The President, Mr W. S. Fitzgerald, then delivered the following address:—Gentlemen,—Before beginning the business of our session, allow me to assure you of the great pleasure with which we of Otago welcome you to Dunedin. We happily are not wholly strangers to each others—some of us have sat at the council table in Christchurch, others at that in Wellington, and more of us took part in the somewhat premature general meeting of the Institute in Auckland. We of the South were received in the North with exceptional courtesy, cordiality, and good page 4 cheer, and we hope we shall be able to receive the men whom the Northern Branches of the Institute delight to honour in a manner which will clearly show our appreciation of their reception of our representatives. Gentlemen, I have to thank you for the honour you have done me in calling me to preside at this Council table—the highest honour which the Institute has in its power to confer on any of its members—an honour to me particularly grateful.

I am to-day taken back to the time when the thoughtful among New Zealand's colonists were anxiously awaiting the development of the national scheme of education, which they knew must make or mar the future of their adopted country; to the evening when the scheme of the New Zealand Educational Institute gradually unfolded itself before me. Sitting in the quiet of my room, I could calmly write how the honoured Otago Schoolmasters' Association should merge itself in the Otago Institute, with its branches embracing every corner of the land south of Waitaki and the Lakes. I could describe how my old brethren of Canterbury should hold out the right hand of fellow-ship to my new brethren of Otago, and jealousies born of the Waitaki should perish as in her deadly waters. With some excitement I ventured on the unknown North, and, judging that our fellow workers there must be of like fashion with ourselves, embraced it also in the wide-spreading scheme; but when my imagination pictured the men of Auckland, and her sister provinces of the North, meeting those of Canterbury and the South—meeting in this room, No. 9, Dunedin Normal School—to form just such a representative Council as this, the daring idea took such possession of me that I could write no more, and for some time gave myself up to one of the pleasantest waking dreams of my life. In that council of the imagination the meanest place contented me; judge, then, of the pleasure you have done me in thus calling me to occupy in reality the most honourable position. Gentlemen, this room, No. 9, Normal School, Dunedin, should be a place honoured in the history of New Zealand's education. It was the birthplace of the Otago Educational Institute—the eldest sister of all our Branches—for here in 1877 an enthusiastic gathering of educationists filling the room to overflowing, passed the resolutions which created her. In 1878, the constitution upon which all others have been moulded was here adopted. It was here that the educationists of Otago bade "God speed" to Dr Hislop when he was called to the North, that his well-known wisdom, tact, and experience might be available in directing New Zealand's new phase of educational development; it was hero that the Dunedin Branch discussed with me the draft constitution page 5 which the Institute last session adopted in Auckland, and under which we now sit. These, and many other events of interest have been witnessed within its walls, and we considered it a fit place for the first meeting of our council in Dunedin. May our work within it surpass in importance and success all that has gone before.

Gentlemen,—The position which we occupy is one of no slight importance and responsibility.

The Educational Institute has provided a platform on which educationists of all kinds may meet and discuss whatever questions are of interest to them. On this platform the practical educator may meet the theorist; the teacher may meet the parents of the taught; the administrator on Education Board or School Committee may meet the taxpayer and the teacher; the member of Parliament may meet his constituents; all are welcome to speak or to hear of educational questions. The Institute has provided the platform of breadth sufficient for all parties, and throughout the Colony it has been occupied to a greater or less extent by all—an extent greater than was at first anticipated, and steadily increasing, but still falling far short of what we desire. It is largely in this occupation of our broad platform that our influence lies, and it is with regret that I notice within the Institute "Teachers' Associations," "Teachers' Institutes," &c. These Dames maybe reporters' mistakes, but their repetition in the same connection suggests the necessity for a committee to examine and report on the regulations of the District Institutes sent to the Secretary of the Council in accordance with Clause 12 of the constitution.

Under the peculiar circumstances of Now Zealand it was necessary that the Education Act should leave the details of administration almost entirely to the District Boards of Education. The educational conditions of Districts were, and continued to be, widely different; and it has thus been necessary to leave with District Institutes full power of independent action in connection with local questions. It is with pleasure we notice these speaking and acting with an authority that must influence public opinion; and those who during the last few years have watched the course of public opinion on education must have noticed that the District Institutes have again andagain influenced itsdirection, and are thus performing effectually one of their most important functions.

In some of the more important Districts there is a growing inclination on the part of Education Boards to consult the Institutes on practical questions, thus affording evidence of the ability, prudence, and success, with which these are managing page 6 their affairs, and the good sense of those who, seldom being educationists, recognise the value of the practical experience to be found in the Institute. But the importance of position and consequent responsibility to which I allude are especially those of this Council. In the earlier days of our existence the results of our dealings with the Education Department were frequently most discouraging. As District Institutes we had comparatively little influence on national administration, but as soon as we had completed our organisation our position was fully recognised, and our proposals were received with all the respect and consideration we could desire. Our Auckland proposals were submitted by the Minister of Education to the Inspector General of Schools and District Inspectors, for their reports. These reports were considered and analysed, the whole of the papers were printed, and were presented to both Houses of Parliament by command of his Excellency the Governor. This, gentlemen, is a position which, so far as I know, has never been accorded to any similar body. I have laid these papers on the table, and to those who have not already seen them, I have no doubt but they will prove most interesting. It will be seen that our proposals were received with a general approval; that difference of opinion existed on several details; and that the new syllabus of instruction is largely the result of our Auckland proposals.

The Department has used its influence with the New Zealand University to secure for us the privileges we asked in connection with the higher grade certificates, and we are indebted to Mr Habens for the efforts made on our behalf, both in his capacity of Inspector-General and member of the University Senate.

To carry out our proposals with regard to the Inspectorate would necessitate an amendment of the Education Act, and the wisdom of attempting that in the present position of parties in the House is at present questionable. It will be our duty to acknowledge the consideration which has been given to our proposals and the measures of reform which have been granted by the Department.

The strength of our position as a Council lies largely in the assumption that we represent the District Institutes of New Zealand, that the questions we discuss here have been already discussed by them, and we are here to represent them on these questions. It is to be regretted, then, that several of our District Institutes are not represented by their own members. It is true they may have given full instructions to their representatives, and we know they have given us the influence of names well known in our educational world, and the help of page 7 wisdom and experience that will be most valuable; but still the fact remains that Auckland cannot speak for Otago, nor Canter, bury for Wellington. We regret it, but we are not discouraged. It is not the first time in the history of representative institutions that the burden of representation has at first lain heavily on the weaker constituencies. Seven years ago we looked forward to such a meeting in Dunedin as the present, and we are safe in predicting that if we guide our affairs with discretion when it falls to Dunedin again to receive the members of the Council of the Institute every chair will be filled by men who have well earned the honour and privilege of representing their own district in this our educational parliament. It would be a matter for regret should the representation be confined to the larger District Institutes, and in them to those whose incomes can bear the cost of travelling. The smaller Institutes may not be able to send to the extremities of New Zealand all the representatives to whom they may be entitled, but were their membership and financial arrangements what that they might be, there should be no difficulty in meeting the expense of at least one representative. Every teacher of every public and secondary school in New Zealand should be a member of the Institute by whose labours he is profiting more and more every year, and the District Institutes might well send him his card of membership and request his subscription, throwing on him the onus of refusing us his assistance. We must have money, and, were all members who should be, but a trifle from each would suffice.

Since our last meeting sickness and death has been at work in our ranks. Dr Macdonald, who so well did his part in our first meeting in Christchurch, and who promised to be to us the tower of strength he had long been to the Educational Institute of Scotland, is still incapacitated from active work. Mr Stables, well known for his zealous labours, especially to the members of the old association, has passed away. Mr Montgomery, long my own colleague, and one of the ablest and active members of the Otago Institute, was lost to us soon after the Auckland meeting. Mr Cumming, long the distinguished head of West Christchurch school, an able inspector under the North Canterbury Board, and an active member of the Institute, has also gone to his rest. Mr P. K. Holmes has also gone. He was for 30 years well known among Wellington educationists, and for many years treasurer of the Wellington branch of the Institute. We miss them from our counsels, and we sympathise most deeply with those who mourn their departure from their hearths ana homes. Gentlemen, we have much to do in the little time at our disposal. I shall no longer detain you from your labours.

Mr Foster moved, and Mr Worthington seconded, a vote of thanks to the President for his address, which was unanimously accorded.

Committees.

Committees were appointed to consider the following matters:—Teachers' pension fund; appointment of teachers; school age; the pupil-teacher system; scholarships; and system of drawing and drawing-books. A special committee, consisting of Messrs Worthington, Scott, and White, was appointed to draw up a balance sheet and consider the financial position of the Institute. The committees arranged to meet in the afternoon and evening, to prepare the business for to-day's meeting.

General.

Mr White said he thought the Institute should express its thanks to the Hon. Sir Robert Stout for his exertions in their interests.

The Rev. Mr Flavell gave notice of a motion to that effect.

Mr Baldwin drew attention to another subject which he thought should come under the consideration of the Institute, viz., the case of a pupil teacher in the Canterbury district who had been charged with assaulting a pupil, and who was handcuffed in the schoolroom and marched through the streets in broad daylight. He understood that it was very doubtful if any assault had been committed, and in any case the teacher need not have been subjected to such an indignity.

It was resolved to admit the Taranaki Institute as a Branch of the Zealand Institute.

Before separating it was agreed, on the motion of Mr White, that the Council sit to-day from 10.30 a.m. to 12.30 p.m., and from 2.30 to 4 30 p.m.

Mr Worthington was appointed Acting Treasurer.

The Secretary laid on the table reports and parliamentary papers relating to education in New Zealand.

Mr Baldwin laid on the table papers relating to the imprisonment of a pupil teacher at Christchurch.

The Secretary read authorities constituting the Council of 1886.

On the motion of the Secretary, the time of meeting was fixed at 10.30 to 12.30, and 2.30 to 3.30 p.m. daily.

The Council resumed its sitting.

All the members of the Council were present. The President, Mr W. S. Fitzgerald, presiding.

I.—'Teachers' Pensions.

The Committee appointed to inquire into teachers' pensions' relief fund reported that they failed to see any practical way of carrying into operation the principle involved in the resolutions with reference to pension and relief funds forwarded by the Auckland, 'Wellington, and Nelson Institutes.

Mr Worthington moved the adoption of the report, which was agreed to.

II.—The School Age.

The Committee appointed to inquire into the question of school age reported as follows:—

In view of the fact that the question of compulsory age and the age at which children may attend school, has been occupying the attention of the Press of the Colony, and has been recently referred to in Parliament as a subject requiring consideration and amendment, the Committee consider it desirable to submit the following statements on the subject:—

(1.)	That the age which children may attend school in New Zealand is from 5 to 15 years of age. It has been proposed to raise the age to 6 or 7.
(2)	An examination of the statistics of other countries as to school age shows that New Zealand has, generally speaking, a higher initial school age than any other country. The following figures illustrate this:—England, 3 to 18; Scotland, 3 to 18; Victoria, 3 to 16; New South Wales, 4 to 14; United States, 4 to 14; New Zealand, 5 to 15.
(3)	There are 20,000 pupils in the schools of the Colony under 7 years. To raise the age to 6 or 7 years would have the effect of saving £10,000 or £20,0(.'0 annually, but would result in closing schools in the outlying districts, or would lead to the establishing of aided schools, in which there is no guarantee that the teachers will be competent and efficient.page 10
(4)	Since there is no average age at which pupils must pass the First Standard, fixed by the Regulations of the Department, there is no inducement to force the pupils beyond their powers, and no occasion to resort to undue pressure.
(5)	To allow children to go 7 years without regular instruction would be highly detrimental to a sound course of instruction.

It will be seen from the foregoing statements that the Committee are decidedly against raising the school age.

Mr White moved the adoption of the report, Mr J. G. L. Scott seconded the motion. Report adopted.

III.—Pupil-Teacher System.

The Committee reported:—

That the syllabus of subjects of examination for pupil teachers should be uniform throughout the Colony, the examinations to be conducted by the Central Department; that it is desirable that the engagements of pupil teachers be for five years before their admission to a Normal School; that there are too many pupil teachers employed in some of the provincial districts.

A motion that the report be adopted was moved by Mr. Jas. Reid, and carried.

IV.—Scholarship System.

The Committee recommended:—

(1)	That the existing arrangements as to district scholarships should give place to an approximately uniform system for the whole Colony.
(2)	That by "approximately uniform" is meant uniformity as regards age, subjects of examination, relative value of subjects, and length of tenure.
(3)	That the system should be such as to bring the scholars into secondary schools at an age at which a secondary course can be commenced under favourable conditions and to enable them to continue their attendance at these schools until they have had time to qualify themselves for University scholarships.
(4)	That a satisfactory Bystem might be developed on the following outlines:—Scholarships to be of two kinds, junior and senior, and of each an equal number. Candidates for the former to be under 13 years of age; the subjects of examination to be confined to the work page 11 of the Fifth Standard, and the period covered to be two years. Candidates for the latter to be under 15 years of age; secondary subjects to hold a prominent place in the examinations, and the period covered to be three years. Special provision to be made for scholars obliged to reside away from home.
(5)	That all holders of senior scholarships should be required to matriculate at the end of the tenure of the scholarships.

On the motion of the Rev. T. Flayell the report was adopted.

V.—Appointment and Payment of Teachers.

Mr J. G. L. Scott moved the adoption of the report. Carried.

VI.—Drawing.

The report was adopted on the motion of the Rev, T. Flavell.

VII.—Financial.

The following resolutions were adopted:—

(1)	That in order to meet present requirements, the Treasurers of district Institutes represented be asked to advance the sum of £1 on account of each delegate, that sum being considered as part payment of the subscription for 1886.page 12
(2)	That the Secretaries of the district Institutes be requested to forward subscriptions to the Secretary on or before the 30th November, 1886.

VIII.—Retiring President.

Mr H. "Worthington moved that the following resolution be submitted to district Institutes for consideration:—

That each succeeding President of the Council and Institute shall be declared a member of this Council for so long a period as he shall continue to be a member of any Branch of this Institute.

Motion lost.

IX.—Scientific Education.

The resolution was carried.

X.—Secondary School Examinations.

Mr Bourne moved:—

That in the opinion of this Council an examining syndicate should be appointed to conduct the inspection and examination of secondary schools throughout the Colony.

Carried.

XI.—Standard Regulations.

Mr Milne moved:—

That in the opinion of this Council, Rule 6 of the Standard Regulations for 1885 ought to be amended as follows:—The words "during the three quarters preceding the quarter in which the examination takes place" should be omitted, and these should be inserted in their place, "since the last examination"; and that the words "the three quarters" (repeated) should be altered to "such period."

Mr Moore seconded the motion, which was carried.

XII.—Calculation of Percentages.

Mr Worthington moved:—

That in the opinion of this Council Rule 9 should be amended by inserting after the word "pupils" the words "in classes S 1 to S 6, inclusive."

Mr Moore seconded the motion, which was carried.

XIII.—The Minister of Education.

Mr Worthington moved:—

That the thanks of this Council be tendered to the Hon. Sir Robert Stout for his efforts to further the interests of the New Zealand Educational Institute.

The motion was carried unanimously.

XIV.—Training of Teachers.

Mr White seconded the motion, which was carried.

XV.—Pension Fund.

Mr Worthington moved:—

That as the Committee appointed to consider the subject of pension fund has reported that it is unable to recommend any practical method of carrying into operation the principles involved in the resolutions forwarded by the Auckland, Wellington, and Nelson Institutes, this Council relegates the subject to the District Institutes for further consideration, and that the Society be asked to report the results of such further consideration at the meeting to be held in January, 18S7.

Mr Park seconded the motion, which was carried.

XVI.—Standard Examinations.

Mr Milne moved:—

That in the opinion of this Council the following addition should be made to Rule 7 of the Standards:—"That in any one year, classes Standard V. and Standard VI. may be taught and examined together in the history prescribed for Standard V., but in that case in the next year Standard V. and Standard VI. must page 14 be taught and examined in the period 1714 to present date. Similarly in any year Standard V. may be taught and examined with Standard VI. in the geography prescribed for Standard V., but in that case, in the next year Standard V. and Standard VI. must be taught and examined in the geography prescribed for Standard VI."

Mr Reid seconded the motion, which was carried.

XVII.—The Lower Heathcote Assault Case.

Mr. Baldwin moved:—

That this Council, having considered all the circumstances in connection with the arrest of a pupil teacher at the Lower Heathcote school for alleged assault, heartily approves of the action of the North Canterbury Institute in bringing the case before the Minister of Education, and that this resolution also be forwarded to the Minister.

Mr Foster seconded the motion, which was carried unanimously.

The Council then adjourned until 10.30 a.m. next day.