FINANCIAL ASPECTS OF SECONDARY EDUCATION, 1101 
No. 11.—FINANCIAL ASPECTS OF SECONDARY 
EDUCATION. 
By P. Ansett Rogriy, M.A. 
(Read Tuesday, January 11, 1898.) 
THE problems of secondary education are many and _ various, 
but they are in the main either dependent upon or closely connected 
with questions of finance. Both in establishing and in main- 
taining schools, in securing efficient masters, in fixing the scope 
and nature of the education supplied, in adopting methods of school 
management, the chief determining factor is the amount of avail- 
able revenue. It is money that makes the school to go. Without 
an ample revenue, schools are undermanned, teachers are under- 
paid, the tenure of the ablest men in the profession is precarious, 
and the educational interests of pupils are necessarily sacrificed. 
Thus it is impossible to exaggerate the importance of the financial 
question. It is this that determines the relation of the head 
master or mistress to the governing body, the number, qualifi- 
cations and tenure of the assistants, and to some extent the 
methods of school management. It is the monetary difficulty 
that blocks the way towards the most necessary reforms, that 
checks the ambitions and lowers the ideals of even the most 
enthusiastic and self-sacrificing schoolmasters. 
Let us first take a cursory glance over the field of secondary 
education in Australia, and observe the different types of schools 
that furnish teaching higher than elementary. (1) The earhest 
type toemerge was that of the Denominational School, such as 
the King’s School, the Melbourne Church of England Grammar 
School, Newington College, and St. Ignatius’. Long before the 
State took any active part in providing secondary teaching, the 
religious bodies, by voluntary effort, established schools of a high 
type, which have continued ever since to render valuable service, 
and in some colonies haye borne the entire burden of secondary 
education. In some instances the State so far encouraged these 
efforts at the outset as to assign valuable grants of land for school 
purposes ; but these institutions have always been self-supporting, 
receiving no State subsidy, except (in some few unimportant 
cases) the right to receive the holders of State bursaries. (2) 
Another type of school is exemplified in the Queensland Grammar 
Schools and the Sydney Grammar School. The schools have been 
established by local subscription, supplemented by Government 
aid, and assisted in their maintenance by a moderate State 
subsidy. Their existence is thus based upon legislative enactment, 
