[page 151]
APPENDIX I
In this Appendix we give the substance of the Reports presented to us by the four sub-committees which we appointed to consider the supply and training of teachers of Art and Crafts, Music, Physical Education and Domestic Subjects. The names of the members co-opted to these four sub-committees are given in paragraph 2 of the Introduction. Our own recommendations are to be found in Chapter 7 of the Report.
ART AND CRAFTS
1. This report deals with the supply and training of teachers of art and crafts, including wood and metal work, in all types of schools. Before we give our views on the recruitment and training of teachers, we state what our evidence has shown to be the present practice in the schools.
Present conditions
2. For young children, the work of their hands is a way of expressing what is in their minds and imaginations. It is another language. The materials they use are many and varied, and the criterion they apply is whether they find satisfaction in what they have made. At this stage art and crafts are in most schools wisely left in the hands of the class teacher, since they may form a part of almost any of the various day to day activities and cannot be regarded as separate subjects.
3. Many teachers are at present ill-prepared for this part of their work. Some have taken the 'ordinary' art or crafts courses in college, which are optional, and we say something of the nature of these courses later. A great many of the students entering college are found to have dropped art altogether for some years before leaving the secondary school, and many of those who did not do so followed somewhat rigid courses.* It is difficult for a college course to make good the neglect of artistic education during adolescent years.
4. A few, perhaps one in ten, of the teachers followed an advanced course in college. Only a proportion of these teach in primary schools. Many are in the modern schools, where, in up-to-date buildings, there are art and craft rooms, including workshops for wood and metal work. About 10 or 12 students in the whole country follow each year a third year course which, although planned by a training college, is generally taken at a selected school of art, except that those students choosing wood and metal work attend one of the two colleges which specialise in these crafts. These third year courses have produced some admirable teachers of art and crafts for senior and central schools, and we shall refer to these courses again as useful prototypes for the future.
5. Woodwork and metalwork in the present elementary schools are usually taught by teachers who have taken an advanced course in the training college, or by teachers who have qualified by means of the City and Guilds Examinations: these last are paid on the 'certificated' scale as long as they are chiefly occupied in teaching their own subjects. In secondary schools, woodwork and metalwork are sometimes taught by part-time teachers. and these may be craftsmen who have no qualification except their craftsmanship.
6. In grammar (secondary) schools there are some 600 or 700 full-time specialist teachers of art. Another 600 full-time teachers are employed in the art schools. Most of the specialist teachers recruited to the secondary schools in recent years hold the Board of Education Art Teacher's Diploma, though a substantial number hold no recognised qualification. A large proportion of full-time teachers in art schools hold the Associateship of the Royal College of Art; others may have the Art Teacher's Diploma or its equivalent. Grammar, art and technical schools also employ visiting part-time teachers who, in art schools especially, form an important and valuable part of staff.
7. A candidate for the Board of Education Art Teacher's Diploma must possess the school certificate and have passed the Board's examination in drawing, followed either by the Board's examination in painting, modelling, pictorial design or industrial design, or by the final examination of the Royal Institute of British Architects in architecture; or instead of these examinations he may have obtained the Diploma of Associateship of the Royal College of Art or the London University Diploma in Fine Art. To prepare for these examinations usually takes five years and may take more. External candidates may enter for the Board's art examinations, but nearly all candidates who intend to be teachers will have been in attendance at an art school. The training year which leads up to the Art Teacher's Diploma must be
*Some causes of the comparative neglect of arts and crafts in secondary schools are discussed in the Report on Curriculum and Examinations in Secondary Schools, pp. 126-130.
[page 152]
spent in one of the sixteen art institutions which are recognised as centres for this training, which includes the study of principles of education and the art of teaching as well as substantial teaching practice in various types of schools. As only about 100 students take the Diploma course each year the groups of trainees are at present too small to be economically and efficiently provided for.
8. Students at colleges of art who intend to become teachers, unlike those in universities and training colleges, receive no grant for the purpose, neither are the students earmarked as teachers until the beginning of the training year. For salary and other purposes, the Art Teacher's Diploma is recognised as equivalent to a university degree.
9. The Board's art examinations are now being revised with the object of ensuring that, in the first place, each student shall have a broader foundation of general art and craft training than is required by the present system and, in the second place, that he shall have a thorough training as a specialist in one branch. The revised scheme is based on the outlook of the most progressive art schools at the present time.
Future requirements
10. The chief need of the infant and primary schools is for teachers who are able to make full use of art and crafts in the normal education of younger children. The need of the post-primary schools is not only for better trained teachers, but also for a very substantial increase in numbers. The addition of one, and later of two, extra age-groups to full-time school life and the part-time education of boys and girls up to 18 will mean that teachers of practical subjects must be not only good teachers but also skilled artists and craftsmen, since many of their pupils will themselves have reached the craftsman stage and will rightly be intolerant of poor performance. All types of post-primary school should have equal claims to the help of specialist teachers. Therefore the number of specialists in art and crafts, including wood and metal work, must be several times the present number, with a proportionately increased replenishment rate.
11. While believing that our objective should be the provision of fully trained art and crafts teachers for every post-primary school, we do not think that this can be achieved for a long time, and meanwhile the art and crafts teachers in many post-primary schools of all kinds will come from the general training colleges. Given the three-year course and the area scheme of training, the colleges will be able to arrange much better courses than those now available. The most talented of the students should be enabled by subsequent courses to develop their work further and to achieve full specialist qualifications. This should apply also to teachers of wood and metal work.
12. Outside the normal avenues to teaching it will be necessary for purposes of supply, as well as desirable for betterment of quality, to leave ample opportunity for artists and craftsmen of proved competence to enter the teaching profession by other routes. As in music, there are many men and women whose first intention may be quite properly the development of their own artistic talents, and not until they have developed these and used them in fields other than teaching do they become interested in instructing others. In some crafts a man can achieve high technical skill only after years of practical experience. Often these artists or craftsmen begin by part-time teaching, and most generally they have no training as teachers. To insist on their following a course of teacher-training before they begin to teach would prevent their entering the profession. For these men and women, whose gifts and outlook might greatly enrich art and craft teaching in post-primary schools of all kinds, there must be conditions, such as part-time work, which would enable them to make their contribution; and there must also be courses of training in the technique of teaching. We now discuss the training of those teachers who enter teaching by the more normal routes.
Training
13. Since no education can be a balanced and complete education unless art and crafts play some part in it, every intending teacher should understand this aspect of the child's development at each stage. This course of observation of children and of study might be part of the course in education, and should culminate in some appreciation of the contribution of artists and craftsmen to the conditions of everyday living. Also we believe that whether he is following a course in art and crafts or not, every student in training should have the opportunity of using his leisure in creative work of his own choosing; and that studios, workshops, equipment and sympathetic help should be available for his use. These entirely optional pursuits should not come within any examination system, but no college should be considered efficient which does not provide for them. Much more generous provision than is now usual as regards objects of good design in craft or manufacture of everyday things,
[page 153]
books, pictures, equipment and space will be required, and more generous staffing will be necessary.
14. When students have decided that they wish to teach infants or younger juniors they will need a further course, based primarily on the observation of children; a study of their work and of their artistic needs, of the media that are available and useful, and of the means by which children's interests and impulses to creative work can be released and satisfied. The present 'ordinary' courses in art or crafts often do not accomplish this. They tend to be confused in aim, and attempt to give a smattering of skill in many crafts, which is unsatisfactory professionally and unsatisfying and misleading to the student.
15. Some students who intend to teach infants or juniors will want, for the sake of their own personal education, to follow an art or crafts course to an advanced stage. Intending teachers of older children may desire this also for professional reasons, hoping that they might give the greater proportion of their time to teaching art and crafts in post-primary schools. Within the three-year course which is now contemplated there should be available an advanced course which embodied the best features of the present third-year courses.
An Art and Crafts Centre in each Training Area
16. We do not wish to dogmatise about the content of the courses nor to suggest any rigid organisation; but we believe that in every training area there should be one centre which should give special attention to the education and training of teachers of art and crafts. This would not necessarily be one institution, but more usually would consist of a teacher-training institution which had developed a strong art and craft department working in close and equal partnership with a selected art school which had proved its competence in training the present specialist art teachers. There are now in existence examples of centres of this type, and a survey of existing training colleges and art schools and colleges has led us to the belief that, despite geographical difficulties in some cases, the plan we suggest is not impracticable.
17. The two colleges which now specialise in wood and metal craft, together with any others which develop similarly, should play their part in the area and in the national scheme. They may or may not continue to offer their general training; but they could properly develop advanced and specialist courses of the kind we describe with special attention to work in wood and metal. They would thus be brought into close association with the other colleges in the area and would form part of an art and crafts teacher training centre.
18. The functions of these centres should be many. Each should provide courses of suitable duration for students from the other colleges in the area who had, during the earlier part of their training, demonstrated their ability to profit from an advanced course. The advanced course we have in mind should be concerned with deepening the student's understanding of art and craft teaching as well as with the development of his own skill.
Specialist Teachers
19. The centres would be the places where the specialist teachers in art and craft were educated and trained. Ultimately the increased number of such specialists would probably justify a centre in each training area, properly equipped and staffed and with a sufficiently wide range of courses. The specialist course might develop on the lines implied in the plans for the Board's revised art examinations.
20. Although it is important that a reasonable standard of general education should be guaranteed, the possession of a school certificate is not to be regarded as the only criterion of general fitness to enter upon training as a teacher. In the majority of cases the student will have spent four years on his own post-secondary art and craft education before he becomes a candidate for a training year, and by that time his personal qualities should be well known to his tutors and his suitability or unsuitability for teaching should be fairly clear. Whether the examinations and assessment remain the Board's responsibility depends on how training is organised in the future and what degree of autonomy training authorities have. We expect that the supply of candidates for these specialist courses will be increased by a more liberal provision of financial aid for the further education of those who can profit from it. The year of training in the technique of teaching for art and crafts students should be grant-aided as is that of the graduate.
Other Functions of the Centre
21. Other functions of the centre would be the provision of post-training courses of all kinds for serving teachers, and of training courses for the artists and craftsmen who enter teaching at a later stage in their career. It would
[page 154]
be the educational centre for art and crafts teachers throughout the area and be the meeting place and forum of these teachers in all types of schools. Exhibitions of work from all sources might be staged at the centre and arrangements made for circulating them. Thus, for the first time, the training of art and crafts teachers of all kinds would be brought together in one institution, and the less specialised teacher would see something of the standards and methods of the expert, while the expert would learn something of the more general background and needs of education as a whole.
22. In no subject are post-training courses more necessary than in art and crafts: for skill, interest, and taste are slow in growth and there are few men and women who can develop fully without association with their fellows of like mind. Without a centre which undertakes in every region the responsibility for the provision of courses to meet all kinds of needs, the initial training in colleges, no matter how well planned and equipped, might be to a large extent deprived of its fruits.
The Staffing of the Art and Crafts Centre and of the Art and Crafts Departments in other Training Institutions
23. The staffing of the area art and crafts teacher training centre and of the art and crafts departments of the training colleges and education departments will, of course, determine the quality and the success or failure of the whole plan we have suggested. The staffing of most of the training colleges at present is prejudiced by their small size, by their isolation and by the conditions of service which are offered to training college lecturers. We hope that the recommendations which the main Committee will make on these matters will ensure that in every college or group of colleges there will be available a team of art and crafts teachers. Some of the members of the team will no doubt share their teaching between the art school and the training college and thus strengthen the close link which should be forged between the two institutions. Amongst them they will cover a wide range of crafts and represent a wide range of experience. The senior members of the staff should regard it as part of their function to train their juniors in the somewhat difficult art of helping students not only to be creative and efficient executants themselves but also to inspire and guide children's creative efforts. A well balanced team of tutors can include, on the one hand, an artist or craftsman who might have had little or no experience of school teaching and, on the other, an experienced teacher who, though not himself outstanding as a practitioner, might have the rare power of enabling others to develop to their fullest capacity.
24. We recommend
(a) that the course in the principles of education should include a section on the place and significance of art and crafts in the education of children;
(b) that every college should offer practical opportunities for students to develop their own talents;
(c) that every teacher who intends to teach younger children should be equipped to use art and crafts in the education of these children;
(d) that there should be in every training area an art and crafts training centre in order to
(i) provide full courses for specialists in art and crafts education, shorter courses for able students from other colleges, and courses for the artists and craftsmen who may enter the teaching profession from other fields;
(ii) provide refresher courses of various types;
(iii) be a meeting place for teachers of art and crafts from all types of schools;
(iv) house and circulate exhibitions of work from all sources; and
(e) that increased financial aid should be available for post-secondary education in art and crafts, and that training in the technique of teaching should be grant-aided.
MUSIC
The Function of Music Teaching
1. The supply and the training of teachers of music in schools have in the past been uneven and of no subject in the curriculum has the treatment varied so much from school to school. It is therefore necessary to consider briefly the general function of music before we discuss how the teachers required can be found and trained.
2. Building on the spontaneous response of all young children to music, whether they respond to it in rhythmic movement or use it as a vocal outlet for simple emotions, the function of music teaching in school should be to provide for its continuous development as a means of expression and source of enjoyment throughout
[page 155]
life. It should furnish all children with healthy tastes, most children with simple vocal skill and many with instrumental practice; and the exceptionally gifted should be afforded suitable facilities and teaching up to any degree of proficiency. Only so can music become a natural and welcome ingredient in adolescent and adult life and make its proper contribution to the enlightened leisure of the whole nation.
3. The attention of the nation is now, as never before, being directed to the provision of opportunities for young people to spend their leisure well, and here, especially, music has a major contribution to make. It cannot however make this contribution unless there are teachers in the schools who can give an inspiring lead, especially at that crucial period when young people are forming tastes or acquiring interests that may become the basis of their chief recreations in later years.
Present Conditions
4. Our evidence is that, at present, music tends to decline in pride of place as children pass from primary to secondary education. In good infants' and primary schools the children sing, perform rhythmic exercises and make and play pipes and simple percussion instruments; and a few exceptional schools have instrumental classes or small orchestras. Experienced teachers agree that though at this stage music need not go beyond simple melodies and rhythms, these should be understood in the ordinary notation of music, so that this 'spelling' stage may be mastered once and for all. The teaching of gifted children needs individual attention of a more specialised and advanced kind. There should also be opportunities for all children to listen to good music well performed. But the scope and quality of these activities depend too much at present on the chance appointment of a musical head teacher or a specially gifted class teacher. More often than not there is no such leader, and music may then be reduced to occasional class-singing, sometimes by two or three large classes together. Under such conditions a few songs may be learnt from memory, but there can be no easy and effective teaching of musical notation, nor any special attention to the more gifted children.
5. For the fortunate children in a few places there are admirable instrumental classes, and a few local education authorities, notably London, have begun to select gifted children for individual courses of lessons, with outstanding results. These facilities should not wait for the post-primary stage, since the foundation of executive skill can be laid in childhood with unique ease and certainty; nor, if adequate teachers can be found, is there any reason why the facilities should not be made available everywhere and dependent neither on extra fees nor on the chance of a particular locality or school. A few determined local education authorities have already shown that the problem of the provision of instruments can be overcome.
6. Modern (Senior) schools plan freely to suit their children's needs, and some have already achieved fine results; but the grammar (secondary) and independent schools are widely divergent musically. Many grammar schools appear to have no organised music at all; others have fine traditions, permanent choral and orchestral formations and scores of promising executants. Boys and girls who go to 'musical' schools find their talents fostered, their taste enriched. Boys and girls at 'unmusical' schools 'give up' music and leave the school less endowed than when they entered. Here again, fortunate traditions and exceptional staffs account for the best. The worst schools destroy potential gifts irreparably.
7. We mention two further considerations which affect secondary schools especially and thus, eventually, the supply of teachers. One is the physical 'break' in a boy's voice. If singing is the only musical activity in the school, then some boys certainly, but not all, may be for a few months outside it. But a second fact intervenes here. Boys and girls of secondary school age should be beyond the elementary stages of a singing class. They should be in choirs or playing instruments in an orchestra or listening intelligently. The best secondary schools have study groups and even arrange and create then own music. Singing is only one of many musical possibilities. We have felt justified in expressing our opinion on the present state of music in the grammar school because it is the most potent cause of the short supply of music teachers for the schools.
Teachers
8. In infants' and primary schools, music is usually taught by the class teacher. A proportion of students in college take the ordinary course in music, which is optional. A few take an advanced course, and about 12 each year take a third year in music. These are not usually found in the primary schools. We consider that class teachers in primary schools should continue to be mainly responsible for their children's music and that every intending teacher of young children should be prepared for this part of her work. There should be at least one good pianist in every school, and primary schools should not be debarred from the help of specialists.
[page 156]
9. In the modern schools one or two teachers are usually in charge of music, although other members of the staff often have a share in it. These teachers may be two-year trained teachers who have followed an advanced course in music at the training college, or they may have taken an extra three months' or year's course. Some may be graduates in arts or science (practically never in music) or two-year trained teachers, who have received their musical education outside their professional training for teaching and they may have given little attention to modern methods of teaching it. Too small a proportion of the teachers of music in modern schools are sufficiently good musicians to give an adequate musical education to children, especially when those children will remain under their care up to 15 or 16 years of age.
10. In secondary schools the supply of teachers is only one problem in securing reasonably good standards of music. These schools may employ specialists, either full-time, or part-time with other subjects, or as visitors. A few have university degrees in music, with or without a professional diploma. Some have diplomas only, such as L.R.A.M. or A.R.C.M. Some are graduates of the Royal Schools (G.R.S.M.) which carries Burnham graduate status in secondary schools but not 'certificated' status in elementary schools. These specialists frequently lack adequate training in class teaching.
11. We consider that in future every large post-primary school should have at least one full-time specialist, assisted by musical members of the staff and by such part-time visiting teachers as may be needed, particularly for individual instrumental teaching. In small schools a well qualified full-time teacher, devoting part of his time to music is better than a visiting teacher only, though many small schools will need both.
Supply and Training
12. The main Committee will no doubt mention the hampering conditions of service which affect teachers of the so-called special subjects. The lack of a career, the apparent handicap of 'specialisation' with respect to promotion and the consequent scanty chances of becoming a Head Teacher, deter some of the most able teachers from using their musical abilities fully in the service of education.
13. A further difficulty in the supply of music teachers arises from the fact that young musicians of outstanding ability wish in the first place to develop their own personal artistic gifts. This is as it should be, but it means that these talented performers and interpreters do not as a rule discover the absorbing art of teaching until they have become artistically mature themselves. We should therefore leave wide open the door to music-teaching in schools, so that gifted musicians may enter at any time and obtain full recognition as qualified teachers, thus adding the invaluable example of their own executive ability to the normal methods and aims of teaching. It is by teachers of this quality that the purest appreciation of good music for its own sake can most readily be fostered.
14. Other difficulties of recruitment cannot quickly be resolved. The poor standard of music in so many secondary schools and the lack of adequate opportunities for the musical education of those with exceptional gifts means that hundreds of potential teachers of music are lost. If candidates leaving school have a solid knowledge of music, however simple in degree, then the task of the training colleges is comparatively easy. If they have not acquired, or have neglected, such knowledge, then the training colleges are compelled to teach rudiments which are musically childish and are tempted to conduct classes which are little more than community 'singsongs'. Our recommendations would, we believe, gradually and permanently improve this situation. Meanwhile, we must approach the supply and training of teachers on the basis of present facts.
15. First, there are the teachers who in all primary schools, and in some post-primary, will teach simple music as a class subject. There are few training college students who could not learn to do this with ease, and without undue demands on their time, provided the subject were taught tutorially and to reasonably small groups. Every teacher who is likely to teach music should know something of the care of the child's voice and of simple notation and sight-reading, should have a repertory of suitable songs, singing games and rhythmic exercises and some acquaintance with pipes, recorders and percussion band work. Every student who has ever played or can play or wishes to play the piano should be given facilities and lessons free of cost. Other instruments should be equally encouraged and every training college should have an adequate music-room, good pianos, a radiogram, a library of records and a music library. Concerted music of every kind should be welcomed, and intelligent listening to demonstrations and concerts, both inside and outside the college, should be encouraged.
[page 157]
16. Students with special aptitudes should follow an advanced course which might be taken at the special training college for music in the area which we describe later. The training colleges which offer these advanced courses should be in close contact with those schools in the area where music is specially fostered and developed. Some of the students will be worth passing on for a period to a college of music or to the music department of a university and would probably become specialists.
17. There are some trained teachers who have acquired privately, outside their training or university course, a considerable knowledge of music. There are also musicians and music teachers of professional standing who might teach in schools on a part-time basis. These two types of teachers or potential teachers need help of different kinds. The former needs musical opportunities: the other needs teaching technique. Both groups must obtain this supplementary training, if they are to obtain it at all, without losing their earning power. Both groups need a generous provision of short courses.
Specialists
18. Full-time teachers of professional rank, who will direct the whole musical activities of a school, must be recruited from any promising source. They may come from the universities or colleges of music, they may have been training college students of special quality, they may have been gradually drawn into school music or undertaken analogous work outside. They should have professional degrees or diplomas, a fluent key-board technique, solid knowledge of voices and instruments, sound historical and theoretical equipment, powers of musical improvisation and arrangement, a convincing teaching method and a wide musical repertory.
The provision of training
19. From what we have said, it becomes evident that courses must be provided (a) for the general practitioner who will teach music as one of many class subjects; (b) for the teacher whose abilities and training give him a bias towards music, although he may not be qualified or able to take charge of it in a school; and (c) for the specialist. In addition there must be adequate courses to enable amateur musicians amongst practising teachers to widen their musical experience, for practising musicians outside the field of education to play their part in the schools, and for some of them to become full-time teachers. It will be necessary, especially with regard to the specialist teachers, to see that the needs of technical schools and young people's colleges are met, as well as those of the youth service.
20. No one type of institution could make all this provision. As we have said, universities and colleges, or colleges of music, few in number as they are, must make a major contribution to the musical education of those who will become specialist teachers of music. Some of these will decide to become teachers at once, others may pursue an independent musical career for some years before they are attracted to teaching whether full-time or part-time. The training in teaching technique of these as of other teachers should be for the most part in a training institution. Training courses, varied in duration and scope according to need, will therefore have to be provided.
21. This provision can be made if at least one training institution in every training area develops a strong and especially well staffed and equipped music department. This college should work in as close association as possible with the colleges or schools of music and music departments of universities. The most important functions of the special training college should be:
(a) the provision of advanced courses for students from other colleges whose abilities justified such courses. A few of these students might prove of such outstanding ability as to be allowed admission for a period to one of the colleges of music or to the university;
(b) the provision of courses for the training of musicians in teaching technique. In certain cases a great deal of this training might take place in a suitably selected school;
(e) the provision of courses for serving teachers seeking to extend their musical education or their knowledge of teaching technique;
(d) stimulating musical activities in other colleges in the area, and helping and advising on the music teaching there. We should expect the college which specialised in music to be the source through which choirs, orchestras and performers were made available for the other colleges in the area;
(d) undertaking research and investigation in the teaching of music to children.
[page 158]
Training College Staffs
22. In every training college there should be available an adequate staff of music lecturers. The principle of the pooling of resources should enable the smaller colleges to supplement their permanent provision. The music staff of a training college should be of the rank of the best specialists described above, and they should have successfully handled most sides of the music of a large school. There should be constant contact and some interchange of function between those who work in schools and those who teach students about school work.
23. In addition to organising ordinary and advanced courses on tutorial lines, training college staffs should look for special aptitudes amongst the students and encourage instrumental practice. Above all they should see that the concerted musical talent and taste of the whole college itself is given due expression. There should be a permanent choir and orchestra, chamber music groups, study circles and a lively interest in music of all kinds.
Local Organisation in the Recruitment and Use of Music Teachers
24. Before making our recommendations we refer to one other matter, although it lies very much on the edge of our terms of reference. We wish to draw attention to the importance of local initiative and organisation in the recruitment and use of teachers of music in all kinds of schools and in the youth service. It is abundantly clear that an adequate supply and training of music teachers cannot be met by any central organisation. There must be local recruitment and also local supervision to ensure that qualified teachers are properly and economically employed. We have been given examples of schools in which two or three musically accomplished members of a permanent staff are given no chance to use their musical abilities, because the school is musically backward or lethargic. In the same locality may be schools in which not one teacher can play or teach adequately. This is sheer waste and can only be remedied locally.
25. Further, a local adviser or inspector, qualified in music, will be needed to select and distribute those local panels of approved professional musicians whose help the schools need and without which the supply of effective and skilled teaching, particularly of gifted children, is impossible on any adequate scale. Even the services of a good visiting accompanist might make all the difference between a poor school performance and a good one. These also are problems of local organisation.
26. Above all, it is important that someone is charged with the responsibility of seeing that what is gained in the schools is not lost in adolescence. School music must be linked with further education and the service of youth, and these in their turn with the many voluntary adult societies which foster and enrich the recreative leisure of the nation.
27. We recommend
(a) that in every training area there should be one training college, at least, with a specially well developed music department and that the functions of this college should be
(i) to train in the technique of teaching men and women musically qualified who seek to enter the teaching profession whether as full-time or part-time teachers;
(ii) to provide courses in music for specially gifted students from other colleges in the area, some of whom might be recommended for admission for a period to a college of music or a university;
(iii) to provide short courses of varied duration for serving teachers both in music and in teaching technique; and
(iv) to stimulate and aid music teaching in other colleges in the area, and to take part in research that had special reference to music teaching;
(b) that, as regards training,
(i) all intending teachers of younger children should be trained to teach music up to the standard of simple melodies and rhythms In ordinary notation;
(ii) lessons in some form of instrumental playing should be available without extra cost to all teachers in training; and
(iii) every training college should have an adequately equipped music room;
(c) that persons suitably equipped as regards musical and teaching ability should be eligible for recognition as qualified teachers, from whatever source they may have been recruited;
[page 159]
(d) that local education authorities with the aid of H.M. Inspectors and local inspectors or advisers should make panels of musicians competent to give instruction to children in instrumental playing, and to act on occasion as class teachers and as accompanists, and should organise their services in the schools. Courses of training should be provided for them through the area training arrangements; and
(e) that every large post-primary school should have at least one music specialist, and specialist help should be available for the primary schools.
PHYSICAL EDUCATION
What is involved in Physical Education
1. No subject in the school curriculum has grown in richness of content more than has physical training. Beginning in 1870 with stereotyped military drill and dumb-bell, wand and hoop exercises, and restricted to 'not more than two hours a week' for 20 weeks in the year, physical training has steadily won recognition. Since 1915 the nation has realised, as never before, the value of health and bodily fitness. Physical education has been given constant encouragement and guidance from the Board of Education through their specialist inspectors, through the successive issues of syllabuses, and, administratively, through new powers granted to local education authorities for the provision of holiday and school camps, playing fields, swimming baths and other facilities.
2. Our views on the supply and training of teachers for physical education are based on the opinion that this subject includes all those aspects of education which influence the physical life of the child and young person, including his mental attitude to his body and its welfare. It is thus a fundamental and integral part of general education. Every teacher must know something of it, for wherever children are being educated their bodies are a factor in the process; and some teachers must know a great deal about it, for it is potent for harm as well as for good and needs informed and wise direction. To embody such a conception as we have outlined we find the term physical education preferable to physical training. We employ it, therefore, wherever the reference is obviously to the more developed conception.
Present Position
3. There is probably no school with any claims to efficiency in which physical training does not appear regularly on the timetable. In most primary schools it occurs in some form every day, and in many modern (senior) schools on at least four days in the week. It is less frequently practised in many secondary schools, a contributing factor to this unfortunate fact being the claims of examination subjects.
4. In a large number of the older elementary schools, especially in rural areas, inadequate outdoor space, unhygienic conditions and lack of halls deprive thousands of children of the benefits they should derive from physical education. There are a considerable number of secondary schools which are inadequately equipped. In all recent school buildings of any kind, a hall is a regular part of the provision, and in newly built modern (senior) schools an equipped gymnasium with shower-baths is normal. We stress these modern standards in order to emphasise the conditions that need to be present in the schools if the trained teacher is to be in a position to give full effect to his acquired knowledge and command of techniques.
Teachers
5. All teachers who have passed through the normal two-year training course have followed a compulsory course of physical training, including the technique of teaching it. Some graduates in their one-year teacher training course may also have followed a course in physical training, but this is seldom compulsory and is sometimes casual. In the infants' and junior schools, where the work is organised chiefly on a class-teaching basis, each teacher usually takes physical training with her own class. Very few of these teachers have followed the advanced courses in physical training which have been established in a number of colleges for the primary purpose of enabling intending teachers in senior schools to make use of the new and improved conditions there. Advanced courses for intending teachers of younger children have yet to be framed.
6. Advanced courses in physical education and, since 1937, additional courses lasting a term or a year have provided the majority of teachers mainly responsible for physical training in the modern (senior) schools. The term's courses for serving teachers have been available at some half-dozen training colleges. Courses lasting a year have been available for men and women. These follow immediately on the two-year training or graduate training course, or are deferred till after some years of teaching
[page 160]
experience. The women so trained have not been regarded as fully qualified specialists in contrast with those trained in the three-year specialist colleges. The one-year course for men is a post-teacher-training or post-graduate course and was designed to produce specialists. Its conditions are described later.
7. The women's one-year courses are held in a few of the ordinary training colleges, and only in one case in association with a specialist college of physical training. Difficulties arise from the smallness of the one-year groups, and we suggest later that the specialist colleges should play a much larger part in the provision of these courses. Most of the one-year trained women, and a few of the men, take up work in senior schools where they teach physical training and one or more other subjects. Full-time specialisation in physical training is not encouraged in these schools.
Specialists
8. The specialists in physical education now practise almost exclusively in grammar (secondary) and in technical schools. We describe separately the training available for men and women.
9. Men specialist teachers of physical training in England and Wales fall generally into the following groups:
(a) certificated or graduate teachers who have superimposed upon their training college or university course a one-year course in physical training at Chelsea, Sheffield, Carnegie (Leeds), Loughborough or Goldsmith's Colleges, or - the minority - at physical training colleges abroad or at Dunfermline (later, at Jordanhill, Glasgow);
(b) men who have made physical training their sole teaching qualification with the intention of becoming full-time specialists. A few of these men received their training at Sheffield immediately after the last war, but most of them have been trained in Scandinavia (either for one or two years) or in Scotland (either for two or three years);
(c) ex-army and navy instructors who on the strength of their training and experience in the Services have obtained posts in independent and grammar schools and in technical colleges as well as in the youth service and evening institutes. The recruitment of men from this source has declined since physical training colleges for men have been available and special vacation courses have been arranged for grammar school masters.
In grammar and technical schools the boys' physical training is normally taken by masters who fall into one of these groups. In small mixed grammar schools, especially those in rural areas, and in the smaller technical schools, responsibility for the training is sometimes in the hands of form masters who rely upon attendance at summer vacation schools for their knowledge of modern methods of instruction.
10. The training provision for men specialists has had a chequered history. At Chelsea the one-year course begun in 1908 was discontinued in 1912. From 1919-1923 a one-year course was offered at Sheffield City Training College. Ten years later the Carnegie Trust founded the Carnegie Physical Training College at Leeds, administered by the Leeds Authority and regarded as a constituent part of the Leeds City Training College, in whose grounds it stands. Admission was limited to graduates or certificated teachers. There was an increasing demand for admission: latterly some 250 applicants were interviewed for the 60 places available. Up to 1939, nearly 350 men had gained the College Diploma. The great majority hold specialist posts as organisers, training college lecturers or gymnastic masters in grammar schools.
11. In 1936 a new one-year course was opened at Loughborough College. Admission was restricted for the first year to certificated teachers; subsequently admission was extended to graduates who held a teaching certificate or diploma in education. By 1940 about 200 men had taken the course. The great majority of the students were appointed to grammar schools as full-time specialists. In 1937 a similar course for about 30 students was set up at Goldsmith's College, London. All these courses were aided from public funds and the fees for resident students were £100 at Leeds (£50 for non-trained graduates) and £40-£50 at the other colleges which were grant-aided. The men so trained usually teach another subject as well as physical training. All the courses came to an end at the outbreak of the war.
12. The scarcity of men specialists has given to a physical education qualification a certain rarity value; consequently, in a few instances, men with poor degrees may have been tempted to seek a physical training qualification in order to facilitate an otherwise unlikely appointment to a grammar school staff. In recent years, however, the colleges have been able to recruit a keen and enthusiastic body of students, genuinely interested in their subject and well equipped to take advantage of the worse.
[page 161]
13. Women specialists are trained at the six specialist colleges, five of which, Anstey, Bedford, Dartford, Liverpool and Nonnington, are provided by private enterprise. The sixth is part of Chelsea Polytechnic, London. All are recognised by the Board of Education for the purpose of teachers' superannuation and as 'efficient' for the work they undertake. They are not normally inspected by H.M. Inspectors. They are not grant-aided and in consequence their fees are about £100 a year higher than those at the normal training colleges. With one exception they are not connected through their work with other training colleges or with each other. Each college offers a three-year course in preparation for the college Diploma and also the Diploma in the Theory and Practice of Physical Education of London University. The majority of students also enter for the conjoint examination of the Chartered Society of Massage and Medical Gymnastics.
14. The students are recruited at 18 years of age or slightly over, but include a higher proportion of girls from the independent schools than do the entrants to the normal colleges. Most of the specialist colleges have more applicants than they can accept. The total number of teachers leaving the colleges each year is about 210, which is not enough to meet present demands, even though these teachers serve only in secondary (including independent) schools. Here they take an important part in the general life of the school, and Head Mistresses have spoken highly of their widespread influence and responsibility.
Requirements
15. The total number of fully trained teachers of physical education coming annually into the schools is only a little over 300. The extension of the provision of compulsory full-time and part-time education contemplated in the White Paper will greatly increase the need for men and women fully-trained in physical education, especially as all post-primary schools, and not only as now the grammar and technical schools, may claim the services of specialists. The young people's colleges might well be institutions at which a thousand or more young people attend during the week. Moreover our evidence has led us to think it probable that expert teaching should not be limited to the post-primary stage, but that, although the main bulk of the work in infants' and junior schools will remain with the class-teacher, there will be at least a scattering of specialists throughout the primary system. In short, we anticipate that in time there will be on the staff of every large school, or shared by a group of smaller ones, a man or woman thoroughly trained in all branches of physical education to plan the work generally, to give help to the general practitioner and to teachers less well qualified in physical education, and to work in close association with the school medical service, especially as regards boys and girls needing preventive or even remedial treatment. This wider use of specialists at all stages will greatly increase the number required in the schools, while the growth of the youth service will again add to the demands.
Factors influencing Recruitment
16. Any changes which add to the attractions of the teaching profession and which widen the fields of recruitment, while at the same time removing the economic hindrances to training, will improve the recruitment of teachers for physical education. We emphasise only those points which are especially important.
17. The main deterrents to students entering the recognised three-year specialist courses for women are economic. The fees are high and the remuneration of physical education specialists in secondary schools is on the non-graduate scale, and in the elementary school may be on the uncertificated scale. The recommendation which we make later to allow grant aid to the colleges would remove the first deterrent and the revision of salaries for teachers generally would remove the second. Also, and as a result of the changed status of the physical training colleges, local education authority grants to intending specialists in physical education should be as freely available as to other intending college students. At present these grants vary greatly from place to place; in some areas no help is forthcoming, in others the aid is generous.
18. Another frequent deterrent to taking up physical education as a career is the fear, especially in the case of a woman, that a teacher may not be able to pursue it after middle life. This fear might be justified if physical education meant only the teaching of physical exercises and the coaching of games; although in the course of our inquiries we have met, especially in physical training colleges themselves, some first-rate teachers of gymnastics and games over middle age. But if physical education and the work of the physical education specialist are as we have described them earlier, then a continuance of bodily youthfulness is only part of the personal equipment that is required. Granted a sound training, and a widely accepted conception of
[page 162]
physical education as involving progressive experience in all that has to do with healthy living and bodily fitness, most specialists should be able to continue as such throughout their career if they choose to do so.
19. Nevertheless, there are great advantages from the personal, as well as the professional, point of view in being able to offer from the beginning more than one subject; but for the specialist we must avoid, on the one hand, any lowering of the standard of knowledge of physical education or expertness in physical training, and on the other, the inclusion of a subsidiary subject during his training, merely in order that when his nimbleness decreases he should have something left still to teach. Most of the women from the specialist colleges are qualified also to practise as remedial exercise specialists and masseuses; but if they keep this as a 'second string' for the time when they want to give up teaching they find they are out of practice and need re-training. Some doubt arises, therefore, whether this is the best subsidiary course to combine with the teachers' training course. One college is experimenting with a course in social studies as an alternative to the complete one in massage and medical gymnastics. We suggest later that a variety of alternatives might be available.
Training
Provision of Training
20. One of the roots of the supply problem is the deficiency of the training provision. For men there are only two colleges each offering a year's course, and nearly all the expert training for women is provided by private enterprise. At a time when no one has any doubts about the importance of physical education as a fundamental part of education as a whole, this position is untenable. Provision for the training of experts in physical education for both men and women should be made within the general scheme for the training of teachers, and this training should participate fully in the grants system. We have reason to believe that the existing women's colleges would welcome this suggestion, and that the necessary negotiations and changes in their constitutions and curricula would present no insuperable difficulties.
21. It has been suggested to us that certain universities which have the necessary facilities might consider the provision of a training course for specialists, and that studies in physical education might be arranged of sufficient weight to justify recognition as an optional subject for a degree course. If any such services were forthcoming from universities they would certainly assist very materially in relieving what is likely to prove a serious deficiency.
22. Within an area organisation of training, the education and training of teachers for physical education can be fully provided for, but only if the necessary expansion of provision for training is so planned that no area is without its specialist physical training college. Four of the present Joint Board areas - (Cambridge, the Northern, the Western and Wales) - are without such a college.
23. The specialist college should influence physical education in every training institution in the area. In summary, its functions should be
(a) to provide full courses of training for specialists in physical education;
(b) to provide courses, varied in duration and scope for students from other colleges in the area, including graduates who, while training for general work or specialist work in other subjects, wished to give attention also to physical education. These should not be only those who intend to teach older children, but should include intending teachers for every age-group and every type of school and college;
(c) to afford advice and some lecturing and tutorial aid in physical education for other training colleges in the area. This should ensure that those responsible for the physical education which formed part of the training of the general practitioner or of the specialist in any other subject would be in constant touch with expert knowledge and practice;
(d) to conduct research into physical education. For this purpose effective collaboration with the medical and science schools of the University would be necessary, and with all other training institutions in the area;
(e) to provide courses of various kinds for practising teachers, including courses of an advanced kind for those who wish to carry their studies further, whether in the subject itself or the means of training others in it. Some of our witnesses had realised the interest and importance of physical education only when they found themselves actually in a teaching post. Ample opportunity should be available for such men and women to fit themselves to develop their new-found professional interest. The more advanced courses should be planned to meet the needs of aspirants to more responsible work such as training college or organisating [sic: organising or organisational?] posts.
[page 163]
24. We recommend
(a) that provision for the training of men and women as specialists in physical education should be made within the national training service;
(b) that the existing recognised colleges of physical education should become part of the general system of training and participate in grant-aid; and that negotiations to this end should be undertaken forthwith;
(c) that provision for the training of specialists be substantially increased; and
(d) that in planning this provision no training area should be left without an adequate centre of physical education within it.
Courses of Training
25. The details of training courses will be arranged by those properly experienced in such matters, in association with the area training authorities. From the evidence before us we make the following observations and suggestions.
The specialist
26. The initial course for those who intend to be specialists in physical education, and who begin their training at about 18 or without previous training as a teacher, should last three years; and there should be considerably enlarged opportunities for further training especially for those who seek the more responsible posts. For trained teachers (graduates and non-graduates), who have completed their ordinary training and perhaps have had some teaching experience, there should be shorter courses.
27. A specialist training in physical education should fit those students who have the interest and a suitable temperament to undertake responsibility for the physical education of young people and adults. Physical recreation is a part of physical education, and the full training of the specialist should deal adequately with it and enable him to adapt himself to the special conditions introduced by the voluntary element in the Youth Service.
28. The students, and teachers who have recently been students, find the present course very crowded and regret that during the three years of training all subjects and interests not directly associated with physical training are frequently dropped. We have already expressed some doubt as to the wisdom of the inclusion of the full massage and medical gymnastic course in women's colleges though we fully commend a course in remedial gymnastics. We suggest that the training course as a whole should be reviewed to see whether opportunities for the development of the student's personal interests from among a wide choice of studies might not be possible. The close co-operation of the college with others in the group should go far towards solving the problem of the provision of a sufficiently varied staff. A review of the contents of some of the courses might also suggest a change in emphasis, as, for example, that more attention should be paid to the more practical aspects of hygiene and to the association of movement with art and music.
29. The isolation of the specialists in the present physical training colleges from other students is regrettable, and we suggest that, wherever possible, parts of their course, such as general principles of education, some of the hygiene course, and the optional courses suggested in the previous paragraph, should be shared with students from other colleges. The increased inter-availability of members of the training college staffs and the presence in the specialists colleges of men or women with more general training should help to break down the present isolation.
Other teachers
30. For students who do not intend to be specialists in physical education but who have an unusual ability in it, there should be courses corresponding to the present advanced and extra three months' courses. Some grouping of these courses in the specialist colleges would remove difficulties arising from the present attempts to give this training to small groups in unspecialised colleges.
31. We have considered carefully whether physical training, both for the personal good of the student and as preparation for his teaching, should be compulsory during the ordinary training college course, and we think that normally it should. On the personal side, the teacher should himself be an example, as far as he can, of what he preaches, and the inculcation of the habits of healthy living are part of the general education with which he is concerned. On the professional side it has been urged that the training of a man or woman to control groups of children in movement and out of doors is of fundamental importance in modern education, and its techniques have a value in teaching generally and are by no means applicable only to physical education.
[page 164]
The Staffing and Equipment of Training Colleges
32. We anticipate that an improvement in the salaries and conditions of service for training college staffs will result in men and women who seek such posts seeking also to attend the advanced and 're-orientation' courses in the specialist colleges to prepare themselves for the special work of training others to teach. It is important that such men and women should have had experience of teaching children over a wide age-range and of the varied conditions in schools and districts of many types. Teachers of high ability in the schools should play some part in training teachers within the colleges.
33. Many general training colleges are still without adequate equipment for physical education. By no means all have a gymnasium and fewer have shower baths. In many, the playing fields are at an inconvenient distance. Under such circumstances it is difficult to train teachers to make full use of the facilities now becoming available in up-to-date schools.
DOMESTIC SUBJECTS
Domestic Subjects Teachers in the Schools
1. Specialist teachers of domestic subjects are employed in all types of post-primary schools, including technical schools and colleges, and also in evening institutes. They are not found in primary schools. They seldom, in normal times, take much part in the teaching of general subjects, although they frequently share in many of the school's activities and often take a leading part in its general domestic arrangements.
2. Domestic subjects are taught to girls of 12 to 14 years of age in the present elementary schools, and exceptionally to those of 11. In technical and secondary schools and in evening institutes a proportion of the older girls, and in technical schools and evening classes women students, also follow domestic subjects courses.
3. The developments foreshadowed in the White Paper will add eventually two adolescent age-groups to the modern (senior) schools and expand the provision for technical and adult education. Compulsory part-time education to 18 will add numbers almost equal to another age-group and extend the period of educational influence for four years beyond the present school leaving age. Most teachers will welcome the opportunity which these changes will afford of reserving the teaching of domestic subjects for the higher age-groups; but even so the number of girls in school needing this teaching will be increased, and correspondingly more teachers will be wanted.
4. With regard to technical education, it is necessary to point out that subjects which might come under the heading of 'domestic' such as dressmaking, embroidery, upholstery and cookery, are, under these same titles, taught with different purposes. Some courses in technical schools and evening institutes and all those in trade schools provide vocational training for girls and women who are entering or who are already in one of the trades. But other courses, also in technical schools and evening institutes, are non-vocational and are attended by girls and women for their own personal and domestic education. The great majority of students, except those in trade schools, are part-time students, and many of the teachers are part-time. The teachers may be teaching in addition to working full-time in their trade or profession, or they may hold full-time teaching posts in secondary, technical or modern (senior) schools. Some are fully trained domestic subjects teachers, some are women with trade experience who have had part-time training as teachers in a technical school through the courses leading to the City and Guilds of London Teacher's Certificate. Some, especially those in the trade schools, have had substantial trade experience, but generally no training as teachers.
Supply
5. Domestic subjects teachers in modern (senior) and grammar (secondary) schools come from the training colleges for domestic subjects from which the yearly output is about 400. In addition there are a few graduates from the two universities which offer degree courses in household and social science. This does not meet the needs of the schools in England and Wales, and the supply is supplemented by a number of teachers each year from Scotland. The opportunities to leave teaching for other posts such as those of canteen manageresses, demonstrators, home advisers to some trades and welfare workers in industry are many. It is true that many of these opportunities have been created by war conditions, but until such time as specific courses of training for these other posts are established, the demand for domestic subjects teachers to fill them is likely to remain. Despite the drain on the profession, we believe there are great advantages in the possibility of interchange between teaching and other work; our regret is that, having once left the profession,
[page 165]
the majority of teachers seem unwilling to return to it. This is partly due to the operation of the marriage bar to which we refer later, and partly to the greater variety and freedom in types of employment which are not subject to the restrictions of the teaching profession.
6. The supply of teachers for domestic subjects in technical schools and evening institutes, especially for the non-vocational classes, has for a considerable time been woefully inadequate, particularly in some areas.
7. To meet the needs of the expanded education system we estimate that the annual flow of domestic subjects teachers into the schools and adult education classes will have to be in the neighbourhood of 600-700 a year at the least, - and this is probably an under-estimate. Thus a 50 per cent increase in the provision of training will be necessary.
Means of improving the supply
8. All that the main Committee may say regarding the means of increasing the supply of teachers generally will no doubt apply fully to domestic subjects teachers. We therefore deal here only with those points which are especially relevant.
The wider sources of recruitment
9. Nearly all domestic subjects students now come from the secondary schools, and the prevalent attitude to the subject there is unfortunate. It is not infrequently a 'B' or 'C' stream subject, and regarded as fit for those who, having 'failed in Latin', are suitably 'unacademic'. Some witnesses have described the discouragement or even opposition with which a clever girl is met who wants to make domestic subjects her career. Our suggestions directed to broadening the general education of the student during her training may eventually have some effect on this attitude.
10. While hoping that more girls from the usual channel of the grammar (secondary) schools will enter domestic subjects colleges, we think it particularly important that these colleges, like the other training colleges, should recruit also from the technical schools and from the pupils of modern schools who will eventually have passed also through some form of compulsory further education. If the allocation of children between 11 and 13 to the form of post-primary education most appropriate for each is properly done, we should expect to find, in technical schools especially, girls of high ability whose interests lie mainly in the practical application of knowledge and who may have in addition more than average dexterity of hand and quickness of eye. These should find ready entrance to domestic subjects colleges. Further, a great many of our witnesses have stressed the peculiar advantage to the domestic subjects teacher of acquaintance with living conditions outside the school-college circle and the importance of the experience of earning a living and spending a wage. Thus, provided that the necessary standards of general education are safeguarded, we should look for a more varied recruitment as regards experience, education and age of entry than those usual at the present time.
The employment of married women
11. If it is unfortunate that schools generally should be deprived of the services of women with experience of homes and children of their own, it is doubly unfortunate that they should be so deprived in the teaching of those subjects which are concerned with home-making and management. In no part of school life would the presence of more married women with actual experience of home-making have a more salutary effect on the teaching itself and on the confidence which it would inspire in the pupils and their parents. Since the loss to teaching through marriage is high among domestic subjects teachers, the demands of supply will necessitate the removal of any marriage bar.
Status, salaries and prospects
12. Fully trained domestic subjects teachers, alone amongst teachers trained at specialist colleges, are found in every type of post-primary school and in adult education. The variety in their opportunities for service is therefore unique, and this is undoubtedly an attraction to this particular kind of training and work. But the fact that salary scales and chances of promotion are weighted against the 'specialist' teacher prejudices recruitment.
The Recruitment of Part-time Teachers for Non-vocational Classes
13. The demand for non-vocational classes is rapidly expanding, and the teachers are hard to find. The deterrents to recruitment are the same as those operating against the supply of good part-time teachers generally, but some are particularly
[page 166]
strong in the case of women's subjects. Women's technical education is the most poorly housed and equipped section of a branch of education which is generally badly off in these respects. Also in many areas there are regulations which automatically close down a class when its numbers fall below a certain level. Women students with home responsibilities are more uncertain in their attendance than are other students, and thus many classes which, given more latitude, would revive and carry on are ended abruptly. The insecurity of tenure which results for the teacher was frequently given by witnesses as a reason why women are unwilling to undertake teaching in these classes. The comparatively low payment of part-time teachers is also a cause of difficulty in recruitment.
14. The fully qualified domestic subjects teacher is nearly always a full-time teacher in a day school. She can only teach in the evenings also if she is willing to work for three sessions of the day, and this many teachers are unwilling to do. A more flexible arrangement by which full-time teaching need not necessarily mean teaching always ten sessions a week in the same school or type of school would be particularly helpful in staffing domestic education at all levels.
Training
The present position
15. There are 11 domestic subjects colleges, of which 7 are provided by local education authorities and 4 by voluntary bodies. The training is grant-aided, as in other training colleges, and the students are examined under the same joint Board system, each craft subject being examined separately by examiners appointed by the joint Boards. Otherwise, like other training colleges, they are isolated entities and have no functional connection with each other or with other types of college. Their distribution is such that four of the present joint Board areas (Birmingham, Cambridge, Reading and Nottingham) are without any recognised domestic subjects training college. In addition to the courses offered in the colleges, two universities, London and Bristol, offer degree courses in domestic science. In London, the course for the degree in Household and Social Science lasts three years, and intending teachers spend a 4th year in a training college recognised for a post-graduate course. At Bristol, the course for the B.Sc. (domestic science) degree lasts four years of which the first three are spent in the University though in association with Gloucestershire College of Domestic Science or the London Westminster National Training College of Domestic Subjects, and the 4th year is spent at one of these colleges. Both are affiliated to the University for this purpose, and the tutors who take part in this degree course are recognised teachers of the University. Intending teachers among the graduates from Bristol take a 5th year of teacher training.
16. The domestic subjects colleges have been the source of initiative and enterprise which have established beyond question the importance of domestic education in modern (senior) and technical schools. To achieve the necessary standards of work and to establish the status of their subject, a period of specialisation and the segregation which this imposes have no doubt been necessary. But now that the importance of domestic subjects is realised by all education authorities and a high standard of craftsmanship is established, it is desirable that the domestic subjects colleges should be much more closely integrated with the training system as a whole.
17. Twelve years ago the courses were expanded with the object of giving the domestic subjects teacher the status of a certificated teacher, with the chances of promotion which this implies. In the wider course, English became compulsory and the students were required to do three weeks' general school practice as well as substantial practice as specialist teachers. But in the main the domestic subjects student remains segregated from other intending teachers, and she cannot be said to be a general subjects teacher in any real sense. It is doubtful whether she could or should be expected to be so. As it is, the full range of her subjects is rarely used: in particular, her training in needlework and hygiene enable her to make a much fuller contribution to the teaching of these subjects than she is now given the chance of doing in many schools.
18. But nevertheless we are convinced from the evidence we have heard that the broader training and education now offered in domestic subjects colleges should increase and not diminish, not so much in order that the domestic subjects specialist should be able to lend a hand in other work in school but that she should get an insight into the purposes and methods of education as a whole and see her own subject as an integral part of it. More important is the fact that her period at college, as well as being a preparation for her professional career, is a period of further personal education which is distorted if the course is so limited or so overcrowded that no interest outside the range of domestic subjects can develop. Reciprocally, it would be a great advantage if the teacher trained in the more general college had a clearer view of the objectives of her specialist colleague.
[page 167]
19. During our visits to domestic subjects colleges we have been impressed by the beneficial effects of the presence in the same college of students preparing to be teachers, and other students, sometimes an equal number, preparing for other professions and taking courses such as institutional management, housekeepers' course, dieticians' preliminary training and canteen management. We hope, not only that this kind of intermingling will continue, but that even more varied courses will be offered by the colleges. We are also impressed by the high standard of craftsmanship achieved in the colleges and wish to give them opportunity to develop all their resources of skill and knowledge. There should also be provision for research.
20. If we indicate the weaknesses in the present courses and methods it is because our evidence, especially from teachers who can now judge the value of their college training in the light of experience, has emphasised the direction which developments should take; and because we wish to enable domestic subjects to play their full part and enjoy their proper status in the reorganised education system.
21. The colleges for a great number of years were exclusively concerned with one set of subjects. The basic course of training at that time lasted only two years, and, as is still the case in other training colleges, the timetable and curriculum were badly overcrowded, while inadequate staffing conditions prevented the development of tutorial methods of teaching. These and other causes led to the condition which still prevails and which in our opinion is a weakness, namely, that the training is too much centred in separate subjects, such as cookery, laundry-work, dressmaking and other somewhat isolated activities, rather than in the relation of these subjects to home-making and management. Little investigation has so far been made into the best methods of teaching skills and processes, and the methods used in domestic subjects teaching have tended to be less flexible and adaptable to the varying needs of pupils and students of different ages, types and capacities than methods in some other subjects. The criticism has also been made that many domestic subjects teachers are still somewhat out of touch with the actual social and economic conditions in which their pupils live, especially in rural areas.
22. The criticism of the teachers, which is often thoughtlessly made, that despite the universality of domestic teaching in the schools our standard of housekeeping and the household arts is still uncomfortably low is on a par with the charge of ineffectiveness sometimes brought against education generally. In as far as it is true, its cause lies only partly with the teachers, their training or their teaching. It is due far more to what has been hitherto a necessity: an attempt to teach as much as possible to the children before they leave education behind them at the modest age of 14. This early school-leaving age has been particularly damaging for domestic education, which for a child under 14 cannot be effective as a preparation for the home-making which she will not undertake till some 6 or more years later. The extension of compulsory education, either full or part-time, to 18 should enable universal domestic education to become for the first time really operative in the community if the teachers are trained to deal with it in a realistic way.
23. Our task is now two-fold: to suggest in the first place what should be the functions of the domestic subjects colleges in an integrated system of training; and secondly, how the college course might be re-organised so as to prepare teachers to make full use of the opportunities which will now await them.
The Function of the Domestic Subjects Colleges in an Area Training System
24. No college should in future continue to work as an isolated unit, but should give help to and receive help from its partners. The facilities for comprehensive education and training will not be complete unless each area has its domestic subjects college, and the very substantial increase of provision for the training of teachers of domestic subjects which will have to be made should be so distributed that no area is left without such a college.
25. The functions of the domestic subjects college should be
(i) to provide or organise the provision of a three-year course for students who will be domestic subjects specialists;
(ii) to provide courses of varying lengths for students from other colleges who as part of their general training wish to give special attention to the domestic aspects of education; for example, to nutrition or domestic hygiene.
(iii) to provide advanced courses in those subjects for which the college is especially staffed and equipped;
(iv) to advise and help all the other colleges in the area on matters on which the staff of the domestic subjects college has special knowledge, and to release members of staff for this purpose;
[page 168]
(v) to provide short courses in domestic education for teachers and others;
(vi) to provide courses of varying lengths for older women entering the teaching profession after experience in other work;
(vii) to conduct research in the subjects in which the college specialises and into the methods of teaching these. This should be done in close association with any other institution in the area whose collaboration is necessary for the work.
The Training Course
26. We consider that the full course should, as now, last three years. We wish (a) to broaden the educational basis, to link it more vitally with other training courses and to enable students to associate with other kinds of student; (b) to correct the tendency to over-emphasise the separateness of the subjects which compose it, and to bring it into closer relation with the actual conditions of homes, home-making and management; and (c) to maintain, and indeed improve, the standard of craftsmanship; and we therefore suggest that the full three-year course should be re-organised as follows.
27. First, there are the subjects or activities which are necessary to all students who are training as teachers. These are, on the professional side, the general principles of education; and on the personal side, any subjects which a student may choose more for the sake of her personal as distinct from her professorial education. As far as possible, the lecturing and tutorial resources of all the colleges in an area should be pooled so that students would study these subjects in association with students from other colleges and not necessarily in their own specialised institution.
28. As an alternative to English literature, which is now a compulsory examination subject in domestic subjects colleges although not in the majority of other colleges, students should be allowed to offer any subject which is available in the area. The association of technical, art and other training colleges, as well as the closer association with the university, should make such subjects as music, economics, mathematics, history or divinity possible options for every student.
29. Secondly, all the activities and training necessary to prepare teachers to educate girls in home-making and management and the domestic arts and skills should be merged in a closely co-ordinated course which should be practical and realistic in outlook and method, and well informed on the living conditions of different sections of society. It should include the financial and social as well as other aspects of running a home. The different aspects of this course might bear homely names such as cooking, washing, sewing and housework, reserving the more technical names for the advanced courses suggested in the third section of the course which we describe later.
30. The colleges now arrange for the students to make contacts with homes of various kinds and receive useful help in this from various social and municipal agencies. During their vacations the students again come into touch with different ways of living through their participation in social service of various kinds. All this is to the good and should be encouraged.
31. It is especially important for the domestic subjects teacher to be able to make easy contact with the mothers of the girls she teaches. Domestic training is the one subject in school in which every mother is a competitor with school authority, and if she is interested in her daughter's education she is rightly critical. Her attitude might negate all that the teacher can hope to do. To give the teacher the experience which will enable her to make an easy approach to mothers, and also to give her first hand knowledge of the hourly problems of running a home, we suggest that the students might spend some time actually living in certain selected homes where the house-wife would show them domestic problems as they arise and how she copes with them. The proposal is fraught with obvious difficulties, but we believe the experiment would be well worth trying and we recommend that it be tried in at least one area. It could only be done with the co-operation of those organisations or associations in the area which are in touch with individual homes, such as, amongst others, Women's Institutes. Women's Co-operative Guilds, Townswomen's Guilds or House Property Managers. We note that considerable advances along these lines have already been made by some domestic subjects colleges, and in one case at least the study of a particular selected home required by the syllabus is very near to the experiment we have suggested. It must be emphasised that the success of any such realistically co-ordinated study of domestic life depends to a very large extent on tutorial class discussion. We refer to this need in a later paragraph.
[page 169]
32. The third part of the three-year course should consist of the advanced study of subjects such as food, clothing, household management, household furnishings and equipment - subjects which are the colleges' unique contribution to training in the training area. Every student in the three-year course should take one of these advanced courses and pursue it as far as she is able, unlimited by the standard which she would require for school-teaching. These courses should be open to others besides intending teachers.
33. It should be made quite clear that the three parts of the course described above are not intended to be consecutive. They should be arranged concurrently or not according to the needs of the student and the availability of the teaching.
Assessment of the Courses
34. Under the present system the examination seems to loom too large, both in time and in its influence in dividing the course into separate subjects. Any changes which the main Committee may recommend regarding the assessment of students generally will no doubt simplify and improve the conditions of assessment in domestic subjects colleges. For the integrated home-based course a new and more elastic method of assessment would have to be devised.
School Practice
35. School practice for domestic subjects students, like that for other students, should consist of periods of Practical Training in Schools and one substantial period of Continuous Teaching Practice. Domestic subjects students should be acquainted with rural as well as with urban schools to familiarise them with the differences of habit, of equipment and of teaching conditions in country and town districts. Some domestic subjects students will teach in technical schools where the students are women; or in young people's colleges. Practical experience in handling these different groups should be available for at least some of the students in addition to the study of the peculiar problems involved in these different types of work.
Staffing of the Colleges
36. The course we have described would require generous staffing. Highly qualified experts in the various branches of the domestic arts, including some with a sound knowledge of educational principles and social conditions, would be essential. Good tutorial teaching would be especially important, for without it the course as a whole and specially the co-ordinated home-making part could not be successful. There are many anomalies in the present remuneration of members of domestic subjects college staffs. We hope that the removal of these, and better financial prospects for the staffs of training colleges generally, will enable the domestic subjects colleges to attract the women they need for their work. Outstanding teachers in the schools should from time to time take part in the teaching in college.
Residential Conditions
37. For students of domestic subjects the conditions in which they live constitute an important part of their training. Large residential units do not give them the most helpful kind of experience. Some of the colleges now have flats or small houses where the students practice housekeeping for themselves and others. Therefore, although the students would benefit from living in hostels along with university or other students during part of their course, we think that every encouragement should be given to the domestic subjects colleges to make arrangements for the type of residence most suited to the needs of their students.
38. We recommend
(a) that there should be increased provision for training domestic subjects teachers;
(b) that this provision should be so planned that no training area is without a domestic subjects college;
(c) that the domestic subjects college should receive help from and contribute help to the general training resources in the area;
(d) that the full normal course of training should remain three years in length;
(e) that consideration should be given to the desirability of re-organising the course on the lines we have suggested.
[page 170]
APPENDIX II
A. LIST OF BODIES WHO HAVE GIVEN ORAL EVIDENCE OR SUBMITTED WRITTEN EVIDENCE, OR BOTH, TO THE COMMITTEE OR TO ONE OF ITS SUB-COMMITTEES
Association of British Chambers of Commerce.
Association of Directors and Secretaries for Education.
Association for Education in Citizenship.
Association of Education Committees.
Association of Municipal Corporations.
Association of Principals of Physical Training Colleges.
Association of Principals of Training Colleges of Domestic Subjects.
Association of Teachers in Colleges and Departments of Education.
Association of Teachers of Domestic Subjects.
Board of Supervision for Church Training Colleges.
Boy Scouts Association.
British Council.
British and Foreign School Society.
Carnegie United Kingdom Trust Bursary Committee.
Catholic Education Council.
Central Council for Health Education.
Central Council for School Broadcasting.
Central School of Speech Training and Dramatic Art.
Christian Education Movement.
City and Guilds of London Institute (Department of Technology).
Colonial Office.
Conference of Joint Boards.
Conference of Music Advisers.
Co-operative Union.
Council for Education in World Citizenship.
Council for the Promotion of Field Studies.
County Councils Association.
Dalcroze Training College.
Educational Institute of Scotland.
Federation of British Industries.
Federation of Education Committees (Wales and Monmouthshire).
Geological Society of London.
Headmasters' Conference.
Headmasters' Conference (Overseas sub-committee).
Homerton College Staff.
Horticultural Education Association.
Imperial Institute.
Incorporated Association of Assistant Mistresses in Secondary Schools.
Incorporated Society of Musicians.
Institute of Builders.
Institute of Handicraft Teachers.
Institute of Sociology.
Institution of Civil Engineers.
Institution of Electrical Engineers.
Institution of Gas Engineers.
Institution of Mechanical Engineers.
Institution of Naval Architects.
Joint Committee of the Association of Technical Institutions, Association of Principals of Technical Institutions, Association of Teachers in Technical Institutions and British Association for Commercial and Industrial Education.
Joint Committee of the Four Secondary Associations.
Joint University Council for Social Studies and Public Administration.
Ling Association.
London Academy of Music and Dramatic Art Teachers' Association.
London County Council.
Mathematical Association (Technical sub-committee of the Teaching Committee).
Methodist Education Committee.
Modern Churchmen's Union.
National Association of Boys' Clubs.
National Association of Girls' Clubs.
National Association of Head Teachers.
National Association of Organisers of Physical Training.
National Association of Schoolmasters.
National Council on Commercial Education.
National Federation of Building Trades Employers.
National Federation of Women's Institutes.
[page 171]
National Froebel Foundation.
National Organisation of Parent-Teacher Associations.
National Society of Art Masters.
National Special Schools Union.
National Union of Students.
National Union of Teachers.
National Union of Women Teachers.
Nottingham University College and Associated Training Colleges Delegacy.
Nursery School Association.
Parents' National Educational Union (Charlotte Mason College).
Provisional National Council for Mental Health.
Royal Empire Society.
Royal Institute of Chemistry.
Royal Society of Teachers.
School Library Association.
Scottish Education Department.
Society for Education in Art.
Textile Institute.
Trades Union Congress.
Training Group of the Standing Conference of National Juvenile Organisations.
United Nations Education Conference.
University of Birmingham and Midland Training Colleges Joint Board.
University of Birmingham Guild of Graduates.
University of Cambridge Local Examinations Syndicate (Homerton College).
University of Durham Joint Examinations Board for Training Colleges.
University of London Extension and Tutorial Classes Council.
University of London Training Colleges Delegacy.
Universities of Manchester and Liverpool Training College Examinations Board.
University of Reading and Associated Training Colleges Joint Committee.
Vice-Chancellors' Committee.
Welsh League of Youth.
Western Joint Board.
Workers' Educational Association.
Worshipful Company of Shipwrights.
Yorkshire Council for Further Education.
Yorkshire Training Colleges Examinations Board.
Young Women's Christian Association.
Youth Advisory Committee.
Youth Leaders Association.
B. LIST OF PERSONS, OTHER THAN OFFICERS OF THE BOARD OF EDUCATION, WHO HAVE GIVEN ORAL EVIDENCE OR SUBMITTED WRITTEN STATEMENTS, WHETHER AS REPRESENTATIVES OF ONE OF THE BODIES MENTIONED IN LIST A OR IN THEIR PRIVATE CAPACITY.
(The list excludes the large number of persons whom the Committee or members of the Committee met during their visits.)
Mrs. D. A. Adamson, Domestic Subjects Organiser, Gateshead.
Sir James Aitken, Lancashire Education Committee.
Miss E. Alexander, Physical Training Organiser, Northumberland.
Dr. W. P. Alexander, Director of Education, Sheffield.
Lady Allen of Hurtwood, Chairman, Nursery School Association.
Miss Agnes M. Allison, President, Educational Institute of Scotland.
Dr. D. S. Anderson, Principal, Birmingham Central Technical College.
Professor C. M. Attlee, University College of Nottingham.
Mr. R. S. Ball, Head Master, Northwood Senior School, Middlesex.
Sir Ross Barker, Chairman, Teachers' Registration Council, Royal Society of Teachers.
Miss E. I. Barnard, Salisbury Training College.
Professor H. C. Barnard, University of Reading.
Dr. Kate Barratt, Principal, Horticultural College, Swanley.
Mr. F. W. Barwick, Chamber of Commerce Testing House, Manchester.
Miss J. L. Baxter, Sprowston Senior School, Norfolk.
Mr. A. J. Baylis, London County Council.
Miss E. M. Berry, Domestic Subjects Teacher, Birmingham.
Miss A. M. Bignell, Young Women's Christian Association.
Mr. J. H. Bingham, Sheffield Education Committee
Mr. A. L. Binns, Education Officer, West Riding of Yorkshire.
Miss K. Blackwell, Southville Junior School. Bristol.
Capt. A. F. Booth, formerly Organising Secretary, Institute of the Plastics Industry.
Miss E. Borman, Co-operative Youth Movement.
[page 172]
The Reverend Canon E. F. Braley, Principal, Venerable Bede Training College, Durham.
Miss H. Brand, Education Offices, Bury St. Edmunds.
Mr. W. B. Brander, Secretary, Vice-Chancellors' Committee.
Mr. W. K. Brasher, Secretary, Institution of Electrical Engineers.
Mr. W. G. Briggs, Director of Education, Derbyshire.
Mr. W. A. Brockington, Director of Education, Leicestershire.
Miss U. C. Bryan, Queen Elizabeth Girls' Grammar School, Barnet.
Miss B. M. Bryer, Bingley Training College.
MIss L. D. Buck, South Street Junior School, Bristol.
Miss H. Burgess, Arthington School, Yorkshire.
Mrs. W. A. Burke, Whitwood Mire Infants' School, Yorkshire.
Miss H. P. Burrow, Speedwell Senior School, Kingswood, Bristol.
Mr. B. F. Buttery, Ecclesfield Town Modern School, Yorkshire.
Miss M. Callis, Domestic Subjects Organiser, Manchester.
Mr. A. D. Calvert, Strawberry Hill, St. Mary's Training College, Twickenham.
Miss N. Caress, Head Mistress, Wyggeston Grammar School for Girls, Leicester.
Miss D. M. Castley, Hastings Road Infants' School, Birmingham.
Sir John Catlow, Middlesex Education Committee.
Miss A. Catnach, Vice-Chairman, Association of Head Mistresses.
Professor F. A. Cavenagh, King's College, University of London.
Miss E. B. Challinor, Bilston Secondary School, Staffs.
Mr. Kenneth M. Chance, Chairman, British Industrial Plastics Ltd.
Mrs. P. M. Chandler, Sudbury Senior School, Suffolk.
Miss L. E. Charlesworth, Head Mistress, G.P.D.S., High School for Girls, Sutton, Surrey.
Miss M. S. Chesterfield, Guildford County School for Girls.
Miss E. M. Chrystal, Newnham College, University of Cambridge.
Miss E. A. Chubb, formerly of Tottenham, St. Katherine's Training College.
The Reverend A. A. Cock, Principal, St. John's Training College, York.
The Reverend Canon F. A. Cockin, Secretary, Board of Supervision for Church Training Colleges.
Miss M. Cole, Stonebridge Lane Council School, Liverpool.
Mr. R. L. Collett, Assistant Secretary, Royal Institute of Chemistry.
Mrs. B. F. Collins, Merrywood Secondary Girls' School. Bristol.
Miss D. C. Collins, Principal, Bexley Day Technical School for Girls, Kent.
Mr. J. Compton, Director of Education, Ealing.
Mr. Willard Connely, Director, American Universities Union.
Dr. Frances Consitt, Principal, Avery Hill Training College.
Miss D. A. Counsell, Principal, Whitelands Training College.
Mr. Samuel Courtauld, Chairman, Courtaulds, Ltd.
Mr. George Cowe, Educational Institute of Scotland.
Mr. A. D. Croucher, Cranbrook Church of England School, Kent.
Mr. A. V. Davies, Wadderton Lodge Secondary School, Birmingham.
Mr. H. J. Davies, Institute of Handicraft Teachers.
Mr. A. E. Dean, Warden, Goldsmiths' College, University of London.
Dr. W. E. le B. Diamond, General Manager, British Plastics Federation.
Mr. N. A. Dölay, Metropolitan Vickers Electrical Company.
Miss A. M. Donington, L.C.C. Mary Datchelor's Girls' School.
Miss C. A. Dowling, Principal, Endsleigh Training College, Hull.
Miss P. Doyle, Bishop Otter Training College, Chichester.
Dr. T. J. Drakeley, Principal, Northem Polytechnic, London.
Mr. F. E. Drury, Principal, L.C.C. School of Building.
Professor G. G. Dudley, University College of Southampton.
Dr. J. F. Duff, Pro-Vice-Chancellor, University of Durham.
Miss M. G. Duff, Principal, Norwich Training College.
Miss D. Dymond, Principal, Portsmouth Training College.
Mr. Frank Eames, Secretary, Incorporated Society of Musicians.
Mr. Ronald Ede, Secretary, University of Cambridge, School of Agriculture.
Mr. Ifan ab Owen Edwards, Chairman, Welsh League of Youth.
Miss M. H. Edwards, The Gleed Senior Girls' School, Spalding, Lincs.
Miss D. M. M. Edwards-Rees, Yorkshire West Riding Youth Committee.
Miss G. M. Eland, Principal, Westminster National Training College of Domestic Subjects.
Miss V. M. Elliott, Bingley Training College.
Miss S. E. M. Elmslie, West Suffolk County School, Bury St. Edmunds.
Mr. G. W. Ette, Youth Organiser, Middlesex County Council (Tottenham District).
Mr. A. E. Evans, Secretary, Association of Teachers in Technical Institutions.
Professor B. Ifor Evans, British Council.
Principal D. Emrys Evans, Vice-Chancellor, University of Wales.
[page 173]
Miss E. Dinah Evans, Doncaster Council of Social Service.
Miss E. J. Evans, L.C.C. The Loughborough Central School.
Miss Ellen Evans, Principal, Barry Training College, Glamorgan.
Mr. H. Justin Evans, Secretary for Training, National Association of Boys' Clubs.
Miss D. M. Farrington, St. Peter's Senior School, Wolverhampton.
Professor C. B. Fawcett, University of London.
Dr. T. B. Fielden, Director of Music, Charterhouse School.
Miss M. Fieldhouse, Colwich Junior School, Stafford.
Miss D. Fleming, Gipsy Hill Training College, London.
Miss M. E. Fleming, Youth Organiser, Derbyshire County Council.
Professor B. A. Fletcher, University of Bristol.
Miss C. Fletcher, Principal, Bingley Training College.
Mr. R. J. Forbes, Principal, Manchester Royal College of Music.
Mr. P. Foster, Rothwell Council School, Yorkshire, West Riding.
Miss M. Fountain, Principal, Chelsea College of Physical Education.
Lt.-Col. W. French, Superintendent, Department of Technology, City and Guilds of London Institute.
Mr. T. Frost, Director of Education, Barking, Essex.
Sir Ralph Furse, Colonial Office.
Mrs. D. Gardiner, British and Foreign School Society.
Miss J. Gardner, Cullompton School, Devon.
Miss Evelyn Gibbs, Head of Staff Training, Peter Jones Ltd., London.
Mr. S. E. Goodall, formerly of Metropolitan-Vickers Electrical Company.
Mrs. M. F. Gowring, Chairman, Berkshire Federation of Women's Institutes.
Mr. E. M. Gray, Director, Cotton Control Board (Manchester) Committee on Recruitment and Training.
Mr. D. C. Green, Kingsdown Senior School, Bristol.
Mr. Ernest Green, General Secretary, Workers' Educational Association.
Mr. J. Greenshields, Whitchurch Secondary School, Glamorgan.
Mr. P. M. Greenwood, British and Foreign School Society.
Mr. A. R. Gregory, Secretary, Institute of Handicraft Teachers.
Mr. W. Griffiths, Ex-President of the National Union of Teachers.
Mr. Trevor Grugeon, Secretary, University of London Training Colleges Delegacy.
Sir Samuel Gurney-Dixon, Chairman, Education Committee, County Councils Association.
Miss G. S. Haigh, Principal, Leicester Domestic Science Training College.
Dr. W. R. Halliday, Principal, King's College, University of London.
Dr. F. J. Harlow. Principal, Chelsea Polytechnic.
Miss O. M. Hastings, Secretary, Incorporated Association of Assistant Mistresses.
Mr. A. E. Henshall , Secretary to the Education Committees, National Union of Teachers.
Miss H. M. Hewitt, Pershore County Senior School, Worcestershire.
Mrs. S. Hicks, Barry Training College, Glamorgan.
Mr. S. Hirst, Director of Education, Swindon.
Dr. R. W. Holland, Principal, Pitman's College, London.
Dr. C. Hooper, Music Adviser, Bradford Education Committee.
Miss O. M. Hornsby, Burgess Street Girls' School, Manchester.
Mrs. Eva Hubback, Secretary, Association for Education in Citizenship.
Mr. F. A. Hughes, Director of Education, Staffordshire.
Miss E. M. Hugh-Jones, Lincoln Training College.
Mr. F. R. Hurlstone-Jones, Chairman, Incorporated Association of Head Masters.
Mr. A. W. S. Hutchings, Secretary, Incorporated Association of Assistant Masters.
Mr. W. M. Hyman, Chairman, Yorkshire West Riding Education Committee.
Professor C. E. Inglis, University of Cambridge.
Mr. Beresford Ingram, Joint Examinations Board for the Teacher's Diploma in Pitman's Shorthand.
Dr. P. D. Innes, Chief Education Officer, Birmingham.
Mr. M. L. Jacks, Department of Education, University of Oxford.
Miss M. Jackson, Brighton Training College.
Mr. Mark James, Downham Market Secondary School, Norfolk.
Dr. J. Jardine, Assistant Secretary in charge of the Training of Teachers, Scottish Education Department.
Miss E. M. Jebb, Principal, Froebel Institute.
Professor M. V. C. Jeffreys, University of Durham.
Mr. D. T. Jenkins, Wick Road Senior School, Bristol.
Miss E. H. Jennings, Principal, Hereford Training College.
Mr. B. Mouat Jones, Vice-Chancellor, University of Leeds.
Mr. G. G. F. Jones, Tutbury Senior School, Burton-on-Trent.
Miss Gwenan Jones, Vice-Chairman, Welsh League of Youth.
[page 174]
Mr. T. H. Jones, Vice-Chairman, London County Council.
Miss Tegwen Jones, Whitchurch Junior Girls' School, Glarnorgan.
Miss P. S. Jordan, Connaught Road Junior Girls' School, Bristol.
Mr. W. Byng Kenrick, Birmingham Education Committee.
Dr. J. Kenyon, Head of the Chemistry Department, Battersea Polytechnic.
Mr. R. R. Kimbell, Principal, Sheffield Training College.
Mr. G. W. Knowles, Secretary, British and Foreign School Society.
Dr. Evelyn Lawrence, formerly of Westminster National Training College of Domestic Subjects.
Mr. E. G. Laws, Headmaster, Hanley High School, Stoke-on-Trent.
Professor F. C. Lea, Ex-President of the Institution of Mechanical Engineers.
The Reverend Canon Spencer Leeson, Head Master of Winchester College.
Mr. G. S. Leonard, Rookery Road Senior School, Birmingham.
Mr. W. O. Lester-Smith, Director of Education, Manchester.
Captain Clarence Linton, United States Army Special Services.
Mrs. F. G. Long, Pershore Infants' School, Worcestershire.
Miss A. Longbottom, Otley Modern School, Yorkshire.
Dame Anne Loughlin, General Organiser, National Union of Tailors and Garment Workers.
Dr. T. Loveday, Vice-Chancellor, University of Bristol.
Lord Justice Luxmoore, Chairman, Committee on Agricultural Education.
Miss G. MacLaren, Principal, Bergman Osterberg Physical Training College.
Dr. D. MacMahon, Music Adviser, Birmingham Education Committee.
Mrs. Leah Manning, Secretary, Organisation Committee, National Union of Teachers.
Mr. W. W. McClelland, Scottish Education Department, National Committee for the Training of Teachers.
Mr. F. McKay, Head of the Labour Department, Cotton Control Board (Manchester).
Mr. J. McLean, of Messrs. George Wills and Son, Exporters.
Miss B. Markwell, Rough Hay Junior School, Darlaston, Staffs.
Miss Audrey Martin, North London Collegiate School.
Mrs. M. C. Martin, Head Mistress, Midsomer Norton Council Girls' School, Somerset.
Sir Robert Martin, Leicestershire Education Committee.
Sister Mary, Liverpool, Mount Pleasant Training College.
Dr. J. I. O. Masson, Vice-Chancellor, University of Sheffield.
Miss H. Masters, Principal, Battersea Domestic Science Training College.
Mr. J. H. Matthews, Workers' Educational Association.
Miss D. Mitchell, Hereford Training College.
Sir Walter Moberly, Chairman, Board of Supervision for Church Training Colleges.
Major S. M. Mohr, the Micanite and Insulators Company, Ltd., Walthamstow.
Miss R. L. Monkhouse, formerly Director, National Froebel Foundation.
Mr. J. E. Montgomery, Institution of Mechanical Engineers.
Mr. H. Moore, Director of Education, Norfolk.
Mr. S. H. Moorfield, Examinations Board, City and Guilds of London Institute.
Professor W. E. Morton, Textile Department, Manchester College of Technology.
Dr. A. D. Munrow, University of Birmingham.
Professor A. Victor Murray, University College of Hull.
Mr. John Murray, Principal, University College of the South-West, Exeter.
Mr. G. C. L. Neville, Ramsgate County School.
Principal J. H. Nicholson, Vice-President, Workers' Educational Association.
Sir Cyril Norwood, Chairman, Committee on Curriculum and Examinations in Secondary Schools.
Mr. S. Nugent, L.C.C., The Elliott Central School.
Sir Frederick Ogilvie, British Council.
Professor R. A. C. Oliver, University of Manchester.
Mr. L. Orange, Examinations Board, City and Guilds of London Institute.
Mr. Harold Orton, British Council.
Mrs. E. V. Parker, Workers' Educational Association.
Professor S. Parker-Smith, Head of the Electrical Engineering Department, Royal Technical College. Glasgow.
Professor D. Hughes Parry, University of London.
Miss M. V. Pedder, Principal, Hockerill Training College, Bishop's Stortford.
The Right Honourable Lord Eustace Percy, Vice-Chancellor, University of Durham.
Miss I. M. Perkins, Derby Training College.
Mr. L. A. Peyman, National Federation of Building Trades Employers.
Miss M. Phillips, Bromley, Stockwell Training College.
Dr. E. C. Pickering, Head of the Chemistry Department, Borough Polytechnic.
Mr. H. S. Pickering, Leeds City Training College.
Dr. S. Pluzanski, Polish Education Board.
Professor A. J. D. Porteous, University of Liverpool.
[page 175]
Mr. F. F. Potter, Director of Education, Cheshire.
Miss J. Preston, Thurrock, Grays Park Senior School, Essex,
Mr. E. Priestley, Senior Organiser of Music, Yorkshire, West Riding.
Dr. Raymond Priestley, Vice-Chancellor, University of Birmingham.
Mr. J. W. Ramsbottom, Principal, City of London College.
Dr. Herbert Read, Chairman of the Advisory Panel, Society for Education in Art.
Miss F. M. Rees, Head Mistress, Cardiff High School for Girls.
Mr. R. F. Rees, Production Manager, Debenhams, Limited.
Mr. T. J. Rees, Secretary, Federation of Education Committees (Wales and Monmouthshire).
Mr. F. H. Reid, Principal, Sunderland Technical College.
Dr. R. W. Rich, Principal, Leeds City Training College.
Dr. W. A. Richardson, Principal, Derby Technical College.
Mr. R. L. Roberts, Institute of Builders.
Mr. Charles Robertson, Chairman, London County Council Education Committee.
Mr. George S. Robertson, Educational Institute of Scotland.
Sir Malcolm Robertson, Chairman, British Council.
Mr. T. H. Robinson, Woollen Manufacturer, Bradford.
Sir David Ross, Vice-Chancellor, University of Oxford.
Mr. J. S. Ross, Principal, Westminster Training College.
Mr. T. R. Rowell, Colonial Office.
Miss M. J. Sack, Domestic Subjects Organiser, Leicestershire.
Mr. E. A. Sallis-Benney, Principal, Brighton Art School.
Miss W. V. Sanders, Chislehurst County School for Girls, Kent.
Miss E. Sanger, All Saints Infants' School, Hertford.
Mr. E. G. Savage, Education Officer, London County Council.
Miss B. Scanlon, Bungay Area School, Suffolk.
Dr. G. Schlesinger, Director of Research, Institution of Production Engineers.
Dr. Herbert Schofield, Principal, Loughborough College.
Mr. E. G. Seath, Youth Organiser, Bristol City Council.
Miss D. Seton, Head of the Women's Department, L.C.C. South East London Technical Institute.
Miss V. M. Shann, Brandon Infants' School, Suffolk.
The Reverend Dr. G. F. Shannon, Principal, Strawberry Hill, St. Mary's Training College, Twickenham.
Miss K. Sharp, Stourbridge County High School, Worcestershire.
Mr. H. C. Shearman, Education Officer, Workers' Educational Association.
Sir Franklin Sibly, Vice-Chancellor, University of Reading.
Miss M. Simms, Examinations Board, City and Guilds of London Institute.
Sir Ernest Simon, Chairman, Association for Education in Citizenship.
Mr. J. H. Simpson, Principal, Chelsea, St. Mark's and St. John's Training College.
Miss A. H. Skillicorn, Principal, Homerton College, Cambridge.
Professor Frank Smith, University of Leeds.
Mr. G. F. Smith, Department of Technology, City and Guilds of London Institute.
Miss M. Sparks, Youth Organiser, Hertfordshire County Council.
Professor J. B. Speakman, Department of Textile Industries, University of Leeds.
Mr. R. A. Spencer, Secretary, Royal Society of Teachers.
Mr. C. P. Spicer, Durrants Senior School, Rickmansworth, Herts.
Professor Brian Stanley, University of Durham.
Mr. F. Stephenson, Director of Education, Nottingham.
Miss Kit Stewart, Archers Club, Southampton.
Mr. W. R. Stoker, Industrial Research and Development Engineer.
Dr. Elfed Thomas, Director of Education, Swansea.
Miss B. W. Thompson, Carshalton Junior Mixed School, Surrey.
Dr. R. H. Thouless, University of Cambridge.
Mr. R. F. Thurman, Boy Scouts Association.
Mr. T. B. Tilley, Director of Education, County of Durham.
Dr. Greta Tomlins, Homerton College, Cambridge.
Mr. J. Topping, President, Institute of Handicraft Teachers.
Mr. D. L. P. Tovey, Colonial Office.
Miss M. Townson, Millom County Secondary School, Cumberland.
Mr. John Trevelyan, Director of Education, Westmorland.
Mr. J. Trueman, St. Paul's Training College, Cheltenham.
Professor G. H. Turnbull, University of Sheffield.
Professor C. W. Valentine, University of Birmingham.
Dr. W. M. Varley, Principal, Brighton Technical College.
Dr. J. A. Venn, Vice-Chancellor, University of Cambridge.
Mr. Kenneth Vickers, Principal, University College of Southampton.
[page 176]
Miss A. Wagg, Head Mistress, Carmountside Junior and Infants' School, Stoke-on-Trent.
Dr. E. C. Walker, Director of Education, Bedford.
Mr. J. P. Walker, Organiser of Physical Training, Middlesex.
Mr. T. W. Walker, Joe Walton Boys' Club, Middlesbrough.
Miss M. Walters, Head Mistress, Pinner Wood Junior Mixed and Infants' School, Middlesex.
Dr. A. O. Warburton, Manchester High School for Girls.
Dr. J. G. Wardale, Isleworth, Borough Road Training College.
Professor Stanley Watkins, University College of the South West, Exeter.
Miss W. Weddell, Principal, Manchester Training College of Domestic Economy.
Miss V. Welton, Secretary, Standing Conference of National Juvenile Organisations.
Mr. H. Clarence Whaite, Secretary, Society for Education in Art.
Professor Olive Wheeler, University College of South Wales and Monmouthshire, Cardiff.
Mr. L. W. White, Head Master, Beckenham County School for Boys, Kent.
Mr. W. M. Whitehead, Secretary, National Society of Art Masters.
Mrs. D. E. Whittingham, Cromer Infants' School, Norfolk.
Miss C. S. Whyte, Southlands Training College.
Mr. J. C. Vaughan Wilkes, Warden of Radley College.
Mr. W. Wilkinson, Principal, Blackburn Technical College.
Mr. T. Ceiriog Williams, Central School, Mold, Flintshire.
Mr. W. J. Williams, Director of Education, Cardiff.
Professor W. Moses Williams, University College of North Wales, Bangor.
Mr. Z. Willis, General Secretary, National Council of Young Men's Christian Associations.
Miss E. M. A. Wilson, Domestic Subjects Organiser, Leicester.
Mr. Herbert Wiseman, President-Elect, Incorporated Society of Musicians.
Dr. Helen Wodehouse, formerly Mistress of Girton College, Cambridge.
Miss C. L. Wood, Nantymoel Senior School, Glamorgan.
Mr. E. R. B. Wood, Director of Education, Wallasey.
Mr. L. Woollard, Assistant Director of Naval Construction, Admiralty.
Mr. H. A. S. Wortley, Principal, University College of Nottingham.
Mr. W. H. Wright, Maltby Grammar School, Yorkshire.
Dr. V. E. Yarsley, Chairman of the Education Committee, Institute of the Plastics Industry.