CORRESPONDENCE.

The editor of EDUCATION receives during the year many letters bearing on subjects suggested by articles in this magazine, and it has been his habit to make autographic replies to any inquiry sent in. Nearly all questions have required answers that would be of interest and value to the other readers of the magazine, and as the questions have increased, it has been deemed best to open a Department of Correspondence, which shall be an open arena for all the readers of EDUCATION. Questions germane to the subject of education are welcomed, and a discussion of these is invited. Address all communications for this department to the Editor Correspondence Department, care of EDUCATION.

WORKS OF HORACE MANN.

Editor of EDUCATION: The review of the Life of Horace Mann in the September number of EDUCATION is a notable contribution to the literature of this great educator. It must be a matter of sincere regret to every teacher that the editor and publishers of the works of Horace Mann could not have abridged the work and brought it within purchasable limits. As it is issued in five volumes at $2.50 a volume, it is quite out of the reach of many, very many, who would be glad and profited by having a record of this pioneer of one's free public schools. The article in EDUCATION was a whet to our appetite, but the appetite could not be satisfied at the price demanded. My purpose in writing is to inquire if there will not be issued a one volume edition of the Life and Works of Horace Mann. Have the publishers any plan to this end? SENEX.

Boston.

[I agree with Senex in thinking that the five-volume edition is too large and costly for the average teacher to buy. It strikes me that much could have been excised from the volumes and the work brought into reasonable limits. It is not, however, necessary to purchase the entire set, as single volumes will be sold. I have no knowledge that the publishers intend to bring out an abridged edition.]

SCHOOLS IN FRANCE.

Editor of EDUCATION:- When I have felt the necessity of extolling any school system, I have invariably praised the Prussian and held it up as the model which all nations were to copy and strive to emu

late. I fear I have a rival in my "Model system." Of late I have observed that educational periodicals have almost entirely held up the school system in France under the Republic's rule, as one most worthy of consideration and study. I have never thought that France had much to offer in this matter, and have been rather inclined to treat in a flippant manner her pretensions to recognition in the domain of pedagogy. If, however, I am behind the times, I desire to make haste and rectify my misconceptions and be set right. I wish some one would set forth in a brief manner the present status of education in Republican France, and state in what way there is there a decided improvement and advance over that in other European countries. Will you, Mr. Editor, give space for such an article?

Worcester.

F. R. S.

[Certainly. If F. R. S. has been a diligent reader of EDUCATION he will have read within the past year several articles on the schools of France. Doubtless these articles have been the cause of the mental perturbation of F. R. S.]

ABOLITION OF SCHOOL FEES.

Editor of EDUCATION:- I am deeply interested in the law recently passed by the British Parliament whereby all school fees were abolished, making, I take it, all schools free, as they are in this country. I have seen only newspaper items of the bill, and these treated of the political aspect of the bill. Will you kindly direct me to a publication which will give me a full account of the operation of the law?

Washington.

GAMMA.

[Under the department of Foreign Notes in the September number of Education a half page is given to a resumé of this bill and its provisions. I do not now recall any publication in America which has treated of the bill in extenso. I presume you could obtain a copy of the act by writing to the Director of the London School Board.]

FOREIGN NOTES.

GREAT BRITAIN.

Free Education Act, England. - The Free Education Act which bears date August 5th, and went into effect September 1st, affords a striking illustration of the way in which opposing policies meet and coalesce in English legislation. Free popular education has long been advocated by the Liberals and decried by the conservatives. Nevertheless it is a government under the leadership of the latter which

introduced and successfully carried the measure through Parliament. The Liberals have always contended for public control of schools receiving public funds, but they have contented themselves with simply protesting against the failure of this act to maintain that principle.

Heretofore voluntary (i. e. private schools, chiefly denominational), have derived about 46 per cent. of their support from the government grant, now they will derive about 78 per cent. from this source. They still, however, enjoy freedom from public control, excepting that they must meet the requirements of the education act as to buildings, teaching force and obligatory subjects of instruction, and must not violate the conscience clause which forbids religious instruction to be forced upon any child against the wishes of his parents. In attempting to estimate the value of this provision, it must be remembered that there are 10,000 parishes in England having nothing but church of England schools. Of six such schools in Lancashire having an attendance of seven hundred and fifty children, five hundred and eighty-four were, according to a recent return, the children of nonconformists. Moreover in all the parishes specified the vocation of elementary teacher is virtually closed against all persons not members of the established church. These are some of the incidental outcomes of a denominational system. The new act does not make the elementary schools free, it simply provides funds to make up, to all schools, board and voluntary whose managers abolish fees, the amount thereby sacrificed. The grant will be reckoned at 10 s. per unit of average attendance of all pupils between three and fifteen years of age. Schools in which the income from tuition fees for the last years did not reach a higher average than 10 s. per pupil, must remit all fees for children between the ages mentioned if they would have the benefits of the act. Schools whose income from fees exceeded this average may continue to charge fees sufficient to make up the difference. It is expected that all school boards will accept the act. They will, however, adopt different courses. The London Board has already declared all its day schools free. The Birmingham Board has abolished all fees in both day and evening schools, although the latter are not included in the act. The Sheffield and Bradford Boards abolish fees in all but the Central High schools. The Episcopal bishops generally advise the managers of church schools to accept the act. The Wesleyans protest against the policy of the act, but will probably make their schools free. Catholic teachers, who are the worst paid in the country, have appealed to parents to share with them the moneys saved by the remission of fees.

University Extension 1890–91.— The report of the Oxford University extension lectures for the year ending July 31, 1891, shows greater

progress than for any previous year. "Since June, 1890, one hundred ninety-two courses have been delivered in one hundred and forty-six centres by thirty-three lecturers. The courses were attended by 20,248 persons, and the average period of study covered by each course was twelve and one-half weeks. Examinations were held at the end of one hundred and thirty-two courses; 1,388 candidates entered for the examinations; and 1,181 condidates received certificates, of which five hundred and eight were certificates of distinction."

As compared with 1885-86, this is an increase of one hundred and sixty-five in the number of courses delivered and one hundred and twenty-four in the number of lecture centres. The average attendance was not noted at the earlier date but since 1886-87, it has increased by 10,340, while the average duration of the period of study covered by each course, has risen in the same time from eight and one-half to twelve and one-half weeks. The distribution of courses by subjects during the year was as follows: on historical subjects, 90 courses; natural science, 64; literature and art, 33; political economy, 5. The supervisors regret a noticeable decrease in the last named branch; this is more than offset by the increase in the number of courses in natural science. The latter have been promoted by the county council grants. (mentioned in EDUCATION heretofore) which are confined by law to the assistance of teaching on scientific and technical subjects.

"The supervisors note with pleasure that at several centres in the north of England, the courses of lectures are regularly attended by many hundreds of artisans. Several of these courses were, as in former years, paid out of the funds of societies of working men. The Union of Working Men's Coöperative Societies, has provided six small scholarships to enable the students who have been more successful in certain educational classes arranged by the Union, to attend the summer meeting of university extension students in Oxford.

"The prize essays submitted to the delegates in the competition for scholarships tenable at the summer meeting have again reached a high level of excellence, and the number of competitors has largely increased. The competition is limited to those who have attended Oxford University extension courses during the year, and the success of the efforts of the lecturers to interest men and women of all ranks of life in systematic study, is shown by the fact that among the competitors for the scholarships were cotton-weavers, brush-makers, printers, book-binders, mechanical engineers, and other artisans. The competition for the scholarships offered to elementary teachers also produced as in former years, a number of excellent essays."

The Cambridge syndicate for local lectures reports a satisfactory year. The experiment of summer courses at the University for "Exten

sion" students was tried a second time this year, the period of study lasting from July 28 to August 22. As an evidence of the thoroughness of the work done in extension courses, it is worthy of note that the University of Cambridge has admitted extension students who have followed a prescribed course of continuous study, as affiliated students and excused them from the "Little per cent." (i. e. previous examination which is equivalent to matriculation examination) and one year of residence.

Edinburgh Merchants' Company's Schools. The school system of Scotland affords a remarkable example of the union of public and private agencies in the work of popular instruction. Among private agencies, directed to this interest in Edinburgh, the most important is, The Merchant Company. Since 1870, they have devoted to the maintenance of a system of schools, the income of the old Hospital Endowments under their charge. During the last session, the number of pupils in their schools reached a total of 6,362, the number of teachers, 280. The accumulated funds were £662,423 ($3,312,115); the amount of teachers' salaries paid, £31,000 ($155,000). The qual

ity of the work done in these schools is indicated by the success which their students have gained in the many competitive examinations now maintained in connection with Scottish and English universities, and the Home and Indian Civil Service.

The higher class schools of the Merchant Company are four in number, the Merchant Maiden school, now called the Edinburgh Ladies' College, and George Watson's College for Ladies, and George Watson's College and Daniel Stewart's College for Boys.

It was in 1722 that the company was entrusted with the administration of Mr. George Watson, a merchant in Edinburgh, who left £12,ooo for the maintenance and education of the sons of merchants in Edinburgh. The number of boys now in the school is over 1,200 arranged in elementary, junior and senior divisions, so that the school carries a child on from about five years of age to the portals of the university. The education given is of a liberal character, qualifying the boys for commercial or professional life. The school was enlarged a few years ago, and many modern improvements introduced into it. Recently it has taken a leading place in fitting out boys for the very highest positions in this country and in the Indian Civil Service. In a statement just issued, it appears that the money value of the scholarships, bursaries, medals, prizes, etc., gained by former pupils at the Edinburgh University and elsewhere for the year 1890-91, amounted to no less a sum than £5,006. The course of study includes English, Latin, Greek, French, and German, writing, arithmetic, book-keeping,