habits, moults, and so forth, has acquired certain powers of observation and description which are by no means to be despised. In order to encourage the development of this power, the preparation of such an account may be required from all who make collections, and special aptitude in such work recognised by the award of prizes.

Botanical collections, birds, fossils in fact, all the objects included in "Nature Study," inay be treated in the same way. And, although this may seem but the thin end of the wedge as regards science-teaching, the results obtainable are well worth the trouble required, whiist incidentally a wholly fresh interest may be imparted to that often dreary function--the Sunday walk.

It is, however, very difficult to impress the value of this form of "nature-study" on those to whom it appears trivial. But if a dozen boys are set down to write such an account as the above at the beginning of term, and again at the end of the term, after the intervening twelve weeks' practice under supervision and correction, the difference in the results will convince the most sceptical. Provided always that the sceptics are prepared to allow that increased powers of observation, description, manipulation of delicate objects, and knowledge of some branch of Natural History are of educational value.

Connected with this utilising of an already existing habit for educational purposes comes the question of the occasional lecture. Presumably head-masters consider lectures of some value in that they arrange for them at all, but if they are of any use it is worth while to make them as useful as possible. The present system, by which there is a lantern lecture, and then probably an interval of three or four weeks before another on a wholly different subject, is open to improvement.

Let it be decided that in the winter months lectures--lantern, if possible-shall replace evening prepartion for one night in the week Saturday is usually the most convenient. At the same time let the nine or ten lectures so to be given centre round some given subject, which involves taking the necessary trouble to provide lecturers on this subject.

In the course of the week a short paper should be set on the previous lecture, and at the end of term a general paper on the course. This latter paper must have a definite value in marks, and not be made farcical by the removal of one of the normal incentives to excellence employed in the ordinary curriculum. Such a system is already practised with advantage in the case of geography and history, and can be extended to scientific subjects with satisfactory results

In the case of "nature-study" and lectures, then, excellent material for scientific teaching already exists. There is only the need of a little supervision, encouragement, and stimulation from the head-master for this material to be used as a valuable factor in the education of Preparatory School boys.

To sum up, so long as the teaching of science does not add to the curriculum it is necessary that, in some form, it should find a place in the education of smaller boys.

Development of the powers of observation, manual dexterity, and descriptive writing justifies this inclusion more than the actual scientific knowledge gained. In fact, it is but right to point out that the work suggested will not help a boy through a Public School entrance examination, nor much when he gets to the Public School. Its educational value is none the less great. However, in the case of Mathematics, a valuable addition to the methods of teaching this subject may be found in a course of practical measurement of the physical properties of bodies. And in all attempts at work under the name of Science, work of a practical nature must be provided, if the full educational value is to be obtained.

Chemistry is not a suitable subject, since it is to a certain extent dangerous, liable to be regarded as isolated pieces of information, and requires some previous knowledge of Physics.

Physics of a simplified and elementary nature afford excellent material for both practical and lecture work.

Amongst Biological subjects Botany occupies the place of Physics, having the further advantage of the material being usually ready to hand, but the disadvantage of requiring a special knowledge for its proper teaching.

More use might be made of lectures given at regular intervals, and arranged with more regard to sequence of subject.

The study of Nature should be encouraged, while the formation of "collections" should be sternly suppressed, unless sufficient patience and perseverance are shown in the observation of the habits and natural history of the living forms studied. In the case of geological specimens, accurate and descriptive accounts of the object, and of the locality where it was obtained, should be insisted upon.

Finally, the above remarks and suggestions are made, more with a view to what is rendered possible in the way of Science teaching in Preparatory Schools by their present condition, than as representing the ultimate "best possible." There is the

danger that these subjects being novel, and seeming to an older mind of an obvious nature, may be approached in a casual or contemptuous manner, as regards their educational value, by junior members of the staff. If this is the case, Scienceteaching in such a Preparatory School would be of no advantage to the boys and is far better avoided.

ARCHER VASSALL

THE TEACHING OF DRAWING IN PREPARATORY

SCHOOLS.

ITS SPECIAL DIFFICULTIES-SHORT TIME-NO CLASSIFICATION FOR DRAWING ITS EVILS.

As we are not to consider how drawing may best be taught, but how it may best be taught in Preparatory Schools, it may be well first to consider what difficulties and limitations the special conditions of the case impose on us.

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In the first place, only a short time can be given to itgenerally one short school hour a week. This must be considered, lest we fail by attempting too much. Then the Drawing Master in a Preparatory School has to deal with classes, often large, arranged according to proficiency other studies and with no regard whatever to capacity for drawing. This last is the most serious difficulty in the way of the satisfactory teaching of drawing in Preparatory Schools. In the ordinary Art School few students present themselves who have not somewhat special talent or inclination for Drawing. Each is set to the work he is most needing or most fitted for. His liking for the work impels him to do his best, and by means of a staff of masters he receives such attention and assistance as hé needs. We, in the Preparatory Schools, have to teach boys a subject for which aptitudes vary very greatly in classes formed with no reference whatever to these great diversities. consequence, we do not get the best possible results from any of our pupils. Boys with fair drawing capacity are happily the majority, but in all the higher forms their progress is retarded almost to the pace possible to the dull ones, while the really artistic boys are always kept at work much below their powers. Many young boys with a talent for drawing (which has, in some cases, received considerable attention at home) enter a school, naturally enough, in its lowest form, yet to keep them long in Standard I. and II. in drawing is like keeping them at pot-hooks and hangers, when they can already write fairly well. On the other hand, there are many clever boys who have unskilful fingers and but little sense of form. If these could be left longer in the preparatory stages of training in drawing. probably they would get soundly grounded and start hopefully. As it is, they get deservedly promoted for good work in other subjects and find themselves unwillingly confronted with the greater drawing difficulties of the higher form, though they

know they have proved unequal to those of the form they have left. The result is often a hopeless feeling that they will never be able to draw, which sometimes deepens into dislike for a subject in which they feel themselves conspicuously backward. It will readily be imagined what a hindrance such boys are to the rest of the form, and what a thorn they are in the side of the Master.

It often happens, too, that boys of ten or twelve come from other schools and go at once into the middle and upper forms, who have previously done little or no drawing. These have to commence the study in Standard IV., with obvious disadvantage to themselves and the rest of the class.

The suggestion will probably occur that such boys and backward boys, though working among more advanced boys, should be given easier work, but when the conditions of collective teaching (which I am shortly to describe) are taken into account it will be seen how difficult, if not impossible, this is.

COLLECTIVE TEACHING.

This

Large classes of boys of varying capacity necessitate what is called collective teaching. In an Art School each is set to his own work, towards which he has sufficient inclination to keep himself going satisfactorily, with the occasional assistance of a master. At the Preparatory School, if a separate model were placed before each boy in the lower forms, many, if unaided, could not make a start, few would make much effort, and some would go wrong at almost every line. The small space of time the Master would be able to give to each of the 20 to 25 boys would be wholly insufficient to enable any but the most gifted of them to produce a moderately satisfactory result. difficulty has led to collective teaching. A large flat copy, placed in view of the whole class, is described by the teacher, who directs, step by step, the whole class in the drawing of itprobably himself drawing it line by line on the blackboard He should leave his rostrum between each direction, and try to get round to each boy in the class to see that his instructions have been carried out. With simple flat copies he will, if energetic, experience little difficulty; except, perhaps, in keeping quiet the quick boys, who do what he tells them at once, and are sometimes unoccupied while he is working round the class, bringing on the slower ones. In the higher forms simple objects take the place of flat copies, and the difference between the best and worst among the pupils is continually increasing, as is also the difficulty in describing, directing, and demonstrating the drawing of the more complex models. If the Master gives separate subjects to one or two boys, he will find it very difficult to snatch a few minutes from conducting the main body of the class to help the separated pupils. Those few minutes will prove insufficient for the purpose, and will generally give an opportunity for idleness and consequent disorder in the rest of the class.