( 5 ) 
of system created a permanent expert Inspectorate, 
though it was, not till Pahang got an Inspector in 
1913 and Malacca an Assistant Inspector in 1921 
that every Settlement in the Colony and every State 
in the Federation had its. own local Inspector. 
As the schools, English and Malay, grew in number 
and efficiency, the heavier and more specialized be- 
came the work of the administrative staff. The 
public became more and more keenly interested in 
the aims of the Department. The Malay Rulers 
turned to education to equip their subjects to hold 
their own against the educated Indian and the 
vigorous intellect and energy of the Chinese. 
Accordingly in 1916 a new post of Assistant Director 
in charge of Malay vernacular education in Colony 
and Federated Malay States was created and, as 
the comparatively small Education Department could 
not provide a suitable officer, it was given to a 
member of the civil service chosen for his knowledge 
of the Malay language and the Malay mind. This 
appointment, as the section on Vernacular Education 
will show, led to a thorough organization of adminis- 
trative machinery for the betterment of Malay 
education, an organization not yet rivalled in any 
other branch of the Department’s activities. In the 
Estimates for 1919 the insertion of another most 
important new post, that of a Chief Inspector of 
English Schools, marked on the English side also 
the beginning of a new phase, when the present 
Inspectors must tend to become more and more 
purely administrative officials and the work of 
inspection pass into less occupied hands. Provision 
in the Estimates of the Colony for an Art Master 
and for a Superintendent of Physical Education, 
officers who will be engaged in training local teachers 
8i-4$/ 24$ 
