering, Architecture and Buildin
Construction, Drawing, Mathematics, Physics, and al
Science Subjects.

For full information and Prospectus apply to the Dean
(Mr. R. W. K. EDWARDS) or to the SECRETARY, King’s

College, Strand, London, W.C. I W.C

INGS COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

The General Education at King's College, London, is
conducted in several distinct but connected Faculties
and Departments, viz. :—

1 THE FACULTY OF THEOLOGY.—(1) Morning
Course: (2) Evening Course.

2. THE FACULTY OF ARTS, including (1) General
Literature, Secondary Teachers’ Training Course,
Day Training College, and Oriental Studies ; (2) The
Department of Architecture ; (3) Division of Laws,
Day and Evening Classes.

3% THE FACULTY OF SCIENCE.—(1) Natural Sci-
ence Division (Day and Rvening Classes) ; (2) Med-
ical Division (Preliminary and Intermediate
Studies) ; (3) Departinent of Bacteriology ; (4) De-

rtment of Pubhe Health.

4. THE FACULTY OF ENGINEERING (including
Mechanical, Electrical, and Civil Engineering).
Day and Evening Classes.

. THE FACULTY OF MEDICINE (Advanced Med-
ical Studies at King’s College Hospital).

. THE WOMEN’S DEPARTMENT (at 13 Kensington

uare),
; KIN G’S COLLEGE SCHOOL (WimbledonCommon).
. THE CIVIL SERVICE DEPARTMENT.—(1) Eve-
ning Classes for the Civil Service; (2) Day Classes
for emule Appointments in G. P.O.
9. STRAND SCHOOL, suitable for Commerce, the
Professions, and the Civil Service.
A separate Prospectus is prepared for each of these
Faculties and Departments, and will be forwarded on
Application to the SECRETARY, King’s College, Strand,

On O Q

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

FACULTY OF ENGINEERING AND APPLIED
SCIENCE AND DIVISION OF ARCHITECTURE,

SESSION 1908-9 COMMENCES WEDNESDAY,
SEPTEMBER 3SOTH,

Professors :-—
David 8. Capper, M.A.,
M.Inst.G. E., M.ILM.E.
Engineering... .... .... H. M. Waynforth,
| À.M.Inst.C.E., A.M.I.M.E.
M. Curry, M.Inst.C. E.
Electrical Engineering E. Wilson, M.I. E.E.

Natural Philosophy ... H. Wilson, D.Sé,
Architecture... ... ... A alne Smith, ERL A $
: ° e omson e le ) ohe
Chemistry eee eee een H. Jackson, F.1.C.
Matematis of A But tA
Metallurgy .. ... oa K. Huntington, A.R.S.M.,

M.I.M.E.
Geology & Mineralogy H. G. Seeley, F.R.S.
Large Staff of Lecturers and Demonstrators.

EVENING CLASSES

are held for Mechanical and Electrical Engineering,
Architecture and Building Construction, Drawing,
Mathematics, Physics, and other Science Subjects.

For Prospectuses and all information apply to the
SECRETARY, King’s College, Strand, W.C.

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

DEPARTMENT FOR TRAINING TEACHERS FOR
BECONDARY SCHOOLS.

Theory, Practice, and History of Education:
J. W. ADAMSON, B.A., Professor of Education (Head of
the Department).

Ethics:
Rev. A. CALDECOTT, D.Lit., D.D., Professor of Mental
and Moral Philosophy.

Psychology:
C. 8. MYERS, M.A., M.D., Professor of Psychology.

The Papar ment is recognized by the Board of Educa-
tion as a ining College for Secondary Teachers. The
Course, which includes practical work in Secondary
Schools, extends over one academical year, beginning in
October or January. It is suitable for those who are
preparing to take the Teacher’s Diploma, University of
London, or the Certificate of the Teachers’ Training
Syndicate, University of Cambridge.

The fee is £20 for the year, if paid in advance, or
8 guineas per term (three terms in the year).

Two Scholarships, of £20 each for one vear, tenable
from October 1, 1908, are offered to suitable Candidates
(men) who are Graduates of a British University,

Application should be made to Prof. ADAMSON, King's
College, Strand, W.C.

K INES COLLEGE, LONDON.

CLASSES FOR THE LONDON UNIVERSITY
MATRICULATION AND PROFESSIONAL PRE-
LIMINARY EXAMINATIONS.

Individual Tuition in all subjects required for the
Examinations. Fee for Half-yearly Course £3. 3e.
Students may join at any time at proportional fees.
Apply to the SECRETaRY, King’s College, Strand,

JOINT ACENCY FOR WOMEN TEACHERS.

(Under the management of a Committee appointed ty
the Teachers’ Guild, College of Preceptors, Head
Mistresses’ Association, Association of Assistant
Mistresses. and Welsh County Schools’ Association.)

Address — 74 GOWER STREET, LONDON, W.C.
Rogistrar—Miss ALICE M. FOUNTAIN.

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.

Head Mistresses of Public and Private Schools, and
Parents requiring Teachers, or ers seeking ap-
pointments, are invited to apply to this Agency.

Many Graduates and Trained Teachers for Schools
and Private Families; Visiting Teachers for Masic
Art, and other special subjects; Foreign Teachers o
various nationalities; Kindergarten and other Teaches
are on the Register, and every endeavour is made to
supply suitable candidates for any vacancy.

School Partnerships and Transfers are arranged.

Hours for interviews (preferably by appointment) :—
11 a.m. tol p.m., and 3 to 5 p.m.
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ COHFEREHCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cost to Masters seeking appointments.

The lowest possible fees are therefore charged.
A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appoint ment) 12 p.m.-1.30p.m.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.-l p.m.

JUST PUPRLISHED.
Clearance List of Educational Books, Classics,
Mathematics, Science, &c.,
offered in numbers at very Low Prices: with an
Addendum consisting of Recently Purchased Classical
Books, Lexicons, &c.

Gratis and post free from H. G. GADNEY, Second-
hand Bookseller, 2 and 3 Turl Street, Oxford.

THE
HAMILTONIAN
SYSTEM.

A Short and Easy Method of Learning a Foreign
Language by a Close Interlinear Translation.

“ This System differs from the ordinary literal trans-
lations, in giving a truly literal translation placed word
for word under the words of the original, which are only
so far changed 1n order as seemed essential to the sense.
The aim is to be strictly literal, and the student is at
once saved all trouble about the meaning of each word.”
—Mr. RICHARD A. PROCTOR, in Knowledge.

Limp cloth, price 1s,

CASSAR’S GALLIC WAR. Book I. With
Text as well as Interlinear Translation.

Books I. to VI. Price 4s. 6d.
viele AEBNSBID. Books I. to IV. Price

BUTROPIUS. Limp cloth, price 1s. 6d.
FLORIAN’S FABLES. Limp cloth, price 1s.
PHRRIN’S FABLBS. Limp cioth, price ls. 6d.

Each Book contains the Text as well as the analytical,
interlinear, and literal Translation.

Full List of the Series on Application.

FRANCIS HODCSON, 89 Farringdon St., E.C.

374

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

Recently Published in Six Parts.

THE LEADER ARITHMETIC.

By GEORGE MERCHANT.

Part 1. The Simple Rules to Short Division see ee .. 64 pp. Price 3d
Part 2. Long Division and the Money Rules ... ss oe pp. Price 3d
Part 3. Weightsand Measures, Practice, Bills of Parcels, Rule

of Three by the Unitary Method _... Sa ii pp. Price 3d
Part 4. Vulgar and Decimal Fractions, Proportion 64 pp. Price 3d
Part & The Commercial Rules nas in yi 56 pp. Price 3d
.Part 6. Higher Rules and 500 Miscellaneous Examples 56 pp. Price 3d.

‘“ The explanations are simple and clear, and exemplified in adequate variety by
worked examples. The exercises are very numerous and carefully graduated. A
laborious and serviceable compilation.’"’"— The Educational Times.

SIMPKIN, MARSHALL, HAMILTON, KENT & CO., and all Booksellers.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “ Tue JOURNAL oF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams [November,
1906]; CLASSICS, by H. G. Hart (December, 1906]; ENGLISH,
by ARTHUR BURRELL (January, 1907]; PRENCH, by CLOUDESLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907); NATURE STUDY, by T. Rarmont [May,
1907]; HISTORY, by 8.8. F. Fuetcner (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox (July, 1907]; DRAWING,
by W. E. Sparkes (August, 1907]; DOMESTIC SCIENCE, by
ALICE RavENHILL [October, 1907]; GEOMETRY, by H. Winiraxp
STURGE (December, 1907]; GBOGRAPHY, by Dr. A. J. Heeperr-
son (January, 1908]; MUSIC TEACHING, by ARTHUR SomMERVELL
[June, 1908]; ARITHMETIC, by P. B. BALLARD (July, 1908).

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices; 3 BROADWAY, LUDGATE HILL, E.C.

THE RUGBY PRESS

undertakes every description of Letterpress
PRINTING FOR SCHOOLS.
Estimates furnished. Enquiries solicited.
QEORGE OVER, Printer, Rugby.

Address—

CAREY'S “GRADUS AD PARNASSUM.”

WITH THE ENGLISH MEANINGS.
Revised, Corrected, and Augmented by a Member of the University of Cambridge.
Post Svo, cloth, price 7s.
THE STATIONERS’ COMPANY, Srarioners’ HALL, LONDON.

EXAMINATION PAPER

48 USED BY THE

COLLHGH OF PRHACHPTORS.

In strict accordance with the College requirements, and each Sheet
deare their Watermark,
Packed in Reams of 480 Sheets... Qa.
90 960 9 ooo ee go 4s.

99 .
Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, ls. per 100 Sheets.
Musio Paper, 1s. per 100 Sheets.

Remittance should accompany Order.

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

ODERN SIDE ARITHMETIC: Exampies Onty. B
Rev. T. MITCHESON, B.A., late Assistant Master in City of London School.

PART I., crown 8vo, cloth, pp. 119, 1s. (Answers, ls.; Teachers’ Copy, with
Answers, ls. 6d.

PART IL, crown 8vo, cloth, pp. 200, 1s. 6d.
with Answers, 2s.)

COMPLETE IN ONE VOLUMR, crown 8vo, cloth, 2s.
Copy, with Answers, 3s.)

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

(Answers, 1s.; Teachers’ Copy,
(Answers, ls. 6d.; Teachers’

H

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME 1X., 1907, 7s. Gp. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods

of education.

MACMILLAN & 00., Ltd, LONDON.

NOW READY.

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 CALENDAR

OF

THE COLLEGE OF PRECEPTORS

FOR THE YEAR 1908:

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, Summer, _ 1907,
2. Do. do. do. Christmas, 1907.
3. Papers set at Examination of Pupils for Certificates, Midsummer, 1907.
4. Do. do. do. Christmas, 1907.
5. Papers set at Professional Preliminary Examination, March, 1907.
ò. Do. do. do. September, 1907.
7. Papers set at Lower Forms Examination ... .. Summer, 1907.
8 Do. do. .. Christmas, 1907.
+

e% Nos. 3, 4,6, and 6 may be had separately, price, free by post, 7d. each
aet. Nos. 7 and 8, price, free by post, 4d. each set.

The Diploma RADETI ne to be had only in the

FRANOIS HODGSON, 89 Farnmenon Srexet,( LoNDox, E.O.

Sept. 1, 1908.)

THE EDUCATIONAL TIMES.

379

MR. EDWARD ARNOLD'S
NEW SCHOOL BOOKS.

ENGLISH.

Grammatical English. By F. W. G. Foat, D.Lit., M.A.,
Lecturer in English at the City of London College and Assistant
Master in the City of London School. Crown 8vo, cloth, 3s. 6d.

. , The aim of the book is to supply a general introduction to the subject of English
in the form of practical assistance towards the formation of those habits of min
and the attainment of that permanent attitude of thought which are indispensable
alike to the student of grammar and to those who must write and speak correctly in

the ordinary business of life.

Chips from a Bookshelf. A Reading Book for Junior Forms.
Uniform with ‘‘In Golden Realms.’’ Edited by H. B. Browne.
Ilustrated with Reproductions of well known Pictures. 1s. 3d.

Practical Spelling. Book I., price 2d.; Book II., price 3d.

The aim of these little books is to give a ded course of lessons which will
enable the young pupil to reproduce correctly the words used by himself when
speaking and writing.

Dramatic Scenes from History. By Fanny Jounson, formerly
Head Mistress of the Bolton Girls’ High School. Illustrated.
Crown 8vo, cloth, 1s. 6d.

The author has endeavoured to cover, as far as space allowed, all the principal
epochs in their order, from the Conversion of England (in the dialogue of “ Edwin ”
and ‘ Paulinus ”) to the England of George III. (in the dialogue from ‘‘ Boswell ’’).

MODERN LANGUAGES.

Petite Grammaire Française. Par E. RENAULT, Officier
d’Académie; Assistant Lecturer at the University of Liverpool.
‘Crown 8vo, cloth, 1s. 6d.

This book is specety written for Junior Classes, easy French words being used
“whenever possib Accidence and syntax are treated together, and those parts of
grammar are dealt with which a beginner needs.

The Alphonse Daudet Reading Book. Récit biographique
et Extraits de ses Œuvres. Edited by JEtra S. WoLFF, Author of

“ Les Français en Ménage,” &c. 1s. 6d.
Les Deux Prisonniers. By RopoLPHE TörFFER. Edited by
W. H. Hopces, M.A., St. Lawrence College, Ramsgate.

Crown 8vo, cloth, 1s.

Scènes Enfantines. By Käre WEBER, Author of ‘Vier Kleine
Lustspiele fiir die Jugend.” With Vocabulary. Crown 8vo, cloth,
ls. 3d. `

Ppt short plays, for reading or acting. They are all written in very simple
, Suitable for quite young children.

nie Peter Squenz. By ANDREAS GrypHivs. Edited, with
Introduction, Notes, and Exercises for Retranslation, by SYDNEY
H. Moore. Crown 8vo, cloth, 2s.

This text, which is full of interest from beginning to end, has also been chosen for
its great literary value in the hope that it may help the tendency to make Modern
rer pe br as great a factor in the promotion of “humanistic” education as the
study of the classics.

A First Spanish Book. By H. J. Cmayror, M.A., Head
Master of Plymouth College: With Exercises and Full Vocabulary.
224 pages. Crown 8vo, cloth, 2s. 6d.

LATIN.

The two Tollowing boo ks, ther with Mr. Witton’ 8 “Dies Romani,”

eontain all that a boy needs for three or four years’ work at Latin,

beyond a dictionary and a master.

Compendium Latinum. By W. F. WITTON, Classical Master at
St. Olave’s Grammar School. 2s. 6d.

Simplified Caesar. A First Latin Reader and Exercise Book.
By W. F. Wirron. 1s. 6d.

SCIENCE.
General Elementary Botany. By E. DRraBBLE, D.Sc.,
Lecturer in Botany at the University of Liverpool. Crown 8vo,

cloth, 2s. 6d.

Workshop Science.
port Municipal Technical School.

By R. J. Brown, M.Sc., Principal of Stock-
Crown 8vo, cloth, 1s. 6d.

CATALOGUES ON APPLICATION.

London: EDWARD ARNOLD, 41 & 43 Maddox St., W.

GEORGE GILL & SONS, LTD.

The following Works included in

“The Orford and Cambridge Brition”

are required for the

1909
LOCAL AND COLLEGE OF PRECEPTORS
EXAMINATIONS.

Religious Knowledge.
THE OXFORD AND CAMBRIDGE EDITION ST. MAT- s. d.

THEW. Edited by Rev. F. MARSHALL, M.A. sh 1 6
THE OXON. AND CANTAB. EDITION ST. MATTHEW.
Edited by Rev. F. MARSHALL, M.A. (Preliminary) .. ae .. net 1 6
THE OXFORD AND CAMBRIDGE EDITION ACTS I.
Edited by Rev. F. MARSHALL, M.A. oy 1 6
THE OXON. AND CANTAB. EDITION ACTS L Edited by
Rev. F. MARSHALL, M.A. (Preliminary) wi net 1 0
THE OXFORD AND CAMBRIDGE EDITION KINGS Ie
Edited by Rev. F. MaRsHALL, M.A. A 1 6
THE OXFORD AND CAMBRIDGE ‘EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. sgi 2 0
THE OXFORD AND CAMBRIDGE ‘EDITION NEHE-
MIAH. Edited by Rev. F. MARSHALL, M.A. a 1 0
THE OXFORD AND CANBRIDGE EDITION. "PRAYER
BOOK. Edited by Rev. F, MARSHALL, M.A. ody 1 0
THE OXFORD AND CAMBRIDGE EDITION “CHURCH
CATECHISM. Edited by Rev. F. MARSHALL, M.A. ... ... 1 6

THE OXFORD AND CAMBRIDGE CHURCH CATE-
CHISM. Explained specially for phased Candidates. Edited
Rev. F. MARSHALL, M.A. cu @ 6

English.

THE OXFORD AND CAMBRIDGE EDITION TEMPEST.
Edited by STANLEY Woop, M.A., and A. Syms-Woon, B.A. on w. Ll 6

THE OXFORD AND CAMBRIDGE EDITION HENRY v.
Edited by STANLEY Woop, M.A., and Rev. F. MARSHALL, M.A. ... wo L 6

THE OXFORD AND CAMBRIDGE canard MAC-
BETH. Edited by STANLEY Woop, M.A. .. _... 1 6

THE OXFORD AND CAMBRIDGE EDITION JULIUS
SARSAR: Bansa by STANLEY Woon, M.A., and A. ai WOOP,

ce ‘OXFORD ‘AND CAMBRIDGE EDITION RICH-
ARD II. Edited by StanLEY Woop, M.A. a 1 6
THE OXFORD AND CAN BRIDGE EDITION ‘LAMB'S
TALES FROM SHAKESPEARE. Edited despa Woop,
M.A. (Selection Set for 1909 Cambridge Local) .. Rus 1 4
THE OXFORD AND CAN BRIDGE EDITION “LAYS OF
ANCIENT ROME. Edited by Rev. G. Preston, M.A. we 1 0
THE OXFORD AND CANIBRIDGE EDITION LAY oF
THE LAST MINSTREL. Edited by Rev. F. MARSHALL, M.A... 3 0

In the above works the n “ Notes ” have been added to enable Candidates
to answer questions set by the Examiners.

QUIDES

to the 1909 Local Examinations, Specimen Pages, and Complete Lists of the
“ prescribed Books contained in the :

Oxford and Cambridge Edition,
Post free.

JUST PUBLISHED.

HISTORICAL ATLAS,

With CHRONOLOGICAL NOTES.

By E. A. Benrans, M.A., and T. H. Kwiaut, M.A. 9pp. Crown 8vo, net, 8d.

Intended to provide suitable material for a general knowledge of British History
and more especially for use as a supplementary work in Examination Preparation.

Complete Catalogue post free.

London: GEORGE GILL & SONS, Ltd., 13 Warwick Lane, E.C.

376

Messrs.

THE EDUCATIONAL TIMES.

BELL’S NEW BOOKS

[Sept. 1, 1908.

MESSRS. BAKER AND BOURNE’S NEW WORK.

JUST PUBLISHED. Crown 8vo, 1s. 6d.

ELEMENTARY MENSURATION.

By W. M. BAKER, M.A., and A. A. BOURNE, M.A.

The intention of the authors has been to make the subject of Mensuration accessible to those who know no mathematics except
elementary Arithmetic, though the book will doubtless prove useful also to the more advanced.
The object might have been partially attained by the plan, usual in beginners’ books on Mensuration, of giving formuls without

proofs.

are accompanied by easy proofs.

In the present book this “rule of thumb” method has been avoided as far as practicable.
It is hoped that through such treatment formule will be more intelligently grasped and more easily

With very few exceptions the formule

retained. Although the character of the book is elementary, its range is fairly complete, and it will be found useful for all examinations

where elementary Mensuration is required.

MASON’S NEW ENGLISH GRAMMARS.

Revised, in accordance with modern requirements, by

A. J. ASHTON, M.A.,
Senior English Master, Kelvinside Academy, Glasgow; and Examiner in English to the College of Preceptors.

TO BE COMPLETED IN THREE COURSES.

JUST PUBLISHED, 218 PAGES, 2s.

MASON’S eller eyed ae ENGLISH GRAMMAR

PREVIOUSLY ISSUED. 125 PAGES. 1s.

IN ACTIVE PREPARATION.

A JUNIOR ENGLISH GRAMMAR. | A SENIOR ENGLISH GRAMMAR.

This new edition of MASON’S ENGLISH GRAMMARS has been augmented and revised so as to embody the results of the advances

that have been made in the teaching of English Grammar since these grammars were last revised by Mr. Mason.

The new edition will

consist of three Courses—Junior, Intermediate, and Senior—and will be printed in good bold type and strongly bound in cloth. The
Senior Volume, completing the work, is in active preparation and will be issued without delay.

Just Published. Crown 8vo. 2s.

A LATIN READER

(Verse and Prose).

By W. KING GILLIES, M.A. (Glas.), E.A. (Oxon.), Snell

Exhibitioner, Balliol College, Senior Classical Master in the High

School of Glasgow; and HECTOR J. ANDERSON, M.A.

(Edin.), B.A. (Oxon.), Exhibitioner of Oriel College, Inspector of
Training Colleges, Cape Colony.

BELL’S ILLUSTRATED CLASSICS.

Pott 8vo. With many Illustrations. With or without Vocabulary.
Price 1s. 6d. each.
NEW VOLUMES.
VERGIL. —AENEID. Book IX. Edited, with Introduction
and Notes, by L. D. WAINWRIGHT, M.A.

VERGIL.—AENEID. Book X. Edited, with Introduction and
Notes, by L. D. WAINWRIGHT, M.A., Assistant Master at St. Paul’s School.

Crown 8vo. With the Original Map. 2s.

JOSEPH HALL.—MUNDUS ALTER ET IDEM

(An Old World and a New).

Edited for School Use, with Introduction, Notes, and Vocabulary, by
HECTOR J. ANDERSON, M.A. (Edin.), B.A. (Oxon.).
“We are delighted to make the acquaintance of this witty fiction, and we

agree with the editor that it is well fitted fora Latin reader for boys who have

passed the first stage. The Bishop writes excellent Latin, and his few aberra-

Hons com Classical Latinity are not likely to hurt the schoolboy.’ '—Journal of
ucation,

Crown 8vo. la.

COTHURNULUS.
THREE SHORT HISTORICAL LATIN PLAYS FOR BECINNERS.
WITH VOCABULARIES.
By EDWARD VERNON ARNOLD, Litt.D., Professor of
Latin at the University College of North Wales, formerly Fellow of
Trinity College, Cambridge.

Crown 8vo. With 20 Illustrations. Ready shortly.

A GERMAN HISTORICAL READER.
By J. E. MALLIN, E.A., Strand School, King’s College.
Uniform with Mr. H. N. Adair’s “French Historical Reader.”

Pott 8vo. Illustrated. Ils,

THREE TALES BY ERCKMANN-CHATRIAN.

Edited for use as an elementary French Reader, with Brief Notes
and Vocabulary, by O. H. PRIOR, M.A., Assistant Master
at Rugby.

This volume contains “ Le vieux Tailleur,” “ Le Combat de Cocas,”
and “ Pourquoi Hunebourg ne fut pas rendu.”

Nos. I. and II. Now Ready. 5s. net each.

BELL’S CONTOUR CHARTS IN COLOUR.
An Aid to the Reading of Ordnance Survey Maps.

Full Prospectus on application.

8vo. 6s. 6d. net.

GENERAL CHEMISTRY FOR
SCHOOLS AND COLLEGES.

By ALEXANDER SMITH, B.Sc., Ph.D., Author of “An

Introduction to General Inorganic Chemistry,” &c.

Third Edition, Revised and much Enlarged. Reset throughout.
Crown 8vo, 656 pages, 5s.

AN INTRODUCTION TO ENGLISH LITERATURE.
By HENRY S. PANCOAST.

For this edition the first half of the book has been practically
rewritten, and the chapters on the Early and Middle English periods
have been much enlarged. Greater space has also been given to
the Queen Anne and Victorian periods.

London: GEORGE BELL & SONS, York House, Portugal Street, W.C.

Sept. 1, 1908. ] THE EDUCATIONAL TIMES. 377

Mr. Pendiebury’s Rew Arithmetics.

FIFTH EDITION NOW READY.

PENDLEBURY’S NEW SCHOOL ARITHMETIC

By CHARLES PENDLEBURY, M.A.; Assisted by F. S. Rosinson, M.A., Assistant Master at St. Paul’s School.

This book is published in the following forms :—

Complete, with or without Answers, 4s. 6d.
Part I., with or without Answers, 2s. 6d.

Part II., with or without Answers, 2s. 6d.
The Answers may be had separately, 6d. net.

KEY to Part II., 8s. 6d. net.

In this book the Metric System of Weights and Measures is given a prominent position ; Graphical Illustrations are used freely, and

the general use of Graphs is treated in a separate section.

and on Logarithms.

Approximations and Decimalisation of Money are also treated fully.
braical Symbols are used where convenient, and stress is laid on the practical side of the subject.

Alge-
There are sections on Mensuration

Athenæum.—" The new sections on graphs, mensuration, and logarithms add considerably to the value of the book, which in this form is unrivalled.”

SECOND EDITION.

PENDLEBURY’S NEW SCHOOL EXAMPLES IN ARITHMETIC.

EXTRACTED FROM THE ABOVE ARITHMETIC.

With or without Answers, 3s.; or, in Two Parts without Answers, Part I., 1s. 6d.; Part II., 2s.

SECOND EDITION.
PENDLEBURY’S JUNIOR ARITHMETIC.

Price 1s. 6d.; or, with Answers, 2s.

This book carries out the recommendations of the Mathematical
Association. Graphical Illustrations have been employed wherever
suitable, and the Metric System has been introduced at an early
stage, and the new order of multiplication has been adopted
throughout. It will be found specially suitable for the middle and
lower forms of Secondary Schools, and is adapted especially for the
use of candidates for the Oxford and Cambridge Local Examina-
tions, Scotch Leaving Certificate Examinations, County Council
Scholarships, College of Preceptors’ Examinations, &c.

SECOND EDITION.

PENDLEBURY’S NEW
ARITHMETIC.

Price 1s.; or, with Answers, ls. 4d.
This book is identical with the ‘‘Junior Arithmetic,” save that
all treatment of the first four rules, except for a range of revision
exercises, has been omitted.

SHILLING

PENDLEBURY’S EXAMPLES FROM A
JUNIOR ARITHMETIC.

Price 1s.; or, with Answers, 1s. 6d.

BAKER AND BOURNE’S ALGEBRA AND GEOMETRY.

“ Messrs. Baker and Bourne’s excellent ‘Algebra’ must give satisfaction
wherever used.’’"— Nature.

ELEMENTARY ALGEBRA.
By W. M. Baker, M.A., and A. A. Bourne, M.A.
This book is published in the following forms :—

4s. 6d.
Ninth Edition. 2s. 6d. Or,

Complete, with or without Answers. Fifth Edition.

Part I. To Quadratic Equations.
Answers, 3s.

Part II. With or without Answers, Second Edition.
Answers to the Examples. 1s. net.

EXAMPLES IN ALGEBRA.

Extracted from the ‘‘ Elementary Algebra.’’ Complete, with or
without Answers. Second Edition, Revised. 3s.

Part I. With Answers. Second Edition. 2s.
Without Answers. Third Edition. 1s. 6d.

Part II. With or without Answers. 2s.
Complete Key, 10s. net ; or, in Two Parts, 5s. net each.

A FIRST ALGEBRA.

By W. M. Baker, M.A., and A. A. Bourne, M.A.
with Answers, 2s.

with

2s. 6d.

is. Gd. Or,

London: GEORGE BELL & SONS, York House, Portugal Street, W.C.

ELEMENTARY GEOMETRY.

A MODERN TEXT-BOOK
OF PRACTICAL AND THEORETICAL GEOMETRY.

By W. M. Baker, M.A., and A. A. BouRNE, M.A.
Complete Fifth Edition, Revised. With or without Answers, 4s. 6d.

Also in Parts :—
Book I. Fifth Edition. Is.
Books I. and II. Fourth Edition. 1s. 6d.
Books L.-IL[. Seventh Edition, Revised and Enlarged. 2s. 6d.
Books I.-[V. Fourth Edition. 3s.
Books IV.-VII. Third Edition. 3s.
Books V.-VII. Third Edition, 2s, 6d
The following parts may also be had :—
Books II. and cae is. 6d. ' Books III. and IV. 1s. 6d.
Books II.-1V. 2s, 6d. | Books IV. and V. 2s.
Book IV. 1s. | Book V. 1s. 6d.
Books VI. and VII. Solid Geometry.
Answers to the Numerical and Mensuration Examples.
Coniplete Key, Second Edition, 6s. net.

A FIRST GEOMETRY.

By W. M. Baker, M.A., and A. A. Bourner, M.A.
without Answers. ls. 6d.

ls. 6d.
New Edition. 6d. net.

With or

8378

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

PEAGE & NOR

SOLE MANUFACTURERS

SLIDING AND FOLDING

ILAN

Se eh.

- ç MRT a gw A
2. eee ee |
s — — D

By His
Majesty’s Royal
Letters Patent.

= Se aa
| 2
panies) BEC |
|

i
Li

New Islington, Ancoats,
MANCHESTER.

UOY,

OF THE PATENT

PARTITIONS.

Telephone 3085.

TMI N
MM ii
ul ii ii |

í N y Ps ii A mt | | |
| 20 A Wi
d l -= R |
" WAL Wl
“| s |

Telegraphic Address:
“ Partitions,”
Manchester.

İPEACE'S PATENT'S) |

Our Patent Sliding and Folding Partitions have been frequently imitated but
never equalled, and are now considered the most reliable system of dividing

and sub-dividing rooms.

They have been adopted by more than

650 School Boards, Education Committees, and County Councils.
700 Leading Architects have used and recommended them.
Fixed in 3,000 Schools, Colleges, Lecture Halls, Hotels, &c.
OVER 4,600 AT PRESENT IN USE. DEMAND INCREASING.

HIGHLY APPROVED BY THE BOARD OF EDUCATION AND RECOMMENDED BY H.M. INSPECTORS OF SCHOOLS.
Illustrated Circular and Estimates Free on receipt of Particulars.

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, LONDON, W.C.

Lectures for Teachers

ON THE

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE PRACTICAL TEACHER’S PROBLEMS.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the University of London.

The Second Course of Lectures (Thirty-sixth Annual Seri ill
Thursday, October Ist, at 7 p.m. ee nual Series) will commence on

The matters to be dealt with are such as interest all classes of teachers, and will
be treated with that frankness that is possible in an unreported discourse, but is out
of the question in a printed book, ile the lecturer will lose no opportunity of
indicating how present educational conditions may be improved, he will take the
present conditions as the basis and show how to make the best of things as they are.
The Lectures will be copiously illustrated by references to actual experience in all

kinds of Schools,
SYLLABUS.

[. (Oct. 1.) The Teacher's Library: three main sections, books needed by
teacher as (a) human being, (b) knowledge-monger, (c) educator: (a) and (c) too
often neglected: special value of books used by teacher during childhood: the
upper and lower limit of professional books under (c) ; possibility of excess in edu-
cational theory: plea for greater recognition of newer lane of literary presentations
of educational problems; teaching ‘‘the inarticulate profession ” : practical help
that miy be from such books : how to use educational periodicals.

II. (Oct. 8.) How to get some good out of rh dept : need for a change in the
point of view : rational and experimental psychology : need of both by the teacher :
danger of pedantry in both: place of the proposed middleman between the psycho-
loxist and the practical teacher: the teacher must be allowed to direct the psycho-
logist (not the psychologist the teacher) as to the results to be sought : list of things
the teacher wants to know, compared with the list of things the psychologist wants
to tell him: teacher must not confine himself to child-psychology, his profession
demands the treatment of his fellow adults as well.

IIT. (Oct. 15.) How to deal with Officials : an example of the teacher’s need of
adult. so asso the difference between the human being and the official: the
invariable third : official questions and answers : how to interpret them : the official
mind and how to approach it: an instructive bit of law: the official art of com-
promise : uaa palate of conflicting official regulations: the whole question
reviewed from the point of view of the teacher as himself an official.

IV. (Oct. 22.) How to deal with Parents : generally wrong attitude of teachers
towards parents: in loco parentis theory: ‘foster parent’’: getting at parents
through children and vice versa: parents’ antagonism to school authority has

definite relation to their social rank: special difficulties of different classes of
teachers: conflicting influences of fathers and mothers: genuine co-operation
between school and home: golden mean between parental indifference and
interference. ;

V. (Oct. 29.) How to Learn: the other side of teaching : absence of the desire
to know : how to rouse it: even when desire is present there is difficulty enough :
kinds of learning: reproduction: the dynamic view: constructive learning :
rhythm of learning: concentration and diffusion: fallacies about thoroughness :
temporary and permanent learning. f

VI. (Nov.5.) Class Management and Teaching: ordinary psychology deals
with the individual: teacher needs collective psychology as well: relation of class
to crowd or mob: minimum number to constitute a class: sympathy of numbers :
class leaders: difference between class teaching and private coaching : advantages
and difficulties in having to teach several persons at the same time: the average
pupil: the type: the composite; the ghostly class.

VII. (Nov. 12.) How to combine Lecturing and Teaching: teachers’ general
disapproval of lecturing: nature of lecturing as opposed to teaching: newer
methods of teaching history, geography, and geometry are demanding a certain
amount of lecturing: dangers of lecturing in schools as compared with colleges :

the pupils’ share in the process of lecturing: the art of listening: intermittent
| hearing: the lecturer’s relation to the text-book. ,
| VIII. (Nov. 19.) Written work in School; absolute necessity for a good deal

| of written work in school: note-taking, exercise writing, essays: drudgery of

correction : the surd of efficient correction in (a) quantity, (b) quality : co-operative
correction : psychological dangers of correction: the norm of correction: spelling
and dictation exercises : analysis of most common errors and their causes. —

IX. (Nov. 26.) Verbal Illustration : nature of illustration in general: distinc-
tion from exposition: mental backgrounds: relativity of illustration to the
materials at command : exemplification: enumeration: nature of analogy and its
place in illustration; the metaphor and other illustrative figures: how to find
suitable verbal illustrations: source books of illustration.

X. (Dec. 3.) Graphic Illustration ; the actual object and the model as means
of illustration; the value of the picture as illustration, especially as compared with
a verbal description: different illustrative values of a picture according as it is
used for intellectual, moral, or wsthetic teaching: the diagram as compared with
the picture: dangers that lurk in diagrammatic illustration: certain weaknesses in
our space sense: supremacy of the straight line in illustration. 5 ad

XI. (Dec. 10.) ow to deal with Dullness : nature of dullness : its relativity to
time and subject: the temporary dunce: the permanent dunce: the all-round
dunce: the specialized dunce: the scale of dullness: the “defective point”:
subjective and objective dullness : stage at which objective dullness is welcomed
by the papi the tyranny of “problems,” and the legitimate claims of the
relatively dull, ;

XII. (Dec. 17.) The Problem of Examinations: various functions of examina-
tions; teacher as examiner: how to prepare an examination paper: allocation of
marks: how to make the best of the external examiner: the eager equation :
the use of “old examination papers ” : preparation of “set books”: “the index”
in revision of examination work : how to prepare pupils for an external examination
with the minimum educational damage.

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
College, Bloomsbury Square, W.C.—Members of the Collége have free adinission to
all the Courses of Lectures.

Sept. 1, 1908.] = THE EDUCATIONAL TIMES. | 379

From Messrs. METHUEN "Ss NEW LIST

A HISTORY OF GREAT BRITAIN: From the Coming of the Angles to the Year 1870.
By E. M. Witmot-Buxtox, Author of ‘‘ Makers of Europe.” With 20 Maps. Crown 8vo, 3s. 6d.

This book attempts to brenk through the conventional lines on which History class-books are laid down. With very few exceptions these books make the reign the
chapter-limit, and take each event in chronological order. In this book each chapter will be found to deal with one great movement, which is traced in cause, events, and
result. Another feature is the close connexion which has been maintained throughout with European History.

A SHORT HISTORY OF GREECE, to the Death of Alexander the Great. By WALTER
S. Hert, B.A., Assistant Master at Brighton College. With Maps. Crown 8vo, 3s. 6d.

i enia i is intended primarily for the use of students reading for the Oxford and Cambridge Higher Certificate, and secondarily as an introduction to a wider study
of the subject.

A SCHOOL LATIN GRAMMAR. By H.G. For», M.A., of Bristol Grammar School. Crown 8vo, 2s. 6d.

The author has endeavoured to simplify both accidence and syntax. Both in the accidence and syntax what is essential for beginners is carefully separated, by a
system of typing or paging, from what they may neglect. The book may thus be used by boys of all forms.

A JUNIOR LATIN PROSE. By H.N. Asmay, M.A., B.D., of Owen’s School, Islington. Crown 8vo, 2s. 6d.

The “Junior Latin Prose’’ is written primarily, though not exclusively, with a view to the Junior Locals. It contains explanation of, and exercises on, the chief rules
of Syntax, with special attention to points which cause difficulty to boys, and concludes with exereises in Continuous Prose.

EXAMPLES IN ELEMENTARY MECHANICS, Practical, Graphical, and Theoretical.
By W. J. Dosss, M.A., Author of ‘‘ Elementary Statics.” With 51 Diagrams. Crown 8vo, 5s. [Text-books of Science.

This book is intended for use at Schools and Technical Institutes, for Army and Navy Candidates, and Students of Engineering. It consists of some 1400 examples in
Elementary Statics and Kinetics, and is designed for use without an accompanying text-book.

AN ORGANIC CHEMISTRY for Schools and Technical Institutes. By A. E. Dunstan, B.Sc. (Lond.),
F.C.S., Head of the Chemical Department, East Ham Technical College. With many Illustrations. Crown 8vo, 2s. 6d. [Text-books of Science.

This new book, which has not been prepared to meet the requirements of any particular examining body, is intended for the use of the higher forms of schools taking
the Special Science Course, and as a first year text-book in Technical Institutes,

FIRST YEAR PHYSICS. By C. E. Jackson, M.A., Senior Physics Master, Bradford Grammar School. With
51 Illustrations and numerous Examples. Crown 8vo, 1s. 6d. [Text-books of Science.

This book deals with such subjects as may reasonably be included in a first year course of Physics for Secondary Schools—the processes of measurement and the ele-
mentary principles of Hydrostatics and Mechanics. It is an attempt on the part of the author to provide a text-book which shall be a useful supplement to the lessons of
the classroom and ut the same time direct the experimental work of the laboratory.

JUNIOR ENGLISH. By F. J. Rautz, M.A., B.Sc., Lecturer in English at the Merchant Venturers’ Technical

College, Bristol. Author of ‘‘ Higher English.’’ 1s. 6d.

This book is intended for the Lower Forms (First and Second Years) of Secondary Schools. It deals with grammar, the construction of phrase and sentence, analysis,
parsing, expansion, condensation, composition, paraphrasing, and many other exercises in the use of English. .

ENGLISH LIFE 300 YEARS AGO: Being the first two chapters of Mr. G. M. Trevelyan’s “ England under
the Stuarts.” Edited by J. Turrat, B.A., Head Master of the Blackpool Secondary School. Crown 8vo, 1s.

This little book will be a welcome and useful addition to the prose books for the year in the English Literature of Middle and Upper Forms of Secondary Schools.

A PRELIMINARY GEOMETRY. By Noe: S. Lypon, of Owen’s School, Islington, Author of “ A Junior
Geometry.” With 159 Diagrams. Crown 8vo, Is.

This book is intended for the use of beginners. The treatment of the subject is mainly experimental and practical, and the ground covered is sufficient to enable the
pupil to pass to the study of a formal course of theorems.

METHUEN’S SIMPLIFIED FRENCH TEXTS | BOOKS FOR THE LOCAL EXAMINATIONS

Edited by T. R. N. CROFTS, M.A. 1s. each. SET BOOKS

Simple translation books which provide complete stories instead of a succession '
of little anecdotes. Vocabularies have been added, in which the chief idioms A Historical Geography of thə British Empire. By

PEE ARE wid pene TER 7 H. B. GEORGE, M.A. Second Edition. 3s. 6d. (Oxford Local.
isto1re un ullpe. apted by L. WK. N. CROFTS, M.A. 9 e F
Abdallah. By E. Lasounaye. Adapted by Mrs. J. A. WILSON. A A Moonta F na Historical Atlas of the
La Chanson de Roland. Adapted by H. Rrev, M.A. It is the Historical Atlas best adapted to use with Mr. George’s “ Historical
Mémoires de Cadichon. Adapted by J. F. Ruoaprs. Geography of the British Empire.” Prospectus free.
Le Docteur Matheus. Adapted by W. P. FULLER, M.A. Tne Gospel according to St. Matthew. Edited by E.
L”’Equipage de la Belle Nivernaise. Founded on Daudet’s WILTON SOUTH, M.A. an Three Maps. Crown 8vo, 1s. 6d.
“La Belle Nivernaise.” Adapted by T. R. N. CROFTS, M.A. The Acts of the Apostles. Edited by A. E. Rusie, D.D. 2s.
La Bouillie au Miel. Adapted by P. B. Incuam, B.A. i Edi
‘ 3 ted by A. E. Ruse, D.D. Qs.
Jean Valjean. Adapted by F. W. M. Draper, B.A. The First Book of Kings SESI S
L Histoire de Pierre et Camille. Adapted by J. B. Patterson, M.A.
La Bataille de Waterloo. Adapted by G. H. Evans, M.A. GENERAL BOOKS
Remy, Le Chevrier. Adapted by E. C. Cuorriy, B. ès L. A Junior English Grammar. By W. Wituramson, B.A. With
numerous Passages for Parsing and Analysis, and a Chapter on Essay Writing.
J Fourth Edition. 2s. (Junior.
METHUEN S SIMPLIFIED GERMAN TEXTS A Junior French Grammar. By L. A. Sornet and M. J.
AcaTos. Second Edition, 2s. (Junior.

Edited by T. R. N. CROFTS, M.A. 1s. h. . i
y Aa A Junior French Prose. By R. R.N. Baron, M.A. Third

A series of German texts, uniform with the French texts above. Edition. 2s. Jantar.

Der Müller am Rhein. Founded on Brentano’s Märchen *‘ Von |

dem Rhein und dem Miller Radlauf.” Adapted by Miss A. F. RYAN. A Junior Geometry. By Norr S. Lrpox, of Owen’s School,

Undine und Huldbrand. Founded on Fouqué’s « Undine.” l Islington. With 276 Diagrams. Sixth Edition. 2s. [ Junior,
Adapted by T. R. N. Crorts, M.A. Elementary Experimental Science.—PHYSICS, by W. T.
Die Geschichte von Peter Schlemihl. Founded on Chamisso's CLOUGH, A.B.C.S.; CHEMISTRY, by A. E. Dunstan, B.Sc, Sixth Edition.
“ Peter Schlemihl’s Wundersaine Geschichte.” Adapted by R. U. PERRY, M.A. | 2s. 6d. (Junior.
Die Nothelfer. Founded on ‘‘ Die Vierzehn Nothelfer,’’ by W. H. | Elementary Experimental Chemistry. By A. E. Dunstan,
Riehl. Adapted by P. B. INGuaM, B.A. B.Sc. Second Edition. 2s. (Junior.

METHUEN & CO., 36 ESSEX STREET, LONDON, W.C.

THE EDUCATIONAL TIMES.

104 Charing Cross Road,

and 2 Manette Street, Soho, LONDON,

W.C.

[Sept. 1, 1908.

BOOKS BOUGHT.
New and Second-hand.

All Enquiries
answered.

THE EDUCATIONAL SUPPLY ASSOCIATION, Lro.,

SUPPLY EVERY SCHOOL REQUISITE,

PUBLISH AND SEND GRATIS AND POST FREE THE FOLLOWING CATALOQUES :—

CATALOGUE OF SCHOOL STATIONERY AND REQUISITES;

CATALOGUE OF Ae TEXT-BOOK

TAL
ALOGUB OF CHEMIOAL APPARATUS, OHEMICALS, AND REAGENT

SCHOOL FURNITURE.

THE STANTON DESK.
Many thousands of these desks have been sold.

The School Furni-
ture supplied by the
Association
is manufactured on
HYGIENIC
PRINCIPLES.
The proportions of
the different parts
of the STANTON
Desks are carefully
arranged in relation
to each other: the
desk portion slides
backwards and for-
wards, allowing the
edge of the desk to
be vertically over
the edge of the seat
when used for writ-
ing, and also provid-
ing ample room for
standing or sitting
comfortably at other

times.

The EDUCATIONAL SUPPLY ASSOCIATION also supply a
PATENT ADJUSTABLE DESK,
in which the height of the desk and seat can be adjusted independ-

ently, the back and footrail also being adjustable.

This desk has

been supplied throughout the University College School at Hamp-

stead recently opened by the King.

42 HOLBORN VIADUCT,

LONDON,

CATALOGUE OF SCHOOL ee
OGUE OF REWAR

RE
D BOOKS AND PRIZES;

PUBLICATIONS, &c., FOR S ECON DARY SCHOOLS

REGISTERS.
Admission Registers.
Attendance Registers.

Pupii-Teacheres’ Registers.

MATHEMATICAL
INSTRUMENTS, &c.

Simpie Boxes of Reliable
instruments.

Safety Pencil Compass for
Pocket or Satchel.

Special Boxwood Rules
and other accessories.

MARK BOOKS.

Owen's School Journal.

Simplex Journal.
Rose Scholars’ Mark Book.

SCHOOL HYMN BOOK.

ANALYSIS BOOKS.

TEXT-BOOKS.
HIGHER SCHOOL
SERIES.

Arithmetic.
Price Geography.
te. each. Grammar.
Published. History.

STATIONERY.

. Nature Note Books.
Science Note Books.
Graphical Note Books.
Graphical Paper.

COPY BOOKS.
Four Series with four different styles of
Writing.
Upright.
Semi-Upright.
Civil Service.
Sloping Hand.

Sept. 1, 1908.] THE EDUCATIONAL TIMES. 381

MACMILLAN & CO.”S NEW BOOKS.

A SCHOOL h.s. Hall, ma.
ARITHMETIC. F. H. Stevens, M.A.

Complete, with Answers, 4s. 6d. ; without Answers, 3s. 6d. Or, in Two Parts— Part l., with Answers, 2s. 6d.;
without Answers, 2s. Part ll., with Answers, 2s. 6d. ; without Answers, 2s. Answers, 1s. KEY in Preparation.
This work follows closely the recommendations of the Mathematical Association.

THE ATHENAUM.—“ We consider that the book, which covers thoroughly the whole of Arithmetic and a good deal of what is
usually called Algebra, marks a distinct advance in mathematical teaching, and is worthy of the high reputation of the authors.’’

PART II. AND COMPLETE BOOK JUST PUBLISHED.

A Modern Arithmetic with Graphic and Practical Exercises.

By H. SYDNEY JONES, M.A. Parts I. and II., with or without Answers, 2s. 6d. each. Complete, with or without
Answers, 4s. 6d.

Practical Arithmetic and Mensuration. "isi"

By S. BARNARD, M.A., and J. M. CHILD, B.A., B.Sc. Volume I., contain-
A New Algebra. ing Parts I., II., and III. 2s. 6d. [Shortly.

Part I.—A generalized Arithmetic in which letters are employed to represent Natural Numbers and the idea of Algebraic Form is

introduced.
Parts II. and III.—Zero and Negative Numbers and Fractions are considered. These two new classes of numbers are defined so that

the expressions a—0 and a/b may always have a meaning.

The International Geography. By SEVENTY AUTHORS. Edited by

H. R. MILL, D.So. With 489 Illustrations. New Edition. Complete, 12s. net.
The following Sections are issued separately, with Exercises and Examination Papers in the Text :—Preliminary Section : PRINCIPLES
OF GEOGRAPHY, ls. 6d.; I. Britisu Isues, 1s.; II. Europe, 2s. 6d.; III. Asra, 2s.; IV. AUSTRALIA, 1s. 6d.; V. NORTH AMERICA,
CENTRAL AMERICA, AND THE WEsT INDIES, 2s.; VI. SOUTH AMERICA, 1s. 6d.: VII. AFRICA, 2s.
*.* Detailed Prospectus on application.

Macmillan’s Orographical Map of Europe. neima
py B. Ta eee M.A., and A. W. ANDREWS, M.A. Cloth, mounted on Rollers, 15s. Also Notes to same,
p clo

English Literature for Secondary Schools.

NEW VOLS. Edited by J. H. FOWLER, M.A.
SECOND YEAR.

FIRST YEAR.
A Book of Poetry illustrative of English Histo
Stories from the Arabian Nights. Edited by A. T. Edited by G. Dow E, B.A. Part I.: A.D. TEE 9d. ká
MARTIN, M.A. is. Part II. 7 The Tudors and Stuarts. 9d.

Grimm’s Fairy Tales. A Selection from the ‘‘ Household Part III.—The Hanoverian Dynasty. 9d. (In the press.
Stories.” Edited by A. T. Martin, M.A. Is. Irving's Rip Yan Winkle, The Legend of Sleepy Hollow,
Stories f Wonder-Book for Girls and Boys. By and other Sketches. Edited by H. M. BULLER, M.A. is.
Pidi aera ee Mic A ys. By | gcott’s Tales of a Grandfather. First Series. Edited by
NATHANIEL HAWTHORNE. Is. Miss Jd. Euccuisox. 1s.
THIRD YEAR.
Cavendish’s Life of Wolsey. Edited by Mary Tout, M.A. is.

s 2 m’ sas By G. B. BEAK, M.A., F.R.G.S. Limp cloth,
Indexing and Précis Writing. °° 35 ae ERGS, Limp clo
CHEAPER IMPRESSION.

Old-English History. By EDWARD A. FREEMAN, D.C.L. With Maps. 3s. 6d.
Dictionary of the English and German Languages.

By WILLIAM JAMES. Forty-first Edition, entirely rewritten and greatly enlarged. German-English and English-German
in one volume. 4s. 6d.
SCHOOL GUARDIAN.—“ If this were not a thoroughly useful and good dictionary, it could not have reached forty-one editions,
It is well arranged and clearly printed. Students on the look-out for a German dictionary should buy this one.”

Errincen 600 OS® |" Bible School. Generai Subject: “God the Work-

a pe eae ee man. The Creator and His Works.” By Lors

. The Wonderful House that Jack has. A Reader in SEDGWICK PALMER. Kindergarten Outline by Prof. G. W.
Practical Physiology and Hygiene for use in School and Home. By PEASE. Globe 8vo. 38s. net.

CotumBus N. MILLARD. Illustrated. Crown 8vo. 3s.

MACMILLAN & CO., Lro., ST. MARTIN’S STREET, LONDON, W.

382

BLACKIE &

Magnetism and Electricity and The

Principles of Electrical Measurement. By 5. 8.
RICHARDSON, B.Sc., Associate of the Royal College of Science, London ;
Lecturer in Physics, Municipal Technical School, Liverpool. Crown 8vo,
cloth boards, 5s, net.

The object of this book is to provide a sound and systematic course of study
in the main principles of Electricity and Electrical Measurement. It is written
to meet the requirements of students who have already, in a first vear’s course,
made some acquaintance with the elementary descriptive parts of the subject,
and are commencing the study of Electricity in its more quantitative aspects—
either as a branch of pure Physics or as a preparation for a course of Applied
Electricity.

Elementary Electrical Engineering.
By Jons M. Snaxpy, B.Sc., Assistant Lecturer, University llege of
South Wales, Cardiff. Copiously IHustrated. 3s. net.

Written to meet the needs of practical students, as an aid to class work, and
for private reading.

Trigonometry: Theoretical and Practi-

cal, Embodying Graphic and other Solutions by R. C. BRIDGETT, M.A.,
B.Se., F.C.S., and WILLIAM HysLoP, M.A., B.Sc. A practical Trigono-
metry on experimental lines, covering the whole ground of a school or
ordinary college course. Based throughout on the new and more scientific
methods, with logarithm table and answers. 4s. 6d.

Experimental Trigonometry.
By R. C. BRIDGETT, M.A., B.8c., F.C.S. An Introductory course in
Trigonometry on experimental lines. Containing many exercises and exam-
ination papers. ls.

Elementary Geometry of the Straight
Line, Circle, and Plain Rectilineal Figures.

By CrecIL Hawkins, M.A., Senior Mathematical Master at Haileybury
College. Crown 8vo, cloth, with or without Answers, 3s. 6d.

A Text-book of Organic Chemistry.
English Translation from the German of A. BERNTHSEN, Ph.D. Edited by
J. J. SUpBorouana, Ph.D., D.Sc., F.1.C. New Edition. Revised to date.
674 pp., crown 8vo, cloth, 7s. 6d. net.

Systematic Inorganic Chemistry from

the Standpoint of the Periodic Law. A Text-Book for
Advanced Students. By R. M. Cavey, D.Sc., and G. D. LANDER, D.Sc.
Crown 8vo, cloth, 6s. net.

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

SON’S LIST

A Brief Survey of British History.
By G. TowNsEND WARNER, M.A. With Tables, Summaries, Maps,
Notes, &c. 1s. 6d. , f
“The best English History for younger pupils. Used in all leading Pre-
paratory Schools, and the Royal Naval College, Osborne.”

A Brief Survey of European History.
By ARTHUR HAssaLL, M.A. An excellent general sketch of European
History from Charlemagne to the present tine. Crown 8vo, cloth, 4s. 6d.

Landmarks of European History.
By E. H. M‘DovGaLt, M.A. Oxon., late Assistant in the Tewfikieh School
and Training College, Cairo. With many Coloured and Sketch Maps,
Index, &c. 3s. 6d.

Heroes of the European Nations.
From Early Greece to Waterloo. By A. R. Hore MONCRIEFF. 1s. 6d.

Readings in English History.
From Original Sources. Edited by R. B. Mora@an, B.Litt.,and E. J. BALLEY,
B.A. Illustrated. Vol. I., B.C. 54 to A.D. 1154, 2s, Vol. II., 1154 to 1485,
2s. 6d. Vol. III., 1485 to 1688, 2s. 6d. (just ready).

Combined Course of Literary Reading

and Composition. [Illustrated from Famous Pictures. Edited
by Lewis MARSH, M.A. 2s,

English Poetry for the Young. | l
Selected by S. E. WINBOLT, M.A. A chronological selection of English
poetry, clearly printed and well bound in cloth, Is.

The Plain Text Shakespeare.

The greater Plays. Text only. No Notes. In limp cloth cover.
4d. each.

The Teaching of English.
y.

. E. ROBERTS, M.A., Principal Lecturer in English at the Islington
Day Training College, and A. BARTER, L.L.A., late Head Mistress of the
Braintree Pupil-Teacher School. Price 2s. net. {Just Published,

Much pioneer work lies before the English teacher, and the present book is
an attempt to suggest some of the lines along which he may proceed. No space
has been devoted to the teaching of reading and writing as mechanical pe
cesses, since these subjects have been frequently treated of in books in school
method, The emphasis has been laid on the teaching of literature and of

Price

| composition,

The most recent Observations and Conclusions of Scientific Geographers.

GEOGRAPHY

STRUCTURAL; PHYSICAL;
COMPARATIVE.

A TEXT-BOOK FOR SENIOR STUDENTS.
By J. W. GREGORY, D.Sc., F.R.S., Professor of Geology in Glasgow University.

With an Entirely new series of COLOURED MAPS.

Large 8vo. Price 6s. net.

“THE main purpose of this book is, as Professor Gregory states in his preface, to put before the student “‘the
most important facts concerning the Structural Geography of the Earth, and the evolution of our present

continents from older lands.”

A First Geography.
With Coloured Pictures and Diagrams on every page. By C. A. E.
Ropcers, M.A., F.R.G.S., Assistant Master, Bradford Grammar School,
and an Examiner in Geography to the College of Preceptors, Small 4to,
cloth, 1s. ¿Just Published,

Advanced Book-Keeping.
For Commercial and Accountancy Classes. By WALTER GRIERSON, Author
of ‘‘ Practical Book-keeping for Commercial Classes.” Crown 8vo, cloth,
2s. 6d. net. [Just Published.

The Longer French Texts.
Printed in large type. Cloth limp, 8d. each. Brief Notes, Questionnaire,
Memory List of Useful Phrases and Vocabulary.

The Little French Classics.

Price 4d. ench book. All French authors in prose and verse, from the
Chansons de Geste to Daudet aud Paul Bourget.

?

Recits tirés des Classiques francais.
6d. each. Edited by Mme. C. BAGNALL, of Clapham High School, and
Mile, VIVIER.

The Stories of the great Dramatısts told in simple French, suitable for

Lower and Middle Forms.

A Latin Course.

By E. H. Scott, B.A., and Frank Jones, B.A. First Course, cloth, 1s. 6d.
Second Course, cloth, illustrated, 2s. 6d.

A First Latin Grammar.

By EF. H. Scott, B.A., late Head Master of Boys’ Secondary School, Bar-
berton, Transvaal; and FRANK JONEs, B.A., Assistant “Master, King
Edward’s School, Aston, Birmingham. Crown 8vo, cloth, 2s.

BLACKIE’S ENGLISH TEXTS.

6d. each. Blue limp cloth covers. 72 volumes. To be used in correlation

with the study of English Literature and History.

Among the leading Authors are :—

Malory. Cibbon. Drake. Thucydides. Diokens.
Froissart. Macaulay. Raleigh. Plutarch. Charles Lamb.
Bacon. Carlyle. Anson. Livy. Kingsley.
Burke. Prescott. Hawkins. Maroellinus. Swift.
Ruskin. Josephus. Cook. Luclan. Borrow.

Messrs. BLACKIE & SON will be pleased to send full lists of Books sultable for Oxford and
Cambridge Local Examinations, 1909, post free on application.

BLACKIE & SON, Ltd., 50 Old Bailey, E.C.

Sept. 1, 1908. ] THE EDUCATIONAL TIMES. 383
CONTENTS.
Page Page
Leader: Examination and Inspection .............c0.c0cccseeeneeeeeee 383 Correspondence: International Moral Education Congress ...... 396
NOTES. araia E A N ton Sei a uence ones en aaes 384 _ ‘The International Art COngress........ccssesseeeeeessereeetesereetee os 396
Passing of the Irish Universities Bill—The International Art London Scholarshivs (L.C.C.) : A Criticism................scceeseeees 400
Congress—Scottish Universities and the Treasurv— English and k
RAT Educational Interest—The Neglect of German— Hats and College of Preceptors: Certificate Examination—Errata ......... 401
no Hats. Š
Revine oaeee E AARAA AA 402
Summary OF tho Montieri raTa a T as a 386 The Riddle of the ‘‘ Bacchae” (Norwood); Factors in Modern
The Ed i History (Pollard).
e ;
ucational Ladder... sees teeters terete eee General Notits ssia EE SEA 404
Current Eventa o. essesseresssessssereroperess srsessssarsesroessoeeseo 5903 Mist Glander aona a a a a aa i 408
Fixtures—Honours— Endowments and Benefactions—Scholarships :
and Prizes—Appointments and Vacancies. Mathematics: evocsaehosuasadacouesuevunsssddavens shes AR SEEE E 410

The Educational Times.

PENNI Persons not yet beyond middle age can
Examination and

Inspection.
by results. That system, associated with

the first enthusiasm for competitive examinations, never
gained the approval of elementary teachers, and gave way to
arrangements leaving more to the individual discretion of
inspectors. In higher schools the belief in examinations as
a test of efficiency has been more persistent, but now that
Matthew Arnold’s famous dictum, “ Organize your secondary
education,” is being put into practice, a different set of
criteria are in the ascendant, and the reign of the inspector
has begun in connexion with another group of schools. The
true test of the efficiency of a school is, no doubt, to be found
in its success in preparing its pupils for life. If we could
express with mathematical accuracy the character of the
material on which a school begins its work, and formulate
in the same way the qualifications of its pupils when they
leave school and a few years later, the problem would be
solved. But here we are faced by the infinite complications
involved in all questions dealing with human nature.
Neither the data nor the results admit of being precisely
recorded, even in a limited field. At best we can get induc-
tions, based on the incidental experience of more or less
competent observers. The present writer remembers a con-
versation in the hunting field with a distinguished General,
in which the merits of the young officers trained in a par-
ticular school were the subject of considerable eulogy ;
and in a few years similar obiter dicta may be expressed
by naval officers on the value of the new system of training
for the navy. Such opinions are necessarily vague and are
not altogether free from the “ personal equation ” of which
even astronomical observers are bound to take account.
Failing a complete solution, it will be well to examine the
relative values of inspection and examination tests.

To begin with inspection. It does not, or should not,
claim to deal with much more than the machinery em-
ployed to produce results. An Inspector can judge of the
school buildings and furniture ; he can criticize the qualifica-
tions, and to a certain extent the methods, of the teachers

remember the Revised Code and payment |

and the apparent receptivity of their classes; he can form
an opinion on the time-table, the system of promotion, and
the books in use—in a word, he can pass a prima facte
judgment on the action of the school authorities, including
the governing body, and the Zweckmässigkeit (to use a Ger-
man word) of the general arrangements. The obvious
objection to be raised against inspection as a test is that it
stakes too much on the judgment of a single person and that
his fancies in favour of particular methods may seriously
interfere with the value of his report. Another point is
that there are but few of the best type of inspectors avail-
able. No doubt the best would be successful schoolmasters
still in the prime of life; but it would be impossible to
offer to such men—even if they were willing, on other
grounds, to give up teaching—inducements to place their
services at the disposal of the authorities. The policy of the
Board of Education has been to create an inspectorate by
taking young men of fair attainments and moderate experience
and employing them at first under supervision. The Uni-
versities have no organized inspectorate, but employ the best
available talent among dons and retired schoolmasters. No
doubt such a system lacks permanence and method; but it
is, on the whole, acceptable to the profession, and it is quite
free from the taint of officialism. To sum up, the chief use
of inspection is, on the one hand, to put governing bodies
through their paces and to keep isolated schools in touch
with the best traditions of the profession, and, on the other
hand, to let the public know how far each school fulfils the
most obvious conditions of efficiency.

Examination has a different function. It deals with results
at different stages of the school career. Such results are,
no doubt, a function of two independent variables—the skill
‘of the teachers and the ability and receptivity of the pupils.
The silk purse may be knitted with consummate skill, but
the result can hardly be satisfactory if the material is
largely intermixed with hog’s bristles. A common objection
is that examinations, especially public examinations on a
large scale, tend to encourage ‘“‘cram’’—a much abused
word. “Cram” may include everything from careful re-
vision of subjects judiciously studied to the attempt to induce
a pupil to retain by force of memory collocations of words
ithe drift of which has never been; thoroughly understood.

884

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

Many teachers will remember as their most profitable lessons
those of the few days a month before the end of term when
they were directing the preparation of their classes for
examination, answering questions, and filling up gaps in
their knowledge—in fact, the very opposite of “the dull
drilled lesson learned and conned by note.” There is an
amusing story of the great Prof. de Morgan, showing how
the function of revision may be misunderstood. His prac-
tice was, after every lecture, to give mathematical problems
to his students to be solved before the next lecture. One
day, just before the end of term, no solutions were forth-
coming. ‘I see what you have been doing,” said the Pro-
fessor, indignantly, “you have been cramming for my
examination; but I will set you an examination in which
all your cram shall avail you nothing.”

Of course, some subjects lend themselves more readily
than others to examination. Mathematics and all forms of
translation can be examined in such a way as to bring out
trained aptitude rather than mere memory and drill. In
other subjects, such as history and geography, which are
being more and more taught in a way to cultivate the
reasoning powers, there are obvious difficulties. Reasoning
is impossible without data; you cannot discuss the climate
of Chili and the persistence of the nitrate beds without
knowing where Chili is. A certain amount of topographical
drill is therefore essential, just as grammatical accuracy is
necessary for doing Latin prose or for translating an unseen
passage of Latin. The examiner must then try and test not
only the reasoning power of the examinees, but also their
knowledge of facts, especially if he has to deal with com-
paratively early stages of education. Lastly, the public
generally believe in examinations as an impartial and
carefully graduated test, and the public are not far wrong.

The conclusion, then, is that both inspection and examina-
tion have their proper functions. Each can discover merits
and defects which the other is liable to overlook. Possibly a
single expert from without, acting partly as inspector and
partly as examiner in close co-operation with the teachers,
might be the most competent person to pronounce judgment
on a school; but the ordinary principle of the division of
labour makes this extremely difficult, and it is better to be
content with a combination of examination, which is already,
in a sense, @ fine art, and of inspection, which it is hoped
will soon come to be equally perfected.

NOTES.

Mr. BIRRELL deserves the highest personal congratulation
on carrying his thorny Irish Universities Bill. It is not too
much to say, with a Dublin contemporary, that, “in con-
ducting it through the House of Commons and Committee,
he showed not only courage but the most admirable temper,
patience, courtesy, and firmness.” Now we can only
hope that the institutions will be conducted and taken
advantage of in the way that Mr. Birrell intended. Let the
new institution in Dublin be truly a University and truly
national; let it be, in the fervent words of a distinguished
Irishman, “a University racy of the soil, instinct with the
genius and in sympathy with the highest aspirations of
the Irish race.” President Hamilton is exultant at Belfast :

his heart is filled “ with joyful anticipations of the dawning
of a new era not only for Queen’s, but for Belfast, for
Ulster, for education, for the advancement of knowledge
over the world.” He is certainly to be permitted a high
note on the crowning of his long and laborious efforts for
Queen's. No doubt these new Universities, like older places
of higher education, will soon learn to clamour for more
money. If they touch the heart and the imagination of
the Irish people, they will find little difficulty in strength-
ening their funds from local generosity ; and if they prove
their educational worth, they will meet with ready recog-
nition along with other educational suppliants at West-
minster. Meantime, the important thing is to justify to the
world the confidence of Parliament.

Tur International Art Congress has steadily gathered
momentum, and its third meeting, at the University of
London, has far outstripped previous records. The papers
and discussions treated important questions, theoretical and
practical, all over the range of the subject. They ought to
leave a strong impression both on professional and on public
opinion. Though admitting eventually that art education in
this country had made immense progress within his life-time,
the Earl of Carlisle, the President, did not exactly flatter us
upon our achievements. Nor did he mince his words in
characterizing the Government's neglect of the Congress.
“ The indifference of the Government to Art teaching,” he
said, “is illustrated by their very marked neglect of this
Congress: I attribute it, and I hope members of the Congress
will attribute it, rather to extreme stupidity than to any
intentional rudeness.” Sir Swire Smith, too, chastised the
Government in the columns of the Times. The Exhibition
in connexion with the Congress, showing the methods of
instruction adopted in applying art to industry by the
manufacturing nations of the world, is (he said) “ by far the
most important of the kind that has ever been held in any
country, and lessons may be learned from it of far-reaching
effect, not only upon the education of our people, but upon
the development of our industries in their competition with
the world”; and “yet, in spite of the international character
and importance of the Congress—especially to this country —
the British Government has appointed no official represent-
ative to it, although thirty-seven foreign Governments have
done so.” Probably enough, the reason lies in some official
tangle of red-tape; it cannot be that the Government is
insensible to the importance of the occasion or careless of the
questions under discussion. But the result is unfortunately
open to an adverse construction.

Wueren the Principals of the four Universities of Scotland
interviewed Mr. Asquith last winter with a request for a
substantial increase of State endowment, Mr. Asquith pro-
perly intimated to them that there must first be an investi-
gation of the facts. Mr. Lloyd-George has now announced
the appointment of a Treasury Committee to make the
investigation. There can be very little doubt that the re-
sults will satisfy the Treasury that the expansion of aca-
demic work and the dawn of improved methods justify a
liberal response, however the actual response may be, limited
by the other multifarious claims-on the publié purse.> The

Sept. 1, 1908. ]

THE EDUCATIONAL TIMES.

385

Scottish Universities are also looking to the Scottish Educa-
tion Bill. Clause 14 of that Bill provides for payment to
the Universities “of such sums in respect of yearly main-
tenance expenditure as the Secretary for Scotland may
determine after consideration of the results of such investi-
gations as he may from time to time direct to be made.” It
is very probable that the Secretary for Scotland, once he
gets his Bill through, will be content to make the initial
payment from the Scottish Education Fund upon the con-
clusions of the Treasury Committee, without setting up
a special investigation by the Scottish Offce. But the
Clause places the Universities under inquiry “from time
to time,” just as the University Colleges have to submit to
inquiry, as a condition of their receipt of the Treasury
grants. There is not the least likelihood that such visita-
tions will unduly control or hamper the action of the
Universities of Scotland any more than they gratuitously
vex the University Colleges of England; and even Univer-
sities are none the worse for knowing that the eye of the
external critic is upon their operations.

PRINCIPAL MAcCALISTER, of Glasgow University, speaking
recently at Edinburgh, remarked that “what struck one
who had spent the best part of his life in England was to
find that in Scotland education was regarded as one of the
primary national interests. It was one of the interests that
for three or four hundred years had been realized to be at
the root of civic and national prosperity.” Naturally, he
went on to consider the origin of the difference he had
observed between England and Scotland on the point:

The parent and the pupil in Scotland were sources of the impulse
towards educational improvement in a manner which was absolutely
unknown in England. His observation was that the English parent
was perfectly content if left alone. In fact, he rather resented the fuss
that was made about him. The ambition in Scotland was the ambition
to be better educated. If they had only that motive power in England
he was perfectly sure that the war between sects and denominations which
so greatly troubled legislators in the Suuth would very soon come to an
end. The spirit which moved the parent and the pupil towards the
improvement of primary education in Scotland had extended also to the
Universities. One of the great refreshments to his spirit in coming to
Glasgow was to find that there was ro strong a movement there which
only required to be led and guided to become effective towards the
democratization, in the truest sense of the word, of University education.
By democratization he meant not only that every citizen of the kingdom
should have the opportunity of a University education, but that every
citizen, regardless of his incapacity in mathematics or in Latin and
Greek, should, within the limits of his power, have the opportunity of
excelling in University education.

That Principal MacAlister’s observation is accurate will
scarcely be disputed. It might be well, then, to probe the
matter still further, and to find out why it is that English
and Scottish parents should regard education in such sur-
prisingly different ways. If one could only put one’s finger
on the taproot of the difference, some practical results of a
very remarkable character might be confidently expected to
develop.

ProF. KIRKPATRICK, speaking on “Our Edinburgh Vacation
Courses,” referred to the teaching of German, and declared
that it was lamentable that the subject was “so miserably
neglected in this country.” .

In Russia and France, and in many other countries, German was one
of the principal staples of education, and they all knew that German was
absolutely indispensable to the classical scholar, the man of science, the
man of literature, the man of business. None of these people could

possibly get on without a knowledge of both French and Gerinan. They
often heard it said that these ‘‘ horrid Germans’’ were cutting them out
in science and in business. The reason was simply this, that Germans
were more industrious, more persevering ; and, instead of setting up
hostile tariffa in this country to block out the ‘‘ horrid Germans,” it
would be infinitely better if the British youth would learn the German
tongue. Hecouldnot understand why the educational authorities of their
schools did not insist upon the teaching of French and German. It
seemed to him that their schools and their educational authorities had
killed German, which was one of the things they were most in need of.

Wherever the blame may lie, there can be no doubt of the
propriety of Prof. Kirkpatrick’s insistence on the need of
German.

Tue following incredible statement, being in all the news-
papers, must be true :—

The twin sons and two daughters of a gardener at Dartmouth have
been refused admission to a local school because they were hatless. The
father declines to allow his children to wear hats or caps, and while the
dispute between him and the head master remains unsettled the children
are being kept at home.

Hitherto we had imagined that it was the head, and not the
hat, that was the object of a teacher's concern; but there
may be greater thoroughness in looking after both than in
limiting attention to one. On the other hand, a citizen
that supplies four children at once to a school might appear
to deserve some little consideration on matters of principle
and conviction. Can it be that the Blue Coat boys have
persistently shown a bad example as a hatless brigade ?
When Miss Beale was a schoolgirl and fainted in church,
and found as she revived that some kindly hand was re-
moving her bonnet, she “clung to it desperately, because
she would not have her head uncovered in church.” But
Miss Beale was an exceptional personage, and school—ad
hoc—is scarcely on a par with church. The Dartmouth
head master seems, however, to be fortified by classical
authority—not Greek or Roman, perhaps, but still in a
sense classical. Do we not remember that, when M. Jour-
dain was precipitately starting to dance a minuet—not
quite bareheaded even, but in his nightcap—his Maitre 4
danser decorously interposed: “ Un chapeau, monsieur, s'il
vous plait”? Itis not easy to imagine what would have
eventuated if M. Jourdain had been as intractable as this
recalcitrant paterfamilias. We remember a servant girl
telling how a former mistress used to beat her vigorously
and sometimes to ‘‘ knock her sensible.” The natural man
does feel that there ought to be some swift summary pro-
vision for knocking a perverse head sensible—at all risks to
the hat.

TuE first contingent of the thousand school teachers from the
United States and Canada who are to visit this country during
the autumn and winter months to study English educational
methods, will arrive on September 15. The Education Com-
mittee of the London County Council are preparing a special
handbook for their use, which will also serve as a guide to the
educational institutions of Jioondon. The Committee have also
arranged that the visitors shall be allowed to attend all classes,
lectures, &c., and a similar privilege has been conceded by the
University of London. The London Teachers’ Association and
the National Union of Teachers will officially welcome the
visitors, and many members have already arranged to act as
guides. As meeting places and bureaux of information, the
London Teachers’ Association have assigned rooms in their
offices in Fleet Street, and the National Union in their offices in
Russell Square. Provincial centres are making similar arrange-
ments, and the desire of all is to return the hospitality which the
English teachers received on-their visit to America,

386

SUMMARY OF THE MONTH.

Tue following resolutions on the religious education of the
young were passed at the Lambeth Conference, and were after-
wards recommended to the Church in an encyclical letter :

In the judgment of the Conference it is our duty as Christians to
make it clear to the world that purely secular systems of education are
educationally as well as morally unsound, since they fail to co-ordinate
the training of the whole nature of the child, and necessarily leave many
children deficient in a most important factor for that formation of
character which is the principal aim of education.

It is our duty as Christians to maintain that the true end of Bible-
teaching is a sound and definite Christian faith, realizing itself in a holy
life of obedience and love, and of fellowship in the Church of Christ
through the sanctifying grace of the Holy Ghost, and no teaching can
be regarded as adequate religious teaching which limits itself to historical
information and moral culture.

It is our duty as Christians to be alert to use in all schools every
opportunity which the State affords us for training our children in the
faith of their parents, and to obtain adequate opportunities for such
teaching in countries where they do not already exist.

There is urgent need to strengthen our Sunday-school system, and the
Archbishop of Canterbury is respectfully requested to appoint a Com-
mittee to report to him on the best methods of improving Sunday-
school instruction, and on the right relations between Sunday-schvols
and the various systems of catechizing in church.

It is of vital importance that the Church should establish and main-
tain secondary schools, wherever they are needed, for children of the
English-speaking race in all parts of the Anglican Communion; and
the Conference earnestly supports the plea which reaches it for the
establishment of such schools.

The Conference draws attention to the pressing need of the service of
men and women who will consecrate their lives to teaching as a call from
the Great Head of the Church.

The religious training of teachers should be regarded as a primary
duty of the Church, especially in view of the right use to be made of the
light thrown on the Bible by modern research ; and teachers should be
encouraged in all their efforts to associate themselves for the promotion
of their spiritual life.

The Church should endeavour to promote and cultivate the spiritual
life of the students in secondary schools and Universities, and should
show active sympathy with all wisely directed efforts which have this
end in view.

The Conference desires to lay special stress on the duty of parents in
all conditions of social life to take personal part in the religious instruc-
tion of their own children, and to show active interest in the religious
instruction which the children receive at school.

PREBENDARY REYNOLDS, Inspector of Church Training Colleges,
states in his recent report that there are two objects in view
at the present moment: (l) to maintain in all its fullness the
opportunity for Church teachers to be trained as Church teachers
and so to maintain the atmosphere of the colleges, and (2) to
remove every obstacle hindering Nonconformists from obtaining
all the advantages the Church can possibly give them. These
objects, he says, are in no way incompatible. There are, how-
ever, three points to which attention should be directed on the
general question :—

(1) The multiplication of colleges, day and other, is becoming so
extravagant that soon the various colleges will have difficulty in filling
up their numbers; they will be touting for students, which will degrade
the whole subject of training. This is a matter into which competition
should not enter; we do not want the cheapest article. There are various
reasons which have produced this emulation, but the result will be
damaging to all and will threaten a lowering of the standard that all
wiil regret. In the present year, however, there are many who cannot
get into college.

(2) The supply is already greater than the demand: never before have
there been xo many excellent teachers who have not been placed. This
seriously affects teachers themselves, and all colleges will suffer alike,
especially as certain educational authorities advertise the fact that they
save from £1,000 to £2,000 a year from the rates by not employing
trained teachers.

(3) A conscience clause by all means ; but the Church ought not to be
asked to train atheistical teachers—those who are enemies not only to
us, but to all the sects. Certain applicants have stated that they have
‘‘no views,” others avow themselves unbelievers. We must draw the
line here. No teacher ought to be allowed to teach if he is an unbeliever:
he may ruin a child's faith in a lesson on botany or history; and none
of our opponents want that. Religion is an inseparable part of edu-
cation ; and, whatever the subject may be, an atheistical teacher is
hostis humani generis, and our Nonconformist friends are quite as in-
terested as we are in keeping him from contact with our children.

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

It has been resolved by the Board of Education to encourage
the education of workpeople under the scheme promoted at the
Universities of Oxford and Cambridge by increasing the grant
from 5s. to 8s. 6d. per student attending the University classes.
Liberal education is in this way recognized, as well as commercial
and technical. The particular organization which will in this
way benefit is the Workers’ Educational Association, and thus
the principle is fast being officially observed by the Government
of encouraging the education of labour by means of the Uni-
versities. It is understood that this result has been brought
about largely by the activity of some of the prominent Labour
members, though many of them are, in the view of the sup-
porters of the scheme, singularly lukewarm in helping ìt.
Further developments in the connexion between the Universities
and the Association are proceeding. A representative Labour
Committee huve met the Vice-Chancellor of Cambridge Uni-
versity and the heads of various colleges, and it is likely that at
Cambridge will be found the same educational opportunities for
the workmen as at Oxford. The movement is also extending to
Scotland, where a conference will be held, probably next year, to
establish a separate association.

Tut Board of Education has issued (Cd. 4184) Regulations for
the Training of Teachers for Secondary Schools. Funds have
long been available for the purpose of assisting the training of
elementary-school teachers, but there has hitherto been little
official recognition of the necessity of making some systematic
provision for the professional training of men and women intend-
ing to teach in secondary schools. Now, however, a Parliamen-
tary grant of £5,000 has been made available from the Exchequer
for this purpose, and the regulations under which the fund will
be dispensed are of great interest. The Board has decided that
the course of training must be taken after graduation or its
equivalent and be confined to purely professional work. It is
to be an indispensable condition for recognition as an efficient
training college that there shall be access for the students, under
proper conditions, to secondary schools which are thoroughly
suitable for demonstration and practice, and not less than one-
half of the staff must have been successful teachers for a reason-
able time in secondary schools. Grants will be paid to colleges,
in which the number of recognized students is not less than ten,
at the rate of £100 in respect of every complete group of five
recognized students, subject to the condition that the grant does
not exceed one-half of the total sum paid for salaries on account
of services in training the students. It is satisfactory to find so
complete an appreciation of the imperative need that the staff
responsible for the training of secondary school teachers must
possess high academic qualitications and be, in addition, expert-
enced and successful teachers. There has been in the past an
uneasy feeling that much of the training available for secondary-
school teachers was divorced too completely from schoolroom
practice and over much concerned with theoretical and historical
matters, and these regulations of the Board of Education will
serve to inspire greater confidence in the value of the training
provided in assisted colleges.

THE Regulations (Cd. 4187) for Technical Schools, Schools of
Art, and other Forms of Provision of Education other than
Elementary in England and Wales for the year 1908-9 do not
show many changes, and those introduced are in the direction
of greater efficiency and more elasticity. The limit imposed in
previous years to the number of hours of instruction which may
be counted for the purposes of grant has been relaxed—a fact
that will encourage local education authorities to plan prolonged
and well organized courses of evening instruction and help to
remove a reproach that much of the work in evening classes has
been scrappy, unrelated to local industries, and not part of a
co-ordinated scheme. Greater encouragement is being given to
vacation courses for teachers, and the sensible advice contained
in the prefatory memorandum as to the necessity of securing
due recreation for teachers during the progress of the holiday
work deserves the careful study of the organizers of suc
courses. It is now laid down by the Board that there shall in

future be a principal or head teacher in those institutions where,

in the past, unrelated classes in charge of separate teachers
responsible only to the managers have been held. The new
regulation will, if the right type of head teacher is appointed,
lead to a greatly improved state of things. Students will be
able to receive much needed advice in planning suitable courses
of study to assist them in their industrial-pursuits, and the work

'of succeeding sessions will form, part of a complete schente. The

Sept. 1, 1908.]

THE EDUCATIONAL TIMES.

387

changes as a whole are conceived in a broad spirit and should
assist to develop still further the excellent work that is being
done in technical and other schools.

A NOTE to the Code of Regulations for Public Elementary
Schools in Wales (including Monmouthshire) [Cd. 4170] states :
“ In last year’s Code, a definite place in the curriculum of the
school was provided for the Welsh language. Welsh was conse-
quently introduced into many schools in which it had not been
taught before. It is already possible to trace a twofold effect on
the children—an increased interest in their work generally and
a greater appreciation of good English. Careful attention is now
paid in the training colleges to the teaching of Welsh, and it
should not be difficult in the future, as it has been in the past, to
secure bilingual teachers. It was not thought necessary, in last
year’s Code, to state that Welsh-speaking infants should be
taught through the medium of their mother tongue. But the
inspectors of the Board report that, in several schools, the infants
are taught through the medium of a language they do not under-
stand, or that they are taught to read and write two languages
at the same time. ‘I'he result is unintelligent reading; the
children get into the habit of repeating words without attaching
any meaning to them. The Board have therefore introduced a
provision that infants should be taught through the medium of
Welsh where Welsh is their mother tongue. It might be advis-
able, however, that they should receive two or three lessons a
week in conversational English by the direct method: but the
writing and the reading of a second language should come
gradually, after the infant stage. Very general experience shows
that the result will be a more speedy and a more perfect acquisi-
tion of English.”

Tue Report of the Departmental Committee appointed by the
Board of Agriculture and Fisheries to inquire into and report
upon the subject of agricultural education in England and
Wales states :

During the past twenty years—the perind covered by the Report—the
foundations of a national system of agricultural education have been laid
in England and Wales. In view of the strong support now given to
agricultural education by the University of Oxford, it is in the national
interest that the State should make an annual grant to the University
similar to that made to other Universities with fully equipped agricultural
departments. Future expenditure on higher education should provide
for the better equipment of existing institutions rather than for an
increase in their number. In developing the existing facilities, attention
should be first given to securing a highly qualified staff. Many institu-
tions employ too few teachers or relegate the teaching of important
subjects to junior members of the staff. It is of special importance that

Prof. Graham Kerr (Glasgow), Mr. Francis Darwin (Cambridge),
and Dr. Marr (Cambridge). Prof. Bourne said the Natural
History Museum would not be upon a satisfactory footing until
it was placed under the control of a body of trustees separate
from that which was responsible for the control of the British
Museum at Bloomsbury. The duties, financial and general,
of the trustees should be analogous to those of the govern-
ing body of an endowed school, and their relations to the
management of the museum should be analogous to the relations
of governors to the head management of a public school.

Tne results of the intermediate examinations conducted by the
Royal Society of Arts in the present year show that a total of
10,038 candidates sat in the “ Intermediate ” stage—an increase
upon last year’s figures, which were 9,752. More than one-third
were tested in shorthand, which heads the list, and nearly as
many in book-keeping. In French there were 1,144 papers
worked. It is specially noticeable at these and similar examina-
tions that during the last three years the growth in the number
of candidates in French has shown a remarkable increase.
Typewriting attracted 683. Other subjects in which the ex-
aminations were conducted are arithmetic, English, commercial
history and geography, economics, précis-writing, German,
Italian, Spanish, Portuguese, Russian, Danish and Norwegian,
Swedish, Hindustani, Japanese, harmony, and the rudiments of
music. The London Education Committee submitted 2,414
candidates, and of these six are awarded medals and six receive
money prizes. Five women and four men receive medals in
shorthand, and two women and one man take medals for type-
writing. Candidates range from eleven years of age to sixty-
xeven—the elderly candidates being nearly all students of lan-
guages. Mr. J. H. Duffy, a Portsmouth candidate, thirty-three
years of age, achieves the distinction of receiving two medals,
two money prizes, and two first-class certificates, his subjects
being arithmetic and précis-writing.

In the summer course for teachers held at Scarborough during
the last week in July and the first fortnight in August, the
theory of education, handwork, and art needlework formed the
chief items in the programme. Prof. Adamson, of King's
College, London, and Miss Catherine I. Dodd, M.A., Principal of
Cherwell Hall, Oxford, undertook the lectures on education.
Miss Dodd worked out the ideal curriculum for children up to
the age of ten, in which romantic literature and out-of-doors
observational work figured largely.

THE increasing readiness of young Ireland to respond to the

high qualifications should be secured in the teachers of such subjecta as | stimulus created by a generous system of education is illustrated

ugriculture, agricultural chemistry, and agricultural botany. The staff
of the higher institutions should include men who are not only capable
teachers of, but recognized authorities on, these subjects. Further
developments in agricultural education will be difficult until a greater
supply of well qualified teachers is available. This is a subject which
demands the serious consideration of the Board of Agriculture. The
facilities for agricultural instruction of a lower grade are unorganized,
unsystematic, and wholly inadequate. The type of institution which
appears to be exceptionally adapted to the needs of this country is the
Winter Agricultural School. This school should aim at providing courses
of study during the winter months for lads of from seventeen to twenty
who have already gained some practical acquaintance with agriculture or
horticulture. In the course of the next ten years from fifty to sixty of
these schools should be provided in England and Wales. Asa means of
reaching and influencing those engaged in farming or gardening, the
itinerant instructor is of great importance.

The Report deals with the work of the County Councils, agri-
cultural education in other countries, existing facilities, practical
results, Universities and University colleges, short winter courses
at University and agricultural colleges, special courses for rural
teachers, special agricultural schools, winter agricultural schools,
local winter classes, dairying, poultry-keeping, bee-keeping, horti-
culture, cider-making, farriery, veterinary education, forestry,
farm institutes, scholarships, finance, and national organization.

AN influential deputation, representing various branches of
science, waited upon the Prime Minister to ask for an inquiry
into the administration of the Natural History Museum at South
Kensington. The deputation, which was introduced by three
members of Parliament sitting for University constituencies—
Sir Wiliam Anson, Sir Henry Craik, and Mr. Rawlinson —
included Prot. Sedgwick (Cambridge), Prof. Bourne (Oxford),
Prof. Cossar Ewart (Edinburgh), Prof. Wilkinson (Manchester),

(by the facts set forth in the last published report of the Inter-

mediate Education Board. Last year 11.821 students pre-
sented themselves for examination, 8,165 boys and 3.656 girls,
these figures showing an increase of 375, or 4°8 per cent. under
the first head, and of 479, or 15l per cent. under the second,
being a total increase of 854 or 7°8 on the corresponding numbers
in 1906. A glance at the figures for the past ten years shows
not only that this growth has been steady upon the whole, but
that the number of those who passed the examinations has been
similarly increasing. Furthermore, the percentages of students
examined in the different grades are indicative of the same
progress. ‘The readiness of students to come forward for exam-
‘ination in all grades and the steadiness of the percentage returns
prove that the educational influences at work continue to operate
strongly, and that no declension has occurred in a general anxiety
to make full use of the advantages rendered available. Nor
is this all. The number of students competing for prizes affords
‘evidence of no small degree of application and industry on their
part, while the variety of subjects taken up by the candidates
and the degrees of proficiency exhibited must strike all who
inspect the figures in detail as being particularly remarkable
and significant. Such are optional subjects, and their selection
by so considerable a number of students of both sexes throughout
‘the country demonstrates the existence of widely diffused and
expanding intell-ctual powers and of the determination to
exercise them in the acquisition of cultured as well as generul
| education.

Tue new Regulations promulgated by the Prussian Ministry
of Education place the higher girls’ schools in Prussia upon an
equal footing with the corresponding class of bevs’\schools under
the direct control of the Govermnentyprovincial School Boards

388

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

or Supervising Committees. The teachers at girls’ schools will
in future be required to possess qualifications similar and equal
to those demanded of the teaching staff at boys’ schools. The
course is to last ten years instead of nine, and education will
begin at the age of six. The scope of the curriculum will develop
upon existing lines, but nine and twelve years respectively have
been fixed as the minimum ages at which instruction in French
and English is to begin. Up to and including twelve years of
age all pupils will go through the same general course, but upon
reaching the third form from the top at the age of thirteen,
those girls who may desire to qualify for a University career will
begin to be taught Latin, and, after passing through two special
forms, these pupils will be divided according to their own tastes
into a modern or professional side and a classical side. Each year
the pupils will be removed into a higher division until, at the
minimum age of nineteen years, they will be admitted to the
matriculation examination at a University. Women students
will be allowed to matriculate at Prussian Universities at the
beginning of the coming winter term. Those pupils, on the other
hand, who do not aspire to qualify for a University career will
continue the ordinary school routine until they reach the tenth
or highest form at the minimum age of fifteen. Upon passing
their leaving examination, the girls, if they desire to complete
their education, will then once more be divided according to
their tastes or future vocations in life. Those who who desire
to become school teachers and governesses will be specially
trained for another four years, the last of which will be devoted
to practical instruction until the minimum age of twenty for the
final certificate examination is reached. For those girls, on the
other hand, who have no special career in view a special two-
years’ “ finishing ” course will be instituted, during which the
pupils will not only receive advanced tuition in music, lan-
guages, and similar subjects, but will also be trained in the
practical duties of the household and of everyday life. The
pupils of the higher girls’ schools, therefore, will, as they pro-
gress, be drafted into girls’ finishing schools, school-teachers’
seminaries, or University seminaries. These courses are to be
optional, and each school will, as far as possible, provide its own
finishing and training classes.

On its educational side (says the Times), the Hungarian Ex-
hibition at Earl’s Court may easily justify its existence, if it
arouses in British minds—or, perhaps, reawakens—the desire
for some intimate knowledge of one of the most interesting of
European nationalities. If an English schoolmaster really de-
sired his boys to retain in after life some definite impressions of
the romantic State which has maintained its national Constitu-
tion for more than a thousand years, he might do worse than
turn them loose for an afternoon's ramble at the Earl’s Court
exhibition. In the Prince’s Hall the State Department of Public
Education has organized a very complete and most interesting
display representing all grades of scholastic work. A student of
education may trace, by means of these exhibits, the progress of
the Hungarian child from the kindergarten and the elementary
school to the University. Apart from the actual handiwork of
the scholars and the educational appliances and apparatus, there
is an imposing series of photographs showing the young people
at work or at play, at various stages of their scholastic career.
It is obvious that in effectiveness and method, and in complete-
ness of organization, educationists in this country may well
learn something from the example of Hungary. Scientific and
artistic instruction appears to have been carried to a high pitch
of perfection; and there is a particularly attractive group of
drawings, paintings, statues, and art objects from the Royal
Hungarian College of Art. A considerable array of the works of
English authors which have been translated into the Hungarian
language shows that the Magyars are students not only of
Shakespeare, but of many of the modern masters of English
poetry and prose.

WE regret to announce the death of Mr. J. C. Buckmaster,
formerly Organizing Master of the Science and Art Department,
South Kensington, in his ninetieth year. In his earlier years he
taught in Battersea Training College and in the newly established
Trade Schools at Wandsworth and Poplar. Later, he accepted
an appointment as one of the officials of the South Kensington
Museum, under the late Lord Playfair, and when the Science and
Art Department began its propaganda he was selected to explain
its objects throughout the country and to promote the formation
of science and art classes. On his visit to Scotland he had con-
ferred upon him the Honorary Fellowship of the Educational

Institute (1893). On his retirement, in 1893, Mr. Buckmaster
devoted himself in the most strenuous way to the public life of
his locality. A magistrate, a district councillor, chairman of the
Local Education Authority, a manager of several schools, he
threw himself into all his voluntary work with a zeal and vigour
which were the envy of younger men.

WE have also to regret the death of the distinguished Professor
of Moral Philosophy at Berlin, Dr. Friedrich Paulsen. He was
born in 1846 at Langenhorn, in Schleswig, and studied philo-
sophy at Bonn and Berlin after he had decided to give up
theology. He belonged to the school of Fechner, and his own
views are thoroughly expounded in his “ Einleitung in die Philo-
sophie.” Other works from his pen are “ Ethik,” “Immanuel
Kant,” “ Parteipolitik und Moral,” and “ Das deutsche Bildungs-
wesen in seiner geschichtlichen Entwicklung,” an English trans-
lation of which we notice in another column.

UNIVERSITIES AND COLLEGES.

Pror. Kuno Meyer, of the University of Liver-
pool, has accepted an invitation to give a course
of lectures next session at University College on
Celtic languages and their literatures. The course has been
arranged by the generosity of a private benefactor, and is in-
tended to prepare the way for the institution of a permanent
lectureship or professorship in Celtic.

The King’s College, London (Transfer), Bill received the Royal
Assent on August 1. The Imperial College of Science and
Technology has been admitted as a school of the University of
London in the Faculties of Science and Engineering. The
Royal Army Medical College has been admitted as a school of
the University of London in the Faculty of Medicine for officers
of the Royal Army Medical Corps. A Conjoint Committee of
fifteen members—representatives of the University, the London
County Council, and the London Chamber of Commerce—has
been appointed to consider a scheme for the promotion of com-
mercial education, chiefly in relation to schools. An examina-
tion for a certificate in Religious Knowledge has been instituted,
and will be held once in each year, commencing on the second
Monday in January.

London.

THE general balance sheet of the University
of Manchester up to July 31 last shows total
assets of £1,157,093 against £1,112,415 for 1907,
and £1,075,684 for 1906—a steady if not very great increase. In
this amount the fixed capital—College site, buildings, equipment,
&c.—is put at £429,714, as against £416,677 for the previous year.
The increase in the valuation is due to the items of £4,749 for the
new Engineering Laboratory buildings, and £8,241 for the New
Union and Refectory buildings. The actual expenditure for the
year was £67,400, and the income £67,462 as against an income
the previous year of £68,308, and £67,425 the year before that.
The grants trom Local Government bodies are the same as
before, save that no Oldham grant of £150 appears, but Bury
figures with £200. The other grants are: Manchester £4,000,
Lancashire £1,000, Bolton £100, Cheshire £300, Salford £300, and
Stockport £100. Some of these are not heroic, but they “show
willing.” The John Owens Trust Fund capital account stands
at £89,879. The Government Grant is entered as £13,500, with
£1,200 for special purposes, as against £14,000 and £1,200 for the
year ended July 31,1907. Reading the names of those who have
made bequests and gifts, one is struck by the immense amount
that individuals have contributed for the benefit of the public.
The fees of the students are about a third of the income on
general fund account, and amounted during the year to over
£21,000.

Manchester.

THE Cape, it seems (says South Africa), is to be
entitled to have its existing five colleges recognized
as affiliated to the University, subject to the
Council’s approval. A point worth noting is the decision of
the Conference that the examinations of the University shall be
conducted in English, “with the exception of the examinations
in Dutch language and literature, in which the questions will be
set in English and in Dutch, and the answers may be written in
either language.” ... Special arrangements are suggested in
examinations for such scholarships, exhibitions, and prizes as
the University may have at its disposal, theexaminers in these

The Cape.

Sept. 1, 1908.]

THE EDUCATIONAL TIMES.

389

cases to be “as far as possible” such as have not had any of the
candidates under their recent tuition. It is proposed that the
various Governments contribute to the funds of the University
in the proportion of the representation of the several Colonies
already mentioned—a proportion, it may be observed, which is
curiously like that agreed upon by the Pretoria Conference for
the representation of the various States at the forthcoming
National Convention. It was agreed that Cape Town and the
present Cape University buildings should be the administrative
centre of the new “University of South Africa.” It is added,
by the report which we have considered, that the number of
inde ndent institutions in South Africa preparing students
for niversity degrees is greater than need requires, and the
suggestion is made that the co-operation or union of the present
University colleges should be promoted, and the future multi-
plication of such colleges discouraged. This is undoubtedly
a correct view, and economy and efficiency in University work

will doubtless be best secured by a policy of judicious central-
ization.

v

THE EDUCATIONAL LADDER.

ABERDEEN UNiversiTy.—John Murray Medal and Scholarship
oer distinguished medical graduate of the year): J. Watt,

CAMBRIDGE UNIVERSITY.—

Gonville and Caius.—Entrance Scholarships, 1908: J. M. Creed
(Wyggeston School, Leicester), £80 for Classics; H. M. Fuchs
(Brighton College), £80 for Natural Science; I. D. Ross (Kings-
wood School, Bath}, £60 for Mathematics; W. S. Roberts (Eton
College), £60 for Classics; E. H. Wood (Hartley College, Southamp-
ton), £60 for Modern Languages ; G. H. Stevens (Hartley College,
Southampton), £40 for Mathematics; P. S. Williams (Harrow
School), £40 for Classics; N. Maxwell (Eastbourne College), £40 for
Classics ; F. M. Davis (Harrow School), £40 for Natural Science;
'O. M. Tweedy (Clifton College), £40 for Modern Languages;
K. M. Robathan (Merchant Taylors’ School, London), £40 for
Hebrew. Entrance Exhibitions, 1908: A. J. Turner (Camber-
well Grammar School), £30 for Natural Science; F. W. W.
Baynes, £30 for Classics. Choral Entrance Exhibition: A. R. O.
Swaffield, Radley College. Musical Scholar: H. D. Statham,
Gresham’s School, Holt.

“Stdney Sussex.—Blundell Exhibition: L. L. Rees-Mogg, Blun-
dell’s School.

CIRENCESTER: ROYAL AGRICULTURAL CoLLEGE. — Honour
Diploma of Membership: G. N. Sowerby. Certificate of Asso-
ciateship: Mom Chow Bhunsri. First Scholarship: R. W. Carr.
Second Scholarship: W. G. Wright. Third Scholarship: Hari
Krishna Lal.

DENSTONE COLLEGE. — Leaving Exhibitions: £30 per annum,
G. E. Jackson; £20 per annum, H. M. Butler. The Provost's
ao Languages Exhibition of £5: F. C. Stocks and M. J. W.

ick.

EpıxsuRGH UNIveERsITY.—Falconer Fellowship in Palæonto-
logy and Geology: William Thomas Gordon, M.A., B.Sc.
Baxter Scholarship in Physical Science: William Watson, M.A.,
B.Sc. Baxter Scholarship in Natural Science: James Couper
Brash, B.Sc. Mackay Smith Scholarship in Chemistry: Adam
Wilson Moodie. Science Research Scholarship: Robert Charles
Wallace, M.A., B.Sc.

FRAMLINGHAM CoLLEGE.—Ransome Exhibition: G. H. Trus-
cott. Goldsmith Scholarship: S. R. Richardson. Lucas Prize:
H. E. Roe. Goldsmith Prizes: A. W. Rash, A. R. C. Buchanan,
and J. G. Drew. Elocution Medal: S. W. Griffin.

HEATH GRAMMAR ScuooL.—Rawson Exhibition (£30), A. H.
Stocks. County Borough Scholarships: H. Murray and J. H.
Midgley, both of Trinity School. £12 Waterhouse Scholarship :
A. Orcheton, Parkinson Lane School. £6 Waterhouse Scholar-
ship: C. Peckett, Trinity School. £12 Foundation Scholarship:
D. C. Riley, Parkinson Lane School. £6 Foundation Scholar-
ship: J. E. Ashworth, Trinity School.

Lonpon: City or Lonpon ScuooL.—Classical Senior Open
Scholarships: H. C. Oakley, E. A. P. Day, F. N. Reed, C. M.
Dodwell, H. Quinney. Classical Junior Open Scholarships:
L. H. Spero, G. Robbins, V. R. Slater, M. Posener. Science

(

‘a year: A. M‘Gain.

Senior Open Scholarships: D. Lewis, R. F. Clark, A. E. Thomas.
Modern Senior Open Scholarships: W. H. Bennett, M. G.
Whitten, H. V. Berry, D. Houseman. Modern Junior Open
Scholarships: J. R. Avery, P. Krolik, L. G. Clowes, W. H. Easty.
Cuthbertson Memorial Scholarship: W. M. Hastwell. John
Carpenter Scholarship: A. G. Gauld. Sir David Salomon’s
Scholarship: W. L. Williams. Beaufoy Scholarship: P. M. W.
Williams. Thomas Symonds Exhibition: T. Fry. Grocers’
Exhibition: H. W. Todd. Warren Stormes Hale Scholarship:
J. L. Battey. Goldsmiths’ Scholarship: C. G. Carpenter. Times
Scholarship and Tegg Scholarship: W. B. Pickard. Salters’
Scholarship: R. I. Schwarzman. Jews’ Commemoration
Scholarship: C. N. Spero. Mortimer Exhibition: R. W. James.
Fishmongers’ Scholarship: S. Smith. Lionel Van Oven
Scholarships: A. Willett, E. Caws, B. M. Schonberg, and
F. A. D. Stahlschmidt. Price Prize: S. I. Levy. Travelling
Scholarships: E. C. C. Hamblin and W. E. Swale. Dr. Conquest’s
Gold Medal: H. W. Todd. Sir James Shaw’s Classical Prize
(Medal and Books): H. W. Todd. Beaufoy Mathematical Prize
(Medal and Books) : P. M. W. Williams.

Lonnox: MERCHANT Taytors’ Scuoot.—Entrance Scholar-
ships: E. V. Poore, V. A. B. Wright, E. A. Roe, B. Hill, and
M. B. S. Spencer.

Lonpon: Royat CoLLEGE oF Music.— Council Exhibitions:
Pianoforte, Joseph A. Taffs, £10; Singing, Joseph K. Ireland,
£10, Tydfil Brown, £10; Violin, Nora Ford, £10, Evelyn M.
Pickup, £10. London Musical Society’s Prize for Singing, Jane
F. Fyans; Messrs. Hill and Sons’ Violin Prize, Thomas Peat-
field (scholar); Messrs. Brinsmead and Sons’ Prize of a Piano-
forte, William D. Murdoch (scholar); specially commended,
Ellen C. Edwards (scholar).

Lonpon: St. Paut’s Scuoot.—Exhibitions— Classical : £70 per
annum for 4 years, G. D. Cole and E. G. Machtig; £40 per
annum for + years, L. Hodgson; and £30 per annum for 4
years, A. L. Johnston and W. H. Morant. Mathematical: £70
per annum for 4 years, with the Keen Scholarship of £26 for 1
year, A. Bate. Science: For 4 years, £50 per annum, C. G.
Hutchison; and £40, A. E. Bullock. The Winterbotham Scholar-
ship (to the highest classical scholar in his last school year),
H. Jolowicz.

Lonpon University.—Scholarships have been awarded on the
results of the Scholarships Examination, held at the University
in July, to students who have passed an Intermediate Examina-
tion, or the Preliminary Scientific Examination, Part I., as
follows :—University Scholarships of £50 a year, tenable for one
year: Thomas J. Cash, University College (Granville Scholar-
ship), for Classics; Catherine Andersson, private study, and
Hubert B. Kemmis, University College, for French; Margaret
F. Richey, private study, for German; Irene C. Dukes, Univer-
sity College, Ella M. Marchant, Royal Holloway College, and
Edna Smallwood, Birkbeck College, for English; Kate G. Cash,
University College (Derby Scholarship), and Dorothy A. Bigby,
University College, for History; Natalie A. Ertel, University
College, and Douglas W. Langridge, King’s College, for Elemen-
tary Psychology and Logic; Cecil N. French, King’s College
(Sherbrooke Scholarship), and George J. Lamb, East London Col-
lege, for Mathematics; James C. Chapman, King’s College, and
Stanley G. Nottage, University College, the Neil Arnott Scholar-
ship (Physics) and a University Scholarship for Physics divided ;
George F. Morrell, Pharmaceutical Society's School (Neil Arnott
Scholarship), and Ferdinand B. T. Thole, East London College,
for Chemistry; Josephine E. Carter, University College, for
Zoology. Gilchrist Scholarships for Women of £40 a year,
tenable for two years: Louisa Soldan, Bedford College for
Women, for German (qualified also for a University Scholar-
ship); Sarah M. Baker, University College, for Chemistry
(qualified also for a University Scholarship).

May, Isie oF: Kinc WILtiam’s CoLLEGE.—Henry Bloom Noble
Scholarship, £50 a year: J. B. Gell. Rebecca Noble Scholar-
ship, £15 a year: C. Sansbury. Special Caine Scholarship, £lo
Free Board and Education Scholarship:
J. H. Caine.

MaNcuHESTER HicH ScHoou For GirLs.. Entrance and Junior
Scholarships, some being on the Hulme Foundation: L. Beard,
Miss Knight’s School, Longsight ; H. H. Bertwell, Seymour Park
Council; M. M. Bradock, St. Margaret's, Whalley Range; I. M.
Challoner, Manchester High; E.‘A))Garnett, Miss, Petschler's,

390

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

Withington; D. Hancock, Plymouth Grove Municipal; D. M.
Horne, Miss Knight’s, Longsight; K. A. Jacques, St. Mark’s,
Cheetham Hill; G. Milne, Culcheth Municipal, Newton Heath ;
J. de Picciotto, Cheetham Collegiate; V. Richman, National,
Didsbury ; R. Rosenthal, St. John’s, Cheetham; C. E. Sedgeley,
Ducie Avenue Municipal; R. Shaer, St. John’s, Cheetham ; R.
Thomas, Birley Street Municipal; L. Tunnicliffe, Derby Street
Council, Rochdale; H. Whittenbury, Manchester High; N. M.
Whittle, St. John’s, Cheetham. C. Linz is recommended to the
authorities of the Jews’ School, Cheetham, for the Abigail
Behrens Memorial Scholarship.

MaNcHESTER UNIVERSITY. — Platt Biological Scholarship:
Joseph Mangan. Dauntesey Entrance Medical Scholarships:
T. P. Kilner and A. G. Bryce. John Henry Agnew Scholar-
ship: W. P. Marshall, B.A. Platt Biological Exhibition: Ellen
Bevan. Early English Text Society’s Prize: A. F. Lund.
Dalton Natural History Prize: T. G. B. Osborn and H. L.
Hawkins, equal. Certificate in Electrical Engineering: F. M.
Jones. Higher Commercial Certificate: R. C. K. O’Connor.

NEWNHAM COLLEGE.—Classical Scholarship: Miss D. F. Tait,
Aberdeen University. The following scholarships of £50 a year
for three years have been awarded on the results of the Cam-
bridge Higher Local Examination: Clothworkers’ Scholarship,
Miss E. Ferguson (Croydon High School), for Mathematics ;
Goldsmiths’ Scholarship, Miss M. D. Ball (King Edward's High
School, Birmingham), for Natural Science ; Cobden Scholarship,
Miss C. Stewart (Bedford High School), for History ; Winkworth
Scholarship, Miss B. E. Clayton (Bath High School), for Mathe-
matics and Natural Science. Mary Stevenson Scholarship (£35
a year): Miss L. D. Kendall (King Edward’s School, Birming-
ham), for Modern Languages. A College Scholarship (£35 a
year): Miss C. K. Hugh-Jones (Blackheath High School), for
Classics. Gilchrist Scholarship (£50 a year for three years, ten-
able at either Girton or Newnham): Miss G. H. Nicolle (St.
Paul's Girls’ School, London), for Mathematics. Miss Nicolle
has elected to hold it at Newnham College. Mathilde Blind
Scholarship: Miss J. M. G. Alexander (Royal Academy, Irvine),
for Modern Languages.

OxForp University.—Liddon Studentship: John Leslie John-
ston, Magdalen; grant awarded to K. E. Kirk, Caspard Scholar
of St. John’s.

j Exreter.—Exhibition (Theology): J. Keown Boyd, Merchant
aylors’.

Keble.—Mr. John R. H. Weaver, Commoner, has been elected
Honorary Scholar. He has published in the “ Anecdota Oxon-
iensia ” an edition of John of Worcester’s Chronicle.

RAMSGATE: St. LAWRENCE CoLLEGE.—Entrance Scholarships :
£50, R. C. S. Browne, C.M.S. Home, Limpsfield; £40, F. G.
Breed, C.M.S. Home, Limpsfield; £25, K. S. Mackenzie, South-
borough; £25, R. D. Shaw, C.M.S. Home, Limpsfield; £25,
C. S. King, Catherington House School; £25, E. F. Carter,
Castle Park School, Dalkey. Scholarship Nominations: £15,
R. T. Venn, Burgh Heath Preparatory School, Epsom; £15,
W. C. Cassels, C.M S. Home, Limpsfield; £15, G. Tilley, St.
Lawrence College; £15, W. O. Littlewood, St. Lawrence College
Junior School; £15, G. Manwaring, C.M.S. Home, Limpsfield ;
£15, D. M. Matheson, St. Lawrence College Junior School.

SHERBORNE.—Akroyd Science Scholarship, £75 a year for 3
years, tenable at any University: C. T. Sanctuary. Entrance
Scholarships: R. E. Hodgson, B. Scott, and C. F. H. Puckridge.
Exhibitions: C. L. Gray Edwards, W. M. C. Currie, E. B. Gordon,
J. C. Lott, and G. S. King. The scholarship open to members
of the school has not yet been awarded.

STRATFORD-UPON-AVON : King Epwarp VI. Scnool.— Leaving
Scholarships of £50 a year for three years: Shakespeare
Scholarship, J. S. Culverwell ; Charles Flower Scholarship, F. E.
Dickinson.

WIMBLEDON: Kıxg’s CorLege (Lonpox) ScuooL. — Salter
Exhibition (£80 for four years): L. C. Reid. Forest Scholar-
ship (£30 for three years): R. O. Hobhouse. Sambrooke
Scholarship (£25 for two years): D. H. Beattie. Mathematical
Scholarship (£30 for three years): L. C. Reid. Leopold
H Rothschild Scholarship: E. F. Sayers. Jelf Medal: L. C.

eid.

York: ELMFIELD CoLLEGE.— Hugh Bourne Scholarship, £26:
F. W. Atkin. Adams Scholarship, £10: J.C. Spence. Stewart
Scholarship, £10: C. D. Holroyd.

From GINN & COMPANY'S LIST.

GOOD HEALTH.

By F. G. JEWETT.

Revised for use in English Schools by ALICE RAVENHILL,
F.R.San.I., Lecturer London University Extension Board.
Designed for pupils from ten to twelve years of age; treating of
hygiene rather than anatomy or physiology, special emphasis
being laid upon personal hygiene. Fully Illustrated. 171 pages.
Price 1s. 6d.

THE MOTHER TONGUE.

By G. L. KITTREDGE and S. L. ARNOLD.

BOOK [.—Specially Revised for use in English Schools by JoHN W. ADAMSON,
B.A., Professor of Education, King's College, London, LESSONS IN
SPEAKING, READING AND WRITING ENGLISH. xiv+294 pages.
Illustrated. Price 1s. 6d.

Opinions of Hts Majesty's Inspectors :—
‘*T should be very glad to see it in use in all our schools.”
“I do not know of any better method of tenching English than that so care-

fully developed in ‘ The Mother ‘Tongue.’ ” F

‘The most practical text-book I know for teaching the Mother Tongue.’

BOOK I1._ELEMENTARY ENGLISH GRAMMAR, WITH LESSONS
IN COMPOSITION. xxii+417 pages. Price 3s.

BOOK t1l.—_ ELEMENTS OF ENGLISH COMPOSITION. xx+ 431 puges.
Price 4s. 6d.

THE DEVELOPMENT OF MODERN
EUROPE DURING THE LAST TWO HUNDRED
YEARS. An Introduction to Current History. By JAMES
Harvey Rosinson and CHARLES A. Bearp. These Volumes
will meet the demand for a history of recent times which shall
explain the social and economic as well as the political develop-
ment of our own age, and shall also prepare the student to under-
stand the great problems of the world in which he finds himeelf.

Vol. L—The Eighteenth Century, The French Revolution,
and the Napoleonic Period. 374 pages. 6s. 6d
Vol. II.—Europe since the Congress of Vienna. 435 pages. 6s. 6d,

AN INTRODUCTION TO THE HISTORY
OF WESTERN EUROPE. ByJ. H. Roninson. Givesa
clear and interesting account of the all-important movements,
customs, institutions, and achievements of Western Europe
since the German barbarians conquered the Roman Empire.
714 pages, with Mapsand Illustrations. Price 7s. 6d. Alsoin Two
Volumes, dividing at the Sixteenth century. Price 4s. 6d. each.

GENERAL HISTORY. By P. V. N. Myers. A
Complete Outline in One Volume of the World’s History from

that of the Eastern Nations to the present time. Accepted and
recommended as the best brief course in General History.
Half-morocco. 30 Maps. Over 160 Illustrations. 794 pages.
Price 7s. 6d.

Part I.—A Short History of Ancient Times. 388 pages. Price 4s. 6d.

Part II.—A Short History of Mediseval and Modern Times.
438 pages. Price 4s. 6d.

PRINCIPLES OF PHYSICS. By A. P. Gacr.

Revised by A. W. GoopsPpEED. A thorough Revision of GAGE’S
‘ Principles of Physics,” made in accordance with the latest
developments in Physical Science. 547 pages. Illustrated.
Cloth. Price 6s. 6d.

THE BLAISDELL PHYSIOLOGIES.

THE CHILD’S BOOK OF HEALTH. A First Book of

Hygiene, presenting easy lessons for Junior Classes. is.
A SUPERVISOR OF SCHOOLS says :—'‘ A book to be read by every boy and
girl of ten years and upwards.”’

HOW TO KEEP WELL. Simple, teachable, and replete with
Suggestions for Teachers. Price 2s.

OUR BODIES, AND HOW WE LIVE. Simple in style,
with no attempt at scientific discussion. Adapted for the
Higher Standards. Price 3s.

HOW TO TEACH PHYSIOLOGY. Handbook for Teachers.
Price 6d. l

BOOKS SENT ON APPROVAL TO TEACH ERS.

Complete Catalogue post free on application.
GINN & COMPANY, St. Martin’s Street, London, W.C.

Sept. 1, 1908. ]

THE EDUCATIONAL TIMES.

39]

MESSRS. RIVINGTONS LIST

ELEMENTARY ALGEBRA.
By W. G. BORCHARDT, M.A., B.Sc.,
Assistant Master at Cheltenham College.

Complete, 3s. 6d.; with Answers, 4s. 6d.
Or in Two Parts :—

Part I., 2s. 6d. ; with Answers, 3s.

Part II., 2s.; with Answers, 2s. 6d.

In use at Harrow School, Marlborough
College, Shrewsbury School, Goldsmiths’
cores (New Cross), Edinburgh, Glaszow,
Aberdeen, St. Andrews, Manchester, Roch-
dale, Birmingham, Liverpool, Birkenhead,
Wigan, Blackburn, Lancaster, Newcastle,
Sunderland, York, Leeds, Hull, Hudders-
fleld, Sheffield, Derby. Nottingham, Brad-
ford, Halitax, Wakefield, Leicester, New-
castle (Staffs.), Chester, Coventry, Leaming-
ton, Wolverhampton, Cheitenham (Dean
Close School), Bath College, Bristol, Corn- ,
wall, Bromsgrove, Bedford. Oxford, Cam- .
bridge, Canterbury (The King’s, 3. Ed
mund’s, and Simon Langton Schools),

Cardiff, Mountain Ash, Brinton, Hastings, |

Felsted, Epsom, Madras, Melbourne, Sydne
New Zealand, K 3 e i

Taken from the Algebra.

With or without Answers, 3s. Or in Two Parts :—
Part I., 1s. 6d.: with Answers, 2s.

Part II., 2s., with or without Answers. |

ARITHMETICAL TYPES AND
BXAMPLES. With Oral Examples.
By W. G. BORCHARDT, M.A., B.Sc.
This book is issued in four ways—
Types and Examples in One Volume,
with Answers, 3s. 6d.
Types and Examples in One Volume,
without Answers, 3s. 6d.
The Examples separately, with Answers, 3s.
is Pe `; without Answers, 3s.

In use at Harrow School, Marlborough
College, Rugby School, Bilton Grange
(Rugby » Edinburgh, Glasgow, Aberdeen,

t. Andrews, Manchester, Rochdale, Bir-
mingham. Liverpool, Birkenhead, Wigan,
Durham, Lancaster, Newcastle, Sunderland,
Darlington, York, Scarborough, lLeeas,
Sheffield, Nottingham, Bradford, Halifax,
Wakefield, Leicester, Coventry, Shrews-

» Cheltenham (Dean Close School),
Cheltenham Ladies’ College, Cheltenham
College, Bath College, ristol, Oxford,
Uppingham, Repton, Malveru, Sedbergh,
Giggleswick, Southport, Preston, Bury,
Bolton, Newark, lifton, Berkhamsted,
Bournemouth, Eastbourne, Canterbury (The
King’s, 8. Edmund’s, and Simon Langton
S8choois), Dover, Portsmouth, Exeter, Corn-
wall, Tavistock, Epsom. Dublin, Melbourne,
Sydney, N.8.W., New Zealand, South
Africa, &c.

JUNIOR ARITHMETIC.
By W. G. BORCHARDT, M.A., B.Sc.

Complete, 1s. 6d.: with Answers, 2s.
ane sxa mples separately, with or without Answers,
s. 6d.

In use at Harrow School, Marlborough
College, Shrewsbury School Dulwich
College, Goldsmiths’ College (New Cross),
Edinburgh Glasgow Aberdeen, 8t.
Andrews. Manchester, Rochdale, raped
ham, Liverpool, Birkenhead, Wigan, Black-
burn, Lancaster, Newcastle Sunderland,
North Shields, York, Leeds, Hull, Sheffield,
Derby, Nottingham, Bradford, Oakham, :
Halifax, Wakefield, Leicester, Crewe, New-
Castle Staffs.), Chester, Coventry, Leaming-
ton, olverhampton, Cheltenham (Dean
Close School), Bath College, Bristol, Broms-

rove, Bedford, Oxford, Cambridge, Cardiff,

righton, Hastings, Felsted, Epsom, Mel-
bourne, Sydney, Natal, &c.

ELEMENTARY STATICS.
By W. G. BORCHARDT, M.A.. B.Sc.
Crown 8vo, with or without Answers, 4s. 6d.

“A book which every teacher should possess; it con-
tains all the book-work he is likely to want and more,
while it is a most useful mine of excellent examples.”
—Nature.

* The experiments described and the numerical and
graphical examples worked out in the text should be
amply sufficient to give sound ideas of the fundamental
principles.’’—Sehvol World,

|

atal, &c. |
ALGEBRAICAL EXAMPLES. |

IRIVINGTONS’ DIRECT METHOD: RIVINGTONS’ DIRECT METHOD

FRENCH SERIES

Edited by W.G. HARTOG, B.A., Lecturer in French
at University College, London, and at the East |
London College ; Occasional Inspector and Assistant |
Examiner to the University of London.

This Series is based on the generally accepted rules
for the teaching of modern languages; provides con- |
tinuity of teaching, and consists of : -

A FIRST BOOK OF FRENCH ORAL
TEACHING. ByC. V. CALVERT, B.A. Edited
by W. G. HarTOG, B.A. Crown 8vo, 2s.

There are 24 Illustrations of the Stories, of which '
14 are Full-page. These Illustrations depict French |
people und French life, and were drawn by a well |

nown exhibitor in the Paris Salon.

WALL% PICTURES. Four of the Illustrations
reproduced separately in black and white. They can!
be had in two styles—1, Mounted on linen, 3s. 6d. net |
each. 2. Mounted on linen, varnished, taped, and with
moulding at top and roller at foot, 6s. net each.

THB FIRST SIXTY LESSONS PHONET- |
ICALLY TRANSCRIBED. By D. L. Savory, `
M.A., Lecturer at the University of London.

Crown 8vo, Is.

FABLES EN PROSE ET EN VERS.
With Oral and Written Exercises, Questionnaire
and Grammaire. and suggestions for Free Com-

sition and Poetry for Repetition.
3y W. G. HARTOG, B.A.
Crown 8vo, with Illustrations, 2s. 6d.

This book is suitable for pupils after their first year of
French, learned on the Oral Method.

MELANGES FRANCAIS.
An Elementary Reader for the Second and Third
Years of French Instruction. With Oral Exercises
in French, containing Questionnaires, Grammaire,
Exercices écrits, and a complete French-English
Vocabulary. By W. G. HARTOG, B.A.
Crown 8vo. With 11 full-page Illustrations, 2s, 6d.

ANECDOTES ET BRECITS.

A Reader for Elementary and Middle Forms.
With Oral Exercises in French, Questionnaires,
Grammaire, Exercices écrits, Passages for
translation based on the Text, and a French-
English Vocabulary. By W. G. HARTOG, B.A.
Crown 8vo, with 8 full-page Illustrations, 2s. 6d.

LECTURES ET CONVERSATIONS.
PRANCAISES. With Oral and Written Exer-
cises in French. By W. G. HARTOG, B.A.

Crown 8vo. With Map of France and Plan of |
Paris. 2s. 6d. |

PAGES CHOISIES DES GRANDS ,,

BCRIVAINS. A more advanced book for French |
Reading and Conversation, on the same plan as,
“ Lectures et Conversations.” With French Notes !
and Oral Exercises. By W. G. HarTOG, B.A.
Crown 8vo, 1s. 6d.

POETICAL FRENCH READER.
Selections from the Poems of La FONTAINE,
RACINE, CORNEILLE, MOLIÈRE, CHENIER, HUGO,
and DE VIGNY. fith Biographical Sketches, :
Notes, and Exercises. By W. G. HARTOG, B.A.
Crown 8vo, 2s. 6d.

GRAMMAIRE FRANCAISE PRA-
TIQUE, BASEE SUR LA METHODB
IWDUCTIVE. Par W. G. HARTOG, B.A.
Crown 8vo, 3s. 6d.

Part I., forming a complete Elementary Grammar,
may be had separately, 2s. 6d.

A FIRST BOOK OF ORAL (or Written)
PRENCH PROSE COMPOSITION. With
Notes. Designed to follow Part I. of ‘‘ Grammaire
Francaise,” By W.G. Hartoa, B.A. Crown 8vo, 1s.

LECTURES SCIENTIFIQUES.
A French Reader for Science Students. Containing
Extracts from Modern French Scientific Works in
Chemistry, Physics, Mathematics, Physiology, and
Botany. With a Glossary of Technica! Terms.
By W. G. HartToa, B.A. Crown 8vo, 5s.

FRENCH SERIES (continued)

BEGINNERS’ TEXTS. With Notes,
Exercises in French, Passages for Retranslation,
Queationnaires, and Vocabularies. Edited by
W. G. Hartoa, B.A. Small fcap. 8vo, wit
Illustrations, Each Volume, 1s,

Nouvelles et Anecdotes.

La Belle au Bois dormant and Le Chat botté.
Historiettes.

Huit Contes (Mlle MINSSEN).

Hansel et Gretel, et Les Trois Oorbeaux.
Le Roi de la Montagne d'Or, et autres Contes.

JUNIOR TBXTS. With Notes and Oral
Exercises, both in French, Passages for Retrans-
lation, aaa eee und Vocabularies. Edited

yv W. G. Hartoa, B.A. Small fcap. 8vo, with
Llustrations. Each Volume, 1s.

Histoire de la Princesse Rosette
(La Comtesse DE S&GUR.)

Mateo Falcone and L'Balèvement de la Be-
doute (MÉRIMÉE).

Contes de Fées choisis
(Mme LEPRINCE DE BEAUMONT).

A Selection from La Fontaine’s Fables.
Histoire d'Ali Baba (GALLAND).

Histoire d'un Chien (Mme DE WITT).
and Le Vilain petit Canara (ANDERSEN).

Beulette (DE PRESSENS£).

Trésor des Fèves et Fleur des Pois (NoDIER).
Récits de Guerre et de Révolution.

Les Prisonniers du Caucase (DE MAISTRE).

INTERMEDIATE TEXTS. Edited, with
Notes and Oral Exercises, both in French, Pas-
sages for Retranslation, and Questionnaires, by
W. G. Hartoa, B.A. Small fcap. 8vo, with
Illustrations. Each Volume, ls.

Croisilles et Poèmes ohoisis (DE MUSSET).
Sindbad le Marin (GALLAND).

Les Jumeaux de l'Hôtel Corneille (ABOUT).
Tamango and Le Coup de Pistolet (MÉRIMÉE).
Les Quatre Talismans (NODIER).

Waterloo (BEYLE-STENDHAL).

L’Bvasion de Duo de Beaufort (Dumas).

Le Mari de Madame de Solange (SOUVESTRE).

Chez les Sauvages
Episode tiré de la Roche aux Mouettes (SANDEAU).

' COMEDIES. Edited, with Notes and Oral

Exercises, both in French, paseikes for Retrans-
lation, and Questionnaires. By W. G. HARTOG,
B.A. Small fcap. 8vo, with Illustrations, each
Volume, 1s.
Voyage de Monsieur Perrichon
(LABICHE and MARTIN).
Le Baron de Fourchevif (LABICHE and JOLLY).
La Joie fait Peur (Mme DE GIRARDIN).
Valérie (SCRIBE).
Le Major Cravachon

(LABICHE, LEFRANC, and JES8&).

Le Diplomate (SCRIBE).

RIVINGTONS’ DIRECT METHOD
ELEMENTARY GERMAN TEXTS

Edited by D. L. Savory, M.A., Lecturer in the
University of London, Goldsmiths’ College; Author
of “A First German Reader,” &c. Small crown 8vo,
with Illustrations, each Volume 1s. 6d.

This new Series of Elementary German Texts consists
of stories complete in themselves, selected from the
best modern Authors. They are easy in style, but not
childish in matter, and are intended for students who
have already acquired a simple vocabulary and the
elements of grammar.

Das Gespensterscohiff (WILHELM HAUF).

Die Geschichte des jungen Herrn Anton
(HEINRICH SEIDEL).

Krambambuli (MARIE VON EnneER-ESCHENBACH).

Other Volumes in preparation,

RIVINGTONS: 34 KING STREET, COVENT GARDEN, LONDON

392 THE EDUCATIONAL TIMES. [Sept. 1, 1908.

READY IMMEDIATELY. The Che t, Most Attractive, and Most Readable
Histcry Text-Beck fer Seoondary Schools now before
the Educational Pubiliec.

Nelson's School History

Of Great Britain and Ireland.

By G. W. PROTHERO, M.A., Litt.D.,

Formerly Professor of History in the University of Edinburgh.

480 pages. Cloth. Price Two Shillings and Sixpence.

illustrated with Forty-eight excellent Colcured Reproductions from
paintings by Great Histcrical Artists.

Furnished with Summary of Dates and Facts, Genealogical Tables, and other convenient aids to memory.

The most complete history text-book yet published for schools, suitable either for general middle-form work or for
examinations up to matriculation standard.

Not merely a history of England, but a history of the British Isles and the British Empire.

Written in lucid, straightforward language, and excellently adapted for school pupils who cannot comprehend the
intricacies of national policy and the exact significance of constitutional changes.

A New Series of carefully graduated Reading Books designed : | i;
to form a Ladder to Literature. An Entirely New and Unique Series of

The Royal Treasury Historical mee
of Story and Song. Highroads of History.

_ The First a a a pat ere N. each r eae Prepared in accordance with the latest and most approved
ang +s complete in itself, and of sufficient len o arouse an oa i :
sustain juvenile interest. Each volume beautifully illustrated methods of History Teaching, and superbly illustrated with
with numerous full-page Pictures in colour and black and white, reproductions in Full Colour and in Black and White of
as well as marginal Drawings of an interesting and charming
character. , ; TF ,
The Royal Treasury will be published in Seven Parts, of which Great Historical Paintings by Great Artists.
the following are now ready :—

Part I. DOORS OF GOLD. 128 pages. 10d. e xX

Select fairy tales, simply written, with familiar rhymes and Darje ieee Piast ia;

verses.
Part II. PAIRY FAVOURS. 160 pages. 1/- LIST OF THE SERIES.

Imaginative tales from good literary sources, select folk-

tales of a romantic and humorous character, with a selec- Book I. TALES OF THE HOMELAND. Price 10d.

tion of some of the best fairy poetry in the language.

Book II. STORIES FROM BRITISH HISTORY. ls.

Part II. THE HALL OF HEROES. 208 pages. 1/3 :
Tales of early heroes of the chief European nations, with Book III. BRITONS OF RENOWN. Price ls. 3d.

narrative poetry, mostly of a simple ballad character. Book IV. OTHER DAYS AND OTHER WAYS. 1s. 6d.
Part IV. GOLDEN GIFTS. 272 pages. 1/6 Book V. TUDOR AND STUART. Price ls. 8d.

Romantic tales and narrative poetry.

Part V. THE ENCHANTED GARDEN. 272 pages. 1/6 Book VI. MODERN BRITAIN. Price 2s.

THOMAS NELSON. & SONS,
35 & 36 Paternoster Row, London, E.C.; Edinburgh, Dublin, & New York.

Sept. 1, 1908. ]

THE BEST BOOKS
LONDON MATRICULATION.

Algebra, Matriculation. With a Section on Graphs.
DEaKIN, M.A. Lond. and Oxon. Fourth Edition. 3s. 6d.
Arithmetio, The Tutorial. By W. P. Workman, M.A., B.Sc.

Third Edition. 4s. 6d.
Chemistry, Matriculation. By G. H. Baitry, D.Sc. Lond. Edited
by WILLIAM Briaes, LL.D., M.A., B.8c., F.C.S. Third Edition. 5s. 6d.

English Course, Matrioulation. a E Grammar, Analysis,

Composition, Précis Writing and Paraphrase. By H. Low, M.A. Lond.,
and JOHN Briacs, M.A. Camb., F.Z.S. Second aon 3s. 6d.

French Reader, Matriculation. Containing Prose, Verse, Notes,

~ and Vocabulary. By J. A. PERRET, Examiner in French at the University of
London. 2s. 6d.

French Course, Matriculation.
Lond. and Camb. Third Edition. 3s. 6d.

Geography, Text-Book of. By G.C. Fry, M.Sc., F.1.C. 4s. 6d.

Geometry, Matriculation. By W. P. Workman, M.A., B.Sc., and
A. G. CRACKNELL, M.A. 3s. 6d.

Heat, Matriculation. Light, Matriculation. Sound, Matric-
ulation. By R. W. Stewart, D.Sc. Lond. Three Volumes, each 2s. 6d.

Latin Authors, Matriculation Selections from. By A. F.
Watt, M.A. Oxon., and B. J. HAYES, M.A. Lond. Second Edition. 2s. 6d.
Mechanics, Matriculation. By Wm. Brices, LL.D., M.A., B.Sc.,

F.R.A.S., and G. H. Bryan, Sc.D., F.R.S. Second Edition. 3s. 6d.

Modern History, Matriculation. Being the History of England,

1485-1901, with some Reference to the Contemporary History of Europe and
Colonial Developments. By C. S. FEARENSIDE, M.A. Oxon. 3s. 6d.

By RUPERT

By Prof. E. WEEKLEY, M.A.

COLLEGE OF PRECEPTORS
EXAMINATIONS, 1909.

Editions of the Text, in the University Tutorial Series, include Introduction
and Notes. Vocabularies (interleaved) include Test Papers. The edition “In
One Volume” includes Text (with Introduction and Notes), Vocabulary (inter-
leaved and with Test Papers), and Translation.

Caesar.— Gallio War, Books IiI., IV. By A. H. ALLCROFT, M.A.,

and F. G. PLAISTOWE, M.A., and A 1s. 6d. each. Vocabulary. 1s. each.
[Juniors and Seniors.

Translation. 1s. each, In One Volume, 38. each.
Chaucer.—Prologue to the Canterbury Tales. By A.J. WYATT,
M.A. ls. Seniors.
By F. G. Praistowe, M.A., and W. F.

Cicero. — Pro Milone.
Masom, M.A. 3s. 6d. Vocabulary. 1s. Translation. 2s. In One Volume.
5s. 6d. [Seniors.

Buripides.—__Hecuba. By T.T. Jerrery, M.A. 3s8.6d. Translation.
ls, 6d. In One Volume. 4s. 6d. [ Seniors.

Horace.—Odes, Book IV. By A. H. ALLCROFT, M.A., and B. J.
Hayes, M.A. 1s. 6d. Vocabulary, 1s. Translation. 1s. In One Volume. 3s.

(Seniors.
Shakespeare.—Julius Caesar. By Prof. W. J. Rorre, D.Litt.
2s. 6d.

[Juniors and Seniors.

Shakespeare.—_The Tempest. By A. R. Weekes, B.A. 2s.
[Juniors and Seniors.
By A. H. Attcrort, and W. F.
Translation. ls. In One Volume.
[Juniors and Seniors.
Vergil._Aeneid, Book XI. By A. H. Autcrort, M.A. and W. F.
Masom, M.A. 1s. 6d.° Translation. 1s. [Juntors and Seniors.

* This Volume contains a complete Alphabetical Lexicon.

Vergil.— Aeneid, Book III.
oe M.A. 1s. 6d.” Vocabulary. 1s.

Full List of Books for London University, Oxford and Cambridge Locals, College
Of Preceptors, and other Examinations, post free on application.

University Tutorial Press, Ld.
W. B. CLIVE, 157 Drury Lane, London, W.C.

THE EDUCATIONAL TIMES.

393

ADVERTISEMENT SCALE.

Whole Page—Ordinary a 10 0 ...... Position £6 10 0
Half PP T 0 Sows: 5 300
uarter Page ,, 110 0 ...... 116 0
er inch in broad column (eal width of page) . e 070
arrow Column (one-third page) .............c.-ssceseee 200

General Scholastic Advertisements ‘eae Schools, Classes, Tuition, &c.),
3a. 6d. for 6 lines, or 48, 6d. the inch.
gap pariona Vaani and Wanted—30 words or under, 2s.; each additional 10 words
(For ls. extra, Replies may be addressed to the ] Publishing Office, and will
9 forwarded post free trae.)

CURRENT HVENTS.

M. te Proresstur A. P. Hocvuexet will
address the Société Nationale des Professeurs
de Francais en Angleterre on the “ Expédition
at the College of Preceptors on September 26

Fixtures.

du Mexique ”
at 4 p.m.

*.*

Tue Autumn Meetings of the Incorporated Association

of Assistant Masters in Secondary Schools will be held on

September 9 and 10 at the Mathematical School, Rochester.

Tue First International Moral Educational Congress will
be held at the University of London, September 25-29,
under the presidency of Prof. Michael E. Sadler, M.A.,
LL.D.

Tue following courses, of ten lectures each, at the Uni-
versity of London, are open free to all teachers in London
secondary and elementary schools and to teachers in train-
ing: (1) “ Outlines of French Literature,” by Miss F. C.
Johnson, M.A., October 14 and following Wednesdays, at
6 p.m.; (2) “ ‘Some Aspects of John Ruskin,” by Miss
C. F. E. Spurgeon (Final English Honours, Oxon.), Octo-
ber 10 and following Saturdays, at 10.30 a.m. Apply for
admission, before September 26, to the London Education
Offices, Victoria Embankment, W.C.

¢ #
*

Two Courses in School Hygiene will be held next Session
at University College, London, under the direction of Prof.
Kenwood, assisted by Dr. H. Meredith Richards and other
specialists : (1) October to March (Fridays, 7.15) for school
teachers ; (2) will begin early in 1909, and treat of School
Hygiene and Medical Inspection of Scholars, for medical men.

+ +
*

A CONFERENCE on Democratic Education will be held at
Birmingham University on October 17, under the auspices
of the Workers’ Educational Association. On the preceding
day (October 16) a “ demonstration ” in the Town Hall will
be presided over by Bishop Gore.

+» +
*

THE Second International Congress on Popular Education

will be held at Paris, October l-4.

Tue University of Oxford has conferred the
honorary degree of M.A. upon Mr. Albert J.
Mockridge, B.A. Lond., the new Head Master
of the Municipal Secondary School, Poole, i in recognition of
his services to education during his long connexion with
Culham College as one of the staff, and latterly as Principal
of the P.-T. Centre, Oxford.

Honours.

* * i
In recognition of his occupancy of the Professorshi ip of
Chemistry at Cambridge for nearly half a century, Prof.

G. D. Liveing, F.R.S., has been presented with an illumi-

nated address by Sir James! Dewar, Jacksonian Professor,

394,

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

and the lecturers and the staff of the University Chemical |ing is necessary for the safety of the country and advan-

Laboratory.
*¢

THE University of Sheffield, on occasion of the visit of the
British Medical Association, conferred the honorary degree
of D.Sc. upon Prof. Simeon Snell, President of the Associa-
tion; Dr. Henry Davy, last year’s President; Prof. Charles
Joseph Bouchard, Paris; Prof. John Chiene, Edinburgh ;
Prof. Antoine Depage, Brussels; Dr. James Kingston
Fowler, London; Prof. Ernst Fuchs, Vienna; Prof. Just
Marie Marcellin Lucas-Championniere, Paris; Dr. Charles
James Martin; Prof. John Benjamin Murphy, Chicago ;
Dr. Thomas Oliver. Newcastle; Mr. Edmund Owen, Chair-
man of Council; Sir Henry Rosborough Swanzy, Dublin ;
Prof. Hermann Tillmanns, Leipzig; and Dr. Dawson Wil-
liams (Editor of the British Medical Journal).

AN anonymous donation of half a million
kronen (about £20,833) has been presented
to the Vienna Academy of Sciences for
the establishment of a “ Radium Institute” in connexion

with the new physics laboratories of the University of
Vienna.

Endowments and
Benefactions.

* &
#

THE University of Glasgow wants some £5,000 a year
to meet general charges (£3,000 for apparatus and £2,000
for material) ; £10,000 a year for lectureships and assist-
ants ; and considerable sums for the Faculty of Law, the
Library, the Hunterian Museum, and the Observatory.

* #
*

ABERDEEN University wants upwards of £14,000 for similar

purposes.
*,*

Mr. G. H. Sueruerp has presented to King Edward VI.
Grammar School, Louth, a bust in white marble of Tenny-
son, who was at the school in 1820, with his father, William
Shepherd. The bust is the work of Mr. H. Garland.

OO

Tue Committee of Lloyd’s Register of

Scholarships and British and Foreign Shipping have decided

Prizes. to found Scholarships in Marine Engineer-

ing, with a view to enabling young engineers

to pursue a course of study in engineering at a University or

approved college. The scholarships, £50 a year for two

years, will be established in connexion with the Institute of

Marine Engineers. One scholarship will be open for com-

petition each year by examination to British subjects of

between eighteen and twenty-four years of age. There are

already six “ Lloyd’s Register” Scholarships in Naval Archi-

tecture in existence: three at Glasgow University and three
at Armstrong College, Newcastle-on-Tyne.

* *
*

Tue University of London offers two Martin White
Scholarships in Sociology, each £35 a year for two years,
to students that have either (1) passed the Intermediate
Examination in Arts in 1908 and undertake to study for the
B.A. Honours Degree in Philosophy, with Sociology as an
alternative subject, or (2) passed the Intermediate Examina-
tion in Economics in 1908 and undertake to study for the
B.Sc. (Economics) Honours Degree, with Sociology as a
selected subject. Apply, with three testimonials and three
references, to the Academic Registrar by September 28.

+%
*

CAPTAIN GEORGE CROSFIELD, Secretary of the Lancashire
Committee of the National Service League (72 Victoria
Street, Westminster, S.W.), offers prizes—£15, £10, £5—
to Masters of Secondary Schools in Lancashire for the three
best essays on the thesis, “ That Compulsory Military Train-

tageous from the civic point of view.” ‘ Essays must be
legibly written [!] and not exceed 1,500 words.”

In Cambridge University, Mr. A. E.
Shipley, F.R.S., Fellow and Tutor of
Christ’s, has been appointed Reader in
Zoology; Mr. C. T. Heycock, F.R.S.,
Fellow of King’s, Goldsmiths’ Reader in Metallurgy ;
Mr. H. O. Meredith, Fellow of King’s (Lecturer in
Economic History and Commerce at Victoria University,
Manchester), Girdlers’ University Lecturer in Econo-
mics; Mr. H. Yule Oldham, King’s, University Lecturer
in Political and Economic Geography; and Mr. P. Lake,
St. John’s, Royal Geographical Society's University
Lecturer in Physical and Regional Geography. The
Professor of Mechanism has appointed Messrs. A. H. Peake
(St. John’s), J. W. Landon (Sidney), and T. Peel (Magdalene)
to be Demonstrators in Engineering for five years, Mr. Peake
to be Senior Demonstrator.

Appointments
and Vacancies.

*
THE Mastership of St. John’s College, Cambridge, is
vacant through the death of the Rev. Charles Taylor, D.D.,
Hon. LL.D. Harv., who had been Master since 1881.
+ x
*

Mr. L. Ovvennerm, LL.D. Gött., Lecturer in International
Law, London School of Economics and Political Science,
formerly Professor of Law in the University of Basle, has
been appointed Whewell Professor of International Law in
the University of Cambridge, in succession to Prof. West-
lake.

* *

Mr. Ericu H. Buppe, Ph.D. Jena, has been appointed to
the new additional Lectureship in German at Oxford
University.

* * |

Mr. Davin Nicuot Smitu, M.A. Edin., Professor of Eng-
lish Language and Literature, Armstrong College, New-
castle-on-Tyne, has been appointed to the new Goldsmiths’
Readership in English in Oxford University.

* +
+

Mr. Lampert F. Wintte, LL.B., has been appointed a

Secretary to the External Registrar of London University.
* #
*

Mr. Joux Marsyatt MacGrecor, M.A., Assistant Lecturer
in Greek and in Latin in Liverpool University, has been
appointed University Reader in Greek in London University,
to teach at Bedford College.

*
*

In the Imperial College of Science and Technology, the
Hon. R. J. Strutt, F.R.S., has been appointed additional
Professor of Physics, and Mr. S. Herbert Cox full-time
Professor of Mining.

An additional Professor of Zoology, a Professor of Metal-
lurgy, and an Assistaut Professor of Botany are to be

appointed in the near future.
* o +

*

Ix Manchester University, Mr. J. E. Petavel, D.Sc.,
F.R.S., Lecturer in Mechanics and in Meteorology and
Demonstrator in Physics, has been appointed Professor of
Engineering; Mr. C. H. Lander, M.Sc. Man., Lecturer in
Engineering ; Mr. T. G. B. Osborn, B.Sc. Man., Lecturer in
Economic Botany; Mr. F. H. J. A. Lamb, M.D. (Demon-
strator in Physiology, Cardiff University College), Senior
Demonstrator in Physiology; Mr. A. E. Woodall, M.B.,
Ch.B. Man., Junior Demonstrator in Physiology ; Mr. T. W.
Todd, M.B., Ch.B., Senior Demonstrator, and Mr. E. E.
Hughes, M.B.. Ch.B. Vict., and Mr.” S. H. J. Kilroe,
M.B. Lond., Junior Demonstrators)/in-Anatomy; Mr. John

Sept. 1, 1908.]

THE EDUCATIONAL: TIMES.

395

MacInnes, M.A., Senior Assistant Lecturer in Classics;

Mr. N. L. Ingle, B.A. Cantab., Assistant Lecturer in Clas-

sics; Mr. F. Smith, B.A., B.Sc. Man., and Miss W. G.

Maitland, Demonstrators in Education; and Mr. Robert

Dunlop, M.A., Honorary Special Lecturer in Irish History.
* *

*

Ix Shefteld University, Dr. Ralph P. Williams, M.D.,

B.S. Lond., D.P.H. Oxon., Medical Inspector under the

Sheffield Education Committee, has been appointed Pro-

fessor of Public Health, in room of Dr. Scursfield, resigned ;

and Miss K. L. Johnston, B.A., Lecturer in Education and
Mistress of Method in the University Training College.

* ©

+
Tae Rev. T. J. Lawrence, LL.D. Cantab., has been ap-
pointed HonoraryReader in International Law at University

College, Bristol.
+ ¢

Sik ALFreD Wits has resigned the Presidentship of
Hartley University College, Southampton, on account of
some difference of opinion with the College Council.

* è &
*

Mr. T. S. Srertinc, B.A. Cantab., has been appointed
Lecturer in English in the Hartley University College,
Southampton.

* *

Tue Rev. Dr. Marcus Dons has resigned, through illness,

the Principalship of New College, Edinburgh.
* +

*

Tue Rev. W. W. Lonarorp, M.A. Oxon., has been ap-
pointed Lecturer in History at St. David’s College, Lampeter.

+ #
*

THE Rev. ARTHUR CouLtnGwoop, S.J., Professor of Mathe-
matics, Wimbledon College, has been appointed Rector of
the Jesuit College, Leeds.

*
*

Out of ten Medical Inspectors of Schools appointed by the
County Council of the West Riding of Yorkshire, four are
ladies—Miss K. J. S. Clark (Edinburgh), Miss J. Coupland
(Nottingham), Miss E. McCall (Stoke-on-Trent), and Miss
Elizabeth M. McVail (Glasgow).

*

*

Miss Agnes A. Parsons, M.D., B.S., has been appointed a
Medical Inspector of Schools under the Birmingham Educa-
tion Committee.

* *

Miss H. L. Powe, Principal of the Cambridge Training
College for Women Teachers, has been appointed Principal
of St. Mary’s College, Paddington.

+ #

*
Miss M. H. Woop, M.A., Litt.D., late Scholar of Girton,
Vice-Principal and Lecturer in Pedagogy, St. Mary’s Col-
lege, Paddington, has been appointed Principal of the Train-
ing College for Women, Cambridge.
* «

*
Mr. J. Sransristp, B.A. Cantab., has been appointed
Vice-Principal of St. Peter’s College, Peterborough.

# *
&

Miss H. A. Carson has been appointed Vice-Principal of
the Cheshire Training College, Crewe.
* +

*
THe Rev. F. S. Dennett, M.A., Chaplain, Worksop Col-
lege, has been appointed Head Master of the Choir School,
Upper St. Leonards.
**
Mr. A. M. Wiiiiass, M.A., joint Rector and Head of the
English Department, has been appointed sole Rector and
Lecturer in Education, in the Training College, Glasgow.

Mer. Ciemenr G. Bone, Assistant Secretary to the War”
wickshire Education Committee, has been appointed Secre-

tary to the Dorset Education Committee.

Miss Beatrice Fuutrorp, B.Sc., Science Mistress, Milham
Ford School, Oxford, has been appointed Organizing Secre-
tary for the Young Men’s Christian Association in Japan.

* #

#
Miss M. Bourton, B.A., Milham Ford School, Oxford, has

been appointed Head Mistress of the Waterford High School.

* «
*
Miss A. K. Epwarps, of Newnham College, has been ap-

pointed Classical Mistress at Milham Ford School, Oxford ;

Miss Muriel Thompson, M.Sc., Science Mistress; and Miss

Jessie Lowson, M.A., Mathematical Mistress in the Kinder-
garten.

* %
&
Mr. Joun Rosert Brown, M.A. Cantab., of Bury, Lanca-

shire, has been appointed Head Master of the County School
and P.-T. Centre, West Suffolk.

*+* *#*
+

Mr. K. Lonspate, B.A., has been appointed French

Master at Maidenhead Modern School.

+ +
*
Mr. W. J. D. Bryant has resigned the Head Mastership

of Sir Andrew Judd’s Commercial School, Tonbridge, after
twenty years’ service.

oo

Messrs. JACK announce the issue (commen-
cing in September) of a fresh popular work on
natural history, “ The Wild Beasts of the
World,” in seventeen shilling (net) parts, edited by Frank
Finn, and illustrated with 100 reproductions in full colours
from drawings by Louis Sargent, Charles E. Swan, and
Winifred Austen.

In connexion with the Tercentenary of
Milton, the Elizabethan Stage Society, under
the direction of Mr. William Poel, will revive
the “Samson Agonistes ” next December in London, and
will afterwards give representations in Oxford, Cambridge,
Liverpool, and Manchester.

General.

%& ‘

Tue Joint Agency for Women Teachers (74 Gower Street,

W.C.) states: “ For engagements for 1909 and afterwards

members of the associations represented on the Committee

will no longer be charged any registry fees, and commissions

for them will be as follows:—Resident posts, 14 per cent.,
non-resident posts, 1 per cent. on the first year’s salary.”

Sir Hunert von Herkomer, who was for some years Slade
Professor of Fine Art at Oxford, has offered to paint a full-
length portrait of the Chancellor, Lord Curzon of Kedleston,
as a gift to the University. —

+

ACCORDING to the Kölnische Zeitung, the question of the
admission of women to University study in Germany has
been settled. Women subjects of the Empire will be
admitted on the same footing as men; but women of other
countries will require the permission of the Minister of
Public Instruction for matriculation.

$ *#
$

Harvard University has decided to open a special two-
years’ course in banking and finance, accounting and audit-
ing, insurance, industrial organization, transportation, com-
mercial law, economic resources, and civil service; and on
examination will award the degree of “ Master in Business
Administration.”

396 THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

CORRESPONDENCH.

THE MORAL EDUCATION CONGRESS.
To the Editor of “ The Educational Times.”

Sır —We beg leave to draw the attention of your readers to
the First International Moral Education Congress, to be held at
the University of London. Imperial Institute Road, South Ken-
sington, on September 25 to 26.

The Congress is honoured by the good wishes of His Majesty
the King. It meets under the patronage of twelve Ministers of
Education, including England, the United States, France, Italy,
Russia, Belgium, Spain, and Japan. It has also for its patrons
fifteen heads of Colonial Education Departments: delegates are

being sent by many Universities, by all the leading educational |

associations, and by a number of Education Authorities; and,
finally, the list of Vice-Presidents and of the General Committee
includes very many of the leading educationists of Europe.

B {Of those who are contributing papers, we may mention:
England—Profs. Adams, Lloyd Morgan, Mackenzie, and Muir-
head; America—Profs. Adler and Peabody; Italy —Cesare
Lombroso; France — Profs. Buisson, Boutroux, ae | Seailles ;
Germany—Profs. Munch, Foerster, and Tonnies; Russia—M.
and Mme. Kovalevsky ; Hungary— Profs. Karman and Schneller.
The whole field of moral education in schools will be covered.
The following is the general programme :—

I. The Principles of Moral Education (Chairman, the Presi-
dent). II. Aims, Means, and Limitations of the Varying Types
of Schools (Chairman, Lord Avebury). III. Character-building
by Discipline, Influence, and Opportunity (Chairman, M. le Baron
d'Estournelles de Constant, Senator). IV. The Problems of
Moral Instruction (Chairman, Prof. Dr. Friedrich Jodl, Univer-
sity of Vienna). V. (a) Relation of Religious Education to
Moral Education (Chairman, Rev. Dr. Gow, Westminster
School); (b) Special Problems (Chairman, Regierungsrat Dr.
Gobat, Berne). VI. Systematic Moral Instruction (Chairman,
Geheimrat Prof. Dr. Wilhelm Foerster, University of Berlin).
(c) The Teaching of Special Moral Subjects (Chairman, Cyril
van Oberbergh, Director-General of Higher Education for
Belgium). VIIL. The Relation of Moral Education to Education
under other aspects (Chairman, Prof. Ferdinand Buisson, Uni-
versity of Paris). VIII. The Problem of Moral Education under
Varying Conditions of Age and Opportunity (Chairman, Sir
William Anson, University of Oxford). (d) Biology and Moral
Education (Chairman, Prince Jean de Tarchanoff, St. Petersburg
Academy of Medicine). Special Moral Instruction Lessons will
be given in English by Mr. F. J. Gould; in French by Pastor
Charles Wagner, the author of “The Siraple Life”; and in
German by Frl. Jannasch. There will also be an exhibition of
books and pictures. i

The fee (including Report of some four hundred pages) is
10s. 6d. for the general public and 7s. 6d. for teachers. Single
day tickets can be had for 2s. 6d. Return fares on all lines at
single fare and a quarter. It is hoped that there may be a large
attendance of the general public and of the teaching profession.

Full details may be obtained on writing to the office of the
Congress, 13 Buckingham Street, Strand, London, England.—
We remain, on behalf of the Executive Committee,

MICHAEL E. SADLER, President.
AVEBURY, Hon. Treasurer.

Sopu1eé Bryant, Chairman.

J. W. Apamson, Vice-Chairman.
Gustav SPILLER, General Secretary.

THE Society of Merchant Venturers has decided to petition
His Majesty in Council in favour of the grant of a charter for
the establishment of a University of Bristol on the lines of the
draft charter prepared by the local University college, but
suggesting certain modifications which will define more precisely
the position in the University to be occupied by the University
classes of the Merchant Venturers’ Technical College. Among
the most important are those which provide that Bristol students
whose means are small shall still be able to obtain a University
education at fees as low as those charged by the Merchant
Venturers’ Technical College, and that the degrees of the Uni-
versity shall be open to evening students.

THE INTERNATIONAL ART CONGRESS.

Tur Third International Art Congress “for the Development
of Drawing and Art Teaching and their Application to Indus-
tries ” was held in the Great Hall of the University of London,
South alpen, dot August 3-8. There was a very large assembly
of delegates from some forty countries. The Earl of Carlisle
was elected President of the Congress, and the following were
chosen as Vice-Presidents :—Sir John Gorst (Great Britain),
Prof. Woodward (United States), M. Paul Colin (France), Herr
Boos-Jegher (Switzerland), Dr. Pallat (Germany), Prof. Ferari
(Italy), Prof. Nadler (Hungary), Mme. Eliesco (Rumania), Herr
Palascheff (Bulgaria), Herr Segerborg (Sweden), and Fraulein
Sahlsten (Finland).

THE PRESIDENT'S ADDRESS.

The Earl of CARLISLE, in his presidential address, said this was
the third Congress of its kind. The first was held in Paris in
1900, on the occasion of the International Exhibition, and the
second at Berne in 1904. The Paris Congress was attended by
30 official delegates, 15 countries were represented, and the Con-
gress had 516 members. At Berne 61 official delegates repre-
sented 25 countries, and the number of members was 648. The
present Congress was attended by 51 official delegates from 37
countries, and more than 1,800 members. The originators of the
Association Amicale des Professeurs du Dessin, which held these
congresses, were a handful of French teachers who, as early as
1894, met to discuss the project of such a federation. Those
teachers had remained members and were present to take part
in this Congress. He wished that he could believe that the sig-
nificance of this new international movement had at last been
fully realized in this country. It was certainly not understood
at either the first or the second Congress. Of 516 members
enrolled in Paris, only 12 were British teachers. The presence
of the Congress in London was due to the fact that those teachers
were vividly impressed by the standing and encouragement given
to their confreres at the Conference in Paris, and subsequently at
Berne, alike by public opinion and by the Governments con-
cerned. Great thanks were due to those English teachers who had
brought about this result. It was impossible to exaggerate the
educational value of the exhibition connected with the Congress,
and the more they looxed at the well chosen exhibits the more
important appeared the international movement which had
brought them together. It was a movement which we in this
country ought particularly to welcome, since it showed an
extraordinary variety of ideas and teaching methods, and illus-
trated more vividly than any report could do the organization
and equipment of nations which had far longer experience than
we had of æsthetic and technical education. Of the subjects to
be discussed the most important for this country were those
which bore upon the value of co-ordination between various
kinds of schools and the application of art to industry, and, for
us, he thought, that was also the main feature to be observed in
the exhibition. In this matter many foreign countries were our
masters, and we should do well to learn what we could from
them. . . . The indifference of the Government to art teaching
was illustrated by their very marked neglect of this Congress.
He attributed this marked neglect, and he hoped members of
the Congress would attribute it, rather to extreme stupidity
than to any intentiona) rudeness. ... He dwelt upon that
matter because it illustrated in some degree the defects of our
system to which he wished to draw attention. How were we
to educate our masters? Perhaps some foreign visitors might
be able to say how it was that their Ministers and members of
municipalities were as well educated as their pupils. The fact
that our art education did not extend to our public schools—
using that term in the British and not the American sense—
or to our Universities might have a great deal to do with the
matter. The same fact might be the cause also of one of the
great difficulties with which they had to deal—the divergence
between the art training of the workman in the art school
and the work which he was called upon to do for the silver-
smith and jeweller when he went out into the world. Another
great drawback resulting from this want of cultivation in our
governing classes was that every Minister or educational body
was the easy prey of the eloquence of literary gentlemen with
theories. Unfortunately, they had no criterion by which they
could judge the practical results of the systems they had set
up and knocked down. . . . Still, withim his time, the movement
had made immense progress.

$

~

Tee I

/!

Sept. 1, 1908. |

THE EDUCATIONAL TIMES.

397

The papers covered a very wide variety of subjects, and were
followed by animated discussions in English, French, and Ger-
man. We can only select a few brief summaries.

ART IN THE SCHOOL AND IN THE HOME.

Prof. M. A. KELLER, of the Ecole Normale Supérieure de Saint-
Cloud, said there existed to-day a movement in the direction of
popular art which was not yet understood by the general public, and
in which the professor of drawing had accepted the double mission
of inculcating the principles of drawing and of creating among
his pupils the taste for art. In the school it was his part to
suppress his own personality and teach his pupil by the observa-
tion of Nature to develop in himself some feeling for art. The
growth of taste and the sense of beauty would then follow of
themselves. Among the means which he suggested for cultivat-
ing in the young mind the proper sense of art were a well
chosen scheme of mural decoration in the school itself, with
reproductions of frieze borders and famous works of art, and
visits to museums and monuments organized by the paid teachers
of the State. Art in the home was a matter of greater delicacy,
for in France the family circle was jealous of its liberty, and
thus here it was the influence of the child alone that could
operate, and he would gradually become the educator of his
parents and of the other members of his family. The delicate
taste of the girls and the manual skill of boys might thus con-
tribute to render the home beautiful and more agreeable to the
family. M. Keller also suggested that the scholars’ book prizes
should be superseded by really good framed engravings, that
the planting of trees aan flowers should be encouraged, and that
children should be introduced to the beauties of Nature by

excursions into the country and to museums and studios.

TuE TRAINING OF INFANTS.

Miss KATHARINE PHILLIPS, Superintendent of Method to the
London County Council, in discussing “ Drawing in Infants’
Schools,” said that formerly children from three to seven years
of age were trained according to traditional senior-school methods
rather than by those arising out of their physical, mental, and
social conditions and needs. Far other ideas, however, were now
beginning to prevail, it being recognized by intelligent teachers
that, to save time and obtain effective results, it was wiser to
select from natural instincts and impulses those for cultivation
which seemed to have been determining influences in man’s
upward course towards a finer organization of mind and body.
The drawing of little children was recognized by teachers to be
a language; another means of expression for the developing,
struggling child intelligence. In our good modern infants’
schools the little children were now not only allowed, but re-
quired, to see for themselves. They were required to record
their own impressions and observations, or ideas of their im-
pressions and observations, not what an outside adult authority
insisted to them was there to be seen. Thus by practice and re-
observation the infants approached slowly to “ truth in seeing.”
As there was joyous freedom of self-expression proper to the age
of children, every mark made had its meaning, purpose, and
strength, however rudimentary, instead of being, as formerly,
mechanical, meaningless imitation.

GERMAN AND AMERICAN EXPERIENCE.

Dr. GEORGE KERSCHENSTEINER, Of Munich, in a paper on “ The
Development of the Power of Graphic Expression,” reported the
result of many years’ experiments in connexion with 08,000
school children between the ages of six and fourteen. The con-
clusions at which he arrived, and which were accurate enough
to warrant their use as a foundation on which to base the draw-
ing syllabus, included the fullowing: Boys and girls required a
different syllabus, at least in the elementary school ; decorative
teaching should only. be eliminated from the syllabus when the
teaching staff showed lack of artistic feeling. As a rule, draw-
ing from Nature could not be successfully taught in classes
hefore the age of ten, and where systematic class teaching of
drawing was begun at an earlier age it was desirable to organize
drawing from memory exclusively.

Mr. Henry Turner Baitey (United States) directed attention
to certain experiments in the schools of the United States,
which seemed to tend towards establishing methods of teaching
young children through drawing live plants. The power to
draw directly from the object was of such great importance that
any course of instruction which failed to develop it could hardly
be called successful. This power developed through constant

practice under guidance. The objects best adapted apparently
to the needs of beginners in the art of delineation were the
common plants, because they were eve here available, because
they presented all the problems of graphic representation in their
simplest form, and because children liked flowers, and therefore
drew from them with enthusiasm.

A long resolution was adopted on the motion of Mlle. Teurrot
(Paris), declaring that the kindergarten teacher should, above
all things, safeguard the child’s sensibility and try to make
drawing an aid to the development of all its faculties; that the
exercises should be progressive, chosen from familiar objects in
Nature, and quite short; and that, as drawing was so important
in education, the theory and practice of this art should be
specially studied by teachers.

APPRENTICESHIP AND EDUCATION.

‘Mr. W. R. Letuasy, Professor of Design at the Royal College
of Art, read a paper upon “ Apprenticeship and Education,” in
which he advanced the view that all education should be appren-
ticeship, and all apprenticeship education. Education had be-
come, in the thoughts of many, far too much a mere abstract
grammar and far too bookish. This bookish method had invaded
even art education. Instead of learning directly how to draw in
the simplest and yet surest way, one was supposed to learn first
all about drawing in various subdivisions and artificial compart-
ments, as freehand drawing, model drawing, perspective drawing,
life drawing, and the like. These elaborate approaches to a
practical subject, a form of gymnastic-like drawing, were very
wasteful of time and very destructive of confidence. The great
end was production, the great thing was the trade, the craft, and
sufficient culture could be hung up to any sufficient trade.
Drawing was best taught along with apprenticeship to a craft,
otherwise it became so generalized that it was difficult for the
ordinary student to see its application, and it became only a
“subject.” In thus generalizing it into a grammar apart from
its ge ees the most valuable parts of the teaching of draw-
ing had often been forgotten. These most valuable parts were,
he considered, (1) the bringing before the student fine material
on which he formed his taste; (2) the unconscious absorption of
facts not only as to the shape of man, but fine ornamental forms,
letters, heraldry, symbols, &c.; (3) the collection of examples for
use, so that if one wanted a vine, a rose, a ship, or a stag, there
was a study of it already laid up for reference. The old masters
drew with this object, and that was why their drawings were
treasured and handed on. Modern masters, like Alfred Stevens
or Burne-Jones, drew in this way to store up observations, but
how late in the day the idea came to most students that their
studies were not (for example) mere “life drawings,” but obser-
vations of attitude and action forming so much valuable stock in
trade! These supplementary purposes of learning drawing had
been, he thought, so much forgotten because drawing had been
so divided off from the crafts, even from the craft of painting,
and he, for his part, thought that all advanced drawing should
be carried on in association with the learning of a craft, were it
any or sculpture; nothing else made it sufficiently real and
Vital.

CRAFTSMEN AND SCHOOLS OF ART.

Mr. W. H. Berry, speaking of the position of schools of art
in relation to the training of the present and future generations
of craftsmen and designers, referred particularly to the work of
the smaller schools, although, he said, many of the larger in-
stitutions failed to accomplish the object for which they were
instituted. The whole tendency of many schools seemed to be
to give pupils a sound grounding in the principles of drawing
without any correlative idea as to what ihe science which they
were learning might lead to. Draughtsmanship appeared to be
the end of their teaching, and therein lay a grave danger, for
draughtsmanship could never be of much service in itself, and
must rely upon its use as a decorative factor or fail in a large
measure to justify the expenditure of time upon teaching it.
There seemed to be no reason why the teaching of sound
draughtsmanship should not be compatible with that of fine
craftmanship; indeed, it had been proved that the latter im-
proved the former by teaching the student the art of selection.
It was lamentable that many art schools had no appreciable
effect upon the manufactures of the districts in which they were
situated. In such cases there must be something wrong, either
in the organization of the schools or the curriculum to which
they adhered. This could be remedied only by the decentrali-
zation of the schools and by making their teaching)practical. By

398

THE EDUCATIONAL TIMES.

(Sept. 1, 1908.

a process of decentralization, districts or counties might be
given a central institution in which their own teachers and
students might be initiated into the practical as well as the
zsthetic side of their education, and a system of co-operation
might be devised by which the student could learn something
In a large number of
schools not in industrial centres dilettantism of the worst order
was to be found. It was equally important that these should be
decentralized. In a wealthy district which was not industrial
there would be a demand for quite a different type of work
In a school so
situated it would be reasonable to teach such crafts as jewellery,
illumination, embroidery, bookbinding, wood-carving, and all
those crafts which could be carried out in their entirety by the
Where that had been done, it had been proved that
there was scope for the students’ output and a livelihood to be

of practice and theory simultaneously.

from that called for in manufacturing centres.

student.

gained after leaving the school. That fact must be acknow-

ledged and advantage taken of it by educating the public to
understand what was in good taste and to appreciate work
The subdivision
of labour in artistic production could not be condemned too

produced under the best possible conditions.
much; it was the root of all evil in decadent art.

ART IN THE UNIVERSITY.

Mr. W. Ecerton Hine, Art Master at Harrow, discussed the

question of the teaching of drawing in relation to the University
curriculum, and said its present exclusion therefrom constituted
an indictment against the illiberal and narrow scheme of educa-
tion which the Universities adopted. In nearly all professions
some knowledge of drawing was necessary, notably for the
soldier to make topographical notes, for the sailor to illustrate
his log, for the medical man to facilitate diagrammatic ex-
pression, and for the scientist and naturalist to afford them a
direct and universal language for recording results of research
and setting down facts. At the Universities very definite courses
of art study should be open to all, practical lectures and good
demonstrations should be given, and honours as well as degrees
should be possible of attainment. Architecture, painting, and
handicrafts should be included in the curriculum, and one or
more of these subjects made compulsory in the examinations.

Mr. W. W. Rawson, Inspector of Drawing for Cape Colony,
raid a special training in drawing was admittedly necessary for
architects, engineers, decorators, and trc3se in other professions
dealing chiefly with the graphic rerprcsentation of ideas and
objects, and a similar power of representation was needed by
all who had to impart knowledge. The needs of these professions
would be met were a uniform and right system established in
primary and secondary schools. The inclusion of art training in
a University curriculum was justified—(1) as drawing, because
of the necessity to make statement at will by graphic means;
(2) as handicraft, in order that the uses and beauties of forms
might be appreciated and a sound influence upon current work-
manship exercised; (3) as fine art, because of the refining in-
fluence and the sense of delight afforded by its study, its influence
upon a nation and effect upon industries, and its universal and
perennial interest.

Prof. Woopwakp, of the Tulane University of Louisiana, in
the course of the ensuing discussion, said the tendency in the
United States was towards the amalgamation of the art schools
with the Universities. Architecture had been developed under
the Universities ; ten or twelve Universities had departments of
architecture which were the best schools in that subject in the
country, with the exception of the Massachusetts Institute of
‘Technology. The extent of instruction in art generally, how-
ever, varied greatly; in the University of Maine, ol per cent.
of the students enrolled took art or drawing in some form, while
at Amherst, an older University on the English model, the pro-
portion was as low as 0 per cent.

TRAINING OF ART TEACHERS IN ENGLAND AND WALES.

A report, compiled by a British Sub-Committee giving infor-
mation concerning the provision made by certain Education
Authorities and training colleges in England and Wales for the
training of teachers in drawing and other art subjects, was read
by Miss Gives. Of the 131 Education Authorities (county and
county boroughs) to whom application was made, 128 sent replies.
Of these, 4l made no special provision for art instruction; 17
wave instruction to uncertificated and supplementary teachers
only, 15 gave free instruction to teachers, 29 had no examination,
48 had Board of Education examinations, and 6 had examinations

other than that of the Board of Education. Communications
were received from 56 of the 72 training colleges applied to.
The replies showed that 45 had a two-years’ course and 4 a three-
years’ course of art instruction. The average number of students
per class was 34°5. A certain number of secondary training
colleges sent in answers to the questions, which showed that only
one provided for the full professional training of the art teacher.
Entrance to the Royal College of Art was still mainly by way of
Royal Exhibitions and National Scholarships awarded on the
results of the Board of Education examinations. The old “ free
year,” on obtaining a full certificate, had been abolished, in spite
of the much greater stringency of the test. The practical result
had been to separate the Royal College much more from the rest
of the art schools and to set the provincial cities on their mettle
to provide as good, or better, training nearer home. The Sub-
Committee recommended :—(1) That provision for instruction be
on the basis of the recognition of drawing as a part of general
education ; (2) that drawing be brought into closer relation with
other subjects, as its chief use in early years was as a mode of
expression ; (3) that teachers of all subjects practise drawing as
a part of their professional equipment; (+) that prospective
teachers of drawing have the professional part of the general
training course, having access to this through a certificate of
general fitness; that special emphasis be given to the study of
child nature ; that instruction be given in the special methods
of teaching drawing, with practical lessons and criticism; and
that examinations cover professional fitness. The Sub-Com-
mittee pointed out the necessity of provision for the training of
art teachers in pedagogical principles and practice, and re-
marked that instruction in the special methods of teaching
drawing was of little value without being taken in connexion
with regular practice work. ‘The training colleges seemed
peculiarly deficient in this respect. Again, it efficient teachers
of drawing were to be secured, one of the necessary conditions
was that examinations should cover professional fitness. The
tests so far applied dealt only with technical ability, and certifi-
cates might be held without any assurance of ability to teach.

ART TRAINING ABROAD.

A paper upon “The State of Training for Art Teachers in
France” was submitted jointly by M. Frecuet, Professor at the
Ecole régionale des Beaux-Arts de Nantes, and M. CATHOIRE,
Professor at the Lycée Charlemagne. The paper pointed out
that the teaching staff for drawing was at present recruited in
a haphazard manner, and for many years those responsible for
that instruction had insisted on the necessity of a more logical
preparation, corresponding with modern wants. They therefore
suggested the establishment of a special training college, or a
training section in one of the schools of art in Paris; or, if this
should prove too costly a solution to the State, candidates ehould
be required to take a course of professional training, in which
they would get practice in their profession and instruction in
their duties at the same time.

M. Lton Montrort, Inspector of Drawing and Manual Instruc-
tion to the Belgian Government, emphasized the claim of art to
be considered as a branch of general education. Two systems of
education were possible, first by means of training colleges for
teachers of drawing only, with a two or three years’ course in
(1) the theory of art, sesthetics, archwology, history, and the
like; (2) the practice of art, painting, and design; and (3) peda-
gogy. The second possible course was the selection of drawing
teachers from teachers of other subjects who had a special lean-
ing to this branch of teaching, who should have taken courses at
a school of art and a University.

Prof. Ropert NADLER, of the Royal Hungarian College of Art,
Budapest, described the methods adopted in his college. The
double aim was to train drawing masters and protessors, whose
duty was to develop appreciation, artistic taste, and a concep-
tion of tine art in the pupils in public schools, and to train art
students generally. The condition of admission for candidates
for drawing masterships was the matriculation or teacher's
certificate; for women, the passing of the sixth class of a second-
ary school; and for art students, a certificate of the sixth class
of any kind of secondary school. All candidates had to pass an
examination in drawing—head, freehand, perspective. and de-
sign. A four years’ course must be taken before a student could
graduate as professor or drawing-teacher. The course for
women teachers also lasted four years, except in the case of
students who had passed only six classes-of a secondary school.
Such students entered a preparatory, school) and then took a

-a
an

Sept. 1, 1908.]

THE EDUCATIONAL TIMES.

399

five years’ course.
training colleges. The course for fine art students was not
restricted to any particular number of years, but a four years’
course was usually taken. Diplomas for professors and masters
of drawing were awarded to those who passed a special examina-
tion for which the subjects required were figure drawing, head
and whole figure, modelling, freehand, perspective, anatomy,
architectural drawing, decorative design, applied art design,
still-life drawing and painting, history of art, psychology, peda-
gogy, and Hungarian literature. Special institutions for the
training of drawing teachers should be founded ranking with the
Universities. Where this was not possible, special courses should
be organized in connexion with schools of art, in which the artistic
and the pedagogical capacities should be equally developed.

Mr. A. W. Dow, Professor of Fine Arts in Teachers’ College.
New York (Columbia University), urged that art teachers had
before them the task of convincing the public that art education
furnished the finest kind of training for children. Inadequate
teaching was responsible for the misconceptions existing in the
public mind as to the significance of art. Most art courses were
built upon the time-honoured academic theory which substituted
imitation—whether of Nature or of a style—for appreciation of
harmony, and made “learning to draw” the fundamental pro-
cess of art study. To meet the diverse needs of public life an
entirely new basis must be found. The public, would not accept
art education at its full value until there was a radical change
in ideals of teaching, and consequently in methods. The pur-
pose of art teaching in the schools was the education of the
whole people for appreciation, and its results would be efficiency
—the trained judgment enabling its possessor to do all things
in a finer way—and the enrichment of home and civic life. He
outlined a structural method of teaching art, which he had
found serviceable, based upon spacing for a general effect of
good arrangement, and distinct ways of creating harmony of
line by the principles of subordination and rhythmic repetition.
In all the years of school it was possible to relate the art work
to history, geography, language, and other studies; but such
relation should be very obvious and simple. It was important
to keep the art course a unit.

THE TEACHERS’ REGISTER.

THE negotiations that lately took place between the Board of
Education and representatives of certain educational associa-
tions with regard to the establishment of a Registration Council
under the Education (Administrative Provisions) Act of 1907
(says the Morning Post) have been fruitless owing to the Board’s
insistence that the composition of the Registration Council must
provide indirectly, if not directly, for the representation of every
class of teacher, from the University professor to teachers of
dancing or millinery. The Board of Education further make it
clear that, until the teaching profession can put forward a
detailed scheme in which this stipulation is satisfied, registration
will continue in abeyance.

ADMINISTRATIVE CONSIDERATIONS.

The associations responsible for the scheme which the Board
have pronounced inadequate will no doubt resent this scrupu-
losity, ard it will be said that the Board are seizing on an excuse
for delay. To any one who has closely followed the administra-
tion of the defunct Register, a far more ominous inference must
suggest itself; and it is difficult to see how the correspondence
which has passed between the Board and certain of the repre-
sentatives in question can have left the latter ignorant of a
danger which threatens the future work of registration, even if
a Registration Council should be formed under conditions that
satisfy the Board of Education. It seems not unlikely that the
Board of Education may be content to discharge their legal
obligations by establishing a Registration Council whose claim
to be “representative of the teaching profession ” is irrefutable,
and may subsequently acquit themselves of any further responsi-
bility. They could easily defend themselves by pointing out that
under other clauses of the 1907 Act the entire conduct of the
Register is relegated to the new Council, and that the conditions
under which teachers are to be admitted have not now to receive
the approval of the Board. The Order in Council which
yoverned the old Register had so irritated the teaching protes-
sion that in 1907 there was a vigorous demand for a Register
free from bureaucratic control, and, technically, that demand has

a aa a Ee ee a ae S O ee ee ee ee A TS

They could not graduate as teachers for|the administrative considerations, which make it certain that

any attempt to maintain a Teachers? Register apart from the
active co-operation of the Board of Education is foredoomed to
failure. The argument that the Medical Register is successfully
conducted by the medical profession is irrelevant. Medical men
are compelled to Register because unregistered practitioners
cannot claim fees, but no one seriously believes that this condi-
tion will ever be imposed upon teachers. For them the main
inducement to register must be supplied by the attitude of
Education Committees and governing bodies, who, in turn, will
take their cue from the Board of Education. Among points
which have been overlooked is the fact that no one has ever been
able to show how the considerable expense necessary for keeping
up a Register can be met without help from the State. This was
clearly pointed out by the late Registration Council, and any one
who considers in detail the administrative work involved in
registration must agree with them.

THE STANDARD OF EFFICIENCY.

Money, however, is not the only form of help which the Board
of Education must give, if any scheme of registration is to
become successful. Take the simplest of the many problems
which would come before a new Registration Council—the regis-
tration of. elementary and secondary-school teachers. The Re-
gistration Council would probably desire to lay down three
requirements: academic attainment, professional training, and
satisfactory teaching experience. How each of these require-
ments will work will depend on the Board. The question
whether a satisfactory standard of academic attainment can be
insisted upon cannot be considered apart from the fact that the
Board of Education now discourage elementary teachers from
taking University degrees. Yet a register of graduates from
which all but a few of these teachers would be excluded seems
an impossibility. If, on the other hand, as is probable, the ele-
mentary teachers’ certificate is considered insufficient as a basis
for registration, the whole status of the Register would depend
on the chance that the Board might consent to institute an
Honours Examination open to teachers in possession of the
Government certificate, and specially adapted to follow on the
course of study pursued in elementary training colleges. Again,
with regard to training, it would be futile for the incoming
Council to lay down requirements unless the Board of Education
are prepared to give effect to that article of the Regulations for
Grant-aided Secondary Schools which states that: * Where the
Board think fit, they may, on consideration of the teaching staff
as a whole, require that a certain proportion of all new appoint-
ments shall consist of persons who have gone through a course
of training recognized by the Board for the purpose.”

By no other means will Local Authorities be brought to
realize that the presence of trained teachers on the staff of a
secondary school must be looked upon as essential. The fact
that the Board have not enforced this point in the past, and that
the number of trained secondary teachers in the Kingdom is
consequently practically negligible, makes it, indeed, a question
whether the attempt to revive registration should not be deferred
till this administrative stimulus to train has made itself felt.
Finally, what course is open to the new Council respecting the
requirement of teaching experience? To the late Council the
way In this respect was made plain, for under the old Order in
Council the Board of Education undertook the duty of inspecting
and recognizing schools for registration purposes. What is the
position now that the 1907 Act has wiped out this obligation? It
is obvious that the new Registration Council cannot establish an
inspectorate of their own; it is equally clear that the Board of
Education will not voluntarily resume the burden. Hence it
would seem that the alternative to dropping “ satisfactory teach-
ing experience ” from the list of requirements would be to define
it as service in schools aided by the Board of Education or other-
wise recognized by them as efficient. That in such case the
policy of the Council must remain closely associated with that of
the Board is a foregone conclusion.

THE Duty oF THE BOARD.

To sum up. A professional Register of teachers may be called
into existence, but it will stand or fall as the Board of Education
decree. This being so, the present deadlock in the formation of
the new Council seems of little moment. It is infinitely more
important that the Board of Education should recognize that in
creating a Registration Council they will incur moral responsi-
bilities which cannot be shaken off. Each day they tighten their

been met. But the teachers’ associations in 1907 lost sight of |control over the schools of) this country 5; (and, jas) pdramount

400

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

authority, it is no longer possible for them to stand aside from
the administration of a scheme which affects education, and
which is, moreover, founded on their own Act. It is to be hoped
that the Board of Education will now use the period of delay
which will follow the publication of this correspondence for a
serious consideration of their position, will draw up their own
proposals for providing the necessary administrative basis for
effective registration, and will: themselves lay those proposals
before the teaching profession.

At the twentieth annual meeting of the Society of Art
Masters, held at the Victoria and Albert Museum, South Ken-
sington (August 1), Miss Giles (Clapton) introduced the subject
of the Teachers’ Registration Council, and pointed out that, in
the White Paper [Cd. 4185] issued by the Board of Education,
Sir Robert Morant gave what was practically an invitation to
all members of the profession to formulate their views and for-
ward them without delay to the Board. To strengthen the
hands of the Board of Education she proposed a resolution that
that Society, which was composed entirely of holders of the
Government Diploma of Art Master and A.R.C.A., most earnestly
protested against the action of associations of teachers in pro-

unding a partial and non-representative scheme for a new

eachers’ Registration Council for the following reasons :—

(1) That the Education Act (Administrative Provisions), 1907, allowed

the constitution of a ‘‘ Registration Council representative of the teach-
ing profession,” presumably as a whole; but, at the Conference held at
the College of Preceptors on February 29, the sponsors for secondary
education were as two to one, and, by the confession of the Chairman,
an entire and most important body of educationists was not even present
to the minds of the delegates. To that Conference no such representa-
tives were invited, nor, in spite of remonstrances from that and other
kindred bodies, had any attempt since been made to call further con-
ferences to ascertain their views. (2) That, as the ultimate end of his
Majesty's Order in Council was the formation of a homogeneous and
self-governing teaching profession, any attempt to cut off or sectionalize
any portion or body of teachers, whether their teaching be of University
rank or of the most elementary character, was a retrograde step im-
possible for the true educationist and calculated, if successful, to bring
grievous harm to the national educational system.
The resolution was carried unanimously. Unfortunately, the
attitude of the Conference at the College of Preceptors is not
accurately represented. The delegates clearly and emphatically
repudiated any desire for the exclusion of any class of teachers
from representation. Their difficulty was to find a means of
getting everybody represented. More unfortunately still, the
resolution is purely negative.

The Council of the Froebel Society have addressed a letter to
the Board of Education, in answer to the recent appeal of the
Board for expressions “ of the views of the teaching profession,”
again urging the direct representation of the Fraebel Society
upon the new Registration Council, on the ground that the
Society represents the interests of a very large number of women
teachers who are not “ represented ” by other bodies, and who
are not “special” teachers for special subjects, but are trained
general teachers of young children. The status, influence, and
education of these teachers will, it is believed, be raised and im-
proved by their representation upon the Council and their ad-
mission, on suitable terms, to the Register.

CE
—— SS

THE result lists of the recent Oxford Local Examinations show
that the total number of candidates examined was 21,185 (3,526
preliminary, 8,302 junior, and 9,357 senior). Of these 2,831 pre-
liminary, 6,007 junior, and 6,331 senior passed, making a total of
15,169. The senior candidates show an increase over last year of
nearly 50 per cent. This large growth appears to be due to
various independent causes. The practice of sending in picked
boys or girls from a given school is giving place to that of enter-
ing whole classes or furms, and many candidates announced their
desire to qualify for admission to a training college for elemen-
tary teachers or for exemption from a University or professional
examination. There is also a considerable increase in the per-
centage of successful senior boy candidates. There is a tie for
the first place in the first class of the seniors, in which there were
179 candidates, against 95 last year, A. A. C. Burton, Hitchin
Grammar School (Mr. J. King), and E. A. Helsham, Mount St.
Mary’s College, Chesterfield (Rev. L. P. Wolfe), being bracketed
equal. ‘The third place is taken by S. E. Hancox, Loughborough
Grammar School (Mr. B. D. Turner).

LONDON SCHOLARSHIPS: A CRITICISM.
THE L.C.C. SCHOLARSHIP SCHEME.

In London (says the Morning Post) there is a very elaborate
scholarship scheme. All children in the elementary schools
between eleven and twelve years of age on July 31 are eligible
for the Junior County Scholarship, and, provided they reach a
certain standard of proficiency, are awarded free education at
approved secondary schools for a period of from three to five
years. Where the parents’ income does not exceed £160 a year
a maintenance allowance is added of £6 for the first three years,
and if the scholarship is extended for two years more the main-
tenance allowance is increased to £15.

Last year nineteen hundred Junior Scholarships were allotted.
For children between fifteen and seventeen Intermediate Scholar-
ships are annually awarded by competitive examination, seventy
being allotted to boys and thirty to girls. These are tenable till
the age of eighteen and may be renewed for another year.
Maintenance grants of £25 and £30 are added to free education.
Senior County Scholarships up to 50 in number are then awarded
without competitive examination to those proceeding to the
Universities. These are tenable for three or four years, and are
so arranged that they are held with other scholarships won by
the students. A maintenance grant not exceeding £60, with fees
of not more than £30 in addition to the parents’ contributions
and any scholarship won at tke University, brings the total up
to the amount required to enable the students to reside at the
University selected.

Alongside of this general scheme are certain Probationer
Scholarships for intending teachers, obtainable by children
between thirteen and sixteen. These are estimated to be not more
than eight hundred this year. There are further a number of
technical, industrial, and other scholarships—e.g., four hundred
Junior Domestic Economy Scholarships and some hundred and
twenty Trade Scholarships for girls and a hundred and forty
Trade Scholarships for boys, besides some hundreds of evening
exhibitions.

. THE RESULTS.

The scheme has now been in operation some three years or
more, and it is time to take stock of the results. Some facts
must be noted ; of the Junior Scholarships about two-thirds are
awarded to girls and the bulk of the Probationer Scholarships
fall to them also. This is due to the greater demand for women
teachers and to the association of the scholarship scheme with
the training of this class for the Council’s service.

Now there is at present a larger supply of teachers available
than can be absorbed, and it is desirable to consider whether the
Council should not begin to revise the proportions allotted to the
two sexes. It is significant that this division of the scholarships
has led to girls of much lower attainments being accepted before
boys of superior ability. The County Council is now considering
whether the boys should not have their rightful share, and the
special teachers’ bias given to the scheme withdrawn. Next it
will be noted how much smaller is the proportion of scholarships
held in technical schools than in the secondary schools of the
general literary or commercial type. Does London require so
much larger a number of clerks than of skilled artisansP In
this connexion it must be remembered that it is notorious that
London does not train its skilled workmen. Apprenticeship has
decayed and in many trades is almost defunct in London, with
the result that the skilled workmen are drawn from the provinces.
It would seem desirable that the proportion of scholarships
assigned to the technical and literary schools should be revised.
It is also asserted that many of the junior scholars are not found
to reach the standard necessary to derive the fullest benefit from
the education given in the best secondary schools. This leads to
the consideration of the way in which the scholars are assigned
to the several schools. Schools are of very varying types, and it
was pointed out by the Board of Education at the inception of
the scheme that they must be suited to the different aims and
requirements of the scholars. At present there seems to be a
distinct weakness in the method of assignment, ( The>scholars

Sept. 1, 1908. ]

THE EDUCATIONAL TIMES.

401

are allowed to select their schools, and, though the schools may
refuse to admit those obviously below their standard, there may be
cases where the best scholars apply for the lower grade secondary
schools near their homes and the weakest may be sent to the
highest class of secondary school. <A better grading of schools
at which scholarships may be held is desirable, and some method
of guiding the scholars to the right choice must be devised.
There are other considerations besides the mere relative ability
shown by the children at eleven or twelve years of age. Itis no
use sending boys to Dulwich, the City of London School, and
University College School, or girls to the best high schools, if
they are entirely out of touch with the environment of the other
pupils. There is no snobbishness in saying that children from
the very poor homes of the labouring classes cannot hope to keep
pace with their more fortunate fellows who have home surround-
ings which include cultivated parents, quiet rooms for study, and
plenty of books for general reading. Only exceptional children
can surmount these disadvantages. It is not surprising that
many of the schoolmasters find that many scholars fall behind
the required standard.

BuRSARIES AT ELEMENTARY SCHOOLS.

A new element in the situation has now been introduced by
the inclusion in last year’s Act of powers to give scholarships in
elementary schools. Many of the superior elementary schools in
London are capable of giving excellent education up to fifteen.
This education may be literary or commercial, or may be given
a more technical bias. There are great advantages in retain-
ing children who are to go out to work at fifteen in the elementary
schools to that age, for they do not suffer the great break in
their education which is so hard on those transplanted to the
different atmosphere of the secondary school. There is no reason
why the superior elementary school should not give as good an
education up to fifteen as the present secondary schools. The
time seems to have arrived when the authorities must consider
the provision of bursaries in elementary schools either in lieu of
some or in addition to the scholarships in secondary schools.
In fine, the County Council should now endeavour to overhaul

be going when their scholarships expire. It is time that we
began to free our minds of cant. The Board of Education has
made much of the social atmosphere of secondary schools. This
may merely mean that a number of elementary-school children

are placed in a position where they are looked down upon by

its scheme so as to ensure a greater opportunity for practical |
training for the actual life and work to which its scholars will .

their fellows and gain little, if any, real educational advantage.
The Board has been insisting on free places in secondary schools
up to 25 per cent. This may well be a serious handicap to the
school, with no compensation to the free scholars. Surely
education should be considered as important for its own sake
and not as dependent on social atmosphere, and a good school
should be able to teach a superior curriculum without any
of the snobbishness implied in a supposed elevation of class.
We have not yet arrived at a system by which the children of
the rich sit on the same benches as their poorer fellows in the
elementary schools. To try to force this idea in the secondary
schools will not bring us nearer to any true education. Edu-
cated men and women can be independent of class distinctions,
and the true line of progress would seem to be a system of
scholarships which will enable the children of the working
classes to obtain in higher elementary, or in municipal, secondary
or technical, schools, the educational facilities which will enable
them to develop the best in themselves and fit themselves for the
highest places in the community for which they may prove them-
selves capable.

COLLEGE OF PRECEPTORS.

CERTICATE EXAMINATION.

Errata 1x Crass Lists.—Mipsunorer, 1908.

In the Second Class (or Junior) Pass List (Boys),
Sor
Kingsley School, Shifnal
Kingsley School, Shifnal
read

Willow House College, Walsall
Willow House College, Walsall

Hampton, T. V. d.
Sutton, F. S. al.

Hampton, T. V. d.
Sutton, F. S. al.

OPPOSITE THE BRITISH MUSEUM.

THACKERAY HOTEL

GREAT RUSSELL STREET, LONDON.

NEAR THE BRITISH MUSEUM.

KING

SLEY HOTEL

HART STREET, BLOOMSBURY SQUARE, LONDON.

‘Uhese well-appointed and commodious TEMPERANCE HOTELS will, it is believed, meet the requirements, at moderate charges, of

those who desire all the conveniences and advantages of the larger modern Licensed Hotels.

LIFTS, ELECTRIC LIGHT THROUGHOUT, BATHROOMS ON EVERY FLOOR,
PACIOUS DINING, DRAWING, WRITING, READING, BILLIARD,

PASSEN aa!

These Hotels have

AND SMOKING ROOMS, LOUNGE. HEATED THROUGHOUT.

Fireproof Floors.

Perfect Sanitation.
Bedrooms, including attendance, from 3s. 6d. to 6s.

Telephones. Night Porters.
Full Tariff and Testimonials on application.

Inclusive Charge for Bedroom, Attendance, Table d’Héte Breakfast and Dinner, from 8s. 6d. to 10s. 6d. per day.

ALSO UNDER THE SAME MANAGEMENT.

ESMOND HOTEL

1 MONTAGUE STREET, RUSSELL SQUARE, LONDON.

This Temperance Hotel adjoins the British Museum, and is exceptionally quiet and economical.

Bedrooms, including attendance, from 8s. to 4s. 6d. per night.

Night Porter.

Full Tarif and Testimonials on application.

Telegraphic Addresses:

THACKERAY HOTEL,
“ THACKERAY, LONDON,” |

KinGsLeyY HOTEL,
“ BOOKCRAFT, LONDON.”

| Esmond HOTEL,
“'AGROUP;-LONDON;”

402

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

REVIEWS.

THE PALACE MIRACLE.

The Riddle of the “ Bacchue”: the Last Stage of Euripides’
Religious Views. By Gilbert Norwood, M.A., Fellow of
St. John’s College, Cambridge; Professor of Greek in Uni-
versity College, Cardiff; formerly Assistant Lecturer in
Classics in the University of Manchester. (5s. net. Man-
chester University Press.)

“ We do not always remember, when reading Greek tragedies,
that they are interpreted to us either by Greek scholiasts, the
most hopelessly undramatic of men, or by modern professors,
who are hardly better judges of the stage. Thus, there is not
a really subtle point in the Greek play which these people can
appreciate.” So wrote Dr. Mahaffy nearly thirty years ago, and
there is still much truth in the remark: we still desiderate as
interpreter “a great actor who is also a thorough Greek scholar.”
Meantime, Prof. Norwood thinks “it can be shown that features
in the ‘ Bacchae’ of far-reaching importance have been almost
completely overlooked and utterly misunderstood,” and in par-
ticular one feature, which is “the key to the ‘Bacchae’ and
to the nature of the poet's matured opinion about the popular
gods ''—namely, “what seems the most triumphant vindication
of the godhead of the ‘ Lydian,’ the overthrow of the palace of
Pentheus.” “It is true, indeed,” says Prof. Norwood, “that
many have suspected that all is not well—how could they fail to
do soP—but the importance of the point has never, to the best
of my knowledge, been pointed out at all.” Dr. Mahaffy’s re-
minder tends to moderate one’s surprise. It is scarcely less
remarkable, if Prof. Norwood’s solution be the true one, that it
should have first occurred to an undergraduate on the threshold
of his twenties (1901). In any case, it is well to have the ques-
tion definitely raised on a new theory presented in full argu-
ment.

Euripides was required by the expectations of his audience
to deal somehow with the traditional demolition of the palace
of Pentheus. Pentheus, who has been absent from his capital,
finds on his return that a young stranger, described to him as
“a wizard skilled in spells” and said to have come from the
land of Lydia, has been teaching the Dionysiac rites, and that
in consequence the princesses and other women of the palace, as
well as of the city, have gone off to roam on Mt. Kithairon in
Bacchanalian fashion. He conceives it his duty as ruler, in the
interests of morality, to stop such proceedings. He orders his
officers to arrest the stranger, who is in fact (according to his
own account at least) Dionysus himself in mortal form, and to
imprison him in [? near, wéAas] the royal stables. The Chorus,
consisting of Lydian women-followers of the god, are greatly
excited about the loss of their leader, whom they did not know
to be Dionysus himself. Presently Dionysus raises his shout,
qua Dionysus; the Chorus, still further agitated, anticipate
(according to the popular belief, on the presence of a god) that
‘quickly will the palace of Pentheus be shaken in ruin,” and
immediately, of course, they exclaim: “ Do ye see these stone
imposts on the pillars tossed to and fro?” So far, all is per-
fectly natural and intelligible. But now Dionysus (as mortal)
joins the Chorus and explains what happened to him in his cap-
tivity, telling, among the rest, how Dionysus (as god) “ threw
down the house to the ground, and it fell in complete ruin.”
And yet “the whole subsequent action of the play most peremp-
torily forbids us to imagine, by any sort of obedience to con-
vention or by any other kind of self-deception whatsoever, that
the palace has really fallen down.” “If this is a fact, it is,” as
eee says, “infinitely the most important fact in the
play.

Various explanations have been suggested: (1) the downfall
of the house is not represented on the stage, but the audience
believe what the Chorus (and Dionysus) say about it; (2) the
palace is shaken, but does not fall; (3) only a part of the palace
falls; (4) it is not the palace, but merely the stable-dungeon,
that collapses. But “the expressions used make it certain that
the royal dwelling itself is meant,” and “all other mention points
in the same direction.” Besides, these explanations tail either
to realize the importance of the event or else to take account of
all the facts. Now Prof. Norwood shall speak for himself:

This marvel of the sudden might of the god manifesting itself against
the palace of his enemy, a story with which every one in the audience is
familiar and for which they are looking, does not happen and cannot

happen.

It is an appalling practical joke, a colossal mapà mporõokriav. |

But it is also far more. It is an object lesson in the history of religion,
a searchlight directed full upon the mists of error. . . . The spectacle
presented to us is that of the Maenads writhing in an ecstasy of fantastic
terror before the palace, which stands »ll unaffected by their ravings,
and inside we hear the impostor shrieking his commands, apparently to
the deaf stone and the unresponsive fires beneath the earth, in reality
to the Asiatic maidens and to the deluded monarch in the house.
Euripides has wished to show us unmistakably that the legend is falee.
But to ignore the alleged miracle, simply to omit it from his play, would
have been to leave his audience in doubt as to his opinions on the matter.
Instead of doing so, by a master-stroke of his art he has shown us the
thing not happening.

Prof. Norwood will not take the stranger's word for it that he
is Dionysus: the claim “is contradicted over and over again by
the facts of the play.” This is, he thinks, “the key to the whole
mystery.” If, then, the “ Lydian” is not Dionysus, who is he?
“This self-styled god, according to the view of Euripides, is
simply a human being with an abnormally complex character,
amazing abilities, and a colossal ambition ” — “in spirit a
Hindoo ”—expert in all the religious learning of the East. How,
then, did he operate on the Chorus? What kind of persuasion
is it that convinces one in spite of the evidence of one’s eyes?

Only one—/ypnotism, or what less scientific ages would call magic.
Dionysus is a magician—‘‘a foreign wizard skilled in spells,” as
Pentheus quite accurately calls him—and he works his ‘‘ miracles ” by
hypnotizing his victims or companions into thinking that they see them.
This hypothesis, and this alone, will solve the riddle of the sham miracle
which is the leading proof of the divine power which he claims to possess.

Now, one can understand why Dionysus “hypnotizes ” the Theban
women and Pentheus himself; but why should he hypnotize the
Chorus, who are already devoted to him, and whose pre-
suppositions and excitement work together naturally to assure
them of the fall of the palace? To assure them temporarily at
least,and hypnotism could not do more unless it were permanent.
But Prof. Norwood supposes that the hypnotic trance of the
Chorus ceased on the reappearance of Dionysus, and that his
explicit reference to the collapse of the building and to the appear-
ance ot the god brought back the delusion to their minds; and
that “in this way it will become a permanent memory and form
one more weapon against unbelievers.” Possibly against un-
believers elsewhere, but not against unbelieving Thebans on the
spot, who were now specially to be converted, but who yet saw the
palace standing as of yore, and, according to the theory, must
not be hypnotized, because their evidence is necessary to show
that the palace did not fall. Moreover, the hypnotism must be
maintained so long as the Chorus remain within sight of the
palace, or, at any rate, so long as their attention is not diverted
—powerfully diverted—from the palace. Anyhow, “this is an
excellent example of the poet’s method of dealing with the re-
ligious legends. He takes care,” says Prof. Norwood, * to make
the supposed marvel as probable as is consistent with an ir-
resistibly cogent demonstration that it never happened.”

Prof. Norwood sets out with a sketch of Euripides’ religious
beliefs (as seen in his plays) and of his peculiar method of ex-
pressing them, in order to show in what frame of mind he was
likely to handle the religion of Dionysus—an extremely delicate
and difficult task, seeing that the poet is always speaking nct
in person, but only in character. He next reviews the difficulties
that have already been found in the “ Bacchae.” ‘Then he deals
with the palace miracle, examines the characters of Dionysus and
of Pentheus, starts fresh difficulties in the play, propounds his
own theory, and meets special difficulties that his own theory
involves. It is impossible to deal adequately even with the new
reading of the palace miracle in a-brief notice. Scholars will,
of course, study Prof. Norwood’s ingenious volume. On a first
reading, we should have to object on numerous points of detail,
and we confess we cannot accept the new theory as at all con-
vincing. At the same time, the essay is very able and enter-
prising, and we hope it will stir up fruitful discussion.

Tne MEANING oF HISTORY.

Factors in Modern History. By A. F. Pollard, M.A., Professor
of Constitutional History in University College, London.
(7s. 6d. net. Constable.)

Prof. Pollard has issued a series of ten lectures, delivered
when and to whom he does not inform us; and to these he has
appended an eleventh on “ The Study of History in its relation
to the University of London,” originally delivered at University
College some four years ago. ‘The subject has, indeed, made

(Continued on page 44.)

a

SSS SS SS ee a

Sept. 1, 1908.]

THE EDUCATIONAL TIMES.

403

OXFORD UNIVERSITY PRESS.

BOOKS SET FOR THE
COLLEGE OF PRECEPTORS, 1909.

ENGLISH.

CHAUCER.—PROLOGUE.
R. Morris’s Edition, re-edited by W. W. SKEAT. Is. (First Class.)

MACAULAY. —LAYS OF ANCIENT ROME:
Thir lass

SCOTT.—LA Y OF THE LAST MINSTREL.
Edited by W. Minto. Second eeu re sy ETEN i

SHAKESPEARE. —JULIUS CAESAR.
Edited by W. ALpD1S WRIGHT. 2s. (First and Second Classes.)

SHAKESPEARE. —TEMPEST.
Edited by W. ALpis WRIGHT. l1s.6d. (First and Second Classes.)

LATIN.

CAESAR.—GALLIC WAR, lIll.-V.
Edited by C. E. MoseRrLY. With Maps. Second Edition.
(First, Second, and Third Classes.)

CICERO.—PRO MILONE.
Edited by A. B. Poynton. Second Edition. 28.6d. (First Class.)

HORACE.—ODES, CARMEN SAECULARE,

AND EPODES.
Edited by E. C. WickHaM. Second Edition. 6s.

VERGIL.—AENEID.
Edited by T. L. PAPILLON and A. E. Haicu. III, 2s. X-XII,
2s. (First and Second Classes.)

GREEK.

EURIPIDES. —HECUBA.
Edited by C. B. HEBKRDEN. 2s. 6d.

XENOPHON. —ANABASIS, ll.
With Vocabulary. Edited by C. X. JERRAM. ls. 6d.
(First and Second Classes.)
XENOPHON. —ANABASIS, llli.
With Vocabulary. Edited by J. MARSHALL. Is. 6d.
(Furst and Second Clusses.)

THE OXFORD GEOGRAPHIES.

By A. J. HERBERTSON, M.A., Pu.D.,
Reader in Geography in the University of Oxford.

The Preliminary Geography.
Second Edition. 160 pages, with 72 Maps and Diagrams. 1s. 6d.

Preparatory Schools Review.—“ Where a class-book of geography is first in-
troduced, this should be the book. There is nothing else so good.’’

The Junior Geography.
Second Edition. 288 pages, with 166 Maps and Diagrams. 2s.

School World.—‘‘Is good everywhere. The sketch maps are most interesting
and most instructive.”

The Senior Geography.
Second Edition. 370 pages, with 117 Maps and Diagrams. 2s. 6d.

School World.—“ The relation of cause and effect is continually insisted upon,
and the lesson driven hoine by the frequent insertion of educative maps and plans
and cross-sections.’

A HISTORICAL GEOGRAPHY OF THE
BRITISH COLONIES.

Edited by Sir C. P. Lucas, K.C.M.G. Vol. V. CANADA.
Part II. By Hvucu B. Eoerton, M.A., Fellow of All Souls
College, Beit Professor of Colonial History in the University of
Oxford. With 10 Maps. Crown 8vo, 4s. 6d.

Already published: Part I. New France.
Lucas. 6s.

Select List of Educational Works, List of Books set for various
Examinations, and Complete Catalogue (144 pages) post free.

(First Class.)

(First Class.)

By Sir C. P.

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

2s. 6d.

GEORGE G. HARRAP & CO0.’S
NEWEST BOOKS.

LATIN.

HBATH’S PRACTICAL LATIN COURSB. For Beginners. By F. P.
MovuLtTon, M.A. With a Selection of Extracts from Ovid by J. T. PHILLIPSON,
M.A. 300 pp., crown 8vo, Illustrated, 2s. 6d. Specimen pages on application.

GERMAN.
JUST READY.

HBATH’S PRACTIOAL GERMAN GRAMMAR. By
JOYNES and Prof. E. S. WESSELHOEFT. 406 pp., crown 8vo, 3s. 6d.

A GERMAN GRAMMAR. For Schools and Colleges. By
KINGSLEY BALL, Ph.D. Crown 8vo, 256 pp., 2s. 6d.

BASY GERMAN STORIBNS, By HEpwic Levi. Edited, with Notes and
Vocabulary, by Mrs. LUISE DELP, Senior German Mistress at the Sydenham
and East Putney High School for Girls, Crown 8vo, ls. 3d.

SHORTER GERMAN RBADER FOR BEGINNERS. With Notes,
Vocabulary, and Paraphrases for Translation into German, by Prof. EDWARD S.
JOYNEs, M. "A. Crown 8vo, 174 pp., 28

bla city taper ta IN DBUTSOHLAND. By W. E. Mosier, Ph.D.

Crown 8vo, 2s.

Prof. E. 8,

FRANCIS

“List of New German Texts just ready.

FRENCH.
HBATH’S PRAOTICAL FRENOH GRAMMAR, Edited by Professors
FRASER and SQUAIR. 3s.6d. Or, in Two Parts, 2s. and 2s. 6d.
GRAMMAIRB FRANOAISH. MARY STONE BRUCE. 2s. 6d.
BXBROISES IN FRENOH OCONVBRSATION. HEIN. 1s. 6d.
FIRST YBAR OF FRENOB. Mansion. New Edition, Illustrated. 1s.

BXTRAOTS FOR COMPOSITION IN FRHNOH. Mansion. Wit
without Vocabulary. 1s. 6d.

List of New French Texts just ready.

ENGLISH.

BAOON’S HSSAYS. Edited by Dr. Howr. 1s. 6d.
LAYS OF ANOIBNT ROMB. Macatray. 1s.

SONG OF HIAWATHA. Lovxarettow. Authorized Edition, Ilustrated.
n i a Chapter on a Visit to Hiawatha’s People, by ALICE LONGFELLOW,
8.

CHAUOBR’S PROLOGU®D, KNIGHT'S TALH, &c.

A Treasury of Verse.

For School and Home in Four Parts. Selected and arranged by M. G. EDGAR, M.A.
Part I., 128 pages, sewed, 6d.; or cloth limp, 8d.
Part TI., 160 pages, sewed, 6d. ; or cloth limp, 8d.
Part HT, io pages, cloth boards, 10d.
Part A ahi cloth bourds, 1s.
Part ae (Ba lads), 192 pages, cloth boards, 1s,

The features of this series are:

ls. 6d.

(1) Careful grading,

(2) As many “Stories in Song ” as possible have been included,

(3) Tried favourites and copyright poems which deserve place in a standard collec-
tion are generously represented,

(4) A number of attractive poems which will be new to many English readers have
been included.

(5) Nature Verse is well represented,

Supplementary Readers.

Each with 16 Full-page Illustrations. Large crown 8vo, price 1s, 6d. each, strongly
bound in cloth,

‘The price is ridiculously low. ... Any one of the books might be a gift-book,
so attractively is it presented. They make one eager to stand before 2 class of boys
or girls of twelve or thirteen years of uge.’—Sehoul World, Special Article, August,
1907.

13. THB BOOK OF RUSTHM. Retold from the
WILMOT-BUXTON,

14. STORIBS FROM OHAUOBR. Retold by J. W. M'SPADDEN.

15. STORIES FROM THE OLD TESTAMENT. Retold by S. PLATT.
16. STORIES FROM THY ODYSSBY. By H. L. Have.t, B.A.

17. STORIBS FROM THH ILIAD. By H. L. HAvELtL, B.A.

18. TOLD BY THE NORTHMBN. Retold by the Sagas and Eddas by
E. M. WILMOT- BUXTON,

19. STORIHS FROM DON QUIXOTE. By H.L. Haver, B.A.

“Shah Nameh” by E. M,

DAYS BBFORE HISTORY. By H.R. HALL. 1s.
THE OAVH BOY. By MARGARET MACINTYRE. ls.

Prospectuses of any of the above will be sent post free.

GEORGE G. HARRAP & CO., 15 York Street, ‚Covent Garden London, W.C.

404

THE EDUCATIONAL TIMES.

[Sept. 1, 1908.

SE E E A E EN E E E E S E E E E A E E E R EEG
some progress in the favour oť students during those four years ; | and seventeenth centuries—should fail to ponder these vigorous
but, as it brings no income, not even bread and cheese, one can | and luminous lectures.

hardly expect it to be popular. ‘London, it is said, engages
about fifteen hundred new teachers for its schools in every
year. Surely,” says Prof. Pollard, “some of these should have
undergone a course of University instruction in modern history
—a course which, for the vast majority of them, is only pos-
sible within the London radius.” But, then, even supposing all
the fifteen hundred have to teach modern history, consider the
limited results required of them, or even possible for them. If
Prof. Pollard asks matriculants at London University about the
origin and growth of the idea of Imperial federation, and finds
that “about half the candidates who attempted that question
had not the ghost of a notion what Imperial federation meant,”
we confess we do not share much in his surprise. What real
knowledge could the average matriculant be expected to pos-
sess? The facts, and especially the experiences, that give
meaning to history are very different in the different planes of
examiner and elementary candidate. However, we are glad that
Prof. Pollard considers post-graduate research as “a vastly
more promising topic” than an undergraduate school. The
materials in London are vast beyond reckoning, and, besides
students holding scholarships, there are many young people of
sufficiently independent means and of sufficiently literary tastes
to furnish a brigade of researchers, who may at least dig ont
and marshal a vast quantity of hitherto unused facts. “Of the
extant materials for English history,” says Prof. Pollard, “ not
one-tenth has yet been calendared or printed, and the whole of
English history, as it is written and read or known, is like an
edifice built on foundations which do not occupy one-tenth of
the possible area.” There is thus the most ample scope as well
as urgency. How far such researchers are willing to submit to
expert direction and co-ordination is another matter.

When we come to Prof. Pollard’s own work as represented
by these lectures, we are impressed with a very different aspect
of the question. In his first paragraph he expressly declares that,
whatever he may say or a in his course, he is not going to
narrate a history of England during the sixteenth and seven-
teenth centuries. “ An effort of that kind would simply result
in the perpetration of yet another of those miserable text-books
of English history which may be necessary, but are certainly
evil, which prefer knowledge to understanding and seem ex-
pressly designed to nip the bud of historical interest and to
clip the wings of historical imagination.” We have already
had our say on this subjec$, and would willingly see the tide
of history books for schools at an ebb for some time to come—
till fresh researches have thrown fresh light upon really im-
portant occurrences. If the energies dissipated upon such
compilations could only be concentrated upon research they
would result in useful additions to our knowledge instead of
futile additions to the “‘re-hashes of old facts flavoured only
with an original spice of error.” Prof. Pollard’s object is
“primarily to stimulate imagination"; that is to say, “the
power of realizing things unseen and of realizing the meaning
of things seen.” The archivist, the burrower after facts, has his
value in his place; but “no accumulation of materials, no ran-
sacking of archives will make a man a historian without the
capacity to interpret and construct.” The school history writer,
so far as he keeps pace with the researchers, can do useful work
in D E the facts they have discovered in proper connexion
and balance; and, when Prof. Pollard avows that “ facts are
only a secondary consideration” from his point of view, he
must not be misunderstood. “Indeed,” he adds, “one’s facts
should be correct; but their meaning is greater than the facts
themselves ”—or, rather, we should say, the facts are not the
facts unless and until they are presented in their true meaning.
By taking vertical sections of his centuries Prof. Pollard is
able to exhibit fresh aspects of facts made familiar by the
ordinary histories and to give his selected subjects a more
Spacious canvas. Thus, he treats of nationality, the advent of
the middle class, the new monarchy, the English Reformation,
Parliament, political ideas of the period, Church and State,
Cromwellian institutions, and colonial expansion. One notable
and important characteristic is the lecturer's steady insistence
on looking in the past for the roots of the present. “ Nothing
can be explained in human affairs without reference to the past.”
The principle may be very obvious; but it is astonishingly
ignored and needs reassertion. The style is untrained and the
manner is flavoured with uSpis; but the sustained grip and

verve make ample amends, and, in a word, no teacher of history emphasis.

We never care to note shortcomings of works of marked
general excellence like these lectures, except with a view to
further editions. But is it the case that “there is no really
national war before the Hundred Years’ War between England
and France’? Surely the War of Scottish Independence was
such a war; but perhaps Prof. Pollard, with the Continent in
his eye, had his back turned on Scotland for the moment—im-
portant as were the effects of that war. We meet the expressions
“ English nationality ” and “ British nationality.” They are
not to be used indifferently, and, while Prof. Pollard, perhaps,
does not confuse them (there is a doubtful case on page 14),
yet the hearer (and the reader) should have been incidentally
warned. We do not remember the principle “that salus
populi was suprema lex,” as laid down “in the language of the
Twelve Tables ” (page 158) under any reconstruction of them.
“Tt was at Byzantium that the absolutist maxims of the Roman
civil law were elaborated in theory and put into practice”
(page 161). Was there really any such elaboration in theory ?
Of course, Ulpian wrote “ Quod principi placuit legis habet
vigorem ” long before, and the principle held good at Byzantium;
but wherein consisted the elaboration? We, too, have our “ Le
Roy le veult ’’; but there is nothing absolutist about it, though,
as Maitland says, “to this day the form makes the statute the
act of the King.” In the one case, as in the other, the con-
comitant circumstances should have their weight, and then the
absolutist reputation of the Roman legislation would be very
considerably modified. Is the Code of Justinian any more
essentially “absolutist” than the English Statute Book ?

“Tt is the strangest educational phenomenon of the time,”
says Prof. Pollard, “ that Educational Authorities, Governments,
Universities, some County Councils, and most head masters
should be under the delusion that they can turn out efficient
citizens without the glimmering of an idea as to the causes
which have made them what they are. The Duke of Newcastle,
who did not know that Cape Breton was an island, has his
counterpart in the Government Departments of to-day, and it
is neglect of historical studies which often makes the brilliant
man of science as inefficient in the sphere of politics as is the
politician in the world of science.” To such deluded personages
we commend this volume, with the hope that a perusal of it will
relax the purse-strings and enable some of the scholars that are
capable of writing history to devote themselves to the task
without frittering away their time and strength on elementary
classes and without side glances at the coming of the landlord
for his rent or the demand of the authorities for their taxes.
But it is not historians alone that are in such evil case in this
triumphant time of an Empire on which the sun never sets.

GHNBRAL NOTICBS.

CLASSICS.

The Seven against Thebes of Aeschylus. By T.G. Tucker, Litt.D. Cantab. ,
D.Litt. Dubl., Professor of Classical Philology in the University of
Melbourne. (9s. net. Cambridge University Press.)

Prof. Tucker has followed the principles that he adopted in his edition
of the “ Choephori,’’ his main object being ‘‘ the conscientious interpre-
tation of the ‘Septem’ as a work of dramatic art and a monument of
Greek literature.” The ‘‘ conscientiousness’’ might have been taken
for granted, and so might Prof. Tucker’s enumeration of the accomplish-
ments indispensable to an editor. A very full and learned introduction
deals with the locality—primitive Thebes, Cadmus and the Cadmeans,
and the topography as conceived by Aeschylus—and with the play.
The text is thoroughly examined in a wisely conservative temper (we
remember to have read in the preface to Prof. Tucker’s ‘‘ Supplices ”’ :
‘ In the case of Aeschylus, I am fain to confess that my distrust of the
MS. deepens rather than diminishes’’; but that was twenty years ago),
and treated with remarkable acuteness and ingenuity sharpened by
scholarship; a translation is furnished in excellent prose, idiomatic, yet
adhering faithfully to the essential meaning ; and ample notes provide
a most instructive and stimulating commentary, with frequent and
singularly apt illustration from Latin and English literature. A very
able recension of the Medicean scholia is appended, and there are Greek
and English indexes. The work is fresh and vigorous, and establishes
itself in the very front rank of scholarly editions. In noticing the
‘*Choephori’’ we said: ‘‘It is greatly to be hoped that Prof. Tucker
will ultimately complete an edition of the whole trilogy.” We would
now extend the hope to the whole of the plays, and with increased
The accuracy and the beauty of the typography extort

—certainly no teacher of the history of England in the sixteenth | admiration.

q

Sept. 1, 1908. ]

THE EDUCATIONAL TIMES.

405

The Trachiniae of Sophocles. With a Commentary abridged from the
larger edition of Sir Richard C. Jebb, Litt.D. By Gilbert A.
Davies, M.A. (4s. Cambridge University Press.)

Prof. Davies has followed the lines adopted in the previous volumes of
the series, and he has had the advantage of consultation of Sir Richard
Jebb’s unpublished corrections. The volume will be extremely useful in
schools, and probably it will be welcome to many that have passed
beyond. the schools, but still make efforts to keep up their Greek. If
Prof. Davies has erred at all, it is perhaps on the safe side of inclusion :
we rather doubt whether all the references he leaves will be sedulously

looked up.
MATHEMATICS.

Trigonometry for Beginners. By J. W. Mercer, M.A.
(48. Cambridge University Press.)

The subject is well and carefully handled, although there is still un-
fortunately 100 much evidence of the old method of treating the trigono-
metrical ratios of acute angles as if the lines involved were absolute
magnitudes instead of lengths to which later on the character of all
positive and neyative lines must of necessity be attached. The author
writes primarily for students to whom practical problems are likely to
present themselves rather than the intricacies of theory. The course,
therefore, affords much valuable scope for acquiring familiarity with
various useful four-figure mathematical tables. Perhaps a more than
usually large number of worked examples is given, many of these being
highly instructive owing to the suggestive nature of the discussion. The
exercises for solution by the students themselves are very numerous and
also varied in character. They include many problems on forces, for the
writer seeks to impress the beginner with a sense of the wide application
and great utility of this special branch of mathematical science.

Elementary Geometry. By Cecil Hawkina, M.A. (3s. 6d. Blackie.)

A new edition, and for the most part merely a reprint, of the earlier
issue. A few articles have, however, been revised with a view to
simplifying the demonstrations they contain by giving them in a less
condensed form. The chapter on parallels is also new, und the theory
is now based by the writer on the consideration of parallel straight lines
as those which are perpendicular to the same straight line. To quote
the author’s own words from the preface to the new edition : ‘* All the
changes have been thoroughly tested in the classroom.’

The Elements of Plane Geometry. By Edward J. Edwardes, M.D. Lond.,
M.R.C.P. Lond. (38. 6d. Edward Arnold.)

An interesting text-book, which treats the subject of elementary

geometry in a manner that, although it is not widely different from the

methods to be found in most treatises of similar standard, is nevertheless
characterized by an indefinable freshness and originality. The work
seems to have gained rather than lost by owing its existence to a writer
in no way connected with the world of school. It is thoroughly modern
in conception and entirely disregards Euclid’s order of treatment. Jt
makes no attempt to supply references, the author reckoning (it would
appear) on lovers of geometry like himself, on the ideal teacher and the
ideal pupil who will invariably be strict, the one in requiring, the other in
supplying or looking up, the necessary references. The discussion of
ratio and proportion is excellent in many respects, but it is not satisfactory
to regard ratios so often as single quantities and to oblige the reader to
make an effort to keep before him the fact that he is considering not
single quantities, but relations between pairs of quantities. Moreover,
is there any real gain in departing from Euclid’s definition of proportion
and adopting its converse’ The least attractive feature of the volume
is contributed by the diagrams, the character of which is very poor,
whether we regard the roughness of execution or the insignificance of
the size.

Elementary Mathematics. By Alex. Leighton, M.A., B.Sc., F.E.1.8.

(Blackie. '

A useful volume for beginners in mathematics. The subjects treated
are alyebra, as far as and including quadratic equations, and the elements
of geometry, both plane and solid. The text-book is suitable for use in
higher elementary schools and by all pupils who require a course similar
to that necessary for those intending to take lower grade mathematics
at the Scotch Leaving Certificate Examination. An excellent and
important feature of the section on geometry is the method which the
author adopts of dealing with individual propositions in three stages.
First, there is an experimental investigation leading up to the enunci-
ation ; next we have the formal demonstration ; and, last, the truth,
when established, is applied to the solution of problems depending on it.

FRENCH AND GERMAN.

Graduated French Exercises and Questionnaires on Accidence and Syntax
from the earliest stages up to the Subjunctive Mood. By F. E.
Robeson, M.A., Assistant Master at Eton College, formerly Scholar
of Merton College, Oxford. (3s. 6d. Rivingtons.)

“ What is noteworthy about Mr. Robeson’s volume,” says Mr.
Robeson’s head master in a short preface, ‘‘is the thoroughness with
which the work has been tested by practical experts’’—that is to say,
by colleagues who have used and frankly criticized the exercises for
four years. That should count for much in favour of the book: at all

(Continued on page 406.)

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER,

Patrons—THE ARCHBISHOP OF CANTERBURY ;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
BSecretary—W. N. NEALE, Esq.

S.W.

THE ARCHBISHOP OF YORK.
Vice-President —THE LORD HARRIS.
Deputy-Chairman—SIR PAGET BOWMAN, Barr.

[FOUNDED

Actuary and Manager—FRANK B. WYATT, Esq., F.I. 'A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND

THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.

Accumulated Fund, £4,242,820.

Annual Income, £453,897.

Bonuses Distributed, 24,256,464.

LOW PREMIUMS.
LARGE BONUSBS.

Notwithstanding the lowness of the
Premiums charged, the BONUSES are
on an HXCOBPTIONALLY HIGH SCALB.

Application is invited for the PRO-
SPHOTUS, and Leaflets explaining two
new Policies, with valuable Options.

l. WHOLE-LIFH OONVERTIBLE ASSURANOBS. Very Low
Premium — about one half the usual rate — during first ten
years,

3. PENSION POLIOIBS. Fremums returnable with compound interest in
case of death or surrender before persion age. Option to commute for
cash.

Assurances without profits, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
person irrespective of any special qualification by relationship to the
Clergy.

NEW AND SPHOIAL
POLIOIBS.

SPHOIMHN OF RATES FOR £1,000, WITH PROFITS.

£1,000
Payable ‘at Age 60

&1,000
Payable ‘at Death. or earlier Death.

£.
20 1
23 3
26 10
31 1

NoTE.—Under the Reduced Premium System (explained in Prospectus) four-
fifths only of these Premiums need be paid, the other one-fifth remaining a charge
to be repaid out of Bonus.

No Agents employed and no Commission paid for the intro-
duction of business, whereby £10,000 a year is saved to the
Members.

effected by

Assuranc communication

be direct
| with the Office, 2 yS 8 THB SAN OTUARY. WHSTMINSTHAR, S.W.

406

events, it indicates a serious effort to attain serviceable results. A brief
outline of the grammar, stripped to the cssentials and judiciously em-
phasized at important points, precedes the exercises. The exercises
(164) very soon take the form of continuous narratives for translation
into French, and, while following the order of the grammar, they are
very carefully graduated in difficulty, with occasional helps or sugges-
tions in the text or at the foot of the page. ‘‘ Questionnaires français,”
exemplary rather than exhaustive, and yet tolerably extensive, though
placed after the exercises, will no doubt be used concurrently. Then
follow special vocabularies (to the several exercises), and a full general
vocabulary. The successful working of the exercises will ensure a
comprehensive and thorough grip of the languaye, and, at the same
time, a real intellectual training.

France et Allemagne. By Edgar Quinet.
de Conférences a l’ Université de Lyon.
Oxford Higher French Series.)

M. Cestre brings together about a score of separate articles written
by Quinet at various times and published as pamphlets or as contribu-
tions to the Rerue des Deur Mondes from 1830 to 1867. They are mostly
discussions of political affairs bearing on the relations of France and
Germany, not in any spirit of party, but from the point of view of the
philosophical historian ; and they also deal incidentally with literature,
per and religion. ‘‘Quinet, en effet, expose duns ces pages
"état moral et politique de la France et de l’ Allemagne, de 1830 à 1867,
avec le dessein nettement marqué d’éveiller la France a la conscience
de son propre génie et à la défense de sa nationalité, pour elle-mcéme
et pour la force civilisatrice qu'elle représente en Europe.’ The intro-
duction consists of a long and able monograph (in French) upon Quinet’s
life and work. The notes, which are chiefly of an historical character,
are very useful; and so is the chronological table appended. A very
careful and capable edition.

Goethe’s Torquato Tasso, Edited by John Firman Coar, Ph.D., Professor
of Germanic Languages and Literatures in Adelphi College, Brook-
lyn, N.Y. (4s. Ginn.)

Prof. Coar intends this edition ‘‘for college students who have an
easy reading knowledge of the German language and who are interested
in German literature as literature.” The play is full of difficulties,
and the introduction and the ample notes are directed mainly to the
solution of them. At the same time the editor aims at stimulating
independent thought, and not at providing cut-and-dried opinions ;
and he hopes that the materials he furnishes will prompt students ‘‘ to
read the drama in the spirit of intelligent and sympathetic criticism.”’
Some ‘‘repetitional exercises’? are given, and there is a very full
vocabulary. The edition is laborious and valuable, and it will be very
serviceable to private readers as well as to students in colleges and
higher schools. The form is handy and the get-up is very agreeable.

Messrs. Macmillan publish the forty-first edition of the well known
Dictionary of the English and German Languages, by William James—the
German-English and English-German in one volume (4s. 6d.'. The
work has been ‘ entirely rewritten and greatly enlarged,” by George
Payn, with the assistance of German collaborators of repute. The pre-
face, English and German, is over the signature of Bernhard Tauchnitz,
and the volume has been excellently printed by him ; whence it may be
inferred that the great Leipzig house has done its best for the new
edition. We have used one or other of the earlier editions for many
years, and always found the book very satisfactory. We therefore give
it warm welcome in its improved form. Though both parts are in one
volume, it is still quite convenient to handle, and it is strongly and

flexibly bound.
ENGLISH LITERATURE.

t The Belles-Lettres Series.’’—(1) Exodus and Daniel. Two Old Eng-
lish Poems. Edited by Francis A. Blackburn, Ph.D., Associate
Professor of the English Language in the University of Chicago.
(28. Gd. net.) (2) Liber Psalmorum: The West Saxon Psalms. Edited
by James Wilson Bright, Ph.D., D.Litt., Caroline Donovan Pro-
fessor of English Literature in the Johns Hopkins University, and
Robert Lee Ramsay, Ph.D., Instructor in English in the University
of Missouri. (28. 6d. net.) (3) The London Merchant, and Fatal
Curiosity. By George Lillo. Edited by A. W. Ward, Litt.D.,
F.B.A., Master of Peterhouse. (Heath.)

(1) Dr. Blackburn gives the text from the single manuscript in the
Bodleian Library, with critical notes upon it at the foot of the page; an
introduction treating generally of the form and contents of the two
poems; explanatory notes on different passages; a bibliography ; and
a complete glossary. He thus makes full provision for the needs of the
student. The edition is marked by minute care, sound scholarship, and
good judgment. (2) Contains ‘‘the prose portion, or the ‘ First Fifty,’
of the so-called Paris Psalter,” with the rubrics and arqwnenta of the
rest. The text follows the manuscript in the Bibliothèque Nationale,
and is conservatively edited, with brief textual notes at the foot of the
page, and a bibliography of the entire Pxalter is appended. The intro-
duction is delayed for x time owing to difficulties in tracing records. It
will review all preceding study of these Psalms, and attempt to carry
nearer to solution some problems relating to the character and to the
sources of the version. Meantime, students will be vlad to have the text
and the bibliography, which are treated very carefully, and they will look
forward with interest to the appearance of the introduction. (3) Dr.

Edited by C. Cestre, Maitre
(3s. 6d. Clarendon Press.

THE EDUCATIONAL TIMES.

elie

[Sept. 1, 1908.

Ward’s edition of two of Lillo’s plays is characterized by his well known
erudition and literary conscientiousness. — The series is ably edited,
beautifully printed, and convenient in form—a great boon to students
of English.

‘The Elizabethan Shakespeare.’’—(1) The Merchant of Venice. (2) Love's
Labour’s Lost, (3) The Tragedie of Julius Caesar. Edited by William
Henry Hudson, Lecturer to the University Extension Board of the
University of London. (2s. 6d. net each. Harrap.)

In this important series of Shakespeare’s plays, Mr. Hudson goes back
to the First Folio—‘‘ the only text that can lay any claim to be the
author’s,’’ as well as (in the words of Halliwell-Philips) ‘‘ the most in-
teresting and valuable book in the whole range of English literature.”
“It is the aim of the present edition,” writes Mr. Hudson, ‘to place
this unrivalled text before the public faithfully, but in easily readable
form, together with such a systematized apparatus of brief textual foot-
notes, and fuller, but not too copious, literary notes, glossaries, lists of
Variorum readings, and introductions for each play, as may combine
with the Elizabethan texts the advantages of a thoroughly modern
editorial equipment, embracing the fullest results of Shakespearean
scholarship.’’ There needs no apology for going back to the First
Folio: on the contrary, it is the only rational and scientific course.
Mr. Hudson’s departures from it on certain points of spelling—dropping
the long s, y for th, and some such orthogruphical peculiarities—do not
practically affect the Elizabethan atmosphere of the First Folio, or even
fidelity to the text, while they will undoubtedly help to overcome modern
distaste for archaic forms. The whole of the apparatus of criticism,
explanation, and illustration is competent, and valuable to the student
and to the general reader; each volume has a photogravure frontis-
piece; and the type and get-up are excellent. We give the series a very

warm welcome. l
EDUCATION.
German Education, Past and Present. By Friedrich Paulsen, Ph.D.,
Professor of Philosophy in the University of Berlin. Translated by
T. Lorenz, Ph.D. (ds. net. Fisher Unwin.)

It is with extreme regret that we have just heard of the death of the
accomplished and broad-minded author of this exemplary work. In the
preface to the English edition of Paulsen’s great book on ‘“‘ The German
Universities and University Study ’’ (which we noticed in our February
issue last year), Prof. Sadler justly spoke of him as ‘‘ the greatest living
authority upon the history of higher education in German-speaking
lands.” The present work, which originally appeared a couple of years
ago in Teubner’s popular series ‘‘Aus Natur und Geisteswelt,”’ is a
masterly survey of German education generally in its historical de-
velopment, under ‘‘ the conviction that the development of education is
not an isolated movement, beginning and ending in itself, but is dependent
on the general progress of the inner life of mankind.” Accordingly,
Paulsen has ‘‘ endeavoured everywhere to make the dominant tendencies
of this larger movement and their influence on educational organization
stand out as clearly and distinctly as possible.” The last chapter, ‘* Re-
trospect and Outlook,’’ is extremely suggestive, especially where the
future trend of educational opinion is anticipated on the basis of the
past and the present. Paulsen’s breadth of view and balance of judg-
ment may be illustrated by a single point:

‘‘ The powerful Labour movement, which dominates our times, is open
to many reproaches . . . But, for all that, it is a great upward move-
ment. The masses have roused themselves... . 4 An idea of the future
has come to life in them and is enlisting all their energies, and an abund-
ance of active interests has thus been set free. Nature and history hold
converse with men who have a question to ask—the question of the
future. A vasat literature of books and periodicals has come into being,
turning the searchlight of this new idea on all departments of social life.
However far this literature may leave scientitic exactness and critical
caution, however far it may leave truth behind, one thing is to be said
in ite favour: it is read, studied, and assimilated with passionate en-
thusiasm. Indeed, it is only for the sake of this literature that the
masses have become readers at all. Nor do I doubt that, amongst the
energies set free by the modern Labour movement, moral forces are to
be found, such as self-command and self-discipline, self-devotion and
self-sacrifice for a great cause. And, be the cause itself good and
possible or not, the value of these moral forces remains the same, and
they will not be lost. Perhaps the old experience will repeat itself here
of the man who went out to search for a dreamland and found a real
world. The Social Democratic Utopia may not be destined to be realized
anywhere in the world. but, if it suceeeds in awakening new ideas and
forces in our modern society, reposing in indolent ease on power and
tradition, it has fultilled its purpose.”

‘‘Upon the whole,” Paulsen concludes that ‘‘ there is no department of
historical life which could give our souls greater encouragement to take
a hopeful view of the future than the history of education.” The
translation is capably done and the terminological notes prefixed by the
translator will be very useful.

Messrs. J. & J. Paton issue the eleventh annual edition of their well
known List of Schools and Tutors (18. 6d.\. It covers, as usual, the whole
range of educational institutions, ranging them in groups, setting forth
all necessary information about them, and furnishing a vast number of
illustrations, It does not profess to be exhaustive ;_it is, indéed, expressly
selective, but it gives a very sufficient number of ‘the best. English schools .

(Continued on paye 408.)

Sept. 1, 1908 ] THE EDUCATIONAL TIMES. 407

DENT’S
MODERN LANGUAGE SERIES.

EDITED BY

Professor WALTER RIPPMANN, M.A.

IMPORTANT WORKS RECENTLY ISSUED.

THE SOUNDS OF ENGLISH.
LES SONS DU. FRANÇAIS.
DEUTSCHE LAUTE.

Three Charis. Size, 30 x 30 inches.

These Charts, drawn up by Professor WALTER RIPPMANN, are particularly suitable for class use, the symbols being very distinct. The arrangement
will commend itself to Teachers. Unmounted, 1s. net each; mounted on linen, 2s, 6d. net; mounted on linen, with rollers, 3s. 6d. net.

Small reproductions of each Chart, with examples of the sounds, which Pupils can paste in their books, have also been prepared; these are sold
in packets of 30, price ls.

NOTE.—A special Prospectus of the above Charts can be had upon application to the Publishers.

A FRENCH PHONETIC READER. By S. A. Rich- | DER GOLDENE VOGEL AND OTHER TALES.
i A Becond Year German Reader. With Exercises. Edited by

ARDS, B.A.
WALTER RIPPMANN, M.A. Extra fcap. 8vo, 1s. 4d.

A careful and well-graded selection of passages in prose and verse. In accordance
with the views of experienced teachers, the phonetic transcription is given first, and

the text in the ordinary spelling occupies the second half of the book, Reference is | ETSENWHANS AND OTHER TALES. A Second Year

made easy by identical numbering of the lines. ‘ :
g German Reader, with Exercises. By WALTER RIPPMANN. Extra

FABLES EN ACTION. By Viocer Partixcron. Extra fcap. 8vo, 1s. 4d.
fcap. 8vo, Is. . The exercises in Der Goldene Vogel and Kisenhans are typical of the latest
Miss Partineton’s little French plays are well known. In this new volume she advance in reform teaching. They consist of questions based on the text, and
has had the happy thought of dramatizing some of the famous fables of La Fontaine, | €*ePCISeS in word-formation and applied grammar,
FRENCH SPEECH AND SPELLING. By S. A. DENT'’S ANDERSEN IN GERMAN. Edited, with
Ricuarps, B.A. A First Guide to French Pronunciation. Extra Exercises, by WALTER RippMaNN. With many beautiful Pictures
by THoMas, CHARLES, and WILLIAM Roxpinson. Crown 8vo.

fcap. 8vo, 8d. 1s. 4d
EASY FREE COMPOSITION IN FRENCH. By An Edition is issued with a Glossary at 2s. 6d. net.
Miss L. M. Buty. Extra fcap. 8vo, 1s. 4d. “ A pleasing volume, . . . Eminently suitable to be placed in the hands of pupils

who have had a year’s tuition in German along reform lines.’’—School World.

FREE COMPOSITION AND ESSAY WRITING IN
FRENCH. By A. Pratr and ANTOINE PHILIBERT. Extra fcap. | SPECIMENS OF ENGLISH, READ, SPOKEN, AND

Svo, Is. 4d. | RECITED. By Warrer RippmMann. Extra fcap. 8vo, ls. net.

= DENT’S CLASSICAL SERIES.

ON THE LINES OF DENT’S MODERN LANGUAGE SERIES.
General Editor: Professor WALTER RIPPMANN, M.A.
DENT’S WALL PICTURES. For Teaching Latin.

Fourth Edition.
Four Coloured Pictures enlarged from the First Latin Book. Size, 30x22

DENT’S FIRST LATIN BOOK. By Harop W.
inches, Unmounted, 2s. net each; mounted on linen and eyeleted, 3s. net ;

ATKINSON, M.A., sometime Head Master of the Boys’ High School, Pretoria, and | l l
With 12 mounted on linen, with rollers, 5s. net.

J. W. E. PEARCR, M.A., Head Master, Merton Court School, Sidcup.
illustrations by M. E. DURHAM. Small crown 8vo, cloth, os. ROMAE SEXTI DOMUS
Effects for Latin a compromise between the usual ‘ classical method,” and the i i
“reform method ” now frequently used in the teaching of modern languages, ROMAE, TRIUMPHUS.
POMPEIIS, OSTIUM TABERNAE ET VIA STRATA.
IN GALLIA, PROELIUM EQUESTRE ET PEDESTRE.

The Schoolmaster says :—* A unique book, .. . It represents a wonderful stride
made in teaching Latin.”
The Phonetic Part of the First Latin Book is issued separately at 6d.

DENT'S LATIN PRIMER. ByE. S. Forster M.A. ls. | PORUM LATINUM. A First Latin Book. By Dr. E.

This Primer is intended for pupils who begin Latin early. The Primer is ie AS l : l
fully illustrated, and the elements of the grammar and vocabulary are presented VERNON ARNOLD, Professor of Latin at the University College of North Wales.
in n very attractive manner. Special attention has been given to connecting Latin Small crown 8vo, 3s. 6d.

words with the English derivatives.

"The graduation of the matter is very carefully worked out . .. the little book AE
NEAE FACTA ET FATA. A Stepping-stone to

is excellently done.” — Educational Times. ,
NOTE.— Each of the above books contains a Phonetic Transcript of the Roman VIRGIL. With Notes and Exercises on the text by Dr. É. VERNON ARNOLD.

Pronunciation of passages in the Reader. With numerous Illustrations. Small crown 8vo, cloth, 2s.

A complete List of Books contained in the above Series can be obtained from the Publishers, who also cordially
invite applications for Specimen Copies from Principals of Schools and Colleges.

London: J. M. DENT & CO., ALDINE HOUSE, BEDFORD STREET; STRAND, W.C.

408

THE EDUCATIONAL TIMEs.

[Sept. 1, 1908.

for boys and girls, from which the paterfamilias or guardian can make | Geometry, Solid, through the Stereoscope. Demonstration of some of

his own selection, guided by the information supplied. This year it is
bigger than ever: it runs well over 1,100 pages. It is handsomely got up,
and must be extremely serviceable to parents that wish to select a school
for their children.

The Hungarian Exhibition furniehes a broad and attractive glimpse of
Hungarian scenes, and especially of the activities of the Hungurian
people. In connexion with it we have some brochures of an educational
character: (1) Education in Hungary, a very comprehensive and interest-
ing exposition, issued under official authority and worthy of preserva-
tion for study and reference ; (2) Hungary—a short outline of its history
—by Louis Felberman; (3) Alexander Petöfi, by Ilona Ginever (née de
Gyory)—a brief sketch of the young and ill-fated poet ; (4) Shakespeare
in Hungary, by Prof. Augustus Gyulai—also a brief sketch; and (5) a
Bibliography of English authors’ works translated into the Hunyarian
language (1620-1908), collected by Dr. Augustus Gyulai. These
brochures increase an intelligent interest in the Exhibition and in
Hungary and its people.

The Illustrated Handbook to the Exhibition in connexion with the
International Drawing Congress, edited by Keighley Snowden and
illustrated liberally with photographs by Reginald Haines, is a very
interesting record of certain features of the Exhibition that are of high
educational value. The articles upon various art culleges and schools
give excellent summaries of their work and methods, and the illustrations
are numerous, varied, and instructive. The Retrospective Exhibition of
the Board of Education, though not properly a feature of the Conyress,
has also been included on account of its interest and significance.

re _- — a =

FIRST GLANCES.

CLASSICS.
Erasmus, Selections from. By P. S. Allen, Fellow of Merton College,
Oxford. 3s. 6d. Clarendon Press.

[Principally from the Letters of Erasmus. Intention ‘‘ to illustrate
through them English life at a period of exceptional interest in our
history.” Good selection; judicious notes; vocabulary; life of
Erasmus. Excellent portraits of Erasmus, Archbishop Warham,
Dean Colet, and Sir Thomas More; specimen of Erasmus’s hand-
writing (two pages). Capital collateral reading. |

M. Antoninus Imperator ad se ipsum. Recognovit brevique adnota-
tione critica instruxit I. H. Leopold. 2s. 6d. Oxonii: e typo-
grapheo Clarendoniano.

[Prefatory account of MSS. editions, and commentaries. Thorough
critical revision of the text. ]

Plato’s Apology of Socrates. Edited by Harold Williamson, M.A.,
Assistant Master, Manchester Grammar School, late Tutor and
Lecturer at Balliol College, Oxford. 2s.6d. Macmillan (School
Class- Books). l

[Very useful introduction and ample notes. Contents headings
to the paragraphs of the text. Handy and helpful school edition. ]

Plautus. Acting edition of the Mostellaria. With a translation into
English verse. Edited by G. Norwood, M.A. 1s. net. Man-
chester University Press (Sherratt & Hughes).

[‘‘ Arranged, translated, and enacted by the Classical Society of
the Victoria University of Manchester.” Spirited translation,
opposite text. ]

Vergil: Aeneid, Book X. Edited by L. D. Wainwright, M.A.,
Assistant Master, St. Paul’s School. George Bell (Bell’s Illustrated
Classics).

[ Introduction, biographical and literary ; notes liberal and useful ;
vocabulary ; 25 illustrations. Text in sections, with introductory
summaries. |

Welsh, The Latin Element in. By Samuel J. Evans, M.A. Lond.,
Head Master of the County School, Llangefni. 6d.net. Newport,
Mon. : Southall.

[Brief, but very interesting, comparative outline. ]

MATHEMATICS.

Algebra, Modern, Elementary, Blackie’s.
Bridgett, M.A., B.Sc., F.C.S. ls. 6d.

(‘‘ Embodying the graphic and other methods recommended by

the Mathematical Association and the Board of Education.” Up

to and including quadratic equations. Examples abundant and
carefully gradnated ; examination papers; answers. Very useful. |

Arithmetic, Pitman’s Correlated. By T. W. Trought, B.A., Head
Master, Camden Street Council School, Birmingham, formerly
Lecturer in Mathematics, &c., at Chester Training College. Book II.
(answers, notes, oral work, &c.), 1s. net. Book III., 3d.

Arithmetic, Revision, The Normal. By W. G. Akam, A.C.P., Principal
of Faversham Certificate Classes for Teachers. 1s. net. Normal
Press (Normal Tutorial Series).

{[Comprehensive, varied, and practical. ]

-Cambridge Tracts in Mathematics and Mathematical Physics. No. 9.
Invariants of Quadratic Ditferential Forms, by J. Edmund Wright,
M.A., Fellow of Trinity, Associate Professor of Mathematics, Bryn
Mawr College, U.S.A. 28. 6d. net. Clay (Cambridge University
Press Warehouse, Fetter Lane, E.C).

In three Parts. By R. C.

the more important Propositions, prepared by Edward M. Langley,
M.A., Bedford Modern School. Underwood & Underwood.

[“ There is nothing in the school curriculum to which the stereo-
scope is better suited to give valuable aid to both teacher und student
than that of Solid Geometry. The most serious difficulty in the
effective teaching of this branch is entirely overcome by the use of
the stereoscope.” Worked with a set of 25 slides. ]

Ratio Co-ordinates and Carnot’s Theorem. 1s, net. Whittaker.
| [Attempt ‘‘to explain the use of a certain kind of ratio co-
ordinates, which seem to present some advantages in dealing with
the projective properties of conic sections.’’ 24 figures. ]
Trigonometry, Experimental. By R. C. Bridgett, M.A., B.Sc., F.C.S.
ls. Blackie.

[Introductory. Exercises; examination papers. Answers. |

SUPPLEMENTARY ENGLISH READERS.

Charles & Dible’s ‘‘ Grosvenor’’ Series of Supplementary Readers.—
No. 1, Three Famous Voyages (Columbus—Vasco da Gama—
Magellan). No. 2, Three Founders of our Empire (Raleigh—
Wolfe—Clive). No. 3, Three Famous Women (Elizabeth Fry—
Florence Nightingale—Mary Somerville). 3d. net each.

[Freshly and simply narrated. Illustrated. Nicely got up.]

McDougall’s Supplementary Series.—Junior: No. 5. The Wishing Well.
2d. Intermediate: No. 7, Pandora’s Box; No. 8, Prince Geraint
and Fair Enid. 2d.each. Advanced: No. 11, Scenes from Quentin
Durward; No. 12, The Merchant of Venice; No. 13, As You Like
It; No. 14, The Tempest. 2d. each.

[Good matter, type, and get-up. ]

Macmillan’s Supplementary Readers.—Junior: (1) Fairy Tales, I.;
(2) Fairy Tales, II. ; (3) Tales from Andersen (Ugly Duckling—
Fir-tree—Nightingale). 4d. each. Intermediate: (1) Fables from
Aesop, and others ; (2) Sindbad the Sailor ; (3) Ali Baba. 4d. each.
Senior: (1) Adventures of Robinson Crusoe ; (2) Tanglewood Tales
(Circe’s Palace, and The Golden Fleece). 4d. each. Shakespeare
(text only): (1) The Merchant of Venice ; (2) The Tempest; (3) A
Midsummer Night’s Dream; (4) Macbeth; (5) King Lear;
(6) Julius Caesar. 6d. each.

[Good matter ; superior get-up. ]

Nelson’s Supplementary Readers. — No. 18, Three Lays of Ancient

Rome (Prophecy of Capys—Horatius—Battle of Lake Regillus). 4d.
[Introductions ; notes; 2 maps. Strong get-up. ]

Pitman’s Supplementary Readers.—(1) Stories from the Classics (Jason
and The Golden Fleece, by Emily Isabel Slater). (2) The Merchant
of Venice, and (3) King Lear—‘‘ carefully adapted for school use.”
4d. each. (4) Stories from the Classics (The Heroes of Troy, by
Emily Isabel Slater). 3d.

((1) and (4) simply and clearly told; illustrations. (2) and (3)
have short introductions, the story of the plays adapted from Lamb,
and glossarial notes ; illustrations ; well got up.]

EDUCATION.
Board of Agriculture and Fisheries. Various Leaflets,
[No. 66, Fowl Cholera. No. 203, Utilization of Peat Lands.
No. 209, Gooseberry ‘‘Cluster-Cup’’ Disease. No. 211, Cider
Orchards. Practical. Gratis and post free from the Secretary ;
letters of application need not be stamped. |
Board of Education. (1) National Competition, 1908: List of Awards
and Report of Examiners. Illustrated. 3s. (2) National Com-
petitions: Retrospective Exhibition, 1908. Unillustrated List.

(3) Regulations for Technical Schools, &c., 1908-9. (Cd.4,187. 2d.
Wyman.
Cambridge University. Higher Local Examinations. Examination

Papers (June), with Regulations for Examinations in December,
1908, and June, 1909. 2s.; by post, 2s. 2d. Clay (Cambridge
University Press Warehouse, Fetter Lane, E.C.).

Cape of Good Hope. Education Report for 1906-7.

Child Study (July). 6d. net. Edward Arnold.

[Four excellent articles. ]

English Association Leaflets. No. 6, The Teaching of English in Girls’
Secondary Schools, by Mi-s G. Clement, B.A. No. 7, The Teach-
ing of Shakespeare in Schools (expanded, but still, in a sense, pro-
vixional). 6d. each. Copies from Miss Elizabeth Lee (Secretary),
8 Mornington Avenue Mansions, West Kensington.

Great Britain and Ireland, National Education in, A Short History of.
By T. Lloyd Humberstone, B.Sc. Lond., A.R.C.S. Lond., of the
University of London Administrative Staff. Published for the
Committee of the British Education Section of the Franco-British
Exhibition by P. S. King & Son. 3d.

(Rapid, but pointed, summary. Illustrations. ]

Preparatory Schools Review (July). 18. Simpkin, Marshall, & Co.

[Comprehensive and varied. Excellent. ]

Universities. Inaugural Address (University Extension), July 18, 1908.
By H. Montagu Butler, D.D., &c., Master of Trinity. 6d. net.
Bowes & Bowes (Cambridge).

Victoria. Education Report for 1906-7.

Sept. 1, 1908. ]

THE EDUCATIONAL TIMES.

409

DENT’S

Books for Oxford and

Cambridge Locals and

College of Preceptors Examinations, 1909.

OXFORD.

ENGLISH.
MACAULAY’S LAYS OF ANCIENT ROME. With

Introduction and Notes by OLIPHANT SMEATON, M.A. 1s.

THE TALISMAN. By Sir WALTER Scorr. With Intro-
duction and Notes by HENRY WILLIAMS, M.A. 1s. (Temple English Litera-
ture Series.)

THE TALISMAN. By Sir Watter Scorr. Edited with
Notes, &c., by G. L. TURNBULL, M.A. Illustrations from old prints in the

Notes. 1s. 6d.

THE TEMPEST. Edited by OtipHant Smeaton, M.A.
With Eight Illustrations by WALTER CRANE. 1s. 4d.

MACBETH. Edited by GreorGe Situ, M.A., LL.D. With

Five Illustrations by T. H. Roprnson. Is.

4d.
KING HENRY V. Edited by W. H. Hupson, M.A.
With Eight Illustrations by Dora CurRTIS. 1s. 4d.

THE LAY OF THE LAST MINSTREL. By Sir
WALTER Scott. Edited, with Notes, Glossary, and Illustrations, by J. W.
Youxa, M.A., Head Master Pupil-Teachers’ School, Bradford. Crown 8vo,
cloth, 1s, 4d.

QUENTIN DURWARD. By Sir Water Scorr. Edited,

with Noten Introduction; Glossary, and Examination Questions, by J. WILSON,

A. 1s
UTOPIA. By Sir THomas More. Edited, with Introduc-
tion, Notes, and Glossary, by A. J. GRIEVE, M.A. 1s. 4d.

LATIN.
CAESAR’S GALLIC WAR. Books II. and III., in

one volume. Edited by A. Croom PATERSON, M.A. (Edin. and Oxon.),
lassical Master in the Royal High School, Edinburgh. 1s. 4d.

CAESAR’S GALLIC WAR. Books IV. and V., in one
volume, Edited by Dr. JoHN MARSHALL, Rector of High School, Edinburgh.

ls. 4d.
“ Admirably produced. Light to handle, well printed. The introductions are
full and adequate, and the notes are brief.’ — The Outlook.

COLLEGE OF
ENGLISH.

THE TEMPEST. Edited by OvipHant Smeaton, M.A.
With Eight Illustrations by WALTER CRANE. 1s. 4d.
“It can be affirmed with every confidence that this issue of Shak re’s

LAJ

‘Tempest’ has no superior as a school edition of this well known play.”—
Educational News.

JULIUS CAESAR. Edited by F. Armytace MORLEY,
M.A., D.C.L. With Illustrations by T. H. RoBrnson. 1s. 4d.

CAMBRIDGE.
ENGLISH.

JULIUS CAESAR. Edited y F. ARMYTAGE MORLEY,
M.A., D.C.L. With Illustrations by T. H. RoBINsoN. 1s. 4d.
“ If the growing generation does not acquire a love for Shakespeare, it will not be
the fault of editors of school books. Mr. F. Armytage Morley has furnished the
lay with an admirable introduction . . . comments in a style easy to be compre-
ended of the pupil . . . Mr. T. H. Robinson, the artist, deserves a special word of
praise.” —Scotsman.

RICHARD II. Edited by W. Keatu Leask, M.A. With
Illustrations by Dora CURTIS. 1s. 4d.

“ This edition has much to commend it. The type is excellent, the notes concise
and to the point, and the general remarks on the play are not too elaborate.” —
Saturday iew.

UEENE. Book I. By EpmMUND SPENSER.
. Hupson, M.A. With Introduction and Notes. 2s.

THE FAERY
Edited by Prof. W.

A LEGEND OF MONTROSE. By Sir WALTER SCOTT,
Edited, with Introduction, Notes, Glossary, and Examination Questions, by
R. PROUDE, B.A. 1s, 4d.
LATIN.

CAESAR'S GALLIC WAR. Books IV. and V., in one
volume; Edited by Dr. JOHN MARSHALL, Rector of High School, Edinburgh.
8. 4d.

“ Admirably produced. Light to handle, well printed. The introductions are

.

full and adequate, and the notes are brief.’’— The Outlook.

FRENCH.

LE BOURGEOIS GENTILHOMME. (School Edition.)

Pu; with Introduction and Notes, by Prof. FREDERICK SPENCER, M.A.
8. °

PRECEPTORS.

THE LAY OF THE LAST MINSTREL. By Sir
WALTER Scott. Edited, with Notes, Glossary, and Illustrations, by J. W.
ial ee Head Master Pupil-Teachers’ School, Bradford. Crown 8vo,
cloth, 1s. 4d.

MACAULAY’S LAYS OF ANCIENT ROME. With

Introduction and Notes by OLIPHANT SMEATON, M.A. 1s.

LATIN.
CAESAR’S GALLIC WAR. Books II. and III., in

one volume. Edited by A. Croom PATERSON, M.A. (Edin. and Orxon.),
Classical Master in the Royal High School, Edinburgh. 1s. 4d.

DENT’S

NEW

MATHEMATICAL AND SCIENTIFIC SERIES FOR SCHOOLS.

SOME RECENT ADDITIONS.

HISTORICAL GEOGRAPHY ON A REGIONAL BASIS.

By ERNEST W. DANN, B.A., THE GRAMMAR SCHOOL, REIGATE.

Vol. I.—_THE ERITISH ISLES.

Vol. II._EUBROPE.

Price 2s. 6d. each.

Extract from Preface.—These little volumes have been written to give students a more definite idea of the interrelation of Geography and History than they can
possibly gain from the passing allusions in books entirely devoted to the one or the other subject. Of the importance of Historical Geography there can be no doubt: but

there is a great deal of confusion of terms. It is often forgotten that Geography is the substantive and Historical the adjective, and it is most im

rtant to give the science

its proper physical basis. Moreover, the study of it should be based upon reason and not upon memory. Kaleidoscopic political changes at rapid intervals do not require
a high order of intelligence to acquire, and are merely interesting ; the study of man on the earth is a far deeper matter.

ELEMENTARY TRIGONOMETRY.
kins, M.A., Senior Mathematical Master at Haileybury College, Hertford.
Smali crown 8vo, without Answers, 3s. 6d.; with Answers, 4s.

GEOMETRICAL CONICS. By Professor G. H. BRYAN,
F.R.S., and Prof. R. H. PINKERTON, M.A. 3s. 6d.

By Cecit Haw-

ANALYTICAL CONICS. By Prof. CHARLOTTE ANGUS |
]

Scott, D.8e., Bryn Mawr College, U.S.A. 3s. 6d.

AN INTRODUCTION TO PRACTICAL BOTANY.
Ey E. H. DAVIES; B.Sc. (Lond.), F.G.S., County School, Barry, Glam. Small
crown 8yo, 2s.

SCHOOL HYGIENE. By Herpnert Jowes, D.P.H.(Camb.),
Fellow and Hon. Secretary to the Incorporated Society of Medical Officers of
Health ; Fellow of the Royal Sanitary Institute, &c. Small crown 8vo, 2s,

SPECIAL NOTE.— Attention is directed to the fact that all the above books are subject to discount. The
Publishers cordially invite application for specimen copies from Principals of Schools and Colleges.

London: J. M. DENT & CO., Aldine House, Bedford St., Strand, W.C.

410 THE EDUCATIONAL TIMES. [Sept. 1, 1908.
| A Note on the Nine-Point Circle.
MATHEMATICS. (Continued. See Reprint, N.S., Vol. xv, p. 25, and Educational

— Times, July, 1908.)

16418. (W. F. Bzarp, M.A.)—ABC is a triangle; I, I, Ip Is are By W. Gatnatiy, M.A.

the in- and ex-centres and O is the circum-centre; the internal and
external bisectors of the angles meet the opposite sides at D, D,, E, E,
F, F,. Prove that OI, OI,, OL, Ol; are respectively perpendicular to
D,E,F,, D,EF, DE,F, DEF..

Solutions (I.) by R. F. Davis, M.A.; (II.) by Lours A. FENN;
(III.) by A. M. Nussrrr, M.A., and others.

(I.) Let the external bisectors of the angles of the triangle ABC
meet the respectively opposite
sides in L, M, N.

Then

AE? = AI + IE? + 2AI.IE
or
AT: +2AI.IE = AE?—IE?

= AK?—AE.HE
= AE.AH
= AB.AC.
Thus .
AB.AC—AI? = 2AI.IE = 4Rr
= BC.BA—BI?
= CA.CB—CI?,
by symmetry.
Then

LB.LC = LA?7+AB.AC = LA? + AI? + AB. AC—AI? = LI? +4Rr,
or the square of the tangent from L to the circum-circle exceeds the
square of the tangent from L to a point circle at I by 4Rr.

Similar results hold for M, N.

Hence L, M, N are collinear; and LMN is a line parallel to the
radical axes of these two circles, or perpendicular to their line of
centres OI.

(II.) (1) To show that OI is perpendicular to D,E,F).

I, A I,

Square on tangent to circle I,II, (centre 8) from D, = rectangle
D,I,.D,I3; = rectangle D,C.D,B (because IBCI, cyclic) = square on
tangent to circle ABC (centre yi

Therefore D, is a point on radical axis of circles I,I,I;, and ABC.

Again, square on tangent to circle ILI, from E, = rectangle
El. El, = rectangle E,C.E,A (because I,CAI, cyclic) = square on
tangent to circle ABC from E).

Therefore E, is a point on radical axis of circles J,I,I;, and ABC,
i.e. D,E,F, is the radical axis of these circles.

Therefore line of centres (t.e..80) is perpendicular to D|E,F).

But S, O, I are in directum (because § is circum-centre, I is ortho-
centre, and O is N.P. centre of A Ills).

Therefore OI is perpendicular to D,E,F)\.

(2) To show that OI, is perpendicular to D, EF.

It may be shown, as above, that D, lies on radical axis of circles
ILI, and ABC.

Now, because IAI,C cyclic, rectangle EC.EA = EI. EL.

But IT, is a chord of the circle I,],.

Therefore E lies on the common chord of the circles ABC, ILI.

Therefore E lies on the radical axis of these intersecting circles.

Similarly, F lies on the same radical axis.

Therefore D,EF is radical axis of these two circles.

A'B'C' being the mid-point triangle of ABC, take any point P on the
nine-point circle; draw the chord PQ perpendicular to BC, and the
diameter TOT’ of the circle ABC parallel to A’Q. Let ay be the pedal
triangle of 8, any point on TOT’.

It has been shown (references above, g.v.) that the circle apy passes
through P. It is now required to prove that Sy, aP meet on B’C’.

Draw AR perpendicular to TOT’. It is easily proved that AR and
PH, (AH, perpendicular to BC) are equal and equally inclined to AH).
Draw Aq’ parallel to BC, mecting aS in a’.

The trapezium aPRa’ is obviously symmetrical, so that a’RPa is
cyclic, and aP, a’R meet on BC’, The figure S8RAa’y is also cyclic.

Hence a’R, By, aP are the three common chords of three circles
aPRa’, S8RAa’y, aPBy.

Therefore they meet at a point ; and this point lies on B'O’.

This theorem is due to M. G. Fontené, who published it in N. A. M.,
1906. His proof is analytical.

A particular case is given by Sir W. Rowan Hamilton: Let XYZ be
the points of contact of the in-circle, and let YZ cut B’C’inQ. Then
XQ cuts the nine-point circle at its point of contact with the in-circle.

It is worth notice that, if we draw a parabola having P as focus and
touching A’B'C’, then TOT’, parallel to A’Q, is also parallel to the
Simson-line of P, or vertex-tangent. It also passes through O, the
orthocentre of A’B’C’. Therefore TOT’ is the directrix.

16024. (V. Ramaswami Aryar, M.A.)— Let the n-th differential
coefficient of f (x) be positive as x increases from b toa. If n = 1, we
know result (1) below. If n = 2, we have result (2). If n = 8, prove
result (3). The law of formation is apparent, and an endless succession
of results (4), (5), (6), ... could be formed. Demonstrate that these
hold for n = 4, 5, 6, ... respectively.

Fa) > f(D ENE (1).
f (a)(a—b) > f (a)—f (b) > f (b(a =b)... (2).

FA) (a—2)* > f (a)(a—2) -L (a)-f (8)]
> [f (a)—f(d)] —f'(b)(a—2) > FH) (ab)... (3).

Solution by Professor NaNson.

The results stated all follow from the theorem that, if ¢ (a) is posi-

tive, when a> b, so is fela da. Thus, if f'(a) is positive, so is
b
f(a)—f(b). Hence, if f'(a) is positive, so are (a—b) f" (a), f (a)—f (b),
and therefore also
(a—b) f (a) -[f(a)—f(d)], Cf (a)—Ff (b) —(a—b) f" (b).

A (a—bP f" (a), (a—b)f'(a)—[f(a)—f (b)), (F(a) -f (b)—(a—d) f(b) ;

Hence, if f'(a) is positive, so are

But centre of II,I; is image of 8 in LI, and it may be easily shown | and therefore also

that 1,0S’ (where S' is the centre of TI,I,) lie in directum.

But 8'O is perpendicular to D,EF.

Therefore OI, is perpendicular to D,EF.

The other lines mentioned may be similarly shown to be perpendicu-
lars.

å (a - b) f'"(a)—(a—b) f (a) + U (a)-f (b)),
(a—b) f'(a) —2 [f (a)—f (b)] + (a—b) f (b),
Uf (a) —Ff (b)] —(a— 6) f (b)—4 (a — b) f 4b)

[Rest in Reprint. | are positive, and so on, indefinitely:

Sept. 1, 1908.]

THE EDUCATIONAL TIMES.

411

16876. (L. IssERLIS, B.A.)—Provo that the equations
x = a+b sec? (26) cos(@—k), y = c+ b sect (26) cos (0 + k),

in which a, b, c, k are constants, represent a point on a conic, and that
by varying k a set of confocal conics is obtained.

Solutions (I.) by A. M. Nessitr, M.A., and others ;
(II.) by M. I. TRacHTENBERG, B.A.
(I.) Changing origin to (a, c), we get
tan 0 = (x—y) cot k/(x +y), x?—=y? = b sin 2k tan 26,

or (x? + y?) cos 2k —2ry = — b? sin 2k,
which reduces to 7/7/cos? k ~2:?/sin? k = 203,
when referred to principal axes; and this represents a system of con-
focal hyperbole.

(11.) Transferring the origin to (a, c), we have

a = b sec! (26) cos (@—k), y = b sect (26) cos (0+ k);
therefore
x+y = 2b sect (26) cos 6 cos k,
therefore, eliminating 6, we have
(x + y)°/ (4b? cos? k) — (x —y)?/ (4b? sin? k) = 1,

which is a conic whose axes bisect the angles between the axes of co-
ordinates (assumed to be rectangular). The difference between the

squares of the axes is a multiple of (cos? k + sin? k)—+.e., is constant.
Thus by varying & a set of confocal conics is obtained.

x—y = 2bseci (26) sind sink;

16889. (M.T. NARANIENGAR, M.A.)—In the cardioide r=a(1—cos 8),
show that the locus of the intersection of normals at the points a, 2a
is a circle. Interpret the result geometrically.

Solution by JAGAT CHANDRA PAL.

Since the tangent at
the point a makes with
the radius vector an
angle = ła, the perpen-
dicular from the origin
on the normal at the
point

= r COS fa

= a (1— cos a) Cos ṣa,

and it makes with the
initial line an angle

= Za;

therefore the Cartesian equation of the normal at the point a is

x COS ĝa + y Sin ĝa = a (1 — cos a) Cos ha... eee (1).
Similarly the Cartesian equation of the normal at the point 2a is

x cos 3a + y sin 8a = a (1— cos 2a) COS a.............00..(2).
Multiply (1) by 2 cos 3a, and from this subtract (2), then

x = a [(1 — cos a)(cos a + cos 2a) — (1 — cos 2a) cos a]
= a [cos 2a — cos? a] = —a sin? a.

Substituting this value of x in (2), we easily get y= asina cosa;
therefore 27+ 7? = a*sin?a(sin?a + cos*a) = a? sin? a = —ar;

therefore z?+4?+ ax = 0, which is evidently a circle on the line join-
ing the cusp and the mid-point of the axis as diameter.

16422. (Lt.-Col. ALLAN CUNNINGHAM, R.E.) —Give the general
solution of, and also the lowest solution in integers of,

(a4 + yf + 24)? = 2 (a8 + ¥° + 2°).
Solutions (I.) by Prof. E. B. Escort; (II.) by the PROPOSER.

(I.) If 22 = 27+y’, the equation becomes
4 (a8 + 27742 + yY = 4 (a+ xy? + x/')?,
an identity. Smallest solution (not zero), z = 8, y = 4,2 = 5.
(II.) From the present writer’s solution of Question 16368 (p. 188 of
April issue), it may be inferred that
Ut+V4+ Wi = 2C?, where W = U+V,
and that, by taking U = 2?, V = 77, W = 2?= z?+4?, which can be
satisfied by taking x = ~n’, y = 2i, z = %+7n?, the above becomes
a+ y+ 25 = 2C?, where C = rt+y' +21,
This solves the Question.
The lowest solution is given by (x, y, s) = (3, 4, 5), viz.,
2 (38 + 43 + 5°) = 2 (2 . 481?) = (34 + 44 + 54)2,

16882. (M. T. NARANIENGAR, M.A.)—If forces proportional to the
sides of a triangle act at any point of the nine-point circle towards the
feet of the perpendiculars of thetriangle, their resultant passes through
the point of contact of the inscribed or escribed circle with the nine-
point circle.

Solution by the PROPOSER.

This Question was suggested by a problem communicated to me by
my friend Prof. V. Ramaswami Aiyar, which has since appeared in the
Mathematical Gazette (Vol. Iv., p. 166), with solutions published on
pp. 235, 286.

It may be solved in the followingzmanner :—

(1) If two circles touch at X, and D is a point
on one, then DX varies as the tangent from D to D
the other circle.

For, if DL be the tangent,

‘DL? = DX. DD,

and DX « DD’,
since the circles touch at X; therefore DX varies
as DL.

(2) Now, let D be the foot of A
the perpendicular from A on BC,
and D’ the mid-point of BC.
Also, let the in-circle touch BC
at L, and the nine-point circle at
X. Then DX varies as DL, since
D is a point on the nine-point
circle; therefore

DX = A.DL = a(DD’—D'L) 7 Seay.

= a[Rsin(C—B)—}(c—2)], a

since D'L = 4(BL—CL) = 4 [(s—b)—(s—c)] = 4 (c—b).
Hence, if forces act through the feet of perpendiculars at any point P
of the nine-point circle, and are proportional to the sides, the sum of
their moments round X varies as
% {aa[R sin (C—B)—}(c—b)]} = aRZ [a sin (C—B)] —4a3 [a (c —b)] = 0.
Thus, the resultant passes through X.

By varying the position of P on the nine-point circle and drawing
separate figures, the several cases of the Question may be examined.

The Question proposed by Prof. V. R. Aiyar may be proved in a
similar manner.

x

16818. (SARADAKANTA GANGULI, M.A.)—Sum the following series
O gape e sret Briot”
O ogre orori mE TE
E r a
Solution by MAHENDRA Natu, D.E., M.A., B.Sc., and others.
Lemma.— A coth rz = 4 e Ba G

(see Ex. 118, p. 55, Edwards’s Diff. Calc.).
The denominator of the nth term in (1) and (2) is
(a +1)?+ (a+ 2)?+...+(a+n)?,

where a= me = na? + Ia” m= 1) +” (n+ ia 1)

_ „|œ (n—1)? , n(n?—1) , (n+1)(2n +1)
= n| Hm nmh mene ]

_ N (38nt— 6n + 3n? + On? — 6n + 4n? + 6n + 2)
ne ge a ae
L (304 Tn? 42) _ n (Sn + 1)(n? 42)
12 12 f
Therefore, in (1), ¢, (the nth term)
12 _ 4
~ (Bni41)(n?+2) (n?+4)(n? +2)
Therefore, from the Lemma, the sum

= [3 ( .% zcoth 344) -4 ( 7, coth = va—4) |.
2 12n? = 4n?

(82? + 1)(n?42) — (n? + 4)(n? + 2)
=234 l 4 1.

ETES:

1

gobo

In (2), th

412

THE EDUCATIONAL TIMES.

(Sept. 1, 1908.

Therefore the sum

— 204 ( 7 ee eer eee
; 3 ( -7,, coth «72 i) 4 3 ( 7 coth r )

12" / 1 1 x
= 125 E E N EE -*-).
5 (Ja sae PY tae a

The denominator of t, in (3)
= (a +1) + (a +2) +... + (a+ n) | where a=” ya "|
= © (nt + ani + 5)

on slight simplifications, Therefore

8 8

= a S: Sa ae Joss = 4 E sel]
ni+ An? +3 (n?+1)(n?+3) ni+1 n+
Therefore the sum
rJ/8

= 4 ( a coth r-4) -3 (= coth x v3—2) |
= 2 [(+ coth w — 1) — 4 (x /3 coth x V38 —1)].

16242. (Lt.-Col. ALLAN CUNNINGHAM, R.E.)—Factorize completely
(into prime factors) N = (3% + 25),
Solution by Professor Sanyana, M.A.
g5 + 25 = Q718 + g's mn 828 [(37)8 + 1] g
It can be shown that x!8+ 1 is the product of the following factors :—
+1, 27+ 324+14 /(6x)(r+1), 26+323+14 (625) (2341).

When z = 47, (6x) and ./(62%) are both rational; make the substi-
tution and multiply out by 8'8, and we get the following values :—

798; 144141260; 417,915,721 +.157,036,320.
Now 793 = 18.61; 2701 = 87.78; 260,879,401 = 109.2,393,389 ;
and 574,952,041 = 18,177.43,633,

as shown by the Proposer (Reprint, Vol. x111., New Series, pp. 106, 107).
Thus, finally, wee = i

N = 18.61.37.73.181.109.2,898,889. 13,177 . 43,633.

16007. (Professor Nanson.)—Eliminate x, y from
z? = ax+by+c, zy =a'x+b'y+c, yp =a"xz+b"y+c".
Note by the PROPOSER.

The result (8), Reprint, Vol. x111., New Series, p.48, cannot possibly be
the eliminant of the given equations, for when a, b, a’, b', a’’, b" are all
zero this equation is satisfied identically, and yet in this case the given
equations cannot have a common solution unless cc" = c’*, But inde-
pendently of this difficulty, which may readily be met, the result stated,
after correction of obvious slips, has a factor of the fourth order which
is wholly irrelevant to the problem. A somewhat similar remark
applies to the solution by cubics indicated on the same page. The process
there described leads to an eliminant of order 15, whereas it is well
known that the true eliminant is of order 12 when all the coefficients
are literal.

The correct eliminant is readily found by Sylvester’s rule given in
Salmon’s Higher Algebra, Art. 91, and apparently in part rediscovered
by Dr. Muir, see Trans. Roy. Soc. of Edin., Vol. XXXIX., p. 675.

Throwing each equation into the three forms

AT? + uy+y=0, Actpy?+y=0, Az+uy+y =Q,
and then eliminating dialytically first z?, y, 1; then x, 4°, 1; and,
finally z, y, 1, it follows that for all values of x, y which satisfy the
given equations Cr—A—a"z*+a'ry—c"x+c'y = 0,
Cy—B" — by? + b'ay—cy+cx = 0,
A— ġe" t? — hey? + c'ay—Ax—B''y—4B’x—3A'y = 0,
where A, B, ... are the co-factors of a, b, ... in the determinant
A, = (ab'c"). The dialytic eliminant of these three equations and the
three given equations can now be written down as a six-line deter-
minant. By obvious combinations of either rows or columns, this may

be reduced to the following symmetrical three-line determinant, which
is of order 7 in the given coefficients, viz.,

C—c"’—aa" +a", c—a''b+a'b’", A+ca”—c'a'
c—a"'b+a'd’, C” =c- bb" +b, B'"+bc" —d'c'
A+ca"’ —c'a’, B” + be"! —d'c’, A—cc"'+c

When a, b, a’, 0’, a’’, b" are all zero, this reduces to —(cc’’ —c’*)3,
which is correct. Also for the three equations

x? = by, yY = a'z, rp=c',
it reduces to —c' (a’’b—c’)?, which is correct. Finally, the terms of
highest order have A for a factor, which is correct, because when the
first members of the given equations are replaced by zeros, the condi-
tion for a common solution is A = Q.

QUESTIONS FOR SOLUTION.

16491. (H. STANLEY REDGROVE, B.Sc.)—It is required to determine
the values of a and b. Experiments are carried out with the following
results :—

Experiment 1: a = —34°3. Experiment 3: b = —86'8.
Experiment 2: a =—3831°'9. Experiment 4: b =—85'1.
Experiment 5: a—2b = 135°8.

Calculate from these data the most probable values of a and b.

16492. (S. Narayana AIYAR.)— a, b, c, d,..., 1 are l quantities;
Pab denotes (a?—2ab cos 0 + b*)*, and pas = tan-! asin 6/(a cos @—4).

Az = | Pah Pac Pad .-+ Pal

(a—b)(a—c)(a—d) ...(a—l) (Pab + Pac + Pad + ... + Pai) dO,

(Poa Por Pid Po = Age 7 de,
Be = | ig aj bnelacd) (6a Oat Pet pua t. ton)
È. __ Plapthptc..- pik : Gideon ad:
L: | (l—aj(l—8)(I—<) ... (lZk) COS (dia + Yb + Hie +... + Pik) AO
= — Fab Fae pad <- pal ia i a ac a T a dé,
A: | @ ies ean oe + Oad +... + Pal)
B: =| _ ____ Pba Phe Phd +++ Pol sin (Oba + doe + Otat... + Poi) dé,

(b—a)(b—c)(b—d) ... (6—2)

_ Pla Pe Pe ++» ptk

(1—a)(1—6)(!—c) ... (1k)
(1) 44 Bet 4p = C405 snr |

L, = | SiN (dia + Gib + Pic +.. + On) GO.
Show that

rel

(2) A.+B.+...4L: = Cas ser,
where C and C’ are constants.
16498. (D. Epwarpes, B.A.)—If ap, a), æ, ..., f, @ are functions
of x, and if ay) = f/@, a0 + ad0@/dx = df|dx, and generally
anô + a, -1d0/dz +... + Agd"6/da" = d"f/dz",
then a = 1/0 d/dz (0 da,/dz).
Is there any compact form for a,,?
16494. (T. Mur, LL.D.)—If
Crs = Qrt brs\/(—1), Csr = Aram bn (—1), and ¢,,=0;
show that [ C,;CeyCxxCy, | is equal to the sum of two expressions of the

form 24+m?+n?—IQmn—2nl—Am+(p—gtr}r+2il p 1 | ‘
m —q 1 |
n r 1l
16495. (Professor SanzAna, M.A.)—Resolve into factors
(a) 287 +1, (b) 44 +1, (c) 6+1.
16496. (Professor E. B. Escorr.)—The numbers 259, 592, 925 are

all divisible by 87. Show that there is a number of 5 digits possessing
the same property, i.e., of having a common factor when the digits are
permuted cyclically.

16497. (Major C. H. CHEPMELL, (late) R.A.)—The special roots of
the cyclotomic equation z?!—1 = 0 are given by the sextic

of — yY — 64 + 64° + 8y°—B8y +1 = 0 (y = 24+1/2),
and this can be resolved into two cubics

2¥—-y—y—5+/(21) (y¥-—y—1) = 0.
Resolve the sextic into three quadratics, the coefficients of which
depend on w, 1/(1—w), (w—1)/w, the three roots of w+ œw°—2w—1 = 0
the 7-cyclotomic equation.

16498. (‘‘Soxipus.’’ Suggested by Question 16350.)—What is the
number of coefficients in the general symmetrical homogeneous rational
integral function of four letters? And what is the number for such a
function of three letters, if we drop the restriction that it be homo-
geneous ?

16499. (A. M. Nessirr, M.A.)—Eliminate a, b,c, d from p = bc?,
q = ad}, r = (ac+ 2bd) c, s = (bd + 2ac) d.

16500. (M. T. Naranrencar, M.A.)—In a four-cusped hypocycloid,
as P describes the curve, show that the foot of the tangent moves with
simple harmonic motion.

16501. (H. L. TracHTENBERG, B.A.)—A rectangular hyperbola has
its asymptotes parallel to the axes of aconic, passes through its centre,
and touches it at P. Prove that it passes through the centre of curva-
ture at P.

(Continued on page 414.)

Sept. 1, 1908. ] THE EDUCATIONAL TIMES. 413
PROFESSOR MEIKLEJOHN’S SERIES.

BOOKS SUITABLE FOR

COLLEGE OF PRECEPTORS (1909) AND OTHER EXAMINATIONS,

ENGLISH.

THE ENGLISH LANGUAGE: Its Grammar, History, and Literature. By J. bs p METRLEIGEN, M.A. awenty:
eighth Bdition. Revised and Enlarged, with Exercises and Additional Analysis. Crown 8vo, 486 pp. or es .. 48.6

A NEW GRAMMAR OF THE ENGLISH TONGUE. With Chapters on Com en Versification, Paraphrasing, nd
Punctuation. With Exercises and Examination Questions. Twenty-third Edition. (120th Thousand. Crown 8vo, 284 pp. E

A R RI HISTORY OF THE ENGLISH LANGUAGE. By Frofenson M ETE TRJONN, TRON Edition. aaa ae

1s.
THE ‘ART OF WRITING ENGLISH. A Manual ‘for Studente. With Ghantors: on Paraphrasing Essay Writing, Précis Writing,
Punctuation, and other matters. By J. M. D. MEIKLEJOHN, M.A. Sixth Edition. Crown 8vo, 340 pp.. .. 2g. Gå,

A NEW SPELLING BOOK ON THE COMPARATIVE METHOD. With Bide Lights foi History. Fifteenth
Edition. Crown 8vo, 152 pp. ...

THE SPELLING LIST (10, 000 ‘Difficult Words). For Civil Service and other Examinations. With a Key t i Correct Spotting.
By Professor MEIKLEJOHN. Bighth Edition. Crown 8vo, 104 pp. sah
SHAKESPEARE’S JULIUS CÆSAR. Edited by M. J.C. MEIRION. B. A. ( Oxon! ). Crows vo) 136+ xx pp. ... E i
COMPOSITION FOR SCHOOLS AND COLLEGES. Based on Qarla reyes with Meeroiees in Style, By C. E
MaxwELL, B.A. Third Edition. Crown 8vo, 138 pp. s
GENERAL INFORMATION QUESTIONS (with Anewers and Index). By A. B. Conine ‘Crown 8vo, 200 pp. Is. ar
‘This seems a useful idea—it would certainly be a godsend to an examiner setting a ‘general paper’ for boys.” —The Times.

GEOGRAPHY.

A NEW GEOGRAPHY ON THE COMPARATIVE METHOD. With Maps and Diagrams, and an Outline ot Commsroiat
Geography. By J.M. D. MEIKLEJOHN, M.A. Thirty-seventh Edition (Revised). (180th Thousand.) Crown 8vo, 630 pp. ... ... &8. 64,
Also in Two Parts. 2s. 6d. each.
Part I.—Containing Europe (including the British Isles), with Introduction to Geography, and Index, Maps, and PERRA
Part II.—Containing Asia, Africa, the Americas, and Australasia, with Index, Vocabulary, Maps, and Diagrams.

THE COMPARATIVE ATLAS. By J.G. Bartsotomew, F.R.G.S., and edited by Professor MEIKLEJONN. Contaiuags Platos, a

General Index, and a Chapter on Map Drawing. ew Edition (Revised) . sai . . s. 6d.
A SCHOOL GEOGRAPHY. With special reference to Comins and History. With Maps snd Diagrams. By J. X. D. Tes
M.A., and M. J. C. MEIKLEJOHN, B.A. Sixth Edition (Revised). Crown 8vo, 410 pp... Sea ae le BR ea.
EUROPE: Its Physical and Political Geography. With Chapters on Latitude ma Loupitads, Day sna Night, and ne Seasons.
With a double-page Map in Colour. By M. J. C. MEIKLEJOHN, B.A., F.R.G.S. Third Edition (Revised). %pp. ... 6a.

AFRICA: Its Geography, Resources, and Chronicle of Disdovery up to 1398; For mag Upper Standards, By M. J. a
MEIKLEJOHN, B.A., F ifth Edition Ute vised). Crown 8vo, 75 pp. sa

TEST QUESTIONS IN GEOGRAPHY. Selected from Public Bxamfnation Papen: By A. T. Pior Grown: 8vo, 82 pp. ts

MISTORY.

A NEW HISTORY OF ENGLAND AND GREAT BRITAIN. With Maps and Tables. Bye J. M. D. _MEIRLEJONN, M.A,
Twenty-third Edition. (105th Thousand.) Crown 8vo, 704 pp. 55 B.C. to the Death of Queen Victoria ... ease Mlle BA,
In Two Parts. 2s. 6d. each.
Part I._From B.O. 55 to A.D. 1509. Tonth Edition. Part II.—From 1509 to 1901. Twelfth Bdition.
Also in Three Periods. 2s. each.

First Period—From B.C. 55 to A.D. 1485. Second Period—From 1485 to 1688. Third Period—From 1688 to 1902.
A SCHOOL HISTORY OF ENGLAND. With Maps and Voonbalary of Historical Terme, By J. M. om: URIE URTO EN M.A., and
M. J. C. MEIKLEJOHN, B.A. Fifth Edition. Crown 8vo, 470 pp... oa, + ‘ee 2s. 6d.

This book is intended to stand midway between Professor Meiklejohn’s New History aia his Short History.
OUTEINER OE THE HISTORY OF BENOLAN D A n GRSA BETTATN S A. D. 1994. SP vench Edition.
rown ovo pp see 6d.
TEST QUESTIONS IN HISTORY. Selected fror Publio Hram tnation Papiri: erased By A. T. Fox. Crown Bvo; 80 pp. ls,

MATHEMATICS.

A NEW ALGEBRA. As far as the Binomial Teorem: Including Chapters on Graphs. By G. Contan; B.A., B.Sc. (Joint-
Author of “A NEW ARITHMETIC”). Crown 8vo, 438 pp. ... .. 48. 6d.
l attentio called to the early chapters, which give im ahived methods of work Aio example, co sl ta additi

and it ETA also to He chapters on Factors and Graphs, and to the special care with which: the r exam le complement zy addition contrncted Apang

A NEW ARITHMETIC (Theoretical and Practical). By G. A. CRESTS: BA: (Loña. ) and G. pe SuLa, a (rona ).
Thirteenth Edition (Revised). Crown 8vo, 552 pp. ses ... 48. 6d.

KEY TO EEW ARITHMETIO. 6s. net.

A SHORT. So By G. A. Cristian, B.A., and A. H. Baker, B.A. Third Edition. Crown 8vo, 196 pp. (With
swers, 1s. 64.) as aa ds ot das ‘ct an ce te bs Lis on bas one ae Se dee bes ie an la,

A Complete Catalogue will be sent post free to any address.

MEIKLEJOHN & HOLDEN, 11 Paternoster Square,-E)C:

414

THE EDUCATIONAL TIMES

[Sept. 1, 1908.

16502. (M. V. ARuNacHALAN, M.A.)—TA, TB are tangents to a
parabola of which S is the focus. TS is produced to meet the circum-
circle of the triangle TAB in the point C. Prove that S is the middle
point of TC,

16508. (W. F. Brarp, M.A.)—A,A,A;... An, B,B,B;... B, are two
similar and similarly situated figures, with O as centre of similitude ;
B,B, ... Bs is turned through any angle about O; A,B,, AgBe, ..., AnBu
meet AB ABs, sr A,B, at C}, C3, Cs; eng Cy. Show that, if C,C, ie Cy
is equiangular to the other figures, then all three figures ure regular
polygons.

16504. (S. G. Soau.)}—Given the ratio (k) of the two interior
diagonals AC, BD of a cyclic quadrilateral (ABCD), and the distance
kd) between their middle points, express in terms of (k) and (d) the
length of the exterior diagonal (FG).

16505. (James BuaIkIE, M.A.)—Show how to cut (1) a regular
hexagon, (2) a regular octagon, into the smallest number of parts
which oan be placed together to form a square.

16508. (Professor Nanson.)—Four points in a plane are joined in
all possible ways. Given all the angles at two of the points, find those
at the other two points.

16507. (R. F. Davis, M.A.)—A is a given point on a given circle;
PQ a variable chord passing through a given point O. Find the
envelope of the nine-point circle of the triangle APQ.

16508. (Professor NEUBERG.)—Soit OABC un tétraédre qui a un
triédre trirectangle en O. La perpendiculaire élevée au centre de
gravité G du triangle ABC sur le plan ABC rencontre les plans OAB,
OBC, OCA aux points C’, A’, B'. Démontrer que

GA’: GB’ : GC’ = (OA)? : (OB)? : (OC).

16509. (Professor R. W. GENESE, M.A.)—From a point P perpen-
diculars are drawn to the faces of a given tetrahedron. The feet of the
perpendiculars lie in one plane. Prove that the locus of P is a cubic
surface containing the edges of the tetrahedron.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

11262. (Professor MUEHOPÂDHYÂY.)—A conic is drawn osculating
two given conics S = 0, 8’ = 0 at the points P, P’; prove that the
locus of the point of intersection of the tangents at P, P’ is
4'S3— AS” = 0, where 4, A’ are the discriminants of S, 8S’ respectively.

11808. (Professor Rinoup.)—Déterminer une progression géomeét-
rique composée de n termes entiers dont la somme est s, sachant que
ces termes et leurs sommes, 2 à 2, 3 à 3, ... nàn, reproduisent la
série des premiers nombres entiers.

11619. (Professor MoRrLEY.)— Let a,, b, (r = 1 to 4) be tetrads
having a common Jacobian. Prove that 31/(ar—b,) = 0.

11646. (J. H. GRAcCE.)—If p,/q, be the nth convergent to a recurring
continued fraction which has r quotients in its recurring period, and s
quotients before the recurring period commences, prove that

(1) Pa+r = A.pPa—(—1)" Pn-r
provided n > r+s, (2) Paer = B.patC.gn,
where A, B, C are the same for all values of n. (The denominators of

the partial quotients are here supposed to be all unity ; if they are not,
(1) will be slightly altered.]

11696. (Professor Lucas.) — Dans un jeu de dominos jusqu’au
double n, on remplace le domino (a, b) par (a, b”). Quelle est la
somme de tous les points ainsi obtenus ?

11744. (R. W. D. Curistie.)—No part being greater than 3, num-
bers of form 6N+M have (8N + M)(N +1) partitions, if M { 1 F 5;
but, if M = 0, unity must be added to the result. ŒE.g., the partitions
of 17, no part being greater than 3. Here N = 2, M=5; therefore
there are 33 partitions.

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss Constance I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

Vol. XIII. (New Series) 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.

DURING THE VACATION

“FLORIGENE’

(Awarded Bronze Medal of Royal Sanitary Institute) (Regd.)
ODOURLESS or powerful CERMICIDAL Floor Fluid,

FOR THE HYGIENIC AND ECONOMIC DRESSING OF ALL
SCHOOL, LABORATORY,

ibrary, Museum, Studio, Office, and other Floors — either
Wood, Linoleum, Stone, Concrete, or Polished, &c.,

“FLORIGENE” “WEIGHTS” and LAYS the

DUST

(See the Official Memorandum Ais T Cleansing and Disinfecting of
ools),
Purifies the Atmosphere, aids the Prevention of Throat Irritations
and Diseases, saves Time, and greatly reduces the Labour
of the Cleaners.

SPECIAL OFFER.
AS AN ADVERTISEMENT.

One of the leading manufacturers of Gold Fountain Pens
challenges to demonstrate that their Pens are the very best,
and have the largest Sale; that no better article can be
produced.

They offer to give away the Half-Guinea
Diamond Star Gold Fountain Pens, 1908 Model,
for 2/ each.

This Pen is fitted with 14-carat Solid Gold Nib, iridium
pointed, making it practically everlasting, smooth, soft, and
easy writing, and a pleasure to use. Twin Feed and Spiral,
to regulate the flow of ink, and all the latest improvements.

The Self-Filling and Self-Cleaning Perfection
Fountain Pen is a marvel of Simplicity; it
deserves to be popular. .

It is non-leakable, fills itself in an instant, cleans itself in
a moment—a press, a fill—and every part is guaranteed for

z

T D es ape

2222

~

ONI1114-473S

‘¢FLORIGENE” need only be applied three times a
year, as each application lasts for two to four months,
according to wear.

No arenes unless preferred, and the troublesome and injurious
Sprinkling of Floors with water or ret sawdust is entirely dispensed
with.

BOOKS, FURNITURE, APPARATUS, &c., are less likely to soil
and seldom require Dusting or Cleaning.
“FLORIGENE”™ is extensively used in numerous Government

Municipal, College, Laboratory, School, Library, Museum, an
other important Buildings, with highly satisfactory results.
Send fur particulars, Bacteriological, Medical, and other
Reports, and Testimonials to

mw“ DUST-ALLAYER’’w.

165 QUEEN VICTORIA STREET, LONDON, E.C.
Contractors to Admiralty, War Office, H.M. Offloe of Works, &c.

two years.

The Massive 14-carat Gold Nib is iridium pointed
and will last for years, and improves in use. Fine, medium,
broad, or J points can be had.

This Marvellous Self-Filling Pen, worth 15/-, is
offered to Teachers for 5/ 6.
Every Pen is guaranteed, and money will be returned if

not fully satisfied. Any of our readers desiring a really
genuine article cannot do better than write to the Makers,

THE RED LION MANUFACTURING CO., Ltd.,
71 High Holborn, London; W.C.,

and acquire this Bargain. (Agents wanted»)

2
2,

~

>

a we >
>>
vs

ne
b

}.

: OD,

x

22

N )
NAY
NAY

X

TIS

Sept. 1, 1908.] THE EDUCATIONAL TIMES. ALS

CONSTABLE’S BOOKS

TWO GREAT SCHOGLMISTRESSES
THE LIFE OF DOROTHEA BEALE, or CHELTENHAM.

By ELIZABETH RAIKES. Demy 8vo. Illustrated. 10s. 6d. net.

THE LIFE OF ALICE FREEMAN PALMER,

PRESIDENT OF WELLESLEY COLLEGE.
By GEORGE HERBERT PALMER. Crown 8vo. Illustrated. 6s. net.

SCIENCE TEXT-BOOKS

COAL. EXPERIMENTAL ELECTRO-CHEMISTRY.
sif a a ag = F. & S., Lecturer on yee: Pois By N. Monror Hopgins, Ph.D... .. +=. net.
IRON AND STEEL. PRACTICAL ELECTRO-CHEMISTRY.
By J. H. STANS8SBIE, B.Sc., F.I.C.. ssid es Gs. net. Second Reon Revised. By BERTRAM gee F.S.C., F.C.S.
INDUSTRIAL ELECTRICAL MEASURING INSTRUMENTS | ** = 15s, net.
By KexneLĮm EpnceumBe, A.M.Inst.C,E., M.I.E.E. bi 8s. net. THE MODERN STEAM ENDINE.
LABORATORY AND FACTORY TESTS IN ELECTRICAL By Jonn RIcHAEDSON, M.Inst.C.E., M.Inst.M.E. 7s. 6d. net.
>, NGINEERING. o i vos oa „~, | HYDRAULICS AND ITS APPLICATIONS.
ee ee fee By A. H. Gisson, M.Sc., A.M.Inst.C.E. ow 18m, net.
AN INTRODUCTORY COURSE OF CONTINUOUS
CURRENT ENGINEERING. PRACTICAL METHODS OF INORGANIC CHEMISTRY.
By Aurrep Hay, D.Sc., M.I.E.E. By F. Mottwo Perkin, Ph.D. .., - ba ... 2a. Gd. net

A detailed list of above Books may be had on application, also Messrs. Constable’s Complete Technical List.
ARCHIBALD CONSTABLE & CO. Ltd. 10 Orange Street Leicester Square W.C.

| Now Ready.

YOU WISH TO GET THE BEST | A NEW AND THOROUGHLY REVISED EDITION

IF (containing nearly 80 additional pages) of
from CONTINUOUS and SILENT READING, the FE lV A J N
Books used must be suited to the Pupils. MAR

ALM i OF FRENCH GRAMMARS

The ‘A.L? Masterpieces .
| ENLARGED BY THE ADDITION OF CAREFULLY CHOSEN
OF GRADUATED FRENCH TEXTS FOR PREPARATORY
è READING AND TRANSLATION.

Standard Literature Foolscap 8vo, 474 pages, price 2s. 6d., cloth. (KEY, 3s. 6d.)
“The Fifty-seventh Edition of the ‘New Grammar of ronchi Grammars’ shows
a most thorough rev ision, with considerable enlargement. . . . Its new lease of life
will be a very long one. ”- Baucational Times.

have been specially prepared HA use in POT ET ETA S
Schools, in the Upper Classes of Element chools, bi
Pe Tt” euatn Cemtimastion Aeinola BOOKS FOR TECHNICAL STUDENTS.

Each book contains a Short Life of the Author, with FIELD TELEPHONES FOR ARMY USE; including an
Blementary Course in Electricity and Magnetism. By Lieut.

J. STEVENS, D.O.. R.A., A.M.I.E.E., Instructor in Electricity, Grdnktine
College, Woolwich. With Illustrations. Grown 8vo. [Just published. Net 2/

PRACTICAL CHEMISTRY FOR ARMY AND

MATRICULATION CANDIDATES, AND FOR USE IN
; SCHOOLS. By GEOFFREY sapere = Ses, Ph.D. With 74 Illustrations.
The first books in this series are :— Crown 8vo, cloth . . . [Just published. Net 2/-

; GEOMETRY FOR TECHNICAL STUDENTS. An Int
No. I. The Cloister and the Hearth. duction to Pure and Applied Geometry and the Mensuration of Parais cad
Solids, including Problems in Plane Geometry useful in msama; ai E. H.

Portrait, an Introduction, a few brief Notes at the
end (mainly for the Teacher), and a Glossary of such
words as a pupil will require a little help upon.

Size Crown 8vo, bound in cloth, published 1s.

In this book all references which might hurt the suscepti-

bilities of Roman Catholics have been excluded, but the story, | SPRAGUE, A.M.Inst.C.E. Crown 8vo, cloth tl

as a story, is complete. | : - + Net 1/-

— r e ° ELEMENTARY ELECTRICAL ENGINEERING. In Theor
No. y A Livingstone S Travels In South Africa. | and Practice. A Class-book for Junior and Senior Students and W akh
This book covers Livingstone’ s great journey to the west, and Electricians, By J. H. ALEXAN DER, M.B., a LE. ne: WwW as 181 Illustrations

back again to the east, in which he discovered the Victoria Falls, Crown 8vo, cloth. . . Net3

; Readu veru shortly. |! PRACTICAL COAL-MINING. An Elementary Class-Book. B
No 3. Westward Ho ! ( Y y y-) | T. H. CocKIN, M.Inst.M.E., ro on SPER EOE ay ga oa University
— | College. 440 pp., crown 8vo, cloth . . Net 4/6

E. J. ARNOLD & SON, LTD, LEEDS & GLASGOW. f- London: CROSBY LOCKWOOD & SON,

7 Stationers’ Hall Court, E.C., and, 121a Victoria Street, S.W.

416

THE EDUCATIONAL TIMES.

(Sept. 1, 1908.

Cambridge University Press

Modern Geometry. By ©. Goprrey, M.A.,
Head Master of the Royal Naval College, Osborne, and A. W.
S1ppons, M.A., Assistant Master at Harrow School.

The present volume is a sequel to the “ semen Geo-
metry” written by the same authors. It covers the schedule
of Plane Geometry required for the Special Examination in
Mathematics for the Ordinary B.A. Degree at Cambridge; and
represents what the authors take to be a useful course for any
student of Mathematics, whether he intends to read for Mathe-
matical Honours or to take up Physics or Engineering. For
those who ultimately make a special study of Geometry, this
book would serve as an introduction to more advanced treatises.

Elementary Geometry (Practical and

Theoretical). By C. Goprrry, M.A., and A. W. Sippons, M.A.

Crown 8vo,

Crown 8vo, “ After a careful examination of the various books on the new
3s. 6d. geometry that have recently been published, we have no
Or in hesitation in commending this book as the best for preparatory
sy yonimga; schools.’ — Preparatory Schools Review.
each. .
Or in “ This book deserves to be placed on the list of text-books
Fıve Parts, to be used in all secondary schools.” — Local Government
1s. each. Chronicle.

Plane Geometry for Secondary Schools.
By CHarLEs Davison, Sc.D., and C. H. RicHarps, M.A., Mathe-
matical Masters at King Edward’s High School, Birmingham.

This book may now be obtained in four separate parts, corre-
sponding to the four main divisions of the work :

I.—Triangles and Parallelograms.
Book II.—Areas.
Crown 8vo, Book III.—The Circle.
4s. Book IV.—Proportion applied to Geometrical Magnitudes.

Or, in ‘ : . ;
, “ The plan of the present volume is good. Whilst the leading
a FOPO DNE appear in the form of bookwork, others scarcely

ess important are discussed as worked riders. A full comple-
ment of exercises for individual practice in original solution is,
moreover, included, the questions being sometimes set as exer-
cises on special propositione, and sometimes classed together as
miscellaneous problems and theorems.” — Educational Times.

ElementaryAlgebra for Secondary Schools.
By Cmarres Davison, Sc.D., Mathematical Master at King
Edward’s High School, Birmingham.

The author's aim has been to prepare a text-book that may be
of use in all but the highest classes of a secondary school. The
subjects included are, for the most part, those which are com-
mor to all text-books of elementary algebra; but a few, such as

: indeterminate equations of the first degree. the remainder theo-

Crown 8vo, rem and simple partial fractions, are introduced at an earlier
68. stage than usual. The applications of graphs are confined to
the illustrations which they atford of the methods of solving

simultaneous equations and of the theory of quadratic equations
and expressions. In the solution of simnitaneous quadratic
equations, they are especially useful, as they serve to show the
geometrical meaning of every step in the process employed.

A School Algebra Course. By F. Gorsr,
M.A., Head Master of the Intermediate School, Bootle. With or
without Answers. Complete in One Volume or in Three Parts
(without Answers).

The three parts are divided as follows :—
Part I. To Simple Simultaneous Equations (including Fac-

Crown 8vo s
; tors), with Appendix.
Complete, 38. Part II. Factors to Quadratic Equations, with Appendix.
ge y Part III. Surds to the Binomial Theorem, with Appendix.
S _ “ Altogether the Algebra is one which we have no hesitation
in commending to teachers of mathematics on the outlook for a
course of exercises on modern lines.’’— Educational News.

Inorganic Chemistry. By E. I. Lewis, B.A.,
B.Sc., Assistant Master at Oundle School.

“ Ought to be extremely useful to science masters. It is clear,
concise, and sensibly arranged, and the boy who conscientiously
works through it should really understand Chemistry.”—Spec-
tator. *

Demy 8vo, “A more philosophical aspror of chemistry is put before the
58. student than is usual in elementary text-books, and on the
whole fuller and more detailed information is given, which
marks the book out as likely to be very useful for revision, and
aly to help the teacher to prepare his lessons.’’—Chemical

News.

Studies in French Education from Rabelais

to Rousseau. By GERALDINE HODGSON, B.A., sometime Cobden
Scholar of Newnham College, Cambridge; Lecturer on the History
and Theory of Education at University College, Bristol.

This book was written in response to a suggestion from Dr.
S. S. F. Fletcher, of Cambridge. No book dealing exclusively
with French Education seemed to exist in English; yet the
History of Education is singularly incomplete if the contribu-
tions of the great French Educators be omitted.

Crown 8vo,
3s. 6d. net.

Principles and Method in the Study of

English Literature. By Witu1am MacpuHerson, M.A., English
Master in the County Secondary School, Beckenham.

These chapters are written primarily from a teacher’s point

of view. The author has attempted to state the logical and

sychological Penge that underlie the study of English

c 8y iterature, and to illustrate methods of teaching that follow
pager 0, naturally from them, with special reference to the mental

rowth and reguirements of pupils in secondary schools. The

ook may, it is hoped, prove helpful not only to teachers, but to
readers generally who seek guidance in the study of Knglish
Literature.

The Modern Language Review. A Quarterly
Journal devoted to the Study of Mediæval and Modern Literature
and Philology. Edited by Prof. Joux G. ROBERTSON, with the
assistance of an Advisory Board.

Contents of Vol. Ill., No. 4, July, 1908.

ARTICLES.
Dante's Lyrical Metres: his Theory and Practice. By C. B.
Heberden. S
The Connection between Words and Music in the Songs of

Vol. III., the Trobadors. By Barbara Smythe.
No. 4

No. 4, Shakspere’s Plays: An Examination. I. By E. H. C.

28, 6d. net. Oliphant. =. . i
The Satire in Heinrich Wittenweiler’s “ Ring.” By Jessie

Crosland.
Bibliographical Notes on Charles Sealsfield. By Otto Heller.
MISCELLANEOUS NOTES, REVIEWS, MINOR NOTICES.

Subscription “The Modern Language Review” appears four times a year
Price. —in October, January, April, and July. The annual subscrip-

tion is 12s. 6d. net, payable in advance,

Vol. I. (1905-6), Vol. II. (1906-7), and Vol. IIT. (1907-8) may
be had, bound in buckram, at 10s. net each. Single numbers
from these volumes, 2s. 6d. net each.

The Elementary Theory of the Symmetri-

cal Optical Instrument. By J. G. Leatuem, M.A. (No. 8
of ‘‘ Cambridge Tracts in Mathematics and Mathematical Physics.’’)

In Gauss's “ Dioptrische Untersuchungen ” there is little
trouble with sign conventions, and continued fractions are not
employed. These are, however, prominent features in more
recent presentations of the first-order theory of the optical
instrument, and render the subject somewhat difficult to the
beginner. It is the aim of the present Tract to eliminate all
unnecessary difficulties and to give a quite elementary account
of the theory ; and to this end it has seemed desirable to follow
(in Sections I.-I V.) the general lines of Gauss’s memoir.

Demy 8vo,
28. 6d. net.

Invariants of Quadratic Differential Forms.
By J. Epmunp Wricut, M.A. (No. 9 of ‘‘ Cambridge Tracts in
Mathematics and Mathematical Physics.’’)

The aim of this tract is to give, as far as is possible in so
short a book, an account of the invariant theory connected
with a single quadratic differentia: form, It is intended to give
a bird's-eye view of the subject to those as yet unacquainted
with the subject, and consequently the author has endeavoured
to keep it free from all analysis not absolutely necessary.

Demy 8vo,
28, 6d. net.

A Catalogue of New and Standard Books for Schools will be sent on application.

Lonpon: CAMBRIDGE University Press WAREHOUSE, FETTER Lane.

C. F. Crary, Manager.

Jondon: Printed by C. F Hopuson & Sun, ż Newton Street, Kingsway, W.C.; and Published by Francis Hopa@son, 89 Farringdon Street, E.C.
[ Entered at the New York Post Office as Second Class matter. |

EDUCATIONAL

THE

OCI 9

188

Journal of the College of Preceptors.

Vol. LXI.] New Series, No. 570.

OCTOBER 1, 1908.

Published Monthly, price, to Non-
{ embers, 6d.; by Post, Td.

Ann 3 » 18

LLEGE OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

O°
MEMBER’S MEETING.

The next Monthly Meeting of the Members will take
lace on Friday, the 23rd of October, at 7.30 p.m., when
fessor J. ADAMS will read a Paper on ‘‘ The Teacher's
Imperfections: How to deal with them.”
A discussion will follow the reading of the Paper. _
i Konpa have the privilege of introducing their
riends.

LECTURES FOR TEACHERS.

On Thu , lst of October, JoHN ADAMS, M.A.,
B.Sc., F.C.P., fessor of Education ın the University
of London, will commence a Course of Twelve Lectures
on

“THE PRACTICAL TEACHER'S PROBLEMS.”

The matters to be dealt with are such as interest all

classes of teachers, and will be treated with that frank- | to Principala of

ness that is possible in an unreported discourse, but
is out of the question in a printed book. While the
Lecturer will lose no opportunity of indicating how
present educational conditions may be improved, he
will take the present conditions as the basis and show
how to make the best of things as they are. The Lectures
will be copiously illustrated by references to actual ex-
perience in all kinds of Schools. The Lectures will be
eu on Thursday Evenings at 7, beginning on October
t.

For Syllabus, see page 450.

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

Members of the College have free admission to this
Course.

EXAMINATIONS.

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
28th of December, 1908.

Practical Examination for Certificates of
Abili to Teach.—The next Practical Examina-
tion will be held in October.

Certificate Examinations. — The Christmas
Examination for Certificates will commence on the
8th of December, 1908.

Lower Forms Examinations. — The Christ-
mas Examination will commence on the 8th of December,

Professional PreliminaryExaminations.—
These Examinations are held in March and September.
The Spring Exsmination in 1909 will commence on the
2nd of March.

inspection and Examination of Schools.

—Inspectors and Examiners are appointed by the
Coll for the Inspection and Examination of Public
and Private Schools,

The Regulations for the above Examinations can be
obtained on application to the Secretary.

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

T aes OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers,

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-

rt, Edinburgh, Glasgow, Hull, Inverness, Leeds,

ive 1, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, St. Andrews, Sheftleld’
Swansea, and several other towns.

information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme, The
University. St. Andrews,

LOXDON COLLEGE OF MUSIO.
(Incorporated.)
GREAT MARLBOROUGH STREET, LONDON, W.
Patron: His Grace THE DUKE OPF LEEDS.
Dr. F. J. Karn, Mus. Bac, Cantab., Principal.
G. Aveusrus Hotmsgs, Bsq., Director of Examinations
EXAMINATIONS, 1908.

The NEXT BXAMINATION in PIANOFORTE
PLAYING, SINGING, THEORY, and all branches
of Music will be held in London and 400 Provincia]

Centres in DECEMBER, when Certificates will be granted | g

to all successful candidates.

The Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (L.L.C.M.), the Teachers’
Diploma, L.C.M., and Fellowship (F.L.C.M.) also take
place in DECEMBER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

Loca SCHOOL CENTRES.— Full particulars with refer.
ence to the formation of these Centres will be forwarded
Schools upon application.

SYLLABUS for 1908, together with Annual Report,
may be had of the SECRETARY.

In the Educational Department students are received
and thoroughly trained under the best Professors at
moderate feea, The College is open 10 a.m. to 9.30 p.m.

A COURSE of TRAINING in Pianoforte and Singing

for Teachers is held at the onee.
VACATION LESSONS for hers and others are

given at Easter, August, and Christinas.
- T. WEBKES HOLMES, Secretary.

Diploma Correspondence
College, Utd.

Principal—J. W. Knipe, L.C.P., F.R.8.L.
Vice-Princtpal—S. H. Hooke, B.A., Hons. Lond.

Specially arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to tho SECRETARY.

WOLSEY HALL, OXFORD.

UNIVERSITÉ DE RENNES (France).

FRENCH COURSE for FOREIGNERS
OF BOTH SEXES.

WINTER TERM: From 15 Nov. 1908 to 15 Feb. 1909.

SUMMER TERM: From 1 March to 8 June, 1909.

DIPLOMAS,
Diplômes de Langue et Littérature Françaises; Doctorat.
uction of 50 % on railway fares from Dieppe or

Calais to Rennes. Apply for Prospectus to
Prof. FRUILLERAT, Faculté des Lettres, Rennes.

ROYAL SANITARY INSTITUTE.

LECTURES ON HYGIENE IN IPS BEARING
ON SCHOOL LIFE.

Cummencing on Monday, October 5th, at 7 p.m.

_ The Course is arranged to assist Teachers and others
interested in the Training of Children and the Struc-
tural Conditions of the School, its surroundi and
furnishing, as well as the personal health of the scholars.

Full particulars can be obtained at the Offices of the
Insiitute, 72 Margaret Street, London, W,

aOR

HE ASSOCIATED BOARD

OF THE R.A.M. anp R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.

PATRON: His MAJESTY THE KING.
PRESIDENT: H.R.H. THE PRINCE OF WALES, K.G.

LOCAL CENTRE BXAMINATIONS (Syllabus A).
xaminations in Theory at all Centres in March and
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also. En-
tries for the November-December Examinations close
Wednesday, October 7th, 1908 (or, with extra fee,
October 15th).

SCHOOL EXAMINATIONS (Syllabus B).
Held three times a year, vis., October - November,
March-April, and June-July, Entries for the Octo-
ber-November Bxaminations close Wednesday, October
7th, 1908 (or, with extra fee, October 15th).

Speen ‘Theory Papers set in past years (Local Centre
or Sehool) can be obtained on application. Price 3d.
per set, per year, post free.

Syllabuses A and B, for 1908 or 1909, entry forms,
and any further information will be sent post free on
application to—

JAMES MUIR, relier Je
15 Bedford Square, London, W.C.

Telegrams: “° Associa, London.”

ADY, now within reach, wanted as
Governess to Girl of 13, resident or non-resident.

Send photegraph. state age, salary, at what school
educated, if Church can speak French and play
hockey.—Mis. HoystTEp, Elvingion Court, Nr. Dover.

LONDON MATRICULATION,

DURING THE LAST SIX YEARS
2610

University Correspondence
Coffege

STUDENTS HAVE PASSED

LONDON MATRICULATION.

FREE GUIDE

To Matriculation, and Quides to ths
Higher Examinations of London Uni-
versity, post free from THE SECRETARY, Bur-
lington House, Cambridge, or the London Office
of University Correspondence College, 32 Red Lion
Rquare,/ Holborn, W.C.

418

THE EDUCATIONAL TIMES.

(Oct. 1, 1908.

Ope e le COLLEGE OF EDFORD COLLEGE FOR

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

New Session began September 29th, 1908. The College
Courses are arranged with reference to the Degrees of
the University of Wales; they include most of the

subjects for the B.Se. of the London University.
Students may pursue their first year of Medical study at
the College. There are special De

culture (including Forestry) and Electrical Engineer-

ing, a Day Training Department for Men and Women,
a Department for the Training of Secondary and

and

Kindergarten Teachers.
Sessional fee for oe

for Intermediate Science or

Arts Course, £11. ls.;
edical Course, £15. 15s.

The cost of living in lodgings in Bangor averages from
£20 to £30 for the Session. There is a Hall of Residence
for Women Students: fee, from Thirty Guineas for the

Session.

At the Entrance Scholarship Examination (held in

September) more than 20 Scho ke and Exhibitions,
ranging in value from £40 to £10, will be open for com-
petition.

For further information and copies of the various

Prospectuses apply to
JOHN EDWARD LLOYD, M.A.,
Secretary and Registrar.

THE INCORPORATED
FROEBEL EDUCATIONAL INSTITUTE,

TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
College for Secondary Teachers.

Chairman of the Committee—Sir W. MATHER.
. Treasurer—Mr.C. G. MONTEFIORB, M.A.
Seoretary—Mr, ARTHUR G., SYMONDS, M.A.

TRAINING COLLEGE FOR TBAOHBRS.
Principal—Miss E. LAWRENCE.

KINDERGARTEN AND SOHOOL.
Head Mistress—Miss A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations.

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL.

ENMARK HILL PHYSICAL

TRAINING COLLEGE FOR LADY TEACH-
RS, LONDON, S.E.

Full preparation for Public Examinations.

British College of Physical Education: English and
Swedish systems. Massage and Remedial Work.

Board of Education: Science.

Swimming and Sports,

Schools supplied with fully qualified Sports Mistresses.

For particulars apply—Miss E. SpPELMAN STANGER,
Trpvena, Sunray Avenue, Denmark Hill, London, 8.E.

NIVERSITY OF LONDON.—
UNIVERSITY COLLEGE,
Session 1908-09,

A Training Course in School Hygiene will be given by
Prof. HENRY KENWOOD, M.B., D.P.H.,
Medical Officer of Health for the County Council of

Bedfordshire, &¢., and

H. MEREDITH RICHARDS, M.D., D.P.H.,
Medical Officer of Health for the Borough of Croydon

and Medical Otficer to the Croydon Education Com-

mittee, assisted by other Specialists.

The Course designed to meet the requirements of
School Teachers, School Lecturers, and of those quali-
fying to become School Inspectors, will begin on Friday,
October 9th, at 7.15, and will be continued on subsequent
Fridays until the end of March, 1909.

Facilities for practical work wiil be given to those
joining this Course; Certificates of proficiency will be
granted to those who qualify themselves.

Fee for the Course, two and a half guineas. Those
desirous of attending this Course, to which not more
than forty will be admitted, should apply to—

WALTER W. SETON, M.A.,
; Secretary.

University College,

London (Gower Street).

BADGES,
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Write—Scuooits AGENT, 1 Arundel Villas, Chelmsford

Road, South Woodford, N.E.

rtments for Agri-

tudents who have passed certain | jg

WOMEN
(UNIVERSITY OF LONDON),
YorRK PLACE, BAKER STREET, LONDON, W.

Principal—Miss M. J. TUKE, M.A.

The Session 1908-9 will open on Thursday, October 8,
Students enter their nanes on Wednesday, October 7.

Lectures are given in preparation for all examinations
of the University of London in Arts and Science, for
the Teacher's Diploma (London), for the Teacher's
Certificate (Cambridge), and for the Cambridge Higher
Local Examination.

A single Course in any subject may be attended.

There is a Special Course of Scientific Instruction in
Hygiene.

mes Laboratories are open to students for Practical
work.

Regular Physical Instruction is given, free of cost, to
students who desire it by a fully qualified woman
teacher.

THREE ENTRANCE SCHOLARSHIPS (two in
Arts and one in Science) will be offered for competition
in June, 1909.

Students can reside in the College.

Full particulars on application to the PRINCIPAL.

‘TRAINING DEPARTMENT FOR SECONDARY
TEACHERS.
Head of the Department—Miss Mary Morton, M.A.

Two Scholarships (one of the value of £20, one of the
yalue of £15, for one year) are offered for the Course of
Secondary Training beginning in January, 1909. The
Scholarships will be awarded to the best Candidate
holding a Degree or equivalent in Arts or Science.

APP ca tions should reach the HEAD OF THE TRAIN-
ING DEPARTMENT not later than December 12.

‘THE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS.

Principal—Miss M. H. Woop,
Girton College, Cumbridge; Classical Tripos, M.A.
(London), Lit.D. (Dublin), late Vice-Principal of
St. Mary’s College, Paddington.

A residential College providna a year’s professional
training for Secondary Teachers.

The course includes preverecce for the Cambridge
Teacher's Certificate (Theory and Practice), and for
the Teachers’ Diploma of tte London University. Ample
opportunity is given for practice in ing science,

nguages, 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, Cambridge Training lege,
Wollaston Road, Cambridge.

T. GEORGE’S TRAINING

COLLEGK FOR WOMEN TEACHERS IN
INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH.

This College provides a yars Professional Training
for well educated women who intend to become Teachers.

The Course is supervised by the Edinburgh Provincial
Committee for the Training of Teachers and recognized
by the Scotch Education Department and by the

eachers’ Training Syndicate of the University of
Cambridge.

Prospectus and further iculars from the Principal,
Miss M. R. WALKER, 5 Melville Street, Edinburgh.

HURCH EDUCATION COR-
PORATION.

CHERWELL HALL, OXFORD.
Training College for Women Secondary Teachers,

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher's Diploma. Special arrange-
ments made for Students to attend the School of Geo-

phy.
Two Scholarships of £40 each are offered to students
with a degree entering Cherwell Hall in October.
Exhibitions and Scholarships awarded in December

and July.—Apply to the PRINCIPAL.

: BIRKBECK COLLEGE.

BREAMS BUILDINGS, CHANCERY LANE, E.C.
DAY AND EVENING CLASSES.
' Principal—G, ARMITAGE-SMITH, D.Lit., M.A.

The College provides approved courses of Instruction
for the Degrees of the University of London in the
ulties of Arts, Science, Economics, Laws, under
Recognized Teachers of the University. l
Well appointed Laboratornes. Facilities for research.
‘New Session commenced on Monday, Bth September.
‘Fall particulars on application to
H. WELLS Eames, Secretary.

i a ee

The

Tutorial Institute,
39 BLOOMSBURY SQUARE, LONDON.

Principal:
J. F. BWEN, M.A.,

Honours in Mathematics and Physics.

Founder and late Principal of
The London and Northern Tutorial College.

The Principal has had over 12 years’ successful ex-
perience in preparing by Correspondence and Orally
for the Higher Examinations qualifying Secondary
‘Teachers, Over 2,000 successes have been officially
credited to his students, who have completed over
300 Diplomas and Degrees. Strong Staff of Tutors, all
University Graduates, mostly in Honours.

CORRESPON DENCE INSTRUCTION.
All Fees payable by Instalments.

A.C.P. — New Classes now forming. All subjects,
£4. 4s. Education, £1. 11s. 6d.

L.C.P.—Graduntes exempt. from all a eae except
Education. Full Course, £2. 12s. 6d. .C.P.’s can
complete extra work for J.C.P. for Composition Fee,
£4. 4s. Education alone, £1. 11s. 6d.

Diploma Guide Free.

Pie dd? fe aid Courses, 20 lessons each subject,
£1. 11s. 6d.
B.A.—Thorough Tuition by Honours Graduates.
inter. S8cience.—Special Attention to Mathematics
and Physics. Full Course, £2. 2s. each subject.
B.8c.— Expert help by eminent specialists.
Matriculation.— Full Preparation in usual sub,
jects, 10s. 6d. monthly.
Higher Locals.— Fullest snd most successful help. .
Usnal Subjects, £1. 11s. 6d. each. '
FROEBEL CERTIFICATE 8.—Thoronghly
practical instruction by highly qualified Teachers.

Froebel Guide Free.

L.L.A. SPECIAL ORAL CLASSES.

Evenings and Saturdays. More Successes and
Diplomas than all other classes combined.

New Practical Guideto L.L.A. Free.

ING’S COLLEGE, LONDON.
(UNIVERSITY OF LONDON.)

DEPARTMENT FOR TRAINING TEACHERS FOR
SECONDARY SCHOOLS.
Theory, Practice, and History of Education:
J. W. ADAMSON, B.A., Professor of Education (Head of
the Depart ment).
Ethics:
Rev. A. CALDECOTT, D.Lit., D.D., Professor of Mental
and Moral Philosophy.

Psychology:
C. 8. MYERS, M.A., MD. Professor of Psychology.

The Department is recognized by the Board of Educa-
tion as a Training College for Secondary Teachers, The
Course, which includes practical work in Secondary
Schools, extends over one academical year, beginning in `
October or January. It is suitable for those who are

reparing to take the Teacher’s Diploma, University of
ondon, or the Certificate of the Teachers’ Training
Syndicate, University of Cambridge.

The fee is £20 for the year, if paid in advance, or
8 guineas per term (three terms in the year).

Two Scholarships, of £20 each for one year, tenable
from October 1, 1908, are offered to suitable Candidates
(men) who are Graduates of a British University. __

Application should be made to Prof. ADamson, King’s

College, Strand, W.C.

vT

Ne) ALBERT EMBANKMENT, S.E.
(UNIVERSITY OF LONDON.)

The WINTER SESSION will commence on OC-
TOBER 1.

The PRIMARY F.R.C.S. CLASSES begun on TU ES-
DAY, September 1.

The Hospital occupies one of the finest sites in
London and contains 603 beds.

Entrance and other Scholarships and Prizes (26 in
number), of the value of more than £500, are offered for
competition each year,

Upwards of 60 resident and other appointments are
open to Students after qualification.

A Students’ Club forms part of the Medical School
buildings, and the Athletic Ground, nine acres in extent,
situsted at Chiswick, can be reached in 40 minutes from
the Hospital.

‘A Prospectus, containing full particulars, may he
gotained from the Medical. Secretary, Mr. G. Q.

BERTS,
CIS. WALLACE, BiS: Lond., Dean.

THOMAS’S HOSPITAL,

Oct. 1, 1908. |

bho

CARLYON COLLEGE.

6 AND 56 CHANCERY LANE.

LONDON UNIVERSITY EXAMINATIONS

LONDON MATRICULATION, INTER. ARTS ano
RCLENCE, B.A., and B.Sc. Classes (small) Day and
Evening. M.A. Classes. B.A. Honours Classes. Ele-
inentary Greek Class.

Classes and Tuition for Legal and Medica)
Preliminaries, Accountants’, Scholarship
Rraminations, Previous, Responsions, and
General.

Papers Corrected for Schools. Vacation Tuition.

Private tuition for all Examinations.

Prospectus and full details on application to R. O. B.
KERIN, B.A. Lond., First of First Class Classical
Honours, Editor of ‘‘ Phaedo.” '' Pro Plancio,” &c.

SUCCESS&8.

1892-1907.— London Matric., 149; Inter. Arts, 8c., and
Prel. Sci., 140, 6 in Hons.; B.8c., 1896-1906, 25: B.A..
1891-1905, 95. 14 in Hons.: Medical Prelim., 249; Res-

nsions and. Previous, 60; Law Prelim., 62; other

uccesses, 400,

B.A. (LOND.), 1906 and 1907, 15, 3 in
Classical Honours. W.A., 8.
INTER. ABTS, 1907, 6 out of 8.

FREE.

The Principals of the MWormal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 1U0 pages
2. L.C.P. 84 99
3. F.C.P. 7545

And have also published the following Guides,

4. PREL. CERT. 120 pages.
5. CERTIFICATE. 92 ,,
6. MATRICULATION. 84,
7. IRISH UNIVERSITY. 60 ,,

8. OXFORD & CAMBRIDCE LOCALS 100 ,,

These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination.

‘‘They are written by experts whose advice is the
best procurable.’’— Educational News.

“Will undoubtedly help greatly towards suo-
cess.’’—Schoolmistrese.

NORMAL CORR. COLLEGE,
47 MELFORD Roan, East DULWICH, 8.E., and
110 AVONDALE SQUARE, Lonpoy, 8.E.

ORRESPONDENCE TUITION,

Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. Special tuition
for MEDICAL Prelims. and DIPLOMA H xams. Many
recent successes. — F, J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College,
87 Buckingham Palace Road, 8.W.; and Stalheim.
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

WALTER J. DICKES, B.A.(Lond.

PRIVATE TUITION
FOR EXAMINATIONS, &c.
BEECHEN CLIFF, THE GARDENS,
E. DULWICH, LONDON, S.E.

ST. ANDREWS L.L.A. EXAMINATION.

ORRESPONDENCE PREPARA-
TION IN ST. GEORGE’S CLASSES,
EDINBURGH.
(Established 1876.)

Large staff of Tutors who hold high University distinc-
tions. Full Notes, Model Answers, and Question
Pa; ers are supplied, forming carefully graded Courses
of guay: Each student receives individual attention
and help.

Inclusive Fees (moderate).

During last thirty years 84 per cent. of students
successful,

Fees payable by instalments. Full particulars from
the SECBETARY, 5 Melville Street, Edinburgh.

THE EDUCATIONAL TIMES.

DAY AND EVENING CLASSES

LONDON UNIVERSITY EXAMINATIONS

AT

University Tutorial College.

(Affiliated to University Correspondence College).

London Matriculation.

Morning, Afternoon, and Evening Classes are just
commencing at University Tutorial College, Red Lion
Square, Holborn, W.C.

In each subject the Classes are conducted by Special-
ists who are high honourmen with wide teaching expe-
rience.

Annually for the last eight years about 100 Stu.
dents of University Tutorial College have passed
London University Matriculation, and at three
recent Matriculation Examinitions the official Pass
List of the University credits University Tutorial
College with many more successes than any other
Institution.

London B.A. & B.Sc. (Fnter. & Final.)

Day and Evening Classes commence Thursday, Oct-
ober Ist.

During the last three years 102 U.T.C, Students
bave passed the B So. Examination with 9 places

in Honours,
Private Tuition.

_Private Tuition may be taken up for all Examinations
either during Term or the ordinary School Vacations.

Prospectus my be had, post free, from

THE PRINCIPAL,
University Tutorial College,
32 Red Lion Square, Holborn, W.O.

BURLINGTON
CORRESPONDENCE
COLLEGE.

Principal — Mr. J. CHARLESTON, B.A.
(Honours Oxon. and Lond.)

TUTORS.—The Staff includes Graduates of London,
Oxford, Cambridge, and Royal Universities.

METHOD.—Thoroughly individual system, which
ue the closest attention to the needs of each
student.

Rapid Preparation for :—

Matriculation,

Intermediate Arts and
B.A.,

Intermediate Science and
B.Sc.,

L.L.A. (St. Andrews),

COLLEGE OF PRECEP-
TORS’ DIPLOMAS.

Address—THH PRINOIPAL,
Burlington Oorrespondence Oollege, ..

_———_—

Messrs.

TRUMAN & KNIGHTLEY,

LTD.,

Educational Rgents,

158 to 162 OXFORD STREET,
LONDON, W.

Telegrams — “TUTORESS, LONDON,”
Telephone—No. 1136 City.

This Agency is under distinguished patronage.
including that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University and other qualified ENGLISH
and FOREIGN MASTERS and TUTORS to
Schools and Private Families.

(ii. ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools.

liii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS, TRUMAN & KNIGHTLEY intro-
duce well qualified and experienced LADY
MATRONS, HOUSEKEEPERS, and HOUSE
MISTRESSES to Boys’ and Girls’ Schools.

No charge is made to ey ot Pree and no charge

of any kind is made to candidates unless an en-

sescment be secured through this Agency, when
e terms are most reasonable.

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TROMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girlg’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charge is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agency.

All communications and enquiries are treated
in the strictest confidence.

C.— PUPILS’ DEPARTMENT,

MESSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is
mude for registration. '

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save ollents as much

_ time and trouble as possibie.

CLAPHAM COMMON, LONDON, 8.W. | Full particulars wili be forwarded on \application.

420 THE EDUCATIONAL TIMES.

EAST LONDON COLLEGE

(UNIVERSITY OF LONDON),
MILE END ROAD, E.

University
Correspondence College.

ANNUAL DINNER
REUNION

AT THE

The College is situated close to Stations on the G. E.R.,
District Railway, and L. T. & Southend Railway, anu is
approached from the Royal Exchange in 15 minutes by
motor omnibus.

PASS AND HONOURS COURSES

IN THE
HOLBORN RESTAURANT, FACULTIES OF ARTS, SCIENCE, AND
Friday, November 27, 1908. at 7 p.m. ENGINEERING.

Tickets may be had of the SECRETARY, 32 Red Lion
Square, W.C.

a e e
SECONDHAND BOOKS AT HALF PRICES |
NEW BOOKS AT 25°/, DISCOUNT |

Books for A.C.P., L.C.P., F.C.P.,
Matric., University, Certificate, Scholarship,
L.L.A., B.A., and ALL other Examinations süppliel.
State wants: send for List. Books sent ona proval,
BOOKS BOUGHT, best prives iven, — W- & G
FOYLE, 136 Charing Cross Road. wa

LATIN, GREEK, ENGLISH, FRENCH,
GERMAN, ENGLISH HISTORY, LOGIC,
MATHEMATICS, PHYSICS,
CHEMISTRY, BOTANY, GEOLOGY.

CIVIL AND MECHANICAL
ENGINEERING.

ELECTRICAL ENGINEERING.

Courses in the above subjects are likewise
arranged for Evening Students.

PREPARATORY and MATRICULATION

THE METRIC AND ENGLISH

WEIGHTS & MEASURES

Is the ONLY Table Book published giving all the
Metric Weights and Measures in full, with their English

[Oct 1, 1908.

-

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 Welsh County Schools’ Association.)

Address — 74 GOWER Street, Lonpon, W.O.
Registrar—Miss ALICE M. FOUNTAIN.

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.

Mistresses of Public and Private Schools, and
Parents requiring Teachers, or ers 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 vacancy. .

hool Partnerships and Transfers are arranged.

Hours for interviews (preferably by appointment) :—

11 a.m. to 1 p.m., and.3 to 5 p.m.
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C,

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.

Equivalents, as AUTHORIZED BY THE BOARD
of TRADE, as well as the Metric Equivalents of ALL
the English Weights and Measures,

The Metric System is now being taught in all Schools,
and is being largely used by Manufacturers throughout
the British Empire.

Retail, Price 1d., Post Free lad.
Published by

PERCY E. RADLEY, 30 Theobald’s Road, London, W.C.
a TY

New Edition. 18mo, price 9d.
(THE ELEMENTS OF BOOK.
KEEPING, by SINGLE and DOUBLE ENTRY,
with Practical Explanations and Exercises on the most,
useful Forms for Business. By A. K. IsBISTER, M.A.
LL.B., late Dean of the College of Preceptors.
LONDON: Lonemans & Co., PATERNOSTER Row, E.C.

The Practice of Instruction

A MANUAL OF METHOD GENERAL AND SPECIAL
Edited by JOHN WILLIAM ADAMSON, B.A.,

Professor of Education in King’s College, London ;
Examiner in Education to the Universities af London, Durham, and Liverpool,
and to the College of Preceptors.

Price 4s. GA. net. Post free, #8. 104. net.

NOTE.—A prapertun, showing the scope and structure of this important new
work on Method, and giving specimen pages from its various sections, will be sent
on application,

School (December, 1907) Says :—“ It is probably the best manual of method that
has yet appeared in English.’

Cloth, pp. 536.

Lonpon: NATIONAL SOCIETY’S DEPOSITORY,
19 GREAT PETER STREET, WESTMINSTER, S.W.

ANIMAL LIFE.

By F. W. GAMBLE, D.Sc., F.R.S.,
Lecturer in Zoology, Victoria University, Manchester.
With numerous Line and Half-Tone Illustrations. 60. net.

Manchester Guardian :— The style is very attractive, and the book is based on
& very intimate knowledge of the details of the subject matter and on much
experience in original investigation.”

London: SMITH, BLDBR, & OO.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished. Enquiries solicited.
GEORGE OVER, Printer, Rugby.

Address—

CLASSES.
MODERATE FEES.

Valuable Scholarships are offered annually by the
Worshipful Company of Drapers.

Calendar post free on application to the REGISTRAR, or
J. L. 8. HATTON, M.A., Principal.

HYGIENE, SCHOOL HYCIENE, SCHOOL
NURSES’ CERTIFICATE, &c.
PECIAL Postal Tuition for Examin-

ations of the Board of Education and Royal
Sanitary Institute. Particulars post free.—Mr. L. C.
Hass, A.R.San.I.,20 Richmond Gardens, Southampton.

INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cest to Masters seeking appointments.

The lowest possible fees are therefore charged.
A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by appointment) 12 p.m.-1.30p.m.,
and 3 p.m.-5,30 p.m. turdays, 12 p.m.-1 p.m.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see “Tur JOURNAL OF EDUCATION.”

INTRODUCTORY ARTICLE, by Professor Anams (November,
1906]; CLASSICS, by H. G. Hart (December, 1906]; ENGLISH,
by ARTHUR BURRELL (January, 1907); FRENCH, by CLOUDESLEY
Brereton [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907]; NATURE STUDY, by T. Raymont (May,
1907]; HISTORY, by 8.8. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox (July, 1907); DRAWING,
by W. E. Sparkas [Avgust, 1907]; DOMESTIC SCIENCE, by
ALic® RAVENHILL [Uctober, 1907]; GEOMETRY, by H. WINIFRED
STURGE (December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
son (January, 1908]; MUSIC TEACHING, by ARTHUR SoMERVELL
(June, 1908]; ARITHMETIC, by P. B. BALLARD (July, 1908].

Subecription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

EXAMINATION PAPER

AS UBED BY THB

CoLLEGB OF PRECHPTORS.
In strict accordance with the Oollege requirements, and each Sheet
bears their Watermark,
Paoked in Reams of 480 Sheets... per Ream, 92s.
a is 960 is wäi a s 4s.

Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, ls, per 100 Sheets
Musio Paper, 1s. per 100 Sheets,
Remittance should accompany Order.

F. W. SHELBOURNE & CO., Wholesale-and Retail Stationers,
63 HIGH HOLBORN, LONDON, W.O

Oct. 1, 1908.]

of SECOND-HAND
School, Classical,
Mathematical, and
Scientific Books
in London.

BOOKS
BOUGHT.

J. POOLE & C0.,

104 Charing Cross Rd.,

AND

2 Manette Street, Soho,
LONDON, W.C.

NEW AND SECOND HAND. ALL ENQUIRIES ANSWERED.

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE 6p. VOLUME IX., 1907, 7s. Gp. NET.

The aim of THE SCHOOL WORLD is to provide
information of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who

desire to keep in touch with modern and effectual methods |

_of education.

MACMILLAN & C0, Ltd, LONDON. — -

THE EDUCATIONAL TIMES.

| THE OXFORD AND CAMBRIDGE EDITION KINGS I.

421

GEORGE GILL & SONS, LTD.

The following Works included in

“E Be Orford and Cambridge Edition”

are required for the

1909
LOCAL AND COLLEGE OF PRECEPTORS
EXAMINATIONS.

Religious Knowiedge.

THE OXFORD AND CAMBRIDGE EDITION 8T. MAT- e. d.
THEW. Edited by Rev. F. MARSHALL, M.A. 1 6

THE OXON. AND CANTAB. EDITION ST. MATTHEW.

Edited by Rev. F. MARSHALL, M.A. (Preliminary) .. ae es 1 0
THE OXFORD AND CAMBRIDGE EDITION ACTS pi
Edited by Rev. F. MARSHALL, M.A. ya 1 6

THE OXON. AND CANTAB. EDITION ACTS l Edited by
Rev. F. MARSHALL, M.A. (Preliminary) p: .. net 1 0

Edited by Rev. F. MARSHALL, M.A. 1 6
THE OXFORD AND CAMBRIDGE “EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. Ges 1 0
THE OXFORD AND CANBRIDGE EDITION NEHE-
MIAH. Edited by Rev. F. MAR8SHALL, M.A. a6 1 0
THE OXFORD AND CAMBRIDGE EDITION. "PRAYER
BOOK. Edited by Rev. F. MARSHALL, M.A. hs 1 0
THE OXFORD AND CAMBRIDGE EDITION “CHURCH
CATECHISM. Edited by Rev. F. MARSHALL, M.A. .. 1 6

THE OXFORD AND CANBRIDGE CHURCH CATE-
CHISM. Explained reo for eae Candidates. Edited by
Rev. F. MARSHALL, M.A. 0 6

English.

THE OXFORD AND CAMBRIDGE EDITION TEMPEST.
Edited by StTaNLEY Woop, M.A., and A. Syms- Woop, B.A. 1 6
THE OXFORD AND CAMBRIDGE EDITION HENRY v.
Edited by STANLEY Woop, M.A., and Rev. F. MARSHALL, M.A. ~. 1 6
THE OXFORD AND CAMBRIDGE EDITION MAC-
BETH. Edited by STANLEY Woop, M.A. ... 1 6
THE OXFORD AND CAMBRIDGE EDITION JULIUS
TAESAN: Hated by STANLEY Woop, M A., and A. PENS Woon;

e ‘OXFORD ‘AND CAMBRIDGE ‘EDITION RICH-
ARD II. Edited by StanLEY Woop, M.A. 1 6
THE OXFORD AND CAMBRIDGE EDITION ‘LAMB'S
TALES FROM SHAKESPEARE. Edited by 8TanLEY Woop,
M.A. (Selection Set for 1909 Cambridge Local) .. . 14
THE OXFORD AND CAMBRIDGE EDITION “LAYS OF
ANCIENT ROME. Edited by Rev. G. PRESTON, M.A. T 1 0
THE OXFORD AND CAMBRIDGE EDITION LAY OF
THE LAST MINSTREL. Edited by Rev. F. MARSHALL, M.A... 2 0

In the above works the necessary ‘‘ Notes ” have been added to enable Candidates
to answer questions set by the Examiners.
QUIDES

to the 1909 Local Examinations,
“ prescribed ”? Books contained in t

Oxford and Cambridge Edition,
Post free.

ecimen Pages, and Complete Lists of the

JUST PUBLISHED.

HISTORICAL ATLAS,

With CHRONOLOGICAL NOTES.
By E. A. Bextans, M.A., and T. H. KNIGHT, M.A. 96pp. Crown 8vo, net, 8d.

Intended to provide suitable material for a general knowledge of British History
and more especially for use as a supplementary work in Examination Preparation.
a I NR A I A SNR SE ee ee

Complete Catalogue post free.

| London: CEORCE CILL & SONS, Ltd.,13 Warwick) Lane, E.C.

422 THE EDUCATIONAL TIMES. [Oct. 1, 1908.

BLACKIE & SON’S LIST

A NEW ANTHOLOGY FOR SCHOOLS. (Just Ready.)

THE GALL OF THE HOMELAND.

SELECTED AND ARRANGED BY

R. P. SCOTT, LL.D., and K. T. WALLAS.

in Two Books. Each 1s. Gd. net. Crown 8vo, cloth boards.

A collection of English Verse, much of it contemporary, designed to illustrate the extended conception of patriotism that is developing
in the national literature, both in the mother-country and in her scattered family of young nations.
The poems have been grouped according to their subject :—
Book iI.—Echoes from History—Britain Overseas—The Sea—The Changing Year.

Book ll.—_The English Countryside—Home—Exiie—Compatriots—The Call to Serve—The
Call to Happiness.

The Teaching of English. | The Longer French Texts.
By A. E. ROBERTS, M Principal Lecturer in English at the Islington | Printed in large type. Cloth limp, 8d. each. Brief Notes, Questionnaire,
ed we College, and hi PARTER, L.L.A., late te Hond Mistress of tho Memory List of Useful Phrases and a Vocabulary.
iai a tar aa ui Une | The Little French Classics.
ea eee Price 4d. each book. All French authors in prose and verse, from the
BLACKI E’S ENGLISH TEXTS. Chansons de Geste to Daudet and Paul Bourget.
6d. each. Blue limp cloth covers. Nearly 80 volumes. To be used in correlation Récits tirés des Classiques francais.
with the study of English Literature and History. S a by Mme. C. BAGNALL, of Clapham High School, and
Among the leading Authors are :— The Stories of the great Dramatists told in simple French, suitable for
Malory. Cibbon. Drake. Thuoydides. Diokens. i Lower and Middle Forms.
Froissart. Macaulay. Raleigh. Piutaroh. Charies Lamb. |- l
Bacon. Carlyle. Anson. Livy. Kingsley. Combined Course of Literary Reading
Burke. Prescott. Hawkins. Maroellinus. Swi and Composition. [Illustrated from Famous Pictures. Edited
Ruskin. Josephus. Cook. Lucian, Borrow. by Lewis MARSH, M.A. 2s.
— English Poetry for the Young.
t INBOLT ti f English
NEW _ GEOGRAPHIES. Doer. easly printed and well bound ia cloth. Sa Sl

G EOG RAP HY Magnetism and Electricity and The

STRUCTURAL — PHYSICAL — COMPARATIVE. Principles of Electrical Measurement. By 8.8.

RICHARDSON, B.8c., Associate of the Royal College of sila London:
Lecturer in Physics, ‘Municipal Technical School, iverpool. Crown 8vo,

A TEXT-BOOK FOR SENIOR STUDENTS. cloth boards, 5s. net.
By J. W. GREGORY, D.Sc., F.R.S., Intermediate Geometry.
Professor of Geology in Glasgow University. PLA Coed eee a tase sat pi NA
With an entirely new series of 22 Coloured Maps. Trigonometry.

. , i R. C. BRIDGETT, M.A., B.Sc., and W. HysLor, M.A., B.Sc.,

The main purpose of this book is to put before the student ‘‘ the eaten Masters, Rothesay Academy. Cloth, 4s. 6d.
most important facts concerning the Structural Geography of the eh Rees) Ta experimental lines, covering the ground of a

Earth, and the evolution of our present continents from older
lands,”” Experimental Trigonometry.

By R. C. BRIDGETT. Crown 8vo, cloth, 1s.
Containing Sections on Latitude and Longitude and exercises involving the
determination of heights and distances, The number of Exercises and Theo-
retical examples is very large. A set of Examination papers is included.

| l t t
A Fi RST G EOG R APHY E center Geometry of the Straigh

and Plain Rectilineal Figures.
By Cecin Hawkins, M.A., Senior Mathematical Master at Haileybury

Large crown 8vo, cloth boards. Price 6s. net.

With Coloured Pictures and Diagrams on every page. College. Crown 8vo, cloth, with or without Answers, 3s. 6d.
By C. A. E. RODGERS, M.A., F.R.G.S. Systematic Inorganic Chemistry from
Assistant Master, Bradford Grammar Sehool Reais in Geography to the the Standpoint of the Periodic Law. A Text- Book for
College of Preceptors. Advanced Students. By R. M. Caven, D.Sc., and G. D. Lanpgr, D.Sc.

Crown 8vo, cloth, 6s. net.

An attempt to bring the actual teaching of geography into har- AT
ext-ebook of Organic Chemistr
mony with the improved theory of how it should be taught. Fogle Translation from the rfet- of A. BERNTHSEN, Ph.D. Fite by

ScpBorovuGd, Ph.D., D.8c., F.I.C. New Edition, Revised to date
Fcap. 4to, cloth boards, 1s. 674 pp., crown 8vo, cloth, 78. 6d. net.

Messrs. BLACKIE & SON will be pleased to send full liste ef Books sultable for Oxford and
Cambridge Local Examinations, 1909, post free on application.

BLACKIE & SON, Ltd., 50 Old Bailey, E.C.

Oct. 1, 1908. |

THE EDUCATIONAL TIMES.

423

CONTENTS.
Da Coll f Preceptors
a ENE EAE AEE E E AS AES 423 ollege o : oe
"Leader ¢ A eh ec a OIE Lk 424 Class Lists: Certificate Examination, July, 1908 ............... 439
Notes ssec " Seociation (Education Section) and the First Inter- Professional Preliminary Examination, September, 1908—
The British oA ncation Congress Biarvation of ne Vayan Pass List ............oeoeeseeoersoresereerrereeeeseseserereeeeerreeeseesses 440
` i a s—Religi ing in Day an unday . ,
'Regretiable Conii: "o ovan's Proposal Th Lord Advocate on Meeting of the Council..........s.esrerssoseseeeseeeeeresesresrreseereesee 440
EAN A a E 426 International Moral Education Congress :
‘Summary of the Month......... eke ee 428 Presidential Address, by Prof. M. E. Sadler EEE 440
Universities and Colleges...........0+ Bases ‘ield — New Irish Uni- The Scope and Aim of Ethical Education, seein re
London—Manchester—Birminghain — She. Ideas as Moral F orces, by Prof. John Adams ............cseeeeeee :
YERO; “on: dary Education: L.C.C. Report .....esessesseesseeee 44
“The British Association: Educational Science feo. ~*jall 429 oe pte | amano 444

Useful Knowledge: Presidential Address, by Prof. a. 432 Dorotha Beale of Cheltenham (Raikes)—The Theory of Optical

Science in Secondary Schools: Sub-Committee'’s Report .... ‘23 Instruments (Whittaker).

Training for Teaching, by Charles MacGregor .............000 a. General Notices .........ccccecececececececceeeetecacnesesenecestenseeeeaeaees 445
Salaries at Bile (Neue Zäricher Zeitung) ...cssssssececssesserseeneees 434 eae ei cot E E 447
Current Evora isc eee as penile tas Neue eaelucut eaten 437 Pi... Peg ce teak EES ASEE S E EA 451

Fixtures — Honours — Endowments and Benefactions— Appoint- A i rrny
ments and Vacancies— Literary—General. Mathema. = OT

=- The Educational Times.

Tnovca the International Moral Education
Congress had but opened its doors when we
went to press, the nature of the proceedings
bad been anticipated in our preliminary notices, and finds
effective expression in the Presidential Address of Prof.
Sadler, which we reproduce in full text in another column.
Seeing that almost all the leading educationists of Europe,
and notable representatives of the United States and Japan,
without distinction of religion or party, responded to the
appeal of the organizers for support, the success of the
gathering could not remain in doubt. The “severely
practical object” of the Congress—“ that of improving the
moral education offered in schools ”°—has appeared to per-
sons of the most diverse speculative outlooks a matter of
serious importance; and the discussions of the Congress
cannot but evolve valuable suggestions, expanding or con-
tracting individual opinions hitherto independently enter-
tained. The limitation of range 1s to- be noted: “the
Congress restricts itself to a general survey of school
problems from a moral point of view”—matters of school
organization, of methods of training and teaching, of dis-
cipline, of direct and indirect: moral instruction, of the
relation of moral education to religious, intellectual, sesthetio,
and physical education—“ leaving untouched the questions
of home education, of self-education, and of religious and
philosophical education,” which there will be opportunities
for treating in subsequent Congresses. The report of an
international inquiry on the subject, edited by Prof. Sadler,
was published by Messrs. Longmans in two compact volumes
at the psychological moment of the eve of the meeting of
the Congress. This report and the forthcoming volume of
Congress papers and discussions will form a very adequate
basis for practical conclusions.

The report discusses “the influence of education upon
conduct and character.” The first volume deals with the
United Kingdom; the second is devoted to inquiries in
foreign countries and in British colonies. The first section
of the first volume exposes ‘‘ the roots of the problem ” from

Moral
£ducation.

“nts of view, concluding with a sympo-
a dozen different pu. the ethical efficiency of education
sium on the question how. `~ speaking, the inquiries in
could be increased. General, officiently conducted, on
different countries have been very. ~~ecutive Committee
lines laid down for the reporters by the Kia. ‘ts vary con-
of the Advisory Council. Naturally, the resu.. ~a of the
siderably in importance. At the same time, the scop. nt
investigation is wide ; the information records the judgme.
of experienced teachers and of other persons in a position to
furnish trustworthy evidence, such as parents, administra-
tors, &c.; and, what is of the first importance, the most
divergent views are frankly presented. ‘On some of the
questions which have been investigated there is everywhere
sharp division of opinion and much conflict of judgment.
The essays now published reflect this variety of view. They
do not attempt to disguise the depth of the differences in
religious conviction which divide those who are engaged in
different parts of the field of education.” This was essen-
tial; a one-sided report would have been a fiasco, promptly
and properly extinguishing the whole project. “But the
inquiry has disclosed a large measure of agreement upon
many matters of school organization, a wide range of valu-
able and encouraging experiment, and‘a growing desire on
the part of each nation (and of the different groups in each
nation) to study and to learn from educational experience
divergent from their own.” The hope, then, is that the evi-
dence will be studied fully and fairly, with a view to the
largest possible agreement in practical applications—a hope
chastened not by ecclesiastical wranglings alone. The see-
tion on Ireland is bitter, but instructive, reading—to minds
not closed to instruction.

It would be hopeless to go into details, and it is un-
necessary, for everybody interested in the movement will
peruse these volumes; but the more outstanding of the
results may be at least particularized. First, it is to be
noted that the school has the control of the child only for
about one quarter of his waking hours. There is little
difficulty about the subject-matter of a moral course: it is
already substantially set forth in the English Code for
public elementary day schools, and approved by the evidence
of these volumes as well as by public opinion. There is
great divergence, of course, as to the sanctions to which, in

424

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

imparting moral instruction, the teacher should appeal;
but, while “our evidence shows that in every country
there is an ideal of personal and civic obligation which
may be taken as a basis for school teaching by adherents
of almost every school of thought,” there is a widespread
feeling of the necessity of appeal to religion. There must,
therefore, be freedom for the effective expression of differ-
ences of religious conviction. A moderate view, based on
long and thoughtful experience, is given by Dr. Otto

Anderssen, of Christiania: “On the whole, I believe that
the more the centre of gravity of the instruction is trans-
ferred from the dogmatic to the historic and ethical, and the
denominational gives place to what is central and common
in Christianity, to its doctrines of love and duty and its
great civilizing mission, the greater will be the importance
of religion to the inner life of children.” The growth of
a good character is to be recognized as a prolonged and
complex process. By what methods, then, can schools most
effectively help? The evidence emphatically shows “the
conviction that the most potent factor in moral education
—more potent even than ‘the corporate influence of an
honourable community—is the personality of the teacher,
whether he who teaches be parent or teacher in the narrower
sense of the word or employer or elder comrade in home,
school, or place of business.” ‘The most essential things
of all lie in the personality of the teacher—in sympathy,
in moral insight, in an almost pastoral care, in a sense of
Justice, in candour of heart, in self-discipline, in con-
sistency of conduct, in a reverent attitude of mind, and in
a faith in things unseen.” Therefore the right kind of
teacher is to be carefully sought out and prepared for his
duties and sustained in his work.

Then there is the corporate life of the school and the
influence of the curriculum; and, in connexion with the
curriculum, we would direct attention to the paper by Mr.
Hogben, Inspector-General of Schools for New Zealand, who
tells us that “the greatest obstacle of all to moral educa-
tion in the schools is the unreality of much of the school
teaching.” “If the schools do not fit their pupils for the
needs of their future lives,” he writes, “ theorists may talk
about the culture of this study or that as much as they like,
but the schools will have failed, because to the vast majority
of their pupils the lessons of the classrooms have had no
relation to the facts of the universe, moral or otherwise.”
The paper by the Principal of the Hyannis Normal School
(Massachusetts) indicates the same view, which is steadily
maintained by Dr. John Dewey, and emerges in the ad-
vocacy of manual training by Sir Philip Magnus. The
question between direct and indirect moral instruction is
sharply conflicting; but “there is a general agreement
among experienced teachers that direct moral instruction,
when given at the right time, and in the right way, is a
valuable element in moral education.” After all, we come
back to the importance of the well instructed teacher with
a competent maintenance and a reasonably free hand.
“ Possible failure to secure and to retain the services of
a sufficient number of the best type of men and women as
teachers is perhaps the gravest danger which threatens the
future of our elaborately organized systems of modern edu-
cation.”

NOTES.

AT the two ends of the month there have been the meet-
ings of the Educational Section of the British Association
at Dublin and of the First International Moral Education
Congress in London. We give the Presidential Addresses
of Profs. Miall and Sadler, and summaries of a few of the
many able and interesting papers submitted for discussion.
We hope to be able to find space in our next issue for the
substance at least of some important addresses, which, to our
regret, we must hold over at present.

Sır OLIVER LopceE, in the August number of the National
Review, pleads for financial assistance to Birmingham Uni-
versity, and the Morning Post vigorously enforces his plea in
an article that we regret to be unable to reproduce in full.
The most striking thing about Sir Oliver’s article, says our
contemporary with painful justice, is “that it is true not
only of Birmingham, but of every University and University
College in Great Britain.”

There is something tragic about the utter indifference displayed in
this ceuntry, not only by ordinary middle-class opinion, but by successive
Cabincts and Ministers of Education, to everything that concerns Uni-
versity education. ‘There is no sign that those who govern the nation,
and particularly those who govern its education, realize that the charac-
ter of every grade of school must ultimately be determined by the
character of the Universities which train the leaders of educational
thought. There is no sign that they appreciate the fact that the
prosperity of a nation to-day depends on its ability to organize. the
means of acquiring scientific knowledge. There is no sign that they
realize that the different parts of a national system should be an inter-
connected whole, in which the schools supply the Universities with talent,
and the Universities give light and leading to the schools. There is no
sign that they are even aware that University education in this country
is being strangled for want of money. . . . In short, the English attitude
to University education at the present day is what the English attitude
to secondary education was in the day of Matthew Arnold. It is ill
informed, sceptical of its value, resolutely Philistine, and it is confirmed
in its ignorance and scepticism by the refusal of successive Education
Ministers to so much as touch upon the subject. Yet clearly, to put the
matter on the lowest grounds, if foreign armaments require that England
should be armed to meet them, foreign improvements in University
education require that England should place her University equipment
on a level with theirs.

“ A nation which neglects the highest kind of education as it
is neglected in England cannot, in the long run, hold its own
in competition with one which gives serious thought to its
improvement, and backs its thought with ample financial
support. The total sum spent by the English Government
on University education is so small as to constitute a grave
national danger.”

OF course, all this has been said over and over again, but.
it needs to be insistently repeated till the significance of it
be officially recognized. It is not only that a comparatively
small proportion of the population receive a University
education, or that the Universities fail to exert their proper
influence upon the educational planes from which they are
reinforced, but “ more important is the fact that teaching is
hampered and research is starved ” ; indeed, “ in some Uni-
versities the state of things is so bad as to be almost in-
credible.” ‘The understafiing deplored in our elementary
schools is nothing to the understaffing in our Universities ”’ ;
and, as Sir Oliver Lodge points out, “ there is literally no.
end for the discoveries lying in wait for us in the biological
and pathological regions—nothing but money is needed.”
And the money invested would make-a> most ample return.

Oct. 1, 1908.]

THE EDUCATIONAL TIMES.

425

We must note, however, that, while the argument is here,
as usual, conducted on the basis of “ science,” it is applicable
just as fully in other departments, where scientific method
is equally pursued. Ourcontemporary would find in London
University a whole faculty practical destitute of endowment,
with immense fields of study calling hopelessly for research.
“ The idea that private benefactions would be checked is a
pure assumption based merely on a priori theorizing. Be-
tween 1870 and 1900 private benefactions in America, where
large public assistance is given, amounted to £23,000,000 ;
in Great Britain, where public assistance is negligible, they
amounted to £3,000,000.” We confess we have but little
expectation that the Minister of Education will ‘‘ earn his
title by making the improvement of English University
education the chief business of his official career ” : there are
no votes in it, and learning (excepting “science ”) is not
clamorous.

Tue Rev. J. O. Bevan, in recent letters to the Guardian
and the Church Times, laments the condition of religious
teaching not only in public and in private schools, but also
in Sunday schools. He writes:

In our national elementary-school system, definite religious instruction
is imperfect, even under favourable circumstances of entry; Church of
England, and denominational schools generally, are menaced ; clerical
teachers are discouraged in their visits, even to their non-provided
schools; teachers are led by their Union to agitate for the abolition of
so-called tests; a purely secular system is favoured by many members
of both Houses of the Legislature; denominational colleges are penal-
ized ; colleges founded and maintained by Local Education Authorities
yeu no distinctly moral or religious teaching ; and, lastly, our

unday schools are imperfectly organized, and staffed by men and
women who are possessed of good intentions, but who, in the majority
of cases, have never been taught to teach. In this case, the deficiencies
are the more marked, inasmuch as the system compares more and more
unfavourably with the secular instruction imparted in the day school,
and with the buildings, appliances, teachers, and methods thereto
attaching.

“ It is amazing,” says Mr. Bevan, “ to reflect that this state
of things has been so long acquiesced in by the authorities
of the Church”; and he thinks the explanation is that
attention has been distracted from Sunday-school and second-
ary education by “ the noise and dust of the fray carried on
in respect of the day schools.”

However, “we must adapt ourselves to the new con-
ditions ” in the new era that is undoubtedly opening out
“full of unrest, of danger, and of trial”; and, with his
usual courage, Mr. Bevan proposes a remedy :

That we may be helped to return to our duty, I venture to suggest
the establishment of a Teaching Order or Fraternity, the members of
which should be banded together to undertake the task of imparting
definite religious Church teaching to the children of the Church, in
Schools of all grades, in both day and Sunday schools ; for my special
point is that the problem is one, and that the work should be carried on
consecutively. The Order would be called the ‘‘Guild of the Holy
Child’’ ; and be as wide as the Church in inception, being organized
n diocesan and parochial lines, and federated into one great Anglican

nion.

The organization is outlined in the Guardian of August 19.
At last, however, we come upon a rock that has wrecked so
many excellent schemes that we cannot but fear for the
fate of Mr. Bevan’s project : “A considerable sum of money
would be required to inaugurate and carry on such a scheme
as this.” In view of the pecuniary difficulties of the volun-
tary schools, is this considerable sum of money likely to be
found ? If all Churchmen were as hopeful and indomitable

as Mr. Bevan, it would promptly be found; but are they ?
Mr. Bevan at any rate submits “ that the subject of definite
Church teaching in our schools is so vast, so comprehensive.
so momentous in regard to the welfare both of the Church
and realm, that it should be anxiously and instantly con-
sidered at our ruridecanal meetings, Diocesan Conferences,
and in Convocation itself.” That, at least—if there be any
real vitality in the question.

On the occasion of the opening of a new school at Hawick,
the Lord Advocate had his foot on his parliamentary heath,
and he put it down with a proud satisfaction. Before
coming to the ceremony, he had looked over the Scottish Edu-
cation Bill again, “and he wished to say quite emphatically
to them [urbz et orbi] that if it were passed into law in the
shape it had now assumed, after having emerged with the
substantial consent of all parties in Grand Committee, he
should reckon that the state of education in Scotland
could thus be marked as thirty years in advance of that
of England and sixty years in advance of that of Ireland.
He said so after having made a considerable study of the
comparative educational systems, and having, to his cost,
and to his great labour, had to assist in piloting the measure
through the House. Thirty years ago it would have been
considered almost a dream to have such an educational
measure, even in Scotland.” There is indeed much to be
said for the Bill—“ the vast merits of this Bill ”—and
Mr. Shaw, it will be seen, did not fritter away his oppor-
tunity. Referring to the new school, “I know,” he said,
“that under this roof the infant can enter and be taught
free and accomplish rung after rung of the educational
ladder until he is brought to the very portals of the Uni-
versity itself.” There is a proud example. And it is but a
single realization of the national ideal. “I have realized,”
said Mr. Shaw, “ that Knox’s was the true sentiment—that
it is not for individual advancement alone, not for individual
ambition alone, that it is a good thing, but that it is for the
comfort of the State at large, for the comfort of the common-
wealth of Scotland, as Knox put it, that this education
should, from the humblest to the highest in the land, be
made available.” If England and Ireland feel uncomfort-
able under the comparison, no doubt Mr. Shaw will tell
them they “have the haft and the blade in their own
hands.”

A CORRESPONDENT writes :-—‘“‘ In the ‘Short History of
National Education in Great Britain and Ireland,’ which
Mr. T. Ll. Humberstone has written at Sir W. Mather’s
request for the British Education Section of the Franco-
British Exhibition, due attention is drawn to the private
efforts of such men as Lawrence Sheriff, Robert Raikes, and
Joseph Lancaster, which have done so much to pave the
way for the national education of to-day. But Mr. Humber-
stone’s pamphlet is marred by one serious omission. The
success both of the London University Matriculation Exami-
nation and of the various local examinations has been largely
due to the steady support of the better private schools.
Public schools for girls would not be what they.are were it
not for the efforts, a generation and à half ‘ago, of Miss

426 THE EDUCATIONAL TIMES. [Oct. 1, 1908.

Governing Bodies of schools shall be adequately defined in a written
document will be to the advantage of every one concerned in the work of’
secondary education.

Training of Secondary Teachers.—That this Association welcomes the en--
couragement given to the professional training of secondary teachers by
the system of grants in aid of courses of training lately initiated by the
Board of Education ; but hopes that the Board will grant similar aid for
the training of secondary teachers in such secondary schools as may be
specially recognized for the purpose.

Buss, in her private school in Camden Street, and of many
others like her. The so-called “ public schools ” are depen-
dent for most of their best pupils on the preparatory schools,
all private, to which Dr. Sadler devoted the forty chapters
of Vol. VI. of “ Special Reports.” It is nothing less than a
national disaster when it becomes the fashion to ignore, de-
preciate, and (sometimes) harry out of existence work of
this nature. For it is only when freer work of this kind
flourishes that the rigidity which characterizes so much of
the public management of education can be kept in check.
From more than one quarter are we beginning to hear the
ery, Timeo Morantem et dona ferentem.”

At the same Conference Mr. Charles Bird (Head Master of the
Mathematical School, Rochester) read a paper on the “ Financial
Position of Assistant Masters.” In the great public schools, in
the wealthier of our endowed schools, and in schools where fees
were high there was not so much to complain of, and the same
could be said of the county and municipal schools established by
Local Education Authorities, where scales of salaries had been in-
augurated and where the funds required could be obtained from
the rates. But in the less wealthy of theendowed schools salaries:
were in a very unsatisfactory state. He thought that many
difficulties were likely to arise and much injustice done to
schools and masters by allowing all the different Secondary
Education Authorities to settle their own scales. Obviously
there should be a uniform system throughout the country. ‘The
scale, perhaps, should be elastic to suit different local conditions,.
but the same general principle should run through it. But, if
there were to be a uniform scale, it was pretty obvious that the
money must come from the Central Authority and not from
the local one. The ideal arrangement would, of course, be for
the Board of Education to give an annual grant equal to the
total salary of the assistant masters, leaving the fees and en-
dowments (if any) to pay the head master and the working ex-
penses and to provide scholarships and exhibitions. Some
such arrangement would still leave the wealthier sehools better
off than others and would not obliterate the services rendered
to a town or neighbourhood by the founder. Another method:
would be for the Board of Education to make up the annuak
deticit on the estimate every year on condition that the masters
were paid according to scale. The objection to such a’ scheme
was that a school with a large endowment would be no better
off than a poor one. Another plan might be for the Board of
Education to make a certain fixed grant per head to the school,
smaller than at present, and pay annually in addition the total
amount by which the salaries exceeded the minimum. The
revision of the salary question surely should be the work of the
Central Authority. If the Central Authority were to provide
the funds for the payment of masters, it might be argued that
it should also appoint, promote, and remove them. He did not
know whether that would be acceptable to assistant masters as &
body, but he was sure it would be inconvenient and objectionable
in many ways. There would be no objection, however, if, as in
most county schools, the head master or the local governors.
selected and nominated, while the Board of Education formally
appointed or confirmed. Similarly with regard to dismissals.

SUMMARY OF THE MONTH.

THE annual autumn conference of the Incorporated Associa-
tion of Assistant Masters in Secondary Schools was held at
Rochester (September 9, 10). Mr. R. F. Cholmeley (St. Paul’s
School), who presided, said the question of tenure continued to
be of vital importance. Through the action of the association in
connexion with the Richmond case, it had been proved that the
legal position of assistant masters needed reforming, and the
result was that the Board of Education had seen the necessity
for an alteration in the law. They had a legislative enactment
in the Endowed Schools (Masters) Act of 1908, which was not a
great and comprehensive measure of reform; but it was some-
thing that an association of professional men should be able to
induce a powerful and much preoccupied Government to redress
a single crying grievance at the end of a busy session. Nobody
could pretend that the situation was yet wholly satisfactory, or
that the need of work and vigilance was past. The Act contained
just one extremely unpleasant surprise (Lord Robert Cecil’s
amendment). The Endowed Schools were but a fraction of the
secondary schools of England, and the assistant masters were
not the whole of the assistant teachers in secondary schools.
They ought not to rest content until they had seen a proper
regulation for the interest of the teachers in every kind of school
that came within their sphere of action; and it was one of the
greatest disappointments that in the Act nothing was done for
assistant mistresses. Closely connected with the question of
tenure was that of the financial position of teachers, and here,
again, much remained to be done. It was still a matter of
chance whether a schoolmaster, however high his qualitications,
obtained a salary sufficient to enable him to hve in anything
better than a kind of genteel poverty. Yet there were signs of
progress. Salary scales were becoming more general, and
pension schemes were to be discovered by searching. After
discussion, the following resolution, moved from the chair, was
carried :—

That this Association thanks his Majesty’s Government for the greater
xecurity of tenure provided for assistant masters by the Endowed Schools
(Masters) Act passed at the end of the last Session of Parliament; and
notes with extreme regret the acceptance in the House of Commons of
an amendment depriving masters, summarily dismissed, of a right to be
immediately informed of the reasons of sueh dismissal.

|
east a a

THE third International Congress of the History of Religions
was held at Oxford under the Presidency of the Right Hon.
Sir Alfred Lyall. The work was distributed in nine sections:
1. Religions of the Lower Culture (including Mexico and Peru) :
President, Mr. E. S. Hartland. 2. Religions of the Chinese and
Japanese: President, Prof. Herbert A. Giles (Cambridge).
3. Religion of the Egyptians: President, Prof. Flinders Petrie.
4, Religions of the Semites: President, Prof. Morris M. Jastrow
(Philadelphia). 5. Religions of India and Iran: President,
Prof. T. W. Rhys Davids (Manchester). 6. Religions of the

A resolution thanking the Incorporated Association of Head
Masters for “their effective co-operation in endeavouring to
obtain greater security of tenure for assistant masters in second-
ary schools” was carried unanimously. The report of the | Greeks and Romans: President, M. Salomon Reinach (Paris)
executive committee showed that the membership of the associ-|7 Religions of the Germans, Celts. and Slavs: President
ation now stood at about 2,300, and, so far, 290 new members had | Prof. 3a John Rhys (Oxford). 8. The Christian Religion :

been elected. President, Rev. Prof. Sanday (Oxford). 9. The Method and

Scope of the History of Religions: President, Count Goblet
d'Alviella.

pS hh Pett

Tue Conference also passed the following resolutions on the
Regulations for Secondary Schools, 1908 :—

Staf.—That this Association warmly welcomes the statement of the) Tue General Meeting of the Classical Association is to be held
Board of Education that the increased grants now offered to secondary | jy Birmingham on October 8 to 10. Mr. Asquith will deliver

schools are intended not to give relief to local rates, but to increase the | 1; < : : oka
efficiency of the schools by providing the means whereby better qualified | ms A Sea ee Aodren ae li = fae by See aya Re
and better paid teachers may be secured. /on ow Homer came into Hellas,” and by Prof. Sonnenschein

Currieulum.—That this Association views with satisfaction the con- | OP “ The Unity of the Latin Subjunctive.” The Greek Pro-
tinuation of the Board’s policy of giving increased freedom to schools in | RUNCIation Committee will present its final repor and the
the arrangement of their own curricula. i Curricula Committee an interim report. The latter is of general

Functions of Governing Bu). -That, in the opinion of this Association, | interest and importance, emanating, as it does, from a body of
the requirement of the Pe. :d of ° ` cation that the functions of the;men who may be considered as representative of classical

Oct. 1, 1908. ]

THE EDUCATIONAL TIMES.

427

education in English Universities ‘and schools of various types. | of

The first part of the report deals with the question raised at
the Cambridge meeting last year whether a short course of Latin,
such as finds place in schools not mainly classical, is of sufficient
educational value to justify its retention. There will be a per-
formance of the “ Hippolytus” of Euripides (in Dr. Gilbert
Murray’s English translation) by Miss Horniman’s company,
with incidental music by Mr. Granville Bantock.

THE Froebel Society has been making an inquiry with respect
to schools aud institutions in other countries for children be-
tween three and seven years of age, and has obtained some most
interesting and valuable information on the subject. The coun-
tries include France, Germany, Austria, Switzerland, Holland,
Denmark, Norway and Sweden, Finland, Russia, Italy, Egypt,
Japan, the Colonies, and the United States. As would be ex-
pected, the conditions vary greatly in different parts of the world.
In most countries the age at which attendance at the primary
schools becomes compulsory is six years; but in a few it is seven,
and, generally speaking, the State makes no provision for chil-
dren below this age. In some cases it is done by the municipality,
or voluntary effort is supplemented and aided out of public
funds, but these institutions are rather of the nursery type, and
formal lessons have little or no place in them. The report is to
be published as an appendix to a special report on the same sub-
ject which is to be issued shortly by the Board of Education.

THE Board of Education has issued (Cd. 4288) the first part of
“ Statistics of Public Education in England and Wales, 1906-8.”
The present part is confined to educational statistics ; the second
part, which will appear later, will deal wholly with financial
statistics. The number of technical institutions in England
recognized by the Board during 1906-7 was 31, and the number
of teachers therein 521. The Board defines a technical institu-
tion as one giving an organized course of instruction in day
classes, including advanced instruction in science or in science
and art, and provided with a staff and equipment adequate for
the purpose. The number of students who attended these insti-
tutions at any time during the year was 2,650 (including 325
girls and women), and 1,446 of these attended a full course of
instruction. Of the 2,330 boys and men attending, 542 were
under seventeen years of age and 469 were twenty-one years of
age or more. The number of evening schools and classes in
England, recognized by the Board, for the education of persons
already engaged in some occupation which takes up the greater
part of their time, was 5,368 in 1906-7. These classes varied
very widely in character and scope; 29,946 teachers were em-
ployed in them, 687,681 students attended during the year,
and the Board paid grants on account of 515,897. There were in
the same year 676 secondary schools in England recognized by
the Board as eligible for grants as compared with 600 in the
previous year. These schools accommodated 62,712 boys and
50,877 girls, the numbers in the preceding year being respec-
tively 60,353 and 44,681.

Tur Central School of Arts and Crafts in Kingsway (South-
ampton Row), by fur the most magnificent of the schools so far
Opened under the auspices of the London County Council, was
inaugurated by means of an exhibition of the students’ work
lasting three days. On the first floor is the splendidly com-
Modious department for silversmiths’ and allied work; on the

second floor the finely equipped school of “book production ” |in the First Class.

ood mechanical ability, and the fees generally are very
moderate. For the past twelve years the work of the school has
been conducted in restricted premises in Regent Street.

Ax informal Conference on the question “How to Create an
Intelligent Interest in Reading among Boys and Girls” was
held at the office of the National Home-Reading Union. Dr.
Paton, of Nottingham, presided, and among those present were
the editors of the School. World, School Guardian, School, Educa-
tion, Mr. Bray, of the L.C.C. Education Department, and the
Secretary, Miss A. M. Read. Dr. Paton explained that the
object of the Union, so far as it related to boys and girls, was to
increase the effectiveness of the reading lesson in day, evening,
and Sunday schools, so that the gift of reading may mean a love
of systematic reading of the best literature, and may not only
broaden school education, but may prolong and confirm its
influence. A necessary means to the accomplishment of this
object is the formation of reading circles in connexion with the
elementary schools. The Union has been instrumental in estab-
lishing 1,190 such circles, 435 being in connexion with London
schools. The Board of Education is in sympathy with the move-
ment and has circularized the teachers, calling their attention to
the advantages offered bythe Union. Several speakersdwelton the
need of friendly co-operation between the Home-Reading Union
and the local free lending libraries, and Dr. Paton assured the Con-
ference that library committees and chief librarians were helping
the work in every way possible. The advantages of old boys’
clubs, the need of co-operation on the part of school managers, the
sympathetic help of the press in making the objects of the Union
known were also considered. The Conference agreed to the
proposal that Dr. Paton should draft a summary of the sug-
gestions and forward them to the Board of Education.

Tue Diploma of “ Associate of the City and Guilds of London
Institute” has been awarded to 91 matriculated third year
students of the Central Technical College who have completed a
full course of instruction; 58 in Civil and Mechanical Engineer-
ing ; 26 in Electrical Engineering; and 7 in Chemistry. Bram-
well Medal, F. H. Bramwell; Siemens Memorial Medal and
Premium, R. E. Neale. Certificates have been awarded to 25
matriculated third year students who have completed a full
course of instruction at the Central Technical College, and to
62 students who have completed a full course of instruction at
the Technical College, Finsbury.

THE Secondary Schools Committee of the Cheshire County
Education Committee reported that eight University Scholar-
ships had been awarded to the following students: Lonis A.
Penn, Wallasey Grammar School; Harved J. Davies. King’s,
Chester; Gertrude M. Powicke, Romiley ; Agnes A. Plant and
Harry Richardson, Crewe Secondary; John G. Morgan, Wrex-
ham; Harry Grenville, Wallasey Grammar School and Man-
chester; and Harold Garner, Liverpool Institute. A scholarship
for vocal music was awarded to Miss Elsie Morgan, Crewe, and
technological scholarships to C. Warburton and L. Whinyates,
Runcorn Secondary School.

THE total number of candidates entered for the Cambridge Local
Examinations held in July was 6,014, exclusive of 315 candidates
examined at colonial centres. In the Senior Examination 686
boys and 880 girls passed, 60 boys and 13 girls being placed
Sufficient merit was shown by 280 boys

(printing, binding, lithography, &c.); on the third floor the|and 201 girls to entitle them to exemption from one or both

school of drawing, design, and modelling; and on the fourth

parts of the Previous Examination. Of the Junior candidates

floor the sections for embroidery and needlework, with the| 1,068 boys and 938 gle passed, the numbers placed in the First

Btained-glass and the decorative department on a yet higher| Class being 88 an

14 respectively. In the Preliminary Ex-

floor of the great building. While the majority of the classes | amination 255 boys and 196 girls satisfied the examiners.

will be held in the evenings, the teaching work is practically
continuous. Most of the students are of the male sex, but there
are also classes for female workers in lace, needlework, painting,
@c. A library of architectural works for loan and reference
18 being formed, as well as a museum for specimens and models.

A technical day school for boys is to be run in connexion with |unique institutions of higher learning in the States.

FIFTEEN nationalities represented, and not one student of
American parentage (says the New York Herald), makes the
American International College at Springfield, Mass., one of the
When

the new scheme, its object being to enable lads that intend to|the institution was first founded it was known as the French
enter some branch of the silversmiths’ trade or “ kindred crafts ” | Protestant College.’ In 1894 this name was changed to the
to pursue their general education, and, incidentally, to obtain| French American College, while in 1905 another change was
8uch knowledge of the principles of design and construction as | effected to the American International College. With nearly a
may enable them ultimately to shape a career for themselves. | million immigrants going into America every_year, the necessity

en free studentships are offered by the L.C.C. to boys possessed! of educating them is apparent.|7Coming. in such vast numbers

428

they are destined to powerfully affect the development of the
great composite American nation. That they may contribute
the best of their inheritance they must be made to share in
higher education, which has done so much for America. Of
the 110 students in the college about sixty are Italians. The
Armenians come second in number and the Greeks third. The
other nationalities include Syrians, Persians, Bulgarians,
Spanish, Cubans, French, Scotch, Russians, Norwegians,
Swedes, Chinese, and Japanese. With such a composite
student body it is no easy task to arrange the work, map out
the courses of study, and bring about an assimilation of the
nationalities. ‘“ It is surprising, says Prof. Whiteford, Dean of
the College, “ how little race jealousy or animosity is shown.
These races live together harmoniously and with very little
strife. Although English is taught in the classrooms, yet, I
believe, it is on the athletic field and in the dining hall that the
students make the most rapid advance. As a rule, the foreigner
is bashful when thrown with strangers. Students often come to
the college who cannot speak a word of English, and yet in a few
months’ time you will hear them coaching on the baseball field
in true American style.” The college grounds comprise about
five acres of land in one of the pleasantest parts of Springfield.
There are six buildings, affording accommodation for about
a hundred and twenty-five.

TuE Minister of Public Instruction, Victoria, in his Report for
1906-7, writes :

Manual training has proved itself not only one of the most popular,
but, at the same time, one of the most valuable, of the new departures
taken by the Department during recent years. Its popularity is shown
by the fact that, although it is an optional subject and involves a fee of
2d. per lesson, the centres are all full, with the splendid attendance of
92 per cent. As some evidence that the time spent at them is not lost,
as was at first feared in some quarters, but that the work develops the
intelligence, the mental power of the pupils, it may be observed that
at the last Departmental examination for scholarships and exhibitions
the majority of the winners were boys who had been members of Sloyd
classes. These facts, together with the applications for new centres
which have been received from various towns, have led the Department
to authorize the training of a fresh group of teachers. Their course of
training will be completed in December, and new centres will be estab-
lished in order of priority of application. One was opened at Creswick
in March, and, in spite of the scattered nature of the district. was filled
immediately. One of the most striking displays at the recent State
Schools Exhibition was the working Sloyd centre and exhibit of finished
models. It formed a great centre of attraction and did much to remove
any lingering misconception as to the nature of the work.

THE Government of Queensland has decided to grant fifty
district scholarships for grammar schools. Each scholarship
will have a currency of three years, and the grant will be made
each year as long as Parliament provides funds for the purpose.
Each of the ten grammar schools in the State will have five
scholarships allotted to it. The conditions are the same as those
for the annual scholarships and bursaries now granted, except
that the winners must attend the grammar schools nearest to
their homes. In addition to these scholarships thirty-six State
scholarships and bursaries will be given this year. The examina-
tion of competitors for these wall be held in December next.
There are twenty-seven scholarships available for boys and nine
for girls. They have a currency of three years, and the papers
for examination are English, arithmetic, geography, general
knowledge, and a paper on a subject which will be disclosed at
the examination. The bursaries total eight—six for boys and
two for girls, and entitle winners to free education at a grammar
school or any other school approved by the Governor in Council,
together with an allowance not exceeding £30 a year for three
years. Only candidates who have to board away from home
will be eligible holders, and no bursary will be awarded to a
child whose parents or guardians are in a position to pay for
his education. In each of the preceding cases the candidates
must be children who will not attain the age of fourteen years
until after December 31 next.

A. CORRESPONDENT writes :—" The standard of secondary educa-
tion in Queensland is set by the grammar schools, which are ten
in number and are controlled by boards of trustees, one half of
whom are for the most part elected by subscribers to the school
funds, the remaining members being appointees of the Govern-
ment, the State having contributed and still contributing largely

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

to the establishment and maintenance of these schools. The full
school course is usually five years, and the subjects of instruction
are Latin, Greek, French, or German, mathematics (including
advanced courses in arithmetic, algebra and geometry, and also
mechanics, trigonometry, and conic sections), English language
and literature, history, ancient and modern (including European
history), book-keeping, inorganic chemistry, physics, and other
semi-scientific subjects, to which is added, in the case of girls,
a thorough musical education. The methods of tuition are
modern and scholarly, and the constant successes of the Queens-
land students, when pitted against the pupils of the neighbour-
ing States in the examinations held by the Sydney and Melbourne
Universities, give annual evideace of the high standard of
efficiency maintained in the secondary schools of the colony.
Revised regulations will come into force in the Queensland edu-
cational e aa The three principal features are (l) a modi-
fication of the method of eorna the salaries of head
teachers; (2) the making of two additional grades of State
schools by (a) reclassifying the present State schools and (b) by
grading as State schools all the existing provisional schools
which are vested in the department; and (3) the issuing of
special regulations for the establishment of continuation schools.”

Dr. Freperick H. M. Buarnes died at Southsea in his ninetieth
year. He was (says the Atheneum) “a well known classical
scholar, who had a reputation on the Continent as well as at
home. He did a large amount of valuable work in his editions
of Aeschylus, Sophocles, and Aristophanes, and some of his
emendations are likely to hold a permanent place in classical
texts. But, like many eminent scholars of an earlier generation,
he permitted himself wide divergences from the MSS., which
would not be tolerated nowadays, and his ‘ Adversaria’ require
careful sifting.”

UNIVERSITIES AND COLLEGES.

THE University of London has just established an
Advanced Certificate in Religious Knowlege, de-
signed specially to meet the needs of teachers—
quite undenominational in character, and indicating thorough
acquaintance with the historial groundwork. The subjects of
the examination are divided into two groups—compulsory and
optional. The compulsory subjects include a general knowledge
of the contents of the narrative portions of the Old and New
Testaments, and the circumstances under which the books were
composed, with the general features of the teaching of selected
books. The optional subjects include Greek Testament, a period
of Church History, the History of Christian Doctrine, the History
of Christian Worship, Christian Ethics, Philosophy of Religion,
and a Comparative Study of. Religions. The first Examination
will be held in January at the same time and at the same Centres
as the Matriculation Examination of the University. Copies of
the Regulations may be obtained from the Registrar of the
University Extension Board, University of London, South Ken-
sington, S.W.

The Holiday Course for Foreigners was a great success, many
more applications for admission being received than could be
entertained. Of the 266 students, Germany sent nearly 100,
Sweden 57, Holland 24, France 23, and Denmark 21. There
were also students from Japan and from every European country
except Spain and Greece.

London.

Tue total number of students in the several
Faculties of the University in the past session
was as follows :—All Faculties excepting Medi-
cine and Technology (including women students), 1,048;
Faculty of Medicine (tncluding 15 women students), 327;
Faculty of Technology (including one woman student), 149;
total, 1,524; allowing for 32 students entered both as Science
and Medical students, net total, 1,492. In addition, there were
234 persons attendimg evening classes. This number is exclusive
of abont 140 students attending Lectures on Railway Economics
and of 200 attending courses in Law and Economics at the
Bankers’ Institute. ‘The following are the numbers of students
who have been working in preparation for the degree examina-
tions of the University in the several Faculties other than
Medicine: Arts, ordinary 205 (118), honours 109 (67); Science,
ordinary 127 (34), honours 186 (18); Law, 24; Music, 3; Com-
merce, 38; Theology, 25; Technology, 7011); totals, ordinary

Manchester.

Te

Oct. 1, 1908.]

492 (153), honours 295 (85). (The figures in brackets denote the
number of women students.) In addition to the above, 14
students were preparing for the Teacher’s Diploma (9 of these
being women students), 52 were preparing for the matriculation
examination, and 25 were elected Research students. 105 stu-
dents in the past session were students of the University Train-
ing College for Men—viz., 40 of the first, 31 of the second, and
34 of the third year. 124 students in the past session were
students of the University Training College for Women—viz.,
09 of the first, 30 of the second, and 35 of the third year.

Tue Social Study Committee of Birmingham
Birmingham. University have organized for the coming session
a course of systematic instruction and practical
training, which is intended to be of use to the following Beas —
(1) officials and others engaged in civic administration in one or
other of its branches; (2) workers who desire experience and
training in connexion with municipal and social, local govern-
ment and philanthropic institutions; (3) the clergy and church
workers of various denominations ; (4) officials of Trade Unions,
friendly and other societies. The University will provide lec-
tures, accompanied in appropriate cases by practical demonstra-
tions (e.g., visita of sanitary inspection), will secure facilities for
visits, under competent guidance, to public institutions, and will
also procure suitable introductions to labour organizations,
charitable bodies, &c. The curriculum extends over one year,
and consists largely of evening lectures. The lectures will
deal with the British Constitution, local government, industrial
history, economic analysis, statistics, industrial conditions, sani-
tation, law for social workers, and methods of social work.

It is with great regret that we record the death of Prof.
Churton Collins, practically from overwork. He was a pic-
turesque, militant figure in the University, as he had been
before as author, journalist, and Extension lecturer, and he was
a great favourite with the undergraduates. He did much useful
and stimulating work in literary criticism, well informed, appre-
ciative, and fearlessly outspoken.

THE mining department of Sheffield University
carries on its work, not merely in Sheffield, but
also among the men of the West Riding, Derby-
shire, Nottinghamshire, and Leicestershire. In Derbyshire, for
example, there are no fewer than 26 centres for local mining
classes, and last year there were 611 students, while the total
number of students that have been in the Derbyshire classes
since 1891-2 is 7,393. During the past seventeen years, 16,589
students in all have received instruction. The number last year
was 1,445, against 1,510 in 1906-7, 1,422 in 1900-6, and 1,191 in
1904-5. The number of students at the University courses last
year was 215—being a record. ‘The report, on the whole, grille
to be very satisfactory. There appear plenty of young fellows
anxious to improve themselves, and who persevere in the higher
classes. The conduct of the miners has been excellent, and their
work good; andthe home work has been specially well answered
by the majority. Fourteen students entered for the diploma
course. In the certificate course at the University there were
100 students. It is interesting to note that 36 hailed from the
West Riding, 3 from Sheffield, 59 from Derbyshire, and 2 from
Nottinghamshire. Of the 100 only four were taking single
courses, while 52 were in their second year, and 44 in their first.
Although illness, accidents, and work affected the attendance of
about 13, the average attendance for first-year students was
90 per cent., and 76 per cent. for second-year students. No
fewer than 18 students got first-class certificates for the complete
course and 9 students a second-class certificate. This creates a
record for a single session. Several of the students received
managers’ certificates from the Home Office.

Sheffield.

New AT a Conference a tbe City Hall, Dublin
: re (September 3), the following resolution was
Pee enter! adopted :—“ That the Irish language, both

- written and oral, be made an essential subject for Matriculation,

and up to the point where specialization begins, in the new Uni-
versities ; that proper provision be made for the teaching of Irish
in all the colleges of the new Universities ; and that there should
be Chairs of Irish Economics, Industries, and Agriculture.” A
resolution was also adopted stating that Irish should be made a
compulsory subject in the National Board’s training colleges for
teachers.

THE EDUCATIONAL TIMES.

429

THE BRITISH ASSOCIATION
EDUCATIONAL SCIENCE SECTION.

USEFUL: KNOWLEDGE.

Address by Prof. L. C. Miar, D.Sc., F.R.S., President of the
Section.

I proposE to speak to you about useful knowledge, and you
will, I think, admit the importance and the appropriateness of
the subject. . . . I do not wish to exaggerate the importance of
useful knowledge. It is not everything, nor yet the highest
thing, in education. ... But the fact that useful knowledge
occupies nearly all the school time shows its practical import-
ance, and disposes us to welcome any means of making it more
effective.

BooK-LEARNING.

The knowledge of books may be an excellent form of useful
knowledge; it may also, when it strives merely to record and
remember, be unproductive and stupefying. . . . It has been the
ambition of many scholars to road git healer that was worth
reading, and to fill great volumes with the imperfectly digested
fragments. Inthe ages of learning, the schoolmaster too became
a pedant. His chief duty he supposed to consist in furnishing
his boys with knowledge which they might some day want.
If it were not that Nature has endowed schoolboys with a
healthy power of resistance, their memories might have come to
resemble the houses of those who believe that whenever they
throw a ene away they are sure to want it again—houses in
which room after room is so packed with antiquated lumber as
to be uninhabitable.

The Renaissance called up men who made a vigorous protest
against unused learning. Rabelais put into grotesque Latin his
opinion that the most learned scholars may be far from the wisest
of men. Montaigne said over again in pointed phrases what
common-sense people had been saying for ages, that he who
knows most is not always he who knows best; that undigested
food does not nourish; that memory-knowledge is not properly
knowledge at all. . . . Happily for us, a great deal that we once
knew, and might foolishly wish to keep, quickly fades from the
memory. ... What we remember se greatly exceeds what we
can use that we need not deeply regret the Joss that is always
going on. ... No doubt we often find it necessary to recall a
multitude of small facts, in order, it may be, to elicit a general
conclusion or to produce a telling argument. But is it wise to
prepare years in advance by storing all the facts in the memory P

cannot think so. The study of the bodies of animals teaches us
that muscle and nerve, which are easily fatigued and require an
abundant blood-supply, are never employed in Nature where bone
or tendon will serve. Exercise of the memory involves nervous
strain, and after an early age a considerable nervous strain. It
is More economical and more businesslike to employ mechanical
contrivances rather than brain tissue for such purposes, to leave
the vast mass of useful facts in grammars, dictionaries, and text-
books, and to collect those for which we have a present use in the
notebook or the card-index. There is another appliance which
the serious student finds almost as useful as the notebook or the
card-index—I mean the waste-paper basket.

The history of learning warns us that it is not good to lay up
in our memories a great store of knowledge whose use lies far in
the future. Apply to knowledge what moralists tell us about
money. It is only the money that you may expect to put to use
within a reasonable time that does you any good, Be the same
holds true of knowledge. Unused knowledge, like unused money,
becomes corrupt. Uncritical, ill-mastered knowledge is, at its
best, a knowledge of useful things, which, as Hazlitt points out,
is not to be confounded with useful knowledge.

If I felt it necessary to show that all book-learning is not
futile, I might dwell upon the great subjects of languages and
history. But you will gladly allow me to pass on to branches of
useful knowledge with which I am more familiar.

SCTENCE.

It is the function of science to produce verifiable knowledge.
Science achieved her earliest successes by investigating the
simplest properties of tangible things—number, form, uniform
motion. Here she learned how to combine the knowledge of
many concrete facts into general statements, which (to the con-
fusion of thought) we call scientific laws. Science applies her
general statements to new cases, using facts to make general

430

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

statements and general statements to discover or verify facts, so
that a considerable part of scientific knowledge is in perpetual
use. Science is no longer content with the study of simple
properties and tangible things. She will consider facts of every
kind as soon as she can find the time. There is no hope of with-
drawing from scientific treatment any kind of experience which
the human senses or the operations of the human mind furnish;
to be safe from the inroads of science, you must betake yourself
to some study which does not meddle with facts.

Generalization involves incessant reference of effects to their
causes: Facts can only be ill classified and superficially general-
ized so long as the causes of the facts remain uninvestigated.
Science of any good kind sets up, therefore, the habit of method-
ical inquiry and the habit of reasoning—productive reasoning,
we might call it, to distinguish it from the reasoning of the
schools. The best examples of productive reasoning are to be
found in the investigations of science, and especially of those
experimental sciences which deal with simple tangible objects,
whose properties can be studied one at a time. :

The virtues of science are exactness, impartiality, candour.
Scientific impartiality means the determination to accept no
authority as binding except the assent of all competent persons.
Scientific candour means perpetual readiness to revise opinions
which are held in respect. Loyalty, except of one kind, loyalty
to herself, science has no use for and does not cultivate. -

I think it is true, but you can judge as well as I, that during
the last four centuries there has been no generator of useful
knowledge at all comparable with science.

SPENCER'S ESTIMATE OF THE PLACE OF SCIENCE IN EDUCATION.

Herbert Spencer has raised the question: What knowledge is
of most worth? He considers knowledge in its bearing on life
and health, on the gaining of a livelihood, on citizenship, on
artistic production and enjoyment; lastly, as a means of dis-
cipline. The answer which he gives under each head is
“ Science”; that is his verdict on all the counts. A decision so
clear, which is, moreover, powerfully and even eloquently sup-
ported, cannot fail to be impressive. It is naturally welcome
to those who are devoted to the cause of science, and we can all
see that, if accepted, it will simplify many troublesome questions.
Will it not guide us in choosing a school staff, in drawing upa
curriculum, in fixing the future occupations of our children P

But we must first scrutinize the verdict itself. Let us begin
by putting a preliminary question so as to remove all risk of
ambiguity. Who or what is to possess the knowledge whose
worth is to be estimated P” Spencer seems to contend that for
everybody and under all possible circumstances science is that
knowledge which is most valuable, but this is a conclusion hard
to receive. There are persons who are intellectually unfit to
acquire the scientific habit of mind, or who follow an occupa-
tion incompatible with any but a light and recreative study of
science. Suppose that a youth is wholly uninterested in science;
or that after fair trial he shows no capacity for it; or that he
is eager to become a poet; or that he will inherit a lucrative
business in which science plays no part; would not these pro-
pensities and circumstances modify our choice? I cannot believe
that Spencer was so unpractical as to deny them any weight at
all. Is it possible that he was thinking of mankind, of the
British nation, or of some other large collection of men; that
it is to the nation or the race that science will prove itself of
most worth? If this is the right interpretation, we have some
ground for blaming Spencer’s neglect to mention so important
a qualification. Those who admit that the nation requires scien-
tific knowledge beyond knowledge of any other kind are not
compelled to maintain that the individual man must give his
chief attention to science. A minute division of labour, intel-
lectual as well as manual, is necessary in modern life, and we
become every day more dependent upon other people’s know-
ledge. An elementary knowledge of many sciences, such as
Spencer valued and himself possessed, steadily becomes less
attainable, and less applicable to real business; less attainable,
because the standard is always rising; what was a respectable
acquaintance with science in the days when Spencer was educat-
ing himself would now be thought no better than a smattering ;
less applicable, because business now requires and commands
the science of experts. . . . Obviously the best knowledge of any
kind can only be possessed by a few.

Spencer seems to expect that every intelligent mother should
enjoy a knowledge of human physiology which will be a sufficient
practical guide for the rearing of a family ; but here, too, 1 have
my doubts. Since the first publication of his essay the require-

ments of human physiology have risen in a surprising degree.
The knowledge that can be got by reading even so admirable a
text-book as “ Huxley’s Lessons” does not nearly suffice for the
practical adviser. On this point I can speak with experience.
. . . A little knowledge may indeed be dangerous when it is ap-
plied to the diagnosis of disease or to sanitary construction.

Those who agree with me that the science which is applicable
to industry or to public health is steadily growing harder of
attainment will not, I hope, turn this into an argument for re-
stricting the study of science toa few. The elementary science
of the school, if good of its kind, is valuable for its effect upon the
character and the intelligence; it is necessary for the timely dis-
covery of young people who can be trained to carry on scientific
discovery ; and it engenders a sympathy with science which is of
high importance to the State. If the science of the school does
no more than make the phenomena of everyday life a little more
ne a and a little more interesting, it will fully justify
itself.

Spencer would, I feel sure, have admitted that even when
science is to be the chief occupation of after-life, it should not
occupy more than part of a well ordered course of school study.
The chemist or physiologist often requires to express his own
meaning by speech or writing; it will be highly advantageous
that he should express it clearly and vigorously. He must get
effective command of at least one foreign language. He ought
to know enough mathematics and drawing to make his own cal-
culations and sketches. He ought to have learned how to use
books. Spencer does not exclude literature and the fine arts
from education, but in his scheme they are not to claim very
much. “ As they occupy the leisure part of life, so should they
occupy the leisure part of education.’

I do not suppose for a moment that this passage was written
with the intention of pouring contempt upon literature, and it is
really appropriate to the current fiction which to-day is, and to-
morrow is cast into the oven, but what insensibility to the claims
of the higher literature it betrays! “On traite volontiers
d'inutile,” says Fontenelle, “ce qu’on ne sait point; c'est une
espèce de vengeance.”

These considerations move me to reject Spencer’s verdict. `
There is not, and cannot be, a scale of usefulness by which
everybody’s choice can be at once determined. Before deciding
what the schoolboy is to study we must inquire what are his
aptitudes, inclinations, and opportunities. And the importance
of science, which I do not think Spencer has exaggerated, will be
fully recognized when every nation and city, every profession
and trade, every person and interest, can be guided as often as
need arises, not by their own scientific judgment, but by the
judgment of scientific experts.

Every one agrees, in the abstract, that scientific information,
the heap of scientific facts, is a small matter in comparison with
scientific method and the scientific spirit. We do not, it is true,
give effect to our convictions in practice. The teacher of science
still loads the memory with facts; the examiner in science still
passes or ploughs according to the quantity of facts that the
candidates have got up. It requires an effort to keep hopeful,
but we must go on steadily pointing out what we take to be the
right way. The reformers of science teaching are now bent upon
such improvements as these: they wish to see a greatly im-
proved synthesis of the student’s knowledge, so that the things
that he learns in one place and from one teacher should be
intimately combined with what he learns in another place and
from another teacher. Further, they wish to see a large exten-
sion of personal inquiry and personal verification of the funda-
mental scientific facts. It is thus, we think, that the future
man of science will become possessed of a compact and har-
monious body of useful knowledge, which may in favourable
cases incorporate with itself the experience of after-life and
exhibit the incomparable virtue of healthy natural growth.

TECHNICAL EDUCATION.

Of technical learning I must say but little, and that little must
be said with reserve. For my only acquaintance with the sub-
ject is indirect, and arises from long connexion with a city and
University where technical education is prominent. I hope not
to el presumptuous opinions on a kind of useful knowledge
which I know so superticially.

Technical education may be pursued in at least three ways:
(1) We may seek to qualify the pupil for his calling by a thorough
training in some science or art, and then, by the application,
under the guidance of an expert, of that science or art to a par-
ticular industry. ‘The experience of at least two _ generations '

koo

p —

1

Oct. 1, 1908.]

THE EDUCATIONAL TIMES.

431

seems to show that this method is really effective ; it does what it
professes to do.
supplying information directly applicable to the industry in
question.
information is not accurately lodged, either in the memory or in
the notebooks of the students; it soon becomes obsolete in con-
sequence of the advance of knowledge ; and it does little to culti-
vate intelligence or the power of doing. Where intelligence and
the power of doing already exist, mere information may be
valuable, but the best storehouse of information is the printed
book. (3) Lastly, we may aim at nothing more than facility by
repetition. Such practical arts as reading, writing, drawing,
needlework, and cookery are largely acquired by imitation and
constant practice. Skill in these arts is a tool, whose profitable
application depends much upon the intelligence and enterprise of
the possessor. Independent attempts to meet difficulties, friendly
criticism of these attempts, questioning about the causes of
failure, are the expedients which a wise and experienced teacher,
ever at hand, would employ. Such a teacher is, of course, rarely
to be had, but is now and then found in a sensible mother.
Perhaps the best substitute for the sensible mother would be
plain, practical lessons on elementary science, such as the Edge-
worths, Dawes, and Henslow used to give.

LITERATURE.

Literature differs from most kinds of useful knowledge in
having an immediate value. Like beautiful scenery, health,
liberty, friendship, and other felicities of life, it is good in itself,
apart from the advantages which it brings. Nevertheless,
literature is not satisfied with delighting. Like architecture, it
aims at utility as well as beauty, and employs its power of de-
dighting to instruct and guide.

The benefits which we receive from literature are comparable
with those which we receive from good society. We are expected
to enjoy and appreciate; we are not to be for ever asking:
“ What Meee I got that I can carry away?” Literature may be
more than good society; it may compare with the intimate talk
on grave subjects of a wise and high-minded friend. Un-
fortunately those whose office it is to introduce us to litera-
ture often treat it as if it were only a particular sort of useful
knowledge. They occupy our attention so completely with gram-
mar, metre, etymology, and historical allusions that we have no
leisure to enjoy and appreciate. ...

I have little fear that the scientific age which is now upon us
will be permanently hurtful to literature. No new Lucretius, it
may be, will write on the Universe, no new Milton on the Creation
and the Fall. But contemplative and lyrical poetry will survive
all changes in our philosophy. The higher criticism, which is
the study of life as well as of letters, will survive too. One
literary art, the art of rhetoric, may be weakened and lost
when the scientific spirit becomes predominant—that sort of
rhetoric, I mean, which may be fitly described as insincere elo-
quence. Rhetoric seeks above all to persuade, and, in a com-
pletely scientific age, men will only allow themselves to be
persuaded by force of reason. Even in our imperfectly scientific
age those men gain most by speech who have something im-
portant to say, who say no more than they know, and who use
all possible plainness. i

It will be enough for my present purpose if we can agree
that literature has an aim and purpose of its own, and must not
be treated simply as a branch of useful knowledge. Literature
and science, for instance, are incommensurable.

THE NECESSITY OF CHOOSING.

It is an intellectual luxury to run over the kinds of useful
knowledge that we should like to possess. Among them come
languages, ancient and modern, some giving access to high
literature, some yielding historical or scientific information,
some acquainting us with communities or modes of thought
very unlike our own. Then come a multitude of sciences, which,
perhaps, show the engineer how to build railway bridges or tell
the navigator how to cross the Atlantic or help us to improve
our health and lengthen our lives. I barely mention history,
geography, and innumerable practical arts. We seem to be led
into a well filled treasury and invited to say what we will have.
But one unpleasant condition is laid down—we may choose what
we please, but we must pay for it. A new study generally
means outlay of money and always means outlay of time. We
goon find ourselves forced to behave like the man whose wife
has tempted him into a fine London shop. Like him, we begin
to ask: “How much can I afford to spend here? ”

Surely this is the least profitable of the three. The.

Every head master and head mistress is occupied with the

(2) The second method aims at no more than! eternal question how to make room for all the things that are

demanded of the school. Theorizers, who have no responsibility
for the time-table, insist from time to time upon new additions,
and are happy if they can only express their own opinions with
an emphasis which satisfies their sense of justice. It is my
opinion that far too much has already been conceded to demands
which, reasonable when taken separately, are unreasonable when
taken together. I have known the time-table of a girls’ school
overloaded to such a point that in one form chemistry and Eng-
lish literature got no more than an hour a week between them.
The head mistress, no doubt, hated the arrangement, but had to
conform.

I have said that the grounds for introducing each separate
subject are often perfectly reasonable. Thus, by ancient usage,
Latin is made a necessary subject in certain schools. Then a
claim is put in for Greek as more interesting and equally
important. French and German demand admission, and put
forward claims which can hardly be overstated. The result is
that some boys in secondary schools attempt four languages, and
many attempt three. Then we usually find that no foreign
language, ancient or modern, is mastered to the point at which it
can be used in reading, writing, or conversation. Our wish to
be fair and consistent has landed us in an absurdity. The root
of the whole difficulty les in the fact that, while there are
perhaps fifteen or twenty branches of knowledge eminently fit
to be taught in school, no pupil can profitably undertake more
than five or six at atime. ...I wish that the head master or
head mistress might find courage and strength to require that
every subject admitted to the curriculum should come round
frequently, at least for two or three years, as nearly as may be
once a day, but we cannot be rigid in these matters.

The sciences taught in school may spoil one another’s chances
in the same way. Not a few schools are convinced that they
must have chemistry and physics because of their industrial
importance, hygiene because of its relation tu the health of the
community, physiology to make the hygiene intelligible. The
schoolboy is made to buy more sciences than he can pay for, and
his time is gone before ke reaps any of the advantages which are
so much desired.

Too Much anp Too Lone.

One inevitable result is that the school hours, including the
preparation of lessons, are nearly always too long. Another
result is that the schoolboy who is willing, but not very clever,
is often overworked. I have known many such cases myself, and
have also known cases in which excellent results have been
attained in a good deal less than the customary time. If we
could consent that our pupils should remain ignorant of many
useful things, if we could materially shorten the lessons of very
young pupils, and if we could bring the home lessons into much
smaller compass, I believe that the education which we offer
would really be more valuable.

NATURAL AND ARTIFICIAL EDUCATION.

If we had a pupil put into our hands for solitary instruction,
like the Emile of Rousseau, we should find it wise to begin by
studying him closely, and three things would particularly require
attention—his aptitudes, his inclinations, his opportunities. The
first two are self-explanatory, but the word “ opportunities ” may
present some difficulties. It includes. of course, opportunity of
learning, but the chief stress is to be laid upon opportunity
of exercise in after-life. This is the opportunity which stimu-
lates interest and rewards exertion. Moral character, intellectual
character, curiosity, love of knowledge, equipment for practical
life, and, so far as I can see, all considerations which ought to
govern the choice of a study, come under one or other of the
three requisites—aptitude, inclination, opportunity.

In school we have not so much solitary pupils as groups of
pupils to consider, and this compels us to accept compromises
which are familiar to every teacher. We have often to study the
wants of a school form as well as the wants of an individual.

Some writers have given to the education which considers first
of all aptitude, inclination, opportunity, the name of “ Natural
Education,’ while that which makes its choice of studies on
abstract or arbitrary grounds, with little reference to the needs
of the pupil, they call “ Artificial Education.” We may be
allowed to revive these terms for the sake of brevity. To me
they seem appropriate as well as convenient in practice.

The advocates of natural education. have sometimes reached
absurdity by pressing the claims of one of the three requisites to
the neglect of the rest. Tolstoy would make inclination supreme,

432

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

even in early education. He exemplifies Quick’s remark that
writers on the school course who are not schoolmasters are

HeEvristic Metuops.
Dr. Armstrong’s heuristic method is well known in this section.

almost all revolutionary. Others have attended too exclusively | He tells us that neither the name nor the thing is altogether new,

to the opportunity of future exercise. The old grammar schools,
thinking much of the future wants of the pupils who might wish
to enter the Church, often added Hebrew to the compulsory Latin
and Greek. Fortification was frequently taught to little boys.
When the Berlin Realschule was Founded: (1747) it offered, among
other things, instruction in the rearing of silkworms and the
discrimination of ninety kinds of leather.

Nothing, I think, gives us a clearer notion of what natural
education can accomplish under favourable circumstances than
foreign travel, which is a form of self-education prescribed by
grown-up people to themselves. Even the milder forms of com-
pulsion are wanting here; aptitude, inclination, and opportunity
are everything. The preparation, the actual journey, and the
recollections yield abundance of instruction to those who use
them well. For weeks before setting out the traveller will turn
over maps and conversation books, inquire about handy cameras
or collecting boxes, and study the country which he is about to
visit with an eagerness which he never felt before. The journey
itself, if only ube such a journey as an active mind will frame,
cannot but call forth many powers, physical, intellectual, and
moral, that are rarely exercised at home. The love of science,
the love of languages, the love of scenery, the love of adventure,
the love of society, the love of poetry, all get a new stimulus.
And the journey, already profitable in anticipation and in execu-
tion,is not exhausted when we return home. Our experiences in
unfamiliar countries vivify many a page of history and many
a scrap of useful knowledge which would have been otherwise
languidly remarked or passed by altogether.

Let us suppose that all is done, not by the traveller, but for
him, that routes are chosen, hotel bills paid, carriages and boats
hired, languages interpreted, information supplied, all without
effort on his part. In a few months he will barely remember
what places he has seen and what he has passed by. This may
remind us that natural education is only kept alive by doing.

Of course the grown-up person is not like a child, and there is
need of steady and impartial government, of drill, in short, if the
child is to take all the pains that are indispensably necessary in
school work. All our teaching cannot be recreative. Does not
this show, some of you will say, that your natural education is
inadequate, and that a sterner thing, which takes little or no
account of inclination, is demanded in school? I think not. I
think that inclination is a power that we ought to employ as
often and as far as we can. No doubt it 1s inadequate; our
very definition makes inclination only one of three requisites.
The child at school may usefully remind us that the opportunity
of future exercise in some cases becomes necessity, and will take
no denial. Nevertheless all three should be considered, and that
teacher will prosper best who lets none of them drop out of
sight. Do not forget, too, that inclination is the modifiable
requisite; we can stimulate, and even create it; we can also
fatally discourage it. It is only natural education, I still maintain,
which can count upon the energetic co-operation of the child.

On the other hand, if we ignore aptitude, inclination, and
opportunity—if we pour out information upon which the pupil
does no work, merely because we think it ought to be good for
him, then we have a dull, perhaps a sullen, mind to deal with,
which neither will nor can learn to good purpose. The example
for all time of artificial education is, or lately was, the setting of
every boy in every grammar school to learn Latin, if not Latin
and Greek.

Those who believe that natural education is at once the most
formative and the most productive, that it helps to build up body
and mind, that it encourages the acquisition of truly useful
knowledge, should attend to one point which often escapes notice.
Natural education demands leisure for the pupil. At the present
moment the leisure of the pupil has been reduced to a very small
amount indeed. We strive for efficiency, for good examination
results, for knowledge of useful things. The negligence of the
old race of schoolmasters, which winked at monstrous abuses
but allowed a certain independent school-life, has been replaced
by zeal and conscientiousness, which occupy every hour, and
sometimes treat independent occupations as mere idleness. Long
rambles, such as were the delight of my boyhood, when we used
to go miles in search of a wasp’s nest, are in certain modern
schools abolished by compulsory games. Some day or other
(the reform will not come in my time) we shall recognize that
the chief occupation of the young child should be spontaneous
natural play. ...

and the same may be said of nearly every educational expedient.
Promising schemes are proposed: tried perhaps on a small
scale, and dropped, often for lack of enterprise on the part of
the teachers, and years after some one discovers them again.
Dr. Armstrong tells us where he got the name and quotes a
ssage from Edmund Burke, which clearly describes the method.
Tt is now a good many years since I saw Mr. Heller give several
lessons on this plan in elementary schools in London, and was
then permanently convinced of the real value of the heuristic
method. I only wish that we had a score of such, each worked
out as carefully as Dr. Armstrong's model.
The method need not be confined to experimental science, nor to
science at all. I have attempted something of the same kind in
elementary biology. Why should not teachers of history carry out
a little historical research with the help of an upper form? Su
se that the subject chosen was English town and country life
in the sixteenth century. Harrison’s “ Description of England,”
Shakespeare’s plays, Walton’s “ Lives,” some of the modern
books which collect the testimony of foreign visitors during the
reigns of Elizabeth and James I., Spenser’s “ View of the State
of Ireland,” and Hume Brown’s “ Scotland before 1700” are, let
us suppose, accessible to the class. Useful materials from these
and any other sources might be arranged in a card-index. Co-
operation is eminently desirable, and a little club of pupils might
well make their index in common. Then the materials should
be treated in literary form, every detail of literary workmanship
receiving attention. I fully expect to be told that this plan has
actually been tried in some school or other. The historical
researches of the school may give opportunity for the use of
foreign languages, for map drawing, or for the handling of
statistical information. .. .
The advocates of learning by inquiry and learning by doing
will descend even into the nursery. What an opportunity is
afforded by toys !—an opportunity that those who purchase all
their children’s toys throw away. Surely every little girl ought
to be encouraged to make plausible dolls out of the rag-bag,
every little boy to make his own menagerie, his own boats and
whistles and sledges. Even the bought toy gives opportunity
for inquiry. Ask any child if he has noticed that the animals of
the Noah’s Ark are always thicker at one end, usually the hinder
end. There is a reason for this, and a curious reason, which the
child may be helped to discover.

MASTERY OF SOMETHING.

Let us indulge less than we do the passion of intellectual
avarice, if only because avarice blinds us to the relative values
of things. The old French anatomist Méry said of himself and
his colleagues that they were like the rag-pickers of Paris, who
knew every street and alley, but had no notion of what went on
in the houses. The accumulation of miscellaneous knowledge of
useful things — copious, inexact, inapplicable — may, like rag-
picking, leave us ignorant of the world in which we live. Let
us try to reach the inner life of something, great or small.
The truly useful knowledge is mastery. Mastery does not come
by listening while somebody explains; it is the reward of
effort. Effort, again, is inspired by interest and sense of duty.
Interest alone may tire too quickly; sense of duty alone may
grow formal and unintelligent. Mastery comes by attending
long to a particular thing—by inquiring, by looking hard at.
things, by handling and doing, by contriving and trying, by
forming good habits of work, and especially the habit of dis-
tinguishing between the things that signify and those that
do not.

It is too much to expect that mastery will often be attained in
school. School is but a preparation, not, I think, for promiscuous
learning, but for the business of life. The school will have done
its part if in favourable cases it has set a pattern which will
afterwards develop itself naturally and harmoniously.

SCIENCE IN SECONDARY SCHOOLS.

A Sub-Committee of the Committee on the Curricula of
Secondary Schools, consisting of Prof. R. A. Gregory (Chair-
man), Mr. W. D. Eggar, Mr. O. H. Latter, Mr. Hugh Richardson,
Mr. C. M. Stuart, and Mr. G. F. Daniell (Secretary) presented
their report of an inquiry into the sequence, of studies in the

Oct. 1, 1908.]

Science Curriculum. The following extract from the circular
letter will show the scope of the inquiry :—

The Sub-Committee charged to make inquiries about the best sequence
of scientific studies ın boys’ secondary schools (which for purposes of
this inquiry may be taken to mean schools other than public elementary
or technical institutions) recognize that the actual order in which scfence
subjects are taught depends upon a variety of circumstances. Such are
the type of school, local conditions, the future career of- pupils, external
examinations, and the personal preferences and qualifications of teachers.
_ But we suspect that there is a natural order of treatment which is
indicated by the mutual interdependence of the subjects, and to an even
more important degree by the brain development of the pupil. We
anticipate that, from the replies of experienced teachers, inspectors, and
examiners, we shall obtain trustworthy information on this question.

It seems of importance to specify the average age of the class in which
the work has been done ; to Jesoiibo the method of teaching, giving an
indication of the relative importance (a) of lectures, tutorial work,
laboratory work, and (b) of text-books used by the boys, dictated notes,
notes composed by the boys.

A series of specific questions—questions relating to the
sequence of studies in the science section of the curriculum of
boys’ schools—were submitted to the science masters and in-
spectors who were consulted. The results of the inquiry are
summarized, Following are the conclusions :—

OPINIONS AND RECOMMENDATIONS OF THE SuB-COMMITTBE.

(1) The organization of the studies of chemistry and physics,
and especially their correlation, shows marked improvement, both
in secondary day schools and in the “ sides ” of those large public
schools in which the science work is regarded as an important
part of the general intellectual training.

(2) The attention universally given to laboratory practice and
to the development in the boys of the powers of doing and
describing deserves nothing but praise. The considerable degree
of freedom given to teachers has clearly encouraged independent
experiment and thoughtful criticism as regards their work. The
resulting variety and elasticity in their methods is, in our judg-
ment, a good feature which we wish to preserve. As indicated
below, we desire to give greater freedom to teachers by modifica-
tion of the influence of examinations.

(3) We are in sympathy with the endeavour of the Public
Schools Science Masters’ Association to overcome the neglect of
science in preparatory schools. The boys should be made to feel
from the first that the study of science is an essential part of
their education. Both in the preparatory departments of day
schools and in preparatory schools some mensuration should be
included as part of the mathematical work. But an essential
pa of the preparatory course in science should be natural

istory (including some physical geography) and the rudiments
of physics. The real value of these studies depends upon training
in observation.

(4) No school course can be considered complete without at
least two years’ systematic practical work in science. We direct
the careful attention of head masters as well as science masters
to the problem of how, without overpressure, to make the study
of science an intellectually fruitful and stimulating part of the
work in higher secondary schools of those boys whose special
gifts are linguistic or literary. We think that the value of sound
scientific literature of a general character and of good lectures
well illustrated for older and intellectual boys is underrated.
Evolution, geology, electricity, optics, sound, human physiology,
and astronomy seem suitable subjects. The feeling that there
has been of late years a loss of popular interest in science is
shared by your Committee, who feel that we must look to the
schools to improve matters. While fully recognizing the im-
portance of quantitative methods, we feel that qualitative work
also deserves encouragement and respect. We wish to avoid
Producing the student described by Prof. J. J. Thomson
(Section A, Liverpool, 1896) in the words,“ he commences his
career by knowing how to measure or weigh every physical
quantity under the sun, but with little desire or enthusiasm to
have anything to do with them.”

(5) We are struck with the unanimity shown by our corre-
Spondents concerning the influence of external examinations
upon the teaching of science. This influence is found to be
harmful. The harm is produced partly by having to work along
the lines of too rigid a syllabus, but chiefly from the fact that
Science is intended to teach principles, while the examination asks
for details. A boy may have derived the full benefit from a
course of science lessons without remembering the experiments
therein ; for the examination, however, he has not to repeat these
experiments ; he has to memorize them, and to study how to re-

THE EDUCATIONAL TIMES.

433

produce what he remembers in the approved examination style.
Anything further from true scientific method could not possibly
be conceived. It has been suggested that the written and prac-
tical examination should be replaced by, or include, an oral
examination based upon the candidate’s own work as shown in
his notebooks, leading on to its application to other problems,
and the plan is worth trying; it is hoped that some examining
bodies may be induced to make some experiments in this direc-
tion. Working on the lines of a prescribed syllabus limits the
teacher’s initiative and discourages research methods. The
syllabus in nearly all cases prescribes too much for the majority
of schools, and, therefore, too much is attempted in the schools.
This prevents sufficient attention to the scientific method of in-
quiry. There are many branches of science, but one scientific
method. This consists in obtaining facts and ideas by experiment
or observation, classifying and comparing them, and discovering
a formula or principle to express them. All the school work in
science should be imbued with the aim of cultivating an appre-
ciation of and familiarity with scientific method. Examinations
will continue to impede this aim in so far as the school work is
forced to conform to the examination rather than vice versa.

(6) We desire a more extended recognition of geography as a
science subject in association with elementary geology. Rightly
taught by means of exercises, both in and out of school, geo-
graphy is capable of providing a training in scientific method,
of inspiring interest in natural phenomena, and of co-ordinating
work in many branches of science.

_ (7) We are of opinion that more attention may wisely be given
to the claims of biology in upper forms.

(8) We note with satisfaction that the necessary correlation
is observed as regards chemistry and physics. We find that
there is too little correlation of (a) mathematics with physics,
(b) chemistry with English composition, (c) Nature study with
art, (d) physics with workshop instruction, (e) geography with all
other branches, especially meteorology and Nature study. The
need for more correlation of mathematics and physics implies
the need for more co-operation between teachers of those sub-
jeets. We believe that he classification into mathematical sets
might be accepted by the scienee masters as the classification
for science sets also. It should be pointed out that much of
the work which has been done in the physical laboratory can
advantageously be transferred to the mathematical classes.
Mensuration, including the greater part of the work frequently
described as elementary physical measurements, should be part
of the mathematical teaching. The work in the physical labora-
tory should, even at the beginning, be of a truly experimental
character.

(9) We are impressed with the need of bringing all science
work into closer touch with everyday experience (see Prof.
Miers’s Address to the Public Schools Science Masters’ Associa-
tion, January, 1908, published in an abridged form in the School
World, March, 1908).

(10) We question the value of the stream of elementary text-
books continually poured forth. The multiplication of such
books is an saipediment rather than an aid to progress. On the
other hand, there is a need of inspiring and well written books
on scientific works and achievements. It is unwise to limit a
boy’s ideas in science to the narrow experience he can gain in a
laboratory or can hear in a classroom; such a course must in
many cases lead to distaste for science. What is wanted is a
scholarly literature of science.

(11) There are too few laboratory assistants in secondary
schools of all types; a most wasteful “economy.”

TRAINING FOR TEACHING.
By CHARLAS MACGREGOR.

No system of training will ever produce finished teachers ; but
every system should send forth students with some knowledge
of the principles and methods of teaching, and with so much
skill in practice as will bridge the gap between experience and
inexperience, and serve to lessen the difficulties of that first
period of responsible work which is often so profitless to the
pupils and painful to the teacher. The students should go forth
knowing what has been thought and done educationally in the
past, knowing the best that has been thought and done in the
present, aware that education is in process of evolution, and full
of the desire to contribute to its advance.

1. Sound knowledge is the first essential for teaching of the
right kind, and any satisfactory system must be based ona sound
general education, or must) provide for that. The ‘ordinary

434, THE EDUCATIONAL TIMES. [Oct. 1, 1908.

school subjects of English, science, mathematics, history, and| The two-year course is, in practice, a fairly crowded one of
geography should be restudied with more maturity of mind, on | 1,800 hours, one third of which are given up to professional
a higher intellectual plane, and in a more philosophical manner | work—education, psychology, hygiene, logic, ethics, methods,
than is possible in a secondary or preparatory school. Concen-|and teaching ; the other two-thirds are for “ culture subjects ”
tration of effort should also be aimed at, and the subjects not |—science, mathematics, &c. The regulations, however, permit
spread over the whole course, as in the Ecoles Normales, and | of the omission of any subject of general education from the
in some of the German Seminars and of our own colleges. curriculum. Of the time for professional work, about 250
2. The students must know not only the material they are to| hours are: allowed for the study of methods and practice im
work with, but. also the material they are to work upon. They | teaching.’ This period is devoted to lectures and discussions on
must go through a serious course of psychology, not introspective | methods, to demonstration and criticism lessons, and to properly
psychology only, but experimental psychology, and, above all, | supervised practice in the schools. It will be seen that the pro-
child study. With the study of the mind must proceed the| visions go a considerable way towards meeting the requirements
study of the body, and this also must be thoroughly practical, | set torth above.
under a competent medical officer. It might include a little

anthropometry. A third part of this division should include a
short course in ethics, helping the students to the better con- SALARIES AT BALE.
sideration of the problems of moral education. All this work (From the Neue Züricher Zeitung.)

—psychology, iene, ics— ses .
FS ls ee Oe ee ee apie cop Tue staff of the Gymnasium at Bale have addressed a printed
3. To the knowledge of the materials students are to use, and memorandum to the Education Department asking for a revision
the knowledge of the material they are to work on, must be| 0°! the system of salaries. They begin by pointing out—and that
added knowledge of the methods by which these are to be con- with perfect justice—that the existing system, basing salaries on
nected and skill in their use. This involves (a) history and | tbe number of hours during which each teacher is employed per
science of education ; (b) study of particular methods of teaching | Week, compels the masters at the Gymnasium to teach for more
school subjects; and (c) practice in teaching. Needless to say, |20urs weekly than are compatible with the really conscientious
these three must be correlated in the closest possible fashion. | Performance of their duties. The regulations presuppose that
Detachment is disastrous. the teachers in higher schools will, as a rule, teach for 27 to 28
(a) The history must be brought up to date and include the | hours weekly, those in middle schools for 30. The length of time
work of Parker and Dewey, as well as that of Herbart or |1S too great for a master in a Gymnasium, who is rightly expected
Rousseau. There should certainly be also a course of lectures on | t© remain in touch with the progress of knowledge. Thus he has
educational systems of other countries, and at least an introduc- | tO Choose between two alternatives, both equally prejudicial to
tion given to the valuable stores of material in the Board of Edu-|the school in which he is employed: either he must not take
full work, or he must give up any idea of further study or re-

cation Reports.
ž ds there should be a| search. The memorandum points out that the number of hours

(b) In connexion with the study of metho i À : Ms : :
special school at the Centre, where students may see methods and | required of a teacher in the Bale Gymnasium is considerably

experiments which they are not likely to see in the ordinary | 8teater than what is expected in similar schools in other
schools. (It is a misfortune that our City schools are not used to | Countries and in other cantons of Switzerland (Bale 26 to 30,

some extent for experimental purposes. Some blind experimenta- | France l5, Prussia 22, Zurich 20 to 22, Lucerne 20, &c.). In spite
tion goes on, but little conscious experiment towards a definite °f the proportionately low average of hours in the German Gym-
issue, and no systematic examination and comparison of results. | Pasiums, recognized medical and educational authorities have
Joint Committees of Head Masters, School Board, Training protested against the overworking of the teachers in the higher

Authorities, and of the local Inspectorate could do valuable work schools. In 1899 the Medical Congress at Munich formulated
| almost unanimously the following recommendation: “ To get rid

in this direction.) Each student should be accustomed to the’ ; :

idea of experiment in education, and each also should have to| of the prevalent overpressure of the teachers in the higher schools,
prepare a thesis requiring observational, if not experimental, die normal weekly work should be fixed at 16 to 18 hours at
work. e . . Se Nec ins T,

(c) An effective system of training, besides providing for such!, But the system of payment by time, still existing in Bale, but
school work as will give reality to the studies already mentioned, | 008 since abolished in other cantons and replaced by fixed
must allow for an adequate amount of practice in teaching. A salaries with a strictly limited number of hours, is incompatible
student may have an excellent knowledge of methods and yet with the reforms demanded by medical and educational experts 1n
make a poor use of them. the interest of the schools. The Bale system seems really im-

The period of training for non-University students should be | tended to secure the most complete exploitation of the teacher s

strength. Moreover, on purely educational grounds it is desir-

three years, and for University students four. The following is |
able to adopt the system preferred in other cantons, at any rate

an outline of a suitable arrangement of the professional work for; ee .
the non-University students. in schools in which specialists are employed even in the lower

First Year.—Psychology, experimental psychology and child. classes. For the necessity imposed by the Bale system of making
study = 100 hours; hygiene = 40 hours; ethics = 20 to 30 hours; | UP each teacher’s hours to a prescribed number often frustrates
two hours per week in the schools, chiefly for observational and | the best intentions of drawing up the time-table on sound edu-
experimental work correlated with these subjects. cational principles. Unity and consistency of method are essen-

Second Year.—History and science of education = 100 hours; tial conditions of success, especially in the lower classes. But,
methods, criticism, and demonstration lessons at the Centre| U2der the Bale system, with the different numbers of hours
= 60 hours; attendance at schools two hours per week during assigned to each subject in the several classes, it is often impos-
the winter and four during the summer =80 hours. At the; Sible for the teacher to move up with his class. Moreover, sub-
beginning of the summer should be given out the subject for a ordinate subjects, such as geography and history, must often be
thesis, to be handed in at the end of the following winter. utilized to make up the time-table of this or that teacher-

Third Year.—About six hours per week of teaching practice Hence arises & frequent change of teachers, involving great

difficulties both for them and for their pupils, and often prevent-

and at least a fortnight’s continuous teaching = 150 to 200)‘ ma Sash
hours; work on thesis and oral on same; special study for| 198 ce growth of a feeling of pleasure and satisfaction in the
work.

kindergarten, housewifery, or rural courses = 200 hours.

During the last two years great advance has been made in !=—=— ==>
Scotland in the provisions for the training of teachers. The i
country is divided into four provinces, with Centres at the four Pror. Boreman has resigned the Rectorship of St. Peters-

University towns. The gathering of students into these Centres | burg University as a protest against the policy of the
where they can have the best educational facilities has been| Minister of Education. It is also reported that the Council
rendered possible by the grant of use of the public schools for of Ministers has empowered the Minister of Public Instruc-
practice purposes, one of the most valuable features of the new | tion to forbid women to attend University lectures in future,
regime: Phere are courses of training Tor elementary: and but to permit those who have already received permission
for secondary-school teachers, as well as for teachers of special P i y T PE r

and whose transfer to higher educational institutions for

subjects (art, &c.). For the last two classes the period of train- ors ;
ing is one year; for the first class, two years if they are not| women is impossible, to complete their studies at Uni-

graduating, and three if they are. versities.

_ Oct. 1, 1908. ] THE EDUCATIONAL TIMES. 435

A SCHOOL ARITHMETIC.

By H. S. HALL, M.A., ax» F. H. STEVENS, M.A.

Complete, with Answers, 4s. 6d. ; without Answers, 3s. 6d. Or, in Two Parts—Part l., with Answers, 2s. 6d.;
without Answers, 2s. Part ll., with Answers, 2s. 6d. ; without Answers, 2s. Answers, 1s. KEY in Preparation.

This work follows closely the recommendations of the Mathematical Association.

A Modern Arithmetic with Graphic and Practicai Exercises.

By H. SYDNEY JONES, M.A. Parts I. and II., with or without Answers, 2s. 6d. each. Complete, with or without
Answers, 4s. 6d.

By 8. BARNARD, M.A., and J. M. CHILD, B.A., B.Sc.
A New Algebra. Volume I., containing Parts I., II., and II.” 2s. 6d.

Part I.—A generalized Arithmetic in which letters are employed to represent Natural Numbers and the idea of Algebraic Form is
introduced.

Parts II. and III.—Zero and Negative Numbers and Fractions are considered. These two new classes of numbers are defined so that
the expressions a—b and a/b may always have a meaning.

PRACTICAL ARITHMETIC AND MENSURATION. v»; r. casrzuz, m.1.m.B. 2.
MACMILLAN’S OROGRAPHICAL MAP OF EUROPE. pesgncity 3. B. proxrmsom,

H.A., and A.W. ANDEEBWS, M.A. Cloth, mounted on Rollers, 15s. ALSO NOTES TO SAME, limp oloth, ls.

INDEXING AND PRÉCIS WRITING, ™ & > P3AX, M.A., 7-82.48. Limp cloth, 25.61. KEY to same,
A LATIN READING BOOK. Gotham and other Stories.

By Bev. E. D. STONB, formerly Fellow of King’s College, Cambridge, and Assistant Master at Eton. Crown 8vo, ls. 6d.

SIEPMANN’S PRIMARY FRENCH SERIES. New Vor. Le Lac de Gers.

Par RODOLPHE TÖPFPBR. Adapted and edited by P. L. CARTER, M.A. Globe 8vo, limp cloth, 1s.
MACMILLAN & CO., Lro., ST. MARTIN’S STREET, LONDON, W.C.

THE EDUCATIONAL SUPPLY ASSOCIATION, Lro., “* “°*toxpox"°""™

SUPPLY EVERY SCHOOL REQUISITE,

PUBLISH AND SEND GRATIS AND POST FREE THE FOLLOWING CATALOQUES :—
CATALOGUE OF SCHOOL STATIONERY AND REQUISITES; CATALOGUE OF SCHOOL FURNITURE;
CATALOGUE OF SCHOOL TEXT-BOOKS; CATALOGUE OF REWARD BOOKS AND PRIZES;
CATALOGUE OF CHEMICAL APPARATUS, CHEMICALS, AND REAGENTS.

Requisites fer Geometrical Drawing.

THE EDUCATIONAL SUPPLY ASSOCIATION has prepared a series of Boxes of Mathematical Instruments suited to the new requirements
concerning Geometrical Drawing. The instruments are in all cases thoroughly reliable: they are manufactured expressly for the Association, some of
the articles being protected by patents. As no unnecessary useless articles are included, a serviceable box of instruments is supplied of a better
quality than would otherwise be possible and at a lower price than usually obtains for boxes of instruments of a similar quality.

BOXES OF MATHEMATICAL INSTRUMENTS.

The ‘“SCHOLARS’” Box of Instruments. 1s. per Box.
Cloth-covered box, containing Brass Pencil Compass to take any size pencil, Lead Pencil, two Set Squares, Six-inch Boxwood Rule, and

Protractor. .
The “PREPARATORY SOHOOLS” Box of Instruments. 1s. 4d. per Box.
Cloth-covered box, containing Patent Brass Pencil Compuss, Divider Point, Black Lead Pencil, Compass Pencil, two Set Squares, Brass
Semi-circular Protractor, Six-inch Rule marked centimetres, &c.
The “CAMBRIDGE” Box of Instruments. 1s. 9d. per Box.
Cloth-covered box, containing every instrument required by Students entering for the Cambridge Local Examinations in accordance with
the Official Schedule.

THE “SAFETY” MATHEMATICAL INSTRUMENTS (Patent).

The “SAFETY” Mathematical Instruments are provided with a bow head which can be detached and screwed over the steel
point, thus protecting it from injury and rendering it safe to carry the instrument in a satchel or in the pocket. One great advantage of
these instruments is that, if the protecting portion is lost, an ordinary compass still remains ; the compass takes a pencil of any size.

The “VIADUCT SAFETY” Pencil Compass ... pis si si vs 6s. 6d. per dozen.
The “VIADUCT SAFETY” Divider ie ae ve ees a .. 6s. 6d. per dozen.

RULED PAPER FOR MATHEMATICS.

The Ruled Paper supplied by the Educational Supply Association is noted for the quality of the paper and the accuracy of the rulings.
Papers with a great variety of rulings have been prepared—which are supplied either simply as paper or made upinto books.
' Samples and Particulars of these willi be forwarded on application,

—_—_—

436

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER, S.W.

Patrons—THE ARCHBISHOP OF CANTERBURY ;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
Secretary—W. N. NEALE, Esq.

[FOUNDED 1829.

THE ARCHBISHOP OF YORK.
Vice-President—THE LORD HARRIS.
Deputy-Chairman—SIR PAGET BOWMAN, Bast.

Actuary and Manager—FRANK B. WYATT, Esq,, F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND THEIR RELATIVES.
ALL PROFITS BELONG TO THE MEMBERS.

Accumulated Fund, £4,242,820.

Annual Income, £453,897.

Bonuses Distributed, £4,256,464.

LOW PREMIUMS.
LARGE BONUSES.

Notwithstanding the lowness of the
Premiums charged, the BONUSBS are
on an EXOBPTIONALLY HIGH SOALS.

Application is invited for the PRO-
SPHOTUS, and Leaflets explaining two
new Policies, with valuable Options.

1. WHOLE-LIFB CONVERTIBLE ASSURANOBS. Very Low
Premium — about one half the usual rate — during first ten
years.

2. PENSION POLIOIBS. Premiums returnable with compound interest in
case of death or surrender before persion age. Option to commute for

NEW AND SPHOIAL
POLIOIBS.

Assurances without profits, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
pr irrespective of any special qualification by relationship to the

ergy.

FOR THE LOCAL EXAMINATIONS.

NOW READY.

THE PRELIMINARY EDITION OF
CARTER’S SCRIPTURE MANUALS.

. ST. MATTHEW.

Crown 8vo. CLOTH, 18. NET.

Contains just what is wanted and no more. No difficult words.

All explanations simple.

PRELIMINARY GEOGRAPHY

Of ENGLAND AND WALES, SCOTLAND,
IRELAND, and INDIA, with an Introduction
on Physical Geography, Maps, Geographical
Terms, position and climate in reference to
Geography, &c., &c.

By A. G. HAYNES, B.A.
Crown 8vo. Crora, ls.

THE GEOGRAPHY OF INDIA may be had separately,
price Sd.

SPHOIMBN OF RATHS FOR £1,000, WITH PROFITS.

&1,000
Payable at

e 60
or earlier Death.

NoTE.—Under the Reduced Premium System (explained in Prospectus) four-
fifths only of these Premiums need be paid, the other one-fifth remaining a charge
to be repaid out of Bonus. Soi el

No Agents employed and no Oommission paid for the intro-
duotion of business, whereby £10,000 a year is saved to the
rs

Assurances can be effected by direct communication
with the Office,2&8 THEBE SAN OTUARY, WESTMINSTER, 8.W.

SHORT FRENCH EXAMINATION PAPERS (110).

Each containing Six Idiomatic Sentences to render into French.
Very useful for Oral Work. Second Edition. Price 2s. 6d., cloth.

** A very useful set of questions.” — Modern Language Quarterly.

“ We noticed at the time of its appearance this very useful collection of test papers,
and need only here add that the key is full and accurate save for some obvious mis-
prints and one or two slips that we have noticed.’’—Journal of Education.

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.,
late Head Master of the London International College, Isleworth.

THE PUBLIC SCHOOL SPELLING CARD.

Fiftieth Thousand. Price6da. 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 years), 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 Cambri
Loeals, the College of Preceptors, &c.

FRENCH ESSENTIALS AND FRENCH CONVERSATION SENTENCES.

Third Edition. Price 2s. cloth. By the same Author.

“ This short grammar is compiled by a master who knows his business, The tyre
is good, the arrangement , and there is nothing superfluous.” —Journal of
Education.

“ The sentences are a useful addition.”’— Bookman,

BOOKS BY ALL PUBLISHERS IN STOCK.

LARGE STOCK OF STATIONERY READY
FOR IMMEDIATE DESPATCH.

PROMPT EXECUTION OF ORDERS GUARANTEED.

RELFE BROTHERS, LTD., 6 CHARTERHOUSE BUILDINGS, ALDERSGATE, LONDON, E.C.

__ Oct. 1, 1908. ] THE EDUCATIONAL TIMES. 437

SELECT LIST

OF BOOKS FOR

SECONDARY SCHOOLS.

Text-Book of Geography. By G.C. Fry, M.Sc. 4s. 6d.

This book is intended for use in the npper forms of schools and by candidates for
the London University Matriculation, the Teacher's Certificate and Preliminary
Certificate, and other Examinations of similar standard. It deals with both general
and Regional Geography.

The Government of the United Kingdom,
ite Colonies and Dependencies. By A. E. HOGAN,
LL.D., B.A. 2s. 6d.

The treatment of the subject falls under the following headings :—Introduction
— Legislature — Executive — Judicial System — Local Government — Imperi
Government. Í
Elements of the Duties and Rights of Citizen-
-~ ship. By W. D. Aston. B.A., LL.B. Third Edition. 1s. 6d.

“ Might be well introduced as a text-book into the upper classes of secondary
schools.” — Guardian.

The School Arithmetic. An Edition of the Tutorial
Arithmetic for School use. By W. P. Workman, M.A., B.Sc.,
Head Master of Kingswood School, Bath. Second Edition. 8s. 6d.
Also in two Parts :—Part I., 2s. ; Part II., 2s.

“ The best arithmetic for schools on the market.” —Mathematical Gazette.

Geometry. Theoretical and Practical. By
W. P. Workman, M.A., B.Sc., and A. G. CRACKNELL, M.A., B.Sc.
Part I. Contains the matter of Euchd I., III. (1-84), IV. (1-9).
With or without Answers. 2s. 6d.
Parr II. Euclid II., III. (85-87), IV. (10-16), VI. 2s.
`- “One of the best bcoks on modern lines.” —Oxford Magazine.

Plant Biology. By Professor Cavers, D.Sc., F.L.S.,
A.R.C.S., Professor of Biology at the Hartley University College,
Southampton. 8s. 6d.

** The very best of the multitudinous works of this class that have passed through
our hands.”’— Guardian.

Life Histories of Common Plants. By Professor
F. Cavers, D.Sc., F.L.S., A.R.C.S. 3s.

An Introductory Course of Botany based on the Experimental and Observational
Study of Types.

The New Matriculation Heat; The New

Matriculation Light; The New Matriculation
Sound. By R. W. Srewart, D.Sc. 2s. 6d. each volume.
These volumes

provide a complete school course of co-ordinated theoretical and
practical work in Elementary Heat, Light, and Sound.

Magnetism and. Electricity, The School. By
R. H. June, M.A., D.Sc. 3s. 6d.

“ A useful text-book, that seems much sounder as regards fundamental conceptions
than most elementary works on electricity.” — Oxford Magazine.

An Introductory Course to Chemistry. By
H. W. Bavusor, M.A. 2s. 6d.
A text-book for beginners, written on modern lines.
The Matriculation English Course. By W. H.

Low, M.A., and Jonn Briaas, M.A., F.Z.S. 8s. 6d.

“ The matter is clearly arranged, concisely and intelligently put, and marked by
accurate scholarship and common sense.” — Guardian.

The Matriculation French Course.
WEEKLEY, M.A. Third Edition, Enlarged. 3s. 6d.
This book, though written primarily to meet the requirements of London Univer-

sity Matriculation Examination in French, is generally suitable as a school text-
k, and as such has met with a wide adoption.

By Ernest

The Tutorial Latin Grammar. By B. J. Hayes,
M.A., and W. F. Masom, M.A. Fourth Edition. 8s. 6d.

“It is accurate and full without being overloaded with detail, and varieties of type
are used with such effect as to minimize the work of the learner.”"—Schoolmaster.

University Tutorial Press, L.,
W. B. CLIVE, 157 Drury Lane, London, W.C.

ADVERTISEMENT SCALE.

” » an s

uarter » 110 O sss
Bor inch in road column (half width of page) ... O 7 0
Narrow Column (one-third page) ..........ss-cesseccsss 20 0

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &e.),
3s. 6d. for 6 lines, or 4s. 6d. the inch. SO 4 ee
. SituationsVacant and Wanted—30 words or un each additional
PP or Le extra, Re lies may be addressed to the Publishing Office, and will
be forwarded post tree.)

—

CURRENT HVENTS.

AT the meeting of members of the College
of Preceptors on October 23, Prof. J. Adams
will read a paper on “ The Teacher’s Imper-

fections : How to deal with them.”
*

Fixtures.

On October 1 Prof. Adams will deliver at the College of
Preceptors the first of a course twelve lectures to teachers
on “ The Practical Teacher's Problems.” The lectures will

be given on successive Thursday evenings.
© +%

*
MLLE. A. M. Gacuer will address the Société Nationale
des Professeurs de Français en Angleterre on “ La Femme
Poète,” at the College of Preceptors, on October 31, at 4 p.m.
+ #8
* e
Tue General Meeting of the Classical Association will be

held at Birmingham on October 8-10.

* +
&

Tue Board of Education Library is closed for the purpose
of removal to the new building in Charles Street, White-
hall, and will not reopen until October 15.

In connexion with the meeting of the British
Association the University of Dublin conferred
the following honorary degrees :—

D.Sc. : Mr. Francis Darwin, F.R.S. ; Sir David Gill, K.C.B., F.R.S. ;
Dr. William Napier Shaw, F.R.S.; Captain Henry George Lyons,
F.R.S.; Prof. Horace Lamb, F.R.S. ; Prof. Charles Scott Sherrin n,
F.R.S.; Prof. Ernest Rutherford, F.R.S. ; Prof. Archibald Byron
Macallum, F.R.S.; Dr. Albert Kossel; and Dr. Ambrose Arnold

William Hubrecht.
M.D. : Sir Thomas Lauder Brunton, Bart., F.R.S.

LL.D. : Sir James Augustus Henry Murray.

Mr. Nor MiLLar, of Cleve, Chairman of Perth School
Board, the Rev. Dr. John Smith, Chairman of Govan School
Board, and Lord Newlands (“ whose recent benefactions to
the University of Glasgow merit the gratitude of the whole
profession”) have been elected honorary Fellows of the
Educational Institute of Scotland.

Honours.

*

Tue Russian Minister of Public Instruction has announced
that official sanction will not be accorded to any of the
Russian Universities to grant honorary degrees to Count
Tolstoy.

Sır Joun Howper has presented to the
University of Birmingham a stained glass
window for the Great Hall, illustrating
various branches of University work. The cost is about

£1,000.

Endowments and
Benefactions.

Dr. Henry Juran Hunter has left some £14,000 to

Sheffield University.

438 THE EDUCATIONAL TIMES. [Oct. 1, 1908.

Mr. K. V. Prum, M.A. Oxon., assistant master at Epsom |
College, has been appointed Head Master of Skipton Gram-
mar School.

Mr. Rospert Forsytu Scott, M.A., Fellow
Appointments . and Senior Bursar, has been elected Master,

and Vacancies. of St. John’s College, Cambridge, in suc-

* +
*

Mr. C. H. Hirst Waker, M.A. Oxon., F.C.S., Head Master
of Oldbury Secondary School, has been appointed Principal
of the new Secondary School, Whitehaven.

cession to the late Dr. Taylor.

Tue Rev. E. W. Watson, M.A., Professor of Ecclesiastical
History in King’s College, London, and Rector of Sutton
(Bedfordshire), has been appointed Regius Professor of
Ecclesiastical History in the University of Oxford. (The
appointment is understood to have been declined by Canon
Hensley Henson.)

Mr. Jous Henperson Stewart, M.A., B.Sc., Science Master,
Bathgate Academy, has been appointed Senior Science Mas-
ter at Peterhead Academy.

Tue Chair of English Literature in the University of Bir-
mingham is vacant through the lamented death of Prof. J.
Churton Collins.

Etas: A{moxNG the forthcoming publications of the
aiid Oxford University Press we note “ The Renais-
*,* sance and the Reformation,” by E. M. Tanner;

Prov. D. J. HamıLtoN has resigned the Erasmus Wilson | ® revised text of Aristotle’s “ Poetics ” (with critical intro-

Chair of h . . , ‘ch he has| duction, English translation, and commentary), by Prof.
ee PEJ th Aberdeen: Miniversity,. wich ne. Das Bywater; “The Moral System of Dante's ‘Inferno,’” by

W. H. V. Reade ; and fresh additions to numerous valuable
series. In the Student’s Series of Historical and Compara-
tive Grammars, a “ Comparative Greek Grammar,” by Prof.
Joseph Wright, is next on the list.

Tue Caxton Publishing Company announce a comprehen-
sive work, “ The Book of Nature Study,” in six volumes,
written by well known authorities and edited by Prof. J.
Bretland Farmer, D.Sc., F.R.S., of the Royal College of
Science, London. The aim is to give detailed and systematic
guidance to parents and teachers in introducing children to
the study of Nature. Technical language is avoided as far
as possible. The work is elaborately illustrated, and will
contain a series of folding models showing internal struc-
tures, &c.

Mr. Percy T. Herrixe, M.D., assistant in the Physiology
Department of Edinburgh University, has been appointed
to the new Chandos Chair of Physiology in the United
College, St. Andrews. :

+ *
*

Dr. Hucu MARSHALL, Lecturer in Chemistry, Mineralogy,
and Crystallography in Edinburgh University, has been
appointed Professor of Chemistry in University College,
Dundee.

* *
*

In Queen’s University, Kingston (Ontario), the Rev.
Ernest F. Scott, M.A. Glas., B.A. Oxon., of the South U.F.
Church, Prestwick, has been appointed Professor of Church
History; and Mr. Archibald Young Campbell, of St. John’s
College, Cambridge, Assistant Professor of Classics.

Mr. A. H. Mackenztzt, M.A. Aberd., has been appointed
Professor of Science and Manual Training at the Training
College for Secondary Teachers at Allahabad.

Tue Rev. W. Lower Carter has been appointed Lecturer
in Geology in the East London College.

+ *

*
Mr. Aurren W. Giss, M.A., D.Sc. Aberd., has been ap-
pointed Lecturer in Geology in Aberdeen University.

Tue Rev. WiuLovensByY C. Auten, M.A., Exeter College,
Oxford, has been appointed Principal of the Church of Eng-
land Theological College, Manchester,

* +
*

Tue Rev. A. W. Parry, B.A., B.Sc., Principal of Exeter
Training College, has been appointed Principal of the South
Wales Training College.

AN English translation of the studies and notes appended
to the French edition of the first volume of Stubbs’s “ Con-
stitutional History,” by M. Petit-Dutaillis, Rector of the
University of Grenoble, has just been published by the Man-
chester University Press.

* +
*

THE Walter Scott Publishing Company is issuing an illus-
trated edition of Wilson’s “ Tales of the Borders” in twenty-
four ls. pocket volumes, and a new edition of Ibsen's works
in six volumes, edited by William Archer.. Interesting ad-
ditions to various popular series are also promised.

CO a

THe Board of Education are prepared to
General. receive applications both from men and women
who either are, or are qualified to become,
secondary-school teachers and who desire to obtain em-
ployment for at least a year in Prussia as assistants in
secondary schools. Similarly, the Board will receive
annually from the Prussian Kultus Ministerium lists of
candidates recommended for appointment to secondary
schools in England. Full particulars and forms of applica-
tion from the Director of Special Inquiries and Reports, the

Board of Education, Whitehall, London.

*. #
*

Mr. Ernest B. Luptam, M.Sc. Vict., Science Master, Ack-
worth School, Pontefract, has been appointed Science Master
in charge of the Chemistry Department at Clifton College,

EER CCE HOD One atone We onenstone TS Tue buildings at Eton College constituting the memorial

a” of Old Etonians that fell in the South African war are now
Mr. F. W. Rocers, M.A. Dub., has resigned the Head|completed. The original estimate of the cost was some
Mastership of Chelmsford Grammar School. £40,C00. The work is in Renaissance style.
E * o

* *

Mr. G. Aimer RresseLL, M.A., B.Sc., Rector of Peterhead) A Cuarr of Irish History has been founded in the Uni-

Academy, has been appointed Rector of Paisley Grammar, versity of Notre Dame—the largest Catholic educational
School, in succession to Mr. James Stirling, retired. institution in the United States.

Oct. 1, 1908. ] THE EDUCATIONAL TIMES. 439

CLASS LISTS

OF CANDIDATES WHO HAVE PASSED THE CERTIFICATE EXAMINATION OF
THE COLLEGE OF PRECEPTORS.—JULY, 1908.

LIST OF SUCCESSFUL CANDIDATES AT COLONIAL CENTRES.

N.B.—The small italic letters denote that the Candidate to whose name they are attached was distinguished in the following subjects respectively :—
a. = Arithmetic. | d. = Drawing. | J. = French. | ge. = German. h. = History.
al. = Algebra. e. = English. g. = Geography. gr. = Greek. l. = Latin.
s. = Scripture.

The small figures and ? prefized to names in the Second and Third Class Lists denote that the Candidates were entered for the First and Second Classes respectively.

[Bracketing of names denotes equality. |

BOYS.

First Crass (oR SENIOR].—Pass Division. Kelly,H. x Queen’s T Nassau, Panamas ( DCE gi The Middle S., deoreetow p ae
A Bethel C.P. Queen’s ., Nassau, Bahamas mme .G. d. ei-hai-wet S.
ESTA: Si Shes ea R REAR panamai Newman, W.P. Private tuition Selman,O.C. a.
aca a BESS aS ase Ihen St. Joseph’s Inter. S., Georgetown, B. Guiana
Ssconp Ciass [or Junion].—-Honours Division. THIRD Ciass.—Honours DIVISION. sae re ee Wesleyan 8., Georgetown, B. Guiana
Surrey,M.P. s/f.gr. Private tuition | Bowling, R.A.J. s.e.h.g.a. Ryle, V. L. V. a. ;
Walker,C.C. d. Wei-hai-wei S. The Middle S., Georgetown, B. Guiana St. Joseph's Inter. S., Georgetown, B. Guiana
Samarasinghe, W. al. Private tuition Dinsdale,G. K. e.a.d. Wei-hai-wei 8. Munsie, E.W. 3. Wei-hai-wei S.
Deutroin,C.F. al fil. Private tuition Dening, B.C. e.a.al.ge. Wei-hai-wei S. Yhap,S. a The Middle S., Georgetown, B. Guiana
Dinsdale, F.A. g. Wei-hai-wei S.. Wonyg,R.A. s.e.a. The Middle S., Georgetown, B. Guiana Todd,J.F. The Middle S., Georgetown, B. Guiana
Nicholas,C.J.S. a.al. Private tuition Cee ad. Wei-hai-wei S. Christiani, J.L.
Sumimers, J.F. al. Wei-hai-wei 8. are ae eae h's Inter. S., era A ahaha B Sune
ightbourn,C.H. d. Queen's Coll., Nassau, Bahamas:
Srconp Crass [on Junior}.—Pasa Division. THIRD CLass.—Pass Division 00,J.T. The Middle S., Georgetown, B. Guiana
1Earl, H. Private tuition ' j Babb,V.H.a. The Middle S., Georgetown, B. Guiana
Nagamuttu,C. Private tuition 3Newsam, H.A. 3Sears, R.R. Queen’s Coll, Nassau, Bahamas.
Sandiford,S. St. Joseph's Inter.S., Georgetown, B.Guiana St. Joseph's Inter. S., Georgetown, B. Guiana Hughes, D.J. Wei-hai-wei S.
De Silva,G.P. Private tuition 3Sears, E. De W. Queen's Coll., Nassau, Bahainas £ umbo, E.T. Bishop Crowther Memorial S., Abonema
(Seona meny E City Coll., Colombo 3Brito, A.L. E.J. Private tuition | (Stoby, P.9. St. Joseph's Inter. S.,Georgetown, B. Guiana
Samarasinha, L. P. Private tuition Ammon, J. D'Rhune s.a. D'Andrade,C.F.
Vanderzeil, T.C. Private tuition Werk-en-Rust Wesleyan S., Georgetown, B. Guiana St. Joseph's Inter. S., Georgetown, B. Guiana
Zubair,C.M.M. Private tuition 2Phillips, H. The Middle 8., Georgetown, B. Guiana Jack, A. H. Wei-hai-wei S.
Puvirayesinghe,S.J. Private tuition Mansfield, J.G. a. Wei-hai-wei S. Sylvester, EB. L. a.
1Andries,G. E. Private tuition Williams, D.H. a. Werk-en-Rust Wesleyan 8., Georgetown, B. Guiana
De Silva,S. Private tuition | St. Joseph’s Inter. 8., Georgetovw:n, B. Guiana D'Andrade,J.R.
Rae,F.R. Queen’s Coll., Nassau, Bahamas ; Jones,F.S.C. e. Wei-hai-wei S. St. Joseph's Inter. S., Georgetown, B. Guiana
Seconp Crass [or Jounior].—Pass Division. n Peoi or ae cee Porem: $. vsi aos Coll., Nassau, eee
' ; enrey,V. e.d. St. Ursula's Coll., Krugersdorp ummings,C, rsuline Conv., Georgetown, B. Guiana
para Be ee Gero Caine Ogle,C. a. Ursuline Conv., Georgetown, B. Guiana | Higgs,G.S. Queen's Coll., Nassau, Bahamas
a Saar ea gece EREE pe ee Ee i St. Haue High te Petey Bahainas Lyons, R. st. Ursula’s Coll., Krugersdorp:
3Johnson, H.M. ueen’s Coll., Nassau, Bahamas Habbard,C. e.a. Private tuition
TuiRD CLass.—Pass Division. Dollar, H. e. St. Ursula's Coll., Krugersdorp | (Fernando,S. A, Private tuition
*Sweeting,R. al.d. Queen's Coll., Nassau, Bahamas Fey, F.M. Conv. of Mercy, Charlestown, B. Guiana Franker,F.V,
Bowe, L.E.O. Queen's Coll., Nassau, Bahamas Fernandes, A. a. Conv. of Mercy, Charlestown, B. Guiana | L Werk-en-Rust Wesleyan S., Georgetown, B. Guiang
Callender, A. Ursuline Conv., Georgetown, B. Guiana Brown,A.L. Queen's Coll., Nassau, Bahamas Raeburn, M. e. St. Ursula’s Coll., Krugersdorp
Albury, M.A. Queen's Coll, Nassau, Bahainas Ross, M. Conv. of Mercy, Charlestown, B. Guiana

(ancen E: e.a. Ursuline Conv., Georgetown, B. Gniana
ills,O. a. Ursuline Conv., Georgetown, B. Guiana Thoinpson, D.A. Queen's Coll., Nassau, Bahamas Brown, M.A. Queen’s Coll., Nassan, Bahamas

LOWER FORMS EXAMINATION.— PASS LIST.
BOYS.

Asbhurst,L.N. The Middle S., Georgetown, B. Guiana ' Da Silva,A.A.M. The Middle S., Georgetown, B. Guiana | Melville, A.L. The Middle S., Georgetown, B. Guiana

Briggs, H.I. Bishop Crowther Memorial S., Abonema | Downer, L.A. The Middle S., Georgetown, B. Guiana | Melville, D.L. The Middle S., Georgetown, B. Guiana
Brown, F. W.O. Queen's Coll., Nassau, Bahamas | Farnum, B. L. The Middle S., Georgetown, B. Guiana | Miller, A.C. St. Joseph’s lnter. S., Georgetown, B. Guiana
Chan-A-Chung,R. The Middle S., Georgetown, B. Guiana | Fraser, W.L. The Middle S., Georgetown, B. Guiana | Pestava,V. St. Stanislaus Coll., Georgetown, B. Guiana.
Cheong, A.A. The Middle S., Georgetown, B. Guiana | Gaspar, J.de S. St. Stanislaus Coll., Georgetown, B. Guiana | Reece, B.St. A. St. Stanisiaus Coll., Georgetown, B. Guiana
Clarke, E.A. The Middle S., Georgetowr, B. Guiana | Gonsalves, J.de C. Sealy,C. E. The Middie S., Georgetown, B. Guiana
Clutsam, K.H.McC. Queen's Coll., Nassau, Bahamas | St. Stanislaus Coll., Georgetown, B. Guiana | Small,S.A.C.
Cole,G.M. Queen's Coll., Nassau, Bahamas | Hill,A.C.H.D. Wei-hai-wei S. St. Joseph’s Inter. S., Georgetown, B. Guiana
Crom pton,J.L. Wei-hai-wei 8. | Hing, R.C. The Middle S., Georgetown, B. Guiana | Walrond, A.C. St. Stanislaus Coll., Georgetown, B. Guiana
Cyrus,E. St. Joseph’s Inter. S., Georgetown, B. Guiana | Lammert,R.D. Wei-hai-wei S. | Wiltshire,F.H.R. The Middle S., Georgetown, B. Guiana
Archer, E. A. The Middle S., Georgetcwn, B. Guiana Evertz,E.H. Conv. of Mercy, Charlestown, B. Guiana | Menendez, E.L. Queen’s Coll., Nassau, Bahamas
Brink : Wei-hai-wei S. | Faria, H. Ursuline Conv., Georgetown, B. Guiana | Palmer, D. St. Ursula’s Coll., Krugersdorp
pa B. St. Ursula’s Coll., Krugersdorp | Goveia,O. Ursuline Conv., Georgetown, B. Guiana | Payne, M. Ursuline Conv., Georgetown, B. Guiana
Chek. St. Ursula's Coll., Krugersdorp Heurey,I. St. Ursula’s Coll., Krugersdorp | Player,T. St. Ursula's College, Krugersdorp
Chase, L.M. The Middle S., Georgetown, B. Guiana | Hill, N. E.F. The Middle S., Georgetown, B. Guiana | Pritchard, A.M. Queen's College, Nassau, Bahamas
‘Oristiaini,E.G. Conv. of Mercy, Charlestown, B. Guiana | Jellicoe, D.E. V. Queen’s Coll., Nassau, Bahamas | Proctor,I. Ursuline Convent, Georgetown, B. Guiana
Cute H. Ursuline Conv., Georgetown, B. Guiana Kelly,G.M. Queen’s Coll., Nassau, Bahamas | White, A.R. Cony. of Mercy, Charlestown, B. Guiana
tting, A. Ursuline Conv., Georgetown, B. Guiana. Lewis, H. Ursuline Conv., Georgetown, B. Guiana | Whyte, A.M.J. Conv. of Mercy, Charlestown, B. Guiana

de Freitas, U. Conv. of Mercy, Charlestown, B. Guiana! Melville,P. St. Ursula’s Coll., Krugersdorp

440

THE EDUCATIONAL TIMES.

(Oct. 1, 1908.

COLLEGE OF PRECEPTORS.

PROFESSIONAL PRELIMINARY EXAMINATION—PASS LIST.
SEPTEMBER, 1908.

THE Supplementary Examination by the College of Preceptors
for Certificates was held on the 8th, 9th, and 10th of September
in London, and at five other local centres—viz., Birmingham,
Bristol, Leeds, Liverpool, and Manchester.: The following can-
didates obtained Certificates :—

First Class [or Senior].
Pass Division.
Gillett, S. H. Packman, C. W.G. V.
Hills, W. A. S. Wedgwood, G.

Second Class [or Junior].

Honours Division.
Penman, Miss J.e.h.g.f.l. van Geyzel, L. E. g.
Samuel, J. T. ch. Whitten, M.G. a.al.f.ge.

Pass Division.

Barton, M. H.
Benson, F.

Kenyon, J. H. 8. h.
Peak, N. a.

Austin, W. A. a. Garry, E. W. a. Ord, G. g.

Bann, W. W. Griffiths, A. E. Parker, C. a.
Bates, R. N.a. Hands, P. T. Pearse, H. E. a.
Blake, P. a. Heddy, W. R. H. a. Pearson, M.
Bleakley, A. D. Hollis, H. F. Phillips, P. F. G.
Boucher, H. M. Horsley, L. Price, H. P.
Breese, M. C. a. Jenkins, R. E. Richards, L. P.
Buck, E. Jennings, E. A. Rowbotham, E. 8. a.
Buckley, H. H. Judge, E. W. Stevens, S.

Buer, W. B. Kemp, J. W. h.a. Stewart, W. A.
Cockcroft, W. L. Kersh, M. E. Stokes, G. A.
Cole, A. H. a. Kettlewell, N. H.a. Tayler, H. F.
Cook, Miss J. M. King, J. H. a. Townshend, O. B.
Crossley-Meates, B. Klosz, R. L. Tydeman, B. V.
Cutting, J. A. W.a. Millett, H. Wallace, P. A. a.
Davenport, T. Moore, R. H. Ward, E.

Davies, W. Mulliner, N. Welton, F. E.
Deane, G. S. Mullins, G. E. Williams, H. B.
Elphick, S. E. Neal, F. J. a. Woodcook, E. C.
Fisher, A. L. W. Neal, J. Woods, R. S.
Fraser, A. L. Nicholson, R.

N.B.—The small italic letters denote that the candidate to whose name they are
attached was distinguished in the following subjects respectively :—

a. = Arithmetic g. = Geography.

al. = Algebra. ge. = German.
ch. = Chemistry. h. = History.
e. = English. i. = Latin.

THE COLLEGE OF PRECEPTORS,

MEETING OF THE COUNCIL.

A MEETING of the Council was held at the College, Bloomsbury
Square, on September 19. Present: Mr. E. A. Butler, Vice-
President, in the chair; Prof. Adamson, Dr. Armitage-Smith,
Mr. Baumann, Rev. J. B. Blomfield, Rev. A. W. Boulden, Mr.
Brown, Mr. J. L. Butler, Mr. Hawe, Rev. R. Lee, Mr. Millar-
Inglis, Dr. Morgan, Mr. Pinches, Mr. Rushbrooke, and Mr.
Vincent.

The minutes of the last meeting were read and confirmed.

The Secretary reported that the Summer Examination for
‘Diplomas had been held on August 31 to September 4, and had
‘been attended by 343 candidates. The Professional Preliminary
Examination had been held on September 8 to 10, and had been
-attended by 204 candidates.

He reported that the Local Examinations conducted by the
‘College on behalf of the Newfoundland Council of Higher
Education had been held at 100 centres in June last, and the
‘class lists of the successful candidates, together with the
‘examiners’ reports on their work, had been sent out to the New-
foundland authorities on the 22nd of August. The total number
-of candidates examined in the four grades was 2,297.

A proposal made by the Council of the Law Society, for a
‘common form of certificate to be supplied by examining bodies
whose certificates are accepted in lieu of the Law Preliminary
Examination, was referred to the Examination Committee for
consideration.

The report of the Finance Committee was adopted.

lt was resolved that the name of a member of the College,
against whom a conviction had been recorded in a criminal
court, should be removed from the Members’ List, in accordance
with Sect. I. cl. 8 of the By-Laws.

Mr. C. Pendlebury, M.A., 40 Glazbury Road, West Kensington,
was elected a member of the Council.
The following persons were elected members of the College :—
Mr. G. H. Green, L.C.P., 83 Seymour Road, Harringay, N.
Mrs. D. M. Hogben, Ivydene Hall, Great Malvern.

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

By the AGENT-GENERAL FOR New Sorru WaLkEs.—Annual Report of the
Department of Mines, New South Wales, 1907.

y DR. A. E. C. DICKINSON.—Beazley’s Dawn of Modern Geography, Vol. II. ;
Labande’s Un Diplomate Francais à la Cour de Catherine II. (2 vols.) ; Maspéro’s

Dawn of Civilization (Egypt and Chaldea), and the Passing of the Empires
(850 B.C.-330 B.C.).

By SIR WILLIAM MATHER.—Humbersone’s Short History of National Education
in Great Britain and Ireland.

By G. BELL & Sons.—Ashton's Intermediate Grammar; Baker and Bourne’s
Elementary Mensuration.

By A. & C. BLack.—Reynolds’ Asia (Regional Geography).

By BLACKIE & Son.—Blackie’s Elementary Modern Algebra, Part III. ; Clark's
Laboulaye’s Yvon et Finette.

By HACHETTE & Co.—Bué’s Graduated French Composition ; Ceppi’s French
Lessons on the Direct Method (Intermediate Course); Paillardon’s Vie par

rI
ie NGMANS & Co.—Report on Moral Instruction and Training in Schools

vols. ).

By METHUEN & Co.—Chottin’s Remy le Chevrier; Evans’s La Bataille de
Waterloo; Hett’s Short History of Greece; Lydon’s Preliminary Geometry.

By the OXFORD UNIVERSITY PREss.—Smith’s Bouét-Willaumez’s Batailles de
Terre et de Mer.

By RIVINGTONS.—Pardoe's Transitional French Reader.

By the UNIVERSITY OF LONDON.—The Libraries of London.

Calendars of Glasgow University; University of Manitoba; University College,
Pristol; St. Andrews University; The London School of Economics and Political

ience.

INTERNATIONAL MORAL EDUCATION CONGRESS.
PRESIDENTIAL ADDRESS.
By Prof. M. E. SADLER.

THE ScuooL COMMUNITY.

Ir may be convenient if I attempt to sketch in outline the plan
which has been prepared by the Committee for our discussions
during the Congress. We begin by considering the ethical aims
of a school, elementary or secondary; day school or boarding
school; for boys alone or for girls alone; or for boys and girls
together. We propose to examine the means which each kind
of school can command in its task of helping in the formation of
character, and to review the limitations under which the work
of each is, necessarily or unnecessarily, at present done. It will
be observed, therefore, that the programme takes the school
community, not the individual pupil, as the unit for our first
consideration. This is significant of the educational thought of
our time. In an age which throbs with individualism and which
is possessed by an intense desire for self-realization and for full
personal development, our wisest educators see that there is a
moral influence ot great value in the responsibilities and col-
lective duties imposed upon its individual members by a school
community which is morally healthy, wisely organized, largely
self-governing, and not too closely watched. It is fitting that
an educational congress held in England emphasis should thus
be placed upon the school community. For it was in England
that nearly eighty years ago, at a time when the spirit of indi-
vidualism threatened to become too self-assertive through the
stir of industrial and commercial life which resulted from the
development of the factory system and our rapidly extending
trade, Thomas Arnold of Rugby and his contemporaries (for
in this great work Arnold stood most conspicuous but not
alone) developed the restraining and moralizing power of self-
government ip a school community, set among surroundings
which appeal to the imagination, which cultivate the sense of
beauty, and which inspire loyalty to what was noble and self-
sacrificing in the past. The idea of the school community is a
medieval idea touched by the modern spirit. England, the
pioneer of new developments of the factory system, is of all
countries one of the most conservative in the continuity of her
educational tradition. Thomas Arnold’s name we honour to-day
as the man who first impressed upon modern educational thought
the value of the school community as a factor in moral training
and in the formation of character. But Arnold was a Wyke-
hamist and an Oxonian. At Winchester and at Oxford he had
learnt the moral power of collegiate life. And the magical in-
fluence of Winchester and of Oxford, and of other great institu-
tions of similar lineage and like antiquity, is in part due to the
fact that there, as in some other English institutions, there still
is preserved much that was best in the;tradition_of the Middle
A ges.

.

Oct. 1, 1908.

Factors in Corporate School Life.

Regarding, therefore, the corporate life of the school as being
of especial importance, we pass on to the next discussion on the
rogramme a the Congress—namely, to the analysis of the
actors which make this corporate life most potent for good in
its influence upon character. Of capital importance in this con-
nexion is the personality of the teacher. The power, the secret
sources, of personality are difficult to analyse. But itis akindling
ray of sympathy and insight that enables personality to transmit
its power. And with this must go the power of example and, in
APPa E to the confidence of young people, the half instinctive
choice of right methods of approach. A country which desires
for itself an inspiring and invigorating education will, if it allow
itself to be guided by unmistakable evidence, do wisely to attach
very high importance to the human element in its educational
organization. It will not be niggardly of human influence, how-
ever generous it may be with bricks and mortar. It will not
choose its teachers by intellectual tests alone. It will attach an
even greater value to pastoral instinct and to the spirit of self-
sacrifice than to the possession of a brilliant University degree.
It will not allow its teaching staff to be masculine in the wrong
places, or get too overwhelmingly feminine in others. It will
enable its teachers to know their pupils one by one, at home as
well as at school, and to have regard to their individual needs.
It will see that the teacher receives exact and careful preparation
for his future duties, and is enabled and encouraged to go on
learning how to fulfil them with deeper insight and with ripe ex-
perience illuminated by study and reflection. And, if it is wise,
the community will not allow anxious fears for the future, and
the dread of want or dependence in old age to harass the
teacher's mind and to darken the cheerfulness of a happy and
unselfish disposition.

A second factor in the corporate life of the school, to the dis-
cussion of which the Congress will next proceed, is the intellectual
and moral influence of a well-chosen course of study directed
by teachers who thoroughly know their subject and who are
determined that their pupils should understand what they learn
and (even though it be but a little) learn it well.

A third factor in the corporate life of a school, and con-
sequently next to be discussed at the Congress, is the organiza-
tion of those duties and recreations which teach young people,
through having responsibilities, to rise to the height of the
graver responsibilities which await them in later years. This
side of school organization must be determined, in large measure,
by sensible medical advice. In the moral tone of a school a
great deal depends upon open windows, sunlight, wise diet, easy
clothing, cold water, and plenty of sleep. Experience also shows
that school life may be kept fresh and wholesome by well chosen
organized school games, provided that games are not allowed to
dominate the situation and to become the one fount of honour
among the young. There is also strong reason for thinking
that the moral and character-forming influences of a schoo} are
strengthened by making constructive, practical work—‘“ real
work,” as boys call it, work done for the needs of the com-
munity in a spirit of thoroughness, of science, and of service—a
very much more important part of school training than the
sedentary traditions of the Revival of Learning have so far
allowed. We have all, I venture to submit, much to learn from
the experience of the best industrial schools.

“ WoRDs IN SEaSON WISELY SAID.”

But, apart from the corporate life of the school, there must be,
and in good education always is and always has been, some
direct imparting of moral ideas. Men and women need the in-
spiring force of a clearly apprehended religious and moral ideal.

he Congress will therefore proceed to discuss how far such an
ideal should be directly inculcated upon the pupils, having
regard to the recalcitrancy of youth and to the fact that the
efficacy of sermons is not always so great as the preacher,
warm with his own emotions, sometimes allows himself to
assume. The Congress will consider the moral influence which
may be exerted through skilful and tactful suggestion, whether
such suggestion be conveyed by the teacher’s tone of voice and
expression or by the lessons read from his bearing and his life,
or by the texture of the school curriculum, or by art and by
music, or by the inspiration of poetry and of noble prose, or by
the dignity and reverence shown in school festivals and worship,
or by the beauty of school buildings and of playing-fields which
bear witness to the liberality of benefactors and awaken honour-
able memories of the past.

Apart, however, from such indirect and individual suggestion,

THE EDUCATIONAL TIMES.

a Ah A A art

441

however skilfully may be planned its incidence upon the heart
and mind of those sensitive to its teaching, the long experience
of educators (including in that category parents and employers:
of labour and even elder comrades at school or at home) has led
to the unanimous conviction that there is a need at the right.
moment for words in season wisely said. This is the germ of
what, in technical and rather forbidding language, we call direct.
moral instruction. How far such instruction should be extended,
how far it should be punctually recurrent, how far it should be
anticipated by its recipients at a given hour in the cycle of each
week or day are subjects upon which the Congress hopes to learn
much from the experts by whose names the roll of this Congress
is adorned. I venture to allow myself but one observation..
Some difference of opinion upon this important subject may, I
think, be traced to an unconscious divergence in educational
ideals. At the present time two ideas of the right organization
of a school are in contrast amongst us. One of these views
lays especial stress npon what may be called the didactic power-
and duty of the school. The other view lays especial stress
upon the educative power of the varied activities of a school
community. Those who incline to the first of these two views:
instinctively turn to methods of moral instruction which repel
and even irritate those who incline to the second. But both
agree in the belief that the highest work of a school is to.
kindle noble ideals of life and of duty. For my own part,
being a member of the party of the Left-Centre, I suspect that.
neither of these two ideals holds the whole of the truth, and
that neither in its extreme form is really applicable to all the
needs, the complicated and elusive needs, of the young. Per-
haps the discussions of the Congress may help us to a synthesis:
of the two conflicting views. Perhaps we may be led to think
that the right course is to blend with the more abstract and
didactic part of school work, especially in the elementary and
middle secondary schools, a larger measure of constructive
occupation and of self-directing activity. Presiding over our
deliberations might stand two busts, those of Pestalozzi and
S Herbart; with perhaps a few apt quotations from John
ewey.

Bub to whatever conclusion we incline, we cannot but be im-
pressed by the profound and immediately practical character of
the problem under review and by the fact that the roots of it.
strike down into the deepest things. The organizers of the
Conference have therefore (wisely in my judgment) determined
to invite distinguished representatives of different schools of
thought to submit to us the results of their mature reflection
upon the place which religious education should have in moral
training, and to communicate to us the results of the experience
gained in many types of schools by those PATNE religious in-
struction on the one hand, or civic and moral instruction upon a
basis detached from theological teaching on the other. I am
persuaded that nothing but good can ensue from the temperate
and respectful consideration of these vital matters, at a gathering
attended by scholars and teachers, many of whom bear illustrious
names. You will not, I venture to hope, regard me as passing
beyond the limits of my duty if I feel it right to state, with deep
respect for the convictions of those who differ from me, and with
an earnest belief that we have all much to learn from the practice
and criticism of those who hold a view conflicting with our own,
that in my personal judgment there are certain parts of moral
education, necessary to the good life, which are inseparable from.
one or other form of religious belief.

RELATIONS BETWEEN HOME AND SCHOOL.

-= But the school is not a thing apart. It is influenced by social

conditions and by the home. The Congress will therefore pro-
ceed to discuss the relations between home and school. It will
also review the special difficulties of schools in poor districts ;.
the need for educational care through the critical years of ado-
lescence ; the work of boys’ and girls’ clubs; the influence of
old scholars’ associations; the educative power of holiday camps.
for boys and girls alike; the work of continuation classes in
training for citizenship, for self-respect and skill in practical
occupations and for the making of good homes; and (not least
important) the remarkable influence of the Adult Schools, of the
Workers’ Educational Association, and of the People’s High
Schools in Denmark in shaping character and in inspiring young:
men and women with a worthy ideal of life.

This will bring the Congress, in its review of the relations
between schools and the life of the outside community, to the
consideration of biological questions of great moment—to the
influence of heredity and of environment, and to the educational

442

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

needs which arise in dealing with the physiological and psycho-
logical conditions induced by adolescence.

SPECIAL PROBLEMS.

May I, in conclusion, emphasize three points as deserving
special consideration P

First, how far is it possible, under present conditions, for our
public elementary schools, which train the vast majority of the
citizens of the future, to furnish for their pupils the precious
character-forming influence of a corporate school life? [s it not
desirable that the classes, committed to the charge of the
teachers, should be made smaller? But (touse Bishop Berkeley's
word) one query more: Can a teacher individualize more than
thirty or thirty-five pupils in one class ?

Secondly, should not more be done in the course of preparation
at our Day Training Colleges especially to give teachers the
opportunity of more systematic preparation for the duty of moral
education? Is it not important that the teacher should be
equipped more fully than is often now the case, with the know-
ledge needed for the task of guiding conduct and of endeavouring
to impart faith in a moral ideal? And, if the answer to these
queries is in the affirmative, ought not the period of the teacher's
professional training to be extended, in order that the course of
preparation may thus be deepened without risk of overpressure
and of intellectual congestion P

Thirdly, is it not necessary that, under the conditions of modern
life, more should be done to give educational help and guidance
to young people during the years of adolescence? So far as
atatistics enable us to judge the true state of the case, not more
than one out of every three children who leave the elementary
schools of England and Wales at thirteen and fourteen years
of age receives, during the years which follow, any kind of
systematic educational care. Far too great a number pass out of
the range of all good educational influence. Far too few receive
the regular training which might help in quickening an ideal of
personal and civic duty. This surely is a problem which calls
for the earnest consideration of all educators, and of the states-
men to whom is committed the guidance of governmental effort
in national education.

THE SCOPE AND AIM OF ETHICAL EDUCATION.

By FELIX ADLER,
Professor of Applied Ethics, Columbia University, New York.

Ethical education must embrace human conduct in ali its
branches. Ethics is not “three-fourths of conduct,” or any
other fraction of conduct, but controls, or should control, the
whole of conduct. The practice of singling out as specially
moral the virtues of social intercourse, such as geutleness,
devotion to the happiness of others, self-sacrifice, &c., is mis-
leading in the extreme. It gives colour to the belief that the
moral end is but one along with other ends of life, such as the
ends of science, of art, of material enrichment, of pleasure, &c.

But ethical science is the science of the sovereign end, the
science at least which sets out with the assumption that there is
a sovereign end and which undertakes to search for it... . It
follows therefrom that, in all properly ethical teaching, the
thought that there is an aim transcending all others needs to be
constantly brought home to the pupil, and that he is to be
assisted in discovering the relations which connect all the minor
with the major ends. The saying of Aristotle still holds good:
“If, then, there be an end which we desire for its own sake, and
if we are not for ever to choose one thing for the sake of some-
thing else, since this would be a progressus at indefinitum which
would stamp human endeavour as idle and vain, it is evident
that this final end must be life's highest good.”

Further, it follows, so far as school education is concerned,
that the ethical note is to be sounded in the teaching of all
branches of the curriculum, in the teaching of mathematics, of
natural science, in the manual training no less than in history,
literature, and art. If the whole nature of man is to be ethically
affected, and not merely that side of him which is prominent in
social intercourse, the system of instruction in all its branches
must be made to contribute to this result. It follows also, as a
matter of course, that the feelings and the will must be enlisted
in behalf of the ethical aim. indeed, one of the gravest perils
connected with ethical education, as all agree, is that of over-
emphasizing the intellectual side of it... .

Ethical education should aim to include the whole nature of
the pupil and not merely to inculcate the virtues of social inter-
course. This was the first general statement submitted. The

spirit. Emphasis on the spirit, as opposed to the letter, is
indeed a commonplace. But it behoves us to attach a precise
meaning to the term spirit if we would understand the real scope
and force of the above statement. The ethical standard is an
ideal standard, to which we can never more than remotely ap-
proximate.

The worth of a man consists never in his actual moral achieve-
ments, but in the constant effort he puts forth towards higher
achievement. The glint of goodness, so far as it shines into
human life, appears, so to speak, in the moment of transition
from one level to a higher level. The ethical spirit, therefore,
consists in the blending of a profound humility, respecting the
results one has attained, with the unrelaxing determination still
to strive. And the true ethical teacher is he who communicates
to his pupils the impulse to strive. There need be no fear on
this account that the pupil will overlook the distance which
separates him from the master. On the contrary, recognizing
the comparative height to which the master has risen above him,
and impressed at the same time with the small value which the
latter attaches to his superior acquirements, the pupil will be
shamed out of his own conceit, and realize as he could not other-
wise do the infinity of the task which is set to human beings.

It would seem, then, that the personality of the teacher is the
decisive factor in ethical education. But the phrase, “ personality
of the teacher,” is to be understood in the sense just expounded.
It is not enough, as is commonly said, that the teacher shall be
right-minded, impartial, honest, strict in the performance of
duty, in order to impress the same qualities on his pupils. All
these qualities may, after all, but produce a kind of technical
righteousness. Without the ethical spirit, the spirit of humility
and striving, they will fail to reach the mark.

And one other most important amendment of the common
view as to the influence of the personality of the teacher I would
here venture fo submit. It is undoubtedly true that the right
teacher, the teacher “ by the grace of God,” may, and often does,
exercise an influence for life upon his pupils. But yet the very
best results cannot be reached by a single teacher, a fine per-
sonality in the midst of other less worthy or unworthy members
of the staff of teachers. It is the whole staff in their relations
with one another that produces the most lasting effect. It is the
exemplary conduct, not of one, but of the whole body of masters
acting in one spirit and for one purpose that will leave its abiding
trace on the nature of the pupils and reconstitute their life in
its inmost motives.

The greatest difficulty in the discussion of this entire subject,
however, remains. It has sometimes been said by adherents of
the movement for ethical education, as well as by its critics,
that the object of the movement is to substitute a naturalistic
morality for a supernatural morality, a secular or mundane for
a theological, a scientific for a religious morality. I cannot too
earnestly express my complete dissent from such views as these.

Again, it has been held that in ethical education, avoiding con-
tentious issues, we should confine ourselves to propagating those
points of morality which are common to the different philo-
sophical and religious sects, to those simple and fundamental
moral teachings upon which all can agree. To this common fund
theory, however, as it may be called, there is a twofold objection.
First, that the common fund does not really exist, or at all events
to an infinitely smaller extent than is supposed. . . . The second
objection is that the method of arriving at agreement by the
elimination of differences, if it be applicable at all, would lead
us to a residual minimum of morality, wholly devoid of vitality
and of the power to move. ...

The hope of agreement and progress in ethical education de-
pends for its realization upon our willingness to stake every-
thing on verification in experience. But by experience I here
mean experience in the moral field, and by verification the
method appropriate to the moral field and not some alien method
that may apply in other fields. The great step, it seems, to be
taken at this time is to bring about at least a provisional segre-
gation of the moral sphere from that of science, art, &c., to study
patiently the phenomena that he within this sphere, and no
longer to treat it as a dependency either of theology on the one
hand or of physical science on the other. Of the sort of para-
mount principle or rule which I have in mind as forming the
starting-point of ethical education, examples may be found in
the golden rule of the New Testament and in the Kantian rule:
“Treat thy fellow man, never merely as a means, but ever also
as an end.” But other formulas have to be found covering
sections of the moral sphere to which these do not adequately

second is: ethical education must be pervaded by the ethical! apply, and the task of discovering them will be the prime task

= Oct. 1; 1908.]

THE EDUCATIONAL TIMES.

443

of the student of a progressive ethical science. It will sufficiently
appear from what has been said that the help of the metaphy-
sician, of the theologian, and of the earnest thinker, whatever
his personal bias be, so far from being discarded, is liberally
welcomed. ... |

Finally, a few statements to indicate my position in regard to
some practical aspects of the movement for ethical education.

. I fear nothing so much as a too rapid extension of this move-
ment, a mushroom growth of it. The work is so difficult and
delicate that it should not be entrusted to any except to teachers
thoroughly trained and possessing the qualifications before
mentioned.

. If it is put into the hands of others harm will come of it instead
of good, and a reaction will inevitably follow. Of no other sub-
ject is it so true—Corruptio optimi pessima.

Direct teaching, whenever it is given, should not be given in
the form of ethics lessons. The assimilation of it to the ordinary
school lesson should most carefully be avoided. It should take
the form of intimate communion between the master and his
pupil friends. It should consist of a series of talks on the wisdom
of hfe, embodying the experience which an older seeker after
moral salvation has gathered, and which he passes on to those
who are setting out, if perchance he may aid them in their quest.

` But it seems to me best on all accounts that this part of the
work should not be undertaken by the State, both for the reason
already given, the scarcity of suitable teachers, and because State
teaching, as at present organized, almost inevitably tends to
become formal and mechanized. The task of direct ethical
teaching had better be left, for the present at least, in the hands
of voluntary associations.

IDEAS AS MORAL FORCES.
By Prof. Jons Apams, University of London.

It is generally admitted that such ideas as evolution and liberty
are moral forces. But we feel that these form part rather of the
social environment than of the equipment of the individual. In
moral education we are more interested in those ideas that the
individual regards as specially his own. The plain man usually
regards his ideas as a sort of possession. He has worked for
them; he has them; they are his property. This attitude of
mind clearly corresponds to the psychological view of the ideas
as presented content, as material on which the soul works, as the
furniture of the soul. From this standpoint ideas are inert
things that can be manipulated by some force outside themselves,
but that have no force of their own. The newer view is that
ideas. are in themselves forces. In dealing with ideas there is
danger of that hypostatization to which we are all tempted. The
man who regards ideas as his possessions naturally treats them
as if they have in some sort an existence apart from himself; and
even when the newer view is adopted this tendency remains.
Psychologists, even while warning others of the dangers of
hypostatization, are frequently led into speaking of ideas as if
these were independent entities. They talk, for instance, of ideas
acting and reacting upon each other: an obvious impossibility
unless they have an independent existence.

The true view is that the soul is one and indivisible, and the
ideas are the manifestations of its activity. In their fight
against the faculty psychology, recent writers have striven to
avoid hypostatization by referring to what are usually called
faculties as “ modes of being conscious.” The expedient admits
of further application. An idea is as much a mode of being
conscious as is, Say, Memory or imagination. The ideas are,
indeed, only highly specialized faculties. This is illustrated by
the newer way of describing the concept. The old view was that
by a process of abstraction and generalization we contrived to
reach a general idea that formed a part of our stock of know-
ledge. The concept was static. The new view is that the
concept means the acquiring of the power to deal intelligently
with certain contingencies that arise in a more or less uniform
way. My concept of a dog, for example, is the power I have
acquired of behaving myself more or less intelligently towards
dogs. Thus, our ideas cannot properly be described as our
possessions. It is quite as reasonable to say that they possess
us as that we possess them. Indeed, it is quite common to hear
such an expression as “he is completely possessed by that idea.”
The truth is that we are our ideas and cannot be separated from
them. Whatever force an idea has comes from the-soul of which
it.is a manifestation. But ideas are forces none the less, and
can be manipulated from without as well as from within. Their
amportance in moral education cannot well be over-estimated.

The process of moral education ‘is well expressed in a word
that used to be very popular in religious writing—:dification.
It is the educator’s business to build up the soul, and the ideas
are the forces at his disposal. From this point of view ideas are `
the paid-up capital of experience. They are the power left,
behind as the result of the exercise of function. The ideas that
form the equipment of a person at any given moment correspond
to the world of his experience. This does not mean that there is
any real resemblance between mental content and the external
world. We do not carry about in our souls tiny replicas of our
material environment. What we have acquired is an organized
system of reactions that enables us to meet the exigencies of an
experience that is continually varying, but varying according to
certain reasonably uniform laws. |

The moral application may be made clear by a consideration
of what takes place in temptation. What we have here is the
attempt of some external influence to call into activity certain
ideas that already exist in the soul that is under temptation. It
does not consist in the putting of evil ideas into the soul—this
would only be the preparation for future temptation. “ For
from within, out of the beart of men, proceed evil thoughts ” and
the rest.

To strengthen our pupils against the hour of temptation, it is
not enough to supply them with a mental content of ideas that
are good. It is the force of the ideas that counts. In the ulti-
mate resort no idea can be regarded merely as presented content ;
every idea has some presentative activity, however small. The
way to increase the presentative activity of an idea is to arrange
that it shall be frequently brought into consciousness. This
secures & quantitative increase; but if we wish to give the
activity a bias to act in a given direction, we must regulate the
conditions under which we present the idea. The same idea pre-
sented to different souls- will produce different exercises of
activity according to the previous experience of the souls in
question.

The educator has not the power to restrict completely the
ideas that may be presented from without to the souls of the

upils. Even if the monastic ideal is applied in its most drastic

orm there remains the moral surd of that relative non-ego that

we call the body. ‘ Dich kannst du nicht entfliehen.” The
teacher’s negative work is to reduce undesirable presentations
toa minimum. On the positive side he has to build up all the
ideas into a whole that is organized in such a way as to lead
to those forms of activity that he desires. Ideas of evil may be
present in the soul of the pupil; but they may be so related to
ideas of good that the total resultant of the idea forces is morally
satisfactory.

This deliberate moral organization is the best way to meet
the difficulties of those who are never tired of complaining that
a knowledge of right by no means secures that right shall be
done. It is well, at the same time, to point out that it is too.
frequently forgotten that knowledge of evil does not necessarily
mean that evil will be done. The sight of means to do good
deeds may have as powerful effects as the sight of means to do ill
deeds. As a process temptation works both ways, though custom
has limited the word to the less desirable application. The chief
lever at the teacher's disposal in manipulating ideas is sug-
gestion.

Conclusions : (1) Ideas are never wholly passive; (2) the pre-
sentative activity of ideas can be deliberately increased by the
teacher; (3) character can be formed by the manipulation of
the idea forces quantitatively and qualitatively.

LONDON SECONDARY EDUCATION.

Tue Report of the Executive Officer to the London County
Council on Higher Education for the year ended July 31, 1907,
contains some interesting facts, especially with regard to second-
ary-school accommodation, with regard to which some striking
comparative figures are given. The Report says: EO S

It has often been stated that one of the principal weaknesses in the
educational system of this country has been the inadequate supply of
secondary schools. The great public schools for boys and the high
schools for girls have provided for the needs of those who can afford to
pay fairly high fees, but there has been no national system of secondary
education adequate to meet the needs of all classes of the population.
The Royal Commission on Secondary Education in 1895 called public
attention to this need, and advocated the establishment of Local Author-
ities which should be empowered to provide secondary education. It -
was not, however, until the passing of the Acts of 1902 and 1203 that .

4.4.4,

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

-E

such Authorities were created, and there is little doubt that the power
given to County Councils under those Acts to organize and promote
secondary education within their areas is one of the most useful features
of that legislation. Before giving details as to secondary-school
accommodation in London, it may be interesting to consider briefly the
provision made for secondary-school education in certain foreign
countries and in certain counties and towns in England.

SECONDARY-ScHOOL ACOOMMODATION PER 1,000 oF POPULATION.
(a) Public and Private Schools.

Bo Girls. Total.
ES86X scescsssssseiveaescseeues 6:11 5:76 11:87
Hampshire ............... 6°58 3°88 10°46
Derbyshire ............... 3°53... «1°54 5:07
Exetet isciguizesscacase 11°14 ... 13°78 24:87
Birkenhead ........... ... 6°59... 8°72 15°31
Newcastle-upon-Tyne... 6:79 5°88 12°67
Liverpool ..............000. 4°14 3°70 7°84
Huddersfield............... 3:99 3°46 7°45
(5) Publie Schools only.
Boys. Girls. Total.
Prussia ..........+. 5°04... — ... -— Over 9 years of age only.
Connecticut... .. — — 12.67 ,, 18 a R
Massachusetts... — — 1726 y p l y
Maine ............ — — 18°94 ,, ,, i j
United States... — = 10°61 ,, 4, A Ki

No figures are available in the London area with regard to the pro-
vision of accommodation in private schools, but as regards accommoda-
tion in public and semi-public schools, a preliminary investigation shows
that the figures may be taken as follows :—

Girls. Total.
aas 4:3 77

These figures are comparable with those given under (b) from Prussia
and America which relate to public schools only.

In comparing the figures for London, however, with those of the
United States and Prussia, it should be remembered that the accommoda-
tion in London provides for a very large number of children under the
age of thirteen years. Such children in London form about one-half of
the total of those in secondary schools. `

Even allowing for the fact that a considerable proportion of London
children of the upper and middle classes receive their education at
boarding schools in the country, it will be clear from the facts given
above that the provision of secondary-school accommodation for London
falis very far short of that of Prussia, and very short not only of that of
the progressive States of the American Union, but even of the average for
the whole Union. In order to provide 10°61 secondary-school places per
1,000 of the population in London (the standard for the United States
generally), it would be necessary to increase the present accommodation
by nearly one-half.

The proposals at present under the consideration of the Council
provide for the erection of buildings accommodating 5,010 pupils.
This, however, does not represent the increase in accommodation which
will be provided, since no fewer than 3,370 places wil] be required in lieu
of places now provided in buildings which are unsatisfactory or which
will be required for other purposes. The proposed increase is therefore
only 1,640. It is estimated that this increase will enable the Council to
meet the assessed needs of its own scholarship holders.

Since the establishment of the Council’s scholarship scheme in 1905,
the problem of increasing the secondary-school accommodation in London
has been a pressing one. Some additional accommodation has been
secured by giving building grants to aided schools, whereby they have
been enabled to increase the number of pupils admitted, although in
certain cases the additions have not allowed the number of children to
be appreciably increased, but have merely saved the school from ceasing
to be recognized by the Board of Education on account of overcrowding.

The Executive Officer goes on to show that the greater part of
the secondary education in London is provided in schools not
maintained by the Council. There are about 90 such schools
under the management of governing bodies, of which 40 are
independent of the Council's assistance. The Council does, how-
ever, make grants to 51 secondary schools, so as to enable them
to maintain a higher standard of efficiency or to accommodate
a larger number of pupils than would be possible with the in-
come from fees and endowments alone.

With regard to the training of teachers, it is estimated that
the Council will require to engage annually for the next few
years 1,450 trained, certificated teachers. Of this number 570
are expected to come from colleges not maintained by the
Council, leaving 880 to be supplied from the Council’s training
schools. The annual output from these schools in 1907 was 745 ;
but arrangements are being made to provide further accom-
modation.

REVIEWS.

Miss BEALE.

Dorothea Beale of Cheltenham. By Elizabeth Raikes.
(10s. 6d. net. Constable.)

In her own “History of the Ladies’ College,” Cheltenham,
Miss Beale narrated very carefully the origin and growth of the
institution, and she left ample materials for the continuation
of the story from 1900 down to the time of her death in the end
of 1906, as well as “ many letters, diaries, and autobiographical
fragments,” which, with letters and reminiscences of friends,
furnish adequate means of depicting her personality. Her bio-
grapher has made very full use of the materials, and has carried
out her task with thorough sympathy and with undoubted
success. The volume will be prized as a gracious memorial by
pupils and friends of Miss Beale, and it will be welcome to the
biie as a record of educational development under the guidance
of a devoted, energetic, and shactertal personality. There are
ten illustrations, including three portraits of Miss Beale at dif-
ferent periods.

“The daughter must have resembled her father both in literary
taste and zeal.” We could have wished to learn more about her
father: he “ belonged to a family with cultivated tastes and
interests’; he was a ‘busy man ” pursuing many interests; he
was “fond of music,” and “ was also a prime mover in getting up
concerts of sacred music”; and apparently his circumstances
were comfortable. His letters show that he was an eminently
sensible man. “The home atmosphere was serious and intellec-
tual: Dorothea said she owed much to the literary tastes of her
parents ” ; and she grew up in the midst of “ the constant prac-
tice of all those qualities which are the law of a well ordered
religious home.” Compelled to leave school at thirteen, she
entered upon “a valuable time of education under the direction
of myself”; already “dreaming much, and seeking for a fuller
realization of the great spiritual realities, which make one feel
that all knowledge is sacred.” In 1847, at sixteen, she was sent to
a fashionable school for English girls in the Champs Elysées—
an experience terminated by the Revolution of 1848. She was
now “a grave and quiet girl,” “remarkable even in a studious
sedentary family for her love of reading and study,” not with-
out knowledge of “a stern side of life” (which is left unex-
plained), and with “ an innate sense of duty already hedging her
steps and protecting her strong, eager spirit from flights of
‘unchartered freedom.” We can quite understand how she
would assist the studies of her younger sisters and brothers ; we
can well believe that she conscientiously darned socks; but that
she “dressed a doll,” even “for a little sister’s birthday '—well,
it might have been a duty, and “ it is on record.”

At Queen’s College Miss Beale was first a pupil and then a
teacher, and her experience here proved an important factor in
her training for her life's work. But she soon began to feel
“that there was a tendency for the whole administration to
get too much into the hands of one person, and that there was
consequently not enough scope for that womanly influence
which she felt to be so important where the education of
young girls is concerned.” So she resigned and took a smaller
salary at Casterton. But there “the constant restraints, the
monotonous life, the want of healthy amusements,” and so forth,
had produced “a spirit of open irreligion and a spirit of defi-
ance very sad to witness’’; and the strain of teaching a round
dozen of different subjects was severe, to say nothing of the
aggravation of difficulties by theological differences. One
more remove, and Miss Beale found her fitting sphere—the
realization of a dream of her youth—‘‘an air-castle school, with
a central quadrangle, cloisters and rooms over”: she was elected
Principal of the Ladies’ College, Cheltenham, not indeed without
more religious questionings, in 1858. Here she reigned and
governed for forty-eight years. She found the place brick and
she left it marble.

The task was far from easy. The College was in a very shaky
condition when she took it in hand, and administrative difficulties
were sufficiently trying. How the Principal eventually triumphed
by tact, resolution, and organizing power, and how she ruled
her scholastic community, will be read with great interest in the
ample details of this biography. By 1875 the pupils had risen
from 80 to 300; in 1883 they were 500; in 1893 they were 800;
at Miss Beale’s death they were verging on 1,000. And her
energies overflowed her college: St. Hilda’s Settlement at
Shoreditch and St. Hilda’s College at Oxford are emanations

Oct. 1, 1908. }

THE EDUCATIONAL TIMES.

445

from Cheltenham, and the Guild of the Cheltenham Ladies’
College for old pupils was one of the most fruitful of her extra-
college enterprises. The root of all her success was her intense
religious conviction, guided by a masculine judgment and will-
power.

Deep religious life [says her biographer] was no phase nor change of
thought which came to her with years of experience. It was not wrought
for her in the furnace of sorrow, though many times there renewed and
purified. It was so much the dominating force of her mind and life
—that by which every day and every year shew as controNed and inspired
—that it may be reverently regarded as a special gift to one called to a
great service. ‘‘ I cannot,” she wrote, ‘‘ recall the time when God was
not a present friend.” . . . But the religion of Dorothea Beale was far,
indeed, from being a mere succession of beautiful and comforting
thoughts. It meant authority ; it involved all the difficulties of daily
obedience ; it meant the fatigue of watching, the pains of battle, some-
times the humiliation of defeat. . . . Sorrow and regret for sin and
mistakes passed into fresh effort against them; the | ee of a
beautiful thought or idea bocame a new motive for definite acts of
charity and diligence.

Though treating her own personal expenditure with a monastic
strictness, Miss Beale was very free-handed in relief of dif-
ficulties in the development of schemes for the benefit of her
td sag in connexion with undertakings associated with the

ollege. But she was properly stringent in requiring value for
her money and in seeing that it was neither thrown away nor
bestowed on those that could fend for themselves by reasonable
exertion.

Never heartily sympathetic with what is generally called charitable
work, afraid of seeing money given without a really equivalent return
in usefulness and good work, there was one appeal to which she never
turned a deaf ear. Probably she never knew any case of a girl honestly
trying to improve herself, and failing in the effort for want of means,
without trying to help her. Her usual plan was to advance money,

‘which she found was almost invariably returned to her in the course of
time. She would, wherever it seemed right, ask for its return on the
ground that it might be of use to others, and because she was ever
careful to make those she helped recognize that the possession of money
isa stewardship only. But it was offered and lent, and sometimes given,
in such a way that there should be no personal feeling of obligation and
debt. ‘‘ There is a loan fund,’’ she would say when there occurred a
question of the removal of a promising pupil from the college on the
score of expense. And hardly any one ever heard her say more than
this of the large system of help which she initiated, and to a very great
extent sustained alone.

“In teaching Miss Beale’s definite aim was to inspire. She
sought but little to inform, but much to kindle a thirst for
knowledge, a love of good and beautiful things, and to awaken
thinking power.” Her biographer asks: “ What was the secret
of her really marvellous influence?” The answer is: “ Personal
magnetism she undoubtedly possessed, and that of a rare and
abiding quality, a quick eye to perceive, and a touch which could
evoke the best even in the most unlikely. But her influence and
power for good came surely as much from what she would not
do as from what she actually did for her children. Her strength
lay in what she would herself call ‘ passive activity.’ It was
her claim not to teach them so much as to lead them to the One
Teacher, to bring them into such relationship with Him that they
could hear His Voice.”

Her pupils, no doubt, were devoted to her—in one sense or
another. Let us call her a Puritan—a Saint upon earth. Yet
her biography, with all the earnestness and strenuousness of an
elevated purpose, strikes the merely human outsider with a
certain chill—as through the vacant aisles of a solemn cathedral
or from an Alpine peak. There is no sense of relaxation, no
leisure to look around upon the world and find it, after all,
genial and beautiful.
and alone. Miss Beale was great in her own sphere. She did
great things for the education of women—for education gener-
ally. Her children will call her blessed.

OPTICAL THEORY AND PRACTICE.

The Theory of Optical Instruments. By E.T. Whittaker, M.A.,
F.R.S. (2s. 6d. net. Cambridge University Press.)

‘We note with the greatest interest the progress of the issue
of the “Cambridge Tracts in Mathematics and Mathematical
Physics.” The present tract is contributed by Dr. Whittaker,
the Royal Astronomer of Ireland and one of the general editors
of the able series. It may be stated that the author's principal
object in undertaking to prepare his short treatise was bo make
good a deficiency felt to exist by a number of students of

However, the great usually dwell apart.

astronomy, Piotography, and similar subjects. The practice
and the study of such branches of science constantly bring the
student face to face with the defects to which optical instru-
ments are liable, and which it is his first aim to obviate as far
as possible. A scientific investigation of coma, astigmatism,
distortion, &c., accurate from the mathematician’s point of view,
but set forth in language as simple and direct as might be
racticable, was felt to be a desideratum. It is just on these
lines that Dr. Whittaker has framed his work, giving his readers
an analysis of the defects of instruments, of the causes of the
same, and of the best means of overcoming them, at least
partially. The examination of the subject is based on direct
reference to the first principles underlying the theory of light,
and the whole discussion is prosecuted with a restrained vigour
and a delightful simplicity of manner which reveal undeniably
the work of a master mind. The contents of the treatise lend
themselves to a division of the tract into three chapters. The
first of them, going back to the very elements of the theory,
treats of the present-day explanation of the cause of light and
its mode of propagation. The laws of reflexion and refraction
are shown to arise as immediate consequences of the truth of the
wave theory and of the influence of different media on the
velocity with which the waves advance. Image formation,
whether due to a single refraction or to a series of refrac-
tions, the lens, the spherical mirror, astigmatism, the existence
of primary and secondary foci, and other equally important
subjects, are considered in due order. The second chapter
brings the reader to the study of defective images and
their origin. Each source of imperfection is sufficiently in-
vestigated in its turn and a description of the available means
of correction follows. Nevertheless, it has to be admitted finally
that, theoretically, a perfect optical instrument is absolutely
unattainable. The proof which establishes the unwelcome truth
was discovered by Klein, and has been incorporated in the
present tract. In the third—the final—chapter, the writer gives
a short but most instructive, as well as interesting, account
of some of the chief instruments in use at the present day.
Although the work is, in the first place, intended for the student
of applied science and for the practical worker, yet there is much
in it that the author hopes and believes wiil prove valuable and
attractive to the worker in the field of pure mathematics. As
an example, we may mention Klein’s investigation to which
allusion has already been made, and in which use is made of the
imaginary circle at infinity. Further, the tract may serve in
some sense as a guide in the event of changes taking place in
the “regulation ” University course in geometrical optics.

GENERAL NOTICES.

CLASSICS.

Some Passages in the Early History of Classical Learning in Ireland. By
the Right Hon. Mr. Justice Madden, M.A., Hon. LL.D., Vice-
Chancellor of the University of Dublm. (Dublin: Hodges, Figgis,
& Co. London: Longmans.)

This is an Address delivered in November last at the inaugural
meeting of the Trinity Colleye (Dublin) Classical Society, revised and
furnished with notes and an appendix of pertinent extracts. Though
Mr. Justice Madden does not intend it ‘‘as a serious contribution to the
investigation ’’ of the early history of his country’s learning, yet, as he
nays, ‘a superficial outcrop may be useful as evidence of a rich mine
beneath the surface, ready to repay the labour of the patient worker.’’
While referring brietly to the classical culture of the early monastic
schools, he deals mainly with the generation preceding the foundation of
Trinity College in 1591. ‘*I have no doubt,” he says, ‘‘ that the use
of Latin as a written and spoken language outside the Pale is a survival
from the centuries during which Ireland was the University of western
Europe ’’—a remark that suggests large scope for investigation. At the
beginning of the reign of Elizabeth, ‘‘ within the Pale, and in the
principal cities outside its boundary, there were grammar schools formed
on the English model, some of them evidently of a high order. from
which students proceeded to the English Universities. In Celtic Ireland
there were schools of a different kind, endowed and protected by the
chieftains, in which students were educated, not only in the native law
and medicine, and in the bardic literature, but in the Latin classics.’’
Mr. Justice Madden recalls Sir Henry Sidney’s attempt to establish an
Irish University, and sketches aal his policy of educational reform.
Especially interesting are the appended extracts from Stanyhurst’s
description of Ireland in Holinshed, and particularly the seetion dealing
with Shakespeare’s use of Stanyhurst’s writings. The whole Address
is most instructive and sugyestive, It will, no doubt) be the starting-
point of fresh inquiries.

446

Mr. Fisher Unwin has just issued a second impression of the late
Dr. E. S. Shuckburgh’s excellent work “ Augustus: the Life and Times
of the Founder of the Roman Empire,” in his valuable ‘‘ Half-Crown
Library of History and Biography” (2s. 6d. net). This will be a
welcome boon to the student and to the general reader.

MATHEMATICS.

(1) The “Alert” Arithmetics, Books I. and II. By Henry Wilkinson.
(Pupil’s Books, 3d. each; Teacher’s Books, 4d. each. Nelson.)
(2) Correlated Arithmetic (Scheme II.). Books I. and II. (Scholar’s),
3d. each; Book I. (Teacher’s), 1s. net. By T. W. Trought, B.A.
(Pitman.) (3) ‘* Adaptable” Arithmetics. Book I. Scholar’s
Book, 4d.; Teacher's Handbook, ls. (Blackie.} (4) Practical
Arithmetics. Pupil’s Series, Book VI., 5d. Teacher’s Series,
Book V., 1s. 6d. By W. Knowles, B.A., B.Sc. Lond., and H. E.
Howard. (Longmans.)

We have here specimen volumes of each of the above publications.
The first two treatises, at least in so far as the early numbers are
concerned, are illustrated not merely by diagrams, but by pictures. Of
these the ‘“ Alert ’’ Arithmetics (Nelson) are likely to be found, from a
pictorial point of view, especially fascinating by little children. Either
work, in the hands of a good teacher, affords material for a very thorough
training in the groundwork of arithmetic. The leading feature to be
noted with regard to the ‘‘ Adaptable” Arithmetics (Blackie) is that
each book is arranged so as to give complete instruction in some section
or sections of the subject. The method adopted really accounts for
the title selected, as the little text-books may be adupted very readily to
the special needs of special schools. The ‘‘ Practical’? Arithmetics
(Longmans), if we may judge the whole from the part. form an
excellent series. The work is planned on the lines of Mr. C. T.
Millis’s scheme for the ccrrelated teaching of arithmetic, geometry, and
the elements of practical mathematics. In fact, the publication might
well have been given a more general title than it bears at present. The
course, we are told, has stood well the test of actual employment for class
purposes.

The Teaching of Practical Arithmetic to Junior Classes.
(28. 6d. Harrap.)

Though there is little that is really new in Mr. Martin’s manual, yet the
text gives within a small compass much that will be found instructive and
suggestive by teachers whose work lies more or less among junior pupils.
The book must appeal more particularly to the young professional, by
whom there is no doubt very much may be learnt from its pages as to the
Lest methods of dealing with first principles.

Algebraic Examples. Book I. By A. F. Van der Heyden, M.A.
(1s.; with Answers, ls. 6d. Edward Arnold.)

The elementary portion of a two-volume compilation. Book I., con-
taining a valuable and carefully graduated series of exercises in ele-
mentary algebra, is suitable for pupils until they are ready to advance
further than quadratic equations. The author has evidently worked
with a higher aim than that of merely framing questions the solution of
which involves practice in the early processes of algebra. Many of the
examples lead to the acquisition of information the possession of which is
calculated to help the student materially in later work.

Geometry for Schools. By E. Fenwick, M.A., LL.D. Camb., B.Sc. Lond.
(ls. 6d. Heinemann.)

Are we to look on this publication as a class-book to be used principally
by the teacher, or is it to be placed in the hands of the scholars’ If in-
tended primarily for the former, then it is decidedly good ; for it gives
clear and terse, but nevertheless, in general, sufficiently full proofs of
the theorems of elementary geometry. In accordance with the new
ideas the problems have been set apart for a special course. Alternative
n.odes of demonstrating the same propositions are constantly given,
and it is this feature which renders the text-book less suitable for
students than for their teachers: for the former are more than liable to
he hindered and not helped by varied demonstrations of the same
theorem. The style in which the volume has been issued is bold; the
type is large, but of a rather unusual and in some respects trying
character, whilst the diagrams present a somewhat rough appearance.

ENGLISH DICTIONARIES AND ENGLISH ETYMOLOGIES.

The Student’s English Dictionary. By John Ogilvie, LL.D. Edited by
Charles Annandale, M.A., LLD., editor of Oyilvie’s ‘‘ Imperial
Dictionary,” &c. (48. 6d. net. Blackie.)

Though this is a new edition of a work that has done excellent service
for a generation, it is practically an entirely new work ; for, while all the
old articles have been thoroughly revised, they have really been to a great
extent rewritten, and many thousands of additional articles have been
inserted. Besides, extensive and varied appendixes have been added
by way of supplement to the information of the dictionary proper. The
new matter deals largely with scientific and technical terms and with
the natural expansion of the vocabulary of modern speech and literature ;
und it includes numerous phrases and idioms not previously treated in
the volume. The etymologies, too, have been recast in the light of
inodern philological investigation. There are nearly 800 illustrations—
much more than double the former number. The price is all but incredible.
As Dr. Annandale justly says, the volume ‘‘ may cluim to be second to
uo work of reference of similar scope.”

By J. L. Martin.

THE EDUCATIONAL TIMES.

(Oct. 1, 1908.

An English Dictionary, Etymological, Pronouncing, and Explanatory. By
John Ogilvie, LL.D. (ls. net. Blackie.)

Another extraordinarily cheap dictionary for school and general use,
and as good as it is cheap. There is a supplement of technical and
other newer vocables; and explanatory lists of affixes and suffixes, of
foreign words frequently occurring in English authors, and of abbrevia-
tions and contractions often used in printing and writing are usefully
appended.

Significant Etymology; or Roots, Stems, and Branches of the English
Lanse By the Very Rev. James Mitchell, M.A., D.D. (Black-
wood.)

This is not exactly a dictionary ; but it is of a cognate character. It
is ‘‘ not written for philologists ’’—who would find excuse for occasional
grumbling over it—‘‘ but for intelligent and thoughtful men and
women who are interested in the study of their own language and of
the sources from which it is derived.” The words are discussed not
alphabetically at all, but in groups, ‘‘ beginning with words connected
with the universe at large; then the heavenly bodies; the earth, its
two great domains of land and water; the mineral, vegetable, and
animal kingdoms ; man, his bodily structure, including food, clothing,
and habitation, his mental powers, his moral faculties, and his spiritual
nature.” We leave Dr. Mitchell to make up matters with the philo-
logists against a second edition, and prefer to regard the useful and
attractive aspect of his book. It certainly does furnish an extraordinary
variety of interest, and will prove very instructive to such as are not
professed philologists. It recalls, in a general way, Trench’s ‘‘ Study of
Words,” though the scheme is different. It is written in an easy and
agreeable style.

s i HISTORY.

History of England for use in Schools. By Arthur D. Innes, M.A.,
formerly Scholar of Oriel College, Oxford. (48. 6d. Cambridge
University Press.)

Mr. Innes writes more especially for the middle and upper forms of
schools, and he covers the whole space of English history, with a
vigilant regard to proportion and to the educational value of historical
teaching. He presents the fucts ‘‘ as a story, a drama, in which events
are born of events, each successive scene is the product of the previous
scene, great actors play their parts, and picturesque incidents give colour
and interest to the whole.” He writes with great spirit and vividness,
as well as with simplicity and lucidity, and he is remarkably well
furnished with the latest results of historical inquiry. Appended are six
admirable summaries — constitutional, ecclesiastical, Scottish, Irish,
Indian, and Colonial; half-a-dozen careful genealogical tables; a
glossary of technical terms, political phrases, &c.; a chronological
summary, and an index. There are 13 maps and 8 plans. The work is
exceptionally capable and useful.

A History of Scotland for Schools. By P. Hume Brown, M.A., LL.D.,
Fraser Professor of Ancient (Scottish) History and Palsography,
University of Edinburgh. (38. Oliver & Boyd.)

There can be no doubt ut all that this is the best of school histories of
Scotland. It is based on the most advanced results of modern investiga-
tion—speaking generally, and ignoring some traditional embellishments
(like Randolph’s chaplet, Edward’s army of ‘‘ one hundred thousand
men, of whom forty thousand were horsemen,’’ at Bannockburn, and
legendary stories that should have been left with Mr. Meikle in the
«Junior History ’’ and labelled as imaginative and romantic). The
volume gives the cream cf the author’s Scottish studies in simple lan-
guage and in broad and comprehensive outlook. Genealogical tables
are appended, and the illustrations are very numerous and very good.

The revised edition of The Student's American History, by D. H.
Montgomery, published by Mesers. Ginn in ‘‘ The Leading Facts of
History Series,” has suffered undeserved neglect at our hands. It is
an admirable work, distinguished by the fullness of its treatment of
political and constitutional history, and of the chief events bearing on
the development of the nation. ‘It quotes the statements of public
men, original documents, and authorities in order that the history of
our country may speak for itself on the points of greatest interest to the
student and the teacher’’—a number of them in facsimile. Various
important groups of matters—documents, tables, &c.—are given in
appendix. There are 29 full- and double-page maps, 48 maps in the
text, and 30 illustrations.

Messrs. Macmillan reissue The History of Italy, by William Hunt,
M.A., D.Litt., Vicar of Congresbury, which has long held an honoured
place im the ‘‘ Historical Comrse for Schools’’ edited by Freeman
($s. 6d.).

Mr. Fisher Unwin reissues The Hungry Forties—a remarkable series
of ‘‘ descriptive letters and other testimonies from contemporary wit-
nesses ” depicting ‘‘ life under the bread tax.” Mrs. Cobden Unwin
furnishes a touching introduction. The book constitutes a grim
challenge on a very grave question.

EDUCATION.

Pestalozzi : an Account of his Life and Work. By H. Holman, M.A.
Cantab., formerly Professor of Education-in the University College
of Wales, Aberystwyth. (33..net. , Longmans.)

‘s To say the least of it, he is-very’‘much to be envied and pitied who

Oct. 1, 1908. |

THE EDUCATIONAL TIMES.

447

cannot still learn something from Pestalozzi.” Mr. Holman’s aim-is | affectionate record may be read with sympathy widely beyond the.

‘“ to provide students, and teachers who still study, with the material
for a thoughtful survey of the principles and practices of one of the
greatest of the world’s pioneer educators and educationists.” He has
laboured to set forth clearly what Pestalozzi thought, wrote, and did
rather than to expound his own views about these things, though he
gives his own views freely enough, but in due subordination to his
principal object. This, we take it, is the best service that he could have
done, whether to Pestalozzi or to modern educationists : the thing is to
xet at the original sources and to deal with the man and his work at first
hand—the more arduous, but the only profitable procedure. So far as
Mr. Holman inevitably ‘* has, by selection, given a particular tone and
colouring to his view of his hero, he has deliberately chosen to make it as
appreciative as possible.” So far as he errs, he errs on the safe side.
The treatment is singularly fair, comprehensive, and enlightened, and
it keeps in steady view the relations of Pestalozzi and his work to the
rpirit of the age he lived in. There is no better account of Pestalozzi
in English. The volume is a substantial, and in a sense an original,
contribution to the history of educational theory and practice; it is
sincerely and deliberately worked out; and it is plainly and agreeably
written. There are four illustrations, one of them an interesting
portrait frontispiece.

In the Cape of Good Hope Education Report for 1907, Dr. Muir, the
Superintendent-General of Education, presents an account of very
satisfactory progress. The local administration of public schools has
now passed practically into the hands of the School Boards, only 268 out
of 2,104 schools remaining outside their control at the date of the report,
and probably none at all now. The schools for European children have
increased by 454, while the pupils enrolled have increased by 6,482—
unprecedentedly large increases ; but no substantial advance is reported
in either respect as regards coloured children. The average attendance
of European pupils exceeds 90 per cent. ; that of coloured children has
considerably improved, and now stands at over 83 percent. The level
of attainments, though lower than it ought to be, is rapidly rising in
the case of European pupils; but the majority of the coloured do not
get beyond Standard II. The quality of the instruction shows steady
improvement, and Nature study and elementary agriculture are being
added, where possible, to the general curriculum. The percentage of
certificated teachers has risen from 50 to 53 per cent. of the total number
of teachers at work. Building schemes have been kept back by the
financial depression, which has also, this year as last, unfortunately
curtailed even Dr. Muir’s atatistics: ‘The making of a break in the
series,” as he justly remarks, ‘‘ practically ruins the whole for the
purposes of the educational statistician.” There has been a considerable
increase in the number of students attending the five University colleges,
though there is no noteworthy development to record in connexion with
the higher education. This report. is one more testimony to the signal
ability and discretion of Dr. Muir's administration.

The Red Code, 1908 (English and Welsh editions combined), by J. H.
Yoxall, M.A., and Ernest Gray, M.A., is the sixteenth annual issue
(1s. net, Educational Supply Association, for the N.U.T.). The in-
formation is very full and the annotations are extremely useful. The
work has been revised down to September of this year.

RELIGIOUS AND MORAL.

Bible Lessons for the Young and Notes and Outline Lessons for Teachers
thereon. By the Rev. M. G. Glazebrook, D.D., Canon Residentiary
of Ely, formerly Head Master of Clifton College. (+48. 6d.
Rivingtons. )

The “ Bible Lessons” consist of 120 passages selected from the
Authorized Version, with occasional connecting narratives in abstract,
and are accompanied by 8 maps for different periods. The “ Notes and
Outline Lessons ” contain a scheme for each Bible lesson, with adequate
notes: “they suggest a general line of treatment and supply the
necessary information, but leave the handling of the lesson to the
teacher's own initiative.” A very serviceable “ Dictionary ” of informa-
tion on special subjects is appended. The whole work is marked by
ability and good sense.

The Prayer Book in the Making. By the Rev. Frank H. Weston, M.A.,
Vicar of Lastingham, Yorks. (5s. net. Murray.)

Mr. Weston addresses his history of the Book of Common Prayer to
“the plain man,” the average church-going luayman—‘ him that oc-
cupieth the room of the unlearned.” ‘The disposition of the matter is
lucid and the style is appropriately simple. The study of the book
need not be confined to the “unlearned”: all readers will tind it
iustructive as well as interesting.

Recollections and Letters of the Rev. W. H. E. McKnight, M.A.
By Edith Isabel Thomson. (6s. Masters.) :

“ With the death of the Rev. W. H. E. McKnight expired the male
line of a branch of the aneient and once powerful clan MacNaught.”
Mr. McKnight was Rector of Silk Willoughby in Lincolnshire from
1879 to his death in 1896 at the agə of seventy-eight. His niece has
drawn freely upon his letters and speeches (political as well as ec-
clesiastical). The interest mainly lies in the record of a serious,
unobtrnsive, and affectionate character, devoted with single mind to
his parish duties, with occasional excursions into general politics.
Such lives, indeed, count for much in the national sum, and tho

family and friends of the late rector.

The Profit of Love : Studies in Altruism. By A. A. MoGinley.
(5s. net. Longmans.)

Mr. MoGinley, avoiding the sentimental aspect of love, deals witb:
its practical and permanent influence upon the physical and moral
well-being and upon the development of the individual and of the
race. “ What the author insists on,” the Rev. George Tyrrell explains.
in a vigorous preface, ‘‘is that we need men and women rather than
schemes and systems ; that the remedy is to be sought in character
rather than in legislation ; that we must work at the roots of social
good and evil, not at the branches and extremities.” That is to say,
without minimizing any of the various efforts at social elevation, the
fundamental thing is character: “our first duty to our neighbour is an
inward one—a duty of judgment and feeling, ‘to love him as myself.’”’
The treatment is broad, comprehensive, earnest, and full of thoughtful

suggestion.
MISCELLANEOUS.

The Country Home (Gd. net, Constable), a monthly that has now
appeared in half-a-dozen numbers, is most varied, practical and interest-
ing, and it is very liberally and effectively illustrated.

Messrs. Baird & Tatlock (45 Renfrew Street, Glasgow), Instrument
Makers to the Admiralty, issue pamphlets illustrating their Simple Im-
proved Theodolites, combined with plane table, and combined with
plane table and sextant, for school and college use in practical geo-
graphy, mathematics, &c. i

FIRST GLANCES.

Crassıcs.

Greek Anthology, Select Epigrams from the. Translated by J. W.
Mackail, M.A., LL.D., sometime Fellow of Balliol College, Professor
of Poetry in the University of Oxford. 2s. net. Longmans
(Pocket Library).

Admirable translation (in prose), accurate and graceful.
welcome in cheap and agreeable form. }

Hannibal, Scenes from the Life of : Selections from Livy. Edited by
W. D. Lowe, M.A., formerly Scholar of Pembroke College, Cam-
bridge ; Lecturer in Education, Durham University; and Junior
Censor, University College, Durham. 1s. 6d. Clarendon Press.

[Passages judiciously selected and arranged ; historical introduc-
tion ; full notes; English exercises for retranslation ; vocabularies ;
5 maps. Very attractive and serviceable for beginners. |

Latin Delectus, The New. BookI. By W. Jenkyn Thomas, M.A.,
Head Master of the Hackney Downs School, and E. P. Doughty,
M.A., Classical Master at the same School. ls. 6d. Horace
Marshall.

[For earlier reading in schools with a leaving age of about
sixteen. Extracts varied and interesting ; ample notes ; vocabulary ;
8 excellent illustrations. ]

Latin Grammar, A First. By E. H. Scott, M.A., late Head Master of
the Boys’ Secondary School, Barberton, Transvaal, and Frank
Jones, Assistant Master, King Edward’s Grammar School, Aston,
Birmingham. 2s. Blackie.

[Essentials selected and driven home. |

Latin Grammar, A School. By H. G. Ford, M.A., Assistant Master in:
Bristol Grammar School, formerly Scholar of Wadham College,
Oxford. 2s. 6d. Methuen.

[‘‘To meet the needs of boys of varying ages and standards,
from those of a beginner to those of an ordinary sixth form.”
Based on sixteen years’ experience. Thoughtful and careful work.},

Ovid: Metamorphoses XI., 410-748. Edited J. F. Stout, B.A. Camb.
ls. 6d. Clive (University Tutorial Series).

[Useful introduction and notes. ]

MATHEMATICS.

Algebra, A New. Vol. I. (containing Parts I., II., and III., with
answers). By S. Barnard, M.A., Assistant Master at Rugby School,
late Fellow and Lecturer at Emmanuel College, Cambridge, and
J. M. Child, B.A., B.Sc., Lecturer in Mathematics, Technical
College, Derby, formerly Scholar at Jesus College, Cambridge.
2s. 6d. Macmillan.

[‘ An attempt to meet the growing demand for a school algebra
which contains a logical development of the subject in accordance
with modern views.’’]

Algebra, The Eton. Part I. By P. Scoones, M.A., and L. Todd,
M.A., Assistant Masters at Eton College. 2s. 6d. Macmillan.
[Up to and including quadratic equations and simple graphs.
Examples only; abundant and well chosen. Specimen examples
worked, to secure uniformity of method. |

Arithmetic, A Modern; with Graphic and Practical Exercises. By
Sydney Jones, M.A., late Scholar of Christ’s College, Cambridge,
Head Master of Cheltenham Grammar—School. Part II., with
answers. 2s. 6d. Macmillan,

[‘‘ The essential parts of arithmetic are-dealt with in the spirit of
recent recommendations.’’ Exercises abundant.]

Very

448

THE EDUCATIONAL TIMES.

(Oct. 1, 1908.

Arithmetic, Girls’, McDougall’s. Book I. (for Class IV.). 4d.

Arithmetic of Commerce, The Elemente of the. By H. H. Talbot.
ls. 3d. Jack (Commercial Series).
[Worked examples and exercises plentiful. ]

Arithmetic, Practical, and Mensuration. By Frank Castle, M.I.M.E.,
Mechanical Laboratory, Royal College of Science, South Kensington.
28. Macmillan.
[Practical processes ‘‘in accordance with modern ideas as to the
needa of evening continuation schools and technical clasees.’’]

Calculus, Differential, for Beginners. By Alfred Lodge, Assistant
Master at Charterhouse, formerly Fereday Fellow of St. John’s
College, Oxford, late Professor of Pure Mathematics at the Royal
Indian Engineering College, Cooper’s Hill. With an Introduction
by Sir Oliver Lodge, D.Sc., F.R.S., LL.D., Principal of the Uni-
versity of Birmingham. 4s. 6d. George Bell (Cambridge Mathe-
matical Series).

[Third edition, revised; miscellaneous examples added.]

Conic Sections, Analytical Geometry of the. By the Rev. E. H. Ask-
with, D.D. 7s. 6d. net. A. & C. Black.

[Complete treatise. Seventy-six diagrams in text. ]

Geometry, A Preliminary. By Noel S. Lydon, Owen’s School, Isling-
ton. Ie. Methuen.

[Full and careful course ; numerous exercises. ]

Geometry, Concurrent Practical and Theoretical. By W. J. Potter,
M.A. Cantab., Second Master, The Roan School for Boys, Green-
wich. Part I. 1s. 6d. net. Ralph, Holland, & Co.

(Substance of Euclid I., 1-34, with additions. ]

Geometry, Modern. By C. Godfrey, M.A.. Head Master of the Royal
Naval College, Osborne, formerly Senior Mathematical Master at
Winchester College, and A. W. Siddons, M.A., Assistant Master at
Harrow School, late Fellow of Jesus College, Cambridge. 4s. 6d.
Cambridge University Press,

(Sequel to the author’s ‘‘ Blementary Geometry.”
679 exercises. ]

Mensuration, Elementary. By W. M. Baker, M.A., Head Master of
the Military and Civil Department of Cheltenham College, and
and A. A. Bourne, M.A., formerly Head Mathematical Master an
the Classical Side at Cheltenham College. 1s. 6d. George Bell
(Cambridge Junior Mathematical Series).

[Elementary treatment; range fairly complete. Numerous ex-
amples ; revision papers at various stages. |

56 theorems:

ENGLISH LITERATURE.
Blackie’s Red Letter Shakespeare.—(1-3) King Henry VI., Parts I.,
II., and III. 1s. 6d. net each.
(Charming edition.]
Cassell’s Readings from Diekens. 6d. (limp cloth).
[Popular extracts, ‘‘ given as condensed by Dickens himself for
his readings.’’ Very good selection. Four coloured and four plain
plates. ]

‘Chambers’s “Standard Authors.’’—(1) Hereward the Wake (C. Kings-
ley): (2) The Lances of Lynwood (Charlotte M. Yonge); (3) Tom
Brown’s School Days (Hughes); (4) The Talisman (Scott). 1s.
each.

[Good type and tasteful get-up. Attractive series. ]

Ginn’s ‘‘ Standard English Classics.” — (D) Selections from Byron.
Edited by Samuel Marion Tucker, Professor of English Literature,
Florida State College for Women. ls. (2) Selections from Poe.
Edited by J. Montgomery Gambrill, Head of the Department of
History and Civics, Baltimore Technical Institute. 18. 6d.

{Good literary introductions; brief notes. (1) has illustrations ;
(2) has a portrait of Poe as frontispiece. Type and get-up agreeable. ]

Heath’s ‘‘ English Classics.” —(1) Bacon’s Essays. Edited by Fred
Allison Howe, LL.B., Ph.D. 1s. 6d. (2) Joan of Arc, and the
English Mail Couch (De Quincey). Edited by Charles M. Stebbins,
M.A. Is.

[0 Adequate introduction, biographical and literary : consider-
able notes; glossary, index. (2) Useful biography and account of
the romantic revival in English literature ; brief notes, with ques-
tions interspersed. Excellent series. |

Nelson’s Library.—(1) Eight Days, a Tale of the Indian Mutiny, by
R. E. Forrest. (2) The Wages of Sin, by Lucas Malet. (3) Lady
Audley’s Secret, by Miss Braddon. (4) The Pit, by Frank Norrie.
(5) An Adventurer of the North, by Sir Gilbert Parker. 7d. each.

[Good reading; agreeable type; flexible binding ; frontispiece
to each volume. ]

Poetry ror Scoot anp Home.
Girl’s Book of Poetry, ‘he. In 3 Parts: Junior, Intermediate, and
Senior. 4d. each. Macmillan.
[Very good selection, well graduated. ]
Longfellow, The Shorter Poems of. Selected by G. Clifford Dent.
3d. net. Dent (Temple English Literature Series for Schools).
[Biogruphical introduction ; brief notes. ]

Macmillan’s Departmental Poetry Books. Five Books: Infants;
Junior I.; Junior II. ; Senior [.; Senior II. Edited by S. C. B.
Edgar, M.A., Kent Road Higher Grade School, Glasgow. 2d.,
4d., 5d., 5d., dd.

[Contain all the poems given in the Scottish Education Depart-
ment’s Memorandum on the teaching of English as ‘typical
examples of poems suitable for the various divisions of a primary
school.” Capital selection ; large and clear type. }

McDongall’s Alexandra Recitation Books. No. 6. 2d.
{Good selection ; brief notes after each passage. |

McDougall’s Divisional Poetry Books. Boek I.: for Infants, 2d.
[30 pieces ; suitable; well printed. }

Oxford Elementary School Books. (1) First Book of Verse ; (2) Second
Book of Verse; (3) Third Book of Verse. 2d., 3d., 3d. Henry
Frowde; Hodder & Stoughton.

[Appropriate selections ; agreeable type and get-up. Each book
has a coloured frontispiece. |

Patriotic Songs for Schools. 2d, net. National Society’s Depository.
[Collection of Songs in one, two, and three parts, adapted for the
use of children. Almost all taken from the ‘Song Book for
Schools.’”? Music arranged and harmonized by Sir C. Villier<
Stanford, Mus.Doc., Professor of Music in the University of
Cambridge.)
Pitman’s Illustrated Poetry Books for Schools. Book III.
[Beautifully printed and profusely illustrated. ]

Reciter, Empire Day: Poems of Patriotism, of Labour, and of Peace.

No. 71 of “ The Penny Poets ” (39 Whitefriars Street, E.C.).
[Stirring pieces, well selected. ] :

Rhymes and Stories. Compiled and edited by Marion F. Lansing, M.A.
Illustrated by Charles Copeland. is. 6d. Ginn (The Open Road
Library of Juvenile Literature).

[First volume of the series. Familiar rhymes, nursery tales, &c.
Liberal and effective illustration. Well got up. ]

Verse, A Book of, for Boys and Girls. Compiled by J. C. Smith.
Parts I., II., and III. 4d., 6d., ls. Parts I.-III. 2s. cloth.
Clarendon Press.

[Excellent and abundant selection; well arranged. ]

Verse for School and Home, A Treasury of. Selected and arranged by
M. G. Edgar, M.A. Parts I. and II. 6d. each; limp cloth, 8d.
Harrap. ,

[Old favourites and fresh pieces ; very useful selection.]

5d.

GERMAN.

Andersen in German. Edited by Walter Rippmann.
tions by Thomas, Charles, and William Robinson.
(Modern Language Series).

[Seven stories; exercises appended. Charming reader. ]

Bell's First German Course. By L. B. T. Chaffey, M.A., Assistant

Master at Eton. 2s. Bell’s Modern Language Series.
[Rapid reading lessons, with mecessary helps; short stories.
Grammar outline appended. Vocabulary ; illustrations. ]

Science German Course. By C. W. Paget Moffatt, M.A. Lond., M.B.,
B.C. Cantab. 3s. 6d. Clive (University Tutorial Series).
[Enough grammar for translation from German ; 83 passages in
German—general, mathematics, physics, chemistry, &c. oca-
bularies, separate and general. Very serviceable. |

Science Students, German Grammar for. By W. A. Osborne, M.B.,
D.Sc., Professor of Physiology and Histology iu the University of
Melbourne, and Ethel E. Osborne, M.Sc. 2s. 6d. pet. Whittaker.

[To enable one ‘‘to read scientific articles and treatises published
in the German tongue.’’ Special stress on chemistry in the ex-
ercises. Well planned and executed. Most useful. ]

Science Students, A Second German Course for: Readings from recent
German Scientific Publications. Selected, arranged, and annotated
by H. G. Fiedler, Professor of German in the University of Oxford
(formerly in the University of Birmingham), and F. E. Sandbach,
Lecturer in German in the University of Birmingham. 2s. ¢d. net.
Moring (De la More Press).

(Supplement to the authors’ “ First German Course for Science
Students,” but may follow any other similar course, such ar
Prof. and Mrs. Osborne's (above). Progressively arranged. Very
useful nutes; grammar summary appended. Excellent selection. |

With Illustra-
ls. 4d. Dent

EDUCATION.

Board of Education.—(1) Statistics of Public Education in England and
Wales, 1906-7-8: Part I1., Educational Statistics. Cd. 4288.
2s. 3d. (2) Syllabus of the Preliminary Examination for the Ele-
mentary School Teacher’s Certificate, 1910. (3) Syllabus of the
Certificate Examination for Teachers in Elementary Schools, 1910.
(4) Syllabus of the Preliminary Examination of Blind Candidates
for the Elementary School Teacher’s Certificate, 1909. (5) Syllabus
of the Certificate Examination for Blind Teachers in Elementary
Schoola, 1909. (6) Circular 596 (Medical Inapection of School
Children). 1d. (7) Syllabuses and Lists of-Apparatus applicable
to Technical Schools, &c., in England and Wales, 9069; 4d.

(Continued on page 450.)

Oct. 1, 1908.] THE EDUCATIONAL TIMES. 449

OXFORD UNIVERSITY PRESS. ||

THE OXFORD GEOGRAPHIES.

By A. J. HERBERTSON, M.A., Ph.D., Reader in Geography in the
University of Oxford.

The Preliminary Geography.
Second Edition, 160 pages, with 72 Maps and Diagrams. 1s. 6d.
Preparatory Schools Review.—'‘ Where a class-book of geography is first in-
troduced, this should be the book. There is nothing else so good.”

The Junilor Geography.
Second Edition. 288 pages, with 166 Maps and Diagrams, 2s.

School World.—‘‘1Is good everywhere. The sketch maps are most interesting
and most instructive.”

The Senior raphy.
Second Edition. 370 pages, with 117 Maps and Diagrams. 2s. 6d.
School World.—“‘ The relation of cause and effect is continually insisted upon,

and the lesson driven home by the frequent insertion of educative maps and plans
and cross-sections.”

OXFORD TREASURY OF ENGLISH
LITERATURE.

no E. Hapow, Tutor in English Literature, Lady Margaret Hall, Oxford ; and
. H. Hapow, Fellow of Worcester College, Oxford. Three Vols. 3s. 6d. each.

Vol. III —Jacobean to Victorian.

_ Guardian.—‘‘ Tt would be difficult to name a more complete work of its kind even
in the matter of selection, while the literary criticism is illuminating and original.”

Previously Published.
Vol. I—Old English to Jacobean. Second Edition.
Vol. 1I—Growth of the Drama. Second Edition.

PALGRAVE’S GOLDEN TREASURY.
With 100 Additional Poems to the end of Nineteenth Century. From 1s. net.
(World's Classics.)
Schoolmaster.—‘‘ The value of the work as a representative collection has been
decidedly enhanced.”

Ea AND THE REFORM-

a
A Text-Book of European History, 1494-1610. By EMMELINE M. TANNER, His-
tory Mistress at Sherborne School for Girls. With Maps. 3s. 6d. (Immediately.

TROIS SEMAINES EN FRANCE.

An Illustrated Reader, with Questions for Conversation and Grammatical
Exercises, By D. L. Savory, French Lecturer at Goldsmiths’ College, Univer-
sity of London; and L. CHOUVILLE, B. ès L., Assistant Master at the Perse
Schrol, Cambridge. Second Edition. 2s.
The Journal of Education.—‘‘ The narrative is simple and natural. ... The
questionnaire provides a searching test.”

SELECTIONS FROM ERASMUS,
P nncipaly from his Epistles. By P. S. ALLEN, Fellow of Merton College,
Oxford ; Editor of “ Erasmi Epistolae.” With Life of Erasmus, 5 Illustrations,
Notes, and Vocabulary of Special Words. 3s. 6d.: and on India paper, 4s.
Educational Times.—‘ A good selection with judicious notes.”

SCENES FROM THE LIFE OF HANNIBAL.
SELECTIONS FROM LIVY. Edited, with Historical Introduction.
NO MDs, Vocabularies, and English Exercises. By W. D. LowE. Fcap.

"0, ls, 6d.

OLD TESTAMENT HISTORY.

aes for the most part from the Bible. By GEORGE CARTER. With Maps.

SCHOOL ALGEBRA.

By W. B. PATERSON (20th Wrangler), Trinity College, Cambridge; Mathe-
matical Master, Mercers’ School; formerly Mathematical Master, Christ Col-
lege, Brecon ; and Assistant Mathematical Lecturer, Owens College, Manchester,
Part I. (Immediately), With Answers. 23.6d. Without Answers. 2s.

AN INTRODUCTION TO THE THEORY OF
GROUPS OF FINITE ORDERS.

By Haro.tp HILTON, Lecturer in Mathematics at Bedford College
formerly Fellow of Magdalen College, Oxford, and Assistant Mathematica
Lecturer at the University College, Bangor. 14s, net. |
_ Athenaeum,—‘ The student who is making a serious study of this branch of pure
mathematics will find this text-book of great assistance.”

TYPES OF FLORAL MECHANISM.

Part I, Types II-XII (Jan. to April), With Diagrams and 39 Coloured Plates.
By A. H. CHURCH. 2ls. net.
School World.—*‘ It would be difficult to conceivea work more useful, instructive,
or inspiring . . » In the school library and in the country house the work will truly
be a thing of beauty, and a joy to all who make use of it.” :

Select List of Educational Works, List of Books set for various
Examinations, and Complete Catalogue (144 pages) post free.

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

MESSRS, BELL'S NEW BOOKS:

MASON’S
NEW ENGLISH GRAMMARS.

Revised in accordance with Modern Requirements by

A. J. ASHTON, M.A.,
Senior English Master, Kelvinside Academy, Glasgow; and Examiner in
English to the College of ptors,

NOW READY. 125 pages. 18,
MASON’S JUNIOR ENGLISH GRAMMAR.
JUST PUBLISHED. 218 pages. 2s.

MASON’S INTERMEDIATE ENGLISH GRAMMAR.

READY SHORTLY (Completing the Course).

' MASON’S SENIOR ENGLISH GRAMMAR.

JUST PUBLISHED. Crown 8vo. 1s. 6d.

ELEMENTARY MENSURATION.

By W. M. BAKER, M.A., and A. A. BOURWE, M.A.

The intention of the authors has been to make the subject of Mensuration
accessible to those who know no Mathematics except elementary Arithmetic.
Although the character of the book is elementary, however, its range is
fairly complete, and it will be found useful for all examinations where
elementary Mensuration is required.

IN PREPARATION, Crown 8vo, 2s.

A LATIN READER

(Verse and Prose).

By W. KING GILLIES, M.A. (Glas.), B.A. (Oxon.). Snell Ex-
hibitioner, Balliol College, Senior Classical Master in the High School
of Glasgow; and HECTOR J. ANDERSON, M.A. (Edin.),
B.A. (Oxon.), Exhibitioner of Oriel College, Inspector of Training
Colleges, Cape Colony.

Crown 8vo. With the Original Maps. 32s.

JOSEPH HALL.— MUNDUS ALTER ET IDEM

(An Old World and a New).
Edited for School Use, with Introduction, Notes, and Vocabulary, by
H. J. ANDERSON. M.A., Inspector of Training Colleges in Cape
Colony, late Classical Master at Hillhead Public School, Glasgow.

Pott 8vo. Illustrated. 1s.

TALES BY ERCKMANN-CHATRIAN.

Le vieux Tailleur. Le Combat de OCoqs. Pourquoi Hune-
vourg ne fat pas rendu.

Edited, with brief Notes and Vocabulary, by O. HZ. PRIOR, Assistant
Master at Rugby.

Third Edition, Revised.

A FRENCH HISTORICAL READER

By H. N. ADAIR.

With Illustrations, Brief Notes, a Vocabulary, and a new Composition
Supplement. 2s. Without Supplement, 1s. 6a. Supplement
separately, 6d. net.

Ready immediately. Crown 8vo. Illustrated. 2s.

A GERMAN HISTORICAL READER

By J. E. MALLIN, B.A., Strand School, King’s College.

BELL’S ENGLISH TEXTS FOR SECONDARY
SCHOOLS.

General Editor—A. GUTHKELCH, M.A.
New Volumes.

CHARLES READE: The Cloister and the
Mearth. Abridged and Edited by the Rev. A. E. HALL, B.A., Assis-
tant Master, Bancroft’s School. 1s.

SCOTT: A Legend of Montrose. Abridged and
Edited by F. O. LUCKHURST, Assistant Master, Sir Walter St. John’s
School, Battersea. 1s.

ENGLISH ODES. Selected and Edited by E. A. J.
Marsu, M.A., Assistant Master, Hanley Secondary School. 1s,
Write for full Prospectus.

London: GEORGE BELL & SONS, York House, Portugal Street, W.C.

450

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

Cambridge University.—(1) Local Examinations (Preliminary, Junior,
Senior): Examination Papers, July, 1908, with Lists of Syndics
and Examiners, and Re tions for the Examinations in July and
December, 1908. 28.; by post, 2s. 3d. Clay (Cambridge Uni-
versity Press Warehouse). (2) Preliminary Local Examination :
Class Lists (Boys and Girls) for Examination in July, 1908.
(3) Local Examinations: Class Lists (Boys) for Examinations in
July, 1908. (4) Local Examinations: Class Lists (Girls) for
Examinations in July, 1908. (5) Supplementary Tables, &c. 1s.
net. Clay (Cambridge University Press Warehouse).

L.C.C.—(1) Report on Schools for Blind, Deaf, and Defective Children,
1907. ls. (2) Report on Higher Education, 1907. 4d.
(3) Teachers’ Classes Handbook, showing classes and lectures
organized by the L.C.C. and open to teachers in London schools,
elementary and secondary. (4) Scholarships and Training of
Teachers’ Handbook. ld. ; post free, 3d. P. 8. King.

Library Association: Class List of Best Books and Annual of Biblio-
graphy, 1907-8. ls. 6d. net. Libraco (60 Wilson Street, Finsbury
Square, E.C.).

[Third annual issue; much enlarged. Very useful guide. |

Manchester : Municipal School of Technology and Municipal School of
Art—Calendar for 1908-9. 6d.; by post, 10d.

[Very full information. Amply illustrated. ]

Northampton Polytechnic Institute (St. John Street, E.C.): Announce-

ments Educational and Social for Session 1908-9.
[Most ample syllabuses ; fresh improvements. |

Oxford and Cambridge Locals, Normal Guide to. 6d. net.

Correspondence College.

‘Oxford University—Local Examinations: Division Lists for 1908—
(1) Preliminary Candidates, 6d., by post, 7d.; (2) Junior Candi-
dates, 6d., by post, 8d.; (3) Senior Candidates, 6d., by post, 8d.
Oxford: Parker.

People, The Education of a. Inaugural Lecture by George H. Locke,
Professor of History and Theory of Education and Dean of the
School for Teachers, Macdonald College, Montreal.

Normal

Peracrican MANUAIS AND PaMPHLETS.

-Cinematograph in Science, Education, and Matters of State. By Charles

Urban, F.Z.S.
[Explanation of numerous applications. |

‘Cookery Book, Leng’s. 6d. net.
[Mainly for artisan and middle-class households. Simple, varied ;
extremely useful. ]

Dress-Cutting, Manual of. By A. Guerre, Inspectress of the Professional
School of the Pupils of the Seine, &c. 6d. Macmillan.
[Authorized English edition. Illustrated. ]

Field Experiments in Staffordshire and Shropshire, and at the Harper
Adams Agricultural College, Newport (Salop): Joint Report for
Season 1907. Staffordshire County Council Education Committee.

-Garden, The School: A Handbook of Practical Horticulture for Schools.
By J. E. Hennessy. 1s. Blackie.
{Systematic, simple, instructive. ]
‘Girls, How to Make our, Graceful. By Gwendoline E. Kelly and Lucie
Henley-White. Harrap.
[Manual of deportment, with exercises (musical accompaniment).
Illustrations. Interesting brochure. ]

‘Handwriting, Modern, The Public School. By R. Wenlock, F.R.G.S.
6d. net. F. Hodgson (89 Farringdon Street, E.C.).
[Good example of clear formation ; well chosen exercises. Useful
practical suggestions in Introduction. ]

“í One & All” Garden Books (edited by E. Owen Greening, F.R.H.S.).
No. 13, Onions, by Horace J. Wright, F.R.H.S. No. 14, Climbers,
by T. W. Sanders, F.L.S., F.R.H.S. No. 15, Peas. by Horace
J. Wright. No. 17, Beans, by R. Lewis Castle, F.R.H.S. 1d.
each. Agricultural and Horticultural Association (92 Long Acre,
W.C.).

[ Practical, serviceable pamphlets. ]
Photo Manual, Leng’s. 6d. net.
[‘‘ All about photography,” for amateurs. Excellent. ]

Plastics: an Educational Handwork. By William Harbutt, A.R C.A.
Author, Bathampton, Bath.
{*‘ A combined system of manual training, modelling, and draw-
ing.” Instructive. Numerous illustrations. |

MISCELLANEOUS.

‘Celebration Days, British. Cards: small, 1s. per dozen ; large (20 x 25),
ls. net each. Charles & Dible.
[Ornamental design. ]

Electrical Legislation. Address to Students of the Institution of
Electrical Engineers by Robert Hammond, Hon. Treasurer.

‘Nursery Rhymes, Aunt Kate’s. With Muric. ld. Leng.

Scotland, Guide to, Leng’s. 1d
(Handy, and judiciously informatory. ]

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, LONDON, W.C.

Lectures for Teachers

ON THE

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE PRACTICAL TEACHER’S PROBLEMS.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the University of London.

The Second Course of Lectures (Thirty-sixth Annual Series) will commence on
Thursday, October Ist, at 7 p.m.

The matters to be dealt with are such as interest all classes of teachers, and will
be treated with that frankness that is possible in an unreported discourse, but is out
of the question in a printed book. hile the lecturer will lose no opportunity of
indicating how present educational conditions may be improved, he will take the
resent conditions as the basis and show how to make the best of things as they are.

he Lectures will be copiously illustrated by references to actual experience in all

kinds of Schools.
SYLLABUS.

I. (Oct. 1.) The Teacher's Library: three main sections, books needed by
teacher as (a) human being, (b) Knowledge-monger, (c) educator: we and (c) too
often neglected: special value of books used by teacher during childhood: the
upper and lower limit of professional books under (ec) ; possibility of excess in edu-
cational theory: plea for greater recognition of newer class of literary presentations
of educational problems: teaching ‘‘ the inarticulate profession ” : practical help
that may be had from such books: how to use educational periodicals.

II. (Oct. 8.) How to get some good out of Psychology : need for a change in the
point of view: rational and experimental psycholo: need of both by the teacher:
danger of pedantry in both : place of the proposed middleman between the psycho-
logist and the practical teacher: the teacher must be allowed to direct the ps ycho-
logist (not the psychologist the teacher) as to the results to be sought: list of things
the teacher wants to know, compared with the list of things the psychologist wants
to tell him: teacher must not. confine himself to child-psychology, his profession
demands the treatment of his fellow adults as well.

III. (Oct. 15.) How to deal with Officials: an example of the teacher’s need of
adult psychology: the dilference between the human being and the official: the
invariable third : official anes and answers: how to interpret them; the official
mind and how to approach it: an instructive bit of law: the official art of com-
promise : essay staat of conflicting official regulations: the whole question
reviewed from the point of view of the teacher as himself an official.

IV. (Oct. 22.) How to deal with Parents: generally wrong attitude of teachers
towards parents: in loco parentis theory: “foster parent”: getting at parents
through children and vice versa: parents’ antagonism to school authority has
definite relation to their social rank: special difficulties of different classes of
teachers: conflicting influences of fathers and mothers: genuine co-operation
between school and home; golden mean between parental indifference and
interference.

V. (Oct. 29.) How to Learn: the other side of teaching: absence of the desire
to know : how to rouse it: even when desire is present there is difficulty enough :
kinds of learning: reproduction: the dynamic view: constructive learning:
rhythm of learning: concentration and diffusion: fallacies about thoroughness :
temporary and permanent learning.

vE (Nov. 5.) Class Management and Teaching: ordinary psychology deals
with the individual]; teacher needs collective psychology as well: relation of class
to crowd or mob: minimum number to constitute a class : sympathy of numbers :
class leaders: difference between class teaching and private coaching: advantages
and difficulties in having to teach several persons at the same time: the average
pupil: the type: the composite: the ghostly class.

VII. (Nov. 12.) How to combine Lecturing and Teaching: teachers’ general
disapproval of lecturing: nature of lecturing us opposed to teaching: newer
methods of teaching history, geography, and geometry are demanding a certain
amount of lecturing: dangers of lecturing in schools as compared with colleges:
the pupils’ share in the process of lecturing: the art of listening: intermittent
hearing: the lecturer’s relation to the text-book.

VIII (Nov. 19.) Written work in School; absolute necessity for a good deal
of written work in school: note-taking, exercise writing, essays: drudgery of
correction: the surd of efficient correction in (a) quantity, (D) quality : co-operative
correction : psychological dangers of correction: the norm of correction : spelling
and dictation exercises: analysis of most common errors and their causes.

IX. (Nov. 26.) Verbal Illustration : nature of illustration in general: distinc-
tion from exposition: mental backgrounds: relativity of illustration to the
materials at command: exemplification: enumeration: nature of analogy and its
place in illustration: the metaphor and other illustrative figures: how to find
suitable verbal illustrations: source books of illustration,

X. (Dec. 3.) Graphic Illustration: the actual object and the model as means
of illustration: the value of the picture as illustration, especially as compared with
a verbal description: different illustrative values of a picture according as it is
used for intellectual, moral, or wsthetic teaching: the diagram as compared with
the picture: dangers that lurk in diagrammatic illustration: certain weaknesses in
our space sense: supremacy of the straight line in illustration.

XI. (Dec. 10.) How to deal with Dullness : nature of dullness: its relativity to
time and subject: the temporary dunce: the permunent dunce: the all-round
dunce: the specialized dunce: the scale of dullness: the ‘*‘defective point”:
subjective and objective dullness : sare at which objective dullness is welcomed
by the pupil: the tyranny of ‘‘ problems,” and the legitimate claims of the
relatively dull,

XII. (Dec. 17.) The Problem of Examinations: various functions of examina-
tions: teacher as examiner: how to prepare an examination paper: allocation of
marks: how to make the best of the external examiner: the personal equation :
the use of “old examination papers °: preparation of ‘‘ set books’’: ‘‘ the index”
in revision of examination work; how to prepare pupils for an external examination
with the minimum educational damage.

The Fee for the Course ef Twelve Lectures 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
all the Courses of Lectures,

Oct. 1, 1908. ] THE EDUCATIONAL TIMES. 451
MATHEHBMATICS. In =n n=O, ae i az 1/e, E hence the absolutely
consistent form — 0, —— ey WB OS ole’
rs 123 l 1+ 2+ "n+ e—1
Frat (R. J. Datuas.)—Show that mera ee equal to

Solutions (I.) by A. H. S. Gitzson and T. K. VEnKATARAMAN, M.A. ;
(II.) by A. M. Nessirr, M.A., C. M. Ross, and others.

1 3 8 ; ; .
L,) Let =. = a . Th
(I.) Let u iraro to infinity. Then, since
l a č B č y Zll, ll},
a FB1 F yl F541 F... a aß apy aßyð
therefore
1 1 2 8 . 1 1 1 1
Sg eee d inf, = -_— — — mm . = i= aes
fe1¢-9¢ Bec ioe! a
therefore —! = e—-; therefore u = 1 ;
l+u e e—1

(II.) Denote the expression by E, and put
ehh ea a
1+ 2+ r+a,
Let this be assumed = Urt Ure _ Ursit Ure rst,
Vr + Var Vret Vo41 Gre
Now, since Ar = - Tel -—,
r+1+4,41

(u- + U,)(r +1) + uar.
(v-+ V(r +1) + v,ar
Hence, by equating the terms
Urs = Un Ure = (ur + ur-i)(r + 1),*
with corresponding relations for the v’s; the latter may be written
Ur+1— (r +2) u, = —[u,—(r +1) u,-4) ;

this becomes

and so again for the v’s. But E = “t*%% go that 1, =, = v = 1,

Vi + VQ
to =0. Thus u,—(r+1)4u,.;=1, whenr=1
vp—(r+1)%-; =—1, when r=1!°

It follows, then, that u,,ı—(r+2)u. = (—1)r*!,
while Vr+1— (r +2) v, = (—1)".
Taking, then, the equations already obtained

u= Dlg = l areren. (1),
OT a a (2),
n 1 eE EE (3),

Ursi—(r+2)u, = (—1)"
Multiply them by factors which will make all but u,.ı and u vanish
on addition; #.e., multiply the mth equation by (r + 2)!/(m+1)!, we get
U, +1 — Quy = (r + 2)!/2!— (r + 2) 1/314 (r+2)1/4!—...
+(—1) +! (r +2)!/(r+2)!,

the equation for the v’s having the signs of the right-hand side re-
versed. Thus

n= m (1) =ta[(A-2+..)/fi-(d-de-)}]

1/e 1

zm —

e—1
The PRoposER contributes the following solution :—

The functions n! and sub-factorial n are both solutions of the
succession equation Us,ı = N (Un +Un-1). Now, if p./gn be the nth
convergent of the continued fraction

by bs
a+ dt Tas aa eee
we have Pn+l = OnDat OaPu-1, Qnel = Andu + Onn -1.

Putting a, = ba = n, we see that, if a,b, and a,b, are properly chosen,
the fraction whose nth component is n/n will have

Ph = sub-factorial (n+1), ga = factorial (n +1).
We must take b, = 1, a, = 2, b; = 2, a, = 2, and then

1 2 8 n _ sub-factorial (n +1)

2+ 24+ 84°" n factorial (n + 1)

bu

* It is clear from early cases that we may take these results without
any constant multiplier.

A Proof of Euc. VI. 3 which was recently drawn up by a boy
named Hunt, of the Church of England Grammar School,
Melbourne.

Communicated by W. F. Bearp, M.A.

Mr. Beard writes :—It will be noticed that the following proof does
not involve any proposition but Euc. VI. 1 :—

Let ABC be a triangle, and A
let the bisector of the 2 BAC
meet BC at D. To prove
BD/DC = BA/AC,

turn the / CAD about AD till
it coincides with the equal

angle BAD. Let C fall at C’; C
then
BD/DC = ABAD/aCAD
(Euc. VI. 1) É D C
= ABAD/AC'AD
= BA/AC’ (Euc. VI. 1) = BA/AC.
16848. (W. F. BEARD, M.A.)—ABC is a triangle; theescribed circle

opposite A, whose centre is I, meets the circum-circle at D; ID pro-
duced meets the circum-circle again at E. Prove that IE is equal to
the diameter of the circum-circle.

Solutions (I.) by Rev. W. ANDERSON, M.A., the PROPOSER, and maxy
others ; (1I.) by James BLAIKIE, M.A.

(I.) Let O be the circum-
centre ; R, rq the radii of the
circum-circle and escribed circle.

ID.IE = square of tangent
from I to the circum-circle
= OF?— R? = 2Rr4 ;
but ID = rq;
therefore IE = 2R.
(II.) Let IA meet the circum-

circle at F, and let AC touch
the ex-circle at G,

4 FIC = ICG—IAC

= ICB—IAB
= ICB—FCB
= ICF;
therefore IF = FC, ID.IE=IF.IA;
therefore IE = FC.IA/IG = FC/sin Z FAC = 2R.
16448. (‘‘A, u.”’)—Resolve into three linear factors

(a + B +y)’ —9 (a?B + B?y + ya).

Solution by S. T. SHovELTON, M.A., and V. DANIEL, B.Sc.
If the factors are assumed to be
(ka + 1B + my)(ma + kB + ly)(la+ mB + ky),
we have, by comparison of terms,
kim =1, km*+ml?+1k2? =-—6, k*m4+m*l+lk = 8,
KF +P +m? + 38kim = 6.
Therefore k, l, and m are roots of 23—8x—1=0. Therefore,
k = 3/(—w) +3/(—a*), l= w?3/(—w) + 2/(—w?),
m = 0 3/( — w) + w? 3/(—e*),

where w and w? are cube roots of unity.

and

16458. (C. M. Ross.}—Prove that the value of the determinant

| 1+ <2?, T, 0, 0, Ses |
x, 1+ 27, 2 0,
i 0, T, l+az’*, z, ... |

of the mth order is 1+ 2742'+.., + x2".

4.52

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

Solutions (I.) by Lt.-Col. ALLAN CunnincHam, R.E.;
.) by D. P. VARADARAJAN, B.A., and others.

(I.) Let 1+2* = y (for shortness), and let Am denote the determinant
of mth order. Then, it will be found by working out a few cases (say
of m = 2, 8, 4, 5, ...), and thence by induction, that

Am = YOm-1—-Z7Am-2 = Am-1 + 2? (Am-1— 4-2)
= (14r? trt +... 427-2) 427, a2 -2
= ltr trit... ta.

(II.) Let f (m) denote

1+2°, x, 0, 0,
£, 1+2?, x, 0,
0, x, ltr, g, |
of the mth order. Then
f(m) = (1+ 2%) f(m—1)—2 | ar, T, 0, 0, 0,
} 0, 1+2°, 2, 0,
0, æ, 1+2, z, aa]
of the (m—1)th order. But
x, x, 0, 0, =g% 1, 0, 0, 0! = xf(m—2);
0, l+}, xz, 0, 0, 1+z%, 2, 0
0, aA l+2°, x, . 0, T£, l+, x
therefore f(m) =(1 +2) f(m—1) —2*f (m—2).
Hence f(m)—f (m—1) = x? [f (m—1) —f(m—3)]....00 0. (1),
f(m—1)—f (m—2) = z? [f (m—2) —f (m= 8) J............ (2),
Ff (8)—f (2) = z7[f(2)—f(1)) we. (7 —2);

therefore, by addition,

f (m)—f (2) = x? [f (m—1)-f(1)], f (1) = 1+2, f(2) =14+27%+2!';
therefore f(m) = x°f (m—1)+1+27+a4-—2?—a4 = 1 +r?f(m-1).
Hence f(m) = 14+ 2°(1+2°(1+27(1+27(...)))) to m terms;
therefore f(m) = 1427+ 244254 a54+...420',

N.B.—With a different notation, namely, Am,..., for f(m), ..., the
Proposer’s solution is similar to Solution II., but the last two lines he
replaces as follows :—

Again, multiplying the equations (1) to (m—2) together,

Am— Om-1 = (Z7)"~? [4g— 4] = 2™
Eliminating A,,-1 between (A) and Am- Am- = 1,
(1—z*) An = 1~—Z1m+2 ;

therefore An = ltt... e.

16291. (Communicated by I. ARNOLD.)—A person engages to travel
from London to Constantinople, and to touch the Equator in his
journey. Required the point: of contact and the length of his track,
admitting it to be the shortest possible, and the Earth a sphere.—[From
Hann’s Spherical Trigonometry.]

Solution by JAMES BLAIKIE, M.A.

Let L, C, D, O, N represent London (longi- N
tude 0°, latitude 514°), Constantinople (longitude
29°, latitude 41°), the image of Constantinople L
in the Equator, the centre of the Earth, and
the North Pole, and let the great circle LD
meet the Equator in K.

Then, by great circle geometry,

LK + KC = LD; a minimum.
Also, by spherical trigonometry,

cos LOD = cos NOL cos NOD i
+sin NOL sin NOD cos LND,
= —'10 = cos 96° approximately ;
therefore LD = f; Earth’s circumference,
= 6700 miles approximately.

To find K we may use analytical geometry, taking the Equator as
the plane of zy, the meridian of London as the plane of xz, and
ax + by+cz = 0 as the equation of the plane LD. The co-ordinates of
L are rcos513°, 0, rsin514°. Those of D are rcos 41° cos 29°,
r cos 41° sin 29°, —rsin 41°.

Also at K y/z =—a/b = tan long. K. Substituting the co-ordinates
of L and D in the equation in turn and simplifying, we obtain

—a/b ='38096 = tan 17' 12° approx.
Hence K is a point in the Congo Free State.

The Nagel Point.
By W. Gatuatty, M.A.

Let H be the ortho-centre of ABC.

Along AH, BH, CH mark off AP ='BQ = CR = 2r, so that the per-
pendiculars at P, Q, R to AH, BH, CH meet in the Nagel Point N.

Since HPN = 90°, PQR lie on the circle (HN); and PQR = PHR =
angle between AH, CH = B; so that PQR is inversely similar to ABC.

It can readily be proved (Fuhrmann’s ‘‘Synthetische Beweise,’’
p. 109) that I the in-centre of ABC is also the in-centre of PQR, so
that I is the double point for ABC, PQR.

Since H is the ortho-centre and N the Nagel Point of ABC, while
O, I are corresponding points for the mid-point triangle A’B’C’; there-
fore IO = 4.HN, and OI is parallel to HN; therefore IO = wN, where
w is the centre of circle (HN), and IwNO is a parallelogram.

Again (wI)(OI) are pairs of homologous points in PQR, ABC, so that
the linear ratio for the two figures is given by m = wI/OI.

But this is also the ratio of the radii; therefore

#l/OI = NIR = O1/R;

therefore wI.R = OF = R(R—2r);
therefore wl = ON = R—2r,

W,

B

Hence the circle described with centre N and radius 2r touches the
circle ABC.

This is a form of Feuerbach’s Theorem, for, with regard to the anti-
complementary triangle, N is the in-centre and O the centre of the
nine-point circle. .

Let ON cut the circle ABC in Z. Then, since

wI/wN = wI/OI = OI/OZ,
and since the angles IwN, IOZ are equal, and drawn in contrary direc-
tions ; therefore N and Z are homologous points, and ZABC, NPQR.

are similar.
To prove that AZ is parallel to QR. Let 6, 6’ be the angles made by

AZ, QR with BC. Then 6=AZB—ZBC = C—NQR,
by similar figures, = QRP—NPR = @’.

The figure NRQP being similar to ZCBA,

ZA: ZB: ZC=NP:NQ:NR = b—c: c—a: a—b.
So that the normal co-ordinates of Z are
[1/(6—c).1/(c—a) .1/(a—d)).

The Simson line of Z for ABC is parallel to HN. Draw ZZ'z per-

pendicular to BC, so that AZ’ is parallel to the Simson line of Z.

Then AZ'z = ACZ = PRN (by similar figures) = PHN ;
therefore AZ’ is parallel to HN.

The point W, diametrically opposite to Z, in the circle ABC, is
homologous to H, diametrically opposite to N in PQR. Hence the co-
ordinates of W are proportional to those of H in reference to PQR ;.
i.e., to 1/HP, 1/HQ, 1/HR. But

HP = 2r —2R cos A ocosB+cosC—1;
therefore W is 1/(cos B + cosC—1, ...).

The isogonsl conjugate to the tangent ‘at Z is

a(b—c)*/a+... = 0,
which may be written in the elegant form
(aa+...)(a/a+...) = (a + B+y)%

Oct. 1, 1908. |

THE EDUCATIONAL TIMES.

453

8860. (D. BippLE.)—A liqueur is ordered to consist of four spirits
A, B, C, D, in the proportions 1, 2, 3,10. When an eighth part is
drawn off from the full vessel and consumed, it is found that B has
been omitted, and that an excess of D has taken its place. Without
necessarily refilling the vessel, introduce B, and rectifiy the proportions
of the several spirits, with the least possible loss of material, and at the
least possible extra expense, the relative cost of A, B, C, and D being
1, 4, 3, 4, and allowance being made for the difference in cost between
the interchanged B and D.

Solution by the PROPOSER.
1+2+3+10 = 16.

We will therefore suppose the vessel, when full, to contain a pint of
16 oz., each ounce of 480 minims; also the cost of A, B, C, D to be
respectively 20s., 10s., 5s., 2s. 6d. per oz. The cost of the proper
liqueur should thus be £4, but of the imperfect, only £8 5s., of which
an eighth has been already consumed, reducing the value of what

remains to £2 16s. 104d.
A B C D
The proper quantities in the full vessel } 480 960 1440 4800
are, in minims ; ate Aer
The quantities, as wrongly put... 480 — 1440 5760
The quantities now in the vessel 420 — 1260 65040
Reduce further by 320 minims, leaving 400 — 1200 4800
Then add 80 of A, 960 of B, 240 of C... 480 960 1440 4800

We thus have the vessel full of the proper liqueur, and the cost of
the additions has been 3s. 4d. + 20s. + 2s. Gd., or £1. 5s. 10d., which,
added to £3 5s., makes the total cost £4. 10s. 10d. But, if we take the
rejected 820 minims above referred to, and add to them, 4 of A, 48 of
B, and 12 of C, the further cost is only 2d. + 1s. + 14d., or 1s. 34d., to
obtain an additional four-fifths of an ounce of the genuine liqueur, of
value 4s. Supposing this to be done, there is no loss of material at
all, and full value received for the money expended, especially if the
vendor be made to bear, as he should, the cost of the portion consumed,
in consequence of the error on his part.

15997. (H. Bareman, B.A.)—Given a system of cubics passing through
the six corners of a quadrilateral and through another fixed point O,
prove that all those that touch a given line through O will touch
another given line through O, the cubics which touch the line at O
being excepted.

Additional Solution by Prof. NaNnson.

The cubics which pass through the six corners, the point O, anda
point P on the given line all pass through a ninth point Q. This point
is plainly the one point common to the four conics which pass through
O, P and any three non-collinear corners; and it may be shown to be
the meet of the second tangents from O, P to that in-conic of the
quadrilateral which also touches OP. For the tangents from O, P to
a variable conic which touches OP and three of the sides of the quad-
rilateral trace out homographic pencils and therefore meet on a fixed
conic passing through O, P. But, taking the variable conic to be a
pair of points, one at the meet of two of the three sides, and the other
at the meet of the third side with OP, we see that the fixed conic
circumscribes the triangle formed by the three sides. Hence the
meet of the tangents from O, P to the conic which touches OP and all
four sides necessarily coincides with Q.

Taking now a second point P’ on OP, all cubics through the six
corners, the point O, and the point P’, pass through a fixed point Q’
on OQ. But when P, P’ coincide, so do Q, Q’. It follows, then, that
any cubic of the system which touches a fixed line OP through O also
touches another fixed line through O, viz., the mate OQ of OP in the
involution pencil determined at O by the conics inscribed in the given
quadrilateral.
excepted because P has been assumed to be distinct from O.

QUESTIONS FOR SOLOTION.

16200. (Professor SansAna, M.A. Corrected.)— The great circle
bisecting perpendicularly the side BC of a spherical triangle ABC
meets the great circles bisecting internally and externally the angle A
in the points D, E. Prove that £EBC = 90°— Z DBC = 4 (B+0),
and arc DE = tan-! {2 sin a+ [cos?}a sin (B +C)]}. What are the cor-
responding results for a plane triangle ?

16510. (Professor E. HERNANDEZ.)—1 nombres a, b...k,l étant
donnés, si on forme le tableau

a, 2a, 3a... la

b, 2b, 3b... lb
ve (1)

PCC SRF eC eH see nsesecsesesegase
eee

k, 2k, 8k... Uk
il y aura autant de colonnes dont tous les nombres sont des multiples
de l qu'indique le plus grand commun diviseur des nombres a, b, c...1.

The cubics which touch the given line at O must bej dr

16511. (Rev. F. H. Jackson, M.A.}—Obtain a more general form
of Abel’s result

(x +a)” = x" + na (x+ b)" 4 Do a (a—2b)(x + 2b)" ? +...,
referred to in the Solution to Question 16408, Educational Times,
August, 1908, viz. :

[n] [n — 1]
[2] !
a (qa — [3] b)(q2a — [3] b) (x + [8] d)” 7? +...

(z +a)" = 2"+ [n]a (z+ b)" "+ a (qa — [2] b) (z + [2] b)" ?

, [nl n—9]
(3) !
in which
(x +a)" = (x+ a)(x + aq)(x + aq’)... to n factors
[n] = (q"—1)/(q—-1);
the gencral term of the series being

[n]! Z va r-la—
niora A OON SE abe ee er
16512. (Communicated by Professor E. B. Escorr.)—Sum to n

terms the series
(l+r)(1+2r) | (1+7r)(1+ 2r)(1 + 37)
5 B ` y + ~ S 6 ! ` z á + eee

(Chrystal, Algebra, Part II., Chap. 81, Exer. 25.)

16518. (The late R. W. D. CHRISTIE.)—Find an endless chain of
integral solutions of A?+ B? = C?, where A-B = a?+}?, C—A = a’,
C—B = 2d’, are all integers.

16514. (R. F. Davis, M.A.)—Factorize algebraically
(1) 475+ 2a5x + a8, (2) xi —2a%x +7;

and thence write down the factors of 4,000,021 and 9,800,001.
16515. (Professor CocHEz.)—Résoudre x —g = (2x - x)”,

16516. (R.CHARTRES.)—P is a random
point within the triangle ABC (4 = 1).
Show that the mean value of the area

2 1
AEF = a ae
and the mean of
1
DEF = 3°. ==
71 a (n + 1)3’
without calculating their numerical
values.

16517. (M. T. NarantencarR, M.A.)—In a bicircular quartic, if any
number of straight lines be drawn through any given point to cut the
curve in four points, the product of the segments of each will be the
same. Generalize the result.

a

A F B

16518. (Professor NEUBERG.)—Etant donnée la courbe y = sin‘ xz,
trouver (1) les points d'inflexion ; (2) l'aire comprise entre l'axe Ox et
larc compris entre les points x = 0, x = x; (3) le volume engendré par
cette aire tournant, soit autour de Oz, soit autour de Oy.

16519. (Professor Nanson.)—Two ellipses have their axes parallel
and the centre of one moves along the perimeter of the other. Find the
envelope of the moving ellipse and deduce the parallels of an ellipse.

16520. (V. MapHavarao, M.A.)—The normal to a parabola at any
point P cuts the curve again at Q, and the perpendicular QK to PQ cuts
the diameter at Pin K. Show that, if a parallel to the directrix through
K meet PQ produced in R, QR = the diameter of curvature at P.

16521. (V. Ramaswami AryarR, M.A.)—Normals AP, BP, CP are
awn toa conic, meeting at P on the curve. Show that the pedal
circle of the triangle ABC with respect to P subtends at P an angle
which is fixed whatever the conic and wherever the point P thereon.

16522. (S. Narayana Aryar.)—S is a variable point on the circum-
circle of a fixed triangle ABC. For different positions of the point S
four systems of conics can be described circumscribing the triangle
ABC with S as focus. Show that the directrices of each system of
these conics are concurrent and that the points of concurrence are the
in- and ex-centres of the triangle ABC.

16528. (A. M. Nessitr, M.A.)—Show, geometrically, that a rect-
angular hyperbola reciprocates into itself with respect to a concentric
circle through its vertices; and prove that in space of n dimensions
the surface zy...z = c” reciprocates into itself with respect to the
hyper-sphere x? + yY +... 42? = nc’,

16524. (Professor MorLEY.)—A triangle sets up in its plane a
Cremona transformation by taking the polar line of any point. Given
in a plane a Desargues configuration (the complete figure of two per-
spective triangles), prove that there are œ? such transformations which
will send the ten points of the configuration into.the ten lines on five
points.

454

THE EDUCATIONAL TIMES.

[Oct, 1, 1908.

16525. (James BLAIKIE, M.A.)—Points P, Q. R are taken on the
-altitudes of a triangle ABC such that AP/BC = BQ/CA = CR/AB; prove
that the centroids of PQR, ABC coincide. Hence show that the
centroids of the triangles formed by joining (1) the vertices, (2) the
centroids of the equilateral triangles described similarly on the three
sides of any triangle coincide with the centroid of the original triangle.

16526. (V. DaniEL, B.Sc.)—How should a right-angled triangle be
drawn to comply with the specification :—‘‘ As remote as may be from
an isosceles triangle ” ?

16527. (Professor SangyAna, M.A.)—The small circle described about
a spherical triangle ABC meets the great circles bisecting internally
and externally the angle A in the points F, F’. Prave that

cot AFF’ = v [cot? R +4 tan? R sin? (B—C)),

and give the analogous result in plano.
16528. (C. M. Ross.)—If tan (0+%19) = cosatisina,
show that 4(2nr+)=6 and ọ = } log tan (17+ ła).

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

8886. Every square number is divisible into two sequences from m
(any integer).

9889. Take any number of my digits (1, 2, or 3 together) and I am
equal to a sequence from unity. Cast out the nines from my dozen
divisors and you’ll find the factors of each of my digits. 1 am a
famous number, but not a perfect number, and both myself and the
sum of my digits are divisible by a perfect number.

, 10944. (W.J. GREENSTREET, M.A.)—If
p (x) = Ay t+ art... +a" +...
W (xz) = bot bT +4 ... + bat” +...

(1) show that agbotajbi+...+ anbat... = ING (0) ¥ (6) de}/20 ;

and (2) find Ag+ Ma, xX +m (m—1) ay X/2! +...

11289.° (Professor RamaswaMI AIYAR.)—If parallel forces acting at
(n +2) points in space of n dimensions be in equilibrium, they will be
in equilibrium when each is transferred to the centre of the hyper-
sphere passing through the points of application of the other (n+ 1)
forces.

(This is an extension of Professor Neuberg’s Question 10765.]

11298. (Professor NiLKANTHA SaRKAR.)—A number of light rigid
rods are loosely jointed together at their extremities so as to form a
closed polygon, and a force applied to each side perpendicular and
proportional to it. their lincs of action meeting in a point. Prove
that, if equilibrium be maintained, the polygon will be inscribable in a
circle, and, if S be the point through which the forces act, O the centre
of the circumscribed circle, and SO be produced to S’ so that SS’ is
bisected in O, the stress at any angular point of the polygon will be
perpendicular and proportional to the distance of the point from S’.

11529. (Professor Syamapas MuxknopApuyAy, B.A.) — Find the
chance that a line which meets a sphere of radius R also meets another
sphere of smaller radius 7 whose centre is at a given distance d from
the centre of the first. Examine the three cases, when the second
sphere (1) lies wholly within, (2) lies wholly without, and (3) intersects
the first sphere.

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss ConsTaNcE I, Marks, B.A., 10 Matheson Road, West
Kensington, W.

mu LATEST SELF-FILLING FOUNTAIN PEN.
oven AS AN ADVERTISEMENT eenionostr

OFPER PERIOD ONLY

The Seif-Filling and Self-Cleaning Perfection Fountain Pen(worth 15/-)
to Teachers for 4/- only, or 3 Pens for 10/6.

This is an advertisement offer, & will be withdrawn at the end of this year.

jax’ ORDER NOW BEFORE IT IS TOO LATE.
Money returned if not fully satisfied. Guaranteed for 2 years.

ERa TEEGEE Ie a Sa
Eal — P COOCE SELF-FILLING | CC |
ae a KE ae aoe age << |

Description :—Non-leakable, fills and cleans itself in a moment—a
press, a fill—fitted with large 14-carat gold nib, iridium tipped, guaran-
teed to last for sears. No other Pen like ıt for reliability, steady flow

and smooth writing, Every Pena pleasure.
Makers— \
THE RED LION MANUFACTURING CO., Ltd., 71 High Holborn, London,W.C.
No need to buy any other Pen while this offer lasts.
To obtain this advantage, mention ‘‘ The Educational Times.”

DENT’S

NEW
MATHEMATICAL AND SCIENTIFIC
SERIES FOR SCHOOLS.

SOME RECENT ADDITIONS.

HISTORIGAL GEOGRAPHY ON A
REGIONAL BASIS.

By ERNEST W. DANN, B.A., THE GRAMMAR SCHOOL, REIGATE.

Vol. I.—THE BRITISH ISLES. Vol. II.—EUROPE.
Price 2s. 6d. each.

Extract from Preface.—These little volumes have been written to give students
& more definite idea of the interrelation of Geography and History than they can
possibly gain from the passing allusions in books entirely devoted to the one or the
other subject. Of the importance of Historical Geography there can be no doubt:
but there is a great deal of confusion of terms. It is often forgotten that Geography
is the substantive and Historical the adjective, and it is most important to give the
science its proper physical basis. Moreover, the study of it should be based upon
reason and not upon memory. Kaleidoscopic political changes at rapid intervals do
not. require a high order of intelligence to acquire, and are merely interesting; the
study of man on the earth is a far deeper matter.

1

ELEMENTARY TRIGONOMETRY. By Cecit Haw-

Kins, M.A., Senior Mathematical Master at Haileybury College, Hertford.
Small crown 8vo, without Answers, 3s. 6d.; with Answers, 4s.

GEOMETRICAL CONICS. By Professor G. H. BRYAN,
F.R.S., and Prof. R. H. PINKERTON, M.A. 3s. 6d.

ANALYTICAL CONICS. By Prof. CHARLOTTE ANGUS
Scott, D.Sc., Bryn Mawr College, U.S.A. 3s. 6d.

AN INTRODUCTION TO PRACTICAL BOTANY.
Be BDA VIES; B.Sc. (Lond.), F.G.8., County School, Barry, Glam. Small

SCHOOL HYGIENE. By Hernert Jones, D.P.H.(Camb.),
Fellow and Hon. Secretary to the Incorporated Society of Medical Officers of
Health; Fellow of the Royal Sanitary Institute, &c. Small crown 8vo, 2s.

PRACTICAL NATURE STUDY FOR SCHOOLS.
By OswaLp H. LATTER, M.A., Senier Science Master at Charterhouse, formerly
Tutor at Keble College, Oxford.

Part I. (Pupil's Book), 2s. 6d. net; Part II. (Teacher’s Aid and Answers), 6s. net

A FIRST BOOK OF GEOMETRY. By W. H. Younse,
Sc.D., Senior Examiner to the Welsh Examination Board, and Mrs. YouneG,
re With three Coloured and many other illustrative Diagrams. Crown 8vo,

s. 6d. net,
The Westminster Gazette says :—“ The child does everything himself: he is not
taught, he learns. The ideal which the authors have set themselves is excellent,
and the k is evidently the outcome of much patient care and thought.”

A FIRST STATICS. By C. S. Jackson, M.A., late
Scholar of Trinity College, Cambridge; Instructor of Mathematics, R.M.
Academy, Woolwich; and R. M. MILNE, M.A., Royal Naval College, Dart-
mouth. With over 200 Diagrams and numerous Examples. Crown 8vo, with
or without Answers, 4s, 6d.

ELEMENTARY PRACTICAL PHYSICS. By F. J.
TRISTRAM, M.A., B.Sc. Fcap. 8vo, 1s. 6d.

Education says :—“ This admirable little Book approaches very near to our ideal
of an elementary text-book of Practical Physics. ... Fortunate, indeed, is the
student who has his powers of observation and manipulative skill trained on the
lines indicated in this excellent little book.”

GERMAN SCIENCE READER. Compiled by C. R.

Dow, M.Sc.

Part I., Mathematics, Physics, and Chemistry. Small crown 8vo, 2s.

This book consists of passages on Scientific subjects in German, by the translation
of which it is hoped that the student will acquire a knowledge of the more commonly
occurring scientific expressions. fn a book of this size it is impossible to bring in
every term which would be met with in the perusual of a Gerinan scientific text-
book, but it is beheved that all the mere common ones have been included.

LIGHT: For Intermediate Students. By F. E. Kees,
B.Sc., late Demonstrator of Physics, University College, Bangor. Small
crown 8vo, 28.

The Schoolmaster says:—‘‘The book, which covers a considerable amount of
ground, is exceedingly well done. It displays knowledge and thoughtful care on
every page. Apart from its general use as an elementary text-book of the subject.
it will, in particular, serve the requirements of those entering for an Intermediate
Prem mnion in Physics. It is worthy of notice that the pages are not crowded
with text.”

A detailed list of the series may be had upon- application.

The Publishers invite application for specimen copies with a view
aol A to introduction.

London: J. M. DENT & CO., Aldine House; Bedford Street, W.C.

Oct. 1, 1908. ] THE EDUCATIONAL TIMES. 455

BOOKS, &c., adapted to the New Requirements in
GEOGRAPHICAL TEACHING.

SECOND EDITION, REVISED. Demy 4to, 6s. net.

A PROGRESSIVE COURSE OF COMPARATIVE GEOGRAPHY ON THE
CONCENTRIC SYSTEM.

By P. H. L'ESTRANGE, B.A., Assistant Master at Malvern Collége. With 177 Illustrations and 172 Maps and Diagrams in Co'our.
A'so in Two Volumes as under :—(1) The. Text, with 177 Illustrations, 3s. 6d. net: (2) The Maps and oe eee with Index, 3s. 6d. net. Forming Philips’
Progressive Atlas of Comparative Geography.

In use at Charterhouse, Rugby, Malvern, Repton, and other Public Schools, and at many Secondary Schools and Pupil-Teachers’ Centres.

A JUNIOR COURSE OF COMPARATIVE GEOGRAPHY.

Being Course A (Text only) of the © Progressive Course.” By P. H. L'ESTRANGR, B.A. Demy 8vo. 2s. 6d. net
The Educational News says :—“ The method is sound, and the book should help to bring about a revolution in geographical teaching.”

A RATIONAL GEOGRAPHY. |

By Ernest Youna, B.Sc., Head Master of the Lower Sehool of John Lyon, Harrow. In Three Parts, with numerous Maps and Diagrams,
Crown 8vo, 1s, 6d. each, , l , i , l
The Se huolmaster says :—'* We very strongly commend it to the notice of our readers. Whoever has to give a lesson in geography will find it of service. It is full of
hints and new ideas.’

MACKINDER’S GEOGRAPHICAL STUDIES.

A Course of Elementary Studies in Geography. By H.J. MACKINDER, M.A., Director of the S:hool of Economics and Political Science in the University of London.
Book 1.—OUR OWN ISLANDS. With numerous Coloured Maps and Illustrations. Crown 8vo, 2s.6i4. Also in Two Paris, each 1s. 3d.
Book I1._LANDS BEYOND THE CHANNEL. With numerous Coloured Maps and Illustrations. Crown 8vo, 1s. 9d.

APPLIED GEOGRAPHY.

© By J. Scott KELTIR, LL.D., Secretary of the Royal Geographical Society. Second Edition just published, Crown 8vo, 2s. 6d,
Sir GEORGEK TAUBMAN GOLDIE, 'K.C.M. G., President R.G.S., says :—“ The best short manual on the general question (economic geography) is still, to my mind, that
by Dr. Keltie.”— Address to the Edinburgh Geographical Soe iely.

PHILIPS’ COMPARATIVE SERIES OF LARGE SCHOOLROOM MAPS.

The Geographical Teacher says :—‘* Can be thoroughly recommende i. There can be no hesitation in advising teachers to select this series.”

PHILIPS’ SCHOOL ATLASES. Prices from 6d. PHILIPS’ SCHOOL GLOBES. Prices from Is. 6d.

Descriptive Lists of any of the above and COMDES merereune of Educational Publications may be had post free on application.

GHORGE PHILIP & SON, Ltd., 32 Fleet Street, London.

CAREY'S “GRADUS AD PARNASSUM.”

WITH THE ENGLISH MEANINGS.
; Revised, Corrected, and Augmented by a Member of the University of Cambridge.
Post vo, cloth, price 7s.
THE STATIONERS’ COMPANY, Stationers’ HALL, LONDON.

The “A.L.”

“HISTORICAL SEQUENCES”
CHARTS.

FOUR CHARTS, 45 in. x 35 in., PRINTED IN COLOURS.

NOW READY.
Demy 8vo, cloth, price 2s. 6d., free by post.
To Members of the College the prwe is 1s., or 1s. 6d. free by post.

Any Single Chart, C.R.V. ... es . met, 4/-— TH E CALEN DAR
Set of Four Charts, C.R.V. ses ... p 14/2 OF
Slon Top-iath Sy, 106 | | THE COLLEGE OF PRECEPTORS

FOR THE YEAR 1908.

FRANCIS HODGSON, 89 Fa 89 Farkinepon Street, Lonpon, E.O.

Chart I. The Age of Feudalism (1066-1272).
» Il. The Growth of Parliament( 1272-1485).
», III. The Age of Discovery (1485-1689).
» IV. The Era of Progress (1689-1901).

In the varions Charts Horizontal Bands are allotted to
Rulers, Prominent Men, Constitutional History, Notable vents,
Growth of Parliament, Discoveries aud Colonization, Treaties,
Wars, Literature, &e. The Charts

Represent graphically Historical Facts, and

Correlate the chief Historical cvents with Geographical
Incidents, Growth of Empire, and the growth
and importance of Literature.

Psychology of Language Teaching: Phonetics.

HOWARD SWAN,

Post-Graduate in Psychology, Berkeley University; Harvard ;

Research Student, London University; recently Professor

Imperial College of Languages, Pekin; Author of ‘ Facts of
Life,” ‘* Colloquial French, ” &e.

For Self-study Course in French in 50 weekly booklets for a apply
Manager, 1 Aibemarie Street, W
TEACHING AND TRAINING IN METHOD or LANGUAGE TSG,
PsYCHOLOGY AND PHONETICS ; BNGLISH, FRENCH, GERMAN
(CHINESE, JAPANESE if desired).
Pupils can be taken during autumn and winter in beautiful surround-
ings in Switzerland.

Address: Villa Von Stietencron;-Chailly`sur Clarens, Switzerland.

E. J. ARNOLD & SON, Lro, LEEDS & GLASGOW.

THE EDUCATIONAL TIMES.

[Oct. 1, 1908.

A History of Classical Scholarship. By
J. E. Sanpys, Litt.D., Fellow of St. John’s College and Public
Orator in the University of Cambridge.

Vol. II.—From the Revival of Learning to the End of the Eighteenth
Century (in Italy, France, England, and the Netherlands).

Vol. III.—The Eighteenth Century in Germany, and the Nineteenth
Century in Europe and the United States of America.

The volumes now published begin with the Revival of Learning
and end with the present day. They include a survey of the
lives and works of the leading scholars from the fourteenth to
the nineteenth century. Each of the periods embraced in these
volumes opens with a chronological conspectus of the scholars
of that period, giving the dates of their births and deaths, and,
in the last four centuries, grouping them under the nations to
which they belong. The two volumes contain sixty-two por-
traits and other illustrations.

The Student’s Handbook to the University

and Colleges of Cambridge. Seventh Edition. Revised to
June 30, 1908.

“This is an extremely business-like little book, well printed
and comely in appearance, and a marvel of cheapness. For the
modest. sum of three shillings, the intending or actual student
and his friends can purchase all the information compressible
into 400 oad pagen; about present means and methods of educa-
tion practised on the banks of the Cain.’’—Guardiin,

“The book should be on the shelves of every head master and
head mistress.’’"—Schvool World.

Vols.
II. and III.
Large crown 8vo
8s. 6d. net each.

Crown 8Bvo
38. net.

Experimental Elasticity. A Manual for the

Laboratory. By G. F. C. SEARLE, M.A., F.R.S., University Lec-
turer in Experimental Physics. (Cambridge Physical Series.)

This volume has its origin in the manuscript notes prepared
by the author from time to time for the use of the students
attending his class in Practical Physics at the Cavendish
Laboratory, and its purpose is to give the substance of his
course of instruction in the subject in a form which may be
useful to students. Its three chapters deal with the Elementary
Theory of Elasticity, Solutions of some simple Elastic Prob-
lems, and Experimental Work in Elasticity.

Demy 8vo
58s. net.

Mechanics and Hydrostatics. An Element-
ary Text-Book, Theoretical and Practical. By R. T. GLAzEBROOK,
M.A., F.R.S., Director of the National Physical Laboratory.

It has now come to be sone ly recognized that the most
satisfactory method of aching the Natural Sciences is by
aie which can be performed by the learners them-
selves. In consequence, many teachers have arranged for their
publ courses of practical instruction designed to illustrate the
undamental principles of the subject they teach. The portions
of this book designated ‘‘ experiments” have for the most part
been in use for some time as a Practical Course for Medical
Statics, 28. Students at the Cavendish Laboratory at Cambridge. The
Hydrostatics, rest of the book contains the explanation of the theory of those
28. experiments, and an account of the deductions from them. It
is with the hope of extending some such system as this in
colleges and schools that the author undertook the publication

of the present book and others of the series.

Heat and Light. An Elementary Text-Book,
Theoretical and Practical. By R. T. GLAZEBROOK, M.A., F.R.S.

Crown 8vo
6s.

Orin 3 Parts :—
Dvnannics, 38.

Crown 8vo “ Mr. Glazebrook’s volumes on Heat and Light deal with

3 these subjects from the experimental side, and it is difficult to

Or in 2 Parts :— admire sufliciently the ingenuity and simplicity of many of

Heat, 38. the experiments without losing sight of the skill and judgment
Light, 3s, with which they are arranged.” — Saturday Review.

Electricity and Magnetism. An Elementary
Text-Book, Theoretical and Practical.
M.A., F.R.S.

By R. T. GLAZEBROOK,

Gawn Bro _“* Every schoolmaster and teacher who has under considera-
6s tion the selection of a text-book for his better students should
. most certainly look into this book.” — Guardian.

Elementary Algebra. By C. H. Frencu, M.A.,
and G. OsBorn, M.A., Mathematical Masters at the Leys School,

Cambridge.

This book includes Common Logarithms and the Binomial
Theorem for a positive int I index, so that it covers the
grouin of all school examinations not requiring a special know-
Crown 8vo edge of the subject. It is amply sufficient for such examina-
4s. 6d. tions as the London Matriculation, the Cambridge Previous,
the ordinary pass-work of the Higher Certiticate Examination
of the Oxford and Cambridge Board, the Oxford and Cambridge

Locals, and others of similar standard.

Algebra for Secondary Schools. By CHARLES
Davison, Sc.D., Mathematical Master at King Edward’s High
School, Birmingham.

The author’s aim has been to prepare a text-book that may be
of use in all but the highest classes of a secondary school. The
subjects included are, for the most part, those which are com-
mon to all text-books af elementary algebra; but a few, such as
indeterminate equations of the first degree, the remainder theo-

Crown 8vo rem and simple partial fractions, are introduced at an earlier
6s. stage than usual. The applications of graphs are confined to
the illustrations which they afford of the methods of solving
simultaneous equations and of the theory of quadratic equations
and expressions, In the solution of simultaneous quadratic
equations, they are especially useful, as they serve to show the

geometrical meaning of every step in the process employed.

Modern Geometry. By C. Goprrey, M.A.,
Head Master of the Royal Naval College, Osborne, and A. W.
Srppons, M.A., Assistant Master at Harrow School.

The present volume is a sequel to the “ Elementary Geo-
mety ” written by the same authors. It covers the schedule
of Plane Geometry required for the Special Examination in
Mathematics for the Ordinary B.A. Degree at Cambridge; and
represents what the authors take to be a useful course for any
student of Mathematics, whether he intends to read for Mathe-
matical Honours or to take up Physics or Engineering. For
those who ultimately make a special study of Geometry, this
book would serve as an introduction to wore advanced treatises,

Crown 8vo
4s. 6d.

Elementary Geometry (Practical and

Theoretical). By C. Goprrey, M.A. and A. W. Srppons, M.A.
Crown 8vo “ After a careful examination of the various books on the new
3s. 6d. Rone that have recently been published, we have no
Or in esitation in commending this book as the best for preparatory
sash volumes schools.’’— Preparatory Schools Review.
. each,
Or in “This book deserves to be placed on the list of text-books
Five Parts to be used in all secondary schools.” — Local Government
1s. each. Chronicle.

Plane Geometry for Secondary Schools.
By CHARLES Davison, Sc.D., and C. H. Ricuarps, M.A., Mathe-
matical Masters at King Edward's High School, Birmingham.

This book may now be obtained in four separate parts, corre-
sponding to the four main divisions of the work :

Book I.—Triangles and Parallelograins.
Book II.—Areas.

Crown 8vo Book III.—The Circle.
4s. Book IV.—Proportion applied to Geometrical Magnitudes.
F kan Parts ‘The plan of the present volume is good. Whilst the leading

1s, each propositions appear in the form of bookwork, others scarcely
: ess important are discussed as worked riders. A full comple-
ment of exercises for individual practice in original solution is,
moreover, included, the questions being sometimes set as exer-
cises on special propositions, and sometimes classed together as
miscellaneous problems and theorems." — Educational Times.

The Winchester Arithmetic. By C. GODFREY,

M.A., Head Master of the Royal Naval College, Osborne, and
G. M. BELL, B.A., Senior Mathematical Master at Winchester
College. .

“ The first real attempt made in a text-book to give a sound
grounding to the boy of average wants and average capabilities.
... The substance and arrangement of the chapters fulfil in

saa ay a highly satisfactory manner the requirements which modern
tendencies have demanded in u general grounding of the sub-
Teachers’ ject.” — Guardian.
Edition with “ This admirable text-book will rank high amongst its fellows,
Interleaved and it would be difticult to find a school arithmetic more worthy
Answers of general use.”’— Nature.
68. net. “ All the arithmetic that needs to be, or ought to be, over-

taken in a secondary school, is here adinirably presented in a
slim volume of less than 200 pages. ... It is one of the best
and most workable of the recent arithmetics.’’"—Bovkman.

Loxpon: CamBrivce University Press Waresouse, Ferrer Lang. OC. F. Cray, Manager.

London: Printed by C. F. Hopason & Son, 2 Newton Street, High Holborn, W.C. ; and Published by Francis Hopasoy, 89 Fafriñgdon Street, E.C.
[Entered at the New York Post Office as Second Class matter. ]

n amaa mee

ee

~~ _
CISA OY,

EDUCATIONAL

~~

IMES,

Journal of the College of Preceptors.

Vol. LXI.] New Series, No. 571.

NOVEMBER 2, 1908.

Members, 6d.; by Post, Td.

(hente Monthly, price, to Non-
Annual Subscription, Te.

LLEGE OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

(39

MEMBER’S MEETING.

The next Monthly Meeting of the Members will take
place on Wednesday, the 18th of November, at 7.30 p.m.,
when Professor J. W. ADAMSON will read a Paper on
“The Experimental Study of Instruction.”

A discussion will follow the reading of the Paper. _
t i have the privilege of introducing their

iends.

LECTURES FOR TEACHERS.

On Thursday, Ist of October, Joon ADAMS, M.A.,
B.Sc., F.C.P., Professor of Education in the University
of London, commenced a Course of Twelve Lectures
on

“THE PRACTICAL TEACHER’S PROBLEMS.”

The matters to be dealt with are such as interest all
classes of teachers, and will be treated with that frank-
ness that is possible in an unreported discourse, but
is out of the question in a printed book. While the
Lecturer will lose no opportunity of indicating how
present educational conditions may be improved, he
will take the present conditions as the basis and show
how to make the best of things as they are. The Lectures
will be copiously illustrated by references to actual ex-
perience in all kinds of Schools, The Lectures will be
given on Thursday Evenings at 7, beginning on October

st.

For Syllabus, see page 460.

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

Members of the College have free admission to this
Course.

EXAMINATIONS. .

Diplomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
28th of December, 1908.

Practical Examination for Certificates of
Ability to Teach.—The next Practical Examina-
tion will be held in October.

Certificate Examinations. — The Christmas
Examination for Certificates will commence on the
8th of December, 1908.

Lower Forms Examinations. — The Christ-
mas Examination will commence on the 8th of December,
1908.

Professional PreliminaryExaminations.—
These Examinations are held in March and September.,
The Spring Examination in 1909 will commence on the
2nd of March.

inspection and Examination of Schools.
—Inspectors and Examiners are appointed by the
College for the Inspection and Examination of Public
and Private Schools,

The Regulations for the above Examinations can be
obtained on application to the Secretary.

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

(VERSIT OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers.

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-

rt, Edinburgh, Glasgow, Hull, Inverness, Leeds,

iverpool, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, 8t. Andrews, Sheffield,
Swansea, and several other towns.

Information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme, The
University. 8t. Andrews.

UNIVERSITY OF ST. ANDREWS.

—————

UNIVERSITY HALL.

Warden:
Miss FRANCES H. MELVILLE, M.A.

NIVERSITY HALL, for Women

students, was opened in 1896, under the govern-
ment of the University of St. Andrews.

The usual Course of Study at University Hall is in
preparation for the Degree Examinations of the Uni-
versity of St. Andrews, of which all the Classes and
Degrees in Arts, Divinity, Science, and Medicine are
open to women on the same terms as to men,

The Sessions of Residence are the two University
Sessions, viz. the Winter Session, October to March;
the Summer Session (Optional), April to June,

University Hall fees for residence—Winter Session,
£30-£50 ; Summer Session, £15-£25.

Matriculation and Class Fees average £10 for the
Winter Session,

For further information, apply to the WARDEN,
University Hall, St. Andrews, Fife.

ONDON COLLEGE OF MUSIO. P%

(Incorporated.)
GREAT MARLBOROUGH STREET. LONDOR, W.
Patron: His GRACE THE DUKE oF LEEDS.
Dr. F. J. KARN, Mus. Bac. Cantab., Principal.
G. AU@uUSTUS HOLMEs, Esq., Director of Examinations.
EXAMINATIONS, 1908,

The NEXT BXAMINATION in PIANOFORTE
PLAYING, SINGING, THEORY, and all branches
of Music will be held in London and 400 Provincial
Centres in DECEMBER, when Certificates will be granted
to all successful candidates,

The Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (L.L.C.M.), the Teachers’
Diploma, L.C.M., and Fellowship (F.L.C.M.) also take
place in DECEMBER.

Gold and Silver Medals and Book Prizes are offerea
for competition according to the Regulations.

LocaL SCHOOL CENTRE8S.— Full particulars with refer.
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1908, together with Annual Report,
may be had of the SECRETARY.

In the Educational Department students are received
and thoroughly trained under the best Professors at
moderate fees. The College is open 10 a.m. to 9.30 p.m.

A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.

VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

Diploma Correspondence
College, Ltd.

Principal—J. W. Knipe, L.C.P., F.R.8.L.
Vice-Principal—S. H. Hooks, B.A., Hons. Lond.

Spectally arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the SECRETARY.

WOLSEY HALL, OXFORD.

BGR

HE ASSOCIATED BOARD

OF THE R.A.M. anD R.C.M.
FOR LOCAL EXAMINATIONS IN MUBIC.

PATRON: His MAJESTY THE KING.
PRESIDENT: H.R.H., THE PRINCE OF WALES, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in March an
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also, En-
tries for the March-April Examinations close Wednes-
day, February 10th, 1909.

SCHOOL EXAMINATIONS (8yllabus B).
Held three times a year, viz., March-April, June-
July, and October-November, Entries for the March-
aon Examinations close Wednesday, February 3rd,

Specimen Theory Papers set in past years (Local Centre
or School) can be obtained on application. Price 3d.
set, per year, post free.

Syllabuses A and B, entry forms, and any further
information will be sent. post free on application to—
JAMES MUIR, Secretary.
16 Bedford Square, London, W.O.

Telegrams: “ Associa, London.”

BIRKBECK COLLEGE.

BREAMS BUILDINGS, CHANCERY LANE, E.C.
DAY AND EVENING CLASSES.
Principal—G. ARMITAGE-SMITH, D.Lit., M.A.

The College provides approved courses of Instruction
for the rees of the University of London in the
Faculties of Arts, Science, Economics, Laws, under
Recognized Teachers of the University.

Well appointed Laboratories. Facilities for research.

New Session commenced on Monday, 28th September.

Full particulars on epee to

H. WELLS EaMegs, Secretary.

HURCH EDUCATION COR-
PORATION.
CHERWELL HALL, OXFORD.
Training College for Women Secondary Teachers.

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher’s Diploma. Special arrange-
ments made for Students to attend the School of Geo-

graphy.
xhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

FREE GUIDE

LONDON UNIVERSITY
MATRICULATION

Post free, from
THE SECRETARY,
Burlington House, Cambridge;
or from the London Office of

University Correspondence College,
32 Red Lion Square, Holborn, W.C.

458

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

UNIVERSITY COLLEGE OF
NORTH WALES, BANGOR.
(A Constituent College of the University of Wales.)
Principal—BSir H. R. REICHEL, M.A., LL.D.

New Session began September 29th, 1908. The College
Courses are arranged with reference to the Degrees of
the University of Wales; they include most of the
subjecte for the B.Sc. of the London University.
Students may pursue their first year of Medical study at
the College. There are special Departments for Agri-
culture (including Forestry) and Electrical Engineer-
ing, a Day Training Department for Men and Women,
and a Department for the Training of Secondary and
Kindergarten Teachers.

Sessional fee for ordinary Arts Course, £11. ls.;
for Intermediate Science or Medical Course, £15, 15s.
The cost of living in lodgings in Bangor averages from
£20 to £30 for the Session. There is a Hall of Residence
for Women Students: fee, from Thirty Guineas for the

ion.

At the Entrance Scholarship Examination (held in
September) more than 20 Scholarships and Exhibitions,
ranging in value from £40 to £10, will be open for com-
petition.

For further information and copies of the various
Prospectuses apply to

JOHN EDWARD LLOYD, M.A.,
Secretary and Registrar.

UNIVERSITE DE RENNES (France).

FRENCH COURSE for FOREIGNERS
OF BOTH SEXES.
WINTER TERM: From 15 Nov. 1908 to 15 Feb. 1909.
SUMMERTERM: From 1 March to 8 June, 1909.
DIPLOMAS.
Diplômes de Langue et Littérature Françaises; Doctorat.
luction of 50 % on milway fares from Dieppe or
Calais to Rennes. Apply for Prospectus to
Prof. FEUILLERAT, Faculté des Lettres, Rennes,

ENMARK HILL PHYSICAL

TRAINING COLLEGE FOR LADY TEACH.
ERS, LONDON, S.E.

Full preparation for Public Examinations,

British College of Physical Education: English and
Swedish systems. Massage and Remedial Work.

Board of Education : Science.

Swimming and Sports.

Schools supplied with fully qualified Sports Mistresses.

For particulars apply—Miss E. SPELMAN STANGER,
Trevena, Sunray Avenue, Denmark Hill, London, 8.E.

ANDSWORTH TECHNICAL

INSTITUTE SECONDARY SCHOOL.—
ASSISTANT MASTER required in January. English
Subjects and French; German desirable. Graduate
with good experience. Salary £150, rising by £10 (in
accordance with the Scale of the London County Coun-
cil) to £300. Further particulars and application forns,
which must be returned on or before 17th November,
may be obtained from the REGISTRAR,

POST VACANT IN SWITZERLAND.
HE REV. G. A. BRENEMANN,

M.A., British Chaplain, Neuchatel, Switzerland,
wishes to find—(1) a GRADUATE in Classical Honours,
(2) a GRADUATE in Mathematical Honours, for early
in January, two to three hours’ help daily with private
pupils, Matriculation (Woolwich), in return for board
and lodging; help French and German. (3) A COM-
PETENT ASSISTANT for about 18 hours a week,
English Teaching (Elementary), four or six hours
immediately, rest in April, Remuneration £100 per
annum (eventually 24 hours £150). Good disciplinarian ;
experience and knowledge of French by April essential.
Preference given to one who could take both the
Clussical (or Mathematical) and English work.

TO HEAD MASTERS. — Principal,

large London Private School, strongly recommends
RENIOR ASSISTANT, who has held post nine years.
Systematic teacher. Disciplinarian. Latin, French,
English, Mathematics, ook-keeping, Shorthand,
Games.—X., Educational Times Otfice, 89 Farringdon
Street, London, E.C.

UTDOOR LIFE FOR WOMEN.--

LETHERINGSETT SCHOOL OF GARDEN-
ING, POULTRY, AND DAIRY WORK. Preparation
for Examinations. Highly certificated teachers. Pleas-
ant home for Students, near Cromer. Write K.,
536 SHELLEY’S, Gracechurch Street, E.C.

TUITION IN ESPERANTO.
R. CHARLES COWPER, F.B.E.A.,

is open to Engagements for preparing pupils for
the Oxford Local and other Examinations in Esperanto,
Schools or Private Tuition.
Several years” successful experience in Lecturing and

121 Castellain Mansions, Maida Vale, W.

BEVFORD
WOME

oN
(UNIVERSITY OF LONDON),
YorRR PLACE, BAKER STREET, LONDON, W.

Principal—Miss M. J. TUKE, M.A.

The Half-Term begins on Thursday, November 12th.

Lectures are given in preparation forall Examinations
of the University of London in Arts, Science, and
Preliminary Medicine for the Teachers’ Diploma
(London); for the Teachers’ Certificate (Cambridge) ;
and for the Cambridge Higher Local Examination,

There is a Special Course of Scientific Instruction in
Hygiene.

an’ Laboratories are open to Students for Practical
Work.

Students may attend the Art School who are taking
other subjects at the College.

A Single Course in any subject may be attended.

Regular Physical Instruction 1s given, free of cost, to
Students who desire it by a fully qualified Woman
Teacher,

Students can reside in the College.

THREE ENTRANCE SCHOLARSHIPS, two in
Arts and one in Science, will be offered for Competition
in June, 1909.

Full particulars on application to the PRINCIPAL.

BEDFORD COLLEGE FOR

WOMEN
(UNIVERSITY OF LONDON),
York PLACE, BAKKER STREET, Lonvon, W.

DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING.

Head of the Department :—Miss MARY Morton, M.A.

The Course includes full preparation for the Examina-
tions for the Teaching Diplomas granted by the Uni-
versities of London and Cambridge.

Students are admitted to the Training Course in
October and in January.

ONE FREE PLACE, value £26. 58.; ONE
SCHOLARSHIP of the value of £20, and a limited
number of GRANTS of £10, are offered for the Course
beginning in January, 1909,

They will be awarded to the best candidates holding
a Degree or its equivalent in Arts or Science.

Applications should each the HEAD OF THE DEPART-
MENT not later than December 12th,

HE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN TEACHERS,

Principal—Miss M. H. Woop,
Girton College, Cambridge; Classical Tripos, M.A.
(London); Lit.D. (Dublin), late Vice-Principal of
St. Mary’s College, Paddington.

A residential College providing @ year’s professional
training for Secondary Teachers.

The course includes preparation for the Cambridge
Teacher's Certificate (Theory and Practice), and for
the Tencher’s Diploma of the London University. 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 adimission,
scholarships, and bursaries may be obtained on applica-
tion to the PRINCIPAL, Cambridge Training College,
Wollaston Road, Cambridge.

T. GEORGE’S TRAINING

COLLEGE FOR WOMEN TEACHERS IN

INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH.

This College provides a year’s Professional Training
for well educated women who intend to become Teachers,

The Course is supervised by the Edinburgh Provincial
Committee for the Training of Teachers and recognized
by the Scotch Education Department and by the
Teachers’ Training Syndicate of the University of
Cambridge,

Prospectus and further particulars from the Principal,
Miss M. R. WALKER, 5 Melville Street, Edinburgh.

THE INCORPORATED

FROEBEL EDUCATIONAL INSTITUTE,
TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Traini
College for Secondary Teachers. Be

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

TRAINING COLLHGH FOR THAOCHERS.
Principai—Miss E. LAWRENCE,
KINDERGARTEN AND SOCHOOL.
Head Mistress—Miss A. YELLAND.

Students are trained for the Examinations of the
National Froebel Union and other Examinations,
TWO SCHOLARSHIPS of £20 each, and two of £15

London and near Suburbs, | each, tenable for two years at the Institute, are offered

enee ‚annually to Women Students who have passed certain
Cinan Teaching, Apply (in the first instance by letter), | recognized
a

Examinations,
Prospectuses can be obtained from the PRINCIPAL.

COLLEGE FOR

The

Tutorial Institute,
39 BLOOMSBURY SQUARE, LONDON.

Principal :

J. F. BWEN, M.A.,
Honours in Mathematics and Physics.

Founder and late Principal of
The London and Northern Tutorial College.

The Principal has had over 12 years’ successful ex-
perience in preparing by Correspondence and Orally
for the Higher Examinations qualifying Secondary
Teachers, Over 2,000 successes have been officially
credited to his students, who have completed over
300 Diplomas and Degrees. Strong Staff of Tutors, all
University Graduates, mostly in Honours:

CORRESPONDENCE INSTRUCTION.
All Fees payable by Installments.

A.C.P.—New Classes now formng. All subjects,
£4. 4s. Education, £1, 11s. 6d.

L.C.P.—Graduates exempt from all subjects except
Education. Full Course, £2. 12s. 6d. A.C.P.’s can
complete extra work for L.C.P. for Composition Fee,
£4. 48. Education alone, £1. 11s. 6d.

Diploma Guide Free.

Pic pats pabaaeie ia Courses. 20 lessons each subject,
. lis, 6d.

B.A.—Thorough Tuition by Honours Graduates.

Inter. Science.—Special Attention to Mathematics
and Physics. Full Course, £2. 2s. each subject.

B.8c.— Expert help by eminent specialists.

Matriculiation.— Full Preparation in usual sub-
jects, 10s. 6d. monthly.

ctl iva Locais—Fullest and most successful help.
Usual Subjects, £1. 11s. 6d. each.

FROEBEL CERTIFICAT E 8.—Thoroughly
practical instruction by highly qualified Teachers.

Froebel Guide Free.

L.L.A. SPECIAL ORAL CLASSES.

Evenings and Saturdays. More Successes and
Diplomas than all other classes combined.

New Practical Guide to L.L.A. Free.

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 Welsh County Schools’ Association.)

Address — 74 GOWER STREET, Lonpon, W.C.
Registrar—Miss ALICE M. FOUNTAIN.

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.

Head Mistresses 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.

Hours for interviews (preferably by appointment) —

11 a.m. to 1 p.m., and 3 to 5 p.m.
Saturdays, 11 a.m. to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS.

Registrar: Mr. E. A. VIRGO.

The object of this Agenoy is to render assistance
at a minimum cost to Masters seeking appointments.
The lowest ible fees are therefore o n

A PROSPECTUS will be sent ON APPLICATION.

Interviews (preferably by-appointment) 12 p.m.-1.30p.m.,
and 3 p.1.-6.50 pum. Saturdays, 12 p.m.-1 p.m.

Nov. 2, 1908. ]

THE EDUCATIONAL TIMES.

OARLYON COLLEGE.

65 AND 66 CHANCERY LANE.

LONDON UNIVERSITY EXAMINATIONS,

LONDON MATRICULATION, INTER. ARTS and
_ SCIENCE, B.A., and B.Sc. Classes (small) Day and
Evening. ‘M.A. Classes, B.A. Honours Classes. Ele-
mentary Greek Class.

Classes and Tuition for Legal and Medical
Preliminaries, Accountants’, Scholarshi p
reper palate Previous, Responsions, an

neral

Papers Corrected for Schools. Vacation Tuition,

Private tuition for all Examinations,

tus and full details on application to R. O. B.
KERIN, B.A. Lond., First of First Class Classical
Honours, Editor of ‘*‘ Phaedo,” ‘‘ Pro Plancio,” &c,

SUCCESSES
1892-1907.—London Matric., 149; Inter. pig iat ar
Prel. Sci., 140, 6 in Hons. ; B.Sc.’ 1896-1906 ba. re
1891-1906, 95, ‘143 in Hons.: Medical Prelim., AS Res-
ssa 'and Previous, 60; Law Prelim., "62; ; other

B.A. poem ), 1906 and 1907, 15, 3 in
Classical Honotrs. A.
INTER. ARTS, 1907, 6 out of 8.

FREE.

The Principals of the Wormal Correspondenoe
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 100 pages
2. L.C.P. 84 99
3. F.C.P. 15 99

And have also published the following Guides.

4. PREL. CERT. 120 pages.
5. CERTIFICATE. 92 ,,
6. MATRICULATION. 84,
7. IRISH UNIVERSITY. 60,

8. OXFORD & CAMBRIDCE LOCALS 100

These Guides are supplied gratis to all who men-
tion thie paper and state they intend sitting for
examination.

“They are written by experts whose advice is the
best rocurable.’’— Educational News

ill undoubtedly help greatly towards suo-
0068.” — Schoolmistress.

NORMAL CORR. COLLEGE,
47 MELFORD Roan, Kast DuLwIıcs, 8.E., and
110 AVONDALE SQUARE, LONDON, 8.E.

R. ERIC WILLIAMS can accept

Engagements at Schools and Colleges for his
Patriotic Recital, now being officially given with great
success on behalf of Lord Roberts's Veterans’ Relief
Fund under the patronage of His Majesty the King and
Field-Marshal Earl Roberts. The ential comprising
selections from Shakespeare, Longfellow, Tennyson, &c.
interspersed with humorous pieces. For terms and
vacant dutes address— ERIC WILLIAMS, c/o Educational
Times, 89 Farringdon Street, London, E.C.

ORRESPONDENCE TUITION,
Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. 8 uition
for MEDICAL Prelims. and DIPLOMA
F. J. BORLAND, B.A., L.C.

llege,
87 Buckingham Palace Road, 8.W.; and Stalheim.
Brunswick Road, Button, Surrey.
Schools visited ahd Examinations conducted.

WALTER J. DICKES, B.A.(Lond,)

PRIVATE TUITION
FOR EXAMINATIONS, &c.

BEECHEN CLIFF, THE GARDENS,
E. OULWICH, LONDON, S.E.

HYCIENE, SCHOOL HYCIENE, SCHOOL
NURSES’ CERTIFICATE, &c.
PECIAL Postal Tuition for Examin-
ations of the Board of Education and Royal

Sanitary Institute. Particulars t free.—Mr. L. C.
HaxNK,A.R.8San.I.,20 Richmond Gardens, Southampton.

UNIVERSITY TUTORIAL
COLLEGE

(Affiliated to University Correspondence College),
RED LION SQUARE, HOLBORN, W.C.

459
Messrs.
TRUMAN & KNIGHTLEY,

Gducatfional Agents,

158 to 162 OXFORD STREET,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1136 City.

Day and Evening Classes This Agency is under distinguished patronage,

ARE HELD FOR

MATRICULATION,

Snter. Science and Arts,
Prelim. Sci. (48.8.), B.Sc., and B.A.
and Private Tuon may be Se uh

Classes
for the College of Preceptors, Legal Pre
the Entrance oro Ot enor, to Oxford and at baa
bridge Universities.

Private Tuition may be taken up at any time of the
year, either during Term or the ordinary School Vacation.

Recapitulation Classes are held immediately pre-
ceding Ri the more important Examinations.

Vacation Classes are held in Practical Science
during the Christmas, Easter, and Summer Vacations.

At the last Matriculation Examinati
Official Pass List credits ‘University Aa Pret
College with more than four times as many
successes as any other Institution.

Prospectus my be had, post free, from

THE PRINOIPAL,
University Tutorial College,
32 Red Lion Square, Holborn, W.O.

BURLINGTON
CORRESPONDENCE
COLLEGE.

Principal — Mr. J. CHARLESTON, B.A.
(Honours Oxon, and Lond.)

TUTORS.—The Staff inc'udes Graduates of London,
Oxford, Cambridge, and Royal Universities.

METHOD.—Thoroughly individual system, which
ee the closest attention to the needs of each
sruaen

Rapid Preparation for :—

Matriculation,

Intermediate Arts and
B.A.,

Intermediate Science and
B.Sc.,

L.L.A. (St. Andrews),

inoluding that of the Principals of
many of our leading Schools.

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University and other qualified ENGLISH
and FOREIGN MASTE and TUTORS to
Schools and Private ilies,

(ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools,

liii.) LADY MATRONS AND HOUSE-
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualified and experienced LADY
MATRONS. HOUSEKEEP , and HOUSE
MISTRESSES to Boys’ and Girls’ Schools,

o charge 18 mado to TEOG a, and no charge
af aap wine is made to candidates unless an en-
ement be through this Agency, when

o terms are most reasonable. P

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agenoy.

All communications and enquiries are treated
in the strictest confidence.

C.— PUPILS’ DEPARTMENT.

MBSSRS. TRUMAN & KNIGHTLEY have
a carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is

COLLEGE OF PRHCEP- | ™¢4¢ for registration.

TORS’ DIPLOMAS.

Address—THE PRINOIPAL,
Burlington Correspondence College,
CLAPHAM COMMON, LONDON, 8.W.

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY reosive prompt and careful attention,
every effort being made to save ollents as muoh
time and trouble as possible.

Full partiowlars will’ be forwarded..on application.

4.60

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, LONDON, W.C.

Lectures for Teachers

ON THE

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE PRACTICAL TEACHER’S PROBLEMS.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the University of London.

The Second Course of Lectures (Thirty-sixth Annual Series) commenced on
Thursday, October Ist, at 7 p.m.

The matters to be dealt with are such as interest all classes of teachers, and will
be treated with that frankness that is possible in an unreported discourse, but is out:
of the question in a printed book, While the lecturer will lose no opportunity of
indicating how present educational conditions may be improved, he will take the
present conditions as the basis and shaw how to make the best of things as they are,
The Lectures will be copiously illustrated by references to actual experience in all

kinds of Schools.
SYLLABUS.

[. (Oct. 1.) The Teacher's Library: three main sections, books needed by
teacher as (a) human being, (4) knowledge-mnonger, (c) educator: (a) and (e) too
often neglected: special value of books used by teacher during childhood: the
upper and lower limit of professional books under (¢) ; possibility of excess in edu-
cational theory: plea for greater recognition of newer class of literary presentations
of educational problems: teaching “the inarticulate profession’: practical help
that may be had from such books ; how to use educational periodicals.

II. (Oct. 8.) How to get some good out of Psycholoqu : need for a change in the
point of view: rational and experimental psychology : need of both by the teacher:
danger of pedantry in both: place of the proposed middleman between the psvcho-
logist and the practical teacher: the teacher must be allowed to direet the psvcho-
logist (not the psychologist the teacher) as to the results to be sought : list of things
the teacher wants to know, compared with the list of things the psychologist wants
to tell hin: teacher must not confine himself to child-psychology, his profession
demands the treatment of his fellow adults as well,

III. (Oct.15.) Mow to deal with Oficials: an example of the teacher's need of
adult psychology: the difference between the human being and the olficial: the
invariable third : official questions and answers: how to interpret them: the official
mind and how to approach it: an instructive bit of law: the official art of com-
promise: manipulation of conflicting official regulations: the whole question
reviewed from the point of view of the teacher as hinself an official,

IV. (Oct. 22.) How to deal with Parents: generally wrong attitude of teachers
towards parents: in loco parentis theory: ‘foster parent": getting at parents
through children and eiee versa: parents’ antagonism to school authority has
definite relation to their social rank: special difficulties of different classes of
teachers: conflicting influences of fathers and mothers: genuine co-operation
between school and home: golden mean between parental indifference and
interference.

V. (Oct. 29.) How to Learn: the other side of teaching: absence of the desire
to know: how to rouse it: even when desire is present there is ditticulty enough:
kinds of learning: reproduction: the dynamic view: constructive learning:
rhythm of learning: concentration and diffusion: fallacies about thoroughness:
temnporary and permanent learning.

V1. (Nov. 5.) Class Management and Teaching: ordinary psychology deals
with the individual: teacher needs collective psychology as well: relation of class
to crowd or mob: minimum number to constitute a class; sympathy of numbers:
class leaders: difference bet ween class teaching and private coaching: advantages
and difficulties in having to teach several persons at the same time; the average
pupil; the type: the composite : the ghostly elass.

VII. (Nov. 12.) How to comhine Lecturing and Teaching: teachers’ general
disapproval of lecturing: nature of lecturing as opposed to teaching: newer
methods of teaching history, geography, and geometry are demanding a eertain
amount of lecturing: dangers of lecturing in schools as compared with colleges:
the pupils’ share in the process of lecturing: the art of hstening: intermittent
hearing: the lecturer’s relation to the text-book.

VIII. (Nov.19.)) Written work in School : absolute necessity for a good deal
of written work in school: note-taking, exercise writing, essays: drudgery of
correction: the surd of efficient correction in (a) quantity, (b) quality : co-operative
correction: psychological dangers of correction: the norin of correction: spelling
and dictation exercises: analysis of most common errors and their causes.

IX. (Nov. 26.) Verbal Illustration: natura of illustration in general: distine-
tion from exposition: mental backgrounds: relativity of illustration to the
materials at Command: exemplification: enumeration: nature of analogy and its
place in illustration: the metaphor and other illustrative figures: how to find
suitable verbal illustrations: source books of illustration.

X. (Dee. 3.) Graphie [Mllustration : the actual object and the model as means
of illustration: the value of the picture as illustration, especially as compared with
a verbal description; different illustrative values of a pieture according as it is
used for intellectual, moral, or wsthetic teaching: the aeri as Compared with
the picture; dangers that lurk in dingnunmatie illustration: certain weaknesses in
our space sense; supremacy of the straight line in illustration,

XI. (Dee. 10.) Mow to deal with Diudlness : nature of dullness : its relativity to
time and subject: the temporary dunce: the permanent dunce: the all-round
dunce: the specialized dunce: the scale of dullness: the “defective point”:
subjective and objective dullness: stage at which objective dullness is welcomed
by the pupil: the tyranny of “ problems,” and the legitimate claims of the
relatively dull,

‘ (Dec. 17.) The Problem of Examinations: various functions of examina-
tions: teacher as examiner: how to prepare an examination paper: allocation of
marks: how to make the best of the external examiner: the personal equation :
the use of ‘fold examination papers’: preparation of ‘set books”: “the index"
in revision of examination work : how to prepare pupils for an external examination
with the minimum educational damage.

The Fee for the Course of Twelve Lectures is Half-a-Guinea.

*.* The Lectures will be delivered on TouURspAY EVENINGS, at 7 o'clock. at the
College, Bloomsbury Square, W.C.—Members of the College have free admission to
all the Courses of Lectures.

MESSRS. BELL'S NEW BOOKS

—— ees Se St e A,

DETAILED PROSPECTUSES ON APPLICATION.

MASON’S
NEW ENGLISH GRAMMARS.

Revised in accordance with Modern Requirements by

A. J. ASHTON, M.A.,
Senior English Master, Kelvinside Academy. Glasgow; and Examiner in
English to the College of Preceptors,

NOW READY. 125 pages. 1s.

MASON’S JUNIOR ENGLISH GRAMMAR.

7 JUST PUBLISHED. 218 pages. 2s.

MASON’S INTERMEDIATE ENGLISH GRAMMAR.

READY SHORTLY (Completing the Course).
MASON’S SENIOR ENGLISH GRAMMAR.

JUST PUBLISHED. Crown 8vo. 1s. 64.

ELEMENTARY MENSURATION.

By W. MW. BAKER, M.A., and A. A. BOURNE, M.A.
JUST PUBLISHED. Crown 8vo, Qs.

A LATIN READER

(Verse and Prose).

By W. KING GILLIES, M.A. (Glas.), B.A. (Oxon.). Snell Fx-
hibitioner, Balliol College, Senior Classical Master in the High School
of Glasgow; and HECTOR J. ANDERSON, M.A. (Edin.),
B.A. (Oxon.), Exhibitioner of Oriel College, Inspector of Truining

Colleges, Cape Colony.

Pott 8vo. Illustrated. Is.

TALES BY ERCKMANN-CHATRIAN.

Le vieux Tailleur. Le Combat de Cogs. Pourquoi Hune-
bourg ne fnt pas rendn.

Edited, with brief Notes and Vocabulary, by O. H. PRIOR, Assistant
Master at Rugby.

(Bell's Illustrated French Readers.)

Third Edition, Revised and Enlarged.

A FRENCH HISTORICAL READER

By H. N. ADAIR, M.A. (Oxon.).

With Illustrations, Brief Notes, a Vocabulary, and a new Composition
Supplement. 2s. Without Supplement, 1s. 6d. Supplement
separately, 6d. net.

JUST PUBLISHED. Crown 8vo. Illustrated. Qs.

A GERMAN HISTORICAL READER

ky J. B. MALLIN, B.A., Strand School, King’s College,

Crown 8vo. 438 pages. 48. 6d.

A GERMAN READER AND THEME-BOOK.

By CALVIN THOMAS, Professor in Columbia University, and
WILLIAM A. HEEVEY, [nstructor in Columbia University,

NOW READY. Demy 8vo. 6s. 64. net.

GENERAL CHEMISTRY FOR COLLEGES.

By ALBXANDBRE SMITH, B.8c., Ph.D., F.B.8.B., Professor of
Chemistry and Director of General and Physical Chemistry in the
University of Chicago; Author of * An Introduction to General
Inorganic Chemistry,” &c.

BELL'S ENGLISH TEXTS FOR SECONDARY
SCHOOLS.

General Editor—A. GUTHKELCH, M.A.

New Volumes.

CHARLES READE: The Cloister and the

Hearth. Abridged and Edited by the Rev, A. E. HALL, B.A., Assis-
tant Master, Bancroft’s School. 1s.
Abridged and

SCOTT: A Legend of Montrose.

Edited by F. C. LUCKHURST, Assistant Master, Sir Walter St. John's
School, Battersea. 1s.

ENGLISH ODES. Selected and Edited by E. A. J.
Marsu, M.A., Assistant Master, Hanley Secondary School. 1s,
Write for full Prospectus.

GEORGE BELL & SONS, Portugal Street, W.O.

Nov. 2, 1908. ]

1HE EDUCATIONAL

TIMES. 461

HARRAP & COMPANY’S

NEW BOOKS.

New Concrete

Practical Arithmetic.

SPECIAL FEATURES.

. The thing is taught before the sign or its name.

. Number and variety of the problems concrete and practical in character.

. Pupils make actual measurements themselves.

. Attention paid to short direct business methods of computation.

. The numbers used not so large as to cause mental fatigue, discouragement, or
waste of time.

. Fractions are introduced at an early stage, and applied to tables of money,
length, capacity, &c.

; Examples selected so as to prepare for the workshop, the counter, or the home.

SECTION ONE.
THE BEGINNER’S ARITHMETIC.
Part One, 80 pages, price 4d. Part Two, 128 pages, price 6d.
Complete, One Shilling, in cloth binding. Answers, sewed, 3d.

“One of the most interesting books for a beginner that I have ever seen.’’—
E. Youna, Lower School of John Lyon, Harrow.

The Beginner’ s Arithmetic’ is a most excellent introduction to ane subject,
and I shall recommend it to the Teachers in this district.’ —One of I.

SECTION TWO.
THE INTERMEDIATE ARITHMETIC.
Part One, 192 pages, sewed, 4d.; cloth, 6d.
Part Two, 192 pages, sewed, 4d.; cloth, 6d.

The

I A MAUD

JUST READY.

Pioneers of Education.

A NEW SERIES OF MONOCRAPHS ON THE CREAT EDUCATORS.

By GABRIEL Compayré, Membre de l'Institut ; Recteur de l’Académie
de Lyon; Author of ‘t Psychology Applied to Education,” ‘‘ Lec-
tures on Pedagogy,” “A History of Pedagogy,” &c.

Crown 8vo. Price 2s. 6d. net per volume. Gilt top. Each with Portrait.

J. J. Rousseau and Education by Nature.

. Herbert Spencer and Scientific Education.

. Pestalozzi and Elementary Education.

. Herbart and Education by Instruction.

. Montaigne and the Education of the Judgment.

Other Volumes in Preparation.

oR we

The Elizabethan Shakespeare.
PRINTED FROM THE FIRST FOLIO,
TO BE COMPLETED IN FORTY VOLUMES.

Each Play to be edited, with an Introduction and Full Notes, by
WILLIAM Henry Hupson, Lecturer to the University Extension
Board of the University of London.

Each Volume will contain a Complete Glossary and a list of Variorum

Readings.
Price 2s. 6d. net per Volume, with Photogravure Portrait Frontispiece.
First Volumes—
1. The Merchant of Venice. 2. Love’s Labour’s Lost.
3. The Tragedie of Julius Cæsar.
Other Volumes are in active Preparation and will appear at intervals.

A Prospectus containing full details of plan of Text and Notes, :

Specimen Pages
of Text, Notes, Glossary, £c.,

will be sent post free to any address.

JUST READY,
Myths of the Norsemen.
FROM THE EDDAS AND SACAS.
By H. A. GUERBER, Author of ‘‘ The Myths of Greece and Rome,” &c.
With Sixty-four exquisite Full-page Illustrations by eminent Scandin-
avian, German, and English Artists, and a complete Glossary and
Index. Demy 8vo, 88 x 5} inches, 416 pages. Bound in handsome
cloth cover, richly decorated and embossed with an appropriate
design, gilt top. Price 7s. 6d. net.

The Myths of Greece and Rome.
By H. A. GUERBER.

With Sixty-four Full-page Illustrations after the best works of Famous

Artists. Cloth, gilt top, price 7s. 6d. net.

This most exquisite and attractive book proved to be one of the greatest successes
of last year, and the new volume is sure of an equally cordial welcome. Both as
regards its letterpress and its illustrations, “ Myths of the Norsemen ” is a fitting
Companion to *‘ The Myths of Greece and Rome.”

CEORCE C. HARRAP & CO., 15 York Street, Covent Garden, London.

GEORGE GILL & SONS, LID.

A selection of Works included in

g The Orford and Cambridge Edition”

required for the

1909

LOCAL AND COLLEGE OF PRECEPTORS
EXAMINATIONS.

Religious Knowledge.

THE OXFORD AND CAMBRIDGE EDITION ST. MAT- s.d.
THEW. Edited by Rev. F. MARSHALL, M.A. s 1 6
THE OXON. AND CANTAB. EDITION 8ST. MATTHEW.
Edited by Rev. F. MARSHALL, M.A. (Preliminary) .. i . net 1 0
THE OXFORD AND CAMBRIDGE EDITION ACTS I.
Edited by Rev. F. MARSHALL, M.A. ea 1 6
THE OXON. AND CANTAB. EDITION ACTS l. Edited by
Rev. F. MARSHALL, M.A. (Preliminary) ig .. net 1 0
THE OXFORD AND CAMBRIDGE EDITION KINGS la
Edited by Rev. F. MARSHALL, M.À. sa 1 6
THE OXFORD AND CAMBRIDGE EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. ss 1 0
THE OXFORD AND CAMBRIDGE EDITION NEHE-
MIAH. Edited by Rev. F. MARSHALL, M.A. ou 1 0
THE OXFORD AND CAMBRIDGE EDITION ‘PRAYER
BOOK. Edited by Rev. F. MARSHALL, M.A. ig 1 0
THE OXFORD AND CAMBRIDGE EDITION ‘CHURCH
CATECHISM. Edited by Rev. F. MARSHALL, M.A. ... n 1 6
THE OXFORD AND CAMBRIDGE CHURCH CATE-
CHISM. Explained specially for eS Candidates. Edited by
Rev. F. MARSHALL, M.A. Sad ae é s sio dat . O 6
English.
THE OXFORD AND CAMBRIDGE EDITION TEMPEST.
Edited by STANLEY Woop, M.A., and A. Syms-Woop, B.A. ae 1 6
THE OXFORD AND CAMBRIDGE EDITION HENRY v.
Edited by STANLEY Woon, M.A., and Rev. F. MARSHALL, M.A. „~ 16
THE OXFORD AND CAMBRIDGE EDITION MAC-
BETH. Edited by STANLEY Woop, M.A. .. sy 1 6
THE OXFORD AND CAMBRIDGE EDITION JULIUS
CAESAR: Belted by STANLEY Woop, M.A., and A. SYMS- noon: vä

ae: ‘OXFORD ‘AND CAMBRIDGE ‘EDITION RICH-
ARD II. Edited by STANLEY Woop, M.A. fis 1 6
THE OXFORD AND CAMBRIDGE EDITION ‘LAMB'S
TALES FROM SHAKESPEARE. Edited by STANLEY Woop,
M.A. (Selection Set for 1909 Cambridge Local) .. o 1
THE OXFORD AND CAMBRIDGE EDITION LAYS OF
ANCIENT ROME. Edited by Rev. G. PRESTON, M.A. pa 1 0
THE OXFORD AND CAMBRIDGE EDITION LAY OF
THE LAST MINSTREL. Edited by Rev. F. MARSHALL, M.A.... 2 0

Ca

In the above works the necessary ‘‘ Notes ” have been added to enable Candidates
to answer questions set by the Examiners.

GUIDES

to the 1909 Local Framinations, Specimen Pages, and Complete Lists of the
** prescribed’ Books contained in the

Orford and Cambridge Edition,
Post free.

HISTORICAL ATLAS,

With CHRONOLOGICAL NOTES.

By E. A. Benrans, M.A., and T. H. KNIGHT, M.A. 96pp. Crown 8vo, net, 8d.

Intended to provide suitable material for a general knowledge of British History
and more especially for use as a supplementary work in Examination Preparation.
Sa a Re, a E Te OE a a a ED

Complete Catalogue post free.

London: CEORCE GILL & SONS, Ltd., 13( Warwick (Lane, E.G.

462

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

ARTISTIC SCHOOL

~ BOOKS BOUND IN LEATHER AND OTHER
FANCY BINDINGS.
JUST ISSUED.

NEW ILLUSTRATED CATALOGUE.

POST FREE.

A large selection of Books in each of the following
Bindings is kept in stock :—

Fuii Morocco, |
Fuli Calf,

Tree Calf, |
Victorian Calf, |
Paste Grain,

Haif Morocco,

Half Calf,

Antique Calf,

Half Velium,

Padded Paste Grain.

THE EDUCATIONAL SUPPLY ASSOCIATION

ISSUES
The Crown Series of Standard Authors.

An Unique Series of Sixty Voiumes.

Bound in Half Calf at 2S. 9d. each.

Bound Paste Grain, Gilt Back & Top, 28, each.

A Specimen Book will be sent for inspection on condition that it is
relurned promptly, post free.

THE EDUCATIONAL SUPPLY ASSOCIATION, Ltd.,

42 HOLBORN VIADUCT, LONDON.

ANIMAL LIFE.

By F. W. GAMBLE, D.Sc., F.R.S.,
Tecturer in Zoology, Victorin University, Manchester.
With numerous Line and Half-Tone Illustrations. 6s. net

Manchester Guardian :—" The style is very attractive, and the book is based on
avery intimate knowledge of the details of the subject matter and on much
experience in original investigation.”

London: SMITH, BLDBR, & CO.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished. Enquiries solicited.

GEORGE OVER, Printer, Rugby.

Aditress—

University
Correspondence College.

NOTICE TO
CHARLES FRY’S

hakespearean Matinees

PRIZES The Practice of Instruction

A MANUAL OF METHOD GENERAL AND SPECIAL
Edited by JOHN WILLIAM ADAMSON, B.A.,

Professor of Education in King’s College, London ;
Examiner in Education to the Universities of London, Durham, and Liverpool,
and to the College of Preceptors.

Cloth, pp. 536. Price 4s. @d. net. Post free, 4s. 104. net.,

NOTE.—A prospectus, showing the scope and structure of this important new
work on Method, and giving specimen pages from its various sections, will be sent
on application.

School (December, 1907) says :—"* It is probably the best manual of method that
has yet appeared in English.’

Lonpon: NATIONAL SOCIETY’S DEPOSITORY,
19 GREAT PETER STREET, WESTMINSTER, S.W.

IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see ‘THE JOURNAL OF EpucaTion.”’

INTRODUCTORY ARTICLE, by Professor Anams [November,
1906]; CLASSICS, by H. G. Hart[December, 1906]; ENGLISH,
by ARTHUR BURRELL (January, 1907); PRENCH, by CLOUDESLRY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn (April, 1907]; NATURE STUDY, by T. Raymont [May,
1907]; HISTORY, by S. S. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox (July, 1907); DRAWING,
by W. E. Sparkes (Avgust, 1907]; DOMESTIC SCIENCE, by
ALICE RAVENHILL (October, 1907]; GEOMETRY, by H. WiniFrrrp
STURGE (December, 1907]; GEOGRAPHY, by Dr. A. J. HERBERT-
son (January, 1908]; MUSIC TEACHING, by ARTHUR SomERVELL
[June, 1908]; ARITHMETIC, by P. B. BALLARD (July, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

EXAMINATION PAPER

48 USED BY THE

COLDLAGH OF PRECBPTORS.

In strict accordance with the College requirements, and each Sheet
bears their Watermark,

Packed in Reams of 480 Sheets... per Ream, 2s.
960 Ty) eos eco rT) 4s.
Bookkeeping Paper, ruled for Ledger, Oash Book, and Journal, 1s. per 100 Sheets.
Musio Paper, 1s. per 100 Sheets.
Remittance should accompany Order,

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

SECONDHAND BOOKS AT HALF PRICES |
NEW BOOKS AT 25°/, DISCOUNT |

Boks for A.C.P., L.C.P., F.C.P.,
L.L.

SCHOOLS.

Matric., University,

Certificate, Scholarship,
A N N U A L D l N N E R At 3 p.m. A., B.A., and ALL other Examinations supplied.
BOOKS BOUGHT, best’ prose eee eee es
AND ROYAL COURT THEATRE. FoyLe, 135 Charing Cross Road j w.e i i i
R E U N l O N Nov. T a a CYMBELINE
Nov. 14 ... TEMPEST. :
AT THE Nov. 21 .. ... MUCH ADO ABOUT NOTHING.

HOLBORN RESTAURANT,
Friday, November 27, 1908, at 7 pm.

MANAGER, 22 Albion

Tickets may be had of the SECRETARY, 32 Red Lion
Square, W.C.

MATHEMATICAL BOOKS.
CATALOGUE of Second-hand Ancient

and Modern, Curious and Rare Mathematical
Books on application to GALLOWAY & PoRTER, Book-
sellers, Cambridge (Eng.).

Schools half-price on application before the day to
Road.

BADGES, ;
HAT BANDS, CAPS

AT WHOLESALE PRICES.

Write—ScCHOOLS AGENT, 1 Arundel Villas, Chelmsford
Road, South Woodford, N.E.

THE METRIC AND ENGLISH

WEIGHTS & MEASURES

Is the ONLY Table Book published giving all the
Metric Weights and Measures in full, with their English
Equivalents, as AUTHORIZED BY THE BOARD
TRADE, as well as the Metric Equivalents of ALL
the English Weights und Measures.

The Metric System is now being taught in all Schools,
and is being largely used by Manufacturers throughout
the British Empire.

Relau, Price ld., Post Free 14d.
Published_by

PERCY E. RADLEY, 30 Theobald’s Road, London, W.C.

Nov. 2, 1908. ] THE EDUCATIONAL TIMES. . 463

THE SCHOLARS’ CARTOONS.

E F P

A SERIES OF DECORATIVE LITHOGRAPHS

ILLUSTRATING

GREAT EVENTS AND INCIDENTS OF BRITISH NATIONAL LIFE.

Designed by eminent British Artists, and reproduced with the advisory
assistance of Educational Authorities.

S QZ Q

FIRST SERIES in course of publication, containing Original Designs by—

WALTER CRANE; FRANK BRANGWYN, A.R.A.; CAMPBELL TAYLOR;
JOHN HASSALL; Professor GERALD MOIRA; SPENCER PRYSE.

The first four Prints created an enormous interest at the Moral Education Congress.

PROSPECTUS GRATIS. PRINTS SENT ON APPROVAL.

HANFSTAENGL, 16 PALL MALL EAST, S.W.

LARGEST STOCK
of SECOND-HAND

School World.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

School, Classical,
Mathematical, and

Scientific Books
EACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER. ESTABLIBHED

PRICE 6p. VOLUME IX., 1907, 7s. 6D. NET.

BOOKS
The aim of THE SCHOOL WORLD is to provide J BOUGHT.

information of practical and permanent value to School- s POOLE & c0.,

masters and Schoolmistresses. To this end all important

changes and developments affecting any branch of the work 104 Charing Cross Rd.,

of teachers in secondary and other schools are dealt with by AND
leading authorities and experienced teachers. 2 Manette Street, Soho,
The Magazine has become indispensable to all who LONDON. W.C
9 a a

desire to keep in touch with modern and effectual methods
of education.

MACMILLAN & 00., Ltd., LONDON. NEW AND SECOND HAND. ALL ENQUIRIES-ANSWERED.

464

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

Cambridge University Press

A History of Classical Scholarship. By
J. E. Sanpys, Litt.D., Fellow of St. John’s College and Public
Orator in the University of Cambridge.

Vol. II.—From the Revival of Learning to the End of the Eighteenth
Century (in Italy, France, England, and the Netherlands).

Vol. I1].—The Eighteenth Century in Germany, and the Nineteenth
Century in Europe and the United States of America.

« These volumes complete a book, the only one of its kind in
English, which all lovers of classical literature will wish to
possess. . . . The volumes are lavishly illustrated by appro-
priate portraits, They successfully carry on a work which has
a peculinr value of its own as covering, with sound erudition,
the whole of a field as yet not thoroughly worked except in
particular places.’’—Scutsman.

Vols.
TI. and Ill.
Large crown 8vo
8s. 6d. net each.

The English Grammar Schools to 1660:

their Curriculum and Practice. By Foster Watson, M.A.,
Professor of Education in the University College of Wales,

Aberystwyth.

The object of this book is to present an account of the de-
velopment of the teaching in the English Grammar Schools
from the time of the Invention of Printing up to 1660, It isa
history of the practice of the schools, of their curricula, and of
the differentiated subjects of instruction, in distinction from
the history of the theories of educational reformers as to what
ought to be taught, and how existing methods might be im-
proved. Througnout, the attempt has been made to describe
really representative documents and school text-books, as the
safest way of securing a sound basis for the study of the school
practice of the time.

Crown 8vo
68. net.

THE REVISED VERSION. SCHOOL EDITION.

Foolscap 8vo, with Introduction, Notes, and Maps, price 1s. 6d. net
each volume.
These Editions will, it is hoped, serve a good purpose in drawing the attention of
young scholars to the importance of some of the changes made in the Revised

Version, and in presenting in a clear and intelligible form the best and most ap-
proved results of recent theological works on these books.

The Gospel according to St. Matthew.

Edited by the Rev. A. Carr, M.A. With 3 Maps.

“The most approved results of recent biblical criticism are
embodied in the splendid notes; but independent of its intrinsic
value, there rre three artistic map. incorporated in the text.
An edition as remar. able for its elegance as for its high utility.”

_—School World.

The Gospel according to St. Mark. Edited

by Sir A. F. Hort, Bart., M.A., and Mary Dyson Hort (Mrs.

George Chitty). With 2 Maps.

“Sir A. F. Hort’s little book on St. Mark is a model of what
such books should be.” — Glasgow Herald.

The Gospel according to St. Luke. Edited

by the Rev. E. WILTON Soutu, M.A. With 2 Maps.

The Gospel according to St. John. Edited
by the Rev. A. Carr, M.A. With 2 Maps.

«Mr. Carr has succeeded in presenting the best and most

approved results of recent theological work on St. John in a

clearand intelligible form. ... The introductory matter deserves
a special word ı f praise,’’"—Guardtan.

The Acts of the Apostles.

Rev. C. West Watson, M.A. With 3 Maps.

Edited by the

Annotated editions of the remaining books of the New
Testament are in preparation.

Lonpon, Ferrer Lang: CAMBRIDGE University Press WAREHOUSE.

A Course of Pure Mathematics. By G. H.

Harpy, M.A., Fellow and Lecturer of Trinity College, Cambridge.

This book has been ^s signed primarily ‘or the use of first
yeur st-de-ts at the Umivers:ties whose abilities reach or
approach something like what is usually deseribed as ‘ scholar-
ship standard.” The author hopes that it may be useful to
other cli ses of readers, but it is this class whose wants he has
consid-red first.

A considerable space is occupied with the discussion ant
application of the fundamental ideas of the Infinitesimal Caleu-
lus, Differential and Integral. But the general range of the
book is a good deal wider than is usual in English treatises on
the Calculus,

Demy 8vo
12s. net.

The Elementary Theory of Direct Current

Dynamo Electric Machinery. By C. E. Asurorp, M.A.,
Head Master, Royal Naval College, Dartmouth; and E. W. BE.
Kempson, B.A., Assistant Master, Royal Naval College, Dartmouth.

The authors of this little book believe that in the training of
an Electrical Eng.sneer there should be included a knowledge
of the theory of tne subject built up logically from first princi-
ples, each step being illustrated with the help of some piece of
machinery or practical appliance of a general and sinple :ather
than an elaborate or necessarily up-to-date type.

The present book does not cover much ground, but the
authors have attempted to present as logical a treatment as is
possibl - in so elementary a work,

Crown 8vo
38. net.

Elementary Algebra. By C. H. Frencu, M.A.,

and G. OssBorNn, M.A., Mathematical Masters at the Leys School,

Cambridge.

This book includes Common Logarithms and the Binomial
Theorem for a Positive Integral Index, so that it covers the
ground of all school examinations not requiring a special know-
ledge of the subject. It is amply sufficient for such examina-
tions as the London Matriculation, the Cambridge Previous,
the ordinary pass-work of the Higher Certificate Examination
of the Oxford and Cambridge Board, the Oxford and Cambridge
Locals, and others of similar standard.

Crown 8vo

Algebra for Secondary Schools. By CHARLES
Davison, Sc.D., Mathematical Master at King Edward’s High
School, Birmingham.

The author’s aim has been to prepare a text-bo i

of use in all but the highest enal a ae school be
snbjects included are, for the most part, those which are com-
mon to all text-books of elementary algebra; but a few, such as
indeterminate equations of the first degree, the remainder theo-
Crown 8vo rem and sinple partial fractions, are introduced at an earlier
68. stage than usual. The applications of graphs are confined to
the illustrations which they alford of he methods of solving
simultaneous equations and of the theory of quadratic equations
and expressions. In the solution of simultaneous quadratic
equations, they are especially useful, as they serve to show the

geometrical meaning of every step in the process employed.

Modern Geometry. By C. Goprrey, M.A.,
Head Master of the Royal Naval College, Osborne, and A. W.
Sippons, M.A., Assistant Master at Harrow School.

The present volume is a sequel to the “ ee ey
metry P written by the same authors. It covers the sc edule
of Plane Geometry required for the Special Examination in
Mathematics for the Ordinury B.A. Degree at Cambridge ; and
represents what the authors take to be a useful course for any
student of Mathematics, whether he intends to read for Mathe-
matical Honours or to take up Physics or Engineering. For
those who ultimately make a special study of Geometry, this
book would serve as an introduction to more advanced treatises.

Crown 8yvo

Inorganic Chemistry. By E. I. Lewis, BA.,

B.Sc., Assistant Master at Oundle School.

“ Deserves a high place, not. only in the school, but rally
Demy 870 as an excellent introductory first purse. Novara” na
58. “A decidedly original work, very superior to the average
text-book used in schools, especially in throwing light on
general principles.’’—School World.

C. F. Cray, Manager.

THE EDUCATIONAL TIMES.

Nov. 2, 1908. | 465
CONTENTS.
; , Page ` Page
Leader: The International Moral Educational Congress ......... 465 Current Eventa e cess icsotas teil inchas Catedsatit ben asmenie cia eieaea ends o. 479
Notas. Soona Ae E AE TEE E EA 466 Fixtures — Honours — Endowments and Benefactions— Appoint-
The Education Bill: Anticipations of a Common Ground of ments and Vacancies—Scholarships and Prizes—Literary—General.
aee e ale none the ae a Litea, The Teacher’s Imperfections, and How to Deal with them.
through English: a Birmingham Experiment—Supply and Tmining
of Tceachers— Decline of German in Schools—Cleanliness of School- Address by Pr of. Adams E oe R a. ee Fs eee eres, 483
rooms and School Attendance. The British Association: more Educational Papers ... ........... 486
Summary of the Month...................ccccsececescerceceoescescesnseesers 468 Training in Teaching. By Miss C. P. Tremain,
Universities and Colleges cusi saap eprore ien s erare 469 Laine ot, Montel Values of Types of Education, By Prof.
Oxford—Cambridge—London—Birmingham—Aberystwyth. | Tests of Educational Efficiency. By T. P. Gill.

The Educational Ladder Lape Aa as eee E T a Weert ESET 471 Correspondence: Moral Instruction (Harrold Johnson)............ 488
The Moral Education Congress: more Papers ............ erresen 472 TOVIGWA Pobre ss det aid otra totus O O ns 488
Co-education: (1) By the Rev. Cecil Grant; (2) by J. H. Badley ; The Life of Tolstoy: First Fifty Years (Maude)—A Study of Mathe-

(3)_by Isabel Cleghorn. f | matical Education (Branford) — The Woman and the Sword

Moral Instruction, Direct and Indirect. By Dr. F. H. Hayward. (Lorraine).

The Balance of Studies. By A. C. Benson. fl. General Notices 490
The Church and the Adolescent. Addresa by Prof. Sadler...... 473 eral Notices ..ssssseessssssssnsssrrsrersresseesernrirreeresreeererreresees
Conférences Fran aises A L’Ex édition du Mexi ue Par M Christmas Books Le EE Re ER ee E E E E cre re 492

Ç i P qug. a | Historical and Descriptive—Tuales of Adventure—Romance of
Earlene gestern kot iue eyes case AES 475 | Science—Fairy 'Tales—Old Favourites in New Dress—Stories for
College of Preceptors : : | Girls— For the Children— Various.
Teachers’ Diploma Examination, Summer, 1908: Results ... 476 e Barat Grlances: suonissa orana E a E du acomeesnsions 495
Meeting of the Council...........e.esesesesssssoscesassssessnsresrsssesese 486 Mathema CE: since are eea e A Cus e AREE ea AS 496

The Educational Times.

THE promoters of the International
Congress on Moral Education can scarcely
have anticipated, even in their sanguine
moments, a success greater than that
which has actually been achieved. Throughout the four
days of the meeting large audiences, drawn from all quarters
of the globe, attentively followed discussions which never
lacked animation, and which were more than once prolonged
by request beyond the hour set down on the programme.
The interest thus exhibited within the cosmopolitan gather-
ing itself appears to have had a parallel amongst the general
public outside, if we may judge from the attention accorded
to the Congress by the daily and weekly newspapers. There
seems to be a growing conviction amongst the nations that
the present time is critical, that it calls for a more than
usual emphasis upon the moral factor in education; and
this common cause of anxiety easily becomes the occasion
for conference. The obvious danger is that those who
confer should lose the sense of proportion and ignore the
complexity of their problem while exaggerating one or two
of its factors. The catholicity of the Congress saved it
from this danger. Though the school stood in the fore-
ground of debate, there was an ample recognition of the
many diverse influences which go to form the full education
of child and man. Very few indeed must be those members
of the Congress who can retain the opinion that moral
education is a thing apart, either in the schoolroom or in
the larger world beyond its walls.

Of course, there were grave differences of opinion, even
upon some fundamental principles: if there were no differ-
ences, there need be no conference. But this Congress
enjoys a distinction probably unique. Within its fold men
discussed the thorny question of the relation of religion to
morals frankly, yet without bitterness. While there was no
compromise on either side, both listened with respect and
even with sympathy. The same admirable temper marked
the debates on points of difference less fundamental. Surely
the fact is full of hope. A clear understanding of the
position as it appears from different points of view is

The International
Moral Education
Congress.

essential to the choice of common ground, and this, in turn,
must precede common action. Nor were there wanting,
during the course of the proceedings, signs of the possibility
of effecting some degree of assimilation or reconciliation of
principle. It is noteworthy that Canon Lyttelton and Mr.
F. J. Gould both find in social service a central conception
for moral education, and that a Salvation Army delegate,
while repudiating Heaven and Hell as moral sanctions,
agrees with the French speakers who insisted that morality
does not await some “ far-off divine event,” but is the busi-
ness of the moment amongst men upon this earth. The
Congress was one in this at least, that it united the men who
care for the things of the spirit. If succeeding gatherings
maintain this unity and the fine temper which distinguished
the days of this first Congress, they cannot but powerfully
influence the course of education within the civilized world
of the future. But to secure this, the Executive Committee,
which is charged with the duty of handing on the tradition
of the first meeting to the next, must exercise a wise for-
bearance, a large-hearted tolerance, and a scientific impar-
tiality which will see that no school of opinion is prevented
from sharing in labours whose aim is the advantage of all.
It is needless to say that the first Congress suffered from
the defects of its qualities. Its original intention was to be
“ severely practical ” and to confine its attention in the main
to the affairs of the schoolroom, leaving other no less im-
portant aspects of education to be dealt with by subsequent
congresses. Fortunately, the intention was not strictly
carried out. Had it been invariably adhered to, there would
have been a loss of perspective and a restriction of interest
which would have prejudiced, or even have prevented, the
holding of a second international gathering. But the ex-
pression of the intention, no doubt, ensured that papers and
speeches did not stray too far from the paths of useful-
ness. On the other hand, the wider outlook upon the prob-
lems of education, which the Congress actually occupied,
brought into view a multiplicity of matters of varying
degrees of importance. So far as this meant that the
Congress was in living contact with many different interests,
it was all to the good. Yet the practical, concrete applica-
tions of the four days’ labour were in the same measure
hindered or curtailed. In the sense of practicey no issue

466

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

was fought to a close, so that the members in most cases
probably went away with much “to think about,” yet little
of this was in a form which could be straightway applied in
the classroom, the committee of the Education Authority,
or the office of the administrator. The remedy would seem
to lie in the prescription of much fewer subjects of discussion,
and the liberal employment of sectional meetings appealing
more to the expert; it would not then be necessary to con-
sider at one and the same sitting, let us say, “ The Kinder-
garten,” “L'Enseignement moyen en Belgique,’ and
“ Berufsethik.” But, certainly, division of labour comes
more naturally at a later Congress than the first.

The practical person in search of history and directions,
instead of criticism and general principles, will find his
account in the published volume of “ Papers,’ to which
about one hundred and fifty persons have contributed; he
may possibly esteem even more highly than their contribu-
tions the summarized replies to questions with which the
book closes. In any case, the volume will provoke thought
and stimulaté experiment which may very well be focused
at the Congress of 1912. Meantime, the Executive Committee
las been requested to consider the feasibility of establishing
an International Bureau which shall be in a position to
collect and disseminate information,amongst the contributing
persons and nations, as to what is being done throughout
the world on behalf of moral education. A further scheme
to be considered is that of an International Journal having
a similar purpose. No doubt the organizers will be careful
to seek the co-ordination of these agencies with those of
other international bodies interested in social work. The
practicability of the plan is largely a financial question, and,
in view of the manifest advantage to the world at large
which the realization of the proposal would bring about, it
is to be hoped that a few wealthy persons may come forward
to furnish it with material support. Few suggestions for
ensuring peace amongst the nations are likely to be more
fruitful than one which enlists them all in the task of
developing individual character on the lines of a sound
morality.

NOTES.

Tue Government will proceed with the Education Bill as
soon as the Licensing Bill gets through Committee. There
has evidently been a good deal of quiet negotiation during
recent months with a view to a settlement by general agree-
ment, without disturbing the fundamental postulates of
public control and the abolition of religious tests. The Dasly
News (October 22) says, apparently with inspiration :

Broadly speaking, the position in single-school areas will, we believe,
remain as in the Bill as originally drafted—z.e., the schools will pass
absolutely to the Public Authority. In the urban areas the proposals
under mutual discussion leave the contracting-out clause on the basis of
the 478. grant and no rate-aid untouched, and add the right of denomi-
national entry two days a week in regard to all schools. This proposal,
we believe, would be subject to the option of the Local Authority.
Further, the head teacher in no case would, we gather, be allowed to
give denominational teaching. The denomination would bear the cost
of such teaching, the teaching to be restricted to the opening half-hour
of the school day, and the religious basis of all schools being that
controlled by the Cowper-Temple clause. The power of the Local
Authority to decline the right of entry would be in many parts of the
country a powerful instrument for bringing the denominational schools
under the Local Authority, in addition to which the 47s. grant would

leave on an average 8s. a child to be provided by the denomination.
Past experience of the impoverishment of Church schools suggests that
this margin would not generally be forthcoming from voluntary sources.
We learn that the Roman Catholics are not included in the negotiations,
owing to their demund that the contracting-out facility should be based
upon the four-fifths arrangement instead of the 47s. grant and ex-
clusion from the rates. We are, of course, unable to state the precise
position of the negotiations or the extent to which they involve the
Churches, but there is no doubt, as we have said, that they have dis-
covered a very close approximation to a common ground of settlement.

THovcH the Prime Minister has probably but little time
to spare for the cultivation of classical literature, no doubt
the Balliol leaven still works; and at Birmingham he
addressed the Classical Association with as much vigour and
zest as if he had been clearing a way through the tangle of
the Licensing Bill or the jungle of unemployment. He
certainly did not underrate the efficacy of the work of the
Association. As regards methods of studying and teaching
the classics, the Association “had already in the course of
two years brought about a radical change which, both in the
magnitude of its scale and the rapidity of its execution,
might well excite the envious admiration of iconoclasts and
revolutionaries in other walks of life.’ Yes; but a good
deal of strenuous and persistent work has yet to be done in
order to secure the permanence of the impressions that have
been made. Without under-estimating the value of the
results of archeological investigation, Mr. Asquith properly
laid stress on the superior importance of literary and
philosophic treatment in the study of ancient literature.
“ In truth, the great writers of antiquity remain their own
best interpreters,” though the diggers are to be listened
to when they come forward with definitely established
facts. Mr. Asquith was also on firm ground when he depre-
cated “the older limited views, both of the scope of the
“classics ” and of the handling of them as instruments of
education, and recognized the advantages of the wider out-
look of our time, the more scientific spirit, and the quickened
consciousness of their relation to other forms of knowledge
and other departments of investigation. It is pleasant to
know that the pressure of practical problems in modern life
has not yet effected the expulsion of the classical learning
and spirit from the realm of statesmanship.

Ir seems better that Birmingham should read the classics
in translations than not read them at all. Prof. Sonnen-
schein describes in the Classical Review an experiment in
the teaching of Greek literature which he has already ap-
plied in the teaching of Latin literature. Under a recent
regulation of the University, a course of Greek literature
may be taken as a subject for the Arts degree in the second
or third year of study. The class will meet three times a
week, and take up in the three terms, successively, Homer,
the Drama, and Plato. The reading of essential or repre-
sentative portions will be accompanied by lectures on the
literary aspects and contents of the works; but attention
will be concentrated in the main upon the reading of the-
works themselves, with a view to the appreciation of them
as human documents. There need be no doubt that such a
course will interest the students; whether it will interest
them so far as to lead them to tackle the original Greek
subsequently, that is on the knees of the gods. In any case,
it is well to bring as many Greekless/ students „as possible

Nov. 2, 1908. ]

THE EDUCATIONAL TIMES.

467

even into such remote (or near) contact with the mind of
Greece. Likely enough, the students ‘‘may form a better
idea of the contribution made by the mind of Greece to our
European civilization than is formed by many a schoolboy
who has painfully toiled through the elements of the Greek
language and a few isolated products of the literature.”
But is it not largely this unnecessarily painful toil that has
brought us at last to Prof. Sonnenschein’s almost despairing
experiment ? We are learning—painfully, in our turn—the
virtue of method.

pas

In the eight years between the last two meetings of the
National Federation of Assistant Teachers at Manchester,
the affiliated associations have doubled and the membership
has tripled: the affiliated associations have increased from
66 to 135, and the members from 6,820 to 18,100. Mr. H.
Pearson, in a thoughtful presidential address at the recent
meeting, dealt carefully with the supply and the training of
teachers. “ There is an over-supply of teachers, and several
= hundreds of them are unable to find posts.” We must
endeavour, he said, “to realize what this means to present
as well as to future teachers, and what will be its probable
effect upon their prospects and conditions of service.” He
holds that training should be dealt with first, not only for
the interest and importance attaching to it, but also because
the supply must depend to a great extent upon the type of
training—upon the method, the cost, the nature, and the
duration of the training. While welcoming the efforts to
broaden the teacher’s education, Mr. Pearson is rather luke-
warm over “the change which postpones the technical
training to such a late stage of the novitiate ” as the age of
twenty-one. “The new type of training,” he says, “ may foster
students, but it cannot create teachers: the power to assimilate
knowledge is no criterion of the faculty to impart it.” True;
but, on the other hand, it may be said that a teacher cannot
impart what he has not got, and the intellectual exercise
must count for something. To relieve over-supply, Mr. Pear-
son suggests the obvious remedy of “ an immediate reduction
in the size of classes.” ‘‘ There will never be a real ‘glut’
of teachers while classes in the elementary schools contain
more than forty pupils.” This is, of course, practically a
demand for more money. While awaiting the formulation
of a national standard of staffing, Mr. Pearsor suggests a
scheme for securing an adequate supply of teachers, the first
essential being the gradual replacement of supplementary
teachers by fully qualified teachers, the process to be spread
over a period of five years.

THE decline in the school teaching of German is strikingly
illustrated in a memorandum recently issued by the Scottish
Modern Languages Association. The statement is based upon
replies to circulars that were sent to thirty of the chief
Higher Grade and Higher Class Secondary Schools in which
modern languages had been taught in past years with
Conspicuous success. “The replies from both classes of
schools were in remarkable agreement, showing the effect
of the recent regulations for the Intermediate and Junior
Student curricula upon the study of these languages in
schools.” French was found to be little affected. But, as

to German, within the past seven years “there has been a,

decrease of 39 per cent. in the number of beginners, of
30 per cent. in the whole number studying the language,
and of 43 per cent. in the number taking the language in the
highest school class.” ‘In 1900 about 1,000 candidates took
the Higher Grade paper in German in the Leaving Certifi-
cate Examination; it is believed that only about 500 can-
didates entered for that grade this year”; and “a similar
reduction has taken place in the number of candidates
presented for the Lower Grade.” Further, “there has been
a deterioration of quality in thé pupils taking German.”
Then there is the reaction upon intending teachers. “In the
Training Colleges the number of students of German has
fallen from about 700 in 1900 to about 70 in 1908. In 1900
German was taken by hundreds of pupils in the Central
Classes of Pupil-Teachers: to-day all the German classes
have been dropped.” The cause of this decrease, the
Memorandum states, “is (i.) the preferential treatment
given to Classics in the Leaving Certificate, Preliminary,
and Bursary Examinations by compulsions and higher marks,
and (ii.) above all, the recent Departmental regulations
regarding Science and Drawing in the Intermediate curri-
culum, and regarding Science and Drawing and other
practical subjects in the Junior Student curriculum.” Even
if freedom were granted to replace Science and Drawing by
a third language in the third year of the Intermediate course,
it would probably be a long and difficult business to recover
the lost ground in German.

“ To cleanse a schoolroom properly,” says a recent Memo-
randum of the Scotch Education Department, “it is neces-
sary to destroy the germ life as well as to remove the visible
dust. This is why periodic disinfection is advisable, even
when no known infectious disease has been present.” Very
good; but is this “advisable” thing actually done? The
annual report of the Medical Officer of Health of a southern
county strikes us as very far from reassuring, even as re-
gards the ordinary cleansing; and the term “periodic ”
appears to be interpreted in a very lax sense. The question
seems to be of lively interest in Bucks, for a Bucking-
ham correspondent has telegraphed to a London contem-
porary results of certain experiments carried out under the
direction of the Staff Science Master of the Bucks County
Council. “ For the past six months the floors of twenty-
five schools in the county have been sprayed nightly with a
liquid germicide.” “ The cost up to date has been £22. 10s.,
and the calculated increase of grants due to the additional
attendance in the disinfected schools, as compared with the
non-disinfected schools, amounts to £37. 7s. 6d.” One is
always glad to find a school balance on the right side. At
the same time, we cannot help thinking that the connexion
between the attendances and the spraying operations needs
to be demonstrated in scientific detail. And if the causal
relation is definitively established in this country district,
what is to be anticipated when scientific investigation pene-
trates to slum schools in our large cities? What is the rela-
tion between the conditions of those southern schools in
Scotland and the attendance of pupils ? The cause of clean-
liness needs no advocacy ; but there must be some reasonable
practical limit to scrubbing and spraying, and it is for-
science to say what it is.

468

THE EDUCATIONAL TIMES.

(Nov. 2, 1908.

SUMMARY OF THE MONTH.

THE ARCHBISHOP OF CANTERBURY, speaking at the inauguration
of new Church schools in Windmill Road, Croydon, said that in
areas where there were Council and denominational schools
there was no unfairness to any one; rather was the rate-payer
relieved and the parent given a choice of schools. As regards
*‘one-school areas,” he believed means could be devised whereby
that choice could still be given without having separate schools.
He did not despair of a solution to the education problem which
would preserve the principles for which each side cared most, and
he was doing his very best to bring about that result.

On October 8, Dr. Clifford, on behalf of the National Passive
Resistance Committee, wrote to Mr. Asquith calling his atten-
tion to the position occupied by the members of the Passive
Resistance League after five years of protest, and urging him to
push his Education Bill through the House of Commons without
delay, and without permitting it to be so altered as to force them
to pay a rate for any sectarian teaching. Mr. Asquith replied
(October 14):

I can assure you that I am fully alive to the grievances to which, not-
withstanding all the efforts exerted by the Government and the House
of Commons since 1906, a large and important section of the community
are still exposed, and can only repeat what I said the other day at Leeds
—that a removal of the cause of those grievances is, in the opinion of
the Government, an essential condition of the settlement which they will
use ali their etturts to achieve.

AT the thirty-sixth Annual Meeting of the London Teachers’
Association the affairs of the body were reported to be in an
extremely satisfactory condition. The membership, 15,000, had
increased during the year by 1,276. It was mentioned that
seventeen members had been so enthusiastic as to pay their sub-

scriptions twice over last year. Mr. C. W. Hole, the retiring
president, criticized the attitude ot the L.C.C. toward the teach-
ers’ superannuation scheme. He was extremely disappointed
that the L.C.C. had not given them the same measure as was
meted out to its other officers. The teachers received less super-
annuation than any other body of officers. Although the
scheme was primarily enlarged because it was found they were
not being treated generously, the teachers had not been included.
Mr. W. P. Folland, the new President, also dealt with the ques-
tion of superannuation, protesting that members of the Asso-
ciation were being excluded from benefits which Parliament
deliberately conferred upon them.

THE conference convened by the Workers’ Educational Associ-
ation at Birmingham with the object of furthering the interests
of the democracy in higher education, included some two hun-
dred delegates from various parts of the country. Mr. W.
Temple, of Oxford, son of Archbishop Temple, the first president,
occupied the chair. He said they were at the beginning of a
period that would be marked by the claim of the workers to their
share of the privileges and responsibilities of education. There
was nothing, and could be nothing, that would convince the
country at large of the genuineness of that claim so much as a
movement like theirs, which claimed not power for selfish ends,
but power to be made fit to use political power for real good.
There was, he was sure, at Oxford a new sense of the duty to-
wards labour, and the Association had brought about that new
sense. Prof. Muirhead (Birmingham) said most of the workers
in the world were waking up, and they were hungry for know-
ledge. Mr. W. J. Morgan (Birmingham) spoke in favour of the
opening of continuation schools in the afternoon. He did not
think the time was ripe for raising the school age. A great
many people were below the poverty line and could not afford to
keep their children at school until they. were fifteen. It was
decided to hold next year’s conference at Sheffield.

At the Birmingham meeting of the Classical Association, the
gramophone was used to demonstrate the principles of Greek
ee rhythm. The subject was introduced by the Rev.

rof. Henry Browne, who advocated a radical change in the
teaching of Greek poetry. An interesting experiment, he said,
had been undertaken in Birmingham University to communicate
some knowledge of the masterpieces of Greece through transla-

tions ; but, while he was fully in sympathy with that, he thought
it would be admitted that the beauty of literature depended to a
great extent on external form, andrhythm was anessential element
in form. Prof. Mackail (Oxford) read a paper on “ How Homer
came into Hellas.” He traced the various phases through which
Homer’s work was transmitted, and declared that the organic
unity and life of the “ Iliad ” and “Odyssey ” were so complete
and powerful that they came through substantially intact. Mr.
Gilbert Murray and Prof. Mahaffy expressed scepticism as to
this conclusion.

Mr. Asquitn’s presidential lecture, which drew a large audi-
ence, was mainly devoted to a defence of the literary and philo-
sophical regard for classics as against the archwological. The
great masters of literature were not to be dethroned, and the
work of the Association lay in the direction of rendering the
study of them less tedious and less conservative. Prof. Sonnen-
schein discoursed amusingly and suggestively on the mysteries of
the Latin subjunctive. The “Hippolytus” of Euripides (in Prof.
Murray’s translation) was successfully performed by Miss Horni-
man’s company trom Manchester. The membership of the Asso-
ciation has risen to 1,350. Lord Cromer was elected President
for the ensuing year.

Tue Board of Education has drawn up a new scheme for the
Birkbeck College, on account of the dissolution of the City Poly-
technic and the constitution of the Birkbeck College as a separate
Polytechnic Institute. The main object of the scheme is to
reconstitute the governing body, but some change is made in the
purposes for which the College is to be used. In place of the
objects set forth in the general regulations for the management
of an industrial institute attached to the scheme of June 23, 1891,
a new schedule of the objects of the College is set forth which
differs from the original scheme mainly in the following parti-
culars:—Instruction in the application of rules and principles
of arts and science to handicrafts, trade, or business, and instruc-
tion in the details of handicrafts, trade, or business are omitted,
and there is no reference to musical and other entertainments or
exhibitions. The new governing body is to consist of thirty-
seven persons, including a president and two vice-presidents, to
be appointed by resolution of the governors, each for the term
of one year, except that Lord Alverstone is to be President for
life and Mr. Norris and Mr. White are to be Vice-Presidents for
six years. There are to be fifteen co-optative governors, to be
appointed by resolution of the governors, each for five years, and
nineteen representative governors to be appointed as follows :—
five by the London County Council, three by the Central Govern-
ing Body of the City Parochial Foundation, two by the London
Chamber of Commerce, two by the Corporation of the City of
London, two by the Senate of the University of London, and one
each by the Hebdomadal Council of the University of Oxford,
the Council of the Senate of the University of Cambridge, the
Institute of Bankers, the Council of the Royal Society, and the
Governing Body of the Imperial College of Science and Tech-
nology.

Dr. Warren, Vice-Chancellor of Oxford University, reviewing
in Convocation the events of the past academic year, referred
specially to Prof. Churton Collins among the losses sustained
by the University. Reform was expected, he said, and with the
aid of the Chancellor they would address themselves to it. In
his own opinion, what called most pressingly for consideration
was the reform of the Hebdomadal Council and of Congrega-
tion, possibly at a later etage of Convocation, the investing of
the Boards of Faculties with greater powers both of regulating
studies and of appointing teachers, and more economy and
specialization in lectures. Scholarships ought to be adminis-
tered, if possible, with more regard to the real needs of the can-
didates, yet in such a way as not to destroy that healthy rivalry
of competition which was of value. The question would have
to be considered what was the best course of study ior working-
men candidates who could only spend a short time at the Uni-
versity, and how this study should be rewarded or recognized
by diplomas or otherwise. Dr. Warren was then duly admitted
to office, and nominated as Pro-Vice-Chancellors the Principal
of Brasenose, the Principal of Jesus, the Dean of Christ Church,
and the Warden of New College.

Tie Royal Agricultural College, Cirencester, after an existence
of sixty-three years, has been|reorganized, (that )its sphere of

Nov. 2, 1908. ]

THE EDUCATIONAL TIMES.

469

activity and usefulness may be greatly widened, and that it may
no longer be handicapped by non-eligibility to receive grants

from public moneys. Taking advantage of the enlarged powers | with lemonade) and deplore the restless spirit of change.

now conferred upon it, the College proposes to advance the cause
of agriculture in general, and the agricultural interests of the
West of England in particular, by actively engaging in the follow-
ing kinds of work :—(1) scientific research in agricultural sub-
jects ; (2) co-operation with the University of Bristol (by which
it will, no donbt, be fully recognized) in the establishment of
degree courses and degrees in agriculture and forestry; (3) con-
tinuance of the important work of training landowners, estate
agents, and colonists; (-4) training county scholars in agriculture ;
(5) continuing and extending the system of short courses for
sons of tenant farmers; (6) establishing classes in subjects of
rural education for the benefit of teachers ; (7) co-operation with
county councils in their instructional and experimental work;
(8) acting as a bureau of information for the benefit of West of
England agriculturists.

Mr. Eric Wiliams repeated his very successful dramatic
recital in aid of Lord Roberts’s Veterans’ Relief Fund at Rams-
gate, on September 28, before a large and appreciative audience.
General Sir Harry Prendergast, V.C., G.C.B., attended on behalf
of Lord Roberts’s Committee. He was received at the Harbour
Station by the Mayor and Deputy-Muayor of Ramsgate, General
Sir Charles Warren, K.C.B., G.C.M.G., and a Guard of Honour
comprising the Chatham House College contingent of the Junior
Division of the Officers’ Training Corps. A contingent of the

whatever may be impending still only impends, and the older
Fellows still sip their port (their younger confréres are content
It
seemed possible that the prospect of changes at hand might
cause excitement and contest at the elections to the Hebdomadal
Council, but in two of the sections—Heads of Houses and
Masters of Arts—there were only three candidates for the three
vacancies. It was left for the professors to put up a fight, as
five professors were nominated.

Those elected were Prof. Gotch, a man of sound judgment and
atfairs—though a scientist—and acceptable to all parties; Prof.
Wright, who may perhaps be said to be safe rather than con-
spicuous; and a new man in Prof. Haverfield, whose rather un-
practical views will perhaps carry little weight in the august
body. Prof. Oman—regarded, rightly or wrongly, for many
years as a firebrand—and Prof. Gardner, disliked possibly as a
rather prejudiced critic of the University system, were the un-
successful two.

We have four new Professors. By the retirement of Prof.
Bywater froħ the Regius Chair of Greek we lose from the
active staff a man with a European reputation and an extra-
ordinary range of accurate knowledge. It is fair to say that a
University whose main function at birth was the teaching of the
classics may pride itself on having in the two classical chairs
men of such accepted authority as Robinson Ellis and Ingram
Bywater.

In Gilbert Murray Mr. Asquith has chosen the right successor:
his career as an undergraduate was extraordinarily brilliant,

East Kent Yeomanry, under the command of Lieut. Robert; and when Glasgow took him away when just a graduate to be a
Sebag Montefiore, formed an escort. Mr. Williams repeated his | Professor, most held their breath—with admiration or envy—at
recital last month at Dover and at St. Leonards; and (asthe rapidity of promotion. But Prof. Murray has gone far
announced in our advertisement columns) he is open to accept ence then, and he brings to the Chair a striking personality and

further engagements at schools and colleges.

Mr. R. Bosworth Situ died at Bingham’s Melcombe, Dor-
chester, in his seventieth year, after a long illness. He was edu-
cated at Marlborough and Oxford. A scholar of Corpus, he was
elected a Fellow of Trinity in 1863. In 1864 he became an
assistant master at Harrow, where he remained for thirty-seven
years—till 1901. Since his retirement he has lived in Dorset. His
most Important works are “Mohammed and Mohammedanism,”

-a mind which can go far further than the perhaps narrow limits

of “ pure scholarship.”

The other new professors are the Rev. G. A. Cooke, a Hebrew
scholar of pre-eminence, to succeed Dr. Cheyne as Oriel Pro-
fessor; and another Ecclesiastical Professor in the Rev. E. W.
Watson, from King’s College, in succession to Dr. Bigg. Several
resident Oxonians were mentioned as possible or probable
nominees, but it is perhaps better to maintain the discretion of
silence.

The last professor is a new creation—Prof. Jenkin for the

i‘ Carthage and the Carthaginians,” and “ The Life of Lord Law- | Engineering School. With our recent additions to the Museum,
rence. He was a keen student of Nature, especially of birds; in! our promised Electrical Laboratory, the new Forestry building,

1905 he collected a number of articles into a volume on “ Bird
Life and Bird Lore.” His second son, a lieutenant in the Navy,
was in command of the torpedo boat destroyer, “ Cobra,” when it
went down off the Lincolnshire coast in September, 1901.

Dr. DanteL C. Giman, first President of the Johns Hopkins
University, Baitimore, and afterwards Head of the Carnegie
Institute, Washington, died suddenly (October 13) at Norwich,
Connecticut, his birthplace. Born in 1831 and educated at Yale,
Cambridge, and Berlin, he became President of the University
of California in 1870. Five years later he went in the same
capacity to the Johns Hopkins University. His work there,
over a period of twenty-six years, gained for him a place among
the foremost American educators of his generation. He or-
ganized the University on a plan which was afterwards adopted
in many other institutions, and he raised it to its present prom-
inent position. In 1891 Dr. Gilman left Baltimore for Washing-
ton, where he spent three years organizing the Carnegie
Institute. In addition to the work of his scholastic career,
Dr. Gilman was appointed by President Cleveland to act as
commissioner in the Venezuela and British Guiana boundary
dispute.
Civil Service Reform League, President of the American Oriental
Society, trustee of the Russell Sage Foundation for the improve-
ment of the conditions of social life, and a prominent member of
various other societies and institutions.

UNIVERSITIES AND COLLEGES.

THE October term opened with great rumours of
movements in the air and of general reformation of
the University. It was confidently reported that the
Chancellor was to be in residence and take a leading part in
the furtherance of the movement. But the Chancellor has not
appeared, and at present rumour has proved a lying jade; and

Oxford,

He was President, from 1901 to 1907, of the National !

and the Engineering School, we are making some effort to meet
the modern cry for the practically useful. It will have been
noticed that the Drapers’ Company have offered to erect the new
electrical laboratory, and it is an open secret that they have been
prompted to make their generous offer through the intervention
of the Principal of Hertford.

Oxford has lost from the teachers two men who in different
ways were of conspicuous standing in Oxford—Dr. Fairbairn, of
Mansfield, and Prof. Miers. The former has resigned his post as
Principal of Mansfield after some twenty years. Many of us can
remember the heartburnings and jealousy in Oxford when these
“new colleges” were founded, and Dr. Fairbairn had rather a
difficult task in starting practically on new lines in a conservative
University; but he started quietly and with no effort at self-
advertisement, and he steadily won for himself an accepted posi-
tion and justitied the reputation with which he came among us.
Prof. Miers has gone to Rondon University, and we have lost in
him a specialist in his own branch, a man with few, if any, rivals

188 & general sound man of business, and ready and willing to use

his gifts in any department for the benefit of the University—
& man sui generis, prompt, cautious, effective. He is a great
loss to the University and to Magdalen College, to which he was
as professor attached.

Lastly—though in order of precedence it should come in
another place—the Vice-Chancellor has undertaken another year
of office. The University may consider itself fortunate. Dr.
Warren has had his critics, as any man who tries to take a lead-
ing part in many departments will have; but, ever since his
election, when quite a junior Fellow, to the Presidency of Mag-
dalen College—formerly one of the closest of corporations—he
has justified, by his devotion to his duties and by his gravitas (a
word which must not be taken to imply that he is insensible of
the humours of life), the honours which have fallen to him.

Games are still played in Oxford. The river is in favour, and,
with the unusual number of a dozen entries, there should be
some good racing for the Coxwainless Fours, the finals of which
will be rowed just when this paper is, appearing) There seems

470

good reason to hope that the Rugby team will be of unusual ex-
cellence, and the back division will contain more Internationals
than we have known since the historic days of “ Harry” Vassall.

LaRGE as is the entry of freshmen, quantity has
not been sacrificed to quality. On all sides it is
clear that there is a marked tendency to regard
the University as a place of solid learning where a genuine
training can be obtained for the business of life. The chief
attractions to the outside public are the Engineering and Medical
Schools, the numbers in which increase by leaps and bounds.
Oriental accessions, too, are noticeable in our Law School, and
the names on the lecture lists have a faint soupçon of Gilbert and
Sullivan.

Two new Professors start work this term—Prof. Oppenheim
takes the place of Prof. Westlake in the Whewell Chair of Inter-
national Law, while Mr. Pope fills the Chair of Chemistry held
for so many years with such success by the veteran Prof. Liveing.
Prof. Pope, whose appointment is likely to prove an unqualified
success, was not hampered by a University training, but will be
none the less welcome on that account, and, if he lives up to his
reputation, will make his mark in scientific circles. One of the
favourites for the appointment was Dr. Fenton, who for many
years has done yeoman’s service at the Laboratory, and, what is
more, has found time to do important research work in his sub-
ject. It is a curious fact that many of our most efficient teachers
are men whose claims have never been recognized by their own
colleges. There have been cases of men good enough for Bishoprics
and Professorships who have not had the chance of teaching
grammar or quadratics to classes in their own colleges.

The appointment of Mr. C. T. Heycock as Goldsmiths’ Reader
in Metallurgy was an obvious one, but noticeable for all that.
In conjunction with Mr. Neville, of Sidney, the new Reader was
responsible for most valuable research work on the nature and
poe of alloys. Mr. Heycock, like Dr. Griffiths, the present

rincipal of Cardiff University College, with whom he was so
long and intimately associated in teaching work, is another
example of the faults of a system which recognizes only too late
the value of teaching ability in a University.

The retiring Vice-Chancellor delivered the customary valedic-
tory oration at the beginning of term and the incoming Vice-
Chancellor, Dr. Mason, Master of Pembroke, was duly admitted
to office. Rapid changes have taken place in masterships of
colleges during the past few years. The latest loss which the
University has sustained is that of the Master of St. John’s, whose
sudden death, while enjoying a brief and well earned holiday
on the Continent, came as a great shock to his numerous friends.
The appointment of Mr. Robert Forsyth Scott to the vacant
post is undoubtedly one which will tend to the advancement of
the college. It is reported that Mr. Larmor was the most serious
rival in the opinion of the electors.

The Syndicate which is considering the question of substitutes
for the general examination has not yet delivered itself of a
report: it is difficult to imagine what alterations could with
advantage be made in this particular examination, but there are
people among us who crave for change and who, living in a
realm where poll candidates are regarded as denizens of a lower
sphere, treat the poor undergraduate as a fit subject for the un-
tutored experiments of meddlesome incapacity.

A useful change has been made in the arrangements for the
first M.B. Examination, which is now held three times a year
instead of twice. The October examination as now constituted
is a practical recognition of the fact that much of the best work
is done in Vacation time, and that a period for rest and digestion
is not altogether out of place even after an intellectual meal.
Our Cambridge menus are sometimes a trifle crude.

Local politics have entered upon a novel phase: two ladies
have entered the lists and desire municipal honours—Miss Julia
Kennedy, the well known daughter of the illustrious Prof.
Kennedy, and Miss J. S. Phillpott, the daughter of an equally
well known Bishop. If they are successful, they will certainly
not diminish the efficiency of our local Senate.

Magdalene has made amazing strides in popular favour under
the energetic rule of Mr. Donaldson, and in a ted years’ time the
degen tne little college by the river will prove itself a power to

e reckoned with in every department of University activity.
Its numbers are steadily increasing, and the successes it gained
on the river in the May term are proving the prelude to an
advancement all along the line.

Our prospects in things athletic are not as bad as the London

Cambridge.

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

prints would have us believe. The new President, Mr. D. C. R.
Stuart, has splendid material for next year’s crew, including his
younger brother Colin, who may in time rival his brother’s
successes. In the football field it is not so certain that the ab-
normally strong side which Oxford puts into the field will be so
very superior to the less fancied team of this University. At any
rate, we possess in K. G. McLeod one who is probably the best
three-quarter of the century, and at least six other members of
the team are quite in the running for International honours.
The golf team promises to be fairly good: it will almost certainly
include a Magdalene freshman named Walker, who has lowered
the record for the Royston links to 68 within a week of his
appearance on the scene. Things are very quiet, and there seems
no prospect of any excitement this side of Christmas.

A MEETING of Convocation was called for
October 13, but a quorum could not be secured
and therefore no business could be transacted.
Sir Edward Busk, who, as Chairman of Convocation, would have
presided, explained informally to the meeting the amendments
which the Senate had passed modifying Statute 125 dealing with
the period of study necessary before the acquisition of the first
degree. The statute, as it stands at present, enacts that that
period should be not less than three years from the date of
Matriculation. The most important modification was to the
effect that a student might be allowed to take the Final Examin-
ation before the end of the three years’ course provided that,
after passing the Intermediate Examination, he should have
attended for two years an approved course of study for the Final
Examination. This modification, explained Sir Edward, was
adopted on the suggestion of Convocation. Another provision
of almost equal importance was to the effect that a course of
study extending over not more than one year taken in another
University approved for the purpose, after the passing of the In-
termediate Examination, might be accepted in lieu of an approved
course of study taken in London University. It was agreed
that Sir Edward Busk should informally present to the Senate
the approval of the meeting.

The Matriculation Pass List gives 51 names in the First
Division and 364 in the Second Division. The usual lists of
supplementary certificates are added.

Sir Arthur Riicker was presented (September 28) by the
administrative staff of the University with a rose-bowl, designed
and executed in hand-beaten and repoussé silver by Messrs.
Ramsden & Carr. It bears the arms of the University, of
Brasenose College, Oxford, of which Sir Arthur is an Honorary
Fellow, and of his own family, displayed between panels of briar-
rose pattern, and is encircled with the following inscription :—
“I was wrought for Sir Arthur William Rücker, D.Sc., F.R.S.,
on his retirement from the Principalship of the University of
London, to mark the affectionate esteem of the Officers and
Staff.” The presentation was made, on behalf of his colleagues,
by Mr. Philip J. Hartog, the Academic Registrar.

The following Doctorates have been conferred: D.Sc. in Phy-
siology, Dr. David Forsyth (Guy’s); D.Sc. in Chemistry, Dr.
S. J. M. Auld (East London College) and Henry Bassett (ex-
ternal student); D.Lit. in History, J. W. Horrocks (external
student).

London.

A SUPERANNUATION scheme for members of
the professorial staff is to be put into operation
next: session. Under this a professor who reaches the age of
sixty-five years will retire on a pension. The scheme is estab-
lished on a contributory basis.

Birmingham.

In the Degree Examinations of June last 75
students qualified for the B.A. or B.Sc. degree,
including 47 in Honours, 10 of them obtaining
First Class and 15 Second Class Honours; 6 obtained the
Secondary Education Certificate of the University and 6 the
Cambridge Teachers’ Diploma. There was an unusually large
number of candidates at the Entrance Scholarship Examination
in September. Of the 22 awards, 19 fell to pupils of Welsh
County schools. Of the total nnmber (470) of present students,
443 are matriculated and pursuing full degree courses. An in-
creasing number of post-graduate students are engaging in scien-
tific research, the new laboratories proving an invaluable addition
to the resources of the College in this respect. The new athletic
grounds are nearly ready for.use, and a_large and admirably

Aberystwyth.

Nov. 2, 1908.]

THE EDUCATIONAL TIMES.

471

fitted gymnasium has been erected at a cost of £2,000—mostly
contributed by a former student. The practice of the nurmal
students has been extended, use being made of the schools of
Newtown, in addition to the practice at Swansea and Aberyst-
wyth. Though the number of students and the income from
students’ fees showed an increase last session, there is a deficit
on the general college income and expenditure account of
£1,648. 19s. 9d., as compared with £1,670. 14s. in the previous
year.

THE EDUCATIONAL LADDER.

Board oF Epucation.—Whitworth Scholarships and Exhibitions.
Scholarships (£125 a year each, for three years) : W. H. Mead, Southsea ;
W. White, Portsmouth; W. H. Stock, Swindon; E. Bate, London.
Exhibitions (£50 for one year): A. H. Gabb, Swindon; A. McKenzie,
Devonport ; R. Bassett, Devonport; S. L. Dawe, Devonport; A. J.
Triggs, Devonport; A. C. Lowe, Harrogate; J. R. Pike, Portsmouth ;
H. R. Allison, Gillingham; A. E. Beal, Sheerness; C. R. Kemp,
London; H. L. Guy, Penarth, Glamorgan; H. G. Stephens, Leicester ;
F. E. Rowett, Chatham; C. E. Haddy, Torpoint, R.S.O., Cornwall ;
W. E. Tong, Gosport; G. W. Bird, Plymouth; C. W. Limbourne,
Plumstead; W. G. Pitt, Plumstead; E. J. Cox, Gosport; G. H.
Reid, Stonehouse, Devon; D. Watson, Swindon; J. E. Burkhardt,
Newcastle-on-Tyne; P. R. Higson, London; A. J. Sear, Portsmouth ;
E. O. Hale, Stantonbury, Bucks; F. C. Ham, Plumstead; A. R. C.
Winn, Hornchurch, Essex: J. Scobie, London; F. Bray, Devonport ;
C. P. T. Lipscomb, Plumstead.

Royal Exhibitions, National Scholarships, and Free Studentships
(Science), 1908.—Royal Exhibitions: A. Riddle, Portsmouth; T. J.
Hornblower, Southsea; A. H. Gabb, Swindon; A. E. Stone, Ports-
mouth; F. Morris, Portsmouth; S. B. Hamilton, Halifax; A.
Barrett, Southsea. National Scholarships for Mechanics (Group A) :
B. C. Carter, Southsea; A. J. White, Southsea; H. H. German,
Devonport; W. F. Boryer, Portsmouth; H. Mawson, Hunslet, Leeds.
Free Studentships for Mechanics (Group A): G. W. Bird, Plymouth ;
H. G. Stephens, Leicester. National Scholarships for Physics
(Group B): J. Lamb, Gateshead; H. Billett, Swindon; F. C. Hobbs,
Bristol; R. Ecker, Norwich; T. W. Johnstone, Neyland, Pembroke-
shire. Free Studentships for Physics (Group B): P. H. S. Kempton,
Swindon ; W. Jevons, Smethwick. National Scholarships for Chemistry
(Group ©): W. A. C. Newman, Leeds; E. W. Yeoman, Southampton ;
F. Hargreaves, Burnley: L. D. Goldsmith, London; E. Jobling, Hull;
E. O. Jones, Leeds. Free Studentship for Chemistry (Group C): L.
Owen, Trefriw, Carnarvonshire. National Scholarships for Biology

elas | D): E. Hill, Bradford; H. Wormald, Wakefield: T. E. Her-
bert, London. Free Studentship for Biology (Group D): E. T. Halnan,
London. National Scholarships for Geology (Group E); H. Hart,

Camborne ; A. Sharples, Burnley ; J. W. Chaloner, Burnley.

CAMBRIDGE Unrversiry.—Balfour Studentship (£200 a year): Cecil
Clifford Dobell, B.A., Trinity. Charles Oldham Shakespeare Scholar-
ship: T. S. Sterling, B.A., Downing. Gedge Prize (Chemistry) :
Edward Mellanby, B.A., Emmanuel. Geographical Scholarship: Thomas
Dunbabin, B.A., Corpus Christi (Rhodes Scholar).

Emmanuel, —Research Studentships: £150, T. H. Laby, B.A. ; £140,
R. D. Kleeman, B.A.; £100, H. S. Tasker, B.A.—all members of the
College. Exhibition of £50 for two years (to advanced student): L. J.
Russell, M.A., B.Sc., Glasgow University. Exhibitions of £30 for two

ears: W. T. Gordon, M.A., B.Sc., Edinburgh University, and A. LI.
ughes, B.Sc., Liverpool University.

Trinity.—Elected to Fellowships: Alfred Reginald Brown (King
Edward’s School, Birmingham), in Moral Science; Geoffrey Bulmer
Tatham (Uppingham School), in History; John Edensor Littlewood
(St. Paul’s School), in Mathematics ; Cecil Clifford Dobell Sandringham
School, Southport), in Natural Science.

Dvuruam: ARMSTRONG COLLEGE, NewcastteE.—Daglish Fellow: H. C.
Annett, B.Sc. College Fellowships: B. J. M. Lane and S. Woolff.
Charles Mather Scholarship : S. G. Edgar. Junior Pemberton Scholar-
ship: R. C. Burton. Nathaniel Clark Scholarship: H. B. Tilley.
Alder Scholarship : Divided between T. R. Burrell and W. Herbertaon.
Shipwrights’ Company Scholarship : A. Pickworth. Osbeck Exhibition
for Surveying : H. M. Hudspeth. Osbeck Exhibition for Metallurgy :
E. L. Ford. Freire-Marreco Medal: D. Tiplady. Gladstone Memorial
Prize: G. H. Hunter. Entrance Exhibitions in Science: T. H. Lusher,
T. E. Sayer. Entrance Exhibition in Literature : Daisy Bowie. Lloyds’
Register Scholarship in Naval Architecture: W. R. Edgar. Corpora-
tion Exhibitions : S. L. Baister, D. M. Clough, M. L. Haigh, H. Hope,
M. G. McChlery, G. McIntosh, W. S. Oliver, A. T. Parsons, G. E.
Stephenson, and F. H. Walker.

C. B. Davies (Cowbridge School), G. Thomas (Bow School, Durham),
C. A. Loveluck (Port Talbot School), K. Davies (Morpeth School,
Northumberland), C. Thomas (Swansea School), C. Bowen (Llanelly
School), H. R. Jones (Llanelly School), I. A. Aubrey (Llanelly School),
G. Powell (Bridgend School). Foundation Scholarships ; J. rf Morris,
J. R. Lewis, W. H. Jones (Llandovery College), L. D. Lewis (Pentre).

Lonpon: QUEEN’s CoLLEGE.—Arnott Scholarship: Dorothy Pain.
Plumptre Scholarship: Marion Baxter. Professors’ Scholarships not
awarded. The following students have qualified for the Associateship
of the College :—Gladys Baker, Marion Baxter, Phyllis Cherrill, Monica
Geikie Cobb, Marion Thompson, and Margaret Tribe.

Lonpon University.—The Medical Schools.—Charing Cross.—Epsom .
Scholarship: A. M. Jones. Huxley Scholarship: E. A. Sutton. En-
trance Scholarships: E. H. Morris, C. E. Williams (dental), K. V.
Smith. Universities Scholarship : T. Beaton, London University.

Guy’s.—Senior Science Scholarship for University Studente: N.
Mutch, B.A., Emmanuel, Cambridge. Certificate: H. W. Barber,
B.A., Clare, Cambridge. Junior Science Scholarships: J. F. G.
Richards, Preliminary Scientific (M.B.) Class, Guy’s Hospital; W. L.
Webb, Preliminary Scientific (M.B.) Class, Guy’s Hospital. Certificate :
G. S. Miller, Preliminary Scientific (M.B.) Class, Guy’s Hospital.
Entrance Scholarships in Arts: A. J. E. Smith, Rugby ; H. W. Evans,
Modern School, Bedford.

King’s.—Sambrooke Exhibition: V. W. Draper, Huddersfield Tech-
nical College. Warneford Scholarships: J. H. Dancy, Queen Eliza-
beth’s Grammar School, Faversham ; W. C. S. Wood, St. Bees Grammar
School; M. A. W. Thomas, Marlborough.

London.—Price Scholarship in Science: D. E. Morley. Science
Scholarships : J. R. K. Thomson, A. R. Elliott. Epsom Scholarship :
K. Biggs. Price Scholarship in Anatomy and Physiology, open to
students of Oxford and Cambridge : H. Scott Wilson, Queen’s, Oxford.

St. Bartholomew’s. — Senior Entrance Scholarships in Science: N.

H. | Mutch, B.A., Emmanuel College, Cambridge, and A. F. S. Sladden,

B.A., Jesus College, Oxford. Junior Entrance Scholarship in Science :
Equal, C. L. Williams, Plymouth Technical School, and V. W. Draper,
Huddersfield Technical College. Entrance Scholarship in Arts: Equal :
F. H. L. Cunningham, Felsted, and G. T. Loughborough, Bradfield.
Jeaffreson Exhibition in Arts: W. E. R. Saunders, Wellingborough
Grammar School.

St. George’s.—University Entrance Scholarship: J. Ellison, Downing,
Cambridge ; G. H. Varley, St. John’s, Oxford. Entrance Scholarships
in Science: P. Whitehead, King’s College ; H. E. Thorne, St. Paul’s.

St. Mary’s.—Entrance Scholarships—Open Scholarships in Natural
Science: B. W. Armstrong, Boston Grammar School; F. P. Bennett,
University College, Cardiff; J. R. M. Whigham, Westminster City
School ; F. C. Robbs, Clarence College, Gravesend. University Scholar-
ships: A. W. Bourne, B.A., Downing College, Cambridge; W. A.
Berry, Queen’s College, Belfast.

University.—Bucknill Scholarship: H. W. Davies, University College,
Bangor. Epsom Scholarship: J. A. Cowan. Exhibitions: R. L.
Horton, University College, London; C. J. A. Griffin, University
College, London.

Lonpon ScHooL oF Mepictng ror Women.—St. Dunstan’s Exhibi-
tion: U. Griffin, London School of Medicine for Women. Scholarship:
N. Tribe, Queen’s College, Harley Street.

OxFrorp Universtry.—Junior Kennicott Scholarship: Arthur L.
Sadler, B.A., St. John’s. Pusey and Ellerton Scholarship: Samuel H.
Hooke, Jesus College. The second Pusey and Ellerton Scholarship was
not awarded.

Satisfied the examiners in the Theory, History, and Practice of
Education: J. H. Baines, B.A., University College; A. S. Baker, B.A.,
St. John’s; B. L. Broughton, B.A., non-colleyiate, and O. J. Couldrey,
B.A., Pembroke ; R. M. Morgan, University College of Wales, Aberyst-
wyth; Emma Backhouse, B.A. Lond., University College of Wales,
Aberystwyth; Edith Beard, Royal Holloway College, B.Sc. Lond;
Ellen J. Benham, Adelaide, South Australia; Alice Blake, St. Hilda’s
Hall; Mary Cornish, St. Hugh’s Hall; Phyllis Monk and Margaret E.
Sale, Girton. Adjudged worthy of distinction: William G. Briggs,
B.A., Magdalen; A. J. B. Green, B.A., Jesus; H. E. McL. Icely, B.A.,
Brasenose ; and Gertrude M. Thomas, M.A. Lond., University College,
Cardiff.

Brasenose.—Senior Hulme Scholarships (£150 a year, for four years) :
Edmund C. Cleary and Charles E. Fairburn, Scholars of the College.

Merton.—History Fellowship: F. M. Powicke, M.A. Manc. and
Oxon., Assistant Lecturer in History, Manchester University.

St, John’s.—Fellowships: John Handyside, B.A., Jenkyns Exhibi-
tioner of Balliol; Guy Dickins, M.A., New College; M. P. Appleby,
B.A., Trinity ; and A. P. Brown, B.A., New College—the last two on
the Fereday Foundation.

SHEFFIELD Untversrry.—Technical Scholarships: A. G. Barkworth
and C. D. Bradshaw (Central Secon School, Sheffield). Technical
Free Studentships: W. Bagnall and R. Genders (Central Secondary
School, Sheftield', H. W. Barnes (Ashville College> Harrogate):

LLANDOVERY CoLLEGE. — Entrance Scholarships : Ll. P. Jones (Llandaff
Cathedral School), D. Ll. Ellis (St. Deiniol’s, Bangor), E. de Q. Mears
(Braintree, Essex), O. M. Williams (Pontymister), E. E. Roberts (Christ
Church Cathedral School, Oxford), T. B. Jones (Bridgend School), :

—

4.72

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

THE MORAL EDUCATION CONGRESS.
MORE PAPERS IN SUMMARY.

CO-EDUCATION.

(1) By the Rev. Cecit GRANT,
Head Master of St. George’s School, Harpenden.

It is fair that I should state the main conditions which I
consider no less essential than co-education, though I have no
doubt that they will not meet with unanimous agreement.
Firstly, then, the school must be frankly on a religious basis,
the appeal in all matters resting finally upon the religious
sanction (Do this because it is the will of God). Secondly,
obedience must be demanded and obtained, every disciplinary
means necessary to this end being employed. Thirdly, this
discipline must be approved by the general consent of the com-
munity and, except in the rarest cases, by the sense of justice of
the individual, even at the moment of punishment. Fourthly,
. prefects must be given wide powers, and must be prepared to
discuss any person or any matter freely and frankly with the
head master. Fifthly, there must be no precedent which may
not be disregarded and no tradition which may not be broken
through. It may, perhaps. be necessary to add that experience
proves that none of these five conditions are at all impossible to
realize.

As to the reasons for the vital difference which I attribute to
co-education. Afterall, “I do not know why, but it is so,” would
not be so inadequate an answer as it sounds. It has to suffice as
an explanation of electricity, but electricity is none the less
serviceable. I think, however, that some explanation is not
dificult to find. It is dangerous to tamper with Nature, as
civilization has in a thousand ways discovered. “Male and
female created He them” embodies a natural law, and, when
natural laws are disregarded, unexpected results follow. “It is
not good that the man should be alone” may very well be true at
an earlier age than has been suspected.

The dangers admittedly belonging to an adult monastic estab-
lishment may well show themselves even less avoidable in a
monastery for boys. We are finding in many other respects
that education must not be one-sided—that you must not, for
example, feed a young mind on one kind of mental diet only.
But if anything educational can be truly stigmatized as one-
sided, surely to educate boys apart from girls is that thing.

Is co-education difficult work? It is in every respect easier
to work than the rival system. Does co-education require
master and mistresses of an unusual stamp? Yes, and so does
any other kind of education. Can a sufficient supply of such be
obtained? Yes, if they are properly sought for and adequately
remunerated. I admit that this last would give co-education an
unfair advantage over nearly all other English schools.

(2) By J. H. Bantry, Bedales School, Petersfield.

Two conditions at least seem to me essential: (1) There must
be equality of age and standing, and no overwhelming predomi-
nance of numbers or influence on the one side or the other;
(2) while there is little need to distinguish the activities of boys
and girls up to fourteen or twenty, there must, in the later years,
be more variety of work and play, with possibility of separate
lines of choice according to the bent and needs of the individual.
Granted these conditions, there is nothing but gain in the
presence of the sexes together. Itis good for both to come under
the influence of the other sex as well as of their own ; for the boy
to have to do with women and with girls whose intellect and per-
sonality command his respect, and for the girl to learn, by
daily contact with boys, what are the things they resent, the
weaknesses they despise, the virtues they honour. But, great as
these gains are, the deepest influence of co-education on character
is in the mutual understanding, forbearance, and respect between
the sexes that it brings in place of a mutual ignorance that
fosters at once contempt and idolization of each sex by the
other ; thereby making possible a truer comradeship of ideas and
motives, of work and self-government shared together, not only
during the school years, but as basis for the fuller community of
work and interests throughout life now everywhere demanded.

And what of the danger of the early development of the sex-
instinct, leading to silliness and flirtation, if not to serious
attachments, to which boys and girls at school ought not to be

exposed ? I am far from asserting that co-education is right for
all, without exception and under all circumstances ; but for most
I am quite sure that it is at once a safeguard and a most valuable
training. For we have to remember that the instinct is there:
and, instead of ignoring or trying to repress it, we must find con-
ditions that allow of its normal development and teach its
control, and we must be ready to give guidance, when necessary,
in the meaning and mastery of this as of the other powers. In
the natural intercourse between the sexes in all sides of their life
at school, and in the personal guidance for which this gives
opportunity, is one of the greatest means to strengthen character
and make life wholesome. It is as mistaken to suppose that this
must intensify sex-consciousness as to fear (as others do) that
it may weaken sex-attraction by dispelling its mystery. If co-
education helps our children to enter less blindly upon lifelong
responsibilities, and to make the comradeship that grows from
community of aims the basis of marriage, this is by no means its
least service. It will not change the laws of Nature; but it will
help to produce a sounder type of girl and boy—and in this and
in their mutual knowledge and sympathy and respect lie at once
the true foundations of marriage and the best hope of the future.

(3) By IsaneL CLEGHORN, Sheffield.

This paper deals with co-education only in elementary schools.
Great as are the objections to co-education as hindering the best
educational progress of girls, the objections which can (and
which cannot) be urged against it on what, for want of a better
word, we must term the moral side, are still more serious,
especially in the senior department of co-educational schools.

These departments, often deplorably large, are, as a rule,
under a head master, and it is impossible for him to exert that
necessary+—nay. vital—interest required by elder girls. Of far
more importance than tne training of the intellect and the im-
parting of knowledge is the training of the womanly qualities
and the development of the womanly character. To the girl
from the slum home the value of the gentle, refining, humanizing
influence of the good woman teacher is often the best thing in
life to get.

However good may be the mixed school, however zealous and
whole-hearted may be its master, no man can enter into all the
hopes, the fears, the aspirations, and little vanities of the girl
just beginning to feel the approach of womanhood... .

To sum up, there is a point in the education of boys and girls
when their lines run no longer parallel, and that point is reached,
to my mind, about the age of ten or twelve years, when the boy
begins to feel that he will soon have to face the responsibilities
oi work and the girl looks forward to the responsibilities of

ome.

The system of co-education in our elementary schools is
fraught with much danger to the best interests of both boys
and girls from physical, educational, and moral standpoints, and
Local Education Authorities would be well advised to pause
and seek more inner knowledge of the working of the system
before either building new mixed schools or combining the
separate departments of old ones.

MORAL INSTRUCTION, DIRECT AND INDIRECT.
By Dr. F. H. Haywarp, London County Council Inspector.

Dr. Hayward assumes (1) that the child needs moral instruc-
tion, or (if the phrase be 'preferred) moral “suggestion ” ;
(2) that the moulding agency consists in ideas or ideals that
are impressed on the child's mind by education and environ-
ment; (3) that mere “ training ” is morally inadequate for such
a being as the child is; and (4) that ideas are of different degrees
of efficacy on conduct. He then proceeds :

It these assumptions can be justified, the case for moral
instruction în some form is established. But what form shall
the instruction take P

1. With regard to a multitude of simple habits, hygienic and
other, the method must be frankly imperative. Now, an im-
perative method is a direct method, though it may not be called
a method of moral instruction, the latter term usually implying
an element of elucidation. Sooner or later the habit must be
explained and justified to the child, and this process constitutes
one form of direct moral instruction.

2. Such moral instruction as is given in connexion with
religious instruction seems also essentially “ direct’ I would
emphasize this point, because there are many/people, especially

Nov. 2, 1908.]

secondary masters, who seem to regard the proposal of direct
moral instruction as something revolutionary. Almost every
primary school in England has given this direct, though some-
what unsystematic, moral instruction for years, and I invite all
critics to explain their silence during that time.

3. In upper classes and in secondary schools there seems need
of lessons—perhaps one a week would be enough—on the duties
of life and citizenship. Such lessons would naturally take the
“ direct” form.

Where, then, does “ indirect moral instruction” come iu? Let
me point out that by “indirect moral instruction” is not here
meant “ moral training,” which, as already indicated, is not of
general efficacy apart from insight. Nor is “atmosphere” meant.
I have not the smallest confidence in the average boy or girl
learning the refinements of moral duty from pictures of Con-
stable or Raphael or from the singing of songs. I believe that
the English mind is usually unable to perceive subtle moral
analogies or to draw any but the most obvious moral generaliza-
tions. Hence we come across case after case of what passes for
“ hypocrisy ” or “inconsistency,” but what is, in fact, nothing
but a lack of moral lucidity or of precision in the application of
a moral terminology. Almost every one desires to be “ temper-
ate,” “just,” “ patriotic,” and so forth; yet nearly every one fails,
more or less, merely through inability to recognize all the ramifica-
tions of these virtues. ‘The present writer, for example, though
a teetotaller and non-smoker, is alleged to be “intemperate ” (or
even “enthusiastic ”) in matters of controversy. Though moral in-
consistency is not confined to the English nation (as the plays of
Ibsen sufficiently show), it is, perhaps, more characteristic of
this nation than of any other, owing to the inveterate distrust
of system and of ideas, which is known as English “ common
sense.

If “indirect moral instruction” is neither “training” nor
“atmosphere,” what is it? It is the provision of abundant,
varied, and appropriate material in the form of stories, poems,
and the like, taken from sacred and profane literature and
history. I suggest that this material be so reorganized and
enriched that every moral idea be copiously illustrated, though
not to the exclusion of other ideas, eesthetic, utilitarian, &c. Up
to the age of about twelve, the use of this material need not be ac-
companied by any argumentative or systematic elucidation of the
implicit moral ideas, though there will inevitably be casual elucida-
tions. Our pupils will be thus acquiring a moral terminology, or—
what is much the same thing—accumulatingapperception material
for moral judgment. They will be learning to call this good and
this bad, but they will be learning to do so informally; at any
rate, they will be unconscious that behind the various subjects
will lie a deeply laid scheme for the creation in them of a
conscience.

At about the age of twelve, however, the various moral ideas
may be brought into the focus of consciousness ; distinctions may
be drawn; ambiguities removed; arguments adduced; other
examples given, and so forth. In other words, “direct and
systematic moral instruction ” will begin. And if such awful
words as “moral” and “systematic” send a cold shiver down
any English dorsum, I suggest that its owner try to invent a
superior terminology, which is indeed badly needed.

I need scarcely point out that the relation between indirect
and direct moral instruction is the same as that between “ Nature
study ” and science, and between the practical study of a lan-
guage and the formal study of its grammar. Similar difficulties
and dangers exist in all tires cases, the chief of which is the
premature introduction of the second factor. Fortunately, how-
ever, the most earnest advocates of direct moral instruction
usually admit that such instruction needs for its success a large
amount of indirect moral instruction.

p)

o

THE BALANCE OF STUDIES.
By Artuur C. Benson, University of Cambridge.

What I desire to see realized—and it is not, I think, an im-
possible ideal—is that all boys should be turned out effective
members of a commonwealth, able at all events to do their share
of the world’s work and to live by theirlabour. That first; for,
whatever idealistic claims an educational programme makes, it
remains unjustified and unjustifiable if it does not produce cap-
able and efficient members of the body politic.

But when that is once secured, then I believe that the aims of
education ought to be far wider, more liberal, more sympathetic,

THE EDUCATIONAL TIMES.

473

more idealistic than they are. A hard and austere scheme of
mental training is enunciated by classicists and scientists alike,
which professes to combine both mental stimulus and mental
discipline, but which in reality sacrifices the former to the latter,
except in the case of the tew specialists to whom the scheme is
naturally adapted.

The plain truth is that we pitch our educational standard too
high ; we do not condescend enough; we drive when we ought to
be guiding; we compel when we ought to attract. We do not
study individual taste enough ; we tend to crush personality, and
call the process “ fortifying.”

Efficiency, intellectual pleasure, the love of virtue—it seems
to me sometimes that we make, in our educational systems, very
little attempt to secure any one of the three. We muddle away
the first by sacrificing common sense to austerity of ideal; we
despise and suspect the second; we are shy and reticent about
the third. And yet I hold that these three things are like the
trinity of Christian Graces, the three underlying aims of all
education worth the word. Let us try to hold them all more
simply in view, and not be misled or shamed by being called
emotional or sentimental or easy-going, or any other of the
epithets with which the Pharisees of the world have always tried
to stone the prophets.

If we can get a child to feel, generously and swiftly, and not
to be afraid or ashamed of feeling, we have done all that can be
done ; it is like the Gospel caution about seeking the Kingdom
of Heaven first; afterwards, all things are added to the
faithful seeker, as long as he has not sought the Kingdom for
the sake of the ensuing conveniences, but for itself.

THE CHURCH AND THE ADOLESCENT.

AT the Church Congress in Manchester Prof. M. E. Sadler
read a comprehensive and suggestive paper on “The Care of the
Church for her Members between the Ages of Fourteen and
Twenty-one.” He said :—

The subject appointed for our discussion this afternoon
brings before us the question of how most wisely to secure
educational and pastoral care for young people of both sexes
during the critical time of adolescence and in the opening
years of manhood and womanhood. This is a question which
deeply concerns the economic as well as the religious and
moral well-being of the nation. In many other countries besides
our own its urgency and difficulty are being more clearly
realized year by year. It is not a question for the Church of
England alone, though the responsibility of the Church and of
its individual members is great in regard to it. Itis a problem
which all the Churches in the land and all other organizations
working for the moral and physical welfare of the nation should,
so far as honesty of conviction allows, join hands in attacking.
In dealing with it in an effective and systematic way, the
authority of Parliament and the action of great Government
Departments and Local Education Authorities are indispens-
able. Not less necessary are the goodwill and earnest co-
operation of all employers of labour and of the great organizations
of workmen. But what above all is necessary is a stronger and
more enlightened sense of responsibility throughout the nation
in regard to the physical, intellectual, and spiritual welfare of
young people during the critical years which follow the close of `
the elementary school course. Our chief task is to secure this
deeper sense of personal responsibility on the part of parents,
of employers, of shareholders, and of those whose votes in
elections can bring influence to bear upon the action of Govern-
ment Departments (especially those which, like the Post Office,
the War Office, and others, employ much adolescent labour) and
of the municipalities. Of the growth of this deeper sense of
responsibility there are some hopeful signs, and we should
recognize with gratitude the example set by many public-
spirited and considerate firms and the strong desire of the
high officials of the Post Office to grapple with their part of the
problem. But it is still necessary to make the Treasury realize
the gravity of the question, and, in order to do this, to press the
matter upon the thoughts and conscience of the nation, for the
public expenditure of which the Treasury is trustee. ...

THE INFLUENCE OF EVOLUTIONARY THOUGHT UPON EDUCATIONAL
IDEALS.

Evolutionary thought has changed the perspective. of our

thinking about national education. It bids us be,less,in a hurry

474

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

for m results. As Keble said : “ Growth is slow, when roots
are deep.” We see how gradual must be the ascent of a populous
community towards a higher plane of custom and of conduct,
and how many factors, spiritual and economic as well as ad-
ministrative and (in the narrower sense of the word) educational,
must work together to bring about any lasting change for good.
But the new way of thinking, though it has disinclined us to
be sanguine about the immediate outcome of any new law
or regulation, has deepened our conviction of the necessity
for the systematic organization of national life, on lines
which will foster health, reality of individual conviction, and
the spirit of brotherhood. It turns our thoughts to the future,
while deepening our reverence for those great institutions which
are the bond between the future and the past. It teaches us
to think always of the continuous succession of human life, and
bids us endeavour to provide a social and spiritual environment
in which new lives may come to birth and grow to maturity with
less of tragic waste of promise and less of the cruelty of in-
justice and neglect. Under the influence of this new way of
thinking, men realize that national education comprises many
influences besides the influence, the indispensable and precious
influence, of the schools. It means the power of a social environ-
ment which should both inspire and control. Home and school
and the religious society to which the parents belong must work
together for the educational care of the children. All three
factors, raised to a higher power of devotion, must be brought
into closer union for their common task. And the regular train-
ing and discipline of the young must be carried forward far
beyond the premature conclusion of the elementary day-school
course through the sensitive and momentous years of adoles-
cence, so that the duties of manhood and womanhood may be
entered upon with physical powers rightly trained, with the mind
stored with just and inspiring thoughts, and the whole character
uplifted by voluntary allegiance to a moral and spiritual ideal.
This is the purpose to which the new way of thinking is in-
sensibly directing us. And we are beginning to realize with
shame that our present form of educational organization is piti-
fully far below that which it is our duty to create.

SOCIAL CHANGES CALL FoR NEw EFFORT IN NATIONAL EDUCATION.

Modern methods of factory production make it in some cases
profitable to the employer to use the comparatively unskilled
labour of boys and girls, who have just left the elementary
schools, in such a way as to use up an unfair share of the physical
and moral capital of the rising generation. It has never been so
easy as it is in England to-day for a boy or girl of thirteen or
fourteen years of age to tind work (often involving long hours
of deteriorating routine) in which there is little mental or moral
discipline, but for which are offered wages that, for the time, look
large and flatter the sense of being independent of school dis-
cipline and of home restraint. After a few years the lad, at the
very time when he begins to want a man’s subsistence, finds him-
self out of liue for skilled employment and only too likely to
recruit the dismal ranks of unskilled labour. This is one cause
of premature unemployment. The recent return of the proceed-
ings of Distress Committees under the Unemployed Workmen
Act in England and Wales, during the year ended March 31, 1908,
shows that more than half (53°3 per cent.) of the unemployed
whose applications were eutertained belonged to the class of
general or casual labour. Considerably more than half (57:7
per cent.) out of the total number of applicants, who, after
Investigation were found qualified for assistance under the Act,
were under forty years of age. And at least one out of every
four of the total number (28 per cent.) was under thirty. Another
piece of evidence points to the gravity of the evils resulting from
our present lack of educational care during the initial years of
adolescence. In the recently issued Annual Report of the
Commissioners of Prisons, the Borstall Association point out
that “when a boy leaves school, the hands of organization and
compulsion are lifted from his shoulders. If he is the son of
very poor parents, his father has no influence, nor indeed a spare
hour, to find work for him, he must find it for himself ; generally
he does find a job, and if it does not land him in a blind alley at
eighteen he is fortunate. On he drifts, and the tidy scholar soon
becomes a ragged and defiant corner loafer. Over 80 per cent.
of our charges admit that they were not at work when they got
into trouble.” Can we escape the conclusion that certain develop-
ments of modern industry, impersonal in their lack of a sense
of civic responsibility, are imperilling the permanent and future
interests of the State? Can we hide from ourselves the fact that

in many callings connected with transport and communication
and in some branches of manufacture, the unskilled or injuriously
specialized labour of adolescents is being used to a degree which
calls for counteracting measures if grave and lasting injury is to
be averted from the national hfe? And what is true of many
boys is true also of an increasing number of girls. Modern
industrial organization, with its tempting bribe of early wages
and early independence, is beginning to use up an unfair share of
the physique and of the still unformed character of multitudes
of those girls who might be wisely trained for the duties of
future motherhood and home-making.

SUGGESTIONS FOR ACTION.

There are many signs which may encourage us to take a
reasonably hopeful view of the possibility of lessening these evils.
Everything turns in the last resort upon the attitude of the
public mind. And it is evident that people are beginning to
think seriously about: the practical steps which may be taken to
grapple with the problem... .

What we need in England is greater combination of effort in
dealing with a problem which is national, and not sectional, in
its significance. Above all things, we need to preserve.-and to
increase the volume of personal service in this work, to retain
the devotion which has its source in religious belief, to shun the
temptation to be too utilitarian in our educational ideas, and to
avoid the error of thinking that legislation and the administra-
tive action of public officials (though both are indispensable) can
ever play more than a supplementary part in a task which is
essentially one of pastoral oversight and of personal devotion.

Well knowing that I speak to an audience largely composed of
experts, I will sum up with a brevity, which I hope no one will
mistake for dogmatism, some of the remedies in regard to which
there seems to be a growing consensus of opinion among English
students of education. A practical handling of the problem will

involve drastic reforms in the elementary day schools. The
large classes should be reduced to thirty or thirty-five. The
leaving age, as in Scotland, should be raised to fourteen. For

the rank and file of the pupils there should be much more
practical and constructive work in the higher standards, and
much less reliance upon oral teaching. For many of the pupils
a simpler course of study would be more helpful intellectually.
Steps should be taken everywhere, as has already been done in
many places, to organize the supply of accurate information
about the wages and future prospects of employment in different
callings, and thus to assist teachers or managers in giving wise
counsel to pupils and not less to parents whose sense of respon-
sibility and realization of future possibilities it is possible and
highly desirable thus to stimulate and strengthen. Great good
will also come from the movement for the readjustment of old
methods of teaching in Sunday schools in the light of new know-
ledge which psychological investigation has placed at our com-
mand. The number of Old Scholars’ Associations in connexion
with public elementary schools should be increased. Hearty
encouragement should be given to any efforts which foster the
healthy influence of corporate life in connexion with continu-
ation schools. Approved continuation classes should, wherever
possible, be organized as part of the work of lads’ or girls’
social clubs. Local Authorities and private benefactors may
render an important service to the community by providing
more playgrounds in town and country with proper supervision
for organized games. And, as Dr. Paton, of Nottingham, has
urged, more use should be made of school buildings at night as
social institutes for healthy recreation, including classes for
physical development.

For my own part I am drawn to the further conclusion that
it will eventually be found desirable and necessary to lay all
employers under a statutory obligation to enable their young
workers, up to the age of seventeen, to attend during the day-
time or in the late afternoon courses of suitable instruction
provided or approved by the Local Authority of the district.
I realize the immense difficulties involved in any such require-
ment, and I do not look for any early adoption of the plan.
There is, inded, much to be done before we shall reach the point
at which suitable continuation classes can be provided for all
young people, and before the elementary schools can be placed
in the position of being able to give the kind of preliminary
education which all far-sighted members of the teaching pro-
fession are agreed in thinking desirable. But it is towards the
statutory recognition of a new responsibility on the,;part of the
employer, and towards the statutory enforcement of a more

-L em Fi

-1 tF ba

ta. YH Fae

ero ory

I à te

Th..A a E W ç I booa t

n

Co İċĉ mL TY A Lr AA Wom

i

R OS A eee ee

ae

rad waa, |

Nov. 2, 1908. }

THE EDUCATIONAL TIMES.

475

prolonged attendance on the part of the pupil at the elementary
school and then at the day continuation school that, unless I am
wholly mistaken, the trend of events is moving. ...

THE DANGER OF GIVING AN EDUCATIONAL MONOPOLY TO THE
SECULAR STATE.

The Trades Union Congress has recently carried, by an im-
mense majority, a resolution, the ultimate implication (though
not, I venture to believe, the conscious intention) of which would
be the effective discouragement of any kind of school or class
other than those confined to secular education and under the
direct management of the officials of public authorities. I would
speak of this policy with the respect due to the judgment and
experience of those who approve it, but nevertheless with a
strong hope that it may not represent the final judgment of the
nation.

It would, I believe, be a moral disaster to civilization if the
training of the young were to become the jealously guarded
monopoly of the secular State. The medieval Church, in her
long-sustained effort to retain monopoly of educational control,
was beyond dcubt actuated in great measure by a noble and dis-
interested motive, but she was none the less wrong in this part
of her conception of her practical duty. By committing herself
in good faith to a false ideal of educational unity she impaired
the spiritual and intellectual freedom of Europe and unwittingly
injured the cause which she herself had most at heart, Not less
noble and disinterested is the motive of many of those who, in
our own days, would confer the vast rights of educational mono-
poly upon the secular State. They imagine that tragic inequal-
ities of opportunities might be redressed, that pitiful waste of
moral power and of mental promise might be prevented, if only
the whole system of national education were placed, beyond
possibility of competition or challenge, in the sole charge of
Government. But such a monopoly, even if it could be effec-
tively realized, would be injurious to education. At first, indeed,
it might result in some real, and much apparent, gain. But, in
the long run, a State monopoly in education would restrict the
growth of new ideas, hamper individual initiative, discourage
experiment, and either impose upon us a crippling uniformity of
regulation or provoke a bitter conflict between contending ideals
of life and duty, a conflict which would not only destroy the best
hopes of educational advance, but cause a deep cleavage in our
national life. :

In the nature of things, education is a quasi-public, quasi-
private thing. Its power over civic ideals is so great that the
management of it, and the aspirations and purpose of those who
provide it, can never lie wholly outside the watchful care of the
statesmen and public servants who are responsible for national
welfare. On the other hand, at the heart of all that is worthy
of the name of education lie the spiritual forces which give to
human life its highest significance and reveal its true meaning.
Therefore, education cannot be committed to the sole charge of
a purely secular organization, which is charged (by its own pro-
fession) with an exclusively secular mission, without being de-
prived of much of its deepest influence upon individual character.
It cannot justly be argued in favour of an educational monopoly
in the hands of the secular State that thus we should escape
controversy on religious questions and in regard to the ideals of
personal life. Experience shows that in educational matters the
attempt to escape controversy by secularization leads, sooner or
later, to far worse things than such controversy as we have in
England to-day. Bleach education white of all that entails con-
troversy, and what is left in our hands has little power of
spiritual nutrition or of intellectual stimulus... . |

But, if the educational monopoly of a Church and the educa-
tional monopoly of the secular State are alike inexpedient, we
are led to seek a solution which will combine in national educa-
tion religious freedom for individuals and for organized groups
of citizens with such measure of State supervision and aid as
are needed to secure healthy conditions in the home, in the
school, and in the workshop, sound physical development, large
intellectual opportunities, and a strong sense of personal obliga-
tion for service in behalf of the community. I Sabai that variety
of types of school set ina framework of national organization can
alone give us that practical synthesis of effort which will satisfy
the ineradicable convictions of the different groups in a com-
munity so varied as our own.

CONFERENCES FRANÇAISES.

SocIÉTÉ NATIONALE DES PROFESSEURS DE FRANÇAIS.

L’EXPEDITION DU MEXIQUE.
Par M. A. P. HUGUENET.

`

LE 26 septembre dernier, M. Huguenet, professeur à Queen’s
College, nous parlait de la malheureuse expédition du Mexique,
entreprise par Napoléon III, et qui fut, à tous les points de vue,
rien moins que glorieuse pour nos armes.

Le conférencier esquisse à grands traits l'histoire de cette
vaste contrée, rappelle les diverses races conquérantes qui sy
sont succédées depuis le ve siècle; la domination espagnole ;
puis, de nos jours, la proclamation de l'indépendance, la création
d'un empire éphémère en 1822, l’adoption d'un gouvernement
républicain en 1824, et nous montre le désordre et l'anarchie
régnant depuis lors en maîtres, l'état et le peuple s’épuisant en
luttes intestines de tous les instants.

En 1861, la France, l'Angleterre et l'Espagne, se trouvant
lésés dans leurs intérêts respectifs, interviennent, et envoient au
Mexique un corps expéditionnaire. Mais devant les prétentions
du Cabinet des Puileries, l'Angleterre et l Espagne refusent leur
coopération, rembarquent leurs troupes, et la France reste seule
en face de Juarez. Le but secret était de renverser la république
et de fonder un empire capable de contrebalancer la puissance
des Etats-Unis et de paralyser leur développement. Le général
de Lorencez reçut ordre de commencer les hostilités. Le con-
férencier nous retrace alors cette campagne. Peu nombreux
d’abord, les Français, battus à Puebla, durent attendre des ren-
forts. L’effectif fut porté à 35,000 hommes sous le commande-
ment du général Forey. En 1863, Puebla fut investi, et bientôt
se rendit sans conditions. Peu après, Forey et Bazaine faisaient
leur entrée à Mexico. Une junte fut créée pour choisir un
gouvernement, et se prononça pour le rétablissement de l'empire,
offrant la couronne à l'archiduc Maximilien d'Autriche, désigné

ar Napoléon. Mais Juarez ne renonçait pas à la lutte et tenait

azaine en alerte. Maximilien avait bien été reconnu par les
puissances de l'Europe, mais non par les Etats-Unis. Le gou-
vernement de Washington réclamait impérieusement la fin de
l'occupation francaise, et force fut d'abandonner Maximilien à
lui-même. Il se rendait du reste impopulaire tant aux cléricaux
qu'aux patriotes. Le pays se soulevait, le péril augmentait, les
petits désastres se multipliaient, et à la fin de janvier 1867,
l'armée francaise, en pleine retraite sur la Vera Cruz, s'y em-
barquait définitivement. Maximilien, résolu à défendre son
trône, avait refusé de la suivre. Trahi par ses généraux, il fut
fait prisonnier à Queretaro et fusillé le 19 juin 1867.

Témoin oculaire de cette campagne, le conférencier ne pouvait
être qu'intéressant. Il nous a fait assister à la vie du soldat en
campagne, aux mille poignantes péripéties tant de la défaite que
de la victoire, et nous a fourni des détails circonstanciés sur
l'aspect du pays, les restes de son ancienne civilisation, les
mceurs et coutumes de ses habitants. Aussi la satisfaction
générale s'est-elle traduite en généreux applaudissements.

Mr. Joun Kino, Director of Studies, has issued his report to
the Edinburgh Provincial Committee for the Training of Teach-
ers for the session 1907-8. He states that the session will always
be memorable for the initiation of the new system of training
teachers in Scotland. The transfer of the two Presbyterian
Training Colleges is now an accomplished fact: the curricula
have been remodelled on the lines of the new regulations. Satis-
factory progress has also been made in the difficult and important
work of defining the relation of the Training College to the
various central institutions—the Heriot-Watt College, the Col-
lege of Agriculture, the School of Cookery, and the College of
Art, with all of which it must co-operate in the work of training
the different classes of teachers. When the session opened in
October 766 students were admitted to training for the general
certificate, including 1423 new students, 301 who returned for a
second year, and 42 who returned for a third year of training.
Of the 343 students returning, 137 had been_previously enrolled
under the Church of Scotland, 114 under the.U-¥.-Church of
Scotland, and 92 under the Provincial Committee.

476

THE EDUCATIONAL TIMES.

[ Nov. 2, 1908.

COLLEGE OF PRECEPTORS.—TEACHERS’ DIPLOMA EXAMINATION.
Summer, 1908.

Tue Summer Examination commenced on the 3lst of August and was held in London and at the following Local Centres :—

Birmingham, Bristol,

Leeds, Liverpool,

(India), Madras (India), Trinidad (West Indies).

The total number of candidates examined was 323.

Manchester, Newcastle-on-Tyne, Plymouth, Beterverwagting (British Guiana) Bombay

The following are the names of the candidates who passed in the various subjects: (hon.) attached to a name, or to a letter
denoting a subject, indicates that the candidate obtained Honours in the subject :—

Theory and Practice
of Education.

LICENTIATFSHIP.

Bennison, T. M.
Bowyer, J. S.
Butt, E. H.
Ford, A. C.
Gaul, H.
Goodfellow, G. H.
Haire, T: A.
Harris, R.
Haward, R. W.
Hemmings, F. J.
Jacobs, C. E.
Larcombe, H. J.
Moore, W. I,
Oke, W.
Pahner, H. J.
Pickles, H.
Riordan, J. E.
Tyson, C.
Watson, B. A.

ASSOCIATESH IP.

Anderson, Miss E. M.
Armstrong, R. V,
Astbury, Miss F. M.
Avery, H. C.
Bowtell, Miss A. M.
Burrow, Miss E. B.
Chapman, R. W.
Chubb, A. C.

Clarke, W. E.
Classey, O.

Cleator, J. M.
Corlett, A.

Culshaw, W. H.
Curtis, E. V.
Dizgens, Miss A. M.
Dutrulle, Miss C. A. C.
Eaves, A. T.

Edney, H. G.

Ellis, A. C.

Elwy Jones, W. P.
Fell, C. G.

Firth, J. E.

Freeman, C. E. D. W.
Galletley, L.

Gay, F. P.

Gloyn, Miss A. B.
Hambridge, Miss E. R.
Hanger, Miss L. B.
Harrison, W. H.
Harrold, A.

Higgins, A. L.
Hutchason, Miss L. C. M.
Jackson, J.

Jacoby, Miss B. G,
Jeflery, E.

Jones, J. R.

Keeley, P. F.

Leach, F. R.

Le Messurier, Miss F. M.
Litchfield, C. E.
Lock, A.

Long, T. M.
McMillan, Miss B.
Mitchell, F. D.
Muskett, Miss E. G.
Newman, W. E.
Newton, E. A.
Normanton, H. W.

oO’ Callaghan, Miss J.
Pearce, A. J.

Philpot, Miss L.
Pitt, Miss M. M.
Portass, A.

Ridding, C. H.
Robinson, W. R.
Salmon, Miss E. V.
Schotield, Miss A.
Smith, Miss B. M. A.
Spence, W. 8.

Stuart, R.
Sunderland, G.

Swift, J. A. (Stirchley).
Tiller, E. A.

Trewick, R.

Wallis, T. E.
Washington, J. H.
Watson, J.
Whitehouse. Miss L. M.
Whitehurst, Miss J.
Wiles, Miss E. E.
Williamson, Miss C,
Wilson, A. H.
Wright, Miss E. E.
Wright, R. A.
Wrigley, Miss C. M.

Bnglish Language.
(Subject No. 1.)

Alexander, Miss C. M.
Ashworth-Kershaw, R.
Avery, H. C.
Benson, J.

Bolshaw, A. S.
Bounevialle, Miss T.
Brookson, ©. W.,
Cadinan, C. F. M.
Christopherson, H.
Clarke, Miss A. L.
Clarke, E. H.
Copley, S.

Curling, Miss M, A. (hon.) |
Curnow. Miss M. N.
Curtis, E. V.

Czisz, Miss L.
Davis, Miss A. E.
Dunning, Miss M.
Elwy Jones, W. P.
Evans, J. M.
Ferraro, J. H.
Ford, A. C.
Fretwell, O. N.
George, A. F.
Gibbens, L. R. W.
Gillinghain, Mrs, F. M.
Gray, T. W.

Green, A. L.

Green, W. H.
Harries, T. I.
Haward, R. W.
Holmes, R. H.
Hood, F. W.
Hopkin, D.
Houghton, W. H.
Howells, W.
Hughes, C. W.
Jones, W. J.

Jull, Miss E. M.
Kiln, Miss A. R.
Lias, J. W.

Lock, A.
Macpherson, Miss C.
Maddle, Miss M. D.
McCarthy, C. J.
McMillian, Miss A.
Medway, L. J.
Moloney, Miss N. M.
Morriss, W. E.
Naylor, J. J.
Normanton, H. W.
Parry, Miss K.
Pinnington, H. E.
Portass, A.

Reilly, T.

Rossell, Miss J.
Rowlands, Miss 8. G.
Scally, Miss M.
Sedgwick, Mi-s E. J.
Self, Miss F. L.
Shaw, E. E.

Shaw, F. 8.

Slater, R.

Stafford, Miss A.
Stokea, A, P.
Sunderland, G.
Swift, J. A. (Stirchley)
Taylor, Miss J.
Thomas, R. W.
Thompson, A, J.
Washington, J. H.
Watson, J.

Whitehouse, Miss L. M.
Wilkinson, Miss F,
Woodtield, S. P.
Wright, R. A. (hon.)
Wrigley, Miss C. M.

Bnglish History.

Alexander, Miss C. M.
Anderson, Miss E. M.
Black, Miss F. C.
Blackman, E. E. S,
Bogyzis, Miss G. H.
Brooksbank, H. H.
Brookson, C. W.
Cadman, C. F. M.
Christopherson, H.
Clarke, Mis: A. L.
Cleator, J. M.
Collister, Miss K.
Copley, 8.

Coxsins, Miss F.
Curling, Miss M. A. (hon.)
Curnow, Miss M. N.
Curtis, E. vV.

Czisz, Miss L.

Davis, Miss A. E.
Dunning, Miss M.
Durrington, Miss M.
Evans, J. M. (hon.)
Ford, A. C.

Fowles, J.

Gee, H.

George, A. F.

Glover. Miss S.

Gray, T. W.

Green, W. H. £
Haskew, F.
Hasshagen. A. F.
Hood, F. W.
Hopkin, D.
Howells, W.
Hughes, C. W.
Kemp, Miss E. M. (hon.)
Lawrence, W. J.
Leathain, A. E.

Lias, J. W.

Lock, A.
Macpherson, Miss C.
Meakin, Miss L. M.
Medway, L. J.
Moloney, Miss N. M.
Morriss, W. E.
Naylor, J. J. (Aon.)
Normanton, H. W.
O'Callaghan, Miss J.
Page, Miss A.
Pinnington, H. E.
Reilly, T. (hon.)
Rossell, Miss J.
Scally, Miss M. (hon.)
Shaw, E. E.

Shaw, F. 8S.

Slater, R.

Spindler, Mrs. E. M.
Stafford, Miss A.
Stokes, A. P.

Swell, E. O.

Swift, J. A. (Stirchley)
Thompson, A. J.
Threapleton, H.
Walter, Miss A. 8.
Watson. J. (hon.)
White, B. 8.
Wilkinson, Miss F.
Wright, R. A.

Geography.

Ashworth-Kershaw, R.
Bloxham, Miss O. M.
Boggis, Miss G. H.
Brown, F. C.
Christopherson, H.
Clarke, W. E.

Curling, Miss M. A.

Curtis, E. V.
Czisz, Miss L.
Elliott, A.
Elphick, Miss G. C.
Ferraro, J. H.
Ford, A. C. (hon.)
Fowles, J.
George, A. F.
Green, A. L.
Green, W. H.
Harrison, E. A.
Haward, R. W.
Holmes, R. H.
Hopkin, D.
Houghton, W. H.
Jones, W. J.

Lee, Miss K.

Lias, J. W.

Lock, A.
Macpherson, Miss C.
McGahey, M. R.
Naylor, J. J.
Nodder, E.
Normanton, H. W.
O'Callaghan, Miss J.
Parry, Miss K.
Pring, Miss E. W.
Reilly, T.

Riley, H.

Rowlands, Miss S. G.
Scally, Miss M.
Shaw, F. S.

Slater, R.

Statford, Miss A.
Stanway, H. G.
Stokes, A. P.
Thompson, A. J.
Threapleton, H.
Upton, R.J.
Washington, J. H.
Watson, J.

White, B. 8.
Wright, R. A.

York, Miss L. M. (hon.)

Arithmetic.

Abbs, Miss L. 8S.
Anderson, Miss E. M.
Ashworth-Kershaw, R.
Benson, Miss A. J
Boggis, Miss G. H.
Bolshaw, A. S.
Brimelow, P. (hon.)
Cadman, C F. M.
Curling, Miss M. A.
Davies, J. R. B.
Elliott, A.

Elwy Jones, W. P.
Evans, J. M.
Ferraro, J. H. (hon.)
Ford, A. C.

Ford, Miss R. M.
Fowles,

A R. H.
Gee,

cae A. F. (hon.)
Gibbens, L. R. W.
Gray, T. W.

Gieen, A. L.

Green, W. H.
Hattenden, C. G.
Harries, T. I.
Haward, R. W.
Head, Miss B. M. M.
Hickey, Miss A. F. F.
Holmes, R. H.
Hood, F. W.
Hopkin, D.

Hosken, W. T.
Houghton, W. H.
Howells, W.
Huzhes, C. W.

J ohnson, Miss M. E.
Jones, W.J.

Kiln, Miss A. R.
Lawrence, W.J.
Lias, J W. (hon.)

* Under Old Regulations.

Lyon, P. 8.

Marsh, W.
MecGahey, M. R.
Medway, L. J.
Morriss, W. E.
Naylor, J. J.
Nevard, Miss L. M.
Nodder, E. (hon.)
Normanton, H. W.
O'Callaghan, Miss J.
Owen, Miss L L.
Parkerson, L. 5.
Pinnington, H. E.
Reilly, T.

Riley, H.

Robinson, W. R.
Rossell, Miss J.
Russell, Miss C. J.
Scally, Miss M.
Slater, R.

Stafford, Miss A.
Stanway, H. G. (hon.)
Stead, Miss L. M.
Stuart, R.
Summers, A. W.
Sunderland, G.
Swell, E. O.
Thomas, R. W.
Thompson, A. J.
Threapleton, H.
Udall, J. (hon.)
Wade, D

Walter, Miss A. S.
Watson, J.

White, B. S.
Wilkinson, Miss F. (hon.)
Wilson, J. M.
Woodfield, S. P.
Wright, R. A. (hon. )
Wrigley, Miss C. M.

Mathematics.

LICENTIATESHIP.

Baldwin, H.

Bennison, T. M.

Booth, J. B. B.

Elworthy, R. T.

Larcombe, H. J. (hon. alge-
bra, geometry, trigono-
metry, and conics)

Mosedale, G. H

ASSOCIATESHIP.

Brimelow, P.
Brookson, ©. W.
Cadinan, C. F. M.
Curtis, E. V.
Elliott, A.
Evans, J. M.
Ferraro, J. n (hon. algebra)
Francis,

Fr odsham, a H.
George, A. F.
Gray, T. W.
Hopkin, D.
Houghton, W. H.
Howells, W
Keeley, P. F.
Lawrence, W. J.
Lias, J. W.
McCarthy, C. J.
Medway, L. J.
Morriss, W. B.
Munro, F. W.
Nodder, E.
Stokes, A. P.
Stuart, R.
Threapleton, H.
Tresidder, J. M.
Udall, J.

Upton, R. J.
Wade, D.

White, B. 8.
Williams, J. W. H.
Wilson, J. M.

Languages.
e. = Higher English,
J.= French, g. = German,
l. = Latin.

LICENTIATESHIP.

Ford, A. C. e.f.
Harris, Miss J. D. ef.
Quinlan, Miss W. 6f-
Wykes, J. B. e.l.

ASSOCIATESHIP.

Alexander, Miss C. M. f.
Ashworth-Kershaw, R. f.
Benson, Miss A. J. f.
Bolshaw, A. 8. J.
Chapuzet, Miss E. T L.

fas .)
Czisz, Miss L. g. (hon
Gamble, Miss M. J-
Green, A. L. g.

Lock, A. J.

Medway, L. J. f.l.
Moloney, Miss N. M. J.
Pinnington, H. E. J-
Reilly, T. l.

Scally, Miss M. /.
Thomas, H. f. (hon.)
Tomlinson, Miss E. M. f-
Wrigley, Miss C. M. J.

Science.

a = Astronomy.
b. = Botany.
ch. = Chemistry,
g. = Geology.
m. = Mechanics.
p. = Experimental
Physics.
ph. = Animal Physiology.
z = Zoology.

LICENTIATESHIP.

Baldwin, H. a.ch.
Bennison, T. M. ch. (hon.)g.
Cobbett, C. W, m.ph.
Elworthy, R. T. p.ch.
Farrow, Miss M A. ch. ph.
Honohan, Miss L. a.ph.
Manser, F. H. p.ch.

Marsh, W. p.ch.

Murray, Miss J. ph.h.
Thomas, Miss E. ph.b.

Whalley, Miss A. L. ph.b.

Wykes, J. E. m. ph.
ASSOCIATESHIP.

Anderson, Miss E. M. p.ph.
Bridgford, Mra. 8. J. ph.b.
Clarke, Miss A. L. ph.b.
Clarke, E. H. ph.z.
Clarke, W. E.

ph. (hon.) b. (hon.)
Davis, Miss A. E. ph.b.
Fairhurst, Mirs C. ch.ph.
Hiddleston, Miss M. ch.ph.
Holmes, R. H. p.m.
Hughes, Miss E.M.G. ph.b.
Jones, W. J. ph.g.
Naylor, J. J. ch.ph.
O'Callaghan, Miss J.

ch. (hon.) ph-

Ridler, Miss C. M. ph.b.
Stone, Miss E. A. ph.b.
Tole, H. A. p.ph.
Washington, J. H. ph.b.
Watson, J. ph.b. (hon.)
White, Miss M. H. ch. ph.
Wright, R. A. ph.ch. (hon.)

Animal
Physiology.”

LICENTIATESHIP.
Quinlan, Miss W.

Nov. 2, 1908. | THE EDUCATIONAL TIMES. 477

pli were awarded to the following, who had satisfied all

LICENTIATFSHIP. Culshaw, W. H. Le! eer Miss F. M. l

: Dizgens, Miss A. M. McCarthy,
eh tn ae i | Dutrulle, Miss C. A. C. McMillan, Miss E.
Butt, E. H. Eino G Munro, E W is not of much use nnless you have a good
P C. W. | Ellis, A.C Muskett, Miss B. G. P t d E . o P
calet | Elphick, Miss G. C. Newman, W. E. rospectus to send to Enquiring Parents, and
Harris R. Firth, J. E. Newton, E. A. |
Honokan ' Miss L Freeman, C. E. D. W. O'Callaghan, Miss J

Cr. Frodsham, R. H. Pearce, A. J.
righ hae ae Galletley, L. Philpot, Miss L.
Te Wor _ Gay, F. P. Pitt, Miss M. M.

odala G. Gloyn, Miss A. E. Portass, A.

Mosedale, G. H

Oke, W. oe | Goodfellow, G. H. Pring, Miss E. W.
Palmer. HJ _ Hambridge, Miss E. R. Ridding, C. H. . :
Pickles HU - Hanger, Miss L. B. _ Salmon, Miss E. V. is of no use unless Parents see it.
inlan, Miss W Harrison, W. H. Schotield, Miss A.
a arial Harrold, A. Smith, Miss B, M. A.
Woes E. A. Hasshagen, A. F. Spence, W.S
Yone Haward, R. W. Swift, J. A. (Stirehley) LET US PREP ARE
Be eg eminings, iller, E. A.
Higgins, A. L. Tole, H. A.
ASSOCIATESHIP. Pea .
Hughes, Miss E, M. G. Trewick, R.
Armstrong, R. V. ' Hutchason, Miss L. C. M. Ka r E.
Astbury, Miss F. M. Jackson, J. atson, J. .
Bloxham, Miss O. M. Jacoby, Miss E. G. Wiles Mise Miis J. you a good Prospectus, and give your School a
Bowtell, Miss A. M. © Jetfery, E. iles, Miss
Bridgford, Mrs. S. J. J J. R. Williams, J. W. H.
Brookson, C. W. Jones, W. J. Williamson, Miss C.
Burrow, Miss E. B. Keeley, P. F. Wilson, A. H.
Chapman, R. W. _ Lawrence, W. J. Wright, Miss E. E.
Chubb, A. C. Leach, F. R. Wright, R. A.
Classey, O. Leathan, A. E. Wrigley, Miss C. M. l
Cleator, J. M. Lee, Miss K.

in our
The Prize for Mathematics was awarded to Herbert James

— ——— PATON’S LIST oF SCHOOLS
OOE AND TUTORS

COLLEGE OF PRECEPTORS, which now has a World-wide Circulation.
MR. H. J. SMITH'S STUDENTS

HAVE BEEN SINGULARLY SUCCESSFUL. The Twelfth Edition is now in hand

At the A.C.P. Exam., September, 1907 : for Press.

Of 336 candidates, only 9 passed in every subject; only 2 obtained
Honours in English.
Mr. A. V. S., a student in Mr. Smith’s Classes, passed in all

subjects, and obtained Honours in English.
At the A.C.P. Exam., January, 1908 : WRITE US
Of 513 candidates, only 13 passed in every subject. |

Mr. J. E., a student in Mr. Smith’s Classes, passed in all
subjects, with Honours in English ‘and History. .
Only one other candidate out of the 513 obtained Honours in two with copy of your present Prospectus, and we
subjects.

will send you (without any charge) Specimens

On several occasions Mr. Smith’s students have been the only can- and Full Particulars, with proof of value.
didates to obtain Honours. :

At the Exam. in December, 1907, the following results were obtained
in English :—
sannta woo G weg OUR COLD MEDALLIST
Mr. Smith’s Classes Successes Honours

In all other Classes No. of 8] No. with l

aad Private Students. “Gacecame Hanou Photographs Schools within reasonable distance

of London—expert work only.

These results are sufficient to show that Mr. Smith’s students
obtained THE BEST AND THE MOST EFFICIENT ASSISTANCE.

For Full Particulars, Prospectus, Fees, and Testimonials, write to D
Mr. H. J. SMITH, B.Sc. Lonp., J. & J, A TON,
Rosebery House, Breams Buildings,

Ghanosry Laie, Landon, E.C. EDUCATIONAL AGENTS,

143 CANNON STREET, LONDON, E.C.
| V'elephone—5053 Central.

478 THE EDUCATIONAL TIMES. [Nov. 2, 1908. s

NELSON’S

YOUNG FOLKS’ BOOKSHELF

INSTRUCTIVE —— INSPIRING —— INEXPENSIVE

Messrs. Thomas Nelson & Sons have nuw issued
the first part of the first volume of this UNIQUE
SERIES of children’s books, entitled

BRITAIN OVERSEAS;

THE EMPIRE IN PICTURE AND STORY : ?

A graphic and beautifully illustrated description of the British Empire—the story of how it was built up and

how it is governed, of its countries, natural wonders, peoples, cities, and industries. Complete in 10 Fort»

nightly Parts, which will form one handsome volume of 320 pages, with 22 large Coloured Plates and
hundreds of BlacKk-sand-White Pictures.

| 10 Fortnightly Parts at 2d. per Part |

Competitions with Handsome Prizes have _ been
arranged in connection with “Britain Overseas.”

THE ATTENTION OF TEACHERS, and all interested in the education and welfare of children,
is specially directed to Messrs. Nelson’s new scheme of publishing high-class and beautifully
illustrated books for the young at a trifling sum per week.

WHAT ONE PENNY A WEEK WILL DO

if spent in buying “BRITAIN OVERSEAS.”

IN SCHOOL: AT HOME:
IT WILL provide fresh, fascinating, and educational | IT WILL encourage home reading, and thus stimulate
Supplementary Reading for 20 weeks. the general intelligence of the children.
IT WILL serve as the basis of many interesting and helpful | IT WILL provide them with wholesome reading of ab-orbing
conversational lessons, and supply subjects for interest, and lay the foundations of much useful knowledge.

composition and home lessons.

IT WILL impress on the children the stirring story of
the Empire, increase their knowledge of their vast
heritage, and help to build up a wise and true Imperial | IT WILL encourage the children to buy books for them-
patriotism. gelves and build up a library of their own.

IT WILL encourage them to enter for interesting
competitions.

Please bring Nelson’s Young Folks’ Bookshelf
= = under the notice of your Scholars. = =

For Specimen Copies and full particulars of this comprehensive scheme apply to

Messrs. THOMAS NELSON & SONS, or’ PARKSIDE, EDINBURGH

Nov. 2, 1908. ]

THE EDUCATIONAL TIMES.

479

BLACKIE’S LIST.

A NEW ANTHOLOGY FOR SCHOOLS.

THE CALL OF THE HOMELAND.
A COLLECTION OF ENGLISH YERSE.
Selected and Arranged by
R. P. SCOTT, LL.D., and K. T. WALLAS.
In Two Books. Each, 1s. 6d. net. Crown 8vo, cloth boards.

A Collection of English Verse, much of it contemporary, designed to illustrate the
extended conception of patriotism that is dev loping in the national literature, both
in the mother country and in her scattered family of young nations,

The Poems have been grouped according to their subject—

Book I.—Bchoes from History—Britain Overseas—The Sea—The eae iy Ton
Book I.—The English Countryside — Home — Exile — Compatriots
Serve— The Oall to Happiness.

GEOGRAPHY.
STRUCTURAL—PHYSICAL—COMPARATIVE.
A TEXT-BOOK FOR SENIOR STUDENTS.
By J. W. GREGORY, D.8c., oie R.8., a Professor of Geology in the Glasgow
niversity.

With Series of specially constructed Coloured Maps and Sketch Maps and Plans in
Black and White. Large 8vo, 6s. net.

The main purpose of this book is to pnt before the student the most important
facts concerning the Structural Geography of the Earth, and the evolution of our
present continents from older lands. tt marks a new depar ture both in aims and in
method. It furnishes the student with such knowledge ef the entire surface of the
Earth as will ensure his acquisition of geographical perspective.

A FIRST GEOGRAPHY.

By C. A. E. RODGERS, M.A. F.R.G.8.,
Assistant Master, Bradford Grammar Sehool :
College of Preceptors.

With Coloured Pictures and Diagrams on every page. Small 4to, cloth, 1s.

A GENERAL GEOGRAPHY OF THE
WORLD.

By HENRY E. EVANS, B.A., L.C.P.

A Text-book for Students preparing for University and other Public Examinations,
416 pages, crown 8vo, cloth boards, 3s

6d.

‘and an Exa:niner in Geography to the

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ...... Position £5 10 0
Half E 2 10 0 ae s 300
are ae 116 0
br inieh in bod echt {halt Siati of page) ... 0 7 0
Narrow Column (one-third page) ...........cscccceceeee . 200

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &c.),

3e. 6d. for 6 lines, or 4s. 6d. the inch.

each additional 10 words,

SituationsVacant and Wanted—30 words or under, 28
"(For 1s p to the Publishing Office, and. will

(For 1s. extra, Replies may be addressed to
be forwarded post ‘tree

CURRENT EVENTS.

Ar the monthly meeting of members of the
College of Preceptors on November 18, Prof.
J. W. Adamson will read a paper on “The
Experimental Study of Instruction.”

M. L'ABBÉ Marcueré will address the Société Nationale
des Professeurs de Francais en Angleterre at the College
of Preceptors, on November 28, at 4 p.m. Subject: “ Elle
et Lui.”

Fixtures.

Tre University of London announces the following courses
of Advanced Lectures during the current term :—
(1) Six lectures on ‘‘ Early Greece and the East,’’ by Mr. D. G.

' Hogarth, M A., F.B.A., Fellow of Magdalen College, Oxford, at King’s

College, on Thursdays, at 4.30 p.m.

(2) Eight lectures on ‘‘ Algal Flagellates and the Lines of Algal De-
scent,” by Dr. F. E. Fritsch, D.Sc., Ph.D., F.L.S., at University
| College, on Mondays, at 5 p.m

(3) Four lectures on ‘‘ The Geological Structure of the Area of the

hoes ” by Miss C. A. Raisin, D.Sc., Morton-Sumner Lecturer in

| Geology, at Bedford College, on Mondays, at 5 p.m., beginning evan
ber |

INTRODUCTION TO THE NATURAL ae free, without ticket.

HISTORY OF LANGUAGE.

By T. G. TUCKER, Litt.D. (Camb. h Hon. Litt.D. (Dublin),
Professor of Classical Philology in the Univ evelly of Melbourne.
Demy 8vo, cloth, 10s. 6d. net.
A new Treatise which gathers together the results of the great amount of philo-
logical work that the last quarter of a century has produced.

GERMANY IN STORY AND SONG.

Edited by REGINALD WAKE, L.C.P., Modern Language Master; Bridg-
north Grammar School, and PUGEN BRECHTEL
Illustrated, 2s . net.

A THREE-TERM COURSE IN
GERMAN.

By J. GREIG COCHRANE, M.A.
Illustrated. Crown 8vo, cloth boards, 2s. net.

INTERMEDIATE GEOMETRY.

Experimental, Theoretical, Practical, By A. LEIGRTON, M.A., B.Sc., F.E.LS.
Crown 8vo, cloth boards, 1s. 6d.

HEROES OF THE EUROPEAN
NATIONS.

From Early Greece to Waterloo. By A. R. HOPE MONCRIEFF. 1s. 6d.

READINGS IN ENGLISH HISTORY.

From Original Sources. Edited by R. B. Moraan, B.Litt.. and E. J. BALLEY,
B.A. Illustrated. Vol. I.. B.C. 54 to A.D. 1154, 2s, Vol. II., 1154 to 1485,
2s. 6d. Vol. III., 1485 to 1688, 2s. 6d.

LANDMARKS OF EUROPEAN
HISTORY.

By E. H. M‘Dova@a.u, M.A. Oxon.; late Assistant in the Tewfikich School and
Aa College, Cairo. With many Coloured and Sketch Maps, Index, &c.

A BRIEF SURVEY OF EUROPEAN
HISTORY.

By ARTHUR HASSALL, M.A. An excellent general sketch of European History from
Charlemagne to the Present time. Crown 8vo, cloth, 48. 6d.

Write for full particulars to—

It is intended to fulfil |
to-day the purpose which was served in its time by Max Miller’s “Science of
Language.” |

+ *
%

Pror. Sır Freperick Brinar, M.V.O., D.Mus., M.A., will
deliver a course of five lectures (with illustrations) on
“ Composers of Classical Songs” at the University of
London, on Fridays, November 6, December 4, February 12,
March 5, and April 2. Open free. Tickets from’ the
Academic Registrar.

w *
#

THE programme of University Extension Lectures for the
current session has just been issued by the University Ex-
tension Board. It includes au unusually interesting series
of courses. The subject of ** London” is receiving “special
attention, and the eleven courses which have been arranged
on this subject should prove especially attractive in view of
the Pageant which it is proposed to hold in London next.
year. A series of lectures and demonstrations in different.
historic buildings has also been arranged on Saturday morn-
ings and afternoons throughout the session.

+ *
*

Tue London University Extension Board have arranged
two central courses of lectures at the University during
the current session— (1) 24 lectures on “ Renaissance and
Modern Architecture,’ Oy Mr. Banister Fletcher, F.R.I.B.A..
on Mondays, at 8 p.m.; (2) 24 lectures on “ English and
French Painters,” by Mr. Percival Gaskell, R.B.A., on
Tuesdays, at 3 p.m. The courses commenced on October 5

and 6. Tickets and particulars from the Registrar to the
Board.

The Board has also arranged a Three-Term Training
Course for Lecturers. The Michaelmas Term work consists
of 10 weekly classes on ‘‘ Voice Production and the Manage-
ment of the Voice,” by Mr. H. H. Hulbert, M.A. Oxon.,
M.R.C.S., L.R.C.P., Lecturer on /Voice Training at the

BLACKIE & SON, Ltd., 50 Old Bailey, B.C. | London Day Training Collegejand for(the )L.C.C., on Mon-

480

THE EDUCATIONAL TIMEs.

[ Nov. 2, 1908.

days, at 6 p.m. (commenced October 5), at the University.| August Arrhenius, Stockholm, and Dr. Augustus G. Vernon
A further series of 10 classes will be given by Dr. Hulbert | Harcourt, M.A., E.R.S., Christ Church.

in the Lent Term; and, in the Summer Term, 4 lectures on
“ The Art of Lecturing ” will be given by Prof. John Adams,
ALA., B.Sc., and 4 lectures on “ The Delivery of Lectures ”
by Dr. Hulbert. The lectures in the Summer Term will be
followed by six meetings for practical work. The final two
meetings of the course may be given up entirely to practice
in lecturing.
“ *

Kine’s CorLLece, London, has organized a complete series
of evening classes in English, covering the whole ground
for Pass and Honour students in the School of English
Language and Literature and for the M.A. course; also
evening lectures of a more popular character. Prof. Gollancz
takes supervision. Fees very moderate.

+o o

Æ%

Pror. Joun Apams, M.A., B.Sc., is delivering a course of
eight lectures on “The Educational Bearings of the various
Theories of the Nature of Ideas ” at the London Day Train-
ing College (Southampton Row, W.C.), on Saturdays, at
11.30 am. Open without fee to teachers. Cards from
Prof. Adams. Give full name and address of applicant and
of the school where applicant teaches.

* *

Tue Geographical Association’s first monthly meeting will
be held on November 13, at 8.15 p.m., at the London Day
Training College, Prof. Adams in the chair. Mr. H. J.
Mackinder will deliver an address to teachers of geography.
Full particulars as tothe Association from Mr. J. F. Unstead,
39 Greenholm Road, Eltham.

* *
*

Unber the auspices of the Federated Associations of Lon-
don Non-Primary Teachers, in conjunction with the Mathe-
matical Association, a Conference will be held at the
Polytechnic, Regent Street, W., on November 28, at 3 p.m.,
Prof. Bryan, President of the Mathematical Association, in
the chair. Prof. Perry will deliver an address on “The
Correlation of the Teaching of Mathematics and Science.”
Cards from Mr. P. Abbott, 5 West View, Highgate Hill, N.

* *
*

A RECEPTION for the American teachers now visiting
England has been arranged by the Association of Assistant
Masters in Secondary Schools, in conjunction with the
Assistant Mistresses’ Association, at the Charterhouse, E.C.,
on November 10, at 8.30 p.m.

* *
*

Mr. Cuaries Fry’s Shakespearean Company, at the Royal
Court Theatre, will give “ Cymbeline ” on November 7, ‘“‘ The
Tempest” on November 14, and “ Much Ado about Nothing”
on November 21, at 3 p.m. Schools and students admitted
to reserved seats at half price.

On occasion of the visit of the International
Conference on Electrical Units and Standards
(October 17), the University of Cambridge con-
ferred the honorary degree of Sc.D. upon Dr. Svante August
Arrhenius, Director of the Department of Physical Chemistry
in the Nobel Institute of the Royal Academy of Sciences,
Stockholm; M. Gabriel Lippmann, Professor of Physics at
the Sorbonne, Paris; Mr. Samuel W. Stratton, Director of
the Bureau of Standards in the Department of Science and
Labour, Washington; and Dr. Emil Warburg, Honorary
Professor of Physics in the University of Berlin and Pre-
sident of the Physikalische-Technische Reichanstalt in Char-
lottenburg.

Honours.

* *
*

On occasion of the jubilee of the Museum, the University
of Oxford conferred the honorary degree of D.Sc. upon Prof.

Lorp Curzon has been elected Lord Rector of the Univer-
sity of Glasgow, defeating Mr. Lloyd George and Mr. Keir
Hardie; and Mr. George Wyndham has been elected Lord
Rector of the University of Edinburgh, defeating Mr. Win-
ston Churchill and Prof. Osler.

* *
¥

Tur University of Toronto has conferred the honorary
degree of LL.D. upon Lord Milner.

* *
*

Tue University of Wales will confer the honorary degree
of LL.D. upon Mr. Lloyd George, M.P., D.C.L., Chancellor

of the Exchequer.

%
+

Me. G. Lambert Catucarr, M.A., Senior of the Junior
Fellows, has been co-opted a Senior Fellow of Trinity Col-
lege, Dublin, on the retirement of the Rev. J. W. Barlow.

Lorp RayueicH, Chancellor of Cam-
bridge University, appeals for funds. The
Cambridge University Association has
raised its collection from £115,000 to £139,000 since the
Duke of Devonshire’s appeal in February, 1907; and a
Committee of Cambridge men has been formed in London to
help the Association, the present Duke of Devonshire being
Vice-Chairman. The immediate objects are: (1) the com-
pletion of the fund for the School of Agriculture; (2) the
completion of the fund for building the new museum of
archeevlogy and ethnology ; and (3) the adequate endowment
of modern languages.

Endowments and
Benefactions.

+ *
*

THE Drapers’ Company has offered £22,000 to the Uni-
versity of Oxford for the establishment of an electrical

laboratory.

+ *
*

Mrs. E. A. Freeman has presented to the University of
Oxford a collection of pen-and-ink sketches of English and
Continental churches by the late Prof. Freeman, and a num-
ber of diplomas of membership of foreign learned societies
and foreign decorations conferred upon him. These memo-
rials will be placed in the Freeman Library.

+o
#*

Lorp RexpeL has given a suitable site for the Welsh .
National Library: and the President, Sir John Williams,
has contributed a valuable collection of books and manu-
scripts, said to be worth £20,000. Other donations have
been received, and there has already been raised for the
building fund a sum of £20,000, which will be supplemented

by a Treasury grant.

* *
*

Lorp Renpet has given £1,000 (for the ninth time) to
the University College of Wales, Aberystwyth.
* %

University CoLLEGE, Cardiff, has received a bequest of
£100 under the will of the late Mrs. Henry Richard.

e *
*

Tus Hungarian Minister of Agriculture has presented
various exhibits (including models, photographs, designs,
collections of seeds, &c.), shown at the Hungarian Exhibi-
tion, Earl’s Court, to the British Museum, King’s College,
London, the University of Cambridge, the Royal College of
Science, Dublin, and various other scientific and educational
bodies.

Nov. 2, 1908.]

THE EDUCATIONAL TIMES.

481

Mr. Jacon Sassoon has given ten lakhs of rupees (£66,000)
to establish a Central College of Science in Bombay.

* *
*

DeurinG the past year Yale University received gifts to
the amount of £252,688—some £20,000 more than the total

teaching expenses.

* *
#

From time to time during the past six months (says Nature)
handsome bequests to assist the development of higher edu-
cation in the United States have been announced in Scienre.
In addition to many gifts of £10,000 or less, the following
benefactions have been made. By the will of the late Mrs.
Frederick Sheldon, £60,000 has come to Harvard Univer-
sity, and the amount will be increased eventually to some-
thing like £160,000 ; and the same University has also re-
ceived from its class of 1883 the sum of £20,000. Princeton
University has annonnced a gift of £50,000 from Mrs.
Russell Sage, and the University of Virginia received the
same amount by the will of the late Mr. E. W. James. Mr.
Andrew Carnegie has given £40,000 to the Mechanics’ In-
stitute of New York City, and £20,000 to Rochester Univer-
sity. The Hampden Agricultural School obtained £32,000
by the will of the late Miss Alice Byington, and from that of
the late Mr. Warren D. Potter the Massachusetts College of
Pharmacy has benefited to the extent of £30,000. The
children of the late Rev. Orlando Harriman have presented
£20,000 to Columbia University, and Yale University has
received £15,000 by the will of the late Mr. G. B. Griggs.
There would not appear to-be any falling off in the enthu-
siasm shown for higher education by wealthy Americans,
who continue to be fully alive to the need for well endowed
colleges throughout the States in order to fit American
citizens to hold their own in the ever increasing industrial
competition.

Dr. Georce GILBERT AtMé Murray,
Appointments M.A., LL.D., Fellow of New College,
sad Vacancies Professor of Greek in the University of

Glasgow 1889-99, has been appointed
Professor of Greek in the University of Oxford, in succession
to Mr. Ingram Bywater, resigned.

Tue Rev. J. W. Bartow, M.A., Senior Fellow of Trinity
College, Dublin, has resigned the Vice-Provostship, to which
he was elected in 1899; and Dr. Benjamin Williamson,
Senior Fellow, has been appointed to the office of Vice-
Provost for the remainder of the present year.

Tuer Rev. Newport J. D. Wuite, D.D., Canon of St. Pat-
rick’s Cathedral, has been appointed (from temporary to)
permanent Deputy for the Regius Professor of Divinity in
Dublin University (Dr. Gwynn).

*_*

Mr. James Mackinnon, M.A., Ph.D., Lecturer in History
in the University of St. Andrews, has been appointed Pro-
fessor of Ecclesiastical History in the University of Edin-
burgh, in succession to the Rev. Malcolm C. Taylor, D.D.,
resigned. The Rev. Prof. Cowan, D.D., of Aberdeen Uni-
versity, is understood to have declined the appointment.

* +
#

Pror. ALEXANDER Ogaston, M.A., M.D., will resign the
Chair of Surgery in Aberdeen University at the end of the
current session, after twenty-six years’ service.

* #
=

Pror. Sır Epwarp Exaar has resigned the Peyton Chair
of Music in Birmingham University, to which he was ap-
pointed on its foundation in 1905.

A Se EE A ST SS SETA A NC SER aH ASA

At King’s College, London, the Rev. George Body, D.D.,
Canon of Durham, has been appointed Special Lecturer in
Pastoral Theology for 1909; Dr. St. Clair Thomson, Pro-
fessor of Laryngology in King’s College Hospital Medical
School; Mr. H. Moore, Assistant Lecturer in Physics; and
Mr. B. F. Baker, Demonstrator in Metallurgy. The Rev.
George Owen, who has been appointed by the Committee of
the London School of Chinese as Director, has also been
elected to the Chair of Chinese in King’s College.

* ç *
i

Mr. H. Byron Heywoop, B.Sc. Lond., D.Sc. Paris, has
been appointed <Assistant Lecturer in Mathematics at the
East London College (University of London).

* *
*

Mr. St. George Srock, M.A. Oxon., has been appointed

Lecturer in Greek in Birmingham University.
+ x
*

Mr. Arres Mawer, M.A. Cantab., B.A. Lond., Fellow of
Gonville and Caius College, Cambridge, and Lecturer in
English in the University of Shetteld, has been appointed
Professor of English Language and Literature at Armstrong
College, Newcastle (University of Durham).

* *
*

AT Leeds University, Mr. H. S. Raper, M.Sc., and Mr. W. E.
Crowther, B.Sc., have been appointed joint Demonstrators
in Physiology; Mr. J. M. Hector, B.Sc., Lecturer in Agri-
cultural Botany; and Miss M. V. Lebour, M.Sc., Junior

Demonstrator in Zoology.

*
*

At University College, Cardiff, Miss Doris Grunell, B.A.,
D.Litt. Paris, has been appointed Assistant Lecturer in
French Language and Literature; and Mr. R. R. McKenzie
Wallace, Assistant Lecturer in Physiology, in place of Dr.
F. W. Lamb, who has been appointed Senior Demonstrator
in Physiology in Manchester University.

Mr. Matruew Monte has been appointed Lecturer in
Geology at the Glasgow Agricultural College.
+ o
*
Mr. Artaur L. F. Sita, M.A., Fellow of All Souls, has
been elected to an official Fellowship at Magdalen College,

Oxford, as Tutor in Modern History.

* ®
+

Dr. WALTER CoLQgoHoUN has been appointed Professor of
Physiology at Anderson’s College, Glasgow, in room of
Prof. R. Spiers Fullarton, resigned.

% +
%

Mr. J. T. Rees has been appointed Superintendent of
Education for the Borough of Swansea.

Tue Rev. F. B. Westcott, M.A., sometime Fellow of
Trinity College, Cambridge, will retire from the Head Mas-
tership of Sherborne School at the end of the current term,

after sixteen years’ service.
*

+
*

Taer Rev. W. F. Bornsipe, M.A., Cheltenham College, has
been appointed Head Master of the Clergy Orphan School,

Canterbury.

Mr. Josva HoLrpes, M.A., Head Master, Todmorden
Secondary School, has been appointed Head Master of the
new Secondary School at Cleckheaton.

* 8

*
Mr. R. O. Cuew, B.Com. Manc., bas been appointed Head
Master of the new Municipal-School of Commerce, Cardiff.

482

THE EDUCATIONAL TIMES.

(Nov. 2, 1908.

Mr. W. Retu Maccrecor, M.A., L.C.P., Assistant Master
of Method, Central H.G. School, Aberdeen, has been ap-
pointed a Sub-Inspector of Schools under the Scottish

Education Department.

* *
*

Mr. Joas H. W. Mernyweatuer, M.A. Oxon., assistant
master, Charterhouse, will retire at the end of the present
term, and the Rev. E. E. Bryant, M.A. Cantab., will succeed
him as House Master of Gownboys.

* *

*

Miss Epira Beppows, B.A. Birm., has been appointed an

assistant tutor at the new Day Training College, Sunderland.
* *

è
Miss E. B. Coox, Assistant Mistress of Method, Homerton
Training College, Cambridge, has been appointed Super-
intendent and Mistress of Method in the Yorkshire Training
School of Cookery and Domestic Science.
Miss Florence Mason, assistant, has been promoted Head
Teacher in Laundry Work in the same institution.

* *
bad

Mr. G. O'Hanton, B.A. Oxon., has been appointed Sixth-

Form Tutor at Sherborne School.
*
*

Mr. C. M. DarrymerLe, M.A. Cantab., Ph.D. Marb., and
Mr. C. L. R. Thomas, B.A. Oxon., have joined the staff of
University College School, Frognal, Hampstead.

P

*
Tue Rev. C. H. Rowtann, B.A. Toronto, Modern Language

Master at Listowel High School, has been appointed Modern

Language Master at Upper Canada College, Toronto.

ee o e

Some free studentships (L.C.C. grants)
Scholarships and are vacant at the School of Art Wood
Prizes. Carving, Exhibition Road, Kensington.
Apply to the Manager.
* *

THe Glasgow City Educational Endowments Board have
announced the arrangements for the bursary competitions
to be held next year. The governors offer fifty school
bursaries (stage 1) of the annual value of £5, tenable
for two years, and fifty-five school bursaries (stage 2)
of £10, tenable for two years. There will be twenty-
four technical and higher education bursaries of £15,
tenable for two years. Three University bursaries of £25,
tenable for four years, will be offered; and the gover-
nors have instituted 120 bursaries for scholars who are
in attendance at continuation classes, to be competed for at
the close of each session. The Glasgow General Educational
Endowments Board have also issued their bursary scheme,
under which there will be twenty-five school bursaries
(stage 1) of £5 for two years, and thirty school bursaries
(stage 2) of £10 for two years. The technical and higher
education bursaries of £15 will number seventeen, and there
will be fifty continuation class bursaries of £3.

Tue authors of “The King’s English” (Ox-
ford University Press) have reduced the work
by a good half—chiefly by curtailing the con-
troversial element and the number of quotations—and will
presently offer it in its new form to such as “ want a shorter
and a cheaper book.”

Literary
Items.

+ =%
*

Tue Cambridge University Press announces a long
expected work by Prof. Foster Watson—‘ The English
Grammar Schools to 1660: their Curriculum and Practice.”
Also several new volumes of the “Cambridge English
Classics,” as well as various educational series.

Mr. Frowpe has become joint publisher to the Early Eng-
lish Text Society, which is including in its extra series
the “ Promptorium Parvulorum ”’—the first English-Latin
Dictionary (circa a.D. 1440), edited from the MS. in the Chap-
ter Library at Winchester, by A. L. Mayhew, M.A.

tear"

Messrs. A. & C. Brack announce a new work by Canon
Cheyne on “ The Decline and Fall of the Kingdom of Judah.”
The introduction contains explanations and answers to ob-
jections on the North Arabian (miscalled the Jerahmeel)
theory. The same firm promises shortly another instalment
of Dr. Hans Driesch’s “ Gifford Lectures,” including a de-
tailed analysis of the concept of teleology and its relation to

the inorganic sciences.

* +
*

Tue fresh crisis in the Near East recalls “A Mihtary
Geography of the Balkan Peninsula,” by Prof. Lyde and
Colonel Mockler-Ferryman, which was published by Messrs.
A. & C. Black some three years ago. Though primarily
military, the volume contains valuable historical and poli-
tical information, with useful coloured maps.

* %
*

Messrs. Sampson Low, Marsron, & Co. offer Captain
Mahan’s famous books on ‘‘Sea Power ” in five volumes in a
new and cheaper edition. Their new Illustrated Announce-
ment List promises a variety of other interesting works.

* 8
. *

Tue Gresham Publishing Company announce a comprehen-
sive and elaborate work, in twelve quarterly volumes, “ The
Standard Cyclopædia of Modern Agriculture and Rural Eco-
nomy,” written by distinguished authorities on the special
subjects and amply illustrated, under the editorship of Prof.
R. Patrick Wrignt, Principal of the West of Scotland Agri-
cultural College, Glasgow. l

+

+
Tue Art Craftsman, a new “ Monthly Magazine of Applied
Arts and Industries ” (3d.), incorporating “ The Art etal
Worker,” made a very successful first appearance in October.
It is practical, and it is liberally illustrated.

Tue Oxford Local Examinations Delegacy
has resolved to hold a Senior and Junior Local
Examination during the week March 15-20
next year, the subjects being the same as those for the
corresponding July examinations in the year. It is believed
that this examination will be of use for candidates wishing
to qualify as elementary teachers, for bursaries offered by
various bodies, and for persons desirous of entering the
professions. A preliminary examination will be held in

July only.

General.

* *
+

THE new extension buildings of Haileybury College,
erected at a cost of £30,000, were opened by H.R.H. the
Princess Alexander of Teck (October 17).

+ *

*

Tue Oxford University Press, which has exhibited in four
different groups at the Franco-British Exhibition, has been
awarded four Grand Prizes:—for printing; for books and
bookbinding; for reproductions of old manuscripts and
drawings; and for Oxford India paper. The last is the
only Grand Prize awarded for paper.

* a

Tue Canadian Government Emigration Department has
had a new atlas prepared, “essentially and primarily a
geography of Canada.” School teachers and others inter-
ested in Canadian development can obtain copies free of
charge on application to Mr. J. Obed Smith, Assistant
Superintendent of Emigration, 11-12-Charing Cross, S.W.

Nov. 2, 1908.]

THE EDUCATIONAL TIMES.

483

THE TEACHER'S IMPERFECTIONS
AND HOW TO DEAL WITH THEM.
AppreEss BY Pror. Jons Apams, M.A., B.Sc.
Ar the Evening Meeting of the members of the College of
Preceptors on Friday, October 23, Mr. F. Storr in the chair,
Prof. ApaMs read the following paper :—

Scattered through the various works on education are many
references to what the teacher should be and should know. Too
frequently the stress is on the knowing, but there are a number
of passages that are of sufficient breadth to be worth quoting as
a sort of overture to what we have to say here. In dealing with
imperfections it is well to come to some understanding regarding
the general view of what perfection is.

Tue PERFECT TEACHER.

Montaigne makes a judicious distinction between mere attain-
ments and character: “ My desire is, therefore, that the parents or
guardians... be very careful in choosing his tutor, whom I would
recommend for having a head rather well made than well filled,
yet both are desirable. And I would prefer wisdom, judgment,
civil manners, and modest behaviour to bare and mere literal
learning. . . . I would not have the teacher do all the talking,
but allow the pupil to speak when his turn comes. Socrates,
and after him Arcesilaus, made their pupils speak first, and then
would speak themselves. ... It is a sign of a noble and un-
daunted spirit to know how far to condescend to childish pro-
ceedings, how to second, and how to guide them.”

No self-respecting teacher should ever be in the shameful
position of having to confess that he has never read the famous
description of the Good Schoolmaster as found in Thomas
Fuller's “The Holy and Profane State.” In his usual careful
way Fuller supplies us with the various headings under which
he considers the teacher's qualities: (1) his genius inclines him
with delight to his profession; (2) he studies the scholars’
natures as carefully as they their books (under this head he
gives an analysis of pupil-character that is well worthy the
teacher's attention); (3) he is able, diligent, and methodical in
his teaching; (4) he is, and will be known to be, an absolute
monarch in his school; (5) he is moderate in inflicting deserved
correction; (6) he makes his school free to him who sues him in
forma pavperis; (7) he spoils not a good school to make thereot
a bad college; (8) out of his school he is no whit pedantical in
carriage or discourse.

Sir Thomas Elyot, in his “The Governour,” has some plain
speaking on the subject of what schoolmasters should be, but are
not. His ideal of a tutor is thus expressed: “ A tutor, whiche
shulde be an auncient and worshipfull man, in whom is aproued
to be moche gentilnes, mixte with grauitie, and, as nighe as can
be, suche one as the childe by imitation folowynge may grow to
be excellent. And if he be also lerned, he is the more commend-
able.” Elyot's views of the ideal tutor are perhaps even better
brought out in his account of the office of a tutor. “The office
of a tutor is firste to knowe the nature of his pupil, that is to
say, wherto he is mooste inclined or disposed, and in what thyng
he setteth his most delectation or appetite. If he be of nature
curtaise, piteouse, and of a free and liberall harte, it is a
principall token of grace (as hit is by all scripture determined).
Than shall a wyse tutor purposely commende those vertues, ex-
tolling also his pupil for hauyng of them; and therewith he
shall declare them to be of all men mooste fortunate, which
shall happen to haue such a maister. And moreouer shall
declare to hym what honour, what loue, what commodite shall
happen to him by these vertues. And if any haue ben of dis-
position contrary, than to expresse the enormities of theyr vice,
with as moche detestation as may be. And if any daunger haue
therby ensued, misfortune or | Rego to agreue it in suche
wyse, with so vehement wordes, as the childe may abhorre it,
and feare the semblable aduenture.”

Turning to modern writers, we find that Thomas Arnold quite
agrees with Montaigne on the matter of the well made head:
“ What I want is a man who is a Christian and a gentleman—an
active man, and one who has common sense and understands
boys. . . . I prefer activity of mind, and an interest in his work,
to high scholarship.” |

In the first chapter of Dr. Fitch’s well known book, “ Lectures
on Teaching,” we have an account of the ideal teacher. Here, as
elsewhere, we have a strange mixture of attainments and quali-
ties. He places in the first rank “ample and accurate knowledge
of the thing taught’; but he is obviously not less impressed by

the necessity of having the best possible character in the teacher :
“ But in the case of the schoolmaster as in that of the priest, or
of the statesman, mind and character have to be influenced ;
and it is found that in the long run nothing can influence
character like character. You teach not only by what you say
and do, but very largely by what you are.”

While John Locke is as exacting as any of the others in his
demands from the ideal teacher, he recognizes frankly the diff-
culty of finding the sort of person he wants. In his “ Thoughts
on Education” we have the following passage :—“In all the
whole Business of Education, there is nothing like to be less
hearken’d to, or harder to be well observed, than what I am now
going to say; and that is, that Children should, from their first
beginning to talk, have some discreet, sober, nay wise Person
about them, whose Care it should be to fashion them aright, and
keep them from all Ill, especially the Infection of Bad Company.
I think this Province requires great Sobriety, Temperance, Ten-
derness, Diligence, and Discretion; Qualities hardly to be found
united in Persons that are to be had for ordinary Salaries, nor
easily to be found anywhere.”

The difficulty is where to find such a person. To this difficulty
the practical-minded Locke is keenly alive: ‘ For those of small
parts, age and virtue are unfit for this employment: and those
who are greater will hardly be got to undertake such a charge.
You must therefore look out early, and enquire everywhere ; for
the world has people of all sorts. . . . I can only say, Spare no
care nor cost to get such a one. ... But be sure take nobody
upon friends’ or charitable, no nor bare great recommendations.
Nay, if you will do as you ought, the reputation of a sober: man,
with a good stock of learning (which is all usually required in
a tutor), will not be enough to serve your turn. In this choice
be as curious as you would be in that of a wife for him: for you
must not think of trial or changing afterwards: that will cause
great inconvenience to you, and greater to your son.”

THE [DEAL TEACHER AND THE ACTUAL TEACHER.

What Locke formally proclaims most men frankly admit when
the matter is put before them. The general feeling of the public
is that the very best men and women are required for the office
of teacher, and it is very complimentary to our profession that
there is a tacit assumption that we have the sort of men and
women that are required. It is true that in individual cases the
public is only too ready to point out the imperfections of the
teachers that come directly in contact with it; but, all the same,
there is a recognized convention that treats the teacher qua
teacher as a person of almost perfect character. Manuals of
school method, for example, almost invariably take it for granted
that the teacher has a perfect character. He may be very
ignorant of school method, and therefore need the help of the
writer of the manual, but, as for character, that is taken as one
of the data of the problem. It is assumed that all that has to be
discovered in moral training is how the teacher can make his
pupils like himself.

Now, we who are within the profession know how far short.
we come of the ideal that is set up for us as human beings. We
know that we are full of imperfections, and sometimes we are
extremely depressed when we compare our own failings with the
ideals that we have in our own minds and that we set before our
pupils as attractively as we can. We know that we are very
far from perfect, but is it quite reasonable to expect us to be
perfect? Is it even desirable? In all the ideals that we have
just considered it is clear that nothing short of perfection is
demanded of us. It is assumed that we cannot get too good a
man as a schoolmaster. Now this view is at least of doubtful
validity and is based upon the exaggeration of one aspect of the
teacher’s work. The teacher is certainly an example to his
pupils, and it is almost impossible to overestimate the importance
of the power of imitation as a moral force in school life. But it
is not quite impossible, and, as a matter of fact, the place of
imitation is sometimes misunderstood through not taking
account of other modes of interaction between master and pupil.

INTERACTION OF TEACHER AND PUPIL.

In manuals of school method there is frequently found a
saying that is so generally accepted as to be regarded as almost
axiomatic: “ As is the master, so is the school.” But this is not
quite the same thing as to maintain that “ As is the master, so
is the pupil.” We are apt to think if we but get a man of
particularly fine character—a man who, as was said of Arnold,
“ might have been a Prime Minister ”—the pupils will naturally
resemble him. No doubt there is @ strong tendency for the

484

THE EDUCATIONAL TIMES.

484 ________ THE EDUCATIONAL TIMES. [Nov. 2, 1908. _

pupil to imitate the master, and in certain respects there is
likely to be a striking resemblance between the two. But
imitation is not the only force at work in the process of edu-
cation. The teacher performs other functions than that of
a model. His work is active as well as passive. The teacher-
character reacts upon the pupil-character, and sometimes the
result is that the pupil-character becomes the opposite to, or,
at any rate, the counterpart of, the teacher-character. When
a seal is impressed upon wax, the result is something that
corresponds to but does not resemble the seal. The qualities of
the master may produce quite the ọpposite qualities in the pupil.
Remember what John Stuart Mill says about the intluence of
strong-willed parents on their children. Speaking from his
personal experience, he maintains that the exercise of parental
will leaves no room for the development of the will of the child,
and that strong-willed parents have weak-willed children. In
the intercourse of life it is often found that the unselfishness of
one person trains up another person in selfishness. It is some-
times said, for example, that the unseltishness of sisters has
a great deal to do with the selfishness of brothers. Cromwell
trained his Ironsides to resemble him in many ways, but in
some directions his training produced an attitude of mind that
was opposed to, because complementary to, his own. The power
of command on the one side, for instance, was balanced by the
facility of obedience on the ‘other, The educator must not seek
to impress his character upon the educand as a seal impresses
wax. Rather he must strive to discover the ideal character

of view, and a deliberate adaptation of teaching methods to meet
that view.

In actual teaching, what the teacher is and knows and does is
naturally of importance, but is of less importance than what the
pupils know and do. In education the thing that matters is what.
the pupil does or thinks. We cannot be too frequently reminded
that teaching and learning ure correlative terms. However
attractive the teacher may be, he cannot learn for the pupil, and
if the pupil does not learn, the teaching has been in vain. It is
not enough that the teacher teaches and the pupil learns. Unless
the pupil learns because of the teaching there has been no genuine
teaching done. It is quite possible—and probably much more
common than outsiders would imagine—that the teacher may go
through a process that he calls teaching, and the pupils go
through a process that is really learning, and yet the two pro-
cesses have no causal relation.

ADVANTAGES OF IMPERFECTIONS.

We can never have too good a man as a teacher, but we can
have a man whose goodness is thrown away because of his in-
capacity to bring his good qualities to bear upon his pupils in
the only way that will produce the effect he desires. It is
comforting for those among us who are modest enough to feel
that we could not make quite satisfactory Prime Ministers that
we may yet be first-rate teachers where potential Premiers fail.
We do not require to be perfect human beings in order to be
excellent teachers; in fact, the question not unnaturally arises

possible to each individual, and so apply his influence as to foster! whether we may not be even better teachers because of our im-

the development of this character. ‘The educational principle
underlyi ing the contemptuous saying, “ Don’t do as I do, do as
I tell you

perfections.
There is danger in event suggesting that our weaknesses may

’ has at least the saving grace of modesty. Were it /actually be of advantage to us in our professional work. We at

of practical application, it would be one of the most valuable; once think of lowered ideals, decreased effort, self-complacent

principles of the developing science of education. U unfortunately, content with things as they are.

the power of imitation is so great that the educator cannot divest |
himself of the responsibility involved in the mere process of
living in contact with his pupils. He must walk circumspectly
as a model to his class, however unwillingly he adopts this
-difficult part. But he can mitigate the force of imitation by
manipulating the exercise of certain of his characteristic quali-
ties. He must modify his conduct so as to suppress certain of
his tendencies which are harmless and even creditable in them-
selves, but are unwholesome in school because they restrict the
corresponding activities of the pupils. There is no harm in
being a fluent talker, for example. This quality in its place is
a valuable asset to the teacher. But it is also a source of danger,
since the teacher is tempted to talk too much, and not to allow
the pupils to talk enough. In many directions the educator’s
first duty is to efface himself. The teacher of vigorous person-
ality and strong motor temperament is very apt to think he is
doing capital work when he is letting off his force in strenuous
teaching, while, as a matter of fact, he is repressing the energies
of his pupils who ought to be doing their share and are not
permitted. The drawing master, for instance, who always con-
ducts his criticism by simply taking the pencil and putting the
matter right, is abusing his technical skill with the pencil, and
proves his incapacity as a teacher.

Even intellectual work may be so conducted that it weakens
where it should strengthen. Listen to this public eulogy of a
distinguished teacher: “ His students had such implicit confi-
dence in his knowledge, and such reverence for his opinion, that
after leaving him they no longer cared to think for themselves.
They were satisfied by the conclusions reached by a mind so
much superior to their own, possessing @ grasp and insight
which they realized Was 80 far in advance of anything they could
ever hope to attain.” *

Meant as a panegyric, this is really an indictment of the
teacher in question. It is a proclamation of disastrous profes-
sional failure. This is one of the many cases in which the per-
sonal advantages of the man may interfere with his success as a
teacher. Quickness of perception and ease in mastering prob-
lems are in themselves excellent qualities, but if they render the
teacher incapable of realizing the difficulties of his pupils they
become to that extent hindrances. The cure is to be sought,
naturally, not in a deliberate blunting of perception—as in the
case of the brilliant lawyer who, when he had to deal with a
duller opponent, always drank a bottle of stout so as to reduce
his mind to a state of dullness that could cope with the confused
thinking of his rival—but in a careful study of the pupil's point

* Quoted by S. B. Sinclair: ‘‘ The Possibility of a Science of Educa-
on,’’ page 18.

|

|

But those of us who venture
to speak to teachers about their professional work have so
much to do in the way of screwing up the pitch that we may
well rejoice in occasionally finding an opportunity of saying a
comforting word. There can be no harm in confessing that
certain of the teacher's weaknesses as a human being not only
do no harm to his professional work, but actually help it.
A man has more influence over others when he has gone
through their experience. From this point of view a teacher
may be “faultily faultless.” The sedentary bookish teacher,
for example, may altogether fail to understand the temptations
of the strongly motor pupil who disturbs the peace of the class
or comes in with a record of violence in the playground. The
master who has never stolen an apple is not on that account a
better judge in a case of orchard robbery. Historians tell us
that the execution of Cranmer produced more effect upon the
people of England than the executions of many braver men,
because Cranmer’s hesitations and vacillation appealed to a
wider circle than did the heroism of the others. The ordinary
man can understand Cranmer’s recantation better than Dr.
Taylor's dancing to the stake. But it does not follow that we
admire Cranmer more, and even when we find that our personal
imperfections are not altogether disadvantageous in our pro-
fessional work we must not become complacent over them, much
less cultivate them.

IMPERFECTION IN KNOWLEDGE.

Taking up our imperfections in the way of professional equip-
ment we have no difficulty whatever in deciding how they should
be treated. If our knowledge of the subjects we teach is in-
sufficient there is nothing for it but to apply ourselves at once
to such study as shall remedy the defect. It is true that even
here there are those who maintain that there is a certain advan-
tage in imperfect preparation. It is sometimes said that the
teacher who has a very profound knowledge of his subject: is
apt to be unsympathetic towards beginners, and, in fact, in-
capable of teaching the rudiments of the subject at all. This
view is certainly wrong. A teacher cannot know too much of
anything. Allthat is implied is that a learned teacher may not
give enough attention to the practical details of his profession. He
may rest content with knowing his subject, and make the fatal
error of neglecting the study of the nature of the pupil and of the
best methods of presenting matter to the pupil. Any defects,
therefore, in knowledge of the subject matter to be taught, or of
the best methods of teaching the subject, must be regarded as
imperfections of the teacher that have no redeeming feature.
Such defects are hindrances in his work, and must be made good
if the teacher is to remain in the profession without loss of self-
respect.

Nov. 2, 1908. ]

THE EDUCATIONAL TIMES.

485

IMPERFECTION IN PERSONAL CHARACTER,

Of imperfections in the personal character there are, from the
teacher’s standpoint, really twoclasses. To one class belong those
qualities that are necessarily inimical to success in teaching, to
the other those qualities that need not necessarily injure the
usefulness of the teacher in his work and may indeed in some
measure help him.

Lack of Sympathy.

After making several rather elaborate classifications of the
first kind of personal imperfections, I find that they always re-
solve themselves into different manifestations of one funda-
mental defect that is in itself fatal to even a moderate degree of
success in our profession. Lack of sympathy is the one irre-
mediable defect in a teacher. By sympathy must be understood
sharing in another’s joys as well as in his woes. The literal
meaning ot the word rather limits us to the first use. The
Germans seem to feel the need of the double application of the
word more than we do, for they have two separate words: they
have not only Mitleid but Mitfrende. The educational equivalent
for “sympathy ” is really the power to put oneself in the place
of another, to view matters from his point of view; and the
possibilities of success in the profession vary in direct ratio
to the degree in which this power is possessed. Its absence
means that the person cannot even begin to be a teacher.

The lack of sympathy shows itself in a great variety of ways
The dead coldness towards pupils that is so repellent in some
unsuccessful teachers is one of the most marked symptoms.
Naturally, unsympathetic coldness must be distinguished from
that reserve that is a source of strength in certain teachers.
Sympathy does not by any means demand gush, though all
truly sympathetic reserve can occasionally thaw out into some-
thing that may fairly be called enthusiasm. But unsympathetic
coldness never thaws, and is pathologic. A sense of humour is
never found where sympathy is absent, and without a sense of
humour no teacher can be really successful. We need not go
quite so far as the London head master who maintained that all
the equipment the teacher needs is a knowledge of his subject
and a sense of humour; yet it must be admitted that no one who
is defective in the sense of humour can be a really fine teacher.
This is one of the imperfections that have no compensation.
Though a person cannot have humour without sympathy, it is
possible to have sympathy without humour, though by the very
nature of the case the sympathy must be limited. Many
teachers with a feeble sense of humour are able, by the keenness
of their sympathy in other directions, to compensate to some
extent for the lack and to get at their pupils through other
channels. But at the best the lack of humour is a positive
defect that tells against the teacher.

Another defect arising from the lack of sympathy is shown in
the boredom that marks the work of some teachers who are
always looking at the clock. The unsympathetic teacher may
have a vivid enough imagination as a personal gift, but is unable
to use it effectively in teaching, and the same is true in a less
degree of the other mental processes. It is a debatable point
whether the power of sympathy can be cultivated. It is prob-
able that the matter stands practically in the same position as
the discussion about the possibility of improving the memory.
As memory, considered as a natural endowment, cannot be im-
proved, and yet by a careful training the original natural power
may be used to greater advantage by skilful manipulation of the
matter on which it is exercised, so the power of sympathy with
which a teacher comes into the world may be used to greater or
less advantage according to circumstances. The unsympathetic
teacher will never become sympathetic if he takes no trouble to
make himself acquainted with the things in which his pupils are
interested. Sympathy must be nurtured by being supplied with
the proper material. If, after doing his best to become ac-
quainted with the pupils’ points of view on various matters, and
giving earnest attention to the subjects that seem to interest the
papules he still feels cold and unsympathetic, the teacher had

tter consider the advisability of seeking a new line of life.

Defects of Temper.

Of the imperfections that are really defects to be deplored in
themselves and that yet are not necessarily detrimental to the
teacher, perhaps the chief is bad temper. A sour temper is often
allied to lack of sympathy; but a quick temper may go along
with a very amiable disposition. No doubt a chronic ill-temper

which the pupils may “ read the day’s disasters in his morning
face.” But, after all, if the outbursts are not violent or long
continued, no real damage is done to the school relations—par-
ticularly if the master’s temper is usually lost in cases where
the objects of the outburst feel that they are in the wrong.
Further, teachers who are the victims of bad temper have often
the chance of giving an admirable lesson in self-control. When
the pupils know that the master has a bad temper, and that now
and again he lets it go, and always regrets it afterwards, they
note with interest and admiration every time they see that he is
tempted to lose his temper and yet restrains himself. All this
implies that the teacher does not really feel a little proud of
his bad temper. The attitude of mind that makes a man speak
apologetically, but complacently, of his “ so-and-so of a temper ”
is fatal in a teacher. ‘lhe pupil's sense of justice revolts at
being exposed to the caprices of such self-satisfied losers of self-
control.

Quick temper very often goes with what is called the motor
temperament, and, as the temperament that 1s regarded as speci-
ally suitable in a teacher is what is called a ‘‘converted or
perverted motor,” we get a suggestion of the process the
temperamental psychologists would recommend in the way of
dealing with quick temper. Horace Mann's description of the
Scottish schoolmaster's promptness is a good example of the
motor temperament at work. Mann tells us that the error is
committed, the blow administered, and the next pupil questioned
before the onlooker has time to realize what it is all about.
There is no need for all this haste. The teacher in question
would have done his work all the better if he had restrained the
motor tendency and, by voluntary inhibition, had given time for
the resulting action to be based upon the whole character of the
teacher, and not upon the small arc of it that was involved in
the instantaneous reaction to the stimulus of the error. The
control of the temper can be won by a judicious cultivation of
inhibition, resulting in certain delays that have the double
advantage of giving the pupil time to think and the master time
to get his impulses into equilibrium.

The Distribution of Dullness.

Teachers, as a class, are very frequently accused of dullness.
There is a Scottish saying which implies that a little dullness is
not altogether undesirable in a wife; and perhaps the saying may
be transferred to the teacher without serious error, if it does not
imply that he is stupid or that he is dull all along the line.
Universal dullness would render a teacher intolerable to his
class; but dullness properly distributed among the various sub-
jects, and among the various hours of the time-table, may have
an excellent effect on the class. There is nothing more tiresome
than continual brilliancy. Dullness, then, is one of the teacher’s
imperfections that tend towards good. The place of routine and
comparative dullness is not yet sufficiently recognized in our
school arrangements. We are so busy stimulating our pupils
that we forget that they sometimes require to lie fallow for a
little while.

Less Reputable Imperfections.

Unfortunately there are other personal imperfections of
teachers that are less reputable than those already mentioned,
and the problem arises how we are to deal with them. Take
such disagreeable matters as greed, laziness, slovenliness in
dress, indecision, spitefulness, flippancy, we shall find that our
office as teachers puts us in a very favourable position for over-
coming them. Weare provided with many keen young critics
whose influence is none the less potent that they are not allowed
to express their verdicts to ourselves. Further, we are given
over into their hands by having to condemn in our official capa-
city—whether directly or indirectly does not materially alter the
case—all offences against the minor and major morals; and
therefore must frequently have to condemn ourselves. Every-
body maintains that boys are very sévere critics, though it is
generally admitted that they are just. It is seldom that we have
the bitterness contained in the boy’s answer when asked where
his (clerical) head master was: “ He's in the garden practising
self-abnegation.” The head master had just given a school ser-
mon on self-abnegation and was at that moment in the garden
smoking.

Even the most indifferent among us cannot feel happy in doing
something that we have directly or indirectly condemned in

is an evil in any school. “ Hadst thou a curst master when thou „others. If we find fault with Smith minor for coming into class

went'st to school?” is as apposite a

uestion to-day as it was | with untied bootlaces, we cannot feel comfortable in our own une

in Shakespeare’s time. There are still schools and classes in| brushed coat; and so with more important matters;

486

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

SIMULATION AND DISSIMULATION.

By METHUEN & Co.—Trevelyan’s English Life Three Hundred Years Ago.
By J. Murray.— Martin’s Examples in Practical Arithmetic, Part II.; Earl

There arises here a very serious problem : How far is the | Stanhopo's Reign of Queen Anne; Wyld’s The Teaching of Reading

teacher entitled to conceal his imperfections? how far is he en-
titled to appear better than he really is? On the one hand, it is
surely not desirable to parade our weaknesses before our pupils,
and, on the other, it looks uncommonly like hypocrisy to do our
best to appear better than we are. Some ingenious teachers
draw a distinction between “ simulation ” and “ dissimulation.”
They maintain that a teacher is not entitled to simulate a virtue
that he does not possess; but, on the other hand, he is not
called upon to proclaim a defect that mars his character. He
may dissemble his weaknesses, but may not simulate virtues
that are not his.

Obviously it is not to the advantage of the pupils that they
should know all the weaknesses of their teachers, and equally
obviously it is not to the teacher’s advantage to pretend to be
better than he is—unless he is at the same time trying to be
better. In the case of teachers honestly trying to improve their
character, the Lange-James theory of the relation between emo-
tion and its expression may give some justification in modifying
the outward appearances so as to suggest a state within that does
not yet exist, but is on its way to come into being.

The reverence that we owe the young prevents us from daring
to appear in our true colours. But, on the other hand, the very
shame we feel at being compelled to conceal our true selves is a
strong incentive to make those selves worthy to bear the light
of day.

Prof. Adams having replied to questions put by one or two
members of the audience, a hearty vote of thanks to the lecturer,
proposed by the Chairman and carried by acclamation, con-
cluded the proceedings.

THE COLLEGE OF PRECEPTORS,

MEETING OF THE COUNCIL.

A MEETING of the Council was held at the College, Bloomsbury
Square, on October 17. Present: Mr. Eve, in the chair;
Mr. Bain, Mr. Barlet, Rev. J. O. Bevan, Rev. J. B. Blomfield,
Mr. Brown, Miss Dawes, Mr. Hawe, Dr. Maples, Dr. Marx, Mr.
Millar-Inglis, Mr. Pendlebury, Mr. Pinches, Miss Punnett, Mr.
Rule, Mr. Rushbrooke, Rev. Dr. Scott. Mr. Starbuck, Kev. J.
Twentyman, Mr. Walmsley, and Mr. White.

The minutes of the last meeting were read and confirmed.

The Secretary reported the results of the recent Summer
Examination of Teachers, and diplomas were granted to those
who had satisfied the prescribed conditions. (For list, see
page 476.) The Prize of £5 for Mathematics was awarded to
Mr. H. J. Larcombe.

Prof. J. Adams was appointed to give the Psychology Course
of Lectures to Teachers in the early part of next year.

Saturday, January 23, 1909, was fixed as the date of the next
Ordinary General Meeting of the members of the College, and it
was decided that the annual dinner should take place on the
evening of the same day. l

The report of the Finance Committee, showing the result of the
operations of the College during the first three quarters of the
current year, was adopted. It was resolved that the sum of
£100 should be invested in the purchase of Great Eastern
Railway Debenture Stock on account of the Teachers’ Training
Fund.

It was resolved: “ That it be referred to a Special Committee
to consider what steps, if any, should be taken to extend the
social work of the College.”

The following persons were elected members of the College :—

Miss E. O. Cudlipp, A.C.P., 10 Darnley Road, Hackney, N.E.
Mr. E. J. Still, Emwell School, Warminster.

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

By the Researcn DEFENCE Soci1ETY-— Experiments on Animals, ;

By G. BELI. & Sons —Adair's French Historical Reader; Baker and Bourne’s
Elementary Mensuration; Gillies and Anderson's Latin Reader ; Prior's Tales by
Erckinann-Chatrian, First Series; Smith’s General Chemistry for Schools and
Colleges. ; :

By” W. B. Ciive.—London University Guide and U.C.C. Calendar, 1909;
Matriculation Directory, September, 1908. .

By MACMILLAN & Co.—Barnard and Child’s New Algebra, Vol. T.: Castle's
Practical Arithmetic and Mensuration: Dowse’s Book of Poetry Illustrative of
English History, Part II.; Hutchison’s Scott's Tales of a Grandfather, First
“ Series; Jones’s Modern Arithmetic, Part IT.; Martin’s Stories from the Arabian
‘Nights, and Grimm's Fairy Tules; Stone’s Latin Reading Book; Williamson’s
Plato's Apology of Socrates.

—,

; azt
By WHITTAKER & Co.—Biddlecombe’s Thoughts on Natural Philosophy ; Bird's
Junior pei TS
Calendars of Birkbeck College ; University College, London ; Aberdeen University ;
Royal College of Surgeons of England; Armstrong College, Newcastle-on-Tyne ;
University of Leeds; and Queen's Cge, Cork,
Incorporated Accountants’ Year- Book.

THE BRITISH ASSOCIATION
MORE EDUCATIONAL PAPERS IN SUMMARY.

TRAINING IN TEACHING.
By Miss C. P. TREMAIN.

DvuRING recent years public interest in educational matters has
greatly increased. There is now a tendency to make the pro-
vision of the means of education a national, county, or municipal
charge, instead of relying on private initiative. Logically, the
first step towards improvement in education would be to direct
attention to the better professional training of teachers. But
school buildings, equipment, codes and curricula, examinations,
and system of scholarships have received far more attention, and
the necessity for teachers being specially prepared for their work
on intelligent, rational, and thoughtful lines has only lately
been realized. Primary-school teachers, both men and women,
secondary-school women teachers, and teachers of special tech-
nical subjects form the main body of “trained” teachers, but
even of these a large majority are still untrained. Only a very
small proportion of men actively engaged in secondary-school
teaching, or in directing and inspecting primary and secondary-
school work hold a teacher’s diploma.

The training of teachers has three distinct stages :—

(i.) General Education in school, college, or University, where
the methods of teaching employed have an important, if indirect,
influence on future teachers.

(ii.) Professional Training in training college or department,
where the course should include instruction in the theory and
practice of education and in school hygiene. The course should
be largely determined by the previous general education of the
student rather than by his future work; it should be intensive
rather than extensive as regards time; it 1s best pursued alone,
not as in most primary training colleges along with the general
education. The short post-graduate training for intending
secoudary-school teachers seems to give better results than the
longer course for intending primary-school teachers who are
pursuing degree and training courses together. The purpose in
studying the theory of education is to induce a scientific habit
of mind in approaching educational questions. Practice in edu-
cation, which includes the preparation and presentation of
lessons by the student, the hearing and reporting on lessons
given by others, aims at developing and increasing skill in
teaching. The aim of training is not to produce finished and
perfect teachers, but rather “aspiring” and intelligent ones who
will be able to adapt themselves to, and learn from,

(i1i.) The Experience Stage of Training, in which the student
passes into the responsible classroom teacher. This has often
been the sole training of successful] teachers, but the increasing
complexity of life, the urgent need tor clear ideals on the part of
experts to whom democratic educational bodies look for guid-
ance, as well as the needs of the taught, imperatiyely demand
that future teachers shall regard their work from a professional
standpoint. Those who so regard their work will not feel that
finality is reached when a teaching diploma has been obtained,
nor even when their pupils obtain brilliant examination results.

Theory and practice should correct and supplement each other.
This may be attained through the work of students in demonstra-
tion schools and classes, and still more by the active participa-
tion in school teaching of all members of the training college
staff. The teaching should be under the most natural conditions
possible, and therefore series of lessons in the ordinary course
are to be preferred to criticism and the so-called ‘ Model”
lessons.

Some problems in training which press for solution are—

(a) How to adjust the claims of liberal and professional educa-
tuun—cf. German and American normal colleges.—The special
difficulties in primary-school teaching, which have caused a
premium to be placed on the pupil-teacher system (e.g., unwieldy
classes), are gradually disappearing, and many county, council

_ Nov. 2, 1908.) THE EDUCATIONAL TIMES. _ _—_ —_ ü āū OW

THE EDUCATIONAL TIMES.

487

schemes show a better way than this for preparing future
teachers. Secondary schools are displacing pupil-teacher centres
and less actual practice in teaching is required of a student
before he enters a training college.

(b) How to obtain adequute school practice for those who have
had no experience as pupil-teachers or student-teachers.—A demon-
stration school plus classes in schools of different scope and
management would seem to afford the best practice. There
are special difficulties due to local and other conditions in
obtaining adequate practice. Schools are sometimes afraid of
admitting graduates who teach under supervision to classes
which are readily entrusted to untrained teachers fresh from

college. The work of supervising school practice must be in-
dividual ; hence training to be efficient must necessarily be ex-
pensive. The trainer of teachers, in addition to good school

experience and progressive knowledge of educational principles,
needs sympathetic insight in dealing with students.

(c) How efficiently to test practical work in teaching. — Here there
has been a great advance from the examination “show ” lesson
of earlier days. But it would appear desirable to withhold the
full certificate of ability to teach until the young teacher has
shown, after experience as a responsible teacher under suitable
conditions, his powers as teacher and governor. The executive
powers of an individual cannot be tested in the same way as his
receptive and reflective powers.

A special difficulty in training at present is, that more has to
be attempted in the time than can be done efficiently. The
secondary school, which is recognized as taking part in the work
of training teachers, would render valuable assistance by direct-
ing more attention to the subjects which are necessary to every
teacher (¢.7., the mother tongue, drawing, clear enunciation,
physical culture, &c.).

INFLUENCE OF MENTAL VALUES OF TYPES OF
EDUCATION.

By Prof. E. P. Cutverwet., F.T.C.D.

While the application of psychology to the practice of educa-
tion has doubtless been of great service, there is a dangerous
tendency not only to investigate, but to decide, questions of cur-
riculum and method on purely psychological g grounds. The chief
object of this paper is to show that this claim is invalid, and that
even our limited knowledge of physiology can give us help in
criticizing psychological arguments.

The psychological discussion of a question may be as exhaustive
as possible, and yet may omit the determining factor; for psy-
chology can never be a science complete in itself. This follows
from the fact that changes in mental states may be due to physio-
logical changes which have no mental counterpart—e.g., the whole
mental outlook may be changed by a dreamless sleep.

Whether mental conditions are wholly determined when the
physiological conditions are given is unknown; yet the following
assumptions may be generally accepted :—(1) There is no mental.
change without a corresponding passage of energy from one]
region of the brain to another. (2) To every differencein menti!
action there corresponds a difference in the mode of this passage
of energy. (3) Whenever a mental state is revived there is some
revival of the corresponding passage of energy. In particular
we may assume that if the whole mental state is vividly revived,
then the original nervous action is closely repeated; if the re-
vival is but faint or partial, then the corresponding nervous dis-
turbance. or oscillation is faint or partial compared with the
original one.

These assumptions can be applied to a destructive criticism of
the psychological argument against the theory of formal education.
It follows from them that there is a marked physiological dif-
ference between what we commonly speak of as superficial thought
on the one hand and deep thinking on the other, and that ex-
perience alone can exonerate the method of interest from the
charge of producing superficial rather than deep thinking.

For consider the ditference between concrete and abstract
thought. Concrete thinking, if mere recollection, implies the
revival in its natural form of the nerve disturbance which
originally passed. It also includes a comparison of two ideas
in regard to a common element which is strong in both. This is
a less complicated operation than to compare them in regard
to an element which is weak in both. In the former case
the excitation follows the natural path—what we may describe
as the path of least natural resistance. In the latter case, how-

ever, the excitation has to be of a very special character : it must
be so arranged as not to excite the more vigorous—and there-
fore, as we should suppose, the more easily excited nervous
oscillations—and yet it must excite the less vigorous one. If the
thinking be very abstract—e.g., the deduction of a common
principle underlying many sense experiences which were not
simultaneously received—then it is evident that the stimulation
must be of a very specialized kind. The great majority of man-
kind is unable to stimulate the brain in this way. Instead of
keeping so many different brain oscillations simultaneously
excited, the nervons energy flows along the path of least natural
resistance, and some vigorous element in one of the many images
to be compared excludes the other ideas altogether.

The Herbartian argument against formal education, as well
as such psychological and physiological | arguments as those of
Prof. Bagley in his ‘‘ Educative Process,” fall to the ground when
examined in connexion with the physiological point of view.

It is well to observe that the ordinary man has little power of
abstract reasoning. With most men the nervous energy follows
the path of natural least resistance, except so far as they are
trained. Inconsistent ideas lie side by side in our minds; we
can only direct the energy along the natural path. In other
words, we take things at their face value. If we had more
practice in comparing ideas which lie far apart in our minds (the
comparison of which has therefore but little immediate interest),
we might see far more deeply than we do. Thus we have no
a priori right to expect that an education which follows the path
of interest will be the best for producing the highest kind of
organization of which a given brain is capable. With some
brains no doubt it will. With others it may lead to superficiality.

An instance of the excessive tendency to do away with formal
reasoning is to be found in the amount of geometrical construc-
tion and example now usual before the principles of true demon-
stration are entered on.

TESTS OF EDUCATIONAL EFFICIENCY.
By T. P. GILL.

This paper, while dealing with the general question in the title
referred also to the situation in Ireland, which is now at n
moment of great significance for education. A new University
system is about to be organized, and the country is being called
on to take stock of her whole educational equipment and to
consider the end to which she wishes it to conduce. The situa-
tion is thus one of general as well as particular interest. What
results does the country intend her educational system to
produce? By what means does she propose that the results are
to be produced? How does she propose to assure herself that
she is getting these results? In other words, what is to be the
aim, the method, and the test of the educational activity of the
nation? It is one of the most practical tasks of the hour in
Ireland to consider these questions, and the answers to them
should be known and understood by the teachers in every school
—from the Kindergarten to the University—and, if possible, by
. every parent.

In connexion with the aim of a national system of education,
it is desirable to examine what is meant by educational efficiency.
Efficiency must be considered (1) from the individual and
(2) from the social and national point of view. It must be all-
round efficiency, physical, mental, and moral—aspects closely
related, yet distinct in themselves. It is the business of educa-
tion to develop all three. Again, efficiency is the fitting of the
individual (a) to pursue efficiently his calling in life, his trade or
profession, and (b) to be a good man and a good citizen. The
professional, the bread-and-butter efficiency is necessary ; and
not only is it necessary to aim at it in connexion with professional
or technical education, but from an eurly stage in general educa-
tion it is essential that the pupil should be made to think of what
is to be his calling in life and how he is best to prepare himself
for it. This object of education, however, must be pursued in
such a way as not to eclipse the higher end of producing the
good man and the good citizen. On the contrary, it must be
realized that the practical efficiency itself is impaired in pro-
portion as the higher end is neglected or lost sight of. National
and individual efficiency in every country has suffered from this
error. So has national and individual happiness. Ireland must
study to avoid this error.

In connexion with methods and tests, the suitability of certain
methods and tests to produce the results aimed at must be con-
sidered. The influence of the test on the method is sometimes
so great that it is impossiblejto separate them. | For instance,

488

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

the fact that a written examination was imposed by law as the
sole test has fatally governed the whole character of the Irish
intermediate system for nearly two generations. Tests and
methods must vary with the things being dealt with. Physical,
mental, and moral things cannot be tested inthe same way. The
subject, the circumstances, and the end in view must always be
borne in mind in devising a test or a method. Moreover, in a
test, in considering any one part, we must provisionally examine
the whole—see if all the parts are there and if the proportions
are right. In other words, the time-table, the very vital question

of the disposal of the pupil's time, must be taken into account. | (Bright Glade) ;
In a test we cannot look at the individual pupil alone, we cannot | with him;

judge the pupil apart from the system and the teacher.
Educational tests may be considered under the three aspects :
physical, mental. and moral. (1) Physical: in connexion with

the general bodily development of the pupil and the effects of | instructive
bodily health and occupation upon intellectual efficiency and ‘as external.

moral strength: in connexion with manual training; and in
connexion with the question in its broadest sense of discipline,
order, and method. (2) Mental: the aim of producing a logically
disciplined mind. The end of testing here is to see that the
observing and reasoning faculty is being rightly trained; that

cram is avoided; that observing, thinking, and correlating |

power is being developed. (3) Moral: the test here should aim
at ascertaining whether the teachers have the right outlook and
influence; whether the pupil is being really led on to know,
admire, and love the right things; to understand his duties,

private and public; to select true aims in life; to develop a

noble individuality. The importance, in relation to his moral
strength and general efficiency, of making the pupil from an
early stage think about his trade, profession, or career in life,

and of thus giving a personal and purpose-like character to his |

education.

How are these aims being followed or hindered in the Irish
educational system at the present time, and how far is it practic-
able, by improvements in the methods of testing or other means,
to get them followed more effectively P How far is the work of
the system in its different branches—primary, interrnediate,
technical, agricultural, University—susceptible of development
in these directions under existing machinery ?

CORRHSPONDENCH.

{ We do not hold ourselves responsible for the opinions erpressed by our
correspondents.—Ep. E.T.]}

MORAL INSTRUCTION.
To the Editor of “ The Educational Times.”

Sır, —The press in general has been so generous in its reports
of the International Moral Education Congress recently held,
and has so clearly perceived its great significance, that I venture
to ask you, in view of the wide interest that has been created in
the cause of the moral education of the young, to allow me to
call attention in your columns to the work of the Moral In-
struction League, whose propaganda during the past ten years
prepared the way for this important Congress, and which exists
to give practical effect to the promotion of the cause for which
the Congress was held.

The League has already influenced the Board of Education to
make some provision for moral instruction in public elementary
schools, and some sixty Local Education Authorities to take
action in the direction of providing in their schools for more or
less systematic moral instruction. Its graduated Syllabus of
Moral and Civic Instruction for Elementary Schools (a copy of
which I shall be glad to send gratis to your readers on receipt
of a post-card) bas already been very widely adopted, and its
moral-lesson books, adapted to the various ages of children,
bave been welccmed by all, since they present moral ideas to
children in ways that cannot fail to interest them and give
cffence to none, since they keep strictly to that neutral moral
Bro which is common to all theological and non-theological

odies.

I shall be glad to supply further information about the League
to any desiring the same.—1 am, Sir, &c.,

HARROLD JOHNSON,
Secretary of the Moral Instruction League.
6 York Buildings, Adelphi, London, W.C.
October 6, 1908.

REVIEWS.

To.sToy.
The Life of Tolstoy: First Fifty Years. By Aylmer Maude.
(10s. 6d. net. Constable.)

Mr. Maude has special qualifications for writing a biography of
Tolstoy: he has lived in Russia for twenty-three years; he has
known Tolstoy well for several years, having visited him frequently
in Moscow and stayed with him repeatedly at Yasnaya Polyana
he has to a certain extent acted in co-operation
and he has studied his works with a more than
friendly enthusiasm, which, however, has not blunted his critical
faculty. He thus disposes his readers to anticipate a reasonably
full and accurate statement of the facts of Tolstoy’s life and an
estimate of the bearing of these facts, mental as well

This is all the more important, inasmuch as “ so
many people are interested in Tolstoy and so few seem to under-
stand him.”

Tolstoy is “descended on his father’s side, and still more on
his mother’s, from aristocratic families who were more or less

‘in passive opposition to the Government, and who shared

the humanitarian sympathies current in the early years of the
reign of Alexander I.” He was born in 1828 at Yasnaya Poly-
fina, an ancestral estate near Toula. His childhood was singularly
happy: he himself, notwithstanding his sensitive introspective:
nature, speaks of “that splendid, innocent, joyful, poetic period
of childhood, up to fourteen.” In 1841 the family removed to
Kazán, where Tolstoy studied at the University from 1844 to-
1847. On matriculation his knowledge seems to have been
unequal: of history “I knew nothing,’ he says, and of geo-
graphy “still less; I was asked to name the French seaports,
but I could not name one.” At the end of the first year he
tailed in his examinations, not altogether, it appears, from his
own fault. “Ivanóf, Professor of Russian History, prevented me-
from passing to the second course (though I had not missed
a single lecture and knew Russian histury quite well) because
he had quarrelled with my family. The same professor also
gave the lowest mark—a ‘one ’—for German, though I knew the
language incomparably better than any student in our division.”
The gay life of Kazan society, however, had something to do
with his failure to take his degree.

In the spring of 1847, Tolstoy returned to his estate of Yasnaya
Polyána “to ‘perfect’ himself, to study, to manage his estate,
and to improve the condition of his serfs.” Next year he went.
to St. Petersburg and passed a couple of University examina-
tions, but got deeply into debt, and proposed to “ enter the Horse-
guards as a Junker” (volunteer cadet). However, he spent the
next three years partly at Yasnaya and partly in Moscow—
“among the wildest and most wasted years of his life,” with
penitence and self-reproach interspersed. In 1851, he went to the
Caucasus, where his eldest brother Nicholas was an artillery
officer. Here he did a considerable amount of fighting and of
writing. In 1854, he at length received the order allowing him
to pass the examination (then a mere formality) entitling him to
become an officer, and presently he joined the Russian army in
the Crimea. The first of his three sketches of the siege of
Sevastopol happened to have.been read in proof by the Emperor
Alexander II., who gave instructions to “take care of the life
of that young man ”; and so he was removed from Sevastopol to
the command of a mountain platoon at Belbék some fourteen
miles off. Towards the end of the war he was sent home with
despatches, but his hopes of promotion from sub-lieutenant were
dashed by a suspicion that he was the author of some popular
soldiers’ songs that scarcely pleased the authorities. His “ ex-
perience of how war is recorded produced in him that supreme
contempt for detailed military histories which he so often ex-
pressed in later years.” He left the army in 1856. He married
in 1862. Occasional travel, constant literary work, and social
philanthropy fill out the rest of the period.

The important thing, however, is the mental and moral
vicissitudes of the great writer and industrious thinker. Mr.
Maude deals fully with the genesis, progress, and character of
Tolstoy's numerous writings up to his fiftieth year, and tells us
a great deal about his literary friends and associates. The
moral aspect is a complex problem, and can be dealt with only in
detail: the autobiographical sketches are not to be taken without
some grains of salt, which Mr. Maude is careful to supply. If
a general expression must be attempted, perhaps nothing could
be said better than this:

In later times, when Tolstoy's reputation was world-wide, critics often

Nov. 2, 1908.]

THE EDUCATIONAL TIMES.

489

amused themselves by pointing out inconsistencies in his conduct and
questioning his sincerity. But the proof of his sincerity is writ large
in the story of his life. Time after time, from the earliest pages of his
diary, we find him vehemently resolving never more to do certain things,
but always to do other things, and again and again confessing, in the
greatest tribulation, that he had failed to carry out his intentions ; yet,
in spite of everything, he returns, and again returns, to his earliest
ideals, and gradually shapes his life into accord with them, and eventu-
ally forms habits which, when he first extolled them, appeared utterly
beyond his reach. Not insincerity, but impetuosity., retrieved by extra-
ordinary tenacity of purpose. has always characterized him. It is the
same with his thirst for knowledge as with his yet deeper thirst after
righteousness. Often as he was swayed by the lures of life, each of
those two great desires found its satisfaction at last.

And, again: “ A knowledge of the social surroundings in which
Tolstoy grew up is essential to a due understanding of the doc-
trines he subsequently taught.”

It was because he grew up in a detached and irresponsible position
that the state of his own mind and soul was to him so much more im-
portant than the immediate effect of his conduct on others, and the
same cause led him to remain in ignorance of lessons every intelligent
man of business among us learns of necessity.

His independent position made easier the formation of that state of
mind free from intellectual prejudice which enabled him later on to
examine the claims of the Church, of the Bible, of the economists, of
governments, and the most firmly established manners and customs
of society, untrammelled by the fear of shocking or hurting other
people, though all the time his feelings were so sensitive that it has
never been possible for him to doubt or question the goodness of those
lines of conduct which he had admired and approved when in childhood
he saw them practised by those near and dear to him.

Contrasting his moral attitude with that of a young Englishman
anxious to do right in our day, I should say that Tolstoy had no
adequate sense of being a responsible member of a complex community
with the opinions and wishes of which it is necessary to reckon. On the
contrary, his tendency was to recognize, with extraordinary vividness,
a personal duty revealed by the working of his own conscience and in-
tellect, apart from any systematic study of the social state of which he
was a member.

He thus came to see things in a way we do not see them, while he
remained blind to some things with which we are quite familiar.

There is great truth in this analysis, and it suggests much’ that
is to be taken into account in estimating Tolstoy’s teaching.

Mr. Maude devotes a special chapter to the Yasno-Polyana
School. Tolstoy had already described his experiences. Mr.
Maude’s summary is this:

One of the profoundest convictions impressed on Tolatoy’s mind by
his educational experiments was that the peasants and their children
have a large share of artistic capacity, and that art is immensely im-
portant because of its humanizing effect on them and because it arouses
and trains their faculties. Unfortunately, the works—literary, poetic,
dramatic, pictorial, and plastic—now produced are being produced
expressly for people of leisure, wealth, and a special, artificial training,
and are therefore useless to the people. This deflection of art from the
service of the masses, of whom there are millions, to the delectation of
the classes, of whom there are but thousands, appears to him to be a
great evil.

The whole work is most interesting. Mr. Maude has worked
laboriously and sincerely and with pronounced success. There
' are eight illustrations, six of them containing portraits of Tolstoy
at different periods.

EpucatTion IN MATHEMATICS.

A Study of Mathematical Education. By Benchara Branford,
M.A. (4s. 6d. Clarendon Press.)

Long experience in the work of training both students and
teachers, an enthusiastic love of the profession of teaching, and
an earnest desire to forward the cause of efficient education, all
contribute to fit the writer for the production of this treatise.
To some considerable extent the volume is developed from notes
for lectures on the subject, and this probably accounts for a
tendency to repeat the same statements and for a rather dis-
connected style. Some of the root principles which the writer
wishes to inculcate are very generally admitted ; others, perhaps,
have not hitherto been much advocated. Thus, for instance,
there are few now who fail to see the advantage of teaching the
various branches of mathematics included in a school course in
such a manner that each may lend its aid to the study of the
others. On the other hand, possibly only the few have devoted
attention to the following question: How far does the ideal
mathematical development of the individual reflect the mathe-
matical progress of the world generally in the march of ages ?
It seems rational to accept Mr. Branford’s view that the history

of mathematics, if fully recorded and closely studied, would show
development along natural lines and that the teacher of mathe-
matics would be enabled to derive from this source inspiration
for his own work in training the individual. The author ad-
vocates with much wisdom the theory that, if we would attain
substantial success in the education of the young in mathematics,
we should study the mathematical equipment with which the
individual child first enters the schoolroom and should graft
the subsequent teaching on that. Such a course would prevent
the school from appearing an absolutely new world, and would,
moreover, obviate the evil due to constantly recurring dis-
continuity in school and home life and experience. One observes
with pleasure the instruction to teachers to educate in the true
sense of the word. The power of an able teacher to derive from
his class the elements of such knowledge as he wishes to mould
into a compact whole and to cause to lie in the minds of his
pupils, as it already lies in his own, is truly great; the influence
ot the teaching which proceeds along these lines is really lasting.
Mr. Branford brings out in clear relief the stages by which the
mind of the average child arrives at the full comprehension of
any mathematical truth. The phases of absence of knowledge,
of the reception of vague impressions, of incomplete grasp of
the truth, and of full conviction pass gradually from one into
the other, and it is disastrous to hurry unduly the successive
stages.

Much that is likely to be very suggestive to teachers, whether

i beginners or not in the practice of the profession, is contained

in the various chapters which describe more or less in detail
lessons either actually given by the author or given by others in
his presence. One very interesting section records a geometry
lesson as given to a class of blind children. Another specially
suggestive chapter contains an autobiographical account of the
training in mental arithmetic of the well known calculator and
engineer Bidder. A very salutary note of caution is struck with
reference to the recent reform movement in the teaching of
mathematics. In the interests of progress it was necessary to
break away from theold system, but there is at present a danger
of going to the other extreme and of making mathematical
teaching too arbitrary in its character. Hence in the future it
may very possibly be deemed advisable to construct a general
fundamental, but sufficiently elastic, scheme of development em-
bracing elementary mathematics generally. Students of the
science of education in general and of the science of mathe-
matical education in particular will do well to follow closely the
arguments of the author of the present work.

A “ Prize” Nove.

The Woman and the Sword. By Rupert Lorraine.
(6s. Fisher Unwin.)

The latest addition to Mr. Fisher Unwin’s “The First Novel
Library ” may fairly take rank with the best of the interesting
series, which now numbers fifteen volumes. It is not to beexpected
that an author already tolerably well known should enter into
competition even for a hundred-guinea prize; but the system
does offer an excellent opportunity for the debut of a fresh
aspirant, and a whale may upon occasion sail in among the
minnows. Mr. Rupert Lorraine is perhaps not a practised
story-teller; but he has read up the period of his heroine's ad-
ventures, and he depicts them with not a little graphic force.
“The woman ” of the story, though spirited in difficulties, which
she incurs with astonishing thoughtlessness, exercises but little
power of attraction. The essential interest centres in ‘ the
sword, and specially in the doings of “a war-worn soldier of
fortune, whose blade had been at the service of half the captains
in Europe” in the days of Wallenstein and Gustavus Adolphus.
True, he had just retired from military service after twenty
years of the tented field ; but the vagaries of the heroine (as we
must call the lady) took him hack to the Continent, and led him
through certain adventures among more or less disorganized
bands in the neighbourhood of Nordhausen. We thus obtain
some glimpses of the shocking state of the country resulting
from long years of demoralizing warfare. The private element
of the story involves a necessary villain, and the Count von
Zinkendorf performs the part with a thoroughness without much
relief. Substantially, it is a story of adventure. There is no
development of character, no nice discrimination of qualities.
It is a rude time, a rough scene: and the narrative, in con-
sonance with the time and the scene, is direct and forcible, with
little utilization of the obvious opportunities for, contrast—for
the troubles of the heroine donot:serve the! occasion—and with

490

little assistance from the resources of constructive art. A
vigorous story of rough adventure, with lights on the deplorable
social conditions within the range of the scenes: one cannot say
more. Some unfortunate misprints, which mar an otherwise
agreeable volume, should be eliminated against another edition.

GENERAL NOTIOBS.

CLASSICS.

Fırgil. Translated by John Jackson. (3s. 6d. net. Clarendon Press.)

A prose translation of a great poem is at best but stewed fruit. palat-
able enough in its way, but still a very different sort of thing from the
original. Mr. Jackson has made a serious and sustained effort, thinking
out the meaning with constant care, not only in the more crucial and
contested passages, but throughout the poems, and expressing it in
plain, vigorous, and not too ornate language. He cannot escape com-
parison with Prof. Mackail. We are not sure, indeed, whether he has
not taken some pains to avoid Prof. Mackail’s phraseology : where the
one speaks of a ‘‘rustic reed,” the other speaks of a ‘rural pipe’’;
where the one ‘‘ wonders” the other ‘‘marvels’’: and so forth. In
any case, Mr. Jackson is quite independent and establishes a claim to
at least complementary consideration. His translation will be very useful
to students : it will not merely operate as a ‘‘crib,’? but it will also
make them think. It is a worthy addition to the Oxford series of
translations.

Lays of Hellas, By Charles Arthur Kelly, M.A., late Scholar of Oriel

College, Oxford. (3s. 6d. net. Kegan Paul, Trench, Triibner, & Co.)

Mr. Kelly unfortunately did not live to see his lays in book form.
There are six ballads on thrilling episodes of Greek history, and from
thirty to forty sonnets inspired by various historical scenes of the
ancient Greek world. They have all appeared at one time or other in
well known periodicals, and for the present volume they have been
generally revised and amended. The author’s deep interest in the
subjects is evident. It must be said, however, that Mr. Kelly’s appre-
ciation was stronger than his powers of expression and of dramatic
conception. Some of the sonnets, indeed, furnish very good verses, and
even groups of good verses; but hardly one of them escapes the marring
intrusion of sume strangely unpoetic turn, as if the writer could not
wait for the tarrying thought or expression. Still, youthful readers
will probably catch some of his enthusiasm.

Tertulliani De Baptismo. Edited by J. M. Lupton, M.A., Assistant

Master and Librarian in Marlborough College. (4s. 6d. net. Cam-

bridge University Press.)

This treatise of Tertullian’s is of special value as being the earliest
extant work upon its subject and as treating the doctrine in considerable
fullness. Mr. Lupton speaks justly of ‘‘the natural ability and force of
the mun, his training as a rhetorician, his multifarious reading, and the
practice in the courts which gave sharpness and precision to his lan-
guage.” The introduction deals comprehensively with the main aspects
of the work—historical, doctrinal, and textual. The notes are very
carefully directed to really important matters, and they are both lucid
and concise. Useful indexes are appended. The volume belongs to the
valuable series of Cambridge Patristic Texts, and will be very welcome
to Patristic students.

MATHEMATICS,

(1) Lhe Orford Elementary Arithmetics. Teacher's Books I. and II.,
6d. each ; Pupil’s, I., II., and III., 2d. each. By H. A. Jamieson,
M.A. (Henry Frowde and Hodder & Stoughton.) (2) The“ A. L.”
Methodie Arithmetic. Books A-D, 3d. each; Answers (in single
separate volume), 9d. By David Thomas. (E. J. Arnold.)
(3) drnold’s “ Effective Arithmetics. Books I.-V., 2d. each:
VI., 3d. (Edward Arnold.) (4) Practical Arithmetic Examples,
Part I. By J. L. Martin. (6d. John Murray.)

(1) Of ‘The Oxford Elementary Arithmetics’’ we have before us
specimens both of the Teacher's and the Pupil’s series. The Teacher’s
volumes comprise the exercises which form the entire contents of those
for scholars, and the former are, moreover, furnished with excellent notes
for the guidance of masters and mistresses, together with useful tables
and the answers to many of the exercises. Each volume covers the
round assigned for the work during a school year. The type is good,
with clear script figuring, and the frequent enclosure of each digit of a
number in its own square compartment is calculated to give emphasis to
the principle of local value.

(2) Books A to D of the ***A. L. Methodic Arithmetic ” provide
the earlier portions of a course the later stages of which were given in
volumes recently noticed in these columns. We need but recall here
the leading feature of the compilaution—namely, that the left-hand pages
show methods of neat working and arrangement, whilst on the right-
hand are sets of questions for solution by the pupils.

(3) Arnold’s ‘** Effective’ Arithmetios” are in six serviceable compact
Parts and are suitable for the successive standards of elementary schools.
Teachers will find in them a large collection of questions for class use,
graduated in difficulty and of an essentially practical character.

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

Arithmetic Examples.” Issued by Mr. John Murray, it combines
simple notes on arithmetic with a quantity of material for practice, and
has been arranged with a view to the requirements of Standards V. and
VI. of elementary schools. The author, Mr. J. L. Martin, has taken as
the basis of his work Consterdine and Andrew’s ‘‘ Practica. Arithmetic.’’
Euclid Simplified. By Saradaranjan Ray, M.A. (Calcutta:
The City Book Society.)

The work has now reached its fourth edition, a fact that sufficiently
justifies its production. Adapted in scope to the needs of Matriculation
and Intermediate students, it constitutes a valuable and largely successful
attempt to secure the advantages of modern ideas without removing all
the old familiar landmarks. The method by which the writer has sought
to blend the old and the new will meet with full appreciation, principally
when the volume falls into the hands of those who recognize an un-
deniable element of weakness in the recent text-books on geometry
considered as a whole—namely, the want of some uniformity in the
scheme of development of the subject. In the present work the general
sequence of Euclid is maintained, but the relative importance of the
propositions is made evident, the leading ones helping to form the
framework of text, whilst the minor problems and theorems occupy in
general their old places, but are printed in smaller type and classed as
exercises, for the solution of which hints as to standard methods are
frequently given. Many important theorems are introduced at appro-
priate stages of the course and are accorded due prominence, but they
are designated by supplementary numbers or letters and leave Euclid’s
references intact.

SCIENCE.

The Physics of Earthquake Phenomena. By Cargill Gilston Knott, D.Sc.,
&c., Professor of Physics (1883-91) in the Imperial University of
Japan, Lecturer in Applied Mathematics in the University of Edin-
burgh. With many diagrams. (lds. net. Clarendon Press.)

The volume consists of the Thomson Lectures delivered in 1905-6 at
the United Free Church College in Aberdeen—probably the only ayatem-
atic course ever delivered on the subject in this country. Dr. Knott
was infected by the seismological enthusiasm of Prof. Milne, his col-
league in the University of Tokio. ‘‘It was my good fortune,” he
says, ‘t to witness the conception and growth of many of his most fruitful
ideas, to see how, at every turn, he appealed to experiment to elucidate
a new problem in seismology, and to note the persistent ingenuity with
which he followed up an almost invisible line of research.’’ In the
preseut volume Dr. Knott does not attempt to deal with all even of the
important aspects of seismology; he purposely limits his discussion to
such phenomena as have suggested physical investigations or as, from
their nature, touch closely on physical theory. He treats the subject, in
fact, ‘‘ not as a branch of technical geology, but as belonging to the
wider domain of natural philosophy, both experimental and mathe-
matical.” He describes the more outstanding phenomena of earthquakes,
gives an account of seismic surveys, examines the principles of construc-
tion of the more efficient instruments devised for obtaining a continuous
record of a shock, discusses the devices for measuring surface motions,
investigates the distribution and (at considerable length) the periodicity
of earthquakes, considers the manner in which seismic disturbances are
transmitted through the material of the earth (elasticity), and so on.
The treatment is very simple and most interesting, and the volume is an
able contribution to the literature of the subject.

A fourth impression (second edition) of First Stage Steam, by J. W.
Hayward, M.Sc., A.M.I.Mech.E., Assistant Professor of Mechanica]
Engineering in McGill University, Montreal, issues from the University
Tutorial Press (Clive, 2s.). Exposition, worked-out examples, and
exercises are alike excellent. The work meets the requirements of the
Board of Education Examination; and the examination papers set in
1901-07 are appended.

An Elementary Study of Chemistry, by William McPherson, Ph.D.,
Professor of Chemistry, and William E, Henderson, Ph.D., Associate
Professor of Chemistry in Ohio State University, appears in a revised
edition (1906), largely rewritten (6s., Ginn), It is a practical and
serviceable work, clearly and fully explanatory, with plenty of exercises
and ninety figures.

ENGLISH LITERATURE.

The Shakespeare Apocrypha: being a Collection of Fourteen Plays which
have been ascribed to Shakespeare. Edited, with Introduction,
Notes, and Bibliography, by C. F. Tucker Brooke, B.Litt., Senior
Demy of Magdalen College, Oxford. (5s. net. Clarendon Press.)

‘c The ambition of the editor has been to provide an accurate and
complete text, with adequate critical and supplementary matter, of all
those plays which can, without entire abaurdity, be included in the
‘ doubtfully Shakespearian’ class.’ Mr. Brooke cuts down “a list, as
complete as seems practicable, of the uncanonical plays which have been
ascribed to Shakespeare ’’—forty-two in number—to thirteen: ‘‘ Arden
of Faversham,” ‘‘ Locrine,’’ ‘‘ Edward III., ‘*‘ Mucedorus,” ‘‘ The
First Part of Sir John Oldcastle,” ‘‘ Thomas Lord Cromwell,”
‘“ The London Prodigal,” ‘‘ The Puritan,” ‘ A Yorkshire Tragedy,”
‘ The Merry Devil of Edmonton,” “ Fair Em,” ‘‘The Two Noble
Kinsmen,’’ and *‘ The Birth of Merlin.’ To these he adds “ Sir
Thomas More,” a play discovered less than a”century agd, but more

(4) We notice also Part I. of another excellent publication— Practical | or less probably revised at least by- Shakespeare, )In )the introduction

Nov. 2, 1908. ]

THE EDUCATIONAL TIMES.

49]

he deals very fully and instructively with the history and claims of the
fourteen. The text is reproduced in the original spelling, and critical
notes are freely given at the foot of the page. Explanatory and other
notes are appended ; and there is a careful bibliography. Mr. Brooke has
expended immense labour and minute care upon the text, as well as
upon the investigation of the claims, of the various plays; and he has
laid all Shakespearean students under a deep debt of gratitude. The
Clarendon Press must also share in the recognition; for the typography,
though sufficiently difficult, is remarkably accurate, and the get-up
is chaste and agreeable.

The Diary of John Evelyn. Edited by Austin Dobson, Hon. LL.D.
Edin. (38. 6d. Macmillan. The Globe Edition.)

Evelyn’s so-called ‘‘ Diary ’’ answers to its name in so far as itis a
narrative of events arranged under specific dates in chronological order ;
but it was not, like Pepys’s diary, always composed day after day on the
given dates, ‘‘but must often have been ‘written up’ long after the
incidents recorded, and sometimes when the writer's memory be-
trayed him, or when he inserted fresh information under a wrong
heading.’’ It is rather a book of memoirs, Though never intended
for publication, it is usually written with measure and reserve, so that
the psychological interest is by no means prominent. However, it
presents a chronicle that extends continuously for more than sixty
years, from the stormy years preceding the Commonwealth to the
early period of Queen Anne—‘‘an age,” as Evelyn’s epitaph char-
acterizes it, ‘‘of extraordinary Events and Revolutions.” ‘‘ His
position,” says Dr. Dobson, ‘‘ gave him access to many remarkable
persons, in and out of power, and his report of such occurrences as came
under his notice is scrupulously careful and straightforward. Touching
ut many points the multiform life of his epoch and reflecting its varied
characteristics with insight and moderation, his records have a specific
value and importance which fairly entitle them to be regarded as unique.”
Dr. Dobson adopts Forster’s text, with some corrections. He has
handled freely the notes of Bray and Foster, so as to utilize them to the
best advantage ; and he has added a large number of illustrative and
explanatory notes of his own, the result of much patient and tedious in-
vestigation. Some Letters of Evelyn’s and a list of his works are
appended, and there is a very full index. An admirable edition.

HISTORY.

The Life of Alerander Severus. By R. V. Nind Hopkins, B.A., late
Senior Scholar of Emmanuel College, Cambridge. (4s. Cambridge
University Press.)

This essay gained the Prince Consort Prize in 1906, and is now pub-
lished as No. 14 of the valuable series of “ Cambridge Historical Essays.”
The period lies in the first half of the third century : Alexander lived
from a.D. 203 to 235. The ancient historians furnish a considerable
amount of material for the history of Alexander’s reign, though only one
of them can be taken on trust; but Mr. Hopkins has diligently ransacked
other sources—the Code and the Digest, coins and inscriptions—and has
read widely in the literature of his subject. Alexander had a very diffi-
cult part to play, and it is to be remembered, in estimating his career,
that he was still a very young statesman when he died. It is a great
deal, in the circumstances, to be able to say for him that ‘‘ he laboured
with sincerity, if without insight, and for a brief moment he revived
something of the broken majesty of Rome.” Mr. Hopkins treats the
reign of Alexander, as well as his personality, with breadth, insight, and
competent knowledge, and thus makes a valuable as well as interesting
contribution to the study of an important period of the Empire.

win Introductory History of England. Vol. II.: From Henry VII. to the
Restoration. By C. R. L. Fletcher, Fellow of Magdalen College.
Oxford. (5s. Murray.

Readers of Mr. Fletcher’s first volume will need no further persuasion
to read his second volume. Though he professes to write ‘‘ for boys,’’
and does indeed write admirably for boys, there can be no doubt that
the full-grown man or woman will follow his narrative with unflagging
interest and with much profit. When he speaks of his ‘‘ crabbed,
tortuous, and elliptic English,” he but perpetrates a genial libel on his
pen: he writes with remarkable simplicity and vigour, and, if a pregnant
Greek word slips in here and there, the reader innocent of Greek will
readily get over the stile—and remember it. The hixtory of the period
is presented in masterly selection and arrangement, with a running
criticism that puts life into the succession of dramatic pictures. The
work rests on a solid and extensive groundwork of serious historical study,
and is moulded by a vivid realization of the significance of the recorded
facts. The social life of the times, as well as the political and military
movements, is forcibly depicted. The dedication to Prof. Pollard is a
refreshing testimony to the mutual generosity of modern workers in the
same literary fields. There are three maps, a genealogical table, and
an index—all very useful.

FOLK-SONG.

Folk-Songs from Somerset. Gathered and edited, with Pianoforte Ac-
companiment, by Cecil J. Sharp and Charles L. Marson, Vicar of
on Third and Fourth Series. (5s. each net. Simpkin

There are twenty-five songs in each of the series, and we hope the
anticipation that the field is practically exhausted has not been realized.

These collections are full of interest to the lover of songs and ballads—

an interest fostered by the appended notes, which point to other forms
gathered from other sources and preserved in other books. The
Somerset songs, Mr. Sharp tells us, ‘‘ have travelled far beyond the
limits of the county in which they were recovered: they have obtained a
footing in the Universities, in several of the public schools as well as in
many elementary schools, and they have been heard upon the concert
platform of London and of many of the chief cities of the provinces.”
Most deservedly—if the singers would only bear in mind Mr. Marson’s
caution and render them ‘‘with the utmost simplicity and directness
and with close attention to time and rhythm.’’ - ‘* To be able to compose
melodies of the sweep, power, variety, and intricacy of these,” says
Mr. Marron, ‘‘ would place any man instantly at the head of all the
melodists of the world. Indeed, no one man, not even if he were a
Beethoven, could compose tunes of such good general level, and at times
of such surpassing excellence, as those which have been evolved or
composed communally by many generations of men in the long period of
the racial life.” We are greatly indebted to Mr. Sharp and Mr. Marson
for so much salvage of the national musical heritage and for the influence
their collections have had and are having upon the laudable movement
for the revival of English folk music.

English Folk-Song ; Some Conclusions.
(Simpkin & Co.)
An exhaustive treatixe on English folk-song must, of course, await the
recovery of the existing material by such researches as have been
conducted by Mr. Sharp and Mr. Marson in Somerset and by others in a
few other counties. ough the present tentative work is entitled
‘‘ English ’’ folk-song, it is, in fact, based almost entirely upon the
author’s experiences of Somerset, or rather, of about two-thirds of
Somerset, which has yielded him between twelve and thirteen hundred
tunes out of the fifteen hundred of his collection ; but the probability is
strong ‘‘that the distribution of folk-songs throughout the kingdom is
to a large extent independent of locality.” Moreover, while past atten-
tion has been given mainly to the words of the old ballads, Mr. Sharp
concerns himself mainly with music. ‘‘I have recorded many of the
characteristics of the folk-singer,’’ he writes; ‘‘ his manner of singing,
peculiarities of intonation, his attitude towards tradition, and so forth,
all of which have come under my own observation. I have also
enunciated certain theories concerning the origin and nature of the folk-
song that have been deduced from these observations and to which they
seem to lead.” Al this is necessarily provisional, subject to modification
by the results of extended research. The inquiry is most patiently and
carefully and ably worked out, and forms a very valuable contribution to
the study of the evolutionary origin of the folk-song. Mr. Sharp
adopts the view of communal origin in the sense expressed by Boehme :
“ First of all one man sings a song and then others sing it after him,
changing what they do not like.”

ART IN THE SCHOOLROOM.

The Scholars’ Cartoons, ‘‘ a series of decorative lithographs illustrating
great events and incidents of British national life, designed by eminent
artists and reproduced and published with the advisory assistance of edu-
cational and artistic authorities by Franz Hanfstaengl” (16 Pall Mall
East, S.W.), are intended to supply schools and scholars with ‘* in-
structive and decorative pictures of indisputable artistic merit ’’ at a
moderate price. ‘‘ Each series will consist of ten Prints, some of which
will be original Jithographs, drawn by the artists themselves on stone,
and the others will be careful reproductions of original drawings, made
specially for this series.” The collaborators of the first series are Walter
Crane, John Hassall, Gerald Moira, Leonard Campbell Taylor, Spencer
Pryse, and Frank Brangwyn, A.R.A. The size will be uniform: 28}
x214 in., the printed surface being 264x19. We have two specimens:
‘©The Arrival of Julius Caesar’’ and ‘‘The Defeat of the Spanish
Armada,” both from drawings by John Hassall. The outlines are fine,
and the colouring is very successfully managed. We hope Mr. Hanf-
staengl will be encouraged to carry out the full programme.

MISCELLANEOUS.

The firat three Parts of The Wild Beasts of the World, by Frank Finn
(ls. net each, Jack), are very attractively written and presented in
spacious type, with liberal and vigorous illustration. The treatment
happily combines scientific accuracy and popular expression. The
complete work will consist of seventeen Parts, containing a hundred
reproductions in full colours from drawings by Louis Sargent, Charles E.
Swan, and Winifred Austin. It will be most interesting and instructive
to young readers.

The August issue of the Art Workers’ Quarterly was a special Inter-
national Art Congress number (1s. net; 8 Clifford’s Inn, Fleet Street,
E.C.). The articles are of practical value and the illustrations are
profuse and excellent.

The Summer number of the Geographical Teacher (18. net to other than
members of the Geographical Association: George Philip & Son) has
been delayed till the autumn ‘in order to make the information about
Geographical Courses at our Universities as complete as possible.’’ This
information is adequately full, and the rest of the number is well up to
the usual high standard.

The thirty-first volume of the Geographical_Journal (January-June,
1908 : Stanford) is a most instructive compendium of currentpyeographical

By Cecil J. Sharp.

492

THE EDUCATIONAL TIMES.

(Nov. 2, 1908.

information and discussion, with numerous and excellent maps and illus-
trations.

The first volume of the Report of the United States Cominissioner of
Education for the year ending June 30, 1906, contains a vast amount of
information on education and educational institutions not only in America,
‘but throughout the civilized world. As usual, the articles are very full
and well informed and the statistics are abundant and valuable.

From Messrs. Misch & Co. (Cripplegate Street, E.C.) we have some
attractive specimens of coloured post-cards, the pictures being mainly
-of a religious significance.

We have received from Mr. A. J. Johnson, Tollington Honse, Coppetts
Road, Muswell Hill, N., a list and samples of some two hundred lautern
slides illustrating the Life and Plays of Shakespeare, the pictures being
chosen from photographs and from representative pictures by well
known artists. They should prove very useful by way of rendering
more vivid the scenes of the dramas.

We have unfortunately overlooked Mr. Percy Lindley’s sketch of
Holidays in Belgium and the Belgian Ardennes, charmingly written and
charmingly illustrated. It is said that a Highland minister, going up to
the general Assembly of the Church in Edinburgh and finding himeelf
a week or two late, sent word to his people that he would stay till next
year and make sure of being in time. Holiday-makers should make a
note of this little pamphlet against next year.

CHRISTMAS BOOKS.

HISTORICAL AND DESCRIPTIVE.

Heroes of Modern Crusades, by Edward Gilliat, M.A. Oxon., sometime
“Master at Harrow School (5s., Seeley), is a worthy addition to the ad-
mirable ‘‘ Library of Romance.’’ It consists of ‘‘true stories of the
undaunted chivalry of champions of the down-trodden in many lands.”
‘There are the crusades against slavery, against brutalities of law and
administration, against ignorance, drink, and oppression. Among the
-champions are Wilberforce and Clarkson, Abraham Lincoln, St. Vincent
de Paul, John Howard, Oberlin, Romilly, Father Mathew, Lord
Shaftesbury, General Gordon, Sir George Williams, Quintin Hogg,
Dr. Grenfell, and Dr. Barnardo. The volume is alive with interest
throughout. lt does ‘‘seem strange that wrongs so terrible should need
to have been righted in times so near to ours’’; and it is well that the
new generation should know the story of these ‘‘ heroes of our modern
Crusades,” who had to fight so strenuous and so sustained a battle
against ignorance, prejudice, and self-interest, And it is not to be for-
gotten that the battle is still raging. Sixteen illustrations.

Between Two Crusades, by Gertrude Hollis (2s. 6d., S.P.C.K.), is a
tale of a.p. 1187, the events arising on the breach of the four years’
treaty made bet ween Christians and Saracens on the death of King Baldwin
the Leper (1185), by Reginald of Chatillon, the Christian lord of Kerak,
a fortress near the southern end of the Dead Sea, on the main caravan
route from Egypt. The wrath of Saladin gives promise of keen conflict,
and the promise is adequately fulfilled. Blood flows freely at the Horns
of Hattin (a saddle-backed hill, ‘‘ where Christ preached the Sermon on
the Mount ’’); the castle of Tiberias falls to Saladin; and so on to the
loss of the Holy Sepulchre and the downfall of the Latin kingdom of
Jerusalem. There will be keen interest in following the adventures of
the two youths, Henfrid de Castellan and Ralph of Ilustra-
tions by Adolf Thiede.

Dame Joan of Pevensey, by the Rev. E. E. Crake (ls. 6d., S P.C.K.),
is ‘a Sussex tale.” The sea-fight off Pevensey Haven between Sir
.John Pelham, the Deputy-Constable of Pevensey Castle, and the ‘fierce
Paynims,”’ in the year of grace 1390, was ‘‘rather a combat of demons
than of men, for no one asked or gave quarter’’; but the Englishmen
won the day, and rescued from the hands of the pirates Sir Thomas de
Lescure and his daughter, the Mistress Joan. As Sir John’s son, a
youth of nineteen, was prominent in the fray, the reader begins to an-
ticipate. However, there are adventures on the Continent to follow:
Sir Thomas has to rescue his château of ‘‘Sans Egal” from a usurper.
and John Pelham has to fight a hot-blooded French chevalier. And
Pevensey Castle itself needs to be defended. Mr. Crake shows no great
narrative fluency, but the story is well put together, and it is full of
animation and bustle. Illustrations (coloured) by Oscar Wilson.

The Bravest Gentleman in France, by Herbert Hayens (3s. 6d., Nelson),
is a stirring tale of war and adventure in the days of Louis XIII.
Louis Grevile, a boy of seventeen, goes to Paris with his guardian, who
is presently assassinuted in the street, apparently for the possession of a
green bag with papers in it—papers that play a very important part in
the history of the bero. The Duke of Montmorency and Cardinal
Richelieu were then at daggers drawn, and Louis’s guardian was bound
to the Duke by the strongest ties of gratitude and affection. Louis is
thus thrown into a vortex of intrigue and conspiracy, and naturally has
to fight duels, to spell out mysteries, to battle for his party, and to feel
the bitterness of defeat as well as the sweetness of victory. His training
‘hy his guardian stands him in good stead in danger, and he manifests

ingston.

fine natural qualities in trying circumstances. Who he really was must; as a rebel insurgent in Cuba.

be discovered from that green bag. A gallant story told with great
verve. Four illustrations in colour.

The Grey Fox” of Holland, by Tom Bevan (2s., Nelson), is a bustling
tale of adventure in Holland during the insurrection against Philip II.
The date is 1576. The experiences of Simon Renard and Dirk Dirkzoon
will be followed with sustained interest throngh plots and counter-plots
and fighting on sea and on land; and the general movement, with the
social conditions of the time and region, is sketched with a vigorous
hand. Readers that remember ‘‘ Beggars of the Sea’’ and * Red
Dickon the Outlaw ”’ will be glad to meet Mr. Bevan again. Two
illustrations in colour. j

‘ Peeps at Many Lands ”’ is the general name of an attractive and
instructive series of volumes published by Messrs. A. & C. Black. The
most considerable of them is Zhe World, from the fertile and engaging
pen of Ascott R. Hope, who takes us round our own country first, and
then conducts us through the other countries of the world, pointing out
to us the more distinctive characteristics of the peoples, and telling us
things of interest from their history. By the time we have finished
our tour, we get a capital general notion of the various countries and
their peoples, and we feel that we have picked up our information in
an extremely easy and agreeable way. Mr. Hope is always good
company, and knows how to instruct without seeming to want to in-
doctrinate. This should be a favourite volume. Thirteen full-page
illustrations in colour.—Two of the smaller volumes are: Engiani, by
John Finnemore; and Siam, by Ernest Young, B.Sc., Head Master of
the Lower School of John Lyon, Harrow, and formerly of the Educa-
tion Department, Siam. Both are well written, and full of interest ;
and each has 12 full-page illustrations in colour. The series conveys
much useful information in agreeable fashion, and ought to be very
popular.

The Pageant of British History, described by J. Edward Parrott,
M.A., LL.D., and depicted by more than a score of our. most eminent
artists in thirty-two illustrations in colour and thirty-two more in
black and white, makes a very handsome volume. in spacious type and
in pictorial binding. Outstanding events are selected for narration, not.
in historical detail, but on broad lines, and with a certain elevation of
manner — after the fashion of a pageant. The reader will gain a general
impression of the story as it passes in picturesque grouping under his
eyes. Young people will read it with avidity. Messrs. Nelson are the
publishers,

TALES OF ADVENTURE.

The Galleon of Torbay, by E. E. Speight (6s., Chatto & Windus),
announces itself as ‘‘a romance telling how some Western men and
women, Virginia bound, were lost for three hundred years, how a Devon
boy found their old tity beyond the lagoons and led the folk from havoc,
how a brown maiden fell in love with him in the heart of danger and
followed him through the unknown mountains, and how a Yorkshire
cricketer harboured them in Mexico; with many another adventure,
into which is woven a span of the wild girlhood of the Moon-wind.’’
Here is material of promise for lively pages, and the promise is fully
satisfied. The ‘‘ blend of cricket and woodcraft’’ brings the adventurers
through strange tangles of difficulty and danger; the grit of Devon-
shire and Yorkshire is justly glorified; and the mystery of the Mani
people, who had migrated three hundred years before, under the pressure
of Spanish outrage, from the volcanic region of Central America to a
new home ‘‘ that lieth between the hidden channels and the untraversed
mountains,” on the borders of Yucatan and Guatemala, is astonishingly
unveiled. Mr. Speight writes in slightly quaint style and with great
delicacy of feeling.

Adventures among Wild Beasts, by H. W. G. Hyrst (5s., Seeley), is a
collection of ‘‘ romantic incidents and perils of travel, sport, and explor-
ation throughout the world.” The stories mostly fall within the first
sixty years of the last century, for wild beasts are not so plentiful now
as they were in the time of our grandfathers : civilization is not good
for them. The encounters between the hunter and the quarry *‘ display
the marvellous instinct of the animal not less than the courage and
resource of the man.” The interest, accordingly, is most varied and
instructive. Mr. Hyrst finds his examples amony beasts of all sorta in
all parts of the world—bears, reindeer, walrus, elephants, tapirs, yaks,
peccaries, wild cats, &c. The stories are effectively told, in their
characteristic settings. Twenty-four illustrations.

Fire, Snow, and Water, by Edward S. Ellis (2s. 6d., Cassell), depicts
striking aspects of ‘‘ Life in the Lone Land ”’ through a series of incidents
that are supposed to have occurred a short time before the surrender of
its territorial rights by the Hudson Bay Company. The adventures of
Brinton Warren (son of one of the directors of the Company) and Fred
Newton will be followed with tense interest. The burping of their ship
is only a beginning ; buffaloes, wolves, musk oxen, Athabasca ‘‘ zephyrs,’’
“ the malignant Chippewyan,”’ and so forth, furnish materials of abund-
ant natural and human concern. A French Canadian, who comes early
on the scene, plays an important part in the developments right down to
the end. The story moves briskly, and it is simple, natural, and instruc-
tive. Four illustrations.

Rolf the Rebel, by Bessie Marchant (2s., S.P.C.K.), is the story of
the son of a baronet, who went out to the West Indies for his health,
grew heartily sick of the sleepy aristocratic life of Havana, and fought
The insurgent chief, Ycado Baneza and

Nov. 2, 1908. ]

THE EDUCATIONAL TIMES.

493

his fortunes probably attract as much interest as the hairbreadth escapes
of Rolf. The scenes are varied and picturesque, and the incidents are
developed naturally and briskly. Three coloured illustrations by W. S.
Stacey.

Romance OF SCIENCE.

Astronomy of To-day, by Cecil G. Dolmege, M.A., LL.D., D.C.L.
(58. net, Seeley), is a popular introduction to the science in non-technical
language. Dr. Dolmege attempts ‘‘ to take the main facts and theories
of astronomy out of those mathematical forms which repel the general
reader, and to present them in the ordinary language of our workaday
world.” To the general reader, then, he makes the whole exposition
perfectly plain and simple and presents the phenomena in a very attrac-
tive form. He avails himself of all the historical interest of discovery
and of successive speculation, and at the same time gives the most
recent views on questions of difficulty. The volume is most instructive.
Twenty-four illustrations and twenty diagrams.

In Scientific Ideas of To-Day Mr. Charles R. Gibson offers a popular
account of the nature of matter, electricity, light, heat, &c., in non-
technical language (5s. net, Seeley). The subjects are technically
treated under the title of ‘‘ Physics ’’—formerly of *‘ Natural Philosophy ”’
—a title not attractive to everybody ; but everybody ought to know
something about such common phenomena, -and Mr. Gibson avoids
technicalities and uses language that is within the reach of all readers:
4t his explanations demand no previous knowledge of science whatever,
and no acquaintance with mathematics.” He has essayed a very
difficult tusk, but he succeeds in conveying in the simplest possible
manner a great deal of information about modern scientific ideas, and
the charm of the volume will no doubt lead many of his readers to
further inquiries. Those who have read his previous volumes on
similar lines will not need any recommendation to take up the present
one. ‘‘ Men of science do not stumble over discoveries by mere chance ;
there is always a chain of facts leading up to each discovery.” And
Mr. Gibson takes care to utilize the historical and personal interest
attending discoveries in the scientific subjects that he deals with. A
very interesting and stimulating work. Forty-two illustrations and
diagrams.

The Romance of Modern Geology, by E. S. Grew, M.A. (5s., Seeley),
‘* describes in simple but exact language the making of the earth, with
some account of prehistoric animal life.” How the earth took its shape ;
the effects of weather, rivers, the sea upon its history; the operation of
cold and ice on the earth and of fire within it; the formation of the
planet and its stages of growth, with the vicissitudes of earthquake,
&c.; the development of life and the succession of more and more
efficient brains—these are but a few points in a most comprehensive,
well considered, and interesting history. The exposition is very simple
and lucid, so that there is no need of any preliminary technical know-
ledge in order to understand it, and every page is instructive as well as
absorbing. The volume is an admirable addition to ‘‘ The Library of
Romance.” Twenty-five illustrations.

The Romance of Bird Life, by John Lea, M.A. (58., Seeley), belongs
to the same excellent series. It is ‘‘an account of the education, court-
ship, sport and play, journeys, fishing, fighting, piracy, domestic and
social habits, instinct, strange friendships, and other interesting aspects
of the hfe of birds.” Here is a medley rivalling the contents of a
haggis. Under appropriate headings Mr. Lea groups an extraordinary
amount of observation, industriously gathered from the most diverse
quarters and effectively pieced together. The interest is continuous,
and the array of facts impresses the reader. The volume deserves to
be widely circulated. Twenty-six illustrations.

Denizens of the Deep, by F. Martin Duncan, F.R.P.S. (3s. 6d., Cassell),
treats of the plants and the more common animals to be found at the
seaside, with an introductory chapter of hints on collecting and photo-
graphing. It is essentially, but not severely, descriptive, and there are
xixty-three illustrations from original photographs by the author, effec-
tively reproduced. The volume would be an instructive companion to
an enterprising boy let loose on the beach to explore the seaweeds and
to hunt for crabs ‘‘ and things.”

Trees Shown to the Children, by Janet Harvey Kelman, in thirty-two
coloured plates and described by C. E. Smith (2s. 6d. net, Jack), is
the sixth volume of a charming and instructive series. The pictures
are carefully drawn and deftly coloured. The descriptions are simple
and clear, with the added interest of historical and social lore that has
grown about many of the trees. |

Fary Taxes.

Grimm's Fairy Tales are always to the front at Christmas, and very
rightly so. Here is a bright edition by J. R. Monsell, who also em-
bellishes the volume with a dozen colour plates of lively fancy, to say
nothing of numerous illustrations. The boy that gets this book will be
a ‘* Hans in luck.’’ (38s. 6d. Cassell.)

The Book of Princes and Princesses, by Mrs. Lang, edited by Andrew
Lang, is a charming addition to the long series of magic volumes issuing
from the same partnership. The stories are all true stories: Mr. Lang
makes this open avowal, although he knows well that there is a decided re-
luctance to read true stories; only, as nobody is obliged to read this
bookful of true stories, everybody will read them, for it is the obliga-

(Continued on page 494.)

OXFORD UNIVERSITY PRESS.

THE OXFORD GEOGRAPHIES.

By A. J. HERBERTSON, M.A., Ph.D., Reader in Geography in the
University of Oxford.

The Preliminary Geography. ,
Second Edition, 160 pages, with 72 Maps und Diagrams, 1s. 6d.
Preparatory Schools Review,—‘* Where a class-book of geography is first in-
troduced, this should be the book. There is nothing else so good.”

The Junlor Geography.
Second Edition. ‘288 pages, with 166 Maps and Diagrams, 2s.
School World.—‘Is good everywhere. The sketch maps are most interesting
and most instructive.”

The Senior Geography.
Second Edition. 370 pages, with 117 Maps and Diagrams, 2s. 6d.
School World.—‘* The relation of cause and effect is continually insisted upon,
and the lesson driven home by the frequent insertion of educative maps and plans
and cross-sections.”

THE RENAISSANCE AND THE REFORM-
ATION.

A Text-Book of European History, 1494-1610. By EMMELINE M. TANNER, His-
tory Mistress at Sherborne School for Girls. With Maps. 3s.6d. [Jmmediately.

OXFORD TREASURY OF ENGLISH
LITERATURE.

By G. E. Havow, Tutor in English Literature, Lady Margaret Hall, Oxford ; and
Ww. H. Hapow, Fellow of Worcester College, Oxford. Three Vols. 3s. 6d. each.

Vol. III —Jacobean to Victorian.

_ Guardian.—‘‘ It would be difficult to name a more complete work of its kind even
in the matter of selections, while the literary criticism is illuminating and original.”

Previously Published.
Vol. I—Old English to Jacobean. Second Edition.

Vol. II—Growth of the Drama. Second Edition.
VIRGIL.

Translated by JouN JACKSON. Extra feap. 8vo, 3s. 6d. net; on Oxford India
paper, 4s. 6d. net. [Oxford Library of Translations.

SCOTT’S WOODSTOCK; or, The Cavalier.

Edited, with Introduction, Notes, and Glossary, by J. S. C. BRIDGE, New
College, Oxford. 2s.

SCOTT’S ROB ROY.

Edited, with Introduction and Notes, by R. S. Rait, New College, Oxford,
With 44 Illustrations. 2s.

A BOOK OF VERSE FOR BOYS AND
GIRLS.

Compiled by J.C. SMITH. Part I,
cloth, 8d. Part III, paper, 1s.; cloth, 1s. 3d.
leather bindings, from 3s. 6d. Second Impression.

DEUTSCHES REFORMLESEBUCH.

Enthaltend dreiszig Erzählungen aus der deutschen Geschichte, mit Fragen
für Sprechiibungen, mit grammatischen Ubungen und einem deutschen
Worterverzeichnis. Herausgegeben von D. LL. Savory, Dozenten an der
Universität, London, Goldsmiths’ C llege, friiher Oberlehrer am Marlborough
College, und z. z. Lektor an der Universität Marburg. Mit Abbildungen.
With 15 full-page and numerous other Illustrations. Price 2s. 6d.

TROIS SEMAINES EN FRANCE.

An Illustrated Reader in the Direct Method, with Questions for Conversation
and Grammatical Exercises. By D. L. Savory, French Lecturer at Gold-
smiths’ College, University of London; and L. CHOUVILLE, B. ès L., Assistant
Master at the Perse School, Cambridge. Second Edition. 2s.

The Journal of Education.—‘‘The narrative is simple and natural.... The
questionnaire provides a searching test.”

SCENES FROM THE LIFE OF HANNIBAL.

SELECTIONS FROM LIVY. Edited, with Historical Introduction.
Notes, Maps, Vocabularies, and English Exercises. By W. D. Lower. Fcap.
8vo, 1s. 6d.

SCHOOL ALGEBRA.

By W. E. Paterson, Trinity College, Cambridge; Mathematical Master,
Mercers’ School: formerly Mathematical Master, Christ College, Brecon;
and Assistant Mathematical Lecturer, Owens College, Manchester.

Part I. (now ready). With Answers, 3s. Without Answers, 2s, 6d,

aper, 3d.; cloth, 4d. Part II, paper, 6d. ;
Parts I-III, cloth, 2s. In

Select List of Educational Works, List of Books set for various
Examinations, and Complete Catalogue (144 pages) post free.

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C.

494

tion that causes the reluctance. There are fourteen stories, admirably
told ; and the volume is beautifully got up, with eight coloured plates and
numerous illustrations by H. J. Ford (6s. Longmans.)

Fairy Tales from South Africa, collected from original native sources
and arranged by Mrs. E. J. Bourhill and Mrs. J. B. Drake, with illus-
trations by W. Herbert Holloway, are very welcome varieties. Most
of them were told by Swazis, others by Zulus, others by tribes on the
Portuguese border and by the Mapoch Kafirs. It is not so very easy to
get hold of such stories: ‘‘ You see, the Kafirs are afraid white people
would laugh at them, and so they will only begin if they are quite sure
you are really interested.” We are quite sure that readers of this
collection will be really interested ; we are not so sure, though, that
they will not laugh over them. (38. 6d. Macmillan.)

Orp Favourites In New DR:Ess.

Messrs. Duckworth issue a popular edition of three famous books by
the late Richard Jefferies, in liberal type and in tasteful get-up.
(1) After London, or Wild England, a weirdly imaginative forecast of a
relapse into barbarism, with glints of future recovery. (2) Amaryllis at
the Fuir, with an introduction by Edward Garnett. This work, says
Mr. Garnett, ‘‘is one of the truest criticisms of human life you are likely
to meet with. The song of the wind and the rvar of London unite and
mingle therein for those who do not bring the exacting eye of superiority
to this most human book.” (3) Bevis, the Story of a Boy, with an intro-
duction by E. V. Lucas. This is the Bevis of ‘‘ Wood Magic,” but still
a boy, yet ‘‘so much older as to be able to sail a boat, make a real gun,
and shoot an otter.” As a book for boys, says Mr. Lucas, ‘ Bevis, I
think, stands alone in its blend of joy in the open air, sympathetic un-
derstanding of boy nature, and most admirable writing.’ The book
was first published a quarter of a century ago in three volumes; a few
years later it was issued in one volume with pictures, but abridged :
Messrs. Duckworth here and now give its first real chance of popularity
with boys. We heartily echo Mr. Lucas’s wish: ‘‘ May it be very
successful!’’ (38. 6d. each.)

Messrs. Macmillan are issuing a new ‘Shilling Edition ’’ of the best
works of some of the most popular writers of English fiction. We have
Kingsley’s Westward Ho ! and Mrs. Craik’s The Head of the Family—both
beautifully printed, furnished with frontispieces and decorated title-pages,
and strongly and chastely bound (ls. net each). It needs no prophet to
foretell that this series will prove a conspicuous success.

STORIES FOR GIRLS.

A spirited and charming story is That Girl, by Ethel Turner (6s.,
Fisher Unwin). The scene is laid at Sydney. Captain Curtis, having
come into an unexpected fortune, retires from seafaring and settles on
a hillside near the town ; but his happiness is incomplete because the
owner of the land between him and the shore, Mrs. Henderson, will not
gell it to him at any price—just because he is Captain Curtis. On his
last voyage Mr. and Mrs. Henderson, with their little daughter, had
been marooned by him because the daughter had caught smallpox. The
daughter died, and so did her nurse, who had previously bargained
that in case of her death Mr. Henderson should suitably maintain her
daughter, Marie Neil, to the age of eighteen. Hence Mrs. Henderson’s
implacable enmity. She builds a row of villas between the Captain and
the sea, but the children of the place naturally mix, and the life-lines
of the orphan and ill-used Marie get intertwined with those of the
hillside family. The story is deftly and naturally worked out, not
without the aid of dramatic entertainments, which have important
bearings on the future of the heroine and of the bright and manly son
of the Captain. Twenty-five pretty illustrations by Frances Ewan.

In Margery Redford and her Friends (5s. net, Chatto & Windus) Mrs.
M. H. Spielmann illustrates the operations of the observant and ana-
lytical intellect of a ‘* little Miss Sherlock Holmes.’’ If a haystack is
burned down, a necklace of pearls missing, a pet dog stolen, an examina-
tion paper cribbed, and so forth, the culprit is as good as lost the
moment she starts upon his tracks. In the lust turn of all the position
is reversed, and somebody divines a little secret of her own. The
episodes are strung together in a natural way, and each of them is
developed in a simple and dramatic manner, which young readers will
find entertaining and perhaps sugyestively instructive. Sixteen illustra-
tions by Gordon Browne, R.I.

For THE CHILDREN.

Messrs. Blackie are, as usual, very liberal benefactors of the young
folk this Christmas. We have backed Blackie's Children’s Annual (38. 6d.)
from its first appearance ; and this year it has several full-page plates
more than ever before, so that now over fifty of the pictures (that is, a
third of the whole) are printed in colour. Both the authors and the
artists have proved their knack of pleasing the children. The ‘‘ Annual”
is now in its fifth year and thriving amazingly. Besides, there are
picture books, in great variety, to suit all purses. The Three Jovial
Puppies, by J. A. Shepherd, rhymes by E. D. Cuming (ts. net), is a
spacious book with vigorous pictures illustrating humorous adventures.
In the Fairy Ring, written and illustrated by Florence Harrison (6x. net),
is also of ample proportions and daintily executed, within and without,
with a pretty fancy and a delicate taste. J’eggy’s Travels, pictured by
Alice M. Cook and written by Walter Cook (3s. 6d.), has sixteen full-

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

page coloured plates and sixty illustrations in black and white, and
shows how Peggy took afternoon tea with little Japs, visited the Great
Wall of China, drew water from a well in Egypt, feasted on bananas
in the South Sea Islands, and so forth. It will be instructive as
well as amusing to accompany her. Dutchie Doings, pictured by
Ethel Parkinson and rhymed by Walter Chapman (3s. 6d.), has
twenty-four full-page coloured drawings and tells, in picture and
in verse, how a little Dutch town girl und her country cousins visit
each other and have strange adventures in farmyard and market-
place, and on and even in the canals—a cheery and charming volume.
Some Kiddies, by Ruth A. Hobson (2s. 6d.), contains a delightful series of
twelve pictures in full colour and over twenty vignettes in two colours, and
the thoughts of the ‘‘ Kiddies ”’ are expressed in simple and pretty verses.
Then there are Nature pictures and stories and verses, Zales and Talks in
Nature's Garden, by Mrs. Alice Talwin Morris (3s. 6d.), has over thirty
pages in full colour and a great many black-and-white illustrations by
Gordon Browne, R.I., while the ‘‘ tales and talks” are simple and
sensible, dealing in a natural way with common objects and scenes.
The Rabbit's Day in Town (1s. 6d.) is an extravaganza, humorously illus-
trated in twenty-two full-page pictures in full colour by Walter Cor-
bould, and explained in couplets by E. H. Procter, the music for the
verses being very simple. Out of Doors, by Mrs. Alice Talwin Morris (1a.),
is a good specimen of the ‘‘ Nature-Story Picture Books,’’ containing
over thirty full-page drawings, with smaller illustrations, the cover and
some twenty pages being in colour. The stories are bright and attractive.
Gulliver's Travels, retold by Agnes Crozier Herbertson and illustrated in
great apirit by John Hassall, R.I. (1s.), is sure to be a grand favourite.
There are some sixty illustrations, about a third of them in bright
colours. In the charming sixpenny series of ‘‘ Animal Picture Books,”
we have The Pussy-Cat Hunt, ‘a most exciting run” ; Naughty Little
Jumbos, with wondrous trunks and humours; and Fun at the Seaside,
including croquet and golf and a crab-race, the performers being animals.
Each book contains both coloured and black-and-white illustrations, and
they are all brightly got up.

Messrs. Nelson also offer some delightful books for the children. The
Menagerie Book (28. 6d.) pictures in graphic style and in deft colouring
the more important animals, as well as the visitors to the show; and the
showman makes a characteristic speech in explanation. Directions are
given how to cut out and arrange parts so as to obtain a more vivid re-
presentation. A handsome and elaborate contrivance, which the young
folk will appreciate. Then there is Zhe Little Robinson Crusoes, ‘ or
Donald and Betty’s Adventures on an Uninhabited Island,’’ narrated
cleverly by Harold Avery, and skilfully illustrated by fifty-two pictures,
a goodly number of them full-page and in colours, by Harry Rountree
(2s. 6d.). Most splendid of all is Alice’s Adventures in Wonderland, with
ninety-two coloured illustrations, many of them full-page, by Harry
Rountree. The volume is spaciously printed and handsomely got up,
and it will be a long delight to the fortunate possessor.

Messrs. Cassell provide their usual varied and agreeable literary enter-
tainment for the children at the Christmas season. There is Bo- Peep,
a veritable ‘‘ treasury for the little ones,’’ with appropriate stories both
in prose and in verse, and a profusion of illustrations in all the colours
of the rainbow (2s. 6d.). There is Tiny Tuts, a favourite ‘‘ magazine for
very little folks,” with attractive little stories in very simple language,
and with abundance of speaking illustrations (1s. 4d.). Then there are
some new-comers: Stories for All (1s.); Out-of-School Tales (18.): The
Transformations of the Truefitts, by S. H. Hamer—all of them generously
printed and illustrated, as well as amusing.

Messrs. Macmillan issue charming editions of The Rose and the Ring
(Thackeray), with the author's numerous and humorous illustrations,
and Through the Looking Glass (Lewis Carroll), with fifty illustrations by
John Tenniel (1s. net each). The type is excellent and the form is con-
venient.

Messrs. Jack have added to their delightful ‘‘Told to the Children”’
series Stories of Beowulf, admirably told by H. E. Marshall, with eight
weird pictures by J. R. Skelton. A new volume of their similar ‘‘ Stories
from History ’’ series is Stories of the Vikings, deftly told by Mary Mac-
gregor, and illustrated with eight pictures in colour by Monro 8, Orr.

Messrs. Chatto & Windus present Yesterday's Children, charmingly
illustrated by Millicent Sowerby in many full-page coloured pictures, to
say nothing of pretty head-pieces and tail-pieces, and written in descrip-
tive verses of uncommon merit by Githa Sowerby. Among ‘‘ yesterday’s
children ’’ are the Spartan, the first doll, the nun, fairies, the May
Queen, the jester, the sampler, mermuids, the Sphinx, &c. A clever and
engaging collection.

Lhe Children’s Aeneid, “told from Virgil in simple language,’’ by the
Rev. Alfred J. Church, M.A. (5s., Seeley), is sure to be a first favourite
with the children that are fortunate enough to have it placed in their
hands. The story is retold in simple and charming form, and with a
keen eye for effect, the point of each episode standing out clear. Students
of the original will be interested to read the narrative in this fresh and
pointed presentation ; and so, it may be hoped, will the general reader
innocent of Latin. Twelve illustrations deftly drawn and coloured.

VARIOUS,
The Peace of the Church and a dozen other short stories ‘‘ for Sunday
evenings,” by Mary H. Debenham (2s. 6d., National Society), are based
on facts or episodes of church history in Anglo-Saxon, medieval, and

Nov. 2, 1908.] THE EDUCATIONAL TIMES. 495

LERGY MUTUAL ASSURANCE SOCIETY,

' 2 & 3 THE SANCTUARY, WESTMINSTER, S.W. [FOUNDED 1829.

Patrons—THE ARCHBISHOP OF CANTERBURY; THE ARCHBISHOP OF YORK.
President—THE BISHOP OF LONDON. Vice-President—THE LORD HARRIS.
Chairman—THE DEAN OF CANTERBURY. Deputy-Chairman—SIR PAGET BOWMAN, Barr.
Becretary—W. N. NEALE, Esq. Actuary and Manager—FRANK B. WYATT, Esq., F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.
Accumulated Fund, 84,242,820. Annual Income, £453,897.

Bonuses Distributed, £4,256,464.

LOW PREMIUMS. Notwithstanding the lowness of the SPHOIMEN OF RATES FOR £1,000, WITH PROFITS.
LARGH BONUSBS. Premiums charged, the BONUSES are

£1,000
on an BXOHPTIONALLY HIGH SOALE. 1,000 Payable at Age 60

NEW AND SPEHOIAL Application is invited for the PRO- or earlier Death.

POLICIBS. SPHOTUS, and Leaflets explaining two “E s d ž | n & d

new Policies, with valuable Options.

1. WHOLB-LIFE CONVERTIBLE ASSURANOBÐS. Very Low
Premium — about one half the usual rate — during first ten
years.

2. PENSION POLIOIBS. Premios returnable with compound interest in NoTE.—Under the Reduced Premium System (explained in Prospectus) four-
case of death or surrender before persion age. Option to commute for | fifths only of these Premiums need be paid, the other one-fifth remaining a charge
cash, to be repaid out of Bonus, e prt ae

Assurances without profits, at low rates ot premium, may be effected, No Agents employed and no Oommission paid for the intro.
and Life Annuities on favourable terms may be purchased, by any | uction of business, whereby £10,000 a year is saved to the

Members,
person irrespective of any special qualification by relationship to the | assurances can be effected by direct communication
Clergy. ' with the Office, 2 & 8 THB SANOTUARY, WESTMINSTER, 8.W.
modern times. They are pleasantly written, as are all the stories in the
long list of Miss Debenham’s works. Four illustrations. FIRST GLANCES.
The Red Light, by C. E. C. Weigall (2s. 6d., Cassell), tells its story EDUCATION.

with vigour and directness, and in excellent tone. The contrast of rich
and poor runs throughout, with interesting turns of the wheel of fortune,
which brings things right m the long run. The style, too, is markedly
good. An unpretentious, but excellent, story. Four illustrations by
Malcolm Patterson.

The Mystery of the Squire's Pew and five short stories, by Katherine E.

Board of Education.—(1) Memorandum giving outline of the successive
Legislative and Administrative Conditions atfecting the relation of
the Board of Education to Agricultural Education in England and
Wales, with Appendixes giving information as to the Parliamentary
Grants available for Agricultural Education. 25d. (2) Syllabus of
Qualifications required for (i.) the Art Class Teacher’s Certificate,

eee i i e a

Vernham (ls. 6d., National Society), make attractive reading. They (ii.) the Art. Master's Certificates. ld. (3) Circular 597: Student

show considcrable dramatic force in construction and characterization, Teachers. (4) Syllabus for the Preliminary Examination for the

and a breezy freshness in the dialogue. Two illustrations. Elementary School Teachers’ Certificate, 1909. (5) Prospectus of
Hearty Gray, by William Webster (1s. 6d., S.P.C.K.), is ‘‘a tale of the Royal College of Art, London, 1908-9. 3d. Wyman.

the East Coast”’—of the fishing town of Veringham. +‘ Hearty ’’ (chris- : a tanod, ño 65°. Marzo-Dici-
tened David) was a fine young fisherman, partner with his widowed ea nea area a re ge hee Pian i Seating de
father; and Letty, an orphan niece of the husband of a married sister Chiles Tmrenta:Cecoanten

of Hearty’s, kept house for the two. Besides, there is Maggie, a young [ Gales cis and able J

neighbour. Moreover, Granny dies, leaving £300, in three bags ; and, oe eee i SEA rs

when the depository is searched, there are only two bags, and Hearty L.C.C.—The Organization of Education in London. 3d. King.

has the key, given to him by Granny. So Hearty is in a compound | London Matriculation Directory. No. 50, September, 1908. With

pickle and has to be got out of it somehow. A plain story, with many articles on Text-books. 1s. University Tutorial Press.

a true touch of human interest. Three coloured illustrations. London Town, Past and Present. By W. W. Hutchings. Purt I.
His Father's Son, by G. R. Wynne, D.D. (1s., 8.P.C.K.), is a tale of 7d. net. Cassell.

childhood in the main, concerned with the activities of Perry Walton [New work, profusely illustrated; to be completed in 26 fort-

from eight onwards—making dams and water-wheels, handling guns, nightly parts. ] `

revolvers, and rifles, and having varied adventures more or less exciting,
his father pronouncing him ‘‘a chip of the old block.” Eventually he
goes through a twelvemonth of the South African War and meets his fate
RGA A E e a a seth or ia pears wi with much pertinent information and suggestion, as well as the
main interest of the story. Frontispiece and diagram. sis E oF ie Even ity nab sy nagice CEC ;
Robin of Sun Court, by Eleonora H. Stooke (1s., National Society), is Moral Education, Papers on, communicated to the First International
a very charming story of a “ragged Robin” brought up in ‘‘one of Moral Education Congress. Edited by Gustav Spiller. 58. Nutt.
the worst slums of Plymouth,’’ with a good mother and a weak, drunken | Shorthand, The Oxford (Dover); 19th edition. 6d.
step-father. There are good people in the mean street as well as bad.

London University Guide and University Correspondence College Calen-
dar, 1909. University Correspondence College.
[Contains the Regulations for Examinations in 1909 and 1910,

The tone is excellent and the style good. ; PEELEN ES ni :

Guy’s Ordeal, by H. Elrington (1s., 8.P.C.K.), narrates somewhat | Industrial Peace and Industrial Efficiency: Proposals submitted by
crudely the adventures of the son of a poor clergyman who was sent on Sir Christopher Furness, M.P., to a Conference of Trades Union
holiday to Cleevedon Farm, where he was received as a boy that had been Representatives at West Hartlepool (October 7).
advertised for and set to menial labour, the occupant of the farm to Tutonish: an International Union Language, under a Liberal Anglo-
whom he had been sent having removed to Cleevedon Manor and been Saxon Leadership. By Elias Molee, Ph.B. 1s. net... Kegan Paul,

careless enough to date his invitation simply Cleevedon. Trench, Triibner, & Co.

496 THE EDUCATIONAL TIMES. [Nov. 2, 1908.

Examples.— x= 8] Py:
4

1, 3, 5, 7, 9, 11,....
1, 4, 11, 29, 76, 199, ....
1, 5, 19, 71, 265, ....

MATHEMATICS.

16504. (S. G. Soau.}—Given the ratio (k) of the two interior} If any numbers occur in two series (excepting the first serics), the
diagonals AC, BD of a cyclic quadrilateral (ABCD), and the distance corresponding value of (p?—1)? will have four divisors. Some of these
(l) between their middle points, express in terms of (k) and (l) the|may be found by equating two of the terms of (4).

5

length of the exterior diagonal (FG). Let eT: alae Ce el A) a) oe Gee ee er eer (5)
Bcd 423 — 8227-4249 = (QY—1)? crs (6);
R. F. Davis, M.A. =
Borel Hi then we find only the following solutions of (6) :—
Let AB, DC intersect in E; DA, CB in F. Denote AB, BC, CD, c= 1, 2, 4, 5, 7, 40, 134, 189 .
“a AC, BD, CE, Peet Oe oe . r af Y, u, v respectively. y= 1, 1, 6, 9, 16, 247, 1540, 2585 :
ee a as 1 ee Tate ae eae yi—y—1 = —1, —1, 29, 71, 239, 60761, 2370059, 6679639.
where k is given. By a well known theorem, i ” À
EF? = d If we put w — 4r + 2734+ 5r?—2r—1 = y —y—1
ee Oe EEG): or 423 — 16x + 82? + 202? — 8z +1 = (2y—1)? 0. cess (7),
But x(x+c)= y(y+a) or k(x+c) =a/k+a. Basie
we find only the solutions :
z = (kc—a)/(1/k—k); x+ce = (c/k—a)/(1/k—k) ; . 2=1, 2, 3, 6:
x (x+c) = {c?+a?—(k + 1/k) ac} /(1/k—k)?. y=2, 1, 4, 57;
Similarly, w(w+d) = {b?+d?—(k+1/k) bd} /(1/k—k)?. y?—y—1 = 1, —1, 11, 3191.

Hence (1/k —k)?. EF? = a? +b? 4c? + d?—(k + 1/k) pg, since ac +bd = 29) We have then the seven values of p given in the question.
= —(p? +9?) = 40

16445. (Professor Nanson.)—Salmon has shown that the locus of
the focus of a parabola described about a triangle is an octavic, but
Hudson has shown (Reprint, New Series, Vol. x1., p. 108) that the locus
is a quintic. Reconcile these results.

On the more general Proposition of the Locus of the Foci of
Parabolas satisfying three Conditions.

By T. J. T'A. BROMWICH.

16490. (Professor Nanson.) — Find the condition that the three
involutions determined by three pairs of points on the same base may
have one focus in common.

Solution by M. T. NARANIENGAR, M.A.

Let (aa')(8B')(yy') denote the distances of the three pairs of points
from a certain origin. Then, if f denote the distance of the common
focus from the same origin, we have

f? {(a+a’)—(8+8')} — 2f (aa' — BB’) + aa’ (B + B')—BB' (a+a’) = 0...(1),
and two other similar equations.

The condition required is therefore the condition that the three
quadratics in f should have one root common.

By varying the position of the origin the condition may be expressed
in the following simple form :—ryz+ a*r+ b?y+c’z = 0, where a, b,c
are the semi-lengths of AA’, BB’, CC’, and x, y, z are the distances
between their middle points taken analytically.

[Extracted from The Messenger of Mathematics, New Series, No. 439,
November, 1907, and reprinted by kind permission.]

In Salmon’s Conic Sections (6th Edition, p. 390) there is a curious
oversight in applying the theory of characteristics to the problem
stated above.

In general, if a system of conics satisfies four conditions, the locus of
the intersection of tangents to the system drawn from two fixed points
A, B is a curve of degree 3v, and the points A, B are multiple points of
order y on the curve; where v is the number of conics of the system
which can be drawn to touch a given line.

But if one of the prescribed four conditions is to touch AB, then (as
proved by Salmon) any line through A cuts the locus in only y points
(instead of 2v) distinct from A; and Salmon infers that the locus is
then of degree 2v, assuming that A, B are still v-fold points on the locus.

But the assumption in italics seems to be untrue; in fact, to find
the branches of the locus which pass through A, we must consider the

16460. (Professor E. B. Escorr.)—To find prime numbers p such
that (p? —1)° shall have three or more divisors of the form px+1 where
x is less than p. Are there any values of p for which there are four
divisors other than the following ?—

p = 29, x= 1, 6, 11, 27, conics of the system which touch AB at B. It will be seen that each
p=7l1. x = 1, 9, 19, 09, of these gives a branch passing through A. Thus if there are A conics
p = 239, xz = 1, 16, 41, 237, which touch AB at B, the point A will be a A-fold point on the locus.
p = 3191, x = 1, 57, 666, 3189, Hence, assuming that A, B have no special relation to the remaining
p = 60761, x = 1, 47, 1559, 60759, The locus of the intersection of tangents from A, B, to a sysiem of conics
p = 2370059, x = 1, 1540, 17821, 2370057, which touch AB and satisfy three other conditions, is a curve of degree
p = 6679639, a2 = 1, 2585, 35531, 6679637. (à +v) and the points A, B are A-fold points on the locus.

It is perhaps worth while to tabulate the values of A, y in the simpler
cases corresponding to the various forms of the conditions :—

(1) 3 points,

(2) 2 points, 1 line

(3) 2 lines, 1 point

Solution by the PROPOSER.
It is evident that, if pr+1 is a factor of (p?-—1)?, the remaining
factor is of the form py+1. Putting (p?—1)? = (pr+1)(py+1) and

?

2,

>>>” >
lon ou i
Veer

tou i dl

e O > a

expanding, we have P — 2p 5 PLY A LAY rcecccccavsencesceeceees (D.| (4) 3 lines, l,
Let x+y = pz. Substituting for y in the equation (1), we have Of course case (4) gives the well known elementary proposition that
z = (p?+a7—2)/(pr+1) ......... paar (2). | the locus of the focus of a parabola touching 3 lines is a circle.

In these four cases A is equal to the smaller of u and », where u
denotes the number of conics of the system which pass through a given
point. But A is not always obtained by this rule, as may be seen by
considering the parabolas which pass through two points and touch a
fixed line at one of these points; then A = 1, w = 2, v=232,

My attention was directed to this locus by a problem proposed by

In (2) p and x may be interchanged without affecting z.
If (2) be considered as an equation in x, we have
Tit Ty = pz and T= pz=-T,
Since p and x may be interchanged, we may put

TES p; ‘= pz— č.
er ae Mr. R. F. Davis in The Educational Times, asking for a discussion of

cos Pee = _ —_—n:
Similarly, T3 oe $ P (pz zi) TAN the locus of the focus of a parabola passing through threo fixed points.
and, as before, T SP P pea Ds Now here v is 4, and so Salmon’s result gives a curve of degree 8, with
We see, then, that in the recurring series quadruple points at the circular points. But from the solutions given
Pe Sppe aa (3), by Mr. oe we pers Ae H. on oe oe ae
where the scale of recurrence is Py.» = 2Pap1— Pn, any two consceutive eprint, Vol. XL, pp. , 103) for certain special cases of the problem,

it appears that the locus is of degree 5, without singularity at the
circular points. This, of course, agrees with the synthetic solution
given above in case (1).
By elementary analysis it is not hard to express the co-ordinates of
the focus in the form
z= fi/h(), y = g (Aht),
where f, g, k are of the fifth degree in t., Thus the locus\is unicursal ;.

terms will give values for x and p, where (x,, pı) is any solution of (1).
We have for every value of p the evident solutions x = 1 and g = p—Q,
zg=p-—1 and z= 2. So for every prime p in the series
Pa: 1, x, 8a ea ll, eH Ort aoe], o ans (4),
where the recurrence formula is Py42 = (©—1) Pa+i—Pn, the number

three conditions which specify the system of conics, we find the result :
v? —1)? has three divisors.

Nov. 2, 1908.]

but a determination of its Cartesian equation is not easy. On the
other hand, if p}, p2), p3 are the distances of the focus from the fixed
points A, B, C, it is not difficult to see that
a*p,? + b*p,? + c7p,? — 2bcpyp, cos A — 2cap; pı cos B—2abp, po cos C = 44?

using the ordinary notation. This is found by expressing the fact that
Pi» Pa, pg are equal to the distances of A, B, C from some line (the
directrix). When a = b, and C = Ar, this equation reduces at once to
the Cartesian equation given by Professor Hudson.

i

16481. (W. F. Beard, M.A.)—Two conics S, S’ cut one another in
A, B, C, D: the pole of AB, with regard to S, lies on S’. Prove that
the pole of CD with regard to S also lies on S’.

A

Additional solution by G. G. Morrice, M.D.

Project C, D into the focoids. The pole of
CD, with regard to S, is then the centre of the
circle S; and we only have to prove that the
circum-circle S' of the triangle formed by AB
and its pole passes through the centre O of S.

AN
SY

16488. (Professor S. Strcom.)—Give a general description of the
cubic surface :—
x3 + (z—y—1) x?—2 (8yz—8) x
+ (2+ y—1)(42?-4y2 + 3y?—162 + 8y +16) =

and determine its real right lines.

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

Write z +2 for z. Then
x3 + (z —y + 1) x?— 2x (Byz + Gy —8) + (z + y + 1)(4z2?— 4zy + 34?) = 0.

When x = 0 we have one real straight line in the plane z+7+1=0
and two imaginary straight lines, having the origin as one teal point.

Any plane of the form x = k(z+y¥+1) will cut the surface in the
straight line x = 0, 2+y+1 = 0 and in a conic.

The projection of this conic (orthogonal) upon the plane x = 0 will be

(K3 + K? + 4) 2? + Qyz (k3—3k —2) + (k3— k? +38) y?
+ 2z (K + k?) + 2y (k*—6k) + k3 + k? + 16k = 0.
The condition for a parabola is
öki+11k5’—10k?—12k +8 = 0.
Roots approximately '79, '7, —1°18, —2°52.
The condition for straight lines
k (71k! + 223k — 140k? — 328k + 128) = 0.
Roots approximately 1°12, 388, — 1:37 and —3-22, and 0.

The form of the equation

x [427+ (y+5)°—41] = —y)?]
is worth notice.

Giving different values to k, and tracing the curves in each section,
we find the shape of the surface.

Suppose the surface to be seen from a point in the straight line
c= 0, y-z =0 at a considerable distance from the origin. We find
onc infinite sheet upon which lie three real straight lines. These three
straight lines lie in the plane x+1°4(y+2+1) = 0, 1:4 being an ap-
proximate value. We also find a second sheet composed of two infinite
hyperbolic portions. The position of these may be indicated by the
section x—°75(y+z+1) = 0, the projection of which upon the plane
x = 0 is a straight line, together with the hyperbola

8192? — 490z + 1834? +9100 = 0
transferred to the centre z = — 32, — 39.

In the following description denote the infinite sheet by A. The
portion of the second sheet that lies behind the plane of the picture
and high up to the right by B, and the remaining portion of the second
sheet that lies in frontb of the plane of the picture and low down to the
left by C.

We note that B and C taken together appear somewhat like the
hyperboloid of revolution 504 (X? + Y?) —22Z?+ 9100 = 0, taking rect-
angular co-ordinates at the centre of the hyperboloid, the axis of
revolution being approximately

x = 'T5(y+2z+1), 4z—3y = —17.
To trace section by section—

(v+yt2+1)[(Q2—y)* +4? + (x

I. k = 1°12. The conic represents two imaginary straight lines ;
the plane touches B.
I. -k = 1. An ellipse cut from B, which rapidly changes to
III. k = ‘79, which is a parabola also cut from B.

IV.
vV.

k = 75.
k = T.

A hyperbola cut from B and C.
We again have a parabola cut from B; the sections
now become ellipses cut from B.

THE EDUCATIONAL TIMES.

497

The ellipse has diminished to a point; the plane

VI. k = 39.
again touches B in twoimaginary straight lines.
The revolving plane now does not meet the surface
except in the straight line z = 0,2+y+1 = 0.
VII. k=0. Again we have two imaginary straight lines. In,
this, and all following sections, the revolving
plane cuts or touches A.
VIII. k = —:333. An ellipse touching xz = 0, z+ y+1 = 0.
EX. hl: An ellipse 427+ (y +5) —41 = 0.
X. k = —1:13. A parabola.
XI. k = —1'3. A hyperbola.
XII. k = —1°4. Two straight lines.
XIII. k = —1°5. The hyperbola takes the conjugate form.
XIV. k = - 2°52. A parabola.
XV. k = —8. An ellipse.
XVI. k = —3°22. Two imaginary straight lines; the plane touches
the surface at a point.
The conic is iniaginary from k = —8:22 to —œ
and from œ to 1°12.
5966. (ELIZABETH BLackwoop.)—Find the average area of the circle

that passes through three points taken at random on the surface of a
sphere.
Solution by R. CHARTRES.

Area of circle PQR = m}?. Number of

cases = 4rz?.

M = f wy? Anr? dz- 3ra = $ra. P EN P
Generally, the mean of the nth power of the Re

area 0

a
= | (xy°)" 4x? dx + 3ra?
0

Ae, :
= 6x"a| sin?" @ cos? @ sin 0 dè

0
_ 6x" az"

ie sin?" +! 9 do.
= On +8

16479 (i.).. (W. J. GREENSTREET, M.A.)—Solve
Z(b—c)e = 0; F(R—c?) yz =0; ¥(b—c) y2+ 2a(b?—c*) = 0.
Solutions (I.) by D. ve es B.A., L.T.; (I1.) by A. M. NESBITT,
; (IIL) by C. M. Ross.
(I.) From the ak
(b—c) + (c—a) +(a—b) = 0,
we get, by cross aa eee ae
(y—2z)/(b—c) = (2z—2)/(c—a) = (x-y es b) = k (suppose) ;
therefore y—-z2=k(b—c), z—x = k (c—a), x—y = k (a—b)
Similarly, from %(b*—c*)yz=0O and Z( oe = 0, we get
x (y—2)/(0—c2) = y(2—2)/(c?—a’) = z (£= y) (2—8) ;
therefore, from (1),
kx/(b +c) = ky/(c+a) = kz/(a +b) = l (say);
therefore x =l(b+c)/k, y =l(c+a)jk, z = l(a +b)jk oen
Substituting these values in %(b—c) yz = — Za (b?—c¢?), we got
(0?/k?) 3 (b—c)(a + b)(a +c) = —(a—b)(b—c)(c—a),
i.e., — (2/k*) (a —b)(b—c)(c—a) = —(a—b)(b—c)(c—a) ;
thercfore Wik = +1.
Hence, from (2), r= +(b+c); y = +(c+a); 23 = +(a+5).
(II.) If we put z =Ađ&+u, y=Ab+u, 2=AC+y (an assumption
which the first equation entitles us to make), the second yields
A? Zbc (b° —c?) + àp Z (b + c) (b?—c*) + p? E (b°—c) = 0,
or, dividing by M(b—c), A?3a+An=0. Now A is not zero, from
the third equation; so that AZa+u=0. This third 2 yields

A? Zbc (b—c) = M(b—c) or A?=1, whence qz = +(a— 3a) = +(b+c),
y = Åc., 2 = &c., the signs being all positive or all negative..

[Rest in Reprint.]
Sur les Erreurs de Racines des Nombres approchés.

(b—c) xz +(c—a)y + (a—b)z = 0

eee ene

By Professor E. HERNANDEZ.

Soient a+ a et a—a des valeurs approchés par excès et par défaut du
nombre exact a.
L'erreur absolue de la racine m-iéme, est

/ (a+a)— a
= / (a+a)"-1+4 V (a +a)” Va... + (a Ra) fan ue Yam-

498

THE EDUCATIONAL TIMES.

[Nov. 2, 1908.

dans le premier cas, et
/a— /(a—a)

a
Van t+ Ya"? Y (a-a) +... + Vas (a—a)"-3+ Y (a-a)?
dans le second.
On déduit facilement que
V(a+a)— v/a < eo et \/a— V (a—a) < nee
m/(a+a)™-) my (a—a)"-

Les erreurs relatifs correspondants auront pour expressions

m

pale == ve < et a= SAGES Sa i Roe ae
a ag va m/a/(a—a)"-!
Mais on a évidemment
a a

m (a—a) ~ ma

On voit qu’en tout rigueur, on peut dire que l'erreur relatif de la racine
est plus petit que la m-iéme partie de l'erreur relatif du nombre proposé,
seulement quand celui-ci est approché par excès. Dans le cas où le
nombre est approché par défaut, tout ce qu’on peut dire, c'est que
l'erreur relatif de la racine m-ième est plus petit que 2a/ma.

16477. (The late R. W. D. CHRISTIE.) —Prove that an infinite
number of solutions can be obtained from
8? +a? = b?,
e.g. 3,4,5; 3, 3, 48; 3, 3, 43; &c., ad inf.
Solutions (I.) by SARADAKANTA GANGULI, M.A., and others ;
(II.) by Professor SANJáNa, M.A., and M. T. NARANIENGAR, M.A.

(I.) The equation (3n)? + z? = 47, where n is any integer, can be solved
in integers by the rule of Plato, or by the rule of Pythagoras, according
as n is even or odd. If + and I be the values of x and y respectively
corresponding to a particular value of n, a solution of the equation in
question will be 3, i/n, I/n. Since an infinite number of integral
values can be given to n, an infinite number of solutions can be ob-
tained from the given equation.

(II.) As b?—a? =9, we may put b+a = 9, 4.9, 34.9,
2.9, 3.9, 4.9, ...; then b—a = 1, 2, 3, 4, 4, 3,3, ....
simple equations and the given results will be obtained.

4.9
So

y dary
lve the

Generalization of some Brocard Theorems.
By W. GALLATLY, M.A.

Describe a circle on any straight
line JL as diameter. Draw JA},
JB,, JC, parallel to BC, CA, AB.
Draw AR parallel to JL, and RS
perpendicular to BC, so that S is
the pole of the Simson line parallel
toJL. Let ST be the diameter
through S, so that SRT = 90°,
TR is parallel to BC, and arc RB
= arc TC.

(1) A,B,C, is inversely similar
to ABC.

For, JB, being parallel to CA,
and JC, to AB, it follows that

B,A,C, = BJC = A.
(2) The figure ASBTC is similar to A,JB,LC,.
Since JC, is parallel to AB, and JL to AR, therefore
LJC, = RAB = TSC,
from equal arcs BR, TC. So LJB, = TSB. Therefore L and T are

homologous points in the two figures; so also are the diametrically
opposite points J and S.

(3) SA, SB, SC are respectively parallel to B,C,, CIA}, A,B).

For SBA = JB,A), from similar figures = JC,A,. But JC, 1s parallel
to AB, Therefore SB is parallel to A,C,.

(4) If a, B, y be the coordinates of J for A,B,C,, then

a.JL = JB,.JC,;

therefore a: B: y= 1/JA : 1/JB, :1/JC,.
Hence, by similar figures, the coordinates of S with regard to ABC
are as 1/JA,, 1/JB,, 1/JC,. Similarly, the coordinates of T are as
1/LA,, 1/LB,, 1/LC,.

It will be noted that the position of S depends solely on the
direction of JL, and therefore S may be fitly called the ‘‘ Simson
Point ’’ for the direction JL.

—

As examples examine the circles on OI, OH, as well as the Brocard
circle on OK.

The relations between the two figures being reciprocal, the Simson
line of J for A,B,C, is parallel to ST.

QUESTIONS FOR SOLUTION.

16529. (M. T. NARANIENGAR, M.A.)—A luminous point is placed
within a triangle whose sides reflect. Prove that the successive images
formed by reflection in the sides in a definite order will lie on one of
three definite pairs of parallel straight lines. Find the conditions
that there may be an infinite number of images.

16580. (Communicated by W. G. RANDALL.)— 7
A quantity of cable has to be packed on a drum,

the size of the flange C varying, but the width B k
and diameter A of the hub being constant. Draw c t A

a graph to give the following information :—The 1

size of flange and number of layers of cable |
corresponding to any length of cable of any over- | <—B—
all diameter which has to be packed.

18531. (‘‘a. w.’’)—Has the equation y? = 4ri— 40r? — 8x? + 602 +9
any solutions, integral or fractional, other than z = 0, y = +3; z= 1,
y = +5; x = 14, y= 474?

16582. (T. SruvarT, D Sc.)—Find the lowest integral valuos of @, ¢,
y, satisfying the equation (P — ¢.y4?)/($?—0.4?) = a square.

[NoTE.—This equation is closely connected with the celebrated
Eulerian equation Xt + Y? = Ut+ Vi.

16588. (W. J. GREENSTREET, M.A.)—In an examination the can-
didates must get x marks on the first of the four papers set. The
maximum number obtainable on each paper is y, and the minimum
for a pass is y. In how many ways can a candidate just get his y
marks for a pass ?

16584. (James BLAIKIE, M.A.)—A rectangular parallelopiped has its
length and breadth each equal to twice its height. Show that it can
be cut into five parts which can be arranged so as to form a polyhedron
bounded by six square and eigbt hexagonal faces. Also show that such
polyhedra can be placed together so as to fill space.

16585. (Professor SanzAna, M.A.)—Two right circular cylindrical
surfaces are placed with their axes in the same plane. The radii of
their circular sections being equal and the axes being inclined to each
other at a given angle, find the volume enclosed by the surfaces.

16586. (Professor MorLEey.)—Six points in space determine a cubic
curve R? and a Weddle surface W. Let (at)® be the binary sextic
determining the 6 points on R’, and observe that any binary sextic
S, expressible as the sum of two-sixth powers, determines by its two
cubic factors two points of space. Prove that, if S be apolar to (at),
the two points lie on W.

16587. (Professor Nanson.)—A chord of a conic passes through a
fixed point. Show that the normals at its extremities meet on a uni-
cursal cubic. Show, also, that the cubic breaks up into a conic and a
straight line when the point is on an axis of, or at an infinite distance
from a tangent to, the given conic. Show further that the two conics
cannot coincide unless the given conic is a parabola and that they do
then coincide for a particular position of the point. .

16588. (SaRaADAKANTA GANGULI, M.A.)—The reciprocal polar of the
evolute of the ellipse z*/a*+y?'b? = 1 with respect to the circle
described on the distance between the foci as diameter is
at/x? + b?7/y? = 1. Also trace this curve.

16589. (Professor NEUBERG.)—De tout point M (x, y) d'une courbe
donnée C on déduit un point M, (xı, yı) d'une nouvelle courbe C, au
moyen des formules

x, = axrjy +b, x? +y? = c/y +e.
La tangente en M à C et le normale en M, à C, rencontrent respective-

ment l'axe Oz ou Oy en des points T et N, tels que le produit OT.ON,
a une valeur constante.

16540. (W. F. Bearp, M.A.)—Prove geometrically that the latus
rectum of the parabola, which has closest contact with an ellipse at
any point, varies inversely as the cube of the diameter through the
point.

16541. (W. AusTIN SLEIGH, B.A. Suggested by Question 15977.)—If
O, L, M be the centres of the circles SPS’, GCg, GC, prove that the
sum of the squares of the radii of these last two is half the sum of the
squares of OG, Og.

16542. (V. Ramaswami AlyaR, M.A.)—Given a harmonic pentagon
H. Ona given base AB, and on the same side of it, five harmonic
pentagons A, B, C;, D,, E; [t = 1, 2, 8, 4, 5) are described directly
similar to H. Prove (1) that the five points C; lie on a circle X°, and
form the vertices of a harmonic pentagon H,, directly similar to H;
in like manner, the five points D; lie on a circle X4 and form the ver-
tices of a harmonic pentagon Ha directly similar to H, &c.j; (2) that if

Nov. 2, 1908. ]

ABCDE be a variable harmonic pentagon, described on AB on the side
in question, with Brocard angle equal to that of H, the loci of the
vertices C, D, and E are the circles Xe, Xa, and X,; (3) that if C’, D’,
E’ be inner limiting points of the circles X., Xa, X. respectively and
the line AB, then ABC’D’E’ is a regular pentagon; and (4) that the
circles X., Xa, X. are all touched by a pair of circles passing through A
and B. [The theorems are stated for a pentagon; but similar theorems
hold when H is a harmonic polygon of any number of sides. Have
these extensions of properties connected with the Neuberg circle of a
triangle (corresponding to one of the sides taken as the base) been
given ?—PROPOSER. ]

16548. (A. M. Nessirr, M.A.)—EF is a common tangent to two
circles, ADBE and ADCF. CDB is drawn parallel to EF, and G is
the harmonic conjugate of D with respect to BC. If the circles GDA
and EDF cut in H, prove that DH is perpendicular to BC.

16544. (C. E. Youneman, M.A.)—Across two given circles B, C,
through the point A common to both, draw that chord PAQ which
makes the area PBCQ maximum.

16545. (S. Narayanan, B.A., L.T.)—Prove that the nine-point
centre of a triangle is equidistant from the middle points of the joins
of any point in a side with the corresponding vertex and the ortho-
centre.

16546. (C. M. Ross.)—If
cot”! (a +2) +cot”'(a+y)+cot~'(a+2) = cot 'a,
cot”! (b +x) +cot "(b+ y) + cot '(b +8) = cot} b,
cot “' (c +x) +cot™' (c +y) +cot '(c+2) = cot`?c;

a, b, c being unequal quantities the above equations are not consistent
unless bc +ca+ab = 1.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

10525. (Professor WoLsTENHOLME, M.A., Sc.D.)—The pedal of the
parabola y? = 4ax is taken with regard to the point (X, Y): prove
(1) that the three inflexions of the pedal lie on the straight line

x (3a + X)—yY +X (a—X) = 0;
also (2) that if from each inflexion P be drawn a straight line Pp

touching the pedal in p, a conic can be drawn touching the pedal in
the three points p, and this conic will touch the nodal tangents.

10585. (J. J. BARNIVILLE.)—The asymptotes of three equilateral
hyperbolas coincide in pairs so as to form an equilateral triangle; the
trilinear equation of the curve being afy+4d5 = 0, find the intercepted
area

10686. (D. BIDDLE.)—A hollow oylinder of radius R revolves about
its (vertical) axis with a uniform angular velocity v, and there radiate
from the axis, at uniform distances d, n thin laming, each forming a
sector of the horizontal circle bounded by the cylinder, and each one
n-th of the circle in extent. They are placed in uniform spiral fashion,
so that they completely obstruct vision through the cylinder when this
is viewed parallel to its axis. From a height (= d) above the first
sector, a sphere of radius 7 is allowed to fall vertically, but at random,
over the cylinder. Assuming g = 32:1, and disregarding the resistance
of the air, find the probability that the sphere misses all the sectors.

10662. (Professor REaLis.)—Trouver la valeur de l'intégrale
f z" (Paz" + Pn io-) +... + Poz? + Pit 1)!-™-l dz,
où l'on a posé Py = | (k+1)(k +2) ... (k+m—1)/(m—1)!}

m désignant un nombre entier plus grand que l'unité, et n un entier
positif quelconque.

11790. (Professor NasH.)—Prove that every prime number of the
form 67 +1 can be expressed in the form z~ 3y? and that no prime of
the form 6n—1 can be so expressed. [This can be proved without using
any of the q-series of elliptic functions. ]

11798. (Captain DE RocquieNy.)—Aucun nombre triangulaire ne
peut étre une puissance exacte de 2.

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss Constancg I. Marks, B.A., 10 Matheson Road, West
Kensington, W.

Vol. XIII. (New Series) of the “ Mathematical Reprint ”
is now ready, and may be had of the Publisher,
Francis Hopason, 89 Farringdon Street, E.O. Price
to Subscribers, 5s. ; to Non-Subscribers, 6s. 6d.

THE EDUCATIONAL TIMES.

499
PUBLIC SCHOOL MODERN HANDWRITING.

By R. WENLOOK, F.R.G.8.,
Medallist and First Prizeman, Royal Society of Arts, Member of the London
hamber of Commerce, County School, Barry, Glamorganshire.
A Handbook intended as a substitute for the engraved copy-book headlines,
containing an Exposition of the Principles, Specimens of writing and 26 Exercises.
Price 6d. net. Crown 8vo.

FRANCIS HODGSON, 89 Farringdon Street, London, E.C.

TO TEACHERS OF LITERATURE. THE Cc LANTERN SLIDES.

Over 200 Slides illustrating the

Life and Piays of Shakespeare,

From Photographs and Drawings by distinguished artists, admirably adapted for
Shakespearean tures and ings, as well as for School Use in the Stu y of the
Plays set for the College of Preceptors and other Examinations.
Lists and full particulars from
ALFRED J. JOHNSON

Tollington House, Coppetts Road, Muswell Hill, N.

LATEST SELF-FILLING FOUNTAIN PEN.
orres AS AN ADVERTISEMENT remonoscz

OFFER PERIOD ONLY
The Self-Filling and Self-Cleaning Perfection Fountain Pen(worth 15/-)
to Teachers for 4/- only, or 3 Pens for 10/6.
This san advertisement offer, & will be withdrawn at the end of this year.
has” ORDER NOW BEFORE IT IS TOO LATE.
Money returned if not fully satisfied. Guaranteed for 2 years.

ee SSS
iga

—— NE. KC

= EPP, 4 Ds E ee A ~. ZERA
Description :—Non-leakable, fills and cleans itself in a moment—a
press, a fill—fitted with large 14-carat gold nib, iridium tipped, guaran-
teed to last for sears. No other Pen like ıt for reliability, steady flow

and smooth writing. Every Pen a pleasure.

Makers—
THE RED LION MANUFACTURINC CO., Ltd., 71 High Holborn, London,W.C.
No need to buy any other Pen while this offer lasts.
To obtain this advantage, mention ‘‘ The Educational Times.”

—

EDUCATIONAL WORKS
By A. K. ISBISTER, M.A., LL.B.

(Late Dean of the College of Preceptors.)

Sixteenth Edition, with Map. 12mo.
CESAR’S COMMENTARIES on the GALLIC WAR.
BOOKS I.-V. With Notes, Critical and Explanatory,
a Vocabulary of all the Words in the Text, and
Easy Reading Lessons for Beginners ..............064. price 3s. 6d.

BOOKS I.-VI. do. do. 4s. 6d.
Do (without the Reading Lessons) ......... 4s. Od.
Twenty-fifth Edition.
BOOK I. (with Vocabulary, Reading Lessons, &c.) ... is. 6d.
Fourteenth Edition. 12mo, price 3s. 6d.
XENOPHON’S ANABASIS, Books I. to III. With

Notes, Vocabulary of all the Words in the Text, and a Series of
Easy Reading Lessons for Beginners. Designed as a First Greek
Reading Book in Schools.

New Edition. 18mo, price 9d.
THE ELEMENTS OF BOOK-KEEPING, by SıNaLe
and DouBLB Entry; with Practical Explanations and Exercises
on the most useful Forms for Business.

New Edition. 12mo, price is. 6d.
LESSONS IN ELOCUTION AND EXPRESSIVE
READING POR BOYS, based on Grammatical Analysis; with
a choice Selection of Extracts for Reading and Repetition, classified,
of Goldsmith’s ‘‘ Deserted Village,” set out into Principal and Sub-
» ordinate Sentences, illustrating the theory of Emphasis and Pauses.

New Edition. 12mo, price 1s. 6d.
LESSONS IN ELOCUTION AND EXPRESSIVE
READING POR GIRLS, based on Grammatical Analysis ; with
a choice Selection of Extracts for Reading and Repetition, classified,
under heads for practice in various styles of Reading, and annotated
for Expression, Emphasis, and Pauses, and the Analysis of Sentences,
with the figure [of a Girl] showing the proper attitude in Reading.

Lonpon: LONGMANS [& CO: p PATERNOSTER Row, E.C.

500 THE EDUCATIONAL TIMES. [ Nov. 2, 1908.

‘‘The True University of These Days is a Golloction
of Books.’’—THOMAS CARLYLE.

For a long time Teachers have been able to make collections of non-copyright
works for a small expenditure. They can now add to their bookshelves
the best books of their own time by purchasing the volumes of

NELSON’S

SHILLING LIBRARY |

A Series of Copyright Works on Travel, Biography, History, and General
Literature, issued by arrangement with some of the leading Publishers.

LIBRARY STYLE. CLOTH ELEGANT. GILT TOP. ILLUSTRATED.
ww FIRST FOUR VOLUMES NOW READY “SW :

SCRAMBLES AMONGST THE ALPS - - Edward Whymper.

The classic of mountaineering literature. Mr. Whymper was the first to conquer the Matterhorn; and the tale of the
years of failure and the many daring attempts, as well as of the tragedy which clouded his success, is little short of a saga.

COLLECTIONS AND RECOLLECTIONS - Rt. Hon. G. W. E. Russell.

Mr. G. W.E. Russell is, in one sense, the Charles Greville of our own day, intimately acquainted with the inner workings
of social and political life, and commenting upon them with a shrewd and delicate humour. The present volume is his
~ best known work, and no such miscellany of good stories and witty sayings is to be found in modern literature.

THE GREAT BOER WAR - - .- - Sir A. Conan Doyle.

This is the only single-volume history of the war. The object of the publishers in including it in Nelson’s Shilling Library
is to enable the hundreds of thousands of people who either fought themselves in South Africa, or had friends and
relations fighting there, to acquire a memento of the great struggle in a cheap form.

LIFE OF JOHN NICHOLSON - - - =- Captain Trotter.

John Nicholson was the man of destiny of our Indian Empire, and the tale of his deeds in the Mutiny is perhaps the
most stirring of all the tales of Britain’s wars. Captain Trotter’s biography is the standard work on the subject, and it
will be welcomed by many readers.

READY IN NOVEMBER. READY IN DECEMBER.
THE MEMORIES OF DEAN HOLE. . THE FOREST - - Stewart E. White.
WILD LIFE IN A SOUTHERN _ THE GOLDEN AGE - Kenneth Grahame.

COUNTY - =- Richard Jefferies. THE SIMPLE ADVENTURES
THE PSALMS IN HUMAN | OF A MEMSAHIB - Sara J. Duncan.
LIFE - - + RE.Prothero, | THE REMINISCENCES OF SIR HENRY
LIFE OF GLADSTONE - Herbert W. Paul. | HAWKINS (Lord Brampton).

Price ONE SHILLING NET per Volume.
On Saio at ail Bookseliers and Bookstails.

THOMAS NELSON AND SONS,
35 & 36 Paternoster Row, London, E.C.; Edinburgh, Dublin, and New York.

London: Printed by C. F. Hopason & Son, 2 Newton Street, High Holborn, W.C.; and Published by Francis Hopason, 89 Farringdon Street, B.C.

[Entered at the New York Post Office as Second Class matter.)

EDUCATIONA.

Journal

THE

AND Fi CEG

of the College

11 VW
ot Pr ep

MES,

S.

Vol. LXI.] New Series, No. 572.

DECEMBER 1, 1908.

Members, 6d. ; by Post, Td.

{ Published Monthly, price, to Non-
Annual Subscription, 7s.

COLLEGE OF PRECEPTORS.

(INCORPORATED BY ROYAL CHARTER.)

GENERAL MEETING.

The Half-Yearly General Meeting of the Members of
the Corporation will be held at the College, Bloomsbury
Square, W.C., on Saturday, the 23rd of January, 1909,
at 3 p.m.

MEMBERS’ DINNER.

The Members’ Dinner will take place at the
Hotel Cecil, Strand, W.C., on Saturday, the 23rd of
Jan , at 6.30 p.m. Tickets (not including wine),
6s. gach Members who intend to be present are re-
quested to send early notice to the SECRETARY. Mem-
bers may obtain tickets for their friends.

LECTURES FOR TEACHERS.

The First Course of Lectures (Thirty-seventh Annual
Series), by Prof. J. AvaMs, M.A., B.Sc., F.C.P., on
“The Application of Psychology to the Work of the
School,” will commence on Thursday, February 4th, at
7 p.m.

The Course is meant to meet the needs of Teachers
who wish to improve their uzintance with what
underlies the principles of their profession, whether
they have any examination in view or not. The reading
of the students will be guided, and problems set for

ir exercise. Every opportunity will be taken of
mak king practical applications of pas hea ae principles
to ‘of the class-room. The Fee for tae Course
is Half-a-Guinea. The Lectures will be delivered on
Thursday Evenings at 7 o'clock, at the College, Blooms-
bury Square, W.C.

EXAMINATIONS.

lomas.—The next Examination of Teachers for
the Diplomas of the College will commence on the
28th of December, 1908.

Practical Examination for Certificates of
Abili to Toach.—The next Practical Examina-
tion will be held in February.

Certificate Examinations.—The Midsummer
Examination for Certificates will commence on the
29th of June, 1909.

Lower Forms Examinations.—The Midsum-
mer Examination will commence on the 29th uf June,
1909

Professional PreliminaryExaminations.—
These Examinations are held in March and September.
The Spring Examination in 1909 will commence on the
2nd of March.

inepection and Examination of S8choois.
—Inspectors and Examiners are appointed by the
College for the Inspection and Examination of Public
and Private Schools.

The Regulations for the above Examinations can be
obtained on application to the Secretary.

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

l J NIVERSITY OF ST. ANDREWS.

L.L.A. DIPLOMA FOR WOMEN.

The attention of Candidates is drawn to the Ordinary
and Honours Diplomas for Teachers, which are strongly
recommended as suitable for those who are or intend to
be teachers. T

Examinations are held at Aberdeen, Birmingham,
Blackburn, Brighton, Bristol, Cardiff, Croydon, Devon-

rt, Edinburgh, Glasgow, Hull, Inverness, Leeds,

ive 1, London, Manchester, Newcastle-on-Tyne,
Norwich, Nottingham, Oxford, St. Andrews, Sheffield,
Swansea, and several other towns.

information regarding the Examinations may be ob-
tained from the SECRETARY, L.L.A. Scheme,
University, St. Andrews.

aR

HE ASSOCIATED BOARD

OF THE R.A.M. anD R.C.M.
FOR LOCAL EXAMINATIONS IN MUSIC.

PATRON: His MAJESTY THE KING.
PRESIDENT: H.R.H. THE PRINCE OF WALES, K.G.

LOCAL CENTRE EXAMINATIONS (Syllabus A).
Examinations in Theory at all Centres in March and
November; in Practical Subjects at all Centres in
March-April, and in the London District and certain
Provincial Centres in November-December also. En-
tries for the March-April Examinations close Wednes-

day, February 10th, 1909.

SCHOOL EXAMINATIONS (Syllabus B).
Held three times a year, viz., March-April, June-
July, and October-November. Entries for the March-
Apri Examinations close Wednesday, February 3rd,
Specimen Theory Papers set in past years (Local Centre
or Bchool) can be obtained on application. Price 3d.
per set, per year, post free.
Syllabuses A and B, entry forms, and any further
information will be sent post free on application to—
JAMES MUIR, Secretary.
15 Bedford Square, London, W.C.

Telegrams: “ Associa, London.” l

BIRKBECK COLLEGE.

BREAMS BUILDINGS, CHANCERY Laxe, E.C.
DAY AND EVENING CLASSES.
Principal—G. ARMITAGE-SMITH, D.Lit., M.A.

The College provides approved courses of Instruction
for the Degrees of the University of London in the
Faculties of Arts, Science, Economics, Laws, under
Beene Teachers of the University.

Well appointed Laboratories. Facilities for research.

New Session commenced on Monday, 28th September.

Full particulars on appiication to

H. WELLS Eames, Secretary.

UNIVERSITÉ DE RENNES (France).

FRENCH COURSE for FOREIGNERS
OF BOTH SEXES.
WINTER TERM: From 15 Nov. 1908 to 15 Feb. 1909.
SUMMERTERM: From 1 March to 8 June, 1909.
DIPLOMAS.
Diplômes de Langue et Littérature Françaises; Doctorat.
uction of 50 % on railway fares from Dieppe or
Calais to Rennes. Apply for Prospectus to
Prof. FEUILLERAT, ulté des Lettres, Rennes.

Diploma Correspondence
College, Ltd.

Principal—J. W. Kxire, L.C.P., F.R.8.L.
Vice-Princtpal—S. H. Hooke, B.A., Hons. Lond.

Specially arranged Courses for

LONDON MATRICULATION,

B.A., B.D., B.Sc.,
A.C.P., L.C.P., &c.

FREE GUIDES

on application to the SECRETARY.

™ei WOLSEY HALL, OXFORD.

JĻONPON COLLEGE OF MUSIC.
(Incorporated.)

GREAT MARLBOROUGH STREET, LONDON, W.

Patron: His GRACE THB DUKB oF Lumps,
Dr. F. J. KARN, Mus. Bac. Cantab., Principal.
GQ. AUGUsTUS HOLMES, Esq., Director of Examinations.

EXAMINATIONS, 1909.

The NEXT EXAMINATION in PIANOFORTE
PLAYING, SINGING, THEORY, and all branches
of Music will be held in London and 400 Provincial
Centres in APRIL, when Certificates will be granted
to all successful candidates. i

_The Higher Examinations for the Diplomas of Asso-
ciate (A.L.C.M.), Licentiate (L.L.C.M.), the Teachers’
Diploma, J..C.M.. and Fellowship (F.L.C. M.) take place
in JULY (JUNE for Scotland and Ireland) and DECEM-
B

ER.

Gold and Silver Medals and Book Prizes are offered
for competition according to the Regulations.

LocaL SCHOOL CENTRES.— Full iculars with refer-
ence to the formation of these Centres will be forwarded
to Principals of Schools upon application.

SYLLABUS for 1909, together with Annual Report,
is now ready, and may be had of the SECRBTaRY.

In the Educational Department students are received
and thoroughły trained under the best Professors at
moderate feer. The College is open 10 a.m. to 9.30 p.m.

A COURSE of TRAINING in Pianoforte and Singing
for Teachers is held at the College.

_VACATION LESSONS for Teachers and others are
given at Easter, August, and Christmas.

T. WEEKES HOLMES, Secretary.

HURCH EDUCATION COR-
PORATION.

CHERWELL HALL, OXFORD.
Training College for Women Secondary Teachers,

Principal — Miss CATHERINE I. Dopp, M.A. (late
Lecturer in Education in the Manchester University).

Students are prepared for the Oxford, the Cambridge,
and the London Teacher’s Diploma. Special arrange-
anon made for Students to attend the School of Geo-
g aphy.

Two Scholarships of £40 each are offered students
with a degree entering Cherwell Hall in January 1909,

Exhibitions and Scholarships awarded in December
and July.—Apply to the PRINCIPAL.

ENMARK HILL PHYSICAL

TRAINING COLLEGE FOR LADY TEACH-
RS, LONDON, S.B.

Full preparation for Public Examinations.

British College of Physical Education: English and
Swedish systems. Massage and Remedial Work.

of Education: Science.

Swimming and Sports.

Schools supplied with fully qualified Sports Mistresses.

For particulars apply—Miss E. SPELMAN STANGER,
Trevena. Sunray Avenue, Denmark Hill, London. 8.E.

FREE GUIDE

LONDON UNIVERSITY

MATRIGULATION

Post free, from

THE SECRETARY,
Burlington House, Cambridge; or from the
London Office of University Correspondence Col-
lege, 32 Red Lion Square, Holborn, W.C,

502

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

UNIVERSITY OF WALES.

ATRICULATION EXAMINER-
SHIP IN FRENCH.

Appointment to the above Examinership will be
shortly made. Applications should be sent, on or before
January 6th, 1909, tothe Registrar, University Registry,
Cathays Park, Cardiff, from whom further particulars
may be obtained.

THE METRIC AND ENGLISH

WEIGHTS & MEASURES

Is the ONLY Table Book published giving all the
Metric Weights and Measures in full, with their English
Equivalents, as AUTHORIZED BY THE BOARD
OF TRADE, as well as the Metric Equivalents of ALL
the English Weights and Measures,
The Metric System is now being taught in all Schools,
and is being largely used by Manufacturers throughout

the British Empire.
Retail, Price ld., Post Free 14d.

Published by

PERCY E. RADLEY, 30 Theobald’s Road, London, W.C.

SECONDHAND BOOKS AT HALF PRICES !
NEW BOOKS AT 25°/, DISCOUNT !
OOKS for A.C.P., L.C.P., F.C.P.,

Matric., University, Certificate, Scholarship,
L.L.A., B.A., and ALL other Examinations supplied.
State wants: send for List. Books sent on oa
BOOKS BOUGHT, best prices given.— W. & G
FoyLg, 135 Charing Cross Road, W.C.

Sixteenth Edition, with Map. 12mo.

JESAR’S COMMENTARIES ON

/ THE GALLIC WAR. By A. K. IsSBISTER, M.A.,
LL.B., late Dean of the College of Preceptors.
BOOKS I.-V. With Notes Critical and
Explanatory, a Vocabulary of all the
words in the Text, and Easy Reading

Lessons for Beginner’ e.e. price 3s. 6d
BOOKS I.-VII. do. ` do. 4s. 6d.
Do. (without the Reading Lessons) 4s. Od

Twenty-fifth Edition. —
BOOK I. .- (with Vocabulary, Reading
Lessons, 2G.) .......ssccscsecescaseeeeeesooseenes 1s, 6d.

LONDON: LoNGMANB & Co., PaTERNOSTER Row, E.C.

EXAMINATION PAPERS.

Set at the Examinations of the College of Preceptors.
CERTIFICATE EXAMINATION.—Tne Pa-

pers set at the Midsummer and Christmas Examina-
tions, Sixpence each Set, by post Sevenpence. (Back
Sets from Midsummer, 1882, except Midsummer,
1895, Midsummer, 1896, and Christmas, 1900, are
still to be had.)
The Freehand Drawing Copies set at the above Exam-
ination can also be had, price 2d. each; or ls. 6d. per
dozen.
Also the Outline Maps for the Second and Third
Classes, price ld. each map, by post, l4d.; or 9d. per
dozen, by post, 10d.
The COLLECTED PAPERS in the following subjects for
several years back may also be had in separute books,
price 6d. each, by post 7d. :—
Arithmetic (3 Parts). English History (4 Parts).
Algebra (3 Parts). French (4 Parts).
Scripture (4 Parts). Latin Unseens (3 Parts).
Geography (3 Parts). Music.
English Grammar (7 Pts.).
Answers to the Arithinetic and Algebra, 1s. each.

PROFESSIONAL PRELIMINARY EXAM-
INATION.—The Papers set at the March and Sep-
tember Examinations. Sixpence each Set, by post
Sevenpence. (Back Sets from March, 1882, still to
be had.)

LOWER FORMS EXAMINATION. — The

Papers set at the Midsummer and Christinas Ex-
aininations, price 3d. each, by post, 4d.; also the
Drawing Copies, 2d. each, or 1s, 6d. the dozen.

DIPLOMA EXAMINATION.—These Papers

are published only in the College Calendar. See
page 318.

Tondon: Francis Hongson, 89 Farringdon 8t., E.C.

BE DFORD COLLEGE FOR)|JOINT AGENCY FOR WOMEN TEACHERS.

OMEN
(UNIVERSITY OF LONDON),
YORK PLACE. BAKER STREET, LONDON, W.
DEPARTMENT FOR PROFESSIONAL TRAINING
IN TEACHING.

Head of the Department :—Miss MARY MORTON, M.A.

The Course includes full preparation for the Examina-
tions for the Teaching Diplomas granted by the Uni-
versities of London and Cambridge. ;

Students are admitted to the Training Course in
October and in January.

ONE FREE PLACE, value £26. 5s.; ONE
SCHOLARSHIP of the value of £20, and a limited
number of GRANTS of £10, are offered for the Course
beginning in January, 1909,

They will be awarded to the best candidates hoiding
a Degree or its equivalent in Arts or Science,

Applications should seach the HEAD OF THE DEPART-
MENT not Jater than December 12th.

` — ele

THE CAMBRIDGE TRAINING
COLLEGE FOR WOMEN.

Principal—Miss M. H. Woop, M.A., Lit.D., -
Girton College, Cambridge Classical Tripos.

A residential College providing a year’s professional
training for Secondary Teachers,

Preparation for the London and the Cambridge
Teachers’ Diploma, Ample opportunity for practice
in teaching science, languages, mathematics, and other
subjects, Fees £65 to £75. Admissions in January and
September.

For particulars apply—The PRINCIPAL, Training
College, Cambridge,

——

ARIA GREY TRAINING COL.-|

LEGE FOR WOMEN TEACHERS.

Students are prepared for the London and Cambridge
Teachers’ Diplomas and the Higher Certificate of the
National Froebel Union.

SCHOLARSHIPS of from £15 to £25 offered to
Graduates in January, 1909, For further particulars as
to Middlesex Scholarships, Hall of Residence, &c., apply
to the Principal, Miss ALICE Woops, at the College,
Salusbury Road, Brondesbury, London, N.W.

T. GEORGE’S TRAINING

COLLEGE FOR WOMEN TEACHERS IN
INTERMEDIATE AND SECONDARY SCHOOLS,
EDINBURGH.

This College provides a year’s Professional Training
for well educated women who intend to become Teachers,

The Course is supervised by the Edinburgh Provincial
Committee for the Training of Teachers and recognized
by the Scotch Education Department and by the
Teachers’ Training Syndicate of the University of
Cambridge.

Prospectus and further
Miss M. R. WALKER, 5

rticulars from the Principal,
elville Street, Edinburgh.

THE INCORPORATED
FROEBEL EDUCATIONAL INSTITUTE,

TALGARTH ROAD, WEST KENSINGTON, LONDON, W.

Recognized by the Board of Education as a Training
College for Secondary Teachers.

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

TRAINING COLLHGB FOR TBACHHERS.
Principal—Miss E. LAWRENCE,

KINDERGARTEN AND SOHOOL.
Head Mistress—Mies A. YELLAND.

Students are trained for the Kxaminations of the
National Froebel Union and other Examinations,

TWO SCHOLARSHIPS of £20 each, and two of £15
each, tenable for two years at the Institute, are offered
annually to Women Students who have passed certain
recognized Examinations.

Prospectuses can be obtained from the PRINCIPAL,

Tenth Edition, 12mo, price 3s. 6d.

HE ILLUSTRATED PUBLIC

SCHOOL SPEAKER AND READER, based on
Grammatical Analysis, Comprising a choice Seleetion of
pieces for Reading and Recitation, annotated for

wXpression, Emphasis, and Pauses, and illustrated by
Diagrains and Figures exhibiting to the eye the appro-
priate gestures and positions; to which is added a
selection of Greek, Latin, French, and German Extracts.
suitable for ** Speech Days’ at Public Schools,

LONDON: LONGMANS & Co., PATERNOSTER Row, E.C.

Fourteenth Edition, 12mo, price 3s. 6d.

ENOPHON’S ANABASIS, Books

; I. to III. By A. K. ISBISTKR, M.A., LL.B.

With Notes, Vocabulary of all the Words in the Text,

and a Series of Easy Reading Lessons for Beginners,
Designed as a First Greek Reading Book in Schools.

LONDON: LONGMANS &Co., PaTRRNosteR Row. EC.

| FLORIAN’S FABLES.

(Under the management of a Committee appointed
the Teachers’ Guild, College of Preceptors, H
Mistresses’ Association, Association of Assistant
Mistresses, and Welsh County Schools’ Association.)

Address — 74 GOWER STRERT, LONDON, W.C.
Registrar—Miss ALICE M. FOUNTAIN.

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.

Head Mistresses 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.

Hours for interviews (preferably by appointment) :—

11 a.m. to 1 p.m., and 3 to 5 p.m.
Saturdays, 11 a.1n. to 1 p.m., and 2 to 3 p.m.

THE JOINT SCHOLASTIC
AGENCY.

23 Southampton Street, Bloomsbury Square, W.C.

Managed by a Committee of Representatives of the
following Bodies :—

HEAD MASTERS’ CONFERENCE.
INCORPORATED ASSOCIATION OF HEAD MASTERS.
COLLECE OF PRECEPTORS. TEACHERS’ CUILD.
INCORPORATED ASSOCIATION of ASSISTANT MASTERS.
ASSOCIATION OF TECHNICAL INSTITUTIONS.
ASSOCIATION OF PREPARATORY SCHOOLS.
WELSH COUNTY SCHOOLS,

Registrar: Mr. E. A. VIRGO.

The object of this Agency is to render assistance
at a minimum cost to Masters seeking appointments.
The lowest possible fees are therefore charged.

A PROSPECTUS will be sent ON APPLICATION.
Interviews (preferably by appointment) 12 p.m.-1.30p.m.,
and 3 p.m.-5.30 p.m. Saturdays, 12 p.m.-1 p.m.

Crown 8vo, 348 pages, price 3s. 6d.

CHILLING’S SPANISH GRAM-

MAR. Translated and edited by FREDERICK
ZAGEL.

Francis Hopason, 89 Farringdon Street, London, E.C.

Crown 8vo, 164 pages, price 2s. 6d.

QCHILLING'S “DON BASILIO.”

A Practical Guide to Spanish Conversation and
Fe pone: Translated and edited by FREDERICK
ZAGEL.

FRANCIS HopeGson, 8S Farringdon Street, London, E.C.

THE
HAMILTONIAN
SYSTEM.

A Short and Easy Method of Learning a Foreign
Language by a Close Interlinear Translation.

“This System differs from the ordinary literal trans-
lations, in giving a truly literal translation placed word
for word under the words of the original, which are only
so far changed in order as seemed essential to the sense.
The aim is to be strictly literal, and the student is at
once saved all trouble about the meaning of each word.”
—Mr. RICHARD A. PROCTOR, in Anowledge.

Limp cloth, price 1s.
CAZSAR’S GALLIC WAR. Book I.
Text as well as Interlinear Translation,
Books I. to VI. Price 4s. 6d.

VIRGILE ABNBID. Books I. to IV. Price

With

BUTROPIUS. Limp cloth, price 1s. 6d.
Limp cloth, price 1s,
PH RIN’S FABLSS. Limp cloth, price 1s. 6d.

Each Book contains the Text as well as the analytical,
interlinear, and literal Translation,

Full List of the Series on Application,

FRANCIS HODCSON, 89 Farringdon St., E.C.

Ge ee

= a y =

—_—_— so ee

Dec. 1, 1908.]
CARLYON COLLEGE.

55 AND 56 CHANCERY LANE.

LONDON UNIVERSITY EXAMINATIONS

LONDON MATRICULATION, INTER. ARTS anc
RCIENCE, B.A., and B.Sc, Classes (small) Day and
Evening. M.A. Classes, B.A. Honours Classes. Ele-
mentary Greek Class.

Classes and Tuition for Legal and Medica)
Preliminaries, Accountants’, Scholarship
Examinations, Previous, Responsions, and
General.

Papers Corrected for Schools. Vacation Tuition.

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 ‘‘ Phaedo,” “ Pro Plancio,” &c.

SUCCESSES.
1892-1907.—London Matric., 149; Inter. Arts, Sc., and
Prel. Sci., 140, 6 in Hons.; B.Sc., 1896-1906, 25: B.A.,
1891-1905, 95, 14 in Hons.: Medical Prelim., 249; Res-
nsions and Previous, 60; Law Prelim., 62; other
uccesses, 400.

B.A. (LOND.), 1906 and 1907, 15, 3 in

Classical Honours. M.A., 8.
INTER. ARTS, 1907, 6 out of 8.

|

|

The Principals of the Normal Correspondence
College have, through the courtesy of the College
of Preceptors, issued the following

FREE GUIDES.

1. A.C.P. 100 pages.

2. L.C.P. 84 ,,

3. F.C.P. T15 »
And have also published the following Guides,

4. PREL. CERT. 120 pages.

6. CERTIFICATE. 92

6. MATRICULATION. 84

7. IRISH UNIVERSITY. 60 ,

8. OXFORD & CAMBRIDCE LOCALS 100 ,,

These Guides are supplied gratis to all who men-
tion this paper and state they intend sitting for
examination,

“ They are written by experts whose advice is the
best procurable.” — Educational Newe.

“Will undoubtedly help greatly towards suo-
cess.’’—Schoolmistrese.

NORMAL CORR. COLLEGE,
47 MELFORD Roan, East DULWIOH, 8.E., and
110 AVONDALE SQUARE, Lonpor, 8.B.

Mr. ERIC WILLIAMS

can accept Engagements at Schools and Colleges for his

PATRIOTIC RECITAL,

now being officially given with great success on behalf
of Lord Roberts’s Veterans’ Relief Fund under the
patronage of His Majesty the King and
Field-Marshal Karl Roberts.

The Recital, comprising selections from Shake-

speare, Longfellow, Tennyson, &c., interspersed
with humorous pieces.

For terms and vacant dates address— Eric WILLIAMS,
cco Times, 89 Farringdon Street, London,

SL a

ORRESPONDENCE TUITION,

Classes or Private Lessons in all Subjects for all
Examinations, &c., at moderate fees. ial tuition
for MEDICAL Prelims. and DIPLOMA Exams. Man)
recent successes.— F. J. BORLAND, B.A., L.C.P. (Science
and Math. Prizeman), Victoria Tutorial College.
87 Buckingham Palace Road, 8.W.; and Stalheim.
Brunswick Road, Sutton, Surrey.

Schools visited and Examinations conducted.

WALTER J. DICKES, B.A. (Lond.)

PRIVATE TUITION
FOR EXAMINATIONS, &c.
BEECHEN CLIFF, THE GARDENS,
E. DULWICH, LONDON, S.E.

THE EDUCATIONAL TIMES.

University Tutorial)

College.

(Affiliated to University Correspondence College.)

Christmas Vacation Classes.

MATRICULATION.
A Recapitulation Class| At thelast Eramination
for the January, 1909 Ex-| (Sept. 1908), 42 Students

amination commences) of University Tutorial
Monday, December 21st.) College were successful.
Daily Lectures are taken; The official list for this
up in each subject and) Examination credits
arrangements are made for| U.T.C. with more than
Students to specialize on | four times as many Suc-
their weaker subjects. | cesses as any other in-
FEE: Five Subjects, £4. 4s. | stitution.

INTER. SCIENCE AND ARTS, PRELIM. SCI.

(M.3.), B.Sc. and B.A.

Annually forthelast ten| Practical Classes in

years about 300 Students | Chemistry, Physics, Geo-

of University Tutorial) logy, Botany, and Zoology
College have passed Lon-| commence Monday, Dec-
don University Examina-| ember 21st, and meet daily

tions. for three weeks.

PRIVATE TUITION.

Private Tuition may be taken up at any time during
the Vacation.

Full particulars may be had from

THE PRINCIPAL,
University Tutorial Oollege,
32 Red Lion Square, Holborn, W.C.

BURLINGTON
CORRESPONDENCE
COLLEGE.

Principal — Mr. J. CHARLESTON, B.A.
(Honours Oxon, and Lond.)

TUTORS.—The Staff includes Graduates of London,
Oxford, Cambridge, and Royal Universities.

METHOD.—Thoroughly individual system, which
iroa the closest attention to the needs of each
student.

Rapid Preparation for :—

Matriculation,

Intermediate Arts and
B.A.,

Intermediate Science and
B.So.,

L.L.A. (St. Andrews),

COLLEGE OF PRECEP-
TORS’ DIPLOMAS.

Address—THH PRINOIPAL,
Burlington Oorrespondence College,
CLAPHAM COMMON, LONDON, 8.W.

03
Messrs.
TRUMAN & KNIGHTLEY,

Gducafional Regents,

158 to 162 OXFORD STREET,
LONDON, W.

Telegrams — “TUTORESS, LONDON.”
Telephone—No. 1136 City.

This Agency is under distinguished patronage,
including that of the Principals of
many of our leading Schools,

A.—EMPLOYMENT DEPARTMENT.

(i.) ASSISTANT MASTERS & TUTORS.

MESSRS. TRUMAN & KNIGHTLEY intro.
| duce University and other qualified ENGLISH
| and FOREIGN MASTERS and TUTORS to

Schools and Private Families,

| (ii.) ASSISTANT MISTRESSES.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce University, Trained, and other qualified
ENGLISH and FOREIGN LADY TEACHERS
to Girls’ and Boys’ Schools,

(iii.) LADY MATRONS AND HOUSE.
KEEPERS.

MESSRS. TRUMAN & KNIGHTLEY intro-
duce well qualified and experienced LADY
MATRONS, HOUSEKEEP , and HOUSE
MISTRESSES to Boys’ and Girls’ Schools.

| No charge is made to Principals, and no charge
| of any kind is made to candidates unless an en-
| gagement be secured through this Agency, when
e terms are most reasonable.

B.—SCHOOL TRANSFER DEPARTMENT.

A separate Department, under the direct
management of one of the Principals, is devoted
entirely to the negotiations connected with
the Transfer of Schools and Introduction of
Partners.

MESSRS. TRUMAN & KNIGHTLEY, being
in close and constant communication with the
Principals of nearly all the chief Girls’ and
Boys’ Schools in the United Kingdom, to many
of whom they have had the privilege of acting
as Agents, and having on their books always a
large number of thoroughly genuine Schools
for Sale and Partnerships to negotiate, as well
as the names and requirements of numerous
would-be purchasers, can offer unusual facilities
for satisfactorily negotiating the TRANSFER of
SCHOOLS, and arranging PARTNERSHIPS.

No charye is made to Purchasers, and there is
no charge to Vendors unless a Sale or Partner-
ship be effected through this Agenoy.

All communications and enquiries are treated
tn the strictest confidence.

C.— PUPILS’ DEPARTMENT,

MESSRS. TRUMAN & KNIGHTLEY have
@ carefully organized Department for the
introduction of Pupils to Schools and other
Educational Establishments. No charge is
made for registration.

Any negotiations entrusted to MESSRS. TRUMAN &
KNICHTLEY receive prompt and careful attention,
every effort being made to save ollents as muoh
time and trouble as possible.

Full particulars will be forwarded on application.

504

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

1908.
COLLEGE OF PRECEPTORS.

(Incorporated by Royal Charter.)
BLOOMSBURY SQUARE, LONDON, W.C.

-e

Lectures for Teachers

ON THB

SCIENCE, ART, AND HISTORY OF EDUCATION.

THE PRACTICAL TEACHER’S PROBLEMS.

To be delivered by Professor J. ADAMS, M.A., B.Sc., F.C.P., Professor of Edu-
cation in the University of London.

The Second Course of Lectures (Thirty-sixth Annual Series) commenced on
Thursday, October lst, at 7 p.m. :

The matters to be dealt with are such as interest all classes of teachers, and will
be treated with that frankness that is possible in an unreported discourse, but is out
of the question ina printed book. While the lecturer will loge no opportunity of
indicating how present educational conditions may be improved, he wil take the
present conditions as the basis and show how to make the best of things as they are.
The Lectures will be copiously illustrated by references to actual experience in all

kinds of Schools.
SYLLABUS.

i. (Oct. 1.) The Teacher's Library: three main sections, books needed by

teacher as (a) human being, (b) knowledge-inonger, (e) educator: (a) and (c) too -

often neglected: specinl value of books used by teacher during childhood: the
upper and lower limit of professional books under (¢) ; possibility of excess in edu-
cational theory: plea for greater recognition of newer class of literary presentations
of educational problems: teaching * the inarticulate profession”: practical help
that may be had from such books : how to use educational periodicals.

II. (Oct. 8.) How to get some good out of Psychology: need for a change in the
point of view: rational and experimental psychology : need of both by the teacher :
danger of pedantry in both: place of the proposed middleman between the psycho-
logist and the practical teacher: the teacher must be allowed to direct the psycho-
logist (not the psychologist the teacher) as to the results to be sought : list o things
the teacher wants to know, compared with the list of things the psychologist wants
to tell him: teacher must not confine himself to child-psychology, his profession
demands the treatment of his fellow adults as well.

III. (Oct. 15.) How to deal with Officials: an example of the teacher’s need of
adult psychology: the difference between the human being and the official: the
invariable third : official questions and answers: how to interpret them : the official
mind and how to approach it: an instructive bit of law: the official art of com-
promise: manipulation of conflicting official regulations: the whole question
reviewed from the point of view of the teacher as himself an official,

IV. (Oct. 22.) How to deal with Parents: generally wrong attitude of teachers
towards parents: in loco parentis theory: “foster parent’’: getting at parents
through children and vice versa: parents’ antagonism to school authority has
definite relation to their social rank: special difliculties of different classes of
teachers: conflicting influences of fathers and mothers: genuine co-operation
between school and home: golden mean between parental indifference and
interference, >

V. (Oct. 29.) How to Learn: the other side of teaching: absence of the desire
to know: how to rouse it: even when desire is present there is ditliculty enongh :
kinds of learning: reproduction: the dynamic view: constructive learning:
rhythm of learning: concentration and diffusion: fallacies about thoroughness :
temporary and permanent learning.

V1. (Nov. 5.) Class Management and Teaching: ordinary psychology deals
with the individual: teacher needs collective psychology as well: relation of class
to erowd or mob: minimum munber to constitute a class: sympathy of numbers :
class Jenders: difference between class teaching and private coaching: advantages
and difficulties in having to teach several persons at the same time; the average
pupil: the type: the composite: the ghostly class.

VII. (Nov. 12.) How to combine Lecturing and Teaching: teachers’ general
disapproval of lecturing: nature of lecturing as opposed to teaching: newer
methods of teaching history, geography, and geometry are demanding a certain
amount of lecturing: dangers of lecturing in schools as compared with colleges:
the pupils’ share in the process of lecturing: the art of listening: intermittent
hearing: the lecturer’s relation to the text-book.

VIII. (Nov. 19.) Written work in School : absolute necessity for a good deal
of written work in school: note-taking, exercise writing, essays: drudgery of
correction: the surd of efficient correction in (a) quantity, (4) quality : co-operative
correction: psychological dangers of correction: the norm of correction; spelling
and dictation exercises : analysis of most common errors and their causes.

IX. (Nov. 26.) Verbal Illustration : nature of illustration in general: distinc-
tion from exposition: mental backgrounds; relativity of illustration to the
materials at command: exemplification: enumeration: nature of analogy and its
place in illustration: the metaphor and other illustrative figures: how to find
suitable verbal illustrations: source books of illustration, ,

X. (Dee. 3.) Graphie Illustration : the actual object and the model as means
of illustration: the value of the picture as illnstration, especially as compared with
a verbal description: diferent illustrative values of a picture according as it is
used for intellectual, moral, or æsthetie teaching: the ena as compared with
the picture: dangers that lurk in diagrammatic illustration : certain weaknesses in
our space sense; supremacy of the straight line in illustration.

XI. (Dee. 10.) How to deal with Dullness : nature of dullness: its relativity to
time and subject: the temporary dunce: the permanent dunce: the all-round
dunce: the specialized dunce: the scale of dullness: the ‘defective point”:
subjective and objective dullness: stage at which objective dullness is welcomed
by the pupil: the tyranny of ‘‘ problems,” and the legitimate claims of the
relatively dull.

XII. (Dec. 17.) The Problem of Examinations: various functions of examina-
tions: texcher as examiner; how to prepare an examination paper: allocation of
marks: how to make the best of the external examiner: the personal equation:
the use of ‘told examination papers °”: preparation of “ set bake "the index”
in revision of examination work ; how to prepare pupils for an external examination
with the minimum educational damage.

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
College, Bloomsbury Square, W.C.—Members of the College have free admission to
all the Courses of Lectures.

The Practice of Instruction

A MANUAL OF METHOD GENERAL AND SPECIAL
Edited by JOHN WILLIAM ADAMSON, B.A.,

Professor of Education in King’s College, London ;
Examiner in Education to the Universities of London, Durham, and Liverpool
and to the College of Preceptors.

Cloth, pp. 536. Price 4s, @å. net. Post free, 4s. 10d. net.

NoTs.—A prospectus, showing the scope and structure of this important new
work on Method, and giving specimen pages from its various sections, will be sent
on application.

School (December, 1907) says :—“ It is probably the best manual of method that
has yet appeared in English.’

Lonnon: NATIONAL SOCIETY’S DEPOSITORY,
19 Great PETER STREET, WESTMINSTER, S.W.

THE RUGBY PRESS

undertakes every description of Letterpress

PRINTING FOR SCHOOLS.

Estimates furnished, Enquiries solicited.

GEORGE OVER, Printer, Rugby.

' IDOLA PULPITORUM:

PITFALLS OF THE PRACTICAL TEACHER.

For this series of Articles, see ‘THE JOURNAL OF ẸDUCATION.”

INTRODUCTORY ARTICLE, by Professor Apams (November,
1906]; CLASSICS, by H. G. Hart (December, 1906]; ENGLISH,
by ARTHUR BURRELL [January, 1907); FRENCH, by CLOUDESLEY
BRERETON [February and March, 1907]; SCIENCE, by T. Percy
Nunn [April, 1907]; NATURE STUDY, by T. Raymont (May,
1907]; HISTORY, by S. S. F. FLETCHER (June, 1907]; PHYSICAL
TRAINING, by Colonel Matcotm Fox [July, 1907]; DRAWING,
by W. E. Sparkes (August, 1907]; DOMESTIC SCIENCE, by
ALICE RAVENHILL [ October, 1907]; @GBOMETRY, by H. WiniFRxD
STURGE [December, 1907); GEOGRAPHY, by Dr. A. J. HERBERT-
son (January, 1908]; MUSIC TEACHING, by ARTHUR SumERVELL
(June, 1908]; ARITHMETIC, by P. B. Batiagp (July, 1908].

Subscription is 7s. per annum; single numbers, 8d. post free.

Address —

Offices: 3 BROADWAY, LUDGATE HILL, E.C.

EXAMINATION PAPER

48 USED BY THB

COLLAGE OF PRECHPTORS.

In striot accordance with the College requirements, and each Sheet
bears their Watermark,

Packed in Reams of 480 Sheets... se per Ream, 25.
960 99 oes eee oe 4s.

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

Remittance should accompany Order.

F. W. SHELBOURNE & C0., Wholesale and Retail Stationers,
63 HIGH HOLBORN, LONDON, W.O.

By A. K. ISBISTER, M.A., LL.B.

4to, 1s. each.
ENGRAVED ACCOUNT BOOKS. Ruled and Interleaved

for copying.
No. I. Business Forms. 1. Bills of Parcels and Book Debts.
2. Invoices. 3. Account Sales. 4. Receipts. 5. Pro-
missory Notes and Drafts. 6. Bills of Exchange.
No. II. Day-Book and Cash-Book.
No. III. Ledger, Index, and Balance Sheet.

Loxpon: LONGMANS & CO., Paternoster Row, E.C.

Dec. 1, 1908.]

THE EDUCATIONAL TIMES.

505

MESSRS. BELL’S NEW BOOKS

DETAILED PROSPECTUSES SENT ON APPLICATION.

JUST PUBLISHED. EIGHTH ae Revised and Enlarged.

Crown 8vo. 3s.

ELEMENTARY BOTANY.

By PEROY GROOM, M.A. (Cantab. et Oxon.), D.So. (Oxon.).
P.L.8., P.R.H.8S.; Assistant Professor of Botany in the Imperial
College of Science and Technology.

With 275 Illustrations.

Third Edition, Revised and Enlarged.

A FRENCH HISTORICAL READER

By H. N. ADAIR, M.A. (Oxon.).

With Illustrations, Brief Notes, a Vocabulary, and a new Composition
Supplement. 2s. Without Supplement, 1s. 6d. Supplement
separately, 6d. net.

JUST PUBLISHED. Crown 8vo. Illustrated. 2s.

A GERMAN HISTORICAL READER

By J. B. MALLIN, B.A., Strand School, King’s College.

Pott 8vo. Illustrated. 1s.

TALES BY ERCKMANN-GHATRIAN.

Le vieux Tailleur. Le Combat de Cogs. Pourquoi Hune-
bourg ne fut pas rendu.

' Edited, with brief Notes and Vocabulary, by O. H. PRIOR, Assistant

Master at Rugby.
(Bell's Illustrated French Readers.)

A Second Series of Tales by Erckmann-Chatrian is in preparation and will
be issued shortly.

BELL’S ILLUSTRATED CLASSICS.

Pott 8vo. With many Illustrations. With or without Vocabulary.
ls. 6d. each. NEW VOLUME.

VIRGIL: Aeneid, Book XI. Edited, with Intro-
duction and Notes, by L. D. WAINWRIGHT, M.A., Assistant
Master at St. Paul’s School. [Ready immediately.

This book is required for the Cambridge Locals, 1909.

TWO NEW SERIES OF PRIZE BOOKS.
Write for full List of Messrs. Bell's Books for Prizes.

THE QUEEN'S TREASURES SERIES.

Small crown 8vo, with 8 Coloured Plates and Decorated Title-page, Cov perme
and End-papers by BE. V. WHEELHOUSE. 2s. 64. net each

NOW READY.
COUSIN PHILLIS. By Mrs. GASKELL.

With an Introduction by Tuomas SECCOMBE.
SIX TO SIXTEEN. By Mrs. Ewine.
A FLAT-IRON FOR A FARTHING: By Mrs.
EwinG.
Prospectus and Specimen Plates sent on application.

LES CLASSIQUES FRANÇAIS ILLUSTRES.

Small crown 8vo. With 8 Full-page Colour Plates and numerous
Illustrations in Black-and-White. 6s. net each.

‘*Charmingly illustrated. . . . A delightful series of French classics in
French.” —Spectator.

GEORGE SAND: Les Maitres Sonneurs. Préface
d'ÉMILE FAGUET, de l'Académie Francaise. Illustrations de M. V.
WHEELHOUSE.

GEORGE SAND: La Mare au Diable. Notice

Analytique de C. A. SAINTE-BEUVE. Illustrations de GERTRUDE LEESE.

GEORGE SAND: François le Champi. Illustra-

tions de GERTRUDE LEESE.

H. DE BALZAC: Les Chouans. Preface de

GUSTAVE Lanson. Illustrations de J. BLAKE GREENE.

LONDON: GEORGE BELL AND SONS,
York House, Portugal Street, W.O.

GEORGE GILL & SONS, LTD.

A selection of Works included in

“The Orford and Cambridge dition”

required for the

1909

LOCAL AND COLLEGE OF PRECEPTORS
EXAMINATIONS.

Religious Knowledge.

THE OXFORD AND CAMBRIDGE EDITION ST. MAT- s. d.
EW. Edited by Rev. F. MARSHALL, M.A. 1 6
wile OKON: AND CANTAB. EDITION ST. MATTHEW.
Edited by Rev. F. MARSHALL, M.A. (Preliminary) .. EA 1 0
THE OXFORD AND CAMBRIDGE EDITION “ACTS “A
Edited by Rev. F. MARSHALL, M.A. 1 6
THE OXON. AND CANTAB. EDITION ACTS I. Edited by
Rev. F. MARSHALL, M.A. (Preliminary) : .. net 1 0
THE OXFORD AND CAMBRIDGE EDITION KINGS I.
Edited by Rev. F. MARSHALL, M.A. 1 6
e OXFORD AND CAMBRIDGE EDITION EZRA.
Edited by Rev. F. MARSHALL, M.A. 1 0
THS OAOT AND CAMBRIDGE EDITION NEHE-
AH. Edited by Rev. F. MARSHALL, M.A. 1 0
uE OXTORD AND CAMBRIDGE EDITION "PRAYER
BOOK. Edited by Rev. F. MARSHALL, M.A. 1 0
THE OXFORD AND CAMBRIDGE EDITION ‘CHURCH
CATECHISM. Edited by Rev. F. MARSHALL, M.A. 1 6

THE OXFORD AND CAMBRIDGE CHURCH CATE-
CHISM. Explained apesielly for Prelitinary cane Edited b
oor F F. MARSHALL, M.A. 0 6

English.

THE OXFORD AND CAMBRIDGE EDITION TEMPEST.
Edited by STANLEY Woop, M.A., and A. Syms- Woop, B.A. 1

THE OXFORD AND CAMBRIDGE EDITION HENRY v.
Edited by STANLEY Woop, M.A., and Rev. F. MARSHALL, M.A. 1

THE OXFORD AND CAMBRIDGE EDITION MAC-
BETH. Edited by STANLEY Woop, M.A. 1

THE OXFORD AND CAMBRIDGE EDITION JULIUS
FARSAN Eoited by STANLEY Woop, M.A., and A. SYMS- Woon,

THE OXFORD “AND CAMBRIDGE “EDITION RICH-
ARD II. Edited by STANLEY Woop, M.A. 1
THE OXFORD AND CATER DOS EDITION ‘LAMB’S
TALES FROM SHAKESPEARE. Edited By STANLEX Woop,
M.A. (Selection Set for 1909 Cambridge Local) ... 1 4
THE OXFORD AND CAMBRIDGE EDITION “LAYS OF
ANCIENT ROME. Edited by Rev. G. Preston, M.A. 1 0

THE ONF ASD AND CAMBRIDGE EDITION LAY OF
THE LAST MINSTREL. Edited by Rev. F. MARSHALL, M.A... 2 0

pð
(- en -.)

In the above works the necessary ‘‘ Notes ’’ have been added to enable Candidates
to answer questions set by the Examiners.

QUIDES
to the 1909 Local Examinations, Specimen Pages, and Complete Lists of the
“ prescribed ’’ Books contained in t

Oxford and Cambridge Edition,
Post free.

The Oxford and Cambridge Edition

EXAMINATION PREPARATION PAPERS

Graduated and arranged by Rev. F. MARSHALL, M.A., and C. CupworTH, M.A.,
FOR THE 1900 BXAMINATIONS.
List post free.

HISTORICAL ATLAS,

With CHRONOLOGICAL NOTES.
By E. A. Bentans, M.A., and T. H. Knicut, M.A. 96pp. Crown 8vo, net, 8d.

Intended to provide suitable material for a general knowledge of British History
and more especially for use as a supplementary work in Examination Preparation.
rm A re ss I LE EAE EI NLS LL EATS

Complete Catalogue post free.

London: CEORCE CILL & SONS, Ltd.,13 Warwick: Lane, E.C.

506

ARNOLD’S
MATHEMATICAL SERIES.

ARITHMETIC AND MENSURATION.
Arnoldas Shilling Arithmetic. By J. P. Kizrxman and J. T.

Five Thousand Arithmetical Examples and Exercises.
By R. W. K. Epwarps. 3s. 6d.

An Arithmetic for Schools. By J. P. Kizxman and A. E. FIELD.
The Mercantile Arithmetic. By R. WORMELL. 4e.

Exercises in Arithmetic (Oral and Written). By C. M.
TAYLOR. Three parts, 1s. 6d. each.
Elementary Plane and Solid Mensuration. By R. W. K.

EDWARDS. 3e. 6d,

ALGEBRA.

Algebraic Examples. By A. F. van per HEYDEN. Two books,
8. 6d. each.

Elementary Algebra, By W. D. Ecear. 3s. 6d.
The Elements of Algebra. By E. Lacnran. 2s. 6d.

GEOMETRY.

The Elements of Geometry. By R. LacmLaN and W. C.
FLETCHER. 23s. 6d.

Elementary Geometry. By W.C. Frercner. ls. 6d.
A First Geometry Book. By J.G. HAMILTON and F. KETTLER. ls.
A. mocone Geometry Book. By J. G. HAMILTON and F. KETTLE.

Plane Geometry. By T. Prrcn. 1s. 6d.

The Elements of Plane Geometry. By E.J. Epwarpes. 3s. 6d.
Elementary Solid Geometry. By W. H. Jackson. 2s. 6d.
Elementary Solid Geometry. By F. S. Carry. 2s. 6d.
Geometrical Conics. By G. W. Caunt and C. M.Jessop. 2s. 6d.
The Elements of Euclid. By R. Lacunan. 48.6d. (Also in parts.)

GENERAL MATHEMATICS.

Test Papers in Elementary Mathematics. By A. C. Jones

and C. H. BLOMFIELD. 3s.

A Note-book of Experimental Mathematics. By C.
GODFREY and G. M. BELL. 2s.

Practical Trigonometry. By H.C. PLayne and R. C. Fawpry.
Elements of Trigonometry. By R.LACHLAN and W.C. FLETCHER.

An Introduction to Elementary Statics. By R. NETTELL. 2s,
Graphical Statics Problems. By W. M. Baker. 2s. 6d.

Vectors and Rotors. With Applications. By Prof. O. HENRICI
and G. C. TURNER. 4s. 6d.

Preliminary Practical Mathematics. By S. G. STARLING and
F. C. CLARKE. Is, 6d. i

Practical Mathematics. By F.C. CLARKE. 3s. 6d.

An Elementary Treatise on Practical Mathematics. 3s.6d.

Mathematical Drawing. By Prof. G. M. MıncnıN and J. B. DALE.
8. . net,

The Calculus for Engineers. By Prof. J. Perry. 7s. 6d.

Five-Figure Tables of Mathematical Functions. By
J. B. DALE. 3s. 6d. net.

Graphs and Imaginaries. By J. G. HAMILTON and F. KETTLE.
8. .

Oblique and Isometric Projection. By J. Warson. 3s. 6d.
First Steps in the Calculus. By A. F. VAN DER HEYDEN. 3s.

Examples in the Mathematical Theory of Electricity
and Magnetism. By J.G. LEATHAM. 1s. 6d.

Elementary Problem Papers. By C. V. DURELL. ls. 6d.

CATALOGUES ON APPLICATION.

London: EDWARD ARNOLD, 41 & 48 Maddox St., W.

THE EDUCATIONAL TIMES.

THE
School World.

(Dec. 1, 1908.

A MONTHLY MAGAZINE OF EDUCATIONAL
WORK AND PROGRESS.

BACH NUMBER CONTAINS EIGHTY COLUMNS
OF READING MATTER.

PRICE Gp. VOLUME IX., 1907, 7s. GD. NET.

The aim of THE SCHOOL WORLD is to provide
infomation of practical and permanent value to School-
masters and Schoolmistresses. To this end all important
changes and developments affecting any branch of the work
of teachers in secondary and other schools are dealt with by
leading authorities and experienced teachers.

The Magazine has become indispensable to all who
desire to keep in touch with modern and effectual methods
of education.

MAOMILLAN & 00., Ltd., LONDON.

EDUCATIONAL WORKS
By A. K. ISBISTER, MA, LL.B. -

(Late Dean of the College of Preceptors.)

Sixteenth Edition, with Map. 12mo.
CHESAR’S COMMENTARIES on the GALLIC WAR.
BOOKS I.-V. With Notes, Critical and Explanatory,
a Vocabulary of all the Words in the Text, and

Easy Reading Lessons for Beginners ..........66 00.005 price 3s. 6d.

BOOKS I.-VH. do. do. 4s. 6d.

Do (without the Reading Lessons) ......... 4s. Od
Twenty-fifth Edition.

BOOK I. (with Vocabulary, Reading Lessons, &c.) ... 1s. 6d.

Fourteenth Edition. 12mo, price 3s. 6d.
XENOPHON’S ANABASIS, Books I. to III. With
Notes, Vocabulary of all the Words in the Text, and a Series of
Easy Reading Lessons for Beginners. Designed as a First Greek
Reading Book in Schools.

New Edition. 18mo, price 9d.
THE ELEMENTS OF BOOK-KEEPING, by SINGLE
and DouBLE Entry; with Practical Explanations and Exercises
on the most useful Forms for Business.

New Edition. 12mo, price 1s. 6d.
LESSONS IN ELOCUTION AND EXPRESSIVE
READING FOR BOYS, based on Grammatical Analysis; with
a choice Selection of Extracts for Reading and Repetition, classified,
of Goldsmith’s ‘* Deserted Village,’’ set out into Principal and Sub-
ordinate Sentences, illustrating the theory of Emphasis and Pauses.

New Edition. 12mo, price 1s. 6d.
LESSONS IN ELOCUTION AND EXPRESSIVE
READING FOR GIRLS, based on Grammatical Analysis ; with
a choice Selection of Extracts for Reading and Repetition, classified,
under heads for practice in various styles of Reading, and annotated
. for Expression, Emphasis, and Pauses, and the Analysis of Sentences,
with the figure {of a Girl] showing the proper attitude in Reading.

Lonpon: LONGMANS & CO., PATERNOSTER Row, E.C.

Dec. 1, 1908. ] THE EDUCATIONAL TIMES. 507

THE SCHOLARS’ CARTOONS.

rF ë? F

A SERIES OF DECORATIVE LITHOGRAPHS

ILLUSTRATING

GREAT EVENTS AND INCIDENTS OF BRITISH NATIONAL LIFE.

Designed by eminent British Artists, and reproduced with the advisory -
assistance of Educational Authorities.

S QZ Q

FIRST SERIES in course of publication, containing Original Designs by—

WALTER CRANE; FRANK BRANGWYN, A.R.A.; CAMPBELL TAYLOR;
JOHN HASSALL; Professor GERALD MOIRA; SPENCER PRYSE.

The first four Prints created an enormous interest at the Moral Education Congress.

PROSPECTUS GRATIS. PRINTS SENT ON APPROVAL.

HANFSTAENGL, 16 PALL MALL EAST, S.W.

Modern Aids for Teaching Geography. & eee Seer O

E of SECOND-HANO
BACON'S BD School, Classical,

Excelsior M aps. Mathematical, and

a \ZA( scienti
CONTOUR EDITION. ‘2 Scientific Books
——— se ESTABLISHED
Now Ready: EUROPE, ASIA, AFRICA. poe

Ready in December: NORTH AMERICA, SOUTH AMERICA.
Ready early in 1909: AUSTRALIA and BRITISH ISLES.

Messrs. G. W. BACON & CO., LTD., are now issuing a New Series
of their well known Excelsior Wall Maps. The New Series is coloured
Orographically instead of Politically. The Heights of Land are shown -
by different shades of Green and Brown, and the Depths of Water by

varying shades of Blue. The same Bold Outlines and Lettering as in
the original series are retained throughout. i & 7

S BOOKS
O BOUGHT.
The Contours have been prepared with the greatest care from Govern- 4;
mental and other Surveys, and these Maps will certainly rank as one | 104 Charing Cross Rd., of

of the most popular, useful, and satisfactory aids for carrying out a
modern ideas of teaching Geography. AND
2 Manette Street, Soho,

Size about 5 feet by 4 feet. ¥

London: @. W. BACON & 00., Ltd., 127 Strand. NEW AND SECOND HAND. ALL ENQUIRIES ANSWERED. Sf?

G in London.
GY Keys and Translations.

. LONDON, W.C.
Price 16s.

508 THE EDUCATIONAL TIMES. [Dec. 1, 1908.

Messrs. LON GMAN D & CO.S HISTORICAL LIST

A Student’s History of England.

PROM THE EARLIEST TIMES TO 1901.
By SAMUEL RAWSON GARDINER, D.C.L., LL.D.

Vol. I.: B.c. 55-a.p. 1509. With 173 Illustrations. Crown 8vo, 4s.
Vol. II.: 1509-1689. With 96 Illustrations. Crown 8vo,4s. Vol. III.: 1689-1901. With 109 Illustrations. Crown 8vo, 4s.
COMPLETE IN ONE VoLuME. With 378 Illustrations. Crown 8vo, 12s.

PREPARATORY QUESTIONS ON THE ABOVE. By R. SomerveLL, M.A., Assistant Master at Harrow School. Crown Svo, Ls.

A School Atlas of English History.

With 66 Maps and 22 Plans of Battles, &c. Fcap. 4to, 5s.

Outline of English History.

B.C. 55-a.D. 1901. With 96 Woodcuts and ae mg as 8vo, 2s. 6d.

A SHORT HISTORY OF ENGLAND.

FROM THE EARLIEST TIMES TOJTHE DEATH OF QUEEN VICTORIA.
By CYRIL RANSOME, M.A.

With Tables, Plans, Maps, Index, &c. Crown 8vo, 3s. 6d.
Or in Two Parts, 2s. each. Part I.: to 1603; Part II.: 1603 to 1901.

A SUMMARY OF RANSOME’S SHORT HISTORY OF ENGLAND. With 22 Maps and Plans and 34 Genealogical Tables. ls.

A HISTORY OF ENGLAND.
By the Rev. J. FRANCK BRIGHT, D.D.

With numerous Maps and Plans.
Period I.—MEDIÆVAL MONARCHY: The Departure of the | Period III.—CONSTITUTIONAL MONARCHY: William

Romans to Richard III. 449 to 1485. 4s. Gd. and Mary to Wiliam IV. 1688 to 1837. 7s. 6d
Period II. — PERSONAL MONARCHY: Henry VII. to | Period IV.—THE GROWTH OF DEMOCRACY : Victoria.
James II. 1485 to 1688. 5s. 1837 to 1880. 6s.

Period V.—IMPERIAL REACTION: Victoria. 1880 to 1901. 4s. 6d.

a a rr ĖŮŘĖĂ— — - —

This Edition has received numerous Additions, and brings up British History to the Accession of King Edward the Seventh.

A CLASS-BOOK HISTORY OF ENGLAND.
By the Rev. D. MORRIS, B.A.
The One Hundred and Ninth to One Hundred and Sixteenth Thousand.
With 24 Historical Maps and Plans of Battles, and 29 Illustrations engraved on Wood. Fcap. 8vo, 3s. 6d.

EIGHTH EDITION, REVISED, AND WITH ADDITIONAL ILLUSTRATIONS.

A HISTORY OF GREECE.

FROM THE EARLIEST TIMES TO THE DEATH OF ALEXANDER THE GREAT.
By C. W. C. OMAN, M.A., F.S.A.
With 13 Maps and Plans and 84 Illustrations. Crown 8vo, 4s. 6d.

LONGMANS, GREEN, & CO. 39 PATERNOSTER Row, LONDON, E.C,

Dec. 1, 1908. ]

THE EDUCATIONAL TIMES.

509

Messrs. LONGMANS & CO.’S LIST.

By BENJAMIN HALL KENNEDY,

D.D.,

Late Regius Professor of Greek in the University of Cambridge.

THE REVISED LATIN PRIMER. 2
A SHORTER LATIN PRIMER.

EXERCISES ON THE SHORTER LATIN PRIMER.
By M. G. and J. KENNEDY, and H. WILKINSON, M.A. Crown 8vo, ls. 6d.

A KEY, for the use of Masters only.

va. 9d. net, post free.

By T. K. ARNOLD, M.A.

Practical Introduction to Latin Prose Com-
position. Edited by G. GRANVILLE BRADLEY, D.D., formerly Dean of West-
minster. 6s.

A KEY, for the use of Masters only. 5s. 24d. net, post free.

By LEON CONTANSEAU, M.A.
A Practical Dictionary of the French and

English Languages. Post 8vo, 3s. 6d.

A oe Dictionary of the French and

nglish Languages. Being a careful Abridgment of the Author's “ Prac-
fie French and English Dictionary,’’ preserving all the most useful features
' of the Original, condensed in a much smaller Volume. Square 18mo, 1s, 6d.

*,° Special Edition for Travellers Chale ets Use, bound in leather tuck, price
e . ne es

By A. A. SOMERVILLE, M.A.

A First French Writer. For the use of Lower and
Middle Forms of Schools, Crown 8vo, 3s. 6d.

LONGMANS’ FRENCH COURSE.

Longmans’ French Grammar. By T. H. Ber-
TENSHAW, B.A., Mus. Bac., Assistant Master in the City of London School.
Crown 8vo.

Grammar. Part I. Up to and including Regular Verbs, with Vocabularies,
&c., 1s.

Grammar. Part II. Including Pronouns, Adverbs, Irregular Verbs, Sub-
_ junctive Mood, Infinitive, and Participles, with Vocabularies, &c., ls.

Parts I. and II. Complete in One Vol., 2s.
KEY and SUPPLEMENT, for the use of Masters only.

Longmans’ Illustrated First Conversational

French Reader. With Notes and full Vocabularies. By T. H. BERTEN-
snaw, B.A., Mus. Bac. With 86 Illustrations (including 18 Views of the Public
Buildings, £c., of Paris, and Plan of Paris, illustrating ‘‘ Ma Première Visite a
Paris’’). Crown 8vo, ls, 6d.

Longmans’ Illustrated First French Reading

Book and Grammar. By JOHN Bripaoop, B.Sc., and THomas HAR-
BOTTLE. Crown 8vo, 1s.

Longmans’ Illustrated Second French Read-

ing Book and Grammar. By Joun BipGoop, B.Sc., and J. Watson
CAMPBELL. With 40 Illustrations. Crown 8vo, 2s.

By G. G. BRADLEY, D.D., formerly Dean of Westminster.
Aids to Writing Latin Prose. Containing 144

Exercises. With an Introduction comprising Pr minery Hints, Directions,
Explanatory Matter, &c. Edited and arranged by T. L. PAPILLON, M.A.
Crown 8vo, 5s.

A KEY, for the use of Masters only. 58. 24d. net, post free.

By H. G. LIDDELL, D.D., and ROBERT SCOTT, D.D.
Greek-English Lexicon, 4to, 36s.

Greek-English Lexicon. Abridged from the above.
Revised throughout. Square 12mo, 7s. 6d.

By H. R. HEATLEY, M.A., and H. N. “KINGDON, M.A.

Gradatim. An Easy Latin Translation Book for Be-
ginners. With Vocabulary. Fcap. 8vo, ls. 6d.

A KEY, for the use of Masters only. 5s. 24d. net, post free.

Exercises on Gradatim. By H. R. Heatuey, M.A.,
and the Rev. A. SLOMAN, M.A. Fcap. 8vo, 1s. 6d.

Excerpta Facilia. A Second Latin Translation Book.

Containing a Collection of Stories from various Latin Authors, With Notes at
end, and a Vocabulary. Crown 8vo, 2s. 6d.

A KEY, for the use of Masters only. 58. 3d. net, post free.

By ARTHUR SIDGWICK, M.A.

A First Greek Writer. Crown 8vo, 3s. 6d.
A KEY, for the use of Masters only. 58. 24d. net, post free.

Introduction to Greek Prose Composition.
With Exercises. Crown 8vo, 5.
A KEY, for the use af Masters only. 5s. 3d. net, post free.

Scenes from Greek Plays. Rugby Edition.

Abridged and Adapted for the use of Schools. Fcap. 8vo, 1s. 6d. each.
Aristophanes.—The Clouds. The Frogs. The Knights, Plutus,
Euripides.— Iphigenia in Tauris: The Cyclops. Ion. Electra. Alcestis.

Bacchae. Hecu Medea

An Introduction to Greek Verse Composition.
By ARTHUR SIDGWICK, M.A., and F. D. Morice, M.A. With Exercises.
Crown 8vo, 5s.

A KEY, for the use of Masters only. 5s. 24d. net, post Sree.

By FRANCIS DAVID MORICE, M.A.
Stories in Attic Greek. With Notes and Vocabulary.

Crown 8vo, 3s

LONGMANS, GREEN, & CO., 39 PATERNOSTER Row, LONDON.

510

THE EDUCATIONAL TIMES.

(Dec. 1, 1908.

Cambridge University Press

The English Grammar Schools to 1660:

their Curriculum and Practice. By Foster Watson, M.A.,
Professor of Education in the University College of Wales,
Aberystwyth.

A history of the practice of the schools, of their curricula, and
of the differentiated subjects of instruction, in distinction from
the history of the theories of educational reformers as to what
ought to taught, and how existing methods might be im-
proved. Throughout, the attempt has been made to describe
really representative documents and school text-books, as the
safest way of securing a sound basis for the study of the school

practice of the time.
Chaucer.— The Clerkes Tale and the

Squieres Tale. ‘ Edited, with Introduction, Notes, and Glossary,
by L. WINSTANLEY, M.A., Lecturer in English in the University
College of Wales, Aberystwyth.

The editor has attempted to give a clear and concise outline
of Chaucerian grammar, but the main stress has been laid, as is
perhaps fitting in one of the greatest of English poets, rather on
the literary than on the linguistic side. The history of the
“ Clerkes Tale” isgiven much more fully than can be found else-
where, comparing it with the originalsin Petrarch and Boccaccio,
and also with the most. interesting of later versions, while the
sources of the ‘‘ Squieres Tale” have been investigated as care-

fully as our existing knowledge admits.
With a Com-

The: Electra of Sophocles.

mentary, abridged from the larger edition of Sir RICHARD C.
JEBB, by GILBERT A. Davies, M.A.

This abridgment follows the same lines as its predecessors in
the same series. The editor has made it his aim to omit nothing
which contributed directly to the elucidation of the play, but in
very few cases, has made small alterations and additions with
the view of making particular points clearer.

Crown 8vo
6s. net.

Foolscap 8vo
28. 6d.

Crown 8vo
4s.

THE REVISED VERSION FOR SCHOOLS
With Introduction and Netes.

The Gospel according to St. Luke.

by the Rev. E. Witton SoutH, M.A. With 2 Maps.

The Acts of the Apostles. Edited by the
Rev. C. West Watson, M.A. With 3 Maps.

The present editions will, it is hoped, serve a good purpose im

Foolscap 8vo drawing the attention of young scholars to the importance of

1s. 6d. net some of the changes made in the Revised Version, and im

each. presenting in a clear and intelligible form the best and moat
approved results of recent theological works on these books.

Edited

A Handbook of Forest Botany

By the late H.

Trees :
for the Woodlands and the Laboratory.
MARSHALL Wan, Sc.D., F.R.S.

The Author intended to write three volumes in addition to
those already published, but. was not spared to complete his full

Vol. IV.
Fruits. scheme. He, however, left behind sufficient manuscript to make
pate oe up two volumes. The present volume bas been seen through

the press by Mr. Percy Groom, and will be succeeded by a final
volume, which is now in the press.

ENGLISH LITERATURE FOR SCHOOLS

A NEW SERIES OF ENGLISH. TEXTS WITH BRIEF NOTES.
Extra fcap. 8vo, cloth. Price 1s. 4d. each.

Defoe.—Memoirs of a Cavalier. Edited, with Intro-
duction and Notes, by ELIZABETH O'NEILL.

Hazlitt.—Characters of Shakespeare’s Plays. Edited,
with Introduction and Notes, by J. H. Lospsan, M.A., Lecturer in
English Literature, Birkbeck College, London.

Cobbett.—Rural Rides.
LosBan, M.A.

Captain John Smith.—True Travels, Adventures,
and Observations in Europe, Asia, Africa, and America,
and the General History of Virginia, New England and
Summer Isles, Bks.I.-III. Edited, with Introduction and Notes,
by E. A. Benrans, M.A., Fellow of St. John’s College, Cambridge.

Selected and Edited by J. H.

Further volumes are in preparation and will be announced shortly.

BOOKS SUITABLE FOR THE

CAMBRIDGE LOCAL EXAMINATIONS, July and December, 1909

THE PITT PRESS SERIES.

AUTHOR. Work. EDITOR. F MIGE;
Ballads and Poems illustrating \ q, D
í English History ..........0..- } F. Sipawror ...... $
Lamb ......... Tales from Shakespeare......... J. H. FLATHER ... 1 6

(A Midsummer. Night’sDream,

The Winter’s Tale, Much Ado

About Nothing, The Comedy

of Errors, Othello.)
Bacon ......... ESSAYS: loreetara A. S. WEST ...... 3 6
Scott ......... A Legend of Montrose ......... H. F. M. Sımrson 2 6
Malot ......... Remi et ses Amis ............... M. npe G. VERRALL 2 0
(With Vocabulary.)
Moliére......... Le Bourgeois Gentilhomme... A.C. CLAPIN ... 1 6
ere ee Madame Thértse ............... A. R. Rores ...... 3 0
Andersen ...... Eight Stories from ............ W. RIPPMANN 2 6
(With Vocabulary.) wW. w a
. WAGNER an

Coethe ......... Boyhood ......csccceccsseeeceseeees { To Ua, 20

| King Richard ili.

THE PITT PRESS SHAKESPEARE FOR SCHOOLS.
With Introduction, Notes, and Glossary by A. W. Vegrry, M.A.
Jullus Caesar. Eleventh Edition. 1s. 6d.

Sixth Edition. ls. 6d.

“ Every page shows careful scholarship and a r. pe literary judgment: it would be
difficult to praise this work (or this series) too highly.” —School World.

THE CAMBRIDCE BIBLE FOR SCHOOLS AND COLLECES.

; s. d.

Cospel acoording to St. Matthew .................. CARR ss iaveesceus net 2 0

i j Smaller Edition E 1 0

First Book of Kings (Smaller Edition, 1s.) ...... LUMBY ......... net 2 0

y Revised Version ............ BARNES ......... net 2 0

Acts of the Apostles (Smaller Edition, 1s.) ...... LUMBY ......... net 3 0

Epistles to the Thessalonians .............. eee FINDLAY......... net 1 6
THE REVISED VERSION FOR SCHOOLS.

Gospel according to St. Matthew..................... CaBR ............ net 1 6

Watsoy......... net 1: 6

Acts of the Apostles ...............ccccecceeccee teow eee

Lonpon, Ferrer Lane; Campriogg Universtry Press Warenouss. C.F., Cray, Manager.

Dec. 1, 1908. ] THE EDUCATIONAL TIMES. 511
CONTENTS.
Page
Leader: German in the Schools .........::ceccccccceeseeenseeeeeeeeeeeees 511 The Experimental Study of Instruction : Address by Prof. J. W.
Ñ ve Adamson; M A ceia sued’ haus ue dee coveswen aa naan EIEEE TAN 523
OO he i A A see eile REEE tae saan tiaaul avon we ak sca ciaaee aa ables ; : a
Cr haa A 88 # ese e 8 8060214 90:80. e ; É : The Teachers’ Registration Council: Delegates’ Reply to the
The Ed ] ise—Th trat C 1—G - ? :
l ances of Assistant Mistieceon Oxford aad. the ‘People—The Welsh Board of Education Circular .............:ccccsesseeessecsseesceeseee 527
okey Olea; Business Management—Prospects of State Aid Conférences Françaises: La Femme Poète, par Mlle. A. M.
z ear dig Gachot erraren Aa A EE E 527
ummary of the Month. oeeie ariran i a College of Preceptors :
Universities and College8..........s.oseesssressrereesesreseseerersrseens 516 Practical Examination for Certificates of Ability to Teach ... 528
Cam bridge— Manchester—Leeds— Wales—G lasgow. Meeting Of thie Counalcncn ae ne eh 508
The Study of German in Public Elementary Schools : Letter to TRO VIOWBy erae cases dcaad nage teseee nay ans eomnansanianecusineawent: 528
the President of the Board of Education ...............ccccseseeees 517 A Literary istory of France (Faguet)—The Practice of Instruc-
i ion son).
Correspondence: Ahe Council of the College ......ssrersessssssese, me General Notices ...........ccccesscccccccccccescccscoesuscececeuseceseuseccsess 530
Current Eyents sirenaren aa on E E AERA 521 Christmas Books ......cccccccccccoccccceccccccecccccececccecccccceceseececce 531
Fixtures— Honours — Scholarships and Prizes — Endowments and h i
Benefactions—A ppointments an Vacancies— Literary—General. Mat CUAL CRS sissies caret daa caret ae Ooh Reena aA OS 536

The Educational Times.

A LITTLE over a year ago we reviewed,
not very cheerfully or very hopefully, the
position of German in English education.
We laid stress upon the high importance of a wider and
fuller knowledge of German—the educational advantages of
the study of the language, the literature to which it is the
key, the necessity of a command of it for the purposes of
research in every department of study, and its political value
for the removal of national misconceptions so “ readily exag-
gerated by the less enlightened press of both countries,” to
say nothing of its social and commercial utility. Yet an-
other year’s experience scarcely tends to render the outlook
more hopeful. Elsewhere we reproduce a letter on the
position of German in our secondary schools addressed to
the President of the Board of Education by five very im-
portant societies fully cognizant of the facts of the case, and
representing not merely literary and pedagogical, but also
scientific and commercial, interests. The combination of the
Modern Language Association, the London Chamber of
Commerce Education Committee, the Society of University
Teachers of German, the Teachers’ Guild, and the British
Science Guild masses a weight of opinion that is not to be
ignored or undervalued. It is obvious, on the face of the
matter, that no such combined representation would be
possible if we were not face to face with a really serious
tendency of educational administration in a direction that
must lead to very unfortunate, if not to disastrous, results.

The evidences of the decay of German in secondary schools
below the first rank call for very careful consideration.
The first test of the combined societies is applied to the
number and the percentage of candidates at the Oxford
and Cambridge Local Examinations. In the Junior Oxford
Locals, 440 out of 3,226 candidates took German in 1895;
479 out of 8,327 in 1907—a declension from 13:7 to 5'7 per
cent. In the Senior Oxford Locals, 351 candidates out of
1,414 took German in 1895; 360 out of 6,370, in 1907—a
declension from 24°2 to 5°6 per cent. While the total num-
ber of candidates has enormously increased, the number
taking German has remained practically stationary. In the

———<———

German
in the Schools.

Junior Cambridge Locals, 396 boys out of 5,033, and 557
girls out of 2,696, took German in 1895; 345 boys out of
4,671, and 314 girls out of 3,034, in 1906: the percentage
of boys showing a slight drop, from 7'5 to 7:3, and the per-
centage of girls declining from 20°6 to 10°3, exactly one-half.
The total of boys is somewhat diminished, but the falling-
off in girls is strongly marked, almost as strongly as the
percentage. In the Senior Cambridge Locals, 80 boys out
of 680, and 426 out of 1,272 girls, took German in 1895;
108 boys out of 1,721, and 216 girls out of 2,015 in 1906:
the percentage of boys dropped from 11:7 to 6:3, while the
percentage of girls fell from 33:5 to 10:7. The total of boys
increased considerably, while the girls fell off by one-half.
Looking at the objects of candidates, so far as one may
essay to divine them, one may doubt whether it is quite
clear that the percentage test is not to be taken with a
certain qualification. There is probably always a consider-
able proportion of candidates that want the certificate on the
lowest terms, without any special regard to the superior
utility of any particular subject in their subsequent career ;
and German may not rank in popular opinion among the
softest of the options. However, the only comforting out-
come of the review seems to be that the absolute number of
boy candidates has sumewhat increased in three of these
divisions and has fallen off only in one—the Junior Cam-
bridge Locals: the great débâcle is in the total numbers of
girl candidates—as far as the separate figures are furnished
—and in the percentages. It seems reasonably safe to say
that the real meaning of the results demands an inquiry
into the nature of the examination papers, and perhaps also
into the methods of teaching. Still, the best feature of the
tables only shows a practically stationary condition over a
period of a dozen years; and, whatever deduction (if any)
may fall to be made from the validity of the percentage
principle, it is more than sufficiently plain that the position
is very far from what it ought to be.

The letter further points to recent reports of the Board
of Education certifying a grievous decline of the study of
German in Wales and in Scotland, as well as in England.
Only last month we summarized the lament of the Scottish
Modern Languages Association’s memorandum based upon
replies to a circular sent to. thirty of the, principal higher-

p12

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

grade and higher-class secondary schools. The Education
Department of the London Chamber of Commerce is hoarse
with complaints of the inadequacy of the supply of can-
didates for clerkships that possess a competent working
knowledge of foreign languages, and these complaints bring
us back to the schools that send pupils to the Oxford and
Cambridge Local Examinations, as it is from them that the
most of the clerks come. The Universities also suffer in
natural course. With such conditions prevailing in the
schools of supply, it is easy to understand that they
“ find it increasingly difficult to obtain students prepared to
take up the higher study of German.” And how far can
they go in research without an adequate command of Ger-
man?’ The conclusion is not far to seek. Progress in
every department — educational, literary, scientific, com-
mercial — is menaced with retardment. This weighty
address to the President of the Board of Education was
not penned a day too soon.

What can the President do to save the situation? The
letter suggests that he might issue a circular to Educa-
tion Authorities, governing bodies, and the principals of
secondary schools, calling their attention to the dangers
involved in the decay of the study of German and empha-
sizing the multiplied advantages of a knowledge of the lan-
guage. If such a reminder ought not to be necessary, there
can be little doubt that it would in some sensible measure
be effective. Perhaps there is more to be expected from
some way of getting round Latin. Nobody questions the
value of Latin, but the superior claims put in for it rest
more upon traditional ideas than upon the actual de-
mands of modern life. Avoiding a frontal attack, the letter
urges “that the Board should encourage and foster schools
of the type of the German Realschule and Oberrealschule, in
which two modern languages, but not Latin, are taught.”
This is in the right direction, but there is too much novelty
about it—some may even scent a menace in it—to hope for
the adoption of the suggestion without a course of urgent
insistence. It is only fair, however, that “it should, as a
general rule, be required that schools should make provision
for the teaching of German to those pupils who wish to
learn it, as it is now required that provision should be made
for the teaching of Latin.” The example of German study
of English, and of the widespread teaching of German in
other countries, should also carry weight. And the more
we think of it, the more we feel the desirability of some
careful inquiry into the methods of teaching German and
into the character of examination papers in German; and
perhaps also into the ways of regarding German as a paying
examination subject, from the point of view of both teachers
and pupils. In any case the question now raised must not
be allowed to rest without a satisfactory solution.

NOTHS.

THE prolonged negotiations for an agreed settlement of
the thorny points of the education controversy have led to
yet another Education Bill. On al) grounds, it seems much

better to start afresh than to graft the new provisions on’ involved.

the old Bill. The whole matter can be more satisfactorily
reviewed in a regular second-reading debate. All friends of
religious and educational peace will join in tribute to the
labours of the representatives of the different interests at
stake. Elsewhere we set out the main points of the new
measure. Already the voice of dissatisfaction is loudly
heard through the congratulations to the promoters and
framers of the settlement, and forecasts of continued warfare
are not wanting. ‘Since the Reformation,” says the Bishop
of Manchester, “there has been no such malversation of
Church property as is proposed by this Bill: war—bitter
and protracted war—is far more likely to result than peace.”
“The new Bill,” says Mr. Hirst Hollowell, “is the worst
for education and civil liberty of the four Bills introduced
by the present Government.” Father Bernard Vaughan
thinks the Bill “almost as plausible and clever as it is
dishonest and wicked”; his soul is “ fired with indignation
and with shame and humiliation.” The N.U.T. is still in
arms against contracting-out and right of entry. After all,
a compromise means that you are not to have all the butter
to your own side of the dish. It is not easy for militant

debaters to look calmly around a question and see their

opponents’ case as clearly as they see their own. All this
was to be anticipated, and the clamour will be re-echoed in
Parliament. We are not prepared for any development of
strategy that will interfere with the passing of the Bill.
The rights and wrongs of the case will be more accurately
estimated after a few years’ experience of the working of
the measure. Meantime the prospect is materially improved,
and large steps are taken—deductions notwithstanding—
towards a truly national system.

It is matter of regret that the constitution of a Registra-
tion Council remains still in suspense. Some six weeks ago
Mr. Butcher asked the reasons for the delay; but Mr.
Runciman only repeated the reasons already given. The
weight of the protests “ from various important sections of the:
teaching profession” against the educational delegates’ pro-
posals was still held to “ make it difficult to regard a Council
so constituted as representative of the profession as re-
quired by the statute.” Mr. Runciman had referred these
protests to the Committee, and was “ hoping to receive from
them revised proposals which will command general agree-
ment.” Very soon thereafter the Committee, after con-
sideration of the White Paper (Cd. 4185), the report of the
delegates, and a number of letters received from societies
claiming representation, communicated to Mr. Runciman
their resolution thereon, “that the plan of a Registration
Council already recommended be further pressed upon the |
Board of Education,” adding the opinion that, while some
members thought certain modifications might be submitted
to the Board as desirable, yet “these modifications can only
be made by the Board, which alone is in a position to
arbitrate between rival claims.” The view adopted by the
Committee seems perfectly sound. The profession would
be glad to see indications of the willingness of the Board to
contribute as suggested to the solution of the difficulties
It is time there were decided’ signs.of progress.

Dec. 1, 1908.]

THE Morning Post, reviewing the grievances of assistant
mistresses in secondary schools, points out that, in com-
parison with the assistant master (who has “at any rate
won the substantial advantage of some slight increase in
security of tenure ’’—after a dozen years of persistent effort),
the assistant mistress, “ whether as regards tenure, salary,
or social environment, is in every way in the more deplor-
able position of the two.” On the question of remedy, our
contemporary remarks:

The remedy for at any rate the more tangible of these grievances lies
in some degree with the Board of Education. But to an even greater
extent it rests with the women themselves. As soon as the Board
assumed responsibility for secondary education, their inspectors reported
with one voice that high-school mistresses were overworked and under-
paid. The result has been that in both these points improvement is
already discernible. Nor is it over-sanguine to hope that the Board’s
ameliorating influence will be maintained and extended, and that the
question of tenure will also be dealt with in time. But, what is still
more important, this prompt recognition of their grievances has en-
couraged women teachers to demand that in future at educational con-
gresses and conferences, where, hitherto, consideration for their pupils’
welfare has provided the main topics for discussion, some attention shall
be paid to the conditions of their own life and work. The economic
reasons for the original inadequacy of salaries are too well known for
recapitulation here. But that women should still continue to hold!
ill-paid posts is in a large measure their own fault. So long as such |
posts are accepted, whether through force of circumstances or in a spirit
of altruism, so long will they continue to be offered, regardless of the |
protests of individuals. Up to the present these protests have never |
taken shape in united action, and there seems to be a tendency to wait
for some general panacea such as Parliamentary representation, in spite |
of the fact that so far his measure of political power has done little
enough towards raising the status of the assistant master. Some asso-
ciation will probably be formed sooner or later to deal exclusively with
the question of salary, and at some future date it may be possible, as
a result of organized co-operation, to finance impecunious teachers during
ce p non-employment and so prevent any acceptance of under-
paid work. But, unless women are prepared as a body to rely upon
themselves in the matter, and to look to the interests of the profession
as a whole, any partial attempt at remedy can only end in failure.

Tue Joint Committee of University and labour represent-
atives on Qxford and the education of workpeople is ener-
getically tackling a very difficult practical question—how
to bring Oxford back to the people. Tutorial classes,
financed half by the colleges and half from local sources |
(grants from the Board of Education, trade unions and
other labour bodies), have been, and will increasingly be,
established in industrial centres, not for the children of
workpeople, but for adult workpeople themselves ; and there
is a strong demand for the sort of education provided, and,
in spite of many difficulties, such as overtime, broken hours,
and unsettled conditions of work, reports speak of excellent
results. The connexion with the University is established
in two ways: first, there will be a selection of the best
students at the end of the two years’ course, and the
successful candidates will be provided with scholarships to
enable them to go into residence at the University; and,
secondly, it is recommended that all district tutors shall
reside and lecture in the University during the summer
term. It is, indeed, refreshing to find Oxford in the mood
of entering upon such a strenuous and such an unlikely
campaign. There is a new spirit in the attempt. There
can be nothing but good in the endeavour to interest and
to instruct the adult workpeople; and the drafts to Oxford
are sure to be well received, and to disseminate and drive
home as many fresh ideas as they imbibe. Everybody must
wish the best success to the movement. But, after all, it

THE EDUCATIONAL TIMES.

513

is a very long way from bringing the people back to Oxford.
Why not at once set about arrangements for enabling the
poorest youth with brains to go to Oxford as freely as he
can go to any Scottish or German University ?

THE Cumbrian News offers stringent criticisms upon the
business management of the Welsh University Colleges, and
particularly upon the College at its own door in Aberyst-
wyth. The three Colleges want a State contribution of some
£30,000 a year towards their maintenance. ‘There are
about fifteen hundred students—this is a liberal estimate
(says our contemporary )—and it seems to us that the first
duty of the Colleges is to increase the fees of students, to cut
down expenses, and to effect other economies which would —
show that each College was living within its means, however
cramped its work might be.” Then they might proceed “ to
prove that they require additional help, not for maintenance,
but for development.” As far as our contemporary can
ascertain, “ there is no really efficient managing body to see
to the management of the College” at Aberystwyth. ‘ The
Court of Governors is practically of no use. It meets four
times a year, and does nothing. It cannot doanything. The
body is too large, and meets too seldom, to exercise any
efficient control, either upon expenditure or management.”
“The College Council is equally powerless,” the greater
legal authority resting with the Governors. “ The Senate
has no power worth mentioning, and is very inadequately
represented on the Court of Governors and the Council.”
Whatever may be the actual facts, and granting that these
criticisms may be more or less overcoloured, recent differences
of opinion in Welsh academic circles have drawn attention
to considerable elements of dissatisfaction ; and the present
journalistic onslaught may be taken as another symptom of
a state of things that demands inquiry. In any case, a grant
of some £30,000 a year for maintenance ought to be preceded
by a competent and independent investigation.

AT the same time, the wiser course is to be generous,
without too minute exploration. It is well to live within
one’s means, but a state of bareness and cramp is not par-
ticularly favourable to development. The personal com-
parison, in fact, does not in all points correspond with the
academic. However, it will be agreed that the administra-
tive department should be sound and capable, and that steps
should be taken to see that public grants are first needed
and then properly applied. -The Chancellor of the Ex-
chequer has the Welsh claim before him, and, though he
is an enthusiastic Welshman, has spoken on the subject
with measured restraint, even before the University of
Wales on an occasion when he might be expected to be
expansive. True, he said he was “firmly convinced that
it was his duty, not as a Welshman, but as Chancellor of
the Exchequer, to review the whole of the circumstances
and conditions, not merely of Wales, but of Ireland, and the
demands of English and Scotch education to make a very
substantial contribution towards the work of the University.”
But he told Bangor to complete her buildings ont of her
own pocket, and indicated that he was thinking of bestow-

514

ing his contributions in salaries—certainly the most neces-
sary and the most effective application—and that even
research may have to wait for special endowment. “It
would be the worst thing in the world for the Welsh
people,” he said, “if the Government were to do everything
for them in the way of building up their educational sys-
tem.” There is express ground, therefore, for anticipating
that Mr. Lloyd George will satisfy himself as to the real
needs of the Welsh colleges before dipping his hand into
the Exchequer for them. If there be any such administra-
tive futility as is alleged so roundly by our Aberystwyth
contemporary, that requires different treatment.

SUMMARY OF THH MONTH.

THE main provisions of the new Education Bill may be sum-
marized as follows :—

1. Rate aid to be confined to schools provided by the Local Education
Snore No child may be compelled to attend a school not so pro-
vided.

2. A duty is imposed on the Local Education Authority to provide free
accommodation in public elementary schools for all children whose
parents desire such accommodation.

3. No teacher of a provided school may be subjected to religious
testa or required to give religious instruction.

4. Religious instruction in conformity with the Cowper-Temple Claure
to be given in the first three-quarters of an hour in each school day for
any child whose parents desire him to receive it

5. “ Right of entry’’ for denominational instruction in provided
schools on two mornings in the week, under conditions.

6. Owners of an existing voluntary school subject to charitable
trusts may transfer the school by agreement to the Local Authority.

7. A Local Authority is given power to establish a Religious In-
struction Committee, to whom all questions as to the syllabus of religious
instruction provided by the Authority will stand deferred.

8. Voluntary schools (except in single-school parishes) may “ contract

as ’ and receive a Parliamentary grant—but no rate aid—on the sliding
scale.

THE “right of entry” (Clause 2 of the Bill) takes the form of
provision for affording facilities in provided schools for de-
nominational instruction from 9 to 9.45 on two mornings in the
week to children whose parents desire them to receive it, no part
of the cost being borne by the Local Authority. Assistant
teachers, if permitted by the Local Education Authority, ma
volunteer to give religious instruction under the clause.
present head teacher of a voluntary school transferred under the
Act may also volunteer, with permission of the Authority, so long
as he holds his present appointment, or, in case of his trans-
ference to the head teachership of any other transferred voluntary
school, for five years after the passing of the Bill. The Local
Authority may not withhold permission unless the teacher's
services are required for the general conduct of the school.
Payment is to be made to the Authority in respect of the time
spent by the teacher is giving this instruction, in proportion to
the salary of the teacher and the time devoted to the instruction.

Crause III. prescribes the conditions under which a school not
provided by the Local Education Authority may be recognized as
a public elementary school, and thus share in the Parliamentary
grant. The school must not be a school in a single-school
parish ; there must be at least thirty children in attendance; it
must satisfy the conditions of the code, and must attain an equal
standard of efficiency, as regards teaching staff, school premises,
and secular instruction, with provided shoals The school must
belong to an Association recognized by the Board of Education
for the purpose, and the Parliamentary grant will be paid to the
Association. No Association will be recognized unless it is an
Association of schools of a certain denomination for the whole of
England and Wales.

THE amount of the grant is not an average 47s., as in the case of
Mr. McKenna's Bill of this year. There is a sliding scale, vary-
ing upwards, in inverse ratio to the size of the school :

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

Attendance at the School as Grant
computed for the purpore per
by the Board of Education. Scholar.

From 30 to JO- accivesaesaseiveskeseverdes 55a. Od.

Be YOM, oe | LOO, a 548. 6d.

a SON a 150 sntbrisixtosedectvnaicesens’ 538. 6d.

a ADE: go 200: sanee 52s. 6d.
aUh ey $950" raean airina 51s. 6d.

s OGL ca OO: n ai 50s. 9d.

ge BOL. E etc aitchadeelesctusacas 50s. Od.

se? BOLL ee AOO eetan eieaa 49s. 6d.

De MON 2s “AGO! hace aS 49s. Od.
MBL B50! cre aacicaasansiaeseuaaas 48s. 6d.

» O51 ,, TOO. Girinis nseries 488. Od.

a TOL -35 a ET 47s. 6d.

E OE E nds 47s. Od.

» above 1;300 ecserin 46s. 6d.

This means a considerable increase in the financial responsi-
bility of the Exchequer and a corresponding saving of the rates.

AT a meeting of Roman Catholic teachers in London (Novem-
ber 21) the following resolution was passed :—

That this meeting of London Catholic teachers vigorously condemns
the proposal for contracting-out contained in the Education Bill, as in
its very essence it must, of necessity, be unjust and uneducational, and
pledges itself to uncompromising opposition to any legislative proposals
which would (a) impose civil disabilities upon Catholic ratepayers ;
(b) rob Catholic children of their just rights to the full benefits of a
national system of education ; (c) penalize Catholic teachers by damag-
ing their professional status, reduce their salaries below the recognized
scale, and inevitably lead to a recrudescence of the unfair and intolerable
conditions to which the Catholic teaching body was subjected prior to
1902.

THE tenth meeting of the Federal Council of Secondary School
Associations was held (October 28) at the College of Preceptors,
Canon Bell in the chair. The position of the negotiations con-
cerning the new Registration Council was considered, but, as the
members of the Council were already involved in the action of
Dr. Gow’s committee, no further steps were taken. A motion
from the Assistant Mistresses’ Association for a Committee to
consider the general question of curricula in secondary schools
was discussed, but not carried, the Council feeling that the pro-
posal could not yet be executed efficaciously. The interim
Report of the Committee on the Incidence of Taxation was re-
ceived, and the Committee was instructed to continue its inves-
tigations, which had already produced evidence of much in-
equality and hardship. The Report upon the Constitution and
Functions of the Council, prepared by a special Committee, with
Dr. Gow as assessor, was received, and it was decided that before
further steps were taken the Chairman should ascertain the views
of the Head Masters’ Conference upon the general question. The
Draft Superannuation Scheme of the National Association of
Local Government Officers was considered, and it was agreed that
the Chairman, with Mr. Cholmeley and Mr. C. H. Greene, should
be constituted a special committee to examine and report upon
the scheme and recommend action.

THE London County Council Education Committee is consider-
ing an extension of the Council’s trade schools for girls. The
first class for definite trade instruction was established at the
Borough Polytechnic in September, 1904, for the training of
lag in waistcoat-making. In the following year classes in

E E T and designing and making of ready-
made clothing were authorized, as was also the award of eighty
scholarships tenable at the institutions where these classes were
held. The progress of these classes was considered sufficiently
satisfactory to justify their further extension, and last year addi-
tional classes were formed in the above-stated subjects, and also
in corset-making, ladies’ tailoring, and laundry work. It is
now proposed to organize additional classes in these subjects,
and also in photography and millinery, at the London County
Council Trade School for Girls, the Hammersmith School of
Arts and Crafts, and the Borough and Woolwich Polytechnics.
The cost, which will be spread over three years, will be £6,400.
All the girls who completed their training in April were able to
find remunerative employment with good firms. In several im-
portant trades the highest positions are often filled by foreigners,
who are employed solely owing to their better training and
higher technical skill. The Council’s schools will, however, train

Dec. 1, 1908. ] .

a| body of workers capable of taking the highest positions
attainable.

THE annual general meeting of the Association of Teachers in
Technical Institutions was held (November 7) at St. Bride’s Insti-
tute. Mr. Chas. Harrap, the President, congratulated the members
on the steady progress which has been made. He said it is time
there was a technical college for training teachers. No one
knows better than the members of the Association how difficult
it is to get competent technical handicraft teachers—men who
have worked at the trade and know how to teach it. Such men,
when found, deserve the best treatment from Authorities in order
that they may be retained for the benefit of technical instruction
generally. Among the difficulties which have to be overcome, if
Bnglish technical education is to be successful, is the necessity
of obtaining the concurrence of both employers and employees
in any scheme intended to substitute trade-school training for
part or whole apprenticeship. The London County Council has
been able to form two consultative committees, one for the book-
binding and another for the printing trades, each committee
consisting of three employers, three representatives of the
employees, and three London County Council nominees. One of
these committees has completed its preliminary work, and in
due course an experimental school is to be tried where lads can
undergo a proper preparatory training for the trade. The
youths will generally be selected by scholarship tests, and may
enter the preparatory trade training school from twelve and a
half years of age. The newly elected President of the Associa-
tion is Mr. J. Wilson, head of the chemical department, Battersea
Polytechnic, 8.W., who has acted as Honorary Secretary of the
Association since its formation in 1904. His successor in that
office is Mr. P. Abbott, head of the mathematical department,
Regent Street Polytechnic, London, W.

Tue Association of Teachers in Technical Institutions has
addressed a letter to the Board of Education drawing attention to
the conditions of the Whitworth Scholarship and Exhibition
competitions. The Association states, in response to requests from
teachers who have been for years preparing candidates for these
competitions, that there is a general belief that the competitions
are not now in full accord with modern requirements of engineer-
ing study and training, and has drawn up the following propo-
sals, which have been put before all engineering teachers in the
Association, as well as several engineers who are Whitworth
scholars, and therefore may be looked upon as an expression of
present opinion on the subject. The objects of the proposals are
to prevent mere cram and to encourage systematic training, as
well as to give preference to engineering subjects as such. They
are also intended to encourage regular workshop engineering
extending over at least thirty-six months, since Sir Joseph
Whitworth's intention was specially to encourage the practical
mechanical engineer. The Association points out that a modern
scheme of training for mechanical engineering is incomplete
which does not give an opportunity for considerable electrical
engineering study and practice, and expresses a hope that the
Board of Education will see its way to accept the examinations of
the City and Guilds of London Institute in electrical engineering.
The principal changes proposed by the Association are: (1) in-
troduction of a qualifying test ; (2) a “special ” freehand drawing
examination to be held; (3) division of subjects into two groups;
(4) a new scale of marks; (5) “relative value ” factors: (6) intro-
duction of electrical engineering as a subject; (7) more rigorous
workshop qualification : (8) the deletion of building construction
and drawing and naval architecture as not strictly belonging to
mechanical engineering. With a view to embody the above sug-
gestions, they submit an examination scheme. The Council
urges that candidates’ credentials in the matter of workshop
qualifications should be very carefully investigated, and, further,
that the time spent in the workshops of a mechanical engineer
shali not be less than thirty-six months. Under the present rule
it is possible for a candidate to qualify with eighteen months’
shop practice.

Mr. Henry D. Kiuper, Chairman of the City of London School
Committee, entertained a large and distinguished company at
dinner in Lincoln’s Inn Hall (October 30), in celebration of the
foundation of “The City of London Asquith Scholarship” of
£100 a year, tenable at Oxford or Cambridge for three (or four)
years. Mr. Asquith made some interesting personal statements :

Among the many and varied congratulations which I have received

THE EDUCATIONAL TIMES.

515

since I had the honour of attaining to my present position I can assure
you there is none which has gone more nearly to my heart, or for which
I feel more sincerely grateful, than that which you have given me to-
night. In the first place, I desire to thank the Corporation of London
and the Lord Mayor, its honoured representative, for the great dis-
tinction which they have done me—one of the most welcome tributes
that could be paid to any man—in founding and naming with my name
a scholarship in my old school, by which I hope and believe that those
who like myself could not, from their own means, or the means of their
friends, have by any possibility achieved the advantage of University
distinction may in time to come be able, at Oxford or Cambridge, to
pursue the studies they. have begun at our old school. I remember with
gratitude myself that it would not have been possible for me but for
the benefactions first of our pious founder, John Carpenter, and then
of men like Tite and others, and of the great City Companies, such as
the Grocers’ Company, to which I am more especially bound to pay
my acknowledgments—it would not have been possible for men like
myself, born in a humble station in life and not endowed with this
world’s goods, to have pursued the studies begun at school if it had not
been for the beneficence, the wise and far-sighted beneficence, of men
in days gone by, which, I am glad to think, is going to be supplemented
and rivalled by the Corporation of to-day. And, next, I must acknow-
ledge in the simplest but sincerest possible words the pleasure it gives
me to find myself to-night among old schoolfellows, some of them
contemporaries, some of them of a later generation, but all united by
one common bond of association, of affection, and of loyalty to the City
of London School.

Mr. Asquity paid a handsome and thoroughly well deserved
tribute to his distinguished Head Master :

And when I try, as I sometimes do, not to speculate upon what might
have been, but to remember what was, and to analyse that debt, while
I acknowledge with gratitude much that was due to the stimulating
and stirring companionships of boyhood, I find its greatest factor to
be the example and the teaching of our old head master, Dr. Abbott.
A scholar of the finest type, he taught his pupils as well as any school-
master of his time the meaning und the just use of words, but, though
bred himself in the straitest school of the old Cambridge scholarship.
he was, I think, one of the first of our head masters to show to his
class how Shakespeare and Dante might be illuminated and understood
by the application of the same scientific methods which had long ago
been applied to the classics of Greece and Rome. I see some here to-
night—Mr. Rushbrooke, Dr. Garnett, and Mr. Hebb, and I dare say if
my eyes had long enough vision I should see others—who sat in the sixth
form in thuse days, and I am perfectly sure that there is not one of them
who would not agree with me that those stimulating and vivifying
lessons, in which all the acumen of scholarship and all the wealth of
learning which Dr. Abbott had derived from close converse with the
classics, were brought to bear with intensity, force, and illuminatiny
power upon the study of every modern author and of every period of
history. But, my old schoolfellows, behind and beyond all that there
was something more. There was the force, the influence, the per-
sonality of a man cultured, disinterested, austere, but, at the same time,
with a vivid interest in the affairs of mankind and in everything that
concerned the boys who came under his charge, and I ai perfectly
certain there is not a full-grown man here who in those days—the days of
the sixties and the seventies—was under Dr. Abbott's tuition and guidance
who will not agree with me that the most precious possession we took
away with us from the City of London School, whether to Oxford or
Cambridye, or to the works of business and to the avocations of life,
was the sense of that strong, self-sufficing, but, at the same time, wide-
spread, vivifying, many-sided personality to which many of us have
looked back in the stress and strain of life as the best example and the
best influence. There is nothing, I can honestly say to you, that gives
me greater pleasure to-night in meeting this gathering of my old school-
fellows than being able to join with you in this loving and grateful
tribute to the man to whose moulding influence we owe so much.

Mrs. Runciman distributed the paran to the successful girls
attending the Notting Hill High School (November 13). Sir Wm.
Bousfield, the Chairman of the Council of the Girls’ Public Day
School Trust, who presided, was able to refer to another remark-
ably good year’s work carried out under the direction of Miss
Steele, the Head Mistress, and her assistants. A Bedford
College scholarship had been won by Irene Birch, who also
passed the Intermediate Arts Examination at London University;
Gladys Westbury secured a scholarship at the Royal Holloway
College; and Lilian Lyons, who had been awarded a bursary at
the same College, shared with Ethel Clover the distinction of
passing the Intermediate Science Examination at London Uni-
versity. Nine girls matriculated at that University, and several
other honours had been gained at the examinations held by the
Associated Board of the Royal Academy of Music and the Royal
College of Music, the Oxford and Cambridge Locals, the National

: Froebel Union, the Royal Drawing Society, and thè St. John’s

216

THE EDUCATIONAL TIME».

[Dec. 1, 1908.

Ambulance Association. Miss Steele, in her report, made a |and social work. In 1906 he received the freedom of the burgh
pleasing reference to the fact that Mrs. Runciman was herself a | of Huddersfield.

Notting Hill Girls’ School “old girl” and a former winner of a
scholarship there.

Mr. Richarpson Camrne i, of Manchester, the representative
of the National Conference of Friendly Societies on the Workers’
Educational Association, has issued a report, in which he gives a
sketch of the special work done by the Association during the
last year. Mr. Campbell says: “Though adult education has
throughout the nineteenth century received much support and
encouragement from individual University men, there has till
recently been no machinery for enabling Universities to ascertain
the special needs of the working classes as voiced by their repre-
sentatives, and little organized effort on the part of workpeople
to claim the Universities as a common national possession. This
state of things has been changed by the formation of the Workers’
Educational Association, which has succeeded in bringing
academic and working class opinion into alliance.” The Workers’
Educational Association has now fifty local branches in England
and Wales where classes of various kinds are provided, in many
cases conducted by teachers and lecturers of ability, provided
in several cases by the Committee of Oxford University, who
manage the University Extension Lecture system. The Associa-
tion is now prepared to establish classes specially adapted to the
needs of workpeople in any of our towns when the requisite
number of applicants (about twenty) can be obtained. The sub-
jects generally taken are economics, history, literature, and
political science.

A REPORT on the courses of lectures and practical lessons held
within the University of Edinburgh in August last has now been
issued by the Acting Committee. It is stated that the total
number of lectures, readings, and recitations amounted to about
240, and the total number of practical lessons to nearly 400. The
courses were attended by 256 students, of whom 77 were Scottish,
28 English and Irish, 88 German, and 49 French, the remaining
14 being of Russian, Portuguese, Scandinavian, and Italian
nationality. Of the total number 133 were men and 123 women,
the great majority belonging to the teaching profession. Besides
these, there were several hundred occasional students and
hearers. Of the 148 certificates of proficiency granted by the
Committee 27 were gained by Scottish teachers under the
Scottish Education Department and 121 were gained by others,
including 60 Germans. The students derived great benefit trom
these courses, and international goodwill and the cause of
national education have been undoubtedly promoted. The Com-
mittee deeply regret that the number of students of German is
still so small, as German is one of the master-keys to science and
art, to industry and commerce, and to ancient languages, as well
as to international friendship. The average attendance at the
German classes was about 30, at the French 80, at the English
classes 100 to 180. The gratifying increase in the number of
students from France was mainly due to the patronage of the
French Government and to the invaluable services of Prof. F.
Herbert. To the students, who worked with admirable zeal, and
to the staff of twenty-six professors, lecturers, and teachers, the
Committee tender their hearty thanks, and they are specially
grateful to the eleven lecturers who so kindly gave their services
gratuitously. These services, and the fact that the officials of
the Council also act gratuitously, alone render the scheme
financially possible.

Tue Rev. Dr. Bruce, for fifty years pastor of the Highfield
Congregational Church, Huddersfield, died at Harrogate
(November 6). A native of Aberdeenshire, he graduated at
Aberdeen University in 1848, and became a teacher. He had
Lord Morley as a pupil at Blackburn, and he was long associated
with Hudderstield College, where Mr. Asquith was educated. He
was one of those who were instrumental in starting the Univer-
sity Extension examinations and the College of Preceptors
examinations at the College, and for some time he was Chairman
of the Committee. He was a governor of the Outcote Bank and
Spring Street British Schools. For twenty-one years he was a
member of the School Board, part of that time occupying the
position of Chairman. As a representative of Nonconformity, he
was one of those who gave evidence before the Royal Commission
on Elementary Education, of which Lord Cross was Chairman,
in 1867. He was an active member of many societies for religious

Tur Rev. Dr. GEORGE EDWARD JELF, Master of Charterhouse,
died on November 19. He was a son of Dr. Jelf, the first
Principal of King’s College, London. Educated at Charterhouse
and at Christ Church, Oxford, he laboured nearly all his life in
the Church, mainly at Rochester Cathedral, and it was only last
year that he succeeded Canon Haig Brown as Master of Charter-
house. He was a prolific author of esteemed religious works.

Dr. Epwarp Caixp died at Oxford in his seventy-fourth year
(October 31). Educated at Glasgow University, a Fellow and
Tutor of Merton, he was appointed tothe Chair of Moral Philo-
sophy in Glasgow University in 1866, and taught there for
twenty-seven years. In 1893 he succeeded Jowett as Master of
Balliol, and held the post till his resignation a year back. He
was the leading interpreter of Kant, Hegel, and perhaps Comte,
in this country; and his Gifford Lectures on the Evolution of
Religion, and the Evolution of Theology in the Greek Philo-
sophers, as well as his volumes of Essays on Literature and
Philosophy, are esteemed masterly. His influence on his students
—“an influence that made for sweetness and light ’—was uni-
versally regarded us impressive and memorable.

Pror. W. E. Ayrton died on November 8. Educated at
University College, London, he took the first place in the Indian
Telegraph Service Examination in 1867, and, in India, devoted
special attention to electrical engineering. From 1873 to 1878
he was Professor of Natural Philosophy and Telegraphy at the
Imperial College of Engineering, Japan. Here he was closely
associated with Prof. Perry in electrical and physical researches.
In 1879 he was appointed Professor of Applied Physics at the City
and Guilds of London Technical College, and in 1884 Chief Pro-
fessor of Physics at the Central Institution (South Kensington)
of the City and Guilds Institute. In 1880 he was Secretary of,
and in 1888 President of, the Mathematical and Physical Section
of the British Association. Prof. Ayrton’s widow, Mrs. Hertha
Ayrton, is herself a distinguished scientist and the only woman
member of the Institute of Electrical Engineers.

UNIVERSITIES AND COLLEGES.

(From our own Correspondent.)

WE really have had a very quiet October term
so far; but that is not an unmixed evil, and
people have had time to attend to their proper
work, as they cannot do in times of agitation and argument.

The list of Birthday Honours contained two names honoured
in Cambridge and not unknown in the outer world. Prof. J. J.
Thomson received a knighthood as some recognition of the
epoch-making character of his discoveries in the realm of
physical science and as a graceful tribute to the discrimination
of the British Association in choosing so capable a President
for its Canadian meeting. The other honour, that of K.G.B. to
Dr. Donald McAlister, is one which is well deserved by the re-
cipient, both in his character as Principal of Glasgow Univesity
and in the more strictly professional role of President of the
Medical Council. Both of the men whom the Prime Minister has
deemed fit to honour are as well known in Cambridge as they
are well liked, “J. J.” and “ Donald” being the usual style and
title of those who have now a right to put a handle before their
first names.

The Council of the Senate have formulated a new edict with re-
gard to the use and abuse of motor-cars with a view both to prevent
inconsiderate driving and to put down unjustifiable extravagance.
Here, as will always happen, the sins of the few are visited upon
the many, for, taking them as a class, the undergraduate motorist
will bear comparison favourably with any class in the country.

The election to the Council of the Senate was rather a tame
affair, no burning question being before the University at the
moment. Dr. Keynes, the Secretary of the Local Examination
Syndicate, and Dr. Kenny, Protessor of English Law, were
nominees of both parties, and, of course, stood high upon the
list in consequence. The Master of Cains (the retiring Vice-
Chancellor), the Master of Queens’, Prof. Seward, Dr. Tanner,
Dr. Mollison, and Mr. Parry were the other members elected.

Cambridge.

Dec. 1, 1908. ]

THE EDUCATIONAL TIMES.

517

Parties are now fairly well balanced in our governing body, and
faddists are conspicuous by their absence.

We have only been enlivened by one “rag,” which took place,
according to custom, on November 14, to work off the excitement
caused by the football match against the Australians, about
which more hereafter. The events of the evening included the
burning, either by accident or design, of a large rick of hay
worth, it is said, £100. If may be useful for frolicsome youth
to bear in mind that penal servitude for life is a possible sequel
to such incendiary playfulness.

We have alluded to the Australian match ; our men covered

themselves with glory, and, though beaten on points—11 to 9— | Privatdozent, express the opinion that a corps o

lost by several pieces of absolute hard luck, they proved them-
selves far the better side in every department of the game, and
thereby justified the forecasts expressed in these notes a month
ago. ‘Those who are inclined to back their opinions in the form
of a wager did so at that time by risking fifty golden sovereigns
to one upon the chance of Oxford being victorious on December 12.
The investment would not commend itself to cautious men who
follow football.

Mrs. Taylor, the widow of the late Master of St. John’s, has
presented the University with a collection of the Hebrew books
belonging to her late husband, and has received the grateful
thanks of the University for her munificence.

The affairs of the Library have been before the Senate, and the
discussion which resulted was remarkable for the outspoken
criticism of one of the staff who knows what he is talking about
—Mr. Sayle, to wit. He observed that the most lamentable, the
most disgraceful, and the most scandalous feature in the Library
was the condition of the catalogue. Mr. Sayle went on to advise
the formation of a new catalogue working in the books of the old
and present new catalogue into the fresh edition. He withdrew
his suggestion in favour of that of a new catalogue by classes, as
the weight of expert opinion was against him. Some are with
the experts, some are with Mr. Sayle.

A change is to be made in the mode of creation of doctors and
masters. For many years the ceremony has entirely lost its
meaning, and now will be abolished in favour of a simpler

rocess—a mere list prepared by the Registrary, countersigned

y the proper official, and presented to the Vice-Chancellor, will
take the place of the reading of meaningless lists of names to a
sparse and yawning audience in the Senate house.

Cambridge men of a past generation will hear with deep regret
that we have lost one of the few remaining links with the past.
Andrew Graham, after many years of devoted work in astro-
nomical science, and comparatively few of well earned retirement,
died on November 5 at the ripe age of ninety-three. His life
was a lesson and his record an example.

THE Chemical Schools are being enlarged by a
new block of buildings, which, it is expected,
will be ready for opening in the early autumn
of next year. The main part of the new block will consist of a
large laboratory for forty students and fifteen new research
oe and the total cost is estimated to be not far short of

Manchester.

THE number of students in the Textile Industries

Leeds. Department, most of whom are taking complete
courses of study, is larger than in any preceding
year. Every place is occupied in the worsted and woollen spin-

ning classes, in the first, second, and third year textile designing,
weaving and colouring classes, in the cloth-finishing class, and in
the class in the conditioning laboratory.

Tune Judicial Committee of the University of
Wales (Lord Justice Vaughan Williams, Sir
Brynmor Jones, and Sir Isambard Owen) have
decided against the claim of the authorities of the North Wales
University College to admit the students of the Normal College
to the examinations of the University. It is now held that
“students of the University ” mean students who have received
Instruction within the walls of one of the three constituent
University colleges.

Wales.

Tune University Court have had submitted to them
a request by the Senate for an inquiry into the
results of the Arts Preliminary Examination in
_ English. Last September there was a similar representation
from the General Council. Out of 250 candidates presented,

Glasgow.

only 28 passed in English; that is, there were 87 per cent. of
failures. A committee was appointed to obtain an explanation
from the Joint Board of Examiners (whose methods of revision
were freely discussed), and to obtain all necessary information
for the Court, such as the questions set and the answers.

The Committee on Educational Policy und Methods submitted
to the General Council a report on the proposed institution of
lecturers analogous to the Privatdozenten of German Universi-
ties. The committee, after pointing out that historical and local
causes, as well as the system of University finance, have deprived
the University of the valuable type of teacher represented by the

p Privatdozenten
receiving fees from students for their services, but no salaries
from the University, would modify the demand on the pro-
fessoriate, and, by replacing to some extent the present staff,
would tend to reduce the claims on the fee fund and other
University resources. The committee are fully convinced that
the introduction of such an order of lecturers would be highly
advantageous to the University, and they are anxious to give
further consideration to the matter with the object of surmounting
the practical difficulties.

_THE STUDY OF GERMAN IN PUBLIC SECONDARY
SCHOOLS.

Tue following letter on the position of German in secondary
schools has been addressed to the President of the Board of
Education by representatives of the Society of University
Teachers of German, the Teachers’ Guild of Great Britain and
Ireland, the British Science Guild, the Education Committee
of London Chamber of Commerce, and the Modern Language
Association :—

We, the undersigned, desire, on behalf the bodies whose names are
appended to our signatures, to represent to you the serious neglect into
which the study of the German language in public secondary schools is
falling.

That the number of pupils in these schools who learn Germun is small
is incontestable ; but we have reason to believe that in the schools below
the first rank this number is not only small, but diminishing. Evidence
of this is supplied by the following tables, which show the number of
candidates who entered for the Oxford and Cambridge Local Examina-
tions in certain years, and the number and percentage who offered
German :—

OXFORD LOCAL EXAMINATIONS.

JUNIOR.
No. of No. taking Per-
Candidates. German centage
1895 esasa 3,2207 | Geeederes 440 a... eee 13°7
1900 es 4455 n O E 9°8
1905 ee POM: facta B05 epis T2
1907 ae 8.327 ayira 479 Sass 5'7
SENIOR. .
1895 — uaau TALL C wo... Bol seeni 24:2
1900 a 1,926 — asaan T52- ssbsieace 14°6
1905 sn. eee 3,664 sa AI § clddzenges 11:2
1907 — aa 6370 anura 360 a 5'6
CAMBRIDGE LOCAL EXAMINATIONS.
SENIOR.
No of No. taking
Candidates. German. Fercentage.
Boys. Girls. Boys. Girls. Boys. Girls.
1895 ... 680 1,272 80 . £26 ... 117 ... 38'ő
1900 ... 921 1,366 62 313 6:5 22-7
1906 ... 1,721 2,015 108 216 6'3 10:7
JUNIOR.
1895 ... 5,033 2,696 396 ... 557 T5 20-6
1900 ... 5,413... 2,964 319 ... 483 5'9 16°3
1906 ... 4,671 ... 3,034 345 ... 314 T3 10:3

It will be seen from the above figures that the percentage who offer
German is steadily diminishing, and that German as a school subject is
being gradually elbowed out.

In this connexion we would bring to your notice the fact that the
Reports of the Education Department of the London Chamber ot
Commerce have repeatedly called attention to the inadequacy of the
supply of candidates for clerkships who are acquainted with foreign
languages. It is from the schools which send in their pupils for the
Oxford and Cambridge Local Examinations that the great bulk of
clerks come.

Further evidence of this lamentable decline in the study(of German is

018

THE EDUCATIONAL TIMKS.

[Dec. 1, 1908.

de ane by the Report of your Board for 1906-7, which says: ‘‘ German
in Wales, as in England, is finding difficulty in maintaining its ground ”
(page 83), and the Report on Secondary Education in Scotland for 1907,
in which occurs the statement: ‘‘German can hardly be said to be
holding its ground . . . . Inquiry shows that in England the pheno-
menon is still more strikingly apparent ” (page 23).

Evidence is also before us to the effect that the Universities find it
increasingly difficult to obtain students prepared to take up the higher
study of German.

We are of opinion that this decline of German as a secondary school
subject is a matter of grave national importance (a) from the point of
view of general literary culture; (b) from the point of view of the
public services ; (c) from the point of view of practical utility, con-
sidering the value of German for serious students in all branches of
knowledge, as weil as for those taking up a professional, commercial, or
technological career; (d) from the point of view of rendering a good
understanding between the two peoples less easy.

Taking this view of the important place German should hold in the
curriculum of the secondary school, we welcome the recent change in
the regulations of your Board, the effect of which we understand to be
that so long as provision is made for teaching Latin to pupils who may
require it, the Board will offer no objection to a school making French
and German the two principal foreign languages in its curriculum.

We would at the same time represent to you that much more must
be done if the unfortunate decay of German is to be checked, and we
therefore venture to suggest that your Board should consider the
desirability of calling the attention of Education Authorities, governing
bodies, and the principals of secondary schools to the steady decline in
the study of German, and should, by means of a circular, as in the case
of Latin, or such other method as may be thought fit, submit to those
Authorities and to the public generally the many weighty and urgent
reasons for regarding an acquaintance with German as being of the first
itnportance to great numbers of young men and women and a wide-
spread knowledge of the language a national necessity.

We would urge, moreover, that the Board should encourage and foster
schools of the type of the German Realschule and Oberrcalschule, in
which two modern lanzuages, but not Latin, are taught. The latter of
these in Prussia ranks in standing with the Gymnasium, and its leaving
certificate confers the same rights. Of schools devoting special attention
to modern, as against classical languages, there are, at present in this
country, very few.

Lastly, we would suggest that it should, as a general rule, be required

that schools should make provision for the teaching of German to those
pupils who wish to learn it, as it is now required that provision should
be made for the teaching of Latin. _

In conclusion, we desire to point out (a) that the study of English is
encouraged in German schools of every type; (b) that England seems to
be the only country of importance where the study of German is neglected.
In the United States, France, and Scandinavia especially, great weight
is attached to the teaching of this language.

CORRHSPONDENCEB.

[We do not hold ourselves responsible for the opinions expressed by our
correspondents.—Ep. E.T. }

THE COUNCIL OF THE COLLEGE.
To the Editor of “The Educational Times.”

Sir,—The College is to be congratulated upon the receut
changes in its By-laws. These (alterations) have been intro-
duced with the evidently sincere desire to interest a greater
number of its members in the College affairs. This is clearly
a step in the right direction and a promise of future develop-
ments. But, as at present determined, the actual election of
members of the Council will le in the hands of the few who
can attend the annual meeting in January—that is, will remain
practically unaltered. What objection would there be to using
as voting papers the list of candidates that is to be sent to every
member of the College throughout the country? All the
electors could then vote for such candidates as they thought fit,
by signing the paper and remitting the same by post in order
to reach the Secretary prior to the meeting. In this way
members generally could easily take part in the election. It
may be added that this method of voting obtains in the Sena-
torial Elections of the University of London. Hoping that the
Council will ultimately see their way to adopt this suggestion,
I am, Sir, &c., W. D. ROBERTS.

Cheriton Gardens, Folkestone.

CLERGY MUTUAL ASSURANCE SOCIETY,

2 & 3 THE SANCTUARY, WESTMINSTER,

Patrons—THE ARCHBISHOP OF CANTERBUBY;

President—THE BISHOP OF LONDON.
Chairman—THE DEAN OF CANTERBURY.
Becretary—W. N. NEALE, Esq.

[FOUNDED 1829.

THE ARCHBISHOP OF YORK.
Vice-President —THE LORD HARRIS.
Deputy-Chairman—SIR PAGET BOWMAN, Bart.

Actuary and Manager —FRANK B. WYATT, Esq,, F.I.A.

The Society offers the BENEFITS of MUTUAL LIFE ASSURANCE without personal liability on
highly favourable terms to

THE CLERGY AND

THEIR RELATIVES.

ALL PROFITS BELONG TO THE MEMBERS.

Accumulated Fund, 84,242,820.

Annual Income, £453,897.

Bonuses Distributed, 4,256,464.

LOW PREMIUMS.
LARGE BONUSES.

Notwithstanding the lowness of the
Premiums charged, the BONUSES are
on an HXCBPTIONALLY HIGH SCALE.

Application is invited for the PRO-
SPHOTUS, and Leaflets explaining two
new Policies, with valuable Options.

1. WHOLE-LIFB CONVHRTIBLE ASSURANOBS. Very Low
Premium — about one half the usual rate — during first ten
years.

2. PENSION POLIOIBS. Premiums returnable with compound interest in
case of death or surrender before pension age. Option to commute for
cash.

Assurances without profits, at low rates of premium, may be effected,
and Life Annuities on favourable terms may be purchased, by any
person irrespective of any special qualification by relationship to the
Clergy.

NEW AND SPHOIAL
POLICINS.

SPHOIMHN OF RATES FOR £1,000, WITH PROFITS.

£1,000
Payable at Age 60
or earlier Death.

e next
B day.

£1,000
Payable at Death.

£. 8. d.
20 1 8
23 3 4
26 10 O
31 1 8

NoTE.—Under the Reduced Premium System (explained in Prospectus) four-
fifths only of these Premiums need be paid, the other one-fifth remaining &
to be repaid out of Bonus.

No Agents employed and no Commission paid for the intro-
duction of business, whereby £10,000 a year is saved to the

Members,
can be effected Dy, direct communication

Assurances
with the Office, 2&8 THE SANOTUARY, WESTMINSTHR, 8.W.

Dec. 1, 1908.]

THE EDUCATIONAL TIMES.

519

NEW: BOOKS -FOR

BOYS & GIRLS

ALL THE BOOKS IN THE FOLLOWING LIST ARE ILLUSTRATED IN FULL COLOUR.

HERBERT STRANG’S ANNUAL.

An entirely New Miscellany for Boys, consisting of Complete Stories by HERBERT STRANG, GORDON STABLES, DESMOND COKE, CAPTAIN GILSON,"and

other well known writers, and articles on a large yanety of subjects interesting to boys.

and other artists, and numerous Black-and- White Illustrations.
Cloth, olivine ed

“ People in search of a really handsome and wholesome gift-book fo

8, 5/- net;

Containing Eight Plates in Colour, by JOHN HASSALL, CYRUS CUNEO,

Picture boards, cloth back, 3/6 net.
or boys have here the very thing put into their hands.” — Bristol Daily Mercury.

NEW BOOKS BY HERBERT STRANG.

“Wr. Henty was the ancient master in this kind; the present master is Mr. Herbert Strang. But Mr. Strang has ten times Henty’s

historical knowledge and twenty times more narrative skill.’

HUMPHREY BOLD: His Chances and Mischances by

Land and Sea. A story of the time
of Benbow. Price6;/- Special Presentation Edition, 7/6 net.
“ Mr. Strang .

has never done anything better than ‘ Humphrey Bold.’ ’’—
Newcastle Chronicle.

By CAPTAIN CHARLES GILSON.

THE LOST COLUMN: A Story of the Boxer Rebellion.

With Map. Price 6,-

‘‘ Just the kind of book that an elder boy would revel in. No better could be
chosen for a senior reward.’’— Teachers’ Aid.

By GEORGE SURREY.
> A Story of the Sack of

MID CLASH OF SWORDS: Rome. Price 5~-

“ A tale of the most rousing description.” — Liverpool Courier.
By WINIFRED M. LETTS.

BRIDGET OF ALL WORK.

“A brave, moving story.” — Dundee Advertiser.

Price 5/-

’— Manchester Guardian.

BARCLAY OF THE GUIDES: story otthe
Indian Mutiny. Price 8/=-
LORD OF THE SEAS: A cio ora Baboanni;
By DESMOND COKE.
THE BENDING OF A TWIG. New Edition.

Rewritten and Enlarged. Price 5/-
s£ Among books of its kind ‘The Bending of a Twig’ deserves to become a

classic.” — Outlook.
“ A real, live school story that carries conviction in every line.”’—Standard.

By CHRISTINA GOWANS WHYTE.
(“ The new Louisa Alcott.” )

THE FIVE MACLEODS. Price 6/-

‘* Altogether a most charming story for girls.’’-—Schoolmaster.
By EUOAS MALET.

LITTLE PETER: A Christmas Morality. New Edition.

Cloth, gilt top, 6/-

BBHAUTIFULLY ILLUSTRATED CATALOGUB POST PREEB ON APPLICATION.

Henry Frowde and Hodder & Stoughton, London.

MESSRS. PHILIPS’

MACKINDER’S GEOGRAPHICAL STUDIES.

LIST.

A Course of Elementary Studies in Geography. By H. J. MACKINDER, M.A., Reader in Geography in the University of London, With numerous Coloured

Maps and Illustrations. Large crown 8vo.

Book 1.—OUR OWN ISLANDS. Third Edition. 2s.6d. Also in Two Parts, each 1s. 3d. Book 11.—LANDS BEYOND THE CHANNEL. 1s. 9d.

Professor Ly DE, University College, London, says of Book IT. :—‘‘ It is extraordinarily clever; the selection of material is just as admirable as the treatment ; it is
infinitely the best book on Europe for school use that I have ever seen ; and I cannot imagine anything better for the training of a child’s outlook faculty.”

A RATIONAL GEOGRAPHY.

By ERNEsT YOUNG, aes Head Master of the Lower School of John Lyon, Harrow. In Three Parts, with numerous Maps and Diagrams.

Crown 8vo, 1s. od. eac

The Rev. Dr. O'Kane, President of St. Columb's College, Derry, says :—‘‘ Your ‘ Rational Geographies’ cover the new (Trish) Intermediate Programme in Geography

for all grades very fully.

They are the brightest, best printed and ‘illustrated, and most attractive of the books I have seen that meet the requirements of the Course.”

In use at Charterhouse, Rugby, Marlborough, Malvern, Repton, Blundell’s (Tiverton), Felsted, and other Publie Schools,
and at many Secondary Schools and Pupil-Teachers’ Centres.

SECOND EDITION, REVISED. Demy 4to, 6s. net.

A PROGRESSIVE COURSE OF COMPARATIVE GEOGRAPHY ON THE CONCENTRIC SYSTEM.

By P. H. L'ESTRANGE, B.A., Assistant Master at Malvern College. With 177 Illustrations and 172 Maps and Diagrams in Colour.
Also in Two Volumes :—(1) The Text, with 177 Illustrations, 38. 6d. net; (2) The Maps and Diagrams, with Index, 3s. 6d. net.
A JUNIOR COURSE OF COMPARATIVE GEOGRAPHY.

Being Course A (Text only) of the ‘‘ Progressive Course.” By P. H. L’EstranGe, B.A. Demy 8vo, 2s. 6d. net.
The Educational News says :— The method is sound, and the book should help to onog about a revolution in geographical teaching.”

APPLIED GEOGRAPHY.

By J. Scott KELTIE, LL.D., Secretary of the Royal Geographical Society. Second Edition, Revised and Enlarged. Crown 8vo, 2s. 6d.

PHILIPS’

ELEMENTARY ATLAS OF COMPARATIVE GEOGRAPHY.

36 Plates, containing over 80 Maps and Diagrams, with 8 pages of Introductory Letterpress. Stiff covers, 1s.

PHILIPS’

64 Coloured Plates, containing 136 Maps and Diagrams, with Introductory Letterpress and complete Index.

MODERN SCHOOL ATLAS OF COMPARATIVE GEOGRAPHY.

Cloth boards, 3s. 6d.

Descriptive Lists of any of the above and Complete Catalogue of Educational Publications, also new Special List “ Aids fer the Teaching
of Geography according to Modern Methods,” may be had post free on application.

GEORGE PHILIP & SON, LTD., 32 FLEET STREET, LONDON,

_ 520

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

MACMILLAN & CO’S NEW BOOKS.

BIBLE LESSONS FOR SCHOOLS.
THE ACTS OF THE APOSTLES.
By E. M. KNOX. Globe 8vo, 3s. 6d.
«*s Previously published :—Genesis, 1s. 6d. ; Exodus, Is. » 6d.

A BOOK OF POETRY.

Illustrative of English History. Part III. (The Hanoverian
sath Edited by @. DOWSE, B.A. Globe 8vo, limp
clo

[English Literature for Secondary Schools,

+ Previously published :—Part I. (A.D. 61-1485), 9d.; Part II.
(The Tudors and Stuarts), 9d.

A SCHOOL ARITHMETIC.

By H. S. HALL, M.A., and F. H. STEVENS, M.A. Complete,
with Answers, 4s.6d.; without Answers, 3s.6d. Or,in Two Parts:
Part I. , with Answers, 2s. 6d.; without Answers, 2s. Part Il.,
with Answers, 2s. 6d. ; without answers, 2s. Ansvers, Is. KEY
in preparation.

This work follows closely the recommendations of the Mathematical

Association.

EDUCATIONAL NEWS.—“ Explanations and worked out examples sre very
clea: ly put, and we consider the whole a model text-Look for advanced students.”

A MODERN ARITHMETIC,
WITH GRAPHIC AND PRACTICAL EXERCISES.

By H. SYDNEY JONES, M.A. Parts I. and II., with or without
Answers, 2s. 6d. each. Complete, with or without Answers, 4s. 6d.

EDUCATIONAL NEWS.—"' With the utmost confidence we recommend this
Arithmetic to all teact ers o! mathen atics. They will find in it much that 1s new,
and at the same time necessary ior present-day requirements.”

A NEW ALGEBRA.

By s. BARNARD, M.A., and J. M. CHILD, B. å., B.Sc. Vol. I.,
containing Parts I., II., and III. 2s. 6d.

Part I.—A generalized Arithmetic in which letters are employed to

Pn Natural Numbers, and the idea of Algebraic Form is intro-
uce

Parts II. and III.—Zero and Negative Numbers and Fractions are
considered. These two new classes of numbers are defined so that the
expressions a—b and a/b may always have a meaning.

SCHOOL WORLD.—“ It 18 rich in examples of a varied character, and is
admirably fitted for school purposes in virtue of its examples, apart altogether from
its special merits as n logical and common-sense introducuon to algebra

MACMILLAN’S OROGRAPHICAL
MAP OF EUROPE.

Printed in 10 Colours. Designed by B. B. DICKINSON, M.A.,
F.8.G.8S., and A. W. ANDREWS, M.A., F.k.G.S. Varnished,
mounted on Canvas, and Rollers, 15s. Unmounted 11s.

Also NOTES TO SAME, limp cloth, 1s.

GEOGRAPHICAL TEACH ER.—“ This is a very clear and detailed wall ma
which can be thoroughly recommended... . The map is a thoroughly scholarly pro
duction, and is a welcome addition to the rapidly growing number of good wall E
of British production. . . . The accompanying hand-book js really a short well
written general we ogra phy of Eur ope, and is worth having for its own sake.”

A LATIN READING BOOK.
GOTHAM AND OTHER STORIES.

By Rev. E. D. STONE, formerly Fellow of Kings’s College, Cam-
bridge, and Assistant Master at Eton. Crown 8vo, 1s. 6d.

THE SPECTATOR.—“ Mr. Stone has furnished the schoolmaster with what,
we are sure, should be a great help.”

SIEPMANN’S PRIMARY FRENCH
SERIES.

New VoLume. LE LAC DE GERS.

Par RODOLPHE TOPFFER. Adapted and Edited by F. L.
CARTER, M.A. Globe 8vo, limp cloth, 1s.

MACMILLAN & CO., Ltd., St. Martin’s Street, London, W.C.

A GOOD ADVERTISEMENT

is not of much use unless you have a good

Prospectus to send to Enquiring Parents, and

A GOOD PROSPECTUS

is of no use unless Parents see it.

LET US PREPARE

you a good Prospectus, and give your School 4

COOD ADVERTISEMENT

in our

PATON’S LIST oF SCHOOLS
AND TUTORS

which now has a World-wide Circulation.

The Twelfth Edition is now in hand
for Press.

WRITE US,

with copy of your present Prospectus, and we

will send you (without any charge) Specimens

and Full Particulars, with proof of value.

OUR GOLD MEDALLIST

Photographs Schoolia within reasonable distance
of London—expert work only.

J. & J. PATON,

EDUCATIONAL AGENTS,

143 CANNON STREET, LONDON, E.C.
Telephone—5053 Central.

Dec. 1, 1908.1

THE EDUCATIONAL TIMES.

COLLEGE OF PREGEPTORS
EXAMINATIONS, 1909.

CAESAR.—GALLIC WAR, BOOKS III, IV. By A. H.
ALLCROFT, M.A., and F. G. PLAIsTowRr, M.A., and others, ls. 6d. each.
Vocabulary. 1s. each. Translation. ls. each. In One Volume. 3s. each.

[Juniors and Seniors,

CHAUCER.— PROLOGUE to the CANTERBURY TALES.

By A. J. WYATT, M.A. ls. [Seniors.

CICERO.—PRO MILONE. ByF. G. Praistowe, M.A., and W. F.
MAr, M.A. 3s. 6d. Vocabulary. Is. Translation. 2s. In One Volume.

[Seniors.
EURIPIDES. — HECUBA. By T. T. Jerrery, M.A. 3s. 6d.
Translation. 1s. 6d. In One Volume. 4s. 6d. [Seniors.

HORACE.—ODES, BOOK 1V. By A. II. ALLCROFT, M.A., and
B. J. Hayes, M.A. 1s. 6d. Vocabulary. ls. Translation. ls. In One
Volume. 3s. [ Seniors.

SHAKESPEARE.—JULIUS CAESAR. By Prof. W. J. Rotrs,
D.Litt. 2s. 6d. ~ [Juniors and Seniors.

SHAKESPEARE.—THE TEMPEST. By A. R. Weekes, B.A. 2s.
(Juniors and Seniors.

VERGIL.—AENEID, BOOK III. By A.H. Attcrort, and W.F.
Masom, M.A. 1s. 6d.° Vocabulary. 1s. Translation. 1s. In One Volume.

3s. [Juniors and Seniors.

VERGIL.—AENEID, BOOK XI. By A. H. ArrcrorrT, M.A., and
W. F. Masom, M.A. 1s. 6d.*° Translation. 1s. [Juniors and Seniors.

* This Volume contains a complete Alphabetical Lexicon.

Full List of Books for London University, Orford and Cambridge Locals, College
of Preceptors, and other Lxraminations, post free on application.

University Tutorial Press, Ld.
W. B. CLIVE, 157 Drury Lane, London, W.C.

EARLY in tHE VACATION

(Three times a year only)

USE The ‘DUST-ALLAYER” CO.’S
ODOURLESS or powerful GERMICIDAL

FLORIGENE

(A REGISTERED NAME suggested by FLooR-HYGIENE)
for the Hygienic and Economic treat ment

Art Gallery, Library, Museum, and other Floors—
Either Wood, Concrete, Stone,or Polished; also Linoleuins,Cork-Mattings,&c.
“FLORIGENE”

LAYS rue DUST

(See the Official Memorandum on the Cleansing and Disinfecting of Schools),
Purifies the atmosphere, aids the prevention of diseases and throat
irritations, preserves floors, and greatly reduces labour.

It is easily and quickly used by the unskilled, and each application
lasts for 2 to 4 months, or longer, according to the wear.

Serubbing (unless preferred) and the injurious sprinkling of floors
are entirely dispensed with.

Not sticky, but dust and dirt absorb the ‘ Florigene ” from the impreg-
nated floors and thus hecome ‘ weighted ’’—consequently the floors can
be cleaned dally with an ordinary broom alone—the sweepings
roll, and are not distributed.

BOOKS, FURNITURE, APPARATUS, &c., are less likely to soil, and
seldom require dusting or cleaning.

The cost (if any) is very small when compared with the many advantages.
The “DUST-ALLAYER” CO.’S “FLORIGENE”’
(Awarded the Bronze Medal of the Royal Sanitary Institute)
is extensively used in Government Buildings (including Royal Colleges,
Science and Art and other Departments) and Municipal Buildings, also
Colleges, Schools, Laboratories, Libraries, Museums, Olfices, &¢., with
highly satisfactory result».

Send for particulars, Sacter eg Medical, ani other Reports
and Testimonials to the Sole Manufacturers

m ‘í DUST-ALLAYER ” o,

166 QUEEN VICTORIA STREET, LONDON, E.C.
Contractors to Admiralty, War Office, H.M. Office of Works, &c. #9

Scholarships and

ADVERTISEMENT SCALE.

Whole Page—Ordinary £410 0 ....... Position £5 10 0
Half P a 210 0 ...... we 3.0 0
Quarter K 110 0 ...... j 1 15 0
Per inch in broad column (half width of page) ... 0 7 0
Narrow Column (one-third page) ..........00...scsseeces 20 0

General Scholastic Advertisements (Colleges, Schools, Classes, Tuition, &c.)
3s. 6d. for 6 lines, or 4s. 6d. the inch.

SituationsVacant and Wanted—30 words or under, 2s.; each additional 10 words,
6d. (For ls. extra, Replies may be addressed to the Publishing Office, and will
be forwarded post free.)

CURRENT BVENTS.

THe Annual Meetings of the Assistant
Masters’ Association will be held on January
6-8 at St. Paul’s School, West Kensington, W.

There will be an exhibition of books and appliances.
*

$
%

Tue following classes for teachers in London secondary
and elementary schools are arranged for the Lent term at
Bedford College for Women (University of London) :—
(1) Historical Study of the English Language. Lecturer:
P. G. Thomas, M.A. Saturdays, at 10.30 a.m., beginning
January 16. (2) Some Conceptions of Citizenship and
Government. Lecturer: Miss Alice Blundell. Wednesdays,
at 6 p.m., beginning January 20. (3) The Teaching of Ger-
man by the Direct Method. Lecturer: Miss Kathleen
Fitzgerald. Mondays, at 6 p.m., beginning January 18.
(4) The Hygiene of School Life. Lecturer: J. A. H.
Brincker, M.B., B.A., D.P.H. Mondays, 6 p.m., beginning
January 18. (5) Nature Study in London Schools. Lec-
turer: Miss M. R. N. Holmer, M.A. Saturdays, 10.30 a.m.,
beginning January 16. Tickets of admission from the Execu-
tive Officer of the Education Committee, London County

Council Education Offices, Victoria Embankment, W.C.
*

Fixtures.

es

THe Seventh Annual Meeting of the North of England
Education Conference will be held at the Municipal School
of Technology, Manchester, on January 7-9, under the
Presidency of Bishop Welldon.

>

Mr. AsquitH has been elected Lord Rector
of the University of Aberdeen, receiving 43+

votes as against 370 cast for Sir Edward Carson.

$ #
*

Mr. Luoyp Georce has received the honorary degree of

Honours.

| LL.D. from the University of Wales.

* #
#

Tue honour of Knighthood has been conferred upon Dr.
N. Bodington, Principal of the University of Leeds, Dr.
Donald McAlister, Principal of the University of Glasgow
(K.C.B.), and Prof. J. J. Thomson, of Cambridge.

# #

*

Sır Witiram Ramsay, K.C.B., F.R.S., &c., Professor of
Chemistry, University College, London, and Mr. George
William Hill, the American astronomer, have been elected
Corresponding Members of the Bavarian Academy of

Sciences.

$ #
+

Tue University of Cambridge has conferred the honorary
degree of M.A. upọn its new Professors of Chemistry and
International Law, the Lecturer in Agriculture, and the
Director of the Fitzwilliam Museum.

THe London Inter-Collegiate Scholar-
ships Board announce that an examination
open to men and women will be held on
May 11, 1909, for 20 Entrance Scholarships
and Exhibitions of an aggregate total value.of about £1.500,

Prizes.

O22

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

tenable in the Faculties of Arts, Science, and Engineering of
University College, King’s College, and the East London
College.

An examination will also be held in September, 1909, for
23 Medical Entrance Scholarships and Exhibitions of an
aggregate total value of about £1,500, tenable in the Facul-
ties of Medical Sciences of University College and King’s
College and in the Medical Schools of King’s College Hos-
pital, St. George’s Hospital, Westminster Hospital, and the
London School of Medicine for Women.

Fall particulars and forms of application from the Secre-
tary of the Board (Alfred E. G. Attoe), University College,

Gower Street, London, W.C.
* *

*

AT Bedford College for Women (University of London)
there will be awarded in the Training Department for
Secondary Teachers, for the Session beginning in January,
the following scholarships: (1) a free place (value £26. 5s.) ;
(2) one scholarship of £20; (3) a limited number of scholar-
ships of £10 each. Candidates must hold a degree, or
equivalent, in Arts or in Science. Apply to the Head of the
Training Department by December 14.

*

Messrs. ARNOLD Farrbairns & Co. (3 Robert Street,
Adelphi, W.C.) offer fifty-five prizes (from two guineas to
half-a-crown) for colourings of outline drawings in “ Fairies’
Fountain ” (published by the firm). Candidates to be under
sixteen. Books to be sent in by January 24.

——_—_-¢66-_—_—

University COLLEGE, London, has re-
ceived from the late Prof. Bunnell Lewis
a bequest of his classical and archeological
books, photographs, coins, and impressions of gems and seals,
and £1,000 to found a “ Bunnell Lewis ” prize for proficiency
in original Latin verse composition, and translations from
English and Greek into Latin verse. Also, from an anony-
mous benefactor (through Dr. Aders Plimmer), the sum of
£250 towards the fittings of the new building for the Depart-
ment of Physiology; £100 from the Chadwick Trustees in
connexion with the work done in hygiene and municipal
engineering; and the sum of £450 bequeathed by the late
Mr. Henry A. Kay.

Endowments and
Benefactions.

* %
í
Mr. G. H. Kenrick, the new Lord Mayor of Birmingham,

has subscribed a further £10,000 to the funds of the Uni-

versity, making his total contribution £25,000.
w

Over £11,000 has been raised for a memorial to the late
Sir David Dale, Bart., D.C.L., of Darlington. The interest
will be accumulated till the income reaches £500 a year,
which will go to endow a Chair of Economics at Armstrong
College.

Mr. Cecit Cocurane has given £5,000 to the Armstrong

College Endowment Fund.

=e %*
*

THe Edinburgh University Endowment Association has
given £1,500 to the Edinburgh University Court, to be
uppropriated in equal proportions to the endowment of the
proposed Chairs of French and German.

*
*

Mrs. ALrren Boyn has given £1,000 to St. Bartholomew’s

Hospital, to provide scientific instruments for the new patho-

logical laboratories.

# +
#

Sır Herpert Rosperts, M.P., has offered £1,000 to the
building fund of the North Wales University College.
* #

*
Tue Rhodes Trustees have offered the University of Oxford

£250 a year for five years for the teaching of Law, especially
of the subjects of the B.C.L. course, which is taken by many
Rhodes scholars.

# *
*

Tue Mercers’ Company have granted £200, the Gold-
smiths’ Company £500, and the Skinners’ Company £100
for the Geographical Department at the London School of

Economics.

$% *

*
THE Committee in charge of the proposed memorial to the
late Mr. Augustus F. Warr has offered £4,000 to the Uni-
versity of Liverpool for, or towards, the endowment of a
Lectureship in Equity.
+ *@
*

THE London County Council has resolved to give the Uni-
versity of London an annual grant of £500 for the classes in
English organized at King’s College.

* 4

*

Mrs. CumarLes TAYLOR, widow of the late Master of St.
John’s, has offered to Cambridge University such of the
(300) Hebrew books of her husband as may be useful for
the Library.

Mr. Georce Dean, M.B., C.M., Chief

Avpointments Bacteriologist at the Lister Institute of

ded Vaoannien. Preventive Medicine, has been appointed
Professor of Pathology in the University

of Aberdeen. He is a graduate of Aberdeen University

and was formerly assistant to his predecessor, Prof. Hamil-

ton.

Dr. A. W. W. Dare, Vice-Chancellor and Priacipal of the
University of Liverpool, has been offered and has declined
the Principalship of Mansfield College, Oxford.

* *

*
Tue Rev. Evmunp Lepcer, M.A., has resigned the Lecture-
ship in Astronomy at Gresham College, which he has held

for thirty-five years.

Mr. Bernarp Pares has been elected to the new Bowes
Chair of Russian History, Language, and Literature in the

University of Liverpool. :
*

#
*

A PROFESSOR is required for the new Gilmour Chair of
Spanish in the University of Liverpool. Not less than £600.
Apply to the Registrar by February 15.

+ #

w
Tue Rev. James Hore Moutton, M.A., D.Lit., late Fellow
of King’s College, Cambridge, has been appointed Professor
of Hellenistic Greek in Manchester University. Dr. Moulton
will still continue his work at Didsbury College.
* #

*

Mr. GRANVILLE Bantock, Principal of the School of Music
at the Birmingham and Midland Institute, has been ap-
pointed to the Peyton Chair of Music in the University of
Birmingham, in succession to Sir Edward Elgar.

* 4#

*

Dr. T. F. Farmer, F.R.S., Fellow and Tutor of King’s
College and Superintendent of the University Museum of
Zoology, Cambridge, has been appointed Keeper of the
Zoological Department of the British Museum of Natural
History at South Kensington.

+ +

THe Rev. ©. A. ATINGON, M.A., Fellow of All Souls,
Assistant Master at Eton, has been appointed Head Master
of Shrewsbury School.

*
*

Tue Rev. Cuartes H. T. Woop, M.A. Oxon., Assistant
Master and Chaplain at Marlborough College, has been
appointed Head Master of Sherborne School.

Dec. 1, 1908. |

THE EDUCATIONAL TIMES.

523

Mr. Samuet E. Browx, M.A. Cantab., B.A., B.Sc. Lond.,
Senior Science Master at Uppingham (since 1900), has been
appointed Head Master of Liverpool Collegiate School.

* +

Mr. James Easternrook, M.A. Lond., is about to retire
from the Head Mastership of Owen’s School, Islington, after
twenty-eight years’ service.

* 4#
*

AN additional Lecturer in French is required by the

Curators of the Taylor Institution, Oxford. £150. Apply

by December 3.

* * :
*

A CtassicaL Master is required for the Scotch College,
Melbourne. £400. Apply to R. G. H. Macfarland, Esq.,
Campbell College, Belfast.

+ +
*

Mr. G. H. Woouvettr, M.A. Cantab., Science Master,

Nottingham High School, has been appointed Head Master

of Malden School, New Malden.
* +

*

Mr. C. H. H. Wanker, M.A. Oxon.. Head Master of the
Secondary School and P.-T. Centre, Oldbury, Birmingham,
has been appointed Head Master of the Secondary School,

Whitehaven.

Mr. J. I. Scott, M.A. Oxon., assistant master, Trent Col-
lege, has been appointed Head Master of Deacon’s School,

Peterborough.

* $
*

Mr. R. S. Smita, B.A. Lond., Second Master, Leigh
(Lancs.) Grammar School, has been appointed Head Master
of the Secondary School, Todmorden.

* *
*

Mr. Grorce Tuompson, Principal of County Cork Day,
Trades, and Technical School at Queenstown, formerly
Manual Instructor under the L.C.C., has been appointed
Head Master of the new Preparatory Trades Day School,

Liverpool.
———o 0o

Messrs. NeLsox’s “ Young Folk’s Bookshelf ”
promises to be a very attractive repertory for
home reading in conjunction with school lessons.
It will include volumes of History, Geography, Nature Study,
Biography, Science, and what not—two volumes to be issued
during each school year. Part J. of the first volume, “ Britain
Overseas,” by J. Edward Parrott, M.A., LL.D. (to be com-
pleted in ten fortnightly parts, 2d. net each), is very in-
teresting, well printed, and piquantly illustrated.

* #

Literary
Items.

Messrs. MeTauEN announce a new series called “The
Romance of History,” under the general editorship of Mr.
Martin Hume, M.A., Pembroke College, Cambridge. The
volumes already arranged include “ some subjects which will
be practically new to English readers” ; and scholarship will
not be sacrificed to romance. The same publishers have
uearly ready, or in active preparation, half-a-dozen new

volumes of their handsome “ Library of Art.”

+
&

Messrs. Jack are issuing a new series, “ The Century Bible
Handbooks,” under the general editorship of Principal Walter
F. Adeney, M.A., D.D., by way of completing or supplement-
ing the idea of the “ Century Bible ” volumes, so as to present

a survey of the latest information on Biblical subjects.
*

*
Messrs. Constante will publish presently a series of lec-
tures on “ University Administration,’ by Dr. Charles W.
Eliot, who is just retiring from the Presidentship of Harvard
University after forty years’ service.

University CoLLeGe Hai, Ealing, was
opened by Lord Rosebery as Chancellor of the
University of London (November 17). It will
accommodate some forty students.

* *
*

Tue Rev. R. J. Waker, M.A., son of Dr. F. W. Walker,
late Head Master of St. Paul’s School, has been elected
Mayor of Hammersmith; and Mr. R. Harris, Art Master at
St. Paul’s School, has been elected Mayor of Fulham. Miss
Dove narrowly missed election at High Wycombe.

Harvard UNIveRsITY and the Prussian Government have
agreed to exchange five students yearly free of fees.

General.

THE EXPERIMENTAL STUDY OF INSTRUCTION.

ArT the Evening Meeting of the members of the College of
Preceptors on Wednesday, November 18, Mr. H. W. Eve in the
chair, Prof. J. W. ApaMson read the following paper :—

Nothing in the recent history of education is more striking in
itself, nor more promising in respect of future profit, than the
position which has been attained during the last twenty or five-
and-twenty years by the experimental study of educational
practice. It is, of course, unnecessary to say in this place that
experiment in the schoolroom is no novelty. But, during the
period named, and more especially during the last five years,
there has been a noteworthy increase in the number of those
who are bringing to bear on schoolroom problems those system-
atic observations, experiments, and records which mark scien-
tific inquiry as distinguished from the occupations, ordinary or
extraordinary, of the general practitioner. The activity of these
experimentalists is not confined to one country nor to either
hemisphere. They are represented in Germany, Belgium, Switz-
erland, France, Italy, Hungary, and America; University pro-
fessors, training college teachers, and practising schoolmasters
are included in their ranks.

PosITION oF PEDAGOGY.

The standpoint from which they study education may be com-
pared with that occupied by the student of medicine. Chemistry,
biology, physiology, anatomy, and other branches of knowledge
present matters of interest to such a student, and some study
of each of them is incumbent upon him. Yet his concern in
these sciences is not quite that of the chemist, biologist, or
physiologist; nor is his own proper study a mere accumulation
of extracts made from one or all of them. He regards each
from his own point of view, that is, as it bears upon the cure or
alleviation of disease, or the maintenance of health ; and itis this
singleness in the point of view which gives unity to the study of
medicine.

Prof. Meumann, one of the foremost of the experimental
school, thus defines their position in his recently published
lectures :

Pedagogy is neither ‘‘ applied psychology ’’ nor applied logic, nor
anything of the kind : it is undoubtedly an independent branch of know-
ledge, namely, that of the facts of education. Although it may for its
own ends employ the results of general psychology, pathology, child
study, logic, ethics, and sesthetics, it brings all these under a point of
view of its own, that, namely, of education; and, in consequence, pro-
blems which appear to be psychological or ethical or of some similar
character, undergo modification when turned into educational questions.
. . . Pedagogy is therefore as little ‘‘applied psychology >°’ as physics
is applied mathematics, or biology is ‘‘ applied’? chemistry and physics.
It inost resembles geography, perhaps, in its extensive employment of
other sciences ; geography is also in the position of being able to employ
almost all other sciences, and yet it remains an independent branch of
knowledge.*

The references in this passage to logic, ethics, and wsthetics
are to be taken as indicating that there is no question here of
constructing a theory of education upon a purely experimental
basis. For example, the study of the purpose, or purposes, of
education in general cannot be conducted in vacuo nor on au

—

* From preface of ‘‘ Vorlesungen zur Einführung in die experimen-
telle Pädagogik u. ihre psychologischen Grundlagen.” 2 vols. Leipzig,
1907.

524

THE EDUCATIONAL TIMES.

[ Dec. 1, 1908.

empirical foundation; the experimentalists recognize the claims
of ethics and sociology in this connexion as readily as they admit
the claim of logic in the narrower sphere of instruction. But
they are confident that the practice of the schoolroom, and the
principles which underlie that practice, stand much in need of
the correction or verification which experimental methods make
possible.

The history of the idea of evolution during the past half-century
no doubt accounts for the labours of the earlier experimentalists.
These were, for the most part, students of mental development as
it is exhibited during childhood, and amongst races at a low level
of culture, or as it is illustrated in different forms of abnormal
consciousness. Though the interests of this group of students
were psychological rather than pedagogical, the educator has
derived profit from their labours which he has applied both to
curriculum and to method. Indeed, the second group of experi-
mentalists owes its existence to the advance in genetic psychology
brought about by the first. It is not proposed to discuss the ex-
pomeni relating chiefly to the choice of studies, which have

een carried out, or, rather, are being carried out, by this second
group, amongst whom Dewey and Findlay may not invidiously
be named. This paper is concerned with those later experimen-
talists whose inquiries are addressed to the aims, conditions, and
processes of the schoolroom, and more particularly to the process
of instruction.
PEDAGOGICAL EXPERIENCE.

Their province, in short, is that of the “ practical teacher.”
They are, therefore, fully conscious of the value of “ experience” ;
but they are very exacting as to its character. Perhaps the
quality which they value most in it is enlightenment. An en-
lightened experience furnishes a criticism of use and wont and of
generalizations concerning teaching and learning which rest upon
a priori or other unascertained bases. Moreover, the experience
which they honour is of that constructive kind whose fruits are
not limited to the individual instructor, but may also be employed
by other instructors; for the experience which is constituted
chiefly by a period of time plus a routine they have no respect at
all. Their experiments have regard to the child at work in
school, both as an individual pupil apart and as a member of a
group; the mental activity of a class as such has also provided
material for interesting study. The number and diversity of the
investigations is much too great for specific mention, but their
comprehensiveness will be gathered from such a list of topics as
follows.

SUBJECTS OF INQUIRY.

Amongst inquiries of a more particularly psychological kind
may be named the study of individuality in pupils, of the mental
differences dependent upon sex, of the phenomena of attention,
and of association. Imagination and the process of memorizing
were amongst the earliest subjects of experiment, as were also the
“ apperception-masses, ” or stock of ideas, possessed by the child
of six or seven years of age at his entry upon school life. More
definitely scholastic experiments were directed to probing the
conditions of work in the classroom, such as the effect of practice
upon the ease and rapidity of learning, the onset of fatigue,
the fluctuation of attention, and similar rhythms, mental and
physical, home work and its advantages and disadvautages when
compared with work done in school. A group of questions of
the first educational importance arises from experiments made
with reference to the effects wrought by and through the en-
vironment upon the pupil's work, and to the part played by the
teacher's activity in the pupil’s process of learning. The ex-
perimentalists’ attention has also been turned to the automatism
due to the exaggerated influence of imitation, which is a state of
the pupil’s mind not infrequently favoured by the conditions
of school life. This list of topics could be extended, since the
experimentalists’ province embraces most things which belong,
in Meumann’s phrase, to “ the economy and technique of learn-
ing.

METHODS OF INVESTIGATION.

The methods of investigation are various, some being best
adapted to the laboratory, others to the classroom, some requir-
ing a large number of “subjects” and the compilation of sta-
tistics, others being satisfied by the collaboration of but a few
persons. There are matters of inquiry belonging to the sphere
of pedagogy which can only be studied with precision when
laboratory apparatus is employed and few “subjects ” are ob-
served at a time—e.g., questions respecting “ reaction-time ” and
sense-discrimination, the more minute questions respecting
fatigue, the “span of attention,” the effects of practice. Such

observations and experiments are primarily for the psychologist
rather than the teacher, who must for the most part accept the
results, verifying them whenever he gets the opportunity.

Faticgue TESTS.

But the wider issues involved even in a study of fatigue may be
raised and, in a measure, considered by methods in which the
teacher shares. Indeed, so tar as fatigue is really a schoolroom
phenomenon at all, it is essential that the practising school-
master should take a substantial part in its investigation. The
methods often employed for its detection or measurement in
the laboratory are indirect and depend upon an assumption not
easy to establish. The ergograph, which measures the varying
power of “ pull” ina finger, and the dynamometer, which mea-
sures the “ squeeze ” given by a contracted hand, both assume.
so far as they are treated as measures of fatigue, that the fresh-
ness or tiredness of one set of muscles is an index of the con-
dition of the entire organism, mental and physical. The same
remark applies to the use for the same purpose of the æsthesio-
meter, which notes the varying discrimination displayed by the
same area of skin under conditions which vary in peint of fatigue.

Direct tests are less open to these objections, and they are more
easily applied in the schoolroom than are those which require
the use of instruments. They take such forms as the setting of
long sums in addition or multiplication, the giving of dictation.
the very rapid memorizing of figures, letters, or nonsense syl-
lables, the discovery of the letters, syllables, or words which are
omitted from a page of print, the picking out of given letters
from a page printed in an unfamiliar language or from printed
“pie.” In all these cases there is a definite amount of work to
be done which can be expressed as a number, and each “ sub-
ject’s’”’ performance can be measured in that sense, the amount
of failure to score the maximum being, in part at least, the
measure of his fatigue. Such methods are direct, since they set
a “mental” test to discover “ mental” fatigue, and, to that
extent, are superior to the methods alluded to above. But they
share certain common disabilities, The question always arises :
How much of the fatigue registered is due to the test itself, and
how much represents the subject’s condition before the test was
applied? A disturbing element in the calculation 1s the effect
of practice, a thing which tends to conceal fatigue, and a similar
disturbance 1s brought about by the partially moral factor
which, in sporting phrase, is called “spurt.” Direct tests,
again, discriminate insufficiently between “ boredom” and true
weariness.

RESULTS.

There is, accordingly, not a little uncertainty attaching to some
of the tentative results so far reached through the experimental
study of fatigue as exhibited by school children. But one or two
conclusions seem to be established. In the first place, mere
change is not rest ; to be so, it must be change from heavy to light
work, or to work which chiefly sets going quite different brain
centres. Again, each individual, teacher as well as pupil, has his
pecuhar fatigue-curve: that is, the moment of the onset of
fatigue is fairly constant for each person, as are also its progress
and culmination; and these facts may be expressed in a form
which characterizes that person. I do not know that the point
has actually been investigated, but it seems possible also that
each person, when acting as teacher, has also his peculiar fatigue-
inducing curves, which may be expected to vary with different
branches of knowledge and with different aspects of these
branches. Teaching a new “rule” in arithmetic might involve
greater fatigue to the pupils than superintending exercises under-
taken by way of revision.

One should distrust a facile division of studies into those
which soon cause fatigue and those which do not. ‘The fatiguing
exercise, whatever be the study, is that which calls for close,
persistent attention. Here the personal aor of the teacher
counts, and from this point of view the subject of study may be
little more than a name, and of small importance compared with
the “ fatigue curves’ of teacher and pupil.

The employment of statistical methods rapidly enlarges the
sweep of the experimenter’s net, and it is a short and an inevitable
step to the use of the questionnaire, a schedule of carefully framed
questions to which the “subjects” are invited to furnish replies.

Memory IMAGES.

The classic example of the use of the questionnaire as a mode
of psychological inquiry is Francis Galton’s, set of questions

Dec. 1, 1908. | THE EDUCATIONAL TIMES. 925

respecting visual memory,* one of the earliest and most fruit- |in the manner of putting the question or in the terms of express-
ful of the investigations into its subject. The inquiry which | ing it. If either gives the child a “lead,” the answer is vitiated,
it initiated has been carried to much greater lengths by later | owing to the desire to “ please teacher” even at the expense of
investigators, and it is now generally recognized that the|more relevant considerations. Many of the inquiries into
memory apparatus (so to call it) is not only visual, but may be |“ children’s ideals” seem to me to be quite futile on this
auditory, motor, or of a mixed type. That is to say, experiences | account; indeed, it is probable that a large proportion of error
are sometimes and by some persons recalled as things heard or | attaches to many results of “ child study ” obtained by means of
as movements made; not all memory images are pictures. | questionnatres, simply owing to the unregarded effects of “ lead-
The habits of reading and writing have further resulted|ing” questions.

in certain verbal sub-types; the visual image in such cases Bork Terng

is not of a thing, but of its printed or written name, the pies
sound of the name and not another sound is recalled, or the
person feels himself speaking or writing the name of that which
he remembers. So marked are the differences among memory |
images, that they are used as a basis of classification, minds
being divided according to their characteristic type into visual,
audile, motile, and mixed type—the last, which appears to in-
clude the majority of persons, employing two or more of the
other types of memory image.

But the truth is that the data for classifying minds in this
way are still insufficient, and the rare occurrence (so far as re-
corded) of the purely auditory and motile types makes the
classification of restricted value to the schoolmaster. Of seven
hundred children questioned, Netschajeff described the pure
uudiles as forming but 2 per cent. and the pure visualizers he
placed at 5 per cent.

Instead of classifying minds according to these types, it seems
safer to say that there are types of ideas, that most minds employ
now this type, now that, in varying measure, but that some minds
have marked preferences in this respect. The practical point
for the teacher is that he should induce, or at least encourage,
that preference which is most favourable for a particular study,
irrespective of the so-called type of mind, save in the case
(probably infrequent) of a pupil who 18 known to be restricted to
one type. Thus, when we read that, while visualizers work “ in
their heads” a short division sum in 15 seconds, audiles take
from 35 to 60 seconds to do the same sum, the corollary seems
to be that these audiles should be helped in all ways to picture
the operation, not hear it performed. A like conclusion is to be
drawn from Messmer’s assertion that audiles are bad at spelling.t

A study of mental images may reveal to a particular teacher
that he himself is one-sided or otherwise restricted in his use of
types, and the knowledge may help him to avoid mistakes. But
there is one direct application, or attempted application, of the
study to practice which seems partly mischievous and partly
very hard to achieve. Teachers have been urged to discover the
“ mind-types ” to which their pupils belong individually and
to cultivate in each the form of memory which is typically his.
The difficulty lies in the facts that memory images are not per-

eptions, that it is the latter which are most to the teacher’ —
ceptions bhSyAtS Qe latter WHICH are mos S i I There are numerous studies directed to the time and manner

ipulation, h h e person an obviousl A l .
ie cae ee eh on i eas marca nd of the repetitions which are required in order to memorize matter.
auditory one. Hence an experience in one order — visual, | Tbus, the ques on, Is it better to concentrate these repetitions
auditory, tactile, or what not—may be remembered as belonging a ee eee aredi Ebbie ka oe

to quite another. If the differences lie rather in ideas than in : : ie
s minds,” then deliberate training of one type exclusively would 2 the latter alternative. He found that, if the repetitions for
be mischievous, assuming, of course, that it is feasible. earning different series of thirteen nonsense syllables were dis-
tributed over three days, there were thirty-eight repetitions for a
THE QUESTIONNAIRE. single series, whereas sixty-eight were necessary when the re-
, ok f f : petitions were continued at one time until perfect rote was
The questionnaire is a mode of inquiry which has been ex- | attained. One advantage gained by distribution is that associa-
tensively employed and from which much knowledge in the raw | tions occur at the first learning which have become old and well
state has been gained. But it has its characteristic fallacies, as | established by the time the last repetition is made, whereas
Galton’s own employment of it showed. His “subjects” were | associations made at one and the same time lack the quality of
carefully chosen, yet some of them (and notably the scientific | age. The advantage appears to be greater the fuller and the
men) denied the possibility of visualizing. ‘“ They had no more | better articulated the matter to be learned is.
notion of its true nature than a colour-blind man who has not! Meumann has made a great number of experiments respecting
discerned his defect has of the nature of colour. They had a|the mode of repetitions, of which he distinguishes three. A pas-
mental deficiency of which they were unaware, and, naturally | sage may be repeated as an undivided whole or asa series of parts
enough, supposed that they who affirmed they possessed it were | learned successively. These modes may be termed respectively
romancing.” The difficulty which children find in describing | the unitary and the sectional. Although experiment shows
their own mental states, or even in recounting a process Just | that the unitary is the more advantageous, most persons spon-
completed in their minds, is such that any replies to questions | taneously adopt the sectional mode. Messmer reports that a
which depend on these descriptions should be regarded with | person learned two eight-lined verses from Schiller’s “ Dido” by
grave suspicion. The child’s part in such investigations should | the unitary mode in fourteen repetitions, while thirty-three were
be confined to unconscious registration. A further danger lies | necessary for two other verses from the same poem learned by
the sectional mode. It was shown later that the verses learned
as a whole were better retained than those learned sectionally.

It is impossible even to enumerate here the many investiga-
tions into rote learning which have been made during the past
twenty-five years, or to describe the various methods employed,
or to summarize results. One can only illustrate these.

Learning by heart series of nonsense-syllables, of single words
or figures, passages of poetry or prose, furnishes different kinds
of data and inferences which are of direct assistance to the in-
structor. Of these, perhaps the most important general con-
clusion is that we retain most completely and longest matter
which, when first presented to us, is arranged in a fashion agree-
able to the synthesizing nature of intelligence.* Ebbinghaus
found that one-tenth of the effort required to master a string of
unmeaning syllables sufficed to memorize a set of words of the
same length which “ made sense.” The true memory units, like
all mental constituents, are not elements, but combinations of a
synthetic kind, minor systems belonging to a greater mental
system. The more connected and articulate the matter to be
learned by heart, the easier and the more rapid the learning.
Meumann found that measurable differences in respect of ease
and rapidity existed according as the material was unsystematic
(e.g., “ dates,” “ vocabularies’) or systematic (prose or poetry).
Again, there were differences as between prose which is abstract in
| character and that which may be taken in at a glance; while, for

quite another reason, rhythm and rime greatly facilitate the
memorizing of verse. “The immediate retention of matter is
disproportionately far easier if it has to do with an associated
whole rather than with discrete parts. Our most practised
‘subjects’ retained thirteen letters, as many figures, seven to
nine nonsense syllables, ten single words, twenty words of a
verse of poetry, twenty-four of a philosophic prose text.” Sim-
ilarly : “ Ten words, making fifty to sixty letters, were retained,
not in accordance with the number of these letters, but in cor-
respondence with the verbal units ” (“ Lectures,” II., page 30).
The corollary is obvious that the first step towards memorizing
a passage is to understand it and to grasp its arrangement in
clauses. If this is not done, a dead weight, more or less heavy,
is thrown into the task. The sooner and the more accurately
the gist and the chief points of a passage are seized, the quicker
becomes the learning.

a a a ea A ae e

* «& Inquiries into Human Faculty and its Development.” Second |
edition. Pages 57 ff. |

t O. Messmer, ‘‘Grundlinien zur Lehre von den Unterrichtsmethoden,’’ | *Reference may, perhaps, be permitted to ‘‘ The Practice of Instruc-
pages 207 ff. tion,” Part I., Section I.

526

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

It will be remarked that the unitary mode is more in harmony
with the general principle already stated ; it pays greater respect
to the systematic nature of a composition, and follows the lead
given by the spontaneous action of the intelligence. Moreover,
the associations between part and part are made in the order and
direction of the composition itself, in the order in which they will
occur when the learning is complete. But on the sectional plan
these associations are made in the inverse order.

On the other hand, the unitary mode has disadvantages which,
no doubt, account for the customary preference given to the sec-
tional. It calls for a repetition of passages that are well known,
or easy to learn, just as frequently as of those which are hard to
memorize. Further, attention tends to get slack at the middle
parts, rising again as the end is approached.

Meumann therefore advocates a modified form of the unitary
plan, by which a short pause is made after each section, though
the whole is read continuously right through. Where the matter
is difficult to memorize, he thinks the best plan is to go on with
the unitary mode till the mind is conscious of a “ hard part,” to
learn this part by itself, and then return tothe unitary mode. Of
the three mcdes, Meumann regards the modified one as the
quickest, and as ensuring the longest retention and completest
reproduction, while the sectional mode he considers less favour-
able to retention than either of the others.

CHILDREN’S DRAWINGS.

Drawing provides a very satisfactory means of discovering
the wealth (or poverty) and the general character of children’s
mental images, and their ability to group these in a given
arrangement. A paragraph which depicts some occurrence in
a lively manner is read aloud, or better, is placed in print or in
writing before the children, who are required to draw the picture
so described. For the particular purpose, no attention is paid
to the technique or æsthetic value of these drawings, and the

upils should be aware of this, or poor draughtsmen will produce

ut little. An examination of even a score of such drawings
usually reveals some extraordinarily mistaken interpretations of
what has been read. Other investigations may also be con-
ducted by help of material obtained in this way ; as, for example,
the relative capacity of the eye which sees and the hand which
draws, the appreciation of beauty, and the knowledge of par-
ticular forms of experience—‘‘ power of observation,’ as it is
commonly termed. Sully’s “ Studies of Childhood” have made
us familiar with thisemployment of drawing by the investigator.

ASSOCIATION.

The great merit of the procedure is that the child uncon-
sciously registers the facts, thus eliminating one great source of
error. The same automatic registration may be employed in
the study of the associations of ideas in individual children.
Neither in this case nor in that of the drawing tests should the
“ subjects” be informed of the purpose of the exercise. The
experimenter gives out or writes down a term; almost any noun
will serve, but the more general in meaning the better; ae,
“house,” “ book,” “ water,” &c. The“ subject” writes this word
and the next ten, twenty, or more which occur to him at the
moment. Amongst other information to be got from an analysis
of these word-lists is a knowledge of the writer’s type of think-
ing and of his interests. Binet has produced a most striking
study of two sisters, which was based largely on lists of associa-
tions obtained in a similar manner. Such lists yield their most
significant results when comparisons can be instituted between
one list and another. A collection of lists which have been made
by a large class of boys, or girls, or, better still, by a group of
both sexes, will on inspection suggest the best mode of analysis,
and so assist in its own interpretation.

PERIODICITY OF ATTENTION.

As an illustration of an inquiry dealing with a group of children
rather than with single pupils, Schuyten’s observation of the
periodicity of attention may be recalled. The investigation ex-
tended over a school year of ten months, August and September
being holiday months. ‘ The observations were carried out in
four schools in Antwerp (two higher and two lower, with boys’
and girls’ divisions) and at four different times (presumably in
each month). The classes to be observed were entirely separated
from the rest, so that no external distraction was possible. The
teacher stood behind the class and the observer stood so that he
had the whole class under his eye, without himself being con-
spicuous. At a given signal the pupils began to read the books

'

which were lying open before them—silently, of course. The
observer noted those who did not read—that is, did not attend.
In this way the number of children who kept their attention fixed
throughout a period of five minutes was counted. The following
states the percentage of those who so attended throughout
the working months of the year: January, 68; February, 63;
March, 77; April, 69; May, 64; June, 42; July, 27; October, 48;
November, 62; December, 67.

The curve is inversely proportional te that of the mean
monthly temperature in Antwerp. Thus, attention seems to be
inversely proportional to the temperature of the air, greater in
winter than in summer. Further curves showed that attention
was greater in upper classes than in lower, greater amongst boys
than amongst girls, fell from 8.30 a.m. to 11, and from 2 p.m. to
4, was greater at 2 in the afternoon than at 11 in the morning,
but at 2 p.m. was always less than at 8 a.m.” (“ Die experimentelle
Pädagogik,” Vol. IV., 1907).

This passage is cited for its method rather than for the “further
curves,” whose value as a general index must depend upon the
number and variety of children observed. As they stand, these
statements are more in harmony with a priori opinion than is the
table of percentages quoted above. In the latter the figures for
March and July exemplify some of the surprises of the experi-
mental method.

THe “ CORPORATE MIND.”

A recent development of psychology which points to the gre-
garious nature of man as the fact of cardinal importance in all
study of human mental process may prove ultimately to be of
assistance to the schoolmaster. Whether or no, he is not tempted
to forget the existence of the characteristic in his pupils. A
number of persons attending simultaneously to one and the same
object generates a common feeling and activity which is some-
thing more than the sum of the individual minds present. In-
deed, this “ corporate mind ” often leads some of the constituent
factors to surprise themselves. Kipling’s soldier in the panic-
smitten regiment “heard a beggar squealing ” amidst the rout,
and was presently astonished to discover that that “‘ beggar ” was
himself. Experiments on the “mind of the class” show that
class-work tends to establish a level of attainment, both in quality
and in quantity, which is in favour of the weaker pupils, more
especially in such activities as physical drill, singing, reciting.
The younger the children, or the bigger the class, or the more
mechanical the exercise, the more marked is this effect. But not
all school exercises are best performed under the stimulus which
the class-room supplies. Meumann has shown that solitary
pupils do better than when they are in class, if the work requires
imaginative power or a brief, but concentrated, attempt to
memorize.

“ HOWLERS.”

There is one field of study which lies open to all teachers and
examiners, but which, so far as I know, has not yet received any
serious consideration, though its laughter-provoking power is
fully appreciated. The careful analysis of schoolboy “ howlers ”
would, I believe, prove a great self-revelation to all of us who
are at least secondarily responsible for them, and, beyond the
glimpses afforded of the individual pupil’s mental processes,
such an analysis, if it grew out of a large number ft observa-
tions, might be expected to throw much light on the defects of
method. The first requisite would be the keeping of a careful
record, so that the sense of humour should not be allowed to
trick the memory into making smart “ copy ” for the newspapers.
The “howler” itself should be registered, the circumstances
amidst which it is perpetrated, and whatever explanation could
be assigned to it, more particularly any explanation extracted
from the perpetrator.

EXPERIMENTAL MORAL INSTRUCTION.

A record of this kind is none the less valuable because it is a
history of mistakes ; indeed, it is for that very reason so much
the more to the purpose. One experimentalist of the true
scientific temper is prepared to risk the exposure of even graver
failures. Dr. Haberlin * proposes that, inasmuch as “the goal
of moral education is dependent upon the personality of the
educator,’ individual teachers should put on record the moral
aims which from time to time they have had before them, the
means they have employed to attain these, and the results

*See ‘‘ Papers . . . communicated to the First International Moral
Education Congress,” page 76.

Dec. 1, 1908. |

THE EDUCATIONAL TIMES.

927

which have ensued. These experiences are to be made common
property through the good offices of a central bureau and the
pages of a periodical devoted to the purpose.

The proposal reminds us that there are large fields of inquiry
almost untouched by the experimentalists: it is admitted that
their studies sometimes prove inconclusive, and that the harvest
is as yet small. But the experimental movement is young, and
these are the defects of youth. If to ask questions be a sign of
health in the child, then this movement is in a healthy state at
hin for it has certainly raised more problems than it has

iscovered solutions.

The CHarrMan, in inviting discussion on the lecture, remarked that
many teachers, now no longer young, had made experiments, but not in
the systematic and profitable way indicated by the lecturer.

Mr. Sauispury said that in America many notable efforts had been
made towards the experimental study of pedagogy, especially by Prof.
Dewey and Colonel Parker, and, although these experiments had been
conducted in an unsystematic way, they had thrown some light on the
problems of general methods of instruction and of the successful approach
to the mind of the child. But the resulta were not yet ripe for use by
practical teachers.

Mr. Baker mentioned that, in order to test the power of visualization
of numbers, he had often asked his pupils to count backwards, and was
astonished to find that many of them were quite unable to do so. He
considered that experiments of the kind described by the lecturer had a
real practical value.

A vote of thanks to the lecturer concluded the proceedings.

THE TEACHERS’ REGISTRATION COUNCIL.

DELEGATES’ REPLY TO BOARD OF EDUCATION
CIRCULAR.

THE following letter appeared in the Times of October 30:

To the President of the Board of Education.

Smr,—The Committee of delegates from twelve educational societies
who, in March last, submitted to you a draft scheme for a Teachers’
Registration Council, met again on October 10 to consider the White
Paper (Cd. 4185) issued by your Board in July. The Chairman also read,
or reported, to the meeting a number of letters from other societies which
claim representation on a Registration Council.

1. In regard to the White Paper, attention was chiefly directed to the
report of an interview which a deputation had with Sir Robert Morant
on May 13 (pages 8-11) and to Sir R. Morant’s letter of comment dated
July 8 (pages 18-20). The members of the deputation made the following
statements: («) that, as they were invited to the interview and did not
ask for it, they went prepared only for a friendly and informal discussion
of which no report would be published; (b) that the report was not sub-
mitted in proof to any of them; (c) that they did not see the report till
two months, or more, after the interview; (d) that while they cannot, at
this distance of time, impugn the accuracy of the report so far as it pro-
fesses to be verbal, they are agreed that some of the inferences drawn
from the report are not justified.

2. Of the letters communicated by the Chairman, seventeen had been
addressed to your Board and were forwarded to him by your Secretary.
Of these, one was a letter from a private individual, asking for informa-
tion. The rest may be thus classified: six were from societies of teachers
of music (viz., the Union of Graduates in Music, the National Conserva-
toire of Music, the Royal College of Organists, the Incorporated Society
of Musicians, the Guildhall School of Music, the National Society of
Music). Four were from societies of teachers of art (viz., the London
Association of Art Masters, the Society of Art Masters, the Art Teachers’
Guild, the Royal Drawing Society). o were from societies of teachers
of shorthand (viz., the Society of Certificated Teachers of Shorthand and
the Incorporated Phonographic Society jointly with the Incorporated
Society of Shorthand Teaching). One each from the Froebel Society,
the National Association of Manual Training Teachers, the Incorporated
Gymnastic Teachers’ Institute, and the National Association of Head
Teachers.

Besides these, the Chairman reported letters addressed to him per-
sonally by the Welsh County Schools Association, the Association of
Teachers of Domestic Science, Prof. Adams on behalf of the Teachers’
Training Association, and two more from individuals on matters of
interest to them.

Nearly all the societies ubove-named claimed to be directly represented
on a Registration Council. A few asked only that their faculties should
be represented.

The Committee, after considering the White Paper and the report of
the deputation and letters above described, resolved : ‘‘ That the plan of

a Registration Council already recommended be further pressed upon
the Board of Education.’’ It was thought by sume members that
certain modifications of the plan submitted to the Board might be
desirable, but it was nem. con. that these modifications can only
be made by the Board, which alone is in a position to arbitrate between
rival claims.

The Committee appointed the undersigned a sub-committee for the
p of making the representations to your Board and conducting
such further negotiations as may be necessary, subject to the approval
of the Committee and of the constituent societies.— We have the honour
to be, Sir, your obedient servante,

SoPHIE BRYANT,
R. F. CHOLMELEY,

J. Gow, J : WERTHEIMER,
CHARLOTTE L. Laugie, J. WILSON,
J. D. MoCLURE, J. H. YoxaLL

G. SHARPLES,

CONFÉRENCES FRANÇAISES.

SocIÉrÉé NATIONALE DES PROFESSEURS DE FRANÇAIS.

LA FEMME POÈTE.
Par Mlle A. M. GACHET.

SaMEpDI, 31 octobre, Mlle Gachet, dont la voix souple et bien
modulée, la diction exacte, la figure avenante, donnaient un
cachet tout spécial au sujet choisi, nous parlait de la “Femme
Poète.” M. Barlet occupait le fauteuil.

La femme d’aujourd’hui, nous dit la conférenciére, est bien
près de son apogee. Tl lui a fallu des siècles pour comprendre
ce que l'on attendait d'elle, mais si le travail s'est fait lentement,
il est d'autant plus parfait. Avec son intelligence éveillée, elle
a profité de toutes les erreurs commises ; elle a compris que son
role le plus enviable était, non de souffler des conseils et des
pensées à l'homme, mais, par son seul contact, d'’éveiller et de
faire murir chez lui des idées et des résolutions. C'est au
XVIIIe siècle qu’elle est le plus près du but. Elle semble le
flambeau qui éclaire, guide et conduit l'humanité chancelante,
voilant les faiblesses, illuminant les actes héroiques. Avec le
romantisme il y eut de nouveau une déchéance. Le joli geste de
tenir le flambeau la fatigue; chercher le talent, avoir la supréme
joie de le faire connaitre, ne lui suffit pas. Elle veut sortir de
l'ombre, passer sans transition du crépuscule à l'aurore. Le
mouvement manque de grace. Il nous fait voir des femmes qui
regrettent d’appartenir à leur sexe, ajoutant aux pires défauts
qu’on leur impute plusieurs défauts des hommes. Elles veulent
créer. Mais la femme ne possède point pour cela les qualités
nécessaires. Receptive, plastique, assimilatrice, elle est tout
cela à merveille. Et de ce fait elle ne saurait ĉtre créatrice.
C’est la gloire de notre contemporaine de l'avoir compris. Il lui
faut un modèle, et c'est dans l'ancienne Grèce qu'elle va le

uérir. Les Diotime, les Aspasie, qui donnèrent à l'idiome

'Ionie de si délicieuses cadences, étaient amoureuses du beau
langage autant que des belles formes. Aujourd’hui nous aimons
autant les belles formes que le beau langage; l'harmonie qui
semblait n’exister que dans la patrie des Praxitéle et des Phidias
pénètre chez nous, et nos muses modernes prêtent une forme
somptueuse aux pensées des autres. Une lèvre rose suffit à
ranimer une parole glacée; la beauté rend originales les plus
anciennes théories; et, sans créer, la femme cesse, pour ainsi
dire, d'imiter. Ces formes légères qui glissent discrètes, silenci-
euses, dans le brillant sillage de la gloire masculine n’accordent
leur lyre que pour notre délassement. Par un rapprochement
inconscient, la moderne Europe et l'ancienne Grèce ont formé
cet être qui, plus que jamais, est le Phare ou la Vestale. Mais
le geste est plus large, le bras se lève plus haut. Ce n'est plas
une flambée, cest un embrasement. Telles sont Mme Judith
Gautier et la Comtesse de Noailles qui synthétisent en quelque
sorte ces voix féminines et sans cesse renaissantes.

Mme Judith Gautier semble représenter dans la littérature
contemporaine, avec Pierre Loti, le goût de l'exotisme. “Le
Livre de Jade,” qui est peut-étre le chef-d'œuvre de Mme Gautier,
est un recueil de pomes chinois qui datent du XIIe et du
XIIIe siècle. Elle les a traduits exquisement pour nous. Ce
sont de courts poèmes faits de finesse d'âme. Toute la sobriété
pittoresque, toute la noblesse sans emphase de cet art d’Extréme
Orient a admirablement passé dans la plume assouplie de son
traducteur féminin. 'émotion est profonde, l'expression
souriante.

5928

THE EDUCATIONAL TIMES.

[ Dec. 1, 1908.

Et d’une voix vibrante d’émotion la conférenciére nous lit
“La Maison dans le Cour” :—

‘“ Les flammes cruelles ont dévoré entièrement la maison où je suis né.
Alors je me suis embarqué sur un vaisseau tout doré pour distraire mon
chagrin. J’ai pris ma flûte sculptée et j’ai dit une chanson à la lune;
mais j'ai attristé la lune qui s’est voilée d’un nuage. Je me suis retourné
vers la montagne, mais elle ne m’a rien inspiré. Il me semblait que
toutes les joies de mon enfance étaient brilees dans ma maison. J’ai
eu envie de mourir, et je me suis penché sur la mer. A ce moment une
femme passait dans une barque. J’ai cru voir la lune se réfléchir dans
Peau. Si elle voulait, je me rebitirais une maison dans son cœur ! ’’

Magie étrange et séduction profonde dans cette simplicité.
Mme Gautier ne décrit pas, elle évoque. Ce sont des émotions
nouvelles qu'elle dépose en nous, et ce désir de l’ailleurs, des pays
lointains appelle notre curiosité ou notre ardeur de vivre. Et
tout le long du livre ce sont des scènes d'une beauté pareille,
toutes frémissantes d'une volupté candide, celle de l'extrême
jeunesse et du premier amour.

Les femmes poètes ont le don d’une sensibilité extraordinaire ;
ce sont des musiciennes et des plus pures.

Les vers de la Comtesse de Noailles charment par leur grace
ingénue. Elle reçoit ses impressions de l'air, des jardins, de la
nature. Les mots qui lui viennent au cœur frissonnent sous le
vent qui passe. En des tableaux clairs, ensoleillés, elle évoque
la campagne qui apaise, calme et guérit. Ce poète n’est jamais
rassasié de lumiére; il prend une voluptueuse satisfaction &
l’inépuisable longueur des jours d’été, à leur chaleur qui semble
dissoudre les corps, les fondre avec l’éther palpitant. Il possède
au plus haut degré la joie de vivre, et la communique en vers
langoureux et beaux.

‘* Le temps, de ses pipeaux, tire de clairs accords ;
Bondissez au soleil, les âmes et les corps.

Par les chemins poudreux et la verdure épaisse,
Epuisez les plaisirs, c’est la seule sagesse.

Prenez-vous, quittez-vous, cherchez-vous tour i tour,
Il n’est rien de réel que le rêve et l'amour.

Sur la terre indigente où tant d’ombre s’éploie,
Ayez souci d’un peu de justice et de joie.

Estimez du savoir ce qu’il faut au bonheur ;
On est assez profond pour le jour où l’on meurt.

Vivez, ayez l’amour, la colère et l'envie ;
Pauvres ĉtres vivants, il n’est rien que la vie! ”

La beauté de ces vers est de qualité essentiellement aryenne
sinon purement et strictement francaise. C’est dire qu’ils sont
un chant, une caresse, un parfum autant qu'un éblouissement.
Et l'on plaint la langue française qui manque de mots pour ex-
primer toutes ces voluptés réunies! Le rêve de Mme de Noailles
va vers la Grèce qu'elle sent toute sienne. On l'imagine chantant
à Lesbos ou à Mitylène au bord de la mer où naquit Aphrodite
et où mourut Sapho. La Grèce dont elle parle est plus près de
l'Orient que de l’Attique; elle est de l’Archipel, d'un de ces
rivages qui se tourne vers Smyrne ou Constantinople. Son
amour de la lumière, ce sens de la beauté des paysages et des
êtres, cette volupté aux pieds de la nature flatte nos sens, mais
ce paganisme cruel ne va pas sans inquiéter nos cœurs formés
par des siècles de tendre mysticisme.

Le style de la conférenciére a été en tous points digne de son
sujet. Ç'a été, pour le nombreux et attentif auditoire qui se
pressait dans la salle, une caressante mélodie pour l'oreille, un
charme pour la pensée, un délice pour esprit, qualités d'autant
plus appréciables par ces temps de turbulentes suffragettes et
de féminisme échevelé. Aussi la satisfaction générale s'est-elle
traduite en généreux applaudissements.

THE COLLEGE OF PRECEPTORS.

PRACTICAL EXAMINATION FOR CERTIFICATES OF
ABILITY TO TEACH.

The following is a list of successful candidates at the Examina-
tion held in October, 1908 :—

Class I.
Harris, R.

Class II.
Hambly, W. D.

Harris, Miss J. D. Meyer-Griffth, H. W. G.

Moore, W. I.

THE COLLEGE OF PRECEPTORS,

MEETING OF THE COUNCIL.

A MEETING of the Council was held at the College, Bloomsbury
Square, on November 14. Present: Sir Philip Magnus, President,
in the chair; Prof. Adams, Prof. Adamson, Dr. Armitage Smith,
Mr. E. A. Butler, Mr. Bain, Mr. Baumann, Rev. J. O. Bevan, Rev.
J. B. Blomfield, Mr. Brown, Mr. Charles, Mr. Eve, Rev. R. Lee,
Dr. Maples, Mr. Millar-Inglis, Mr. Milne, Mr. Pendlebury, Mr.
Pinches, Mr. Rule, Rev. Dr. Scott, Mr. Starbuck, Mr. Storr,
Mr. Vincent, and Mr. White.

The minutes of the last meeting were read and confirmed.

The Secretary submitted a report of the Committee of the
Joint Scholarship Agency, which showed a satisfactory record of
the work of the Agency during the past year.

He reported the death of Mr. John Tidy, formerly Assistant
Secretary of the College, and direction was given that a letter
of condolence should be sent to Mrs. Tidy, expressing the dee
regret of the Council at the death of ee husband, who ha
served the College most faithfully and efficiently for forty years.

Mr. Millar-Inglis and Mr. Storr were appointed the representa-
tives of the College on the Joint Scholarships Board for the
coming year.

A report of the Examination Committee was adopted, and, in
accordance with a recommendation in the report, the Council
decided to add Irish to the list of alternative subjects for the
Certificate Examinations.

The following persons were elected members of the College :—

Mr. H. J. Larcombe, B.Sc. Lond., L.C.P., The Laurels, Trealaw,
Rhondda.

Miss M. H. Shackleton, M.A. Dublin, L.C.P., 17 Denning Road,
Hampstead, N.W.

The following were elected Honorary Members: Sir William
Anson, M.P., S. H. Butcher, Esq., M.P., Sir William Bousfield,
Arthur Sidgwick, Esq., and the Rev. Dr. E. Warre, late Head
Master of Eton.

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

By the BoarRp oF EpUCATION.—The Problem of Rural Schools and Teachers in
North America.

By G. BELL & Sons.—Mallin’s German Historical Reader.

By A. & C. BLack.—Black’s Senior Supplementary Readers (Rab and his Friends
and Great Deeds on Land and Sea): Picture Lessons in English, Book IV.

By BLACKIE & Son.—Blackie’s English Texts (Voyages and Plantations of the
French in Canada, Letters on France, and The Spanish Armada); Simple Lessons
on Household Management; Adaptable Arithmetics (Books III. and IV. and
Teacher's Handbook to Book IV.) : Stories to be Read (The Chimes, A Christmas
Carol, The Cricket on the Hearth, Gulliver’s Travels, Adventures of Ulysses,
Robinson Crusoe, Rip van Winkle, Tales from the Arabian Nights) ; Clark’s Labou-
laye’s Yvon et Finette; Leighton's Intermediate Geometry ; Mort's Practical Geo-
graphy ; Scott and Wallas’s The Call of the Homeland, Books I. and II.; Wake
and Brechtel’s Germany in Story and Song.

By Lonamans & Co.—Saxelby’s Introduction to Practical Mathematics ; Porter's
School Hygiene and the Laws of Health.

By MACMILLAN & Co.—Carter’s Topffer’s Le Lac de Gers; Morrison’s Essays
from the Spectator; Scoones and Todd's Eton Algebra, Part I.

By E. MARLBOROUGH & Co.—Hébert’s French Pronunciation made Easy ;
Mann’s Esperanto Self-Taught.

By J. MoRRAY.—Baily and Pollitt’s Woodwork ; Edmunds and Spooner’s Story
of English Literature (Vol. III.); Readings in English Literature (Junior, Inter-
mediate, and Senior Courses, Vol. III.) ; Hartog’s Souvestre’s Confessions d'un
Ouvrier ; Russell's Notes on Elementary Chemistry, and Notes on the Teaching of
Elementary Chemistry ; Waltersand Conway’s Limen—a First Latin Book.

By the OXFORD UNIVERSITY PREss.—Delbos’ Sand’s La Petite Fadette; Lowe's
Scenes from the Life of Hannibal ; Mansion’s Béranger’s Chansons Choisies ; Myers’s
Coverley Papers from the Spectator; Paterson's School Algebra, Part I.; Savory’s
Deutsches formlesebuch; Smith's Bouét-Willaumez’s tailles de Terre et de
Mer; Tanner’s The Reformation and the Renaissance; Unstead’s Practical Geo-
graphy, Part I. ;

Calendars of Birmingham University; Victoria University of Manchester; City
of London College; and King’s College, London.

REHVIHWS.

FRENCH LITERATURE.
A Interary History of France. By Emile Faguet. Translated
by F. H. L. (12s. 6d. net. Fisher Unwin.)

This volume is one of the series entitled “The Library of
Literary History.” The author, M. Faguet, is a member of the
Academy, and is best known by his “ Etudes Littéraires” of
the sixteenth, seventeenth, eighteenth, and nineteenth centuries,
each volume containing monographs on famous writers of the
period. To most readers such studies, to which an accomplished
critic cannot fail to give a certain unity, are more interesting
than a continuous literary history, which cannot help having
some resemblance to a dictionary.

To the English edition M. Faguet has contributed an introduc-
tion on the action and reaction between English and French

Dec. 1, 1908. |

THE EDUCATIONAL TIMES.

529

ee soe eee EE—E=>=—=—E
SSS ee ee

literature, from Chaucer and Gower to the present time. He
thinks that Shakespeare probably read Montaigne, but took
nothing from him, in opposition to the received opinion that
Gonzalo's ideal commonwealth in “The Tempest” is due to
Florio’s translation. ln Waller, the friend of St. Evremond and
La Fontaine, he finds the type of the alliance and intermixture of
French wit and English character. Later, Congreve was “an ex-
quisite pupil of Moliére,” and Sir William Temple transferred to
England the quarrel of the Ancients and Moderns. In the
eighteenth century Voltaire is a conspicuous example of English
influence on French literature, while Montesquieu “ owed every-
thing, from first to last, to England.”

Richardson, again, was extremely popular in France, and
Diderot and Rousseau were under great obligations to his in-
fluence. In the case of Pope, the influence was reciprocal. He
was “a disciple of Boileau and the inspiration of Voltaire.”
Horace Walpole was the friend of Mme. du Deffand; and Miss
Burney, who eventually married a Frenchman, was intimate with
Talleyrand and Mme. de Staël. Subsequently, the influence on
France of “ Ossian,” Young of the “Night Thoughts,” Byron,
and Sir Walter Scott, were among the many complicated in-
fluences leading up to the Romantic movement. Nor is the
philosophic influence of England on France wanting in the nine-
teenth century. Taine is reproached with being “ English from
head to foot.” Apropos of Taine, there seems to be some mis-
conception in the following: ‘ Moreover, Taine was a disciple of
Auguste Comte, who in his turn borrowed largely from Spencer
and Stuart Mill.” No doubt Comte and Mill were in corre-
spondence before 1842, the date of the last volume of “ Positive
Philosophy,” and Mill owns to considerable obligation to Comte,
' but it is scarcely likely that Comte owed an appreciable debt to
Mill. Spencer’s first work, “ Social Statics,” was published
during the later years of Comte’s life, when his great work was
completed.

To turn to the “ History ” itself, it is impossible to do more than
refer to a few details. The chapter on the “ Chansons de Geste’
is enlivened by brief sketches of some of the most famous poems
To English readers it would have been interesting if reference
had been made to Lord Tennyson's debt to Chrestien de Troyes
in “ The Idylls of the King.” Of Charles d’Orléans, so long resi-
dent in captivity near Tunbridge Wells, a few charming speci-
mens are given, and the same is done for the “ Pléiade”’ and their
precursors, Heroét and Maurice Sève.

In the chapters on the “ Grand Siècle ” there is a warm, but
perhaps too brief, appreciation of Racine, alike as a dramatist
and as a poet. Had the book been written specially for English
readers, some details might have been added. The origin of the
Romantic movement has often been discussed. On the whole,
M. Faguet’s view is epigrammatically expressed in the words:
“ Chateaubriand was the father of romanticism and Mme. de Staël
its godmother.” He summarizes Chateaubriand’s message to
the nineteenth century :

In spite of some men of great genius and some admirable books,
which I am better able to appreciate than any one else, your fathers
have been for nearly three hundred years in error on the subject of the
artof writing. They have had an idea that it must be toa certain extent
impersonal, and that the author should not appear in it, or pour into
it his own individuality .... Although they were Christians and
French, the fear, strengthened by habit, of bringing their personality
into their work led them to say very little about Christian and national
subjects, which they even consciously avoided ; on the other hand, they
sought most eagerly after subjects drawn from mythology and antiquity.
This was a veritable aberration, which could neither deprive them of
genius nor immediately weaken literature, but it did, in the end, for
want of substantial nourishment, wither it. So much the better! An
immense umount of material remains intact, and an immense path
remains open for their successors. Consult your own heart: it is there
that genius may be found; in any case it is the home of what is
deepest and most fruitful in your nature; give expression to your
religious feelings, and do not believe, first with Boileau and then with
Voltaire, that Christianity is devoid of beauty: it is all beauty; give
expression to your patriotism, and revive your national history ; realized
by yourself, it will be a matter for admiration ; do not repress either
your sensibility or your imagination, as your fathers did, because real
sensibility consists in personal experience, and they only liked to express
the sensibility of others ; moreover, real imagination is so permeated with
sensibility that it is impossible to separate one from the other. And,
last of all, consider that even impersonal art, which should in no way
be proscribed, receives new and higher beauty through the intervention
of the author’s personality; that we always describe the ‘‘ non-ego’”’
either with a sympathy of the ‘‘ego ” for it, or with a reaction of the
‘‘ego’’ against it; that itis this very sympathy or reaction to which we
give the best expression ; so that if personal literature has still to be

created, impersonal literature itself must be verified, rejuvenated, and
illumined with new splendour by the new art which I indicate to you.

The pages devoted to Victor Hugo are, thanks to the necessary
condensation, little more than a catalogue, and make us regret
the delightful étude in the author's “ XLXme Siècle.” Of Michelet
M. Faguet says:

Michelet, in spite of the tricks which his ardent and too lively imagina-
tion often played him, remains, by his power of vision, an incomparable
historian. He has made living before us, one by one, every age and
every successive stage of French society, from the Middle Ages to the
year 1815, and one may almost say every generation which has lived on
French soil. It is marvellous to ‘‘see’’ a period, to have it materialized
before our eyes, to contemplate its life, colour, and activity. It is a
great achievement to make us see it as he sees it; he is the Saint-Simon
of every age, and gives us impressions of every century which might be
those of an eye-witness.

To Sainte-Beuve, “the master of those who know ” in criticism,
an enthusiastic tribute is paid: m

As a critic he is quite of the first rank. He never separated criticism
either from general history or moral biography. An author was for him
a period to understand, a soul to study, an artist whose artistic processes
were to be analysed, whose influence on later writers was to be appraised ;
hence it follows that any study by Sainte-Beuve, down to the smallest,
is an historic inquiry, a portrait, a lesson in æsthetics, a second historical
inquiry which concludes, generalizes, and completes the setting of the
picture. On the other hand, inclining in his quality of moralist to
trace a natural history of humanity, he liked not only to place an author
in his proper surroundings, but to find out with what other authors of
widely separated times and places he had points of similarity or analogy,
so as to recognize, throughout the human race, ‘‘ families of minds,
and thus to contribute to a possible general classification of humanity.

A few lines are added on Sainte-Beuve’s distrust of system and
universal ideas.

The value of the book is enhanced by the excellent index, which,
besides fulfilling the usual functions of an index, serves as a ceta-
logue raisonné of French authors.

The Practice of Instruction. By Prof. J. W. Adamson.
(4s. 6d. National Society’s Depository.)

The principle of the division of labour is now generally ad-
mitted in connexion with manuals of school method. It is no
longer possible for one man to profess to deal with all the sub-
jects in the curriculum. This is all to the good. But there is
a corresponding danger. The specialist is very apt to over-
estimate the importance of his subject, and to emphasize unduly
the peculiarities of method that his particular needs originate.
In the book before us we have an admirable correlation of the
general and the special in method. Collaboration even between
two authors is always a difficult business: but, when ıt comes
to be a collaboration of ten, it reflects unusual credit on the
editor who brings it to such a successful issue as we find in this
book. One wonders whether he first wrote his general part,
covering 124 pages, and sent it round to the other contributors
before they began their work. In any case, there is justification
for his claim that there are no fundamental contradictions be-
tween the general principles of method set out in Part I. and
the special application found in Part II. On the other hand,
there is no lack of individuality of treatment in Part II. It is
very interesting to note the process by which consistency may
be attained in a symposium. All the common elements sup-
plied by the different contributors coalesce with each other and
form in the reader's mind a solid body of established principles,
while the peculiarities of each contributor tend to react against
the peculiarities of all the others, and, as a consequence, to stand
out in bold relief.

The general part is exceedingly well done. The sense of pro-
portion is well preserved throughout, as one would expect in the
case of an editor who approaches his subject after giving proof
in a previous work—“ The Pioneers of Education "—of his com-
petence as a historian. The various general methods are treated
in their proper perspective, and not arranged in order of their
temporary prominence in current educational discussions. The
heuristic method, for example, is not treated as if it were of
Victorian origin. A general description and critical account
of the theory of instruction is followed by an illuminating study
of the curriculum of Prussian schools and a discussion of ques-
tions suggested in reference to schools at home. Then follows
one of the most characteristic sections of the book: that dealing
with the newer experimental methods. To be sure, the treat-
ment is somewhat sketchy, as was inevitable in a work of this
kind. But it is a great thing that our students of method and

530

THE EDUCATIONAL TIMES.

(Dec. 1, 1908.

our practical teachers who retain an interest in the scientific side
of their profession should learn that this experimental method is
being more or less successfully worked. It is not very creditable
to the profession that names like Meumann, Ebbinghaus, and
Messmer are all but totally unknown to the practising teacher.
In this particular Prof. Adamson has certainly deserved well of
his readers and of the profession generally.

It goes almost without saying that the contributions to Part II.
are of unequal merit. The editor’s own contribution on the
Mother Tongue is particularly clear and suggestive, and bears
the mark of the skilled and experienced craftsman. The Language
sections will give rise to more difference of opinion. In ancient
as well as in modern languages the “ Direct Method ” is recom-
mended, and its application to Greek is fully illustrated by the
reproduction of actual school exercises, which have proved a
snare to certain early reviewers who mistwok them for pattern
pieces of Greek and criticized them accordingly. The reader
may not agree with Dr. Rouse’s views, but cannot help admitting
the skill with which he pleads his cause. The section on the
Teaching of Natural Science, which is remarkably well done, is,
in effect, an essay which aims at bringing about unity of purpose
and consistency of method in the handling of the study through-
out the school. As was to be expected from the author of “The
Aims of Scientific Method,” the treatment is eminently clear and
logical, though it must be admitted that the result makes some-
what difficult reading for the ordinary student. But it is, perhaps,
tıme that the ordinary student—and the ordinary member of the
general public—should learn that a study of method is not child’s
play. The Mathematical section adheres to reformed lines. In
the hands of Dr. Herbertson, Geography could not fail to be
excellently treated. The subject is expounded on the “ regional
system,’ and full detail is supplied for the preparing of courses
in all types of school. Another innuvation in this book, though
hardly a surprising one when we note the name of the publishers,
is the inclusion of Religious Instruction. Principal Headlam
urges a frank acceptance of the established results of Biblical
criticism, argues for the value of Biblical instruction as such,
but frankly demands denominational teaching. This section has
less reference to actual method than have the others.

A characteristic of the whole book is the wide view it takes of
the problems involved. Continental and American experience is
utilized wherever possible. The German educational system is
relegated to its proper place, and in the sections on the Mother
Tongue and on History particular attention is drawn to French
practice. A very important feature of the book is the presence
of little bibliographies at the end of each of the sections. While
remarkably complete within itself, the book leaves the student
without excuse if he remains ignorant on any of the points
referred to but not fully treated in the text. Even experienced
teachers will learn much from this book, and for students in
training it is invaluable.

GHNBRAL NOTICSS.

MATHEMATICS.

Practical Integration. By A.S. Percival, M.A. (2s. 6d. net. Macmillan.)

Within the limits prescribed by the writer, the subject is carefully
though rather briefly treated. Those portions alone are discussed which
have a practicul bearing. For a fruitful study of the principles of
integration, a previous thorough knowledge of those of the differential
calculus is universally acknowledged to be essential; hence this is
assumed by the author on behalf of his readers and must be possessed by
them, in order that they may derive full advantage from the present
work. Teuchers will feel additional confidence in adopting the new
text-book from the fact that Mr. Percival, when consulting existing
authorities, has availed himself of standard treatises occupying the first
rank in the estimation of mathematical experts, as, for example, those by
Lamb, Edwards, Williamson, and Greenhill.

Ratio Co-ordinates und Carnot’s Theorem. (18. Whittaker.)

By means of a special system of ratios, which he employs for the
purpose of defining the positions of points and lines—in fact, conform-
ably with his title, as a system of ratio co-ordinates—the author is
enabled to give in this tiny pamphlet brief proofs uf many leading pro-
positions in moderu geometry and in conics. The theorems for the dis-
cussion of which the system is perhaps most suitable are those con-
cerned with projective properties. The volume will be valuable to
students of the subjects considered, both on account of intrinsic useful-
ness and by reason of its compact form.

A Simple Course of Weighing and Measuring. By H. J. Ashton, F.R.G.S.
(ls. net. Philip.)

The volume collec's n number of rules connected with the arithmetic

of weights and measures, illustrating them by examples based on their
application to practical purposes. ‘The text is often wanting in fullness,
many of the rules standing as unexplained statements merely followed
by worked exercises embodying the methods considered. In many cases,
however, the author indicates the principle involved. The derivation of
all our units from one single fundamental unit of time is ingenious,
if rather far-fetched. A short account of the metric system is included.
A few misprints occur, but in general the little book is well brought
out.

The Metric System. By F. Mollow Perkin, Ph.D. (Whittaker. 1s. 6d.)

A brief summary of the leading facts connected with the metric
system, and compiled as a manual suitable to supplement the oral teach-
ing of the subject. A series of tables and graphs gives in concise form
British and metric equivalents. There are interesting sections on specific
gravities, the measurement of temperatures, and equivalent values in
British and foreign money. These, it is hoped, will enlarge the sphere
of usefulness of the little volume. The specific yravities quoted for
various substances have, in many cases. mean values lying between the
limits of the densities given for them by Prof. J. D. Everett. The
author lends his unqualified support to the familiar practical arguments
in favour of the adoption by the United Kingdom of the metric system
and decimal coinage.

HISTORY.

(1) A Smaller Social History of Ancient Ireland. (38. 6d. net.) (2) The
Story of Ancient Irish Civilisation. (1s. 6d.) Both by P. W. Joyce.
LL.D., M.R.I.A., Oue of the Commissioners for the Publication of
the Ancient Laws of Ireland, and Honorary President of the Royal
Society of Antiquaries, Ireland. (London: Longmans. Dublin ;
H. M. Gill & Co.)

The first of these volumes is abridged from Dr. Joyce’s great work
A Social History of Ireland, which contains a complete survey of the
social life and institutions of ancient Ireland, with ample proofs and
references; and the second is abridged from both. (1) is disposed in
three Parts: (i.) government, military system, and law ; (ii.) religion,
learning, and art; (iii.) social and domestic life; and it has over 200
illustrations. (2) reproduces the exsential features of the longer works in
popular form. The series constitutes the only complete social picture of
the people; and the lineaments are depicted throughout with the strictest
regard to historical fact and with the most laborious care. Any one that
peruses the narrative will at once see what a weight of meaning is con-
tained in Dr. Joyce’s remark that ‘‘ the old Irish people have never in
modern times received the full measure of credit due to them for their
early and striking advance in the arts of civilized life, for their very
comprehensive system of laws, and for their noble and successful efforts,
both at home and abroad, in the cause of religion and learning.’’ These
volumes should be studied diligently by ‘‘ the predominant partner.”

The Letters of Queen Victoria. Selection from Her Majesty’s Corre-
spondence between the years 1837 and 1861. Published by authority
of His Majesty the King. Edited by Arthur Christopher Benson,
M.A., and Viscount Esher, G.C.V.O., K.C.B. In three volumes.
(6s. net. Murray.)

A popular edition, nicely printed and tastefully got up, with sixteen
illustrations distributed among the three volumes, at less than a tenth of
the price of the original issue. The selections are judiciously made from
some five or six hundred volumes of papers, the principle being to illus-
trate the development of the Queen’s character and disposition and her
methods of dealing with political and social matters. ‘‘ That the inner
working of the unwritten constitution of the country, that some of the
unrealized checks and balances, that the delicate equipoise of the com-
ponent parts of our executive machinery, should stand revealed, was
inevitable.” ‘‘ Nothing comes out more strongly in these documents
than the laborious patience with which the Queen kept herself informed
of the minutest details cf political and social movements both in her own
and other countries.” The notes are limited to such an amount of com-
ment as may enable a reader without special knowledge of the period to
apprehend intelligently the course of events.

RELIGIOUS AND MORAL.

The Cambridge Devotional Series. (ls. 6d. net each volume.
Univerrity Press.)

A charming series, beautifully printed and chastely got up.
(1) St. Francis and his Friends, rendered into English from Franciscan
chronicles by Horatio Grimley, M.A.—very interesting and touching
selections.—(2) The Imitation of Christ; or, The KEeclesiasticul Music, by
Thomas 4 Kempis, a translation edited by J. H. Srawley, D.D. The
translation is based upon the English Version of 1620 by F.B., which has
been revised throughout with the h-Ip of Hirsche’s text of the original.
The work is given complete, and without modifications or adaptations of
language ‘‘to suit the needs of modern readers.’’— 3) The Interlinear
Psalms—the Authorised Version and the Revised Version, together with
the marginal notes of the Revised Version—showing at a glance the
position, extent, and nature of the differences between the two Versions.
—(4) Agathos and the Rocky Island, and other Sunday stories and parables,
by Samuel Wilberforce, with introductory note by A. J. Mason, D.D.,

aster of Pembroke College, Cambridge. The.short dialogues occasion-
ally following the narratives have been omitted,,as unnecessary to ex-

Cambridge

Dec. 1, 1908. ]

THE EDUCATIONAL TIMES.

531

plain the meaning and application of the stories and as somewhat
detracting from the artistic effect of the book.

A New Self-Help. By Ernest A. Bryant. (58. Cassell.)

Mr. Bryant writes in frankly optimistic vein ‘‘a oy of worthy success
achieved in many paths of life by men and women of yesterday and to-
day.” The twenty chapters are assigned to separate groups—such as
inventors, scientists, artists, founders of great businesses, and so forth;
and the examples are taken from modern times freely enough to justify
the title. Mr. Bryant does not seek to glorify the money-spinner or to
worship success: ‘‘ careers notable in their effects for the good of others
have been chosen, without regard to the reward won by the authors of
those efforts.” The volume is fluently written and very readable ; and, if
there is now and again a lack of discrimination, still the general effect is
no doubt stimulating and encouraging to youths that have any real grit
in them.

HOW TO USE THE MICROSCOPE.

Mr. Robert Sutton (43 The Exchange, Southwark Street, S.E.) issues
a third edition of The Microscope and how to Use it, by T. Charters White,
M.R.C.S., L.D.S., F.R.M.S., late President of the Quekett Microscopical
Club (3s. net)—a very serviceable handbook for beginners. The text
has been revised, and fresh chapters on ‘‘The Marine Aquarium as a
Field for Microscopical Research’’ and ‘‘ Staining Bacteria ” (the latter
by Maurice Amsler, M.B., B.S. Lond.) have been added. The illustra-
tions are from photomicrographs by the author.

MISCELLANEOUS.

The Calendar of University College, London, for the session 1908-9
contains the usual ample supply of information about the numerous
courses and classes, together with some new features of interest. The
outline of the history of the College, by Dr. Carey Foster, ex-Principal,
has been revised and brought up to date, and there is a set of plans
showing more completely than before the disposition of the extension
buildings for the work of the College. The post-graduate work appears
to be flourishing, both in lectures and in research : last session there were
no fewer than 239 post-graduate workers. The intercollegiate system
has also been developed with marked success, especially in the depart-
ments of Law and Modern Languages.

Messrs. Bowes & Bowes issue an interesting brochure, S/nudents’ Life
and Work in the University of Cumbridge, consisting of two lectures by
Karl Breul, M.A., Litt.D., Ph.D., University Reader in Germanic (1s.
net). The lectures were originally given by way of first information for
the students, British and foreign, that attended the University Extension
Summer Meeting in July and August last. We are glad to note that
Dr. Brenl suggests that he may go on to deal similarly with the origins
und development of the University. A considerable bibliography is
appended. The information is very fully and compactly presented, and
it will be of much interest to parents and guardians as well as to the
academic public generally.

The first (October) number of the fourth volume of The Modern
Language Review (48. net, Cambridge University Press) has a very thriv-
ing appearance. Special interest attaches to an article on Langland by
Mr. Theophilus D. Hall, who says it was written previously to the publi-
cation of the second volume of the ‘‘Cambridge History of English
Literature,” and that ‘‘ the conclusion arrived at by the writer of it with
regard to the C-text is fully borne out by Prof. Manly.” Mr. Hall,
however, does not see eye to eye with Prof. Manly at all points.

Messrs. Jack have begun to issue a series of 100-colour reproductions
of the finest paintings in the National Gallery. The pictures will be
selected so as to represent the whole range of art of every country and
school from the thirteenth to the nineteenth century in chronological
order, and they will be accompanied by critical and explanatory notes.
The work, which bears the title The National Gallery, will be completed
in seventeen Parts (1s. net each). The joint editors are Paul G. Konody,
Maurice W. Brockwell, and F. W. Lippmann. The first Part gives
decided promise of a valuable and popular work.

Messrs. Cassell have begun to issue (1) “the King’s Edition ” of
their ample and popular History of England in Parts (Gd. net each).
(2) Their elaborate and practical Cyclopedia of Mechanics —‘‘memor-
anda for workshop use, based on personal experience and expert
knowledge ’’’—which runs to five volumes and contains rome 6,500
illustrations (Parts, 3d. net each). The editor is Paul N. Hasluck.
(3) Outlines of Electrical Engineering, by Harold H. Simmons, A.M.I.E.E.,
Lecturer in Electrical Engineering at Finsbury Technical College and
formerly Head of the Electrical Engineering Department of the Gold-
smiths’ Institute. This is an entirely new work, plainly written and
liberally illustrated. It will be completed in fourteen fortnightly Parts
(7d. net each).

Jack's Reference Book (3s. 6d. net) is “thirteen important reference
books in one volume of 1,088 pages (9x 64). The thirteen divisions
are general, medical, legal, parliamentary, social, educational, com-
mercial, and so forth. There is an enormous quantity of useful informa-
tion, mainly such as a busy man wants. The price is amazing.

Child Study for October contains notable articles on ‘‘ Child Study in
relation to the Training of Teachers’’ (by Alex. Morgan, M.A., D.Sc.),

and ‘“‘ Play” (by Beresford Kingsford, M.D., D.P.H.), and very in-
teresting suggestions for an annual ‘School Festival” (by Mrs.
Laurence Gomme).

The Navy League Annual, edited by Alan K. Burgoyne, makes its second
appearance in force (2s. 6d., The Navy League, 13 Victoria Street,
S.W.). All the navies of the world are reviewed and a special chapter
is devoted to a consideration of ‘‘ comparative naval strength.” <‘ The
superiority of this country appears almost brutal” ; ‘‘ unless attacked
by some unthinkable combination, our position is unassailable.” There
are also a number of other articles of a pertinent character, covering the
whole ground of naval affairs. A very useful assemblage of naval
facts, though some of the arguments will scarcely escape question.

The P.R.A, Annual, 1909 (6d., Watts), contains thirteen articles of
the usual advanced character. Among the contributors are Prof.
Lombroso, Prof. Lester Ward, George Brandes, A. W. Benn, Dr.
Callaway, and other well known writers. Mr. J. M. Robertson, M.P.,
expounds ‘‘ The Philosophy of Bradlaugh.”

The Journal of the Municipal School of Technology, Manchester. furnishes
a very valuable record of investigations undertaken by members of the
teaching staff of the several departments of the institution. Part II. of
the first volume contains ten considerable articles showing results of
laborious inquiry on a variety of technical subjects.

The 8.P.C.K. publishes the story of The Battle of Trafalgar, written
and illustrated by Irwin Bevan (6d.). There are thirty illustrations.
The brochure will be popular.

Messrs. Collins & Irene publish Zhe * A.D. Infinitum” Calendar
(3d.) in card form folding to suit the pocket—“ an accurate, simple, and
instantaneous reference for any date of any year, past, present, or future,
from the year l a.D. ad infinitum.” Ingenious and convenient.

DIARIES.

Letts’s Diaries (Cassell) appear in so many different forms and are so
well devised and furnished for their various purposes that they no longer
stand in need of commendation. We have several specimens: No. 10,
Oftice Diary and Almanac, three days to a page, with much practically
useful reference matter prefixed, in strong binding (4s. 6d.) ; No. 13,
Pocket Diary and Almanac, a reduced form of the preceding, on
similar lines, but convenient for the pocket (2s. 6d.); No. 21d, also a.
Pocket Diary and Almanac on a smaller scale (1s. net); No. 46, Rough
Diary, giving half a page to a day (2s. 6d.) ; No. 34, Rough Diary and
Almanac, with a week on a page, interleaved with blotting (18.);
No. 39, Scribbling Diary, with:a week in an opening, interleaved with
blotting, very serviceable on the desk (1s. 6d.) ; No. 78, Pocket Diary,
six days in an opening, oblong form, convenient for the pocket, in limp
morocco grain leather (le. 6d. net): No. 111, Pocket Diary, a day toa
page, limp cloth, gilt edges (2s. net). Insurance coupons are attached
to each volume. These diaries have been published for over twenty
years solely by Messrs. Cassell.

Pitman’s Shorthand and Typewriting Yearbook and Diary (18.) contains,
as usual, a great deal of information about the subjects of its title. The
Diary portion gives a page to a week.

CHRISTMAS BOOKS.

HISTORICAL AND DESCRIPTIVE.

The Druidess, by Florence Gay (2s. 6d., Ouseley), takes us back to the
end of the sixth century and depicts the conflict of Celt (f Pict, Scot,
Bret) and Saxon and of Druidism and Christianity. There is plenty of
battle and intrigue to satisfy the appetite for adventure ; and, if there
is some derangement of historical facts, there is a strong colouring of the
rough life of the times, both in Ireland and in Western England and
Wales. Between the Druidess and a Saxon lady a heroic young chieftain
has a distracting time of it. The Druidess herself is strongly presented.
St. Columba appears at the famous convention at Druimceta. By the
way, the latest historian of Ireland calls the place Drumceat and fixes the
date some twenty years earlier (575), but that does not matter much.
One of the chapters sketches the first (or an early) Eisteddfod—an extra-
ordinary scene, of which the modern assembly is a very limited and pale
reflexion. The story is not very sharply outlined and the information
about the period tends to be massed heavily here and there. But the
freshness and interest of the materials would suggest that the story might
be advantageously rewritten on a larger scale, with less disturbance of
the history and more free display of the abundant embroidery.

Sir Sleep- Awake and his Brother, by Grace I. Whitham (2s. êd.,
Blackie), is a story of the Crusades, a tale of adventure in the time of
King John. The two brothers have a great estate and an immense
treasure; and Sir Sleep-Awake is led to suppose that he has killed his
brother, while the brother is led to believe that Sir Sleep-Awake thinks
him guilty of stealing the treasure. Hence remorse and despair, which
send one brother to the Holy Land on pilgrimage and the other to
Spain to fight the Moors. There are plenty/of difficulties.by land and

532

THE EDUCATIONAL TIMES.

[ Dec. 1, 1908.

sea, plenty of fighting, and no lack of trials of patience and courage. [no lack of varied adventure.

Boys will follow the developments with unfailing interest. Four illus-
trations by N. Tenison.

In Empires Cause, by Ernest Protheroe (3s. 6d., Gay & Hancock),
sketches the more picturesque scenes in the history of the country. First
there is ‘‘ the Making of the Homeland,” which takes us down, by un-
equal steps, to the time of Elizabeth; next is ‘‘ the procession of
Empire Builders’’; and, finally, ‘the Briton’s Burden of Empire.”
Though the selection of the subjects and the mode of treatment ensure
interest throughout, the historical grasp is not strongly marked, and the
sense of proportion is not unfrequently perverted. If the author had
put his finger on the decisive element elsewhere as surely as he does
in his description of the battle of Omdurman, the volume would have
been very valuable indeed. About a dozen full-page illustrations.

The Silver Hand, by Eliza F. Pollard (2s. ëd., Blackie), is a story of
India in the eighteenth century. In the course of the Mahratta wars,
a prosperous British merchant of Madras ir shot dead during an attack
on his house, and his eleven-year-old daughter Ursula, with her nurse,
a Mahratta woman, disappears in the confusion. The child is found on
the roadside by Scindia, and brought by him to Poona. Under peculiar
circumstances her life is saved by a young Breton nobleman, who had
come out to India as a soldier of fortune. By-und-by she goes in the
train of Scindia to Agra, where the Breton also turns up, to get medical
assistance, his right hand being grievously wounded. At a lake near
Agra, she found in the right hand of a figure of Buddha carved in stone
a silver hand, exactly similar to the Breton’s, and ‘fashioned in such
a way that evidently, when fastened securely on the arm, the hand and
each finger would be responsive to the will of the wearer.” This turned
out to be ‘‘ the fulfilment of an ancient prophecy,” and designated the
Breton as the man that should lead the Mahratta confederacy to the
height of power. The story is well written, varied in interest, and full
of action. Four illustrations by William Rainey, R.I.

A Lad of Grit, by Percy F. Westerman (2s. 6d., Blackie), is a story of
adventure on land and sea in Restoration times. If Aubrey Wentworth
is to take ample legacies under the will of his father, a loyal cavalier,
who has met a tragic death, he must fulfil certain mysteriously expressed
conditions. He finds stirring adventures amongst buccaneers of the
West Indies, Algerine pirates, and English smugglers and wreckers ;
and during captivity in Holland he gets possession of a mysterious
document affording a clue to the treasure of the cavalier. There are
further adventures in the attempt to get the treasure. The reader will
not have to complain of any lack of excitement in the story. Four
illustrations by Edward S. Hodgson.

Stories of the Flemish and Dutch Artista, from the time of the Van
Eycks to the end of the seventeenth century, selected and arranged by
Victor Reynolds (7s. 6d. net, Chatto & Wirdus), is a very handsume xa
well as a very interesting volume. ‘The stories are told as far as possible
in the words of the original historians of the two schools. They are
quaintly direct and charmingly racy, though some of them may be im-
peached by the severe historian ; and they present very vivid pictures of
certain aspects of the life of the period. Mr. Reynolds has added fuller
information here and there from the researches of modern authorities.
Some two dozen artists are commemorated, and there are eight coloured
plates and twenty-three half-tone plates.

Our Empire Story, told primarily ‘‘ to children,” by H. E. Marshall
(7s. 6d. net, Jack), but very well worth reading by elders, consists of
stories of India and the greater colonies—Canada, Australia, New Zea-
land, and South Africa. The narrative is simple and picturesque, and,
where there is popular difference of opinion, the author does not press the
historical fact. It seems rather a pity to have left the siege of Delhi
undescribed. But on a general view the volume is very satisfactory,
and it is full of interest. The type and get-up are handsome, and
there are twenty coloured full-page illustrations by J. R. Shelton, and
six maps,

How Canada was Won, by F. S. Brereton (6s., Blackie), weaves a brisk
story into the events that led up to the conquest of Canada. The subject
is always interesting to the young, and it is specially opportune now in
view of the recent tercentenary celebrations at Quebec. The hero proves
his mettle in various tight places, and at length is placed by Washington
in command of a band of scouts, who find plenty of fighting and adven-
ture about Fort William-Henry. He falls into the hands of Indians and
all but loses his life, being saved by a French colonel, whose life he had
previously saved. He is taken to Quebec, whence he escapes down the
steep cliffs by the aid of his former friends the scouts. He joins the
British force in the attack on Louisbourg, and afterwards takes a pro-
minent part in the capture of Quebec. An exciting story graphically
told. Eight illustrations by William Rainey, R.I., and three maps.

Under the Chilian Flag, by Harry Collingwood (3s. 6d., Blackie), is
a well devised and vigorously written story of adventure, mainly in the
war between Chili and Peru in 1879-81. Jim Douglas and Terence
O’Meara, second mate and third engineer of a cargo steamer, sick of
the brutality of their captain, desert the ship at Valparaiso and join
the Chilian navy as officers on the flag-ship of the squadron then at
that port. The war breaks out, and the intelligence and spirit of the
lads quickly bring them into prominence. The occupation of Anto-
fagasta, the great battle between the ‘‘ Esmeralda’’ and the famous
« Huescar,’’ the battle of Angamos, the bombardment of Callao, mines
and countermines, alarums and excursions, capture and escape—there is

But what of the hidden treasure and
the prophecy of Inca? The reader will discover all that in due time
and be delighted with the luck of the finder. The story will rank with
the best of the author's dozen (or more) volumes. Six illustrations by

William Rainey, R.I.

Mr. Midshipman Glover, R.N., by Staff-Surgeon T. T. Jeans, R.N.
(43., Blackie), is “a tale of the Royal Navy of to-day,” and, while
narrating numerous adventures both ashore and afloat, Dr. Jeans
portrays the habits of thought and speech of various types of officers
and men. It is rather early to write him down the modern Marryat,
but he has a thorough grip of the facts, a keen eye to character, a strong
sense of humour, and a graphic pen. He tells how a squadron of the
British Navy, lent to the Chinese Government to destroy a rascally band
of pirates, chase the enemy across the Indian ocean, capture a ship.
lose a destroyer, drive a pirate crniser ashore, exterminate a torpedo
flotilla. establish a landing on the island. fight the great battle of One
Gun Hill, and dismantle the pirate forts, ke. Mr. Midshipman Glover
is to the fore when business is on hand ; and Milly’s wedding comes off
all right, and “it was a jolly grand affair.’’ Six illustrations by
Edward S. Hodgson, and a map illustrating the operations against the
pirates.

TALES OF ADVENTURE.

Rough Riders of the Pampas, by Captain F. S. Brereton (5s., Blackie),
is a vigorous tale of ranch life in South America in the middle of last
century. The hero gets into trouble at school, very unjustly, but he
prefers ignominious dismissal to clearing himself at the expense of a
comrade. So he is sent to South America to be out of the way. The
voyage out ie sufficiently eventful, and on the rancho and the pampas,
between Indians and brigands, there is no lack of thrilling adventures.
The story is written with the author's well known verve. Six illustra-
tions by Stanley L. Wood.

<i Middy in Command, by Harry Collingwood (6s., Blackic), is a
stirring story of the sea, full of adventure, and admirably written.
Richard Grenvile, a midshipman in the slave squadron on the West
African coast, is put in cominand of a captured slave ship, with a crew
of fourteen men. and instructed to make for Sierra Leone. The ship is
captured by a pirate, who scuttles her and leaves her to sink, crew and
all. The crew, however, take to the boats, and there are ‘‘ strange
happenings” before they succeed in rejoining their own ship. After-
wards Grenvile takes despatches to Port Royal, where the Admiral sets
him to pursue and destroy a pirate vessel, an adventure that has
unexpected developments. There is a treasure cave, of course, to be
explored, and there is a young lady, too, though she is kept well in the
background. The story involves excitement enough to satisfy a very
exacting taste. Eight illustrations by Edward S. Hodgson.

The Island Traders, by Alexander Macdonald, F.R.G.S. (8s. 6d.,
Blackie), narrates the story of a secret Australian expedition to gain
possession of a group of islands in the South Pacific already coveted
by France and Germany, whose secret agents are treating to get
different local chiefs to appeal to their Governments for protection.
The hero carries off one chief and makes the other prisoner and im-
personates him. The results are exciting enough. The author’s
perronal experience of the South Seas stands him in good stead for
incident and for local colour, and he writes with graphic force. Six
illustrations by Charles M. Sheldon.

YARNS OF THE SCHOOL.

The Wizards Wand, by Harold Avery (2s. 6d., Nelson), is ‘‘a tale of
school life for girls and boys.” It was Evangeline—‘‘ what a long name
for such a little person !’’—that discovered the wizard, an ‘‘ imposing-
looking gentleman,” of course; and the hazel wand was a device of the
wizard’s for the recovery of the florin she lost on an errand. How that
florin could have got into the ink-bottle was indeed a puzzle, but
Evangeline had no doubt that wizard got it out. However, that is but
a beginning of the mysteries, and the instructed reader does not need to
be told that Mr.-Avery knows how to charm girls and boys alike. Two
coloured illustrations.

The Third Class at Miss Kaye’s, by Angela Brazil (2s. 6d., Blackie), is
the story of a clever self-regarding little girl, who, after some spoiling at
home, has to fit herself into the life of a healthy modern private school.
One of her closest friends is an older girl, whose parentage is wrapped
in mystery and pathos, which evoke Sylvia’s romantic interest, with
practical results. The girl-life at school, the fun as well as the earnest,
is admirably depicted in a lively style. Four illustrations by Arthur A.
Dixon.

Form III. B., by Ursula Temple (28. 6d., Nutt), formally classes
itself as a school story. It runs from entrance exam. to scholarship
exam. at a girls’ high school. Friendships and antagonisms, blunders
and scrapes and accidents, together with fresh settings of the big school
events, are very briskly and ingeniously described. Frontispiece.

For the Sake of his Chum, by Walter C. Rhoades (38. 6d., Blackie),
implies in its title a vicarious sacrifice. Lorden was the chum, and

Lorden was thrashed by Mr. Webber, and, being a sensitive and
Paate boy, he brooded over the trouble and took a dishonourable

Se a a a a a a

Dec. 1, 1908.]

THE EDUCATIONAL TIMES.

033

revenge. Kerslake, who alone knew that Lorden was the culprit, and
had passed his word to keep it dark, himself fell under suspicion, and
dropped from the height of popularity into the abyss of contempt. The
truth is partially unveiled in the course of some adventures on an island
on the Scottish coast, and finally in a highly dramatic way. The story
is written with much force and is varied in interest. Six illustrations
by N. Tenison.

STORIES FoR GIRLS.

A Courageous Girl, by Bessie Marchant (3s. 6d., Blackie), is a story of
Uruguay. Anne Beauchamp’s father was a sheep-farmer on the Banda
Oriental and a widower. From fourteen to seventeen Anne underwent
the discipline of echool in England, intolerable to a ‘‘ wild girl.” On
the voyage home she makes friends with Christine Moseley, the daughter
of a railway contractor, who had saved her in ‘‘ the High’’ at Oxford
from a motor-car accident. Expecting a position of wealth and con-
sideration, she finds her father reduced to poverty—a servant where he
had been master, and lately taking to drink. Anne does his work for
him in his absence, looking after the sheep, which introduces complications
with the master when he comes on the scene. Incidentally, she comes
to know of a plot to murder Mr. Moseley, who is building a railway in the
neighbourhood, and rides through a furious storm to put him on his
«guard. On her return she finds her house in ruins, and other troubles
folow. But we dare say she comes to her own at last. The story is
brisk and well written. Six illustrations by W. Rainey, R.I.

Daughters of the Dominion, by Bessie Marchant (5s., Blackie), is a fine
story of the Canadian frontier. Nell Hamblyn works for her living as a
nurse, as a telegraphist, and as keeper of a cooked food shop. In defeat-
ing a daring attempt to rob the depot she sustains an injury to an ear,
so that she is compelled to give up her work as a telegraph-operator.
As she is planning to lay out her compensation money in educating her-
self for a better sphere in life, she learns that a friend of her father’s has
died, leaving a sick wife and several children. Nell adopts the whole
family, and starts a shop for supplying the miners at Camp’s Gulch with
cooked food. Wanderers from the outside world cross her path at different
times and get mixed up in her story, and eventually one of them carries
her off. ‘lhe events are vividly conceived and effectively depicted, and
the interest is easily maintained throughout. The lesson of work comes
home to the Canadian. Six illustrations by William Rainey, R.I.

“« A Fish out of Water,’ by F. F. Montrésor (2s. 6d. net, John
Murray), works out with remarkable discernment and in a natural and
charming manner an exceedingly difficult situation. A second marriage
brings an extremely literal and matter-of-fact girl into a family where
the father and the two daughters of the first marriage are of a pre-
dominantly literary and artistic temperament. There is no understand-
ing of each other’s ways, and no sympathy, though the intentions are of
the best and most kindly. If the contrast had been less decisively pro-
nounced, the case would have been perhaps more natural and the problem
more testing. However, the little girl, who is as ‘‘ a fish out of water,”
at length finds her way to the water under circumstances that create
not a little sensation in her circle. The story is admirably told and in
strong and direct style, and with shrewd psychological penetration.

Cousin Sara, by Rosa Mulholland (Lady Gilbert}, is ‘a story of arts
and crafts” in a double sense (6s., Blackie). Colonel Stevenson lost his
wife in India and then got his legs shot off in battle; afterwards he
developed a talent for the invention of machinery. His one child,
Sara, was sent home to Belfast, where she was looked after, in a distaut
way, by a far-off cousin of her father’s, one of the Montgomeries of
the Mills, in county Antrim. This flax spinner takes into his office two
young fellows—Arno Warrender, a son of a dead friend, bought up in
Italy, and Harvey Durrant. the protégé and supposed heir of Sir Jonas
Cunnyngham, wealthy banker and retired shipbuilder. Harvey is a
general favourite; Arno, keener for art than for an office desk, gets
into disgrace, flies to Italy, and attains the high road to distinction,
not without multiplied troubles. An important invention of the
Colonel’s is stolen and patented by another, and it is round this fact
that the action of the story turns, and Sara is prominent on the scene,
whether in Belfast or in London or in Italy. The story is well con-
structed, cleverly worked out and admirably written, and it is excellent
in tone. Eight illustrations by Frances Ewan.

A Love Passage, by Harriet, Lady Phillimore (2s. 6d., S.P.C.K.), is
narrated with much spirit and in admirable tone. A girl of nineteen.
presently to be left an orphan with no great worldly provision, accepts
an offer of marriage from a good cousin John, some thirty-five years
older—say fifty-three—who has made fortune and reputation in Jamaica.
On the voyage out she meets a Captain of the Royal Engineers, and by
the time she lands she discovers herself in a quandary between liking and
gratitude on the one hand and love on the other. The Captain has to
proceed at once elsewhere on service, the good cousin John has a bout of
fever, and there is another Captain. Letters get into wrong envelopes
and accidents happen. But Cousin John is a very fine character, and no
doubt the tangle gets straightened out in the end. The interest is deftly
und agreeably maintained. Three coloured illustrations by W. S. Stacey.

Septema, by Emily Pearson Finnemore (2s. 6d., S.P C.K.), treats
cleverly and agreeably a rather complicated tangle of incidents arising
naturally enough from the attractions of the heroine. Septima, a skilful
lucemaker, and granddaughter of the local tailor and postmaster, becomes

and successor of the local magnate, Lord Fairfield. <A friend of the dis-
appointed suitor, who is paying court to his sister, suggests the agency
of the press-gang and the miller is duly carried off to the wars.
Septima is pursued by wooers and other tribulations; and his lord-
ship’s suggestive friend is informed by his lordship’s sister that she
will have nothing to say to him till the miller is recovered. The story
is quietly, but vigorously, evolved and written. Three coloured illus-
trations by Adolf Thiede. ;

Heroine or ? by Isabella B. Looker (2s., S.P.C.K.), is a simple and
effective story, working ont the momentous query of the title. Major
Vackombe has to go away to fight in Egypt, and Winnie, a little maid
of eight or nine, who ‘‘ always runs away when she is frightened,’ is
concerned about coming up to her father’s standard of bravery, for he
has not welcomed her requirement of a promise that ‘‘if the black men
come after you, you'll run away!’’ When Dackombe returned (with
glory) he found that his little girl had decided the question to his
satisfaction. A very attractive and agreeably written story. Three
coloured illustrations by Harold Pittard.

Orp Favourires In New Dress.

Edinburgh, ‘‘ Picturesque Notes,” by Robert Louis Stevenson (6s.,
Seeley), appears in a bright new edition, with more than sixty illustra-
tious by T. Hamilton Crawford, of the Royal Scottish Water Colour
Society. The ‘ notes’’ touch the main points of interest in a singularly
interesting city. They are pointed and light, impressing the character-
istics of the place more effectively than a detailed and ponderous
description. The volume is very liberally got up.

The King’s Signet, the story of a Huguenot family, by Eliza F. Pollard
(2s., Blackie), offers episodes of persecution following the revocation of
the Edict of Nantes (1685)--a stirring story charmingly told. Four
illustrations by G. Demain Hammond, R.I.

Courage, True Hearts! by Gordon Stables, M.D., C.M. (2s., Blackie),
is ‘‘the story of three boys who sailed in search of fortune,” and met
with a variety of adventures, which will be read by other boys with as
much zest as ever in this very agreeable new issue. Four illustrations
by W. S. Stacey.

Links in my Life on Land and Sea, by Commander J. W. Gambier, R.N.,
appears in a second edition, revised throughout (5s., Fisher Unwin). It
records the author’s personal experiences during many years’ service in
all the waters of the world. The style is simple and agreeable, and the
matter is instructive as well as interesting—more interesting than many
a book of fiction.

The Gods and Heroes of the North, by Alice Zimmer (2s., Longmans),
is issued in a new impression. The old stories are delightfully retold,
and there are a dozen full-page illustrations. The notes at the end may,
or may not, be meant for school use; but, at anv rate, the volume will
read as well at home, and it will make a very pleasant Christmas book
fur children that love to read in a quiet corner by themselves.

The Little Duke, or Richard the Fearless, by Charlotte M. Yonge (2s.,
Blackie), with four illustrations by W. M. Bowles, is a pleasant tale of
the tenth century, depicting Norman life in faithful colours, and illus-
trating the civilizing influences of the Christian religion. This is a
handsome edition.

With Moore at Corunna, by G. A. Henty, with eight illustrations by
Wal Paget (3s. 6d., Blackie), is one of the anthor’s most spirited stories.
It will be as welcome as ever in this new edition.

The Disputed V.C., a tale of the Indian Mutiny, by Frederick P. Gibbon
(3s., Blackie), is also well worth the honours of a new edition. Six illus-
trations by Stanley L. Wood.

In the Tand of the Blue Gown, by Mrs. Archibald Little (7s. 6d. net,
Fisher Unwin), is in a second edition. The range of subjects is very
wide, and the description is bright and clever. The book. in fact,
furnishes a panorama of Chinese life, scenery, and architectural charac-
teristics. The illustrations are numerous and excellent.

VaRIOUS,

The Gorgeous Isle, by Gertrude Atherton (2s. 6d. net, John Murray), is
a story of Nevis, in the West Indies, in the heyday of its popularity
(1842). Of course, it turns on an adventurous psycho-pathological
problem, Byam Warner, a native of the island, but of good English
descent, had made his fame ten years ago as a poet, and is shattered in
health by drink. Anne Percy, a vigorous young girl from the North,
“tanned by the winds of moor and sea,’ and possessing ‘‘a superb
majestic figure,” visits the island, with Warner’s poetry all singing in
her brain and nerves. They meet, and her influence steadies Warner,
who becomes physically reinvigorated by suspending his potations.
Shall Anne marry Warner, and, if she do, and if Warner have the
impulse to write more poetry, which he cannot do without brandy,
shall she, who married his poetical genius as much as his handsome
person, place the bottle to his hand or keep it away? The working
out of the problem involves a complexity of personages and social
views. Even Miss Atherton’s undoubted ability cannot make real
tragedy out of the sordid and perverse elements.

The Toia Rung, and three other short stories, by Mary Cholmondeley
(2s. 6d. net, John Murray), form together an unpretending volume that
contains more incisive and dramatic work than a chance dozen of current

engaged to the stalwart miller, scorning the attentions of the nephew ; novels. True, there is more vigour than polish} a certain défiant obtru-

034

THE EDUCATIONAL TIMES.

(Dec. 1, 1908.

sion of personality (perhaps explained by the preface), and even in-
cidentally a practical advertisement of somebody’s vendible goods, but
then there is a substratum well worth polishing. The preface deals
amusingly with some silly and malicious criticisms of the author’s work
—amusingly, yet not without a spice of natural, but wholly futile
resentment. The author is strong enough to go her own way without
looking over her shoulder to the miserable nagying of literary and society
depreciators that condemn themselves out of their own mouths as un-
worthy to bear her train. But what can a lady do with a gentleman
neighbour at a dinner-party when, on her shyly acknowledging the
authorship of a book he has been praising, he tells her to her face:
“I know that to be untrue”? It is not always easy for flesh and
blood to suffer fools, gladly or otherwise.

Back to Back, by M. Bramston (2s., National Society), tells brightly
and forcibly a story of a struggle against drink, with aid from religion.
‘¢ You know as well as I do that we're bound to stand by one another
and pull one another out of holes.’ Two full-page illustrations by
Isabel Watkin.

Rue, by Mary H. Debenham (2s. 6d., National Society), carries in its
name a suggestion of its motive, and its Sunday name, ‘t Herbo’ Grace,”
implies a strong religious colouring. The scene is in the Midlands, in
connexion with a factory, and one group ot the personages have the
piquancy of a mixture of Italian with English blood. If a clerk carry
a bag of money from Deneton to Stockport and stop on the way to drink
with dubious acquaintances, there may well be occasion to rue the
blunder. The characterization is good and the tone excellent, and Miss
Debenham always writes with care and has something worth the writing.
Four full-page illustrations by Isabel Watkin.

Janie Christmas, by M. Bramston (1s. öd., National Society), is mainly
of domestic interest, with incidents touching the course of true love.
The lady’s name comes from her being born on Christmas Eve, and left
motherless with a good Samaritan of a woman that sheltered her mother,
who had missed her train and her husband. From accidental circum-
stances she was not claimed, though probably she will find her father in
the long run. There is a villain in the piece, but of course his villainy
recoils on himself. The story is well written, and the characters are
distinctive ; but a Scotsman does not talk Cockney. Two full-page
illustrations by Isabel Watkin.

Barbara's Heroes, Ancient and Modern, by H. Louisa Bedford (ls. 6d.,
S.P.C.K.), works out patiently and interestingly the ideals of a little girl
up to the mature age of twenty. Her mother was dead ; her father, a
common soldier in India, was supposed to be dead ; and Sergeant Brown,
good fellow, brought her home to her grandfather, Canon Latham.
Stanley Gordon, a playfellow, who is going to be another General
Gordon, figures largely in the development of the story. Will she
marry him? Will her father come home again? But the ideals are the
real things. Three illustrations by Oscar Wilson.

For his Father’s Honour, by John G. Rowe (2s. 6d., Nutt), describes
the trials of a pit-boy. His drunken father all but causes an explosion,
which is averted by the boy’s presence of mind and courage, and
presently the father falls under suspicion of having murdered the pit-
owner. Thereby hang complications and villainies ; and there are some
doings also in the mine. Frank is a brave and good fellow, however,
and he clears his father’s honour, and eventually reaches a high position
in the mining world. A vigorous and stirring story. Frontispiece.

Martha Wren, by M. B. Synge (28., S.P.C.K.), tells ‘‘a story of
faithful service.”’ artha leaves her home at seventeen to serve in the
nursery at Milborough Hall, and, between the incidents of her life there
and the doings of a sister, to say nothing of the accident to the head
nurse and the fire in the nursery in particular, she goes through many
severe trials. Then there is Timmins, the third gardener, who enlists
and becomes a hero. If the story i; painful at times, it has many glints
of humour and it is permeated with good feeling. Three coloured
illustrations by W. S. Stacey.

The Right Stuff, by Ian Hay (Blackwood), is just as wayward and
tantalizing as *' Pip” was last year—in parts direct and vigorous, in

rts laboured and trifling. The hero is developed with ability and
interest, though the Under-Secretary, if a much weaker character, is a
still more effective characterization. Among many other episodes of
active interest there is a strenuous description of an election. Altogether
the story carries the reader buoyantly on tvo the end. But then the
author has it in him to do so much better, with patience and industry.

For THE CHILDREN,

The Dwindleberry Zoo, by G. E. Farrow (5s., Blackie), records the ad-
ventures of a small boy that is very fond of animals of all kinds and
keeps a number of pets of his own. He has come up to London for the
one purpose of visiting the Zoological Gardens, and while reading ‘‘a
handsomely bound volume on natural history,’’ which he had gained as
a school prize, he is amazed by the appeurance on the garden wall of a
monkey, which tells him that he has come from the Dwindleberry Zoo,
a place whose very existence is known only to such animals and birds as
have escaped from the real Zoo, and where they can all talk and act just
as they like. without any interference on the part of keepers. Roderick,
of course, wants to get over the wall and see this wonderful Zoo. How
he gained entrance, how the various animals received him, and what
adventures he met with—all this is told in vivid and charming style by the
experienced and verarious chronicler. ‘This is one of the most delight-

ful of the books of the season.
Browne, R.I.

The House of Arden, by E. Nesbit (68., Fisher Unwin), recounts the
astonishing adventures of Edred and Elfrida Arden, who live with their
aunt (who keeps seaside lodgings) and go to school. Seaside lodgings,
for the children’s father and his partuer (who is going to wed Mika
Arden) are reported to have been captured by brigands and to have lost
all the money they had made in South America. The only other male
of the family is Lord Arden, an old man, living (and dying) in an
old Norman castle near by. The children stray to the castle and dis-
cover the spell that discovers the treasure. There is an amazing Mouldi-.
warp, Bonaparte and highwaymen, a secret panel, a smuggler’s cave,
white wings and a brownie, and other delightful and bewildering things.
It may be that Mr. Arden and Uncle Jim are not dead, after all; and, at
any rate, the quest of them involves further adventures. An interest-
ingly fanciful book, with somewhere between thirty and forty illustra-
tions by H. R. Millar.

Peep-in-the- World, by F. E. Crichton (3s. 6d., Edward Arnold), tells
of a little girl that visits her uncle, the Baron Maximilian von Tollen, at
his old castle in Germany, on the border of a forest. Here she is de-
lighted with her new world. She strikes up an uaintance with a
dwarf cobbler, who is a Jonely denizen in the forest and knows what
the animals and birds say. Knut the cobbler is a misanthropical little
man, but Peep-in-the-World gets round him and he eventually admits
her into the League of Forest Friends, though he resists her desire to be
instructed in the speech of the wild things of the wood. Still, her ex-
periences taught her something. The story is delightfully told. Four
illustrations.

The Farm, “shown to the children,” by F. M. B. and A. H. Blaikie,
in forty-eight coloured plates of farming operations and plant and
animal life, and described iu simple language by Foster Meadow
(28. 6d., Jack), is the fifth volume of a charming and instructive
series. It is written and pictured in the hope of awakening in young
readers an intelligent interest in farming. Both artists and writer have
done their work most capably and attractively.

Animals at Home, by W. Percival Westell, F.L.S. (3s. 6d., Dent), is a
collection of twenty-four essays in animal autobiography already pub-
lished serially in a monthly magazine for young folk. e plan of set-
ting each animal to tell its own life-history has the great advantage of
vividnews, and the reader will probably be stimulated to observation and
research on his own account. Miss Marie Corelli furnishes a sympathetic
and appreciative introduction. There is a coloured frontispiece (by Lucy
Kemp. Welch) and numerous illustrations. An attractive and instructive
volume.

The Hill that Fell Down, by Evelyn Sh (38. 6d., Blackie), is ‘‘a
story of a large family.” ‘‘ A bit of the hill has given way, as that
stuffy old Professor said it would’’: that is the mature version of the
fact. But Penelope said: ‘‘The fairies have made the hill fall down
because they were angry.” Penelope has not a little to do with the
fairies. She lives with Uncle Richard and Aunt Elizabeth at Cheselden
Chase, and her great want, unintelligible to her kind friends, is for
somebody that is not grown up to play with her. At last she for-
gathers with the lady of the wishing stone, whom she asks ‘‘ to bring
Daddy back from India, and to give her a magic carpet to take her
everywhere, and a large family to play with.’ We leave the story
there : little readers will soon find out the results for themselves. Six
illustrations by Gordon Browne, R.I.

Christabel, by Mrs. A. G. Latham (3s. 6d., Blackie), gives a charming
description of ‘‘ the freaks and fancies of three little folk.’ Christabel
herself, the oldest of the three, lives in the world of faerie, and relates
weird tales to the other two; Teddie has a philosophic turn of mind ;
and Marybud, a child of three, has a famous soap-bubble birthday party.
The earlier adventures, tragic and comic, take place at their seaside
home ; the later, not less exciting, are met with in ‘‘ the beautiful
country home of their ‘ fairy godmother.’ ’’ The last chapter tells ‘‘ how
Bell became a heroine’’—a very proper ending. Four coloured plates
and twenty-five text illustrations by Paul Hardy.

Fairies—of Sorts, by Mrs. Molesworth (3s. 6d., Macmillan), consists of
four stories, the first of which fills half the volume. They are ingenious
and quietly humorous, woven of fairy fancies, and are sure to delight
young readers. Eight illustrations.by Gertrude Demain Hammond,
and handsome get-up.

The Story of Napoleon, by H. E. Marshall, with eight pictures by
Allan Stewart and a map (of Central Europe), is a fresh addition to the
delightful ‘‘ Children’s Heroes ’’ series (ls. net, Jack). The writer is
unable to decide whether Napoleon is ‘‘ a true hero.” The children will
settle the point for themselves.

The Book of Suldiers, The Book of Sailors, and The Book of Other People
(6d. net each, Blackie), are amusing little books for very little folk.
They consist of rhymes by Walter Copeland and drawings by Charles
Robinson.

The Enchanted Egg, by Harold Avery (ls. 6d., Nelson), is the story of
what was supposed to be a penguin’s egg, but turned out to be a very
different sort of egg. The risks it underwent in the museum of its
youthful proprietors give rise to amusing incidents. The spade guineas
are also deceptive in a less lucrative fashion. The story is simply and
interestingly developed. Coloured frontispiece and title-page illustra-
tion.

Sixty-two illustrations by Gordon

Dec. 1, 1908.] THE EDUCATIONAL TIMES. 535

OXFORD UNIVERSITY PRESS. Clough’s
THE OXFORD GEOGRAPHIES. |Correspondence College.

Edited by A. J. HERBERTSON, Reader in Geography in the Univer-
sity of Oxford.

PRACTICAL GEOGRAPHY .— Part I. AT THE LAST A.C.P. EXAMINATION

By J. F. UnstEap, M.A., Lecturer in Geography, Goldsmiths’ College, (August, 1908),
University of London. With 27 Illustrations. 1s. 6d.
In preparation, Part II, price 18. 6d. The two Parts will be issued bound Mr. ROBERT A. WRIGHT,

tugether, price 2s. 6d.
A MEMBER OF CLOUGH’S A.C.P. CLASS FOR THE ABOVE
EXAMINATION, WAS

THE KING’S ENGLISH.

Abridged for School use, 1s. 6d. Also the Unabridged Edition, 5s. net.
THE COVERLEY PAPERS FROM THE f H E
SPECTATOR.
Edited, with Introduction and Notes, by O. M. MYERS. Witha Facsimile. 2s. O
SELECTIONS FROM ADDISON'S PAPERS
IN THE SPECTATOR.

By T. ARNOLD. 4s. 6d.

SELECTIONS FROM STEELE.

Being Papers from the Tatler, Spectator, and Guardian. Edited by AUSTIN
Dowson. Second Edition. 7s. 6d. D | ST | N G U IS H E D
SELECT ENGLISH CLASSICS.

Edited, with Introductions, by A. T. QUILLER-COUCH. Paper covers, 3d,
each ; cloth, 4d. each.
Preparatory Schools Review. —‘‘ These little texts are a most valuable and

welcome addition to the materials available for the teaching of English literature
in schools. . . . The prose selections in many cases break new ground and are ex- '
actly what is most wanted. The extracts are wisely made.”

NEW VOLUJI ES.
EARLY ENGLISH LYRICS. With Glossarial Notes. 48 pages.
EVERYMAN. Complete Text with Glossarial Notes. 32 pages. ON THE A.C.P. LIST, OBTAINING
HORACE WALPOLE. Letters. 48 pages. i
WORDSWORTH. Poems. 32 pages.
MILTON AND WORDSWORTH. Sonnets. 32 pages. HONOURS IN THREE SUBJECTS.
TENNYSON. Poems. 48 pages.

ROBERT BROWNING. Poems. 48 pages.
WALT WHITMAN. Poems. 32 pages.

385 Victoria Road, Runcorn,

Dear Mr. Clough, November 10, 1908.
OXFORD PLAIN TEXTS. Enclosed please find formal receipt for your cheque of £10,
Paper covers, 3d. each; cloth, 4d. each. kindly awarded as prize re A.C.P. Examination.
ARNOLD—SOHRAB AND RUSTUM. I was agreeably surprised to find myself so distinguished,
BYRON—CHILDE HAROLD, Canto III. and further suprised to find myself the recipient of your cheque,
E và A Canto IV. for I had not dreamt of such success. I received invaluable
COLERIDGE—ANCIENT MARINER, AND CHRISTABEL. help from your Classes in the Scholarship Examination, and
GRAY—ELEGY, AND ODES. knew that I could rely on your Classes pulling me through first
KEATS—ISABELLA, AND EVE OF ST. AGNES. | time in the A.C.P. Examination, and I have not been dis-
l appointed. In fact, I don’t know who would be, providing that
A BOOK OF VERSE FOR BOYS AND they work PE e through your Course. k i
GIR LS. i Thanking you, and wishing your Classes every success,
opie ed UPE Ten L EN E Part II, paper, sa; Yours faithfully,
ea » paper, ls.; cloth, 1s. 3d. rts I-III, cloth, 28. Secon ROBERT A. WRIGHT.
Athenaeum,.—‘‘An excellent feature is the inclusion of longer poems than are wont _-

to find their way into such compilations. . . . The selections are made with excel-
lent taste.”

DEUTSCHES REFORMLESEBUCH. =| ALL THE HONOURS

fir Sprechiibungen, mit grammatis¢chen Ubungen und einem deutschen

Worterverzeichnis. Herausgegeben von D. LL. SAVORY, Dozenten an der
Universität, London, Goldsmiths’ College, früher Oberlehrer am Marlborough
College, und z. z2. Lektor an der Universitit Marburg. Mit Abbildungen.
With 15 full-page and numerous other Illustrations. Price 2s. 6d.

ir al ISSANCE AND THE REFORM.
A Text- Book of Europaiú History, 1494-1610, By EMMELINE M. TANNER, His- WERE GAINED BY CLOUGE’S STUDEN TS.

tory Mistress at Sherborne School for Girls. With Maps. 3s. 6d

THE Pye a STUDENT'S HISTORY OF & Classes now commencing for the
By VINCENT A, Surra, M.A., I.C.S. (retired). With 7 Maps and 10 other August (1909) and December (1909)

Illustrations.

AT THE ABOVE EXAMINATION

SCHOOL ALGEBRA. By W.E. Parenox A.C.P. Examinations.
Ta L . . « Without Answers, 2s. 6d. With Answers, 3s. se ee
Parsla@lr j e a " ss, tramediacv. | For full particulars of any of Clough’s Classes—
P.T., Preliminary Oertificate, Certificate, A.O.P.,
Select List of Educational Works, List of Books set for various Oxford and Cambridge Locals, Matriculation,
Examinations, and Complete Catalogue (144 pages) post free. write at once to

THE SECRETARY, CLOUGH’S CORRESPONDENCE COLLEGE,

London: HENRY FROWDE, Oxford University Press, Amen Corner, E.C. TEMPLE CHAMBERS, LONDON, E.C.

O36

THE EDUCATIONAL TIMES.

(Dec. 1, 1908.

MATHEMATICS.

16499.
q = ad", r = (ac + 2bd)c, s = (bd + 2ac)d.

Solutions (I.) by R. F. Davis, M.A., and L. Isseruis, B.A. ; (II.) by
(III.) by Epirn J. D. Morrison, and others;

C. M. Ross;
(IV.) by F. G. W. Brown, B.Sc., L.C.P.
(I.) It will be found that this elimination is of the type
Axr? + 2B/z = M, B/J? +2Arxr = N,
which results in (MN —-9AB)? = 4(M?—3BN)(N?—3AM).
In fact rs—9pq == cd (Sabcd + 2b*d* + 2a*c*) — Yabe“d? = 2cd (ac~ bd) ;
r?—3ps = c? (ac? + 4abcd + 4b°d*) — 3b*cd (bd + 2ac) = c` (ac ~ bd)? ;
s?*—3qr = Ë (ac~ bd)’.

Hence (rs —9pq)* = 4 (r? -— 3ps)(s?—39qr).
(II.) p = bë, PSALA ae E (1, 2)
r = (ac+2bd)c, s = (bd+2ac)d oann (3, 4).

From (1) and (2), a=q/@, b =p.
(3) and (4) become r = gà?+2p'à and s = p A*+2qd, where A = cjd.

Again, As = p/A+2qr? and 2r = 4p/A+2qa°*,

and QAs = 2pja +4qa?, r = 2p +q ;

then NS = DAP 43) HO. TET E (5),
and 3ga — sir =O: a o eee as (6).

From (5) and (6) by cross multiplication
A2!(r?—3ps) = —2A/(9pq—rs) = 1/(s°?—39q7) ;
therefore 4 (r?—3ps)(s?—3qr) = (Ypq—rs)*,
or 27 pg? — 18pqrs—r’s* + 4qré + 4ps? = O,
which is the required eliminant.
(III.) We have at once s'q = b/a+2c/d,
r[p=alb+2d/c, rjq = cjd?+2 blac/d, s/p = ajc? +2a/bd/c.
Equating the two values of a/b, and the two values of b/a,
r/p—2d/c = (s[/p—d?/c*)c/2d or r/p—Zdjc—s/2pcd = 0,
s/q—2c/d = (rijg—c2/d*) dj2c or s/p— cjd—rj2q djc = 0.
Solving for variables c/d, a/c,
djc = (6rq - 2s?)/(9pq—rs), c/d = (6ps—2r*)/(9pq —rs) ;
therefore (6rq — 2s") (6ps — 27°) = (9pq—rs)? ;
therefore 18pqrs—4 (ps? + gr*) — 27 p*q? + r*s? = O.
(IV.) Since p = bc, q = ad?, r = (ac+2bd)c, s = (bd + 2ac) d ;

therefore rs—5pq = 2 (bcd? + a*c*d) ;
therefore 1 (rs —5pq)? = btd’ + atc’d* + 2a*b?c'd4

= bid’ + acid? + Qp7q? ...... cc cece cee (1).
Again, (r?—2ps)(s?—2gr) = (act + 2b*c*d*)(b*d4 + 2a‘c*d*)

= a*bcid' + Qatcid? + 2bic*d® + 4a*b*ctd4
= 5p*q? + 3 (rs—5pq)*—4p"q", from (1),
giving as the eliminant
172s°— 2973 — 2ps? + 9pqrs — 3-p*q’ = 0,

or r?3? —4qr3— 4ps? + 18pqrs—27p’q* = O.

16482. (V. Ramaswami Alyar, M.A.) — P, P’ are corresponding
points of a curve and its n-th pedal with respect to an origin O; C, C’
the centres of curvature at P, P’; and M, M’ the projections of C, C’
on OP, OP’. Show that OP’/OM' = n+ OP/OM.

(Notr.—If through P’, P parallels be drawn to the join of M’ and M
meeting OP, OP’ respectively in Q, Q’, then PQ =n.OM and
Q'P’ =n.OM'; whence a construction for the centre of curvature at
any point of the n-th pedal, or the —n-th pedal of any curve, knowing,
&c.

Solution by R. F. Davis, M.A.

In the Reprint, Vol. LXX., p. 91, I have given the following construc-
tion for the centre of curvature C’ at the point P’ on the first positive
pedal corresponding to the point P on the original curve (origin O).

Bisect OP in p; join P'p and produce it to C’, so that

pC’: P'C’ = 2PM: 40P.
Let p' be the middle point of OP’. Then
PM : OP = 2p'M’: P'M’,
OP : OM = P'M’: PM —2p'M' = P'M' : OM’,
1+OP/OM =1 + P'M'/OM' = OP'/OM'.
Repeated applications give the formula for the n-th pedal.

or

16449. (H. L. TRACHTENBERG, B.A.)—A straight line mects the

(A. M. Nesnirr, M.A.)—Eliminate a, b, c, d from p = bœ,

Then (b.c.d)ja gives us

| drawn to ineet the sides of the triangle again in L,L,, M,M., N,N}.

Prove that L,, Lg, Mi, M,, N,, Ne lie on a conic.

Solutions (I.) by Henry RIDDELL, M.E.; (II.) by Prof. SANJÁNA, M.A.;
(III.) by Professor Nanson ; (IV.) by A. M. Nespirr, M.A.

(I.) By transversals we
have, neglecting signs,

LA NC MB _y (q
LB NA MC ea
LA LC L.B
Pa ae R aii
LB'L,A’ LC (2),
MB M,C M.A
DP A
MG M,A M.B (c),
NO NIB Ned oi ddy.
NA‘N,G'N.B

L,C LB M,C
LA LC MA
MA NB NA _
"M.B'N,C N.B

or in the form

1,

AM,.AN,.CM,.CL,.BL,.BN, _
AL,.AM,.CN,.CL,.BM,.BN, i
and applying Carnot’s theorem, &c.

(II.) In the hexagon L,L.M,M.,N,N, (Lı) the opposite connectors L,L
and M.N,, L,M, and NiNa, M,M, and N,L, meet in L, N, M, which are
situated on a straight line. Hence, by the converse of Pascal’stheorem,
the vertices of the hexagon lie on a conic. (Rest in Reprint.)

A simple method for Division of Decimals which may prove
useful to the readers of the “ Educational Times,” who
are engaged in teaching Elementary Mathematics.

By A. H. BELL, B.Sc.

The method is so easily grasped by even young pupils whose only
knowledge is simple division that I am urged to publish it,
Two examples will clearly illustrate the method.

(1) To divide 289905 by 38°5,
‘0753
u. ==
38:5 ) 2°89905

l 2 695

Ans.

(2) To divide 4:0875 by 0'075,

u. 54:5 Ans.
0:075 ) 44-0875
L875
os 337

300

“875

375

Note that (1) the decimal point of the quotient is directly above that
of the dividend. (2) The division is proceeded with as in simple divi-
sion, but the first figure of the answer is not placed until the product
is arranged under the dividend ; the figure is then placed vertically
above the position of the first figure obtained on multiplying the units
of the divisor. (3) The remaining figures follow in order.

On a Relation between a Modification of Section in Extreme
and Mean Ratio, and some of the Properties of Numbers ;
and showing how, by means of this relation, to divide a
straight line AB in C, so that AC* = 2rAB . BC, r being

any whole number.

By THEODORE W. Hay.

In the following preliminary theorems the natural series of numbers
1, 2, 3, ... is conceived of as divided into groups of numbers, the mem-

sides of a triangle in L, M,N. Through L, M, N straight lines are j bers of any particular group having the same number fof the integral

Dec. 1, 1908.]

THE EDUCATIONAL TIMES.

O37

part of their square roots, and each group being divided from the one
immediately preceding or following by a square number, these segre-
gating square numbers not being themselves considered as members of
any group. Thus the first group will consist of the numbers 2 and 3,
these numbers having 1 for the integral part of their square roots, and
being divided from the group having 2 for the integral part of the square
roots of its members by the square number 4; and so with the group
having, say, 7 for the integral part of its square roots, the group con-
sisting in this case of the numbers 50 to 63 both inclusive, and being
divided from the groups immediately preceding and following by the
Square numbers 49 and 64 respectively.

Lemmas.

(1) If x be the surd part of the square root of m, the first number in
the group having r for the integral part of the square roots of its mem-
bers, then z?74+2r2=1. For m= (r+)? = r?+2rx+2?; also r? must
be the number immediately preceding (r + 2z)?. Hence

+l = 774+ Qrx+ 27;

therefore x? +Q%rne = 1.

(2) If z be the surd part of the square root of p, the last number in
the group having r for the integral part of the square roots of its mem-
bers, then 27+4rz=2r. For the number p may be expressed as
r2+2rz+2?, and also as r?+2r. The first form = (r+2z)?; and with
regard to the second form r? + 2r, it is obvious that if 1 be added to it,
it becomes = (r+1)*, i.e., the square number dividing the group
having r for the integral part of the square roots from the group having
r+ 1 for the integral part. Hence r?+ 2r must be the last member of
the group having r for the integral part of the square roots. Therefore
r? + 2rz +z? = r2+Qr, and therefore z? + 2rz = 2r.

(3) Taking x and z as being the surd parts of the square roots of the
first and last numbers in the group having r for the integral part, then
l—z2z:z=z; 2r, For z?+2rzr = 1, by (1); therefore

2rr = 1-2?
also, by (2), 2°+2rz = 2r ; therefore
Qrz = 2r-z°
therefore, combining (a) and (b),
'2rx|2rz = (1 —zx?)/(2r— z?) = 2rxz'(2r—2?) (for 1 = x? +2rzx) ;
therefore 1/2rz = 1/(2r—z?) ; therefore 2r(1—z) = 2, 4.e.,
l—z:z=z:2r.

SCOOHCHH eee rome wee nasser eHhevneusenen

CO ee Oe i

Theorem.—lIf a straight line AB be taken to represent unity and be
divided in C so that AC equals the surd part of the square root of p, the
highest number in the group of numbers having the same whole num-
ber r for the integral part of the square roots, then AC: = 2r7AB. BC.

Divide AB in © so that AC = /p—r, t.e., AC = z, the surd part of
/p. Then BC=1-z, for, by hypothesis, AB=1. Also, by
Lemma (3), l—z:z=2: 2r, i.e., l

BC: AC = AC: 2rAB, or AC? = 2r.AB. BC.

16478. (Rev. F. H. Jackson, M.A.)—Show that

Sn (abe) $n(a/bc) Su (ab/c) Sm (ac/b)
Jn (abc) J,,(a/bc) Jm (ab/c) Jm (ac/b)
f (2 (ab) Sn (a/b) Sn (ac) Sn (a/e) j
Jn (ab) J„ (a/b) Jy, (ac) Jn (afc)
— 16g sin? (—i log b) sin? (—4 logc)
. (3: (atab) $n (q}a/b) $m (qac) $n (grafe)
Jn (gab) In(qha/b) Im (giac) Im (gq a/c)
where J, (x) denotes the q analogue of Bessel’s Function

— w
a)

yt (A)

J, (z) = E. a E E. es ew th
(2}[4] ... [Qn] | [2][2n +2)” JAn + lna T)
in which [n] = (q"—1)/(¢—1),
= Ln
Su (2) = (2][4] ... [27]
= a? 2n + aces x w48 )
ü |1 ansat +t aana ae

being derived from J by inversion of g; thus

J (1/4, z) = q” Š (q, 2),
@7(0) denotes tho square of Jacobi’s @ Function, and
ivq
la-
while ò and c are arbitrary, as also are m and n.

@
gè = N (1—9), a =

Solution by the PROPOSER.
It is well known that
ax?

es ia aa 1)(q-1)"

z
om era ara
q-1 (¢-

œ 2
we form ou {1+2q-"(q—1)} = 1+ jt ate = E, (2),
7 edan —~ 14 249.2. ee
Ti fiseg (7 1)} 1+ ita git = Eula;

both these series and products have a common but restricted region of
convergence.
In analogy with the well known equations

z g" 2m +3
eL (e) = amri i PoP rai aj teed
In (x) = i`” Ja (ix),
it is easy to establish
Eq (- 2) In (£) = Er (—2) In (2)
E ae E = nea.)
(2) {4]... [2n] [2] (2n+2) (2] [3] [2n +2]

I, (x) = i~” Jen (ix), In (£) = i`" Sn (ix).
E; (—z) Eig (x) =1,

where
Also
We write then
Su (xt) Su (xt?)
J,,(xt) J, (xt-')
from which, putting a = 4./q/(q¢—1),
Si (axt) 3, (axt-') _

Jy (axt) Jn (axt-") ~
so that, in Jacobi’s notation, by putting z = 0, t = ef 3K,
© (1) = go Se (orn) Su (ae),
Jn (ae tK) Ja (ae -oxi 2K)
: 4 (aqi ei=":2K) i den ieu/-K
u) = t gin u S” (CP ENTS) Su (agte-""-5)
H (u) = 2qQ? sin u Jm (aq? e" 2B) J,, (agì e71" 2K) °
The addition theorem for Jacobi’s functions is
8° (0) {Ə (u +v) Ə (u—v)} = @?(u) @?(v) —H? (u) H? (v).
On substituting J functions for @ and H functions, and replacing e’*"2K
by b, e'*"?K by c, the theorem follows at once.

= Ein (ixt) Eiy (—ixt) Fiy (txt -") Eia (—izxt-"),

i {1—a%g?"-) (2 4 t-?) + emen,
1

16495.

(Professor SanzANA, M.A.)—Resolve into factors
(a) 287+1, (b) 4441, (c) 6 41,

Solution by Lt.-Col. ALLAN CUNNINGHAM, R.E.

The chief step in the factorization of these three large numbers de-
pends on the ‘‘ Aurifeuillian ’’ resolution, whereby

N; = (+y) (£ +y) Ny = (eh ty (ery), Ne = (2° + xix? + y’)
can be expressed in form (P?—Q?), when 7zy, llzy, 6ry = Q respec-
tively. The formule for P,Q (used below) will be found in Ed. Lucas’s
memoir Sur la Série récurrente de Fermat, Rome, 1879, p.6. The
further resolution of the co-factors L, M can be effected (when >9
million) by the aid of Tables of solutions of the congruences N, = 0,
N,, = 0, N; = 0 (mod p and p*) compiled by the writer (to be published
shortly). The resolutions of the smaller algebraic factors may be taken
from Bickmore’s papers ‘‘On the Factors of (a"—1)” given in the
Messenger of Mathematics.

(a) (N) = 287 +1. Let
Na = (287! + 1)/(283 + 1), N; = (287 +1)/(28 +1), N, = (28° + 1)/(28 + 1),
N, = (28’ +1).
Then (N) = (Na/ NIN; N; Nj.
Here N, = 29, N3 = 757, N; = 18007 . 85771 = L; M, (suppose).
every septiman N = (x? + y‘)/(x + y) may be written
N = [(x + y)]7— Taxy (2? + cy + y*)?
= P?—Q? (when 7zy = O) = L. M, suppose;
so that L = P-Q, M = P+Q. Now (for N,) take z= 1, y = 283;
then Txy = 392?; whence
Po, = 219533, Qa = 392.481912257 ;
Lg, = 103909920854833, M = 10768811294921.
Now Na = La My, is divisible by N; = L; M; ; in fact (on trial)
Here the author’s congruence solution Tables give 48, 681, 2269 as
divisors of N}, and no more < 10000. And, on trial,
Iig,/Ly = 43.681.29443, M.,/M, = 2269.132679,
and, finally, (N) = (Ly)/L;)(Mai/M;) N;N3N).

Also

[Rest in Reprint.)

11696. (Professor Lucas.) — Dans un jeu de dominos jusqu'au
double n, on remplace le domino (a, b) par (a? b”). Quelle est la
s omme de tous les points ainsi obtenus ?

038

Solution by A. M. Nessitt, M.A.
If we introduce a second set of dominoes, we may arrange the double
series thus :— (0”, 0”), (Or, 1"), (0r, 2"), ..., (0”, n”),
(17,07), (1”, 1”), (1”, 2”), ..., (1P, n”)

(nr, OM), (n”, 1”), (nP, 2P), ..., (n", nP),
(0r, Or), (17, 1”), (27, 2P), ..., (n,n),
yielding on vertical summation (n + 1)S,+ (n +1) S, (from all the rows

but the last) + 2S, ; S, as usual being 1” + 2P +...+n”. Thus the sum
of the ‘‘ points ” on one set is (n + 2) Sp.

9886. Every square number is divisible into two sequences from m
(any integer).
Solution by Professor Sangana, M.A.

Let the square number be n?, and the two sequences from m be of p
and q terms. Then we want 4p(p+2m—1)+4q (q +2m—1) = 1%, i.e.,
p? + (2m—1)p+q?+ (2m -1)q = 2n?. This may be written

[p+ } (2m—1)]? + [q +} (Qm—1)}? = 2 fn? + [} (Qm—1)}*},
and can always be satisfied by putting
p+} (2m—1) = n+h(Qm—-1) and q+}ł(2m—1) = n—}4(2m-—1),

p=n and q =n—(2m-)).
Erample.—Let n = 9; then 81 = S(1—9)+S(1—8), putting m = 1;
and giving m other possible integral values, we also obtain
S (2—10) + S (2—7), S(8—11)+S(3-6), S (4-12) +S (4—5), S(5— 13),
as values of n?.

or

QUESTIONS FOR SOLUTION.

16547. (Colonel R. L. Hipristey.)—ABC is a
A
weight W is supported by a loop of string DEF

right cone firmly fixed upright upon its base.

thrown over the cone. Neglecting friction, show

that the suspension is safe if the apical angle of
the cone is less than 60°, and unsafe if the angle ’

is greater than 60°. l B

16548. (SARADAKANTA GANGULI, M.A.)—The tangent plane at any
point P of the surface xyz = k mects the axes of co-ordinates at A, B, O.
Show that P is the centre of inertia of the triangle ABC. Generally,
the tangent plane at any point P of the surface x'y”z" = k meets the
axes of co-ordinates at A, B, C. Show that P is the centre of mean
position of the points A, B, C for the multiples l, m, n respectively.
Prove also the converse of the general proposition.

16549. (Professor E. B. Escorr).—In the recurring series
Pa; 1, z, 2-2-1, 23—2r?—r +1,...
where the scale of relation is
Prue = (x—1) Pr. Py,
prove that P; p- = +1 (mod p) according as x—3 is a quadratic
residue or a non-residue of p, p being an odd prime.

16550. (R. F. Davis, M.A.) — Factorize (i.) 42°+ 2a°x+a* and
(ii.) 2*-Qa*x +a‘; applying the results to factorize the numbers
4,000,021 and 9,800,001.

16551. (Hon. G. R. Dick, M.A.) — Solve by simple quadratic
methods and exhibit the roots of the biquadratic zt + 42% = 1.

16552. (C. M. Ross.)—If x be a root of the equation 2?—pr =q,
where p = a+, q = —a8, prove that
r” = ((a" — B") /(a—B)] r+ q (a"-) - p" -1)/(a— 8).
16553. (Professor CocHEz.)—Quelle valeur faut-il donner à x pour
que z? + 3x + 24 soit un carré parfait ?

16554. (Professor SangAna, M.A.)—Prove that the indefinite in-
tegral of sin 6/sin n8 is
bin-Ugin Mtl pelo sin (@—rx, 2)
z a di Ps (6 + 72/7) l
according as n is an odd or even integer.

16555. (Professor NEUBERG.)—On donne trois axes rectangulaires
Or, Oy, Oz et un plan quelconque a. D'un point quelconque M de a
on abaisse une perpendiculaire MN sur le plan zCy et de N on abaisse

. n+l sin (0 - rr/2n)
sin — rr log-. — - i
n sin (6 + rm, 27)

THE EDUCATIONAL TIMES.

[Dec. 1, 1908.

une perpendiculaire NP sur la droite OM. Trouver (1) le lieu du point
P, (2) la surface engendrée par la droite NP.

16558. (S. Narayana Alyar.)— The inverse of the lemniscate
r? = a? cos 26 with respect to the point (a///2, 0) is a limaçon.

16557. (W.J. GREENSTREET, M.A., F.R.A.S.)-—On the tangent at
any point P on a circle a length PT is measured so that Z PST = 90°,
where § is a fixed point within the circle. Prove by pure geometry
that the locus of T is the polar reciprocal of the envelope of normals to
a conic.

18558. (W. F. BEARD, M.A. Suggested by Question 16250.)—In a
parabola, focus S, vertex A, a circle is described on a radius SP as
diameter. Show that the circle will cut the parabola again in only
one real point, unless the angle ASP is greater than 154’ 24’ 44"'.

16559. (C. E. Younaman, M.A. Extension of Question 16034.)—
Three tangents to a parabola form a triangle with orthocentre H, and
and the corresponding normals make a triangle with orthocentre H’;
then (1) H and H’ lie on the same diameter of the curve, (2) ditto for
central conics only when the normals meet ut H’, (3) in the parabola
H and H’ coincide if the feet of the normals are concylic with the
focus.

16560. (J. P. Gannatr.)—Show that the two pairs of points (other
than the circular points at infinity), at once isogonally and isotomically
conjugate with respect to a triangle, define a family of rectangular
hyperbolas concentric with the circum-circle of that triangle.

16591. (W. GALLATLY, M.A.)—Show geometrically that the Simson
line of a point (a’B’y’) on the circle a/a +... = O may be written in any
one of the following forms :—

(1) (a*/a’?) a/(B’ cos C—y' cos B) +... = 0,
(2) (a'/a)(B' + y' cos A)(y + 6’ cosA) a+... = 0,
(3) acoté,.a+bcot 6).8+c cot 63.7 = 0,
where 6), 69, 6; are the angles made by the line with the sides of ABC.
Show that each of these is equivalent to Ferrers’ form
[(cB’ + by’)/(8’ cos C—7' cos B)] aa + ... = 0.

16562. (Henry B. Woopa.t.)—Find the locus of the point such that,
if lines are drawn through it parallel to two sides of a triangle, the tri-
angle shall make equal intercepts on those lines.

16568. (A. Dakin, M.A.)—Find, by the methods of pure geometry,
a point P in a given straight line c, such that the ratio AP : BP shall
be a maximum ; A and B are fixed points in a plane through c.

16664. (Communicated by E. P. SERGEANT.)—A and B are two
given points, XY a given indefinite straight line. Find a point C on
XY, such that angle ACX equals twice angle BCY. [From Harper’s
Euclid.)

16565. (M. T. NARANIENGAR, M.A.)—In a spherical triangle ABC,
whose circum-centre is O, the internal and external bisectors of the
angle C meet the arc through O perpendicular to AB at D and E.
Prove (i.) that Z EAD = Z EBD = Z ECD, (ii.) that Z EAC = 2 EBC,
(iii.) tan CD = tan 4 (a+ b) sec 3C, (iv.) tan CE = tan 4 (a~ b) cosec 3C,
(v.) the projections of OD, OE on the sides CA, CB are equal.

OLD QUESTIONS AS YET UNSOLVED (IN OUR COLUMNS).

8058. (Rev. T. P. Kirkman, M.A., F.R.S.)—
Draw with fewer than twelve all 4-gonal faces,
Nine solids, and give their symmetrical traces.

8064. (J. P. Jounston, B.A.)—-If a cone of the second degree whose
vertex lies on a fixed plane (M) intersects a quadric (U) in a pair of
planes, one of which (L) is fixed, the envelope of the other is a cubic of
the form L (U + kM?) = 0.

8175. (W. J. C. Smarr, M.A.)—Dr. Boole notices a remarkable
duality which exists in partial differential equations (Differential Equa-
tions, p. 366, Ed. I.), and gives formule for the transformation of
equations of the first and second order witb two independent variables.
Give the corresponding formule for any number of variables, and show
that, if a partial differential equation be linear in the first minors of
the Hessian of the dependent variable, cxcept a term involving the
Hessian, it can be transformed into a linear form.

8289. (H. L. OrcHarp, B.Sc., M.A.)—An elastic body slides twenty
feet down an inclined plane, and then strikes against a small peg in
the plane. If the index of elasticity = 3, and the angle of the plane
= 30°, find the initial angular velocity of the body about its centre of
gravity.

9056. (SamcEL Rosberts, F.R.S.)—Show that, if a, b,c are integers,
prime to onc another, and n being an odd prime c"—6"—a" = Q, then

c’—c = Din, beb = Mnr’, a"—a = Mn’.

9274. (D. BIDDLE.)—A sheet of paper of rectangular form has each
of its four corners folded over in any way, provided none of the corners

Dec. 1, 1908.]

THE EDUCATIONAL TIMES.

539

overlap each other. Find the mean distance of the centre of gravity
from the original centroid of the paper.

NOTICE TO CORRESPONDENTS.

It is requested that all Mathematical communications should be sent
to the Mathematical Editor,
Miss ConstancE I. Marks, B.A., 10 Matheson Road, West

Kensington, W

Vol. XIV. (New Series) 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-Subsorsbers, 6s. 6d.

THE LONDON MATHEMATICAL SOCIETY.

Thursday, November 12th, 1908 (Annual General Meeting).—Prof.
W. Burnside, President, and, subsequently, Prof. H M. Macdonald,
Vice-President, in the Chair.

Licut.-Col. J. M. Wade was elected a member.

The President referred to the loss sustained by the Society through
the death of the late Master of St. John’s College, Cambridge, Dr.
Charles Taylor, who was a member of the Society for thirty-six years.

The President presented the De Morgan Medal to Dr. J. W. L.
Glaisher.

The Officers and Council for the ensuing Session were elected as
follows :—President, Sir W. Niven, K.C.B.; Vice-Presidents, Mr. A.
Berry, Prof. W. Burnside, Prof. H. M. Macdonald; Treasurer, Prof.
J. Larmor; Secretaries, Mr. J. H. Grace, Prof. A. E. H. Love; other
members of the Council, Dr. H. F. Baker, Mr. G. T. Bennett. Mr.
A. L. Dixon, Prof. E. B. Elliott, Dr. L. N. G. Filon, Dr. E. W.
Hobson, Major P. A. MacMahon, Mr. H. W. Richmond, Mr. A. E.
Western.

Prof. Burnside delivered his Presidential Address on the ‘‘ Theory of
Groups of a Finite Order.”

The following papers were communicated :—

‘On the Second Mean-Value Theorem of Integral Calculus ’’ and
‘On the Representation of a Function by a Series of‘ Legendre’s
Functions,” Dr. E. W. Hobson.

SEELEY & 60.'S NEW BOOKS.

*.”° A Miniature I uastrated Catalogue will be sent on application,

JUST PU BLISHED.

THE CHILDHOOD OF MAN. A Popular Account of the
Lives and Thoughts of the Primitive Races. By Dr. LEO FROBENIUS. Trans-
lated by Professor KEANE, LL.D., F.R.G.S. With 416 Illustrations, from

. Authentic Sources. Demy Svo, 16s. net.
“ Light and readable and copiously illustrated—sums up in picturesque fashion
all that is known on the subject.”’— Evening Standard.

ASTRONOMY OF TO-DAY. By Cecit G. DotmaacE, LL.D.,
F.R.A.S. With 45 Illustrations. Extra crown 8vo, 5s. net.
“ Most lucid and interesting. This singularly remarkable and popular vor a
tloo
ay race tae IDEAS OF TO-DAY. By CHarztes R. Gipson,
I.E.E. With 25 Illustrations. Extra crown 8vo, 5s. net.
ss Adaitabiy simple and lucid.’’— Globe,
EDINBURGH. By Rosert Lovis STEVENson. With 60 Ilustra-
tions in Black-and-White, and a Coloured Frontispiece. Extra crown Ovo, 6s.
THINGS SEEN IN CHINA. By J. R. Cuirry. With 50
beautiful Illustrations of Chinese Life in town and country. Cloth, 2s. net;
leather. 3s. net ; velvet leather, in a box, 5s. net.
“By a writer who adds grace and style to ‘entire familiarity with the country and
people.” — The Birmingham Post.

THE MINIATURE PORTFOLIO MONOGRAPHS.

With many Illustrations. 16mo, cloth, 2s. net; leather, 3s. net.
“ The fairest of little books.’ aon Standard.
NEW VOLUMES.

PETER PAUL RUBENS. By R. A. M. STEVENSON.
JAPANESE WOOD ENGRAYINGS. By W. ANDERSON.

PROFESSOR CHURCH'S NEW BOOK.

THE CHILDREN’S AENEID. By the Rev. A. J. CHURCH,
Author of ‘‘ Stories from Homer,” &c. With 12 Coloured Illustrations. Extra

crown 8vo, 5s.
“ Will fascinate young readers. ... The illustrations enhance tle charm.” —
Schoolmaster.
THE LIBRARY OF ROMANCE.—NEW VOLUMES.
With many Illustrations. Extra crown 8vo, 5s. each.
THE ROMANCE OF EARLY BRITISH LIFE FROM
THE EARLIEST TI TIMES TO THE COMING OF THE DANES. By Professor
OTT ELLIOT.
“A “masterpiece of clearly arran
descriptive invention, and genuine

scientific knowledge, brilliant and realistic
umor.’’—Liverpoad Courier.

‘* The Eliminant of Three Quantics in Two Independent Variables,” | THE ROMANCE OF BIRD LIFE. By Jonn Lea, M.A.

Mr. A. L. Dixon.

Hi Certainly one of the most fascinating, suggestive, and readable of the season’s

‘* On the Dirichlet Series and the Asymptotic Expansion of Integral ! sift books.””— Spectator.

Functions of Zero Order,” Mr. J. E. Littlewood.
‘‘ The Norm Curves on a given Base,” Prof. F. Morley.

THE ROMAENOE OF MODERN GEOLOGY. By E.S.

GREW,
po tee rodas to Modern Geology which anyone can read with

‘“ On the Arithmetical Nature of the Coefficients in a Group of Linear | dean: PD aily Graphic.

Substitutions '’ (Third Paper), Prof. W. Burnside.

‘‘ The Conformal Transformations of a Space of Four Dimensions
and their applications to Geometrical Optics,” Mr. H. Bateman.

‘* Periodic Properties of Partitions,” Mr. D. M. Y. Sommerville.

‘‘ The Solution of Integral Equations,” Prof. A. C. Dixon.

‘* Note on the Continuity or Discontinuity of a Function defined by
an Infinite Product,” Mr. G. H. Hardy.

‘‘ The Energy and Momentum of an Ellipsoidal Electron,” Mr.
F. B. Pidduck.

‘‘ On gq-Integration ” and ‘‘ On q-Transformations of Power Series,”
Rev. F. H. Jackson.

‘t The Complete Solution in Integers of the Eulerian Equation
X14 Y*t = U'+ V4," Dr. T. Stuart.

“ On Waves of Finite Amplitude,” Mr. W. J. Harrison.

‘‘An Asymptotic Formula for the Generalized Hypergeometric
Series,” Mr. T. J. I'A. Bromwich.

K Satellite Curves on a Plane Cubic,” Mr. A. C. O'Sullivan.

LATEST SELF-FILLING FOUNTAIN PEN.
orrez AS AN ADVERTISEMENT reriononzy

PERIOD ONLY

The Self-Filling and Self-Cleaning Perfection Fountain Pen(worth 15/-)
to Teachers for 4/- only, or 3 Pens for 10/6.
This is an advertisement offer, & will be withdrawn at the end of this year.

ba” ORDER NOW BEFORE IT IS TOO LATE.
Money returned if not ats satisfied. Guaranteed for 2 years.

ae RK

TA

Description :—Non- leakable, ai a cane itself in a moment—®

press, a fill—fitted with large 14-carat gold nib, iridium tipped, guaran-

teed to last for vears. No other Pen like it for reliability, steady. flow
and smooth writing. Every Pena pleasure.

Makers—
THE RED LION MANUFACTURING CO., Ltd., 71 High Holborn, London,W.C.
No need to buy any other Pen while this offer lasts.
To obtain this advantage, mention “ The Educational Times.”

THE LIBRARY OF ADVENTURE.—NEW VOLUMES.
“ There could be no more attractive books for boys.’ ay RAN: i
With 16 Illustrations. Extra crown 8vo, eac
ADVENTURES AMONG WILD BEASTS. By G. F. W.
“ A most admirable book.” — Spectator.
ADYENTURES ON THE HIGH SEAS.

STEAD, B.A.
“ A wondrous haul of sea adventures, new and old.’’—Journal of Education.

HEROES OF THE WORLD LIBRARY.
With many Illustrations. Extra crown 8vo, 58.
NEW VOLUMES. .

Errena TY OF MODERN CRUSADES. By the Rev. E.
s Vividand ima inspiring studies.” — Literary World.
HEROINES OF MISSIONARY ADYENTURE. By the

Rev. Canon Dawsor, Ak À.
‘ A fascinating record . . . there is not a dry page in it.” — Record.

THE PRINCE’S LIBRARY.
With Coloured Fiontispiece R orie ie Extra crown 8vo, 3s. 6d.
CAEDWALLA: or, The Saxons in the Isle of Wight.
By FRANk COWPER.
HANS ANDERSEN'S FAIRY TALES. With 4 Coloured
and 8 other Illustrations hy H. M. BROCK.

“ Delightfully bound, printed, and illustrated.
as a prize for either boy or girl.” — Schoolmaster.

PROFESSOR CHURCH'S HISTORICAL STORIES.

By RIcHARD

. We strongly recommend ıt

The Crusaders. 5s. The Ohildren’s Iliad. 6a,

Greek Story and Song. 5e. The Ohildren’s Odyssey. 5s.
Helmet and Spear. 5s. | Heroes ot Chivalry and Romance. 5s.
Stories from Homer. 5s, | The ‘ount of the Saxon Shore. 6e.
Stories from Virgil. 5e. With the King a Oxford. 5s.

The Hammer. ;
Last Days of Jerusalem. 3s. 6d.
Three Greek Ohildren. 36. 61.
The Obantry Priest. 2s. 6d.
A Young Macedonian. 2s. 6d.
' Heroes of Bastern Romano. 2s.
To the Lions. 1s. 6d. ge re 6d.
Tne Burning of Rome.
Stories from English misters Se. 6d.

Stories from the Greek Tragedians.

5s.
Stories from the Greek Comedians. 5s.
Stories of the Bast. 5s.

of the Persian War. 5s.
Stories from Livy. 6s.

Roman Life in the Days of Oioero. 5s.
The Story of the Iliad. 65s.

The Story of the Odyssey. Ss.

Lonpon: SEELEY & CO., Lrp., 388 Great RUSSELLISTREET.

6d.

540

BLACKIE

GEOGRAPHY.

STRUCTURAL—PHYSICAL—COMPARATIVE.
A TEXT-BOOK FOR SENIOR STUDENTS.

By J. W. GREGORY, D.8c., F R.8., Professor of Geology in the
Glasgow University.
With Series of specially constructed Coloured Maps and Sketch Maps and Plans
in Black and White. Large 8vo, 6s. net.

The main purpose of this book is to put before the student the most important
facts concerning the Structural Geography of the Earth, and the evolution of
our present continents from older lands. It marks a new departure both in
aims and jn method. It furnishes the student with such knowledge of the entire
surface of the Earth as will ensure his acquisition of geographical perspective,

A FIRST GEOGRAPHY.

By O. A. E. RODGERS, M.A., F.R.G.8.,

Assistant Master, Bradford Grammar Sehool ; and an Exa:niner in Geography to
the College of Preceptors.

With Coloured Pictures and Diagrams on every page.

A GENERAL GEOGRAPHY OF
THE WORLD.

By HENRY E. EVANS, B.A., L.C.P.

A Text-book for Students preparing for University and other Public Examina-
tions. 416 pages, crown 8vo, cloth boards, 3s. 6d.

Small 4to, cloth, 1a.

A Brief Survey of British History.
By G. TowNSREND WARNER, M.A. With Tables, Summaries, Maps, Notes,
&c. 1s. 6d.
“The best English History for younger pupils. Used in all leading Pre-
paratory Schools, and the Royal Naval College, Osborne.”

A Brief Survey of European History.
By ARTHUR HassaLL, M.A. An excellent general sketch of European
History from Charlemagne tothe Present time. Crown 8vo, cloth, 4s. 6d.

Landmarks of European History.
By E. H. M‘DoraaLL, M.A. Oxon.: late Assistant in the Tewfikieh School
and Training College, Cairo. With many Coloured and Sketch Maps,
Index, &c. 3s. 6d.

Heroes of the European Nations.
From Early Greece to Waterloo. By A. R. HOPR MONCRIEFF. 18. 6d.

Readings in English History.
From Original Sources. Edited by R. B. Moraayn, B.Litt.. and E. J.
BaLLEY, B.A. Illustrated. Vol. I., B.c. 54 to A.D. 1154, 2s. Vol. IL,
1154 to 1485, 2s. 6d. Vol. III., 1485 to 1688, 2s. 6d. (just ready).

A Latin Course.

Bv E. H. Scott, B.A., and FrRanK Jongs, B.A. First Course, cloth,
ls, 6d. Second Course, cloth, Illustrated, 2s. 6d.

A First Latin Grammar.
By E. H. Scorr, R.A., late Head Master of Boys’ Secondary School,
Barberton, Transvaal; and FRANK Jonk&s, B.A., Assistant Master, King
Edward's School, Aston, Birmingham. Crown 8vo, cloth, 2s.

Advanced Book-Keeping.
For Commercial and Accountancy Classes. By WALTER GRIERSON, Author
of “ Practical Book keeping for Commercial Classes.” Crown 8vo, cloth,
2s. 6d. net. [Just published,

The Longer French Texts.
Printed in large tvpe. Cloth limp. 8d. each. Brief Notes, Questionnaire,
Memory List of U-eful Phrases, and a Vocabulary.

The Little French Classics.

Price 4d. each Book. All French authors in prose and verse, from the
Chansons de Geste to Daudet and Paul Bourget.

Récits tirés des Classiques francais.
6d: each. Edited by Mme. C. BAGNALL, of Clapham High School, and
Mile. VIVIER.

The Stories of the great Dramatists told in simple French, suitable for Lower
and Middle Forins.

THE EDUCATIONAL TIMES.

& SON’S LIST

[Dec. 1, 1908.

JUST PUBLISHED.
INTRODUCTION to the NATURAL
HISTORY OF LANGUAGE.

By T. G. TUCKER, Litt.D. (Camb.), Hon. Litt.D. (Dublin),
Professor of Classical Philology in the University of Melbourne,
Demy 8vo, cloth, 10s. 6d. net.

A new Treatise which gathers together the results of the great amount of
philological work that the last quarter of a century has produced. It 1s intended
to fullil to-day the purpose which was served in its time by Max Miller's
‘Science of Language.”

A NEW ANTHOLOGY FOR SCHOOLS.

THE CALL OF THE HOMELAND.

A COLLECTION OF ENGLISH YWERSE.
Selected and Arranged by
R. P. SCOTT, LL.D., and K. T. WALLAS.
In Two Books. Each, 1s. 6d. net. Crown 8vo, cloth boards.

A Collection of English Verse, much of it contemporary, designed to illustrate
the extended conception of patriotisin that is developing in the national litera-
ture, both in the mother country and ın her scattered family of young nations,

The Poems have been grouped according to their subject—

Book I.—Echoes from History—Britain Overseas—The Sea—The Ohanging

Year '
Book II.—The English Countryside—Home— Exile—Oompatriots—The Oall to
Serve— The Oall to Happiness.

The Teaching of English.
By A. E. Rosperts. M.A., Principal Lecturer in English at the Islington
Day Training College, and A. BARTER, L.L.A., late Head Mistress of the
Braintree Pupil-Teacher School. 2s. net.

Much pioneer work lies before the English teacher, and the present book is
an attempt to suggest some of the lines along which he may proceed. No space
has been devoted to the teaching of reading and writing as mechanical processes,
since these subjects have been frequently treated of in books in school method,
The emphasis has been laid on the teaching of literature and of composition,

Combined Course of Literary Reading

and Composition. l
Illustrated from Famous Pictures. Edited by LEwis Marsu, M.A. 28.

English Poetry for the Young.
Selected by S. E. WIiNBOLT, M.A. A chronological selection of English
poetry, clearly printed and well bound in cloth. 1s,

BLACKIE’S ENGLISH TEXTS.

6åã. each. Blue limp cloth covers. Nearly 80 volumes. To be used in correla-
tion with the study of Bnglish Literature and History.

Among the leading Authors are :—

Malory. Cibbon. Drake. Thucydides. Dickens.
Froissart. Macaulay. Raleigh. Plutarch. Charles Lamb.
Baoon. Carlyle. Anson. Livy. Kingsley.
Burke. Prescott. Hawkins. Marcellinus. Swift.

Ruskin. Josephus. Cook. Luoian. Borrow.

Magnetism and Electricity and The
Principles of Electrical Measurment.

By 8. 8. RicnaRrpsos, B.Sc., Associate of the Royal College of Science,
London: Lecturer in Physics, Municipal Technical School, Liverpool.
Crown 8vo, cloth boards, 5s. net.

Systematic Inorganic Chemistry from
the Standpoint of tbe Periodic Law.

A Text-Book for Advanced Students. By R. M. CavEN, D.Sc., and G. D.
LANDER, D.Sc. Crown 8vo, cloth, 6s. net. >

A Text-book of Organic Chemistry.
English Translation from the German of A. BERNTHSEN, Ph.D. Edited by
J. j SUDBOROUGH, Ph.D., D.Sc., F.I.C. New Edition. Revised to date.
674 pp., crown 8vo, cloth, 7s. 6d. net.

Messrs. BLACKIE & SON will be pleased to send full lists of Books sultable for Oxford and
Cambridge Local Examinations, 1909, post free on application.

BLACKIE & SON, Ltd., 50 Old Bailey, E.C.

Tondon;: Printed by C. F. HODGSON & Box, & Newton Street, Kingsway,
EE ; [ Entered at the New York Post Office as Second Class matter. ]

W.C.; and Published by Fraxcis Hopeson, 89 Farringdon Street, E.C.

— n eee Le

ce.

we à

EU
w
-e

- aes IR vs

awed ¥ :

Wy
i

Es

a 4

CCE

4
` $
- A E +
J
nae 270
1y
1 ; ‘
:
P wie
=) à
d 4
-s \
P
wG. A
= "
?
i |
P P
~ V>
y *
t4 =R
~
ai y
-
~A hen
f- 3 Ki
a fy,
= y
w6 ?}
| AT ROSET
i
l Saz
4
K J
` a-
Md o
v *
>» a
p 1
d f
i CO s
a TY
, E > j
Q -~ $
- Cé
e
X Ù
me É
- pa b
4
Se
\ >
3 =
d ‘
>> ` d
ka
l -
. A
A
$ .
’

» - P
- pnia n n
z, a g ,
p" As ~ a d
r ENNE it:
_ a >
fv [C5 P- A
KAA Q i
C CEE
: `
X -A r

> - ps
f d
\ ae
= ape s

a A

(a
AE ME

CNCC GER

E,