NATIXI-. EDUCATION IX rill'. TKAXSKi:!. 



By l\c'\ . John Roiskkt Lkwis Ki.\(;().\. M. A.. I'.L.S. 



S^'^()I•SIs. 



I. The F'icld Covered. 



II. The Origin of Xativc I'.duc.ition. 

 Ml. Tlie System of Xativc Kducation. 



1. The ]\Iissionary-Sui)eriiiti.ndeiil. 



2. The Teaching Staff. 



(a) Training in the past. 



(b) Teachers' certificates. 

 ((■) Training Institutions. 

 id) Quah'ty of teachers, 

 d') Social position. 



(/') Economic position. 



3. Tlie Schools. 



(a) How schools originate. 



(b) Granting of sites. 



{c) Survey and limitation of sites. 



(d) Xeed for better type of buildings. 



(e) Growth in number of schools. 



if) Denominational control of schools. 

 (g) Distribution of enrolment. 



4. The Inspection of Schools. 



(rt) Large circuits of Inspectors. 



( b ) Inspectors do not always know the language. 



(c) Inspectorate inadequate. 



IV. The Education now in Process. 



1. Literary. 



2. Industrial. 



3. Agricultural. 



V. The Curriculum. 



r. What we are teaching the Natives. 



2. Vernacular as medium — Katir as a subject. 



3. Religious teaching. 



\ I. The Attendance. 



1. Number attending school. 



2. Number available. 



3. Reasons for small percentage at school. 



4. Desire for compulsory attendance. 



5. What compulsory attendance would mean. 



VII. The Results of Native Education. 



1. Alanifest unsoundness of argument against Native Education. 



2. Economic value of Native Education. 



3. Moral value of Native P^ducation. 



4. Some other reasons why Education of Native is essential. 



5. Numerical results. 



6. Remarkable advances made. 



7. Value of "'School Natives" to the Administration. 



VIII. The Support of the Schools. 



1. Missionary Societies. 



2. Government Grants. 



3. Local Contri1)ution. 



4. Effect of Council System of Education. 



IX. The Grading of Schools. 



1. Out-station schools. 



2. Main station schools. 



3. High Schools. 

 A 



