Parliament, and made on the representation of a local authority that such a form of instruction is required by the circumstances of its district.

The instruction of teachers in the application of special branches of science and art to their specific employment is therefore within the general definition; but the point has been made quite clear by a decision of the Board of Education. "Any other form of instruction" becomes included within the statutory definition of technical instruction on being sanctioned by that Board with certain formalities. The London County Council have obtained express sanction to give aid not only for instruction in the "principles of education as applied to the teaching of technical subjects," but also for instruction in the "science and art of teaching."

The broad outlines of a scheme for the management and curriculum of the new college have been approved. First, as to the general control, that will rest with the County Council as the body responsible for the finding of the funds. Doubtless the Council will delegate the exercise of its control to the Technical Education Board, and there may be a College Committee which will be charged with the details of administration, and with advising the Technical Education Board on matters which require expert and minute investigation.

The college will be in connection with the London University, and it is contemplated that the principal will hold the rank of professor in the University. There will be a number of men and women full-time lecturers, in addition to supplementary courses by University teachers. The college will be open to men and women who have been engaged in teaching or who purpose to enter any branch of the teaching profession. It is the view of the Technical Education Board that every detail of the final scheme shall tend to the obliteration of all differences between the training of those who intend to become teachers in primary schools and those who intend to become teachers in secondary schools.

It is proposed that the college shall set a high standard, and that, with this view, students entering for its regular full course shall be required to have passed the London Matriculation Examination, or some University examination considered equivalent thereto.

The teaching and training given will aim: (a) At equipping students for teaching in any branch of the profession.

(b) At fulfilling all the requirements of the Board of Education for a Day Training College. (c) At enabling students to take the London degrees of B.A. and B.Sc., and the Teachers' Diploma of the same University.

The course of instruction will be so arranged as to make it possible for a student who has already graduated to devote himself continuously for a year to the theory, history and practice of education, and obtain the London University Teachers' Diploma. At the same time provision will be made for undergraduate students taking a threeyears' course in such a way as to satisfy both the requirements of the Board of Education and those

of the examinations for the London B.A. or B.Sc. It is believed that the School Board for London will willingly allow its schools to be used for the necessary practice, under proper conditions; and the Technical Education Board will be able to arrange for a similar use of secondary schools and other educational institutions of every type.

It is not proposed to spend capital in erecting a new building, but to obtain sufficient accommodation, including laboratories, at an adequate rental, in one or other of the existing colleges or other educational buildings more or less connected with the University. The point has not yet been considered, but I am hopeful that the requirements of the college will soon outgrow the accommodation to be found in any one building, and that in three or four years there will be a college of 400 or 500 students, having their working premises in four or five different parts of the County of London. Although primarily for London students, it does not appear to have been decided that the provincial student is to be rigorously excluded. Should there be any great influx from the provinces, the establishinent of recognised hostels may become a necessity.

It is proposed that steps should be taken to ensure its opening with 100 selected students, and that a certain number of London teachers, who have passed the London Matriculation Examination (or other equivalent test), and who are qualified to hold King's scholarships from the Board of Education, should be annually selected for admission. These students, holding their King's scholarships at the institution, will receive a threeyears' course of training, the Government grant of £10 a year for each student being received by the institution, every man student receiving from the Government the sum of £25, and every woman student £20.

It is suggested that other students shall be admitted, if duly qualified, on payment of fees, which may be about £15 per annum for the full curriculum, with special fees for particular courses. A certain number of London students will be specially nominated by the London Technical Education Board for free tuition in the full threeyears' course.

In connection with the grants made to King's scholars, it should be noted that the next examination for such scholarships will be held on December 10th, 1901, and that any person can attend the examination who is either a pupil-teacher in a public elementary school or a person who will be over 18 years of age on October 1st, 1902. ther, the authorities of the college may propose for a King's scholarship, with all its attendant pecuniary benefits:

Fur

(a) Any graduate, or person qualified by examination to become a graduate, in Arts or Science of any University in the British Empire recognised by the Board of Education, who wishes to enter the College for a year's training.

(6) Any candidate over 18 years of age who has passed since January 1st, 1899, one of the following examinations ::

(1) The Higher Certificate of the Oxford and Cambridge Schools Examination Board in subjects approved by the Board.

(2) The Oxford University Higher Local Examination. (3) The Cambridge University Higher Local Examination. (4) The London University Matriculation Examination. (5) The Victoria University Preliminary Examination. (6) The Birmingham University Matriculation Examination. (7) The University of Wales Matriculation Examination, if the candidate passes in all five subjects at one examination.

(8) The Oxford University Senior Local Examination (Honours) in subjects approved by the Board.

(9) The Cambridge University Senior Local Examination (Honours) in subjects approved by the Board.

(10) The Senior Certificate Examination of the Central Welsh Board, if the certificate is obtained in such and so many subjects in combination as are recognised by the University of Wales as equivalent to the Matriculation Examination of the University.

(11) The Royal University of Ireland Matriculation Examination.

(12) Any corresponding or higher examination approved for the purpose by the Board of Education.

ON THE CELEBRATION OF THE KING ALFRED MILLENARY IN SCHOOLS.

By F. J. C. HEARNSHAW, M.A., LL.M. Lecturer in History at the Hartley College, Southampton. THE AIMS OF THE TEACHING OF HISTORY IN SCHOOLS.

ΤΗ

HE occurrence of the millenary commemoration of the death of King Alfred in the autumn of the present year affords an excellent opportunity to teachers of history to develop and illustrate the resources of their subject as a means of education.

If we admit with Herbart that the chief aim of education generally is the formation of character, we shall see that several important traits of character can be fostered best by history, if not by history alone. It is by the study of the lives of great patriots that the interests of a child are widened till they include love of country. It is acquaintance with the fascinating stories of the achievements of the pioneers of exploration and colonisation which broadens love of country into the larger and worthier devotion to the Empire. It is by the telling of the deeds of the heroes of the nations that the teacher can most surely lead his pupils on to feel that still ampler and nobler enthusiasm for Humanity as a whole which in a fully-developed and well-balanced character must take precedence of all limited loves.

THE GREATNESS OF KING ALFRED.

Now in King Alfred all the best traits of the saint, the patriot, the empire-builder, and the servant of Man were exquisitely and harmoniously combined. No turbulence of vice disturbed the serenity of his private life; no taint of personal ambition marred his pure devotion to the good of his fatherland; his dealings with Danes, Mercians, Jutes, and Britons showed the genius of a born founder of imperial dominion; his embassies to Rome and to India; his hospitality to Saxons,

Franks, and Irish; his translations of the works of Italian Boethius, and Spanish Orosius revealed a mind whose interests were limited by no barriers of race or locality, but were wide as Humanity itself. At home and abroad, in peace and in war, whether toiling with hand or working with brain, he earned the title of " Great," which has been conferred on him alone of all the long line of English kings, although among them have been men of no small desert. A nobler model it would be impossible to hold up for the admiration and imitation of the young.

A SCHEME FOR CELEBRATING THE KING ALFRED MILLENARY.

In order to furnish a few suggestions of a practical nature as to what may be done to make the children of England familiar with the life and deeds of our chief national hero, I append the outline of a sheme which has been set on foot in connection with the public elementary schools of Southampton and neighbourhood.

(1) A Public Inaugural Lecture will be given in June or July, 1901, mainly for the benefit of teachers in order to arouse their sympathy with the celebration and to call their attention to the most important features of Alfred's life.

(2) The Lecturer in History in the Hartley College, Southampton, will pay a visit to the schools one by one, and will endeavour, by means of a brief address and pictures, to excite the interest of the children in the great king and his times.

(3) The Teachers throughout the schools will take the elder scholars (aged 10 and upwards) through a course of lessons on the reign of Alfred. A special sixpenny text-book has been prepared for the scholars. For the use of the teachers a collection of about a dozen of the best authorities on the period has been placed in the reference library of the Hartley College. In addition, it is hoped that a short series of lectures by eminent historians may be arranged for.

(4) Examinations will be held in the autumn, and prizes awarded on their results. First, each school will hold its own examination and give such prizes as it thinks fit. Then the few best pupils from all the schools will meet for a general examination to be held in the Hartley College, where they will compete for prizes the funds for which are being raised by subscription.

(5) A Great Demonstration will be held in the Hartley College on the occasion of the general prize-giving, about October 26th (the traditional date of Alfred's death). A series of tableaux will be given-each school being responsible for one or two- together with songs and readings illustrative of the period, or explanatory of the tableaux.

(6) Excursions to Winchester to view and examine the Cathedral, the remains of Wolvesey Castle and Hyde Abbey, and other relics of the age of Alfred, are projected.

Such are the main features of the scheme, the originator of and prime mover in which is Mr. T. G. Rooper, M.A., H.M.I.

BOOKS ON KING ALFRED AND HIS Period.

Among the most serviceable books for those who wish to study the reign of King Alfred are the following:

(1) "Alfred the West Saxon," by Dugald Macfadyen, M.A. (1901, Dent & Co., 4s. 6d. net.)— Quite the best of the many lives of King Alfred. Written in an interesting style, and (though frankly non-critical) embodying the result of most recent research. Generally accurate and trustworthy.

(2) "Alfred the Great," by Thomas Hughes. (1869, Macmillan, 6s.)-A life written with a fine enthusiasm by the author of "Tom Brown's Schooldays." Specially full and valuable on the campaigns of Altred. Shows, however, too great a credence in the legends of the later chroniclers.

(3) The Story of Alfred the Great," by Hawkins and Thornton Smith. (1900, Horace Marshall and Son, 2s.)- An excellent and accurate short sketch, well written, printed and illustrated.

(4) "Alfred the Great." Edited by Bowker. (1899, A. and C. Black, 5s.)-Containing useful essays on various aspects of Alfred's life and times by authors of high standing, e.g., Frederic Harrison, the Bishop of Bristol, C. Oman.

(5) "Life of Alfred the Great," by R. Pauli (translated 1853, Bohn, 5s.).

(6) " Alfred le Grand," par Guillaume Guizot. (1856, Hachette, 2s. 6d.)- Both superseded as authorities, but interesting as containing continental views of England's great king.

(7) "Alfred in the Chroniclers," by Edward Conybeare, M.A. (1900, Elliot Stock, 6s. 6d.)Contains a concise introductory sketch of Alfred's life, followed by translations in full of all the main authorities (and pseudo authorities) on which our knowledge of Alfred is based.

(8) "Alfred the Great," a sketch and seven studies, by Warwick H. Draper, M.A. (1900, Elliot Stock, 4s. 6d.)-Consists of a very meagre outline of Alfred's career, supplemented by a series of essays on special subjects interesting to students, e.g., the value of MSS. as an original authority. A full bibliography forms a useful addition to this volume.

(9) "Alfred the Great and his Abbeys," by J. C. Wall. (1900, Elliot Stock, 5s.)-Deals with the three religious houses founded by Alfred, but contains very little about the founder.

(10) "The Jubilee Edition of the works of Alfred." (1852, 2 vols.)—Includes all the writings of Alfred-originals and translations-together with useful essays on various aspects of the period. The volumes may be consulted in the large libraries, but they are, I believe, otherwise inaccessible. Alfred's Boethius "-text and modern version-is published by Bohn, 5s.

(11) "The Making of England," by J. R. Green. (Longmans' "Silver Library," 2 vols., 3s. 6d. each. Gives the best general account of English history during the early English period.

It may be added that the National Home Reading Union has just held (June 22nd-29th) its annual meeting at Winchester, and has devoted

the greater part of its time to the study of the life and times of King Alfred. Lectures have been given by the Bishop of Bristol, the Dean of Winchester, Dr. T. J. Lawrence, and others, which, if published, should furnish valuable summaries of authentic information.

EDUCATIONAL ASPECTS OF RECENT ARCHAEOLOGICAL RESEARCH.

I

BY F. E. THOMPSON, M.A. V.—IMPERIAL Rome.

T has been well said that "no state ever left behind it such abundant and instructive remains as the Roman Empire. Inscriptions by hundreds of thousands, coins of all dates and places, ruins of fortresses, towns, villas, roads, supply the great gaps left by ancient writers. Most of this evidence has been uncovered in the last fifty years. The Empire, misdescribed by its own Romans, has arisen from the earth to vindicate itself before us.' (F. Haverfield in "Archaeology Sacred and Profane.")

But unfortunately the history of this Empire is not taught in our schools. It would be a worthy task for a competent writer to draw up a sketch of some 300 pages by the light of recent research, abundantly illustrated by good cuts. Such a book might at least be used in pupil-rooms, or as an "extra." It would open the eye of the schoolboy to an unknown world; it would be the best possible introduction to all subsequent European history secular and ecclesiastical.

For archaeology not only supplies facts unrecorded by literature concerning the external structure of Roman rule, its administration, finance, commerce, military organisation, and local government; it also reveals tendencies social and religious.

(1) With regard to administration, we should watch the development of the dual government, Imperial and Senatorial, seeing how the former, commenced by Augustus, after a sharp struggle under the Flavian dynasty, supplanted the latter; how Caesar became a title; how the Princeps became an Imperator and a Dominus; how the Imperial financial system and the Civil Service, with its bureaucratic network, was extended; how the Palatine was transformed from a residential quarter to a seat of public offices; how Rome ceased to be the residence of the Emperor, and how wherever the Emperor was there Rome was, whether at Milan, Ravenna, Trier, York, or Byzantium.

(2) With regard to military organisation, we should see what legions were recruited in what provinces. We should know of their stations, fire brigades, burial guilds, engineering works, and frontiers. We should see how Rome at first recruited no barbarians, and needed no frontiers; but how, as she declined, she enlisted the former and constructed the latter in North Britain, from Rhine to Danube, along the Sahara, in the Arabian Desert, and on the Euphrates.

(3) Excavations of such sites as Calleva (Sil

prophet, psalmist, and evangelist appeal to the human conscience? There is no dispute of the fact of revelation, the question concerns the method of Divine working, and surely the wider view gives the nobler conception.

Of archaeological research as affecting the books of the New Testament there is no time to speak. But allusion may be made to Prof. Ramsay's explorations in Asia Minor, which have thrown so much new light on the life and writings of St. Paul, and to Messrs. Grenfell's and Hunt's extremely interesting discovery of the "Sayings of our Lord."

PRACTICAL SUGGESTIONS.

It only remains to show the bearings of archaeology on school teaching. The subject will be considered from the point of view of a practicalschoolmaster.

I.—It seems impossible to add another subject to the already crowded time-table, unless a strong case is made out for the exclusion of one already taught. In the case of archaeology it seems particularly unwise to specialise at schools, since the study must rest on a sound general classical training. II. But a good deal may be done in various ways :—

(a) By appointing, as is already done in several schools, one master at least who, though not necessarily an expert, has a good working acquaintance with the subject. He would act as a book of reference, and be the leaven in the lump.

(b) By placing in school libraries a selection of the best books on the subject. And here a subscription to one or more of the archaeological societies may be urged in the interest alike of schools and societies.

(c) Possibly by the creation, as in some schools, of a museum of casts, facsimile coins, maps, and photographs. This suggestion is made with full knowledge of the divided opinion of schoolmasters on the subject. Time is scarce, and museums are useless without continued enthusiasm, a commodity rare in schools as elsewhere.

(d) By encouraging masters to avail themselves of the excellent opportunities offered of travel during vacations.

(e) By occasional lectures given by experts with knowledge at first-hand. Headmasters have a wide circle of acquaintances, and experts have enthusiasm enough to respond to the call.

But when all is said the real thing is to recognise that archaeology has an important bearing on the teaching of Greek and Latin. All practical men know that the steady "grind" in grammar, translation, and composition will take up the bulk of the teacher's time. But there is the danger that the dust of this grinding may lie thick on the intellects of masters and boys. The suggestion offered is not that a new subject may be introduced, but that the old teaching may be relieved, elucidated, and illustrated by fresh knowledge. The well furnished teacher, like the scribe who brings out from his treasures things old and new, will not turn his lesson into an archaeological lecture, but as time.

and occasion serve he will explain and illustrate words and allusions, and by happy touches make the pages of the Greek and Roman poets, historians, and orators instinct with life. The ampler the stores of a teacher's learning the more judicious will be his selection from those stores, the less will he repeat himself, the less will he weary himself and his pupils, the more will he believe in his calling. Increase of knowledge has always been accompanied by adaptation of teaching. The whole class will gain something from increased variety and freshness of the teaching, and here and there the seed may fall on congenial soil. It is only by the employment of the best methods that classical study can hope to maintain, if not a supreme, yet an important place in our highest education.

Recommended for References.-Lanciani's "Ancient Rome in the Light of Recent Discoveries." "The Ruins and Excavations of Ancient Rome." "The Destruction of Ancient Rome." "Archaeological Research in Italy," by F. von Duhn, in the Journal of Hellenic Studies, vol. xvi. This Journal and the Classical Review give notices from time to time of new discoveries. "The Roman World," by F. Haverfield, in "Authority and Archaeology," an essay to which the writer is much indebted for his account of Imperial Rome. A paper in the March number (1901) of The Nineteenth Century and After, by Giacomo Boni. For biblical archaeology, Dr. Driver's Essay already referred to.

TYPICAL SCHOOL TIME-TABLES.

VII. THE ROYAL HIGH SCHOOL, EDINBurgh.

IN

N continuing our Typical School Time-tables, we are able this month, owing to the courtesy of the Rector, Dr. J. Marshall, to present the scheme of work of one of the most important of the day public-schools of Scotland. Up to the present we have confined our attention to England and Wales, and we are particularly glad of this opportunity of giving our readers the data necessary to form an opinion of how the excellent results associated with Scottish schools are ensured.

It will assist a proper understanding of the time-table to point out that there are 537 boys in the Royal High School, of whom 253 are in the senior school and 284 in the middle school. The ages of the boys in the middle school range from 7 to 14 years, while the boys in the senior division remain until 18 years.

In the time-table, as it is circulated to the different classes, the name of a master is attached to each subject. We have not printed these names, since the important consideration to students. of school administration is how the available time is apportioned among the different school subjects. It is, however, to be observed that, by the system of parallel instruction under different masters in the several subjects, it is possible to regroup the boys according to their respective attainments in each.