manifest that the proposed Register could not succeed.  In the Annual Report of 1905 the Council stated that under existing conditions it was not practicable to frame and publish an alphabetical Register of Teachers such as appeared to be contemplated in the Act of 1899.  In June, 1906, the Board of Education published a memorandum stating the reasons which had led it to take the opportunity afforded by impending legislation to abolish the Register, and in the Education Bill of 1906 a clause was inserted which removed from the Consultative Committee the obligation to frame a Register of Teachers.  This clause was strongly opposed by many associations of teachers.  It was urged by these bodies that although one scheme had failed yet a Register was still possible and desirable.  It was held by many that the task assigned to the Registration Council had been an impossible one since the conditions of supervision and control imposed under the Act of 1899 left the Council very little freedom and wholly precluded the establishment of a self-governing profession.  The general opinion seemed to be that any future Register must be in one column avoiding any attempt to divide those registered into different classes and that any future Council must be as independent and widely representative as possible.  This opinion found expression and official sanction in a memorandum issued by the Board of Education in 1911 after several conferences had been held for the purpose of promoting a new registration scheme.  The memorandum stated that:  “It should not be so much the kinds of teachers likely to be most rapidly or easily admitted to the Register that should specially determine the composition of the Council but rather the larger and more general conception of the unification of the Teaching Profession.”  This new and wider idea served to govern the formation of the Teachers Registration Council which was established by an Order in Council of February, 1912.  The body constituted by this Order consists wholly of teachers and includes eleven representatives of each of the following classes:  the Teaching Staffs of Universities, the Associations of Teachers in Public Elementary Schools, the Associations of Teachers in Secondary Schools, and the Associations of Teachers of Specialist Subjects.  The Council thus numbers forty-four and it is ordered that the chairman shall be elected by the Council from outside its own body.  At least one woman must be elected by each appointing body which sends more than one representative to the Council provided that the body includes women among its members.  It will be seen that the constitution aimed at forming a Council wholly independent and thoroughly representative.  This quality was further ensured by the establishment of ten committees, representing various forms of specialist teaching and providing that any conditions of registration framed by the Council should be submitted to these committees before publication.