784 PROCEEDINGS OF SECTION J. 
In the Kindergarten the child used no words that were 
not represented in his mind by corresponding ideas; in the 
school he is bewildered and disgusted by the amount cf 
rote knowledge he is expected to acquire without having 
assimilated it. ‘ 
Would it not be possible, by employing highly-trained 
teachers in the school, as in the Kindergarten, to make the 
transition from Kindergarten to school less of a break in 
the child’s intellectual and moral life? If all teachers were 
trained to consider carefully how to teach, and a uniform 
system of education, that is, of intellectual development, ~ 
were pursued from the Kindergarten to the university, and 
even in the university course itself, much time and much 
effort might. be saved; all our children might be bred up 
in a sincere love of learning, finding infinite pleasure in the 
exercise of intellectual power. In England, the three lead- 
ing universities have already seen the need for some prac- | 
tical training for all teachers, and offer to all, who will avail 
themselves of it, an admirable examination in the theory 
and art of teaching. That none but those who voluntarily 
submit themselves to the test should be subjected to it is 
distinctly a misfortune, as those who are most eager for 
criticism on their work are not generally, those who need 
such criticism most. Yet the examination exists, and year 
by year more and more candidates are enrolled as certifi- 
cated teachers. Beginnings have already been made in 
Sydney, and the enthusiasm of the teachers who have 
already gone through their course of training leads us to. 
hope that the time is not far distant when it will be as 
impossible for a teacher to teach without a diploma as it 
is for a Doctor to practise without a medical degree. 
