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inspecting staff was inadequate to cope unaided with 
administrative routine and the work of school inspec- 
tion. Moreover legitimately enough Malays with 
an English education were anxious to take part in 
supervising the work of the vernacular schools. 
Accordingly Malay Assistant Inspectors of Schools 
were appointed to Settlements and States to give 
the vernacular schools their undivided attention. 
The system has worked admirably. Below them 
are Malay-speaking Visiting Teachers, who have 
charge of districts, and below these Group-Teachers, 
who have charge of the biggest school and supervise 
the less important schools within a yet smaller 
radius. Improved salary schemes have attracted 
the most intelligent type of Malay to the profession 
of vernacular schoolmaster and it has been laid 
down that as far as possible they shall always be 
employed in their native place. 
The improvement in the education of Malay boys 
has been reflected in the success of those pupils who' 
after passing through the vernacular school in 4 
years have proceeded to English schools. Till 
recently the Principals of English schools dreaded 
the advent of the average overgrown Malay student,, 
whose intellect had been dulled by years of unintelli- 
gent instruction under a village dominie. To-day 
he welcomes the bright alert little boy, who, given 
intensive training in English, can jump to Standard 
V in 2 or 3 years. And as yet the radical reform 
of Malay boys’ schools has only begun to make its 
influence felt. 
(b). Malay Girls’ Schools. 
Malay Girls’ Schools remain a very hard problem. 
The unco’ guid regard the instruction of girls in 
