slightest meaning to their minds, nor is any attempt made to explain it. Two or three older children are sitting beside the fakeeh, getting lessons in the formation of the Arabic characters. Their copy-book is a piece of bright tin, and they use a reed pen called a kalam. The ink-bottle is a box containing a sponge, saturated with some brown fluid. A long row of tiny slippers, of every form and colour, lie neatly arranged at the door; for the place where the bones of a saint are enshrined is holy ground, and no one may soil the clean matting of the floor with outside defilement. No register is kept of the pupils, or of their days of attendance. Indeed, although the fakeeh can repeat the whole of the Koran, off book, it is highly probable he would find some difficulty in counting up to the number of his scholars. His acquirements begin and end with a textual knowledge of the sacred book, and unfortunately the wishes of his pupils' parents with regard to the education of their children are bounded by the same narrow limits."

This is a singularly accurate and photographic description of a primary school in the capital of Egypt, and it may be easily imagined how much in advance it is of the schools in remote districts, which are generally unhealthy, ill-managed, and conducted by persons of deplorable ignorance. Still, under the government of the late Khedive, huge steps were taken to advance the course of education, and it is to be hoped his successors will continue and extend the work he began. For, although the school may be situated in a mere excavation in the mud, although it is only the Koran that is taught, although one sharp boy may be selected to lead the chorus of the class, and the others simply follow his lead, although the memory of the fakeeh may have waxed faint as to the actual text of the Koran, it is a fact that children who once were utterly neglected, are now gathered together for the purpose of receiving instruction, and this in itself is a great advance upon the state of things prevalent in Egypt only a few years ago.

The Government public schools were founded by Mohammed Ali, and were a failure until revived by the late Khedive; the civil schools are primary, secondary, and special; in the primary the three R's are taught, and also some foreign language-generally French. In the secondary, Turkish, French, English, mathematics, history, geography, and drawing are taught, and the pupils are then passed into higher schools for the study of some profession. In the military Government public schools, every branch of a military education is included.

The University, the most important at the present time in the whole Mohammedan territory, is in the building which was once the Mosque El-Azhar. It is attended by about 11,000 students, who are instructed by 330 professors. The education includes grammar, algebra, arithmetic, logic, philosophy, theology, law, and everything connected with the proper understanding of the Koran. Students come to this University from every part of the world where the religion of Islam prevails. They are boarded according to the means at their disposal, but they pay no fees for their education, although those who can do so are expected to make presents to the professors, who are paid entirely by voluntary contributions, and support themselves by private teaching or copying books.

In Cairo, as in every Eastern city, there is a marked contrast betwen the schools of the Moslems and the Christians; not merely in the education given, but in every other particular. The Moslems "believe that in their sacred volume is contained all knowledge

explicitly or implicitly; that it is an all-embracing and sufficient code." It regulates everything; and so "the ignorance of the seventh century is made the rule by which everything, in law, life, and thought, is to be measured for all time." And this, of course, is an effectual bar to progress.

In the Coptic schools at Cairo, boys of the same age as those in the Arab primary schools, who can only repeat, parrot-like, passages from the Koran, are able to speak and

read with fluency in French and English, and to add up a sum with a speed and accuracy which would puzzle the fakeeh of a well-to-do school to check.

Within a comparatively recent period a great change has been wrought in Egypt generally, and in Cairo especially, in respect of the education of girls. In many of the Coptic schools they are well cared for, and in addition to the ordinary rudimentary instruction are taught singing and needlework. There can be no dealt that, despite claims to the ecctrary in other Erections, math of the merit of this change is due to the noble exertions of the Misses Way, whee Anbesa Misson School, as well as the schools of the American Mission, ayn a mest fussing state, stod ive exposei a pet for 5.c gaat.

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HE chief city of Upper Canada, the capital of the Province

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