2. Character.

3. Government.

4. Religion.

III. CHINA.

1. Great wall.

2. Government.

3. Present ruler.

4. Religion.

F. TEST QUESTIONS FOR "THE FLIGHT OF A TARTAR TRIBE."

1. What department of literature may De Quincey be said to have What earlier writer had paved the way for this class

filled?

of work?

2. What is the most prominent fact in De Quincey's life? Its effect on his work? Compare De Quincey with Coleridge in this respect. Compare their literary styles.

3. Relate some anecdotes of De Quincey illustrating different points in his character. What was the peculiarity of his whole literary output?

4. To what class of people does De Quincey appeal? In what

way does the essay under discussion appeal to the emotions?

5. What other famous sketches besides "The Flight of a Tartar Tribe" have appeared first in Blackwood's Magazine?

6. Give the plan and scope of the narrative in a sentence. tion some of the characteristics of its literary style.

Men

7. How does the author arouse the interest of his readers in the introductory paragraph? Trace the comparisons of the introduction.

8. Give examples from the story of heroism, cruelty, treachery, justice, gratitude, hospitality, religious feeling. Enumerate seven scenical situations of the story.

9. Characterize the Kalmucks in De Quincey's own words. Describe the way in which they were governed.

10. Mention the reciprocal benefits of Russia and the Kalmucks. Effect of these on the Kalmucks? on Oubacha? on the furtherance of Zebek Dorchi's plans?

11. What position did Oubacha hold? What were the unfortunate circumstances of that position?

12. What were the preliminary steps in Zebek Dorchi's plot? Outline his great plan.

13. Upon whom did he wish to take vengeance? His reasons?

14. Enumerate the difficulties in the way of carrying out his plans, and state his choice of accomplices.

15. What events helped on the plot? How was the idea announced

to the people?

16. Give reasons for Zebek Dorchi's choice of time and place. Describe the Kalmuck method of distinguishing years.

17. Describe the triple character of the Kalmuck flight. Make a map of their wanderings.

18. Give a word-picture of the departure; of the scene at Lake

Tengis.

19. What part of the plan failed at the outset? Enumerate the further calamities that befell the Kalmucks.

20. What prevented Catherine from discovering the plans of the Kalmucks?

21. Give the chief points in the conclusion of the narrative.

22. To what rhetorical device does the author resort to add to the force of the paragraph embodying Zebek Dorchi's colossal outline of wickedness?

23. What impressed you most as you read the story?

24. Explain the meaning of "wandering sheep who had strayed away from the Celestial Empire."

25. Quote De Quincey's statement as to the difference between the literature of knowledge and the literature of power. To which class do his productions belong?

even

FOREIGN NOTES.

EDUCATION IN EGYPT.

Educational history offers few pages more strange and interesting than those which record the mingling of Arabian and modern schools in Egypt. The latter date from the advent of Napoleon, and bear to-day, when the English are supreme in the land, some traits of his influence. The government schools exist, as did the Imperial University, which Napoleon created in France for the recruitment of the official service. Fortunately, however, this is not the only influence imparted by the French. in the school law of 1833, spread even to Egypt. Since 1836 the government schools of that country have been graded into primary, secondary and superior; they have been secularized, and the curric ulum adapted to modern requirements. This class of schools, how

The ideals which Guizot embodied

ever, accommodate but a small number of the school population – 7,000 in 500,000. For the remaining 493,000 there are private schools, chiefly of church origin, and as varied in their character as are the different nationalities comprised in the mixed population. It is true that a degree of unity is secured from the fact that pupils from all the schools may present themselves for examination for the government certificate of primary studies, and even for the bachelor's degree.

The programme in the government primary schools comprises the Koran, Islamism, the Arabian language and chirography, Arithmetic, Geometry, French or English, European writing, object lessons, Geography, History and Drawing. The European language occupies more time than any other branch; namely, eight hours a week out of thirty-three. It is made also a prominent feature of the examination for the primary certificate. Pupils who secure the certificate may enter the secondary schools, of which there are three. Their programmes are similar to those of high schools in this country with English or French in place of Latin or Greek. The students who finish the secondary course are admitted to the examination for the B.A. degree, and generally, if successful in this, enter the schools of law or of medicine, or are at once admitted into the service of the government. Four normal schools and two primary schools for girls at Cairo complete the list of public schools. Since the English power has been supreme the study of the French language has greatly declined. In the secondary schools 67 per cent of the pupils studied English in 1898 and only 33 per cent studied French; whereas, in 1889 the proportions were respectively 26 per cent and 74. While government has interested itself in establishing schools, the practical outcome of the efforts is but meager. Statistics for 1898 give the number of illiterates as 876 in the thousand for men and 989 for women. If the European population be excluded the ratios of illiteracy for the Egyptians alone is found to be for men 912 in every thousand, and for women 993. Considering the whole of Egypt only one woman in 1,133 can read and write.

MEDICAL INSTITUTE FOR WOMEN IN RUSSIA.

The Institute of Medicine for women, inaugurated at St. Petersburg, September 15, 1897, has amply realized the hopes of those who worked against many obstacles for its foundation. Two years of the five required to complete the course have elapsed, and not a complaint has arisen as to the administration or the influence of the school.

The movement for the higher education of women in Russia, of which this Institute is the most notable outcome, has had a various history of progress and decline. The first serious effort to extend facilities for advanced education to the women of the middle classes was made in 1855, by the Empress Marie Alexandrovna. She established secondary schools for girls, and a normal school to prepare teachers for the same. Subsequently private university courses for women were opened at St. Petersburg and at Moscow, but after a brief period these were closed (1886). Subsequently the courses at St. Petersburg were reopened in a modified form. The applicants for admission have always exceeded the accommodation; in 1896 the total admitted had reached seven hundred, while two hundred had been refused.

The medical faculties of the Russian universities were opened to women before such action had been taken at Zurich, Geneva or Paris, but the privilege was withdrawn after the assassination of the Emperor Alexander II. Not only were the medical courses closed to women, but they were forbidden to practice the profession. Then followed the exodus of women students to the more liberal universities of France and Switzerland. Many of these returned and practiced in their native land in spite of the prohibitions. The bravery and devotion of these women during the war of 1877-78 did much to overcome the prejudices that had closed to them the door of opportunity, and in individual cases the privilege of study and of practice was granted. To a zealous, public-spirited woman, Madame L. A. Schaniavsky, belongs the credit of the special efforts that resulted in the founding of the Institute under government auspices. She organized a society for this purpose, to whose funds $50,000 were contributed by the emperor himself. After fifteen years of persistent effort Madame Schaniavsky had the satisfaction of seeing the medical school for women opened with imposing and auspicious ceremony.

The requirements for entrance to the school are somewhat rigid: candidates must not be less than twenty nor more than thirty years of age; they must belong to a Christian denomination and show proof of previous preparation. The intention is to train a body of exceptional women, whose services will not only be valuable, but will increase the patriotic spirit of the community in which they may work. The 188 students enrolled in the school include two Mussulmans, whose presence is regarded with peculiar favor, as it is believed their influence will tend to cement the bonds between the empire and its Mohammedan population.

RETIREMENT OF DR. BOSSE.

The retirement of Dr. Bosse, Minister of Public Education and Worship in Prussia, is an outcome of the recent crisis produced by the rejection of the Canal Bill. Among the causes that are supposed to have led to his resignation is the opposition of the universities. Thiswas roused by the passage of the Arons law authorizing the government to proceed against and dismiss socialist professors. The measure had the support of the minister who had thrown his influencelargely on the side of the Conservative party. Dr. Bosse was, however, favorable to a liberal policy in respect to elementary education, and exerted himself in particular to improve the salaries of teachers and to secure pensions and allowances for their widows and orphan children.

These efforts were opposed by the Minister of Finance, Dr. Miguel, which fact undoubtedly explains in part the action taken by Dr.. Bosse. His retirement is regretted in particular by the elementary teachers, who could always count upon his sympathy and support.

ENGLISH NOTES.

Owens College, Manchester, has established a professorship of education, and called to this post Mr. H. L. Withers, who has had a varied and extended experience in the practical work of education. He is a graduate of Oxford University; he began his career as the teacher of an elementary school, served subsequently as assistant master in a 66 grammar school," under one of the leading head masters of England, followed his principal into the more advanced work of Clifton College, and was called from this institution to take charge of a training college for teachers. Owens College will henceforth offer exceptional facilities for students intending to teach, since the course of theoretic study may be supplemented by practice in the annexed training college.

The lively interest manifested by the English in the subject of commercial education is a significant sign of the times. Foreign consuls are instructed to report the work of other nations in this direction, and several municipalities have appointed special commissions to deal with this interest. All authorities agree that England is at a special disadvantage in the failure of the schools to give the mastery of modern languages. A committee of the Birmingham Chamber of Commerce appointed to consider the best means of providing a sound commercial education, urge that special attention be given "in all educational institutions to commercial geography and modern languages, that spe