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307 far we have not succeeded, and I am afraid we shall have to reprint soon four back issues, including the two recent ones referred to. Another feature of the material that appeared in our Journal this year is the abundant space devoted to English education and English institutions of all levels, including universities. This, of course, was a natural thing owing to the Editor's visit to England. In sundry ways we have often been gratified by the way the Journal was received in various circles. During Dean Badeau's visit to Palestine early in the year he was amazed to find that the Journal was more known to the people of Palestine and Transjordania than any other section of our University. What he said could be equally true about Iraq, Syria, and other Arabic-speaking countries. But owing to the nature of the subjects which. the Journal deals with, few people outside the circle of educators ever heard of it. When Dr. Faris Nimr Pasha read the article on Freud, he told me later on, that he was astonished to see a Journal of Modern Education thirteen years old. A senior judge of the Court of Appeal also expressed his amazement that he had never heard of our Journal until his attention was drawn to an article in a recent issue, describing a modern English reformatory visited by the Editor. The judge is interested in such subjects because he lectures at the Faculty of Law to the law candidates of the doctorate on criminal psychology. His interest carried him as far as buying the last thirteen volumes, or 52 issues. The last place we expected to reach was Al-Azhar University, but this year the Faculty of Arabic Language subscribed in four copies and asked in addition for a complimentary one. I cannot c,uite explain how Al-Azhar refuses to allow its students to step into our University, and still bother to place our Journal in the hands of its staff and students. It is quite possible that a minor official recommended the review without telling the head sheikh where and by whom it is edited. Fortunately, or unfortunately, there have been so far no rival reviews in Arabic. The "Moallim El-Gadid", published at Baghdad by the Iragian Ministry of Education, is about half educational and half general. Judging from the number of subscribers in our Journal among the teachers of Iraq, it is evident that their review does not compete with ours. A few issues of a semi-educational review appeared in Syria two years ago; and nothing more was heard of it since. The review issued by "Al-Kullia al-Arabia" at Jerusalem devotes a share of its space to education, but it is decidedly more general than educational, and during this year it did not appear regularly. And finally the Egyptian Ministry of Education, on several occasions, contemplated the editing and issuing of an educational periodical; but nothing so far has been done. During the various meetings held by the committees formed for this purpose the consensus of opinion seems to have been directed towards a review that will deal with cultural as well as educational material. I was surprised during une of these meetings which I was invited to attend, how the higher officials almost unanimously resented the idea of a periodical wholly devoted to education. They seem to have a conviction that it is far better to educate teachers through general cultural subjects than to keep telling them about education. But although the Ministry does not own an organ of its own officially, practically it has one. The Teachers Association, presided by Mohammed Fahim Bey, one of the Ministry's Controllers, issues the monthly "Al-Ulum" (Sciences) of which the Ministry buys two thousand copies of every issue. Again "Al-Ulum" is about 70% general and 30% educational