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The last division of the report contains the recommendations of the Commission as to the measures which they think, having regard to the circumstances of the Province, best calculated to place the Education on a sound and permanent footing.

The Commission refrain from entering into the details of these measures, or from attempting to frame a bill for the consideration of the Provincial Legislature, because they conceive that a work of this nature is one which could be more conveniently performed under professional advice, and by persons more competent than the Commission can pretend to be, to clothe in technical language the ideas which are intended to be conveyed.

The object of the Commission in considering the framework of their report has been, not so much to insist upon details, or even to make specific recommendations as to discuss general principles; to lay down general rules where they think that these are warranted by the experience of other communities or different systems; to present the whole question in its different aspects, and thus to furnish materials for arriving at a decision in conformity with the system which may appear best suited to the circumstances of this Province.

But while the Commission have taken this view of the duties imposed upon them,—while they have considered that their functions were more properly those of a Commission of Enquiry, they have not shrunk from expressing their own opinions, nor from making distinct recommendations, whether on points where a general agreement exists, or on those which have given rise to the greatest amount of controversy.

In taking this course their primary object has been to give as fair a view of the subject as possible. To state facts as they found them, and to draw attention to those views and those lines of reasoning which seem to bear upon these facts whether favourable or unfavourable to their own views. In short, they have endeavoured to place impartially the whole result of their enquiries before the Government, without, at the same time abandoning their own convictions.

The Commission have not attempted to deal with any questions not directly relating to elementary education. They are aware that various proposals have been made to introduce provisions into the Education Act for stimulating the acquisition of the higher branches of learning by founding scholarships which should secure to the holder the advantages of a course at one of the Universities in the mother country. While fully recognising the benefits which might arise from the adoption of some plan of this nature, the Commission are of opinion that this question is only remotely connected with the main question of elementary education, and have therefore neither alluded to it, nor, for the same reason, to some others, which have been at different times mooted in reference to education.

The Commission believe that the great object is to organize as perfect a system of elementary education as possible. This first step once gained, a foundation would be laid for future improvements, and an impulse would be given which could not fail of itself to produce a further development in the required direction, whatever that might be.

In accordance with the plan here sketched out, the Commission proceed first to consider the system pursued in New South Wales.

AUSTRALIAN SYSTEMS.

1.—NEW SOUTH WALES.

Legislative Enactments.

The Acts under which the Educational Department of New South Wales has hitherto been administered are the following:—

1st. The Act of 1848, which does no more than incorporate a Board of Commissioners of national education, not prescribing any duties, nor giving any specific powers to that body beyond those of making by-laws for the good government of the corporation, and for the management of its income and property.

2nd. The Act of 1852, which enables the Governor to appoint additional members.

3rd. A new Bill has been lately introduced into the Legislature, founded upon and very similar to the Act of Victoria, which will be mentioned below.

It will be more convenient to review the nature of this last measure when the system pursued in Victoria comes under consideration, the principle upon which it is founded having been there tried apparently with success, while in New South Wales its practical working is as yet a matter of speculation.

The rules and regulations for the conduct of the schools drawn up by the Board of Commissioners in this colony, constitute the real law upon the subject, and it is to them that the principal attention should be directed in order to gain an insight into the nature of the system.

Objects of the System.

“The object of the National System,” as set forth in an explanatory statement by the Commissioners, “is to afford facilities to persons of every denomination for the efficient education of their children in the same school, without prejudice to the conscientious convictions of any. National schools, therefore, are open upon equal terms to all, and adequate provision is made for supplying the two parts, secular and religious, of which a complete education consists.”

The schools supported by the Commissioners are divided into two principal classes, termed respectively vested and non-vested schools, differing from each other on some material points in their constitution and management.

Vested schools derive their name from the fact that the whole property of the school, the site, the buildings, furniture, &c., are vested in the Commissioners.

With non-vested schools, however, this is not the case. The aid granted to vested schools extends to their establishment as well as to their maintenance