passes in any science subject at the Science and Art Department examination, or for the holding of University Extension certificates in science.

For several years past the Instructions to Inspectors have contained a clause stating that, among the things provided by a good school, may be 'an orderly collection of simple objects, geological and botanical specimens, examples of industrial processes or other apparatus, chiefly designed to illustrate the school lessons, and formed in part by the co-operation of the scholars themselves.' This year the Department have taken the further step of stipulating that 'a classified list of the objects and other articles of interest in the school museum should also be kept.' This will render the school museums more valuable instruments of education, and prevent them from degenerating into a mere miscellaneous assemblage of objects.

In regard to evening continuation schools, there is no alteration in the Code that calls for remark. But in the Revised Instructions to Her Majesty's Inspectors my Lords say: 'The subjects taught in the day school should be such as to form a solid foundation on which the higher studies of the evening may be built. The knowledge of the scientific principles which underlie the technique of the industries of the neighbourhood . . . is among the most important of such subjects. It might help to secure the continuity of school life if the day scholars were allowed occasionally to attend some of the more attractive evening lessons, such as travels illustrated by the optic lantern, or a science lecture illustrated by experiments.' Optic lanterns are now of so excellent a character that they can be used for illustrating lessons in the daytime without darkening the room. The London School Board has recently purchased a dozen with that view.

For the last four years there has been a clause in the Code stating that, in making up the minimum time constituting an attendance, there may be reckoned time occupied by instruction in science (amongst others), whether or not it is given in the school premises or by the ordinary teachers of the school, provided that special and appropriate provision, approved by the Inspector, is made for such instruction, and the times for giving it are entered in the approved time-table.' The London School Board have made several attempts to get leave from the Education Department to allow of occasional visits to such places as Kew Gardens, South Kensington Museum, &c., to be so counted. But although the Science and Art Department recognise attendance at such places, provided that the attendance is for not less than for one hour, that the visit is made for the purpose of the scholars receiving instruction, and that the scholars are instructed during the visit by the teacher of the class,' the Education Department still require the literal fulfilment of the abovementioned clause, which is framed to meet the conditions of centre teaching, and not of visits to other institutions of an educational character. A recent deputation from the Manchester Art Museum on the subject of bringing picture galleries, public museums, &c., into requisition in teaching art and science was, however, very favourably received by Mr. Acland, and he promised increased facilities for this purpose in next year's Code. Your Committee trust, therefore, that, not only will the London School Board be allowed to make the use they propose of such institutions, but that the provision may be made general, so as to apply to all the schools in the provinces wherever the means exist of obtaining such practical instruction.

On January 6 last the Education Department issued a valuable circular (No. 332) on the subject of instruction in the lower standards. The general scope of the circular is to promote in the schools for older

scholars the natural methods of instruction adopted in the best infants' schools, by which the children are trained to use their powers of observation and reasoning. With reference to the matters in which your Committee are more immediately concerned, it states: 'It should be borne in mind that object-lessons cannot be dispensed with if habits of observation. are to be duly fostered, and they should be treated as a means for mental exercise, and not merely as opportunities for imparting miscellaneous information. Objects should always be present and in sufficient numbers, and the chief aim should be to call into activity observation and the construction of clear mental pictures, so that the intelligence of the pupils may be exercised and developed. Geography, where it is a class subject, should be treated in a similar way, and should be taught by visible illustrations and by actual modelling in sand and clay, for the production of miniature rivers, mountains, &c.'

Reference has been made in previous reports to the important work being done by the science demonstrators under the London School Board in introducing practical lessons into the schools-lessons in the course of which the children are not merely orally instructed, but are led to carry out themselves a series of simple measurements and to make experiments with the object of solving easy little problems, being thus taught both to be accurate and to be self-reliant. The vacancy in the staff caused by the appointment of Mr. Gordon, who has been so eminently successful in this work, as one of the Inspectors under the Science and Art Department has been filled by the appointment of Mr. Heller, an Associate of the City and Guilds of London Institute for the Advancement of Technical Education. He will carry on the instruction under the scheme given in the Appendix, which is no ideal scheme, but an outline of the work actually done in a considerable number of London schools during the past three years. No other School Board appears as yet to have attempted to give systematic practical instruction on such lines with the object of training children to gain their knowledge by their own efforts, thereby training them to help themselves and to think logically; but the work of the London Board has been carried on with such satisfactory results, and the method adopted is of such promise, that it is to be hoped that the example of this Board will be generally followed. The immediate difficulty that will be met with in this direction, however, arises from the lack of suitable teachers, and it cannot be too strongly urged that no time should be lost in organising classes for teachers and placing them under competent instructors. As County Councils have in some places already shown willingness to assist in this direction, it is to be hoped that progress will not be prevented by want of funds, and that School Boards and County Councils will effectively co-operate in this great work, the national importance of which must ere long be recognised.

Practical lessons similar in character to those which have been given in some of the boys' schools are about to be added to those now given in some of the girls' schools under the London Board. The results of this experiment will be awaited with the greatest interest, although there can scarcely be a doubt as to their proving to be equally satisfactory. When the character of the household work done by women is taken into account, it is obvious that training can be imparted at school in the course of such experimental lessons as are to be given to the girls which will be of direct practical value, and the most effective preparation possible for much of women's work. If girls can be taught to weigh and measure accurately,

and to understand the use of a thermometer, and if they acquire but the most elementary understanding of the nature of food and of the operations incidental to cooking by actually experimenting while at school, the foundation of habits will have been laid and knowledge will have been gained which will make them far more careful, competent, skilful, and trustworthy when, later on, they become cooks or nurses or wives or mothers. It is not too much to hope that a really satisfactory method of teaching domestic economy and housewifery may ultimately be devised on the basis of experience gained in the course of lessons such as are here referred to.

Your Committee observe with satisfaction that the Royal Commission on Secondary Education comprises direct representatives of the Board School system, and some who have interested themselves much in technical instruction. In the present reorganisation of our scholarship arrangements it is to be hoped that the proper co-ordination of the studies in Natural Science will be duly cared for.

APPENDIX.

Addition to Alternative Courses in Elementary Science.

Course H.-Experimental Arithmetic, Physics, and Chemistry. N.B. Instruction in this subject should be experimental, the experiments being carried out by the scholars.

Standards I. and II.-Addition, subtraction, multiplication, and division of whole numbers experimentally ascertained by measurement of lines in inches and centimetres, the number of squares in a given area of squared paper ascertained by counting.

Standard III.-Decimals. Inch and centimetre rulers to be used, the inches and centimetres being divided into ten parts. Addition and subtraction, the same method to be used as in Standards I. and II. Results in each case to be recorded in columns. Multiplication and division of above by whole numbers.

Standard IV.-Metre, its subdivisions. Addition and subtraction of lengths containing them. Results to be recorded in columns, as in Standard III. The gramme and its subdivisions treated similarly. Application of above to numbers generally.

Standard V.-Measurement of length, area, volume, and weight. English and French systems, relative weights of liquids and solids. Barometer. Thermometers, graphic representation. Distillation. Filtration.

Standard VI.-Evaporation. Wet and dry bulb thermometer. Solubility. Chalk and lime, their properties. Heat and acids on chalk, limestones, &c. Chalk lime+chalk gas. Chalk gas on lime and lime Chalk gas in the air. Mortar.

water.

Standard VII.-Substances burnt in air, such as coal, sugar, &c., also metals, such as iron, copper, &c. Investigation into the increase in weight of certain metals when burnt. Rusting of iron. Candle, phosphorus, sulphur burnt in air confined over water. Active and inactive parts of air. Composition of air. Dilute acids on zinc and iron. Inflammable air and the formation of water therefrom. Inflammable air over heated red lead. Composition of water. Steam over heated iron filings. Hard and soft water.

Methods of Economic Training in this and other Countries. Report of the Committee, consisting of Professor W. CUNNINGHAM (Chairman), Professor E. C. K. GONNER (Secretary), Professor F. Y. EDGEWORTH, Professor H. S. FOXWELL, Mr. H. HIGGS, Mr. L. L. PRICE, and Professor J. SHIELD NICHOLSON.

APPENDIX

I.-On the Methods of Ecmomic Training adopted in Foreign Countries.
By E. C. K. GONNER

II.-On Economic Studies in France. By H. HIGGS
III.—On the Condition of Economic Studies in the United Kingdom. By

E. C. K. GONNER

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IN furtherance of the above purpose three reports have been drawn up after due inquiry and laid before your Committee.

These reports, which are appended, bring out very clearly some features of difference between the position of such studies in this and in foreign countries, and, with other information before your Committee, seem to them to call for the following observations. Before proceeding to the consideration of certain particular points they would remark that the growth of economic studies, and in particular the development among them of the scientific study of the actual phenomena of life (both in the past and in the present), have important effects, so far as the organisation of the study and its suitability for professional curricula are concerned. It may be hoped, indeed, that when the empirical side is more adequately represented, the importance of the careful study of Economics as a preparation for administrative life will be more fully recognised both by Government and the public.

(a) The Organisation of the Study of Economics. While fully recognising the great energy with which individual teachers in this country have sought to develop the study of this subject, your Committee cannot but regard the condition of economic studies at the universities and colleges as unsatisfactory. As contrasted with Continental countries and also with the United States, the United Kingdom possesses no regular system. In one place Economics is taught in one way, and in connection with some one subject, not infrequently by the teacher of that subject; in another place in another way, and with another subject. Very often it is taught, or at any rate learnt, as little as possible. In most places this lack of organisation is due to the weariness of introducing elaborate schemes for the benefit of problematic students. At Cambridge the pass examination which has recently been devised only attracts a few. With regard to the higher study of Economics, Professor Marshall, among others, has written strongly of the comparatively small inducements offered by Economics as compared with other subjects. He adds: Those who do study it have generally a strong interest in it; from a pecuniary point of view they would generally find a better account in the study of something else.' Some considerations bearing on this point are offered below, but here it may be observed that the attempts to introduce more system into the teaching of Economics, and to secure for it as a subject of study fuller public recognition, should, so far as possible, be made together.

In the opinion of your Committee Economics should be introduced into the honour courses and examinations of the universities in such a manner as to allow students to engage in its thorough and systematic study without necessarily going outside the range of degree subjects.

(b) The Position of Economics with regard to Professional and other Curricula.-In most Continental countries Economics occupies a place more or less prominent in the courses of training and in the examinations through which candidates for the legal profession or the civil service have to pass. In Austria, Hungary, and the three southern states of Germany this connection is very real, and the nature of the study involved very thorough. The same cannot be said with regard to the Northern States of the latter empire, where the importance attached to this subject is so slight as to make its inclusion almost nominal. To some extent or in some form it is regarded as a subject obligatory on those preparing for those callings, or, to speak more accurately, for the legal calling and for certain branches of the civil service in Italy, Spain, Sweden, Norway, Denmark, and Switzerland. In Holland and Belgium, while a certain general knowledge only is required for a few posts or branches of the civil service, a very thorough study is incumbent on those qualifying for the higher branch of the legal profession. In both France and Russia it is an integral and necessary portion of the legal curriculum.

The two studies are cognate, and according to the view of your Committee not only would the institution of an examination in Economics at some stage of legal degrees and qualifications be advantageous professionally, but the work of those who had enjoyed a legal training would react favourably on the advance of the science. In addition, Economics should receive a much more important place in the Civil Service Examinations, and should, if possible, be made compulsory on those entering the higher branches.

APPENDIX I.

On the Methods of Economic Training adopted in Foreign Countries. By E. C. K. Gonner.

The comparative study of the Continental and other foreign systems of Economic Education brings out in clear relief certain features of either difference or coincidence which relate respectively to the impulses or circumstances giving this particular study its importance, to the method of study, and, lastly, to its organisation and the degree of success attained in the various countries.

(1) Putting on one side the purely scientific impulse to learn for learning's sake, which can, after all, affect comparatively few, the inducement to a large or considerable number of students to interest themselves in any particular study must consist in its recognition, either positive or tacit, as a necessary preliminary to some professions or to certain positions. This may, as has been suggested, be either direct and positive, or indirect and tacit; direct and positive, that is, in the case of Economics when in either one or more branches they are made part of the examinations admitting to the legal profession and the higher civil service; indirect and tacit when public opinion demands economic knowledge as necessary in those holding prominent positions as citizens or anxious to direct and control their fellows, either by the pen as journalists, or by act or word as statesmen or politicians. The importance of both these motives is, of course, largely increased when they exist in close connection with the purely scientific impulse. By itself this is not sufficient. The exclusion of one study, as Economics, from professional or technical curri