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Again, Mr. Gwilym Hughes' criticism of Tarian fach y plant is misleading. The writer was a school teacher, not "in a hilly dis- trict of Carnarvonshire." His school was at a seaside resort, and where he continually saw children being encouraged to "disregard their own language in favour of English. And we all know of the cringing attitude of many Welsh people towards their supposed superiors in such places. It is creditable to this school teacher that he had set his face against a tendency which is so degrading to our nation. Probably his remarks on this particular occasion were not of the wisest, but as a rule he writes articles which would be worthy of the Welsh Outlook- He is himself a mere boy, but a boy of whom Wales will feel proud some day. Finally, Mr. Gwilym Hughes refers to me reproachfully as the minister editor, the follower of the Man of Galilee," and seems to suggest that the paragraphs referred to are inconsistent with my pro- fession. I am proud to say that I do always endeavour to follow in His footsteps. It is more than probable that I often fail. But it seems to me that Mr. Gwilym Hughes has a very peculiar notion of the character of the Man of Galilee." Evidently he thinks of Him as a simple, harmless, inoffensive sort of a person, out of whose mouth came nothing but soft, honeyed words to everybody. That is not my idea of Jesus Christ. He was a man of courage. He did not hesitate to shock the sensibilities of classes who considered themselves very respectable. He branded the leaders of his age as an "adulterous generation," and told them to their faces that the publicans and harlots would enter the Kingdom of Heaven before them. These proud, self-seeking leaders had led the nation astray, and had stood between them and the light of Moses and the Prophets. And I can well imagine what Jesus of Nazareth would have said in Wales to-day to those who are at their best labouring to sever the connection between the young mind of Wales and the prophets of its own past, and who in their thirst for position and self aggrandisement do not hesitate to trample upon a nation's soul. I only wish the Man of Nazareth had better Disciples in Wales. Yours, etc., NOTES ON RECONSTRUCTION The Enquiry into Secondary Education. One of the most interesting facts of the Conference held recently at Cardiff on the Organisation of Secondary Education in Wales was the reference made bv tne Hon. W. N. Bruce to the problem of devolu- tion. It is obviously of great importance th?t the larger question of the nature and form of Home Rule should not now be disregarded. It is from many points of view unfortunate that the problem of Welsh education as a whole has not been made the subject of investigation. It is true that secondary education-the training of all adolescents between the ages of 14-18-is almost the key-stone uf the Education Act of 1918, and upon its successful organisation will depend largely ihe success of the Act. But we in Wales have not as yet learnt to re- gard our education as a continuous whole. We still look upon elementary education as a class apart, secondary education as that for a favoured few-whether the favour be that of the intellect or of the purse-and the University as existing for professional training. As yet we have no large views, no settled convictions on the nature of the system or lack of system. We investigate the state of our University and scarcely touch upon the problem of the adolescent; we are now enquiring into secondary education, and appear to have lost sight of what should be its firm and fruitful basis. Education and Devolution. The same indecision seems to pervade the problem of the form which our educational government is ultimately to assume. For almost seventeen years we have had experience of educational ad- ministration, not as a vital and independent communal service, but as a part and uften a neglected part of the whole of local government. It is true that most local authorities now have their director or secretary of education. But our local representatives are often elected on issues far from educational. Since the abolition of the School Board educa- tion has become merely one of the many duties of a local administrator. ]. Tywi Jones. MR. GWILYM HUGHES'S COMMENTS. Mr. Gwilym Hughes, having seen the above letter in proof, writes- With all that Mr. Tywi Jones writes concerning the arrant folly of subordinating and suppressing in the schools of Wales the language, the history, and the literature of the country, I am of course in cordial and thorough agreement. The remedy lies surely with our own country- men who, as teachers, inspectors, and governing bodies are responsible for the curriculum. To retaliate by inculcating race hatred, or talking nonsense about hanging traitors on castle walls," is to spoil a good case by extravagant invective. Mr. Tywi Jones pleads that he "was not serious." So be it. Have the readers of Y Darian been so informed ? In his letter in the South Wales Daily News of November 5th, Mr. Tywi Jones, dealing with his editorial postcript to the Llandovery paragraph, describes it as a footnote "which Mr. Hughes had badly translated." Readers who will take the trouble to compare my trans- lation with Mr. Tywi Jones's own translation given here will fail to detect any difference between the two. What is the appropriate adjective to hit off this method of controveisy ? Llyffantod aflan may be accurately rendered as unclean frogs or filthy toads." In my anxiety to do no injustice to the writer, I chose the less offensive rendering. Mr. Tywi Jones is so far unrepentant for this lapse from his usual good taste that he now tells us he meant the term in its most repulsive form. I am sorry. My criticism of Tarian Fach y Plant is gratuitously described as mis- leading." Mr. Tywi Jones is not careful in his statements. The writer gave his address as Penmachno," and I described this as "a a hilly district of Carnarvonshire." Is this not so? Mr. Tywi Jones de- clares that the writer's school was at a seaside resort." There was nothing in the article to indicate this. Who is misleading? Are we satisfied that this mode of government is adequate to our educational demands? Or is it not time again to take stock of our educational future and devise new procedure? For education is a vast social experiment, the greatest of this or any century. As such it is continually enlarging its scope, rejecting old methods, modifying the new. To-day, education means not merely the bald instruction of the young. It means medical inspection and treatment, the provision for physical welfare, the feeding and clothing of the young, and the creation of a fitting social milieu, by the control and proper use of libraries, museums, and soon, we hope, of theatres and cinemas. It thus includes a large portion of what might be termed social welfare. The development of society," writes H. G. Wells, and the develop- ment of education are one and the same thing Education makes the social man." Is it not possible then that education involving in this sense, the mental and physical well-being of the community might well be important enough to constitute a separate service ? Moreover, the need now more than ever is for an enlightened educational public opinion. Without that, educational administration is a mere bauble. We have however at present no effective medium of educational pro- paganda. In local elections education is of little or no importance. In national elections it is often a hindrance. Education in Local Government. Before the Act of 1918, educational administration (in Wales) was in the hands of local councils who were obliged to appoint their own education committees, and to co-opt a certain proportion of members experienced in educational matters. This committee had no financial powers, could not raise or borrow money, but had powers of admini- stration. In county areas voluntary managers were appointed, who had apparent control of local education. But such a method was bound to lead to overlapping. Thus, in the Welsh county areas one body of managers was responsible for elementary education, another and often distinct body for evening and technical education, whilst the inter-