arithmetic, and needlework, with possibly a little French and domestic economy. Even English history and geography are unfamiliar ground. The aim of the Welsh Intermediate, as of the English High Schools, is to give a liberal education cheaply in day-schools; but there is one essential difference between them. While the high school is an organised whole, leading the pupils by gentle gradations from the primary department to the lower school, and thence on to the upper, the intermediate school receives no pupils below the age of ten. Since the majority are between twelve and sixteen, they break up naturally into two classes, according as they have received their preliminary training at a public elementary school or elsewhere. This division is by no means so sharply defined in Wales as in England. Wales is both poor and democratic, and inclines to the doctrine, familiar in the United States, that no stigma should attach to attendance at a school supported out of the rates, since the parents do in fact contribute towards the expenses, though indirectly. Hence we find a mixture of class in both elementary and intermediate schools, which in England would be neither possible nor desirable. The omission of the primary department in the new schools is in fact deliberate. There is already one kind of school assisted out of public funds and accessible to all, and it is therefore not thought necessary to subsidise primary instruction in another set of institutions. The intermediate school is so constituted as to fit straight on to the elementary, and in each school a certain proportion of scholarships must fall to elementary pupils. In accordance with the opinion of many authorities that the transplanting from an elementary to a secondary school, always a difficult process, should not take place too late, the admission age and requirements are put low, and the intermediate school is supposed to branch off from the elementary at about the fifth standard. In Wales, where poverty and dearth of educational opportunities have induced many persons of middle rank to make use of the free public schools, the difference between the two sets of pupils is by no means so strongly marked as it would be in England, but even here schools have two different characters, according as one or the other of these elements predominates. In a district where the population is largely industrial, the lowest possible tuition fee is chosen, and the largest possible amount of scholarships given to elementary pupils. Thus one scheme requires that not less than ten per cent. and not more than thirty per cent. of the pupils in each school, shall hold scholarships, and at least half of the number awarded shall go to pupils from public elementary schools, but there is nothing to prevent the whole number from being so given. In fact, several schools have more scholarships than candidates for them. According, therefore, to the interpretation of the clause adopted, the elementary scholars in