PRESIDENTIAL ADDRESS. Gao 
3. ‘Would prefer total delegation.’ 
4. ‘Most Education Committees are far more progressive than the County 
Councils appointing them.’ 
‘Strongly in favour of delegation; it would do away with a great deal of 
delay in administration.’ 
6. ‘An educational point of view of matters would be more frequently con- 
sidered.’ 
7. ‘Before we had it the Education Committee was, in fact, a plaything of 
the Council.’ 
‘Such delegation would lead probably to friction in practice.’ 
9. ‘Delegation of such powers is better in all respects for education.’ 
Question XII. 
‘Please add any special criticisms of, or suggestions for, improvements in 
the Act.’ 
It was very evident that most of my correspondents were anxious to avoid an 
expression of their views in this matter. The nature of many of the replies may 
be indicated by that of one of the Directors—namely : ‘No, thank you.’ On 
the other hand, several have been so good as to write me short treatises on the 
subject, containing very valuable expressions of opinion. It is difficult, how- 
ever, to quote from many of these without betraying the condition on which I 
invited confidence—namely, that I would give no indication as to the localities 
concerned. On one matter all who have expressed their opinions are in accord— 
viz.: ‘The greatest difficulty of the Act is the dual control for Non-Provided 
Schools, more especially with regard to staffing.’ 
It is stated that ‘the transfer and promotion of teachers is almost impossible 
under the present system.’ I feel, however, that the less I touch on this aspect 
of the matter the better for the peace of mind of this Section. Again, all 
Directors urge the necessity of relieving the increasing burden of the rates. 
One states that the proportion of Treasury Grants has dropped from 66 per cent. 
in 1906 to 48 per cent. in the past year, while the local rate has been nearly 
trebled. Again: ‘Some means should be obtained to enable Authorities with 
large number of rural schools to provide adequate education without increasing 
the overwhelming burden now imposed upon them.’ 
The following are typical examples of the replies received :— 
‘The greatest difficulty of the Act is the dual control over Non- Provided 
Schocls, more especially with regard to staffing.’ 
2. ‘The whole of the Grant System should be overhauled and put on an 
entirely new basis. The Authority should be aided, not on the basis of each 
school, but on the basis of its general efficiency throughout the area.’ 
3. ‘Attendance should not be the only basis on which grants are paid.’ 
‘The L.E.A. should have statutory rights to consult H.M.I. and to 
publish his opinions.’ 
5. ‘The exclusion of children under the order of the School Medical Officer 
should not diminish the grants from taxes.’ 
6. ‘After-care and choice of employment to be statutory duties of L.H.A., 
and money to be specially allocated.’ 
7. ‘The relative duties of the Board of Education and the L.E.A. in regard 
to the training of teachers should be clearly defined.’ 
_ 8. ‘The method of dealing with endowments whereby money left for education 
is ag used to relieve local rates should be radically altered.’ 
9. ‘There should be no limit to the Higher Education Rate.’ 
10. ‘ The choice of all teachers should be left to the L.E.A.’ 
11. ‘The L.H.A. should have more power and liberty.’ 
12. ‘At present they (L.E.A.) are automatic machines, turning out identical 
articles till the veneer goes off. Best of all, leave us alone for a few years.’ 
13. ‘The present statutory distinction between Elementary and Higher Edu- 
 eation, which hinders efficiency, should be done away with, and all Authorities 
should be for education generally.’ 
14. ‘Districts, not counties, nor boroughs, should be the educational area.’ 
15. ‘The admission age should be made higher.’ 
