THE NEW CODE.
E public have been informed so persistently during the past week that payment by results has been entirely abolished, that it would not be at all astonishing if they have begun to believe it. As a matter of fact, how- ever, the alteration that is intended cannot properly be so described. Under the new, as under the old Code, the Education Department undertakes to make grants to schools that can prove themselves efficient, the change being for the most part in the manner in which the efficiency is measured. No doubt there is a world of difference in the two canons ; but to speak of the new system as altogether abolishing payment by results, is to introduce a wholly unnecessary amount of mental confusion. Managers and teachers will still find it pay better to have good schools than bad. ones ; but the manner in which their performances will be judged will be entirely revolutionised. Up till now, the plan followed for determining the amount of the grant was largely mechanical. The earnings of the school principally de- pended upon how many children could be got to pass certain examinations ; and therefore the energies of the teachers were directed, not towards obtaining a general level of excellence, or having even a well-instructed set of scholars, but to cramming the boys and girls under them in such a way as to get them through the examination. The object was not so much to educate the children as to make them successful examinees. This system, which monopolised the name of " payment by results," naturally enough gave universal dissatisfaction to those who had the educational interests of the country at heart, and for years they have been attempting to change it for one more rationally conceived. In the new Code, a genuine attempt has been made to overcome the former evils, and to find means by which, not the ability to pass a maximum of scholars, but real teaching efficiency can be encouraged and rewarded.
Speaking generally, the principles upon which the grants to elementary day-schools for older scholars—i.e., not for infants—will be apportioned, are as follows. To begin with, there will be a principal grant in respect of each child who has attended school for the required number of days, and of hours in each day, made to every school which an inspector has declared efficient. This principal grant is to be either 12s. 6d. or 14s., according as the inspector may report as to " the accuracy of knowledge and general intelligence of the scholars in the elementary subjects." The rules as to the examination which is to take place before the inspector declares a school efficient, and so able to earn the principal grant, either in the lower or higher degree, are comparatively simple. The 14s. is never to be given unless the children throughout the school are satisfactorily taught recitation. All the scholars on the books must be present at the inspection, unless there is a reasonable excuse for absence. All are liable to be examined in the three elementary subjects. It is laid down, however, that, as a rule, they will be examined by samples, though not less than one-third are always to be individually examined. Next to the principal grant comes that for discipline and organisation, which is either to be a shilling or an eighteenpenny grant. The principle upon which this grant is to be awarded can best be given in the words of the Code itself :—" The Inspector, in recommending either the higher or the lower of these grants, will have special regard to the moral training and conduct of the children, to the neatness and order of the school premises and furniture, and to the proper classifica- tion of the scholars, both for teaching and examination.
To meet the requirements respecting discipline, the managers and teachers will be expected to satisfy the Inspector that all reasonable care is taken, in the ordinary management of the school, to bring up the children in habits of punctuality, of good manners and language, of cleanliness and neatness, and also to impress upon the children the importance of cheerful obedience to duty, of consideration and respect for others, and of honour and truthfulness in word and act. The Inspector should also satisfy himself that the teacher has not unduly pressed those who are dull or delicate in preparation for examina- tion at any time of the year." If we are to believe those who have made the condition of our elementary schools a special study, this grant may be of the most beneficial effect. After all, what is wanted from an educational system is not merely the teaching of facts or even of the art of acquiring facts. The liberalising of the mind and the acquirement of a sound moral training are infinitely more important. We should, then, miss no opportunity that may arise for encouraging schoolmasters to cultivate the social virtues among those under their care. Whether the grant for "discipline and organisation" will work well in practice, remains to be seen ; but, at any rate, the experiment is well worth trying. At present there is a great temptation to school managers to think of nothing but " cleverness " when they choose a teacher. Yet there is no one but would admit in the abstract that the schoolmasters and school- mistresses who, though they fail to bring their pupils on at the fastest possible rate, yet help to make of them good men and women, are a thousand times more valuable to the State. If, then, it turns out possible to put some sort of premium upon the cultivation of a high tone in our elementary schools, the grant will have been amply justified.
The other grants of importance are those made in respect of needlework, singing, " specific subjects "—in- including the principles of agriculture and Euclid— and " class subjects," such as English, geography, elementary science, and history. Further, where appro- priate provision is made for the practical teaching of cookery and laundry-work, the inspectors have power to make a grant of 4s. in respect of any girl who qualifies in the former, and of 2s. for one who qualifies in the latter. It would be out of place, however, to discuss these details of the curriculum which the Code encourages ; nor do we intend to go into the complex questions raised by the special grants to day-schools in respect of pupil-teachers, the grants to evening-schools, or the assistance given to the Training Colleges. There is, however, one point upon which we desire to make a suggestion. Would it not be possible to include the elements of law among the " class " or " specific " subjects ? No doubt, put baldly, the proposal sounds absurd enough ; but then, so does the notion of teaching Euclid, Latins French, animal physiology, botany, magnetism and electricity, and history in National schools. An outline of the principles of law could be quite as easily acquired as " The Stuart Period, with acquisition of territory during the period, and constitution and functions of Courts of Justice and Taxation." In Switzerland, the principles of law are, we believe, taught in all the elementary schools, and with the best possible result. Nor is it likely that the seed in England would fall on barren ground. There is nothing that the Englishman of the poorer classes is so much interested in as law. Not only does a great trial sell a penny paper more than even a battle, but the smallest "law case" is always followed with the keenest avidity. No one who has lived among the classes that earn 30s. a week and under, can have failed to be struck by the immense attention given by them to the subject of law. " That 'ud be agin' the law, I take it," " Don't tell me that be the law," or " The law won't let 'e," are constantly on their lips. No doubt these a priori notions of the law are usually totally wrong, but that only increases the need for education. Teach them or not, the poor are certain to have strong opinions on the subject, and it would therefore be clearly an advantage to have those opinions as far as possible correct. No one, of course, would be so mad as to propose teaching the " Rule in Shelley's Case," or the elements of conveyancing or pleading, in Board schools. It would, however, be quite possible to teach children the manner in which property is acquired and can be disposed of by will or otherwise, and how it descends in cases of intestacy. Again, an outline of the law as to torts and contracts, and the principles of the criminal law, might be easily and usefully acquired. No doubt the children who took up law would often have a very imperfect know- ledge imparted to them, but still they would be prevented in after-life from believing in the wild absurdities which so often now do duty for " law." Nothing would be easier than to draw up a short text-book with the main principles clearly and shortly put forth, and in intelligible language.
Surely when next the Code is revised, it would be worth while to make the amendment necessary to constitute law a " specific" subject.
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