ON THE TEACHING OF SCIENCE IN ELEMENTARY SCHOOLS. 189 



It will be observed, however, that there is a very remarkable increase 

 ill the figures for 1898-99, and that this applies to every one of the 

 specific subjects. Strictly speaking, the return for this year is not 

 comparable with those for the previous years, as they represented the 

 number of children who were presented for examination in these several 

 subjects, whereas the return for this last year represents the number of 

 scholars qualified for grants. In order to be so qualified in each subject, 

 not less than twenty hours' instruction must have been received by each 

 scholar, but calculating from the standard unit for estimating the grant, 

 it would appear that the amount of time given during the year to such 

 instruction was actually about fifty-two hours. The mean number of 

 scholars in Standard V. and upwards was 710,157, which would give 

 50' 7 per cent, as the proportion of scholars qualified for grant as compared 

 with the possible number of students ; but it must be remembered that 

 nearly one-third of them take two subjects, and are therefore counted 

 twice over. Though, as indicated above, too much stress must not be 

 laid upon these increased figures, it is quite evident that the abolition of 

 individual examination in the specific subjects has been received with 

 favour by school managers and teachers, with the result that much more 

 attention is devoted to this branch of instruction, and, it is to be hoped, 

 with much less cramming. 



The Code which has been introduced this year will further carry out 

 this principle by substituting one block grant for all the elementary, class, 

 and specific subjects, so as to avoid the temptation to study wliat would 

 liring in the most grant rather than what is most adapted to the circum- 

 stances of the individual school. At the same time, the Code requires 

 that ' lessons, including object lessons, on Geography, History, and Common 

 Things be taken as a rule in all schools,' and that one or more of the 

 subjects of instruction hitherto known as ' specific subjects ' is to be taken 

 ' when the circumstances of the school, in the opinion of the Inspector, 

 make it desirable.' 



For the guidance of teachers in preparing their course of study, the 

 Board of Education (which now takes the place of the Education 

 Department) ha^-e issued a number of specimen schemes adapted for 



