"I do not stop to argue whether L15,000 be not an extravagant expenditure for official expenses. That which is of importance to observe is, that the tendency and effect of the costly, but most effective, system of inspection is, in reality, to convert inspection into superintendence, and to extend the direct influence of the Board over all the schools in connection with them. The training or normal establishment is instituted for the express purpose of indoctrinating the masters in the views prescribed by the Board. But the influence does not end here. By a system of examinations, conducted in connection with the inspection, the Board contrives to direct the studies and mould the train of thought of the masters. Their salaries are increased at the pleasure of the Board. A graduated system of promotion and a scale of rewards are established, dependent entirely on their recommending themselves to the inspectors. Under such a system the power nominally left to the local patrons of selecting the schoolmaster, in reality does not give to these patrons any substantial control. Every national schoolmaster adopts, or professes to adopt, the opinions of his real masters, and learns to reflect the opinions which he knows to be in favour with the Board. "The model schools are established partly to complete the training of the masters, and partly to force upon the country the entire system of the Board. Of these schools the commissioners themselves are the patrons, and in these they have full power of enforcing their own views. What they 'earnestly recommend' to others, they are able to adopt in their own schools. Money is lavished upon these model schools, so as to make them establishments of a superior order. The model school in Marlborough Street is maintained at an expense of L3,500. One in Belfast costs very nearly the same sum. Most of this money is expended in the salaries and maintenance of pupil teachers, so that these model schools are, in effect, colleges, with their exhibitions to attract students. Over these model schools the commissioners have absolute control, and through them, and by means of them, they exercise an almost absolute influence over the whole system of education in connection with the Board. This is, in effect, the carrying out of the plan indicated in the report of 1835. Centralization is secured by an array of schoolmasters, trained under the Commissioners. No man can attain the rank of a first-class national schoolmaster who has not gone through a training in an establishment conducted after the most approved fashion of the Board--a training by which he becomes thoroughly indoctrinated in all the maxims of that fashion. He is not sent to a model school