OUR EDUCATION SYSTEM.

Taranaki Daily News, Volume LV, Issue 191, 2 January 1913, Page 7

OUR EDUCATION SYSTEM.

XFX'ESSAUY IMPI'.'IYEMEXTS. some stkikixc; si :;:;estions. coxkei'.kxce of teachers. The thirtieth annual conference of the Xew Zealand Educational Institute opened at the. Good Templar Hall, Xew Plymouth, last evening. There were present about sixty delegates, reprcscnthi" the whole of the Dominion.

A HEARTY WELCOME. Mr. H. Trimble (chairman of the Taranaki Education Board), welcomed the delegates to New Plymouth, dwelling upo.il th'e great amount of good derivable from conferences of the sort. In addition to the advantage to teachers themselves, there must be some benefit to education generally. So much depended, he urged, on the personal influence of teachers upon the children, so much of whose time was spent under their charge. Some teachew did not appreciate the necessity for try-' ing to influence the character of a child. If they did not do this they were failing iu their duty. The object of all •school-work was to fit children for citi-. zenship. The three "IV*" were •mat- ' tors of minor importance. The main thing should be the formation ofehnr-- ' actor. If they devoted -themselves' to: the mere mechanical part, they were failing in what to. hiiu was the main J end of education. Some teachers; were ' inclined, to neglect the five .per cent, —the "black sheep".of their flock—and,' confine all th p ir energies to the already good ninety-five per . cent. Tt would lie fur better to look aftet the ''black - sheep." The'four main t\>ings. then, to be taught-to children were: ifow-to-think., how. to "study,, how 'to-'-value: knowledge, j.o,,love hn\ another ] and the \v-hdt.''■«?■. fli/ynkiiid.",' Re hope;) i their, work would -assist, 'the ; gener«r,l trend of education, in Uie Dominion, and be wished the delegates a. pleasant -fay-j in Xew Plvu;oiill>. •. .' :-,'■ ■ -■:... ''■ In a. few ajemarks'tyr. "\T. A. ißtllam- ■ tvile' .(chief, injector.. the Tiii'inakj: j •■Education Board).'extended,'<m belim-fc, of;'jthe inspectoral e. R.i very hearty ■ welcome. : ■ He Vccallott -rthat<- wia«'.- abwit U twelve.'/'veSjrs ; since.:,, teacliers'haddwj;n i ;: : Pl;;n.outh. He was particularly xjrfoasoft.J ''that: "te-'ayberß- speraod to,.be appriwiafc'j; i,v the «'k of the institute !fiW!ilrt6Vft.|! 1 tlwti"iu7,Uu' :-;T))i|Sc was/'.'sMnVn \ iii'the : .riievcflsedjiHMiibershi.p. ' -Sonle of the' districts' : not. up .to ;tli«miva,r,k<; yet, but-i Taranaki occupied ft flattering position*..■;'! As/. a' ; nijittjuiV ; 6f r - f&ctolmr) Understood: th«it tOulav two, | Michel's .-wei'fe' Wv i; tI)W |l foM.i Every teacher must recognise, >'tlfiit". thoj.j itstifWl-.had done 'spkncjul' jvvdrlcoK/r the/pi'&fefesion.vnnd /lijw^eeurctWof&nni* ' otherwise'; exta'ojinetyi !<iif.fie,ult jt'tltiobtaAA. !| lvadid-Ofledmo'vo':] 'in'tliei'-iii'toresW of reform Mmv his' ohbl-chi.oL ..professo^'TYliitc.. Latelv the professor h^Lfßetired .tfa: S!'perKNniimiUm.-;aiH}.-,a.ll,>.wo,iild i'rodlniit that r hK was entitle t«, 7 a, >elLMrtn«* rest.- 1 - t'Applaufe.H ~'.tn joou/dmling... the. speriivi' KtMA. ! ;HI :a, ;: bappy; fiewjrfettiv and hoped their .fifcy :iiT Xew-Plynfiiuitiir 1 would' prove.'With..profitable, and fplffi-.: ' '■'" ■'■'. -.- ■■■: ■ r "" J ''"" "'■

" Oh' 'behalf 'of, -the./.insipUiic. Mr. Tir ft. Cofeima: irriiposcd ft km^t ' v < rt <"' of |! , thanks to t)ioo^rvQ(g]ii®>ppet> ! k«'fe > for; the'-waiim welcome, i Trimble's remarks /about pvfsofiiil- JHfluenee. he, exprrssd much; grat if iea 1 ilon that" that geutlermm. a? -chairi-nan rff the local Fxiiieii'ion Hoard,' looked upon <.'<h:ftttion in 'such if brood light.' Such sentiment would greatly'inspire teachers in their desire to'. approach the ideal. The main Work in the 'schools -lmist ever be. the character-formation of the children. The institute believed, that ' it wa-" getting nearer to that : ideal : everv (lit v. 'As time went'.nii 1 they j v.ouid approach closer and f i,-loser- td: the perfect ideal, when cyWy-'ehJM-would-be taught to progress'nn-lhieS'| that nature intended he should.' -In_j c.,ii;-]»M<w.' lie incidentally -'VemiTrked - - that Taranaki was a laud■ of' : itteids ;rn- j spired by that'noble peak. Moiint 'iCg-; nioiff7~wirt7'h must surely have''an' up- ', lifting effect. '■' '" " '' :: - : '.;' In "seconding the motion. Mr. (!: W. V. ' M.'Donahl enlarged (in Ihe' beauties of (he New I'lymoutlr di'strictV and. passing 01K stressed the. advantage of cnstallising the views-or. education of the whole of the teaching; profession in the Dominion. ' ',.' ;

I'KKSIDKXTIAL .\ni)RKS.S. ■ The president (Mr. J. Caughlcy. M,' A.. VhrUi'vhuroh) -then: delivered li leiiglhy addrcs-s/m wliich he traversed Hie lii.stoiy and siiins "ot" t-lic Institute ami-pit forward some striking surestifins regarding tile improvements of tin 1 educational system and the part the Institute should lake ilierein.

The Institute had up to now -been ' oi'< etipicd largely, and necessarily, in sccurincr an existence, or si recognised pWee in l (he educational 'world. Its cltorts along the purely educational line had been of a tentative and -'spasmodic, nature. it should now be -fully prepared to enter upon directive, constructive; organised and continuous work for the advancement of education pure and simple, 'it is onlv due to ourselves" leontihued the president, "that'we should thus become cue : of t-'.ie most'valuable directive factors of educational policy. Who should be fitted for and zealous for this kind of work if we are not? Most of lis are closely conversant with the infernal conditions, the inside life, the subtlest' phases of life in our various types of schools. Most of ii., are regularly confronted by greater or lesser problems arising from these conditions, and we are reiiiilarlv occupied in applying our kn-ow-)(.('l>'c oi* conditions and our experience Jr education In the problems) of our own classes or schools. Many of our members, too. by width of experience of reading and of personal investigation, have acquired that sense of proportion, lliat power of seeing beyond or through detaii or sectional problems. Hie relationship between the probleins'of one school or of school* in general. Many, too. have the administrative and constructive ability rei(tiircd to weld or mould all these together and set forth a basic scheme of reform for the particular matter in hand.

A NKW HORIZON. Dnriiiir tin- 1-ist leii or twelve yours a new horizon has been opened, and a v,.,n.1i rl'iil advance of view has been shown by those '.vim have slaroil in the ~,,,,< n,l of ('duration. This widening of horizon has. however, brought us into new regions, with a number of new problems iunl diftlculties. So far Xew Zea--1,.i,i,1 |, ;IS |i:i>l):ibly acted wisely in separat<dv providing' ;i. temporary for "tin- problem- arising from each of our mam' edneational excursions into new regions, but these have .only given birth, to more complex problems which rjiiniot lie -olved by any piecemeal uiiihod. Moreover.il is impossible In s.olve many of these problems, some of them Hie 'most far-reaching, under Ibe pre- _, ,ii -vstem of over-lapping, semi-do-oriidi'iU, seiui-iiulepeinli-iil. and often .i;:);i'.:i.ni-tii- governing bodies, for the lir-l time iu N'ew Zealand, the pressing I i,,.,.,! .if a comprehensive, fundamental police will) regard to education as a/ wl'nil'" is being keenly felt, mill seriously*, faced. So many new avenues of education have sprung'from widely varying condition*: so many looscuiags from esi;ih!i<hed practices have been made in Ihi.' attempt to relate these avenues; so

freely (have facilities been provided for advancement in education beyond the mere rudimentary stage, that a reconstruction of the whole is imperative. A HOPEFUL SIGN. The most recent, the most definite, and the most hopeful indication of the I recognition of this crisis is the now al.l most universal approval given to the ! proposal to set up a council to unify and control the whole of education in our Dominion. This does not, of course, portend a revolution in our educational system. It really foreshadows the devotion of a body of educationists representative of the various phases of education, to the work of organising and readjusting, the at present incoherent though valuable units of our educational -system-- It will, of course,. not only involve the pruning of superfluities, the bettor distribution of time, effort and ability both for the school and the scholar, but it will render necessary some readjustment of the administrative madiinery, wherever the best interests of the schools and scholars'demand. THE EDUCATIONAL COMMISSION'S

WORK. : , ;; Though the work of the recent .lulucation- Commission was necessarily of a .hurried and' incomplete character, it served, .'one.'purpose, perhaps only. one : really required of it. Thei'jC'o'm' mission, 'apart from a few detailed,' suggestions;, gave, prominence to the" -fact ' tliatt'lie various sections of our system haiY-'reaclted'such a. condition thatfthcre was' -urgent 'need, for a council jwhich, 'with one purpose and one control;|v6uld 1 Set upland main-tain a' really national i'l'diica-tihnal policy-.- Surely the present tiinei is the greatphourpU in the: educational.- world!- ,; '

PRACTICAL SUGGESTIONS

As a-means for.the realisation of .this l ideal, •- tho 'president suggested thsit at , tlj<) iaunuat piqeUng the'lnstihite: should' ('('tide upon some question, or problem, or liim.aLitivestigution tliat was desiiied.!> til be-tlnvrHost pressing or the most pro-' dnetive subject for members to deal with .(liii'intr : llity-yearr...., Sections of tlic work (!«,'.-.;i^Jioll ; ed' to various - (jlfstricts, or groups.... of districts. Tho "district J tins,tjti!tes;,:ai|<J.brandies' could hpfd meetings .at. i which, -prepared reports or : papa's. (!oiild;,l)n. .submitted for fllSiuS? "Sio!i;.'iby.i mij«p , l»t!fts.y -After • several—*>fFUbeW'i itteetbigs tho. vusivlt r ooi\l<l lie embodied in a forwarded to the. tte (}e > )it)ftl,"cwt! , ipittep .of the, Institute. rajjipotrfito(| ?ifoP v thcqrnjpp'sol, ; These re : _ ty&rlfi - er^'jsoH',::aj?i(!li"fj", 1 ' vT 1 cH'Culatfid ill'- . Bottmi'liji'iiJaGJ that-, delegates ; could go Tto nijrjetjng; preparGftF<|hr-,-i!'j 3nal discussion. It might ibe - found''. |;-ftm^su% r ;to'joaj-ry : the, jpattor! ftj-rvtardf | dtvinpMlfc following.--year, at. rt.iSy'>l'A,to. [•ii'ojj&t ttaough.the'agoncy of ohn distrlctr ! iEslitittej ffilfSchi .with,-the findings of the vguide. ecaild s?yw iilie The [;rj!a-eHeHt'!:be,lleve4 ; tlpTi if .they sotnir.eaL 1 UMlc»ftcwit\ - a-titt9..'of tajen.,tianH vital, practical "problems, ;and lr fl'n, 'cofr"' i.tlaiutftiv.ciirefjii'infii'-t'oiicevnTOg Wie f iwwinnlldibß;.TcaJiai))g to .{■lvien't-itiil! Itmn fsfcaAite.T -/IJhevwxire 'jjlife ( ■united stU!ho"wouM)rc!fet on every teach'-' 1 r »W' si'f/4r^fai»tFT\\ftn -jv. ;> ..-TMvfmid 'u'.ll) fi'friiU'r'i tS«V4 - ; tt'sOi jifjluer-. Bonttopt lbii of liis "work-, iv-griit&r.'o.ntlnesi.'tstn for attaining Ah^lvighcit.-juiiLthte -ht'sty ■ .'u'liiild alsw be'.'O'f great value'.' "iftwiflg'JiriniurfeL'aiti'rt ithese', I'Wont on t<v iwlicato-t'hS-mature of the] ''tjojiiektlip'y'niisfht cotiisider 'as Maws,;,., j I !," , ,'.{4)'' l 'llie,g(;iierar plant! :of a progres- | . sivo^ejj'rric-iiluni' from .kitidjerga.ftSii. tfol-' university. ' willi pxoyision foifilttriiiti f\t\6n .'-tin ' .cijmjßiercia.lv 1 ' awL'it'wWnieil! . ,studhjs," ; r .. ' ~' ! ' ■ .'," -'(2,J : iiMiho&datr instructing, cpve'i-.ihg the. above enrri- ). .cuiai.;" : ,-', ;';;'' 4 ,'",•,'■- : il>i ~i '''•"'<'- j ■ . (%),£ scheme',foV securing the best j .means for, pas'suijj'..cift pupils ! troTri ! *dne : < J. .•st'airc'.of ■ t)je. ; otiefe.'■'■" !■ ■• . (1) ...y of 'administration ... suifabjo jfor .estrn';ing'ijut' the I ''A-fcoi't':'-''"'! ~.,.... (p), ..A,pJaiif''.fjir:,|b(>'s'e]e|tioii, equip- ■ , ~ liwiit, ai\d traiu'ijvg' pyejjcihefc ■''"ti-i----\'.i !:,(/?);■ ■!|lw)l lul ttWf&.ru^'t' m l! ;s °- f l ' x " i,... .■.- ■ ■.".'. ' '' ''■■/ ■)'■!

(7.).. The .fitness ,o,f sctiqol'Tjnil'dHigK l

-FiH-.tlie. r ya,rioqs kinds, ot: educational .;-|rt-oi-k.-; .', • ; i,, i 'f.':,' ;; „,.,',-/; ■■■'■''"■'■''-uinl , :; .; (B)vTliP,, ; inorat,^inl-physical trainll'ing ?{ (yj-) ; .:(!)) The. jitit4bai.ty.of, nck&l Mjlffil/-- '■ :rnd r .app]ia!i.ces. . ; ;,-•. .<, : Miuiy : iither. vUefiil' LiUesT of iVvestig';Ttion \Vould biggest; t|ieJasel.ves... "but these would suflioo ta'ind'ieatV whitt 1 " might be. tin dor taken.-! ■' ■:■! : -1 1 ■■■'■ , if.!-1 ■; V' '.

Tile I'i'rst : topic he''held; to ho qt,Uio ■pTPiitsstiinipovtaiit'e, v'W !lt| was,' .a'fini>st., ! j impossible to deal' properly witli Otfier'j probleiiisTuntil .this one had been fair\v well 'settled. : (..'ontinnihg; lie "said'. "Wheir primary schools were established Ilii styl<—of instruction already petri ; l tied iii (lie : upper.schools,' was transferred to the primary schools, and tdo' ipiipilsAvert? taught, not as Children, but, as little mod. • lii' oii'r country,' too/ where the pupil passes from' the primary ' to" the secondary school, a' considerable part of the 'work of primary schools, is inflicted ■•'on- all- children,' because'., i't'-i's, required l -as a' preparation', for secondary work. This has-been to some extent, modified lately: We'continue to hear' toiiipTiiiii'is-ldnU 'mid'-fteipp , because-. the lii'imitry sc-liool' is iiot so conducted as. to fit in :( '\vHi ! t the''secondary school, whose, work, in furii, is governed by lmi'vorsiiy ''requirements. To complicate, this state 'of ".things- we have the. 'call of H,he kindergrii'teii:'and of lliq modern ihfaivt'-school, urging the.primary school to come down to them, while the higher, schools are calling us to move up to them. It seems necessary, therefore) that we should boldly adopt the plan of starling wiih the natural curriculum and method of the modern infant school, and frame, a progressive course of education, providing year by year only that (juantity and kind of work a pupil. cover in a year. We should not be unduly worried if we find ourselves coiu,rii'lled to abandon work that has been set for certain grades merely because it has always been demanded. Neither should it disturb us if we found that ;i pupil of thirteen or fourteen years of age had not covered all that the secondary school now demands. We should simply let t in- secondary begin where I lie primary school leaves off, ■and. if'a longer course is necessary it would, just have to he undertaken. The sole guides as (0 the nature and quantity of each sHcco--hr year's work should be the needs and capacities of the chibken. We must not measure our education like the bed of Procrustes.

NKC'OXDAKY SCHOOLS COUUSE. "T'lie secondary schools course should lie. drawn up in the same way, without ;i superstitious regard for hoary traditions, and tin' universities should have to wait for tire pupils till they were advanced and mature enough to listen with profit to lectures from professors. This would involve an alteration in the secondary school curriculum and perhaps ulso in the university course of work. Few people will deny that of all our educational institutions the universities and higher -chools have made the least progress towards the recognised standards of modern education: yet their requirements dominate to an undue extent the schools through which, in our country, the majority of their students pass. This gradation could perhaps be more easily arranged if pupils at about the Fifth Standard stage, elected or were selected to continue as purely primary,

or as technical or commercial pupils or as students proper proceeding to the university. The pupil, content with the primary course, would complete the Sixth Standard work, which would he freed from much that is only now dej mantled because some pupils require the work before entering secondary schools. Schools of the type of district high schools would meet the needs of those desiring a good English education as a preparation for commercial life. These schools, again, would'ne freed from much

useless work that all are now required to struggle with owing to the demands of anatriculation examinations. The pupils intended for really advanced education of the classical type would go to high schools' from the Fifth Standard, so that their secondary work would be blended with and proceed from their upper primary work. COMPLETE VIEW OF EDUCATION.

"Such a course when drawn up. would represent our complete view of education, and even if it were not adopted, it would show where we stand. It would give us something in the nature of a chart for our guidance in many other flatter*, and the mere drawing up of it •by our members would ensure such n study of educational values and principles' as'wonld' react, -in many ways on the teachers' life and work. Such a reconstruction of the course of education would involve some changes'in our system of administration. I only em-, plmsis-c here -the opinion'that the ad" •ministration,must, be subsidiary ito the work" of 'cd neat ion itself, and that no existing' privileges o~r prerogatives should he preserved merely as such. .Unless they; provide the, -best machinery for Carrying out the Work, .they have no claim for existence.

.VALUE OF SYSTEMATIC INVEST I ' .'" GATIOK.

"Let us consider nnollicr illustration ■of itb«' way .hi. Xj-hieH' a systematic in;'oi spxfr&l- l'.ela.ted problems sliould'!bo'-imdflHt!VK't w ''.V our institute. The following suggestion embjodies a plaif~fl"«il'irig-*with: the present scarcity of twhcnw,' the: equipment of teacbers. the pffectiTp„'i'ylijjjtvjbution of teaching power, thft:;p,fficieiiey ; .of small schools, the .size of classes' jn. largo schools, ihe provision for a. properly designed rota r*£*?}P'MS?tb'm;'.':'th-e. relation of training school work and perhaps other related matters. Following on the : ppns'brtiiittpMj oi,-a--Council of Education having' complete" control of the. ednca--ii-Qiial. .IW' C proper, there should be a complete grading of tho teaclnjrs of the i]/)ftiVl-iniaß'_ ! #im} the: ■ .transfers I following on thiis.4rnl.ding should bo controlled by th<*sQU%cilmer. niqdiuui of the (inspectors : working: .iggetiher" in "groupa in various toge districts. The rota, of promotion :!OT tiiiiwsfer Aoidd be. as,follows:—After the' training-college course i- jcompkHod all ex-students should be transferred to ijijpioy,■.a|S.s,f^ta^it v sl(ips r ai}, ! .large| or fairly iarge'k;hooT»."' TT'i'Ve'tlip'y would' have a transition period between student work ''and responsible work for wliieiy, M tho'y' are not at present fitted. Thpy -would" be ; 'uhder tho supervision ''« aid of .an;.ex-))erießC(ki hcad-= '■rfa'stci', -Jindf. thus' they could' try their i'wsiig'S arid £aincohfidonee'and) power be'"'fb'fd 'out beyond tlheir depth sole-cliarge schools'. There, would'be idie?%rflter Advantage that a, more dellnitlf<fHi?ti'(ni!'i)kwßen the mfcthods and ,aims,9J: the ./'training collegqs and the schools' woiild be Wtabhshedl since the pr.'uicipals and flie-headmasteils could act together ' iri,:.',diroctiiig the training of ,tliese young'teachers..- The flatter, too, ' woiild w' able to complete their studies U.pd , other equipment boforcj thoy were ; s«ityWy ,ou,t of'tho reach oi opportimi- ■ jti'e'sj £o'r i ''s,tudy.'."':'' S'iicli ! a maimer of entrance'to ttie work' of teaciring wbtild unjljoubtedlyf i.iicreaso the number of "available' te'acliers, 'ior we mjust reme.lll- - i tlie average .lengtlj of service of"wome"ii' teacliers' is' veryi short, say seyej). to nine f years after leaving the .Itwuin'g^cotlege's. ' ';' This large and early w'itii'(li'a\var o£ I ''teacher.s. who have'had' ,^he^r. r ;first training 'is partly! due to' the; fiict !i t!iat youiig 1 girls are jat present ~oxnj9t't 1 c<1.,t0.-B'o,..straight out; to isolated district's' uii'der'vWy' uncomff)rt;rl/l<j coiiijdifjionsrand hnye to uiulcrtap res]tmisjt jbil]'tj\l'|.by' wiii'clh'they.ari: ioften o\erp'ovvercci.' By hegihii'jhg .as tjssistants in laige ( :SC,hools, they 'Would' in; most cases se'rve"fo'r a longer p(;i;io'd., In any casts' /!tteff l %'}M'°"' pf ' 1 , ? ,1, ' s - s i°! ,■ ( . ) ;!!'. f Wt9'''w% l ''^? l ' ""'' l 'P {ll i ( i o ' u iin'(ledged"t'ea'cfiers."'' 'To, cJin|)U'te this less experieneed teacliers, 'we slifflild', dfririg in,to! the larger i-iph^s..,.CjS'nfcjaliy ; .t.hose/ near training colleges, nearly ail "those 700 or 800 unpr,,Ujnci?rtifjcated' teacliers at the education ,of a large proportion of.' ; t|ie. children Of the 'cbun-' .tryf schools {ind 'through '.tlnv ); tr,aii|ing cplleges' they 'could com-' plete their equipment , and thus we -shftuid; oyercoipe one of the greatest elciuftptarpf .weakness in our Donninkni teaching' s'tau'. /The country schools' formerly held by (hesc ex-students and ''woiild be first vroupetl,.fls,iar as possible'by conveying iV!}ji(lr(>ii..t<) centrally : situa'ted schools. These schools would be -, stad'ed with' ■•sfMinerflf'thei present assistants from the huve schools', whose places the ex■iuJfUdeßi^.'J.iav.Q.taken, ; In many of our' l*.i!gf:,;,S.eli,©ols there are several assistants of loi.g experience each of whom is'quite" .qu.;!ilifv>d to control a thougn we' keep t!\em in charge of a class under a hwulma'stor and put in charge of sinaller schotils, teachers who have to strugjle along alone. , '.' "Tltfi g'.'ouping referred to would eniilile.. these transferred assistants to be ■mrtch 'betttr paid than at present, and 'ft. .wider-'area' of promotion would b<i provided. Above all. the education of -the children would be given under-vastly improved conditions. After the junior assistants luul served in the large schools, they" .-should be transferred to the lower ])Osi;i(,ns of two' or threeteacher schools. Here they would meet linger responsibility and could prove their,, m.'ttle. They would then be eligible for senior-issistantships or for the charge of sma'.l schools. To compensate ihe large schools for the sending 'of a greater iiuniliej. of young teachers in place of some of fte present grade of iis-isfants, the mimbir of junior assistants should bo increased to some extent. ' This would niaVe possible a subdivision of classes that would break up many of the large un.v ieldy classes at present existing. A COMMENDABLE OBJECT.

"The object of such a jlan would not lie merely to arrange for .he promotion of teachers. The plan brings out ■ clearly the fact that the distribution of teaching power, that is of teachers, is the vital factor in the ecucation of the children. Some such p.-ru. as has been outlined would ensure tlat nearly every child in Xew Zealand x;mild be under the direction of experiencil teachers and that where the, class teacher had the least experience himself, the most experienced head teachers Would he found-. The education of a '■child, whether he is in a school of "->-" clr.hlren or of 1000 children, involves _ the Same problem, requires the same skill, an£ requires a skilled teacher to be in control either as direct teacher or as supervising head teacher. The mere mention of. such ! a plan demonstrates the fact that Ave must have, some general scheme ly which the teaching power of the Dominion can he wisely distributed awl [fully utilised, not only as hetweeu school and school in one district, hut ■between district and district. This n-jain dcmavls that one. control Shall direct this -distribution instead of the eivided, unsystematic, more or less in-

effective control -)t present i working in isolation or opposition. Further, it demands ' that the one control required sluill be in the hands of men who look not merely at finance and the mere fill.ing of vacancies, but who are competent to gauge the varying educational needs of our schools and to assess the qualifications of the teachers heist fitted to meet these varying meeds. Thus we are brought again to the need for a Council of Education consisting of qualified men, trained in education, and representative enough to ensure an absence of evils possible under a bureaucratic centrnlisa- i tion.

A BROAD VIEW NECESSARY. I have given some detail :; with regard to the above two lines of investigation., so that' we ourselves, and the public generally, will keep' clearly in view the fact that no educational problem stands alone, and that we have reached a stage when this! complexity can only be dealt with, by a more comprehensive survey of the field of edlte'atiou from the kindergarten to the university. My more immediate purpose is to induce" the Institute.to take an active share in this work.

•■Whatever may he the. subject we study, and whatever may be the eoncln- | siou'arrived at, we must all recognise l that some such work is demanded, and 1 is worthy of such an institution as the Educational Institute. We 'have the- | personal, practical and inside knowledge j of condition?; wo know just where and how the shoe pinches at present; we have our'individual ideals which should lie harmonised and realised; we. have amongst us ardent students of education to guide us, and wise, experienced heads to control our reforming zeal if necessary; we have the requisite organisation, and so of all people and institutions the call is to us. -In the strong belief, therefore, that j our own stage of development, and the opportunities of the hour arc peculiarly in conjunction', and with the conviction that wo are all desirous of investing ourselves for the advancement of education and for the good of the, children of New Zealand, I leave before _ you the duty which now seems peculiarly our own. With the acceptance of this call and with the embodiment of the zeal of which the teachers are capable, will undoubtedly come tho full fruition period of the Institute, and. the realisation of the highest ideals oh which the. Institute has been founded and maintained."

THU PRESIDENT CONGEATULATED.

Mr J. J. Henderson (Westland) heartily congratulated ' the president "on-life excellent address, and Mr. Mcllvoy followed suit, hoping that a good many of

the suggestions mentioned by the president wovAi be brought under the notice of the Minister of Education and his officers, with a view tb improving education generally., Delegates then accorded, Mr. Caughley, a very hearty vote of thanks. GENERAL BUSINESS. The hours of session were fixed as f0110w:—9.30 10w:—9.30 a.m. to 1 p.m.,'and 2.30 p.mi, to 5.30 p.m. ■■ • : Mr. J. IT. Harkness (Westport) was elected chairman of committees, and Mr. Powrie, of Christchurch, re-appointed auditor. '" -

The Auckland branch wrote suggest* ing that the next conference should bo 1 held at Auckland in January, 1914. Several committees were? set up. Mr. S. H. Warren, secretary of tie •South Australian School Teachers' Union, forwarded a copy'of ! an Education Gazette, containing a report of its conference. Since then, the writer noted; the Royal Commission on Education had! presented to Parliament a progress report, and its recommendations had been accepted by the Government. Teachers were now to examine the schools themselves for the promotion of pupils, and simultaneously the term "Provisional School" was abolished and there were to be fewer classes of schools. Teachera in receipt of less than £250 a year were to get increases, and headmasters of schools up to SOO and over were to hare another £25, bringing the!.'top salary to £475. "We are, not," concluded the letter, "by any means satisfied, and are pressing for the 'Boards' as advocated m the president's speech and in his evidence before the Commission."