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PRIMITIVE RAILWAY TRAVELLING. 23

some minutes past the starting time, and replied, "Oh ay, but Mr F. has a dinner-party the nicht, and I'm just giein' him twa or three minutes' preevilege."

On the Elgin and Rothes line I saw the Provost of Elgin walk across a field with a letter in his hand, which he waved to the driver of a train going at its usual full speed. The train stopped, and the guard took charge of the letter.

At Ordens, a siding on the Banff and Buckie branch line, I was instructed to go to this siding, and as the train approached to set fire to a newspaper or other material that would make a good blaze, and the train would stop. The night was very dark and windy, and I failed to set fire to the newspaper; but a stentorian shout which I executed had the same effect, and I was taken on board.

On another occasion I called on a school correspondent whose house was about a mile from a station on the Findhorn line. When I proposed to walk back to the station, he said, "You needn't take the trouble. I always stop it as it goes past." And he did. It is not matter for surprise that this line is now on the retired list.

CHAPTER IV.

HISTORY

FIVE STAGES OF CODE DEVELOPMENT REPEATING ITSELF-ELASTICITY AND HIGHER GENERAL LEVEL-LORD BALFOUR OF BURLEIGH AND SIR HENRY CRAIK-THE AIM A RETURN TO THE IDEAL OLD PARISH SCHOOL-DULLARDS, LIKE THE POOR, ALWAYS WITH US EARLY GENERAL REPORTS REPRESENT THE PRINCIPLE OF RECENT CHANGES --DULL AND CLEVER ALIKE PROVIDED FOR.

THE development of the Education Code may be described as having five stages. Previous to 1860 the administration of grants was conducted entirely by minutes, which were in 1860 reduced into the form of a code. This, with few important changes, regulated the action of the Department towards Scotland, so far as payments were concerned, up to 1873, when, following on the passing of Lord Young's Act of 1872, a Scottish Code was drawn up, and a separate Scottish Department established.

The second stage of Code modification may be dated as ranging from 1873 to 1886. During this period a number of changes were made,

CODE DEVELOPMENT.

25

comparatively unimportant but on the whole beneficial, which it is not necessary to describe in detail.

The third stage may be dated from 1886, when the first step was taken towards a modification of individual examination by its abolition in the lower standards. In the higher standards also there was a relaxation in both standard and class subjects, and, as a corrective of possible abuse of this relaxation, the principle of payments graded according to merit was beneficially introduced. A larger choice of class subjects was allowed, and a more important part in the work of the schools was assigned to them. Every year changes, not of great importance, but all in the healthy direction of greater elasticity, were made, till in 1889 there was a relief of fees for all pupils in the compulsory standards.

Another stage may be regarded as commencing in 1890, when individual examination in all the standards was abolished, and in 1892, when relief of fees was allowed for all children between five and fourteen-a relief extended in 1894 to children between three and fifteen. An unlimited choice of such specific subjects as school boards might think suitable for each locality, and subject only to the approval of the Department, was allowed.

In 1895 the whole basis upon which grants are made was changed, with the result of removing vexatious restraint, and at the same time securing equal efficiency.

The merit certificate, which has the same relation to the primary as the leaving certificate has to the secondary school, was for the first time referred to in 1891, and formed part of the Code in 1892.

What may be called the fifth stage of Code development was reached in 1898, when the method of annual inspection was largely changed, the Science and Art Department transferred to the Scottish Education Department, higher grade schools instituted in 1899, and the whole system of payment for different items abandoned.

To enter into the changes in fuller detail is unnecessary for the professional, and would be tiresome for the lay reader.

Those who are old enough to remember the character of Government inspection between 1860 and the establishment of a separate Scottish Department, and have taken note of the changes that have bit by bit been introduced in successive Codes during the last fifteen years, can scarcely fail to have observed that, in a very substantial sense, history is largely repeating itself by a

HISTORY REPEATING ITSELF.

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return to the greater freedom of action of the old régime. But there is a difference in two very important respects: first, that generally higher aims and a more definite goal have been suggested to teachers and school boards; and secondly, that grants graded according to merit, not on individual but average results, secure a higher general level of attainment, which is surely the teacher's proper aim. These changes, under the eminently wise and skilful direction of Lord Balfour of Burleigh and Sir Henry Craik, have removed the temptation to overpress the dull and unduly keep back the quicker pupils. It is probable-nay, certain-that, under these relaxed and more reasonable conditions, the dullards escape the hard grinding that does them no good, and that the idle no longer appropriate more of the teacher's time than they have any right to; but it is beyond question that instruction is imparted under healthier conditions, and with better results, for that portion of our school population who are fitted to turn advanced education to good account.

I think it can be claimed that, given fairly satisfactory conditions of locality and parental care, the Scottish child, whether of ordinary or superior ability, has within his reach an education

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