Welsh Journals

The three lowest and the two highest Counties have been selected. The figures for the Boroughs and Urban Districts are of necessity considerably higher, though some of the boroughs such as Car- marthen Town are unsatisfactory. Barry's figures are most praiseworthy and are not surpassed in England or Wales; they present a striking contrast to the counties quoted above. Boroughs, &c. Certificated Uncertificated Supple- Assistants. Assistants, mentary. Barry 312 48 03 Cardiff 174 7'7 1'3 Wrexham 16'1 91 0"3 Carmarthen.. 4'8 15'9 6'2 In Barry and Wrexham supplementary teachers are practically non-existent. Teachers' A comparison of the average Salaries. salaries paid is also most in- structive. The figures quoted, however, do not show the actual position, for Head Teachers and Assistants are grouped together as Certificated or Uncertificated teachers. They only show how utterly inadequate is the pay in the Counties, for if the average salaries paid to men and women in the Counties of Cardigan and Merioneth are so low. what must the poor assistant be paid ? The figures, it must be granted, do not take into consideration the value of the Head Teacher's house. The following are examples of the most retrograde and the most satisfactory authorities. Certificated Uncertificated Teachers. Teachers. Counties. Men. Women. Men. Women. £ £ £ £ Cardigan 1074 83-8 398 428 Merioneth 1086 85-3 556 455 Monmouth 1325 905 654 53'1 Glamorgan 131 9 97-8 63'0 521 Boroughs etc. £ £ £ £ Pontypridd 1684 111-6 60-5 58'7 Llanelly 1663 1098 63-0 54-6 Barry 1498 1171 70-0 83-8 Cardiff 153'4 1085 70'3 54-9 Rhondda 15P0 998 656 57-2 In most of the boroughs a scale is in operation. and in those mentioned the conditions are satisfactory. but the figures above quite clearly prove that teachers in the County Districts in Wales are working under financial conditions, which are a sufficient deterrent to candidates for the teaching profession, and largely account for the great dearth of teachers at the present time. The Basis In view of the promised Bill which of School will be soon placed before Parlia- Grants. ment for the creation of a National System of Education, consider- able discussion has taken place as to the best basis of alloting grants to Secondary and Ele- mentary Schools. At present, grants are made in respect of attendance of pupils. The Federal Council of Secondary Schools Associations in July, 1913, issued a suggested scheme for a new basis of State Grants. The following are some of the chief points in the Scheme:—" The principle hereby advocated is the single one of changing the unit on which state grants are made from the pupil to the teaching staff. The change now suggested is to make grants depend upon salaries of teachers. It would place the cost of teaching upon the State it would leave to Local Authorities and other School Authorities the cost of maintenance (apart from salaries) and it would tend to raise the standard of school efficiency throughout the Country. It seems imperative for the sake of educational progress that for a few years the efforts for betterment should be concentrated on teaching power. The state at present is contributing for England and Wales for the general purposes of Education about £ 13,000,000 (Elementary £11,750,000, Secondary £ 750,000 Technological £500,000.) If the State were to make its contribution equivalent to the present expenditure upon teachers' salaries and other emoluments, it is estimated that in the first instance the charge on public funds would amount to £ 19,000.000 (Elementary £16,000,000. Secondary £2.000.000, Technological £1,000.000.).. Such a revised system of grants would relieve Local Authorities of a burden which admittedly renders their work difficult, and in many cases is making education unpopular with the electorate," It is obvious that the state must bear a far greater proportion of the cost of education in future, but whether the large increment of six millions, which this new suggestion requires can be drawn from the Exchequer it is difficult to hazard an opinion.