with it. At any rate, we quite believe he is as sincere a convert to the new opinion as Sir William Harcourt. "J.H.C." writes to the editor of the Standard as follows: The following statements, culled from Mr. Mundella's speeches of 1884 and 1885, are interesting as indicating a very rapid change in the right hon. gentleman's opinion on the subject of free education: Speech at Sheffield, October, 1885.-"I am told that this (gratuitous education) will destroy man's self-respect. I am bound to be frank about this, because my friend Fawcett was opposed to free schools. We often talked the matter over, and I said to him, 'I can never oppose free schools on your theory, because my practical experience completely upsets your theory.' Speech at the Health and Education Congress, 1884: "One word about free schools. Mr. Heller urged that without free education compulsion would not work. He (Mr. Mundella) had seen both sides of the question. Take the state of Saxony, with its two and a half millions of inhabitants. He considered that to be the model state of Europe as regarded education. If they wanted to see good education from top to bottom let them go to Saxony; yet there was not a free school there. The law said in effect to the parent, 'You owe a debt to your child. If by any misfortune you cannot discharge the duty, we will discharge it for you. You shall discharge it if you are able.'” At the meeting of the Executive of the National Union, on Nov. 7, Mr. Collins made the following statement on his election prospects :— Mr. Collins made a statement in reference to his candidature. He was glad to say that his prospects of success had considerably improved during the past few weeks. Whether he succeeded or failed, he believed his candidature in Dulwich would prove of considerable benefit to the profession in one respect. It would raise teachers in the estimation of politicians and others. They had a very different opinion of him now from what they had when he went among them, and they could not alter their opinion of one who was a representative of a body without altering their opinion of the whole. In reply to a question, Mr. Collins stated that the action of The Schoolmaster and the inaction of the teachers in the district had seriously impaired his chance of success. He was rather surprised now that the School Board election was over that nothing had been done on his behalf. The Lambeth teachers held a special meeting, and promised him their hearty support, but he had heard nothing further of it. REVIEWS. Moffatt's Multiplication Tables. London: Moffatt and Paige. THESE tables are printed with white figures on a dark surface, on two very stout and durable cardboard sheets, that ought to stand five or six years' constant wear in schools. The tables are arranged in groups of three figures, with a larger space before we come to the next group. The boards have the tables printed on both sides, and so the first of them goes as far as seven times, while the second completes the series up to twelve times. The remaining space, which we should have thought better completed by twenty times, so useful to pupils learning the money tables, is filled up with the names of coins in words, and their signification in figures. As the fourpenny piece is now abolished, we fail to see why it should be mentioned here. The guinea and half-guinea remain as terms in common use, without any equivalents in actual coin; so it is perhaps as well to include them in a list of coins. We can heartily recommend these useful boards, which seem as durable as if they were constructed of wood instead of paper. The figures are printed in bold type, and are sufficiently large to be read with ease by a class of children. Written Designs. By T. R. Ablett. Superintendent of Drawing to the School Board for London. London: Chapman and Hall. THESE designs, which have been sanctioned by the Lords of the Committee of Council on Education, consist of shaded exercises in letters, parts of letters, and figures. Mr. Ablett thinks they "will be found to develop habits of neatness and accuracy in those who are learning to write, and in those who write badly." They enable, it is said, "anyone who can write to design a simple border." A prize competition is offered at the end of the book for the best reproduction of these designs, and for original designs which are executed in this book, particulars of which can be obtained on application to the publishers. Shakspere's King Richard II., with Introduction, Notes, &c. THERE is a good introduction to this play, giving a very short sketch of Shakspere's life, and, what is more to the purpose, lengthy extracts from Holinshed, which were used by Shakspere as his materials in the construction of the play. The play itself is printed in good large type, with numbered lines, and what adds considerably to its attractiveness is the insertion of a dozen well-drawn wood engravings, which are sure to be attentively scanned. The notes are short and numerous, arranged in double columns on 22 pages of letter-press. There are also appendices containing Examination Papers on the play, and exercises in Etymology. A Series of Arithmetical Test-Cards. Blackie and Son. By A. J. Clarkson. THESE cards are very carefully arranged. In the first place, each card contains nearly double the sums we usually find in test-cards. As a consequence of this, the type in which they are printed is somewhat smaller than usual. There are six tests on each card. In Standard II. two out of the six tests consist of problems; in Standard III. there are three simple sums and three problems; while in the upper Standards the tests generally take the form of simple problems. Each card forms a complete test of the whole work set down for the Standard, and the exercises are so arranged that the same number on each card of a standard gives a test in the same rule. The sums are drawn up with sense and judgment, and are neither too easy nor too difficult. The cards are enclosed in durable cloth packets, and by the simple contrivance of a piece of red tape, passing underneath them, which is fixed to one end of the packet, can be readily withdrawn at any time. The cards are numbered A to Z. There are consequently 26 cards in each packet, including a card containing the answers. This is undoubtedly one of the very best series of test-cards that has yet been issued for school use. The Local Examination History, from before the Roman Invasion to the present time. By R. S. Pringle, LL.D. Sixth Edition. Manchester : John Heywood. A BOOK which has reached a sixth edition in the course of a few years after publication has attained a fixed position as a school book. The chances and changes which affect other books have a diminishing influence over such books as these. We see the cause of this conspicuous success in the first line of the preface, "the author is a practical teacher." He knows exactly what is wanted, and what is more, he knows very well the kind of matter that is not wanted. He keeps out of his book childish fables; on the other hand, he inserts little incidents and touches which have a natural fascination for the young. Remembering the short time that can be devoted to this study, he so arranges his matter that his pupils and readers can make the very best use of that short time. This is the great and crowning merit of this compilation, The present edition is brought down to the present month as regards historical Occurrences. We have Lord Salisbury duly installed as one of the Prime Ministers, the ninth in number, of the reign of Victoria. The book is rich in tables of historical notabilia, such as land battles, sea battles, sieges, civil wars, pretenders to the throne, foreign invasions, usurpers, acts and treaties. All persons who are preparing for an examination in English History would do well to obtain this book. * The Encyclopaedic Dictionary. Part XXII. Cassell & Co. THIS number carries us nearly as far as the end of the letter C. We have a description of the game of croquet, and a good definition with an illustration of a bishop's crosier. Under the heading Cross we have an interesting summary of the use of the word in ecclesiastical and civil history. The following short extract may be of use to our readers. "The Anglo-Saxons were accustomed to sign documents with the cross, accompanying it with their own name if they could write, and leaving it unaccompanied if they could not; this is the reason why the mark made by the illiterate is still a cross." Several pages are taken up with compounds of the word cross, and in particular we have a clear definition of a crossed-cheque. The article on the word Crown is very interesting and instructive, and there is a full account of the punishment of crucifixion. The crusades come on for treatment under that heading; and we have a capital illustration of a cucking-stool, with an account of the working of that salutary instrument of female reformation. Of course the cuckoo has a description and a picture, and there is an interesting sketch of the cultivation of the cucumber in England. Articles full of instruction are also given on cuneiform inscriptions, cupola-ships, curates, currants and currents, customs, and a thousand other matters beyond our power to specify. This THIS is a very difficult book to draw up. There is a lack of unity in the programme for the year, which is "geography of the world generally, and especially of the British Colonies and Dependencies," as well as some other matters described as "interchange of productions," and "circumstances which determine climate." is, however, one of the very best geographical readers for this standard we have yet examined. The writer knows all about his subject, and says what he has to say in Saxon. Reading the chapters in this book is as though you had the good fortune to meet with a traveller, and hear him describe the countries he had passed through. Here is a paragraph taken at random. "A Chinaman likes to have his coffin in good time, and he exhibits it with pride, particularly if he happen to be rich and can afford to have it made in the most expensive style. The old men fly kites, while the boys look on. If a death occur in a family the mourners wear white; all classes whiten their shoes with chalk instead of blacking them." The book is well illustrated with numerous maps and wood engravings. There is a useful set of Revision Lessons given at the end of the book, which will enable the scholars to arrange and summarize the knowledge they have acquired in the lessons. Action Songs for Infant Schools. Arranged by W. L. Rooper. THIS is an admirable book which ought to be placed in the hands of the teacher of every infant school. Not that thereby we would wish to exclude any other good book drawn up with the same object. A teacher ought not to be confined to any one book in any department of school work. And we think those of our readers who see and examine this particular book will hold us justified in saying, that it ought to find a place in every infant school, as one of the two or three books placed at her disposal for this most important department of infant school training. These action songs are divided into the following classes: (1) Nursery Rhymes and Baby Songs (which, of course, are very elementary); (2) Musical Games, Action Songs and Marches (which are somewhat more advanced); (3) Songs without action (such as "What does little Birdie say," &c.); (4) Groups of Songs (such as "The Day of a Doll," "For May-Day," "About Faries," "For Christmas," "For New Year's Day.") The music is appropriately selected in some instances, but the greater part of it is original. Full instructions are given how the action songs are to be used. It is only by the extensive use of such natural infant-school training as this, that we can hope to escape the mischief of that system of over-pressure which is peculiarly liable to make its appearance in infant school work. Coriolanus. Julius Caesar. Cassell's Modern School Series. THESE plays are issued separately in strong limp cloth binding, and do credit to the enterprise of the publishers. Each book contains a short life of the poet, and a sketch of the subject-matter of the play. The text is printed with great clearness with numbered lines, and each play is rendered more attractive by three or four unusually striking illustrations. The notes which are placed at the end of each book are as full and good as some which appear in other editions at double the price. Drawing Books for the Standards. Griffith, Farran & Co.'s Educational Series. In this series there are ten books in Freehand Drawing and eleven books in Geometry. The books are of an unusually large size, but not inconveniently so, and are made up of a paper of proper thickness and fineness. The books are excellently graduated, and at the foot of each page directions are given to the pupil how to proceed to execute the drawing. The more complex of the Freehand Drawings have dotted straight lines drawn through them at different parts of the figure, as a help to the pupil in their execution. This is an important feature in these books. The aids thus given are gradually lessened as the pupil becomes more proficient in his art. Books IX. and X. in Freehand consist of "Common Objects and Casts of Ornament in Light and Shade." The books on Geometry Drawing contain a complete set of exercises. In Books I. and II. there is such an economy of space that six exercises are given on a single page. Pages containing instructions in the theory of drawing are supplied where required. The last three books in this series are of much larger size than the others. This is one of the completest sets of drawing books yet issued for school use, and is admirable in every respect. SHORT NOTICES. THE Quiver for November, 1885, commences a new volume. There is a wonderful amount of variety in the number, and all is excellent. A special word of praise must be given to the engravings. Two new serial tales begin in this number. Once a Month (September) is an Australasian magazine of varied matter, and some good illustrations. There is a portrait of the Hon. Graham Berry, Chief Secretary of Victoria. Shaksperiana for September and October. Contains articles on "Garrick's Acting," Church Councils and Comedians, Shakspere and Montaigne. The latter article refers to a German theory recently started that "the great poet's intention was in Hamlet to warn his contemporaries against the disturbing inconsistencies of the gifted French essayist whose ample classical reading and graceful phraseology acted as an attractive charm, but whose feeble character-ever wavering as it were between leanings towards the humanism of the Renaissance, and a slavish obedience to the most outrageous claims of the Papal Hierarchy-unfitted men for action, making them let time 'go out of joint.'" The Seeking and Finding Almanack for 1886 has a text for every day, and a space in which the young searcher is to put the reference when found. The texts are somewhat short and scrappy, but if they lead the pupil to read them more fully when found, may be not without use in increasing the store of Biblical knowledge. Music and School (September) is the first number of a penny monthly magazine. It contains an instalment of a catalogue of music alphabetically arranged according to titles, which will be of service to those who want songs to sing and pieces to play. There are accounts of musical festivals and concerts in all parts of the country. It is a cheap pennyworth. The Church Reformer (October) contains a stirring address from the Editor (the Rev. Stewart D. Headlam). Taking up Mr. Chamberlain's parable of the confiscation of common land by wealthy landowners, he writes "to the landlords, therefore, and to all, who consume without producing, we say, 'let the robber rob no more but rather let him labour."" There is a curious article on advertising with which we are unable to agree, the sum and substance of which is that "if the vendors of Slater's coals, Plasterer's cakes and Sozar's cotton were not conscious that their wares were defective, they would not monger them so noisily." This number contains the correspondence with the Bishop of London on the Church and Stage Guild Question, in which Bishop Temple takes up a very moderate and sensible position. THE QUESTION OF FREE SCHOOLS. HE question of Free Education is now being decided at the polls, and it were useless for us to prophesy in what way the decision will be given, when our readers will know all about it from the public newspapers soon after this magazine comes into their hands. The subject is not in the authorised Liberal programme. Mr. Gladstone will say nothing in its favour, but contents himself with pointing out the difficulties in the way of accepting it. When finally pressed to make a statement on the matter at the con clusion of his speech on Saturday, November 21st, all that could be extracted from him was the following declaration : "Lord Hartington has pledged himself to an inquiry into the Education Act. I have not considered the matter fully, but I have no doubt his Lordship has considered it before using that language. As far as I know, I can conceive that great advantage will result from inquiry, and undoubtedly, at the present moment, I do not see any objection." That is as far as close questioning will induce Mr. Gladstone to go; and we do not suppose Mr. Chamberlain's heart will leap with gratitude when he reads these singularly colourless sentences. The "great advantages" which Mr. Gladstone supposes would accrue from the inquiry may be the effective proof that free education would be a wasteful and unwise policy; and undoubtedly any committee that might be appointed to consider the matter, which was fairly representative of the different sections of opinion in the House of Commons, would pronounce against it. This Mr. Chamberlain doubtless knows very well, and he likes no better the proposal for a Parliamentary inquiry into the working of the Education Acts than the Radical Reformers in 1862 relished the proposal of Lord Palmerston's nephew to refer the Reform Bill, which it was known the Premier disliked, to a Select Committee of the House of Commons. The Tory candidates in the present election are generally against free education, and if Lord Salisbury's Administration continues in office we shall hear little more about it for some time to come. If the result of the polls should be the return of Mr. Gladstone to power, then if Mr. Chamberlain should be invited to join the new Liberal Cabinet, some amount of negotiation would necessarily ensue as to the insertion of this and other matters in the Liberal programme. The Times has decided that this is the most innocent of Mr. Chamberlain's reforms; and if Mr. Gladstone felt compelled to concede some one point or other to his ambitious lieutenant, he might decide on free education in preference to free |