amount of good and achieved very great! success. It cannot be too often reported that its aim is catholic and comprehensive; that its influence is in no way political or sectarian; and that its doors are open to all, scholars of almost every creed, nation, and colour being It was hardly found receiving instruction.
to be expected that such an institution could be established and promoted without giving rise to suspicion amongst the Chinese of some sinister purpose; and this was for a time entertained. It is, however, satisfactory to know that it no longer exists, and that we have now apparently--as seen by the large and increasing attendance--gained the good-will and confidence of this portion of the population. This result is no doubt attributable to the school instruction being of a parely secular character. His Excellency pointed particular attention to this fact, to there being no desire to interfere with individual views, or to destroy freedom of conscience; and that in fact the purpose of the school is simply to It is giva a useful, practical education, perfectly hopeless, as His Excellency observed, to attempt to please every denomination of religionists; and where a thing is entirely hopeless it is only a waste of time and a nisdirection of energy to strive to carry it out. Probably, however, the most important part of the Governor's speech is that in which he noticed a recent change, affecting not only the Central but also other schools of the Colony, namely paying for results instead of giving grants." It is hardly possible to over estimate the wide influence and great importance of this step. The subject is closely connected with a matter subsequently touched upon- shara education. Now sliar education has been one of the curses of the world. The education of a youth has ofthimes been entrusted to persons perfectly incompetent to undertake it; and the result has been to completely ruin the lad's prospects in life. This was until recently a crying evil in England, but the establishment of University Local Examinations, and the competition which they brought out amongst private as well as public schoolmasters, have tended greatly to remedy it. The evil, how- ever, still exists. and
felt that is no repeated and earnest efforts have been made to prohibit anyone following the profession of a schoolmaster without a certificate of com- petency. Difficulties are felt to stand in the way of such restriction; but in the meantime the object which would be thus attained is in great measure realised by the adoption of "paying for results." Under such a system educational slams are an utter impossibility. The advantages of the system are specially three-fold-to master, to pupil, to parents. The master is encouraged to put forth his best efforts; the pupil is stimulated by closer competition amongst his fellows; parents kuow that their children are being really educated,
and not wasting valuable time. Such a change must be beneficial to all; and deserves hearty approval. The principle was warmly dis- cussed in the mother country; but it is now almost universally accepted as equitable and productive of the best results. It is a sutis- faction to see it extended to the Colonies.
The closing remarks of the Governor are not less deserving of notice. It is always easy to enlarge a circle of study, but the wisdom and benefit of so doing are often questionable. The present school course seeins sufficiently comprehensive, and His Excellency thinks it best to leave well alone. "You are instructed hore," said he to the scholars; "your education must be finished elsewhere, or by yourselves." These words deserve to be taken into serious consideration. A distinguished Cabinet Minister of the present Government, in address- ing students upon an occasion similar to the present, went so far as to say that people learnt very little at school, and that the real work of education was begun when the school-room was quitted. In any case, as His Excellency told the Central School pupils yesterday, education must be finished elsewhere than at school. This is a fact which should be borne in mind by those who would include specially difficult and abstruse subjects in the course of education given at schools like the one under notice. They may have no immediate practical benefit; and the time bestowed upon them is. sometimes little better than wasted. If, how- ever, a student has special aptitude for, or takes particular interest in, abstruse branches of knowledge, it is easy to follow them up after he has left sebool.
The few observations of Mr. Stewart deserve attentive and immediate consideration; pointing out how the work of the school could be enlarged and more efficiently carried on. The Inspector asks for a fourth master, a more commodious building, and a play-ground. The necessities for all these are manifest. Mr. Stewart called attention to them in previous years' reports. It is rather an unpleasant fact that notwith- standing the number of pupils has yearly increased, that the staff of masters has heen aud is overworked, and that the efficiency and progress of the school are impaired, no steps have been taken to comply with the requests. Is it not a disgrace that a large Government School should exist without a play-ground? In the midst of the populous towns of England, where every inch of ground is valuable, a playground is attached to every Public Board School. Such a thing is as essential here as in England and ought to be given. The Colony has done a great deal in the cause of education, and the presence of the Governor at yesterday's gathering indicates the interest which is felt in the subject. We trust, therefore, the good work may not long be impeded by an insuffi- cient stuff of masters and a building unequal to its purpose.
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