bridge, Cheltenham, Edinburgh, and Aberystwyth'. A similar proposal was made at Oxford in the end of 1878, but was lost by a narrow majority, and nothing was done until 1896.

In 1883 the University of London first held an examination in the Art, Theory and History of Education, coupled with a practical examination in teaching and the management of a class 2. This Diploma is reserved for graduates, and the practical test is indispensable.

The Secondary Commission reported in 1895 that a course for special preparation was generally desirable for persons intending to be teachers, that it should have both a theoretical and a practical side, and the requisite freedom and variety would best be secured if the Universities undertook the task 3.

In 1895 the University of Durham established a Certificate for Secondary Teachers, the instruction for which is given at Newcastle in connexion with the Training of Elementary Teachers *.

Provision for secondary teachers is also made in some of the university colleges, chiefly in connexion with the Elementary Day Training Colleges already attached to them.

The University of Oxford in November, 1896, instituted an examination to be held twice a year in subjects bearing on the Theory, History, and Practice of Education for the purpose of granting Diplomas in Education. All arrangements were placed in the charge of the Delegates of Local Examinations, who have further to satisfy themselves of the proficiency of candidates in the Practice of Education. No member of the University may be admitted to examination who has not kept residence for at least seven terms, and the Delegates have imposed conditions on other candidates which ensure an adequate previous education of University standard. Lectures in Method are provided and 1 Calendar, 1898.

2 By 1898 sixty-seven Teachers' Diplomas had been awarded, of which only fifteen belonged to the first seven years.

3 i. 200, 322.

* Newcastle College Calendar, 1896-97, p. 182.

systematic supervision of practice, while shorter holiday courses on the same lines are held for teachers already following their profession. Satisfactory experience in a secondary school approved by the Delegacy is a necessary condition for a Diploma. The Statute1 only remains in force until November, 1900, but the success of the measure seems likely to ensure its permanency.

Great care has been taken to require as much practical training as possible, while the standard of theory has not been in any way lowered, and Oxford as yet comes nearest to fulfilling the conditions agreed upon by the Joint Committee representing the chief bodies of Secondary Teachers which made its report in December, 18972.

In 1897 Cambridge revised its scheme and developed it in connexion with the Elementary Day Training College.

ii. Registration of Secondary Teachers.

Some qualification is presupposed in any official register of teachers, and the establishment of registration has been regarded by many as the best means of raising the standard of this profession.

The College of Preceptors first began to examine teachers in 1847, and assigns the grades of Licentiate, Associate, and Fellow to masters and mistresses alike, the theory and practice of teaching being compulsory subjects in each grade. The College likewise began to agitate for registration of teachers about 18605, and has shown great energy and persistence in advocating this course.

6

The original Endowed Schools Bill contained a provision for the examination and registration of the teachers

1 Tit. VI. iii; Tit. VIII. i. § 5. These must not be confused with the Statute for the Training of Teachers, which relates to the Day Training College for Elementary Teachers.

2 Published by the Incorporated Association of Headmasters, 37. Norfolk Street, Strand, price 3d.

3 p. 192.

5

* Bryce Report, vol. ii, Supplement, p. 7. Vide p. 160.

Fifty Years of Progress, p. 15.

in all such schools, but this was in the second part of the measure which finally was abandoned.

The Select Committee of the House of Commons under Sir W. Hart Dyke, appointed to consider a Teachers' Registration and Organization Bill in 18911, reported that the registration of secondary teachers was in principle desirable; that existing teachers should not be registered as such, but should not be under any legal disability; that existing and future teachers should be admitted to the register on evidence of acquirements and teaching ability. Registration might hereafter be made compulsory on all persons in the event of their appointment to endowed (and ultimately to other secondary) schools. Teachers certified by the Education Department should be placed on the register, but in all cases the nature of the certificate should be therein indicated. Any Council for registration should be composed of nominees of the State, representatives of the Universities, and members elected by the teaching profession.

The Royal Commission on Secondary Education reported that upon no subject was there more general agreement than as to the necessity of some measure for the registration of teachers. They recommended that it should be one of the duties of the proposed Educational Council to keep an alphabetical register of teachers, showing their qualifications and experience. Admission should only be granted on a certificate of general attainments, coupled with a special knowledge of the theory and practice of education. After a certain lapse of time no unregistered person should be appointed to any public or recognized secondary school 3.

A Bill on these lines was introduced in 1896, providing for a Register to be kept by a Council appointed for this purpose the Crown, the Universities, and all registered teachers appointing six members each. The measure was dropped, but is to be brought forward again by Government in 1899.

1 P. P., 1891, No. 335, p. iv.

2 Bryce Report, i. 192.

3

Ibid.

P. 318.

II. SECONDARY EDUCATION.

B. Wales.

EVER since elementary education first received recognition from the State, Wales has always been identified with England in the benefits offered and the obligations imposed. Educational endowments of any sort were few, and unduly favoured the Established Church in a country where the mass of the people were Dissenters. Even the scanty foundations that existed were neglected or abused1. But enthusiasm for learning and readiness for self-denial 2 have been very great in Wales, and the limited size of the country has perhaps rendered patriotism more effectual and the development of secondary education more practicable than in England. At all events, Wales obtained in 1889 an Intermediate Education Act, which this country must still regard with envious eyes 3.

The Taunton Commission in 1865 and 1866 found that in Wales there were but thirty-six endowed Grammar Schools with a net annual income of £7,576, educating 1,136 boys, of whom 706 were in classical schools, and only two endowed schools for girls with a gross annual income of £5,435. One hundred and twenty-three other endowments were estimated to apply £2,800 annually to education,

1

Report of Commissioners on the State of Education in Wales, P. P., 1847, xxvii. vol. i. p. 45 ; ii. pp. 21, 393. Vide p. 13.

2 Lord Aberdare's Departmental Committee Report, 1881, i. p. xxvii. 3 The Working of the Intermediate Act in Wales,' by the Right Hon. A. H. D. Acland, M.P., being chapter iii, part ii, of Studies in Secondary Education: Percival and Co., 1892.

↑ Vide p. 158.

5 Taunton Report, vol. xxi. pp. I, 2.

chiefly primary. Twenty towns, averaging 11,000 inhabitants each, had no grammar school endowments at all1.

Although a University College was established 2, nothing was done for secondary schools, until in 1881 a Committee of the Education Department under Lord Aberdare was appointed by Government to inquire into the conditions of intermediate and higher education in Wales, and to make recommendations. They found that whereas secondary school accommodation should be provided for 15,700 boys in Wales, the Grammar Schools provided only 2,846 places, and the actual attendance was only 1,540, while seventy-nine private schools for boys had only 2,287 in attendance'. Only one-third of the boys were being taught any natural science, and none were receiving any trade or technical instruction. Girls had three endowed and 73 private schools, attended by 265 and 1,871 pupils respectively. The aggregate income of the endowed schools amounted to £19,588.

The Committee recommended that a local rate or Parliamentary Grant, or both, should be applied; that the schools receiving help should be undenominational in character, and the governing bodies popularly chosen. They insisted on the need of provision for girls, and of exhibitions for enabling scholars to pass to the higher schools, and also upon the importance of some organized machinery for the periodical inspection and supervision of these schools.

But the Legislature was as leisurely as usual, and it was not before 1889 that the Government's hand was forced and a private Bill, amended by the Government, was carried ".

In the new organization there were two chief factors, the County Councils, established the year before, and the Charity Commissioners, acting more especially under the Endowed Schools Acts. Moreover, the Technical Educa2 Vide p. 270.

1 Taunton Report, vol. i. p. 423.

3 At ten instead of the usual sixteen per 1,000 of the population (Aberdare Report, i. p. xvi).

4 Ibid. p. xv.

5 Ibid. pp. xv, xxv, lx, lxi.

6 52 & 53 Vict. c. 40. The Welsh Intermediate Education Act, 1889.