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 the close of the period 1805-1905 will ever be associated educationally, as in other ways, with Lord Milner's tenure of the office of High Commissioner. Midway between these two dates occurs a third of scarcely less importance. In 1854 representative institutions were granted to Cape Colony, and in the same year Sir George Grey became its Governor. It can scarcely be doubted that the Education Act, which eleven years later established the school system of the Colony on so permanent a basis that no fundamental change was again made until the Act of the present year came into force, was the outcome of representative institutions. But the foundation of the Board of Public Examiners out of which has grown the present University of the Cape of Good Hope, and, again, the great development of industrial and other schools for natives, must be put to the credit of Sir George Grey himself. As head of the State, he provided impartially both for the highest and the lowest type of education in the Colony.

In so brief a survey as this it is useless to attempt to multiply dates. Accordingly, the growth of educational facilities in South Africa will be considered at the beginning, towards the middle, and at the end of the assigned century, and not, in a general way, at intermediate points. Again, for the sake of conciseness, this growth will be described in respect of (1) amount, both as regards quantity and quality; (2) distribution, not only over different areas, but as between European and other classes of society; (3) public control, both central and local, as well as private control. And, last of all, some attempt will be made to trace the growth of educational ideals during their hundred years.

In 1807 the Education Commission, as enlarged under De Mist's ordinance, reported to the new English Government that there were the following schools under its immediate inspection: a Latin school for boys (in which French also was taught) of 7 pupils, a