feature films of other countries as The Cabinet of Dr. Caligari and Battleship Potemkin. In addition, there are composite films illustrating particular developments such as the history of the cartoon film or of the actuality film, and short extracts from the longer films are made available for lecturers and students who wish to study them in detail. This is the first catalogue of this kind which has been published in this country and it opens up an entirely new field in education. It will therefore be of interest not only to the schools of the country but also to education officers

in the Services. The National Film Library Committee and the Governors of the British Film Institute have made this collection available in order to meet the growing demand everywhere for material which could be used in teaching film appreciation and in developing intelligent criticism amongst the 23,000,000 children, adolescents and adults who go to the cinema regularly each week. catalogue is provided with extensive notes both on each film and on the general development of the art of the cinema which will be invaluable to all concerned with this subject.

RABINDRANATH TAGORE

EDUCATIONISTS throughout the world will mourn the

death of this great Indian poet, novelist, and philosopher. Not least among Sir Rabindranath Tagore's many activities was the founding in 1901 of his education centre at Santineketan, near Calcutta. Through its medium he sought to revive the ideals of the simple life led by the early Aryan settlers among the forests of the Ganges valley, and to infuse into the Western system of education an understanding and appreciation of Indian philosophy and culture. Tagore's greatness received wide recognition. In 1913 he

EVENTS

The

the qualities of our British character, have been proved in fighting on land and sea and in the air, and, no less, in the streets and homes of our bombed cities. Day by day, too, in the schools the courage and discipline of children and teachers alike have been helping to maintain the steadiness of our national life. . . .

There has been disturbance and dislocation, but the schools are carrying on.”

NATIONAL ASSOCIATION OF BOYS' CLUBS

a knighthood was conferred upon him. In August, 1940, at a special Convocation at Oxford University, held at his village home, he received the degree of Doctor of Letters honoris causa.

A

THE EXODUS OF THE CHILD

"THE SCHOOLS CARRY ON!"

PICTORIAL history of the greatest transfer of population ever undertaken in this country has been issued by the Ministry of Information on behalf of the Board of Education under the title "The Schools in War-time ".

The great migration from the evacuation to the reception areas started with machine-like precision on September 1, two days before the declaration of war. It involved the transfer of 1,500,000, of whom over 750,000 were children travelling in school parties with teachers and helpers, and the task was accomplished smoothly in three days—a magnificent tribute to railway and road transport systems.

The scheme was devised to meet a sudden air attack, and it was not to be expected that the educational end of the migration would be in perfect order. It was said that education was the first casualty of the war, but teachers, inspectors, and education officers worked night and day to retrieve the position, and some of the fruits of their labours are to be seen in the delightful set of photographs in the record. These show how the children of the town found health and happiness in a strange new world in the country; how the evacuees adapted themselves to the altered conditions; how the elder children found interest in hobbies, dressmaking, cobbling, &c., that would later stand them in good stead.

By Christmas, most of the children were receiving fulltime education, and school-work was proceeding happily enough under the new conditions. Then came the reaction which followed the lack of immediate danger and the trek back home. The threat appeared again and fresh problems presented themselves, necessitating a fresh distribution of areas. Finally came the air-raids in strength and plans had to be recast again and again. Yet the general health and well-being of the children are acknowledged to be better than ever, a point happily illustrated in the booklet.

"When the history of these days comes to be written ", said Mr. Ramsbotham, President of the Board of Education during the period under review, in a foreword to the booklet, "we shall no doubt find much to regret, but not a little also that gives cause for satisfaction and even for pride.

attention of the 100 delegates to the 16th Annual Conference of the National Association of Boys' Clubs which met at New College, Oxford, on the week-end, July 25-27.

In his chairman's address, Sir Hubert Llewellyn Smith reasserted the aim of the N.A.B.C. as “ nothing less than the harmonious development of the whole boy, body, mind and spirit". He claimed that the best approach to the attainment of this high aim and ideal was through the medium of free association, as it was understood by the Boys' Club movement and the kindred movements of other voluntary associations, and urged that the boys' club was "not a mere temporary stop-gap, but a permanently necessary and independent partner of the State in training the citizens of the future."

He preferred the name "Day Training Centres" for the proposed part-time day continuation schools and envisaged the possibility of providing in each of them separate accommodation for a good boys' club and a good girls' club to be held in the evening, membership of which would be entirely voluntary and not confined to boys and girls attending the same Training Centre.

The Annual Report, which was presented at the Conference, recorded that, though many clubs had closed as the result of loss of leaders and commandeering of premises, no fewer than 215 new clubs had been affiliated during the year. The financial help received from the Jubilee Trust, the Carnegie Trust, and the Board of Education was gratefully acknowledged, and the fruitful co-operation of the N.A.B.C. with the Board of Education and Local Youth Committees in the training of leaders for club work was emphasized. In addition, eighty week-end courses had been held in various parts of the country for training senior club members (between 16 and 18) to take increased responsibility for the management of their clubs. The response had been magnificent.

In an address on "Education and Social Change", Professor Fred Clarke stressed the value of the continuance of a genuinely educative discipline beyond the years of formal education. He thought that school teachers were doing more than could be expected of them in a society which was in many ways working against them and felt that the full development of a National Youth Service would have valuable reactions both on schools and on industry.

In a talk on "A Doctor's Views on Mixed Clubs", Dr. Feldman, Chairman of the Association for Jewish (Continued on page 400)

GUY'S HOSPITAL DENTAL SCHOOL

Provides the full curriculum for the B.D.S. Degree of the University of London and for Diplomas in Dental Surgery. The Departments of Dental Prosthetics and the Department of Conservative Dental Surgery are under the direction of whole-time University Professors. Dental Students attend separate classes in "General Subjects (Chemistry, Physics, Biology, Anatomy, Physiology, Pathology, Medicine and Surgery) in the Medical School and so are able to complete the whole of their professional training within the Hospital. programmes of work are arranged for students who desire to obtain a medical as well as a dental qualification.

Special

The number of patients is unlimited, and there is ample scope for clinical work.

Special facilities are available for students who have not yet completed their examinations in Chemistry, Physics and Biology.

There are vacancies for October, 1941, for 1st B.D.S. and Pre-medical Students, and also for students who are eligible to commence the first year of dental study proper.

Prospectus, Scholarship Pamphlet, and full information may be obtained on application to THE Dean, Guy's Hospital Medical School, London Bridge, S. E. 1.

Instituted 1887

Incorporated

GREAT MARLBOROUGH STREET, LONDON, W. 1 Patron-THE RT. HON. THE EARL HOWE. Director of Examinations-G. AUGUSTUS HOLMES. Director of Studies-Dr. H. BROMLEY DERRY, Mus.D. Dublin; Mus.B. Oxos et Dunelm ; F.L.C.M., F.R.C.O.

EXAMINATIONS IN MUSIC AND ELOCUTION EXAMINATIONS for CERTIFICATES in all grades of Practical and Theoretical Music and in Elocution are held at over 300 Local Centres in the United Kingdom three times in each year, in April, July (June for Scotland and Ireland), and December, also at British Overseas Centres.

NEW LOCAL CENTRES may be formed in districts unrepresented. Full particulars on application.

EXAMINATIONS for the DIPLOMAS of Associate (A.L.C.M.) and Licentiate (L.L.C.M.) in Practical Music and Elocution are held in London and at certain Provincial Centres in April, July (June for Scotland and Ireland), and December. EDUCATIONAL DEPARTMENT

Students are received and thoroughly trained in all musical subjects under the best Professors, at moderate fees. Courses of Training for Teachers, Correspondence Lessons in Harmony, &c. Autumn Term begins September 15, 1941. Syllabus of Examinations, Teaching Prospectus, and all information on application to: JOHN F. HOLMES, Secretary.

Telephone: Gerrard 6120.

By F. W. HIGHATT, B.A., Hons. LL.B.
Limp Cloth. Parts I and II (1 vol.). Price 28.
Key. Parts I and II (1 vol.). Price 4s.

MANUAL OF PUNCTUATION WITH EXERCISES

By F. W. HIGHATT, B.A., Hons. LL.B. Limp Cloth. 66 pages. Price is. 6d. ANATOMICAL ATLAS

(Pocket Edition).

6 in. by 3 in. 12 Coloured Plates. Price 2s.

Now Reprinting

GARDENING FOR SCHOOLS AND STUDENTS (250 illustrations).

By JACK HARDY, N.D.Hort., &c.

Crown 8vo. 528 pages. Price 8s. 9d.

TEXTBOOK OF BOTANY FOR STUDENTS
with Directions for Practical Work.
(Fully illustrated).

By AмY F. M. JOHNSON, B.Sc., &c.
SCHOOL EDITION, PARTS I-IV.
Crown 8vo. 484 pages. Price 7s. 6d.
SYSTEMATIC BOTANY, PART VI only.
Crown 8vo. 172 pages. Price 38. 9d.
COMPLETE EDITION, PARTS I-VI.
Crown 8vo. 652p ages. Price 10s.

PRACTICAL ANIMAL BIOLOGY
(Second Edition revised).

By T. L. GREEN, B.Sc., F.R.E.S.
Crown 8vo. Fully illustrated. Price 6s.

ZOOLOGICAL TECHNIQUE FOR TEACHERS
AND SENIOR STUDENTS

By T. L. GREEN, B.Sc., F.R.E.S.

Demy 8vo. Illustrated and interleaved for Notes.
Price 6s.

Youth, said that if boys and girls were seldom separated in their club life, much of their energies would be dissipated in a natural attempt to excel in the presence of the other sex. Such an attempt if repeated constantly would be an unhealthy element acting as a brake on the free development of the boy and the girl. He advocated separate clubs for boys and girls, with frequent opportunities for mixing at organized activities.

Four club-workers at present serving in the Forces joined in an amusing and illuminating discussion on The Welfare of the Club Member in the Army ". They agreed that there was a great difference between the soldiers who had been club members or members of other voluntary organizations and those who had not.

"

Sessions were also devoted to "The Training of Leaders", "Senior Boys' Training" and The Girls' Club Programme". Among the subjects of group discussions, on which reports were presented at the final session, were Future Policy, the Rural Areas, the Effect of the War on the Health and Character of Boys, and the Air Training Corps and Youth Service Squads.

H. J. E. Board of Education Publications.-Circular 1560, "War Damage to Educational Property," gives guidance on the operation of the War Damage Act, 1941, in so far as it affects schools and other educational properties. Administrative Memorandum No. 310 accompanies a leaflet issued by the Ministry of Home Security entitled Fighting Fires in Crops", and suggests how schools in rural areas can give valuable help by making brooms and beaters.

Administrative Memorandum No. 313 asks local education authorities to notify the Board of Education of any members of their teaching or non-teaching staff, whose calling up for national service has been deferred, who leave their employment during the period of deferment.

Administrative Memorandum No. 315 accompanies copies of a memorandum from the Ministry of Agriculture to local education authorities and governing bodies and of a leaflet for distribution among the boys themselves on the subject of the training of town boys for farm work.

Form 31a U gives details of the Board's Royal Scholarships and Studentships in Science for 1942, and of the Whitworth Scholarships.

Grant Regulations No. 4 (1941) gives details with regard to the payment to local education authorities of grant in aid of higher education.

State Bursaries in Science. In order to meet the demands of the Services and of Industry for technical officers, the Board of Education have established a scheme of State Bursaries tenable at universities and at certain technical colleges by boys and girls who have reached the required educational standard. The demand is particularly pressing for men and women for radio work for which physics is essential; others will be required for posts needing qualifications in engineering and in chemistry. The bursaries will cover the payment of fees and maintenance allowances calculated to meet the full cost of residence at the University or College at which the awards are held. They will be offered without regard to parents' circumstances. The qualifying standard will be a pass in physics, chemistry or mathematics in certain combinations in the Higher Certificate Examinations. The Bursaries will shortly be offered by the Board to those candidates who have reached the necessary standard in the Higher Certificate Examinations held recently. Applications are being accepted also from boys and girls who have passed the London Inter B.Sc. in the appropriate subjects, as the result of full-time study. Applications cannot as a rule be entertained from pupils who left school before the end of last term and are now in employment, nor will students at present attending universities and university colleges be considered eligible. The minimum age is 18 years, unless the applicant possesses

exceptional qualifications. It is expected that some of the holders of State Bursaries may be able to qualify for a University Degree before they are required for National Service; others will have to relinquish their university course at the end of a year's training. The Board have promised that, in suitable cases, these will be considered after the war for such assistance as may be necessary to enable them to complete a degree course. Eligible candidates, who have not already done so, are being asked to send to the Board of Education (Branksome Dene Hotel, Bournemouth) their name, age, address, and school, together with information as to the university or college to which they would prefer to be allocated and the course (in physics with radio, in electrical engineering with radio, chemistry or engineering) which they would prefer to take. Arrangements have been made by the Scottish Education Department for the award of bursaries to any applicants in Scotland who are deemed to possess the requisite qualifications.

Food for Thought. This is the title of a Ministry of Agriculture leaflet on the prevention of damage to growing crops. The subject matter is taken from a broadcast talk by Mr. A. W. Ling, the Agricultural Officer to the Board of Education, and supplies of the leaflet have been made available to local education authorities for distribution to schools.

Children who are made Orphans by Enemy Action. -Ministry of Health Circular 2422 gives the main outline of the arrangements which have been made by the Ministry of Pensions for the well-being of pensioned orphans of members of the Mercantile Marine and of civilians who die as a result of enemy action, as well as of those of members of the Forces, and shows the particular respects in which local authorities may cooperate to secure the welfare of the children and also at the same time avoid unnecessary overlapping and waste of effort.

The New President at Cheltenham.-Speaking at Cheltenham on August 12, Mr. R. A. Butler, the new President of the Board of Education, said that he proposed, so far as his work allowed, to go about the country and study the problems of the schools for himself, with a view to seeing what best service could be rendered to education, and what services education, in its turn, could at the present time render to the country. At the present time the schools could contribute in a number of positive ways to the war effort. The extension of school meals, which he hoped would become more and more a normal feature of school life, and the expansion of the milk-in-schools scheme, might go far to maintain a proper standard of nutrition for children. Again, children could be encouraged, as they were so effectively in Cheltenham, to make their contribution to the nation's needs, through school savings, salvage work, and the service of School Service squads. He hoped that the problems of education would be looked at in the broadest manner; there was no departmental monopoly in education; nowhere was this more realized than at the Board itself. We must not get unduly involved in the mechanism of education machinery there must be, but we must not allow the business of administration to impose a business rather than a spiritual attitude towards our problems. In the coming months every effort would be made to consult local education authorities, teachers, and other partners of the Board, and from such consultation the main lines of future progress would emerge. Important portions of the Fisher Act still remained unimplemented. In particular, we appeared to tolerate the turning of children into the field of life and the industrial arena at the most impressionable age, without proper care or attention. There must be continuity in our educational development: at the same time, we must provide for diversity-diversity of opportunity to meet different tastes and different capacities—but all linked up in one organic whole. There were many

(Continued on page 402)

questions demanding consideration-problems connected with the raising of the school-leaving age, decided by Parliament in the Act of 1936: the recommendation made over twenty years ago to establish Day Continuation Schools, and the relation of these to industry and commerce. Attention, too, must be given to the needs of rural areas. These, and many other possibilities, offered a wide field for review in determining the lines of future progress-progress that must always be related to the preservation of individual liberty and the life of the individual.

Education after the War.-The problem child, adult education, and the university student with insufficient financial means were among the subjects considered by Mr. Chuter Ede, Parliamentary Secretary to the Board of Education, in a lecture to the Co-operative Party's Summer School at Bangor on August 11. Mr. Ede said that the problem child needed more attention and child guidance clinics should be provided in larger numbers. These children might, he suggested, be brought within Part V of the Education Act, thereby making it the duty of the parent to see that his child attended a suitable school provided to cope with his particular difficulty. On adult education, Mr. Ede said that facilities were not spread evenly over the country and a greater measure of co-ordination seemed to be desirable. He suggested that development might be secured if organization were undertaken by bodies representing the various interests concerned working in fairly large areas. These bodies would be responsible for stimulating local demand and for arranging courses and classes to meet it. The student suitable for full-time university training but without the financial means to complete the course must be dealt with. Probably in no sphere of education did the luck of residence exercise a greater influence than in this. The student's resources should be sufficient to enable him to complete an approved course without anxiety. To achieve this desirable standard for all it might be necessary to regard education at this level as a matter of national rather than of local concern.

Every

London County Council.-The Council are still endeavouring to prevent the return of evacuated children to London. They are urging teachers to impress upon parents that London is in the fighting line, though quiet at the moment. Thus those who direct the war want to keep it clear of non-combatants, children in particular. extra person in London not needed for its life and defence means more provision of everything-water, fuel, transport, food-just where such collections are most vulnerable. Parents who say "We can take it " forget that every child kept in London or brought back there from a reception area is a hindrance to the war effort. At the last meeting of the Education Committee it was recommended that the Council should cooperate with the education authorities of the metropolitan evacuating area for the holding of special place examinations in 1942; also that the training ship Exmouth, hitherto conducted as a poor law school, shall be conducted for the remainder of the war as a nautical training school under the Education Act, 1921. This school will thus be open to fee-paying pupils and to a much wider field of entry. The Report on Juvenile Delinquency issued by the Home Office and the Board of Education has been considered. It is thought unnecessary, at any rate for the present, to arrange local conferences as suggested. As regards London children and young persons (including those evacuated to reception areas) the war-time increase in delinquency has been slight, and this relative freedom from increasing crime can be ascribed to the manifold preventive measures which have been in operation for many years past and which continue to be carried out with energy.'

"

The Teaching of American History." At the present crisis in the history of the world, when the British Commonwealth of Free Nations is being aided to an increasing degree in its struggle against the forces of tyranny by the great American democracy, it is well that the children

of England should learn something of the ideals that inspire that nation, of the men that shaped its history, and of the forces that are working to bring her to our side in our greatest need." Thus begins a memorandum (the first of a series on the subject to be issued by the Board of Education) designed to help those teachers who have to deal with American history. The main events do indeed find a place in school teaching. But, outside school, children form from the films a confused and erroneous impression of American life and history. There is urgent need of a corrective and sound knowledge. It is essential that we should rid ourselves of the tendency to assess the history of the U.S.A. according to an English scale of values. An American does not view life from an English standpoint, and international understanding can only come through appreciation of the other nation's point of view. The pamphlet goes on to discuss methods of treatment of certain events, e.g. the Civil War, in which, for all except the Abolitionists, the Union, rather than slavery, was the essential issue. Lee, as well as Lincoln, was a hero. Other points to note are the industrial organization which followed the war, the absorption of European immigrants, and the gradual realization that Americans are vitally affected by the course of events in Europe. Children may be brought to realize that Hollywood, hot music, and slang are not the most important features of the life of the U.S.A.; they should come to appreciate the great American leaders and the generous idealism actuating this nation. To do this they must go to literature as well as to history books. The memorandum concludes with a useful bibliography.

Public School Boys and Farmers.—It is announced that substantial help is being given to farmers during the school holidays under a scheme by which 4,000 public school boys, after receiving intensive training as tractor drivers, are able to undertake valuable work. Ninety-four men and fifty women undergraduates of Oxford, after a fortnight's training at the Agricultural Engineering Institute, were appointed to act as instructors at sixty-five of the public schools. Tractors were supplied to the schools by the local county executive committees, and the boys were taught to start and operate them and do necessary maintenance work. After eight to sixteen hours' training each boy should be able to act as relief driver or to undertake straightforward work when more skilled labour is not available. As many as 140 boys at Rugby took the training, and nearly as many at Eton, Marlborough, St. Paul's, Malvern, Uppingham, Oundle, and Bedford. At some schools training was entirely in the hands of women undergraduates, who displayed astonishing efficiency after a short period of training. Goodwill and keenness, in fact, have worked wonders.

Why Children Go to School.-Mr. John Newsom, Chief Education Officer for Hertfordshire, addressing a meeting of the Herts. Federation of Women's Institutes, said it was very curious that there was so little interest in education. He told of some parents who did not even know what school their child attended; all they knew was that she left home about 9 a.m. and went "somewhere round the corner". Some people thought that education was good because it helped a child to earn money, and a lot of people had their children educated merely because it was respectable. Our present education was designed to turn out a nation of clerks, whereas we wanted a nation of men. He was appalled at the number of children who wanted only to be "something in the Civil Service". The only really good education in our State system was to be found in the infants' schools, firstly because they were so far removed from the Universities. The universities were always looking out for the type of people they wanted to go there, and so they invented the School Certificate-a mould through which children were forced irrespective of their inclinations as to their future employment. The secondary school was the biggest blot in the whole educational system, especially when they thought of the sacrifices made by