The lakes of pitch, the icy torments studded through The splendours all we feel in you, and all the powers All hail, you sirens! all hail ! Chimeras hail! powerful Sorceresses! You avail, you alone avail The To give us or sweet or bitter, or dark or bright; You are the world's vital force and all its beauty, O words! you are of it the soul, the flame, the light. These verses, with their high poetic theme, their uneven metre and their tantalizing difference of meaning in words which would appear almost identical in the Italian and English versions, have been a difficult and extremely interesting test of the capacity of the translators. result has displayed great keenness on the part of the competitors to express the full meaning of the Italian lines; they have all worked hard and conscientiously, and it has been difficult to decide which version was preeminent. We have chosen "Copt" for the first place, because he has come nearest to the form of the original, and has best caught the sustained crescendo, which reaches its highest emphasis in the last line. He shares, however, certain misapprehensions of the Italian meaning with nearly all of the other competitors, and his use of the word vast as a noun has thrown a dark shadow upon his production. The meaning to be conveyed in the word patria in line four, has been a stumbling block to all the competitors. The English language is poorer for having no adequate synonym for this word so dear to the Latin heart. Our aspirations seem to have been satisfied by the adoption of the Teutonic home, better suited to our natural traits. We are cosy and not grandiloquent. But in this case the meaning expressed in patria, torbida e lontana, is that of the beginning of the race, as in Kipling's " dim red dawn of man." No one has expressed that idea, although Dane," Chardonne," Bramble,' "Als Ob," "A. K. N.," Crosby," and "Lacy" have come nearer to it than the others who have confined themselves to the thought of "home," "birthplace," "fatherland," "mother country," &c. " " In this context the word sphinxes is startling used as an invocation, although the literal translation from the Italian is quite correct. The impression caused by the use of that word in Italian is not the same as when used in English. The sphinx was adopted as a decorative motif by the artists of the First Empire in compliment to the Emperor's Egyptian campaign and as such, we, who with the peculiarly English affection for our enemies were so seduced by the Napoleonic legend, adopted it. The Italians ground under the heel of Napoleon were more occupied in getting rid of him than in acquiring his art and symbolism. Later, our own imperial course confirmed our thought of the sphinx as a concrete idea. Therefore in this translation the use of the expression sphinxes is infelicitous. We see a bleak stone image rising, preferably at sunrise, from a waste of tumbled sand. The Italian sees a vague dream-figure symbolic of all subtlety and knowledge. Chimera on the contrary has retained its quality of mystery in both languages, and Siren has acquired such everyday usefulness that it is of no more value than the word doorpost, and can be readily thrown into any phrase and at any moment. I regret that the references made by the competitors to the Candida rosa of Dante should be of a vagueness which suggests that a few minutes' study of Cantos 30 and 31 of the Paradiso would much enlighten them as to the meaning of the mystic flower. It represented a species of huge white amphitheatre, the centre of which was filled with flaming light, and upon the tiers of which sat in impressive holiness the blessed company of the Elect, ranged with that nice sense of the social and spiritual hierarchy in which Dante was so adept, and descending from the Blessed Virgin Mary at the top, attended by more than a thousand angels, to the comparatively insignificant but still entirely worthy figures of Dante's contemporary Florentine neighbours. This formed the great white rose from which all Paradise drew its light. We note that Als Ob" writes, "Might I suggest our having sometimes a piece of 'Old' French or German," and that " J. E. M." writes, "I should like to add my vote to those of your other contributors who desire a more frequent setting of Italian pieces, and why could we not sometimes have an English piece set (not verse but prose) to be translated into one of the other languages? Especially I should like one for French or Latin." A Prize of Two Guineas is offered for the best translation of the following passage from an article in the Berliner Lokal-Anzeiger. Wir sind Arbeitssklaven geworden. Unsere Not als Volk hat uns dazu gemacht; für niemand gibt es da ein Ausweichen. von zwölf Monaten lässt der Schraubstock der Pflichten uns im besten Falle auf einen Monat los, gibt uns die Arbeit an uns selbst zurück. Was kann man da besseres tun, als restlos aufzugehen in den Möglichkeiten dieser Tage? Was ist verzeihlicher, als dass wir diese Möglichkeiten für unbegrenzt halten-solange wir noch einigermassen instand sind? Für den Menschen von heute, allermeist den Grossstadtmenschen, sind Ferien keine Freizeit mehr. Die Rationalisierung des Lebens schliesst mit unerbittlicher Strenge auch die Ferien ein-für jeden, der die Verantwortung sich selbst gegenüber fühlt. Es steht ausser jedem Zweifel, dass das Berufsleben von heute -unser deutsches Berufsleben-nicht mehr mit den Zinsen unserer Kräfte auszufüllen ist. Es nagt am Kapital. Und für jeden, der nicht auf den gesundheitlichen Bankrott zusteuern will, gibt es nur eine Forderung: Kapitalsergänzung der Körperkräfte in den Ferien! Reserven auffüllen! Die Praxis sieht für jeden anders aus. Der Kopfarbeiter soll sich massige körperliche Aufgaben stellen, der Handarbeiter ausgleichende Betätigung suchen. Und jeder sollte den Arzt fragen, ob für ihn See oder Gebirge das bessere sei, Bäder, Trinkkuren oder Gymnastik. Experimente kann sich heute niemand mehr leisten. DUSTLESS & HYGIENIC SCHOOLS, &c. On all School, Laboratory, Library, &c., Floors and Linoleums of every description USE the unequalled FLORIGENE (FLORIGENE means FLOOR-HYGIENE) With over 25 years' unparalleled reputation. REGD. EARLY in the SUMMER VACATION for best results. It SAVES TIME, LABOUR and MONEY and is EASILY APPLIED It is IMPORTANT TO NOTE that one application of "Florigene" ALLAYS the DUST and "Florigene❞ also aids the prevention of sore throats and diseases, and is strongly recommended by Medical and other Experts. These sanitary, economic, labour-saving, &c., advantages are NOT attained by Sweeping-Powders THE "DUST-ALLAYER" co. 4 Vernon Place, Bloomsbury Square, London, W.C. 1 Contractors to H.M. Government, County, City and Borough Education Authorities, &c. Established over 28 years. Awarded Medal of the Royal Sanitary Institute and Certificate of the Institute of Hygiene.' LONDON (ROYAL FREE HOSPITAL) THAT BOOK YOU WANT! SCHOOL OF MEDICINE FOR WOMEN FOYLES have it, or will soon obtain it. 1,000,000 vols. SECOND-HAND AND NEW. (UNIVERSITY OF LONDON), HUNTER STREET, BRUNSWICK SQUARE, W.C. 1. Full Courses are arranged for the London M.B., B.S. Degrees, and the Examinations of other qualifying bodies, including the pre-Medical examination. Clinical Instruction is given at the Royal Free Hospital FOYLES, 119-125 Charing Cross Road, London, W.C. 2 (268 beds), and at the National, Cancer, Moorfields, Great SCHOOL BOOKS NEW AND SECOND-HAND. Free on application to GEORCE OVER (RUGBY) LTD., 22 Market Place, RUGBY. Ormond Street Children's, Elizabeth Garrett Anderson, and Appointments at Hospital and Medical School are open to students after qualification. Arrangements for Dental Students (Degree and Diploma). Scholarships, Bursaries, and Prizes, value £1,450, awarded annually. Residence arrangements for students. Prospectus and full information can be obtained from the Warden and Secretary, Miss L. M. BROOKS. FLORENCE E. BARRETT, C.B.E., M.D., M.S., Dean. Prize Essay Competition ENGLISH COMPOSITION Probably owing to pressure of work in schools at this season and the incidence of certificate and other examinations, the entrants for the June competition were fewer than at other times. But some candidates in former competitions again came forward, and some new schools were represented. The average attained over all was 52 per cent, considerably lower than one would have looked for. The composition was usually good, and in the best essays the language was accurate and incisive. In only a few was spelling weak, but the writing was occasionally hard to read. A notable feature of the essays that were given the highest marks was a fairly successful attempt at the logical division and treatment of the theme. Literary subjects were the most successfully dealt with, e.g. Shakespeare's women, his villains, and his humour. In these one noted that the writers instead of giving, as is too common, a mere catalogue of the various persons and their characteristics, put side by side, compared, and contrasted men and women with similar affinities. The range of the candidates' knowledge of the plays was wide, being by no means confined to those most commonly studied in schools. Nor was the criticism derived entirely from the commentators; personal observation and no little insight were often to be read between the lines. Genuine and discriminating appreciation was shown in the essay on Hardy's character as revealed in his poetry, and in the discussion of Wordsworth's “ Ode” and Keats's "Nightingale." The appreciation of Keats was very good, but some of the deeper things in Wordsworth were passed over. The average of this class of essays was 71 per cent. Essays mainly descriptive were as a class next in order of merit, the average being 62.7 per cent. The first place here, and indeed in the whole competition, was gained by the essay on Turner. The writer compared Turner with other great painters and laid a discriminating finger on the respects in which he excelled. Moreover, he was able to bring in with good effect comparisons between painting and the sister arts, particularly literature. This showed not merely wide knowledge, but unusual insight. His style was pointed and sometimes even eloquent, but devoid of fine writing. The character of old Pierre of Boulogne, the main portrait of another essay, was skilfully and vividly delineated. In "Gardens," logical development and apt illustration were striking and pleasing features. In the miscellaneous class of subjects there were three or four very good essays, though the average of the class was only 55 per cent. That on Nicknames was happily introduced and treated throughout with interest, and there was a pleasing variety and scope of illustration. Delightfully naïve touches enlivened “Things we remember," and reminded one a little of Charlotte Brontë. I The art of the potter" was somewhat disappointing, for while considerable knowledge of the history of the art was shown, and while importance was attached to continental and Oriental influences, modern scientific research and the spirit of art that has been introduced into modern pottery were overlooked, or at least omitted. "Changing modes of inland transit" outlined with much freshness of treatment the means of getting about from Roman times onwards, but stopped short of many of the latest improvements. A glimpse into the future" was original in setting, but somewhat limited in scope; George Burton," a sixteenth century lord of a manor in Kent, dreamed of the future of his district, instead of like Rip awaking after an age-long sleep to find how things had changed; but the guide of his dream might have shown him more than he did. another essay, the modern girl and her ways was stoutly proclaimed the superior of her Victorian counterpart. Perhaps, however, more justice was done to the former than to the latter type. The woods in spring " and " Life "" In in the open," both mainly descriptive, did not altogether escape conventional treatment. Anger " and Fate," risky themes for any but deft writers, while showing a certain degree of logical sequence scarcely rose to the heights of their great arguments; and in one there was some unpardonable misspelling. The essays were grouped as follows: Class I.-First Prize, Charles Henry Blake, Bristol; Second Prize, Evelyn G. H. Shepherd, London; Third Prize, Diana K. Wyllie, London; Molly Bygott, Hull; Margaret M. Geoghegan, Birmingham; Babette E. Stern, London. Class II.-Monica Snee, Hull; Kathleen A. Reed, London; Agnes Tucker, Beckenham; Stella M. Partridge, Warwick; Irene McConville, Hull; Gladys Hickman, Beckenham. Class III-Joan Harmer, Beckenham; Mary Green, Sale (Cheshire); Winifred V. Johnstone, Sale (Cheshire); Margaret Wheals, Herne Bay; Sybil Kirkpatrick, Herne Bay; Elvo D. L. Bach, Herne Bay. Essays for the next competition should be sent in early in October. On the outside cover of the essays should be written : 1. The candidate's full name in block letters; 2. The candidate's age; 3. The name and the address of the candidate's school; 4. A declaration signed by the head of the school that the essay is the bona fide unaided work of the candidate. On the left-hand corner of the envelope containing the essay (or essays) should be written "Essay," and it should be posted to: MR. WILLIAM RICE, "The Journal of Education and School World," 3 Ludgate Broadway, London, E.C. 4. HEALTH LECTURES IN PRISONS.-The People's League of Health is inaugurating a fresh series of health lectures in H.M. prisons and Borstal institutions in London and many parts of the country. Amongst those already arranged is a series entitled : The Laws of Health as Applied to the Person." This is being given in Bedford Prison by Mr. Eric Holmes, Mrs. S. V. T. T. Adams, and Dr. Leslie Harris. Sir John Collie, C.M.G., goes to Wormwood Scrubs, and will take as his subject: 'The Human Body and its Functions," and a series is also going on at Pentonville, which is being contributed to by Dr. Tom Jays, Mr. George Thomson, and Dr. G. Orissa Taylor. This book is intended for the Upper Forms of schools where geography is taught on modern lines. Its aim is to present the essential geographical facts of the world as it is to-day in reasonable compass, and to emphasize the interrelations of physical and economic factors. Exercises and questions suggestive of additional studies, necessitating independent discovery rather than mere reproduction of the formal lesson, are included. There are numerous maps, charts, and illustrations. Large crown 8vo. 6s. A GEOGRAPHICAL GRAMMAR By C. C. CARTER, M.A., Senior Geography Master, Marlborough College. This grammar aims to help students to substitute self-confidence and mental flexibility for unsystematic thinking, to reach a standard acceptable in middle forms, and to face tests such as that of the English School Certificate. The book is divided into four parts: I. Selected parts of land-forms, leading up to the world map of structure and relief, on which are based the structure and relief maps of the continents. II. Selected facts and principles of climate, which with the structure and relief maps are made to lead direct to Major Natural Regions. III. Some notes on Environment. IV. Drill in selected place-names on the structural and political maps of the continents. With Maps. Demy 8vo. 3s. 6d. Divinity THE RELIGIONS OF MANKIND By S. M. E. TROOD, M.A., History Mistress, Wycombe High School. An account of the growth of religious thought from primitive times, and of the great existing religions other than Christianity. It is designed for use in upper forms of secondary schools, for the purpose of stimulating thought and discussion and giving boys and girls a deeper understanding and appreciation of the Christian religion. 22 Berners Street, London, W. 1 2s. Scholarships, Official Notices, School Transfers, Partnerships, &c.— An extra fee of ONE SHILLING is charged on advertisements with OFFICE ADDRESS If a receipt is required for an advertisement under 10s., a post card or a stamped envelope must be enclosed. [Advertisers are reminded that "Letters addressed to INITIALS or to FICTITIOUS NAMES, or to a CHRISTIAN NAME without a SURNAME," at Post Offices are not taken in, but are sent at once to the Returned Letter Office.] All letters respecting Advertisements and Subscriptions should be addressedMR. WILLIAM RICE, THREE LUDGATE BROADWAY, LONDON, E.C. 4, to whom all remittances should be made payable. Orders and Cheques should be crossed, "The Midland Bank, Ludgate Branch." Postage stamps can only be received at the rate of thirteen pence to the shilling. Notice must be given of all remittances through the Post Office from abroad stating full name and address of the sender; and all Foreign Money Orders must be crossed for payment through a Bank. Date of publication of next issue will be found at top left-hand corner of front page. London: MR. WILLIAM RICE, LUDGATE BROADWAY, E.C. 4. Latin and Greek in School Statistics may look deceptive, and even an official report may give the wrong significance to this or that aspect of a case. So in directing the attention of our readers to a recently published report* we wish to comment upon no details, but to confine our remarks to the main principles which emerge very clearly from the inquiry. At first blush all seems to be well. Mr. D. A. Macnaughton, the Board's chief inspector for classics, concludes his report with the following words: "On the whole the outlook is distinctly encouraging; but while the quality and standard of Latin work in the average secondary school remain at their present level, there is no room for complacency. Improvement can only come with a more generous provision of time for the teaching of Latin, and above all with an increased supply of well-qualified teachers." But that last clause implies, as the details of the report show only too clearly, that all is very far from being well. And, of course, the quality and standard of Latin work" depend directly upon the kind of staff responsible for the teaching. Here lies the crux of the whole question of the future of the classics. This report is very frank about it: "The future of classical studies in the schools turns primarily on the ability and scholarship of the staff. At present the supply of well-qualified teachers has failed to keep pace with the enlargement of the field of secondary education and is plainly inadequate" (page 14); 57 per cent, we are told, of those engaged in teaching Latin and Greek" have no higher special qualification than the ordinary arts degree.' Quis custodiet ipsos custodes? We will do our best by declaring here and Board of Education Pamphlet No. 71. Memorandum on the present position of Latin and Greek in grant-aided secondary schools in England." H.M. Stationery Office. Price 9d. net. now that such a state of affairs is little short of a national disgrace. Surely our children deserve the best that we can give them! How long then are we going to allow more than half of them to be trained by second-rate men and women? They manage things better in Scotland. Says this very report, "The regulations of the Scottish Education Department require an honours degree in classics as a qualification of the principal teachers of Latin in secondary schools." All honour to Scotland! Why cannot England do likewise? Why need our report have to continue with such a sad admission as follows? "It will be obvious from what has been said of the dearth of fully-qualified teachers that the general attainment of a similar standard must be a gradual process in the English schools." Now we maintain that the most disquieting remark in the whole of this report—" while there is a considerable and increasing number of schools in which the Latin work is good, in the majority the quality of the work is either mediocre or weak (page 30) is the direct result of the facts that necessitate the above admission about the backwardness of England as compared with Scotland in its educational policy. Let us not deceive ourselves. If the question of the teaching of Latin and Greek in schools is to be answered in the affirmative, these facts must be changed; and changed they can be. What Scotland can do we can do. Otherwise we are dishonest with ourselves and unfair to our children who are entitled to a great inheritance. If to be brought up on the classics will have a broadening and ennobling effect on the young, it stands to reason that the effect will best be obtained if their education is directed by those who have themselves had such an education. But the man whose only qualification is a pass degree in arts is a man who knows nothing of the classics. To leave the teaching of classical subjects in such hands is really an act of idiocy, to which no parallel could be found in the commercial life of the country. If we are really a nation of shopkeepers, let us apply a little of our business acumen to our educational policy. When we do this we shall demand an honours degree in classics as a necessary qualification of those who are to be entrusted with classical teaching in our schools. This done, it is not an exaggeration to say that all the difficulties mentioned in this report will be well on the way to being solved. We shall be getting value for our money, and our children will no longer be being given stones instead of bread. Occasional ALTHOUGH, as we have more than once observed, we write with strict impartiality on political matters, we may, while recognizing very fully the services which Lord Eustace Percy The New has rendered to education, offer a President. hearty welcome to Sir Charles Trevelyan on his return to the office of President of the Board. When he last occupied that position he announced his intention of reversing the engines. It is probable, however, that the work of his predecessor has on this occasion made a certain continuity possible, and the differences which are likely to manifest themselves will probably be concerned less with ideals than with practical means of carrying them out-in other words, the Labour Government may feel able to spend rather more money. We have little doubt but that the school-leaving age will be raised to fifteen at the earliest possible moment, with maintenance allowances to parents, and that an attempt will be made to deal drastically with the worst cases of inadequate school buildings. All the friends. of the Hadow recommendations will watch anxiously for an indication of the attitude of the Government on the subject of post-primary education. We trust that a real start will be made in bringing the education of all children over the age of eleven under conditions not less favourable than those now obtaining in secondary schools, and that we shall hear no more of the disastrous policy of closing secondary schools and setting up central schools (under elementary regulations) in their place. To do all these things and at the same time check the supply of unqualified teachers would be to inaugurate a fine programme of reform. IN bringing forward this programme, their task should be the easier because of the strong representation in the new Parliament of those more or less directly connected with education. A good many of the old members are back again, including Mr. Morgan Jones, Mr. P. A. Harris, Mr. A. A. Somerville, Miss Susan Lawrence, Education in Parliament. Notes Mr. W. C. Cove, Mr. J. J. Withers, Mr. A. Shepherd, Dr. Graham Little and others. Among the new members who have had either teaching or administrative experience, or both, we find the names of Major Church (Central Wandsworth), Mr. James Marley (North St. Pancras), Mr. J. J. McShane (Walsall), Mr. Ralph Morley (Southampton), Mr. H. T. Muggeridge (Romford), Mr. W. S. Sanders (North Battersea), Mr. F. R. West (North Kensington), Sir Tudor Walters (Penryn and Falmouth), Mr. Chuter Ede (South Shields), Mr. H. C. White (East Birkenhead), and Professor Noel Baker (Coventry). It is interesting to observe that most of these names represent Labour gains, though it would be rash on this account to assume that the majority of teachers belong to that Party. While the social and educational aims of Labour do undoubtedly attract many teachers, we should say that on the whole the majority are still to be found among the adherents of the older Parties. This may be one reason why educational questions are to a great extent free from party politics. No educationist will regret this if he can look for steady progress whatever party may be in office. THE university elections produced some interesting results. Oxford, true to its traditional character, has again returned two Conservatives in Sir Charles Oman and Lord Hugh Cecil; but The University Prof. Gilbert Murray, the Liberal Elections: candidate, made a good showing. Cambridge likewise returns two Conservatives, Mr. G. H. A. Wilson taking the place of the late Sir Geoffrey Butler. At London, Dr. Graham Little's re-election was assured, but the Liberal candidate, Mr. W. T. Layton, improved the previous poll, owing presumably to the absence of a Labour candidate. Sir John Gilbert's small poll caused some surprise, as he came forward as the official Conservative candidate, and has a noteworthy record of public work. For the Combined English Universities, Sir Martin Conway (Conservative) was re-elected, and Miss Rathbone was |