to make it as elastic as possible, with the obvious aim of encouraging
variety in the schools and in the methods of teaching.

For an example of this tendency one need only compare the present
conditions attaching to the payment of the principal grant to infant
schools with those that were in force a few years ago. The higher grant
was formerly given if the scholars were taught under a certificated
teacher, or under a teacher not less than eighteen years of age,
approved by the inspector, and in a room properly constructed and
furnished for the instruction of infants. There was also a proviso that
the infants should be taught 'suitably to their age.' The new code
contains the following regulation:

'A principal grant of 17s. or 16s. is made to infant schools and
classes. The Board shall decide which, if either, of these grants shall
be paid after considering the report and recommendation of the inspector
upon each of the following four points: (a) The suitability of the
instruction to the circumstances of the children and the neighbourhood;
(b) the thoroughness and intelligence with which the instruction is
given; (c) the sufficiency and suitability of the staff; (d) the
discipline and organization.'

Working in this spirit, the Board of Education is able to mitigate some
of the evils of a State system. But it cannot attack them at the roots
without initiating a complete revolution. Out and out reforms of this
kind are only politically practicable when they are demanded by the
irresistible voice of a strong public opinion. The public are misled as
to the true issues by the intrigues of political parties. The conflict
is narrowed down by party politicians, who have particular interests to
serve, to a mere squabble about school boards, voluntary schools, local
authorities, and religious instruction.

The consequence is that these side issues have come to be regarded as
the great education question of the day. It is not easy to stir up any
deep feeling about the comparative merits of the two classes of
elementary schools. Most people do not care a jot whether their children
go to one or the other. It is not the masses who agitate about
denominational or secular teaching, but those limited classes who have
some direct interest in matters affecting religion.

But who would not cast aside their lethargy, if they were made to
understand that the question to be decided is not whether this or that
type of school should be