THE JOURNAL OF EDUCAT CON.1-
WE have noticed from time to time the annual volume of the Journal of Education, not unfrequently differing from its con- clusions, but always admiring the thoroughness with which it has performed its functions of chronicler and critic. - We are not acquainted with the life-statistics of periodicals which concern themselves with education. To some of them might be applied, we imagine, the Tacitean breves et infausti. Any- how, " 500 " is, we are sure, the sign of a more than respectable longevity. The Journal does not represent any particular in- terest or institution ; it is a private venture which has attained successthe outward aspect of the number before us is highly significant of prosperity—by ability, courage, and industry-in no common degree. We offer our hearty congratulations to
the editor. . .
The " gpeCial Supplement" which accompanies the number begins with an "Editorial," in-which the services of past and
• Twenty Years at Hull Nouse. By Jane Addams. London : Macmillan and Co. [10e. 6d. net.]
t The lostraal of Education, No. 500. London : William Eke. present contributors are recognised and many. educational controversies of the day are briefly dealt with. We must be content with the mention of one matter—the bureaucratic tendency of the Board of Education. Teaohers—we are thinking of Secondary Schools--are to be made a branch of the Civil Service and not allowed to organise themselves as a profession. The editor accounts in this way for the strange, "we venture to say the illegal, opposition of the Board to the formation of a Teachers' Register." Professor M. C. Sadler makes with much skill a comparison of Tolstoi and Rousseau as educationists.. They were both of them champions of freedom, but Professor Sadler, who knows the whole affair from within, interposes a word of caution. How about "elective studies from the nursery upwards, and no State control of educational developments ?" Professor Adams,
rapt on a wind of prophecy," discourses on the Training College of fifty years hence. One point specially approves itself to us. The College will give no academic instruction ; its students will come to learn not the things which they are to teach, but how they are to teach them. Another prophet is to be seen in Professor Findlay, who contributes an excellent paper on "The Study of Education." Mr. Arthur Sidgwick records what has been done in developing girls' schools and the education of women generally. Finally, there is a paper by Mr. E. J. Notcutt on " Modern Languages Holiday Courses." The whole makes an excellent blend of the specu- lative and the practical.
Previous page
