TABLE X.-Comparison of the eleven years 1890-1900 and 1902 with 1870 and 1876—

a In Table I will be found separately the average attendance in board and voluntary schools. b Men teachers and women teachers are given separately in Table VII.

TABLE X.-Comparison of the eleven years 1890–1900 and 1902 with 1870 and 1876— Continued.

a Men teachers and women teachers are given separately in Table VII.
b Annual grant only.

TABLE XI.-Comparative statistics of education in Scotland.

a Termed King's scholars in training colleges since the accession of Edward VII.
bTermed King's students since the accession of Edward VII.
e For day schools only.

SECONDARY AND TECHNICAL EDUCATION.

England. The recent changes in the administration of public education in England have brought about a reclassification of schools which must be kept in mind in the endeavor to interpret the official reports, and especially so far as these treat of secondary education. The province of the central authority, i. e. board of education, under the law of 1902, includes, as already explained, elementary education and higher education. Under the latter head are included evening schools, formerly classed with elementary schools, and the schools and classes

receiving the grant for science and art instruction. The status of these several classes of institutions in 1902-3 is shown in part by the following statistics:

a Thirty-nine thousand one hundred and forty-two day students and 104,414 evening students. b An institution of university rank.

The number of secondary schools accepting the Government inspection in the year 1902 was 75 as against 51 in the previous year.

Fifty-two were inspected on the application of the county authorities aiding them. Six were for girls and 6 were mixed schools for boys and girls; 31 were schools receiving grants under the regulations of the board for secondary day schools, and in the case of 16 of these the inspection was required for compliance with the regulations.

The board of education receives also the reports of the administration of the technical instruction laws, from which it appears that during the year ending March 31, 1902, 41 of the 49 county councils in England (Monmouth being excepted) applied the whole of the amount received from the residue of the liquor duties and 8 a part of the amount to technical education.

Of the 64 county boroughs 59 applied the whole of the residue and 5 a part to technical education. Further, 3 county councils and the councils of 30 county boroughs. 99 boroughs, and 189 urban districts made grants out of the rates under the technical instruction acts. In 25 cases local authorities also devoted funds to technical education out of the rates under the public libraries and museum acts. In Wales and Monmouth the councils of the 13 counties and 3 county boroughs devoted the whole of the residue to intermediate and technical education, chiefly under the Welsh intermediate education act, 1889, and the councils of intermediate education act, 1889, and the councils of 11 counties and county boroughs and 12 boroughs and urban districts made grants out of the rates under the technical instruction acts.

In England and Wales the total amount expended on technical education during the year was £1,057,399 ($5,296,995). In addition the amount raised by loan on the security of the local rate under the technical instruction act, 1889, mainly for the erection of technical and science and art schools was £206,426 ($1,032,135). * * * In Wales and Monmounth the total amount devoted annually to intermediate and technical education under the Welsh intermediate education act, 1889, is now approximately £52,000 ($260,000).

Scotland.-Reference has already been made in the brief conspectus of the Scotch system of education to the status of secondary schools in that division of the Kingdom.

The Scotch education department in the report for 1901-2 state that the-number of secondary schools under inspection is now 95, 32 being higher class public schools, 25 endowed schools, and 38 schools under voluntary managers who have invited the inspection.

By the passing of the education and local taxation account (Scotland) act in 1892 an annual sum of £60,000 became available for secondary education in Scotland. The cost of the inspection of higher class schools and of the leaving certificate examination is mainly met from this source, and for the year 1901-2 a sum of £4.700 was taken for that purpose. The question of the method of distribution by which the available balance might most effectually contribute to the educational benefit of each locality was referred by the minute of May 1, 1893, to borough and county committees, who administer the share of the grant falling to their respective districts in accordance with schemes previously submitted to and approved

by the department. This arrangement has been continued by subsequent minutes, and the regulations now in force are set forth in the minute of June 10, 1897, as amended by that of April 30, 1900. That minute provides for an extended representation of those local authorities who are willing to intrust to the committee the administration of sums which are at their disposal for purposes of technical education, and the authorities of 12 counties, 10 boroughs, and 20 police boroughs have taken advantage of this provision and passed special resolutions, in accordance with which a sum of £12,686 12s. 2d. was this year handed over to the secondary education committees for distribution.

In the local examinations in subjects of science and art in Scotland held during the months of April, May, and June, 1901, there were 27.398 presentations, comprising 10,380 in subjects of science and 17.018 in art. Of these, 6,624 candidates in science and 7,384 in art succeeded in satisfying the examiners, and the department awarded to the successful candidates 14.008 certificates. These examinations numbered 1,928 held in the evening and 81 in the day, being 888 in art subjects and 1,121 in science.

The expenditure from grants for science and art instruction amounted to £79.617 ($398.085). The department's grant of £2,000 for agricultural education has since 1900 been augmented by a further sum of £2,000 a year from the local taxation account. The sum available for distribution in the year 1901-2, including a balance of £947 88. 8d. from the preceding year, was £4,947 88. 8d., and the following table shows the sums actually distributed to the various institutions for the present as compared with the preceding year:

Present needs of secondary education.-Complete statistics of secondary education in England and Scotland are wanting, but recent estimates indicate that there are at least 250,000 students pursuing secondary studies in England and 75,000 in Scotland. These statistics relate to schools of widely different types, but they are exclusive of pupils in elementary classes. As regards the provision of secondary schools in England all authorities agree that it is, on the whole, inadequate and very unequally distributed, and, further, that in places where the supply of schools is ample there is waste through the want of a proper coordination of different institutions. Hence, although great progress has been made during the last two decades in overcoming the deficiency of secondary schools by the creation of municipal institutions comparable to the high schools of our own country, the call for government aid in this field of effort is as urgent to-day as was formerly that for its intervention in elementary education. Scotland, though relatively better off than England by reason of a more uniform distribution of the means of secondary education of the classical types, is in great need of increased provision for education in science and other modern branches and of a more systematic organization of the various classes of secondary schools.

The condition in respect to this interest in England is set forth in the following letter from Mr. Acland, M. P., former chief of the education department:

Amidst the political controversies that are about to occupy the attention of the public for some months to come, occasionally a voice is heard to say that in order to obtain industrial efficiency we need, among other things, an improved secondary and higher education. Such voices will soon be drowned in the coming strife, and nothing effective may be done.

As regards university education, attention has just been called to the question by Sir Norman Lockyer. The grant from the State for English universities and university colleges (omitting Scotland, Ireland, and Wales) of less than £50,000

a year would rightly be called an absurdity in any other industrial country like ours, and is indeed a scandal. But how is the scandal to be removed? It will never be removed till either a House of Commons or a Cabinet is found which cares about the subject and will force the hand of the chancellor of the exchequer and the treasury.

As regards secondary education, which is the other branch of the subject (and without a really good education in secondary day schools the universities are largely ineffective), the progress we are making is absurdly small in proportion to our needs. To wait for the assistance of private individuals or for grants from rates to bring about what is required is hopeless; and until the State is courageous enough to do more we shall fail to meet existing needs. The increase on this year's Parliamentary estimates for elementary schools and training of elementary teachers in England and Wales (which together cost more than ten millions a year) is more than a million and a quarter. Of this sum rather more than half is aid grant given to ease the passage of the act of 1902 through the House of Commons. The net increase under the head of "other aided schools" not elementary is this year nil. Evening schools, which we are told nowadays to call part of secondary education, are to have less; secondary day schools somewhat more. The total grant to secondary day schools in England and Wales, including a share of administrative expenses, is less than £200,000 a year. What a paltry sum this is for a population of 32,000,000! It is not too much to say that, apart from our great public schools and from private preparatory and other private schools, there ought to be in publicly aided secondary day schools in England and Wales at least 150,000 boys and girls. The annual cost of their education at £15 per head would be £2,250,000. This takes no account of sites and buildings and apparatus for new schools and improvement for existing schools, for which a large sum is required. Endowments count for much less in this matter of the local supply of secondary education than is supposed. As regards parents, a large number will not pay more than a third of the annual cost, and many can not be expected to pay anything. For the rest, including the new buildings required, we are dependent in the main on rates from local authorities and on the State. Much the largest part of the "whisky money" is taken up in expenditure other than that on day secondary schools; and as regards large or generous grants from rates, a most effective block has just been placed in the way in many districts by the act of 1902. Who expects that in districts greatly needing a good supply of secondary education, where the new elementary school rate may be from 4d. upward in the pound, there will be much new money forthcoming for secondary schools from the ratepayers' pocket? Since the report of the royal commission on secondary education, for the appointment of which I was responsible, some of whose recommendations are now quite out of date, we have really done very little; and I despair now as much as ever of seeing anything accomplished which will really meet the national need. All successive governments, conservative and liberal, are equally to blame in not having given effective attention to the subject.

Then not only is the amount spent wholly inadequate, but the grants that are given to secondary day schools are given on a system which could only be justified as long as they came from the science and art department, which is now abolished. From a secondary education department something different is expected. The grants are not given for the work of the secondary school as a whole, but on condition that a certain number of hours' teaching is given to science. This in its actual results, though it is not intended, is in many schools quite as bad for science as for other subjects.

Those who read the report just published by the board of education, by Mr. Headlam, who has recently inspected 70 secondary schools for the board under the act of 1899, must feel a sense of humiliation at what he says, which only confirms what is known to many who are acquainted with the subject. I ought to add that Mr. Headlam's great ability and impartiality are admitted by all who know him. The desire, Mr. Headlam says, to promote efficiency in science by grants given to division A. schools of science, which many grammar schools and other secondary schools, owing to financial pressure, apply for, may defeat the end in view owing to want of training in power of expression and the use of language. Latin is disappearing in many schools. It is often taught for three hours a week as an alternative to shorthand and bookkeeping. Boys who learn Latin and French are in nearly every case completely ignorant of the most elementary facts regarding the history of life of the people whose language they are learning. In the teaching of French there is some hope; but this is not the case with English, in which the very first elements of good work are absent. There may be a fine laboratory and an unlimited supply of apparatus for chemistry and physics, but not a good atlas of modern times in the school. The training of the imagina