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necessary to bring good schools of three grades fairly within the reach of all middle-class families need be considered very formidable.

The great deficiency I suppose would be found in third-grade schools if these are to be distinct from, and superior to, the elementary schools. But even if no existing schools were available, and my estimate for the requirements in this grade were doubled in order to provide equal advantages for girls, the necessary capital for a union of 20,000 inhabitants would be only 44007. The rental or ratable value of such a union would vary from 57. per inhabitant in the Western to 67. in the Eastern counties; and may be set down at 110,000l. If, therefore, the whole of the capital for third-grade schools were borrowed, the interest would not amount to a half-penny rate. But, on the assumption that these schools are to be self-supporting, and to pay 5 per cent. dividend to shareholders, it ought not to be difficult to raise a third of the capital, or 15007. in local shares. If, as I would venture to recommend, the Endowed Schools Commissioners were empowered and required to make advances out of the capital of local endowments for the purpose of building requisite

schools in the neighbourhood of the several endowments, provided a minimum interest equal to that of the present investments were guaranteed, then the remaining two-thirds would, in many unions, be at once forthcoming from this source, and the needed schools might be provided without delay.

Again, for the second-grade schools, in a county of 400,000 inhabitants 108,000l. would be the outside capital required for boys, and probably 200,000l. ample for boys and girls. Whatever addition to the existing endowed, proprietary and private schools would be required, might be provided by raising two-thirds of the capital in private shares, and borrowing one-third of the endowments. I beg it may be observed that my suggestion to advance the capital of endowments, as distinct from their income, for the building of new schools in areas contiguous to but more extensive than the places intended by the founders, is in no way liable to the imputation of confiscation, or interference with founders' intentions. The trusts would not be impoverished; their income need not be diverted; but this investment of their capital would promote the general education

which founders may, of all persons, be presumed to have had at heart. I am less anxious

to propose the help of endowed capital for the building of first-grade schools, because these higher schools would not only supply an education which wealthier parents will value, but as soon as ever a fair system was at work they would receive a share of those deserving scholars whom the income of endowments ought to be constantly lifting out of the lower grades. Good first-grade schools should be always good investments, as they would receive at the flood the stream of applicants for higher teaching, who either from their own resources or from exhibitions and scholarships would be able with comparative ease to defray its cost. Such schools might be so conducted that their shares, even with a limit to the dividend, would be in request. But of course there can be no reason why the capital of endowments especially applicable to the higher schools, and particularly university and college endowments, should not be so invested. Indeed, I look forward to a time when the value of school funds, whether debentures, or ordinary shares, may be a topic of interest to Fellows and Bursars.

CHAPTER VIII.

TUITION, EXAMINATIONS, AND SUPERVISION.

IT would be presumption on my part to say much on the subject of studies, and teachers. My own experience as a teacher has been limited to the almost paternal relations of a private tutor. I have abstained from interference with the discretion of the two very competent head-masters of the county schools in which I am directly interested. I have thought that on the whole the general studies of such schools may with advantage be regulated by the public local examinations of a university; and that those examinations may be made so comprehensive as to offer an ample selection of studies, whether for classes or individuals. These general competitive examinations, when once a school has adjusted its work to them, do not necessarily entail the evils of cramming or over-pressure. The "senior" examinations might perhaps eventually include a wider range of subjects, and the "first-grade" provincial

schools should generally be large enough to command a staff of masters who would, in addition to the common subjects taught to all, be able with special capability to take charge among them of distinct branches of advanced study.

It has been a question much discussed in agricultural circles-what are the best schoolstudies for an intending farmer? Ought any special preparation for his destined career to be attempted at school? Many will think that this is both desirable (and practicable, if only it is recognised that a branch is not a root, and that special studies should grow out of general, not general out of special. A school or college in which agriculture is the main subject of instruction, and others are made subordinate, is very likely to sacrifice the man to the métier, with ultimate detriment to both. But good schools, especially in rural districts, might without injury to their general instruction turn boys' minds towards some at least of those facts and recurrences of nature, the correct observation, the careful comparison, and obedient following of which are essential to a farmer's real success. As yet few capable teachers or

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