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(Lond.). 3s. 6d. net. BLACKIE AND SON, LIMITED, 50 OLD BAILEY, LONDON, E.C.4 Last evening, at the hour we say "good-night,” I know not all the rest I know aright; All that she said and asked me clear doth seem; A KISS WITHIN THE CUP (I 9) I am no drinker, but, if thou wilt deign LOVE'S DRINK (I II) The cup is sweetly glad, for from it sips LOVE IN SPRING (I 18) Now bloom the crocus and narcissus fair, LOVE AND SLEEP (I 42) Thou sleepest, sweet Zenophile; would I lay, PERFUME ON THE VIOLET (I 44) Sweet scent to thee, giving it grace, I send, LOVE'S EXCESS (I 50) (Author unknown) Now to some other target, O Cypris, turn thy face: THE SCULPTOR OF SOULS (I 75) The sweet-voiced Heliodora fills my heart, HELIODORA'S GRAVE (XI 47) Tears for thee, Heliodora, tears from my heart that flow, Alas where is my cherished flower? Death plucked her in his lust To slay, and marred her fresh young bloom with his unhallowed dust. But I beseech thee, mother earth, who givest all men rest, To take her gently in thine arms and fold her to thy breast. * The references are to Mackail's 'Select Epigrams' II. MISCELLANEOUS ON THE DEAD IN AN UNKNOWN BATTLE (III 5) (Mnasalcas) These freed their country from her servile chains, Who here in dust and darkness shrouded lie: Their valour wins great praise and so remains Potent to nerve us for our land to die. Principals wishing to have their J. & J. PATON, EDUCATIONAL 143 CANNON STREET, LONDON, E.C. 4. Telephone: Central 5053. A Principles of Agricultural Instruction MONG the constituent Commissions of the International Agricultural Scientific Council, which held its first meeting recently in Rome at the International Institute of Agriculture, was included one dealing with the subject of agricultural instruction and education. It was attended by a number of officials and other experts representing most of the European countries, and an important outcome of the vigorous discussions that characterized the meetings was the establishment of certain definite principles corresponding to the well-marked divisions of the programme. It was generally agreed that agricultural instruction as such has no real place in the rural primary school, although in certain countries the subject has been added to the curriculum. The first consideration in primary schools must always be to give a sound general instruction along with the early training of character and habits, and it is only as naturally arising in this connexion that the children may be encouraged to observe the phenomena of rural life as it goes on around them, and to become acquainted with the simple principles of plant life and plant cultivation, mainly through the well-directed use of the school garden. The great importance of the school garden was stressed by more than one expert. It was pointed out that to carry out even so little effectively it was essential that the teacher should himself have some knowledge of agriculture and a real interest in country life. If this is ensured, there is no danger of that entirely urban bias which too often prevails in the rural primary school. In regard to post-school education, a valuable distinction was made between compulsory classes for pupils who have just left the primary school, and courses in agriculture held for older students who themselves apply for such instruction. It is obvious that the curriculum should be differently planned in each case, and in this connexion attention was directed to the work of the Cattedre ambulanti di agricoltura in Italy. These bodies arrange courses for adults on the crops or cultural methods especially applicable to the locality, while the younger students follow a simple course of eighty lessons on agricultural theory and practice. An interesting reference was also made to the organizations which have proved so successful in the United States, and in some other of the newer countries, namely, the Boys' and Girls' Clubs, in which young people, under the spur of a healthy rivalry, try for themselves methods of cultivation, small farm-stock breeding, &c. already well established and approved. It was perhaps inevitable that the description of these free open-air activities should have provoked the criticism in certain quarters that girls are more properly employed at that age in learning to cook, to sew, and to GERMANY manage a house. In any case, it is obvious that the organization of post-school education must necessarily vary with the stage of development reached by the country in question, and the practical wisdom of the Commission fully recognized this fact by making the necessary arrangements for obtaining full and precise information, in view of the next meeting of the International Council, alike on post-school rural education in general and on the training of young girls in rural or farm household management. A similar decision was made in regard to the vocational teaching of agriculture in the intermediate and higher schools in the different countries. In this connection mention was made of the need for some clearer understanding as to nomenclature and classification of schools, a constant stumbling block in any international discussion of educational questions. The report on agricultural education in preparation by the International Labour Office, the proofs of which are shortly to be submitted to the International Institute of Agriculture, should be of high value in this respect. In fact, there is every indication that a stage has been reached at which the essential variety of the problem of agricultural education is being recognized. It was well remarked by one expert that its organization should, in fact, vary not only according to nationality, but even in the same country according to the different agricultural regions. A further point of great interest to the onlooker was the particularly vigorous nature of the discussion provoked by the accounts given of the training of teachers of agriculture as organized in Czecho-Slovakia and Germany, and in certain other progressive countries. A preparation lasting nine years, finishing at the age of 26, and including five years in the high school, two of practical work on a farm, one in the Seminar or training college, and one year of probationary teaching, might be thought likely to daunt the aspirant for the profession, but one learnt as the discussion proceeded that in Czecho-Slovakia at least there are always more candidates than places, while the value of the thorough training is undoubted, and, moreover, gives the teacher a claim to emoluments equal to any to be obtained in the profession. Agriculture must be the interest not of a part only, but of the whole population of a country." The truth of this remark, made by a speaker at the outset of the meetings, was felt throughout the discussions, and it would seem that the linkage undoubtedly existing between any sound agricultural instruction and the training of character that makes for good citizenship is, as it were, the reflection of the fundamental dependence of human civilization upon a sound agriculture. Foreign and Dominion Notes In the Neue Erziehung for November, the editor, Paul Oestreich, with characteristic outspokenness, Many Happy announces his fiftieth birthday (New Year's Returns Day). To a genial advance refusal of all Glückwünsche, he adds an earnest appeal to his subscribers (including very many of his personal friends) to double their number. His paper, though nominally the organ of the League of Determined School Reformers (founded in 1919) is virtually (it is often said) Oestreich himself. But he has gathered able and fearless writers about him, and for all the "new" educationists who read German, the monthly eighty crowded pages are full of illuminating matter-fact and opinion. To one of the most distinguished of his colleagues, Herman Kölling, the November issue contains a warm personal sixtieth-birthday collective tribute, together with long extracts from a book on "The Country Teacher," by Kölling himself. Among the other contents are reformist articles on The Young Delinquent," "Froebel and Montessori,' An Austrian Village School" (as an instance of extreme badness), "A Training College Scientific School Journey," Soul Investigation" (an entertaining satire), and, " " A news lastly, an Epilogue to the Pestalozzi Centenary." paragraph (with striking editorial comment) deals with a mass meeting of teachers in Dresden in September, at which a resolution condemning the new School Bill (referred to in this column in November) was carried with practical unanimity-by 5,000 votes to 4. Some weeks later the Bill was defeated in the Lower Chamber (Reichsrat) by a narrow majority (37 to 31). This first rejection, however, is not final, and in due course the Bill will be taken to the Upper Chamber (Reichstag). It is now in Committee. Meanwhile the agitation against it in all progressive ranks is increasing. [N.B.-The Neue Erziehung is published by Hensel, Berlin, W. 30. Price 3.50 marks a quarter.] UNITED STATES In his address at the one hundred and seventy-fourth Opening of the Academic Year of Columbia University, Winged Words. that honoured veteran, Dr. Nicholas Murray Butler, spoke words which should travel far: "There still exists a widespread misunderstanding of the whole (Continued on page 42) |