1102 PROCEEDINGS OF SECTION J. 
and the Government has certain rights of inspection, which 
in practice are delegated to the governing body. (3) In New 
South Wales the State has established High Schools for boys and 
girls respectively, under the entire control of the Education 
Department. At present the number is limited; but the system 
admits of development with the increase of population in provin- 
cial towns. South Australia has provided a High School for 
girls, but has refrained from competing with the Denominational 
Secondary Schools for boys’ education. (4) A different method 
of State activity is shown in the Superior Public Schools of New 
South Wales, and in the upper departments of State Schools in 
other colonies, where the primary education provided for the 
people is supplemented by instruction in subjects usually included 
among those of secondary teaching. In Victoria, State school 
teachers are allowed to instruct in these secondary subjects, 
charging a very small fee determined by the Department. (5) 
While the Denominational Schools represent one species of 
Proprietary Schools, another type has recently come into being 
in the Armidale Grammar School, which belongs to a 
company, its objects being commercial as well as cducational. 
To this type, though with little of the commercial element, will 
belong the Melbourne Church of England Grammar School, if a 
projected scheme of reorganisation is successfully carried out. 
The scheme provides for 300 governors who subscribe £100 each, 
and the school thus endowed will be transferred to them as a legal 
corporation. (6) The next type, which is most numerous, but 
least influential, is that of private schools, whose policy and 
continuance depend entirely upon the pleasure or ability of indi- 
viduals. Private secondary schools are relatively important only 
in Victoria, where for many reasons the large Denominational 
Schools do not command the situation, and the local worship of the 
Matriculation Examination has made education in the minds of 
most Victorians synonymous with “coaching.” (7) For the sake 
of completeness we must not omit to mention the Technical 
Colleges, Schools of Mines and Art, Agricultural Colleges, and 
Working Men’s Colleges, if we follow the British Royal Com- 
mission on Secondary Education (1895) in including Technical as 
a branch of Secondary instruction. With the magnificent 
exception of the Ormond Working Men’s College in Melbourne, 
founded by private benefaction, these technical schools were 
originated by the State, and all, without exception, are dependent 
on State subsidy. Finally, it is necessary to remember that, apart 
from all these schools, a large amount of secondary instruction is 
given by private tutors and governesses, the proportion being, 
perhaps, greater in Melbourne than in any other Australian centre. 
We may now inquire into the sources of revenue for secondary 
education. And first, how far has the principle of State aid been 
