I have heard Parsing and Analysis defended on the ground of their being an exercise in reasoning. I admit that they do require reasoning, but I hold that the time would be better spent in Mathematics. I hope to take my senior pupils through the first and third books of Euclid this summer. Personally, I can find much pleasure in a stiff deduction, but I find nothing but intense weariness in an analysis of sentences. My theories on education are purely personal; if _I_ don't like a thing I presume that my bairns dislike it. And the strange thing is that my presumptions are nearly always right. * * * Folklore fascinates me. I find that the children of Forfarshire and Dumfriesshire have the same ring song, _The Wind and the Wind and the Wind Blows High_. I once discovered in the British Museum a book on English Folksongs, and in it I found the same song obtaining in Staffordshire. Naturally, variations occur. Did these songs all spring from a common stock? Or did incomers bring them to a district? When I am sacked ... and I half expect to be some day soon ... I shall wander round the schools of Scotland collecting the folk-songs. I shall take a Punch and Judy show with me, for I know that this is a long felt want in the country. That reminds me:--a broken-down fellow came to me to-day and told pathetically how he had lost his school ... "wrongous dismissal" he called it. I wept and gave him sixpence. To-night I visited the minister. "I had a sad case in to-day," he began, "a poor fellow who had a kirk in Ross-shire. Poor chap, his wife took to drink, and he lost his kirk." "Chap with a reddish moustache?" I asked. "Yes, did you see him?" I ignored the question. "Charity," I said, "is foolish. I don't believe in charity of that kind. You gave him something?" "Er--a shilling." "You have too much heart," I said, and I took my departure. If I have to go on tramp I shall try to live by selling sermons after school-hours. VIII. To-day I discussed the Women's Movement with my class. They were all agreed that women should not have votes. I asked for reasons. "They can't fight like men," said a boy. I pointed out that they risk their lives more than men do. A woman risks her life so that life may come into the world; a soldier risks his life so that death may come into the world. "Women speak too much," said Margaret Steel. "Read the Parliamentary debates," said I. "Women have not the brains," said a boy. I made no reply, I lifted his last exam. paper, and showed the class his 21 per cent, then I showed him Violet Brown's 93 per cent. But I was careful to add that the illustration was not conclusive.