fc»38 M3A5 THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES ■, / ISLE OF MAN. COUNCIL OF EDUCATION. REPORT ON SECONDARY & HIGHER ELEMENTARY EDUCATION IN THE ISLAND, Including the Training of Teachers for Public Elementary Schools. By CYRIL JACKSON, M A., Oxon., (Late Chief Inspector Board of Education , Whitehall; formerly Inspector- General and Permanent Head of the Education Department-, West Australia). Made at the Request of His Excellency the Lieutenant-Governor. JULY, 1906. UKJWN AND SONS, M1TED, PXINTKKS, "TIMS.' DUILDINOS, DOUUt/AS. ISLE OF MAN. COUNCIL OF EDUCATION. REPORT ON SECONDARY & HIGHER ELEMENTARY EDUCATION IN THE ISLAND, Including' the Training of Teachers for Public Elementary Schools. By CYRIL JACKSON, M.A., Oxon., (Late Chief Inspector Board of Education, Whitehall; former/// Inspector-General and Permanent Head of the Education Department. West AustraliaJ. Made at the Request of His Excellency the Lieutenant-Governor. JULY, 1900. KKOWN AND SONS LIMII'KI), PKINTBKS, "TIMKS BUILDINGS, KOUOI.AS. Q>3& M3A5 ISLE OF AAN. Report on Education other than Elementary in the Isle of Man, 1906. To His Excellency the Rigid Honourable Loud Raglan, Lieutenant-Governor. The Council of Education invited me to inquire into the condition of Education in the [sland and the need of further development. I have visited the Secondary and Grammar Schools, the Pri%'ate Schools in which children over 14 are taught, and a considerable number of Elementarv Schools. I have had the fullest facilities for carrying oui my investigation, and I must especially thank the Chairman of the Council (the Clerk of the Rolls), and the Secretary (Mr. Garside). The Report of the Council contains many valuable returns, and other information has been specially obtained for me. I have consulted several members of the Council ; other persons interested in education, amongst whom I must mention his Lordship the Bishop, the Attorney-General, and the High-Bailiff of Ramsey ; representatives of various School Boards, e.g., tin- Chairman, the Chairman of the School Management Committee, and the Clerk of the Douglas School Board ; the Chairman and members of the Boards in Castletown. Peel, and Ramsey ; and the Chairmen or representatives of the Boards of Rushen, Unchan, Patrick, German, Ballaugh, Lezayre, Andreas, Bride, Michael, and Maughold. J also had an interview with Noble's Trustees, who expressed their desire to assist Secondary Education in the Island. I have received invaluable assistance from Mr. E. M. Snevd-Kvnnersley, H.M. Divisional Inspector of Elementary School-, and from Mr. W. B. Hards, H.M. Inspector of Secondary Schools. 1 have also consulted Mr. Stacey, Suh-Inspector, whose knowledge of the Elementarv Schools is of long standing. I have found the principals and teachers of the schools of all grades ready to afford me the fullest help. It seems a convenient arrangement to preface this report with a short intro- ductory Chapter, to give a statistical survey of schools in Chapter II., and a detailed examination of schools in different districts in Chapter III. Chapter IV will contain a brief discussion of the pupil-teacher question, and in the final Chapter will he found my conclusions and suggestions for the consideration of the Council of Education. The questions raised in the Bill introduced last year into the Tvnwald Court for the revision of the financial arrangements and the alteration of the educa- tion authorities are not matte;-- into which 1 have been specially directed to inquire. but it was intimated to me that the Council would be glad, if I felt able after my inquiry to express any opinion, that I should embody any suggestions in this report. and I have accordingly done so in the final Chapter. July 16, 1906. CYRIL JACKSON. 1C99S LIST OF DIAGRAMS i — Number and Ages of Pupils in Secondary Schools ... ... ... alter p. 10 2 „ Boys ,, 3 ,, ., ,» excluding King William's College ... ... ... ... ... ... ... ,, 4 — Douglas Secondary School. Diagram of School Life of Girls who have left the School during last two years ... ... ... after p. 12 5 », .■ , >. .» Bo > s 6 — Douglas Grammar School. Boys who have left during last two years to face p. 15 7 — King William's College. ,, ,, ,, after p. 17 8 — Castletown Grammar School ,, ,, ,, to face p. hi 9 — Ramsey Grammar School ,, ,, ,, to face p. 23 10 — Number and Ages of Children over 12 years of age in Public Elementary Schools ... ... ... ... ... ... ... to face p. 30 TABLE OF CONTENTS Preliminary Chapter I. — Introductory ,, II. — Statistical Survey of Schools ... ,, III. — The existing provision for Secondary Education. A — Douglas B — Castletou C— Peel D — Ramse) ,, IV. — Pupil Teachers Y. — Suggestions. i. Education Authorities 2. Finance 3. Endowments ■ 4. Scholarships... 5. Age of Compulsion ... °^ Higher Education A — Douglas B — Ramsey ... C— Peel D — Castletown 7. Supplementary Classes in Elementary Schools 8. Teachers Conferences Summary of Recommendations Appendix A. Age of Children leaving Elementary Schools ,, B. — Number of Teachers ... ,, C. — Hostels... ,, D. -"-Subjects and Time Table of Douglas Secondary School PACK PAGE 3 1 7 8 ,, 10 11 ,, 16 17 .. '9 20 ,, 21 20 • -'7 -^7 • , 28 28 28 . • 3° 3° • • 33 33 • ■ 37 37 • 38 , • 40 JO , , 41 4' ■ • 3- 33 •• 34 33 •• 3" 37 58 50 ,,62 CHAPTER I. Introductory. The ancient Kingdom of Man owes its independence to its isolation, but it is too small to stand alone and has linked itself in education, as in other matters, with England. Ties with English Training Colleges, Technical Schools, and Universities have now been established. The advantage derived by the Manx schools from the inspection of experienced English officers, and the benefits flowing from union with a wider organization are so great, that the present form and probable develop- ment of the English Code and Regulations must he steadily kept in mind in con- sidering any suggestions for improving Manx Education. There must be ready, passage for teachers between English and Manx Schools, for even if a Manx Train- ing College could be established, it is undesirable that the teachers should ne leave the Island. It is unlikely that any University College could he established, and the present connection with the English universities and the use made of their local examina- tions must be maintained and extended. There is littlescope for the establishment of Technical Schools, for there are few industries in the Island, and these are not nourishing. The mines have been much depressed, and though there has lately been a slight improvement in the price of lead, there is little prospect of any very considerable development. There seems no likelihood of the establishment of manufactures, and the last considerable factory (for sailcloth) is closing its doors. The fisheries having been injure* 1 severel v through a failure of the herrings, and though the fish may return, and there may he another cycle of prosperous years, there is no sign at present of improvement. Agriculture has suffered less than other industries, and is in a prosperous condition compared with England, but though market gardening may he introduced into a few districts, stock raising and dairy farming will probably continue to he the staple of the farms, and there is littlescope forany very great developments which would employ a large amount of labour. On the other hand the popularity of the Island as a summer holiday resort is steadily growing. The revenue seems thoroughly satisfactory, and there is a o-eneral high level of comfort. In a community which largely depends on summer visitors and on agriculture, there is little variety of occupation, and for many months in the winter there is barely enough employment for the adult, population. There lias, therefore, been a marked tendency for some time past for young people to seek for work overs but it is evident that it is espei ially necessary that they should have the best possible educational equipment if they are successfully to make their way far from home and strange surroundings. When there is no definite local industry for which they can Detrained they cannot receive technical or specialized instruction in the schools, but must receive a general education which will encourage self-reliance ami make them capable of ready adaptation to new conditions. What is needed is a sturdy character, power of intelligent observation, appreciation el' facts, well-trained hands and eves combined with thouguti'ulness and powers of reasoning. The mass of the community will not pass through the Secondary Schools, and the Primary 8chools must give them a real training. Premature specialization no longer finds favour in education ; aptitude not knowledge of a few farts is required : the commercial man demands from his employees in f el] not a Bmattering of theoretical bookkeeping; the result aimed al in manual training is handiness com- bined with a grasp of constructive principles, not the knowledge of a few carpenter's joints ; science teaching is directed towards the acquisition <>t a scientific spirit, not of a store of chemical formulas. The true aim in the teaching of English is the development of the power to use hunks, not the memory of the contents of a few Readers. In a democratic countrj every one is a ruler, and a iii'_ r b ideal of education refinement must be kept before every child In the latest Code- of the Board of Education these truths have been fully recognized, the old lists of specific subjects have disappeared, and teachers are urged to concentrate their attention on thorough training of the mind of the child. In Manx as in English schools the lessons of past codes have to be unlearned, but the teachers will readily see that arithmetic must foster exactness of thought and quickness of numerical calculation ; that reading lessons are t" give tie- power of understanding written words ; (,) that composition is in.; the knack of writing a stereotyped form of letter, but the power i I' expression orally or on paper; that good writing implies legibility and speed, not a. particular style, and that drawing les must give a grasp of form and colour. When a yoocl foundation has been laid, a ucture of culture and special knowledge can be added in later years. From Scotland, as from the Isle of Man, the youngi r men leave for richer countries to carve out futures, and here opportunities for thorough education have long been sought and obtained From many a village school students have passed into the '•li universities, and a widespread system of supplementary classes in the ele- mentary schools and of small secondary schools in little towns has sprung up and been encouraged by the Scotch Code. In the Isle of Man there are already nearly 200 children staying beyond the age of 14 in elementary schools [see diagrams on opposite page] ; and many more would do so if it were possible to strengthen the :hing staff, and thereby ensure that children willing to remain should proceed to to higher work, and not merely repeat a course of lessons previously learned. The Scotch Code provides for these children a course of instruction quite distinct from that which they sanction for Higher Grade or Secondare Schools. The rather rigid regulations of Whitehall make it impossible to carry on Higher Elementary Schools except in a few selected places. But the authorities at Whitehall could not ohject to the Manx Government affording additional facilities on the Scotch lines for improving the upper classes in Manx schools as long a- there is no falling short of the general standard which the Board of Educa- tion wishes to lie reached. To strengthen the staff of the upper part of the schools will of course man an increased expenditure ; but no expenditure is more remunerative, for in the compe- tition of to-day the most successful nations are those that pay most attention to their school a Scotch town, with 13,000 inhabitants, the old school readers had been entirely abolished ; story books were read in each class, from the lowest where Cinderella was taken, to the highest where novels by Scott, ley, and Si were read at home each month, and the contents were written about in school, many of the 1 ling a dozen pages in the child's books. Penny and threepenny classics were purchased and ed by the children. The staff at first feared difficulties in the spelling of the lower classes, but the head- 1 assured them that he wanted the children to read the book not be able to spell every difficult word in it. The intelligence of these children was very marked and the school won nearly all the county bursaries I he backward European nations are those where education is lowest. Spain finds 68 per cent, of her recruits illiterate Hubner's Tables, 1900. and in South Italy So per cent, of the population were said to be illiterate in 1904. The ignorance of the Russian peasantry is of course well known and makes the present situ- ation doubly dangerous. Care must of course be taken not to interfere with children who are able to erive the time and have the ability for a course in a properly organized Secondary School. The proper age for the transfer of such children is about L2, and suita children must be selected and transferred (if necessary with the help of bursaries) early enough to profit fully by the secondary course of instruction. At present there is no Secondary School except in Douglas to which such children can be drafted. The Grammar Schools are partly giving a small social distinction to their pupils, and partly aiming at preparing them for King William's < ollege or similar higher schools. There is room for schools of the Grammar School type, as well as for the kind of Secondary School which bus been so well managed by the Douglas School Board. Both need extension and improvement so that they may be more widely useful. In King William's College the Island has a school of established reputation with equipment well up to modern requirements, and it is most important that the Government, in formulating any general scheme for the Island, should keep in mind that the College is the natural means through which the boys of the Island can reach the older Universities. If we turn for a moment to the educational facilities provided for girls, we find that in their case nothing has been done to provide for higher instruction, except in the Secondary School of the Douglas School Board ; in the small endowed school in Castletown ; and in some private schools supported entirely by fees, and to which poorer girls cannot be sent. While it was felt to be necessary to equip the boys for their lives over the sea, the girls nave been somewhat, neglected. If is to be expected that the women will remain behind in the Island, and although the girls in the Elementary Schools number only 4,351, while the boys' registers show 4.599, and there is also a slight preponderance of boys over c-irls in the figures ol Sec mdary Schools, we find in the census returns of 1901 that the female population of the Island was 29,25G compared with a male population of only 25,496.' 1) In a community where so much depends on comfortable housing arrangem snts for visitors, it is surprising that so little has been done for training girls in practical housewifery. In the Isle of Man this subject deserves very special attention, for well cleaned rooms, good cooking, an attractively laid table, and deft waiting would be most valuable assets. There are, perhaps fortunately, very few occupations for the girls of the Island outside their homes, and it is very necessary that they should learn to become both practical housewives and refined women. In the more strictly agricultural parts of the Island the lessons of the school should tend, as elsewhere, to a training in general capacity. It is hopeless to teach children i he theory of agriculture ; a text book which loads immature minds with formulas of the chemistry of soils is wholly useless, even if it were possible to teach it. Country children need to learn to observe closely the phenomena of nature around them ; they must grow up healthy and handy ; and they must have sufficient love of books to enable them later, not only to take an intelligent interest in country topics and experiments in agricultural progress, but to furnish themselves with a delightful pastime in long winter evenings when there are none of the attractions of the towns to relieve them from dulness. On general lines both boys and girls require the same training in their early years. In supplementary classes and in Secondary Schools they can deepen and broaden their preliminary education and begin to take up subjects which they can develop later in life. ID Statistical Abstract, 1905, p. 13. CHAPTER II. Statistical Survey of Schools. In 1901 the population of the [sle of Man was 54,752. It is believed that it has sniff dtviv :m?i 1, especially in the country districts. '" In the last Report of the Council of Education (1905) the number of children on the registers of Elementary Schools is given as 8,950 — viz., 4,599 boys and 4,351 girls — at the end of the school year (May 31st in some cases, June 30 in others). In May, L906, the registers of the public, endowed, and private Secondary Schools show 446 boys and 301 girls, making a total i i TAT children. In this number are included children in preparatory classes in schools which retain pupils beyond 14 years of age, but children in private schoolswhere there are eover 14 are excluded. The few children in these small private schools can be sidered with the elementary school children. Accurate figures arc not easily obtainable, but in five private schools in Douglas there are 1 1 5 children ; in two schools in Castletown 14 children; and there is a school in Peel which is said to have ahoiit a dozen. Then- are also 62 children in the Stratballan Home, ranging in age from 2 to 1G years. No higher education, not even industrial, is given in this school. In the TIT children in Secondary Schools are included 129 boys in King William's College, who come from outside the Island, and are. therefore, only accidentally part of the Secondary School pupils of the Isle of Man. If these are excluded, we have 618 Manx pupils, viz., 317 boys and 301 girls in schools which give higher education, and to these we may add 88 pupil teachers, of whom 49 are instructed in the Douglas Pupil Teacher Centre, and 39 in other schools in the [sland. Assuming the present population of the Island to be a little over 54,000, we find that, including pupil teachers, 13 per thousand of the population are in schools where higher education is given. It must he noted that of the 70G Manx pupils above (G 1 8 in Secondary Schools and 88 pupil teacher-), there are 187 under L2 vears of age. and if they are excluded from the calculation the number of pupils receiving higher education must be reckoned as only 519, or 9-5 per thousand of the population. Further inspection of the ages of the pupils reveals the fact that in the various schools there are 67 Manx children between 1G and 17 years of age, and 26 over 1 7 years of age. The tables and diagrams (p. 10) of the number and ages of Manx children in the Secondary Schools show that after 14 there is a slight diminution, and that after the age of 15 there is a very quick fail in numbers both oi hoys and girls. If the EncdMi boys in King William's College are included, the numbers slightly ~ ■ i ill CD J increase from 14 to 15 instead of showing a small decrease. In the Public Elementary Schools of the Island there were at the end of the last ool year (1905) 209 pupils (viz., 108 boys and 10 1 girls) over 14 years of age (387 per thousand of the population), though of these only 20 were over 15 years of age. Among the Secondary Schools there are two non-local in character, viz., King William's College for boys, and Mrs. Christian's school for girls at Milntown, Ramsey. Outside these two schools there are practically no children hoarding at schools', except the children in the Stratballan Home. These two schools have high lees and train pupils for the universities. In a second category may be placed the three endowed Grammar Schools for Boys and the endowed High School lor Girls. These are old foundations, and have very varying fees. They contain children of rather higher social standing than those in the Board Schools. ID See Isle of Man Statistical Abstract, 1905. In 1891 the population was 55,608. The Secondary School of the Douglas Board stands alone as the only Si condary School regularly under Government inspection and receiving Government grants and support from the rates. It takes both hoys and girls. Lastly, there are the Private Schools for girls, which have neither endowments nor grants, but rely upon the fees of day pupils for their support. Most of them admit a few small boys, and attract pupils of the same class as the Grammar Scho In one school there are only six pupils, but all are being prepared for University examinations. Class of School. No. of Schools. Boys. Girls. To'.al. A — Non-local ... 2 L94 23 223 B — Endowed ... 4 135 17 152 C — Public Secondary ... 1 91 84 175 D— Private 6 26 171 11)7 13 446 301 747 There is one other educational institution which must be mentioned, but which has not been reckoned in any of the statistics, viz., the small Bishop Wilson Theological School at Bishop's Court. The seven students who reside there are preparing for Holy Orders. 10 o r. - S =4- o XTi _0) Pd i— i J < H i-3 O o ^- ' o C/J C/J i— i — ^ < ~ H r/j s c o * in -r — r O -1- ~~ — - — i l~ — CO c^ II II II II II II II II II II II II II ' II ' h l-H I 1 i 1 1 1 1 i — I l-H 1 s= i : CI I 1 i 1 1 , 1 -1 N 1 OJ to -i 1 . j 1 ■ C5 CO '.-. 00 w in r— ^ 1 01 tji CM o CO ~.\ ~ 1 * * " ~ co i — i o C) 1 — 1 1 Itf o *— - CO ->* e i 5*3 CO 1 05 CO CO -r r~ 3S cm OJ <* t t^~ n -^ M CO in CO i — i Cb o ^< 00 CO i^ O t^ t— '^z — T# i— I _ OS - (M J2J uO ~~ 1 — t# oo m ^ 57' 71 — CD l~ co t^- t^ iO x^ •>* ^« o | CI m m Ifl v^. r-H CI 1 — 1 i Cs CO X* -* 1 z O .-. ■<* ■* 'w IO 1 ■ - o CO 1 co r^ - 1 1 m * * " o ,_, to -r CO CM -r 1 ____ _, o w * 1 **■ ■ CO -. 1 co '.} CM -.- ,_, co OJ co 1 01 CO —. i^ 1 CO 1— 1 rH iO _ CO 1 __, co _ 1 ! | 1^ -r 1 CO 1 — u 1 :o ■ , 1 1 in to 1 m __ -t >« 1 1 _~ 1 71 — i — i O JLbS ■ — i . 01 CM C5 TT , - __ l~ CI " -P CM CM co" '. >* • \ CD o CO o o o g CD cd o o CD be _C JZ o o cs co" Ph ""5 o >. u GO r r 32 >> 02 : CD : ■ : O H ■z — co sS O O r. *~3 ~ bo g . c "* rj o £ o cd CO 5 (►» — o — 4 S3 Ph CO oJ2 ~ bD CD -t-> ► "o o co 'o o be To 3 - X - CO — < CO " o cd 3 CD Ah O CD cc ■- M O - OS o a EH & o < < 150 140 130 120 110 100 90 80 70 60 60 40 30 20 10 Number and Ages of pupils in Secondary Schools in the Isle of Man. May, 1908. Under Over Over 8 years 8 9 10 11 12 13 14 15 16 17 18 19 20 Number and Ages of Boys in Secondary Schools. May, 1906. Under 8 years 10 11 12 13 14 15 16 IT 18 19 20 100 90 80 70 60 60 40 30 20 to 60 50 40 30 20 10 Under . 8 years 8 y 10 Girls. 1 12 13 14 15 16 17 18 19 20 c re 2 _0> — to O .£ =3 _w O o "i ? " £ -C « »l '- Ml re c -Dk O c o CO CO • — « O O x CQ ~ o .5 0) c < 1 ■? * re m i. o .Q E CO o 03 re o CO o to o o CO o CN 11 CHAPTER III. The existing provision for Secondary Education. A — Douglas — Douglas as the seat of government, with its central position and greater wealth and population, has naturally taken the lead in education. The School Board have provided a well-equipped Secondary School and a Pupil Teachers' Centre, as well as accommodation for over 3,000 children in Elementary Schools. New schools replacing inferior buildings will shortly be finished, and that due economy is observed is evident from t he fact that the rate is only 1 s. in the £. The population of Douglas is now a little over "21.000. and in the last report of the School Board the number of children on the register of public Elementary Schools, including the Church of England ami Roman Catholic Schools, was 3,779. Besides the Secondary School of the Board there are in Douglas the Grammar School with 51 boys, and eight private schools containing 255 children, of whom 30 are boys. (i). The Douglas Board's Secondary School was established in L894 as an organized Science School under the regulations of the Board of Education. It has since been worked as a, Secondary School (Division A.), and is now under regular inspection but has not received an official report since that of Julv. 1904. For the school year ending March 31st, 1 'JOG, there were 170 scholars on the register, and the average gross cost per head was £8 13s. ofd. for mainteua excluding interest and sinking fund on loans for the buildings and furniti INCOME. EXPENDITURE. Government Grants ... £813 15 Salaries of Teachers ... £i,067 13 9 School Fees 292 8 Books, Stationery, and Hates 420 8 11 Apparatus ..." ... 269 14 8 £1,52G 12 5 Fuel, Light, Cleaning, Repairs, Rates.. &c.l L89 4 £1,626 12 The capital expenditure for land and buildings (including a pupil teachers' room over the physical laboratory) was £6,794 — the annual charge for loans being £322 14s. 4d. The headmaster is at present in charge of an Elementary School also, which is held in the same building, and in the above salaries item only three-fourths of his total salary is included, the rest being allocated to the Elementary School. The fees are tixed at .i'o a year. The buildings at present in use by the Secondary School comprise four c rooms, a lecture room, chemical and physical laboraties, ami a woodwork centre. They are bright well-planned rooms, and the laboratories are suitable, but the school badly needs more accommodation, including an assembly room and an arl room. The School Board are aware of the need of expansion, and since the Board of Education called their attention to the undesirability of retauiirg the Elementary School in the same premises and under the same headmaster, the\ have been con- sidering various schemes for its removal. The school has a limited play- ground and no playing field attached, so that with neither assembly hall nor cricket field the corporate lite of the school remains somewhat undeveloped. The staff is well qualified, and consists of the headmaster, six assistants and two visiting masters (for art and woodwork). The weak point has been thai isat present only one lady on the Staff, though out of the total number i>f pupils 84 are girls. The Board are proposing to add another lady alter the summe ays, but 12 the disproportion will even then be too great. The school is organized in six classes, and the teachers get about three hours a week free from the actual work of teaching to enable them to correct exercises, &c. The first, ami second year pupils are organized in four Classes, boys and girls being separated, but the headmaster will probably see his way to re-arrange them so that the numbers may more closely conform with Regulation 24, and a better classification into weaker and stronger sections may be managed. The average age of the scholars in the school at the end of the school year was 15*1, and the following table shows the ages of the pupils in each year of the four years course : — BOYS. GIKLS. TOTAL BOYS. OIRLS. 3 + 1 GRAND TOTAL. Age. 12-13 • i-' year. •Jod yr. tird yr. lth yr. Ut yr. 1 2nd yr. 3rd yr. lth yr. 4 13-14 . 9 16 1 = 9 + 17 = 20 14-15 . .. 16 11 15 9 2 = 27 + 26 = 53 15-16 . .. J 1 Id 10 o O 2 1 1 4 — 37 + 17 = 54 16-17 1 10 4 2 3 8 3 = 15 + 16 = 31 17-18 . — — — 1 1 1 2 = ■ — + 5 = 5 18-19 , ,.. — — — — - — 1 1 := — + 2 = •> 40 24 20 7 37 25 16 6 = 91 + 84 = 175 The average age of children admitted to the first class in the session 1905 to l ( .»00 was — Boys, 13*4 ; and girls, 13-3. These ages are too high, and there will no doubt be a better organization of the school when the premises are re-arranged, and when the ordinary course under the regulations is taken. The headmaster will then have an opportunity of re-con- Bidering the time table of the girls. The girls who intend to become teachers need a more general knowledge, and it will be advisable to consider whether they do nol devote too much time to science and mathematics, and might not drop one of the two branches of sciences they now learn. The diagram on the next page shows the number of terms kepi by each of the pupils who have left during the last two years, and will give a good idea of the average period of their school life. All children who intend to become pupil teachers have now tinder the Boards illations to at tend the Secondary School, and it was interesting to find how many of the giils in the upper classes contemplated entering the teaching profession. Out of 25 girts present in the second year class IS informed us that this was their intention, while in the third and fourth year classes the numbers were respectively 13 ouf of L6 and 6 ouf of 6. The young pupil teachers were taught in the l'.T. Cenl re and not in the Secondary School up to L904, but of the total number (200) ot girls who have left the school during the hist seven years 51 have become teachers, 10 nurses, s 1 have g ■ to pos! office or telephone work, and the remainder have remained to assist their parents in their homes, shops, or boarding-houses. The occupal ions of the boys who have left during the sa period have of course 1m en much more varied. Out of 260 who have left, 1 6 have proi ded i o universii and from the universities have entered the legal, medical, or teaching professions; re have been 36 marine and 14 electrical and general engineers; It chemists, druggists, and photographers; 50 were placed in other shops: 31 have gone to mechanical crades.; 20 to farming; L9 entered architects and surveyors offices; 12 were apprenticed to the mercantile marine ; 1 3 became bank clerks, and 1 4 clerks in various offices; L6 boys became teachers; 6 entered the Civil Service ; and 7 istoffict clerk.-. There are also 3 dental students, 3 medical students, 3 law students, 2 students at the Royal Naval College, and 3 university students. fail c ■- 3 a c 01 — * 0) > a .C O .= i in i_ a 0) to >. TS -Q a; 13 u — o 5 c U ■*-» -t— M (3 n tn E I 9 1 i L. -: cr- <: z: o o LU- CO- <: o- q: ■J 1 5 w s "8 ! C — i tl § 1 tq i t, ii 43 7 2 £ 8 Age. - 10- DOUGLAS SECONDARY SCHOOL. Table showing number of years and terms attended by 86 Boys who have left during past two years. (Furnished by the Head Master.) 10 I- —12 etc. = 1 yr. Each year is o— 6=1 term 13 The school is justly proud of some of its old pupils who have obtained University Scholarships and I lonours. The curriculum is full, and the level attained is good. The inspector reports very favourably, and there is a general air of steady industry among the pupils. The (eachers take the subjects I'm- which they are specially qualified, e.g., one Latin, another French, a third Chemistry, and a fourth Physics. The mathematical teaching is sound, and the practical laboratory work was well reported on. The course wants strengthening on the literary side, and though the list of authors taken is very good, the importai of English reading and composition could he still further recognized. (The list of books and time-table will be foundin Appendix I).) Tn Latin. Caesar and Cicero are read in the II., III., and IV, years. The girls might with advantage devote more time to domestic science than they do at presi The school is popular, and has risen steadily from 'is pupils in 1895 to its present numbers, and as some 40 would-be pupils have been refused admis because of lack of space there is little doubt that the school will expand still more if more accommodation is provided. At present the Elementary School attached to it, where 9d. fees are paid, has served as a preparatory school. It is quite possible that preparatory classes of this sort are needfid, and that the continuance of this school m another building would be of value. The entrance examination is held in July each year, and is based on Standard VI. work, and the examination for scholarships takes place a little later. Sixteen scholarships are given annually to children from the Board's schools in the borough who are under 14 years of aye and entitle the winners to free educa- tion. It is doubtful whether these scholarships without the addit ion of some mainten- ance bursary do enough to help the b'right children of really poor parents t<> obtain a Secondary Education (ii.) — Douglas Board Pupil Teacher Centre. On the same site as the Board's Secondary School, and situated over the Physical Laboratory, is the Pupil Teachers Centre. There are at present 41) pupil teachers in attendance (12 boys and :!7 girls). Before the change in 1904 when the candidates' classes were removed to the Secondarv School the numbers were over GO. All the pupil teachers are employed half-time in schools in Douglas : 45 coming from Board, I. from the St. Thomas' National, and :; from the Koman Catholic Schools. The master has the assistance of special visiting teachers for drawing and singincr, and on Saturdays for science and physical exercises. The Centre has received good reports from the inspectors in 100o and 1904, but it was pointed out that a female assistant was needed, and the master required regular help. Students have been permitted to matriculate during their course, and several have proceeded to degrees at Victoria ami London Universities during the lasr four vears. There have been a very fair proportion of First Classes in the Kite's Scholarship examinations. The Centre is too small, and if it had been possible to arrange for pupil teachers from other Boards in the Island to attend the Centre a better organization could have been achieved. The negotiations opened from time to time have, however fallen through. There seems little doubt that it is desirable to merge the Centre 14 completely in tin- Secondary School, not because the present headmaster has been unsuccessful, bui because such a course would lie more in harmony with tin- whole policj of the Board of Education, and it would undoubtedly be better for both institutions to be worked entirely by the same staff. In practice it has no1 been found difficult in other schools to arrange for a class of half-time pupil teachers. In many places they are expected to make up missing lessons bj extra home work, but the work of these classes must in any case consist largely Ol privatestudy supervised and corrected by the teachers. The Douglas School Board had proposed such an amalgamation before the intro- duction of last year's Bill, hut deferred carrying out the proposal. (iii.) — Douglas Grrammar S,-!io<>l, The lirst mention by name of t he Douglas < Jrammar School is in a deed executed in 1705 by the ■■Trustees fn- the Salary belonging to bhe Acadeniick Master in "the Isle of .Man'' (Hutchin's Charities, p. 27). There is little doubl that it was intended t hat t he 'chaplain and schoolmaster in the town of Douglas mentioned by Bishop Wilson in the following 3'ear should be the same person. This arrange- ment was carried out in practice till I 838 when the school was closed. The old buildings were then allowed to fall into decay, and were sold in L878 by order of the Court of Chancery. A commission appointed by the Tynwald Court examined into the state of the endowments, and finally assigned half tin' total amount (which included the sum of £300 which had been obtained by the sale of the building) to St. Matthew's Church, and half for the use of a school. It was suggested that the school money might be handed over to the " Middle" School, which had been founded by Mrs. Hall in 1858: hut no arrangement could he made with Mrs. Hall, and the school money was therefore left to accumulate. 'I his " Middle" School, which it was proposed "should be the Grammar School, " and, as such, be entitled to the moneys and scholarships,'' was treated by the Trustees of J'-ishop Barrow's Chaiity as the Grammar School for Douglas for the purposes of their scholarships a; King Williams College, and it has I'm- some t been known as the Douglas (dammar School. The present buildings are those built by Mis. Hall, but added to and repaired at various times. They were thoroughly overhauled a few years ago, and about £350, raised by a bazaar, was -pent, upon them. They consist of a schoolroom (40ft. by 20ft.) and two classrooms (21ft. by L 9ft. and 20ft. by 15ft.). There is a small master's house attached, his study opening into the schoolroom. Under Mrs. Hall's will, £500 was left for the salary of the master, and the interesl on this sum is about £20 annually. 'I here are three scholarships of £10 10s. each tenable in the school: but one of these expires in 1907. The Trustees of the "Middle'' School are the Bigh-BailifFof Douglas, the Vicar- General, and the Rev. ('anon Savage, incumbent of St. Thomas's. The staff at present consist of the Headmaster and one assistant, and the Head- master's daughter takes the preparatory classes. The ii'vs are 10 guineas a year for hoys in the two upper classes, and for those over 1 I Mar- of age: 8 guineas for bovs in the two lower classes; and £7 for children in the preparatory classes. There ate at present, 40 boys in the school proper, and 11 in the preparatory classes. The school proper is organized in lour classes. 'I he school hours are from '.» to 12-30, and 2 to 4-o0 ; but all boys in the two senior classes attend for preparation between f'« and 8 in the evening. There is a half-holiday on Wednesdays, and a whole holiday on Saturdays. The classes work from the syllabus of the Cambridge Locals. Cicero, Virgil, Caesar, and Luoian arc read, and some French authors. Mathematics are very well ^ DOUGLAS GRAMMAR SCHOOL. Boys who have left from Job., 1904 to May, 1906. 19 i 18 i ■ 17 16 i • i 1 a • ■ i 1 I 1 ■ 1 1 • • • ■ i I 15 1 1 14 13 12 11 [ 1 •r- 1 • ' — — — • •- — — m — i • • • 10 9 8 ■ i 7 i 6 15 taught, and up to a good standard. A few of the boys get special coaching for the Navv School and for University work. A great point is made of the school games. There is a good large playground, and a cricket field is rented for 1'18 a year. A rifle club has been started, and is very popular. There are eleven boys under 11 years of age ; the others range up to 16 and 17. The diagram of the school life of the boys who have 'left t lie school since January, 1904, shows that many come in late to "finish." ami that some only sr.iv for a vear in the school ; but a very fair proportion stay from three to five years. The boys seem of a distinctly higher social grade. Among the boys who have left this school in recent years, 10 have gone to places of higher education, 1 1 have become marine or other engineers, 7 have gone into business, 6 to farms. 7 have become bank or ordinary clerks, and 2 have become teachers. (iv.) — Dour/las Private Girls' School. There are eight private schools for girls in Douglas, but only two of these keep a considerable proportion of the pupils beyond the age of 14, and attempt higher work. Of the rest one lady has two girls between 14 and 15 in a school of 39; another school has recently reduced its number to 40, and dismissed the elder pupils ; in a third school there are six pupils over 14 out of 39. Of the two schools which give some regular secondary instruction, one has 50 and the other 51 pupils. In the former case 16 girls are over 14. Latin and French are taught, and a iV.w girls also learn German. The cl.as.s_-s in ibis school work on the syllabus of the Cambridge Locals, and for the Trinity College Music Examinations. This is a very pleasant school, with pupils of good social position. The fees are £5 5s. a term. The other private school has 14 girls over 14 years of age, and the fees are considerably lower. The girls do not stay beyond 16. The two top classes work on the Preliminary and Junior Cambridge Local Syllabus. Some French is taught. The school has recently moved into new premises, and seems likelv to maintain its popularity. (v.) — Donglas Art Scltool. The School of Art was founded by Lady Loch "24 years ago. and has done steady work since that time. The building consists of a large, well-lighted room, with three or four small rooms opening out of ic, used as cloak-rooms or class-rooms. 'lb.- school is inspected by the Board of Education, and the Insp s it a very good report after bis visit in November, 1905, and expressed a hope that the co-ordination of the art work of the Island should be considered with a view to the use of the Art Master more largely in an advisory and consultative capacity. The students are earnest, and attend regularly. There are now 11 day students over 21 years of age. and 14 under tha age. The adult students have been, on the average, three years in the school, the junior students 1 ', years. T te average age of the latter is about 18. In the evening classes there are 12 students over 21 vears, and 36 under that a A certain number of the students come specially for architectural or mechanical drawing, and the latter classes are largely drawn from the engineering shops. In all there have been 1,630 students who have attended the school since its foundation. This includes pupil teachers, who used to attend the school, but under present arrangements the pupil teachers are taught by the Art Master, but in the Secondary School. Among the past students were apprentices to many trades, e.g., 22 architects, 69 mechanical engineers, 16 civil engineers, 39 photographers. 34 cabinetmakers, and 89 joiners. A successful architect, seven professional artists, and one of Liberty's designers owe much of their training to the Douglas school. 16 Unfortunately, the school - eives verj little financial support, and it is much to )> ■ desired thai it should be placed on n firmer basis, and under public control. (vi.) — Evening Schools. Tht" Douglas School Board 1ms been somewhat unfortunate with its evening schools. Last winter a chemistry class 01 I" could not be formed. A class of 30 attended for practical mathematics (average 18). Ordinary continuation clas i with a roll of 118, kept an average attendance of 51. The cookery classes of 51 had an average attendance of 31. The most successful classes were those for dressmaking; L56 students, of whom 111 were over 21 years of age, were enrolled, and an average was maintained of 111'. These classes were very populai", and seem capable of further development . (vii.) — -The Public Library. One public institution oughl to be mentioned which is doing much educational work in Douglas, and should be enabled to do more. The Public Librarj is being used by the scholars of some of the elementary schools, and the Librarian, who is an ex-teacher, is very anxious to develop this exceedingly useful branch of the library's influence. Some 1 ,200 books are new being circulated amen-- the schools. At first 90 per cent- of the books asked foi were mei'e boys' stories, bu1 new a very large number oi books ol travel and research are taken out The system might tainly be extended throughout the Island, with very great advantage to the schools, either by the formation of sub-centres or by sending books directly from Douglas. (viii.) — Strathall n Home. The Strathallan Home contains 62 children. The buildings are roomy, and there are particularly -end play grounds and gardens. There is a large play-room and the dormitories are nicely kept. The children are thoroughly well cared for und seem happy, from an educational poinl of view, however, the arrangements cannot be pronounced successful. The time when any kind of schooling was considered good enough for the waifs of societ) has gone by, and it is now recog- nized that they need to be thoroughly well equipped if they are to succeed in after lif< . Though children in institutions get all possible care and attention, they must miss the individuality of the home, and it. is to be hoped that in the near future boarding-schools for the orphans of the state will give way to a system of adoption into families. \\\ the Strathallan Home the children range in ace from 1.1 years to 16 years ; they include two industrial school boys, whose influence on the other inmates cannol be for g I; there are 4 truants from different parts of the Island ; I f definitely classed as p ■ law children, and 45 orphan children. The school hours are from L0 to 12, and :2 to 4-30. "ne teacher attempts single-handed the impossible task of teaching the whole number. There is no workshop or industrial training for the boys; the girls do scrubbing and house- work, the teacher is doing her best for the children, but it would be far better that the) sh add be sent to the ordinary elementary schools, if room can be found for them. Truants and Industrial school children should not be mixed with the others: the Douglas School Board makes arrangements for children of this class in inst it utions in Liverpool six.) The five parishes of Lonan, Onchan, Braddan, Marown, and Santon naturally look to Douglas as their educational centre. In the Douglas Secondary School there are now enrolled 10 children from Onchan, 6 from Braddan, ami 'J from Lonan. 17 B — Castletown. Castletown, the ancient capital of the Kings of Man, was the scat of govern i up to I860, when the growth of Douglas induced the Governor to remove to the larger and more central town. '1'hc House of Keys was .said to have been established by King Orry, and to have met in Castle Etushen after that fortress was finis (tradition ally in 960) till 1704, from which date till they removed to Douglas in 1877, they sat, in their chamber in what is now Parr's Hank. It was natural that the ancient town should feel its degradation keenJv, and its population (never large) has been slowly declining till, in I '.ml. the census showed only L965 inhabitants. It is by no means wealthy, and the product of a Id. rate is only £27 I 4s. 6j|d. The school rate last year stood at 1 Id. in the £. The town is the natural centre for the School Districts of Rushen, Arbory, and Malew, which had hot ween them a population of 6,193 at the census of 1901. There were in the Castletown Moanl Schools .SOI children at the end of the last school year; in the live schools of the Rushen Board, 491 children: while the numbers on the school rolls were 136 and 22S for A.rbory and .Malew i. ely. In the Castletown schools there were 9 children, in Rushen L3, and in Arborv and Malew 3 children only, over 14 years of ao There are in King William's College HI Manx boys, including 33 day board* rs. The Grammar School has 32 hoys, and the Castletown High School 17 ■_; the registers. There are two private schools, one with 10 and one with 4 pupils, and there are 10 children in the little sewinc school. 1 — King William's ( 'ollege. Half-way between Castletown and Derbyhaven, with its splendid pla; fields extending to the shores of the bay, lies King William's College, which was opened in August, 1833, but derives much of its endowment from a gift to education by Bishop Barrow in 1668. The original building cost aboul £6,500, hut the College suffered severely from a tire in 1844, the loss including a valuable horary which had contained Bishop Wilsi n's presentations to the old library of Cas 'own Academy. Though completely gutted the walls were comparatively uninjured, and the building was re-opened after little more than six months. The buildings have since been largely increased —the new chapel being consecrated in 1879, the Principal's hostel opened in L888, a range of science laboratories and class-rooms being erected in L 902, and workshops, gymnasium, and hie- hall in 1904. T latter laboratories, workshops, &c, cosl over £8,000, and are admirably a . for their purpose and equipped in a thoroughly up-to-da1 ion. The school is recognized by the Board of Education as of established reputation and icy, and is well-known in England as a school of the regular public school type Oh its engineering and scienl ific sides il is much 1 d than many of the old public schools, and all the arrangements are thoroughly up to their level. The trustees include the Lieutenant-Governor, the Bishop, and the Clerk of the Rolls. There is a large staff, with the highest qualifications. The ordinary fees range from 45 I i 7a guineas per annum for hoarders, and from 8 to L2 guineas for day boys. There are extra fees for the engineering laboratories, and workshops. Boys are admitted to preparatory classes and lodged in a separate house. T are now I!):; hoys in the school, of whom 1(50 are boarders. The 1> follows: — Under 12—2:!; between 1 2 and 17 — 146 ; and over 17 — 24. 18 boys, 64 are the sons of Manxmen or people resident in the Island, the remaining two-thirds come from England. Principal does not wish to accept boys at too late an age, and competitors fori - rships must be under L 4 5 years, and, in the case of the spe scholarships for the boys from Insular elementary schools under 12^ years ol The diagram of the school life of boys who left the school during 1904 and I9U5 ivs that there has been a tendency to semi some boys into the school rather later than is desirable if they are to derive full benefit from its carefully planned curri- culum. Of the 126 boys on that diagram it will he seen that 39 remained under two years; 54 over two years, but under four years; and 33 over four years : 24 had been admitted under L2 years of age ; 80 under 15 years of age; but 22 had i •• iched 1 5 before they joined t he school. The list of honours obtained by old bovs is a very long one, and, in addition to University distinctions, the number of Indian Civil Service and Sandhurst successes is very noticeable. Detailed studv of the curriculum shows that, besides a t horoughly sound class edu< '1 provides good modern language and English instruction, and a very full course in mathematics, practical science, and engineering. The Upper Vtli Form take the Oxford and Cambridge Public Schools Examinations Hoard's "School certificates; and the Vlth, the "Higher" certificate of the same body. The religious instruction includes a daily service in chapel and the ordinary type of Bible teaching given in public schools. It will b - sen that the school is a non-local boarding- school of the highesl type, and that two-thirds of the scholars cannot be accounted as Manx, by birth or residei ce. M ich iiu -res-, however, is taken by the Principal and by the Trustees in incr 3 e pos »f the College as an Island institution, and, in addition I • the two open scholarships of £50 and the two Noble Scholarships of £L5 a year, bolarships for Manx boys. There are two scholarships off annually, giving tve-- hoard and educat ion. one for a pupil of Insular elementary and on- for a pupil of Insular secondary schools : and seven Noble Scholarships of £50 per annum have just been founded. At present there are 1 I boys holding special M sch ilarships. and one has carried off one of the ,£50 Loch Open Scholarships. Further. Manx boys who do not gain scholarships are taken in the Junior House and II istel at reduced fees. It will be seen, therefore, that the College already heats a very considerable part in the educal ion ol I he Island. 2 — Castletown Grammar Sch The Grammar School was founded in 1GGG, and in 1667 Bishop Barrow assigned the impropriate tith tertain persons on condition of their paying annually to the school £30. The value of the Rushen tithes in 17S0 was ascertained to be £60, .and this sum was fixed by 1 irts and is still paid. In 1698 the church was built On the site of the old Grammar School, and another site and building were thool, This is the building now in use. In 1758 a legacy of houses near the school was lett for a house for the master, and an annual sum is now paid from the '.'1 J 10s., pari of which urs. was originally called the Free School, (1) and nothing is sa id about ven there. B an 1 Archdeacon are trustees of the Impropriate fund, and have, as such, held th purposes of the Free Grammar School. The ■ I is n 'i inspected or recognised by the Board of Education. The fees are £4 Free School in the 17th century meant, generally, tree from the jurisdiction of the ordinary. EGE DURING 1904 AND 1905. !5 to 30 at Midsummer. Total. 1004. 74 Left. Easter Midsummer Xmas 11 26 15 1005. 62 126 Total CHRISTMAS 6 C - ryn ZU 19 l 18 17 1 1 1 16 1 E lo 1 14 1? - ' o +. n ir\ ID 9 8 RETURN OF THE SCHOOL LIFE OF BOYS WHO LEFT KING WILLIAM'S COLLEGE DURING 1904 AND 1905. (Furnished by H. 8. Christopher, Esq., J.P.) 1904. Left. Easier 1 Midsummer 47; r Xmas 14 ToUl 74 (Each line represent* a Boy.) i -This was a very large leave, It is usually from 26 to 30 al Midsummer. 1905. 1004, ToUl 74 Left. Easter It Midsummer 20 1905. 62 Xmu 15 128 Total 62 'Nun EASTER. MIDSUMMER. CHRISTMAS EASTER 11 MIDSUMMER. CHRISTMAS } *T-f 20 10 It i 18 IT ia 20 10 19 IS 18 17 17 IB ID IS 15 14 14 14 13 12 11 10 9 12 II 10 9 12 11 10 9 a 8 8 Age 17 16 15 14 13 12 11 10 CASTLETOWN GRAMMAR SCHOOL Diagram of the School Life of Boys who have left since Jan., 1904. (Each line represents a Boy.) 1 1* • T • 4 ■ i ft 1 < I 1 1 I < > w 19 a year for boys over 12 years, £'i 10s. tor those under 12 but over 10, and j£3 for those under 10; but the boys pay 6s. a year for materials, gas and coal, and buy their books in addition. The premises, consisting; of a low room, with a small anteroom, both insur" lighted, are wholly unsuited for modern requirements. The head master has been in charge since 1880. and has now no assistant teachers. There are 33 pupils on the register. On May 2 th there were 20 in atte Six of these are preparatory ; the rest are not taught in regular forms, but the teaching is largely individual. The preparatory class numbers six all the boys — viz.. '11 — take French, 22 Latin, nine take Greek as well, 28 I algebra, 23 Euclid and geometrical drawing. A few boys learn hook-keeping, and two trigonometry. The age of the bovs now in the school ranges from seven to 10 years, the ave being just under 12 j, but there are 20 out of the whole number over 12. Many come for a year or two to finish, or to be coached ially for King William's * lollege, at which the .school has boon very successful in winnii ships. The diagram of those who have left during the last two years -bows that the average school life of those boys was under 2\ years. In e school hours are 9 to 12-45 and 1-30 to 3. There is preparation for about two boms, and it is an old rule of the school that hoys are not to be out of their houses after 7 p.m. during term time. Nine boys come from outside Castletown daily, viz., five from Port St. Mary, one from Port Erin, two from Colby, and one from Ballabeg. Of the boys who have left the school in recent years 16 went into Bang William's College, 11 have gone to farms-, seven to banks, five have become clerks and two iaw- clerks, seven are in business, three were apprenticed to the mercantile marine, and one is in the Royal Navy, six are engineers, three teachers, one architect, two builders, tour joiners, one printer, five grocers, three drapers, three bakeis. and two ironmongers. Of the boys who have gone to King William's College a dozen 1. won scholarships, a remarkable record for so small a school, and have shown by their career in the College that thev have been well grounded, and not merely crammed. 3 — High School for Girls. By a deed of Laura, Lady lineman, dated April 22, 1875, XT, 000 was han over to the Trustees of Bishop Barrow's Charity, for the purposes of higher class education for girls at or near Castletown ; and by the will of Mrs. Newton, proved October 11. IS78, an additional £1.000 was bequeathed to the school. A bouse is rented, and taxes and repairs are paid for by t he I - out of tiie int< on tbese two sums. The Principal of King William's College is chairman of the Council, and there are four oilier members, one of whom is the Chaplain of 3 Mary's, Castletown. The school has been inspected by the Board of Education, and the i. mistress placed upon column P of the teachers' i The building! a fairly large private house, in which throe rooms are set aside a -rooms. The stafi? consists of the head-mistress, an assistant mistress, and a visiting singing mistress. There are at presenl only 17 pupils in the school, of whom 1 •■: are under 14 years of age. The fi es range from 30/- to 4 guineas a term. In addition to the ordinary English subjects, 15 of the pupils learn French and 14 Music theory. One or two small boys have attended the school. During the last two years 1- girls and 5 b >ys left the school. Among these were three girls of 17 ■. one of 16, and one of L5 They had attended from one ; the average time being a little under two years. The girls are prepared for the Cambridge Locals, and while the present mistress has been in charg< 1901), 4 have passed the junior, and 3 the senior examinations. The school needs a more vigorous management on the part of the Council. 20 C— Peel. The town of Peel has an interesting history, having for a very long time 1 the ecclesiastical capital of the Island. The Cathedral of St. German was within the precincts ol Peel Castle, on St. Patrick's [sland. The episcopal see is said d by St. Patrick in 117 \.i>. After the de and decay of the cathedral, which has now fallen into complete ruin. I sank into a small fishing town, and since the failure of the herring fishery has been steadily becoming poorer. The population at the census of 1901 was 1 1. The number of children on the registers of the elementary schools in June, 1905, was 736. There is a small private school with a few young children, and a clergyman gives higher education to five girls and one boy. The proceeds of a penny rate are l'4I lis. 7^d. The parishes in the immediate vicinity are Patrick (population 1,925), German (population L,229), and Michael (population 928), but there is some difficulty in getting into Peel, especially from the latter district. There was at one time a Grammar School, but the building was sold and the scholars transferred to Moore's Mathematical School, which is now also closed. The former was established in 1770 and sold in 1863. The Mathematical School was established about the same date as the Grammar School, and rebuilt iu is 17. Tl e Mathematical School gave a considerable amount of instruct!* a in navigation, and i: was stated before the Commission in L897 that the school contained (50 or 70 boys in the middle of the L9th century, and that one of the old scholars was principal of the Nautical College at Liverpool, while several others had obtained i positions in the mercantile marine. The school went gradually down after 1880 and has Keen closed now for about a dozen years. The building is still in good repair, but is quite unsuitable for modern school requirements. It consists of a large room (40ft. by 20ft.), with small rooms suitable for cloak-rooms at each end. It is now used as a men's club. The endowments are accumulating in the hands of the trustees. The existing schools are held in the premises erected by the Clothworkers' Com- pany in Derby Road, the infants being accommodated in the old school premises in another part: of the town. The infants building is a large one and in good repair; ir i.as three large rooms (60ft. by 20ft., 50ft. by 20ft., and 40ft. by 24ft., the two latter each partitioned into two part si. There is also a small class-room (20ft. by 2< The Wesleyan School has recently been closed and the children transferred to I > rby Road School. This is a very good building, consisting of a main r 1 (50ft. by 22ft.), and a class-room (20ft. by 20ft.) A grant oi £395 was m towards the erection of this building by the Committee of Council, The Derby Road School consists of two buildings, the older one erected by tic- Cloth worker- about twenty years ago, and the larger one only recently finished By the will of Philip Christian, clothworker, in 1652, two houses in London u, 1 the Company to pay £20 yearly for a free school in Peel. Further trust moneys were from time to time bequeathed for school purposes, and have been v. sted in the Clothworkers' Company, who now pay £200 a year towards the school, sum being handed over to the School Hoard towards its maintenance. There is also an endowment of £45 a year from the Baume bequest which is intended to be paid towards the teaching of navigation. The older building consists of a long school-room, divided by partitions into three parts, and two small class-rooms. new building cost nearly £10,000, and has a central hall (which can he divided by folding into two class-rooms and a corridor); four good ci rooms on the ground floor; and on the upper floor two rooms intended for but not yet fitted as a science laboratory and an art class-room. There are good cookery and manual training rooms in a separate building. 21 On May 18th, 1906, there were on the hea Imaster's registers 199 children, viz., 89 boys and 110 girls In the junior school there were 205 children on the roll in Standards I, ft., and HI., but a reorganization took place by w id oi May the III Standard was transferre 1 l i the ssni >r school as well as the children just promoted I > Si indird IV.. so that on June 7. 1906, the numbers on the senior school rolls wen- 323, and the attendance 302, and the ground floor accommodation was wholly filled. In May there were 17 boys (including 5 over 15 years of age), and 23 girls ( „ 4 ,, „ ). making 40 in Standard VII. There were '_'4 boys and 27 girls = 51 in Standard VI . and 24 boys and 29 girls = 53 in Standan I \ . In June there were 57 children in Standard V., 44 in VI. , and 78 in Standard VII. The number of children who remained in school beyond the age of 14 is con- siderable, namely 13 between 14 and 15, and 9 over 15 years The present headmaster has been eleven years in the school, but only took charge two years ago. One of the four assistants has a manual training certificate, and teaches woodwork in the morning ; and another is the cookery instructress. The Clothworkers had intended to create a Secondary department, but there was opposition on the part of a small section of the Peel residents to the use of the Grammar and Mathematical School endowments for this purpose, and the Cloth- workers withdrew their offer. The school is conducted on ordinary lines; there is no practical laboratory work ; some mensuration and navigation are taught with the arithmetic of tin- classes. Evening classes in navigation have failed. The very few openings for the children in Peel, and the occupations of those who have left in the three years show how little can be done in the way of professions. Of the girls — 31 went to home duties : 19 ,, domestic service 11 became teachers : 10 dressmakers ; and 10 went to the net factory. < )f the boys — 11 became mes _ 9 ; 7 „ joiners ; 7 ,, fisher boys ; 3 wen! to fai m- : 3 to the < 'ivil Service ; 1 became a teacher ; 1 ,. a clerk ; 2 ,, engineers : and 9 went to shops. During the last four years '.» boys and 1 girl have gone to ol s, viz., 3 to the Douglas Grammar School; 5 to the Secondary School; and -J. to K _ William's < lolleg 1. The distance to secondary schools and the fees are a very serious deterrent, and members of the School Board expressed the opinion that for one child that now went to .-i place of higher education ten would remain if there were facilities in Peel itself. There are a number of children who wish I >me pupil teachers. I estimated that Peel would supply 16 pupil teachers and 8 candidates, and the surrounding country schools 5 pupil teachers and candidates, but this is probably an over-estimate, for the inspectors have at present only approved of 10 pupil teachers in Peel, 4 al Foxdale, and 2 at St. John's. The Board have submitted a scheme to the Council of Education by which they propose to have a Pupil Teacher Centre taught by the ordinary star! from 4 to 6 on four evenings in the week, and on Saturday mornings. .).> I! •-. MSKY. Ti <<■ population ofRamsey in 1901 was 1,729. A penny rate produces £92 9s. 9d, and the education rate is now LOd. The north of the Island is very much irated from the remainder by the mountains, and the parishes round Ramsey are large in area. Andreas has h population of 1,144, Bride 539, Maughold 895, Lezayre 1,389, Jurby 504, and Ballaugh 712. The School Board of Bamsey lias cently built large new schools in Albert Road, and in May. 1906, there were -'ill children on the registers of the mixed school and 190 infants, making a total "I 531 children. The Wesleyan School, adjoining, had at the sa time 177 children in the mixed and 86 in the infants' department, a total of 263. The small Roman Catholic School on the opposite side oi the road had a roll <>f 57. In the Albert Road Board School there were 52 boys and 48 girls over 12 years of age ; in the Wesleyan School the corresponding figures were 28 boys and 48 girls, and in the Roman Catholic School 4 boys and 8 girls. The Wesleyan girls' roll is dis proportionate owing to the fact thai 30 girls come from a Children's Home, a Wesleyan Methodist Institution which has been founded with the help of legacies of £1,000 in 1873, and of a house in L881, for the purposes of a Ragged School. ( >!' the total number in the three schools, however, only 30 (13 hoys and 17 girls are over 14 years of age, and 19 of these come from the Wesleyan School. This school charges fees of 3d. and 2d. a week, and the distinction between the two schools is rather social than denominational. There is ample accommodation for the children of the town in the two schools, as the hoard school was built to accommodate 750 children, and has good cookery and laundry rooms in addition. The numbers on the rolls have not increased during the past year. 1 — Milntown Private School. Mrs. Christian's high-class Boarding School, Milntown, which lies outside the town altogether, cannot be reckoned in the accommodation ofRamsey. Ont of her i".) pupils, 9 come from the neighbourhood, but are only taken as a special favour. The school is recognised by the Board of Education, and has a large and \v< II qualified stair', but the fees are high and the school is non-local in character. Ten girls come from different parts of the Island. (> girls and 1 boy from India, and 4 from England. Their ages range from 9 to 16, and 23 are under I - years oca v of age. 2 — The Ramsey Grammar School, In !7<>'J n site was given for a Grammar School in Ramsey, and the foundation es from this bequest. Tn 1850 an Act of Tynwald authorized the trustees to sell the old school, and in 1869 a parcel of ground was purchased and the new school erected. The trust provided that the school should he conducted in accord- w it li the principles of the ' burch of England, and ot her wise for the education of youth in classics, mathematics, and other branches of education. The use of building was discontinued towards the end of last century, and it was rented for some time to the School Board for their use as an infant school until, on the opening of the Albert Road School, it was relinquished. The rent had accumulated, and; was held by the trustees to repair and renovate it, and it was re opi i as a Grammar School in L904. It is not inspected or recognised by the Board of Education. There is no endowment; the fees are ,£2 10s. a term for boys over L2, and £2 3s for younger pupils. h»' buildings are in order, and consist of a large room, divided by a glass partition into tv rooms (28ft. by 21ft. and 24ft. by 21ft.). The headmaster took the school over two years ago. He was trained at the Cambridge Day T raining College, and tool, his B.A. from Emmanuel College. He has two assistants. There arc 45 pupils on the roll, of whom two are boarders. They vary in age from 9 to Mi, the majority ( over 30) being over 12 years of age. Twenty-nine boys RAMSEY GRAMMAR SCHOOL. 18 17 16 ft i r 1 1 i • • T * • • in* ■ i I* jj * 1 1 1 i l IS 14 13 12 11 10 9 8 i 1 i • i 1 ■ ■ 1 1 1 h 1 ft i < Jjill 7 g School Life of Boys who left between Xmas, 1903, and May, 1906 (Each line represents a Boy.) The dates of birth of 15 boys were not accurately registered. Only the year of birth was entered. 23 come from Ramsey itself, 5 from Lezayre, '■) from Jurby, 1 from Sulby, 2 from Andreas, 2 from Maughold, and 1 from Bride. The boys are of distinctly higher social standing than those id the Board School, and of those who have lefi during the last five years 13 have gone to King William's College, 19 to other secondarj 3, L L have entered hanks, while "4~have o-one into lawyers and 4 to architects offices, 11 to engineering, 8 to sea, 10 as shop assistants, 2 to dentists, 2 to chemists, 3 have become pupil-teachers, and l a journalist. Thf diagram shows that a fair proportion of the boys who have left the school during the lasl two and a half years had two or three years in the school. Unfortunately, th • figures as to the ages s are oni. >ximate, as. since 1904. the the date of birth of the boys joining the school has apparently not been elicited by the Headmaster and entered in the i V ■.- of the boys have stayed in the school beyon 1 16 — o >l m »re than nine or ten out of 46 The school is not aiming high. Latin and French are begun in the Illrd class; but no book except Caesar is attempted. A little shorthand is taken in classes IV. and V., and some bookkeeping in V.. for which sun- boys drop Lnin. No other language is taught. A few theoretical science lessons are given to classe9 IV and V., about an hour and a half a week being devoted to this subject. Algebra is begun in class IV. The school is insufficiently staffed and equipped, and there is little hope of its success under present conditions. The boys' games are developed, and they have won swimming contests for several vears past. 3. — Private Girls' Schools. There are two private girls' schools in Ramsey. ( passes in the Senior, 2 in the Junior, and 4 in the Preliminary Examinations have been obtained. Two of the girls who left last year became pupil-teachers. They were both over 16, and had stayed 16 and 14 terms in the school respectively. Several'girls come in from country schools — e.g., 1, on bicycle, from Jurby, 2 by train from Sulby Bridge, and 1 from Maughold; 1, from bt. Jude's, boards with friends, and 1, frqni Andreas, in the school. The tees in this school range from -1 to 4 guineas a year for the ordinary subjects. (b) In the second school there are \'l children, ot' whom seven are over 12 vears of age. The fees range from 1 to 3 guineas a term. CHAPTER IV. Pupil Teachers. The question of providing instruction for pupil teachers under the regulations of the Board of Education was the main reason which led to the introduction into the Tynwald Court of the Bill of 1905. The requirements of the Board of Education have changed of late vears. and the whole tendency of recent regulations lias been to withdraw pupil teachers from instruction by their head teachers in the elementary schools, and place them in secondary schools or special centres. It is clearly desirable that intending teachers should mix with children who intend to enter other professions. 24 Further, they have been withdrawn more and more from the actual work of shine, and under the existing regulations their whole time is to be given to their own education up to 16, and, even after that age, between L6 and 18, only half time may be de\ oted to teaching. There is Little doubl thai this is a stop in the righl direction, and in the future the pupil teacher will disappear altogether as an element in the teaching staff, and any teaching done by prisons under 18 will lie sanctioned only to secure early pracl ice in the arl of teaching for the students themselves. The pupil teacher under the "I 1 system was overworke I, and, to gain sufficieni information to piss his certificate, he was obliged to '-rain. |"n the result he obtained only a smattering of knowledge, and, when he readied the Training College, was so badly prepared that those institutions became realhj a special type of secondary school rather than schools of method where a teacher obtained the technical knowledge of his craft. On the whole it seems undesirable to maintain pupil teacher schools as separate institutions, and it- will be far better to treat intending teachers as only one among many sections of the community which need secondary education. Special bursal ies may no doubt he given for the sake of encouraging young people to enter a laborious but very necessary profession; but probably they will merely he heated as any other kind of scholarship to secondary or technical schools. Some of the Welsh counties, e.g., Carnarvonshire and Cardiganshire, have decided to dispense with pupil teachers altogether, and have not appointed any during the pasl year. The following reporl of a Committee of the Westmoreland County Council shews the reasons which have induced that body to reconsider its whole policy of training teachi rs, and their proposals for the future. The reporl of the Committee has been adopted by the < lounty < louncil : — "Westmoreland Cotjntx Education Committee. "Report of the Sub- Committee on the Instruction and Training of Intending ■■ Teachers. "As the result of careful invest igation the Sub-( Jommittee lias come to the con- clusion that the pupil-teacher system is not working satisfactorily in the County "of Westmoreland. It is nol possible to co-ordinate the system with the Second- "ary iSchool work, and the constant interruption to the studies of those who pro- " pose to 1 oi ilementary teachers is fatal to good progress. The Sub-Commii " recon inn 'ml thai as early as practicable the attempt to train teachers by the pupil- "teacher system be almost entirely abandoned, and chat the supply of teachers be "drawn from those who either with the help of County scholarships, or ai the "expense of their parents or guardians, are enabled to take a thorough and well- '* arranged course of study for ai leasl four years in our Secondary Schools, followed " by a period of practical instruction in the an of teaching. "The proposed course for anyone wishing- to become an elementary teacher " would be as follows : — The pupils should, as a rule, enter the Secondary School "not later than 13 years of age, and if at the age of 16 they wished to specialize "for the teaching profession, they would continue another year at school and pass "seine such Qualifying examination as would entitle them to serve as uiicert i heated "teachers on attaining the age of 18 years. "It is assumed thai some young people will take this course without aid from "the County, bul experience has shown that unless very considerable help is given "from i i nty funds the number of teachers produced in Westmoreland will he "altogether inadequate. It. therefore, becomes necessary to consider a system of "scholarships and bursaries that will lead to the desired end. 25 " The Sub-Committee consider that Westmoreland will do its dut y in comparison "with the rest of the country, if it produces seventeen teachers per annum. It is "assumed that souk- teachers will be provided withoul financial help from the " County, but the Committee are of opinion that about fourteen each year would "require help for all or part of the time of preparation. The system of minor "scholarships will be continued and. subject to pood conduct and attention to "study, each holder would be entitled fco three years at an allowed Secondare " School without being pledged to the teaching profession. At 16 the students "would decide whether or not to follow teaching us a profession, [f they desired "todoso, and if the Authority considered them well qualified for the attempt, "bursaries would be granted for a maximum of two yens. At the close of the •■students' fourth year, or, at the outside, after about i!, years al a Secondary " School, they should pass one of the qualifying examinations and spend the re- "maining portion of their period of assisted study in acquiring technical knowledge " of the art of teaching by practice in some approved elementary -eh mo]. " In regard to the question of finance, the Sub-Commit tee find that the cos " the County of training teachers under the proposed system will eventual! " much less than that involved in continuing the pupil teacher system, as the < "from the higher education funds will not be increased and the relief under Part " III. will be considerable. "The Authority have allowed an expenditure of £2,100 for scholarships, bur- "saries, pupil teachers' centres, and travelling expenses. The whole of this sum " cannot possibly he allocated to training teachers wit hout injust ice to others wh " special circumstances may entitle them to help. An esl imateof the cos; ol aiding " the education of fourteen students per annum, each having a five years cou " amounts to £ 1,500 ; but some funds must he reserved to make it possible for "suitable candidates where necessary to receive a grant towards the expense of "boarding near some school. .£150 might be set aside for this, .and a fair balance "still remains for other purposes. Eventually, about £550 per annum now paid " for pupil teachers under Part III. of the Act, will no long quired for this " puipose. " It must be remembered that the Committee has entered into certain obliga- " tions with a number of existing pupil teachers and intending teachers, who are "now serving in the schools, and they must not only discharge this obligation fully "but they must make some provision for others who have been induced by the "scheme of higher education, published by the Committee, to prepare themselves "to compete in tli" collective examinations for pupil teachers, and for bursaries. " Investigation of the accounts and careful preparation of est i mate-, leave the Sub- "Committee no doubt that without any greater call upon the ratepayers than has "already been made, these expenses, which are purely transitional, can he provided. " If the proposals now under consideration be .adopted, the number of young "people under training in connection with the pupil teacher system will "gradually less until the summer oi 1908 when the old system will have passed "away, except, so far as may concern some few teachers in isolated places, wh " only opportunity of entering the profession may be to serve as pupil teachers •• taughl on the old system at the schools and aided by the Aut hority in such way " as may be devised. The statement that the summer of \'.m* would - end ■ "of the pupil teacher system is made on the assumption that ere that time there "will be srood Secondary Schools for ffirls in all parts of the Countv. should I " be otherwise in the North it may still be necessary to make use of the Penrith "Pupil Teachers' ('em re. which would have to take the place so far as it can of a "Secondary School for that district" The above shows how a small English countv proposes to deal with this question. It should he of interest to the Manx Council. 26 The clerk of the Douglas School Board mentioned, in his evidence before the committee of the Bouse of Keys ( Report, p. 130), thai 80 per cent, of the teachers in the Douglas schools had been trained as pupil-teachers in the Island. The dearth of lucrative occupations has led a somewhat abnormal number of bojs and girls to turn their attention to teaching as a profession, and it was intended that the numbers already in the schools should be increased In I kraglas there has been for some time a Pupil-Teachers' Centre; but a proposal tlint all the pupil-teachers in the [sland should be instructed there has mel with very natural opposition from the outlying districts, who fell thai the long daily railway journey involved would be a severe strain on the health of growing bo)'s and girls. Proposals to establish a hostel have been made, but no actual scheme has ii drawn up. Some particulars as to the cost of hostels an given in Appendix < ' (p. 58). Since the Douglas scheme has failed to obtain support, proposals have been made to the Board of Education for the sanction of centres tit Ramsey, Peel, and Castletown. A common feature of these schemes is that the pupil-teachers will be t.ui -I it after school hours, between 4 and 6 p.m., on four evenings in the week, and on Saturday mornings, by selected teachers from the elementary schools of the neighbourhood. [f the Board of Education give temporary sanction to any of these schemes, it will still he necessarv to talo- into immediate consideration arrangements of a permanent character in connection with properly constituted secondary schools. It is, however, quite possible thai they will not accept the presenl sug — itions of the School Boards as even offering a temporary solution of the difficulty. The question will he further discussed in connection with each of the lour towns in the next chapt< r. CHAPTER V. Suggestions. The review of exisi ing schools shows that, though considerable efforts have been made to provide highei education, the provision is uncertain and inadequate, owing chiefly I o financial difficull ies The endowed schools need to be placed on a firmer basis, and under public control. The arrangements for rating must be revised. 1. — Education . \ uthorities. Ill- Majesty's inspectors inform me that the)' find great differences in the staffing and equipment of the schools of different parishes.' 1 ' The same difficulties led, in England, to the abolition of small School Board areas and the creation of Education Committees of the Borough and County Councils, with rating powers for both secondary and elementary education. (Education Act of 1902.) The Island is, in area and population, smaller th m most English counties. In the Mill introduced, in 1905. into the Tynwald Court, it was proposed to amalgamate the old local authorities of the Island, and form one School B iard. Had this been passed, a scheme for the whole [sland would have been easier to formulate and to carry out; but there was very considerable opposition, and the Bill was not carried. I See also Appendix N , p. 47, Thirty-third Report of the Council of Education for tlic Ulc of Man. If a single School Board for the whole Tsland is not created, there should, in my opinion, be four School Boards, one fin- cadi of the High-Bailiff's districts. It is a great advantage that both urban and rural schools would be contained in these areas, for the experience gained in England lias demonstrated thai it is a misl to separate town and country. The new Boards would administer elementary education more effectively than the present Boards with their very limited outlook. it is desirable that secondary education should be in the hands of the same authority as elementary, but the four units suggested would be very small. It would be necessary, therefore, that the Council of Education should either entii control the secondary schools, or, at any rate should have very large powers, so that the proper co-ordination of educational effort can be secured. The control of the Council is at presenl somewhat vague and indetermii Much of the power which would ordinarily belong to a central administrative authority Iris been vested in the English Departmenl at Whitehall, which recom- mends how giants should be apportioned, though it. does not actually administer the Insular funds. While the English inspectors report, on the level of school attainments, and lay down what improvements are desirable and what arrai ments would be sanctioned at Whitehall, the Council of Education executive of the Insular Government. It would be advisable that, for the purposes of secondary and technical education, the Council should he entrusted with the distribution of any grants or subsidies from Insular revenue. Whether they should also have ratine- [lowers is more doubtful, bul it is essential that thej should have real authority, so that they may ensure that in every pari of the [sland children who require it may find secondary education provided. The Council should a | tport ion the money allotted by the GovernniHnt among the schools, whether supported wholly from public funds or managed by trustees, if they are found, after inspection, to merit Government aid. 2.—Fi miner. It does not appear that the actual education rates are excessive in any part of the Island, lint it seems to be admitted that the assessment is somewhat high. The burden is of course felt more acutely in country districts, and the staffing and equipment of small schools is necessarily more costlv in proportion. There seems no reason why the aid grant given to English schools hvthe Act of 190:2 (section 10) should not be also given in the Isle of .Man. and it is certain that this additional giant [of £2,781. according to the estimate placed before the Keys' Committee, (1) J would give immense relief to the Boards, and enable rates to be set aside for the improvement of the schools and the development of further educational facilit ies. It is understood that His Excellency the Governor has agreed that this sum could he obtained from the revenue, and has expressed his willingness to assign it. In a, speech ot Mr. Birrell's, reported in the newspapers on July 7, a scheme for amalgamating the grants under the English Code is foreshadowed. This would solve the question for the Island, as the fact that the aid granl was given in an Act which has not Keen adopted, has alone prevented its COmillg into force for the Isle of Man. If, however, the Secondary Education of the Island is to he satisfactorily developed, the aid grant will not be sufficient, The grant from excise, commonly called the "whiskey money," is given in England for Technical Education. M Appendix to Report of the Committee p. i: 28 In the rsle of Man this is estimated to amount to El,500, (1) and il is believed that there would be no difficulty in obtaining this sum for education. 3.- — Endowments. There are a number of small endowments in the [sland for the purposes of education These were intended to ensure some educational facilities in differenl parishes, and ii is desirable thai they should retain their connection with the parishes to which they were left. They art', however, generally very small in amount, and can probably besl be utilized if by Ad of Tynwald they are placed in a common fund and utilized for scholarship purposes as they may be required by each parish. Some arrangement for alternate or intermittent nominations from the difterenl parishes could no doubt be devised. Children who would benefii by scholarships could be selected by qualifying examinations, and each parish would in a term of years secure the proportion of the whole fund to which it is entitled. A rigid system of alternate nomination would be a mistake, for, in practice, in the year when a I horoughly good candidate was needing help in one parish, it might be found that it was i he turn of the next parish to receive the nomination though no equally good candidate was forthcoming. It is i-l > sar that mosl of these endowments are not being utilized sat isfactorily at present, and that the time has come for a comprehensive scheme to be prepared. The arrangemi nts should 1m j made by the Council of Education, and they would of course discuss details very fully with the existing trustees, but there seems little inclination on the part of the latter to stand in the way of reasonable reconstitution of the t rusts. 4. — Scholarships. There has been at present no organization in the Island of any system of scholarships. They should be looked upon as an investment by the community in the brains of its besl members. It is the aim of a scholarship system to secure that children of special promise, however poor in means, should be developed to their fullest powers. The mere provision of free education is often nol sufficient : it is necessary also to compensate the parents lor the loss of the child's services, and enable the child to earn his living iii the act of pursuing his studies. re is, indeed, no reason why a clever boy, even when his parents are well-to-do, should not gain a scholarship, and he developed, at the expense of the community, for its good ; and, on this account, inquiries as to poverty are often left out of account. There is. however, some extravagance involved in a scheme which insists on paying a boy who does not need the money, audit is more usual to attempl to arrange either for debarring children of parents of more than a certain income, or for adding mainti nance allowances for those scholars who are .shown, after inquiry, to need il . A scholarship scheme must not, however, merely allot money to children who would in any ease attend a secondary school, and leave oul the children, however well worth cultivating, whose parents eaen.it. without compensation, dispense with their assistance as wage earners. Scholarships must be adequate in amount. For this reason, a different rale for hoys and girls, and for first and second year.-, in a school is justifiable — e.g., as in the ease of the Manchester bursaries, where boys receive £15 and girls £10 for their first year, and £20 and £l'o respectively for their second year; and of this sum only £3 3s. need be paid hack in the form of fees to the municipal school. The various English counties each have their own schemes. Warwickshire (population, 204,248) may be quoted as an example. That U) Report of Committee of the House of Keys (p. I iS.) 29 county offers 3'i minor scholarships of the value of .£10, with the addition of a sum not exceeding £7 for travelling and other special expenses if necess iry. Candidates must be over 11 ;ind under L 3 years of age. Out of this sum the fees have to be pud at mie of the schools recognised by the county as suitable, and these range from £2 2s. to £'•> a year, according to the -school selected. The scholarships are tenable for two or three years. For children over L2 and under 14. ten intermediate scholarships of £15 are offered ; and ten others, to the value of £20 per annum, for children over 14 and under 16. There are also five major county scholarships of the annual value of £50 a year, tenable at a University or University ' . for boys and girls over 16 and under 1 9 years of age. Warwickshire als -one hundred scholarships annually to boys and girls between 13 and 15 who in become pupil-teachers. They are tenable for one or two years, and include school fees, fares, and. after La years of age, £6 maintenan Jn Scotland, the higher grade schools, which do similar work to a secondary municipal or county school in England, are free; but there are a number of county and other bursaries. For example, Midlothian awards annually ten bursaries tenable for two vears, £7 10s. the first and £10 the second year; and, for senior pupils, four bursarie £25, and travelling expenses if necessary; and iu different Is there will be other special bursaries — ig., the Gibson Bursaries of £5. Th ■ Lanarkshire Council Council gives three-year bursaries (in the first year £10, in the second £12 His., and £15 in the third) ; and, in addition, there are loc d town bursaries — e.g., twelve bursaries of £5 given locally in Biggar, and two of £10; and there are, besi '■ Marshal" bursaries, tenable in Lanarkshire and Stirlingshire, restric shildren whose parents have less than £70 annual income. These are held for two or three years — £10 the first year, and £15 the second and third. By means of these bursaries a large number of children remain at school, and at Biggar, a small town of 1,366 inhabitants, in a district, there is an exceedingly well-taught school, with 280 children in the primary, and 50 in the secondary portion. It is well equipped with laboratories, and carries the pupils on to a high standard, ling Latin, French, and German. There are no fewer than 37 bursary holders, and the agg value of their bursaries is £365 a year. Of these, nine .ire .Marshal Scholarship holders, so that the children of four widows, two labourers, and a roadman are I by this means to carry on their education to IG or L7 years of age. They have, ofc ieen carefully selected for their capacity to profit by higher instruction. The Council of Education miofht draw up a carefullv yraded bursary providing not only free education, but a share of the maintenan* f scholars who are sui i ir higher education, hut unable without assistance to secui The amount to be expended on scholarships or bursaries would depend upon the amount of money in the Council's hands, and whether they had or had not the power of raising rates. ion of providing scholarships or payment for pupil-teachers might be lefi for the consideration of Local Authorities. It would be i'"V the Council to set aside a sum for a general scheme. 1 f. for example, they decided to spend al .000 a year for this purpose, they might carry ou such scheme as the following : — A. 10 bursarie given each year, each tenable for 3' years in schools approved by the Council, with exten- sion for a fourth year, if desirable, at the rate of £10 the first ; £12 10s. for the second : and £15 for the third and fourth years (with an addition of a sum of L'.i for travelling or other special expenses when required.) 15. ii intermediate bursaries to be given each year, each tenable for 2 years, and of tie- value of £15 the first year, and £20 the second year (with the same addi- tion for special expenses as above.) Say £600 for total number of 35 bursaries at one time. £240 for total number of 12 bursaries at one time. £'l. r .O for 3 bursaries at one lime. 30 C. 1 senior bursary of £50 to be given eacb year, and tenable at a University or University College, or other place of technical or higher education approved by the < louncil for three years. The junior bursaries A.) should l>e held in Secondaiy Schools with a dulv con- stituted four years course, and Bhould be competed for by children under I2| y< of age who would undertake to complete the course. The intermediate bursaries (B.) would be designed to carry on for a further period such children us were able to complete a further course and should be com- pete (1 for by children under I 5|. An\ s approved by the Council might be selected by the bursary-holi but they should be schools which have been inspected and are recognized by the Board of Education. 5. — Age of School Attendance and Compul In tli" Report of the Committee of the House of Keys (p. v.\ the follow points were recommended for careful consideration : — (1) The enforcement of attendance during the period of compulsoi >ling. (2) The abolition of the certificate ol exemption now obtainable at 13 of age. (3) Extension of the compulsory attendance limit age to L5. (4) Compulsory attendance at evening schools for a portion of the year for girls and boys from 14 to 18 yea ge. (1.) It seems obvious that compulsion if enforced at all should be strict. The immense majority of children do not require compulsion for they come regularly as a matter of course It is not the poverty so much as the carelessness and indifier- ■ of parents which leads to irregularity. The small percentage of irregular cliil Iren do not benefit their parents to any real extent, they certainly lose consider- ably themselves, and further, they retard the pn f the whole class which is work may be recapitulated for the benefit of a few absi The exemption cet at 13 is probably a drawback t<> the children who tin it, and it is often not really necessary to the parents to obtain their earnings. The nun npted in the twelve months ending March 31st, L90(i, was only 81 in the whole Island, and 50 of them were over I- 1 .' 1 E • mption by standard examination is wholly wrong in principle, for if a child is specially bright it is precisely that child's brain which it will best repay the community to cultivate. It, was also provided in the Act of 1893 that the child to be exempted must be "employed in some occupation likely to be permanently advantageous to it." In iting exemption certificates an attempt has been made to confine then childn-n apprenticed or enterii In point of fact the more skilled the trade the more advant . it is to have a sound general education. In the rsle of Man, apprentices can well begin to specialize at a later age. At Pei 1. for instance, members of the School Board stated that boys were often not apprenticed to building, carpentry, or boat-building till they were L6 or 17. If they are ; d, as is generally the case, to seek employment over the water after it tour years, it is much better that they should then be old enough to look after themselvi Ufthe 81 children above who obtained exemption there were 15 who left imme- diat th it teenth birthday, and of these 11 came from country districts Most of these presumably went to farm work, as there were none from Lona G nan, I he mining districl Do are very useful on the farms, but it is just in these country dis- tricts there are the fewest opportunities for further education and that it is most eas has been obtained at school. It must not be forgotten that f these 482 left in the first quarter and 86 in the second, 65 in the third, and 41 when they were over 14j years, 36 leaving over the age of 15.' 1 ' This is not a very large number, but if five per cent, now leave the schools when they are over 15, and a considerable number nearly reach that age, ir is worth con- sidering whether others could not do so with advantage. Of those who leave directly after their fourteenth birthday, 284 are in the four towns, and 198 in the country districts. Most of the teachers are distinctly of opinion that a great number of these do not leave because there is any necessity that they should earn, or because there is any special opening for them, but merely because they have reached the limit assigned by the law. In the towns there seems little doubt that many obtain work during the tourist season, but are idle during the rest of the year. During the season the amount of boy and girl labour required is no doubt very great. Much of it is not beneficial, <-.;/.. the street selling is very bad indeed for the character of bovs and still more for that of gfirls. The Douglas Corporation has recognized this and has been endeavouring to diminish the evil by a system of licences. During the 1905 season they issued 120 licences, of which 84 were to hoys and 30 to girls under school age. In the shops extra, boys are required, and the girls are needed in lodging- houses, restaurants. &c. But the season is a short one. The Post office may pro- bably be taken as indicating fairly the requirements of each month in the matter of hoy labour. Private employers in shops &c, would possibly go on short-handed a little longer, and would dismiss their extra hinds a little earlier than a Post-office. The figures of Post-office messengers are as follows : — Date. Week ending 2nd June 9th ., 16th „ 23rd „ 30th „ 7th July 14th „ 21st ., 28th „ 4th August nth „ 18th „ 25th „ 1st Sept. 8th „ 15th ,, ... 22r.d „ 29th „ •) Appendix A, p. 56. i of telegraph mesrieDRera employed. L8 17 24 2i 21 3 1 38 41 46 49 52 54 53 50 . 34 22 10 32 It will be Been that there are three times as many boys employed in A.ugus1 .it the beginning of June or end of September, and that probably, in mosl places, after ti ■ week in September the season is over. In the towns the school holidays begin about July 20th. and extend to the beginning of September — a period of six weeks. In the country they ire usually made to suit harvesl requirements, and last for or six weeks — from about the middle of August to nearly the end of September. If, then, .-i great deal more boy and girl labour is required during July, Aug and S ber, it would seem quite possible to raise the F compulsion to 15, for .-i course of instructi nding for eight or nine mont lis. without any hardship to the parents, and with very great benefit I lildren. It would be desirable to allow exemption for beneficial employ me rst between the ages of I I and 15, and. further, to give partial exemption for busy months when required. It is evi yeai the children over 14 might be fixed, by Act ofTynwald, for a shot iod than the 200 days on which the English requi chool to be "pen ( Art. 45) : but it woul ibly be unnecessary to make any such provision, [n raisin of compulsion to L5, the [sland will be in advance of England; but the peculiar conditions may well make it possible to do for .Manx children what is impossible at presenl there. Tin . is little doubt that much of tin t-tion now given is i i useless by tin' early age al which it. cea Boys and girls between 13 and 15 are just beginning interested and to understand why they should learn, an< immense amount in proportion would probably be learned in the additional year from 14 to 1 Switzerland is a country deriving its wealth partly from tourists and pa iculture. [i e of the best in Europe. Attendam until tl. of 15 in the cantons of Aargan and Graubiinden, and in Vaud till 15 or 16. The minimum ' compulsion, on the other hand, is 7 years of age. [n eleven cantons, and in certain parishes in five others, attendance at a continuation school is compulsory till 10. (Schweizerische Schulstatistik, 1894-95: Von Dr. Alberl Buber.) In the United States, attendance at school is i ipulsory until the age ot 15 in es of Kansas, Maine, Nebraska, Vermont, and Washington; and in Minnesota and New York until the age of L6. School attendance may als ide compul- sory for children who have no useful employment, until I of 16 in th of Colorado, Connecticut, Maryland, Massachusetts, Michigan, Montana, New Hampshire, Ohio. Pennsylvania, and Wisconsin; .and until tl of 15 in Oregon and Rhode [sland. In Wyoming, attendance is compulsory up to 21 for an annual period of three months: but no penalty is enfot non-attendance after 16. (Annual Report of th I rissioner of Education, 19 3; vol. 2.) It will be seen, therefore, that in other progressive countries the age of educa- tion is being raised. From a statement just published by the Board of Education it appears that in many countries the minimum age of compulsory attendance is 6 or 7, and in some even 8 years of age. It is. in fi iming g< n rally recognized that formal education should n mence too yountj, but should be carried on ■ a the intelligence is ripening. It must not be forgotten that there is some truth in the statement that chili e Standard VI. already mark time to.! much, and repeat past work only. If the age of attendance is raised, it will be even more necessary to strengthen the iff and reform th ods of teaching the upp es. (4) It compulsory education till 15 is not adopted, the Council should note the further ..in of tic committee that compulsory attendance at evening schools from 14 to L 8 should be submitted to the Legislature for consideration. Evening 33 schools are open to many objections, and there is little doubt that day-school attendance for a portion of the year would be far more valuable; but. failing this, a carefully considered scheme of evening schools, tit which children should be compelled to attend for a large part of the year, could be drawn up. The provision of a proper teaching staff would have to he part of tin- scheme ; for day-school teachers are very tired after a full day's work. G. — Higher Education.™ There are three line- of development along which we ma\ proceed in improving tin- higher education ol the Island : — ■ i. More si idary schools, under public control and supported from I may b ished : ii. Schools now managed by trustees may be placed under Governm inspection and be subsidized from public funds: iii. The up of elementary schools may be dev Tin- provision of new secondar Is is very costly, for the Building It 1 : the Board of Education requii four class-rooms for every. 100 scholars with an area per scholar of from 17 to IN I Under [Regulation i'4. classes are I sually of 30, and nevermore than 35, scholars; ami. tor lal work. m>t more than 25 scholars. For laboratories and ait room-. 30 square fe< floor is required. An assembly hall is now considered almost a necessity, and. when cookery rooms and workshops a 1. it will be seen that the exp will be considerable. Mr. Garside estimated (Report < I p. 119) the of building in the Island at £30 per scholar. In England, tic usual cosl is £40 to ,£50 per scholar, and the more lavish County Councils spend .£63 to £70 per in tic Island, where building is che;i would not be possibl provide a school which would meet tic- requirements ol tic Board of Education at less than from £25 to - tolar. Tic higher figure would certainly ho the safer estimate. Owing to the expense and because of the difficulties of small s it would appear at a first glance that the [sic of Man with its compact area and limited population ■ oncentrate its efforts on making a really strong educational centre in Douglas On closer examination, however, it that th- tions to such a Tic. the Island are rendered more considerable owing I o i he mountains which divide the north so completely from the south. There is a general consensus of opinii during the summer, the trippers who till the railwav trains tend to exercise a very undesirable influence on the manners, if not morals, of the children who have to make daily journeys. In the wint( are inconvenient: for example, pupils from the north le-, ition at 7 a. in., and reach Douglas thr quarters of an hour before school opens, and I do nol gel back to Kamsey till 6-50 p.m. To start in the dark and cold, after a hasty breakfast, is hud for growing children, especially girls; ami a railwav journey is not a desirable addition to the fatigues and mental excitements of a scholar's day. k necessary, therefore, to establish scl Is nearer the children's hones. The other, suggeste I alternative, viz.. to establish boarding schools or hos in Douglas, is very expensive,' 21 and it seems that, during the summer mot. Douglas is i satisfactory place to which to bring in boys and uirls at tic n -" impressionable age, except under tic immediate supervision of their p (A) Douglas and res Neighbourhood. ia ) Ti s mdary School. The Secondary School of the Douglas Board is doing excellent work, hut there is oi ough i' ipulation in the town for the further expansion of a school of tins type. The presenl number, 175, will no doubt increase if the building in Park-road is i" Since this report was written a very valuable report lias been issued by the Consultative Committee of the Board of Education upon Higher Elementary Schools. '-' See Appendix C, p. 58. 34 entirely devoted to the school. Forty applicants have been refused admission during the last twelve months, and there seems no reason why a thoroughly well graded and equipped school .-it Park Road with 250 to 300 children should not In- supported by Douglas and t he surrounding parishes ' ions have been made thai a new school should be built, with large i > 1 .- 1 \ ing fields and finer buildings It is true that more puy space and a central hall are much needed : l>ut it would seem wise to endeavour to acquire more land near the presenl site, and not relinquish the good laboratories and class-rooms already in exis It' there were room for a higher elementary school as well as a mdarv school, the present building mig t be utilized for the former: but, though the upper classes of the elemenl ary schools might well be developed, there certainly does not .seem to be room at present for a secondary school of this type and a higher elemi ntary school also. The Pupil-Teacher's Centre should be absorbed, and the upper part of the mdary School strengthened The Douglas Board will lie able to set aside a larger rate for se< lary purposes if the aid granl is given and the rate for elementary schools reduced A further sidy from the Council of Education out of the "whiskey" money would ena the school to be made an even finer institution than it is ent. (b) The Douglas Gh'ammar School. The Grammar School is not in a satisfactory c mdition; but, from the fact that its numb - have uol diminished, it appears that there is a demand for a classical school for children of a somewhat higher social standing. The old endowments, so far .-is they writ- clearly intended for a grammar scl 1, ought no longer to be allowed to lie unused or to be used for nrposes. The Middle School has taken the place of the old Grammar School, and I le endi »wment s mu itilized by the provision of scholarships to or from the school If il is held that, by the terms of the tr parr of the original moneys are ear-marked for the training of clergy of the < !hurch of England, it would still seem desirable thai this money should be used ii with the Grammar school, to enable students from i to prosecute t heological stud some university or established theological ■- An Act ofTynwald would, of course, be required to deal with the trust. It would- however, be insuffi- cient, if the Grammar School is to lie placed on a permanently satisfactory footing, merely to legalize its position with regard to old trust moneys. I' — ms essential, it' it is to be a really efficient institution, that it should submit to Government inspection and receive further financial assistance. In many parts of England, County Councils subsidize old grammar schools, and. in return for a subsidy, require that they shall Ke entitled to send representa- tives to the Board of Management . If it is agreed that the * Grammar Scl 1 serves a useful purpose, it is desirable that it should be placed on a more public basis, and that the management should have more real authority. It might be desirable to add to the presenl managers representatives of the Council of Education — and, perhaps, of the School Board — who would see that any subsidy given from Govern- ment funds was well spent. The buildings need much improvement. Under in 'dern conditions, there should be added a science room and a workshop — not to : the character of the instruction, but because these are now the adjuncts of v well equipped classical school. If the master's house were swept away, it is possible thai the necessary additions might be made on the existing site. What would most assist the school would be a grant of £1,000 towards additions to the building, and an endowment of £5,000 towards the salary of a yood jsical master.'" It must not be forgotten that, as was stated by the headmaster, before the Commission in 1897 (p. 9), the Grammar School is a stepping-stone to King William's College. As such, it should take in younger boys and train them to an age at which they can win a scholarship at the College. It is "» Such an endowment would bring in, perhaps, enough for a commencing salary of /l50 a year, which should lise, by annual increments, lo ^,250. - 35 for scholarships of this kind that the old endowments of the Grammar and Middle School could profitably be used if its maintenance in a proper Btate of efficiency • an be secured by a grant of money. But it should certainly be under government inspection, and receive government grants or government subsidy from the customs and excise money or other sources. (c) School* for Girls. In the Board Secondary School a general secondary course of a modern type is given for both boys and girls. The Grammar School may be ma le of service for boys about to enter the professions, but there is no similar institution tor girls, nor is there any technical instruction available in the town. For girls of the -ime social class as the boys, it is probable that the existing prival ols supply, for the present, sufficient instruction ; but for girls from elementary schools, something more is needed than is ai presenl provided. In the Secondary School and in the Board Schools of Douglas, too little is done for the domestic training of the children, and in a town, of which the chief source of revenue comes from holiday visitors, this constitutes a grave deficiency. In the Belgian schools, not only is the management of the home taught in ordi- nary primary and secondary schools, but it forms also a distinct branch of technical education. In Belgium, in 1901, there were attached to the primary schools 221 special household management classes. Of these, 57 were for children between 12 and 14 iiool daily and devoting weekly to the subject two periods of two hours ; there were also 106 e classes for adults, i.e., for young persons who had left school. In 58 cases both classes of pupils were combined. In addition to these, there were 78 special housewifery institutions. In these schools girls over II years of age are taught. School is open every day in the week — morning: and afternoon — or at least four days a week. The course in the latter case must last at least six months. All the different kinds of household work are taken simultaneously — cooking, cleaning, washing;, ironing;, and mending;. Each lesson lasts at least two and a-half to three hours This practical work is generally done in the morning, and the afternoon is devoted more especially to 1 heory lessons and to cutting out and making simple garments. In the majority of schools there is a two-years course'" for nine or ten months in the year. There is a still higher class of girls' technical schools which are designed to give girls a complete training for some trade or business — dressmaking, millinery, com- merce, &c, and at the same time to complete the education already begun at the primary or s i ry schools. The ministerial circular of L899 gave directions for all the schools, and the following extracts will show the general lines of instruction : — The syllabus must be simple and practical; it is useful to include : — 1. — As a tluoretic course: A. — ///■■■ Lessons, treating first aid incasesoi slight accideut, the symptoms of children's illnesses, the proper means of preserving health, the care of children, of the sick and the old, the preparation of some herb teas, the knowledge, use mid healing properties of some n - which form a small domestic chest, the care of a sick ro< m, etc. 13.— -Principli s of C. — Some principles of di ccounts. D. — Explanation of the method of washing. (1) Special Reports. Vol. XVI., p. 67. 36 E -Explanation of tl e mi tliod of iroiti P. — Explanation of the method of clean (I. — -The nutritive value of certain foods, the properties of certain vegetables, iiii,I principles of cookt 2. — As practical work : A. — The care of a house, its different parts and the furniture, Care of l>ed- runiii-. parquets, floors, tiles, &c. The household work t<> 1><> done each day, each u eek , i acli season . B. — Washing linen, garments, stockings, etc. How to remove stains ol ink, tar, paint, fruit, etc., as wpII as the precautions tn take before, during, and after washing. Washing flannels, woollen materials, etc. /; aching. — The precautions to take respectively \\i:h freshlymown grass, 1 1 1 1> fall of leaves, of buds and of snot. ('. — Ironing. — Recommendations on the subject of the table, the irons, and the fire. Folding and gauffering linen, etc. 1). — Cooking. — Series of cheap meals, keeping within the limit allowed bj the modest income of a working-man ..ran artisan, and providing healthy and strength food b\ means of nourishing, varied and inexpeni dishes. How to treat advantageously scraps, or remains, of vegetables, meal , etc. Provisions. E. — Needlework. — Mending and care of all kinds of clothing and of linen. Various .kinds of darning, and patching stockings. Special attention should be paid to the utilization of old garments. Lessons should als.. be given on purchasing, ordinary cutting out, and the method of bed- linen, women's chemises, simple garments, working garments, etc. It is advisable to have the cost pri £ cadi article calculated F. — Finally, for rural communes, kitchen gardening, and attending to the poultry J aid. Many practical hints appear among the details of the I Jelgian .schemes, e.g., the children arc taught to wail at table in towns where they arc likely to need it, "imt in rural schools and for ordinary working class homes they are advised to learn to pass the plates without rising, and prepare the table accordingly. In these Belgian schools a definite course for girls over 14 is not considered to supersede, but to give the necessary supplement to the teaching in the primary schools. In Kngland the Code makes arrangements for a course of instruction in combined domestic subjects for girls who have previously had courses of instruction in cookery and laundry work. Courses of instruction in household management from the middle of September to the end of May could lie drawn up with the help of t he experts of the Board of Education, who would be ready to consider how far the whole subject could be made thorough, and how much time should be devoted to it. and how much to carrying further their general education. Such instruction would be especially useful in the Isle of Man. and the success of the evenin o- dressmaking classes in Douglas shows thai at leas! one of the subjects of a domestic course is popular. It would be easy, from the Isle of Man. to idsit the Prince's Road Domf-stic Science School, Liverpool, described by Professor Sadler — (Report on Secondary Ed "■ ition in Liverpool, p. 114) — and, from it, bints could be gained for the equip- ment and conduct of similar institutions in the Island. The feature specially dwelt upon by Professor Sadler is the practical nature of the work done there. The pupils do the house work and cooking for the Principal and four teachi rs who are resident. The unreal conditions of the ordinary cent re are avoided, and the cooking and cleaning would be more carefully carried out when the pupils know that their teachers are the actual sufferers from any deficiencies. Girls are advised to enter between 14 and 15, and are not admitted above 18. The popularity of the school IS Said t.. be very gi A Eousewifery School might be opened in each of the tour towns as a branch of secondary or technical instruction During the year ending- 31st Match, 1906, 37 about 400 girls left the elementary schools of the Island, and it is unlikely that any considerable proportion of these children have obtained permanent beneficial employment. (d) Technical Schools and Art Schools. There seems little prospect of establishing any useful technical school for ; It is possible that training in engineering would be readily taken advantage of, since the Art School finds a certain number of pupils who need mechanical drawing. It might be worth while to acquire and open the old Gymnasium, next to the Art. School, for classes in engineering, and to join it, to the Art School. This latter institution should certainly be taken over from its present privat igement and made a municipal or national concern. It has shewn that it is needed, and it would be enormously benefited by public control, and by being worked in co-ordination with the other schools of the town. There should be scholarships to the Art School from other schools for such pupils as show unusual promise as draughtsmen, and it could certainly be so transformed that it could open fresh channels of employment for a small number of the children. It is probable that some of the old Celtic artistic taste still survives, and that there might be revival of technical skill. Branches of applied art, carving, metal work, enamelling, book- binding. &c., should be introduced. There is at present not much instruction given except in drawing and painting, but with public control there could be additional staff and a very great development of the usefulness of the school. (B) Ramsey. There is an exceedingly strong feeling in the north of the Island that a cood secondary school is needed in Ramsey. The members of the surrounding School Boards though anxious, in the first place, for the improvement of their own parish schools, agreed that there were enough children in Ramsey to warrant the establishment of a proper secondary school. The opinion was expressed that the existing Grammar School could be utilized as the nucleus of a moderu institution which would, of course, be under Government inspection. It should also include girls, ami it would be desirable to arrange for a widening of the mana ment and the inclusion of representatives of the Council of Education ami the Ramsey School Board. The pupil teachers of the district would then be taught in the new institution. The site of the present school is hardly large enough ; but playing fields might be secured elsewhere, or if the neighbouring property now used lor stables could be acquired for a reasonable sum, modern buildings suitable tor a school for both hoys ami girls might be added to the present roo There are already 45 boys in tl >1. and if additional accommodation, with laboratories and workshops could be erected for 60 children, there se every reason to believe that a satisfactory number of pupils could be obtained from Ramseyand the surrounding parishes. Th co ikery and laundry rooms at the Board Schools which might he utilized. If the co-: of the building were i.'."J0 a head, and further land purchased, about £2,500 would be required. It would be desirable to provide for the maintenance of the character of tb J as a Grammar School, and it has been _ ed that this would be best achieved by an endow- ment for a Latin master. The interest on £5,000 would give a salary for such a pi There should also he a system of scholarships. If £2,500 were se1 aside for this purpose, three scholarships tenable tor two years (at £10 the hist year and i.'l5 the second year) c >uld he establish The endowments of the old Parochial School are accumulating and could be utilized for the establishment of one more scholarship to be held (if the terms of the trust, make it desirable) by children of the Church of England, and the School Board micht establish additional scholarships of the same amount in the future. 3fi A sound secondary school would attract children From the whole north of the Island, and the small rural parish endowments could be utilized in providing bursaries anil travelling allowances. The cost of a proper school is likely to be considerable, and a donation of £10,000 would he of the greatest possible value at the present time to the north of tlie Island. The Ramsey School Board would find it very difficult to find the necessary funds; and it' it is impossible to obtain money foi a good mixed secondary school, they must consider other plans for supplementary classes, or a higher elementary 10' at th ili' j existing Board School. A penny rate only brings in £92, and ill-- rates now stand at I0d. If t In- aid -rant is given, t he sum obtained from source might reduce the 1 I !d. ; Inn it v e very costly to make a really -..oil higher elementary school. Further, 1 1' rd of Education ver^ rarely sanctions the training of pupil-teachers in such schools. It might be possible, by arrangement with tin- managers of the Wesleyan School, to utilize their building, to build laboratories, and to i nize the schools : buc it would leave the ( rrammar School in its presenl state — unsuccessful, but still competing with the school the Board, and drawing off a few boys who are worthy of better education than they can obtain tinder exi conditions. It would, perhaps, be possible also to send a {'•■w -iti pupil-teachers to the existing private schools ; but tb - are on a precarious footing, and the ladies now in charge might he succeeded by less qualified teach Ir rceii.s clear that a good mixed secondary school i d in Ramsey, and it should be possible to find enough pupils of both sexes together to make- up a number which would allow of proper grading and a suitable staff. (C) Peel. A careful review of the circumstances at Peel shows thai the only thing that can he done is to form the upper part of the Clothworkers' School into a Higher Elementary School under the Regulations of the Code, if the Board of Education will give its sanction. The Board of Education should be asked to consenl to the pupil-teachers being attached to this school under the very special circumstances of the district (P.T. Regulations, article 11, a). Secondary - Regulations are more elastic, but it would be impossible for Peel to attempt a Secondary School at ores. ait. If it had not been for the opposition to the Clothworkers' Bill, there would have probably been already in existence a building for secondary education, hut though it might have b attempted by a generous company win.-- well-known munificence leads them to make costly experiments, it would he quite impossible to recommend that public funds should he expended -n what would after all he doubtfully successful. There is no prospect now of the company coming forward, and the rents of ti. from which the present "Christian" endowment is derived, .are 1>\ no mean- certain to increase in value in the future when the present spires. There is ample accommodation in the existing building for higher elementary classes. There is already an unusually large number of children in th- \ II. and indards, and if .a regular three years' course of instruction w pared and sanctioned bv the Board of Kducation, and if an efficienl staff for higher elementary work were provided, there is no reason why the numbers should not he still further increased. If the pupil-teachers are attached • school, further courses might be provided under articles 40 (iii. and iv.) of the Code. The numbers in the upper standards on June 7 were — V. Stand. VI. VII. & ex VII. Boys 'J7 ... 21 ... 34 Girls 30 ... 23 ... 44 57 44 78 = 179 39 There had been at the end of the previous month as many as 144 children in these standards before the promotions took place. In 1905, when the Wesleyan School was still open, even better numbers obtained, for there were 73 children in standard VII. and ex VII. at the end of the school year 1905. Admission to a higher elementary school is limited to scholars over 12 years of age (Code of the Board of Education, article 39, i.). Of the 144 children in the uppi lards in May, I 14 wer.- over 12 years of age. At the end of the school year in 1905 the numbers in the Board and Wesleyan Schools combined were — Over 12—79 ; over 1:3—83 ; over 14—27 : and over 15—7. It appears that the school is not now so popular among elder children, and perhaps it has not attracted all those thai might lie induced to attend, Ii is essential that the School Board, if a higher elementary school is to be maintained, should house it handsomely and stall it liberally. The curriculum should include a _ r ood household management course for girls, manual training for boys, practical science and mathematics (including navigation), and a thorough English teaching. The children in Standard III. at any rate musi i - snl back to the junior building. The staff must be improved and increased. At present two members are giving instruction in woodwork and cookery, and they can only teach halt' the number in these special subjects for which they might b i responsible in the ordinary standards. The education rate stands at 7d., and a penny rate brings in under £42 ; but the aid grant would benefit Peel more than any other of the tour towns, and. by the estimate submitted to the Keys' Committee, it appeared th it they would rec nearly £260, which would be equal to the product of a 6d. rate. The town is exceedingly fortunate in the possession of the tine buildings and the endowment of £20" a veai- from the Clothworkers' Company. If a four-years' course is organized under the Code, there one-lit to he 35 children earning grants in each of the first and second years, 30 in the third, and 14 in the fourth. The grants for these .should amount to over 6250, without the aid -rant or the fee grant for those under 15. If a weekly fee of 3d. or 6d. could be imposed without hardship, an addition of another £50 or £100 would be made to the income of the school ; but this might diminish the numbers unduly, unless a number of tree bursaries were provided. It is probable that, in any case, bursaries would have to be provided, and the Board will have to consider whether the present position of the parents will allow them to give their children the education they so much need without receiving assistance. In the higher elementary school the staff ought certainly to consist of n»1 than four class teac sides the headmaster; and it would be desirable to make the science master additional, and not one of the class masters. The Corrin bequest for higher mathematics and navigation would be appropriated of right to the higher elementary school, and the Clothworkers' endowment should be allotted tor this purpose rathe:- than for the relief of rates. The income of the school from grants and endowments, might then exc< - 50. The salaries of the staff should probably amount to about £700; so that a 4d. or 5d rate should well enable t le B »ard to finance the school. The ficting-up of a laboratory and art-room could probably be done for £150. Tic question of the other endowments in Peel is a difficult one. Money belonging to the Grammar School and .M School is accumulating. Thed£l,500 of the Baurae bequest left in trust to Mr. Joughin has not been used, and a portion at any rate ought to be available. It would seem advisable to bring before the Tynwald Court a scheme to utilize these endowments. It seems very unlikely that the old Grammar or Mathematical Schools could be satisfactorily revived, and the buildings are quite unsuited for modern requirements. The intentions of the founder of the Grammar School was apparently to endow a 4D Latin master and train boys for the service of the country in Church and State. Probably his intentions might best be carried out by a scheme providing that, unless rramraar School is provided in Peel, a scholarship to King William's Call should 1"- awarded to a boy from the Peel sen In ; 3e of the Mathematical School, the Higher Elementary School if blished would ai em to meet the founder's wishes, and the income of the trust in -I ■: be applied to founding bursaries to beheld bv children in thai school. < leoree Moores will provided for the teaching of ten poor children gratis, (llutclun's charities, p. 61). It is a pity that the good buildings in which the Wesleyan Sclr till recently conducted, and towards the erection of which £395 was by the Council of Rducation, should not be utilized for the benefit of the education of the town. They might perhaps be used for household ra nent classes for elder girls or for lal es for both sexes. (D) < Iastletown. It : edingly difficult to see how to provide further facilities for higher education ii own. The old Grammar School has an ii history, and has- inction j the only school in the Island (except King William's College) where boys learn Greek. Under its presenl master it • ellenl work in preparing hoys for the College, but the school buildings are qui laptable for modi and when the present master retires, it would he advisal should he closed and the pupils should find their way into the prepara- tory classes of the College. Thesi sent contain "seven boys of 9 yi nd sixteen boA ind 12 years of age. All these are too young for .-in ordinary "public" school. In tl amar School th< en boys under 12, and it would ber that the older foundation shouli i in the larger institution. The Prii ad Governors are anxious to make the College as useful as • to tin- Island, and would doubtless consider any scheme care- fully which would make tin iratory classes usi fill to the neighbourh well 1 y formi _ ar preparatory school which could replace the Gramm ol. In si 3 the fees of King William's College would prove a def irrenf to the children now in the Grammar 8 the endowments of the latter tnic well lie utilized to furnish bursaries for boys from the High-Bailiff's district. If the buildings were sold the interest on the sum realized added to the present annual income of the Grammar School should he something like £90 a year which would lie available for this purpose. Bursaries of the value of £o would fairly re- present the difference in fees between the t\\ so thai some eighteen boys out of the thirty-two now in the Grammar 3 s could become bursars. The question of the provision ai Castletown of hig icatiou for girls is more difficult. The present High School for Girls is clearly unsatisfa :tory. Seventeen pupils i 2 from 7 to 1J years of age cannot he considered an adequate High S and the ch r of the work must he -depressed by so poor a response. It is difficult to see where other pupils can he expected. There are only six girls over 14 in the Castletown Board School, and nine in the Rus I Three girls go from Kushen, and three from Castletown, to the Douglas ['here may perhaps a dozen girls in the neighbouring sch who wish to become pupil teachers. In old Government House there is a fine building which might possibly be utilized as ndary school for girls, and it could be adapted for hoarders. own would nitre for a hoarding school, and the site and gardens arc excellent for the purpose; but it would a tni the Schi tempt t< a boarding school without endowment, even if the entedto them. The town education rate already stands at lid., and □ aid grant would be equal to ad ; for a penny rate only produces £27 1 Is. Gd. Even if the High School endowment were trail I for this purpose, it would be insufficient to maintain adequately a large school. If a 41 further capital sum of about £8,000 were added, then' might be a prospect of success; for, witli an income of about £300, ;i proper staff might be main tail If no secondary school for girls can he established, the present Girls' High School might, perhaps, be utilized for the instruction of pupil-tea shers. Tt w< be less expensive for the School Buanl to subsidize the school, in order to impi its staff, than to endeavour to establish a pupil-teachers' centre. The Board of Education will not be satisfied with any scheme which does not ultimately make provision for secondary education. Th temporary arrai ment that could be hoped for would be an arrangement with Peel for a comb centre, with two permanent i rs, giving half-time in each town. But, even for this, there is, at present, no suitable accommodation in Castletown. To add suffi- id looms to the new accommodation which they are now oh provide for the girls and infants would, no doubt, be possible; but the cost would he consi lerable. It. therefore, the best and cheapest course for the Board is to utilize the G High School, they should negotiate with the present Council, and should, in return for a subsidy, secure an active share in the managemi There is a small endowment lefr by Mrs. ( latherine Halsall for a Sewing School. It was recommended, as far back as 1887, that the Sewing School building be sold and the proceeds devoted to teaching domestic subjects in another school. The Tynwald Court should be invited to sanction a scheme as soon as j . for the school, at p is probably actually harmful, and the few children now attend in £<• ought to be transferred without delay from the building in which I are being taught to a properly equipped school. If the School Board established a centre for I Id management in con- nection with its own school or with the high school, Mrs. Halsall's small leg might be of value for scholarship or other purposes. It' the < S iris' High School was transferred to the School Board or placed under some form of public control, and the new scheme including household management and pupil-t formulated, the girls of Castletown and the district would certainly have opportunities than at present. 7. SCJPPLEMENTARY CLASSES IX ELEMENTARY SCHOOLS. A stroi i uion was exp essed by the members of the Northern 8 Boards and others that the parish schools should be strengthened hv the addition of supplementary classes. Such classes have been established in S land, and are apparently very si il, and have not interfered with higher grade or secondary schools, but by raising the general level of education have rather encouraged them. It may be well to set out here the circular of the Scotch Department and the provisions of their ('ode: — Circular •'.? I. (I'o School Boar School Managers.) Suggestions for Supplementary Coi in J), hi Schools. ■h Education Depart n 16tli February, 190-3. Sir, 1. As stated in paragraph '6 of Circular '■'>'>-', their Lordships have had under consult the question of what is the most suitable curriculum of study to be followed in the interval between obtaining the Merit Certificati and leaving school, by til"--' pupils who mav be expected to be withdrawn at the minimum age allowed iu normal circumstances by the Educati and) A :. 1901. 2. Ii is so important that the knowledge of elementary subjects acquired - uld be intelligent, thorough, and, above all, permanent in character, that, were no other course possible, the period of school life um would be usefullj employed even if it weie dev< ivising the work already gone over iu preparation for the -Ment Certificate Examination. It is scarcely doubtful, however, that such mere revisal work would be irksome to teacher and pupil 42 alike, and tl insequeut loss of interest and absence of stimulus might well result in defeating the object aimed at. Apart t'r. >in this possible result, it is certain that were the Bcope of the work restricted in this manner the additional years of school life now gained would not be turned to the best advantage. ■ >. On the other hand, while there is no doubt a certain disciplinary value in the study of the rudiments of certain distinctively secondary subjects, as, e.g., a language (ancient or modern), or geometrj deductively treated, such subjects imply a new departure for which there has been little, if any, preparation in the previous studies of the pupil, and they demand, to be effectively studied for any practical purpose, much more time than can possibly be given to them by children who are to leave school al the age of 14. These subjects, therefore, cannot in' made a necessary element of the curriculum. Nor should the curriculum which such pupils are to follow during th ncluding portion of their time at -el I be dictated by the special require- ments of a few exceptional pupils. The educational interests of tie- different sets of pupils should be provided for, but this should be done, wherever possible, in separate scl Is. M j Lords are of opinion, from a careful consideration of the facts, that the tendency — nol confj 1 to any one class of sch lol — lO make one and the same scl 1 with one and the same staff serve many dill'ere it, functions is the weak- point of educational organisation in Scotland as compared with that of other countries, with which, in other respects, Scotland might justly challenge comparison, and they are satisfied that increasing division of function as between different types of schools is an essential condition of further educational progress. This division of function, as will be apparent from what E illows, does not necessarily imply a distinction of higher and lower, but simply a different of aim and purpose, with a corresponding difference in the subjects of instruction. They would ■dingly urge, in the case under consideration, that the exceptional pupils for whom instruction in sei lary subjects (in languages particularly) is desired, should, wherever possible, be trans- ferred at a sufficiently early age say before 1:2 years of age) to schools, whether schools under the Code or Secondary schools, in which these subjects form the staple <>l the curriculum. Such transference si Id nearly always be possible in towns and populous districts, and it is clearly to the advantage of both sets of pupils — those for whom instruction in secondary subjects is desired, and t: whom ii is not — -that the transference should be made But they recognise that many cases, particularly in rural districts, where such transference is difficult or impossible, and thej have no desire to limit the freedom of instruction in such cases, provided always that the real interests of the majority of the pupils are not sacrificed to the special require- ments of one or two. 4. The case, then, to be specially considered is that of those pupils who, having reached a lin well defined stage of general education, will not enter upon the study of the specifically idary subjects. Obviously the curriculum of study for such pupils in the remaining portion of their school life must, he, in the main, a continuation and development of their previous studies. My Lords have al read} expressed the "pinion that no mere repetition of previous work will in itself be sufficient ; but they are equally of opinion that it is possible to give a fresh interest to the previous studies of the pupils, and, at the same time, t ihance their value by put ting in the fore- Eronl al this stage their bearing upon the probable practical requirements of the pupils' after- sch ol life. What these requirements may be cannot, of course, be specifically determined in each par: :ular case, but it will probably be found thai sufficient definition will be given to the pupils' studies if the requirements of certain well defined groups of occupations are kepi in view. 5. Guided by these considerations, the following differentiated lines of work are sted : — Preparation fop commercial pursuits. (Commercial C >urse. Preparation for manual occupation- and trades. (Industrial Cours Preparation for rural life. (Course Tor Rural Scl Is.) For Girls — Preparation for. domestic duties. (Household Management Course). Su - as to the kinds of work suitable for each of these courses will be found in the Appendix As th- object of the courses is mainlj to give a cm-tain definition and sense of reality ordinary work of an Elementary School, those now suggested will probably btj found sufficient for the purpose. But my Lords will be prepared to give consideration to proposals for special c eir-.es which — being sufficiently gen ?ral in character— are deemed to be better suited to particular circumstances, or for any modificati E th ise n >« sugg is ted. 6. But Si lOol work his for its end and aim objects more important than preparation in the any particular occupation. Ii should aim at producing the useful citizen, imbued with a sense of responsibility and of obligation towards the society in which he lives. It should render him — SO far as the school can do so — lit in body and alert in mind, and should prepare him for the rational enjoyment of his leisure time, as well as lit him for earning his living. These are ideals, no doubtj but they are ideals towards which the school should constantly strive. It follows that instruction in certain matter- of general import should in all cases be combined with, and should even take preceden f, the instruction special to each of the courses of the * (This Appendix is not printed here, but courses are given from the Code. Further information could of course be obtained from the Scotch office 43 preceding paragraph. An outline of the subject matter of this more general instruction is given under the following heads : — (A) A study of English. The main object of this study should be, if possible, to create a taste Eor good literature. Whai is wanted for this purpose is chiefly proper direction as to the choice of books for home reading, and an efficient system of reviewing, explaining, and testing in school the work so done at home. The committing t emory, after sufficient explanation, of suitable piec verse and prose should be a regularly recurring exercise. No time sbould be wasted on mere routine reading aloud in class, nor - : i mid much labour be spent upon the subtleties of gram- matical analysis. The books for home reading should not be chosen from the literature of the day, nor, on the other hand, should they be too remote in language and sentiment I easily comprehended by the pupils. This study should include the systematic teaching of English Composition. It is to be presumed that at this stage the pupils have a fair acquaintance with the elementary princip sentence formation, and attention should now be directed to enabling them to express a r another, will not follow in after life the particular groupof occupations which has been kept mainly in view. v The outlines of instruction oi v> .„ [ n the Appendix are not intended to he exhaustive, nor are they intended to limit the discretion of managers and teachers in proposing which they may deem better suited to their special circumstances. At a later stage, as is acquired, il may be ; to make these suggestions more definite. Hut a referem Appendix will show that the kind of study there indicated, combined with that already d under heads A and B is likely to afford ample employment for the best - of the pupils for the remainder of their school career. It will scarcely be contended that it i- likely to he lackii a m interest or in practical value, or that it makes insufficient provision for a thor ui^h °roundin«' in the essential subjects of an elementary education. Further, it may reasonably he hoped that the matter of instruction included in the various courses, if properly handled, may he made the occasion of a mental discipline not inferior to that, which might be obtained from the earlier s secondary subjects. 44 9. It is obvious llmt great differences will exist, particularly between town and country schools, as regards facilities for the formation of courses such a> those now suggested. In consideriug the problem of these courses, my Lords have had constantly in mind the position of the small rural school taught by one teacher. In such circumstances class teaching of the small number of pupils who have reached the Merit Certificate stage is clearly out of the question. But my Lords are scarcely disposed to regard this as being, in certain respects, any real advantage. It has been frequent ly noted as one <>F the defects of the large town school, with its minute sub- division of classes, thai the pupil is left little leisure to think for himself, and that the habit of depending upon the instructions and explanations of tie' ever present teacher is apt to become ingrained. On the other hand, it is the opinion of not a few experienced observers that the country lad, as compared with Ins contemp irary in a town school, shows towards tin- close of his school career greater intellectual resources, ami that this is du o much to inherent mental ability or to any superiority in the teaching as Lo the fact that — the aid of the teacher not being always available — he lias ' n for 1 by circumstances to think for himself. He this as it may, it i- clearly desirable, in the case of a pupil who i- to be more or le>s his own ma-tor at 1 I •. of age, that there should he in school a period of preparation for this state of semi-independence, during which transition period he shall be regarded, not as a pupil of a <-las~ but as a student studying, under direction, certain subjects lor ends which he himself in some degree realises and desires. ID. Not merely should self-reliance in stud} be fostered, hut a Bense of responsibility should be inculcated, by giving him at this stage some authority as regards conduct in the playground and 'ho minor matters of discipline, as well as a position of honour in exercises common to the !, such as drill. The hoy, at this stage, tend- to acquire a sort of authority among his schoolmates, ami it is most important that this natural influence should lie enlisted on the side of law and order, rather than it should he driven, as it easily may ho, into opposition. There seems to ho no reason why it should not he turned to account in primary schools, as it frequently is in st ndary schools, as an instrument in the development of character, and in the fostering of a healthy esprit 11. On this view of the method of study proper to supplementary courses, much of the difficulty which might seem to attend the formation of such courses in rural schools disappears. Certain parts of instruction— as, e.g., in the subjects enumerated under head 15 — will be given to the pupils of the supplementary course along with the senior classes of the school; for the rest, the studios of these pupils will he, as it ought to ho, largely individual. Iii this i nection, it is important Lo observe that t ho pupil will he, for the most part, concerned with the applica- tion in fresh directions of studios in which has already received some grounding. What lie needs, efore, is not so much continuous instruction as direction, guidance, and explanation, as sion may require and opportunity may offer. The case would he largely different were the pupil to break entirely new ground, as he would do, for instance, in the study of a language. There should, accordingly, he no difficulty in a rural school, with a small number of pupils in the supple- mentary course, in providing, where necessary, for several distinct lines of study for individual pupils. At the same time, the advantage arising from the stimulus of a common study and of the i go of idea-- regarding it among the pupils themselves should not 1 verlooked. 1 :l. Wit li any increase in the number of pupils taking a . upplementary course, and the eon- sequent probability that the staff of the school will be sufficient to admit of the headmaster or ■her giving a certain amount of systematic instruction to those pupils, the argument for union course Ij stronger. It is with this possibility in view that the suggestions for a e for rural schools have been drawn up. Hut. it i<, of course, also possible that in certain circumstances it may ba prefeiable to follow one of the other courses outline the [udustr al Course. The girls in such schools must to a certain extent follow the same course as the hoys — as they may indeed do with advantage — hut they should receive special instruction in Needlework and Cutting-out; and it is much to be desired that County Councils or Secondary Education Com- mittees acting for them, should employ well qualified - of Cookery and Laundry Work — possibh also of Needlework and other branches of Household Management — to give some instruc- tion in these subjects, taking the schools of a given district in rotation. 1:3. In connection with the supplementary courses in rural schools, my Lords think it specially important to point out that these courses may he expected to serve many, if not st, of the purposes of classes under the Continuation Class Code. The formation of classes in district with a scattered population is found for various reas /., the distances to 1,,- traversed on moonless nights, the necessities of autumn and spring Held i eti . I i be .i matter of considerable difficulty. Not merely do the supplementary courses offer an opportunity for more continuous, more prolonged, and better organised study io a special direction for pupils under 14 years of age, but the thod of study being such as is described above, my Lords would hope to . revival of the laudable custom formerl} prevalent in many of the rural districts of Scotland, whereby youths long p >l age were in the habit of returning t i scl I at certaiu seasons of the year, not to receive instruction in class, but to pursue their own individual studies under the direction and with the asional aid of a master. .My Lords trust that this suggestion will 45 receive the attention of School Hoards and Managers, and that they will give careful consideration, not onlj to the means of providing opportunities for such study, luit also I > ihe best ways of securing that these opportunities shall be prized and sought for by the young people of the district . II. In towns the opportunities for systematic instruction will naturally be much gre and it may be expected that, as a rule, one and the same course (whether one of those given in the Appendix, or some approved modification thereof) will be followed by the whole by of pupils under the charge of the same teacher or staff of teachers. I' is obviously in the into ither of economy nor of efficiency thai each of (say) three schools serving approximately the same district should endeavour to provide within itself a triplicate course, e.g., a Commercial, an Industrial, and a Household Management Course, when, by a proper organisation and sub-division of labour, each separate course might he assigned to a separate school. For this, as well as for other reasons, if is desirable that the various elementary schools of a given town area under the same management should be regarded, noi as separate entities, but a< parts of the sai vanisa- tion, thus permitting a tree interchange of pupils at the stage at which the special studi supplementary courses are entered upon. My Lords will accordingly expect that, wherever circum- stances permit such a grouping of schools, there shall be no unnecessary duplication of courses. 15. But, whether in town or in country, whatever the opportunities for collective instruction max be, the distinguishing note of the work of the pupils in the supplementary con: ild be individual study directed to practical ends. So far as the acquisition of knowledge is concerned, the object should be, not so much to impart information to the pupil as fco exercise him in obtain- ing for himself from sources within his reach, and setting out, in ai lerly manner, all necessary fads relative to a given topic. Great use may be made of the dtuly newspa] starting point of such investigations. For instance, having made an analysis of the shipping returns for a given port, the pupil may ascertain the general character of its trade; look up in an atlas the various places mentioned in the shipping list ; make note oi their relative position and distance ; gather from school geography, gazetter, or cyclopaedia certain information as to the more important of them; and finally set forth the information obtained in a well digested and orderly form. He may proceed to make a similar investigation for another port, and institute a comparison ; or he may be referred to the sources of accurate information as to the total exports and imports of a place, and he asked to make an analysis of these over a series of years. Similarly, historical allusions in the leading article, or elsewhere, in the newspaper may he made the occasion for reference to such sources of information as are to l>e found in the school library, and for a certain amount of collateral reading of authorities, the results of which should be embodied in form. All this is not matter for formal and regularly recurring lessons in geography or history, bul for individual investigation extending over, it may be, several days The newspaper will als useful in other ways. Its various article- will afford material for exercise in ,,/., v writing; difficulties of vocabulary will give occasion for frequent and useful reference to the dictionary ; above all, perhaps, the market reports will furnish a body of material for exercises in calculation much superior to the cut and dried examples designed to illustrate tin: rules of a text-book, while their perusal may I"' made the occasion of acquiring much incidental informal ion of practical value. It is by means such as these that a s. duality may lie given to the work and a spirit of initiative cultivated in the pupils But the examples given are not intended as directions to be implicitly followed ; it is much more important that individual teachers should exercise their ingenuity in devising for themselves the best means they can for achieving the esseutial ob allied at. hi. The exercises in the preceding paragraph presuppose that every school with a sup mentary course will be equipped with a proper set of reference hooks, e.g., a standard dictionary (etymological), a reference atlas with index, various historical hoiks, including a handbook of European history, a biographical dictionary, a dictionary of dates, and ^w or more of the compre- hensive year-1 ks now issued l>\ various publishers. tt is also highly desirable that such schools should possess a small lending library fully-selected hooks of literature. 17. It is their Lordships' intention that supplementary courses of the kind indicated in this circular should be eligible for grant under Article :! 1 of the Code, and any changes in the C which this may render necessary will he proposed for t lie approval of Parliament. 18. They have also in view the necessity — in consequence of the altered conditions of school attendances — of making certain changes in the regulations for the Merit Certificate. Under present regulations it can no longer he regarded as being, properly speaking, the Leaviug Certifi- cate of the Elementary School. It will he preceded by a qualifying examination designed to -.cme tiiat a pupil entering upon the special courses dealt with iu this Circular (or passing into a higher grade department) shall have reached a sufficient stage of advancement in the general range of studies of the Elementary School* * On this examination no certitkate will be awarded. 46 The Merit Certificate granted on leaving school shall false account of work done in the supplementary i ourses. It will state that the holder, after passing the qualifying examination at a certain date, has pursued a certain course of work corresponding t if those indicated in the pn sent circular, and will specify the value pu1 upon his attainments in the several subjects of the course so far as these admit of specific mention. I have, etc., II. Ckaik. [Extracts i rom Scotch Code :l\. Where the scholars who have been enrolled in supplementary courses* with the approval of the Inspector (Article £9, I.) are suitably instructed singly, or collectively in classes of not mere than 1-0, in the subjects of the Fifth Schedule and according to one of the courses of stiul\ r outlined in the Sixth Schedule, or according to an] alternative scbemet specially submitted to and approved by the [nspector, on behalf of the Department, a normal grant may be made of 50s. on the average attendance of children over twelve years ol age enrolled in such courses. This grant may be increased in eases of exceptional efficiency by one-tenth, and may be diminished by one or more tenths. for faults of discipline or instruction, for tl mission of an\ essential portion of the approved, curriculum, or (after due notice) for ifailur the part ol the managers to supply such equipment as may be necessary for the proper conduct of the work. (") Grants cannot be claimed both under this Article and under Article I'd in respect of the same scholars, but where the Inspector is of opinion that the requirements of this Article as regards pupils enrolled in the supplementary course are Dot fulfilled, be may nevertheless recommend a grant on their account as if they formed part of the Senior Division of the school. Attendances of pupils under twelve years of age enrolled in the supplementary c arse shall be paid for at the rate allowed for the Senior Division of the school. (6) Grants will also be made for attendance of scholars (being over twelve y< ars of agej) at approved courses ol' practical instruction, as follows- — (1.) For attendance at a course of lessons in Experimental Science, at the rate of l~s. Gd. per 100 hours' attendance. (■2.) For attendance at a course of Manual Instruction or for the attendance of girls at lessons in Cookery, Laundry Work, Dairying, Dressmaking, or practical Household Economy, at the rate of Ss. -Id. per LOO hours' al tendance. The hours of attendance on which grant is claimed under this sub-section must not exceed a reasonable proportion of the total Dumber of hours of instructioD, and the Department reserves the right to disallow or to pay at a reduced rate attendances winch are deemed to he excessive. An estimate of the probable number of hours of instruction must he submitted to H.M. Inspector beforehand lor approval. (c) As a condition of the grants referred to in the foregoing sub-section the Department must be satislh d — (1.) That the accommodation provided for the purpose of any form of practical instruction is sufficient ami suitable. (2) That the iessons arc given by properly qualified instructors^ and are, as a rule, of not less than 1 \ hours' duration in each case. * See Circular Letter Number 374 of date 16th February, KJ03. t In rural schools, such schemes may provide for the instruction of selected pupils in one or more in addition to the subjects of the supplementary course, or in substitution for subjects under Schedule Y. B, or Schedule VI. to such extent as may be sanctioned by the Inspector. Certitication as to the degree of a pupil's proficiency in any language may be obtained by presentation at the Leaving Certificate Examination, and no entry as regards languages will be made on the Merit Certificate. X See Article 29, 1. For the purpose of these grants, a pupil may be taken to be twelve years of age at the "fixed date * preceding or succeeding, which is nearest to his twelfth birthday. § A teachei of Cookery under this section must as a rule hold a certificate from a Training School of Cookery recognized by the Department. A teacher Df Woodwork and Metal-work must as a rule hold the teacher's certificate in these subjects of the City and Guilds of London Institute, of the Educational Handwork or Sloyd Association of Scotland, of the Board of Examinations for Educational Handwork, or of some other recognized examining body whose require- ments, standard of examination, and mode of conducting the examination, are for this purpose approved by the Department. But in these and other subjects of practical instruction the Department may in special circum- stances recognize teachers whose competence is otherwise proved to the satisfaction of the Department. 47 (3.) That lessons Eor which these grants are claimed consist mainly of individual work on the part of tlie pupils, properly directed and supervised, and in general accordance with a scheme of work determined beforehand. No payment will be made on a< unt of the attendances of pupils :it any of tliese courses of instruction Eor more than one year unless the scheme of work provides Eor different and more advanced exercises in each successive year. ( I.) That, as a rule, not more than Is pupils are taken at a time for a practice lesson by any one teacher. (o.) But demonstration lessons in Cookery or in other subjects of practical instruction in which demonstration lessons are necessary or useful, may be reckoned as lessons for the purposes "f this grant to a number not exceeding half of tin- total number of lessons o-iven, provided that attendance at such demonstration lessons shall not lie reckoned for more than •") I pupils at a time. 25. Attendances may not be reckoned for any scholar in a day school under '■> or above 18 years of age. 29. 1. A scholar who in the ordinary course of school promotion has been place! in the highest class of the Senior Division of the School, and has been in regular attendance at that class for not less than six months, upon being certified by the teacher of the class or by the headmaster of the school to he of good prolioicneyin the work of the class, may be presented to the Inspector for approval of 'his enrolment in a supplementary course (Article 21) or a Higher Grade Depart- ment (Chapter IX.), and the Inspector may, if ho is satisfied that the work of the class shows sufficient advancement, and after such examination of individual candidates as ho may think fit, authorise such enrolment for the purpose of the award of a granl under Article :2 1 or Chapter IX. of the Code .* Provided always, that it shall be in the power of the Inspector to withhold such authorisation as regards the whole of the candidates, upon any sufficient evidence that due care has not been exercised in the promotion of scholars in the various classes of the school, or that the selection of candidates for presentation under this Article has been improperly or carelessly made. A pupil presented as aforesaid will be expected— (a) To read at sight, with good pronunciation and with intelligent phrasing, narrative prose of moderate difficulty. (6) To write to dictation, with good spelling and legible and regular handwriting,, a narrative passage previously unseen. (c) To answer questions a-- to the subject matter of and the meaning of words and senteuces in the reading books in use in the class; these answers, when necessary,, to be expressed in com- plete sentences or in a consecution of sentences. (J) To write a composition, the heads being given, or to give in writing the substance of a passage read. (c) To know the four rules of arithmetic as applied to whole numbers, easy vulgar fracti and decimals to three places, and to be expert in applying this knowledge to the calculation, both mentally and on paper, of simple sums in money and in the common weights and measures. (7'j To be reasonably proficient in the other subjects included in the approved scheme of work of the class. II A Certificate of Merit will be granted to any scholar over fourteen years of age at a certain datet who, after enrolment in a supplementary course of study with the approval of the Inspector, as aforesaid; has followed that course tor not less than a year, remains at school till the * Enrolment for the purpose of these grants must be made from certain fixed dates (not more than three) proposed by the Managers and sanctioned by the Department. These dates, when selected, must be adhered to for a seiies of years. In default of any special application by Managers, these dates will be taken to be the 1st of August, ist of January, ist o/ April, or the next following days on which the pupil is in attendance. Pupils may be enrolled at these dates after approval by the Inspector, and pupils who are otherwise qualified, except as regards approval by the I: : iy In- provisionally enrolled subject to confirm uion by the Inspector at his next visit. Managers will be responsible for directing the attention of the Inspector to any cases of provisional enrolment since the date of his preceding visit, and no such enrolment will be deemed to be valid except when in accordance with a schedule signed by him. t Sec preceding note to this Article. For the purpose of the award of a Merit Certificate, a candidate may be taken to be 14 at the "Mixed date" preceding or at that succeeding his fourteenth birthday, whii never is the nearer. Intimation should be made to the Inspector on the appropriate form at the beginning of each term, of any candidate to .vhoni it is proposed to award certificates at the close of that term, and if the Inspector signifies that he will be unable to visit the school dining that term, exercise books and any other available evidence of the candidates' proficiency must be forwarded to him, together with the schedules containing the teacher's recom- mendations, for his consideration and decision as to the award of certificates. Managers will be resnonsible in all cases for due presentation of the evidence of proficiency, and for obtaining the Inspector's continuation of the proposed award of certificates. 18 >a ;,| || Xl( i Jate, is certified by the headmaster to be of good character and conduct, and is shown to the satisfacti E the tnsj ector to have made good progress in the Btudies of the approved course. Each pupil enrolled in a supplemeutai'3 course shall keep an individual record of the work done by him to be submitted to the Inspector for verification and test at auy of his visits, and being vouched for bv the teacher, to be made the basis of entry u] the merit certificate. FIFTH SCHEDULE. Subjects of Ins . undek Article :l\ common to all Classes, A. — Vie study of English. The main ohject of this study shall be to create a taste for good literature. The chief means of carrying <>n this study should be: — (1) Systematic home tea ling, with properly directe 1 choice of books. (2) An eliieient system or reviewing, explaining, and testing in school the reading done It limne. (:j) The committing to memory, after discussion and explanation, suitable pieces of verse and of prose. til Systematic teaching and practice of English Composition. ]) — c, rtain studies bearing upon matters which it is of concern that -ill the pupils should / whaU ons in afl< r lift are to be. I rnder tins heading may be specified : — 1 1 The Laws of Health. Money Matters— Thrift [nvestment, Insurance. The Conditions of Trade and Employment. (4) The Institutions of Governmenl under which we live. (5) The It m pin — its history, growth, and trade; our Colonies, and the openings for enterprise \\ hich they afford. (6) Nature study. Drill, and Singing. Referei ; s made to tl eir Lordships' Circular-letter of 16th February, 1903, for an explana- tion of the spirit in which they desire these studies to be pursued, and for certain suggestions as to method. At this sta^e of study it is highly desirable thai full use should he made id' the Ordnance Survey map of the district in which the scl 1 is situated, both in connection with .Nature Study, and also for the purposes of specific lessons in Geography.* As stated in the Circular, it is not considered imperative that all the topics mentioned under ll.ad 1! should be taken up with the same sei of pupils. SIXTH SCHEDULE. Supplemental Courses undek Article 21. i. comm1 iii i \l course. (1) Arithmetic. — ( life histories of weeds and insect pests, with the remedies against them; (c) Wind and insect pollination of plants; (//) Relations, of air, water, and soil to vegetable and animal life. Note. — Instruction in the above subjects must throughout he of a pt character. To this end Sel 1 Gardens should he encouraged; observations on bees and bee-keeping should be made where possible; and advantage should he taken of any Agricultural Experiment Stati'Uis in the neighbourhood. (:2) Geometry. — As in the Industrial Course, hut more e-peciall\ in its applications to Land Measuring and Surveying. (:}) Study of Newspaper Market Report*. — With exercises and calculations based upon them. (4) '/'//(■ Keeping of Accounts. (5) Optional. — Woodwork (or Ironwork) as above. IV. Household Management (Girls') Course. (1) Housekeeping — Including (a) Care of Rooms, Furnishings, and Clothing; (Ij) Marketing, ami the keeping of Household Accounts; (c) Cookery ; () Dressmaking, and the use and care of the sewing-machine (optional). For sea-board schools it is suggested thai the subject of Navigation should be combined with certain subjects selected from the foregoing com-,'-. e.g-., Geometry and Nature Study. The instruction in Navigation might pr ed on the lines of the following syllabus: — NAVIGATION. / Syllabus /or Elementary Schools.) First Stage. Form and dimensions id' the earth ; meaning of the following terms — Navigation, Seaman- ship, Axis of the Earth, North ami South Poles, Equator, Equinoctial Line, Meridian, Latitude, Co-Latitude, Longitude, Different t' Longitude, Course Steered, Rhumb Line, Departure, Distance. To know the general construction "( the Manner's Compass, an i ; i explain what is 50 mean i by Variation, Deviation, and Dip of the Needle. To work examples of finding True Course from Magnetic Course, and vies versd. To converl degrees of Latitude into miles, and miles into es of Latitude, and degrees of Longitude into time, and time into degrees of Longitude. Second Stage. The First Stage j and to know the use of the Azimuth Compass, and to be able to construct a Napier's card For given deviations. The Nautical mile, and length of a knot. Leeway. Instru- ments for measuring the speed of a vessel. Plain sailing and Traverse sailing. Easj examples to l>e qrorked. Third Stage. First and Second Stagesj and use of Soundings, Parallel, .Middle Lattitude, and Mercator*8 sailing, a Mercator's Charl to be constructed from table of meridional parts; data given bj the [nspector (Mathematical theory of Chart no! required). Easy examples in the above modes of sailing t< bi worked. Note. — Concurrently with the above, elementary Mathematics might with advantage be studied, and it is recommended that a very rudimentary knowledge of Trigonometry should be imparted in the las! stage. Besides the simple text books, Managers should at least provide a cheap boat's compass in a box), a book of Nautical Tables, and a local Chart. Reference is made to their Lordships' Circular-letter of date L6tli February, 1903, for further explanation as to the scope and method of these courses. There are several points in the Scotch system worthy of special attention by the Manx Council of Education. In paragraph L3 of Circular 347 it will be noted thai the opportunities are mentioned for youths long pasl school age to return to sell, .el at certain seasons of the year. Any system in which this is possible musl provide rather for supervision of individual study than for i las- teaching There is no doubl that this should be the system in the upper classes of all schools much more than is at presenl the case. This has been brought oul very fully in paragraph 9 of tin circular, and in article 21, c3., of the Code, and is accentuated by the provisions in the Code, article 29, ii., as to individual rewards of work and a certificate of merit. The scheme of studies in schedule VI. gives various courses eminently suitable for the Isle of Man, e.g., those for rural schools, for girls' household management, and for navigation.' teachers present candidates to the inspector, and they undergo an oral as well as a written examination ; but a very great deal of n sponsibility is left to the teacher, who may provisionally enrol pupils, and who certifies the proficiency of the scholars, and the inspector is not required to examine each individual scholar so certified (see < 'ode, article 29 ). Paragraph •"> of the circular, while laying down thai the object of the classes is to prevent limitation of instruction where transference to duly constituted secondary schools is impossible, calls attention to two point-, viz., thai they will only he per- mitted where there is do other opportunity for higher instruction, and where they can be so arranged that the red interests of the majority of the pupils is not irificed to the special requirements of one or two. In the - iry Education Report, Scotland, 1905 (p. 6), it is pointed out thai while it is very necessary that no pupils should be prevented from joining higher grade or secondary schools who ;tre able to do so, it is mosl undesirable, on the other hand that these schools should be occupied by children who have no intention of completing a full course, but who intend to leave at the age of 14, and for whom the supplementary course is intended. 51 These supplementary classes are reported to be both successful in themselves, and not to be so managed that they keep children suitable for transfer to higher -rade schools, from being so transferred.' 1 ' ciince the grants to Manx schools arc paid under the Whitehall regulation-, the Council would have to consider how to supplement these grants from other sourc if they wish to encourage supplementary classes, which are not in the Whitehall scheme.'-' Part of the money derived from Customs and Excise might well be devoted to this object, and where the Council has approved a school as suitable for supplementary classes a direct grant for additional staff might be made, l)i subsidies for teachers are now paid to secondary schools in Scotland, and this principle might be adopted. To take an example from the County of bite, the County Committee not only gives direct subsidies of £120 to each of the five higher class schools, but also a direct subsidy of I'll) to each of eight other schools for teachers' salaries, six of which are higher grade schools, and two fall under article 21 of the Scotch Code. If the Council of Education made a grant of £100 for an extra teacher in a school selected as suitable for supplementary classes, the school could be adequately taught, provided that teachers clearly understood that they were supervisors of individual studies, and not expected to be always lecturing to the whole number of children in their class. Such a school might nor be content eventually until it had become a school with a definitely organized secondary school at its top with a full course.' An excellent place for an experiment would be the Castletown and Eushen district. Unfortunately. Castletown, which is by tradition and position the proper centre, has very inadequate accommodation. The girls and infants' school have been for some time condemned altogether, and the boys' school, erected about ten years ago, is not a very suitable building for such a purpose, consisting as it does of a Ion;; room partitioned into two and a single class room. Several small class room- would be needed if the upper part of the school is to be developed and children transferred from Eushen and Arbory schools. The Castletown t Board could, however, consider the question when building the new girls' and infants' departments. If the High- Bailiff's district is made the rating unit for elementary education, with a provision that each parish shall pay the larger part of the expense on new buildings in its own area, some readjustment might be made on account of the use of the school fur sup- plementary classes by the children of all the parishes. The Northern School Boards were of opinion that a larger rate would be cheer- fully paid if some higher education could be provided in the parish schools. l r would be possible to consider supplementary courses at such schools as Michael, Foxdale, and Laxey Clen. In the two latter some elementary instruction in the (1> The Scotch Department of course insists that children should be transferred to a secondary school about 12 years of age, and there is an interesting system adopted by some counties, by which grants are made to teachers in primary schools on account of duly qualified pupils for their schools who, whether as the result of a bursary competition or otherwise, have passed into and remain for a reasonable time at an approved secondary school or department ir 359, p 3). In Midlothian a larger sum is paid to the teacher if the boy is transferred :-.t 12 years than 12/. years. •2) It is unfortunate that the attemot failed which was made in the Code of 1904 to encourage the attendance of elder children. L'nder that Code children between 3 and 5 years ol age were to receive only 15 -. t'nose between 5 and 12 years of age 20 -, and those between 12 and 15 years 25 -. Such giants would have paved the way for supplementary classes, but the scheme was opposed in the House of Commons and withdrawn. Some uay the number of pupils in attendance may cease to be the basis of calculation of grants, and money may be paid in proportion to the number of teachers employed. I 3 ' To take another example from Scotland : at the little village of Lasswade, near Edinburgh, the actual population is only S09. but the school has for some time supplied the needs of the next village id had developed higher education. The total number of pupils is 3S1, and out of these 110 are in the infants' department, 79 in the junior elementary classes, 134 in senior elementary classes, and 05 in the higher grade department. These latter were till recently merely the top of the elementary school, and it was only last year definitely recognized as a higher grade school with a three years' coarse Neighbouring schools also have supplementary classes, and children are differentiated at 12 according to their ability and the amount of time they can expect to remain in school. Lasswade would under ordinary circumstances be a school with a supplementary c >mse, and secondary children sent into Edinburgh, which is within an easy train ride, but the school has been developed and has now a good reputation for excellent work 5i' mineralogical and geological sides of aature studj could be included, and some surveying and practical mensuration taken with the arithmetic. At Foxdale the mine manager, Captain Kitto, takes a very keen interest in the school. He would ' rather have the boys in the mine at L 5 than at ll.il' they came better educated and equipped. They are now good enough workers, but they are unintelligent and make had foremen.' At Foxdale there are 29 boys and '12 girls over 1 2 \ ears of age now in the schools. Ai Laxey (ilen there are 59 children over L2, of whom 16 ure above Standard VII., and 8 are trying for admission to Douglas Secondary School. The buildings, however, are very | r, and it would be difficult to arrange for classes ai present; neither is there any great difficulty in reaching Douglas or Ramsey. Michael School has been well reported on, and it might be considered in the future for supplementary classes. Owing to its position it is somewhat far for children to gel to Ramsey, and the communications with Peel are rather inconvenient. II an experiment is to be tried in the direction of supplementary classes, it should certainly be begun in the Castletown and Kushen district, and then in Foxdale. 8. Teachers' Conferences. ! here is a general question of great importance which might now be touched upon. The teachers in so small a community have very little of opportunity of keeping in touch with educational progress. It would be a very great advantage I i the Island if they could have opportunities of meeting and discussing educational topics. A very striking feature of the St. Louis Exhibition in L90-1 was the great education conference of something like 12,000 teachers of all grades. University professors, teachers of colleges, and of every kind of primary and secondary schools mixed together, and for a week papers on all kinds of educational subjects were read and discussed. Black teachers were represented, and one of the ablest speeches delivered was by Mr. Booker Washington. These conferences of teachers of all grades are a regular institution in America, and they both widen the outlook of the individuals and emphasize the solidarity of the whole profession. li would he a great advantage t" the Manx teachers to meet and confer, and if the Principal of King William's College would co-operate with the representatives of the National Union id' Teachers in getting together a Teachers' Institute with regular monthly or quarterly discussions, not only could the relations of primary and secondary schools he made closer, and such questions as scholarships be carefully considered, hut all sections of the teaching profession would, to their mutual benefit municate their ideas.' ( 'lasses should also he formed in special subjects, e.g., manual training, free-arm drawing, physical exercises, and nature study, so that teachers might get assistance in carrying out newer methods. The ( ouncil of Education for the Isle of Alan might do very much in (his direction, and, for example, institute a course of lectures to teachers on marine biology. These Lectures will not bring the herring hack to the coast, bu1 a know ledge of tin- structure and habits of tish would do much to prevent waste in the fisheries. At L'orl Erin the marine museum and tish hatchery furnish an excellent ground for practical observation. The Council could consult Professor Elerdman as tn Lectures to teachers, and also practical classes for fishermen on the lines of the admirable syllabus of the Lancashire and Western Sea Fisheries Joint Committee, which gives information invaluable to fishermen. These classes could he prepared for by nature study Lessens in the scl Is. (1) In West Australia the Teachers' Union closely co-operated with the Education Department. District inspei tors were frequently elcvtrd presidents of district blanches, ami at their monthly meetings papers on the teaching of various subjects, and on literature or history were read ami discussed. At the same i onfereni e the works -'.i a port might be the ami phonic methods of teaching reading of another. Alterations in the curriculum were I. and the department often referred suggested Changes to the teachers' representatives for discussion of details. o:; SUMMARY OF RECOMMENDATIONS. It may be convenient to recapitulate in a brief form the suggestions of this report : — 1. Larger School Board areas are desirable, and if political considerations prevent the establishment of one authority with rating powers for the Island, the four High-Bailiff's districts should be made the units at least for the purposes of elementary education. 2. The Aid Grant should be given to elementary schools, so that the staffs may be strengthened bv increasing the numbers and raising the salaries of teachers throughout the Island. 3. Grants from Customs and Excise should be made for secondary education as iu England, and should be distributed through the Council of Education, who should be empowered to make direct grants to the Boards, or to any schools approved by the Inspectors of the Board of Education, or to expend it by means of scholarships. 4. A Scholarship scheme for the whole Island should be drawn u\> by tin- Council of Education, after consideration of any schemes of local School Boards for their own schools, or for the instruction of their pupil -teachers. 5. Endowments should be utilized rather for higher education and for scholarships than for relief of rates. Trustees should at once be invited to consider schemes with this object. 6. Children should be transferred at the age of 12 from the elementary to the secondary schools, and parents should be expected to allow them to complete a definite four years' course. 7. The age of compulsory attendance should be raised to 15 for such children as are not beneficially employed. 8. A scheme for supplementary classes in elementary schools should be legalized, and grants in aid made by the Council. 9. It should be a condition of assistance from public funds to any secondary or endowed schools which are not under full public control that they have an active body of managers and have submitted to Government inspec- tion, and have been declared efficient (Regulations for Secondary Schools, chapter IV.). The managers should include representatives of the Council, and of directly elected education authoritii - 10. A secondary mixed school is much needed in Ramsey, and arrangements should be made with the trustees to utilize the existing Grammar School as a nucleus. The pupil-teachers of the Northern district should be trained iu this secondary school. 11. The Board of Education should be asked to sanction the formation of a higher elementary school in Peel. 12. The Girls' High School in Castletown should be placed on a better financial basis and under some public control. 13. The Douglas Pupil-Teachers' Centre should be amalgamated with the Secondary School. 14. The Douglas Grammar Sehool should submit to inspection, and its financial position be rendered more secure. 54 lo. The Douglas Art School should be placed under the control of the School Board or of the Council of Education. 1G. Mure attention should be given throughout the Island to instruction in household management, and definite schools or classes for this subject should be established. 1 7. An attempt should he made to establish conferences of teachers, and classes in such Bpecial subjects as marine biology should he established by the Council of Education. IS. The Council should consider schemes for developing and extending the educational work of the Public Library. 5j APPENDIX A. Children exempted from Attendance a ; School for Year endir g March 31st, 1906. District and School. Left at 13 Left at 13J Left at 13J Left at 13| No. in St. VI. No. No. in above St. VII. St. VIII. German — St. John's Board 1 1 Marown — Parochial ,, 2 o Andreas — Parochial „ 2 2 „ St. Jude's ,, 1 1 Lezayre — Dhoor „ "i 2 1 2 „ Mountain ,, i 1 Lonan — Laxey Glen National 1 1 2 „ South Cape Board ... 1 3 1 3 Conchan — Board 5 1 :; 1 5 5 Braddan — Parish Board 1 1 2 ,, Kewaigue Board i o 1 4 Rushen — Parochial Boys' Board 1 1 ,. Port St. Mary Board ... i 1 2 Castletown — Victoria-road Board l 1 Douglas — Athol-street Board (Boys) l 1 2 ,, „ ., (Girls) 2 *2 St. Thomas C.E. ... l 1 1 1 „ Tynwald-street Board (Boys) 2 2 •") 2 7 „ Hanover-street „ (Boys) i i ~ „ (Girls) 1 i 2 ,, Murray's-road „ 2 1 8 1 8 4 Peel — Derby-road 1 3 4 5 3 Ramsey — Albert-road ... ... 1 1 1 1 1 1 „ Wesleyan o Total 15 16 24. 26 44 37 81 81 56 Year eliding February SSfcli or March 31sl 191 6. — Children who Inv e left Sc lool over compulsory age. Hisi'inrr \xn School. as ■*> - — * -r 4J ^- — *» -a a. i r5 (J ■n — a at 1> — h3 no IB 4a it 43 B A CO *» 09 49 W a ■j. 6 CO 6 > tn 6 y. > 53 1 H /. d M M > 4i > 1 Patrick — Parochial Board Schoi Dalby ,, Fox dale ,, >> )> " German — St. John's Board Sell „ Cronk-y-Voddy „ Marown — Parochial „ Michael — Parochial „ Ballaugb — Board School Jurby — Parochial Board Scl 1 Andreas — Parochial ., „ St. .hide's „ Bride — Parochial „ Lezayre — Parochial ,, „ Sulby „ „ l>li ,, Maughold — New Central Boan „ Dhoon District Lonan — Laxey (Hen National £ „ South Cape Board Sell ,, Ballagawne ,, Conchan — Board School Braddan — Parish Board School ,, Baldwin ,, ,, Kewaigue „ Santoii — Parochial ,, Malew — Ballasalla ,, ,, St. Mark's ,, „ Ballamoda ,, Arhory — District „ llusheu — Parochial Boys' Boan Girls „ Port St. Mary Castletown — National Board St „ \ ictoi 1,1 - c. iad ,, Douglas — Athol-st. Board Schoi " St. Thomas' C.E. ... St. .Man's B.C. ... „ Tynwald-street Boan >> a ,, Hanover-street „ „ Park-road Board Sch( „ Murray's-road „ Peel — Derby-road senior ,, Ramsey — Albert-road „ „ Wesleyan School St. Man- hold's B.C. 1 (Boys) (Girls) ool School.. j, chool ... ool School.. ,j ... hool >ls (Boys) (Girl>) 1 (Boys) (Girls) (Bovs) (Girls) >ol 2 in ij 14 3 s 7 8 6 13 6 3 8 3 1 3 6 6 (i 3 '6 5 7 4 1 I 3 2 4 lit 19 3 L8 7 6 15 25 31 8 8 00 17 1 46 29 30 1 1 1 I 1 3 3 3 1 2 1 1 2 1 1 2 1 1 1 1 1 (i 5 3 1 3 3 6 2 2 2 3 7 3 ■I 3 1 1 2 1 1 2 2 1 1 1 "2 1 9 2 8 1 2 1 2 •) 11 4 2 5 1 1 "2 "l 2 5 1 1 4 "l 6 6 4 6 1 1 1 1 2 1 2 s <; 5 1 1 1 2 1 1 1 1 *] 1 2 ... 1 1 1 1 1 2 1 i 2 2 ■) -. •> 1 1 1 1 1 1 1 2 1 2 6 1 4 3 3 4 11 1 6 1 2 3 1 l 3 2 1 1 "i 2 1 i 2 1 1 3 3 2 2 2 8 2 3 4 5 4 2 ^ 3 12 1 4 3 5 2 20 4 12 4 1 2 3 5 1 2 5 1 4 1 6 2 3 ■> 1 "3 2 4 1 1 8 4 1 2 1 2 1 4 2 2 8 2 5 18 9 2 3 7 5 16 21 17 9 7 2 "5 1 2 6 6 4 3 6 2 2 5 5 3 1 1 1 2 2 (i "l 1 15 13 4 6 4 5 11 7 13 4 5 7 24 26 6 20 1 "i 4 3 i 3 1 i 1 6 1 "7 2 4 "3 "e 2 1 Totals |S:2 86 65 41 , 25 ; 1 ] 2 3 9 66 136 209 240 ■17 71n ' 710 * lli^ years old. Note. — One child at Santon Parochial School — 14 years of age — but no Standard given. Not included in above Table. Two children at Ramsey, St. Maughold's R.C. School — 14 years of age — but no Standards given. Not included in above Table. 57 APPENDIX B. Isle of Man. — Juue, 1906. No. of Teachers. ■,:■'■ i-/- - i gjo ED £ *H - i— • Districts and Schools. V - K cti m < i% : a m DO < 00 B O •1 PM oa so £■% 3 » He ■SP4 « r 2 B 16 ha" • eft a cS • •a -9 ■ — * c - — s'q ' >. s — = a R«n Patrick — Parochial Board... 1 1 1 1 1 „ Dalby ; , 1 1 ,, Foxdale ,, 1 1 1 1 1 1 1 1 1 German — St. John's ,, 1 1 1 2 1 1 1 „ Cronk-y-Vnddy Board . . . i 1 Marown — Parochial ,, i 2 i , . Michael — ,, „ i '■) i g Ballaugh — Board ... i 2 i 1 Jurby — Parochial Board ... i 1 Andreas — Parochial „ i 2 1 1 „ St. Jude's „ 1 ... 1 1 ,, Lhaue Certified... i 1 Bride — Parochial Board ... i 1 Lezayre — Parochial Board i i Sulby i 1 l i 1 ,, Dhoor ,, i 2 o „ Mountain „ i Maughold — Central ,, i 1 r i" 1 ,, DbooD ,, i 1 1 i i 1 Lonan — Laxey Glen Natioual i i 1 4 1 1 2 ,, Soutli Cape Board i , , 2 ,, Ballagawne „ i 1 1 Conc'ian — Board i 1 8 i 1 o Braddan — Parish Board i 2 i 2 ,, Baldwin Board . . i 1 i 1 ,, Kewaigue ,, i 1 1 Santon — Parochial „ i l Malew — Ballasalla ,, i i 3 1 „ St. Mark's ,, i 1 ,, Ballamoda ,, i 1 .. A.rbory — District ,, i 1 i 2 Rushen — Parochial Boys' Board ... 1 1 i 1 „ „ Girls' „ 3 ■> 1 3 „ Port St. Mary i .. 1 1 1 ,, Port lirin ,, . . Castletown — National „ a 2 1 2 „ Victoria-rd. „ i 1 ... ■> 1 Douglas — Athol-st. Board i 8 : > 1 8 „ St. Thomas' C.E. i o 1 i St. Mary's R.C. s 4 „ Tvnwald-st. Board i 8 12 3 9 1 8 10 ,, Hanover-st. ,, i z 2 12 4 B 2 1 11 „ Park-rd „ i 1 1 Q Q 1 ,, Murray's-rd. ,, i 4 15 . ■ s i 1 15 Peel— Derby-rd. i Z 1 4 •z 111 i 1 2 2 Ramsey — Albert-rd. ,, i 1 s 1 1 - ,, Wesleyan i 1 3 2 8 1 8 St. Man-hold's R.C. ... 1 37 26 i 3 120 • ■> 66 16 1(1 ! 5 95 ^ j \* i . V j ( i 8 14 V 8 i .) 6 11 i ^ ; V, J V 206 186 58 APPENDIX C. Hostels and Boaeding-Ho see for Scholars and Pupil Teachers. The Statistical Volume published by the Board of Education (1905) gives the cost of some hostels attached to training colleges/ 1 ' For younger students the cist should of course be some- what K'ss, l>ut the figures of the smaller hostels may be some guide as to the cos! of maintenance : — Liverpool Ashton Rathbone (Men). ..15 students cost £81'.), /.<., CYI 1:2/- pur head. tennington (Women) U „ „ £688, .. 626 17/6 „ Southwark R.C. (Women) 20 „ „ £410, .. £25 10/- „ Exeter Church of England (Women) 17 „ „ £514, „ £80 5/- ln Walrs small secondary schools have been springing up very rapidly. In old grammar and private schools, which have become county scl Is, a certain number of boarders continue to betaken in by the headmasters. At Llandyssal County School the headmaster lakes in 19 boarders of both sexes at a fee of £27 a year, in addition to the school fi E '.I. At Llandrindrod the master used tu take boarders, but has now given up the practice. At Beaumaris the mistress has given up the attempt, to open a hostel owing to I ise. Lodgings are inspected by the teachers ami certified for their scholars in main- of the Welsh centres, and in Llandrindrod '■'>£ out of 99 children wen- in lodgings in December, 1904. At Llandilo -~il oul oi a total of 12(1 are so lodged. The Cardiganshire returns show that oul of 479 children 212 are in lodgings. Mosl of the teachers, no doubt, take great pains to select decent houses, and visit them from time to time. 'There is. however, very little supervision of these lodgings, and I am informed that in many of them, where children are taken in at as low as :2s. 6 1. a week (from Monday to Friday), and bring their own food, the above cost only covering bed and hot water, and sometimes potatoes, as a rule the children get little fresh meat, but bring a piece of ham or bacon, and fry it as required. The girls are said to suffer from excessive tea drinking, and the arrangements generally do not seem worthy of recommendation. In England a few attempts have been made to look after children in lodgings. At Driffield, in the East Riding of Yorkshire, the P. T. Centre is open -nl\ half the week, and eight pupil teachers lodge from Wednesday to Saturday with relatives or friends. The Principal of the Centre approves the lodgings, and a common room is provided at the Ceutre for the girls to do their evening study under the supervision of one of the mem lies of t he stall'. The cost of lodgings is about Is. lid. per day, and this is covered by an allowance from the County Authority. In Cornwall, where girls are allowed to hoard out, there have b m complaints as to insufficient supervision. D See Table 96, pp. 424 and 425. 59 APPENDIX D. English Language English Literature English Language English Literature English Language English Literature English Lauguage English Literature Subjects and Books taught in Douglas Secondary School. English. — Foum I. 1 — Elementary Grammar. 2 — Historical English. Introduction of Celtic, Danish, Latin, French words. 3 — Dictation and Spelling. 1 — Essays — chiefly on prepared work. Reading. 5 — Recitation of Shakesperian passage and of selected poems. 1 — Treasure Island. 2 — Selections from Dickens. 3 — Laureata — a book of selected poems. English. — Form II. 1 — Grammar — including analysis and parsing. 2 — History of English Language — decay of inflexion. 8 — Latin Prefixes, Suffixes, and Roots. ■1 — Essay Writing. •> — Simple Paraphrasing. (> — Reading, Spelling, and Dictation. 7 — Recitation — Scene from Shakespeare, and other selections. 1— Talisman (Scott). J 2— Historical Ballads (1066-1603). 3 — Study of a Shakesperian selection. I 4— Part of "Lady of the Lake" (if time permits). English. — Form III. ,. 1 — Grammar and Derivation. 2 — Elements of Prosody — figures of speech. 3 — Essays and Paraphraising. ■i — Precis Writing. o — Recitation — a Shakespeoian scene. 1— Shakespeare— " Twelfth Night." 2 — Golden Treasury of Songs and Lyrics. 3—" Vicar of Wakefield " (Goldsmith). 4 — Part of " Idylls of the King" (if time permits). English — Foum IV. 1 — Grammar and History of Language. 2 — Prosody and Figures of speech. 3 — Essays and Paraphrasing, I — Indexing and Precis Writing. S — Recitation — Shakesperian and other selections. Selections from the following: — , 5j, , (" Twelfth Night." I — Shakespeare l(AI , ., „ ° 1 { Macbeth. 2 — Tennyson — " Princess." 3— Scott— "Ivanhoe." N.B. — Palgrave's Golden Treasury to be used occasionally as a reading book. History. — Form I. 1 — Early Britons. 2 — Early England — to 1066. 8 — William I. to end of Johu (121(1). Novels on the Period—" Hereward the Wake," " Harold," " Ivanhoe," '• Talisman." ti EOGRAPHY. 1 — Geographical terms and definitions. 2 — General Outlines of the World. 3 — Geography of the British Isles. 4 — France — showing English Possessions in Norman times. fiO History. — Form [I. 1—1216-1485 (Outlines). 2—1 is-)- 10113 (Special Study. Novels on Period—" Black Arrow" (Stevenson), " Scottish Chiefs " (Porter), " Days of. Brace," "Last of Barons" (Lytton). Geography. 1 — Europe generally. 2 — Prance, Low countries, Germany, Russia, Italy (in detail). 8— British Explorations of Tudor Period. ("Shape and Size of the earth. „,.,., , \ Latitude and Longitude. 4 — Physical Geography < ,-> , XT , , ° J ° r J J Day and -N ight . l^The Seas. ins. History. — Form III. 1 — History of expansion of British Empire, 1 r>oO-19(J2 (outlines). 2—Special Period (1763-1878). Novels illustrative of the History—" Westward Ho ! " (Kingsley). Geography. 1 — General Geography of Africa. 2 — British Colonies ("Winds and Air Pressure. 3— Physical Geography \ S™* 8 and Tides ' } S * J 1 Climate. • • (_ Physical Geography of Mountains, Hills, and Rivers. History. — Form IV. (a) — 1509-1608 (Revision of work taken in 2nd Form). (b) — Stuart Period, (e) — Hanoverian Period to 1901. Geography. („) — Asia, Africa, North and South America. \/j) — More detailed study of United States. / The Ocean. \ The Ocean floor. 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Manual Instruction a. Drawing 1.4,5 — 1-55 Physical Geogy, Exercise 1 Branch 4 Latin 1st Girls French French 4 Geography. Pliy. Exercises, 11-1.:— 11-80 Algebra ■1 a. Drawing 3 b. Needlework ~ English 2nd Boys Physical fixercise Theoretical Chemistry i English English 1 Arithmetic 1 Theoretical Physics History L Drawing 3 2li.l Girls Theoretical Chemistry i. Arithmetic L Arithmetic 4 French 4 French 4 Historj Practical i ieoqjel i * L ' 4 3 Physical Algebra 1 Euclid ] B. Practical Physics g. Practical Chemistry B Latin a, Private Study b. Practical Chemistry a. Practical Physics ■1 Kxercise English 2 'I lieorelicnl Chemisl i \ • P.L Euclid Trigonometry L | L B. Latin ,. Private Study p.] French 1 Geography 1 History 1 w 1st Boys Script. Theorel ical ,. .- , Chemistry I. a Practical Physics b. Practical Chemistry 1.45—1-55 Phy. Ex. English 3 Geography 3 Tl retical Physics L Isl Girls Script. . ,, '1 i rel ical AlliliniL'llr p I h\ mi - , History Phy. 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Private MuJy S Geography P.L. „. , b. Mechanics Hm "'>' j q. Privale8tudy UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. Form LU-50m-4,'61(B8994s4)444 '36 Man. Isle of. OA 1 ^ Council of Educa- |1906 tion - Report on secon- dary b hifher elerientar education in the island" 1 638 M3A5 1906 m