The number won by the boys in a class in a particular subject will be added together and divided by the number of boys in the class; the result will be the mean number for that subject for that class, and the classes being equal, that number will be a measure of the proficiency of the school in that subject. The number of boys in the school multiplied by the sum of the mean numbers will be the number which will determine the sum of money to be apportioned to that school, and divided among the educational staff.
I propose that a sum of money, at the discretion of the Department, be divided[8] once a year among the schools, in the ratio of the numbers obtained as above, and that notice be given to them to that effect at the commencement of each year, naming the total sum. I propose that the sum won by the school should be divided among the educational staff in the following proportions:—
| Head Master 5 shares, but total not to exceed | £30 |
| Assistant Masters, each 2 shares, but total not to exceed | 12 |
| Pupil-Teachers, each 1 share, but total not to exceed | 6 |
As every progressive step made by the dullest boy who attends the classes tells on the gross number, and through it on the pecuniary gain of the whole staff, the staff will have no temptation to neglect, but on the contrary, every inducement to push on the dull boys, and as proficiency in the lower subjects counts as much as proficiency in the highest the common fault of neglecting the low subjects would evidently diminish very much the profits of the staff, and will therefore be prevented.
I consider this sliding scale would be preferable to paying the master a certain sum for every prize won in the school, which is a direct temptation and inducement to him to select from time to time the most promising boys, and put them under pressure to make prize boys of them, neglecting the dull boys of the same standing who can not on that system of reward be productive of any benefit. The collateral advantages of this system.
(1.) It becomes the direct personal interest of the staff to retain the boys as long as possible, in order that at each examination, there shall be as many boys as possible well advanced in all the subjects.
(2.) That it becomes their direct personal interest, to select from among the boys presenting them selves for entry, those that are most advanced in the elementary subjects, so that their backwardness may diminish the mean numbers as little as possible.
(3.) That it becomes their direct personal interest to work the school with as few masters as possible, as thereby their individual gains are larger.
(4.) Competition is created among the Navigation schools and their educational staffs. The result of each examination should be allowed to be published in the local papers, and the results of the examinations at all the Navigation schools should be made known at each school.
(5.) The inspector and the Department can see at a glance whether any Navigation school has neglected any subject. The masters could not evade the rigor of this test by any artifice.