The Welsh Coast Pioneer and Review for North Cambria

The Teachers' Guild of Great Britain. A Meeting at the Colwyn Bay Centre. Interesting Lecture by the Rev Wilfrid Brown. ON Saturday afternoon, at Meadowcroft, on- way-road, Colwyn Bay, the annual meeting' of the Colwyn Bay centre of the Teachers' Guild of Great Britain was held. Mr T. G. Osborn, M.A., J.P., Rydal Mount, presided. Election of Presid tit. The election of president for the coming year was one of the items on the agenda. Mr T. G. Osborn said that he would be glad of the opportunity that his temporary occupa- tion of the chair gave him, to move that Mr R. M. Hugh Jones, R'hyl, be elected president. He felt sure that they would all agree with him as to Mr Jones's fitness for the post. The motion was! seconded, and carried unani- mously. In responding, Mr Hugh Jones remarked that he deeply appreciated the honour they had done him.. He accepted the office with feelings of gratitude to them, but also with feelings of great inadequacy. He took a great interest in the work of the Guild, and was convinced of the im- portance of educational opinion nowadays being organised. The way in which the various educational bodies had brought their opinions to bear upon the Government in the shaping of the Education Bill, was an illustration in point. Vice-Presidents. Miss Hovey, Penrhos College, and Mr W. H. Rhodes, Penmaenmawr, were elected senior and junior vice-presidents, respectively. Miss Whitehouse was re-appointed treasurer, and Dr J. Lloyd Roberts was re-appoint'ed secretary. Executive Committee. The Executive Committee was re-elected en ibloc, with the addition of the name of Miss Briggs. The committee, therefore, is composed of the following Miss Dunman, Miss Everett, Miss Briggs, Messrs Stanley Wood, H. N. Suli- van, and G. F. A. Osborn. Votes of Thanks. Mr Osborn moved that the best thanks of the meeting be accorded to Miss Whitehouse for her valuable services, and also to Dr J. Lloyd Rob- erts for his splendid work as secretary. This was carried unanimously. Vote of Condolence. .on the motion of Mr R. M. Hugh Jones, a vote of condolence was passed with the family of the late Dr Parker, of Llandudno, who died during his year of office as president of the Guild Centre. Several of those present made touching allusions to the very valuable-services which their late. president had rendered in the cause of education. The Lecture. The Chairman then remarked that he had great pleasure in calling upon the Rev Wilfrid Brown, of St. Joseph's Catholic Presbytery, Conway-road, to deliver an address upon "Evo- lution of Education, with Historical Refer- ences." Father Brown, who was warmly greeted, said thai; when he was asked to give this lecture, he thought of Gotzkow, the Polish novelist, who, when ho was in prison, and having no books to enable him; to write a novel, set himself to write a -history of philosophy. He had much the same; feeling when the title of "Evolution of Education." was chosen for the lecture he was to give. In a conversation with their secretary, he sketched out the lecture. His idea was to take the monuments of the different ages and people, and from them to show the state of edu- cation that must have prevailed in those ages. The existence of those old monuments argued the existence of an educated class. The archi- tect of Balbec must have sprung from a class that had a considerable knowledge of architec- ture, and could appreciate such monuments. The lecturer referred to the remains of grand edifices, which showed how the Brahmins, the Egyptians, and the Mexicans must have pos- sessed a considerable, knowledge of architecture. But when he saw the title, "Evolution of Educa- tion," he took anotlher idea. By Scripture they were taught that in the beginning all was chaos, and that by the laws governing creation, there had been different epochs of creation. And, finally, that there would be a final conflagra- tion, and then crystallization, and eternal re- pose for all things immaterial except the human body, which, as it was joined to a soul, en- joyed eternal freedom. Modern philosophers talked about the nebulosity of the universe, and of its evolution,until it arrived at a state of crys- tallization, when the energies of nature were exhausted. In order to crystallize his ideas, he had to ask himself what was education. He defined it as the storing of the human mind with principles and facts, to the exercise of power. The human being' alone was capable of education. They resented the misuse of the word made by travelling showmen, etc., when they talked of an "educated pig." They trained a flower, they taught a boy, but they educated the man. And the moment of transition from boyhood to man- hood was when teaching ceased and education began. There were different kinds of education—ele- mentary, primary, secondary, technical, liberal, and polite education. But the first two did not come within the range of the lecture. A Liberal Education. A man might know how to make a brick, and might be perfectly conversant with the proper kind of clay to use, and the method of manu- facture. But, if they spoke to that man, and he could tell them the different patterns of the bricks made in different countries, and also the use of the different class of bricks for external and internal building, they might say that the man possessed' a good primary and technical education in bricks. But if, in further conversation, they found that this man knew the history of buildings erected with bricks from the Pyramid of Gizeh to the present Catholic Cathedral in West- minster, and that he could speak of the Roman buildings that have been built with bricks, and, furthermore, that, looking at a particular brick. he could tell them whether it was made by a light or by a heavy hand, and whether it was baked by the sun or by artificial heat,—if he ,could go to the British Museum, and, examining the cuniform records, could gather that the man who wrote them must have used artificial means, such as a microscope,IN order to write so small,—if the man could do all this, they woulc say that he possessed something more than a technical education. He had a liberal educa- tion. This brought them to a consideration of what he meant by the power. This man, by his knowledge, had the power to enjoy, and de- rived the pleasure in superintending the making of the bricks. As an illustration of the developments of the evolution of education, let them consider the position of woman in ancient times, compared to her position at the present day. The object of education was that man might control the world in which he lived that was a Christian idea, and it was the idea of nearly all the mytho- logies of which we had knowledge. The edu- cation of man and woman must be different, though they ought to be co-equal in extent. The man must be educated to be almost brutal and callous at times. If man was, to conquer the horse it must be by the manifestation of his strength, and he must be callous enough when leading a forlorn hope in a battle to step upon the bodies of his newly-slain comrades to enable him to climb into the breach. The man was bound by his position to see that his education taught him to be ready to sacrifice his own feel- ings that he might conquer the forces of nature with which he was brought into contact. A woman was not expected to do this. She had been known to .slay a tiger, for example, but it was only when, in the absence- of men, she was put to defend herself or those near and dear to her. But this did not mean that a woman should not be educated for her sphere and be the equal of man. In fact, the history of the world from ancient times showed that when a State ceased to educate its women and to give its women an influence equal to that of the men, then did that State's influence begin to decline and its power to shrink. If China was station- ary and the M-ohometan world backward, it was on account of the way in which the women were treated there. What a long stride there was from the time when the education of women was neglected by the ancient Greeks to the present day, when there were 3,000 secondary schools for women alone in this country. The next illustration which the lecturer used was the state of education in regard to the slaves of old. In ancient Greece, and in other ancient republics, it was forbidden, on pain of death, to teach a slave how to write. But modern writers on "Living Wage" maintained that the workman should be ahle not only to educate his children to his own position, but to a higher one. And also maintained that a workman should have a secondary education, and enable him to enjoy works of art and music, and that he should have time and leisure to do so. In developing this illustration, the lecturer spoke of the education of the artisan in ancient Egypt, and the lack of education- amongst slaves in ancient Rome, up to the time of the Empire. At. that time they found that slaves were taught to write, in order that books might be produced with greater speed. It would surprise most people to hear that Pliny stated that Regulus produced in one day a thousand copies of a funeral oration to send to the provinces, and that Dionysius had a thousand books dealing with the early Roman history. Martial said that this first book of epigrams could be bought for three shillings, and the second for three shillings and sixpence. His third book was published at eightpence, and he said that his publisher made seven per cent. profit on that. The method adopted by Athicus, Tryphon, and other Roman editors to turn out such a number of books was by setting one slave to read, whilst a hundred others wrote at his dictation, and thus a thousand copies of the book could be produced sometimes, in one day. If books were so plentiful, it might be asked where were they all now ? In reply, they could be reminded that for a fortnight T-otila sacked and burnt Rome, slaying every human being, and destroying everything. In the progress of their study of education, they found that after the time of the barbarians came the peripatetic school, when hundreds of scholars gathered around a master. Thus, it was at Mayo, and of the Saxons, Lismore, in Ireland. Thus was St. Asaph founded. St. Centigern, or Mongo, as he was now called opened a -school on the site where now stands the town of St. Asaph. And over a thousand Welsh scholars gathered round him. Four hun- dred of them, accompanied him back to Scot- land. After this period came the time of the Univer- sities of Bologna, Paris, Oxford, and Cambridge. This subject alone, Father Brown remarked, could easily provide matter for the whole ture. In conclusion, the lecturer, in referring to education in England, remarked that the Board of Trade, in 1841, got a grant from Parliament, for the building of what were called Normal Schools, and he added that an address on the development of education., from: the time of the committee of enquiry in 1816 to the present date, would be of great interest, but to prepare which he had not the time. Father Brown ,concluded with the remark that his lecture had been rather a suggestion of a series of lectures than a lecture in itself. (Ap- plause.) Mr T. G. Osborn moved a warm vote of thanks to the lecturer the resolution was cor. dially seconded by Mr H. N. Sulivan, and car- ried unanimously. The Discussion. A discussion then took place, and a number of ladies and gentlemen present took part. Mr Osborn said he was rather inclined to differ from Father Brown in the line he drew between the education of man and woman. His idea was that they should be more parallel. He also differed as to his view of the education of man being directed to make him able to conquer others. His idea of education was to make man in harmony with the things around him rather than to make him endeavour to conquer them. True education went in the direction of moral strength, towards the conquest of self and the proper adaptation of self to the environment. Miss Hovey said that the tendency of the times was to give girls more and more of the teaching that boys received. The subjects taught to them were very largely the subjects taught to boys, and she thought the aim should be to make-girls more courageous and boys more gentle, the better able to overcome the tendency of women on the one hand to shrink and be -cowardly when the occasion came for bold. ness and action, and the tendency of men, on the other hand, to be needlessly callous and cruel. Miss Mercia, Mr Rhodes, and Mr H. N. Suli- van also spoke. A vote of thanks to Father Brown was passed for his interesting lecture. 1 In responding, the lecturer remarked that he agreed with the chairman that the education should tend to the old Greek idea of making the man ignore self in the interest of the State. Though he admitted that women had at times to act with brutality and callousness in emer- gencies, it was not her function to do so, and he held that the difference between the spheres of the sexes was fundamental in that sense. The meeting closed with a vote of thanks to the chairman, proposed by Miss Morris. Afternoon tea had been provided in another apartments by Miss Morris, and the members of the Guild en-oved the "cup that cheers" before departing.

Gardening Notes. R05ES. ALTHOUGH the Rose is the most popular flower grown, yet there are many amateur growers at a loss when the planting season arrives as to what class of rose- they require. There are so many classes of roses at the present time offered by rose-growers and nurserymen, that perhaps a few notes will help the amateur in the selec- tion of varieties. The purchaser should have some knowledge of what he really requires, and I think that the following selection and explan- ation of various, classes will greatly assist him before he commences to plant. Ayrshire Roses: Hardiest of the climbers, suitable for covering banks and old trees will thrive rapidly where any others fail to grow; does well in a light soil. Ruga one of the best. Austrian Briars (yellow roses) Require pure air; soil inclined to be dry. Austrian briar roses are well suited as a few odd plants amongst shrubbery borders, where they have a very pleas- ing effect. Harrisoni and Persian Yellow are the best. Thin out, but prune very little—only the tips. Banksia: Very rapid growth, but not quite hardy; requires a south or west wall, and very little pruning. Flowers, yellow, and borne in clusters. Chinese or Monthly: Free growth; moder- ately hardy; thrives with common treatment, and in poor situations; mostly of small growth. Suitable for pots; prune moderately, but thin out; suitable for bedding. Remove decayed flowers when falling. Moss and Perpetual Moss Greatly admired for buttonholes; requires a warm situation, but does not do so well as a standard; prune close. Noisette The true Noisette is very hardv free growth; flowers in clusters late in the year. Moderate pruning suits it best. Damask Rose: Very hard, rough, spinous shoots, and downy; prune long. Hybrid Perpetual: For the greater part, hardy, and stands smoke- fairly well, with a few exceptions. These, with the Bourbons and Damask Perpetuals, are the finest autumn roses. Prune close. Bourbon Roses Blooms from June to Novem- ber. For the most part hardy. They delight in rich soil, and require close pruning; only the vigorous kinds. Damask Perpetuals Very fragrant; perfectly hardy; require rich soil; best on their own roots. Tea-scented Most popular rose delicate require rich and well-drained, rather light soil. A little protection necessary during heavy frosts. Prune close. Memoranda for Pruning. When the object is bloom, and not size and quality of flowers, prune only as much as seems necessary to keep the trees in health and shape. Prune closely the first year after transplanting. In pruning, cut the shoots clean and close to the base the wound heals better. Weak-grow- ing roses require close pruning, and are better pruned in December-bearing in mind that the wood made the previous summer produces the finest flowers. Shoots should not cross each other or tend inwards. Cut off decayed flowers I with long stems as soon as petals fall. Root-prune worked roses, standards, and half-standards, which, after remaining four or five years, produce a quantity of suckers. Should the trees show signs of feebleness, take them up in 'November, .and closely prune both roots and branches, replanting in rich, loamy soil. All descending tap roots devoid of fibre should be removed. Memoranda for Culture. Winter manure with nightsoil that is free from cinders or coal ashes, mixed with the drainings of the dung hill, together with fresh soil; the soil need not be disturbed until spring, and then forked in. Liquid manure should be given only in a growing state. The soil around rose trees should be hoed occasionally during spring, and watered in dry weather with liquid manure, made from two ounces of guano to a gallon of water. Search for the rose grub in April and May. Caterpillars should be sought and killed by hand. The aphis must be de- stroyed by syringing repeatedly with the follow- ing mixture Paris green, one ounce to ten gal- lons of soft water, to be used with great care, as it is very poisonous. The water should be kept constantly agitated, and the first applica- tion should be made directly the leaves appear. List of Varieties. The following is a list of up-to-date varieties of Hybrid Perpetuals by the Dean of Rochester (S. Reynolds Hole), as the most suitable for all gardens: -Alfred Colomb, A. K. Williams, Bar- oness Rothschild, Captain Harvard, Charles Lefebvre, Clio, Duke of Edinburgh, Dupuy Jamain, General Jacqueminot, Madame Gabriel Luizet, Maria Baumann, Merville de Lyon, Mrs John Laing, Mrs Sharman Crawford, Prince Ar- thur, Madame Victor Verdier, Madame Suzanne- Rodoeanachi, Ulrich Brunner. Tea Roses Rubens, Souvenir d'un Ami, Sou- venir de Ie Prince, The Bride, White Maman Cochet, W. A. Richardson. J. T.

King Leopold is said to have expressed the belief that if it be his fate to be assassinated nothing can prevail against it. —— The disastrous effects of the drought in (New South Wales may be judged from, the fact that a meat-preserving company at Albury has purchased 120,000 sheep- at from 6d to is per head. -— IN-eary Willie "Please, mum, can't you give a poor man some breakfast?" Mrs Givem- nit: "Certainly. After you saw that wood you may eat the sawdust. It makes a fine breakfast food."

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