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by Principal F. E. Drury (Brixton School of Building); and Technical Education for the Boot and Shoe Industry," by F. W. Roberts (Leicester). Principal Drury's paper had an especial interest since he added to it some suggestions concerning a scheme for the establishment of a national certificate (similar to those in operation for engineering, chemistry, &c.), for students of building. This important aspect of the examination question has, we understand, reached the stage when the Association of Technical Institutions, the Association of Principals of Technical Institutions and the Association of Teachers in Technical Institutions are to discuss the details of a scheme and to see how far other interested parties will co-operate.

Summer Conferences, Courses, and Tours

GEOGRAPHY AT FIRST HAND.-A summer vacation course for the study of the geography of the Mediterranean region is being arranged by the Educational Travel Association. The party

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will sail by a P. & O. liner on July 27 from Tilbury, and land at Gibraltar. The centre for excursions into southern Spain will be Algeçiras, the healthiest town in Spain." Visits will be made to Cordoba, Granada, Seville, and Cadiz, in addition to field-work in botany, geology, and regional survey. The party will cross to Tangier and make comparative studies of fauna, flora, and of human geography, on the southern side of the Straits. The first return party is due at Tilbury on August 16, though extensions are possible. Further particulars may be obtained by sending a 2d. stamp to The Secretary, E.T.A., co Cheshire County Training College, Crewe.

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SHORT COURSES FOR TECHNICAL SCHOOL TEACHERS.-The Board of Education has announced arrangements for the following summer courses: Engineering Science and Electrical Engineering at Oxford; Building Subjects (four courses), Textile Subjects, Methods of Teaching Dressmaking, Methods of Teaching Needlework, and Gas Engineering and Supply, at London; and Commercial Subject at Cambridge. The courses will commence during the third or fourth week in July, and continue for about twelve days. Application for entry to the courses must be made on Form 106e. U., on or before April 14.

STAGECRAFT AT CITIZEN HOUSE, BATH.-A summer school for producers, actors, members of the educational profession, leaders of institutes and others will be held at Citizen House from July 28 to August 11. Individual tuition will be given in all branches of stagecraft, and the production of both classic and modern plays will be undertaken by members in the indoor and outdoor theatres. Membership is limited, and is open to both sexes. Early application to the honorary secretary is advisable.

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FRENCH AT THE SORBONNE, PARIS.-A complete course of French study is announced for July 8 to August 21 or July 30 to August 27. The course consists of three parts: (1) Four weeks preparatory work with afternoon visits in Paris. (2) Thirty-six afternoon lectures (more advanced) on great presentday questions in literature, politics, and economics. (3) Eight days journey in small groups, East, South, or West France. The second course will only comprise the first two parts. All organization is under the direction of Monsieur Henri Goy, Directeur du Bureau des Renseignements Scientifiques, Sorbonne, Paris, to whom application should be made.

SOCIAL HYGIENE AT CAMBRIDGE.-The summer school of the British Social Hygiene Council will be held at Cambridge from July 26 to August 22. Membership is open to all interested in social problems, and full information can be obtained from the Secretary, The British Social Hygiene Council, Carteret House, Carteret Street, Westminster, London. The programme includes six lectures on the application of biology to human life, four lectures on the foundations of psychology, two lectures on the physiology of adolescents, and five evening meetings with discussions.

INTERNATIONAL BOTANICAL CONGRESS.-The fifth international congress will be held at Cambridge from August 16 to August 23, with excursions during the following week. Further information from the honorary secretaries, Mr. F. T. Brooks, 31 Tenison Avenue, Cambridge, and Mr. T. F. Chipp, Royal Botanic Gardens, Kew.

THE FROEBEL SOCIETY AND JUNIOR SCHOOLS ASSOCIATION.The sixteenth summer course is provisionally announced for August to August 22 at Queenwood, Darley Road, Meads, Eastbourne. Courses in handwork, needlework, country dances, eurhythmics, colour, school plays, among others are being arranged. Particulars and entry forms may be obtained from the Secretary, the Froebel Society, 4 Bloomsbury Square, London, W.C. 1 (stamped addressed envelope).

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EDUCATIONAL HANDWORK ASSOCIATION COURSES.-A preliminary announcement has been issued by the Educational Handwork Association of courses in handwork, physical training, games and athletics, and modern educational developments which are to be held at Scarborough, Bournemouth, and Aberystwyth, from July 30 to August 25. Full particulars may be obtained from Mr. H. Flather, 31 Silverhill Drive, Bradford Moor, Bradford (for Scarborough); Mr. H. F. Stimson, Caerleon House, Aberystwyth (for Aberystwyth); or Mr. H. F. Burrows, The Bungalow, Park Road, Lower Compton, Plymouth (for Bournemouth).

HOLIDAY COURSES FOR FOREIGN PUPILS.-Two holiday courses, each of three weeks' duration, ranging from July 16 to August 27, for girls and boys from 12 to 18 years of age, from other countries, have been arranged by a group of teachers at Beauvais, one and a half hours' journey from Paris. The courses will include exercises in phonetics and pronunciation, reading, and conversation, grammar, and the history of French literature and civilization. Monsieur Gaston Cahen, 6 Rue du Mont Capron, Beauvais, France, will be glad to furnish all necessary details.

ART AND COUNTERFEIT

Reviews

A Simple Guide to Pictures and Painting. By MARGARET H. BULLEY. (7s. 6d. net. Chatto & Windus.)

The "man in the street," it seems, needs educating to appreciate the difference between art and counterfeit : hence many able writers have produced books which purport to lead him to the right path. Among such writers Miss Bulley takes a high place. But it may be asked if the man in the street does in reality need this literary aid to appreciating works which should make their own independent appeal. When we read that “it is difficult for those who, from childhood, have liked pictures of a certain type to make the effort needed to appreciate types vastly different," we cannot help feeling some misgivings about this word "effort" and all that it implies. The value of a work of art does not consist in the accuracy with which natural facts or scenes are represented, but in the power of the work to communicate a state of mind," a profound truth, but to communicate to whom? Is the appeal to be only to those who have time and opportunity to make the effort necessary to receive it, or is it not rather the hall-mark of the greatest art that its appeal is universal.

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We ask ourselves these and similar questions when, as her custom is, Miss Bulley asks us to look upon this picture, and on this." But it is not perhaps the man in the street" who will read books of this kind. Their readers are likely to be those who have long since made up their minds on the points at issue; and to such Miss Bulley's work is full of attraction. Her chapter on design is as good as anything we have read on the subject, especially with reference to the part played by the third dimension. The approach to the discussion through "The Nine Visitors" is excellently planned. We cannot help feeling that it is ill advised to reproduce such works as the Picasso as examples of abstract painting. Not on the ground that the picture is lacking in representational qualities, but because we believe it to be entirely lacking also in design, or in any power whatever to communicate a state of mind." Further, we may agree that representational qualities are not necessary to a work of art, though personally we prefer them when the work is in a frame and not on the floor as a carpet, but we cannot take seriously a picture which, while entirely lacking in these qualities, has the impertinence to call itself Still Life." We are reminded of those vegetarians who, while disapproving of meat, make their nuts look like mutton cutlets.

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THE EVER MODERN SHAKESPEARE Iconoclastes; or, The Future of Shakespeare. By H. GRIFFITH. (2s. 6d. net. Kegan Paul.)

What is the position of Shakespeare to-day in the dramatic world of managers, producers, and audiences, and what will it be to-morrow? That is the question to which Mr. Griffith addresses himself in this latest volume of the

"To-day and To-morrow" series. His general reply is that Shakespeare is so besmirched and romanticized by liberal applications of a certain Shakespearean tradition that we never come into real contact with him. We are justifiably alienated by a tradition which emphasizes the antique in Shakespeare. There is a tendency to think of a classic as necessarily antique, whereas a classic is such only because it is perpetually modern, in that it is vitally true for every generation.

Anything that brings out the essential truth in Shakespeare, and makes it live before us, is to the good. Hence the success of performances in modern dress, and notably the performance of Hamlet at the Kingsway Theatre, where it was realized that of all plays, ancient and modern, Hamlet is the finest. In fact, the hope of Shakespeare on the stage must be in the direction of making him real to the present generation, though modern dress may be only one way of doing this. Shakespeare is great because he

deals more powerfully and accurately with human moods and passions than any other dramatist, and these moods and passions remain the same, whether he who feels or acts them wears a toga, a doublet, or a dress suit. But if he wears a dress suit according to our fashion, we recognize him more quickly as one of ourselves rather than as one of an antique but unconvincing world created by academes and pedants. One thing, at any rate, can be said for Mr. Griffith's contentions. Of late, archaeological and historical researches have grown enormously, and with that growth there is a tendency to see Shakespeare as he was seen by his contemporaries. We have fuller knowledge than ever before of the Elizabethan stage and of Shakespeare's England. This is excellent, provided we do not forget that it is not all. The scholar is interested in Shakespeare as an Elizabethan. The man in the street will enjoy Shakespeare only if Shakespeare means something to him as an interpreter of his own life and the life he sees around him in this twentieth century. Shakespeare can stand this test, as other great men can. Divest him of his traditional antique trappings, and he becomes for us greater than ever before, because we see him as he is.

WHERE PSYCHOLOGY AND MORALS MEET Character and the Conduct of Life: Practical Psychology for Everyman. By Prof. W. McDOUGALL. (Ios. 6d. net. Methuen.)

When William James' "Principles of Psychology" appeared, thirty-seven years ago, the reader of his famous chapter on Habit suddenly found himself, near the end of that chapter, switched off from scientific psychology to practical ethics. Most readers did not in the least disapprove of the jolt, partly because they very much approved of James' vigorous and stimulating style. But his brother psychologists shook their heads at his rollicking disregard of methodical procedure; and the fact that James' chapter was soon being preached from hundreds of pulpits did not diminish, but rather increased, their condemnation of so flagrant a confusion of the boundaries between science and morals.

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James dealt a smashing blow at the traditional atomistic and associationist psychology, and, with his stern determination to put abstractions in their proper place, and to stick to the concrete realities of the mental life, he gave a fresh orientation to the whole subject, in which effort he was joined by the brilliant but more sedately academic Dr. James Ward. Prof. McDougall may be said to have carried on the work of James to a further point, and always with the advantage that he is more systematic both in his thinking and in his exposition than was his great predecessor. He easily takes rank as one of the soundest and safest guides amid the rocks and shoals of recent psychology, or what passes for psychology. His last two volumes, on normal and abnormal psychology respectively, sum up his position as a scientific man expounding his science. those books he offers, so far as we remember, no practical advice on the conduct of life. Not, however, because he has none to offer. But he has reserved it for the book which lies before us. His native sanity and wisdom, joined with the results of his long-continued studies of human nature, have enabled him to produce a book which is, we believe, unique as a combination of accurate knowledge, sound sense, and moral earnestness. The broad results of his previous studies are taken for granted or concisely stated, and their application to the practical problems of conduct is the main theme. The chapters addressed to parents, to young people, to girls and boys, to young men and women, to wives and husbands, are all excellent, and we say this with conviction although we do not always agree with the author. Preachers and teachers should make acquaintance with this book, and then make it known to whom it may concern. It ought to reach a very large public.

Minor Notices and Books of the Month ECONOMICS

A Survey of the Social Structure of England and Wales as Illustrated by Statistics. By A. M. CARR-SAUNDERS and D. CARADOG JONES. (10s. net. Oxford University Press.) It may seem absurd to write enthusiastically of anything connected with statistics, but one reviewer at least has found this handsome volume as interesting as a novel. The aim of the authors has been " to present a coherent picture of some of the more important aspects of social life in this country so far as they can be illustrated by statistics." Their tables, eightytwo in number, are drawn from official and other authoritative sources, and are interpreted with a clarity and distinction of style and a strictly scientific impartiality, enlivened by touches of delicate humour, that make the book intensely readable. The subjects dealt with include population in its various aspects, housing, occupation and industry, social status, the national income and national wealth, trade unions, education, insurance, poverty, crime, social services, mental deficiency, etc. But this bare outline gives little idea of the wealth of material that the book contains, and of its value as a work of reference (though it is not primarily intended as such). It is a notable contribution to the science of sociology which no student can afford to neglect. The Economics of Everyday Life: A First Book of Economic Study. By Sir T. H. PENSON. Part I. (4s. Cambridge University Press.)

In this new edition of a well-known text-book, first published in 1913, the section on Money has been rewritten to bring it up to date. Sir Henry Penson is one of those too rare writers who have a marked gift for explaining economic matters clearly and intelligibly to beginners, and the value of his book to elementary students is increased enormously by his plentiful use of really helpful diagrams, tabulations, and typographical devices.

A Synopsis of Mercantile Law: For Commercial Students and Business Men. With Notes and Statutes. By A. CREW. Assisted by H. INFIELD and C. G. AUSTIN. Fourth Edition (Rewritten and Revised). (7s. 6d. net. Butterworth.) An excellent handbook for commercial students and business men. A quarter of it is occupied by a chapter on the law of contract, rewritten by Mr. Infield. The appendix contains questions from various commercial and professional examinations for 1927, and there are tables of statutes and cases, a glossary of legal phrases, and a complete index. Principles of Accounts. Part I. General Principles of Double Entry. By Dr. J. STEPHENSON. (3s. 6d. Pitman.)

A carefully-prepared text-book on book-keeping, with abundant exercises, examination papers, worked examples, and a glossary of terms used in accounting. The book is well suited to the requirements of the more elementary examinations,” and its low price is a further recommendation of a very serviceable volume.

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The Heart of Socialism: Letters to a Public School Man. By H. S. SALT. (Is. Independent Labour Party Publication Department.)

One of the most interesting features of this book is that it is written by a member of the "upper middle class," who has himself been educated at a public school and at one of the older universities. He writes with irony and good humour. For example, he makes excellent play out of Bernard Shaw's distinction between doles pleasant and unpleasant. He shows up the absurdity of some Tory platform utterances about Socialism, but, like all strong party men, he leaves it to others to show up the equal absurdity of certain utterances about capitalism. The book is interesting and stimulating. But educationally it is not the book we were waiting for. It is propagandist rather than educational in our sense of the term. To win our approval, a book on elementary politics must be as impartial as a book on elementary history. The latter is not very common: still less the former.

The Romance of English Trading. By S. A. WILLIAMS. (2s. 9d. University of London Press.)

A useful little book by the Principal of the Westminster Day Continuation School, tracing the history of English trade from the middle ages to the present day-fairs, markets, gilds, overseas commerce, the great trading companies, and methods of transport-with illustrations and many quotations from contemporary writers.

Cordingley's Guide to the Stock Exchange: Being an Explanation of Every Mode of Speculating in Stocks and Shares, and Illustrating the Manner in which Transactions are carried out. By W. G. CORDINGLEY. (2s. 6d. net. Effingham

Wilson.)

A new and revised edition of a particularly useful little handbook for the amateur speculator. Though scarcely to be classed as an educational book, it will serve to give clear and concrete form to the somewhat hazy notions of students as to Stock Exchange practice and terminology.

England's Treasure by Forraign Trade: Reprinted from the First Edition of 1664. By T. MUN. (3s. net. Blackwell.) The Economic History Society has rendered a service to students by reprinting Mun's famous book in this convenient and attractive form. It includes text, dedication, and facsimile title-page and imprimatur, but no editorial apparatus.

The Rise of British Commerce: An Introduction to English Economic History. By K. G. LEWIS and N. BRANTON. (3s. 6d. Pitman.)

There was a real need for this sound and up-to-date economic history for beginners. It presents the essential facts in a clear and straightforward manner, and deals more fully with the later centuries than with the medieval period. The arrangement is topical rather than chronological, and there are separate chapters on factory legislation, trade unions, the poor law, agriculture, and banking. The summaries at the end of each chapter are a useful feature of the book, and there are plenty of test questions.

Introduction to Business Economics. By J. STEPHENSON. (3S. 6d. Pitman.)

A useful elementary book on business structure and organization by a well-known commercial teacher. It is well provided with diagrams, facsimile documents, and examination questions. The Elements of Costing. By G. R. GLOVER and R. G. WILLIAMS. (5s. Gregg Publishing Co.)

BABY WEEK CHALLENGE SHIELDS.-The National Baby Week Council, which awards annually two Silver Shields for the most effective local baby week campaigns, has announced the results for 1927. The Astor Challenge Shield, which is reserved for competition among the great towns, has been awarded to Northampton Maternity and Infant Welfare Voluntary Association. The William Hardy Challenge Shield, reserved for smaller areas, has been won by a remarkable campaign held in the villages of Cambridgeshire. This campaign was organized by the Cambridgeshire Federation of Women's Institutes. This being the third year in succession that Northampton has won the Astor Challenge Shield, the trophy now passes into the permanent keeping of the Northampton Maternity and Infant Welfare Voluntary Association.

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MUSIC IN SCHOOLS.-The problem of music teaching in schools is a difficult one, and although we have gone a great way since the days of music as an extra for fee purposes, the general level of culture in music is not high in Great Britain. casting music of various styles will ultimately have some effect but Mr. Ronald Cunliffe, who contributes an article on "The Extent of School Music to the March issue of the Dominant, is not content to wait for this. He says that recent developments in school music, such as orchestral classes, gramophone lectures, and so on, will have no real effect. Then he sets out what he considers might be expected by a cultured parent as a result of a school music course of six or seven years. First of all, a music course lasting to the end of the secondary period should give a working knowledge of song literature, just as a general education of similar duration is expected to impart a knowledge of English literature. It should also give a general idea of the history of music, at least from 1600 onwards, and of the orchestra. There should also be some general musical information and, in the better schools, the knowledge and practice of one instrument. Here are definite requirements, and, as Mr. Cunliffe says, the chief obstacles to music courses giving such an education are shortness of time devoted to music, lack of money for material, and scarcity of the gifted type of teacher. He might also have added the antipathy of many children, which puts the subject on a rather different platform from literature.

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EDUCATION

Then and Now. By C. M. HORTON. (2s. 6d. net. The St. Catherine Press.)

This little book contains some of the addresses given to the girls of Tremarth School, mainly on such general subjects as Happiness, Self-control, Conversation, Autumn; a few are connected with the War, and others are on religious topics. All show good sense, sound judgment, and a spice of humour, and may well be used by headmistresses as models for further talks to girls, as well as by the old girls of the school who will love to remember the inspiration of the spoken word. Columbus-Undergraduate. By J. A. BENN. (6s. London : Benn. Philadelphia: Lippincott.)

Mr. Benn writes on the basis of a unique bit of experience, for from Harrow he proceeded for a year to Princeton, before entering Cambridge for the three years which are usually continuous with school life. The intervening year enabled him to establish very direct comparisons between American and English ways-from a most interesting undergraduate standpoint. Like all wise travellers, he is not content with observing the facts; he seeks the reasons that lie behind the facts. He is ever anxious to avoid insular and superficial judgments. We are not sure, however, that he has avoided the fallacy of speaking for "America." There are so many different Americas within the forty-eight States, that few Americans, and no Englishman, can speak confidently of "America "-at any rate in matters educational. Within his limited field of observation, however, Mr. Benn is very suggestive. He tells us with obvious sincerity what he actually saw and heard, and how he, as an English youth, reacted to the situation.

Secondary School Curricula. By Prof. W. L. UHL. (IOS. net.

New York: Macmillan.)

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England and America have much to learn from each other as regards the aims and methods of secondary education, though unfortunately the fact is not commonly recognized on either side of the Atlantic. Broadly speaking, our strength lies in thoroughness, and their strength lies in comprehensiveness. Of course, Prof. Uhl, of the University of Wisconsin, writes as an American. He also writes as a professor of education, and as such he is determined not to let us off lightly. He begins with "primitive curricular practices for the adolescents among such folk as Congo cannibals and the native tribes of Central Australia, and he takes us curricularly through the ages to the end of the nineteenth century. Then follow chapters of criticism and construction, in which the positions taken up by the writer are often backed up by the results of statistical investigation. We have many books which deal with special branches of secondary school curricula. We have few which deal, in anything approaching a scientific way, with the problem as a whole. Prof. Uhl's book is a valuable attempt to supply a general and critical treatment.

Educational Theories. By Sir JOHN ADAMS. (6d. Benn.)

Many years ago Sir John Adams (then a simple Professor) wrote a small Primeron Teaching which has had, we believe, an enormous and a well-deserved sale. Here is another small book, sold also at sixpence. It is not likely to have so great a sale as its predecessor, because it does not make a similarly popular appeal to teachers of all sorts. But any reader, whether professional or lay, who wants a general idea of the fruits of educational thought down to the present time, will find it here. He may not always agree with the writer-e.g. he may prefer to think that "the span of education" is becoming more and more the span of human life-but he will be interested and edified. Education in a Democratic World. By E. DE WITT BURTON. Edited by H. K. WILLOUGHBY. (15s. net. University of Chicago Press. London: Cambridge University Press.) This book is much more than a formal memorial of a distinguished president of the University of Chicago. By common consent of all who knew him, President Burton was a man of real moral greatness-a man of clear vision, high ideals, and intense convictions. The first and longest of the ten addresses which the book contains puts the reader in possession of Burton's democratic faith, not only for America, but for the world. His experience with the China Educational Mission of 1921-2 enabled him to take an enormously wide outlook. The other addresses are for the most part applications to university and college problems of the principles enforced in the first.

Teaching the Social Studies. By Prof. E. Dawson and Others.

(8s. 6d. net. New York: Macmillan.)

This book aims at the correlation of the various studies which

concen

which have formed mankind, psycholo the mind and character, economics a concerned with the organization of mar story of his progress from savagery to the philosophical study of all aspects There are chapters on each of these s experts in each case, and more general cl on the purpose, curriculum, and the tea comprehensive subject. The book is on publications which show the strong desi of the nation for intelligent citizenship.

Measurement in Secondary Education. E (10s. 6d. net. New York: Macmi Measurement by means of standardi so rapidly in America that it is diffici themselves up to date. Prof. Symonds' to high school teachers; it is simple, number of tests of various kinds are d and there are two very useful append computations a model of clarity--an addresses of the chief American forms

Economic Life and the Curriculum. By

New York: Macmillan.)

Curriculum Making in an Elementary: the Elementary Division of the Lir College, Columbia University. (8s. According to Dr. Harap, "the schoo population to live effective economic 1 great mass of the people are blundering consumption. They are ignorant habits of purchase and use of food, cloth In this little book we shall present some gators who have attempted to discov material of the school should be. We sh of the introduction of this material into 1 and stimulating book, giving an interes the experimental schools in America, w home economics form the core of the school run on lines which Dr. Harap Lincoln School, New York, and in "Cr Elementary School" its staff give a projects studied in grades I to 6. The F whole curriculum is that the unit of wor real life situations and must be conside child. These units include among other village, a food study, water transport has Recorded Time and Made Records, made clear how the necessary subjects taught through the various projects. A and stimulating book.

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ENGLISH, POETRY, AND DRAMA

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Jên. By Mrs. ALFRED WINGATE. (10s. 6d. net. Lockwood.) Mrs. Alfred Wingate is a pioneer in a literary field which has so far been little explored. In her previous book, A Servant of the Mightiest," she portrayed the building up of the great Mongol Empire by Chingiz Khan in the beginning of the thirteenth century. In the present volume she continues her theme and covers the period (1229-1298) roughly corresponding with the reign of Kubilai, the grandson of Chingiz, and including the travels of the Polos to and from the Far East. The Polos, and particularly Marco Polo, have for centuries stirred the imagination of all who love travel and adventure. Mrs. Wingate has idealized their character and drawn them as very noble and courageous gentlemen, fit friends and confidants of the Great Khan whose guiding conception of life was the Chinese principle of Jên, signifying the perfect relationship of man with his fellows. Mrs. Wingate's work bears the impress of thorough historical and geographical research and her style is dignified and unhurried, partaking of that dual quality of ceremonious expression and poetical imagery associated with the Orient. Of especial interest, in view of present-day events, is the comparison between a backward and warring Medieval Europe with the united and well-governed Empire of Central Asia under Kubilai Khan. (1) Breaking Priscian's Head, or English as she will be Spoke and Wrote. By Dr. J. Y. T. GREIG. (2s. 6d. net. Kegan Paul.) (2) Grammar in a New Setting. By G. N. Pocock. (Is. 6d. Dent.)

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Breaking Priscian's Head" (1)—a fierce retort to Mr. Basil de Selincourt's Pomona, or the Future of English in the same series-is good debating fun, but not very helpful to the schoolmaster who has to teach the "public school standard English which is Mr. Greig's pet aversion. Mr. Greig would have the future of the English language determined by Irish, Scotch, and Americans, and exclude the Englishman from any share in controlling or preserving it. Mr. Pocock's grammar lessons (2) are lively and practical. This is a book which no teacher of the subject should miss.

(1) An Introduction to the Study of Literature. By Prof. A. X. SOARES. (3s. Macmillan.)

(2) A Companion to English Literature. By D. VENTHAM and M. E. KING. (3s. 6d. Murray.)

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Prof. Soares's chapters on different literary forms (1) revive, and bring up to date, the kind of teaching that used to be given in manuals of rhetoric." They would make a good course at the higher certificate stage or in training colleges. The "Companion (2) is a survey of the history of English literature from the beginning to the present day. Too small in scale and too much lacking in detail to be of great use for reference and instruction, it is fresh and vital enough to be read with interest and profit.

England from Chaucer to Caxton. By H. S. BENNETT. (бs. net. Methuen.)

Much above the level of the average source-book in quality. A quite admirable collection of illustrative passages helpfully grouped in sections (home life, town life, village life, church life, and foreign life), with terse and stimulating comments and introductions.

Essays by Divers Hands: Being the Transactions of the Royal Society of Literature of the United Kingdom. New Series. Vol. VII. Edited by MARGARET L. WOODS. (7s. net. Oxford University Press.)

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Test-Papers in English: For the Use of Candidates Preparing for School Certificate, Matriculation, and Similar Examinations. By F. W. ROBINSON. With Points Essential to Answers. (4s. 6d. Pitman.)

The test-papers afford much material for the training of candidates in school certificate English, and the hints towards answers will be useful to teachers in a hurry. The model essays are of more doubtful value.

English from Piers Plowman to the Forsyte Saga: a Chronological Record, with Notes and a list of available Editions. By J. L. YOUNG. (IS. 6d. net. Foyle.)

This is a new departure, and we can foresee a wide use for it,

for the list of publications is comprehensive, and the brief notes on works and authors are fair and discriminating. Inspirational Teaching: A Record of Experimental Work in the

Teaching of English. By G. MACKANESS. (10s. 6d. net. Dent.) This book is a clear and modest account of personal experiments in the teaching of English. The author acknowledges himself a disciple of Caldwell Cook, whose " Playway " has quite obviously influenced his practice, and hence his account of that practice. The book is more comprehensive than the " Playway," and because of its concrete character is more directly applicable to ordinary school teaching. It is full of useful recommendations as to method, including lists of books, plays, and poems. The many excellent photographs give useful hints on dress for school dramatics. The spirit throughout is that the child should enjoy his English lessons, and that he should feel the teaching to be natural, in the sense that it is allied to his usual occupations, including his games.

Riddles of Crime: Fourteen Murder Mysteries That Were Never Solved. By ELIZABETH VILLIERS. (7s. 6d. net. Werner Laurie.)

A Lecture on Lectures. By Sir A. QUILLER-COUCH (“Q”). Introductory Volume. (Hogarth Lecture No. 1). (2s. 6d. net. The Hogarth Press.)

The Development of English Biography (Hogarth Lecture No. 4).
By H. NICOLSON. (3s. 6d. net. The Hogarth Press.)
The Garden Party and Other Stories. By KATHERINE MANSFIELD.
Spiritual Adventures. By A. SYMONS. New Editions.
(3s. 6d. net each. Constable.)

English Pronunciation Through Questions and Answers. By
H. E. PALMER and F. G. BLANDFORD. (3s. 6d. net. Heffer.)
Junior English Test Papers. By A. R. FLORIAN. (IS. Rivingtons.)
Reading and Word Meanings. By Dr. E. W. DOLCH. (бs. 6d.
net. Ginn.)

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Dinna Fret Or Curate Pale: a Few Happenings in a Young
Life. By IRVING BELL. (2s. 6d. net each. The St. Catherine
Press.)
Catriona a Sequel to Kidnapped"; Weir of Hermiston;
The Misadventures of John Nicholson? The Master of
Ballantrae a Winter's Tale. By R. L. STEVENSON. (3s. 6d.
net each. Macmillan.)

Hawthorne's Mosses from an Old Manse. Selected and Edited, with Introduction and Notes, by C. E. BURBANK. (25. New York: Macmillan.)

More Wonder Tales from Many Lands. Written and Illustrated by KATHARINE PYLE. (IS. Harrap.)

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