parents to send children there.

The type of education given in senior schools was far better. All education should go on until 16, all going together until 13, when the manual workers, the brain workers, and the technicians could be sorted out. Mr. Newsom made some good points, but his address strikes us as too sweeping in its condemnations, and containing some criticisms designed rather to raise a laugh than to promote serious thought.

University of London Report.-The Report of the Principal of the University of London, the last to be issued by Mr. H. L. Eason, who retires this year, contains much evidence of war damage in a material sense. Notwithstanding all the handicaps, however, the work of the University "has been maintained at a high standard". A reduction of 25 per cent in the number of internal students is recorded, 40 per cent being expected this year, compared with the pre-war number. Examination results show little effect of the war in the performance of students, the percentage of passes being much the same as under peace-time conditions. The Principal considers that the policy of evacuation has been justified, the damage to academic buildings in London having been so severe that the work of the internal side of the University "would have practically come to an end for the time being". Of the medical schools, 'Bart's" has been almost completely destroyed, and the London School of Medicine for Women has suffered severely. The other medical schools have escaped with comparatively little damage.

A Modest Appeal.-In his remarkable book, The Recovery of the West, Mr. Michael Roberts expresses the view that, as part of a decline in culture during the nineteenthirties, literary periodicals with a high standard of criticism disappeared as the publishers transferred their advertisements to papers which aimed at a larger public than a strictly critical journal could hope to attract. He declares that by the summer of 1939 the only serious literary papers left were The Times Literary Supplement, and “an admirable quarterly called Scrutiny with a small circulation". We are now in the summer of 1941, and Scrutiny finds itself compelled to give notice that it can no longer carry on, unless the number of regular subscribers-at ten shillings per annum is increased by a hundred. Having regard to its aims, and the standards achieved in its articles and reviews, this is a modest claim. A good example is provided, in the April number, by Mr. Q. D. Leavis in his article on Jane Austen's writings. On the basis of a careful piece of research he contests the common notion that Jane Austen was an inspired amateur who lightly tossed off masterpieces, but rather a steady professional writer, who put in years of thought and labour in order to achieve each novel. That there ought to be a forum in which such articles as this can find a welcome seems self-evident, and we therefore hope to hear of the success of the appeal.

Soviet Education. The Society for Cultural Relations with the U.S.S.R. announce a week-end school for teachers on Soviet Education, to be held on Saturday and Sunday, September 13 and 14, at the Royal Hotel, Woburn Place, London, W.C. 1. Lecturers include Andrew Rothstein, Beatrice King, and Dr. Joan McMichael. Application should be made to the Society, 98 Gower Street, London, W.C. I.

Students' Message to U.S.S.R.-The National Union of Students has sent the following message to the students of the U.S.S.R.: "The Council of the National Union of Students greets the students of the Soviet Union, expresses its sympathy with them in their courageous struggle, and pledges itself to do all in its power to bring about full co-operation between British and Soviet students".

Air for Viola and Piano.-We regret that in the review of this work which appeared in our August number the author's name was given as Robin Mitford. It is, of course, Robin Milford.

WAR ON TEN FRONTS

The only way to watch unfolding the grand strategies of this war is through SERIAL MAPS. Each month, maps in colour, specially produced, covering current and future events; maps which you can read and study, and pick up again when the news comes through; maps which are a liberal education in to-day's politics, economics and geography.

Each month, too, a Commentary, written by, experts who, without passion, underline the lessons of the maps.

There is no other publication like SERIAL MAPS; no more graphic method of seeing the war. In effect it is a unique loose-leaf atlas of current affairs -essential equipment for the school library.

If you would check this assertion, then ask on a postcard for a free Serial Map and details of the modest cost of an annual subscription (mentioning The Journal of Education) to:

SERIAL MAPS

LETCHWORTH GARDEN CITY

HERTFORDSHIRE

Articles and Letters on this controversial topic appear in each issue of The Journal' since September, 1940. Contributors include SIR FRANK FLETCHER, SIR CYRIL NORWOOD, HUGH ELDER, JOHN W. SKINNER, W. F. BUSHELL, Rev. H. K. LUCE, G. R. RENWICK, C. RUSSELL SCOTT, T. K. DERRY, F. C. HAPPOLD, J. F. WOLFENDEN, G. TURBERVILLE, C. R. ALLISON, G. A. RIDING, Osbert SITWELL, C. S. WALTON, R. KENNARD DAVIS, D. G. E. HALL, E. P. OAKES, C. E. M. JOAD, HAROLD J. LASKI, ANEURIN BEVAN, M.P., A. S. NEILL, W. B. CURRY, T. C. WORSLEY, S. J. Dale, E. W. E. KEMPSON, JOHN WILKES, R. C. UNMACK, R. H. TAWNEY, C. A. MOSER. Prof. FRED CLARKE, Director of the University of London Institute of Education, summed up the discussion in two articles in the March and April numbers.

CHILDREN WANT TO KNOW!

TEACHERS WANT TO KNOW! all about the U.S.S.R. Week-end School for Teachers and friends, to supply information, on Saturday and Sunday, Sept. 13th and 14th, at the Royal Hotel, Woburn Place, W.C. I.

Lectures by Beatrice King, Andrew Rothstein,
Dr. J. McMichael. Films.

Details from Society for Cultural Relations with the
U.S.S.R., 98 Gower Street, W.C. I.

THE NEW HISTORY

history. The present writer's memories of his schooldays carry him back over a period of more than six decades, but he can well recollect, on the one hand, the dreariness of the text-books employed, and, on the other hand, their trivialities and uselessness. Curtis's Outlines was, no doubt, a convenient date-book, and to learn it by heart was perhaps a good exercise in memory-training, but anything more arid it would be difficult to conceive. "Little Arthur Mrs. Markham, and Collier were not wholly devoid of merits; but their dull and unilluminated pages conveyed very little information that it was at all important that a future citizen should know. Their defects, and the defects of the syllabus they served, were mainly three. First, they were limited in space; they dealt exclusively with England, touching merely incidentally the contemporary histories of Scotland, Ireland, and Wales, and leaving Europe and the world at large severely alone. Secondly, they were limited in time; they began late, saying nothing respecting the pre-literary aeons, little respecting the Roman period, not much respecting the Anglo-Saxon; moreover, they finished early, hardly dealing at all with events falling within living memory. The present writer in all his schooldays never learned anything about any period later than 1714. The London Matriculation syllabus of the late Victorian days ended with 1700, and one successful matriculant known to the writer, when told that Queen Anne was dead, asked who Queen Anne was, confessing that he had never heard of her. A third defect in the old text-books and syllabuses was that they were strictly limited to political history, ignoring social, economic, literary, and scientific developments, and even in the political sphere consisting largely of anecdotes concerning kings and nobles. The common people were passed over as though they were mere pawns in the great game of statecraft.

The recent changes that have taken place in the study and teaching of history are well illustrated by a batch of new text-books that have just come to hand.

First, the enlargement of scope to include European and world history is seen in Sir John Marriott's Tragedy of Europe, a masterly survey of the events intervening between the Treaty of Versailles and the outbreak of the present war. With an amazing command of facts and wealth of sound judgment the veteran publicist and historian explains the genesis of the tragedy; Problems of Modern Europe, by J. H. Jackson and K. Lee, an interesting attempt to show at a glance by means of cleverly constructed diagrams the leading political and economic facts

recording of history nowadays is specially directed to the task of explaining and interpreting the present-day trend of affairs. The extension of time in the other direction namely into remote antiquity, is illustrated by Maxton and Dance's March of History. This most fascinating manual with its wealth of well-chosen pictures, gives an admirable sketch of human progress from the distant Stone Ages to modern times. It is a book not only to stimulate and inspire the young, but also to cure their elders of a tendency to pessimism. The achievements of man will survive when the present calamities are overpast.

5

Thirdly, the enlargement of the subject matter of history to include much outside the sphere of politics is illustrated by a new edition of Edward Cressy's Social and Industrial History, a well-known and deservedly popular manual, originally published twenty years ago. Now brought up to date, it provides an admirable introduction to economic history. The Story of Britain, 1485-1714, by H. A. Clement, gives comprehensive sketches of the Tudor and Stuart periods. Specially notable are the sections on economic and social life, and on learning and the arts. Another excellent feature is the attention paid to the European background of the English history of the two centuries covered. Two Centuries of Change, by E. J. Hutchins and L. W. Stephens," covers the second of the two centuries. It is a careful welldocumented survey of Britain and the Empire from the Treaty of Vienna to the Treaty of Versailles. Its main stress is on the colonial, social, and economic aspects of history. Another interesting feature is unusually long quotations from standard authorities. The extracts giver and the references provided should greatly encourage the reading of the classics of modern history.

Dr. James Fox's Civics furnishes a lucid outline of the growth and actual working of the British Constitution. It should prove a useful guide to sixth-form pupils and to adult students in the rights and duties of citizenship.

4 The March of History: from Earliest Times to Present Day. By Dr. G. S. MAXTON and E. H. DANCE. (35. 9d. McDougall's Educational Co.)

5 A Brief Sketch of Social and Industrial History. CRESSY. Second Edition. (3s. 6d. Macmillan.)

By E.

• The Story of Britain. By H. A. CLEMENT. Vol. 2: From 1485 to 1714. (3s. 6d. Harrap.)

? Two Centuries of Change: a History of Great Britain and the British Empire since 1688. By E. J. HUTCHINS and L. W. STEPHENS. Book 2: 1815-1919. (5s. Blackie.)

8 Civics. By Dr. J. Fox. (5s. Harrap.)

THE BIBLE FOR TO-DAY

By Dr. BASIL YEAXLEE, Reader in Educational Psychology, Oxford University

3

in European History, by H. Moyse-Bartlett, a valuable introductory study of the past two and a half centuries. Nine leading movements are selected, e.g. the rise of Prussia and the French Revolution, and are treated in some detail. The sketches are well written and are furnished with ample references to authorities.

Secondly, the vast extension of time covered in modern historical study is also displayed in the same three books, all of which lay particular stress upon events and movements of a very recent past. They indicate that the 1 The Tragedy of Europe. By Sir JOHN MARRIOTT. (8s. 6d. net. Blackie.)

2 Problems of Modern Europe: the Facts at a Glance. By J. H. JACKSON and K. LEE. (8s. 6d. Cambridge University Press.)

3 Great Movements in European History (1660–1919). By H. MOYSE-BARTLETT. (бs. 6d. Harrap.)

INCE the last war we have become steadily more familiar with the fact that to multitudes of men and women in Christian England the Bible means nothing. They never read it. Whatever they were taught at school about it they appear to have forgotten. They do not recognize the source, or even the form, of its most hauntingly beautiful or keenly penetrating phrases and passages.

Much has been done to restore the Bible to its place in our common life and thought. We have had translations, paraphrases, anthologies, dramatizations. There are editions arranged to show the historical development which it records, with explanatory paragraphs which sum up in simple words the illuminating discoveries of explorers and scholars. For teachers the new syllabuses afford admirable guidance. Our most eminent authorities have given of their best in little books and broadcast talks meant to reveal the ever new fascination of the Bible, as well as its unfailing relevance to our deepest needs as individuals and as a people. It would almost seem that no really fresh approach is left.

For many years, however, Mr. John Stirling has cherished an idea of which The Bible for To-day* is the rich fruit. In maturing it he has had the sympathy and help of great teachers, such as the late Prof. Peake and Profs. W. Ó. E. Oesterley and Lee Woolf, with the active co-operation of Mr. Rowland Hilder and other artists. The publishers have made fine use of their resources to produce a most attractive and dignified book. What then are the aim and the hopes with which it is now set before the general reader, the librarian, and the teacher ?

Mr. Stirling takes the plain text of the Authorized Version. (We could indeed have wished that at this time of day the Revised had been used, at any rate for the Old Testament.) He leaves the order untouched but says, See now, if you read these books through as they stand in our ordinary Bibles this is what they say to the man whose interest and concern are not scholarship and theological argument but life as he and everybody else finds it, in war and peace, as personal wayfaring and social progress -or the reverse". He shows how the Old Testament deals successively with the holy land, the holy city, the holy temple, some holy books, while the New Testament deals with the holy man-Jesus Christ, the head of a new humanity Christians, their mission in the present: Christianity, its message for to-day. Within this framework Mr. Stirling supplies introductory paragraphs to books and sections of books, and cross-headings for the paragraphs in which, without verse numbers, the text is arranged. There are a few footnotes on points of particular interest or difficulty, but, for all discussion of critical and theological questions, the great importance of which for a thorough understanding of the Bible is fully recognized, we are referred to the standard Commentaries '.

Now this might look like the imposition of an arbitrary interpretation upon the Bible in the interests of popularization, a distortion of historical perspective for the sake of a journalistic and even tendentious appeal, however sincerely religious. But such an impression would be as false as it is hasty. The reader will soon find that however immediate, challenging, and refreshing the Editor's presentation of the Bible as news for to-day shows it to be, all is set against a background of sound knowledge and interpretation. Mr. Stirling discriminates. Thus he makes no attempt to attribute psalms to specific periods and writers, but introduces them as songs of the road. The book, he says, was not planned to be read as he now suggests reading it, but there is gain in settling down and sharing with others the impressions which these poems make upon us as we go through them. On the other hand he makes it clear that "Second Isaiah " is separated by a hundred and fifty years from Isaiah of Jerusalem, and he adds an admirable note or two about the Servant. The real significance of the "Minor Prophets" is brought out by the necessary reference to their historical circumstances. Readers are given, in a sentence or two, enough information about the provenance of Jonah, Daniel, and Revelation to indicate the real meaning of these so often misread writings. The approach to the Epistles is excellent. 'We must not look upon them, as some do, as if they were a bundle of old letters dealing with local church problems or points of doctrine that have long ceased to interest men.' They are messages to Christian citizens of the world such as the recipients were and we are meant to be. Less satisfactory is the page at the beginning of the Gospels, where each of the four is characterized, but more could have been done, as simply and in the same space, by indicating the actual relationship of the four and the real reason why each was written. A little more of the Spens Report principle of presentation-what the writings meant to those who wrote and for those for whom they were written-would have been useful here.

"

THE

OCTOBER NUMBER

OF

The Journal of Education

WILL BE A

Special Review Number

It will give teachers and others, in the form of review-articles and omnibus reviews, authoritative and helpful information in regard to recent and forthcoming educational books, including text-books.

The number will also include:

THE "NON-SELECTIVE" CENTRAL SCHOOL. By H. C. Barnard, Professor of Education, University of Reading. GEOGRAPHY AND THE WAR IN THE MIDDLE EAST. By J. H. Stembridge, author of The World, The World-Wide Geographies, The New Oxford Geographies, &c.

Articles by R. Birley, Headmaster of Charterhouse, and Professor Hale Bellot, of London University, on books on American history as well as on novels, biographies, &c., which throw light upon the American cultural background.

THE TEACHING OF AMERICAN HIS

TORY IN ENGLISH SCHOOLS. By Dr. Weitzman, of the University of London Institute of Education. THE TEACHING OF ENGLISH HISTORY IN AMERICAN SCHOOLS. By Professor Erling Hunt.

THE ROLE OF THE SECONDARY SCHOOL IN THE PROMOTION OF BRITISH-AMERICAN UNDERSTANDING. By Cecil Stott, of Aldenham School.

By Dr. A. H. STUART, Headmaster, Day Technical School, Hackney Technical Institute

T is always a pleasure to see old friends in a new dress, in the present case one might almost say in battledress, since some of the books here considered have been entirely recast to meet modern conditions.

Stewart and Satterly's Text-book of Light1 has been made into what is practically a new book by Professor Archer, who has retained all the virtues of the old work and introduced many new ones. The book covers, and very amply covers, the needs of students preparing for the Intermediate Examinations in Science and Engineering of the University of London, but the book gives a very sound introduction to the study of Light for whatever purpose it is required.

One welcomes the brief introduction to the Quantum theory and the work associated with the name of Bohr. It is sufficient to give just the bridge he needs to the student proceeding from his initial study to his subsequent work in a very beautiful subject.

A favourite of twenty years' standing, Hutchinson's Intermediate Text-book of Electricity and Magnetism is now replaced by Intermediate Electricity, and the change of title is significant, for in this new book of over 600 pages, magnetism is treated as merely a phase of electricity, electricity in motion, indeed the unity of currents, charges and magnetism is maintained throughout the book. The introductory chapter on the modern conception of the atom is excellent and gives, to quote the author, "just sufficient to enable the student from the beginning, to view matters, wherever possible, on the lines on which they are viewed to-day and not as they were regarded years ago ".

The book covers all that is required by Intermediate students, with a substantial margin, and there are excellent sections on alternating currents, X-rays, wireless and television. The book is illustrated by thirteen plates and well over 500 line diagrams. It provides a good course both for students who desire a working knowledge of modern electricity and for those who intend to go further with their study of this important subject.

The rapidity with which new editions of the same author's Wireless follow each other is sufficient indication of the value of the book. The last edition brings the subject up to date (for the time being). The great merit of the book, and doubtless one of the reasons for its success, is that it does not assume any previous knowledge of either general electricity or its application to wireless, and yet at every stage the reader is given sufficient instruction in the fundamental scientific principles involved to build the whole structure on a very solid foundation. The book meets the needs of those actual or prospective members of the fighting services who are required to have a working knowledge of the principles of wireless communication.

There was a time when those boys who went to school at all proceeded to a university in the normal course of things, and the schools of those far-off days were of course conducted with that end in view. We still feel the influence of that tradition to-day, although only a very small fraction of those who take post-primary education are destined for 1 Text-Book of Light. By Dr. R. W. STEWART and Prof. J. SATTERLY. Revised by C. T. ARCHER, (7s. 6d. University Tutorial Press.)

2 Intermediate Electricity. By R. W. HUTCHINSON. (12s. 6d. University Tutorial Press.)

3 Wireless: its Principles and Practice. By R. W. HUTCHINSON. Fourth Edition, Revised. (4s. 6d. University Tutorial Press.)

a university course. It may be that what is good for a university aspirant is good for others; on the other hand more and more is heard of the claims of a curriculum rather less academic in character as a more fitting preparation for commercial or industrial life. The next two books in the group now being reviewed afford good examples of this modern trend. Introductory Applied Science, Volumes I and II, offer a course of physics suitable for Junior Technical Schools and for those preparatory evening classes leading up to the National Certificate Courses. Volume I is suitable for the first year course in a Junior Technical School and gives a good elementary course in the fundamentals of mechanics, heat and electricity, while Volume II would occupy the second and third years of such a course and deals with more electricity and with sound, light and a little chemistry.

The various applications of these branches of science to modern life are well thought out and this without any sacrifice of sound instruction in the principles involved. The books are well illustrated, and there are many worked chapter. examples in the text and exercises at the end of each

There is general agreement that in the teaching of any branch of science practical work should form a part, but the extent and nature of this practical work and its correlation with the theoretical instruction are matters of private opinion. How much instruction should be given on the conducting of an experiment ? How much individual initiative should be allowed, and what is to be done with the result when it is obtained? These are questions which must be answered before any systematic course of practical work can be drawn up.

We have under review two books on practical physics in which the view-point of the authors differs widely. In Elementary Practical Physics we have a course designed for schools preparing for the School Certificate. It has been very carefully thought out and the series of experiments are well graded and correlated. The book is so printed that, as it lies open at any given page, there will be found a full description of a single experiment set out on the right-hand page, while on the left-hand page there appears a typical set of results worked out just as they should be entered up in the boy's note-book. All the boy has to do therefore is to read his instructions, make the measurements as directed, and enter up the schedule prepared for him on the left-hand page, substituting his own measurements for those used in the example. In many cases the example is illustrated by drawings which are quite perfect and models of what such things should be. The boy will doubtless be encouraged to copy these for himself (if he can). The system has certain points of advantage in that it reduces to a minimum the difficulties of getting a class started on practical work. It also makes it easy to mark the boys' record books since they will all be nearly alike. On the other hand it takes away a boy's chance of exercising any initiative or of thinking things out for himself. It may be argued that young boys will by this method acquire good habits from the start, but it is not easy to decide at what stage the boy should be cast, even partially, on his own resources.

When this book calls for another edition it would be well to bring it into line with mathematical usage by printing an o' in front of the decimal point in numbers less than unity. Even on the same page we may find a quantity like 0.84 in one place and .84 in another.

The other book on this subject is Experimental College Physics. Here much the same ground is covered but in more detail and to a more advanced stage. It is admitted 4 Introductory Applied Science for Junior Technical Schools and Preparatory Science Courses in Evening Technical Schools. By H. B. BROWN and S. JONES. (Vol. 1, 3s. 6d. Vol. 2, 45. Macmillan.)

• Elementary Practical Physics. By A. H. COOPER. (7s. 6d. Heinemann.)

• Experimental College Physics: a Laboratory Manual. Prof. M. W. WHITE. (19s. McGraw-Hill Publishing Co.)

By

that the book is intended for older students, but even so the primary aim of the book is to make the student think for himself. In every experiment the theoretical background is discussed, and suggestions rather than detailed instructions may be given. Even if the student gets through the experiment without much effort of thinking, he is confronted by a series of questions on the problem in hand which will certainly encourage him to think. One excellent point is that in every experiment the student must assess the probable error of his measurement at each stage, so that he is in a position to state the degree of accuracy of his result.

All this is to the good, and there can be no doubt that a student who works conscientiously through the course in this book is well equipped for more advanced work, but one wonders what happens to the weakly ones whose mental digestion cannot take this strong meat. Laying these two very interesting books down, the reviewer felt that a young science master entering on his career would do well to ponder over both books, and then perhaps steer a middle course of his own which would include what he considered best in both systems.

The exploits of the Royal Air Force during recent months have fired the imagination of many thousands of young men (and not a few old ones) who have realized that it is not without reason that the control column of an aeroplane is called the joy-stick. The would-be pilot soon discovers that, before he can handle the business end of a joy-stick, he must learn something of what is being operated at the other end of it. For this reason a very hearty welcome

Lastly we have The Boy Electrician. This is essentially a book aimed at providing boys with profitable amusement during their indoor recreation time, and for this purpose it is excellent. The author knows his subject, and, what is much more important for the purpose in hand, he knows his boy. The sketches are just right, and it is astonishing how much can be done with a few bits of wire, one or two corks, some pins, and a lot of ingenuity.

The book will have achieved a useful purpose if it keeps the boy happily amused. It will do far more than that if it cultivates in him a thirst for knowledge gained through experiment. It can fail in its object only if the boy develops intellectual pride and thinks he knows a lot about a subject of which the best of us know so little. Kindly supervision should easily avoid this however.

• The Boy Electrician: Practical Plans for Electrical Apparatus for Work and Play, with an Explanation of the Principles of Everyday Electricity. By A. P. MORGAN. Fifth Edition, revised by J. W. SIMS. (бs. net. Harrap.)

Education

The Education of Women at Manchester University, 1883-1933.

By Dr. MABEL TYLECOTE. With an Introductory Chapter by Prof. E. FIDDES. (5s.net. Manchester University Press.) The belated appearance of this book, the preparation of which was arranged for eight years ago, hardly calls for explanation, and in some ways is an advantage. The work has been done with great care, and is the result of much

Here we have an excellent short course in the basic

principles of aero-dynamics, illustrated by experiments which could easily be carried out in a most modest physical laboratory with the aid of a few contributions which any school workshop could provide. It is just the thing for members of the Air Training Corps whether they aspire to be pilots or riggers. What there is in the book is so good that one is tempted to ask for more in the shape of just one brief chapter showing how the aero-dynamical principles which have been established by these simple experiments are applied to the control of an aeroplane, to maintain it on an even keel when it is level straight flight, and in such manoeuvres as turning with the necessary banking, climbing, and diving.

Only the most unobservant of our contemporaries can have escaped noticing the quite phenomenal development of the plastics industry during the past few years. So many things which were made of metal, wood, or earthenware a few years ago are now made of this new material. We mostly accepted the rather drab-coloured Bakelite ashtrays and similar items without enthusiasm, but, when the gaily coloured Beetle appeared on the market, the case was changed, and the future of this industry is now assured. Plastics, a Pelican Book, givesa n absorbing account of the development of this new industry and its possibilities for the future. It would be a most inspiring book to place in the hands of any boy just beginning the study of the chemistry of the carbon compounds. The authors are acknowledged authorities on the subject, and open the book with a brief historical survey which shows that plastics of various kinds have been in industry for many years, and are not the result of an accidental discovery made through the chemist's cat upsetting a bottle of aldehyde over the cheese in a mouse trap. This fable appears to have as many lives as the cat had. There is an adequate section on the chemistry of the subject which, however, may be omitted by the general reader, without destroying the sequence. The book is a mine of information and is well illustrated. All this for sixpence.

7 Simple Experiments in the Theory of Flight. By M. C. NOKES. (3s. net. Heinemann.)

8 Plastics. By Dr. V. E. YARSLEY and E. G. COUZENS. (6d. Pelican Books.)

dominantly local interest, and quite naturally so. But the book will also take its place, like Dame Margaret Tuke's history of Bedford College, among those which will be the source-books used by the future historian of the early stages of the higher education of women in this country. To the general reader the book will appeal, because of its vivid glimpses of Victorian England.

TUITION BY POST

for London University Matriculation, Special Entrance, Inter. and Degree Exams.; also for School and Higher School Certificates (Oxford, Cambridge, J.M.B., and others), University Entrance, Pre-Medical, Law, R.A.F. Mathematics, Navy Entrance, etc.

U.C.C., with its staff of highly qualified resident tutors, has for over fifty years successfully prepared many thousands of students for examinations by means of its specially planned courses of instruction. The College is an Educational Trust, not conducted primarily as a profit-making concern, its main objects being the efficiency of its courses and the success of its students. Fees are low and may be paid by instalments. In the event of failure tuition is continued free of charge.

FREE PROSPECTUS

giving full particulars of U.C.C. Courses, Fees, Special Features, etc., post free from the Registrar,

14 Burlington House Cambridge