52 PRESIDENTIAL ADDRESS SECTION D. 



the limits prescribed by the matriculation syllabus itself, more 

 and more differentiation is becoming possible. The more directly 

 vocational forms of secondary education — commercial, industrial 

 (including agricultural), and domestic — would, of course, be 

 largely distinct the one from the other. 



At the secondary stage the central department would pro- 

 bably limit itself to prescribing requirements in general terms. 

 The vital c[uestion whether it w^ould be content to let the 

 development of the courses in secondary schools of a general 

 character be decided by the requirements of an external body, as 

 contained in a matriculation syllabus, cannot be handled here. 

 A secondary school leaving certificate issued under the authority 

 of the central department, wdiich would be acceptable as a 

 university college entrance qualification, is, of course, the 

 desideratum. I may add here that it would be the duty of the 

 central department, perhaps its most important duty, to set out 

 the objective of a national system and to see, by means of its 

 inspectoral staff and all other possible channels of inspiration, 

 that the aim was understood and pursued. I may state what 

 mv own view of that objective is. Ability and potentiality should 

 be set before actual attainment, and should be secured through 

 the development of curricula in which both vocational and cul- 

 tural studies are provided for. The civic as well as the indi- 

 vidualistic ideal should be sedulously fostered. 



What the constitution of the local authority might be I am 

 not prepared to discuss, since the question is locked up with 

 political considerations. Whether the Provincial Councils remain, 

 or whether something of the nature of District or Divisional 

 Councils replace them, does not affect the argument I am endea- 

 vouring to develop. One opinion may be asserted with conviction. 

 If the provincial machinery is abolished, the administrative unit 

 which deals with education should be large, and should embrace 

 both urban and rural dictricts. Under the scheme being sug- 

 gested, it would have to raise public moneys, and though the 

 conditions under which it would administer the funds derived 

 both centrally and locally would be prescribed by legislation, the 

 responsibilities would be great. Wise and impartial administra- 

 tion would only be secured if it were in the hands of a body 

 representing wide and varied interests. The powers of such a 

 body wolld be far greater than those of the Advisory School 

 Boards of the Transvaal. Within the limits prescribed by 

 legislation it would assume responsibility for all school education, 

 within its area, with the possible exception of native education. 

 Its chief function would be to provide and organise facilities, 

 and to see that they were taken advantage of. 



The position of teachers under the scheme outlined would 

 need to be precisely defined. The development of a well- 

 qualified and contented body of teachers is an essential of success. 

 Teaching is an arduous vocation, and the service must be made 

 as attractive as possible if the desirable recruits are to be 



