Mr. G. BROWN said there was no blinking the fact that the Commission proposed a new educational rate and that their promise of a fixed limit to the rate was illusory. This was shown by their proposal to give borrowing powers to the local authority. Was such a rate really necessary? The Commission had ignored or not gauged the agency of private schools. Mr. Acland's Bill fixed the maximum rate at d. in the £, the Commission at 2d., one penny of which would be applied to technical education. One penny in the pound would bring in £640,000, but, as it was left open to the local authority whether to impose it or not, £400,000 might be fairly taken as the maximum. Was it worth while to set up a new and costly machinery to raise so small a sum? He himself greatly preferred a system of Imperial grants. He noticed that the Commissioners had sought information from all foreign countries except the two which might have supplied them with a precedent-Ireland and Denmark.

Mr. SIMPSON failed to see why secondary education should be paid for out of the rates. He knew of many parents with an income of £1,000 a year who were sending their children to Board schools.

Mr. SERGEANT contended that there was nothing in the scheme of the Commission to authorize the local authority to raise any rate. The local authority could do nothing without the sanction of the central authority.

A

Mr. STORR greatly preferred a local rate to an Imperial grant. State grant must involve centralization and local control of State-aided schools.

Miss COOPER emphasised the difference between a municipal rate and a School Board rate. In the latter case the real governors of the town had no check on the extravagance of the Board. In her opinion our hope for the future lay in the development and expansion of local life.

Mrs. BRYANT thought there need be no fear of rates being proposed suddenly. Educationalists had to fear the laches rather than the overzeal of local bodies. The hand of the local authority was likely to be a much lighter and more yielding hand than that of the State.

Mr. KITCHENER pointed out that the limit of a 2d. vote would be fixed by Parliament and could only be altered by Act of Parliament. He urged on private schoolmasters the expediency of supplying information. As an Assistant-Commissioner he had found much difficulty in getting them to fill up simple schedules. He thought that an artizan or poor clergyman who wished to send his son to a school costing £6 a year might fairly claim a deduction of £2.

THE CRITERIA OF EFFICIENCY OF SECONDARY SCHOOLS. Mr. PINCHES, in introducing the subject, stated that in the last thirty years he had examined and reported on more than a hundred schools, varying from the Dotheboys Hall type, where the principal had offered him a bribe to assist him in forming an impartial judgment on its demerits, up to the best equipped of our modern schools. The first question to be asked was on what grounds schools would be required to submit to proof of their efficiency. The only tenable answer was, to enable parents to determine what school was best adapted for their children. Therefore, since the objects of parents were different, there must be no uniform type to which all schools must conform. Efficiency was a relative, not an absolute, term. The Commission had wisely determined to utilize all existing agencies. There would be no interference with private schools, but all schools desiring public recognition and a possible share of public funds would be compelled to submit to the same tests. These tests were threefold :—(1) material, in the shape of suitable buildings and plant; (2) personal, as concerning the qualifications of the head and his assistant; (3) educational, as evidenced by examination and inspection. Test (1) should not be taken to imply specially constructed buildings, but only proper ventilation, lighting, &c. Test (2) was more difficult to determine. A University degree was of itself no criterion. Test (3) may be of two kinds, either examination of the school as a whole, or submitting a fair proportion of the pupils to a public external examination, and of the two he preferred the latter, both as least costly and as not depending on the judgment of one individual. If this external examination were combined with inspection, it would afford a perfectly satisfactory criterion. In conclusion he pointed out the extreme difficulty of framing general rules for criteria.

not

Mrs. BRYANT demurred to the criticism that the Commission had not proved a deficiency of secondary schools. First, it was appointed for that object; secondly, it was the supply that created the demand, and it was only by offering education when at present there was none that they could determine the extent of the demand. This was the work, not of the Commission, but of the local authorities to be created by that Commission. Before discussing the criteria of efficiency she would point out the enormous advantage that would accrue to private schools by submitting themselves to public tests. If they satisfied these tests they would ipso facto become quasi-public institutions. There was one point on which Mr. Pinches had not touched-the finances of a school. She held that the accounts of every school, whether public or private, that desires to be recognised should be submitted to a public authority, not necessarily for publication. The Report did not go so far as this, but recommended that a public school should be required to submit to the local authority an annual state

ment of the salaries paid to all its teachers, and a private school of those paid to the assistant-teachers. This was a reasonable requirement and would certainly tend to raise the salaries of assistants. She considered leaving examinations an admirable and efficient test, but they should be supplemented by inspection. The inspection contemplated by the Commission was wholly different from that of elementary schools and of a very general kind (see page 306). If the teacher was a sort of angel, as he was imagined at meetings like this, the inspector must needs be an archangel, and there were not enough archangels to be had at a reasonable price to enlist a staff capable of judging the work and methods of the individual teachers, but a less exalted personage might with profit go from school to school, comparing the general features of each school and giving useful advice and counsel. This was what was done by Dr. Garnett for the technical Board schools in London and by the superintendents in the United States. After all, the main test should be the external examinations, such as the Locals and the London Matriculation, for which the senior pupils of a school were entered. One advantage of this was that it cost the school nothing, as the fees were willingly paid by parents. In addition to this there should be once in three years a general examination of the school.

In the discussion that followed strong protests were raised by several private schoolmasters against the obligation to submit their accounts to any public authority. It was also pointed out that the results of the Local examinations were illusory, as some schools sent in whole forms, others only picked pupils. Mrs. Bryant explained that she did not advocate the submitting of accounts as a compulsory measure; and the abuse it was designed to remedy, the underpaying of assistants, would be lessened if not cured by a register of teachers.

The proceedings closed with a vote of thanks to the Chairman, proposed by Mr. Sadler.

HEADMASTERS AT THE MANSION HOUSE.

THE annual general meeting of the Incorporated Association of Headmasters was held on January 8 at the College of Preceptors, and on January 9 at the Mansion House. The business on the first day was mainly of a formal and non-contentious character. The Council and the various committees presented their reports, and asked the meeting to adopt them; and these reports, which form quite a considerable volume, prove clearly the almost phenomenal activity of the Association during the past year.

The working of the two scholarship committees was briefly explained by Dr. Scott. He pointed out that the scheme had been considerably extended and had gained increasing confidence. Twelve County Councils and about forty other scholarship-awarding bodies had availed themselves of the examinations, and over six thousand candidates had presented themselves. The Major Scholarship scheme is not yet fully developed. The Literary Branch has so far been untouched. It was proposed and approved that the committees should be merged in an independent "Joint Scholarship Board." This body, which will in future conduct the Minor, Intermediate, and Major Scholarship Examinations, in accordance with the scheme inaugurated by the I.A.H.M., will include representatives of all educational bodies, Universities, County Councils, and teaching associations.

The adoption of the new Science Syllabus was moved by Dr. Draper (Merton), who quoted the approval of several scientists and science teachers. The principle of this syllabus is that physics and chemistry are taught pari passu from the beginning.

The necessity of a Press organ is so obvious that little argument was needed on the part of Mr. Bendall, who chiefly explained the details of the proposal. The Technical World is to be adopted, and the title changed to Education: Secondary and Technical. It was stated also that the Assistant-Masters' Association was prepared to unite in the scheme.

Mr. Hinton, the Honorary Treasurer, was able to report a satisfactory balance-sheet, with a substantial sum on the profit side. As the meeting agreed without one dissentient voice to double the subscription, it is clear that there will be ample funds to develop properly the work that is being done.

Dr. Scott, on accepting the office of Honorary Secretary for another year, received an enthusiastic ovation. He alluded in forcible terms to the action of the Headmasters' Conference, which has "had to eat its own words" and admit that there is no reason why headmasters should not be members of both bodies. He prophesied that the Association would speedily absorb all that was worth absorbing in the Conference, and that it would “become an authority from one end of England to the other."

So far the business was formal. The eloquence of the speakers was reserved for the last motion on the agenda for this day. Our readers are already familiar with the wide-spread feeling of dissatisfaction which has been aroused in the West Riding of Yorkshire by the publication of

(Continued on page 158.)

PHILIPS' SYSTEMATIC
ATLAS.

An important Contribution to the Scientific Study of Geography, embodying the Latest Developments of the Principles and Methods of Geographical Instruction.

Edited by J. SCOTT-KELTIE, Assistant-Secretary, Royal Geographical Society; H. J. MACKINDER, M.A., Reader in Geography at Oxford; and E. G. RAVENSTEIN, Member of the Council of the Royal Geographical Society.

1. COMPLETE EDITION. Containing over 250 Maps and Diagrams, in 52 Plates, with an Explanatory Introduction, and Complete Index of over 12,000 Names. Handsomely bound in cloth, 155.

May be had either in Imperial 4to, with the Maps flat, or Imperial 8vo, with the Maps folded.

Specially adapted to the requirements of Teachers and Private Students.

2. SCHOOL EDITION. Containing 170 Maps and Diagrams, in 41 Plates, with Complete Index. Imperial 8vo, handsomely bound in cloth, ros. 6d.

Specially adapted to the requirements of Public Schools, Training Colleges, and Advanced Classes in Secondary Schools.

"Seems to me as useful as it is attractive, and to deserve to the full all that experts have said concerning it."-Rev. RICHARD LEE, M.A., Headmaster, Christ's Hospital.

Detailed Prospectus gratis.

PHILIPS'

PHILIPS' SCIENCE LADDERS.

Uniformly printed in Crown 8vo, and profusely Illustrated.

By Mrs. ARTHUR BELL (N. D'ANVERS), Author of "Heroes of North African Discovery," "Heroes of South African Discovery," &c.

The SCIENCE LADDERS form a Series of Text-Books of Elementary Science, written in simple language and copiously illustrated. Their author, convinced, by considerable experience in teaching young people, that it is a mistake to burden their memories with a vast accumulation of facts, the true significance of which is unexplained, has dealt with causes rather than results, with general laws rather than individual cases.

THE WORLD.

Containing 72 New and Specially Engraved Plates, with Statistical Notes and Complete Index. By E. G. RAVENSTEIN, F.R.G.S., Hon. Fellow of the Geographical Societies of Edinburgh, Amsterdam, Lisbon, and Frankfort-on-Main. Neatly bound in cloth, with rounded corners, size when closed 64 by 4 inches, 5s.; or in French morocco, gilt edges, 7s. 6d.

The National Observer says:--"To bring together, within the compass of a volume hardly larger than an ordinary Church Service, some seventy-two Maps of the World, together with Statistical and Geographical information, the whole guaranteed by the high authority of so expert a geographer as Mr. E. G. Ravenstein, and procurable at a moderate price, is an undertaking which could hardly fail to commend itself to the English public."

VISUAL ARITHMETIC FOR

JUNIORS. Arranged for the use of English
Schools by JOHANNA WULFSON, from the Original
Work by Dr. FR. RITTER VON MOCNIK. Demy
Evo, boards, IS.

Special Features of this Book are:1. It contains only exercises, and no explanations which are of little use to pupils.

2. The method is so gradually and systematically developed that it cannot fail to be understood.

3. It leads to independent work both at home and at school.

4. The vital connexion of the four simple rules is showr, by which means the pupils are enabled to add and subtract correctly and quickly, to learn the tables thoroughly and with ease, and to grasp their application to division.

5. The continuous repetition of exercises in varied form for to acquire fluency and correctness it is necessary to reproduce and repeat until the pupils are able to answer without the least hesitation.

6. It contains a great number of exercises in mental arithmetic, to precede those to be written. HINTS AND SUGGESTIONS ON THE TEACHING OF VISUAL ARITHMETIC. By JOHANNA WULFSON. Demy 8vo, boards, is.

I O

I O

I O

Forms." Third Edition. Bound in cloth.... No. 8.-"Flowering Plants." [In preparation. |

With an Introduction by T. R. ABLETT. 25 Plates, beautifully printed in Colours, with full Instructions. Oblong 4to, net, 5s.

"A series of exercises which are admirably graded, and which take the young pupil from a simple stroke to the painting of easy flowers. Every stage is carefully indicated and illustrated, and the instructions are so clear and simple, even if used by the youthful amateur without a teacher, the book cannot fail to give excellent results."-Glasgow Herald.

FABLES FOR LITTLE FOLK. A Series of Nature Stories told in simple language, and specially suited for the Kindergarten. Crown 8vo, cloth, Is. 6d.

"In the hands of a capable teacher the fables would not only be a source of much good for our little ones, but also of much profit. Every infants' mistress will, therefore, do well to order it at the earliest possible opportunity."-Infants' Mistress.

BOTANY LESSONS FOR YOUNG CHILDREN. BY DORA PEARCE. Illustrated. Fcap. 8vo, cloth, Is.

"A very nice little easy book to teach from and excite intelligent interest in nature."-Guardian.

THE CIRCULAR TABLET. A Connecting-Link in Froebel's Series of Gifts. By E. E. LAWRENCE. Published for the Council of the Froebel Society. With 21 Full-page Plates. Demy 4to, boards, 2s. 6d.

FORM BUILDING. A System of Kindergarten Drawing from Copy and Dictation. By a LONDON HEADMISTRESS. With numerous Plates, some in Colours. Demy 4to, boards, 2s. Ed.

Davies' Notes on I. Samuel. New Edition.
With Map and Examination Questions O
Davies' Notes on II. Samuel.
Do. Do. I
Davies' Notes on St. Matthew. Do.
Do. I
Davies' Notes on the Acts.
Do. Do. 1
Davies' Manual of the Church Catechism. Do. o

Davies' Manual of the Book of Common Prayer 1 "The Notes are very full, and the matter is so arranged as to render great assistance to the student."-Scholastic World.

English History:

Davies' Manual of the History of England,
from Edward the Confessor to the Death of
King John (1066-1216)
Morgan Owen's History of England and Wales,
from the Roman to the Norman Conquest
(B.C. 55-A.D. 1066)
Haughton's Student's Summary of the Prin-
cipal Events in English History. Second
Edition. With Notes and Index. Crown
8vo, cloth...
Haughton's Student's Summary of English
History without Notes. Fcap. 8vo, cloth... I
Haughton's Shilling Summary of English His
tory, containing Principal Events, Dates,
and Tables
English History for Schools. By John Cur-
now, LL.D. Adapted for Candidates pre-
paring for Examination

Brewer's Outlines of English History, con-
taining all that is absolutely necessary for
Elementary Examination

Geography:

2 O

2 O

5 O 6

I 0

2 6

... 0 6

No. 9. Australasia and Polynesia Philips' Atlas for Beginners. New Edition, containing 60 Physical and Political Maps and Diagrams. Size, 9 in. by 71⁄2 in. Philips' Young Student's Atlas. 36 Maps. Size, 134 in. by 10% in. With Index. For Senior Students 36 Philips Student's Atlas. 48 Ancient and Modern Maps, with Index. Size, 11 in. by 7 in. 7 6 Philips' Comprehensive Atlas. 42 Modern and 18 Ancient Maps, with Index. Strongly bound. Size, 11 in. by 7 in. Philips' Cambridge Outline Atlas. Containing all the Outline Maps required for Junior and Senior Students at the 1895 Examination

10 6

I O

Mr. Assistant-Commissioner Laurie's report. This feeling was warmly voiced by several speakers who gave a number of instances-amusing except for the school immediately concerned-of Mr. Laurie's recklessness and inaccuracies. Two instances must here suffice. Mr. Laurie says: "A fair number of girls pass on to the girls' department of the Grammar School." The headmaster replies: "There is no girls' department of the Grammar School." Again: "The teachers themselves have not been at any University." Reply: "There are five graduates on the staff." There is no doubt that Mr. Laurie's report is a brilliant piece of criticism, and much of it is thoroughly in accord with the efforts which the I.A. H. M. are making to improve the profession. But its publication in a Blue Book was unfair to the schools concerned. It was explained by one of the Commissioners that this particular report was entirely unedited, and was printed just as received. A special committee was appointed to draw up a suitable protest on the subject.

In the evening some two hundred members dined at the Holborn Restaurant; and the success which seems to attend all the meetings of this Association was well sustained by the happiness and brilliancy of the after-dinner speeches.

The meeting next morning at the Mansion House began with Dr. Wormell's presidential address. It is impossible in this brief space to do justice to a speech so eloquent and so full of information. Dr. Wormell analysed and compared the work done by School Boards, County Councils, the Charity Commissioners, and the Science and Art Department. He proved the necessity for immediate legislation, pointing out that the greater the delay the more the difficulty increased. Some slight opposition was made to the motion that the Report formed a satisfactory basis for legislation. Apparently the opposer was afraid for the future of religious teaching in schools; but he alone voted "No."

The central and local authorities of the Report were next discussed; and the resolutions drafted by the Council met with some adverse criticism. There was evidently some fear in the minds of many members that the proposed constitution of the local authority might introduce the religious difficulty, which has been so disastrous in School Boards. The meeting finally agreed to approve of the proposed functions of the new authorities, but did not approve of their formation; and also decided that the local authority should not have the direct management of a secondary school as governing body.

Mr. Swallow's eloquent speech on the subject of registration and representation of teachers was greeted with hearty applause; but it needed all the persuasive powers of Dr. Fry, Dr. Scott, and others to

GEO. M.

induce the meeting to accept "training" as a qualification for registration. The register should consist, so it was finally decided, of secondary teachers only, duly qualified with reference to intellectual capacity, teaching capacity, and training; and this register should constitute the electoral roll of the profession.

Other resolutions followed connected with details of the register, and then the meeting adjourned to luncheon in the Egyptian Hall, on the invitation of the Lord Mayor.

After lunch a very handsome silver tea and coffee service was presented to Dr. Scott in recognition of his work as Hon. Secretary. Dr. Scott made in reply a powerful and interesting speech, in which he pointed out that the schools with which they were connected represented the brain of the nation, instancing Sir Henry Irving, Sir Walter Gilbey, and Sir Edward Clarke in support of his statement.

In the afternoon was discussed the very important question of "overlapping. Mr. Howlett gave an exceedingly full and detailed account of the overlapping that now exists, both of schools and of authorities. The temper of the meeting was strongly opposed to the encroachment of School Boards on the province of secondary education. It was clearly a question of pocket; but when Mr. Marshall hinted that what they feared was competition he was met by indignant cries of "No, No."

Mr. MacCarthy poured oil on the troubled waters by pointing out that all praise was due to those School Boards which, in the past, had tried to fill up the deficiencies in secondary education arising from the apathy or ignorance of secondary schoolmasters. But, now that secondary schoolmasters were awakening to a sense of their responsibility, it was fair that a limit should be put to the work of School Boards.

Some discussion arose as to the extent of the proposed inspection of schools. Jealousy of interference was, of course, shown by some members, but, on the whole, the meeting cordially accepted Dr. Poole's motion that inspection should be entirely distinct from examination, and should include the following particulars only-sanitary conditions, school premises, apparatus, and staff.

The final resolutions were moved by Dr. Fry, and carried without much discussion: viz., that external examinations are strongly in need of correlation and simplification. The meeting then broke up, after having got through a most praiseworthy amount of work in a most satisfactory and business-like manner. It is clear that the leaders of the Association will be in the van in all forward educational movements, and it is also clear that the main body of members, in spite of slight restiveness and anxiety, will, in the main, give their loyal support.

J. W. L.

Co.,

English.

A School History of English Literature. By ELIZABETH Lee. Lecturer in English at the Streatham Hill High School for Girls. With an introduction by E. K. CHambers. In 4 Vols. Fcap. 8vo, cloth, 1s. 6d. each. Vol. I., From Chaucer to Marlowe. [Ready Immediately. Higher English: A Course of English Study for Middle and Upper Forms. By DAVID CAMPBELL, Rector of Montrose Academy. Cloth, 1s. 6d.

Lower English: A Course of English
Study for Lower Forms. By DAVID CAMPBELL.
Cloth, Is.
Selections for Paraphrasing. Col-
lected by W. MURISON, M.A., Head English
Master, Aberdeen Grammar School.
Milton's Paradise Lost. Book III.
Eaited by F. GORSE, M.A. Cloth, Is.
Scott's The Lay of the Last
Minstrel. Complete. Fcap. 8vo, cloth, s.;
Cantos I.-III., cloth, qd.; Cantos IV.-VI., 9d.
Macaulay's Armada, Ivry, Battle
of Naseby. Paper Cover, 2d. ; Cloth, 3d.

Battle of Lake Regillus.
Cloth, 3d.; Paper Cover, 2d.

THE WARWICK SHAKESPEARE. Richard II. Edited by C. H. HERFORD, Litt. D. Cloth, 1s. 6d.

Julius Cæsar. Edited by A. D. INNES, M.A. Cloth, is.

Henry the Fifth. Edited by G. C.

MOORE SMITH, M.A. Cloth, is. 6d. Macbeth. Edited by E. K. CHAMBERS, B.A. Fcap. 8vo, cloth, rs.

A Midsummer Night's Dream. By

the same Editor.

[In the Press.

Classics.

Cæsar's Gallic War.

Books I., II., V. & VI. Edited with Introduction, Notes, Exercises, and Vocabularies, by JOHN BROWN, B.A. With Map, Illustrations, and Plans. Cloth, Is. 6d. each.

Stories from Cicero. Edited with

Introduction, Notes, and Vocabulary by A. C.
LIDDELL, M.A. Cloth, 1s. 6d.

Stories from Ovid. Edited with Intro-
duction, Notes, and Vocabulary, by A. H.
ALLCROFT, M.A. Cloth, 1s. 6d.
Selections from Phaedrus. Books
I. and II. Edited for Junior Forms, by S. E.
WINBOLT, B.A. Cloth, Is.

The Story of Aeneas. Selections from the Aeneid, with a continuous narrative in English. With Introduction, Notes, and Vocabularies. By A. H. ALLCROFT, M.A. Part I. (Aeneid I.-VI.), with many illustrations (from ancient art). Cloth, 25. Latin Stories: Short Selections from the best prose authors. By A. D. GODLEY, M.A. Cloth, Is.

Latin Unseens: Junior Section, paper
3d.; Senior Section, paper, 6d.
Horace's Historical and Political

Odes. Edited, with Historical Introduction and
Notes, by the Rev. A. J. CHURCH, M.A. Cloth,

2s. 6d.

Classics-continued.

Latin Prose of the Silver Age:
Selections: Edited by C. E. BROWNRIGG, M.A.
With an Introduction by T. H. Warren, M.A.,
President of Magdalen College, Oxford. Crown
8vo, cloth, 4s. 6d.

A Classical Compendium: being a
Handbook to Greek and Latin Constructions. By
C. E. BROWNRIGG, M.A. Cloth, 2s. 6d.
Hints and Helps in Continuous
Latin Prose. By W. C.
WALTERS, M.A. Cloth, 2s. 6d.
Xenophon's Anabasis.

FLAM TEAD |
Book I.
Edited, with Introduction, Notes, an Appendix on
Greek Constructions and Vocabulary, by C. E.
BROWNRIGG, M.A. Cloth, 1s. 6d.
Greek Unseens, in Prose and Verse.
Junior Section. Selected by A. C. LIDDELL, M.A.
Paper, 4d.

Modern Languages.

French Tales for Beginners. With Vocabularies. By MARGUERITE NINET. Illusi trated. Fcap. 8vo, cloth, is.

French Stories: for Junior and Middle Forms. Edited by MARGUERITE NINET. Cloth, IS. 6d.

Readings in French.

GUERITE NINET. Cloth, 1s. 6d.

By MAR

A Modern French Reader: Interesting Extracts from Contemporary French. By J. J. BEUZEMAKER, B A., Examiner to the College of Preceptors. Cloth, Is.

French Unseens for Junior Forms. Selected by D. S. RENNARD, B.A. Paper, 3d. French Unseens for Middle Forms. Selected by E. PELLISSIER, M.A. Cloth, Is.

French Unseens for Upper Forms. Selected by E. PELLISSIER. Fcap. 8vo, cloth, Is. 6d.

A First French Course. By J. J. BEUZEMAKER, B.A. Cloth, 1s. 6d

Fleur de Mer. By PIERRE MAËL. Edited by J. BOIELLE, B.-ès-L. Cloth, rs. French Irregular Verbs, fully conjugated, with Notes and Appendices. By MARCEL ROSEY. Paper, 6d.

Historical Sketch of French Literature. By MARCEL ROSEY. Cloth, Is.

A First German Course. By A. R.

LECHNER. Cloth, Is. 6d.

German Unseens. Passages in Prose and Verse. Selected by D. S. RENNARD, B.A. Junior Section, paper, 4d.

MODERN FRENCH TEXTS. Voyages en Zigzag. By RODOLPHE TOPFFER. Edited by ASCOTT R. HOPE. Cloth, rs. The Siege of Paris. By FRANCISQUE SARCEY. Edited by F. B. KIRKMAN, B.A., Lincoln College, Oxford. Cloth, Is.

history and Geography.

THE OXFORD MANUALS OF ENCLISH HISTORY. I. The Making of the English Nation, B.C. 55-A. D. 1135. By C. G. ROBERTSON, B.A., Fellow of All Souls College. Fcap. 8vo, cloth, is.

II. King and Baronage, A.D. 11351328. By W. H. HUTTON, B.D., Fellow and Tutor of St. John's College. Fcap. 8vo, cloth, Is. V. King and Parliament, A.D. 16031714. By G. H. WAKELING, M.A., Fellow of Brasenose College. Fcap. 8vo, cloth, 1S.

A Summary of British History. With Appendices. By the Rev. EDGAR SANDERSON, M.A., Cambridge. Cloth, Is.

bist. & Geog.—continued.

A History of the British Empire. By the Rev. EDGAR SANDERSON, M.A. Cloth 2s. 6d.

Man on the Earth: A Course in Geography. By LIONEL W. LYDE, M.A., Examiner in Geography to the Oxford Local Examination Board, College of Preceptors, &c. Fully Illustrated. Cloth, 25.

Blackie's Descriptive Geographical Manuals. By G. W. BAKER, M.A. No. 1.-Realistic Elementary GeograCloth, phy. Taught by Picture and Plan. Is. 6d. No. 2.1

The British Isles. Cloth, 28. No. 3.-The British Colonies and India. Cloth, 25. (except the British Isles).

No. 4.-Europe

Cloth, 25.

No. 5.-The World (except the British Posses.
sions). Cloth, 25.
In Preparation.
The Geography of the British Empire.
Complete. Cloth, 35. 6d.

Layng's Euclid: Euclid's Elements of
Geometry. With Notes, Examples, and Exercises.
Arranged by A. E. LAYNG, M.A. BOOKS I. to
VI., with XI., and Appendix; and a wide selection
of Examination Papers. Cloth, 3s. 6d.
BOOKS I. to IV. in one vol., 2s. 6d. BOOK I., IS.;
II., 6d. ; III., Is. ; IV., 6d. ; V. and VI., together, 1s. ;
XI., Is. 6d.

KEY to Book I., 2s. 6d. ; to Complete Euclid, 5s. Preliminary Algebra. By R. WYKE

BAYLISS, B.A. IS.

Deschanel's Natural Philosophy.
AN ELEMENTARY TREATISE. By Professor A.
PRIVAT DESCHANEL, of Paris. Translated and
Edited by Professor J. D. EVERETT. Cloth, 18s.
A Text-Book of Organic Chemis-
try. By A. BERNTHSEN, Ph.D. Translated by
GEORGE M'GOWAN, Ph.D. Cloth, 7s. 6d.
Heat and the Principles of
Thermo-dynamics. By C. H. DRAPER,
D.Sc., B.A. With many Illustrations. Cloth,
4s. 6d.
Hydrostatics and Pneumatics. By
R. H. PINKERTON, B.A. Fully Illustrated.
Cloth, 4s. 6d.
The Student's Introductory Hand-
book of Systematic Botany. By JOSEPH
W. OLIVER. Illustrated. Cloth, 4s. 6d.
Theoretical Mechanics.

PINKERTON, B.A. Cloth, 25.

By R. H.