The Practical Teacher.

A MONTHLY EDUCATIONAL JOURNAL.

To Subscribers.-The Practical Teacher is published on the 25th of every month. Price 6d. ; post free, 74d.; sent post free, three months for Is. 11d.; six months, 3s. 9d.; a year, 7s. 6d.

P. O. Orders should be made payable at Chief Office. Subscribers not receiving their copies regularly are respectfully requested to write to the Publisher.

It would save time and expense if subscribers when remitting would state exactly what numbers they wish to be sent.

To Correspondents.-All literary communications should be addressed, THE EDITOR OF THE PRACTICAL TEACHER, Pilgrim Street, Ludgate Hill, London, E.C.

Accepted contributions are paid for within twentyone days of publication.

The Editor cannot return rejected MSS.; authors should therefore retain copies.

WE

of Glementary Teachers.

WE this month present to our readers a portrait of Mr. Richard Sykes, the new President of the National Union of Elementary Teachers. Mr. Sykes is a native of Yorkshire, and it was a happy coincidence that he should have been called upon to preside over the annual conference in the county of his birth, and within so short a distance of Dewsbury, his native town. Born in February, 1841, Mr. Sykes is now in his forty-second year. He, however, looks younger, and we believe that even few of his colleagues on the Executive credit him with the full experience his long professional career has given him.

He was educated in the National School, Dewsbury, and afterwards became a pupil teacher in the same school. At the close of an apprenticeship of five years, during which he had won the esteem of all connected with the school, he obtained a Queen's Scholarship, and in 1861 entered the York Training College. Here he remained for two years, and after passing with success the various college and Government examinations, he was, early in 1863, appointed to the Head Mastership of the National School, Hyson Green, Nottingham. In this school Mr. Sykes remained for a period of sixteen years, during which he succeeded in raising it to a high pitch of excellence, gaining year by year excellent reports from Her Majesty's Inspectors. In 1879 he was appointed by the School Board for London to the Head Mastership of the Gillespie Road Board School, Highbury, N., a position he still occupies, and in which he has continued his successful professional career.

Mr. Sykes has always taken great interest in the work of Teachers' Associations, and was an active member of the 'Associated Body of Church Teachers.' He was the Secretary of the Nottingham branch when the 'Associated Body' held its last conference in that town in 1870. At this meeting, which was attended by Mr. Thomas Smith, as the representative of the London Church Teachers, it was agreed to dissolve the denominational 'Body,' and a resolution was carried in favour of establishing a union embracing all sections of teachers

For the active part taken by Mr. Sykes in this conference, and for his fervour in supporting the movement for substituting a general professional union for a sectarian organisation, he was nominated by the officers of the Associated Body' to the post of First President of the National Union. He, however, declined the honour, on the ground that in the interest of the new Union a man of greater age and experience should be appointed. Mr. J. J. Graves, who had been the General Secretary of the Associated Body' for some time, and who had probably devoted more time to the organisation of the profession than any other living teacher, was ultimately nominated and elected as First President of the N.U.E.T.'

Mr. Sykes was present at the first conference of the Union, held in King's College, London, as a representative of the Nottingham Association. In supporting the fol lowing addendum to the 'Objects of the Union to raise a fund to secure to teachers public protection and social security-he said :

"The National Union, unlike its predecessor, the "Associated Body," threw open its doors to all sections of Elementary Teachers, and its Executive, instead of being scattered throughout the country, were concentrated in the metropolis. These were great steps in advance. Like former associations, however, it lacked one vital element of success and permanency, without which its career would be fitful, short, and comparatively useless. This necessary element was a large fund of money, which would serve as a fortress behind which they might e trench themselves against all assailants, and which should enable them to speak boldly and determinedly upon all questions that concern the welfare of those they strive to protect. Teachers could not be expected to subscribe their money unless real, tan gible benefits could be secured to them in return. Let the Union adopt a bold, vigorous policy, and these benefits weld easily follow. Let it declare that it aimed at succouring the oppressed, relieving the sick, assisting the unemployed; that it strives to infuse into each individual member indeption. courage to withstand those who would degrade his poom imposing upon him labours foreign to school work, or patible with the dignity of his profession. Let it assist e member to obtain a remuneration commensurate with his vices, and secure to him a certainty in the tenure of his office

There is nothing Quixotic or chimerical in striving to att these objects. They cannot be attained in any other way t by assimilating the National Union to that of a Trades' Uni devoid of its evils. An association aiming at the realisation such tangible objects would not fail in drawing towards it great majority of the Elementary Teachers of the country:

they would not demur to pay sixpence or a shilling per week instead of per annum. If two-thirds of the teachers in the country subscribe sixpence a week, what a powerful fund would be accumulated in one year. The subscription of 10,000 teachers at this rate would amount to £13,000 per annum. A fund like this would enable the union to take immediate action on all questions concerning the welfare of its members, individually and collectively. Paid officials would be employed, who would devote their whole time and energies to the work, would listen to their grievances, and endeavour to remedy them. Each teacher would perceive it was his special benefit to join, and that his money would not be fruitlessly and vainly spent. National Union worthy of the name, embracing in its fold its thousands, would then be founded, and would have within it the elements of permanency and success.'

A

The Nottingham idea was not accepted at the time, but two years later the third annual conference at Manchester practically endorsed the proposal.

idea of a Conference Bazaar, carried out with so much success at Nottingham in 1879. At the twelfth conference of the Union, held in Lambeth last year, Mr. Sykes was elected by a large majority the Vice-President of the Union, and he now succeeds Mr. Langler, B.A., as President.

While in Nottingham Mr. Sykes did not confine his attention to the mere routine of his scholastic and professional duties, but took an active part in the promotion of general education. In conjunction with the Rev. J. B. Paton and others, he aided in establishing the series of evening schools and classes for technical and industrial instruction which have done, and are still doing, so much for the trade and town of Nottingham. In this respect Mr. Sykes has shown himself to be an able and enthusiastic educationist. He had earned the respect and

We believe that the views of Mr. Sykes on the policy of the Union have not undergone much change since 1872, hough the experience he has acquired during the past en years, by a wider acquaintance with teachers, and he greater knowledge of public work and business he low possesses, have modified his ideas as to the means y which effect may be given to this policy.

In 1873 Mr. Sykes was one of the selected canidates for the post of General Secretary of the Union, and stood second in the election at Bristol, when Mr. Heller was appointed to that office. He filled all the ices of the Nottingham Association, and repreted it in nearly all the annual conferences of Union since 1872. He was the First President the North Midland District Union, doing good vice in that capacity and in the earlier arrangements the Nottingham Conference. Mr. Sykes has been the first an earnest supporter of the Teachers' Beneent and Orphanage Fund. For three successive years has been Chairman of the Council of the Orphanage Orphan Fund, and to him may be attributed the first

gratitude of his fellow-teachers by his devotion to their interests, and we congratulate the union in securing so suitable a man as its thirteenth President. We wish him much success in his year of office, and we have little doubt that the vigour, enthusiasm, and experience which he possesses, will carry the National Union to higher points of success and influence than it has previously attained.

Monthly Notes.

THE NATIONAL UNION OF ELEMENTARY TEACHERS.-ANNUAL CONFERENCE AT

SHEFFIELD.

THE HE Thirteenth Annual Conference of the National Union of Elementary Teachers was held at Sheffield during Easter week. Owing to its convenient and central position the great manufacturing town in South Yorkshire was well attended by the representatives of the

numerous branches of the parent Union, and the Conference was one of the most successful that has been known. Many teachers were, no doubt, induced to attend from the fact that Sheffield is within easy reach of some of the best scenery in England-that about Chatsworth and Matlock; and others were perhaps tempted to put in an appearance by the attractions of the Old English Fayre,' which formed a prominent feature of the proceedings, and proved a great financial success. Mr. Mundella, Vice-President of the Committee of Council on Education, was present at the Annual Banquet in the Albert Hall, and also at the 'Fayre,' which was opened by his daughter, in the absence of Mrs. Mundella, who was too unwell to leave home. The weather was exceedingly fine during the first two or three days, and, although it turned out very wet towards the end of the week, the Conference, of which we append a full report, passed off pleasantly, and was in all respects a success.

MONDAY.

The First Session of the Conference was held at Firth College, on Monday, April 11th, the chair being taken at two o'clock by Mr. J. R. Langler, B.A., President of the N.U.E.T., who was accompanied to the platform by Mr. Sykes, the President elect, and the Executive of the Union. Mr. Langler having declared the Conference open, and the standing orders having been read, and the minutes of the last conference confirmed, a vote of thanks to the retiring president was moved by Mr. Dawson, and seconded by Mr. Bowden. After the hearty adoption of the motion by the meeting, Mr. Langler said :—

I can, to some extent, understand the great cordiality with which this generous vote has been received. I am here in the midst of many old friends, some of whom I have not seen since they were at college, and who, though they recognise me, would probably be not so readily recognized in return. I cannot assent that the office has been a sinecure. Many have been the anxieties of the year, especially in connection with the New Code, and heavy indeed has been the labour, but the ready vigour of the Vice-President, the hearty co-operation of the members of the Executive, and the never-failing care of the Secretary have enabled me to discharge the duties entrusted to me twelve months ago. I am happy to know that our Union is increasing not only in numbers but aiso in influence. It is not a great unwieldy body without vital power. All its parts do not as yet exhibit equal signs of life, but I believe that as our principles are better understood very few qualified teachers will hesitate to accept them, and I confidently expect a rapid accession to our influential as well as to our numerical strength. I assure you I leave this chair with confidence to my successor, Mr. Sykes, who, with more youthful vigour, and equally earnest devotion, will for the next year occupy the proud position of President of the National Union of Elementary Teachers. I have now great pleasure to introduce Mr. Sykes.

Mr. SYKES, who was received very heartily, then proceeded to deliver his address, of which we give the most noteworthy passages :—

Ladies and Gentlemen,-In bidding you a hearty welcome to this, our twelfth, annual Conference of the National Union of Elementary Teachers, I have to congratulate you upon its con. tinued prosperity, progress, and usefulness; and upon its increase of 1,200 members during the past year. Three hundred and twenty associations, which embrace within their folds more than 13,000 teachers, are now affiliated to the Union. We have thus active and vigorous branches spreading themselves throughout the whole of England and Wales. The continued success and prosperity of our organization is cheering to us, and gives us hope that gradually the great majority of elementary teachers will consider it their duty and privilege to range themselves under its banner. Attempts from time to time have been made to engraft new principles upon the organization. Many ardent Unionists believed that these principles would have secured a more numerous following and achieved more rapidly solid and tangible results. The Union, however, has been slow to adopt any principles which would have proved unacceptable or obnoxious to the outside public. Yet, withal, its steady progress, its acknowledged usefulness, its many achievements, have won for itself the admiration and devotion of all true believers in the future prosperity and usefulness of the profession it aims to protect, assist, and promote. It has laboured steadily and successfully to leave its impress upon the educational history of the last ten years. It has not hesitated to strike boldly at what it considered pernicious, and to advocate as resolutely what it held to be just and right.

The N. U. E. T. and the New Code. The National Union of Elementary Teachers considers it its duty to oppose many of the additional requirements demanded by the Proposals for the revision of the Code.' Let it not, however, be inferred irom this that the Union is in favour of 2 narrow and restricted curriculum for the children attending elementary schools. On the contrary, it has consistently advocated a generous and comprehensive education, limited only by the capacity of the children to receive it, and the time at the teachers' disposal to impart it. A syllabus which aims at more than this will inevitably result in disappointment. The overcrowding of the mind will only result in confusion. In the estimation of the Union, the present Code contains ample, materials for the furnishing of the intellect of the children attending our schools. Our desire should not be to increase the quantity of knowledge imparted but to improve the quality. It is impossible to crowd into school-life all the varied subjects which the fancy of specialists desire. 'Music is charming;' therefore, say the musicians, 'Compel all our children to sing by note.' It is essential, in these æsthetic times, that our clothes should be properly made; 'therefore compel every little girl to be come a perfect seamstress.' The poor man's dinner is not always properly cooked; therefore cooking must form part of the school work. The whims of the specialists carry them further than ever such apparently necessary requirements as these. In America, one authority on education believed in the necessity of tele graphy; therefore every child in his school was set to work clicking at telegraph keys. And even in one of the School Boards in England, a member had a craze for the subject of phrenology; therefore he gravely advocated the necessity of phrenology as a subject that should be understood by the teachers, and taught in the schools. All these subjects may be essential to the complete education of our children; but is it necessary that they should be compulsorily taught? Let the subjects in the schedule of specifics be as numerous as possible. But let the selection be left with the teachers, that they may be able to adapt their teaching to the requirements of their district, and to select those subjects which they feel specially able to teach.

Classification of Children.

Children may be divided, according to their mental ability into three classes-the clever, the dull, and the average child. The knowledge of this fact would always be present before a teacher, when classifying his children, if his liberty of action were not crippled by the irrational and absurd classification by age demanded by the Government Code. A teacher, anxious for the progress of all his children-the dull and the clever, the for ward and the backward-would, as much as possible, arrange children of similar attainments together. He would never dream of allowing the disparity which now exists between the two ends of a class to continue for twelve months at a stretch. He would never allow the quick children--the hares in the race to comparatively waste six months of the year in order that the slow-paced or snails, might reach the same mark before another onward start was made. As soon as one portion of ground was well travelled over, thoroughly surveyed and known, an advance forward into fresh pastures would be made. The snails would crawl along at a pace compatible with their abilities. Special help would, of course, be rendered them. The teacher would, however, take care that they travelled along the road with those they would not be a drag upon, but with those with whom they were fairly handicapped, and with whom the emulation engendered by a chance of winning would operate in spurring them on to exert themselves to reach the goal as rapidly as their scant abilities would allow. Let classification by merit operate, and at once would cease that dull level of mediocrity which so often charac terizes the children in our schools. We should see our upper classes more forward in their work, and pursuing studies which now have no place in the school; and the teacher would not be disheartened by the serious loss of time and energy necessitate by the vain attempt to drag the dull up to the level of the quick.

Teachers' Certificates.

The teachers' certificate has had a most chequered career. Its transformations have been varied and peculiar. Doubt and un certainty have always hung around it. Originally money value attached to it. It was then a prize worth possessing, and only those qualified by good scholarship could win it. In 1862 the New Code ruthlessly swept away all that gave it dignity an worth. During the ten years that the shadow of Mr. Lowe' Code brooded over the land the certificate was a distinction scarcely worth struggling for. It was distributed among person possessing very little scholarship, and few of the qualification for the post of teacher. Subsequent revisions of the Code have at tempted to either improve or impair its power and dignity. The have either added to or diminished the amount of knowledge re quired to obtain it. It has never been the complete possessio of its owner. Government has always retained a hold over it, an has, at its discretion, cancelled or suspended it, and endowed i with a favourable or unfavourable report. It has, in fact, bee made rather a weapon wherewith to correct and chastise, tha