E.—7a,

IV

PAGE University in relation to Secondary Education .. .. .. .. 22 Universities have not sufficiently appreciated the Developments made in Secondary Education 22 Secondary-school Curriculum .. .. .. .. .. .. 22 Secondary Education in New Zealand dominated by Matriculation Examination .. .. 22 Exaggerated Public Estimation of Matriculation Examination .. .. .. 23 A School Leaving Certificate advocated .. .. .. .. .. 23 Opinion of President Eliot, of Harvard .. .. .. .. .. 24 University should demand full Secondary Course of Education . . .. .. 24 System of Public Examinations involving Two Tests at different Stages recommended .. 24 Advantages of Two Examination Stages .. .. .. .. .. 25 Training for Secondary Teachers .. .. .. .. . . .. 25 High Standard of Preliminary Work and Maturity of Mind essential .. .. . . 25 Secondary School Examinations Board recommended .. .. .. .. 26 Co-operation of University, Education Department, and Secondary-school Teachers . . 26 Schools Board of Melbourne University .. .. .. .. .. 27 Difficulties of External Examination .. .. .. .. .. 27 Details of Scottish Leaving Certificate Examination .. .. .. . . 28 Leaving Certificates are a step towards Accrediting System .. .. .. 29 Accrediting demands Adequate Safeguards .. .. .. .. .. 29 Recommendation re New Zealand Matriculation Examination .. .. .. 30 Entrance Requirements of Harvard University .. .. .. .. 30 University and the Technical Schools ■ .. .. .. .. 30 Differentiation of Technical Education .. .. .. . . . . 30 Technical High Schools should have a Technical Orientation .. .. . . 31 University and Technical-college Courses overlap .. .. . . . . 31 Necessity for training Teachers of Applied Art.. .. .. .. .. ..31 University School of Architecture .. .. .. .. .. .. 32 Training of Teachers in the University .. .. .. .. .. 32 Teacher training a Feature of Modern Universities .. .. .. .. 32 Special Department of Secondary Training .. .. .. .. .. 32 University Study and Professional Training should, not be concurrent .. .. 33 Present Period of Training too short to allow of Highest Results . . .. 33 University Schools of Education not yet satisfactorily organized.. .. . . 34 Training Courses of Short Duration advocated for certain Students .. .. 34 The Professor of Education should also be Principal of Training College.. .. 34 Close Co-operation between Universities and Training Colleges essential .. . . 34 A System of Training Secondary Teachers needed in New Zealand .. .. 35 Arts Degree not necessarily a Good Qualification for Secondary Teaching .. .. 35 Raising of Standards conditional upon Quality of Teaching Staff .. .. 35 " Method " better learned from Good Teachers .. .. .. .. 35 College Students should be advised as to Studies .. .. .. .. 36 Difference between training of Secondary and Primary Teachers .. . . 36 A Special Secondary " Practice " School necessary .. .. .. .. 36 Reaction of Secondary Education on Primary and University Education.. .. 37 Present Cost of Training Colleges .. .. .. .. .. .. .. 37 Discussion of Advisability of giving Allowances to Students .. .. .. 37 English Opinion on the Subject of Allowances .. .. .. .. 37 Supplementary Courses for Teachers .. .. .. .. . . 38 University Courses for Experienced Teachers .. .. .. .. 39 Recommendations with regard to Teacher-training .. .. .. .. 39 University E dotation in Agriculture .. .. .. .. .. 39 Agricultural Progress requires expert Scientific Leadership .. .. .. 39 How Denmark trains Scientific Agricultutalists .. .. .. .. 40 Denmark owes most to Skilled Leadership . . .. .. .. .. 40 New Zealand has no Efficient University Course in Agriculture.. .. .. 40 Defects in Degree Course in Agriculture .. .. .. .. .. 41 Economics of Agriculture should be stressed .. .. .. .. .. 41 Opinion of Professor C. F. Peren . . ... . . .. . . .. 41 Two new Schools of Agriculture began without Adequate Financial Support .. .. 41 Danger of obtaining Second-rate Results .. .. .. .. .. 42 Some American and Canadian Schools of Agriculture .. .. .. .. 42 Three Schools of Agriculture must result in Failure .. .. .. .. 43 Recommendation for a Central School of Agriculture .. .. .. .. 43 Possibility of Ultimate Development into Residential University .. .. .. 43 The City Drift .. .. .. .. .. .. .. .. 43 Training for Rural Teachers .. .. .. .. .. .. 43 Necessity of Education of Rural Women and Girls .. .. .. . 43