2. Q.-What is Matric.' ?

A. Matric.' is (a) a minor degree at London University, (b) a superior kind of School Certificate, (c) a certificate of admission to a university, (d) a certificate of good work and conduct from a school inspector.

3. Q.-Who wrote the Hadow Report?

A.-The Hadow Report was written by (a) A Royal Commission on Secondary Education, (b) Sir Henry Hadow, (c) The Consultative Committee of the Board of Education, (d) The National Union of Teachers.

4. Q.-What is the real title of the Spens Report ? A. The title of the Spens Report is (a) Secondary Education', (b) The Education of the Adolescent', (c) The Teaching of English in England', (d) Secondary Education for all'.

5. Q.-Who pays the salaries of the staff in public elementary schools?

A.-Teachers in public elementary schools are paid by (a) The Board of Education, (b) the school managers, (c) the local education authorities, (d) the head teachers.

6. Q. When was the Board of Education set up? A. The Board of Education was set up in (a) 1616, (b) 1833, (c) 1870, (d) 1899, (e) 1902.

7. Q.-Where are the offices of the Board of Education ? A.-The Offices of the Board of Education are in (a) Whitehall, (b) County Hall, Westminster, (c) South Kensington, (d) Kingsway.

8. Q.-Who are the "Board" of Education ? A.-The "Board" of Education are (a) leading Ministers of the Crown, (b) an Advisory Council of educationists

appointed by the Crown, (c) a group of permanent Civil Servants.

9. Q.-How often do the " Board" meet?

A.-The "Board" meet (a) once a month, (b) three times a year, (c) never, (d) they remain in permanent

session.

10. Q.-Who is the President of the Board of Education? A.-The President of the Board of Education is (a) Lord Stanhope, (b) Sir Maurice Holmes, (c) Mr. Butler, (d) Mr. Ramsbotham, (e) Lord Soulbury.

II. Q.-What is meant by the term Board School?

A.-A Board School means (a) a school controlled by the Board of Education, (b) a type of school abolished in 1902-3, (c) a school where pupils can have a hot midday meal, (d) a residential school.

12. Q.-At what age does a normal child become liable to compulsory attendance at school?

A. A normal child becomes liable to compulsory attendance at school at the age of (a) 5, (b) 6, (c) 7 years 6 months, (d) 8.

13. Q.-Up to what age is a normal child obliged to remain

at school?

A. A normal child is obliged to remain at school till the age of (a) 12, (b) 13, (c) 13 or 14, (d) 14, (e) 14 or 15, (f) 15.

14. Q.-What is a Special School?

A. A Special School is a school (a) for backward children, (b) for the cleverest children, (c) for children with mental or physical defects.

15. Q.-What is a Non-Provided School ?

A. A Non-Provided School is an elementary school (a) whose erection has not yet been sanctioned, (b) which has been built but not yet furnished, (c) which is not provided by the local education authority.

[The answers to these questions will be found on page 547-ED.]

THE

HE League of Nations Union in Britain, and similar bodies in other countries, sought to mobilize world opinion behind the League of Nations. In the Committee on Intellectual Co-operation the savants of the world sought, amongst other things, to emphasize the idea that all countries, great and small, had made, and would continue to make, contributions to the advance of cultureprovided peace amongst nations could be maintained. Olympic games, and the like, brought the cream of the world's athletes together in friendly rivalry and to the end of mutual physical improvement. Exchanges of pupils,

teachers, professors, industrialists, administrators were all designed, as to the main part, to bring home the lesson that we can learn from each other in all branches of human endeavour. We even got so far as some measure of agreement on the elimination from school text-books of the more obvious national extravagances. Yet, at the same time, there grew up steadily forces working against co-operation -stiffer trade barriers, more extreme expressions of nationalism. The researches of the International Labour Office laid bare the roots of some of the most extreme and destructive forms of competition, and produced many beneficent legislative reforms and the wide spread of scientific knowledge on economic and industrial problems. If we could find out, with precision, how these opposite tendencies came to develop in the same world at the same time, and why it was that the latter group of tendencies eventually toppled the world over into war, we should have the essentials upon which to build enduring peace when the present conflict comes to an end.

The title of the Council for Education in World Citizenship seems pretentious and provocative, but it was the best that could be found at the time, and the suggestion of a better title would be welcomed so long as it expressed the ideals towards which the Council is working. It may well be that, had the world's leaders concerned themselves more with the discovery and exposition of the fundamental principles of co-operation amongst men, and less with the elaboration of formulae designed to give the semblance of agreement to the stern facts of profound disaccord, the last twenty years might not have been a mere uneasy entr'acte. The Council seeks first to get together educational leaders in the democratic countries to examine (a) where we have gone wrong in our educational outlook and policy in the last twenty years or so, (b) what is happening now to the educational structure built up with so much effort and sacrifice throughout Europe, and (c) what remains on which we can build and what must be avoided and even rooted out. As the influence of the League on world relations became weaker, so did the interest of the schools in the League wane. Now interest in the League-or some more efficient instrument—is returning amongst people who believe that it is not wrong to plan for peace whilst we are in the midst of war. Educators are examining lines of approach towards a solution. Shall we employ the method of direct study of world affairs in the class-room and school societies? Shall we suggest a world outlook in the teaching of class-room subjects? Shall we provide worth-while opportunities of service to the school and community, and make these the starting-point for a study of local, then national, then international affairs? Or shall we adopt a technique which is a combination of all three ?

These were, in the main, the matters which received the attention of a very successful and well-attended Conference organized by the Council and held in Lynmouth early in August of this year. The President of the Council, Dr. Gilbert Murray-honoured, in the midst of a great war, with the Order of Merit in recognition of his leadership in the cause of peace-opened the Conference with a brilliant

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exposition of the causes of the present war and of the principles of world citizenship. He found the causes of the present war in the co-existence of two stages of human development-the stage in which war is the greatest glory and is deliberately planned in time of peace, and the stage in which man will lay down his life for some selfless, high purpose. The problem of world citizenship as the only guarantee of enduring peace is an educational one, and its solution lies in the conscience of humanity which education must develop and sensitize. Mr. H. C. A. Gaunt, Headmaster of Malvern College, discussed the place of religion in international co-operation. In his view, the present war is a war of religion between the god of force and the god of freedom. The test to apply to new legislation will be: Will this enable people to love God better and to love their neighbours better?" In the discussion, Miss Baker, Headmistress of Badminton School and the Summer School's kindly and efficient hostess, pleaded for greater sincerity and loyalty to the ethical teaching of Jesus. Children should be introduced, before they leave school, to the other great religions in order to find the fundamental basis of world citizenship in love of one's fellow-men. Restrained but deeply-moving statements were made by Dr. Vaclav Beneš, wearing the uniform of an officer of the Czech army. and Count Jean Balinski Jundzill, Deputy Director of the Polish Research Centre, on the extremity of degradation which is now being imposed on the culture and educational institutions of Czecho-Slovakia and Poland. Members of the School will long hold in recollection Count Balinski's fine, sincere, and sensitive appeal for charity and love based on the lines:

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'Above the embattled nations love still stands, And to both sides he stretches forth his hands.” Dr. Murray talked of the work of the Committee on Intellectual Co-operation served by savants of world repute-Bergson, Einstein, Madame Curie, &c.—and meeting to discuss problems of human relationships not yet ripe for political treatment. The Committee had set a group of French and German historians to work on the compilation of a balanced, impartial, modern history, which would have been the source-book for school history text-books.

In two addresses on "The Failure of the League" and "The League and the Future", Prof. Brodetsky said that the failure of the League was not entirely due to bad luck : the reason was more fundamental: that that part of the League's activities which dealt with international affairs was too mechanical and political. There was something missing the moral courage to face the big issues and to carry out the obligations imposed by the Covenant. In present discussions on post-war reconstruction there is much confusion because people are thinking of three different stages a stage of supremacy of three or four great powers; a stage of confederations of powers-Slavs, Teutons, Latins -with conflicting interests; and the final stage-the democratic world state for the establishment of which we need a new prophet to inspire youth. In a paper on "Problems of Social and Economic Reconstruction ", Mr. A. A. Evans, of the International Labour Office, said that any future economic plans must be made by those who understand the needs of the ordinary citizen. One of the chief problems will be the control of cyclical tendencies with their recurring slumps. We must start at the consumer's end and stimulate his expenditure by giving him a good income by means of new public works, family allowances, pensions, &c. Miss Courtney, Vice-Chairman of the Executive Committee of the League of Nations Union, said that disarmament is not a moral but a political problem, since it is bound up with (Continued on page 530)

questions of strategic bases and the prevention of aggression. In the post-war years before 1932 the need of Germany for equality and of France for security had not been met.

Just before a brilliant lecture by Prof. Arthur Newell, Chairman of the American Outpost in Great Britain, the School listened to the announcement on the wireless of the great Atlantic Charter, and this proved an inspiring prelude. Dr. Newell reviewed American history from 1790, and showed how the thirteen original States on the Atlantic coast turned their eyes westward to their own problems of expansion, and so became less and less interested in the problems of Europe. He explained the emergence of the greater Union, the slow absorption of immigrants from Europe, and the slow development of a national consciousness. In 1939, America climbed into the grand-stand" to watch the new European conflict. In 1940 she made the startling discovery that it was not the Atlantic but the British Navy which protected her on the East and guaranteed the Monroe Doctrine. The U.S.A. was moving forward towards the final step in acceptance of her place in the struggle for the maintenance of freedom and democracy.

The School was fortunate in its speakers on schools and their curricula in relation to the ideal of world citizenship. Miss M. E. Beggs, Lecturer in History at Goldsmiths' College, maintained that outlook was more important than anything else in teaching. In her view real history, which is the story of the developments of human relations, can be taught only to adults. Younger people should be given an approach to history which will enable them to live the parts of the historical characters they find most interesting. Miss Margaret Miles, who teaches history at Badminton School, believed that pupils in secondary schools were old enough to appreciate history in its abstract principles. It should be presented as the whole adventure of man, seen as from the top of a mountain. There would be a time, later, for the pupil to descend to the plains and to study details. Mr. B. A. Howard, Headmaster of Addey and Stanhope School, and author of The Proper Study of Mankind, said we could, to a large extent, rely on the organization of the school to teach citizenship by providing opportunities for co-operation, acceptance of responsibility,

and tolerance. His suggestion for collecting specialist pupils, between 16 and 18 years of age, for periods of genera. lectures and discussions, seemed a most interesting and fruitful one. Mr. C. H. Dobinson, Head of King Edward's Grammar School, Birmingham, stressed the importance of teaching scientific method and the scientific approach. When scientific method is made explicit, the habits thus formed are more likely to be transferred to other fields of human activity. This is the chief contribution that science teaching can make to the brotherhood of man. An optional paper on the history of science in the school certificate examination would lead to the realization of the contributions made throughout the ages by men of all colours and races to the development of culture.

The proceedings of the Education Committee of the League of Nations Union owed much to the scholarship, originality, and experience of Miss Stewart, Principal of the Lincoln Training College for Women. Her address at this School reached a high level not only in inspiration but also in practical suggestions for relating the teaching of history and the humanistic studies to the promotion of the ideal of world citizenship.

There is unfortunately no space to do justice to lectures by Capt. O. Bell, Secretary of the British Film Institute, on The Place of the Film in International Education ", by Mr. Nowell C. Smith, Chairman of the Management Committee of the Council, on "Thomas Masaryk", and by Mrs. Beatrice King, Assistant Editor of The Anglo-Soviet Journal. on "Educational and Social Developments in Soviet Russia”. Time was found, in a busy week, for discussing the part which the Youth Service Movement could play in securing the objects for which the Council was formed.

The success of the Summer School was proved in a practical way by the number of people who joined as corresponding members on the spot '-the subscription rate for this is 5s. a year: the rate for schools is £1 a yearor 3d. a member. Further information may be obtained from the Secretary, Council for Education in World Citizenship, 11 Maiden Lane, London; W.C. 2. The Council's main aim is to link the childhood and youth of Britain, and of the world, to the ideal of permanent and enduring World Peace.

THE

HE Scottish Education Department's report on the educational life of Scottish schools from January 1, 1939 to December 31, 1940 gives a picture of affairs that, all things considered, might have been a great deal worse. Much more might have been written about evacuation, but the report is, in the main, content to show by inference how great the difficulties were. Of the 101,774 school children, accompanied by teachers and helpers, evacuated in the first three days of September, 1939, only 21,000 had not returned to their homes by June, 1940, and this figure was reduced to 12,500 by the end of that year. As a consequence of this return school air-raid shelters had to be got ready at a cost of nearly £1,000,000. It would appear that secondary-school education has suffered least of all, and that the lee-way is gradually being made up in respect of those elementary school children who had a greater or less period of no schooling at all. By December, 1940, out of 743,800 children on the school rolls, 566,500 were receiving full time education, 162,200 half-time, 13,500 less than half-time, and 3,600 no education. While precise figures are lacking, it is understood that there has been a great improvement all round in respect of half-time education, and a particularly great and much-needed improvement in the treatment of the 3,600 who were being deprived of any education. This has been accomplished in the teeth of the fact that a very considerable number of schools were requisitioned by H.M. Forces for their pressing needs in

some districts. The report, in brief, shows that the fundamentals of a sound education have been maintained in a way which few thought possible at the outbreak of war.

The Art for the People" exhibition which has been shown in various towns of Scotland during recent months came a few weeks ago to the National Gallery, Edinburgh. Run under the auspices of the British Institute of Adult Education and assisted by C.E.M.A., it has had a very marked degree of success. In Edinburgh there has been associated with the exhibition a particularly lively set of meetings addressed by artistic and literary experts who have not been slow to take advantage of the opportunity given them. Mr. Edwin Muir, for example, raised anew in acute form the influence of Calvinism in Scottish art and literature. Mr. Stanley Cursiter, Director of the National Gallery, dealt about him in handsome fashion with the lack of any real co-ordination between the schools, the art colleges, and the universities. He raised many points of first-class importance, notably by his insistence that there should be in the art colleges differing kinds of training for those who were going into industry and the crafts on the one hand, and those who were going to be teachers on the other. But what intrigued his audience most was his vision of a gallery of art that would be not the repository of the works of the dead but a place where every kind of art would be represented not in perpetuity but in continuous (Continued on page 532)