divisions corresponding to nine scale divisions. The observations are made through a simple reading microscope (Fig. 7) carried by the sliding frame, the lens being supported at a suitable height above the scale, and the eye is placed in front of a metal disc in which is cut a narrow slot. The wooden upright is hinged on to a square metal base and fixed in position by a stout tapered brass pin running through from side to side. When the pin is withdrawn the apparatus open lies flat and may be used for comparative tests of expansions of metal tubes, the tube being clamped at one end in the large binding screw. The upper part of the upright is slotted for use as a cathetometer, a lens of longer focus being substituted. The writer has also used the apparatus for the determination of Young's modulus and for the calibration of thermometer tubes.

FIG. 6.-Enlarged plan of vernier arrangement. (Metal rod in the groove.)

In conclusion, a few details may be mentioned. Thermometers with paper scales are preferable for use inside steam tubes. In accurate work it is advisable to calibrate the thermometer against a standard Kew certificated thermometer (price 17s. 6d.). Defective metre scales will cause errors in the results; a good metre scale will cost 2s. (Messrs. Rabone, Birmingham). With Bunsen burners use flexible bronze (not steel) spiral tubing; 2 ft. lengths, in. in diameter with india-rubber "push-on" attachments will cost 2s. 3d. (Messrs. David Baxter, Todd Street, Manchester). To protect the exposed part of a thermometer use a length of asbestos tube having an inside diameter of about

FIG. 7.-Section of reading telescope and wooden stand.

in. and outside diameter in (price 6d. per foot, United Asbestos Co., Billiter Street, London).

NEGLECT of discipline is a greater evil than neglect of culture, for the last can be remedied later in life, but unruliness cannot be done away with, and a mistake in discipline can never be repaired.-Kant.

technical institutions in existence at that time, and, secondly, the variety of their character. For, while some of the institutions were technical colleges giving the highest kind of technical education obtainable in this country, others were mainly secondary schools of a modern type with evening classes for artisans; while a third variety provided nothing but evening classes.

In 1893, however, it was felt that the time had come when those engaged in the work of technical education ought to put themselves in a position to speak collectively when necessary, and a circular was therefore issued by Prof. Wertheimer, the Principal of the Merchant Venturers' Technical College, Bristol, making preliminary enquiries as to whether

or not it was desirable to form a society which should be able to formulate the views of those engaged in directing and organising technical education in this country. Sufficient replies of a favourable character were received, and a preliminary meeting was held at the Manchester Municipal Technical School in November, 1893, at which there were present the principals of the technical institutions at Bolton, Bristol, Chester, Keighley, Manchester, Sheffield and Stockport, and the secretaries of such institutions at Ashton-under-Lyne, Bradford, Glasgow, Huddersfield, Leigh, Preston and Rochdale. London was represented by delegates from the East London Technical College and the Borough Polytechnic. Besides those present at the meeting others sent letters expressing a desire to form an association, and among these were Mr. F. G. Ogilvie, then principal of the Heriot-Watt College, Edinburgh, and now Chief AssistantSecretary of the Board of Education for Technology; the principals of the technical institutions at Plymouth and Wigan, and the secretary of the Goldsmiths' Technical Institute.

The result of this meeting was that it was resolved to form an Association of Technical Institutions which should consist of representatives of such institutions appointed by their governing bodies. As a rule, each institution is represented by two persons, one of whom is a member of the governing body and the other the principal of the institution. In this way the Association has avoided becoming anything in the nature of a trades' union; indeed, no question affecting the rights or remuneration of officials has ever been brought before the Association.

In addition to the towns mentioned above there were at the first annual meeting, which was held at the room of the Society of Arts, London, representatives of the following towns: Bath, Birmingham, Hull, Leeds, Lincoln, Portsmouth and Wolverhampton. It was decided that the objects of the Association should be: (a) To provide a medium for the interchange of ideas among its members: (b) to influence, by combined action where desirable, parliament, county councils, and other bodies concerned in promoting technical education; (c) to promote the efficient organisation and management of technical institutions, facilitate concordant action among governing bodies, and aid the development of technical education throughout the United Kingdom.

Alderman Martineau, of Birmingham, was appointed Treasurer of the Association, and Prof. Wertheimer, of Bristol, Hon. Secretary, and among the members of the first council were Sir Philip Magnus, Principal Ogilvie, of Edinburgh, Prof. Ripper, of Sheffield, Mr. Reynolds, of Manchester, and Mr. Alderman Ward, of Portsmouth. The Treasurer, the Hon. Secretary, Principal Reynolds and Alderman Ward, are the only original members of the Council who still hold office; the first two after ten years' service are retiring in January

next.

Mr. W. P. Sawyer, the clerk of the Drapers' Company and a representative of the East London

Technical College, was the first chairman of the council, and for several years was one of the most active members of the Association. At the second annual meeting it was decided to appoint a president who need not necessarily be a member of the Association, and thus the help of many distinguished men has been secured. The annual addresses of the presidents have been published in the "Proceedings" of the Association, and have formed important contributions to the educational literature of the country, as will readily be understood from the names of the presidents which follow in the order in which they have held office: Sir William Mather, M.P., the late Right Hon. A. J. Mundella, M.P., the Right Hon. Henry Hobhouse, M.P., the Right Hon. Sir Bernhard Samuelson, Bart., F.R.S., the Right Hon. Earl Spencer, K.G., Sir Swire Smith, the Right Hon. Sir William Hart Dyke, Bart., M.P., the Right Hon. Lord Avebury, D.C.L., F.R.S., and Sir John Wolfe Barry, K.C.B., John Wolfe Barry, K.C.B., F.R.S. The PresidentElect for 1904 is the Right Hon. Sir John E. Gorst, K.C., M.P.

It would need more space than is available to describe with any fulness the work which has been done by the Association in the last decade, but a few of the most important steps it has taken may be enumerated.

Perhaps the greatest service it has hitherto rendered has been the collection of statistics as to the number of adult day-students in technical institutions in the United Kingdom and the comparison it has made between these numbers and the numbers of similar students in corresponding institutions in Germany and the United States. The results of this enquiry were widely circulated in the form of a pamphlet entitled, "Are our Industrial Leaders Efficiently Trained?" which had a very large sale, and has been extensively used by nearly every writer on the subject since its publication. In this pamphlet it was shown that not only is the number of day students of technology in this country absurdly small when compared with the numbers for the nations which are our two leading industrial competitors, but our students pursue shorter courses of study, commence their studies at an earlier age and with less preparation, and are taught in buildings the equipment of which is inferior. Moreover, the teaching staff is much less numerous, and each teacher has to cover such a wide range of knowledge that he is not able to specialise in the same way as the professors and lecturers in the American and German technical high schools.

Another important work undertaken by the Association was its opposition to the Secondary Education Bill introduced into the House of Commons by Colonel Lockwood in 1898. The Association from the first was anxious to do everything in its power to secure the improvement of secondary education in this country, not only for the sake of secondary education itself, but also because higher technical education of the best sort can only rest on a basis of sound secondary education. But the Association could not support Colonel Lockwood's

Bill because it proposed (a) to separate technical from secondary education, instead of following the opinion of the Royal Commission on Secondary Education, which lays down the view that the two forms of education ought to be regarded as necessary parts of higher education generally; (b) to create new local authorities dealing specially with secondary education only; and (c) to provide for the financial needs of secondary education, not by further monetary grants, but by taking away from technical education part of the money allotted to it.

Another important work of the Association has been an attempt to do something towards lessening the enormous number of examinations of various sorts under the burden of which education in this country groans. With this end in view it approached the professional bodies which deal with engineering, architecture, &c., and tried to secure increased recognition for the teaching work done in technical institutions. It was successful in securing concessions from the Institutions of Electrical and Mechanical Engineers and from the Royal Institute of British Architects; the latter body agreed to accept the certificates of the Board of Education in certain subjects in lieu of the examinations conducted by itself. There is much more useful work of this kind to be done, but it is doubtful whether any body less strong than Parliament itself can deal effectively with the numerous and powerful vested interests concerned in the many examinations which now hamper British education.

The Association was very successful in its efforts to secure modifications in the original draft of the Education Bill, 1902; for the Bill was amended in accordance with suggestions of the Association in the following directions:-(a) the Government deleted the clause making it optional for the county and borough councils to undertake the supervision of elementary education; (b) it made compulsory the application for the purposes of higher education of the residue under the Local Taxation (Customs and Excise) Act, 1890; (c) it decided to provide from the national exchequer larger sums for educational purposes than were mentioned in the original draft of the Bill; and (d) in the case of county boroughs, it removed the statutory limit to the amount to be expended on higher education.

Many concessions have been obtained from the Board of Education by the Association: among the most important may be mentioned (a) block grants for secondary schools; (b) simplification of the methods of registration for evening classes; (c) simplification of the rules in accordance with which grants are made to evening classes; (d) the inclusion of technological subjects in the list of those for which grants are given to evening classes; (e) special grants for day classes for adult students in technical institutions.

The Association has naturally come in contact repeatedly with the City and Guilds of London Institute; through the medium of the Board of Education it has obtained for technical instituNo. 60, VOL. 5.]

tions representation on the Examinations Board of that Institute, but it is still without representation on the Examinations Committee. As matters of importance appear to be frequently considered by the Committee without reference to the Board, the representation thus obtained is not as serviceable as might otherwise be the case. The Association has pressed the Institute to recognise advisory committees in committees in connection with the various industries, so that the examinations which the Institute holds for artisans engaged in these industries may be of the greatest possible service to the nation. The Institute has in certain cases acceded to the request of the Association, the latest instance being the establishment of an advisory committee in connection with the leather trades' industries, which will probably become an accomplished fact in the course of the next month

or so.

The number of institutions which now belong to the Association is sixty-six, and practically every town in the United Kingdom which possesses a technical institution of any considerable size is represented. On the Council for the current year the different parts of the country are well represented, for the members include representatives from the following towns :-Birmingham, Bristol, Glasgow, Huddersfield, London, Liverpool, Manchester, Northampton, Portsmouth, Rochdale and Salford.

While the Association holds its meetings in London only, the Council meets in the different towns containing the institutions forming the Association: members of the Council thus obtain that intimate knowledge of the conditions prevailing in the institutions in different parts of the country which is necessary to enable them to form opinions as to the policy most likely to be of general service.

Quite apart from the work mentioned above, the Association has been of inestimable value in other directions. Before its existence those engaged in the work of technical education were in many cases more or less isolated from their fellowworkers the Association has provided opportunities for intercourse and exchange of ideas, and there is probably no institution which belongs to it that has not gained some valuable suggestions from discussions by its representatives with those of other institutions in regard to the many difficult problems which must be solved, if technical education in this country is to be raised to the same or a higher level than prevails in Germany and the United States.

THE Local Examinations and Lectures Syndicate of the University of Cambridge announce that, in the Higher Local Examination to be held in June, 1904, arrangements will be made so that students can be examined both in political economy and in French history, although these two subjects were placed at the same time in the time-table, as originally published.

NN

individual only a highly specialised part in an

TH

HUMANITIES.

By T. E. PAGE, M.A. Charterhouse.

For

HE tendency of education in recent years has been to give a continually larger place to the study of science. Nor is this fact to be wondered at. The Victorian age was pre-eminently a scientific age. Within the limits of a single reign science by its giant growth changed almost all the conditions of individual, social, and national life. It has laid bare deep secrets of nature which had been hidden from the foundation of the world; there is hardly a department of human industry which it has not revolutionised; it has altered the very possibilities of thought, while along every path of material progress it has established itself as the sole and sure guide. Accordingly it is only natural that in education scientific studies have continually been advancing while what may be called "the Humanities" have been continually receiving less attention; and this change has been welcomed with exultation, though, in fact, it affords some ground for sober and serious concern. scientific study, even though it has become an essential, perhaps the most essential, part of education, is none the less only a part, and when it is pursued too exclusively, so as to dwarf or destroy other studies, education becomes stunted and illiberal. Moreover, the teaching of science has always a tendency to degenerate in character, because the very fact that science has a high commercial value involves a constant danger to its use as an instrument of education. It is constantly exposed to the risk of being regarded as something which it will "pay" to learn, as something the use of which is not so much to strengthen and enlarge the mind or add to the interest of life as to secure for its possessor larger wages. When thus degraded the study of science can hardly be called "education," for the acquisition of merely technical skill in some particular subject obviously does not imply the possession of any of those higher qualities which are the proper distinction of humanity. Finally, too, even the commercial value of "technical" instruction in science seems to be extremely doubtful, for with the immense advance of scientific knowledge clearly it is only a very few exceptional men who can attain scientific results which have an exchange value in the market. Science, in fact, is in this respect becoming curiously like poetry. An interest in it and a love for it make a man mentally richer, but those who wish to make money by it will find that there is no demand for mediocrity.

But if what has been said be true, or if it be in large measure true, then it would seem that the outcry for more and more technical education needs rather to be repressed than encouraged. In some crafts, of course, individual skill must always be necessary and highly valued, but the general trend of industrial development is to make the

him in the performance of his task chiefly a certain empirical dexterity. For the vast army of workers their work must in the main be monotonous and mechanical, and it would seem to be almost the first business of education to bring to these dull, drudging lives some possibility of becoming brighter, more dignified, and, in fact, more human. For, after all, in spite of economic or scientific thinkers who prefer the phrase "a tool-using animal," there is truth in the Hebrew dream that man is "made in the image of God," or even in Hamlet's mad description of him as "noble in reason" and "infinite in faculty."

Accordingly it is impossible not to welcome with the warmest approval a scheme which has recently been put forward by the University of London-a University in close touch with the pressing needs of modern life by which it hopes to encourage "study in the Humanities." The scheme is arranged, in connection with University Extension work, for the help of "students engaged in various occupations during the day," and, after referring to the fact that "large" opportunities for "the study of science in its technical aspects" are already afforded, the preamble states, in words which deserve close attention, that "it is desired in the interests of a liberal education that some effort should be made to encourage studies in the department of history, literature, and art." The general plan is to provide (1) certain "Central Lectures in which large periods of history will be handled broadly so as to form a sort of setting or background to special work; (2) a large number of "Local Lectures" dealing with particular literary, artistic, and historical subjects; and (3) tutorial supervision of "paper-work" done in connection with the lectures, and also with "some definite course of reading" approved by the lecturers. This course will extend over three yearly sessions of 25 weeks each, but in the fourth year there will be a course dealing with "the Fundamental Principles of Evidence and Reasoning," in which it is proposed to examine, not by "formal logic" but "by means of concrete examples," how great scientific generalisations or great principles of law are established, while in a fifth session there will be study of a more advanced type, the subjects being either (1) General History and English Literature "as a subsidiary subject," or (2) the British Constitution and Economic History. At the end of each session the University will officially award "sessional certificates" to successful students; at the end of four sessions "the Vice-Chancellor's certificate" may be obtained, and, finally, "a new Advanced Certificate" with regard to which it is stated that "its name and the privileges it may confer are still under consideration." It is added that the course is intended to suit not only" general students" but also "teachers in elementary and secondary schools, instructors in science and technology, art teachers" and the like, nor can it be doubted that many teachers will find these certificates practically valuable; but the

primary importance of the scheme consists in its recognition of the fact that "the Humanities form a necessary part of all true education, and that at the present time the study of them distinctly needs encouragement. It is a pronouncement of the greatest weight put forward at a critical period, and, though the exact form of the proposed science may be at present tentative and experience may suggest many alterations, the principle and purpose which underlies it is wholly sound. That man "shall not live by bread alone" is a law not only of revelation but of nature, but of late years education has been largely directed towards that training which only fits men to supply their material needs. Such training is necessary, but it is not enough. It leaves the higher side of human nature wholly neglected, and unless supplemented by other studies must be counted imperfect and even ignoble.

EDUCATION IN THE NEW REPUBLIC.'
By F. W. HEADLEY, M.A.
Haileybury College.

M

R. WELLS in his preface frankly confesses that he has no great knowledge of biology, and claims that "irresponsibility and an untrained interest may permit a freshness, a freedom of mental gesture, that would be inconvenient and compromising for the specialist." As his book is highly interesting I am not prepared to resist his contention. To judge by his occasional wildness, he is not a specialist in educational matters any more than in biology. He has a "down" on schoolmasters. "Scolding the schoolmaster, gibing at the schoolmaster, guying, afflicting and exasperating the schoolmaster in every conceivable way, is an amusement so entirely congenial to me in every way that I do not for one moment propose to abandon it." He owns it is no good, but he cannot help it. How many men there are who find this foolish practice delightful! Mr. Wells, unlike most of these critics, has his kindlier moments when he is all sympathy for all schoolmasters except clerical headmasters. Moreover, again unlike most critics, he is full of ideas, some of which are helpful, and in one passage he traces the doubtless very annoying conservatism of schoolmasters to excess of work and worry. Here he seems to be getting nearer to facts than most men who write on education. Certainly he is going the right way to break down this brickwall of conservatism.

Some of his remarks on the education of children are worth considering. The kindergarten system is meant more for the home than for the school. A child should learn its own language well rather than a foreign language. It will very soon forget a foreign language in spite of the popular theory to the

1" Mankind in the Making." By H. G. Wells. viii. 429 pp. (Chapman & Hall.) Price 6d. 75.

contrary. The foreign governess for the mere infant is a most undesirable institution. English must somehow be taught to infant and boy and girl. Not only is Mr. Wells wise in this, but he sees the difficulty. How is English to be taught at school? The man who discovers this will have solved one of the great problems of education. There must, of course, be essay writing, and there must be reading, a great deal of reading. Pronunciation must be well taught. Grammar is not counted for much. It is of high importance to have a large vocabularly if only that Mr. Wells may not be hampered in writing by the thought, Will the long word that I am using be intelligible to most of my readers? "The pressing business of the school is to widen the range of intercourse," and here he has got hold of something that should be laid to heart. A boy's vocabulary is miserably small, and how are we to enlarge it?

Modern languages, other than English, are to be learnt, not for culture but because of their practical utility. A great deal is expected of a schoolmaster. He must not be the petrefaction he isat any rate in Mr. Wells' imagination-now. But Mr. Wells would lighten his burden in some important ways. Too much is expected of him. "We treat the complex, difficult and honourable task of intellectual development as if it were within the capacity of any earnest but muddle-headed young lady, or any half-educated gentleman in orders. We take that for granted, and we demand in addition the formation of character, moral and ethical training, and supervision," &c., &c. There is much truth in this. Moreover, he does not forget that if we are to improve the average man of the coming years, "we must look first to the possibility of improving the tone and quality of the average home." The school cannot do everything. How true, too, is what he says of modern school life-happily not equally true of all schools! "The English schoolboy and schoolgirl are simply hunted through their days. They do not play, using the word to indicate a spontaneous employment into which imagination enters; they have games, but they are so regulated that the imagination is eliminated; they have exercises of various stereotyped sorts."

sense.

The

Teaching must not consist entirely of talking at the pupils while they sit and listen. They must have plenty of good books at their disposal, and for some hours in the week the boys and girls should sit quiet and read them. Here again is good He gives a curriculum of work. staple subjects are English (the most important of all), mathematics, drawing and painting, "music" (perhaps). About university courses he has much. to say. There are the three alternatives (1) science, in the shape of mathematics, physics and the principles of chemistry; (2) biology with evolution as its central idea; (3) history. He grudgingly admits Latin and Greek as a possible fourth alternative. Those who devote themselves Latin and Greek are "fumbling with the keys at the door of a room that was ransacked long ago." Mr. Wells is strong upon the value of the printed

to