HALLS OF RESIDENCE, Hostels, UNIVERSITY of ST. ANDREWS UNIVERSITY HALL FOR WOMEN STUDENTS Warden: Miss M. E. DOBSON, M.A., B.Sc., B.D. University Hall, which was opened in 1896 by the University of St. Andrews, accommodates 70 students. In addition there are two overflow houses in which 32 additional students may reside. All degrees granted by the University are open to women. The academical year extends over three terms of approximately nine and a half weeks each, and the Residence Fees vary from £22-£28 per term. Matriculation and Class Fees vary according to the Faculty chosen. For further information, apply to the WARDEN, University Hall, St. Andrews, Fife. UNIVERSITY OF LIVERPOOL RESI UNIVERSITY HALL Hall of Residence for Women Students. Warden: Miss DOROTHY CHAPMAN, M.A. ESIDENCE fee, from £65 per session of about 33 weeks. All degrees, &c., granted by the University are open to women. Application to be made to the WARDEN, University Hall, Fairfield, Liverpool. ALEXANDRA ABERYSTWYTH HALL, RESIDENCE (under exceptionally healthy conditions) for Women Students of the UNIVERSITY COLLEGE OF WALES. FEES, 50 to 62 guineas per session of about 32 weeks, according to accommodation. Students pursue Degree Courses in Arts, Science, or Law. Complete Courses of Secondary and Elementary Training of University Graduates in preparation for Teachers' Diplomas, Preparation for Diplomas in Geography, Biology, Music, and Agriculture. Early application should be made to the SENIOR WARDEN, Mrs. GUTHKELCH, B.A. ABERDARE HALL, CARDIFF.— Residence for Women Students of the University College of South Wales and Monmouthshire. Principal: Miss KATE HURLBATT, Somerville College, Oxford. Fees, £75, £70, and £65 per annum. College tuition fees, Arts, £15, and Science, £20 per annum. Scholarships of £25 awarded on the result of Entrance Scholarship Examination of University College, Cardiff, held annually in the Spring. Students prepared for the B.A., B.Sc., and Degrees of the University of Wales. Departments for Elementary and Secondary Training are attached to the College. Students with recognized academic qualifications can enter in October for one year Secondary Training Course. In the Medical School the composition fee varies from £20 to £35 per annum.Apply to the PRINCIPAL. LONDON, S.W.1 HE WARWICK CLUB (Ladies' from 35s. a week, partial board. Special arrange ments for holidays. For full particulars apply to THE SECRETARY, 21 St. George's Square, S.W. 1. LONDON, S.W.1 THE LODGE, I St. George's Square, S.W. 1. A very attractive Restaurant highly recommended for excellence of food and service. Terms very moderate. Bedrooms can be obtained in annexes close by, 4s. a night single,or 7s. 6d. double. This arrangement is very suitable for visitors in town for sight-seeing, &c. For particulars apply to THE SECRETARY, 21 St. George's Square, S.W. 1. 640 642 644 648 661 opportunities. For them, nothing can take the place of On the simple but really high ground, then, that talking is not teaching, the true educator will feel compelled to challenge every claim of those who aspire to convey effective instruction by means of broadcasting. And that is what is being done, both by individual teachers and by associations of teachers. The provisional conclusions that have so far been reached are inevitably in the nature of special cases. The performance of first-rate music by first-rate musicians easily answers to the challenge. Talks about music by a high authority and an able teacher are successful, because lessons in musical appreciation are in their 656 infancy, and few teachers know what to do with them. Travel talks, by people who have actually done the travel, are successful, because the talker gives what no one else can give. He may even be an indifferent talker, but he succeeds because he delivers the goods" in an original way which is beyond the competence even of the best informed and most conscientious of teachers. Scientific talks by original investigators are successful, because of the charm and the thrill of getting into any sort of relation with the small band of men who have reached the limits of human knowledge in their respective departments. Literary talks are successful, if they are accompanied by reading of quite exceptional quality, because, to tell the sad truth, there are few teachers of literature who have been trained to read well, or who possess a marked natural gift for reading.. Talks in a foreign language included in the school curriculum are successful, for reasons too obvious to call for comment. And here, so far as we can gather, the list practically ends for the present, and it is a list of what we have ventured to call special cases. But it is a good and a promising list. REVIEWS MINOR NOTICES AND BOOKS OF THE MONTH 666 " 700 710 Taking the word educational" in its widest sense, all broadcasting, like all exhibitions of films, is, for better or worse, educational. Adults, adolescents, and children, are unquestionably being educated by these and by similar agencies, on an immense scale-we repeat for better or worse. We here confine ourselves, however, to educational broadcasting in the more specific sense, to broadcasting as a means of furthering the ordinarily recognized objects for which schools exist. In this respect broadcasting stands in a position of its own, because of the praiseworthy efforts of the British Broadcasting Corporation, familiarly known as the B.B.C., to explain the possibilities, and to extend the usefulness of the method. Unquestionably we are still in the experimental stage. Different observers, with the self-same facts before them, have expressed different opinions. Obviously this is no time for making up one's mind finally, or for dogmatizing with confidence. We had better limit ourselves to taking stock of the achievement of the present, and of reasonable promise for the future. Meantime certain public bodies, such as the Local Authorities for London and Kent, are pursuing the wise policy of careful experiment. At first there was a good deal of wild talk about the gradual supersession of the teacher. This is a matter which we prefer to consider quite apart from the supposed interests of teachers. The only persons whose interests should be in question are the children of this country, and older persons who are seeking educational i The claim has been made for broadcasting that it gives children a definite training in careful and attentive listening to a continuous discourse. Now the ability to listen for a fairly prolonged period, even when one is not absorbed with interest, is not, generally speaking, an attribute of childhood, and we doubt whether there is much scope for this kind of training which is not sufficiently provided by the usual methods of the teacher. Continuous listening to a voice from the void, at any rate after the novelty is worn off, we should expect to be chiefly appropriate to adults, and we are therefore glad to know that, as the outcome of consultations between the different authorities concerned, broadcasting is being tried as a method in adult schools and classes. Even here, however, and more particularly still in schools for boys and girls, the talk will fizzle out, and end in nothing, unless it is regarded as supplementary or introductory to the teacher's work. This is pretty evident when one reads that the range of subjects covered by adult school programmes has included anthropology, architecture, astronomy, botany, economic and social history, foreign affairs, languages, literature, music, natural history, psychology, and physiology. Movements," and even fashions, come and go, in education, as in medicine, in theology, and indeed in all else; and it is no disparagement to educational broadcasting to say that what has happened to other movements will probably happen to it also. To a more or less inspired person, or perhaps to a few original minds, the possibilities of a new idea present themselves. The new idea is taken up by the many-put it to its best use in the service of the schools. occasionally with more enthusiasm than discretion. Then follows the stage of careful experiment. And at the last something well worth while emerges, and is added to the common stock of accepted truths. That, we are convinced, is what will happen to educational broadcasting, and therefore we unreservedly bestow our blessing upon the efforts of those who are trying to Occasional Notes and university reasons; and any modifications of the requirements which, without relaxing the educational standard, will make the examination less exacting for the average student will be generally welcomed by teachers. The University has wisely decided to offer as an alternative to mathematicsfrequently a stumbling-block for students well qualified to undergo university education-a less severe standard in mathematics conjoined to an additional subject, making six subjects instead of five. This concession is also extended to Latin and to French. new regulations are to come into force in January, 1928. There is no magic about the number "five representing the number of subjects in a secondary education, and many teachers will prefer to enter their students for an examination of six subjects, provided the standard in a particular subject, such as mathematics, is made less rigid. The HOSE who assumed that King's College, London, feels no need for expansion will be disillusioned on reading the report of the constructional King's College. work now in progress in the Strand. A new building is to be provided above the Aldwych Station of the Underground Railway, and extensions and alterations are in progress in the old buildings. Some of the lofty Georgian rooms are to be divided horizontally, an ingenious way of doubling a college by halving it. The George III Museum is to be transferred to the South Kensington Museum in order to provide further accommodation for students of physics. Centenary celebrations are already under consideration-the College is a year or two younger than University College. One suggestion for commemorating the Centenary, which Londoners will hail with satisfaction, is to provide a stone facing to the Embankment frontage in harmony with Somerset House; and another is the rebuilding of the unworthy entrance gateway in the Strand. a parity with the Royal Society, the corresponding scientific society. The need for a British Academy became patent owing to the international relations of academies, and it was formally embodied by Royal Charter in 1902. Some years afterwards, the Government offered a subvention rigidly confined to purposes research. Encouraged by the further support now offered by the Government, the Academy will, we trust, enlarge and develop its work for the promotion of learning and scholarship. There is a wide field of work, uncovered or only partially covered by other agencies, such as universities and other learned societies. THE Prince of Wales has laid the foundation-stone of the new British College, forming part of the Cité Universitaire in Paris, now in course of construction on a site forming part of the old British College fortifications. Thus, as M. Honnorat at Paris. pointed out, are the old bonds which united England and France in medieval times being renewed; and the schism which, according to some historians, led to the return of English students from Paris and to the foundation of Oxford University, will be forgotten in the welcome which Paris will now be able to extend to English students. The College, reviving medieval tradition, will be mainly residential, and are recreation grounds are to be provided in which international rivalries will be displayed under the most agreeable conditions. The area available for this new development is about seventy acres. In addition to the British College, the Canadian Hostel, opened last year by the Prince of Wales, the Belgian College, and the Argentine Hostel already occupy part of the site. A WORTHY feast, mental and material, has been spread before the teachers attending the City of London Vacation Course in Education. Apart from a Teachers' Vacation Course. brilliant array of educationists, including Mr. H. A. L. Fisher, Sir John Adams, Mr. Frank Roscoe, and Prof. E. T. Campagnac, the promoters of the course brought the teachers face to face with men of the world in the persons of Sir Charles Wakefield, L. D. A. Hussey, and others. We always read with interest -and without doubt the teachers listened with interestto the views on education expounded by these practical men. The title, "man of the world," can fairly be claimed by Mr. Hussey, who was meteorologist to the Shackleton South Pole Expedition. First among the qualities which Mr. Hussey advised teachers to cultivate in children-qualities which Shackleton regarded as essential in an explorer-he placed optimism, and next in order followed unselfishness and loyalty. Handwork is a well-known school subject. Mr. Hussey sensibly suggested that "handy work" would be a better title. Boys and girls should learn to make use of the things that are to their hands instead of expecting first-rate materials to enable them to carry out their job. A Utilitarian Education. GOOD deal of nonsense has been talked about "utilitarian" education, and it is well, perhaps, to be reminded that "the whole history of our education in the past has been a process by which our schools and universities took up the vocational standards demanded by the professions and made them the vehicle of a general training of the mind." Thus Lord Eustace Percy addressing the Advertising Convention. In this process, he said, commerce has lagged behind and has set no standards. Indeed, in the person of the small trader, it has often exercised a contrary or retarding influence. The traditional type of secondary education, Lord Eustace said, failed perhaps to fit the student to play a lone hand," to take the risks of the small business or to build up a business for himself." Official recognition of this state of things is to be followed by official reorganization, based on hard thought and careful planning." The whole address will repay careful study. THE Vocational Guidance and its Limitations. 'HE Governor of the Gas, Light and Coke Company recently commented on the casual manner in which the engagement of boys and girls is still carried on by many firms. He urged that wherever possible the employer himself or some really responsible official of the company should see all applicants for employment. Every one whose opinion matters will cordially agree. But the official who undertakes this duty often meets strangely difficult problems such as the following. A boy straight from school, personally and educationally suitable, expresses a strong wish to become a carpenter. He has excelled in manual training at school, he does woodwork in his spare time and his headmaster, who ought to know, has predicted for him a successful career as a carpenter. The factory at which he has applied has few, if any, openings for carpenters but is highly esteemed, alike by parents and boys, as a satisfactory place to work and offers prospects of permanent and progressive employment. Will the official who engages boys fail in his duty if he advises the boy to wait, perhaps indefinitely, for the chance of becoming an apprentice carpenter elsewhere, or is he justified in engaging the boy for some semiskilled work, after putting him in possession of the facts? The parents will be disappointed in the one event, the headmaster in the other. The fact is that a very high proportion of openings in even the best industrial undertakings are in varieties of work unlikely to be suggested by the educationist striving to impart vocational guidance. To argue that every boy should learn a skilled trade is futile. Our young friend in the example quoted-by no means an imaginary casemay find that his carpentry becomes his hobby while his living is earned by work of an entirely different character. Training College Examinations. The Yorkshire Scheme : tion for which the university or universities in each. area will be responsible. This is expected to mean, of course, that the more or less "external examinations conducted by the Board will be replaced by an examination conducted on the "internal" principle as practised in the universities-in itself, we venture to say, a most salutary change. The only trouble is that the Board, under its present management, has made the change with lightning speed, and it is in have loudly complained that they are not prepared for effect forcing the new system upon some colleges which the change and do not desire it. However, the fiat has gone forth, and the bodies concerned are busy. We have before us a copy of the proposed scheme for Yorkshire, as revised in May last by representatives of the Yorkshire training colleges, with representatives of the Universities of Leeds and Sheffield. The scheme provides for a supreme Board of Administration, Examiners, and an Advisory Council. As thus baldly which is to set up Boards of Studies, Boards of outlined the scheme seems at any rate a complete one. Whether it proves to be a good one seems to us to depend very much indeed upon how it is worked. As S to the Board of Administration, we observe that there are to be ten university representatives, who, it is pretty safe to say, will be university teachers. On the other hand, the teaching And a Question staffs of the training-colleges are of Interpretation. general duties leave them very limited time for teaching. represented only by principals, whose and who may or may not interpret with thoroughgoing sympathy and force the teacher's specific point of view. For ourselves, standing as we consistently do for faith in the teacher, we have no doubt that at least one experienced lecturer from each training college should have had a place on this Board. In other words, we should like to have seen a more generous spirit of confidence and trust manifested towards the training colleges of the north. The Advisory Council inspires us with something approaching awe. If this Council takes itself very seriously, and if its recommendations are determined by a majority vote, the vote of a trainingcollege principal counting for exactly the same as the vote of a domestic science organizer-well, the trainingcolleges of Yorkshire will certainly not perish for lack of advice. For practical purposes the really important bodies ought to be the Boards of Studies and the Boards of Examiners, and the success of the scheme appears to us to depend upon whether these bodies are left free to work out the details, without being worried by too much direction from the one side and too much advice from the other. have others equal to ourselves in their opportunities to realise their own capacities, with all the goodwill and encouragement we can give them. The essentials of civilization, he points out, are the quest of health and sanitation as the basis of all else, the appreciation and use of the environment, the transfer of the heritage of the race from one generation to another, and the effective use of leisure as the growing spirit of the time At present about 250 millions of white people are more or less consciously seeking to impose their civilization upon the remainder of the world's population, amounting to about 1,500 millions, and including the vast Oriental populations, as well as those of Africa. For their sake, and indeed for the sake of the whole of humanity, there is needed an enlarged conception of education. which shall concern itself, not only with the subject matter of instruction, but also with the social forces and conditions of which the individual is a part. We gladly direct attention to this message, and through it to the high aims of the World Federation of Educational Associations. HE definite refusal of the Government to take THE any steps to raise the school-leaving age by national enactment is very much to be regretted. Lord Eustace Percy, in making the School-leaving announcement, said that he would age: consider on its merits any proposal by a Local Education Authority to raise the age by local by-law, but that the Government was not prepared, in existing circumstances, to impose on the country the additional financial burdens which would be entailed by a general raising of the age. He brushed aside the contention that a raising of the age would have the effect of diminishing unemployment, and he went on to say that from an educational point of view the question was whether we should compel children to attend school before, admittedly, we are ready to give them proper education. This is an astonishingly lame reply to the offer of the Local Authorities to be ready in six years' time. The Government ought, in our view, to have said boldly that although it could not bind its successors it would begin forthwith to make preparations for a general raising of the age within a definite period. No very serious financial obligations would be incurred during the preparatory stage, and if this reform is to come about at all there must be, as we think, a definite impulse towards it from the Government of the day. As we have said before, to leave the matter entirely to local initiative is to postpone it indefinitely. THE HE debate on education which took place in the House of Commons towards the end of the session showed that there is no prospect whatever of a reconsideration of the Government's What can decision. In spite of an appeal from be done? Lady Astor, in addition to powerful spend the necessary money, and it is by that test that they will be judged. We are perfectly aware that as yet a considerable number of people will say that they are not prepared to find the money. These have to be converted, and they can be converted if the matter is properly put before them. It would be ridiculous to be too much cast down because a Government which is nearing the end of its term of office has proved obdurate. It is rather our business to brace ourselves for a new effort, and to do our utmost to convince the country that this reform would pay for itself over and over again in the greater efficiency which would follow the lengthening of the school life. SIR MAURICE CRAIG, the well-known alienist, addressed the Parents' Association on "The Hyper-sensitive Normal Child," otherwise the "nervy " The Hypersensitive Normal Child. child. Hyper-sensitivity, he cautioned his hearers, was not necessarily a bad thing, which a child ought "to grow out of"; but if allowed to run riot, it might lead to downfall. Fear of darkness, incompatibility to certain foods or drugs, excitability towards coming events, even a tendency to lying, may be signs of hyper-sensitivity, demanding study rather than scolding. Good and deep sleep, avoidance of overpressure in all forms, slow and sure growth, these are the conditions which the wise doctor prescribes for the sensitive child. "The hyper-sensitive normal child," said Dr. Craig, "needs to be given not a sloppy outlook on life but power of adaptation, leading to a happy and fruitful use of his imagination and gifts." THE Endowment Fund for the new Rangoon University has already reached the substantial sum of £300,000, to which the directors of the Burmah Oil Rangoon Company have contributed £100,000. University. It is gratifying that the company which has successfully exploited the mineral resources of the country should thus recognize its obligations. Through the good offices of Sir Harcourt Butler, a fine site of 414 acres was secured for the University, the buildings for which are now in course of erection. The Government has promised to contribute £900,000 to the cost of these buildings, apart from annual grants. The high ambition of the promoters of the new University is to create the best institution of its kind in the East, a residential university with a tutorial system, a full corporate life, and facilities liberally endowed in the more practical sides of education. The whole scheme seems to be generously conceived and we can readily believe, as Sir Harcourt Butler said, that Burma's backwardness in the past is Burma's opportunity in the future." " speeches from political opponents, Lord Eustace BISHOPS and headmasters speak much sense when refused any concessions. It is therefore clear that public opinion ought to make itself felt on this matter as unmistakably as possible. The question is now one of finance, and we had almost said of finance alone. An amiable and academic approval of educational advance in the abstract is no longer sufficient. People must be asked whether or not they are prepared to Husbands and Wives. they refer to their own fields of activity; but when they talk on miscellaneous topics, their observations often display less accuracy or wisdom. It is reported that the Headmaster of Brighton College, when lately addressing the pupils of Gunnersbury School, told his audience how wives were estimated in France, Germany, |