In comparison with other countries New Zealand has been both bold and inventive in the way in which she has brought post-primary education to all who have asked for it. She has been less successful in adapting to individual and social needs what she has made so freely available. By lingering lovingly over an idealised picture of the nineteenth-century English secondary school when she was moving so much more rapidly than England in the direction of post-primary education for all, she allowed the grossest maladjustments to develop. Some of these have now been removed. Enough remain to provide ample scope for reforming energy. In the words of the report of the Minister of Education for 1938: 'Schools that are to page 149cater for the whole population must offer courses that are as rich and varied as are the needs and abilities of the children who enter them: this means generous equipment, more and better-trained teachers, and some system of guidance to help pupils to select the schools and courses that will best cater for their abilities. It means also, if there is to be true equality of opportunity, that, by one method or another, the country child must be given access to the facilities from which he has always tended to be barred by the accident of location. Most important of all, perhaps, it means that the system of administrative control must be such that the whole school system is a unit within which there is free movement.'