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the Malay schools; and invariably the pupils write 
that the horse is an animal with a head, two eyes, 
two ears and a nose. One may doubt if the Malay 
teacher thought of that method of instruction for 
himself.” Still the Training College (Mr. Wilkin- 
son's educational child) did excellent work. And in 
1913 another was opened at Matang in Perak. 
In 1916 an officer, chosen for his knowledge of the 
Malay language and customs, was sent to study 
vernacular and industrial education in Java and the 
Philippines. As a result of his Report it was decided 
to build a central Training ^College at Tanjong 
Malim, Perak, to accommodate students for a three 
years’ course, and then to close the two existing 
Colleges that provided only a two years’ course. 
This College was opened in 1922. Meanwhile the 
curriculum of the existing Colleges was enlarged to 
include rural science and basketry, and a pass in 
one at least of these industrial subjects was required 
for a leaving certificate. It was arranged to acquire 
land for school gardens and recreation grounds 
wherever possible. The old-fashioned teacher puffed 
up with a little learning and full of the old oriental 
scholar’s prejudice against manual labour was 
ashamed to dig: the new delights in handicraft, and 
in practical acquaintance with the rotation of crops, 
the selection of soils and seeds and the study of 
pests. A series of Malay text-books, dealing with 
local problems of arithmetic, tropical hygiene, 
botany, local geography and history and so on, was 
prepared. Drawing was made a compulsory sub- 
ject. The revised curriculum “ awakened students' 
intelligence ” and the text-books caused the Malay 
vernacular press to talk of the New Learning. For 
the first time the Malay was introduced to modern 
