ceive a copy of
their own register entry together with a certificate of registration.
It will be seen that the task of receiving and considering
applications for registration forms an important part of the Council's
work. But it is by no means its chief function. As is shown in the
Board of Education memorandum already quoted the Council is intended
to promote the unification of the teaching profession. The Register
is nothing more than the symbol of this unity and the Council is
charged with the important task of expressing the views of teachers as
a body on all matters concerning their work. This is shown in the
speech made by the Minister of Education at the first meeting of the
Council. After welcoming the members he added:

"The object of the Council would be not only the formation of a
Register of Teachers. There were many other spheres and fields of
usefulness for a Council representative of the Teaching Profession. He
hoped that they would be able to speak with one voice as representing
the Teaching Profession, and that the Board would be able to consult
with them. So long as he was head of the Board they would always be
most anxious to co-operate with the Council and would attach due
weight to their views. He hoped that they on their side would realise
some of the Board's difficulties and that the atmosphere of friendly
relationship which he trusted had already been established would
continue."

The functions of the Council are thus seen to extend beyond the mere
compilation of a Register of Teachers and to include constant
co-operation with those engaged in educational administration. In view
of the desire which is now generally expressed for a closer union
between the directive and executive elements in all branches of
industry it is safe to assume that the Teachers' Council will grow
steadily in importance, especially if it is seen to have the support
of all teachers.

Meanwhile it furnishes the framework of a possible teaching
profession and gives promise of securing for the teacher a definite
status by establishing a standard of attainment and qualification.
More than this will be required, however, if the work of teaching is
to be placed on its proper level in public esteem. Those who undertake
the work must be led to look for something more than material gain.
The teacher needs a sense of vocation no less than the clergyman or
doctor. It has been said that "teaching is the noblest of professions
but