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National Union of Teachers. ANNUAL CONFERENCE AT CARMARTHEN. ENTHUSIASTIC PUBLIC MEETING. The annual conference of the Sonth Wales District Union, of the National Union of Teachers, was this year held at Carmarthen, commencing on Friday evening last with a public meeting at the Guildhall. The meetine had been eagerly looked forward to, as Mr J H Yoxall, M.A., M.P. for Nottingham, and genoral secretary of the great N.U.T., was to deliver an address on The new outlook in education." The spacious hall was literally packed with an intelligent audience, including a large sprinkling of the scholastic profession. It is indeed a matter fur congratulation that the Carmarthen Branch of the Union can organise such a splendid meeting, which was one of the best that has been held in the IhaIl for a consider- able time. Principal Walter Evuns. Greenliill, occu- pied the chair, and he was supported on the platform by Mr Yoxall, Rev Canon Camber Williams, Alder- nian E Colby Evans (deputy n.ayor), Mr Mitchell, Jfeirvside (local secretary), Professor D E Jones, and the officials of the Smith Wales District of the Union The Chairman, who was- received with applause, slid he had received telegrams and letters regretting their inability to he present from ColGwynne-Hughes, Glancothi Rev Prebendary Brown, M.A., Principal of the Training College ,1r.J Lloyd Morgan, M.P., and Mr Rickard. He must express his pleasure at seeing so large a gathering. His memory went back | ten cr twelve years ago when the Intermediate Act was then coming into operation, and lie then remem- bered the enthusiastic meetings they had held in that hall. It was said that only theology and politics could attract and influence Welshmen, but that night they had proof that education had that power..The strangers among them would go away with the im- pression that at Carmarthen there was an enthusiasm for education not unwor'hy of the town which was known of old as the Athens of Wales. The Education Act, in spite of defects, had organised education on a scale never attempted before, there not being an edu- cational agency in the land, from the U niversity to the infant school, which was not now within the pur- view of the local authority. The new Treasury grant, supplemented by the new rates, secured to edu- cation an enormous endowment, which opened out infinite possibilities for the future, and he could not help asking himself what use was to be made of the new opportunities, particulary in connection with ele- mectary education. At present the sole idea seemed co be to raise the Voluntary Schools t3 the level of the Board schools but the best Board schools were very farifrom being what they ought to be, and there could be no finality until the same rules of efficiency were applied J to elementary schools as were universally recognised in secondary schools. He referred more particularly to the staffing 'hear, hear). There was the pupil teacher system—were they going to retain it ? It was a form of child- labour, and child-labour had been discarded in the factories and mines, and even in schools it was almost a discredited ystem. Such teaching was not tolerated in the higher schools, and ought not to be allowed in the elementary schools. It wa" a bad system. Then there were the adult teachers, one of whom was expected to be sufficient for GO pupils. Should he tell them that his ideal proportion was between pupil and teacher He was almost afraid to, although he had been a teacher for more than quarter of a century (hear, hear), and had had experience of almost every variety of teaching, and every variety of pupil (laughter), and he said the ideal was one pupil one teacher (laughter and cheers). Of course, he knew that was not practical in their elementary schools, but iie mentioned it in order to point out the contrast between one and sixty. Whn system prevailed in their county schools The proportion pretty generally recognised there was one teacher for seventeen pupils. What was thø ground for the distinction ? It was said that the fact that education was free in the one case, and paid for in the other was sufficient justifica- tion for the distinction. At the intermediate school the pupils cost per head E15 or £16, and out of that the parents paid say f.5 or 96, leaving a margin of £ 10 contributed by the public. How stood it in the case of the pupil at the elementary school ? He would put it down at £ 3 per head—it was hardly more, and in many cases it was less. But the disparity between £ 10 per pupil ancl E3 per pupil left a great deal to be explained. He put it down to the practice of giving one teacher 60 pupils, which was the sur- vival of the bad old system which had come down for the old days. But the system must be revised, and they should be content to give one teacher a third of the number mentioned and for teachers of every grade there must be ampler opportunities of training. These reforms could be carried out gradually without any additional legislation. They need not wait for the millennium, or even the Home Rule. Home Rule on these points was already theirs and whether any- thing more, in the shape of a Board of Education, would be really helpful he greatly doubted, though he knew that a powerful party in Wales was working for it. If the advantages of such a Hoard were doubtful, the disadvantages were certain. He had little sym- pathy with the spirit that desired management for the mere sake ot managing, and still less with the policy that preached unity and uniformity where everything was hfe and motion. OUTLOOK I EDUCATION1. Mr Yoxall, who, on rising to address the meeting was received with applause, said that his friend Mr Lloyd Morgan told him in the House of Commons two days ago that when he came to Carmarthen he would find the audience enlightened, intelligent, and enthu- siastic beyond the ordinary inn (hear hear), and from the way they had listened and appreciated the wise and eloquent words of the chairman, he could testify, when he got back to Mr Lloyd Morgan, that to his character of them, they had that night lived up. He agreed with the Chairman that never before had they stood, as educationists, upon the threshold of such great possibilities, and a new era opened before the schools, scholars, and teachers. They were then on the verge of a great piece of legislation, which, regarded from the point of view of the educationalist alone, putting aside the question of politics and creeds, he was bound to pronounce to have been the best Act at all possible under the circumstances (hear, hear)—an Act which would of itself, by its consequences and development, lead up to fresh legislation, which must eventually place their education system upon a basis wholly satisfactory, by reason of a new compromise, to all parties concerned (cheers). It was true that the Education Act of last year, in spite of strong eftorts- many successful—n.ade to improve it in detail, con- tained, and the administration must contain for some time, grave infractions of well-established fundamental principles, and also grave incursions upon religious impartiality. From the point of view of the politician and worshipper the Act was necessarily a most im- perfect piece of work, and they could never agree that permanently in that country there should be any institution, wliolly owning their revenue to money drawn from taxes a.d from rates, which should not also be wholly under the management of the tax- payers and ratepayers. The Act was a great step forward edticationafly-tlie only step forward possible at the time. If in promoting the scholastic welfare of that country that Act necessarily infringed the great principle of taxation and representation—public money and public control- then it was inevitable that in the future the great principle of taxation and representa- tion should be affirmed. If in order to bring every school in the country—denominational and undenomi- national—upon the same plane of efficiency, as far as efficiency could be obtained, by an adequate, simul- taneous, and equal supply of funds—if in order to get that great boon, which was of such great importance, that other matters of importance might for the time being play second fiddle, depend upon it the principle, long established in other departments in the public service of that country, that public money meant undenominational teilching, was bound to be established by law in that country before long. But there could be r.o reason, in his opinion, why everybody concerned should not now unite their interest and their capacity in administering the Act to the best of their ability, because, Ir-hat being done, during the next few years I 9 it must follow that subsequently Parliament would adopt a Bill of two clauses which would remove from the existing Act all tile ilefect-s to which he had alluded, and would place the education system of that country bv two instalments upon a basis wholly satisfactory to all. What should be that Bill of two clauses ? In the first place it should say that schools receiving public money should be wholly under public contiol. The second clause would say that schools receiving public money, ii religious teaching be given in them, that religious teaching during school hours must not be denominational, and that, in those schools no deno- minational test nf any kind, fashion, or degree should be applied to the teachers who were public servants (hear. hear) and were paid hv the public money. That was the Bill, the Fr. e Edmatii» Reform Bill in which I he looked forward (laughter) with great confidence, antI tbltt was the Blllwhích he wa" frank enonrrh to outline to tl)piii. At the same time there was an old French proverb which)said "To know everything is to forgive everything" and if h» might pa-tly adopt that, he %%Oil'([ say that the 1110. e they understood about the question, the more tolerant they were to persons who took different views of education to those of their own. Dealing with the religious teaching question, the speaker a^kefi whether ><mie new compromise could not he arrived at, which would enable the champions of one religious theory, and those who championed another theory, to work together, for the secular and primary education of that country. He thought that the teachers should be allowed to carry on their avo- c-uion without the undue interference of church or chapel, Liberal or Conservative. If he might argue frnn long experience as a teacher in a denominational school and board school—as a boy in an elementary school he was taught the Catechism, and as a pupil teacher taught the Catechism-he would point cut that the difference with regard to dogma teaching in schools which separated the two camps was not so great as the other camp:supposed (hear, hear). He imagined that for four days out of the five in the week in the Church of England schools throughout the country the religious teaching was very much the same as it was in the board schools, and that the dogmatic teach- ing, the catechetical teaching, and so on, was, taking one week with another, limited to half or three-quarters of an hour, or one day in the week. The question was, Was it important enough to quarrel over? He did not think it was, and teachers generally would agree with him. In the name of the universal experience of teachers he pro- tested against ascribing a fanatical importance to giving children of tender years doses of dogma, and not because he objected to the truths which those dogmas contained, but because as a teacher he knew very well that the rule of rote and "parrot method was the worst kind of teaching they could adopt, A child was not spiritualised, or even moralised, by learning to parrot off a catechism. At the same time, he recognised the historic theory of the Established Church, that a State Church must extend its purview over all teaching. There was a Nonconformist theory also, however and between the two there must be give and take. If religious instruc- tion of a denominational character was given, it should be given outside school hours. By the Bill which he hau foreshadowed, it would be necessary that such in- struction should be given by voluntary effort outside school hours. He did not think the Catechism would do any ';hild any harm if he or she learnt it off by heart. He did not object to the thing itself, but the way it was taught. He agreed with the chairman that the staffing of the schools needed great attention. If they were going to maintain efficiency in their elemen- tary schools they would have to make it more attrac- tive for young men and women. Now they were greatly overworked and underpaid. He knew a schoolmistress who had a very large class, and preferred assistance to an increase of salary. Sõlch a state of things should not be allowed. He hoped also that there would be give and take between the secondary and the primary schools. There must be connection and dovetailing where now there was separation and disjunction. Much of this fault arose from unco-ordinated curricula. In secondary schools the curriculum was too classical and co fit in with the needs of the time or the aim of the primary schools. A better general inter- mediate education was necessary. That, and not technical instruction alone, was the secret of the marvellous quick-step of American and German manu- facture and commerce. In England and Wales techni- cal instruction was at present keyed down a full octave compared with technical instruction in Germany, be- cause of our lack of the proper kind of i itermediate schools. He hoped the business men on the new local education authorities would take this matter up in a business-like way. The attendance at school wanted looking after. Carmarthenshire was a little bit worse than it used to be. The rural schoolmaster was paid atrociously poorly. The speaker then paid a tribute to the work done by the school boards of the country, There was the small school boards—well, they had been not only in size but in other matters too small—(laugh- ter)—very often, bu" they had done their best accor- ding to their views. VOTES OF THANKS. The Rev Canon Camber Williams, in proposing a vote of thanks to Mr Yoxall, said that the speech was that of a statesman (hear, hear). He did not agree with him, though, in detail. He agreed that it was the very best Act under the circumstances, and he hoped they would lay to heart what Mr Yoxall said about working it to the best possible advantage for the children of the country. He ventured to think if they would only look more at the children, and less at par- ties, their educational progress would have been be- yond measure further than what it was. He would not blind himself or them to the fact that he believed profoundly in religious education. He believed the greatest asset on that earth was the brains of the children--the brains of the children disciplined by character, and the great formation in character was sound religious instruction, teaching the children about their Father in heaven and their brother on earth (ap- plause). He could not help thinking that there was one point in the education outlook which was to him more full of hope than even the passing of the Act itself, and that was that the different parties were be- ginning to recognise one another's principles (cheers). If they only recognised those principles there would indeed be a brilliant prospect before them in the edu- cation of their children (hear, hear). He quite agreed with what Mr Yoxall had stated about the difference between the elementary and the intermediate schools. The instruction was keyed down so low in the elemen- tary school or so high in the intermediate that often boys and girls could not take full advantage of the scholarships they had won. He would like to substi- tute iust one little clause in the Bill foreshadowed by Mr Yoxall for that gentleman's two, and it was that when a child won a scholarship in an intermediate school, if his parents had no means of keeping the child in school, that the rate should come to the rescue and do so (hear, hear). It had occurred over and over again within that district, to his knowledge, when bright, brilliant children had succeeded in winning their scholarships, their poor parents, owing to a large family and low wages, could not afford to keep them in school, and so enable them to take advantage of the success they had gained. Such cases cught to be met by the rates (hear, hear). The rev gentleman then pointed out the equalising advantages of the Act. The children in the rural districts would now hive the same amount of money spent on them as the children in the large towns. It also meant equalisation in the payment of teachers, and he was glad to find that schoolmasters, who for the sake of principle had taken lower salaries in Church schools, would now be brought up and put on a level with the teachers of other schools (hear, hear). He thought the teacher Mr Yoxall re- ferred to should have replied to the managers, Both. please (laughter). But whatever they did, religious teaching should not be omitted from the curriculum of the schools, and he hoped that when the time came for Mr Yoxall to bring in his Bill that the country would have settled down in such a happy way that the Bill would not be required (hear, hear). Mr E. Colby Evans seconded, and the motion was carried with acclamation. Mr Yoxall returned thanks, and proposed a vote of thanks to the chairman. Mr D. Maurice Jones, Pentrepoth, in seconding, paid a high tribute to the great part the chairman had played in the advancement of the education of the country. In the town there was a monument of bricks and mortar towards what he had dene to procure healthful surioundings for the children. The motion was carried amidst applause. The Chairman, who was very cordially received, in returning thanks said he had always done what he could for education, and had never been wanting so far as the will was concerned. That that will would re- main with him to his lzt6, days he fervently desired (applause). The meeting then terminated. TEACHERS' CONFERENCE AT CARMARTHEN. The annual conference of the South Wales District Union of Elementary Teachers was opened at the Pentrepoth Board Schools, Carmarthen, on Saturday morning, under the presidency of Mr J D Jones, Pontypridd. Other officials present were the ex-presi- dent (Mr Rhys Nicholas, Cwmavon;, vice-president (Mr R G Price, Merthyr), treasurer (Mr Phillip Thomas, Neath), secretary (Mr E C Willmott, Cardiff), secretary of the local association (Mr W H Mitchell, Ferryside), and Mr Tom John, Llwynpia, member of the National Union of Teachers executive, whilst there was a large attendance of the general members. Mr J. H. Yoxall, M.P., general secretary of the National Union of Teachers, addressed the meeting on the new Union programme, and foreshadowed in a practical speech what must be done under the present 1 change of conditions to incorporate in one harmonious union the teachers of provided, non-provided, and in- termediate schools. As they were going to have one and the same local authority, it was clear that the National Union of Teachers would have to shape its course accordingly. In the past, under the old system of board schools and voluntary schools side by side, the latter naturally saw that they could not compete, for the lack of funds, with the former, but that had now been done away with, and the idea must also now pass away that what was good enough for a Voluntary School was not good enough for a Board School (hear, hear). In a fortnight's time th-i new Code would be law, and under that Code no extraneous duties could be again forced upon a teacher—(cheers)—and, if a teacher's life was right and his theology wrong, his value as a teacher would depend on the former (hear, hear). They had new liberties under the Act, but he recommended the teachers to hear themselves with tact, and show good business capacity rather than fiauut their Union in the face of the people. j The retiring President vacated the chair at this j stage, and introduced Mr R. G. Price, Heolgerrig I' Board School, Merthyr, as the President for the ensu- ing year. Mr Price, who was applauded on taking the chair, thanked the members heartily for the honour conferred upon him, and delivered a somewhat lengthy address, I in which he criticised the new Education Act, and advocated the claims of the Llandrindod compro- mise. The treasurer (Mr Phillip Thomas) presented his re- port and balance-sheet, which showed a balance in hand on December 3ist of t:13 os 9d, as against f6 3s 91 at the commencement of the year. The President announced that Mr Robert Edmunds, Llanelly, had been elected vice-president for the ensu- ing year without a contest, and that the secretary and treasurer had been re-elected. Miss Hannah Williams, Albany-road, Cardiff, pre- sented a gratifying report as the Union's representa- tive on the Welsh University Covncil. At the afternoon session Mr J L Lewis (Rhondda) introduced a motion respectingthe better staffing of the school, and after a brisk discussion, in which Mr J R Phillips (Carmarthen), Mr J Morgan (Llandilo), Mr Scourfield (Whitland), Mr Evan Davies (Barry), Mr J Lewis (Hengoed), Mr Tom John, aed others participated, a motion in the following amended form was adopted, namely That the Board of Educa- tion be requested to ntHise the opportunity afforded by the passing of the Education Act, 1902, to improve the staffing arrangements of schools by requiring that a qualified adult teacher be provided for every 40 scholars on the roll in town schools, and 30 in rural schools that this provision shall be exclusive of the principal teacher, and that after April 30th, 1905, teachers under Art. 68 and pupil teachers shall be no longer recognised for the purpose of this article." During the discussion it was stated that in Carmar- thenshire 42 8 per cent. of the teaching staff wes totally unqualified in Pembrokeshire 4o 5 per cent., and in Cardiganshire 526 per cent. The recommendations of the sub-committees ap- pointed to draw up a scheme for the re-organisation of the Union, in view of the changes brought about by the Education Act, were presented. Amongst the recommendations was that associations be formed in each county co,terminous.ith the area of the new authorities, and that they be afterwards formed into a federation for the counties of Brecknock. Cardigan, Carmarthen, Glamorgan and Pembroke. It was decided, on the motion of Mr Burgess, seconded by Mr D Maurice Jones (Carmarthen), that no actionhe taken to federate untfl county associations had been formed lor the counties of Carmarthen and Glamorgan. It was unanimously carried, in view of the approach- ing dissolution of the Union in the present form, "That the district union hereby expresses its recognition of the long and faithful services rendered by Mr E C Willmott as hon secretary, and Mr E P Thomas as hon treasurer, and requests the council to take steps to embody this resoiution in some tangible form." 4.

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