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pursuits. Tt is not intended that such technical education should be given as would fit pupils to carry on the work of a farmer, horticulturist, orchardist, miner, &c, but that the broad scientific principles upon which the practice of these various occupations rest should be carefully laid down as a basis for future practical work. To compel all pupils, as is sometimes done, to take a course of instruction whether that course has a definite bearing on the work of their subsequent career or not, is indefensible ; but, when it is borne in mind that few pupils remain at school more than two years, and a considerable proportion leave at the end of the first year, the urgent need of optional courses is beyond dispute. There are obvious limits to the introduction of optional courses—limits imposed by the number of rooms and by the numerical strength and qualifications of the staff. At the same time reasonable consideration must be shown to those pupils who have obtained a certificate of proficiency or a scholarship, and will receive the whole of their secondary education in the district high schools. While the claims of a small minority of these boys and girls to an education which will prepare them for admission to the Civil Service, one of the professions, or a business career are indisputable, the rights of the great majority of the pupils should not be subordinated to the " craze for results," which unfortunately has still too much influence in our system of education. Indeed, it may be contended with much reason that the former class would be much better educated for their future callings if, while taking the subjects essential for their examinations, they received instruction in a science, such as elementary agriculture, closely connected with their immediate surroundings. When the rural course for boys and the domestic course for girls, suggestive programmes for which were recently issued by the Department, are taken up with an earnest desire to carry them to a successful issue, our district high schools will be of far greater benefit than they are now to those districts in which they have been established. Higher Education. The body having general control of higher education in the Dominion is the University of New Zealand, which was founded by the New Zealand University Acts of 1870, 1874, 1875, and recognised by the Royal Charter of 1876 as entitled to grant degrees in arts, law, medicine, and music having currency throughout the Empire. The Amendment Act of 1883 and the supplementary charter of the same year give authority in addition to confer the degrees of Bachelor and Doctor of Science. Further, the University Degrees Act of 1904 has given the Senate statutory authority to confer certain other degrees—Doctor of Literature, Master of Laws, of Surgery, of Science ; and Bachelor, Master, and Doctor of certain branches of applied science—veterinary science, dental surgery, engineering, agriculture, public health, and commerce. For these no further charter has been given, so that nominally these degrees have currency only within New Zealand ; some of them, at least, might be held to be already included within the powers of the supplementary charter. The four chief functions of a university may be said to be— (i.) To provide higher education for those who have passed beyond the standard of the secondary schools ; (ii.) To train its students for their professional work ; (iii.) To be the home of sound learning, where knowledge is increased, and research is encouraged—and so to be an active agent in aiding the progress and in raising the standard of culture of the community ; (iv.) To confer degrees as evidence of the completion of a course of higher education, or of professional courses, or in recognition of researchwork or of definite contribution to human knowledge or thought. In New Zealand the actual task of providing higher and professional education (i) and (ii), is undertaken mainly by the University colleges and other institutions named below ; but the University exercises most important functions in regard to these matters inasmuch as the recognition of the institutions themselves, the conditions as to study, the keeping of terms, and so forth, the requirements of the degree examinations, the appointment of examiners, the conferring of degrees, the awarding of scholarships and prizes, and many similar matters are dealt with by the University itself, acting through the Senate, or through the Chancellor as the representative of the Senate. At the outset, the University found it necessary to 6—E. 1.