methods of education. The Iladow Report on Primary Education, 1931 (2s. 6d. from H.M. Stationery Office) is what he requires.
If Mr. Elliott referred to the part of the report on child growth and physiology he would see quite well why a day which is short for an adult teacher is too long for a child of five, six or nine years of age. Mr. Elliott also asks: Why supervise and
organise play for children? The answer is road traffic dangers which preclude free play in roads and streets, as used to be possible.
Mrs. O'Connor's letter should be read in the light of the fact that she sends her children to a fee-paying independent school. Such schools provide far more organisation of games than is common in primary schools.
Finally, Mr. Shiels expresses elaborate alarm at the very reasonable suggestion that parents should participate in School Management. Can it be that Mr. Shiels has got his tongue stuck very far into his cheek. I meet so many teachers, so many parents who realise that the advantage of the Scottish system is that schools are not tied down hard and fast to particular parishes. Unfortunately, we did not get the Scottish system out of Mr. Butler.
R. P. DONNELLY.
[Mr. Donnelly's letter has been severely cut owing to space considerations.—Ernion, C.H.]