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DALCROZE EURHYTHMICS

Vacation Classes, Rhythmic Movement, Solfège and Improvization, will be held January 5 to January 10 inclusive. Rhythmic Movement under the direction of Miss ETHEL Driver, L.R.A.M., Diplomée in Eurhythmics, the Solfège and Improvization will be under the direction of Mr. Ernest READ, F.R.A.M., Professor of Aural Training and Improvization at the Royal Academy of Music.

Prospectus on application to

THE DALCROZE SCHOOL OF EURHYTHMICS, 23 STORE STREET, LONDON, W.C. 1

THE SCHOOL OF DIVINE SCIENCE AND FELLOWSHIP, 16 Howitt Road, HAMPSTEAD, N.W.3 (Opposite Belsize Park Tube Station; 15 minutes from Oxford Street.) Miss SOPHIE NICHOLLS, M.A. Principal

This Centre and School is for the study of the Healing of "the mind, body and estate," through mental and spiritual understanding of the Principles of Christ.

SCIENCE OF LIFE

WINTER LECTURES
For TEACHERS and STUDENTS

Lectures on Practical Psychology and Spiritual-Mental Healing. These Lectures will commence on January 12th and be held every evening during that week at 8 o'clock.

The Fee for the Course of Lectures will be ros. 6d., and the first Lecture will be open to all.

The Lectures will deal with such subjects as : Principle underlying Thought. — Thought governing Success.

Action.-Freedom.—Health.—Supply.

And the Lectures will be given by:

Mr. LAWRENCE BEESLEY, M.A., late of Dulwich College.
MISS SOPHIE NICHOLLS, M.A., late of North London Collegiate
School.

Mr. DIMSDALE STOCKER, President of Hampstead Ethical Society.

Evening Lectures and Classes on Practical Psychology and Spiritual Healing, at 8 p.m., during Session.

Special Course on Practice of Spiritual Healing, by Mr. L. BEESLEY, commences on February 3rd.

For further information of the School and Classes also appointments -apply to the Secretary

GEO. M. HAMMER & CO., LTD.

CROWN WORKS, ST. JAMES' ROAD,

BERMONDSEY, LONDON, S.E. 16,

Manufacturers of

SCHOOL

FURNITURE

FITTINGS FOR ALL PUBLIC BUILDINGS

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GOSPEL OF S. LUKE (Preliminary Edition). By Rev. J. F. RICHARDS, M.A., and Rev. T. WALKER, M.A. 1s. 9d.

GOSPEL OF S. LUKE. By Rev. T. WALKER, M.A., and Rev. J. F. RICHARDS, M.A. 2s. 3d.

ACTS OF THE APOSTLES. Part II, Ch. 13-28. By Rev. W. H. FLECKER, M.A. 1s. 6d.

In passages where an improved text or interpretation demands a deviation from the Authorized Version, such as has been made in the Revised Version, a new translation is given, and is indicated by the use of a special type.

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HORACE. ODES, Books III., IV. By A. H. ALLCROFT, M.A., and B. J. HAYES, M.A. Each Book. *2s.

TACITUS.-HISTORIES, Book I. By F. G. PLAISTOWE, M.A., and H. J. MAIDMENT, M.A. Introduction, Text, and Notes. 3s. 6d. VERGIL.-AENEID, Book XII. By A. H. ALLCROFT, M.A., and F. G. PLAISTOWE, Μ.Α. *25.

HOMER.-ODYSSEY, Books XI., XII. By J. H. HAYDON, M.A., and F. G. PLAISTOWE, M.A. Introduction, Text, and Notes. 3s. 6d. XENOPHON. OECONOMICUS. By J. THOMPSON, M.A., and B. J. HAYES, M.A. Introduction, Text, and Notes. 6s.

* This Text contains a complete Alphabetical Lexicon.

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A Complete Catalogue of Class Books for the Cambridge School Certificate and Junior Local Examinations, will be sent post free on application.

University Tutorial Press Ld.,

HIGH STREET, NEW OXFORD STREET, LONDON, W.C. 2

THIS FREEDOM

To "BUREAUCRAT MINOR."

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Correspondence

Sir-It is always the donkey whose shoulders chafe. Let me remind you of one definite instance why we schoolmasters ask for "This Freedom." Many years ago, I had a clever little boy who could not draw. As he was both hard-working and conscientious, it was plainly not his fault. Accordingly, on one of the many forms which are the apple of the eye to you, I applied to you to grant him exemption from drawing. On your next visit, you referred to the matter. The solemn image that we all worship, that golden idol lovingly cherished in the most secret shrine of the private room of the Secretary to the Board of Education, would be found the next morning fallen to the ground and shattered to atoms, if she learned that any boy in England did not draw for at least one and a half hours per week, until he were 14." So the poor beggar had to grin and abide, consoled by the furtive permission to have a book at the drawing lesson, so long as he was busily engaged in drawing the moment he saw your face appear within his ken. So for several years he wasted one and a half hours a week on something that he could not do and never did do. To prove that he was no fool, I may say that he obtained a school certificate with second-class honours at 14-6, and a higher school certificate in his strong subject at 15-6. He is now reading for an honours degree in one of the ancient universities. The funny part of the whole matter is that your contribution to the income of this school would not, if it were a business, entitle you to a director's seat, though it might permit you to be one of those provoking shareholders who interject unpleasant remarks during the reading of an unsuccessful report.

I sometimes wonder why no candidate for a higher degree in education has yet presented a thesis on the average number of hours wasted per week in England, because schoolmasters have not "This Freedom."

Believe me, sir, yours obediently,

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I am glad to have the opportunity of replying to the gentlemen who have taken the trouble to comment on my article. First of all I must assure Mr. Bailey that I am neither by birth nor by descent a Scot, and that it gives me real pleasure to picture him chuckling over the Burnham Scales, or Mr. Gilson's eye twinkling as it lights on the framed copy of Regulations for Aided Schools" (if any) which I feel sure is on his desk. It would probably be a good thing if the eyes of officials twinkled a little more often. Nevertheless I still think that the question I attempted to deal with is quite an important one, and is so regarded by many educationists, perhaps even by Mr. Bailey and Mr. Gilson in their more serious moments. I can hardly believe that Mr. Gilson would allow himself to be wholly frivolous in the Forum, while if there are jokes concealed in a contribution from I. A. H. M. on this subject in a recent issue of Education then I fear I have missed them.

On the main question there is little in Mr. Bailey's point of view, as stated in his letter, from which I should dissent though he uses one or two expressions which leave me slightly uncomfortable. For instance, he says, " If freedom is asked for it must be conceded both to staff and pupils so far as may be possible." I should like to transfer the italics to the last six words. We all want freedom either for ourselves or for other people or for both, but the whole point at issue is how far it is possible to concede it and who shall fix the limits. If the headmaster does so for the staff and pupils, then why not the Local Authority for the individual schools and the Board for the Local Authorities, with such consultation between the parties concerned as may help to secure an agreed delimitation of functions. It certainly would be disturbing if traffic superintendents issued fresh rules daily, or if police on point duty attempted to drive passing vehicles. Is Mr. Bailey's point that Education Authorities really do these foolish things? If so those of us who are interested in the administrative side ought to do all in our power to help him to stop them in return for his concession that the function which

a Local Authority has to discharge is comparable with that of a traffic superintendent.

I am quite prepared to accept his view that if the finance of the school and its place in relation to other schools in the area (this must obviously include the general scope of its educational activities) are questions for administrative decision the matters of internal organization which he specifies should be left to the headmaster.

The whole difficulty, if there is one at all, seems to lie not in any difference as to the respective spheres of activity, or fields of influence as Mr. Bailey calls them, of teachers and bureaucrats, but in the tacit assumption by certain schoolmasters that within their spheres the educational minds will behave wisely, the administrative foolishly. As a matter of fact it is very unusual to see traffic policemen driving buses, but it is by no means so uncommon to see buses and other vehicles driven without due regard to the rules of the road or the well-being either of their own occupants or of other wayfarers. Such experience as I have of secondary education does at any rate suggest that there is a real danger of all the buses running on the same route and of the ships crowding into the same harbour unless the educational and administrative functions become complementary instead of antagonistic.

My sympathies go out to Rusticus Minimus' boy who could not draw, for I myself never could and never did, in spite of many hours for many years spent in the art room. But the school I went to took no cognizance of Boards or Local Authorities, so that art is not purely an administrative passion. It can, however, be made an interesting and valuable subject for many who have no technical aptitude, so perhaps in the case of the boy quoted by Rusticus Minimus as in my own the method of teaching was at fault.

I should require more evidence than has been given before I could agree that the present regulations of the Board or of Local Authorities unduly restrict the freedom of a headmaster to organize the work of his school within its prescribed scope. Perhaps the lack of evidence accounts for the absence of theses to which Rusticus Minimus refers.

I am afraid I must confess that the collection of statistics which Onlooker" mentions is an administrative craving. The Board seems to suffer from it to a greater extent than the Local Authorities. It may be some slight relief to him to learn that pressure is being brought on the Board to justify or abandon some of the returns it calls for at present.

In conclusion may I make a mild protest against a view, particularly prevalent among schoolmasters, that anything which makes for uniformity is bad, and for variety good. Under some conditions uniformity may mean economy and efficiency, variety mere vagueness. I have sometimes felt that what saps the vitality of schools is a type of uniformity due more to tradition than to administrative action. The rapid increase in the provision of secondary schools makes variety in aim and outlook essential if the products of the schools are to fit the requirements of the community. Even the administrative mind, I believe, recognizes this. BUREAUCRAT MINOR.

THE TEACHING OF ENGLISH

I should like to add a few remarks to the able article by Mr. Fowler in the December number of The Journal on the Board of Education's pamphlet on "The Teaching of English."

There is undoubtedly much in the pamphlet which will be useful to the English specialist, but some of the suggestions are too vague and indefinite to be helpful either to the young and inexperienced teacher or to the form master who teaches English among other subjects. Methods are proposed without any indication being given of the age of the pupil for whom they are intended; and little account is taken of the time at the disposal of the teacher of English.

Personally I am inclined to doubt the value of prose repetition on which some stress is laid (pages 4, 5, 12) and particularly of (Continued on page 36.)

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CCH

GEORGE G. HARRAP & COMPANY, LTD., will welcome a visit to their showroom where, undisturbed, teachers may examine their publications at leisure. They will, also, be represented at the Conferences at the University College, Gower Street, and the London Day Training College, Southampton Row.

39-41 PARKER STREET, KINGSWAY, LONDON, W.C. 2

such authors as are named on page 28; I should approve of repetition from the Bible on other grounds. I do not think that exercises in analysis should be "properly connected with the texts of the books read in class" (page 24), as, in my opinion, nothing is more likely to destroy interest in and appreciation of such books.

Is Scott " in a class by himself?" (page 16). Surely Thackeray and Stevenson are equally important as literature, and at least as interesting! There are, moreover, many historical novels and tales, such as those of Stanley Weyman and Conan Doyle which, if not perhaps of the highest literary merit, are written in sound modern English, and are profoundly interesting to smaller boys; these, too, have a certain value from the point of view of history. I also fail to see why "tales from Chaucer or tales from Shakespeare" (page 15) should not be read by younger boys, provided that they are well written.

I thoroughly agree with Mr. Fowler that Appendix III. (suggested prose texts for reading in class) should be adversely criticized. In the first place, I think we should all have appreciated a double list of prose works: one of texts suitable for rapid reading, in which valuable guidance might have been given; and the other of texts for intensive study. Appendices on poetry and drama would also have been useful, though perhaps it was assumed that poetry would be read mainly from anthologies.

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Secondly, with regard to the lists given, one would imagine that the authors are out of touch with the actual teaching of boys and girls of the ages named, and cannot therefore appreciate either their tastes or their capabilities. Many of the books are too difficult for pupils of the age named; many are deadly dull" to boys and girls in some instances even to teachers as well. There is in general far too much biography and travel; there is a notable absence of drama (such as Goldsmith or Sheridan). I should like to protest against the almost entire omission of contemporary work-prose and drama. Are not many modern authors as well worth reading as literature as, say, Darwin, Newman, or Cobbett? They are certainly of greater importance from other points of view. Perhaps other readers will give us the benefit of their experience in the use of prose texts; a really good selection would be of the greatest value.

Bristol.

F. J. RAHTZ.

"

Many teachers of English in secondary schools will agree with Mr. Fowler's criticisms, in the last issue of your Journal, of the list of "Prose Texts for reading in Class given in the Board's "Suggestions for the Teaching of English in Secondary Schools." He picks out five books which he considers ought to be read at a later stage than the Board suggests. One assumes that he intended these to be merely typical bad examples; certainly many critics would add a number of other titles to his own small list. Some teachers would go so far as to argue that the complete age category is based upon a higher level of general intelligence and outlook in secondary school pupils than is warranted by actual teaching experience in the schools.

But why has the Board included this particular list and no others? Of all the lists which might have been given this is the one which any specialist in English can readily compile for himself, and the differences between such compilations and that by the Board would be chiefly due to unessential differences of method, aim, and outlook. On the other hand, a list of modern prose for reading in class would have been welcome enough; for a mass of material exists and the Board's opinions would have been interesting.

Although the Board admits that drama suffers neglect, it states that no suggestions are needed, but gives no reasons for the statement. On the contrary, a list of modern plays for either class, or home, reading would be extremely useful; for many schools are beginning to read these and, again, the Board's opinions would have been helpful.

What I have written above applies with almost equal force to verse, classical and modern. Anthologies are taken for granted -and rightly so-but, once again, suggestions from the Board might have been useful, particularly for modern poetry.

I

know that at least two good anthologies of the latter are available; but the Board's dicta should have been included, for nothing approaching a concensus of opinion as to what should, or should not, be read has yet been reached.

In a word, the Board has given us a list which we did not greatly need; it has withheld lists which, as suggestions, many of us would have been pleased to see. Syllabuses in literature are legion; nearly every secondary school draws up its own. Modern prose, whether essay, drama, or novel, and modern verse constitute comparatively untrodden paths upon which the Board's opinions might have shed a somewhat badly needed light or so I think. J. H. ARNOLD.

St. Dunstan's, Catford.

May I be allowed to add a footnote to Mr. J. H. Fowler's criticism of the Suggestions on the Teaching of English in Secondary Schools"? That the pamphlet itself is an admirable piece of work will readily be allowed by all who teach English; there is very little in it which can arouse adverse criticism, though two minor matters seem to call for attention in addition to the question discussed in the concluding paragraphs of Mr. Fowler's review.

First, the makers of the pamphlet have with vague reservations pronounced a blessing upon the Report of the Joint Committee on Grammatical Terminology and its findings; it is recommended generally that the terminology used by all teachers of language in a school shall be uniform: surely this is dangerous ground whereon to tread if it implies our teaching "There are five cases in English: Nominative, Vocative, Accusative, Genitive, and Dative."

Again, in the method suggested for the detailed study of a poem it is recommended that passages should be carefully prepared by the pupils with reference to words and phrases, figures of speech, sentence construction, scansion, and structure. To the writer, at any rate, it seems wrong teaching so to discuss, so to dissect a thing of lyric beauty. Does the scansion matter, should it matter to the boy or girl who is reading Shelley's Skylark" or Tennyson's "Lady of Shalott"?

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But, of course, the major matter is that raised by Mr. Fowler, the question of the prose texts recommended by the Board. The list appears to have been most unhappily constructed, particularly so in its deliberate omission of novels, since the chief object of the prose work, especially in the lower forms, must be an encouragement of the story interest; success in English must depend more than anything else upon this early fostering of the reading habit, upon this even more than upon the detailed examination of prose passages. It is worth while considering in detail the recommendations of the Board, say, for the First Year ; excluding novels, there are few prose works really suited to the stage; the texts suggested are even here not fortunate, for narrative must predominate. "The Pilgrim's Progress" is an excellent suggestion if, but only if an abridged edition is useda point the Board does not stress-since the long didactic passages of the original would frighten the keenest first form reader; Don Quixote," too, is good, if again in selection; Lamb's Adventures of Ulysses," which by all expectation should be admirable, is really most unsuited on account of the surprising difficulty of the style in which the narrative is written ; certain present-day versions of the tale of Troy are much more appropriate. By far the best of the texts recommended, as far as the writer's experience goes, is Kingsley's "Heroes," really the very best of first-form texts, perfectly suited both in subjectmatter and in style for class work. The most serious omission from this section of the list is a collection of Old Testament narratives.

"

After all, what can the teacher of English expect actually to achieve with a first form in work at English prose? The timefactor is, of course, all powerful, since the maximum we can desire and rarely obtain is one lesson a week at prose-study. The work will divide into class-reading, and home-reading supplemented by one or two formal lessons or discussions. In my school such home-reading texts are available from the school library, (Continued on page 38.)

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An Offer of Interest!

The

Selborne Botany

By PERCIVAL J. ASHTON, Secretary and Extension Lecturer of the Selborne Society.

2/3

Illustrated with an exceptionally fine series of Photomicrographs and Photographs by WILFRED MARKS WEBB, F.L.S., F.R.M.S., J. J. WARD, F.E.S., HENRY IRVING, HUGH MAIN, and others; together with many Drawings. This publication is so arranged that it can be used both for Junior and Senior Students, three distinctive types being used throughout to distinguish (a) that which is essential for all students; (6) that which is intended for Senior students only; experimental work. The Illustrations form a unique feature, and for the first time a Botanical work of moderate dimensions intended chiefly for schools, is fully illustrated with photographs.

Men of the Pen

The Growth of English Literature

By F. A. GINEVER, B.A.

3'6

This book is divided conveniently into separate periods. A brief survey of the period forms an introduction to each section; this is followed by a short historical résumé of each reign which assists in maintaining the historical perspective of the various stages in the development of English Literature. A short pithy biography of each author is given with marginal notes referring to important events which may have influenced his writings, thus connecting in a striking manner the author with the time in which he lived. Typical extracts from the writings of authors are given which are in most cases well worthy of memorizing. The "Men of the Pen" has been written to meet the requirements of those who need a school text-book on General English Literature, and to provide material for practice in Dictation, Transcription, Paraphrase, and Composition.

George Gill & Sons have pleasure in offering to send you free specimen copies of either of these issues, with a view to adoption in your school; should the descriptions given above interest you.

GEORGE GILL & SONS, LTD.,

13 WARWICK LANE, LONDON, . E.C. 4

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