146 How Science Teaching [April, 
system of payments on results) about 30 or 40 students and one 
teacher (no account kept of remuneration): has had 48, and has 
now 45, students. Total remuneration from the State, 172, and 
beyond some trifling charge made for chemicals “ the Committee do 
not guarantee the teacher any remuneration.” 
“The classes are fluctuating: payment on results is not the 
best basis for a scheme for Science teaching to rest on, for it stimu- 
lates cramming and indirectly discountenances practical work. The 
examination questions vary from year to year in their difficulty so 
much that teachers are not only dependent on their pupils, but at 
the mercy of the whims of the examiner. The system can never 
become a total success, as no encouragement is offered by ‘ payments 
on results’ for teachers to devote themselves specially to Science 
teaching.” 
Mr. Shore also sends us equally disheartening details of schools 
and classes at Padiham, Haslingden, aud Bacup—all struggling to 
keep afloat; at the place last named three teachers receive amongst 
them about 30/.! 
Slough.—(The secretary, Mr. Chapman, sends us the following.) 
The school was established in 1853. The year following the intro- 
duction of the system of payment on results, it had 50 students, and 
one teacher who received remuneration as follows :— 
LP ee 
Hromthe'States “ess. sa ee ee ee EO TLO VEO 
- Students Lu bieeet os a tities Nil. 
- Committed Wee, ad joel) ay ok 20.10 
£23 10 0 
Now the Master has 75 students, and receives as follows :— 
Promcthe State 15,0 6: Serer ee le 
bs Committe. 35,0 we Mec bee eee ee: 
Here we have an encouraging view of the system of “ payment 
on results ”—25 more students, and 77. 10s. less for teaching them! 
Concerning this school the Secretary writes. ‘“ The members ” 
(students) “ are chiefly composed of carpenters, bricklayers, painters, 
blacksmiths, and the usual trades and occupations belonging to a 
small agricultural town.” ‘ Hight of the class have obtained master’s 
certificates in plane, practical, and solid geometry, and two in 
building construction, three of whom are now engaged at different 
places as Government Science teachers.” ‘“ The course of instruction 
1s plane geometry, isometric and orthographic projection, descriptive 
geometry, perspective, building construction, plan drawing, orna- 
