PRESIDI'LNTIAL ADDRESS — SECTION D. 55 



Stood at ii86,o6o for 1913, which is the highest figure reached. 

 If it lae assumed, as it may, that a very considerable amount of 

 progress has been made with the provision of new school build- 

 ings in the Province, an annual contribution of £150,000 would 

 certainly not be illiberal. This figure would, of course, be subject 

 to revision from time to time. 



On the hypotheses assunitrd in the above argument, the 

 position would then lie : — 



Central Contribution. Local Contribution. 



To meet the cost of cen- To meet the cost of 



tral administration, carrying on the 



inspection, training of schools £106,825 



teachers, education of To meet recurrent 



non-European child- expenditure on 



ren, and contributions buildings and c(|uip- 



to teachers' pension ment 120,000 



fund £108,625 



Capitation grants .... 574,000 



Building grants 150,000 



£'^2,2fj2^ £226,82^ 



This would mean that 27 per cent, of the assumed total 

 expenditure on public education wonld be borne by local con- 

 tributions. Whether Parliament would approve of the imposi- 

 tion of this local burden it is, of course, not possible to say. 

 Local authorities in older countries have a heavier burden. 

 Thus, from the 1913-1914 figures, it appears that in Scotland 

 the central government provides about 63 per cent, and the local 

 authorities ^y per cent, of the expenditure on public education. 

 Corresponding figures for England and Wales (iyii-1912) are 

 about 59 per cent, and 41 per cent. 



One word, in conclusion, with regard to the control of 

 native education. In dealing with financial relations I assimied 

 that the central authority would retain the funds provided for 

 this pur])ose and administer them ; in other words, that native 

 schools would not fall within the supervision of the local autho- 

 rities. The present position in Transvaal is that schools for 

 Eurafricans do so fall, while aided mission schools for aborigines 

 do not. I believe the same dift'erence as regards control exists 

 elsewhere in South Africa. If the schools for Eurafricans re- 

 mained under the local authorities, as they well might, a capita- 

 tion grant in aid of their maintenance would be necessary. The 

 education of natives is a matter about which there are such acute 

 dift'erences of opinion that it would probably be advisable to vest 

 control of native schools entirely in the central authority for the 

 present. 



