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and other stranger students in the social life of the university and in sports. The smaller the proportion of Scottish students whose social life and surroundings was purely academic, the more important it was that this life should be intensive. The Trust therefore had done all it could to encourage the development of the system of hostels at university seats. The Students' Union, the residential hostels, and the sports field are the bulwarks of academic esprit de corps, and all those had the hearty sympathy of the Trust. Long live the Carnegie Trust!

Τ

IT appears that the Free State Ministry of Education

Secondary Education in the Free State.

is not satisfied with the results of the new syllabus of education for the Intermediate Certificate Examination, which has been in operation for the past three years. It "has had under consideration the desire of many secondary schools to make provision in their curriculum for such subjects as classics and foreign modern languages in addition to the subjects at present prescribed, and the difficulties which, under the present regulations, they experience in making such provision." Only five subjects are necessary for a pass in this examination. The best schools find no difficulty in teaching six or seven or even eight, but a large number do not attempt to go beyond the five and complain that the above-mentioned subjects are being excluded. The position is all the more serious in that Irish is one of the five. There is no doubt a difficulty, and the five subjects do not form a sufficiently wide basis for a sound secondary education. The Ministry could certainly have found a better solution than the one it. proposes which can scarcely be welcomed on educational grounds. It is a matter of common knowledge that the present standard required for the Intermediate Certificate is not a high one; and under the new proposals it will be lower. Instead of taking five subjects, a pupil may take six or seven. If he takes six it is suggested that he should pass on four at the present standard, and in the two others pass on a lower course to which he will have given half as much time and the standard of which will be half as high; if he takes seven he need only pass on the present standard in three, and on the lower standard in four. Surely this is the encouragement of smattering. It had also been proposed that science should be compulsory in 1930; this is now abandoned. Instead of science, history, and geography, or a third language besides Irish and English may be taken. There will also be a lower course in science. It is safe to say that science will disappear from many secondary schools.

THE

HE Irish Free State is extending, by compulsion, the use of the Irish language. It is well known that it is only in some counties in the west of Ireland where the Irish language is in ordinary use The Irish Gaeltacht. on any large scale. The policy is to maintain this use, to encourage it, to make it exclusive in this district which is called the Gaeltacht, and then gradually to extend this exclusive area until it covers the whole Free State. This may be an extreme way of putting it, as many supporters of the Irish language scarcely contemplate anything more than a bilingual country, but it is the extremists which urged the Government to appoint the so-called Gaeltacht Com

mission, and the Government has issued a White Paper, in the main endorsing its findings. The administration of the State schemes in the congested districts, which correspond to the necessitous portion of the Gaeltacht, is to be entrusted to one Parliamentary head, and the Executive Council will co-ordinate departmental activities in relation to the growth and spread of the Irish language generally. Meanwhile there are some difficulties. The majority of judges, barristers, solicitors, registrars, and other court officials cannot transact business in Irish. The Government is therefore of opinion that no person now under the age of 16 should be admitted to the legal profession without a knowledge of Irish. Other difficulties arise from the fact that in actual practice Irish speakers cannot be found for post office employment, or even for the civic guards, recruiting from the Gaeltacht being "very disappointing." Nor despite all efforts has even one Irishspeaking battalion been raised for the Free State Army. But difficulties exist to be overcome, and in fifty years' time we shall see what we shall see.

SIR

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IR C. G. ROBERTSON, Principal of Birmingham University, delivered last month a lecture on Education and Business to the Belfast Rotary Club. To begin with, he said, those who were running a university were engaged in conducting a big business, and were always glad to learn from business men. In Great Britain the nation had to be a business community, and a business community depended on education. Education could not be cheap; and if the business world had to pay for education, it was entitled to see that it got the right quality. What was the right quality? It was quite clear that the development of the modern world required the introduction of more science into industry. Otherwise we should be beaten by our competitors in the United States and in Germany, and the story of the aniline dyes would be repeated. These countries regarded education as an investment, and in the United States it was a poor year when the universities did not receive several millions in gifts. The investment would not yield returns perhaps for twenty years, but the returns were certain. The universities could not turn out business men; they could not give technical training. But they could do for business men what they do for doctors and lawyers and other professions; they could teach principles and lay foundations. They did not claim what was absurd, that everybody who went into business should have a university education, but they did claim that as it was essential for the country that the highest grades of the Civil Service should be recruited from the universities, so the men who were to go to the top in business, in organization, in selling, or manufacturing, or marketing should have a university education.

Education and

Business

in Belfast.

THE Oxford English Dictionary, otherwise known as the New English Dictionary, is at last complete, and the publishers-the Oxford University PressThe Oxford English Dictionary.

announce that the last section will be issued in April. Congratulations are due both to the University and its Press on this achievement, the completion of forty-four years of arduous labour, a monument of the collaboration of thousands of students

series of hostels for dominion and foreign students in London. London is at heart one of the most hospitable cities in the world, but it shows a curious indifference as to the conditions under which its visitors live. Readers of the biographies and autobiographies of the wise and eminent must often be impressed by the influence of lifelong friendships formed on the banks of Isis or Granta. It would be difficult to cite a single instance of an academic friendship formed in London affecting the course of history. There is a golden opportunity for a benefactor of imagination to preserve an oasis in the desert of blocks of flats which London is rapidly becoming.

Staff Representation.

THE demand of the Assistant Masters' Association for the representation of assistant masters on the governing bodies of secondary schools is a reflection on the professional plane of important developments in industrial organization. Our schools will not obtain the best services of the teaching staff if the teachers are treated merely as paid servants, outlanders, with no voice in settling the incidents of their service and the appointment of their colleagues. Possibly the most impressive thing about a school governing body is its title. Whatever importance may attach to the deliberations of these bodies, the contribution of a representative of the teachers, with direct knowledge of working conditions, must enhance their effectiveness. Not less significant would be the indirect effect of this reform in raising the dignity and sense of responsibility of the teaching profession." Old prejudices die hard," the A.M.A. remarks in discussing the question, “but

throughout the world. Let us not forget the service of the Philological Society in planning the work, and of those great editors, Murray, Bradley, and Onions, generous friends of every seeker after information on linguistic questions. There are 414,825 words in the dictionary, over 500,000 definitions, and 1,827,306 illustrative quotations statistics almost astronomical. This cathedral of learning, consecrated to our great language, will in future require constant repair. For the moment, it is a rare privilege to watch the placing of the last pinnacle.

Cambridge

FROM
ROM the statistics published by the Cambridge
Review of scholarship awards at Cambridge, it
appears that classics still remains the most favoured
subject, accounting for seventy of the
Scholarships. 214 scholarships and exhibitions
awarded. Mathematics has forty-four,
natural science thirty-nine, history thirty-four, and
modern languages twenty-three. The leading public
schools gaining these awards are Marlborough, nine (a
notable achievement); Winchester, seven; Birming-
ham, six; Rugby and Manchester, five each; Hailey-
bury, Bradford, Eton, Repton, Liverpool, and St. Paul's,
four each; Dulwich and Felsted, three each. Many
secondary schools throughout the country are repre-
sented in the list of schools obtaining one scholarship
each, proving the strong attraction of Cambridge,
notwithstanding the creation of local universities and
colleges, and the great diversity of callings offered by the
modern world. Trinity, St. John's, Jesus, and Caius
head the list in the number of these awards.

IT will cause no surprise that the plausible suggestion they can be overcome by persistent and tactful effort."

of the Departmental Committee of the Board of Education that the statutes of such a university as

London University Statutes.

London should be simple and few was soon falsified. With the best will to expedite their work, the Commissioners under the University of London Act, 1926, have not yet produced a second edition of the draft Statutes for the University. Questions of great public interest, such as the appointed area of the University, are involved. The Chancellor of the Exchequer's promise that the Government will give some relief to the excessive burden of rates may lead to some re-organization of the heavy responsibilities of local authorities in respect of education. Why should not the country be divided into provinces for higher education, and the present local education authorities largely relieved of financial responsibility for this specialized work which they are. not specially competent to supervise, as Mr. Fisher admitted when he was President of the Board of Educa

tion? More generous provision of university scholarships for secondary school students is an urgent public necessity if full advantage is to be taken of the facilities for higher education.

MUCH discussion has taken place as to the future of the Foundling Hospital site in Bloomsbury. The opportunity offered by such a large vacant site in the middle of London is unique. For part of the site, the Shakespeare Memorial Theatre has been suggested as a possible use. Of greater interest to educationa! readers is the proposal of a Cité Universitaire, and

Foundling Hospital Site.

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UNDER the title A Review of British Educational

Quotation and Comment.

Comment As made by William Rice," the Educational Review, of New York, refers to the Duchess of Atholl's presidential address to the Educational Science Section of the British Association, published in our issue of October last, together with our leading article upon it. For the information of our contemporary on the other side of the Atlantic we may point out that though Mr. William Rice is the publisher of The Journal, the editorial responsibility is in other hands. We should not ourselves think of attributing any comments in the Educational Review to the publishers of the Review, Messrs. Doubleday, Doran & Company, Inc., though mutatis mutandis that has been done in the reference to our note upon the Duchess of Atholl's address. It may also be worth while to point out that the words printed within quotation marks in our contemporary's digest, namely, "The political heads of the Board of Education rely on their natural wisdom and common sense rather than bringing any special knowledge to their task of acquiring any during their term of office," are in no way what was printed in our columns. Our experience is that most quotations are incorrect, and in the case of this one the sins of omission as well as those of commission are particularly misleading. We need also scarcely say that The Journal is not responsible for the two amusing sub-headings given by the Educational Review to the extracts from our columns, namely, " An Englishwoman on the White-Collar Appetite of School Children," and "Lay off Science till Morality Catches Up."

CAMBRIDGE UNIVERSITY

A Selection of Books Recently Published

A SHORT HISTORY OF WESTERN CIVILIZATION

By A. F. HATTERSLEY, M.A., F.R.Hist.S. Crown 8vo. 6s net.

"The author has sought to deal with that potent yet subtle reality which constitutes the background, both moral and intellectual, against which the modern man has to live his life. . . . To write such a book presupposes not only a breadth of actual knowledge, but also a power of correlation and a width of vision of no mean order. Suffice it to say that Mr Hattersley has succeeded in his task in a manner beyond all praise."-Education.

PALLAS ATHENE

A Book of Attic Greek Selected, with a vocabulary, by J. G. Worth, M.A., B.Litt. Crown Svo. With 4 illustrations. 3s 6d. This book is intended for those who have got just beyond the beginners stage and whose interest is stimulated by variety of subject-matter. Each of the extracts, however, whether in prose or verse, is long enough to have a unity of its own.

GREEK PROSE

COMPOSITION

By J. ARBUTHNOT NAIRN, Litt.D. Crown 8vo. School edition. 6s.

(Library edition, with the author's own versions of the passages provided for translation. IOS 6d net.)

"To say that this book is a fitting companion to Dr Nairn's earlier volume, Latin Prose Composition, would seem to be praise enough; but one can go further. There are many excellent manuals on Latin prose, written by men who are at once scholars and teachers; no book dealing with Greek prose seems to us as inspiring and stimulating as this... The whole is admirable, and should do much to revitalize the study of Greek."-The Spectator.

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PRESS

A POETRY BOOK FOR BOYS
AND GIRLS

Compiled by A. WATSON-BAIN. Crown 8vo. Part I,
Is 6d. Part II, 2s. Part III (in preparation), about 2s 6d.
Part I, designed to cover the period from seven to
eleven years of age, was published in October, 1927,
and was described by The Outlook as
far and away
the best poetry book of the year.' Part II, intended
primarily for pupils from eleven to fourteen, is arranged
on a somewhat different plan from Part I, its contents
being in sections representing the main types of poetry,
apart from the drama: Old Ballads, Modern Ballads
and Ballad Poems, Short Story Poems, Descriptive
Poems and Extracts, Lyric Poems. Part III, which
will follow shortly, is intended for pupils from fourteen
to eighteen years of age; and the three books will thus
cover the whole of the school age.

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By C. J. L. WAGSTAFF, M.A. New and cheaper (second) edition. With 181 text-figures. Demy 8vo. 5s.

The present work may be recommended as one of the best yet written on the subject. The mathematical sections are stated with particular clearness and conciseness; the sections on motors and on potential are good; while the examples, with answers, at the end of each chapter, are most helpful. The type is large, and both type and diagrams are beautifully clear throughout."-A.M.A.on First Edition.

KEY TO SPRAGGE AND SLOMAN'S LATIN PROSE FOR MIDDLE FORMS

By W. H. SPRAGGE, M.A. Crown 8vo.

4s 6d.

(Latin Prose for Middle Forms. Crown 8vo. 4s.) "This book forms an excellent introduction to continuous prose composition."-The Journal of Education on Latin Prose for Middle

Forms.

ELEMENTARY

DIFFERENTIAL CALCULUS
By G. L. PARSONS, M.A. Crown 8vo. 6s.

A companion book to the author's Elementary Integral
Calculus, designed for preparing candidates for the
Higher Certificate Examinations.

"Mr Parsons has produced an excellent introduction to the subject of differential calculus."-The Times Educational Supplement.

FETTER LANE, LONDON, E.C. 4

By J. RIGBY, M.Sc., A.I.C.

we consider how closely science is associated modern life, it is difficult to understand why mparatively unpopular subject in the Adult movement. Scientific discoveries and their provide not only comforts and luxuries but f the essentials of civilized life; and competent affirm that in these difficult days the chief = revival of industry in this and other European still further discovery and invention. pens the eye to a world of ever-increasing wonder; it gives increased power to the human is for other educational and religious influences a moral and ethical outlook that will prevent ion of this power to selfish or destructive ends ; hing but strengthen true religion, for surely rse can stand the fullest investigation: in short, Food for body, mind, and spirit. Yet the report ducation mentioned below* has to deplore the the period of investigation (1921-6) there has wth in the number of classes in natural science, the same period both numbers and apparent English literature and appreciation of music show considerable increases. Statistics quoted the University Extension Courses arranged by mbridge, and London Universities during the mennial period include 131 science courses out of 747, whilst for a similar period in the 'eighties 436 out of a total of 1,161-a reduction from =to 7 per cent in the last forty years. -oportionate reduction is evident in the number attending the science courses not only in the also in the London literary institutes. ence, obtained by the examination of eminent gaged in this kind of work, fully supports the and the Adult Education Committee definitely it is by no means sure that popular interest in great to-day as it was thirty years ago. In port Sir Richard Gregory is quoted as mainspecialization has extinguished the missionary generation of Huxley and Kingsley, with the science is commonly regarded as an esoteric ew unconventional naturalists, or as an agency ng not only man himself, but his soul also. powerful plea for a revival of the belief in the ence for both spiritual and material progress. case is made out in a leading article in Nature 1927), so that we may assume that the comlect of natural science has been amply proved. attempt to remedy this condition, which is

More

the Adult Education Committees in the ms, will have to consider all possible factors ave led to it. The reports, general discussion, students in London literary institutes, as es in the daily papers, lead me to suggest the among the more important contributory

1 distrust of science owing to War experiences, s to the net benefits accruing from its dishis is probably a temporary difficulty and s signs of diminishing importance.)

t of scientific and mechanical inventions, lfish exploitation which has led in many cases unemployment.

y on religious grounds to biology, geology, and s which introduce the theory of evolution. see attitude, though often in mild form, has d with.)

(4) Timidity on the part of many who are really terested but think that modern science has become specialized and technical that a non-trained stud cannot understand it.

(5) Actual scarcity of lecturers able to present up-to-d science in non-technical language and as a connected wh owing to the specialized character of degree courses training.

(6) Drift of the more able students to schools of tech logy and evening university courses of a vocational ch acter. (This applies particularly to younger and m ambitious students and is, of course, no real loss to scien

(7) Difficulty of getting text-books to cover the w field (without excessive outlay).

Readers will doubtless think of other factors bearing the case, but it is certain that syllabuses, teaching metho and propaganda work will have to overcome the abo mentioned difficulties if they are to be successful. It m be that a statement of my experience extending over fo complete sessions will assist in this end,

The following is a summary of work at a literary ins tute in the session 1919-20, when this movement v quite in its infancy, so that the course was in the nati of an exploration, and consequently covered a rather wi field.

SECTION I (MICHAELMAS TERM)-THE EVOLUTION OF T SCIENCE OF CHEMISTRY

"

We

After an introductory lecture on Our Wondert Century," in which typical romantic discoveries described, the development of chemistry was shown, frc its sources in ancient Greece and Egypt to the quantitati science of the early nineteenth century, in a series of twel lectures. Each lecture was associated with the name of great pioneer and something of his scientific biography w portrayed, whilst experiments, performed with apparat approaching the original simplicity, played an importa part. The gradual growth from simple to complex, historic order, enabled students without previous scienti training to follow the course without undue difficult The course included the Alchemists, Boyle, Hooke, an Mayow, Priestley, and other Pneumatic Chemists, Cave dish, Lavoisier, Dalton, Davy, Faraday, Liebig, Wohle and Dumas.

SECTION II (LENT TERM) - SOME MIRACLES OF PHYSICA SCIENCE

A very varied series of topics was included, the selectio having been made by the students at the closing lecture the previous term. The lecture subjects were :

(1) Flotation and the Submarine (Archimedes).

(2) Aeroplanes (Langley and the Wrights).

(3) The Motor Car.

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FRENCH BOOKS

by R. L. G. RITCHIE, M.A., D.Litt., & J. M. MOORE, M.A.

To be published in the summer

JUNIOR TRANSLATION

FROM FRENCH

Demy 8vo. About 3S 6d.

"This book deals with translation from French into English, from the beginnings up to the standard of the School Certificate Examinations. It requires no excuse. On the one hand no other such book exists, except our own advanced Translation from French. On the other hand the Examination Papers in French, which contain-and always will contain-passages for translation into English, are being attempted by candidates without any real instruction in the art."

64

Preliminary instruction is given in an Introduction embodying the experience we have acquired in examining many thousands of candidates at the School Certificate stage. In it we discuss the general principles and the special difficulties involved in translation from French, classify the errors most commonly made, and draw attention to those points in French grammar with which translation is most concerned.. The necessary practice is provided in eighty passages accompanied by Vocabularies and Notes. Systematic progress from the easier to the more difficult stages is ensured by exact grading of these passages. . . In order to show by concrete examples the difficulties which arise in translation from French and the ways in which they are practically met, we have written six Model Lessons. For Unseen Translation, i.e. translation considered as a test, material for practice is provided in the forty graded pieces of Section V. Here also the meaning of uncommon words is given, but the help of Notes is withheld. The Vocabulary at the end of the book collects all the words discussed."- -From the Preliminary Prospectus, copies of which may be had on application.

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TRANSLATION from FRENCH

Fifth Impression
Demy 8vo. 7s 6d.

A JUNIOR MANUAL

OF FRENCH COMPOSITION

Second Impression
Crown 8vo. 3s 6d.
Key. 4s 6d.

Press Opinions

"This is the best work on advanced French composition we have yet seen. . . . A thoroughly good piece of work." The Times. "All teachers of French composition should obtain a copy The . at once, even if they do not take advanced work. reviewer wishes to call attention especially to the model lessons, where are a full discussion of mistakes, various renderings and style, and to the model translations, both prose and verse."-The Educational Times.

"The compilers of this well-printed book show sympathy with the big boy or girl beginning to learn French, and restricted to reading matter such as fairy-tales and little stories of dogs and cats. All the extracts in this book are simple and intelligible, and at the same time possess general interest and literary value."-The Times Educational Supplement.

Press Opinions

of " JUNIOR MANUAL."

"Candidates who present themselves for examinations of the school and higher certificate standard need feel no qualms as to their likelihood of success if they know this manual from cover to cover. . . . But quite apart from the question of examinations, it is a real pleasure and mental stimulus to read through such a book. We expect to find the high standard of scholarship to which we have become accustomed in works by these joint authors-we are not disappointed."-Education Outlook.

A MANUAL OF FRENCH COMPOSITION

For Universities and the higher classes of Schools.

Seventh Impression

Demy 8vo. 7s 6d. Supplement, 6s.

Annotated Readings of 100 passages selected from the above.

IOS.

A JUNIOR

FRENCH READER

Second Edition

With a vocabulary and 4 plates. Crown 8vo. 3s 6d.

CAMBRIDGE UNIVERSITY PRESS, Fetter Lane, London, E.C. 4

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