‘SECTIONAL TRANSACTIONS.—L. 381 
even become university institutions and others approach university rank, but in others 
there has been a distinct narrowing of outlook. Higher education would be better 
understood and appreciated by the rank and file, and would receive a big impetus if, 
in at least all important non-university towns, the technical institutes became local 
colleges in a broad sense—centres of educational activities for adolescents and adults, 
and rheeting grounds for students of many and wide interests, providing not only 
purely trade and commercial classes, but opportunities of study for learning’s sake. 
The requisite staff can best be maintained if the college provides day classes of a post- 
secondary character in as many branches of study as local circumstances warrant, 
and the day training, even for technical vocations, must develop a wider outlook upon 
life. All the work should be linked up with the territorial university, and the modern 
university should be encouraged to extend its tentacles so as to bring such colleges 
within its purview. The training of teachers and training for agriculture should no 
longer be segregated in separate institutions, but be brought within the local colleges. 
The wider the scope and outlook, the better prepared are the men and women 
turned out to face the world and its many problems. 
11. Discussion on Moral Training in Boarding Schools and Day 
Schools. 
Speakers: Mr. W. F. Busuert, Dr. W. H. D. Rovuss, Mr. F. J. 
Hemmines, Mr. R. F. Cootmetey, Mr. H. B. Mayor. 
Mr. W. F. BusHeti.—It is remarkable that the official report of a school inspection 
contains little about the moral education supplied; yet this is the basic fact in 
education. Probably, because principles governing character training are less stereo- 
typed than those governing class-room teaching. 
Various types of schools ; those for boarders only—those for day-boys only—with 
varying percentages of the two in intermediate cases. Real moral training often 
regarded as hall-mark of boarding schools; but methods not always up-to-date. 
Tradition less important than often supposed. Schools without tradition have risen 
to great eminence in last decade. Day schools are largely on the increase; often 
State-aided, and a State inevitably seems to support a system of uniformity. Too often 
uniformity implies mediocrity ; does not encourage independence and personality. 
Home influence more conspicuous at day schools; but the schoolmaster has a 
keener perception of the right influence than the parent. Day schools tend to lack the 
ideals of the corporate life, and can easily become offices rather than schools. Opportu- 
nities more difficult to make them at boarding schools. Résumé of these opportunities 
contrasted with those at boarding schools. Moral development easier at good boarding 
schools, but dangers also greater. Majority of boys day-boys, hence experiment 
desirable, and no neglect of possible opportunities countenanced. 
Mr. R. F. Cootmetry.—l. Definition of moral training : ‘ The whole purpose of 
education and training is to evolve reasoned purposeful action in place of instinctive 
reaction to environment.’ (Prof. J. 8. Bolton.) 
2. What part can schools in general take in assisting this evolution ? 
coat are the characteristic differences between day schools and boarding 
schools ? 
4. How do these differences affect the part played in moral training by (a) the 
parents ; (b) the teachers ; (c) the pupils themselves ? 
5. Two difficulties ; one general, one particular to teachers :— 
(a) Difficulty of remembering our own childhood. 
(6) Difficulty arising from natural sedateness of the teaching profession. 
6. Character of the Happy Warrior ; bearing of this on the discussion. 
Mr. F. J. Hemmryes.—Moral training considered mainly from the day-school 
point of view. 
The Day School Problem. 
Moral training implies development of personality. The importance of ideals and 
unity of purpose and ultimately the theory of life in the development of personality. 
Hence the special difficulty confronting the day school—conflict of opinion 
_ between those with whom the boy is in daily contact, as to the purpose of life and more 
particularly the theory of life which determines (a) the home environment, (6) the 
school environment. 
