Ianuarv 



I9I0J 



NA rURE 



For purposes of effective comparison, it may be well 

 briefly to indicate ttie aclinowledged gaps and apparent 

 defects in our system, and the possibility of remedying 

 tliem by the adoption of particular types of school and 

 methods of instruction from other countries. It is by such 

 an eclectic process that the Japanese are transforming 

 themselves, and have gradually built up a system of educa- 

 tion tthich, upon paper at least, leaves little to be desired. 

 Notwithstanding the constant criticism levelled against the 

 ancient universities and great public schools, I do not 

 consider that they fail to realise their respective functions. 



It is with reference to the ordinary secondary schools 

 that the position is so unsatisfactory, and for their improve- 

 ment we must, as I have already intimated, learn from 

 Germany, or Holland, the burgher schools of which 

 furnished the Germans with their models. Simultaneously, 

 the facilities for promoting the easy passage of suitable 

 pupils of all ranks from one type of school to another ought 

 to be increased. 



In elementary education as a whole we stand unrivalled, 

 with the possible e.xception of Holland, where the methods 

 of instruction are still as Cuvier described them, " au-dessus 

 de tout (?loge. " It would be folly to expect the same 

 standard of excellence in all schools, having regard to the 

 infinite variety (^ conditions under which each school is 

 conducted. The great need, commonly, is for more prac- 

 tical instruction, some relaxation of the regulations as to 

 building and equipment for manual instruction and 

 domestic science, and the introduction of a system of 

 supplementary courses, ^^'e require, as Prof. Sadler has 

 pointed out, a new type of school in which less attention 

 is paid to purely literary subjects and more to the practical 

 side. 



The teacher is the most important factor. Upon his 

 character, capacity, and sympathy the quality of each 

 school depends far more than upon the public spirit of the 

 local authorities and managers. His training is still too 

 limited and hampered by the exigencies of the certificate 

 examination. The normal schools of both France and 

 Holland are conducted on far more enlightened principles. 

 It is recognised that there are certain subjects, such as the 

 theoretical and practical study of natural and physical 

 science, which every teacher, whether destined for an urban 

 or a rural district, ought to Ivnow. We do not want to 

 create two distinct classes of teachers or to establish 

 separate institutions for those who will have charge of 

 country schools, but we do want the student during his 

 period of training to become qualified to discharge all those 

 duties which are involved in the modern conception of an 

 elementary school. In Holland, for instance, every student 

 has a systematic course of instruction in horticulture and 

 the elementary principles of agriculture. In woodwork 

 every student makes a complete set of the models of the 

 Swedish Sloyd system and of objects required for other 

 lessons, such as chisels, rulers, levers, and scales ; models 

 of tools or engines to assist in explaining different tr.ades 

 and industries ; implements for the manufacture of linen 

 and lace, &c. In addition, each student constructs an 

 aquarium, terrarium, and a case for insects to be collected 

 and attended to by himself. Beyond acquiring a mass of 

 information invaluable to him in his profession, he learns 

 how to make the apparatus necessary for object-lessons in 

 the primary school. 



The outstanding blot upon English education is the 

 absence of any adequate provision for those who have com- 

 pleted the elementary-school course but do not proceed to 

 a secondary school. To expend millions upon these children 

 until the age of thirteen or fourteen, and then to turn 

 them over to the education of the streets, is dis.Tstrous 

 from every point of view. It is during the period of 

 adolescence that the habits are formed w'hich will deter- 

 mine the boy*s or girl's whole future career. Cast adrift 

 as they are in the vast majority of cases to rely upon 

 their own resources, they constitute a grave social danger, 

 swell the ranks of the unemployed, and gravit.nte to the 

 workhouse or the gaol. It is computed that only one in 

 six between the ages of fourteen and twentv-one are 

 receiving any systematic instruction. Taking those between 

 fourteen and eighteen, 2.000,000 out of 2,800,000 have done 

 with education altogether. Minister after Minister of 

 XO. 2100, VOL. 82] 



Education deplores this, but no practical steps have ever 

 yet been taken by any Minister to remedy the evil. 



Continuation schools, however, are not alone sufficient. 

 A few trade schools have been established, but they should 

 be the rule, and not the exception. The Ambachts or 

 trade schools of Holland furnish a good example. Those 

 admirable institutions owed their origin to private or local 

 initiative, but are subsidised and inspected by the Govern- 

 ment. The course usually lasts for three years, and the 

 instruction is continuous throughout the year. The sub- 

 jects naturally depend to some extent upon local circum- 

 stances, but generally include drawing, geometrical draw- 

 ing, physics, mathematics, mechanics, wood and metal 

 work, all taught technically and with the view of par- 

 ticular industries. In some cases instruction is also given 

 in masonry, furniture and instrument making, painting 

 and house decoration. The results are undoubtedly excel- 

 lent. For some time artisans were a little jealous of this 

 trade instruction, but now there is an increasing demand 

 by them for lads who have completed the school course. 

 It is intended that pupils should proceed direct from the 

 primary school at the age of twelve or thirteen, and this 

 is the usual custom. A few boys occasionally attend after 

 leaving the intermediate schools or the gymnasia. 



Now that the Board of Education has substantiated its 

 claim to be the responsible authority for agricultural 

 education, it would be wrong to ignore that question 

 altogether. We are as far behind other nations in that 

 respect as in the training and instruction of children when 

 thev leave the elementary school. In proportion to the 

 agricultural population we have a greater number of 

 advanced colleges than .are to be found in any country, 

 but for the rank and file of young farmers and small- 

 holders facilities for acquiring that knowledge which to- 

 day is essential to the successful cultivation of the soil 

 can hardly be said to exist. We are constantly reminded 

 of the agricultural prosperity of Denmark, but it is gener- 

 ally forgotten that that prosperity is due to the excellence 

 of the peoole's high schools, which impart a sound 

 secondary education, and which are free from any agri- 

 cultural bias. The attempt to combine agricultural teach- 

 ing with general education was Quickly discarded by the 

 Danes. What we require are winl»r schools and classes 

 corresponding to those in Ireland and Holland, a few pr.ac- 

 tic.-il schools of agriculture of the type of those in France. 

 .•>nd farm institutes of the ch.nracter recommended by Lord 

 Re-iy's Departmental Committee. 



UNIVERSITY AND F.DVrATIONAL 

 INTELLIGENCE. 



BiRMiNT.HAM. — Dr. Robert Simon h.as been elected to the 

 chair of therapeutics rendered vacant by the death of Prof. 

 Foxwell. 



Prof. J. W. Taylor has resigned the chair of gynaecology. 



Mr. E. E. Fournier d'Albe has been appointed assistant 

 lecturer and demonstrator in experimental physics to fill 

 the vacancy caused by the resignation of Mr. F. W. Aston, 

 who has accented a cost as assistant to Sir J. J. Thomson 

 at the Cavendish Laboratory. 



Mr. George Heaton has been annointed lecturer in 

 onerative surgery, and Dr. Edgar P. Hedley has been 

 elected to a demonstratorship in chemistry. 



Prof. Bostock Hill has been asked to act as a delegate 

 to represent the University at the Congress of the Roval 

 Sanit.nry Institute to be held in Brighton in September, 

 and also at the International Congress on School Hygien'^ 

 which moets in Paris in March next. 



Prof. F. W. Gamble, F.R.S., has been aooointed to 

 represent the University at the eighth International Zoo- 

 logical Congress at Graz C^ustria') in .\ugust. 



Cami!ridgf.. — The Public Orator, Dr. Sandys, spoke as 

 follows in presenting Dr. Mark .Aurel Stein for the degree 

 of Doctor of Science honoris causa on January 20 : — 



.Adest vir scientiarum non minus quam litterarum de 

 finibus proferendis bene meritus, qui Hungari.ae in_ urbe 

 maxima natus. et inter Tubingenses Oxoniensesoue linguis 

 orientalibus eruditus, in imperio nostro inter Tndos iam 

 per annos plurimos scholis et collegils nostris admini- 



