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CORRESPONDENCE.

EDUCATION REFORM.

To the Editor of The Journal of Education. SIR, The article which appeared under the above title in the last issue of The Journal was devoted entirely to reviewing the Report of the Education Reform Council, and was written with sympathetic apprehension of the wide task which the Education Reform Council undertook. Permit me to reassure the author and your readers generally as to the doubts which he raised with regard to the activity of the persons whose well known names he rehearses-they all took some active part in the proceedings. Heavy and responsible public duties naturally limited the frequency of attendance; this, unfortunately, was especially true in the cases of Prof. Gilbert Murray, Mr. Stanley Leathes, and Sir James Yoxall.

66

I cannot agree with the opinion expressed by your contributor that the general impression will be that science is the one thing needful, and that education after the age of sixteen, so far as details are concerned, may safely be left to itself." The space given to after-sixteen education in schools is at least three times as great as that devoted to science. Possibly the critic was misled by the fact that no time-table was suggested for after sixteen-quite an intentional and, I think, wise omission. It is also incorrect to say that religious teaching and insistence on training were evaded. The administrative program adopted by the Council did not include any proposals for change in connexion with the organization of religious instruction, for reasons stated by Dr. Garnett in his "Foreword." But its importance was acknowledged, and the report on character-training lays stress on the most important reforms, viz. emphasis on the moral purpose, better provision for training teachers to give religious instruction, selection of teachers for this subject, and co-ordination of Sunday-school and day-school work (see pages 185, 186).

66

It is difficult to reconcile the critic's statement, We miss any pronouncement on training as a necessary condition of admission to the profession," with the following paragraph, which appears on page 136:-"We regard it as essential that all intending teachers, whether for elementary or for higher work, should pass through an approved course of professional training. In this connexion we would venture to state that the efficiency of public and other endowed schools for boys will undoubtedly be increased, especially on the intellectual side, when they are staffed by men whose professional equipment includes training in the principles and practice of education as well as personal and academic qualifications." I share your contributor's regret that no practical plan for giving immediate effect to this principle was produced; this was a result of war conditions. I submit that the space allotted to Research in Education" (6 out of 215 pages) is not excessive, seeing that the proposals contained are novel and constructive, and that no similar suggestions have appeared in any of the numerous Reform programs which. I have seen.

66

It would have been helpful to have had a criticism of the important, indeed almost revolutionary, proposals contained in the reports on University Education, Elementary and Further Education, Medical Service and Health in Schools. It may be hoped that they are included in the reference to “many recommendations which have our unqualified approval.”—I am, Sir, yours faithfully,

G. F. DANIEll,

Hon. Sec., Education Reform Council.

9 Brunswick Square, W.C. 1. The volume referred to is Education Reform, published by the Teachers' Guild and by P. S. King, 5s. net. These details were omitted in the review, probably by oversight.

PHYSICAL TRAINING-NO FAVOURED NATION.

To the Editor of the Journal of Education. SIR,-In Mr. Fisher's Speech of the 14th inst., on the scope and methods of continuation schools as constituted by his

Bill, he announced that physical training would consist of "ordinary Swedish gymnastics and remedial gymnastics." I sincerely hope that this is only an obiter dictum, and not to be taken as his judicial answer to the two deputations-one from the professors and advocates of the Swedish system and one from those who pleaded for an open field-that waited on him before the Vacation.

The subject is confessedly new to Mr. Fisher, and, amidst his multifarious engagements, it would be unreasonable to expect that he should devote any time to personal investigation; but this is no excuse for blindly countersigning, as his words imply, the foregone conclusion of the Board of Education.

In the published reports of the Board there is, as far as I can discover, only one reference to the extension of the Swedish system beyond the elementary school. In 1914 Sir George Newman, Chief Medical Officer of the Board, writes (page 197): “As the Swedish system is taught in staple form in the elementary schools, the same system should be taught in the continuation schools in order that the training already commenced may be followed up and extended." You have already given to both sides in this controversy such a generous hearing that I cannot ask for space to expose the inadequacy and futility (to use the mildest words) of this official pronouncement. The continuation schools of the Bill are a new departure, and will need wholly new regulations. Children and adolescents, boys and girls, require different physical training, and the official formula suggests to my imagination a combination of drill sergeants and professional masseurs

or masseuses.

But my main objection is that the Swedish drill, as announced, will be a Departmental monopoly, subsidized by the State, and regulated by a syllabus issued cum privilegio. In this respect physical training will be unique. In every other branch of study the Board allows to the teacher discretionary powers. If the President of the Board were to announce that for the teaching of foreign languages the Reformed Method would be prescribed, and the Board would issue regulations for the order of procedure, what an outcry there would be from all but the privileged few!

If the Swedish system is as perfect as its advocates maintain, why should it need any official backing?

In your June number, if my memory serves me, a correspondent advocated the eurhythmics of Dalcroze as an alternative, but, if Mr. Fisher sticks to his last, will not these be taboo?

The whole subject, which bristles with difficulties (e.g. military drill), will have to be fought out in the coming Session of Parliament.

All I am now pleading for is Free Trade, and I appeal to your readers to support me.-Yours faithfully,

ANOTHER CONTRIBUTOR.

THE PUBLIC SCHOOLS.

To the Editor of The Journal of Education. SIR,I see the papers and magazines full of letters and articles emphasizing the defects of our public-school education and explaining how drastically it must be changed after the War. May I crave a little space to strike another note-the praise of our public schools? Of course, they and their masters have defects. That is another way of saying that the masters are human beings and the schools are human institutions. But may we look for a moment at their merits? Through all the late years of peace, during which our rulers insisted that we should not prepare for war, these schools, discouraged and refused adequate financial help, kept training their boys in the O.T.C.'s to be useful to their country when the hour of need should come. But this was but one outward sign among many of the inward spirit which animated them. When the War came, the youth of the old Universities and the top forms of the public schools, wellnigh to a man, rushed to throw over their personal prospects and to take the place for which their character and training fitted them to officer the national forces which had to be formed. They did not wait for compulsory national service. A very large proportion of all classes did their best, but of this class practically all. And their best was a better best than that of the others. Now those men who joined in 1914 have almost all died leading on the men whom they have trained. (Continued on page 628.)

3/- net.

ST. LUKE

*THE ACTS

...

...

*THE ACTS, Vol. II

The above are by Dr. C. KNAPP. (xiii-xxviii) 1/3

In preparation: SAMUEL II,

by Dr. WADE and Rev. J. H. WADE.

The most recent notices on the Larger "St. Luke" follow :

The Church Times, September 1917.

"We have emphasized lately in the Church Times the need of good commentaries, and are glad to welcome these quite admirable examples. The former is a volume [on Haggai, &c.] of the Cambridge Bible.'" Passing to the other, the reviewer adds: Messrs. Murby have issued two new series of smaller ' and

larger'

The Record, August 23, 1917. "The term 'Scripture Manual,' even if used of a larger series than some other series, does not suggest anything more than a réchauffé of standard works in a popular form. But grave injustice would be done to this volume if it were so judged. It is, in fact, a really excellent specimen of skilful Biblical work. It is thoroughly up to date; the very latest authorities are everywhere cited, and at the same time there is an independence and a freshness about it which is very attractive. Dr. Knapp is one of the modern scholars who accept what are called the settled conclusions of criticism touching the Old Testament; but this scarcely affects his views of the New Testament. He strongly supports Sir W. M. Ramsay in his high estimate of St. Luke as an historian; he ably defends the Virgin Birth; . he is generally (though not invariably) on the conservative side on smaller questions." Appreciative notices have appeared in the following Educational Publications, among others-A.M.A., Education, Educational Times, The Journal of Education, London Teacher, Preparatory Schools Review, School Guardian, Schoolmaster, Schoolmistress, School World, Times Educational Supplement.

Manuals. This commentary on St. Luke is one of the 'larger' Manuals, and is first rate. Dr. Knapp is fully conversant with the results of modern New Testament study, and gives many references to larger works. Yet his own notes are wonderfully full, considering the small size of his book. There are matters of interpretation as to which we differ from him, and just occasionally some important point seems to be passed over. But as a whole his volume deserves high praise. At its price it is by far the best modern commentary on the Third Gospel that we know."

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We are told that, now they are gone, our greatest want is an adequate supply of officers fit in every way to lead the vast Army we have in the field. But still, as the public-school boys reach the age of seventeen, they eagerly come forward to fill the gaps where their brothers have fallen, as far as their number goes. It is constantly said that too much attention is paid at these schools to athletic games I used to think so myself-but how instantly they realized when the push came that these games were but means to fit them for the great game of life-the brave sacrifice of self. They threw their bats away. It was not the public schools who continued League football matches for years during the War. Some of these matches, I believe, are going on still.

Let us thank God for giving us, as masters in the public schools, men who have been able to train a proportion of our youth to stand forth so nobly as the leaders of our nation, and let us pray God that the grand tradition be not broken by the terrible losses of our best ones in the field and the pettifogging criticisms of our pedantic reforms. Let them write to a dozen Colonels commanding battalions in France, and ask them whether the greatest need of the nation is a change in the spirit of our public schools.

Now to illustrate the type by the individual. My only son has just been killed leading his men to victory. Twice wounded, he struggled on, and was dictating a message describing the exact position of his flanks when a third bullet killed him outright. The letters of his Colonel and his Captain fill me with a pride which quite outweighs the regret for personal loss. In what sort of way were these qualities developed? Soon after he went to school, as a small boy, he said to his mother, "Now I have found what are the things that really matter. You must not be a sneak and you must not be a swaggerer." "And which,' we asked him, is the worse of the two?" Oh, to be a sneak, much!"

When the War came, and his friends began to fall, he wrote: "It is not death I am afraid of, but living a long life of luxury and self-indulgence over the corpses of my betters." Then, just before going to the Front, having been promoted Captain over the heads of a dozen of his seniors, he wrote: "It would have been better to have seen something of the real thing first, but I must not be guilty of the one greatest sin a man can commit-shrinking from responsibility."

These are the principles with which our public-school masters manage to imbue our boys. Shall we carp at them, or shall we thank them? All classes have come forward nobly during this War, but the public-school boy most nobly of them all.—I remain, Sir, your obedient servant, A PARENT.

September 18, 1917.

[We gladly publish the above letter. But "Parent" must remember that the complaint against the public schools is, not that they do not prepare for war, but that they do not prepare for peace.-EDITOR Journal of Education.]

"GERMANY'S ECONOMIC POSITION."

To the Editor of The Journal of Education. SIR, I am obliged to you for the favourable notice of my little book Germany's Economic Position, &c., and ask your indulgence to take up one point made by the reviewer. He takes me to task for saying that "in the fundamental character of the German people there is evil." In a sense, that is true of all of us, but I explain, further, that this underlying evil is fostered in them by their rulers. Let me mention three circumstances as showing the difference between the public tone in German society and that prevailing elsewhere.

(1) German is the only language that I know of which has a word for joy in the suffering of others, or pleasure in inflicting harm; for it means something of both, Schadenfreude.

(2) I was in Berlin at the time of the sinking of the "Titanic," and in Vienna at the funeral of the murdered Archduke, and in both cases satisfaction was freely expressed (a) because the "Titanic' was an English ship, and (b) because the Archduke stood in the way of some policy-not acknowledged at the time, but presumably connected with the present war.

(3) A German mother said to a friend of mine: "I am glad I have no sons; in my country they are brought up to be brutes." - Yours, &c. G. B. DIBBlee.

[We regretfully acknowledge the temporary perversion of the German people, but refuse to allow that the race is fundamentally evil. Schadenfreude is but a translation of mixaiрeкakía.—Ed.]

"ECONOMICS IN SCHOOLS."

To the Editor of The Journal of Education.

SIR, Several people asked me, after my lecture on "Economics in Schools," at the Summer Meeting at Oxford, for the names of books in connexion with the subject.

The Threshold of History, by H. R. Hall (G. Harrap & Co.), is simply a descriptive story, suitable for children from about seven years old. Economics, Descriptive and Theoretical, by McKillop and Atkinson (Allman & Sons), is intended for the highest forms in schools, and also for undergraduates and other adult students."' I quote from the preface.

Neither really meets the need for a good simple textbook which
could be used by middle forms. I should be glad to hear of any.
Yours faithfully,
E. M. OLIVER.

St. George's Vicarage, Altrincham.
September 3.

THE ASSISTANT MISTRESS'S TREADMILL.

To the Editor of The Journal of Education. SIR, Salaries and various other relevant matters are under investigation. It is devoutly to be hoped that, among these "relevant considerations," time-tables and duties in girls' secondary schools will receive serious attention. The time-tables and duties amount to nothing less than an abuse and a scandal, and the life of most women teachers in England is an appalling treadmill.

Head mistresses who set these treadmills going and watch them with little or no concern consider these things inevitable. The Board of Education seem not to have an idea on the subject, judging from the silence of Inspectors on these points. These time-tables and duties are not inevitable. They exist to such an extent in no other country. I have taught in Germany, France, America, and I am familiar with Russian education. In the latter country there exists a system of class mistresses as distinct from specialists that might well occupy the attention of the powers that be.

Such drudgery is bad for teacher and taught, and, if England is to have a sound system of secondary education, it must be abolished. The old are weary of it, and the young dread it. It kills all enterprise, all enthusiasm, all elasticity, all healthy reaction, and makes the life of woman an unendurable thraldom.

I commend this subject to your attention as requiring urgent treatment. Yours faithfully. A. GARRETT, Licenciée ès Langues vivantes de l'Université de Paris.

The Red Cottage, Stanstead Abbotts, Herts.

44

แ

SIR,-Your reviewer of my little book, How we Learn, condemns it as slight,' a series of hints and notes rather than a treatise." I never intended it to be a treatise. Its object cannot be understood without a reference to its companion pamphlet, Scientific Method in Schools. Some time ago I worked out a scheme for teaching scientific method to young people, and began to write a book for pupils. But friends, whose opinion I was bound to respect, pointed out that what I was writing ought first to be presented to a class orally, and that my book should be written for teachers.

I therefore altered my plans and published Scientific Method in Schools, which explains my scheme to teachers. But I still felt that the learner needed something to supplement oral teachinghints, warnings, summaries of results, exercises. Hence How we Learn, which is intended to provide teachers with a series of texts for oral instruction and pupils with a summary of their teachers' lessons, to be learned thoroughly, if not by heart.-I remain, yours faithfully, W. H. S. JONES.

Perse School, Cambridge. September 10, 1917.

ON Mr. Fisher's proposals, Mr. Spurley Hey, Director of Education in Manchester, states in the Manchester Guardian that Lancashire and the West Riding are the worst counties for halftimers, accounting for 32,000 out of a total of 35,000 for the whole country. He further states that he found that recently, in Manchester alone, 6,000 children between the ages of eight and thirteen were employed for profit, some of them for 40 hours a week. At the other end of the scale, Sir Alexander Porter states that there has been of late a steady growth in the demand for secondary education. If we had the means to encircle this city with secondary schools, we should have them all filled almost before they were ready for occupation."