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in previous years, but this is not really the case, as the Scotch Education Department is since 1888, a separate body, and thus the previous amount of pensions for Great Britain is now divided between England and Wales on one side and Scotland on the other side.

The pensions were removed from the grants in 1862, but the practice of granting pensions was resumed in 1875.

Teachers complain very much of not having a general system of pensions, as in Ger- many, also that there is no possibility of an adequate appeal against capricious dismissal. „Happily“, as Mr. Brodie says,„the cases are very few of a master being very capriciously dismissed.*² Mr. Morris, Head Master of the British School, Menai Bridge, Anglesea, says that, to his knowledge, some teachers have been capriciously dismissed.2 It is very wrong indeed that dismissal without sufficient reason should be at all possible. Of course, there are cases in which dismissal becomes necessary, but teachers should have the right of appealing to the Department.

But, taken all round, Elementary Teachers occupy a pretty safe position, and they have lately formed the„Nutional Wion of Teachers“, which well knows how to defend their interests.

Anyone desirous of thoroughly studying the system of English Elementary Schools, should read the Reports from Commissioners, Inspectors and others, as well as the Minutes of Evidence in the Parliamentary Papers. I have only endeavoured to give a general idea of it and to show, especially, its weakness in comparison with foreign school work, although most Englishmen are very proud of their Elementary Schools.„The things on which we pride ourselves,“ said Mr. Arnold,„are mere machinery; and what we should do well to lay to heart, is that foreign schools with larger classes, longer holidays, and a school-day often cut in two, nevertheless, on the whole, give, from the better training of their teachers, and the better planning of their school course, a superior popular instruction to ours.“

Mr. Arnold complained that no contact and correlation are established between the Popular and the Secondary Instruction, and as long as this be not the case, he thought. that the condition of Popular Instruction„will and must be unsatisfactory.“ For this reason, he required, above all, re-organization of English Secondary Instruction.„This is desirable in the interest of our secondary and higher instruction, of course, principally.“ How right he was!—

Considering English Secondarg Schools, we find still more faults in these than in Elementary Schools. Their chief fault is, as I have explained in my Introduction, that they are not subject to Government examination. Anyone who thinks himself fit to educate children may found a Secondary School equally as easy as an Elementary one, as we have seen, and there exists no control over such an establishment. Consequently, there are all kinds of Secondary Schools in England, and it is very difficult even to classify them, the different branches of education not being at all clearly defined. Every Secondary School claims to alone perform what is being done in Germany by Elementary School, Realschule and Gymnasium. I need scarcely say that this is utterly impossible.

According to their origin or foundation, the following Secondary Schools may be distinguished:

1) The Public Schools, most of these have been created by a legacy from some rich person, and are therefore called„Endowed“ Schools. They are mostly regulated by a scheme framed under the Endowed Schools Acts and approved by Her Majesty in Council. The most celebrated of these institutions are the Colleges of Eton, Harrow, Rugby, and Winchester. As I have said in my Introduction, Mr. Raydt describes, more particularly, such schools, viz: Fettes College, in Edinburgh, Eton College, etc., and he gives their number at 33.3 Grammar Schools, many of which are likewise endowed, also belong to this category,

¹ Parliamentary Papers. Vol. 30. 1887. ² Parliamentary Papers. Vol. 37. 1888. Page 135. ² See Page 1.